K to12 School Grade Level II

Daily Lesson L0g Teacher Learning Area Mathematics

Teaching Dates and Time Quarter/Week 1st Quarter, 3rd Week

Monday Tuesday Wednesday Thursday Friday

I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of whole numbers up to 1000, ordinal numbers up to 20 th, and money up to PhP100 ‘
The learners demonstrates understanding of addition of whole numbers up to 1000 including money.
B. Performance Standards The learner is able to recognize, represent, compare, and order whole numbers up to 1000, ordinal numbers up to 20 th, and money up to PhP100 in various
forms and contexts .
The learner is able to recognize and represent ordinal numbers up to 20 th in various forms and contexts.
The learner is able to apply addition of whole numbers up to 1000 including money in mathematical problems and real-life situations.
C. Learning The learner reads and writes numbers up to 1 000 in symbols and in words. The learner visualizes and writes three digit numbers in
Competencies/Objectives M2NS-Ic9.2 expanded form.
M2NS-Ic14
The learner reads and writes The learner reads and The learner reads and writes The learner visualizes and The learner visualizes and
numbers up to 300 in symbols writes numbers up to 600 numbers up to 1 000 in writes three digit numbers in writes three digit numbers in
and in words. in symbols and in words. symbols and in words. expanded form. expanded form.

Numbers and Number Numbers and Number Numbers and Number Numbers and Number Sense Numbers and Number
Sense Sense Sense Writing 3 digit numbers in Sense
II. CONTENT Reading and Writing Reading and Writing Reading and Writing expanded form Writing 3 digit numbers in
Numbers up to 300 Numbers up to 600 Numbers up to 1000 expanded form

III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide pages Lesson 8 pages 32-36 Lesson 8 pages 32-36 Lesson 8 pages 32-36 Lesson 10 pages 39-42 Lesson 10 pages 39-42

2. Learner’s Materials LM in Mathematics 2 page LM in Mathematics 2 page LM in Mathematics 2 page LM in Mathematics 2 page 27- LM in Mathematics 2 page
pages 21-23 21-23 21-23 28 27-28

3. Textbook pages
4. Additional Materials
from Learning Resource
(LR) portal
B. Other Learning
Resources
IV. PROCEDURES
A. Review previous lesson Preparatory Activity Preparatory Activity Preparatory Preparatory Activities Preparatory Activities
or presenting the new Drill
lesson Strategy: Game-
“Guess and Check”
Mechanics:
Divide the class into 5
working groups. Let any
members of the group to
draw 5 number cards inside
the Mystery Box of
Knowledge.. Ask the
pupils to use the numerals
in the number cards to
form three digit numbers as
many as they can.
Examples of Number
Cards:
8 9 0 3
Tell the pupils to
write their answers on their
Show Me Board. Ask
other pupils to arrange the
numbers written on the
board from least to
greatest and vice-versa
2. Review Give the place
value of the following: In
987; what is the place
value of 8? What is the
value of 9 in 987? What is
the place value of 7 in 987?
What is the value of 7 in
987?
Numb Hundr Tens Ones
er eds
1.
2.
3.
4.
5.
6.
7.
Drill Activity 1. Drill - Game: RELAY Mechanics: 1. Drill - Game: RELAY Mechanics:
Strategy: Game- Drill Ask the pupils to position at the back part Ask the pupils to position at the back part
“Guess and Check” Strategy: Game- of the room. Place all number cards of the room. Place all number cards
Mechanics: “Guess and Check” inside the Mystery Box of Knowledge. inside the Mystery Box of Knowledge.
Mechanics: The teacher will draw one at a time the The teacher will draw one at a time the
Divide the class into number cards. Then she/he will show it to number cards. Then she/he will show it to
5 working groups. Let Divide the class the class. Ask the pupils to raise their the class. Ask the pupils to raise their
any members of the into 5 working right hand as fast as they can, if they right hand as fast as they can, if they
group to draw 5 groups. Let any know the answer. The pupil who got know the answer. The pupil who got
number cards inside members of the the correct answer will make step forward the correct answer will make step forward
the Mystery Box of group to draw 5 The first pupil to reach the finish line The first pupil to reach the finish line
Knowledge.. Ask the number cards wins the game. wins the game.
pupils to use the inside the Mystery Examples of Number Cards: Examples of Number Cards:
numerals in the How many hundreds are there in 987? How many hundreds are there in 987?
Box of Knowledge..
number cards to form _________ __________
Ask the pupils to
three digit numbers as In 627= ______hundreds, ________tens, ______________ In 627=
many as they can. use the numerals ______ones ______hundreds, ________tens,
in the number What is Five hundred sixty in symbols? ______ones What is Five hundred sixty
Examples of Number cards to form three __________ in symbols? __________ What is 819 in
Cards: digit numbers as What is 819 in words? words?__________________________
(Make another many as they can. __________________________ How How many ones are there in 379?
number cards) many ones are there in 379? ______________ In 351 =
Tell the pupils to Examples of ______________ ______hundreds, _______tens,
write their answers on Number Cards: In 351 = ______hundreds, _______tens, ______ones What is Two hundred
their Show Me Board. ______ones twenty nine in symbol? ____
Ask other pupils to Make another What is Two hundred twenty nine in
arrange the numbers number cards) symbol? ____ 2. Review Give the place value of each
written on the board Tell the pupils to given digit.
from least to greatest write their answers 2. Review Give the place value of each What is the place of 8 in 389?
and vice-versa on their Show Me given digit. What is the place of 8 in _________________
Board. Ask other 389? _________________ In 895, what In 895, what is the value of 8?
Review: pupils to arrange is the value of 8? ________________ ________________
Reading and What is the value of 5 in 589?
the numbers
writing numbers up to ________________ What is place value What is the value of 5 in 589?
written on the
300 of 2 in 629?________________ In 146, ________________
board from least What is place value of 2 in 629?
what digit has a value of 40?
to greatest and _____________ What digit has a place ________________
vice-versa value of hundreds in 569?___ In 146, what digit has a value of 40?
_____________
Reading and What digit has a place value of hundreds
writing numbers up in 569?___
to 600
 8.
9.
10.
How many digits are
there in a number? In what
direction will you start
looking for the ones place
in a three-digit number?
Which place is in the
middle? What place is the
first number from the left?

B. Establishing a purpose 1. Motivation 1. Motivation . Motivation Motivation Motivation

for the lesson Strategy: “Story Telling” Strategy: “Story Strategy: “Story Strategy: GUESS and CHECK Strategy: GUESS and CHECK
2012 COASTAL CLEAN Telling” Telling” Present a mathematical problem in Present a mathematical problem
UP About the 2012 (Note:Prepare the form of a riddle. Post this on in the form of a riddle. Post this
Every September we Coastal Clean Up another set of the board. on the board.
celebrate Coastal Clean-Up exercises) “I am a four-digit number. My “I am a four-digit number. My
Month to conserve our Comprehension hundreds digit is 8. My ones hundreds digit is 8. My ones
beaches and to minimize question: Why do digit is six less than my digit is six less than my
global warming. In we need to clean our
hundreds digit. My other digits hundreds digit. My other digits
Odiongan North Central beaches?
are both twice as large as my are both twice as large as my
Elementary School If you were the
pupils of ONCES and
ones digit. What number am I? ones digit. What number am I?
(ONCS), there were 578
pupils who participated in OSCES, are you
the activity. While there willing to join the Ask: Underline the question asked in Ask: Underline the
were 892 pupils who coastal clean-up? the problem? Restate question asked in the problem?
participated in Odiongan Why? What are the the question into answer statement Restate the question into answer
South Central Elementary numbers found in the form. Solve the statement form.
School (OSCES) After the story? problem showing the complete Solve the problem showing the
Clean-Up, a forum was Number solutions of the equation. complete solutions of the
conducted by the Young equation.
Scientists Club of
Romblon.
Comprehension question:
Why do we need to clean
our beaches? If you were
the pupils of ONCES and
OSCES, are you willing to
join the coastal clean-up?
Why? What are the
numbers found in the
 story?
C. Presenting Presentation
examples/instances of the Distribute copies of the
new lesson activity card (2012 Coastal
Clean Up) Tell the pupils
to underline all numbers
mentioned in a story. Then
Ask them to fill-up the
table presented below.
Tell the pupils to write the
numbers in symbols into
words and vice versa.
D. Discussing new Number in Number in
concepts and practicing Symbols Words
new skills #1
Tell the pupils to write the
numbers in symbols into
words and vice versa up to
300
E. Discussing new Tell the pupils to write the
concepts and practicing numbers in symbols into
new skills #2 words and vice versa.
(Note:Nos.up to 300 only)
Presentation Presentation Presentation Presentation
Distribute copies of Distribute copies of Distribute a word problem written in the Distribute a word problem written in
the activity card the activity card strip of manila paper. Tell the pupils to the strip of manila paper. Tell the
(2012 Coastal Clean underline the questions asked in the pupils to underline the questions
Up) Tell the pupils problem. Let them rewrite the problem asked in the problem. Let them
to underline all into answer-statement form. rewrite the problem into answer-
numbers mentioned Distribute popsicle sticks. Tell the pupils statement form.
in a story. Then Ask them to fill-up to use the popsicle sticks to represent Distribute popsicle sticks. Tell the
Ask them to fill-up the table presented given in the problem. Let pupils to use the popsicle sticks to
the table presented below. the pupils solve the equation. represent given in the problem.
below. Tell the pupils to Let the pupils solve the equation
Tell the pupils to write the numbers
write the numbers in in symbols into
symbols into words words and vice
and vice versa. versa.
Tell the pupils to Tell the pupils to Other possible questions 1. What digit is Other possible questions
write the numbers in write the numbers in the hundreds place of a four-digit 1. What digit is in the hundreds place
symbols into words in symbols into number in a Mathematical problem? of a four-digit number in a
and vice versa up to words and vice 41 Mathematical problem?
600 versa up to 2. How about in the ones place? 3. What 2. How about in the ones place?
1 000 are the operations to be used to form an 3. What are the operations to be
equation? 4. What is the mathematical used to form an equation?
equation? 5. What is the correct answer? 4. What is the mathematical
6. Is your answer correct? Why? Explain
equation?
your answer.
5. What is the correct answer? 6. Is
your answer correct? Why?
Explain your answer.
Tell the pupils to Tell the pupils to Post the Place Value Chart Present an Post the Place Value Chart
write the numbers in write the numbers example Say: The numeral 896 can be Present an example
symbols into words in symbols into expressed in expanded form: Say:
and vice versa. words and vice Elaborate that; 8 hundreds = 800 The numeral 896 can be expressed in
versa. 9 tens = 90 6 expanded form:
Note:Nos.up to 300 Note:Nos.up to 1 ones = 6
only) 600 only) Numbers can be written in different ways. ______ Hundreds _____ Tens _____
These can be done in words, symbols and Ones
expanded form. Draw the pupils’
attention to the place value chart. (Teacher present more examples)
Illustrate how 896 be expressed in
expanded form:

F. Developing mastery Reinforcing Activity –
Refer to LM 8 Gawain
1and 2
G. Finding practical Application- Refer to LM-
applications of concepts Gawain 3
and skills in daily living
H. Making generalizations Generalization
and abstractions about the
lesson 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.
The expanded form of 896 is 800 +
90 + 6
Explain: Number PlaceValue
Value 896
Ones 6
Tens 90
Hundreds 800
Ask: How many hundreds, tens and ones
are there in 896? Give additional
illustrative examples: 275 =
______Hundreds ______Tens
______Ones 702 = ______Hundreds
______ Tens _____ Ones ______
Hundreds _____ Tens _____ Ones
Reinforcing Activity Reinforcing Reinforcing Activity – Refer to LM 10 Reinforcing Activity – Refer to LM
– Refer to LM 8 Activity – Refer to Gawain 1and 2 Group the class into three 10 Gawain 1and 2 Group the class
Gawain 2 LM 8 Gawain 1and small learning stations. Each group will into three small learning stations.
2(Prepare another be given an activity worksheet containing Each group will be given an activity
set of exercises) the activity and directions worksheet containing the activity and
directions
Application- Refer to Application- Refer Application –Refer to LM- Gawain 3 and Application –Refer to LM- Gawain 3
LM- Gawain 3 to LM- Gawain 3 4 and 4
(Note:Prepare another (Note:Prepare
set of exercises) another set of
exercises)
Generalization Generalization Generalization Generalization
How do you read How do you How do you write numbers in How do you write numbers in
and write read and write expanded form? Writing number in expanded form? Writing number in
numbers? a. A numbers? a. A expanded form is expressing the expanded form is expressing the
number can be number can be number as the sum of the values of its number as the sum of the values of its
written in written in digits. The expanded form gives the digits. The expanded form gives the
symbols and in symbols and in value of each in the numbe value of each in the numbe
words. b. The words. b. The
first digit from first digit from
the right is the the right is the
ones, the second ones, the second
is tens and the is tens and the
third is the third is the
hundreds c. Zero hundreds c.
is used as Zero is used as
placeholder. d. placeholder. d.

I. Evaluating learning
J. Additional activities for
application or remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 80% in the
evaluation.
B. No. of learners who
require additional
activities for remediation
who scored below 80%.
C. Did the remedial
lessons work? No. of
learners who have caught
up with the lesson.
D. No. of learners who
Every digit has Every digit has
its own value its own value
according to its according to its
position in the position in the
number. number.
EVALUATION Read the EVALUATION Read EVALUATION EVALUATION 1. Using the digits 2, 8,
paragraph below. Then the paragraph below. Read the paragraph 9, 4 and 6 only once, what is the greatest
write all numbers included Then write all below. Then write three-digit numbers can be formed?
in the paragraph. numbers included in all numbers Then express it in expanded form.
“Polit had nine hundred the paragraph. included in the ___________
seventy-nine pages of a (Note:Prepare another paragraph. 2. Teacher Danny draws number cards:
book to read. He reads two set of exercises) 2, 0, 9, 8 and 7. Using the digits only
hundred sixty-seven pages once, form the smallest three-digit
on Monday and 79 pages numbers and express it in expanded form.
on Tuesday. And he reads __________________
the remaining six hundred 3. Write 708 in expanded form.
thirty-six last Friday” _________________________________
_
4. Express in expanded form: Three
hundred fifteen”_______
5. What is 897 in expanded form?
________________________________
HOME ACTIVITY Refer HOME ACTIVITY HOME ACTIVITY HOME ACTIVITY Refer to the LM 10 – HOME ACTIVITY Refer to the
to the LM 8 – Gawaing Refer to the LM 8 – Refer to the LM 8 Gawaing Bahay LM 10 – Gawaing
Bahay Gawaing – Gawaing Bahay Bahay(Note:Prepare another set of
Bahay(Prepare (Prepare another exercises)
another set of set of exercises)
exercises)
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?