LESSON LEARNING PLAN Subject: ICT – Computer Systems Servicing (CSS)

1
Lesson Exemplar
for Mathematics
Week
4
Quarter 2
2

Lesson Exemplar for Mathematics Grade 1
Quarter 2: Week 4
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.
The Intellectual Property Code of the Philippines states that “No copyright shall subsist in any work of the Government of the Philippines. However,
prior approval of the government agency or office wherein the work is created shall be necessary for exploitation of such work for profit. Such agency or office
may, among other things, impose as a condition the payment of royalties.”
Borrowed materials (e.g., texts, illustrations, musical notations, photos, and other copyrightable, patentable contents) included in this learning resource
are owned by their respective copyright and intellectual property right holders. Where applicable, DepEd has sought permission from these owners specifically
for the development and printing of this learning resource. As such, using these materials in any form other than agreed framework requires another permission
and/or licensing.
No part of this material, including its original and borrowed contents, may be reproduced in any form without written permission from the Department of
Education.
Every care has been taken to ensure the accuracy of the information provided in this material. For inquiries or feedback, please call the Office of the
Director of the Bureau of Learning Resources via telephone numbers (02) 8634-1072 and 8631-6922 or send an email to blr.od@deped.gov.ph.
The Department of Education would like to extend its sincere appreciation and gratitude to the United States Agency for International Development and
RTI International through its ABC+ Project and UNICEF for supporting and providing technical assistance in the development of the MATATAG learning
resources.
Published by the Department of Education
Secretary: Sonny M. Angara
Undersecretary: Gina O. Gonong
Development Team
Writer: UP NISMED (Dana M. Ong and Aida I. Yap)
Content Reviewer:
Language Evaluators:
Melanie C. Unida
Gemma B. Espadero and Ellen Dela Cruz
Illustrator: Jason O. Villena
Layout Artist: Lorraine Anne B. Ang
Management Team
Bureau of Curriculum Development, Bureau of Learning Delivery, Bureau of Learning Resources

1
MATATAG
K to 10 Curriculum
Weekly Lesson Log
School Grade Level 1
Name of Teacher Learning Area Mathematics
Teaching Dates and Time Week 4 Quarter Second
DAY 1 DAY 2 DAY 3 DAY 4
I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES
A. Content: Number and Algebra
B. Content
Standards
The learners should have knowledge and understanding of place value in any 2-digit number.
C. Performance
Standards
By the end of the quarter, the learner is able to order and decompose (into tens and ones) numbers up to 100.
D. Learning
Competencies
The learners
● determine
a. the place value of a digit in a 2-digit number;
b. the value of a digit; and
c. the digit of a number given its place value.
● decompose any 2-digit number into tens and ones.
E. Learning
Objectives
At the end of the lesson, the
learner should be able to:
• tell what a digit is;
• recognize 1-digit and 2-
digit numbers; and
• determine the place value
of each digit in a 2-digit
number.
learners should be able to
determine the value of a digit in
a 2-digit number.
determine the digit given its place
value in a 2-digit number.
decompose 2-digit numbers
into tens and ones.
II. TEACHING AND LEARNING PROCEDURES
Before the Lesson/Pre-lesson Proper
Activating Prior
Knowledge
Post a Hundred Chart on the
board. Point to different
numbers on the chart, one at
a time, and have the
learners read them aloud.
Discuss the answers to
Assessment 1. Refer to the
answers provided in Day 1.

2
Write the numbers you
pointed to in a table. Make
sure that the digits from 0 to
9 are used to form these
numbers.
e.g. 10, 28, 69, 73, 45
Prepare the table below
beforehand. Display only the
first column and fold the
second column or cover it for
now.
Given
Number
What numbers
were combined
to form the given
number?
10
28
69
73
45

3
Ask some learners to
choose five more numbers
from the chart. Write these
numbers together with the
ones you chose in the table.
e.g. 57, 36, 92, 80, 100
Given
Number
What numbers
were combined
to form the given
number?
10
28
69
73
45
57
36
92
84
100
Lesson
Purpose/
Intention
• To define a digit and name
the ten digits: 0, 1, 2, 3, 4,
5, 6, 7, 8, 9
• To recognize 1-digit and
2-digit numbers; and
• To determine the place
value of each digit in a 2-
digit number.
To determine the value of each
digit in a 2-digit number
To determine the digit given its
place value in a 2-digit number
To decompose a 2-digit number
into tens and ones
Lesson
Language
Practice
digit, place value, tens, ones,
left, right, 1-digit number, 2-
digit number, 3-digit number
digit, place value, tens, ones,
left, right, 1-digit number, 2-digit
number
digit, number, place value, tens,
ones, value of a number, 2-digit
number
tens, ones, value of a digit, digit,
counting by 10s, 2-digit number,
decompose
Reading the
Key Idea/Stem

4
Developing
Understanding
of Key Idea/
Stem
Direct learners’ attention to
the numbers written on the
table. Unfold or uncover the
second column.
Note: You can choose other
numbers for the first five
numbers as long as the digits
0-9 are used to form these
numbers. The numbers given
are just examples.
Consider the first number, 10.
Ask the numbers that were
combined to form the number
10.
Given
Number
What numbers
were combined
to form the given
number?
10 1 and 0
28
69
73
45
57
36
92
84
100
Have the learners do the
same for the other numbers.
The numbers in the second
column can be written in any
order.
Prior to this lesson, prepare
four charts shown below.
Post the chart with some of the
rows folded (shaded part).
Tens Ones
Place value of ___:
Value of ___:
Place value of ___:
Value of ___:
Post on the board the
following number cards.
Call on one learner to select
two number cards and post
them on the chart in any order
he/she chooses.
Example:
Tens Ones
1 7
Place value of ___:
Value of ___:
Place value of ___:
Value of ___:
Note: The number on the chart
will be based on the actual
answer of the learner.
Have the learners recall the
difference between the place
value of a digit and the value of
a digit in a number.
number cards from 0 to 9. Each
card has one digit written on it.
Tell the learners that they will
play a game called “Show Me
the Number,” using number
cards. Group the learners by
rows. Give each group two sets
of number cards from 0 to 9.
Using the number cards, the
group must show the number
you are looking for. The first
group to show the correct
number earns a point. Have
the winning group post the
number on the board and
explain their answer. At the end
of the game, the group with the
highest score wins.
Game: Show Me the Number
1. Show me the 2-digit number
that has 1 in the tens place
and 9 in the ones place. The
number is 19.
Possible explanation:
• In a 2-digit number, the first
digit from the left is in the
tens place followed by the
digit in the ones place.
Tell the learners that they will
be doing an activity called
“Exchanging Ones for Tens.”
Group the learners by row.
Provide each group the
following materials:
• a die
• a sheet of paper like the
one below
• seven gray straws/popsicle
sticks and 12 white
straws/popsicle sticks (color
will depend on what is
available)
• two small containers (one
labeled “ones” and the other
labeled “tens”), which can
each accommodate 10
straws/ popsicle sticks
Call on some learners in front
of the class. Make them
demonstrate as you give the
following instructions.
1. Be sure that you have the
complete 7 gray and 12
white straws/popsicle sticks.
Each gray straw represents
0 1 2 3 4
5 6 7 8 9
Ones (white)
Tens (gray)
Tens Ones

5
The completed table is as
follows:
Given
Number
What numbers
were combined
to form the given
number?
10 1 and 0
28 2 and 8
69 6 and 9
73 7 and 3
45 4 and 5
57 5 and 7
36 3 and 6
92 9 and 2
84 8 and 4
100 1, 0, and 0
Now, have the learners name
the unique numbers used in
column 2.
Expected answers: 0, 1, 2, 3,
4, 5, 6, 7, 8, 9
Write the numbers in the
order the learners say them,
even if it is not in increasing
order. You can arrange the
numbers in order afterward.
Say that the numbers from 0
to 9 are called digits. Write
the definition of digit on the
board:
A digit is any one of the
single numbers or symbols: 0,
Have the learners read the
number on the chart. Ask the
following questions about the
number.
What is the number on the
chart? It is 17.
How many digits does 17
have? It has two digits.
What are those digits? They are
1 and 7.
Direct learners’ attention to the
digit 1. You may underline or
encircle the digit 1.
What is the place value of the
digit 1? Its place value is tens.
Unfold the next row. Write 1 on
the blank and “Tens” beside it.
Tens Ones
1 7
Place value of 1_: Tens
Value of ___:
Place value of ___:
Value of ___:
Say: The digit 1 in the tens
place means one tens or 10.
This is the value of the digit 1 in
the tens place.
Write on the board the following
definition:
Since 1 is in the tens place
and 9 is in the ones place,
the number is 19.
• In a 2-digit number, the
first digit from the right is
in the ones place followed
by the digit in the tens
place. Since 9 is in the
ones place and 1 is in the
tens place, the number is
19.
that has 5 in the ones place
and 3 in the tens place. The
number is 35.
first digit from the left is in
the tens place followed by
the digit in the ones
tens place and 5 is in the
ones place, the number is
35.
35.
that has 4 in the tens place
and 0 in the ones place. The
“tens” while each white straw
represents “ones.”
2. Name a Keeper in your
group. The Keeper will be
responsible for exchanging
your group’s ones for tens.
3. Assign the members of the
group as to who will roll the
die first, second, third, and
so on.
4. Let the first member roll the
die. The number that
appears on top after rolling
the die tells the number of
white straws that member
receives.
5. Ask the Keeper to count the
number of “ones” (white
straws) that corresponds to
the number that appears on
top when the die is rolled.
The Keeper shall then place
the white straws/popsicle
sticks in the “ones”
container.
6. Let the second member roll
the die and repeats step 5.
7. If you have fewer than 10
ones, keep doing steps 4
and 5. When you have 10
or more ones, the Keeper
will trade 10 ones for one
ten (gray straw/popsicle
stick). The gray straw or
popsicle stick goes in the
Tens container. The
remaining white straws stay
in the Ones container.

6
1, 2, 3, 4, 5, 6, 7, 8, and 9.
Digits are used to make
numerals that represent
numbers.
Say that numbers can be
described based on the
number of digits they have.
Examples:
1-digit numbers: 0, 1, 2, 3
2-digit numbers: 12, 34, 56,
77
3-digit number: 100
Have the learners give other
examples of 1-digit numbers
and then 2-digit numbers.
They may refer to the
Hundred Chart.
Note: The lesson focuses on
1- and 2-digit numbers. The
3-digit numbers will be
covered in future lessons. It
was mentioned here because
we are describing numbers
based on the number of
digits.
Prepare flash cards with 1-
and 2-digit numbers written
on them. Ask the learners to
name the digits in each
number.
Examples: 38, 72, 41, 90, 53
The value of a digit is the actual
value of the digit in the number
determined by its place value.
Write 10, aligned with the
“Value of 1.”
Tens Ones
1 7
Place value of 1 : Tens
Value of 1 : 10
Place value of ___:
Value of ___:
Now, direct learners’ attention
to the other digit, which is 7.
You may underline or encircle
the digit 7.
What is the place value of 7?
Its place value is ones.
Unfold the next row. Write 7 on
the blank and “Ones” beside it.
Number Tens Ones
17 1 7
Value of 1 : 1040
Place value of 7 : Ones
Value of _ :
Say: The digit 7 in the ones
place means seven ones or 7.
This is the value of the digit 7 in
the ones place.
number is 40.
40.
40.
that has 6 in the ones place
and 8 in the tens place. The
number is 86.
86.
8. The game continues until all
the members have rolled
the die. After all the
members have taken their
turn, the Keeper will write
down how many tens and
ones the group made on the
sheet of paper.
Move around while the
learners are performing the
activity to make sure they are
doing it properly.
When everyone is done, ask
the Keeper of each group to
post the sheet of paper on the
board to show their output.
Then, let each group tell how
many points they got. Have
them explain how they got their
answer.
Possible strategies:
This is only an example. The
answer will depend on the
actual result of the activity.
1. Counting

7
Show again the number card
for 90.
How many digits does 90
What are these digits? The
digits are 9 and 0.
What if I interchange the two
digits?
Show 09.
Is 09 a 2-digit number? Why?
No, 09 is the same as 9.
Thus, it is a 1-digit number.
A non-zero digit, which in this
case is 9, remains the same
even when 0 is placed before
it. The given 09, is simply 9.
But writing 0 after 9 makes
the number 90 or ninety, and
not simply 9.
Write 7, aligned with “Value of
7.”
Number Tens Ones
17 1 7
Value of 1 : 1040
Place value of 7 : Ones
Value of 7 : 7
Before proceeding to another
number, emphasize the
difference between place value
and value of a digit in a
number. The place value of a
digit refers to the position of
the digit in the number. The
value of a digit refers to the
actual value of the digit in the
number determined by its place
value.
Post another chart on the
board.
Tens Ones
Place value of ___:
Value of ___:
Place value of ___:
Value of ___:
Call on one learner to select
two number cards and post
them on the chart in any order
he/she chooses.
86.
Note: You may add more 2-digit
numbers for the learners to find
based on specified conditions.
These are just examples.
Ask the learners to read the
numbers posted on the board.
Then have the learners identify
the digit in the place value you
are going to say in a given
number.
Say: We can determine the digit
in a 2-digit number based on its
place value.
The group got 47 points.
2. Combining the tens and ones
40 7
40 and 7 makes 47.
3. Writing the number given the
place value of its digits
Tens
4
Ones
7

8
Example:
Tens Ones
3 9
Place value of ___:
Value of ___:
Place value of ___:
Value of ___:
Note: The number on the chart
will be based on the actual
answer of the learner.
Do the same process as with
the number 17. After discussing
number 39, reiterate the
difference between the place
value and value of a digit in a
number.
Have a third example and do
the same process as with the
two previous numbers.
Deepening
Understanding
of Key
Idea/Stem
the following:
1) two sets of number cards:
0 to 9; and
2) Place Value chart.
Post the two sets of number
cards randomly on one side
of the board and a place
value chart, with the first two
rows folded or covered for
now.
Ask the learners to find a partner,
as they will be working on a task
in pairs. Distribute LAS 1 to each
pair. Give the learners enough
time to complete the worksheet.
Have a class discussion
afterward.
Expected answers:
Ask the learners to bring out their
show-me boards. Tell them that
you will show a number, and they
need to write the digit that
corresponds to the place value
you will mention. Discuss the
answer after each item. You may
also ask for the value of that digit
in the 2-digit number.
Examples:
1) 49 digit in the ones place
(9)
Have a discussion focusing on
the second strategy. Ask the
following questions:
What do the white straws/
popsicle sticks represent?
They represent the ones.
What is the value of each
white straw/popsicle stick? It
has a value of 1.

9
Place Value
Tens Ones
Choose one number card and
place it in the 1st
row, 2nd
column.
Place Value
Tens Ones
4
What number did I choose? It
is 4.
How many digits does it
have? It has one digit.
Say: Each digit in a number
has its own place value.
Post or write the definition of
place value on the board.
The place value of a digit is
its position in the number.
We show the place value of
each digit in a number using
the Place Value Chart.
2) 35 digit in the tens place
(3)
(1)
4) 76 digit in the ones place
(6)
(8)
What do the gray
straws/popsicle sticks
represent? They represent the
tens.
What is the value of each
gray straw/popsicle stick? It
has a value of 10.
Say: Knowing the values of
each straw/popsicle stick, we
can determine the total points
each group got. Let us start with
group 1’s result.
Note: The following will be based
on the actual result of the
activity.
Say: As shown, group 1 has four
gray straws/popsicle sticks that
represent 4 tens or 40. They
also have seven white
straws/popsicle sticks that
represent 7 ones or 7.
Number each straw/popsicle
stick as shown.

10
Uncover the heading “Place
Value” and “Ones” and say
that in the case of 4, its place
value is Ones.
Choose two number cards to
form the number 16. Place “1”
in the tens place and “6” in
the ones place.
Place Value
Tens Ones
4
1 6
What number did I place on
the chart? It is 16.
How many digits does it
Say: Just like in 1-digit
numbers, each digit in a 2-digit
number has a place value.
In the number 16, the digit 1
is in the tens place. (Uncover
the heading Tens) and the
digit 6, is in the ones place
Place Value
Tens Ones
4
1 6
Knowing that they have 4 tens
or 40 and 7 ones or 7, we can
say that group 1 has 40 and 7 or
47 points.
As shown, 40 and 7 makes 47.
A 2-digit number, such as 47,
can be written in tens and ones.
We refer to writing a number
into tens and ones as
decomposing a number into
tens and ones.
47 is 40 and 7
Discuss the other groups’ work
following the same process.

11
What if I interchange the
digits 1 and 6? Will the place
values of the two digits
remain the same?
Get the two number cards, 1
and 6, to form 61. Place “6” in
the tens place and “1” in the
ones place.
Place Value
Tens Ones
4
1 6
6 1
It is tens.
It is ones.
Emphasize that the place
value of a digit depends on its
position in the number.
If we consider the digit 6, its
place value is “Ones” in the
number 16 but it becomes
“Tens“ in the number 61.
Similarly, the digit 1 has a
place value of “Tens” in the
number 16, but it has a place
value of “Ones” in the
number 61.

12
Call on some learners to
choose any two number cards
from those posted on the
board. Ask them to post the
cards in the table. Have them
say the number they formed,
and identify the place value of
each digit in that number.
Making
Generalizations
To summarize the lesson, ask
the following questions:
What is a digit?
A digit is any one of the
single numbers or symbols: 0,
1, 2, 3, 4, 5, 6, 7, 8, and 9.
Digits are used to make
numerals that represent
numbers.
Can we describe numbers
based on their number of
digits? Yes, numbers can be
described based on their
number of digits.
When do we call a number a
1-digit number or a 2-digit
number?
A 1-digit number is a number
with one digit only.
A 2-digit number is a number
consisting of two digits.
the following questions:
What is the place value of a
digit? The place value of a digit
is the digit’s position in a
number.
What is the value of a digit in a
number? The value of a digit is
the actual value of a digit in a
number determined by the
digit’s place value.
the following question:
How do you determine the digit
given its place value in a 2-digit
number?
From the left
The first digit is in the tens
place. The second digit is in the
ones place.
From the right
The first digit is in the ones
place. The second digit is in the
tens place.
the following question:
What do we call the process of
writing a number into tens and
ones? It is called decomposing
a number into tens and ones.
e.g. 85 is 80 and 5.

13
What is the place value of a
digit in a number? The place
value of a digit is its position
in the number.
What is the place value of
each digit in a 2-digit
number? The left digit is in
the tens place and the right
digit is in the ones place.
Place Value
Tens Ones
5 3
In the number 53, 5 is in the
ones place.
Evaluating
Learning
Ask the learners to do
Assessment 1.
Expected answers:
1) B
2) A
3) C
4) D
5) C
Assessment 2.
Expected answers:
I. 1) B
2) D
3) A
II. 1) 19
2) 48
Assessment 3.
Expected answers:
1) 7
2) 5
3) 88 or 98
4) 70 or 71
5) 88 or 99
Assessment 4.
Expected answers:
1. 10 and 8
2. 30 and 6
3. 50 and 0
4. 70 and 4
5. 90 and 2
Additional
Activities for
Application or
Remediation (if
applicable)
A. References
1. Teacher’s
Guide
2. Learner’s
Materials

14
3. Textbook
4. Additional
Materials
from
Learning
Resource
(LR) Portal
B. Other
Learning
Resources

15
Hundred Chart
1 2 3 4 5 6 7 8 9 10
11 12 13 14 15 16 17 18 19 20
21 22 23 24 25 26 27 28 29 30
31 32 33 34 35 36 37 38 39 40
41 42 43 44 45 46 47 48 49 50
51 52 53 54 55 56 57 58 59 60
61 62 63 64 65 66 67 68 69 70
71 72 73 74 75 76 77 78 79 80
81 82 83 84 85 86 87 88 89 90
91 92 93 94 95 96 97 98 99 100

LESSON LEARNING PLAN Subject: ICT – Computer Systems Servicing (CSS)

More Related Content

Similar to LESSON LEARNING PLAN Subject: ICT – Computer Systems Servicing (CSS) (20)

More from sachidanacabel (9)

Recently uploaded (20)

LESSON LEARNING PLAN Subject: ICT – Computer Systems Servicing (CSS)