EEd 3 – TEACHING MATH IN THE PRIMARY GRADES

MARIEL L. PERETE BEED 2-1 SEPTEMBER 17, 2020

FORM 1: Virtual Teaching Observation.

DIRECTION: After viewing your selected video clip, complete the entries to this table. (1) Information for all
items for Table 1 should be from the video. For items with no information from the video, put an n.a. (2)
Information for items I to V for Table 2 are also from the video. As in (1), for items with no information from the
video, put an n.a. The information from the two last items for Table 2 (VI and VII) are from your personally
since both requires your own ideas about the video clip. For encoding purposes just delete the italicized
explanations for items I, II, III, V, VI and VII.

Table 1: Background information

URL link https://youtu.be/9bWmY91YkTw Grade Level Grade 2

Sex of the Teacher Female Learning Area Mathematics

Table 2: Lesson Plan Proper

OBJECTIVES The learner compares two three-digit numbers

A. Content Standard demonstrates understanding of whole numbers up to 1000, ordinal numbers up to

20th, and money up to PhP100.

B. Performance is able to recognize, represent, compare, and order whole numbers up to 1000,
Standard ordinal numbers up to 20th, and money up to PhP100 in various forms and
contexts.
C. Learning visualizes and compares numbers up to 1 000 using relation symbols.
Competency
M2NS-Id-12.2
LEARNING These are statements that describe the behavior or performance teachers want
OBJECTIVES learners to exhibit in order to consider them competent.
LO1 Visualizes numbers up to 1 000
LO2 Compares two three-digit numbers using relation symbols
LO3 Realize the value of teamwork
LEARNING
RESOURCES
cut out of Mr. Gray
Activity Sheets

SUBJECT MATTER Comparing two three-digit numbers

PROCEDURE
A. Before the Lesson
Review/Motivation Showing cut-out of Mr. Gray. This is Mr. Gray who wants to eat big number. His
mouth opens towards the big number. In number 9 and 1, which number will Mr.
Gray eat? Mr. Gray’s mouth opens towards number 9.

B. During the Lesson

Presentation What happens if we do not have only number in ones but with hundreds place?
Example 891 869?
Who can tell me the number that Mr. Gray will eat? Why?
Abstraction Explain that if the number in the hundreds place is the same, go to the number in
the tens place, ones place and look for the bigger number.
C. After the Lesson
Application Work by Pair (Diad)-Distribute Activity Sheets by pair
Direction: Which number is greater? Why?
932 951
-Each pair will report their work.
Closure Remember that when we are using greater than, equal to, less than, the mouth is
always open to a greater number.
VI. REMARKS The lesson will be continued to the next day on the use of less than in comparing
two three-digit numbers

VII. REFLECTION -20 pupils got 80% in the evaluation process

-0 requires remediation
-0 continue to require remediation
-Collaboration is evident and effective during the delivery of the lesson. The pupils
seem to be very cooperative in the learning process.

-n.a
Prepared by: Mariel L. Perete
Course and Block: BEED 2-1
Date: September 17, 2020