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Lesson Exemplar
Quarter 2
Week

for Mathematics 5
Lesson Exemplar for Mathematics Grade 1
Quarter 2: Week 5
This material is intended exclusively for the use of teachers in the implementation of the MATATAG K to 10 Curriculum. It aims to assist in delivering
the curriculum content, standards, and lesson competencies.

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Published by the Department of Education

Secretary: Sonny M. Angara
Undersecretary: Gina O. Gonong

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Writer: UP NISMED (Edna G. Callanta)

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Layout Artist: Lorraine Anne B. Ang

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2 of Learning Delivery, Bureau of Learning Resources
Bureau of Curriculum Development, Bureau
 MATATAG School Grade Level 1
K to 10 Curriculum Name of Teacher Learning Area Mathematics
Weekly Lesson Log Teaching Dates and Time Week 5 Quarter Second

DAY 1 DAY 2 DAY 3 DAY 4

A. Content The learners should have knowledge and understanding of addition of numbers, with sums up to 100.
Standards
B. Performance By the end of the quarter, the learners are able to perform addition of numbers with sums up to 100.
Standards
C. Learning The learners
Competencies • add numbers by expressing addends as tens and ones (expanded form);
• add numbers with sums up to 100 without regrouping, using a variety of concrete and pictorial models for:
o 2-digit and 1-digit numbers
o 2-digit and 2-digit numbers; and
• solve problems (given orally or in pictures) involving addition with sums up to 100 without regrouping.

D. Learning At the end of the lesson, the At the end of the lesson, the At the end of the lesson, the At the end of the lesson, the
Objectives learners should be able to learners should be able to add learners should be able to add 1- learners should be able to add
represent a 2-digit number as a 1-digit and 2-digit numbers digit and 2-digit numbers with 2-digit and 2-digit numbers (both
sum of tens and ones. (multiples of 10) with sums up to sums up to 100 in horizontal form are multiples of 10) with sums up
100 in horizontal form without without regrouping. to 100 in horizontal form without
regrouping. regrouping.
Activating Prior Conduct a drill on basic addition Conduct a drill on basic addition Conduct a drill on basic addition Conduct a drill on basic addition
Knowledge facts. facts. facts. facts.

Instruct the learners to bring out Present number 87. Ask the Let the learners bring out their Let the learners count by 10s up
their show-me boards and their learners to write this number as a show me board and answer the to 100. If there is a nursery rhyme
counters. sum of tens and ones on their following, one at a time. Discuss or song about counting by 10s let
show me board. the answer after each number. them sing it. If none, you can refer
87 = 80 + 7 to the YouTube link below for the

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 Let them count 13 counters and Ask the learners what they call song Count by Tens (Pinkfong
split the 13 counters into two 87 = 80 + 7? It is called a number 1) 60 + 7 = ___ Songs for Children).
groups. sentence. 2) 70 + 2 = ___
In the number sentence 87 = 80 + 3) 5 + 30 = ___
Let them write on their show-me 7, what is 87 called? 87 is the sum. 4) 6 + 80 = ___ [Link]
boards the number of counters in What are 80 and 7 called? 80 and 5) 40 + 7 = ___ ?v=PYNqWmkkxaY
each group that they have formed 7 are the addends. Expected answers:
for 13. You may write on the 1) 67
board, ___ and ___ , to guide Tell the learners that 87 = 80 + 7 2) 72
them in writing their answers. can also be written as 80 + 7 = 87. 3) 35
Which is the sum in 80 + 7 = 87? 4) 86
When they have finished, ask for The sum is 87. 5) 47
their answers. List the unique Which are the addends in 80 + 7 =
ones on the board. The complete 87? 80 and 7 are the addends.
list is shown below.
1 and 12 Tell the learners that for this
2 and 11 lesson, they will be given numbers
3 and 10 in tens and ones. They will find
4 and 9 the sum of these numbers.
5 and 8
6 and 7
7 and 6
8 and 5
9 and 4
10 and 3
11 and 2
12 and 1
Lesson Purpose/ To represent 2-digit numbers as To add 1-digit and 2-digit numbers To add 1-digit and 2-digit numbers To add 1-digit and 2-digit numbers
Intention sums of tens and ones with sums up to 100 in horizontal with sums up to 100 in horizontal with sums up to 100 in horizontal
form without regrouping form without regrouping form without regrouping
Lesson Language Tens, ones, sum, number Tens, ones, sum, number Tens, ones, sum, number Tens, sum, number sentence, add,
Practice sentence, add, plus, equals, ones sentence, add, plus, equals, digits, sentence, add, plus, equals, digits, plus, equals, digits, place value,
digits, tens digit, place value, place value, value, addends, solve place value, value, addends, solve value, addends, solve
value

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Reading the Key
Idea/Stem
Developing Focus the learners’ attention on Post the problem on the board. Post the problem on the board. Post the following number
Understanding the answers written on the board. Read it aloud to the learners. sentences on the board. Let the
of Key Idea/ Ask the learners to write each Kara collected 24 bottles. Her learners get their counters and
Stem answer to a number sentence. Mother sells soaps in the market. father gave her 5 more. How find the sum of each pair of
1 and 12 1 + 12 = 13 The soaps are sold in packs of tens many bottles did she have in all? numbers.
2 and 11 2 + 11 = 13 and packs of ones. How many
3 and 10 3 + 10 = 13 soaps does she still need to sell if Read the problem to the learners. 1) 20 + 20 = ___
4 and 9 4 + 9 = 13 there are 4 packs of tens and 8 2) 10 + 70 = ___
5 and 8 5 + 8 = 13 packs of ones left? Ask: How many bottles were 3) 30 + 40 = ___
6 and 7 6 + 7 = 13 collected by Kara? Twenty-four 4) 60 + 30 = ___
7 and 6 7 + 6 = 13 Ask: bottles were collected by Kara.
8 and 5 8 + 5 = 13 How many packs of 10 soaps are How many more bottles were When learners are done with the
9 and 4 9 + 4= 13 there? There are 4 packs of 10 given to her by her father? Five activity, discuss the answers and
10 and 3 10 + 3 = 13 soaps. bottles more were given to her by write them on the board.
11 and 2 11 + 2 = 13 How many packs of one soap are her father.
12 and 1 12 + 1 = 13 there? There are 8 packs of one 1) 20 + 20 = 40
soap. Think of ways to solve the 2) 10 + 70 = 80
Let them name which of these What does the problem ask? The problem. 3) 30 + 40 = 70
number sentences expresses 13 problem wants us to know the 4) 60 + 30 = 90
as a sum of tens and ones? number of soaps Mother has still Let the learners solve the
Expected answers: 10 + 3 = 13 and to sell. problem. Let them show their Have the learners observe the
3 + 10 = 13 answers on their show me board. number sentences. Then, ask for
Tell the learners that they will find You may also allow them to use their observations.
Say, in 10 + 3 or 3 +10, 13 is out the number of soaps Mother counters/illustrations and explain
written as a sum of tens and ones. has to sell. Let them do it in pairs. to the class how they did it. Possible observations:
Ask them to bring out their 1. The ones digit in the addends
counters and use them to Possible solutions: and in the sums are zeros.
represent and solve the problem. • Using concrete 2. The numbers are those in skip
objects/illustrations counting by 10’s.
Go around the class to check on 3. The numbers are less than 100.
learners’ work. When they are 4. The ones digit in the sum is
done, ask, zero and the tens digit is the

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Use counters to represent the How many groups of 10 did you sum of the tens digits in the
number. make with your counters? We addends, like 2+2=4.
made 4 groups of 10 counters.
How many ones did you make? Help the learners express their
We made 8 ones. • Counting on, 24, 25, 26, 27, 28, observations and their reasoning.
29
At this point, the focus is only on • Writing a number sentence
representation. 24 + 5 = 29

1 ten 3 ones Show the representation below. Discuss the answers and solutions.
Tell the learners that the counters In solving the problem, encourage
also show the number of soaps the learners to apply knowledge
How many tens are there in 13? Mother sells, in packs of tens and and skills learned from previous
1 ten ones. lessons on basic addition facts,
How many ones are there in 13? decomposing and composing
3 ones numbers, place value and
expressing a number as a sum of
Write on the board, 1 ten and 3 tens and ones.
ones is the same as 10 + 3 or
3 + 10. Consider all solutions to be given
Ask: by the learners but focus on
Give another example, say 24. How many groups of 10 are there writing a number sentence.
Let the learners write 24 as a sum in the drawing? There are 4
of tens and ones in their show-me groups of 10. If the solution below is not given,
boards. They should be able to tell How many ones are there in the explain that they can split or
that for 24, there are 2 tens and 4 drawing? There are 8 ones. decompose 24 into 20 and 4 and
ones. Do you also have 4 groups of 10 can be written as 20 + 4 as shown.
counters and 8 ones? Let the They can put together or add the
Write on the board, 2 tens and 4 learners compare their work with ones first, 4 + 5 = 9. Then, adding
ones is the same as 20 + 4 or what was presented in the 9 to 20, gives 29.
4 + 20. drawing. Allow them to compare
their work with what was
presented and to check on their
work.

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 24 + 5 = 29

24 + 5 = 20 + 4 + 5
= 20 + 9
= 29

24 + 5 = 29

Twenty-nine bottles were

collected altogether.

The table below can be used to

explain this idea concretely.

Tens Ones

20 + 4

24 + 5 = 20 + 4 + 5
= 20 + 9
= 29

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 Twenty-four is represented by 2
tens and 4 ones or 20 and 4,
which can be written as 20 + 4.
Adding the ones (4 and 5), gives 9.
Combining the 9 ones with the 2
tens gives 29. Twenty-nine bottles
were collected in all.
Deepening Tell the learners that they will do How many soaps does Mother still Post and read the problem. Consider the observations given
Understanding an activity in pairs. Explain the need to sell if there are 4 packs of by the learners.
of Key Idea/Stem activity. Then, distribute LAS 1. tens and 8 packs of ones left? What if Nilo collected 32 bottles
Let the learners find the answer in and his friend gave him 6 bottles 1. The ones digit in the addends
When they are done, discuss their pairs. Then, let them share their more. How many bottles did Nilo and in the sums are zeros.
answers. The discussion should answers. have in all? 2. The numbers are those in skip
focus on the number of tens and counting by 10’s.
ones in each number and how it Some possible solutions: How many bottles were collected 3. The numbers are less than 100.
can be written as a sum of tens • Counting by 10’s and then by Nilo? Thirty-two bottles were 4. The ones digit in the sum is
and ones. counting by 1’s (10, 20, 30, 40, collected by Nilo. zero and the tens digit is the
41, 42, 43, 44, 45, 46, 47, 48) How many bottles were given to sum of the tens digits in the
Example, 37 has 3 tens and 7 • Counting on starting at 40 (40, him by his friend? Six bottles were addends, like 2+2=4.
ones. As a sum of tens and ones, 41, 42, 43, 44, 45, 46, 47, 48) given to him by his friend.
it can be written as, 37 = 30 + 7. using the counters What do we need to find out? We Questions may be asked for
How many tens and ones are in • By writing the number need to find out the number of learners to elaborate on their
37? There are 3 tens and 7 ones sentence, 40 + 8 = 48, and bottles Nilo has in all. answer. Sample questions are as
in 37. counting on 40, 41, 42, 43, 44, follows.
What is 3 tens equal to? Three 45, 46, 47, 48 to find the sum. Ask the learners how they can tell
tens is equal to 30. • By relating it to the previous the total number of bottles Why is the ones digit of the sum
What is 7 ones equal to? Seven day’s lesson on writing a collected by Nilo. Have them 0? Because the ones digits in the
ones is equal to 7. number as a sum of tens and share their ideas and let them find addends are zero.
ones. the answer.
Copy the table in LAS 1 on the What would happen if 0 is added
board. Fill it out during the Forty-eight soaps are still to be Lead the discussion by adding 32 to a number, say 4 + 0? The
discussion. sold by Mother. and 6. It can be represented as number remains the same.

Extend the problem to: 32 + 6 = __

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Write also the responses of the What if the following day, Mother Discuss the solution shown below What are the numbers when skip
learners to Part B of the had 5 packs of tens and 9 packs of wherein 32 was split or counting by 10 up to 100? 10, 20,
worksheet on the board. ones. How many soaps does she decomposed into 30 and 2 first 30, 40, 50, 60, 70, 80, 90, 100.
need to sell for that day? before 2 was added to 6. Then,
Tens Ones 30 was added 8 to get the total Is it true that the numbers in the
3 7 Have learners solve the problem. number of bottles collected. number sentences are those in
1 9 Allow them to use the skip counting by 10’s? Yes
4 2 solution/strategy they prefer.
2 5 32 + 6 = 30 + 2 + 6 Are the numbers in the number
5 1 Conduct a discussion after the = 30 + 8 sentences less than 100? Give a
learners have solved the problem. = 38 number that is greater than 100.
Answers to Part B. 32 + 6 = 38 Yes, 101.
37 = 30 + 7 Ask the learners to share how
19 = 10 + 9 they found the number of soaps Thirty-eight bottles were collected What would happen if 0 is added
42 = 40 + 2 that Mother must sell. They by Nilo. to 0, say 0 + 0? The sum is 0.
25 = 20 + 5 should be able to realize that
51 = 50 + 1 expressing the given situation in Ask: How did we find the total Is it true, for all number
addition sentence and counting number of bottles collected by sentences, that the tens digit in
Let the learners observe the table on are the most efficient. Nilo? We added the number of the sum is obtained by adding the
and how the numbers are bottles he collected and those tens digit of the addends? Yes,
expressed as sums of tens and Ask the learners to give the given by his friend. example, 2 + 2 = 4.
ones. They should be able to say number sentence for the given
that: situation. How did we add the numbers? How is the sum of 20 + 20
The tens digit of the number tells We split or decomposed 32 into 30 obtained? 0 + 0 = 0, 2 + 2 = 4.
the number of tens and the ones The number sentence should be and 2, and then we added 2 and 6 Explain that the value of 2 in each
digit tells the number of ones in 50 + 9 = 59. which gave us 8. Then, we added addends is tens or 20. So, the
the number. In writing a number 30 and 8. So, 32 + 6 = 38. value of 4 in 40 is also tens or 40.
as a sum of tens and ones, the Ask the learners how they got the
values of the digits in the number answer. The learners should be Have the learners answer LAS 3. How do you add numbers which
are added. able to describe how they arrived are in skip counting by 10’s?
at 59. They could have used Discuss the answer to the LAS 3 Write 0 for the ones digit of the
Guide learners to express these counting on or relate the present once learners are done. sum, 0 + 0 = 0, Then, add the tens
ideas. lesson with the previous one. digits of the addends. Write the

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 Have the learners write the Say that, in yesterday’s lesson, we Expected answers: answer at the tens digit of the
following numbers as sums of expressed a number such as 54 as A. sum.
tens and ones on their show me a sum of tens and ones. We have 1) 39
board. 54 = 50 + 4. Ask, how is this 2) 48 Let the learners write their
different from today’s lesson? B. answers on the show-me boards.
1. 93 Today, we are given a number 1) 59 Post the items one at a time. Each
2. 64 expressed in tens and ones and we 2) 49 time, check the learners’ answers.
3. 27 need to find the number. 3) 38 1) 70 + 10 = ___
4. 52 4) 12 2) 50 + 50 = ___
5. 88 Let the learners answer LAS 2 in 5) 36 3) 60 + 20 = ___
pairs 6) 27 4) 30 + 40 = ___
Give one number at a time and 7) 79 5) 10 + 20 = ___
discuss the answer after each Discuss the answers. 8) 67
item. A place value chart may also Expected answers: 9) 48 Assist those who have difficulty
be posted to emphasize place 1) 29 10) 77 answering the items.
value and the value of the digit. 2) 53
3) 18 Expected answers:
Expected answers: 4) 31 1) 80
1) 93 = 90 + 3 5) 47 2) 100
2) 64 = 60 + 4 3) 80
3) 27 = 20 + 7 Ask the learners what they solved 4) 70
4) 52 = 50 + 2 for the given number sentences. 5) 30
5) 88 = 80 + 8 They should be able to say that
they solved for the sum in the
given number sentences. Let them
describe how they solved for the
sum. Some learners may still need
concrete materials, others may
count on or relate the lesson to
the previous one on expressing a
number as a sum of tens and
ones.
Making Ask: Ask: How do you get the sum of Ask: How do you find the sum of How do you add numbers which
Generalizations say, 80 + 2? 54 and 3? are in skip counting by 10’s?

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 How do you write 54 as a sum of Write on the board, 80 + 2. Write on the board, 54 + 3. We Write 0 for the ones digit of the
tens and ones? Write on the We can count on, like 80, 81, 82. can split or decompose 54 into 50 sum, 0 + 0 =0. Then, add the tens
board. We can also do what we did and 4. Then, add 4 and 3. This digits of the addends.
54 = 50 + 4 yesterday. We determined the gives you 7. Then, add 50 + 7. This
value of each digit in the number gives you 57. Fifty-four plus three
How do you know that it should and expressed the number as a equals 57.
be written as 54 = 50 + 4? The sum of tens and ones. This time
value of digit 5 in the number is 5 we did the opposite. In 80 + 2 = Help the learners express this
tens or 50 and the value of digit 4 ___, eighty is the same as eight idea.
in the number is 4 ones or 4. tens while two is two ones. Eight
Adding them gives 54 = 50 + 4. tens and 2 ones is 82. So, 80 + 2 =
82.
Help the learners express this
idea. Help the learners express this
idea.

Evaluating Let the learners answer Let the learners answer Let the learners answer Let the learners answer
Learning Assessment 1. Allow them to use Assessment 2. You may allow Assessment 3 individually. You Assessment 4 individually. You
counters for visualization. learners to use counters. may allow them to use counters. may allow them to use counters,
if needed.
Expected answers: Expected answers: Expected answers:
A. A. 1) 68 Expected answers:
2) 74 A
3) 49 1) 50
4) 39 2) 70
5) 95
B.
B. 1) 90
1) 32 = 30 + 2 B. 2) 60
2) 41 = 40 + 1 1) 80 + 8 = 88 3) 80
3) 73 = 70 + 3 2) 70 + 1 = 71 4) 100
4) 16 = 10 + 6 3) 50 + 5 = 55 5) 70
5) 86 = 80 + 4 4) 20 + 9 = 29
5) 5 + 30 = 35

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Additional
Activities for
Application or
Remediation (if
applicable)
A. References
1. Teacher’s
Guide
2. Learner’s
Materials
3. Textbook
4. Additional
Materials
from
Learning
Resource
(LR) Portal
B. Other Count by Tens (Pinkfong Songs for
Learning Children) at
Resources [Link]
?v=PYNqWmkkxaY

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