DAILY LESSON PLAN IN MATHEMATICS I

School Grade Level Grade I

Teacher Learning Area Mathematics - I
Dates Week 4 Quarter I Quarter

I. OBJECTIVES
A. Content Standard Demonstrates understanding of whole numbers up
to 100
B. Performance Standard Is able to recognize, represent numbers up to 100
C. Learning Competency Regroups sets of ones into sets of tens and sets of
tens into hundreds using objects ( M1NS-Id-5)

II. LEARNING OBJECTIVES:

LO1: Identify the place value and the value of a digit in
one-and two-digit numbers.
LO2: Explains that a number can be renamed as tens and
ones.
LO3: Writes tens and hundreds number using
manipulatives.
III. LEARNING RESOURCES CG: M1NS- Id-5
 Teacher’s Guide Page 39-41
 Learner’s Materials 64-68
 Others

Day 1 of 4 Days

Regrouping sets of ones into sets of tens and sets of tens into
SUBJECT
IV. hundreds using objects
MATTER:
V. PROCEDURE Learning Activities
A. Before the
Lesson: Review how to bundle sets of 10 sticks, rubber bands or
 Review / any objects.
Motivation
Ask: How many bundles of tens have we made? How
many ones left which are not enough to make 1 bundle of
ten sticks?

B. During the
Lesson:
 Presentation Post number cards: 35 72 16 50 89

Pupils will work in groups. Each group will have to show

each number with sticks or any counters. Then they will fill
the table on the answer sheet as shown.

Number Place Value Chart

Tens Ones
35
72

1
 16
50
89

 Abstraction
Ask: What do the numbers in the place value chart tell
you? (the number of tens and ones there are in a number)
How do you make the tens? (by bundling 10 sticks
together)
Can we say that 10 sticks is equal to 1 tens?(Yes)
Why do you have ones? ( the remaining sticks which are
less than 10)
Ask: How many tens and ones are there in 35, 72, 16, 50,
89?

C. After the
Lesson: Provide a worksheet.
 Application
Example: Count the objects in each set. Tell how many
sets of 10 and ones you can form.

1.

How many stars are there?

How many sets of 10 can you make? How many ones?

_____ = _____Tens and _____Ones

 Closure
 When counting a large number of objects, look for
groups of tens and separate them from ones.

 Evaluation: Ex. Count the number of sticks. Then write

the number and the place value to complete the chart.

Place Value
Total Number
Tens Ones

IIIIIIIII
IIIIII
VI.
REMARKS:

VII. REFLECTION:

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Day 2 of 4 Days

SUBJECT
IV. Giving the Place Value and Value of a Digit
MATTER:
V. PROCEDURE Learning Activities
D. Before the
Lesson: Review: How many tens are there in 35?
 Review /  What does 3 tens and 9 ones mean? (3 bundles of
Motivation ten sticks each and 9 loose sticks)
 What is the other name for 39? (It can be renamed
as 3 tens and 9 ones)

E. During the
Lesson: Focus on the bundles of stick
 Presentation Ask: Is it correct to say that there are 30 sticks in 3 bundles
of ten sticks each? Count the 3 bundles of sticks by 10
with the pupils

 Abstraction Explain that in 39, 3 tens is equal to 30.

39 means 3 tens and 9 ones or 30 + 9

Do the same with the other numbers like 12, 25, 40, 78

Focus the pupils’ attention to 64 and 16.

Ask: Does 6 in 64 have the same value as the 6 in 16?
Explain

Do the two 5’s in 55 have the same value? Explain

Show number 8. How many tens and ones are there? (0

tens and 8 ones) Let a pupil put number 8 in the place
value chart.

Introduce 100. How many groups of tens and ones are

there in 100? (10 tens and 0 ones)

Demonstrate while explaining that every time 10 sticks

are counted, they are bundled and called tens. Ten
bundles of ten sticks each are also bundled and called
hundreds.
Add hundreds to the place value chart and put the digit of
100 in the appropriate columns.

F. After the
Lesson: Group Activity: Distribute to each group a worksheet. Let
 Application the group write the following numbers in the Place Value
Chart: 42 67 15 36 90 and indicate the value of each
digit in every number. Each group may have different set
of numbers.

 Closure
The place value and the value of a number are different
from each other.

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 Evaluation: Check / the place value of the underlined digit
then write its value.

Numbers Place Value Value

Tens Ones
73
40
32
16
69

VI. REMARKS:

VII. REFLECTION:

Day 3 of 4 Days

SUBJECT Renaming Numbers into Expanded Form

IV
MATTER:
V PROCEDURE Learning Activities
G. Before the
Lesson: Game: The Giant Steps
 Review /
Motivation Call 4 pupils at a time. Let them stand at the back. Flash the
number cards. The first to give the correct place value and
the value of the given digit takes a giant step. The pupil who
is able to touch the board first wins the game.

Display the Place Value Chart while playing this game. The
teacher checks the correct place value and writes the value
on the chart after the pupil gave the correct answer.

H. During the
Lesson: Manipulatives will be placed on the desks – longs (one
 Presentation group of ten), and ones. Each child should be given ten
longs and nine ones. Review tens and ones using the story
below.

Gelo bought 24 rubber bands from the street vendor.

Ask: How many rubber bands did Gelo buy? (24) How
many tens and ones are there in 24? 2 tens and 4 ones
How do we rename 24 using the Expanded Notation
Form?

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 24 is written in Standard Form. How do we write it in
expanded form? (20 + 4)

Cite more examples.

Let the pupils do the task below. Guide them in answering

number 1 and 2. Let the pupils alone perform the rest of
the items.

Example:

Standard Form Expanded Notation

Form
1. 53 50 + 3
2. 85 80 + 5
3. 17
4. 40
5. 91
6. Sixty four
7. Seventy two

 Abstraction
What did we do with the numbers? (We write the numbers
in expanded form)

How did we write the numbers in expanded form? (We

expressed the number as the sum of the value of the
digits)

I. After the
Lesson: Let pupils work in pairs. Rename the numbers using the
 Application expanded form.
1. 36 = ____________ 4. 50 = ____________
2. 28 = ____________ 5. 72 = ____________
3. 19 = ____________

 Closure
Evaluation: Write the numbers in expanded form.
1. 13 = ___________ 4. 91 = ___________
2. 64 = ___________ 5. 47 = ___________
3. 80 = ___________

Homework:

Fill in the blanks with the correct number.

1. 28 = 20 + ____ 4. 15 = ____ + 5
2. 34 = 30 + ____ 5. 70 = ____ + 0
3. ___= 40 + 5

VI. REMARKS:

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 VII. REFLECTION:

Day 4 of 4 days

I. OBJECTIVES
Content Standard Demonstrates understanding of whole numbers up to
100

Performance Standard Is able to recognize, represent numbers up to 100

Learning Competency Visualizes, represents, and compares two sets using

the expressions “less than,” “more than,” and “as
many as” ( M1NS-Id-6)
II LEARNING OBJECTIVES:
Identify the set with less than, more than or as many
LO1: objects as the other set.
Explains the expressions “less than,” “more than,”
LO2: and “as many as” using pictures or gestures
Compare two sets using the expressions “less than”,
more than,” and “as many as”
LO3: Uses the symbols >, < and = in comparing two sets
III. LEARNING RESOURCES CG:
 Teacher’s Guide Page 48-50
 Learner’s Materials 72-75

SUBJECT Visualizing, representing, and comparing two sets using the

IV.
MATTER: expressions “less than”, more than,” and “as many as”
V. PROCEDURE Learning Activities
J. Before the
Lesson: Telling a Story
 Review /
Motivation Five Little Monkeys Sitting in a Tree
Eileen Christelow

Five little monkeys sitting in a tree,

Teasing Mr. Crocodile: “You can’t catch me!”
Along comes Mr. Crocodile
As quiet as can be and…SNAP!

Four little monkeys sitting in a tree…

Three little monkeys sitting in a tree…
Two little monkeys sitting in a tree…

One little monkey sitting in a tree,

Teasing Mr. Crocodile: “You can’t catch me!”
Along comes Mr. Crocodile
As quiet as can be and…SNAP!

And away swims Mr. Crocodile as full as he

can be!

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 Tell the students that this story is about a hungry crocodile, but
they will use the assistance of a very hungry alligator to help
with comparing numbers. (Use your hand or an alligator puppet
to mimic the opening and closing of an alligator’s jaws)

After reading the story, ask the pupils if they think a hungry
alligator would want to eat a greater number of monkeys or a
lesser amount of monkey’s (greater)

Show the numbers 12 and 42. Which number of monkeys

would the alligator want to eat? (42) Why? (For any 2 two-digit
number, the one number with more tens is the greater number)

K. During the
Lesson: Show a chart containing the 3 sets of hearts below.
 Presentation
 Abstracti
on

Set A Set B Set C

Look at the sets of hearts. Give as many observations as you

can.

Guide the pupils in giving observations.

Write all the observations on the board.

 There are three sets.

 Each set contains hearts.
 There are 2 hearts in Set A, 4 hearts in Set B, and 4
hearts in Set C
 The number of hearts in Set A and Set B are different.
The number of hearts in Set A and Set C are also
different.
 Set A is less than Set B. Set A is less than Set C.
 Set B is greater than Set A. Set C is greater than set A.
 Set B is equal to Set C

Focus one at a time on the relationships and write them on the

board. Show how they are written in symbols.

2 is less than 4 or 2 < 4

4 is greater than 2 or 4 > 2

When the numbers are the same, they are equal.

4 is equal to 4 or 4 = 4

Ask: What symbols do we use in comparing numbers?

Which symbol is used for greater than? (>), For Less than? (<),
For equal to? (=)

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 L. After the
Lesson: Group Activity:
 Application
Each group will use their counters and make 3 sets of counters
with each set containing the same kind of counters. They have
to compare the number of counters in each set that they have
made. Then write the relationship between pairs of numbers in
words and in symbols (greater than >, less than <, or equal to
=)

Call a representative of each group to show their answers on

the board

Write the correct word and symbol on the blanks. Write the
 Closure word for letter A and the symbol for letter B.

Ex. 1. A. 14 _______________24
B. 14 ____ 24

1. A. 57 _______________57
B. 57 _____57

2. A. 92 _______________82
B. 92 _____82

Homework: Complete the statement.

1. 16 is less than ___ 4. ___ is greater than 15

2. 35 is greater than ___ 5.___ is equal to 49.
3. 90 is equal to __ 6.___ is less than 71.

VI. REMARKS:

VII. REFLECTION: