School Balili Elementary School

Grade level Grade 1

Teacher Emery D. Torres
Learning Area Mathematics
9:00-10:00 am- April 11, 2022
Detailed Lesson Time (Monday) Quarter 3rd
Plan and
Dates
I. OBJECTIVES
Demonstrates understanding of continuous and repeating patterns and number mathematical
A. Content Standard
sentences.
B. Performance Is to able to apply knowledge of continuous and repeating patterns and number sentences in
Standard various situations.
C. Learning
Competencies/ Constructs equivalent number expression using addition and subtraction.
Objectives M1AL-IIIh-8
(Write the LC
Code for each)
II. CONTENT Equivalent Number Expressions
III. LEARNING
RESOURCES
A. References
1. Teacher’s
MELC
Guide
2. Learner’s
Materials
Pages
3. Textbook
Pages
4. Additional
Materials
from Learning
Resource (LR)
Portal
B. Other Learning Power point presentation, pictures,
Resources Cutouts, graphic organizer laptop
IV. PROCEDURES Teacher’s Activity Pupil’s Activity
A. Reviewing the Greetings!
previous lesson or Dance and song: “Paro-paro G”
presenting the
new lesson Review of previous topic.

Do you remember our last topic last time?

“Yes/No”

From this image, let’s remember what is it.

Decomposing
And Composing n u m b e r s
D_comp_s_ng

And Composing n __ m b __ r s
 Mechanics: The teacher will show pictures to
establish a purpose for the lesson.
B. Establishing a
purpose for the
lesson Instruction: Add and subtract to get the
answer.

+ =

+ =

How many is the answers of each equation? “Five”

Are they all the same? “Yes”

C. Presenting
examples/ instances Mechanics: The teacher present the lesson.
of the new lesson
Yes, they all have the same answers, and we “Equivalent”
call that equivalent numbers expressions.
Can you please repeat after me, equivalent.
The learner will listen and
participate to the discussion.
+ =

3 + 2 = 5

6 1 5
- =

They have the same answer which is 5.

Mathematical expressions having the same answer are

called equivalent number expressions. Let us use
addition and subtraction in this lesson to show
equivalent number expressions.
D. Discussing new
concepts
and practicing 1+ 0 = 2-1
new skills #1
1 = 1
1+0 and 2-1 are equivalent number
expressions because both have the answer 1.

5+4 = 10-9
9 = 9
5+4 and 10-1 are equivalent number
expressions because they arrived at the same answer
which is 9.

Instruction: Draw a line to connect the

equivalent expressions.

9+4 10-6 9+4 10-6

E. Discussing new 3+1 25-5 3+1 25-5

concepts and
practicing new skills 15-2 15-2
12+8 12+8
#2

5+9 15-1 5+9 15-1

Instruction: Add and subtract to get the

equivalent answer.

F. Developing
mastery (leads to
Formative Assessment
+ = “The learners will add and subtract
to get the equivalent answer using
3)
- = the popsicle stick.

G. Finding practical
applications of
This is the only money I have. 20
concepts and pesos paper bill and 5 pesos
skills in daily living coin. Loop the foods below which
are enough to buy with my
money.

5 pesos
10 pesos
10pesos 15 pesos 25 pesos 5 pesos
 Instruction. Answer the following questions. Mathematical expressions that have
Mathematical expressions that have the same answer the same answer are called
H. Making are called _______________. equivalent numbers.
generalizations and When we join groups or set of numbers, we are When we join groups or set of
abstractions about _______ numbers. numbers, we are composing
the lesson When we break numbers into parts, we are _____ numbers.
numbers. When we break numbers into parts,
we are decomposing numbers.

Mechanics: The teacher distribute the activity

sheet.

Instructions: Choose two equivalent

expressions from the choices and color your
answer.

Name:

1. Which two equivalent expressions have

I. Evaluating the answer 12?
Learning 10+2
10+ 10+2 16-4
5

2. Which two equivalent expressions have

the answer 8?

5+3 6+3 10-2 5+3

J. Additional
activities for
application or
remediation

V. REMARKS
VI. REFLECTION
A. No. of learners
who earned 80% In
the evaluation
B. No. of learners
who require
additional activities
for remediation
C. Did the
remedial lesson
work? No. of
learners who have
caught up with the
lesson
D. No. of learners
who continue to
require remediation
E. Which of my
teaching strategies
worked well? Why did
these work?