Department of Education

Region V
Division of Masbate
District of Monreal
MONREAL CENTRAL SCHOOL
Monreal

Detailed Lesson Plan in Mathematics

Grade 2

Quarter: Fourth Week: 9 Day: 1

Name of the Teacher REGINA A. MORANO Section SAMPAGUITA
Learning Area MATHEMATICS Time 1:00-2:00 P.M
Grade Level TWO Date JUNE 3,2022

I. OBJECTIVES Display
A. Content Deepens understanding of pictographs without and with scales proficient use
Standard and outcomes of an event using the terms likely, equally likely and
of Mother
unlikely to happen.
B. Performance Is able to create and interpret simple representations of data Tongue
Standard (tables and pictographs without and with scales) and describe (Minasbate) as
outcomes of familiar events using the terms likely, equally likely medium of
and unlikely to happen. instruction in
C. Learning Infers and interprets data presented in a pictograph without and teaching
Competency with scales. Mathematics
II. CONTENT Inferring and Interpreting Data
in K to 3
III. LEARNING RESOURCES
Learners.
A. References
Teacher’s Guide
Pages
Learner’s Material
Pages
Textbook Pages
Additional Materials
from Learning
Resources (LR)
Portal
B. Other
Learning
Resources
Integration ESP-Importance of reading/sharing
AP-Community Helpers
Science-Care for Animals
IV. PROCEDURES
A. Preparatory
Activities
1. Review Naming parts of a graph
What are the parts of a graph?
 2. Motivation Have you gone to the library?
What do you do in the library?
B. Developmental
Activities
Presentation A. The teacher tells a story
Mrs. Beth Campus, the school librarian was asked by her
Months Number of Books
Read
June 100
July 200
August 200
September 300
October 300
November 350
December 200
principal to draw a graph showing the number of books read by the
pupils from June to December in their school.

Legend = 50 books

B. Organizing the data

 What did the principal ask from Mrs Beth Campus?
 Let's now organize the data presented by Mrs. Beth
Campus using the legend. (Use cut outs of books in
filling in the table)
 Guide pupils in organizing data and in making the
pictograph
 What do you think is the good title for the
pictograph?
Number of Books Read in the Library
June
July
August
September
October
November
December

Legend = 50 books
1. What does legend tell?
2. How many books were read in July?
3. Which months have the same number of books read?
(Apply knowledge of content within and across curriculum teaching
areas)
ESP Integration:
What can reading books help us?
(Provide more example if necessary)
(Maintain learning environments that promote fairness, respect
and care to encourage learning.)
Guided Practice (Establish safe and secure learning environment to enhance
learning through the competent implementations of policies,
guidelines and procedures)

Average Group Advance Group

 What should  What should you remember when
you 30
you work in groups?
remember25  Provide the group with
20
when you15 materials.
work in 100  Read the story and organize
groups? Chocolate
Triple Cookies
n’
Rocky
Road
the partsMacapuno
Double
Dutch of
Ube
the pictograph.
 Provide the It was
CreamTeacher Vicky's birthday. She invited
group with her pupils in the Ice Cream House. The
materials. favors were written in the Menu. There were
 Using the five flavors to choose Triple Chocolate,
data below, Cookies 'n Cream, Rocky Road, Double
draw and Dutch and Ube Macapuno. Five pupils
organize the chose Triple Chocolate, 10 pupils chose
parts of the Cookies 'n Cream, 5 for Rocky Road, 15 for
pictograph. Double Dutch and 5 for Ube and Macapuno
After choosing, they all went to the line to
get their ice cream. They ate happily with
Legend: =
Teacher Vicky.
100 cavan
Complete the grid with correct data.
Year Number
of Cavan Title
2014 400
2015 500 Ice Cream Flavors
2016 300 Legend: = 5 Ice Cream
2017 400
2018 500 (Apply knowledge of content within and
across curriculum teaching areas)
Title
ESP Integration:
Year What can you say about Teacher Vicky?
2014 How about would you share your blessings?
2015
2016
2017
2018

(Apply knowledge of
content within and
across curriculum
teaching areas)

AP Integration:
Who planted and
harvested the rice?
Are they helpful to
the community?

Generalization What is pictograph? (Pictograph is a graph that uses pictures or

symbols to show or represent data.)
How do you infer and interprets data into a pictograph?
Independent (Strategies that sustain supportive learning environments that
Practice nurture and inspire learners to participate, cooperate and
collaborate in continued learning.)
Average Group Advance Group
 How do you go Read the story:
to school? Nikky wants to know what and how
 Interview your many of her classmates have pet
classmates on animals. She also wants to know who
has no pets.
Tally Total
Car Written below are the data.
Rider
My Pet
Number
of
IIIIIII IIIII III IIIII IIIII
Tricycle Pets IIIII II III IIIII
Fish Dog Cat Bird No
Pets

Use the data in completing the

Rider pictograph.
Bikers
My Pet

10
Walkers
8
6
4
how they go to 2
school? 0
 Use the data in No
making the Pets
pictograph.
Kinds of Pet Animal
In going to
school (Apply knowledge of content within
and across curriculum teaching areas)

Science Integration:
How do you take your pet animals?

EVALUATION Construct a pictograph using the data below.

Baranagy San Jose organized different clubs in the community.
The symbol stands for 5 members.

Number of Club Members

Garden club-45
 Poultry club-50
Hog raising club- 60
Quail raising club-25

Different Clubs in the Community

Garden club
Poultry club
Hog raising club
Quail raising club
ASSIGNMENT Tally the favorite fruits of your classmates and make a pictograph.
Joan-apple Carlo-guava Eden-mango
Lito-mango Kelly-watermelon Gino-apple
Lina-mango Andy-guava Mike-mango
Rea-guava Fred-mango Inna-apple
Jimmy-apple Ellen-guava Kathy-mango

Favorite Fruit Tally Total

V. REMARKS
VI. REFLECTION
A. No. of
Learners
who earned
80% in the
evaluation
B. No. of
students
who require
additional
activities for
remediation
C. Did the
remedial
lesson
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?
F. Which
difficulty and
encounter
that my
 principal or
supervisor
can help me
solve?
G. What
innovation or
localized
materials did
I discover
which I wish
to share with
other
teachers?

Prepared by:
REGINA A. MORANO
Master teacher I
Observed by:
LEO C. REJUSO
Principal II