MATATAG School Grade Level 1

K to 10 Curriculum Name of Teacher Learning Area Mathematics

Weekly Lesson Log Teaching Dates and Time Week 2 Quarter Third

DAY 1 DAY 2 DAY 3 DAY 4

I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES
A. Content: Numbers and Algebra
B. Content The learners should have knowledge and understanding of subtraction of numbers where both numbers are less than 100.
Standards
C. Performance By the end of the quarter, the learners are able to perform subtraction of numbers where both numbers are less than 100.
Standards
D. Learning The learners
Competencies  illustrate subtraction involving numbers up to 20 using a variety of concrete and pictorial models, and describes subtraction as “taking away”;
 find the missing number in addition or subtraction sentences involving numbers up to 20; and
 write an equivalent expression to a given addition or subtraction expression (e.g., 2+3 = 1+4; 10-5 = 6-1).
E. Learning At the end of the lesson, the At the end of the lesson, the At the end of the lesson, the At the end of the lesson, the
Objectives learner should be able to subtract learner should be able to subtract learner should be able to: learner should be able to write an
numbers with minuends up to 20. numbers with minuends up to 20.  find the missing number in equivalent expression to a given
addition or subtraction addition or subtraction expression.
sentences; and
 relate addition and subtraction.

II. TEACHING AND LEARNING PROCEDURES

Activating Prior Have the learners write the given Conduct a drill on basic Conduct a drill on basic Show the table below to the
Knowledge numbers as sums of tens and subtraction facts. You may do this subtraction facts. learners.
ones. in the form of a game.
Tell the learners that the activity
a. 12 will use the A-S Box. This is the
b. 17 material they used in one of their
c. 14 lessons in addition.

Answers: Drop a number of balls in the A-S Let them read the subtraction
a. 12 = 10 + 2 Box without telling the learners number sentences per row
b. 17 = 10 + 7 the number of balls dropped. For starting from the topmost row.
c. 14 = 10 + 4 instance, 8 balls were dropped as
shown in the drawing below. Ask: What do you notice about the
Give a drill on subtraction subtraction sentences in each
involving minuends of 10. row? The subtraction sentences in
 each row have the same
difference.

Give me a subtraction sentence

Ask the learners to get their show having the same difference as 13 –
me board and let them write an 5?
addition sentence to represent the
number of balls in compartments Possible answers:
A and B of the A-S Box. 11 – 3 = 8, 12 – 4 = 8, 14 – 6 = 8,
15 – 7 = 8, 16 – 8 = 8, 17 – 9 = 8
Expected answer:
5 + 3 = 8 or 3 + 5 = 8 What made you say that these
number sentences have the same
Ask the learners what the 5 and 3 difference as 13 – 5? The
represent. The 5 and 3 are the difference of 13 – 5 is 8.
addends. They tell the number of
balls in the two compartments. Remind the learners that 13 – 5 is
a number phrase/subtraction
What does 8 tell us? 8 is the sum. phrase while 13 – 5 = 8 is a
It tells the total number of balls. number/subtraction sentence.

Lesson Purpose/ Subtract numbers with minuends Subtract numbers with minuends Find the missing number in Write an equivalent expression to
Intention up to 20 up to 20 addition or subtraction sentences a given addition or subtraction
expression

Lesson Language taken away, left, minuend taken away, minuend, subtrahend, minuend, subtrahend, difference, difference, minus, sum, add,
Practice subtrahend, difference, minus, difference, minus, equal minus, subtract, opposite, sum, equal, number phrase, number
equal addends, add, equal, take sentence, subtraction phrase,
away/remove equivalent number phrases, value
Reading the Key
Idea/Stem
Developing Pose the problem below. Read the Present the task in Worksheet 3: Tell the learners that this time, Tell the learners that they will be
Understanding problem with the learners. Observing Patterns in Subtraction. they will be told the number of playing a game. They need a deck
of Key Idea/ Let the learners accomplish balls but one of the compartments of cards for the game. Each card
Stem Kat had 12 guavas. Worksheet 3 in pairs. After they will be covered. has either addition or subtraction
She gave 7 guavas to Ned. have finished, post the task on the phrase.
How many guavas were left with board. Together with the learners,
her? complete the table by writing the Prior to the lesson, Worksheet 8:
difference for each number Identifying Number Phrases may
phrase. be pasted or printed on a
Show them seven balls. Let the cardboard and cut.
learners count the balls. Drop the
balls one at a time in the A-S Box. The rules of the game are as
An example is shown below. follows.
1. Put the cards face down on a
For the illustrator: Please draw a
table/desk.
girl holding a pouch with 12
2. Each player will pick any two
guavas, 5 guavas are colored
After the table has been cards from the set of cards.
green while 7 are white with black
completed, let them check their 3. The player gives the sum or
or green broken line borders to
work. On the board, prepare a chart like difference of the number phrases
show that these guavas are given
the one below. shown.
away. Also, draw a boy holding a
4. If the difference or the sum are
pouch with 7 green guavas. These
the same, the player keeps the
are the guavas given away by the
? cards.
girl, colored white with broken
line border in her pouch.
Ask the following questions. Every Example:
Ask questions to help learners time an answer is given, write it on Two addition cards are chosen.
understand the problem. the chart.
4+3 2+5
How many guavas did Kat have?
How many balls are dropped in Since both cards have the same
Kat has twelve guavas.
the A-S Box? Seven balls are sum, which is 7, the player keeps
dropped in the A-S Box. both cards.
How many guavas were given to
Ned? Kat gave seven guavas to
How many balls are there in the Two subtraction cards are chosen.
Ned.
uncovered compartment? There 4–1 5–2
What do we need to find out? The are four balls in the uncovered
compartment. For the illustrator: It was
number of guavas left with Kat.
suggested by the evaluator to
arrange the layout of this part, I
How can this be represented in a At this point, the chart should look don’t know what she meant, for
number sentence if we use like the one shown below. me layout is fine. Probably you
for the number of guavas left? understand her better as layout
12 – 7 = 7 artist.
4 ?
Have the learners solve the Since both cards have the same
problem in any way they want. How do you write an addition difference, which is 3, the player
They may use counters and/or sentence for the number of balls keeps both cards.
bring out their show me board to in the A-S Box? 4 + __ = 7 One addition card and one
show their solution. subtraction cards are chosen.
Possible solutions: Why is there a blank space in the Since the difference and sum of
By using counters: addition sentence? It shows the the cards are the same, the player
number of hidden balls. keeps both cards.
X
4–2 1+1
How many balls do you think are
in the covered compartment?
There must be three balls in the 5. If the difference or the sum are
covered compartment. different, the player returns the
Represent the 12 guavas by counters. cards. The next player has his/her
Then, physically taking away seven turn.
To check for the number of balls
counters to show the number of
guavas given or taken away. Lastly,
covered, bring out the balls and
counting the remaining counters. count them. In the chart, replace 6. The player continues until no
There are five guavas left. the question mark with the more cards can be matched.
number of balls covered and
By using illustration: complete the addition sentence. 7. The player with the most
Draw 12 guavas in their show me number of cards wins.
board. Mark or erase seven guavas to 7
show the number of guavas given or 4 3 Distribute the deck of cards to
taken away. Then, counting the each pair of learners. These cards
remaining unmarked or remaining are those in Worksheet 8 which
drawing of guavas. There are five 4+ 3 =7
are prepared beforehand.
guavas left.
Have four more examples with
different numbers of balls (up to Have a discussion after the game.
X
twenty) following the same
procedure. Counting the balls to
be dropped in the A-S Box with
one covered compartment, writing
the numbers in the chart, and the
 By decomposing and composing numbers in an addition sentence
numbers: with a missing addend. Then,
completing the numbers in the
12 – 7 12 is 10 and 2
chart and in the addition
10 take away 7 sentence. These are just examples
10 2
gives 3 of addition sentences for this
activity. In your class, consider the
3 and 2 is 5 results of the activity.

6 + 2 = 8
8 + 4 = 12
5 + 9 = 14
7 + 8 = 15

Deepening Have the learners present and Ask the learners for their How did you find the missing After all cards have been
Understanding explain their answers. observations. Some possible number in each addition distributed. Ask the learners for
of Key Idea/Stem answers are: sentence? By counting the number the pair of cards with the same
Consolidate the different solutions of balls in the covered answer.
presented by the learners The answers for each line (row) compartment.
are the same. 11 – 5 and 15 – 9
Explain to the class that 12 was The answers in each column are Can we get the same answer if we 15 – 8 and 14 – 7
decomposed into ten and two. decreasing. use subtraction? Write the 9 – 4 and 10 – 5
Seven was taken away from ten. The minuends in each column are following on the board. 16 – 7 and 13 – 4
the same. 12 + 3 and 7 + 8
The subtrahends in each column 4+ 3 = 7 7 – 4 = ___ 2 + 6 and 5 + 3
are increasing. 6+ 2 = 8 8 – 6 = ___ 7 + 3 and 6 + 4
The answers (difference) are one- 8 + 4 = 12 12 – 4 = ___ 3 + 6 and 8 + 1
digit numbers. 5 + 9 = 14 14 – 9 = ___
7 + 8 = 15 15 – 7 = ___ However, the following can also
What remains from ten is three. Learners may give other be paired
Three added to two gives five. observations other than those Let the learners compare the 16 – 7 and 3 + 6
listed. Let them explain and justify subtraction sentences with the 16 – 7 and 8 + 1
X their observations. Help them addition sentences. Ask for their 13 – 4 and 3 + 6
articulate their ideas. If necessary, observations. 13 – 4 and 8 + 1
ask leading and probing questions.
4+ 3 = 7 7–4= 3 Why did you pair these number
6+ 2 = 8 8–6= 2 phrases? These number phrases
8 + 4 = 12 12 – 4 = 8 are paired because they give the
Twelve guavas take away seven How did you find the answer for 5 + 9 = 14 14 – 9 = 5 same difference, or sum, or sum
guavas leave five guavas. each subtraction number 7 + 8 = 15 15 – 7 = 8 and difference.
sentence?
To summarize, We saw that the answers are Possible observations: If two number phrases have the
increasing/decreasing. The numbers in each pair of same difference, or sum, or sum
12 is 10 and 2 We split the minuend into tens and addition and subtraction number and difference, we can say that
12 – 7 ones, like for 11 – 2 = 9, we made sentences are the same. they are equivalent number
10 2 10 take away 7 11 as 10 and 1. Then, we take The sum is the same as the phases. We can write equivalent
gives 3 away 2 from 10. This gives us 8. minuend. number phrases this way.
Adding 1 to 8 gives 9. One of the addends became the
3 and 2 is 5 subtrahend while the other 11 – 5 = 15 – 9
Have the learners answer 15 – 6. became the difference. 15 – 8 = 14 – 7
12 – 7 = 5 Let them explain how the 9 – 4 = 10 – 5
answer,9, was obtained. Fifteen Tell the learners that addition and 16 – 7 = 13 – 4
Five guavas are left after taking was split into ten and five. Six was subtraction are related operations. 12 + 3 = 7 + 8
away seven guavas from the 12 taken away from ten which gives If in addition, we put together sets 2 + 6 = 5 + 3
guavas. four. Four is added to five. The of objects or we add objects to a 7+3=6+4
answer is nine. set of objects, in subtraction, we 3+6=8+1
Let us find the difference in these take away or remove objects from 16 – 7 = 3 + 6
number sentences. Have the learners bring out their a set of objects. We can also say 16 – 7 = 8 + 1
show me board. Let them find the that addition and subtraction are 13 – 4 = 3 + 6
1. 14 – 5 = ____ difference in the following opposite operations. 13 – 4 = 8 + 1
subtraction number sentences.
2. 11 – 7 = ____ Give the items one at a time and Show the following drawings. On What does the equal sign (=) tell
discuss the answer after each the show me board, let the us? The numbers or number
3. 17 – 9 = ____ item. learners write an addition phrases on its sides have the same
sentence for each drawing. value.
Give time for the learners to 1. 12 – 5 = ____ 1.
answer the tasks. Allow them to 2. 13 – 7 = ____ Distribute Worksheet 9:
use their counters. For the 3. 11 – 9 = ____ Equivalent Number Phrases. Let
discussion, counters or 4. 16 – 8 = ____ them answer the worksheet
illustrations may be used to show individually.
the process. But let them explain When all items have been 2.
their answers. answered, summarize the process Discuss the learners’ answers to
by emphasizing that the minuend the worksheet.
Discuss the answers to the tasks. was split into tens and ones. Then,
the subtrahend was taken away
1. 14 – 5 = ____ from the tens. The remaining 3.
number was added to the ones.

Let them answer Worksheet 4:

Subtracting Numbers in pairs. 1. 1 + 2 = 3 or 2 + 1 = 3
2. 5 + 4 = 9 or 4 + 5 = 9
When learners are done 3. 6 + 7 = 13 or 7 + 6 = 13
answering the worksheet, check
their answers. Then, tell the learners that two
X subtraction number sentences can
be written for the addition
number sentences. Write on the
board.

1. 3 – 2 = 1 and 3 – 1 = 2
2. 9 – 5 = 4 and 9 – 4 = 5
14 is 10 and 4 3. 13 – 6 = 7 and 13 – 7 = 6
14 – 5

10 4 10 take away 5 Have the learners bring out their

gives 5 show me board. Let them write
the missing numbers in the
5 and 4 is 9 following number sentences.

14 – 5 = 9 1. 6 + 7 = ___
2. ___ + 3 = 9
Fourteen was split into ten and 3. ___ + 4 = 12
four. Five was taken away from 4. 8 + ___ = 16
ten. This gives five. Then, five was 5. 10 – 6 = ___
added to four which gives nine. 6. 9 – ___ = 7
7. 11 – 5 = ___
2. 11 – 7 = ____ 8. ___ - 8 = 7

Discuss the answer after each

item.

Have the learners answer

Worksheet 6: Relating Addition
 and Subtraction, in pairs. Discuss
X the answers to the worksheet.

11 – 7 11 is 10 and 1

10 1 10 take away 7
gives 3

3 and 1 is 4

11 – 7 = 4

Eleven was split into ten and one.

Seven was taken away from ten.
This gives three. Then, one was
added to three which gives four.

3. 15 – 9 = ____

X
 15 – 9 15 is 10 and 5

10 5 10 take away 9
gives 1

1 and 5 is 6

Fifteen was split into ten and five.

Nine was taken away from ten.
This gives one. Then, one was
added to five which gives six.

Summarize the discussion by

emphasizing that the total number
of objects which represent the
minuend was split into tens and
ones. Then, the subtrahend was
taken away from the tens. The
remaining number was added to
the ones.

Have the learners answer

Worksheet 1: How Many are Left?

Discuss the learners’ answers to

the worksheet.

Making Ask the learners to find the How did you find the answer for What are the two subtraction How do you know if two number
Generalizations answer to the subtraction number each subtraction number sentences related to 5 + 4 = 9? phrases are equivalent? If they
sentence, 13 – 8 = ___. sentence? give the same sum, difference, or
We split the minuend into tens and How do you find the missing sum and difference.
After they have given the answer, ones. Then, we take away the number in an addition sentence or
ask them how they arrived at the subtrahend from the tens. Then, a subtraction sentence? We think
answer. The minuend (13) was we added what remains to the of a number that will make the
split to ten and three. Eight was ones. number phrase and the answer
taken away from ten which gives equal.
two. Adding two to three gives
five. So, 13 – 8 = 5.
 Evaluating Have the learners answer Have the learners answer Have the learners answer Have the learners answer
Learning Worksheet 2: Illustrating Worksheet 5: Finding the Worksheet 7: Missing Numbers Worksheet 10: Writing Equivalent
Subtraction individually. Difference individually. individually. Number Phrases individually.

Additional
Activities for
Application or
Remediation (if
applicable)
III. LEARNING RESOURCES
A. References
1. Teacher’s
Guide
2. Learner’s
Materials
3. Textbook
4. Additional
Materials
from
Learning
Resource
(LR) Portal
B. Other
Learning
Resources
IV. TEACHER REFLECTION