I. Objective
At the end of the lesson, should be able to:
A. Analyze word problems involving subtraction.
B. Transform word problems involving subtraction.
C. Solve word problems involving subtraction.
II. Subject Matter
D. Topic: Word problems involving subtraction of whole numbers. E. Reference: Wizard Mathematics 3 p. 134-109
F. Materials: flash cards, books, blackboard/chalk, prepared exercises on word problem. III. Procedure
G. Daily routine
i. Prayer
ii. Checking of attendance
H. Review
Topic: Estimating Differences
I. Motivation
Group the class into seven groups then give them a question to answer. They will base their answer on what is asked on the problem. Then after that let them present their work on the board. J. Lesson Proper

Mark’s art gallery had 1231 paintings. Mark sold 39 paintings. He bought 18 more for the gallery. How many paintings are in the gallery now?

Follow these steps to solve the problem.
1. Question: How many paintings are in the gallery now?
2. Given: 121 – number of paintings in the gallery
39 – number of paintings sold
18 – number of paintings bought by Mark.
3. Operation/s to be used:Subtraction and Addition
4. Number Sentence/s:121-39 = n; n+18 = m
5. Solution:
1. 1212. 82
* +
39 18
82 100
6. Final Answer: There are 100 paintings in the gallery now.

“7 steps in solving word problem”
1. Read and analyze the problem.
2. Identify the question asked.
3. Identify the given information.
4. Determine the operation/s to be used.
5. Write a number sentence.
6. Solve.
7. Label your final answer.
K. Application
Direction: Arrange in order the steps in solving word problems. Label it with A-S on the blank provided.

_______1. Label your final answer.
_______2. Write a number sentence.
_______3. Identify the...

...Semi-Detailed LessonPlan in Mathematics (Transformations)
Level: First Year High School
Subjects: Mathematics, Geometry, Transformations
I. Objectives:
A. To recognize Euclidean transformations.
B. To recognize reflections, translations, and rotations.
C. To prove theorems related to transformations.
D. To solve problems involving transformations.
E. To apply transformations to real-world situations.
F. To create designs using transformations.
II. Materials:
papers, protractor, ruler
tangram puzzle
worksheets
III. Procedure:
A. Presentation
Activity - Folding of Paper
The teacher will give an activity that involves the folding of paper and tracing of shapes.
B. Discussion
From the activity, the teacher will point out that geometry is not only the
study of figures but is also the study of the movement of figures.
Is the original figure congruent to the other figures?
How does the second image compare to the original figure?
C. Input
Definitions:
Transformations
Reflection
Rotation
Translation
Dilation
Rigid Motion
Theorems:
Theorem 18-1
Theorem 18-2
Theorem 18-3
Theorem 18-4
C. Discussion
The above definitions and theorems will be discussed and proved. The teacher will ask the student to give examples of transformations.
D. Activity
Tangram Puzzle
The students will form six groups. Each group is going to make images of animals using tangram puzzle...

...Lesson 5: Live vs. Hatched
Big Ideas of the Lesson
Some animals are born alive.
Some animals hatch from eggs.
Mothers take care of their babies when they are little.
Many baby animals cannot take care of themselves.
Abstract
This lesson focuses on identifying how animals are born. Children read a book and watch videos about life cycles and animal mothers. They make a chart of animals that hatch from eggs and animals that are born alive.
Grade Level Context Expectation(s)
Children will:
generate questions based on observations of various animal life cycles (S.IP.01.12).
communicate and present findings of observations of parent/young characteristics (S.IA.01.13).
classify young animals based on characteristics that are passed on from parents (e.g., dogs/puppies, cats/kittens, cows/calves, chickens/chicks) (L.HE.01.12).
describe the life cycle of animals including the following stages: egg, young, adult; egg, larva, pupa, adult (L.OL.01.21).
Key Concept(s)
adult
egg
growth
life cycle
young/offspring
Instructional Resources
Equipment/Manipulative
Chart paper (1 sheet)
Crayons
Marker
Optional live animal cultures (see Advance Preparation Below)
Pencils
Student Resource
Heller, Ruth. Animals Born Alive and Well. New York: PaperStar, 1982.
---. Chickens Aren’t the Only Ones. New York: PaperStar, 1981.
Kalman, Bobbie. Animals Grow and Change. New York: Crabtree Publishing, 2008....

...LessonPlan in Elementary Mathematics (Grade IV)
Prepared by: Paulene Mae A. Albelar
I. Objectives
At the end of the lesson, the students should be able to:
A. (Cognitive)Multiply 5 or more digit factors having 1 to 3 zeros in both factors without regrouping
B. (Psychomotor)Find the product using the process of long multiplication with ease
C. (Affective)Show carefulness in working with numbers
II. Subject Matter
Skill: Multiply 5 or more digit factors having 1 to 3 zeros in both factors without regrouping.
References: Textbooks in Math 4
Materials: Window Cards
Value: Carefulness
III. Procedure
A. Preparatory Activities
1. Drill
Drill on basic multiplication facts using window cards. Give them exact time each pupil finishes.
2. Mental Computation
Answer the following in the notebook.
213 842 524 400 328
x 4 x 2 x 3 x 6 x 3
3. Review
Show how to solve for the product using the long way on the board. Elicit the steps, be sure you follow correctly and carefully the steps in multiplying using long method. Are you also careful in doing other things aside from activities in Math? How?
Find the product:
65432
x 765
What did you do to get the correct product?
4. Motivation
Sing the song (tune: Are you sleeping)
Mathematics! Mathematics!
How it thrills, how it thrill
Addition, Subtraction
Multiplication, Division
Mental Math! Mental Math!
(Repeat)...

...Assignment 1: Backward Mapping, 5 lesson Overview and LessonPlan.
Work Sample Outcomes:
NS2.1- Counts, orders, reads and records numbers up to four digits.
NS2.2- Uses mental and written strategies for addition and subtraction involving two, three and four digit numbers.
Work Sample Task:
Student is asked to solve problems in their head (mentally) and record the strategy that they used. The problems were;
34+17
73-35
63+29
162-69
Possible indicators from work sample:
1. Reads, writes and says three and four digit numbers.
2. Records three and four digit numbers using expanded notation.
3. Explains and records methods for adding and subtracting.
4. Uses split strategy for addition and subtraction.
Are indicators achieved or not:
1. Hard to determine but looking at the work sample would determine that the student can read, write and say three digit and four digit numbers. (yes)
2. The student can explain and record methods for adding and subtracting but is not using the correct process method but only in the jump strategy. (no)
3. The student uses the split strategy to obtain the correct answer for the question 34+17 and shows correct working. (yes)
Analysis of achievement and errors- learning needs:
The student is:
Using formal algorithms correctly and showing the decomposition method correctly.
Student understands place...

...Pia Elaine C. Niango
2EED-1A
I. Objectives
The pupils should be able to:
1. Read a playlet;
2. Use personal pronouns – I, you, he, she, it, they, we
3. Name the personal pronouns in sentences;
4. Supply the appropriate pronouns in sentences;
5. Describe pictures by using pronouns;
6. Note details by answering Who, Where, and What questions;
Values: Exhibit love and care for little sister or brother in the family.
II. Subject Matter
The Baby Comes Home
Personal Pronouns (I, you, he, she, it, they, we)
Reference:
My World of English 1 – Language and Reading, pp. 82-88
III. Procedure
A. Preparation
a. Review
Recall previous lesson by asking the pupils the meaning of noun and give some examples of it.
b. Motivation
The teacher shows puppets. Name them and tell something about them to introduce personal pronouns - I, you, he, she, it, they, and we.
c. Drill
Call on five pupils to act-out the playlet on pp. 82-84 while others would read or follow with their eyes.
B. Lesson Proper
After reading the playlet, discuss the questions under Noting Details on p. 85. After this, ask pupils to turn their books to p. 85 and discuss with them the pronoun and its classification – personal pronouns: I, you, he, she, it, they, and we. On p. 86, go over the reminders about using singular and plural pronouns.
C. Generalization
Ask...

...LESSONPLAN
Day/Date
:
Time
:
8:40 am – 9:40 am
Standard
:
5
Duration
:
1 hour
Students
:
19 /22
Subject
:
English Grammar
Topic
Theme
:
:
Collective Noun
Sharing , Saving and Spending
General Objectives
The objective of the lesson is make students understand collective nouns and use collective nouns in the correct form.
Learning Outcomes
At the end of the lesson, students should be able to:
1. Differentiate regular and irregular verb in simple past tense
2. Differentiate the use of past and present tense form of verbs
3. Use the simple past tense of regular and irregular verbs for expressing past actions orally and in writing.
Contents
Language Skills
(only for language lessons)
Writing
Speaking
Reading
Values
1. Saving is a good deed.
Prior Knowledge
Students have learned the following items in previous classes:
1. The meaning and functions of verb.
2. The rules of simple present tense.
3. The rules of simple present tense in singular and plural form.
Instructional Aids
Textbook
1. Video
2. Slide show
3. Ball
Set Induction
1. Teacher shows a video. ( a short story )
2. Pupils watch the video.
3. Teacher posts some questions about the video.
Example : What did you see along the story?
A herd of buffaloes
A school of fish
A flock of birds.
4. Teacher highlight the words in bold and relate the video to today’s lesson.
Presentation
1. Teacher shows some...

...Department of Education
Region X
Division of Bukidnon
District of Dangcagan
Dangcagan Central Elementary School
LESSONPLAN IN KINDERGARTEN
Week: 30
Day: Monday
I – Content Focus:
People can buy different kinds of food in the market
II – Meeting Time 1:
Message:
Some people buy their food from the public market
Questions:
Have you ever been to a market? What does your family buy from the market?
III – Work Period 1:
Teacher-supervision:
Picture Cards: Foods sold in the market
Objective/competency:
To identify the different food items that can be bought in the market.
Materials:
Picture Cards, Scotch tape
Procedures:
1. Picture cards will be shown to the children one by one.
2. Let the children identify the picture being shown.
3. Ask the children who wanted to stick the picture on the board.
4. Choose one child from the group to stick the picture.
IV – Meeting Time 2:
Sing: Watermelon, Watermelon
Watermelon, watermelon
Papaya, papaya
Banana, banana, banana, banana
Fruit salad, fruit salad
Brainstorming about the food being shown through picture cards.
Questions:
What are the foods that can be bought in the market?
V – Supervised Recess:
Prayer, washing of hands, eating of snacks, brushing of teeth
VI – Rest/Story time:
“Ang Alamat ng Pakwan”
VII – Work Period 2:
Teacher supervised:
Drawing/Oral: Kung ikaw si Owel, ano ang gusto mong kainin at bakit?...

...SAMPLELESSONPLAN 3: MATHEMATICS
|Content Objective: |Language Objective: |
|(Aligned with TEKS) |(Aligned with ELPS)(3C) |
|6.9A Construct sample spaces using lists and tree diagrams. |Speak using grade-level content area vocabulary in context to |
| |internalize new English words and build academic language |
| |proficiency. |
|Vocabulary: |Visuals, Materials & Texts: |
|probability, event, outcome, sample space, tree diagram |graphing calculators, dice, coins, poster of tree diagram, index |
| |cards for visual/verbal word association cards. |
|Activities |Check for...

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