LP Problem-Solving

Republic of the Philippines
LEYTE NORMAL UNIVERSITY

Tacloban, City
5E Lesson Plan in Mathematics-I

I. Objectives
At the end of this lesson, the pupils are expected to:
 Solve simple addition word problems and demonstrate their understanding
through practical application,
 Demonstrate the ability to apply counting strategies to solve basic addition
and subtraction word problems; and
 Recognize the relevance of addition and subtraction in everyday situations.
A. Content Standards
The learner demonstrates understanding of addition and subtraction of whole
numbers up to 100 including money.
B. Performance Standards
The learner is able to apply addition and subtraction of whole numbers up to 100
including money in Mathematical problems and real- life situations.
C. Learning Competencies
The learner illustrates addition as "putting together or combining or joining sets".
(M1NS-IIa-23)
II. Subject Matter

Topic: Numbers and Number Sense
References: Lesson Guide in Elem. Math Grade 1 p. 123
Lesson Guides in Elem. Math Grade 1. 2005. pp. 116-120; 120-124
Lesson Guides in Elem. Math Grade 1. 2010. pp. 119-127
Lesson Guide in Elementary Mathematics Grade 1. 2012. pp. 119-127
Elementary Mathematics Grade 1. 2003. Pp. 37-38
Duration: 1 hour and 30 minutes
Materials: Powerpoint Presentation, Traditional teaching materials, pen and paper.
III. Procedure
A. Engage
 The teacher will ask the students a questions: “Are you all familiar with
changes in your money when you buy at store?” “Do you ever think how it
is done?”
 The teacher will give a problem to the pupils and they will solve it in any
possible solutions they know.
Activity: Practice
The teacher will give you a problem, solve it in any methods you know. After
solving, the teacher will ask someone from the class to share their answers.
Problem: Jessica has 4 green apples and 6 red apples. How any apples are
there?
B. Explore
 The teacher will give another problem to the class, they will ponder to it
and explore any methods that they know for them to be able to solve the
problem.
Activity: Let’s Explore!
Direction: Understand the given problem and try to answer it in any methods
you know.
Problem: John has 10 pencils, he then give 1 of it to Jamie and 3 to Rica. How
many pencils are left in John?
 After answering, the teacher willet his/her learner to share and discuss
their answers.
C. Explain
 The teacher will now lead the class discussion about the solutions to the
word problem presented during the Explore phase.
 The teacher then discuss different and possible strategies the pupils might
used to solve the problems, emphasizing the importance of counting and
using math tools.
Possible Solutions
1st strategy – Provide a tangible devices that represents the number of the pencil. After providing,
demonstrate and perform what is asked in the problem, for example:
_ _ =
2nd strategy – The pupils can do the “tamban tamban” method in order for them to know the
answer. For example: Simplify the problem first 10 – 1 – 3 =?
• I I I I I I I I I I > Make a lines first
• I I I I I I I I I I > Put a line regarding on how much is ask in the problem, after that, count the remaining
lines and that is your final answer. Which in the given problem, there are only 6 pencil left.
3rd strategy – If the learners are somewhat advance in terms of their knowledge in subtraction, the
teacher may proceed to the direct way of subtracting which is through their fingers and if
possible with their minds only.

There may be an instances that may occur that some of the learner has a
different way of solving the problem, because of that, the teacher will try
to assess if the solution of t learner is acceptable and reasonable.
D. Elaborate
 To further understand the lesson, the teacher will then provide some
additional information like introducing basic math symbols (+ and -) and
explain how they are used in written problems.
 The teacher may also provide each student with a worksheet containing a
variety of addition and subtraction word problems.
 Encourage them to work individually or with a partner to solve the
problems using what they’ve learned.
 Ultimately is to circulate around the room to offer guidance and support as
needed.
E. Evaluate
 Evaluate the students’ understanding by giving them worksheets that
contains different problem solving activities that is base on the discussion
above.
Short Quiz:
Direction: On a 1 whole sheet of paper, answer the following problems below.
1. Jenny has 3 lollipops and Michael has 7, how many lollipops are there in
total?
2. Daphne’s mom baked 9 cupcakes, her sister ate 2 and Daphne ate 2 also.
How many cupcakes were left?
3. Tristan and Danica picked 7 flowers in total. They give 3 flowers to their
teacher. How many flowers they have now?
Prepared by:
Gel Jeskie O. Paler
Adrian C. Gacutara
BEED EE2-4
Submitted to:
Ronald E. Mocorro
Course Instructor

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Republic of the Philippines

LEYTE NORMAL UNIVERSITY

5E Lesson Plan in Mathematics-I

II. Subject Matter

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