Diocese of Imus Catholic Educational System, Inc.

(DICES)

St. Michael’s Institute

Gen. Evangelista St., Poblacion, Bacoor City, Cavite

LEARNING PLAN NO. ___

Content Standard/s: The learners demonstrate understanding that knowing the place value of each digit will lead to
correct reading and writing numbers.

Performance Standard/s: The learners are able to solve real – life problems involving counting numbers

Values Formation Standard/s: The learners become critical thinkers.

Topic/s Objective/s Motivation/s Instructional Formative Transfer

Material/s Assessment/s Task/s
The learner... Motive questions Visual aids, Hand in, pass out
Place 1. Who among objects, chart
value up 1. Counts the you is given
to number of objects an allowance
hundreds in a given set by every day? Reference/s: Summative Other
ones and tens. 2. Who has a Assessment/s Output/
2. Visualizes and 10-peso s
gives the place coin? Soaring 21st Quiz
and value of a 3. Who has 10 Century (number of items-
digit in one and one peso Mathematics 15 items)
two-digit number. coins? (textbook)
3. Renames numbers 4. Who knows
into tens and ones how to skip
4. Visualizes and skip count by 10?
count, 10s

LESSON PROPER
Actual
Proposed Activities per Day Remarks
Date

(Tens and Ones)

Day 1:

The class will practice skip counting by 10 before proceeding to the place value lesson.

Using popsicle sticks, ask one pupil to count out 10 popsicle sticks and have him or her hold it in
front of the class. Call again a pupil to count out another 10 popsicle sticks and have him/her to
stand beside the first person you called. Lastly, call another pupil to count out 10 popsicle sticks
and have him or her stand beside the two. Tell the three pupils you called to hold out the
popsicle sticks they counted and have the whole class count how many popsicle sticks in do they
have in total.

The teacher will tell the class that grouping by tens and ones can help them count the numbers
easily.

Help pupils to explore money denominations to gain the idea that a 10-peso coin is equal to ten
1-peso coins and ten 10-peso coins is equivalent to 100-pesos.

Using the popsicle sticks again, ask one pupil to count out 10 popsicle sticks and put it on the
side. Call another pupil to count out five popsicle sticks. Hold the ten popsicle sticks on one
hand and the five sticks on the other hand.
Ask the class hoy many popsicle sticks in total are you holding. Let them count the popsicle one
by one. Write their answer on the place value chart you made.

The teacher will say, “there are one group of tens and five ones”.
Give more examples.
tens ones
15 1 5

24 2 4

36 3 6

Using arrow cards, the teacher will teach the pupils the concept of place value, of tens and ones.

Arrow cards are a set of place value cards with an "arrow" or point on the right side. Students
can organize the cards horizontally or vertically to represent numbers in expanded notation.
When arrow cards are color-coded by place, they are easier to organize and the color helps to
reinforce concept of place.

For an ice breaker, teach the pupils the place value song.
Day 2: (Hundreds)

Using base ten blocks, 300 is represented with 3 hundred squares; each hundred square is the
size of 10 tens or 100 ones.

Teach hundreds by using the color-coded arrow cards again.

Complete the table below.
HUNDREDS TENS ONES
456 400 50 6
345
476
213
150
111
758
624
626
477
923

Day 3

Answer book pages 46,47,48

(please see attachments)

Formative assessment: (Hand in, pass out)

Ask student questions, have them answer on a piece of paper. The teacher will randomly give
the papers back for the pupils to check not knowing who is who. The teacher then makes a poll
about how many got it correct.

Day 4
Quiz