GRADE 1 –

QUARTER 3
WEEK 6 – DAY 1

•To subtract numbers with

minuends up to 20 using
different models.
Preliminary
Direction: Write the given numbers
Activities:
as sums of tens and ones.
a.12
b.17
c. 14
Good Job!
Today, we are going to
learn how to subtract
numbers with minuends
up to 20.
Unlocking of
Difficulties:
taken away equal
left subtrahend
minuend
minus
difference
SUBTRACT
NUMBERS
WITH
MINUENDS
UP TO 20
Direction: Read the problem below and
answer the following questions.
Kat had 12
guavas. She
gave 7 guavas to
Ned. How many
guavas does she
have left?
Ask:
How many
guavas did Kat
have?
Ask:
How many
guavas were
given to Ned?
Ask:
What do we
need to find out?
Ask:
How can this be
represented in a
number sentence if
we use for the
number of guavas
left?
Good Job!
Possible Solutions:
1. By using counters:

Use counters to represent the 12 guavas.

Remove seven counters to show the number of
guavas given away. Then, count the remaining
counters to find that there are five guavas left.
Possible Solutions:
2. By using illustrations:

Draw 12 guavas on their show-me boards. Mark

or erase seven guavas to show the number of
guavas given away. Then, count the remaining
unmarked guavas to see that there are five
guavas left.
Possible Solutions:
3. by decomposing and
composing numbers:
Direction: Let us find the difference in
these number sentences.

1. 14 – 5 = ____
2. 11 – 7 = ____
3. 17 – 9 = ____
Direction: Let us find the difference in
each numbers in three different ways.

9
1. 14 – 5 = ____
• by using
counters
 Direction: Let us find the difference in
each numbers in three different ways.

9
1. 14 – 5 = ____
• by using
illustrations
Direction: Let us find the difference in
each numbers in three different ways.

9
1. 14 – 5 = ____
• by decomposing
and composing
numbers:
Direction: Let us find the difference in
each numbers in three different ways.

4
2. 11 – 7 = ____
• by using
counters
 Direction: Let us find the difference in
each numbers in three different ways.

4
2. 11 – 7 = ____
• by using
illustrations
Direction: Let us find the difference in
each numbers in three different ways.

4
2. 11 – 7 = ____
• by decomposing
and composing
numbers:
Direction: Let us find the difference in
each numbers in three different ways.

6
3. 15 – 9 = ____
• by using
counters
Direction: Let us find the difference in
each numbers in three different ways.

6
3. 15 – 9 = ____
• by
using
illustrations
Direction: Let us find the difference in
each numbers in three different ways.

6
3. 15 – 9 = ____
• by decomposing
and composing
numbers:
Good Job!
 The total number of objects
representing the minuend was split
into tens and ones. Then, the
subtrahend was taken away from
the tens. The remaining number
was added to the ones.
Direction: Write the missing numbers.
Number 1 has been done for you.
Good Job!
Remember:
Direction: Solve the equation.

13 – 8 = ____
Ask:
How you arrived at
the answer?
Remember:
Direction: Solve the equation.
Ask:
How do we subtract
numbers with
minuends up to 20?
Direction: Illustrate the given number sentences
with shapes or objects that you can draw.
Number 1 has been done for you.
 GRADE 1 –
QUARTER 3
WEEK 6 – DAY 2

•To subtract numbers with

minuends up to 20.
Preliminary
Direction: Subtract the given
Activities:
equation.

17 – 7 = ____
Preliminary
Direction: Subtract the given
Activities:
equation.

12 – 4 = ____
Preliminary
Direction: Subtract the given
Activities:
equation.

19 – 6 = ____
Preliminary
Direction: Subtract the given
Activities:
equation.

14 – 5 = ____
Preliminary
Direction: Subtract the given
Activities:
equation.

18 – 8 = ____
Good Job!
Today, we are going to
learn how to subtract
numbers with minuends
up to 20.
Unlocking of
Difficulties:
taken away equal
left subtrahend
minuend
minus
difference
SUBTRACT
NUMBERS
WITH
MINUENDS
UP TO 20
Pair Work:
Direction: Do the task below.
Ask:
What do you
observe about
the numbers?
Very Good! The answers for each line (row)
are the same.
The answers in each column decrease by 1
from top to bottom.
The minuends in each column are the same.
The subtrahends in each column increase
by 1 from top to bottom.
The answers (difference) are one-digit
numbers.
Ask:
How did you find
the answer to
each subtraction
sentence?
Good Job!
Let’s try these:
Direction: Solve the equation below.

15 – 6 = ____
Ask:
How you arrived at
the answer?
Good Job!
Let’s try these:
Direction: Solve the equation below.

1. 12 – 5 = ____
2. 13 – 7 = ____
3. 11 – 9 = ____
4. 16 – 8 = ____
Good Job!
Pair Work:
A. Direction: Draw a line to connect to its
difference.
Pair Work:
B. Direction: Subtract.
Good Job!
Remember:
Direction: Answer the question.

Ask:
How did you find the
answer to each
subtraction sentence?
A. Direction: Match with the correct
illustration. Then find the difference.
B. Direction: Find the difference.

1. 11 – 8 = _____
2. 16 – 9 = _____
3. 12 – 5 = _____
4. 14 – 6 = _____
 GRADE 1 –
QUARTER 3
WEEK 6 – DAY 3

• Find the missing number in

addition or subtraction
sentences; and
• Relate addition and subtraction.
Preliminary
Direction: Subtract the given
Activities:
equation.

11 – 8 = ____
Preliminary
Direction: Subtract the given
Activities:
equation.

12 – 4 = ____
Preliminary
Direction: Subtract the given
Activities:
equation.

16 – 5 = ____
Preliminary
Direction: Subtract the given
Activities:
equation.

14 – 7 = ____
Preliminary
Direction: Subtract the given
Activities:
equation.

19 – 6 = ____
Good Job!
Direction: I will show you a number of balls
dropped inside the box. Write an addition
sentence to represent the number of balls in
the A-S Box.
Ask:
What does the 5
and 3 represent?
Ask:
What does 8 tell
us?
Good Job!
 Today, we are going to
find the missing number
in addition or subtraction
sentences.
Unlocking of
minuend
Difficulties: addends
subtrahend add
difference equal
minus take away/
subtract remove
opposite
sum
FINDING THE
MISSING
NUMBER IN
ADDITION
OR
Direction: I will tell you the number of balls but
one of the compartments will be covered. You
are going to guess the number of balls in the
uncovered compartment.

I have here seven (7) balls.

I will drop four (4) balls in the
compartment.
Direction: Let’s answer the question
and fill the chart below.
Ask:
How many balls are dropped
in the A-S Box?
Ask:
How many balls are there in
the uncovered compartment?
Now, I will write the number
sentence.
Good Job!
Ask:
What does 4 tell
you?
Ask:
What does 7 tell
you?
Ask:
What does the
blank tell you?
Ask:
How many balls
do you think are
in the covered
compartment?
Ask:
How do you
know?
Good Job!
Ask:
Can this be
written in a
subtraction
sentence? How?
 Now, I will write the
subtraction sentence.
Ask:
What does 7 tell
you?
Ask:
What does 4 tell
you?
Ask:
What does the
blank tell you?
Good Job!
Ask:
What do you think the
question mark represents?
Good Job!
Let’s try these:
Direction: Let’s answer the question
and fill the chart below.
2.
Let’s try these:
Addition Sentence: ________________
Subtraction Sentence: _____________
2.
Let’s try these:
Direction: Let’s answer the question
and fill the chart below.
3.
Let’s try these:
Addition Sentence: ________________
Subtraction Sentence: _____________
3.
Let’s try these:
Direction: Let’s answer the question
and fill the chart below.
4.
Let’s try these:
Addition Sentence: ________________
Subtraction Sentence: _____________
4.
Let’s try these:
Direction: Let’s answer the question
and fill the chart below.
5.
Let’s try these:
Addition Sentence: ________________
Subtraction Sentence: _____________
5.
Good Job!
Direction: Let us compare the addition
sentences with the subtraction sentences.
1. 4+3=7 7–4=3
2. 6+2=8 8–6=2
3. 8 + 4 = 12 12 – 4 = 8
4. 5 + 9 = 14 14 – 9 = 5
5. 7 + 8 = 15 15 – 7 = 8
 Addition and subtraction are related
operations. If in addition, we put
together groups of objects or we add
objects to a group of objects, in
subtraction, we take away or remove
objects from a group of objects. We
can also say that addition and
subtraction are opposite operations.
Direction: For each group of numbers,
four related number sentences can be
formed. Write it in your show-me-board.
1. 4, 3, 7
2. 6, 2, 8
3. 8, 4, 12
4. 5, 9, 14
5. 7, 8, 15
Good Job!
Direction: Write two addition sentences
and two subtraction sentences for each
drawing.
Good Job!
Direction: Find a missing number in an
addition or a subtraction sentence.

1. __ - 7 = 4
2. 15 - __ = 6
3. __ + 5 = 13
Good Job!
Direction: Fill in the blanks. Number 1 has
been done for you.
5.

6.
Good Job!
Remember:
Direction: Solve the equation.
Ask:
What are the two
subtraction sentences
related to 5 + 4 = 9?
Remember:
Direction: Solve the equation.
Ask:
How do you find the
missing number in an
addition sentence or a
subtraction sentence?
Direction: Fill in the blanks to
complete each number sentence.
1. 6 + ___ = 15
2. ___ + 9 = 11
3. ___ – 5 = 8
4. 12 – ___ = 6
5. 17 – ___ = 8
 GRADE 1 –
QUARTER 3
WEEK 6 – DAY 4

• Write an equivalent
expression to a given
addition or subtraction
expression.
Preliminary
Direction:
Activities:read the subtraction sentences
per row starting from the topmost row.
Ask:
What do you
notice about
the subtraction
sentences in
each row?
Ask:
Give me a
subtraction
sentence having
the same difference
as 13 – 5?
Ask:
What made you say
that these number
sentences have the
same difference as
13 – 5?
Good Job!
Today, we are going to
write an equivalent
expression to a given
addition or subtraction
expression.
Unlocking of
difference
Difficulties: subtraction
minus phrase
sum equivalent
add number
equal phrases
number phrase value
number sentence
 WRITE AN
EQUIVALENT
EXPRESSION TO
A GIVEN
ADDITION OR
SUBTRACTION
LET’S
PLAY!
ARE
YOU
Things Needed: A deck of cards for the game
Rules of the Game:
1. Put the cards face down on a table/desk.
2. Each player picks any two cards from the
set of cards. Both cards must either be
addition or subtraction expressions. When
one addition card and one subtraction card
are chosen, the player returns both cards.
3. The player gives the sum or difference of
the number expressions shown.
Rules of the Game:
4. If the sums or differences are the same, the
player keeps the cards.
Example:
Two addition cards are chosen.

Since both cards have the same

sum, which is 7, the player keeps
both cards.
Rules of the Game:
4. Two subtraction cards are chosen.

Since both cards have the same difference, of 3,

the player keeps both cards.
5. The player continues until no more cards can
be matched or the teacher declares the end of
the game.
6. The player with the most number of cards wins.
Good Job!
Direction: Ask the learners for the pair of
cards.
• 11 – 5 and 15 – 9
• 15 – 8 and 14 – 7
• 9 – 4 and 10 – 5
• 16 – 7 and 13 – 4
• 12 + 3 and 7 + 8
• 2 + 6 and 5 + 3
• 7 + 3 and 6 + 4
• 3 + 6 and 8 + 1
Ask:
Why did you pair
these number
expressions
(phrases)?
Good Job!
If two number expressions have the same
difference or sum, we can say that they are
equal (equivalent). We can write them this way.
11 – 5 = 15 – 9
15 – 8 = 14 – 7
9 – 4 = 10 – 5
16 – 7 = 13 – 4
12 + 3 = 7 + 8
2+6=5+3
7+3=6+4
3+6=8+1
Ask:
What does the
equal sign (=)
tell us?
Good Job!
Let’s try these:
Direction: A. Circle the letter of the equivalent
expression. Number 1 has been done for you.
Let’s try these:
Direction: B. Write an equivalent expression.
Number 1 has been done for you.
Good Job!
Remember:
Direction: Solve the equation.
Ask:
How do you know if two
number expressions are
equivalent?
A. Direction: Write an equivalent number
expression.
1. 4 + 5 = _____
2. _____ = 15 + 2
3. ____ = 7 – 2
4. 12 – 9 = _____
5. 8 + 2 = ______
B. Direction: Fill in the blank.
9 – 1 = ___ + 2