MATATAG School ISABELA WEST ELEMENTARY SCHOOL Grade Level ONE

K to 10 Curriculum Name of Teacher ANALIE G. SILVELA Learning Area MATH

Weekly Lesson Log
Teaching Dates and Quarter Quarter 3/ Week 1
Time WEEK 1

MONDAY
TUESDAY WEDNESDAY THURSDAY FRIDAY
A. Content Standards The learners should have knowledge and understanding of subtraction of numbers where both numbers are less than 100.
(Pamantayang
Pangnilalaman)
B. Performance By the end of the quarter, the learners can perform subtraction of numbers where both are less than 100.
Standards
(Pamantayang
Pagganap)
C. Learning The learners illustrate subtraction involving numbers up to 20 using a variety of concrete and pictorial models, and describes subtraction as “taking away.”
Competencies
(Mga Kasanayang
Pampagkatuto)
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 At the end of the lesson, the
learner should be able to: learner should be able to: learner should be able to learner learner
 illustrate subtraction of  describe subtraction as subtract numbers with should be able to: should be able to:
numbers with minuends up to taking minuends  illustrate subtraction of  illustrate subtraction of
D. Learning 10 using concrete and away; and up to 10. numbers numbers
Objectives(Mga pictorial models; and  write a number sentence to with minuends of 10 by with minuends of 10 by using
Layunin)  describe the result of represent subtraction. using number bonds; and
“taking away” some objects number bonds; and  to relate decomposing and
to the number of objects in a  to relate decomposing and composing numbers to
set. composing numbers to subtraction.
subtraction.
II. CONTENT FOCUS Numbers and Algebra

A. References Matatag Curriculum Guide

B. Other Learning
Resources
IV. TEACHING AND LEARNING PROCEDURES

Before/Pre-Lesson Proper
Activating Prior Knowledge Let the learners count up to Show the illustrations of Discuss answers to Worksheet Conduct a drill on Conduct a drill on subtraction
(Gawaing 100. candies 3:Writing Subtraction Sentence subtraction with with
Pamukaw-kaalaman) and tell the story about the part B. minuends up to 10. minuends up to 10.
candies used in the previous What is subtraction? It is taking
day’s away a number from another
activity. number.
What do we get when we
subtract? What was left from
the
set or the difference.

Write on the board the

following
and ask the learners to tell
the
missing numbers.
___ candies are in a jar
___ candies are taken away
___ candies are left

Lesson Purpose/Intention illustrate subtraction involving Illustrate subtraction of Subtract numbers with illustrate subtraction of illustrate subtraction of numbers
(Gawaing Paglalahad ng numbers up to 10 using numbers with minuends up to minuends numbers with minuends of 10 and relate
Layunin ng Aralin) concrete 10 using up to 10 with minuends of 10 and it to
and pictorial models and concrete and pictorial models relate it to decomposing and composing
describe subtraction as and write each situation into decomposing and numbers
“taking away” or subtraction sentence composing
finding the number of objects numbers
left.
Lesson Language taken away, removed, left, Taken away, removed, left, Taken away, removed, left, Minuends, subtrahend, Minuends, subtrahend,
Practice(Gawaing Pag-unawa takeaway minuend, subtrahend, minuends, subtrahend, difference, difference,
sa difference, minus, equals, difference, minus, equals, take minus, equals minus, equals
mga Susing- subtraction, take away away
Salita/Parirala o
Mahahalagang Konsepto
sa Aralin)
During/Lesson Proper

Reading the Key Idea/Stem Observe the photo: Observe the photo shown Observe the photo Observe the photo Observe the photo
(Pagbasa sa about subtraction
Susing Kaalaman/Ideya
(Mga Gawain at
Demonstrasyon))
Developing Understanding of Show the learners the 3 Tell the learners that the Post the subtraction sentence Group the learners following Group the learners following the
Key Idea/Stem illustrations below. Have them story is about the three on the groupings the previous day.
(Pagpapaunlad think of a story for the given candies left in the the board. groupings the previous day. Inform
ng Pag-unawa illustrations. jar after two candies are Inform them that they will have a group
sa Susing taken away from five candies. 9 – 4 = ___ them that they will have a activity using their subtraction
Kaalaman/Ideya) The story group flashcards.
can be represented by the Ask the learners how this activity using their
subtraction sentence 5 – 2 = subtraction sentence can be subtraction Give the following instructions:
 3. Wecan read this represented using the flashcards. 1. Form a circle.
subtraction sentence counters. 2. Put the flashcards in the
as “five minus two equals Give the following center
Accept their stories but lead three”. After the answer was given, instructions: with the number phrase shown
the discussion to: Explain that we do show the process below on the 1. Form a circle. (the
Illustration 1: There are five subtraction to board. 2. Put the flashcards in the answer should be at the back,
candies in a jar. know how many objects are center not
Illustration 2: Kat takes away left when we take away a Show nine counters. Remove with the number phrase shown).
two candies from the jar. number of objects from a set four. Then count the remaining shown (the 3. One member of the group
Illustration 3: Three candies of objects. counters. The answer to 9 – 4 answer should be at the gives a
are left in the jar. It is also possible to use is five. back, not number (difference). The other
subtraction to know how shown). members of the group pick a
Write each phrase below many objects are taken away Let the learners work 3. One member of the group flashcard having the given
under each illustration. Relate from a set. individually. Let them bring out gives a difference.
each their counters and their show number (difference). The 5. They decide if each of the
phrase with the story created. To know 3, we subtracted 2 me other flashcard picked is correct.
from 5 board. Let them find the members of the group pick a Then, they check their decision
Show another set of or 5 – 2 = 3. The symbols, “-“ difference in each subtraction flashcard having the given by looking
illustrations. tells sentence. Flash the subtraction difference. at the back of the card where
Let the learners make a story us to subtract (point at the sentences below one at a time 5. They decide if each of the the
for minus sign) and “=” (point at and check learners’ answer flashcard picked is correct. difference is written.
the set of illustrations. the equal after Then, they check their 6. Continue the activity by
sign) tells us that 5 – 2 has each item. decision by looking taking
the same value as 3 or they at the back of the card turns in giving a number
are equal. Write these subtraction where the (difference).
sentences on a hard paper or difference is written. Give the learners 5 to 10
In the subtraction sentence, cardboard and when the 6. Continue the activity by minutes
5 – 2 = 3, 5 is called the correct taking for this activity.
minuend, answer is given, write it at the turns in giving a number
2 the subtrahend, and 3 the back of the hard paper or (difference). Then, show them the
Accept their stories but lead difference. Write the new cardboard. This will serve as Give the learners 5 to 10 l the following number bonds.
the discussion to: terms on the board. their minutes
flashcards in the next activity. for this activity.
Illustration 1: There are seven Let us have the other story.
books on the table. 1. 6 – 5 = _____ Then, show them the
2. 4 – 3 = _____ l the following number
Illustration 2: Three children 3. 5 – 2 = _____ bonds.
take 4. 7 – 4 = _____
one book each. 5. 9 – 7 = _____ Have the learners tell the
Illustration 3: Four books are missing
left Have the learners tell the How did you find the difference numbers.
on the table. missing in each number sentence? We
numbers. used counters to show the
Write each phrase ___ books are on a table minuend. Then, we removed
___ books are taken away the Have the learners tell the
Show another set of ___ books are left on the table number of counters missing
illustrations. represented numbers.
Let the learners make a story by the subtrahend to find the
for the set of illustrations. Tell the learners that this can difference.
be written in subtraction Ask the learners, how they got
sentence as the
7 – 3 = 4. Write the number missing numbers.
sentence on the board while
 saying it aloud. Have the learners write the
subtraction sentences.
Acknowledge their stories but Let us have the last story. Ask the learners, how they
lead the discussion to: got the 10 – 8 = 2
Illustration 1: There are nine missing numbers. 10 – 3 = 7
pencils in a box. 10 – 6 = 4
Illustration 2: A child takes Have the learners write the 10 – 1 = 9
one pencil. subtraction sentences.
Illustration 3: Eight pencils are Let them check if they got the
left in the box. Have the learners tell the 10 – 8 = 2 correct difference for each
missing numbers. 10 – 3 = 7 subtraction sentence.
___ pencils in a box 10 – 6 = 4
___ pencil is taken away 10 – 1 = 9 Tell the learners that they can
___ pencils are left in the box also
Let them check if they got use the number bonds, which
the have
Ask the learners to write a correct difference for each been introduced in one of their
subtraction sentence for the subtraction sentence. previous lessons, to find the
givenstory. Let them read the difference.
subtraction sentence. Ask Tell the learners that they
them can also How about if the missing
what each number in the use the number bonds, number is
subtraction sentence which have in the first box, do you think
represents. been introduced in one of subtraction can still be used?
their Yes,
Expected answer: previous lessons, to find the because any of the two numbers
9–1=8 difference. can be placed in any rectangle.
Nine is the minuend. It tells
the number of pencils in the How about if the missing
box. One number is
is the subtrahend. It tells the in the first box, do you think
number of pencils taken subtraction can still be
away. Eight is the difference. used? Yes,
It tells the because any of the two
number of pencils left in the numbers 10 – 2 = 8
box. can be placed in any 10 – 7 = 3
rectangle. 10 – 4 = 6
What is a minuend? It is the 10 – 9 = 1
number from which we take
away another number.

What is a subtrahend? It is
the number we take away
from the minuend.
10 – 2 = 8
What is the difference? The 10 – 7 = 3
number that is left from 10 – 4 = 6
taking away the subtrahend 10 – 9 = 1
from the
minuend..
Deepening Understanding of Inform the learners that you Post on the board the result Divide the class in groups. Distribute Worksheet 6: Distribute Worksheet 6: Making
Key Idea/ Stem will tell them stories and a of the Distribute Worksheet 4: Making Flashcards for Minuend 10.
(Pagpapalalim question is activities on the 3 stories that MakingFlashcards for Minuends Flashcards for Minuend 10.
ng Pag-unawa sa Susing asked after each story. To they 1 to 9, Worksheet 5 may be printed on
Kaalaman/Ideya) help them answer the had done the previous day. to each group. Let each group Worksheet 5 may be printed a
question, they can use cut the paper along the dotted on a hard paper or cardboard. These
counters. Story 1: lines. Let them subtract the hard paper or cardboard. would complete their flashcards
Give the example below. 4 tricycles in a terminal given These for
1 tricycle left numbers in each card and would complete their subtraction with minuends up to
There are six pens on the 3 tricycles remained in the writethe answer at the back. flashcards for 10.
table. Two pens are taken terminal Tell themthat their work will be subtraction with minuends
away. How many pens are left their up to 10.
on the table? Story 2: group’s flashcards for
10 balloons held by a man subtractio
Let them use their counters to 5 balloons popped Worksheet 4 may be printed
represent the six pens. 5 balloons are left onhard paper or cardboard.
Later
When learners have already Story 3: on this will serve as the
counted six pens. Ask, what 6 birds on a branch subtraction flashcards of the
do 4 birds flew learners.
you do when you take away 2 birds stayed on the branch
objects? Take away means to When they are done with their
remove the objects. Let the learners work in pairs. tasks, collect all their
Let flashcards
How many would be left if two them write each story into a and check the answers.
pens are taken away from the subtraction sentence. They
six pens? Four pens will be should be able to explain
left. their answers.

How would you answer the When they are done with the
question in the story? Four activity, have a post activity
pens are left on the table. discussion. Have them read
the
Post each story on the board. number sentences.
Read the story together with
the learners.
Ask the learners to identify
Story 1: the
There are four tricycles in the minuend, subtrahend, and
terminal. One left to deliver a difference in each number
passenger. How many sentence.
tricycles remained in the
terminal? Expected answer:
Story 1: 4 – 1 = 3
Also, complete each 4 tells the number of tricycles
statement below. in a
_____ in the terminal terminal, 1 tells the number
_____ tricycles left of
_____ tricycles remained tricycle which left the
terminal, and 3 the number of
Story 2: tricycle that
A man is holding ten remained in the terminal.
balloons.
Five balloons popped. How Story 2: 10 – 5 = 5
many balloons are left? 10 tells the number of
balloons held by a man, 5
 Also, complete each tells the number
statement of balloons which popped,
below. and the other 5 after the
equal sign tells the number of
_____ balloons held by a man balloons left.
_____ balloons popped
_____ balloons are left Story 3: 6 – 4 = 2
6 tells the number of birds on
Story 3: a branch, 4 tells the number
There were six birds on a of birds
branch. Four flew away. How which flew away, and 2 the
many birds number of birds that stayed
stayed on the branch? on the branch.

Also, complete each Have the learners answer

statement below. Worksheet 2: From Drawings
_____ birds on a branch to Subtraction Sentences,
_____ birds flew individually.
_____ birds stayed on the
branch Discuss learners’ answer
after they have done
Worksheet 2.
After/Post-Lesson Proper

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

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 answer Have the learners answer Distribute Worksheet 5: Distribute Worksheet 7: Distribute Worksheet 7:
(Pagtataya) Worksheet 1: Subtraction as Worksheet 3: Writing Finding the Difference and Subtracting Subtracting
Taking Away, individually. Subtraction Sentences, have the learners answer the Numbers with Minuends up Numbers with Minuends up to
individually. worksheet individually. to 10, 10,
to be answered individually. to be answered individually.
Additional Activities for
Application or Remediation
(If Applicable)
Remarks
Reflection
Assignment

Prepared by: Noted by:

ANALIE G. SILVELA ANGELIE N. DELA CRUZ
TEACHER III PRINCIPAL II