Dr

Republic of the Philippines

Department of Education
Region X- Northern Mindanao
Division of Misamis Oriental
Naawan District

Grade
School: Naawan Central School
DAILY Level: Grade 1
Learning
LESSON Teacher: Romel M. Omas
Area: Mathematics
PLAN Teaching Dates
1:00-1:30 pm/Tuesday and Wednesday Quarter:
and Time: 2nd Quarter

I. OBJECTIVES
A. CONTENT STANDARD
The learners should have knowledge and understanding of place value in any 2-digit number..

B. PERFORMANCE STANDARD
The learners will order and decompose (into tens and ones) numbers up to 100. (NA)

C. LEARNING COMPETENCIES
The learners….
1. order numbers up to 100 from smallest to largest, and vice versa.
2. counts by 2s, 5s and 10s up to 100.
3. determine
a. the place value of a digit in a 2-digit number,
b. the value of a digit, and
c. the digit of a number, given its place value
4. decompose any 2-digit number into tens and ones.

LEARNING OBJECTIVES
1)Identify the tens and ones digits in a two-digit number.
At the end of the
lesson, the 2)Determine the place value of each digit in a two-digit number.
LEARNERS should be
able to: 3)Express a two-digit number as the sum of its tens and ones.

Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach.
II. CONTENT: In the CG, the content can be tackled in a week or two.

Number and Algebra (NA) Place value in any 2-digit number

III. LEARNING RESOURCES: Lists the materials to be used in different days. Varied sources of materials sustain children’s
interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative materials as well as paper-based
materials. Hands-on learning promotes concept development.
A. References
1. Teacher’s none
Guide Pages

2. Learner’s
Materials Place Value of One-Two Digit Numbers
Pages https://lrmds.deped.gov.ph/detail/17994

3. Textbook none
Pages

4. Additional Mathematics Quarter 1 - Module 5A: Visualizing and Giving the Place Value of a Digit in One- and Two-
Materials from Digit Numbers
 Learning https://lrmds.deped.gov.ph/detail/21070
Resource (LR)
portal
B. Other Learning Grade 1 Math 1 week 4 Matatag Place Value of digit in a 2-digit number and Decompose
Resources https://youtu.be/b7s6dWs54Rw?feature=shared

IV. POCEDURES
TEACHER STUDENT
***PRELIMINARY
ACTIVITIES

A. Reviewing "Good morning, class! Before we start, let's have a quick “Good morning, teacher!”
Previous Lesson or review. Who can count by tens up to 100?” "10, 20, 30, 40, 50, 60, 70, 80, 90, 100!”
Presenting the New
Lesson "Very good! Now, let’s look at these numbers." (Shows "They all end in zero, teacher!"
flashcards with 10, 20, 30... 90.) "What do you notice "They are counting by tens!”
about these numbers?”

"That’s right! These are called tens. Today, we will learn “Yes, teacher!”
about two-digit numbers and their place values.”
B. Establishing a
Purpose for the (Writes 23 on the board.) "What number do you see?” “23, teacher!”
Lesson
"Good! Did you know that each digit in 23 has a special (Some may guess; if not, teacher guides
place and value?" (Points to 2.) "What do you think this them.)
number means?”

"The 2 in 23 actually means 2 tens, which is 20. And the “Okay, teacher!”
3 means 3 ones. Today, we will learn how to identify the
place value of numbers like this!”
C. Presenting
Examples/Instances (Shows 23 using diy base-ten blocks: 2 long sticks of ten “10, teacher!”
of the Lesson and 3 single cubes.) "Look at these blocks. I have two
long sticks. Each stick has how many blocks?”

"Correct! So 2 tens is equal to?” “20, teacher!”

(Points to the 3 single cubes.) "And how many ones do “Three, teacher!”
we have?”

"So, 23 is made up of 2 tens (20) and 3 ones. Let’s try ( students try to count the blocks)
another number!" (Shows 35.)

“ Who can tell me how many tens and ones does it “ 3 tens and 5 ones, teacher!”
have?”

“Very good! So 3 tens and 5 ones are equal to?” “Thirty-five, teacher!”

“Very, good!”
D. Discussing New
Concepts and (Writes 56 on the board.) "Who can tell me how many (Students think and respond.) "5 tens and 6
Practicing New Skills tens and ones are in this number?” ones!”
#1
"Very good! And what is 5 tens equal to?” “50!”

"That’s correct! So 56 is made of 50 and 6.

E. Discussing New
Concepts and (Writes 74 = ___ tens + ___ ones on the board.) "Who (Student writes 7 tens and 4 ones.)
Practicing New Skills wants to fill in the blanks?”
#2
"Very good!! Let’s say this in a sentence: 74 is made up "7 tens and 4 ones!”
of…”
 "Correct! Let’s do some more practice with different (Students answer.)
numbers!" (Gives numbers for students to break down.)
F. Developing
Mastery (Leads to "Now, let’s play a game! I will say a number, and you will (Students show 3 fingers for tens and 8
Formative show me with your fingers how many tens and ones it fingers for ones.)
Assessment 3) has!" (Says 38.)

"Very good! Let’s try 25!” (Students respond with fingers.)

G. Finding Practical
Applications of "Can you think of things we count in groups of tens and "Money!"
Concepts and Skills in ones in real life?” "Egg trays!"
Daily Living "chalk in a box!”

"Yes! Money is a great example. If you have 2 ten-peso "Twenty-five pesos!”

bills and 5 one-peso coins, how much do you have?”
H. Making
Generalizations and "So, what did we learn today?” "That numbers have tens and ones!”
Abstractions about
the Lesson "Good! Why is it important to know place value?” "So we can understand numbers better!”

"Correct! This will help us in math and everyday life!” “Yes, teacher!”
I. Evaluating Learning
(Gives a worksheet: Match numbers to their tens and (Students complete the worksheet)
ones breakdown.) "Now, let’s see if you understand.
Complete this worksheet.”

J. Additional
Activities for "For your assignment, find objects at home that can be “Yes, teacher!”
Application or grouped into tens and ones. Tell us about them
Remediation tomorrow!”
IV. REMARKS
Describe what Teaching Strategies used:
teaching strategy/ies
did you used in ● Hands-on learning using manipulatives (base-
presenting the ten blocks)
lesson.
● Interactive questioning and discussion

● Visual representation on the board

● Real-life application activities

V. REFLECTIONS (Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works?
What else needs to be done to help the students learn? Identify what help your instructional supervisors can provide for you so when you
meet them, you can ask them relevant questions.)
A. No. of learners who earned 80% in the evaluation:
B. No. of learners who require additional activities for remediation:
C. Did the remedial lessons work?
No. of learners who have caught up with the lesson:
D. No. of learners who continue to require remediation:
E. Which of my teaching strategies work well? Why did this work?
F. What difficulties did I encounter which my principal or supervisor can help me solve?
G. What innovations or localized materials did I used/discover which I wish to share with other teachers?

Prepared by:

_____Romel M.Omas_____ ____________________

Name of Student-Teacher Name of Cooperating Teacher