K to 12 School Grade Level Two

Daily Lesson L0g Teacher Learning Area Mathematics

Teaching Dates and Time Quarter/Week 1st Quarter, 4th 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 learner demonstrates understanding of addition of whole numbers up to 1000 including money.
B. Performance 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
Standards 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 visualizes and orders numbers up to 1 000 in increasing or decreasing order
Competencies/Objecti M2NS-Id13.2
ves
Visualizes and orders Visualizes and orders numbers Visualizes and orders Visualizes and orders Visualizes and orders
numbers up to 200 in up to 400 in increasing or numbers up to 600 in numbers up to 800 in numbers up to 1 000 in
increasing or decreasing decreasing order increasing or decreasing increasing or decreasing increasing or decreasing
order order order order

Numbers and Number Numbers and Number Sense Numbers and Number Numbers and Number Numbers and Number
Sense Comparing and Ordering Sense Sense Sense
II. CONTENT
Comparing and Ordering Numbers Comparing and Ordering Comparing and Ordering Comparing and Ordering
Numbers Numbers Numbers Numbers
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide Lesson 12-Pages 46-48 Lesson 12-Pages 46-48 Lesson 12-Pages 46-48 Lesson 12-Pages 46-48 Lesson 12-Pages 46-48
pages
2. Learner’s LM in Mathematics 2 LM in Mathematics 2 LM in Mathematics 2 LM in Mathematics 2 LM in Mathematics 2
Materials pages pages -30-33 pages -30-33 pages -30-33 pages 30-33 pages -30-33
3. Textbook pages
4. Additional
Materials from
Learning Resource
(LR) portal
B. Other Learning
Resources
IV. PROCEDURES
A. Review previous Preliminary Activities Preliminary Activities Preliminary Activities Preliminary Preliminary
lesson or presenting Drill Drill Drill Activities Activities
the new lesson 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 98? _____
How many ones are there in
379?________ In 351
=_____hundreds,
_______tens, _____ones Review numbers up to 400 from
What is Two hundred twenty least to greatest and vice versa.
nine in symbol? ____
1. Review Give the place
value of each given
digit. What is the place
of 8 in 389?
_______________
2. In 895, what is the
value of 8?
________________
What is the value of 5
in 589?
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
What number comes after
100?
What number comes before
151?
What numbers between
120 and 122?
(Prepared as many cards
that can all pupils can
participate)
Game: Drill
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
Review:
Numbers up to 600 from Review:
least to greatest and vice Numbers up to 800 from
versa. least to greatest and vice
versa
Game: Drill
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
Review:
Numbers up to 1 000 from
least to greatest and vice
versa
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
 ________________
What is place value of 2
in 629?___________
In 146, what digit has a
value of 40?
____________
3. What digit has a place
value of hundreds in
569?___
B. Establishing a Motivation: Motivation: Motivation: Motivation: Motivation:
purpose for the lesson “MY RULE IN LIFE” “MY RULE IN LIFE” “MY RULE IN LIFE” “MY RULE IN LIFE” Post “MY RULE IN LIFE” Post
Post on the board. Ask: Post on the board. Ask: Post on the board. Ask: on the board. Ask: Children on the board. Ask: Children
Children are you familiar Children are you familiar with Children are you familiar are you familiar with these are you familiar with these
with these patterns? Ask the these patterns? Ask the pupils to with these patterns? Ask the patterns? Ask the pupils to patterns? Ask the pupils to
pupils to tell something tell something about it. Call at pupils to tell something about tell something about it. Call tell something about it. Call
about it. Call at least 5 least 5 pupils. Then, ask them to it. Call at least 5 pupils. at least 5 pupils. Then, ask at least 5 pupils. Then, ask
pupils. Then, ask them to complete the patterns. Then, ask them to complete them to complete the them to complete the
complete the patterns. (Make another exercises based the patterns. patterns. patterns.
1. 20, 22, 24, 26, 28, 30, from previous and use nos. up to (Make another exercises (Make another exercises
______, ______, _____, 400 only) (Make another exercises based from previous and use based from previous and use
_____, _____, ___ based from previous and use nos. up to 800 only) nos. up to 1 000 only)
2. 50, 55, 60, 65, 70, 75 nos. up to 600 only)
_____, _______, _______,
_______, ______
3. 70, 80, 90, ______,
_______, _______, _______,
________, ____
4. ___, _____, _____, ____,
____, ____, 60, 58, 56, 54,
52, 50, 48 5. 40, 45,
50, ____, _____, 65, 70,
____, ____, 85, 90, ____,
_____
C. Presenting Presentation Presentation Distribute the Presentation Distribute the Presentation Distribute the Presentation Distribute the
examples/instances of Distribute the number cards. number cards. (See to it that all number cards. (See to it that number cards. (See to it that number cards. (See to it that
the new lesson (See to it that all pupils have pupils have number cards). Then all pupils have number all pupils have number all pupils have number
number cards). Then let them let them post the number cards cards). Then let them post the cards). Then let them post cards). Then let them post the
post the number cards on the on the board. Then, post your number cards on the board. the number cards on the number cards on the board.
board. Then, post your prepared number line on the Then, post your prepared board. Then, post your Then, post your prepared
prepared number line on the board. Ask the pupils something number line on the board. prepared number line on the number line on the board.
board. Ask the pupils about the number line. Ask them Ask the pupils something board. Ask the pupils Ask the pupils something
something about the number to describe it. about the number line. Ask something about the number about the number line. Ask
 line. Ask them to describe it.
(Note numbers up to 200
only)
D. Discussing new Call 3 or 4 pupils to arrange
concepts and the number cards in the
practicing new skills number line.
#1 The number line looks like
this:
Refer to TG page
47(number line)
Note:Use numbers up to
200 only
Processing:
What number comes after
51?
What number comes before
54?
What numbers are between
51 and 53? Look at the
numbers 50, 51, 53 and 54.
What number is the least?
What number is the greatest?
Can you arrange the
numbers from least to
greatest?
Or from greatest to least.
E. Discussing new Can you arrange the numbers
concepts and from least to greatest? Or
practicing new skills from greatest to least up to
#2 200
F. Developing mastery Reinforcing Activity
Refer to the LM 12 Gawain 1
Divide the class into three
(Note numbers up to 400 only)
Call 3 or 4 pupils to arrange the
number cards in the number line.
The number line looks like this:
Refer to TG page 47(number
line)
Note:Use numbers up to 400
only
Processing:
What number comes after 225?
What number comes before
299?
What numbers are between 242
and 244? Look at the numbers
250, 251, 253 and 254.
What number is the least?
What number is the greatest?
Can you arrange the numbers
from least to greatest?
Or from greatest to least.
Can you arrange the numbers
from least to greatest? Or from
greatest to least up to 400
Reinforcing Activity
Refer to the LM 12 Gawain 2
Divide the class into three
them to describe it.
(Note numbers up to 600
only)
Call 3 or 4 pupils to arrange
the number cards in the
number line.
The number line looks like
this:
Refer to TG page
47(number line)
Note:Use numbers up to
600 only
Processing:
What number comes after
530?
What number comes
before454?
What numbers are between
451 and 453? Look at the
numbers 450, 451, 453 and
454.
What number is the least?
What number is the greatest?
Can you arrange the
numbers from least to
greatest?
Or from greatest to least.
Can you arrange the numbers
from least to greatest? Or
from greatest to least up to
600
Reinforcing Activity
Refer to the LM 12
(Make another examples
line. Ask them to describe it.
(Note numbers up to 800
only)
Call 3 or 4 pupils to arrange
the number cards in the
number line.
The number line looks like
this:
Refer to TG page
47(number line)
Note:Use numbers up to
800 only
Processing:
What number comes after
746? What number comes
before 754? What numbers
are between 750 and 753?
Look at the numbers 720,
751, 753 and 754. What
number is the least? What
number is the greatest? Can
you arrange the numbers
from least to greatest? Or
from greatest to least.
Can you arrange the numbers
from least to greatest? Or
from greatest to least up to
800
Reinforcing Activity
Refer to the LM 12
(Make another examples)
them to describe it.
(Note numbers up to 1 000
only)
Call 3 or 4 pupils to arrange
the number cards in the
number line.
The number line looks like
this:
Refer to TG page
47(number line)
Note:Use numbers up to 1
000 only
Processing:
What number comes after
800? What number comes
before 940?
What numbers are between
920 and 922? Look at the
numbers 950, 951, 953 and9
54. What number is the least?
What number is the greatest?
Can you arrange the numbers
from least to greatest? Or
from greatest to least.
Can you arrange the numbers
from least to greatest? Or
from greatest to least up to 1
000
Reinforcing Activity
Refer to the LM 12
(Make another examples)
 small learning stations. Each small learning stations. Each
small learning station will be small learning station will be
given an activity card.
Ask each group to write
their answers on the manila
paper and post it on the
board. Assign a leader in
each group and ask them to
explain how they answered
the activity.
Note:Use numbers up to 200
only
G. Finding practical Application
applications of Refer to LM No 12 Gawain 3
concepts and skills in
daily living
H. Making Generalization
generalizations and How do we arrange numbers
abstractions about the from least to greatest or vice
lesson versa.
Numbers can be arranged
from least to greatest or
from greatest to least
depending on their place
value positions.
Note:Numbers up to 200
only
I. Evaluating learning EVALUATION
Arrange the numbers from
least to greatest.
1.) 197 175 195 153
_______________________
___
2.) 124 187 107 135
given an activity card.
Ask each group to write their
answers on the manila paper and
post it on the board. Assign a
leader in each group and ask
them to explain how they
answered the activity.
Note:Use numbers up to 200
only
Application
Refer to LM No 12 Gawain 3
(Make another exercises)
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.
Note:Numbers up to 400 only
EVALUATION Arrange the
numbers from least to greatest.
1. ) 377 375 295
300_______________________
___
2.) 400 287 307 240
__________________________
3. ) 281 245 350
based from previous
exercises)
Divide the class into three
small learning stations. Each
small learning station will be
given an activity card.
Ask each group to write
their answers on the manila
paper and post it on the
board. Assign a leader in
each group and ask them to
explain how they answered
the activity.
Note:Use numbers up to 200
only
Application
Refer to LM No 12 Gawain 3
(Make another exercises)
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.
Note:Numbers up to 600
only
EVALUATION Arrange the
numbers from least to
greatest.
1. 500 575 595
605
_______________________
___
2. 124 587 507 530
Divide the class into three
small learning stations. Each
small learning station will
be given an activity card.
Ask each group to write
their answers on the manila
paper and post it on the
board. Assign a leader in
each group and ask them to
explain how they answered
the activity.
Note:Use numbers up to 200
only
Application – Refer to LM
No 12 Gawain 3
(Make another exercises)
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.
Note:Numbers up to 800
only
EVALUATION Arrange the
numbers from least to
greatest.
1. 797 800 795
753
_______________________
___
2. 724 707 760 700
Divide the class into three
small learning stations. Each
small learning station will be
given an activity card.
Ask each group to write
their answers on the manila
paper and post it on the
board. Assign a leader in
each group and ask them to
explain how they answered
the activity.
Note:Use numbers up to 200
only
Application – Refer to LM
No 12 Gawain 3
(Make another exercises)
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.
Note:Numbers up to 1 000
only
EVALUATION Arrange the
numbers from least to
greatest.
1. 897 975 920
943
_______________________
___
2. 824 987 907 845
 _______________________ 399_______________________ 3.598 545 599 _______________________ _______________________
3.) 181 145 200 161 ___ 561 ___ ___ 3.)800 845 999
_______________________ Arrange the numbers from _______________________ 3. 781 745 800 961
___ greatest to least ___ 761 _______________________
Arrange the numbers from . 4.) 378 256 389 279 Arrange the numbers from _______________________ ___
greatest to least. ____________________ greatest to least. ___ Arrange the numbers from
4. ) 187 156 140 5.) 310 289 380 300 4. 587 556 540 Arrange the numbers from greatest to least.
199____________________ ____________________ 575____________________ greatest to least. 4. 987 956 900
5 .) 110 189 180 6. 345 321 296 359 5.) 510 589 580 529 4. 787 756 740 875____________________
129 ____________________ ________ _______________________ 799____________________ 5.) 800 989 980
6. 567 321 896 __ 5.) 710 789 800 729 829 ____________________
459 ________ 6.) 500 521 600 ____________________ 6. 867 921 896
519 6. 767 700 796 959
_______________________ 759 ______________________
__ _______________________
J. Additional activities HOME ACTIVITY HOME ACTIVITY HOME ACTIVITY HOME ACTIVITY HOME ACTIVITY
for application or Refer to the LM 12 – Refer to the LM 12 – Gawaing Refer to the LM 12 – Refer to the LM 12 – Refer to the LM 12 –
remediation Gawaing Bahay Bahay Gawaing Bahay Gawaing Bahay Gawaing Bahay
Page 32-33 Page 32-33 Page 32-33 Page 32-33 Page 32-33
Note:Numbers up to 200 Note:Numbers up to 400 Note:Numbers up to 600 Note:Numbers up to 800 Note:Numbers up to 1 000
only only(Make another examples) only only only(Make another
(Make another examples) (Make another examples) examples)
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
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?