Siena College, Inc.

Quezon City
Integrated Basic Education Department
SY 2020 - 2021

Math Gr.1
Number and Number Sense
Overview

In math, to count can be defined as the act of determining the quantity or

the total number of objects in a set or a group. Counting numbers are used to
count elements. We have to use counting numbers to determine the number of
objects in a given set.

On our first module, we will focus on concrete mathematics which tackles

about counting, comparing, grouping and ordering numbers using sets of
objects that can be seen every day inside your home.

The second module will focus on abstract mathematics which requires the
skill in reading and writing numbers in words and symbols whereas we will
understand the place value of numbers.

The third module will focus on comparing and ordering numbers by

analyzing values of each which is the skill we need in using ordinal numbers.

Lastly, on our fourth module we will focus on recognizing monetary values,

counting and comparing values of money.

Introduction

Whole numbers are counting numbers. The process of counting from

concrete objects to abstract numbers is a mathematical concept called
abstract mathematics by which we no longer have to depend on real world
objects to solve mathematical problems.

After learning to write numbers as digits, next step is to learn to spell and
write numbers using alphabets. We use these numbers written in words not only
in mathematics but in our everyday life as well.
Table of all the lessons (number and title)
The topics included in this module are:

Lesson No. 1: Reading and Writing Number Symbols and Words

Lesson No. 2: Place Values (Tens and Ones)
Lesson No. 3: Comparing and Ordering Numbers

Module At the end of this module, you should be able to:

Objectives
 reads and writes numbers up to 100 in symbols and in
words.
 visualizes and gives the place value and value of a
digit in one- and two-digit numbers.
 renames numbers into tens and ones.
 compares numbers up to 100 using relation symbol
and orders them in increasing or decreasing order.

NOTE: taken from MELC

Graduate Attributes:
Servant Leader (He or she is contributing to the fulfillment of a need or
furtherance of an effort or purpose.)
Pre- Assessment

Multiple Choice
Directions: Read each item carefully. Encircle the letter of your answer.

1. Which is the correct spelling of number 10?

a. Tenth b. Ten c. Pen
2. Which is correctly spelled word and read as 32?
a. Thirti-two b. Therty-two c. Thirty-two
3. Ninety-seven can be written as _______?
a. 77 b. 87 c. 97
4. Eighty-three is the same as _________?
a. 63 b. 73 c. 83
 5. Sixty-eight is the same as ____________?
a. 8 tens and 6 ones b. 6 tens and 8 ones c. 68 ones
6. In comparing numbers, 88 is ______________ 89?
a. More than b. Less than c. Equal to
7. In comparing numbers, sixty-nine is ______________ 69?
a. More than b. Less than c. Equal to
8. Which set of numbers are arranged from greatest to least?
a. 8, 10, 13 b. 20, 29, 17 c. 13, 10, 9
9. Which set of numbers are arranged from least to greatest?
a. 36, 47, 70 b. 76, 67, 89 c. 53, 49, 12
10. What do you call the arrangement of these numbers: 45, 62, 90?
a. Least to greatest b. Greatest to least c. None of these

Module 2: Abstract Mathematics

Lesson 1. Reading and Writing Number Symbols and Words

Lesson Objectives:

At the end of the lesson, you should be able to:

 reads numbers up to 100 in symbols and in words

 writes numbers up to 100 in symbols and in words
 renames numbers into tens and ones.

Instructional Materials:

 Realistic Math Textbook

 Orange apps
 Laptop and Tablets
Teaching-Learning Experiences

A. Discussion

Martin runs a fruit farm. He started

off with 10 baskets of apples, 15 baskets
of oranges, 20 baskets of pears and 29
baskets of lemons.
He wanted to make sure that all of the
fruits are placed in a basket.

Let us help Martin count by reading the number words correctly.

First let us have the baskets of apples:

one two three four five

ee
We all have
1 2 3 4 5 10 baskets
of apples.
six seven eight nine ten
b e
10 is the
number.
6 7 8 9 10
Ten is the
number
Whereas, we can see that 10 is a number and ten is the number
word. word.
Next let us have the baskets of bananas:
one two three four
ee

1 2 3 4

five six seven eight

b

5 6 7 8 We all have
15 baskets
nine ten eleven twelve of oranges.
e e

9 10 11 12 10 is the
number.
thirteen fourteen fifteen
Ten is the
number
13 14 15 word.

Whereas, we can see that 15 is a number and fifteen is the number word.

Finally, we will count the baskets of pears:

one two three four five

ee
We all have
1 2 3 4 5 20 baskets
of pears.
six seven eight nine ten
b e
10 is the
6 7 8 9 10 number.

Ten is the
number
word.
 eleven twelve thirteen fourteen fifteen
e

11 12 13 14 15

sixteen seventeen eighteen nineteen twenty

16 17 18 19 20

Whereas, we can see that 20 is a number and twenty is the number word.

When we start writing numbers after twenty we begin to notice that the
numbers follow a specific pattern after twenty, the two digit numbers that have
any number other than zero at ones place are written with a hyphen in
between.

This pattern is visible in the list of numbers below:

 All the two digit numbers with zero at units place except ten end with “ty” at
the end written as shown in the table:

B. Learning Activities

 For additional activities answer, page 44 to 45 of the book; Class

work and Practice Activities to test how assess how much you
understand about this lesson.

 For parallel discussion online, you may visit the links below:
Counting up to 20
[Link]

1 to 100 spelling
[Link]

C. Value Statement
Learn to take care of our self. Eat nutritious food to make us strong
and healthy.

D. Formative Assessment

Directions: Write number for each number word.

1. eighty-eight ________________________

2. fifty-two ________________________
 3. ninety ________________________

4. thirty ________________________

5. forty-seven _________________________

6. ninety-three _________________________

7. fifty _________________________

8. eighty-five _________________________

9. twenty-seven _________________________

10. sixty-two _________________________

D. Synthesis/Closure

 When we count numbers, we use numbers itself and read it as

number words.

Assignment

Make your own number chart with numbers and number words and paste it to
your room and review to familiarize yourself.
Example:
Learning Activities-Answer Key
 Class work page 43
1. 39- thirty-nine 8. seventy-three 15. ninety-three
2. 27-twenty-seven 9. forty-five
3. 13- thirteen 10. twenty-eight
4. 89- eighty-nine 11. ninety
5. 62- sixty-two 12. fourteen
6. 58- fifty-eight 13. eighty-one
7. sixteen 14. fifty-seven
 Practice pages 44-45
1. 47
2. 61
3. 85
4. 99
5. 30
6. 52
7. 34
8. 28
 Enrichment page 45
1. 48 6. 27
2. 78 7. 12
3. 11 8. 85
4. 29 9. 94
5. 33 10. 64
 Formative Assessment
1. 88 6. 92
2. 52 7. 50
3. 90 8. 85
4. 30 9. 27
5. 47 10. 62

Lesson 2. Place Value

Lesson Objectives:

At the end of the lesson, you should be able to:

 identify the place value and finds the value of the digit in a one and two-
digit number
 write the place value of the underlined numerals
Instructional Materials:

 Realistic Math Textbook

 Orange apps
 Laptop and Tablets

Teaching-Learning Experiences

A. Discussion

In Miss Ramirez’s class they are having discussion about place value.

How many groups of tens

are there?
How many string beans are
loose?

Ann and Danny needs to answer Miss Ramirez. And they come up with
ideas such as:

Hmm, there are 2 sets I also think that 6

of ten pieces of string pieces of loose string
beans beans
 That’s right we have 2 tens and
6 ones, which mean we have 26
string beans.

Place Value is defined as the

value represented by a digit in a
number on the basis of its position
in the number.

By using this chart we can see that the group of tens is

separated from the group of ones. We can see that we have
43 blocks and it is the same as 4 tens and 3 ones.
 B. Learning Activities

 For additional activities answer, page 49 to 51 of the book; Class

work and Practice Activities to test how assess how much you
understand about this lesson.

 For parallel discussion online, you may visit the links below:
Place Value for Kids: Ones and Tens - Place Value Blocks
[Link]

C. Value Statement
Study to learn and explore great things.

D. Formative Assessment
Directions: A. Write the place value of the underlined digit.

Example: 78 _______tens________
1. 27 ___________________
2. 82 ___________________
3. 34 ___________________
4. 21 ___________________
5. 67 ___________________
B. Encircle the digit of the indicated place value.

6. tens 4 7

7. ones 2 4

8. ones 1 0 0

9. tens 5 9

10. tens 8 1

D. Synthesis/Closure

 Place Value is defined as the value represented by a digit in a number on

the basis of its position in the number.
Learning Activities-Answer Key
 Class work pages 49-51
1. 5 tens and 6 ones = 56 7. 7
2. 3 tens and 6 ones = 36 8. 3
3. 9 tens and 3 ones = 93 9.0
4. 63 10. 1
5. 100 11. 3
6. 27 12. 0
 Practice page 51
1. Tens-80 6. 9 tens and 9 ones
2. Ones-90 7. 8 tens and 3 ones
3. Hundreds- 300 8. 5 tens and 0 ones
4. Tens-10 9. 1 tens and 7 ones
5. Hundreds- 600 10. 2 tens and 8 ones
 Enrichment page 52
1. 6 7. f
2. 30 8. a
3. 900 9. c
4. 100 10. e
5. 200 11. b
6. 5 12. d
 Formative Assessment
1. tens 6. 4
2. ones 7. 4
3. tens 8. 0
4. tens 9. 5
5. ones 10. 8

Lesson 3. Comparing and Ordering Numbers

Lesson Objectives:

At the end of the lesson, you should be able to:

 reads and writes numbers up to 100 in symbols and in words.

 compares numbers up to 100 using relation symbol
 orders numbers in increasing or decreasing order.

Instructional Materials:

 Realistic Math Textbook

 Orange apps
 Laptop and Tablets
Teaching-Learning Experiences

A. Discussion

In Siena College of Quezon City, there are three sections of Grade 1

students. Mrs. Vila has 26 pupils, Ms. Fuentes also has 26 pupils and Ms. Ramirez
has 28 pupils.

Let us answer the following questions:

Who has more number of pupils?

Ms. Ramirez has more pupils than Mrs. Vila

and Ms. Fuentes.

We write: 28 > 26 or
We say: “ 28 is greater than 26”

A class of 28 pupils is more than a class of 26 pupils.

We use the sign > or greater than when the

number on the left is greater than the number on the
right.
 Who has less number of pupils?

Mrs. Vila and Ms. Fuentes has less pupils than Ms.
Ramirez.

We write: 26 < 28 or
We say: “ 26 is less than 28”

A class of 26 pupils is less than a class of 28 pupils.

We use the sign < or less than when the number on

the left is less than the number on the right.

Who has equal number of pupils?

Mrs. Vila and Ms. Fuentes have equal number of

pupils.

We write: 26 = 26 or
We say: “ 26 is equal to 26”

A class of 26 pupils is equal to a class of 26 pupils.

We use the sign = or equal to when the numbers

are equal or have the same value.

Since we are done comparing numbers we will now have ordering of

set of numbers.
 In Ms. Ramirez class, she gave her class a diagnostic test. She gave each
student their test questionnaires which are numbered from1 until 28. Upon
collecting the paper, she noticed that some of the papers are note arranged
properly.

Let us help Ms. Ramirez in arranging the test questionnaires:

I need to arrange 23, 26, 27, 28, 25, 24

in increasing order.
In arranging numbers in increasing
order, we are going to start from
the lowest number to the highest
number.

Lowest number
The correct arrangement is 23, 24, 25, 26, 27, 28

Highest number

After Ms. Ramirez checked the test questionnaires. She will now arrange the
scores in decreasing order.
 I need to arrange according to their scores which
are 15, 49, 50, 25, 36 in decreasing order.

In arranging numbers in decreasing

increasing
order, we are going to start from the
highest number
the lowest to to
number thethe
lowest
highest
number.

Highest number Lowest number

The correct arrangement is 50, 49, 36, 25, 15

B. Learning Activities

 For additional activities answer, page 55 to 58 of the book; Class

work and Practice Activities to test how assess how much you
understand about this lesson.

 For parallel discussion online, you may visit the links below:
Comparing Numbers
[Link]
Ordering Numbers
[Link]

C. Value Statement
Learn to lend a hand to those who needs help.

D. Formative Assessment
A. Directions: Write the correct symbol ( >, <, or = ) to compare each set of
numbers below.

1 3 5
. . .
2 4 6
. . .
 B. Directions arrange the given numbers to its given order.

Increasing order:
7. 56, 89, 14, 35 = _______, _______, ________, ________
8. 77, 45, 23, 90 = _______, _______, ________, ________

Decreasing order:
9. 10, 46, 18, 75 = _______, _______, ________, ________
10. 69, 56, 29, 94 = _______, _______, ________, ________

C. Synthesis/Closure

 When we compare numbers we use symbols such as >, < , =; or

We use greater than, less than or equal to.
 When we arrange numbers in increasing order, we first start to the
lowest number to the highest number.
 When we arrange numbers in decreasing order, we first start to the
highest number to the lowest number.

Assignment

Answer pages 58 and 59 in your Realistic Math book.

Learning Activities-Answer Key

 Class work pages 55-57

11. 14.
12. 15.
13.
  Practice page 51
1. > 6. 23 11. 88,86,84,82
2. < 7. 66 12. 31,33,37,39
3. > 8. 35 13. 28,66,91,100
4. = 9. 60 14. 57,53,51,50
5. 16 10. 71
 Formative Assessment
1. > 6. >
2. < 7. 14,35,56,89
3. > 8. 23,45,77,90
4. = 9. 75,46,18,10
5. < 10. 94,69,56,21
 Pre-Assessment
1. B 6. B
2. C 7. C
3. C 8. C
4. C 9. A
5. B 10. A

Post Assessment
(Given after the last lesson and as soon as students are ready for post-
assessment.)

Multiple Choice
Directions: Read each item carefully. Write the letter of the correct answer on
the blank provided.

_____1. Which symbol will make the number sentence correct?

40 + 5 25
a. < b. > c. =

_____2. Which number is greater than 25?

a. 20 b. 35 c. 24

_____3. Which number is less than 67?

a. 87 b. 77 c. 57

_____4. Which number is equal to 20 + 5?

a. 15 b. 30 c. 25
_____5. Which set of numbers is arranged in increasing order?
a. 18, 20, 25, 15
b. 50, 55, 58 , 59
c. 18, 12, 8, 5

_____6. Which set of numbers is arranged in decreasing order?

a. 20, 23, 27, 29
b. 40, 38, 31, 20
c. 35, 37, 39, 40

____7. Which is the number word for 28?

a. twenty-eight b. twinty-eight c. twenti-eight

_____8. What is the standard form of eighty- four?

a. 48 b. 84 c. 804

_____9. What is the place value of 4 in 845?

a. ones b. tens c. hundreds

_____10. Which digit in the number 312 is in the ones place?

a. 3 b. 1 c. 2

Prepared by: Checked by:

Ms. Jizel M. Ramirez Mr. Restituto E. Cabigao Jr.

Mathematics Teacher Coordinator for Academics

Checked by: Noted by:

Mr. Nathaniel Romeo G. Amat Sr. Enriqueta B. Arnaiz, O.P.

Mathematics- ATL IBED – Principal