MATATAG School F. Ma.
Guerrero Elementary School Grade Level 1
K to 10 Name of Teacher Merlyn T. Paual Learning Mathematic
Curriculu Area s
m Teaching Dates January 8,2025 / Wednesday Quarter 3 Week 2
and Time 7:50-8:30
I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES
A. Content Standards The learners should have knowledge and understanding of pictograph
without a scale for the representation of data.
B. Performance Standards By the end of the quarter, the learners are able to represent and interpret
data in a pictograph without a scale.
C. Learning Competencies The learners
• collect data in one variable through a simple interview;
• present data in a pictograph without a scale;
• interpret a pictograph without a scale; and
• organize data in a pictograph without a scale into a table.
At the end of the lesson, the learners should be able to collect data in one
D. Learning variable.
Objectives
II. CONTENT Number and Algebra
III. LEARNING
RESOURCES
A. Resources Matatag K to 10 Curriculum Guide in Mathematics
Textbook in Mathematics 1
B. Other Learning Laptop,TV, Pictures
Resources
IV. TEACHING AND LEARNING PROCEDURES
Before/Pre-Lesson Proper
Activating Prior Knowledge Awitin natin!
Saging Saging , Mangga Mangga ,Papaya Papaya
Pagsama samahin Paghalu haluin
Fruit Salad
Fruit Salad
Kumakain ba kayo ng prutas?
Anong prutas ang kinakain niyo?
Bakit kailangan natin kumain ng prutas?
Lesson Purpose/Intention To collect data in one variable
Lesson Language Practice collect, data, table, favorite
During/Lesson Proper
Reading the Key Idea/Stem Number Song
.
Developing Understanding Tell the learners that they will gather data to be used in their next lessons
of the Key Idea/Stem on pictographs.
Collecting data 1: Favorite Fruits of Grade 1 – Rose Learners Preparations:
a) Five open boxes with 10-15 picture cards of each fruit. Infront of each
box, place a picture of the fruit and its name as shown below.
Be sure to have extra picture cards of each fruit.
b) Manila paper with a table* shown below.
*Adjust the number of columns and rows according to the number of
learners.
c) Masking tape and scissors .Show one box at a time. Have the
learners name the fruit shown in front each box. Then, place the box
on the table. Tell the learners tochoose their favorite fruit from the
five shown. They have to get a picture card of their chosen fruit
from the box and paste it into one cell of the table using masking
tape. To conduct the activity in an orderly manner, have the learners
in the first row choose and paste their picture cards first, followed
by those in the second row, and so on. Have them paste the picture
cards starting from the upper left corner and moving to the right.
The cards should be aligned horizontally and equally spaced.
Once a row is filled, they should move to the next row and continue
pasting the cards, ensuring vertical alignment.
Note: At this point, grids are provided to help the learners align
the pictures or symbols correctly. These grids will be removed
eventually once the learners get used to aligning them on their own.
Example:
Favorite Fruits of Grade 1 Adelfa Learners
Collecting data 2: Favorite Colors
of Grade 1 – Rose Learners
Show cards with different colors
one at a time. Let the learners
identify each color.
Blue Yellow Red Green Orange
Note: In this lesson exemplar,
Call on some learners to tell their favorite color from the five shown
and why they like it.
Preparations:
a) Five open boxes, each containing 10-15 circle cutouts in different colors.
In front of each box, place a colored circle cutout and the name of the color.
b) Manila paper with a table* as shown below.
*Adjust the number of columns and rows according to the number of
learners.
Be sure to have extra cutouts of each color.
Tell the learners to choose their favorite color from the five shown.
They should get a circle cutout from the box of their chosen color and paste
it into one cell of the table using masking tape. Check the alignment of the
cutouts horizontally and vertically.
Example:
Favorite Colors of Grade 1-Adelfa Learners
Deepening Divide the class into four groups.
Understanding of the Give each group a survey form as shown. In the first column, each
Key Idea/Stem member should write their name and place a check mark under their
favorite animal. Make sure theunderstand how to complete the form.
Example:
Favorite Animals of Grade 1-Adelfa Learners
Have each group post the results of their survey on the board.
Consolidate the results in the table provided. Prepare picture cards of
the animals beforehand. Let each group, one at a time, paste the
picture cards according to their collected data. Ensure that the
cutouts are aligned both horizontally and vertically.
After/Post-Lesson Proper
Making Generalizations How can we collect data?
and Abstractions We can collect data by asking the preference of the person on a particular
category.
Tandaan:
Makakakolecta tayo ng mga datos sa pamamagitan ng pagtatanong sa
kagustuhan ng tao sa isang particular na katergorya katulad ng paboritong
pagkain, kulay,prutas at hayop
Evaluating Learning Divide the class into four groups.
Make sure they understand the instructions and the meaning of siblings
before allowing them to answer LAS 1.
Additional Activities for
Application or Remediation
(if applicable)
Remarks
Reflection
MATATAG School F. Ma. Guerrero Elementary School Grade Level 1
K to 10 Name of Teacher Merlyn T. Paual Learning Mathematic
Curriculu Area s
m Teaching Dates January 10, 2025 / Friday Quarter 3 Week 2
and Time 7:50-8:30
I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES
A. Content Standards The learners should have knowledge and understanding of pictograph
without a scale for the representation of data.
B. Performance Standards By the end of the quarter, the learners are able to represent and interpret
data in a pictograph without a scale.
C. Learning Competencies The learners
• collect data in one variable through a simple interview;
• present data in a pictograph without a scale;
• interpret a pictograph without a scale; and
• organize data in a pictograph without a scale into a table.
At the end of the lesson, the learners should be able to
D. Learning Present data in an organized way by using tables.
Objectives
II. CONTENT
III. LEARNING
RESOURCES
C. Resources Matatag K to 10 Curriculum Guide in Mathematics
Textbook in Mathematics 1
Lesson Exemplar page 1-10
D. Other Learning Laptop,TV, Pictures
Resources
IV. TEACHING AND LEARNING PROCEDURES
Before/Pre-Lesson Proper
Activating Prior Knowledge Show the chart about the favorite
fruits of Grade 1- Adelfa learners.
How did we collect the data? Each of us was asked to choose our favorite
from the five fruits.
Lesson Purpose/Intention To present data in a table
Lesson Language Practice collect, data, table, tally
During/Lesson Proper
Reading the Key Idea/Stem Number Song
Developing Understanding Direct the learners’ attention to the chart.
of the Key Idea/Stem How can we determine the number of learners who chose each fruit? What
can we do with the collected data to easily answer the question?
Call on some learners to give their ideas. One possible idea could be to
count each fruit one by one.
Expected answer:
Mango – 12
Apple – 10
Avocado – 4
Banana – 7
Orange – 7
Say that they can use a table to organize the data. Have the table ready
beforehand. Post this on the board.
Call on three learners to collect all the mango cards. Have them count
the cards using tally marks. Show how to use tally marks if needed.
After counting, ask the learners to count the tally marks and write the
total in the third column of the table. Finally, have them check if
this number matches the total number of cards.
Follow the same process for the other fruits.
Expected answers:
Can you now tell how many learners like each fruit?
Does organizing the data in a table make it easier to count the number of
fruits
Note: The purpose of this lesson is only to organize raw data in a
table. Constructing, reading, and interpreting data will be discussed in the
next lessons.
This time, tell them to line up the picture cards in the table, placing each
card in a different cell. Make sure that the table* is prepared beforehand.
*Adjust the number of columns and rows according to the data gathered.
Call on some learners to place the mango cards in the first row, ensuring
they are aligned horizontally and equally spaced.
Check if they did it correctly. Have another group of learners place the apple
cards in the second row, making sure these cards are aligned both
horizontally and vertically, with equal spacing between them. Check if they
did it
correctly as well. Have other learners place the avocado cards in the 3rd
row, the banana cards in the 4th row, and the orange cards in the 5th row.
Check if they did it correctly as well. After all the picture cards have
been placed, emphasize that thecards should be aligned both
horizontally and vertically, with equal spacing between them.
Let the learners count each fruit. Place the number at the end of the
row as shown below. Ask whether the numbers are the same as in the table.
Expected answers:
You may ask some questions, such as the following:
How many of your classmates like mangoes?
What about apples?
What about avocados?
What about bananas?
What about oranges?
Ensure that the learners understand both ways of organizing data (using
tally marks and lining up the same picture cards in a row) before moving on
to the next example.
Present the data on favorite colors. Follow the same process as in the
previous example.
Expected answers:
Using tally marks
Lining up the cutouts
You may ask some questions, such as the following:
How many of your classmates like the color blue?
What about the color yellow?
What about the color green?
What about the color red?
What about the color orange?
Deepening
Understanding of the
Key Idea/Stem
Expected answers:
You may ask some questions:
How many of your classmates like dogs?
What about cats?
What about birds?
What about fish?
After/Post-Lesson Proper
Making Generalizations How can we organize the collected data?
and Abstractions We can organize the collected data using a table. We can use tally
marks or line up picture cards for each category. The picture cards
should be aligned both horizontally and vertically, with equal spacing
between them.
Tandaan:
Maaari nating ayusin ang mga nakolektang datos gamit ang isang
talahanayan. Magagamit natin ang tally
mark o picture card para sa bawat kategorya. Ang mga picture card
ay dapat na nakahanay sa parehong pahalang at patayo, na may pantay na
espasyo sa pagitan nila.
Evaluating Learning
Additional Activities for
Application or Remediation
(if applicable)
Remarks
