(Enclosure to DepEd Order No. 42.s.
2016)
  School
Teacher
Teaching Dates and Time
  Monday
I. OBJECTIVES Count and tell the value of
a set of bills or a set of
coins through 100 in
combinations of pesos
and centavos (Peso and
Centavo Coins Only)
A. Content A. Content Standards
Standards demonstrates
understanding of division
of whole numbers up to
1000 including money.
B. B.Performance Standards
Performance is able to apply division of
Standards whole numbers up to 1000
including money in
mathematical problems
and real-life situations.
C. Learning C. Learning
Competencies Competencies/
/ Objectives
Objectives solves routine and non-
routine problems involving
BBES Grade & Section TWO – MT. PULAG
MARIANNE MANALO- Learning Area MATHEMATICS
PUHI
November 28- Quarter Third Quarter –Eighth Week
December 2, 2016
Tuesday Wednesday Thursday Friday
Count and tell the HOLIDAY-November Read and write money in Compare values of different
value of a set of bills or 30,2016 symbol and in words denominations of coins and
a set of coins through through 100 paper bills through 100 using
100 in combinations of relation symbols <, > and =
pesos and centavos
(Bills and Centavo
Coins Only)
A.Content Standards A.Content Standards A.Content Standards
demonstrates demonstrates demonstrates understanding
understanding of understanding of division of whole numbers
division of whole of division of up to 1000 including money
numbers up to 1000 whole numbers
including money. up to 1000
including
money.
B.Performance B.Performance Standards B.Performance Standards
Standards is able to apply division is able to apply division of
is able to apply division of whole numbers up to whole numbers up to 1000
of whole numbers up to 1000 including money in including money in
1000 including money mathematical problems mathematical problems and
in mathematical and real-life situations. real-life situations.
problems and real-life
situations.
C. Learning C. Learning C. Learning Competencies/
Competencies/ Competencies/ Objectives
Objectives Objectives solves routine and non-
solves routine and non- solves routine and non- routine problems involving
routine problems routine problems
 division of numbers by involving division of involving division of division of numbers by
2,3,4,5 and 10 and with numbers by 2,3,4,5 and numbers by 2,3,4,5 and 2,3,4,5 and 10 and with any
any of the other 10 and with any of the 10 and with any of the of the other operations of
operations of whole other operations of other operations of whole numbers including
numbers including money whole numbers whole numbers including
money using appropriate
using appropriate problem including money using money using appropriate
problem solving strategies
solving strategies and appropriate problem problem solving
tools. solving strategies and strategies and tools. and tools.
M2NS-IIIc-56.1 tools. M2NS-IIIc-56.1 M2NS-IIIc-56.1
creates word problems M2NS-IIIc-56.1 creates word problems creates word problems
involving division of whole creates word problems involving division of involving division of whole
numbers including money. involving division of whole numbers including numbers including money.
M2NS-IIIc-57.1 whole numbers money. M2NS-IIIc-57.1
including money. M2NS-IIIc-57.1
M2NS-IIIc-57.1
II. CONTENT Content: Counting and Content: Counting and Content: Reading and Content: Comparing Values
Telling the Value of a Set Telling the Value of a Writing Money in of Different Denominations
of Bills or a Set of Coins Set of Bills or a Set of Symbols and in Words of Coins and Paper Bills
through 100 in Coins through 100 in through 100 through 100 using Relation
Combinations of Pesos Combinations of Pesos Symbols
and Centavos (Peso and and Centavos (Bills and
Centavo Coins Only) Centavo Coins Only)
III. LEARNING K to12 Curriculum Guide K to12 Curriculum K to12 Curriculum Guide K to12 Curriculum Guide
Grade 2 – Mathematics Guide Grade 2 – Mathematics Grade 2 – Mathematics pages
RESOURCES pages 23,25 Grade 2 – Mathematics pages 23,24 23,24
A. References pages 23,25
1. Teacher’s 251- 254 (softcopy) 254-257(softcopy) 258--260(soft-copy) 260-263(soft-copy)
Guide Pages
2. Learner’s LM in Mathematics pages LM in Mathematics LM in Mathematics pages LM in Mathematics pages
Materials 188-190 pages 190-193 193- 195 195-196
pages
3. Text book      
pages
4. Additional 1. Learning Module 1. Learning Module 1. Learning Module 1. Ball
Materials 2. Illustrations 2. Pencil and paper 2. Illustrations 2. Flashcards
from 3. Flashcards 3. Activity sheet 3. Activity cards/sheets 3. Illustrations
Learning 4. Activity cards/sheets of (money) 4. Manila paper and 4. Learning Module
Resources sets of money 4. Play money markers 5. Weighing 5. Different denominations of
5. Play money 5. Chart (word scale, scrap materials play money
 6. Empty bottles and problem) 6. Play money 6. Strips with written values
boxes of milk, oil vinegar Lesson 82 Lesson 83 of money either in words or
etc in symbol
Lesson 81 7. Activity sheet with
illustrations of money or play
money posted on it
Lesson 84

B. Other laptop laptop laptop laptop

Learning
Resources
IV.
PROCEDURES
A. Reviewing INSTRUCTIONAL INSTRUCTIONAL INSTRUCTIONAL INSTRUCTIONAL PROCEDURE
previous PROCEDURE PROCEDURE PROCEDURE Preparatory Activities
lesson or Preparatory Activities Preparatory Activities Preparatory Activities 1. Drill- Do this as group
presenting Drill –Do this as group 1.Drill –Do this in a 1.Drill –In this drill, activity
the new activity. form of a race. The combine the money of Give each group this activity
lesson Let each group bring out leader of the group will the pupils per group. sheet. Let them count and
their baon (money). Make raise his hand to Make sure that the write the value in symbol and
sure that the money is answer. The group with money is properly listed in words. Once done, let each
properly accounted. the highest number of so that after the game it group present their outputs.
Play “Bring Me”. The first points win. will be properly returned
group to bring what is Example: What is the to the owner.
asked will earn point. value of: Play “Bring Me”. Then
Say: Bring me 200 a. 2 pieces of 5 peso tell the amount you want
centavos. coin and 5 pieces of 5 the group produce. The
Continue the process and centavo coins. group that can produce
reward the group that has b. 8 pieces of 10 peso the exact amount earns
earned many points. coins and 1 piece of 25 point. Reward the group
centavo coin. with the highest points.
c. 4 pieces of 1 peso Example: Eight pesos and
coins and 3 pieces of 10 fifty centavos
centavo coins
d. 5 pieces of 20 peso
bills
e. 1 piece of 50 peso
and 10 pieces of 5
centavo coins

B. Establishing B. Establishing a purpose
a purpose for the lesson
for the lesson 2. Review – Group the
( Motivation) pupils. Let them count the
money in their activity
card either in peso or in
centavo. The assigned
reporter will tell the value
of the set of money
assigned to them.
3. Motivation –Simulate
buying in a “Sari-sari
Store”
Give each group a set of
coins (peso and centavo)
of different value.
(If possible, there should
be more 5 centavos)
Example:
Group 1 – 30 pesos and 50
centavos
Group 2 – 53 pesos and 15
centavos
Group 3 – 15 pesos and 10
Reward the group with
the highest points.
B. Establishing a B. Establishing a purpose
purpose for the lesson
for the lesson 2. Review –Group
2. Review-Give each activity.
group this activity Give each group this
sheet. activity card, manila
Count the set of coins paper and marker.
below. Tell before the A. Write the following in
class its value. The symbol.
leader of the group will 1. Eighty-four
tell their values 2. Thirty-eight
3. Twenty-nine
4. Ninety-eight
5. Fifteen
B. Write the following in
words.
1. 63 2. 39 3. 27 4. 17 5. 8
3. Motivation
How do you dispose your
3. Motivation garbage/trash such as
Ask: Have you tried empty bottles, plastic,
helping cleaning your etc.?
yard then sell the scrap Elicit answers from the
materials? Elicit answer pupils.
from the pupils.
B. Establishing a purpose
for the lesson
2. Review –Use a ball. Pass
the ball to the class. Whoever
catches the ball will come in
front. The teacher will say;
“Give me (amount of money).
The pupil will count from the
set of money on the table of
the said amount.
Example: Fifteen pesos and
thirty centavos
3. Motivation
Ask how much baon each of
your pupils have?
Then let the class identify
who has the biggest amount
of baon.
You may ask the pupils on
what is the equivalent of it in
different denominations.
 centavos
Group 4 – 27 pesos and 75
centavos
Group 5 – 44 pesos and 25
centavos
Place items with tag price
in your sari-sari store. Let
the pupils use their money
to buy the items.
Ask:
How do you find the
activity? Is it easy to pay
the exact amount?
C. Presenting Posing a Task
Examples / C. Presenting Examples /
instances of instances of new
new lesson lesson( Presentation)
( Presentation Show different
) denominations of money
which is equal to P8.35.
Example: 1 piece of P 5 3
pieces of 10¢
2 pieces of P 1 1 piece of
5¢
4 pieces of 25¢
Let the class read the
money. Then add the
corresponding value of
each denominations then
the total value which is
P8.35.
Present the pictorial
representation of the
money.
1 piece of P 5 3 pieces of
10¢
2 pieces of P 1 1 piece of
5¢
4 pieces of 25¢
Posing a Task Posing a Task:
C. Presenting C. Presenting Examples
Examples / instances of /Instances of new lesson
new 2.Presentation
lesson( Presentation) One of the pupils will act
Prepare this situation as the buyer of scrap
on a manila paper. materials. Five other
Dexter cleaned their pupils will act as seller of
storage room. He scrap materials.
collected and sold Set the value per kg of
empty bottles of oil and the scrap materials based
vinegar. on the prevailing rate in
Say: This is what he your locality.
received from selling Let the buyer weigh the
those empty bottles. scrap materials and
(Show the real money. compute how much
(1 - P20 and 3 - 25¢)) he/she should pay the
Let us read the money seller. Write the value on
the board.
Using the value of the
money (written in
symbols) written on the
board teach the pupils
how to read the value
then how to write them
in words.
Posing a Task
C. Presenting Examples
/Instances of new lesson
Presentation
Place the following amount
inside a box or jar.
2 – P 88 10¢ P 3.05 P 73.60 P
79.30
35¢ P 9.60 P 9.05 95¢
Wrapped them in a coupon
bond.
Call 10 pupils. Ask them to get
one amount from the box/jar.
Pair the pupils. Let them open
it and count the value then
compare. If they think they
have a higher value they will
stay on the right side and if
lower on the left side.
 Present two charts with
values of money written
in words and in symbol.
Ask the class to read
them then call somebody
to read them again.
Example:

D. Discussing Performing the Task Performing the Task  Performing a Task Performing the Task
new concepts Ask: How much pesos Ask: How many paper Ask: What have you Ask the class if the pupils
and practicing were there in P 8? bills were there? What observed in reading went to the correct location.
new skills #1 How much centavos were is its value? money in symbol? How If they don’t, bring them to
 ( Modeling) there? How many coins were about writing money in their proper position.
If we combine the peso there? What is its symbol? (Do this with This time, post the pictorial
and centavo, how much is denomination? letter B) representation of the money
the total value? How much do you think This time let the class above (prepared ahead) in
Note: Teach the pupils Dexter receive? write the value of A in this order.
how to read P8.35. How did you know it? words and B in symbol A B.
(Elicit answers from the 1. P 88 P 88
pupils.) 2. 10¢ P 3.05
This time present the 3. P 73.60 P 79.30
illustration of the 4. 35¢ P 9.60
money. 5. P 9.05 95¢
Start comparing the value in
each column.
Ask: What is the value Example: (for number 1)
of the paper bill? (Ask Which is greater in column A
pupil to write it on the or in column B? How did you
board.) know it?
What is the value of the (Do this with 2, 3, 4, and 5)
coins? (Ask pupils to Since the pupils have idea
write it on the board.) already which is greater, tell
Ask pupils to write them to use their previous
equations with relation knowledge in comparing
to the above situation. numbers using relation
Example: symbol in comparing the
P 20 + 25¢ + 25¢ + 25¢ following values.
= P 20.75 (Twenty pesos A B.
and seventy five 1. P 88 ___ P 88
centavos) 2. 10¢ ___ P 3.05
Ask: Is it difficult to 3. P 73.60 ___ P 79.30
count money with 4. 35¢ ___ P 9.60
combination of paper 5. P 9.05 ___ 95¢
bills and centavo coins?
Why? Why not?
Do you have other way
of counting this kind of
grouping of money?

E. Discussing E. Discussion of new E. Discussion of new E. Discussion of new E. Discussion of new

new concepts concepts and practice of concepts and practice concepts and practicing concepts and practicing new
and practicing new skills #2(Guided of new skills #2(Guided new skills #2(Guided skills #2(Guided Practice)
new skills #2 Practice) Refer to LM 81 Practice) Refer to the Practice) Refer to the LM 84- Gawain1
(Guided Gawain 1-A pahina LM 82- Gawain 1 A Refer to the LM 83- pahina
Practice) A. Bumuo ng pangkat na pahina 190 Gawain 1 pahina 193-194 Gawain 1-
may 5 kasapi. Gawain 1 A. Bumuo ng pangkat na A. Maghanap ng limang
Ilabas ang inyong mga A. Bumuo ng pangkat may limang kasapi. kaklase.
baong barya. na may limang kasapi. Ilabas ang mga baon Alamin kung magkano ang
Pagsamahin ang mga ito. Humingi ng perang ninyong pera. kanilang baong pera.
Bilangin. pinagsamang papel at Bilangin ang halaga nito Isulat ito sa iyong papel sa
Paghambing ang inyong barya sa inyong guro. at isulat sa: simbolo o kaya naman ay sa
mga sagot. Salitan itong bilangin. (a) simbolo (b) salita. salita.
Parehas ba kayo ng sagot? Huwag ninyong Pagkatapos ay Isulat mo rin ang halaga ng
Ipakita sa inyong guro ipapaalam sa paghambingin ang inyong iyong baon.
kung tama ang bilang kasamahan ninyo ang mga sagot. Paghambingin ito gamit ang
ninyo sa mga barya. halaga ng inyong B. Basahin ang mga simbolo ng
pagkabilang. sumusunod na halaga. paghahambing.
Pumunta sa inyong Isulat ang halaga nito sa Ipakita sa iyong guro ang
guro at sabihin ang salita. iyong ginawa para malaman
halaga ng inyong 1. 100.00 kung ito ay tama
pagkabilang. 2. P 23.50
Alamin sa inyong guro 3. 0.75
kung magkano ang 4. 75 ¢ 5.
tunay na halaga ng 5¢
pinagsamang pera.
Sino sa inyo ang may
tamang sagot?
F. Developing F. Developing mastery F. Developing mastery F. Developing mastery F. Developing mastery
mastery ( Independent Practice) ( Independent Practice) ( Independent Practice) ( Independent Practice)
( Independent Gawain 1-B at C pahina Gawain 1-B, pahina 192 Refer to the LM 83 ) Refer to the LM
Practice) 188 B. Bilangin at sabihin Gawain –B pahina 194 Gawain 1 –B
B. Bilangin at sabihin ang ang halaga ng B. Basahin ang Pahina 195
halaga ng mga barya sa pinagsamang perang sumusunod. B. Gamitin ang <, >, at =
bawat bilang? papel at baryang Isulat ang katumbas na upang paghambingin ang
sentimo sa ibaba halaga nito sa simbolo. halaga ng pera sa ibaba
1. Limampung piso at
tatlumpung sentimo
2. Labinlimang sentimo
3. Animnapu’t tatlong
piso at sampung sentimo
4. Dalawampu’t pitong
piso
5. Tatlumpu’t limang
sentimo

G. Finding G. Finding Practical G. Finding Practical G. Finding Practical G. Finding Practical

Practical applications of concepts
applications and skills ( Application /
of concepts Valuing)
and skills Refer to LM 81- Gawain 2-
( Application / pahina 189
Basahin at kalagayan sa
Valuing) ibaba.
Sagutin ang mga kasunod
na tanong.
Nagbebenta si Renz ng
kendi para magkaroon ng
ipon. Pagkatapos ng
sampung araw, ito na ang
kanyang naipon.
1. Magkano lahat ang
kanyang ipon?
2. Kung bumili siya ng
regalo na nagkakahalaga
ng , magkano na
lang ang
natira sa kanya?
3. Kung ibabahagi niya sa
iba ang 3 piso, magkano na
lang ang natira sa kanya?
H. Making H. Making generalizations
generalization and abstractions about the
s and lesson ( Generalization)
abstractions The Philippine coins are
about the composed of peso and
lesson centavos. The peso
( Generalizati includes P 10, P 5 and P 1
on) while the centavo includes
25¢, 10¢ and 5¢.
Combine and count the
peso first then followed by
applications of concepts applications of concepts applications of concepts and
and skills ( Application ) and skills ( Application / skills ( Application / Valuing)
Refer to LM 82 Gawain Valuing) Refer to LM No –Gawain 2
2 pahina 192 Refer to LM 83 Gawain 2 pahina 196
Maghanap ng pahina 194 Gawain 2
kapareha.Basahin at Humingi ng manila paper Basahin at sagutin ang
sagutin. at marker sa iyong guro. kalagayan sa ibaba.
Noong nakaraang Pagkatapos ay gawin ito. Nagbukas si Aliyah at Shara ng
bakasyon, tumulong si Magsulat ng limang kanilang piggy bank. Ang ipon
Eleonor sa kanyang halaga ng pera sa ni Aliyah ay 97.75
nanay sa pagbenta ng simbolo. samantalang ang kay Shara
mga basahan. Dahil Makipagpalitan sa iyong naman ay 97.50. Sino ay may
dito, nakapag-ipon siya. kaibigan. pinakamaraming ipon?
Ito ang kanyang naipon: Isulat naman ang mga ito Paghambingin ang kanilang
sa salita. ipon gamit ang simbolo ng
Ipakita sa guro ang paghahambing
inyong ginawa.
Magkano lahat ang
kanyang naipon?
H. Making H. Making H. Making generalizations and
generalizations and generalizations and abstractions about the lesson
abstractions about the abstractions about the (Generalization)
lesson (Generalization ) lesson To compare values of
In counting the value of (Generalization ) different denominations of
Philippine money, In counting money coins and paper bills we use
count the value of the including bills and coins, the relation symbols =, >, and
bills first then count the combine all the peso <.
value of the centavo then the centavos. If the We use equal sign if the two
coins. Combine the two centavo is equal to 100 it value we compare are equal.
values using the symbol is read as 1 peso. We use greater than if the
 the centavos. Remember
that if centavos are equal
to 100 it is already P 1.00.
Do not forget also to affix
the peso sign at the
beginning
I. Evaluating I. Evaluation
Learning Count the following set of
coins below. Tell their
value to your teacher.
1.If you have this set of
coins below, how much
money do you have?
2. What is the value of the
set of coins below?
3. Count the set of coins
below. How much is it?
4. How much is the set of
coins below?
5. Count the set of coins
below.
P. Remember that if Separate the peso from value of the first money is
centavos are equal to centavo by a period. The bigger than the second value.
100 it is already P 1.00 period is read as and. Use We use less than if the value
the symbol P for peso of the first money is smaller
and ¢ for centavo. Always than the second value.
tell the peso first before
centavo
I.Evaluation I.Evaluation  I.Evaluation
Count the following set A. (Optional) The teacher Copy the following then
of bills and centavo may assign the more able compare them using relation
coins below. Tell its pupils to listen and symbols. Write your answer
value to your teacher. determine if their on your paper.
1.What is the value of classmates read the 1. P 32.35 ___ P 32.95
the set of bills and following correctly. 2. P 8.05 ___ P 8.50
centavo coins below? 1. P 18.35 3. P 78.90 ___ P 59.85
2. P 71.90 4. P 0.50 ___ 50¢
3. P 0.50 5. 95¢ ___ P 9
4. 80 ¢ 6. P 0.75 ___ P 71.00
2. If you have the 5. 35 ¢ 7. 75¢ ___ 55¢
following set of bills and B. Write the following in 8. 80¢ ___ 80¢
coins below, how much words. 9. P 67.33 ___ 100 ¢
money do you have at 1. P 9.70 10. P 84.05 ___ P 83.8
all? 2. 20 ¢
3. P 15.15
4. P 0.05
5. 55 ¢
3. How much is the set C. Write the following in
of bills and coins below. symbols.
1. Eighty-seven pesos
4. The fare from 2. Seventeen pesos and
Calagonsao to seventy centavos
Odiongan is shown 3. Forty-five centavos
below. How much is it? 4. Ten centavos
5. Thirty-nine pesos and
eighty centavos
5. Count the set of bills
and centavo coins
below. What is its
value?
 .

J. Additional J. Additional activities for  J. Additional activities   J. Additional activities for  J. Additional activities for
activities for application or remediation for application or application or application or remediation
application or ( Assignment) Gawaing remediation remediation ( Assignment)
remediation Bahay ( Assignment) ( Assignment) Refer to the LM 84–
( Assignment) Refer to LM. 81 pahina Refer to the LM 82 Refer to the LM 83 – pahina196
189-190 Gawaing Bahay pahina pahina 194-195 Gawain
Kung ikaw ay may mga 192-193 A. Basahin ang Kopyahin ang pares ng halaga
sumusunod na bilang ng sumusunod na halaga ng ng pera sa ibaba.
barya, magkano kaya lahat pera. Paghambingin ito gamit ang
ang pera mo? Isulat ang mga ito sa simbolong =, >, at <.
simbolo. Gawin ito sa iyong papel.
1. Animnapu’t limang
piso at limang sentimo
2. Pitumpu’t limang
sentimo
3. Isandaang piso
4. Limampu’t isang piso
5. Isang piso at sampung
sentimo
B. Basahin ang mga ito.
 Isulat sa salita ang
katumbas nitong halaga.
1. 35.20
2. 0.45
3. 75 ¢
4. 62.25
5. 15 ¢

V. REMARKS          

VI.      
REFLECTION
A. No. of          
learners who
earned 80%
on the
formative
assessment
B. No. of          
Learners who
require
additional
activities for
remediation
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?

Inspected by:

Principal