The document outlines lesson plans for multigrade classes in grades 1 and 2 focused on mathematics, emphasizing understanding of numbers, money, and basic arithmetic. It details specific performance and competency standards, lesson objectives, methodologies for teaching, and various group activities designed to enhance student learning. Additionally, it includes resources, assessment strategies, and reflections on the teaching process.

1. Lesson Plans for Multigrade Classes
Grades 1 and 2
Learning Area: MATH Quarter: 1 Week: 8
Grade Level Grade 1 Grade 2
Content Standard
The learner demonstrates
understanding of
whole numbers up to 100, ordinal numbers up to 10th,
money up to PhP100 and fractions ½ and 1/4.
whole numbers up to 1000, ordinal numbers up to 20th, and
money up to PhP100.
Performance Standard
The learner
1. is able to recognize, represent, and order whole
numbers up to 100 and money up to PhP100 in various
forms and contexts.
2. is able to recognize, and represent ordinal numbers up
to 10th, in various forms and contexts.
1.is able to recognize, represent, compare, and order whole
numbers up to 1000, ordinal numbers up to 20th, and money
up to PhP100 in various forms and contexts.
2.is able to apply addition of whole numbers up to 1000
Competencies 1. Visualizes, represents, and compares numbers up to 100
using relation symbols. M1NS-Ih-12.1
13. Visualizes, represents, and orders numbers up to 100
in increasing or decreasing order. M1NS-Ih-13.1
17. Visualizes, represents, and adds 3-digit by 3-digit numbers
with sums up to 1000 without and with regrouping.
M2NS-Ig-27.4
18. Adds mentally 1- to 2-digit numbers with sums up to 50
using appropriate strategies. M2NS-Ih-27.5
Day 1
Lesson Objectives To visualize, represent, and compare numbers up to 100
using relation symbols. M1NS-Ih-12.1
Process Skills: Visualizing, Representing and Comparing
Numbers up to 100 using relation symbols
Values Integration: Cooperation
To visualize, represent, and add 3-digit by 3-digit numbers
with sums up to 1000 without and with regrouping.
M2NS-Ig-27.4
Process Skills: Visualizing, Representing, and Adding 3-digit
numbers with sums up to 1000 without or with regrouping
Values Integration: Cooperation
Subject Matter Comparing Numbers up to 100 Using Relation Symbols Adding 3-digit by 3-digit Numbers with Sums up to 1000
Without Regrouping
Learning Resources CG, BOW, TG, LM CG, BOW, TG, LM
Procedure
Use these letter icons to
show methodology and
assessment activities.
Grouping Structures (tick boxes):
 Whole Class
Describe the parts of the lesson (for example the
introduction), where you may address all grade
levels as one group.
 Mixed Ability Groups
 Grade Groups
 Ability Groups
 Friendship Groups
 Other (specify)
 Combination of Structures
Prepared by:
MR. JACKY A. UROA
TEACHER I
AFUSING BATU PRIMARY
SCHOOL
ALCALA WEST DISTRICT
DT

2. Direct Teaching
Group Work
Independent Learning
Assessment
Teaching, Learning and Assessment Activities
WHOLE CLASS ACTIVITY
Let the children sing a song entitled “MATH” with the tune of WATER MELON
M-A-T-H, M-A-T-H
I love Math(2x)
1 and 2 and 3, 4
5 and 6 and 7
8, 9,10 (2x)
Introduce the relational symbols
Less than < like a beak of a bird facing to the left
Greater than > like a beak of a bird facing to the right
Equal = two short sticks lying on the floor
>
<
=
Give each group an activity sheets. Using their own
counters, let them find and write the missing addends. Each
member must cooperate with the group.
Group I Group II
9 + ____=19 15 + ____=21
8 +____=20 ___+ 13 =22
___+ 19=28 ___ + 25=30
___+ 12=24 19 + ___=25
9 +____=19 10 +____=35
Divide the pupils into three. Ask the pupils to use the
following hand gestures for “less than”, for “greater than”
and for “equal”.
See Appendix 1
Teacher introduce the problem.
Rose saved P 241 while Jack saved P251 for their school
project. How much money do they have in all?
What is asked?
What are given?
What is the solution?
(Teacher gives more examples) See Appendix 2 and 3
Write a number greater than the given number
1. ______is greater than 60
2. _____ is greater than 76
3. _____ is greater than 56
4. _____ is greater than45
5. _____ is greater than18
Pair pupils. Play a relay game “Name the Babies.”
Say aloud: The name of the mother is 25. Name the babies.
(Pupils will give addition combinations that will give 25 as
the sum). The pair who would give the correct answer first
wins a point. The pair with the most points wins the game.
See Appendix 4 See Appendix 5
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3. Day 2
Lesson Objectives To visualize, represent, and order numbers up to 100 in
decreasing and increasing order.
Process Skills: Visualizing and Ordering numbers up to 100
in decreasing order
Values Integration: Cooperation
To add mentally 1- to 2-digit numbers with sums up to 50
using appropriate strategies M2NS-Ih-27.5
Process Skills: Adding Mentally 1-to 2-digit numbers
Values Integration: cooperation
Subject Matter Ordering Numbers up to 100 in Decreasing Order Adding Mentally 1-to 2-Digit Numbers
Learning Resources CG, BOW, TG, LM CG, BOW, TG, LM
Procedure
Use these letter icons to
show methodology and
assessment activities.
Direct Teaching
Group Work
Independent Learning
Assessment
Grouping Structures (tick boxes):
 Whole Class
Describe the parts of the lesson (for example the
introduction), where you may address all grade
levels as one group.
 Mixed Ability Groups
 Grade Groups
 Ability Groups
 Friendship Groups
 Other (specify)
 Combination of Structures
Teaching, Learning and Assessment Activities
WHOLE CLASS ACTIVITIES
Let us sing the song to the tune of “Magtanim ay di Biro”
One plus one will give us two
Two plus two will give us four
Three plus three will give us six
Four plus four will give us eight
Let us box
All around
Things that we can all add up
One, two, three
Four, five ,six
Seven and eight, nine and ten
Discuss decreasing order. See Appendix 6
Let the pupils read the numbers.
Use the number to introduce the lesson. Count on starting
from the smallest number and lead them to notice the order
of the numbers is from least to greatest. Give emphasis to
the position of the number in the number line.
Give the sum of the following: (in flash cards)
8 + 3= 3 + 5=
9 + 3= 6 + 5=
7 + 4= 8 + 9=
5 + 7= 8 + 5=
5 + 9= 7 + 4=
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4. 0 1 2 3 4 5 6 7 8 9 10
Were the numbers arranged from least to greatest or in
increasing order?
How will the arrangement be done?
Which number should come first? second? Why? third?
Why? last? Why?
Tell pupils that when the numbers are arranged in
increasing order, the arrangement starts with the least
number and ends with the greatest number.
Other activities, See Appendix 7
Divide the pupils into two groups and let them
continue “hanging” all the numbers in the clothesline. Let
the Group 1 hang the numbers in decreasing order, Then
the Group 2 in increasing order by comparing first the
digits with the highest place value. Each member must
cooperate.
Group 1
13, 22, 19, 14, 25, 5, 23,
Group 2
14, 13, 16, ,19, 15, 26
Let the leader in each group present their output.
Why do you say that the numbers were arranged in
decreasing order, increasing order?
If I have another number like 35, where would I place it in
the first set? Why?
If I have another blank card and wanted to place it after
the second number in the second set, what number should
be written on the card?
Can we write the numbers in a column? If yes, how will
they be arranged? (Many possible answers)
Which way of arranging numbers do you prefer, vertical or
horizontal? Why?
Lead pupils to think of ways to add mentally as fast as
possible
(Sample answer: (a) Think in sums of ten and add the
remaining numbers, (b) Add the ones first the tens.)
21 + 23 ͢ add the ones digit 1+3=4, the tens digit
2+2=4, Therefore 21+23=44
THINK:
1 + 3 = 4
+ =
2 + 2 4
+ =
Call on pupil volunteers to stand in front and arrange
themselves from shortest to tallest.
Ask: How many pupils are there?
Form pupils into two groups of 10 pupils each. Give each
pupil number cards 0–9. Let them show cooperation with
the group.
DT
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5. What do you notice about their arrangement?
How are they arranged?
See Appendix 8
Say these addition facts to pupils.
1. Bring me 12 + 10
2. Bring me 9 + 8
3. Bring me 14 + 32
4. Bring me 41 + 11
5. Bring me 23 + 40
For each round, the pupils must bring the card with the
correct answer to the number problem.
The first group to bring the correct number card gets a
point.
The first group to score five points wins the game
See Appendix 9 for another group work
See Appendix 10 See Appendix 11
Day 3
Lesson Objectives Answer the summative test with at least 80% mastery
Values Integration: Honesty
Answer the summative test with at least 80% mastery
Values Integration: Honesty
Subject Matter SUMMATIVE TEST SUMMATIVE TEST
Teaching, Learning and Assessment Activities
WHOLE CLASS ACTIVITIES
Setting of standards in taking the exam.
See Appendix 12,13,14,15 See Appendix 16,17,18
Remarks
Reflection
A A
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6. REFERENCES
GRADE I GRADE II
1. CG 2016 pp13,40, TG, LM and Budget Of Work (BOW)
2. Multigrade Teach- Learn Package 2010. pp. 132-140
3. Lesson Guide in Elem. Math Grade 1 p. 58
1. CG 2016 pp13,40, TG, LM and Budget Of Work (BOW)
2. Multigrade Teach- Learn Package 2010. pp. 132-140
3. Lesson Guide in Elem. Math Grade 2. 2005. pp. 56-60
4. Lesson Guide in Elem. Math Grade 2. 2010. pp. 59-63; 63-69
Prepared by: Checked by: Validated by:
JACKY A. UROA JECELYN M. DE LEON JOSE M. MATAMMU
T I/Alcala West ESP-2 EPS – Filipino/MG Coordinator

7. APPENDICES

8. Appendix 1 Math Q1/W1/W8
Day 1,Grade 1
Divide the pupils into three. Ask the pupils to use the following hand
gestures for “less than”, for “greater than” and for “equal”.
- less than - greater than equal
equal
Group the pupils into two. Each group has a leader. The leader will show
the two numbers in flash cards to the group and paste it in cartolina. As
the pairs of numbers are told, the groups give their answer by doing the
hand gesture that corresponds to their answer. Encourage each group to
show cooperation.
Group I
1. 23 & 32
2. 12 & 12
3. 15 & 15
4. 9 & 4
5. 21 & 12
Group II
1. 10 & 9
2. 21 & 21
3. 9 & 21
4. 11 & 21
5. 21 & 11

9. Appendix 2 Math Q1/W1/W8
Day 1,Grade 1
Before adding, write first numbers in column.
add whole number with 3- by 3-digit numbers, add the ones first,
next add the tens, then the hundreds and lastly, the thousands.
Example: Addition without regrouping
Step 1: Write in column
2 4 1
+ 2 5 2
Step 2: Add the ones digit
2 4 1 + =
+ 2 5 2
3
Step 3: Add the tens digit
2 4 1 +
+2 5 2 =
9 3
Step 4: Add the hundreds digit.
2 4 1 + =
+2 5 2

10. 4 9 3
Appendix 3 Math Q1/W1/W8
Day 1,Grade 1
Example 2: Addition with regrouping
Step 1: write in column.
135
+125
Step 2: Add the ones digit.
1
135 +
+ 125 =
0
Step 2: Add the tens digit.
1
135 + + =
+125
60
Step : Add the hundreds digit.
135 + =

11. +125
260
Appendix 4
Day 1, Grade 1
Math 1&2/Q1/W8
Compare the number of each picture using the symbols >, < or =
Write your answer on the blank.
1. _________
2. ___________
3. ________
4. ___________
5. _____________
Prepared by:
JACKY A. UROA
TEACHER I/ALCALA WEST
District

12. Appendix 5 Math2/Q1/W2
Day 1, Grade 2
Find the sum.
1. 3 2 6 2. 3 2 3 3. 5 0 1
+6 2 1 + 2 5 3 + 4 7 6
4. 8 5 2 5. 4 3 6
+4 7 5 +5 6 5

13. Appendix 6 Math2/Q1/W2
Day 2, Grade 1
Show a clothesline with two numbers (32 and 99) pinned on it.
Let the pupils read the numbers.
32
99
Say: What if there is another number like 43? Where should it be placed
so that the numbers are arranged from greatest to least? (Answer:
between 99 and 32)
Ask: Why should it be placed in that position? (because it is less than 99,
but greater than 32 and we are following the decreasing order)

14. What if there is another number like 100? Where should it be placed?
(Answer: before 99)
Why? (to arrange the numbers from greatest to least
the numbers are arranged in decreasing order, the arrangement starts
with the greatest number and ends with the least number)
Appendix 7 Math 2,Q1/W8
Day 2, Math2
Write the sum.
+ is_____________
+ is__________
+ is________
+ is___
+ is_____
+ is___________

15. Appendix 8 Math 1, Q1,W1/Q8
Day 2, Math1
Call on pupil volunteers to stand in front and arrange themselves from
shortest to tallest.
Ask: How many pupils are there?
What do you notice about their arrangement?
How are they arranged?
Who can come up front and arrange all your classmates in order from
tallest to shorter/shortest to tallest?
DECREASING ORDER

16. INCREASING ORDER
Arrange the following numbers into decreasing order
1. 32, 78, 54=_______________________
2. 66, 21, 98=_______________________
3. 11, 88, 43=_______________________
4. 65, 77, 32=_______________________
5. 76, 32. 87=_______________________
Appendix 9
Math 2,W1/Q8
Day 2, Math2
Pupils may do any of the following:
1. In small groups, pupils can make their own number sentence
on cardboards
2. Pupils may draw objects showing number combinations
Examples:
10 + 5 =15
+
=
5+3=8
+ =

17. Appendix 10 Math 1/Q1/W8
Day 2-Grade 1
Activity 1:
Arrange the following numbers from greatest to least.
1. 23, 43, 12, 56=______________________________
2. 43, 54, 32, 45=_____________________________
3. 32, 11, 65, 72=_____________________________
4. 78, 43, 35, 19=_____________________________
5. 43, 87, 32, 42=____________________________
Activity 2:

18. Arrange the following numbers from least to greatest
1. 12, 32, 11=____________________________________
2. 87, 45, 12=____________________________________
3. 11, 65, 11=__________________________________
4. 98, 34, 22=___________________________________
5. 22, 43, 29=___________________________________
Appendix 11 Math 2/Q1/W8
Day 2-Grade 2
Activity 1:
What is their sum?
1. 206 2. 763 3. 264
+266 +537 +543
4. 763 5. 294
+362 + 194

19. Activity 2:
Add mentally. (Use flash cards)
1. 8 2. 27 3. 6
+19 + 8 +33
4. 25 5. 13
+24 + 19
Appendix 12 Math 1/Q1/W8
Day 3-Grade 1
SUMMATIVE TEST IN MATH I
Name:_______________________________________Date:____________
I.Compare the numbers with less than, greater than or equal to.
Write your answer on the blank.

20. 1. 46 is______________________________________________39
2. 89 is______________________________________________89
3. 76 is______________________________________________99
4. 55 is______________________________________________65
5. 19 is_______________________________________________12
Appendix 13 Math 1/Q1/W8
Day 3-Grade 1
II. Compare the numbers in each item using the symbols >, <,
or = in the box

21. 1. 99 89
2. 112 211
3. 65 56
4. 169 196
5. 83 93
III. Arrange the following numbers from greatest to least.
1. 23, 43, 12, 56=______________________________
2. 43, 54, 32, 45=_____________________________
3. 32, 11, 65, 72=_____________________________
4. 78, 43, 35, 19=_____________________________
5. 43, 87, 32, 42=____________________________
Appendix 14 Math 1/Q1/W8
Day 3-Grade 1
IV. Arrange the following numbers from least to greatest

22. 1. 12, 32, 11=____________________________________
2. 17, 45, 12=____________________________________
3. 11, 65, 11=__________________________________
4. 38, 34, 22=___________________________________
5. 22, 43, 29=___________________________________
V. Box the highest number.
1) 24, 21, 65, 21
2) 98, 21, 93, 100
3) 12, 76, 88, 77
4) 32, 98, 12, 34
5) 65, 21, 62, 18
Appendix 15 Math 1/Q1/W8
Day 3-Grade 1

23. VI. Encircle the lowest number.
1) 77, 12, 32, 11
2) 66, 61, 60, 56
3) 64, 12, 33, 10
4) 15, 51, 25, 35
5) 23, 13, 33, 53

24. Appendix 15 Math 2/Q1/W8
Day 3-Grade 2
SUMMATIVE TEST IN MATH II
Name:_________________________________________ Date:________
I. Find the sum.
1) 7 1 4 2) 8 6 2 3) 7 3 1
+ 3 4 5 + 3 4 3 + 2 4 6
4) 3 4 5 5) 5 2 3
+3 2 3 +2 2 3

25. Appendix 16 Math 1/Q1/W8
Day 3-Grade
II. Add.
1) 2 5 4 2) 2 7 6 3) 4 5 7
+ 3 5 4 + 4 5 6 + 3 2 5
4)3 2 4 5) 6 2 8
+ 4 3 6 +4 3 7
III. Find the sum.
1. Add 516 and 111=_____________________
2. Find the sum of 614 and 14=_____________________
3. What is the sum of 665 and 12=________________________
4. Join 817 and 12=____________________________

26. 5. Add 616 and 32=______________________
Appendix 17 Math 1/Q1/W8
Day 3-Grade
III. Write the missing addends.
1) 7 7 4 2) 8 1 6 3) 6 6 4
+ + +
7 8 9 8 9 9 7 8 7
4) 4 3 6 5) 6 2 5
+ +
5 6 7 7 6 8
V. Add mentally.
1. 24 + 7=___________________
2. 30 + 20=__________________
3. 31 + 12=_________________
4. 12 + 12=_________________

27. 5. 14 + 5=___________________