1

Lesson Exemplar
Quarter 1
122
Week

for Mathematics 5
Lesson Exemplar for Mathematics Grade 1
Quarter 1: Week 5

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Published by the Department of Education

Secretary: Sara Z. Duterte
Undersecretary: Gina O. Gonong

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Writers: Dana M. Ong and Aida I. Yap

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Management Team
Bureau of Curriculum Development, Bureau of Learning Delivery, Bureau of Learning Resources
MATATAG School Grade Level 1
K to 10 Curriculum Name of Teacher Learning Area Mathematics
Weekly Lesson Log Teaching Dates and Time Week 5 Quarter First

DAY 1 DAY 2 DAY 3 DAY 4

I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES
The learner should have knowledge and understanding of:
A. Content Standards • whole numbers up to 100; and
• ordinal numbers up to 10th.
By the end of the quarter, the learner is able to:
B. Performance • use ordinal numbers up to 10th to describe position; and
Standards • compare and order numbers up to 20.
The learners
C. Learning • compare two numbers up to 20;
Competencies • order numbers up to 20 from smallest to largest, and vice versa; and
• describe the position of objects using ordinal numbers: 1st, 2nd, 3rd, up to 10th.
At the end of the lesson, the At the end of the lesson, the At the end of the lesson, the At the end of the lesson,
learner should be able to learner should be able to: learner should be able to the learner should be able
compare two sets, with up • compare two numbers up order numbers up to 20 from to:
to 10 objects, using the to 20; and smallest to largest and vice • describe the position of
D. Learning phrases “less than”, “more • use the phrases “less versa. objects using ordinal
Objectives than”, and “as many as”. than”, “greater than” and numbers: 1st, 2nd, 3rd,
“equal to” in comparing up to 10th; and
two numbers up to 20. • identify the object
given its position.
II. CONTENT Number and Algebra
III. LEARNING
RESOURCES
A. References
B. Other Learning
Resources
IV. TEACHING AND LEARNING PROCEDURES
Before/Pre-Lesson Proper
1
Activating Prior Knowledge Ask the learners to do the A. Ask the learners to Ask the learners to bring Ask questions about
following: gather objects inside the out their show me board. leaners’ experiences
A. Count up to 20. classroom. Have them Have them write the involving order or ordinal
B. Determine the number choose two sets of number that is greater in number?
which is one more or one objects and then ask each pair of numbers. (a) What is the first thing
less than the number you them to compare the 1. 6 and 8 8 that you do when you
will say. number of objects in 2. 4 and 13 13 wake up?
e.g one more than 6 each set using the 3. 11 and 14 14
(b) What is your first
one less than 5 phrases more than, less 4. 16 and 20 20
subject in school?
one less than 9 than, and as many as. 5. 9 and 20 20
(c) Who is the second born
one more than 1
child in your family, if
there is?
Lesson Purpose/Intention To compare two numbers To compare two numbers To order numbers from the To use ordinal numbers up
using the phrases more than, using the phrases greater smallest to the largest and to 10th in describing the
less than, and as many as than, less than, and equal to vice versa position of objects/persons
Lesson Language Practice more than, less than, as many greater than, less than, equal greater than, less than, first, second, third, fourth,
as to, digit, 1-digit number, 2- smallest, largest, increasing, fifth, sixth, seventh, eighth,
digit number decreasing ninth, tenth, ordinal
numbers, position, leftmost
During/Lesson Proper
Reading the Key Idea/Stem
Developing Understanding Post the following picture on Post the following flashcards Tell the learners that they Call upfront 10 learners.
of the Key Idea/Stem the board. Have it prepared on the board. will be having an activity. Ask them to stand in one
beforehand. Divide the learners into four line. Let them count
groups. Give each group a themselves from 1 to 10.
3 cm cube with faces
numbered differently: Say: We have 10 of your
Group 1 – 1 to 6 classmates standing in
Group 2 – 5 to 10 one line.
Group 3 – 10 to 15
Group 4 – 15 to 20 Ask: Starting from the left,
who is at number 1? Risa
Give them also a chart as is at number 1.
Ask the learners to read all
shown and a marker pen.
the numbers aloud. Pick
Make sure that the rows in Ask: What is Risa’s
numbers 5 and 2. Post them
2
Ask the learners to give their on another part of the board the chart are enough for all position in the
observations about the with enough space between the members of the group. arrangement? Risa is in
picture. them as shown. number 1 position.
Name Number
Some possible observations: 5 2 Say: Instead of saying
1. There are four children. Risa is in number 1
2. There are two boys and position, we say Risa is in
two girls. Tell the learners to read the the first position. (Make a
3. There are guavas in front two numbers. flashcard with the symbol
of the children. Ask: How do we compare 5 and word like the one
4. Each of the four children and 2? shown and ask the first
has different number of 5 is greater than 2. Give the following learner to hold it.)
guavas. 2 is less than 5. instructions to the learners:
5. Leo has four guavas. 1. Write your names in the 1st (first)
6. Nica has six guavas. Ask: How do you know? chart.
7. Remy has five guavas. Possible reasons: 2. Take turns in rolling the
1. By counting – 1, 2, 3, 4, Say: Everybody read 1st.
8. Noel has eight guavas. numbered cube once.
5, 6, … 3. Write the number that
2. By using our fingers or Do the same process for
Let us first talk about Leo appears on top of the
concrete objects - 5 the 2nd until the 10th.
and Nica’s guavas. cube on the second
fingers/counters are more column beside your
than two fingers/counters Say: From the left to the
Ask: How many guavas name.
right, we described the
does Leo have? Leo has
Say: In our previous lesson, position of your classmate
four guavas. Ask the learners for
when we compared the using 1st, 2nd, 3rd, 4th, 5th,
questions or clarifications. If
number of guavas, we used 6th, 7th, 8th, 9th, and 10th.
Write the name Leo on the there is none, let them do
the phrase “more than”. In We call them ordinal
board. Post four cutouts of the activity. Move around to
the case of the two numbers numbers. (Write ordinal
guavas beside his name and check what each group is
being compared, 5 and 2, numbers on the board.)
write 4 guavas. doing. Give them 10
we generally use greater Everybody read: 1st, 2nd,
minutes to do the activity.
than instead of more than. 3rd …. (Point at the ordinal
After finishing the activity,
number to be read one at
ask each group to post their
Write greater than between a time.)
chart on the board.
Ask: How many guavas 5 and 2.
Get all the flashcards from
does Nica have? Nica has Let the learners observe
the learners and ask them
six guavas. 5 is greater than 2 the charts posted on the
to take their seat. Post the
board. Ask the following
3
Write the name Nica on the We can also say that 2 is questions: flashcards on the board
board. Post six cutouts of less than 5. under ordinal numbers.
guavas beside her name Note: The answer to each The board will look like
and write 6 guavas. See to it 2 5 question depends on the this.
is less than
that Leo and Nica’s guavas actual result of rolling the Ordinal numbers
are aligned vertically as Discuss some possible cube. 1st (first)
shown. reasons why 5 is greater 2nd (second)
than 2 or 2 is less than 5. Did each member of your 3rd (third)
th
1. By counting - As we count group get the same 4 (fourth)
from 1 to 10, the numbers number? Not all of us got 5th (fifth)
increase by 1, i.e., the same number. 6th (sixth)
1 increased by 1 is 2, 7th (seventh)
2 increased by 1 is 3, Did your group get the 8th (eighth)
Direct learners’ attention to 3 increased by 1 is 4, same numbers as the other 9th (ninth)
the guavas posted on the 4 increased by 1 is 5, and groups? No. Each group 10th
(tenth)
board and ask: so on. So, we say 5 is got different numbers.
How do we compare the greater than 2 because 5 Ask all the learners to read
number of guavas of Leo is 3 more than 2. Also, the Consider the numbers the ordinal numbers on the
and Nica? Leo has lesser numbers to the right of 2 obtained by groups 1 and board. Make them read the
number of guavas than Nica; are all greater than 2 such 2. Ask a member of each number twice. Then,
Leo has fewer guavas than as 3, 5, 7, and 9, and all group to compare any two randomly select the ordinal
Nica. the numbers to its left are numbers that they got. numbers and ask the
all less than 2, such as 1 Have them use the learners to read them.
Learners may have an and 0. Since 5 is to the phrases greater than, less
intuitive idea of comparing right of 2, then 5 is greater than, and equal to.
and using comparative than 2; 2 is to the left of 5,
words “less/fewer” and so 2 is less than 5. Get three different numbers
“more” or “mas kaunti” and 2. By using our fingers or from the charts of groups 1
“mas marami” in Filipino. concrete objects - 5 and 2, say 4, 6, and 7.
fingers/counters are more Write the numbers on the
What made you say so? than two fingers/counters; board with some space in
Possible reasons: 5 is three more than 2 or 2 between them.
1. Nica has 6 guavas while is 3 less than 5.
Leo has only 4 guavas; 6
is 2 more than 4. Leo has
4, 6, 7
Let us consider the numbers
lesser/fewer guavas than 6 and 9. Post the numbers 6
Nica. Ask everybody to read the
numbers.
4
2. The arrangement of and 9 on the board under Give me your observations
guavas is shorter in Leo’s the numbers 5 and 2. about the given numbers.
case than in Nica’s. This Some possible observations:
means that Leo has 6 9 1. There are three numbers,
lesser/fewer guavas than 4, 6, and 7.
Nica. 2. The numbers are not the
How do you compare 6 to 9? same.
Say: Let us look again at the 6 is less than 9. 3. The numbers from the
guavas posted for Leo and 9 is greater than 6. left to the right are
Nica. We will match or pair increasing.
the guavas that the two How do you know? 4. For two adjacent
children have. Ask a learner Possible reasons: numbers, the number on
to do the pairing. 1. 9 is to the right of 6, so 9 the right is greater than
is greater than 6. the number on the left: 7
2. 6 is to the left of 9, so 6 is is greater than 6, and 6
less than 9 is greater than 4.
3. 9 is 3 more than 6; 6 is 3 5. For two adjacent
less than 9. numbers, the number on
the left is less than the
Write the phrases between number on the right: 4 is
What do you observe about the numbers. less than 6 and 6 is less
the guavas matched/paired? than 7.
Four guavas are 9 6
is greater than
matched/paired and two Direct learners’ attention on
guavas are with no pairs. observations 4 and 5. Do
6 is less than 9 the following: Compare the
Whose guavas do not have numbers starting from the
pairs? Nica’s two guavas do We have compared 2, 5, 6, number on the left, which is
not have pairs. and 9. These (pointing at the 4. Ask the following
numbers one by one) are all questions:
Say: In this case, we can symbols. We call these
say that, “The number of symbols digits. We use What number is next to 4?
guavas Leo has is less than digits to represent numbers. It is 6.
the number of guavas Nica
has. Four guavas are less The numbers zero to nine How do you compare 6 and
than six guavas. (Write this are represented by the digits 4? Six is greater than 4.
on the board.) Four guavas 0 to 9. We can say that the
5
are two less than six numbers 0 to 9 are 1-digit Why? If we consider the
guavas.” numbers. Numbers beyond order of numbers from 1 to
9, such as 10, 11, 14, … 99 10, 6 is to the right of 4,
are called 2-digit numbers. which means 6 is greater
than 4. Also 6 is 2 more
Going back to our discussion, than 4.
we have already compared
two 1-digit numbers: What number is next to 6?
It is 7.
4 guavas are less than 6 5 and 2 → 5 is greater than 2
guavas. 6 and 9 → 9 is greater than 6 How do you compare 7 and
6? Seven is greater than
If the number of guava Leo How can we tell which 1- six.
has is less than the number digit number is greater? We
of guavas that Nica has, can consider the order of the Why? If we consider the
you say that the number of numbers from 1 to 9. order of numbers from 1 to
guavas Nica has is more Choose one of the numbers 10, 7 is to the right of 6,
than the number of guavas being compared, say A. If which means 7 is greater
Leo has? Yes, we can. that number (A) is to the than 6. Also 7 is 1 more
right of the other number than 6.
How many more guavas (B), then A is greater than B.
does Nica have? Nica has
Otherwise, i.e., A is to the In both cases, we can say
two more guavas. left of B, A is less than B. that the number next to a
given number is more than
So, we can say that, “The Emphasize this relationship the given number. The
number of guavas Nica has by looking again at the number 6, which is next to
is more than the number of numbers being compared. 4, is greater than 4; and the
guavas Leo has. Six guavas number 7, which is next to
are more than four guavas. 1 2 3 4 5 6 7 8 9 6, is greater than 6.
(Write this on the board.) Six
guavas are two more than 5 is to the right of 2, so it is We can then say that the
four guavas.” greater. numbers 4, 6, and 7 are
9 is to the right of 6, so it is increasing. Numbers that
greater. are in increasing order are
arranged from the smallest
to the largest or least to
greatest. The numbers, 4,
6
 Also, 6, and 7 are arranged from
2 is to the left of 5, so it is the smallest (least) to the
lesser. largest (greatest), where 4
6 is to the left of 9, so it is is the smallest (Point at the
lesser. number 4 on the board
when mentioned1.and . write
4 guavas are less than 6
Pose a what if situation 1. smallest under it.) and 7 is
guavas.
What if the numbers are the the largest (Point at the
6 guavas are more than 4
same, say 8 and 8? How do number 7 on the board
guavas.
we compare them? when mentioned and write
largest under it.).
Tell the learners that the
The learners may say 8 is as
phrases “more than” and
many as 8, because of their Write smallest to the largest
“less than” are used to
previous lesson. Say that we on the board above the
compare numbers.
use “equal to” in situations numbers. The board will
where we are not comparing look like this.
Consider Noel and Remy’s
the number of objects in two
guavas. Compare the
sets. Add another example. smallest to the largest
number of Noel’s guavas
8 is equal to 8. (least to greatest)
with that of Remy’s guavas.
Do the same processing as
5 is equal to 5. 4, 6, 7
the previous. smallest largest
Pose what if situation 2. (least) (greatest)
What if we compare a 1-digit
number and a 2-digit number, Reiterate that numbers 4, 6,
i.e., we compare numbers and 7 are in increasing
with different number of order, thus, are arranged
digits? from smallest (least) to
8 guavas are more than 5 largest (greatest).
guavas. Give pairs of numbers for
5 guavas are less than 8 them to compare. Ask which This time let us consider
guavas. one is greater and why. numbers from groups 3 and
7 and 16 → 16 is greater 4. Let me write them on the
Consider Leo and Noel’s 16, which is a 2-digit board.
guavas. What can you say number, is more than 10.
about the number of guavas 7, which is a 1-digit 15, 17, 20
Leo has compared to the number, is less than 10.
number of guavas Noel has?
7
The number of guavas Leo 4 and 11 → 11 is greater Do the same processing as
has is less than the number 11, which is a 2-digit in the previous. Do not
of guavas Noel has. Four number, is more than 10. forget to emphasize and
guavas are less than eight 9, which is a 1-digit reiterate that numbers can
guavas. number, is less than 10. be arranged from the
smallest (least) to the
How do you know? Looking The learners should be able largest (greatest).
at the guavas posted on the to say that in comparing two
board, Noel’s arrangement numbers with different Tell the learners to bring out
of guavas is longer than that number of digits, the number their show me board. Ask
of Leo’s, which means Noel with a larger number of them to choose any three
has more guavas than Leo. digits is the greater number. numbers from the charts
(It is important that the posted on the board and
guavas are aligned vertically If the learners have difficulty arrange them from the
for correct and easier saying this relationship, ask smallest (least) to the
comparison.) guide questions: largest (greatest). Tell the
How many digits does 16 learners to explain their
How many more guavas have? It has two digits. answers.
does Noel have than what
Leo has? Noel has four How many digits does 7
more guavas than what Leo have? It has one digit.
has.
Which is greater, 16 which is
If the number of guavas Noel a 2-digit number or 7 which
has is more than the number is a 1-digit number? The 2-
of guavas that Leo has, can digit number 16 is greater
we also say that the number than the 1-digit number 7.
of guavas Leo has is less
than the number of guavas You may also use the order
Noel has? Yes, we can. of numbers from 7 to 16 to
help you explain the
relationship.

Emphasize this relationship.

7 and 16 → 16 is greater,
4 guavas are less than 8 which has 2 digits
guavas.
8
8 guavas are more than 4 4 and 11 → 11 is greater,
guavas. which has 2 digits

Reiterate that the phrases Pose what if situation 3.

“more than” and “less than” What if we compare two 2-
are used to compare digit numbers with different
numbers. left side digits? How will you
know which one is greater?

Give pairs of numbers for

them to compare.

12 and 20 → 20 is greater
14 and 20 → 20 is greater

What do you observe about

these pairs of numbers?
Possible answers:
1. The numbers are both 2-
digit numbers.
2. Their left side digits are
different.
3. The number with a larger
left side digit is greater.

You may use the order of

numbers from 6 to 16 to help
you explain the relationship.

The learners should be able

to say that in comparing two
2-digit numbers with different
left side digits, the number
with the larger left side digit is
the greater number.

Emphasize this relationship.

9
 12 and 20 → 20 is greater
14 and 20 → 20 is greater

Because the left side digit 2

is larger than the left side
digit 1.

Pose what if situation 4.

What if we compare two
2-digit numbers with the
same left side digits but
different right side digits?

Give pairs of numbers for

them to compare.

10 and 15 → 15 is greater
19 and 13 → 19 is greater

What do you observe about

these pairs of numbers?
Possible answers:
1. The numbers are both
2-digit numbers.
2. The left side digits are the
same, which is 1. But the
right side digits are
different.
3. The number with the
larger right side digit is
greater.

You may also use the order

of numbers from 11 to 20 to
help you explain the
relationship.

10
 Emphasize this relationship
by looking again at the
numbers being compared.
15 and 10 – the right side
digit of 15, which is 5, is
larger than the right side
digit of 10, which is 0;
15 is greater than 10.
19 and 13 – the right side
digit of 19, which is 9, is
larger than the right side
digit of 13, which is 3;
19 is greater than 13.
Deepening Understanding Tell the learners that another Tell the learners to get their Let us consider three Ask 10 learners to get any
of the Key Idea/Stem friend, named Celso, arrived show me board. You will say different numbers from object in the classroom
and showed his guavas. a pair of numbers, one at a Groups 2 and 3’s charts, (be sure that the learners
time. They have to write the say 13, 10, and 8. Let me are holding different
greater number on their show write them this way (Write objects). Have them align
me board. If the numbers are the numbers on the board themselves in front
the same, write “equal”. After with some space in holding their object.
confirming the correct between them.):
answer, ask the reason why Ask the learners to tell the
the number is greater than 13, 10, 8 name the object their
the other number. classmate is holding. The
Now we have another set order is from left to right,
Pair Expected of numbers 13, 10, and 8. i.e., the leftmost object is in
of number answers Everybody read the the 1st position.
numbers.
2 and 5 5 With the leftmost object
Ask the following questions: 8 and 3 8 Ask: Can we say that these being the 1st, ask the
How many guavas does numbers are arranged from following:
10 and 10 Equal
Celso have? He has eight the smallest to the 1. What is the 9th object?
3 and 18 18
guavas. greatest? No, we cannot. 2. What is the 7th object?
16 and 13 16
6 and 20 20 3. What is the 6th object?
What can you say about the Why do you say so? From 4. What is the 4th object?
number of guavas Celso has 17 and 20 20 13, the number next to it is 5. What is the 2nd object?
compared to those of each 10. Ten is less than 13. The
11
child? Challenge learners to answer number next to 10 is 8. 6. In what position is the
the following question. Post Eight is less than 10. (mention the 10th
Discuss each comparison, the question on the board. Let object)? 10th
one at a time. the learners explain their How do you think are these 7. In what position is the
answers. numbers arranged? The (mention the 1st object)?
a. Celso and Leo numbers are arranged from 1st
The number of Celso’s What number is less than 11 the largest (greatest) to the 8. In what position is the
guavas is more than the but greater than 9? It is 10. smallest (least) number. (mention the 3rd object)?
number of Leo’s guavas. (The learners may be able 3rd
Eight guavas are more What number is greater than to see that this arrangement 9. In what position is the
than four guavas. Eight 18 but less than 20? It is 19. is the opposite of what was (mention the 8th object)?
guavas are four more than presented earlier.) 8th
four guavas. 10. In what position is the
If time permits, post more
Affirm learners’ correct (mention the 5th object)?
similar problems.
We can also say that the response. 5th
number of Leo’s guavas is Say: As you said, the
less than the number of number to the right is less Show the learners flaglets
Celso’s guavas. than the previous: 10 is less posted on the board. Make
than 13, and 8 is less than sure that the flaglets are
10. In this case, the detachable/ removable.
numbers are decreasing Have these prepared
from 13 down to 8. beforehand.
Numbers that are in
8 guavas are more than 4 decreasing order are
guavas. arranged from the largest
4 guavas are less than 8 to the smallest or Ask the following
guavas. greatest to least. The questions:
numbers, 13, 10, and 8 are 1. In what position/s can
b. Celso and Nica arranged from the largest you see a red flaglet?
The number of Celso’s (greatest) to the smallest 3rd, 6th, and 9th
guavas is more than the (least), where 13 is the 2. In what position/s can
number of Nica’s guavas. largest (Point at the number you see a blue flaglet?
Eight guavas are more 13 on the board when 1st, 4th, 7th, and 10th
than six guavas. Eight mentioned and write largest 3. In what position/s can
guavas are two more than under it.) and 8 is the you see a yellow
six guavas. smallest (Point at the flaglet? 2nd, 5th, and 8th
number 8 on the board
12
 We can also say that the when mentioned and write Using the flaglets, ask a
number of Nica’s guavas is smallest under it.). pair of learners, one at a
less than the number of time, to detach the flaglets
Celso’s guavas. Write largest to smallest on and arrange them
the board above the according to each
numbers. The board will condition:
look like this. 1. Show an arrangement
where the blue flaglets
largest to the smallest are in 2nd, 4th, 6th, and
8 guavas are more than 6 (greatest to least) 8th positions.
guavas.
6 guavas are less than 8
13, 10, 8
guavas. largest smallest
(greatest) (least) 2. Show an arrangement
where the yellow
c. Celso and Remy flaglets are in 3rd, 6th,
Reiterate that numbers 13,
The number of Celso’s and 9th positions.
10, and 8 are in decreasing
guavas is more than the
order, thus, are arranged
number of Remy’s guavas.
from the largest (greatest)
Eight guavas are more 3. Show an arrangement
to the smallest (least).
than five guavas. Eight where the yellow
guavas are three more flaglets are in 1st to 3rd
Tell the learners to bring out
than five guavas. positions and the red
their show me board. Ask
them to choose any three flaglets are in 8th to 10th
We can also say that the positions.
numbers from the charts
number of Remy’s guavas
posted on the board and
is less than the number of
arrange them from the
Celso’s guavas.
largest (greatest) to the
smallest (least). Have them
explain their answers.

8 guavas are more than 5

guavas.
5 guavas are less than 8
guavas.

13
d. Celso and Noel
The number of Celso’s
guavas is the same as the
number of Noel’s guavas.
Eight guavas are the same
as eight guavas.

How do you know that they

have the same number of
guavas? Celso has eight
guavas. Noel also has eight
guavas. The numbers are the
same.

In this case, where each of

Celso’s guavas has its
match/pair with that of Noel’s,
we say that, “The number of
Celso’s guavas is as many
as the number of Noel’s
guavas. Eight are as many as
eight. (Write on the board, 8
guavas are as many as 8
guavas.)

Celso

Noel

8 guavas are as many as 8

guavas.

Suppose Celso has six

guavas instead of eight.
Whose number of guavas is
as many as Celso’s? The

14
 number of Celso’s guavas is
as many as the number of
Nica’s guavas. Six guavas
are as many as six guavas.

Emphasize that phrases

“more than”, “less than”, and
“as many as” are used to
compare numbers.

After/Post-Lesson Proper
Making Generalizations and How do we compare two sets How do we compare the To summarize the lesson, To summarize the lesson,
Abstractions of objects? following numbers? ask the learners the ask the learners the
1. Two 1-digit numbers following questions: following questions:
We can pair or match the Consider the order of
objects. numbers from 1 to 9. If the What do we do when we How can we describe the
number (A) is to the right arrange numbers from position of an object or a
If there are objects in one set of the other number (B), A smallest (least) to largest person in an arrangement?
(A) that has no match in the is greater than B. (greatest)? We arrange the We can use ordinal
other set (B), then we say the Otherwise, B is greater numbers in increasing order. numbers 1st, 2nd, 3rd, … to
number of objects in set A is than A. describe the position of an
more than the number of 2. Two numbers that are the What do we do when we object or a person.
objects in set B. We can also same arrange numbers from
say that the number of The two numbers are largest (greatest) to smallest
objects in set B is less than equal to each other. (least)? We arrange the
the number of objects in set 3. Two numbers with numbers in decreasing
A. If all object in one set (A) different number of digits order.
has its match in the other set The number with a larger
(B) and vice versa, then we number of digits is greater.
say the number of objects in 4. Two 2-digit numbers with
set A is as many as the different left side digits
number of objects in set B. The number with the
larger left side digit is the
greater number.

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 5. Two 2-digit numbers with
the same left side digits
but different right side
digits
The number with a larger
right side digit is the
greater number.

Evaluating Learning
Additional Activities for Ask the learners to do Ask the learners to do Ask the learners to do Ask the learners to do
Application or Remediation Assessment 1. Assessment 2. Assessment 3. Assessment 4.
(if applicable)
Expected answers: Expected answer: Expected answers: Expected answers:
1. C 1. C 1. 4 or 5 1.
2. B 2. B 2. 0 or 1
3. A 3. C 3. 11
4. B 4. 16 or 15 2. a.
5. A 5. 20 or any number greater
than 20 b.

Remarks
Reflection

Prepared by: Reviewed by: Approved by:

________________________ ________________________ ________________________

Subject Teacher Master Teacher/Head Teacher School Head

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