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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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Strand
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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Strand
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.
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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Strand
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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Strand
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.
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.
Form addition
sentences out of the
numbers recorded.
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
Find the sum.
Give practice
exercises.
Day 5: Mental
addition
Drill on adding 1-
digit numbers using
domino cards.
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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Strand
Grade I Grade II Grade III Grade I Grade II Grade III Grade I Grade II Grade III
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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Strand
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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Strand
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.
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
Day 5: Subtraction
with regrouping
Day 4: showcase
of what they have
already learned
(Performance test/
Summative Test)
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
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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
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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.)
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
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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
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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.
Present another
problem
A department store
had 336 pairs of
socks. The socks
were sold in
packages of 3 pairs.
How many packages
were there?
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
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.
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.
Process/discuss
clearly the activities
done.
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
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 = __________
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.
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
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
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
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.
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.
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.
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
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
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
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