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    87 views5 pages

    Mathematics 2 DLL Q2 Week 1

    Uploaded by

    EMMANUELLE MANUBAY

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Flag for inappropriate content
    of 5

    Grade Level Grade TWO Mathematics

    Teacher Ma’am ESTRELLITA S. VINZON Quarter: Second ( Week 1 )


    DAILY LESSON LOG Checked by:
    August 12-16, 2019
    Date

    MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY


    OBJECTIVES
    HOLIDAY
    A. Content Standard Demonstrates understanding of Demonstrates understanding of Demonstrates understanding Demonstrates understanding of Demonstrates
    subtraction and multiplication of subtraction and multiplication of of subtraction and subtraction and multiplication of whole understanding of
    whole numbers up to 1000 whole numbers up to 1000 multiplication of whole numbers up to 1000 including money. subtraction and
    including money. including money. numbers up to 1000 including multiplication of whole
    money. numbers up to 1000
    including money.

    B. Performance Is able to apply subtraction and Is able to apply subtraction and Is able to apply subtraction Is able to apply subtraction and Is able to apply subtraction
    Standard multiplication of whole numbers multiplication of whole numbers and multiplication of whole multiplication of whole numbers up to and multiplication of whole
    up to 1000 including money in up to 1000 including money in numbers up to 1000 including 1000 including money in mathematical numbers up to 1000
    mathematical problems and real- mathematical problems and real- money in mathematical problems and real-life situations. including money in
    life situations. life situations problems and real-life mathematical problems and
    situations real-life situations.
    C. Learning Visualizes, represents, and Visualizes, represents, and Visualizes, represents, and Subtracts mentally 1-digit numbers Subtracts mentally 1-digit
    Competency/ subtracts 2- to 3-digit numbers subtracts 2- to 3-digit numbers subtracts 2- to 3-digit from 1- to 3-digit numbers without numbers from 1- to 3-digit
    Objectives with minuends up to 999 without with minuends up to 999 without numbers with minuends up to regrouping using appropriate numbers without
    Write the LC code for each. and with regrouping. and with regrouping. 999 without and with strategies regrouping using
    M2NS-IIa-32.5 M2NS-IIa-32.5 regrouping. M2NS-IIa-32.5 appropriate strategies.
    M2NS-IIa-32.5 M2NS-IIb-33.2

    II. CONTENT Subtraction Lesson 30: Subtraction Subtraction Lesson 32: Subtraction Lesson 33: Subtraction
    Lesson No. 31

    LEARNING RESOURCES
    A. References K to 12 CG p.21 K to 12 CG p.212 K to 12 CG p.21 K to 12 Curriculum Guide p.21 K to 12 Curriculum Guide
    p.21
    1. Teacher’s Guide 108-112 112-115 116-119 119-122 123-126
    pages
    2. Learner’s Materials 69-71 69-71 71-73 73-74 75-76
    pages
    3. Textbook pages
    4. Additional Materials
    from Learning
    Resource (LR) portal
    B. Other Learning Pictures,charts Pictures,charts Pictures,charts Pictures, charts charts
    Resource
    PROCEDURE
    A. Reviewing previous Basahin at unawain ang mga Basic Facts of Subtraction Directions: Match Column A Ibigay ang sagot gamit ang isip lamang. Ibigay ang sagot gamit ang
    lesson or presenting the sumusunod na suliranin. Sagutin Administer Basic Facts of with column B. Write your 1. Kung ang 6 ay ibawas sa 35, ang mental subtraction.
    new lesson ang mga itinatanong. Isulat ang Subtraction using the window answer on the space below to sagot ay_____ 1. 961 - 1 = ______ 4. 456 -
    sagot sa iyong kuwarderno cards (S1) solve the mystery word. 2. Ibawas ang 9 sa 18. Ang matitira ay 4 = ______
    1. Magkano ang babayaran ni Time Limit: 5 minutes Column A Column B _____ 2. 874 - 2 = _____ 5. 895 - 5
    Samuel kung siya ay bumili ng 9 - 3 A= 8 = ______
    sandwich sa halagang 35 at isang 5-5M=6 3. 653 - 0 = _____ 6. 759 – 7
    baso ng pineapple juice sa = ______
    halagang 20?
    B. Establishing a purpose for the “Story Telling” Ask: Why do we need to master Present the illustration below. Instruct the pupils to give subtraction Present this situation:
    lesson “Edeson is a Grade 2 pupil of the basic subtraction facts? Ask the pupils to brainstorm combination facts with the difference “I am 89 less than 7” Who
    Odiongan North Central School. on how to get the correct of 5. am I?
    One day, he was asked by her answer.(See TG p.118) Example Ask:
    mother to find the telephone 30 – 25 = 5 What are the given data in
    numbers of Mayor Dario Manato 25 – 20 = 5 the problem?
    and Governor Reagan Mayuga in What operation should be
    the telephone directory. He used to find the answer?
    wrote down the telephone What is the correct answer?
    numbers 8 902 and 7 975. He
    tried to subtract one from the
    other. But he could not do it.
    C. Presenting examples/ Tatay Ricarte has poultry in his Arminda and Analyn are twins. Find the mystery number. Read the story problem. Situation:
    instances of the new lesson farm. He gathered 990 eggs in One day, they went to the garden. I am a 2-digit numbers. My One Saturday morning, Mother and On a way home, the Grade
    the first poultry yard and 857 They saw many beautiful flowers. ones place is 0 and my tens Nilo went to the pet shop. Mother II pupils passed-by the
    eggs in the second poultry. Mang Arminda picked 45 flowers. She place is five more than my bought a pet dog for P 358. Nilo gave P construction site. There are
    Ricarte asked his Grade 2 son to gave 14 of them to Analyn. How ones place. If 30 is subtracted 5 as his share. How much did Mother 195 construction workers in
    find the difference on the many flowers were left to from me, the difference is pay? all. Of these, 52 are wearing
    number of eggs gathered in two Arminda? equal to 20. Who am I? yellow shirt and the rest are
    days. His son finds hard in blue. How many
    subtracting one from the other. construction workers are
    wearing blue?
    D. Discussing new Who has poultry in his farm? Who are the twins? Let pupils answer mentally? Ask the following questions: Let’s solve these number
    concepts and practicing new Do you eat eggs? Why? Where did they go? The teacher may give varied Who went to the pet shop? stories in two ways.
    skills #1 How many more eggs did he What did they pick? exercises for the pupils to What did they do in the pet shop? 1. Expanded Form
    gather in the first than in the How many flowers did Ann pick? master the basic subtraction How much was the dog cost? 1 9 5 100 + 90 + 5
    second poultry? How many flowers did Ann give to facts. How much did Nilo give to his mother? 5 2 50 + 2
    Annie? 100 + 40 + 3 = 143
    What will you do to find the 2. Short Method
    number of flowers left to Arminda 195
    52
    E. Discussing new concepts SAY: Let us find the difference Transform the sentence above How did you subtract the Ask the pupils to underline the Present additional
    and practicing new skills using the Place Value Chart. into number sentence/equation. given numbers? (We question in the story problem. examples:
    #2 STEP I – Subtract the Ones Use the counter to represent the subtracted the numbers Rewrite the question in answer 1. 567 – 45 = ___________
    Not enough ones given in the problem. mentally? statement. 2. 763 - 51 = ___________
    Regroup Then, solve on the board. Call 2-4 In subtracting mentally do you 3. 689 - 77 = ___________
    pupils. need counters? Why no
    Check whether their asnwers are
    correct?
    F. Developing mastery (leads Refer to LM 29 Gawain We all know that the parts of a Refer to the LM 31 Gawain Refer to LM 32 Gawain 1-2 Refer to LM No. 33- Gawain
    to Formative Assessment 3) subtraction sentence are minuend,
    subtrahend and the difference.
    We use the minus sign and equal
    sign.
    Show to the class how to subtract
    2-3 digit numbers without
    regrouping
    G. Finding practical application Refer to LM 29-Gawain Refer to the LM 31- Gawain Refer to LM 32-Gawain Refer to LM No. 33- Gawain
    of concepts and skills in daily Subtract the following:
    living 1. 568 – 345 = ______
    2. 537 – 15 = _____
    3. 868 – 446 = _____

    H.Making generalizations To subtract numbers with How do we subtract numbers In subtracting mentally what In subtracting mentally 3 digits by ones To subtract 3-digit numbers
    and abstractions about the regrouping: when ones digit of the subtrahend are the things to remember? without regrouping, just subtract the by tens without regrouping,
    lesson Write the numbers in vertically to is greater than the ones/tens digit ones bring down the tens and start with the ones, the
    align the digits in each place on the minuend? hundreds. tens, and lastly the
    value hundreds.
    Subtract the from the left, We can subtract mentally 3-
    starting with the ones digit numbers by tens in
    Then, tens, hundreds and finally two ways: Expanded and
    the thousands short forms.
    I. Evaluating learning 1. What is the difference Find the difference of the Subtract mentally to find the Read and understand each situation. Subtract mentally.
    between 7 841 and 2 975? following. difference. Then subtract mentally. 1. What is the difference if
    Answer: __________ 1. 167 – 35 = _______ 1. 50 – 9 = ________ 1. Total rice harvest - - 359 sacks 46 is subtracted from 579?
    2. Subtract 787 from 8 988. 2. 484 – 213 = _______ 2. If 5 is subtracted from 45, Number of sacks sold - - 8 sacks 2. 895 – 64 = ___________
    Answer: _________ 3. 875 – 52 = _______ the difference is equal No. of sacks left - - ______
    to_______
    J. Additional activities for Refer to LM 29 – Gawaing Bahay Refer to the LM 30 – Gawaing Refer to LM 31 – Gawaing Refer to the LM 32 – Gawaing Bahay Refer to the LM 33 –
    application or remediation Bahay Bahay Gawaing Bahay
    IV. REMARKS
    V. REFLECTION
    A..No. of learners who earned ___ of Learners who earned 80% ___ of Learners who earned ___ of Learners who earned 80%
    80% in the evaluation ___ of Learners who earned 80%
    above 80% above above
    above
    B.No. of learners ___ of Learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who require additional
    who require additional additional activities for additional activities for additional activities for activities for remediation
    activities for remediation who remediation remediation remediation
    scored below 80%
    C. Did the remedial lessons ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
    work?
    No. of learners who have ____ of Learners who caught up ____ of Learners who caught up ____ of Learners who caught ____ of Learners who caught up the
    caught up with the lesson the lesson up the lesson lesson
    the lesson
    D. No. of learners who continue ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue ___ of Learners who continue to
    to require remediation require remediation require remediation to require remediation require remediation
    E. Which of my teaching Strategies used that work well: Strategies used that work well: Strategies used that work Strategies used that work well:
    strategies worked well? Why ___ Group collaboration ___ Group collaboration well: ___ Group collaboration
    did these work? ___ Games ___ Games ___ Group collaboration ___ Games
    ___ Solving Puzzles/Jigsaw ___ Solving Puzzles/Jigsaw ___ Games ___ Solving Puzzles/Jigsaw
    ___ Answering preliminary ___ Answering preliminary ___ Solving Puzzles/Jigsaw ___ Answering preliminary
    activities/exercises activities/exercises ___ Answering preliminary activities/exercises
    ___ Carousel ___ Carousel activities/exercises ___ Carousel
    ___ Diads ___ Diads ___ Carousel ___ Diads
    ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Diads ___ Think-Pair-Share (TPS)
    ___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/ ___ Think-Pair-Share (TPS) ___ Rereading of Paragraphs/
    Poems/Stories Poems/Stories ___ Rereading of Paragraphs/ Poems/Stories
    ___ Differentiated Instruction ___ Differentiated Instruction Poems/Stories ___ Differentiated Instruction
    ___ Role Playing/Drama ___ Role Playing/Drama ___ Differentiated Instruction ___ Role Playing/Drama
    ___ Discovery Method ___ Discovery Method ___ Role Playing/Drama ___ Discovery Method
    ___ Lecture Method ___ Lecture Method ___ Discovery Method ___ Lecture Method
    Why? Why? ___ Lecture Method Why?
    ___ Complete IMs ___ Complete IMs Why? ___ Complete IMs
    ___ Availability of Materials ___ Availability of Materials ___ Complete IMs ___ Availability of Materials
    ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Availability of Materials ___ Pupils’ eagerness to learn
    ___ Group member’s ___ Group member’s Cooperation ___ Pupils’ eagerness to learn ___ Group member’s Cooperation in
    Cooperation in in ___ Group member’s doing their tasks
    doing their tasks doing their tasks Cooperation in
    doing their tasks
    F. What difficulties did I __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils
    encounter which my principal or __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude
    supervisor can help me solve? __ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs
    __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology
    Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD)
    __ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/
    Internet Lab Internet Lab Internet Lab Internet Lab
    __ Additional Clerical works __ Additional Clerical works __ Additional Clerical works __ Additional Clerical works
    G. What innovation or localized Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations:
    materials did I use/discover __ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos
    which I wish to share with other __ Making big books from __ Making big books from __ Making big books from __ Making big books from
    teachers? views of the locality views of the locality views of the locality views of the locality
    __ Recycling of plastics to be __ Recycling of plastics to be __ Recycling of plastics to __ Recycling of plastics to be used
    used as Instructional Materials used as Instructional Materials be used as Instructional as Instructional Materials
    __ local poetical composition __ local poetical composition Materials __ local poetical composition
    __ local poetical
    composition

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