Lesson Plan in MATHEMATICS I, II, III

GRADE 1 GRADE 2 GRADE 3

I. Content Standard I. Content Standard I. Content Standard

The learner demonstrates The learner demonstrates The learner demonstrates

understanding of whole numbers up understanding of whole numbers up understanding of whole numbers up
to 100, ordinal numbers up to 10th to 1000, ordinal numbers up to 20th, to 10,000 ordinal numbers up to
money up to Php 100 and fraction ½ and money up to Php100 100th, and money up to Php1000.
and ¼ .
II. Performance Standard III. Performance Standard II. Performance Standards

The learner is able to recognize, and The learner is able to recognize and The learner is able to recognize and
represent ordinal numbers up to 10th, represent ordinal numbers up to 20th represent ordinal numbers up to 100th
in various forms and context. in various forms and context. in various forms and context.
IV. Learning III. Learning IV. Learning
Competency/Objectives Competency/Objectives Competency/Objectives

The learner counts the number of The learner will be able to group the The learner gives the place value and
objects in a given set by ones and objects in ones, tens and hundreds. value of a digit in 4 to 5 digit
tens. number.
a. identify whole numbers up
a. Identify the whole numbers to 1000, ordinal numbers up a. identify whole numbers up to
up to 100, ordinal numbers to 20th and money up to 10,000 ordinal numbers up to
up to 10th on various forms Php100 100th, and money up to
and context. b. classify and represent ordinal Pho1000.
b. classify and represent numbers up to 20th in various b. classify and represent
ordinal numbers up to 10th in forms and context. ordinal numbers up to 100th
various forms and context. c. demonstrate grouping object in various forms and context.
c. demonstrate counting the in ones, tens and hundreds c. demonstrate the place and
numbers of object in a given value of a digit in 4 to 5 digit
set by ones and tens. number.
IV. Subject Matter IV. Subject Matter IV. Subject Matter
Skills: Skills: Skills:
Reference: Mathematics Learning Reference: Mathematics Learning Reference:
Materials 1, Q1 Materials 2 Materials:
Materials: Materials: Valuing:
Valuing: Valuing: Approach:
Approach: Approach:
V. Procedure

A. Preliminary Activity
1. Setting of Standard
Before we start our discussion today, we should always remember our house rules.

1. Listen attentively, especially when the teacher is discussing.

2. Actively participate in the discussion and activities.
 3. Speak only when called and recognized by the teacher, and stand up to give the answer.
4. Gadgets must be kept in your bags, and your cellphones must be kept in silent mode.
5. Show respect to everyone.

2. Drill

3. Review 3. Review Review

The teacher will guide the learners in The teacher will guide the learners in The teacher will guide the learners in
doing the activity. doing the activity. doing the activity.

Read aloud the situation to the pupils Read aloud the situation to the pupils Read aloud the situation to the pupils
and let the pupils read with their and let the pupils read with their eyes and let the pupils read with their
eyes the problem that is posted on the problem that is posted on the eyes. The problem is posted on the
the board. board. And all they have to do is fill board.
the in the blanks.
John has 100 marbles. He grouped All the children in school line up
the marbles by 10’s. How many The Karaos Elementary School have during the flag ceremony to honor
marbles does each group have? How a total of 952 Grade II enrollees. The the flag. Do you know how many
many groups of marble are there? number 952 has _____-digits. It has children are there in your classroom?
_______ hundreds, ________ tens
and ______ ones.
M Motivation (the grade 1 and 3 will have a group activity. Meanwhile, the grade 4 will have an individual activity.)
Mot Group Activity: 4. Motivation 4. Motivation

The pupils will go to their respective Give the place value of number 5 in Write the number represented by
groups. Each group is given 100 each item. each set of number disc.
straws and let the pupils group the
straws by tens. Post on the board the 1. 953 _________________ 1. v 1 000 1 000 100
hundred chart. Let the pupils read 2. 745 _________________
aloud the numbers 10, 20, 30, 40, 50, 3. 531 _________________ 100 100 100 1 1
60, 70, 80, 90, and 100. 4. 650 _________________
5. 517 _________________ 2. 1 000 1 000 1 000
AD 6. 865 _________________
7. 517 _________________ 1 000 1 000 100 1 1

5. Developmental Activity 5. Developmental Activity 5. Developmental Activity

1. Lesson Proper 1. Lesson Proper 1. Lesson Proper

The pupils read the learning The pupils read the learning The pupils read the learning
objectives. objectives. objectives.

a. Identify the whole numbers a. identify whole numbers up to a. identify whole numbers up to
up to 100, ordinal numbers 1000, ordinal numbers up to 10,000 ordinal numbers up to
up to 10th on various forms 20th and money up to Php100 100th, and money up to
and context. b. classify and represent ordinal Pho1000.
b. classify and represent numbers up to 20th in various b. classify and represent
ordinal numbers up to 10th in forms and context. ordinal numbers up to 100th
various forms and context. c. demonstrate grouping object in various forms and context.
c. demonstrate counting the in ones, tens and hundreds c. demonstrate the place and
numbers of object in a given value of a digit in 4 to 5 digit
set by ones and tens. number.

Group Activity Individual Activity Lecture

Let the learners answer Worksheet 1. Count by 20’s then find the missing Discussion of the new concepts and
Then discuss in front of the class number. practicing new skills.
their strategy on how they got their
answers. 1. 106, ____,____, _____,186 Dividing 4-digit number by 1-digit
(refer to Gawain D; “Worksheet 1”, 2. ____, 40, 60, ____, ____ number without remainder.
pp. 52 of the LM) 3. ____, 300, 320, ____, _____
4. 30, 50, ____, _____, 110 Example:
5. 35, 55, 75, ______,______ Ben uses 4-digits to divide 1-digit
number.

Divide 7536 by 3
Individual Activity