MATATAG School Anibongon Primary School Grade Level 1

K to 10 Curriculum Name of Teacher Glenah A. Padero Learning Area Mathematics

Weekly Lesson Log Teaching Dates and Time November 4-8, 2024 Quarter Quarter 2/ Week 6

DAY 1 DAY 2 DAY 3 DAY 4 DAY 5

November 4, 2024 November 5, 2024 November 6, 2024 November 7, 2024 November 8, 2024

I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES

The learners should have knowledge and understanding of addition of numbers, with sums up to 100.
A. Content Standards

B. Performance By the end of the quarter, the learners are able to perform addition of numbers with sums up to 100.
Standards

The learners
● add numbers by expressing addends as tens and ones (expanded form);

C. Learning ● add numbers with sums up to 100 without regrouping, using a variety of concrete and pictorial models for:
Competencies o 2-digit and 1-digit numbers

o 2-digit and 2-digit numbers; and

● solve problems (given orally or in pictures) involving addition with sums up to 100 without regrouping.

D. Learning Objectives At the end of the At the end of the At the end of the lesson, At the end of the Third Summative
lesson, the learners lesson, the learners the learners should be lesson, the learners Tests in Mathematics
should be able to add should be able to add 2- able to write addends in should be able to solve 1
2-digit and 2-digit digit and 2-digit vertical form and add 2- problems (given orally
numbers with sums up numbers with sums up digit and 2-digit numbers or in pictures) involving
to 100 in horizontal to 100 in horizontal with sums up to 100 addition with sums up
form without form without without regrouping. to 100 without
regrouping. regrouping. regrouping.
II. CONTENT FOCUS

III. LEARNING RESOURCES

A. References

B. Other Learning
Resources

IV. TEACHING AND LEARNING PROCEDURES

Before/Pre-Lesson Proper

Activating Prior Conduct a drill. Include Conduct a drill. Include Conduct a drill. Include Conduct a drill on basic
Knowledge the basic addition facts the basic addition facts the basic addition facts addition facts.
and sums (up to 100) of and sums (up to 100) of and sums (up to 100) of
multiples of 10, like, 10 multiples of 10, like, 10 multiples of 10, like, 10 +
+ 50, 30 + 20, 80 + 10, + 50, 30 + 20, 80 + 10, 50, 30 + 20, 80 + 10, and
and 40 + 50. and 40 + 50. 40 + 50.

Have learners find the Let the learners get their

sum of 30 and 52. show-me boards. Have
Discuss learners’ them answer the
answers. following one at a time.
Give feedback each time.

Different ways of
finding the answer may 1) 36 + 20
come from the learners.
2) 30 + 58
However, focus on
composing and 3) 30 + 15
decomposing or the
expanded form of
finding the sum, which Expected answers:
is
1) 56
 30 + 52 = 30 + 50 + 2 2) 88
= 80 + 2 3) 45
30 + 52 = 82
It is expected that most
learners will be able to
answer the items
correctly.

Lesson Purpose/Intention To add 2-digit and 2- To add 2-digit and 2- To write addends in To solve problems
digit numbers with digit numbers with vertical form and add 2- involving addition with
sums up to 100 in sums up to 100 in digit and 2-digit numbers sums up to 100 without
horizontal form without horizontal form without with sums up to 100 regrouping.
regrouping regrouping without regrouping

Lesson Language Practice Tens, sum, number Tens, sum, number Tens, sum, number Tens, sum, number
sentence, add, plus, sentence, add, plus, sentence, add, plus, sentence, add, plus,
equals, digits, place equals, digits, place equals, digits, place equals, digits, place
value, value, addends, value, value, addends, value, value, addends, value, value, addends,
ones, solve, solution ones, solve, solution ones, solve, solution ones, solve, solution

During/Lesson Proper

Reading the Key

Idea/Stem

Developing Understanding Show the learners LAS Post the problem. Give each child LAS 3. Post the problem below
of Key Idea/Stem 1. Explain the activity. Let them write the digits on the board.
There are 2 eggs trays.
Allow them to find the of each number in the
sum of 40 + 25 in any Tray A has 23 eggs. appropriate rectangles.
way they want. They
may use counters, Tray B has 15 eggs.
place value or any How many eggs are Have a copy of the items
material available to there altogether? in the LAS on the board.
find the answer. After the learners have
Encourage them to Read the problem to done the activity, let
think of different ways the learners. Ask some of them write their
to find the answer. questions to facilitate answers on the board.
their understanding of
 the problem.
Distribute the LAS and Ask the learners to
let them do the activity observe how the numbers
Possible questions to
in pairs. are written. They should
ask,
be able to see that the
How many eggs are digits with the same place
value are aligned, Explain the activity.
When learners are done there in Tray A? There
including those of the Distribute LAS 5
with the activity, let the are 23 eggs in Tray A.
sum. individually.
unique solutions be
presented to the class. Let the learners answer
How many eggs are the LAS with a partner.
there in Tray B? There Tell the learners that it is
Possible solutions: are 15 eggs in Tray B. another way of writing
addition sentence. This There are several
1. Using counters way of writing is in possible answers to the
(counting) vertical form.
What do we want to given problem. Let
find out? We want to them think of all these
find out the combined possible answers.
number of eggs in Explain that when
Trays A and B. numbers to be added are
written in vertical form, After the learners have
the digits with the same answered the worksheet,
Distribute LAS 2. Let place value are aligned. let them explain their work.
the learners draw the Emphasize this using their
eggs in each tray. Then, answers in the LAS.
let them tell the Possible answers:
combined number of
eggs in the two trays.

After some time, let

them show their
2. Using the place value
illustrations of the
chart and counters
problem.
 The learners may come
up with different
drawings of the trays of
eggs. Allow them to see
the differences in their
drawings. Tell them
that all drawings are
correct as long as the
number of eggs in the
trays is correct. Let
them count the eggs in
each tray to check on
their work.
3. Applying place value

Post on the board the

illustration below which
should have been
prepared ahead. The
illustration could be
different from those
done by the learners.
6 tens and 5 ones However, they have
been told earlier that
60 and 5
the tray of eggs may
60 + 5 = 65 look different.

4. Applying composing
and decomposing of
numbers (using
expanded form)
How many eggs are
there in all? There are
38 eggs in all.

Learners can obtain the

answer, 38 eggs, from
the drawing of eggs in
the previous activity.

Tell the learners that

they can get the answer
by adding 23 and 15 or
23 + 15 = ____.

Give them time to find

the sum of 23 + 15.
Observe how they solve
it and call on some
learners to share their
answer to the class.
Deepening Understanding Let the learners explain You may explain that in Refer to each addition Write all possible
of Key Idea/ Stem their solutions and 30 + 52, (this was given sentence. Discuss the answers on the board.
answers. The possible in the activating prior answer focusing on the
solutions enumerated knowledge part of the placement of each digit in
are applications of what lesson), 52 was the rectangles. Ask the Let the pupils give their
had been taught in the decomposed or split place value of the digits observation about the
previous lessons. After into 50 and 2 (sum of in each column of missing digits. They
all solutions have been tens and ones) before rectangles. should be able to say
presented, consolidate adding the numbers. that the missing digits
the ideas. There was no need to in the ones place of the
decompose or split 30 Have the learners tell the addend and the sum
because it was already value of each digit in the are the same. This is
The steps below may in tens. The tens (50 addends. This will enable because the digit in the
be of help in and 30) were added, them to check the addend is added to
consolidating the and 2 was added to the accuracy of both ways of zero. The missing digit
different solutions. If all result. writing addition in the tens place is two.
expected solutions did sentences.
not come out from the
learners, the steps In 23 and 15, both Ask them also the
below may still be addends have to be 1) 36 + 20 = 30 + 6 + 20 number of possible
presented. decomposed or split answers. They should
= 30 + 20 + 6
 into tens and ones. The = 50 + 6 be able to say that
tens there are ten possible
1. Using the = 56
answers.
counters/cutouts, are added together,
represent 40 and and the ones are added
25. Put the together.
counters/cutouts
together physically
by counting on, Explain to the class how
starting at 40. the sum can be
obtained.
2. On the place value
chart, place the 40
or 4 sets of 10
counters in the Tens
column. Then, put in
the same column
the 20 or the 2 sets
of tens counter. The 2) 30 + 58 = 30 + 50 + 8
remaining 5
counters should be = 80 + 8
placed in the Ones = 88
column.
To assess if the learners
can apply what they
have learned in the
previous lesson and
what has been
discussed, ask the
learners to bring out
their show- me boards
and ask them to answer
the following given
numbers one at a time.
Check their answer
after each item.
Ask the learners if the
counters in the chart
represent 40 and 25.
1) 34 + 23
Ask the learners about 2) 72 + 14
the number of tens and
3) 45 + 31
the number of ones.
There are 6 tens or 60 4) 18 + 71 3) 46 + 23 = 40 + 6 + 20
and 5 ones, which is +
equal to 65. 5) 73 + 26
3
= 40 + 20 + 6
3. Consider the value Allow learners to use
+
of each digit in the counters but encourage
addends. Place the the use of composing 3
digits in the and decomposing
numbers (expanded = 60 + 9
appropriate column
of the place value form). = 69
chart.

Expected answers:
1) 57
2) 86
3) 76
4) 89
5) 99

Ask them if the

numbers 40 and 25 are
represented in the
chart. Let them explain
their answers. Say that 4) 73 + 24 = 70 + 3 + 20
4 tens and 0 ones is +
equal to 40 and 2 tens
and 5 ones is equal to 4
20 and 5 or 25.
= 70 + 20 + 3
There are 4 and 2 in the +
Tens column. That is,
4
40 and 20 which is
equal to 60. Adding the = 90 + 7
5 ones to it, 60 + 5 =
65. = 97

4. Referring to the
previous
strategies/solutions,
write the following
on the board and
explain the process
of decomposing and
composing numbers
to find the answer.

5) 50 + 17 = 50 + 10 + 7
= 60 + 7
= 67

Have the learners

compare the answers
obtained from the
different solutions. They
should be able to see
that the different
solutions obtained the
same answer. But
highlight the last
strategy.

Let the learners get 6) 25 + 72 = 20 + 5 + 70

their show- me boards, +
and let them add the
following, one at a time. 2
Check their answers = 20 + 70 + 5
after each item. +
Encourage the use of
composing and 2
decomposing numbers
= 90 + 7
or the expanded form
in answering the items. = 97

Check the learners’

understanding by asking
them to answer LAS 4.
After/Post-Lesson Proper

Making Generalizations Ask some learners to Ask the learners how Ask the learners how the Summarize the lesson
and Abstractions explain how to get the they added the given numbers to be added are by asking the learners
sum of 63 + 20. They numbers in the written in vertical form. to read all the possible
should be able to exercises. They should They should be able to answers to the task.
describe the process, be able to describe the say that the digits with
63 can be decomposed process, the numbers the same place value
or split into 60 and 3. were decomposed or should be aligned before
60 and 20 can be split into tens and ones. addition is done. The ones
added to give 80. Then, The tens were added digits are added together,
80 and 3 are added to together, and the ones and the tens digits are
give 83. So, 63 + 20 = were also added added together. The
83. together before the digits of the sum should
final sum was obtained. also be aligned
appropriately.

Evaluating Learning Have the learners Have the learners Have the learners answer Have the learners
answer Assessment 1 answer Assessment 2 Assessment 3 answer Assessment 4
individually. For part B individually. individually. individually.
emphasize the equal
Expected answer: Expected answers: Expected answers:
sign.
A. A.
Expected answers:
1) 49
A.
2) 7

B.
72 okra seedlings were
planted.
 B.
1) 10 + 19 = 29 47 learners are in the
class.
2) 30 + 47 = 77
3) 70 + 23 = 93 C.
B.
4) 50 + 26 = 76 1) 97
5) 40 + 25 = 65 2) 99
3) 77
4) 67
5) 69
6) 59
7) 74
8) 89
9) 77
10) 89

Additional Activities for

Application or
Remediation (If
Applicable)

Remarks

Reflection

Assignment

Prepared by: Noted by:

GLENAH A. PADERO JOEL T. SABALZA
Teacher School Head