June 18, 2012 Monday MATHEMATICS 3:20-4:10 I. Topic: Twenty One to Fifty II. Objectives: 1.

To recognize cardinal numbers from 21 to 50 2. To count and tell the number of objects in a given set by ones and tens 3. To read and write numbers from 21 to 50 in symbols III. Prerequisite Concepts and Skills Concept of numbers from 0 to 20 Rote counting Concept of ones and tens IV. Materials For each group bunches of different numbers of sticks, from 21 to 50, rubber bands, and Answer sheet Place value chart Counters V. Instructional Procedures I. Drill Flash a number word card. Let the pupils show its corresponding number of counters. II. Presenting the Activity a.Show two bundles of 10 straws. Say: I have two sets of 10 sticks each. Ask: How many sticks are there in all? If I add one more stick to the 20 sticks, how many sticks are there in all? *Repeat the procedure until 50 b . Perform an activity with 3 pupils each. (see lesson guide in Mathematics k-12) III. Performing an activity Pupils count the sticks in each bunch given to them. Using rubber bands, they make sets of 10 sticks each, and then count the number of such sets made and number of loose sticks. Then they fill up the place value chart.

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Processing the activity Worksheet 1 Count the marbles. Write its number. Make sets of 10 straws each. Tell how many tens and ones. 34 straws 34 3 tens 4 ones 22 straws 44 straws 27 straws 48 straws ___ tens ___ ones ___ tens ___ ones ___ tens ___ ones ___ tens ___ ones

V.

Reinforcing concepts and skills Worksheet 2 Color. 1. Color 35

(see lesson guide in Mathematics p.41) VI. Summarizing the concept and skill Show different sets of counters with numbers 21 to 50. Ask the pupils to make a place value chart showing tens and ones on their show me board. Applying to new and other situations Let the children do the Home Activity. Give it as an assignment. a.1 __ 3 __ __ __ 7 __ 9 __ 10 b.__ 12 13 __ 15 __ __18 __ 20 c.21 __ 23 __ __ 26 __ 28 __ 30 d. __ 32 __ 34 __ 36 __ 38 __ 40 e. 41 __ 43 __ 45 __ 47 __ 49 ___

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June 26, 2012 Tuesday MATHEMATICS 3:20-4:10 I. Topic: Fifty One to One Hundred II. Objectives: 1. To recognize cardinal numbers from 51 to 100 2. To count and tell the number of objects in a given set by ones and tens 3. To read and write numbers from 51 to 100 in symbols. III. Prerequisite Concepts and Skills Concept of numbers from 0 to 50 Rote counting Concept of ones and tens IV. Materials For each group: bunches of different numbers of sticks(from 51 to 100),rubber bands Answer sheet Place value chart Instructional Procedures A. Drill Let the pupils count from 21 to 50. B. Presenting the Lesson Show five bundles of 10 sticks each to the pupils. Say: I have five sets of 10 sticks each. Ask: How many sticks are there in all? Ask: If I add one more stick to the 50 sticks, how many sticks are there in all? *Repeat the procedure until 59. C. Performing the activity Pupils count the sticks in each bunch given to them. Using rubber bands, they make sets of 10 sticks each, and then count the number of such sets made and the number of loose sticks. Then, they fill up the place value chart.

D. Processing the Activity Making a summary of this information on the board using a table. ( see lesson guide in Math pp.43-46 ) E. Reinforcing concept and skill Show pupils bunch of sticks, say 97 sticks. Ask the pupil to count the sticks. Ask the following questions: (see lesson guide in Math p.47) Worksheet 1 1.

V.

T e n s

Ones 5 54 4

( see lesson guide in Math pp.4749) Worksheet 2 Count. Encircle your answer.

100 98 97 (see lesson guide pp.49-50) F.Applying to new and other situations Home Activity Complete the number series. 2 11 22 31 42 51 62 71 82 91 93 73 84 95 53 64 75 86 97 33 44 55 66 77 88 99 13 24 35 46 57 68 79 90 4 15 26 37 48 59 70 6 17 28 39 50 8 19 30 10

June 27, 2012 MATHEMATICS I. II.

Wednesday 3:20-4:10

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Topic: Fifty One to One Hundred Objectives: 1. To recognize cardinal numbers from 51-100 2. To count and tell the number of objects in a given et by ones and tens 3. To read and write the numbers from 51 to 100 Prerequisite Concept and Skills Concept of numbers from 0 to 50 Rote Counting Place Value Chart Materials Counters Place Value chart Instructional Procedures A. Drill Let them recite the numbers 0-50 written in the number chart. B. Presenting the activity Show 5 bags of marbles to the pupils. Ask: How many marbles are there in all? (Write the number of marbles on the board.) Ask: If I add one more sticks to the 50 sticks. How many sticks are there in all? *Repeat the procedure until 100 Let the pupils do an activity by pairs. Each group will have sets of marbles. Then, ask them to fill up the place value chart on the answer sheet. (See lesson guide in Mathematics p.44) C. Performing an activity

Pupils count the sets of marbles. Using bags, they make sets of 10 marbles, and then count the number of such sets made and the number of loose marbles. Then, they fill up the place value chart. D. Processing the activity *Ask a representative of each pair to report on class their answer on the answer sheet. To discuss the results of the activity, the teacher may ask the following questions. (See lesson guide in Mathematics p.45) *Ask the pupils to do Worksheet 1 77 marbles 77 ___ tens ___ones 94 marbles 83 marbles 100 marbles 58 marbles 94 83 100 58 ___tens ___ones ___tens ___ones ___tens ___ones ___tens ___ones

E. Reinforcing concept and skills Worksheet 2 1.

Tens

Ones

(See lesson guide in Mathematics pp. 47-48) Worksheet 3 Draw the following.

66 bundles of sticks 99 bundles of sticks 87 bundles of sticks 74 bundles of sticks 52 bundles of sticks F. Applying to new and other situations Home Activity Ask the pupils to write the numbers 0 to 100.

June 28, 2012 MATHEMATICS I. II.

Thursday 3:20-4:10

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TITLE: One More Than Objectives: To identify the number that is one more than a given number Prerequisite concepts and skills Concept of numbers 0 to 100 Counting and telling the number of objects in a set Concept of more Materials Cutouts of caps and balls Counters Flashcards Instructional Procedures A. Posing the problem Show the drawing of a boy with two sets of gifts. This is Paolo; he got two sets of gifts. He said that he got more caps than balls. Ask: is Paolo right? How do you know?

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Ask the following questions: *Who got gifts on his birthday? *How many gifts did he get? *What are the set of gifts that he got? *What did Paolo say about his gift? Solving the problem in different way 1. There are 3 balls and 4 caps. When counting, 4 come after 3. This means that 4 are more than 3. So Paolo is right. 2. We can pair the caps and the balls. 3. Let us use counters to show the number of caps and the number of balls. Processing the solutions and answer

VIII.

Call on some pupils to show and explain their answers. Ask: How many caps do not have a pair ball? What does this means? Tell the pupils to say: 4 is more than 3. D. Reinforcing the concept and skill Worksheet 1 What is one more than the given number? 1. 6 (7 8 9) 2. 27 (26 28 29) 3. 42 (45 44 43) 4. 51 (52 53 55) 5. 74 (71 73 75) Summarizing the lesson Write the number that is one more than the given number on their show me board. 1. 10 2. 11 3. 34 4. 60 5. 89 Applying to new and other situation Worksheet 2 Write the correct answer on the blank. 1. 1 more than 15 ___ 2. 1 more than 24 ___ 3. 1 more than 66 is ___ 4. One more than 71 is ___ 5. One more than 97 is ___ Assignment Write the correct answer. 1. 7 is one more than ___. 2. 15 is one more than ___. 3. ___ is one more than 99. 4. ___ is one more than 53. 5. ___ is one more than 81.

June 29, 2012 Friday MATHEMATICS 3:20-4:10 I. Title: One More Than II. Objective: 1. To identify the number that is one more than a given number III. Prerequisite concept and skills Concept of numbers 0 to 100 Counting and telling the number of objects in a given set Concept of more IV. Materials Cutouts of boys and girls Counters Flash cards V. Instructional Procedures A. Posing the problem Show the drawing of boys and girls. Let them count the number of boys and girls. Ask: How many boys are there? How many girls are there? Which of the pictures have great number?

2. Pair the boys and the girls. Boys: B1 B2 B3 B4 B5 B6 Girls: G1 G2 G3 G4 G5 There is one extra boy with no girl as a pair. 3. Let us use counters to show the number of girls and the number of boys.

Number of girls

number of boys

C. Processing of the solutions and answer Call on some pupils to show and Explain their answer. Ask: How many boys do not have a pair girl? What does this mean? If a number is one more than another number, we use the expression one more than. D. Reinforcing the concept and skill What is one more than the given number? Box the correct answer. 1. 20 {21 22 23} 2. 5 {6 7 8} 3. 73 {71 74 76} 4. 57 { 56 58 59} 5. 91 { 92 93 94} E. Summarizing the lesson Let the children write the number that is one more than the given number on their show me board. 1. The given number is 16. 2. The given number is 59. 3. The given number is 60. 4. The given number is 4. 5. The given number is 99.

*Tell the pupils to work in pairs and to think of different ways to answer the question. B. Solving the problem in different ways Possible answers: 1. There are 6 boys and 5 girls. When counting, 6 come after 5. This means that 6 is more than5.

F. Applying to new and other situations Write the correct answer on the blank. 1. What number is one more than 18? ____ 2. What number is one more than 45? ____ 3. What number is one more than 79? ___ 4. 84 is one more than what number? ___ 5. 92 is one more than what number? ___ G. Assignment Home Activity Write the correct answer. 1. 7 is one more than ___. 2. 15 is one more than ___. 3. ___ is one more than 99. 4. ___ is one more than 53. 5. ___ is one more than 81.