1

Lesson Exemplar Quarter

3 Week

for Mathematics 6
Lesson Exemplar for Mathematics Grade 1
Quarter 3: Week 6
This material is intended exclusively for the use of teachers in the implementation of the MATATAG K to 10 Curriculum. It aims to assist in delivering
the curriculum content, standards, and lesson competencies.

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Published by the Department of Education

Secretary: Sonny M. Angara
Undersecretary: Gina O. Gonong

Development Team

Writer: UP NISMED (Aida I. Yap and Aldrin O. Nazareno) Melanie C. Unida and Richie Noveloso
Content Reviewer: Language
Gemma B. Evaluators:
Espadero and
Illustrator:
Ellen Dela Cruz Jason O. Villena
Layout Artist: Lorraine Anne B. Ang

Management Team
Bureau of Curriculum Development, Bureau of Learning Delivery, Bureau of Learning Resources
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 MATATAGK to 10 School STA. MONICA ELEMENTARY SCHOOL Grade Level 1
Curriculum - Weekly Name of Teacher RHEA A. LANZADERAS Learning Area Mathematics
Lesson Log Teaching Dates and Time Week 6 (January 27-31, 2025) Quarter Quarter 3
Day 1 Day 2 Day 3 Day 4
I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES
A. Content: Numbers and Algebra
B. Content
The learners should have the knowledge and understanding of subtraction of numbers where both numbers are less than 100.
Standards
C. Performance
By the end of the quarter, the learners are able to perform subtraction of numbers where both numbers are less than 100.
Standards
D. Learning The learners
Competencies  Solve subtraction problems (given orally or in pictures) where both numbers are less than 20.
 Subtract numbers where both numbers are less than 100 using concrete and pictorial models, without regrouping:
a. 2-digit minus 1-digit numbers, and
b. 2-digit minus 2-digit numbers.
 Subtract numbers by expressing minuends and subtrahends as tens and ones (expanded form), without regrouping.
E. Learning At the end of the lesson, the learner At the end of the lesson, the learners At the end of the lesson, the learners At the end of the lesson, the
Objectives should be able to subtract 2-digit should be able to subtract 2-digit should be able to: learners should be able to
numbers from 2-digit numbers using numbers from 2-digit numbers in  subtract 2-digit numbers from 2- subtract numbers without
concrete and pictorial models, verOcal form, without regrouping. digit numbers in verOcal form, regrouping by expressing
without regrouping. without regrouping, and minuends and subtrahends as
 find missing digits in tens and ones (expanded form).
subtracOon sentences.
II. TEACHING AND LEARNING PROCEDURES
Before the Lesson/Pre-lesson Proper
Activating Prior Have a drill/review on subtraction Have a drill/review on subtraction Have a drill/review on subtraction facts Ask learners to bring out their
Knowledge facts using flash cards. facts using flash cards. using flash cards. show-me-boards. Let them give
the expanded form of some
numbers.
Examples:
16 = 10 + 6 69 = 60 + 9
93 = 90 + 3 36 = 30 + 6

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Lesson Purpose/ To subtract 2-digit from 2-digit To subtract 2-digit numbers from  To subtract 2-digit numbers from 2- To subtract numbers without
Intention numbers without regrouping using 2-digit numbers in verOcal form, digit numbers in verOcal form, regrouping by expressing
concrete and pictorial models without regrouping without regrouping, and minuends and subtrahends as
 To find missing digits in tens and ones (expanded form).
subtracOon sentences
Lesson Language Subtraction, subtrahend, minuend, subtraction, subtrahend, minuend, subtraction, subtrahend, minuend, subtraction, subtrahend,
Practice difference, taking away, minus, place difference, taking away, minus, difference, taking away, minus, vertical minuend, difference, taking
value chart, digits vertical form, place value chart, form, place value chart, digits away, minus, expanded form,
digits place value chart, digits
During the Lesson/Lesson Proper
Reading the Key
Idea/ Stem
Developing an Post the following problem on the Post the problem from yesterday’s Post two sets of number cards from 0 to Post the given task below on
Understanding of board and read it with the learners. lesson. 9 randomly on one side of the board. the board.
Key Ideas/ Stem 59
Jonas has 25 marbles. He gives 13 Jonas has 25 marbles. He gives 13 9 4 6 2 - 42
5 1 0
marbles to Mark. How many marbles to Mark. How many marbles 3
3 8 7
marbles are le[ with him? are le[ with him? 9 5 2 Ask the learners to give the
0 difference. It is 17.
8 4 6
Assess learners’ understanding of Say that the problem was the one 7
1
the problem situation by asking the they solved yesterday. Ask again for Have them explain how they got
following questions: the number sentence. the answer.
Present a subtraction sentence on the
board and ask the learners to give the
How many marbles does Jonas 25 – 13 = Expected answer:
difference by choosing the answer from
have? He has 25 marbles. 59
the number cards.
Show the solution using longs and - 42
How many marbles did he give to ones in the place value chart. 17
Mark? Jonas gave 13 marbles to
Mark. Tell the learners that they will
learn another way of subtracting
What does the problem ask us to numbers, and this is using
find? We are asked to determine the expanded form.
number of marbles are left with
Jonas after giving 13 to Mark.

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What operation can be used to solve Examples: Ask the expanded forms of 59
this problem? We can use and 42.
subtraction. 3 7 8 6
Expected answers:
What is the subtraction sentence? 3 6 59 = 50 + 9
1 4
25 – 13 = 42 = 40 +2

What do you call 25? It is the 2 3 5 0 Now, subtract 42 from 59,

minuend.
59 = 50 + 9
What is a minuend? It is the number What if we have this? Post this on the - 42 = 40 + 2
from which another number is board.
subtracted. Subtract the numbers in each
5 7 column, starting from the right
What do you call 13? It is the and moving to the left.
subtrahend. 59 = 50 + 9
1 - 42 = 40 + 2
What is a subtrahend? It is the 7
number to be subtracted from 4 2
another number (minuend). 59 = 50 + 9
- 42 = 40 + 2
What do you call the result when Can you find the missing number to 10 + 7
subtracting one number from make the subtraction sentence true?
another? It is called the difference. The difference is the sum of the
Get the learners’ ideas. Have them values obtained from each
Have learners think of how they can explain why the missing number is 5. column – 10 + 7 = 17
use concrete objects, drawings or
pictorial models to get the answer Therefore, 25 – 13 =12. Possible ways: 59 = 50 + 9
or difference. 1. I thought of a number which when - 42 = 40 + 2
Tell the learners that they will learn subtracted from 7 gives 2. It is 5 17 = 10 + 7
Possible strategies: how to subtract in vertical form because 7 - 5 = 2
based on the diagram.

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A. Using concrete materials Align the digits of the 2. I know that subtraction and addition Provide two more tasks and ask
1. Represent 25 marbles using chips numbers so that those are inverse operations. I thought of a the learners to perform the
and then remove 13 chips. with the same place number which when added to 2 subtraction using expanded
value are in the same
column.
form.

Subtract the numbers

in each column,
star:ng from the
ones place, and
moving to the le;.

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 Ones place: 5 – 3 = 2 gives 7, i.e., 2 + _ = 7. So, the other Examples:
Tens place: 2 – 1 = 1 number is 5. To check, 7 – 5 = 2.
Therefore, 25 – 13 = 12. 3. I know that if the missing number is 99 = 90 + 9
the subtrahend, I can subtract the - 38 = 30 + 8
Say that such algorithm is called
difference from the minuend: 61 = 60 + 1
subtracVon in verVcal form.
7 – 2 = 5.
Present yesterday’s second problem So, 85 = 80 + 5
5 7 - 52 = 50 + 2
and read it to the learners.
Marjorie has 48 mangoes. Her 33 = 30 + 3
friends ate 26 of those mangoes. 1 5
How many mangoes are left? Have the learners perform the
subtraction using vertical form.
Ask learners to give the subtracOon 4 2 Let them show their answers on
number sentence for the given their show-me boards.
Twelve chips remain. problem. 48 – 26 = Present other subtraction sentences
with one missing digit one at a time. 99 85
Therefore, 25 – 13 = 12.
Have learners explain how they got their - 38 - 52
Post the solution using longs and
answers. 61 33
2. Represent 25 marbles using ones in the place value chart. Show
cubes and arrange them in sets again how subtracOon in verOcal
1. 2. Next, ask the learners to
of 10 cubes. Then, remove 13 column is done. Align the digits of the
4 7 9 compare the differences
cubes. numbers so that those
with the same place
obtained from both methods.
value are in the same Emphasize that both
column. 1 2 3 approaches yield the same
difference. They should
1 6 7 3 conclude that the two methods
are equivalent.
Subtract the numbers
in each column,
star:ng from the 3.
7
ones place, and
moving to the le;.
1 7

6 0

5
Twelve cubes remain.
Therefore, 25 – 13 = 12.

3. Represent 25 using longs and

ones in the place value chart,
which is 2 longs and 5 ones.
Then, take away 13 – one long,
3 ones.

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 Ones place: 8 – 6 = 2 Possible ways for 1:
Tens Ones
Tens place: 4 – 2 = 2 1. I thought of a number which when
Therefore, 48 – 26 = 22. subtracted from 4 gives 1. It is 3
because 4 - 3 = 1
Before letting the learners do some 2. I know that subtraction and addition
problems, reiterate how to subtract are inverse operations. I thought of a
in vertical form. number which when added to 1
gives 4, i.e., 1 + _ = 4. So, the other
Example: number is 3. To check, 4 – 3 = 1.
67 – 44 = 3. I can subtract 1 from 4, 4 – 1 = 3.

1. Align the digits of the numbers so So,

that those with the same place value 4 7
are in the same column.
3 1
There are 2 longs and 5 ones.
2 longs take away 1 long is 1 long.
5 ones take away 3 ones is 2 ones. 1 6
What remains are 1 long (in the tens
place) and 2 ones (in the ones place.) 2. Subtract the numbers in each Possible ways for 2:
Therefore, 25 – 13 = 12. column, starting from the ones 1. I thought of a number from which 3
place, and moving to the left. is subtracted to get 3. It is 6 because
B. Using drawings or pictorial 6 – 3 = 3.
models 2. I know that subtraction and addition
Example: using circles to represent are inverse operations.
the marbles. – 3 = 3, so = 3 + 3.
1. Drawings or pictorial models are So, the missing digit is 6. To check,
used instead of concrete objects. Ones place: 7 – 4 = 3 6 – 3 = 3.
Tens place: 6 – 4 = 2 So,
Therefore, 67 – 44 = 23. 9 6

2 3

7 3

7
Therefore, 25 – 13 = 12. Possible ways for 3:
1. I thought of a number from which 1
2. Drawings or pictorial models are is subtracted to get 6. It is 7 because
used instead of longs and ones. 7 – 1 = 6.
2. I know that subtraction and addition
are inverse operations.
– 1 = 6, so = 1 + 6.
Tens Ones So, the missing digit is 7. To check,
7 – 1 = 6.

So,

7 7

1 7

6 0

Encourage the learners to share their

ideas. Have additional exercises if
needed.

One tens and 2 ones remain if 13 is

removed from 25.
Therefore, 25 – 13 = 12.

Have a class discussion afterward.

Ask some learners to present and
explain their solutions to the
problem. Encourage those with

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unique answers to share their work
as well.
Ask learners about other concrete
materials they can use to solve the
problem. Similarly, ask for other
pictures they can use to represent
the marbles.

If it is the first time learners are

using longs and ones, introduce
these to them.

If no one has suggested using the

place value chart, guide the learners
on how to use it as a strategy. This
will be helpful for introducing
subtraction in vertical form in the
next lessons.

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Deepening Present another problem. Let the Have the learners bring out their What if two digits are missing in the Have the learners bring out
Understanding of learners read it. show-me-boards. subtraction sentence? Can you find the their show-me-boards.
Key Ideas/ Stem missing digits to make the sentence
Marjorie has 48 mangoes. Her friends Show one problem at a time. Give true? Show one problem at a time.
ate 26 of those mangoes. How many them enough time to find the Give enough time for learners
mangoes are left with her? difference using vertical form. 7 3 to find the difference using
Discuss the answer to each problem. expanded form. Discuss the
Assess the learners’ understanding answer to each problem. Have
of the problem by asking questions Examples: the learners compare the
about the problem situation. difference using vertical form.
55 – 34 = 5 2
How many mangoes does Marjorie Examples:
have? Marjorie has 48 mangoes. Expected answer: Get the learners’ ideas. Have them
explain why the missing digits are 2 (in 64 89 51
How many mangoes did her friends the tens place) and 1 (in the ones place). – 23 – 57 - 31
eat? Her friends ate 26 mangoes.

Therefore, 55 – 34 = 21.

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What operation can be used to solve Possible ways: Expected answers:
this problem? We can use 49 – 13 = 1. For the ones place, I thought of a
subtraction. number which when subtracted from 3 64 = 60 + 4
Expected answer: gives 2. It is 1 because 3 – 1 =2. – 23 = 20 + 3
What is the subtraction sentence? Similarly, for the tens place, I thought 41 = 40 + 1
48 -26 = of a number which when subtracted
from 7 gives 5. It is 2 because 7 – 2 = 5. 89 = 80 + 9
Ask learners to solve the problem – 57 = 50 + 7
using counters or by drawings or Therefore, 49 – 13 = 36. 2. I know that subtraction and addition 32 = 30 + 2
pictorial models. Provide learners are inverse operations. For the ones
with counters if they ask for it. place, I thought of a number which 51 = 50 + 1
89 – 26 = when added to 2 gives 3 , i.e., so 2 + _ – 31 = 30 + 1
Possible Strategies: = 3. So, the other number is 1. To 20 = 20 + 0
1. Represent 48 mangoes using Expected answer: check, 3 – 1 = 2. Similarly, for the tens
chips and remove 26 chips place, I thought of a number which
when added to 5 gives 7, i.e., so 5 + _
= 7. So, the other number is 2. To
check, 7 – 2 = 5.
Therefore, 89 – 26 = 63.
3. For the ones place, I can subtract 2
Give more exercises as needed. from 3, 3 – 2 =1. Similarly, for the tens
place, I can subtract 5 from 7, 7 – 5 =
Therefore, 48 – 26 = 22 2.
2. Represent mangoes using cubes
and arrange the cubes in sets of So,
tens and ones. Remove 26 cubes. 7 3

2 1

5 2

Therefore, 48 -26 = 22
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3. Represent 48 using longs and Let the learners try another problem.
ones in the place value chart,
which is 4 longs and 8 ones. 9
Then, take away 2 longs and 6
ones 3

1 5

Get learners’ ideas. Have them explain

why the missing digits are 8 in the ones
place of the minuend and 8 in the tens
place of the subtrahend.

Expected answer:

9 8

There are 4 longs and 8 ones.

8 3
4 longs take away 2 longs is 2 longs.
8 ones take away 6 ones is 2 ones.
What remains are 2 longs (in the 1 5
tens place) and 2 ones (in the ones
place.)
Give other problems if needed.
Therefore, 48 – 26 = 22.

B. Using drawings or pictorial 7 6 6

models
1. This is similar to the strategy of 5 4
3
arranging cubes in groups of tens,
but in this case, we used drawings or
pictorial models instead. 0 3

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 Expected answers:

7 6 8 6

3 6 5 4

4 0 3 2

Challenge the learners to find the

Therefore, 48 – 26 = 22. missing digits in this problem.
2. This is similar to the strategy of
using the place value chart, but in 7
this case, we used drawings or
pictorial models instead.
1

6 8

Possible answers: 9 – 1 = 8; 8 – 0 = 8

In this problem, there can be more than

one answer for each missing digit. The
learners have to think of pairs of
numbers whose difference is 8. There
are two possible answers.

7 9 7 8
Therefore, 48 – 26 = 22.
1 1 1 0
Note: Save the drawings/pictorial
models used in this lesson, as they
will be needed for Day 2’s lesson. 6 8 6 8

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A6er the Lesson/Post-lesson Proper
Making To summarize the lesson, ask the To summarize the lesson, ask the To summarize the lesson, ask the To summarize the lesson, ask
Generalizations and learners to describe how they learners how they subtract 2-digit learners the following questions: the learners the following:
Abstractions subtract 2-digit numbers from numbers from 2-digit numbers in
2-digit numbers using concrete vertical form, without regrouping. How do we find the missing digit in a What is the expanded form of a
materials and drawings/pictorial subtraction sentence without number? Expanded form is a
models, without regrouping. 1. Align the digits of the minuend regrouping? way of writing a number as a
and subtrahend so that those sum of the value of its digits.
What did we use to find the with the same place value are in 1. A digit is missing in the difference
difference? We used concrete the same column. To get the missing digit in the Example: 45
objects and drawings or pictorial 2. Subtract the numbers in each difference, subtract the digit in the The place value of 4 is tens,
models to find the difference. column, starting from the ones subtrahend from the digit in the hence its value is 40. The place
place, and moving to the left. minuend, in the same place value. value of 5 is ones, hence its
How did we use concrete objects or 3. The final result is the difference. value is 5. Thus, the expanded
drawings/pictorial models? First, we 2. A digit is missing in the minuend form of 45 is 40 + 5.
represented the minuend using To get the missing digit in the
either concrete objects or minuend, add the digits in the How do we subtract numbers in
drawings/pictorial models. Then, we subtrahend and difference, in the expanded form?
removed the quanaty indicated by same place value. First, express the given numbers
the subtrahend. The number of in their expanded form. Next,
remaining objects represents the 3. A digit is missing in the subtrahend subtract the numbers in each
difference. To get the missing digits in the column, starang from the ones
subtrahend, we subtract the digit in place, and moving to the lef.
Can we use other concrete objects the difference from the digit in the Finally, add the values obtained
or drawings/pictorial models other minuend, in the same place value. from each column to get the
than what we used in solving the difference.
problem? Yes, we can. 4. Two digits are missing.
Choose one or more strategies from
the three mentioned above that are
appropriate to use.

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Evaluating Learning Let the learners answer Assessment Let the learners do Assessment 2. Let learners do Assessment 3. Let learners do Assessment 4.
1.
Expected answers: Expected answers: Expected answers:
Possible drawing/illustration: 1) 26 2) 49 3) 88 1) 76 2) 25 3) 57
- 14 - 35 - 32 - 35 - 12 - 37
12 14 56 41 13 20

4) 95 5) 73 6) 64 4) 78 5) 68 6) 99 98 97
- 53 - 13 - 20 - 42 - 43 - 42 - 41 - 40
42 60 44 36 25 57 57 57

Additional Activities
for Application or
Remediation (if
applicable)
III. LEARNING RESOURCES
A. References
1. Teacher's Guide
pages
2. Learner's Materials
pages
3. Textbook pages
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4. Additional
Materials from
Learning
Resource (LR)
Portal
B. Other Learning
Resources
IV. TEACHER REFLECTION

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