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Cot - 3RD Quarter

COT (3rd Quarter)

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Mary Grace Olfindo
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39 views5 pages

Cot - 3RD Quarter

COT (3rd Quarter)

Uploaded by

Mary Grace Olfindo
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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REPUBLIKA NG PILIPINAS

Kagawaran ng Edukasyon
Region V
Tanggapan ng mga Paaralang Pansanay ng Camarines Sur
Distrito ng Sagñay
Sagñay Central School
S/Y 2023-2024

School: Sagñay Central School Grade Level: One

Teacher Mary Grace Z. Olfindo Learning Area: Mathematics


:

Date: March 11, 2024 (1:00-1:50 p.m.) Quarter: Third Quarter

I Objectives:

A. Content Demonstrate understanding of addition and subtraction of whole


Standard numbers up to 100 including money.

B. Performance Apply addition and subtraction of whole numbers up to 100


Standard including money in mathematical problems and real-life
situations.

C. Learning Count groups of equal quantity using concrete objects up to 50


Competency and writes an equivalent expression, e.g. 2 groups of 5 (MINS-
IIIa-37)

II. LEARNING
OBJECTIVES:

LO1 Count group of objects equal quantity up to 50.

LO2 Explain how to make equivalent expressions from the given


group of objects.

LO3 Write equivalent expression from the given set.

Subject Integration MTB-MLE (Letter Mm)

Values Integration Importance of eating nutritious food like fruits.

III. LEARNING
RESOURCES

Learner Materials 174-177

Others Laminated materials, tarpapel, ppt, popsicle sticks, activity


sheets, marbles

IV. SUBJECT MATTER COUNTING GROUPS OF EQUAL QUANTITY UP TO 50 AND


WRITING EQUAVALENT EXPRESSIONS

PROCEDURES Learning Activities

A. Before the Present a picture(s) of a Mango to the pupils then ask the

MATHEMATICS 1 | CLASSROOM OBSERVATION NO. 3


Lesson following question(s):

Review/ 1. What is this?


Motivation 2. What is the color of this fruit?
3. In what letter does Mango started?
4. What is the sound of letter Mm?
(Subject Integration MTB-MLE)
How do we write the letter Mm? Can we write it in the
air? (Subject Integration MTB-MLE)
5. Who among you eat(s) Mango?
6. Is Mango good in your body? Why?
(Indicator 3: Applied range of teaching strategies to develop
critical and creative thinking, as well as other higher-order thinking
skills)

(Indicator 4: Displayed proficient use of Mother Tongue, Filipino, and


English to facilitate teaching and learning.)

We will read a story about Mango.


Telling a Story: “Mangga sa Minadongjol”

(Indicator 2: Used a range of teaching strategies that enhance learner


achievement in literacy and numeracy skills.)

(Indicator 3: Applied range of teaching strategies to develop critical and


creative thinking, as well as other higher-order thinking skills)

B. During the The teacher will ask question(s) based on the story:
Lesson:
1. Who are the character(s) in the story?
Presentation 2. Where does the children picks the Mango?
3. How many mangoes does the children have?
4. How many group of mangoes does we have?
5. How many mangoes there will be in each children?
(Make sure that the pupils will see and observe the
process in dividing the objects into parts with equal
quantity)
(Indicator 3: Applied range of teaching strategies to develop critical and
creative thinking, as well as other higher-order thinking skills)

Discussion of Guide the pupils in counting the number of groups and the
the Lesson: number of mangoes in each group.

MATHEMATICS 1 | CLASSROOM OBSERVATION NO. 3


Ask: How many groups are there?
How many mangoes are there in each set?
Therefore, 12 mangoes are divided into 4 groups of 3.
4 groups of 3 is an example of Equivalent Expression.
Recognize the pupil/s that got the correct answer.

(Indicator 1: Applied knowledge of content within and across curriculum


teaching areas.

Get again the 12 mangoes.

Present the 4 squares, divide the mangoes into 4 groups by


putting each fruit inside the square and repeat the process above
by asking questions to create equivalent expression.

Present 6 popsicle sticks.


Provide boxes for the targeted number of groups so that the
pupils can easily divide the group/set in equal parts.

Call volunteers to divide the 6 popsicle sticks into 2, 3 & 6


groups with equal quantity and write the equivalent expression
after they formed a group.

Ask the pupils to get 10 pcs., of popsicle sticks. Guide the pupils
in forming different groups that can be made equal quantity. For
example, 8 pcs., into 2 groups, 4.

(Indicator 6: Maintained learning environments that promotes fairness,


respect and care to encourage learning)

Have them write the equivalent expressions that they formed in


each group.

Generalization Ask: How do we divide the sets? (Indicator 3: Applied range of


teaching strategies to develop critical and creative thinking, as well as other
higher-order thinking skills)

(We divide the sets into groups with equal quantity.)

MATHEMATICS 1 | CLASSROOM OBSERVATION NO. 3


V. Application Group Activity:

The teacher will provide materials:


(Divide the class into 3 groups)

Group 1: Count the number of objects in each set


column A then match to correct equivalent expression
in column B.

Column A Column B
2 grupo nin
2

1 grupo nin
4

2 grupo nin
3

(Indicator 6: Maintained learning environments that promotes


fairness, respect and care to encourage learning)

Group 2: Give (3) three different sets of objects. Each


set have different number of subsets with equal quantity.
Let the group formed the sets according to the given
subjects, ask them to write the equivalent expression in
each set. (Indicator 6: Maintained learning environments that
promotes fairness, respect and care to encourage learning)

Group 3: Divide the 18 marbles into 9, 6, 3, 2 and 18


groups with equal quantity then write the equivalent
expression in each group. Explain how the equivalent
expression was formed.

(Indicator 6: Maintained learning environments that promotes


fairness, respect and care to encourage learning)

Ask each group to read and explain their output and rate
each group using the rubrics below.
Discipline……….20%
Accuracy………...60%
Neatness…………20%
100%

(Indicator 6: Maintained learning environments that promotes


fairness, respect and care to encourage learning)

Recognize the best group.


Evaluation Direction: Match the group of shapes in column A to the
B.

MATHEMATICS 1 | CLASSROOM OBSERVATION NO. 3


A B
Prepared by:

MARY GRACE Z. OLFINDO


Teacher III/Observee

Noted:

MICHELE B. CORALDE
Master Teacher I/Observer

Approved:

MARY GRACE P. SEñAR


Principal II

MATHEMATICS 1 | CLASSROOM OBSERVATION NO. 3

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