Prepared by:

Name: RUBYNA R. ESPANTO

Lesson Plans for Multigrade Classes Position: Teacher 1
Grades 1 and 2 District: Iguig

Learning Area: Mathematics Quarter: 1 Week: 7

Grade Level Grade 1 Grade 2
Content Standard
The learner demonstrates
understanding of
Performance Standard
The learner
Competencies 10. Visualizes and gives the place value and value of a 15. Illustrates the properties of addition (commutative,
digit in one- and two-digit numbers associative, identity) and applies each in appropriate and
relevant situations
11. Renames numbers into tens and ones
16. Visualizes, represents, and adds 2-digit by 3-digit numbers
with sums up to 1000 without and with regrouping

Day 1
Lesson Objectives To count and groups objects in ones and tens To use the zero/identity and commutative property of addition
M1NS-Ig-10.1 in computing for sums up to 1000 M2NS-Ig-26.3

Process Skills: Process Skills:

Values Integration: Practice cooperation in working with Values Integration: Practice cooperation in working with
others others
Subject Matter Concepts of Tens and Ones Zero/Identity Property of Addition and Commutative Property
of Addition
Learning Resources BOW,CG,LP,LM BOW,CG,TG,LG,LM
Procedure Grouping Structures (tick boxes):
Whole Class Ability Groups
Use these letter icons to Describe the parts of the lesson (for example the Friendship Groups
show methodology and introduction), where you may address all grade Other (specify)
assessment activities. levels as one group. Combination of Structures
Mixed Ability Groups
DT Direct Teaching Grade Groups
GW Group Work Teaching, Learning and Assessment Activities
W
IL Independent Learning WHOLE CLASS ACTIVITY
Motivate the pupils by singing a number song.
A Assessment
DT Distribute the counters to the pupils. Ask them to get GW Puzzle Game- The Magic of Addition Square
20 counters that will be two bundles, 1 bundle contain 10 Group the class into 2. Distribute the worksheets to each
counters. (Teacher use concrete materials) group. See Appendix 1 and 2
When the teacher ask for 11 it means 1 set of 10 counters
and one loose counter or it means 1 tens and 1 ones. For 12
it means 1 set of 10 counters and two loose counters or it
means 1 tens and 2 ones.
Present this picture to show the group of tens and ones.

Ask: How many groups of tens? How many group of ones?

How many blocks are there in all?
Show this table in the class to emphasize the place value of
each digit.
Tens Ones
1 4
GW Group the class into four. Let them write the correct DT Post the output of each group.
number in the box. See Appendix 3
W Compare the answers of group 1 and 2.
In group 1, what did you notice on its sum?
Ask: What did you discover when you add 0 to any number?
Do we need counters to find the sum? Why?

Tell to the class that this property is called

zero/identity property of addition. That when zero is
added to any number the sum is the number.
 How about in group 2? What did you notice on its sum? Are
they equal? Why?
Tell the pupils that this illustrates the order
property of addition called commutative
property.
The teacher may give more examples.
See appendix 4.
ILIL Distribute worksheets to each pupil. See Appendix 5. Grade 1
Group the class according to their pace of learning with differentiated activities. See Appendix 6, 7, and 8. Grade 2
A See Appendix 9. A See Appendix 10.
Day 2
Lesson Objectives To give the place value and value of each digit in 2-digit To use the associative property of addition in computing the
numbers M1NS-Ig-11 sums up to 1000 M2NS-Ig-27.4

Process Skills: Process Skills:

Values Integration: Show interest in using manipulative Values Integration: Practice cooperation in working with
materials others
Subject Matter Concept of Tens and Ones Associative Property of Addition
Learning Resources BOW,CG,LP,LM BOW,CG,TG,LG
Procedure Grouping Structures (tick boxes):

Use these letter icons to Whole Class Ability Groups

show methodology and Describe the parts of the lesson (for example the Friendship Groups
assessment activities. introduction), where you may address all grade Other (specify)
levels as one group. Combination of Structures
DT Direct Teaching Mixed Ability Groups
GW Group Work
Grade Groups
W Teaching, Learning and Assessment Activities
IL Independent Learning
WHOLE CLASS ACTIVITIES
A Assessment Drill: Show Me
Writing and reading 2-digit numbers. Give the tens and ones, pupils write and read the number dictated by the teacher.
Example: 2 tens and 0 ones. 20
IL DT
See Appendix 11. Show flash cards on the board.

DT The teacher will distribute counters to the pupils.
Let the tie 9 set of ten.
Drill: Ask the pupils to get 2 bundles of sticks or 2 sets of
ten sticks and 5 loose sticks.
How many sticks are there in all?
Write the answer 25 on the board.
Example: 6 + 3 + 4 =
Ask: Can you add easily the three addends at the same
time?
Which addends will be added first?
Group the addend first by using parenthesis.
(6 + 3) + 4
6 + (3 + 4)
What did we do first with the addends?
Is it important to group the addends? Why?
Say: lets find the sum of the grouped addends
(6 + 3) + 4 = 6 + (3 + 4)
____ + 4 = 6 + ____
_____ = ______
What do you notice about the sum?
Are they equal?
Does the grouping of addends change the sum?
Tell to the class that this property of addition is
called associative property. That changing the
groupings of addends does not change the sum.
The teacher may give more examples.
GW Divide the class into 4 groups.
Choose a leader in each group.
Distributes an envelope with 5 picture cards in each group.
Write your answer in manila paper.
The group leader will report out their group work.
Example of picture cards.
 What is the place value of 2 in 25? What is the value? Write the missing numbers.
What about the place value and value of 5? How many bags are there in all?
(The teacher gives more examples.)

____ + ____ + ______

( ____ + _____) + _____ = _____ + ( ____ +

____ )
_____ + _____ = _____ + ______
_____ = ______
GW See Appendix 13. IL See Appendix 12.
A See Appendix 14. A See Appendix 15.
Day 3
Lesson Objectives To answer at least 80% of the summative test
Subject Matter Weekly Assessment
Learning Resources
Procedure Grouping Structures (tick boxes):
Whole Class Ability Groups
Use these letter icons to Describe the parts of the lesson (for example the Friendship Groups
show methodology and introduction), where you may address all grade Other (specify)
assessment activities. levels as one group. Combination of Structures
Mixed Ability Groups
DT Direct Teaching Grade Groups
C Group Work Teaching, Learning and Assessment Activities
WHOLE CLASS ACTIVITY
IL Independent Learning
Tell the pupils the standards in taking a test.
A Assessment A See Appendix 16. A See Appendix 17.

Remarks
Reflection
 REFERENCES

GRADE 1 GRADE 2
BOW, CG, Lesson Guide 88-90, Lesson Plan 7-10,LM 32 BOW,CG, Lesson Guide 97-112, Teachers Guide 74-84,LM 47-53

Prepared by: Checked by: Validated by:

RUBYNA R. ESPANTO JECELYN M. DE LEON JOSE M. MATAMMU

Teacher 1/Iguig Principal II EPS Filipino/MG Coordinator
APPENDICES
 Prepared by:
Rubyna R. Espanto
Appendix 1 Teacher 1/Iguig

Day 1, Grade 2 Mathematics 12/Q1/Week7

Worksheet No. 1

Directions: Add each row and each column. Find the missing
numbers.

10 0

0 125

0 243

355 0
Appendix 2

Day 1, Grade 2 Mathematics 12/Q1/Week7

Worksheet No. 2

Directions: Add each row and each column. Find the missing
numbers.

213 112

112 213

418 200

200 418
Appendix 3

Day 1, Grade 1 Mathematics 12/Q1/Week7

How many tens and ones are there? Fill in the box with the
correct number. Then write the correct value.

1.

Tens and ones =

2.

Tens and ones =

3.

Tens and ones =

Appendix 4

Day 1, Grade 2 Mathematics 12/Q1/Week7

Direction: Identify if it is identity property or commutative property

of addition

1. 0 + 123 = 123 _________________________________

2. 75 + 191 = 191 + 75 ______________________________

3. 1000 + 0 = 1000 _________________________________

4. 0 + 345 = 345 _____________________________________

5. 215 + 30 = 30 + 215 _______________________________

Appendix 5

Day 1, Grade 1 Mathematics 12/Q1/Week7

How many tens and ones?

Tens Ones

Tens Ones
Appendix 6

Day 1, Grade 2 Mathematics 12/Q1/Week7

Direction: Using the illustration below, write mathematical

sentence and find the sum.

Mathematical Sentence _______________________

Answer ___________________

Mathematical Sentence _______________________

Answer ___________________
Appendix 7

Day 1, Grade 2 Mathematics 12/Q1/Week7

Direction: Use the identity property to complete the following

addition sentences.

1. 345 + ____ = 345

2. ____ + 600 = 600

3. ____ + 39 = 39

4. 674 + 0 = ____

5. 261 + ____ = 261

Appendix 8

Day 1, Grade 2 Mathematics 12/Q1/Week7

Group 3

Direction: Write the missing numbers

8 + 6 = ___ + 8

19 + 86 = ___ + 19

___ + 670 = ___ + 8

315 + ___ = 39 + ____

400 + 6 = ___ + 400

Appendix 9

Day 1, Grade 1 Mathematics 12/Q1/Week7

Direction:Build the numbers. Group the ones and tens. Write it on

the space provided for each number.

one tens and two ones ______ ______

one tens and eight ones ______ ______

one tens and nine ones ______ ______

two tens and zero ones ______ ______

one tens and four ones ______ ______

Appendix 10

Day 1, Grade 2 Mathematics 12/Q1/Week7

A. Direction: Use the identity property to complete the

following addition sentences.

1. ____ + 58 = 58

2. 20 + ____ = 20

3. 0 + ____ = 1000

4. ____ + 0 = 32

5. 215 + _____ =215

B. Direction: Change the order of the addends. Then find the

sum.

1. 502 + 30

2. 425 + 48

3. 310 + 156

4. 401 + 599

5. 236 + 234
Appendix 11

Day 2, Grade 1 Mathematics 12/Q1/Week7

Directions: Write the place value of the underlined digit.

1. 56 _______________

2. 78 _______________

3. 23 _______________

Direction: How many tens and ones are there? Fill in the box
with the correct number. Then write the correct value.

4.

Tens and ones =

Read as thirty-two.

5.

Tens and ones =

Read as thirty.
Appendix 12

Day 2, Grade 2 Mathematics 12/Q1/Week7

Direction: Add the following using counters like straws, stones, shell
or popsicle sticks.

1. (6 + 7) + 3 = 6 + (7 + 3)
_____ + 3 = 6 + ____
_____ = _____

2. (8 + 2) + 15 = 81 + (2 + 5)
_____ + 15 = 81 + ____
_____ = _____

3. (14 + 21) + 8 = 14 + (21 + 8)

_____ + 8 = 14 + ____
_____ = _____

4. (54 + 70) + 20 = 54 + (70 + 20)

_____ + 20 = 54 + ____
_____ = _____

5. (60 + 7) + 10 = 6 0 + (7 + 10)
_____ + 10 = 60 + ____
_____ = _____
Appendix 13

Day 2, Grade 1 Mathematics 12/Q1/Week7

Divide the class in to 3. Each group has their own task written in a
manila paper.

Group 1. Tell how many ones and tens.

Tens Ones
thirty-five _________ __________
twenty _________ _________
seventeen _________ _________
forty-two _________ __________
twelve _________ __________

Group 2. Write the place value and value of the underlined digit.
Place Value Value
19
28
54
48
71

Group 3. Draw ten sets of balloons in the first box and 5 pcs of
balloons in the second box. Answer what is asked. Write the
answer in the blank.

How many tens are there? _____

How many ones are there? _____
How many balloons are there in all?
Appendix 14

Day 2, Grade 1 Mathematics 12/Q1/Week7

Write the place value and value of the underlined digit.

Number Place Value Value

56

41

10

28

36
Appendix 15

Day 2, Grade 2 Mathematics 12/Q1/Week7

Direction: Write the missing numbers.

1. (23 + 22) + 10 = 23 + (22 + 10)

_____ + 10 = 23 + ____
_____ = _____

2. (15 + 36) + 50 = 15 + (36 + 50)

_____ + 50 = 15 + ____
_____ = _____

3. (71 + 121) + 80 = 71 + (121 + 80)

_____ + 80 = 71 + ____
_____ = _____

4. (75 + 70) + 55 = 75 + (70 + 55)

_____ + 55 = 75 + ____
_____ = _____

5. (300 + 7) + 10 = 300 + (7 + 10)

_____ + 10 = 300 + ____
_____ = _____
Appendix 16

Day 3, Grade 1 Mathematics 12/Q1/Week7

Direction: How many tens and ones are there? Fill in the box
with the correct number. Then write the correct value.

1.

Tens and ones =

Read as fifty-five.

How many blocks are there? Write the correct number.

2.

There are blocks.

_____ tens and ____ ones = _____

3.

There are blocks.

____ tens and ____ ones = ____

Directions: Write the place value of the underlined digit.

1. 99 _______________

2. 67 _______________

3. 34 _______________
Appendix 17

Day 3, Grade 2 Mathematics 12/Q1/Week7

A. Direction: Identify the property used in each addition

sentence. Write zero/identity property, commutative
property or associative property in the blank.

1. (26 + 7) + 13 = 26 + (7 + 13) ___________________________

2. 875 + 0 =875 _______________________

3. (122 + 36) + 56 = 122 + (36 + 56) ______________________

4. 561 + 60 = 60 + 56 _______________________

5. 0 + 320 = 320 ______________________

B. Direction: Write the missing numbers.

6. 900 + 100 = 100 + ____

7. (300 + 7) + 10 = 300 + (7 + 10)
_____ + 10 = 300 + ____
_____ = _____
8. 0 + ____ = 1000

9. 400 + ____ = 50 + 400

10. ____ + 139 = 139 + 408