MA.

RUSSEL CASUNO

BEED II

DAILY LESSON LOG

School Grade Level GRADE 2
Teacher Learning Area MATHEMATICS
Teaching Dates Quarter 1ST Quarter
Teaching Time Section

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standards The learners, The learners, The learners, The learners, The learners,
demonstrates demonstrates demonstrates demonstrates demonstrates
understanding of understanding of understanding of understanding of understanding of
addition and addition and addition and addition and addition and
subtraction of whole subtraction of whole subtraction of whole subtraction of whole subtraction of whole
members up to 100 members up to 100 members up to 100 members up to 100 members up to 100
including money. including money. including money. including money. including money.
B. Performance Standards The Learners, The Learners, The Learners, The Learners, The Learners,
 is able to use  is able to use  is able to use  is able to use  is able to use
time and non- time and non- time and non- time and non- time and non-
standard standard standard standard standard
length, mass, length, mass, length, mass, length, mass, length, mass,
and capacity and capacity and capacity and capacity and capacity
measurement measurements measurements measurements measurements
s in in in in in
mathematical mathematical mathematical mathematical mathematical
calculations. calculations. calculations. calculations. calculations.
C. Learning Competencies/ The learners, The learners, The learners, The learners, The learners,
objectives recognizes cardinal recognizes cardinal recognizes cardinal recognizes cardinal recognizes cardinal

D. CONTENT
E. LEARNING RESOURCES
A. Reference
1. Teacher’s Guide Pages
2. Learner’s Materials Pages
3. Textbook Pages
4. Additional Materials form
Learning Resource (LR) portal
B. Other Learning Resources
F. PROCEDURES
A. Review previews lesson or
presenting a new lesson
numbers from 0 to numbers from 0 to numbers from 0 to numbers from 0 to numbers from 0 to
100, counts within 100 100, counts within 100 100, counts within 100 100, counts within 100 100, counts within 100
by making 10 and by making 10 and by making 10 and by making 10 and by making 10 and
reads and writes to reads and writes to reads and writes to reads and writes to reads and writes to
100 in numbers and in 100 in numbers and in 100 in numbers and in 100 in numbers and in 100 in numbers and in
words. words. words. words. words.
Mathematics Mathematics Mathematics Mathematics Mathematics
Curriculum Guide for Curriculum Guide for Curriculum Guide for Curriculum Guide for Curriculum Guide for
Grade 2, page 1-14 Grade 2, page 15-20 Grade 2, page 21-24 Grade 2, page 25-29 Grade 2, page 30-37
Math Module One page. Math Module One page. Math Module One page. Math Module One page. Math Module One page.
3-9 9-14 14-17 17-21 21-32
Mathematics One page. Mathematics One page. Mathematics One page. Mathematics One page. Mathematics One page.
6-9 10-13 14-16 17-19 20-27
Visual Aids Visual Aids Visual Aids Visual Aids Visual Aids
Board Card, deck of cards Board Card, deck of cards Board Card, deck of cards Board Card, deck of cards Board Card, deck of cards
Calendar, Pictures, chart, Calendar, Pictures, chart, Calendar, Pictures, chart, Calendar, Pictures, chart, Calendar, Pictures, chart,
pocket chart, money and pocket chart, money and pocket chart, money and pocket chart, money and pocket chart, money and
analog clock analog clock analog clock analog clock analog clock
Daily Prayer. Who am I? Daily Prayer Daily Prayer  Daily Prayer 
-I am a closed figure Providing a visual aid Providing a visual aid
Review of the previous made up of several Show the 25 pcs of board showing a set of money showing a sets of deck
topic. numbers. card for the first set and that a student needs to cards and let the
-I am a pocket chart. show 40 pcs on the identify and answer students count from 10-
Ask the student what are -I am a number 10 second set. whether it is one more or 100.
the lesson yesterday? one less based on sign
besides the given
number.
B. Establishing a purpose for
the lesson
C. Presenting examples/
instances of new lesson
Very good class! Let’s
proceed to our topic
today. And now we are
going to demonstrates
understanding of
addition and subtraction
of whole members up to
100 including money.
Look at the visual aid, let
them know how to add
or subtract the whole
number up to 100, so
they can give at the
beginning of their idea.
Ask the student to Count
and identify numbers
from 0 to 100
-call students
-  Use and teach how to
use the deck cards
through counting and
pairing the money, from
whole number to 100.
Ask them write the
whole number and let
them explain it.
    Again, call one student
and ask how to subtract
the whole number.
Ask them if how many 10 Ask the students to Count For the activity the
in 100 pesos. from 1-10 using local student Identify and
counting systems. name the place value of
any digit in any given
number up to hundreds.
1.  Call a student to 1. To easily answer the Using visual aid and
write which set activity ask the student to calendar count the
of money are add the whole number number in the months of
easier to add to from the given numbers January and February.
make it a whole of money. Then, write the total
number. number in there.
2. Emphasize the
understanding   2. Call a list of students
of addition and to answer the activity,
subtraction of about the subtracting the
whole members 100 in to 10.
up to 100

D. Discussing new concepts and
practicing new skills #1
What is a whole number?
How do you add and
subtract whole numbers?
How do you do addition
and subtraction for order
of operations?
Give a game on
identifying addition and
subtraction in whole
number.
Let pupils do the
Performing the Activities Your Skills on LM p, 163
on TG p. 102
Let pupils do Apply Break time:  using the
pocket cart, let them
raised their hand to
answer the following
questions:
- How many
whole number
are there?
- True of false, Is
the total whole
number
are 16?
The student who got the
correct answer is have a
candy bonus.
E. Discussing new concepts and
practicing new skills #2
F. Developing mastery (Leads to
formative assessment)
G. Finding practical applications
of concepts and skills in daily
living
H. Making generalizations and
abstractions about the lesson
I. Evaluating learning
Show the drawings made Let pupils answer Keep Show the pictures of the Let pupils answer Keep Show the clock
by the two girls. Ask: Moving on LM p, 199 different objects Moving on LM p, 218.
What do you call the first mentioned. Let the student make a
drawing? How many Ask: Observe the decision of how many
number are there? different whole number? numbers are there?
How will you describe the
addition and subtraction
in the whole number?
Paste cut outs of deck Group pupils into 6. Let Do the Processing the Name Game. Display a photograph
board. Let pupils group them form a circle if Activity on TG p. 244 Let pupils name of the preceding
them according to
their answer to the objects that have a activity. Allow the pupil
number of sides and let
them give the name of question is yes and whole number. Let to construct
each group. form a triangle if their them defend why they mathematical phrases
answer is no. are isosceles, right, etc. using the total
numbers that have
been presented.
Allow pupils to name Let pupils do Apply Your This helps to identify Learning how to use Identify the whole
objects that have a whole Skills on LM p, 255 when to use the concept whole number. number in the cards
number. of mathematical provided.
numbers.
What is a whole number? One or more additional What are the different How are whole Describe the whole
Describe the adding and patterns indicates that number according to numbers are classified? number that you've
subtracting in it. given problem?
one collection is more noticed. The provided
than 1 to another set object aids the student
of whole number. in understanding the
origin of the numbers
that have been
provided. Additionally,
if they have the correct
numbers, they will be
able to correctly
answer the problem.
Present two different Ask the student to write Ask the student to write Using money let them Let them learn the

J. Additional activities for
application or remediation
G. REMARKS
H. REFLECTION
A. No. of learners who earned
70% 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 this work?
whole number and ask the total number of the answer by adding the identify the whole concept of whole number
the student to identify whole number they saw. whole number. number. by adding and subtracting
the correct answer.
Using your assignment Answer the assignment Draw two set of whole Answer the prepared Answer the prepared
notebook create example given by the teacher. number. activity assignment by activity assignment by
of the whole number. the teacher. the teacher.
___ of Learners who ___ of Learners who ___ of Learners who ___ of Learners who ___ of Learners who
earned 70% above earned 70% above earned 70% above earned 70% above earned 70% above
___ of Learners who ___ of Learners who ___ of Learners who ___ of Learners who ___ of Learners who
require additional require additional require additional require additional require additional
activities for remediation activities for remediation activities for remediation activities for remediation activities for remediation
___Yes ___No ___Yes _No ___Yes ___No ___Yes ___No ___Yes __No
____ of Learners who ____ of Learners who ____ of Learners who ____ of Learners who ____ of Learners who
caught up the lesson caught up the lesson caught up the lesson caught up the lesson caught up the lesson
__ of Learners who __ of Learners who __ of Learners who __ of Learners who __ of Learners who
continue to require continue to require continue to require continue to require continue to require
remediation remediation remediation remediation remediation
Strategies used that work Strategies used that work Strategies used that work Strategies used that work Strategies used that work
well: well: well: well: well:
___ Group collaboration ___ Group collaboration ___ Group collaboration ___ Group collaboration ___ Group collaboration
___ Games ___ Games ___ Games ___ Games ___ Games
___ Identify the ___ Solving ___ Solving ___ Solving ___ Solving
repeating patterns Puzzles/Jigsaw Puzzles/Jigsaw Puzzles/Jigsaw Puzzles/Jigsaw
___ Answering ___ Answering ___ Answering ___ Answering ___ Answering
preliminary  preliminary  preliminary  preliminary  preliminary 
activities/exercises activities/exercises activities/exercises activities/exercises activities/exercises
___ Carousel ___ Carousel ___ Carousel ___ Carousel ___ Carousel
___ Diads ___ Diads ___ Diads ___ Diads ___ Diads
 ___ Think-Pair-Share
(TPS)
___ Rereading of
Paragraphs/
Poems/Stories
___ Differentiated
Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of
Materials
___ Pupils’ eagerness to
learn
___ Group member’s
Cooperation in  Cooperation in  Cooperation in  Cooperation in  Cooperation in
       doing their tasks
___ Think-Pair-Share
(TPS)
___ Rereading of
Paragraphs/
Poems/Stories
___ Differentiated
Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of
Materials
___ Pupils’ eagerness to
learn
___ Group member’s
       doing their tasks
___ Think-Pair-Share
(TPS)
___ Rereading of
Paragraphs/
Poems/Stories
___ Differentiated
Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of
Materials
___ Pupils’ eagerness to
learn
___ Group member’s
       doing their tasks
___ Think-Pair-Share
(TPS)
___ Rereading of
Paragraphs/
Poems/Stories
___ Differentiated
Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of
Materials
___ Pupils’ eagerness to
learn
___ Group member’s
       doing their tasks
___ Think-Pair-Share
(TPS)
___ Rereading of
Paragraphs/
Poems/Stories
___ Differentiated
Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of
Materials
___ Pupils’ eagerness to
learn
___ Group member’s
       doing their tasks

F. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
__ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils
__ Pupils’ __ Pupils’ __ Pupils’ __ Pupils’ __ Pupils’
behavior/attitude behavior/attitude behavior/attitude behavior/attitude behavior/attitude
__ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs
__ Unavailable __ Unavailable __ Unavailable __ Unavailable __ Unavailable
Technology  Technology  Technology  Technology  Technology 
      Equipment (AVR/LCD)       Equipment (AVR/LCD)       Equipment (AVR/LCD)       Equipment (AVR/LCD)       Equipment (AVR/LCD)
__ Science/ Computer/  __ Science/ Computer/  __ Science/ Computer/  __ Science/ Computer/  __ Science/ Computer/ 
      Internet Lab       Internet Lab       Internet Lab       Internet Lab       Internet Lab
__ Additional Clerical __ Additional Clerical __ Additional Clerical __ Additional Clerical __ Additional Clerical
works works works works works
Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations:
__ Localized Videos  __ Localized Videos  __ Localized Videos  __ Localized Videos  __ Localized Videos 
__ Making big books __ Making big books __ Making big books __ Making big books __ Making big books
from  from  from  from  from 
     views of the locality      views of the locality      views of the locality      views of the locality      views of the locality
__ Recycling of plastics to __ Recycling of plastics to __ Recycling of plastics to __ Recycling of plastics to __ Recycling of plastics to
be used as Instructional be used as Instructional be used as Instructional be used as Instructional be used as Instructional
 Materials Materials Materials Materials Materials
__ local __ local __ local __ local __ local
poetical composition poetical composition poetical composition poetical composition poetical composition

G. What innovation or localized The lesson had The lesson had The lesson had The lesson had The lesson had
materials did I use/discover successfully delivered due successfully delivered due successfully delivered due successfully delivered due successfully delivered due
which I wish to share with to: to: to: to: to:
other teachers. ___ pupils’ eagerness to ___ pupils’ eagerness to ___ pupils’ eagerness to ___ pupils’ eagerness to ___ pupils’ eagerness to
learn learn learn learn learn
___ complete/varied IMs ___ complete/varied IMs ___ complete/varied IMs ___ complete/varied IMs ___ complete/varied IMs
___ uncomplicated ___ uncomplicated ___ uncomplicated ___ uncomplicated ___ uncomplicated
lesson lesson lesson lesson lesson
___ worksheets ___ worksheets ___ worksheets ___ worksheets ___ worksheets
___ varied activity sheets ___ varied activity sheets ___ varied activity sheets ___ varied activity sheets