Republic of the Philippines

Department of Education
NATIONAL CAPITAL REGION
SCHOOLS DIVISION OFFICE – MARIKINA CITY
PARANG ELEMENTARY SCHOOL

LESSON PLAN - WEEK 8

Lesson Title Number and Algebra
Learning Area/s Mathematics
Name of Teacher/s Rose Anne C. Pinoy
Grade Level and Section 1 - Mapagbigay Date & Time August 3-7, 2026 / 9:20 – 10:20AM
No. of Sessions Counting Up to Add Within 20 Counting On to Add Within 20 Making 10 to Add Within 20 Adding Zero to a Number Switching the Addends Session
Session 1 Session 2 Session 3 Session 4 5
References MATATAG Mathematics 1 Curriculum Guide
(books, websites, toolkits, etc.)
Declaration of AI use This lesson plan was developed with the assistance of an artificial intelligence (AI) tool to help generate ideas, structure content, and improve clarity of instruction. The AI was used as a support tool in
Cite how AI was used in the drafting and organizing the lesson; however, all final decisions, adaptations, and contextualization were made by the teacher to ensure alignment with learners’ needs, curriculum standards, and
formulation of the lesson plan. classroom realities.
See DO 3, 2026 Annex A.

Meaningful learning experiences are anchored in how we frame them. Start by deciding what you want learners to master by the end of the lesson - keep it clear and simple.
Remember: Understanding your learners' evolving context and designing around it help ensure that your lessons connect with and are relevant to them.

Content Standard: The learners should have knowledge and understanding of addition of numbers with sums up to 20.
Learning
Competency: Performance Standard: The learners should be able to perform addition of numbers with sums up to 20.
Write the competency/ies
from the curriculum that we Learning Competency: After completing these lessons, the learners will be able to:
are targeting, and the content
or performance 1. illustrate addition of numbers with sums up to 20 using a variety of concrete and pictorial models and describe addition as “counting up” and “putting
standards applicable to the together.”
session.
2. to illustrate by applying the following properties of addition, using sums up to 20

Learning Objectives: Add numbers with sums up to 20 Add numbers with sums up to 20 Add numbers with sums up to 20 Show that adding zero to a Show that changing the order of
Write the smaller knowledge, skills, or tasks
from the competency that the learners will by counting up. by counting on. by making 10. number does not change the the addends does not change the
work on and be able to show by the end of the
sessions.
number. sum.

Learner Context: This lesson is intended for first-grade learners to use their understanding to begin adding numbers with sums up to 20. They first count all the objects, then learn to count on from the larger number, and
Write your observations of your learners, finally use making 10 as a more efficient addition strategy;
and how they have been performing or
responding to learning experiences
recently. Include strengths, interests, and This lesson is intended for first-grade learners to learners discover two important properties of addition. They first learn that adding zero does not change a number, then explore how
possible barriers to learning. switching the order of the addends still gives the same sum. These lessons help learners understand that addition follows patterns they can use to solve problems more confidently.

A learning experience is like a thoughtfully designed journey. Each activity and interaction builds towards meaningful understanding and growth. Identify activities and interactions to help learners gain knowledge, skills, or understanding in a purposeful way.

Activating Prior Knowledge (Let’s Activating Prior Knowledge (Let’s Activating Prior Knowledge (Let’s Activating Prior Knowledge (Let’s
Recall) Recall) Recall) Activating Prior Knowledge (Let’s Recall)
Give clear instructions: Activity title: Count Up! Show the Let's Recall slides. Tell Recall) Activity Name: Zero or Number
Present each item one at a time. learners that before learning a new
● Count the supplies.
1. Group 1 + Group 2 = 11 way to add, they will first review how Activity Name: Make it 10 Show the examples from the slides.
● Write your answer on your (Answer: A) to make 10 using pairs of numbers. o 20 + 0 = 0
2. Group 1 + Group 2 = 14 Activity title: Make 10! Show examples from the slides. o 0+5=0
whiteboard. (Answer: B) o 19 + 0 = 19
● Show your answer when I say, 3. Group 1 + Group 2 = 19 Present each pair one at a time: Sharing Learning Intention and
(Answer: B) 1.
"Show!" 7 and 3 Learners make a heart. Success Criteria Capturing Learners’ Attention
Show the examples from the slides. After each item, ask: Ask: What happens when we switch
2. Share the learning intention and the addends?
● 12 water bottles ● How did you find the total? 4 and 5 Learners cross their arms.
success criteria of the lesson. (See Say: Let's find out!
3.
Pre-Lesson: ● 14 canned goods ● Where did you start 8 and 2 Learners make a heart. above)
Describe how you will help the counting?
learners get ready ● 16 batteries Guide learners to explain that they
for the lesson. After each item, ask:
Ask: started at 1 and counted every object
until they found the total. ● Do these numbers make 10? Capturing Learners’ Attention
● How many water bottles are
there? Capturing Learners’ Attention ● How do you know?
● How many canned goods are Ask: Do we always need to count Guide learners to explain that the two
from 1 to find the total? parts must add up to 10.
there? Say: Let's find out!
● How many batteries are there? Capturing Learners’ Attention
Ask: Can making 10 help us add
faster?
Capturing Learners’ Attention
Ask: How do we count when we put Say: Let's find out!
things together?
Say: Let us find out!
Flow: LESSON DEVELOPMENT LESSON DEVELOPMENT LESSON DEVELOPMENT LESSON DEVELOPMENT LESSON DEVELOPMENT
Describe the activities that you
can implement in 1 Presenting the Anchor Task Presenting the Anchor Task Presenting the Anchor Task Presenting the Anchor Task Presenting the Anchor Task
or more sessions to meet the Present the story about Tatay Rens Present the story about Nomi and Say: After the storm, Karen and her Say: After packing, Karen's family
learning objectives. As the rain continues, Nomi and his finding more emergency supplies at Ate Mawi helping Nanay Abi pack the family prepare food to donate. counted the relief boxes.
family watch the weather report. home. Tell learners that they will family's hygiene kit. Tell learners that Tell learners that they will help Karen
learn a faster way to add when they they will use the Making 10 strategy Tell learners that they will help Karen and Ate Kat count the relief boxes
Apply the Learning Design
To prepare, they check their already know how many objects are to find the total number of soap bars. and find out what happens when they
Principles by thinking and Ate Kat check whether more
emergency supplies. in one group. count the same boxes in a different
about how to: Say: While waiting for the storm to items need to be added to the food order.
• make the objectives clear for Say: Tatay Rens finds more pass, Nomi and Ate Mawi help for donation.
the learners Modeling New Learning (I emergency supplies at home. Nanay Abi pack the family’s
• guide learners before letting Do) emergency hygiene kit. They start Modeling New Learning (I Do) Modeling New Learning (I
them try the task on their own Nanay Abi places two groups of with the soap bars. Say: They need to make sure every Do)
• check the state of the learners' canned goods on the table. Modeling New Learning (I item is complete. Say: Let's find the total number of
well-being, understanding, and Ask: What do you notice? Do) Show the slide with 5 cup noodles relief boxes.
Allow learners to respond. Nomi already counted 8 batteries. Modeling New Learning (I and an empty tray. Show the picture of the relief boxes.
mastery over the lesson
Tatay Rens found 3 more batteries. Do) Ask: How many cup noodles does
• connect today's new concepts Say: Let's count each group. Ask:
to past competencies Karen have? (5 cup noodles)
● How many soap bars did Nanay Say: Karen checks if there are more
• encourage collaboration Ask: How many batteries are there
among learners altogether? Abi pack? (8) cup noodles to add.
Say: Let’s find out! Ask: Karen's Counting
• invite learners to reflect on ● How many more soap bars did
We already know there are 8 · How many cup noodles are Say: Karen started counting from the
why this matters to them Ask: Nomi find? (5)
batteries. left side of the table.
• ensure inclusion for learners' Direct learners' attention to the first inside the tray?
● How many canned goods are in Ask:
varied abilities, learning styles, ten-frame. (0 cup noodles)
the first group? (4) ● How many boxes did she count
and context · How many more cup
● How many canned goods are in ● Do we need to count them noodles will Karen add? first? (4 boxes)
the second group? (6) again? (No!) (0 cup noodles) ● How many boxes did she count
Ask: How many canned goods do · What do you think will
● Which number should we start next? (5 boxes)
they have altogether? happen if Karen adds 0 more
Say: Let's find out! with? (8, because we already
cup noodles? Ate Kat's Counting
know there are 8 batteries.)
Ask: What do you notice? · Will the number change? Say: Ate Kat counted the same
Say: Let's put the two groups Say: Let's keep 8 in our head and
Guide learners to observe that there Why do you think so? boxes.
together. count on 3 more.
are 2 empty spaces. Ask:
Show the objects being combined. Let the learners predict. Do not reveal
Ask: Should we count every object the answer yet. ● How many boxes did she count
Ask: Can we use 2 soap bars to fill
only once? (Yes.) the empty spaces?" (Yes!) Say: Karen adds 0 more cup noodles. first? (5 boxes)
Say: Let's use 2. We will have 3 soap Show: 5 + 0 = 5 ● How many boxes did she count
Count together: 9, 10, 11 bars left. Ask:
Move 2 soap bars into the first ten- next? (4 boxes)
Ask: What number did we say last? · How many cup noodles do Let's Compare
(11) frame to fill all 10 spaces. we have now? Ask:
Conclude: 11 is the total. (5 cup noodles)
Say: ● Do they have the same total?
· Did the number change?
● Now, let's place the canned Next, display the number line.
(No, the number stayed the ● Why do you think so?
goods in the ten-frame. same.) Allow learners to share their ideas.
 Say: When we add 0 to a number,
● Let's count all the canned goods
the number stays the same. Karen's Addition Sentence
together, starting from 1. Say: Karen counted the relief boxes.
Ask: Why did the number stay the
Count aloud while pointing to each
object: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10 Say: same?
Let's check on a number line. Say: Because nothing was added.
Ask: What was the last number we Guide learners to: Ask:
counted? (10) ● Start at 8. Discussing New Learning (We Do) ● How many boxes are on the
● There are 10 canned goods Ate Kat checks the canned goods.
Ask: left? (4)
● Jump 3 spaces forward.
altogether. ● What do we have now? (A full ● How many relief boxes did
Ask: How many canned goods does
● The last number we counted tells ● Land on 11.
group of 10.) Ate Kat have? (10 canned goods) Karen count altogether? (9)
the total. Conclude: We started at 8, counted Say: Ate Kat checks if there are more Guide learners to complete: 4 + 5 = 9
on 3 more, and landed on 11. ● How many soap bars are left?
canned goods to add.
We can write what we did as an (3 soap bars.) Ate Kat's Addition Sentence
Say: Now we have 10 soap bars and Ask: How many canned goods will
addition sentence. Say: Ate Kat counted the same relief
3 more soap bars. Ate Kat add? (0 canned goods) boxes.
Write: 4 + 6 = 10
Let’s add 10 and 3. Say: Ate Kat adds 0 more canned
● The plus sign (+) means put the Display: 10 + 3 = 13 goods.
groups together. Next, demonstrate using fingers. Conclude: There are 13 soap bars in Ask: How many canned goods are
all. Ask:
● The equal sign (=) shows that there now? (10 canned goods)
Say: Keep 8 in your head. Raise 3 Say: Let's write the addition ● How many boxes are on the
both sides are the same amount. fingers. Touch one finger as you After learners understand the ten-
sentence! left? (5)
● The numbers we add are called count. frame, introduce the number bond.
Count together: 9, 10, 11 Say: We broke 5 into 2 and 3. We Ask: ● How many relief boxes did Ate
addends. used 2 to make 10, and 3 were left. · How many canned goods
Conclude: Counting on means Kat count altogether? (9)
● The sum is the total. keeping the larger number in your Show the completed representation: did Ate Kat have? (10) Guide learners to complete: 5 + 4 = 9
head and counting only the smaller · How many canned goods
Learning Checkpoint number. did she add? (0) Let's Compare Again
· How many canned goods Show: 4 + 5 = 9 and 5 + 4 = 9
Learning Checkpoint Ask:
Ask: are there now? (10)
Guide learners to complete the ● What changed?
● What does "counting on" mean? ● 8 + 5 = 13 addition sentence: 10 + 0 = 10
● What stayed the same?
Ask: ● Counting on means starting with ● 5 2 and 3
Learning Checkpoint ● Why is the total still the
● What do we call the numbers we a number we already know and
counting on the remaining ones. ● 10 + 3 = 13 Ask: What happened to the number same?
add together? (Addends) after adding 0? Guide learners to answer:
● What does the plus sign (+) ● Which number should we start
Finally, review the steps shown in the Guide learners to answer: 0 means ● The numbers changed places.
mean? (Put the groups with when counting on? slide. no new objects are added, so the
together.) ● Start with the larger number. Ask: number stays the same. ● The total stayed the same.
● What does the equal sign (=) Then count on the smaller ● How did we make 10? Show: 10 + 0 = 10
● Because they counted the same
show? (Both sides are the same number. Guide learners to say:
Let's Try boxes.
amount.) ● How does the number line help
 us count on? Tell the learners: Learning Checkpoint
● What is the sum in 4 + 6 = 10? ● We started with 8 + 5.
· Move your hands side to Say: Changing the order of the
(10) ● The number line helps us start
● We broke 5 into 2 and 3. side if the answer is A. addends does not change the sum.
Then ask: How did we find the total? at the larger number and jump We can add the numbers in any
Guide learners to conclude: forward to find the total. · Pinch your nose and move
● We used 2 to make 10. order.
your hand if the answer is B.
● We put the two groups together
● We added 10 + 3. 1. 7 + 0 = 7 (A) Show: 4 + 5 = 9 and 5 + 4 = 9
and counted every object once, Discussing New Learning 2. 0 + 13 =13 (A)
starting from 1. (We Do) ● 8 + 5 = 13. 3. 15 + 0 = 15 (A) Ask: Which is easier to count on: 4 +
● One way to add is by counting Tell learners that Tatay Rens and 5 or 5 + 4?
Nomi continue counting the Learning Checkpoint Learning Checkpoint Guide learners to answer: Start with
up.
emergency supplies. Ask: What does making 10 mean? 5 and count on 4.
Ask: What do you notice about all of
Say: Now, let's count the water Ask: Why?
bottles! Guide learners to answer: Making 10 the answers?
Allow learners to explain that starting
Discussing New Learning means making a group of 10 first. Guide learners to answer: Whether with a larger number makes counting
(We Do) Then add the ones that are left. zero comes first or second, the easier.
Next, Nanay Abi checks the bottled
number stays the same.
water.
She places two groups of water ● Tatay Rens counted 4 water Show: 12 + 0 = 12 and 0 + 15 = 15
Discussing New Learning Discussing New Learning
bottles on the table. bottles. (We Do) Learning With Others (You Do (We Do)
● Nomi counted 9 water bottles. Nomi and Ate Mawi pack shampoo With Others) Say: They count another set of relief
Guide learners to compare the two sachets into the family's hygiene kit. boxes.
Give clear instructions:
numbers. Guide learners to observe the ten- Karen's Counting
frame. 1. Work with your partner. Say: Karen counted the relief boxes.
Ask:
Ask: 2. Count the items.
● Which number is larger? (9) 3. Draw circles to show the
● How many bottles are in the first
items.
group? (6) ● Which number should we keep Ask:
4. Write the addition
● How many bottles are in the in our head? (9) ● How many boxes did she count
sentence.
second group? (7) ● What number should we start Guide learners through the five items first? (9 boxes)
Ask: How many water bottles do they with? (9) shown in the slides.
Ask: ● How many boxes did she count
have altogether? Say: Let's keep 9 in our head. Count 1. 14 + 0 = 14 next? (7 boxes)
Say: Let's find out! on 4 more. ● What do you notice? 2. 17 + 0 = 17
3. 20 + 0 = 20 ● How many relief boxes are there
Say: Let's put the two groups ● How many shampoo sachets do
together. 4. 17 + 0 = 17 altogether? (16 boxes)
we need to make 10? Guide learners to complete the
Ask: Should we count every bottle 5. 16 + 0 = 16
Guide learners to see that there is 1 addition sentence: 9 + 7 = 16
only once? (Yes.)
Count together: 10, 11, 12, 13 empty space, so 9 needs 1 more to
make 10. Checking for Progress (You Do By
Say: Now, let's place one water bottle Ask: What number did we say last? Ate Kat's Counting
(13) Continue by asking: Yourself) Say: Ate Kat counted the relief
in each space of the ten-frames.
Conclude: 13 is the total. Find the sum. Write your answer in boxes.
Say: Let's count all the water bottles ● Can we use 1 shampoo sachet
together, starting from 1. the blank.
Next, display the number line. to fill the empty space? (Yes!)
Let learners answer the following
Say: Let's use 1. We will have 5
shampoo sachets left. independently. Ask:
 1. 6 + 0 = ____
● How many boxes did she count
2. 18 + 0 = ____
first? (7 boxes)
3. 0 + 20 = ____
4. 11 + 0 = ____ ● How many boxes did she count
Say: Let's check on a number line.
Count aloud while pointing to each Guide learners to: 5. 0 + 7 = ____ next? (9 boxes)
bottle: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, After learners have completed their ● How many relief boxes are there
● Start at 9. Move 1 shampoo sachet into the first
12, 13 work, review the answers together.
ten-frame to complete the group of altogether? (16 boxes)
● Jump 4 spaces forward. Guide learners to complete the
10.
Summarizing Learning addition sentence: 7 + 9 = 16
● Land on 13. Ask:
Ask: What was the last number we Say: Today, we learned that when we
counted? (13) Ask: ● What do we have now? add 0 to a number, the number stays Let's Compare
Say: There are 13 water bottles the same because 0 means nothing Ask: Do they have the same total?
● Where did we start? (9) ● How many shampoo sachets
altogether. (Yes.)
new is added.
● How many jumps did we make? are left? Show: 9 + 7 = 16 and 7 + 9 = 16
Let's write the addition sentence. Guide learners to answer: Show: 10 + 0 = 10 and 0 + 10 = 10
(4) Say: Both equations have the same
Write: 6 + 7 = 13 total. We can write: 9 + 7 = 7 + 9
● We have a full group of 10. Emphasize: Whether 0 comes first or
● Where did we land? (13) Learning Checkpoint
Let's Try! Conclude: We started at 9, counted ● There are 5 shampoo sachets second, the number stays the same. Say: The equal sign (=) means "the
Use the examples from the slides. on 4 more, and landed on 13. Ask: same as."
left.
Display: 10 + 5 = 15 ● What happens when we Show: 9 + 7 = 7 + 9
Conclude: There are 15 shampoo add 0 to a number? Guide learners to understand that:
sachets in all. ● What does 0 mean in an ● Everything on the left side is the
addition sentence? same as everything on the right
After learners solve the problem, side.
connect it to the number bond. Guide learners to answer:
Next, demonstrate using fingers. Say: We broke 6 into 1 and 5. We Let's Practice
● When we add 0 to a
used 1 to make 10, then added the 5 Say: They count the last set of relief
that was left. number, the number stays
Say: Keep 9 in your head. Raise 4 boxes.
the same.
fingers. Touch one finger as you
count. ● 0 means nothing new is
Karen's Counting
Count together: 10, 11, 12, 13 added.
Display the completed addition
sentence:
9 + 4 = 13 Review the steps together: Ask:
● We started with 9 + 6. ● How many boxes did she count
Learning Checkpoint
Ask: Which strategy would you use if ● We broke 6 into 1 and 5. first? (2 boxes)

Learning With Others (You you already know how many objects ● How many boxes did she count
are in one group? (Counting On.) ● We used 1 to make 10.
Do With Others) next? (12 boxes)
Give clear instructions: ● We added 10 + 5.
Display the Count Up and Count On ● How many relief boxes are there
● Work with your group. comparison. altogether? (14 boxes)
● 9 + 6 = 15.
Guide learners to complete: 2 + 12 =
● Make two groups of popsicle
14
 sticks. Learning Checkpoint
Ask: How does making 10 help us Ate Kat's Counting
● Count all the sticks and write the
add numbers?
addition sentence on your Guide learners to answer: Making 10
whiteboard. first helps us find the total more
easily. Ask:
● Raise your whiteboard when I Ask:
● How many boxes did she count
say, "Show!" ● Which strategy starts at 1? Let’s Try first? (12 boxes)
Rounds Tell learners that they will practice
● Round 1: 4 sticks and 5 sticks ● Which strategy starts with the using the Making 10 strategy to solve ● How many boxes did she count
larger number? addition problems. Remind them to next? (2 boxes)
● Round 2: 6 sticks and 3 sticks find how many more are needed to
● Which strategy is faster when ● How many relief boxes are there
make 10, break apart the other
● Round 3: 7 sticks and 4 sticks one group is already counted? number, make 10, then add the rest. altogether? (14 boxes)
● Round 4: 8 sticks and 5 sticks Guide learners to complete: 12 + 2 =
Guide learners to conclude: Present each item one at a time. 14
Counting On starts with the larger Ask learners to complete the number
● Round 5: 9 sticks and 6 sticks
number, counts only the new objects, bond and find the sum before Say: We want to write Karen's and
Allow learners to complete each and is faster than Counting Up when revealing the answer. Ate Kat's counting in one number
round before moving to the next. one group has already been counted. sentence.
● 7 + 4 = 11
Show: 12 + 2 = 14 and 2 + 12 = 14
Let's Try Ask: Should we write the answer
Checking for Progress ● 6 + 6 = 12
Tell learners that they will practice after the equal sign?
(You Do By Yourself) using the Counting On strategy. ● 8 + 9 = 17 Guide learners to answer: No!
Remind them: Start with the larger Ask: What should we write on the
number. Keep it in your head. Count ● 7 + 9 = 16 other side?
on the smaller number to find the Guide learners to answer: Write the
total. addends in the switched order.
Summarizing Learning Learning With Others (You Complete: 12 + 2 = 2 + 12
Ask: What happens when we put two Give clear instructions:
Do With Others)
groups together? ● Do the peace sign pose if Give clear instructions: Learning Checkpoint
Say: 1. Work with your partner. Say: After the equal sign, write the
the answer is A.
2. Draw the number bond on your addends in the other order.
● We put the two groups together.
● Do the burger pose if the whiteboard. Show: 12 + 2 = 2 + 12
● We count all the objects to find answer is B. 3. Make 10 to add.
Present each item one at a time. 4. Show your answer when the Let's Try
the total. Tell the learners:
1. 8 + 6 = ____ teacher says, "Show!"
● The last number counted tells o A. 14 Present each round one at a time: ● Hands on your knees if the
the sum. o B. 15 ● Round 1: 8 + 3 answer is A.
● We can write the answer using 2. 3 + 10 = ____
o A. 12 ● Round 2: 6 + 5 ● Hands on your toes if the
an addition sentence. o B. 13 answer is B.
3. 8 + 12 = ____ ● Round 3: 8 + 4 1. 4 + 6 = ___ + ___
o A. 20 A. 6 + 4 B. 4 + 5
● Round 4: 9 + 7
o B. 19 2. 12 + 5 = ___ + ___
After each item, reveal the correct A. 5+5
● Round 5: 7 + 6
answer and briefly discuss how B. 5 + 12
learners counted on from the larger After each round, invite a few pairs to 3. 8 + 1 = ___ + ___
number. explain how they broke apart the A. 18 + 1
second number to make 10 before B. 1 + 8
revealing the correct answer.
Learning With Others (You
Do With Others) Learning With Others (You
Give clear instructions: Checking for Progress Do With Others)
1. Work with your partner. (You Do By Yourself) Give clear instructions:
2. Start with the larger Give clear instructions: Complete the 1. Work with your partner.
number. number bond to make 10. Then add. 2. Count the relief boxes.
3. Use the popsicle sticks to 3. Use circles to draw the same
count on and find the total. groups in a different order.
Present one addition sentence at a 4. Write the addition sentence.
time. Guide learners through the two items
1. 8 + 3 = ____ shown in the slides.
2. 9 + 4 = ____ For each item, learners should:
3. 10 + 6 = ____
● count the two groups of relief
4. 11 + 5 = ____ Summarizing Learning
5. 12 + 7 = ____ Review the lesson by asking learners boxes;
After each round, ask selected pairs to complete the summary together. ● draw the same groups with the
to share how they found the total. Ask:
order switched; and
● What do we do first when
● write both addition sentences to
Checking for Progress using the Making 10
strategy? show that the sum stays the
(You Do By Yourself) same.
Give clear instructions: ● Why do we break apart one
● Start with the larger number. number? Checking for Progress
(You Do By Yourself)
● Draw jumps on the number line. ● How does making 10 help
Find the sum, then write the addends
us add? in a different order.
● Write the total. Emphasize the key idea: Let learners answer the following
● Use Making 10 when one independently.
● Check by counting using fingers
1. 8 + 4 = ____
one by one. number is close to 10. Find ____ + ____ = ____
how many more are 2. 15 + 3 = ____
needed to make 10, break ____ + ____ = ____
apart the other number, 3. 6 + 11 = ____
make 10, then add the rest. ____ + ____ = ____
4. 9 + 7 = ____
____ + ____ = ____
5. 13 + 5 = ____
____ + ____ = ____
Allow learners to complete the After learners have completed their
 worksheet independently. work, review the answers together.
As learners work, observe whether
they:
● start at the larger number,
Summarizing Learning
● draw the correct number of Say: Today, we learned that
changing the order of the addends
jumps on the number line, and
does not change the sum.
● write the correct total.
After the activity, review the answers Show: 4 + 5 = 9 and 5 + 4 = 9
as a class. Invite a few learners to Emphasize: We can switch the order
explain how they counted on to find of the addends.
the total.
Show: 9 + 7 = 7 + 9
Say: The equal sign (=) means "the
Summarizing Learning same as”.
Say: When we count on, we start with
the larger number, count on the Emphasize: Write the switched
smaller number, and the last number addends after the equal sign, not the
is the total. answer.
Ask:
● What happens when we switch
the addends?
● What does the equal sign (=)
mean?
Guide learners to answer:
● Changing the order of the
addends does not change the
sum.
● The equal sign means "the
same as”.
Making Generalizations and Making Learning Relevant Making Learning Relevant Making Learning Relevant Making Learning Relevant Making Learning Relevant
Abstractions Ask: How can addition help your Ask: How can counting on help Ask: What things at home can Ask: At home, when can you add Ask:
family prepare for rainy days? you count things faster? you add by making 10 first? 0 and keep the same number? When can switching the
addends help you count faster
Encourage learners to share
Possible Answers: We can count Encourage learners to share Encourage learners to share at home?
emergency supplies, check if we situations at home or in school situations where they add items at examples, such as: Encourage learners to share
have enough food and water, where they can use Counting On home, such as counting school ● toys, examples, such as counting:
count batteries and flashlights, or to find the total more quickly, such supplies, snacks, toys, or ● books,
● toys,
find the total number of items in as counting toys, snacks, school household items. ● clothes,
our go bag. supplies, or emergency supplies. ● fruits, or ● books,
 Emphasize that making 10 can ● other household items. ● fruits,
help them add numbers more Emphasize: Whenever nothing
quickly in everyday situations. new is added, the number stays ● snacks, or
the same. ● other household items.
Emphasize: Switching the
addends can make counting
easier, but the sum stays the
same.

Learning Resources
Digital Resources
Learning Resources: ● Laptop, computer, TV, or projector
List down the learning
resources that will help you ● PowerPoint or Google Slides presentation
reach your objectives. Ensure
● DepEd Curriculum Guide
that they are
available and inclusive. ● Digital timer
Learner Materials
Include options and alternatives
● Pencil and crayons
in case of emergencies.
● Whiteboard and marker (if available)

● Worksheet: Pair Work and Independent Work

Opportunities for Integration:

Write down any possibilities to Makabansa: Preparation for typhoon season.
meaningfully anchor learning areas,
special topic, or technology. Language: Oral counting of items for emergency kits for family.
Write N/A if none.

Assessments reveal what learners have gained and what they still need help with. These are helpful in providing you with information to guide your future instruction.

Formative Assessment: Before Before Before Before Before

Create a task, activity, or questions to Learners counted groups of Learners reviewed the Counting Up Learners recalled number pairs that Learners participated in the "Make Learners participated in the "Zero or
evaluate learning and provide feedback.
emergency supplies and wrote the strategy by starting at 1 and counting make 10 by completing number 10!" activity by choosing the correct Number" activity by identifying
Include ways for learners to ask for
guidance or support. correct numerals to review counting every object to find the total. They bonds. They reviewed how to identify answer through actions and whether addition sentences with 0
objects. They also recalled how to put identified the correct total and the missing part needed to make 10 completing the number bonds. This were correct or wrong through
Remember to provide appropriate objects into groups and tell how many recalled that Count All means and explained how the two parts helped the teacher determine actions. This helped the teacher
accommodations so all learners can there were. counting every object one by one. make the whole. whether learners could identify parts determine whether learners
demonstrate their understanding (e.g.,
that make 10 before introducing the understood that adding 0 does not
varied response formats, small group
During During During change the number, which served as
 Learners counted two groups of Learners practiced the Counting On Learners used ten-frames and new lesson. a bridge to the new lesson on
emergency supplies, represented strategy by starting with the larger number bonds to solve addition switching addends.
each item with one circle in a ten- number and counting on the smaller problems by making 10 first. They
frame, counted all the objects to find number to find the total. They used identified how many more were During During
the total, wrote addition sentences, fingers and number lines to check needed to make 10, broke apart one Learners explored addition with 0 Learners explored what happens
and identified the addends, plus sign their answers and explained how addend, made 10, added the using pictures of cup noodles and when the order of the addends is
(+), equal sign (=), and sum. counting on helped them add more remaining ones, and explained how canned goods. They predicted changed by comparing Karen's and
efficiently. they broke apart one addend to make outcomes, completed addition Ate Kat's ways of counting the same
After 10 before finding the sum. sentences, and explained why the relief boxes. They completed addition
Learners worked with a partner to After number stayed the same. Learners sentences, compared equations,
count pictures, draw one circle for Learners worked with a partner to After also demonstrated their identified what changed and what
each item in the ten-frame, count all solve addition problems using the Learners worked with a partner to understanding through the Let's Try stayed the same, and demonstrated
options, visual or auditory supports). the circles, and write the Counting On strategy with popsicle solve addition problems using ten- and Work Together activities. their understanding through the Let's
corresponding addition sentence. sticks. They then completed an frames and number bonds, then Try and Work Together activities.
They also completed an independent independent activity by drawing completed an independent activity by
activity by counting two groups of jumps on a number line and writing applying the Making 10 strategy to After After
objects, representing them with the correct total. find sums within 20. Learners completed the Work On Learners completed the Work On
circles, finding the total, and writing Your Own activity by finding the Your Own activity by finding the sum
the correct addition sentence. sums of addition sentences involving and writing the addends in a different
0. They checked their answers during order. They then reflected on how
Let's Check! and reflected on what switching the addends helped them
happens when adding 0 to a number. add and how checking both orders
made them more confident about
their answers.

Meaningful learning can also happen beyond the classroom - for both the learners and the teacher.
Pause and reflect on what happened today.

Extended learning Differentiated Activities Differentiated Activities Differentiated Activities Differentiated Activities Differentiated Activities
opportunities:
Suggest other learning Remediation Activity Remediation Activity Remediation Activity Remediation Activity
experiences outside the Directions: Count all the objects. Directions: Complete the number Remediation Activity
classroom/class hours that Directions: Start at the larger Directions: Count the objects. The Directions: Count the objects.
Write the total. bond. Then find the sum.
learners may want to Find the sum. Then write the
access to reinforce what they 1. 8 canned goods + 5 canned number. Hop on the number line. 1. 9 + 4 = ______ other group has 0 objects. Write
goods 2. 8 + 6 = ______ addends in a different order.
have learned, to Write the answer. the answer.
2. 9 water bottles + 8 water 3. 7 + 5 = ______ 1. 5 + 2 = ____
spark their curiosities further, or
that may provide bottles 1. 8 + 5 = ___ 4. 9 + 3 = ______ 1. 9 + 0 = ___ ____ + ____ = ____
them support in their areas of 3. 6 biscuits + 4 biscuits 5. 8 + 4 = ______ 2. 3 + 4 = ____
difficulty. 4. 8 noodles + 7 noodles 2. 7 + 6 = ___ 2. 0 + 12 = ___ ____ + ____ = ____
5. 7 flashlights + 9 flashlights 3. 6 + 1 = ____
3. 5 + 9 = ___ Reinforcement Activity 3. 7 + 0 = ___ ____ + ____ = ____
Reinforcement Activity Directions: Complete the number 4. 8 + 2 = ____
Directions: Count all the objects. 4. 3 + 10 = ___ bond. Then find the sum. 4. 15 + 0 = ___ ____ + ____ = ____
 Then write the addition sentence. 5. 13 + 2 = ___ 1. 9 + 8 = ______ 5. 0 + 19 = ___ Reinforcement Activity
1. 9 canned goods + 8 canned 2. 8 + 7 = ______ Directions: Find the sum, then
goods Reinforcement Activity 3. 7 + 5 = ______ write the addends in a different
2. 5 water bottles + 7 water 4. 9 + 4 = ______ order.
bottles Directions: Start with the larger 5. 8 + 3 = ______ Reinforcement Activity 1. 7 + 5 = ____ ____ +
3. 4 biscuits + 5 biscuits number. Count on to find the ____ = ____
4. 8 noodles + 6 noodles answer. Directions: Find the sum. 2. 14 + 2 = ____ ____
5. 6 flashlights + 8 flashlights Enrichment Activity + ____ = ____
1. 12 + 3 = ______ Directions: Break apart either 1. 7 + 0 = ___ 3. 10 + 8 = ____ ____
Enrichment Activity addend to make 10. Complete the + ____ = ____
Directions: Count up to find the 2. 8 + 5 = ______ number bond. Then find the sum. 2. 0 + 11 = ___ 4. 16 + 3 = ____ ____
total. Write the answer. 1. 6 + 8 = ______ + ____ = ____
1. 7 + 5 = ____ 3. 13 + 6 = ______ 2. 7 + 9 = ______ 3. 19 + 0 = ___ 5. 11 + 9 = ____ ____
2. 8 + 8 = ____ 3. 8 + 5 = ______ + ____ = ____
4. 8 + 4 = ______ 4. 14 + 0 = ___
3. 9 + 5 = ____ 4. 9 + 6 = ______
4. 4 + 7 = ____ 5. 7 + 8 = ______
5. 14 + 4 = ______ 5. 0 + 20 = ___
5. 6 + 7 = ____ Enrichment Activity
Directions: Write if both
addition sentences are correct. If
Enrichment Activity the second addition sentence is
Enrichment Activity wrong, write the correct addition
Directions: A learner solved each sentence.
Directions: A learner counted on 1. 8 + 4 = 12 4+8=
to solve the addition problem. addition problem. If the answer is
12
Read each solution. If it is correct, correct, write . If it is wrong,
______________
write . If it is wrong, write the write the correct answer. 2. 15 + 3 = 18 3 + 15 =
correct answer. 18
1. 7 + 0 = 0 ______________
3. 6 + 11 = 17 10 + 6 =
2. 0 + 13 = 13 17
______________
3. 18 + 0 = 18
4. 9 + 7 = 16 7+9=
16
4. 0 + 10 = 0
______________
5. 16 + 0 = 17 5. 13 + 5 = 18 5 + 12 =
17 _____________

Reflections:
Think about what you need to change
for the next session based on what
happened today. Is there something the
learners are interested in exploring?
 Are there some things you would like to
share with your co-teachers, parents, or
school leaders about your classroom
experience? What would you like
your instructional coach to help you
with?

Prepared by: Check by: Noted by:

ROSE ANNE C. PINOY DOLORES B. BRACAMONTE JENNIFER B. DAVID

Teacher 1 Master Teacher-in-Charge School Head