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QUARTER II
Week 1 – Day 4

Subject: MATH Grade Level: 1

Date: __________________ Day: 4
The Learner demonstrates understanding of whole
Content Standard numbers up to 100, ordinal numbers up to 10th, money
up to PhP100 and fractions ½ and 1/4.
The learner is able to recognize, represent, and order
Performance Standard whole numbers up to 100 and money up to PhP100 in
various forms and contexts.
Competency

I. OBJECTIVES
Knowledge:  Define
Skills:  visualizes and represents numbers from 31 to 50
using a variety of materials.
 reads and writes numbers from 31 to 50 in
symbols and in words.
Affective:  Find pleasure in doing classroom activities.
II. CONTENT Numbers and Number Sense

III. LEARNING RESOURCES

A. References
1. Teacher’s Guide Teacher’s Guide (TG) in Mathematics 1, pp. 18-21
Pages
2. Learner’s Learner’s Module (LM) in Math 1, pp. 22-25
Materials Pages
3. Textbook Pages
4. Additional
Materials
5. Learning Resources
(LR) portal
B. Other Learning Retrieved from www.google.ph.com
Resources (counters, pictures, charts)
IV. PROCEDURES
A. Reviewing or Let pupils recite the rhyme one, two tie my shoe three,
presenting the new four shut the door, five ,six pickup sticks,…
lesson
B. Establishing a Direct pupils attention to the banderitas hanging inside
purpose for the lesson their classroom.

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Ask pupils
1. Where did they see these things? (During fiestas.)

C. Presenting examples ACTIVITY

of the new lesson
1. Teacher count the flaglets.1up to 50.

2. Let pupils repeat the counting.

3. Introduce the number symbols shown in the

number chart with the number word.

4. Give individual practice in reading the numbers.

5. Let pupils count their sticks from 1 to 50.

6. Emphasize that 30 means 3 tens and 0 ones.40 4

tens and 0 ones,50 5 tens and 0 ones.

7. Repeat the process on illustrating ones and tens.

D. Discussing new Show a number chart with missing numbers . Have

concepts and pupils write the missing numbers.
practicing new skills
#1

E. Discussing new ACTIVITY:

concepts and
practicing new skills Write the missing number.
#2
1.
2. ,5 ,6__ 7
3. 25,26,27,__
4. 10,__11,12, 13

F. Developing Mastery Workingby two,’s

1. Distribute number cards.

2. Each pair will arrange the numbers.
3. The first pair to finish the activity will
have a prize.
G. Finding practical Work individualy.
applications of Connect the dots from 31 to 50.
concepts and skills in

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daily living What shape is form?

H. Making 1. What did you do with the objects and the

Generalizations and numbers? (We counted them.)
abstractions about 2. What can you do now? (We count from 0 to
the lesson 50.)

I. Evaluating learning Write the missing number.

J. Additional Practice counting number from 0 to 50 using counters.

Activities for
application or
remediation
V. REMARKS

VI. REFLECTION
A. No. of learners who __ of learners who earned 80% above
earned 80% in the
evaluation
B. No. of learners who ___ of Learners who require additional activities for remediation
require additional
activities for remediation
C. Did the remedial ___Yes ___No
lessons work? No. of ____ of Learners who caught up the lesson
learners who have
caught up the lesson
D. No. of learners who ___ of Learners who continue to require remediation

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continue to require
remediation
E. Which of my teaching Strategies used that work well:
strategies worked well? ___ Group collaboration
___ Games
Why did these work? ___ Solving Puzzles/Jigsaw
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Think-Pair-Share (TPS)
___ Rereading of Paragraphs/
Poems/Stories
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s Cooperation in
doing their tasks
F. What difficulties did I __ Bullying among pupils
encounter which my __ Pupils’ behavior/attitude
__ Colorful IMs
principal and supervisor __ Unavailable Technology
help me solve? Equipment (AVR/LCD)
__ Science/ Computer/
Internet Lab
__ Additional Clerical works
Planned Innovations:
__ Localized Videos
__ Making big books from
views of the locality
__ Recycling of plastics to be used as Instructional Materials
__ local poetical composition
G. What innovation or
localized I used/discover The lesson have successfully delivered due to:
___ pupils’ eagerness to learn
which I wish to share
___ complete/varied IMs
with other teacher? ___ uncomplicated lesson
___ worksheets
___ varied activity sheets
Strategies used that work well:
___ Group collaboration
___ Games
___ Solving Puzzles/Jigsaw
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Think-Pair-Share (TPS)
___ Rereading of Paragraphs/
Poems/Stories

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___ Differentiated Instruction

___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s Cooperation in
doing their tasks

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ATTACHMENT
Session: 1 (1 day)

Content: Direct Variation

DISCUSSIONS:
A variable y varies directly as variable x if and only if ¿ kx . The
constant is called the variation constant or the constant of
proportionality. If we know one pair of values that varies directly, then
we can find k. Once k is known, we can write the equation of variation
and use it to determine other values.
In the same manner, that a variable y varies directly as the square
of x is expressed as .
Direct variation is also related to proportion. Let (x1,y1) and (x2,

y2) be any two solutions for , then or . Similarly

you have or . Since we can equate and to , it

follows that .

SUPPLEMENTARY ACTIVITIES

Note: The activities included here will be used only when needed.

DIRECTION: Which of the following situations show direct variation?

1. Water pressure on a submarine depends on the depth.

2. The area of the face of a cube is related to its volume.
3. The cost of life insurance depends on the age of the insured person.
4. The age of a used car is related to its resale value.
5. The distance an airplane fly depends on its time of travel.

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DIRECTION: Which of the equations is of the form y=kx and shows

direct relationship?

1. 3 x−2
2. y = 5x
3. y=x
4. y= x2 + 1
5. y = 3x2

DIRECTION: Write an equation for the following statements:

1. The length L of a person’s shadow at a given time varies directly as the height h of that
person.
2. The cost of electricity C varies directly as the number of kilowatt-hour consumption I.
3. The volume V of a cylinder varies directly as its height h.
4. The weight W of an object is directly proportional to its mass m
5.The area A of a triangle is proportional to its height h.

DIRECTION: Write an equation to describe these situations.

1. varies directly as .
2. varies directly as the fourth root of
3. The surface area of a sphere varies directly as the square of the radius .

DIRECTION: Read the phrases below. Tell whether each of the phrases
below represents a direct variation. If they do, write the equation to
describe the situation:
1. The time spent in walking to the rate at which a person walks.
2. The cost of life insurance to the age of the insured person.
3. The age of a used car to its resale value.
4. The amount of money raised in a concert to the number of tickets sold.

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5. The distance an airplane flies to the time travelling.

DIRECTION: Read the following situation then answer the question that
follow:

1. Your distance from lightning varies directly with the time it takes you to hear thunder.
If you hear thunder 10 seconds after you see the lighting, you are about 2 miles from
the lightning.
Question: Write a direct variation equation for the relationship between time and
distance?
2. A recipe for 2 dozen corn muffins calls for 3 cups of flour. The number of muffins
varies directly with the amount of flour you use.
Question: Write a direct variation equation for the relationship between the
number of cups of flour and the number of muffins.

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REFERENCES

A. DepEd INSTRUCTIONAL MATERIALS:

EASE Modules Year 2, Module 1: Variation

Bryant, M., & et. al. (2014). Mathematics-Grade 9 Learner’s Module (1st Ed.).
Pasig City: DepEd-IMCS

B. BOOKS AND OTHER REFERENCES

Mendoza, M. and Oronce, O. (2007). e-Math Intermediate Algebra. Quezon City,

Philippines: Rex Book Store.

Bernabe, J. and Soledad, J. (2009) Intermediate Algebra Textbook for Second

Year, Rev. Ed. Quezon City: SD Publications, Inc.

K to 12 Curriculum Guide Mathematics. (2012). Department of Education,

Philippines;

C. INTERNET SOURCES:

www.google.ph.com

Direct Variation. E-math Ii Tm' 2007 Ed.(intermediate Algebra). Retrieved on

October 10, 2017 from https://books.google.com.ph/books

Direct variation Worksheet(pdf). Retrieved on October 10, 2017 from

https://www.anderson5.net

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