Republic of the Philippines
Bulacan State University
Sarmiento Campus
Detailed Lesson Plan in Mathematics 1
I. OBJECTIVES
At the end of the discussion, the students should be able to:
a. identify and name the digits in two-digit numbers;
b. develop an appreciation for the importance of understanding place value in reading,
writing, and working with numbers; and,
c. draw representations of two-digit numbers.
II. SUBJECT MATTER
Topic: Place Value
Reference:
https://www.splashlearn.com/math-vocabulary/place-value/place-value#0-what-is-placevalue
Materials: Visual Aides, Paper, Colored pencils, or crayons
III. PROCEDURE
TEACHER’S ACTIVITY
A. Preliminary Activity
LEARNERS’ ACTIVITY
A. Preliminary Activity
1. Prayer
Before we start our class let us pray first
May I request someone to lead the prayer
(One student will stand up and lead the
prayer)
Student you may lead the prayer.
(Student C will stand up and pray)
Amen
2. Greeting
Good day class, how are you today?
Good day teacher! (different responses)
Well, good then!
3. Checking Attendance
Okay class! For your attendance kindly get
a small piece of paper, and I want you to
write your name and date today, and put it
in the box here in my table. Is that clear?
Yes ma’am
Very good !
4. Checking of Assignment
Okay class bring out your assignment I
gave yesterday
(The student’s will bring out their assignment)
Okay class pass your assignment forward.
5. Review of the past lesson
In your past lessons you have learned
about numbers, Who can count 1 to 40?
Student will raise their hands.
May I call on Student B.
(Student B counts 1 to 40)
Very good that is correct. Let us give
Student B a Good Job Clap
(The Students and Teacher will do the Good
job clap together)
What about 41 to 70 who can count?
Student will raise their hands.
May I call on Student C.
(Student C counts 41 to 70)
Very good that is correct. Let us give
Student C a Wow Galing Clap
(The Students and Teacher will do the Wow
Galing Clap together)
How about 71 to 99 who can count?
Student will raise their hands.
May I call on Student D.
(Student D counts 71 to 99)
Very good that is correct. Let us give
Student D a Angel Clap
(The Students and Teacher will do the Angel
Clap together)
Imagine numbers as special symbols that
show us how many things there are. Each
number has its own job, like a superhero
with a unique identity. For example, the
number 5 means five of something, just like
you have five fingers on one hand.
Numbers are everywhere, like on your
house, street signs, and when you count
things, making it like a superpower for
everyday life!
B. Motivation
B. Motivation
Okay class before we start our discussion,
Let’s play a game.
The teacher will place the words Tens and
Ones separately in the front.
And I will instruct the students to place
themselves at the back.
Instruction:
I will show you a picture and determine
which if it is a Tens or a Ones. Place
yourselves to the right answer.
Those who got the correct will proceed to
the next round and place themselves at the
back again.
And those who got the wrong answer will sit
in their respective seat.
Okay class let’s start the game. Are you
ready
The class would respond "Yes Teacher!
For the first question, The number is 28,
what is the place value of 8.
(Expected Answer)
Ones
Those who got the wrong answer can sit
now on your respective seat.
Next question, The number is 34, what is
the place value of 4.
(Expected Answer)
Ones
Those who got the wrong answer can sit
now on your respective seat.
Next question, The number is 45, what is
the place value of 4.
(Expected Answer)
Tens
Those who got the wrong answer can sit
now on your respective seat.
Next question, The number is 15, what is
the place value of 1.
(Expected Answer)
Tens
Those who got the wrong answer can sit
now on your respective seat.
Next question, The number is 87, what is
the place value of 7.
(Expected Answer)
Ones
Those who got the wrong answer can sit
now on your respective seat.
And for those who got all the correct answer
stay in the front.
Let us all give all of them a round of
applause.
( The teacher and the students will clap
together )
You may take your seat now.
Okay class, thank you for the participation
Now, Let’s continue to our discussion
C. Sharing Objectives
At the end of the discussion, the learners
should be able to :
a. identify and name the digits in twodigit numbers accurately,
b. develop an appreciation for the
importance of understanding place
value in reading, writing, and working
with numbers., and,
c.
draw representations of two-digit
numbers.
C. Sharing Objectives
D. Discussion

D. Discussion
Class Discussion
What is Place Value?
-
In math, every digit in a number has a
place value. Place value can be
defined as the value represented by a
digit in a number on the basis of its
position in the number.
For example, in the number 36, the place
value of 3 is 3 tens (or 30), and the place
value of 6 is 6 ones. So, the number 36 is
made up of 3 tens and 6 ones. Do you get it
class?
(The class will respond, "Yes, teacher.")
Okay another example in the number 74,
the place value of 7 is 7 tens (or 70), and
the place value of 4 is 4 ones. Are we clear
class?
Tens
Ones
Numbers
3
6
= 36
7
4
= 74
(The class will respond, "Yes, teacher.")
Even though the digits are the same in both
numbers, their place value changes with
their position.
Did you get it class?
(The class will respond, "Yes, teacher.")
Tens
Ones
Numbers
= 15
= 28
(The class will respond, "15")
(The class will respond, "28")
Okay class here’s in the table who can give
me the correct answer? What is the Tens
and Ones for number 1?
( The students will raise hands )
Okay student Y, what is the answer?
Expected Answer
( For Tens it’s number 1 and for Ones it’s
number 5 )
Verygood Student Y, Let’s give student Y
an Angel Clap.
( The students and teacher will do the Angel
Clap )
Okay class for the number two who can
answer?
( The students will raise hands )
Okay student X, what is the answer?
Expected Answer
( For Tens it’s number 2 and for Ones it’s
number 8 )
That is correct Student X, Let’s give student
X an Good Job Clap.
( The students and teacher will do the Good
Job Clap )
Okay class that’s the end of our discussion
for today!
E. Generalization
E. Generalization
Now let us have a recap about what we
have discussed. If you have any question or
clarification kindly raise your hand. Any
one?
If none let me ask you for the review. What
is Place Value? May I call on Student G.
Expected Answer
( In math, every digit in a number has a place
value. Place value can be defined as the value
represented by a digit in a number on the
basis of its position in the number. )
Brilliant! Let us give Student G an Angel
Clap
Next, What is the Tens and Ones of 56?
Student H?
Very good! Let us give Student H an Good
Job Clap
(The students will do the Angel Clap
altogether)
Expected Answer
( For Tens it’s 5 and for Ones it’s 6 )
(The students will do the Good Job Clap
altogether)
What is the answer if we have 1 Tens and 8
Ones? Student I?
Expected Answer
( 18 )
Verygood Student I Let us give Student I a
Wow Galing Clap
F. Application
(The students will do the Wow Galing Clap
altogether)
F. Application
Okay class let’s have an activity. Our
activity is called “ Number Art ”
Each student picks one two-digit number
from the list below. Draw a colorful and
creative representation of that number using
shapes.
Two-Digit Numbers
15
18
21
11
24
26
23
17
29
27
Use the same color or shape for the tens
part of the drawing.
For the ones, You can use another color or
shape different from the tens.
I’ll give you 15mins to finish it, after the 15
mins you will pass your paper finish or not
finish. Is that clear class?
The class would response “Yes Teacher”
Very good class!
Now I will distribute a blank paper,
(The teacher distribute the blank paper)
Okay class your 15mins starts now…
After 15mins…
Okay times up, pass your paper forward
finish or not finish.
(The Students pass their paper)
IV. Evaluation
Okay class let’s have a short quiz, kindly bring out one (1) piece of paper. Answers only.
Directions: Fill in the correct tens and ones for the given number.
Tens
Ones
Number
1.
= 28
2.
= 42
3.
= 35
4.
= 44
5.
= 38
6.
= 58
7.
= 51
8.
= 66
9.
= 89
10.
= 76
V. Assignment
Direction: Write O when the digit that is underlined is Ones. And write T when the digit
that is underlined is Tens.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
28
38
45
64
56
76
84
33
99
11
Prepared by :
Pahayahay, Angelica B.
Submitted to :
Abigail G. Bombaes