Lesson Plan — Mathematics 1

Term 1 · Week 9 · Number and Algebra · 45 minutes

The competency comes from guide Quarter 1, taught across weeks 1–11 of Term 1 under the three-term calendar. Week 9 follows counting, comparing, and ordinal numbers. Week ordering is the school's decision — see the syllabus §5.

⚠️ This is a teaching resource, not a fileable lesson plan. DO No. 009, s. 2026 — the same order that brought the three-term calendar — is reported to prescribe ILAW as the single lesson plan template for SY 2026–2027, replacing both the Daily Lesson Log and the Detailed Lesson Plan, with schools, divisions and regions prohibited from requiring anything else. This document uses the MATATAG Lesson Exemplar headings (I–IV) instead. The content maps across without loss — Intentions ← §I, Learning Experiences ← §III, Assessment ← §IV, Ways Forward ← the reflection half of §IV — but the container is not the prescribed one. Reported, not verified; see source-catalogue.md §8.

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 lesson 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.

What you will say — the recurring phrases

These few lines carry most of the lesson. Their meaning is given once here so the script below can run without interrupting itself.

Companion artifacts. slides.html (projector) and game.html (any browser, no internet) are Filipino only — they are shown to the children. offline-activities.en.md (no electricity) is a teacher document and has this same English copy. The whole lesson can be taught with chalk and stones alone — see §III.E.

Before anything else: the class cannot read yet. No instruction in this lesson depends on a written word. Every direction is spoken, and everything shown is a picture, an object, or a numeral. The guide says so itself: problems are "given orally or in pictures."

I. CONTENT, STANDARDS, AND COMPETENCIES

A. Content Standard

Quoted from the MATATAG Mathematics CG (DepEd, August 2023, p. 25), Quarter 1 content — Number and Algebra:

The learners should have knowledge and understanding of whole numbers up to 100 and addition of numbers with sums up to 20.

B. Performance Standard

From the same page:

By the end of the quarter, the learners are able to count, recognize and represent whole numbers up to 100, and compare and order numbers up to 20 and perform addition of numbers with sums up to 20.

C. Competency and Objectives

Competency. Quarter 1, competency 10, quoted:

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).

✅ Quoted, not translated. The guide is written in English, so in this copy §I.A–C are the guide's own words. The Filipino copy carries translations of the same three passages — see the syllabus §9.

Objectives. By the end of 45 minutes, the learner:

1. can split 5 and 10 into two parts using real objects;
2. can say at least three ways of splitting a number;
3. notices that the whole does not change when the parts change.

The third is the real objective. The first two are only the route to it.

D. Content

Composing and decomposing numbers up to 10. The whole, the two parts, and the persistence of the whole.

E. Integration

• Language — using "at" ("and") to join: "tatlo at dalawa" ("three and two")
• Makabansa — sharing a snack fairly among siblings
• GMRC — sharing; the whole packet does not change however it is divided

II. MATERIALS

Preparation the night before. Draw one large ten-frame on manila paper or the back of an old calendar. If there is none, draw it on the board in the morning — thirty seconds. Collect stones if the children did not bring any.

III. TEACHING PROCEDURE

Total time: 45 minutes. The minutes below sum to 45.

A. Reviewing Previous Knowledge · 5 minutes

Why start here. A child must be certain of counting to 5 before being asked to split it. If a child is not, put them in the group holding real stones for the whole lesson.

B. Establishing the Purpose of the Lesson · 5 minutes

Vocabulary — three words only. Write them on the board and point as you say them. The child does not need to read them; they need to hear them and see the matching picture.

C. Developing Understanding · 22 minutes

C1. Show — every way of splitting 5 · 7 minutes (0:10–0:17)

At the front, with five large stones and a chalk line on the table:

Only one stone moves at each step. This is the point: the child sees that nothing was added and nothing taken away — something only moved.

After each step, ask the single question: "Ilan lahat?" Let the class answer together. Six times. The repetition is the lesson.

If there is a projector, use slides.html slides 4–8 here. If not, stones and chalk have exactly the same effect.

C2. Try — each child, with their own stones · 8 minutes (0:17–0:25)

1. Each child counts five stones onto the desk. Walk the room and check that each really has five. This is the most common error — do not skip it.
2. The child draws a line down the middle with a finger, or uses a stick.
3. Say: "Hatiin sa dalawa. Anumang paraan." (Split it into two. Any way you like.)
4. Ask five or six children: "Ilan sa kaliwa? Ilan sa kanan? Ilan lahat?"
5. Say: "Ngayon baguhin. Ibang paraan naman." (Now change it. A different way.) Repeat three times.

While walking, look for these:

C3. Extend — from 5 to 10 · 7 minutes (0:25–0:32)

1. Draw the ten-frame on the board — two rows of five. Fill it with ten circles.
2. Say: "Sampu ngayon. Hindi lima." (Ten now. Not five.)
3. Cover some circles with your palm. Ask: "Ilan ang nakikita? Ilan ang nakatago?" (How many can you see? How many are hidden?)
4. Repeat four times with different numbers hidden: 6 and 4, 8 and 2, 5 and 5, 9 and 1.
5. Each time, ask the same last question: "Ilan lahat?" — still ten.

Why a ten-frame and not a pile. In a ten-frame the child sees that one full row is five without counting. That is the entire reason for the shape. Do not change the number of boxes.

C4. The game — if there is electricity · 5 minutes (0:32–0:37)

Open game.html on a projector or phone. One game for the whole class, not one child at a time: the teacher shows the question, the class answers together with finger signals, then the teacher presses the answer.

Three rounds, four questions each. About three to five minutes.

If there is no electricity, skip this and continue C3 for two more minutes with 7 and 3, and 6 and 4. Nothing is lost.

D. Generalisation · 3 minutes (0:37–0:40)

Put the five stones back on the table. Split them once more. Ask one at a time:

1. "Ilan ang bahagi?" (How many parts?) — two
2. "Ilan lahat?" — five
3. "Nagbago ba ang lima?" (Did the five change?) — no

Then the whole class says together, twice:

"Kahit hatiin, pareho pa rin ang buo."

(Even when we split it, the whole stays the same.)

That is the lesson. If that is all they remember, it is enough.

E. If there is no electricity

The whole lesson runs with no electricity at all. That is its original form; the slides and the game are additions.

IV. ASSESSMENT AND REFLECTION

A. Assessment of Learning · 5 minutes (0:40–0:45)

Exit question — spoken and in pictures, not written.

Draw three pairs of piles on the board. Each child raises fingers for the answer. No paper, no writing.

Then one last question, answered aloud by the whole class:

Standard. A child correct on 1–3 and on 4 has met the objective. Question 5 separates those who understand from those who are only counting — do not treat a wrong answer as failure, treat it as a note for tomorrow.

B. Anticipated Errors

C. Teacher Reflection

Answer after class:

1. How many children got question 5 (two and two)? That is the real measure of the lesson.
2. Did any child add stones? How many? They need another day with real objects.
3. Did you reach ten, or did time run out at five? Five alone is fine — a solid five beats a fragile ten.
4. What to do tomorrow: repeat five, or move on to addition to 20?

The rest of the week

The lesson above is the first session of five. The full week:

Week 10 continues with the properties of addition; week 11 is problem solving. See the syllabus §5.