MATATAG School POLANGI ELEMENTARY SCHOOL-CENTER Grade Level 1

K to 10 Curriculum Name of Teacher JULIET MARIE B. MIJARES Learning Area Mathematics

Weekly Lesson Log Teaching Dates and Time AUGUST 19-23, 2024 (Week 4) Quarter First

DAY 1 DAY 2 DAY 3 DAY 4

A. Content: Mathematics 1 First Quarter: Number and Algebra
B. Content The learner should have knowledge and understanding of whole numbers up to 100.
Standards
C. Performance By the end of the quarter, the learner is able to count, read, write, recognize, and represent whole numbers up to 100.
Standards
D. Learning The learners –
Competencies 1.Count up to 100 (includes counting up or down from a given number and identifying a number that is 1 more or 1
less than a given number.
2.Read and write numerals up to 100.
1.Recognize and represent numbers up to 100 using a variety of concrete and pictorial models (e.g. number line,
block or bar models, and numerals).
E. Learning At the end of the lesson, At the end of the lesson, the At the end of the lesson, the At the end of the lesson,
Objectives the learner should be able learner should be able to – learner should be able to – the learner should be able
to – to –
● count from 31 to 40; ● count from 41 to 50;
● count from 21 to 30; ● count up to 100;
● recognize and represent ● recognize and represent
● recognize and represent numerals 31 to 40; numerals 41 to 50; ● recognize and represent
numerals 21 to 30; numbers 51 to 100;
● read and write numerals ● read and write numerals
● read and write numerals 31 to 40; 41 to 50; ● read and write
21 to 30; numerals 21 to 100;
● count up or down from a ● count up or down from a
and
● count up or down from a given number (up to 40); given number (up to 50);
given number (up to 30); and and ● count up and down
and from a given number
● identify a number that is ● identify a number that is
(up to 100).
● identify a number that is one more than or one less one more than or one less
one more than or one than a given number (up than a given number (up
less than a given number to 40). to 50).
(up to 30).
II. TEACHING AND LEARNING PROCEDURES
Before the Lesson/Pre-lesson Proper
Activating Prior The learners will be asked The learners will be asked to The learners will be asked to Present the chart used in
Knowledge to count from 1 to 20 and count from 1 to 30 and will count from 1 to 40 and will the previous lesson with
 recall what unit and long be asked to read the be asked to read the numbers up to 50. Have
are. One long consist of 10 numbers you are pointing at numbers you are pointing at the learners read the
units. randomly. randomly. numbers from 1 to 50. Ask
the learners to read the
number you are pointing
at randomly.
Lesson Purpose/ To count, recognize, To count, recognize, To count, recognize, To count, recognize,
Intention represent, read, and write represent, read, and write represent, read, and write represent, read, and write
numbers from 21 to 30 numbers from 31 to 40 numbers from 41 to 50 numbers from 51 to 100
Lesson Language twenty-one, twenty- twenty-one, twenty-two, twenty-one, twenty-two, fifty-one, fifty-two, fifty-
Practice two, twenty-three, twenty- twenty-three, twenty-four, twenty-three, twenty-four, three…until one hundred,
four, twenty-five, twenty- twenty-five, twenty-six, twenty-five, twenty-six, one more than, one less
six, twenty-seven, twenty- twenty-seven, twenty-eight, twenty-seven, twenty-eight, than, and 3 digits
eight, twenty-nine, thirty, twenty-nine, thirty, one twenty-nine, thirty, one
one more than, and one more than, and one less more than, one less than,
less than than digit, 1-digit, and 2 digits,
numeral
During the Lesson/Lesson Proper
Reading the Key
Idea/Stem
Developing Tell the learners that they Tell the learners that they Present a hundred chart Open the lower part of the
Understanding of will be doing a group will be doing another group from 1 to 40. chart where there are five
Key Idea/ Stem activity. Divide the class activity like the one they did more rows with no
into four groups. Tell them in the previous lesson. The numbers.
that each group will same style of chart will be Say: Let us further extend
receive a marker pen and a used. this number chart.
copy of the chart as Yesterday we talked about
shown. The same chart Tens Ones
the numbers in this chart.
was used when the Let us again consider the
numbers 11 to 20 were (Prepare a 10 x 10 grid with first column. From 1 down
discussed. numbers from 1 to 40 only. to 41.
Fold the unused part.)
Tens Ones Have the pupils read the Ask: What do you observe
numbers from 1 to 40 then about the numbers in each
40 down to 1. Point at the column? (It should come
(In the given chart, all the numbers randomly and ask out from the learners that:
rows in the first column the learners to read the the numbers in each
should have drawings of number. column have similar ones
three longs. Beside the longs
digit; while the tens digits
are different numbers of Ask the learners to give their are different. The tens
(In the given chart, all the units: observations about the digits are increasing from
rows in the first column 1st row - 1 unit chart. 1 to 4. Column per
should have drawings of 2nd row - 2 units column, show these
two longs. Beside the longs 3rd row - 3 units Some possible observations: observations.)
are different numbers of 4th row - 4 units 1.The numbers in the chart are
units: 5th row - 5 units from 1 to 40. Say: Following these
1st row - 1 unit 6th row - 6 units 2.There are four rows of observations, let us
numbers.
2nd row - 2 units 7th row - 7 units determine the numbers in
3.There are ten columns of
3rd row - 3 units 8th row - 8 units numbers.
the sixth row.
4th row - 4 units 9th row - 9 units 4.There are numbers that are
5th row - 5 units 10th row - 10 units) only ones. Guide the learners in
6th row - 6 units 5.There are numbers that are completing the sixth row of
7th row - 7 units Explain what the learners tens and ones. numbers. Call on some
8th row - 8 units will be doing: 6.The numbers are increasing. learners and let them write
9th row - 9 units 1.Observe the longs and 7.All the numbers in each the numbers from 50 to 59
10th row - 10 units) units drawn in the chart. column ends in the same in their corresponding
2.Write the number of tens number: 1st column numbers columns. After each
in 1; 2nd column numbers in 2;
Explain what the learners and ones that are number written, have the
3rd column numbers in 3; and
will be doing: represented by the longs so on…
learner explain his/her
1.Observe the longs and and units. 8.All the numbers in each row answer.
units drawn in the chart. 3.Show your work in front of has 0 to 9 in ones.
2.Write the number of tens the class explaining how Say: Let us have an
and ones that are your group arrived at the Focus on observation activity. As you said, in
represented by the longs answer. number 8. In case this each column the ones
and units. observation was not given, digits are all the same
3.Show your work in front Allow the groups to do the lead the learners in seeing while the tens digits are
of the class explaining activity for 10 minutes. that the numbers in each increasing from 1 to 4.
how your group arrived Once done, have them row has 0 to 9 ones. Following these
at the answer. present their work one at a observations write the
time. Discuss unique Say: (pointing at 0 to 9) Any numbers that will
Allow the groups to do the answers presented by the of the numbers 0 to 9 can be complete the chart in your
activity for 10 minutes. groups. Affirm correct represented by a symbol activity.
Once done, have them answers given by any group called digit. Digits are the
present their work one at a and listen to the group’s single symbol used to make Distribute Activity Sheet 1
time. Discuss unique explanation of how they a numeral that represent to each learner. Give them
answers presented by the arrived at their answers. Tell numbers. For example: 27 is 10 minutes to do the
groups. Affirm correct each group to post their a numeral, 2 and 7 are activity. Roam around to
answers given by any work on the board. called digits. check how the learners are
group and listen to the doing the activity.
group’s explanation of how Ask the following questions: Say: Observably, for Once done, call on some
they arrived at their Q1: Did each group write numbers 0 to 9, there is learners to write their
answers. Tell each group the same numbers in only one digit that answers on the chart.
to post their work on the symbol? represents the number. We Check whether the
board. Q2: Did each group write can say that the numbers 0 numbers written from the
the same number of longs to 9 are 1-digit numbers. sixth row to the tenth are
Ask the following and units? Ask: If this is so, what do we correct.
questions: Q3: Did each group have call numbers 10 to 40? Focus learners’ attention
Q1: Did each group write more than or less than two at the number 50 (read it
the same numbers in longs or 30 units? Say: We call 10 to 40 as 2- as 5 and 0). Ask the
symbol? Q4: How did your group digit numbers. These learners what the number
Q2: Did each group write come up with the number numbers are a combination 50 represents. (It is
the same number of longs and the symbol that of any of the digits 0 to 9 expected that learners can
and units? represents the longs and depending on the number readily say that 50
Q3: Did each group have units? they represent. If the represents 5 tens due to
more than or less than two number is 25, 2 and 5 are their previous lessons.)
longs or 20 units? Say: Each row in the first called digits. If the number Say: We read this number,
Q4: How did your group column has two longs which is 39, 3 and 9 are the digits. fifty. Everybody read, 50.
come up with the number represent three tens or 30 Say: In our previous
and the symbol that units. Beside the longs, discussions, we have Ask the following
represents the longs and there are several one units identified numbers that questions:
units? left. Let’s talk about the first represent the “tens” and Q1: If this is 50, what is
Say: Each row in the first row with three longs and numbers that represent the the number next to it?
column has two longs one unit. To represent these “ones”. This time we will use (Point at 51. If the learners
which represent two tens in symbol, let us consider digits instead of numbers for could not say at once, give
or 20 units. Beside the the number of tens and those that represent the them an idea by asking
longs, there are several units that they have. “tens” and “ones”. So, the what is the last digit in
one units left. Let’s talk number 10 has the digit 1 in 51.)
about the first row with Ask: How many tens are tens and 0 in ones; 27 has Q2: What does 51
two longs and one unit. To there? (Point at the longs.) the digit 2 in tens and 7 in represent? (It is expected
represent these in symbol, Say: Let us write 3 under ones; and 36 has the digit 3 that the learners could
let us consider the number the tens column. in tens and 6 in ones. readily say that 51 is 5
of tens and units that they Ask: How many ones are tens and 1 ones.)
have. there? (Point at the units.) Bring learners’ attention to
Say: Let us write 1 under observation number 7. (In Ask the same question for
Ask: How many tens are the ones column. case this observation is not numbers 52 to 59. Tell the
there? (Point at the longs.) given, ask the learners to learners to read the
Say: Let us write 2 under Say: Look at the chart. We focus on the numbers in numbers from 51 to 59
the tens column. read and write the number each column.) then from 59 down to 51.
Ask: How many ones are that represents these
there? (Point at the units.) (pointing at the numbers in Ask the following questions: This time focus learners’
Say: Let us write 1 under the tens and ones), thirty- Q1: What do you notice attention at the number
the ones column. one. (Write the symbol 31 on about the numbers in the 60 (read it as 6 and 0). Ask
the fourth column.) first column? the learners what the
Say: Look at the chart. We Everybody read, 31 (Write Q2: What can you say about number 60 represents.
read and write the number the word thirty-one on the their digit in “ones”?
that represents these last column). Thirty-one Q3: What can you say about Say: We read this number,
(pointing at the numbers means there are three “tens” their digit in “tens”? sixty. Everybody read, 60.
in the tens and ones), and one “ones”. Q4: Let us look at the
twenty-one. (Write the numbers in the second Ask: If this is 60, what is
symbol 21 on the fourth Ask: Since 31 has three column. What can you say the number next to it?
column.) Everybody read, “tens” and one “ones”, what about the digits of the (Point at 61. In this case,
21 (Write the word twenty- can you say about 31 in numbers in this column? the learners are expected
one on the last column). relation to 30? How about Q5: What number then to follow the pattern in
Twenty-one means there 30 in relation to 31? (Lead should be written on the reading numbers 51 to
are two “tens” and one the learners to state that 31 fifth row under the second 59.)
“ones”. is one more than 30 and 30 column? (Write the number
is one less than 31.) under the corresponding Ask the same question for
Ask: Since 21 has two column.) numbers 62 to 69. Tell the
“tens” and one “ones”, Do the same process for learners to read the
what can you say about 21 numbers 32 to 39. Repeat Q4 and Q5 for the numbers from 61 to 69
in relation to 20? How third to the last columns. then from 69 down to 61.
about 20 in relation to 21? When done with the number
(Lead the learners to state 39, do the following: After all columns have been Do the same process for
that 21 is one more than Q1: How many units are filled out, ask the learners to numbers 70 to 99.
20 and 20 is one less than there beside the three longs? read them. Listen whether
21.) (10 units) they can recognize the Say: Looking at the chart,
Do the same process for Q2: Since we have 10, can numbers. what number follows after
numbers 22 to 29. we have another long to 99? (Based on pattern
replace the 10 units? Say: From 20 to 29, we read observed, the learners are
When done with the Q3: Where do we place now the numbers as: 20, 21, 22, expected to come up with
number 29, do the our long? 23, 24, 25, 26, 27, 28, and an answer that is 10 tens.)
following: 29. From 30 to 39. we read
Q1: How many units are Say: In this case, we have the numbers as 30, 31, 32, Ask: How do we write 10
there beside the two longs? four longs which means four 33, 34, 35, 36, 37, 38, and tens? (Listen to the
(10 units) tens. We shall then write 4 39. answers that may be given
Q2: Since we have 10, can under “tens”. correctly by the learners.
we have another long to Ask: What do you notice Affirm learners’ correct
replace the 10 units? Ask: What shall we write about how the numbers are answer and ask them to
Q3: Where do we place under “ones”? (It should read? (It should come out explain their answer.)
now our long? come out from the learners from the learners that if a 2-
 that 0 should be written digit number has the digit 2 Say: We write 10 tens as
Say: In this case, we have under “ones” because there at the beginning, all the one hundred. Everybody
three longs which means are no ones.) succeeding numbers will be read, 100.
three tens. We shall then read twenty at the
write 3 under “tens”. Say: These four tens and beginning. If the 2-digit Ask: What can you say
zero ones is represented by number has 3 at the about the digits in 100? (It
Ask: What shall we write the number 40, read as beginning, all the should come out from the
under “ones”? (It should thirty. (Write the number in succeeding numbers will be learners that 100 has 3
come out from the learners symbol and in word under read thirty at the beginning. digits.)
that 0 should be written the 4th and 5th columns, Then, if the number to be
under “ones” because respectively.) read ends in 1, then the last
there are no ones.) word to hear is one. If it
Have the learners read the ends in 2, then the last word
Say: These three tens and numbers 31 to 40, followed to hear is two. If it ends in 3,
zero ones is represented by by reading the numbers then the last word to hear is
the number 30, read as from 40 down to 31. three and so on.)
thirty. (Write the number
in symbol and in word Do the following Q & A:
under the 4th and 5th
columns, respectively.) Ask: Considering what was
mentioned, how do we read
Have the learners read the 41 (pointing at the number
numbers 21 to 30, in the chart)? (The learners
followed by reading the should be able to relate this
numbers from 30 down to to what was mentioned
21. about reading numbers.)
Say: Everybody read, forty-
one.

Ask: What does the number

41 represent? (It should
come out from the learners
that 41 represent 4 tens and
1 ones.)

Say: As you all know, in 41,

there are 4 tens and 1 ones.

Deepening Tell the learners to bring Tell the learners to bring out Ask: What can you say Let the learners do the
Understanding of out their show me board. their show me board. Have about 41 in relation to 40? following:
Key Idea/Stem Have them write their them write their answers to How about 40 in relation to T1: Read the numbers
answers to the following the following questions in 41? (It should come out from 1 to 100.
questions in their show me their show me board. from the learners that 41 is T2: Read the numbers
board. Q1: What number is one one more than 40 and 40 is from 100 down to 1.
Q1: What number is one less than 40? one less than 41.) T3: Tell the number which
less than 30? Q2: What number is one is one more than:
Q2: What number is one more than 39? Do the same Q & A process a.52
more than 29? Q3: What number is one for numbers 42 to 50. b. 64
Q3: What number is one less than 38? c.71
less than 28? Q4: What number is one Focus learners’ attention on d. 83
Q4: What number is one more than 30? numbers 41 to 50. Have the e.90
more than 20? Q5: What number is one learners read the numbers. f. 99
Q5: What number is one more than 34? Practice with the learners T4: Tell the number which
more than 24? Q6: What number is one writing the numbers in the is one less than:
Q6: What number is one less than 33? air. Then have them write g.51
less than 23? Q7: What number is one the numbers 41 to 50 on a h. 60
Q7: What number is one less than 35? pad paper. i. 74
less than 25? Q8: What number is one j. 85
Q8: What number is one more than 32? k. 93
more than 22? l. 100
Focus learners’ attention on
Focus learners’ attention numbers 31 to 40 written on Let the learners read the
on numbers 21 to 30 the board. Have the learners number you will be
written on the board. Have read the numbers. Practice pointing at randomly.
the learners read the with the learners writing the
numbers. Practice with the numbers in the air. Then
learners writing the have them write the
numbers in the air. Then numbers 31 to 40 on a pad
have them write the paper.
numbers 21 to 30 on a pad
paper.
After the Lesson/Post-lesson Proper
Making To summarize the lesson, To summarize the lesson, To summarize the lesson, To summarize the lesson,
Generalizations ask the learners what the ask the learners what the ask the learners what the ask the learners what the
numbers 21 to 30 numbers 31 to 40 represent. numbers 41 to 50 represent. numbers 51 to 100
represent. represent.
Evaluating Ask the learners to do Ask the learners to do Ask the learners to do Ask the learners to do
Learning Worksheet 1. Worksheet 2. Worksheet 3. Worksheet 4.

Note: Please administer

 Assessment 1 on Day 5.
This is found together
with LAS.
Additional Give the learners the Give the learners the Give the learners the Give the learners the
Activities for following problem: following problem: following problem: following problem:
Application or There were 25 birds on a Tina and Rosa are siblings. Alan’s father turned 49 last Apo Taltal turns 100
Remediation (if tree. One flew away. Rosa is one year older than year. How old is Alan’s today. How old was she on
applicable) Twenty-four birds were Tina. If Rosa is 37 years old, father when he celebrates this same day last year?
left. Another bird flew how old is Tina? his birthday this year?
away. Twenty-three were
left. Again, another bird Raul is Tina and Rosa;s
flew away. Twenty-two cousin. He is one year
were left. How many birds younger than Tina. How old
would be left if another is Raul?
bird will fly away?
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’S REFLECTION

Prepared by: Checked by: Approved by:

JULIET MARIE B. MIJARES RECHILLE F. CHOME ANNIE C. DULAY

Teacher-I Master Teacher-I Principal-II