Lesson Plan

in
Mathematics II

I. OBJECTIVES

A. Content Standard: The learner demonstrates understanding of subtraction of

whole numbers up to 1000 including money.
B. Performance Standard: The learner is able to apply subtraction of whole
numbers up to 1000 including money in mathematical problems and real-life
situations.
C. Learning Competencies/Learning Objectives:
1. Visualizes, represents, and subtracts 2- to 3- digit numbers with minuends
up to 999 without and with regrouping (M2NS-IIa-32.5)
2. Subtracts mentally 1-digit numbers from 1- to 3- digit numbers without
regrouping using appropriate strategies (M2NS-IIb-33.2)
3. Subtracts mentally 3-digit numbers by tens and by hundreds without
regrouping using appropriate strategies (M2NS-IIb-33.3)
II. CONTENT: Numbers and Number Sense
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages: 21st Century MATHletes Teacher’s Manual
pages
2. Learner’s Material pages:
3. Textbook pages: 21st Century MATHletes Textbook pages
Additional Materials/ Other Resources: PowerPoint presentation,
laptop, television/projector, bags of cereals, picture story, picture
cards with addition problem

Values Integration: Importance of honesty in transactions involving money

such as giving or asking for the change

IV. PROCEDURE

Preparatory Activity

● Opening Prayer
● Checking of Attendance
A. Reviewing previous lesson

Teaching Principle 1: Mathematics is best learned when students are actively

engaged.

Learning Principle 3. Mathematics is best learned when students are actively engaged.

UDL Principle 3. Create and follow classroom routines.

Show the class 4 pictures. Choose 4 volunteers from the class to pick a picture. Each
picture represents a problem for them to solve. Once done solving, ask another set of
pupils to explain the work.

Pictures Problem
B. Establishing a purpose for the lesson

Teaching Principle 2: Mathematics must be real to students and therefore,

mathematics teachers should be mindful of students contexts and when teaching
mathematics.

Learning Principle 2: The physical and social dimension of a mathematical

environment contribute to one’s success in learning mathematics.

UDL Principle 9: Prompt students to identify key ideas and relationships

Tell the class a simple story using a picture story.

One morning, you went to the market.

 You wanted to buy a banana which is P8.00 each.

You bought 1 banana and gave P10.00 to the vendor.

The vendor thanked and handed you the change.

When you counted the change, you had P3.00

C. Presenting examples/instances of the new lesson.

Teaching Principle 4: Mathematics can never be learned in an instant, but rather

requires lots of work and the right attitude.

Learning Principle 4: A deep understanding of mathematics requires a variety of tools

for learning.

UDL Principle 7: Display information in a flexible format.

Discuss the example given from the story about the change given by the fruit vendor
wherein, you received P3.00 change from buying an P8.00 worth of banana. You paid
 P10.00. So, if we take away P8.00 from P10.00, how many coins should we get as a
change?

Ask more prompt questions such as:

● Did the vendor give us the correct change?

● How many coins should we have as change?
● Looking at our story and example, what do you think is our lesson today?

D. Discussing New Concept and Practicing New Skills Number 1.

Teaching Principle 8: Technology plays an important role in teaching and learning of

mathematics. Mathematics teachers must learn to use and manage technological tools
and resources well.

Learning Principle 4: A deep understanding of mathematics requires a variety of tools

for learning.

UDL Principle 12: Provide multiple means for navigation and control.

1. Give each student a bag of cereal and a piece of paper. Allow the
students to eat some of their cereal as soon as they write down the correct
equation.
2. Pull out five pieces of cereal from your bag and put them on the overhead
projector. Ask students, “How many do I have?” After they answer, eat two
of the pieces of cereal. Ask “Now how many do I have?” Discuss that if
you start with five pieces and then take away two, you have three pieces
left over. Repeat this with the students several times. Have them take out
three pieces of cereal from their bags, eat one and tell you how many are
left over. Tell them that there is a way to record this on paper.
3. Together, do the following problems and say them like this (adjust as you
see fit):
 ● Say "6 pieces, take away 2 pieces, is 4 left over." Write 6 - 2 = 4 and
ask the students to write it as well.
● Say "8 pieces, take away 1 piece, is 7 left over." Write 8 - 1 = 7 and
ask the students to write it.
● Say "3 pieces, take away 2 pieces, is 1 left over." Write 3 - 2 = 1 and
ask the students to write it.
4. Tell the pupils about the parts of the subtraction equation as well.

E. Discussing New Concept Number 2

Teaching Principle 8: Technology plays an important role in teaching and learning of

mathematics. Mathematics teachers must learn to use and manage technological tools
and resources well.

Learning Principle 4: A deep understanding of mathematics requires a variety of tools

for learning.

UDL Principle 12: Provide multiple means for navigation and control.

This time, teach pupils on the steps to subtract without regrouping:

1. You need to place the subtrahend below the minuend so that the ones-
place numbers fall in the same column.
2. Now you have to subtract each column separately and in order, starting
with the ones-place column.
3. The last step is to place the answer of the subtractions below each one of
the columns, and remember: always put it in order.
F. Developing Mastery (Leads to Formative Assessment)

Cooperative and Differentiated Learning

UDL Principle 5: Group learners with common interests or learning strengths and
weaknesses.

Group the students into 5 members. Each member will have their differentiated tasks:

Member 1: Leader Member 4: Art Manager

Member 2: Materials Manager Member 5: Reporter

Member 3: Secretary

Each group will come up with 3 subtraction number sentence represented by buttons on
a shirt such as:
 Each group must also use two digit equations. Afterwards, each group will have a
representative to present their work to class.

G. Finding Practical Applications for concepts and in daily living skills.

Teaching Principle 1: While the ability to explain and solve a problem is evidence in
good understanding of mathematical ideas, teaching mathematics requires more than
this.

Learning Principle 1: Being mathematically competent means more than having the
ability to compute and perform algorithms and mathematical procedures

UDL Principle: Prompt students to identify key ideas and relationships.

Let the class recall the story given to them earlier and ask them these discussion
questions:

1. Did the vendor give the correct amount of change?

2. What should you do if you experienced the same situation?

H. Making Generalization and abstraction about the lesson

Teaching Principle 2: Mathematics must be real to students and therefore,

mathematics teachers should be mindful of students contexts and when teaching
mathematics.

Learning Principle 6: Students’ attitudes and beliefs about mathematics affect their
learning.

UDL Principle 4: Provide prompts that let students know it’s time to ask for help.

To generalize the lesson, ask pupuks questions like:

1. What is subtraction?
2. How do we subtract?
3. What are the parts of the subtraction equation?

Note: Simplify question when necessary.

I. Evaluating Learning

Teaching Principle 6: Assessment must be an integral part of the mathematics

instruction.
 Learning Principle 5: Assessment in mathematics must be valued for the sake of
knowing what and how students learn or fail to learn mathematics.

UDL Principle 13: Give regular feedback that helps students develop goals and
strategies to reach them.

Let the class answer the following activity individually:

J. Additional Activities for Application or Remediation

V. Remarks

VI. Reflection

Prepared by:

Submitted to: