Annex 2B.1 to DepEd Order No. 42 , s.
2016
DAILY LESSON LOG
Time :
Dates:
I. OBJECTIVES
A. Content Standard
B. Performance standard
C. Learning Competencies/Objectives
Write the LC Code for each
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR) portal
School
Teacher
School Head/Signature
Monday
September 23, 2019
Demonstrate understanding of
addition and subtraction of
whole numbers up to 100
including money
Is able to apply addition and
subtraction of whole numbers
up to 100 including money in
mathematical problems and
real life situations
Illustrates that addition and
subtraction are inverse
operation. (M1NS-IIf-25)
Illustrating that addition and
subtraction are inverse
operation.
Page/s 101-104
Page/s 149-152
Real hair ribbons, small bag or
wallet, picture cards, cut-outs
of different objects
TALON-TALON CENTRAL SCHOOL SPED CENTER
ANA MARIA A. FERNIN
ERNESTO A. SARIO
Tuesday
September 24, 2019
Demonstrate
understanding of addition
and subtraction of whole
numbers up to 100
including money
Is able to apply addition
and subtraction of whole
numbers up to 100
including money in
mathematical problems and
real life situations
Illustrates that addition and
subtraction are inverse
operation. (M1NS-IIf-25)
Illustrating that addition
and subtraction are inverse
operation.
Page/s 101-104
Page/s 149-152
Real hair ribbons, small bag
or wallet, picture cards, cut-
outs of different objects
District
Grade
Learning Areas MATHEMATICS
Wednesday
September 25, 2019 September 26, 2019
Demonstrate understanding
of addition and subtraction of
whole numbers up to 100
including money
Is able to apply addition and
subtraction of whole numbers
up to 100 including money in
mathematical problems and
real life situations
Visualizes, represents, and
subtracts one-digit numbers
with minuends through 18.
(M1NS-IIg-32.1)
Visualizing, representing, and
subtracting one-digit numbers
with minuends through 18.
Page/s 104-106
Page/s 153-155
Counters, cut-outs, picture of
a boy holding marbles,
marbles, enough for the class
TALON-TALON Divisio
n
I Quarter
Week
Thursday
Demonstrate
understanding of addition
and subtraction of whole
numbers up to 100
including money
Is able to apply addition
and subtraction of whole
numbers up to 100
including money in
mathematical problems
and real life situations
Visualizes, represents, and
subtracts one-digit
numbers with minuends
through 18. (M1NS-IIg-
32.1)
Visualizing, representing,
and subtracting one-digit
numbers with minuends
through 18.
Page/s 104-106
Page/s 153-155
Counters, cut-outs, picture
of a boy holding marbles,
marbles, enough for the
class
ZAMBOANGA CITY
2nd
7
Friday
September 27, 2019
Demonstrate understanding
of addition and subtraction
of whole numbers up to 100
including money
Is able to apply addition and
subtraction of whole
numbers up to 100
including money in
mathematical problems and
real life situations
Visualizes, represents, and
subtracts one-digit numbers
with minuends through 18.
(M1NS-IIg-32.1)
Visualizing, representing,
and subtracting one-digit
numbers with minuends
through 18.
Page/s 104-106
Page/s 153-155
Counters, cut-outs, picture
of a boy holding marbles,
marbles, enough for the
class
 B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or
Presenting the new lesson
B. Establishing a purpose for the
lesson
C. Presenting examples/instances of
the lesson
D. Discussing new concepts and
Practicing new skills #1
Review past lessons.
Drill (teacher will use
subtraction Flashcards)
With the use of the number
wheel, let the pupils supply
the missing number to get the
sum of 15.
8+____=
13+___
___+6 15
424
7+___
___+9
11+ ____
Posing a Problem:
Gale had 6 hair ribbons in her
bag. She gave 2 hair
ribbons to her sister.
How many hair
ribbons were left
inside her bag?
Show a drawing of two girls.
a. Who is the girl in the
story?
b. What does Gale have
in her bag?
c. How many hair
Review past lessons. Give
sets of given and create a
problem
Solution 2
6 take away 2 is 4
So there are 4 ribbons left
in the bag.
What did you do to find the
number of hair ribbons left
inside Gale’s bag after she
gave 2 hair ribbons to her
sister?
What process is involved?
Observe the following
given:
4-1=3, 1+3=4
6 – 2=4, 2+4 = 6
9-3=6, 3+6=9
Divide the class into 5
groups.
Give the inverse operation
of the given number
sentence.
Review past lessons. Use Review past lessons. Use Review past lessons. Drill
subtraction flash cards subtraction flashcards. using flashcards.
Post a problem on the board. Show objects on the board. Use subtraction sentence in
finding the difference.
Ben has 9 marbles. He gave 4 O O O O O O O O remove 2
marbles to his friends. How circles. 12-3=
many marbles were left? 14-7=
OOOOOOOOOOOO 18-9=
Ask: Who is the boy in the O O O remove 8 circles. 12-4=
picture? What does he have? 6-1=
How many marbles did he OOOOOOOOOOOO 17-3=
give to his friend? What is O O O O O remove 9 cicles 12-4=
asked in the problem?
OOOOOOOOOO,
remove 7 cicles.
Solving the Problem in Different Teacher will divide the Group 1 Group 2
Ways class into 5. Give them 13-2= 12-9=
their group activity. 12-9= 17-5=
Group the pupils and ask them to Each group will have their 18-2 14-8=
answer the problem in different assigned task. 12-4= 17-3=
ways. Distribute 9 marbles to
17-6= 18-8=
each group. Tell them to be
careful with the marbles to avoid Group 3 Group 4
accident. Assist the pupils who 16-4= 16-4=
cannot solve the problem. 12-7= 11-8=
17-1= 14-6=
18-6= 18-9=
16-5= 15-3=
Role Play: Call two boys to act Pupils now will post their Using the subtraction
as Ben and his friend. Ask the work. Teacher will check sentence, the group will
two boys to act out the their answers. Make solve the given sets as fast
situation. Then ask the class necessary corrections. List as they can. Post the answer
to count the number of all the wrong answers, right away then the teacher
marbles left in Ben’s hand. then guide pupils to will check the answer. Make

E. Discussing new concepts and
Practicing new skills #2
F. Developing mastery
( Leads to Formative Assessment
3)
G. Finding Practical applications of
Concepts and skills in daily living
ribbons does Gale
have in her bag?
d. What did Gale do with
her ribbons?
e. If you were Gale, will
you share what you
have with your sister?
Why?
A. Solving the Problem in
Different ways.
Solution 1: Role Play
Call on two pupils to act out
the problem. One will act as
Gale and the other one as the
sister. Give them real hair
ribbons and a bag to represent
the objects in the story. Guide
them in acting the roles of the
characters in the story. So, the
number of ribbons that Gale
has is 6. The number of
ribbons left to Gale after giving
2 ribbons to her sister is 4.
Emphasize at this point that
subtraction is taking objects
away from a set. Let us
represent the drawing by a
number sentence:
“6 take away
2 is 4”
6 - 2 = 4 18-4=
Now, what will you add to get
2, to get 6? 9We will add 4 to
2 to get 6)
The group has the same Ben has 5 marbles left. answer it. necessary corrections.
given. The teacher will check each
Draw 9 marbles and cross out answer. Then discuss it well.
9-5=4 ___________ 4. Count he remaining
marbles. The remaining
10-3=7 __________ number of marbles that are
not crossed out is 5. So, ben
8-4=4___________ has 5 marbles left.
15-5=10 ___________
The teacher will check the Hold your rubber bands. Board work.
group activity. Get 15 rubber bands, take 18-3=
away 8 rubber bands. How 16-6=
Board work: call pupils to many rubber bands were 13-6=
answer. left? 12-12=
Write correct mathematical 18-13=
symbol. Get 17 rubber bands, 17-4=
remove 8 rubberbands, 18-5=
13-3=10 - 3___ 10 = how many rubber bands
were left?
9-2=7 - 2____7=
8-3=5 - 3 ___ 5 =
Answer the following. Follow the directions. Let us try this Work by pairs. Using your
Draw 7 balls and cross out 2 1. 10-7= tag boards.
2-1=1 balls. How many balls are left? 2. 15-8=
1__1=2 Draw 10 flowers, cross out 3 3. 6-2= 12-7=
flowers, how many flowers 4. 14-7= 14-9=
20-5=15 left? 5. 13-6= 12-6=
5___15=20 Draw 9 caps, cross out 5 caps. 18-3=
How many caps left? 16-7=
18-7=11 18-5=
7___11= 14-3=
Now, what will you add to Get your popsicle sticks. Lay Let say you have 18 pesos, Let say you have 15
get 2, to get 6? 9We will down 10 sticks, remove 2 and then you bought balloons and you gave your
add 4 to 2 to get 6) sticks. How many sticks left? biscuit for 8 pesos, how sister 6 balloons. How many
 Say: Let us represent my Say: Let us represent my Lay down 9 sticks, remove 5 much money left? balloons were left?
question and your answer by a question and your answer sticks, how many sticks left?
number sentence. by a number sentence.
2 + =6 2 + =6

The small rectangle is where The small rectangle is

you put the answer, which is where you put the answer,
4. So, we have which is 4. So, we have

2+ =6 2+ =6
H. Making generalizations and Subtraction is the inverse Subtraction is the inverse Emphasize that the process Emphasize that the process Emphasize that the process
Abstractions about the lesson process of addition. In, process of addition. In, of taking away objects from a of taking away objects of taking away objects from
addition, we add two addends addition, we add two set is subtraction. The symbol from a set is subtraction. a set is subtraction. The
to get the sum. In subtraction, addends to get the sum. In to indicate subtraction is “—” The symbol to indicate symbol to indicate
we subtract an addend from subtraction, we subtract an subtraction is “—” subtraction is “—”
the sum; the result will now addend from the sum; the 9-4 = 5 can be read as “ 9
become the difference. result will now become the minus 4 equals 5” 9-4 = 5 can be read as “ 9 9-4 = 5 can be read as “ 9
difference. minus 4 equals 5 minus 4 equals 5
I. Evaluating learning Choose the letter from group Fill in the correct answer. Find the difference: Draw Find the difference: Find the difference:
B that shows the correct objects of your choice. 1. 12-6= 1. 12-11=
inverse operation from group 10-2=____ 1. 10-4= 2. 10-5= 2. 10-15=
A. 2+___=10 2. 16-8= 3. 12-5= 3. 12-10=
A B 3. 12-5= 4. 20-1= 4. 16-16=
22-20=____ 4. 18-9= 5. 15-6= 5. 17-4=
2+3=5 a. 5-2=3 b.5-4=1 _____=20 5. 16-9=
10-5= a. 5+5=10 b. 4+6=10
4+1=5 a. 5-3=5 b. 5-1=4
J. Additional activities for application Write the correct symbol (+ or Fill in the missing number. Find the difference. Do this at Solve this at home:
or -) on the space to complete home. 1. 25-10=
remediation the correct number sentence. 12-6=____ 1. 12-8= 2. 17-6=
6+___=___ 2. 15-7= 3. 17-3=
1. 8 _____ 4 = 4 3. 9-3= 4. 15-8=
4______4=8 9-6=______ 5. 16-6=
2. 9______5 =4 6+___=____
5 _______4=9
3. 12______10=2 8-5=_____
2 _____10 = 12 2+___=
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80%
in
the evaluation
B. No. of learners who require
additional activities for
remediation.
C. Did the remedial lessons work?
No.
Of learners who have caught up
the
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?
Foe improvement, enhancement and /or clarification of any DepEd material used, kindly submit feedback to blb.tld@deped.gov.ph