Grade 1&2

Detailed School San Pedro Elementary School

Level
Lesson Teacher Zsanikka J. Monceda Subject Mathematics
Plan Time & 1st Quarter
April 25, 2024 – 1:00 pm Quarter
Date
I. OBJECTIVES
A. Content Standard  The learners demonstrate understanding of counting
numbers by 10s from 1 up to 100.

 Demonstrates understanding of counting numbers by

100s numbers from 100 up to 1000.
B. Performance Standard  The learners are able to recognize, represent, and
counts numbers by 10s from 1 up to 100.

 The learners are able to recognize, represent, and

counts numbers by 100s from 100 up to 1000.
C. Learning Competencies  Visualizes and counts numbers by 10s numbers from
1 up to 100. M1NS-Ie-8.1

 Visualizes and counts numbers by 100s numbers from

100 up to 1000. M2NS-Ib-8.2
Grade 1
a.) The learner will be able to represent and visualize
counting numbers by 10s from 1 to 100 using diverse
materials such as number charts, manipulatives, and
illustrations.

b.) The learner will demonstrate the ability to accurately

counting numbers by 10s from 1 to 100.

c.) The learner will develop the skill to recognize and apply
numerical concepts in real-life situations.

Learning Objectives Grade 2

a.) The learner will be able to represent and visualize

counting numbers by 10s from 100 to 1000 using diverse
materials such as number charts, manipulatives, and
illustrations.

b.) The learner will demonstrate the ability to accurately

counting numbers by 100s from 100 to 1000.

c.) The learner will develop the skill to recognize and apply
numerical concepts in real-life situations.

II. CONTENT
Subject Matter Grade 1: Visualization and Counting numbers by 10s
from 1 up to 100.

Grade 2: Content: Visualization and Counting numbers

by 100s from 100 up to 1000
III. LEARNING RESOURCES
A. References K to12 Curriculum Guide 2016
 Grade 1 – Mathematics page 11
Grade 2 – Mathematics page 32

1. Teacher`s Guide Page

2. Learner’s Materials Pages
3. Textbook Pages
4. Additional Materials from Materials: Worksheets, charts, rekenrek, straw, rubber band,
Learning Resource (LR) Portal counting materials.

Values: cooperation, attentiveness, and self-discipline

B. Other Learning Resources https://www.youtube.com/watch?v=MI8KmWsjigA

D. Methodology/Strategies Hands-on Learning: Utilize manipulatives materials such as

rekenrek, straw, rubber band and other counting materials
mentioned, to engage students in interactive activities.
IV. PROCEDURES
TEACHER GRADE 1 GRADE 2
 Greetings [Learners will stand up and [Learners will stand up and
pray, after praying, they will pray, after praying, they will
"Good morning class please greet the teacher, then sit greet the teacher, then sit on
stand up let us pray on their respective chairs.) their respective chairs.)
 Prayer

(Starting Prayer)

 Energizer

MATH SONG (learners participate) (learners participate)

https://www.youtube.com/
watch?v=MI8KmWsjigA (Pupils will pick up the (Pupils will pick up the pieces
pieces of paper and throws of paper and throws it in the
"Before you take on your seat, I it in the trash can.) trash can.)
want you to pick up first the
pieces of paper under your
chairs and tables, then throw it It's so good teacher, thank It's so good teacher, thank you
in the garbage can." you for Asking Teacher. for Asking Teacher.

"Alright, so How's your Day

today?”

 Attendance
"Okay, that's good to hear. So,
before we start our discussion
let me check first your
attendance Is there anyone (There is none, teacher.)
absent today? (There is none, teacher.)

"Alright, very good! No one is

absent today.”

 Classroom Routines\
Before we start our discussion
today class I have here the
classroom rules our class
classroom are

First listen to the teacher

Second raise your right hand if

you want to speak

And last rules are minimize your

voice when the teacher
discussing in the front
A. Reviewing the previous (Review for counting (Review for counting numbers
lesson or presenting the new numbers by 5s from 1-50) by 10s from 1-100)
lesson
(The teacher will give a (The teacher will also give a
different color of popsicle rekenrek that has 100
stick with 50 numbers and numbers and let the learners
learners counting the counting by 10s)
popsicle stick by 5s)

(Teacher ask the learners (Teacher ask the learners how

how many 5s in popsicle many 10s of each row of
stick.) rekenrek)
B. Establishing a purpose for "Great! So, let's get started. Okay class since you have
the lesson I have a chart here this is already known how to count by
the chart of 10-100 so let’s 10s from 0-100 now, we
count by 10s” proceed to 100-1000 so I have
here also a chart for 100-1000
lets count by 100s.

Are you ready Grade 1?

Can you give me a thumbs

up, if you really ready?
(The teacher will guide the
(The teacher will guide the pupils int counting numbers by
pupils int counting numbers, 100s starting from 100s,
starting from 10s, 200s ...1000s).
20s…...100s)

Alright, very good, class!

You already know now how
to count by 10s from1-100. Alright, very good, class! You
Alright, let us give a hand to already know now how to
ourselves. count by 100s from101-1000.
Alright, let us give a hand to
 ourselves.

C. Presenting "Okay now, Grade 1 pupils I

examples/instances of the have here a definition of
new lesson counting numbers by 10s
Okay class since already know
the definition of counting
numbers by 100s

Skip counting by 10s

involves adding 10 to the Skip counting by 100s involves
previous number in the adding 100 to the previous
sequence. For instance, number in the sequence. For
when skip counting by 10s instance, when skip counting
starting from 0, the by 100s starting from 0, the
sequence would be 0, 10, sequence would be 0, 100,
20, 30, and so forth, as each 200, 300, and so forth, as
number is increased by 10. each number is increased by
100.
D. Discussing new concepts
and practicing new skills #1

(Teacher will give a different

(Teacher will give a different color of rubber band and
color of straw and teacher teacher will guide to count)
will guide to count)
How many 100s in color red
How many 10s in color red rubber band?
straws?
How many 100s in color green
How many 10s in color rubber band?
green straws?
How many 100s in color white
How many 10s in color rubber band?
white straws?
"You did a great job class!

E. Discussing new concepts Okay class I have an Okay class I have an example
and practicing new skills #2 example here About here About counting number
counting number by 10s and by 100s and I will question you
I will question you class class based on the picture
based on the picture below. below.

I have an example here we I have an example here we

have 100s of apples so let’s have 1000s of candy so let’s
count the apple by 10s. count the apple by 100s.
 100s 200s 300s 400s
10s 20s 30s 40s

500s 600s 700s 800s

50s 60s 70s 80s

900s 1000s

= 1000s
90s 100s

= 100s
How many hundreds in candy?
How many tens in apples?
How many totals of candy?
How many totals of apple?
F. Developing mastery "Alright, very good. pupils! I have here sheets also so
(Leads to Formative Seems like we are now read the instruction.
Assessment 3) ready to tackle our new
lesson.”

I have here sheets so read

the instruction.

(Teacher will check the

assessment)

(Teacher will check the

assessment)
G. Finding practical Since you an idea or prior Since you an idea or prior
application of concepts and knowledge about the topic knowledge about the topic
skills in daily living discussions so I have a discussions so I have a
question to your class. question to your class.

"How might skip counting by "How might skip counting by

10s help someone quickly 100s help someone quickly
estimate the total cost of estimate the total cost of items
items when shopping at a when shopping at mall?"
store?"
H. Making generalizations of Okay, class, our topic today
concepts and skills in daily is about skip counting is that
living it strengthens students'
understanding of number
patterns and promotes
mental math skills. By
practicing skip counting,
students develop the ability
to quickly calculate and
estimate quantities, which is
useful in various real-life
 situations such as
budgeting, estimating
expenses, and
understanding numerical
relationships. And I hope,
class, that you gain an idea
about the topic that we have
today.
I. Evaluating Learning "Let's have a quiz. I am "For Grade 2, we'll also have a
going to distribute quiz. I am going to distribute
worksheet. Get one and worksheets. Get one and
pass Write your name and pass. Write your name and
date for today. Then read date for today. Then read the
the directions carefully. directions carefully"

J. Additional Activities for Direction: Read and Direction: Read and answer
Application and Remediation answer each item each item
(Assignment)

Prepared by:
Zsanikka J. Monceda