Math LG Gr1 Grayscale

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Lesson Guides in Elementary Mathematics Grade I

Copyright 2003 All rights reserved. No part of these lesson guides shall be reproduced in any form without a written permission from the Bureau of Elementary Education, Department of Education.

The Mathematics Writing Committee

GRADE 1

Region 3

Jasmin Magtanong Bataan

Region 4

Sheilaver Capumpon Cavite Rosalinda R. Ravelas Laguna

National Capital Region (NCR)

Aurora P. Portes Manila Bienvenida Tejuco Valenzuela Zenaida Cajulao Makati Marites Estrellado Taguig/Pateros

Bureau of Elementary Education (BEE)

Ofelia H. Eustaquio Rosalinda T. Serrano

Ateneo de Manila University

Virgie C. Gayda

Support Staff

Ferdinand S. Bergado Ma. Cristina C. Capellan Emilene Judith S. Sison Julius Peter Samulde Roy L. Concepcion Myrna D. Latoza Eric S. de Guia - Illustrator

Consultants

Fr. Bienvenido F. Nebres, SJ President, Ateneo de Manila University Ms. Carmela C. Oracion Principal, Ateneo de Manila University High School

Project Staff

Teresita G. Inciong Director IV Merlita A. Nolido Chief, Curriculum Development Division

Mirla R. Olores Asst. Chief, Curriculum Development Division Virginia T. Fernandez Project Coordinator

EXECUTIVE COMMITTEE

Edilberto C. de Jesus Secretary, Department of Education Juan Miguel M. Luz Undersecretary for Finance and Administration

Fe A. Hidalgo Undersecretary for Programs and Projects

Printed in the Philippines. ISBN 971-92775-0-5

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TABLE OF CONTENTS

Introduction............................................................................................................................. vi Matrix .................................................................................................................................. vii

I. WHOLE NUMBERS Comprehension of Whole Numbers

Identifying Common Objects According to: Color ......................................................................................................... 1 Thickness ............................................................................................ 3 Size - small-big, smaller-bigger ................................................................... 7

- long-short, longer-shorter ................................................................... 10 Shape ......................................................................................................... 13

Classifying Sets According to: Color and Shape ................................................................................ 17 Size and Thickness ............................................................................... 20

Ordering Sets Least to Greatest .................................................................................. 23 Greatest to Least .................................................................................. 27

Sets in One-More Order ................................................................................... 32 Sets in One-Less Order ................................................................................... 36 Comparing Sets ................................................................................................ 40 Comparing Sets Using the Expression As Many As.................................................. 44 Associating Numbers with Sets Having Objects 0 to 10 ............................................. 48 Telling the Number of Objects in a Given Set ............................................................. 52 Ordering Numbers from Least to Greatest and Vice Versa ......................................... 56 Reading and Writing Numbers in Symbols (0-10) ....................................................... 60 Relationship of Numbers ........................................................................................... 64 Counting 1s through 50 ............................................................................................. 68 Identifying Number of Objects in a Set ....................................................................... 71 Skip Counting by 2s through 50 ................................................................................. 73 Skip Counting by 5s through 50 ................................................................................. 76 Skip Counting by 10s through 50 ............................................................................... 79 Associating Numbers with Sets Having 51-100 Objects/Things................................... 81 Place Value of 1- to 2-Digit Numbers ......................................................................... 84 Reading Numbers 11 through 100 in Symbols and in Words ...................................... 87 Writing Numbers 11 through 100 in Symbols and in Words ........................................ 91 Writing Numbers 11 through 100 in Expanded Form .................................................. 94 Regrouping Sets ....................................................................................................... 96 Identifying Ordinal Numbers ....................................................................................... 99 Reading and Writing Ordinal Numbers ....................................................................... 101 Reading and Writing Money Symbols ........................................................................ 103 Telling Values of Money ............................................................................................ 106 Comparing Values of Money ...................................................................................... 109 Skip Counting by 5s and 10s .............................................................................. 113

Addition Joining Sets .............................................................................................................. 116 Showing the Relationship of Joining Sets to Addition ................................................. 120 Adding Two 1-Digit Numbers

Sums of 6 and Less ............................................................................... 124 Sums of 7 through 10 ............................................................................... 127 Sums of 11 through 18 ............................................................................... 129

Illustrating that Any Given Number Plus Zero is the Same Number ............................ 131

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Changing the Order of Two Addends Does Not Affect the Sum .................................. 134 Adding Three 1-Digit Numbers ................................................................................... 137 Changing the Grouping of Three or More Addends Helps Make Computation Easy ..................................................................... 140 Adding Mentally Two to Three 1-Digit Numbers ......................................................... 143 Adding 1- to 2-Digit Numbers with Sums through 99

without Regrouping ....................................................................................... 146 with Regrouping ............................................................................................ 149

Analyzing Word Problems What is Asked .............................................................................................. 152 What is/are Given ......................................................................................... 155 Word Clues and the Operation to Use ........................................................... 158 Transforming Word Problems into Number Sentences .................................. 162 Using the Correct Operation .......................................................................... 166

Solving 1-Step Word Problems .................................................................................. 171

Subtraction

Removing a Subset from a Given Set of Objects ........................................................ 177 Showing the Relationship of Removing Group of Objects from a Given Set to Subtraction .................................................................... 181 Comparing Sets (More or Less) ................................................................................. 186 Showing Subtraction as the Inverse of Addition ......................................................... 191 Subtracting 1-Digit Numbers

with Minuends through 18 .............................................................................. 197 with Minuends through 99 without Regrouping .............................................. 201 with Minuends through 99 with Regrouping ................................................... 204

Subtracting 2-Digit Numbers with Minuends up to 99 without Regrouping ....................................................................................... 208 with Regrouping ............................................................................................ 213

Mental Subtraction .................................................................................................... 216 Analyzing Word Problems

What is Asked .............................................................................................. 220 What is/are Given ......................................................................................... 224 Word Clues and the Operation to Use ........................................................... 227 Transforming Word Problems into Number Sentences .................................. 232 Using the Correct Operation .......................................................................... 237

Solving Word Problems ............................................................................................. 242

II. RATIONAL NUMBERS

Fractions

Recognizing 21

of a Whole ........................................................................................ 245

Recognizing 41

of a Whole ......................................................................................... 249 Separating a Whole Object into:

Halves .......................................................................................................... 252 Fourths ......................................................................................................... 255 Halves/Fourths .............................................................................................. 259

Separating Group of Objects into: Halves .......................................................................................................... 264 Fourths ......................................................................................................... 268

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III. MEASUREMENT

Time Measure

Number and Names of Days in a Week ..................................................................... 273 Number of Months in a Year Using the Calendar ....................................................... 278 Indicating Time to the Hour ........................................................................................ 281 Indicating Time to Half-Hour ...................................................................................... 284 Telling Time Using Digital Clock ................................................................................ 288 Indicating Time to the Nearest 15 Minutes of an Hour ................................................ 291

Linear Measure

Measuring Objects Using Non-Standard Units of Linear Measure .............................. 294

Mass Measure

Measuring Mass Using Non-Standard Units of Measurement ..................................... 298

Area

Measuring Area Using Non-Standard Units ................................................................ 302 Comparing Non-Standard Units of Measuring Area .................................................... 305

Capacity

Measuring Capacity Using Non-Standard Units ......................................................... 308 Comparing Measurement for Capacity ....................................................................... 313

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I N T R O D U C T I O N

The Lesson Guides in Elementary Mathematics were

developed by the Department of Education through the Bureau of

Elementary Education in coordination with the Ateneo de Manila

University. These resource materials have been purposely

prepared to help improve the mathematics instruction in the

elementary grades. These provide integration of values and life

skills using different teaching strategies for an interactive

teaching/learning process. Multiple intelligences techniques like

games, puzzles, songs, etc. are also integrated in each lesson;

hence, learning Mathematics becomes fun and enjoyable.

The skills are consistent with the Basic Education

Curriculum (BEC)/Philippine Elementary Learning Competencies

(PELC). These should be used by the teachers as a guide in their

day-to-day teaching plans.

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MATRIX IN ELEMENTARY MATHEMATICS GRADE I

Competencies Values Integrated Strategies used Multiple Intelligence Techniques I. WHOLE NUMBERS

A. Comprehension of Whole Numbers

1. Recognize cardinal numbers from 0 to 100

1.1 Identify common objects according to color

- size - thickness - shape

Satisfaction Obedience Health value Cooperation Creativity

Group work Game

Concept development

Singing Drawing Speaking Independent activity

1.2 Classify sets using common objects according to color,

- size - shape

Orderliness Health value Cooperation Obedience Creativity

Group work Concept development Game Reciting a rhyme Picture study

Drawing Writing Independent study Poetry Singing

1.3 Order sets with 1 to 10 objects from least to greatest and vice-versa

Obedience Punctuality Orderliness

Story telling Grouping Picture study

Singing Manipulative Writing Independent study

1.4 Construct sets with objects 1 to 10 in

1.4.1 the one more order 1.4.2 the one less order

Carefulness

Thrift

Concept development

Singing Writing Drawing

1.5 Compare 2 sets using the expressions fewer than, more than, and as many as

Obedience Courtesy

Game Grouping

Drawing Manipulative

1.6 Associate numbers with sets having objects 0 to 10

Enjoyment in doing ones work

Group work Concept development

Singing Drawing

1.7 Tell the number of objects in a given set of 10 or less

Cooperation Concept development Group work

Drawing Manipulative Independent activity

1.8 Order numbers 1 to 10 including zero from least to greatest and vice-versa

Cooperation Group work Storytelling

Writing Singing Independent study

1.9 Read and write numbers from 0 to 10 in symbols

Enjoyment in group activities

Group work Reciting poem Concept development

Poetry Cooperative groups

1.10 Tell the relationship of numbers using the expressions less than, greater than, equal

Neatness in ones work Concept development Story telling

Manipulative Writing

1.11 Count by 1s through 50 Love of nature Group work Outdoor activities Singing, Writing Independent activity

1.12 Identify numbers in sets having 11 to 50 objects

Enjoyment in manipulating objects

Storytelling Game

Singing Manipulative Speaking

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Competencies Values Integrated Strategies used Multiple Intelligence Techniques 1.13 Skip count by 2s, 5s and

10s through 50 Interest in manipulating objects Cooperation

Concept development Grouping

Writing Reading Drawing Independent activity Manipulative Drawing

1.14 Associate numbers with sets having 51 up to 100 objects/things

Cooperation Grouping Guessing game

Writing Manipulative Joining dots Independent activity

2. Read and write numbers through 100 in symbols and in words

Practicing good study habits

Story telling Guessing game

Cooperative groups Charts Riddles

2.1 Give the place value of each digit in a 1-to 2-digit numbers

Pleasure in manipulating things

Concept development Discovery method

Hands-on Manipulative Writing Reading Speaking

2.2 Read numbers from 11 through 100 in

symbols and in words

Practicing good study habits

Story telling Guessing game

Reading Writing Reading Games

2.3 Write numbers from 11 through 100 in

symbols and in words

Neatness in ones work Games relay Singing Writing Reading, Games

2.4 Write numbers from 11 through 100 in expanded form

Neatness and orderliness

Guessing game Picture story

Speaking Writing

2.5 Regroup sets of ones into sets of tens and sets of tens into hundreds using objects

Cooperation Games Concept development

Drawing Manipulative Writing Reading Speaking

3. Read and write ordinal numbers 1st, 2d, 3d up to 10th in a given set

Orderliness Concept development Writing Speaking Reading

3.1 Identify the 1st, 2d, 3d up to the 10th object in a given set

Cooperation Game Riddles

Drawing Coloring

4. Read and write money up to 50.00

4.1 Read and write the symbol of for centavos and for pesos

Appreciation of the value of money

Concept development Game

Writing Speaking

4.2 Tell the value of a given set of coins and

paper bills up to 50

Thrift Concept development Game

Speaking Writing

4.3 Compare values of the different denominations of coins and paper bills through 50 using the relation symbols.

Thrift Spending money wisely

Picture study Problem solving

Manipulative Writing

4.4 Skip count by 5s, 10s up to 50s

Cooperation Concept development Problem solving

Manipulative Writing Reading Speaking Drawing

B. Comprehension of Addition

1. Add two to three 1- digit numbers with sums up to 18 horizontally and vertically

Making right choices Problem story Problem solving

Drawing Writing Speaking

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Competencies Values Integrated Strategies used Multiple Intelligence Techniques 1.1 Join two sets with 1 to 9

objects

Working well with others Concept development Singing Drawing Writing Speaking

1.2 Show the relationship of joining sets to addition of whole numbers

Active participation in class activities

Grouping, Concept development Problem solving

Poems Writing Drawing

1.3 Add two 1-digit numbers having sums of :

- 6 and less

Teamwork Guessing games Story telling

Poetry Singing Manipulative

- 7 through 10 (after concept

of 1-10) Teamwork Playing games

Group work Singing chart Drawing

1.4 Illustrate that any given number plus zero is the

same number

Honesty Acting-out Movements Singing

1.5 Show that changing the order of two addends does not affect the sum

Cleanliness and neatness

Concept development Drawing pictures

Movements Singing Drawing

1.6 Add three 1-digit numbers having sums up to 18

Accuracy Story-telling Concept development

Play Cooperative groups

1.7 Show that changing the grouping of three or more addends helps make computation easy

Active participation Acting-out Listing

Cooperative groups

2. Add mentally two to three 1-digit numbers with sums up to 18

Active participation Games Guess and check

Singing Cooperative groups

3. Add 1- to 2-digit numbers with sums through 99 - without regrouping

Attentiveness to details

Concept development Drawing pictures

Drawing Cooperative groups

- with regrouping Attentiveness Making chart, tables, Listing

Cooperative groups Manipulative

4. Application of Addition 4.1 Solve 1-step word problems involving addition of whole numbers including money with sums up to 99 without and with regrouping

Enjoyment

Modeling Role playing Concept development

Reading Cooperative groups Music appreciation

4.1.1. Analyze the word problem

4.1.1.1 Tells: - what is asked

- what is/are given

Proper nutrition

Acting-out Concept development

Singing Reading Writing

- the word clues - the operation to be used

Love and care Story-telling Graphing

Singing Cooperative groups

4.1.2 Transform the word problem into a number sentence

Cooperation Storytelling Drawing

Singing Cooperative group

4.1.3 Use the correct operation 4.1.4 State the complete

answer

Enjoyment

Concept development Drawing picture Story telling Guess and check

Singing Drawing Music chart

C. Comprehension of Subtraction

1. Subtract 1- to 2-digit numbers from 1- to 2-digit numbers with minuends up to 99 without and with regrouping

Showing love and care Gain pleasure Punctuality

Games Story telling Drawing Tables Concept development

Singing Movements Manipulative Charts Drawing

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Competencies Values Integrated Strategies used Multiple Intelligence Techniques 1.1 Visualize situations when subtraction is used

Cleanliness Story-telling Games Acting-out

Reading Writing Cooperative group

1.1.1 Remove a subset from a given set of objects (taking away)

Accuracy and working independently

Drawing pictures/ diagram

Drawing

1.1.1.1 Show the relationship of the removal of a group of objects from a given set to subtracting of whole numbers

Cooperation Group activities Problem solving

Reading Writing Singing Independent activity

1.1.1.2 Compare two given sets (more or less in number)

Being active Group work Guessing game

Cooperative groups Singing

1.1.1.3 Find a missing addend 1.1.1.3.1 Show that

subtraction is the inverse of

addition

Help in preserving trees

Story-telling Acting-out

Poetry Outdoor activities

1.2 Subtract 1-digit numbers with minuends through 18 (basic facts)

Gain pleasure in reading books

Play Story-telling Group Work Number line

Singing Manipulative Play Movements

1.3 Subtract 1- to 2-digit numbers with minuends up to 99

1.3.1 without regrouping

Showing love and care Games Story-telling Acting out Relay game

Reading Writing Cooperative group

1.3.2 -with regrouping Cleanliness Story-telling Drawing Concept development Tables

Manipulative Charts Drawing

1.3.3 Subtract 2-digit numbers without regrouping

Punctuality Story-telling Concept development Play

Manipulative Charts Drawing

1.3.4 Subtract 2-digit with regrouping

Thrift Story-telling Concept development

Writing Cooperative group

2. Subtract mentally 1-digit numbers from minuends up to 18 without regrouping

Love and care for animals

Guessing Game Story-telling Play

Singing Movement Manipulative

3. Application of Subtraction

3.1 Solve word problems involving subtraction of whole numbers including money with minuends up to 99 without and with regrouping

Attentiveness

Concept development Story-telling Drawing Guessing game

Singing Drawing Playing Cooperative group

3.1.1 Analyze the word problems

3.1.1.1 Tell: - what is asked

Finding pleasure in reading

Story-telling

Drawing

Cooperative group Reading Writing Drawing

- what is/are given Love for nature

Reciting poem Story-telling Drawing

Poetry Drawing Manipulative

- the word clues - the operation to

be used

Carefulness Story problem Drawing Collecting data Cutting

Reading Drawing Hands-on

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Competencies Values Integrated Strategies used Multiple Intelligence Techniques 3.1.2 Transform the word

problem into a number sentence

Sharing

Playing games Story-telling Drawing Collecting Paper folding

Drawing Outdoor activities Manipulative

3.1.3 Use the correct operation

Enjoyment in doing things

Story telling Drawing Coloring Cutting

Singing Manipulative Cooperative group

3.1.4 State the complete answers

Enjoyment in doing things

Story telling Drawing Coloring Cutting

Singing Manipulative Cooperative group

II. RATIONAL NUMBERS

A. Comprehension of Fractions

Generosity

Acting-out Problem solving

Games Mental computation

1. Recognizes 21

and

41

of a whole

Sharing Helping others

Story telling

Independent activity

2. Separate a whole object into halves/fourths

Generosity Sharing

Story telling Acting-out

Independent activity

3. Separate group of objects into halves/fourths

Sharing with others Giving

Story telling Reading Writing

III. MEASUREMENT A. Comprehension of time

measure

1. Tell the number of days in a week/months in a year using the calendar

Love for others Helping one another

Story telling Graph

Spatial, Manipulative activities, Drawing

2. Indicate time to the hour/half hour

Punctuality Responsibility

Games Story telling Guess/Check Drawing pictures

Group work Independent study Reading Cooperative learning

2.1 Show that 60 minutes make an hour

Punctuality Concept development Listing

Hands-on activities Cooperative work

2.2 Tell time using digital clock

Carefulness Drawing of pictures Listing

Reading, Writing, Speaking, Numbers

3. Indicate time to the nearest 15 minutes of an hour like 1:15, 1:30, 1:45

3.1 Indicate time such as 1:15, 1:30,

1:45 when the hand is at 15 minutes

Carefulness Drawing of pictures Listing

Reading Writing Speaking Numbers

4. Read and write time as shown on the clock

Neatness Orderliness

Listing Drawing pictures

Numbers Drawing Hands-on activities

B. Comprehension of Linear Measure 1. Make measurement using non-

standard units of linear measure.

Cooperation

Concept development Hands-on activities

Mental computation Singing, Writing, Measuring

2. Compare among the non-standard units of

mass measure in terms of consistency and accuracy

Cooperation Comparison Measuring

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Competencies Values Integrated Strategies used Multiple Intelligence Techniques

C. Comprehension of Mass Measure

1. Measure mass using non-standard units of linear measures

Cooperation

Concept development Hands-on activities

Mental computation Singing Writing Measuring

2. Compare among the non-standard units of mass measure in terms of consistency and accuracy

Carefulness Analogy Hands-on activities Comparison

Manipulative Independent study

D. Comprehension of Area

1. Measure area using non-standard units

Active participation

Group work

Diagrams

2. Compare among the non-standard units of measuring area in terms of consistency and accuracy

Active participation Comparison Graphing Diagram

E. Comprehension of Capacity

1. Measure capacity using non-standard units

Health value Hands-on activities Measuring Singing Independent activity

2. Compare among the non-standard units of capacity measure in terms and accuracy of measurement

Water conservation Group work Comparison Listing

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Identifying Common Objects According to Color

I. Learning Objectives

Cognitive: 1. Name the colors of common objects 2. Identify colors of common objects

Psychomotor: Draw objects and color them Affective: Gain satisfaction in coloring objects

II. Learning Content

Skill: Identifying common objects according to color Reference: BEC - PELC IA1.1.1 (1)

Materials: real objects, mystery bag with cutouts inside, picture of a beautiful garden, things inside their bags

Value: Satisfaction in ones accomplishment

III. Learning Experiences

A. Preparatory Activities

1. Drill

Have children show and name the things found inside their bags. Then, let them name things inside the classroom. Let pupils describe the objects by naming their colors.

Present a song about colors to the tune of Where is Father. Red, Blue, White, Yellow, Pink, Green and Orange, Black, Brown and Violet (2x)

2. Motivation

Show a picture of a garden with colorful plants. What do you see in the picture? Do you like them? Why? Who made the flowers? plants? etc. What else did God make? Do all things made by God have colors?

B. Developmental Activities

1. Presentation

a. Teacher names the colors of the flowers, leaves, and other things found in the garden.

b. Present a basket with different fruits inside. Have the pupils identify each by naming its color. (As the teacher shows the fruits, she shows the corresponding color cards.)

c. Present a mystery box with cutouts inside. Call the pupils and let them pick one cutout from the mystery box. Then, let them group the cutouts according to their color.

2. Fixing Skills/Practices

Present cutouts of objects without colors. Then have the pupil get the corresponding colored cutouts to match with each object.

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3. Generalization

What can you say about the objects?

Objects have different colors.

C. Application

Ask pupils to look for red objects in the room. Have them name the objects.

Ex. Red ball (Do the same procedure with yellow, blue, green, orange, black, brown and white objects.)

IV. Evaluation

A. Give the colors of these objects. (Color the drawings before presenting this activity.)

1. 2. 3. 4. 5.

B. Which object is

yellow?

a. b. c.

red?

a.

b.

c.

orange?

a.

b.

c.

green?

a.

b.

c.

blue?

a. b. c.

C. Write the letter of the correct answer.

1. It is red.

a. b. c. d.

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2. It is yellow.

a. b. c. d.

3. It is green.

a. b. c. d.

4. The mango is ____.

a. blue b. red c. white d. yellow

5. The sampaguita is ____.

a. orange b. green c. brown d. white

Valuing: Ask the pupils how they feel while they are coloring objects or drawings.

V. Assignment

A. Color the following pictures.

1. 2. 3. 4. 5.

Red Green Blue Black White

B. Draw 5 objects and color them.

Identifying Common Objects According to Thickness


Cognitive: Identify common objects according to thickness Psychomotor: Make sets of objects of different thickness Affective: Participate actively in various activities


Skill: Identifying common objects according to thickness (thick, thin thicker and thinner)

Reference: BEC/PELC I A 1.1.1 (2) Materials: Color cards, books, pictures, real objects to compare like books, rope, thread,

sticks, pencils Value: Cooperation

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1. Drill (using a chart) Identifying objects and their colors. Example: a red apple

2. Review a. Tell the color. (Have pupils tell the color of their things.)

1. My nails are _____________. 2. My bag is _______________. 3. My dress is _______________. 4. My T- shirt is ___ 5. My shoes/slippers are ____________.

b. Naming objects in the classroom. c. Check the picture that matches the correct name.

1) pants

a.

b.

2) belt

a.

b.

3) pencil

a.

b.

4) stick

a.

b.

5) ribbon a.

b.

3. Motivation Have you tasted a cake? What kind of cake did you have? Was your cake thick or

thin? Which do you want to eat? Why?


1. Presentation

a. Show books of different thickness: a thick and a thin one. Introduce thin-thick showing the books. Say, This book is thin. This book is thick.

Have pupils repeat the sentences while showing the book. Call on individual pupils to describe each book.

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b. Present other objects that pupils can describe like towels, rope, thread, pad paper, notebook, wood blocks.

Call on individuals to describe the objects. The teacher compares two objects as the class listens Say: The notebook is thicker than the pad paper. Have the class repeat the statement. Let pupils compare other objects using thicker than. Compare two objects using the word thinner. Say: The handkerchief is thinner than a towel. Have some pupils use thinner to compare other objects.

c. Game: Show me (Can be done by the whole class/individually). The pupils will show things that the teacher says.

Teacher says: SHOW ME SOMETHING AMONG THE THINGS YOU HAVE

1) a thick cardboard 2) a thin paper 3) a thick book 4) a thin eraser 5) a thick notebook 6) a thick jacket 7) a thick block of wood 8) a thin handkerchief 9) a thick bag 10) a thin magazine

2. Fixing Skills/Practice

a. Check the thick objects. Cross-out the thin objects.

b. Which is thicker?

1) a pad paper or a book 2) a blanket or a handkerchief 3) a toothpick or a matchstick

c. Which is thinner?

1) a thread or a rope 2) a match stick or a pencil

3. Generalization

How did we compare the objects in our lesson today? We compared objects according to thickness. Objects differ in thickness. What can you say about the objects around us? Some are thin, some are thick.

1) 2) 3) 4)

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C. Application

Draw the following correctly.

1. a thick plate 2. a thin book 3. a thick slipper 4. a thin dictionary 5. a thick notebook

IV. Evaluation

A. Write the number of the correct answer.

1. thin eraser

a. b.

2. thick bread

a. b.

3. thick stick

a. b.

4. thin wood

a. b.

5. thin towel a. b.

B. Which is the correct answer? Write A or B?

1. The thick notebook is ___.

A. B.

2. The thin eraser is ___.

A. B.

3. The thick stick is ___.

A. B.

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4. The thin paper is ___.

A. B.

5. The thick newspaper is ___.

A. B.

V. Assignment

Draw thin and thick objects listed below.

book plastic straw match stick rope sole of slipper

Identifying Common Objects According to Size


Cognitive: 1. Identify common objects according to size small and big, bigger and smaller

2. Compare objects according to size Psychomotor: Draw big and small objects Affective: Follow directions in learning activities


Skill: 1. Identifying common objects according to size big and small; bigger and smaller

2. Comparing two common objects according to size Reference: BEC/PELC I A 1.1.1 (3) Materials: Bananas, real objects, pictures, cutouts, things around the room, trays Value: Obedience



1. Drill Match the color cards with a given object. Example: eggplant violet

banana yellow

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2. Review

Say the letter of the correct answer.

It is pink. a. duhat b. macopa c. atis It is brown. a. guava b. mango c. chico It is orange. a. stringbeans b. petchay c. carrot

It is red. a. tree b. apple c. santol It is yellow. a. banana b. orange c. melon

3. Motivation

Ask the pupils what fruits do they like to eat and why.


1. Presentation

a. Show two papayas. Label the bigger one A and the smaller one B. Ask, Which of these papayas will you choose? Why?

b. Introduce the term big. c. Have the pupils identify other big objects in the room. d. Introduce small. Using the small papaya as model, show other small objects found in

the room. e. Ask pupils to compare two objects using the terms bigger smaller.

2. Group Activity

Divide the class into groups and distribute objects in a tray for each group to compare. Each group will show two objects and compare them using bigger and smaller.

3. Generalization

Ask: What can you say about the size of objects? Objects differ in size. Some are small, some are big.

4. Valuing

Talk about the activities that the teacher told them to do. Cite instances. Ask: What kind of children are you if you follow what the teachers say? (Introduce OBEDIENT-OBEDIENCE.)

Then have the pupils repeat: We are obedient if we follow what the teacher says. Why do we have to follow what the teachers say?

Ask: Who are the other people that we should obey? Why?

C. Application

Put a check 3 if the object is small, x if it is big.

1. 4.

2. 5.

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3. 6.

Which is bigger?

1. rabbit or elephant? 2. jeep or bus? 3. wallet or bag?

Which is smaller?

1. santol or watermelon 2. teaspoon or ladle 3. pail or drum

IV. Evaluation

A. Write the letter of the correct answer.

1. a small book

a. b.

2. a big cat

a. b.

3. a small envelope

a. b.

4. a small banana

a. b.

5. a big ball

a. b.

B. Fill in the blanks with bigger or smaller (teacher will read this for the children).

1. An ant is _________ than a spider. 2. A dog is _________ than a cat. 3. A house is _________ than a bus. 4. A chick is _________ than a hen. 5. A pair of scissors is _________ than a nail cutter.

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C. Draw a smaller object for each of the following:

1. 2. 3. 4. 5.

D. Draw a bigger object for each of the following:

1. 2. 3. 4. 5.

V. Assignment

Bring big and small similar objects which are not found in the classroom. Be able to describe your objects.

Identifying Common Objects According to Size


Cognitive: Identify common objects according to size long or short Compare objects according to size longer or shorter

Psychomotor: Make models of objects of different sizes using clay Affective: Learn the value of eating vegetables


Skill: 1. Identifying common objects according to size long, short longer and shorter 2. Comparing common objects according to size

Reference: BEC-PELC I A 1.1.1 (3) Materials: Chart, drawings, crayons, clay, cutouts of objects Value: Health value eat vegetables



1. Drill

Identify big and small objects shown on the chart

Ex. a big ball a small ball

2. Review

Compare two objects using bigger and smaller.

Ex. The carabao is bigger than a cat.

11

The ant is smaller than a rat. 3. Motivation

Ask: Who among you eat vegetables? What vegetables do you eat? Inform the pupils the food nutrients that we get from vegetables. Ask pupils why they should eat vegetables. (Possible answer: Vegetables make us strong and healthy.)


1. Presentation

a. Show an upo and patola. Have pupils identify them and ask which one is long or short.

b. Present other objects and have the pupils identify which are long/short. c. Place other vegetables on the table and tell them to compare the length. Ask: Which

is longer? Which is shorter? Guide the children in saying: The patola is longer than the carrot. The carrot is shorter than the patola.

d. Show other objects that pupils can compare. Distribute a set of objects to the pupils to compare as to their length: longer or shorter. Tell them to get two objects and show to the class which one is longer, or shorter.

e. Look for two objects in the room and do the same procedure as above. f. Game and contest: Bring Me

Divide the class into 2 groups. Ask for a thing or an object. The first group to bring an object or thing gets a point. The first group that gets a total of three points wins the game.

Example: Bring me a long pencil. Bring me a short crayon. Bring me a girl with long hair.


Make long and short objects using your clay.

3. Generalization

How did we identify the objects?

Objects differ in size. Some objects are long. Some objects are short.

C. Application

Which is longer? Which is shorter?

1. The comb is ___ than a pin. 2. The belt is ___ than a necktie. 3. The train is ___ than a bus. 4. The necktie is ___ than a ribbon. 5. The crayon is ___ than a pencil.

12

IV. Evaluation

A. Copy the letter of the correct answer.

1. short hair

a. b.

2. long string

a. b.

3. Which is shorter?

a. b.

4. Which is longer?

a. b.

5. Which is shorter?

a. b.

B. Write S for short objects, L for long objects.

1. ___ ___

2. ___ ___

3. ___ ___

4. ___ ___

13

5. ___ ___

C. Check () the shorter object and cross out (X) the longer one.

V. Assignment

Tell something about your hair, fingernails, fingers. Compare them with your seatmates hair, fingernails, fingers. Example: Whose hair is longer/shorter?

Identifying Common Objects According to Shapes


Cognitive: Identify common objects according to shape Psychomotor: Demonstrate creativity in illustrating the different shapes Affective: Show the different shapes using fingers and body language


Skill: Identifying common objects according to shape Reference: BEC PELC I A 1.1.1 (4) Materials: Real objects (egg, umbrella, handkerchief, pad paper), objects outside the

classroom, picture of a baby Value: Creativity



1. Drill

Naming objects on the table egg, pad paper, umbrella, pencil

2. Review

a. Reciting a rhyme

Yellow are the stars That twinkle at night. Roses are red, Violets are blue Green are the leaves, That give us shade.

14

b. Identifying objects mentioned in the rhyme

What is the color of the stars in our rhyme? leaves? roses?

3. Motivation

Singing a song about shapes Tune: Are you sleeping?

Square and circle 2x Triangle, triangle Rectangle and oblong 2x Triangle, triangle

Have the pupils perform the action for the song using their fingers/body language. What is the song about? What shapes are mentioned in our song? What body parts did you use while singing?


1. Presentation

a. Show different objects of different shapes like egg, book, mirror, handkerchief, leaves, pad paper. Have the pupils identify the shape of each object. If they cant identify the shapes, introduce these to the pupils.

b. Group Work

Group the pupils into six. Have them collect objects outside the classroom. The leader of the group will report the shape of the objects collected.

Based on the report of the leader of each group, have pupils name the shapes of the objects collected. circle, triangle, square, rectangle, etc.

Let the pupils trace the shapes of the objects on the back of their partners using their fingers and say the name of each shape correctly.


Say the letter of the correct answer.

1) Which is like a c?

a. b. c.

2) Which is like a U?

a. b. c.

15

3) Which is like a ?

a. b. c.

4) Which looks like a ?

a. b. c.

5) Which looks like an ?

a. b. c.

3. Generalization

How do we identify objects?

We can identify common objects according to their shapes.

C. Application

Match the shapes in Column A with the shapes of objects in column B. Write the letter of the correct answer.

Column A Column B

1. A.

2. B.

3. C.

4. D.

5. E.

16

IV. Evaluation

A. Choose the letter of the correct answer.

1. It is a square.

a. b. c.

2. It is a triangle.

a. b. c.

3. It is an oblong.

a. b. c.

4. It is a rectangle.

a. b. c.

It is round.

a. b. c.

B. Draw 2 objects whose shapes are like the following:

1. 2. 3. 4. 5.

V. Assignment

Draw lines to match the shape with the correct object.

1. a.

2. b.

3. c.

4. d.

17

5. e.

VI. Enrichment

Draw a figure of a boy using different shapes.

Classifying Sets using Common Objects According to Color and Shape


Cognitive: 1. Classify sets using common objects according to color and shape 2. Utilize the sense of sight and touch in classifying the objects according to

color and shape effectively. Psychomotor: Draw common objects grouped according to color and shape Affective: Show cooperation in working with the group


Skill: Classifying sets using common objects according to color and shape Reference: BEC-PELC IA1.2.1& 4 Materials: Real objects like paper plate, handkerchief, wallet, cotton balls, notebook, leaf,

face towel, plastic egg, box, cut outs, other real objects available in the locality Value: Cooperation



1. Drill

Display cutouts of common objects on the board. Have the pupils pick and identify the objects according to its color.

2. Review

Choose the letter of the correct answers.

1) Which is like a c?

A. B. C.

2) Which is like a U?

A. B. C.

18


A. B. C.

4) Which is like an ?

A. B. C.


A. B. C.

3. Motivation

a. Give the pupils cutouts of different objects with assorted colors. Ask them to group the objects according to their color.

b. Call on pupils to describe the color of each group of objects.


1. Presentation

a. Present a paper bag full of objects (white paper plates, red handkerchief, blue rectangular wallet, white cotton ball, red puzzle mat, blue notebook, green leaf, orange towel, green plastic egg, orange square box)

b. Call on 5 boys to pick one object from the bag. Ask them to identify the color and shape of the object they picked out.

c. Call on 5 girls. Have them pick out the remaining objects. Ask them to look for their partner as to shape and color of the objects.

d. Ask: What is the color and shape of the paper plate and the cotton ball? Are the shapes and colors the same? Why? How about the handkerchief and puzzle mat? What can you say about them? Are the notebook and the wallet the same? In what way? How are the leaf and the plastic egg alike? Tell something about the face towel and the box.

2. Guided Practice

Group the pupils into 6. Provide each group with an envelope containing colored cutouts. At the count of three, ask them to begin classifying the cutouts according to shape and color. The first group to finish receives a prize.

3. Generalization

How do we classify objects?

We classify sets of common objects according to their colors and shapes.

19

C. Application

Draw objects with the same color.

1. (white) 4. (red)

2. (green) 5. (brown)

3. (black)

D. Valuing

Talk about cooperation - Why did the group win? How did you cooperate with your group?

If you work well with your group you finish ahead.

IV. Evaluation

A. Which does not belong to the group? Copy the letter of the correct answer.

1.

A B C D

2.

A B C D

3.

A B C D

B. Write C if the objects are grouped according to color; SH if according to shape.

_________ 1. Egg cotton milk _________ 2. Eggplant ube duhat _________ 3. Coin purse wallet handbag _________ 4. Atis guava watermelon _________ 5. Ampalaya upo patola

C. Group these objects according to color

milk sun strawberry squash calamansi chico heart orange sampaguita coconut yellow bell tamarind

Orange Red White Yellow Brown ________ ________ ________ ________ ________

________ ________ ________ ________ ________

20

V. Assignment

Draw 3 kinds of vegetables or fruits with the same color and shape.

Classify Sets Using Common Objects According to Size and Thickness


Cognitive: 1. Classify sets using common objects according to size and thickness 2. Observe how sets are classified according to size and thickness

Psychomotor: Measure objects according to size and thickness Affective: Group objects in an orderly manner.


Skills: Classifying sets using common objects according to size and thickness Reference: BEC-PELC I A 1.2.2 & 3 Materials: Real objects like ropes, wood blocks, curtain rods, slices of bread, cut outs,

pictures Value: Orderliness



1. Drill

Pick out an object on the table. Have the pupils tell its color, shape and size.

2. Review

Display cutouts of common objects. Let the pupils group the given objects according to color and shape.

3. Motivation

Game: Group Me Group pupils into 3 Provide each group with 10 objects that differ in size (big and small) and thickness

(thin and thick) Ask them to group the objects into two: thick and big; thin and small. Ask: Were you able to group the objects? (Y/N) How did you group them?


1. Presentation

a. Present a big, thick book together with a small, thin book

Tell the pupils to observe them carefully. Place the books side by side and have the pupils tell which one is big and thick;

small and thin.

21

Present a small and thin rod or stick together with a big and thick rod. Observe and compare as to size and thickness.

Present a small and thin wood block together with a big and thick wood block. Observe and compare as to size and thickness.

b. Ask:

What objects did we use in comparing size and thickness? What did we do before we compare the objects? (observe) After observing, what else did we do? (put the objects side by side) What did we do with the objects? (we compared them)

2. Fixing Skills/Practices

Study the two groups of objects.

Set A Set B

Ask: - What are the objects in set A? in set B? - In what way are they the same? Different? - How were the objects grouped? - What can you say about the objects in set A? set B?

*Valuing: Talk about how the pupils group the objects. Ask: Were you able to group your objects correctly?

What did you do? (We grouped them in an orderly manner) How else can you show orderliness?

3. Generalization

How did we group the objects?

We group the objects according to size and thickness. Objects can be classified according to size and thickness.

C. Application

Group the following objects according to size and thickness by drawing them under the proper column or heading.

Big Small Thick Thin Long Short

22

IV. Evaluation

A. Put a (9) check on the big and thick objects and (X) cross if it is small and thin.

B. Write the number of the objects which does not belong to the group.

1)

1. 2. 3. 4.

2)

1. 2. 3. 4.

3)

1. 2. 3. 4. C. Write the names of objects that should be together.

Thin Thick block of wood papaya pad paper handkerchief

shirt cake ruler sweater

V. Assignment

Draw these objects. Group them into:

Thick Thin

1. Soap 2. Towel 3. Jacket 4. Book 5. Brush

23

Ordering Sets from Least to Greatest


Cognitive: Order sets with 1 to 10 objects from least to greatest Psychomotor: Draw sets of objects to complete the order of sets from least to greatest Affective: 1. Participate actively in the discussion

2. Be orderly in using the materials


Skill: Ordering sets with 1 to 10 objects from least to greatest Reference: BEC- PELC I A 1.3.1 Materials: Real objects (bottle caps, plastic straws, popsicle sticks), cutouts, pictures Value: Orderliness



1. Drill

Identifying sets of common objects inside the classroom Example: books, tables, desks, windows, etc.

2. Review

a. Which has a different color?

a) yellow bell c) ripe mango b) yellow pad d) orange

b. Which has a different shape?

a) c)

b) c)

c. Which is different in size?

a) b)

c) d)

24

d. Which is different in thickness?

a) b)

c) d)

e. Which is different in thickness?

a) b)

c) d)

3. Motivation

Sing a song Ten Little Indians using a chart with drawings. How many Indians are there in the beginning? In the end? What is the song about? Are the drawings of Indians in the chart have the same number mentioned in our

song?


1. Presentation

a. Present real objects on the table.

1) 2) 3)

4) 5)

How many vases can you see? (1) How many erasers? (2) notebooks? (3) leaves (4) angels (5) How many objects did we add as we go to the next number?

(We add one more)

b. Present a situation through pictures

A group of children went to the farm to gather mangoes from their Lolos orchard. Dan gathered 3 mangoes. Paul gathered 5. Simon got 4. Raul 2 and Earl only 1. How many children went to the farm? What did they do there? How many mangoes did Earl gathered? Raul? Dan? Simon? Paul?

25

Let us arrange the children with the number of mangoes they gathered. Lets start with Earl.

Let the pupils count the mangoes. (1-2-3-4-5)

Ask: How did we arrange the mangoes? (from least to greatest)

*Valuing discuss with pupils the manner of arranging things. Ask: Why must we do things in an orderly manner? Do you do this also at home?

Let the pupils cite situations.

2. Generalization

a. Ask: When we arrange sets in order, which group comes first? b. Ask some pupils to state the generalization.

In arranging sets we start from the least to the greatest.

C. Application

Order the sets from least to greatest. Write the letter of the correct order of the sets.

1.

A B C ___ ___ ___

2. *UUU U UU A B C ___ ___ ___

3. < < < < <

26

2.

A B C

3.

A B C

4.

A B C

5.

A B C

B. Arrange the following sets from least to greatest.

1.

A B C

2. A B C

3. UUU UUUU UUU UUU UUUU UUUU A B C

4.

A B C

27

5.

A B C

C. Arrange from least to greatest. Put numbers 1, 2, 3 in the box.

1. { { { { { { { 4. UU U UUU { { { { { UU UU UUU

2. { { { { { { { { 5. { { { { { { { { {

3. UUU UU UU UUU U UUU UU UU

V. Assignment

Draw the number of objects for each box. Then arrange them from least to greatest by writing A, B, C.

_____ _____ _____

Ordering Sets from Greatest to Least


Cognitive: Order sets with 1 to 10 objects from greatest to least Psychomotor: Listen carefully to the teachers instructions Affective: Make use of non-loco motor movements like clapping of hands stamping of the

feet while singing.


Skill: Ordering sets with 1 to 10 objects from greatest to least Reference: BEC-PELC I A 1.3.2 Materials: Real objects (balls, marbles) cut outs, pictures Value: Obedience and punctuality

4 balls 7 balls 8 balls

28



1. Drill

Drill on classifying sets according to color, size, shape and thickness. Call on individual pupils to describe the sets.

2. Review

Review on ordering objects from least to greatest.

a. using real objects b. using cutouts placed on the chart c. using illustrations

Arrange the sets from least to greatest. Write the letter only.

1) U

U

U

U U

U U U U

__ __ __ __

A B C D

2) c c c

c c c c c

c c c c c c

c c c c

__ __ __ __

A B C D

3) U U U U U U U U

U U U U U U U U U U

U U U U U U U

U U U U U U U U U

__ __ __ __

A B C D

4) 9 9 9 9 9 9

9 9 9 9 9

9 9 9 9 9 9 9

9 9 9 9 9 9 9 9

__ __ __ __

A B C D

5) - - - - - - - - - -

- - - - -

- - - - - - -

__ __ __ __

A B C D

3. Motivation

Sing a song to the tune of Ten Little Indians.

10 little 9, little 8, little apples 7 little 6, little 5, little apples 4 little 3, little 2, little apples 1 little red apple.

29

With what number did we start our song? Were the number of sets arranged? How?

Now, lets sing the song with action. Observe and listen while I sing and do the action. (Clapping the hands/stamping of the feet)

Pupils sing and do the action with the teacher. Did all of you sing with me? Did you do the action while singing? Did you enjoy the activity? (Infuse the value of obedience) What did you do with what I told you to do? How did you stamp your feet?


1. Presentation

Ask: How are the apples arranged in our song? What did we do? (we remove one apple at a time)

a. Display 45 balls. Have pupils group them into sets. Set of 1 ball, 2 balls, 3 balls, 4 balls up to 10 balls.

b. How many balls are there in this group? In the second one? So on until all the groups were finished. Which group of balls has the greatest number? The least?

c. Present a short story. Miss Magtanong and 5 of her pupils went to the zoo. Mary Anne saw 2 giraffes.

Joanna saw 5 birds. Mia saw 3 lions. Alice saw 1 ostrich and Andrea saw 4 tigers. They had so much fun in the zoo watching at the animals.

How many children went to the zoo? How many animals did Mary Anne see? Joanna? Mia? Alice? Andrea? If you are to arrange the children based on the number of animals they saw, who saw the greatest number of animals? Who saw the least?


Group the pupils into 2. Provide each group with pictures of sets of objects from 1 to 10. Have them arrange the sets of 1 to 10 from greatest to least. The first group to finish wins.

3. Generalization

How did we arrange the sets today? We arranged the number of sets from 1 to 10 from greatest to least.

C. Application

Arrange the sets from greatest to least. Number the sets 1, 2, 3.

1. c ccc cc

2. U U U U U U U U U U U U

3. UUU U U U

30

4.

5.

IV. Evaluation

A. Draw objects in the empty set to show greatest to least order.

1.

2.

3.

4.

5.

B. Arrange these sets from greatest to least by writing numbers 1, 2 and 3 on the blank with Number 1 being the greatest and 3 being the least.

1.

2.

____ ____ ____

3.

____ ____ ____

8

8

8

8

8

r r r r r r r r r

s s s s s s s s s s

s s s s s s s s

s

999999 99999

y y y y y y y y y y y y y y y

31

4.

____ ____ ____

5.

____ ____ ____

C. Put a 3 if the sets are arranged from greatest to least, 2 if not.

___ 1. c c c c c c c cc c

___ 2.

___ 3. U U U U U U U U U U U

U U U U U

___ 4.

___ 5.

V. Assignment

Arrange the sets from greatest to least by writing A, B and C on the blank with A as the Greatest and C as the least.

32

Sets in One-More Order


Cognitive: 1. Construct sets with 1 to 10 objects arranged in one-more order 2. Identify sets in one-more order

Psychomotor: Draw sets of 1 to 10 objects in the one-more order Affective: Practice being thrifty in using the materials


Skill: Constructing sets with 1 to 10 objects in one-more order Reference: BEC- PELC I A 1.4.1 Materials: Popsicle sticks, rubber bands, straw, different objects, cut outs Value: Being thrifty in using materials


A. Preparatory activities

1. Drill

Ordering sets from least to greatest using cut outs of objects. Example:

33

2. Review

Arranging sets from greatest to least.

Put a (9) if the sets are arranged from greatest to least, a cross (x) if not.

a. _____

b. _____

c. _____

d. _____

e. _____

3. Motivation

Guessing game about a toy ball. (It is round. It can bounce. It is a toy. What is it?)


1. Presentation

a. Show the ball. Ask another pupil to form a new set with one more ball Repeat the activity until there are ten balls in the set. How many balls did we add in each set?

b. Show a cup to the class. Have some pupils tell how many cups are there? What will happen to the cups if we add one more (Answer: There will be more cups.) Add one cup at a time until you have 10 cups. Have several pupils tell how many cups are there.

34

Activity 1

a. Group the pupils into 5. b. Distribute envelopes having 5 sets of pictures to each group. c. Let them arrange the sets in one-more order. d. Have one pupil in each group talk about their work.

Activity 2

Present the following sets on the table.

A B C

Compare the first set with the second set, second with the third until the last set. In set A, how many cups are there? (3)

If I put one more cup, how many cups are there now? (4) In set B, how many glasses are there? (4)

If I put one more, how many glasses are there now? (5) Look at set C, if I put one more vase, how many vases are there now? (4)


Draw the missing set.

a.

b. ?

c. ?

d. ?

e. ?

3. Generalization

How did we construct the sets?

We construct sets in a one-more order.

?

?

35

C. Application

Identify which set has a one-more order.

1. S S S S S S S S S S S S S S S S S

2. Y Y Y Y Y Y Y Y Y Y Y

3.

4.

5.

IV. Evaluation

A. Make a set which is one-more order than the given set.

A B 1. ________

2. ________

3. ________

4. ________

5. ________

B. Draw sets to show a one-more order.

1. 4.

2. 5.

3.

36

C. Put a 9 if the sets are arranged in the one-more order and x if not.

____ 1. x x x x x x x x x x

____ 2. Q Q Q Q Q Q Q Q Q Q

____ 3.

____ 4.

____ 5.

V. Assignment

Draw 4 sets showing a one-more order.

Suggested Poems/Rhymes:

1, 2, 3, 4, 5 I caught a fish alive

6, 7, 8, 9, 10 I held it in my hand.

1, 2, 3, 4, 5 Its great to be alive

6, 7, 8, 9, 10 Ill count all over again.

5, 4, 3, 2, 1 Thank God for our land

10, 9, 8, 7, 6 The future is in our hand.

Sets In One-less Order


Cognitive: 1. Construct sets with objects 1 to 10 in one-less order 2. Identify sets with objects 1 to 10 in one-less order Psychomotor: Draw sets with objects 1 to 10 in one-less order Affective: Observe carefulness in using the materials


Skill: Constructing sets with objects 1 to 10 in one-less order Reference: BEC PELC I A 1.4.2 Materials: Real objects (straws, sticks, etc.), cutouts, pictures Value: Carefulness

37



1. Drill

Arranging sets from greatest to least; least to greatest using cutouts. Place the objects arranged from greatest to least or least to greatest on the chart.

2. Review

One-more order use picture cards

Example: c

c c

c c c

c c c c

3. Motivation

Pupils sing Ten Little Indians


1. Presentation

a. Show the set of 10 little Indians. Let pupils describe the set. Ask a pupil to show a set of 9. Another pupil shows the next set in one-less order (8). Repeat the activity until there are 10 sets in all arranged in one-less order.

b. Ask: How are the sets arranged? The pupils should be able to say, in one-less order. c. Give sets of pictures to different groups for them to arrange in sets of one-less order.

(use picture cards) d. Have pupils arrange sets in 1 less order using the objects in their Math kit. e. Talk about how the pupils used their Math Kit.

Ask: Were you careful in putting out the objects? What will you do to take care of your Math Kit? f. Check the sets which are arranged in one-less order. g. Compare the first set with the next set using the term one-less.


Draw objects in Set B with one-less object than Set A.

Set A Set B

1.

2.

3.

4.

38

5.

3. Generalization

How did you make the sets a one-less order?

C. Application

Fixing Skills

1. Choose the missing set. Write the letter on the blank.

1) UUUU UUUU

UUU UUUU

UUU UUU

UUU UU

UUU UUU

U U U U

a b c

2) ccc ccc

cc ccc

cc cc

c

ccc

ccc cc

a b c

3) j j j j j j j j j j

j j j j j j j j j

j j j j j j j j

j j j j j j

j j j j j

j j j j j j j

a b c

4) UUU UU

UU UU UUU

UU UUU UU UU a b c

5)

a b c

39

IV. Evaluation

A. Draw sets one-less than the given set.

1.

2.

3.

4.

5.

B. Draw the missing set.

1.

2.

3.

4.

5.

C. Arrange the sets in one-less order. Write the letter only.

1. A B C

?

? 99999 99999

99999 9999

999 9999 ?

?

?

40

2.

A B C

3. 9 9 9 9

9 9 9 9 9

A B C

4. { { { { {

{ { { {

{ { {

A B C

5. < < < < < < < < < < < < < < <

A B C

V. Assignment

Draw 4 sets arranged in one-less order.

Comparing Sets


Cognitive: Compare 2 sets using the expressions fewer than and more than Psychomotor: Write the terms for comparing objects correctly Affective: Follow the teachers instructions carefully


Skill: Comparing sets using the expressions fewer than and more than Reference: BEC PELC I A 1.5.1 & 5.2 Materials: spoon, forks, cut outs, other objects with materials available in the locality,

picture cards Value: Obedience



1. Drill

Ordering sets greatest to least, least to greatest Use picture cards, objects like straws, popsicle sticks. Have a pupil come up front and arrange the objects correctly and describe them.

2. Review

a. Arrange sets in one-more order.

Example: A B C

41

b. Give the missing set (one-less order). Use picture cards.

? 8 8 8 8 8 8

8 8 8 8 8

8 8 8 8

3. Motivation

Playing Simon Says

- Spread 2 sheets of a newspaper on the floor separately. - Call on 7 pupils and tell them to follow what Simon (the teacher) says.

Example: Simon says make a group one less than the other. - One group with 3 pupils will stay in one newspaper, the other group with 4 pupils will

stay on the other newspaper. - Ask pupil to tell how many pupils are in each group.


1. Presentation

a. Ask, what do you use in eating your food? (spoon and fork) Show a set of 2 forks and a set of 3 spoons. Ask a pupil to compare the forks with the spoons by matching them one-to-one.

Which is more? (spoons) Which is fewer? (forks)

b. Lead the class to say, The forks are fewer than the spoons or the other way The spoons are more than the forks

c. Group the children into three. Distribute different objects to each group. Let them compare the sets they formed using fewer than more than. Encourage the children to show to their classmates what their group has done.

d. Distribute sets of cutouts with different numbers of objects and have the pupils compare them using more than/fewer than.

2. Generalization

Ask: What expressions do we use to compare sets?

We use the expressions fewer than or more than to compare sets.

C. Application

Answer these questions:

1. Which set contains more objects than set A?

A B C D

42

2. Which set has fewer objects than set A?

A B C D

3. Which set has more objects than set A?

A B C D

4. Which set has fewer children than set A?

A B C D

5. Which set has more than set A?

A B C D

*Valuing: Talk about what happens if pupils obey/follow what the teacher says. Ask: What kind of pupils are you? (Obedient)

IV. Evaluation

A. Compare Set A and Set B. Underline the correct answer fewer than or more than. Set A Set B

1. is (fewer, more) than





r r r r r

r r r

2 2 2 2 2 2 2 2 2 2

2 2

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B. Write the letter of the correct answer.

1. Which set has fewer objects than UUUU UUU ?

UUUU UUUU

UUU UUU UUU

UUU UUU

A B C

2. Which set has more objects than ?

A B C

3. Which set has fewer objects than ?

A B C

4. Which set has fewer objects than ?

A B C

C. Compare the following sets. Write more than or fewer than on the blank. Set A Set B

1. ___________

2. ___________

3. ___________

4. ___________

5. < < < < < ___________ < < < < < < < < < < V. Assignment

Draw the missing set.

1. is more than 4. is more than

2. is fewer than 5. is more than

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3. is fewer than

Comparing Sets Using the Expression As Many As


Cognitive: Compare two sets using the expression as many as Psychomotor: 1. Participate actively in classroom activities

2. Follow the teachers directions carefully and be courteous to one another Affective: Observe courtesy in working with others

II. Learning Contents

Skills: Comparing two sets using the expression as many as Reference: BEC PELC I A1.5.3 Materials: sets of different objects like erasers, pencils, books Value: Courtesy



1. Drill

Encircle (c) the number of the sets that are arranged from least to greatest. Box () the sets that are arranged from greatest to least.

99 99

99 9

9 9

{ {{ { {

{ {{ {

{ {{

I I I I I I I I

I I I I I I I

I I I I I I

U U U U U U

U U U U U

U U U U

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2. Review

Comparing two sets fewer than, more than

Example:

3. Motivation Ask two boys and two girls to stand. Ask the class to compare the number of boys with the number of girls. Have the boys and girls get partners in Row 2. Ask: Is the number of boys the same as the number of girls? Are the boys as many as the girls?


1. Presentation

a. Present some sets of objects. Examples: 3 books 4 pencils 3 bags 4 erasers 6 pencil cases Ask: Which set has as many objects as the girls? Let the pupils repeat The set of ___ is as many as the set of ___.

b. Compare the other sets using the expression as many as. c. Have the pupils play the game Pick, Pack, Boom. Group them into teams with three

pupils each. Let each team take turns in showing sets of objects according to what each group says. Example: Each group member will play Pick, Pack, Boom one at a time. The last

pupil in the group who says boom will show 5 fingers and say as many as five. The next group to the right will show a set of 5 objects. The groups take turns in saying Pick, Pack, Boom.

2. Practice

Encircle the letter of the set which is as many as the first set.

1) A B C

2)

A B C

3)

A B C

4)

A B C

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5)

A B C

3. Generalization

What words do we use to describe sets? How do we know if a set has objects as many as the other set?

We compare the sets, one to one so that we will know if one set has objects as many as the other.

C. Application

Write the letter of the set in Column B which has objects as many as the set in Column A.

Column A Column B

1. a.

2. b.

3. c.

4. d.

5. e.

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IV. Evaluation

A. Connect the 2 sets that have the same number of objects.

1. a.

2. b.

c. 3.

4. d.

5. e.

B. Choose and write the letter of the correct answer.

1. is as many as ______

A. B. C.

2. are as many as ______

A. B. C.


A. B. C.

4. is as many as ______

A. B. C.

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A. B. C.

C. Draw 2 sets with equal number of objects. Use as many as.

1. 2. 3. 4. 5.

V. Assignment

Draw objects as many as the given set.

1.

2.

3.

4.

5.

Associating Numbers with Sets Having Objects 0 to 10


Cognitive: Associate numbers with sets having objects 0 to10 Psychomotor: Draw objects from 0 to 10 Affective: Enjoy counting objects 0 to 10

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Skill: Associating numbers with sets having 0 to 10 objects Reference: BEC PELC I A 1.6 Materials: number cards, cut outs of objects, real objects Value: Enjoyment in doing ones work



1. Drill

Arrange the sets in one-more order; one-less order.

2. Review

Compare sets using fewer than, more than, as many as.

1)

2)

3)

4)

5)

3. Motivation

Let the pupils sing this song to the tune of Ten Little Indians.

One little, two little Three little ducklings Four little, five little six Little ducklings. Seven little, eight little Nine little ducklings Ten little Duffy Ducks

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1. Presentation

a. Present real objects one at a time and have the class and individual pupils identify them by giving the number.

Example: How many books do you see? (1 book)

b. Present cutouts of different objects.

c. Ask: - How many mangoes are there? (3) - How many balls are there? (6) - How many leaves are there? (5) - How many thumbtacks are there? (10) - How many triangles are there? (7) - How many pots are there? (4)

*Teacher writes on the board the numbers given by the pupils.


Using flashcards with different number of objects on it, let the pupils tell the number of objects on each card.

6 2 9 1 8

3. Generalization

How did we know the number of objects in a set? We can tell the number of objects or pictures by counting.

Valuing: Did you enjoy our activities? Which activity? Why?

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C. Application

1. Draw a line to connect the pictures to the correct number.

a. 10

b. 5

c.

d. U U U U U 7 U U U U U

e. 4

2. Group the pupils into three. Let each group draw on the board different objects that are inside the classroom and have them write the number. Pupils take turns in answering, drawing and writing numbers of objects drawn.

IV. Evaluation

A. Write on the blank the numeral equal to the number of objects shown in the picture.

1. _____ 6. _____

2. _____ 7. _____

3. _____ 8. ____

4. ____ 9. ____

5. ` ____ 10. ____

B. Encircle the correct number of objects in each given set.

1. 4 5 2 6

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2. 1 2 3 7

3. 5 9 10 8

4. 5 9 10 8

5. 6 2 9 4

C. Draw more objects for each set to have the right number of objects.

1. 4 U

2. 6 -

3. 10

4. 2

5. 8

V. Assignment

Draw different objects to represent each number. Color them.

1) 3 4) 2 2) 8 5) 9 3) 6

Telling the Number of Objects in a Given Set


Cognitive: Tell the number of objects in a given set of 10 or less Psychomotor: Draw sets of objects with 10 or less number of objects Affective: Find pleasure in doing classroom activities


Skill: Telling the number of objects in a given set of 10 or less Reference: BEC PELC I A1.7 Materials: real objects (straws, popsicle sticks, pebbles) cut outs, pictures, other materials

found in the locality Value: Enjoyment of working with the group

99999 99999

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1. Drill

Counting objects from 1-10 using real objects. (straws, popsicle sticks, pebbles, etc.)

2. Review

Constructing sets with 1-10 objects. Draw sets one more than the given set.

1.

2.

3.

4.

5.

3. Motivation

How many pencils do you have in your pencil case? How many books do you have in your bag? The pupils will show their things.


1. Presentation

a. Showing sets with one to ten objects one at a time.

1) 6)

2) 7)

3) 8)

4) 9)

?

?

?

?

?

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5) 10)

b. Ask: How many objects are there in each set? Can you tell the number of objects? Have pupils tell the number of objects in each set.

c. Distribute objects which the pupils can use to make sets of 10 or less in each group. Guide them in making sets out of popsicle sticks, straws, pebbles, etc. Ask: How many straws are there in your set? Let each group have a chance to participate in the activity. (The math kit may also be used in this activity)

d. Distribute sets of pictures for each group to identify.


Tell the number of objects in each set.

a. d.

b. e.

c.

3. Generalization

How do we know that the number of objects in a set matches with the number given? By counting the objects and matching it to the number given.

Valuing: What did we do today? Did you enjoy our work? Why? Did you work well with your group?

C. Application

Tell how many objects are in each set.

1. 6.

2. 7.

3. 8.

4. 9.

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5. 10.

IV. Evaluation

A. How many objects are there in each set? Write the number.

1. 6.

2. 7.

3. 8.

4. 9.

5. 10.

B. Count the objects. Box F the correct number.

1. 2.

3. 4.

5.

5 4 3

7 6 9

6 7 8 2 1 3

OOOO O O OOOO 9 10 8

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C. Check the correct number and word name to show the correct number of objects in each set.

1. ___ five 1 __ 2. __ two ccc 10 ___ ___ six 6 __ cc ___ one 5 __ __ four ccc 2 ___ __ ten cc 4 ___

3. ___ seven 7 ___ ___ eight 9 ___ ___ nine 8 ___

4. three 0 ___ 5. ___ seven 5 ____ one 3 ___ ___ five 8 ____ zero 1 ___ ___ eight 7 ____

V. Assignment

Tell

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