PILOT IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM

MATATAG School Grade Level

K to 10 Curriculum Name of Teacher Grade 1- Files Learning Area Mathematics
Weekly Lesson Log Teaching Dates and December 9-13, 2024 Quarter Quarter 3/ Week 1
Time

DAY 1 DAY 2 DAY 3 DAY 4 DAY 5

December 9, 2024 December 10, 2024 December 11, 2024 December 12, 2024 December 13, 2024
I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES
A. Content Standards The learners should have knowledge and understanding of subtraction of numbers where both numbers are less than 100.
B. Performance By the end of the quarter, the learners are able to perform subtraction of numbers where both numbers are less than 100.
Standards
C. Learning The learners illustrate subtraction involving numbers up to 20 using a variety of concrete and pictorial models and describe
Competencies subtraction as “taking
At the end of the lesson, At the end of the lesson, At the end of the lesson, At the end of the lesson,
the learner should be the learner should be the learner should be the learner should be
able to: able to: able to subtract able to:
 illustrate subtraction  describe subtraction numbers with minuends  illustrate subtraction
of numbers with as taking away; and up to 10. of numbers with
minuends up to 10  write a number minuends of 10 by CATCH UP FRIDAY
D. Learning Objectives using concrete and sentence to using number bonds;
pictorial models; and represent and
 describe the result of subtraction.  to relate
“taking away” some decomposing and
objects to the composing numbers
number of objects in to subtraction.
a set.
II. CONTENT FOCUS
III. LEARNING RESOURCES
A. References
B. Other Learning
Resources
IV. TEACHING AND LEARNING PROCEDURES
Before/Pre-Lesson Proper
Activating Prior Let the learners count Show the illustrations of Discuss answers to Conduct a drill on
Knowledge from 1 up to 100. candiesand tell the Worksheet 3: subtraction with
story about thecandies minuends up to 10.
used in the previous Writing Subtraction
day’s activity. Sentence
 PILOT IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM

Part B.

What is subtraction? It
is taking away a
number from another
number.
Write on the board the
following and ask the What do we get when
learners to tell the we
missing numbers. subtract? What was left
from the set or the
___ candies are in the difference.
jar
___ candies are taken
away
___ candies are left in
the jar

Expected answer:
5 candies are in a jar
2 candies are taken
away
3 candies are left
Lesson Purpose/Intention illustrate subtraction Illustrate subtraction of Subtract numbers with illustrate subtraction of
involving numbers from numbers with minuends minuends up to 10 numbers with minuends
1 up to 10 using up to 10 using concrete of 10 and relate it to
concrete and pictorial and pictorial models decomposing and
models and describe and composing numbers
subtraction as “taking write each situation into
away” or finding the subtraction sentence
number of objects left.
Lesson Language Practice taken away, removed, Taken away, removed, Taken away, removed, Minuends, subtrahend,
left, take away left, minuend, left, minuends, difference, minus,
subtrahend, difference, subtrahend, difference, equals
minus, equals, minus, equals, take
subtraction, take away away
During/Lesson Proper
Reading the Key
Idea/Stem
 PILOT IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM

Developing Understanding Show the learners the 3 Tell the learners that Post the subtraction Group the learners
of Key Idea/Stem illustrations below. the story is about the number sentence on following the previous
Have them think of a three candies left in the the board. day’s groupings. Inform
story for the given jar after two candies are them that they will have
illustrations. taken away from five 9 – 4 = ___ a group activity using
candies. The story their subtraction
For the illustrator: can be stated using Ask the learners how flashcards.
Please draw the subtraction number this subtraction
following illustrations. sentence 5 – 2 = 3. We sentence can be Give the following
Make sure that the jars can read this represented using the instructions:
and the candies in all subtraction number counters. 1. Form a circle.
three drawings are the sentence as “five minus 2. Put the flashcards in
same. two equals three”. After the answer is the center with the
given, show the process number phrase
Ask: What does 5 below on the board. shown (the answer
represent? The number should be at the
of candies in the jar Show nine counters. back, not shown).
before 2 candies are Remove four. Then 3. One member of the
taken away. count the remaining group gives a
Accept their stories but counters. The answer to number (difference).
lead the discussion to: What does 2 represent? 9 – 4 is five. The other
The number of candies members of the
Illustration 1: There that are taken Let the learners work group pick a
are five candies in a jar. away. individually. Let them flashcard having the
Illustration 2: Kat bring out their counters given difference.
takes away two candies What does 3 represent? and their show me 4. They decide if each
from the jar. The number of candies board. Let them find the of the flashcards
Illustration 3: Three that are left in the jar difference in each picked is correct.
candies are left in the after the 2 candies are subtraction sentence. Then, they check
jar. taken away. Flash the subtraction their decision by
sentences below one at looking at the back
Write each statement Explain that we do a time and check of the card where
below under the subtraction to know learners’ answers after the difference is
illustration. Relate each how many objects are each item. written.
statement with the left 5. Continue the activity
story created. when we take away Write these subtraction by taking turns in
some objects from a set sentences on hard giving a number
Under illustration 1: 5 of objects. paper or cardboard and (difference).
candies are in the jar when the correct
Under illustration 2: 2 It is also possible to use answer is given, write it Give the learners 5 to
 PILOT IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM

candies are taken away subtraction to know on the 10 minutes for this
Under illustration 3: 3 how many objects are back of the hard paper activity.
candies are left in the taken away from a set. or cardboard. This will
jar To get 3, 2 was serve as their flashcards 6. After the activity,
Show another set of subtracted from 5 in the next activity. ask the learners
illustrations. Let the or 5 – 2 = 3. The minus 7. how they were able
learners make a story sign (-), tells us to 1. 6 – 5 = _____ to choose the
for subtract a number from 2. 4 – 3 = _____ 8. correct cards. Then,
the set of illustrations. another number. The 3. 5 – 2 = _____ show them the
equal sign (=) tells us 4. 7 – 4 = _____ 9. following number
For the illustrator: that 5 - 2 has the same 5. 9 – 7 = _____ bonds.
Please draw the value as or equal to 3.
following illustrations. How did you find the After the activity, ask
Make sure that the In the subtraction difference in each the learners how they
books and the tables in number sentence, 5 – 2 number sentence? We were able to choose the
all drawings are the = 3, 5 is the minuend, used counters to show correct cards. Then,
same. 2 is the subtrahend, the minuend. Then, we show them the
and 3 is the difference. removed the number of following number
Write the new terms on counters represented bonds.
the board. by the subtrahend to
find the difference.
Let us have another
story. Did all of you use
Accept their stories but counters? For those who
lead the discussion to: did not use counters,
how did you find the
Illustration 1: There difference?
are seven books on the We used counters.
table. We drew objects. Have the learners tell
Illustration 2: Three Have the learners tell the missing numbers.
children take one book the missing numbers.
each. ___ books are on a table
Illustration 3: Four ___ books are taken
books are left on the away
table. ___ books are left on the
table
Write each statement
below under the Expected answers:
illustration. Relate each 7 books are on a table
statement with the 3 books are taken away
 PILOT IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM

story created. 4 books are left on the For the Illustrator:

table please arrange the
Under illustration 1: 7 Tell the learners that layout of the boxes for
books are on the table this can be written in better margins and
Under illustration 2: 3 subtraction number presentation.
books are taken away sentence as 7 – 3 = 4.
Under illustration 3: 4 Write the number Ask the learners how
books are left on the sentence on the board they got the missing
table while saying it aloud. numbers.
Let them repeat after
Show another set of you. Possible answers:
illustrations. Let the By counting on
learners make a story Ask them what each By addition (finding the
for number in the missing addend)
the set of illustrations. subtraction sentence By using counters
tells us. The 7 tells us including their fingers
For the illustrator: the number of books
Please draw the on a table before taking Can subtraction be used
following illustrations. away any book. The 3 to find the missing
Make sure that the tells us the number of numbers? How? Yes, we
pencils and the boxes in books taken away. The can make 10 the
all 3 drawings are the 4 tells us the number of minuend, the given
same. books left on the table. number the subtrahend,
and the missing number
Tell them that in the the difference.
subtraction sentence 7
– 3 = 4, 7, the number Have the learners write
of books before taking the subtraction
away anything, is the sentences.
minuend; 3, the number
Acknowledge their of books taken away is 10 – 8 = 2
stories but lead the the subtrahend; and 4 10 – 3 = 7
discussion to: the number of books 10 – 6 = 4
left, is the difference. 10 – 1 = 9
Illustration 1: There
are nine pencils in a Let us have the last Let them check if they
box. story. got the correct
Illustration 2: A child difference for each
takes one pencil. subtraction sentence.
Illustration 3: Eight
 PILOT IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM

pencils are left in the Tell the learners that

box. they can also use the
number bonds, which
Write each statement Have the learners tell have been introduced in
below under the the missing numbers. one of their previous
illustration. Relate each ___ pencils are in a box lessons, to find the
statement with the ___ pencil is taken away difference.
story created for each ___ pencils are left in
illustration. the box How about if the
missing number is in
Under illustration 1: 9 Expected answers: the first box, do you
pencils are in a box 9 pencils are in the box think
Under illustration 2: 1 1 pencil is taken away subtraction can still be
pencil is taken away 8 pencils are left in the used? Yes, because any
Under illustration 3: 8 box of the two numbers
pencils are left in the can be placed in any
box Ask the learners to write rectangle.
a subtraction number
sentence for the given
story. Let them read the
subtraction number
sentence. Ask them
what each number in
the
subtraction number
sentence represents.

Expected answer: 10 – 2 = 8
9–1=8 10 – 7 = 3
Nine, the number of 10 – 4 = 6
pencils in the box, is the 10 – 9 = 1
minuend.
One, the number of How about if one of the
pencils taken numbers below 10 is
away, is the zero, what would be the
subtrahend. other number? The
Eight, the number of other number should be
pencils left in the ten.
box, is the difference.
How do you write it as a
 PILOT IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM

What is a minuend? It is subtraction sentence?

the number from which 10 – 0 = 10.
we take away another
number. What does it mean? We
What is a subtrahend? take away zero or
It is the number we nothing from ten and
take away from the the
minuend. difference is ten.

What is the difference? Can number bonds be

The number that is left used to find difference?
from taking away the Yes
subtrahend from the
minuend. How can the number
bonds be used to find
the difference? Any
given
number can be used as
the subtrahend and
difference. The one
on top is the minuend.

Why is it possible? We
can think of the given
number as the number
taken away, and the
missing number is the
number left.
Deepening Understanding Inform the learners that Post on the board the Divide the class into Distribute Worksheet 6:
of Key Idea/ Stem you will tell them stories result of the activities groups. Making Flashcards for
and a question is asked on the 3 stories that Minuend 10.
after each story. To help they Distribute Worksheet 4:
them answer the had done the previous Making Flashcards for Worksheet 6 may be
question, they can use day. Minuends 1 to 9, to printed on hard paper
counters. each group. Let each or cardboard. These
Story 1: group would complete their
Give the example 4 tricycles are in a cut the paper along the flashcards for
below. terminal dotted lines. Let them subtraction with
1 tricycle left the subtract the given minuends up to 10.
There are six pens on terminal numbers on each card
 PILOT IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM

the table. Two pens are 3 tricycles remained in and write the answer at
taken away. How many the terminal the back. Tell them
pens are left on the that their work will be
table? Story 2: their group’s flashcards
Let them use their 10 balloons are held by for subtraction
counters to represent a man Worksheet 4 may be
the six pens. 5 balloons popped printed on hard paper
5 balloons are left or cardboard. Later on,
When learners have this will serve as the
already counted six Story 3: subtraction flashcards
pens. Ask, what do you 6 birds are on a branch for the learners.
do when you take away 4 birds flew from the
objects? Take-away branch When they are done
means removing the 2 birds stayed on the with their tasks, collect
objects. branch all their flashcards and
check the answers.
How many would be left Let the learners work in
if two pens were taken pairs. Let them write Learners may use these
away from the six each story into a flashcards in their
pens? Four pens will be subtraction number activity or during their
left. sentence. They should break to practice
be able to explain their subtraction.
How would you answer answers.
the question in the
story? Four pens When they are done
are left on the table. with the activity, have a
post-activity discussion.
Post each story on the Have them read the
board. Read the story subtraction number
together with the sentences.
learners. They will use
their counters to answer Ask the learners to
the question after each identify the minuend,
story. subtrahend, and
difference in each
Have them bring out number sentence.
their counters and find
a partner. Tell them to Expected answer:
use their counters to Story 1:
answer the question in 4–1=3
 PILOT IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM

the story. 4 tells the number of

tricycles in a terminal, 1
Story 1: tells the number of
There are four tricycles tricycles that left the
in the terminal. One left terminal, and 3 tells the
to transport a number of tricycles that
passenger. How many remained in the
tricycles terminal.
remained in the
terminal? Story 2:
10 – 5 = 5
While learners are 10 tells the number of
representing the story balloons held by a man,
using their counters, 5 tells the number of
post four tricycle balloons that popped,
cutouts or counters on and the other 5 after
the board. the equal sign tells the
number of balloons left.
After the learners have
answered the question Story 3:
based on working 6–4=2
with their counters, use 6 tells the number of
the cutouts/counters birds on a branch, 4
posted on the board to tells the number of
validate their answers. birds
Also, complete each that flew away, and 2
statement below. the number of birds that
stayed on the branch.
_____ tricycles are in the
terminal Have the learners
_____ tricycles left the answer
terminal
_____ tricycles remained Worksheet 2: From
in the terminal Drawings to Subtraction
Sentences individually.
Story 2:
A man is holding ten Discuss learners’
balloons. Five balloons answers after they have
popped. How many done Worksheet 2.
balloons are left?
 PILOT IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM

After the learners have

answered the question
based on working with
their counters, use the
cutouts/counters posted
on the board to validate
their answers. Also,
complete each
statement
below.

_____ balloons are held

by a man
_____ balloons popped
_____ balloons are left

Story 3:
There were six birds on
a branch. Four flew
away. How many birds
stayed on the branch?

After the learners have

answered the question
based on working with
their counters, use the
cutouts/counters posted
on the board to validate
their answers. Also,
complete each
statement
below.

_____ birds are on a

branch
_____ birds flew from the
branch
_____ birds stayed on
the branch
 PILOT IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM

After the activity,

discuss the answers to
the stories by asking
the following questions:
What did you do to tell
the number of tricycles
that remained? We
used counters to show
the number of tricycles.
Then, we removed the
number of the tricycle
that left the terminal.

What did you do to tell

the number of balloons
left? We used counters
to show the number of
balloons. Then we
removed the number of
balloons that popped.

What did you do to tell

the number of birds that
stayed on the branch?
We used counters to
show the number of
birds. Then, we
removed the number of
birds that
flew away

How did you know the

number of counters
left? We counted the
number of counters left.

What happened to the

number of objects when
you removed some of
 PILOT IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM

them? The number of

objects becomes less.
After/Post-Lesson Proper
Making Generalizations What happens to the Let the learners read How do you find the How can we use
and Abstractions number of objects in a the difference in a number bonds to find
set when some of the subtraction sentence, 5 subtraction sentence? the difference? We can
items are taken away? – 4 = 1. Take away the think of the given
The number of objects Five minus four equals subtrahend from the numbers as the
becomes less. one minuend to find the minuend and the
difference. subtrahend. The
What does this missing
subtraction number number is the
sentence tell you? One difference.
is
left when four is taken
away from five.

What do you call this

process? It is called
subtraction.

What is subtraction?
Subtraction is when you
take away a number
from another number.
Evaluating Learning Have the learners Have the learners Distribute Worksheet 5: Distribute Worksheet 7:
answer answer Finding Subtracting
Worksheet 1: Worksheet 3: Writing the Difference and have Numbers with Minuends
Subtraction as Subtraction the up to 10,
Taking Away Number Sentences learners answer the to be answered
individually. individually. worksheet individually.
individually.
Additional Activities for
Application or
Remediation (If
Applicable)
Remarks
Reflection
Assignment
 PILOT IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM

Prepared by:
Grade 1 Files