MATATAG School BALANACAN ELEMENTARY SCHOOL Grade Level 1
K to 10 Curriculum Name of Teacher MYRA M. LANETE Learning Area Mathematics
Weekly Lesson Log Teaching Dates and Time Week 4- JULY 11,2025 Quarter First
DAY 5
I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES
A. Content Standards The learner should have knowledge and understanding of whole numbers up to 100.
B. Performance Standards By the end of the quarter, the learners are able to count, read, write, recognize, and represent whole
numbers up to 100.
The learners
● count up to 100 (includes counting up or down from a given number and identifying a number
that is one more or one less than a given number); ● read and write numerals up to 100; and
C. Learning Competencies
● 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).
At the end of the lesson, the learner should be able to:
● count up to 100;
● recognize and represent numerals 51 to 100;
D. Learning Objectives ● read and write numerals
51 to 100;
● count up and down from a given number (up to 100); and
● identify the number that is one more than or one less than a given number (up to 100).
II. CONTENT Number
and
Algebra
III. LEARNING RESOURCES
A. References
B. Other Learning Resources
IV. TEACHING AND LEARNING PROCEDURES
Before/Pre-Lesson Proper
Activating Prior Present the chart used in the previous lesson with numbers from 1 to 50. Point to
Knowledge numbers on the chart randomly and have the learners read them aloud.
Lesson To count, recognize, represent, read, and write numbers up to 100
Purpose/Intention
Lesson Language fifty-one, fifty-two, fifty-
Practice three…until one hundred, one more than, one less than
During/Lesson Proper
Reading the Key Idea/Stem
Developing Post the chart used in Day 3’s lesson. Let them recall how they filled up row 5. Reiterate
Understanding of the about the observations regarding each row and each column.
Key Idea/Stem
41 42 43 44 45 46 47 48 49 50
What do you observe about the numbers in each row?
Possible observations:
1. All the numbers in row 2 starts with 1 except for the last number.
2. All the numbers in row 3 starts with 2 except for the last number.
3. All the numbers in row 4 starts with 3 except for the last number.
4. The numbers in each row increase consecutively
from one to nine, except for the last number.
5. For the last number in each row, its left* side number (*actually, the tens digit) is one
more than the left side number of the other numbers in the same row and its right* side
number is zero (*actually, the ones digit).
Check those observations by using the chart.
How about the numbers in each column?
Possible observations:
1. All the numbers in column
1, from row 2 to 4, ends in 1, which is the number in column 1 row 1.
2. All the numbers in column
2, from row 2 to 4, ends in 2, which is the number in column 2 row 1.
3. All the numbers in column
3, from row 2 to 4, ends in 3, which is the number in column 3 row 1.
Continuing this arrangement or pattern, all the numbers in –
Column 4 --- ends in 4
Column 5 --- ends in 5
Column 6 --- ends in 6
Column 7 --- ends in 7
Column 8 --- ends in 8
Column 9 --- ends in 9
Column 10 --- ends in 0
4. In each column, from row 2 to row 4, numbers increase by ten,
i.e, 11→ 21→ 31
(2nd row)(3rd row)(4th row)
Check those observations by using the chart.
Open the lower part of the chart used on Day 3, where there are five more rows below
with no numbers.
Say: Following the observations we mentioned, determine the numbers in row 6. With
your seatmate, complete row 6 of the chart that I will give you.
Distribute LAS 1 to each pair. Give them about 10 minutes to complete the chart. Move
around to check how the learners are doing the activity.
Once they are done, call on some learners to write the numbers from 51 to 60 in the chart posted
on the board. Have the learner explain his/her answers.
Call another group of learners to write the numbers in each succeeding rows.
Confirm the correct answers for each row.
After the chart has been correctly filled out, tell them that the completed chart is called the
Hundred Chart.
Reiterate the observations for each row and each column.
Read the numbers aloud from 51 to 100. Let the learners repeat after you. Do this
twice. On the third time, let the learners read the numbers aloud by themselves.
Deepening Tell the learners to bring out their show me board. Have them write the number that you
Understanding of the are going to say. Randomly, select a number from 51-100.
Key Idea/Stem
Using the hundred chart, randomly select at least two rows from 51 to 100, one row at a
time, and have the learners read aloud the numbers, counting up then counting down.
Next, ask the following questions.
1. What number is one less than 100? It is 99.
2. What number is one more than 50? It is 51.
3. What number is one less than 78? It is 77.
4. What number is one more than 61? It is 62.
5. What number is one more than 94? It is 95.
6. What number is one less than 53? It is 52.
You may change the numbers and ask more questions if necessary.
After/Post-Lesson Proper
Making Generalizations and Abstractions To summarize the lesson, ask the learners what they did to determine numbers 51 to 100.
Expected answer:
To determine numbers 51 to 100, we made use of a chart with numbers 1 to 50 arranged in
rows and columns. We followed how the numbers were written in every row and column.
Evaluating Learning Ask the learners to do Assessment 4.
Expected answers:
A. 55, 63, 78, 86, 100
B. 1. 51, 53
2. 77, 79
3. 90, 92
Additional Activities for
Application or
Remediation
(if applicable)
Remarks
Reflection
