Offline Activities — Mathematics 1

Term 1 · Week 9 · Number and Algebra · Composing and decomposing numbers up to 10

Three individual activities and two group activities. Nothing needs electricity, electronic equipment, or money. Each is tied to Quarter 1, competency 10 of the guide.

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. The prose here — preparation, timing, rationale, marking keys — is in English so it can be reviewed. Everything said to the children stays in Filipino and is printed like "Ilan lahat?" (How many altogether?). Say those lines as written. If you are running these activities, the Filipino copy is the one to have in hand.

Activity and role names are given in English with the Filipino alongside, because the Filipino is what the children will be called by.

The class cannot read yet. No instruction here depends on a written word. Everything is spoken by the teacher, and every child holds a real object.

Materials to make once

Nearly every activity below uses these. Make them once and they last the whole term.

Material	How to make it	How many
Stones or bottle caps	Have the children collect them the day before. Wash and dry.	10 per child
Number House (Bahay ng Bilang)	Cut cardboard from an old box, about 15 × 10 cm. Draw one line down the middle — two rooms.	1 per child
Necklace of Ten (Kuwintas ng Sampu)	Thread 10 bottle caps onto string or old thread. Tie the ends.	1 per pair
Ten-frame card	Draw 10 boxes (5 × 2) on cut cardboard.	1 per child

If there is no cardboard, draw the Number House on the desk in chalk. It works just as well.

A. Individual Activities — choose one or more

A-1 · Number House (Bahay ng Bilang)

Time	15 minutes
Materials	Number House (1), stones (5 per child)
Preparation	Cut the cardboard the night before. If there is none, chalk on the desk in the morning — 30 seconds.

Instructions — say these aloud

"Bilangin ang inyong bato. Ilan? Lima. Ipakita sa akin." (Count your stones. How many? Five. Show me.) — Walk the room and count each child's. Do not skip this.
"Ilagay ang lahat ng lima sa kaliwang silid." (Put all five in the left room.)
"Ilipat ang isa sa kanang silid. Ilan sa kaliwa? Ilan sa kanan? Ilan lahat?" (Move one to the right room. How many on the left? How many on the right? How many altogether?)
"Ilipat pa ang isa." (Move one more.) — Repeat until the left room is empty.
"Ilan lahat ang paraan na nagawa natin?" (How many ways did we make altogether?)

Variation

Level	Do this
One step down	Only three stones. Four ways, quicker to see.
One step up	Ten stones. Eleven ways.

Marking key

Six ways of five: 5 and 0 · 4 and 1 · 3 and 2 · 2 and 3 · 1 and 4 · 0 and 5

Eleven ways of ten: 10 and 0 · 9 and 1 · 8 and 2 · 7 and 3 · 6 and 4 · 5 and 5 · 4 and 6 · 3 and 7 · 2 and 8 · 1 and 9 · 0 and 10

Watch for this: children commonly forget 5 and 0 and 0 and 5. This is not a counting mistake — they do not yet see zero as a number. Put all the stones in one room and point at the empty one: "Ilan dito? Wala. Sero. Bilang din iyan." (How many here? None. Zero. That counts too.)

A-2 · Necklace of Ten (Kuwintas ng Sampu)

Time	10 minutes
Materials	Necklace of Ten (1 per pair — shared)
Preparation	Thread the caps the night before. About 20 minutes for a whole class.

Instructions

"Hawakan ang kuwintas. Bilangin ang takip. Sampu." (Hold the necklace. Count the caps. Ten.)
"Ihiwalay gamit ang inyong daliri — ilang takip sa kaliwa ng daliri? Ilan sa kanan?" (Separate them with your finger — how many caps to the left of your finger? How many to the right?)
"Igalaw ang daliri. Ano ang bagong bilang?" (Move your finger. What are the new numbers?)
Repeat five times.
The last question every time: "Nagbago ba ang bilang ng takip sa kuwintas?" (Did the number of caps on the necklace change?) — No.

Why a necklace and not a pile

The child cannot add or remove a cap — they are threaded on. So the question "did it change?" has a visible answer rather than one that has to be taken on trust. This is the clearest material in the whole lesson for the child who keeps adding new stones.

Variation

Level	Do this
Down	A necklace of five only.
Up	Eyes closed. Hold the left part, guess the right before looking.

A-3 · Fill the Ten-frame

Time	12 minutes
Materials	Ten-frame card (1 per child), stones (10 per child)
Preparation	Draw a ten-frame on cardboard. If there is none, draw it on the desk in chalk.

Instructions

"Punuin ang itaas na hanay. Ilan?" (Fill the top row. How many?) — five. Repeat: "Ang isang hanay ay laging lima." (One row is always five.)
"Maglagay pa ng tatlo sa ibaba. Ilan lahat?" (Put three more below. How many altogether?) — eight.
"Ilan pa ang kulang para maging sampu?" (How many more are needed to make ten?) — two.
Repeat with 6, 7, 9.

Marking key

In the frame	Needed to make 10
5	5
6	4
7	3
8	2
9	1

Variation

Level	Do this
Down	Stay on the top row only — build five, not ten.
Up	Cover the frame after filling it. Answer without looking.

B. Group Activities — choose one

Both are designed for 45 or more children in fixed seating. Neither requires anyone to move seats.

B-1 · Stand and Sit (Tayo at Upo)

Time	15 minutes
Group size	One row of 10 children; the whole class at once
Materials	None. The children are the material.
Preparation	None.

The idea

The row is the whole. Those standing are one part; those sitting are the other. The row is still ten children however many stand — and the whole class sees it at the same moment.

Instructions

Choose a row with ten children. If it is not exactly ten, use five.
"Ilan ang bata sa hanay na ito? Bilangin natin." (How many children in this row? Let us count.) — ten
"Tatlo lang ang tumayo." (Only three stand up.) — Wait.
To the whole class: "Ilan ang nakatayo? Ilan ang nakaupo? Ilan lahat?" (How many are standing? How many are sitting? How many altogether?)
"Umupo. Ngayon, anim naman ang tumayo." (Sit down. Now six stand up.) Repeat four or five times.
Change rows so everyone takes part.

Role for every member

Every child in the row has a named role. Nobody watches.

Role	Who	What they do
Stander (Tagatayo)	Those standing	Stand quickly and straight; no playing
Sitter (Tagaupo)	Those sitting	Sit up straight, so they can be counted
Counter (Tagabilang)	One child at the end	Count the standers aloud
Watcher (Tagatingin)	One child at the other end	Count the sitters aloud
Speaker (Tagapagsabi)	A different child each round	Say the whole sentence: "Tatlo at pito ay sampu." (Three and seven is ten.)

Rotate the last three roles every round, so everyone gets to speak.

Variation

Level	Do this
Down	A row of five only.
Up	Say the number sitting before counting — predict it from the number standing.

Rubric

Levels are A–E, matching DO No. 015, s. 2026 and assessment.en.md §2.

	Level	What you see
A	Advancing	Predicts the number sitting before counting, and explains how
B	Benchmarking	Says the total without recounting, and notices it is still ten
C	Connecting	Correct answer but recounts the whole row every time
D	Developing	Can count the standers but does not yet connect them to the total
E	Emerging	Takes part but does not yet match number to the people standing

B-2 · Market of Ten (Palengke ng Sampu)

Time	20 minutes
Group size	4 to 5 children per group, in adjacent seats
Materials	Stones or bottle caps — 10 per group, not per child
Preparation	Count the stones into piles of ten the night before.

The idea

Each group is given ten stones, and it is still ten at the end. The group divides the stones into two piles in different ways, and records each way by laying it out — not by writing.

Instructions

Give each group exactly ten stones. Have them count first.
"Hatiin sa dalawang tumpok. Anumang paraan." (Split them into two piles. Any way you like.)
"Tawagin ang dalawang bilang." (Call out the two numbers.) The teacher writes on the board: 7 and 3
"Ibang paraan naman." (A different way now.) Repeat until the group has six ways.
At the end: "Ilan ang bato ninyo ngayon?" (How many stones do you have now?) — still ten.

Role for every member

Role	What they do
Splitter (Tagahati)	The only one who touches and divides the stones
Left counter (Tagabilang ng kaliwa)	Counts the first pile aloud
Right counter (Tagabilang ng kanan)	Counts the second pile aloud
Caller (Tagatawag)	Tells the teacher the two numbers
Guard (Tagabantay)	Makes sure the total is still ten; says so if any went missing or were added

Change roles after every two ways. In a group of four, the Caller and the Guard are combined.

The Guard is the most important role. They are the one watching the actual idea of the lesson. Give it to a child who is struggling — it is easier than splitting, and more is learned from it.

Variation

Level	Do this
Down	Five stones only. Six ways, shorter.
Up	"Ilan lahat ang paraan? Paano ninyo nalamang wala nang iba?" (How many ways are there? How do you know there are no others?)

Rubric

Levels are A–E, matching DO No. 015, s. 2026 and assessment.en.md §2.

	Level	What you see
A	Advancing	Finds every way and explains why there are no others
B	Benchmarking	Finds six or more ways in an orderly way, and notices the ten does not change
C	Connecting	Finds three to five ways; still needs reminding about the total
D	Developing	Repeats the same way
E	Emerging	Adds stones in order to make a "new way"

Extra activity if there is time left

Find the Hidden One. The teacher puts ten stones on the table, then covers some with a tin or a paper cup. "Ilan ang nakikita? Ilan ang nakatago?" (How many can you see? How many are hidden?)

Visible	Hidden
6	4
2	8
9	1
5	5
0	10

The last row matters most — cover all of them. When a child answers that without lifting the tin, they have understood the lesson.