DETAILED LESSON PLAN
IN
EC 102
SUBTRACTION
Submitted By:
NAVALES, Shaira Yshe L.
BEED- 2A
Submitted To:
Ms. Jhen Songcuan Bombay
Name of
Instructor
I. Objectives
At the end of the discussion the students should be able to:
a) Identify subtraction as taking away.
b) Solve simple subtraction problems using objects, drawings, or fingers.
c) Show cooperation and participation during the activities.
II. Subject Matter
A. Topic: Subtraction (Taking Away)
B. Materials: Flashcards, pictures, counters (buttons/blocks), chart, board
C. Reference: DepEd Curriculum Guide in Mathematics 1
D. Value Integration: Cooperation and Active Participation
III. Procedure
Teacher’s Activity Student’s Activity
A. Preliminaries
1. Greetings
Good morning, Grade 1! How are you today? we're fine, teacher!
2. Prayer
Before we start, let’s have a short prayer.
Everyone, bow your heads.
(Teacher leads a short prayer)
3. Classroom Management
Before we begin, remember our rules:
● Mute your microphone when not speaking
● Raise hand reaction before answering
● Type answers in the chatbox if called
● Stay attentive
● • Be kind and respectful
okay teacher!
4. Checking of Attendance
When I call your name, say ‘Present po!’
unmute then mute again
Cyrill alfonso! Present po!
(Teacher checks attendance)
5. Motivation
Before we start in our discussion, we will play a
game called ‘WHAT’S INSIDE THE BOX?’
Teacher will present the products in Teacher
Gelo’s Store with its price.
Pencil - ₱10
Notebook - ₱25
Eraser - ₱5
Sharpener - ₱15
Crayons - ₱35
“Crayons and eraser”
Teacher will give fake ₱50 to two students
“Notebook and Pencil”
Students will buy items form the teacher’s store
and paying the correct amount and computing “₱40 sir!”
its change. “₱35 sir!”
“Yes sir!”
Teacher will ask the following questions: “Yes!”
1. What are the items did you buy?
“We will add the prices of the items we buy
and subtract to our money.”
2. How much money did you spend?
3. Did you get the correct change?
4. How do you know if you have
money to buy something?
“Great job, class! You did well in buying items
and giving the correct change in “Ang Tindahan
ni Teacher Gelo. Now, let’s use what we
learned to our practice to solve the money word
problems step-by-step and find out how much
money is spent or left”
B. Developmental Activities
6. Activity
Teacher will present a simple word problem.
“₱75, ₱30, and ₱25 teacher.”
“How much money does Maria left?”
“₱75 teacher!”
“What is the given in the problem?”
“What is asked in the problem?”
“Ice cream worth ₱30 and soft drinks
worth ₱25.”
To solve this problem, first we need to identify how
much money does Maria have.
“How much money does Maria have?”
Second, we need to identify the items that Maria
buy bought and its price.
“What does Maria buy and its price?” “₱55 sir”
“₱20 sir”
“Addition”
Lastly, we need to add the prices of all items and “We add the expenses first to find out the
subtract to Maria’s money. total money we spent before we subtract it
from the money we have.”
“What is the sum of all item?”
“75- 55 is equal to?” “We add the money left to the total spent,
if this is equal to original amount that
Let’s answer some discussion question: Maria had, then it is correct.”
1. What operation did we use first?
2. Why do we add expenses first before
subtracting?
3. How can we check if our answer is
correct?
“Good job, class! Now that we already know how to
solve a problem, let’s move on and analyze it
carefully to understand each step.”
7. Analysis
Now, let’s analyze what we just did today.
When solving money problems, we:
1. Identify the given and what is asked.
2. Decide what operation will be use.
3. Solve the problem carefully.
4. Write the answer with (₱)
8. Abstraction
“Now, let’s summarize the rules for solving
money problems that we learned today:
1. Always identify what are the given
and what is asked.
2. Determine which operation to use.
3. Solve step by step.
4. Don’t forget the (₱) sign in writing the
final answer.
Everyone, in solving problems we must follow the
rules. First, we need to identify are the given and
what is asked. Second, we need to determine the
correct operation to use. Third, we need to solve
the problem. Lastly, include (₱) in our answer.”
9. Application
“Now, it’s your turn to solve a problem. But first,
find your groupmates. After you find a group, I
will be flashing a word problem in the screen.
(Teacher will flash the problem.)
“₱120, ₱75, and ₱20.”
“How much money does Carlo have left”?
Questions: “Addition and subtraction”
1. Identify the Given in the problem.
“₱75 + ₱20 =95”
2. Identify what is asked in the problem. ₱120 – 95 = 25”
3. Decide what operation will use. ₱25”
4. Solve the problem carefully.
5. Write the answer and don’t forget the (₱)
symbol.
“Great work class! Remember, solving money
problems is like shopping in a mall, you need to
know what you have, how much you spent, and
how much is left.”
“Thank you for listening class, I hope you learn
and enjoy our discussion for today.”
IV. Evaluation.
Instruction: Solve the following problems carefully.
1. Mhaxene has ₱500. She buys a dress for ₱250 and a lipstick for ₱150.
How much money does Mhaxene have left?
2. Cyrill has ₱1000. She wants to buy a shoe worth of ₱1250. How much
money does Cyrill need to buy a shoe?
3. Eljay saved ₱350. He buys pizza for ₱100 and buys a drink for ₱22. How
much money does Eljay have left?
ANSWER KEY:
1. SOLUTION: 250 + 150 = 350 500 – 350 = ₱150
ANSWER: ₱150
2. SOLUTION: 1250 - 1000 = ₱250
ANSWER: ₱250
3. SOLUTION: 100 + 22 = 122 350 – 122 = ₱228
ANSWER: ₱228
V. Assignment
Write 3 money word problems and solve them.