Math2 Q1 Week3 Day1

MATHEMATICS RESOURCE PACKAGE
QUARTER II
Week 3
Subject: MATH Grade Level: II
Date:
Day: 1
__________________
Content Standard Demonstrates understanding of addition of whole numbers up to

1000 including money.
Performance Is able to apply addition of whole numbers up to 1000 including
Standard money in mathematical problems and real-life situations.
Gives the place value and finds the value of a digit in three-
Competency digit numbers.
M2NS-Ib-10.2
I. OBJECTIVES
Knowledge: Gives the place value of each digit in a 3-digit numbers
Skills: Regroup 3-digit numbers
Affective: Displays enjoyment in doing things
II. CONTENT Number and Number Sense
III. LEARNING RESOURCES
A. References K to12 Curriculum Guide 2016
Grade 2 – Mathematics page 26
1. Teacher’s TG in Mathematics pages 28-32

Guide Pages
2. Learner’s LM in Mathematics pages

Materials
Pages
3. Textbook
Pages
Prepared by: Marcelita T. Mercado

4. Additional Chart for the board work activity, place value chart,
Materials improvised abacus, activity card, counters (e.g. marbles,
rubber bands and straws), drill cards, number cards with 3-
digit numbers, drill or show cards for each pupil
5. Learning
Resources
(LR) portal
B. Other laptop
Learning
Resources
IV. PROCEDURES
A. Reviewing or Drill
presenting the
new lesson
“Show -Me - Board Activity”
Dictate the numbers and let correctly on their show-me-

boards. Let them raise their boards after ten counts.
Example: 86 = 8
1. 19 = ___ ten and ___ ones (1 and 9)
2. 25 = ___ tens and ___ ones (2 and 5)
3. 48 = ___ tens and ___ ones (4 and 8)
4. 70 = ___ tens and ___ ones (7 and 0)
5. 96 = ___ tens and ___ ones (9 and 6)
2. Review
Prepare a chart for the board work activity.
Activity 1
Give the missing word number.

1. 125 = One hundred ____________-five (twenty)
2. 389 = _________ hundred eighty-nine (three)
3. 794 = Seven hundred ninety-________ (four)
4. 862 = Eight hundred _________-two (sixty)
5. 930 = _________ hundred thirty (nine)
B. Establishing a Displays an improvised abacus.

purpose for the
lesson Ask: Class, what is this? (an abacus)
What is the use of an abacus? (It is used for counting.)
Say: “Class, this is an improvised abacus. We are going to use

this tool to know the value of ones, tens and hundreds

C. Presenting a. Using improvised abacus, (introduce the correct place value

examples of the of digits.)
new lesson Say: Class, H stands for hundreds, T for tens and O for ones.
Then, three(3) digit numbers are grouped in hundreds, tens and
ones.
Do: Let the pupils place five little wooden rings on the hundreds,
nine wooden rings on the tens and four wooden rings on the
ones.
Ask: Let us tell the place value of each wooden ring (5 9 4 =

five hundred ninety - four)
What is the place value of 5?
What is the number? (594)
D. Discussing new Performing an Activity
concepts and
practicing new Group - Shared Activity
skills #1 a. Divide the class into 4 groups.
b. Post the place value chart on the board for each group.
c. Let the group write the number on the place value chart.
Asks the pupils to group the numbers in ones, tens, and

hundreds. (see attachment 1)
Number Hundreds Tens Ones
153

210
309
E. Discussing new Processing the Results of the Activity

concepts and
practicing new How many digits are in 153? 210? 309? (3 digits)
skills #2 How are 3 digit numbers grouped? (They are grouped in
hundreds, tens and ones)
What is the place value of 3 in 153? (Ones)
What is the value of 3 in 153? (3)
What is the place value of 1 in 210? (Tens)
What is the place value of 3 in 309? (Hundreds)
In what direction will you identify the place value? (from right
to left direction)
F. Developing A. Count the flats,

Mastery longs and
cubes. Copy the
place value
chart and write
the correct
answer on your
notebook.
Remember that
H – hundreds, T
– tens and O –
ones.
.1.
H T O

2.
H T O
3.
H T O
4.
H T O
5.
H T O
1.

G. Finding Pair - Solve - Share Activity

practical a. Let pupils look for a partner.
applications of b. Provide task card to every pair.
c. Let them do the activity.
concepts and
Activity Card: Complete the chart below.
skills in daily
PLACE
living HOW MANY WRITE THINK VALUE
H T O
228 ___hundreds
___tens
___ones
235 ___ hundreds

___ tens
___ ones
Valuing: Do you like using our materials? Why?

How do you feel using those things?
(Enjoy using them.)
H. Making How many digits are there in hundreds?(3) Tens?(2) Ones?(1)
Generalization What are the different place values in a 3-digit number?
s and (hundreds,
tens and ones)
abstractions
What did we use to identify the place value of each digit easily?
about the (place value chart)
lesson
I. Evaluating Refer to LM, p. 25.

learning Read the numbers in words.Copy the place place value chart in
your paper. Write the correct number in the place value chart.
1. Four hundred sixty-three
Hundreds Tens Ones

2. Two hundred five
Hundreds Tens Ones
3. Nine hundred fifteen
Hundreds Tens Ones
Hundreds Tens Ones
4. Five hundred eighty-four
Hundreds Tens Ones
5. Seven hundred three
J. Additional Let the pupils answer Buluhaton sa Balay in Learner’s Material, p. 27.
Activities for
application or
remediation
V. REMARKS

VI. REFLECTION
A. No. of learners ___ No. Of learners who earned 80% in the evaluation
who earned 80% in
the evaluation
B. No. of learners ___ No. Of learners who require additional activities for
who require remediation
additional activities
for remediation
C. Did the Did the remedial lessons work? ___ No. Of lerners who have
remedial lessons caught up the lesson
work? No. of
learners who have
caught up the
lesson
D. No. of learners ___ No. Of learners who continue to require rmediation

who continue to
require remediation
E. Which of my Strategies used that work well:

teaching strategies
worked well? Why ___ Group collaboration
did these work? ___ Games
___ Powerpoint Presentation
___ Answering preliminary activities.exercises
___ Discussion
___ Case Method
___ Think-Pair-Share (TPS)
___ Rereading of Paragraphs/Poems/Stories
___ Differentiated Instruction
___ Role Playing/Drama

___ Discovery Method
___ Lecture Method
Why?
___ Complete Ims
___ Availability of Materials
___ Pupil’s eagerness to learn
___ Group member’s Cooperation in doing their taks
F. What difficulties ___ Bullying among pupils

did I encounter
which my principal ___ Pupil’s behavior/attitude
and supervisor help ___ Colorful Ims
me solve?
___ Unavailable TechnologyEquipment(AVR/LCD)
___ Science/Computer/Internet Lab
___ Additional Clerical works
___ Reading Readiness
G. What
innovation or
localized I
used/discover
which I wish to
share with other
teacher?

ATTACHMENT 1
Numero Ginatos Tagnapulo Binuok
153
210
309

ATTACHMENT 2
A. Ihapa ang mga pislat (flats),mga taas (longs) ug mga guha
(cubes). Kopyaha ang place value chart ug isulat ang insaktong
numero sa inyong . Hinumdumi nga ang G- ginatos, T – tagnapulo
ug B – binuok
1.
G T B
G T B
2.
G T B
3.
4.
G T B
G T B
5.

ATTACHMENT 3
PLACE
HOW MANY WRITE THINK VALUE
H T O
228 ___hundreds
___tens
___ones
235 ___ hundreds

___ tens
___ ones

135 137
240 242
339 341
210 212
463 465

ATTACHMENT 2
Write the standard form.

1. 6 hundreds 4 tens 9 ones = ________
2. 8 hundreds 1tens 0 ones = ________

ATTACHMENT 3
Objects Number Hundreds Tens Ones
1. straws
2. marbles
3. popsicle sticks

ATTACHMENT 4
100 100 100 100
100 100 100
10 10 10 10

10 10 10 10
100 100 100

10 10 10 10 10 1 1 1 1
100 100 100

100 100 100
10

1.
100
2.
100 10
3.
100

100
10 10 10 10
10
4..
100 100 100

10 10 10 10
10 10 10 10
5.
100 100 100
100 100
10 10 10 10 10

10 10 10
ATTACHMENT 6
ANSWER KEY


REFERENCES
A. DepEd INSTRUCTIONAL MATERIALS:
EASE Modules Year 2, Module 1: Variation
Bryant, M., & et. al. (2014). Mathematics-Grade 9 Learner’s Module (1st Ed.).
Pasig City: DepEd-IMCS
B. BOOKS AND OTHER REFERENCES
Mendoza, M. and Oronce, O. (2007). e-Math Intermediate Algebra. Quezon City,

Philippines: Rex Book Store.
Bernabe, J. and Soledad, J. (2009) Intermediate Algebra Textbook for Second

Year, Rev. Ed. Quezon City: SD Publications, Inc.
K to 12 Curriculum Guide Mathematics. (2012). Department of Education,

Philippines;
C. INTERNET SOURCES:
www.google.ph.com
Direct Variation. E-math Ii Tm' 2007 Ed.(intermediate Algebra). Retrieved on

October 10, 2017 from https://books.google.com.ph/books
Direct variation Worksheet(pdf). Retrieved on October 10, 2017 from

https://www.anderson5.net

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MATHEMATICS RESOURCE PACKAGE

Subject: MATH Grade Level: II

Content Standard Demonstrates understanding of addition of whole numbers up to

Knowledge: Gives the place value of each digit in a 3-digit numbers

Skills: Regroup 3-digit numbers

Affective: Displays enjoyment in doing things

II. CONTENT Number and Number Sense

III. LEARNING RESOURCES

A. References K to12 Curriculum Guide 2016

Grade 2 – Mathematics page 26

1. Teacher’s TG in Mathematics pages 28-32

2. Learner’s LM in Mathematics pages

Prepared by: Marcelita T. Mercado

Dictate the numbers and let correctly on their show-me-

1. 19 = ___ ten and ___ ones (1 and 9)

2. 25 = ___ tens and ___ ones (2 and 5)

3. 48 = ___ tens and ___ ones (4 and 8)

4. 70 = ___ tens and ___ ones (7 and 0)

5. 96 = ___ tens and ___ ones (9 and 6)

Prepare a chart for the board work activity.

Give the missing word number.

Prepared by: Marcelita T. Mercado

1. 125 = One hundred ____________-five (twenty)

2. 389 = _________ hundred eighty-nine (three)

3. 794 = Seven hundred ninety-________ (four)

4. 862 = Eight hundred _________-two (sixty)

5. 930 = _________ hundred thirty (nine)

B. Establishing a Displays an improvised abacus.

What is the use of an abacus? (It is used for counting.)

Say: “Class, this is an improvised abacus. We are going to use

Prepared by: Marcelita T. Mercado

C. Presenting a. Using improvised abacus, (introduce the correct place value

Ask: Let us tell the place value of each wooden ring (5 9 4 =

Asks the pupils to group the numbers in ones, tens, and

Number Hundreds Tens Ones

Prepared by: Marcelita T. Mercado

E. Discussing new Processing the Results of the Activity

hundreds, tens and ones)

What is the place value of 3 in 153? (Ones)

What is the value of 3 in 153? (3)

What is the place value of 1 in 210? (Tens)

What is the value of 1 in 210? (10)

What is the place value of 3 in 309? (Hundreds)

What is the value of 3 in 309? (300)

F. Developing A. Count the flats,

Prepared by: Marcelita T. Mercado

Prepared by: Marcelita T. Mercado

G. Finding Pair - Solve - Share Activity

235 ___ hundreds

Valuing: Do you like using our materials? Why?

I. Evaluating Refer to LM, p. 25.

Hundreds Tens Ones

Prepared by: Marcelita T. Mercado

2. Two hundred five

Hundreds Tens Ones

3. Nine hundred fifteen

Hundreds Tens Ones

Hundreds Tens Ones

4. Five hundred eighty-four

Hundreds Tens Ones

5. Seven hundred three

Prepared by: Marcelita T. Mercado

1. 19 = _ ten and _ ones (1 and 9)

2. 25 = _ tens and _ ones (2 and 5)

3. 48 = _ tens and _ ones (4 and 8)

4. 70 = _ tens and _ ones (7 and 0)

5. 96 = _ tens and _ ones (9 and 6)