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MATH-1 Q2 Wk6 D1

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76 views2 pages

MATH-1 Q2 Wk6 D1

Uploaded by

Rocelle Marbella
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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PARAÑAQUE ELEMENTARY

DAILY LESSON LOG School: SCHOOL UNIT II Grade Level: ONE


MATATAG KURIKULUM Learning MATHEMAT
Teacher: MARIA JEZRA N. BORSOTO Area: ICS
Teaching Dates NOVEMBER 11, 2024 2nd
and Time: 8:25-9:05 AM Quarter: QUARTER

I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES


A. Content Standards The learners should have knowledge and understanding of measurement of length and distance using non-
standard units.
B. Performance Standards By the end of the quarter, the learners are able to use non-standard units to compare and measure length and
distance.
C. Learning Competencies The learners
• add numbers by expressing addends as tens and ones (expanded form);
• add numbers with sums up to 100 without regrouping, using a variety of concrete and pictorial models for:
o 2-digit and 1-digit numbers
o 2-digit and 2-digit numbers; and
• solve problems (given orally or in pictures) involving addition with sums up to 100 without regrouping.
D. Learning Objectives At the end of the lesson, the learners should be able to add 2-digit and 2-digit numbers with sums up to 100 in
horizontal form without regrouping.

E. Instructional Design 4Es Approach, Context, Connection, Ideational

F. 21st Century Skill Innovation, communication, critical thinking, creativity, and collaboration

II. LEARNING RESOURCES


A. References Lesson Exemplar page 1-11
B. Other Learning Resources Laptop, PowerPoint, Pictures, Real objects
III. TEACHING AND LEARNING PROCEDURES
Before the Lesson/Pre-lesson Proper
Activating Prior Knowledge Conduct a drill. Include the basic addition facts and sums (up to 100) of multiples of 10, like, 10 + 50, 30 + 20, 80 +
10, and 40 + 50.

Lesson Purpose/ Intention To add 2-digit and 2-digit numbers with sums up to 100 in horizontal form without regrouping

Lesson Language Practice Tens, sum, number sentence, add, plus, equals, digits, place value, value, addends, ones, solve, solution

During the Lesson/Lesson Proper


Reading the Key Idea/Stem Number Song

Developing Understanding of Show the learners LAS 1. Explain the activity. Allow them to find the sum of 40 + 25 in any way they want.
Key Idea/ Stem Distribute the LAS and let them do the activity in pairs. When learners are done with the activity, let the unique
solutions be presented to the class.
Possible solutions:
1.Using counters (counting)

2. Using the place value chart and counters

3. Applying place value

4. Applying composing and decomposing of numbers (using expanded form)


Deepening Understanding The steps below may be of help in consolidating the different solutions. If all expected solutions did not come out
of Key Idea/Stem from the learners, the steps below may still be presented.

1.Using the counters/cutouts, represent 40 and 25. Put the counters/cutouts together physically by counting on,
starting at 40.
2.On the place value chart, place the 40 or 4 sets of 10 counters in the Tens column. Then, put in the same column
the 20 or the 2 sets of tens counter. The remaining 5 counters should be placed in the Ones column.

Ask the learners if the counters in the chart represent 40 and 25.
Ask the learners about the number of tens and the number of ones. There are 6 tens or 60 and 5 ones, which is
equal to 65.
3.Consider the value of each digit in the addends. Place the digits in the appropriate column of the place value chart.

Say that 4 tens and 0 ones is equal to 40 and 2 tens and 5 ones is equal to 20 and 5 or 25.
There are 4 and 2 in the Tens column. That is, 40 and 20 which is equal to 60. Adding the 5 ones to it, 60 + 5 = 65.

4.Referring to the previous strategies/solutions, write the following on the board and explain the process of
decomposing and composing numbers to find the answer.

Have the learners compare the answers obtained from the different solutions. They should be able to see that the
different solutions obtained the same answer. But highlight the last strategy.
Let the learners get their show-me boards, and let them add the following, one at a time.
Check their answers after each item. Encourage the use of composing and decomposing numbers or the expanded
form in answering the items.

After the Lesson/Post-lesson Proper


Making Generalizations and Ask some learners to explain how to get the sum of 63 + 20. They should be able to describe the process, 63 can be
Abstraction decomposed or split into 60 and 3. 60 and 20 can be added to give 80. Then, 80 and 3 are added to give 83. So, 63
+ 20 = 83.

Evaluating Learning Ask the learners to do Assessment.


Find the sum of the following.

1. 20 + 43 = ___ + ____ + ____


= ___ + ____
= ___
2. 12 + 50 = ___ + ____ + ____
= ___ + ____
= ___
3. 10 + 78 = ___ + ____ + ____
= ___ + ____
= ___
4. 80 + 14 = ___ + ____ + ____
= ___ + ____
= ___
5. 60 + 22 = ___ + ____ + ____
= ___ + ____
= ___

Additional Activities for


Application or Remediation
(if applicable)
Annotation
Reflection

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