Lesson guide. elementary mathematics grade 1

Lesson Guide
In
Elementary Mathematics
Grade 1
Reformatted for distribution via
DepEd LEARNING RESOURCE MANAGEMENT and DEVELOPMENT SYSTEM PORTAL
INSTRUCTIONAL MATERIALS COUNCIL SECRETARIAT, 2011
DEPARTMENT OF EDUCATION
BUREAU OF ELEMENTARY EDUCATION
in coordination with
ATENEO DE MANILA UNIVERSITY
2010
Chapter I
Whole Numbers
Addition

Lesson Guides in Elementary Mathematics
Grade I
Copyright © 2003
All rights reserved. No part of these lesson guides shall be reproduced in any form without a written
permission from the Bureau of Elementary Education, Department of Education.
The Mathematics Writing Committee
GRADE 1
Region 3
Jasmin Magtanong – Bataan
Region 4-A
Sheilaver Capumpon – Cavite
Rosalinda R. Ravelas – Laguna
National Capital Region (NCR)
Aurora P. Portes – Manila
Bienvenida Tejuco – Valenzuela
Zenaida Cajulao – Makati
Marites Estrellado – Taguig/Pateros
Remylinda T. Soriano – Manila
Victoria C. Tafalla – Valenzuela
Bureau of Elementary Education (BEE)
Ofelia H. Eustaquio
Rosalinda T. Serrano
Ateneo de Manila University
Virgie C. Gayda
Support Staff
Ferdinand S. Bergado
Ma. Cristina C. Capellan
Emilene Judith S. Sison
Julius Peter Samulde
Roy L. Concepcion
Marcelino C. Bataller
Myrna D. Latoza
Eric S. de Guia - Illustrator
Consultants
Fr. Bienvenido F. Nebres, SJ – President,
Carmela C. Oracion –
Pacita E. Hosaka –
Project Management
Yolanda S. Quijano – Director IV
Angelita M. Esdicul – Director III
Simeona T. Ebol – Chief, Curriculum Development Division
Irene C. de Robles – OIC, Asst. Chief, Curriculum Development Division
Virginia T. Fernandez – Project Coordinator
EXECUTIVE COMMITTEE
Jesli A. Lapus – Secretary, Department of Education
Jesus G. Galvan – OIC, Undersecretary for Finance and Administration
Vilma L. Labrador – Undersecretary for Programs and Projects
Teresita G. Inciong – Assistant Secretary for Programs and Projects
Printed By:
ISBN – 971-92775-0-5

iii
TABLE OF CONTENTS
Introduction vi
Matrix vii
I. WHOLE NUMBERS
Addition
Joining Sets ................................................................................................................... 1
Showing the Relationship of Joining Sets to Addition ................................................... 4
Adding Two 1-Digit Numbers
Sums of 6 and Less .................................................................................. 9
Sums of 7 through 10 .................................................................................. 12
Sums of 11 through 18 .................................................................................. 15
Illustrating that Any Given Number Plus Zero is the Same Number ............................. 17
Changing the Order of Two Addends Does Not Affect the Sum ................................... 20
Adding Three 1-Digit Numbers ...................................................................................... 23
Changing the Grouping of Three or More Addends
Helps Make Computation Easy ........................................................................ 26
Adding Mentally Two to Three 1-Digit Numbers ........................................................... 30
Adding 1- to 2-Digit Numbers with Sums through 99
without Regrouping .......................................................................................... 32
with Regrouping ............................................................................................... 35
Analyzing Word Problems
What is Asked ................................................................................................. 39
What is/are Given ............................................................................................. 42
Word Clues and the Operation to Use ............................................................. 46
Transforming Word Problems into Number Sentences ................................... 49
Solving 1-Step Word Problems ..................................................................................... 53

iv
I N T R O D U C T I O N
The Lesson Guides in Elementary Mathematics were developed by the
Department of Education through the Bureau of Elementary Education in
coordination with the Ateneo de Manila University. These resource materials
have been purposely prepared to help improve the mathematics instruction in
the elementary grades. These provide integration of values and life skills using
different teaching strategies for an interactive teaching/learning process.
Multiple intelligences techniques like games, puzzles, songs, etc. are also
integrated in each lesson; hence, learning Mathematics becomes fun and
enjoyable. Furthermore, Higher Order Thinking Skills (HOTS) activities are
incorporated in the lessons.
The skills are consistent with the Basic Education Curriculum
(BEC)/Philippine Elementary Learning Competencies (PELC). These should be
used by the teachers as a guide in their day-to-day teaching plans.

v
MATRIX IN ELEMENTARY MATHEMATICS
GRADE I
Competencies Values Integrated Strategies used
Multiple
Intelligence
Techniques
Integrated
With
HOTS
A. Whole Numbers
B. Comprehension of
Addition
1. Add two to three 1-
digit numbers with
sums up to 18
horizontally and vertically
Making right choices Problem story
Problem solving
Drawing
Writing
Speaking
1.1 Join two sets with 1 to 9
objects
Working well with others Concept development Singing
Drawing
Writing
Speaking
1.2 Show the relationship of
joining sets to addition of
whole numbers
Active participation in
class activities
Grouping, Concept
development
Problem solving
Poems
Writing
Drawing
1.3 Add two 1-digit numbers
having sums of :
- 6 and less
Teamwork Guessing games
Story telling
Poetry
Singing
Manipulative
- 7 through 10
(after concept
of 1-10)
Teamwork Playing games
Group work
Singing chart
Drawing
1.4 Illustrate that any given
number plus zero is the
same number
Honesty Acting-out Movements
Singing
1.5 Show that changing the
order of two addends does
not affect the sum
Cleanliness and
neatness
Concept development
Drawing pictures
Movements
Singing
Drawing
1.6 Add three 1-digit numbers
having sums up to 18
Accuracy Story-telling
Concept development
Play
Cooperative groups
1.7 Show that changing the
grouping of three or more
addends helps make
computation easy
Active participation Acting-out
Listing
Cooperative groups
2. Add mentally two to three 1-digit
numbers with sums up to 18
Active participation Games
Guess and check
Singing
Cooperative groups
3. Add 1- to 2-digit numbers with
sums through 99
- without regrouping
Attentiveness to details Concept development
Drawing pictures
Drawing
Cooperative groups
- with regrouping Attentiveness Making chart, tables,
Listing
Cooperative groups
Manipulative
4. Application of Addition
4.1 Solve 1-step word
problems involving
addition of whole
numbers including
money with sums
up to 99 without and
with regrouping
Enjoyment Modeling
Role playing
Concept development
Reading
Cooperative groups
Music appreciation
4.1.1. Analyze the word
problem
4.1.1.1 Tells:
- what is asked
- what is/are given
Proper nutrition Acting-out
Concept development
Singing
Reading
Writing
- the word clues
- the operation to be used
Love and care Story-telling
Graphing
Singing
Cooperative groups
4.1.2 Transform the word
problem into a
Cooperation Storytelling
Drawing
Singing
Cooperative group
√
√
√
√
√
√

vi
Competencies Values Integrated Strategies used
Multiple
Intelligence
Techniques
Integrated
With
HOTS
number sentence
4.1.3 Use the correct operation
4.1.4 State the complete
answer
Enjoyment Concept development
Drawing picture
Story telling
Guess and check
Singing
Drawing
Music chart
√

1
Joining Sets
I. Learning Objectives
Cognitive: Join two sets with 1 to 9 objects
Psychomotor: Use objects to form new sets
Affective: Make the right choices
II. Learning Content
Skill: Joining two sets with 1 to 9 objects
References: BEC PELC I B 1.1
Materials: objects like pencils, book, bag, etc., cutouts of fruits, toys, etc., picture cards
Value: Making the right choices
III. Learning Experiences
I. Preparatory Activities
Drill
Teacher displays different coins/bills on the table. Teacher calls 2 pupils to get their
set of coins/bills. She tells them to put the sets together and write the total value on the
board.
Example: Linda gets 2 5. Rogie gets 5. They placed the money together in the box
and writes 15. Repeat the activity until most of the pupils had a turn.
Review
Teacher calls a pupil to get objects from the cabinet or from their bags. Then, the
pupil asks a classmate, what is my set?
Example: Joy gets 3 books. Her classmate will answer „set of books‟. Repeat the
activity until most of the pupils had a turn.
Motivation
Present a story.
Mother went to the market. She bought fish, meat and vegetables. She called Dino
and Danica. She bought something for the children. Can you guess what are they?
II. Developmental Activities
1. Presentation
a. Teacher tells what Mother brought home, an apple for Dino and a mango for Danica.
Teacher asks: Will the children like the fruits? Why?
*Valuing: If you were Dino and Danica would you choose fruits rather than candies?
Why? Is it good to eat candies often? What happens if you eat much sweets? What
shall we do to keep our teeth strong and healthy? (Choose the right kind of food)
Paste cut outs of apple and mango.
The class will talk about the sets. What is Dino‟s set?

2
What is Danica‟s set? Let us put them together. What is our new set? Call a pupil to
draw the new set. What did you do to find the new set?
Do the same with the following sets:
and
and
and
Teacher introduces the word „and‟ to show the joining of sets. Teacher writes the
word „and‟ so that the pupils can see where to write it. What did we do to find the new set?
b. Make picture cards similar to the illustration below.
c. Distribute 10 picture cards to 10 pupils. Match the joined set with its corresponding
new set.
and
and
and
and
and
Let the pupils hold one card each. At the teacher‟s signal, pupils will look for their
partners.
2. Fixing Skills/Practice
Draw exercises similar to the following on the board:
and
and
and
and

3
and
Let the pupils get the correct answer from the picture cards on the chalk ledge.
3. Generalization
How do we join sets? (We join sets by putting the objects of each set together in one
set.)
III. Application
Draw on the board this exercise. Ask the pupils to draw the new set.
1. and
2. and
3. and
4. and
5. and
IV. Evaluation
A. What will be the new set? Box it.
and 
and 
and 
and 
and 

4
B. Draw the missing set.
1. and
2. and
3. and
4. and
5. and
C. Draw the new set.
1. Mother gave Nena 2 candies and 1 lollipop.
2. Jay has 4 balls and 3 bats.
3. Gigi has 2 ribbons and 2 handkerchiefs.
4. Leo got 1 orange and 1 apple from the refrigerator.
5. The teacher gave Niño 2 pencils and 1 book.
V. Assignment
Draw the other set and join them together to form new sets.
a.
and
b.
and
c.
and
Showing the Relationship of Joining Sets to Addition
Cognitive: Show the relationship of joining sets to addition of whole numbers
Psychomotor: Write the correct number stories
Affective: Work well with others

5
Skill: Showing the relationship of joining sets to addition of whole numbers
References: BEC PELC I B 1.2
Materials: pictures of the song, objects like pencil, eraser, ruler, etc. picture cards, cutouts
of mango, guava, etc.
Value: Working well with others
A. Preparatory Activities
1. Drill
Have two separate lines for boys and girls with 5 members each line. For the first
group, the 1
st
boy shows a card with objects on it. 1
st
girl writes the number on the board.
For the second group, the 1
st
girl shows again another card with objects, the1
st
boy writes
the number on the board. Continue until all the children have participated. The group with
the most number of correct answers wins.
Valuing: Why do you think group ___ won? Did all the members of their group work
well? What must we do so that we can work fast? (We must work well with
others)
2. Review
a. Checking of assignment.
b. Let the pupils draw the new set based on the problem given by the teacher using
their “show-me-board.” Mother gave Nena 2 candies and 1 lollipop. Joy has 4 red
balls and 3 blue balls.
3. Motivation
Present a song using pictures.
Ken and Ann
(Tune: Jack and Jill)
Ken and Ann went to the store
To buy pencils and paper
Put the items together
Now, tell us what‟s the answer. (pencils and paper)
Ken and Ann (2x)
Put them together! (repeat)
B. Developmental Activities
1. Presentation
Who are the children in the song? What did they buy? What did they do with the things
they bought? What will be the new set?
Illustrate the story on the board.
and
2 and 1 are 3
How many pencils did they buy? (Write the number below the drawing.)
How many paper did they buy? (Write the number below the drawing.)

6
What word did we use in joining the sets? (and)
What word did we use before the answer? (are)
Repeat the activity using other sets.
Present the set below.
and are
2 and 1 are 3
2 + 1 = 3
How many suns do we have?
How many stars do we have?
What does “and” mean?
What does “are” mean?
Replace “and” with the symbol + and are with the symbol =.
What symbol did we replace for “and?” (+)
What symbol did we replace for “are?” (=)
Can you read our new number sentence?
(If pupils cannot express the number sentence, read this for them.)
Repeat the activity several times using other sets.
Teacher distributes exercises written on big sheets of paper. Let pupils work by 2s. One
will draw the new set and the other will write the number sentence.
Example: and
______ + ______ = ________
2. Fixing skills
Look at the sets of objects.
Write the number sentences based on the number of pictures.
A. balloons and flowers
 +  = 
B. girls and boys
 +  = 

7
C. flowers and butterfly
 +  = 
D. birds and butterfly
 +  = 
E. balloons and girls
 +  = 
3. Generalization
a. What word joined the sets together?
The word “and” joined the sets together.
b. How do we write number sentences?
We write number sentences by counting the number of objects in each set and
counting the number of objects in new set after joining the sets. We use the symbols
+ (plus) and = (equals).
C. Application
Display on the board strips of cartolina with drawings. Let them find the number sentence
that tells about the set. They will get the number sentence from the cards with number
sentences pasted on the other side of the board.
and are 2 + 3 = 5
and are 1 + 1 = 2
and are 1 + 4 = 5
and are 2 + 2 = 4
IV. Evaluation
1. Circle the correct number sentence.
and are
a) 3 + 1 = 4 b) 2 + 4 = 6 c) 3 + 2 = 5
and
a) 1 + 3 = b) 2 + 2 = c) 1 + 4 =

8
and
a) 2 + 1 = b) 1 + 3 = c) 2 + 2 =
() and ()
a) 6 + 3 = b) 4 + 5 = c) 1 + 7 =
and
a) 2 + 5 = b) 2 + 4 = c) 6 + 1 =
2. Give the new set and write the correct number sentence.
a. and are
________ + _________ = ________
b. () and () are
________ + _________ = ________
c. and are
________ + _________ = ________
and are
d.
________ + _________ = ________
e. and are
________ + _________ = ________
3. Draw the sets. Write the number story.
a) 4 bags 2 boys
b) 6 stars 2 stars
c) 1 glass 3 glasses
d) 3 umbrellas 2 hats
e) 2 leaves 5 flowers

9
V. Assignment
Find my partner. Write the letter of the correct answer on the blank.
_______1. and a) 2 + 1 =
_______2. and b) 2 + 2 =
_______3. and c) 3 + 1 =
_______4. and d) 3 + 2 =
_______5. and e) 1 + 1 =
Adding Two 1-digit Numbers Having Sums of 6 and Less
Cognitive: Add two 1-digit numbers having sums of 6 and less
Psychomotor: Make addition combinations using counters
Affective: Participate actively in class activities
Skill: Adding two 1-digit numbers having sums of 6 and less.
Reference: BEC PELC I B1.3
Materials: Real objects, counters, number cards (0-6) and less, domino cards
Value: Active participation in class activities
1. Preparatory Activities
1. Drill
Drill in joining two sets using their own popsicle sticks
2. Review
Showing relationship of joining sets to addition of whole numbers using domino cards
and number cards (0-6).

10
Example: Teacher shows the domino cards as and
children will give the number sentence
3. Motivation
Teach this rhyme – 1 and 1, 2
2 and 2, 4
3 and 3, are 6 for me
4 and 4, 8
5 and 5, 10
Little fingers on my hands
That is what we are going to do today. We are going to add numbers this time.
1. Presentation
a. Have the children bring out bottle caps assigned previously and have them place 1
bottle cap beside 1 bottle cap. Then ask: “How many bottle caps are there? “ (2).
Show the pupils how to count the bottle caps by pointing to them. Let them say “1 +
1= 2”. In groups, do this using bottle caps to show other addition combinations such
as 1 + 2 = 3; 2 + 1 = 3; 2 + 2 = 4; 3 + 1 = 4; 1 + 3 = 4. Teacher observes how pupils
in each group make addition combinations.
Example: Look at the work of group II, what can you say about their work? How did
they work?
Do this using other counters to show addition combinations for 5 and 6. (3 + 2 =5; 2
+ 3 = 5; 4 + 1 = 5; 1 + 4 = 5; 5 + 0 = 5; 3 + 3 = 6; 4 + 2 = 6; 5 + 1 = 6; 1 + 5 = 6)
Teacher introduces addends and sum in each addition combination. Have pupils
name addends and sum in other examples.
b. Using the cutouts in a pocket chart, the pupils will make a combination of numbers
with sums of 2; 3; 4; 5 and 6.
Write each combination of numbers based on their sums on the board.
Group the pupils into 5. Give each group an activity sheet. Using their own
counters, let them find and write the missing addends.
2 + 3
Group I
Sum of 2
1 +  = 2
2 +  = 2
 + 1 = 2
 + 2 = 2
Group II
Sum of 3
1 +  = 3
2 +  = 3
 + 2 = 3
2 +  = 3
Group III
Sum of 4
2 +  = 4
 + 2 = 4
1 +  = 4
 + 1 = 4
Group IV
Sum of 5
2 +  = 5
 + 3 = 5
4 +  = 5
 + 4 = 5
Group V
Sum of 6
5 +  = 6
 + 1 = 6
3 +  = 6
 + 4 = 6

11
3. Generalization
How many combinations did we find with sums of 2? 3? 4? 5? 6?
There are ___ addition combinations with sums of 2, 3, 4, 5 and 6.
*Valuing: Did you participate in our activities actively?
What did you do? (Call on pupils to tell what they did.)
How do you feel if you participated actively?
C. Application
Tell 5 pupils to come up front.
Say: Make combination of numbers with the sum of ___. (2, 3, 4, 5 and 6)
The first pupil to write the correct number combination wins the game. Call other sets of 5
pupils to do the same until everybody has been called.
IV. Evaluation
1. Write the missing number.
a. 1 and ___ are 2
1 + ___ = 2
b. 2 and ___ are 3
2 + ___ = 3
c. 3 and ___ are 5
3 + ___ = 5
d. 2 and ___ are 4
2 + ___ = 4
e. 3 and ___ are 6
3 + ___ = 6
2. Ruby helps her mother gather eggs. She has 6 eggs in her basket. Give the number
combinations for number 6.
_,_ _,_
6
_,_ _,_
3. Make number combinations for these sums.
Example:
3 3
2
6
5
4
2 + 1

12
V. Assignment
Make number cards 7 through 10 to be used for our next lesson.
Adding Two 1-digit Numbers having Sums of 7 through 10
Cognitive: Add two 1-digit numbers having sums of 7 through 10
Psychomotor: Complete the addition combinations in an addition table
Affective: Develop teamwork in all group activities
Skill: Adding two 1-digit numbers having sums of 7 through 10
Reference: BEC PELC I B 1.3
Materials: Real objects, counters, number cards (0-10), addition table chart, flash cards,
picture of a girl holding a basket of fruits, cut outs of 7 guavas, 8 mangoes, 9
bananas, 10 atis
Value: Team work in all group activities
II. Learning Experiences
1. Drill
Game: “Find Your Partner”
Match the domino cards (given to the boys) with its number sentence (given to the girls.)
Valuing: Were you able to find your partner quickly? Did you answer correctly? What
made you do it? (We worked as a team.)
2. Review
Adding two 1-digit numbers having sums of 6 and less using flash cards. Children show
answers using their previously assigned number cards.
3. Motivation
Sing the song and recite it.
1 + 1, 2 Add 2 to 1, is 3
2 + 2, 4 Add 3 to 2, is 5
3 + 3 = 6 for me Add 5 to 1 and it is 6
1. Presentation
a. Display different objects on the table (pencils, bags, umbrellas, blocks, scissors,
etc.).
What do we have on the table?
Can we count them?

13
How many pencils do we have? (7)
How many bags do we have? (8)
How many umbrellas do we have? (9)
How many blocks do we have? (10)
Look at these pencils. I am thinking of making combinations of numbers whose
sum is 7. Can you help me?
Guide the pupils in making addition combinations (1 + 6, 2 + 5, 3 + 4, 4 + 3, 5 +
2,
6 + 1).
Repeat this activity for sums of 8, 9 and 10.
b. Look at the picture of this girl.
She is Blossom. She has a tray of fruits.
Can you help her count the fruits?
How many guavas does she have? (7)
How many mangoes does she have? (8)
How many bananas does she have? (9)
How many atis does she have? (10)
She has another problem. She is thinking of combinations of numbers with sum
of 7. Let us help her solve her problem using these cutouts.
Separate the 7 cutouts of guavas into two groups in different ways to find
number combinations with a sum of 7. How many addition combinations are
there with the sum of 7?
(Do the same in finding addition combinations with the sum of 8, 9, 10)
Have each group use other counters like marbles/popsicle sticks of different colors
and guide the pupils in making different combinations having sums of 7 through 10. What
group gave the most addition combinations with sums of 7 through 10? That group wins.
Valuing: Teacher emphasizes the importance of teamwork in this activity. Observe how
each group work. Did each member of the group do their part?
3. Generalization
How can we make addition combinations with sums of 7 through 10
We can make addition combinations with sums of 7 through 10 by grouping
objects first, then, counting/adding them.
C. Application
Complete the boxes by adding the given numbers on the first boxes horizontally and
vertically and writing the sum below each first addend.

14
Example: 2 + 1 = 3 Write “3” below the box of the first addend 2.
+ 0 1 2 3 4 5
0
1 3
2 3
3
4 6
5
IV. Evaluation
A. Give the missing number.
3 and ___ are 7 3 + ___ = 7
5 and ___ are 8 5 + ___ = 8
7 and ___ are 9 7 + ___ = 9
6 and ___ are 10 6 + ___ = 10
B. David helps his father gather eggplants in their garden. He has 10 eggplants in his basket.
Give other names for 10.
1 + ___ = 10 4 + ___ = 10 7 + ___ = 10
2 + ___ = 10 5 + ___ = 10 8 + ___ = 10
3 + ___ = 10 6 + ___ = 10 9 + ___ = 10
C. Draw the ice cream cones and find the sum of the addition combinations.
V. Assignment
Make number cards 11 through 18 to be used for our next lesson.
Adding Two 1-digit Numbers having Sums of 11 through 18
Cognitive: Add two 1-digit numbers having sums of 11 through 18
Psychomotor: Complete the addition combinations in an addition table
Affective: Develop team work in all group activities
Skill: Adding two 1-digit numbers having sums of 11 through 18
Reference: BEC PELC I B 1.3.3
Materials: real objects, counters, number cards (0-10) addition flash cards, cutouts of fish
with number sentences on them
Value: Team work in all group activities
4
+3
5
+3
6
+2
6
+3
7
+3

15
1. Drill
“Show Me”
Use flash cards with addition sentences with sums of 6 and less than have the
children show their answers using their number cards (1-6).
2. Review
Game: “Throw the Ball”
(Adding two 1-digit numbers having sums of 7 through 10)
A pupil throws the ball as he/she gives an addition sentence. The one who catches the
ball will give the sum.
3. Motivation
Sing this using your fingers.
3 and 3, 6 4 and 6, 10
4 and 4, 8 7 and 3, 10
5 and 4, are 9 for me Little fingers in my hands.
“We‟ll add some more this time, get ready class!”
B. Development Activities
1. Presentation
a. Have the pupils take out their counters like popsicle sticks, marbles etc. Begin with
11 sticks. Form 2 groups of sticks with sum of 11 (the addends). Give addition
sentences for them. (Same procedure for sum of 12 through 18).
Write the addition sentences given on the board, have the children read them and if
possible memorize each number sentence written on the board.
b. Pass the ball while playing the music. When the music stops, the pupil holding the
ball will go in front and get one card with an addition combination and place it under
the correct sum. Check the work and continue the game.
Valuing: Did you enjoy working in groups? Why?
Who won? What made the group win the game?
Is teamwork important? Why?
c. Get 5 children from each group to play the “Fishing Game”.
Fish cut outs which are spread all over the table with addition sentences with sums
11 through 18. Five children in each group are given fishing rods with a magnet at
the end. Once they catch a fish, they give the sum (11-18). Tally the group scores
on the board. The group who finishes first with all correct answers wins. Ask the
class why the group won. (They work as a team as emphasized in yesterday‟s
lesson.)
2. Generalization
How do we add this time? (We form 2 addends then give the sum by families.)

16
C. Application
Group the pupils into 4. Give each group an activity sheet.
Write the addition combinations for the family of:
IV. Evaluation
1. Add and give the sum.
a. 5 + 6 = ___ d. 7 + 7 = ___
b. 7 + 5 = ___ e. 8 + 8 = ___
c. 5 + 8 = ___ f. 9 + 9 = ___
2. Find the missing addend.:
a. 4 + ___ = 12 d. 8 + ___ = 15
b. 6 + ___ = 13 e. 7 + ___ = 16
c. 9 + ___ = 14 f. 8 + ___ = 17
3. Complete the petals of the flowers by writing addition sentences for the sums 12 and 14.
12
8
+4
14
9
+6
11
 +  = 
 +  = 
 +  = 
 +  = 
13
 +  = 
 +  = 
 +  = 
 +  = 
14
 +  = 
 +  = 
 +  = 
 +  = 
12
 +  = 
 +  = 
 +  = 
 +  = 

17
V. Assignment
Group I – Bring some toys.
Group II – Bring some candies.
Group III – Bring some fruits (real or plastic).
Illustrating that Any Given Number Plus Zero is the Same Number
Cognitive: Illustrate that any given number plus zero is the same number
Psychomotor: Give addition sentences using a number + 0
Affective: Develop honesty in checking own paper
Skill: Illustrating that a given number plus zero is the same number
Materials: real objects, 2 boxes (containers), counters, number cards (0-10), flash cards
Value: Honesty in checking his/her own paper
1. Drill
Play “Pingpong game.”
Pupil pairs with a seatmate. Each pair will get a sheet of paper and a pencil and write
letters A-E. Teacher then says an addition sentence. Example: A – 8 + 4 = ___. One of
the pairs will write the answer on A – 12, then passes the paper to his/her partner to
answer B – 9 + 6 = ___, then pass the paper back to C - __ and so on until every pair
had answered A – E. Let us check our own answers. Did you do it right?
*Valuing: Have you been honest in checking your papers? What should we remember in
checking our own papers? (We must always be honest)
2. Review
Have 3 pupils in each group complete the following tables.
For Group I
Add 6 to
4 5 7
For Group II
Add 7 to
3 7 8
Sum 
Sum 

18
For Group III
Add 8 to
7 8 9
3. Motivation
Show 2 boxes on the table and ask: “Do you know what‟s inside these boxes? Come
and make a guess by merely touching the objects inside.
1. Presentation
a. Show the 1
st
box and let the pupils name and count the toys inside it. As the pupil
says 3 toys, write 3 on the board. Show the second box with nothing inside it.
Can you see anything in this box?
Lead the pupils to associate zero to nothing.
Write 0 on the board.
If we put together 3 and 0, as in 3 + 0, what is the sum?
What happened to 3 when added to zero (0)?
Call a pupil to open box A. Ask the pupil what he found inside the box. Have the pupil
count the objects inside. As the pupil says 7, he writes 7 on the board.
Ask another pupil to open box B. Have the pupil tell that nothing is inside the box and
write 0 on the board.
Complete the addition sentence on the board, 7 + 0 = 7.
What happened to 7 when added to 0 ?
b. Have the pupils get their popsicle sticks/straws and the teacher gives addition
sentences like 9 + 0 = ___. Pupils will group their sticks and give the answer 9, etc
c. Sing this song to the tune of “Clementine” and give the sum.
One and zero, _____
Two and zero, _____
Three and zero, is_____ for me
Four and zero, _____
Five and zero, _____
Little fingers on my hands.
2. Generalization
What happens to a number if it is added to zero?
A number added to zero will give the same number.
C. Application
Relay game on flash cards
Sum 

19
Call two pupils. Flash the cards of addition sentences with 0 addends. A pupil will step
forward for every correct answer. The first one to reach the finish line wins the game.
IV. Evaluation
1. Give the sum.
1 + 0 = ___ 4 + 0 = ___
2 + 0 = ___ 5 + 0 = ___
3 + 0 = ___
2. Copy and complete the chart.
Add 0 to 1 2 3 4 5 6 7 8 9
The Sum is
3. Illustrate by drawing sets for the following number sentences.
Example: 4 + 0 = ___
and =
a. 5 + 0 = ___
b. 6 + 0 = ___
c. 7 + 0 = ___
d. 8 + 0 = ___
e. 9 + 0 = ___
V. Assignment
Make set cards made of buttons and candy wrappers.
Example:
Show that Changing the Order of Two Addends Does Not Affect the Sum
Cognitive: Show that changing the order of two addends does not affect the sum
Psychomotor: Write 2 addition sentences
Affective: Demonstrate cleanliness and neatness in drawing sets
Skill: Showing that changing the order of two addends does not affect the sum
Materials: Real objects, domino cards, flash cards, number cards, set cards,
show-me-boards, 5 activity cards
Value: Cleanliness and neatness in drawing and coloring sets

20
1. Drill
Drill using flash cards. Five pupils per team will play “Kangaroo Jump.” Pupils line up
at the back of the classroom. Teacher will flash the cards with addition sentences having
sum 11–18. Pupils who answered correctly will mimic a kangaroo and jump forward. The
first one to reach the front will be declared the winner. Repeat the activity with other
pupils.
2. Review
Matching Game
Distribute set cards used previously and number sentences.
boys
girls
Those pairs with matching sets and number sentences will stand together in front of the
class.
3. Motivation
Sing a song to the tune of “Clementine.”
One and one, two.
Two and two, four.
Three and three are six for me.
Four and four, eight
Five and five, ten
Little fingers in our hands
1. Presentation
a. Take out the set of cards assigned earlier to the children. Present one to the pupils.
What is the addition sentence for this one? (3 + 2 = 5)
What are the addends? What is the sum?
Teacher flips the set cards this way.
What are the addends now? (2 + 3 = 5)
4 0

21
What happened to the order of the addends?
Is the sum still the same?
b. Present a domino card.
What is the addition sentence for this? (4 + 5 = 9)
c. Call a pupil to flip the card to change the order of the addends.
What is the addition sentence now? (5 + 4 = 9)
What happened to the order of the addends?
(The order of the addends are changed.)
Has the sum changed? (No)
d. Call a pupil to show his/her set cards. In two ways, pupils write their corresponding
number sentences in their show-me-boards to show that changing the order of the
addends does not affect the sum.
On a sheet of paper, draw 2 sets and give 2 addition stories for each set. Be sure to
make your drawings clean and very neat. Color the objects inside. You‟re going to
present your work in class. We are going to display the best.
*Valuing: Why is it important to make your seatwork clean and neat? Is it good to
see a clean and neat seatwork? Why?
Group the pupils into 4. Give each group an activity card. Have them change the
order of the given addends and find the sum.
Sample activity card:
Display the work of each group for checking.
3. Generalization
What happens to the sum when we change the order of the addends?
Changing the order of 2 addends does not affect the sum.
Group I
A. 6 + 8 = 
 +  = 
B. 5 + 6 = 
 +  = 
C. 8 + 4 = 
 +  = 
D. 9 + 3 = 
 +  = 
Changing the order of 2 addends does not affect the sum.

22
C. Application
Draw the members of your family. Your father and mother will be in the first half of the
set card; the children in the other half. Give 2 addition sentences for this set card.
Example:
2 + 4 = 6 or 4 + 2 = 6
IV. Evaluation
A. Complete the following addition stories:
1 + 2 = 2 + ___ = 3
3 + 2 = ___ + 3 = 5
5 + 3 = 5 + ___ = 8
B. Write 2 complete addition sentences for the following sets
__ + __ = __ or __ + __ = __
__ + __ = __ or __ + __ = __
V. Assignment
Draw your favorite fruits and flowers. Your favorite fruits on the first half of the set card; your
favorite flowers on the other half. Give 2 addition sentences for your drawings.

23
Adding Three 1-digit Numbers having Sums Up to 18
Cognitive: Add three 1-digit numbers having sums up to 18 horizontally and vertically
Psychomotor: Write the addends and discover the “Magic Sums”
Affective: Show accuracy in adding numbers
Skill: Adding three 1-digit numbers having sums up to18
Materials: roulette, real objects, counters, number cards (0-18) T.13-16
pictures cards, cutouts of animals
Value: Accuracy
1. Drill
Spin the outer circle of the roulette
and give the sum.
2. Review
The pupils will write 2 addition stories for every domino card to be presented using
their show-me-boards.
Example:
3 + 4 = or 4 + 3 =
3. Motivation
Children, have you been to the zoo? What animals did you see there? Can you count
them at the same time? Let us discover an easy way to count them.
1. Presentation
a. Present a word problem using cutouts of animals.
The children went to the zoo. They saw 5 birds, 4 monkeys and 3 lions. How many
animals did they see in all?
Who went to the zoo?
What did they see?
Can you help me count the animals they saw using the easy way?
How many birds did they see? monkeys? lions?
What will be the addition sentence?
+3
0
1
2
3
4
5
6
7
8
9

24
Write below the cutouts: 5 + 4 + 3 = 
How many addends are there? Lets add them horizontally.
What should we add first to get its sum? (The first 2 addends)
Show: (5 + 4) + 3
9
What do we do next? (Add its sum to the last addend to find the total sum.)
Show: (5 + 4) + 3
9 + 3 = 12
What is the other way of writing addition sentences?
Write it vertically.
What should we add first?
Show: 5
4
+ 3  + 3
12
Do we follow the same step in finding the sum horizontally?
What should we remember in finding the sum of three 1-digit numbers? (Add first the
two addends and add its sum to the last addend)
What should we remember to get the correct answer? (Be careful in adding numbers)
b. Pupils will write addition sentences for each picture story shown by the teacher using
show-me-boards. Follow the steps in finding the sum of three addends.
Example:
(1 + 3) + 6
4 + 6 = 10
3
7
+ 4
4 + 4
11
Draw this on the board and say – “the sum of 3 numbers in each column is equal to the
sum of 3 numbers in each row.” Children needs to discuss the “Magic Sum” (From
9

25
p. 96, Math for Everyday Use)
* Valuing: How were you able to give the correct answer? Why? (When we do our
work well we give accurate/correct answer)
2. Generalization
How do we add three 1-digit numbers? We add the first 2 numbers then add its sum to
the third number.
How did we add the numbers? (Accurately.)
C. Application
Addition contest
Call three pupils to go to the board. Give one number sentence with 3 addends. The first one
to answer it correctly wins the game.
Repeat until most of the pupils have participated.
Who won the game?
What did you feel?
Is it good to show others what we know?
IV. Evaluation
A. Give the sum:
3 + 4 + 2 = 2 + 9 + 3 =
7 + 1 + 3 = 8 + 1 + 6 =
4 + 8 + 1 = 2 + 3 + 8 =
B. Choose the correct answer in the box then encircle that number.
Example: 5 + 3 + = 14
4 + 2 + = 13
4 + 3 + = 14
6 + 8 + = 16
4 + 9 + = 18
1 + 8 + = 17
5
3 4
1
0
2
5 0
2
0
4
1
3
4 2
6 2
1
1
5
3
3
4
6 3 5
8 9
7
5 7
4
3 4
2
4 6
5
8 7
9
7
9
1
4
2

26
C. Complete the box so that the sum of any column is equal to the sum of any row.
Example:
V. Assignment
Practice addition of three 1-digit numbers with sums up to 18.
3 + 8 + 7 = 8 + 4 + 2 =
9 + 8 + 1 = 5 + 7 + 5 =
4 + 3 + 6 =
Groupings of Three or More Addends
Cognitive: Show that changing the grouping of three or more addends helps make
computation easy.
Psychomotor: Make addition combinations with 2 or 3 addends
Affective: Participate actively in class activities
Skill: Showing that changing the grouping of 3 or more addends does not affect the
sum; grouping the addends helps make computation easy.
Reference: BEC / PELC – I B1.7
Materials: flash cards, real objects, number cards 0 – 9, pins, activity card
(half cartolina size), pictures of a toy store
Value: Active participation in-group activities
1. Drill
Addition sentences having sums up to 18 using flash cards in a game called
“Kangaroo Jump” (see previous LG)
2. Review
Addition of three 1-digit numbers in a game called “Show Me”. Pupils show their answers
to the addition sentences using their number cards while teacher uses flash cards with
addition sentences (sum of 0 – 18)
?
6 2
1
1
?
3
?
4

27
3. Motivation
Play “ Number Kids”.
Pin big number cards (0-9) to 10 pupils.
Say: They are “ Number Kids”. They will help us in learning how to add addition
sentences with three addends.
1. Presentation
a. Pupils choose three addends by calling the “ Number Kids”.
Example: Number Kid 4!
Number Kid 5!
Number Kid 6!
The three numbers called will come forward to the pupils. Introduce them as
addends.
Guide the pupils in finding the sum by putting together the two addends then add
the sum to the last addend. (Enclose the first two kids, namely 4 and 5 with Hula
Hoop or rope and place. Number Kid 6 a little bit away from the two).
Show the number sentence on the board. (4+5)+6
What is the sum?
Using the same Number Kids, change the grouping of addends by putting the Hula
Hoop or rope to the other group number kids.
Show the number sentence on the board. 4+(5+6)
What is the sum?
What happens to the sum after changing the grouping of three addends?
Call 4 Number Kids. Write their corresponding numbers on the board as addends.
Group the addends as in
(3+2) + (4+5) = ? and find the sum.
5 + 9 = 14
b. Call two pupils to go to the board.
Find the sum of number sentences with three addends given.
Pupil 1 will group the first two addends. Pupil 2 will group the last two addends.
Example:
c. Group the pupils into 5. Give each group an activity card with addition sentences.
Have them find the sum by grouping the addends in 2 ways.
6 + 3 + 4 =  4 + 6 + 5 =  6 + 7 + 3 = 
A. A. A.
B. B. B.
Pupil 1 Pupil 2
(3+5)+6 3+(5+6)
8 +6 = 14 3+ 11 = 14

28
4 + 2 + 3 + 1 =  7 + 3 + 1 + 2 = 
A. A.
B. B.
d. Pass it on!
Call 3 groups of pupils with three numbers to go forward.
Dictate the addition sentence. Pupil one will write the number sentence then pass it
on to the next pupil to group the addends; then to the last pupil to find the sum.
The first group who is able to follow the procedure and find the sum correctly wins the
game.
* Valuing: Why did group __ win? What made them win? (All the members
participated actively).
3. Generalization
How do we make computation of 3 or more addends easy?
Grouping the addends helps make computation easy.
Changing the grouping of addends does not affect the sum.
4. Application
Find the sum
a. {3 + 6} + 4 = ____
3 + {6 + 4} = ____
What is the sum? _______
What can you say about the grouping of the numbers? _______
Does it affect the sum? _______
Why? _______
b. {9 + 3} + 4 = ____
9 + {3 + 4} = ____
What do you think is the answer? _______
Why? ______
Is it possible to have a different answer? _______
Why? ______
c. 7 + {2 + 5} = ____
{7 + 2} + 5 = ____
What is the sum? _______
What did we do to the numbers? _______
Does the grouping of the numbers affect the sum? _______
IV. Evaluation
Find the sum. Write the correct answer inside the box.
a. 3 + ( 5 + 2 )
+ =

29
b. ( 4 + 3 ) + 2
+ =
c. 5 + ( 2 + 4 )
+ =
d. ( 6 + 4 ) + 2
+ =
e. 7 + ( 6 + 4 )
+ =
2. Make an addition sentence with 3 or more addends using the number of objects shown. Then
find its sum.
V. Assignment
Supply the missing addends and find the sum.
a. ( 6 + ) + 4
10 + 4 =
b. 8 + ( 3 + )
8 + 10 =
c. ( 5 + ) + 3
11 + 3 =
d. ( 8 + ) + 7
10 + 7 =
e. ( 7 + ( 1 + )
7 + 10 =

30
Adding Mentally
Cognitive: Add mentally two to three 1-digit number with sums up to 18
Psychomotor: Play games with concentration
Affective: Participate actively in group contests
Skill: Adding mentally two or three 1-digit number with sums up to 18
Reference: BEC PELC I B 2
Materials: roulette, flash cards with addition sentences, candies for the winners,
show-me-cards
Value: Active participation in group contests
1. Drill
Addition with sum up to 18
Spin the roulette and give the sum.
2. Review
Change the grouping of addends and find the sum of addition sentences on the board.
a. ( 3 + 6 ) + 4
b. 3 + ( 6 + 7 )
c. 7 + ( 6 + 5 )
3. Motivation
Sing this addition song to the tune of “Clementine”.
One and one, two,
Two and two, four,
Three and three, are six for me,
Four and four, eight
Five and five, ten,
Little fingers in my hands.
Today, we will learn more on addition without using paper and pencil.
1. Presentation
a. Play the „Concentration Game‟ – Group game and contest.
Let the members of each group take turns in giving the answers. Let the pupils clap
their hands then snap the fingers of their left hand followed by their right hand as the

31
teacher points to the addition sentences with two 1-digit number with sums up to 18
on the board.
Examples: Written on the board 5 + 6 = ____
Clap; snap 5 (left hand) + snap 6 (right hand);
Clap = snap 11 (answer)
The pupils should give the answer without breaking the continuous pattern. The
group that does not make any mistake wins the game.
a. 7 + 6 = ___
b. 8 + 4 = ___
c. 9 + 6 = ___
d. 8 + 7 = ___, etc.
Did we use paper and pencil in adding the numbers?
Can you add without writing your computation on paper?
b. Play “Pick, Pack, Boom” – Group game and contest
Three pupils in each group will play the game in front.
(no.1 – Pick, no.2 – Pack, no. 3 – Boom) Teacher stays at the back and flash addition
sentences while the 3 pupils in each group take turns in answering them one at a
time. All Picks – 1
st
to answer; All Packs – 2
d
to answer; All Booms – 3
d
to answer.
The first Pick to answer first correctly will get a point for the group. Tally scores on
the board. The pupils should give the answer without breaking the continuous
pattern. The group that does not make any mistakes or commits the fewest mistake
wins.
2. Generalization
How do we add two or three 1-digit number with sums up to 18?
To add 2 numbers mentally, add the first number to the next. To add 3 numbers mentally,
add the 1
st
number to the 2
d
and its sum to the 3
d
number.
*Valuing: Whose group won today? Why did they win?
(Because the members of the group participated actively.)
C. Application
“Pass It On” - Game for the whole class
Each group will have a leader with a piece of paper.
As the teacher flashes addition sentences, the leader will pass the piece of paper to the pupil
next to him/her to answer or give the sum on the flash card. That pupil will then pass it to the
pupil next to him/her to answer the next and so on until all the pupils in each group had
written their sum.
Teacher will then write the correct answers on the board. The group leaders exchange
papers and check the paper of the other group. The group with the most correct answers
wins.
Candies as prizes would be given.

32
V. Evaluation
Pupils write the sum of each addition sentence shown on the board using their show-me-cards.
A. 3 + 5 = C. 4 E 4
B. 4 + 9 = + 9 + 3
2 5
D. 5
+ 6
8
Each pupil gets one flash card to find its sum orally.
V. Assignment
Make 10 flash cards with sums not more than 18 and practice finding their sum.
Adding 1- to 2-digit Numbers with Sum through 99 without Regrouping
Cognitive: Add 1- to 2-digit numbers with sums through 99 without regrouping
Psychomotor: Group sticks/other counters in the ones and in the tens place
Affective: Follow directions given by the teacher and give attention to details while the
teacher shows the steps of addition without grouping
Skill: Adding 1 to 2-digit numbers with sums through 99 without regrouping
Reference: BEC / PELC – I B3.1
Materials: Bundled and loose popsicle sticks, place value chart, flash cards, magic slate or
show-me-board
Value: Attentiveness to details
1. Drill
Adding two 1-digit numbers having sums of 18 and less using flash cards.
2. Review
Put the following numbers in the place value chart:
Number Tens Ones
17
29
57
78
96

33
3. Motivation
Teacher shows addition sentences in the following position.
45 36
+2 +51
What can you say about the numbers to be added?
Would you like to add numbers in this position?
It‟s so easy! I‟ll show you how!
1. Presentation
a. Let‟s start with 45 written on the board.
+ 2
Represent the 2 numbers using their bundled popsicle sticks in counting the tens
and their loose popsicle sticks in counting ones. Emphasize that the numbers in the
ones place are added first before those in the tens place. Teacher tells them to use 4
bundled popsicle sticks and 5 loose ones and + another 2 loose ones.
Example. IIIIIIIIII IIIIIIIIII IIIIIIIIII IIIIIIIIII IIIII  45
+ II  _2
40 + 7 = 47
Teacher shows how to do it and goes around and sees to it that all the pupils
follow directions and are very attentive while she shows the steps of addition without
regrouping. (Use this method with 4 more addition sentences).
Let us try the short way of adding these numbers.
a. 4 5 4 5 b. 5 3 5 3
+ 2 + 2 + 3 6 + 3 6
Guide the pupils in adding the numbers.
What numbers are added first? second?
Are their sums similar to the sum we got in the expanded form?
b. Call 5 pupils to go to the board to add the numbers simultaneously. The first one to
find the sum correctly wins the game. Continue until all the pupils had participated.
(Note: Teacher checks if the pupils follow the correct step in adding one to two digit
numbers without regrouping.)
c. Pass the ball while playing the music. When the music stops, the pupil holding the
ball will go to the board and answer one addition sentence. Continue until most of the
pupils had participated.
8 9
9
4 7
4 7

34
a) 5 6 b) 2 6 c) 4 5 d) 6 7 e) 4 3
+ 3 + 1 2 + 4 +2 1 + 5 6
Draw and color sets showing addition without regrouping
Example. 25 and 14
3. Generalization
How do we add 1- to 2-digit numbers without regrouping? We add those in the ones
place first then those in the tens place.
C. Application
The House of Numbers
Draw a house. Choose and write two addends from your drawing and find their sum.
22 2 16
42 3
53 11 32
Possible answer:
16 32
+ 42 + 2
58 34
*Valuing: What must we do when the teacher is giving directions and examples?
IV. Evaluation
1. Find the sum.
11 24 32 45 56
+ 3 + 5 + 3 + 1 + 2
2. Find the sum.
23 34 47 65 76
+ 5 + 5 + 22 + 34 + 23

35
V. Assignment
Complete the house by adding the number sentences.
31 42
+17 + 4
42 26
+ 6 + 4
36
+ 2
Adding 1- to 2-digit Numbers with Sums through 99 with Regrouping
Cognitive: Add 1 to 2 numbers with sums through 99 with regrouping
Psychomotor: Group sticks / other counters in the ones and in the tens place
Affective: Follow directions given by the teacher and give attention to details while teacher
shows the steps of addition with regrouping
Skill: Adding 1 to 2 digit numbers with sums through 99 with regrouping
Reference: BEC / PLC IB3.2
Materials: Bundled to loose Popsicle sticks, place value chart, flash cards, magic slate or
show-me-boards
Value: Attentiveness
4. Drill
Post the following numbers on the place value chart:
Tens Ones
25
36
75
89
94

36
5. Review
Pupils add 1 to 2 digit numbers with sum through 99 without regrouping. Using their
magic slates or show-me-boards.
63 33 45 73 64
+ 6 + 44 + 23 + 15 + 24
6. Motivation
Show the picture of a fruit stand.
Do you eat fruits? Why? Where do you buy them? Look at Lola‟s fruit stand. What fruits
do you see?
1. Presentation
a. Here is the list of the number of fruits in Lola‟s fruit stand.
How many apples are there if Lina will add 7 more?
Put on the board the following cutouts to represent the number.
TENS ONES
36
+ 7
43
28 Oranges
27 Mangoes
7 Watermelons
36 Apples
43 Banana

37
What is the sum of numbers in the ones place? (13)
How many tens and ones are there in 13?
What number was left in the ones place? (3)
Where do we regroup 10 in 13? (in the tens place)
What do you call that way of putting tens from the ones place? (Regrouping)
After regrouping the ten to the tens place, What should we do next? (add the tens).
How many mangoes and watermelons are there in all? (43)
b. Now, look at the list again.
How many bananas are there? oranges?
Represent the number using cut outs.
TENS ONES
Banana 43
Oranges + 28
What is the sum of numbers in the ones place?
How many tens and ones are there in 11?
What was left in the ones place? (1)
Where do we regroup 10 in 11? (in the tens place)
What do you call that way of putting tens from the ones place? (Regrouping)
How many bananas and oranges are there in all?
Let us try the short way of adding numbers with regrouping.
Add the ones Regroup to tens Add the tens
1 1
4 3 4 3 4 3
+ 2 8 + 2 8 + 2 8
11 11 7 1
(Note: Emphasize that in adding 1 to 2 numbers with regrouping, add first the ones,
then regroup ten to the tens place, then add the tens).
c. Call 5 pupils to go to the board. Have them add an addition sentence
simultaneously. The first one to find the sum correctly wins the game. Continue until
all the pupils had participated.
(Note: Teacher checks if the pupils follow the correct step in adding with regrouping.)
Pupils find the sum of addition sentences using show-me-boards.
a. 3 6 b. 4 7 c. 6 5 d. 5 8 e. 7 4
+ 6 + 3 + 1 8 + 2 6 + 1 8
10

38
3. Generalization
How do we add 1 to 2 numbers with regrouping?
- We add first the ones, regroup if necessary. Group tens with other tens then add the
tens to get the sum.
C. Application
Pass it on!
Call 2 groups of pupils with 6 members to go forward. Provide each group with show-me-
board. Dictate the addition sentence. Pupil will write the number sentence then pass it on to
the next pupil to find the sum. Continue until they have answered the last number sentence.
*Valuing: Attentiveness to details while teacher gives direction and showing examples.
Ask: Why did we give our answer correctly? (Because we listened carefully. We were
attentive.)
IV. Evaluation
A. Find the sum.
46
+ 4
51
+ 9
85
+ 5
29
+ 2
37
+ 4
B. Find the sum.
25
+ 1
3
+ 26
47
+ 8
8
+ 4
5
+ 9
40 62 95 9 7 8 8
C. Write the numbers in column, then add.
1) 16, 57
2) 63,29
3) 29,48
4) 52,19
5) 37,38
V. Assignment
Solve and write the answer.
25 girls
16 boys
How many pupils are there? ________
17 mangoes
38 guavas
How many fruits are there? _________
43 marbles
18 tops
How many toys are there? _________
1. 3 6 2. 45 3. 74
+ 6 + 35 + 29

39
Analyzing Word Problems Involving Addition (What is Asked)
Cognitive: Analyze word problems involving addition of whole numbers by telling what is
asked in the problem
Psychomotor: Identify what is asked in the problem
Affective: Appreciate the importance of helping one another
Skill: Analyze problem by telling what is asked in the problem
Reference: BEC PELC – I B4.1.1.1
Materials: Picture, word problems chart, picture of a garden with 3 boys and 4 girls working,
different flowers, birds
Value: Helping one another
1. Review
Relay game in finding the sum of whole numbers. Divide the pupils into three
groups. Give each group sets of addition sentences on the board. The final group to
complete the sums wins the game.
2. Motivation
Recite the rhyme “My Helpers.”
My Helpers
My help me to see.
My help me to hear.
My helps me to smell.
My helps me to talk.
My help me to do work.
My help me go places.
They are my helpers.
Which parts of the body help us?
Is it good to help one another? Why?

40
1. Presentation
a. Role Playing
The teacher will play the role of a librarian and the pupils as book keeper‟s
helpers. Say: I have 13 books in the cabinet and 24 books on the table. How many
books do I have in all? Help me find the total number of my books. What should I do
first to solve my problem? What is my problem? How many books are in the cabinet?
On the table? What should I do to find the number of books I have in all? How many
books do I have in all? Suppose, I did not tell you my problem, will you be able to
help me? So in solving problem, what do we have to know first?
b. Emphasize that the first step in solving problems is to know “what is asked” in the
problem. Divide the children into three groups. Present the word problems with the
aid of pictures. The groups who can tell what is asked in the problem wins the game.
1) Malou helps her mother. She takes care of her baby sister, Rene. She washes
Rene‟s things. She washed 15 bottles and 12 bibs. How many did she wash in
all?
2) Sheila helps her mother tend their flower garden everyday. Yesterday, they
gathered 6 daisies and 7 roses. How many flowers did they gather in all?
3) Nica and Nico visit their Lolo Ben‟s farm every Saturday. They enjoy picking
fruits. Nica picked 16 chicos and Nico picked 11 quavas. How many fruits did
they pick in all?
Show word problems on a chart. Have the pupils tell what is asked in the problem.
3. Generalization
What is the first step in analyzing a word problem?
The first step is to tell what is asked in the problem.
C. Application
What is asked in each problem?
1. Ten boys are watering the plants. Six girls are pulling out the weeds. How many children
are working in the garden?
2. Roy had 8 marbles.
He bought 3 more.
How many marbles did Roy have in all?
3. Pachuchay cleaned 13 blue and 11 red cups. How many cups did she clean in all?
IV. Evaluation
A. Encircle what is asked in each problem.
1. Marie has 3 pins.
Ronald has 4 pins.
How many pins do they have in all?
 number of pins Marie has
 number of pins Ronald has

41
 number of pins Marie and Ronald have
2. Rene picked 6 guavas.
He picked 4 more for his sister.
How many guavas did he pick in all?
 number of guavas for Rene‟s sister
 number of guavas Rene‟s sister has
 number of guavas Rene picked
3. Jeff has 6 books.
He gets 5 books from the library.
How many did he have altogether?
 number of books in the library
 number of books Jeff has altogether
 number of books in the bag
4. Dan has 7 old pencils.
Didi gave him 5 new pencils.
How many pencils did Dan have in all?
 number of Dan‟s pencils altogether
 number of Didi‟s pencils
 number of old pencils
5. Chandro has 10 cookies.
He buys 13 more for his sister.
How many cookies are there in all?
 number of vcookies for Chandro‟s sister
 number of Chandro‟s cookies in all
 number of Chandro‟s sisters
V. Assignment
Complete the word problem out of these pictures.
Fe washed __________.
Jon washed _________
___________washed in all.
Melody picked _______.
Bernadette picked ____.
_________picked in all.
Jon
Melody Bernadette
Fe

42
Analyzing Word Problems Involving Addition (What is/are Given in a Problem)
Cognitive: Analyze word problems involving addition of whole numbers by telling what is/are
given in the problem
Psychomotor: Tell what is/are given in the problem
Affective: Appreciate the importance of proper nutrition
Skill: Analyzing problems by telling what is/are given in the problem
Reference: BEC / PELC I B 4.1.1.2
Materials: Pictures, 4 word problems on big sheets of paper, basket with real or artificial
fruits, strips of paper
Value: Proper nutrition
1. Drill
Have a flashcard drill on addition facts. Let the pupils give the sum.
2. Review
Divide the pupils into four groups. Provide each group with a copy of word problems
written on a big sheet of paper. Have them give what is asked in the problem. Have the
leaders present their answers for checking.
3. Motivation
Sing: (Tune: Are You Sleeping)
Marang, Marang
Durian, Durian
Banana, Banana
Chico, Chico, Chico (2x)
Shake them all (2x)
What are the fruits mentioned in the song?
*Valuing: Do you eat fruits? Why? Are fruits good for our body? What does it do to our
body? What must we remember about eating fruits? Fruits keep us healthy and strong.
Let us find out if the children in our word problem eat fruits too by listening to their story.
1. Presentation
a. Role-Playing
Have a pupil play the role of mother and two pupils as Arvie and Zeny.

43
Word Problem: Mother has a basket full of fruits. Her children, Arvie and Zeny love
eating fruits. Arvie ate 3 chicos, while Zeny ate 4 guavas. How many fruits did the
children eat in all?
Talk about the details of the word problem. Who has a basket full of fruits? Who
loves to eat fruits?
What is asked in the problem?
What are the information given to solve the problem?
Do these information help us solve the problem? So, if we know what is asked in the
problem, we need information to solve them.
Now, let us solve the problem by adding the given information / facts.
3
+ 4
Chicos
guavas
Distribute the strips of paper with facts. Present the word problems. Have the pupils
paste the given facts on strips of paper under each word problem.
Example: Mother bought 24 mangoes.
She also bought 36 rambutans.
How many fruits did mother buy?
What are given?
(Teacher should prepare five-word problem for their exercise.)
Read the word problems in column A. Choose the given facts in each problem by connecting
them to the boxes in column B.
Column A Column B
1) Roda picked 35 guavas.
Roselle picked 22 guavas.
How many guavas did they
pick altogether?
2) Father bought 16 chicos.
Mother bought 12 mangoes.
How many fruits
are there in all?
3) Cely placed 21 pechays
in the basket. Edie placed
19 carrots more. How many
vegetables are there
in the basket?
21 pechays
19 carrots
35 guavas
22 guavas
16 chicos
12 mangoes
24 mangoes
36 rambutans

44
3. Generalization
What is the second step in analyzing a word problem?
The second step is to tell what is/are the given facts.
C. Application
Complete the word problems by giving facts or information based on the picture.
Example:
Jojo
Jojo picked __________
He picked _______ more
How many squash did he
pick in all? ____________
What are given? _______
____________________
V. Evaluation
A. Encircle what are given in each problem.
Nila has 3 small bananas and 4 big bananas. How many bananas does Nila have?
- 3 small and 4 big bananas
- 3 green and 6 yellow bananas
- 3 small and 7 big bananas
Roel has 18 duhats and 19 guavas from his Lolo‟s farm. How many fruits does Roel have?
- 18 duhat and 15 guavas
- 18 papayas and 19 tamarinds
- 18 duhat and 19 guavas
Kim gathered 17 papayas and 29 durians. How many fruits did Kim gather in all?
- 17 mangoes and 29 durians
- 17 papayas and 29 durians
- 17 atis and 29 guavas
B. Write the given facts.
Maria and Liza are healthy girls. They eat fruits. Yesterday, Maria ate 12 rambutans while
Liza ate 15 lanzones. How many fruits did they eat in all? What are given?
_____________________
_____________________
Vina drinks 5 glasses of water in the morning and 3 glasses in the afternoon. How many
glasses of water does Vina drink a day? What are given?
_____________________
_____________________

45
Marco has a vegetable garden. Last Saturday, he gathered 12 okras and 15 eggplants. How
many vegetables did he gather in all? What are given?
_____________________
_____________________
V. Assignment
Write the given facts in each word problem.
1. Five boys are drinking milk.
Twenty boys are drinking juice.
How many boys are drinking?
_______________________
_______________________
2. Twenty girls eat ampalaya.
Thirty boys eat upo.
How many children eat vegetables?
_______________________
_______________________
Analyzing Word Problems Involving Addition ( Telling the Word Clues and Operations to be used )
Cognitive: Analyze the word problems by telling the word clues and the operation to be
used.
Psychomotor: Identify the word clues and the operation to be used in the word problem.
Affective: Tell how to show love and care for animals.
Skill: Analyzing problems by telling the word clues and the operation to be used
Reference: BEC / PELC I B.4.1.1.3 & 1.4
Materials: moving pictures of 2 boys (somewhat like puppets with sticks but with
background pictures of farm chickens and ducks), flash card of addition,
show-me-boards
Value: Love and care for animals
1. Drill
Addition facts on flash cards
2. Review
Introduce the game: “Little Investigators”
Divide the pupils into two groups. The first group will draw and the second group will write
the given facts of the word problem on the board as if they are investigating and gathering
facts to solve the problem.

46
3. Motivation
Sing a song about animals.
“If I were a butterfly,
I thank you Lord for giving me wings.
And if I were a robin in a tree,
I thank you Lord that I could sing.
And if I were a fish in the sea,
I wiggle my tail and wiggle with glee,
But I just thank you Father for making me, Me.”
*Valuing: What are the animals mentioned in the song?
Do you like animals? Do you have pets at home?
How do you show that you love your pet?
What do you do to take care of your pet?
Let us find out in our story who else loves animals very much.
1. Presentation
a. Present the word problem with the aid of moving pictures. Have two pupils move the
pictures while telling the story problem.
Every summer vacation, Bentong and Bayani visit their Lolo‟s farm. They enjoy
playing with farm animals. They also feed the animals. One day, Bentong fed 20
chickens while Bayani fed 30 ducks. How many animals did they feed in all?
- Who has a farm?
- Who visits the farm every summer vacation?
- What do they enjoy doing in the farm?
- Are the two children kind to animals?
- Why do you say so? Are you also kind to animals? In what way?
- What is asked in the problem?
- What are the given information or facts to solve the problem?
- What will you do to get the total number of animals they fed?
- What words in the problem tell you what to do?
(Words such as how many in all, total number, altogether and sum are called
word clues. These words tell us what to do in solving the problem.)
Go back to the problem and complete the chart
What is asked?
What are given?
Word Clues
Operation to be used
b. Distribute the show-me-boards (a scratch paper will do for replacement). Give the
problems and ask the pupils to write the word clues and the operation to be used to
solve the problems.

47
Divide the pupils into 4 groups. Give each group an activity card.
3. Generalization
What is the third step in analyzing word problems?
The third step is to tell the word clues and the operation to be used.
C. Application
Underline the words that tell you what to do and write the operation to be used to solve each
problem.
1. Fred has 3 kittens.
His friends have 10 kittens.
How many kittens are there altogether?
Operation: _________
2. Ten children are watching a gold fish.
Two more came and joined them in watching it.
How many children are there in all?
Operation: _________
3. Gina made 13 ribbons for her pretty cat.
Fe made 26 ribbons for her little puppy.
What is the total number of ribbons they made?
Operation:_________
Activity 1
Cross out the facts that you
do not need to solve the
problem.
A bat costs 20.
A net costs 15.
Bill bought bat and net.
How much did he spend?
Activity 2
Write what is being asked in
the problem.
Ken sold 16 bananas.
He also sold 5 mangoes.
How many fruits did he sell
in all?
Acitivty 3
Encircle the word clue and
write the operation to be
used.
There was 5 puppies.
Two more puppies came in.
How many puppies there in
all?
Activity 4
Write the number sentence
for the problem.
A cap costs 45.
A bag costs 40.
Bill bought both items.
How much did he spend?

48
IV. Evaluation
Write the word clues that tell you what to do and the operation to be used to solve the problem.
1. Nonoy made three boxes for his puppies.
He made four more for his kittens.
How many boxes are there altogether?
Word clues: _______________
Operation: _______________
2. Edmund feeds his pets everyday.
He feeds his 19 chickens with corn.
He feeds his 7 monkeys with bananas.
How many pets does he feed everyday?
Word clues:_______________
Operation:_______________
3. Lovely caught 21 butterflies.
Shane caught 19 butterflies.
How many butterflies did they catch in all?
Word clues:_______________
Operation:_______________
4. Maden and Janine have photo albums.
Maden pasted 35 pictures of birds.
Janine pasted 40 pictures of butterflies.
How many pictures are there altogether in the album?
Word clues: _______________
Operation:_______________
5. Nan and Dan are friends. They help one another.
One day, Dan helped Nan clean his birds‟ cage. Dan put 10 white and 19 yellow birds in
another cage. How many birds are there in all?
Word clues: _______________
Operation:_______________
V. Assignment
The chart shows the number of cans and bottles each child has. Look at the chart and answer the
problems below
Children Cans Bottles
Joy 16 16
Shel 32 13
Maricar 16 20
Write the answer on your paper
1. Joy has __ cans.
Shel has__ cans.
Maricar has __ cans.
2. Maricar has __ bottles.
Joy has __ bottles.
How many bottles are all these altogether?
3. Shel has __ cans.
Maricar has __ cans.
What is the total number of cans?
4. Joy has __ bottles.
Shel has __ bottles.
How many bottles do they have in all?

49
5. Maricar has __ bottles.
Shel has __ bottles
How many bottles are there altogether?
Transforming Word Problems Involving Addition into Number Sentences
Cognitive: Transform word problems into number sentences
Psychomotor: Draw and write the number for the problems
Affective: Show cooperation in group activity
Skill: Transforming word problems into number sentences
Reference: BEC / PELC I B 4.1.2
Materials: Show-me-boards, pictures, big strips of paper, written word problems for group
work
Value: Cooperation
1. Drill
Group relay game in answering sets of addition sentences on the board.
2. Review
Divide the pupils into 4 groups. Give the problem. Using show-me-boards, group I writes what
is asked in the problem, group II the given facts, group III the word clues, group IV the
operation to be used.
3. Motivation
Tune: “Those Were The Days”
We love mathematics.
Because we love numbers
We learn a lot of different math concepts
We add and we subtract
We multiply, divide
We solve problems that make us
Wise and bright. La,la,la,la…. (repeat)
Do you love math? Why?
Let us learn more about math.

50
1. Presentation
a. Show a picture of boys and girls cleaning inside the room or outside the room or in
the garden. Guide the pupils in making a word problem about the picture.
___________ and _________ are cleaning the room. How many are cleaning the
room?
What are the given facts?
What is the word clue?
Complete the number sentence using the given facts
___ + ___ = N
*Valuing:
Do you also help your classmates in cleaning the room? Why?
How about in your home?
Do you also help your sisters/brothers in cleaning your house?
b. Give copies of word problems to some members of the first group, then the copies of
the number sentences to some members of the second group. Have them find their
partners and put together the word problem and its corresponding number sentence.
1)
2)
3)
4)
Marie has 13 pins.
Rene has 24 pins.
How many pins do
they have in all?
13 + 3 = N
There are 13 big
rabbits and 3 small
ones. How many
rabbits are there in
all?
There are 12 boys
singing. There are 5
girls dancing. How
many pupils are
there in all?
5 + 7 = N
12 + 5 = N
Six children went to
the school canteen.
Five of them went to
the clinic. How many
children went out of
the classroom?
6 + 5 = N

51
5)
Choose the number sentence that fits the word problem. Get your answers in the basket.
1. There are 3 big rabbits and 3 small ones. How many rabbits are there in
all?
2. There are 14 girls dancing and 21 boys dancing. How many children are
dancing?
3. One stem of a plant has 6 flowers. Another stem has 3 flowers. How
many flowers are there altogether?
4. The grade one boys planted 7 atis plants and 8 avocado plants. How
many plants did the boys plant in all?
5. There are 15 red butterflies and 14 yellow butterflies in the garden. How
many butterflies are there altogether?
* Valuing: Why did group – finish first? What did they do? (all members of the group
cooperate in their group work).
3. Generalization
What is the fourth step in solving word problems?
The fourth step is to write the number sentence.
C. Application
1. Look at the pictures. Make a word problem about the pictures and write the number
sentences.
Maui has _________ candles on her cake.
While Jess has __________.
How many ________ are there on the two cakes?
+ = =
Peping has 5
guavas. Simon has
7 guavas. How
many guavas do
Peping and Simon
have in all?
13 + 24 = N
MAUI JESS
A

52
2. Draw the word problem and write its number sentences.
There are 4 red kites.
There are 2 yellow kites.
How many kites are there in all?
______ + ______ =
IV. Evaluation
Draw and write the number sentence for each word problem in the box.
Mother and Lila went to a toy store. They saw 6 balls
and 10 tops. How many toys did they see altogether?
Draw:
Number Sentence:
Miss Delos Reyes has 7 guavas and 10 mangoes. How
many fruits does she have in all?
Draw:
Number Sentence:
V. Assignment
Write the number sentence and find the answer.
1. Nonoy washed 8 plates. Sheila washed 12 plates. How many plates did they wash together in
all?
Number sentence ________
Answer _______
2. Jose found two pesos and 50 centavos in the garden. He put them with three pesos and 50
centavos in his bag. How much money does Jose have in all?
Number sentence _______
Answer _______
3. There were three bees on a branch. Five more bees came. How many bees were on a
branch?
Answer _______
4. The grade one boys planted 17 atis trees and 18 mango trees. How many trees did the boys
plant in all?
Answer _______

53
Solving 1-step Word Problems involving Addition without and with Regrouping
Cognitive: Solve 1-step word problems involving addition of whole numbers including
money with sums up to 99 without and with regrouping using all the steps
Psychomotor: State the complete answer
Affective: Show helpfulness
Skill: Solving 1-step word problems involving addition of whole numbers including
money with sums up to 99 without and with regrouping
Reference: BEC / PELC I B 4.1
Materials: flash cards, cassette tape, table written on a manila paper, step dice, illustrations
of word problems
Value: Helpfulness
1. Drill
Flash card drill on addition facts
2. Review
Divide the pupils into 4 groups. Give the problem. Using show-me-boards, group I writes
what is asked in the problem, group II the given facts, group III the word clues and group IV
the operation to be used.
Word Problem:
3. Motivation
Sing a song (Tune: I‟d like to teach the world to sing)
I‟d like to solve all Math problems
And work them out alone
I‟d like to share them with others
To check if I‟m correct
*Valuing: Do you like solving problems? Why? Do you share what you know to your
classmates? Do you help your classmates solve their problems? Will you share it with us?
Becky and Joel put their money together to buy
roses for their mother‟s birthday. Becky has 7 and
Joel 9. How much did they spend for the roses?

54
1. Presentation
a. Role-Playing
The teacher will play the role of an inventor and the pupils as the little scientists.
Say: I want to make my own paper fan. I have 36 pieces of thin paper and 47
pieces of thick paper. How many pieces of paper do I have in all?
What do I want to do?
Do you want to help me make my fan? Why?
Is it good to help others?
What is my problem?
What are given?
What will you do to get the total number of my pieces of paper?
What words in the problem tell you what to do?
What operation will you use?
Help me put this word problem into a number sentence using the given facts.
+ or + = =
b. Help me fill up the table with the steps in solving word problems and write the
corresponding data for each step using the given problem.
Asked in the
Problem
Given Clue/s Operation to Use
Number
Sentence
c. Show some word problems.
Pass the “step dice” while playing the music. As the music stops, the pupil
holding the “step dice” will throw it and fill up the table according to the step shown
on the dice.
Step Dice
There are 20 eggs in
the basket and 14 eggs on
the tray. How many eggs
are there in all?

55
What is
asked?
What are
given?
What is the
word clue?
What is the
operation?
What is the number
sentence and
solution?
d. Complete the box.
Twelve children are cleaning the room. Two other children joined
them. How many children are there in all?
What is asked?
What are given?
What operation is to be used?
What is the number sentence?
What is the complete answer?
Father made 13 big chairs and 26 small chairs. How many chairs did he
make in all?
What is asked?
What are given?
Read the word problem and complete the petals of the flower by answering the
questions.
There are 20 pots
of red gumamelas
and 15 pots of
yellow sunflower.
How many flower
pots are there in
all?
Ask the pupils on how
they were able to arrive
at the correct answer.

56
3. Generalization
What are the steps in solving word problems?
The steps in solving word problems are knowing what is asked, what is/are given,
word clues, and operation to be used. Then, change into number sentence and solve to
get the answer.
C. Application
Complete the train by answering the steps in solving the word problem.
Gary wants to travel by train. To earn his
train fare he sold empty bottles for 25 and clean a jeep for 30.
How much did Gary earn in all?
IV. Evaluation
A. Read the word problem and complete the table.
There are 20 red roses and 15 yellow roses in the flower vase.
How many roses are there in all?
What is asked?
What are given?
Zyril counted 35 sticks. Kathleen counted 22 sticks. How many
sticks did they count altogether?
What is asked?
What are given?
B. Play the music while the pupils analyze the word problem one at a time and complete the
table below.
What is
asked?
What are
given?
What shall
we do to
solve the
problem?
What words
tell you what
to do?
Write the
number
sentence.
Write the
complete
answer.

57
1. Bel went to the circus. She had 50. Her mother gave her 20 more. How much did Bel have in all?
2. The fisherman caught 18 big fish and 78 small fish. How many fishes did the fisherman catch in all?
3. Ronald gathered 48 stones. Joel gathered 46 stones. How many stones did they gather in all?
C. Think and solve.
The park was open on Saturdays and Sundays. The table shows 3 rides and the number
of people who went to each ride on each day.
Note: It is better if the teacher can provide a picture of the rides.
Rides Saturday Sunday
Ferris Wheel 12 11
Bumper Cars 15 18
Fun House 16 40
On Saturday, _______ rode on the Ferris Wheel.
On Sunday, _______ people road on the Ferris Wheel.
How many people rode on the Ferris Wheel on both days?
What is asked? _______________
What are given? _______________
What are the word clues? ______________
What operation will be used? _____________
What is the number sentence? _____________
Solution:
+
____________
On Saturday, _______ rode the bumper cars.
On Sunday, _______ people rode the bumper cars.
How many people rode on the bumper cars?
What is asked? _______________
What are given? _______________
What are the word clues? ______________
What operation will be used? _____________
What is the number sentence? _____________
Solution:
+
____________
Which ride did the people like most?
When did more people go to the park for a
ride? Saturday of Sunday?
Why do you think more people came to the
park for a ride on Sunday than on
Saturday?

58
V. Assignment
Complete the parts of the dress by answering the questions about the word problem.
Last Saturday, Gina and Eden washed 14 clothes. Then, on Sunday they washed 16 clothes.
How many clothes did they wash on both days?

Lesson guide. elementary mathematics grade 1

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