BUDGET OF WORK FOR MULTIGRADE TEACHING

MATH COMPETENCIES FOR GRADES 1, 2, 3

TIME ALLOTMENT: 50 minutes/session

FIRST & SECOND QUARTER
Domai Competencies Suggested Learning Activities Suggested Assessment Strategies
n/
Strand
Grade I Grade II Grade III Grade I Grade II Grade III Grade I Grade II Grade III
Second Quarter
Week 1
Number 17. Illustrates 24. Visualizes, 23. Visualizes Present the lesson Utilize paper and Divide the class into Observe pupils to Pupils will perform Use participation
and addition as represents, multiplication using appropriate pencil assessment 4 groups. make sure they 5-item test with Rubrics (see
Number “putting and subtracts of numbers 1 mental techniques: using visual and Let each group understood the time limit. sample in DepEd
Sense together or 2- to 3-digit to 10 by 6, 7, adding doubles non-visual complete the activity task. Utilize the Order No. 73
combining or numbers with 8, and 9 technique. given to them.  What two suggested s. 2012, p. 118)
joining sets”. minuends up Employ more Encourage pupils to symbols are activities found in
to 999 without appropriate exercises use other objects to used in an the LMs. Employ group
and with on addition of two one- visualize addition assessment and
regrouping. digit numbers with mutliplication of the sentence? individual output
sums up to 18 using numbers 6, 7, 7, and  What do through paper
semi-concrete 9. Ask the group to symbols and pencil.
materials. draw objects to show mean?
multiplication.  What does
each number
Illustration Repeated Multiplication
(using addition sentence in an addition
objects sentence
Groups sentence
of 1
Groups stand for?
of 2

18. Visualizes 24. Visualizes and Answer the Pair of students Use participation
and adds two states basic multiplication basic can make a list of Rublics (see
one-digit multiplication facts in Math TG. all of the addition sample in DepEd
numbers with facts for sentences with Order No. 73 s.
Domai Competencies Suggested Learning Activities Suggested Assessment Strategies
n/
Strand
Grade I Grade II Grade III Grade I Grade II Grade III Grade I Grade II Grade III
sums up to numbers up to Divide the class into adding zero 2012, p. 118)
18 using the 10 groups. Let them through 10, and
order and complete the then adding all Encourage each
zero multiplication table of through 10. pupil to
properties of 10. Discuss their participate in the
addition. answers afterwards. oral assessment
19. Adds two 1- 25. Applies the Pupils will be Introduce mental The learners are Think of
digit commutative investigating how to computation thru asked to examine a assessment/activi
property of add two one-digit math Olympics set of rectangular ty that the
Numbers using multiplication number Answer arrangements and learners can
appropriate mental subtraction explore the situation. apply in their daily
techniques. Note: Demonstrate exercises orally in Activity card shall be living be it school
folding a sheet of diad distributed with the or at home using
drawing paper into 3. following direction: the commutative
Note: Teacher Examine the property of
Draw two dots on the may prepare following figures. multiplication. For
left half and 5 dots at “Practice Window How many squares example their
the middle and 2 dots Cards” and let the does each figure way from home to
on the right half. pupils answer with have? school and vice-
in time limit. Hold it in vertical and versa.
Discuss how to add horizontal position
three one-digit number. and take note how
the number of rows
Pupils shall use and column change.
concrete or semi-
concrete objects thru Note: Do these in all
diad rectangles.
26. Multiplies 2- Pupils will be Introduce mental a. Divide the class Use Think-Pair-
digit by 1-digit investigating how to computation thru into 3 groups. Share to come up
numbers record addition in math Olympics Give them with the correct
using the different ways. counters. word problem.
distributive Demonstrate folding a Answer Distribute the a. Jojo, Jean,
property of sheet of drawing paper subtraction activity cards. and Jen
multiplication in a half. Draw 2 dots exercises orally in Show by means have 5
on the left half and 4 diad. of counters the ribbons and
dots on the right half, as following 3 headbands
in a domino. Discuss Group activity combination each. How
how to form an addition shall be used to facts showing many
sentence using the make the lesson the distributive ribbons and
“domino” interactive property of headbands
Domai Competencies Suggested Learning Activities Suggested Assessment Strategies
n/
Strand
Grade I Grade II Grade III Grade I Grade II Grade III Grade I Grade II Grade III
multiplication. do they
Model how to write the A. 2 x (4 + 8) have?
addition sentence = (2 x 4) + b. Each
horizontally and (2 x 8) farmers were
vertically B. 5 x (6 + 7) given 2 cows
= (5 x 6) + and 3 hogs
(5 x 7) each to take
C. 4 x (5 + 9) care of. How
= (4 x 5) + many
(4 x 9) animals were
b. Draw in your given to
manila paper them?
your work and
explain it to the
class. (Advise
the pupils to use
crayons to make
their work nice
and
presentable.)

27. Multiplies Present 2 cartolina Use activity card.

three 1-digit strips showing Each group will
using the (4 x 2) x 5 = (8 x 5 = answer the
associative 40 exercises in the
property of 4 x (2 x 5) = 4 x 10 = activity card and
multiplication 40 report.
40=40 (Teacher will be
the one to think
Ask: What have you and give to each
observe? Do the group for them to
groupings of the answer.)
factors affect the
product? (Introduces
the associative
property)
28. Multiplies 2- to Use Giant Step Use Hands-On
3-digit Teacher will call on 5 Game to check
numbers by 1- pupils. Provide each the speed and
Domai Competencies Suggested Learning Activities Suggested Assessment Strategies
n/
Strand
Grade I Grade II Grade III Grade I Grade II Grade III Grade I Grade II Grade III
digit numbers pupil illustration accuracy in
without or with board and chalk. The computing
regrouping first one who will give numbers.
the correct answer
will step forward. The
one who reaches first
the front desk wins
the contest.
Week 2
Number 20. Visualizes 25. Subtracts 29. Multiplies 2- Model how to show 14 Introduce routine a. Group activity: Utilize paper and Conduct paper and Use oral
and and adds mentally 1-digit digit numbers ones using connecting problems Draw Lots pencil pencil test orally assessment for
Number three one- numbers from by 2-digit cubes (unconnected) involving assessment using fast group.
Sense digit 1- to 3-digit numbers Show that 14 can be subtraction thru The teacher will visual and non-
numbers numbers without shown in a different an outdoor prepare a box with visual technique. Paper and pencil
using the without regrouping way. activities. word problems inside. Allow pupils to test for slow
grouping regrouping Non-routine Any member of the play math group.
property of using Make a train of 10 problems on group will draw 1 strip Olympics. First to
addition. appropriate cubes from the 14 subtraction of inside the box, then get the score of For
strategies. unconnected whole number the group will answer five shall be the reinforcement, let
including money it afterwards. The winner. the pupils answer
Note: Ask how many shall be introduce group will be given 2 the mathematical
groups of 10 did they using localize minutes to answer sentence written
make. How ones are learning the problem. in two ways
there now? experience. vertical or
“Battle of the b. Little Brother horizontal.
Brain” contest Approach
Give more learning
exercises on expanded Let the fast learners
form to establish develop their own
meaningful learning simple word
outcomes problems.
21. Visualizes 26. Subtracts 30. Multiplies 2- to Illustration that explains Example: Nestor Pair of students Conduct paper and
and adds two mentally 3-digit 3-digit number best on the addition of earned P_____ a day take turns pencil test orally.
to three one- numbers by with numbers with sums in selling newspaper. drawing dots on
digit numbers tens and by regrouping through 99 without or How much will he dominoes and
horizontally hundreds with regrouping. earn in _____ days? writing the
and vertically. without addition sentence
regrouping Use mental addition in that matches then
using diad thru games for life domino, first Conduct paper and
appropriate long learning. horizontally then pencil test orally.
Domai Competencies Suggested Learning Activities Suggested Assessment Strategies
n/
Strand
Grade I Grade II Grade III Grade I Grade II Grade III Grade I Grade II Grade III
strategies vertically.

Pair of students
take turns
drawing dots on
dominoes and
writing the
addition that
matches the
domino, first
horizontally then
vertically
31. Multiplies 2- to Do Investigation Trip Use Pick-Me-Up
3-digit number Game
by multiples of Divide the class into
10 and 100. 2 groups. Give them Let the pupils pick
activity card. a strip of paper
Example: Investigate, with number
then write your sentence written
investigation on it. Allow them
afterwards. to answer
6 x 10 = 60 correctly.
3 x 30 = 90
7 x 20 = 140
4 x 40 = 160
7 x 100 = 700
8 x 100 = 800
9 x 100 = 900
32. Multiplies 1- to Finding Pattern Use activity card
2-digit
numbers 1000 Challenge the class Teacher will use
to find pattern. activity card
A. 6 x 1000 = 6000 showing
16 x 1000 = 6000 mathematical
7 x 1000 = 7000 sentence.
17 x 1000 = 17000
33. Estimates the Group activity using Solving word
product of 2- activity sheets or problems.
to 3-digit cards.
numbers and If necessary,
Domai Competencies Suggested Learning Activities Suggested Assessment Strategies
n/
Strand
Grade I Grade II Grade III Grade I Grade II Grade III Grade I Grade II Grade III
1- to 2-digit Activity: Estimating round the number
numbers with Products to make an
reasonable Materials: Numbers estimate.
results Cards 1-10 a. Nelly counted
Group Size: Pair the matches
Procedure: Teacher in a match
will make her own box and got
style 58. How many
matches
approximately
are in 8
boxes?
b. Uncle Mario’s
chickens lay
about 130
eggs a day.
Can he supply
all the eggs
for the grocery
store within
one week?
Note, his
chickens lay
eggs 7 days a
week.
Week 3
Number 22. Uses 27. Solves routine 34. Multiplies Introduce mental Sentence strips of Divide the class into Students share the Utilize learning Give mental
and expanded form and non-routine mentally 2-digit computation thru math simple localize three groups. Give number they activities found in computation by
Number to explain the problems by 1-digit Olympics situation to create each group an modeled, point out the LMs pair or individual
Sense meaning of involving numbers Answer exercises with problems involving Activity Card. Record That number can with time limit.
addition with subtraction of without time limit subtraction. which group be shown in
regrouping. whole numbers regrouping with Answer as many answered first, the different ways Note: Teacher
including money products of up Note: Teacher may localize situation second, and the third. either expanded may create his
with minuends to 100. prepare “Practice as they could. Answer will be written form or standard unique way of
up to 1 000 Window Cards” and let Create word on the other square. form. evaluating his
using the pupils answer orally problems on order Example: pupils’ learning.
appropriate with in time limit. of operations.
problem solving Group activity to 2x 22 63 52
strategies and Make more 3x 43 32 72
4x 21 41 30
tools meaningful. A 44 126 104
Domai Competencies Suggested Learning Activities Suggested Assessment Strategies
n/
Strand
Grade I Grade II Grade III Grade I Grade II Grade III Grade I Grade II Grade III
N 129 96 216
S 84 164 120
W
E
R
23. Visualizes 35. Solves routine Introduce mental Illustrate on the Group the pupils into Use printed Use Participation
and adds and non-routine computation thru math board the process three. Provide them materials and let Rubric (see
numbers with problems Olympics in performing with problems like students answer sample in DepEd
sums through involving order of these in activity within a given Order No. 73, s
99 without or multiplication Answer orally the operations cards. Let them time limit. 2012, p 118)
with without or with exercises given on involving addition analyze.
regrouping addition and localize learning and subtraction of Utilize the
subtraction of experiences. small number. activities found in
whole numbers Use activity cards the LMs.
including for group activity 1. A vendor
money using to generate buys 25
appropriate cooperative boxes of
problem solving learning among candies.
strategies and themselves.
Each box has
tools
50 candies.
How many
candies are
there in all?
2. Nena bought
12 sets of
baby
dresses.
Each set
costs P185.
How much
did she pay
for all the
dresses?

Process/discuss the
activities done
Guide the pupils to
generalize.
Domai Competencies Suggested Learning Activities Suggested Assessment Strategies
n/
Strand
Grade I Grade II Grade III Grade I Grade II Grade III Grade I Grade II Grade III
36. Creates Divide the class into Use Participation
problems 6 groups. Let each Rubric (see
involving group discuss how sample in DepEd
multiplication or they will make a p Order No. 73, s.
with addition or roblem based on the 2012, p. 118)
subtraction of given situation. Three
whole numbers groups will focus on
including P roblem 1, while the
money. other three groups
will focus on Problem
2.

Problem 1: Involve
multiplicatios with
addition (two-step
problem)
Situation: Make
needs 3 white t-shirts
to be used in
camping. T-shirts
price is Php120.00.
Mark has only
Php300.00

Problem 2: Use
multiplication with
subtraction (two-step
problem)
Situation: Adora
plans to donate 3
plants in school.
Adora has
Php500.00. Price of
plants is Php300.00
each.
37. Visualizes and Show the series of Use Participation
states the numbers. Ask the Rublic (See
multiples of 1- pupils to observe and sample in DepEd
to 2-digit determine the patter. Order No. 73, s.
numbers 2012, p. 118)
2 4 6 8 10 12 14
Domai Competencies Suggested Learning Activities Suggested Assessment Strategies
n/
Strand
Grade I Grade II Grade III Grade I Grade II Grade III Grade I Grade II Grade III
a.

b. 3 6 9 12 15 18 21

c. 10 20 30 40 50 60 70

d. 12 24 36 48 60 72 84

Teacher will
process/discuss the
findings-like:
a. Multiplying the
first number 2, 3,
4, 5… to get the
next 3 missing
numbers.
b. Adding the
common
differences of the
numbers to the
next numbers and
so forth to get the
next 3 missing
numbers.
38. Visualizes Let pupils do this Use Participation
division of problem. Rublic (See
numbers up to sample in DepEd
100 by 6, 7, 8, There are 98 pupils Order No. 73, s.
and 9 in Grade 3. They are 2012, p. 118)
(multiplication assigned in each
table of 6, 7, 8, section equally to the Formative Test
and 9) 4 Mathematics Activity will be
teacher and the 3 made by the
Science teachers as teacher.
the class advisers.
How many pupils will
be under the class
advisory of each
teacher?
 Domai Competencies Suggested Learning Activities Suggested Assessment Strategies
n/
Strand
Grade I Grade II Grade III Grade I Grade II Grade III Grade I Grade II Grade III
Guide questions:
a. How many pupils
are there?
b. How many are
teachers?
c. What is your
dividend?
d. What is your
divisor?
e. What is missing in
the problem? Let
them write the
number sentence
then solve.

Week 4
Number 24. Adds mentally 28. Creates 39. Visualizes and Use word problem and Present a very Show a picture of Conduct paper Utilize learning Utilize basic
and two to three problem states basic illustrate on the board simple localized objects grouped and pencil test activities found in division facts of
Number 1-digit involving division facts of the one-step routine “Math Story” in equally. orally the LMs numbers up to 10
Sense numbers with subtraction of numbers up to and non-routine their routine and using paper and
sums up to 18 whole 10. problems involving non-routine pencil test.
using numbers addition including problems involving
appropriate including money with sums up to addition and
strategies. money. 99 subtraction
including money.
Group activity using
activity cards thru game Illustrate on the Ask: How many
board to show the boxes are there in
difference all?
between the two How many balls are
routines there in each box?
How many balls are
Give more there in all?
activities for What multiplication
mastery. facts/sentences can
we write? What
division
facts/sentences can
we give/write?
Domai Competencies Suggested Learning Activities Suggested Assessment Strategies
n/
Strand
Grade I Grade II Grade III Grade I Grade II Grade III Grade I Grade II Grade III
Process the activities
done.

Develop the concept

using division by
partition, by
distribution and/or as
repeated subtraction.
25. Adds 29. Performs orders 40. Divides 2- to 3- Present very simple Give very simple Acting out the Conduct oral Administer paper Work in triads.
mentally 2- of operations digit numbers math situation that are math situation problem. assessment on 2- and pencil
digit numbers involving by 1- to 2-digit locally experienced and allow pupils digit numbers and assessment
and 1-digit addition and numbers involving addition of to answer orally. Call on 6 pupils, ask 1-digit number Utilize learning
numbers subtraction of without and whole numbers one pupil to act as activities found in
without and small numbers with remainder including money. Nene, and the rest, the LMs
with his 5 friends. Let
regrouping Nene distributes the
using Divides 2- to 3- Distribute activity cards 10 bananas equally
appropriate digit numbers to each group and allow to his friends.
strategies. by 1-digit then to complete the Ask: How many
numbers information with time bananas are there in
without and limit. all?
with remainder How many friends
will these be
distributed?
How may will each
friend get?

Present another
problem

Mr. Golez packed 54

tomatoes into small
boxes. If 4 tomatoes
can be placed in
each box, how many
boxes did he fill?
How many tomatoes
were left out?

Ask: How many

Domai Competencies Suggested Learning Activities Suggested Assessment Strategies
n/
Strand
Grade I Grade II Grade III Grade I Grade II Grade III Grade I Grade II Grade III
tomatoes are there?
How many tomatoes
can be placed in a
small box?
How many boxes will
be filled?

Try another problem.

A department store
had 336 pairs of
socks. The socks
were sold in
packages of 3 pairs.
How many packages
were there?

41. Divides 2- to 3- Present the problem

digit numbers clearly.
by 10 and 100
without or with A civic organization
remainder distributed 200
bottles of mineral
water for the victims
of typhoon Yolanda
in Tacloban City. The
bottles of mineral
water will be
distributed equally
among 10 families.
How many bottles of
mineral water would
each family receive?

Guide the pupils to

find ways on how to
distribute the number
of bottles equally
among them. The
teacher may use of
Domai Competencies Suggested Learning Activities Suggested Assessment Strategies
n/
Strand
Grade I Grade II Grade III Grade I Grade II Grade III Grade I Grade II Grade III
family of
multiplication and
division facts. Cross
out method and/or
long method.
Divides 2- to 3-digit Divide the class into Provide paper
numbers without three groups. Have and pencil test for
and with the pupils solve the the pupils to
regrouping problem in different nswer within time
ways. Let them limit.
present their work to
class.

Cliff has 96
pieces of marbles
to be placed
equally in 12
boxes. How
many marbles
will be in each
box?

Process/discuss the
activities done.
Provide more word
problems to be
performed by the
pupils.
42. Estimate the Present the activity to Divide the class
quotient of 2- to the class. Let the into 5 groups.
3-digit numbers pupils answer using Provide an
their paper. activity card for
Given R
ou
T
h
Esti
mat
each group to
Domai Competencies Suggested Learning Activities Suggested Assessment Strategies
n/
Strand
Grade I Grade II Grade III Grade I Grade II Grade III Grade I Grade II Grade III
nd i e perform. Ask
off n
th k somebody from
e
th o the group to
e f report their
di
vi C output.
si o
on m
p Group 1 1.25÷ 6=
a 2.274÷9=
t
i Group 2 3.41÷7 =
b 4.526÷12 =
l
e Group 3 5.65÷8 =
6. 615 ÷ 28=
N
u Group 4 7. 74 ÷ 9=
m 8. 479 ÷ 18=
b
e Group 5 9.85÷5 =
r 10. 285 ÷ 5=

1. 184 ÷ 11
2. 338 ÷ 48
3. 508 ÷ 21
4. 677 ÷ 56
5. 889 ÷ 78
43. Divides Use Show- Me- Board Use assessment
mentally 2-digit shall be
numbers by 1- Divide the following administered to
digit number mentally using any pupils within time
without method. Use your limit.
remainder Show-Me-Board.The
using teacher will read the
appropriate given. When she
strategies says “stop” the pupils
will raise their show-
me-board.

45÷5 76÷4

54÷3 72÷3

60÷2 85÷5

68÷4 90÷6
Domai Competencies Suggested Learning Activities Suggested Assessment Strategies
n/
Strand
Grade I Grade II Grade III Grade I Grade II Grade III Grade I Grade II Grade III

Teacher may add

more activities for
pupils to
perform/answer
orally.
Week 5
26. Visualizes 30. Solves multi- Use concrete objects to Use of concrete Conduct paper Conduct paper and
and solves step routine and illustrate subtraction or
and semi-concrete and pencil test. pencil test
one-step non-routine comparing elements of objects to illustrate
routine and problems sets. addition and Utilize the Utilize the learning
non-routine involving subtraction of 2 to learning activities activities found in
problems addition and Use of manipulatives to 3 digit numbers. found in the LMs the LMs
involving subtraction of 2- show the process of
numbers to 3-digit subtraction or
including numbers comparing elements of
money with including money sets
sums up to 99 using
using appropriate
appropriate problem solving
problem strategies and
solving tools.
strategies
27. Creates 31. Creates Illustrate on the board that subtraction and Use teacher-made or improvised
situations problem addition are inverse operations. materials showing related equations for
involving involving Explain further using concrete examples for each of the following: repeated addition,
addition of addition and better result. array, counting by multiples.
whole subtraction of Call pupils to perform correctly the given Let the pupils experience on the equal
numbers whole number exercises. jumps on the number line. Be creative.
including including money
money. with reasonable
answers.
Week 6
Numbe 28. Illustrates 32. Illustrate Utilize concrete objects Utilize real objects Utilize the Use paper and
r and subtraction as multiplication as to show and visualize to illustrate the learning activities pencil assessment.
Numbe “taking away” repeated subtraction of one-digit property of 1 in found in LMs
r Sense or addition number with minuends multiplication.
“comparing”

using through 18. Give emphasis on
elements of groups of the concept - any
Domai Competencies Suggested Learning Activities Suggested Assessment Strategies
n/
Strand
Grade I Grade II Grade III Grade I Grade II Grade III Grade I Grade II Grade III
sets. equal Introduce more number multiplied
quantities activities through group by 1 is the number

using arrays work. itself.

using
counting by
multiples
using equal
jumps on
the number
line
29. Illustrates 33. Writes a Illustrate on the board Illustrate on the Utilize the Conduct
that addition related the process of board the concept learning assessment both
and equation for subtracting 1- to 2-digit of zero property of opportunities oral and written.
subtraction each type of numbers with minuends multiplication. found in the LMs
are inverse multiplication: up to 99 without
operations. repeated regrouping. Use concrete,
addition, array, semi concrete and
counting by Give enough examples abstract materials
multiples and using concrete, semi- for them to
equal jumps concrete and abstract understand and
on the number materials for them to appreciate the
line. visualize. lesson.

Employ group game Illustrate on the

activity. board the concept
of commutative
property of
multiplication.
Give examples
related to their real
life activity.
Week 7
Number 30. Visualizes, 34. Illustrates the Illustrate on the board Write very simple Employ written Conduct
and represents, property of the use of expanded multiplication and oral assessment both
Number and subtracts multiplication form to explain further stories that evaluation. oral and written.
Sense 1-digit that any subtraction with describes
numbers with number regrouping. multiplication Utilize learning
minuends multiplied by facts. Illustrate on opportunities
through 18 one (1) is the Employ the place value the board to show found in the LMs.
(basic facts). same number. concept to facilitate your the multiplication
Domai Competencies Suggested Learning Activities Suggested Assessment Strategies
n/
Strand
Grade I Grade II Grade III Grade I Grade II Grade III Grade I Grade II Grade III
illustrations. sentence and the
process.
Give enough examples
for better result. Use drawings or
pictures for them
to visualize the
numbers or set.
31. Visualizes, 35. Illustrate the Illustrate on the board Utilize the Administer
represents, property of the process of learning activities assessment both
and subtracts multiplication subtracting 1- to 2-digit found in the LMs. oral and written.
1- to 2-digit that zero numbers with minuends
numbers with multiplied by up to 99 with
minuends up any number is regrouping. Administer
to 99 without zero. assessment both
regrouping. Give enough examples oral and written.
36. Illustrates the related to their real life
commutative activity.
property of
multiplication. Be creative.
Week 8
Numbe 32. Uses the 37. Visualizes Use very simple Use activity card Administer paper Utilize the learning
r and expanded form multiplication “mathematics story” with very simple and pencil resources found in
Numbe to explain of numbers 1 and illustrate on the “math story”. Allow assessment. the LMs,
r subtraction to 10 by 2, 3, board to facilitate the pupils to Administer paper
sense with 4, 5 and 10. meaningful learning. answer by group. and pencil test.
regrouping. Constant practice Utilize fast group
mentally for mastery of to lead the activity.
the skill. Give enough
group / individual
Give enough examples activity.
related to their real life Come up with
activity. improvised
window cards.
33. Visualizes, 38. Multiplies Use very simple Conduct paper Administer paper
represents, mentally “mathematics story” and pencil test. and pencil
and subtracts numbers 1 to that shows their daily Utilize the assessment.
1- to 2-digit 10 by 2, 3, 4, 5 activities particularly learning
numbers with and 10 using routine and non-routine resources found
minuends up appropriate problems. in the LMs.
to 99 with strategies.
Domai Competencies Suggested Learning Activities Suggested Assessment Strategies
n/
Strand
Grade I Grade II Grade III Grade I Grade II Grade III Grade I Grade II Grade III
regrouping. Use effective visual
materials.
Allow them to share
their experiences and
do the processing
correctly.

Pick up several pupils

and allow them to share
more.
Week 9
Number 34. Subtracts 38. Multiplies Present very simple Use very simple Conduct Utilize the learning
and mentally one- mentally 2, 3, 4, “math story” to the “mathematics individual / group resources found in
Number digit numbers 5 and 10 using class. Guide the pupils story” that shows mental the LMs.
Sense from two-digit appropriate to create questions on their daily computation.
minuends strategies. subtraction of whole activities Administer paper
without number particularly and pencil test.
regrouping routine and non-
using Allow pupils to share routine problems.
appropriate their answers.
strategies. Illustrate on the
Supply more “math board and allow
stories” for the pupils to pupils to interact
practice and answer and participate.
them correctly.
Encourage pupils
to share their
experiences on
how they solve
routine and non-
routine problems.

Give more
exercises for the
pupils to work on.

Present very
simple
“mathematics
story” to the class
Domai Competencies Suggested Learning Activities Suggested Assessment Strategies
n/
Strand
Grade I Grade II Grade III Grade I Grade II Grade III Grade I Grade II Grade III
involving
multiplication only
and multiplication
with addition and
subtraction.

Guide the pupils

to create a very
simple word
problems to be
answered by
themselves.

Supply enough
localized story for
them to practice
in creating word
problem.
35. Visualizes, 39. Solves routine
represents, and non-routine
and solves problems
routine and involving
non-routine multiplication of
problems whole numbers
involving including money
subtraction of using
whole appropriate
numbers problem solving
including strategies and
money with tools.
minuends up
to 99 with and
without
regrouping
using
appropriate
problem
solving
strategies and
tools
Domai Competencies Suggested Learning Activities Suggested Assessment Strategies
n/
Strand
Grade I Grade II Grade III Grade I Grade II Grade III Grade I Grade II Grade III
Week 10
Number 37. Creates 40. Solves routine 44. Solves routine Group Activity: Group Activity: Group Activity: Conduct paper Administer paper
and situations and non-routine and non-routine and pencil and pencil
Number involving problems problems Let the class be Let the class be Let the class be assessment assessment.
Sense subtraction of involving involving division divided into group and divided into group divided into group Utilize the
whole multiplication of 2 to 4 digit give them problems and give them and give them learning
numbers and addition or numbers by 1 to 2 about grocery problems about problems about resources found
including subtraction of digit numbers budgeting.Make it sure grocery grocery in the LMs.
money. whole numbers without or with you will be giving each budgeting.Make it budgeting.Make it
including money any of the other group exact amount of sure you will be sure you will be
using operations of paper bills and coins. giving each group giving each group
appropriate whole numbers exact amount of exact amount of
problem solving including money paper bills and paper bills and coins.
strategies and usng appropriate coins.
tools. problem solving
41. Creates strategies and Conduct oral
problems tools. assessment.
involving Utilize learning
multiplication 45. creates resources found in
only and problems the LMs.
multiplication involving division
with addition or or with any other
subtraction of operations of
whole numbers whole numbers
including money including money.
with reasonable
answers.
Domai Competencies Suggested Learning Activities Suggested Assessment Strategies
n/
Strand
Grade I Grade II Grade III Grade I Grade II Grade III Grade I Grade II Grade III
objects Give semi- 23 p upils, will all the
concrete pupils have a partner?
Example to
illustrate the Teacher will show 24
concept of in pairs. Then 23 in
Division pairs.

Process/discuss the
activities done.
38. Visualizes, 43. Creates and 47. Visualizes and Present/use concrete Give clear Present the lessong Conduct Use activity sheets Use different
represents, write a related represents objects to show into illustration using the following individual/group to the pupils. illustrations to test
and separates equation for fractions that groups of equal showing equal regions using cut- assessment using the learning of the
objects into each type of are equal to quantity. sharing, repeated outs. semi-concrete or Paper and pencil pupils using
groups of situation: equal one and subtraction and abstract materials test is also activity sheets.
equal quantity sharing, greater than Use more pictures of equal jumps on thru oral applicable.
using concrete repeated one objects to illustrate the the number line. assessment.
objects up 50 subtraction, groups of equal
A
50 equal jumps on quantity. Repeat the
the number line, discussion/activit
e.g. 10 and formation of y using different
grouped by 5s equal groups of illustrations
objects showing equal
sharing, repeated B
subtraction and
equal jump on
the number line.

Discuss clearly the

illustration.
39. Visualizes and 44. Visualizes 48. Reads and Use concrete object for Show the correct Use a real object for Use paper and Use number Use paper and
identifies ½ division of writes fractions pupils to see how ½ steps and problem illustration. pencil test. spinner to make pencil test.
and ¼ of a numbers up to that are equal looks like. process the Example: Show a the activity more
whole object 100 by 2, 3, 4, to one and division of papaya and cut it Game or Show- fun-filled and Use Mini Olympic
5, and 10 greater than Cut the bond paper numbers up to equally into halves. Me-Board Game. enjoyable. Game.
one in symbols into two equal parts. 100 by 2, 3, 4, 5,
and in words and 10 using Then
Show to the class and semi-concrete or process/discuss
name each part as ½. abstract clearly the activity
Domai Competencies Suggested Learning Activities Suggested Assessment Strategies
n/
Strand
Grade I Grade II Grade III Grade I Grade II Grade III Grade I Grade II Grade III
materials. done.
Give several activities
showing ½. Repeat the Ask questions based
process until the on the activity on the
Then, same process pupils are able to slicing of papaya.
shall be used to follow and
illustrate or visualize calculate given
how ¼ looks like. division
mathematical
If possible use the sentence by
objects that are themselves.
familiar to the pupils
like those are found in Individual
their home. approach is
highly
recommended.
40. Visualizes, 45. Divides mentally 49. Represent Use concrete objects Present mental Use graphing paper Utilize mental Utilize mental Use paper and
represents, numbers by 2, fractions using to develop the skill in computation on or grid paper and computation, computation. pencil test.
and divides a 3, 4, 5, and 10 regions, sets, visualizing division of numbers by 2, 3, crayons. group or
whole into using and the number whole into halves and 4, 5, and 10 thru individual Groups are Use number
halves and appropriate line fourths. games, number Distribute them to recitation. individual spinner.
fourths strategies spinner, self- each group of 3. recitation.
assessment. Use paper and
Let each group draw pencil test. Use paper and
the following regions pencil test.
in the grid paper and
color the parts asked
for.

Post the picture of

objects on the board.

Let the pupil study

the sets of objects.

Ask questions to elicit

answers to represent
fractions using sets.

For fractions using

Domai Competencies Suggested Learning Activities Suggested Assessment Strategies
n/
Strand
Grade I Grade II Grade III Grade I Grade II Grade III Grade I Grade II Grade III
number line, let the
pupils equally divide
the number line as
described.
Fig. A – 4 equal parts
Fig. B – 6 equal parts
Fig. C – 8 equal parts

Process/discuss
clearly the activities
done.

Give some more

activities by triad for
fun-filled learning.
41. Visualizes and 46. Illustrates that 50. Visualizes and Use concrete objects Use concrete Use clear explanation Paper and pencil Paper and pencil test.
divides the multiplication represents to show halves illustrations illustrating dissimilar test.
elements of and division are dissimilar illustrating elements of showing that fraction. Activity sheet for group or individual
sets into two inverse fractions sets into two groups of multiplication and Activity sheet for output.
group of equal operations equal quantities. division are Use activity card for group or
quantities to inverse group work or individual output.
show halves Utilize also semi- operation. individual activity.
concrete objects and
same process will be Utilize activity
used to explain the card for group
concept. work.
Week 2
Number 42. Visualizes, 47. Solves routine 51. Visualizes, Use concrete objects Utilize Think- Introduce semi- Paper and pencil Use paper and Use Show-Me-
and represents, and non-routine represents, and to show fourths Pair-Share. concrete illustration test by pencil test. Board game.
Number and divides the problems compares illustrating elements of representing and group/diad/triad
Sense elements of involving dissimilar sets into four groups of Distribute word comparing dissimilar game. Activity sheet/card Paper and pencil
set into four division of fractions equal quantities to problem strips to fractions. for group or test.
groups of numbers by 2, show fourths. each individual output.
equal 3, 4, 5, and 10 group/diads/triad.
quantities to and with any of
show fourths the other
operations of
whole numbers
including money
using
Domai Competencies Suggested Learning Activities Suggested Assessment Strategies
n/
Strand
Grade I Grade II Grade III Grade I Grade II Grade III Grade I Grade II Grade III
appropriate
problem solving
strategies and
tools
43. Visualizes and 48. Creates word 52. Visualizes, Utilize real/concrete Use Think-Pair- Diad/Triad activity. Utilize paper and Situation written on Utilize paper and
draws the problems represents, and objects. Share to elicit pencil test. the activity card. pencil test.
whole region involving arranges cooperative Let the pupils do the
or set given its division of dissimilar Let the pupils do the learning. activity within time Distribute to each Use rubric to rate
½ and/or ¼ whole numbers fractions in activity by pair. limit. pupil. each output.
including money increading or
decreasing Have it checked
order immediately.

Give feedback.
49. Visualizes, 53. Visualizes and Utilize real/semi- Use concrete/clear Utilize paper and Utilize paper and
represents, and generates concrete illustrations for better pencil test. pencil test.
identifies unit equivalent illustration understanding of the
fractions with fractions showing fractions pupils.
denominators of with
10 and below denominators of Discuss clearly how
10 and below. equivalent fractions
are generated.
Give several diad
activities.
50. Reads and Give activities Conduct oral test
writes unit and explain and paper and
fraction clearly how to pencil test.
read and write
unit fraction
correctly.
51. Compares unit Present a word Use paper and
fractions using problem. pencil test.
relation symbol
Ask questions on
equal/unequal
sharing.

Show illustration
of sets showing
greater/lesser
Domai Competencies Suggested Learning Activities Suggested Assessment Strategies
n/
Strand
Grade I Grade II Grade III Grade I Grade II Grade III Grade I Grade II Grade III
than.
52. Arranges unit Show clear Use paper and
fractions in illustration on pencil test.
increasing and arranging
decreasing fractions in Games: Show-Me-
order increasing/ Board.
decreasing order.
53. Identifes other Show clear Use paper and
fractions less discussion/illustr pencil test.
than one with ation on
denominators identifying Games: Show-Me-
10 and below. fractions less Board.
than one with
denominator 10
and below.
Week 3
44. Identifies, 54. Visualizes 54. Recognizes Present/use four basic Use group of Present clear Use Tell Me Utilize paper and Use individual
names, and similar fractions and draws a shapes and 3- objects and discussion/illustration Game. pencil test. assessment.
describes the (using group of point, line dimensional shapes of number line to of point, line
four basic objects and segment, and objects illustrate similar segment, and ray. Paper and pencil Paper and pencil
shapes number line) ray. fraction. test. test.
(square, Present shapes that
rectangle, are used at home Give several
triangle, and regularly items to work on.
circle) in 2-
dimensional
(flat/plane) and
3-dimensional
(solid objects)
45. Compares and 55. Reads and 55. Recognizes Present/use 2- Utilize Use hands-on activity Use paper and Utilize paper and Use individual
classifies 2- writes similar and draws dimensional and 3- diads/triads pencil test. pencil test. assessment.
dimensional fraction parallel, dimensional figures Employ Situation
(flat/plane) and intersecting that are used at home Employ Game that applies Paper and pencil
3-dimensioanl and regularly. Guessing Game. daily experience. test.
(solid) figures perpendicular
according to lines. Repeat the discussion
common on comparing and
attributes classifying 2-3
dimensional figure.
56. Compares Present a word Employ Name
Domai Competencies Suggested Learning Activities Suggested Assessment Strategies
n/
Strand
Grade I Grade II Grade III Grade I Grade II Grade III Grade I Grade II Grade III
similar fractions problem showing Game.
using relation comparison of
symbol similar fraction. Paper and pencil
test.
Discuss clearly
for better
understanding.
57. Arranges similar Present a word Utilizes paper and
fractions in problem that pencil test
increasing or shows
decreasing increasing/decre Use Name Game.
order asing of similar
fractions. Paper and pencil
test.
Week 4
Geometr 46. Draws the four 58. Visualizes, 57. Visualizes, Group activity is Use clear Demonstrate on how
y basic shapes identifies, identifies, and suggested. illustrations. to draw congruent
classifies, and draws line segment.
describes half congruent line Provide Actual illustration
circles and segments drawing/coloring of half circle and Present practical
quarter circles materials. quarter circle. situation when to
apply congruent line
Activity sheet is also segment.
suggested.
47. Construct 59. Constructs 57. Identifies and Hands on activity by Hands on activity Use real objects to Use rubrics to Use rubrics to Show and Tell
three squares, visualizes group/individual. by illustrate symmetry. rate their group assess their group Game.
dimensioanl rectangles, symmetry in group/individual. work output. work output.
objects (solid) triagles, circles, the Distribute manipulative Allow the pupils to Paper and pencil
using half-circles, and environment materials. Distribute cut- identify the line of test.
manipulative quarter circles and in design outs. symmetry of an
materials using cut-outs Allow pupils to object that are found
and square construct three Allow the pupils in our environment
grids dimensional objects. to construct and other design of
squares etc. On objects.
their own.
60. Identifies 58. Identifies and Present semi-concrete materials. Self-assessment test.
shapes/figures draws the line of
that show symmetrical Allow pupils to get hold of each object. Paper and pencil test.
symmetry in a figure
line Give definite and clear instruction.
Domai Competencies Suggested Learning Activities Suggested Assessment Strategies
n/
Strand
Grade I Grade II Grade III Grade I Grade II Grade III Grade I Grade II Grade III

Hands-on experience
61. Identifies and Allow the pupils Use individual
draws the line of to explore the performance/output
symmetry in a activity.
given
symmetrical Distribute activity
figure sheets con
62. Creates figures Allow pupils to Use individual
that show make figures performance thru
symmetry in a showing line of rubrics
line symmetry

Let the pupils

color their output
Week 5
Geometr 48. Determines the 63. Recognizes 59. Completes a Present several Show samples of Show examples of Use paper and Use individual Use rubrics to
y missing shapes that can symmetric examples. objects tyhat objects/figures pencil test performance/out to rate the pupils’
term(s) in a tessellate figure with tesselating is completing a rate the pupils’ output.
given respect to a Allow the pupils to evident. symmetric figure. work.
continuous given line of determine the missing
pattern using symmetry term from the given Give samples of Give more activity Use of rubrics is
one attributed activity sheets. tesselation sheets. also suggested.
(letters/number patterns –
s/events) wrapping papers,
wallpapers,
floor/wall tilings
Pattern 49. Determines the 64. Tessellates a 60. Tesselates the Present examples of Give examples of tessellated pictures or Use paper and Ask for their
and missing surface using plane using different pattern. real materials (mat, etc.) using squares pencil test. individual output.
Algebra term(s) in a triangles and triangles, and triangles.
given squares square, and Explain each example Rubrics will be
repeating other shapes like pedestrian lane, Introduce more activities on tessellation. used to rate
pattern using that can chess board. individual output.
one attribute tessellate.
(letters,
numbers,
colors, figures,
size, etc.)
65. Identifies line Give/show clear examples of 3-
and curbes, flat dimensional figures.
Domai Competencies Suggested Learning Activities Suggested Assessment Strategies
n/
Strand
Grade I Grade II Grade III Grade I Grade II Grade III Grade I Grade II Grade III
and curved
surfaces in a 3- Introduce more examples using activity
dimensional sheets.
66. Explain the Give enough clear examples showing Paper and pencil
differences straight, curved lines, flat surfaces, and test.
between curved surfaces.
straight lines
and curved More activities shall be administered
lines, flat
surfaces and
curved surfaces
Week 6
Patterns 50. Construct 67. Determines the 61. Determines the Present a word Use clear Present different Paper and pencil Individual assessment.
and equivalent missing terms in missing terms problem. examples of pictures/illustrations test.
Algebra number a given in a given continuous of continuous and Paper and pencil test.
expression continuous combination of Discuss the process pattern using repeating pattern.
using addition patter using two continuous and clearly. figure, numbers,
and attributes (any repeating colors, sizes, and
subtraction two of the pattern. Give enough shapes.
following: examples for better
figures, understanding. Give enough
numbers, examples.
colors, sizes,
and Group/individual
orientations) tasks
51. Identifies and 68. Visualizes and 62. Finds the Introduce varied Introduce the Paper and pencil Paper and pencil
creates to finds the missing value examples three concept thru test. test.
compose and missing value in in a number games-diad, triad, or word problem. “Game na Game
decompose a number sentence individual. na” approach
using addition sentence involving Explain clearnly
involving multiplication or Allow pupils to have the process.
multiplication or division of “buddy” in answering
division of whole number activity cards. Allow the pupils
whole numbers to perform the
using 2, 3, 4, 5, activity sheets.
and 10 only
Give enough
exercises.
Week 7
Patterns 52. Visualizes and Present word problem. Use paper
and
Domai Competencies Suggested Learning Activities Suggested Assessment Strategies
n/
Strand
Grade I Grade II Grade III Grade I Grade II Grade III Grade I Grade II Grade III
and finds the pencil test.
Algebra missing Explain clearly the
number in an process.
addition or
subtraction Give enough
sentence using examples.
a variety of
ways Employ activity thru
games.
Annex 1

Week 4

Given Round off the the division Think of Compatible Number Estimate

6. 184 ÷ 11
7. 338 ÷ 48
8. 508 ÷ 21
9. 677 ÷ 56
10. 889 ÷ 78

Annex 2
Week 4

Group 1 1. 25÷ 6 = __________

2. 274÷9 = __________

Group 2 3. 41÷7 = __________

4. 526 ÷ 12 = __________

Group 3 5. 65÷8 = __________

6. 615 ÷ 28 = __________

Group 4 7. 74÷9 = __________

8. 479 ÷ 18 = __________

Group 5 9. 85÷5 = __________

10. 285 ÷ 5 = __________