School Altavas Elementary School Grade Level 1

Learning
Teacher NORMINA M. REFOL Mathematics
Area
Teaching Dates
Week 6 Quarter 2
and Time

I. OBJECTIVES

Demonstrates understanding of addition and subtraction

A. Content Standards
of whole numbers up to 100 including money.

Is able to apply addition and subtraction of whole

B. Performance Standards numbers up to 100 including money in mathematical

problems and real-life situations,

Illustrate that addition and subtraction are inverse

C. Learning Competencies/
operations.
Objectives
M1NS-IIf-25

II. CONTENT Subtraction inverse of Addition

III. LEARNING RESOURCES

A. References

1. Teacher’s Guide

Pages

2. Learner’s Material

pages

3. Textbook Pages

4. Additional
 Reference from

Learning Resource

(LR) Portal

B. Other Learning
Pictures of Puto Tustado and other material using in
Materials/ Resources cooking Puto Tustado

IV. PROCEDURES

A. Reviewing previous Introduce the poem entitled “Puto tostado”

lesson or presenting the

new lesson Puto tostado

Puto tostado kilaea sa Altavas

Ginaobra gamit ro ginaling nga bugas.

Tostado tawgon ro rayang puto

Tungod matig-a kon angkiton mo.

Kulor kaki, bilog a korte,

Manamit isuea sa mainit nga tsokolate.

Sa anang katam-is ag manami nga sabor,

Makahambae ka it pangayo pa more.

Umabot si nanay abu ang kalipay

Abaw waeong putos nga puto sa abaga nagasab-eay.

Itao ro tatlong putos kay toto ro hambae ni nanay,

May hibilin pa baea kakon, pila baea ay?

 Mga Pangutana

1. Ano ro ginaistoryahan sa tula?

2. Siin nga lugar kilaea ro Puto tostado?

3. Ano ro gamit sa pag-eaha kara?

4. Ham-an gintawag ra nga tostado?

5. Ano ro pangutana it unga sa tula?

6. Masabtan baea nana ro anang pangutana? Paalin?

B. Establishing a purpose Today, we will learn how to illustrate addition and

for the lesson subtraction as inverse operations using picture and real

Puto tostado.

C. Presenting Post the problem on the board. Read the story aloud

examples/instances of the while pupils read silently.

new lesson May daeang 8 putos nga puto tostado si nanay, ginapatao

na ro 3 putos kay toto. Pilang putos it puto tostado ro

hibilin kana?

D. Discussing new concepts Solving the problem in different ways

and practicing new skill Let the pupils solve the problem on their own.

#1 Solution 1: Role play

Call on two pupils to act out the problem.

 One will act as the other child and the other one as toto.

Give them real puto tostado to represent the objects in

the story.

Guide them in acting the roles of the characters in the

story.

So, the number of bag of puto tostado are 8. The number

of bags of puto tostado left to the other child after giving

3 bag to toto is 5.
.
Present the question into number sentence

8–3=5

Solution 2 by illustration

Processing the solution:

What did you do to find the answer?

What operation did you used?

Present the problem in number sentence.

8–3=5

Now, what will you do to 3 to get 8?

3+_=8

In the blank we write answer 5. Therefore we have

 3+5=8

Compare the two sentences, what do you observe?

8–3 = 5

3+5 = 8

Notice that if 8 – 3 = 5, it follows that 3 + 5 = 8 or 5 + 3

= 8.

Also, if 3 + 5 = 8 it follows that 8 – 3 = 5 and 8 – 5 = 3.

This process shows that subtraction and addition are

inverse operations.

The following examples further show that subtraction

and addition are inverse operations:

3+5=8 9–1=8 5–4=1

So, 8 – 5 = 3 So, 1 + 8 = 9 So, 4 + 1 = 5

8–3=58+1=91+4=5

2+7=96–1=54+5=9

So, 9 – 7 = 2 So, 1 + 5 = 6 So, 9 – 5 = 4

9–2=75+1=69–4=5

E. Discussing new concepts

and practicing new skill

#2

F. Developing mastery Direksyon: Bilugan ro letra sa Set B nga nagapakita it

(Leads to Formative tama inverse operation o kabaliskaran it Set

Assessment) A.
G. Finding practical

applications of concepts Direksyon: Idrowing ro naduea nga butang sa kada

and skills in daily living grupo. Isueat ro numero it naduea nga butang

sa sueod it kahon. Isueat ro number sentence

nga nagapakita it inverse operation it kada

addition sentence.
H. Making generalizations Let the pupils give their own number sentences to

and abstractions about the illustrate that addition and subtraction are inverse

lesson operations.

I. Evaluating learning Direksyon: Itao ro naduea nga numero agud maitao ro

inverse o kabaliskaran nga number sentence

it masunod nga subtraction sentence.

1.

7–2= 5 2 + _____ = 7

2.

6+3=9 9 – 3 = ______

3.

12 – 3 = 9 9 + ____ = 12

Direksyon: Isueat ro tama nga simbolo ( + , -) sa

blangko para makumpleto ro number

sentence.
 4. 8___ 4 = 4 4 ___ 4 = 8

5. 9___ 5 = 4 5 ___ 4 = 9

J. Additional activities for

application or

remediation

V. REMARKS

VI. REFLECTION

A. No. of learners who

earned 80% on the

formative assessment

B. No. of learners who

require additional

activities for

remediation

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. What difficulties did I

encounter which my

principal or supervisor

can help me solve?

G. What innovation or

localized materials did

I use/discover which I

wish to share with

other teachers?
 Metadata

Title: Subtraction and addition are inverse operation

Language: English and Akeanon

Keywords: Subtraction and addition are inverse operation

Description: This module will introduce learner illustrations showing that subtraction and

addition are inverse operation. The module aims to encourage learners to give

their own number sentence showing addition and subtraction as an inverse

operation.

Primary Media: Print

Primary Storage: CD, DOC

Resource Location: SDO Aklan, Altavas Elementary School

Developer: Normina M. Refol