FOR ZAMBOANGA CITY DIVISION USE ONLY

NOT FOR SALE

K
QUARTER 4
Week 6

CapSLET
Capsulized Self-Learning Empowerment Tool-Kit

CapSLET Developers:

Salma S. Asani, T-III

Elowiza R. Garcia, T-III
Anna Marie Lovely R. Dael, T-I

Illustrator:

Kristin Joy A. Zamora

Schools Division Office of Zamboanga City

Region IX, Zamboanga Peninsula
Zamboanga City

“Unido, Junto avanza con el EduKalidad Cree, junto junto puede!

 1

SUBJECT & KINDERGARTEN QUARTER 4th WEEK 6 DAY 1____________________________________

GRADE/LEVEL dd/mm/yyyy

TOPIC Numbers In Between

LEARNING Identify the number that comes between (MKC-00-5)
COMPETENCY
IMPORTANT: Be sure to read the material carefully at least one day before the lesson is present-
ed to the learner. Lessons are to be conducted in a quiet place with little or no distraction and
disturbance.

UNDERSTAND/ ENTENDE
Topic Title: Numbers In Between

To the facilitator

In this lesson, introduce to the child on how to identify

the number that comes in between. Counting numbers up to 10
improves the child’s counting skills. In this module, the child
will learn to recognize numbers that comes in between. Count-
ing numbers is a basic Mathematical skill that will help the child
to recognize the order of numbers.

Follow the steps below:

1. Model:

Say: I have here 3 sets of numbers.

0 1 2 3 4 5 6 7 8
SET A SET B SET C

I will count these sets of numbers.

Set A : 0 1 2
Ask: What number that comes in between 0 and 2?

Set B: 3 4 5
Ask: What number that comes in between 3 and 5?

Set C: 6 7 8
Ask: What number that comes in between 6 and 8?
CapsLET Prepared by: Salma S. Asani, T-III Sangali Elementary School
Illustrator: Kristin Joy Z. Antao, T-III Putik Central School, SPED Center
 2

2. Guided Practice

Guide the child to know how to identify the numbers in between.

2 4 6 8

Say: Look at the numbers above.

1. Ask: Can you identify what is the number in between 1 and 3?

1 2 3
Say: The number in between 1 and 3 is 2.

2. Ask: Another, what is the number in between 3 and 5?

3 4 5
Say: The number in between 3 and 5 is 4.

3. Ask: Next, what is the number in between 5 and 4?

5 6 7
Say: The number in between 3 and 5 is 4.

4. Ask: Lastly, what is the number in between 7 and 9?

7 8 9
Say: The number in between 7 and 9 is 8.

3. Independent Practice

Ask the child to identify the number comes in between in each train.

Train A Train B

Train C

CapsLET Prepared by: Salma S. Asani, T-III Sangali Elementary School

Illustrator: Kristin Joy Z. Antao, T-III Putik Central School, SPED Center
 3

To the facilitator
Para con el Facilitador

EnEste
este leccion,
leccion, introduce
ay intruducicon tu
el bata
con paquelaya
el bata el identifica
manera que-con
el maga
modo numero elque
identifica ta llega
numero ta antes de y despues.
vene entre medio. Contando maga
numero que ta llega antes y despues hasta diez hay desarolla el
habilidad
El de
batacontada
ay aprendedel bata. Con este
quemodo modulo,
reconoce el bata
numero quehay
ta
aprende el bata encontra el antes y despues numero
vene entre medio y ta ayuda mejora su entendimiendo na ha- na numeracia.
El contado del numero, un fundamental habilidad de mathematica
bilidad Matematica.
que hay ayuda de tuyo bata reconoce el order del maga numero.
Segui con el paso abajo:
Para enseńa, sigue con el paso abajo:

1. Modelo:

Habla: Tiene yo aqui 3 grupo de numero.

0 1 2 3 4 5 6 7 8
GRUPO A GRUPO B GRUPO C

Ay conta yo este maga grupo de numero.

GRUPO A : 0 1 2
Pregunta: Cosa numero que ta vene entre medio del numero 0 y 2?

GRUPO B: 3 4 5
Pregunta: Cosa numero que ta vene entre medio del numero 3 y 5?

GRUPO C: 6 7 8
Pregunta: Cosa numero que ta vene entre medio del numero 6 y 8?

2. Practica con Guia

Guia con el bata para identifica el maga numero que te vene entre
Medio.

CapsLET Prepared by: Salma S. Asani, T-III Sangali Elementary School

Illustrator: Kristin Joy Z. Antao, T-III Putik Central School, SPED Center
 4

Habla: Mira con el maga numero na cajon.

1. Pregunta: Cosa numero ta vene entre medio del numero 1 y 3?

1 2 3
Habla: El numero 2 ta vene entre medio del numero 1 y 3.

2. Pregunta: Cosa numero ta vene entre medio del numero 3 y 5?

3 4 5
Habla: El numero 4 ta vene entre medio del numero 3 y 5.

3. Pregunta: Cosa numero ta vene entre medio del numero 5 y 7?

5 6 7
Habla: El numero 6 ta vene entre medio del numero 5 y 7.

4. Pregunta: Cosa numero ta vene entre medio del numero 7 y 9?

7 8 9
Habla: El numero 8 ta vene entre medio del numero 7 y 9.

3. Practica Independiente

Manda con el bata identifica el numero que ta vene entre medio na cada
tren.

Tren A Tren B

Tren C

CapsLET Prepared by: Salma S. Asani, T-III Sangali Elementary School

Illustrator: Kristin Joy Z. Antao, T-III Putik Central School, SPED Center
 5

Let’s Practice! /
Practica Kita! (Practice will be done thru worksheets.)

Directions: Write the missing number that comes in between.

Direccion: Escribi el numero que ta vene entre medio.

REMEMBER/ ACORDA
Key Points/ Importante Maga Punto

It is important that the child needs to know how to identify number that
comes in between two (2) numbers. Counting numbers is a basic Mathe-
matical skill that will help the child recognize the order of numbers.

Importante para con el bata sabe identifica el numero que ta vene

entre medio del dos numero. El contado del numero, un habilidad de Ma-
tematica que ay ayuda con el bata reconoce el orden del maga nu-
mero.

CapsLET Prepared by: Salma S. Asani, T-III Sangali Elementary School

Illustrator: Kristin Joy Z. Antao, T-III Putik Central School, SPED Center
 6

TRY/ PROBA
Let’s see how much have you learned today!
Chequia kita cosa tu ya aprende este dia!

Directions: Write the missing numbers that comes in between.

Direccion: Escribi el numero que the vene entra medio.

Menard B. Abenojar, et.al., Kindergarten Teacher’s Guide, De-

partment of Education, Bereau of Learning Resources,
REFERENCE/S Ground Floor, Bonifacio Building, DepEd Complex, Meralco
Avenue, Pasig City, Philippines 1600, (2017).

DISCLAMER

CapsLET Prepared by: Salma S. Asani, T-III Sangali Elementary School

Illustrator: Kristin Joy Z. Antao, T-III Putik Central School, SPED Center
 SUBJECT &
KINDER QUARTER 4th WEEK 6 DAY ______ 2____________________________
GRADE/LEVEL dd/mm/yyyy

TOPIC Greatest to Least

LEARNING Arrange three numbers from least to greatest/ greatest to least. (MKC-00-
COMPETENCY 6)
IMPORTANT: Be sure to read the material carefully at least one day before the lesson is present-
ed to the learner. Lessons are to be conducted in a quiet place with little or no distraction and
disturbance.

UNDERSTAND/ENTENDE
Topic Title : Greatest to Least

To the facilitator
In this lesson, introduce to your child the order of numbers
from greatest to least. These activities will help the child demonstrate
an understanding that numbers can be arrange from greatest to
least. This will help the child develop his/her numeral skills on
sense of quantity, values and number relationship.

Follow the steps below:

1. Model: Prepare bottle caps at home.

Do: Arrange the bottle caps following the patterns below. Then show it to your
child.

Set 1

Set 2

Set

Say:
I have here sets of bottle caps.
Set 1 we have 1, 2, 3, 4 bottle caps. This set has greatest number of bottle
caps.
Set 2 we have 1, 2, 3, bottle caps. This is lesser than the first set.
Set 3 we have 1, 2 bottle caps. This set has least number of bottle caps.
The bottle caps were arranged from greatest to least.

CapsLET prepared by Elowiza R. Garcia Teacher III Baliwasan Central School Sped Center
Illustrator: Kerstin Joy A. Zamora Teacher III Putik Central School Sped Center
 8

Do: Arrange the number cards following the patterns below. Then show it to
the child.

A.
0 1 2 2 1 0
2
Group A, we have here numbers 0, 1, 2.
If we are to arrange these numbers from greatest to least, we will arrange it
this way: 2, 1, 0
2 is the greatest number
1 is lesser than 2
0 is the least number

B.
6 7 5 7 6 5

Group B, we have here numbers 6, 7, 5.

If we are to arrange these numbers from greatest to least, we will arrange it
this way: 7, 6, 5
7 is the greatest number
6 is lesser than 7
5 is the least number

C. 4 6 5 6 5 4
Group C, we have here numbers 4, 6, 5.
If we are to arrange these numbers from greatest to least, we will arrange it
this way: 6, 5, 4
6 is the greatest number
5 is lesser than 6
4 is the least number

The numbers we arrange on the right side is called Greatest to Least which
means numbers are arrange from highest to lowest.

CapsLET
CapsLET preparedby:
Prepared by Elowiza R.Asani,
Salma S. GarciaT-III
Teacher III Baliwasan Central
Sangali School Sped
Elementary Center
School
Illustrator:
Illustrator: Kerstin Joy A. Zamora Teacher
Mary Ann A. Calago, T-I III Putik Central School Sped Center
Manicahan Poblacion Elementary School
 9

2. Guided Practice

Guide the child to arrange the bottle caps from greatest to least.

Ask: How did you arrange the bottle caps?

We arranged the bottle caps from greatest to least.

Now, arrange these numbers from greatest to least.

A.
1 3 2
B.
8 9 10 2

C. 3 5 4
Say: How did you arrange the numbers?

We arranged numbers from greatest to least.

3. Independent Practice
Arrange the numbers from greatest to least.

a.
3 1 2
b.
9 7 8
c. 4 6 5
CapsLET
CapsLET preparedby:
Prepared by Elowiza R.Asani,
Salma S. GarciaT-III
Teacher III Baliwasan Central
Sangali School Sped
Elementary Center
School
Illustrator:
Illustrator: Kerstin Joy A. Zamora Teacher
Mary Ann A. Calago, T-I III Putik Central School Sped Center
Manicahan Poblacion Elementary School
 10

Para con el facilitador

En este leccion, ay introduci tu con el bata el justo orden del nu-

mero deste grande para duitay. El maga siguiente actividad ay
ayuda con el bata entende que el maga numero puede aregla prin-
cipiando na grande para na duitay. Ay ayuda tambien este con el ba-
ta desarolla su habidad na centido de contada, valor y relacion del
cada y cual numero.

Sigue con el paso abajo:

1. Modelo:
Prepara el con el maga tapadera de botelya na casa.

Hace:
Aregla con el maga tapedera de botelya que ta dale mira abaho.
Despues, manda mira y observa con el bata.

Set 1

Set 2

Set

Habla:

Tiene aqui grupo de maga tapadsera de botella.

El primer grupo tiene el laman 4 tapadera. Este grupo el bien grande numero.

El aca-dos grupo tiene laman 3 tapadera. Este grupo el menos tapadera de

botella entre na primer grupo de numero.
El ultimo grupo tiene 2 tapadera . Este el de con todo menos numero entre na
tres grupo.
Este maga tapadera ya aregla principiando na
Bien grande numero para na menos numero.

Hace:
Aregla con el maga numero que ta dale mira abajo.
Despues, manda mira con el maga numero y observa quemodo
ya aregla.

A.
0 1 2 2 1 0
CapsLETprepared
CapsLET Preparedby
Illustrator:Kerstin
Illustrator:
by:Elowiza
Mary
Joy Ann
SalmaR.S.
A. Zamora
Asani,Teacher
Garcia
A. Calago,
2
T-III III Baliwasan Central
Sangali School
T-I III Putik Central School
Teacher Manicahan
Elementary
SpedSchool
Center
Poblacion Elementary School
Sped Center
 11

Group A, tiene kita maga numero 0, 1, 2.

Si aregla kita con el maga numero principiando na bien grande para na con
todo menos ay aregla kita con este manera: 2, 1, 0
El numero 2 el bien grande numero entre 1 y 0.
El numero 1 mas menos con el numero 2.
El numero 0 el de con todo menos entre 2 y 1.

B.
6 7 5 7 6 5
Group B, tiene kita maga numero 6, 7, 5.
Si aregla kita con el maga numero principiando na bien grande para na con
todo menos ay aregla kita con este manera: 7, 6, 5
El numero 7 el bien grande numero entre 6 y 5.
El numero 6 mas menos con el numero 7.
El numero 5 el de con todo menos entre 7 y 6.

C. 4 6 5 6 5 4
Group C, tiene kita maga numero 4, 6, 5.
Si aregla kita con el maga numero principiando na bien grande para na con
todo menos ay aregla kita con este manera: 6, 5, 4
El numero 6 el bien grande numero entre 5 y 4.
El numero 5 mas menos con el numero 6.
El numero 4 el de con todo menos entre 6 y 5.

El arreglada del maga numero na derecha ya principia na bien grande nu

mero para na con todo menos numero.

2. Practica con Guia

Guia con el bata na areglada con el maga tapdera de botella priciando

na bien grande numero para na de con todo menos numero.

Pregunta: Quemodo kita ya aregla con el maga tapadera?

CapsLET
CapsLETprepared
Preparedbyby:Elowiza
SalmaR.S.Garcia
Asani,Teacher
T-III III Baliwasan Sangali
Central Elementary
School SpedSchool
Center
Illustrator:
Illustrator: Kerstin Joy A. Zamora Teacher
Mary Ann A. Calago, T-I III Putik Central School Sped Center
Manicahan Poblacion Elementary School
 12

Ahora, aregla kita con el numero na cada y cual grupo principiando na bien
grande numero para na de con todo menos numero.

A.
1 3 2
2
B.
8 9 10

C. 3 5 4
Habla: Quemodo kita ya aregla con el maga numero?

3. Independiente Practica

Aregla con el maga numero principiando na bien grande numero para na

de con todo menos numero.

a.
3 1 2
b.
9 7 8
c. 4 6 5

Let’s Practice! Practica Kita (Practice will be done through worksheet.)

Directions: Arrange the numbers from greatest to least. Write your answer on the
boxes below.
Direccion: Aregla con el maga numero principiando na bien grande numero para
na de con todo menos numero. Escribi el contestacion na cajon.

a.
6 8 7
b. 10 8 9
c.
v
1 3 2
4 5 3
CapsLET
CapsLET Prepared by:Elowiza
prepared by SalmaR.S.Garcia
Asani,Teacher
T-III III BaliwasanSangali
CentralElementary
School SpedSchool
Center
d.
Illustrator:
Illustrator: Kerstin Joy A. Zamora Teacher III Putik Central School Sped Poblacion
Mary Ann A. Calago, T-I Manicahan Center Elementary School

e.
7 8 9
 13

REMEMBER/ ACORDA
Key Points/ Importante Punto

It is important that the child will learn how to arrange numbers from greatest to
least. This will help the child understand that every number has its own value.
Learning to arrange numbers from greatest to least will help the child develop
his/her knowledge in numeracy.

Importante para con el bata aprende quemodo ta aregla con el numero prin-
cipiando na bien grande para con todo menos numero. Este ay ayuda con el bata
entende que el cada y cual numero tiene valor. El areglada del maga numero
principiando na bien grande para con todo menos numero ay desarolla su ha-
bilidad na conocimiento de numero.

TRY /PROBA
Let’s see how much have you learned today!
Checquia kita cosa tu ya aprende este dia?

Directions: Arrange the numbers from greatest to least. Write the answer on the right
train provided.
Direccion: Aregla con el maga numero que ta principiando na bien grande para
na de con todo menos. Escribi el contestacion na derecha tren.

1.
=

2.
=

3.
=

CapsLET Prepared
CapsLET prepared by:
by Elowiza
SalmaR.S.Garcia
Asani,Teacher
T-III III BaliwasanSangali
CentralElementary
School Sped Center
School
Illustrator:
Illustrator: Kerstin Joy A. Zamora Teacher
Mary Ann A. Calago, T-I III Putik Central School Sped Center
Manicahan Poblacion Elementary School
 14

4.
=

5.
=

National Kindergarten Curriculum Guide (2011) Curriculum De-

REFERENCE/S velopment Division, Bureau of Elementary Education, DepEd
Pasig City
DISCLAIMER

CapsLET prepared by Elowiza R. Garcia Teacher III Baliwasan Central School Sped Center
Illustrator:Prepared
CapsLET Kerstin Joy
by: A. Salma
ZamoraS.Teacher III Putik Central School
Asani, T-III Sped
Sangali Center School
Elementary
Illustrator: Mary Ann A. Calago, T-I Manicahan Poblacion Elementary School
 15

SUBJECT &
KINDER QUARTER 4th WEEK 6 DAY ______ 3____________________________
GRADE/LEVEL dd/mm/yyyy

TOPIC Least to Greatest

LEARNING Arrange three numbers from least to greatest/ greatest to least (MKC-00-
COMPETENCY 6)
IMPORTANT: Be sure to read the material carefully at least one day before the lesson is present-
ed to the learner. Lessons are to be conducted in a quiet place with little or no distraction and
disturbance.

UNDERSTAND/ENTENDE
Topic Title : Greatest to Least

To the facilitator
In this lesson, you are to introduce to your child the order of
numbers from least to greatest. These activities will help the child
demonstrate an understanding that numerals can be arrange from
least to greatest. This will help the child develop his/her numeral
skills on sense of quantity, values and numeral relations. Follow the
steps below:

1. Model:
Prepare buttons at home.

Do:
Arrange the buttons following the patterns below. Then show it to your
child.

Set 1

Set 2

Set 3

Say:
I have here sets of buttons.
Set 1 we have 1, 2, 3 buttons. This set has least number of buttons.
Set 2 we have 1, 2, 3, 4 buttons. This is greater than the first set.
Set 3 we have 1, 2, 3, 4, 5 buttons. This set has l greatest number of buttons
The buttons were arranged from least to greatest.

CapsLET Prepared
CapsLET prepared by:
by Elowiza
SalmaR.S.Garcia
Asani,Teacher
T-III III BaliwasanSangali
CentralElementary
School Sped Center
School
Illustrator:
Illustrator: Kerstin Joy A. Zamora Teacher
Mary Ann A. Calago, T-I III Putik Central School Sped Center
Manicahan Poblacion Elementary School
 16

Do: Arrange the number cards following the patterns below. Then show it to
the child.

A.
0 2 1 0 1 2
Group A, we have here numbers 0, 2, 1.
2
If we are to arrange these numbers from least to greatest, we will arrange it
this way: 0, 1, 2
0 is the least number
1 is greater than 0
2 is the greatest number

B.
6 7 5 5 6 7
Group A, we have here numbers 6, 7, 5.
If we are to arrange these numbers from least to greatest, we will arrange it
this way: 5, 6, 7
5 is the least number
6 is greater than 5
7 is the greatest number

C. 4 6 5 4 5 6
Group A, we have here numbers 4, 6, 5.
If we are to arrange these numbers from least to greatest, we will arrange it
this way: 4, 5, 6
4 is the least number
5 is greater than 4
6 is the greatest number

2. Guided Practice
Guide the child in rearrange the buttons from least to greatest.
Arrange the buttons into following:

Say: How did you arrange the buttons?

CapsLET prepared
CapsLET Prepared by
by:Elowiza
SalmaR.S.Garcia
Asani,Teacher
T-III III Baliwasan Sangali
Central Elementary
School SpedSchool
Center
Illustrator: Mary Ann A. Calago, T-I Manicahan Poblacion
Illustrator: Kerstin Joy A. Zamora Teacher III Putik Central School Sped Center Elementary School
 17

Now, arrange the numbers too from least to greatest.

A.
3 1 2
B.
9 8 10 2

C. 5 4 3
Say: How did you arrange the buttons?

3. Independent Practice
Arrange the numbers from least to greatest.

a.
2 1 3
b.
9 7 8
c. 4 6 5

Para con el facilitador

En este leccion, ay introduci tu con el bata el justo orden del

numero deste duitay para grande. El maga siguiente actividad ay
ayuda con el bata entende que el maga numero puede aregla prin-
cipiando na duitay para grande. Ay ayuda tambien este con el bata
desarolla su habidad na centido de contada, valor y relacion del ca-
da y cual numero.

Seguie con el paso abajo:

1. Modelo:
Prepara el con el maga botones na casa.

Say:
Aregla con el maga botones que ta dale mira abaho.
Despues, manda mira y observa con el bata.
.
Prepared by
CapsLET prepared by:Elowiza
SalmaR.S.Garcia
Asani,Teacher
T-III III BaliwasanSangali
CentralElementary
School SpedSchool
Center
Mary
Illustrator: Kerstin JoyAnn A. Calago,
A. Zamora T-I III Putik Central School
Teacher Manicahan
Sped Poblacion
Center Elementary School
 18

Grupo 1

Grupo 2

Grupo 3

Habla:

Tiene aqui grupo de maga botones.

El primer grupo tiene el laman 3 botones. Este grupo el bien poco.
El aca-dos grupo tiene laman 4 botones. Este grupo el mas mucho botones
entre na primer grupo.
El ultimo grupo tiene 5 botones. Este el bien mucho entre na tres grupo.
Este maga botones ya aregla principiando na bien poco para na bien mucho.

Hace:
Aregla con el maga numero que ta dale mira abajo.
Despues, manda mira con el maga numero y observa quemodo
ya aregla.

A.
0 2 1 0 1 2
Group A, tiene kita maga numero 0, 2, 1. 2
Si aregla kita con el maga numero principiando na bien diutay para na con
todo grande. Aregla kita con este manera: 0, 1, 2
El numero 0 el bien diutay numero entre 1 y 2.
El numero 1 mas grande con el numero 0.
El numero 2 el de con todo grande entre 0 y 1.

B.
6 7 5 5 6 7
Group A, tiene kita maga numero 6, 7, 5.
Si aregla kita con el maga numero principiando na bien diutay para na con
todo grande. Aregla kita con este manera: 5, 6, 7
El numero 5 el bien diutay numero entre 6 y 7
El numero 6 mas grande con el numero 6.
El numero 7 el de con todo grande entre 5 y 6.

CapsLET
CapsLET Prepared
prepared byby: Salma
Elowiza S. Asani,
R. Garcia T-III III Baliwasan Central
Teacher SangaliSchool
Elementary School
Sped Center
Illustrator: Mary Ann A. Calago, T-I Manicahan Poblacion
Illustrator: Kerstin Joy A. Zamora Teacher III Putik Central School Sped Center Elementary School
 19

C. 4 6 5 4 5 6
Group A, tiene kita maga nnumero 4, 6, 5.
Si aregla kita con el maga numero principiando na bien diutay para na con
todo grande. Aregla kita con este manera: 4, 5, 6
El numero 4 el bien diutay numero entre 5 y 6
El numero 5 mas grande con el numero 4.
El numero 6 el de con todo grande entre 4 y 5.

2. Practica con Guia

Guia con el bata na areglada con el maga botones priciando
na bien diutay numero para na de con todo grande.

Habla: Quemodo kita ya aregla con el maga botones?

Ahora, aregla kita con el maga numero principia na menos para manada.

A.
3 1 2
B.
9 8 10 2

C. 5 4 3
Habla: Quemodo kita ya aregla con el maga numero?

CapsLETprepared
CapsLET Preparedbyby: Salma
Elowiza R. S. Asani,
Garcia T-III III Baliwasan Central
Teacher SangaliSchool
Elementary
Sped School
Center
Illustrator:KerstinMary
Illustrator: Ann
Joy A. A. Calago,
Zamora T-I III Putik Central School
Teacher Manicahan Poblacion Elementary School
Sped Center
 20

3. Independiente Practica

Aregla con el maga numero principiando na bien diutay numero para na de

con todo grande numero.

a.
2 1 3
b.
9 7 8
c. 4 6 5
Let’s Practice! Practica Kita (Practice will be done through worksheet.)

Directions: Arrange the numbers from least to greates. Write your answer on the
boxes below.
Direccion: Aregla con el maga numero principiando na bien diutay numero para
na de con todo grande numero. Escribi el contestacion na cajon.

a.
6 8 7
b. 10 8 9
c.
v
3 2 1
d. 4 5 3
e.
8 9 7
REMEMBER/ ACORDA
Key Points/ Importante Punto

It is important that the child will learn how to arrange numbers from least to
greatest. This will help the child understand that every number has its own value.
Learning to arrange numbers from least to greatest will help the child develop
his/her knowledge in numeracy.

Importante para con el bata aprende quemodo ta aregla con el numero prin-
cipiando na bien diutay para con todo grande numero. Este ay ayuda con el bata
entende que el cada y cual numero tiene valor. El areglada del maga numero
principiando na bien diutay para con todo grande numero ay desarolla su ha-
bilidad na conocimiento de numero.

CapsLET prepared
CapsLET Prepared by
by:Elowiza
SalmaR.S.Garcia
Asani,Teacher
T-III III Baliwasan Sangali
Central Elementary
School SpedSchool
Center
Illustrator: Mary Ann A. Calago, T-I Manicahan Poblacion
Illustrator: Kerstin Joy A. Zamora Teacher III Putik Central School Sped Center Elementary School
 21

TRY /PROBA
Let’s see how much have you learned today!
Checquia kita cosa tu ya aprende este dia?

Directions: Arrange the numbers from greatest to least. Write the answer on the right
train provided.
Direccion: Aregla con el maga numero que ta principiando na bien grande para
na de con todo menos. Escribi el contestacion na derecha tren.

1.
=

2.
=

3.
=

4.
=

5.
=

CapsLET Developed by: Anna Marie Lovely R. Dael, Teacher I, Mercedes Central School SPED Center
Illustrator:
CapsLETAnna Marie
Prepared by:Lovely R. Dael,
Salma Teacher
S. Asani, T-IIII, Mercedes Central School
Sangali SPED Center
Elementary School
Illustrator: Mary Ann A. Calago, T-I Manicahan Poblacion Elementary School
 22

SUBJECT &
KINDER QUARTER 4th WEEK 6 LESSON ___ 4_______________
GRADE/LEVEL dd/mm/yyyy

TOPIC Putting Together (0-5)

LEARNING  Recognize the words “put together,” “add to,” and “in all” that indi-
COMPETENCY cate the act of adding whole numbers. MKAT-00-26
IMPORTANT: Be sure to read the material carefully at least one day before the lesson is pre-
sented to the learner. Lessons are to be conducted in a quiet place with little or no distrac-
tion and disturbance.

UNDERSTAND/ENTENDE
Topic Title : Putting Together

To the facilitator

In this lesson, you are to guide the child on how to per-

form simple addition up to 5 objects.
Activities must have real objects that the child can and
can manipulate. This will be an effective way for teaching the
concept of simple addition.

To teach these, follow the steps below:

1. Model:
Show to the child two sets of marbles on the table.
Set A contains 2 marbles and set B contains 3 marbles.
Then “Put together” the two sets of marbles.
Set A is “added to” set B.
Then, count the marbles “in all”.

Set A Set B

Put together in all

Say:
 There are 2 marbles in set A and 3 marbles in set B.
 I put together the two sets of spoons.
 I added 2 marbles to 3 marbles.
 I count and there are 5 marbles in all.
 So, 2 marbles and 3 marbles put together a total of 5 marbles in all.

CapsLET
CapsLETPrepared by:by: Salma
Developed S. Asani,
Anna Marie T-IIIR. Dael, TeacherSangali
Lovely Elementary
I, Mercedes CentralSchool
School SPED Center
Illustrator: Mary
Illustrator: Anna Ann
Marie A. Calago,
Lovely T-ITeacher I, MercedesManicahan
R. Dael, Poblacion
Central School SPEDElementary
Center School
 23

Sample:
Prepare two sets of spoons on the table.
Set A contains 3 spoons and set B contains 1 spoon.
Then, “Put together” the two sets of spoons.
The set A is “added to” set B.
Then, count the spoons “in all”.

Set A Set B

Put together in all

Say:
 There are 3 spoons in set A and 1 spoon in set B.
 I put together the two sets of spoons.
 I added 3 spoons to 1 spoon.
 I count and there are 4 spoons in all.
 So, 3 spoons and 1 spoon put together a total of 4 spoons in all.

2. Guided Practice: (Materials: 5 popsicle sticks)

Let the child hold 4 popsicle sticks on the left hand and 1 popsicle stick on
the right hand.
Then guide the child to “Put together” all the popsicle sticks.
The 4 popsicle sticks on the left hand are “added to” the 1 popsicle stick on
the right hand.
Then let the child, count the popsicle sticks “in all”.

Left Hand Right Hand

Put together in all

Ask:
 How many popsicle sticks are there on your left hand? On your right hand?
 What did we do with the popsicle sticks on our hands?
 How many popsicle sticks in your left hand were added to your right hand?
 How many popsicle sticks are there in all?

CapsLET Developed by: Anna Marie Lovely R. Dael, Teacher I, Mercedes Central School SPED Center
CapsLET Prepared by: Salma S. Asani, T-III Sangali Elementary School
Illustrator: Anna Marie Lovely R. Dael, Teacher I, Mercedes Central School SPED Center
Illustrator: Mary Ann A. Calago, T-I Manicahan Poblacion Elementary School
 24

Say:
 There are 4 popsicle sticks on your left hand and 1 popsicle stick on your right
hand.
 We put together the popsicle sticks from your left hand to your right hand.
 We added 4 popsicle sticks from your left hand with 1 popsicle stick on your
right hand.
 We count and there are 5 popsicle sticks in all.
 So, 4 popsicle sticks and 1 popsicle stick put together a total of 5 popsicle
sticks in all.

3. Independent Practice

a. Prepare two groups of pebbles in separate box.

Put 1 pebble on the first box and 4 pebbles on the second box.
Ask the child to put together the pebbles in one container.

b. Observe how the child added the 1 pebble to the 4 pebbles.

Ask the child how many pebbles did he/she added on the second box?

c. The child will count how many pebbles are there.

Para con el facilitador

Este leccion, ay guia tu con el bata quemodo actua Simple
Adiccion hasta na 5 objeto.
El maga actividad ta necesita usada de maga real obje-
to para puede manipula con este. Este un efective manera
para na ensenda el simple concepto de adiccion.

Para enseña este, segue el paso abajo.

1. Man Modelo:
Dale mira con el bata el dos grupo de maga jolen na mesa.
Set A ta consisti 2 jolen y el set B ta consisti 3 jolen.
Despues “Pone junto” el dos grupo de maga jolen.
El Set A ya “omenta” na set B.
Despues, conta “todo” con el maga jolen.

Set A Set B

Pone junto todo

CapsLETPrepared
CapsLET Developed
by: by:Salma
Anna S.
Marie Lovely
Asani, T-III R. Dael, TeacherSangali
I, Mercedes CentralSchool
Elementary School SPED Center
Illustrator: Anna
Illustrator: Marie
Mary AnnLovely R. Dael,
A. Calago, T-I Teacher I, MercedesManicahan
Central School SPEDElementary
Poblacion Center School
 25

Habla:
 Tiene 2 jolen na set A y 3 jolen na set B.
 Ya pone io junto con el dos grupo de maga jolen.
 Ya omenta io 2 jolen na 3 jolen.
 Ya conta io y tiene 5 jolen todo.
 Quere decir, 2 jolen y 3 jolen ya pone junto queda todo 5 jolen.

Ejemplo:
Dale mira con el bata el dos grupo de maga cuchara na mesa.
Set A ta consisti 3 cuchara y el set B ta consisti 1 cuchara.
Despues “Pone junto” el dos grupo de maga cuchara.
El Set A ya “omenta” na set B.
Despues, conta “todo” con el maga cuchara.

Set A Set B

Pone junto todo

Habla:
 Tiene 3 cuchara na set A y 1 cuchara na set B.
 Ya pone io junto con el dos grupo de maga cuchara.
 Ya omenta io 3 cuchara na 1 cuchara.
 Ya conta io y tiene 4 cuchara todo.
 Quere decir, 3 y 1 hay 4.
 Quere decir, 3 cuchara y 1 cuchara ya pone junto queda todo 4
cuchara.

2. Practica con Guia (Materiales: 5 popsicle sticks)

Manda con el bata agara 4 popsicle sticks na izquierda mano y 1 popsicle

stick na derecha mano.
Guia con el bata “pone junto” con el maga popsicle sticks.
El 4 popsicle sticks na izquierda mano “omenta” na 1 popsicle stick na
derecha mano. Guia con el bata conta “todo” con el maga popsicle sticks.

Izquierda Mano Derecha Mano

Pone junto todo

CapsLETDeveloped
CapsLET Prepared by: Salma
by: Anna S. Asani,
Marie LovelyT-III
R. Dael, Teacher I, Sangali
MercedesElementary SchoolSPED Center
Central School
Illustrator:Anna Marie
Illustrator: Mary Ann A. R.
Lovely Calago,
Dael, T-I Manicahan
Teacher I, Mercedes Central SchoolPoblacion Elementary School
SPED Center
 26

Pregunta:
 Cuanto bilog popsicle sticks tiene tu na izquierda mano? Na derecha mano?
 Cosa tu ya hace con el maga popsicle sticks na de tuyo mano?
 Cuanto bilog popsicle sticks na de tuyo izquierda mano ya omenta na de
tuyo derecha mano?
 Cuanto bilog popsicle sticks tiene todo?

Habla:
 Tiene 4 popsicle sticks na izquierda mano y 1 popsicle stick na derecha mano.
 Ya pone kita junto con el maga popsicle sticks na mano.
 Ya omenta kita 4 popsicle sticks na 1 popsicle stick.
 Ya conta kita y tiene 5 popsicle sticks todo.
 Quere decir, 4 popsicle sticks y 1 popsicle sticks ya pone junto queda todo 5
popsicle sticks.

3. Practica Independiente

a. Prepara dos grupo de duitay piedra na separtao cajon. Pone 1 duitay

piedra na primer cajon y 4 duitay piedra na segundo cajon. Deja con
el bata hace junto el maga duitay piedra na un cajon.

b. Observa kilaya el bata ya omenta el 1 duitay piedra na 4 piedra.

Despues pregunta, cuanto duitay piedra le ya omenta na segundo ca-
jon?

c. Deja con el bata conta todo cosa na cajon.

Let’s Practice! / Practica Kita

Directions: Put together the objects from set A and set B. Draw the objects on set C.

Direccion: Pone junto con el maga objeto na set A y set B. Debuja el maga objeto
na set C.

Set A Set B Set C

CapsLET
CapsLET Developed
Preparedby:
by:Anna Marie
Salma S. Lovely R. Dael, Teacher I, Mercedes
Asani, T-III Central School
Sangali Elementary SPED Center
School
Illustrator: Mary Ann A. Calago, T-I Manicahan Poblacion Elementary School
Illustrator: Anna Marie Lovely R. Dael, Teacher I, Mercedes Central School SPED Center
 27

Set A Set B Set C

Set A Set B Set C

REMEMBER/ ACORDA
Key Points/ Importante Punto

It is important that the child will recognize the words “put together,” “add
to,” and “in all”.
- Put together means combining two or more objects;
- Added to means you add one or more objects to another set.
- In all means the total number of objects.

Importante con el bata sabe recogniza el maga palabra “pone junto,”

“omenta” y “en todo”.
- Pone junto quere decir hace junto el dos o mucho objeto;
- Omenta quere decir pone uno or mocho objeto na otro grupo;
- En todo quere decir el total numero del maga objeto.

CapsLET
CapsLET Developed
Prepared by:
by: Anna Marie
Salma LovelyT-III
S. Asani, R. Dael, Teacher I, Mercedes Central School
Sangali Elementary SPED Center
School
Illustrator:
Illustrator: MaryLovely
Anna Marie Ann A.R.Calago, T-I
Dael, Teacher Manicahan
I, Mercedes Central SchoolPoblacion Elementary School
SPED Center
 28

TRY /PROBA
Let’s see how much have you learned today!

Directions: Put together the objects from set A and set B. Draw the objects on set C.

Direccion: Pone junto con el maga objeto na set A y set B. Debuja el maga objeto
na set C.

Set A Set B Set C

Set A Set B Set C

Set A Set B Set C

CapsLET
CapsLETDeveloped by: Anna
Prepared by: Marie
Salma Lovely
S. Asani, R. Dael, Teacher I,Sangali
T-III Mercedes Central School
Elementary SchoolSPED Center
Illustrator: Mary Ann A. Calago, T-I Manicahan Poblacion Elementary School
Illustrator: Anna Marie Lovely R. Dael, Teacher I, Mercedes Central School SPED Center
 29

Set A Set B Set C

Set A Set B Set C

National Kindergarten Curriculum Guide (2011) Curriculum De-

REFERENCE/S velopment Division, Bureau of Elementary Education, DepEd
Pasig City
DISCLAIMER

CapsLET Prepared
CapsLET Developed
by:by: Anna
SalmaMarie Lovely
S. Asani, R. Dael, Teacher I,Sangali
T-III Mercedes Central School
Elementary School SPED Center
Illustrator:
Illustrator: AnnaMary
MarieAnn A. Calago,
Lovely T-I
R. Dael, Manicahan
Teacher I, Mercedes Central Poblacion
School Elementary School
SPED Center
 30

SUBJECT &
KINDER QUARTER 4th WEEK 6 LESSON _________ 5___________
GRADE/LEVEL dd/mm/yyyy

TOPIC Putting Together (6-10)

LEARNING  Recognize the words “put together,” “add to,” and “in all” that indi-
COMPETENCY cate the act of adding whole numbers. MKAT-00-26
IMPORTANT: Be sure to read the material carefully at least one day before the lesson is pre-
sented to the learner. Lessons are to be conducted in a quiet place with little or no distrac-
tion and disturbance.

UNDERSTAND/ENTENDE
Topic Title : Putting Together

To the facilitator

In this lesson, you are to guide the child on how to per-

form simple addition up to 10 objects.
Activities must have real objects that the child can and
can manipulate. This will be an effective way for teaching the
concept of simple addition.

To teach these, follow the steps below:

1. Model:
Show to the child the two sets of leaves on the table.
Set A contains 6 leaves and set B contains 4 leaves.
Then “Put together” the two sets of leaves.
The set A is “added to” set B. Then, count the leaves “in all”.

Set A Set B

Put together in all

Say:
 There are 6 leaves in set A and 4 leaves in set B.
 I put together the two sets of leaves.
 I added 6 leaves to 4 leaves.
 I count and there are 10 leaves in all.
 So, 6 leaves and 4 leaves put together a total of 10 leaves in all.

Prepared by:
CapsLET Developed SalmaMarie
by: Anna S. Asani, T-III
Lovely R. Dael, Teacher I,Sangali Elementary
Mercedes School SPED Center
Central School
Illustrator: Mary Ann A. Calago, T-I Manicahan Poblacion Elementary School
Illustrator: Anna Marie Lovely R. Dael, Teacher I, Mercedes Central School SPED Center
 31

Sample:
Prepare two sets of rubber bands on the table.
Set A contains 7 rubber bands and set B contains 3 rubber bands.
Then “Put together” the two sets of rubber bands.
The set A is “added to” set B.
Then, count the rubber bands “in all”.

Set A Set B

Put together in all

Say:
 There are 7 rubber bands in set A and 3 rubber bands in set B.
 I put together the two sets of rubber bands.
 I added 7 rubber bands to 3 rubber bands.
 I count and there are 10 rubber bands in all.
 So, 7 rubber bands and 3 rubber bands put together a total of 10 rubber
bands s in all.

 Guided Practice: (Materials: 10 crayons and 2 boxes)

Let the child put 8 crayons in the first box and 2 crayons in the second box.
Then “Put together” all the crayons in one box.
The 8 crayons in the first box are “added to” the 2 crayons in the second
box.
Then, count the crayons “in all”.

Left Hand Right Hand

Put together in all

Ask:
 How many crayons are there in the first box? In the second box?
 What did we do with the crayons in the boxes?
 How many crayons in the first box we added to the second box?
 How many crayons are there in all?

CapsLET
CapsLET Prepared by:
Developed by: Anna
Salma S. Asani,
Marie LovelyT-III Sangali Elementary
R. Dael, Teacher I, Mercedes School
Central School SPED Center
Illustrator: Mary Ann A. Calago, T-I Manicahan Poblacion Elementary School
Illustrator: Anna Marie Lovely R. Dael, Teacher I, Mercedes Central School SPED Center
 32

Say:
 There are 8 crayons in the first box and 2 crayons in the second box.
 We put together all the crayons in one box.
 We added 8 crayons in the first box to the 2 crayons in the second box.
 We count and there are 10 crayons in all.
 So, 8 crayons and 2 crayons put together a total of 10 crayons s in all.

 Independent Practice

a. Prepare two groups of candies in separate box/container. Put 1 candy

on the first container and 9 candies on the second container. Ask the
child to put together the pebbles in one container.
b. Observe how the child does added the 1 candy to the 9 candies. You
may ask the child how many candies did he/she added on the second
group?
c. The child will count how many candies are there in all.

Para con el facilitador

Este leccion, ay guia tu con el bata quemodo actua Simple
Adiccion hasta na 10 objeto.
El maga actividad ta necesita usada de maga real obje-
to para puede manipula con este. Este un efective manera
para na ensenda el simple concepto de adiccion.

Para enseña este, segue el paso abajo.

1. Man Modelo:
Dale mira con el bata el dos grupo de maga ojas na mesa.
Set A ta consisti 6 ojas y el set B ta consisti 4 ojas.
Despues “Pone junto” el dos grupo de maga ojas.
El Set A ya “omenta” na set B.
Despues, conta “todo” con el maga ojas.

Set A Set B

Pone junto todo

Habla:
 Tiene 6 ojas na set A y 4 ojas na set B.
 Ya pone io junto con el dos grupo de maga ojas.
 Ya omenta io 6 ojas na 4 ojas.
 Ya conta io y tiene 10 ojas todo.
 Quere decir, 6 ojas y 4 ojas ya pone junto queda todo 10 ojas.

Ejemplo:
CapsLET
CapsLETDeveloped
Prepared by:
by: Anna
Salma
Marie
S. Asani,
LovelyT-III
R. Dael, Teacher I, Sangali
MercedesElementary
Central School
SchoolSPED Center
Illustrator: Mary Ann A. Calago, T-I Manicahan Poblacion Elementary School
Illustrator: Anna Marie Lovely R. Dael, Teacher I, Mercedes Central School SPED Center
 33

Dale mira con el bata el dos grupo de maga goma na mesa.

Set A ta consisti 7 goma y el set B ta consisti 3 goma.
Despues “Pone junto” el dos grupo de maga goma.
El Set A ya “omenta” na set B.
Despues, conta “todo” con el maga goma.

Set A Set B

Pone junto todo cocas

Habla:
 Tiene 7 goma na set A y 3 goma na set B.
 Ya pone io junto con el dos grupo de maga goma.
 Ya omenta io 7 goma na 3 goma.
 Ya conta io y tiene 10 goma todo.
 Quere decir, 7 goma y 3 goma ya pone junto queda todo 10 goma.

2. Practica con Guia (Materiales: 10 crayola, 2 cajon)

Manda con el bata pone 8 crayola na primer cajon y 2 crayola na segundo

cajon.
Guia con el bata “pone junto” con el maga Crayola na un cajon.
El 8 crayola na primer cajon ay “omenta” na 2 crayola na segundo cajon.
Guia con el bata conta “todo” con el maga crayola.

Set A Set B

Pone junto todo

Pregunta:
 Cuanto bilog crayola tiene na primer cajon? Na segundo cajon?
 Cosa tu ya hace con el maga crayola na cajon?
 Cuanto bilog crayola na primer cajon ya omenta na segundo cajon?
 Cuanto bilog crayola tiene todo?

Habla:
 Tiene 8 crayola primer cajon y 2 crayola na segundo cajon.
 Ya pone kita junto con el maga crayola na un cajon.
 Ya omenta kita 8 crayola na 2 crayola.
 Ya conta kita y tiene 10 crayola todo.
 Quere decir, 8 crayola y 2 crayola ya pone junto queda todo 10 crayola.

CapsLETDeveloped
CapsLET Prepared by: Salma
by: Anna S. Asani,
Marie LovelyT-III
R. Dael, Teacher I,Sangali Elementary
Mercedes SchoolSPED Center
Central School
Illustrator: Mary Ann A. Calago, T-I Manicahan Poblacion Elementary School
Illustrator: Anna Marie Lovely R. Dael, Teacher I, Mercedes Central School SPED Center
 34

3. Practica Independiente

a. Prepara dos grupo de dulce na separtao cajon. Pone 1 dulce na

primer cajon y 9 dulce na segundo cajon. Deja con el bata hace
junto el maga dulce na un cajon.
b. Observa kilaya el bata ya omenta el 1 dulce na 9 dulce. Despues
pregunta, cuanto dulce le ya omenta na segundo cajon.
c. Deja con el bata conta todo cosa na cajon.

Let’s Practice! / Practica Kita

Directions: Put together the objects from set A and set B. Draw the objects on set C.
Direccion: Pone junto con el maga objeto na set A y set B. Debuja el maga objeto
na set C.

Set A Set B Set C

Set A Set B Set C

Set A Set B Set C

CapsLETDeveloped
CapsLET Prepared by: Salma
by: Anna S. Asani,
Marie LovelyT-III
R. Dael, Teacher I,Sangali Elementary
Mercedes SchoolSPED Center
Central School
Illustrator: Mary Ann A. Calago, T-I Manicahan Poblacion Elementary School
Illustrator: Anna Marie Lovely R. Dael, Teacher I, Mercedes Central School SPED Center
 35

REMEMBER/ ACORDA
Key Points/ Importante Punto

It is important that the child will recognize the words “put together,” “add
to,” and “in all”.
- Put together means combining two or more objects;
- Added to means you add one or more objects to another set.
- In all means the total number of objects.

Importante con el bata sabe recogniza el maga palabra “pone junto,”

“omenta” y “en todo”.
- Pone junto quere decir hace junto el dos o mucho objeto;
- Omenta quere decir pone uno or mocho objeto na otro grupo;
- En todo quere decir el total numero del maga objeto.

TRY /PROBA
Let’s see how much have you learned today!

Directions: Put together the objects from set A and set B. Draw the objects on set C.

Direccion: Pone junto con el maga objeto na set A y set B. Debuja el maga objeto
na set C.

Set A Set B Set C

Set A Set B Set C

CapsLET
CapsLET Developed
Prepared by:
by: Anna Marie
Salma LovelyT-III
S. Asani, R. Dael, Teacher I, Mercedes Central School
Sangali Elementary SPED Center
School
Illustrator: Mary Ann A. Calago, T-I Manicahan Poblacion Elementary School
Illustrator: Anna Marie Lovely R. Dael, Teacher I, Mercedes Central School SPED Center
 36

Set A Set B Set C

Set A Set B Set C

Set A Set B Set C

National Kindergarten Curriculum Guide (2011) Curriculum De-

REFERENCE/S velopment Division, Bureau of Elementary Education, DepEd
Pasig City
DISCLAIMER

CapsLET Developed by: Anna Marie Lovely R. Dael, Teacher I, Mercedes Central School SPED Center
CapsLET Prepared by: Salma S. Asani, T-III Sangali Elementary School
Illustrator:
Illustrator:Anna Marie
Mary Ann
Lovely
A. R.
Calago,
Dael, T-I
Teacher I, Mercedes Central
Manicahan
School
Poblacion
SPED Center
Elementary School