School: DOÑA ROSARIO ELEMENTARY SCHOOL Grade Level: II

GRADES 1 to 12 Teacher: RHANI C. SAMONTE Learning Area: MATHEMATICS

DAILY LESSON LOG Teaching Dates and Time: SEPTEMBER 11-15, 2023 (WEEK 3) Quarter: 1ST QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standards 1. The learner demonstrates understanding of whole numbers up to 1000, ordinal numbers up to 20th, and money up to PhP100.
2. The learner demonstrates understanding of addition of whole numbers up to 1000 including money.
B. Performance Standards 1. The learner can recognize, represent, compare, and order whole numbers up to 1000, ordinal numbers up to 20th, and money up to PhP100 in various forms and contexts.
2. The learner can recognize and represent ordinal numbers up to 20th in various forms and contexts.
3. The learner can apply addition of whole numbers up to 1000 including money in mathematical problems and real-life situations.
C. Learning Competencies/ Visualizes and writes three-digit Compares numbers up to 1000 using Orders numbers up to 1000 in Orders numbers up to 1000 in Measure one’s ability to retain and
Objectives numbers in expanded form (M2NS-Ic- relation symbols >, <, = increasing order decreasing order apply concepts learned in a
14) (No code) (No code) (No code) Summative Test
D. SEL Competency Write the digit for each place value Identify feelings when you meet new Identify feelings when you meet new Identify feelings when you meet new Use retained knowledge and applied
friends or when your parents increase friends or when your parents increase friends or when your parents increase concepts learned in a Unit Test
or decrease your allowance or decrease your allowance or decrease your allowance

SEL Factor Cognitive Regulation Emotional Regulation Emotional Regulation Emotional Regulation Cognitive Regulation
SEL Sub Factor Metacognition Identifying Emotions Identifying Emotions Identifying Emotions Metacognition
II. CONTENT / TOPIC Visualizing and writing three-digit Comparing numbers up to 1000 using Ordering numbers up to 1000 in Ordering numbers up to 1000 in SUMMATIVE TEST
numbers in expanded form relation symbols >, <, = increasing order decreasing order
1. Teacher’s Guide Pages Math TG (Soft copy) pages 39-42 Math TG (Soft copy) pages 42-45 Math TG (Soft copy) pages 42-45 Math TG (Soft copy) pages 42-45 Math TG (Soft copy) pages 1-42
2. Learner’s Materials
pages Math LM (Soft copy) pages 27-28 Math LM (Soft copy) pages 28-30 Math LM (Soft copy) pages 30-32 Math LM (Soft copy) pages 30-32 Math LM (Soft copy) pages 1-32
3. Additional Materials 1. Place Value Chart 1. Number Cards 1. Number Cards 1. Number Cards Test papers, pencil, erasers
2. Flashcards 2. Show Me Board 2. Show Me Board 2. Show Me Board
3. Show Me Board 3. Number line 3. Number line 3. Number line
4. Mystery Box of Knowledge
4. Other Learning
MELCS-DBOW-Q1-#5 MELCS-DBOW-Q1-#6 MELCS-DBOW-Q1-#6 MELCS-DBOW-Q1-#6 MELCS-DBOW-Q1-#1-6
Resources
III. PROCEDURES
A. Drill Game: RELAY Contest: SINO ANG MATIBAY? Contest: SINO ANG MATIBAY? Comparing Numbers using relation Setting of Standards
Mechanics: Mechanics: Mechanics: symbols
Ask the pupils to position at the back Ask the pupils to stand and form two Ask the pupils to stand and form two Contest: SINO ANG MATIBAY?
part of the room. lines. lines. Mechanics:
Place all number cards inside the One line for the boys (Team I) and One line for the boys (Team I) and Ask the pupils to stand and form two
Mystery Box of Knowledge. another line for the girls (Team 2) another line for the girls (Team 2) lines.
The teacher will draw one at a time the Two pupils will be called, one from Two pupils will be called, one from One line for the boys (Team I) and
number cards. Then she/he will show each team. each team. another line for the girls (Team 2)
it to the class. The teacher will flash the number card The teacher will flash the number card Two pupils will be called, one from
Ask the pupils to raise their right hand and the contestants will answer the and the contestants will answer the each team.
as fast as they can if they know the question as fast as they can. question as fast as they can. The teacher will flash the number card
answer. The first one to answer the question The first one to answer the question and the contestants will answer the
 The pupil who got the correct answer correctly will take a seat. correctly will take a seat. question as fast as they can.
will make step forward. The team with less number of The team with less number of The first one to answer the question
The first pupil to reach the finish line members standing wins the game. members standing wins the game. correctly will take a seat.
wins the game. The team with less number of
members standing wins the game.
Examples of Number Cards:
How many hundreds are there in 987?
__________
How many tens are there in 507?
In 627= ______hundreds,
________tens, ______ones
What is Five hundred sixty in
symbols? __________
What is 819 in words?
_____________________
How many ones are there in 379?
______________
In 351 = ______hundreds,
_______tens, ______ones
What is Two hundred twenty nine in
symbol? ____
B. Review Give the place value and value of each Comparing numbers using relation Punan ang patlang gamit ang >, < at Punan ang patlang gamit ang >, < at Discussing the test directions.
given digit. symbols <, =, > =. =.

What is the place of 8 in 389?
_________________
In 895, what is the value of 8?
________________
What is the value of 5 in 589?
________________
What is place value of 2 in 629?
________________
In 146, what digit has a value of 40?
_____________
What digit has a place value of
hundreds in 569?___
C. Motivation Strategy: GUESS and CHECK
Present a mathematical problem in the
form of a riddle. Post this on the
board.
“I am a three-digit number. My
hundreds digit is 8. My ones digit is six
less than my hundreds digit. My tens
digit is twice as large as my ones digit.
What number am I?”
1. 975_____ 957
2. 490 _____490
3. 213 _____315
“MY RULE IN LIFE”
Post on the board.
Ask: Children are you familiar with
these patterns? Ask the pupils to tell
something about it. Then, ask them to
complete the patterns.
1. 20, 22, 24, 26, 28, 30, ______,
______, _____, _____, _____, ___
2. 50, 55, 60, 65, 70, 75 _____,
1. 567 ___ 576
2. 383 ___ 438
3. 580 ___ 300 + 100 + 70 + 5
4. 12 + 890 ___ 902
5. 567 – 15 ___ 525
“MY RULE IN LIFE”
Post on the board.
Ask: Children are you familiar with
these patterns? Ask the pupils to tell
something about it. Call at least 5
pupils. Then, ask them to complete the
patterns.
1. 70, 80, 90, ______, _______,
_______, _______, ________, ____
1. 367 ___ 476
2. 883 ___ 938
3. 580 ___ 300 + 100 + 70 + 5
4. 15 + 890 ___ 905
5. 567 – 15 ___ 525
“MY RULE IN LIFE” Distribution of test papers.
Post on the board.
Ask: Children are you familiar with
these patterns? Ask the pupils to tell
something about it. Call at least 5
pupils. Then, ask them to complete the
patterns.
1. ___, _____, _____, ____, ____,
____, 60, 58, 56, 54, 52, 50, 48

D. Presentation Post the Place Value Chart
Present an example.
Say: The numeral 896 can be
expressed in expanded form:
Ask: How many hundreds, tens and
ones are there in 896?
Give additional illustrative examples:
275 = ______Hundreds ______Tens
______Ones
702 = ______Hundreds ______ Tens
_____ Ones
______ Hundreds _____ Tens _____
Ones
E. Reinforcing Activity Ayusin ang mga sumusunod gamit
ang expanded notation.
1. 308 = _______ + 0 +_______
2. 429 = 400 + ______+ 9
3. 912 = ______+ 10 _______
4. 469= 400 + ______+ 9
5. ________= 700 + 50 + 2
_______, _______, _______, ______
Distribute the number cards. (See to it
that all pupils have number cards).
Then let them post the number cards
on the board.
Then, post your prepared number line
on the board. Ask the pupils
something about the number line. Ask
them to describe it.
Call 3 or 4 pupils to arrange the
number cards in the number line.
Processing:
What number comes after 51?
What number comes before 54?
What numbers are between 51 and
54?
Look at the numbers 50, 51, 53 and
54. What number is the least?
What number is the greatest?
Divide the class into three small
learning stations. Each small learning
station will be given an activity card.
Ask each group to write their answers
on the manila paper and post it on the
board. Assign a leader in each group
and ask them to explain how they
answered the activity.
Punan ang patlang gamit ang >, < at
=.
1. 567 ___ 576 4. 902 ___ 890
2. 383 ___ 438 5. 567 ___ 567
3. 580 ___ 300
Lagyan ng kahon ang malaking bilang
at ekis ang maliit. Pagkatapos ay
paghambingin gamit ang >, < at =.
1. 506 ___ 517 4. 520 ___ 505
2. 640 ___ 633 5. 637 ___ 647
3. 606 ___ 609
Gamitin ang mga bilang na nasa loob
2. ___, _____, _____, ____, ____,
____, 60, 58, 56, 54, 52, 50, 48
Distribute the number cards. (See to it
that all pupils have number cards).
Then let them post the number cards
on the board.
Then, post your prepared number line
on the board. Ask the pupils
something about the number line. Ask
them to describe it.
Call 3 or 4 pupils to arrange the
number cards in the number line.
Processing:
Look at the numbers 50, 51, 53 and
54. What number is the least?
What number is the greatest?
Can you arrange the numbers from
least to greatest?
Kumpletuhin ang mga sumusunod na
bilang.
1. 128, 129, 130, ____, _____, _____,
134
2. 208 _____ , _____, 211, 212,
_____, ____
3. ____, _____ 503, 504, 505, ______,
____, ____, 509
4. 317, ______, ______, ______,
_____, _____, ____ 324
5. 657, 658, _____, ______, _____
662, 663 _____, ___
2. 40, 45, 50, ____, _____, 65, 70,
____, ____, 85, 90, ____, _____
Distribute the number cards. (See to it Test administration and monitoring.
that all pupils have number cards).
Then let them post the number cards
on the board.
Then, post your prepared number line
on the board. Ask the pupils
something about the number line. Ask
them to describe it.
Call 3 or 4 pupils to arrange the
number cards in the number line.
Processing:
Look at the numbers 50, 51, 53 and
54. What number is the least?
What number is the greatest?
Can you arrange the numbers from
greatest to least?
Bilugan ang pinakamalaking bilang at
lagyan ng ekis ang pinakamaliit.
Pagkatapos, ayusin ang mga ito
simula sa pinakamalaki hanggang
pinakamaliit na bilang.
1. 568, 647, 490, 678, 586, 290
2. 890, 478, 278, 908, 990, 675
3. 780, 589, 479, 290, 892, 576
 ng kahon upang masagot ang mga
sumusunod na tanong.

1. Maghanap ng bilang na mas maliit

pa sa 373. Paghambingin sila gamit
ang simbolo ng paghahambing.
373 ________
2. Maghanap ng bilang na mas malaki
sa 676. Paghambingin sila gamit ang
simbolo ng paghahambing.
676 ________
3. Maghanap ng bilang na
magkapareho. Paghambingin gamit
ang simbolo ng paghahambing.
___________
F. Application / Valuing / Isulat ang sumusunod sa expanded Magkano ang baon mo noong ikaw ay Magkano ang baon mo? Magkano ang baon mo?
Social-Emotional Learning form. nasa unang baitang?
Magkano ang baon ng kaibigan mo? Magkano ang baon ng kaibigan mo?
1. 957 Magkano na ngayon ang iyong
2. 250 bagon? Ano ang mararamdaman mo kung Ano ang mararamdaman mo kung
3. 675 mas malaki ang baon ng kaibigan mo? mas malaki ang baon ng kaibigan mo?
4. 598 Alin ang mas maliit na halaga, at mas Bakit? Bakit?
5. 407 malaking halaga sa iyong baon?
Ano ang mararamdaman mo kapag
binawasan ng iyong magulang ang
iyong baon? At kapag ito ay
dinagdagan?
G. Generalization How do you write numbers in What have you discovered in our What have you discovered in our What have you discovered in our
expanded form? lesson? lesson? lesson?

Writing number in expanded form is
expressing the number as the sum of
the values of its digits. The expanded
form gives the value of each in the
number.
IV. Evaluation Isulat ang sumusunod sa expanded
form.
How do we compare numbers? What
relation symbols we used?
Paghambingin ang mga bilang gamit
ang relation symbols na >, <, =.
How do we arrange numbers from
least to greatest? Numbers can be
arranged from least to greatest
depending on their place value
positions.
Arrange the numbers from least to
greatest.
How do we arrange numbers from
greatest to least?
Numbers can be arranged from
greatest to least depending on their
place value positions.
Arrange the numbers from greatest to Checking
least. Evaluation and Action Taken

1. 825 1. 520 ___ 505 1. 897 675 995 453 1. 987 456 340 675
 2. 342 2. 637 ___ 647 __________________________ ____________________
3. 109 3. 603 ___ 645 2. 124 987 907 234 2. 310 289 980 129
4. 195 4. 712 ___ 712 _______________________ ____________________
5. 725 5. 945 ___ 930 3. 481 745 999 761 3. 567 321 896 459
_______________________ ___________________
V. REFLECTION How do find the activities today? How do find the activities today? How do find the activities today? How do find the activities today? How do find the activities today?
VI. REMARKS Percentage of mastery: _____ Percentage of mastery: _____ Percentage of mastery: _____ Percentage of mastery: _____ Percentage of mastery: _____

Prepared by:

RHANI C. SAMONTE
Teacher Checked by:

ROLANDO S. SILARAN JR.

MT II, Grade Level in-charge Noted by:

FRANCIS CRISTY C. FONACIER

Principal II