DAILY LESSON PLAN IN MATHEMATICS I

School Grade Level Grade I

Teacher Learning Area Mathematics - I
Dates Week 1 Quarter II

Day 1 of 4 Days

I. OBJECTIVES
A. Content Standard Demonstrates understanding of addition and
subtraction of whole numbers up to 100 including
money.
B. Performance Standard Apply addition and subtraction of whole numbers up
to 100 including money in mathematical problems
and real- life situations.
C. Learning Competency Illustrates addition as “putting together or combining
or joining sets” (M1NS-IIa-23)
II. LEARNING OBJECTIVES:
LO1: Identify addends in a given sets of numbers.
LO2: Explains putting together, combining or Joining set.
LO3: Illustrates addition as “putting together or combining
or joining sets.
III. LEARNING RESOURCES
• Teacher’s Guide Page Lesson Guide in mathematics Grade 1, 2010 p. 119-
123
• Learner’s Materials Mathematics 1, 2017 pages. 97-98
• Others

IV. SUBJECT Illustrating addition as “putting together or combining or

MATTER: joining sets”
V. PROCEDURE
A. Before the Present a story.
Lesson:
• Review / Mother went to the market. She bought fish, meat and
Preparation vegetables. She called Dino and Danica. She bought
something for the children. Can you guess what are they?

Teacher tells what Mother brought home, an apple for Dino

and a mango for Danica.

Show a picture/real object of an apple and mango.

Ask: What is Dino’s set? What is Danica’s set?

Let us put them together. What is our new set? Call
A pupil to draw the new set. What did you do to find the
new set?

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 Do the same with the following set: (page 120)

and

and

and

A. During the
Lesson:
Teacher introduces the word “and” to show the joining of
• Presentation sets/putting together.

Teacher writes the word “and” so that the pupils can see where
to write it.

• Processing
Question Ask: What did we do to find the new set?

Possible answer: We join them.

We put them together.
We combine them.

• Abstraction
Make picture cards similar to the illustration below.

Distribute 10 picture cards to 10 pupils. Match the joined set

with its corresponding new set. Write the correct letter on the
blanks provided.

and
________

and ________

and ________

________
and

and _________

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 A.

B.

C.

D.

E.

Give another activity.

What will be the new set? Box it.

1. and

2. and

3. and

4. and

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 5. and

How do we join sets? (We join sets by putting the objects to

each set together in one set.)

C. After the Draw the missing set.

Lesson:
• Application
1. and

2. and

3. and

4. and

5. and

• Closure
Draw the new set.
1. Mother gave Nena 2 candies and 1 lollipop.
2. Mary has 3 balls and 2 bats.
3. Leo bought 1 orange 1 apple from the market.
Assignment:
Draw the other set and join them together to form new
sets.

1. and

2. and

3. and

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 VI. REMARKS:

VII. REFLECTION:

Day 2 of 4 Days

I. OBJECTIVES
A. Content Standard Demonstrates understanding of addition and
subtraction of whole numbers up to 100 including
money.
B. Performance Standard Apply addition and subtraction of whole numbers up
to 100 including money in mathematical problems
and real- life situations.

C. Learning Competency Visualizes and adds two one-digit numbers with sums
up to 18 using the order and zero properties of
addition. (M1NS-IIa-26.1)

II. LEARNING OBJECTIVES:

LO1: Identifies sum of a given addends.
LO2: Visualizes two one-digit numbers with sums up to 18
using the order and zero properties of addition
LO3: Adds two one-digit numbers with sums up to 18 using
the order and zero properties of addition
III. LEARNING RESOURCES
• Teacher’s Guide Page Elementary Mathematics 1, 2010 p. 135-140
• Learner’s Materials
• Others Math for Lifelong Learning 1, 2017 p. 104-108

IV. SUBJECT Visualizing and adding two one-digit numbers with sums up
MATTER: to 18 using the order and zero properties of addition.
V. PROCEDURE
A. Before the
Lesson: Present a song.
• Review /
Preparation Jack and Jill
(Tune: Jack and Jill

Si Jack saka Jill nagpa SM

Ta nagbakal nin gamit
Tulong lapis, limang papel
Pira ini gabos.
Lalalalalalala (2x)

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 Ask: Who are the children in the story?
What did they buy?
What did they do with the things they bought?
What will be the new set?

Illustrate the story on the board.

and

3 and 5 are 8

Ask: How many pencils did they buy? (Write the number
below the drawing)
How many papers did they buy? (Write the number
below the drawing)
What word did we use in joining the sets? (and)
What word did we use before the answer? (are)

A. During the
Lesson:

• Presentation Let us change the order of the things they bought in SM?
What are the addends now?

and

5 and 3 are 8

What happened to the order of the addends?

Is the sum still the same? (yes)

Why? Changing the order of 2 addends does not affect the

sum.
• Processing
Question Let say the 3 pencils got lost.

and are

5 and 0 are 5

Can you see anything in the set of pencils?

Lead the pupils to associate zero to nothing.
Write 0 on the board.

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 If you put together 5 and 0, as in 5 + 0, What is the sum?
What happened to 5 when added to zero (0)?
A number added to zero will give the same number.

Present another set of activity.

and are

6 and 7 are 13
6 + 7 = 13

How many suns do we have?

How many moons do we have?
What does “and” mean?
What does “are” mean?

Repeat the same procedure using the order and zero property
of addition.

• Abstraction
Replace “and” with the symbol + and are with the symbol =

• What symbol did were place for “and”? (+)

• What symbol did we replace for “are” (=)
• Can you read our new number sentence?
• (If pupils cannot express the number sentence, read
this for them)

Worksheet No. 1 Worksheet No. 2

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C. After the
Lesson: Look at the sets of objects. Write the number sentence
• Application based on the number of pictures.

A. ducks and sunflowers

_____ + ________ = _______

B. boys and girls

____ + ____ = _______

C. cats and dogs

_____ + ________ = _______

D. Pears and sunflowers

_____ + ________ = _______

E. Sunflowers and pears

_____ + ________ = _______

• Closure
Write two complete addition sentences for the following sets.

_____ + ______ = _____ or

_____ + ______ = _____

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 _____ + _____ = _____ or
H
______ + ______ = _____

Homework:
Draw sets and give the sum
1. 9 leaves and 2 flowers
2. 8 stars 3 moons

VI. REMARKS:

VII. REFLECTION:

Day 3 of 4 Days

I. OBJECTIVES
B. Content Demonstrates understanding of addition and subtraction of
Standard whole numbers up to 100 including money.
C. Performance Apply addition and subtraction of whole numbers up to 100
Standard including money in mathematical problems and real- life
situations.
D. Learning Adds two one-digit numbers using appropriate mental
Competency techniques e.g. adding doubles and/or near-doubles.
(M1NS-IIa-28.1a)
II. LEARNING
OBJECTIVES:
LO1: Identifies sums of a given addends.
LO2: Explains how addends doubles and/or nearly doubles
LO3: Adds two one-digit numbers using appropriate mental
techniques.
III. LEARNING
RESOURCES
• Teacher’s Lesson Guide in Elementary Mathematics Grade 1, 2012,
Guide Page pp. 147-148
• Learner’s
Materials
• Others https://betterlesson.com
https://m.k5larning.com
www.worksheetfun.com

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IV. SUBJECT Adding two one-digit numbers using appropriate mental
MATTER: techniques
V. PROCEDURE
A. Before the
Lesson: Sing addition song to the tune of “Clementine”
• Review /
Preparation One and one, two
Two and two, four
Three and three, are six for me.
Four and four, eight
Five and five, ten
Little fingers in my hand.

Let the pupils name each picture shown and count them.
Ask:
• How many eye can you see in the first picture? 1
• How many eye can you see in the second picture? 1
• How many eyes are there in all? 2, then 1 + 1 = 2

1 + 1 = 2

Ask:
• How many wings can you see in the first picture? 2
• How many wings can you see in the second picture?
2
• How many wings are there in all? 4, then 2 + 2 = 4

Ask:
• How many legs of an ant can you see in the first
picture? 3
• How many legs of an ant can you see in the second
picture? 3
• How many legs of an ant are there in all? 6, then 3 +
3=6

Ask:
• How many Iegs of a spider can you see in the first
picture? 4
• How many Iegs of a spider can you see in the second
picture? 4

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 • How many Iegs of a spider are there in all? 8 then 4 +
4=8

Ask:
• How many fingers can you see in the first picture? 5
• How many fingers can you see in the second picture?
5
• How many fingers are there in all? 10, then 5 + 5 = 10

E. During the
Lesson: Show pictures of two half dozens of eggs on the tray.

• Presentation

Ask: How many eggs in the first tray? Second tray?

How many are there in all?
• Processing Guide the pupils to express the number sentence 6+6=12
Question
Show a real calendar, then ask the pupil, how many days are
there in a week? in another week?
Guide them to express the number sentence 7+7=14

Show two boxes with eight crayons each.

Guide them to express the number sentence 8 + 8 = 16

Show a domino, count the number of dots

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 Do the same procedure.

Guide them to express the number sentence 9 + 9 = 18

• Abstraction
The teacher will point the two number (addends) then ask:
What do you notice in these two numbers?

Possible answer: They are the same numbers.

The numbers are repeated.
The numbers are being doubled.

Therefore, when two numbers are added to itself, it is called

doubles.

Worksheet No. 1

C. After the
Lesson: Worksheet No. 2
• Application

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 Worksheet 3

• Closure Assignment: Do as Told,

VI. REMARKS:

VII. REFLECTION:

Day 4 of 4 Days

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IV. SUBJECT Adding two one-digit numbers using appropriate mental
MATTER: techniques.
V. PROCEDURE
A. Before the
Lesson: Sing the addition song previously learned.
• Review /
Preparation Adding doubles using flashcards or may present this
worksheet.

F. During the Present a story word problem.

Lesson:
Roy bought 3 apples. Jeff bought 4 apples. How
• Presentation many apples do they have in all?

The teacher will show set of 3 apples and set of 4 apples.

Call a pupil to color the first set of apples.
Call another pupil to color the second set of apples with the
same number in the first set.

Illustration:

and
Roy Jeff

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 3 + 3 +1

• Processing Ask:
Question
• Are the sets have the same colored number of apples?
• How many colored-apples are in each set? (3 each set)
• The teacher will guide the pupils that 3+3=6
• What did you notice in the second set? (one apple was
not colored)

Let us add 1 on the second set, 3+( 3 + 1) = 7

Therefore, 3 + 4 is the same as 3 + 3 + 1

Number 3 and 4 are consecutive numbers or numbers that

follow / next to each other, we call it near doubles. We
simply add the smaller number twice or double it then add
1 to it to get the final result

Present another activity.

Do the same procedure.

Practice. Worksheet No. 1

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 C. After the
Lesson: Worksheet No. 2
• Application

• Closure
Worksheet No. 3

VI. REMARKS:

VII. REFLECTION:

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