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BUDGET OF WORK FOR MULTIGRADE TEACHING

MATH COMPETENCIES FOR GRADES 1, 2, 3

TIME ALLOTMENT: 50 minutes/session


FIRST & SECOND QUARTER

Domai Competencies Suggested Learning Activities Suggested Assessment Strategies


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Strand
Grade I Grade II Grade III Grade I Grade II Grade III Grade I Grade II Grade III
First Quarter
Week 1
Numbe 1. Visualizes and 1. Visualizes and 1. Visualizes Whole Class: Whole Class:
r and represents represents numbers up to Present a story problem with one or two numbers from each grade Rote counting
Numbe numbers from numbers from 10 000 with competency. Pupils attach the correct number name to each object
r Sense 0 to 100 using 0-1 000 with emphasis on Identify the numbers. as it is counted (one-to-one correspondence).
a variety of emphasis on numbers Use of manipulatives (real objects like sticks and cut-outs) and Use of Games like The Boat is Sinking
materials numbers 1001- 10 000. pictures, flats, longs, or square units to represent numbers. Utilize LM for the activities and provide more activities
101 1 000 Write the numbers described by the manipulatives, pictures and if necessary.
using a variety models. Use Participation Rubrics (see sample in DepEd
of materials Pupils read the numbers written. Order #73, s. 2012
Provide exercises using other numbers. Formative Test
Group/Pair/Individual Activity
Process the activities done
Guide pupils to generalize

Note:
Have pupils understand that the final count number indicates the
number of objects in a set (cardinality).
Repeat process for the other days. Present a story problem with one
or two numbers from each grade competency.
Identify the numbers.
Day 1: Numbers 0 20 Day 1: Review of
Day 2: Numbers 2150 numbers 0 100,
Day 3: Numbers 5170 then introduce
Day 4: Numbers 71 101 200
100 Day 2: Numbers
Day 5: Exercises on all 201500
numbers Day 3: Numbers
501700
Day 4: Numbers
701 1000
Day 5: Exercises
Domai Competencies Suggested Learning Activities Suggested Assessment Strategies
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Grade I Grade II Grade III Grade I Grade II Grade III Grade I Grade II Grade III
on all numbers
Week 2
Number 2. Counts the 2. Groups objects 2. Gives the Whole Class: Use of units, Use of units, longs, Use of units,
and number of in ones, tens, place value Day 1-2 longs and flats flats and cubes to longs and flats or
Number objects in a and hundreds. and value of Action song involving numbers. and other represent other models to
Sense given set by a digit in 4- Use manipulatives available in the area. Ask pair of students to model manipulative numbers. represent a
ones and tens to 5-digit counting by ones. Share with them the idea that numbers can be materials to number
numbers. shown by groups of tens and ones. Use the place value chart to represent Use manipulatives
record the answer. numbers. to show groups of Use models to
e.g. 23 can be shown as 2 groups of tens and 3 groups of one and it is ones, tens, and represent the
recorded or written as 23. Count on by ones hundreds. value of a number
and count back
3. Identifies the 3. Gives the place 3. Reads and Day 3-4 by ones through Use of number Identify the place
number that is value and finds writes Use of manipulatives to show which number is one more or one less the number line chart in showing value and value
one more or the value of a numbers up than a given number. the value and of a certain digit
one less from a digit in three- to 10 000 in State what place value of a in a number
given number. digit numbers. symbols and Notes: number is one digit in a given
in words. Emphasize that the final count number indicates the number of more or one less number.
objects in a set (cardinality). than a given
Gradually shift from concrete to semi-concrete through the use of number. Use manipulatives
the number line. (like units, longs,
and flats) and the
number line in
showing groups of
10s, 50s, and
100s.
Day 1-2: counting Day 1: Group Day 1-3
objects in a set objects by ones, Activity on a
tens, and hundred. number using
Day 3-4: one more or models
one less Day 2 -3: Place Identify each digit
Use of manipulatives Value and value represented by the
to show which Use the models
number is 1 more or manipulatives Identify the place
1 less than a number. (like connected value and value of
Use of the number bottle caps) to each digit
line in counting on by introduce the represented by the
ones and counting concept of value models.
back by ones and place value.
e.g. Use the number Visualize the Day 4-5
Domai Competencies Suggested Learning Activities Suggested Assessment Strategies
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Grade I Grade II Grade III Grade I Grade II Grade III Grade I Grade II Grade III
line to show that 4 is lesson by using Represent numbers
more than 3 (Count on the place value using models like
by ones) and 3 is less block. units, longs and
than 4 (count back by Shift from flats
ones) concrete to Write the numbers
semi-concrete in standard form
Day 5: Practice object using the Write numbers in
exercises on lesson place value words
4. Visualizes and learned chart.
counts numbers Summative Test Read numbers in
by 10s, 50s, Day 4: Counting figures and in words
and 100s. numbers by
10s, etc.
Grouping
objects by 10s,
50s, and 100s.

Day 5: Practice
exercises on
lessons learned.

Summative Test
Week 3
Number 4. Composes 5. Reads and 4. Rounds Whole Class Performance Oral assessment Oral assessment
and and writes numbers to Game the boat is sinking Task on Paper and pencil
Number decomposes numbers up to the nearest composing and test
Sense a given 1000 in ten, hundred Use of Games related to the lesson. decomposing Paper and pencil
number symbols and and thousand numbers test
in words Notes:
For Grade I, start with numbers less than 10. Illustrate this using real
objects and drawings. For bigger numbers use illustrations wherein
groups of 10s is shown. For Grade II, visualize writing three-digit
numbers by starting with groups of 10s forming a group of hundreds
and recording it in expanded form.
Use manipulatives to Day 1-2: Reading Day 1-3 Explore how
show how a number is and writing Review on place many ways can a
composed or how it is numbers value and value of number be made.
decomposed. Use activities in digits of a number e.g. a. Show
the LM many ways can
6. Visualizes and Explore ways to make a Develop Drill on skip-counting you make 13?
Domai Competencies Suggested Learning Activities Suggested Assessment Strategies
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Grade I Grade II Grade III Grade I Grade II Grade III Grade I Grade II Grade III
writes three- number. Use a word additional
digit numbers problem to model a activities to Use pictures to
in expanded combination that makes master the introduce concept on
form. 10 and name the competence. rounding numbers
number sentence for like pictures of an
the model. Day 3-4: Writing in audience in a
expanded form concert, a show, Number Performance
e.g. Model writing rally, etc. sentence: assessment
three-digit ____ + ____ = through pupils
1 and 9 is 10 numbers in Ask questions that ____ modelling of writing
expanded form require pupils to numbers in
2 and 8 is 10 using the place estimate or Utilize activities in expanded using
Use visuals for easier value block then approximate. the TG/LM the place value
understanding of the record it in the block then writing it
concept: place value Present a story in expanded form
chart. problem that requires
e.g. 16 is shown as Answer activities pupils to decide
* * * * * in the LM whether they have to
* * * * * move forward or
Day 5: More move backward / to
Practice on proceed or to retreat/
reading and etc. and ask them to
* * * * * writing and explain their decision.
* expanded form of
numbers Use the number line
to visualize rounding
Day 1: 0 20 of numbers.
Day 2: 2150
Day 3: 51100 Give activities on
Day 4 & 5: Practice rounding numbers,
exercises on all by group.
numbers
Process the activity
by supplementing
pupils work, and
discussing the
concepts they
learned.
Domai Competencies Suggested Learning Activities Suggested Assessment Strategies
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Grade I Grade II Grade III Grade I Grade II Grade III Grade I Grade II Grade III
Week 4
Numbe 5. Regroups 7. Visualizes and 5. Compares Action song/ Games related to the topic/s Performance test Paper and pencil Paper and pencil
r and sets of ones compares numbers up to on regrouping test (See test (See
Numbe into sets of numbers up to 10 000 using sets of ones into suggested suggested
r Sense tens and sets 1000 using relation sets of tens and activities in the activities in the
of tens into relation symbols. sets of tens into LMs or other LMs or other
hundreds symbols. hundred using references references
using objects. objects.
Day 1- 2: Regrouping Day 1: Visualizing Day 1-2: Comparing
sets and comparing numbers up to
Modelling by using numbers up to 10,000 using relation
manipulative materials 100. symbols
Model how to record Compare
the numbers using objects using Group Activity: Use
varied ways. counters of number line to
Give more exercises. Use the number compare 2 quantities
Repeat the process line to compare
for group of 10s two numbers. Process the activity.
forming hundreds. Emphasize that Describe and discuss
Use other numbers to the the relational
manipulatives and right are greater symbols
gradually shift from than the
concrete to semi- numbers to the
concrete materials. left of a certain
number in the
number line.
Introduce the
relation symbols
less than,
greater than,
and equal to.
Use the number
line to show
which number is
Day 3-4: Visualizing, greater,
6. Visualizes, representing, and lesser, or Day 3-4: Ordering 4
represents, comparing two sets equal to a to 5-digit numbers
and compares Use real objects and given number.
two sets using manipulatives to Drill on identifying
the introduce the lesson. Day 2: Visualizing place value and
Domai Competencies Suggested Learning Activities Suggested Assessment Strategies
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Grade I Grade II Grade III Grade I Grade II Grade III Grade I Grade II Grade III
expressions Guide pupils to and comparing value of a number
less than, inspect elements and numbers 101 to
more than, compare the number 1,000. Repeat the Supply the missing Oral test on Paper and pencil Paper and pencil
and as many of elements in each process in Day 1. digit to make the comparing two test test
as. 8. Visualizes and 6. Orders 4- to set. statement correct. sets using real
orders 5-digit Introduce the (Answers may vary.) objects e.g. Ordering set e.g. Ordering 4-5
numbers up to numbers in expressions less Day 3: Ordering e.g. 5___4 5___0 of numbers using digits numbers in
1000 in increasing or than, greater than, numbers in Paper and pencil the number line. increasing and
increasing or decreasing and as many as. ascending order Use the appropriate test decreasing order.
decreasing order Use the number line Use the relational symbol to
order. to show which number line to compare the
7. Identifies number is greater, introduce the numbers.
ordinal lesser, or as many lesson. Count 645 654
numbers from as a given number. on and count
1st to 100th back giving Group study/Group
with emphasis emphasis to activity on ordering
on the 21st to the position of numbers
100th object the number in (Distribute number
in a given set the number cards and let pupils
from a given line. discover ways on
point of Emphasize the how these can be
reference value and arranged. Let them
place value of explain the reasons
the digits. why they choose
Give exercises such arrangements).
for mastery.
Process the activity
Day 4. Ordering through guide
numbers in questions.
descending order.
Repeat the Give additional
process in exercises for
arranging mastery.
numbers in
decreasing
order. This
time start from
the highest
number and
count back.
Domai Competencies Suggested Learning Activities Suggested Assessment Strategies
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Grade I Grade II Grade III Grade I Grade II Grade III Grade I Grade II Grade III
Share the idea
that counting
back is starting
from the
highest going
to the lowest
number.

Day 5. More
Day 5: More practice practice and
and summative test exercise on the
weeks lessons.
Summative test be Day 5: Group Activity
given. Distribute pictures
showing order of
objects in a line for
picture study.

Ask what concept


they think is implied
in the picture.

Identify the position


of the objects in
relation to a certain
object in a set.

Practice exercises
Week 5
Number 7. Visualizes, 9. Identifies the Whole Class: Paper and pencil Paper and pencil Oral assessment
and represents, 1st through the Math Action song test (Please see test (Please see
Number and orders 20th with . LM or other LM or other Paper and pencil
Sense sets from emphasis on available available test
least to 11th to 20th references for references for
greatest and object in a suited activities suited activities on
vice versa given set from on ordering sets.) ordering sets.)
a given point
of reference
8. Visualizes 10. Reads and 8. Recognizes Day 1: Ordering sets Day 1: Ordinal numbers
and counts writes ordinal coins and bills from least to greatest The Alphabet Line Up
Domai Competencies Suggested Learning Activities Suggested Assessment Strategies
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Grade I Grade II Grade III Grade I Grade II Grade III Grade I Grade II Grade III
by 2s, 5s numbers from up to PhP1 Inspect the Distribute cut-outs of the first 20 letters of
and 10s 1st through the 000 elements of each the alphabet and the ordinal numbers 1st
through 100. 20th. set to determine to 20th to the pupils in random. Let them
which set has the post the letters on the board in order.
11. Identifies and 9. Reads and most number and Ask developmental questions to develop
uses the writes money which one has the the concepts of ordinal numbers.
pattern of in symbols least number of Repost the alphabet and the ordinal
naming ordinal and in words elements. numbers below it. Let pupils read the
numbers from through PhP1 Using the number numbers. Show how each ordinal
1st to the 20th. 000 in pesos line, match the set number is written.
and centavos. with the numbers in Give exercises on reading and writing
the number line. ordinals. Use a story problem for this
10. Compare Ask questions about activity.
s values the activity to Repost the ordinal numbers written in
of the develop the words. Show pupils how these are
different concept. written. Guide them to notice the pattern
denomin Give more in writing the ordinals.
ations of exercises for More practice or showcase of what they
coins mastery. have already learned (Performance)
and bills
through Day 2: Ordering sets Gr 3: Day 2-3 Oral Assessment Oral assessment
Php from greatest to least: Paper and pencil Paper and pencil Oral and paper
1,000 Repeat the process Flash cards with coins and play test (Please see test and pencil
using in arranging money mounted in them. LM or other assessment
relations numbers in available
symbols decreasing order. Ask pupils to identify the value of references for
This time start from each denomination. suited activities
the highest number Ask what pupils think about money. on ordering sets.)
and count back.
Share the idea that Differentiate coins from bills.
counting back is Show things they use in school.
starting from the Ask them to identify which
highest going to the denomination they think Oral assessment
lowest number. corresponds to the value of each Paper and pencil
object. test
Day 3-4: Counting by
2s. etc. Show coins and bills. Let pupils
Skip counting by 2s name what can they buy with a
using the Hundred certain denomination
Chart
Compare values of denominations
using relational symbols.
Domai Competencies Suggested Learning Activities Suggested Assessment Strategies
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Grade I Grade II Grade III Grade I Grade II Grade III Grade I Grade II Grade III
Present four rows of
the number chart.
Start with 2 and
count every other
number. Encircle
every other number
starting from 2.
Use number
patterns
List the encircled
digits in the number
chart. Use the
pattern 2, 4, 6, 8, 0
to decide what
comes next.
Repeat the process
with 5s, and 10s.

Day 5: More practice or


showcase of what they
have already learned
(Performance)
Week 6
Number 9. Reads and 12. Reads and 11. Adds 3- to 4- Day 1 & 2: Reading and writing numbers
and writes numbers writes money digit numbers Present a problem and ask pupils to write the numbers in the story
Number up to 100 in in symbols and up to three using the show me board.
Sense symbols and in words addends with Day 1: Reading and Day 1: Reading and Day 1: Adding 3 to Oral assessment Oral assessment Oral assessment
in words. through sums up to 10 write 0 to 20. writing money 4-digit numbers w/o (Reading Paper and pencil Paper and pencil
PhP100. 000 without Narrate a story Group activity regrouping numbers) test test
and with problem. Instruct on reading and Paper and pencil (Matching number
regrouping. pupils to listen very writing Recall the numbers test word with its
well and list down Answer more used in the drill and (Matching corresponding
the numbers they activities in the let pupils write these number word with symbol)
heard from the LM about the in the board. its corresponding
story. lesson. symbol)
Prepare number Show how to add
13. Counts the 12. Estimates the cut-outs to be Day 2: Counting the numbers without
value of a set sum of 3- to 4- distributed to each value of a set of regrouping.
of bills or a set digit addends group of pupils. money
of coins with Post or write on the Group activity on Present addition of Acting out a
Domai Competencies Suggested Learning Activities Suggested Assessment Strategies
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Grade I Grade II Grade III Grade I Grade II Grade III Grade I Grade II Grade III
through reasonable board the number identifying the numbers using the problem on money
PhP100 pesos results. words found in the value of a certain expanded form.
(peso-coins story they listened set of money. Discuss the
only; centavo- to. Prepare several relationship of the
coins only; Model how to read sets of play expanded way of
peso-bills only; the words written. money with real adding with that of
and combined Call on pupils to coins to be the standard way of
peso-coins post the number distributed to adding numbers.
and peso- cut-outs beside the each group. Give more
bills). corresponding word Make a template examples.
words read. (table) where the
Guide pupils to read pupils can Discuss the process
the numbers in record their data. including the
words and in figure. elements of the Paper and pencil Oral assessment
13. Adds mentally Answer more Day 3-4: addition sentence. test (Multiple Paper and pencil
2-digit and 1- activities for Comparing money choice) test
digit numbers mastery. Review on Give activities on
without or with comparing whole finding the missing
regrouping Day 2: Reading and numbers using addends without
using writing numbers 2150 relational regrouping. Start
appropriate Day 3: Reading and symbols with small values as
strategies. writing numbers 5170 Comparing an example.
Day 4: Reading and values of
writing numbers 71100 different sets of Day 2-3: Adding 3
Day 5: More practice on coins to 4-digit numbers
reading and writing up Comparing with regrouping
to 100 values of
different sets of Repeat the process
paper bills done in adding
Comparing numbers without
values of sets of regrouping.
coins and set of
paper bills Differentiate adding
Activity: Two numbers with out
Ways to Pay. regrouping and with
This is done that of regrouping.
through the
following
example.
Domai Competencies Suggested Learning Activities Suggested Assessment Strategies
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Grade I Grade II Grade III Grade I Grade II Grade III Grade I Grade II Grade III
e.g. The box in the Day 4: Estimating
left shows one way sum
to pay a piece of
guava. Think Drill on identifying
another way to pay place value and
a kilo of banana. value of digits in a
given number
P1
Review on addition
0 of numbers

Show a number
Day 5: spinner/number
Practice on the roulette. Spin it then
weeks lessons record the number
Summative Test on the board on
which the arrow has
pointed when it
stops.

Ask pupils to round


off the number 10s,
100s. Record the
answers by
multiples of 10s /
100s using a
number line. Oral assessment
Paper and pencil
Ask volunteers to test
plot the numbers
the arrow pointed at
when the spinner
stops in the number
line.

Process the activity.

Form addition
sentences out of the
numbers recorded.
Domai Competencies Suggested Learning Activities Suggested Assessment Strategies
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Grade I Grade II Grade III Grade I Grade II Grade III Grade I Grade II Grade III
Find the sum.

Round off each


number then find
the sum. Compare
the results.

Process the activity.

Give practice
exercises.

Day 5: Mental
addition

Drill on adding 1-
digit numbers using
domino cards.

Using the same


digits in the drill,
make them into
multiples of 10s,
100s, and 100s then
let pupils add
mentally. Guide
pupils to discover
that adding
multiples of 10s,
100s, and 100s is
just adding ones
then just annex 0s.

Check answers by
actual addition.

Perform mental
addition using other
numbers without
and with regrouping.
Domai Competencies Suggested Learning Activities Suggested Assessment Strategies
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Grade I Grade II Grade III Grade I Grade II Grade III Grade I Grade II Grade III

Explicitly teach the


pattern in doing
mental addition.

Give more
exercises on mental
addition.
Week 7
Number 10. Visualizes 15. Illustrates the 14. Adds mentally Action song /Game related to the topic/s Performance test Oral assessment Oral assessment
and and gives the properties of 2- to 3-digit on using the place
Number place value addition numbers with Day 1 & Day 2 : Day 1 : Identity Day 1: Mental value block and
Sense and value of (commutative, multiples of Visualizing and Giving Property Addition place value chart
a digit in one- associative, hundreds the Place value and Drill on basic to identify the
and two-digit identity) and using value addition facts Repeat the value and place
numbers applies each in appropriate Introduce the with zero as processes done in value of a certain
appropriate and strategies. concept through the one of the adding 2-digit and 1- digit in a number
relevant place value blocks addends digit numbers without
situations to visualize the Introduce the or with regrouping Paper and pencil Oral assessment
concept of value concept used test Paper and pencil
and place value. in the drill by Day 2: Solving (Matching type, test
Guide pupils how to writing the Routine Problems multiple choice, or
record it in the place equations on open-ended Performance task
value chart. Ask the board. Drill on mental questions).
questions to Interchange addition
develop the the places of
concept. Give more the addends. Present lesson
exercises. Lead pupils to through a story
notice that that problem.
11. Renames 16. Visualizes, 15. Solves routine Day 3-4: Renaming the answer is
numbers into represents, and non- numbers always the Perform
tens and and adds 2- routine Grouping objects same number comprehension
ones digit by 3-digit problems into 10s and 1s. added to zero. check-up to be sure
numbers with involving Answer activities in that the problem is
sums up to addition of the LM to master Day 2: well-understood Oral assessment Oral assessment
1000 without whole the skills. Commutative and before proceeding to Paper and pencil Paper and pencil
and with numbers with Associative solve it. test test
regrouping sums up to 10 Property (Matching type, (Matching type,
000 including Review on Identify the given multiple choice, multiple choice, or
money using identity facts, the operation to or open-ended open-ended
Domai Competencies Suggested Learning Activities Suggested Assessment Strategies
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Grade I Grade II Grade III Grade I Grade II Grade III Grade I Grade II Grade III
appropriate property. be used, and other questions). questions).
problem Introduce concept data needed to solve
solving through 2 sets of a the problem.
strategies and three-addend
tools. addition sentence Model or illustrate the
like 2+3+4= N and problem. Ask pupils if
2+(3+4)= N. Ask they can solve it
questions about using the illustration.
the equations to
develop the Use the strategy/tool
concepts. using another
situation before
Day 3: adding 2- solving the problem.
digit by 3-digit Solve the problem Paper and pencil
numbers without the strategy to check test
regrouping it.
Present lesson
using a word Day 2-3: Solving
problem. Non-routine
Discuss the Problems
strategy
Day 5: More practice appropriate to Repeat the process
and summative test solve the used in solving
problem and routine problems.
visualize the Take note that
problem. In strategies are not the
visualizing, the same with routine
place value problems. Strategies
block is utilized that can be used may
followed by the include acting the
place value problem out, guess
chart. and check, etc.
Give more
exercises for
mastery.

Day 4: adding 2-
digit by 3-digit Paper and pencil
numbers with test
regrouping
Domai Competencies Suggested Learning Activities Suggested Assessment Strategies
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Grade I Grade II Grade III Grade I Grade II Grade III Grade I Grade II Grade III
Repeat the
process
discussed in
adding numbers
without
regrouping.
Differentiate
adding with
regrouping from
without
regrouping
through the use
of a model.
Answer
exercises in the
LM for mastery.

Day 5: More
practice and
summative test
Week 8
Number 12 . Visualizes, 17. Visualizes, 16. Creates Whole Class:
and represents, represents, problems Action song/Game for mind setting
Number and compares and adds 3- involving Drill lesson
Sense numbers up to digit by 3-digit addition of Day 1-2: Day 1-2: Adding 3- Day 1-3: Creating Paper and pencil Paper and pencil Oral Assessment
100 using numbers with whole Review on which digit numbers problems test test Observation
relation sums up to numbers number is more without and with (Matching type, (Matching type, checklist
symbols. 1000 without including than, less than, or regrouping Review on how multiple choice, multiple choice, or
and with money. as many as a Repeat the problems are or open-ended open-ended Performance
regrouping. given number. process analyzed. questions). questions). Task
Introduce the discussed in
13. Visualizes, 18. Adds mentally 17. Subtracts 3-to relational symbols the previous Present an illustration
represents, 1- to 2-digit 4-digit using the number lessons on of a word problem.
and orders numbers with numbers from line addition of
numbers up sums up to 50 3- to 4-digit Exercises to numbers. Pupils make a story Performance
to 100 in using numbers develop the out of the illustration. assessment on
increasing or appropriate without and concept. visualizing,
decreasing strategies with Guide pupils to representing and
order. regrouping. Comparing numbers include figures in ordering numbers
their stories to make using the number
Domai Competencies Suggested Learning Activities Suggested Assessment Strategies
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Strand
Grade I Grade II Grade III Grade I Grade II Grade III Grade I Grade II Grade III
Day 3-4: Ordering Day 3-4: Mental it into a problem. line.
numbers addition 1- to 2- e.g.
Use the number to digit numbers Pupils give the Paper and pencil
introduce the lesson. Use appropriate solution to their test
Count on starting from strategy in problem. (Matching type,
the smallest number doing mental multiple choice,
and lead them to notice addition. Exercises on creating or open-ended
the order of the a. Breaking problems. questions).
numbers is from least apart one of
to greatest. Give the addends Day 4: Subtraction
emphasis to the (e.g. Mentally without regrouping
position of the number add 24 + 15. Drill on basic
in the number line. Give To do this, subtraction facts
exercises for mastery. Regroup 14,
then add 10 Review on place
to 25 to get value and value and
35. Next is writing numbers in
add 4 to 35 to expanded forms.
get 39.)
b. Breaking Present lesson
apart both through a problem
addends using subtraction as
(Do the same the inverse of
procedure as addition.
discussed but this
time regroup both Illustrate problem
addends.) using models.

Day 5: More Show process by


practice writing the sentence
in expanded form
then in standard
form.

Transform the
sentence into a
subtraction sentence
and give more
examples.
Domai Competencies Suggested Learning Activities Suggested Assessment Strategies
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Strand
Grade I Grade II Grade III Grade I Grade II Grade III Grade I Grade II Grade III
Group Activity on
subtracting 3-4 digit
numbers without
regrouping

Process the activity

Day 5: Subtraction
with regrouping

Repeat the process


in Day 4.
Week 9
Number 14. Identifies the 19. Adds mentally 18. Estimates the Day 1: Identifies the Day 1. Adding Day 1-2: Oral assessment Oral assessment Oral Assessment
and 1st, 2nd, 3rd, 3-digit numbers difference of 1st , 2nd, 3rd, up to mentally 3-digit Drill on identifying Written test (refer Paper and pencil
Number up to 10th and 1-digit two numbers 10th object numbers and 1- place value and to LMs and other test
Sense object in a numbers using with three to digit numbers value of a digit in a available
given set from appropriate four digits with The Alphabet Parade number references for
a given point of strategies reasonable Post colorful alphabet Use appropriate more activities)
reference results. cut-outs. Ask pupils to strategy in doing Review on rounding
describe the position of mental addition. off numbers and
a certain letter of the Revise the subtraction facts
alphabet in relation to a previously
letter in the line-up that discussed strategy Present lesson
serves as the reference to suit the lesson through a word
point. objective. problem then process
the activity.
Pair of pupils take turn Day 2: Adding
in asking and mentally 3- digit Reinforce concept
describing the position and multiples of through a group
of the letters from a tens activity and process Oral assessment Oral assessment
given reference point. Use it. Written test (refer
Give more appropriate to LMs and other
exercises for strategy in Additional activities available
mastery. doing mental applying the concept references for
addition. through other more activities)
15. Reads and 20. Adds mentally 19. Subtracts Day 3-4: Reading and Revise the situations.
writes ordinal three -digit mentally 1- to writing ordinal numbers previously
numbers: 1st, numbers and 2-digits Review on the discussed Day 3: Subtracting Oral assessment
2nd, 3rd up to tens (multiples numbers previous days strategy to suit mentally 1-2 digit
Domai Competencies Suggested Learning Activities Suggested Assessment Strategies
n/
Strand
Grade I Grade II Grade III Grade I Grade II Grade III Grade I Grade II Grade III
10th of 10 up to 90) without and lesson the lesson numbers without and
using with Introduce the days objective. with regrouping
appropriate regrouping lesson through a Provide more
strategies. using simple mathematics mental Drill on basic addition
appropriate story. Ask addition and subtraction facts
strategies. developmental exercises
questions then bring Review on place Performance test
pupils attention to Day 3: Adding value and rounding (Solve a problem
the ordinal numbers mentally 3- digit numbers. using an
found in the story. and multiples of appropriate
Lead pupils to hundreds Introduce the lesson strategy.)
notice the pattern Use through a game such
on how to write appropriate as the Ten Family
21. Adds mentally ordinal numbers. strategy in wherein pupils give
3-digit numbers Give more doing mental pair of numbers that
and hundreds exercises addition. makes 10.
(multiples of Revise the
100 up to 900) previously Present a problem
using discussed then illustrate it using
appropriate strategy to suit number models.
strategies the lesson Discuss the
objective. strategies used to
Provide more facilitate doing
mental subtraction mentally.
addition
exercises Provide more
practice exercises.
Day 4: More
practice and
Performance Test Day 4-5: Subtracting
mentally 2-3 digit
22. Solves routine 20. Subtracts Day 5: More practice Day 5. Solving numbers with and
and non-routine mentally 2- to routine problems without regrouping
problems 3- digits Model the
involving numbers with appropriate Repeat process done
addition of multiples of strategy suited to in Day 2-3
whole numbers hundreds the problem. Make
including money without and a model or a Summative Test
with sums up to with diagram for the
1 000 using regrouping problem to
Domai Competencies Suggested Learning Activities Suggested Assessment Strategies
n/
Strand
Grade I Grade II Grade III Grade I Grade II Grade III Grade I Grade II Grade III
appropriate using visualize it. Use
problem solving appropriate the place value
strategies and strategies block to concretize
tools the presentation of
facts before
writing the
equation in
standard way.
Week 10
Number 16. Recognizes 23. Creates 21. Solves routine Whole Class: Oral assessment
and coins and problems and non- Introduce lesson through a story problem involving money wherein Paper and pencil
Number bills up to involving routine pupils will act it. test
Sense PhP100 and addition of problems Ask developmental questions to present the lesson.
their whole involving Day 1-2: Identify coins Day 1: Solving Day 1: Solving Oral assessment Performance test
notations numbers subtraction and bank notes non-routine Routine Problems on identifying (Solve a problem
including without or with Role play. Use real problems coins and bills using an
money. addition of coins and bank Model the Drill on basic addition appropriate
whole notes or play money appropriate and subtraction facts strategy.)
numbers in the activity. strategy suited
including More practice/ to the problem. Review on what are
money using exercises. Answer Acting the needed to know
appropriate activities in the LM problem out is when solving a
problem for mastery. one strategy problem
solving that is used to
strategies and solve non- Present the lesson
tools. routine through word
problems. problem, illustrate it
then process.
Provide additional
examples giving
emphasis on the
strategies to be used
on how the problem
is solved.
Performance test
Day 2. More Day 2: Non-routine (Pupils create their
practice in solving problems own world problem
routine and non- through the
routine problems. Repeat the process guidance of the
giving emphasis on teacher.)
Domai Competencies Suggested Learning Activities Suggested Assessment Strategies
n/
Strand
Grade I Grade II Grade III Grade I Grade II Grade III Grade I Grade II Grade III
the strategies in
solving non-routine
problems.

22. Creates Day 3: More practice or Day 3: Creating Day 3: Creating


problems Summative Test problems Problems
involving Present a story
addition Day 4: showcase of problem with Drill on basic addition
and/or what they have already open-ended and subtraction facts
subtraction of learned (Performance) questions.
whole Guide pupils to Review on the things
numbers make their to be included in
including own problems solving problems
money. based from the
story heard.

Day 4: showcase
of what they have
already learned
(Performance test/
Summative Test)

Day 5: Periodical Test Day 5: Periodical


Test

Listen to a story. Use


the connecting cubes to
show what is
happening.3 monkeys
are on a tree. Then two
more monkeys climb
into the tree.

Model the problem with


cubes.

Note: Tell students that


they will be
investigating a way to
write numbers in a
Domai Competencies Suggested Learning Activities Suggested Assessment Strategies
n/
Strand
Grade I Grade II Grade III Grade I Grade II Grade III Grade I Grade II Grade III
sentence to show
addition. Distribute 10
connecting cubes to
each pair of students.
May ask questions like:
How will you show the
2 monkeys?

Pair of students work


together with one
partner telling a story
problem and the other
partner writing the
addition sentence that
matches the story.
Second Quarter
Week 1
Number 17. Illustrates 24. Visualizes, 23. Visualizes Present the lesson Utilize paper and Divide the class into Observe pupils to Pupils will perform Use participation
and addition as represents, multiplication using appropriate pencil assessment 4 groups. make sure they 5-item test with Rubrics (see
Number putting and subtracts of numbers 1 mental techniques: using visual and Let each group understood the time limit. sample in DepEd
Sense together or 2- to 3-digit to 10 by 6, 7, adding doubles non-visual complete the activity task. Utilize the Order No. 73
combining or numbers with 8, and 9 technique. given to them. What two suggested s. 2012, p. 118)
joining sets. minuends up Employ more Encourage pupils to symbols are activities found in
to 999 without appropriate exercises use other objects to used in an the LMs. Employ group
and with on addition of two one- visualize addition assessment and
regrouping. digit numbers with mutliplication of the sentence? individual output
sums up to 18 using numbers 6, 7, 7, and What do through paper
semi-concrete 9. Ask the group to symbols and pencil.
materials. draw objects to show mean?
multiplication. What does
each number
Illustration Repeated Multiplication
(using addition sentence in an addition
objects sentence
Groups sentence
of 1
Groups stand for?
of 2

18. Visualizes 24. Visualizes and Answer the Pair of students Use participation
and adds two states basic multiplication basic can make a list of Rublics (see
one-digit multiplication facts in Math TG. all of the addition sample in DepEd
numbers with facts for sentences with Order No. 73 s.
Domai Competencies Suggested Learning Activities Suggested Assessment Strategies
n/
Strand
Grade I Grade II Grade III Grade I Grade II Grade III Grade I Grade II Grade III
sums up to numbers up to Divide the class into adding zero 2012, p. 118)
18 using the 10 groups. Let them through 10, and
order and complete the then adding all Encourage each
zero multiplication table of through 10. pupil to
properties of 10. Discuss their participate in the
addition. answers afterwards. oral assessment
19. Adds two 1- 25. Applies the Pupils will be Introduce mental The learners are Think of
digit commutative investigating how to computation thru asked to examine a assessment/activi
property of add two one-digit math Olympics set of rectangular ty that the
Numbers using multiplication number Answer arrangements and learners can
appropriate mental subtraction explore the situation. apply in their daily
techniques. Note: Demonstrate exercises orally in Activity card shall be living be it school
folding a sheet of diad distributed with the or at home using
drawing paper into 3. following direction: the commutative
Note: Teacher Examine the property of
Draw two dots on the may prepare following figures. multiplication. For
left half and 5 dots at Practice Window How many squares example their
the middle and 2 dots Cards and let the does each figure way from home to
on the right half. pupils answer with have? school and vice-
in time limit. Hold it in vertical and versa.
Discuss how to add horizontal position
three one-digit number. and take note how
the number of rows
Pupils shall use and column change.
concrete or semi-
concrete objects thru Note: Do these in all
diad rectangles.
26. Multiplies 2- Pupils will be Introduce mental a. Divide the class Use Think-Pair-
digit by 1-digit investigating how to computation thru into 3 groups. Share to come up
numbers record addition in math Olympics Give them with the correct
using the different ways. counters. word problem.
distributive Demonstrate folding a Answer Distribute the a. Jojo, Jean,
property of sheet of drawing paper subtraction activity cards. and Jen
multiplication in a half. Draw 2 dots exercises orally in Show by means have 5
on the left half and 4 diad. of counters the ribbons and
dots on the right half, as following 3 headbands
in a domino. Discuss Group activity combination each. How
how to form an addition shall be used to facts showing many
sentence using the make the lesson the distributive ribbons and
domino interactive property of headbands
Domai Competencies Suggested Learning Activities Suggested Assessment Strategies
n/
Strand
Grade I Grade II Grade III Grade I Grade II Grade III Grade I Grade II Grade III
multiplication. do they
Model how to write the A. 2 x (4 + 8) have?
addition sentence = (2 x 4) + b. Each
horizontally and (2 x 8) farmers were
vertically B. 5 x (6 + 7) given 2 cows
= (5 x 6) + and 3 hogs
(5 x 7) each to take
C. 4 x (5 + 9) care of. How
= (4 x 5) + many
(4 x 9) animals were
b. Draw in your given to
manila paper them?
your work and
explain it to the
class. (Advise
the pupils to use
crayons to make
their work nice
and
presentable.)

27. Multiplies Present 2 cartolina Use activity card.


three 1-digit strips showing Each group will
using the (4 x 2) x 5 = (8 x 5 = answer the
associative 40 exercises in the
property of 4 x (2 x 5) = 4 x 10 = activity card and
multiplication 40 report.
40 = 40 (Teacher will be
the one to think
Ask: What have you and give to each
observe? Do the group for them to
groupings of the answer.)
factors affect the
product? (Introduces
the associative
property)
28. Multiplies 2- to Use Giant Step Use Hands-On
3-digit Teacher will call on 5 Game to check
numbers by 1- pupils. Provide each the speed and
Domai Competencies Suggested Learning Activities Suggested Assessment Strategies
n/
Strand
Grade I Grade II Grade III Grade I Grade II Grade III Grade I Grade II Grade III
digit numbers pupil illustration accuracy in
without or with board and chalk. The computing
regrouping first one who will give numbers.
the correct answer
will step forward. The
one who reaches first
the front desk wins
the contest.
Week 2
Number 20. Visualizes 25. Subtracts 29. Multiplies 2- Model how to show 14 Introduce routine a. Group activity: Utilize paper and Conduct paper and Use oral
and and adds mentally 1-digit digit numbers ones using connecting problems Draw Lots pencil pencil test orally assessment for
Number three one- numbers from by 2-digit cubes (unconnected) involving assessment using fast group.
Sense digit 1- to 3-digit numbers Show that 14 can be subtraction thru The teacher will visual and non-
numbers numbers without shown in a different an outdoor prepare a box with visual technique. Paper and pencil
using the without regrouping way. activities. word problems inside. Allow pupils to test for slow
grouping regrouping Non-routine Any member of the play math group.
property of using Make a train of 10 problems on group will draw 1 strip Olympics. First to
addition. appropriate cubes from the 14 subtraction of inside the box, then get the score of For
strategies. unconnected whole number the group will answer five shall be the reinforcement, let
including money it afterwards. The winner. the pupils answer
Note: Ask how many shall be introduce group will be given 2 the mathematical
groups of 10 did they using localize minutes to answer sentence written
make. How ones are learning the problem. in two ways
there now? experience. vertical or
Battle of the b. Little Brother horizontal.
Brain contest Approach
Give more learning
exercises on expanded Let the fast learners
form to establish develop their own
meaningful learning simple word
outcomes problems.
21. Visualizes 26. Subtracts 30. Multiplies 2- to Illustration that explains Example: Nestor Pair of students Conduct paper and
and adds two mentally 3-digit 3-digit number best on the addition of earned P_____ a day take turns pencil test orally.
to three one- numbers by with numbers with sums in selling newspaper. drawing dots on
digit numbers tens and by regrouping through 99 without or How much will he dominoes and
horizontally hundreds with regrouping. earn in _____ days? writing the
and vertically. without addition sentence
regrouping Use mental addition in that matches then
using diad thru games for life domino, first Conduct paper and
appropriate long learning. horizontally then pencil test orally.
Domai Competencies Suggested Learning Activities Suggested Assessment Strategies
n/
Strand
Grade I Grade II Grade III Grade I Grade II Grade III Grade I Grade II Grade III
strategies vertically.

Pair of students
take turns
drawing dots on
dominoes and
writing the
addition that
matches the
domino, first
horizontally then
vertically
31. Multiplies 2- to Do Investigation Trip Use Pick-Me-Up
3-digit number Game
by multiples of Divide the class into
10 and 100. 2 groups. Give them Let the pupils pick
activity card. a strip of paper
Example: Investigate, with number
then write your sentence written
investigation on it. Allow them
afterwards. to answer
6 x 10 = 60 correctly.
3 x 30 = 90
7 x 20 = 140
4 x 40 = 160
7 x 100 = 700
8 x 100 = 800
9 x 100 = 900
32. Multiplies 1- to Finding Pattern Use activity card
2-digit
numbers 1000 Challenge the class Teacher will use
to find pattern. activity card
A. 6 x 1000 = 6000 showing
16 x 1000 = 6000 mathematical
7 x 1000 = 7000 sentence.
17 x 1000 = 17000
33. Estimates the Group activity using Solving word
product of 2- activity sheets or problems.
to 3-digit cards.
numbers and If necessary,
Domai Competencies Suggested Learning Activities Suggested Assessment Strategies
n/
Strand
Grade I Grade II Grade III Grade I Grade II Grade III Grade I Grade II Grade III
1- to 2-digit Activity: Estimating round the number
numbers with Products to make an
reasonable Materials: Numbers estimate.
results Cards 1-10 a. Nelly counted
Group Size: Pair the matches
Procedure: Teacher in a match
will make her own box and got
style 58. How many
matches
approximately
are in 8
boxes?
b. Uncle Marios
chickens lay
about 130
eggs a day.
Can he supply
all the eggs
for the grocery
store within
one week?
Note, his
chickens lay
eggs 7 days a
week.
Week 3
Number 22. Uses 27. Solves routine 34. Multiplies Introduce mental Sentence strips of Divide the class into Students share the Utilize learning Give mental
and expanded form and non-routine mentally 2-digit computation thru math simple localize three groups. Give number they activities found in computation by
Number to explain the problems by 1-digit Olympics situation to create each group an modeled, point out the LMs pair or individual
Sense meaning of involving numbers Answer exercises with problems involving Activity Card. Record That number can with time limit.
addition with subtraction of without time limit subtraction. which group be shown in
regrouping. whole numbers regrouping with Answer as many answered first, the different ways Note: Teacher
including money products of up Note: Teacher may localize situation second, and the third. either expanded may create his
with minuends to 100. prepare Practice as they could. Answer will be written form or standard unique way of
up to 1 000 Window Cards and let Create word on the other square. form. evaluating his
using the pupils answer orally problems on order Example: pupils learning.
appropriate with in time limit. of operations.
problem solving Group activity to 2x 22 63 52
strategies and Make more 3x 43 32 72
4x 21 41 30
tools meaningful. A 44 126 104
Domai Competencies Suggested Learning Activities Suggested Assessment Strategies
n/
Strand
Grade I Grade II Grade III Grade I Grade II Grade III Grade I Grade II Grade III
N 129 96 216
S 84 164 120
W
E
R
23. Visualizes 35. Solves routine Introduce mental Illustrate on the Group the pupils into Use printed Use Participation
and adds and non-routine computation thru math board the process three. Provide them materials and let Rubric (see
numbers with problems Olympics in performing with problems like students answer sample in DepEd
sums through involving order of these in activity within a given Order No. 73, s
99 without or multiplication Answer orally the operations cards. Let them time limit. 2012, p 118)
with without or with exercises given on involving addition analyze.
regrouping addition and localize learning and subtraction of Utilize the
subtraction of experiences. small number. activities found in
whole numbers Use activity cards the LMs.
including for group activity 1. A vendor
money using to generate buys 25
appropriate cooperative boxes of
problem solving learning among candies.
strategies and themselves.
Each box has
tools
50 candies.
How many
candies are
there in all?
2. Nena bought
12 sets of
baby
dresses.
Each set
costs P185.
How much
did she pay
for all the
dresses?

Process/discuss the
activities done
Guide the pupils to
generalize.
Domai Competencies Suggested Learning Activities Suggested Assessment Strategies
n/
Strand
Grade I Grade II Grade III Grade I Grade II Grade III Grade I Grade II Grade III
36. Creates Divide the class into Use Participation
problems 6 groups. Let each Rubric (see
involving group discuss how sample in DepEd
multiplication or they will make a p Order No. 73, s.
with addition or roblem based on the 2012, p. 118)
subtraction of given situation. Three
whole numbers groups will focus on
including P roblem 1, while the
money. other three groups
will focus on Problem
2.

Problem 1: Involve
multiplicatios with
addition (two-step
problem)
Situation: Make
needs 3 white t-shirts
to be used in
camping. T-shirts
price is Php120.00.
Mark has only
Php300.00

Problem 2: Use
multiplication with
subtraction (two-step
problem)
Situation: Adora
plans to donate 3
plants in school.
Adora has
Php500.00. Price of
plants is Php300.00
each.
37. Visualizes and Show the series of Use Participation
states the numbers. Ask the Rublic (See
multiples of 1- pupils to observe and sample in DepEd
to 2-digit determine the patter. Order No. 73, s.
numbers 2012, p. 118)
2 4 6 8 10 12 14
Domai Competencies Suggested Learning Activities Suggested Assessment Strategies
n/
Strand
Grade I Grade II Grade III Grade I Grade II Grade III Grade I Grade II Grade III
a.

b. 3 6 9 12 15 18 21

c. 10 20 30 40 50 60 70

d. 12 24 36 48 60 72 84

Teacher will
process/discuss the
findings-like:
a. Multiplying the
first number 2, 3,
4, 5 to get the
next 3 missing
numbers.
b. Adding the
common
differences of the
numbers to the
next numbers and
so forth to get the
next 3 missing
numbers.
38. Visualizes Let pupils do this Use Participation
division of problem. Rublic (See
numbers up to sample in DepEd
100 by 6, 7, 8, There are 98 pupils Order No. 73, s.
and 9 in Grade 3. They are 2012, p. 118)
(multiplication assigned in each
table of 6, 7, 8, section equally to the Formative Test
and 9) 4 Mathematics Activity will be
teacher and the 3 made by the
Science teachers as teacher.
the class advisers.
How many pupils will
be under the class
advisory of each
teacher?
Domai Competencies Suggested Learning Activities Suggested Assessment Strategies
n/
Strand
Grade I Grade II Grade III Grade I Grade II Grade III Grade I Grade II Grade III
Guide questions:
a. How many pupils
are there?
b. How many are
teachers?
c. What is your
dividend?
d. What is your
divisor?
e. What is missing in
the problem? Let
them write the
number sentence
then solve.

Week 4
Number 24. Adds mentally 28. Creates 39. Visualizes and Use word problem and Present a very Show a picture of Conduct paper Utilize learning Utilize basic
and two to three problem states basic illustrate on the board simple localized objects grouped and pencil test activities found in division facts of
Number 1-digit involving division facts of the one-step routine Math Story in equally. orally the LMs numbers up to 10
Sense numbers with subtraction of numbers up to and non-routine their routine and using paper and
sums up to 18 whole 10. problems involving non-routine pencil test.
using numbers addition including problems involving
appropriate including money with sums up to addition and
strategies. money. 99 subtraction
including money.
Group activity using
activity cards thru game Illustrate on the Ask: How many
board to show the boxes are there in
difference all?
between the two How many balls are
routines there in each box?
How many balls are
Give more there in all?
activities for What multiplication
mastery. facts/sentences can
we write? What
division
facts/sentences can
we give/write?
Domai Competencies Suggested Learning Activities Suggested Assessment Strategies
n/
Strand
Grade I Grade II Grade III Grade I Grade II Grade III Grade I Grade II Grade III
Process the activities
done.

Develop the concept


using division by
partition, by
distribution and/or as
repeated subtraction.
25. Adds 29. Performs orders 40. Divides 2- to 3- Present very simple Give very simple Acting out the Conduct oral Administer paper Work in triads.
mentally 2- of operations digit numbers math situation that are math situation problem. assessment on 2- and pencil
digit numbers involving by 1- to 2-digit locally experienced and allow pupils digit numbers and assessment
and 1-digit addition and numbers involving addition of to answer orally. Call on 6 pupils, ask 1-digit number Utilize learning
numbers subtraction of without and whole numbers one pupil to act as activities found in
without and small numbers with remainder including money. Nene, and the rest, the LMs
with his 5 friends. Let
regrouping Nene distributes the
using Divides 2- to 3- Distribute activity cards 10 bananas equally
appropriate digit numbers to each group and allow to his friends.
strategies. by 1-digit then to complete the Ask: How many
numbers information with time bananas are there in
without and limit. all?
with remainder How many friends
will these be
distributed?
How may will each
friend get?

Present another
problem

Mr. Golez packed 54


tomatoes into small
boxes. If 4 tomatoes
can be placed in
each box, how many
boxes did he fill?
How many tomatoes
were left out?

Ask: How many


Domai Competencies Suggested Learning Activities Suggested Assessment Strategies
n/
Strand
Grade I Grade II Grade III Grade I Grade II Grade III Grade I Grade II Grade III
tomatoes are there?
How many tomatoes
can be placed in a
small box?
How many boxes will
be filled?

Try another problem.

A department store
had 336 pairs of
socks. The socks
were sold in
packages of 3 pairs.
How many packages
were there?

41. Divides 2- to 3- Present the problem


digit numbers clearly.
by 10 and 100
without or with A civic organization
remainder distributed 200
bottles of mineral
water for the victims
of typhoon Yolanda
in Tacloban City. The
bottles of mineral
water will be
distributed equally
among 10 families.
How many bottles of
mineral water would
each family receive?

Guide the pupils to


find ways on how to
distribute the number
of bottles equally
among them. The
teacher may use of
Domai Competencies Suggested Learning Activities Suggested Assessment Strategies
n/
Strand
Grade I Grade II Grade III Grade I Grade II Grade III Grade I Grade II Grade III
family of
multiplication and
division facts. Cross
out method and/or
long method.
Divides 2- to 3-digit Divide the class into Provide paper
numbers without three groups. Have and pencil test for
and with the pupils solve the the pupils to
regrouping problem in different nswer within time
ways. Let them limit.
present their work to
class.

Cliff has 96
pieces of marbles
to be placed
equally in 12
boxes. How
many marbles
will be in each
box?

Process/discuss the
activities done.
Provide more word
problems to be
performed by the
pupils.
42. Estimate the Present the activity to Divide the class
quotient of 2- to the class. Let the into 5 groups.
3-digit numbers pupils answer using Provide an
their paper. activity card for
Given R
ou
T
h
Esti
mat
each group to
Domai Competencies Suggested Learning Activities Suggested Assessment Strategies
n/
Strand
Grade I Grade II Grade III Grade I Grade II Grade III Grade I Grade II Grade III
nd
off
i
n
e
perform. Ask
th k somebody from
e
th o the group to
e
di
f
report their
vi C output.
si o
on m
p Group 1 1. 25 6 =
a 2. 274 9 =
t
i Group2 3.417=
b 4.52612=
l
e Group3 5.658=
6. 61528=
N
u Group4 7. 749=
m 8. 47918=
b
e Group5 9.855=
r 10. 2855=

1. 184 11
2. 338 48
3. 508 21
4. 677 56
5. 889 78
43. Divides Use Show-Me-Board Use assessment
mentally 2-digit shall be
numbers by 1- Divide the following administered to
digit number mentally using any pupils within time
without method. Use your limit.
remainder Show-Me-Board.The
using teacher will read the
appropriate given. When she
strategies says stop the pupils
will raise their show-
me-board.

45 5 76 4

54 3 72 3

60 2 85 5

68 4 90 6
Domai Competencies Suggested Learning Activities Suggested Assessment Strategies
n/
Strand
Grade I Grade II Grade III Grade I Grade II Grade III Grade I Grade II Grade III

Teacher may add


more activities for
pupils to
perform/answer
orally.
Week 5
26. Visualizes 30. Solves multi- Use concrete objects to Use of concrete Conduct paper Conduct paper and
and solves step routine and illustrate subtraction or and semi-concrete and pencil test. pencil test
one-step non-routine comparing elements of objects to illustrate
routine and problems sets. addition and Utilize the Utilize the learning
non-routine involving subtraction of 2 to learning activities activities found in
problems addition and Use of manipulatives to 3 digit numbers. found in the LMs the LMs
involving subtraction of 2- show the process of
numbers to 3-digit subtraction or
including numbers comparing elements of
money with including money sets
sums up to 99 using
using appropriate
appropriate problem solving
problem strategies and
solving tools.
strategies
27. Creates 31. Creates Illustrate on the board that subtraction and Use teacher-made or improvised
situations problem addition are inverse operations. materials showing related equations for
involving involving Explain further using concrete examples for each of the following: repeated addition,
addition of addition and better result. array, counting by multiples.
whole subtraction of Call pupils to perform correctly the given Let the pupils experience on the equal
numbers whole number exercises. jumps on the number line. Be creative.
including including money
money. with reasonable
answers.
Week 6
Numbe 28. Illustrates 32. Illustrate Utilize concrete objects Utilize real objects Utilize the Use paper and
r and subtraction as multiplication as to show and visualize to illustrate the learning activities pencil assessment.
Numbe taking away repeated subtraction of one-digit property of 1 in found in LMs
r Sense or addition number with minuends multiplication.
comparing using through 18. Give emphasis on
elements of groups of the concept - any
Domai Competencies Suggested Learning Activities Suggested Assessment Strategies
n/
Strand
Grade I Grade II Grade III Grade I Grade II Grade III Grade I Grade II Grade III
sets. equal Introduce more number multiplied
quantities activities through group by 1 is the number
using arrays work. itself.
using
counting by
multiples
using equal
jumps on
the number
line
29. Illustrates 33. Writes a Illustrate on the board Illustrate on the Utilize the Conduct
that addition related the process of board the concept learning assessment both
and equation for subtracting 1- to 2-digit of zero property of opportunities oral and written.
subtraction each type of numbers with minuends multiplication. found in the LMs
are inverse multiplication: up to 99 without
operations. repeated regrouping. Use concrete,
addition, array, semi concrete and
counting by Give enough examples abstract materials
multiples and using concrete, semi- for them to
equal jumps concrete and abstract understand and
on the number materials for them to appreciate the
line. visualize. lesson.

Employ group game Illustrate on the


activity. board the concept
of commutative
property of
multiplication.
Give examples
related to their real
life activity.
Week 7
Number 30. Visualizes, 34. Illustrates the Illustrate on the board Write very simple Employ written Conduct
and represents, property of the use of expanded multiplication and oral assessment both
Number and subtracts multiplication form to explain further stories that evaluation. oral and written.
Sense 1-digit that any subtraction with describes
numbers with number regrouping. multiplication Utilize learning
minuends multiplied by facts. Illustrate on opportunities
through 18 one (1) is the Employ the place value the board to show found in the LMs.
(basic facts). same number. concept to facilitate your the multiplication
Domai Competencies Suggested Learning Activities Suggested Assessment Strategies
n/
Strand
Grade I Grade II Grade III Grade I Grade II Grade III Grade I Grade II Grade III
illustrations. sentence and the
process.
Give enough examples
for better result. Use drawings or
pictures for them
to visualize the
numbers or set.
31. Visualizes, 35. Illustrate the Illustrate on the board Utilize the Administer
represents, property of the process of learning activities assessment both
and subtracts multiplication subtracting 1- to 2-digit found in the LMs. oral and written.
1- to 2-digit that zero numbers with minuends
numbers with multiplied by up to 99 with
minuends up any number is regrouping. Administer
to 99 without zero. assessment both
regrouping. Give enough examples oral and written.
36. Illustrates the related to their real life
commutative activity.
property of
multiplication. Be creative.
Week 8
Numbe 32. Uses the 37. Visualizes Use very simple Use activity card Administer paper Utilize the learning
r and expanded form multiplication mathematics story with very simple and pencil resources found in
Numbe to explain of numbers 1 and illustrate on the math story. Allow assessment. the LMs,
r subtraction to 10 by 2, 3, board to facilitate the pupils to Administer paper
sense with 4, 5 and 10. meaningful learning. answer by group. and pencil test.
regrouping. Constant practice Utilize fast group
mentally for mastery of to lead the activity.
the skill. Give enough
group / individual
Give enough examples activity.
related to their real life Come up with
activity. improvised
window cards.
33. Visualizes, 38. Multiplies Use very simple Conduct paper Administer paper
represents, mentally mathematics story and pencil test. and pencil
and subtracts numbers 1 to that shows their daily Utilize the assessment.
1- to 2-digit 10 by 2, 3, 4, 5 activities particularly learning
numbers with and 10 using routine and non-routine resources found
minuends up appropriate problems. in the LMs.
to 99 with strategies.
Domai Competencies Suggested Learning Activities Suggested Assessment Strategies
n/
Strand
Grade I Grade II Grade III Grade I Grade II Grade III Grade I Grade II Grade III
regrouping. Use effective visual
materials.
Allow them to share
their experiences and
do the processing
correctly.

Pick up several pupils


and allow them to share
more.
Week 9
Number 34. Subtracts 38. Multiplies Present very simple Use very simple Conduct Utilize the learning
and mentally one- mentally 2, 3, 4, math story to the mathematics individual / group resources found in
Number digit numbers 5 and 10 using class. Guide the pupils story that shows mental the LMs.
Sense from two-digit appropriate to create questions on their daily computation.
minuends strategies. subtraction of whole activities Administer paper
without number particularly and pencil test.
regrouping routine and non-
using Allow pupils to share routine problems.
appropriate their answers.
strategies. Illustrate on the
Supply more math board and allow
stories for the pupils to pupils to interact
practice and answer and participate.
them correctly.
Encourage pupils
to share their
experiences on
how they solve
routine and non-
routine problems.

Give more
exercises for the
pupils to work on.

Present very
simple
mathematics
story to the class
Domai Competencies Suggested Learning Activities Suggested Assessment Strategies
n/
Strand
Grade I Grade II Grade III Grade I Grade II Grade III Grade I Grade II Grade III
involving
multiplication only
and multiplication
with addition and
subtraction.

Guide the pupils


to create a very
simple word
problems to be
answered by
themselves.

Supply enough
localized story for
them to practice
in creating word
problem.
35. Visualizes, 39. Solves routine
represents, and non-routine
and solves problems
routine and involving
non-routine multiplication of
problems whole numbers
involving including money
subtraction of using
whole appropriate
numbers problem solving
including strategies and
money with tools.
minuends up
to 99 with and
without
regrouping
using
appropriate
problem
solving
strategies and
tools
Domai Competencies Suggested Learning Activities Suggested Assessment Strategies
n/
Strand
Grade I Grade II Grade III Grade I Grade II Grade III Grade I Grade II Grade III
Week 10
Number 37. Creates 40. Solves routine 44. Solves routine Group Activity: Group Activity: Group Activity: Conduct paper Administer paper
and situations and non-routine and non-routine and pencil and pencil
Number involving problems problems Let the class be Let the class be Let the class be assessment assessment.
Sense subtraction of involving involving division divided into group and divided into group divided into group Utilize the
whole multiplication of 2 to 4 digit give them problems and give them and give them learning
numbers and addition or numbers by 1 to 2 about grocery problems about problems about resources found
including subtraction of digit numbers budgeting.Make it sure grocery grocery in the LMs.
money. whole numbers without or with you will be giving each budgeting.Make it budgeting.Make it
including money any of the other group exact amount of sure you will be sure you will be
using operations of paper bills and coins. giving each group giving each group
appropriate whole numbers exact amount of exact amount of
problem solving including money paper bills and paper bills and coins.
strategies and usng appropriate coins.
tools. problem solving
41. Creates strategies and Conduct oral
problems tools. assessment.
involving Utilize learning
multiplication 45. creates resources found in
only and problems the LMs.
multiplication involving division
with addition or or with any other
subtraction of operations of
whole numbers whole numbers
including money including money.
with reasonable
answers.
Third Quarter
Week 1
Number 32. Counts groups 42. Vizualizes and 46. Identifies odd Present/use concrete Teacher shall Present this story Conduct Use activity card. Use number
and of equal represents and even numbers materials to show illustrate the problem to pupils. individual spinner.
Number quantity using division as groups of equality. concept of Mrs. Chuas class is assessment thru Use semi-concrete
Sense concrete equal sharing, Division going to join the oral recitation activities for Use paper and
objects up to repeated Use more pictures of 1. by partition school program, so individual pencil
50 and writes subtraction, objects to illustrate the 2. by equal the pupils are lining assessment. assessment.
an equivalent equal jumps on groups of equality. sharing/distribu up in pairs. Today
expression the number line tion she has 24 pupils in
and using 3. by repeated class. Does each
e.g. 1 groups formation of subtraction pupil have a partner?
of 5 equal groups of What if there are only
Domai Competencies Suggested Learning Activities Suggested Assessment Strategies
n/
Strand
Grade I Grade II Grade III Grade I Grade II Grade III Grade I Grade II Grade III
objects Give semi- 23 p upils, will all the
concrete pupils have a partner?
Example to
illustrate the Teacher will show 24
concept of in pairs. Then 23 in
Division pairs.

Process/discuss the
activities done.
38. Visualizes, 43. Creates and 47. Visualizes and Present/use concrete Give clear Present the lessong Conduct Use activity sheets Use different
represents, write a related represents objects to show into illustration using the following individual/group to the pupils. illustrations to test
and separates equation for fractions that groups of equal showing equal regions using cut- assessment using the learning of the
objects into each type of are equal to quantity. sharing, repeated outs. semi-concrete or Paper and pencil pupils using
groups of situation: equal one and subtraction and abstract materials test is also activity sheets.
equal quantity sharing, greater than Use more pictures of equal jumps on thru oral applicable.
using concrete repeated one objects to illustrate the the number line. assessment.
objects up 50 subtraction, groups of equal
A
50 equal jumps on quantity. Repeat the
the number line, discussion/activit
e.g. 10 and formation of y using different
grouped by 5s equal groups of illustrations
objects showing equal
sharing, repeated B
subtraction and
equal jump on
the number line.

Discuss clearly the


illustration.
39. Visualizes and 44. Visualizes 48. Reads and Use concrete object for Show the correct Use a real object for Use paper and Use number Use paper and
identifies division of writes fractions pupils to see how steps and problem illustration. pencil test. spinner to make pencil test.
and of a numbers up to that are equal looks like. process the Example: Show a the activity more
whole object 100 by 2, 3, 4, to one and division of papaya and cut it Game or Show- fun-filled and Use Mini Olympic
5, and 10 greater than Cut the bond paper numbers up to equally into halves. Me-Board Game. enjoyable. Game.
one in symbols into two equal parts. 100 by 2, 3, 4, 5,
and in words and 10 using Then
Show to the class and semi-concrete or process/discuss
name each part as . abstract clearly the activity
Domai Competencies Suggested Learning Activities Suggested Assessment Strategies
n/
Strand
Grade I Grade II Grade III Grade I Grade II Grade III Grade I Grade II Grade III
materials. done.
Give several activities
showing . Repeat the Ask questions based
process until the on the activity on the
Then, same process pupils are able to slicing of papaya.
shall be used to follow and
illustrate or visualize calculate given
how looks like. division
mathematical
If possible use the sentence by
objects that are themselves.
familiar to the pupils
like those are found in Individual
their home. approach is
highly
recommended.
40. Visualizes, 45. Divides mentally 49. Represent Use concrete objects Present mental Use graphing paper Utilize mental Utilize mental Use paper and
represents, numbers by 2, fractions using to develop the skill in computation on or grid paper and computation, computation. pencil test.
and divides a 3, 4, 5, and 10 regions, sets, visualizing division of numbers by 2, 3, crayons. group or
whole into using and the number whole into halves and 4, 5, and 10 thru individual Groups are Use number
halves and appropriate line fourths. games, number Distribute them to recitation. individual spinner.
fourths strategies spinner, self- each group of 3. recitation.
assessment. Use paper and
Let each group draw pencil test. Use paper and
the following regions pencil test.
in the grid paper and
color the parts asked
for.

Post the picture of


objects on the board.

Let the pupil study


the sets of objects.

Ask questions to elicit


answers to represent
fractions using sets.

For fractions using


Domai Competencies Suggested Learning Activities Suggested Assessment Strategies
n/
Strand
Grade I Grade II Grade III Grade I Grade II Grade III Grade I Grade II Grade III
number line, let the
pupils equally divide
the number line as
described.
Fig. A 4 equal parts
Fig. B 6 equal parts
Fig. C 8 equal parts

Process/discuss
clearly the activities
done.

Give some more


activities by triad for
fun-filled learning.
41. Visualizes and 46. Illustrates that 50. Visualizes and Use concrete objects Use concrete Use clear explanation Paper and pencil Paper and pencil test.
divides the multiplication represents to show halves illustrations illustrating dissimilar test.
elements of and division are dissimilar illustrating elements of showing that fraction. Activity sheet for group or individual
sets into two inverse fractions sets into two groups of multiplication and Activity sheet for output.
group of equal operations equal quantities. division are Use activity card for group or
quantities to inverse group work or individual output.
show halves Utilize also semi- operation. individual activity.
concrete objects and
same process will be Utilize activity
used to explain the card for group
concept. work.
Week 2
Number 42. Visualizes, 47. Solves routine 51. Visualizes, Use concrete objects Utilize Think- Introduce semi- Paper and pencil Use paper and Use Show-Me-
and represents, and non-routine represents, and to show fourths Pair-Share. concrete illustration test by pencil test. Board game.
Number and divides the problems compares illustrating elements of representing and group/diad/triad
Sense elements of involving dissimilar sets into four groups of Distribute word comparing dissimilar game. Activity sheet/card Paper and pencil
set into four division of fractions equal quantities to problem strips to fractions. for group or test.
groups of numbers by 2, show fourths. each individual output.
equal 3, 4, 5, and 10 group/diads/triad.
quantities to and with any of
show fourths the other
operations of
whole numbers
including money
using
Domai Competencies Suggested Learning Activities Suggested Assessment Strategies
n/
Strand
Grade I Grade II Grade III Grade I Grade II Grade III Grade I Grade II Grade III
appropriate
problem solving
strategies and
tools
43. Visualizes and 48. Creates word 52. Visualizes, Utilize real/concrete Use Think-Pair- Diad/Triad activity. Utilize paper and Situation written on Utilize paper and
draws the problems represents, and objects. Share to elicit pencil test. the activity card. pencil test.
whole region involving arranges cooperative Let the pupils do the
or set given its division of dissimilar Let the pupils do the learning. activity within time Distribute to each Use rubric to rate
and/or whole numbers fractions in activity by pair. limit. pupil. each output.
including money increading or
decreasing Have it checked
order immediately.

Give feedback.
49. Visualizes, 53. Visualizes and Utilize real/semi- Use concrete/clear Utilize paper and Utilize paper and
represents, and generates concrete illustrations for better pencil test. pencil test.
identifies unit equivalent illustration understanding of the
fractions with fractions showing fractions pupils.
denominators of with
10 and below denominators of Discuss clearly how
10 and below. equivalent fractions
are generated.
Give several diad
activities.
50. Reads and Give activities Conduct oral test
writes unit and explain and paper and
fraction clearly how to pencil test.
read and write
unit fraction
correctly.
51. Compares unit Present a word Use paper and
fractions using problem. pencil test.
relation symbol
Ask questions on
equal/unequal
sharing.

Show illustration
of sets showing
greater/lesser
Domai Competencies Suggested Learning Activities Suggested Assessment Strategies
n/
Strand
Grade I Grade II Grade III Grade I Grade II Grade III Grade I Grade II Grade III
than.
52. Arranges unit Show clear Use paper and
fractions in illustration on pencil test.
increasing and arranging
decreasing fractions in Games: Show-Me-
order increasing/ Board.
decreasing order.
53. Identifes other Show clear Use paper and
fractions less discussion/illustr pencil test.
than one with ation on
denominators identifying Games: Show-Me-
10 and below. fractions less Board.
than one with
denominator 10
and below.
Week 3
44. Identifies, 54. Visualizes 54. Recognizes Present/use four basic Use group of Present clear Use Tell Me Utilize paper and Use individual
names, and similar fractions and draws a shapes and 3- objects and discussion/illustration Game. pencil test. assessment.
describes the (using group of point, line dimensional shapes of number line to of point, line
four basic objects and segment, and objects illustrate similar segment, and ray. Paper and pencil Paper and pencil
shapes number line) ray. fraction. test. test.
(square, Present shapes that
rectangle, are used at home Give several
triangle, and regularly items to work on.
circle) in 2-
dimensional
(flat/plane) and
3-dimensional
(solid objects)
45. Compares and 55. Reads and 55. Recognizes Present/use 2- Utilize Use hands-on activity Use paper and Utilize paper and Use individual
classifies 2- writes similar and draws dimensional and 3- diads/triads pencil test. pencil test. assessment.
dimensional fraction parallel, dimensional figures Employ Situation
(flat/plane) and intersecting that are used at home Employ Game that applies Paper and pencil
3-dimensioanl and regularly. Guessing Game. daily experience. test.
(solid) figures perpendicular
according to lines. Repeat the discussion
common on comparing and
attributes classifying 2-3
dimensional figure.
56. Compares Present a word Employ Name
Domai Competencies Suggested Learning Activities Suggested Assessment Strategies
n/
Strand
Grade I Grade II Grade III Grade I Grade II Grade III Grade I Grade II Grade III
similar fractions problem showing Game.
using relation comparison of
symbol similar fraction. Paper and pencil
test.
Discuss clearly
for better
understanding.
57. Arranges similar Present a word Utilizes paper and
fractions in problem that pencil test
increasing or shows
decreasing increasing/decre Use Name Game.
order asing of similar
fractions. Paper and pencil
test.
Week 4
Geometr 46. Draws the four 58. Visualizes, 57. Visualizes, Group activity is Use clear Demonstrate on how
y basic shapes identifies, identifies, and suggested. illustrations. to draw congruent
classifies, and draws line segment.
describes half congruent line Provide Actual illustration
circles and segments drawing/coloring of half circle and Present practical
quarter circles materials. quarter circle. situation when to
apply congruent line
Activity sheet is also segment.
suggested.
47. Construct 59. Constructs 57. Identifies and Hands on activity by Hands on activity Use real objects to Use rubrics to Use rubrics to Show and Tell
three squares, visualizes group/individual. by illustrate symmetry. rate their group assess their group Game.
dimensioanl rectangles, symmetry in group/individual. work output. work output.
objects (solid) triagles, circles, the Distribute manipulative Allow the pupils to Paper and pencil
using half-circles, and environment materials. Distribute cut- identify the line of test.
manipulative quarter circles and in design outs. symmetry of an
materials using cut-outs Allow pupils to object that are found
and square construct three Allow the pupils in our environment
grids dimensional objects. to construct and other design of
squares etc. On objects.
their own.
60. Identifies 58. Identifies and Present semi-concrete materials. Self-assessment test.
shapes/figures draws the line of
that show symmetrical Allow pupils to get hold of each object. Paper and pencil test.
symmetry in a figure
line Give definite and clear instruction.
Domai Competencies Suggested Learning Activities Suggested Assessment Strategies
n/
Strand
Grade I Grade II Grade III Grade I Grade II Grade III Grade I Grade II Grade III

Hands-on experience
61. Identifies and Allow the pupils Use individual
draws the line of to explore the performance/output
symmetry in a activity.
given
symmetrical Distribute activity
figure sheets con
62. Creates figures Allow pupils to Use individual
that show make figures performance thru
symmetry in a showing line of rubrics
line symmetry

Let the pupils


color their output
Week 5
Geometr 48. Determines the 63. Recognizes 59. Completes a Present several Show samples of Show examples of Use paper and Use individual Use rubrics to
y missing shapes that can symmetric examples. objects tyhat objects/figures pencil test performance/out to rate the pupils
term(s) in a tessellate figure with tesselating is completing a rate the pupils output.
given respect to a Allow the pupils to evident. symmetric figure. work.
continuous given line of determine the missing
pattern using symmetry term from the given Give samples of Give more activity Use of rubrics is
one attributed activity sheets. tesselation sheets. also suggested.
(letters/number patterns
s/events) wrapping papers,
wallpapers,
floor/wall tilings
Pattern 49. Determines the 64. Tessellates a 60. Tesselates the Present examples of Give examples of tessellated pictures or Use paper and Ask for their
and missing surface using plane using different pattern. real materials (mat, etc.) using squares pencil test. individual output.
Algebra term(s) in a triangles and triangles, and triangles.
given squares square, and Explain each example Rubrics will be
repeating other shapes like pedestrian lane, Introduce more activities on tessellation. used to rate
pattern using that can chess board. individual output.
one attribute tessellate.
(letters,
numbers,
colors, figures,
size, etc.)
65. Identifies line Give/show clear examples of 3-
and curbes, flat dimensional figures.
Domai Competencies Suggested Learning Activities Suggested Assessment Strategies
n/
Strand
Grade I Grade II Grade III Grade I Grade II Grade III Grade I Grade II Grade III
and curved
surfaces in a 3- Introduce more examples using activity
dimensional sheets.
66. Explain the Give enough clear examples showing Paper and pencil
differences straight, curved lines, flat surfaces, and test.
between curved surfaces.
straight lines
and curved More activities shall be administered
lines, flat
surfaces and
curved surfaces
Week 6
Patterns 50. Construct 67. Determines the 61. Determines the Present a word Use clear Present different Paper and pencil Individual assessment.
and equivalent missing terms in missing terms problem. examples of pictures/illustrations test.
Algebra number a given in a given continuous of continuous and Paper and pencil test.
expression continuous combination of Discuss the process pattern using repeating pattern.
using addition patter using two continuous and clearly. figure, numbers,
and attributes (any repeating colors, sizes, and
subtraction two of the pattern. Give enough shapes.
following: examples for better
figures, understanding. Give enough
numbers, examples.
colors, sizes,
and Group/individual
orientations) tasks
51. Identifies and 68. Visualizes and 62. Finds the Introduce varied Introduce the Paper and pencil Paper and pencil
creates to finds the missing value examples three concept thru test. test.
compose and missing value in in a number games-diad, triad, or word problem. Game na Game
decompose a number sentence individual. na approach
using addition sentence involving Explain clearnly
involving multiplication or Allow pupils to have the process.
multiplication or division of buddy in answering
division of whole number activity cards. Allow the pupils
whole numbers to perform the
using 2, 3, 4, 5, activity sheets.
and 10 only
Give enough
exercises.
Week 7
Patterns 52. Visualizes and Present word problem. Use paper and
Domai Competencies Suggested Learning Activities Suggested Assessment Strategies
n/
Strand
Grade I Grade II Grade III Grade I Grade II Grade III Grade I Grade II Grade III
and finds the pencil test.
Algebra missing Explain clearly the
number in an process.
addition or
subtraction Give enough
sentence using examples.
a variety of
ways Employ activity thru
games.
Annex 1

Week 4

Given Round off the the division Think of Compatible Number Estimate

6. 184 11
7. 338 48
8. 508 21
9. 677 56
10. 889 78

Annex 2
Week 4

Group 1 1. 25 6 = __________

2. 274 9 = __________

Group 2 3. 41 7 = __________

4. 526 12 = __________

Group 3 5. 65 8 = __________

6. 615 28 = __________

Group 4 7. 74 9 = __________

8. 479 18 = __________

Group 5 9. 85 5 = __________

10. 285 5 = __________


BUDGET OF WORK FOR MULTIGRADE TEACHING
MATH COMPETENCIES FOR GRADES 1, 2, 3
TIME ALLOTMENT: 50 minutes/session PREPARED BY: MS. VERNICE C.
NGAYAWON
FOURTH QUARTER

QUARTER/ COMPETENCIES SUGGESTED LEARNING ACTIVITIES SUGGESTED ASSESSMENT STRATEGIES


WEEK/
STRAND Grade I Grade II Grade III Grade I Grade II Grade III Grade I Grade II Grade III
Week 1
53. tells the 69. tells and 69. visualizes, Topic: Days in a Week Topic: Telling time Topic: Converting time Oral Teacher Teacher
Measurement days in a writes time in and and months in a year measures Assessment observations observations
week; months minutes represents, Present lesson during work during work
in a year in including a.m. and converts Introduce the lesson through a word Drill on telling and Performance time. time.
the right and p.m. using time measure through the concepts of problem. reading time in analog task (Checklist) (Checklist)
order. analog and from seconds today, yesterday, and and digital clocks.
digital clocks. to minutes, tomorrow. Brainstorming on the Paper and Paper and
minutes to pupils answers. Review on finding pencil test pencil test
hours, and Demonstrating and elapsed time on days.
hours to a drilling the pronunciation Showing pictures or
54. 70. visualizes days and vice of the day of the week. real analog and digital Introduce lesson through
determines and finds the versa. clocks then word problem on time
the days or elapsed time in Identifying what day is comparing the two. conversion from one unit
the month days. today, what day is to another.
using a 64. visualizes, yesterday and what day Showing how time is
calendar. and will be tomorrow. recorded in both Visualizing problem
represents, clocks. through use of models
and converts Practicing the days of and illustrations.
71. visualizes, time measure the week in order by Talking about what
represents, and 64.1 days to choral repetition while a.m. and p.m. mean. Group Activity on time
solves week, month pointing at the words, conversion.
problems and year and then by random. Activity: Pair-share
involving time vice versa
(minutes 64.2 weeks to Reinforcing the concept Individual or Group Topic: Visualizing and
including a.m. months and through more activities activities identifying converting time
and p.m. and year and vice for mastery. childrens morning measures
elapsed time in versa and afternoon
days). 64.3 months Topic: Months of the activities. Drill on telling and
to year and Year reading time in analog
vice versa. and digital clocks.
Song about the months Topic: Elapsed time
of the year Review on time
Review on the conversion
Reviewing on the days previews lesson.
of the week. Introduce lesson through
Introducing lesson word problem on
Introducing lesson by through brainstorming conversion from one unit
using the seasons of the on pupils ideas about to another.
year. elapsed time.
Visualizing problem
Showing the months of Using the calendar to through use of models
the year using the develop the concept and illustrations.
calendar demonstrating of elapsed time in
how the months of the Topics. Group Activity on
year are pronounced. conversion time
measures in days to
Reinforcing the concept Topic: Solving weeks, etc.
by giving individual / problems involving
group. time Providing additional
exercises for mastery
Review on
a. telling, reading,
and writing time.
b. finding elapsed
time in days

Present lesson
through word
problem.

Visualizing the
problem through
models and
illustrations.

Discussing the
appropriate strategy
used.

Group Activity on
visualizing and
solving word
problems on time

Providing more
activities on solving
problems involving
elapsed time.
Week 2
55. tells and 72. shows and 65. visualizes, Topic: Telling and Topic: Using Topic: Visualizing and Oral Oral Oral
writes time by uses the and writing time appropriate unit and solving problems assessment assessment assessment
hour, half- appropriate unit represents, comparing length
hour and of length and and solves Drill /Review on naming Drill on telling and Participation Participation Participation
quarter-hour their problems the days of the week, Drill/Review on telling reading time in analog checklist checklist checklist
using analog abbreviation cm involving months of the year and reading time in and digital clocks.
clock. and m to conversion of analog and digital Paper and Performance Paper and
measure a time measure. Familiarizing with the clock. Review on finding pencil test task pencil test
particular minute hand of the clock elapsed time on days Performance
object. followed by the hour Presenting word task
56. solves hand. problem to introduce Introduce lesson through
problems 66. the lesson. word problem on time
involving time 73. compares visualizes, Visualizing time using the conversion from one unit
(days in a length in and analog clock. Visualizing problem to another.
week, months meters or represents, through exploration.
in a year, centimeters. and converts Activity: Think-Pair-Share Visualizing problem
hour, half- common units Recording time by hour, Discussion on the through use of models
hour, and of measure half hour, quarter hour. strategies used to and illustrations.
quarter-hour) 74. measures from larger to solve the problem
objects using smaller unit Discussion on how to use
appropriate and vice Topic: Measuring Comparing a the strategy selected to
measuring tools versa: meter objects using centimeter to a meter solve the problem
in m or cm. and appropriate tool and recording how
centimeter, each is written. Group Activity on time
kilogram and Review on past lessons conversion.
gram, liter and Cooperative work:
milliliter. Introduce lesson Identifying lengths Topic Converting
through word problem and their appropriate common units of
unit of measures. measure from larger to
Visualizing problem smaller units and vice
through use of models Using the appropriate versa
and illustrations. tool in measuring
actual lengths using Review on time
Discussion on the appropriate unit. conversion
strategies used to solve
the given problem Comparison of results Introduce lesson through
word problem on
Group Activity: Think- conversion from one unit
Pair- Share to another.

Providing activity sheets Visualizing problem


on solving word through use of models
problems and illustrations.
Group Activity on
conversion.

Week 3
57. compares 75. estimates 67. visualizes, Topic: Comparing Topic: Estimating Topic: Visualizing Oral Oral Oral
objects using and measures and lengths and weights and measuring Routine Problems and assessment assessment assessment
comparative length using represents, length non-routine
words: short, meter or and solves Drill on naming the days Participation Participation Participation
shorter, centimeter. routine and of the week and the Drill on finding Drill on time on time checklist checklist checklist
shortest; long, non-routine months of the year elapsed time reading and finding
longer, 76. solves problems elapsed time Paper and Performance Paper and
longest; routine and involving Review on telling and Review on using pencil test task pencil test
heavy, non-routine conversions of reading time appropriate unit of Review on converting Performance
heavier, problems common units measurement for units from larger to task
heaviest; involving of measure. lengths smaller / smaller to larger
light, lighter, length. Group Activities: units
lightest. Finding objects shorter / Comparing lengths in
68. visualizes, longer than a certain meters and Presenting lesson
and object centimeters through word problem
represents, using appropriate
and finds the Comparing lengths of Describing the length strategy.
capacity of a more than 2 objects of a certain object and
container the appropriate Discussion on how the
using milliliter Classifying objects measure of its length strategy is used to
and liter. according to lengths visualize the problem.
Group Activity:
More exercises for Guessing the length Group activity applying
mastery of a certain object in the strategy used to
meter or centimeter visualize and solve the
problem
Actual measuring the
object Exploring the strategy
used
Topic: Comparing Comparing the
Weights estimated length and
the actual length
Drill on naming the
Topics of the week and
the months of the year, Topic: Finding the
and telling and reading Topic: Solving capacity of a container
time routine and non- using milliliter and liter
routine Problems
Review on comparing Drill on converting time
lengths Drill on finding units
elapsed time
Group Activities: Review on converting
Finding objects lighter/ Review on using units from one unit to
heavier than a certain appropriate unit of another
object measurement and in
estimating lengths Activity:
Comparing weights of Exploring the capacity of
more than 2 objects Presenting lesson a container using
through word problem different counters
Classifying objects using appropriate
according to weights strategy. Comparing the results of
the activity
Providing more activities Discussion on how
for mastery the strategy is used to
visualize the problem.

Group activity
applying the strategy
used to visualize and
solve the problem

Exploring the strategy


used

Week 4 Week
4
58. estimates 77. shows and 69. visualizes, Topic: Estimating and Topic: Using, Topic: Solving routine Oral Oral Oral
and measures uses the and measuring lengths comparing, and non-routine assessment assessment assessment
length using appropriate unit represents, using non-standard measuring, and problems
non- standard of mass and and solves and standard units estimating mass Participation Participation Participation
units of linear their routine and Drill on converting units checklist checklist checklist
measures abbreviations g non-routine Drill on telling and from larger to smaller /
and kg to problems Review on telling and reading time in analog smaller to larger units Paper and Performance Paper and
measure a involving reading time, and and digital clock. pencil test task pencil test
particular object capacity comparing lengths and Review on finding Performance
measure. weights Drill on using, capacity of a container task
78. compares comparing, measuring
mass in grams and estimating Presenting lesson
or kilograms. 70. visualizes, Group Activities: lengths through word problem
and Finding objects shorter / using appropriate
represents, longer than a certain Presenting word strategy.
and measures object problem to introduce
79. measures area using the lesson. Discussion on how the
objects using appropriate Classifying objects strategy is used to
appropriate unit. according to lengths Visualizing problem visualize the problem.
measuring units through exploration.
in g or kg. Comparing lengths of Group activity applying
more than 2 objects Discussion on the the strategy used to
using different non- strategies used to visualize and solve the
standard units solve the problem problem

Providing more activities Comparing grams and Exploring the strategy


for mastery kilograms and used
recording how each is
written. Solving the problem
using another solution
Cooperative work:
Estimating weights of
objects
Measuring weights of
objects using
appropriate unit of
measures. Topic: Measuring area
Comparison of results using approximate unit

Using the appropriate Drill on using, comparing,


tool in measuring measuring and estimating
actual lengths using lengths
appropriate unit.
Presenting word problem
to introduce the lesson.

Visualizing problem
through exploration.

Discussion on the
strategies used to solve
the problem

Cooperative work:
Finding how many square
units can cover a certain
surface

Using appropriate unit in


finding area of a certain
surface.

More exercises for


mastery

Week 5
59. estimates 80. estimates 71. derives Topic: Estimating and Topic: Estimating Topic: Deriving formula Oral Oral Oral
and measures and measures the formula for measuring lengths and measuring for area assessment assessment assessment
mass using mass using the area of a using non-standard mass
non-standard gram or rectangle and and standard units Review length Participation Participation Participation
units of mass kilogram. a square. Review on using, measurement checklist checklist checklist
measure. Review on comparing comparing, measuring
lengths and mass and estimating Describing the attributes Paper and Performance Paper and
81. solves 72. visualizes, lengths. of a square and pencil test task pencil test
routine and and Group Activities: rectangle. Performance
non-routine represents, Finding objects heavier / Activity: task
problems and finds the lighter than a certain Comparing mass of Presenting lesson
involving mass. area of a object objects through word problem
rectangle and
square in Classifying objects Comparing mass Visualizing the problem
sq.cm and sq. according to their mass using gram and through appropriate
m. kilogram then strategy.
Comparing mass of more discussing the
than 2 objects using relationship of the two Describing the strategy in
different non-standard units. relation to the problem.
units
Collecting objects, Group Activity:
Providing more activities estimating their mass Exploring how the
for mastery then comparing the formula in finding the
estimates with the area of square and
actual mass. rectangle are derived.

Practice exercises for


mastery.

Topic: Finding area of a


square and a rectangle
Topic:- Solving
routine and non- Review on length
routine problems measurement.

Drill on converting Describing the attributes


units from larger to of the square and the
smaller / smaller to rectangle.
larger units
Presenting the lesson
Review on using through the word
appropriate units of problems used in deriving
mass the formula. Reviewing
how it was previously
Presenting lesson done.
through word problem
using appropriate Finding the area using
strategy. formula.

Discussion on how Comparing the results in


the strategy is used to both activities.
visualize the problem.
Providing more
Group activity examples.
applying the strategy
used to visualize and
solve the problem

Exploring the strategy


used

Solving the problem


using another solution

Week 6
60. estimates 82. measures 73. solves Topic: Estimating and Topic: Measuring Topic: Solving Routine Oral Oral Oral
and measures objects using routine and measuring capacity objects using and non-routine assessment assessment assessment
capacity using appropriate non-routine using non-standard appropriate tools problems
non-standard measuring tools problems units Participation Participation Participation
unit. in mL or L. involving Review on estimating Drill on converting units checklist checklist checklist
areas of Review on comparing capacity. from larger to smaller /
squares and lengths and mass smaller to larger units Paper and Performance Paper and
83. creates rectangles. Presenting word pencil test task pencil test
problems Group Activities: problem to introduce Review on finding area of Performance
involving Finding the capacity of a the lesson. square and rectangle task
length, mass 74. creates certain container using
and problems different counters then Visualizing problem Presenting lesson
capacity. involving area comparing the results through exploration. through word problem
of rectangle using appropriate
and square. Finding the capacity of a Discussion on the strategy.
certain containers using strategies used to
different tools in mL or L. solve the problem Discussion on how the
strategy is used to
Describing and Comparing different visualize the problem.
comparing the two units tools in measuring
of measure. capacity. Group activity applying
the strategy used to
Additional exercises on Cooperative work: visualize and solve the
estimating and Measuring capacity of problem
measuring capacities in objects using
mL and L. appropriate unit of Exploring the strategy
measures. used
Providing more activities Comparison of results
for mastery Solving the problem
Using the appropriate using another solution
tool in using
appropriate unit.

Topic: Creating
Topic: Creating problems on area
problems
Review on finding area.
Review on measuring
lengths, mass, and Group Activity:
capacity. Distributing materials for
exploration together with
Group Activity: guidelines/standards to
Distributing materials be observed during the
for exploration activity.
together with
guidelines/standards Allowing pupils to explore
to be observed during with the materials given
the activity. to them.

Allowing pupils to Activity: Oral Questioning


explore with the by group members about
materials given to the activity presented by
them. each group
Activity: Oral Activity: 3-2-1 (Based
Questioning by group on oral questioning
members about the activity)
activity presented by
each group Guiding pupils to create
problems based on the
Activity: 3-2-1 activities they had.
(Based on oral
questioning activity) Providing more exercises
for mastery.
Guiding pupils to
create problems
based on the activities
they had.

Providing more
exercises for mastery.

Week 7
Statistics and 61. collects 84. illustrates 75. collects Topic: Collecting data Topic: Illustrating Topic: Collecting data Oral Oral Oral
Probability / data on one area as a data on one through simple area using existing records assessment assessment assessment
Measurement / variable measure of variable using interview
Statistics and through how much existing Review on using Review on collecting, Participation Participation Participation
Probability simple surface is records. Action Song appropriate tools and classifying, and checklist checklist checklist
interview. covered or units in measuring organizing data from an
occupied by a Talking about ones lengths, mass and interview Paper and Performance Paper and
plane figure 76. sorts, family/ ones feelings. capacity. pencil test task pencil test
classifies, and Presenting data using Performance
62. sorts, 85. finds the organizes Activities: Using a counting unit existing records like task
classifies, and area of a given data in tabular Dyad: to find the length of pupils scores / months of
organizes figure using form and e.g. Conducting interview each side of a plane birth, etc.
data in tabular square-tile units presents this to find out the top favorite figure.
form and i.e. number of into a vertical fruits or vegetables of Identifying common
presents this square-tiles or horizontal ones partner. Identifying the number characteristics/attributes
into a needed. bar graph. of counting units in
pictograph Reporting: each side of a shape/ Deciding on how the data
without Individual reporting of the plane figure. shall be collected/collated
scales. pupils what they found
out in their interview. Making squares out More examples for
of the counting units mastery
Conducting a simple
interview to the family Covering the plane
members/neighborhood figures with the
to find out the common square units.
vegetables they have at
home.

Reporting to the class


what they found out in
the interviews conducted.

Topic: Organizing data


in pictograph
Topic: Organizing data
Reviewing the results of Topic: Finding the in bar graph
the interviews conducted area using square
by the pupils. tiles Review on collecting data

Showing how the data Review on illustrating Talking about the kinds of
gathered by the class area as a measure of garbage found in the
can be presented in a how much surface is classroom
table. occupied by a plane
Presenting gathered data
Discussing the elements Presenting lesson from the brainstorming.
oi the table and the through a word
relationship of each problem. Sorting and classifying
other. data into categories to be
Listing all relevant presented in tabular form
Activities: facts
Grouping pupils into Presenting data in
bigger groups. Exploring the problem vertical / horizontal bar
Sorting and classifying through an activity graphs
data
Organizing data gathered Finding the areas of More exercise for
in a tabular way. the plane figure by mastery
counting the number
Group reporting of square units that
covered the surface.
More exercises for
mastery Providing more
activities to explore
Activities: and for mastery.
Teaching how the tabular
data can be presented in
pictograph.

Group activity in
presenting tabular data in
pictograph

Publishing group results.

More activities for


mastery

Week 8
63. infers and 86. estimates Topic: Interpreting data Topic: Estimating Topic: Interprets data Oral Oral Oral
interprets the area of a 77. infers and in pictograph area using any presented in bar assessment assessment assessment
data given figure interprets data shape graphs
presented in a using any presented in Review on conducting Participation Participation Participation
pictograph shape. different kinds interview and presenting Review on using Review on collecting, checklist checklist checklist
without of bar graphs data in table form. square units to sorting, classifying and
scales. (vertical/ illustrate an area organizing data in bar Paper and Performance Paper and
87. solves horizontal). Presenting data from the graphs pencil test task pencil test
e.g. finding routine and table into a pictograph. Finding the area of a Performance
out from the non-routine plane figure by Presenting data in tabular task
title what the problems Discussing the counting the number form and in bar graphs
pictograph is involving any pictograph like what of square tiles that
all about, figure using could be the title, etc. cover the surface Comparing the quantities
comparing square tiles. Comparing the elements in each category in the
which has the of the graph. Using other shapes to bar graphs
least or cover the surface
greatest 88. collects Providing more exercises Analysing data presented
data on one for mastery Counting the number in the bar like giving title
64. solves variable using a of shapes that cover to the graph, etc.
routine and questionnaire. the shape to estimate
non-routine the area Providing more activities
problems for mastery
using data Providing more
presented in Topic: Solving routine exercises for mastery
pictograph and non-routine
without problems
scales.
Review on collecting Topic: Solving
data, classifying, routine and non-
organizing and routine problems
interpreting data in a
pictograph. Review on finding the
area of a plane figure
Presenting lesson by using square units
through word problem
using appropriate Presenting lesson
strategy. through word problem
using appropriate
Discussion on how the strategy.
strategy is used to
visualize the problem. Discussion on how
the strategy is used to
Group activity applying visualize the problem.
the strategy used to
visualize and solve the Group activity
problem applying the strategy
used to visualize and
Exploring the strategy solve the problem
used
Exploring the strategy
Solving the problem used
using another solution
Solving the problem
using another solution

Week 9
Topic: Telling whether Topic: Organizing Topic: Solving routine Oral Oral Oral
65. tells 89. sorts, 78. solves an event is likely or data presented in and non-routine assessment assessment assessment
whether an classifies, and routine and unlikely to happen pictograph problems
event is likely organizes data non-routine Participation Participation Participation
or unlikely to in tabular form problems Review on collecting Review on collecting Review on collecting data, checklist checklist checklist
happen. and presents using data data, classifying, data classifying, organizing and
this into a presented in a organizing and interpreting data in a bar Paper and Performance Paper and
pictograph single-bar interpreting data in a Talking about ones graphs pencil test task pencil test
without and graph. pictograph. activities during Performance
with scales. weekends. Presenting lesson task
Giving of standards for through word problem
activities: Presenting gathered using appropriate
90. infers and data from the strategy.
interprets data Activities on observing brainstorming.
presented in a the weather like chances Discussion on how the
pictograph that it will rain, tossing a Sorting and strategy is used to
without and coin, etc. classifying data into visualize the problem.
with scales. categories to be
Analyzing pupils presented in tabular Group activity applying
91. solves responses and deciding form the strategy used to
routine and whether the event is visualize and solve the
non-routine likely or unlikely to Presenting data in problem
problems using happen. pictograph without /
data presented with scales Exploring the strategy
in a pictograph Sorting / classifying used
without and events whether these are Topic 2: Interprets
with scales likely to happen or data presented in Solving the problem
unlikely to happen pictograph using another solution

Providing more activities Review on collecting,


for mastery. sorting, classifying
and organizing data

Presenting data in
tabular form and in
pictograph

Comparing the
quantities in each
category in the
pictograph

Analysing data
presented in the
pictograph like giving
title to the graph, etc.

Providing more
activities for mastery

Topic: Solving
routine and non-
routine problems
Review on collecting,
sorting, classifying,
and organizing data

Presenting lesson
through word problem
using appropriate
strategy.

Discussion on how
the strategy is used to
visualize the problem.

Group activity
applying the strategy
used to visualize and
solve the problem

Exploring the strategy


used

Solving the problem


using another solution

Week 10
66. describe 92. tells 79. tells Topic: Describing Topic: Telling and Topic: Telling and Oral Oral Oral
events in real- whether an whether an whether an event is describing whether describing whether an assessment assessment assessment
life situations event is likely, event is sure, likely or unlikely to an event is likely, event is sure, likely,
using the equally likely, likely, equally happen equally likely, or equally likely, unlikely, Participation Participation Participation
phrases unlikely to likely, unlikely, unlikely to happen and impossible to checklist checklist checklist
likely or happen. and Review on telling happen
unlikely to impossible to whether an event is likely Talking about Paper and Performance Paper and
happen. e.g. happen. or unlikely to happen. everyday experiences Review on telling whether pencil test task pencil test
Tomorrow it about likelihood of an event is likely, unlikely, Performance
will rain. 93. describe Identifying real-life events events to happen. or equally likely to happen. task
events in real- 80. describes which may likely or
life situations events in real- unlikely to happen. Activities: Identifying real-life events
using the life situations Playing simple which may sure, likely,
phrases likely using the Deciding whether an games/experiments unlikely or impossible to
to happen or phrases sure event is likely or unlikely happen.
unlikely to to happen, to happen by giving Describing likelihood
happen or likely to justifications. of the event to Deciding whether an event
equally likely happen, happen is sure, likely, unlikely or
to happen. equally likely Describing events that impossible to happen.
to happen, are likely or unlikely to Analysing the by giving justifications.
unlikely to happen. likelihood of an event
happen, and to occur Describing events that are
impossible to More activities for sure, likely, unlikely or
happen. mastery. Comparing the impossible to happen.
likelihood of different to happen.
outcomes
More activities for mastery.
Describing real-life
situations likelihood
to happen using
phrases likely to
happen, unlike likely
to happen, and
equally to happen

Giving examples of
each event

More examples/
activities for mastery

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