You are on page 1of 12

School: TACUYONG SUR ELEMENTARY SCHOOL Grade Level: II

GRADES 1 to 12 Learning
DAILY LESSON LOG Teacher: MARIA SUSANA S. CAMINIAN Area: MATH
Teaching Dates
and Time: JUNE 5-9, 2017 (WEEK 1) Quarter: 1ST QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY


I. OBJECTIVES Visualizes and identifies Visualizes and identifies Associates numbers with Associates numbers with Weekly Test
numbers from 101 numbers from 501 sets having 101 up to 500 sets having 501 up to 1000
through 500. through 1000. objects and gives the objects and gives the
number of objects. number of objects
A. Content A.Content Standards A.Content Standards A.Content Standards A.Content Standards
Standards demonstrates demonstrates demonstrates understanding demonstrates understanding of
understanding of whole understanding of whole of whole numbers up to 1000, whole numbers up to 1000,
numbers up to 1000, numbers up to 1000, ordinal numbers up to 20th, ordinal numbers up to 20th, and
ordinal numbers up to ordinal numbers up to and money up to PhP100. money up to PhP100.
20th, and money up to 20th, and money up to
PhP100. PhP100.
B. Performance B.Performance Standards B.Performance Standards B.Performance Standards B.Performance Standards
Standards is able to recognize, is able to recognize, is able to recognize, is able to recognize, represent,
represent, compare, and represent, compare, and represent, compare, and compare, and order whole
order whole numbers up to order whole numbers up to order whole numbers up to numbers up to 1000, ordinal
1000, ordinal numbers up 1000, ordinal numbers up 1000, ordinal numbers up to numbers up to 20th, and money
to 20th, and money up to to 20th, and money up to 20th, and money up to up to PhP100 in various forms
PhP100 in various forms PhP100 in various forms PhP100 in various forms and and contexts.
and contexts. and contexts. contexts.
C. Learning C. Learning C. Learning Competencies/ C. Learning Competencies/ C. Learning Competencies/ Answer test item
Competencies/ Competencies/ Objectives Objectives Objectives with 75% of success.
Objectives Objectives visualizes and visualizes and represents visualizes and represents Follow directions
visualizes and represents numbers numbers from 0-1000 with numbers from 0-1000 with properly.
represents numbers from 0-1000 with emphasis on numbers 101 emphasis on numbers 101 1 000 Answer test with
from 0-1000 with emphasis on numbers 1 000 using a variety of using a variety of materials. speed, accuracy and
emphasis on numbers 101 1 000 using a materials. M2NS-Ia-1.2 honesty
101 1 000 using a variety of materials. M2NS-Ia-1.2 groups objects in ones, tens, and
variety of materials. M2NS-Ia-1.2 groups objects in ones, hundreds.
M2NS-Ia-1.2 tens, and hundreds. M2NS-Ib-2.2
M2NS-Ib-2.2
II. CONTENT Content: Visualization Content: Visualization and Content:Associating Content: Numbers with sets
and Identification of Identification of Numbers Numbers with Sets having having 501 up to 1000 objects.
Numbers from 101 - 500 from 501 - 1000 101 up to 500 objects
III. LEARNING K to12 Curriculum K to12 Curriculum K to12 Curriculum Guide K to12 Curriculum Guide
Guide 2016 Guide 2016 2016 2016
RESOURCES Grade 2 Mathematics Grade 2 Mathematics Grade 2 Mathematics Grade 2 Mathematics page
A. References page 26 page 26 page 26 26
1. Teachers TG in Mathematics pages TG in Mathematics pages TG in Mathematics pages 9 TG in Mathematics pages 13-19
Guide Pages 1-5 (softcopy) 5-9(softcopy) -13 (softcopy) (softcopy)
2. Learners LM in Mathematics pages LM in Mathematics pages LM in Mathematics pages 8- LM in Mathematics pages 11-12 Test paper at lapis
Materials 1-4 5-7 10
pages
3. Text book
pages
4. Additional 1. Counters- such as 1. Pictures 1. Picture, 1. Rubber bonds
Materials drinking straws, sticks, 2. Counters (bottle 2. Bottle caps, sticks, 2. Bottle caps
from seeds, pebbles, coins caps, pebbles, sticks, drinking straws, 3. Sticks
Learning 2. Cutouts of mangoes drinking straws, shells, flashcards, other counters 4. Drinking straws
Resources 3. Drawings/illustration seeds, 3. Cut-outs 5. Flashcards
of a tree 3. Flats, longs, ones Lesson 3 Lesson 4
Lesson 1 4. Cut-outs of objects
5. Number Cards
Lesson 2
B. Other laptop laptop laptop laptop laptop
Learning
Resources
IV.
PROCEDURES
A. Reviewing INSTRUCTIONAL INSTRUCTIONAL INSTRUCTIONAL PROCEDURE INSTRUCTIONAL PROCEDURE
previous PROCEDURE PROCEDURE Preparatory Activities Preparatory Activities
lesson or Preparatory Activities Preparatory Activities 1. Drill 1. Drill
presenting the 1. Drill 1.Drill The teacher will start number Counting numbers using the
new lesson A. Using flash cards A. Ask the pupils to orally pattern, then the pupils number chart 0-100.
complete each item. Write count numbers from 100 should recite
your answer on your Show to 500, 222 to 293, 467 to continuously until the teacher
Me Board 500 stops then
Example: B. Give the next number. a. 100, 200, 300 pupils, 900
Ask the pupils to give the b. 210, 220, 230, pupils 290
number before each c. 405, 406, 407, 408, pupils, Ask:
given number written in 433 2. What two one digit numbers
the flash card d. 695, 696, 697, 698, pupils, when you add give an answer of
C. Ask the pupils to count 710 16? What are the numbers?
backwards numbers 299 to 2. Review How did you get the correct
290, 412 to Shade the objects that give answers?
400 and 500 to 489 the number in the box 3. What two digit numbers
2. Review when you add give an answer of
Count and write the 100? What are the numbers?
correct numeral for each How did you get the correct
B. Let the pupils give the illustration. answer? Explain your answer.
correct number. Review
1. 5 tens + 7 ones = Give the correct answer.
2. 9 tens + 4 ones =
3. 7 tens + 3 ones =
4. 9 tens + 9 ones =
_______
5. 8 tens + 6 ones =
_______
C. Give the correct answer.
Write your answer on your
Show Me Board
1. 6 tens and 3 ones
_____ and ____ ones is
______
2. 5 tens and 8 ones
_____ and _____ ones is
_____
3. 9 tens and 9 ones
_____ and _____ ones is
_____
4. 7 tens and 5 ones
_____ and _____ ones is
_____
5. 8 tens and 8 ones 6. How many hundreds are
_____ and ____ one is _____ there in 400?
Answer: ___________________
7. How many tens are there in
50?
Answer: ___________________
8. How many hundreds, tens
and ones are there in 452?
Answer: ___________________

B. Establishing B. Establishing a purpose B. Establishing a purpose B. Establishing a purpose B. Establishing a purpose


a purpose for the lesson for the lesson for the lesson for the lesson
for the lesson ( 1.Motivation: 1.Motivation 1. Motivation 1.Motivation
Motivation) Show a mango tree with Using number cards the Sing a Song (Tune: Are you STRATEGY: Game BRING ME
numbered fruits in it. Call teacher will show numbers sleeping) Instructions:
the pupils to pick the fruit 2, 7 and 5. Then ask the There are 10 tens (2x) Group the pupils into five.
from the mango tree and pupils to form three digit In 100 in 100 Give each group 3 sets of
read the number written numbers using these Let us add 1 to it, let us add 1 cutout objects with 100s, 10s
on it. numbers. Then ask- what to it and 1s in three colors, red,
is the biggest and smallest Its 101, its 101. yellow and green.
numbers formed? Ask. The teacher will say, Bring me
How many tens are there in 3 red hundreds, 2 yellow tens
100? and 4 green ones
What if we add 100 to 100, The first group who can bring
Ask: what number will be formed? the objects to the teacher wins.
1. Can you eat the number What if we add 20 to 100, Ask:
of fruits shown at the what number will be formed? Why is it important to follow
back? Is it important to know how to directions?
2. Is it too many? Or is it count numbers? What will happen if you do not
few? follow directions?
3. Can you explain how
many is the number you
are holding?

C. Presenting Posing a Task Posing a Task Posing a Task: Posing a Task Present the test
Examples / C. Presenting Examples / C. Presenting Examples / C. Presenting Examples C. Presenting Examples materials.
instances of instances of new instances of new /Instances of new lesson /Instances of new lesson
new lesson lesson( Presentation) lesson( Presentation 2.Presentation Presentation
( Presentation) a. Concrete Divide the class into Ask the pupils to bring out The teacher will post the picture
Activity groups. Provide each group their counters. as illustrated below.
) with counters such as Activity: Call 2 or 3 pupils to read the
Group the pupils by five popsicle sticks or drinking Divide the class into five. Give short story.
depending on the number straws. each group bundles/sets of
of pupils in a class. Make Let the pupils bundle 5 counters of 100s, 10s and 1s.
sure that each pupil has sets of 100 popsicle sticks.
objects bundled or Let the pupils write the
grouped into 100s in trays number symbols on their
or bags. Using the straws, Show Me Board.
the teacher will show Do these lines of Aling Lorna sells quail eggs. She
groupings by 1s, 10s, and questioning until the pupil asks her daughter Karen to
100s. Let the pupils count reach 1000? place 100 quail eggs in each
the number of straws they At these points, the basket and 10 eggs in small
have. teacher will use the flats, paper bags. She also tells her to
b. Pictorial longs and ones. deliver 5 baskets of eggs to
Using the play money- ask Show a chart as shown Aling Maries store and 7 paper
the pupils to count the below, ask the pupils to bags to her friends. She does all
value of the following: complete the table these correctly. Aling Lorna
Example: numbers up to 1000. praises Karen for following all
what she wants her to do. She
also asks her to find the total
number of quail eggs sold. If
you were Karen, can you give
c. Abstract the total number of quail eggs
Let the pupils write the delivered in all?
number symbols that Who sells quail eggs?
represent the value of Who helps Aling Lorna to deliver
money. quail eggs?
What kind of daughter is Karen?
What did her mother do when
she did all her instructions
correctly?
Why did she do all what her
mother told her to do?
Did she know how to follow
directions?
How many hundreds are there?
How many are tens?
Use the illustration example
below
5 hundreds + 7 tens = 570
500 + 70 = 570
Example
Call a pupil to give the number
of 100s, 10s and 1s in the
illustration.
Call another pupil to give the
number of hundreds, tens and
ones.
Call a pupil to give the final
number.
_____ Hundreds + _____ tens +
__ _ ones
_____ + _____ + _____ = _____

Example 2
Divide the class into five.
Distribute bundles or packs of
objects in 100s, 10s and 1s. Let
them give the number following
the example below.

____ Hundreds + ____tens + ____


ones = _______
D. Discussing Performing the Task Performing the Task Performing a Task Performing the Task Explain the direction to
new concepts Processing Processing: Processing Ask : them.
and practicing Ask: How many hundreds Ask: How many popsicle Ask: Processing
new skills #1 are there? sticks do you have? If you Ask each group to complete What did you do to get the number
( Modeling) How many tens? How add another one bundle of the series given below. of hundreds, tens and ones?
many ones? 100, how many are there? Group I 120, 121, 122, 123, Did you count the objects carefully?
What is the total value of 124, 125___, ____, ____, ____,
the money? ____
Ask- What if P 5 added to Group 2 210, 211, 212, 213,
P100? 214, 215 __, ____, ____, ____,
How will you describe the ____
value? Group 3 325, ___, ___, 328,
What is the number? ___, 330, ____, ____, ___, ____
Ask them to write the Group 4 500, 450, 400, 350,
number symbols. ____, ____, ____, ____, ____
Give another illustrative Ask each group record the
example such as 145, 356, process of completing the
275 and 452. series.
Ask the pupils to describe What did you do to discover
and write the number the next five number using
symbols. sets of objects?
How many objects are there
in bigger and smaller
bundles?
E. Discussing E. Discussion of new E. Discussion of new E. Discussion of new concepts E. Discussion of new concepts Giving the standards
new concepts concepts and practice of concepts and practice of and practicing new skills and practicing new skills
and practicing new skills #2(Guided new skills #2(Guided #2(Guided Practice) #2(Guided Practice) Refer to
new skills #2 Practice) Refer to the LM - Practice) Refer to the LM - Refer to the LM Gawain 1 the LM Gawain 1 pahina 11
(Guided Gawain 1 pahina 1 sa Gawain 1 A pahina 5 sa LM pahina 8 Gamit ang mga kongkretong
Practice) Gawain 1 Gawain 1 Ibigay ang tamang bilang bagay gaya ng straw, patpat,
Bilangin ang mga Bilangin ang mga ayon sa nakalarawan. maliliit na bato o kabibe, bumuo
nakalarawang bagay at nakalarawang bagay at ng mga bilang na nakasaad sa
isulat ang katumbas na isulat ang katumbas na bawat bilang gamit ang
bilang nito sa iyong bilang nito sa iyong papel. hundreds, tens at ones.
kuwaderno. Halimbawa:

Sagot: __________

F. Developing F. Developing mastery F. Developing mastery F. Developing mastery F. Developing mastery


mastery ( Independent Practice) ( Independent Practice) ( Independent Practice) ( Independent Practice)
( Independent Gawain 2, pahina 2 sa LM Gawain 2, pahina 6 sa LM Refer to the LM Gawain 2 ) Refer to the LM pahina 12
Practice) Bilangin ang mga Bilangin ang mga pahina 9 Gawain 2
nakalarawang bagay at nakalarawan bagay sa Ibigay ang tamang bilang Bilangin ang mga larawan sa
isulat ang katumbas na Hanay A at itambal ang ayon sa nakalarawan. kahon at isulat ang angkop na
bilang nito sa iyong angkop na bilang nito sa bilang nito sa iyong papel.
kuwaderno. Hanay B. Isulat ang titik
nang tamang sagot sa
iyong sagutang papel.

Sagot: __________
G. Finding G. Finding Practical G. Finding Practical G. Finding Practical G. Finding Practical applications Did you answer the
Practical applications of concepts applications of concepts applications of concepts and of concepts and skills test correctly?
applications of and skills ( Application / and skills ( Application ) skills ( Application / ( Application /
concepts and Valuing) Valuing Valuing)
skills Bilangin ang mga Let the pupils identify the Let the pupils identify the
( Application / nakalarawang bagay at number for each sets of number for each sets of objects.
isulat ang katumbas na objects. Write the number of hundreds,
Valuing) bilang nito sa iyong tens and ones. Then, write the
kuwaderno. number on your paper.
Example:

6 hundreds + 4 tens + 2 ones


600 + 40 + 2 = 642
1. 7 hundreds + 7 tens + 8 ones
_____ _ + __ ____ + _______ =
_________
2. 9 hundreds + 0 tens + 8 ones
_____ _ + __ ____ + _______ =
_________
3. 5 hundreds + 6 tens + 0 ones
_____ _ + __ ____ + _______ =
_________
4. 6 hundreds + 9 tens + 9 ones
_____ _ + __ ____ + _______ =
_________
5. 3 hundreds + 6 tens + 4 ones
_____ _ + __ ____ + _______ =
_________

H. Making H. Making generalizations H. Making generalizations H. Making generalizations and H. Making generalizations and What did you learn
generalizations and abstractions about the and abstractions about the abstractions about the lesson abstractions about the lesson today?
and lesson (Generalization ) lesson (Generalization ) (Generalization ) (Generalization)
abstractions Ask the following How do you visualize How do we associate numbers What should you do to
about the questions: numbers from 501 through using sets of objects from 101 associate numbers with objects
lesson What have you learned 1000? 500? or things?
( Generalizatio today? How do you identify the What should you do to We can associate numbers with
n) How do you identify the number of each set of identify the number from 101 objects or things by identifying
number of each set of objects from 501 to 1000? to 500 in a given sets of and counting them.
objects from 101 to 500? objects or things?
How do drawings of
objects in bundles or packs
help you count numbers
from 101- 500?
I. Evaluating I. Evaluation I.Evaluation I.Evaluation I.Evaluation
Learning Directions: Give the correct Directions: Count and write Give the number for each set Write the letter of the correct Checking the test
number for each set. the correct numeral for of objects. answer.
each illustration. 1.Which is equal to 784?
2.Which number is equal to the
illustration below?

3.How many objects are in the


box?
B. Let the pupils give the
correct number.
1. 2 hundreds + 7 tens + 8
ones =
2. 3 hundreds + 4 tens + 9
0nes =
3. 1 hundreds + 3 tens + 0
ones =
4. 4 hundreds + 0 tens + 7
ones = _______
5. 1 hundreds + 9 tens + 9 4. How many objects are in the
ones = ______ box?
D. Fill in the blanks with
the correct number.
1. 452 = _____hundreds
_____tens _____ones
2. 276 = _____hundreds
_____tens _____ones
3. 398 = _____hundreds
_____tens _____ones
4. 307 = _____hundreds
_____tens _____ ones
5. 250 = _____hundreds
_____tens _____ ones
J. Additional J. Additional activities for J. Additional activities for J. Additional activities for J. Additional activities for Study the next lesson.
activities for application or remediation application or remediation application or remediation application or remediation
application or ( Assignment) ( Assignment) ( Assignment) sa pahina 10 ( Assignment) sa pahina 12 sa
remediation Gumuhit ng mga bagay Iguhit ang sumusunod na Ibigay ang kabuuang bilang. LM
( Assignment) ayon sa nakasaad na bilang sa iyong papel. Isulat sa iyong kuwaderno. Punan ang kahon nang tamang
bilang sa iyong kuwaderno. Maaring gumamit ng kahit 1. 600 + 100 + 10 + 10 + 10 bilang ng bagay. Isulat sa
Halimbawa: anong larawan. +1+1+1+1+1+1= kuwaderno ang tamang sagot.
Halimbawa: ____
2. 400 + 100 + 100 + 100 +
100 + 100 + 10 + 10 + 10 +
10 + 10 + 10 + 10 + 1 + 1 +
1 = _____
3. 300 + 100 + 100 + 100 +
10 + 10 + 10 + 10 + 10 + 10
+ 10 + 10 + 10 + 1 + 1 + 1
+ 1 + 1+ 1 + 1 = _____
4. 200 + 100 + 100 + 100 +
100 + 100 + 100 + 10 =
_____
5. 500 + 100 + 100 + 100
+70 + 10 + 10 + 1 + 1 + 1 =
___

V. REMARKS

VI.
REFLECTION
A. No. of
learners who
earned 80% on
the formative
assessment
B. No. of
Learners who
require
additional
activities for
remediation
C. Did the
remedial
lessons work?
No. of learners
who have
caught up with
the lesson.
D. No. of
learners who
continue to
require
remediation
E. Which of my
teaching
strategies
worked well?
Why did these
work?
F. What
difficulties did I
encounter
which my
principal or
supervisor can
help me solve?
G. What
innovation or
localized
materials did I
use/discover
which I wish to
share with
other
teachers?

more resources at http://depedtambayanph.blogspot.com\

You might also like