This ethnographic study was designed to determine the mathematics concepts present in local handicrafts and to construct lesson plans based on these concepts. It was conducted in a handicrafts shop at Brgy. Guihaman, Leganes, Iloilo, wherein the three workers of the said shop including the owner served as participants. The research process entailed five phases namely, (1) getting started: review of related literature, searching for informants, and preparation of materials; (2) collection of data: participant observation, in-depth interview, and taking photographs of handicrafts; (3) analysis of data: transcribing and coding, finding themes, and triangulation; (4) verification: member-checking; and (5) producing an output: designing lesson plans integrating the concepts in local handicrafts. In the finding themes, the domain, taxonomic and componential analysis in Spradley’s Developmental Research Sequence was applied. The analyses revealed that several mathematics concepts were indeed present in local handicrafts. These encompass concepts from the strand of the K to 12 Curriculum which include (a) numbers and number sense: basic arithmetic, and proportion; (b) measurement: dimension; (c) patterns and algebra: patterns; and (d) geometry: congruence, parallelism, perpendicularity, polygons, and three-dimensional Euclidean figures.