Hambre, Michelle P.

BEED-4L
Final Performance Task-2

Lesson Plans for Multigrade Classes Grades 1 and 2

Learning Area: Mathematics

Quarter: 1 Week: 5 Grade Level Grade 1 Grade 2

Content Standard:
Grade 1-
The learner demonstrates understanding of ordinal numbers up to 20th.
Grade 2
Understanding of ordinal numbers up to 20th.
Performance Standard:
Grade 1
The learner is able to recognizes and represents ordinal numbers up to 20th in various forms
and contexts. Grade 2- recognizes and represents ordinal numbers up to 20th in various forms
and contexts.

Competencies
Grade 1
7. identifies the 1st through the 20th with the emphasis on 11th to 201th object in a given set
from a given point of reference. (M2NS-Ie-16.2)
8. reads and writes ordinal numbers from 1st through the 20th. (M2NS-Ie-17.2)
9. identifies and uses the pattern of naming ordinal numbers from 1st to the 20th. (M2NS-Ie-
18)1)
Grade 2
10. identifies the 1st through the 20th with the emphasis on 11th to 201th object in a given set
from a given point of reference. (M2NS-Ie-16.2)
11. reads and writes ordinal numbers from 1st through the 20th. (M2NS-Ie-17.2)
12. identifies and uses the pattern of naming ordinal numbers from 1st to the 20th. (M2NS-Ie-
18)

Day 1
Lesson Objectives
Grade 1
To visualizes, identifies, reads and writes the ordinal numbers from 1st through the 20th object
of a given set from a given point of reference.
Process Skills: visualizing, identifying, reading and writing ordinal numbers.
Values Integration: Orderliness

Grade 2
To visualizes, identifies, reads and writes the ordinal numbers from 1st through the 20th object
of a given set from a given point of reference.
Process Skills: visualizing, identifying, reading and writing ordinal numbers.
Values Integration: Orderliness
Subject Matter
Arranging Numbers
Ordinal Numbers Learning Resources
BOW, CG, TG, LM
Materials: * Drawing of sets of objects * Cardboard/sheets of paper * Pentel Pens/Pair of
Scissors/Glue BOW, CG, TG, LM
Materials: * Cut outs or real objects of fruits, animals, etc.
* Cardboard * Pair of Scissors/Glue
Procedure
Use these letter icons to show methodology and assessment activities.
Direct Teaching
Group Work
Independent Learning
Assessment
Grouping Structures (tick boxes):
 Whole Class - Describe the parts of the lesson (for example the introduction), where
you may address all grade levels as one group.
 Mixed Ability Groups  Grade Groups
 Ability Groups
 Friendship Groups
 Other (specify)
 Combination of Structures
Teaching, Learning and Assessment Activities
WHOLE CLASS ACTIVITY
Arrange the jumbled numbers from 1 to 50. Cut and paste it on a manila paper. Appendix 1 How do you
arrange/keep your things?

Grade 1
Divide the class into 2 groups and do the activity given. Arrange the pictures according
to their names and the numbers attached to it. Cut the pictures and paste on a bond paper
accordingly. Appendix 3 and 4
Grade 2
Divide the class into 2 groups and do the activity given. Arrange the pictures according
to their names and the numbers attached to it. Cut the pictures and paste on a bond paper
accordingly. Appendix 3 and 4
Grade 1
Process the group outputs. What is ordinal number? How do we write ordinal numbers
in words? How do we write ordinal numbers in figures/symbols? Appendix 7
Grade 2
Process the group outputs. What is ordinal number? How do we write ordinal numbers
in words? How do we write ordinal numbers in figures/symbols? Appendix 7
Grade 1
Count from left to right. Write the ordinal numbers of the given objects. Appendix 9
Grade 2
Count from left to right. Write the ordinal numbers of the given objects. Appendix 9
Grade 1
Fill up the missing information in the chart by writing the ordinal number in symbols. Appendix
11
Grade 2
Fill up the missing information in the chart by writing the ordinal number in symbols. Appendix
11
Day 2

Lesson Objectives

Grade 1
To identifies and uses the pattern of naming ordinal numbers from 1st to the 20th and beyond.
Process Skills: identifying and using the pattern of naming ordinal numbers Values Integration:
Orderliness

Grade 2
To identifies and uses the pattern of naming ordinal numbers from 1st to the 20th and beyond.
Process Skills: identifying and using the pattern of naming ordinal numbers
Values Integration: Orderliness

Subject Matter
Grade 1
Patterns of Naming Ordinal Numbers
BOW, CG, TG, LM Materials: * Activity Sheets * Manila Paper
Grade 2
Patterns of Naming Ordinal Numbers
Learning Resources
BOW, CG, TG, LM Materials: * Activity Sheets * Manila Paper
Procedure
Use these letter icons to show methodology and assessment activities.
Direct Teaching
Group Work
Independent Learning
Assessment
Grade 1
Grouping Structures (tick boxes):
 Whole Class Describe the parts of the lesson (for example the introduction), where you may
address all grade levels as one group.
 Mixed Ability Groups
 Grade Groups
Grade 2
 Ability Groups  Friendship Groups  Other (specify)
 Combination of Structures
Teaching, Learning and Assessment Activities
WHOLE CLASS ACTIVITIES
Arrange the jumbled letters from A to Z. Cut and paste it on a manila paper. Appendix
12
The name of the cyclists are given in order. Complete the chart given and answer the given
questions. Appendix 15 and 16.
Group 1
 Check and discuss the activity done by the pupils. Appendix 19 How do you use the
pattern of naming ordinal numbers beyond 20? The numbers beyond 20 are written with the
name of the tens followed by the first, second, third, etc.

Group the class into 3 groups. Use the letter chart to answer the given questions. Appendix 21

Write the ordinal number symbol of the following ordinal number words. Appendix 23

Grade 2
The name of the cyclists are given in order. Complete the chart given and answer the given
questions. Appendix 15 and 16.

Check and discuss the activity done by the pupils. Appendix 19 How do you use the pattern of
naming ordinal numbers beyond 20? The numbers beyond 20 are written with the name of the tens
followed by the first, second, third, etc.

Group the class into 3 groups. Use the letter chart to answer the given questions. Appendix 21

Write the ordinal number symbol of the following ordinal number words. Appendix 23

Day 3
Lesson Objectives Answer the summative test with at least 80% mastery.

Subject Matter

Weekly Assessment
Learning Resources
Testing materials

Procedure
Use these letter icons to show methodology and assessment activities.
Direct Teaching
Group Work
Independent Learning
Assessment
Grouping Structures (tick boxes):
 Whole Class Describe the parts of the lesson (for example the introduction), where
you may address all grade levels as one group.
 Mixed Ability Groups
 Grade Groups
 Ability Groups  Friendship Groups
 Other (specify)
 Combination of Structures

Teaching, Learning and Assessment Activities

WHOLE CLASS ACTIVITY

Play the “Boat is sinking”. Group the pupils in a certain number.
Grade 1 .
Write the word corresponding to the given position. Appendix 25

Grade 2
Write the word corresponding to the given position. Appendix 25

Remarks/ Reflection
REFERENCES
GRADE 1
BOW, CG K to 12 Mathematics, TG Mathematics2 page 48 -56 LM Mathematics2 page 33-37
Grade 2
BOW, CG K to 12 Mathematics, TG Mathematics2 page 48 -56 LM Mathematics2 page 33-37

Prepared by: Checked by: NELIA D. MONFORTE

JUVY C. LUNA-GALAMAY Teacher Principal

Sample of Multigrade Class Lesson Plan

GRADE 2 3
Subject English Mathematics
Duration
30 minutes
Date
19-05-2001
Topic Looking and Finding Vertical Multiplication
Reference English TG part B.pp40-44 Math BK3 Trs Book
T/aids Word cards, BB, classroom objects Sticks
Objectives -Talk about the position of things in a Multiple 2 or 3 figure
dialogue form numbers by numbers from 2
-Read new words correctly to 10
-Form letter w
Introduction Ask the children to do some concrete Tell the children to write
demonstration related to prepositions. down the tables of
Get on the desk, under the desk multiplication to ten.
Pupils to receive the different Remarks: Slow learners will
preposition e.g. on, near between arrive at table of five while
the fast learners will arrive at
the table of ten.
Ask the pupils on different
multiplication sentences E.g.
What is 2x9, 3x5
 Development The children will look orally for some Singing the song morning
sentences with preposition. The stars. All the children will
teacher can give children some objects come in front of the class
and they have to do the movement and (individual) and present to a
then make the sentences. part of the table of
multiplication they wrote
down.
The children will read the sentences The teacher will give the
they found, the teacher will write them children some individual
on the BB. The teacher will introduce exercise.
the text with some prepositions in it 5 to 10 exercises, slow
(chart) learners 3-5 and fast learners
The children will read the text 7-10
sentence-by-sentence, individual.
Conclusion The children will do a lot of individual The teacher will go around
reading exercises that they will present and try to identify the
for the whole class. problems. A child with
problem will come to the BB
and solve the problem
classically.
Game for grades The teacher will say the children that
they need to make a shopping list for
the next lessons on the market place.
One student says the first item for
example bananas. The second pupil ad
a shopping item and repeat first
bananas and then his item, and so on.
You can do the game several times.

Semi-Detailed Lesson Plan in Multi-Grade Class

(Science 1, 2)
I. Objective
1. Identify some parts of the plants
2. Compare the different kinds of plants
3. Show appreciation to the parts of the plants by telling its important

II. Subject Matter

 Topic: Parts of the Plants
 Concept:
1. Plants have different parts (roots, stems, leaves, fruits and flowers)
2. The different kinds of the plant has a specific work and its uses.
 Instructional Materials: Cut out pictures, activity sheets.
  References:
1. Exploring and Protecting Our World 1(Carmelita C. Coronel, Copyright 2005)
2. Science Spectrum 1 (Nenita H. Apolinario, Copyright 2004)
3. The Science Connection 2(Eliosa Opena,RicardoTalay, Copyright 2000)
4. Science for Young Minds 3 (Teresita A. Amarol,Copyright 2001)

III. Procedure

Teachers Activity
A. Preliminary Activity
1.1 Sing a song
(The teacher will sing first song, afterwards the students will sing the song)

“The Farmer Plants the Seeds”

(Tune: The Farmer in the Dell)

The Farmer plants the seeds, the Farmer plants the seeds,
Hi-Ho the dairy o, The Farmer plants the seeds,

The rain begins to fall, the rain begins to fall,

Hi-Ho the dairy o, the rain begins to fall,

The Sun begins to shine, the Sun begins to shine

Hi-Ho the dairy o, the Sun begins to shine

The winds begins to blow, the winds begin to blow

Hi-Ho the dairy o, the wind begins to blow

The Plants begins to grow, the plants begins to grow

Hi-Ho the dairy o, the plants begin to grow

B. Development Activity

“Do you have plants at home?

What are those plants you see in your surrounding?

Are the plants useful to us?

“In our body, we have different parts.

What are the parts of our body?
“Like our body, the plants have different parts. Plants also have its characteristics and
uses,
“For us to know more about the plants, we are going to have an activity.
(The teacher will divide the class into three according to their level. Each group will be
given an activity to work on)

Group1: (Identify the parts of the plants)

Activity: Arrange the puzzle plant and label each part when it is form
Group2: (Functions of the parts of plant)
Activity: Identify the parts of the plant according to the given uses. Complete the missing
letter.
Group 3: (Comparing parts of the plant)
Activity: Identify the characteristics of the given parts of the plants according their color,
size and shape.
Parts of Plants Color Size (Big/Small) Shape
1.

2.

3.

4.

5.

(After the activity, each group will post their work on the board and discuss what they
have done)

: Discussion
“The activity you have done today is all about Parts of the Plant.
Again, what are the parts of the plants?

“The common parts of the plants are roots, stems, flowers and fruits.
Some plants also have parts not common to other plants like branches, flowers and fruits.

(The teacher will discuss the plants parts and its functions)
“The roots hold the plants. They get water and nutrients from the soil.
“The stem holds the leaves, flowers and fruits. It carries water from the roots to the
leaves.
“The leaves make food for plant. The leaves get air and sunlight to make food.
“The flowers make seeds. It also makes the place colorful and beautiful.
“The fruit holds the seeds. The seed protects the baby plant.

(The teacher will discuss the different characteristics of plants according to their size,
shape and color)

“The Roots have hairy, fine roots growing near the soil or one big root which grows deep
down the soil. Trees have big and fine roots that holds strong the ground.
 “The stem, plats have big and small body. Some plants are woody. Woody plants like
trees live for many years for they have strong, big and hard stems. Some plants non-
woody stem, their stems re soft and can easily be cut using the fingers. Small plants have
non-woody stem.

“The leaves have different sizes and shape

“The fruit have different shapes. Some are big and small. They also differ in colors.
“The flowers are found in the garden. There are big flowers and small ones. Flowers are
also different colors.

“There are many plants around us.

We can see different plants in our surroundings. Plants have different parts and functions.
Though plants have differences. Plants are important to us. A plants give us oxygen and
also it gives fresh air. It also gives foods to eat. Plants also beautifully our environment.
We must take good care of the plants we have and gives them o\important.

C. Application
Group 1
Activity: Match the correct answer.

A B

1. A. leaves

2. B. fruit

3. C. root

4. D. Stem

5. E. flower

Group 2

Label the parts of the plants below

Group 3:
A. Choose the best answer
1. Which part of the plants does not belong to the group? Underline your answer.
a) Roots
b) leaves
c) stem
d) coconut

Prepared by:
Emnace, Rubilyn P.
BECEd-III