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Elementary Mathematics
Grade 2
Chapter I
Whole Numbers
Subtraction
DEPARTMENT OF EDUCATION
BUREAU OF ELEMENTARY EDUCATION
in coordination with
ATENEO DE MANILA UNIVERSITY
2010
Copyright © 2003
All rights reserved. No part of these lesson guides shall be reproduced in any form without a written
permission from the Bureau of Elementary Education, Department of Education.
GRADE 2
Project Management
EXECUTIVE COMMITTEE
Printed By:
ISBN – 971-92775-1-3
TABLE OF CONTENTS
Introduction ............................................................................................................................ iv
Matrix .................................................................................................................................. v
I. WHOLE NUMBERS
Subtraction
iii
I N T R O D U C T I O N
in the elementary grades. These provide integration of values and life skills
are also integrated in each lesson; hence, learning Mathematics becomes fun
iv
MATRIX IN ELEMENTARY MATHEMATICS
Grade 2
MULTIPLE INTELLIGENCES
COMPETENCIES VALUES INTEGRATED STRATEGIES USED With HOTS
TECHNIQUES
C. Comprehension of Subtraction
1. Subtract 2- to 3-digit numbers with Cooperation Concept development, Numbers, Manipulative,
minuends up to 999 without and with Modeling, Acting out Skits and play, Cooperative
regrouping the problem, Cutting groups
1.1 Illustrate how subtraction is used pictures
when:
1.1.1 Taking away from the given set
1.1.2 Finding a missing addend Patience Concept development, Manipulative, Cooperative
Write a number groups, Independent study,
sentence, Acting out Skits and play
the problem
1.2 Subtract 2- to 3-digit numbers without Frugality Concept development, Numbers, Drawing,
regrouping Pictures, Simplifying Cooperative groups,
the problem Manipulative
1.3.1Subtract 2- to 3- digit numbers with Courtesy Concept development, Numbers, Scientific method,
regrouping in the tens place without Write a number Games, Speaking,
or with zero difficulty sentence, Acting out Skit/Dialogue
1.3.2 in the hundreds place value without Cooperation Acting out, Concept Games, Drawings,
or with zero difficulty development, Cooperative groups
Puzzle
1.3.3 in the tens and hundreds place Obedience Concept development Numbers, Scientific method,
without or with zero difficulty Self awareness activity,
Reading, Writing, Charts,
Games, Cooperation groups
2. Use addition to check subtraction Sharing Use objects, Scientific method, games,
Write a number reading, Real world
sentence connections
3. Subtract mentally 1-digit number from 1 Love for parents Concept development, Game, Numbers
and 2 digit numbers with minuends Pattern
up to 50 without regrouping
v
5. Application of Addition and Subtraction Industry Concept development, Numbers, Reading,
5.1 Solve 2-step word problems involving Write a number Cooperative groups
addition and subtraction of 2- to 4- sentence
digit numbers including money
5.1.1 Analyze the word problems
5.1.1.1 Tell:
what is asked
the word clue/s
the hidden question
the operation to be used
5.1.2 Transform the word problem into a Industry Concept development, Skits and play, Cooperative
number sentence Acting out, Guess and groups, Reading, Writing,
check, Simplifying the Speaking, Independent
problem study
vi
Subtraction through Illustration
I. Learning Objectives
Cognitive: Illustrate how subtraction is used when taking away from a given set
Psychomotor: Play the situations to illustrate a subtraction sentence
Affective: Show cooperation in any group activities
A. Preparatory Activities
1. Drill
a. 9 b. 8 c. 5 d. 12 e. 13 f. 15 g. 18 h. 48
+9 +6 +7 +5 +8 + 32 + 36 + 7
2. Motivation
(The pupils use their counters as they act out the word problems that their
teacher will read. The pupils work in pairs.)
You have 35 marbles before you played marbles with Gilbert. In the end
of the game, you gave 18 of your marbles to him. How many of your
marbles were left?
- How many marbles did you have before playing with Gilbert?
- How many marbles did you give to Gilbert?
- What happened to your marbles?
- Did they increase or decrease in number?
- How many of your marbles were left?
B. Developmental Activities
1. Presentation
1
Show the class how subtraction is done using illustration.
Example 1: 35 – 18 = ___
18 marbles
35 – 18 = 17 marbles
35 marbles
Example 2: 12 – 7 = ___
7 smileys
12 – 7 = 5 smileys
12 smileys
Ask the pupils to give the subtraction sentence in the next example.
2. Group Activities
Activity 1
Divide the class into five groups. Each group should have different
number of members.
Tell the pupils to act out the situation in the activity card that would
illustrate the following subtraction sentence.
Group 1: 8 – 3 =
Situation: Eight birds are sitting on the fence. Three of the birds flew
away. How many birds remained sitting on the fence?
Group 2: 10 – 4 =
Situation: Ten boys and girls are playing basketball. After a while, 4 of
them were called by their teacher. How many children were
left?
Group 3: 5 – 2 =
Situation: There were 5 children dancing the “Statue Dance”. When the
music stopped, 2 were found blinking, so they were excluded
from the contest. How many children were left on the dance
floor?
Group 4: 6 – 3 =
Situation: Six boys were asked to roll-up like eggs. When the leader
says “Go!”, only 3 of them were able to do it. How many
boys failed to do it?
2
Group 5: 11 – 7 =
Situation: There were 11 standing passengers on the bus. Seven of
them got off from the bus stop. How many standing
passengers were left?
Activity 2
Group the pupils by 5s.
Each group will cut pictures from magazines and newspapers that would
illustrate the subtraction sentence in their activity cards.
9 – 4 = ___ 13 – 8 = ____
10 – 5 = ___ 7 – 3 = ____
Activity Card
8 – 5 = ___
(paste your pictures here)
*Valuing:
- How did you come up with beautiful outputs?
- Did each one of you cooperate with one another?
- How should we work with the group to make our activity successful?
3
3. Generalization
C. Application
IV. Evaluation
Example:
4 – 2 = 2
1. 5 – 3 = 2
2. 6–1=5
3. 9 – 3 = 6
4. 8 – 5 = 3
5. 4 – 2 = 2
1.
2.
=
3.
=
4.
5.
=
4
V. Assignment
Illustrate the following subtraction sentences. You may draw or cut pictures from
magazines or newspapers.
1. 8–3=5
2. 3–1=2
3. 7–2=5
4. 5–2=3
5. 10 – 3 = 7
I. Learning Objectives
Cognitive: Illustrate how subtraction is used when finding the missing addend
Psychomotor: Write subtraction sentence from an addition sentence
Affective: Practice working patiently
A. Preparatory Activities
Example: 12 - 8 = 15 - 6 =
7-8= 14 - 6 =
16 - 4 1 3-7
20 - 5 3 5 - 20
56 - 14 60 -30
2. Motivation
5
B. Developmental Activities
1. Presentation
Call on a pupil, (Pupil A) to act out the role of Luis and another pupil, (Pupil
B) to act as the brother.
- How many pencils did Luis (Pupil A) place in his pencil case? (Write the
number 8 on the board)
- What did the brother do? What operation is related to it?
(Write it after 8) 8 +
- How many pencils were in the pencil case when Luis returned and
counted the pencils?
(Write it opposite 8.) 8 + 15
- Did the story tell the number of pencils his brother placed in the pencil
case? (Draw a box to represent the answer)
(Write the number sentence for the word problem.)
8+ = 15
- How many pencils did his brother place in his pencil case?
- How did you get the answer?
- Discuss to the class how subtraction is used to find a missing addend.
- To find the missing addend, remove 8 from 15. The process is
subtraction.
8+ 7 = 15 15 – 8 = 7
2. Group Activities
Activity 1
12 + = 19 + 15 = 23
Activity 2
3. Generalization
What operation is used when finding a missing addend?
C. Application
1. Write the subtraction sentence to find the missing addend.
a. 48 + = 79 d. 642 + = 842
6
b. + 345 = 589 e. 923 + = 950
c. + 205 = 565 f. + 521 = 986
a. 75 + ___ = 145
b. ___ + 95 = 180
c. 48 + ___ = 129
d. 88 + ___ = 165
e. 94 + ___ = 210
IV. Evaluation
Find the missing addend for each item. Then write the subtraction sentence from the
following addition sentences.
1. 386 2. 3. 4. 702 5. 5.
+ + 154 + 38 + + 336
V. Assignment
Write the subtraction sentence to find the missing addend. Write the missing addend
in the box.
1. 48 + = 179
Subtraction:
2. + 522 = 864
Subtraction:
3. + 84 = 189
Subtraction:
4. 257 + = 689
Subtraction:
5. + 213 = 596
Subtraction:
I. Learning Objectives
7
III. Learning Experiences
A. Preparatory Activities
1. Drill
Identify which operation is used to make the sentence true. Let the pupils
raise their right hand if the answer is plus (+) and their left hand if the answer
is minus (-).
a. 8 b. 3 c. 9 d. 2 e. 12
6 4 3 8 3
2 7 6 10 15
f. 7 g. 6 h. 1 i. 10 j. 4
3 0 8 5 2
4 6 9 5 6
2. Review
Let the pupils (individual or pair) climb up the „stairs‟ and write the answer on
each step by adding the numbers correctly.
148 + 327 e.
53 + 72 d.
c.
18 + 26
316 + 242 b.
24 + 35 a.
Review the terms in subtraction. Let the pupils identify and define each term
in subtraction.
Example: 7–2=5 difference
minuend subtrahend
3. Motivation
How much is your daily allowance? Do you spend all your money? Why or
why not? About how much do you save each day? What do you do with your
daily savings? Why is it good to save money?
B. Developmental Activities
1. Presentation
Present the word problem.
Jenny saves a part of her daily allowance. She has saved 78. She
spent 55 to buy a gift for her mother‟s birthday and saved the rest. How
much did she save?
*Valuing:
- Who saved money?
- How much did she save?
- What did she do with her money? Why?
- What kind of a girl is Jenny?
8
Discussion
a. What is asked in the problem?
b. What are the given facts?
c. How are you going to solve it?
d. What is the correct number sentence?
Can you guess what is the answer? Let the pupils give their guesses. Let
them check their answers using flats, longs and ones.
Mechanics:
a. Identify the minuend and the subtrahend. Identify the place value of
each digit.
b. Express the minuend (ex. 78) using flats, longs and ones.
78 =
7 longs 8 ones
c. Let one pupil hold the 7 longs and 8 ones.
Ask: How many will you give away? 55
Let the pupil give the 55 to his/her partner.
2. Group Activities
Pair Activity
Activity 1
Solve 246 – 134 = N by using the flats, longs, and ones. The pupils may
be given time to do this on their own or the teacher will still guide them.
Let the pupils discuss the process to their partners then later to the class.
9
Give another example (this time without using the flats, longs and ones).
Guide them to start subtracting from ones, then tens and then hundreds.
Example: a.) 583 – 241 = N b.) 645 – 320 = N
a. b.
H T O H T O
5 8 3 6 4 5
-2 4 1 -3 2 0
3 4 2 3 2 5
Activity 2
Game Card
The teacher will make cards such that when pupils will use them they will not
encounter regrouping.
How to use Card Game
a. Two cards will be given to each pupil. Have him/her combine the two.
Example:
30 2
b. Let them identify which domino card has a higher number then let them
subtract the domino card with the smaller number.
Example:
140 8 148
-
120 4
124
24
c. Have your pupils find a partner. Guide them to start subtracting from the
ones then the tens.
d. Allow the pupils to play with their cards to come up with different
subtraction sentences. Let them share these to the class.
* If the pupils can already subtract 2-digit by 2-digit numbers then the
teacher can already give 3-digit numbers
Guide them again to start subtracting from ones then tens and finally to
hundreds.
Activity 3
Divide the class into 4 groups. Give each group an activity card. Answer the
questions.
10
What is 486 minus 242?
3. Generalization
C. Application
1. Boyet saves money. He has already saved 34. The toy he wants to buy
costs 48. How much does he still need to save?
2. There are 256 pupils in Grade Two. If 124 pupils are girls, how many are
boys?
IV. Evaluation
B. Subtract.
1) 38 2) 81 3) 68 4) 75 5) 198
- 36 - 70 - 54 - 24 - 88
V. Assignment
B. Subtract
11
Subtracting 2- to 3- Digit Numbers with Regrouping in the Tens Place
I. Learning Objectives
A. Preparatory Activities
Ex.: 10 9 11 12 18
- 5 - 6 - 4 - 6 - 9
2. Mental Computation
a. Two or three pupils give simple problems on addition and subtraction for
the others to solve mentally.
b. Review
- Let us check your homework in subtraction without regrouping.
86 49 399 258
- 52 - 27 - 208 - 126
3. Motivation
Dialogue: Mrs. Nuñez had just collected 45 Mathematics books from her
pupils. After a while, Jason came to borrow 17 Mathematics
books.
Jason: Good morning, Mrs. Nuñez.
Mrs. Nuñez: Good morning. Anything I can do for you?
Jason: May we borrow 17 Mathematics books?
Mrs. Nuñez: Yes, you may.
Mrs. Nuñez gives 17 Math books to Jason.
Jason: Thank you, Ma‟am.
Mrs. Nuñez: You‟re welcome.
*Valuing:
- What did Jason say to Mrs. Nuñez when he went to her to borrow
books?
- What can you say about him? Is he a courteous boy? Why do you
say so?
- How should we behave at all times?
12
B. Developmental Activities
1. Presentation
Present: A. 4 5 B. 7 0
- 1 7 -5 6
1
Show where to place one ten:
- What happens to the 4 tens? 4 15
-1 7
2. Group Activities
Game: “Subtraction Relay”
Two teams with 3 members each to play at a time.
Each member to answer one particular digit of a subtraction
sentence indicating regrouping.
A member goes to the board only upon the return of the 1st member
on the starting line.
4 7 2
1st member
-1 5 6
2nd member
3rd member
Form two teams with 5 members each to play at the same time.
Each member has to answer a particular subtraction sentence.
All members go to the board when the teacher says “Go!”
They return to the starting line only when all the members have
finished.
The team to return to the starting line first with correct answers wins.
3. Generalization
13
C. Application
IV. Evaluation
V. Assignment
I. Learning Objectives
14
III. Learning Experiences
A. Preparatory Activities
1. Drill
a. 18 b. 13 c. 11 d. 14 e. 17 f. 12 g. 16
-9 -6 -8 -8 -9 -5 -9
2. Review
Game: Where‟s My Missing Buddy?
a. Distribute the flash cards with missing parts.
b. Let the pupils look for their missing parts.
Example:
36 975 – 253 = 22
722 753 - 14
3. Motivation
Benjie lives far from the school. He takes a jeep in going to and from
school. To keep himself busy, he writes down the plate numbers of 2 vehicles
then he finds their difference.
Once, he saw 2 nice cars. He wrote down their plate numbers: 709, 136.
He tried to subtract one from the other. But he could not do it. He said to
himself, „Our teacher has not taught us this yet.
B. Developmental Activities
1. Presentation
Ask: - What was Benjie‟s way of making himself busy while riding in a jeep?
- What were the plate numbers which he failed to subtract?
b. Subtract the ones digit first. Since there are enough ones in the minuend,
subtract. Then go to the tens. Since there are not enough tens in the
minuend, tell the class to rename the tens digit. But there is no tens digit,
so we go to the hundreds digit. Rename 7 hundreds as 6 hundreds and
10 tens.
15
c. We now have a tens digit in the minuend. Subtract the tens and the
hundreds digits.
d. Present: 836
- 592
(Do the same for this subtraction sentence)
2. Group Activities
Activity 1
a. Work in groups of five.
b. Distribute the activity cards to each group.
ACTIVITY CARD # 1
Direction: Find the difference.
208 407 635 916
- 57 - 95 - 83 - 52
(To the teacher: Provide other activity cards for the other groups.)
Activity 2
a. Work in groups of five.
b. Distribute the activity cards to each group.
ACTIVITY CARD # 2
Direction: Use the color code in giving the difference
a. 309 b. 607 c. 709 d. 529 e. 417
- 49 - 32 - 51 - 74 - 53
(To the teacher: provide other activity cards for the other groups.)
Activity 3
ACTIVITY CARD # 3
16
ACROSS:
a b
c d e
g h i
*Valuing:
- Did you enjoy doing your group work?
- Did you cooperate with one another?
- Why is cooperation important in group work?
- What should you remember when doing your group activities?
3. Generalization
How do we subtract numbers when the tens digit of the subtrahend is greater
than the tens digit of the minuend?
C. Application
1. Solve and choose the correct answer by using a check mark ().
17
IV. Evaluation
Subtract.
1) 347 2) 103 3) 764 4) 448 5) 306
- 56 - 93 - 392 - 155 - 144
V. Assignment
Subtract.
I. Learning Objectives
A. Preparatory Activities
3. Drill
Subtract:
a. 12 b. 18 c. 11 d. 14 e. 15 f. 16
- 6 - 9 - 6 - 8 - 7 - 9
18
2. Review
a. H T O b. H T O
3 9 2 5 0 8
- 1 4 6 - 4 3
3. Motivation
B. Developmental Activities
1. Presentation
* Let the pupils subtract the numbers in the place value chart.
Example:
H T O
2 0 4
- 7 9
Subtract the ones digits first. Since there are not enough ones in the
minuend, tell the class to rename the tens digit. But there is no tens digit, so
we borrow from the hundreds digit. Rename 2 hundreds as 1 hundred and
10 tens.
H T O
1 10
2 0 4
7 9
We now have a tens digit in the minuend. Rename the tens digit as 9 tens
and 10 ones. Then regroup 10 ones to make 14 ones.
H T O
9 10
1 0 4
7 9
19
Subtract the ones, the tens and then the hundreds digits.
H T O
1 9 14
7 9
1 2 5
4. Group Activities
Group the pupils by 3s. Only 2 pupils will play the game. The other pupil
holds the answer key. The one holding the answer key will tell if the
answer of the player is right or wrong.
The two players share the same “Super Tic-Tack-Toe” game board.
Each player has a set of 12 chips/markers of the same color. Make sure
that the color of the chips between the two players is different.
Each player takes turn solving a problem on scratch paper before placing
a marker on the square of the game board.
The players try to make as many tic-tac-toes as possible by aligning their
markers horizontally, vertically or diagonally. The players also try to
block each other from making a tic-tac-toe.
A marker may belong to more than one tic-tac-toe.
The play continues until all squares are covered.
The player with the most number of tic-tac-toes formed wins.
(Note: All winners stand before the class. They are given 5 bravo claps.)
Activity 2
Activity Card
20
188 goats, how many cows are there?
5. Last year, there are three hundred twelve birds in the bird
sanctuary. This year, one hundred thirty-eight birds are
released in the forest, how many birds were left in the
bird sanctuary?
The group who gets the most number of correct answers in 5 minutes wins.
Activity 3
Game: “Palosebo”
Mechanics:
Divide the class into at least 5 groups
Teacher draws or makes the “palosebo” on strips of manila paper or
cartolina for each group as shown below.
Teacher gives a set of subtraction problems for each group.
The groups solve the given subtraction problems for 3 minutes.
The groups write their answers on the “palosebo”.
The group with the most number of correct answers win.
* Valuing:
- Did the players stop when the time was up?
- What kind of players are they? Did they obey the rules?
- As players, what should we do with the rules of the games?
3. Generalization
How do we subtract numbers when the tens and ones digits of the
subtrahend are greater than the tens and ones digits of the minuend?
C. Application
21
IV. Evaluation
V. Assignment
I. Learning Objectives
A. Preparatory Activities
1. Drill
Subtraction Facts
a. 18 b. 12 c. 13 d. 11 e. 15 f. 14
-9 -6 - 5 - 7 - 9 -8
2. Review
a. 35 b. 25 c. 21 d. 17 e. 26
+ 18 + 10 + 7 + 9 + 13
22
5. Motivation
I have shells on the table. Come and get one and answer the addition and
subtraction sentence written on it. Use them to answer the following number
sentences
Example: 2 + 4 = , 6 – 4 = , 5 + 4 = , 9 – 5 = ,
etc.
B. Developmental Activity
1. Presentation
I have stones on the table. Count the stones. How many stones are
there? (56) Remove 12 from them. How many were left?
Ask:
- What is the difference? (44)
- What is the subtrahend? (12)
- What is the sum of the difference and the subtrahend when
added? (56)
minuend 56 44 addend
subtrahend - 12 + 12 addend
difference 44 56 sum
g. Using the above illustration, show/teach the children how they will check
the subtraction sentence.
2. Group Activities
Activity 1
Activity 2
Game: Divide the class into 4 groups. Have them answer the exercises
with speed and accuracy. The group with more correct answers wins.
23
Subtract the following then check by adding.
Activity 3
Solve the word problem then check your answer.
*Valuing:
- Going back to the problem above, who donated the books? What
character trait does Josh show? Why is it important to practice
sharing with others?
3. Generalization
C. Application
a. 85 b. 50 c. 75 d. 81 e. 34
- 39 - 24 - 59 - 48 - 27
2. Complete each so that the sum of the two numbers on the opposite circles is
the number in the rectangle.
a. b. c. 192
248
IV. Evaluation
a. 73 b. 81 c. 53 d. 80 e. 64
- 26 - 37 - 15 - 69 - 28
24
V. Assignment
Subtracting Mentally
I. Learning Objectives
Cognitive: Subtract mentally 1-digit number from 1- and 2-digit numbers with
minuends up to 50 without regrouping
Psychomotor: Solve mentally 1-digit number from 1- and 2-digit numbers with
minuends up to 50 without regrouping
Affective: Show love for parents
Skill: Subtracting mentally 1-digit number from 1- and 2-digit numbers with
minuends up to 50 without regrouping
Reference: BEC PELC I C 3
Materials: Drill cards with basic subtraction facts, hand puppet of a magician,
bingo cards, drill cards, Example: 46 38
-3 -6
Value: Love for parents
A. Preparatory Activities
1. Drill
Relay
9 6 8 7 9
-3 -2 -5 -4 -5
2. Review
Subtract. Then check your answers by adding the difference and subtrahend
to get the minuend.
a. 63 b. 91 c. 56 d. 349 e. 427
- 38 - 45 - 17 - 86 - 145
3. Motivation
25
Ask: Have you seen a magician?
What does a magician do?
Would you like to see how a magician performs some tricks?
B. Developmental Activities
1. Presentation
2. Group Activities
Activity 1
Bingo Game
a. Divide the class into groups of five.
b. Distribute bingo cards for each group.
c. Look at the cards as the teacher flashes them.
Example: 45 48 37 26 19
-5 -7 -5 -3 -7
d. Mark with a stone the correct number that answers the number
combination given by the teacher.
e. The first group to come up with the correct pattern wins the game.
B I N G O
13 25 29 32 40
10 22 26 30 43
12 24 28 34 42
14 21 27 36 41
Activity 2
Pair-shared Activity
a. Listen carefully as the teacher dictates the word problem.
b. The first pair to guess the correct answer will stand up.
1) What number is 29 less 8?
2) What is the difference between 48 and 6?
3) Subtract 5 from 37.
4) What is 49 decreased by 6?
5) Take away 2 from 27.
3. Generalization
C. Application
Teresa earned 28 in selling banana cues. She spent 6 and gave her
mother the rest. How much did her mother receive?
26
If you would earn money, would you do the same?
How do you show love for your parents?
IV. Evaluation
1. Subtract mentally.
(The teacher will flash the cards given below.)
27 39 50 48 36
-5 -6 - 10 -3 -4
2. Subtract mentally.
(The teacher will dictate the word problems below)
I. Learning Objectives
Cognitive: Tell what is asked, what is/are given, word clues and operation to be
used in word problems involving subtraction
Psychomotor: Write what is asked, given, word clues and operation to be used
Affective: Find pleasure in reading
Skill: Telling what is asked, given, word clues and operation to be used in
word problems involving subtraction
Reference: BEC PELC I C 4.1.1.1
Materials: word problems written on manila paper, chart, activity cards, drill
boards or show cards, flash cards, pocket charts
Value: Enjoyment in reading
A. Preparatory Activities
1. Drill
a. 35 b. 26 c. 45 d. 19 e. 50
- 3 - 6 - 4 - 6 - 30
27
f. 29 g. 36 h. 45 i. 29 j. 48
- 9 - 3 - 5 - 7 - 5
2. Review
a. Tony needed 220 popsicle sticks for his project. He had 100 sticks and
his friend gave him 50 sticks. How many more sticks will he need?
Ask: Who needed popsicle sticks?
How many popsicle sticks does he have?
How many popsicle sticks did his friend give him?
How many more sticks does he need?
b. Daniel bought a book for 92. How much change did he get from
100?
Ask: Who bought a book?
How much is the cost of the book?
How much was his money?
How much change did he get?
3. Motivation
Talk about going on a field trip. Ask: Have you joined a field trip? Where did
you go? What did you bring along? Did you have fun? Why?
B. Developmental Activities
1. Presentation
2. Group Activities
Have the pupils solve the problems in groups. Form 6 groups and distribute
one activity card for each group. Tell the pupils to solve the problem following
the steps discussed.
Activity Card 1
The Boy Scouts went camping. They gathered 75 pieces of firewood.
They used 50 pieces for cooking and for a bonfire. How many pieces of
firewood were left?
Activity Card 2
Mrs. Santos went to the market. She spent 265 for meat and
vegetables. If she had 500, how much money was left for her?
Activity Card 3
Among the 480 Grade two pupils, 381 joined the Field Day. How
many pupils did not join?
28
Activity Card 4
There were 104 boys and girls who attended the Field Day. If 45
came in costumes, how many did not come in costumes?
Activity Card 5
Conrad had a deposit of 580 in the bank. He withdrew 250 to
buy a gift for his mother. How much money was left in his deposit?
Activity Card 6
There are 226 Grade two children in Rizal Elementary School. There are
118 girls. How many are boys?
Ask the leader of the group to read the problem and a member to write
the answer on the blackboard or on a sheet of manila paper. Check for
the accuracy of the answers.
*Valuing:
- Did you enjoy reading the activity sheet assigned to your group?
Why? Is it good to love reading? Why? (Because we will know many
things by reading)
-
3. Generalization
C. Application
1) Read and analyze the word problems below following the given steps.
a. What is asked?
b. What are the given facts?
c. What is the word clue?
d. What is the operation to be used?
1. Mang Berto brought 350 coconuts to the market. If he sold 198 coconuts,
how many coconuts were not sold?
2. There were 400 mango and santol trees in Mang Rogel‟s farm. If 153
were mango trees, how many were santol trees?
3. Mother asked Clara to buy a dozen eggs in the nearby store. How much
was left of her 100?
IV. Evaluation
1. Mang Celso has 250 boiled corns to sell. He sold 125 pieces in the morning. How
many more boiled corns will he still sell in the afternoon?
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2. There were 323 pupils in Grade Two. Only 145 joined the food sale. How many
pupils did not join?
3. The children prepared 500 cookies for sale. They sold 380 cookies. How many
cookies were not sold?
V. Assignment
Lourdes earned 315 points for the raffle. But she needs 500 points to be able to
join the grand raffle. How many more points does she need?
1. What is asked?
2. What are the given facts?
3. What is the word clue?
4. What is the operation to be used?
I. Learning Objectives
A. Preparatory Activities
1. Drill
Subtraction facts
a. 18 b. 12 c. 13 d. 11 e. 15 f. 14 g. 17
-9 -6 -6 -7 -9 -5 -9
h. 12 i. 16 j. 18 k. 14 l. 13 m. 16
-4 -9 -9 -5 -6 -8
2. Review
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UNDERSTAND Review and answer with label
b. Give the correct answer to the problem (Pupils may use show-me-
boards.)
1. There were 10 birds on a tree. Six flew away. How many were
left?
2. Beth drew 15 circles. She colored 8 circles red and the other
green. How many circles were green?
3. Father brought home 11 durian candies. His son ate 5 durian
candies. How many were left?
3. Motivation
B. Developmental Activities
1. Presentation
Arnold has a coconut shell bank. Everyday he receives 20 from his mother.
He only buys a sandwich for recess at 5 and the rest of the money is saved.
How much does he put in his coconut shell bank?
Teacher explains and shows how to transform a step word problem into a
number sentence. Let the pupils solve the problem. Guide the pupils in
writing and solving the problem in two ways, horizontal and vertical solutions.
Let them also label their answer correctly.
20 – 5=N
20 – 5 = 15 amount of money Arnold puts and saves
in his coconut shell bank
or 20
– 5
15 amount of money Arnold puts and saves in his
coconut shell bank
Lani invited her classmates to her birthday party. Forty of her classmates came.
When evening came, 12 of her classmates went home. How many were were left
in the party?
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Guide the pupils in analyzing the word problem.
Call some pupils to show their solutions on the problem and stating the
answer with the correct label on the board. Let them explain their solutions
and answers. Guide the pupils to identify/choose the correct solution and
answer in case some of the pupils gave wrong answers. Guide them also in
explaining why their solutions are wrong.
40 classmates
- 12 classmates went home
28 classmates were left
2. Group Activities
a. You and your brother opened your piggy bank to buy a gift for your
mother. You were able to save 53 and your brother saved 67. How
much more is your brother‟s savings than yours?
b. The fisherman caught 546 fishes. He sold 392 of them. How many were
left for his family?
c. Praxedes is 54 years old. Vicky is 49 years old. How many years older
is Praxedes than Vicky?
d. Marites had 500. She bought a pair of shoes for 299. How much
money had she left?
e. The dress is 50 less than its original price which is 395. What is the
new price of the dress?
f. There are 949 pupils in Malinta Elementary School while in Hulugan
Elementary School there are 468 pupils. What is their difference?
g. There were 492 Cub Scouts, 256 joined the parade. How many Cub
Scouts did not join the parade?
h. Rose has 100. She bought a bag for 99. How much was her
change?
i. Mother bought 148 eggs. She used 125 eggs in her leche flan. How
many eggs were left?
j. Mr. Luis earned 650 from driving a taxi. He gave 500 to his wife.
How much money had he left?
3. Generalization
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C. Application
Change the following word problems into number sentences. Solve then label the
answer correctly.
1. Joshua‟s money is 15. He bought chocolate cookies for 8 and saved the
rest. How much did he save?
2. Ana had 36 roses. She gave 20 of them to her teacher and friends. How
many roses were left?
3. Linda spent half of her money in a store. She spent half of the money that
remained in a second store. She had 15 left in her wallet. How much
money had she at first?
IV. Evaluation
Read the word problems carefully. Then answer the questions that follow.
1. Danilo earned 485. Edgar earned 450. How much more did Danilo earn
than Edgar?
What is the correct number sentence? ___________
What is the complete answer? _____________
2. In a 35-item test, Fred made 9 mistakes. How many correct answers did he get?
What is the correct number sentence? ___________
What is the complete answer? _____________
3. Nena‟s mother is a seller. She had 650 bananas to sell. She had sold 298
bananas in the morning. How many would she sell in the afternoon?
What is the correct number sentence? ___________
What is the complete answer? _____________
4. Luis had 35. He bought a pencil and pad paper which cost 18. He saved the
rest of his money. How much did he save?
What is the correct number sentence? ___________
What is the complete answer? _____________
5. A farmer planted 125 calamansi seedlings. After a month, 46 died. How many
were left?
What is the correct number sentence? ___________
What is the complete answer? _____________
V. Assignment
Transform each problem into a number sentence and solve and give the complete
answer.
1. In a school of 698 grade two pupils, 264 are girls. How many are boys?
2. Ruben has a weekly allowance of 350. He spent 50 for his project. How
much money was left to him?
3. Agnes collected 182 foreign stamps. He gave 96 to his friends. How many
stamps were left to her?
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4. In the Clean and Green Campaign, 101 Grade II pupils joined the drive. There
were 48 pupils from Section Sampaguita. How many pupils were from Section
Rosal?
5. Amad gathered 112 coconuts for sale. He sold 98 pieces. How many were left?
I. Learning Objectives
Cognitive: Tell what is asked, what are given, the word clue/s, hidden question
and the operation to be used in word problems involving addition and
subtraction
Psychomotor: Write what is asked, given, word clue/s, hidden question and
operation to be used
Affective: Give the importance of being industrious
Skill: Telling what is asked, what are given, the word clue/s, hidden
question and the operation to be used in word problems involving
addition and subtraction
Reference: BEC PELC I.C.5.1.1.1
Materials: Problems in chart
Value: Industry
A. Preparatory Activities
2. Review
3. Motivation
34
B. Developmental Activities
1. Presentation
2. Group Activities
Group the pupils into four. Give each group a problem to analyze following
the steps given.
What is asked in the problem?
What are given?
What is the hidden question?
What are the word clue/s to help you identify the operations to be
used in solving the problem?
What are the operations to be used?
Group I
Nilo is taking care of 286 chickens in his poultry. He sells 96 in
January and 40 in February. How many chickens were left?
Group II
Edwin is an industrious boy. He sells doughnuts to earn money. He
has 120 doughnuts to sell. He sold 25 doughnuts in the morning and 15
doughnuts in the afternoon. How many doughnuts does he still have to sell?
Group III
Bernie earns money by selling newspapers. In a day, he earns 62
pesos. He buys a kilo of sugar for 27 pesos and a pack of coffee for 19
pesos. How much money was left to him?
Group IV
Aling Rosa earns money by selling sampaguita. In a day, she earns
70. Everyday, she spends 22 for a kilo of rice and 40 for a half kilo of
galunggong. How much is left of her daily earnings?
*Valuing:
- From the problems discussed, what character trait do you see in
each person? What is the importance of being industrious? Who
among you here are industrious?
- Now, let‟s go back to the problem. How did you come up with your
answer? Did you follow the steps in analyzing a 2-step word
problem? (Pupils will explain their answer)
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3. Generalization
What are the steps in analyzing a 2-step word problem involving addition and
subtraction including money?
C. Application
1. May wants to buy a pack of biscuits costing 5 and a glass of juice for
2. She has only 5. How much more money does she need?
2. Claire is having a party for 35 friends. She sends 11 invitations in the
morning and 9 invitations in the afternoon. How many invitations does
she still have to send?
3. My father planted 68 pechay seedlings and 137 potato seedlings. After
two months, 18 seedlings died. How many seedlings were left?
b. Create a word problem using the following facts involving addition and
subtraction.
1. 500, 2 shirts, 250
2. 684 canned goods, 185 families from Barangay A, 263 families from
Barangay B
IV. Evaluation
Read the word problems carefully. Then answer the questions below.
1. Eloisa bought 80 worth of bananas and 156 worth of mangoes. How much
change did she receive from a 500-peso bill?
a. What is asked? _____
b. What are given? _____
c. What is/are the word clues?
d. What is the hidden question? _____
e. What are the operations to be used? _____
2. A tray contained 125 cookie bags for recess. Of these cookie bags, 75 were sold
to the grade two classes and 40 were sold to the grade one classes. How many
cookie bags were not sold?
a. What is asked? _____
b. What are given? _____
c. What is/are the word clues?
d. What is the hidden question? _____
e. What are the operations to be used? _____
V. Assignment
1. Mr. Reyes made a total sale of 750 for unripe mangoes and 285 for ripe
mangoes. He gave 600 of his sales to his wife and kept the rest. How much
did he keep?
a. What is asked?
b. What are given?
c. What is/are the word clues?
d. What is the hidden question?
e. What are the operations to be used?
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2. There are 48 visitors at a party. Some are parents, teachers and children. There
are 18 parents and 12 teachers. How many children are in the party?
a. What is asked?
b. What are given?
c. What is/are the word clues?
d. What is the hidden question?
e. What are the operations to be used?
I. Learning Objectives
A. Preparatory Activities
1. Drill
2. Review
Read the word problems and answer the questions that follow.
a. Mary has 250. She bought a bag and an umbrella worth 125. How
much money was left?
1) What is asked? _____
2) What are given? _____
3) What is the word clue? _____
4) What is the hidden question? _____
5) What is the operation to be used? _____
b. Alex has 100. His brother has 75.00. How much money do they
have together?
1) What is asked? _____
2) What are given? _____
3) What is the word clue? _____
4) What is the hidden question? _____
5) What is the operation to be used? _____
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Solve the word problems.
a. At one roadside, there were 25 cars parked. At another roadside, there
were 16 cars. How many cars were there in all?
b. There were 410 boxes. Train workers loaded 20 boxes. How many boxes
were left?
3. Motivation
Do you have money today? How much money do you have? Will you spend
all? What will you do?
B. Developmental Activities
1. Presentation
Who are the members of the family? Who would like to play the role of
the Mother? Father? Alvin?
Alvin: I‟m going to school, mother.
Mother: Here is your money. (Mother gives him 15.)
Father: I will also give you 10 because you helped me in the
farm.
Alvin: Thank you, father, mother.
Alvin got 25. In school, he spent 12 only and saved the rest.
How much money was left to him?
*Valuing:
- What can you say about Alvin?
- Is it good to save money?
- What character trait did he show?
38
Call some pupils to give the number sentence for the problem. Guide the
pupils to identify the appropriate number sentence. Let them also identify
the word clues for each operation used.
(36 + 22) – 15 = N
Guide also the pupils in solving for the correct answer. Let them label
their answers correctly.
2. Group Activities
Divide the class into 3 groups. Give each group two or three problems. Let
them answer the following.
What is the number sentence?
What is the complete answer?
After the groups solved the problems, let them present their solutions to the
class.
Examples:
b. Dino had 700. He spent 235 for clothes and saved 200 in the
bank. How much does Dino have now?
c. The government was giving out 3 585 tree seedlings. Eight hundred
thirty-five were given to one barangay and 788 to another barangay.
How many seedlings were left for the other barangays?
d. Mario gathered 146 guavas in the morning. In the afternoon, he
gathered 65 guavas. If mother sold 158 of them, how many guavas
were not sold?
e. Lito earned 250 for selling newspapers and 275 for selling
magazines. He spent 245 for his food. How much money was left
for his savings?
f. Mother bought a polo shirt worth 215 and a shirt for 125. If she
gave 500.00 to the cashier, how much was her change?
3. Generalization
How do we transform word problems involving addition and subtraction
into a number sentence?
What are the steps in solving word problems involving addition and
subtraction?
C. Application
Read the problems carefully. Then answer the questions that follow.
Rita earns money by selling sampaguita. In a day, she earns 100. Everyday,
she spends 24 for a kilo of rice and 28 for a kilo of sugar. How much is
left of her daily earnings?
Which Book?
A class in Grade II sold their old books to raise money to help the victims of
typhoon. Carlos helped by buying 3 books. If he had 100 for 3 books,
which of the books below can he buy? Why?
39
IV. Evaluation
Write the number sentence then solve for the correct answer. Label the answer
correctly.
1. Bernie loves pets. He has 55 pigeons in a big cage and 20 in another. His mother
said he could only keep 35 pigeons. How many pigeons must he sell?
Number sentence: __________
2. Mang Lito sells doughnuts. He had 585 doughnuts to sell. He sold 125 doughnuts
in the morning and 200 in the afternoon. How many doughnuts does he still have
to sell?
Number sentence: __________
3. A housing investor was able to build 5 200 new houses. Of these, 1 350 were in
Laguna,
2 100 in Bulacan and the rest in Cavite. How many new houses were built in
Cavite?
Number sentence: __________
4. Riza bought 125 sheets of bond paper for her project yesterday. She bought 85
more but gave 55 sheets to Nida. How many sheets of bond paper does she
have now?
Number sentence: __________
5. Mr. Santos harvested 745 sacks of palay last year. This year, he harvested 825
sacks of palay. If he sold 1 200 sacks, how many sacks of palay remained for his
family?
Number sentence: __________
V. Assignment
Solve the following word problems following the steps in problem solving.
1. Mr. Fulgencio hired 945 workers in his factory. Last month, he hired 250 more. Of
these, 850 are females, how many are male workers in the factory?
2. Rosie made 450 butter cookies. She also made 350 vanilla cookies. She sold 650
cookies to her friends and neighbors. How many cookies were left to her family?
3. Mang Paul planted 225 coconut seedlings in his farm. After a month, he planted
215 more. He found out that 105 coconut seedlings did not grow. How many
plants grew?
40