Table of Contents LESSON NO. MELC DURATION K to 12 CG CODE Week 1 and 2 M1NSIIa-23 PAGE NO. 1 illustrates addition as “putting together or combining or joining sets” 3 2 visualizes and adds the following numbers using appropriate techniques: a. two one-digit numbers with sums up to 18 b. three one-digit numbers c. numbers with sums through 99 without and with regrouping 3 visualizes and solves one-step routine and non-routine problems involving addition of whole numbers including money with sums up to 99 using appropriate problem solving strategies. Week 3 M1NSIIe 29.1 8 4 illustrates subtraction as “taking away” or “comparing” elements of sets. Week 4 M1NSIIf-24 10 5 illustrates that addition and subtraction are inverse operations. Week 4 M1NSIIf-25 13 6 visualizes, represents, and subtracts the following numbers: a. one-digit numbers with minuends through 18 (basic facts) b. one- to two-digit numbers with minuends up to 99 without regrouping c. one- to two-digit numbers with minuends up to 99 with regrouping Week 5 and 6 7 subtracts mentally one-digit numbers from two digit minuends without regrouping using appropriate strategies. Week 7 5 15 M1NSIIi 33.1 19 8 visualizes, represents, and solves routine and non-routine problems involving subtraction of whole numbers including money with minuends up to 99 with and without regrouping using appropriate problem solving strategies and tools. Week 8 M1NSIIi 34.1 21 2 Learning Competency: Illustrates addition as “putting together or combining or joining sets”. Duration: Week 1 to 2 K to 12 CG Code: M1NS – IIa – 23 Addition is the process of putting objects together. it is also a process of joining two sets to form a new set. The process is indicated by the symbol (+) read as plus. The addition is taking two or more numbers and adding them together, that is, it is the total sum of 2 or more numbers. Illustrative example # 1 How many? Add one more. Now, how many? To 3 apples, we add another apple. or 3 and 1 is 4. Illustrative example # 2 and is 3 and 2 is 5. 3 Illustrative example # 3 4 and 3 is 7. 5 and 6 is 11. We say: 4 plus 3 equals 7. 5 plus 6 equals 11. We write: 4 addends 5 7 sum 11 sum or 4 + 3 = 7 5 + 6 = 11 addends + 3 + 6 Addition sentence Addition sentence For online learning, just visit the links below:https://www.youtube.com/watch?v=tkkL7kQUyTI - https://www.youtube.com/watch?v=3MhObSsoNdY - https://www.youtube.com/watch?v=QA63DP2qROA ✓ Adding numbers or joining sets means putting together two or more numbers or sets. ✓ The numbers to be added are called addends. ✓ When we add numbers, we get the sum. ✓ We use the plus sign (+) in addition. - Math and Me 1 Based on Basic Education Curriculum by Norma Infante-Olivares and BOOKMAN, INC. - https://www.splashlearn.com/math-vocabulary/addition/addition 4 Learning Competency: Visualizes and adds the following numbers using appropriate techniques: a. Two one-digit number with sums up to 18 b. Three one-digit numbers c. Numbers with sums through 99 without and with regrouping Duration: Week 1 to 2 K to 12 CG Code: M1NS – IIa – 23 Addition can be best introduced using real-life objects, and some visual models like 10-frame, number line, 20-frames. The smaller numbers make it easier to understand the concept. When we add two numbers which are called addends, we get their sum. Illustrative example # 1. How many bananas are there in all? There are 7 bananas in one box and 4 bananas in the other. So, we add 7 and 4 to find the total number of bananas. To add 7 and 4, we can count forward 4 steps from 7 The symbol used to indicate Addition is + (plus symbol). So, 7 and 4 can be written as 7 + 4 5 An addition sentence is a mathematical expression that shows two or more values added together and their sum. We can write the mathematical expression for 7 plus 4 equals 11 as: The numbers that are added are called addends and the answer to addition is called the sum. In an addition sentence, the addends are added to get the sum. To get the sum of the three one-digit numbers: First, add the first two numbers. Then, add the sum of the first two numbers to the third number. Illustrative example # 1. ++= 3 2 1 6 Steps: +=+= 6 3251 • First, add the two numbers. • Then, add the sum of the first two numbers to the last digit. Illustrative example # 2. 73 98 25 + 4 + 4 + 9 + 9 13 13 17 17 6 Number charts are another way to add numbers. Illustrative example # 1. Add 57 and 16 using a hundred grid. Step 1: Mark the bigger number. (Here, mark 57) Step 2: If the number to be added is more than 10, break it in tens and ones. (Here, 16 = 10 + 6) Step 3: Jump as many 10s as in the second number. (Here, 57 + 10 = 67) Step 4: Move forward as many ones as in the second number. (Here, 67 + 6 = 73) The number reached is the answer. So, 57 + 16 = 73 Illustrative example # 2. Numbers can also be added vertically. Let’s add 57 and 16 vertically. Step 1: Write the numbers one below the other as per the places of the digits. Step 2: Start adding from the ones digit. Write the sum under the ones digit. If the sum of the ones digit is greater than 9, write the ones digit of the sum under the ones and carry forward its tens digit to the tens column. Step 3: Add the tens digits. (If there was a carry forward digit, add it along) For online learning, just visit the links below:https://www.youtube.com/watch?v=b1lvWGHOnUk - https://www.youtube.com/watch?v=5_Ay09cYgTQ - https://www.youtube.com/watch?v=hLttJwoZk_0 - https://www.youtube.com/watch?v=RKL0TX8ogmw ✓ Changing the grouping of the three addends does not change the answer or sum. ✓ In adding 2-digit numbers with or without regrouping, follow these steps: - First, add the ones. - Then, carry forward its tens digit to the tens column, if the sum of the ones digit is greater than 9. Lastly, add the tens. - Math and Me 1 Based on Basic Education Curriculum by Norma InfanteOlivares and BOOKMAN, INC. - https://www.splashlearn.com/math-vocabulary/addition/addition 7 Learning Competency: Visualizes and solves one-step routine problems involving addition of whole numbers including money with sums up to 99 using appropriate problems solving strategies. Duration: Week 3 K to 12 CG Code: M1NS – IIe – 29.1 This lesson will teach you the steps on how to visualize and solve one-step routine problem involving addition of whole numbers including money with sums up to 99. Solving problem is very important because it will help you for your daily activities. We can visualize and solves one-step routine and non-routine problems by using the AGONA steps. A – asked G – given facts O – operation to be used N – number sentence A – answer If you can find all of these solving problem can easily done. Illustrative example # 1. Princess baked 35 cupcakes last week. She baked 43 cupcakes this week. How many cupcakes did she baked in all? Lets analyze and solve the problem using AGONA steps: 1) What is asked? - How many cupcakes did Princess baked in all? 2) What are the given facts? - 35 cupcakes last week - 43 cupcakes this week 8 3) What is the operation to be used to solve the problem? - addition 4) What is the number sentence? 35 + 43 = N SOLVE : 35 + 43 5) What is the final answer? 78 - Princess baked 78 cupcakes in all. Illustrative example # 2. Carlo earned ₱ 22.00 from selling used bottles and ₱ 21.00 from selling old newspaper. How much did he earn in all? Lets analyze and solve the problem using AGONA steps: 1) What is asked? - How much did he earn in all? 2) What are the given facts? - ₱ 22.00 and ₱ 21.00 3) What is the operation to be used to solve the problem? - addition 4) What is the number sentence? ₱ 22.00 + ₱ 21.00 = N Write the solution : ₱ 22.00 + ₱ 21.00 5) What is the final answer? ₱ 43.00 - He earned ₱ 43.00. For online learning, just visit the links below:https://www.youtube.com/watch?v=cqtXCzNEz0U - https://www.youtube.com/watch?v=aayBJGY4k5o - https://www.youtube.com/watch?v=GSCfx8LK9vk ✓ In solving addition problems, we must follow the AGONA steps. - What is asked? - What are the given facts? - What is the operation to used? - What is the number sentence? - What is the final answer? - Building New Horizon in Math by Zenaida G. Estrellado & Lanely S. Solito - Keeping up with New Mathematics by Corazon Villas Tesorio 9 Learning Competency: Illustrates subtraction as “taking away” or “comparing” elements of sets. Duration: Week 4 K to 12 CG Code: M1NS-IIf-24 Subtraction is a part of our everyday lives and therefore an important concept to develop early. We need to understand how to subtract in order to engage with society effectively as we use subtraction when dealing with money, cooking, travel and time, among countless other daily experiences. In math, to subtract means to take away from a group or a number of things. When we subtract, the number of things in the group reduce or become less. The minuend, subtrahend and difference are parts of a subtraction problem. In the subtraction problem, 7 – 3 = 4, the number 7 is the minuend, the number 3 is the subtrahend and the number 4 is the difference. Illustrative example # 1. There are 8 glasses in a tray. One glass falls down. How many are left standing? We subtract: 8 takes away 1 is 7. 8–1=7 Another way: 8 – minuend - 1 – subtrahend 7 – difference We say: Eight minus one equals seven. Answer: There are 7 glasses left standing. 10 Illustrative example # 2. 16 take away 7 is 9 The problems involving “How many more?” and “How much more?” can be solved by comparing. Write the subtraction sentence and find the difference. Illustrative example # 1. Aling Pasing gave 10 mangoes to Alexa and 8 mangoes to Gabriel. How many more mangoes does Alexa have than Gabriel? 10 mangoes Alexa Gabriel • 2 mangoes, with no 8 pairings We subtract: 10 – 8 = 2 Another way: 10 – minuend - 8 – subtrahend 2 – difference We say: Ten minus nine equals one. Answer: Alexa has 2 more mangoes than Gabriel has. pairs 11 Illustrative example # 2. 7 boys Boys Girls 4 pairings We subtract: 7–4=3 Another way: 7 – minuend - 4 – subtrahend 3 – difference We say: Seven minus four equals three. Answer: There are 3 more boys than girls. • 3 boys, with no pairs For online learning, just visit the links below: - https://www.youtube.com/watch?v=w33sQOHy0M8 - https://www.youtube.com/watch?v=u5D0mlT2pSk - https://www.youtube.com/watch?v=mARCcT39eVw ✓ Subtraction is a process of taking objects away from a set and is indicated by the symbol – (read as minus) ✓ In subtraction, the number that we take away from is called the minuend. The number that we take away is called the subtrahend. The answer obtained in subtraction is called the difference. ✓ Problems involving “How many more?” and “How much more?” can be solved by comparing. - www.k5learning .com - www.skillsyouneed.com/num/subtraction.html - https://www.splashlearn.com/math-vocabulary/subtraction/subtract - Math and Me 1 Based on Basic Education Curriculum by Norma Infante-Olivares and BOOKMAN, INC. 12 Learning Competency: Illustrates that addition and subtraction are inverse operations. Duration: Week 4 K to 12 CG Code: MINS-IIf-25 This lesson introduces that addition and subtraction are inverse operations. Addition is the process of putting two or more numbers together to make a new total while subtraction is taking one number away from another to find out what is left. We can illustrate by using pictures/numbers that addition and subtraction are inverse operations. We can use different numbers to illustrate it. Illustrative example: The Inverse of Addition Basketball players gave clothing and food to street children. The players brought boxes of goods for them. Study the following sets. Set R Set S Set T 5-3=2 Set S is removed from set R. The result is set T. Let us join sets T and S. and is Set T Set S Set U 2 + 3 = 5 13 Is set U the same as set R? What do you notice about these sentences? 2 + 3 = 5 addition sentence 5 – 3 = 2 subtraction sentence Study more addition and subtraction sentences below. 2 + 3 = 5 7 + 3 = 10 5 + 2 = 7 5 – 3 = 2 10 – 3 = 7 7 – 2 = 5 5 + 5 = 10 6 + 3 = 9 2 + 1 = 3 10 – 5 = 5 9 – 3 = 6 3 – 1 = 2 7+1=86+1=75+4=9 8–1=77–1=69–4=5 2 + 2 = 4 1 + 1 = 2 9 + 1 = 10 4 – 2 = 2 2 – 1 = 1 10 – 1 = 9 For online learning, just visit the links below: - https://www.youtube.com/watch?v=iDrAIFtcpDA - https://www.youtube.com/watch?v=DCGuxxbfwdY - https://www.youtube.com/watch?v=tfSS73x_XVQ We can illustrate that addition and subtraction are inverse operations by using examples through illustrative examples like pictures or numbers. Addition is the process of bringing two or more numbers together to make a new total. Subtraction is the process of taking away a number away from another to find out what is left. - www.google .com - Discovering Mathematics Today Textbook Laura Lee B de Gracia - Author 14 Learning Competency: Visualizes, represents and subtracts the following numbers: a. one-digit numbers with minuends through 18 (basic facts) b. one-to two-digit numbers with minuends up to 99 without regrouping c. one-to two-digit numbers with minuends up to 99 with regrouping Duration: Week 5 to 6 K to 12 CG Code: This lesson teaches how to visualizes, represents and subtracts numbers. The pupils should be able to subtracts number with minuends using a story problem, pictures/illustrations, counters, number line and spinning wheel. Learning to visualize help the pupils to subtract in an easier way. It is also helpful that pupils should know which number is the minuend, subtrahend and difference. We can subtract numbers by using representations. We used numbers, discs and blocks, drawings to represent numbers. We can also use problems and other things in subtraction of numbers. Illustrative example # 1. There were 7 birds on a tree. After a while 6 birds flew away. How many are left? We subtract: 7–6=1 • To check: (Add the subtrahend and the difference.) Another way: 7 – minuend 6 - 6 – subtrahend + 1 1 – difference 7 We say: Seven minus six equals one. Answer: There is 1 bird left on the tree. 15 Illustrative example # 2. If you have 5 donuts and you cross out or take away 1 donut. You are left with 4 donuts. The picture at the right shows a balloon vendor holding 25 balloons. On that morning he sold 12 of the balloons. How many balloons were left? Questions: a. What is the vendor selling? b. How many balloons does he have that day? Answers: a. The vendor is selling balloons. b. He has 25 balloons. To answer the main question of the given problem, there are different ways that can use and some of these are ROLE PLAYING, USING A HUNDRED CHART, and USING LONGS AND UNITS. SOLUTION 1: ROLE PLAYING In role Playing you have to pretend that you are the balloon vendor and one of your family members will be the buyer. Use 25 counters to represent the number of balloons in the problem. Then act the situation, that is one of your family member has to buy 12 balloons to illustrate taking away 12 balloons from a set of 25 balloons using counters. The remaining counters represent the number of balloons left to you as the vendor. By counting, this is equal to 13. So, 13 balloons were left to the vendor. SOLUTION 2: USING A HUNDRED CHART Illustrative example # 1 Using the Hundred Chart, you have to start from 25 which is the total number of balloons that the vendor had. Count 12 backward as the number of balloons that he sold. As you can see, 13 is the number right before the marked ones. This unmarked number before 14 is the number of balloons left to the vendor and that is the answer. So we say that, 25 – 12 = 13. So 13 balloons were left. 16 SOLUTION 3: USING LONGS AND UNITS Illustrative example # 2 Take note that a “long” consists of 10 squares and each square is called a “unit”. Questions: a. How many longs do we have in 25? b. How many units are there? Answers: a. There are 2 longs in 25. b. There are 5 units. We used two longs and 5 units to represent 25. We crossed out one long and 2 units which represent 12, the number being subtracted from 25. The one long and three units that were not crossed out represent 13, which is the answer. So 25 – 12 = 13. Therefore, 13 balloons were left to the vendor. So from the solutions, we can say that 25 – 12 = 13 which can also be written as: Focus on the idea that in subtracting two 2-digit numbers without regrouping, subtract the ones digit of the subtrahend from the ones digit of the minuend and the tens digit of the subtrahend from the tens digit of the minuend. This can be easily remembered by writing the numbers in the place-value chart. Later on, remove the place-value chart. Just align the ones digit and also the tens digits. We can visualize, represents and subtract one-to-two digit numbers with minuends up to 99 with regrouping by borrowing 1 group of tents to the next digit then subtract. Illustrative examples: 1. Children begin to subtract two-digit numbers using tens and ones blocks. Once children understand the concept of regrouping, they make the transition from using models to using the subtraction algorithm. 17 2. While learning to regroup, children review different ways they have learned to subtract and apply those strategies to subtracting two-digit numbers. 3. To further practice the skills they have learned, children apply two-digit subtraction to adding and subtracting money. Finally, children use addition to check subtraction For online learning, just visit the links below:https://www.youtube.com/watch?v=1JZljKTlmBc - https://www.youtube.com/watch?v=N9qSbTGNMdU - https://www.youtube.com/watch?v=0Wwdw68wOKI - https://www.youtube.com/watch?v=REr2ggdvSRc - https://www.youtube.com/watch?v=sBJp_Toqlhw ✓ Pupils choose to use mental math, a hundred chart, tens and one’s blocks, or paper and pencil. They also learn to estimate differences using a number line to round the subtrahend and minuend to the nearest ten. ✓ To subtract a two-digit number from a two-digit number with and without regrouping: ✓ Write the subtrahend below the minuend. See to it that the ones digits are in the same column and the tens digits are in the same column. - Subtract the ones digit of the subtrahend from the ones digit of the minuend. Write the difference below the line. Align it with the ones place. Regroup the minuend, if the ones digit in the subtrahend is greater than the ones digit in the minuend. - Subtract the tens digit of the subtrahend from the tens digit of the minuend. Write the difference below the line. Align it with the tens place. - www.shutterstock.com 1194647305 - Math Teacher’s Guide - www.google.com - https://www.k5learning.com/.../subtract-2-digit-numbers-with-regrouping 18 Learning Competency: Subtracts mentally one-digit number from two- digit minuends without regrouping using appropriate strategies Duration: Week 7 K to 12 CG Code: M1NS –IIi-33.1 This lesson introduces mentally subtracting numbers. This mental math lesson explains different strategies you can use for mentally subtracting numbers, meant for first grade. It contains the instruction, examples, lots of exercises, and word problems for students to complete. Mental computation refers to using strategies to get exact answers by doing most of the calculations in one’s head. Depending on the number of steps involved, the process may be assisted by quick jottings of sub-steps to support short term memory. Illustrative example # 1 Stories on Numbers. What can you tell about these pictures? Use number sentences. 19 Illustrative example # 2 1) Using the Algorithm Equation 16 - 5=_____ Step 1: Subtract the ones place. Tens 1 ones 6 - 5 1 Step 2: Bring down the ten’s place Tens ones 1 6 - 5 1 1 2) Change both numbers so you can compute easily. 17 – 8 Change both numbers by adding 2 to each number. (17 + 2) – (8 + 2) 19 – 10 = 9 3) Break numbers apart or Bridging through Ten a. 18 – 9 b. 16 - 7 = (10 + 8) – 9 = (10 + 6) – 7 (10 – 9) + 8 (10 – 7) + 6 1+8=93+6=9 For online learning, just visit the links below:https://www.youtube.com/watch?v=u2MzqFdyzvc - https://www.youtube.com/watch?v=1WOGqYJaCP4 - https://www.youtube.com/watch?v=REr2ggdvSRc ✓ In subtracting 1-digit numbers from minuends up to 18, subtract the ones first and bring down the number in the tens place. ✓ Break numbers apart or change form of the numbers to make computation easy. - Mathematics for Everyday Use Textbook Grade 2, pp.65-66 - LG in Elementary Mathematics Grade 1, pp.209-212 - Math and Me 1 Based on Basic Education Curriculum by Norma Infante-Olivares and BOOKMAN, INC 20 Learning Competency: Duration: Week 8 K to 12 CG Code: M1NS – IIi – 34.1 This lesson introduces the We can Illustrative example # 1. Example of posing a problem. There is a man in the drawing is selling balut. Find out how many balut he has to sell. Ask: Who is the man in the drawing? Answer: The man in the drawing is a balut vendor. Ask: What does he sell? Answer: He sells balut. A balut vendor has 65 pieces of balut . he sold 38 of it. How many more pieces of balut will the vendor have to sell? vendor still has to sell. Solving the problem in different ways A. Using diagrams Draw 65 balut. Cross out 38. So the the number of balut that are not crossed out is 27. This is the number of balut the 21 B. Using longs and units Represents 65 by 6 longs and 5 units in the representation of 65. You cannot take away 8 units from 5 units, so 1 long must be exchanged for 10 units giving a total of 15 units. So we can now take away 3 longs and 8 units which represent 38. Then remaining are 2 longs and 7 units equals to 27. C. Using the Subtraction algorithm 65 5 6 15 - 38 - 3 8 27 Subtract the ones digits first, regroup if the number in ones digits in subtrahend is D. Using the expanded form 65 60 + 5 50 + 15 - 38 - 30 + 8 - 30 + 8 greater than the number in ones digits in the minuend then write down the answer below the line. Then subtract the tens digits and write the answer below the line. 20 + 7 = 27 Illustrative example # 2. Alexa earned ₱ 65.00. She spent ₱ 35.00. How much money was left? Lets analyze and solve the problem using AGONA steps: 1) What is asked? - How much money was left? 2) What are the given facts? - ₱ 65.00 and ₱ 35.00 3) What is the operation to be used to solve the problem? subtraction 4) What is the number sentence? ₱ 65.00 + ₱ 35.00 = N Write the solution : ₱ 65.00 - ₱ 35.00 5) What is the final answer? ₱ 30.00 - ₱ 30.00 was left. 22 For online learning, just visit the links below:https://www.youtube.com/watch?v=-jW4myi04Ls - https://www.youtube.com/watch?v=9Z2gpbYiEXo ✓ In solving subtraction problems, we must follow the AGONA steps. - What is asked? - What are the given facts? - What is the operation to used? - What is the number sentence? - What is the final answer? - https://www.pinterest.ph/pin/28077197648230058/ - https://www.clipart.email/clipart/kids-piggy-bank-clipart-175286.html - Teachers Guide Mathematics 1 Prepared by: ARTEMIO A. DUQUE, Ed. D. LEONARA T. GABRIEL MELBA T. LARUTA Lead Writer Content Evaluator Content Editor JULIETA L. DELA CRUZ JENNIFER Reader Artist L. DUQUE Illustrator MARIBEL R. JUAN Proof Lay-out JANET R. MARTIN, Ed. D. RALLY G. CASTRO, Ph. D. Principal – II District Supervisor Reviewed by: AUGUSTO L. BALLESTEROS DR. BOBBY P. CAOAGDAN EPS – I, Mathematics EPSvr-LRMDS Recommending Approval: DR. PAULINO D. DE PANO DR. MARIA CELINA L. VEGA Chief - Curriculum Implementation Division Assistant Schools Division Superintendent Approved by: DR. RONALDO A. POZON, CESO V Schools Division Superintendent 23
