Lesson Plan in Mathematics 2

(Mother Tongue Instruction)

First Quarter
Lesson 6

Date : ______________
Time : ______________

I.Objective
 Reads and writes numbers from 101 through 1000 in symbols and
in words
II. Subject Matter
Reading and Writing Numbers
References/ Materials:
 K to 12 CG, TG, p.26-30, LM-Lesson 6, p.16-18
 Number Cards, Mystery Box of Knowledge
Show Me Board, Numbers Chart
III. Instructional Procedure
A. Preparatory Activities:
1. Drill :
Draw 5 number cards inside the Mystery Box of Knowledge
Post it on the board. Ask the pupils to use the numerals in the number cards
to form three-digit numbers.
Examples of Number Cards:

9 5 3 7 2
Ask them to form three-digit numbers as many as they can.
Let the pupils write their answers on the board.
2. Review
Flash cut-outs with numbers and ask the pupils to give the place value of the
underlined digit.
Example:

148 256 563

B. Introduction
Read this number story to the pupils.

This school year, there are 385 Grade Two pupils enrolled in our school.
There are one hundred fifty boys and 135 girls.
Ask:
How many Grade Two pupils are enrolled in our school this school year?
How many are boys? How many are girls?
How are the numbers in the story written?
C. Teaching/ Modelling
Tell the class that numbers can be written in words or in symbols or figures.
 Give illustrative examples of writing numbers in words and in symbols.

1. We read 385 in words as “three hundred eighty-five”.

2. In symbols we read 135 and in words we read as “one hundred
twenty-five”.
3. In symbols “one hundred fifty” is written as 150.
4. “135” can be written in words as “one hundred thirty-five”.
D. Guided Practice
Refer to Gawain 1 of LM, page 16.
E. Independent Practice
Refer to Gawain 2 of LM, page 17-18.
F. Application
Refer to Gawain 3 of LM, page 18.
G. Generalization

How do you read and write numbers?

a. A number can be written in symbols and in words.
b. The first digit from the right is the ones, the second is tens and the
third is the hundreds.
c. Zero is used as placeholder.
d. Every digit has its own value according to its position in the number.

IV. Evaluation
Read the number story below. Then write all the numbers included in the story.

Aliya has a story book with 326 pages. Last week, she has read 110 pages. For
this week, she already read 102 pages. She has 114 pages left to read.

Write the numbers in symbols and in words.

Number Symbols Number Words
____________ _______________________________________
____________ ________________________________________
____________ ________________________________________

V. Assignment
Refer to LM 6, Gawaing Bahay, p. 18.
 Lesson Plan in Mathematics 2
(Mother Tongue Instruction)
First Quarter
Lesson 7

Date : ______________
Time : ______________

I.Objective
 Counts numbers by 10s, 50s, and 100s
II. Subject Matter
Skip Counting by 10’s, 50s, and 100s
References/ Materials:
 K to 12 CG, TG, p.30-32, LM-Lesson 7, p.19-20
 Counters (Popsicle sticks, straws, etc.),
Hundred Chart, Set of card with the 3- Digit numbers, Pictures
III. Instructional Procedure
A. Preparatory Activities:
1. Drill :
Skip count by 2s
Post a hundred chart on the board. Ask the pupils to count 1 to 100
using the number chart.
Skip count by 2 starts from 2 then encircle the next numbers up to 100.
Hundred Chart

2. Review
Directions: Using their Show Me boards, tell the pupils to write down
the missing numbers to complete the table. Ask them to show, one at
a time, what they have written.
5 20 30
35 45 55
70 80 90
95 110 120
130 135 145

B. Introduction
Have a game – “Count Me In, Count Me Out”
Directions:
Divide the class in two groups
Group I (Pupils will skip count by 2s)
Group 2 (Pupils will skip count by 5s)
Let the pupils stand and form a straight line. Let them count by 1s.
Pupils whose number falls on the multiple of 2 or 5 will say “Count Me In”,
“Count Me Out.” respectively. Failure to do so will exclude the pupil from the group.
 C.Teaching/ Modelling
Posing the Task
Strategy: Learning Stations and Cooperative learning.
Group the class into three (3) groups and assigned them by Learning Stations.
A group leader shall be identified by each group members.
Performing the Task Activity
Distribute bundles of Popsicle sticks to each group.
Instruct the pupils to group the Popsicle sticks by 10s, 10s, and 100s.
Then ask:
How many 10s are there in 100?
How many 50s are there in 100?
How many 100s are there in 100? In 500?
How did you find the activity?
Did every member of the group do his part?
What made your group finish the activity ahead of time?
D. Guided Practice
Let them write the numbers :
- by 10s from 10 to 100.
- by 50s from 50 t0 500
- by 100s from 100 to 100.
E. Independent Practice
Let them do Gawain 1- 2, Lesson 7, LM p.19

F. Application
Refer to LM, Lesson 7, Gawain 3, p.20

G. Generalization

Let the pupils skip count by 10’s from 10 through 100.

Ask: How many groups of 10 are there in 100?
How many numbers are there in each group?
How do we skip count by 10s? By 50s? by 100s?
What do you call the sequence or pattern of counting that we used?
What skip counting was used?

IV. Evaluation
Count by 10s, 50s and 100s. Write the missing number.
1. 70, 80 ______, 100, ______, ______, ______
2. _____150, 160, _______, _______, _______
3. _____ 800 ______ ______ 1100
4. 65 , 115 _______, _______, ________, ______
5. 25, 75 _______, _______225, ______, ______

V. Assignment
Refer to Gawaing Bahay – LM 7, p. 20.
 Lesson Plan in Mathematics 2
(Mother Tongue Instruction)
First Quarter
Lesson 8

Date : ______________
Time : ______________

I.Objective
 Reads and writes numbers through 1000 in symbols and in words
II. Subject Matter
Reading and Writing Numbers through 1000
References/ Materials:
 K to 12 CG, TG, p.32-36, LM-Lesson 8, p.21-23
 Number Cards, chart, strips of cartolina
III. Instructional Procedure
A. Preparatory Activities:
1. Drill
Tell the place value of the underlined digit.
824 471 392 376 765

2. Review
Give the missing number in the series.
1. 50, 100 _____, ______, 250, _____
2. 500 ______, ______ 530,______
3. _____, ______ 420, 520 ______ 720
4. 950, 900, 850 ______, ______, _____
5. 600, _____, 400, _____, 200, _____
B. Introduction
Read this number story to the class.

In Mabini Elementary School, there were 125 boys and 128 girls
Grade Six pupils. Each one were ask to bring seedlings to plant in
their mini forest park around the campus. Thus, the school were
able to collect 253 seedlings.

Ask the pupils:

What are the numbers that you see in our story?
Say : Let’s read them.

125 128 253

C. Teaching/ Modelling
 Ask the pupils to bring out their “Show-Me-Board” and tell them to
write the number the teacher dictates.

135 725 529 306 782

 Tell the class that there’s another way of writing numbers. They can write
the numbers in words. Have them try writing in words the number on strip
of cartolina.
  Have the pupils read the number words aloud as they finish writing them.
D. Guided Practice
Group Work:
Each group is given an activity sheet to answer ( writing numbers in words/
symbols. Then they will post their works on the board.
E. Independent Practice
Let them do Gawain 1- Lesson 8, LM p. 21.
F. Application
Let them do Gawain 2 – Lesson 8, LM p.22-23.
G. Generalization

How do you read and write numbers?

a. A number can be written in symbols and in words.
b. The first digit from the right is ones, the second is tens, and
the third is the hundreds.
c. Zero is a placeholder.
d. d. Every digit has its own value according to its position in
the number.

IV. Evaluation
Write the following numbers in words.
1. 483 = _________________________________________________________
_________________________________________________________

2. 672 = _________________________________________________________
_________________________________________________________

3. 865 = _________________________________________________________
_________________________________________________________

4. 594 = _________________________________________________________
_________________________________________________________

5. 731 = _________________________________________________________
_________________________________________________________

V. Assignment
Write the following in symbols and in words.
1. 600 + 90 + 7 = _______
______________________________________________________________

2. 900 + 30 + 4 = _______
______________________________________________________________

3. 700 + 60 + 8 = _______
______________________________________________________________

4. 800 + 70 + 6 = _______
______________________________________________________________

5. 500 + 40 + 3 = _______
______________________________________________________________
 Lesson Plan in Mathematics 2
(Mother Tongue Instruction)
First Quarter
Lesson 9

Date : ______________
Time : ______________

I.Objective
 Give the place value of each digit in a 3- digit numbers
II. Subject Matter
Place Value of 3- digit Numbers
References/ Materials:
 K to 12 CG, TG, p.36-39, LM-Lesson 9, p.24-26
 Place value Chart, Activity cards, Number cards with 3-digit numbers
Counters , Drill or show cards for each pupil, improvised abacus
III. Instructional Procedure
A. Preparatory Activities:
1. Drill
Reading numbers in words and in symbols on flash cards.
2. Review
Reading and writing numerals in words and in symbols.
Strategy: Game- “SHOW ME PARTNER”
Instructions:
Ask the pupils to count off.
Ask a pupil to draw one at the time the number cards inside the
Mystery Box of Knowledge
Then, she/he will ask somebody by calling his/her number to answer
the question printed in the number card.
Examples of number cards:

Card No. 1 – What is 987 in words?

Card No.2 – What is “Five hundred twenty- three in symbols?

Card No. 3 – What is “Two hundred fitty- seven in symbols?

What is 409 in words?

Card No. 4 –
What in eight hundred six in symbols?
Card No. 5 –

B. Introduction
Introduce the value of ones, tens, and hundreds in the improvised abacus.

H T O
 Say : “Class H stands for Hundreds place, T for Tens place, and O for
Ones place.”
Ask :
How many balls in the hundreds place?
What is the digit for the hundreds place?
How many balls in the tens place?
What is the digit in the tens place?
How many balls in the ones place?
What is the digit for the ones place?
What is the number?
C. Teaching/Modelling
Show the Place Value Chart. Distribute sets of number cards 0 to 9.
Dictate a number and a place value where it should be placed until a 3-digit
number is formed.
Example : 475
Hundreds Tens Ones

4 7 5

Ask:
What is the place value of 4? How about the 7? and the 5?
What if you put 4 in the tens place, will the given number have the same
value? Why or why not?
Explain:
The digit 4 means 4 hundreds, or 400.
The digit 7 means 7 tens or 70.
The digit 5 means 5 ones or 5.
 Point out that numbers may be written in different ways:
In symbols, in words and in expanded form. Still the place value of
each digit in the numeral is being considered.
 Give examples:
1. 658 = 600 + 50 + 8
2. 975 = 900 + 70 + 5
3. 423 = 400 + 20 + 3
D. Guided Practice
Give the place value of each digit.
( Refer to Gawain 1 – Lesson 9, LM, p.24.
Example :
5 7 6
_________
____________
_______________

E. Independent Practice
Write the digits of a number in the place value chart.
Hundreds Tens Ones
 a. 475
b. 358
c. 874
d. 906
e. 289
F.Application
Let them do Gawain 3 – Lesson 9, LM p.25
Gawain 3
Ibigay ang tamang place value ng 5 sa bawat bilang.
1. 953 ________________________________
2. 745 ________________________________
3. 531 _______________________________
4. 650 _______________________________
5. 517 ________________________________
6. 865 ________________________________
7. 517 ________________________________
G. Generalization

How many digits have the numbers we studied today?

What are the different place values in a 3-digit number?
What did we use to identify or give the place value of each digit easily?

IV. Evaluation
Supply the correct answer applying the place value
1. Sa 897, ________ ay nasa ones place
2. ________ ay nasa hundreds place
3. ________ ay nasa tens place
4. Ano ang place value ng 8 sa 284? _________
5. Sa 693 anong numero ang nasa thousands place? _______
6. Ilang tens ang mayron sa 760? _____________
7. Ilang hundreds mayron sa 965? ________
8. May ilang tens mayron sa isang daan? _______
9. Sa 679, ang bilang na ___ ay nasa hundreds place. Ang kabuuang value
halaga ay __________
10. Ang 498 ay isang 3-digit number. Ito ay binubuo ng ________ hundreds
_______tens at _______ones.
V. Assignment
Refer to the Lesson 9 – Gawaing Bahay, LM p.26
 Lesson Plan in Mathematics 2
(Mother Tongue Instruction)
First Quarter
Lesson 10

Date : ______________
Time : ______________

I.Objective
 Write 3- digit numbers in expanded form
II. Subject Matter
Writing 3 digit numbers in expanded form
References/ Materials:
 K to 12 CG, TG, p.39-42, LM-Lesson 10, p.27-28
 Place Value Chart , Flashcards, Activity Sheets
Show Me Board, Mystery Box of Knowledge
III. Instructional Procedure
A. Preparatory Activities:
1. Drill
Game: RELAY
Mechanics:
Ask the pupils to position at the back part of the room.
Place all number cards inside the Mystery Box of Knowledge.
The teacher will draw one at a time the number cards. Then she/he will
show it to the class.
Ask the pupils to raise their right hand as fast as they can, if they know
the answer.
The pupil who got the correct answer will make step forward
The first pupil to reach the finish line wins the game.
Examples of Number Cards:
How many hundreds are there in 987?__________
How many tens are there in 507? __________
2. Review
Give the place value of each given digit.
1. What is the place of 8 in 389? _________________
2. In 895, what is the value of 8? ________________
3. What is the value of 5 in 589? ________________
4. What is place value of 2 in 629?________________
5. In 146, what digit has a value of 40?_____________
6. What digit has a place value of hundreds in 569?_____
B. Introduction
 Using the number story in the previous lesson, present the enrolment of
Grade Six boys and girls in Mabini Elementary School and the number of
seedlings they brought.
 Ask the pupils to identify the numbers and to write them on the place value
chart.
(These will be the expected answers of the pupils.)
 Hundreds Tens Ones
1. 125 1 2 5
2. 128 1 2 8
3. 253 2 5 3

 Point out that numbers may be written in different ways:

In symbols, in words, and in expanded form.
C. Teaching/ Modelling
 Draw the pupils’ attention to the expanded form of a number. Use the same
number from the chart.
1) 125 = 100 + 20 + 5
2) 128 = 100 + 20 + 8
3) 253 = 200 + 50 + 3
 Ask :
How many hundreds, tens, ones are there in 125? 128? 253?
 Point out that in expanded form, we are expressing the number as the sum of
the values of its digits.
Give other examples :
583 = 5 hundreds , 8 tens, and 3 ones
= 500 + 80 + 3
637 = 6 hundreds, 3 tens, and 7 ones
= 600 + 30 + 7
D. Guided Practice
Divide the class into 5 groups. Each group will be given activity sheets to
work on.
Example :
ACTIVITY SHEET 1
Write the number in expanded form:
a. 158 = ____ + ____ + _____
b. 294 = ____ + ____ + _____
c. 569 = ____ + ____ + _____
d. 872 = ____ + ____ + _____
e. 403 = ____ + ____ + _____

E. Independent Practice
Refer to LM 10, Gawain 1 p.27
Gawain 1
Ayusin ang mga sumusunod gamit ang expanded form.
1. 308 = _______ + 0 _______
2. 429 = 400 + ______+ 9
3. 912 = ______+ 10 _______
4. 469= 400 + ______+ 9
5. ________= 700 + 50 + 2
6. ________= 400 + 40 +1
7. 473 = ______+ 70 + 3
8. 199= 100 + _______+ ______
 9. 295 = 200 + 90 + ________
10. 645 = ________+ _______+ ______

F. Application
Refer to LM 10, Gawain 2, p. 27
Gawain 2
Isulat ang sumusunod sa expanded form.
1. 957 6. 825
2. 250 7. 342
3. 675 8. 109
4. 598 9. 195
5. 407 10. 725
G. Generalization

How do you write numbers in expanded form?

 Writing number in expanded form is expressing the number as
the sum of the values of its digits. The expanded form gives the
value of each in the number.

IV. Evaluation
1. Using the digits 2, 8, 9, 4 and 6 only once, what is the greatest three-digit
numbers can be formed? Then express it in expanded form. ___________
2. Teacher Danny draws number cards: 2, 0, 9, 8 and 7. Using the digits only once,
form the smallest three-digit numbers and express it in expanded form.
__________________
3. Write 708 in expanded form. __________________________________
4. Express in expanded form: Three hundred fifteen”_______
5. What is 897 in expanded form? ________________________________

V. Assignment
Refer to LM 10- Gawaing Bahay, p.28.
 Lesson Plan in Mathematics 2
(Mother Tongue Instruction)
First Quarter
Lesson 11

Date : ______________
Time : ______________

I.Objective
 Compare numbers using >, <, and =
II. Subject Matter
Comparing numbers using >, <, and =
References/ Materials:
 K to 12 CG, TG, p.42-45, LM-Lesson 11, p.28-30
 Place Value Chart , Flashcards, Show Me Board,
Mystery Box of Knowledge, chart
Cut-outs, Flash Cards of 3-digit numbers
III. Instructional Procedure
A. Preparatory Actvities
1. Drill
Oral reading of 3-digit numbers.
2. Review
Group Activity
Directions:
Divide the class into four small learning stations. One pupil will act as a
leader.
Distribute the Mystery Box of Knowledge with number cards from 0-9
Explain that for every set of cards consists of three-digit numbers.
Pupils rearrange the cards in each set to form as many three-digit
numbers as they can.
Group with more three-digit numbers formed, wins the game.
B. Introduction
Show 2 jars filled with candies.
Say : Look at the 2 jars with candies.
Let us compare the candies in the 2 jars.
Do they have the same number of candies?
Which jar has more candies? less candies?
What relation symbol do we use if a set of object
is greater than the other? How about if it’s lesser Jar A Jar B
than the other? How about if they are equal?
C. Teaching/ Modelling
Read a number story to the class.

Mang Gusting is a farmer. . He harvested mangoes from his farm. He

has 280 ripe mangoes and 560 green mangoes ready to be

delivered to his buyers.

 Comprehension questions leading to the development of the concept:
Ask: Who is the farmer?
What did he harvest from his farm?
How many ripe mangoes he has?
How many green mangoes he has?
Which is more in number, the ripe ones or the green ones?
Compare their number using relation symbol > or < than.
Ripe mangoes = 280, Green mangoes = 560
280 is less than 560 or 280 < 560
560 is greater than 280 or 560 > 280
Point out that if 2 sets or numbers are of the same value, they are equal.
An equal symbol ( = ) is used.
Example: 385 = 300 + 80 + 5, or 385 = 385
Show other examples.
D. Guided Practice
Show pair of numbers. Let them compare them using relation symbols
>, <, or =. Let them write them answers on their Show-Me-Board.

E. Independent Practice
Refer to LM 11, Gawain 1 and 2, p. 28.

F. Application
Compare the numbers in each item. Write >, <, or = in the box.
1. 112 115

2. 429 942

3. 517 175

4. 784 784

5. 628 620

G. Generalization

In comparing 3 digit numbers, compare the hundreds first then

the tens and the ones. We use the symbol >,<, and =.
To show the relationship between numbers being compared, one
of the following symbols is placed between them:
< means less than
> means greater than
= means equal to

IV. Evaluation
A. Compare the pair of numbers by writing <, >, and =.

1. 150 145 2. 872 872 3. 785 678

B. Compare the numbers in column A from column B. Use the relation symbols
>,<, and =.
Column A Column B
346 ____ 450
450 ____ 336
565 ____ 656
765 ____ 767
V. Assignment
Refer to the LM 11 – Gawaing Bahay.
 Lesson Plan in Mathematics 2
(Mother Tongue Instruction)
First Quarter
Lesson 12

Date : ______________
Time : ______________

I.Objective
Orders numbers up to 1000 from least to greatest and vice versa.
II. Subject Matter
Comparing and Ordering Numbers
References/ Materials:
 K to 12 CG, TG, p.45-48, LM-Lesson 12, p.31-33
 Number Cards, Show Me Board, Number line
III. Instructional Procedure
A. Preparatory Actvities
1. Drill
Comparing Numbers using relation symbols Contest: SINO ANG MATIBAY?
Mechanics:
Ask the pupils to stand and form two lines. One line for the boys (Team I)
and another line for the girls (Team 2) Two pupils will be called, one from each
team. The teacher will flash the number card and the contestants will answer
the question as fast as they can. The one who cannot answer the question
correctly will take a seat. The team with the most number of members standing
wins the game.
Sample number cards.
425 ___ 358 650 ___ 600 608 ___ 708 238 ___ 238

2. Review
Comparing numbers using relation symbols <, =, >
1. 975_____ 957 2. 490 _____490 3. 213 _____315
B. Introduction
Call on 5 volunteer pupils to come in front. Ask them to arrange themselves
in order according to the date of their birthday regardless of month and year, from
the least number to the highest.
Example : 7, 12, 18, 20, 27
Tell the class that the lesson for the day is about ordering numbers from least
to greatest and vice versa.
C.Teaching/Modelling
Post a number line on the board.

I I I I I I I I I I I I I I
45 55 70 80 95 105
What is the least number in the line?
What is the greatest number?
What number in the line comes after 55? After 70? After 80?
Arrange the numbers in order from least to greatest or from greatest to least.
D. Guided Practice
Give each group a set of number cards. At the count of 10, have them
arrange the number cards in order from least to greatest or greatest to least.
The first group to finish correctly wins the game.
 E. Independent Practice
Refer to LM 11, Gawain 2 and 3, p. 30- 31.

F. Application
Write the following numbers in order using the number line.
I I I I I I I I I
1.12, 15, 16, 11, 10, 18

2. 45, 48, 40, 39, 49, 37

3. 67, 70, 65, 63, 73, 71

4. 15, 17, 18, 20, 12, 21

5. 89, 87, 80, 84, 81, 90

G. Generalization

How do we arrange numbers from least to greatest or vice versa?

Numbers can be arranged from least to greatest or from greatest to least
depending on their place value positions.

IV. Evaluation

Arrange the numbers from least to greatest.

1. 897 675 995 453 __________________________

2. 124 987 907 234 __________________________

3. 481 745 999 761 __________________________

Arrange the numbers from greatest to least.

4. 987 456 340 675 ____________________

5 310 289 980 129 ____________________

6. 567 321 896 459 ___________________

V. Assignment

Refer to the LM 12 – Gawaing Bahay, p.32-33.

 Lesson Plan in Mathematics 2
(Mother Tongue Instruction)
First Quarter
Lesson 13

Date : ______________
Time : ______________

I.Objective
 Visualizes and identifies the 1st through the 20th object of a given set from a
given point of reference.
II. Subject Matter
Ordinal Numbers
References/ Materials:
 K to 12 CG, TG, p.48-52, LM-Lesson 13, p.28-30
 Number cards, charts, pieces of rolled papers, activity sheets
III. Instructional Procedure
A. Preparatory Actvities
1. Drill
Place all number cards inside the Mystery Box of Knowledge. Draw one
at a time the number cards. (As illustrated below). Ask pupils to identify the
value of the underlined digit.

579 796 962 62 8

4 4 4 4
2. Review
Directions: Order the numbers from greatest to least by supplying the
missing numbers.
1. 459, 464, 469 , _____, ______, _____
2. 891, 892, 893, ______, _____, ______
3. , _____, _____, ______, 597, 600, 603
4. 187, 191, _____, _____, 203, _____
5. 296 , _____, 210, _____, 224, _____
B. Introduction
Story Telling- Playing Jumping Rope
During P.E. time, the Grade II pupils played Jumping Rope. Danny
as a leader, prepared a list of the top 10 scorers in the game, written on a chart.
He posted on the board. The results of the game are shown below.
Jumping Rope Top Scorers
Players Scores Position
Lino 208 1st
Danny 202 2nd
Karla 199 3rd
Danica 195 4th
Aiza 290 5th
Marcus 289 6th
Emily 275 7th
Shara 273 8th
Justin 268 9th
Michael 265 10th

Ask the position of each player.

Introduce these numbers are called ordinal numbers.
 C. Teaching/Modelling
Show cut outs of fruits and vegetables and give each to 20 pupils.
Each cut out is numbered in ordinals 1st to 20th .
Let the pupils count them orally.
Explain the position of each object the pupils are holding.
Ask : What is 1st object? 5th? 13th? 13th ? 20th ?
What is the position of avocado? Melon? Eggplant? Orange?
Illustrate how to write an ordinal number. Give the patterns on how to
Write the ordinal numbers in symbols.
D. Guided Practice
Divide the class into 3 groups. Give each group a box of plastic fruits.
Ask the pupils to arrange the fruits from 11th to 20th (fruits have ordinal
numbers already). Teacher plays music while pupils are working on the
activity. If the music stops, they must be finished. The fastest group wins.
E. Independent Practice
Refer to the LM 13- Gawain 1 and 2, p.33-34.
F. Application
Refer to LM 13- Gawain 3 to 4, p. 35.
G. Generalization

 What is ordinal Number?

Ordinal Number tells the position of objects or
persons arranged in order.

IV. Evaluation
A. Draw 10 objects according to its position from 1st to 10th .

1st ______________ 6th ______________

2nd ______________ 7th ______________

3rd _______________ 8th ______________

4th _______________ 9th ______________

5th _______________ 10th ______________

B. Recall the letters of the English alphabet and answer the following questions.
1. What is the 15th letter of the English alphabet? _______
2. What is 18th letter? ________
3. What is the position of letter P ? _______
4. What is the position of letter S ? _______
5. What is the position of letter M? _______
6. What is the 11th letter? _______
7. What is the position of letter T ? _______
8. What is the 12th letter? _______
9. What is the 14th letter? _______
10. What is the position of letter O? _______
V. Assignment
Refer to the LM 13 – Gawaing Bahay, p. 36.
 Lesson Plan in Mathematics 2
(Mother Tongue Instruction)
First Quarter
Lesson 14

Date : ______________
Time : ______________

I.Objective
Reads and writes ordinal numbers from 1st through 20th.
II. Subject Matter
Ordinal Numbers
References/ Materials:
 K to 12 CG, TG, p.53-56, LM-Lesson 14, p.36-38
 Number Cards, Mystery Box of Knowledge, manila paper,
Calendar charts, activity sheets/worksheets
III. Instructional Procedure
A. Preparatory Actvities
1. Drill
Identify the place value of the given digit.

578 785 508 860

Questions:
In 578, what is the place value of 7? ________________
In card number 2, what is the value of 8? ____________
In 508, what is the place value of 8? ________________
In card number 3, what is the value of 5?____________
What is the place value of 8, in card number 4? _______
In card number 2 what is the place value of 5? _______
2. Review
Post the sentence in the box and then ask questions.

I LOVE MATHEMATICS VERY MUCH

What is the fifth letter?

What is the tenth letter?
In the word MATHEMATICS, what is the second letter? The 9th, sixth?
2nd?, 5th?
What is the position of the third letter E?
What is the position of first letter M?
What is the position of letter C?
B. Introduction
Present the list of Top 10 in Grade II for the First Grading. The
list must be written in Manila Paper and be posted on the board.

TOP 10 Pupils in Class

1. Alexa Santos 6. Dennis Tronio

2. Mariz Salvador 7. James Alfonso
3. Mark Paolo Joven 8. Dianna Rivera
4. Edmond Domingo 9. Alberto Castro
5. Brenda Salazar 10. Robert Ballon
 Ask: Who are the top 10 pupils in class?
Why do you they’re on top?
Do you also show diligence in your studies?

Write the word “first” and its symbol. Ask the pupils to read them.
Do the same with other numbers.
C. Teaching/Modelling
Post a chart of objects in order. Using cartolina strips, ask the pupils to write
the ordinal numbers in symbols and words. Instruct them to place it opposite the
number of the object..
Objects Ordinal Words Ordinal Symbols

Ask: What do you observe in the chart particularly on column 2 and 3?

Say: After the names of the thing/object are number symbols and
in the next column are ordinal numbers in symbol such as 1st, 2nd,
3rd, 4th, 5th, 6th and so on. These numbers are the symbols that
that tell the order of persons, objects or things that are arranged.
The numbers that tell the order of persons/objects/things are called
ordinal numbers.

D. Guided Practice
Refer to the Learning Material, Lesson 14-Gawain 1, p. 36.

E. Independent Practice
Refer to the Learning Material, Lesson 14-Gawain 2, p. 37.

F. Application
List down the things you do before going to school in order. Write
The ordinal numbers for each in symbols.
Example:
These are the things that I do before going to school:
______ Wake up on time.
______ Eat breakfast.
______ Take a bath.
G. Generalization

Ordinal numbers tell the position of objects/things or people in a

definite To write ordinal numbers in figures, write the number and affix
the last two letters of the written word.
First – 1st Second -2nd Third- 3rd Fourth- 4th

st

Second 2nd

Third 3rd

Fourth 4th
IV. Evaluation
A. Supply the missing ordinal numbers.

1st 4th
7th 10th
11th 13th
17th 19th

B. Write the following ordinal numbers in words.

1. 1st_________________________
2. 4th _________________________
3. 5th _________________________
4. 20th _______________________
5. 19th ______________________
6. 11th _______________________
7. 17th _______________________
8. 2nd _______________________
9. 13th _______________________
10. 12th _______________________

V. Assignment
Please refer to the LM 14 – Gawaing Bahay, p. 38
Gawaing Bahay
Isulat ang mga pangalan ng lahat na kasapi ng iyong pamilya simula
sa pinakamatanda hanggang sa pinakabata sa lahat. Gamitin ang ordinal
numbers simula sa 1st.
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
 Lesson Plan in Mathematics 2
(Mother Tongue Instruction)
First Quarter
Lesson 15

Date : ______________
Time : ______________

I.Objective
Identifies and uses the pattern of naming ordinal numbers e.g. 21st , 22nd,
23rd, 24th, etc.
II. Subject Matter
Patterns of Naming Ordinal Numbers
References/ Materials:
 K to 12 CG, TG, p.57-60, LM-Lesson 15, p.38-40
 Number Cards, Mystery Box of Knowledge, manila paper,
Calendar charts, activity sheets/worksheets
III. Instructional Procedure
A. Preparatory Actvities
1. Drill
Tell the position ( 11th to 20th ) of the following objects with leftmost
as point of reference.
.

What is in the 20th position?

What is in the 15th position ?
What is the position of the bag? Scissors? Notebooks?
2.Review
Write the position of the following letters in order of the alphabet in words
and in symbols.
Letter Ordinal Word Ordinal Symbol
F
M
P
H
T

B. Introduction
Present this illustration.

26th 27th

21st 22nd 23rd 24th 25th

28th
29th 30th 31st 32nd 33rd 34th 35th
 Introduce the ordinal numbers beyond 20th . Ask the pupils to read them after
the teacher.
C.Teaching/Modelling
Call the pupils’ attention to the ordinal numbers beyond 20th, twenty-first, twenty-
second, twenty-third, twenty-fourth and so on up to twenty-ninth. Explain to the
pupils that the pattern of ordinal numbers from first to tenth is repeated.
21st 26th
22nd 27th
23rd 28th
24th 29th
25th 30th
Telll them that they can use the pattern in naming ordinal numbers beyond
30, 40, 50, etc.
Call on some of them to use the pattern to name ordinal numbers beyond
30, 40, etc.
D.Guided Practice
Group the class into 4. Ask each group to use the pattern and write the
ordinal numbers.
Group 1: 31- 40 Group 2 : 41-50 Group 3: 51-60 Group 4: 61-70
E. Independent Practice
Refer to LM 15- Gawain 1 to 2, p. 38-39.
F.Application
Write the ordinal numbers from 21st and so on beginning from pineapple.

G.Generalization

How do you use the pattern of naming ordinal numbers beyond 20?
The numbers beyond 20 are written with the name of the tens
followed by first, second, third, ninth and etc.
V. Evaluation
A. Read the sentence. Give the letter from the sentence with “T” as the point
of reference corresponding to the given position.
The boys and girls are playing in the playground happily.
21st _________ 26th _________ 31st __________
22nd ________ 27th _________ 32nd __________
23rd _________ 28th _________ 33rd __________
24th _________ 29th _________ 34th __________
25th _________ 30th _________ 35th __________

B. Draw ten objects that you can see inside the classroom. Write ordinal numbers
that each represents-41st to 50th with the leftmost drawing as the point of
reference.

VI. Assignment
Draw 10 kinds of toys that you have and number them from 51st to 60th
starting with your most favorite toy.