Monday C.

Processing the results of the

Mathematics activity
Lesson 1
I. Topic: One, Two, and Three
II. Objectives:
1. To count and tell the number of
objects in a given set
2. To read and write numbers 1, 2
and 3 in symbols and in words
3. To recognize cardinal numbers Reinforcing concepts and skills
1, 2, and 3 Flash a number word card. Let the
III. Prerequisite Concepts and pupils show its corresponding
Skills: number of counters.
Intuitive concepts of 1, 2, and 3 Show a set of counters. Ask the
Rote counting pupils to raise its corresponding
IV. Materials: numberword card.
Counters (e.g. popsicle sticks, Show a set of objects. Make the
marbles, pieces of straws, etc.) pupils show a set of objects that
Number word cards for 1, 2 and 3 has one more or one less object
V. Instructional Procedures: than the number of objects in the
A. Presenting the lesson set shown.
Show pictures E. Summarizing the lesson
Show two objects, say two
1 one isa pencils. Ask the pupils to count
them and to write the number of
pencils in word and in symbol.
2 two dalawa Evaluation
Write the correct number symbol
3 three tatlo for the following sets of objects.
Write the symbol and its number
word on the board. Make the _____
pupils readthem after you. _______
Focus on how each number is
represented using the picture, the _____ ______
symbol, and the number word. ___
B. Performing an activity
Distribute the counters and F. Applying to new and other
number word cards to the pupils. situations.
Ask them to layout their number Assign the Home Activity to the
word cards from 1 to 3. Let them pupils.
make sets of 1, 2, and 3counters
and place them next to their
number word cards.
 Write the symbol 1 and its
number word on the board. Make
the pupils read them after you.
Show a picture of another boy
with the first boy.
Ask: How many boys do you see
now? (There are two boys.)
Write the symbol 2 and its
number word on the board. Make
the pupils read them after you.
Ask: How many boys do you think
will there be if another boy joins
them?
(There will be three boys.)
Write the symbol 3 and its
number word on the board. Make
the pupils read them after you.
Focus on how each number is
represented using the picture, the
Mathematics symbol, and the number word.
Lesson 2 B. Performing an activity
I. Topic: One, Two, and Three Distribute the counters and
II. Objectives: number word cards to the pupils.
To recognize cardinal numbers 1, Ask them to lay out their number
2, and 3 word cards from 1 to 3. Let them
To identify the number that is make sets of 1, 2, and 3counters
one more or one less than a given and place them next to their
number number word cards.
III. Prerequisite Concepts and C. Processing the results of the
Skills: activity
Intuitive concepts of 1, 2, and 3 Make the pupils observe the sets
Intuitive concepts of more and of counters on the board. Ask
less them for their observations
Rote counting *Encourage the pupils to express
IV. Materials: their answers using even their
Counters (e.g. popsicle sticks, own dialect.
marbles, pieces of straws, etc.) Here are possible answers:
Number word cards for 1, 2 and 3 The number of counters is
V. Instructional Procedures: increasing.
A. Presenting the lesson Three is more than one.
Show a picture of a boy Two is more than one.
Ask: What do you see? (I see a Two is less than three.
boy.) How many? (There is one One is less than two.
boy.) It would be good if the pupils
themselves can discover and
express the following
relationships: two is one less than
three; one is one less than
two;two is one more than one;
and three is one more than two.
Ask: What number is one more Mathematics
than two? Lesson3
Ask: What number is one less Topic: Four, Five and Six
than three? II. Objectives:
D. Reinforcing concepts and skills 1. To count and tell the number of
Show a set of objects. Make the objects in a given set
pupils show a set of objects that 2. To read and write numbers 4, 5
has one more or one less object and 6 in symbols and in words
than the number of objects in the 3. To recognize cardinal numbers
set shown. 4, 5 and 6
Show a number word card. Make III. Prerequisite Concepts / Skills
the pupils raise a number word Concepts of 1, 2 and 3
card that is one more or one less Concepts of one more and one
than the given number. less
E. Summarizing the lesson Intuitive concepts of 4, 5 and 6
Ask them to draw a set of pencils Rote counting
showing one more than and IV. Materials:
another set showing one less than Cut-outs of children
the two pencils. For each set, let Number word cards for 4, 5 and 6
them write the number of pencils Counters (e.g. popsicle sticks,
in symbol and in word. marbles, straws, etc.) Pocket
F. Applying to new and other chart
situations. V. Instructional Procedures:
Assign the Home Activity to the A. Presenting the lesson
pupils Show pictures

4 fourapat

5 fivelima

6 sixanim
Ask the pupils to count the
number of objects.
Write the symbol and its number
word on the board. Make the
pupils readthem after you.
Make sure that the numbers are
consecutively written with
number wordwritten beside its them and to write the number of
corresponding symbol so that the pencils in word and in symbol.
pupils see thesequence. Focus F. Applying to new and other
the pupils attention to the situations.
numbers on the board. Letthem Assign the Home Activity to the
read the number symbols and the pupils.
number names for 3, 4, 5, and 6.
B. Performing an activity
Distribute the counters and
number word cards to the pupils.
Ask them to lay out their number
word cards from 4 to 6. Ask them
to make sets of 4, 5, and 6objects
and place them next to their
number cards.
C. Processing the results of the
activity
Put the number word card 4
four in the pocket chart. Ask:
How manycounters should we put
in the pocket chart to show 4?
(We should put 4 counters.) Put
four counters beside the
corresponding number word.
Showthe pupils how to write 4
and four. Let the pupils do
Worksheet 1-1.
Mathematics
Lesson4
Topic: Four, Five and Six
II. Objectives:
To recognize cardinal numbers 4,
D. Reinforcing concepts and skills 5 and 6
Flash a number word card. Let the To identify the number that is one
pupils show its corresponding more or one less than a given
number of counters. number
Show a set of counters. Ask the III. Prerequisite Concepts / Skills
pupils to raise its corresponding Concepts of 1, 2 and 3
numberword card. Concepts of one more and one
Worksheet 2: Write how many in less
words and in symbols. Intuitive concepts of 4, 5 and 6
E. Summarizing the lesson Intuitive concepts of more and
Show five objects, say five less
pencils. Ask the pupils to count Rote counting
IV. Materials:
Cut-outs of children If the pupils cannot express these
Number word cards for 4, 5 and 6 relationships themselves, then
Counters (e.g. popsicle sticks, you may guide them. Ask the
marbles, straws, etc.)Pocket chart following:
V. Instructional Procedures: What number is one less than
A. Presenting the lesson five?
Show a picture of three children What number is one less than six?
playing What number is one more than
Ask: How many children are four?
playing? (Three girls are playing.) What number is one more than
Have the pupils count the number five?
of children. D. Reinforcing concepts and skills
Write the symbol 3 and the Show a set of objects. Make the
word three on the board. Let pupils show a set of objects that
the pupils read the symbol and has one more or one less object
the number word. that the number of objects in the
Ask: How many children will there set shown.
be if another child joins them? Show a number word card. Make
(There will be four children.) the pupils raise a number word
Add a picture of one child to the card that is one more or one less
three children previously shown. than the given number.
Ask the pupils to count the E. Summarizing the lesson
number of children. There are Ask them to draw a set of pencils
four children now. showing one more than and
Write the symbol 4 and the another set showing one less than
word four on the board. Let the the five pencils. For each set, let
pupils read the symbol and the them write how manypencils
number word. there are in symbols and in
Add another child with the same words.
process until you reach six. F. Applying to new and other
B. Performing an activity situations.
Make the pupils observe the sets Assign the Home Activity to the
of counters on the board. Ask pupils.
them for their observations.
Here are possible answers:
The number of counters is
increasing.
Five is more than four.
Five is one more than four.
Six is more than five.
Six is one more than five.
Four is less than five.
Four is one less than five.
Five is less than six.
Five is one less than six
 What number comes after seven?
What number comes after eight?
B. Performing an activity and
processing its results
Let the pupils bring out their
counters. Ask each pupil to show
a set of 6counters. Then ask them
to add 1 more counter and
Mathematics identify the total numberof
Lesson 5 counters. Post on the board a
I. Topic: Seven, Eight, and Nine drawing of seven counters and
II. Objectives: write thesymbol 7 and seven
1. To count and tell the number of on the board. Let the pupils read
objects in a given set the symbol and theword.
2. To read and write numbers 7, 8,
and 9 in symbols and in words C. Processing the results of the
3. To recognize cardinal numbers activity
7, 8, and 9
III. Prerequisite Concepts and
Skills
Concepts of 1, 2, 3, 4, 5, and 6
Concepts of one more and one
less
Intuitive concepts of 7, 8, and 9
Rote counting D. Reinforcing the Concepts and
IV. Materials: Skills
Counters (e.g. marbles, bottle Flash a number word card. Let the
caps, popsicle sticks, etc.) pupils show its corresponding
Number word cards number of counters.
V. Instructional Procedures: Show a set of counters. Ask the
A. Presenting the lesson pupils to raise its corresponding
numberword card
7 sevenpito E. Summarizing the lesson
Show eight objects, say eight
pencils. Ask the pupils to count
8 eightwalo them and towrite the number of
pencils in word and in symbol.
9 nine siyam Ask them to draw a set of pencils
showing one more than and
another set showing one less than
the eight pencils. For each set, let
Make the pupils count from one to them write thenumber of pencils
six. in symbols and in words.
Ask: What number comes after F. Applying to new and other
six? situations
Assign the Home Activity to the
pupils.