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Lesson Exemplar Quarter 2

Week

for Mathematics 7
Lesson Exemplar for Mathematics Grade 1
Quarter 2: Week 7
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
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 MATATAG School Grade Level 1
K to 10 Curriculum Name of Teacher Learning Area Mathematics
Weekly Lesson Log Teaching Dates and Time Week 7 Quarter 2

DAY 1 DAY 2 DAY 3 DAY 4

I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES
A. Content: Numbers and Algebra
B. Content The learners should have knowledge and understanding of addition of numbers, with sums up to 100.
Standards
C. Performance By the end of the quarter, the learners are able to perform addition of numbers with sums up to 100.
Standards
D. Learning The learners
Competencies • add numbers by expressing addends as tens and ones (expanded form);
• add numbers with sums up to 100 without regrouping, using a variety of concrete and pictorial models for:
o 2-digit and 1-digit numbers
o 2-digit and 2-digit numbers; and
• solve problems (given orally or in pictures) involving addition with sums up to 100 without regrouping.
E. Learning At the end of the lesson, the At the end of the lesson, the At the end of the lesson, the At the end of the lesson, the
Objectives learners should be able to add learners should be able to add learners should be able to add learners should be able to apply
1-digit and 2-digit numbers with 1-to 2-digit numbers and 2-digit 1-to 2-digit numbers and 2-digit their knowledge of addition to
sums up to 100 in vertical form numbers with sums up to 100 numbers with sums up to 100. find the missing addend.
without regrouping. in vertical form without
regrouping.

Activating Prior Conduct a drill on basic Conduct a drill on basic Conduct a drill on basic Conduct a drill on basic addition
Knowledge addition facts. addition facts. addition facts. facts.
Have the learners find the sum
of
45
+13

Expected answer: 58

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Lesson Purpose/ To add 1-digit and 2-digit To add 1-digit and 2-digit At the end of the lesson, the To add 1-digit and 2-digit
Intention numbers with sums up to 100 in numbers and 2-digit and 2-digit learners should be able to add numbers with sums up to 100 in
vertical form without regrouping numbers with sums up to 100 1-to 2-digit numbers and 2-digit vertical form without regrouping
in vertical form without numbers with sums up to 100 and to apply the skill in addition
regrouping. without regrouping. to finding the missing addend

Lesson Tens, sum, number sentence, Tens, sum, number sentence, Tens, ones, sum, number Tens, sum, number sentence,
Language add, plus, equals, digits, place add, plus, equals, digits, place sentence, add, plus, equals, add, plus, equals, digits, place
Practice value, value, addends, value, value, addends, digits, place value, value, value, value, addends, column
aligned/in column aligned/in column addends, column
Reading the Key
Idea/Stem
Developing Have the learners find the sum Write the following on the Using their show-me boards, Have the learners tell the
Understanding of of 52 and 34. Let them explain board. let the learners find the sum of missing digit in the given
Key Idea/ Stem their answers. the following numbers. number sentence and explain
1) 33 + 15 their answer.
The learners may show two 2) 41 + 26 1) 34 + 51
ways of finding the sum. One is 3) 75 + 4 2) 62 + 17 41
in horizontal form and the other 3) 25 + 43 +2
is in vertical form. Ask the learners to add the 4) 56 + 11
given addends. Have them 5) 12 + 27 67
For the horizontal form, they write the number sentences
may do the following, vertically on their show-me Expected answers: They should be able to say that
52 + 34 = 50 + 2 + 30 + 4 boards. 1) 85 the missing digit is six because
= 80 + 6 2) 79 when one is added to six the
= 86 Check learners’ answers. 3) 68 answer is seven.
4) 67
However, they can also do it 33 41 75 5) 39 Have them give the missing
this way. +15 +26 + 4 digits in the number sentence
Ask the learners how they below.
52 + 34 = 86 48 67 79 added the numbers. They
Ask: should be able to say that they
How do you write addition added the ones digits first and 4
sentence in vertical form? In then the tens digits. For those +3
writing an addition sentence in who wrote the addends in 86
vertical form, the digits in the vertical form before adding
same place value must be them, they should be able to
aligned in columns. say that they wrote the

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For the vertical form, they may In which place value should addends in such a way that the The learners should be able to
do the following, you start adding? We should digits with the same place say that the missing digits are 5
start adding from the Ones value are aligned in columns. in the tens place and 2 in the
52 = 50 + 2 place or Ones column. ones place. Adding 4 and 2
+ 34 = 30 + 4 Tell the learners that they will gives 6, while adding 5 and 3
86 = 80 + 6 be adding more numbers to gives 8.
or practice their addition skills.
52 They will do this by performing 55 + 32 = 87
+ 34 some games in the four
86 stations around the room. Ask:
What did you do to find the
You may ask the learners to The class will be divided into missing digits? We think of
choose the form, horizontal or eight teams. Two competing digits that when added to the
vertical, they think it is easier to teams will be assigned to each given digits will give the sum.
add the numbers and to of the stations. The team
support their choice. members take turns in What if an addend is missing,
answering the items in each what would you do to find it?
Learners may have different station. Let us have this example.
choices but lead them to realize
that adding in vertical form is The rules in each station are
as follows: 26
more convenient than adding in
+
horizontal form.
Station 1: Sum and Addends
There are two sets of 10 cards 37
Ask the learners how the
at this station: one for sums The learners should be able to
numbers must be written when
and one for addends. The say that the missing addend is
finding the sum in vertical form.
cards are placed face down on 11. When 11 is added to 26, the
Lead the discussion, the digits
a table in random order, with sum is 37.
of the addends must be aligned
all sums and all addends
or written in a column according 26
grouped together. The task is
to their place value. + 11
to flip over two cards at a time -
one sum card and one addend
Ask the learners, what if the 37
card addends. The aim is to
two addends have a different
match them correctly To know
number of digits, like 24 and 5.
if a match is made, they have How did you know that 11 is the
How can this be written in
to add the addends. If the sum missing addend? We think of a
vertical form? Write on the
is correct, the team earns a number that when added to 26
board, 24 + 5.
point, and the cards are set gives 37.
aside. If the match is incorrect,
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Have the learners bring out the cards remain face down. Have other examples.
their show-me boards. Ask Then, the next pair takes their
them to write 24 + 5 in vertical turn. This activity also serves 45
form and find the sum. as a memory game. +
Then, have them bring out their Example: 67
counters. Let them check if
adding 24 counters and 5 62
counters would yield the +
72 + 11
answer they obtained from
adding the numbers in vertical 75
form.
Discuss the answer. Check if 83
+ 34
learners wrote the number
sentence in vertical form A match is made. So, the team 58
correctly. Emphasize that in earns 1 point and the two Expected answers:
writing the addends and sum in cards will be set aside.
vertical form the digits with the
same place value must be 45
aligned or written in the same + 22
column. 72 + 11
67
Ask: What are the place values 67
of the digits of 24? 62
Digit 2 – tens place + 13
Digit 4 – ones place
A match is incorrect, the team 75
What is the place value of 5?
does not earn a point. The two 24
Five (5) is in the ones place.
cards will be turned face down + 34
If we write 24 + 5 in vertical again. 58
form, which digits should be
Station 2: Flash Cards Ask:
aligned or in the same column?
There will be 10 flashcards at How did you know that these
Why? The digits 4 and 5 should
this station. Team members are the numbers that you have
be aligned or in the same
will take turns giving the sum. to put in the rectangles? When
column because both are ones
The first one who gives the the numbers are added to the
digit.
correct sum earns a point for
the team.
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Write 24 + 5 on the board Station 3: Rolling a die given addends, the given sum
vertically. Make sure that the In this station, one of the is obtained.
digits with the same place value addends is given or shown.
are aligned or in the same Team members will roll a die What made you come up with
column. Then, find the sum. (dodecahedron) with numbers these numbers? We thought of
on its faces. The number that a number that when added to
24
appears will be the other the given addend gives the
+ 5 addend. The two assigned sum.
29 members from each team for
that turn must give the sum to
Ask: What do you notice about earn a point for their team.
the placement of the digits of Then, the next pair will take
the sum? The place value of their turn.
the digits in the sum is in the
same column as the digits in Station 4: Number Mat
the addends. At this station, a number mat
will be used. Written on the
number mat are numbers - an
addend at the top and other
numbers in a grid. Players will
throw a chip (or stone) on the
mat. The number where the
chip lands will be added to the
number at the top of the grid.
The first team member to give
the correct sum earns one
point for the team.
The materials for the games
are attached to this lesson
exemplar. They may be
enlarged or reproduced on
thicker sheets of paper.
Explain the rules of the game
for each station. Give
examples when necessary.
You may ask four volunteers
(the leaders in the class) to
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 assist at the stations. The role
of the volunteer is to check on
the answers that you will
provide them.
Group the learners into eight
teams and assign two teams to
each station. Remind the
learners that everyone should
have a chance to participate in
the games. They may be
asked to line up so they know
when it is their turn to play.
Also, allow them to use their
show-me boards to write the
number sentences. They will
be assigned to their first
station. After a certain amount
of time, they will be asked to
move to the next station in a
clockwise direction.
Deepening Ask: Have the learners answer LAS When the learners have Tell the learners that this time,
Understanding of What digits are aligned in the 2 and LAS 3 individually. understood the rules in all the only the sum is given. They will
Key Idea/Stem number sentence? The digits 4, stations, assign the volunteers think of two addends that have
5, and 9 are aligned or in the Expected answers for LAS 2: to the different stations. Then, the given sum. Let them use
same column. 1) 73 tell the group to proceed to their show-me boards to write
+ 24 their first station. their answers.
Why do you put these digits in 97
the same column? They are put Teams 1 and 2 - Station 1 Write the problem on the board.
in the same column because 2) 22 Teams 3 and 4 - Station 2 Let the learners write the
they have the same place + 7 Teams 5 and 6 - Station 3 missing addends.
value. 29 Teams 7 and 8 - Station 4
What is the place value of 3) 45 Remind the learners that all
these digits? The place value is + 51 team members should have a +
Ones. 96 chance to participate in the
games. The team with the 25
highest score after going to all

6
Can we put the digit 5 under 4) 25 the stations wins. A prize may When they are done, discuss
digit 2? No, because they have + 32 be awarded to the winners. their answers.
different place values. 57
Inform them that you will give There are several answers for
Is there any digit under 2? 5) 3 the go signal to start. After five the given sum, including 1-digit
Why? No, because there is no + 42 minutes (which may be and 2-digit numbers. Accept all
tens digit in the other addend. It 45 extended depending on the possible answers.
was left blank. class), they have to stop and
move to the next station. They Some possible answers:
6) 4
Give other numbers for the should wait for the signal to 24 and 1
+ 14
learners to add vertically. Let begin the game at each 23 and 2
18
them write their answers on station. 10 + 15
their show me board. Check 11 + 14
7) 35
after each item. When the learners are ready,
+ 32 Those who can do addition with
let them stand up and proceed
Let the learners answer LAS 1 67 regrouping may give answers
to their assigned station.
individually. such as 18 + 7. Ask the
8) 21 learners how they arrived at
While the learners are at the
Expected answer: + 28 their answers. If their response
different stations, move from
49 is by counting on, let them
station to station to monitor
their progress. Take note of explain how they did it. If the
9) 34 learners used addition with
any difficulties and
+ 43 regrouping, allow him/her to
misconceptions they may
77 explain his/her answer, but
encounter.
inform the learners that these
Answer to the exercises: answers are correct. They will
10) 8 Station 1: be discussed in the next
+ 51 1) 72 + 7 = 79 lessons.
59 2) 23 + 4 = 27
3) 18 + 20 = 38 Give other examples. Write
Expected answers for LAS 3. 4) 21 + 32 = 53 them on the board. Let the
1) 46 5) 13 + 23 = 36 learners write the missing
2) 88 6) 50 + 31 = 81 addends.
3) 46 7) 46 + 22 = 68
Discuss the answers afterward. 4) 99 8) 23 + 32 = 55
Focus not only on the answers 5) 98 9) 74 + 21 = 95
but on how the addends are +
6) 95 10) 42 + 34 = 76
written in column. 7) 89 36
8) 67
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Ask: What might happen if the 9) 97 Station 2:
digits with the same place value 10) 58 1) 9 + 80 = 89
are not aligned or placed in the 11) 29 2) 7 + 41 = 48 +
correct column? An incorrect 12) 92 3) 22 + 5 = 27
answer may result due to 4) 25 + 51 = 76 49
confusion. The digits with Collect the worksheets and 5) 30 + 35 = 65
different place values could be give appropriate feedback. 6) 48 + 31 = 79 Discuss their answers
mistakenly added together. 7) 12 + 36 = 48 afterward.
8) 47 + 41 = 88
24 9) 16 + 51 = 67
+5 10) 24 + 52 = 76
Station 3:
1) 23 + 6 = 29
2) 23 + 4 = 27
3) 23 + 0 = 23
4) 23 + 25 = 48
5) 23 + 36 = 59
6) 23 + 51 = 74
7) 23 + 72 = 95
8) 23 + 34 = 57
9) 23 + 53 = 76
10) 23 + 45 = 68
11) 23 + 62 = 85
12) 23 + 13 = 36

Station 4:
1) 42 + 4 = 46
2) 42 + 6 = 48
3) 42 + 35 = 77
4) 42 + 17 = 59
5) 42 + 22 = 64
6) 42 + 31 = 73
7) 42 + 43 = 85
8) 42 + 57 = 99
9) 42 + 26 = 68
10) 42 + 52 = 94

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 Once all the learners have
finished the activities at each
station, have them return to
their seats. Have a discussion
focusing on the challenges
they encountered and how
these challenges were
addressed. Also, address any
misconceptions and difficulties
you observed.
Ask for each team’s score.
Recognize the team with the
highest score and encourage
those with the lower score to
try their best next time.
Making Ask: If you were asked to write How are numbers added in What did you do to add the How did you find the missing
Generalizations two addends in vertical form, vertical form? In adding numbers? We wrote the addend? We think of a number
how would you do it? The digits numbers in vertical form, align addends in vertical form before that when added to the given
with the same place value or write the digits of the we added them. addend gives the sum.
should be aligned in columns. addends with the same place
value in columns. Add the Some may have used mental What did you do when two
How would you find the sum? digits in each column starting calculations to find the sum. addends were missing?
Add the digits in the same from the ones digits. Write the We thought of two numbers and
place value or the digits in the sum below each column. added them to check if the sum
column starting from the ones. matched the given sum.
We looked at the digits of the
sum. For the ones digit, we
think of two numbers that when
added give that digit. We did
the same for the tens digit.

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Evaluating Distribute Assessment 1. Let Distribute Assessment 2. Let Let the learners answer
Learning the learners answer the the learners answer the Assessment 3 individually.
Assessment individually. Assessment individually.

1) 73
+24
97

2) 31
+ 4
35

3) 64
+ 15
79

4) 47
+ 22
69

5) 4
+ 43
47
Additional
Activities for
Application or
Remediation (if
applicable)
A. References
1. Teacher’s
Guide
2. Learner’s
Materials
3. Textbook
4. Additional
Materials
from

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 Learning
Resource
(LR) Portal
B. Other
Learning
Resources

MATERIALS FOR STATION 1 (For Reference only)

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MATERIALS FOR STATION 2

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MATERIALS FOR STATION 3

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MATERIALS FOR STATION 4

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