Paaralan STA.
BARBARA ELEMENTARY SCHOOL
DAILY LESSON
LOG
I. LAYUNIN
A. Pamantayang Pang nilalaman
B. Pamantayan sa Pagganap
C. Mga Kasanayan sa Pagkatuto
(Isulat ang Code ng bawat
kasanayan )
II.NILALAMAN
KAGAMITANG PANTURO
A. Sanggunian
1.Mga pahina sa Gabay ng Guro
2.Mga pahina sa Kagamitang
Pang Mag-aaral
3.Mga pahina saTeksbuk
4.Karagdagang Kagamitan mula
sa portal ng Learning Resource
B. Iba pang kagamitang Panturo
III.PAMAMARAAN
A. Balik-aral sa nakaraang aralin
at/o pag sisimula ng bagong
aralin.
Antas
Petsa/Oras
LUNES
Demonstrates understanding of
subtraction and multiplication of
whole numbers up to 1000 including
money.
Is able to apply subtraction and
multiplication of whole numbers up
to 1000 including money in
mathematical problems and real-life
situations.
Illustrates multiplication as repeated
addition
M2NS-IIf-38
Multiplication
Lesson 43
K to 12 Curriculum Guide p.22
158-160
103-105
charts
Illustrate the following multiplication
as equal jumps in a number line.
1. 4 x 5 2. 3 x 7 3. 5 x 6
2-ILANG-ILANG
Guro ROBERT C. AQUINO
Nov.28-Dec.2,2022/9:05-9:55
MARTES
Demonstrates understanding of
subtraction and multiplication of
whole numbers up to 1000
including money.
Is able to apply subtraction and
multiplication of whole numbers
up to 1000 including money in
mathematical problems and real-
life situations.
Illustrates multiplication using
counting by multiples
M2NS-IIf-38
Multiplication
Lesson 44
K to 12 Curriculum Guide p.22
160-162
105-106
charts
Write a related equation for the
following repeated addition.
1. 5 + 5 + 5 + 5 + 5 + 5 2. 3 + 3 + 3
+3+3+3+3+3+3
Asignatura
Markahan
MIYERKULES HUWEBES
Demonstrates understanding of
subtraction and multiplication of whole
numbers up to 1000 including money.
Is able to apply subtraction and
multiplication of whole numbers up to
1000 including money in mathematical
problems and real-life situations.
Write a related equation for
multiplication as equal jumps in the
number line
HOLIDAY Lesson 45
Writing Related Equation for each
Type of Multiplication
K-12 CG p.
163-165
Tarpapel chart flashcards
Activity card/sheet
Drill – Do this as group activity.
Illustrate the following using number
line.
1. 4 x 6 2. 3 x 7 3. 8 x 7
4. 2 x 8 5. 6 x 6
2. Review - Do this by pair.
Write a related equation for the
multiples of a certain number as shown
below.
1. 4 {4, 8, 12, 16, 20, 24} 4. 3 {3, 6, 9,
12}
MATEMATIKA 2
IKALAWANG MARKAHAN
biyernes
Demonstrates understanding of
subtraction and multiplication of
whole numbers up to 1000 including
money
Is able to apply subtraction and
multiplication of whole numbers up
to 1000 including money in
mathematical problems and real-life
situations
Illustrates the property of
multiplication that any number
multiplied by one (1) is the same
number. M2NS-IIg-40.1
Lesson 46 Identity Property of
Multiplication
K-12 CG p.38
p.166-168
109-110
1. Lesson Guide in Elem. Math
Grade 2 p.157
2. Lesson Guide in Elem. Math
Grade 2. 2010. pp. 157-160
3. Lesson Guide in Elem. Math
Grade 2. 2012. pp. 157-159
Tarpapel, flashcards,activity card,
popsicle sticks
Ilustrate the following using:
-repeated addition
-counting by multiples
- equal jumps in a number line

B. Paghahabi sa layunin ng
aralin.
1. Pag-uugnay ng mga
halimbawa sa bagong aralin.
C. Pagtalakay ng bagong
konsepto at paglalahad ng
bagong kasanayan #1
D. Pagtalakay ng bagong
konsepto at paglalahad ng
bagong kasanayan #2
E. Paglinang sa Kabihasaan
(Tungo sa Formative
Assessment)
F. Paglalapat ng aralin sa pang-
araw-araw na buhay
A. Paglalahat ng Aralin
Do you eat fruits? Why?
Read the story problem below.
Alma bought 2 kilos of mango; 2
kilos of rambutan, 2 kilos of banana
and 2 kilos of lanzones. How many
kilos of fruits did she buy in all?
Ask: How many kinds of fruits were
there?
How many kilos was each kind of
fruit?
How many kilos of fruits were there
in all?
How did you know the answer?
Call some pupils to write the equation
they have formed.
Then write this equation, 2 + 2 + 2 +
2=8
Refer to LM No. 43- Gawain
Refer to LM 43
In writing related equation for
multiplication as repeated addition,
Let us play “I have ____”.
You will start then call one of your
pupils.
Say: I have 2, 4, 6, 8, 10….which
are the multiples of _____?
Whoever gives the correct answer
will take turn.
Present the situation below:
Andy is reading a book. He
found out that he can finish two
pages of the book in one minute.
How many pages of the book can
he finish in 3 minutes?
Let the pupils simulate the situation
above and record how many pages
they can read in one minute.
What do you think is the
multiplication equation of this? 2 x
3=6
What if he continued reading until
5 minutes, how many pages will he
finish?
Let the pupils present their
equation.
Refer to LM No. 44- Gawain
Refer to LM 44
To write a multiplication equation
using counting by multiples, the
2. 7 {7, 14, 21, 28, 35} 5. 8 {8, 16, 24,
32}
3. 6 {6, 12, 18, 24, 30, 36}
Assist the pupils in measuring the
length of their arms. Let them identify
who has the same length. Ask, “Why
do you think we have different length
of arms?”
Give them activity sheet about
showing multiplication using equal
jumps in a number
Basahin ang kalagayan sa ibaba.
Ipakita ito sa isang number line.
Pagkatapos ay isulat ang kaugnay na
equation nito.
Tatlong piraso ng PVC na tubo na may
habang 6 na metro ay pinagdugtong-
dugtong. Ano ang kabuuang haba ng
tubo?
In writing a related equation for
multiplication as equal jumps in a
How do you participate in group
activity? Elicit answer from the
pupils. Direct them to the idea that
each member of the group should
participate
Show 3 sets of colored counters
Ask someone to write the numerical
value of the counters in each set.
Ask: Can anyone write an equation
for set A? set B? set C?
Set A. How many groups of 2’s
were there?
How many were there in each
group?
How many counters were there in
all?
Note: Ask the above questions for
set B and set C.
Show multiplication as repeated
addition
9x1
7x1
6x1
3x1
2x1
Use equal jumps in a number line to
show multiplication
(Refer LM p. 109)
Read story problem and answer it.
( see LM p. 109 )
Any number multiplied by one (1),
the answer is the number.
 the multiplicand is the number being
added while the multiplier is the
number of times the multiplicand is
added.
B. Pagtataya ng Aralin Write a related equation for the
following repeated addition.
1. 5 + 5 + 5 + 5 + 5 + 5 2. 3 + 3 + 3 +
3+3+3+3+3+3
multiplier is the total number of
multiples while the multiplicand is
the first number among the
multiples.
Write a related equation for the
following shaded multiples of the
given number.
TG p.162
number line, the number of jumps
serves as the multiplier while the
distances between the jumps is the
multiplicand.
Do the following instruction.
A. Illustrate the following using
repeated addition.
1. 8 x 1 2. 5 x 1 3. 9 x 1
B. Illustrate the multiplication
sentence below using number line.
4. 6 x 1 5. 7 x 1

C. Karagdagang Gawain para sa

takdang-aralin atremediation
IV. MGA TALA
V. PAGNINILAY
G. Bilang ng mag-aaral na nakakuha ng
80% sa pagtataya
H. Bilang ng mag-aaral na
nangangailangan ng iba pang gawain
para sa remediation
I. Nakatulong ba ang remedial? Bilang
ng mag-aaral na nakaunawa sa aralin
J. Bilang ng mag-aaral na
magpapatuloy sa remediation?
K. Alin sa mga istratehiyang pagtuturo
nakatulong ng lubos? Paano ito
nakatulong?
L. Anong suliranin ang aking naranasan
na nasolusyunan sa tulong ng aking
punong guro at superbisor?
M. Anong kagamitang panturo ang
aking nadibuho na nais kong ibahagi
sa mga kapwa ko guro?
Checked/Observed