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QUARTER I
Week 1 – Day 1

Subject: MATH Grade Level: 1

Date: __________________ Day: 1
Demonstrates understanding of whole numbers up to 100, ordinal
Content Standard numbers up to 10th, money up to PhP100 and fractions ½ and 1/4.

Is able to recognize, represent, and order whole numbers up to 100

Performance Standard and money up to PhP100 in various forms and contexts.

Competency Visualize and represents numbers from 0 to 100 using a

variety of materials MINS-Ia-1.1
I. OBJECTIVES
Knowledge:  Visualizes and represents numbers from 0 to 10 using
a variety of materials
Skills:
 Reads and Writes numbers from 0 to 10 in symbols
and in words.
Affective:  Enjoy counting different objects.
II. CONTENT Numbers and Number Sense

III. LEARNING RESOURCES

A. References
1. Teacher’s Guide Teacher’s Guide (TG) in Mathematics 1, pp. 1-5
Pages
2. Learner’s Learner’s Module (LM) in Math 1, pp. 3-7
Materials Pages
3. Textbook Pages
4. Additional Base ten blocks,counters, pictures,charts
Materials
5. Learning Resources
(LR) portal
B. Other Learning Retrieved from www.google.ph.com
Resources E-math Ii Tm' 2007 Ed.(intermediate Algebra).
Retrieved on October 10, 2017 from
https://books.google.com.ph/books
IV. PROCEDURES
A. Reviewing or ACTIVITY: Exploration
presenting the new
Note to the Teacher:

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lesson  Ask the class the following questions:

1. Where did you spend your vacation
2. What did you do during vacation?
(Answers may vary)
B. Establishing a
purpose for the lesson Motive Questions:
1. How are you today?
2. May I know who are your new friends today? (Let
pupils name their new friends.)
3. How many friends do you have?

Example:
I have one friend her name is Mayen.

C. Presenting examples ACTIVITY: Listening to a story

of the new lesson
Myla was excited on her first day in school.She
has a new friend named Jirah.

Ask:
 Who is the new friend of Myla?(Jirah is her best
friend)
 How many friend does she have?She has one
friend.

 Introduce the symbol 1 and the word one to the

pupils.

D. Discussing new Call one girl to stand infront.If i add one more girl, how
concepts and many girls are there in all?(There are two ma’m .
practicing new skills Write number symbol 2 and the word two.
#1 Add another one pupil.How many pupils are standing
infront?
(Write number symbol 3 and the word three. Continue
the activity until you reach number symbol 10.)

E. Discussing new ACTIVITY: Show pictures.Write the correct number

concepts and in the box.
practicing new skills
#2

1.

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2.

3.

4.

5.

F. Developing Mastery How many are there in each group.Draw a circle around
the number.

1. 1 2 3

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2. 1 2 3

3. 2 3 4

4. 4 5 6

G. Finding practical Look outside and count the number of trees you can find.
applications of
concepts and skills in
daily living
H. Making Numbers tell how many when you count.The first ten
Generalizations and numbers when you count are 1,2,3,4,5,6,7,8,9,10(one,
abstractions about two,three, four, five, six,seven eight,nine ten.)
the lesson
I. Evaluating learning Show pictures and number symbol. Let pupil match the number
symbol with the picture.

J. Additional Read and write number symbol(1-10)Teacher provides a

Activities for photocopy of a number chart wherein pupils follow the correct
application or strokes in writing numbers from 1 to 10.
remediation
V. REMARKS

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VI. REFLECTION
A. No. of learners who __ of learners who earned 80% above
earned 80% in the
evaluation
B. No. of learners who ___ of Learners who require additional activities for remediation
require additional
activities for remediation
C. Did the remedial ___Yes ___No
lessons work? No. of ____ of Learners who caught up the lesson
learners who have caught
up the lesson
D. No. of learners who ___ of Learners who continue to require remediation
continue to require
remediation
E. Which of my teaching Strategies used that work well:
strategies worked well? ___ Group collaboration
___ Games
Why did these work? ___ Solving Puzzles/Jigsaw
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Think-Pair-Share (TPS)
___ Rereading of Paragraphs/
Poems/Stories
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s Cooperation in
doing their tasks
F. What difficulties did I __ Bullying among pupils
encounter which my __ Pupils’ behavior/attitude
__ Colorful IMs
principal and supervisor __ Unavailable Technology
help me solve? Equipment (AVR/LCD)
__ Science/ Computer/
Internet Lab
__ Additional Clerical works
Planned Innovations:
__ Localized Videos
__ Making big books from
views of the locality
__ Recycling of plastics to be used as Instructional Materials
__ local poetical composition
G. What innovation or
localized I used/discover The lesson have successfully delivered due to:
which I wish to share ___ pupils’ eagerness to learn

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with other teacher? ___ complete/varied IMs

___ uncomplicated lesson
___ worksheets
___ varied activity sheets
Strategies used that work well:
___ Group collaboration
___ Games
___ Solving Puzzles/Jigsaw
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Think-Pair-Share (TPS)
___ Rereading of Paragraphs/
Poems/Stories
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s Cooperation in
doing their tasks

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ATTACHMENT
Session: 1 (1 day)

Content: Numbers and Number Sense

DISCUSSIONS:
Numbers tell how many when you count.The first five numbers when you
count are 1,2,3,4,and 5.When you count from 1 to 5, the next number is 1
more
than the number before it.

SUPPLEMENTARY ACTIVITIES

Note: The activities included here will be used only when needed.

DIRECTION: Which of the following situations show direct variation?

1. Water pressure on a submarine depends on the depth.

2. The area of the face of a cube is related to its volume.
3. The cost of life insurance depends on the age of the insured person.
4. The age of a used car is related to its resale value.
5. The distance an airplane fly depends on its time of travel.

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DIRECTION: Which of the equations is of the form 𝑦 = 𝑘𝑥 and shows

direct relationship?

1. 3𝑥 − 2
2. y = 5x
3. y=x
4. y= x2 + 1
5. y = 3x2

DIRECTION: Write an equation for the following statements:

1. The length L of a person’s shadow at a given time varies directly as the height h of that
person.
2. The cost of electricity C varies directly as the number of kilowatt-hour consumption I.
3. The volume V of a cylinder varies directly as its height h.
4. The weight W of an object is directly proportional to its mass m
5.The area A of a triangle is proportional to its height h.

DIRECTION: Write an equation to describe these situations.

1. N varies directly as s .
2. R varies directly as the fourth root of M
3. The surface area A of a sphere varies directly as the square of the radius r .

DIRECTION: Read the phrases below. Tell whether each of the phrases
below represents a direct variation. If they do, write the equation to
describe the situation:
1. The time spent in walking to the rate at which a person walks.

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2. The cost of life insurance to the age of the insured person.

3. The age of a used car to its resale value.
4. The amount of money raised in a concert to the number of tickets sold.
5. The distance an airplane flies to the time travelling.

DIRECTION: Read the following situation then answer the question that
follow:

1. Your distance from lightning varies directly with the time it takes you to hear thunder.
If you hear thunder 10 seconds after you see the lighting, you are about 2 miles from
the lightning.
Question: Write a direct variation equation for the relationship between time and
distance?
2. A recipe for 2 dozen corn muffins calls for 3 cups of flour. The number of muffins
varies directly with the amount of flour you use.
Question: Write a direct variation equation for the relationship between the
number of cups of flour and the number of muffins.

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REFERENCES

A. DepEd INSTRUCTIONAL MATERIALS:

EASE Modules Year 2, Module 1: Variation

Bryant, M., & et. al. (2014). Mathematics-Grade 9 Learner’s Module (1st Ed.).
Pasig City: DepEd-IMCS

B. BOOKS AND OTHER REFERENCES

Mendoza, M. and Oronce, O. (2007). e-Math Intermediate Algebra. Quezon City,

Philippines: Rex Book Store.

Bernabe, J. and Soledad, J. (2009) Intermediate Algebra Textbook for Second

Year, Rev. Ed. Quezon City: SD Publications, Inc.

K to 12 Curriculum Guide Mathematics. (2012). Department of Education,

Philippines;

C. INTERNET SOURCES:

www.google.ph.com

Direct Variation. E-math Ii Tm' 2007 Ed.(intermediate Algebra). Retrieved on

October 10, 2017 from https://books.google.com.ph/books

Direct variation Worksheet(pdf). Retrieved on October 10, 2017 from

https://www.anderson5.net

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