ILAW Lesson Plan — Mathematics 1
Term 1 · Week 9 · Number and Algebra · five sessions × 45 minutes
| Learning Area | Mathematics |
| Grade Level | Grade 1 |
| Term and Week | Term 1, Week 9 |
| Guide source | Quarter 1, competencies 10–12 (p. 25) |
| Week Title | Whole and Parts — One Number, Many Ways |
| Duration | 5 × 45 minutes |
| Format | ILAW — Intentions · Learning Experiences · Assessment · Ways Forward |
| Language of instruction | Filipino — this plan is in English, the week is not |
Read this before anything else
This is a reading copy, not a teaching script. Grade 1 is taught in the mother tongue under MTB-MLE, so the week is delivered in Filipino. The prose here — timings, rationale, what to watch for — is in English so it can be reviewed by a school head, a supervisor, or a teacher in a non-Tagalog region.
Everything the teacher says aloud stays in Filipino and is printed in Filipino, marked like "Ilan lahat?". Those lines are not translated, because translating them would produce a plan that reads correctly and teaches wrongly. Say them as written. If you are teaching from this, the Filipino copy is the one to have open.
Two formats, two jobs. This is the week, in the format DepEd prescribes for the plan a teacher files. Its companion
lesson-plan.en.mdis Day 1 only, in the MATATAG Lesson Exemplar format, written at the depth of a teaching script.
⚠️ The ILAW field list is reported, not read. DO No. 009, s. 2026 is understood to prescribe ILAW as the single lesson plan template for SY 2026–2027, replacing both the Daily Lesson Log and the Detailed Lesson Plan, and to bar schools, divisions and regions from requiring any other. The four section names are consistently reported; the exact sub-fields your division expects may differ. See
source-catalogue.md§8.
Before anything else: the class cannot read yet. No instruction in this week depends on the written word. Every direction is spoken, and everything shown is an object, a picture, or a numeral. The guide says so itself — problems are "given orally or with pictures."
What you will say — the recurring phrases
| Filipino | What it means |
|---|---|
| "Ilan lahat?" | How many altogether? — the question of the entire week |
| "Ilan ang nakatago?" | How many are hidden? |
| "Kahit hatiin, pareho pa rin ang buo." | Even when we split it, the whole stays the same — the class sentence |
| "Ano ang napansin ninyo?" | What did you notice? |
| "Ano ang nagbago?" | What changed? |
I — INTENTIONS
A. Curriculum anchor
From the MATATAG Mathematics CG (DepEd, August 2023, p. 25):
Content standard. The learners should have knowledge and understanding of whole numbers up to 100 and of addition of numbers with sums up to 20.
Performance standard. By the end of the quarter, the learners are able to count, recognise, and represent whole numbers up to 100, and to compare and order numbers up to 20 and add up to 20.
Competencies covered this week — quoted from the guide:
10. compose and decompose numbers up to 10 using concrete materials (e.g., 5 is 5 and 0; 4 and 1; 3 and 2; 2 and 3; 1 and 4; 0 and 5).
11. describe addition as putting together and as counting on.
12. apply the properties of addition — zero as an addend, and that changing the order does not change the sum.
B. What learners will be able to do, by day
| Day | Intention — by the end of the session, the learner can… | Competency |
|---|---|---|
| 1 | split 5 and 10 into two parts with real objects, and notice that the whole does not change | 10 |
| 2 | find all the ways to make 10, and recognise the pairs to 10 without counting | 10 |
| 3 | write what they see as a number sentence: 5 = 3 + 2 | 10 → 11 |
| 4 | describe addition two ways — putting together, and counting on | 11 |
| 5 | use zero as an addend, and notice the sum is unchanged when the order changes | 12 |
Day 1's third intention is the real intention of the whole week. Splitting and counting are only the route to it: the whole does not change when the parts do. If that is all a learner retains from the week, it is enough.
C. Key idea and vocabulary
"Kahit hatiin, pareho pa rin ang buo." (Even when we split it, the whole stays the same.)
| Word | Shown as |
|---|---|
| Buo (whole) | The full pile, circled |
| Bahagi (part) | The two smaller piles, with a line between them |
| Pareho pa rin (still the same) | A hand pointing to the whole, then to the two parts |
Three words for the whole week. The learner does not need to read them — only to hear them and see the matching picture.
D. Integration
| Area | How it appears |
|---|---|
| Language | Using "at" (and) to join: "tatlo at dalawa" |
| Makabansa | Sharing a snack fairly among siblings |
| GMRC | Sharing — the whole packet does not change however it is divided |
L — LEARNING EXPERIENCES
Every session is 45 minutes and runs with no electricity at all. The slides and the game are additions, not requirements.
Day 1 · Splitting 5 and 10 into two parts
Full written lesson:
lesson-plan.en.md. Summary only here.
| Phase | Min | What happens |
|---|---|---|
| Review | 5 | Finger signals: 3, 5, 2, 5, 4, 5. Then five large stones on the table, counted together, "Ilan lahat?" |
| Purpose | 5 | Ana's snack story. Split the five into two and three. "Ilan pa rin lahat?" (How many are there still?) — still five. |
| Deepening | 22 | Every way of splitting 5, moving exactly one stone at each step. Then every child with their own stones. Then a ten-frame for 10. |
| Generalising | 3 | "Ilan ang bahagi? Ilan lahat? Nagbago ba ang lima?" (How many parts? How many altogether? Did the five change?) Then the whole class together. |
| Assessing | 5 | Exit question — spoken and pictorial, no paper. |
Day 2 · All the ways to make 10
| Phase | Min | What happens |
|---|---|---|
| Review | 5 | Finger signals to 10. Then "Kahapon, ilan ang paraan ng paghahati ng lima?" (Yesterday, how many ways were there to split five?) |
| Purpose | 5 | Draw the ten-frame. "Ngayon hahanapin natin lahat ng paraan ng pagbuo ng sampu." (Today we will find every way to make ten.) Not one, not two — all of them. |
| Deepening | 22 | Work through the ten-frame: 10 and 0, 9 and 1, 8 and 2, 7 and 3, 6 and 4, 5 and 5 — then back again. Eleven ways. Record on the board as rows of circles, not as numerals. Then pairs to 10: cover one part, the learner names what is hidden. |
| Generalising | 8 | "Ano ang napansin ninyo?" Wait. The expected answer: as one part goes down, the other goes up. Show it with two hands moving in opposite directions. |
| Assessing | 5 | Cover four in the ten-frame. "Ilan ang nakatago?" Five times, different numbers. |
Pairs to 10 are the most valuable outcome of this day. A learner who knows immediately that six and four go together stops counting for the rest of the year. The session is worth it for that alone.
Day 3 · Number sentences — 5 = 3 + 2
This is where the written symbol first appears.
| Phase | Min | What happens |
|---|---|---|
| Review | 5 | Pairs to 10, rapid, finger signals. |
| Purpose | 6 | Put out three stones and two stones. "Alam na ninyo ito. Ngayon, isusulat natin." (You already know this. Now we will write it.) Write 5 = 3 + 2 and point at each part while saying it: "lima — pareho — tatlo — at — dalawa." |
| Deepening | 20 | Three new pairs of piles, teacher writes the sentence for each. Then reverse: write 10 = 6 + 4 and have learners build it with stones. Then each child: one split, one sentence, copied on paper or in the dirt. |
| Generalising | 9 | "Ano ang ibig sabihin ng pantay na guhit?" (What does the equals sign mean?) — both sides are the same. It does not mean "here comes the answer". Noticing this now matters. |
| Assessing | 5 | Show a pile, learner writes the sentence. Three times. |
The
=symbol is the real lesson of this day, not the+. A learner who thinks=means "here is the answer" will struggle with algebra seven years later. Teach it now as balance, not as a signal.
Day 4 · Addition — putting together and counting on
| Phase | Min | What happens |
|---|---|---|
| Review | 5 | Three number sentences from yesterday. |
| Purpose | 5 | "May dalawang paraan ng pagdaragdag. Ipapakita ko pareho." (There are two ways to add. I will show you both.) |
| Deepening | 22 | Putting together: two piles, one big circle of the hands around them, count everything. Counting on: hold the first pile in your head, count the second from there — "lima… anim, pito, walo." Compare both on the same problem. Ask: "Alin ang mas mabilis?" (Which is faster?) |
| Generalising | 8 | Counting on is faster when the first number is large. Try 2 + 7 both ways and let them see why starting at 7 is better. |
| Assessing | 5 | Four spoken problems, answered with finger signals. |
Day 5 · Zero, and order
| Phase | Min | What happens |
|---|---|---|
| Review | 5 | Counting on, rapid. |
| Purpose | 4 | Five stones and no stones beside them. "Ilan lahat?" — five. "Ano ang idinagdag ko?" (What did I add?) — nothing. Zero. |
| Deepening | 18 | Zero: four examples, the answer always the first number. Order: put out 3 and 4; count. Rotate the paper 180°; count again. "Ano ang nagbago? Wala. Ikaw lang ang lumipat." (What changed? Nothing. Only you moved.) Three times. |
| Group work | 13 | Palengke ng Sampu (Market of Tens) from offline-activities.en.md. Observation criteria in assessment.en.md. |
| Generalising | 5 | Whole class together, twice: "Kahit hatiin, pareho pa rin ang buo." Then return to Monday's first question. |
With no electricity
No part of this week needs power.
| Instead of | Use |
|---|---|
| A projector | Stones and chalk. The effect is identical |
| A printed ten-frame | Ten boxes drawn in chalk on the board |
game.html |
Two more minutes of deepening, or Bahay ng Bilang (Number House) |
| The game's Teacher Panel | Finger signals — simultaneous, and you see instantly who is not there yet |
| A printed worksheet | Write it on the board and have it copied onto paper or into the dirt |
A — ASSESSMENT
❗ Grade 1 is not marked with a number this year. Key Stage 1 is graded descriptively under DO No. 015, s. 2026, and Grade 1 is the first grade to enter, in 2026–2027. No percentages, no weights, no transmutation. See the syllabus §6 and
assessment.en.md.
A. Daily observation — not graded
| Day | What to look for | What it tells you |
|---|---|---|
| 1 | Exit question 5 — "Ang lima, maaari bang dalawa at dalawa?" (Can five be two and two?) | Separates the learner who understands from the one who is only counting |
| 2 | How quickly pairs to 10 come back | Whether a real picture of ten is forming |
| 3 | Whether = is understood as balance |
The most important signal of the week |
| 4 | Whether they start from the larger number unprompted | A sign of understanding, not memorisation |
| 5 | Whether they see at once that 3 and 4 is the same as 4 and 3 | Competency 12, met |
B. The five levels for this week
The DO No. 015, s. 2026 levels applied to this week's competencies. Record once at the end of the week — not daily.
| Level | What it looks like this week | |
|---|---|---|
| A | Advancing | Finds every way to make 10 and explains why there are no others |
| B | Benchmarking | Composes and decomposes accurately without help, and writes the number sentence |
| C | Connecting | Accurate while holding stones; slips once it is only a picture |
| D | Developing | Counts to 10 but does not yet see the pairs inside it |
| E | Emerging | Recites the count but does not yet match number to object |
⚠️ The five letters and their names are reported; the "what it looks like" column is this plan's own work, not the order's.
C. Evidence to collect
The order names observation, anecdotal records, learner outputs and rubrics. The instruments
are in assessment.en.md — an observation record, an anecdotal log, and the
Learner's Progress Report layout.
| Evidence | Where it comes from |
|---|---|
| The learner's written work | worksheet.html — printed, one page |
| Group activity rubric | offline-activities.en.md |
| Game record | Teacher Panel in game.html |
| Number sentences written by the learner | Day 3 |
W — WAYS FORWARD
A. Remediation — for a learner at D or E
Do not repeat the week. Repeat five, concretely:
- Stay at 5 before returning to 10. A secure five beats a fragile ten.
- Always something real in the hand — stones, bottle caps — not just a picture.
- Ten minutes in a small group while the others work on.
- A learner who adds stones to make a "new way" needs another day of counting before splitting.
B. Enrichment — for a learner at A
- Find every way to make 12 or 15, and explain why there are no others.
- Three parts instead of two: "Ang sampu, maaari bang tatlong tumpok?" (Can ten be three piles?)
- Punuin ang Ten-frame (Fill the Ten-frame) from
offline-activities.en.md.
C. Support held all week
| Situation | What is done |
|---|---|
| Below level | Stay at 5; always something real in the hand |
| On level | As written |
| Above level | 12 and 15; three parts; explaining why there are no others |
| A learner who does not yet speak in class | Allow the answer by placing a stone on the table, not aloud |
| Large class | Simultaneous finger signals; no one called individually |
D. Teacher's reflection
To be completed after Friday.
| How many got Monday's question 5 | ______ of ______ — this is the real measure |
| Did any learner add stones? | How many? They need another day with real objects |
| Did we reach ten, or did five take the time? | Five alone is not a problem |
Was = understood as balance? |
If not, repeat it before moving to Week 10 |
| Who spoke? Who did not? | Names. They are called on first on Monday |
E. Next week
Week 10 continues with the properties of addition; Week 11 is problem solving. Both assume pairs to 10 are secure. If most of the class does not have them by Friday, use Day 1 of Week 10 on this week's content — there is slack in Term 3, none here.
Part of the E-turo MATATAG artifact set. Companion files:
lesson-plan.en.md (Day 1, Lesson Exemplar format) ·
syllabus.en.md · assessment.en.md ·
worksheet.html · slides.html ·
game.html · offline-activities.en.md