K t0 12 Daily Lesson Log SCHOOLS DIVISION OF PALAWAN

School Grade One

Teacher Learning Area Mathematics
Date/Time Quarter/Week Q 1/ Week 4

Monday Tuesday Wednesday Thursday Friday

I. OBJECTIVES
A. Content Standards/Focus The learner demonstrates understanding of whole numbers up to 100, ordinal numbers up to 10 th, money up to PhP100 and fractions ½ and ¼ .
B. Performance Standards/Terminal The learner is able to recognize, represent, and order whole numbers up to 100 and money up to PhP100 in various forms and context
Objectives
The learner regroups sets of ones into sets of tens and sets The learner visualizes, represents, and compares two sets using the expressions “less
C. Learning Competencies/ Enabling of tens into hundreds using objects. M1NS- Id-5 than,” “more than,” and “as many as.” M1NS-Id- 6
Objectives (Write the LC code for each)

Numbers and Number
II. CONTENT Sense
(Regrouping sets of ones
into sets of tens)
III. LEARNING RESOURCES
A. References
Lesson Guide in Elem.
1. Teacher’s Guide pages Mathematics 1. 2012. pp. 99
– 101
2. Learner’s Materials pages pp. 106 – 109
3. Textbook pages
4. Additional Materials from Learning
Resource (LR) Portal
B. Other Learning Resources Counters, chart, pictures
IV. PROCEDURE
A. Reviewing Previous Lesson/ Relay Game: Have one
Presenting the new Lesson pupil call out a number and
rename it.
Ex. 35 is three tens and 5
ones. The pupil calls on
another one to rename
another number.
Numbers and Number Numbers and Number
Sense Sense
(Regrouping sets of tens (“More Than”)
into sets of hundreds)
pp. 93 - 96 Lesson Guide in Elem.
Mathematics 1. 2012. pp. 40
– 43
pp. 106 – 109 pp. 69 – 70
Counters, pictures Pictures, counters, spoon,
fork
Review: Playing “Simon Says”
Rename the numbers by
regrouping the tens and -Spread 2 sheets of
ones. newspaper on the floor
1. 28 separately.
2. 83 -Call on 7 pupils and tell
3. 74 them to follow what “Simon
Numbers and Number Numbers and Number
Sense Sense
(“Less Than” or” More (“As Many As”)
Than”)
pp. 54 – 57 pp. 58 – 60
pp. 71 - 73 pp. 74 – 77
Different objects as Pictures, chart, objects
counters, pictures, chart
Recite the rhyme: Review:
Show 2 sets of objects. Let
1, 2, 3, 4, 5 the pupils compare the sets.
It’s great to be alive Write “less than” or “more
6, 7, 8, 9, 10 than” on their show me
I’ll count all over again. board.

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B. Establishing a purpose for
the Lesson
C. Presenting Examples/
Instances of the new Lesson
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Say: “What’s your number?
(Continue the game after 6
pupils have renamed
numbers.
Show the class set of
47counters placed in a jar.
Ask: How will you count
the counters as fast as you
can?
(Group the counters by tens)
1. Call on 5 pupils to group
the counters by 10s.
2. Have the 10 pupils call
out the number of counters
grouped 10-10-10-10-7.
3. Ask: What did they do to
come up with 10 counters in
a group? How many sets of
10 are there? How many
4. 49
5. 18
Show pictures of 120 stars
grouped into sets of tens.
How will you count the
stars as fast as you can?
(Group the counters by
hundreds)
1. Call 2 pupils to group the
counters by hundreds.
2. Have the 2 pupils call out
number of counters grouped
100 and 20.
3. Ask: What did they do to
come up with 100 counters
in a group? How many sets
of 100 are there? How many
(the teacher) Says”.
- Ex. Simon says make a
group one less than the
other.
-One group with 3 pupils
will stay in one newspaper,
the other group with 4
pupils will stay on the other
newspaper.
(Repeat the process 4 times
using other numbers.)
Motivation:
Ask: What do you use in
eating your food?
Show a set of 2 forks and a
set of 3 spoons.
Which is more? Spoons or
forks?
A. Ask a pupil to compare
the forks with the spoons by
matching them one-to-one.
Lead the class to say: “The
spoons are more than the
forks.”
Teacher may also say:
Show an illustration of a Show an illustration of 2
boy and a girl. boys.
Ask:
These are Bob and Ann.
What do you see in the
Ann picked 6 red
picture?
gumamelas. Bob picked 8
Who are the boys?
yellow gumamelas.
How many balls does each
boy have?
Who has more gumamelas?
Who has fewer
gumamelas?
Ask : Compare the number of
Who are the children in balls that John and Roy
story? have.
What did each of them
pick?
How many gumamelas did
Ann pick? How about Bob?
Who picked more
gumamelas? (
 sets of ones are there?
(Say: 47 can be regrouped
as 4 tens and 7 ones. 4 tens
mean 40 and 7 ones mean 7)
Explain that every time
10 sticks are counted,
they are bundled and
called
Tens. Ten bundles of ten
sticks each are also bundled
and called Hundreds.
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sets of tens are there? 3 is more than 2
(Say: 120 can be regrouped
as 1 hundreds and 2 tens.)
Explain that ten bundles of
ten sticks each are also
bundled and called
Hundreds.
B. Show 2 sets and
compare.
How many diamonds are
there?
How many triangles are
there?
Which set has more objects?
How will you express the
relationship between set A
and set B?
(Set A has more objects
than set B.)
Who picked fewer
gumamelas?
Introduce the expressions
“fewer than” and “more
than” by showing the oneto-
one relationship between Represent John’s and Roy’s
the number of gumamelas balls using cut-outs and call
picked by Ann and Bob. each Set A and Set B,
respectively.
Ask a pupil to show the
one-to-one relationship
between the number of balls
in Set A and the number of
How will you compare set balls in Set B.
A and set B?
The number of Ann’s Ask: Do they have the same
gumamelas is less than the number of balls?
number of Bob’s
gumamelas. Introduce the expression “as
many as”.
The number of Bob’s
gumamelas is more than the How will you express the
number of Ann’s relationship between set A
gumamelas. and set B?
Let the pupils consider (The number of objects in
another situation as follows: Set A is as many as the
number of objects in Set B.)
Show a set of 6 mangoes on
a plate and a set of 3 guavas
on another plate.
Let the pupils tell the
number of fruits on each
plate and compare these
numbers using the
expressions less than” and

D. Discussing the new Concept
and Practicing new skill #1
“Guided Practice”
Divide the class into 3
groups. Distribute counters
to each group. Represent the
given numbers using
counters. Regroup the ones
into tens and fill the table
below.
Ask: What do the numbers
in the chart tell you?
How do you make tens?
Why do you have ones?
How many tens and ones
are there in 78? 34? 62?
“more than”.
“Guided Practice” “Guided Practice” “Guided Practice”
“Guided Practice”
Divide the class into 3 Answer “Worksheet 2” on Answer “Worksheet 1” on
groups. Distribute counters Which set has more objects? page 72 of the LM. page 75 of the LM.
bundled in 10s to each
Encircle it.
group. Represent the given
numbers using counters.
Regroup the tens into 1.
hundreds and fill the table
below.
Place Value
Chart
Numb Tens Ones
er
210
340
170
Ask: What do the numbers 2.
in the chart tell you?

How do you make

hundreds?
Why do you have tens?
How many hundreds and
tens are there in 210? 340?
170?

E. Discussing the new Concept
and Practicing new skill #2
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“Pair and Share”
Write how many ones and
tens.
“Group Activity”
Distribute counters bundled
in 10s in each group. Let
them group the sets of 10s
into hundreds.
Call a representative to
come up front and talk
about their work.
Group 1: 31 bundles of 10
sticks
“Individual Activity”
Answer “Worksheet 1” on
page 70 of the LM.
“Pair and Share” “Individual Activity”
Distribute different objects
to each pair. Let each pair
compare the sets of objects
they have using “less than”
or “more than”. Ask
volunteers to come up front
and show to their classmates
what they have done.
 ___hundreds ___tens Answer “Worksheet 2” on
page 76 of the LM.
Group 2: 28 bundles of 10
sticks
___hundreds ___tens

Group 3: 17 bundles of 10
sticks
___hundreds ___tens

F. Developing Mastery “Pair and Share” “Group Activity” “Group Activity” “Group Activity”
(Leads to formative assessment 3) Regroup the following sets Group 1: Compare the 2
of tens into sets of sets. Color the set with more Group 1: Color the set that Group 1: Connect the 2 sets
hundreds. objects than the other. has less objects than the that have the same number
other set. of objects.
Answer “Worksheet 1” on 1. 43 bundles of 10s Group 2: Draw set that is
pages 107 – 108 of the LM. ___number more than the given set. Group 2: Compare set A Group 2: Box the letter of
___hundreds and set B. Underline the the set that has as many as
___tens Group 3: Draw a set on the correct expression. the given set.
blank to make the statement
2. 18 bundles of 10s true. Group 3: Compare the 2 Group 3: Draw 2 sets with
sets. Write less than or more set having as many as the
___number is more than than on the blank. other set.
___hundreds
___tens Group 4: Draw a set with as
many objects as the given
____________________ set.

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 G. Finding Practical Applications of
Concepts and Skills in Daily Living
H. Making Generalizations and
Abstractions about the Lesson
I. Evaluating Learning
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How did you group the
sets? (We group the sets of
ones into sets of tens.)
How many ones do you
need to have 1 tens?
Regroup the following ones
into sets of tens. (Show
counters/pictures)
1. 24 sticks ___tens___ones
2. 51 rubber bands
___tens ___ ones
How did you group the
sets? (We group the sets of
tens into sets of hundreds.)
How many tens do you need
to have 1 hundreds?
Regroup the following into
hundreds and tens.
1. 340 =___tens ___ones
2. 190 = ___tens___ones
3. 450= ___tens___ones
What expression do we use
to compare if the first set
has more objects than the
other set?
(We use the expression
“more than”.)
Use the correct expression
to compare the 2 sets below.
Write you answer on the
blank. (Use
pictures/counters)
1 5 balls ____ 3 balls
2. 10 straws ____ 7 straws
3.12 marbles __ 11 marbles
4. 20 sticks ____ 15 sticks
What expression do we use
to compare if the first set
has less objects than the
other set?
(We use the expression
“less than”.)
Answer “Worksheet 3” on
page 72 of the LM.
What expression do we use
to compare sets of things
having the same number as
the other set?
(We use the expression “as
many as”)
Write the letter of the set in
Column B which has as
many objects as the set in
Column A.
 Answer “Worksheet 2” on Answer “Worksheet 3- Color the set that has more Answer” Gawaing-bahay”
J. Additional Activities for page 108 of the LM. A&B” on page 109 of the objects. on page 73 of the LM.
Application or Remediation LM. 1. 7 chips 2 chips

2. 12 apples 14 apples

V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in
the evaluation
B. No. of learners who require
additional activities for remediation who
scored below 80%
C. Did the remedial lessons work? No.
of learners who have caught up with the
lesson
D. No. of learners who continue to
require remediation
E. Which of my teaching strategies
worked well? why did these work?
F. Which difficulties did I encounter
which my principal or supervisor can help
me solve?
G. What innovations or localized
materials did I used/discover which I wish
to share with other teachers.

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