Manuel S.

Enverga University Foundation

BASIC EDUCATION DEPARTMENT
on Autonomous Status
Lucena City * Philippines

MATHEMATICS 1
MODULE 1

FIRST QUARTER
 Manuel S. Enverga University Foundation
BASIC EDUCATION DEPARTMENT
on Autonomous Status
Lucena City * Philippines

M1Q1 – Mathematics 1
Understanding Whole Number Concepts and Money
Numbers and Number Sense

Module 1 (8 weeks)
 Lesson 1: Counting Numbers from 0 to 100
 Lesson 2: Place Value and Value of Digits
 Lesson 3: Reading and Writing Number Names
 Lesson 4: Comparing and Ordering Numbers
 Lesson 5: Ordinal Numbers
 Lesson 6: Identifying Philippine Bills and Coins

Overview
For Lesson 1, you will discover that there are many ways to
represent a number. Counting is a way of finding the answer to the
question “How many?”
For Lesson 2, you will learn that in a set of three counting
numbers, the middle number is 1 more than the number before it and
less than the number after it.
In Lesson 3, you will find out that a set of ones can be grouped
into sets of tens. A set of tens can be grouped into sets of hundreds
Lesson 4 is about comparing and ordering whole numbers. You
will learn how to compare and order numbers on a number line, count
forward and backward in hundreds and tens, and order numbers from
smallest to largest.
For Lessons 5 and 6, you will build the place value chart to one
hundred and learn the relationship between each place value as 10
times the value of the place to the right and manipulate numbers to
see this relationship. As you will build the place value chart into
hundreds, the sequence of three digits is emphasized. You will
become familiar with the base unit names up to hundreds and fluently
write numbers in multiple formats: as digits, in unit form, as words,
and in expanded form up to hundreds. Now, the learned skills will then
lead on to the next lesson which is about Ordinal numbers.
Lastly, you will recognize the various Philippine denominations,
then read and write money in symbols and in words.

Most Essential Learning Competency:

 visualizes, represents, and counts numbers from 0 to 100 using a
variety of materials and methods
 Manuel S. Enverga University Foundation
BASIC EDUCATION DEPARTMENT
on Autonomous Status
Lucena City * Philippines

 identifies the number that is one more or one less from a given
number
 regroups sets of ones into sets of tens and sets of tens into
hundreds using objects
 compares two sets using the expressions “less than,” “more
than,” and “as many as” and orders sets from least to greatest
and vice versa
 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
 identifies, reads and writes ordinal numbers: 1st , 2nd, 3rd, up to
10th object in a given set from a given point of reference
 recognizes and compares coins and bills up to PhP100 and their
notations

Lesson Learning Objectives:

 visualize and represent numbers from 0 to 100 using a variety of
materials and methods
 count number of objects in a given set by ones and tens
 identify the number that is one more or one less from a given
number
 regroup sets of ones into sets of tens and sets of tens into
hundreds using objects
 visualize, represent, and compare two sets using the expressions
“less than,” “more than,” and “as many as”
 visualize, represent, and compare numbers up to 100 using
relation symbols
 visualize, represent, and order sets from least to greatest and
vice versa
 visualize, represent, and order numbers up to 100 in increasing
or decreasing order
 read and write numbers up to 100 in symbols and in words
 visualize and give the place value and value of a digit in one- and
two-digit numbers
 renames numbers into tens and ones
 identify the 1st, 2nd, 3rd, up to 10th object in a given set from a
given point of reference
 read and write ordinal numbers: 1st, 2nd, 3rd, up to 10th
 Manuel S. Enverga University Foundation
BASIC EDUCATION DEPARTMENT
on Autonomous Status
Lucena City * Philippines

 recognize and compare coins and bills up to PhP100 and their

notations

Dear First Graders,

Hi! Please chant these with me:

“Math is Fun! Math is Cool! Math is Great and so am I!”

First, math is fun. With the right attitude and friends and teachers, doing
Math can be most entertaining and delightful. Second, Math is cool, think about
how great it is to go to the canteen and quickly add the amount in your mind to
determine how much you have to pay. It’s good to be known as the “cool”
person that knows how to do mental math quickly! And lastly, Math is great.
 Manuel S. Enverga University Foundation
BASIC EDUCATION DEPARTMENT
on Autonomous Status
Lucena City * Philippines

Math is all around us and helps us understand the world better. This being said,
you will be great too!
In this module, you will always be greeted by Matthew –
your Math buddy. Matthew will present the lesson, give you
reminders, and will help you go to links for other tips and tricks.

You will also see:

Priming This phase presents to you

the basic concepts of the lesson – journeys with you as you
learn.

Processing This phase helps you

“make meaning” of the facts that you learned - construct your
own meaning of important ideas and processes.

Understanding

And the last phase is understanding. I hope that by the end

of the module you can “transfer learning” – develop independent skills, and
create concepts you need in the real world.
Varied exercises were presented in this module for talented learners
like you. So, enjoy using this module, share the knowledge to your friends,
and be a fun, cool, and great person!

The Author

PRE-TEST

A. Shade the circle that

corresponds to the letter of your answer.
A B C D
    1. Which is the number word for 67?
a. Seventy-six b. Sixty-seven c. Sixty-six
A B C D
    2. What is the standard form of ninety-one?
a. 91 b. 90 c. 19
A B C D
    3. What is the expanded form of 30 + 9?
a. 39 b. 93 c. 31
 Manuel S. Enverga University Foundation
BASIC EDUCATION DEPARTMENT
on Autonomous Status
Lucena City * Philippines

A B C D
    4. Which symbol will make the number sentence correct?
40 + 5 ___ 45
a. = b. < c. >
A B C D
    5. Which set of numbers is arranged from least to greatest?
a. 35, 42, 18, 80
b. 29, 47, 70, 93
c. 84, 62, 59, 20
A B C D
    6. What is the value of 5 in 85?
a. Tens b. 50 c. 5
A B C D
    7. Which digit in the number 312 is in the ones place?
a. 1 b. 2 c. 3
A B C D
    8. How many 25-centavo coins are there in one peso?
a. 2 b. 2 c. 10

A B C D
    9. Which Philippine bill is more of red in color?
a. ₱20.00 b. ₱50.00 c. ₱100.00
A B C D
    10. What is the 10th month of the year?
a. October b. September c. November
 Manuel S. Enverga University Foundation
BASIC EDUCATION DEPARTMENT
on Autonomous Status
Lucena City * Philippines

Lesson 1 – Counting Numbers from 0 to 100

Priming

Hi, I’m
Matthew! My
friend Karl
collects
marbles. He
laid them out
on the table to
count them.

When we count many objects, we organize them by placing them in

groups of 10. Also, we make sure that we count the objects one at a
time.
Starting from 1, we count objects by pointing or touching the
objects one at a time and say:
1, 2, 3, 4, 5, 6, 7, 8, 9, 10
We may stop for a short while and continue counting. We point at
the next object and say:
 Manuel S. Enverga University Foundation
BASIC EDUCATION DEPARTMENT
on Autonomous Status
Lucena City * Philippines

11, 12, 13, 14, 15, 16, 17, 18, 19, 20, …
I count and you continue.

Study the number chart below.

Examples:
1. I count from 1 to 20 and stop. If you continue counting up to five
more objects, what number do you say?
Answer: 21, 22, 23, 24, 25

2. I count from 1 to 33 and stop. Continue counting up to seven

more objects.
Answer: 34, 35, 36, 37, 38, 39, 40

3. I counted up to 47 and stopped. Continue the counting up to 65.

What numbers do you include i9n the counting?
Answer: 48, 49, 50, 51, 52. 53. 54, 55, 56
57, 58, 59, 60, 61, 62, 63, 64, 65
 Manuel S. Enverga University Foundation
BASIC EDUCATION DEPARTMENT
on Autonomous Status
Lucena City * Philippines

4. I counted and stopped at 92. 79, 80, 81, 82, 83, 84, 85, 86, 88,
89, 90, 91, 92. Did I do it correctly?
Answer: No, you missed 87.

Processing

In counting numbers, know that there is a number that is one

more than the other. It is the next number to the right of the given
number.

Examples:
1. What is one more than 57? Answer: 58
2. What is one more than 32? Answer: 33
3. What is one more than 44? Answer: 45

There is also a number that is one less than another number. It

is the number at the left just before the given number.
Examples:
1. What is one less than 26? Answer: 25
2. What is one less than 92? Answer: 91
3. What is one less than 81? Answer: 80

We should be able to determine the missing number in a given

set.
Examples:
1. 12, 13, 14, 15, ___ 2. ___, 25, 26, 27, 28
3. 8, 9, ___, 11, 12 4. 84, 85, 86, ___, 88
Answers:
1. 12, 13, 14, 15, 16 2. 24, 25, 26, 27, 28
3. 8, 9, 10, 11, 12 4. 84, 85, 86, 87, 88
 Manuel S. Enverga University Foundation
BASIC EDUCATION DEPARTMENT
on Autonomous Status
Lucena City * Philippines

Understanding

Example 1. Let us count using blocks

Matthew’s answer: Each block is equal to 1. So, I will count

each. = 1 block = 10 blocks =

100 blocks

2 blocks 12 blocks 35 blocks

100 blocks

Example 2. Count the vegetables in each group. Tell how

many vegetables are there in each group?

Matthew’s answer: “I will count each vegetable in the group

to tell how many vegetables are there.”

I can see that

the group of are

 Manuel S. Enverga University Foundation
BASIC EDUCATION DEPARTMENT
on Autonomous Status
Lucena City * Philippines

1 more than the and the group of are 1 less than the group

of .”

Because practice makes progress,

let’s give it a try!

Practice 1
How many objects do you count? Organize the objects by drawing a
circle around each group of 10 objects.

1.

2.

3.

4.
 Manuel S. Enverga University Foundation
BASIC EDUCATION DEPARTMENT
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5.

Practice 2
Count the marbles and write the number inside the box.

1.

2.

3.

4.
 Manuel S. Enverga University Foundation
BASIC EDUCATION DEPARTMENT
on Autonomous Status
Lucena City * Philippines

Challenges are up ahead, don’t quit. Just

do it!

Challenge A
Write inside the the number before each given number.

1. 90 4. 14

2. 73 5. 29

3. 61
Challenge B
Write inside the the number after each given number.

1. 87 4. 10

2. 50 5. 65

3. 33

“With love and patience, nothing is

impossible!”
Daisaku Ikeda

Enrichment 1
Write one more or one less on the line to make the comparison
correct.

1. 4 is _______________ than 5.
2. 8 is _______________ than 7.
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BASIC EDUCATION DEPARTMENT
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3. 7 is _______________ than 6.
4. 3 is _______________ than 4.
5. 2 is _______________ than 3.
6. 10 is _______________ than 9.

Enrichment 2
Cross out () the number that does not belong in each list of numbers.
Write the correct one above it.

2 2 2 6 2
1. 1 2 3 1 5
1 8 9 9 9
2.
8 9 0 1 2
3. 4 4 4 4 9
5 6 7 8 0
4.
9 2 1 1 1
1 1 2 3
5.
3 3 8 3 4
6 7 8 9 0

Remember

this
 Manuel S. Enverga University Foundation
BASIC EDUCATION DEPARTMENT
on Autonomous Status
Lucena City * Philippines

Lesson 2 – Place Value and Value

For further study, you can copy the link below and read on or
watch https://www.youtube.com/watch?v=bGetqbqDVaA
Priming for
counting numbers 1-100 and https://www.youtube.com/watch?
v=Du6JHupzwVo for number one more or one less, for quick tips and
tricks.
Mother bought
some fruits.
She sorted
them out and
put the same
fruits and
vegetables
together.

Here are some fruits that Mother bought. Can

1 red 1, 2 1, 2, 3 1, 2, 3, 4
apple cherries oranges strawberries
you count them?

1, 2, 3, 4, 5, 6, 7 green 1, 2, 3, 4, 5, 6, 7, 8 lemons
apples
1, 2, 3, 4, 5 pears 1, 2, 3, 4, 5, 6
bananas

1, 2, 3, 4, 5, 6, 7, 8, 9 peaches 1, 2, 3, 4, 5, 6, 7, 8, 9, 10
mangoes
 Manuel S. Enverga University Foundation
BASIC EDUCATION DEPARTMENT
on Autonomous Status
Lucena City * Philippines

Now, mother’s grocery pack is empty. It has no elements. A set

with no elements is called and empty set. It has zero elements. Zero
is a mumber written as 0.
Julia went to the market with Mother. She laid out the fruits that
they bought. Point to or mark each fruit as you count it. Count each
fruit or vegetable one by one.

There are 3 tens and 5 ones.

3 tens and 5 ones is written in symbols as 35.
So, there are 35 grapes.

There are 4 tens and 6 ones.

4 tens and 6 ones is written in symbols as 46.
So, there are 46 pieces of marbles.

Example 1. What number does the blocks represent?

 Manuel S. Enverga University Foundation
BASIC EDUCATION DEPARTMENT
on Autonomous Status
Lucena City * Philippines

Matthew’s answer: Each block is equal to 1. So, I will count each.

= 1 block = 10 blocks = 100 blocks

= 1 of 100 blocks = 7 blocks of 10 = 70

= 8 blocks
There are 1 hundreds, 7 tens and 8 ones.
1 hundreds, 7 tens and 8 ones is written in symbols as
178.
So, there are 178 blocks.

Processing
In the Hindu-Arabic number system, you use digits 0,
1, 2, 3, 4, 5, 6, 7, 8, and 9 to write or name whole numbers. It is
based on grouping by tens and zero as a placeholder. The table
below shows the names of each period and place value position in the
base 10 numeration system.

Place Value Chart

Perio
Units ←
d
Hundre Place
Tens Ones ←
ds Value
10 x
10 x 10 1x1
1 ← Digit
100 10 1

The digits in the place value chart are grouped in threes (also known
as periods), with commas or spaces between periods to help you read
the number more easily. The place value system provides names for
 Manuel S. Enverga University Foundation
BASIC EDUCATION DEPARTMENT
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these periods starting from the right – the place value with the least
value, we have Ones (O), Tens (T), and Hundreds (H).

Start grouping the ones. If you get 10 ones, you will have a ten.

= 10

10 ones or 10 x 1 = 10 or 1 ten

You can also group the tens. If you get 10 tens, you will have a
hundred.

= 10 10 10 10 10 10 10 10 10 10

10 tens or 10 x 10 = 100 or 1 hundred

You can use place value blocks to represent numbers. The

number 457 is shown in the place value chart below.

Hundreds Tens Ones

7
4 5

The number 457 is written in the standard form, or compact

form, which is a short way of writing 4 hundreds + 5 tens + 7 ones.
The position or place of a digit in a number determines its value. Thus:

7 in the ones place is 7 x 1 or 7

5 in the tens place is 5 x 10 or 50
4 in the hundreds place is 4 x 100 or 400
 Manuel S. Enverga University Foundation
BASIC EDUCATION DEPARTMENT
on Autonomous Status
Lucena City * Philippines

The expanded form is a long way of writing a number by showing

the values of each digit. It can be written using words and numbers.
Thus,

457 = 400 + 50 + 7 (expanded form)

= 400 fifty-eight (number-word form
= four hundred fifty-seven (word form)

Understanding
Example 1. What number does these place value
blocks represent

+ +

Matthew’s answer: I will use the place value concepts to get

the answer. There are 4 hundreds, 3 tens, and 6 ones. So, the
blocks represent the number 436.

Example 2. What is the value of 3 in 372?

Matthew’s answer: “This is easy. The 3 in the hundreds

place value means 3 x 100 = 300. So the value is 300.”

Example 3. What is the expanded form of 234?

 Manuel S. Enverga University Foundation
BASIC EDUCATION DEPARTMENT
on Autonomous Status
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Matthew’s answer: “I will use place value concepts to get

the answer. In expanded form: 234 = 2 hundreds + 3 tens +
4 ones or 200 + 30 + 4.”

Example 4. What is the standard form of 7 hundreds + 5 ones?

Matthew’s answer: “I will use place value concepts to get

the answer. There are no tens, hence, I will put zero in the
tens place. So the standard form of 7 hundreds + 5 ones is
705.”

Because practice makes progress,

let’s give it a try!

Practice 3
Count and write the number inside the cellphone.
 Manuel S. Enverga University Foundation
BASIC EDUCATION DEPARTMENT
on Autonomous Status
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Practice 4
Give the place value and value of the underlined digit.

Number Place Value Value

86
19
353
716
647

Challenges are up ahead, don’t quit. Just

do it!

Challenge C
Encircle () the correct number for each place value.

1. 5 tens and 1 ones 15 51 55

2. 3 ones and 4 tens 34 43 33
3. 2 tens and 9 ones 92 19 29
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4. 8 tens and 4 ones 84 44 80

5. 4 ones and 6 tens 66 46 64
6. 3 hundreds, 6 tens and 0 ones 361 360 366
7. 2 hundreds, 7 ones and 6 tens 267 762 276
8. 3 ones, 5 hundreds and 4 tens 354 543 435
9. 9 tens, 8 ones and 7 hundreds 897 987 798
10. 8 hundreds, 0 tens and 5 ones 508 805 850

“With love and patience, nothing is

impossible!”
Daisaku Ikeda

Enrichment 3
1. I am a two-digit number. My tens is 4 and my ones is 6. What
number am I?
__________

2. What number am I if my ones digit is zero and my tens digit is

between 6 and 8?
__________

3. Form two-digit numbers using 4, 3, and 8. List down the 9

different numbers that will be formed?
__________

4. The digit in the tens place is 3 less than the digit in the hundreds
place. The digit in the hundreds place is 2 more than the digit in
the ones place. The digit 6 is in the ones place. What is the
number am I thinking of?
__________
 Manuel S. Enverga University Foundation
BASIC EDUCATION DEPARTMENT
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5. If you put 2 more tens with me, I will be 90. What number am I?
__________

Remember this

For further study, you can copy the link below and read on or
watch https://www.youtube.com/watch?v=a4FXl4zb3E4 place value
song and https://www.youtube.com/watch?v=FGIgtywypcw on
regrouping sets
for quick tips and tricks.

Lesson 3 – Reading and Writing Numbers

Priming
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BASIC EDUCATION DEPARTMENT
on Autonomous Status
Lucena City * Philippines

Let’s listen to Matthew,

Can you write

your name?
Did you know
that just like
us, numbers
have names
too?

We can write numbers

in symbols and in
words. Study the examples.

1 – one 11 – eleven 20 –
twenty
2 – two 12 – twelve 30 –
thirty
3 – three 13 – thirteen 40 –
forty
4 – four 14 – fourteen 50 –
fifty
5 – five 15 – fifteen 60 –
sixty
6 – six 16 – sixteen 70 –
seventy
7 – seven 17 – seventeen 80 – eighty
8 – eight 18 – eighteen 90 - ninety
9 – nine 19 – nineteen 100 – one hundred
10 – ten

You can also put together number in words to make a number

name. When writing number from 21 to 99, we use hyphen (-) in
between the two number words. For example:
25 is written as twenty-five
46 is written as twenty-five
25 is written as twenty-five

Processing
 Manuel S. Enverga University Foundation
BASIC EDUCATION DEPARTMENT
on Autonomous Status
Lucena City * Philippines

In reading numbers, remember to always read numbers from left

to right. Also, to read three-digit numbers in the standard way, follow
these steps:
Step 1. Read the first digit from the left.
Step 2. Say the name of the highest place value.
Step 3. Read the rest of the numbers in the units or ones period.

nine hundred two

Read the first digit: 9, read the highest place value:
hundred, read the rest of the number: 2
You can also refer to a place value chart if you want to read four-
digit numbers in a nonstandard way. For example, you normally
write the digits that refer to a calendar year together. Thus, the
calendar year 2019 is written without a comma or a space between 2
and 0, as read as twenty nineteen. However, you can also read it as
twenty hundred and nineteen. There are no groups of hundreds, so
zero (0) is used as a placeholder.

Example 1. Read 251 in the standard way.

Matthew’s answer: “This is easy. I will read the number as

two hundred fifty-one.”

Example 2. Write eight hundred six in symbols.

Matthew’s answer: “I will separate the digit for each place

value. So eight hundred six in symbols is 806.”

Understanding
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You can also read four-digit numbers in the standard way the way
you read four-digit numbers. Follow these steps:
Step 1. Read the first digit from the left.
Step 2. Say the name of the period.
Step 3. Read the rest of the numbers in the units or ones period.

Three thousand one hundred twenty

Read the first digit: 3, read period’s name: thousand,
read the rest of the number: 120

Example 1. Read 4 326 in the standard way.

Matthew’s answer: “I will read the number in standard way

as four thousand three hundred twenty-six.”

Example 2. Write the standard form of eight thousand sixty-

four

Matthew’s answer: “I will separate the digits in the

thousands period from the digits in the ones or units period.
So the standard form is 8 064.”

Because practice makes progress,

let’s give it a try!
 Manuel S. Enverga University Foundation
BASIC EDUCATION DEPARTMENT
on Autonomous Status
Lucena City * Philippines

Practice 5
Draw a line to match the number with the number word.

39   twenty-seven
27   thirty-nine
13   eighty-nine
89   fifty-eight
62   thirteen
58   sixty-two
Practice 6
Write the number word for each given number.

1. 16 ____________________________________
2. 73 ____________________________________
3. 45 ____________________________________
4. 28 ____________________________________
5. 90 ____________________________________
6. 14 ____________________________________
7. 81 ____________________________________
8. 57 ____________________________________
9. 93 ____________________________________

Challenges are up ahead, don’t quit. Just

do it!

Challenge D
Check () the heart with the correct number of the given number
word.
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1. Forty-seven 42 47 46

2. Sixty-one 16 61 71

3. Eighty-five 85 58 84

4. Ninety-nine 90 95 99

5. Thirty 30 13 31

6. Fifty-two 42 52 25

7. Thirty-four 32 33 34

8. Twenty-eight 82 18 28

Challenge E
Put a check mark () on the line if the number and word pair is correct.
Cross it out () if not.

1. 70 = seventeen _____ 70 = seventy _____

2. 90 = ninety _____ 90 = nineteen _____
3. 18 = eighteen _____ 18 = eighty _____
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4. 21 = twelve _____ 21 = twenty-one _____

“With love and patience, nothing is

impossible!” Daisaku Ikeda

Enrichment 4
Write the number for each.

1. 4 tens and 8 ones

2. Seventy-eight

3. Eleven

4. 2 tens and 9 ones

5. Thirty-three

6. Twenty-seven

7. 1 tens and 2 ones

8. Eighty-five

9. Ninety-four

10. 6 tens and 4 ones

Remember this
 Manuel S. Enverga University Foundation
BASIC EDUCATION DEPARTMENT
on Autonomous Status
Lucena City * Philippines

For further study, you can copy the link below and read on or
watch https://www.youtube.com/watch?v=2sghJbCPnyw on reading
numbers from 1 to 100 and
https://www.youtube.com/watch?v=1UHk_-T7eJc on writing number
names 1 to 100 for quick tips and tricks.

Lesson 4 – Comparing and Ordering Numbers

Let’s listen to Matthew, Priming

Which 38 or
number is 36
bigger, 38
or 36?
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BASIC EDUCATION DEPARTMENT
on Autonomous Status
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You have learned how to compare numbers in the previous grade

level. Remember that you can also use the place value chart to
compare these numbers. Simply compare the digits in each place
value position, starting from the tens digit, which is the leftmost digit.
Study the given example.

Tens Ones Tens Ones

3 8 3 6

3 tens = 3 tens
8 ones > 6 ones

Here, we start with the highest place value, which is tens. The
tens digits of 38 and 36 are the same. But the ones digit (8) of 38 is
greater than the ones digit (6) of 36. This means that 38 is greater
than 36. This relationship can be written in symbols as:

38 > 36

The symbol “>” is read as “greater than”

Let’s look at the place value chart.

Units
Hundred
Tens Ones
s
Digit
2 4 8
s
Value 200 40 8

In comparing whole numbers using the place value chart, take note of
the following:
1. Compare the digits by place value on a one-to-one
correspondence. The higher the digit, the higher is the value.
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2. If the first digits of both numbers are the same, compare the next
place value and so on.
3. If the numbers have the same number of digits, compare the
corresponding digits starting from the greatest place value.
Determine the place value where the digits are different. Use the
appropriate symbol > or <.
4. Ascending order means from the least value to the greatest
value. Descending order means arranging the numerals from the
greatest to the least value.

Processing

Let’s listen to Matthew,

Since 539 is a three-digit number and

Compare
539 and 47 is a two-digit number, then 539 has
47 more digits than 47. Thus, 539 > 47 or
847 < 539.

A number with fewer digits

has a smaller value than a number with more digits. On the other
hand, a number with more digits has a greater value than a
number with fewer digits.

3 is a 1-digit number
33 is a 2-digit number
333 is a 3-digit number

Therefore, 3 < 33 < 333 or

333 > 33 > 3

Example:
a. Complete the number pattern:
425, 525, ______ , ______, 825
Solution:
 Manuel S. Enverga University Foundation
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525 – 425 = 100

525 + 100 = 625
625 + 100 = 725
Answer: 425, 525, 625 , 725, 825

b. Arrange the numbers from the greatest to the smallest:

730, 231, 593, 865
Solution:
Look at the hundreds digit of the given number. 7 for 730, 2
for 231, 5 for 593, and 8 for 865. The number with the greatest
value is 8, followed by 7, then 5, and lastly 2. So, to arrange
the numbers from greatest to smallest, they will be:
865, 730, 593, 231

Understanding
Let’s listen to Matthew,

Arrange the digits

1, 7, and 0 to make
the: 1) greatest
possible number
and
2) smallest possible
number

1, 7, 0
1. 7 > 1 >0
2. 0<1<7
The greatest possible number is The smallest possible number is
710 1 07

To form the greatest possible number, arrange the given

digits from the greatest to the smallest value, then form the
number with the digits in the same order.

However, if the smallest digit is zero, then the smallest non-

zero digit becomes the first digit of the number.
 Manuel S. Enverga University Foundation
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Example: Arrange the digits 9, 6, 0 to form the smallest

possible number.

Solution: 0 < 5 < 6

Answer: 5 06 is the smallest possible number

Because practice makes progress,

let’s give it a try!

Practice 7
Check () the circles with the numbers that are less than the number
in the box.

85 4 8 2 9 3 8
1.
3 4 2 9 5 9

51 2 1 4 1 9 6
2.
1 3 0 0 8 4

77 7 6 7 1 8 1
3.
0 5 9 9 7 1

19 2 1 4 8 1 6
4.
1 5 3 1

Practice 8
Check () the circles with the numbers that are greater than the
number in the box.

1.
46 3 5 6 4 1 8
4 2 3 0 4 8
2.
72 8 5 1 2 4 9
6 5 8 3 7 9
 Manuel S. Enverga University Foundation
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3.
58 8 2 6 3 9 1
3 4 6 3 5 6
4.
35 4 6 2 1 7 9
9 1 2 0 0 5
5.
28 3 7 8 9 2 5
2 4 7 5 7
6.
61 6 7 1 7 8 2
7 2 2 4 1 9

Challenges are up ahead, don’t quit. Just

do it!

Challenge F
Write >, <. or = in the to compare the numbers.

1. 84 26 2. 73 94

3. 100 44 4. 46 40 + 6

Write inside the the least/greatest possible number that will make
the statement true.
 Manuel S. Enverga University Foundation
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5. 15 < 6. 20 + 3 =

7. 67 > 8. 36 >

9. = 60 10. < 72

Challenge G
Arrange the numbers in the . Follow the given order.

1. Greatest to least 84 88 82 86

2. Least to greatest 39 31 33 37

3. Least to greatest 28 66 100 91

4. Greatest to least 51 57 53 50

“With love and patience, nothing is

impossible!” Daisaku Ikeda

Enrichment 5
Write C if the comparison of the numbers is correct. Write W if the
comparison of the numbers is incorrect.

_____ 1. 78 > 70 + 3
_____ 2. 2 tens and 5 ones = 25
_____ 3. 5 tens and 2 ones < 4 tens and 3 ones
_____ 4. 90 = 9 ones
_____ 5. 8 tens and 8 ones > 9 tens and 9 ones
_____ 6. 10 + 4 = 1 tens and 4 ones
_____ 7. 28 < 20 +9
_____ 8. 30 + 5 = 5 tens and 3 ones
_____ 9. 61 = 60 + 1
 Manuel S. Enverga University Foundation
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_____ 10. 10 + 3 < 10 + 6

Enrichment 6
Write L-G in the if the numbers are arranged from least to
greatest. Write G-L if the numbers are arranged from greatest to least.

1. 13 15 18 19

2. 53 65 79 97

3. 45 22 11 7

4. 91 72 50 38

5. 360 341 320

Remember
this

For additional study, you can copy the link below and read on
https://www.youtube.com/watch?v=m3zPc4hd-i8 on comparing and
ordering numbers and https://www.youtube.com/watch?
v=WEzBUH0AK5Q ordering of numbers for more tips and tricks.
 Manuel S. Enverga University Foundation
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Lesson 5 –Ordinal Numbers

Priming

What is your
birth order in the
family? Are you
the first-born,
middle, or
youngest?

Remember that cardinal numbers tell the number of objects in

a set. For example, there are 26 letters in the English alphabet, or
there are 45 pupils in the library. On the other hand, ordinal numbers
tell the position of a person, an animal, or a thing in a group. If you
know ordinal numbers, it will be easy for you to arrange objects in
order.

Processing

First, second, third, fourth, fifth, and so on are called ordinal

numbers. It is easy to write the ordinal names of whole numbers.
Remember the rules involving ordinal number names.
1 2 3 4
FIRST (st) SECOND (nd) THIRD (rd) FOURTH (th)
 Manuel S. Enverga University Foundation
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Add st after the Add nd after Add rd after Add th after

numbers numbers numbers numbers
ending in 1, ending in 2, ending in 3, ending in 4, 4,
except for except for except for 6, 7, 8, and 9
11th 12th 13th
Examples: Examples: Examples: Examples:
1st, 21st, 31st, 2nd, 22nd, 32nd, 3rd, 23rd, 33rd, 4th, 25th, 36th,
41st, 51st, 61st, 42nd, 52nd, 62nd, 43rd, 53rd, 63rd, 68th, 79th
71st, 81st, 91st 72nd, 82nd, 92nd 73rd, 83rd, 93rd
First Second Third Add th to
Twenty-first Thirty-second Twenty-third numbers
Sixty-first Seventy-second Eighty-third ending in teen
Forty-first Forty-second Forty-third Fourteenth
Eighty-first Eighty-second Sixty-third nineteenth

Remember to use a hyphen when you write the ordinal names of

numbers from 21 (e.g., twenty-first, fifty-second, forty-third). For
compound ordinal numbers, only the last number is written as an
ordinal number (e.g., 121: one hundred twenty-first).
Here are the ordinal names of whole numbers 1 to 20.

Understanding

Example 1. What is the 22nd letter in the English alphabet?

 Manuel S. Enverga University Foundation
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Matthew’s answer: “I will count from A because it is the first

letter of the alphabet. So, the 22nd letter in the English alphabet is the
letter V.”

Example 2. What is the ninth letter in the word

PHILIPPINES?

Matthew’s answer: “I will count nine letters from the left:

PHILIPPINES. The ninth letter is N”

Example 3. Starting form the right, what is the eighth

object in the group?

Matthew’s answer: “I will count starting from the right. So, the
eight object is the orange.”

Example 4. Starting from the right, what is the sixth number?

Matthew’s answer: “I will start counting from the

right. So, the sixth number is 5.”
 Manuel S. Enverga University Foundation
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Because practice makes progress,

let’s give it a try!

Practice 9
Cross out () the object for the given ordinal number. Use the direction
of the arrow to identify the position of the object.

1.
6th

2. 9th

3. 2nd

4.
5th

5. 1st

6. 3rd

7. 10th

Challenges are up ahead, don’t quit. Just

do it!

Challenge H
Use the pictures at the left in the top to bottom order. Write their
ordinal symbol and number on the line
 Manuel S. Enverga University Foundation
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1. _____ __________
2. _____ __________
3. _____ __________
4. _____ __________
5. _____ __________
6. _____ __________
7. _____ __________
8. _____ __________
9. _____ __________
10. _____ __________

“With love and patience, nothing is

impossible!”
Daisaku Ikeda

Enrichment 7
Follow the directions.

1. Draw a sun in the fourth box starting on the right.

2. Color the eighth heart starting at the left.

3. Draw a tree in the ninth box starting at the left and a leaf
in the fifth box starting at the right.

4. Write your first name in the first box starting at the left
and your family name in the first box at the right.
 Manuel S. Enverga University Foundation
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5. Draw a smiley face in the third box from the right and a
sad face in the tenth box from the left.

Remember
this

For further study, you can copy the link below and read on or
watch ordinals https://www.youtube.com/watch?v=BaO1E21SpkI on
ordinal numbers 1 to 10 and https://www.youtube.com/watch?
v=0CWWNzprEQ4 on ordinal numbers song for quick tips and tricks.
 Manuel S. Enverga University Foundation
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Lesson 6 – Identifying Philippine Bills and Coins

Priming

Kathy is saving
money in her
piggy bank. Let
us see some of
the bills and
coins that she
has.
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In the Philippines, the currency is the Philippine peso (₱). The

Bangko Sentral ng Pilipinas (BSP) has the sole power and authority to
issue currency within the territory of the Philippines.
We use six bank notes, also called bills. The following are the
current bills in circulation

Twenty pesos ₱20

Fifty pesos ₱50

One hundred pesos ₱100

Two hundred pesos ₱200

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Five hundred pesos ₱500

One thousand pesos ₱1 000

When writing amounts of money of Philippine bills, write the peso sign
(₱) before the amount. Use a decimal point (.) to separate pesos and
centavos.
When reading amounts of money, remember that the money
before the decimal represents the peso amount. The number after the
decimal point represents the centavo amount. For example, ₱25.50 is
read as twenty-five pesos and fifty centavos. Likewise, ₱200.10 is
read as two hundred pesos and ten centavos.
To find the value of a group of notes, simply apply counting
forward and backward in 20s, 50s, 100s, 500s, and 1 000s. Remember
how to add whole numbers.

Processing

Example 1. How much money was shown?

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Matthew’s answer: “This is easy. I will apply counting

forward to get the answer. I know that three 20s is 60: 20,
40, 60. So the picture shows ₱50.”

Example 2. How much money was shown?

Matthew’s answer: “I will add to get the answer. I know that

100 + 50 + 20 is 170. Thus, the amount of money shows is ₱170.”

We use six face values (called denominations) of coins made

from metal. The following are the current coins in circulation. The
design features three national heroes and Philippine national symbols.

One centavo (₱0.01 or 1 ¢) Five centavos (₱0.05 or 5

¢)

Twenty-five centavos (₱0.25 or 25 ¢) One peso (₱1.00)

Five pesos (₱5.00) Ten pesos (₱10.00)

 Manuel S. Enverga University Foundation
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To find the value of group of coins, simply apply counting forward

and backward in 1s, 5s, and 10s.

Example 3. How much money was shown?

Matthew’s answer: “I will use counting on to get the

answer. Because there are two ₱10, three ₱5, and one ₱1, I
will count this way: 10 + 10 + 5 + 5 + 5 + 1 = 36. So, the
amount of money is ₱36.00.”

When writing amounts of money, write the Philippine peso

sign (₱) before the amount. Use a decimal point to separate pesos and
centavos.

For example, ₱20.75 is read as twenty pesos and seventy-five

centavos.

pesos ₱20.75 centavos

decimal point

Understanding

Do you recall the lesson on comparing whole numbers? If you

know how to compare whole numbers, it will be easy for you to
 Manuel S. Enverga University Foundation
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compare money values. It will help you answer questions such as

which is cheaper? Which is the better buy?
You know you are comparing when you use phrases like less
than, greater than, or equal to. Remember the symbols that you
use to compare numbers.
< is less than
> is greater than
= is equal to
You can use a number line or a place value chart to compare
money values.
Example 4. Which coin has a greater value, a ₱5 coin or a ₱1
coin?

Matthew’s answer: “I know that 5 > 1. So, the value of the

₱5 is greater than the value of ₱1 coin.”

Example 5. Which has the greater value, ₱435 or ₱453?

Matthew’s answer: “I will use a place value chart to get the

answer. The tens digit of 453 is greater than the tens digit of
435. So, ₱453 is greater than ₱435.”
hundreds tens Ones
4 3 5
4 5 3

Example 6. Find the total amount of money in each set.

Compare the amounts using the symbols >, <, or =.

SET A SET B
 Manuel S. Enverga University Foundation
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Matthew’s answer: “First, I will add to get the total amount of

money in each set. Adding 500 + 20 + 5 + 5 + 5 yields 535.
This means that the value of coins in set A is ₱535. Adding
200 + 200 + 10 + 1 yields 511. The value of the coins in set
b is ₱511. Thus, ₱535 > ₱511 or ₱535 is greater than ₱511.”

Because practice makes progress,

let’s give it a try!

Practice 10
Shade lightly each bill with its correct color.

1.
4.

2.
5.

3.
6.

Challenges are up ahead, don’t quit. Just

do it!

Challenge I
 Manuel S. Enverga University Foundation
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Count the bills and coins, and then write the amount in words and in
figures.

Amount in Amount in
Figures Words

1.

2.

3.

4.

5.

6.

7.

8.

“With love and patience, nothing is

impossible!”
Daisaku Ikeda

Enrichment 8
Compare the given amounts. Write >, <, or = in each
 Manuel S. Enverga University Foundation
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1. ₱26.50 ₱16.50 6. ₱44.25 ₱44.55

2. ₱24.75 ₱23.75 7. ₱19.00 ₱91.00

3. ₱11.05 ₱11.50 8. ₱62.30 ₱26.30

4. ₱29.35 ₱26.35 9. ₱80.80 ₱88.00

5. ₱33.45 ₱33.45 10. ₱99.25 ₱99.05

Enrichment 9
Arrange the given amounts from greatest (3) to least (1). Write
numbers 1, 2, and 3 in the corresponding .
1. ₱30.50 ₱20.50 ₱25.50

2. ₱66.70 ₱56.75 ₱60.50

3. ₱39.00 ₱38.85 ₱39.90

4. ₱53.05 ₱55.00 ₱54.50

5. ₱88.95 ₱88.30 ₱88.25

Remember this

For further study, you can copy the link below and read on or watch
Philippine denominations https://www.youtube.com/watch?
v=HbsRneO--i8 on Philippine bills and coins for quick tips and tricks.
 Manuel S. Enverga University Foundation
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POST-TEST
A. Shade the circle that
corresponds to the letter of your answer.
A B C D
    1. What is the standard form of 30 + 9?
a. 39 b. 93 c. 31
A B C D
    2. Which number shows 3 with the value of 30?
b. 23 b. 38 c. 394
A B C D
    3. What is the sixth letter of the English alphabet?
a. G b. E c. F
A B C D
    4. What is the expanded form of 75?
a. 70 + 5 b. 50 + 7 c. 7 + 5
A B C D
    5. What is the tenth letter of the English alphabet?
a. K b. J c. I
A B C D
    6. What is the third month of the year?
a. March b. April c. May
A B C D
    7. What number shows 5 in the tens place?
a. 562 b. 95 c. 451
A B C D
    8. Which of the following number sentences is correct?
a. 40 + 5 = 46 b. 37 > 35 c. 26 < 15

A B C D
 Manuel S. Enverga University Foundation
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    9. The number 354 has __________.

a. 3 hundreds, 5 tens, and 4 ones
b. 3 ones, 5 tens, and 4 hundreds
c. 3 hundreds, 5 ones, and 4 tens
A B C D
    10. Which number sentence is correct?
a. ₱53.00 = ₱35.00
b. ₱53.00 > ₱35.00
c. ₱53.00 < ₱35.00

“You’re off to great places, today is

your day!
Your mountain is waiting, so get on
your way!”

Performance Task
You are a member of your school’s Glee Club and you are tasked to prepare a video
performance of an original song composition using any background music. The song should
include the importance of mastering any of our previous lessons – Counting Numbers from 0
to 100, Place Value and Value of Digits, Reading and Writing Number Names, Comparing and
Ordering Numbers, Ordinal Numbers, and Identifying Philippine Bills and Coins. The song can
be in Filipino or in English. Your goal is to perform the song to motivate your fellow first
graders to remember number facts through song and dance. The performance should not
exceed 1 minute. Your performance will be graded through your lyrics, creativity, and
information/content.

Rubrics for the performance.

Criteria 4 points 3 points 2 points 1 point
The song lyrics The song lyrics The song lyrics The song lyrics
Lyrics
are outstanding. are good. The are somewhat are not coherent.
 Manuel S. Enverga University Foundation
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The words are coherent. The

words are
very memorable. words are
memorable. The
The song lyrics somehow
song lyrics are The words are
are memorable. The
enthusiastically not memorable.
enthusiastically song lyrics are
received by the
received by the well received by
audience
audience the audience
The pupil
The song
composed an The song
The pupil composed is not
original song but composed is not
composed an very original, but
Creativity there are some very original.
original song with there are some
elements that The message is
a clear theme. elements that are
are not not conveyed.
not outstanding.
outstanding.
The writer
The writer expressed The writer
The writer failed
expressed factual factual expressed factual
to express the
information and information and information and
required content
incorporated the incorporated showed few facts
on any of the
required content some of the of any of the
previous lesson –
on any of the content on any previous lesson –
understanding of
previous lesson – of the previous understanding of
Informati whole numbers,
understanding of lesson – whole numbers,
on and multiplication -
whole numbers, understanding of multiplication -
Content division facts, or
multiplication - whole numbers, division facts, or
order of
division facts, or multiplication - order of
operations. The
order of division facts, or operations. The
performance of
operations. The order of performance of
the song did not
performance of operations. The the song did not
even meet the
the song was performance of meet
expectations.
very excellent. the song meets expectations.
expectations.
Final Score: ____ / 12
REFERENCES
Textbooks:
Acedo, M.A.J. et. al. (2018). Phoenix math for the 21st century learners.
Quezon City: Phoenix Publishing House Inc.
Bayle, M. T. C. (2013). Global math. Quezon City: Phoenix Publishing
House Inc.
Castillo, L. L. (2014). Math connect. Quezon City: Sunshine Interlinks
Publishing House, Inc.
Chu, T. N. et. al. (2009) Beyond math. Quezon City: Phoenix Publishing
House Inc
Degolacion, R.J. et. al. (2017) Soaring 21st century mathematics.
Quezon City: Phoenix Publishing House Inc
Dela Cruz, E. O. et. al. (2017) Soaring 21st century mathematics.
Quezon City: Phoenix Publishing House Inc
 Manuel S. Enverga University Foundation
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on Autonomous Status
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Dela Cruz, E. O. et. al. (2014) Integrative mathematics. Quezon City:

Sibs Publishing House Inc
De Joya, E. C. et. al. (2020). Math for life. Manila: Rex Bookstore Inc.
Ditablan, J. T. et. al. (2017). Realistic math 2nd edition. Quezon City:
Sibs Publishing House Inc.
Edillor, F.S. (2014). Math builder’s. Valenzuela City: Jo-Es Publishing
House Inc.
Fider, P. B. et. al. (2013). Essential math for the new generation.
Quezon City: Sunshine Interlinks Publishing House Inc.
Kaufman, K.A. (2014). Dance integration: 36 dance lesson plans for
science and mathematics. United States: Human Kinetics
Lim, P. (2012). Diagnostic practice in maths: primary 5. [Singapore:
Educational Publishing House
Miguel, M. P. (2013). Real-life mathematics. Quezon City: Abiva
Publishing House, Inc.
Ongdueco, E. T. et. al. (2013). Soaring 21st century mathematics.
Quezon City: Phoenix Publishing House Inc.
Rivera, H. G. T. et. al. (2014). Integrative mathematics. Quezon City:
SIBS Publishing House Inc.
Villamayor, A. C. et. al. (2020). Math for life. Manila: Rex Bookstore Inc.
E-books
https://fliphtml5.com/jbcoc/caou
https://books.google.com.ph/books?
id=rVTADwAAQBAJ&printsec=frontcover&dq=math+grade+1&hl=
en&sa=X&ved=0ahUKEwjY5uiF2eTpAhWWXCsKHY98Ar0Q6AEINzA
C#v=onepage&q=math%20grade%201&f=false
https://books.google.com.ph/books?id=DYX-
H3j_BBUC&pg=PA116&dq=math+grade+1&hl=en&sa=X&ved=0a
hUKEwjY5uiF2eTpAhWWXCsKHY98Ar0Q6AEIWTAG#v=onepage&q
=math%20grade%201&f=false
https://books.google.com.ph/books?
id=CavjCQAAQBAJ&printsec=frontcover&dq=math+grade+1&hl=
en&sa=X&ved=0ahUKEwjY5uiF2eTpAhWWXCsKHY98Ar0Q6AEIcjAJ
#v=onepage&q=math%20grade%201&f=false
https://drive.google.com/file/d/1DVP-MPkGMsRhiL-
3Z_f6LXW7HbP_30OQ/view?usp=sharing
https://drive.google.com/file/d/
15WXiU8AR9S7ZJwTMc3DAFUXYKII17cwl/view?usp=sharing
 Manuel S. Enverga University Foundation
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https://drive.google.com/file/d/12-1oMWOeDbrFtEQMJlqJiqvLZgtwLrYs/
view?usp=sharing
https://drive.google.com/file/d/
1QIZheyBcrpl1OM7gDbPlrrKpNXpPIwQN/view?usp=sharing
Online References Retrieved from:
https://www.youtube.com/watch?v=HbsRneO--i8
https://www.youtube.com/watch?v=BaO1E21SpkI
https://www.youtube.com/watch?v=0CWWNzprEQ4
https://www.youtube.com/watch?v=m3zPc4hd-i8
https://www.youtube.com/watch?v=WEzBUH0AK5Q
https://www.youtube.com/watch?v=bGetqbqDVaA
https://www.youtube.com/watch?v=Du6JHupzwVo
https://www.youtube.com/watch?v=a4FXl4zb3E4
https://www.youtube.com/watch?v=FGIgtywypcw
https://www.youtube.com/watch?v=2sghJbCPnyw
https://www.youtube.com/watch?v=1UHk_-T7eJc
MLImmaculata, 2020