Lesson Guide

In
Elementary Mathematics
Grade 2

Chapter I
Whole Number
Addition

DEPARTMENT OF EDUCATION
BUREAU OF ELEMENTARY EDUCATION
in coordination with
ATENEO DE MANILA UNIVERSITY

2010

Reformatted for distribution via

DepEd LEARNING RESOURCE MANAGEMENT and DEVELOPMENT SYSTEM PORTAL

INSTRUCTIONAL MATERIALS COUNCIL SECRETARIAT, 2011

Lesson Guides in Elementary Mathematics
Grade 2

Copyright © 2003
All rights reserved. No part of these lesson guides shall be reproduced in any form without a written
permission from the Bureau of Elementary Education, Department of Education.

The Mathematics Writing Committee

GRADE 2

Region 4 Ateneo de Manila University

Virgie C. Gayda
Teresita O. Plata – Cavite
Erlinda F. Zinampan – Rizal Support Staff
Rosalinda R. Ravelas – Laguna Ferdinand S. Bergado
Sheilaver O. Capumpon – Cavite Ma. Cristina C. Capellan
Emilene Judith S. Sison
National Capital Region (NCR) Julius Peter Samulde
Roy L. Concepcion
Flordelina A. Alquiza – Regional Office, NCR Myrna D. Latoza
Marites A. Asuque – Taguig/Pateros Marcelino C. Bataller
Praxedes F. Mendoza – Makati Eric S. de Guia – Illustrator
Victoria V. Figueroa – Valenzuela
Aurora P. Portes – Manila Consultants
Fr. Bienvenido F. Nebres, SJ – President,
Bureau of Elementary Education (BEE) Ateneo de Manila University
Carmela C. Oracion – Ateneo de Manila
Noel P. Miranda University
Robesa R. Hilario Pacita E. Hosaka – Ateneo de Manila
University

Project Management

Yolanda S. Quijano – Director IV

Angelita M. Esdicul – Director III
Simeona T. Ebol– Chief, Curriculum Development Division
Irene C. de Robles– OIC-Asst. Chief, Curriculum Development Division
Virginia T. Fernandez – Project Coordinator

EXECUTIVE COMMITTEE

Jesli A. Lapus – Secretary, Department of Education

Jesus G. Galvan – OIC, Undersecretary for Finance and Administration
Vilma L. Labrador – Undersecretary for Programs and Projects
Teresita G. Inciong – Assistant Secretary for Programs and Projects

Printed By:

ISBN – 971-92775-1-3
 TABLE OF CONTENTS

Introduction…………………………………………. .................................................................... iv
Matrix ……………………………………………….................................................................... v

I. Whole Numbers

Addition

Adding 2- to 3-Digit Numbers with Sums up to 999:

without Regrouping ........................................................................................ 1
with Regrouping ............................................................................................. 5
with Zero in any of the Addends without Regrouping ...................................... 10
with Zero in any of the Addends with Regrouping ........................................... 13
Commutative Property of Addition ............................................................................. 16
Associative Property of Addition ................................................................................ 19
Adding Mentally 1- to 2-Digit Numbers without Regrouping ........................................ 23
Analyzing Word Problems
What is Asked ................................................................................................ 27
What is/are Given ........................................................................................... 29
Word Clues and Operation to be Used ........................................................... 31
Transforming Word Problems into Number Sentences
and Stating the Complete Answer ................................................................. 35

iii
 I N T R O D U C T I O N

The Lesson Guides in Elementary Mathematics were developed by the

Department of Education through the Bureau of Elementary Education in

coordination with the Ateneo de Manila University. These resource materials

have been purposely prepared to help improve the mathematics instruction

in the elementary grades. These provide integration of values and life skills

using different teaching strategies for an interactive teaching/learning

process. Multiple intelligences techniques like games, puzzles, songs, etc.

are also integrated in each lesson; hence, learning Mathematics becomes fun

and enjoyable. Furthermore, Higher Order Thinking Skills (HOTS) activities

are incorporated in the lessons.

The skills are consistent with the Basic Education Curriculum

(BEC)/Philippine Elementary Learning Competencies (PELC). These should

be used by the teachers as a guide in their day-to-day teaching plans.

iv
 MATRIX IN ELEMENTARY MATHEMATICS
Grade 2

MULTIPLE INTELLIGENCES
COMPETENCIES VALUES INTEGRATED STRATEGIES USED With HOTS
TECHNIQUES
B. Comprehension of Addition
1. Add 2- to 3-digit numbers with sums up Concern for the Concept development, Playing games, Cooperative
to 999 environment Use of objects groups, Manipulative,
1.1 without regrouping in short form Singing, Puzzle, Reading a
story 
1.2 with regrouping Concern for others Concept development, Movements, Manipulative, 
Working back Hands-on activities,
Cooperative groups
2. Add 2- to 3-digit numbers with zero in Obedience Write equation, Hands on activities, 
any of the addends without Games, Modeling, Storytelling, Manipulative,
regrouping with sums up to 999 Looking for patterns Reading, Puzzle, Writing,
Speaking, Singing,
Movements, Chart
3. Add 2- to 3-digit numbers with zero in Cheerfulness Acting Out, Concept Manipulative, Real world 
any of the addends with regrouping development connections, Numbers
with sums up to 999
4. Show properties of addition in adding
numbers
4.1 Show the commutative property of
addition in adding numbers
Helpfulness Guess and check, Cooperative groups, Writing, 
picture cards, drawing Movements, Numbers
pictures, games
4.2 Show the associative property of Cooperation Number cards, Write Singing, Cooperative
addition in adding numbers equation, Picture groups, Hands on activities,
cards, Develop Reading, Writing
formula, Concept
development, Drawing
pictures
5. Add mentally 1- to 2-digit numbers with Accuracy Acting out, Games, Singing, Cooperative 
sum up to 50 Concept development groups, Manipulative,
Movements, Speaking

6. Application of Addition
6.1 Solve word problems involving Honesty Concept development Song, Chart, Manipulative,
addition of whole numbers including Reading
money with sums up to 999 without
and with regrouping
6.1.1 Analyzes word problem
6.1.1.1 Tell:
what is asked

what is/are given Importance of Games, Concept Playing games, Cooperative

identifying important development groups, Speaking
details
the word clues Discipline Acting out the problem, Manipulative, Reading, 
Cooperative learning Writing
the operation to be used
6.1.2 Transform the word problem into a Neatness Concept development Reading, Writing, Speaking, 
number sentence Singing, Numbers, Logic
6.1.3 Use the correct operation
6.1.4 State the complete answer

v
Adding 2- to 3-Digit Numbers with Sums up to 999 without Regrouping

I. Learning Objectives

Cognitive: Add 2- to 3-digit numbers with sums up to 999 without regrouping in

short form
Psychomotor: Write 2- to 3-digit addition sentences without regrouping
Affective: Show concern for the environment by giving the importance of
planting trees

II. Learning Content

Skill: Adding 2- to 3-digit numbers without regrouping

Reference: BEC PELC I B 1.1
Materials: domino cards, show-me-boards, a poster of „save the earth‟
Value: Concern for the environment

III. Learning Experiences

A. Preparatory Activities

1. Drill

Basic addition facts

Do this through a contest using domino cards.

3 + 2 = ___ + ___ = 

2. Review

Adding numbers using “show-me-boards.”

12 43 52 71 64
+5 +6 +4 +8 +3

3. Motivation

Present a poster about “Save the Earth Movement”

Ask: What can you do to help save the earth?
Let us read the dialogue on the chart.

I will bring
some seeds
of plants.

.
1
Let us find out the number of seeds each pupil will bring.

Developmental Activities

1. Presentation

Each big paper bag is represented by 100 seeds and the small paper bag is
represented by 10 seeds.

200 + 30 + 2=

100 + 40 + 3=

Ask: How many seeds did Ruben bring?

How many seeds did Charmaine bring?
(Write the numbers in the place value chart)

H T O
2 3 2
1 4 3

Show the expanded form.

232 = 200 + 30 + 2
143 = 100 + 40 + 3
300 + 70 + 5 = 375

- How many digit numbers do we have in the first addend? In the

second addend?
- What are the digits in the ones place? tens place? hundreds place?
- How is 232 renamed? How is 143 renamed?
- Which digit will be added first? second? last?
- Did we regroup the ones or tens? Why?
- What is the answer?
- How many seeds did the children bring?
*Valuing:
- Did the children help in saving the earth? How?
- Can you help save the earth too? How?
- Why should we have to save the earth?

Show another example and explain it to the class.

325
+ 463

2
 Step 1 Step 2 Step 3
Add the ones Add the tens Add the hundreds
H T O H T O H T O
3 2 5 3 2 5 3 2 5
4 6 3 4 6 3 4 6 3
8 8 8 7 8 8

2. Group Activities

Have the pupils work on the following activities.

Activity 1

Work in groups of five. Use the counters like straws, popsicle sticks, kernels
and the like to find the sum.
a. 32 b. 457 c. 143 d. 635 e. 326
+ 47 + 21 + 156 + 244 + 672

Activity 2

“Fishing”
Pair-shared Activity
a. Pass a ball while the pupils are singing.
b. As the music stops, the partner holding the ball will go fishing.
c. Fish for a card with addition combinations of 2- to 3-digit numbers without
regrouping.
d. Give the sum mentally.

Activity 3

Solve the puzzle as fast as you can.

A. B.

C. D. E.

F.

G. H.

ACROSS DOWN
A. 25 + 13 A. 216 + 141
B. 953 + 42 B. 63 + 36
D. 322 + 473 D. 522 + 213
E. 23 + 75 E. 861 + 126
F. 71 + 27 F. 75 + 22
G. 326 + 132
H. 21 + 56

Activity 4

Find the numbers using “show-me-boards.”

a) 272 more than 25 is what number?

b) 350 increased by the sum of 4 and 5 is equal to _____
c) 213 added to 45 is equal to _____
d) Combine 135 and 45.
e) What is the sum of 236 and 123?

3
 3. Generalization

How do we add 2- to 3-digit numbers with sums up to 999 in short form?

B. Application

Solve.

Lito sells newspapers to earn a living. On the first day, he sold 53 copies of
newspaper. On the second day, he sold 25 copies. How many copies of
newspaper did he sell for 2 days?

IV. Evaluation

1. Find the sum.

a. 134 b. 354 c. 212 d. 615 e. 214

+ 45 + 23 + 717 + 243 + 362

2. Write the numbers in column. Then find the sum.

a. 346 + 23 =
b. 415 + 74 =
c. 256 + 323 =
d. 517 + 262 =
e. 312 + 276 =

3. Find the numbers.

a. What is the sum of 243 and 56? _______

b. 421 increased by the sum of 10 and 5 is equal to _____
c. Combine 253 and 126 _______
d. 614 added to 31 is equal to _______
e. 212 more than 36 is what number? _______

V. Assignment

A. Arrange the numbers in column. Then find the sum using the short form.

a. 313 + 43 =
b. 523 + 65 =
c. 635 + 54 =
d. 348 + 621 =
e. 724 + 174 =

B. Find the two numbers then find the sum.

The first 3-digit number
has 2 in the ones digit,
the hundreds digit is 2 less than the ones digit, and
the tens digit is 4 more than the hundreds digit.
The second 3-digit number
has 2 in the hundreds digit,
the tens digit is twice the hundreds digit, and
the ones digit is one more than the tens digit.

What is the sum of the two numbers? Ans. 602 + 245 = 847

4
Adding 2- to 3-Digit Numbers with Sums Up to 999 with Regrouping

I. Learning Objectives

Cognitive: Add 2- to 3-digit numbers with sums up to 999 with regrouping

Psychomotor: Write number sentences in addition
Affective: Show concern for others

II. Learning Content

Skill: Addition of 2- to 3-digit numbers with sums up to 999 with regrouping

Reference: BEC PELC I B 1, 1. 2
Materials: 2-dice, 2- to 3-digit number cards, drill boards
Value: Concern for others

III. Learning Experiences

A. Preparatory Activities

1. Drill

Renaming Numbers
Think of other names for a number I am going to say.
Write the combinations on your show-me-boards.
Example: 12 = 6 + 6
7+5
8+4
9+3
10 + 2
2. Review

Game: Picking Fruits

a. Divide the class into 4 groups then choose a leader for each group.
b. Toss coin to determine the first player.
c. The first player will pick 2 cutouts of fruits from the basket and solves
mentally the number combination at the back.
(2- to 3-digits without regrouping)
Example:

240
425 +126
+ 23

d. The group who answers the combination incorrectly will return the fruit in
the basket.
e. The group with the most number of fruits wins.

3. Motivation

Show real toys or a picture of toys.

Ask: What toys do you have at home?
How many toys do you have?
Are you still playing with them?
What do you do with your old toys?
What good value have you shown?

5
B. Developmental Activities
1. Presentation
 Show the stick puppets of 2 girls.
Say: These are Bubbles and Buttercup. They bought toys for the street
children. Bubbles bought 26 toys while Buttercup bought 25. How many
toys did they buy in all?
Ask: What did Bubbles and Buttercup buy?
Why did they buy toys?
How many toys did Bubbles buy?
How many toys did Buttercup buy?
What trait did the two girls show?
If you were one of them, will you do the same? Why?
Say: Let us solve the word problem to find out the number of toys the two
girls bought for the street children by using your counters.
- Make a set of 26 straws.
- Tie the straws by 10s.
Ask: How many bundles of 10 do you have? How many loose ones?
(Write the expanded form of 26 on the board)
IIIIIIIIII IIIIIIIIII IIIIII = 20 + 6
- Get another set of 25 straws
(Do the same with the first set of straws) Then write the expanded form of
25 on the board.
IIIIIIIIII IIIIIIIIII IIIII = 20 + 5
- How many bundles of 10 do we have now?
- How many loose ones?
- Can you still get another 10 from the 11 straws?
- How many tens are there now?
- How many ones do we have now?
- What did we do with the 11 straws? (regrouped)
- How many toys did the girls buy?

Let us solve using the expanded form and the short form.
Regrouping in the ones place.

a. Expanded Form

IIIIIIIIII IIIIIIIIII IIIIII 26 = 20 + 6

IIIIIIIIII IIIIIIIIII IIIII +25 = 20 + 5
= 40 + 11 step 1
= 40 + (10 + 1) step 2
= (40 + 10) + 1 step 3
= 50 + 1 step 4
= 51 step 5

- How is 26 renamed? 25?

- What is the sum of the ones group? tens group?
- What did we do with the sum of the ones group in step 2?
- How is step 3 reached? Step 4? Step 5?
- What is the sum?
b. Short Form

Add the ones.

Regroup
Add the tens
T O T O T O T O
1 1
2 6 2 6 2 6 2 6
+2 5 +2 5 +2 5 +2 5
11 11 11 51

6
 1) What is the sum of the ones group?
2) How many tens and ones are there in 11?
1
3) Where did we regroup 10? Why? 26
4) When do we regroup? +25
5) What is the next step? 51
6) What is the sum?
(Do the same with 3-digit numbers.)

Regrouping in the tens place.

a. Expanded Form
483 = 400 + 80 + 3
+ 342 = 300 + 40 + 2
= 700 + 120 + 5 step 1
= 700 + (100 + 20) + 5 step 2
= (700 + 100) + 20 + 5 step 3
= 800 + 20 + 5 step 4
= 825 step 5
- How many hundreds, tens and ones are there in 483? 342?
- Which place value is added first? next? lastly?
- What is the sum of ones?
- Is there a need to regroup the ones? Why?
- What is the sum of tens?
- Is there a need to regroup the tens? Why?
- How many hundreds and tens are there in 120? How is 120
renamed?
- Where is the tens regrouped?
- After regrouping the tens to hundreds, what is the next step?
- What is the sum?

b. Short Form

H T O 1
4 8 3 483
+3 4 2 + 342
8 2 5 825

1) Which numbers are added first? next? lastly?

2) Which is regrouped?
3) Where is the tens regrouped?
4) What is the answer?

2. Group Activities

Activity 1
- Work in groups of three.
- Distribute the activity cards to the groups.

ACTIVITY CARD # 1
Add.
a. 36 b. 74 c. 354 d. 562 e. 379
+ 29 +9 + 267 + 195 + 534

(To the teacher: Provide similar activity for the other groups.)

7
Activity 2

ACTIVITY CARD # 2
Direction: Answer the questions by adding the numbers.
a. What is 93 more than 446? _____
b. What is the sum of 231 and 739? _____
c. If one of the addends is 727 and the sum is 859, what is the other
addend? _____
d. If you add 124 and 786, what is your total? _____
e. What is 156 more than 497? _____

(To the teacher: Provide similar activity for the other groups)
- What can you say about your answers?
- Were you accurate with your answers?

Activity 3

For fast learners

Game: Tic-tac-toe
a. Divide the class into two teams: Team X and Team O
b. The teacher gets the middle card from the game board and shows its
side with a number combination.
c. Both teams solve for the answers.
d. The team leader gives their answer to the problem.
e. A right answers gives the team an opportunity to tack their X or O cards
over the number combination correctly answered.
f. The team who answered correctly chooses a card. The teacher gets the
card and shows the number problem on its other side.
g. The team is given 15 seconds to answer.
h. Failure to do so gives the other team a chance to choose a card. The
card missed by the team will be replaced by the teacher.
i. The game continues until one team forms a vertical, horizontal or
diagonal pattern of Xs or Os on the game board, and will be declared as
the winner.
Example:

1) 2) 3)
365 546 369
+ 482 + 182 + 28

4) 5) 6)
229 458 326
+ 69 + 326 + 159

7) 8) 9)
673 745 529
+ 184 + 94 +374

Activity 4

Work in groups of fives.

Great Plebian Elementary School

Boys Girls
Grade One 245 218

8
 Grade Two 224 206
Grade Three 283 245
Grade Four 295 254
Grade Five 276 282

Use the chart to solve each problem.

Use the short method.

a. What is the sum of the pupils in Grade One?

b. What is the total number of pupils in Grade Three?
c. If the Grade four boys are increased by 254 girls, what is their total?
d. How many children are there in Grade Five?
e. Combine the number of boys and girls in Grade Two. How many are
there in all?
f. If 4 more boys and 3 more girls are transferred in Grade Two, how many
pupils are there in Grade II now?

3. Generalization

How do we add 2- to 3-digit numbers whose addends in a given place value

give a sum of more than 9?

C. Application

1. Answer the following.

a. There are 36 female teachers and 17 male teachers. How many teachers
are there in all?
b. I have 158 blue marbles and 99 green marbles. How many marbles do I
have?
c. There are 697 girls and 254 boys in this school. How many children are
enrolled in this school?

2. Choose the letter of the correct answer.

a. 68
+ 29
A. 88 B. 87 C. 97 D. 817
b. 54
+ 37
A. 81 B. 91 C. 811 D. 191
c. 453
+ 293
A. 646 B. 746 C. 6 146 D. 756

d. 487
+ 32
A. 419 B. 519 C. 4 119 D. 529

e. 768
+ 219
A. 987 B. 977 C. 9 717 D. 988

IV. Evaluation

1. Find the sum.

a) 44 b) 37 c) 415 d) 684 e) 282

+ 49 + 63 + 295 + 99 + 487

9
 2. Read the word problems carefully. Then solve using the short method in column
form.

a. What is the sum of 492 and 87?

b. What is 827 increased by 138?
c. What is 335 more than 138?
d. If the addends are 563 and 54, what is the answer?
e. What is the total of 293 and 424?

V. Assignment

1. Write in column, and then find the sum.

a. 28 + 53 =
b. 49 + 37 =
c. 324 + 95 =
d. 516 + 128 =
e. 476 + 283 =

2. Answer the following:

a. What is 86 more than 279?
b. What is the sum of 352 and 386?
c. If you add 119 and 496, what is your total?
d. What is 666 more than 277?

Adding 2- to 3- Digit Numbers with Zero in any of the Addends without

Regrouping

I. Learning Objectives

Cognitive: Add 2- to 3- digit numbers with zero in any of the addends without
regrouping with sums up to 999
Psychomotor: 1. Create story problem based on the illustration
2. Write equation for the language of Mathematics problems of
addition with 2 to
3-digit without regrouping
Affective: Obey rules of the game
II. Learning Content

Skill: Adding 2- to 3- digit numbers with zero in any of the addends

without regrouping with sums up to 999
Reference: BEC PELC I.B.2
Materials: packs of shell, sashes marked with hundreds, tens, ones/big boxes
which can accommodate more than 1 child and marked with
HUNDREDS, TENS, ONES, place value chart, flash cards
Value: Obedience

III. Learning Experiences

A. Preparatory Activities

1. Drill
a. Show the chart of the numbers.

48 160 456 906

27 205 782 478
50 384 209 780

Which of these numbers have zeros?

10
 b. Pupils answer orally the addition sentence on flash cards.

0 5 0 3 8 0
+6 +0 +9 +0 +0 +4

2. Review

Magic Square

Place the numbers from 48 – 56 so that the sums in the rows, columns, and
diagonals are all the same.

53 48 55

49

3. Motivation

Pupils act out the problem:

Jane and Troy were on the beach. Jane gathered 230 shells. Troy
gathered 14 shells. Jane and Troy put their shells together. How many
shells did they have in all?

B. Developmental Activities

1. Presentation

Present a number sentence with zero in any of the addends.

Say: Let us find the number of shells this way:

Show the shells representing the addends.

200 30
230

14 10 4

Let a pupil pour 4 shells into the empty clear plastics after the teacher
says “Now!”
- How many shells are there in the empty plastics now?
Have another pupil pour the 10 shells into the plastic with 30 shells
after the teacher says “Now!”
- How many shells are there in all?
Go back to the addition sentence.

2 3 0
+ 1 4

Have the pupils add the digits in the ones, tens and hundreds orally.
Have another pupil write the answers as they are given.

11
 2. Group Activities

Activity 1

Using boxes:
a. Call on pupils to stand in the box marked with HUNDREDS. (2 pupils)
b. Call on pupils to stand in the box marked with TENS. (3 pupils)
c. Have the box marked with ONES empty.
d. Have 1 pupil wear the sash marked with TENS.
e. Have 4 pupils wear sashes marked with ONES.
(Pupils wearing sashes should distance themselves from those in the
boxes.)
1) When the teacher says 230 + 14, those wearing sashes join those
pupils in boxes whose labels are similar with those on their sashes.
2) When the teacher says “Now!” the other pupils write down the
number of pupils in the HUNDREDS box, in the TENS box and in the
ONES box.
3) The one who finishes first run and stand beside the ones.

Activity 2

Game: “Relay”

a. Form teams with five members.

b. Teacher flashes a card.
c. The players answer.
d. The player who answers first advances.
e. When the leading player reaches the finish line, the next teammate
answers the next card.
f. The team whose last member reached the finish line first wins.

*Valuing:

- Did the players obey the rules of the game? What character traits did
each player show?
- What is the importance of being obedient at all times?

3. Generalization

How do we add 2- to 3- digit numbers with zero in any addends without

regrouping?

C. Application

1. Find the sum of each item.

a) 30 b) 64 c) 350
+ 12 + 20 + 24
d) 106 e) 820
+ 73 + 157

2. Have the pupils write word problems involving addition of 2 – 3 digit numbers
without regrouping.

Example: How much are 120 added to 312?

What are 134 increased by 201?
If the addends are 362, 111 and 206, what is the answer?

12
IV. Evaluation

Add:

1) 30 2) 57 3) 304 4) 720 5) 845

+ 12 + 20 + 252 + 159 + 103

V. Assignment

Find the sum.

1) 17 2) 48 3) 503 4) 428 5) 509

+ 10 + 20 + 72 + 30 + 380

6) 320 7) 452 8) 854 9) 427 10) 906

+ 563 + 203 + 120 + 501 + 80

Adding 2- to 3- Digit Numbers with Zero in any of the Addends with

Regrouping

I. Learning Objectives

Cognitive: Add 2- to 3- digit numbers with zero in any of the addends with
regrouping with sums up to 999
Psychomotor: Play or explore manipulative devices
Affective: Show interest and enjoyment in group activities

II. Learning Content:

Skill: Add 2- to 3- digit numbers with zero in any of the addends with
regrouping with sums up to 999
Reference: BEC PELC – I B3
Materials: stones/seeds/shells, flash cards: Basic addition facts; 2- to 3- digit
addition facts with zeros with regrouping, place value compartment
Value: Cheerfulness

III. Learning Experiences

A. Preparatory Activities

1. Drill- Game "How many?"

Prepare pairs of picture cards, each card ranging from 0-9.

Example:

Call on four pupils to come up front. Flash pairs of cards. The first one to
give the correct total makes 1 step forward. Keep on showing pairs of picture
cards until one has made 3 steps forward.

Call on another set of pupils and do the same. Continue the game until all
pupils have had a turn.
(One-digit number card can also be used alternatively with the picture cards)
Be sure that the numbers do not require regrouping.

13
 2. Review

Prepare number cards with 2 and 3 digit numbers.

Put a pocket chart on the board. Have the pupils get their pocket-show-
board kit (consisting of a personal pocket chart and small number cards from
0-9). Tell them that they are going to get the sum of the numbers posted on
the board. They will show their answers. Post two pairs of numbers and
have them show their answers. (The numbers should not require
regrouping.) Post from five to ten pairs.

3. Motivation

Act out this problem.

Tessie is helping mother beautify their house. She picked some flowers from
their garden and placed them in vases. She put 16 flowers in their big vase
and 10 in their small vase.

B. Developmental Activities

1. Presentation

Ask: What is Tessie doing?

What did she pick? What did she do?
How many flowers were there in all?
Write the number sentence on the board. 16 + 10 = 26

* Discussion and Analysis

What do you think mother feels with Tessie helping her?

What if Tessie put 34 flowers in the big vase or basket and 26 flowers in the
small vase?
What will be the total number of flowers now? Ask for some guesses and list
the numbers given.
Have the pupils represent the numbers with tens and ones.
Show them that since 6 ones and 4 ones are equal to 10 ones. 10 ones can
be replaced with 1 ten.
Emphasize the use of the term regrouping.
How many tens are there now?
What is 26 + 34? Write the equation.

Give other sets of numbers for practice.

Use 2-digit numbers, 3-digit numbers, and combination of the two.

Present: 408 + 129 = ___

Show the place value compartments and stones/ seeds/ shells.

Let pupils place the counters (pre-counted and pre-packed) in the place value
compartments following the number sentence presented and written on the
board.

Ask a pupil to get the 8 ones and the 9 ones.

- How many ones are there in all?
- Should we place all the 17 ones in the ones compartment?
- How many excess ones are there?

Show and explain to them where the stones are to be regrouped and why.

14
 H T O
(Upper) 4 0 8
(Middle) 1 2 9
(Lower)

- How many tens are there in the upper TENS compartment? (Zero)
- If we put the excess 10 ones in this empty top most TENS
compartment, what would be the answer? Add these to the 20
counters in the middle TENS compartment. How many in all? Place
these in the lower TENS compartment.
- What if the middle Tens compartment was empty, and the 20
counters were in the upper TENS compartment, will the answer
change? Why?
(Do the same with the HUNDREDS compartment)

2. Group Activities

Activity 1

a. Designate places for the HUNDREDS, TENS and ONES in the

classroom.
b. Call on pupils to represent the hundreds, tens and ones in the number
sentence discussed using counters.
c. Let the rest of the class read the digits to be added:
8+9=
d. The pupils acting as counters in the 2nd addend join the ONES pupils in
the 1st addend.
e. The rest of the class says “Regroup” when the union‟s result is more than
10.
f. These 10 ones go near the TENS place
g. The rest of the class says “0 + 10 =”
h. Only then when the ten ones enters the TENS place.
i. The rest of the class says “4 + 1 = “
j. Pupils assigned as hundred join together in the HUNDREDS place.
- What is 408 + 129?
- Let us read our human counters.
k. Present other addition numbers.
l. Let other pupils act as counters.

Activity 2

a. Group the class into 3.

b. Each group assigns a leader.
c. Each group has to think of a 3-digit addition combination with 0 in one of
the addends with regrouping.
d. Each group will group the counters they brought (an assignment the day
before) according to the addition combination they made.
e. Each group leader presents the output the way the teacher did.

*Valuing:
- How did you feel while doing the activities?
- Were you happy? Were you interested in what your group was
doing?

3. Generalization

What do you mean by "regrouping"?

How do you add numbers by regrouping?

15
 C. Application

a. Let them do the following exercise in their notebook.

1) 107 2) 208 3) 107 4) 187 5) 206

+ 83 + 25 + 268 + 105 + 236

b. Find the value of ∆.

1) 20∆ 2) 7∆4 3)∆18
+ 657 + 57∆ + 6∆5
∆∆2 ∆∆04 8∆∆

IV. Evaluation

Find the sum.

1) 506 2) 804 3) 909 4) 274 5) 482

+ 345 + 57 + 68 + 107 + 109

V. Assignment

What is their sum?

1) 206 + 266 = 4) 406 + 255 =

2) 85 + 308 = 5) 405 + 287 =
3) 204 + 518 =
6) 25 7) 74 8) 90 9) 80 10) 40
30 20 37 64 39
+ 68 + 49 + 15 + 56 + 61

Commutative Property of Addition

I. Learning Objectives

Cognitive: Show the commutative property of addition in adding numbers

Psychomotor: Shows that changing the order of the addends does not affect the
sum
Affective: Practice helping at home

II. Learning Content

Skill: Showing the commutative property of addition in adding numbers

Reference: BEC PELC I.B.4.1
Materials: cutouts of a big tree with cutouts of fruits, picture cards, Show-Me-
Boards
Value: Helpfulness
III. Learning Experiences
A. Preparatory Activities

1. Drill
Guessing Game
a. What is the sum of 7 and 8?
b. What number is 3 more than 9?
c. Combine 8 and 9.
d. Think of two numbers in which the sum is 12.
e. Think of 2 addends in which the sum is 16

16
 2. Review

Pair-Shared Activity

Directions:
a. Look at the cutouts of fruits in the big tree posted on the board.
b. Listen to the teacher‟s directions as stated below:
1) Find the sum of the numbers that have 3 ones.
2) Find the sum of the numbers that have 3 hundreds.
3) Find the sum of the numbers that have 4 tens.
4) Find the sum of the numbers that have 4 hundreds.
5) Find the sum of the numbers that have 2 tens.

214
323

203
141
436
420 346

3. Motivation

Game: “Let‟s Change Places” (5 pairs only)

a. Pupils get a partner.

b. Each pair stands on tip toe on a rectangle, the size of a yellow pad.
c. Partners change position when they hear the teacher say: “Exchange
places.”
d. Pairs of partners who step out of the rectangle are out of the game.
e. The pair who survives wins.

B. Developmental Activities

1. Presentation

Look at the picture of balloons.

+ = +

a. What addition sentence can you give for the first picture? Second
picture?
b. What are the addends?

17
 c. What do you notice about the position of the addends? Did the addends
change?
d. What is the sum of 3 and 2? What is the sum of 2 and 3?
e. What can you say about the sum? Are they equal? Why?
* Tell the pupils that this illustrates the property of addition which is
called commutative property.

2. Group Activities

Activity 1
Pair-Shared Activity
a. Distribute picture cards as shown below (at least 5 pictures cards.)
b. Write an addition sentence. Then change the order of the addends.
c. Write the answer on your “Show-Me-Board.”

Activity 2

Using “Show-Me-Board.”
a. Flash cards with addition sentences.

Example: 8 + 6 = ___ + 8

b. Give the missing number and find the sum.

Activity 3

Change the order of the addends. Then find the sum.

a. 502 + 30
b. 425 + 48
c. 310 + 156
d. 693 + 102
e. 236 + 234

18
 3. Generalization

How do we show the commutative property of addition?

C. Application

Solve the following word problems.

Julio and June are good friends. One day they helped June‟s father gather
mangoes and santol. Julio gathered 110 mangoes and 105 santol. June
gathered 105 mangoes and 110 santol. Who gathered more mangoes and
santol?

*Valuing:
- How did Julio and June help June‟s father?
- What trait did they show?
- Do you also help your father and mother? How?

IV. Evaluation

1. Write the missing number to show the commutative property of addition.

a) 8 + 12 =  + 8
b) 27 +  = 42 + 27
c)  + 85 =  + 16
d) 312 + 526 =  + 
e) 600 +  = 217 + 

2. Change the order of addends. Then find the sum.

a) 421 + 35 =
b) 510 + 69 =
c) 208 + 190 =
d) 243 + 326 =
e) 512 + 277 =

Assignment

Complete the number sentences by changing the order of the addends.

1) 17 + 4 =  +  =  4) 306 + 120 =  +  = 
2) 25 + 7 =  +  =  5) 540 + 109 =  +  = 
3) 461 + 26 =  +  = 

Associative Property of Addition

I. Learning Objectives

Cognitive: Show the associative property of addition in adding numbers

Psychomotor: Place the parenthesis properly in number sentence with 3 addends
to show the associative property of addition
Affective: Practice cooperation in working with others
II. Learning Content
Skill: Showing the associative property of addition
Reference: BEC-PELC IB4.2
Materials: drill cards with basic addition facts, numbered cards (1 - 9), box
Value: Cooperation

III. Learning Experience

19
A. Preparatory Activities

1. Drill

A contest -
Flash cards with addition facts

8+5 8+7

9+6 10 + 5

2. Review

Game: “Matching Pair”

a. Distribute two sets of cards to the pupils – one set with complete addition
sentence, e.g. 7 + 8 = 15, and the other set with sums missing, e.g. 8 + 7
= n.
b. At a given signal, the pupils roam around and look for his/her partner.
c. The first partner with matching addition sentences wins the game.

3. Motivation

Let‟s play a game.

Directions:
a. Show a box filled with numbered cards from 1 to 9.
b. Have three children draw 1 card each from the box.
c. The rest of the class will sing (any song).
d. The three children roam around the room holding their number cards.
e. When the song stops, they stand in front of the class in a row and get a
partner.

Ask: Who has a partner?

What numbers are they holding?
Who has no partner?
What number is he/she holding?

Let‟s find the sum of the three numbers.

B. Developmental Activities

1. Presentation

3 4 6

a. Call a pupil to write the number equation or addition sentence on the

board.
3+4+6=
b. Can you add easily the three addends at the same time?

c. Which addends will be added first? Group the addends to be added first
by using parenthesis. We arrive at two possibilities.

(3 + 4) + 6
3 + (4 + 6)

20
 Ask: What did we do with the two addends to be added first?
Is it important to group the addends?
Why?

Say: Now, let‟s find the sum. There are two ways in finding the sum
st
1 2nd
3+4+6 3+4+6
= (3 + 4) + 6 = 3 + (4 + 6)
=7+6 = 3 + 10
= 13 = 13

Ask: What do you notice about the sums?

Are they equal?
Does the grouping of addends change the sums?

Say: The grouping of addends does not change the sum. This is called
the associative property of addition.

Give more examples. Let the pupils find the sum in two ways for the
following:

1) 4 + 2 + 7
2) 3 + 8 + 6

2. Group Activities

Activity 1

Pair-Shared Activity

Add the following using counters like straws, stones, shell or popsicle sticks.

a. (6 + 7) + 3 = 6 + (7 + 3)
___ + 3 = 6 + ___
___ = ___

b. (8 + 2) + 5 = 8 + (2 + 5)
___ + 5 = 8 + ___
___ = ___

c. (5 + 6) + 7 = 5 + (6 + 7)
___ + 7 = 5 + ___
___ = ___

d. (3 + 7) + 9 = 3 + (7 + 9)
___ + 9 = 3 + ___
___ = ___
e. (8 + 3) + 5 = 8 + (3 + 5)
___ + 5 = 8 + ___
___ = ___
Activity 2

Work in groups.

a. Divide the class into 4 groups.

b. Choose a leader in each group.
c. Distribute envelopes with 5 picture cards for each group.
d. Write their answers on 1 sheet of Manila paper.
4

21
 e. Clap their hands as soon as they have finished.
f. The group leader will report the result of their group work.

Example of a picture card

Write the missing numbers.

How many balls are there in all?

___ + ___ + ___

(__ + ___) + ___ = ___ + (___ + ___)

___ + ___ = ___ + ___ = 

Activity 3
Work in groups of five.
Write the number sentence. Group the addends into two ways to find the
sum.

a. Aling Lita has 6 ducks, 5 hens and 4 roosters in her backyard. How
many ducks, hens and roosters does she have in all?
b. Chinee put 6 red roses, 8 white roses and 3 yellow roses in a flower
vase. How many roses were in the vase?
c. Anthony picked 10 guavas, 5 atis and 4 star apples. How many fruits did
he pick in all?
d. Mang Ambo harvested 8 tomatoes, 7 eggplants and 3 okra from his
garden. How many vegetables did he harvest in all?
e. Eve read 4 pages of her book on Monday, 6 pages on Tuesday and 5
pages on Wednesday. How many pages of books did she read?

*Valuing:
- Did the members of the group cooperate with one another? How?
Why do we have to cooperate with our classmates?
3. Generalization
What happens to the sum when we change the grouping of the addends?
C. Application
Write the missing numbers.
1) (3 + 2) + 5 = 3 + (2 + 5)
___ + 5 = 3 + ___
___ = ___

2) (4 + 5) + 3 = 4 + (5 + 3)
___ + 3 = 4 + ___
___ = ___
3) (6 + 2) + 4 = 6 + (2 + 4)
___ + 4 = 6 + ___
___ = ___

4) (10 + 2) + 6 = 10 + (2 + 6)
___ + 6 = 10 + ___
___ = ___

5) 7 + (8 + 1) = (7 + 8) + 1
7 + ___ = ___ + 1

22
IV. Evaluation

Fill in the blanks with the correct number.

1) (9 + 1) + 6 = 9 + ( ___ + 6) = ___
2) (8 + 7) + 3 = ___ + ( 7 + 3) = ___
3) ___ + (5 + 7) = (8 + 5) + 7 = ___
4) 2 + (9 + ___) = (2 + 9) + 6 = ___
5) (12 + 6) + 15 = ___ + (6 + 15) = ___

V. Assignment

Group the addends into two ways to find the sum.

1) 5 + 9 + 8 =
2) 6 + 7 + 3 =
3) 7 + 8 + 2 =
4) 3 + 7 + 5 =
5) 4 + 6 + 9 =

Adding Mentally 1- to 2- Digit Number without Regrouping

I. Learning Objectives

Cognitive: 1. Add mentally 1- to 2- digit numbers with sums up to 50

2. State the number sentence represented by a set of objects to be
added
Psychomotor: Apply the properties of addition as they mentally solve certain
numbers/problems
Affective: Give accurate answers at all times

II. Learning Content

Skill: Adding mentally 1- to 2- digit numbers with sums up to 50

Reference: BEC-PELC IB5
Materials: Flash cards 1-digit numbers up to 9, drill board/ paper
Value: Accuracy

III. Learning Experiences

A. Preparatory Activities

1. Drill

Game: Hold Up

a. Divide the class into teams of ten.

Each child should be holding a digit card. (cards numbered from 0 to 9)

0 2 3

b. Show a basic addition combination such as:

2+3 4+5 (one at a time)

c. The children holding the correct numbered card on each team must hold
it up.
d. Each team gets some point for each correct response.

23
 2. Review
Guessing Game
Working in groups of 10
a. Give each group a “Show-Me-Card.”
b. Let the pupils listen very well as the teacher gives a word problem.
c. Members of the group will work cooperatively to come up with the correct
answer.
d. The group with the most correct answers wins.
Possible word problems to be asked

Find 2 numbers greater than 140 but less than 200, so that their sum
is 315.
How much is 535 added to 235?
What is 425 increased by 215?
What number is 123 more than 46?
Find 2 numbers greater than 210 but less than 215, so that their sum
is 425.

Song: (Tune: Magtanim Ay Di-Biro)

I
One plus one will give us two
Two plus two will give us four
Three plus three will give us six
Four plus four will give us eight
II
Let us look
All around
Things that we can all add up
One, two, three
Four, five, six
Seven and eight, nine and ten.

Say: Think of the operation in the song as we sing it.

B. Developmental Activities
1. Presentation

Present the activity below.

Say: Class, get 15 Popsicle sticks
Ask: How many tens and ones are there?
The class will get 8 more sticks. Group the sticks by tens.
Ask: How many tens have you grouped?
How many ones were left?
What is the sum of 15 and 8?

- How did you get the answer?

- What did you do to 15? to 8?
- If the sum of the ones is more than 10, what will you do?
- Show the solution on the board. (guided by the teacher)

15 + 8
(10 + 5) + 8
10 + (5 + 8)
10 + 13
10 + (10 + 3)
(10 + 10) + 3
20 + 3 = 23

24
2. Group Activities

Activity 1

a. Pupils will work in pairs.

b. Each pair is given a set of digit cards from 0 - 9.
c. Flash cards with addition exercises such as:

24 15 14 31 24
+ 5 + 6 + 23 + 19 + 26

d. Pupils will add the problems mentally.

e. The pair will show the answer by holding up the correct two-digit cards.
Activity 2

Game: Bingo (Work in pairs)

a. Distribute Bingo cards to each pair.

b. Pupils will add mentally as the teacher flashes the cards.
c. Pupils will mark the number in the card that is the sum of the given
number combination.
d. Pupils will give the pattern that should appear in the Bingo card to win the
game.

B I N G O
19 23 38 44 49
15 20 36 42 47
13 22 Free 45 48
18 27 37 43 50
14 29 39 41 46

Activity 3
A B C
a. Name of the Game: Tic-Tac-Toe D E F
G H I
b. Mechanics: J K L

Five players will compose a team.

Two or more teams may play one at a time.
Decide which team plays first.
First player chooses a letter.
Teacher gets the card with a letter similar with what the first player
chose and flashed the addition facts on it.
First player gives the sum. If he‟s/she‟s right he tacks his/her colored
tack on the letter he/she chooses on the game board.
Second player takes his/her turn and does the same way.
Each team is given 3 minutes to play the game.
The team who places their tacks diagonally, horizontally or vertically
first, wins.

Activity 4

a. Name of the activity: Shopping Cart

b. Mechanics:
Pupils get a partner.
Each pupil chooses from the items they would like to buy.
Each pair will add mentally the prices of the items they selected.

25
 The pair who will be called will say:
Pupil 1: We decided to buy a ___ worth ___ and a ___
worth ___.
Pupil 2: We will spend ___ for them.
The teacher tells if their answer is right or wrong.
Ten perfect claps are given to the pair who gives a correct answer.
Pupils clap: 1-2-3-4-5-6-7-8-9-10
Pupils shout: Perfect!
*Valuing:

- Why did you win in the contest? Why were you given 10 perfect
claps?
- Were your answers accurate? How should our answers be at all
times?

3. Generalization

How do you add mentally 1 to 2-digit numbers?

C. Application

Add mentally. Write the answer in your answer sheet.

1. 12 2. 20 3. 32 4. 13 5. 25
+ 8 + 12 + 16 + 27 + 24

IV. Evaluation
Solve the problems mentally. (Dictate the problems.)

1. Noriel sold 18 sticks of camote in the morning and 12 in the afternoon. How
many sticks of camote did he sell?
2. Lyndon has 15 marbles. His friend gave him 13 marbles more. How many
marbles does he have now?
3. There are 10 mango trees and 8 guyabano trees in Mang Ramon‟s farm. How
many fruit trees are there in all?
4. What is 23 more than 27?
5. What is 27 increased by 8?
V. Assignment
a. Add 8 to each number. Do it mentally.

1. 26
2. 38
3. 42
4. 13
5. 34
b. What is my score? My darts landed on the x‟s. Add my score mentally.

1 1
5 5

10 10
x
xx xxx
xxx xxxx

26
Analyzing Word Problems Involving Addition (What is Asked)

I. Learning Objectives

Cognitive: Tell what is asked in the word problem involving addition

Psychomotor: Write what is asked in the problem
Affective: Practice honesty at all times

II. Learning Content

Skill: Telling what is asked in word problems involving addition

Materials: BEC PELC – I B6, 6.1.1.1
 word problems
 drill boards/ manila papers
 flash cards: Adding facts with sums up to 18
 finger puppets: heads of Indian boys (made of paper)
 cutout phrases of What is asked in the problem
Value: Honesty

III. Learning Experiences

A. Preparatory Activities

1. Drill

Basic addition facts with sums up to 18

2. Review

Checking of assignment

3. Motivation

Song: “Ten Little Indians”

How many Indian boys are there in all?
How did you get 10?
Did you add some numbers to get 10?
Let‟s play like detectives by solving some problems.
Our first step is to know what is asked in a problem.

B. Developmental Activities

1. Presentation

Present the word problem.

Among the pupils who joined the field trip to Malacañang, 168
were in Grade I and 231 were in Grade II. How many Grades I and II
pupils joined the trip?

Introduce:
the situation/ statement of the problem
the question in the problem
have one pupil read the question to know what is asked in the problem
- In what part of the problem do we get the answer to what is asked?
how to transform the question into a statement

27
 - Let us change How many with The number of followed by the
remaining words in the question like this:

Q: How many Grade 1 and 2 pupils joined the trip?

S: The number of Grade 1 and 2 pupils who joined the

trip?

- What other word is added?

- Where is it placed?
- What is asked in the problem then?
(Have all the pupils repeat the statement that answers “What is
asked” in the problem.)

Present another problem whose question is of similar structure as the

above word problem.

Fourteen boys and 15 girls came to the birthday party of

Susan. How many visitors came to her party?

*Valuing:
- If a friend invites you to his birthday party, what will you tell him?
- Will you be honest enough to say you can‟t go?

2. Group Activities

Activity 1

Group the class by 5s.

Amy read 248 pages of her book. Anna read 196. How many pages
did they read altogether?

Give each group the cutout phrases/ words of the statement.

they read the number of altogether pages
Each group will arrange them in order and then paste their ends together.

Activity 2

Tell what is asked in each problem.

Dante sold 115 chickens while Conrado sold 211 chickens. How many
chickens did they sell?
If there are 783 Mathematics books and 645 Science books in the shelf,
how many books are there in all?
Don picked 345 oranges on Tuesday and 348 oranges after two weeks.
How many oranges did he pick in all?
Nena has 243 stamps in her collection. Lorna gave her 98 more. How
many stamps does she have altogether?
Nilo earned P356 for selling old newspapers and P149 for selling empty
bottles. How much did he earn in all?

3. Generalization

How do we analyze word problems?

28
 C. Application

a. Read the problem, then tell what is asked.

1. In the morning, 35 people ate in Aling Maring‟s carinderia. Then in the

afternoon, 50 people ate there, too. How many people ate in Aling
Maring‟s carinderia?
2. Two hundred fifty-two pupils used the school‟s fountain during recess in
the morning. After the flag retreat, 35 pupils were there, too. How many
pupils used the fountain?

b. Write/give a question about what should be asked in each of the given word
problem below.
1. A balloon seller sold 15 blue balloons and 25 red balloons on Sunday.
2. Joey has 38 marbles. Andrew has 46 marbles.

IV. Evaluation

What does the problem ask for? Choose and write the letter of the correct answer.

1. One hundred five children enrolled in Grade 1 yesterday and 193 children
enrolled in Grade 2. How many children enrolled?
a. The total number of children enrolled
b. The number of children enrolled in Grade 1
c. The number of children enrolled in Grade 2
2. Thirty-six people deposited money in the bank this morning. In the afternoon, 18
people came to deposit. How many people deposited money in the bank?
a. The number of people who deposited money in the bank in the morning.
b. The number of people who deposited money in the bank in the afternoon.
c. The total number of people who deposited money in the bank.

3. Three hundred girls and 375 boys had their pictures taken. How many children
had their pictures taken?
a. The number of girls who had their pictures taken
b. The total number of children who had their pictures taken
c. The number of boys who had their pictures taken

V. Assignment

Write what is asked in the problem.

1. There were 136 grade I pupils and 150 grade II pupils who gave canned goods
for the fire victims. How many pupils gave canned goods for the fire victims?
2. In the morning, 525 parishioners heard mass and another 525 heard mass in the
evening. How many parishioners heard mass?
3. At 6 o‟ clock in the morning, 12 fishermen returned fishing from the sea. After a
while 15 fishermen returned. How many fishermen returned from fishing?
4. Six bus drivers and 7 jeepney drivers will drive us to Manila Zoo. How many
drivers will drive us to the zoo?
5. Twenty painters are painting the building. Twelve electricians are working on the
lighting. How many workers are working in the building?

Analyzing Word Problems Involving Addition (What is/are Given)

I. Learning Objectives

Cognitive: Tell what is/ are given in the word problem involving addition
Psychomotor: Write the given facts of the word problem
Affective: Importance of taking important details in a given situation

29
II. Learning Content

Skill: Telling what is/are given in word problems involving addition

Reference: BEC PELC – I B, 6.1.1.1
Materials: word problems
flash cards: adding facts with sums up to 18
flash cards printed with given: numbers with labels congruent and
not congruent with the problems
Value: Importance of identifying important details

III. Learning Experiences

A. Preparatory Activities

1. Drill
Basic addition facts with sums up to 18.
Example:
6 9 6 5 9
+8 + 9 +7 +6 +4
2. Review
- How do we state the answer to “What is asked?” when the question of
the problem begins with How many?
- Let us now check your homework regarding finding what is asked in the
word problems.

3. Motivation
- Ask them to go in pairs. Have a member of the pair blindfolded. Have
the other person give directions for the other person to reach a
destination.

B. Developmental Activities

1. Presentation

Present the word problems.

Among the pupils who joined the field trip to Malacañang, 168 were
in Grade I and 231 were in Grade II. How many Grades I and II pupils joined
the trip?
Introduce: Given facts

2. Group Activities

Activity 1
Game: “Does It Belong?”
- Two teams
- Time limit: 2 minutes
- Show the problem to be read by the two contesting teams (the problem
should have 2 missing given facts only).
- Give them 1 minute to read.
- Tell them to get only the number cards with labels related to the word
problem.
- The team to get the most number of correct paired cards in a minute
wins.

30
 Activity 2
Game: “Let‟s Make Problems”
- Whole class is grouped by 5s.
- The group will be named after a color. There will be no duplication of
colors.
- Within 3 minutes, they will create 3 word problems.
- All given facts will be boxed with a crayon of their assigned color.
- The team to finish 1st in 3 minutes wins.

*Valuing:
- Why do you think your team finished the activity first?
- Was there cooperation among the members of your team?

3. Generalization

How can we identify what is/are given in word problems involving addition of
whole numbers?

C. Application

What are given in the following problems?

1. In the morning, 40 people ate in Aling Myrna‟s carinderia. Then in the

afternoon, 35 people ate there, too. How many people ate in Aling Myrna‟s
carinderia?
2. One hundred fifty-two pupils used the school‟s fountain during recess this
morning. After the flag retreat, 45 pupils used the fountain, too. How many
pupils used the fountain?

IV. Evaluation
Write what are given in the problem.

1. Two hundred five children enrolled in grade I yesterday. Today, 189 children
enrolled in grade II. How many children enrolled?
2. Sixty-six people deposited money in the bank this morning. In the afternoon, 21
people came to deposit. How many people deposited money in the bank?
3. Three hundred twenty-nine girls and 375 boys had their pictures taken. How
many children had their pictures taken?

V. Assignment

Write what are given in the problem.

1. There were 159 Grade I pupils and 172 Grade II pupils who gave canned goods
for the fire victims. How many pupils gave canned goods for the fire victims?
2. Five hundred sixty-five parishioners heard mass in the morning and another 540
heard mass in the evening. How many parishioners heard mass?
3. At 8 in the morning, 15 fishermen returned from fishing from the sea. After a
while 25 fishermen returned. How many fishermen returned from fishing?
4. Nine bus drivers and 8 jeepney drivers will drive us to Manila Zoo. How many
drivers will drive us to the zoo?
5. Twenty-five painters are painting the building. Fifteen electricians are working on
the lighting. How many workers are working in the building?

31
Analyzing Word Problems Involving Addition (Word Clues and Operation
to be Used)

I. Learning Objectives

Cognitive: Tell the word clues and the operation to be used in word problems
involving addition
Psychomotor: Write word clues or word problems with word clues
Affective: Practice working quietly at all times
II. Learning Content

Skill: Telling the word clues and the operation to be used in word problems
involving addition
Reference: BEC PELC – I B6.1.1.1
Materials: word problems, flash cards on addition, strips of manila paper, 5
manila papers printed with 1 word problem each
Value: Discipline

III. Learning Experiences

A. Preparatory Activities

1. Drill

Find the sum.

a. 7 b. 12 c. 25 d. 24 e. 43 f. 55
+7 +8 + 25 + 16 + 4 + 23
2. Review

Aling Sonia made 34 paper roses and Aling Rosa made 41 paper tulips.
How many paper flowers did they make in all?
- What is asked in the problem?
- What are given in the problem?

3. Motivation

This is Bimbo. He has a problem. He can‟t answer

his homework. He is asking for your help. Can you help
him?

B. Developmental Activities

1. Presentation

Present Bimbo‟s homework.

Junie picked 13 guavas in the morning. In the afternoon, he

picked 15 guavas more. How many guavas did he pick in all?

a) What are the word clues?

b) What operation should be used?

32
 Let a pupil act out the word problem.
This time use pebbles instead of guavas.

Ask:

How did you arrive at the correct answer?

How did you add 13 and 15? What words in the problem made you think
that you have to add 13 to 15?
What operation should be used with the word clues “How many in all?” or
in all?

2. Group Activities

Activity 1

Divide the class into 5 groups. Give each group a copy of a word problem.
The pupils will write on strips of manila paper the word clues and the
operation to be used in each problem.

Group 1
Ate Lucy went to the grocery. She bought 12 packs of cookies and 16 packs
of noodles. How many packs of groceries did she buy in all?

Group 2
Roden went to a pet shop. He bought 15 gold fishes and 7 blue fishes. How
many fishes did he buy?

Group 3
I read 21 pages of my English book yesterday. Today, I read 17 pages.
What is the total number of pages I read?

Group 4
Among the pupils who joined the field trip to Malacañang, 168 were Grade I
pupils and 231 were Grade II pupils. How many Grades I and II pupils joined
the trip?

Group 5
In a school, there are 542 girls and 387 boys. How many pupils are there in
that school?

Activity 2

Divide the pupils into 5 groups. Distribute the manila paper with a word
problem printed on it.
Direction: Underline the word clues once and write the operation to be
used.

Group 1
Linda has 34 candies. Chloe has 28. How many candies do they have in all?

Group 2
On weekends, Arnena sells camote cue. Last Saturday, she earned 25 in
the morning and 30 in the afternoon. How much did she earn on that day?

Group 3
My father planted 12 papaya seedlings and 7 calamansi seedlings. How
many seedlings did he plant in all?

33
 Group 4
Mang Jose has 28 chickens and 18 ducks. How many fowls does he have?

Group 5
Gino has 63 popsicle sticks. I have 50 popsicle sticks. What is the sum of
our popsicle sticks?
Individual presentation of output

*Valuing:
- How did each one of you work on the activity? Were you noisy or
you worked quietly? If you worked noisily, do you think you can do
your work properly? How then should we work?

3. Generalization

What did we look for in the word problem?

How did we know the operation to be used for a word problem?

C. Application

a. Give the operation to be used in solving the following problems. Underline the
word clues.
1. In the morning, 42 people ate in Aling Celia‟s carinderia. Then in the
afternoon, 46 people ate there, too. How many people in all ate in Aling
Celia‟s carinderia?
2. Fifty-two pupils use the school‟s drinking fountain during recess this
morning. After the flag retreat, 35 pupils used it again. How many pupils
used the drinking fountain altogether?

b. Underline the word clue and identify the operation to be used.

1. John gathered ♥ seashells in the morning and □ seashells in the afternoon.

How many seashells did he gather in all?
2. Ana has already read ∆ pages of a story book. She still needs to read
pages more. How many pages have the book?

IV. Evaluation

Box the word clues. Then write the operation to be used after the question.
1. Mang Julian put 537 ripe mangoes in a basket. He put 265 unripe mangoes in
another basket. How many mangoes were there in all? __________
2. Lino picked up 292 shells in the seashore in the morning and 324 shells in the
afternoon. How many shells did he pick up in all? __________
3. There were 105 parents in the program and 698 pupils, too.
How many people were present in the program? __________
4. Mother bought a pair of earrings for 803 and a bracelet for 476. How much
is the cost of the bracelet and the pair of earrings? __________
5. Last Saturday, Marie sold 425 magazines and 275 newspapers. What is the total
number of reading materials sold? __________

V. Assignment

Write down the word clues and the operation to be used in solving the problems
below.

1. Dan takes care of 125 chickens. His brother Jim takes care of 212 chickens.
How many chickens do Dan and Jim take care in all?
2. A siopao costs 34 and a glass of buko juice costs 5. How much does the
siopao and buko juice cost altogether?

34
Analyzing Word Problems Involving Addition (Transforming Word
Problems into Number Sentences and Stating the Complete Answer)

I. Learning Objectives

Cognitive: 1. Transform the word problem into a number sentence involving

addition
2. Use the correct operation
3. State the complete answer
Psychomotor: Write the number sentence, operation being used and the complete
answer
Affective: Write legibly at all times

II. Learning Content

Skills: Transforming word problems involving addition into number

sentences, using the correct operation and stating the complete
answer

Reference: BEC PELC – I B6.1.2 - B6.1.4

Materials: Word problems
Flash cards on addition
Value: Neatness
III. Learning Experiences

A. Preparatory Activities
1. Drill
a. 458 b. 124 c. 805 d. 33 e. 284
+ 231 + 412 + 94 + 65 + 206

2. Review
Read the problem carefully.

On the beach, Gina gathered 25 big shells and her

sister gathered 26 small shells. How many shells did they
gather altogether?

- What is asked in the problem?

- What are given?
- What is/are the word clues?
- What operation is to be used?

3. Motivation

Action Song: “Fun with Math”

(Tune: Brother Abraham)

Mathematics is a lot of fun

Lots of fun is Mathematics
One and 1 is 2
Two and 2 is 4
And all of us are bright
Raise your right/left hand
Stamp your right/left foot

35
 - What operation is involved in the song?
- Is the operation similar with the problem about Gina and her sister‟s
shells?
- Transform the given facts into a number sentence.

B. Developmental Activities

1. Presentation

Present the number sentence of the word problems presented in the review
to provide continuity in the analysis of the problem.

25 + 26 = N

- Having this number sentence, what operation are you going to use to
arrive at the correct answer?
- What is the answer?
- What does 51 mean?

Present the complete answer. N = 51 shells

2. Group Activities

Activity 1

Have the pupils bring out their drill boards.

Let them listen to the teacher as he/she reads the problem.
(Scratch papers can be used as replacements)

Directions:
Listen carefully as I read the word problem.
Write the number sentence and its complete answer.
a. James has 8 marbles. John has 18 marbles. How many marbles do
they have altogether?
b. Marie has already saved 15. This week she saved 18 more. How
much savings does she have now?
c. Forty-four girls and 41 boys in a grade two class joined the group that will
campaign for the cleanliness of the community. How many pupils joined
the group?
d. Miss Ortega collects pebbles for her art class. She has 503 white
pebbles and 176 brown pebbles. How many pebbles does she have in
all?
e. Last Friday 25 children watched the games in the school. On Saturday
31 children watched. How many children watched the game?

Activity 2

Divide the pupils into 5 groups. Give each group a copy of the word problem.

Group 1
Vina has 2 picture albums. One picture album has 53 pictures. The
other album has 343 pictures. How many pictures does Vina have?
Number sentence:
Complete Answer:

Group 2
There are 345 pupils in the morning session and 355 pupils in the
afternoon session. How many pupils are there in all?
Number sentence:
Complete Answer:

36
 Group 3
Mother ordered 10 kg. of bangus and 15 kg. of crabs for my sister‟s
wedding. How many kilograms of bangus and crabs did Mother order
altogether?
Number sentence:
Complete Answer:

Group 4
My cousin‟s family owns 184 horses and 349 cows. How many
horses and cows do they own in all?
Number sentence:
Complete Answer:

Group 5
Grandfather has 125 big chickens and 147 chicks. How many are
there in all?
Number sentence:
Complete Answer:

Activity 3

Divide the pupils into 5 groups. Give each group a copy of the word problem.

Group 1

Direction: Analyze, transform its given facts and state its complete answer.

Last week, the workers in Mr. Gamboa‟s poultry farm were able to
gather 340 chicken eggs and 230 duck eggs. How many eggs were gathered
altogether?

What is asked: _____________________

What are given: _____________________
Word clues: _____________________
Operation to be used: _____________________
Number sentence: _____________________
Complete answer: _____________________

Note: For the other groups, use the problems in

Activity 1 or Activity 2.

*Valuing:
- Your outputs are nice to look at.
- I can read very well the handwritings even from a distance. Why?
- How should we write?

3. Generalization

What did we do with the given facts of the word problems?

How can we change word problems into number sentences?
Why do we need to transform word problems into number sentences?

C. Application

a. Pupils answer some exercises in their Mathematics notebook.

1. Nina has 5.50. Aida has 10.25. How much money do they have in
all?

37
 Number sentence:
Complete answer:
2. Mang Mario sold 231 camote cues on the first week. On the second week,
he sold 365 camote cues. How many camote cues were sold in all?

b. Write a word problem for each of the number sentences below.

1. 86 + 28 = 114 2. 154 + 363 = 517

IV. Evaluation

Transform the following problems into number sentences. Then write their complete
answers.
1. Mother went to the market. She bought a kilo of chicken for 97 and a kilo of
pork for 110. How much did she pay the seller?
Number sentence:
Complete answer:
2. Then she went to the fruit stand. She bought 13 atis and 12 mangoes. How
many fruits did she buy?
Number sentence:
Complete answer:
3. Before she went home, Mother ordered 24 doughnuts and 15 macaroons from a
bakeshop nearby. How many are they altogether?
Number sentence:
Complete answer:

V. Assignment

Transform it into a number sentence. Then write its complete answer.

1. Rosalyn collects stamps as her hobby. At first, she collected 448 stamps. Last
month she was able to collect 136 stamps. How many stamps did she collect in
all?
2. Mrs. Santos sold 523 eggs on Saturday and 380 eggs on Sunday. How many
eggs did she sell in two days?
3. Leo spent 95 for a magazine and 128 for a book. How much did he spend
in all?
4. Martha picked 126 star apples and 233 atis fruits. How many fruits did she pick?
5. There are two baskets of eggs. One basket contained 148 eggs and the other
basket 239 eggs. How many eggs are there in all?

38