Mathematics 1 Learning Activity Sheets PDF

1 MATHEMATICS Learning Activity Sheets Quarter 1: Week 1-9 ENGLISH Division of Angeles City 1  MATHEMATICS 1 LEARNING ACTIVITY SHEET Visualizing and representing numbers from 0 to 100 Name:...

1 MATHEMATICS Learning Activity Sheets Quarter 1: Week 1-9 ENGLISH Division of Angeles City 1  MATHEMATICS 1 LEARNING ACTIVITY SHEET Visualizing and representing numbers from 0 to 100 Name: _____________________________________ Q1-Wk 1-LC1 Section: ___________________ Date: _______________ Background Information: Numbers are used in counting the things around us. In the examples below, we will see that numbers can be written in symbols or in words. 1. 5 pencils or five pencils 2. 3 balls or three balls 3. 20 erasers or twenty erasers 4. 7 bags or seven bags Learning Competency with Code Visualizes and represents numbers from 0 to100 (M1NS-Ia-1.1) 2 Activity 1 Study the pictures and count the objects. Box the correct number of objects. 1. How many are the chairs? 1 2 3 4 2. How many pairs of shoes are there? 8 12 14 16 3. How many atis are there? 10 15 20 30 4. How many books are there? 4 3 2 1 5. How many bananas are there? 8 10 13 15 3 Activity 2 Draw a line to connect the group of objects in column A with the correct number in column B. Column A Column B 1. 1 2. 3 4 3. 4. 6 5. 2 Activity 3 Fill in the missing numbers 1-100. Count and write the numbers in order in the boxes. 4 References Department of Education. 2012. “Mathematics: Kagamitan ng Mag-aaral (Tagalog)” DepEd Learning Portal. Accessed July 20, 2020. https://lrmds.deped.gov.ph/detail/4938 Answer Key Activity 3 Activity 1 4 8 30 4 13 Activity 2 Prepared by: Illustrated by: Maryjoy Santos Krislene Ida N. Mercado Translated by: Normita B. Pineda 5  MATHEMATICS 1 LEARNING ACTIVITY SHEET One More and One Less Name: _____________________________________ Q1-Wk 2-LC1 Section: ___________________ Date: _______________ Background Information One less means to take away 1. It means our number is getting smaller. One more means to add 1 more. It means the number is getting bigger. If a number is one more than another number, we use the expression one more. If a number is one less than another number, we use the expression one less. One More + One Less - “One More” This is Alyssa. On her birthday, she got two sets of gifts. She said that she got more blouses than skirts. Who got gifts on her birthday? How many sets of gifts did she get? What did Alyssa say about her gifts? Is Alyssa right? How do you know? Possible solutions are: Example 1 There are 4 blouses and 3 skirts. When counting, 4 comes after 3. This means that 4 is more than 3. So, Alyssa is right. 6  Example 2 If we pair the skirts and blouses, we will get the following: There is one extra blouse with no skirt as a pair. This means that there are more blouses than skirts. So, Alyssa is right. Example 3 Let us use counters to show the number of blouses and the number of skirts. To get 4 sticks we need to add one more stick to 3 sticks. So, there are more blouses than skirts. So, Alyssa is right. Number of blouses Number of skirts “One Less” This is Carlo. He has two sets of toys. He said that he has less toy cars than balls. Who has two sets of toys? What are the two sets of toys that he has? What did Carlo say about his toys? Is Carlo right? How did you know? Possible solutions are: Example 1 There are 5 toy cars and 6 balls. When counting, 5 comes before 6. This means that 5 is less than 6. So, Carlo is right. 7  Example 2 If we pair the toy cars and balls, we will get the following: There is one ball with no car as a pair. This means that there are less toy cars than balls. So, Carlo is right. Example 3 Let us use counters to show the number of balls and toy cars. To get 5 sticks we need to take away one stick from 6 sticks. So, there are less toy cars than balls. So, Carlo is right. Number of balls Number of toy cars Learning Competency with code: Identifies the number that is one more or one less from a given number. (M1NS-Ib-3) PRACTICE A Give the value of the number MORE than one. 1.) 10 2.) 14 3.) 25 4.) 16 5.) 50 8 PRACTICE B Give the value of the number LESS than one. 1.) 7 2.) 15 3.) 19 4.) 27 5.) 48 PRACTICE C Draw the given shape that is one MORE than the given number on the left side. 1.) 7 2.) 9 Draw the given shape that is one LESS than the given number on the left side. 3.) 15 4.) 20 9 5.) 12 PRACTICE D Write the total number of the figures MORE than one. Write the total number of the figures LESS than one. 10 References Elementary Mathematics Teacher’s Guide , 2017 Grade 1 https://www.mathsisfun.com/definitions/rounding.html https://www.extremetech.com/extreme/303740-car-of-the-year-extremetechs- best-cars-for2020 Answer/key PRACTICE A Give the value of the number MORE than one. 1.) 11 4.) 17 2.) 15 5.) 51 3.) 26 PRACTICE B Give the value of the number LESS than one. 1.) 6 4.) 26 2.) 14 5.) 47 3.) 18 PRACTICE C PRACTICE D 1. 19 4. 15 2. 8 5. 19 3. 10 Prepared: Illustrated: IVY P. BAÑEZ ROMMEL G. SALEM Teacher I Teacher III ELISA M. REYES Teacher I 11  MATHEMATICS 1 LEARNING ACTIVITY SHEET Regroup sets of ones into sets of tens and sets of tens into hundreds using objects. Name: _____________________________________ Q1-Wk 3-LC1 Section: ___________________ Date: _______________ Background Information Regrouping in math is a term used to describe the process of changing groups of ones into tens to make adding and subtracting easier. Carla’s mother is an online seller of lemons. She helps her mom by packing 10 lemons in each plastic bag. If there were 35 lemons, how many plastic bags would she need to pack the lemons by tens? Therefore, 3 tens and 5 ones = 35. So, Carla needs 3 plastics to pack 35 lemons by tens. Example 2 There are 43 stars 12 We can regroup the stars by 10s to show that there are 4 tens and 3 ones. So, in 43 there are 4 tens and 3 ones. Example 3 If there are 120 blocks, how many sets of hundreds? How many sets of tens? Therefore, 1 hundred and 2 tens = 120 blocks 1 hundred 2 tens Remember: - In regrouping ones to tens, count each set of tens. - In regrouping tens to hundreds, count each set of hundreds. Learning Competency with code: Regroups sets of ones into sets of tens and sets of tens into hundreds using objects (M1NS-Id-5) 13 Practice A Count the objects in each set. Regroup each set by tens. 1. How many balls are there? __________ How many sets of 10? __________ 2. How many flowers are there? __________ How many sets of 10? __________ 3. How many bananas are there? __________ How many sets of 10? __________ 4. How many paperclips are there? __________ How many sets of 10? __________ 14  5. How many pencils are there? _________ How many sets of 10? __________ Practice B Regroup the blocks by hundreds. 1. There are _____ hundreds, _____ tens, and _____ ones. How many blocks are there? _________ 2. There are _____ hundreds, _____ tens, and _____ ones. How many blocks are there? _________ 3. There are _____ hundreds, _____ tens, and _____ ones. How many blocks are there? _________ 15  4. There are _____ hundreds, _____ tens, and _____ ones. How many blocks are there? _________ 5. There are _____ hundreds, _____ tens, and _____ ones. How many blocks are there? _________ Practice C Draw the given number of objects in each set. 1. 2 sets of 10 leaves 16  2. 5 sets of 10 diamonds 3. 3 sets of 10 triangles 4. 4 sets of 10 stars 5. 10 sets of 10 sticks References: Elementary Mathematics Learner’s Material (Grade 1), 2015 Websites: https://study.com/academy/lesson/what-is-regrouping-in-math-definition-subtraction-addition.html http://southeastagnet.com/2017/07/28/agri-view-lemon-imports/ https://ya-webdesign.com/explore/lemon-png- transparent-background/ https://www.clipartkey.com/view/iTmJbJ_most-plastic-bags-are-completely-recyclable-clipart-plastic/ https://www.2nd-grade-math-salamanders.com/place-value-blocks.html https://www.pinclipart.com/maxpin/hmxhw/ 17 Answers key Practice A 1. 20 balls, 2 sets of 10 4. 78 paperclips, 7 sets of 10 2. 33 flowers, 3 sets of 10 5. 98 pencils, 9 sets of 10 3. 40 bananas, 4 sets of 10 Practice B 1. 1 hundreds, 4 tens and 3 ones = 143 blocks 2. 3 hundreds, 1 tens and 5 ones = 315 blocks 3. 4 hundreds, 0 tens and 8 ones = 408 blocks 4. 7 hundreds, 5 tens and 0 ones = 750 blocks 5. 5 hundreds, 5 tens and 5 ones = 555 blocks Practice C Draw the given number of objects in each set. 1. 2 sets of 10 leaves 2. 5 sets of 10 diamonds 3. 3 sets of 10 triangles 4. 4 sets of 10 stars 5. 10 sets of 10 sticks IIIII IIIII IIIII IIIII IIIII IIIII IIIII IIIII IIIII IIIII IIIII IIIII IIIII IIIII IIIII IIIII IIIII IIIII IIIII IIIII Prepared: Illustrated BEA S. CABRERA ROMMEL G. SALEM Cutcut Elementary School F. G. Nepomuceno Memorial High School Teacher I Teacher III 18  MATHEMATICS 1 LEARNING ACTIVITY SHEET Comparing two sets using the expressions “less than, “more than”, and “as many as” and ordering sets from least to greatest and vice versa. Name __________________________________ Q1-Wk4-LC1 Section _________________________ Date ______________ Background Information The symbol < (less than) means that one set is smaller than the other set. For example: < The symbol > (more than) means that one set is more than the other set. For example: > The symbol = (as many as) means that values are the same. For example: = In arranging sets from the smallest to largest sets, the sets of objects are arranged from least to greatest, while arranging sets from largest to smallest sets of objects are arranged from greatest to least. For example: Least to Greatest 5 7 8 10 12 19 Greatest to Least 12 10 9 4 1 Learning Competencies and Code Compares two sets using the expressions “less than”, “more than”, and “as many as” and orders sets from least to greatest and vice versa. (M1NS-Id-6 and M1NS-Ie-7) Practice A Circle the set that is lesser in each row. 20 Practice C Circle the set that shows as many as the set of objects on the left. 21 Practice D Compare the set of objects by writing the symbol >, < and = Practice E Determine the number of objects in each box and arrange the following from least to greatest. Determine the number of objects in each box and arrange the following from greatest to least. 22 References: Grade 1 Learner Materials and Teacher Guide in Mathematics 1 DepEd Common www.math-only-math.com www.mometrix.com www.smartickmethod.com www.worksheetfun.com www.letsshareknowledge.com Answer Key Practice A Practice B Practice E: Least to Greatest: 3, 4, 5, 9 Greatest to Least 9, 8, 4, 1 Prepared: JOAN L. RIVERA Teacher Illustrated: ROMMEL G. SALEM Teacher III 23  MATHEMATICS 1 LEARNING ACTIVITY SHEET Reading and Writing Numbers up to 100 in Symbols and in Words Name __________________________________ Q1-Wk5-LC1 Section _________________________ Date ______________ Background Information for Learners Hello. How are you today? Look at the picture below. How many fingers are there in both hands? Let us count them. What is written above each finger? They are called numbers. A number is used when we count the things around us. It can be expressed by a word, symbol or figure. Numeral – is a symbol or figure expressing a number. Number words- these are numbers written in words Examples: Pictures Numeral Number Word 1 One 5 Five 10 Ten Learning Competency with code: Reads and writes numbers up to 100 in symbols and in words. M1NS-If-9.1 Directions/Instructions Let us now read the numerals and number words in the chart below. Ask mother or father to help you, so you can read them correctly. 24 Numeral Number words Numeral Number words 0 Zero 50 Fifty 1 One 51 Fifty-one 2 Two 52 Fifty-two 3 Three 53 Fifty-three 4 Four 54 Fifty-four 5 Five 55 Fifty-five 6 Six 56 Fifty-six 7 Seven 57 Fifty-seven 8 Eight 58 Fifty-eight 9 Nine 59 Fifty-nine 10 Ten 60 Sixty 11 Eleven 61 Sixty-one 12 Twelve 62 Sixty-two 13 Thirteen 63 Sixty-three 14 Fourteen 64 Sixty-four 15 Fifteen 65 Sixty-five 16 Sixteen 66 Sixty-six 17 Seventeen 67 Sixty-seven 18 Eighteen 68 Sixty-eight 19 Nineteen 69 Sixty-nine 20 Twenty 70 Seventy 21 Twenty-one 71 Seventy-one 22 Twenty-two 72 Seventy- two 23 Twenty-three 73 Seventy- three 24 Twenty-four 74 Seventy- four 25 25 Twenty-five 75 Seventy-five 26 Twenty-six 76 Seventy-six 27 Twenty-seven 77 Seventy-seven 28 Twenty-eight 78 Seventy-eight 29 Twenty-nine 79 Seventy-nine 30 Thirty 80 Eighty 31 Thirty-one 81 Eighty-one 32 Thirty-two 82 Eighty- two 33 Thirty-three 83 Eighty-three 34 Thirty-four 84 Eighty-four 35 Thirty-five 85 Eighty-five 36 Thirty-six 86 Eighty-six 37 Thirty-seven 87 Eighty-seven 38 Thirty-eight 88 Eighty-eight 39 Thirty-nine 89 Eighty-nine 40 Forty 90 Ninety 41 Forty-one 91 Ninety-one 42 Forty-two 92 Ninety-two 43 Forty-three 93 Ninety-three 44 Forty-four 94 Ninety-four 45 Forty-five 95 Ninety-five 46 Forty-six 96 Ninety-six 47 Forty-seven 97 Ninety-seven 48 Forty-eight 98 Ninety-eight 49 Forty-nine 99 Ninety- 100 One Hundred 26 Did you read them correctly? If yes, Congratulations! You did great! Now, try to answer the exercises prepared for you. Exercise 1: Read and trace the numeral and number words below 27 Exercise 2. Write the number word of the numeral on the line. Example: 12 - twelve 1. 19 - __________________________________________ 2. 35 - __________________________________________ 3. 44 - __________________________________________ 4. 57 - __________________________________________ 5. 62 - __________________________________________ Exercise 3. Choose and encircle the correct numeral for each number word. 1. fifty-four 34 54 45 2. sixty-seven 66 67 68 3. sixty-nine 69 96 19 4. eighty-four 84 64 94 5. one hundred 1 10 100 Exercise 4. Match the number words in Column A to its numeral in Column B. Write the letter on the blank before each number. A B _______1. eighty a. 17 _______2. thirty-six b. 23 _______3. twenty-three c. 36 _______4. seventeen d. 80 _______5. ninety-eight e. 98 28 References Department of Education. 2012. “Mathematics: Kagamitan ng Mag-aaral (Tagalog)” DepEd Learning. Sibs Publishing House, Inc. 2014.” Integrative Mathematics Grade 1” https://www.superteacherworksheets.com/multiplication/nines-trick.pdf Answer Key: Exercise 1 Exercise 2 Exercise 3 1.8 –eight 1.19 –nineteen 1.54 2.10- ten 2. 35- thirty-five 2.67 3. 15- fifteen 3. 44- forty-four 3.69 4. 22- twenty-two 4. 57- fifty-seven 4.84 5. 30- thirty 5. 62-sixty-two 5.100 Exercise 4. 1. d. 80 2. c. 36 3. b. 23 4. a. 17 5. e. 98 Prepared: JENNIFER J. BELTRAN Teacher 3 Angeles Elementary School 29  MATHEMATICS 1 LEARNING ACTIVITY SHEET Visualizes and gives the place value and value of a digit in one- and two-digit numbers and renames numbers into tens and ones. Name __________________________________ Q1-Wk6-LC1 Section _________________________ Date ______________ Introduction and Key Concept This lesson will let students show their skill in visualizing and writing place value of each number. Place Value - is the value of each digit in a number. Example: 83 Tens Ones 8 3 83 – ones 83 – tens Other examples: 92 – 9 tens and 2 ones 17 – 1 tens and 7 ones Learning Skills and codes Visualizes and gives the place value and value of a digit in one- and two-digit numbers. M1NS-Ig-10.1 Renames numbers into tens and ones. M1NS-Ig-11 Instructions Since you already know and learned how to write and visualize place value, you can do the activities I have prepared for you. 30 Follow these instructions in order to answer and finish the given Activities: 1. Read and understand the instructions and recall on how we studied the lesson. 2. Try to do it alone to learn more. You can ask questions if you cannot understand it. 3. Do your best and try to finish the given activities. ACTIVITY 1 Write the place value of number underlined number on the space provided. 1. 31 - _____________ 2. 85 - _____________ 3. 78 - _____________ 4. 52 - _____________ 5. 43 - _____________ ACTIVITY 2 Put a check mark ( ) in the box based on what is asked by the question in each number. Place Value Question Tens Ones 1. In 84, what is the place value of 4? 2. In 91, what is the place value of 9? 3. In 89, what is the place value of 8? 4. What is the place value of 4 in 42? 5. What is the place value of 7 in 57? 31  ACTIVITY 3 Give the equivalent of tens and ones. a. 87 = _______________________________________________ b. 16 = _______________________________________________ c. 52 = _______________________________________________ d. 91 = _______________________________________________ e. 34 = _______________________________________________ ACTIVITY 4 Count the blocks and write the number in the box. Write the corresponding place value in each number. Place Value Number Tens Ones 1. 2. 3. 4. 32 5. References Mathematics Grade 1 – Kagamitan ng Mag-aaral Department of Education – Bureau of Learning Resources (Deped –BLR) Prepared by: Apple Joy B. Agapito Teacher I Sta. Teresita Elemetary School 33  MATHEMATICS 1 LEARNING ACTIVITY SHEET Comparing and Ordering Numbers Up to 100 Name __________________________________ Q1-Wk7-LC1 Section _________________________ Date ______________ Introduction: (Key Concept) Lani, Lulu and Lita are friends. They love to eat fruits. Look at the pictures below showing the fruits that they ate within three days. Lani Lulu Lita Did you count the fruits that each one of them ate? Who do you think ate the most number of fruits? least number of fruits? Who among them ate the same number of fruits? 1. Number of fruits eaten by Lani. ________ (5) 2. Number of fruits eaten by Lulu. ________ (4) 3. Number of fruits eaten by Lita. ________ (4) The number of fruits that Lani ate was more than ( > ) Lulu. 5 > 4 The number of fruits that Lani ate was more than ( > ) Lita. 5 > 4 The number of fruits that Lulu ate was less than ( < ) Lani. 4, < , =. ____ a. 35 10 ____ c. 6 16 ____ e. 45 50 ____ b. 25 25 ____ d. 18 18 Activity 2 Fill in the blanks. Write more than, less than, or same as. a. 15 is 25 b. 25 is 32 c. 46 is 46 d. 55 is 5 e. 29 is 29 Activity 3 Choose the correct number based on the given situation. SITUATION CHOICES ANSWER 1. More than 10 8 11 5 2. Less than 64 46 70 68 3. Same as 39 19 80 39 4. More than 59 46 40 66 5. Less than 17 70 16 20 36 Activity 4 A. Draw the missing group of objects to complete the sequence of numbers from largest to smallest. 1. 2. 3. B. Draw the missing group of objects to complete the sequence of numbers from smallest to largest. References: Department of Education – Bureau of Learning Resources (Deped –BLR). 2017. Mathematics Grade1 “ Kagamitan ng Mag-aaral”. Department of Education. 2014. Learning Materials in Mathematics (Quarter 1) K to 12 Grade1 Answer Key Activity 1. Activity 2. Activity 3. a. 35 > 10 a. less than 1. 11 __ b. 25 = 25 b. less than 2. 46 X_ c. 6 < 16 c. same as 3. 39 _ d. 18 = 18 d. more than 4. 66 X e. 45 < 50 e. same as 5. 16 Activity 4. Answers may vary. 37  MATHEMATICS 1 LEARNING ACTIVITY SHEET Identifying, Reading and Writing Ordinal Numbers: 1st, 2nd, 3rd, up to 10th and Recognizing and Comparing Coins and Bills up To PhP100 and Their Notations Name __________________________________ Q1-Wk8-9-LC1 Section _________________________ Date ______________ Introduction and Key Concept In this lesson, students will show their skills in writing and reading ordinal numbers and will know about the Philippine money. Example: Mang Tasyo and his daughter Nena went to town to buy food that they will prepare for the upcoming feast. His daughter lined up at the market to buy milk and other salad ingredients. Nena was fifth in line and when she was in the cashier, she paid 100 pesos for the milk and ingredients she bought. While Mang Tasyo is at the meat and fish section, he was eighth in the line. He then paid 80 pesos for the meat he bought. In what order was Nena lined up at the market? Write the word and its symbol.  She was fifth or 5th in the line. In what order was Mang Tasyo lined up at the market?  He was eighth in the line or 8th. How much did Mang Tasyo and Nena pay?  They paid 180 pesos or ₱ 180. 1 Lita 2 3 4 5 Jose Johan Ogie Cleo first second third fourth fifth 1 st 2 nd 3 rd 4 th 5 th 38 Answer these questions. 1. Who is first in the line?________(Lita) 2. At what ordinal place is she? _______(1st) 3. At what place is Johan? __________(3rd) 4. Who is last in line? ______(Cleo) 5. At what ordinal place is she? _______ (5th) Example 2: Philippine Bills and Coins BILLS AMOUNT ₱ 20.00 ₱ 50.00 ₱ 100.00 Coins Amount ₱ 10.00 ₱ 5.00 ₱1.00 ₱ 0.25/ 25₵ ₱ 0.10/ 10₵ ₱ 0.05/ 5₵ 39 Learning Skills and codes Identifies, reads and writes ordinal numbers: 1st, 2nd, 3rd, up to 10th object in a given set fr of reference. M1NS-Ii-16.1 and M1NS-Ii-17.1 Recognizes and compares coins and bills up to PhP100 and their notations. M1NS-Ij-19.1 Instructions Since you already know how to read and write the ordinal numbers and the Philippine coins and bills, you can do the activities I have prepared for you. Follow these instructions to answer and finish the given activities: 1. Read and understand the directions and always keep in mind how we learned this topic. 2. Try to do it alone to learn more. You can ask questions for the items that are not clear to you. 3. Do your best and try to finish the given activities. ACTIVITY 1 Look at the fruits from left to right. Write the ordinal number of each fruit in the blank: ______ 1. ______ 6. ______ 2. ______ 7. ______ 3. ______ 8. ______ 4. ______ 9. ______ 5. _______ 10. 40 ACTIVITY 2 Follow the instruction given for each item. Start counting from left to right: 1. Circle the 6th bag. 2. Check ( √ ) the third table. 3. Draw a star on the 1st flower. 4. Cross-out ( X ) the 10th pencil. 5. Box the fifth book. ACTIVITY 3 Write the symbol for the given ordinal number. ________1. seventh ________2. fifth ________3. eighth ________4. third ________5. ninth 41 ACTIVITY 4 Write the amount of the Philippine coins and bills on the blank. References Department of Education – Bureau of Learning Resources (Deped –BLR). 2017. Mathematics Grade1 “ Kagamitan ng Mag-aaral”. Department of Education. 2014. Learning Materials in Mathematics (Quarter 1) K to 12 Grade1 www.ebay.com. Prutas – eBay Official Site. Accessed August 26, 2020. https://ph.images.search.yahoo.com/yhs/search?p=mga+prutas+picture+black+and+wh ite+clipart&fr=yhs-ddc-ddc_bd&hspart=ddc&hsimp=yhs- ddc_bd&imgurl=http%3A%2F%2Fgetcolorings.com%2Fimages%2Fvegetable-basket- coloring-pages.jpg#id=65&iurl=https%3A%2F%2Fwikiclipart.com%2Fwp- content%2Fuploads%2F2016%2F10%2FAppleblack-and-white-black-and-white-apple-clip- art-3.jpg&action=click 42  Answer Key Activity 3 Activity 4 1. 7th 2. 5th 3. 8th 4. 3rd 5. 9th Prepared: JENNIFER C. CORTEZ Teacher 1 Angeles Elementary School APPLE JOY B. AGAPITO Teacher I Sta. Teresita Elementary School 43