PILOT IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM

MATATAG School MARANGAL ELEMENYTARY SCHOOL Grade Level 1

K to 10 Curriculum Name of Teacher EMERIZA D. CANTORNE Learning Area Mathematics
Weekly Lesson Log Teaching Dates and September 9-13, 2024 Quarter Quarter 1/ Week 7
Time

DAY 1 DAY 2 DAY 3 DAY 4 DAY 5

September 9, 2024 September 10, 2024 September 11, 2024 September 12, 2024 September 13, 2024
I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES
The learners should have knowledge and understanding of ...
1. whole numbers up to 100.
A. Content
3. ordinal numbers up to 10th.
Standards
4. addition of numbers with sums up to 20.

By the end of the quarter, the learners should be able to ...

B. Performan • count, recognize, and represent whole numbers up to 100. (NA)
ce • use ordinal numbers up to 10th to describe position. (NA)
Standards • compare and order numbers up to 20 and perform the addition of numbers with sums up to 20. (NA)

The learners The learners shall The learners shall be The learners shall be able The learners shall be able to
• Order numbers up to be able to able to compose and to compose and compose and decompose
20 from smallest to compose and decompose numbers up decompose numbers up numbers up to 10 using
largest, and vice decompose to 10 using concrete to 10 using concrete concrete materials (e.g. 5 is 5
C. Learning
versa. numbers up to 10 materials (e.g. 5 is 5 materials (e.g. 5 is 5 and and 0; 4 and 1; 3 and 2; 2 and
Competen
• Describe the using concrete and 0; 4 and 1; 3 and 2; 0; 4 and 1; 3 and 2; 2 3; 1 and 4; 0 and 5)
cies
position of objects materials (e.g. 5 is 2 and 3; 1 and 4; 0 and and 3; 1 and 4; 0 and 5)
using ordinal 5 and 0; 4 and 1; 3 5)
numbers: 1st, 2nd, and 2; 2 and 3; 1
3rd, up to 10th. and 4; 0 and 5)
At the end of the At the end of the At the end of the lesson, At the end of the lesson, At the end of the lesson, the
lesson, the learner lesson, the the learners shall be the learners shall be able learners shall be able to
should be able to learners shall be able to compose and to compose and compose and decompose
D. Learning
describe the position able to compose decompose numbers 4 decompose numbers 6 numbers 8 and 9.
Objectives
of objects using and decompose and 5. and 7.
ordinal numbers 1st numbers 4 and 5.
up to 5th.
E. Instructio Collaboration, Collaboration, Collaboration, Collaboration, Collaboration, Connection,
nal Design Connection, Context, Connection, Connection, Context, Connection, Context, Context, Creativity
framewor Creativity Context, Creativity Creativity Creativity
k feature
 PILOT IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM

(s)
Reflective Thinking, Reflective Reflective Thinking, Reflective Thinking, Reflective Thinking, Visual,
F. 21st
Visual, Digital, and Thinking, Visual, Visual, Digital, and Visual, Digital, and Digital, and Interactive Literacy
Century
Interactive Literacy Digital, and Interactive Literacy Interactive Literacy
Skills
Interactive Literacy
II. CONTENT
III. LEARNING RESOURCES
A. Reference
s
B. Other
Learning
Resources
IV. TEACHING AND LEARNING PROCEDURES
Before/Pre-Lesson Proper
Activating Prior Learners will be asked Here’s a picture/ Here’s a picture/ Have a review of I have here a set of numbers.
Knowledge to count and read illustration of a set. illustration of a set. Tell composing and You will get two cards that
numbers up to 20. Tell the number of the number of objects in decomposing 4 or 5. make 6.
Let them arrange the objects in each set. each set. Provide cutouts of  Post the following cards
given numbers from  Post the  Post the objects in a set. randomly on the board.
smallest to greatest picture on picture on the
and greatest to the board board and ask Example:
smallest. and ask a a learner to
Example: 1, 3, 5, 4, 2 learner to write the Expected answers:
20, 10, 5, write the numeral under  Have them find all the
15 numeral it. pairs
8, 20, 16, under it. Example:
12, etc. Example: 4 is 0 and 4.
0 and 4 make 4.
Ask: How do you know Do the same with the
that these sets of  Show two other pairs.
numbers are arranged  Show two more sets of
from largest to more sets objects and do
smallest or smallest to of objects the same
largest?  Next, randomly place
and do process.
again the cards on the
the same
board. Let them get two
process.
cards into which 7 may
be broken down. Have
them find all the pairs.
 PILOT IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM

To describe the The lesson is about The lesson is about The lesson that we are Our lesson is about composing
Lesson position of objects composing and composing and about to discuss today is and decomposing the numbers
Purpose/Intentio using ordinal numbers decomposing the decomposing the composing and 8 and 9.
n 1st up to 5th numbers 4 and 5. numbers 4 and 5. decomposing the
numbers 6 and 7.
Lesson First (1st), second The teacher will The teacher will say a The teacher will say a The teacher will say a word
Language (2nd), third (3rd), say a word and word and show the word and show the and show the corresponding
Practice fourth (4th), fifth show the corresponding number. corresponding number. number.
(5th), smallest, corresponding  one (1)  one (1)  one (1)
largest, left, right, number.  two (2),  two (2),  two (2),
leftmost, rightmost,  one (1)  three (3)  three (3)  three (3)
order number, point of  two (2),  four (4),  four (4),  four (4),
reference  three (3)  five (5),  five (5),  five (5),
 four (4),  zero (0),  six (6),  six (6),
 five (5),  seven (7),  seven (7),
 zero (0), Unlocking of words:  zero (0),  eight (8),
 set,  nine (9),
Unlocking of  compose,  zero (0),
words:  composing, Unlocking of words:
 set,  making a set,  set, Unlocking of words:
 compose,  making a set,  composing,  set,
 composing, -putting together,  making a set,  composing,
 making a  decomposing, -putting together,  making a set,
set, -breaking up a set  decomposing, -putting together,
 making a -breaking up a set  decomposing,
 PILOT IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM

set, -breaking up a set

-putting
together,
 decomposi
ng,
-breaking up
a set
During/Lesson Proper
Reading the Key The teacher will Read and Read and understand Read and understand Read and understand the story 
Idea/Stem read/tell the story understand the the story carefully. the story carefully. carefully.
problem. story carefully. One morning, It was Joanna’s 6 th
One Steve went to school birthday. Mother went
Remy is participating morning, Steve with his older sister. to the market and
in a race with her went to school After class, he went bought 6 mangoes for
friends in her Math with his older home and noticed the her special mango pie.
class. She finishes sister. After class, box under the table. She also prepares the
the race in third he went home and His eyes twinkled, other ingredients and
place. If there are 5 noticed the box seeing four balls of now, she is ready to Ken and Jun are
participants, can you under the table. different kinds. He cook the mango pie. brothers. They were busy
determine the His eyes twinkled, immediately plays with playing basketball at home
ordinal number that seeing four balls it. After 5 minutes, he and agreed to count the
represents Remy’s of different kinds. returned them to their number of shots they made
finishing position? He immediately proper places. during the game. In a few
plays with it. After minutes, Ken made 5 shots,
Ask the following 5 minutes, he while Jun made 4 shots. They
questions: returned them to httpsmyjam.co.ukprod
uctsdominx really enjoyed the company
A. Who their proper and ended the game with a
participated in places. Questions: smile on their faces.
the race? https://www.ebay.ph/itm/
292187646178
 Who will celebrate Questions:
https://www.istockphoto.com/search/2/ her 6th birthday?  Who was busy playing
image?
B. What was her mediatype=illustration&phrase=open+box  What special basketball at home?
position after +top+view
“merienda” did  Who made more shots?
the race? Questions:
Mother prepare  What character traits
https://www.ebay.ph/  Who went to
for her birthday? did the two brothers
C. What kind of
itm/292187646178 school with his
https://www.istockphoto.com/  How do you feel if possess?
learner was search/2/image? older sister?
mediatype=illustration&phrase=o you are the one If you were Jun, would you feel
Remy? pen+box+top+view  Describe
celebrating the sad or happy that you lost the
Questions: Steve’s eyes
birthday? game? Why?
 Who went after seeing the
(Explain why you’re
to school balls inside the
feeling that way.)
 PILOT IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM

with his box.

older If you were Steve,
sister? would you also return
 Describe the balls to their
Steve’s proper places? Why?
eyes after
seeing the
balls inside
the box.
If you were Steve,
would you also
return the balls to
their proper
places? Why?
Developing Remy’s position  Show a set  Show a set with  Show a picture  Divide the class into
Understanding during the race in her with four four objects, say of six mangoes. small groups. Give
of the Key Mathematics class in objects, say four balls. Give the them a ball, a
Idea/Stem the 3rd place. This four balls. 4.) What objects situation below. container, manila
represents her 1.) What are they? paper, and LAS 5.
finishing position, and objects are (Those are I picked six Let’s play “Shoot the ball
it is all about the they? balls.) mangoes from our activity”
ordinal number. (Those are tree. I want to give  The members of each
balls.) 5.) How many balls them to my friends, group will take turns
Let us learn more are there? (There Carla and Aldrin. How shooting the ball 10
about this using the 2.) How many are four balls.) many mangoes can times so that all of
word balls are each of them get? them can play.
MATHEMATICS. there? 6.) How do you know Learners must record
(There are there are four the results in the
Look at the word. four balls.) balls? worksheet. If possible,
Write the ordinal (We counted the give a copy of the table
number of each letter 3.) How do you balls.) on a manila paper to
from leftmost to know there save time. Have them
rightmost. are four  The teacher calls post their work on the
balls? on two learners. board.
(We Give an unequal  Prepare a table where
__ __ __ __ __ __ __ __ counted the number of balls you will write the pairs
Discuss one
__ __ __ balls.) to each one, say of numbers that make
example.
1 ball and 3 8 from the data
I will give 2 mangoes to
1) 3rd_____  The teacher balls. gathered by the
Carla and 4 mangoes to
2) 1st _____ calls on two groups. Write the
Aldrin.
 PILOT IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM

3) 4th _____ learners. How many balls does unique pairs

4) 5th _____ Give an each learner get? systematically on the
5) 2nd _____ unequal (Check learners' table. It is possible that
number of answers by letting the not all possible pairs
Let the learners read balls to two learners count the were obtained.
the ordinal numbers each one, balls given to them. 6 is 2 and 4.
in symbols and words say 1 ball  Use circle
from 1st to 5th and 3 balls. cutouts to 2 and 4 make 6.
illustrate the
1st – first How many balls situation on the  Challenge
2nd – second does each learner board. learners to come
3rd – third get? How did 4 broken down up with the other
4th – fourth (Check learners' into 1 and 3? pairs. (Prepare a
5th – fifth answers by letting table.)
the two learners  Write the pairs of
Ordinal Numbers are count the balls numbers  Challenge learners to
numbers that are given to them. systematically. name the other pairs.
used to represent the  Use circle Below are all the
What if I gave 2 balls to Carl Aldri Give answers.
position or rank of an cutouts to each of them? How can
object or a person. illustrate a n n Read the pairs of numbers.
we illustrate this? Ask a 0 6 6 e.g., 8 is 0 and 8.
The teacher will call the learner to illustrate the
on 5 learners to fall in situation 1 5 6 0 and 8 make 8.
situation on the board.
line bearing the cards on the 2 4 6
Expected Answer: 8 is 1 and 7.
with labels from 1st to board. 3 3 6
5th How did 4 broken 4 2 6 1 and 7 make 8.
down into 1 and 5 1 6
3? 6 0 6 8 is 2 and 6.
2 and 6 make 8.
Who is the 1st in Challenge learners to  Let them read the
line? 2nd? 3rd? 4th? 5th? come up with the other pairs of numbers:  Do the same for the
pairs. Let them answer e.g., 6 is 0 and 6. other pairs of numbers.
Tell the learners that Worksheet 1. 0 and 6 make 6.
What if I gave 2 What do we call the process
they will be doing an Answers to Worksheet
balls to each of of breaking down 8 into pairs
activity. Divide the 1. (in any order). Post 6 is 1 and 5
them? How can of numbers? (It is called
learners into four them systematically on 1 and 5 make 6
we illustrate this? decomposing a number.)
groups. Give each the board together
Ask a learner to
group a cube with with the other previous  Do the same for
illustrate the When did it happen?
faces numbered illustrations. the other pairs of
situation on the (It happens when bigger
differently: 1) numbers.
board. number is breaking
Expected Answer:
 PILOT IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM

Group 1 – 1 to 6; Look at the given: down

Group 2 – 5 to 10; 6 is 1 and 5, what into little numbers.)
Group 3 – 10 to15; did we do with the
and 2) numbers? What do we call the process
Group 4 – 15 to 20. (We broke down the of putting together
Challenge learners
numbers.) numbers to make 8? (It is
to come up with
Give them also a What do we call the called composing
the other pairs. Let 3)
chart as shown and a process of breaking down a number.)
them answer
marker pen. 6 into pairs of numbers?
Worksheet 1.
(It is called decomposing When did it happen?
Answers to
Name Number a number.) (It happens when little
Worksheet 1. (in Summarize the numbers come together to
any order). Post answers in a table. Illustrate: make a bigger number.)
them
Lea Lea Giv 1 and 5 make 6  Let the learners make
systematically on
rne rne en What will you do to observations about the
the board
rA rB numbers 1 and 5? (I data presented in the
together with the
0 4 4 will put numbers 1 and 5 table.
other previous
1 3 4 together.)
illustrations.
2 2 4 What do we call the Possible answers:
1)
3 1 4 process of putting As the number in the 1st column
4 0 4 together numbers to increases by 1, the numbers in
make 6? (It is called the 2nd column
2) Let them read the pairs composing a number.)
Give the following
of numbers. 1. decreases by 1.
instructions to the
4 is 0 and 4. 2. We get 8 if we put
learners:
4 is 1 and 3. Let’s play a game. together each pair of
1. Write your names
3) 4 is 2 and 2.  Divide the class numbers.
in the
4 is 3 and 1. into groups. 3. There are 9 pairs of
chart.
4 is 4 and 0. Distribute a die numbers into which 8
2. Take turns in
How many pairs did we and Worksheet was decomposed or that
throwing the
get? 3 to each group. makes 8
numbered cube. Summarize the
(We got 5 pairs.) Tell them that the Dyad.
3. Write the number answers in a
members of the
that table.
What do you observe group should take  Using colored popsicle
appears on top of Lea Lea Giv
about the turns throwing sticks, let the learners
the rne rne en
pairs of numbers? the die so that perform the following:
cube. rA rB
Possible answers: everyone
0 4 4
(a)The numbers in participates.
Ask the learners for 1 3 4
some pairs are (The learners will not get
questions or 2 2 4
the same but in a 0 or some numbers when What will happen if you take 5
clarifications. If there
 PILOT IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM

is none, let them do 3 1 4 different order. they roll the die. apart from 3? (We still have 8
the activity. Roam 4 0 4 For example, 0 and 4 Popsicle Sticks.)
around to check what and 4 and 0. Challenge them to name
each group is doing. Let them read the (b) The numbers in the the missing pair/s without
Give all the groups pairs of numbers. 1st column are using a die during the Write 8 beside Popsicle Sticks.
10 minutes to finish 4 is 0 and 4. increasing by 1 while discussion.) 5 and 3 make 8
the activity. After 4 is 1 and 3. those in the 2nd column Expected Answers:
finishing the activity, 4 is 2 and 2. are decreasing by 1. Number appeared in the What will happen if one
ask each group to 4 is 3 and 1. The number 4 was die and the missing Popsicle Stick moves? (We still
post their chart on 4 is 4 and 0. broken down into pairs number makes 6. have 8 Popsicle Sticks.)
the board. How many pairs of numbers. This
did we get? process is called What about 4 and 4?
Let the learners (We got 5 pairs.) decomposing a What will happen if you take 4
observe the charts number. apart from the other 4 Popsicle
posted on the board. What do you Now, let’s look again at Sticks?
Ask the following observe about the the (We still have 8 Popsicle
questions: pairs of diagram. Sticks.)
numbers? Note: *0 will not appear
1. What can you say Possible answers: when a die is thrown  Do the same with the
about (a)The numbers in following numbers.
the numbers some pairs are  Emphasize the 1 and 7
If we put together 1 2 and 6
written on the same but in relationship of the
ball and 3 balls, what 3 and 5
the chart? a different order. numbers.
do we get? 4 and 4
2. Did your group get For example, 0 For example,
(We get 4 balls.) 5 and 3
the and 4 and 4 and 6 is 5 and 1;
Write “1 and 3 make What can you say about the
same numbers as 0. 5 and 1 make 6.
4” beside the pair of numbers?
the (b) The numbers corresponding row in
other groups? in the 1st column (All the number pairs make
the table. 8.)
are increasing by How about 2 balls and
Consider five 1 while those in 2 balls?
different 1-digit the 2nd column What do we call the process of
(We also get 4 breaking down numbers into
numbers from are decreasing by balls.)
groups’ 1 and 2 1. smaller numbers? (It is called a
charts posted on the The number 4 decomposing number.)
Write “2 and 2 make  Ask the learners to write
board, say 5, 2, 6, 4, was broken down 4” beside the
and 3. Ask the into pairs of their answers in their
corresponding row in show-me-board.
learners to identify numbers. This Dyad: Use of concrete
the table.
the 1st, 2nd, 3rd, 4th, process is called materials.
Do the same with the Decompose 8
and 5th numbers decomposing a  Let learners group
other rows. Break the number into parts.
drawn from the cube. number. the objects in
0 and 4 make 4.
 PILOT IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM

Now, let’s look 3 and 1 make 4. different ways.

Say: The 1st number again at the 4 and 0 make 4.
drawn is 5, the 2nd is diagram.
We make 4 by putting
2, and so on.
together two 8 is 4 and __
numbers. This process Possible ways:
is called composing a 0 and 6
1 and 5 What is the missing number
If we put together number. that will complete the
1 ball and 3 balls, 2 and 4
3 and 3 expression? (4)
what do we get?
(We get 4 The number 4 was 4 and 2
balls.) broken down into 1 and 5 and 1
Write “1 and 3 3. The numbers 1 and 3 6 and 0
make 4” beside make 4. What do you Show me your 2 tiles
the corresponding observe about the and 4 tiles.
numbers into which 4 8 is __ and 6
row in the table. If we put together 2 tiles
How about 2 balls was broken down and and 4 tiles, what do
the numbers used to What is the number that can
and 2 balls? make? (We make 6 tiles)
make 4? (The numbers complete the expression? (2)
(We also get 4 Write “2 and 4 make 6”.
balls.) are the same.)
How about 3 tiles and 3
Write “2 and 2 Check if this is also true tiles, what do we have?
make 4” beside for the other pairs of (We have 6 tiles.)
the corresponding numbers. Write “3 and 3 make 6”.
row in the table. Emphasize this  Do the same with
Do the same with relationship. the other
the other rows. equations.
0 and 4  0 and 6 make 6
make 4. 1 and 5 make 6.
3 and 1 4 and 2 make 6.
make 4. 5 and 1 make 6.
4 and 0 6 and 0 make 6.
make 4.
We make 6 by putting
We make 4 by together two numbers
putting together like 0 and 6, 1 and 5, 2
two numbers. and 4, 3 and 3, etc.
This process is What do we call this
called process of putting two
composing a numbers? (This process
number. is called composing a
 PILOT IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM

number)
The number 4 was
What do you observe
broken down into
about the number into
1 and 3. The
which 6 is broken down
numbers 1 and 3
into 2, and it makes 6,
make 4. What do
what do you observe?
you observe about
(The numbers are the
the numbers into
same.)
which 4 was
broken down and
the numbers used
to make 4? (The
numbers are the
same.)

Check if this is
also true for the
other pairs of
numbers.
Emphasize this
relationship.

Deepening  Pose the  Pose the  Pose the following  Pose the following
Understanding following following “what “what if” “what if” situation.
of the Key “what if” if” situation. situation. What if What if the number
Idea/Stem Ask the learners to situation. What if we had we had seven was 9? How do we
identify the position of What if we five balls instead mangoes instead decompose the number
each shape from the had five of four balls? of six mangoes? 9?
leftmost to the balls How do we
rightmost. instead of decompose the How do we decompose  Have the class
four balls? number 5? How do the number 7? How do discover the answers
A. sun - __________ How do we we compose the we compose the to the question. Divide
B. heart - _________ decompose the number 5? number 7? the class into small
C. star - __________ number 5? How groups. Give each
D. smiley - ________ do we compose  Have the class  Have the class group Last 6 and
E. moon - _________ the number 5? discover the discover the counters or circle
answers to answers to these cutouts. Have a class
 Have the these questions. Divide discussion afterward.
class questions. the class into
 PILOT IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM

discover Divide the class small groups. Answer to Worksheet 6 (in

the into small Give each group any order)
answers to groups. Give Las 4 and 1. 9 is 0 and 9.
these each group counters or circle 2. 9 is 1 and 8.
questions. Last 2 and cutouts. Have a 3. 9 is 2 and 7.
Divide the counters or class discussion 4. 9 is 3 and 6.
class into circle cutouts. afterward. 5. 9 is 4 and 5
small Have a class 6. 9 is 5 and 4.
groups. discussion Answers to Worksheet 4 7. 9 is 6 and 3.
Give each afterward. (in any order): 8. 9 is 7 and 2.
group 1. 7 is 0 and 7
9. 9 is 8 and 1.
Last 2 Answers to Worksheet 0 and 7 make 7.
10. 9 is 9 and 0.
and 2 (in any order): 2. 7 is 1 and 6.
counters 7. 5 is 0 and 5. 1 and 6 make 7.
 Let the learners make
or circle 0 and 5 make 5. 3. 7 is 2 and 5.
observations about the
cutouts. 8. 5 is 1 and 4. 2 and 5 make 7.
data presented in the
Have a 1 and 4 make 5. 4. 7 is 3 and 4.
table.
class 9. 5 is 2 and 3. 3 and 4 make 7.
discussion 2 and 3 make 5. 5. 7 is 4 and 3.
Let the learners play “Making
afterward. 10.5 is 3 and 2. 4 and 3 make 7.
9.” Divide the class into small
3 and 2 make 5. 6. 7 is 5 and 2.
groups, which should be even.
Answers to 11.5 is 4 and 1. 5 and 2 make 7.
Two groups play against each
Worksheet 2 (in 4 and 1 make 5. 7. 7 is 6 and 1.
other. A set of number cards
any order): 12.5 is 5 and 0. 6 and 1 makes 7.
(see below) is placed face
1. 5 is 0 and 5.  5 and 0 make 5. 8. 7 is 7 and 0.
down.
0 and 5 7 and 0 make 7.
make 5.
2. 5 is 1 and 4.
1 and 4
make 5.
3. 5 is 2 and 3.  The groups take turns
2 and 3 flipping two cards. If
make 5. they make 9, they keep
4. 5 is 3 and 2. the cards. They write
3 and 2 the pair of numbers
make 5. that make 9 in a table.
5. 5 is 4 and 1.
4 and 1  Discuss the possible
make 5. pairs of numbers that
6. 5 is 5 and 0. make 9.
 PILOT IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM

5 and 0
make 5.
After/Post-Lesson Proper
Making To summarize the What is the What is the process of What is the process of What is the process of
Generalizations lesson, ask the process of breaking down or breaking down or breaking down or breaking
and Abstractions learners how they breaking down or breaking apart a given breaking apart a given apart a given number into
understand Ordinal breaking apart a number into pairs of number into pairs of pairs of numbers? (It is called
Numbers. given number numbers? (It is called numbers? (It is called decomposing a number.)
Ordinal numbers into pairs of decomposing a decomposing a
are numbers that numbers? (It is number.) number.) What is the process of putting
show position or called together two numbers to make
order in a decomposing a What is the process of What is the process of a bigger number? (It is called
sequence. 1st to 5th number.) putting together two putting together two composing a number.)
numbers to make a numbers to make a
What is the bigger number? (It is bigger number? (It is The number 8 was broken
process of putting called composing a called composing a down into 6 and 2. The
together two number.) number.) numbers 6 and 2 make 8.
numbers to make a What do you observe about
bigger number? (It The number 5 was Number 6 was broken
the numbers into which 8 was
is called broken down into 1 down into 2 and 4. The
and 4. The numbers 1 numbers 2 and 4 make broken down and the numbers
composing a used to make 8? (The
number.) and 4 make 5. 6.
numbers are the same.)
The number 5 What do you observe What do you observe
about the numbers about the numbers into Is this also true for the
was broken down number 9? (Yes.)
into 1 and 4. The into which 5 was which 6 was broken
numbers 1 and 4 broken down and the down and the numbers
make 5. numbers used to make used to make 6? (The
5? (The numbers are numbers are the same.) How many pairs of numbers
What do you the same.) can we get if we compose
observe about the Is this also true for the Is this also true for the and decompose a number?
numbers into number 4? (Yes.) number 7? (Yes.) (The number of pairs is one
which 5 was more than the given number. If
broken down and How many pairs of How many pairs of the number is 8, we get 9 pairs.
the numbers used numbers can we get if numbers can we get if we If the number is 9, we get 10
to make 5? (The we compose and compose and decompose pairs.)
numbers are the decompose a number? a number?
same.) (The number of pairs (The number of pairs is
Is this also true for is one more than the one more than the given
the number 4? given number. If the number. If the number is
 PILOT IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM

(Yes.) number is 4, we get 5 6, we get 7 pairs. If the

pairs. If the number is number is 7, we get 8
How many pairs 5, we get 6 pairs.) pairs.)
of numbers can
we get if we
compose and
decompose a
number?
(The number of
pairs is one more
than the given
number. If the
number is 4, we
get 5 pairs. If the
number is 5, we
get 6 pairs.)
Write the ordinal Let the learners Let the learners answer Let the learners answer Let the learners answer the
number of shapes answer the the the LAS 12 – Composing and
with colors. LAS 10 – LAS 10 – Composing LAS 11 – Composing Decomposing 10
Composing and and Decomposing and Decomposing
Decomposing Numbers 6 and 7 Numbers 6 and 7
Numbers 6 and 7

Evaluating
Learning

Additional Ask the learners to do Let the learners Let the learners answer Let the learners answer Let the learners answer the
Activities for LAS 3 answer the the the LAS 5 – Composing and
Application or Connect each shape to LAS 1– LAS 1– Composing LAS 3 – Composing Decomposing Number 8
Remediation (if Third
the ordinal number. Composing and and Decomposing and Decomposing
applicable) Decomposing Number 4 Number 6
Number 4
Fourth

First
Fifth
PILOT IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM