Grade 2 Math DLP

DETAILED LESSON PLAN IN MATHEMATICS II
SECOND QUARTER
School Grade Level Grade II
Teacher Learning area Mathematics 2
Teaching Dates WEEK 1, day1 Quarter Second Quarter
& Time
50 minutes
I. Objectives
A. Content Demonstrates understanding of subtraction and multiplication of whole num

Standards up to 1000 including money.
B. Is able to apply subtraction and multiplication of whole numbers up to 1000

Performance including money in mathematical problems and real life situations.
Standards
C. Learning Visualize, represents, and subtracts 2-to -30digit numbers with minuen
Competency up to 999 without and with regrouping. (M2NS-IIa32.5)
/ Objectives
II.CONTENT Subtracting 2- to 3- Digit Numbers with Minuends up to 999 without
Regrouping
III. LEARNING
RESOURCES
A. References
Teacher’s Guide 111-114

pages
K-12 Curriculum 42 of 257

Guide Pages
Learner’s 77-79
Material pages
IV. PROCEDURES
A. Review Teacher’s Activity Pupil’s Activity
Let the pupils to answer 1.

2.
9- 6= 3.
4. 6
6-3= 5.
6. 3
7.
8-6= 8. 2
9.
7-5= 10. 2
11.
12. 4
6-2=
Let the pupils recall
B. Tell the pupils the need to know more about

Establishing subtraction.
purpose for
the lesson
C. Present the story problem,

Presentation
/Activity
Arminda and Analyn are twins. One day, they went to

the garden. They saw many beautiful flowers.
Arminda picked 45 flowers. She gave 14 of them to
analyn. How many flower were left to Arminda?
D. Who are the twins? -Arminda and Analyn

Discussion /
Analysis Where did they go? -They went to the garden
What did they pick? -They picked flowers
How many flowers did Arminda picked? -45 flowers
How many flowers did Arminda gave to Analyn? -14 flowers
What will you do to find the number of flowers left to

Arminda?
We have to subtract
Arminda picked 45 flowers and gave 14 of them to Analyn
Hundreds Tens Ones
Numbers
E. Discussion Minuend=45 4 5
E. Discussion new concep
new concept Subtrahend 1 4 and practicing new skill #2
and practicing -14 Abstraction
Difference 3 1
new skill #2 /
Abstraction
F. Choose a partner and try to answer the following
Developing using the chart.
Mastery
1. 1. What is 345 subtracted from 568?
2. 2.If 15 is subtracted from 537, what is the difference? 1.
Hundred Ten On
s s s
3. Find the difference of 868 and 446? Numbers
Minuend- 5 6 8
538
Subtrahen 3 4 5
d-345
Difference 2 2 3
2.
Hundred Ten On
s s s
Numbers
Minuend- 5 6 8
537
Subtrahen 1 5
d-15
Difference 5 5 3
3.
Numbers Hundred Ten On
s s s
Minuend- 8 6 8
868
Subtrahen 4 4 6
d-446
Difference 6 2 2
G. Finding Choose another partner and answer the story

pratical problem Hundred
s
Ten
s
On
s
application Numbers
Minuend- 2 5
25
Subtrahen 1 2
d-12
-Anton is a grade 2 pupil. He has 25 pesos for his
Difference 1 3
baon. He buys 12 pesos of turon. How much money
were left from Anton?
H. How do we subtract 2 to 3 digit numbers? Teacher, first we have to
Generalization arranged the numbers
according to its place valu
I. Evaluation Visualize the difference of the following
using the chart.
1.Find the difference of 568 and 342?
2.If 133 subtracted from 367, what is
the answer?
3.What is 354 subtracted from 484,
what is the difference?
4. Find the difference of 968 and 547?
5. How much is 886 minus to 471?
J. Additional Answer the following:
activities
1. Subtract 85 from 886_____
2. Minus:478-65____
3. If 56 is subtracted from 479, what is the
difference?
4.267- 54=_____
IV-REMARKS
V- REFLECTION
A. No. Of learners who earned 80% in the evaluation
B. No. Of learners who require activities for remediation
C. Did the remedial lesson work? No. Of learners who have caught up with the lesson
D. No. Of learners who continue to require remediation
E. Which of my teaching strategies worked well?
Why did this 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?

SECOND QUARTER
Teacher Learning area Mathem
2
Teaching Dates WEEK 1, day 2 Quarter Second
& Time Quarter
50 minutes
I. Objectives
A. Content Demonstrates understanding of subtraction and multiplication of whole

Standards numbers up to 1000 including money.
B. Is able to apply subtraction and multiplication of whole numbers up to 1000

Performance including money in mathematical problems and real life situations.
Standards
C. Learning Subtracts mentally 1- digit numbers from 2-to 3- digit numbers withou
Competency regrouping using appropriate strategies. (M2NS-IIa32.5)
/ Objectives
II.CONTENT Subtracting Mentally One-Digit Numbers from 1-to 2 Digit Numbers w
Minuends up to 50 without Regrouping
III. LEARNING
RESOURCES
A. References

pages

Guide Pages
Learner’s 87-89
Material pages
IV. PROCEDURES
A. Review Teacher’s Activity Pupil’s Acitivity
Designate a recorder for each team. Pupils will listen caref

Each team shall have a representative to answer the to the instruction and
question. their task
The teacher shall draw number card in the Mystery
Box of Knowledge one at a time.
Representative of each team shall answer the
question and write the answer on their Show Me
Board as fast as he can.
The group which obtained the highest score shall be
declared winner.
Example of Number Cards
Ask: Who won the game?
How did they give the answer?
Example of Number Cards
10-7 25 – 15 15 - 10
B. Strategy: DECODING
Establishing Puzzling Difference:
purpose for Directions: Match Column A with column B. Write your
the lesson answer on the space below to solve the mystery word.
Column A Column B
9–3 A= 8
5-5 M=6
10 - 7 T=9
15 – 5 H = 10
20 – 10 A=0
50 -30 E = 10
13 – 5 I = 15
18-9 C=5
20 - 5 T=3
10. 15 – 10 M = 20
11. 30 – 20 S= 10 We subtract them an
Ask the pupils how to get the answer. find the correspondi
letter to find the
mystery word.
Mathematics
c. Let’s try to answer the problem orally. Pupils will try to guess th
Discussion mystery number
/Analysis I am a 2-digit numbers. My one’s place is 0 and my tens
place is five more than my one’s place. If 30 is
subtracted from me, the difference is equal to 20. Who

am I?
How did you subtract the given numbers?

(We subtracted the numb
mentally
D. Finding Let the pupils answer mentally/orally.
pratical
application Teacher will give varied exercises for the pupils to
master the basic subtraction facts
1. 10-5= 5
15
2. 20-5=
3. 8-4=
4
4. If Leo has 6 marbles and he gave 3 to Tristan,

how many left with Leo?
3
5. 30 birds hanging on a tree, five of them flew 25

away. How many birds are left?
E. Remember in subtracting numbers mentally, you have

Generalization to ,aster the basic subtraction facts.
F.Evaluation Let the pupils answer these orally,
1. 50-9=____________ Pupils will answer
2. If 5 is subtracted from 45, the

difference is equal to _________
3. Mang Oscar has 45 mangoes. He gave

9 to his neighbor. How many mangoes
where left?
4. 48-5=______
5. Subtract 9 from 34.The difference is

equal to?
G. Additional Answer the following:

activities 1. 48-7=
2. What is 5 subtracted from 45?
3. 47-5=
4. 35-9=
5. 38-8=
IV-REMARKS
V- REFLECTION
C. Did the remedial lesson work? No. Of learners who have caught up with the lesson
Why did this work?

SECOND QUARTER
Teacher Learning area Mathem
2
Teaching Dates & WEEK 1, day3 Quarter Second
Time Quarter
50 minutes
I. Objectives

B. Performance Is able to apply subtraction and multiplication of whole numbers up to 10

Standards including money in mathematical problems and real life situations.
C. Learning Subtracts mentally 3-digit numbers by ones and by hundreds without regroupin
using appropriate strategies. ( M2NS-IIb-33.3)
Competency /
Objectives
II.CONTENT Subtracting Mentally 3- digit numbers by Ones Without Regrouping
III. LEARNING
RESOURCES
A. References

pages

Guide Pages
Learner’s Material 89-93

pages
IV. PROCEDURES
A. Review Teacher’s Activity Pupil’s Activity
Drill - Basic Facts in Subtraction (Use window

cards)
Time Limit: 5 minutes
Samples of Basic Facts of Subtraction
Subtract the following

1. 10 - 2 = ___
Pupils will answer the follo
2. 8 – 5 = ___ on time
3. 7 – 3 = __
4. 5 – 4 = __
5. 10 – 7 = ____
6. 9 – 5 = __
7. 7 - 6 = ___
8. 8 – 6 = ___
9. 9 – 7 = ___
10. 11 – 5 =___
B. Establishing Family of Five” Pupils will listen from the

purpose for the instruction and do what is a
Instructions;
lesson
Instruct the pupils to give subtraction combination facts
with the difference of 5.
Example
30 – 25 = 5 5 25 – 20 = 5
45 - 40 = 5 50 - 45 = 5
55 – 50 = 5 65 - 60 = 5
75 – 70 = 5 85 - 80 = 5
10 – 5 = 5
15 – 10 = 5
11 - 6 = 5
12 - 7 = 5
C. Divide the class into 5 learning groups. Volunteer will read the stor
Presentation
Call 2 or 3 pupils to read the story problem.
/Activity
One Saturday morning, Mother and
Nilo went to the pet shop. Mother
bought a pet dog for P 358. Nilo
gave P 5 as his share. How much did
Mother pay?
D. Ask the following questions:
Discussion
Who went to the pet shop? Mother and Nilo
/Analysis
What did they do in the pet shop? Bought a pet dog
How much was the dog cost? P 358
How much did Nilo give to his mother? 5 pesos
Do you think Nilo love to have a pet dog? Why?
What can you say about Nilo? Yes, because nilo gave a s
How much did Mother pay if Nilo gave P5? Nilo loves dog
Say: Let us find the answer.
E. Discussion Performing the Task

new concept
Ask the pupils to underline the question in the
and practicing
story problem.
new skill#2
Rewrite the question in answer statement.
Ask:
Who can write the subtraction sentence on the
board?
358
What is the minuend?
- 5
How many digits are there?
What is the subtrahend?
358
How many digits are there?
5
What did you do to find the difference?
one digit
So, how much did mother pay?
We subtract
Processing the solutions and answers- use the
counters in representing the given in the problem.
Let the class focus on the example given.
H T O
3 5 8
3 5 3
Give other examples. First, let them arrange Pupils will answer
vertically then subtract. Do it mentally.
E. Developing
Mastery 1. 457 - 6 = __
456
2. 769 – 5 = ___
764
3. 654 – 3 = __
651
4. 348 – 7 = _
341
F. Finding Find the difference, Pupils will give the correct

practical answer
application
1. 256-3=
253
2. 638-4=
634
3. 549-4=
682
4. 685-3=
633
5. 638-5=
G. To subtract mentally 3 digit numbers by ones

Generalization what should you do?
In subtracting mentally 3
digits by ones without
regrouping, just subtract t
ones bring down the tens
hundreds.
H.EVALUATION The teacher will read the problem and pupils

write their answers on their paper.
1. Total rice harvest - - 359 sacks

Number of sacks sold - - 8 sacks
No. of sacks left - - ___________ 351
2. Total Grade 2 Enrolment - 128 pupils
Number of pupils dropped - 5 pupils
Total enrolment for the month - ___________ 123
3. Number of visitors arrived - 259 persons

4. Number of visitors left before dinner 8
persons 251
Number of visitors left after dinner ___________
I. Additional Refer to the LM 32 – Gawaing Bahay

activities
IV-REMARKS
V- REFLECTION
C. Did the rwmedial lesson work? No. Of learners who have caught up with the lesson
Why did this work?

SECOND QUARTER
Teacher Learning area Mathema
2
Teaching Dates & WEEK 1, day4 Quarter Second
Time Quarter
50 mins
I. Objectives


Competency /
Objectives
II.CONTENT Subtracting Mentally 3-Digit Numbers by Tens without Regrouping
III. LEARNING
RESOURCES
A. References

pages

Guide Pages

pages
IV. PROCEDURES
Mentally subtracts 3- digit by ones without

regrouping
Strategy: Game – SEARCH FOR THE MATH
WIZARD
Pupils will answer the
Give each pupils a show me board
activity
Instruct the pupils to listen very well as the
teacher reads a word
A pupil with most correct answers wins and will
be declared Math Wizard of the day
Possible word problem to be asked: 322

1. What number is 327 less than 5?
______ 472
2. 478-6=_______
3. 198-6=_______ 192
4. What is 8 subtracted from 359? 351
5. 245-4=_______
241
B. Establishing Strategy: GETTING READY

purpose for the
Present a picture of a teacher with her pupils
lesson
- class, it is time to go home! Pack your things now. Pupils will listen as if they
in the situation
C.
Presentation
Situation:
/Activity
On the way home, the
Grade II pupils passed- by Pupils will listen as if they
the construction site. in the situation
There are 195 construction
workers in all. Of these, 52
are wearing yellow shirt
and the rest are blue. How
many construction workers
are wearing blue ?
D. Let’s solve these number in two ways in two ways.

Discussion
1. Expanded form
/Analysis
195 100+90+5
52 50+2
______________
100 + 40+3 =143
2.Short method
195
- 52
143
Present additional examples:
1. 567-45=_____
E. Developing
Mastery 2. 763-51=____
3. 689 – 77=____
Let the pupils answer it on the board
F. Finding Strategy: Pair shared

practical
Subtract the following: Pupils will answer the ac
application
by pair
1. 258 – 46=____
1. 647 – 36=____
3. 876 – 52=____
4. 646 – 31=____
5. 898 – 57=____
G. Ask pupils on how to subtract 3-digit….. Remember: To subtrac

Generalization digit numbers by tens
without regrouping, sta
with the ones, and tens
We can subtract menta
3-digit numbers by ten
two ways, Expanded a
short terms.
H.EVALUATION Answer the following orally:
1. During the typhoon PABLO, 598 were homeless.

About 85 of these are children. How many were
adults?
2. 678-52=_____
3. Mother had 125 kilos of lansones. She sold 15
kilos that day. How many kilos were left for Mother
to sell the following day?
I. Additional Subtract mentally:

activities 1. What is the difference if 46 is subtracted from
579?
2. 895-64=_______
3. Subtract 694-43=_____
4.What is the difference when you subtract 64 from
795? _____
5. 895-74=______
IV-REMARKS
V- REFLECTION
Why did this work?

SECOND QUARTER
Teacher Learning area Mathematics
Teaching Dates & WEEK 1, day5 Quarter Second Quarte
Time
50 mins
I. Objectives

Competency /
Objectives
II.CONTENT Subtracting Mentally 3- digit numbers by Hundreds Without Regrouping
III. LEARNING
RESOURCES
A. References

pages

Guide Pages

pages
IV. PROCEDURES
Drill
Strategy: GAME OF FACTS
MECHANICS
Let all pupils form a circle. One circle for the boys
and another circle for the girls
The teacher will draw number cards from the
Mystery Box of Knowledge and show it to the
pupils. (One at a time)
The pupils will subtract mentally to find the
answer.
The first one to answer correctly will take a seat.
Do these for at least ten rounds.
EXAMPLES of NUMBER CARDS
1. 45 -12 = ___ 6. 12 – 6 = _________
2. 10 – 7 = ____7. 18 – 9 = ________
3. 25 -15 = ____8. 16 -12 = ________
4. 21 -10 = ____9. 32 -22 = ________
5. 15 -13 = ___ 10. 32 -12 = _______
B. Establishing Strategy: MYSTERY NUMBER

purpose for the
lesson ASK: Have you seen a magician?
Show a picture of a magician
What does a magician do?
Would you like to see a magician performs some
tricks?
Present this story problem:
C. Present this story problem: Pupils will try to solve the

Presentation problem
/Activity A magician placed 134 white birds in a basket and
subtracted them by a mystery number. Only 34 of the
white birds came out. What is the mystery number?
D. Discussion
/Analysis
Processing:
Note: Ask the pupils to use the counters first in
representing the given in the problem.
How many white birds did the magician have? 134
How many white birds came out of the basket? 34
What is the mystery number? What did you do to 100
get the mystery number?
subtraction
Example 2
Using Expanded Form

E. Developing 345 – 131 = N
Mastery
How many digits are there in the first number? In the second number?
Steps:
345 (300 + 40 + 5) express numbers in expanded
- 131 (100 + 30 + 1)
200 + 10 4 subtract
214 express the number in standard form
F. Finding Present another set of examples. Pupils solve by themselv

pratical
What number is less than 203 is equal to 422? 121
application
What is the difference between 693 and 242? 451
What is 255 subtracted from 487?

436 – 215 = ___________________ 221
G. How do we subtract numbers mentally?

Generalization
First, subtract the digits
the ones place
-Second, subtract the di
in the tens place, and
Third, subtract the digits
the hundreds place.
Master the Basic Facts
Subtraction.
G.EVALUATION Listen carefully to your teacher
1. Subtract 220 from 330. 310
2. Take away 151 from 264 113
3. 467 – 356 = ________ 111
4. 257 – 145 = ________ 112
5. 675 – 554 = ________ 121
6. What is 324 subtracted from 679? 355

222
7. What number is 467 less 245?
111
8. 357 – 246 = ________
111
9. 241- 130 = _________
111
10. 342 – 231 = _______
H.Additional Please refer to the LM 34 – Gawaing Bahay

activities
IV-REMARKS
V- REFLECTION
Why did this work?
Detailed Lesson Plan in Mathematics 2

Week 3, Day 1
School Grade and Section II

Teacher Subject Mathematics
Day and Time Rating Period 2nd Quarter
I. OBJECTIVES:
A. CONTENT STANDARD:
Demonstrates understanding of subtraction and multiplication of whole numbers up to
1000 including money.
B. PERFORMANCE STANDARD:
Apply subtraction and multiplication of whole numbers up to 1000 including money in
mathematical problems and real-life situations
C. LEARNING COMPETENCIES:
Solves routine and non-routine problems involving subtraction of whole numbers
including money with minuends up to 1000 using appropriate problem-solving
strategies and tools. M2NS-IIc-34.2
II. CONTENT:
Telling What is Asked, What is/are Given, the Word Clue, and the Operation to be
Used in the Problem.
VALUE INTEGRATION: Enjoyment in Reading
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages 132-135
2. Learner’s Material pages 96-99
3. Textbook pages
4. Additional Materials from Learning Resource (LR) Portal
B. Other Learning Resources: PPT lesson, pictures, charts, flashcards
IV. PROCEDURE
Teachers’ Activity Learners’ Activity
A. Reviewing a. Oral Learners will take
new lesson or Give the correct answer orally. Use flashcards turns in giving the
presenting the of subtraction facts. answers orally
new lesson 48 56 89 68 75
-32 -34 -23 -43 -33
b. Written
Write the correct answer. Learners will write
654 974 659 875 788 their answers on a
-231 -432 -435 -352 -241 sheet of paper
B. Story Telling
Establishing “Andrei, a grade II learner of Casisang Learners will give
Purpose for Central Integrated School, was asked to varied answers
the lesson compare his savings with the savings of his
brother. He has 550 pesos in his piggy bank
and his brother has 320 pesos. Andrei want to
know the difference of their savings but he do
not know how to do it.’
How can we help Andrei?

C. Presenting Solving subtraction problems and The learners will
examples/ comprehension check-up solve with the
instances of teacher.
new lesson a. Miss Reyes gathered 644 avocado fruit. He
sold all except 232. How many avocado fruits
did he sell? Expected answers
Ask:
*Who gathered the eavocados? (Miss Reyes)
*How many avocados were gathered? (644 avocados)
*How many avocados were sold? (232 avocados)
b. Jenny has P150.00. She buys dress for

P120.00. How much money does Jenny have
left?
Ask:
*Who bought a dress? (Jenny)
*How much is the cost of a dress? (P120.00)
*How much is her money? (P150.00)
*How much change did she get? (P30.00)
D. Discussing In a field trip, the children bought 146 packs of The learners will
new concepts loaf bread. If 23 packs were consumed, how read and analyze
and practicing many packs were left? the problem with
new skills #1 the teacher.
Say:
Let us analyze the problem. First, we need to
know what is asked in the problem. Expected answers
Ask: -number of packs

*What is asked? left
*What are the given facts? -146 packs of loaf
*What is the word clue? bread and 23
*What is the operation to be used? -left
-Subtraction
E. a. Have the pupils solve the problems in The learners will

Discussing groups do what is asked
new concepts b. Form 5 groups and distribute one activity in each activity
and practicing card for each group.
new skills #2 c. Tell the pupils to solve the problem
following the steps discussed.
Activity Card 1 Expected answers

Liza bought a wallet for P95 and a -P64
handkerchief for P31. How much more did she
pay for the wallet than the handkerchief?
Activity Card 2
Jane has P25. She spends her P15 for the -P10
juice and banana cue. How much of her money
was left?
Activity Card 3
Mrs. Santos went to the market. She spent -P330
P265.00 for meat and vegetables. If she had
P595.00. How much money was left for her?
Activity Card 4
Liza collected 572 shells in the beach. He gave -121 shells
451 shells to her friends. How many shells
were left?
Activity Card 5
There are 795 chicos in the basket. Of these, -443 not ripe
352 are ripe. How many chicos are not ripe? chicos
Ask the leader of the group to read the problem

and a member to write the answer on the
blackboard or on a sheet of Manila paper.
-Learners give
Valuing: varied answers
Did you enjoy reading the activity sheet
assigned to your group? Why? -Because we will
Is it good to have reading? Why? know many things
by reading
F. Developing Ask: Learners will give
mastery (leads How do we solve and analyze the word ways to solve
to Formative problem? word problems.
Assessment 3)
Say:
In solving word problems, first we have to They will repeat
analyze the problem. Second; understand the the process told by
problem and plan out how to solve the problem. the teacher.
G. Finding Let the pupils answer Buluhaton 1 in the Learners will do

practical Learners’ Material. the activity
application of
concepts and Sulbara ang gumonhap sa lainlaing paagi.
skills in daily Isulat ang insaktong tubag sa papel.
living 1. Adunay 865 nga mga trabahador sa usa ka Answers
kompanya. Ang 400 mga lalaki. Pila man ang 1.
mga babaye nga mga trabahador sa maong a. Babaye nga
kompanya? trabahador sa
a. Unsay gipangayo sa gumonhap? kompanya
b. Unsay numero nga gihatag sa gumonhap? b. 865, 400
c. Unsay pahayag nga gipangita sa c. 865-400= N
gumonhap? d. pagkuha
d. Unsay paagi nga pagamiton sa gumonhap?
2. Si Levi naggasto balor P145.00 nga

gamitonon sa pag-eskuwela. Si Rosita
naggasto usab balor P125.00 sa maong 2.
gamitonon sa pag-eskuwela. Pila man ang a. labaw nga
labaw nga kwarta ni Levi nga nagasto kay kang nagasto ni Levi
Rosita? kay kang Rosita
a. Unsay gipangutana? b. P145, P125
b. Unsa ang gihatag nga mga numero? c. labaw
c. Unsa ang pasambingay nga pulong o word d. pagkuha
clue?
d. Unsa nga operasyon ang gamiton?
H. Making How do we analyze and solve the word The learners will
generalizations problem involving subtraction? give ways to
and (In analyzing and solving the word problem analyze and solve
abstractions involving subtraction, we should follow the word problems
about the basic steps in problem solving; understand,
lesson plan, solve and give the correct answer.)
I. Evaluating Read and analyze the problems below The learners will
learning following the given steps. read the posted
a. What is asked? steps in analyzing
b. What are the given facts? word problems
c. What is the word clue?
d. What is the operation to be used?
1. Mother asked Zenia to buy a shampoo They will answer

worth P20.00 in the nearby store. How much the given
was left of her P30.00? problems in their
2. Liza had P65.00. Jennilyn had P35.00. How notebooks
much less does Jennilyn have than Liza?
3. Xian earned P15.00 selling newspapers. Answering the
He bought a pencil for P6.00. How much activity with the
money did he have left? teacher
J. Additional Sulbara ang gumonhap sa lain-laing paagi. Expected answers

activities for Isulat ang insaktong tubag sa papel. 1.a. nabilin nga
application or a. Unsay gipangutana? kwarta
remediation b. Unsa ang gihatag nga mga numero? b. P185, P105
c. Unsa ang pasambingay nga pulong o word c. nabilin
clue? d. pagkuha
2.a. nabilin nga
1. Si Maria adunay P185.00. Nagpalit siya og kwarta
regalo sa iyang nanay balor P105.00. Pila man b. P45, P25
ang nabilin sa iyang kuwarta? c. nabilin
2. Si Tiyo Lito mihatag kanako og P45.00. d. pagkuha
Akong gigasto ang P25.00 para sa pagpalit og
kuwaderno ug papel. Pila man ang akong 3.a. nabilin nga
kuwarta nga nabilin? kwarta ni mama
3. Si Mama adunay 850 pisos sa bangko. b. P850, P450
Gikuhaan kini balor 450 pisos. Pila man ang c. nabilin
nabilin nga kwarta ni Mama? d. pagkuha
IV. Remarks
V. 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 with the lessons
D. No. of learners who continue to require remediation
E. Which of my teaching strategies worked well? Why did this
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?
Week 3, Day 2

I. OBJECTIVES:
C. LEARNING COMPETENCIES
II. CONTENT:
Telling what is asked, Given, Word Clues and Operation Used in Word Problem
Value Integration: Enjoyment in reading
A. References
3. Textbook pages
B. Other Learning Resources: PPT Lesson, Word problems written on Manila
paper, chart, activity cards, drill Boards or show cards, flashcards, pocket chart
IV. PROCEDURE
Teachers Activity Learners Activity
A. Reviewing Drill First to answer
new lesson or Use flashcards of subtraction facts. learner activity
presenting the a. 98 b. 74 c. 976 d. 657 e.
new lesson 45 -5 -2 -
53 -22 -7
Leraners will give
Word Problem – Analyze and solve. the answer orally
Grade II-Faith has 41 pupils. 21 of them
are boys. How many are girls?
-(41 pupils)
Ask: -(21 boys)
How many pupils are there in Grade II-Faith? -(20 girls)
How many are boys?
How many are are girls?
B. Do: Learners will give

Establishing Talk about going on a beach resort.and is varied answer
Purpose for collecting 100 shells. What if there are 51
the lesson good shells, how do we know the number of
bad shells.
Ask:
What to do
How to do it
C. Presenting Present a situation Learners will
examples/ answer the
instances of In a beach resort Jana collected 375 sea questions about the
new lesson shells. She gave 248 to her sister. How given situation
many sea shells were left?
Expected answers
Say: -(Number of sea
Let us analyze the problem. shells left)
Ask: -(375 sea shells
What is asked in the problem? Jana collected and
What are the given facts? 248 sea shells
What is the word clue? given to her sister)
What are the operations to be used? -(Left)
-(Subtraction)
D. Discussing Group Activities Learners will form

new concepts Do: groups and will
and practicing Have the pupils solve the problems in groups. answer the activity
new skills #1 Form 5 groups and distribute one activity card assigned to them
for each group.
Tell the pupils to solve the problem following
the steps discussed.
Activity Card 1
Lolo is 74 years old. Dad is 48 years old.
How many years older is Lolo than Dad?
Activity Card 2
Mother baked 355 cookies. She gave 218
cookies to her friend. How many cookies were
left?
Activity Card 3
Dressmaker has 639 buttons. She used 385
buttons. How many buttons were left?
Activity Card 4
Pepito paid P249.00 for a jacket. He gave the
store keeper a P500.00 bills. How much
change did he receive?
Activity Card 5
Miss Into earned P474.00 by selling ripe
mangoes. She spent P126.00 for a 3 kilogram
for rice. How much money was left to her?
Do: Let the leader of the group read the Reporting of the
problem and a writer of the group write the output of the group
answer on a sheet of paper. Check for the
accuracy of the answer.
Valuing Learners will give

Did you enjoy reading the activity sheet varied answers
assigned to your group? Why? Is it good to
have reading? Why?
E. Discussing Say: Learners will listen
new concepts To solve a word problem, one should read, and note what
and analyze and Identify the following; needs to be
practicing new a. Given or the important information answered in every
skills #2 b. What is asked or what is needed to find word problem
c. Process or the operation to used
Expected answer
Ayoha pagbasa ang mosunod nga mga
gumonhap ug tukia pag-ayo ang maong 1.
problema nga nagsubay sa lainlaing paagi. a. pila ang dili
Isulat sa papel ang tubag. Indian nga manga
a. Unsay gipangutana? b. 425, 293
b. Unsa ang gihatag nga mga numero? c. ang dili Indian
c. Unsa ang pasambingay nga pulong o word d. pagkuha
clue?
d. Unsa nga operasyon ang gamiton? 2.
a. pila ang dili
1. Sa umahan adunay 425 ka punoan sa kwayir nga
manggahan. Ug adunay, 293 punoan sa magtutungha
indian nga klase sa mangga. Pila man ang dili b. 236, 98
indian nga klase sa mangga nga mga c. ang dili kwayird.
punoan? d. pagkuha
2. Sa eskuwelahan adunay 236 ka
magtutungha. Ang 98 niini nasakop sa kwayir.
Pila man ang dili mga kwayir nga mga
magtutungha?
F. Developing Let the learners answer the following; Learners will

mastery (leads answer the activity
to Formative Sulbara, pinaagi sa lainlaing paagi. Isulat sa
Assessment 3) papel ang tubag.
Expected answer
1. Si Dante adunay 25 ka manokan sa iyahang
kaumahan. Gibaligya ang 18 kabuok. Pila man
ang nabilin nga mga manok ni Dante?
a. Unsay gipangutana? 1.
b. Unsa ang gihatag nga mga numero? a. nabilin nga
c. Unsa ang pasambingay nga pulong o word manok ni Dante
clue? b. 25, 18
d. Unsa nga operasyon ang gamiton? c. nabilin
d. pagkuha
2. Si Nanay adunay 265 ka lemonsito.
Gibaligya ang 98 kabuok. Pila man ang 2.
nabilin? a. nabilin nga
a. Unsay gipangutana? lemonsito
b. Unsa ang gihatag nga mga numero? b. 265, 98
clue? d. pagkuha
G. Finding Do: The learners will do

practical Provide an activity card. Let them solve the the activity
application of following:
concepts and 1. Mother bought 35 kinds of school supplies. Expected answer
skills in daily Of these, 12 are ballpens of different kind and 1.
living colors. How many are not ballpens? a. number of not
a. What is asked?___________________ ballpens
b. What are the given facts? b. 35, 12
_______________ c. not ballpens
c. What is the word clue? ______________ d. subtraction
d. What is the operation to be used?
2.
2. I picked 112 flowers. 55 of them are roses. a. number of not
How many are not roses? roses
a. What is asked? __________________ b. 112, 55
b. What are the given facts? ____________ b. not
c. What is the word clue? ___________ d. subtraction
d. What is the operation to be used? ______
H. Making How do we analyze and solve the word Let learners

generalizations problems? summarize what
and they learned from
abstractions To solve the problem, let us: the story
about the -Find out what is asked, what are given and
lesson operation to be used. Recite the process
-Put what are given into number sentences with the teacher
-Then follow the operation to be used
I. Evaluating Have them answer this activity in their Learners will do the
learning notebook. activity
Kopyaha ug sulbara ang mosunod nga mga Expected answer

gumonhap sa nagkalainlaing paagi. 1.a. nabilin nga
a. Unsay gipangutana? kwarta ni Jojo
b. Unsa ang gihatag nga mga numero? b. P225, P120
clue? d. pagkuha
1. Si Pedro adunay P225.00. migasto siya og 2.a. nabilin nga
P120.00. Pila man ang nabilin sa kuwarta ni bayabas
Jojo? b. 110, 55
2. Nanguha og 110 ka bayabas si Lito. c.nabilin
Gibaligyaan kini og 55 kabuok. Pila man d. pagkuha
kabuok ang nabilin?
3. Si Maxie nanguha og 352 ka mga sayote 3.a. nabilin nga
sa garden. Gihatagan niya ang iyang amigo og sayote
92 kabuok. Pila man ang nabilin nga sayote ni b. 352, 92
Sito? c. nabilin
d. pagkuha
J. Additional Let the learners do the activity Learners will do the

activities for activity
application or Tukia ug husaya pag-ayo ang gumonhap sa
remediation lainlaing paagi. Isulat kini sa kuwaderno. Expected answer
1.
1. Si Mrs. Cruz naghimo og 732 ka keyk. 227 a. nabilin nga keyk
ka keyk ang nahalin. Pila man ang nabilin nga b. 732, 227
keyk? c. nabilin
a. Unsay gipangutana? d. pagkuha
b. Unsa ang gihatag nga mga numero?
c. Unsa ang pasambingay nga pulong o word
clue?
IV. Remarks
V. Reflection
B. No. of learners who require additional activities for
remediation
E. Which of my teaching strategies worked well? Why did this
work?
G. What innovation or localized materials did I use/discover
which I wish to share with other teachers?
Week 3, Day 3

I. OBJECTIVES:
II. CONTENT:
Transforming Word Problems Involving Subtraction into Number Sentences, Using the
Correct Operation and Stating the Complete Answer
Value Integration: Thrifty
A. References
3. Textbook pages
B. Other Learning Resources: Interactive LR, chart, PPT lessons, flash cards
IV. PROCEDURE
Teachers Activity Learners’ Activity
A. Reviewing Drill on Subtraction facts Learner may
new lesson or 74 85 76 89 975 answer the activity
presenting the - 32 -63 -52 -56 -464 orally.
new lesson
B. Ask: Learners will give
Establishing Why do we need to master the basic varied answers
Purpose for subtraction facts? from the learners
the lesson stressing the
importance of
subtraction
C. Presenting Storytelling: Learners will give

examples/ “Arminda and Analyn are twins. One day, their answers and
instances of they went to the garden. They saw many asked if what the
new lesson beautiful flowers. Arminda picked 45 flowers. characters of the
She gave 14 of them to Analyn.” story did is good or
How many flowers were left to Arminda? bad.
D. Discussing Ask: Expected answers

new concepts Who are the twins? -Arminda and
and practicing Where did they go? Analyn
new skills #1 What did they pick? -garden
How many flowers did Arminda pick? -45
How many flowers did Arminda give to Analyn? -14
What will you do to find the number of flowers -subtract the
left to Arminda number of flowers
Do:
Transform the sentence above into number Learners will see if
sentence/equation. Use the counter to their answers are
represent the given in the problem. the same with the
Then, solve on the board. Call 2-4 pupils. answers the
Check whether their answers are correct teacher wrote on
the board
E. Do:
Discussing Divide the pupils into 5 groups. Learners will do
new concepts Let each group discuss two-word problems the activity
and given below.
practicing new Let them analyze the problems using the steps
skills #2 already learned to come up with the
appropriate number sentences.
Let them share the groups ideas/answers to
the class.
Word Problems:
a. Liza and Ana opened their piggy bank to buy
a gift for their mother. Liza were able to save
P325 and Ana saved P202. How much more is
Lizas’ savings than Ana’s?
b. You invited your classmates to your birthday

party. Forty-five of your classmates came.
When evening came, 15 of your classmates
went home. How many were left in the party?
How many were left with the family?
c. Grace is 55 years old. Jetty is 34 years old.

How many years older is Patricio than Jet?
d. Gina had P600. She bought a pair of shoes

for P300. How much money had she left?
e. There were 653 Star Scouts. 251 joined the

parade. How many Star Scouts did not join
the parade?
Do:
Let the leader of the group read the problem
and a writer of the group write the answer on
the blackboard. Check the accuracy of the
answer.
F. Developing Let the pupils do the Buluhaton 1 in the Learners will do

mastery (leads Learners Material the Buluhaton
to Formative
Assessment 3) A. Sulbara ang gumonhap sa lain laing paagi Expected answers
ug isulat ang insaktong tubag sa kuwaderno. 1. Pahayag nga
1. Si Marita adunay 375 ka panid sa sugilanon Numero:
sa libro. Nabasa niya ang 155 ka panid niini. 375-155= N
Pila man ang gidaghanon sa panid sa libro nga Hustong Tubag:
wala nabasa? 220 ka panid ang
Pahayag nga Numero: ___________ wala pa nabasa
Hustong Tubag: _________
2.Pahayag nga
2. Si Rolan nag-ani og 468 ka mga kamatis. Numero:
Gibaligyaan kini og 315 sa iyang inahan. Pila 468-315= N
man ang nabilin? Hustong Tubag:
Pahayag nga Numero: ______ 153 ka kamatis
Hustong Tubag: ________
3.Pahayag nga
3. Adunay 458 ka mga hulin sa bag ni Roy. Numero:
Kon, adunay 225 kolor pula. Pila man kabuok 458-225= N
ang kolor lunhaw? Hustong Tubag:
Pahayag nga Numero:________ 233 ka lunhaw nga
Hustong Tubag:__________ hulin
G. Finding Subtract the following: Learners will

practical a. 568 – 345 = ______ answer the activity
application of b. 537 – 15 = _______
concepts and c. 868 – 446 = ______ Expected answers
skills in daily d. 549 – 523 = ______ a.223
living e. 745 – 223 = ______ b.522
c.422
d.26
e.522
H. Making How do we analyze and solve the word The learners will
generalization problem involving subtraction? give varied
s answers
and Ask:
abstractions How did we transform/change the word
about the problems into number sentences?
lesson
Why do we need to transform word problems
into number sentences?
What are the steps in solving word problems
involving subtraction?
I. Evaluating Let the class answer the Buluhaton 2 in the Learners will do
learning learner’s material the Buluhaton
Ayoha pagbasa ang mosunod nga gumonhap Expected answers

ug isulat ang pahayag nga numero niini ug 1) P755-P433=N
hustong tubag sa papel. P322-labaw ni
1. Si Dante nahalinan balor 755 pisos. Si Eddie Dante kang Eddie
nahalinan usab balor 433 pisos. Pila man ang
labaw nga halin ni Dante kay kang Eddie? 2) 35-5=N
2. Sa 35 ka aytem test. Si Ted adunay lima ka 30 ka insaktong
sayop. Pila man ang nakuha nga insaktong tubag ni Ted
mga tubag ni Ted?
3. Ang inahan ni Nene namaligya og saging. 3)559-324=N
Adunay 559 ka saging nga gitinda niini. 235 ka saging
Nahalinan siya og 324 sa buntag. Pila man ang
nahalin nga saging sa pagka hapon? 4) P85-P45=N
4. Si Lito adunay P85.00. Gipalitan niya og usa P40 ang nabiling
ka kuwaderno balor P45.00. Pila man ang kwarta ni Lito
nabilin nga kuwarta ni Lito?
5. Ang mag-uuma nagtanom og 345 ka mga 5) 345-232=N
semilya sa kamatis. Paglabay sa usa ka bulan, 113 ka semilya
ang 232 niini nangamatay. Pila man ang nabilin ang nabilin
nga semilya niini?
J. Additional Let the learners do the activity. The learners will

activities for do the activity
application or Isulat ang pahayag nga numero ug hustong
remediation tubag niini sa inyong kuwaderno. Expected answer
1. Sa eskwelahan adunay 785 ka mga
magtutungha sa ikaduhang ang-ang. 343 niini 1) 785-343=N
mga babaye. Pila man ang mga lalaki? 442 ka mga lalaki
2. Si Roy adunay alawans balor P459.00.
Gigasto niini ang balor P235.00 alang sa iyang 2) P459-P235=N
proyekto. Pila man ang nabilin sa alawans ni P224 ang nabiling
Roy? alawans ni Roy
3. Si Ana nangolekta og 243 ka mga langyaw
nga selyo. Gihatagan niya ang iyang higala og 3) 243-122=N
122 kabuok. Pila man ang nabilin niini? 121 ka mga selyo
4. Sa programa nga Clean and Green
Campaign, 145 ka mga bata sa ikaduhang ang- 4) 145-46=N
ang niapil sa parada. Sa seksiyon Maya 99 ka mga bata
adunay 46 ka mga bata ang niapil. Pila man
ang niapil sa seksiyon Kalapati ug Uwak?
IV. Remarks
V. Reflection
E. Which of my teaching strategies worked well? Why did these
work?
G. What innovation or localized materials did I use/discover which
I wish to share with other teachers?

Week 3, Day 4

I. OBJECTIVE:
II. CONTENT:
Transforming Word Problems Involving Subtraction Into Number Sentences, Using the
Values Integration: Thrift
A. References
3. Textbook pages
B. Other Learning Resources: PPT presentation, Chart with word problems,
flashcards of subtraction facts
IV. PROCEDURE
A. Reviewing Give the correct answer orally. Learners will give
new lesson or 12 15 24 16 13 the answer orally
presenting the -7 -6 -6 -8 -7 and participate with
new lesson the guessing game
Guessing Game and scoring by group using activity
word problems as situations
B. Establishing Ask: Learners will give

Purpose for the Do you have some trees planted in your varied answers
lesson backyard?
Have you gone in the farm?
Have you seen many trees in the farm?
Why do we need to plant more trees?
If we need to plant 600 trees to make a forest

and the other grade II sections planted 440
trees, how many trees do we need to plant?
What do we need to do to solve the problem?

C. Presenting a. Presenting a problem opener Learners will
examples/ participate with the
instances of In a farm, there are 395 coconut discussion and
new lesson trees. Of these trees, 156 are solve the examples
bearing fruits. How many are not with the teacher
bearing fruits?
b. Analyzing the problem

Do:
Explain and show how to transform word
problem into a number sentence. Let the pupils
solve the problem. Guide the pupils in writing
and solving the problem in two ways,
horizontally and vertically. Let them also label
their answers correctly.
395 – 156 = N
395 – 156 = 239 are bearing fruits or
8 15
3 9 5
-1 5 6
2 3 9 are not bearing fruits
Provide other problems to solve.

new concepts Do: Divide the pupils into 5 groups. Let them groups and answer
and practicing solve and analyze the problems using the the word problems
new skills #1 steps already learned to come up with the in the activity card
appropriate number sentences.
Expected answer
Activity Card 1 1.
Rita had a deposit of P 345.00. She withdrew Number Sentence:
P 229 to buy a gift for her mothers’ birthday. P345-P229=N
How much savings was left? Solve:
Number Sentence: ______________ P345-P229= P116
Solve: ________________________ Complete Answer:
Complete Answer: ______________ P116 of the
savings was left
Activity Card 2 2.
Joselito has a deposit of P 385 while Rita has Number Sentence:
only P 156.00. How much more savings has P385-P156=N
Joselito than Rita? Solve:
Number Sentence: _____________ P385-P156= P229
Solve: _______________________ Complete Answer:
Complete Answer: _____________ P229 Joselitos
savings than Rita
Activity Card 3 3.
Tessie has P 557.00. She spends P 285.00 for Number Sentence:
a pencil case and papers. How much of her P557-P285=N
money is left? Solve:
Number Sentence: _______________ P557-P285= P272
Solve: _________________________ Complete Answer:
Complete Answer: _______________ P272 money left
E. Discussing Have the learners answer the following; The learners will
new concepts answer the activity
and practicing Basaha og maayo ang pulong gumonhap.
new skills #2 Isulat ang insaktong tubag niini sa kwaderno. Expected answer
a. Hugpulong nga Numero: __________ 1.
b. Pagsulbad sa Husay: __________ a. P495-P308=N
c. Hustong Tubag: __________ b. P495-P308=
P187
1. Si Nanay nagpalit og mga prutas nga c. P187-labaw nga
nagbalor og 495 pisos ug mga utanon nga nabayran sa prutas
nagbalor og 308 pisos. Pila man ang labaw kaysa gulay
sa kantidad nga nabayaran sa prutas kay sa
gulay? 2.
a. P352-P135=N
2. Si Rosa adunay kuwarta nga nagbalor 352 b. P352-P135=
pisos. Gigasto niini ang balor 135 pisos para P217
ipalit sa papel ug lapis. Pila man ang nabilin sa c.P217-nabilin nga
kuwarta ni Rosa? kwarta ni Rosa
3. Si Nerisa adunay gideposito nga kuwarta 3.

balor 743 pisos ug iyang gikuhaan kini og 325 a. P743-P325=N
pisos. Pila man ang nabilin nga tinigom ni b. P743-P325=
Nerisa sa bangko? P418
c. P418-nabilin nga
tinigom ni Nerisa
sa bangko
F. Developing Say: Remember, the basic steps in solving the The learners will
mastery (leads word problem are the following: repeat the steps
to Formative  Understand with the teacher
Assessment 3)  Plan orally
 Solve
 Give the complete answer
Let the pupils answer Buluhaton 1 in the

Learner‘s Material.
Expected answer
Husaya ang gumonhap sa lainlaing paagi.
Isulat ang insaktong husay sa kuwaderno. 1.
1. Adunay 345 ka juice nga ipamaligya sa a. 345-156=N
kantina. 156 kabuok ang wala nangahalin. Pila b. 345-156=189
man ang juice nga nahalin? c.189 ka juice ang
a. Pahayag nga Numero: __________ nahalin
b. Husaya: __________
c. Hustong Tubag: __________
2. Si Joselito adunay kuwarta nga balor og 750 2.
pisos. Samtang si Joseph adunay 430 pisos. a. P750-P430=N
Pila man ang labaw ni Joselito kay sa kang b. P750-P430=
Joseph? P320
a. Pahayag nga Numero: __________ c. P320-ang labaw
b. Husaya: __________ ni Joselito kay kang
c. Hustong Tubag: __________ Joseph
G. Finding Say: The learners will

practical Solve and write your answer on your paper. solve the activity.
application of
concepts and 1. They had 276 banana cue. Only 98 were Expected answer
skills in daily not sold. How many banana cues were sold? 1.
living Number sentence: __________________ *276-98=N
Solve:_____________________________ *276-98=178
Complete Answer: __________________ *178 banana cues
were sold
2. When the food sale was over, the children
had a total sale of P836. They spent 495 for 2.
the different items they sold. How much did *P836-P495=N
they earn in the food sale? *P836-P495=P341
Number Sentence: ___________________ *P341- earned in
Solve: ______________________________ the food sale
Complete Answer: ___________________
H. Making Ask: Learners will tell

generalizations What are the steps in solving word problems what they learned
and involving subtraction? from the activity
abstractions How did we transform/change the word
about the problems into number sentence?
lesson Why do we need to transform word problems
I. Evaluating Let the learners do the written test below. Learners will
learning answer the
Husaya ang gumonhap ug isulat ang insaktong evaluation
tubag sa papel.
1. Adunay 452 ka mga hulen sa bag si Rolly. Expected answer
Kon, adunay 234 ka lunhaw nga hulen. Pila 1.
man ang dili mga lunhaw nga hulen niini? a. 452-234=N
a. Pahayag nga Numero: __________ b. 452-234=218
b. Husay: __________ c. 218 ang dili
c. Hustong Tubag: __________ lunhaw nga hulen
2. Si Zyann adunay libro nga may 242 ka 2.
panid. Nakabasa na siya og 125 ka panid niini. a. 242-125=N
Pila pa man ka panid ang angay basahon ni b. 242-125=117
Zyann aron mahuman ang pagbasa sa libro? c. 117 ka panid ang
a. Pahayag nga Numero: __________ angay pang
b. Husay: __________ basahon
c. Hustong Tubag: __________
J. Additional Have them answer the following individually. Learners will do the
application or Sumadaha ug isulat ang insaktong husay sa
remediation inyong kuwaderno. 1.
1. Sa mga 324 ka magtutungha. Adunay 242 a. 324-242=N
niini ka mga magtutungha ang nangapil sa b.324-242=82
Field Day. Pila man sa mga magtutungha ang c.82 ang wala
wala nangapil sa field day? niapil sa field day
a. Pahayag nga Numero: __________
b. Husay: __________ 2.
c. Hustong Tubag: ________ a. P565-P238=N
b.P565-P238=
2. Si Arlyn adunay gideposito sa bangko nga P327
balor 565 pisos. Samtang, si Lorna adunay c. P327 and labaw
gideposito balor 238 pisos. Pila man ang labaw nga kuwarta ni
nga kuwarta ni Arlyn kay kang Lorna? Arlyn kay kang
a. Pahayag nga Numero: __________ Lorna
b. Husay: __________
c. Hustong Tubag: ____________
IV. Remarks
V. Reflection
work?
Week 3, Day 5

I. OBJECTIVE:
II. CONTENT:
Telling What is Asked, What is/are Given, the Word Clues and Operation to be used in
the Problem and Transforming the Word Problems Into Number Sentences, Using the
Values Integration: Thrift
A. References
3. Textbook pages
B. Other Learning Resources: PPT presentation, Chart with word problems,
flashcards of subtraction facts
IV. PROCEDURE
A. Reviewing Give the correct answer orally. Learners will give
new lesson or 13 11 21 18 16 the answer orally
presenting the -8 -6 -9 -9 -7 and participate with
new lesson the guessing game
Guessing Game and scoring by group using activity
word problems as situations
B. Establishing Present the situation Learners will give

Purpose for the varied answers but
lesson You bought something from your 28 pesos are guided to derive
baon. How will you know the money left to to using subtraction.
you?
C. Presenting a. Presenting a problem opener Learners will

examples/ participate with the
instances of A fisherman catched 348 fishes. Of the these, discussion and
new lesson 198 are milkfish. How many are not milkfish? solve the problem
with the teacher
Remind them of the steps in solving word
problems
-know what is asked
-what are given
-word clues
-Operation to be used
-number sentence
-complete answer and solution

new concepts Do: Distribute activity cards to the leaders of groups and answer
and practicing the group. Let them and the members solve the word problems
new skills #1 and analyze the problems using the steps in the activity card
already learned in the previous lessons.
Expected answer
Activity Card 1 1.
Jane had P325 in her wallet. She bought an Asked:
umbrella for P150. How much money is left to Money left to Jane
her? Given:
P325, P150
Asked: _______________________ Word clue: Left
Given: ________________________ Operation to be
Word Clue/s: ___________________ used: subtraction
Operation to be used: ____________ Number Sentence:
Number Sentence: ______________ P325-P150=N
Solve: ________________________ Solve:
Complete Answer: ______________ P325-P150= P175
Complete Answer:
P175 of her money
Activity Card 2 was left
Jazzy has P345. Jezs has P537. Who has 2.
more money? By how much? Asked:
Has more money,
Asked: _______________________ by how much
Given: ________________________ Given:
Word Clue/s: ___________________ P345, P537
Operation to be used: ____________ Word clue: more
Number Sentence: _______________ Operation to be
Solve: _________________________ used: subtraction
Complete Answer: _______________ Number Sentence:
P537-P345=N
Solve:
Activity Card 3 P537-P345= P192
Mother bought fruits for P 295.00 and Complete Answer:
vegetables for P 158.00 How much more did Jezs, P192 more
she pay for the fruits than for the vegetables? 3.
Asked:
Asked: _______________________ Money paid more
Given: ________________________ for the fruits
Word Clue/s: ___________________ Given:
Operation to be used: ____________ P295, P158
Number Sentence: _______________ Word clue: more
Solve: _________________________ Operation to be
Complete Answer:________________ used: subtraction
Number Sentence:
P295-P158=N
Solve:
P295-P158= P137
Complete Answer:
P137 paid for the
vegetables than the
fruits
E. Discussing Have the learners answer the following; The learners will
and practicing Basaha og maayo ang pulong gumonhap.
new skills #2 Isulat ang insaktong tubag niini sa kwaderno. Expected answer
a. Gipangutana: _________________ 1.
b. Gihatag nga numero: ___________ a. nabiling kwarta
c. Pasumbingay nga pulong: ________ kang nanay
d. Operasyong gamiton:____________ b. P500, P345
e. Hugpulong nga Numero: __________ c. nabilin
f. Pagsulbad sa Husay: __________ d. pagkuha
g. Hustong Tubag: __________ e. P500-P345=N
f. P500-P345= P155
1. Adunay P500 nga kwarta si nanay. g. P155-nabiling
Ginulaman ni Tita ang P345. Pila na lang ang kwarta kang nanay
kwarta nga nabilin kang nanay?
2.
2. Adunay P650 nga tigom si Lorna sa iyang a. nabilin sa gitigom
alkansya. Pag-abot sa pasko, iya kining ni Lorna
gibuak og gipalit og sapatos balor P321. Pila b. P650, P321
na lang ang nabilin sa gitigom ni Lorna? c. nabilin
d. pagkuha
3. Nakasweldo si papa og P920 para sa e. P650-P321=N
iyang duha ka adlaw nga trabaho. Gipalit ni b. P650-P321=
mama og bugas ang P562. Pila na lang ang P329
nabilin nga kwarta? c.P329-nabilin sa
gitigom ni Lorna
3.
a. nabilin nga
kwarta
b. P920, P562
c. nabilin
d. pagkuha
d. P920-P562=N
b. P920-P562=
P358
c. P358-nabilin sa
kwarta
F. Developing Ask: What are the questions to be answered The learners will
mastery (leads in solving word problems? repeat the steps
to Formative with the teacher
Assessment 3) Let the learners answer the following; orally
1. Nakapupo ka og 341 ka bayabas. Imong
gibaligya ang 175 kabook. Pila man ka Expected answer
bayabas ang nabilin? 1.
a. bayabas nga
a. Gipangutana: ___________ nabilin
b. Gihatag nga numero: __________ b. 341, 175
c. Pasumbingay nga pulong: _________ c. nabilin
d. Operasyong gamiton: _________ d. pagkuha
e. Numerong pahayag: __________ e. 341-175=N
b. Husaya: __________ f. 341-175=166
c. Hustong Tubag: __________ g. 166 ka bayabas
ang nabilin
2. Si Juan adunay kuwarta nga balor og 920 2.
pisos. Samtang si Juana adunay 450 pisos. a. labaw nga kwarta
Pila man ang labaw ni Juan kay kang Juana? ni Juan
a. Gipangutana: ___________ b. P920, P450
b. Gihatag nga numero: __________ c. labaw
c. Pasumbingay nga pulong: _________ d. pagkuha
d. Operasyong gamiton: _________ d. P920-P450=N
e. Numerong pahayag: __________ b. P920-P450=
b. Husaya: __________ P320
c. Hustong Tubag: __________ c. P470-ang labaw
ni Juan kay kang
Juana
G. Finding Say: The learners will

practical Answer the word problem following the steps solve the activity
application of in problem solving; individually and will
concepts and present and one
skills in daily 1. You have a P510 savings in your piggy learner will discuss
living bank. You bought your dreamed teddy bear the answers with the
for P470. How much money is left to you? class.
H. Making Ask: Learners will tell

generalizations What are the steps in solving word problems what they learned
and involving subtraction? from previous
abstractions How did we transform/change the word lessons.
about the problems into number sentence?
lesson Why do we need to transform word problems
I. Evaluating Let the learners do the written test below. Learners will answer
learning the evaluation
Husaya ang gumonhap ug isulat ang
insaktong tubag sa papel. Expected answer
1. Adunay koleksyon nga 370 ka lastiko si 1.
Aerbert. 121 niini kay pula. Pila man ka lastiko a. lastiko nga dili
ang dili pula? pula
a. Gipangutana: ___________ b. 370, 121
b. Gihatag nga numero: __________ c. dili pula
d. Operasyong gamiton: _________ d. 370-121=N
e. Numerong pahayag: __________ b. 370-121= P249
f. Husaya: __________ c. 249-lastiko nga
g. Hustong Tubag: __________ dili pula
2. 172 ka poncan ang baligya ni Miko. 2.

Nahalin ang 89 kabook. Pila man kabook ang a. wala nahalin nga
wala nahalin? poncan
a. Gipangutana: ___________ b. 172, 89
b. Gihatag nga numero: __________ c. wala nahalin
d. Operasyong gamiton: _________ d. 172-89=N
e. Numerong pahayag: __________ b. 172-89= 83
f. Husaya: __________ c. 83-poncan nga
g. Hustong Tubag: __________ wala nahalin
J. Additional Have them answer the following individually. Learners will do the
application or 1. Si Eric adunay gideposito sa bangko nga
remediation balor 565 pisos. Samtang, si Vabhem adunay Expected answer
gideposito balor 238 pisos. Pila man ang a. labaw nga kwarta
labaw nga kuwarta ni Eric kay kang Vabhem? ni Eric
a. Gipangutana: ___________ b. P565, P238
b. Gihatag nga numero: __________ c. labaw
d. Operasyong gamiton: _________ e. P565-P238=N
e. Numerong pahayag: __________ f. P565-P238= P237
f. Husaya: __________ g. P237 ang labaw
g. Hustong Tubag: __________ ni Eric kang
Vabhem
IV. Remarks
V. Reflection
remediation
work?

Week 4, Day 3

I. OBJECTIVE:
Demonstrates understanding of subtraction and multiplication of whole numbers up
to 1000 including money.
Apply subtraction and multiplication of whole numbers up to 1000 including money
in mathematical problems and real-life situations
Performs orders of operations involving addition and subtractions of small
numbers. M2NS-IId-34.3
II. CONTENT:
Performing Order of Operations Involving Addition and Subtractions of Small
Numbers
Value Integration: Practice sharing with others.
A. References
3. Textbook pages
B. Other Learning Resources: Flashcards with subtractions facts, PPT lesson
IV. PROCEDURE
Teacher’s Activity Learner’s Activity
A. Reviewing 1. Drill
new lesson or Find the difference with speed and The learners will do
presenting the accuracy. the first to say the
new lesson 10 13 12 15 correct answer
17 game activity with
-4 -3 -6 -7 - the teacher
8
2. Review
Solve as fast as you can.
24 15 41 35
55
+3 +4 +8 +14
+23
B. Establishing StoryTelling Expected answer

Purpose for the
lesson Andrei is getting ready for school. His -We will add the
mother gives him 20 pesos and his big total money of
sister rewarded him with 25 pesos for Andrei and subtract
doing well in school. Andrei is very happy the amount spent
and is thinking of spending the 15 pesos to know how much
during recess. How will he know how money was left to
much money he will then have?” him.
C. Presenting Do: Provide marbles as counters. The learners will do

examples/ Say: I have marbles on the table. the Practical Work
instances of new Let us count the marbles. Activity with the
lesson Ask: How many marbles are there? teacher using
Do: Bring the attention of the pupils to 15 various counters
marbles.
Ask: If we add 5 marbles, how many in
all?
Do: If we subtract 4 from 20, how many
marbles left?
Let them count the marbles.
Let the pupils write the subtraction
sentence for the problem presented
15 + 5 - 4 = 16
D. Discussing Do: Divide the class into 4 groups. The learners will do
new concepts Post activity cards on the board for each the activity/ relay
and practicing group. Let the group answer the exercise game.
new skills #1 at a time. Continue the activity until all The group that wins
the pupils are able to participate will receive a big
clap
Activity Card
Game: Relay
Answer the exercises with Speed and
Accuracy. The group with the most
numbers of correct answers wins.
1. 11 + 4– 2 = 4. 13 + 2 – 2 =
2. 15 + 4 - 1 = 5. 10 + 3 - 5 =
3. 12 + 3 – 3 =
E. Discussing Do: The learners will do

new concepts Let the group leader discuss their work and answer the
and focusing on the order of operation. Make questions.
practicing new a follow up discussion.
skills #2
Ask:
What do you call the process if we put
numbers together?
What do you mean the symbol, plus (+)
sign?
How about the symbol, minus (-)? They will tell the
What do you do if you encounter these use of (+) and (-)
signs or symbols? sign
Say: All we have to do is to identify the

symbols of basic operation like addition
and subtraction. In the number
sentence, let us do the operation as soon
as they appear.
F. Developing Let the learners do the following activity The learners will do
mastery (leads the activity
to Formative Isulat ang insaktong tubag pinaagi sa
Assessment 3) pagdugang ug pagkuha. Buhata kini sa Expected answers
inyong papel. 1. 11 6. 14
1. 5 + 9 – 3 = 6. 12 + 5 – 3 = 2. 13 7. 14
2. 8 + 7 – 2 = 7. 15 + 4 - 5 = 3. 5 8. 18
3. 6 + 4 – 5 = 8. 17 + 5 - 4 = 4. 8 9. 7
4. 4 + 8 – 4 = 9. 10 + 2 – 5 = 5. 11 10. 16
5. 9 + 6 – 4 = 10. 16 + 4 – 4 =
G. Finding Do: The learners will

practical Provide activity card answer the activity
application of Activity Card card
concepts and Add or subtract the following: 1. 15 4. 18
skills in daily 1. 16 + 4 – 5 = 4. 16 + 4 – 2 = 2. 21 5. 17
living 2. 20 + 4 - 3 = 5. 15 + 5 - 3 = 3. 19
3. 18 + 4 - 3 =
H. Making Ask: The learners are

generalizations How do we perform orders of operations guided to come up
and involving addition and subtractions of with the
abstractions small numbers? “Add or subtract the
about the lesson numbers as soon
as they appear in
the number
sentence.” Answer
I. Evaluating Let the learners answer the following. The learners will do
learning the activity.
Isulat ang nawalang numero aron
makompleto ang kada numero nga Expected answers
pahayag. 1) 6
1.) 5 + 7 - ____= 6 2) 9
2.) 6 + 8 - ______= 5 3) 6
3.) 7 + 7 - ____ = 8 4) 8
4.) 9 + 4 - ______= 5 5) 6
5.) 4 + 5 - ____ = 3
J. Additional Let the learners answer the additional The learners will
activities for activity answer the activity
application or
remediation Ihatag ang insaktong tubag sa matag
pahayag.
1. Kon ang 17 ka hulen dugangan ug 3.

Pila man ang mabilin kon kuhaan ug 5? Expected answer
1.) 17 + 3 – 5 = 15
2. Kon adunay lima ka bata nga nagdula,
ug nadugangan og upat ka bata. Pila 2.) 5 + 4 – 2 = 7
man ang mabilin kon ang duha ka bata
manguli na?
IV. Remarks
V. Reflection
remediation
E. Which of my teaching strategies worked well? Why did
these work?
Week 4, Day 4
School Grade and Section II-

I. OBJECTIVE:
II. CONTENT:
Numbers
A. References
3. Textbook pages
IV. PROCEDURE
A. Reviewing 1. Drill The learners will
new lesson or Mental computation on addition and give the answers
presenting the subtraction using flash cards orally.
new lesson
B. Establishing Ask; Expected answer
Purpose for the
lesson Do you still remember our lesson -We add the total
yesterday? How did we knowt the money of Andrei
amount of money left to Andrei? and subtract the
amount spent to
know how much
money was left to
him.
C. Presenting Say: Count all your notebooks. The learners will do

examples/ Ask: If we add 1 paper, how many in all? the Practical Work
instances of new Do: If we get 2 notebooks from each one Activity with the
lesson of you, how many are left? teacher using their
Let them count how many are left. paper and
Let the pupils write tell their own number notebooks
sentence
D. Discussing Give activity cards to the grouped The learners will do

new concepts learners. Have them write their answers the activity.
and practicing in only one paper per group. The group with the
new skills #1 1. 12 + 4– 1 = 4. 18 + 4 – 0 most number of
= 2. 11 + 5 - 1 correct answers will
= 5. 16 + 1 - 5 = be awarded with
3. 10 + 2 – 8 = additional 2 points.

and focusing on the order of operation. questions.
practicing new Make a follow up discussion.
skills #2
Ask:
numbers together?
sign?
How about the symbol, minus (-)? They will tell the use
What do you do if you encounter these of (+) and (-) sign
signs or symbols?

sentence, let us do the operation as
soon as they appear.
mastery (leads the activity
to Formative Isulat ang insaktong tubag pinaagi sa
Assessment 3) pagdugang ug pagkuha. Buhata kini sa
inyong papel.
1. 6 + 2 – 3 = 6. 10 + 6 – 4 =
2. 7 + 9 – 2 = 7. 13 + 7 - 4 =
3. 9 + 4 – 7 = 8. 12 + 8 - 6 =
4. 5 + 7 – 2 = 9. 10 + 2 – 8 =
5. 5 + 8 – 3 = 10. 11 + 2 – 4 =
G. Finding Do: The learners will

practical Provide activity card answer the activity
application of Add/ subtract the following: card
concepts and 1. 13 + 4 – 8 = 4. 16 + 5 – 5 =
skills in daily 2. 19 + 2 - 3 = 5. 18 + 3 - 3 =
living 3. 14 + 4 - 6 =

about the lesson numbers as soon as
they appear in the
number sentence.”
answer
makompleto ang kada numero nga
pahayag.
1.) 8 + 7 - ____= 8
2.) 9 + 5 - ______= 7
3.) 8 + 7 - ____ = 9
4.) 9 + 4 - ______= 8
5.) 7 + 5 - ____ = 6
activities for activity answer the activity
application or
remediation Ihatag ang insaktong tubag sa matag
pahayag.
1. Aduna kay 27 ka lastiko. Gidungagan

kini of 5 sa imong amigo. Gikuhaan kini Expected answer
og 12 sa imong manhood. Pila man ka 1.) 27 + 5 – 12 = 20
lkastiko ang nabilin?
2.) 8 + 6 – 5 = 9
2. Unang niabot ang 8 ka bata. Pagka
taod-taod niabot ang 6. Pagkaudto, niuli
ang 5. Pila na lang ka bata ang nabilin?
IV. Remarks
V. Reflection
remediation
these work?
Week 4, Day 5

I. OBJECTIVE:
II. CONTENT:
Numbers
A. References
3. Textbook pages
IV. PROCEDURE
A. Reviewing 1. Drill
new lesson or Let the learners do the Kangaroo jumps The learners will
presenting the game. The teacher will show subtraction participate in the
new lesson facts and learners who can give correct “The Kangaroo
answer will jump like a kangaroo. jumps activity”
B. Establishing Ask; Expected answer

Purpose for the What will we do if the given numbers
lesson involved two operations? -We will do the first
operation that first
appears.
C. Presenting Do the operation with the class orally The learners will
examples/ stressing the important point like doing answer with the
instances of new the operation as they first appear. teacher and the
lesson a.8+5-9= whole class.
b.7+7-7=
c.9+3-2=
d.8+5-3=
e.11-1+3=
D. Discussing Group the class into 4 groups. The learners will do
new concepts Give 5 addition/subtraction facts to each the activity.
and practicing group. The members of the
new skills #1 group with their
leaders will help
each other.
and focusing on the order of operation. questions.
practicing new Make a follow up discussion.
skills #2
Ask:
numbers together?
sign?
How about the symbol, minus (-)? They will tell the use
What do you do if you encounter these of (+) and (-) sign
signs or symbols?

sentence, let us do the operation as
soon as they appear.
mastery (leads and answer the
to Formative Isulat ang insaktong tubag pinaagi sa activity.
Assessment 3) pagdugang ug pagkuha. Buhata kini sa
inyong papel. Expected answers
a. 9-3+5= a. 11
b. 7-2+6= b. 11
c. 8-0+5= c. 13
d. 6-4+4= d. 6
e. 11-5+4= e. 10
G. Finding Discuss and answer the word problem The learners will
practical with the class. answer the
application of 1. Nagkuha ka og tulo ka tambis. problems with the
concepts and Gigutom pa ka og nikuha na pod og teacher orally
skills in daily lima. Imong giuli ang duha. Pila man ka
living tambis ang imong nakuha?
2. Nitanom si ate og lima ka punoan sa

okra. Gidungagan niya kini og lima.
Pagka ugma, iyang giibot ang duha. Pila
na lang ka okra ang natanom?

about the lesson numbers as soon as
they appear in the
number sentence.”
answer
makompleto ang kada numero nga Expected answers
pahayag. 1) 4
1.) 5 + 5 - ____= 6 2) 8
2.) 7 + 8 - ______= 7 3) 10
3.) 9 + 7 - ____ = 6 4) 6
4.) 6 + 5 - ______= 5 5) 5
5.) 9 + 5 - ____ = 9 6) 0
6.) 11- 3+ _____= 8 7) 2
7.) 10- 5+ _____= 7 8) 1
8.) 12 - 7 + ____= 6 9) 1
9.) 14 - 5 + ____= 10 10) 4
10.) 9 - 6 + ____= 7
activities for written activity. answer the activity
application or a. You have 5, you add 4 then you
remediation subtract 7 from it. Expected answer
b. Mercy have 8 candles. She gets a. 2
another 5 candles. She burns 4 b. 9 candles
of them. How many candles are c. 7 stickers
left?
c. Jane collects 9 stickers. She gets
3 more then she gave 5 of them
to Rose. How many stickers are
left?
IV. Remarks
V. Reflection
remediation
these work?

Week 5, Day 1

I. OBJECTIVE:
Solves multi-step routine and non-routine problems involving addition and
subtraction of 2- to 3-digit numbers including money using appropriate problem-
solving strategies and tools. M2NS-IIe-34.4
II. CONTENT:
Telling what is Asked, What are Given, The Word Clues, Hidden Question and the
Operation to be Used in Word Problems Involving Addition and Subtraction
Value Integration: Love for pets at home
A. References
3. Textbook pages
B. Other Learning Resources: PPT lesson, problems in chart, textbook,
flashcards with addition and subtraction facts
IV. PROCEDURE
A. Reviewing Do: Let the pupils subtract, then add the Learners will do
new lesson or difference and the minuend to check the the activity
presenting the answer. mentally or using
new lesson a. 9 - 3 = ___ their scratch paper
b. 7 – 2 = ___
c. 53 – 28 = ___
d. 65 – 47 = ___
B. Establishing Show pictures of pet dog and or pet cat for The learners will
Purpose for the sale give varied
lesson answers
Ask:
What can you say about the pictures?
Have you seen these animals for sale?
Do: Bring the attention of the pupils to the

words, ―for sale
4-7 Learners will
Valuing talk about their
Ask: Have you bought dogs and kittens? pets at home and
Do you have pets at home? their ways in
What are your pets at home? taking care of their
pets.
Say: Some children like to love dogs and
kittens.
Ask: Why is it important to take care of

domestic animals in our home/community.
C. Presenting Presenting the problem opener. Learners will

instances of new There are 57 white kittens and 28 gray questions raised
lesson kittens for sale. There are 104 brown dogs. by the teacher
How many more dogs than kittens are
there? Expected answers
-(The number of
b. Analyzing the word problem. dogs than the
kittens)
Do: -(57 white kittens,
Let the pupils analyze the problem. 28 gray kittens
and 104 brown
Ask: dogs)
*What is asked in the problem? -(What is the
*What are given? number of dogs
*What is the hidden question? and the total
*How many operations will you use in number of kittens)
solving the problem? -(two)
*What are they? *What word clues helps -(addition and
you identify the operations to be used in subtraction)
solving the problem? -(and-for addition;
left-for subtraction)
D. Discussing Do: The learners will

new concepts Group the pupils into four. Give each group form groups and
and practicing a problem to analyze following the steps answer the word
new skills #1 given. problem assigned
a. What is asked in the problem? to them.
b. What are given? I.
c. What are the word clues to help you a. money Nena
identify the operations to be used in solving saved
the problem? b. P80, P30, P40
d. What are the operations to be used? c. spent, save
d. addition and
Group I subtraction
Nena had P80.00. She spent P30.00, gave II.
her mother P40.00, and saved the rest of a. number of
the money. How much did she save? catfish
b. 180, 40, 80
Group II c. rest
Mr. Reyes caught 180 fish. 40 were d. addition and
milkfish, 80 were mudfish, and the rest subtraction
were catfish. How many were catfish? III.
a. money left to
Shekinah
b. P100, P25, P15
Group III c. left
Shekinah had P100.00. She bought a d. addition and
handkerchief for P25.00 and a pair of socks subtraction
for P15.00. How much of her money was IV.
left? a. change she get
b. P85, P58, P200
Group IV c. cost, change
Lito bought onions that cost P85.00 and d. addition and
garlic that cost P58.00. How much subtraction
change did she get from her P200.00?
E. Discussing Do: Learners will do
new concepts Let the group discuss their output. Make a the activity and
and follow up discussion. explain their
practicing new answers.
skills #2 Ask:
In your activity, how did you come up with
your answer?
Did you follow the steps in analyzing a 2-
step word problem?
Say:
In solving a word problem; first understand,
plan and analyze what is needed to find,
the important information or the given of the
problem and the operation to use for the
process.
Present the problem for the class to answer Learners will
orally. answer orally
Si Rosa nahalinan, pinaagi sa Expected answer

pagpamaligya niya ug mga buwak nga
sampagita. Sa usa ka adlaw, mahalinan a. ang mabilin sa
siya og P180.00. Sa matag adlaw usab, kita ni Rosa matag
makagasto siya og P25.00 sa usa ka kilo adlaw
nga bugas ug P40.00 sa tunga nga kilo sa b. P180, P25, P40
bangus. Pila man ang mabilin sa iyahang c. makagasto,
kita sa matag-adlaw? mabilin
d. magasto niya sa
a. Unsay gipangutana sa gumonhap? matag adlaw
b. Unsay gihatag nga mga numero sa e. pagdugang ug
gumonhap? pagkuha
c. Unsay mga pulong nga mga panultol?
d. Unsay gitago nga mga pangutana?
e. Unsay paagi nga gamiton?
F. Developing Let the class answer the word problems The learners will
mastery (leads with the guidance of the teacher. answer the word
to Formative problems with the
Assessment 3) Husaya ang gumonhap pinaagi sa pagtuki teacher
sa nagkalain-laing paagi.
Expected answer
1. Ang mga bata sa ikaduhang ang-ang nga 1.a.sugnod nga
grado nagatigom og 75 kabuok ka mga nabilin
sugnod. Ang 24 kabuok niini gamiton sa b. 75, 24, 27
pagdabok o campfire, ang 27 kabuok para c.gamiton, nabilin
sa paglung-ag. Pila man kabuok ka sugnod d. nagamit nga
ang nabilin? sugnod
e.pagdugang ug
2. Si Joshua adunay P200.00. Mipalit siya pagkuha
og kamisin nga nagbalor P85.00 ug usa ka
paresan sa guwantes nga nagbalor P20.00. 2. a.kwarta nga
Pila ang kuwarta nga nabilin ni Joshua? nabilin ni Joshua
b. P200, P85, P20
c.nipalit, nabilin
d. kantidad sa
napalit
e.pagdugang ug
pagkuha
G. Finding Let the class answer the word problem The learners will
practical below answer the word
application of problem
concepts and Jazzy had 320 pesos. He bought a
skills in daily raincoat for 125 pesos and a pair of Expected answer
living slippers for 60 pesos. How much money a. money left to
was left to him? Jazzy
a. What is asked? b. P320, P125,
b. What are given numbers? P60
c. What is/are the word clues? c. bought, left
d. What is the hidden question? d. total amount
e. What are the operations to be used? spent
e. addition and
Activity Card 2 subtraction
Read the word problems carefully. Then
answer the questions below. 2.
a. money left to
A fisherman earned P220.00 for one- the fisherman
night fishing. He spent P60.00 for b. P220, P60, P70
petroleum and P70.00 for food. How much c. spent, left
money was left for him? d. total amount
a. What is asked? spent
b. What are given numbers? e. addition and
c. What is/are the word clues? subtraction
d. What is the hidden question?
e. What are the operations to be used?
H. Making Ask: Learners answers

generalizations What are the steps in analyzing a 2-step will be expounded
and word problem involving addition and and explained by
abstractions subtraction including money? the teacher.
about the lesson a. What are we asked to look for?
b. What numbers are given?
c. What is/are the word clues?
d. What is the hidden question?
e. What are the operations to be used?
I. Evaluating Let the learners do the activity. Learners will

learning answer the activity
Husaya ang gumonhap sa lainlaing paagi. in their notebook.
Isulat ang letra sa insaktong tubag. Isulat
ang tubag sa kuwaderno. Expected answer
1. a
Si Liza nagpalit og saging nga nagbalor 2. a
P80.00 ug P156.00 usab sa mangga. Pila 3. b
man ang mabilin, kon ang iyang kuwarta 4. b
P500.00 pisos? 5. a
1. Unsay gipangutana sa gumonhap?
a. Ang kuwarta nga nabilin.
b. Ang kantidad sa gipalit
c. Ang total sa nahalin
2. Unsay numero nga gihatag sa

gumonhap?
a. P80.00, P156.00 ug P500.00
b. P75.00, P150.00 ug P500.00
c. P156.00, P80.00 ug P700.00
3. Unsay pulong nga panultol sa husay?

a. Pila ang labaw nga nabaligya?
b. Pila ang nabilin nga sukle?
c. Pila ang nahalin?
4. Unsay paagi nga gamiton sa gumonhap?

a. pagdugang ug pagpilo
b. pagdugang ug pagkuha
c. pagkuha ug pagpilo
5. Hain man ang pahayag nga numero o

number sentence?
a. P500 – (P156 + P80) = N
b. P500 – (P80 – P156) = N
c. P500 + (P80 + P156) = N
J. Additional Husaya ang gumonhap pinaagi sa pagtuki. The learners will

activities for Isulat ang tubag sa kuwaderno. do the activity
application or
remediation Si Lolit nagpalit og usa ka pad nga Expected answer
papel nga nagbalor P15.00 ug usa ka lapis a. mabilin sa
nga nagbalor og P10.00. Pila man ang kwarta ni Lolit
mabilin, kon ang iyang kuwarta 100.00 b. P15, P10, P100
pisos? c. nagpalit, mabilin
d. pagdugang ug
a. Unsay gipangutana sa gumonhap? pagkuha
b. Unsay numero nga gihatag sa e. P100 – (P15+
gumonhap? P10) = N
c. Unsay pulong nga panultol sa husay?
d. Unsay paagi nga gamiton sa husay?
e. Unsay pahayag nga numero o number
sentence?
IV. Remarks
V. Reflection
remediation
these work?
Week 5, Day 2

I. OBJECTIVES:
II. CONTENT:
Transforming Word Problems Involving Addition and Subtraction and Stating the
Complete Answer.
A. References
3. Textbook pages
B. Other Learning Resources: PPT lesson, Flashcards, problems in chart
IV. PROCEDURE
A. Reviewing Flash the subtraction facts. Have the Learners will take
new lesson or class answer these orally. turns in answering
presenting the 44 33 652 281 395 the flashed
new lesson +35 +25 +323 +304 subtraction facts.
+204
96 275 43 389
875 -54 -123 -
20 -245 -263
B. Establishing Present the problem. Ask what are Learners will read
Purpose for the needed to solve the problem. and answer the
lesson questions about the
Si tatay adunay P345.00. Nagpalit siya problem.
og pitaka nga balor P135.00 ug
bakos balor P84.00. Pila man ang
nabilin sa kuwarta ni
tatay?
C. Presenting Reading a word story The learners will

examples/ answer the word
instances of new Rey had P150.00. He bought a problem and repeat
lesson hamburger for P32.00 and a large juice the actual answer
for P38.00. How much of his money was with the teacher
left?
Do: Guide the pupils in analyzing the Expected answer
word problem. a. money left to Rey
a. What is asked in the problem? b. P150 money of
b. What are given? Rey, P32 bought for
c. What is the word clue? a hamburger and
d. What is the hidden question? P38 for the large
e. What are the operations to be used in juice
answering the word problem? c. left
d. total amount of
Ask: Can you now write a number money spent
sentence to the problem? Guide the e. Addition and
pupils to identify the appropriate number subtraction
sentence.
(P150.00) – (P32.00 +P38.00) = N
P150.00 – P70.00 = N
Ask: How can you solve the problem

using the number sentence?
What is the correct label to the answer?
P150.00 – P70.00 = P80.00 money left Learners will tell the
importance of
Valuing: What can you say about the saving money.
character of Rey in the story problem?
Is it good to save money?
D. Discussing Discuss this problem. The learners will

new concepts answer the problem
and practicing Mother had a big flower garden. She with the teacher.
new skills #1 gathered 85 roses on Monday and 143
roses on Tuesday. If she sold 195 roses.
How many roses were left?
Call some pupils to give the number

sentence for the problem.
Guide the pupils to identify the

appropriate number sentence. Let them
also identify the word clues for each
operation used.
(85 + 143) – (195) = N
Guide also the pupils in solving for the

correct answer. Let them label their
answers correctly.
228 – 195 = 33 roses left
E. Discussing Divide the class into 3 groups. Let them The learners will
new concepts answer the following steps learned. form groups and
and answer the activity
practicing new Group I assigned to them.
skills #2 Mother bought a blouse for P225.00 and
a skirt for P135.00. If she gave P500.00
to the cashier, how much was her
change?
Group II
Neil had P300.00. He spent P45.00,
gave to his mother P120.00 and saved
the rest of the money. How much did he
save?
Group III
Father caught 435 fish. Eighty were
milkfish, 100 were mudfish and the rest
were catfish. How many were catfish?
A leader of each
group will present
- After the groups solve the problems. and explain their
Let them present their solutions to the answers.
class.
F. Developing Say: The learners will

mastery (leads Always remember the basic steps in pronounce the steps
to Formative solving a word problem and on how to for the class to
Assessment 3) transform word problems involving remember.
addition and subtraction into a number
sentence. Expected answer
1.a.nabilin nga
Husaya ang gumonhap pinaagi sa rosas
lainlaing paagi. Isulat sa papel ang b. 75, 35, 25
husay. c. 75- (35+25)=N
1. Si Marta nanguha og 75 ka rosas sa d. 15 ang rosas nga
hardin. Gihatagan niya ang iyang higala nabilin
og 35 kabuok niini, ug 25 kabuok
gibutang sa altar. Pila man kabuok ang 2.a. sukli sa tindera
rosas nga nabilin? b. P10.50, P5.50,
P20
2. Ang sandwich nagbalor P10.50 ug c. P20- (P10.50 +
ang usa ka baso nga juice nagbalor P5.50)= N
P5.50. Kung adunay P20.00 nga balon. d. P4 and masukli
Pila man ang masukli sa tindera? sa tindera
G. Finding Let the learners do the following. The learners will do

practical the activity
application of Solve the word problems. Show your
concepts and solution on a piece of paper Expected answer
skills in daily 1. Father had P345.00. He bought a 1.a.money left
living wallet that costs P135.00 and a belt that b.P345, P135, P84
costs P84.00. How much money was left c. P345 - (P135+
with father? P84)= N
d. P126 money left
with father
H. Making Ask: The learners will

generalizations -How do we transform word problems answer the
and involving addition and subtraction into a questions raised by
abstractions number sentence? the teacher.
about the lesson - What are the steps in solving word
problems involving addition and
subtraction?
Say:
Solving word problems is made easy
with some help or hint in analyzing them.
I. Evaluating Let the learners answer the test The learners will
learning individually. answer the test on
their notebooks
Husaya ang mosunod nga mga
gumonhap sa lainlaing paagi. Isulat ang Expected answer
insaktong tubag sa papel. 1.
a. Unsay pahayag nga numero? a. 735- (45+48)=N
b. Unsay hustong tubag sa gumonhap? b. 642 ka
lingkoranan ang
1. Adunay 735 ka lingkoranan para sa wala nagamit
tulumanon. Adunay 45 ka miyembro sa
mga ginikanan nga miabot og 2.
naglingkod niini. Laing 48 ka miyembro a. 500-
usab ang niabot. Pila man ka (P80+P156)=N
lingkoranan ang wala nagamit sa maong b. P264 ang nabilin
tulumanon? sa kwarta ni Eliza
2. Si Eliza nipalit og saging balor P80.00 3.

ug mangga nga P156.00. Pila man ang a. (75+23)-18=N
nabilin sa P500.00 ni Eliza? b. 80 ka semilya
ang nabilin
3. Ang mag-uuma mitanom og 75 ka
semilya sa mani sa buntag, ug laing 23
ka semilya sa hapon. Paglabay sa usa
ka buwan, 18 ka semilya ang
nangamatay. Pila man ang nabilin nga
mga semilya?
J. Additional Let the learners answer the word The learners will
activities for problem answer the problem
application or
remediation Kopyaha ang gumonhap ug husaya kini. Expected answer
Isulat ang tubag sa kuwaderno.
a. P245+P150=
1. Si Ben adunay P500.00. Gigasto ang P395
P245.00 para sa regalo sa iyang nanay, b. P500- P395=
ug P150.00 para sa iyang tatay. Pila P105
man ang nabilin sa iyang kuwarta? c. P105 ang nabilin
a. Unang Lakang:______________ sa kwarta ni Ben
b. Ikaduhang Lakang: ___________
c. Hustong Tubag: _____________
IV. Remarks
V. Reflection
remediation
these work?

Week 5, Day 3
I. OBJECTIVES:
II. CONTENT:
Tell what is asked, what are given, word clues, operation to be used, number
sentence and giving the correct answer of the Word Problems Involving Addition
and Subtraction
A. References
3. Textbook pages
B. Other Learning Resources: PPT lesson, Flashcards, problems in chart
IV. PROCEDURE
A. Reviewing Review: Learners will
new lesson or Let the pupils read the word problems answer the
presenting the and answer the questions that follow. questions
new lesson
Kara gave me P200.00. I spent P132.00 Expected answer
for my school supplies. How much do I 1.The amount of
have now? money I have
2.P200.00 and
1. What is asked? P132.00
2. What are given? 3. subtract/
3. What will you do to get the answer? subtraction
4. What is the number sentence? 4. P200.00-P132.00
5. What is the correct answer? =N
5. P78.00 money
left
B. Establishing Ask; Learners will be led

Purpose for the If the number sentence involves addition to “do the first
lesson and subtraction, what will you do first? operation as they
appear in the
number sentence”
answer
C. Presenting Reading a word story The learners will
examples/ answer the word
instances of new Janice saves 20 pesos on Monday and problem and repeat
lesson 15 pesos on Tuesday from her baon. the actual answer
She gave the 5 pesos to her younger with the teacher
brother. How much money was left to
her? Expected answer
a. money left to
Do: Guide the pupils in analyzing the Janice
word problem. b. P20, P15, P5
a. What is asked in the problem? c. left
b. What are given? d. total amount of
c. What is the word clue? money saved
d. What is the hidden question? e. Addition and
e. What are the operations to be used in subtraction
answering the word problem? f. (P20+ P15) - P5=
f. What is the number sentence? N
g. What is the complete answer? g. P35-P5=P30=
money left to Janice
Ask: Can you now write a number
sentence to the problem? Guide the
pupils to identify the appropriate number
sentence.
(P20.00 + P15.00) – P5.00 = N
P35.00 – P5.00 = N
Learners will tell the

Valuing: What can you say about the importance of
character of Janice in the story problem? saving money.
Is it good to save money?
D. Discussing Discuss this problem. The learners will

new concepts answer the problem
and practicing Elcel lives by the beach. He loves to with the teacher.
new skills #1 collects colorful shells. On Saturday, he
collected 13 shells. On Sunday he
collected 9 shells. In the afternoon, he
observed that one shell has a life in it so
he threw it back in the sea. How many
shells are left to Elcel?
Call some pupils to give the number

sentence for the problem.
Guide the pupils to identify the

appropriate number sentence. Let them
also identify the word clues for each
operation used.
(13 + 9) – 1 = N
Guide also the pupils in solving for the

correct answer. Let them label their
answers correctly.
22 – 1 = 21 shells are left
E. Discussing Divide the class into 2 groups. Let them The learners will
new concepts answer the following steps learned. form groups and
and answer the activity
practicing new Group I assigned to them.
skills #2 Eddie had 235 tomatoes seedlings. He
planted 122 seedlings, gave 50
seedlings to his brother, and gave the
rest to his friend. How many tomatoes
seedlings did Eddie give to his friend?
Group II
Biboy bought fruits that cost P75.00 and
vegetables that cost P48.00. How much
change did he get from his P200.00?
A leader of each
- After the groups solve the problems. group will present
Let them present their solutions to the and explain their
class. answers.
F. Developing Say: The learners will

mastery (leads Always remember the basic steps in pronounce the steps
to Formative solving a word problem for the class to
Assessment 3) remember.
Hinumduman nga tubagon ang;
-unsay gipangutana Expected answer
-unsay gihatag nga numero a. holen nga mabilin
--pasumbingay nga pulong kang Fred
-operasyong gamiton b. 95, 15, 43
-numerong pahayag c. nabilin
-insaktong husay d. padugang ug
pagkuha
1. Si Fred adunay 95 ka holen. Gihatag e. 95- (15+43) = N
niya kang Rosa ang 15 kabuok ug kang f.37 ang holen nga
Romar 43 kabuok. Pila man ka holen mabilin kang Fred.
ang nabilin kang Fred?
2. a.rosas nga
2. Si Mrs. Mendoza adunay daghang nabilin
mga kabuwakan nga rosas sa iyang b. 235, 123, 145
hardin. Nagtigom siya og 235 ka rosas c.nabaligya, nabilin
sa adlaw nga Lunes ug 123 ka rosas d. pagdugang ug
usab sa adlaw sa Martes. Kon, pagkuha
nabaligya niya ang 145 ka rosas, pila e.(235+123) –
man ang nabilin? 145=N
f.213 ka rosas
G. Finding Let the learners do the following. The learners will do

practical the activity
application of Solve the word problems. Show your
concepts and solution on a piece of paper Expected answers
skills in daily 1. A bakery baked 600 cupcakes. In the 1.
living morning, 235 cupcakes were sold. And, a. cupcakes not
in the afternoon, 219 cupcakes were sold
sold. How many cupcakes were not b.600, 235, 219
sold? c. not sold
d.addition and
2. There are 749 books in the library. subtraction
The intermediate pupils borrowed 215 e.600 -(235+219)=N
books and the primary pupils borrowed f. 146 cupcakes
133 books. How many books were left in were not sold
the library?
2.
a. books left in the
library
b.749, 215, 133
c. left
d. addition and
subtraction
e. 749 –
(215+133)=N
f.401 books are left
in the library

generalizations -How do we transform word problems answer the
and involving addition and subtraction into a questions raised by
abstractions number sentence? the teacher.
about the lesson - What are the steps in solving word
problems involving addition and
subtraction?
Say:
Solving word problems is made easy
with some help or hint in analyzing them.
I. Evaluating Let the learners answer the test The learners will
learning individually. answer the test on
their notebooks
Husaya ang mosunod nga mga
gumonhap sa lainlaing paagi. Isulat ang Expected answer
insaktong tubag sa papel. 1.
a. Unsay gipangutana? a. ang ihap sa mga
b. Unsay gihatag nga numero? batang dumuduaw
c. Unsay pasumbingay nga pulong? sa salu-salo
d. Unsang operasyon ang gamiton? b. 56, 24, 18
e. Unsay ang numerong pahayag? c. mga bata
f. Unsay hustong tubag sa gumonhap? d. pagdugang ug
pagkuha
1. Adunay 56 ka dumuduaw sa salu- e. 56- (24+18)=N
salo. Kasagaran, mga ginikanan, mga f. 14 ka mga batang
magtutudlo ug mga bata. Adunay 24 ka dumuduaw
ginikanan ug 18 ka magtutudlo. Pila man
ang mga bata nga dumuduaw sa maong 2.
salu-salo? a. nabilin sa kwarta
ni nanay
2. Si nanay adunay 100 pisos. Gipalitan b. P100, P25, P18
og asukar balor og P25.00 ug P18.00 c. nabilin
nga kape. Pila man ang nabilin sa usa d, pagdugang ug
ka gatos ni nanay? pagkuha
e. P100-
(P25+P18)=N
f. P57 ang nabilin sa
kwarta ni nanay
J. Additional Let the learners answer the word The learners will
activities for problem answer the problem
application or
remediation Kopyaha ang gumonhap ug husaya kini. Expected answer
Isulat ang tubag sa kuwaderno.
a. nabilin sa imong
1. Naa kay P200 nga nadawat gikan sa kwarta
imong maninoy ug P50 gikan sa imong b. P200, P50, P56,
maninay. Nagpalit ka og notebooks sa P12
kantidad nga P56 ug papel nga c. nabilin
nagkantidad ug P12. Pila may nabilin sa d. pagdugang ug
imong kwarta? pagkuha
a. Unsay gipangutana? e. (P200+P50) –
b. Unsay gihatag nga numero? (P56+P12) = N
c. Unsay pasumbingay nga pulong? b. P250- P68= P182
d. Unsang operasyon ang gamiton? c. P 182 ang nabilin
e. Unsay ang numerong pahayag? sa akong kwarta
f. Unsay hustong tubag sa gumonhap?
IV. Remarks
V. Reflection
remediation
these work?
DAILY LESSON PLAN IN MATHEMATICS 2

DETAILED LESSON PLAN
School Grade Level II
Teacher Learning Area Mathematics
Time
Quarter Second Quarter
Date
I. Objectives
At the end of the lesson, 100% of the learners are expected to:
Visualize word problems involving addition and subtraction of whole numbers
including money.
Answer word problems involving addition and subtraction of whole numbers
including money.
A. Content Standard
The learner demonstrates understanding of subtraction and multiplication of
whole numbers up to 1000 including money.
B. Performance Standards
The learner is able to apply subtraction and multiplication of whole numbers up to
1000 including money in mathematical problems and real life situations.
C. Learning Competency
Creates word problems involving addition and subtraction of whole numbers
including money MSNS-IIe-35.3
II. Content
Creating word problems involving addition and subtraction of whole
numbers including money
III. Learning Resources

A. References
1. Teachers Guide (TG) p.
2. Learners Material (LM)
3. Textbook
B. Additional Materials from the Learning Resources (LR) portal
1. BEAM LG Gr. 2 Module – Application of Addition
(file:///C:/Users/User/Downloads/Mathematics%202%20Comprehension
%20of%20Addition.pdf)
2. BEAM LG Gr. 2 Module Addition
(file:///C:/Users/User/Downloads/Mathematics%202%20Application%20of
%20Addition.pdf)
3. The Number Go Figure
(https://lrmds.deped.gov.ph/detail/7964)
IV. Procedures
A. Reviewing Previous Drill - Comprehension of Answer the drills in

Lesson Subtraction class.
Strategy: MATH RELAY-
“Winner Takes It All”
Directions:
Group the class into four
teams
Designate a recorder in each
team.
Each team shall have a
representative to answer
the question.
The teacher shall draw a
number card in the Mystery
Box of Knowledge one
at the time.
Representative of each team
shall answer the question
and write the answer on
their Show Me Board as
fast as they can.
The group that obtained the
highest score shall be
declared winner
Example of Number Cards:
8 + 2 = 10
3 + 7 = 10
4 + 6 = 10
B. Establishing Purpose of a Steps in Solving Word Answers the

Lesson problems (Solving One- questions by group
Step Word problem) and presents
Strategy- Game “Problem answers in class.
Solve Me”
Instructions:
Divide the class in three
learning stations.
Distribute the prepared word
problems to each group.
Pupils will solve the problems
in 40 seconds
As soon as they finish solving
the problems, members
of the learning station
will say “Problem Solve
Me”
Examples of Word Problems
1.The Grade parents
prepared 96 egg
sandwiches. If 75
sandwiches were eaten,
how many were left?
What is asked in the
problem?
____________________
What are given?
____________________
What operation should be
used?
____________________
What is the number
sentence?
____________________
What is the correct answer?
____________________
Problems:
1. Out of 92 eggs in a
basket, 45 were sold.
How many eggs were
left in the basket?
2. There are 197 pupils in
Grade Two. If 145 of
them are boys, how
many are girls?
C. Presentation Presents the word problem in Discuss the

class. answers in class.
Amelda and Dario picked Some the pupils
guavas in their orchard. shows their answers
Amelda picked 25 guavas on the board.
and Lito picked 16.
Amelda ate 8 guavas. How
many guavas were left?
PROCESSING:
Comprehension questions
What are the fruits
mentioned in the problem?
Do you eat fruits? Why do we
need to eat fruits?
problem?
What are the given?
Post additional illustrative
examples:
D. Discussing New Present a copy of the word Discuss the

Concepts and Practicing problems in class. answers in class.
New Skills #1 Miss Mercado has P50 in her Some the pupils
wallet. She spent P 10 for shows their answers
juice and P 15 for burger. on the board.
How much did she spent
that day?
problem?
_________________
What are given?
_________________
Gerry has P100 as his gift.
He bought P80 for a toy
truck. How much will his
change be?
problem?
_________________
What are given?
_________________
E. Discussing New Concepts Present a copy on the board. The learners

and Practicing New Skills #2 Word problem: Some tourists answers and shows
bout a ticket for the their answers on the
Kaamulan Festival Arts Show board.
for P120. A group of tourists
bought 10 tickets. How much
did they spent?
problem?
_______________________
What are given in the
problem? _______________
F. Developing Mastery Present a copy on the board. The learners

(Leads to Formative Word problem: Shane Marie answers and shows
Assessment 3) and Mikey bought a their answers on the
pineapple basket for P100 board.
and P50 for apples for their
sick teacher. How much did
they spent?
problem?
_______________________
problem? _______________
G. Finding Practical Ask: Answer: Yes,

Applications of Concepts Can we use solving two- teacher.
and Skills in Daily Living steps in buying items in
the market?
Give your own example.
H. Making Generalizations Ask the pupils to give the Some pupils give
and Abstractions about the steps on solving two-steps their answers in
Lesson word problems. class.
STEPS TO REMEMBER IN
SOLVING TWO-STEPS
WORD PROBLEMS
INVOLVING ADDITION
AND SUBTRACTION.
problem?
problem?
What operations are
to be used?
Transforming the
word problem into Number
Sentence
Solve for the Final
Answer
I. Evaluating Learning Give a copy for each pupil.

1. During the Nutrition
Month Celebration, 198
parents and 32 teachers
attended. If
there were 67 males, how
many females attended
the celebration?
problem?
_______________________
What facts are given?
_______________________
2. Albert and Jomar
gathered okra from their
vegetable garden. Albert
gathered 25 okra while
Jomar gathered 18 okra.
Their father gave 12 okra
to their neighbor. How
many okra were left?
problem?
_______________________
_______________________
3. There are 86 marbles
in a box. Of these, 19
are blue, 27 are
yellow, and 26 are
red. The rest of the
marbles are green.
How many green
balls are in the box?
What is asked
in the problem?
_________________
_________________
_____________________
____________________
J. Additional Activities for
evaluation
V. Remarks
VI. Reflection
A. No. of learners who

earned 80% in the
evaluation
B. No. of learners who
require remediation
C. Did the remedial lessons
work? No. of learners who
have caught up with the
lesson?
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well?
F. What difficulties did I
encounter which my
principal/supervisor can help
me solve?
G. What innovation or
localized materials did I
use/discover which I wish to
share with other teachers?

Week 6, Day 1

I. OBJECTIVE:
Illustrates multiplication as repeated addition using
32.1 groups of equal quantities
32.2 arrays
32.3 counting by multiples
32.4 equal jumps on the number line M2NS-IIf-38
II. CONTENT:
Illustrating Multiplication as Repeated Addition using Counting by Multiples
Value Integration: Being industrious
A. References
3. Textbook pages
B. Other Learning Resources: PPT, Flash cards, Counters, charts
IV. PROCEDURE
A. Reviewing Drill: Addition facts in flash cards. Learners will take
new lesson or a. 8 + 8 b. 5 + 6 c. 7 + 8 turns in answering
presenting the d. 4 + 9 e. 3 + 9 f. 6 + 6 the addition facts.
new lesson
Review: They will answer
Ashley cut 227 stars for her project. Aldo the questions orally
cut 168 stars. How many stars are there
in all? Expected answer
-the total number of
-What is asked? stars
-What are given? -227,168
-What is the word clue? -in all
-What is the number sentence? -(227+168 = N)
-What is the complete answer? -395 stars
B. Establishing Do you have gardens at home? Learners give

Purpose for the What are the plants in your garden? varied answers
lesson If you have two rows of 8 pechays, how
many pechays do you have? What will
we do to find the answer?
Valuing
In what way gardening helps us?
What can we get from our gardens?
C. Presenting Posing the problem

examples/ Kent planted pechay in his
instances of new garden. If there are two rows of
lesson pechay plant with 10 plants in it. How
many pechay plants are there in all?
Say:
Let us illustrate our problem.
Teacher illustrates 2 rows of 10 pechay

plants on the board.
Ask:
How many rows of pechay did Kent The learners will
plant? listen and answer
How many pechay plants are there in the questions and
each row? participate with the
Is there the same number of pechay discussion and
plant in each row? practical work
How many pechay plants are there in all? activities.
Let the pupils count by sets or multiples

of 10. Let somebody to show the
repeated addition on the board.
10 + 10 = 20
Tell the pupils that repeated addition can
be expressed in shorter way through
multiplication.
Multiplication sentence: 2 x 10 = 20
Other examples:
Provide pupils with rubber bands. Let
them make 4 sets of 5 rubber bands.
Let them give the repeated addition and
multiplication sentence.
Repeated addition:
5 + 5 + 5 + 5 = 40
Multiplication sentence:
4 x 5 = 40
D. Discussing Group the pupils into 4. The learners will

new concepts Let them write the repeated addition and answer the activity
and practicing the multiplication sentence. Let the by group and the
new skills #1 leader report their answer. leaders of the
group will report
1. the answers.
addition sentence: __________

(2+2+2+2+2+2+2+2)
multiplication sentence: _______
. (8x2)
Addition sentence: ________

. (3+3+3+3)
multiplication sentence: _____
. (4x3)
E. Discussing Group the learners into 4 groups and The learners will
new concepts answer the activity sheets given to them. cooperate with their
and co-members in
practicing new Match the addition sentence to its answering the
skills #2 corresponding multiplication sentence. given activity.
A B.
a. 5 x 4 a. 7 + 7 + 7
b. 7 x 3 b. 5 + 5 + 5 + 5
c. 10 x 2 c. 8 + 8 + 8 + 8 + 8
d. 2 x 1 d. 10 + 10
e. 8 x 5 e. 2
.
F. Developing Have the learners answer the following; The learners will
to Formative Ihatag ang pagpilo-pilo nga pahayag individually.
Assessment 3) niining pagdugang nga pahayag.
a. 5 + 5 + 5 Expected answer
b. 3 + 3 + 3 + 3 + 3 + 3
c. 1 + 1 + 1 + 1 + 1
d. 9 + 9 + 9
e. 10 + 10 + 10 + 10
G. Finding Group work 2-3 representatives

practical Provide pupils the opportunity to come in of each group will
application of front and group objects by sets. Then do the activity and
concepts and give the repeated addition and show their answers
skills in daily multiplication sentence. on the board
living
I. Make 4 sets of 2 circles
Repeated addition: __________
Multiplication sentence: __________
II. Make 1 set of 5 circles

Repeated addition: ___________
Multiplication sentence: ________
III. Make 2 sets of 3 hearts

H. Making Ask: Learners will give

generalizations What did we do with the sets having the varied answers but
and same number of elements? correct answers will
abstractions How do we get the total number of be repeated by the
about the lesson objects? class
How do we express repeated addition in
shorter way?
I. Evaluating Let the learners do the activity. The learners will

learning answer the test in
Sa inyong papel, idibuho ang hut-ong sa their notebooks.
mga butang ug isulat ang pabalik-balik
nga pagdugang ug ang pagpilo-pilo nga
pahayag.
1. 5 ka hut-ong sa tag duha ka baso

Expected answers
Pagdugang nga pahayag___________ 1) 2+2+2+2+2

Pagpilopilo nga pahayag ______ 5x2
2. 4 ka hut-ong sa tag duha ka bola
Pagdugang nga pahayag___________ 2) 2+2+2+2

3. 2 ka hut-ong sa tag- duha ka buwak
Pagdugang nga pahayag___________ 3) 2+2

4. 3 ka hut-ong sa tag 4 ka dahon
Pagdugang nga pahayag___________ 4) 4+4+4

5. 6 ka hut-ong sa tag duha ka lapis
Pagdugang nga pahayag___________ 5) 2+2+2+2+2+2

J. Additional Let the learners do the following. The learners will

activities for draw what is asked
application or Idibuho ang mga hut-ong sa mga butang and give the
remediation ug isulat ang pabalik-balik nga addition and
pagdugang ug ang pagpilo-pilo nga multiplication
pahayag. Isulat ang insaktong sumada sentence.
ug abot.
1. 6 ka hut-ong sa tag 4 ka saging Expected answers
2. 2 ka hut-ong sa tag 9 ka bayabas 1) 4+4+4+4+4+4
3. 3 ka hut-ong sa tag 5 ka kapayas 6x4
2) 9+9
2x9
3) 5+5+5
3x5
IV. Remarks
V. Reflection
remediation
these work?

Week 6, Day 2

I. OBJECTIVE:
32.2 arrays
II. CONTENT:
Illustrating Multiplication as Repeated Addition using Groups of Equal Quantities
A. References
3. Textbook pages
IV. PROCEDURE
new lesson
Review: They will answer
Ihatag ang pagpilo-pilo nga pahayag the questions
a. 1 + 1 + 1 + 1 orally
b. 9 + 9 + 9
c. 4 + 4 Expected answer
d. 7 + 7 + 7 + 7 + 7 a. 4 x 1
e. 6 + 6 + 6 + 6 b. 9 x 3
c. 4 x 2
d. 7 x 5
e. 6 x 4
B. Establishing Ask: Learners give

Purpose for the How many scrubd do you have at home? varied answers
lesson Supposed you have 2 scrubs in the
cabinet and another 2 scrubs under the
sink, how many scrubs are there in all?
Valuing:
Do you help your mothers?
What are your chores at home?
examples/ AJ arranged his toy cars in the
instances of new cabinet. He placed 3 toy cars in the
lesson first shelf, another 3 in the second
shelf and the last three in the third
shelf. How many toy cars are there in
all?
Say:
Teacher illustrates 3 sets of 3 toy cars on

the board.
The learners will
Ask: listen and answer
How many sets of toy cars do AJ has? the questions and
How many toy cars are there in each set? participate with the
How many toy cars are there in all? discussion and
practical work
Let the pupils count by sets or multiples of activities.
3. Let somebody to show the repeated
addition on the board.
3+3+3=9
multiplication.
Other examples:
Use counters to explain the topic further.
Group the objects in ways that learners
will thoroughly understand the topic.

and practicing Let them write the multiplication sentence by group and the
new skills #1 based on the illustration given. Point a leaders of the
leader to report their answer. group will report
their answers.
1.
E. Discussing Have the learners match the letter of the The learners will
new concepts sets that shows the correct illustration of cooperate with
and the given addition and multiplication their co-members
practicing new sentence. in answering the
skills #2 given activity.
A B.
a. 3x2 a.
2+2+2
b. 6x2
2+2+2+2+2+2
c. 9x2
2+2+2+2+2+2+2+2+2 b.
.
c.
Let the leaders explain their answers
F. Developing Have the learners answer the following; The learners will
to Formative Itangkod ang lumbay A ngadto sa lumbay individually.
Assessment 3) B.
A B Expected answer
a. B
b. E
c. A
d. C
e. D
G. Finding Run and write me game: The learners will

practical Group the class according to gender. participate in the
application of Show illustrations and have a contest on game.
concepts and writing the multiplication sentence for the
skills in daily illustration shown.
living The group with more number of correct
answers win.

generalizations How do we get the total number of varied answers but
and objects? correct answers
abstractions How do we express repeated addition in will be repeated by
about the lesson shorter way? the class

Ihatag ang pagpilo-pilo nga pahayag niini their notebooks.
nga mga hulagway.
1.
2. Expected answers
1. 4 x 3
3. 2. 2 x 2
3. 3 x 2
4. 11 x 1
4. 5. 2 x 4
5.
J. Additional Let the learners draw an illustration with The learners will
activities for same object in their chosen number of draw and do what
application or sets in an issued strip of cartolina. is asked.
remediation
Let them exchange their work and have
their classmate give the multiplication
sentence of their illustration.
IV. Remarks
V. Reflection
remediation
these work?

Week 6, Day 3

I. OBJECTIVE:
32.2 arrays
II. CONTENT:
Illustrating Multiplication as Repeated Addition, Arrays and Equal Jumps on the
Number Line
Value Integration: Being enthusiastic
A. References
3. Textbook pages
B. Other Learning Resources: PPT lesson, sets of numerical cards from 0 to
9, multiplication cards, concrete objects like stones, available counters
IV. PROCEDURE
Teacher’s Activity Learner’s
Activity
A. Reviewing Drill Using show me board
new lesson or Write the answers on your show me board, First to write and
presenting the as I flash the addition sentence. show activity with
new lesson a. 1+ 1 + 1 + 1= (4) the guidance of
b. 2 + 2 + 2= (6) the teacher.
c. 4 + 4= (8)
d. 3 + 3 + 3 = (9)
e. 2 + 2 + 2 + 2+ 2 = (10)
f. 5 + 5 + 5 + 5 = (20)
g. 6 + 6 + 6 = (18)
B. Ask: Learners will

Establishing Have you seen a kangaroo? describe a
Purpose for the How does it move? kangaroo.
lesson Do you like the way it hops?
C. Presenting Now let’s see how a
examples/ kangaroo hops. One pupil will
instances of show how a
new lesson kangaroo moves
by using a toy
kangaroo.
0 1 2 3 4 5 6 7 8 9 10 11 12 13
What can you see on the illustration? Learners will

How many hops were made by the answer the
kangaroo? questions
How many spaces are there in each hop? describing the
If the kangaroo makes 4 hops and there are illustration shown.
3 spaces in each hop, how many are there
in all?
What is the addition sentence for this?
What number is added repeatedly?
How many times did you add 3?
So, 3+ 3+3+3 =12 Can be written as 4 x 3 =
12
Provide other examples:
D. Discussing Group Activities The learners

new concepts Group the class into 2 choose a leader. headed by their
and practicing Write the repeated addition and leaders will do the
new skills #1 multiplication sentence. group activity
Group I
0 1 2 3 4 5 6 7
Learners will
Addition sentence:_______________ discuss the
Multiplication sentence: ___________ answers for each
item with the
teacher.
Group 2
Learners will say

0 2 4 6 8 10 12 14 16 1 8 20 this in chorus
Addition sentence:_______________ (Multiplication is a

Multiplication sentence: ___________ short way of
adding same
number.)
How many jumps are there in the number
line in group 1? In group 2?
How many spaces in each jump in group 1?
in group 2?
How is multiplication related to addition?
How do we show multiplication of whole
number as repeated addition?
E. Discussing Show several number lines, The learners will
new concepts Let the class give the addition and give the addition
and multiplication sentences. Check and discuss and multiplication
practicing new the answers given sentences as
skills #2 number line is
shown.
F. Developing Let the learners do what is asked in the

mastery (leads activity. The learners will
to Formative draw number
Assessment 3) Idibuho ang pabalik-balik nga pagdugang ug lines according to
ang pagpilo-pilo nga pahayag pinaagi sa the given addition
linyang numero. and multiplication
1. Pabalik-balik nga pagdugang : 1+1+1+1 sentences.
Pagpilo-pilo nga pahayag : 4x1
2. Pabalik-balik nga pagdugang: 3+3+3+3
3. Pabalik-balik nga pagdugang: 2+2+2+2

Pagpilo-pilo nga pahayag: 4x2
4. Pabalik-balik nga pagdugang:

3+3+3+3+3

1+1+1+1+1
G. Finding Divide the class by columns. Flash a The learners will

practical multiplication card. do the game
application The first representative from each column activity with the
ofconcepts and will solve the multiplication exercises using guidance of the
skills in daily sets of objects; the second using repeated teacher.
living addition and the third using a number line.
Repeat the process with another
multiplication exercises until the time is up.
The column of pupil with the most number of
correct answers wins.
Example: 4 x 2 = _____
1st pupil  =8
2nd pupil  2 + 2 + 2 + 2 =8
H. Making Ask: Learners shall

generalizations How is multiplication related to addition? derive to this
and How do we show multiplication of whole concept
abstractions number as repeated addition? (Multiplication is a
about the short way of
lesson adding same
number.)
I. Evaluating Let the learners do the written activity.

learning The learners will
Itangkod ang insaktong dibuho sa linyang answer the
numero. written activity in
their notebooks
a.5 x1
1+1+1+1+1
b. 3x6
6+6+6
c. 4x4
4+4+4+4
d. 5x3
3+3+3+3+3
e. 3x5
5+5+5+5+5
J. Additional Let the learners do the following activity. The concerned

activities for learners will
application or Himoan ug linyang numero ang gisulat nga answer the
remediation mga pilo-pilong pahayag ug isulat ang activity
pabalik-balik nga pagdugang. individually
1.) 4 x 4
Pabalik-balik nga pagdugang:_________
2.) 5 x 2
3.) 4 x 5
4.) 5 x 3
5.) 3 x 8
IV. Remarks
V. Reflection
remediation
these work?
School Grade and Section

Teacher Subject
Day and Time Rating Period
I. OBJECTIVE:
Writes a related equation for each type of multiplication: repeated addition, array,
counting by multiples, and equal jumps on the number line. M2NS-IIf-39
II. CONTENT:
Illustrating Multiplication as Repeated Addition, Counting by Muliples
A. References
3. Textbook pages
IV. PROCEDURE
new lesson
Review They will answer
Ashley cut 227 stars for her project. Aldo the questions
cut 168 stars. How many stars are there orally
in all?
Expected answer
-What is asked? -the total number
-What are given? of stars
-What is the word clue? -227,168
-What is the number sentence? -in all
-What is the complete answer? -(227+168 = N)
-395 stars
B. Establishing Do you have gardens at home? Learners give

Purpose for the What are the plants in your garden? varied answers
lesson If you have two rows of 8 pechays, how
many pechays do you have? What will we
do to find the answer?
Valuing
In what way gardening helps us?
What can we get from our gardens?

examples/ Kent planted pechay in his
instances of new garden. If there are two rows of
lesson pechay plant with 10 plants in it, how
many pechay plantst are there in all?
Say:
Teacher illustrates 2 rows of 10 pechay

plants on the board.
Ask:
How many rows of pechay did Kent The learners will
plant? listen and answer
How many pechay plants are there in the questions and
each row? participate with the
Is there the same number of pechay plant discussion and
in each row? practical work
How many pechay plants are there in all? activities.
Let the pupils count by sets or multiples of
10. Let somebody to show the repeated
addition on the board.
10 + 10 = 20
multiplication.
Other examples:
Provide pupils with rubber bands. Let
them make 4 sets of 5 rubber bands.
Let them give the repeated addition and
Repeated addition:
5 + 5 + 5 + 5 = 40
Multiplication sentence:
4 x 5 = 40

new concepts Let them write the repeated addition and answer the activity
and practicing the multiplication sentence. Let the leader by group and the
new skills #1 report their answer. leaders of the
group will report
1. the answers.
addition sentence: __________

(2+2+2+2+2+2+2+2)
multiplication sentence: _______
. (8x2)
Addition sentence: ________

. (3+3+3+3)
multiplication sentence: _____
. (4x3)
E. Discussing Have the learners match the letter of the The learners will
new concepts sets that shows the correct illustration of cooperate with
and the given addition and multiplication their co-members
practicing new sentence. in answering the
skills #2 A B. given activity.
a. 3x2 a.
2+2+2
b. 6x2
2+2+2+2+2+2
c. 9x2
2+2+2+2+2+2+2+2+2 b.
.
c.
Let the leaders explain their answers
F. Developing Have the learners answer the following. The learners will
to Formative Itangkod ang lumbay A ngadto sa lumbay individually.
Assessment 3) B.
A B
a. 2+2+2 A,
3x2
b. 2+2+2+2 B,
4x2
c. 5 C,
1x5
d. 3 D,
1x3
e. 3+3 E,
2x3
G. Finding Group work 2-3

practical Provide pupils the opportunity to come in representatives of
application of front and group objects by sets. Then give each group will do
concepts and the repeated addition and multiplication the activity and
skills in daily sentence. show their
living answers on the
I. Make 4 sets of 2 circles board
Repeated addition: __________
II. Make 1 set of 5 circles

Multiplication sentence: ________
III. Make 2 sets of 3 hearts


generalizations What did we do with the sets having the varied answers but
and same number of elements? correct answers
abstractions How do we get the total number of will be repeated by
about the lesson objects? How do we express repeated the class
addition in shorter way?

Sa inyong papel, idibuho ang hut-ong sa their notebooks.
mga butang ug isulat ang pabalik-balik
nga pagdugang ug ang pagpilo-pilo nga
pahayag.
1. 5 ka hut-ong sa tag duha ka baso

Expected answers
Pagdugang nga pahayag___________ 1) 2+2+2+2+2

2. 4 ka hut-ong sa tag duha ka bola
Pagdugang nga pahayag___________ 2) 2+2+2+2

3. 2 ka hut-ong sa tag- duha ka buwak
Pagdugang nga pahayag___________ 3) 2+2

4. 3 ka hut-ong sa tag 4 ka dahon
Pagdugang nga pahayag___________ 4) 4+4+4

5. 6 ka hut-ong sa tag duha ka lapis
Pagdugang nga pahayag___________ 5) 2+2+2+2+2+2

J. Additional Let the learners do the following. The learners will

activities for draw what is asked
application or Idibuho ang mga hut-ong sa mga butang and give the
remediation ug isulat ang pabalik-balik nga addition and
pagdugang ug ang pagpilo-pilo nga multiplication
pahayag. Isulat ang insaktong sumada ug sentence.
abot.
1. 6 ka hut-ong sa tag 4 ka saging Expected answers
2. 2 ka hut-ong sa tag 9 ka bayabas 1) 4+4+4+4+4+4
3. 3 ka hut-ong sa tag 5 ka kapayas 6x4
2) 9+9
2x9
3) 5+5+5
3x5
IV. Remarks
V. Reflection
remediation
these work?
School Grade and Section

Teacher Subject
Day and Time Rating Period
I. OBJECTIVE:
Writes a related equation for each type of multiplication: repeated addition, array,
counting by multiples, and equal jumps on the number line.M2NS-IIf-39
II. CONTENT:
Illustrating Multiplication as Repeated Addition Arrays and Equal Jumps on the
Number Line
Value Integration: Being enthusiastic
A. References
3. Textbook pages
B. Other Learning Resources: PPT lesson, sets of numerical cards from 0 to
9, multiplication cards, concrete objects like stones, available counters
IV. PROCEDURE
Teacher’s Activity Learner’s
Activity
A. Reviewing Drill Using show me board
new lesson or Write the answers on your show me board, First to write and
presenting the as I flash the addition sentence. show activity with
new lesson a. 1+ 1 + 1 + 1= (4) the guidance of
b. 2 + 2 + 2= (6) the teacher.
c. 4 + 4= (8)
d. 3 + 3 + 3 = (9)
e. 2 + 2 + 2 + 2+ 2 = (10)
f. 5 + 5 + 5 + 5 = (20)
g. 6 + 6 + 6 = (18)
B. Establishing Ask: Learners will

Purpose for the Have you seen a kangaroo? describe a
lesson How does it move? kangaroo.
Do you like the way it hops?
C. Presenting Now let’s see how a kangaroo hops.
examples/ One pupil will
instances of show how a
new lesson kangaroo moves
by using a toy
0 1 2 3 4 5 6 7 8 9 10 11 12 13 kangaroo.
What can you see on the illustration?

How many hops were made by the Learners will
kangaroo? answer the
How many spaces are there in each hop? questions
If the kangaroo makes 4 hops and there are describing the
3 spaces in each hop, how many are there illustration shown.
in all?
What is the addition sentence for this?
What number is added repeatedly?
How many times did you add 3?
So, 3+ 3+3+3 =12 Can be written as 4 x 3 =
12
Provide other example:
D. Discussing Group Activities The learners

new concepts Group the class into 2 choose a leader. headed by their
and practicing Write the repeated addition and leaders will do the
new skills #1 multiplication sentence. group activity
Group I
0 1 2 3 4 5 6 7
Learners will
Addition sentence:_______________ discuss the
Multiplication sentence: ___________ answers for each
item with the
teacher.
Group 2
Learners will say

0 2 4 6 8 10 12 14 16 1 8 20 this in chorus
Addition sentence:_______________ (Multiplication is a

Multiplication sentence: ___________ short way of
adding same
number.)
How many jumps are there in the number
line in group 1? In group 2?
How many spaces in each jump in group 1?
in group 2?
How is multiplication related to addition?
How do we show multiplication of whole
number as repeated addition?
E. Discussing Show several number lines, The learners will
new concepts Let the class give the addition and give the addition
and multiplication sentences. Check and discuss and multiplication
practicing new the answers given sentences as
skills #2 number line is
shown.
F. Developing Let the learners do what is asked in the

mastery (leads activity. The learners will
to Formative draw number lines
Assessment 3) Idibuho ang pabalik-balik nga pagdugang according to the
ug ang pagpilo-pilo nga pahayag pinaagi sa given addition and
linyang numero. multiplication
1. Pabalik-balik nga pagdugang : sentences.
1+1+1+1

3+3+3+3

2+2+2+2
3+3+3+3+3

1+1+1+1+1
G. Finding Divide the class by columns. Flash a The learners will

practical multiplication card. do the game
application The first representative from each column activity with the
ofconcepts and will solve the multiplication exercises using guidance of the
skills in daily sets of objects; the second using repeated teacher.
living addition and the third using a number line.
Repeat the process with another
multiplication exercises until the time is up.
The column of pupils with the most number
of correct answers wins.
Example: 4 x 2 = _____
1st pupil  =8
2nd pupil  2 + 2 + 2 + 2 =8
H. Making Ask: Learners shall

generalizations How is multiplication related to addition? derive to this
and How do we show multiplication of whole concept
abstractions number as repeated addition? (Multiplication is a
about the short way of
lesson adding same
number.)
I. Evaluating Let the learners do the written activity.

learning The learners will
Itangkod ang insaktong dibuho sa linyang answer the written
numero. activity in their
notebooks
a.5 x1
1+1+1+1+1
b. 3x6
6+6+6
c. 4x4
4+4+4+4
d. 5x3
3+3+3+3+3
e. 3x5
5+5+5+5+5
J. Additional Let the learners do the following activity. The concerned

activities for learners will
application or Himoan ug linyang numero ang gisulat nga answer the activity
remediation mga pilo-pilong pahayag ug isulat ang individually
pabalik-balik nga pagdugang.
1.) 4 x 4
2.) 5 x 2
3.) 4 x 5
4.) 5 x 3
5.) 3 x 8
IV. Remarks
V. Reflection
remediation
these work?
School: Grade Level: II
Teacher: Learning Area: Mathematics
Teaching Dates and Time: Quarter: Second
I. OBJECTIVES
A. Content Standards: The learner demonstrates understanding of
subtraction and multiplication of whole numbers up to
B. Performance Standard: The learner is able to apply subtraction and
multiplication of whole numbers up to 1000 including
money in mathematical problems and self-life
situations.
C. Learning Competencies: Illustrates the property of multiplication that any
number multiplied by one (1) is the same number.
M2NS-IIg-40.1
Learning Objectives:
1. Illustrate the property of multiplication that any
2. Write the multiplication sentence showing that any
3. Participate actively in class activities.
II. CONTENT: Illustrating the Property of Multiplication that any Number Multiplied by
1 is the same number
A. References
1. Teacher’s Guide Pages: 165-168
2. Learner’s Material: Mathematics Kagamitan ng Mag-aaral
Sinugbuanong Binisaya pp. 129-131
3. Textbook Pages: 129-131
4. Additional Materials: Real Objects, Activity Sheets, Illustration
Boards, Flash Cards
IV. PROCEDURES:
Teacher’s Activity Pupil’s Activity
A. Preparatory Activities
1. Singing of Action Songs (Pupils sing action

(Ask the pupils to stand and let them songs)
sing any action songs)
2. Drill
(Group the pupils in 4 groups and give each group (Pupils will be
an illustration board) grouped by 5’s)
Say… I have here flash cards, as I flash the
cards you are going to answer me by writing your answer
in the illustration board, when I say “times up” you’re going
to show me your answers.1 correct answer is equivalent
to 1 point. The group that has the highest points will be the
winner.
(Each member will take turn in writing their
(Pupils will answer by
answers in the illustration board.)
group)
Teacher flashes the cards such as;
2x2= ___ 2x3= ___ 3x3= ___
1x3= ___ 5x2= ___ 4x3= ___
3x3= ___ 2x1= ___ 6x2= ___
(Teacher may add more to give each member a change
to participate)
3. Review
Write a pair of factors for the following products.
( Teacher will call some pupils to write their answers
on the board)
(6,2) (3,4)(12,1)
1. 12= _____x____ (5,2)(10,1)
2. 10= ____ x ____ (4,2) 1,8)
3. 8= ____x ____ (7,2) (14,1)
4. 14= ___ x_____ (5,3) (15,1)
5. 15= ___ x ____
4. Motivation
(Teacher will show 3 glasses on the table)
Ask: What can you see on the table?

Glasses
How many glasses are there? 3 glasses
How many groups of glasses are there? 3 groups of glasses
In each group, how many glasses are there? 1 glass in each group
Very good!
B. Presenting the Lesson

( Draw 3 sets of glasses on the board)
Say: Let’s find out how many glasses are there through
multiplication process.
Ask:
How many group of glasses?
3
How many glasses in each group?
1
So, there are 3 groups of 1 glass
We write it as : 3x1=3 .This is the multiplication (pupils listen)
sentence.
( teacher presents another drawing/illustration)
Ask: How many groups/sets of fish are there?

4 groups of fishes
How many fish are there in each group/set?
1 fish in each
How are we going to write the multiplication group/set
sentence? (Call some pupil to write the answer on the
board)
Very well done! 4x1=4
C. Performing an Activity
Group Activities
(Use same group during the drill. Let them choose a
leader to report after they post their work on the board)
Give each group an activity like shown below. Let
them show the multiplication sentence of each illustration.
5x1=5
4x1=4
5x1=5
8x1=8
7x1=7
D. Processing the Result of the Activity
Let each group explain their answers
Ask: How many groups of balls are there in the first
number?
How many ball are there in each group? 5 groups
What shall we write first?
What symbol will follow? 1 ball
Number of
What follows next?
groups/sets
What is the number sentence? X
So, What is the product if one (1) is multiplied Number in each
to a given number? group/set
(Ask the same questions in the next numbers.) 5x1=5
The same number
E. Reinforcing the Concepts and Skills
Let the pupils do the following.(Buluhaton 1 p 129
in LM)
Write the missing number.
1. 5x__ = 5 4. __ x 1= 8
2. __ x 6= 6 5. 1 x __ = 7 1. 1 4. 8
3. __ x 3 =3 2. 1 5. 7
3. 1
F. Summarizing the Lesson
What is the product if one (1) is multiplied to a given
number?
The same number
G. Applying to new and other Situations
(Use the same group)
Distribute an activity sheet to each group.
Group 1 Group 2
Group 3 Group 4
Valuing:
Ask: Which group finished first? How did you finish
your work quickly?
Why is it important to participate during class
activities?
To make each one’s
work easy
H. Evaluating Learning To finish work easily
Let the pupils do Buluhaton 2 in LM p. 130
A. Write the Product
1. 7 6.21
2. 17 7. 7
3. 8 8. 1
4. 22 9. 1
5. 15 10. 25
I. Home Activity
Write the missing number to complete the number
sentence.
1. 9 x 1= __ 6. 14 x 1 = __
1.9 6. 14
2. __ x 14 = __ 7. __x 20 = __
2. 1 7. 1
3. 1 x 16 = __ 8. 15 x __ = __ 3. 16 8. 1
4. 11 x __ = 11 9. 32 x 1 = __ 4. 1 9 32
5. 18 x -- = 18 10. 40 x __ = 40 5. 1 10. 1
V. REMARKS:
VI. REFLECTION:
A. No. of learners who earned 80% in the evaluation _______
B. No. of learners who require additional activities ________
C. Did the remedial lessons work? No. of learners who have caught up with the
lesson?_________
D. No. of learners who continue to require remediation____________
_______________________________________
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?
__________________________________________________________________
____

I. OBJECTIVES
A. Content Standards: The learner demonstrates understanding of subtraction
and multiplication of whole numbers up to 1000 including money.
multiplication of whole numbers up to 1000 including money in
mathematical problems and self-life situations.
C. Learning Competencies: Illustrates the property of multiplication that zero
Multiplied by any number is zero. M2NS-IIg40.2
1. Illustrate the property of multiplication that zero
multiplied by any number is zero.
2. Write the multiplication sentence showing that zero (0) multiplied
by any number is zero.
3. Participate actively during group activities.
II. CONTENT: Illustrating the Property of Multiplication that Zero Multiplied by Any
Number is Zero
A. References
2. Learner’s Material Mathematics Kagamitan ng Mag-aaral
4. Additional Materials: real objects, flash cards, empty boxes, activity
sheets, Manila paper
IV. PROCEDURES:
Teacher’s Activity Pupil’s activity
1. Singing of Action Songs
(Ask the pupils to stand and let them (Pupils sing action
sing any action songs) songs)
2. Drill
(Group the pupils in 5 groups call 1 representative
in each group to answer the question. The first to answer
correctly will be given points. The group with the highest (Pupils will be
points will be the winner) grouped by 5’s)
Let the 5 representatives stand, give each of
them a chalk.
Say: As I flash the card, write the missing factor on the

Board. . Call another repetitive for the next question (group representative
until all the members able to answer. will stand)
(To be written in the flash cards)

1. 12= ___ x 12 1
2. 18= 6 x ___ 3
4
3. 20= 5 x ___
2
4. 24= ___ x 12 3
5. 15 = __ x 5 2
6. 6= __ x 3
(Teacher may add more to give all the members a chance
to answer.)
3. Review
( Call some pupils to answer on the board.)
Multiply the following.
1. 16 x 1=___ 16
2. 1 x 20 = ___ 20
3. 10 x 1=____ 10
4.1 x 15 = ___ 15
20
5. 20 x 1 = ___
4. Motivation
(Show them an empty box)
Ask: What is this class?

Do you see anything in it?
Why? A box
No
Because it is empty
( Teacher shows 3 empty boxes)
Ask: Do you see anything in each box? Why?

What number means nothing? No, because there is
How many boxes are there? nothing inside
3 boxes
How are we going to write the multiplication
0
sentence? 0x3
What number do we multiply by 3?
When we multiply 0 by a number, what is the 0
product?
What if we change the order of the factors ( 3x0), 0
What is the product?
0
(Teacher will give more examples)
What is the product of 0 x 5? 0
How about 5 x 0? 0
Do they have the same product? Why? Yes, because the
What do you notice of the product if one of the factor is zero
factors is 0?
The product is 0
Group Activities
(The teacher may use the same group.)
Distribute activity sheets to each group. ( Pupils will work in
group)
A. Write the multiplication sentence for each set using 0
as a multiplicand or multiplier then give the answer.
1.
___ x __ = ___ 3 x 0= 0
2. ___ x ___ = ___ 5x0=0
3. ___ x ___ = ___

4x0=0
4. ___ x ___ = ___ 7 x 0= 0
B. Illustrate the following then write the multiplication

sentence.
1. 6 sets of empty boxes 6 x 0= 0
2. 5 sets of empty cans
5 x 0=0
3. 3 sets of empty glasses
3x0=0
(Post their work on the board)
Ask: Is there anything inside each object?
What number do we write to means nothing? No
0
Can we multiply a number of objects by 0? Or 0
by a number of objects? Yes, we can

Let the pupils do the following.(Buluhaton 1 p 132
in LM)
Write the product.
1. 0 6. 0
2. 0 7. 0
3. 0 8. 0
4. 0 9. 0
5. 0 10. 0

What is the product if zero (0) is multiplied by a given
number and vice versa?
0
(Use the same group)
(Let the pupils work in group)
Illustrate the following then write the multiplication

sentence.
a. 3 sets of empty boxes
b.6 sets of empty glasses 3x0=0
c. 2 sets of empty cans 6x0=0
H. Evaluating Learning
Let the pupils do the following( Buluhaton 2 in LM p. 2 x0=0
132 )
Write the missing number to complete the multiplication
sentence.
1. 0 6. 0
2. 0 7. 0
3. 0 8. 0
4. 0 9. 0
I. Home Activity 5. 0 10.0
Write the missing number.
1. 5 x __= 0
2. 16 x 0 = __
3. 0 x 9 = __ 1. 0
4. 27 x 0 = __ 2. 0
5. 8 x __ = 0 3. 0
4. 0
5. 0
V. REMARKS:
VI. REFLECTION:
lesson?_________
_______________________________________
Why did these work?
___________________________________________________________
__________________________________________________________________
_________
solve?_________
__________________________________________________________________
_________
__________________________________________________________________
____
Teaching Dates and Time: Quarter:Second
I. OBJECTIVES
situations.
C. Learning Competencies: Illustrates the commutative property of
multiplication. M2NS-IIg-40.3
1. Illustrate the commutative property of multiplication in
multiplying numbers.
2. Write the commutative property of multiplication.
3. Help one another in accomplishing group task.
II. CONTENT: Illustrating the Commutative Property of Multiplication in Multiplying

Numbers
A. References
4. Additional Materials: show me board, manila paper with illustrations,
piece of paper in rectangular shape
IV. PROCEDURES:
1. Drill
Guessing Game
(Group pupils in 5, give each group an illustration (Pupils grouped in 5)
board and a chalk)
Let them write their answers in the illustration
board. Teacher gives point to each correct answer.
1. What is the product of 4 and 6?
24
2. What number is twice the sum of 3 and 4?
14
3. Multiply 5 and 9. 45
4.Think of two numbers in which the product is 12 2 and 6, 3 and 4, 1
5.Think of two factors in which the product is 8. and 12
4 and 2, 1 and 8
2. Review
Say: Let us know if you still remember our last topic.
( Teacher call some pupils to answer on the board)
Write the missing number in the blanks.
1. 5 x __ = 0
0
2. 16 x 0 = __
0
3. 0 x 9 = __ 0
4. 27 x __ = 0 0
5. 8 x 0 = __ 0
4. Motivation
Game: Let’s Change Places
Pupils play the game
(group pupils in 5)
a. pupils get a partner
b. Each pair stands on tip toe on a rectangle, the size
of a yellow pad.
c. Partners change position when they hear the
teacher say “ Exchange Places.”
d. Pairs of partners who step out of the rectangle are
out of the game.
e. the pair who survives wins.

Present the following to the class.
A.
B.
Triangles
2 groups
4x2
Ask: What do you see?
How many groups of triangles are there? 2x4
How are we going to write the number sentence for
4 and 2
the first group?
2 and 4
How about the second group?
( teacher illustrate on the board that 4 x 2 is same It was changed
as 2 x 4.
What are the factors of the first group? 6
How about in second group? 6
What do you notice about the order of factors of the It is the same
Because it has the
two sets/groups of numbers?
same factors
What is the product of the first group? What
is the product of the second group?
What can you say about their product?
Why?
(Present another illustration)
A.
B.
5x2
2x5
Say: Who can write the multiplication sentence in

The first illustration?(Call some pupils)
How about the second illustration?
(ask the same questions as the first presentation)
C. Performing an Activity Pupils follow

Group Activities
Activity 1
Pair-Shared Activity
a. Write two multiplication sentences. Then change
1. 5 x 3
the order of the factors and give the product.
2. 6 x 2
b. Write the multiplication sentence. Write the 3. 4 x 7
answer on your show me board.
1. 2. 3.
v
6
Activity 2 (Use show me board)
1. 4 x 3 = 3 x 4 = 12
a. (teacher flash cards with multiplication sentence) 2. 5 x 2 = 2 x 5 =
Write the missing factor. 10
Example: 8 x 6= __ x 8 3. 6 x 3 = 3 x 6=
b. Give the missing number and find the product. 12
1. 4 x __ = 3 x __ = __
2. __ x 2 = __ x 5 = __
3. 6 x __ = 3 x __= __ a. 4 x 8 = 32
Activity 3 b. 3 x 12 = 36
c. 5 x 6 = 30
Change the order of factors and write the product. d. 7 x 3= 21
a. 8 x 4 e. 4 x 10=40
b. 12 x 3
c. 6 x 5
d. 3 x 7 change the factors
e. 10 x 4
the same
because it has the
same factors
Ask: In activity 1 a., what did you do with the
factors? The product does not
What have you found out in your answers? change
Why do you think the answers are the same? Commutative Property
So, what happen to the two products when we of Multiplication
change the order of the factors?
What do we call this property of multiplication?
(Teacher guides the pupils to come up with the
answer)
5x3
E. Reinforcing the Concepts and Skills 5 x4
Let the pupils do the following.(Buluhaton 1 p. 133 10 x 7
8 x5
6 x2
We change the order
of the factors, the
product will not
change.

How do we show the Commutative Property of
Multiplication?

(Group the pupils in 3)
Distribute the problem having different question for
the group to answer.
80 mangoes
40 mangoes
Dayday 5 x 8 =40
Justine 8 x 5 = 40
Help one another

Group 1: How many mangoes did Justine gather in all? Yes, because it will
Group 2: How many mangoes did Dayday gather in all? make the work easier
Group 3: Illustrate the multiplication sentence in and faster.
Commutative property and write the answer.
Valuing:
Ask: How did you able to finish the task that was
given to you?
Is it important to help one another especially in
group activities? Why?
1. 6 x 5 = 30
H. Evaluating Learning 2. 3 x 12 = 36
(Let the pupils do Buluhaton 2 in p 134 LM.) 3. 2 x 10 = 20
4. 9 x 1 =9
Copy and complete the number sentence. 5. 5 x 30 = 150
1. 4 x 7 = 28
2. 7 x 5 = 35
3. 6 x 4 = 24
I. Home Activity
4. 10 x 6 = 60
Complete the number sentence by changing the order 5. 9 x 5 = 45
of the factors and writing the product. (P. 134 LM)
V. REMARKS:
VI. REFLECTION:
lesson?_________
_______________________________________
Why did these work?
___________________________________________________________
__________________________________________________________________
_________
solve?_________
__________________________________________________________________
_________
__________________________________________________________________
____
I. OBJECTIVES
A. Content Standards:The learner demonstrates understanding of
situations.
C. Learning Competencies: Multiplies mentally 2,3,4,5 and 10 using
appropriate strategies. M2NS- IIi-42.1
1. Multiply mentally 2, 5 and 10.
2. Write the product of 2, 5 and 10
3. Cooperate in group work actively.
II. CONTENT: Multiplying Mentally and Filling up the Multiplication Tables of 2,5 and
10
A. References
2. Learner’s Material: Mathematics 2 Kagamitan ng Mag-aaral
Sinugbuanong
Binisaya pp. 135-136
4. Additional Materials: Real objects, counters, cut outs and charts of
Multiplication table by 2s, 5s and 10s
IV. PROCEDURES:
1. Drill
a. Let the pupils skip count by 2s, 5s and 10s. Pupils do the skip
b. Fill in the missing numbers. counting by 2s, 5s
1. 2,4,__,__, __, 12 and 10s.
2. __, 10,15,20,__,__ 6,8,10
3. 20,30,__,__,__,__ 5,25,30
4. 5,10,__,__,__,__ 40,50,60,70
5. 70,80,__,__,__,__ 15,20,25,30
90,100,110,120
2. Review
Complete the number sentences by changing the
order of the factors and writing the product.
(Call some volunteer pupils to answer on the board)
1. 4 x 7 = 28
2. 7 x 5 = 35
3. 6 x 4 = 24
4. 10 x 6 = 60
5. 9 x 5 = 45
4. Motivation
Ask some pupils to read the passage.
One Saturday morning, Peter was asked by his

mother to buy eggs in the store. When he returned
home, he arranged the eggs in the egg
compartment of the refrigerator.
Ask:
Buy eggs in the
What did Peter do one Saturday morning?
store
What did he do with the eggs? Arranged the eggs
How did he arrange the eggs? He arranged it in
the egg
B. Presenting the Lesson compartment.
Let us find out how Peter arranged the eggs.
( Show real eggs arranged as illustrated)
How many rows of eggs are there? 6 rows

How many eggs in a row? 2 eggs
Say:
To find out the total, we add 2+2+2+2+2+2=12
How many times 2 is added? 6 times
So, we say 6 times 2 equals 12
We write 6 x 2 = 12
What is 6 and 2? factors
How about 12? product
Note: We can write 6 x 2 in two ways such as;
6 x 2 = 12 or
6- multiplicand
x 2- multiplier
12-product (pupils listen)
(Teacher explains the parts of multiplication)
Present other examples
1. 5+5+5+5=20
4 x 5= 20
2. 10+10+10=30
3 x 10 = 30
Look at the Multiplication Table of 2

Say: Multiplying by two is similar to skip counting by 2s.
(Let them do the skip counting by 2s again while
pointing to products.)
2,4,6,8,10,12,14,1
6,18,20

Say: Multiplying by five is similar to skip counting by 5s. .
5,10,15,20,25,30,35
,40,45,50

Say: Multiplying by ten is similar to skip counting by 10s.
.
10,20,30,40,50,60,
70,80,90,100
Say: To multiply a number by 10, simply copy the number

and affix zero.
Group Activity
(Group pupils into 3. Give each group a piece of manila
paper pentel pen)
Activity 1(group1) – Make your own multiplication table of 2

0 x 2 = __ 6 x __ = __
1 x __ = __ 7 x __ = __
2 x __ = __ 8 x __ = __ 0 x 2=0 6x 2=12
3 x __ = __ 9 x __ = __ 1x 2 = 2 7x 2=14
4 x __ = __ 10x __ = __ 2 x 2= 4 8x 2=16
5 x __ = __ 3 x 2= 6 9x 2=18
4x 2 = 8 10x2= 20
Activity 2 ( Group2)– Make your own multiplication table of 5 5x2 =10
0 x 5 = 0 6 x 5 = __
1 x 5 = __ 7 x 5 = __
2 x __ = 10 8 x 5 = __ 0x5 = 0 6x5 = 30
3 x 5 = __ 9 x 5 = __ 1x5 = 5 7x5=35
4 x 5 = __ 10x 5 = __ 2x5 =10 8x5=40
5 x 5 = __ 3x5=15 9x5=45
4x5=20 10x5= 50
5x5= 25
Activity 3 (group 3) – Make your own multiplication table of
10
0 x 10 = __ 6 x 10 = __
1 x 10 = __ 7 x 10 = __ 0x10= 0 6x10=60
2 x 10 = __ 8 x 10 = __ 1x10=10 7x10=70
3 x 10 = __ 9 x 10 = __ 2x10=20 8x10=80
4 x 10 = __ 10x 10 = __
5 x 10 = __ 3x10=30 9x10=90
4x10=40 10x10=100
D. Processing the Result of the Activity 5x10=50
Say: For group 1, what multiplication table are you
Constructing?
What skip counting is similar to multiplying by Multiplication Table
2? of 2
For group 2, what multiplication table are you
Skip counting by 2
constructing?
What skip counting is similar to multiplying by
Multiplication Table
5? of 5
For group 3, What multiplication table are you Skip counting by 5
constructing?
What skip counting is similar to multiplying by Multiplication Table
10? of 10
Are you able to do you work properly?
How? Skip counting by 10
Is it important to cooperate? Why? Yes
Very Good! Each member
( Teacher may rate pupils performance by cooperate
yes, so that we can
using rubrics)
work harmoniously
and finish our work
E. Reinforcing the Concepts and Skills easily.
Write the product. (Buluhaton 1 p. 135 LM)
A. B. C.
1. 12 1. 20 1.30
2. 16 2. 25 2.50
3.10 3.10 3. 40
4.12 4. 15 4. 70
F. Summarizing the Lesson 5.18 5. 35 5. 80
Say: In constructing or filling up multiplication table
of 2, what skip counting shall be based?
In constructing or filling up multiplication table
of 5, What skip counting shall we based? Multiplication Table
of 2
of 10, What skip counting shall we based?
Multiplication Table
of 5
G. Applying to New and other Situations Multiplication Table
Fill in the blanks with the correct number. of 10
1. 2 x __ = 10 6. 5 x 6 = __
2. 2 x 8 = __ 7. 6 x 10= __
3. 5 x __ = 15 8. 8 X 10=__
4. 4 x __ = 20 9. 10 x 4 =__ 1. 5 6. 30
5. 5 x 10= __ 10. 5 x 9= __ 2. 16 7. 60
3. 3 8. 40
H. Evaluating Learning 4. 5 9. 40
Write the product in the blank.(Buluhaton 2 pp.135-136) 5. 50 10. 45
1. 4 6. 20
2. 70 7. 50
3.20 8. 90
4. 12 9. 25
5. 16 10. 30
I. Home Activity
Multiply and write the product .
1. 18
2. 20
3. 12
4. 35
5. 20
V. REMARKS:
VI. REFLECTION:
lesson?_________
_______________________________________
Why did these work?
___________________________________________________________
_________________________________________________________________
__________
solve?_________
_________________________________________________________________
__________
_________________________________________________________________
_____
Detailed Lesson Plan in mathematics 2
I. OBJECTIVES
situations.
1. Multiply mentally 3 and 4 using appropriate strategies.
2. Write the product of 3 and 4.
3. Value mother’s love
II. CONTENT: Multiplying and Filling up the Multiplication Tables of 3 and 4

A. References
IV. PROCEDURES:
1. Drill
a. Let the pupils skip count by 3 and 4. (Pupils do the skip
counting by 3 and and
2. Review 4.)
Complete the numbers in series.
a. 3,__,9, __,__,18,21
b. 10, __,__,__,50,60,70 6,12,15
c. 4, 8, 12, __,__,__ 20,30,40
16,20,24
3. Motivation
(Ask some pupils to read the passage loudly)
Mother’s hobby is collecting flowers. On her
birthday, she received 4 flower pots from her children as (pupils listen)
their birthday present to her. If each pot has 3 flowers,
how many flowers are there in all?
Ask: Collecting flowers
They gave mother
What was mother’s hobby?
flowers as present.
How did the children show their love and concern Thoughtful, kind
to their mother? (pupils responses
What kind of children are they? may vary)
Buy her gifts, give her
How about you? What will you do if it’s your birthday card, etc.
mother’s birthday?
( Accept pupils responses)
Just hug and kiss her
What if you don’t have money to buy gift or birthday
then wish her a happy
card? What will you do? birthday, make my
(Encourage the pupils to give their response) own birthday card
4 groups
Ask: How many groups of 3 are there? We will add (3+3+3+3) 3
repeatedly
To find out the total number of flowers, what
shall we do?
How do we change the repeated addition to
multiplication sentence? We multiply
4 threes equals 12
or 3 + 3 + 3 + 3 = 12
4 x 3 =12
Another example:
4 fours = 16
Or 4 + 4 + 4 + 4= 16
4 x 4 = 16
4
How many groups of 4s are there? We add 4 four times
How shall we find the total? We will count how
How will we change to multiplication sentence? many times 4 is added
Study the Multiplication Table of 3 below 4 x 4 =16
(Teacher presents the multiplication table of 3)
(Pupils look at the table

of 3)
Say: Multiplying a number by 3’s is similar to skip

counting by 3,s. (Pupils do the skip
Let us do the skip counting by 3’s again. (While counting by 3’s)
teacher is pointing to the products)
Study the Multiplication Table of 4 below

(pupils study the

multiplication table of
4)

counting by 4’s.
Let us do the skip counting by 4’s again. (While Pupils do the skip
teacher is pointing to the products) counting by 4 again
Group Activity
(Group pupils into 4. Give each group a piece of
manila paper pentel pen)
Group 1 and 2
Activity 1(group1 and 2) – Make your own multiplication
table of 3.
0 x 3 = __ 6 x __ = __ 0 x 3 =0 6 x 3 =18
1 x 3 = __ 7 x __ = __ 1 x 3 = 3 7x 3 = 21
2 x __ = __ 8 x __ = __ 2 x 3 = 6 8x 3 = 24
3 x __ = __ 9 x __ = __ 3 x 3 = 9 9x 3 = 27
4 x __ = __ 10x __ = __ 4 x 3 =1210x3 = 30
5 x __ = __ 5x 3 =15
Activity 2 ( Group 3 and 4)– Make your own multiplication

table of 4.
0 x __ = 0 6 x __ = __
1 x 4 = __ 7 x __ = __ 0 x 4=10 6 x 4= 24
2 x __ = 8 8 x __ = __ 1 x 4= 4 7 x 4 = 28
3 x __ = __ 9 x __ = __ 2 x 4= 8 8 x 4 = 32
4 x __ = __ 10x __ = __ 3 x 4=12 9 x 4 = 36
5 x __ = __ 4 x 4=16 10x 4 = 40
5 x 4 = 20
Say: What skip counting is similar to multiplying by
Skip counting by 3’s
3’s?
What skip counting is similar to multiplying by Skip counting by 4’s
4’s?

Fill the blank to complete the multiplication
sentence. (Buluhaton 1 p. 136 LM)
1. 3 x __= 6
2. 3 x __ = 12 1. 2
2. 4
3. 4 x 5 =__
3. 20
4. 4 x 6 = __ 4. 24
5. 3 x __ = 15 5. 5

Skip counting by3’s
of 4, What skip counting shall we based? Skip counting by 4’s
G. Applying to New and other Situations

Fill in the blanks with the correct number to complete
the multiplication sentence.
1. __ x 4 = 12
1. 3
2. __ x 3 = 18
2. 6
3. 9 x __ = 24 3. 3
4. 9 x __ = 36 4. 4
5. 7 x 3= __ 5. 21
Write the product in the blank.(Buluhaton 2 pp.137)
1. 2 x 4 = __ 6. 2 x 3=__
2. 6 x 4 =__ 7. 3 x 3=__ 1.8 6. 6
3. 7 x 4 =__ 8. 5 x 3=__ 2.24 7.9
3.28 8.15
4. 4 x 4 =__ 9. 3 x 8= __
4.16 9.24
5. 5 x 4 =__ 10. 3 x 9= __ 5.20 10.27
I. Home Activity
Give the product.
1. 9 2. 10 3. 6 4. 7 5. 4 1. 27 2. 30 3. 18
X3 x3 x3 x4 x4 4. 28 5. 16
V. REMARKS:
VI. REFLECTION:
lesson?_________
_______________________________________
Why did these work?
___________________________________________________________
__________________________________________________________________
_________
solve?_________
__________________________________________________________________
_________
__________________________________________________________________
____
Detailed Lesson Plan in mathematics 2

I. OBJECTIVES
situations.
1. Multiply mentally 3 and 4 using appropriate strategies.
2. Write the product of 3 and 4.
3. Value mother’s love
II. CONTENT: Multiplying and Filling up the Multiplication Tables of 3 and 4

A. References
IV. PROCEDURES:
1. Drill
a. Let the pupils skip count by 3 and 4. (Pupils do the skip
counting by 3 and and
2. Review 4.)
Complete the numbers in series.
a. 3,__,9, __,__,18,21
b. 10, __,__,__,50,60,70 6,12,15
c. 4, 8, 12, __,__,__ 20,30,40
16,20,24
3. Motivation
(Ask some pupils to read the passage loudly)
Mother’s hobby is collecting flowers. On her
birthday, she received 4 flower pots from her children as (pupils listen)
their birthday present to her. If each pot has 3 flowers,
how many flowers are there in all?
Ask: Collecting flowers
They gave mother
What was mother’s hobby?
flowers as present.
How did the children show their love and concern
to their mother? Thoughtful, kind
What kind of children are they? (pupils responses
may vary)
Buy her gifts, give her
How about you? What will you do if it’s your
birthday card, etc.
mother’s birthday?
( Accept pupils responses)
What if you don’t have money to buy gift or birthday Just hug and kiss her
card? What will you do? then wish her a happy
(Encourage the pupils to give their response) birthday, make my
own birthday card
4 groups
Ask: How many groups of 3 are there? We will add (3+3+3+3) 3
To find out the total number of flowers, what repeatedly
shall we do?
How do we change the repeated addition to
multiplication sentence? We multiply
4 threes equals 12
or 3 + 3 + 3 + 3 = 12
4 x 3 =12
Another example:
4 fours = 16
Or 4 + 4 + 4 + 4= 16
4 x 4 = 16
4
How many groups of 4s are there?
We add 4 four times
How shall we find the total? We will count how
How will we change to multiplication sentence? many times 4 is added
Study the Multiplication Table of 3 below 4 x 4 =16
(Pupils look at the table

of 3)

counting by 3,s. (Pupils do the skip
Let us do the skip counting by 3’s again. (While counting by 3’s)
teacher is pointing to the products)
Study the Multiplication Table of 4 below

(pupils study the
multiplication table of
4)

counting by 4’s.
Let us do the skip counting by 4’s again. (While Pupils do the skip
teacher is pointing to the products) counting by 4 again
Group Activity
(Group pupils into 4. Give each group a piece of
manila paper pentel pen)
Activity 1(group1 and 2) – Make your own multiplication Group 1 and 2

table of 3.
0 x 3 =0 6 x 3 =18
0 x 3 = __ 6 x __ = __ 1 x 3 = 3 7x 3 = 21
1 x 3 = __ 7 x __ = __ 2 x 3 = 6 8x 3 = 24
2 x __ = __ 8 x __ = __ 3 x 3 = 9 9x 3 = 27
3 x __ = __ 9 x __ = __ 4 x 3 =1210x3 = 30
4 x __ = __ 10x __ = __ 5x 3 =15
5 x __ = __
Activity 2 ( Group 3 and 4)– Make your own multiplication

table of 4.
0 x __ = 0 6 x __ = __ 0 x 4=10 6 x 4= 24
1 x 4 = __ 7 x __ = __ 1 x 4= 4 7 x 4 = 28
2 x __ = 8 8 x __ = __ 2 x 4= 8 8 x 4 = 32
3 x __ = __ 9 x __ = __ 3 x 4=12 9 x 4 = 36
4 x __ = __ 10x __ = __ 4 x 4=16 10x 4 = 40
5 x __ = __ 5 x 4 = 20

Say: What skip counting is similar to multiplying by Skip counting by 3’s
3’s?
What skip counting is similar to multiplying by Skip counting by 4’s
4’s?

Fill the blank to complete the multiplication
sentence. (Buluhaton 1 p. 136 LM)
1. 3 x __= 6 1. 2
2. 3 x __ = 12 2. 4
3. 4 x 5 =__ 3. 20
4. 24
4. 4 x 6 = __ 5. 5
5. 3 x __ = 15

Skip counting by3’s
In constructing or filling up multiplication table Skip counting by 4’s
of 4, What skip counting shall we based?
G. Applying to New and other Situations

Fill in the blanks with the correct number to complete
the multiplication sentence.
1. 3
1. __ x 4 = 12 2. 6
2. __ x 3 = 18 3. 3
3. 9 x __ = 24 4. 4
4. 9 x __ = 36 5. 21
5. 7 x 3= __
Write the product in the blank.(Buluhaton 2 pp.137)
1. 2 x 4 = __ 6. 2 x 3=__ 1.8 6. 6
2. 6 x 4 =__ 7. 3 x 3=__ 2.24 7.9
3. 7 x 4 =__ 8. 5 x 3=__ 3.28 8.15
4. 4 x 4 =__ 9. 3 x 8= __ 4.16 9.24
5. 5 x 4 =__ 10. 3 x 9= __ 5.20 10.27
I. Home Activity
Give the product. 1. 27 2. 30 3. 18
1. 9 2. 10 3. 6 4. 7 5. 4 4. 28 5. 16
X3 x3 x3 x4 x4
V. REMARKS:
VI. REFLECTION:
lesson?_________
_______________________________________
Why did these work?
___________________________________________________________
__________________________________________________________________
_________
solve?_________
__________________________________________________________________
_________
__________________________________________________________________
____

I. OBJECTIVES
situations.
C. Learning Competencies: Solves routine and non-routine problems
involving multiplication of whole numbers including
money using appropriate problem solving strategies
and tools. M2NS-Iii-45.1
1. Solves routine and non-routine problems involving
multiplication of whole numbers including money using
appropriate problem solving strategies and tools.
3. Show accuracy in one’s work.
II. CONTENT Solving routine and non-routine problems involving multiplication of

whole numbers including money using appropriate problem solving strategies and
tools

A. References
2. Learner’s Material: Mathematics 2 Kagamitan ng Mag-aaral pp.138-
141
Lesson Guide in Elem. Math Grade 2 p.169
4. Additional Materials: flash cards ,Multiplication facts 2, 5 and 10,
task card , Show me board,
IV. PROCEDURES:
1. Drill
A. Ask the pupils to; Pupils skip count
skip count by 2 By 2
B. Games
(Group pupils into 5. Give each group a
show me board and a chalk. Each member of the
group will take turn in writing the answers on the
show me board other member may help but only (pupils listen to the
the assigned player will write. Group with most instruction)
number of points win.)
Say: As I flash the cards you are going
to write the missing number on your show me
board, you will have 5 seconds to write your
answer. As I say “time’s up” you raise your show
me board.
1. 10 x __ = 90
2. __ x 9 = 45 9
5
3. 6 x __ = 30
5
4. 4 x 7 =__ 28
5. 5 x _ = 25 25
( Teacher may add more)
2. Review
( Teacher may use same group)
Say: Write the product in your show me
board as I flashes the cards.
Teacher flashes cards such as;
4 6 8 5 7 10 1. 16 2. 18 3. 16 4. 20 5.
x 4 x3 x2 x4 x3 x3 21 6. 30
( Group with highest points win)
3. Motivation
(Teacher shows 2 flower pots with 7 flowers in
each pot.)
Ask: How many flower pots do you see?

How many flowers do you see in each
2 flower pots
pot?
7 flowers
In the second pot? How many flowers do
7 flowers
you see?
If we have 2 flower pots with 7 flowers in 14 flowers
each pot, 2 sevens
How many flowers are there in all? 2 x 7 = 14
How many 7 are there?
What is the multiplication sentence?

Say: “Let us read and study the story
problem.” (Pupils read the passage)
A.
I. OBJECTIVES
situations.
II. CONTENT Solving routine and non-routine problems involving multiplication of

tools

A. References
2. Learner’s Material: Mathematics 2 Kagamitan ng Mag-aaral pp.138-
141
Lesson Guide in Elem. Math Grade 2 p.169
4. Additional Materials: flash cards ,Multiplication facts 2, 5 and 10,
task card , Show me board,
IV. PROCEDURES:
1. Drill
A. Ask the pupils to; Pupils skip count
B. Games
(Group pupils into 5. Give each group a
show me board and a chalk. Each member of the
group will take turn in writing the answers on the
show me board other member may help but only (pupils listen to the
the assigned player will write. Group with most instruction)
number of points win.)
Say: As I flash the cards you are going
to write the missing number on your show me
board, you will have 5 seconds to write your
answer. As I say “time’s up” you raise your show
me board.
1. 10 x __ = 90
2. __ x 9 = 45 9
5
3. 6 x __ = 30
5
4. 4 x 7 =__ 28
5. 5 x _ = 25 25
( Teacher may add more)
2. Review
( Teacher may use same group)
Say: Write the product in your show me
board as I flashes the cards.
Teacher flashes cards such as;
4 6 8 5 7 10 1. 16 2. 18 3. 16 4. 20 5.
x 4 x3 x2 x4 x3 x3 21 6. 30
( Group with highest points win)
3. Motivation
(Teacher shows 2 flower pots with 7 flowers in
each pot.)
Ask: How many flower pots do you see?

How many flowers do you see in each
2 flower pots
pot?
7 flowers
In the second pot? How many flowers do
7 flowers
you see?
If we have 2 flower pots with 7 flowers in 14 flowers
each pot, 2 sevens
How many flowers are there in all? 2 x 7 = 14
How many 7 are there?
What is the multiplication sentence?

Say: “Let us read and study the story
problem.” (Pupils read the passage)
A.
I. OBJECTIVES
situations.
II. CONTENT: Solves routine and non-routine problems involving multiplication of

tools

A. References
4. Additional Materials: Drill Cards, task card, cartolina strips,
Multiplication, table chart, Show me board,
Popsicle stick/stones/drinking straws
IV. PROCEDURES:
Teacher’s Activity Pupil’s Activity
1. Drill
A. Let the pupils skip count by 3’s and by 4’s Pupils skip count by 3’s
B. “Show – Me- Board Activity” and by 4’s
(Let the pupils bring out their show me
board) (Pupils bring out their
Write the product in your “show-me-board” as show me board)
the teacher flashes cards with 1-digit number by
1-digit number with products up to 81.
Example: 10 5
x 9 x7
2. Review
Say:” Let us play a game: True or False”
(Teacher flashes cards of mathematical sentences)
Directions: Write T if the mathematical sentence

is true F if false. Write your answer in your show me
board.
1. T 6. F
1. 2 x 2 4 x 1 6. 2 x 8 4x4
2. T 7. F
2. 3 +3 + 3 3 x 2 7. 5 x 7 5+5+5+5+5
3. 2 x 5 5x3 8.10+10+10+10 5x10 3. T 8. F
4. F 9. F
4. 9+9+9 6x6 9. 7 x 2 2+2+2+2
5. T 10. T
5. 10 + 10+10 10 x 2 10.10 x 9 9 x 10
3. Motivation
(Group pupils into 5)
a. Give each group 50 popsicle sticks,stones/
straws.
Pupils group the popsicle
b. Show a cartolina strip with mathematical
sticks/stones/straws given
instructions.
to them
Example:
c. As the teacher flashes the cartolina strip, the

group read it and group the popsicle sticks correctly.
Yes
Ask: Did you enjoy the activity?
(We learned to group the
What have you learned from manipulating popsicle sticks.)
popsicle sticks?

Say: “Let us study the story problem.”
Ask:
What did Lito prepare for the game? Empty cans
How many marbles are there in each 3 marbles
empty can?
How many empty cans are used as 7 empty cans
containers of Marbles?
How many groups were there? 7 groups
3 marbles
How many marbles were there in each
group? The empty cans
What object represents the group?
How many marbles were there in all? 21 marbles
How will you write it in addition sentence? 3+3+3+3+3+3+3=21
How about in multiplication sentence? 7 x 3 =21
(show a picture of a dog)
A.
(Pupils observe the

picture)
Ask: What do you see in the picture?

A picture of a dog
What can you see about the dog? (pupil’s responses)
How many legs does a dog have? 4 legs
If we have 2 dogs, how many legs do they
have? 8 legs
(Let them see the illustrations)
What will be the addition sentence? 4 + 4 =8

What will be the multiplication sentence? 4 x 2= 8
B. (Let them study another illustration shown
below.)
8 dogs
How about this picture, How many dog are
there? 4 legs
How many legs doe each dog has?
How are we going to write the addition 4+4+4+4+4+4+4+4=32
sentence?
8 x4 = 32
How about the multiplication sentence?
Group Work
Group pupils in 4. Give each group a piece
of manila paper and a pen. Let them complete the
table shown below.
Solve Mentally. Write the correct product.
A carabao has 4 feet. How many feet are there
in the given number of carabao?
D. Processing the Result of the Activity Multiply 4 by the( ihap sa

Ask: How did you find the answer? mga kabaw)
Sell sampaguita garland

To help her mother earn
What does Lina do every Sunday?
a living.
Why does she sell sampaguita garlands? She is helpful, kind
What trait does she show?
Do you also help your mother earn a living? (pupils responses)
How? P4.00
How much Lina gained for every bundle? P24.00
How much she earned in 6 bundles? Multiplied P4.00 by 6
How did you compute the answer?
Or we can also add P4.00 6 times or
P4+P4+P4+P4+P4+P4=P24.00
F. Evaluating Learning
A. Solve the word problem mentally. Write your

answers inside the box. (Buluhaton 2.B. pp. 143-144
LM)
40 ka bayabas
30 ka kwaderno
32 chocolate bars
6 ka ligid
28 ka sapatos
I. Home Activity
Multiply the numbers and find the hidden word.
GIHIGUMA
_________________________________________
3x3 8x3 6x3 6x4 1x9 5x4 9x1 4x4 9x3
V. REMARKS:
VI. REFLECTION:
lesson_________
D. No. of learners who continue to require remediation________
________________________________________
Why did these work?
__________________________________________________________
________________________________________________________________
___________
________________________________________________________________
____________
solve?_________
________________________________________________________________
___________
________________________________________________________________
____________
G. What innovation or localized materials did I use/discover which I wish to
share with other teachers?
________________________________________________________________
_______
________________________________________________________________
____________

Week 9, Day 3

I. OBJECTIVE:
Solves routine and non-routine problems involving multiplication of whole numbers
including money using appropriate problem-solving strategies and tools. M2NS-IIi-
45.1
II. CONTENT:
Analyzing and Solving 1 - Step Word Problems involving Multiplication of Whole
Numbers Including Money (What is Asked, Given, Word Clue/s, and Operation to
be used)
Value Integration: Cooperation
A. References
3. Textbook pages
B. Other Learning Resources: Flash cards on basic multiplication facts, word
strips, number sentence strips, different illustrations of objects, activity cards
IV. PROCEDURE
A. Reviewing Drill - Multiplication Facts Learners will take
new lesson or Teacher flashes the multiplication drill turns in answering
presenting the cards. the multiplication
new lesson Ex. a. 6 b. 4 c. 8 d. 6 e. 3 facts orally.
x3 x9 x5 x7 x4
Mental Computation - Multiplying Expected answers

numbers
1. What number is multiplied by 4 to get 1. (3)
12? 2. (8)
72? 4. (10)
42?
4. What number is multiplied by 10 to
get 100?
5. What number is multiplied by 4 to get
16?
B. Establishing Have a Guessing Game for the class to Learners will race in
Purpose for the answer giving their guesses
lesson Example: orally.
-It’s a number next to 5, you can get it by
multiplying 3 and 2.
-You have 5 baskets; each has 4 fishes.
How many fishes do you have?
C. Presenting Searching Game Learners will find

examples/ a. The teacher divides the class into 2 their partner and
instances of new groups. come in front to
lesson b. The first group is given illustrations show their matched
and the second group is given illustration and
multiplication sentences. multiplication
c. The pupils look for their partners to sentence.
match the illustration that fits their
Example:
2 x 5 = 10
The learners will

Recall the clues that will help the pupils recall the clues with
decide which operation to use in solving the guidance of the
word problems. teacher.
In multiplication - the word clues are
product, altogether, factors, in all
D. Discussing Posing a problem opener: The learners will

new concepts Aling Bebe has a flower garden. answer the given
and practicing Aside from her beautiful orchids she questions
new skills #1
has also 10 flower pots of 6 roses
Expected answers
each. How many roses does she have
in all? -(a flower garden)
Noting details of the problem -(orchids and roses)
Ask: -(10)
-What did Aling Bebe have? -(6)
-What kinds of flowers are found in her -(60 roses)
garden? -(The number of
-How many pots of roses does she roses does Aling
have? -How many roses are there in Bebe have.)
each pot? -(There are 6 roses
-How many roses does she have in all? in each pot.)
-What is asked in the problem? -(10 flower pots and
-How many roses are there in each 6 roses)
flower pot? -(Multiply)
-What are given? -(in all)
-What are you going to do to find the -(Multiplication)
total number of roses?
What is the word clue?
What operation will you use to find the
answer?
E. Discussing Group Activity The learners will

new concepts Divide the class into 3 groups and each answer the group
and member should work cooperatively with activity with their co-
practicing new the leader. Then, let the leader of each members.
skills #2 group present their work.
Leaders will then
Activity Card 1 present their work.
Read the problem and answer the
following questions.
Expected answers
1.
-number of
bigbooks
-10,9
-In all
 What is asked? -multiplication
 What is/are given?
 What is the word clue?
 What is the operation to be used?
Activity Card 2
Read and analyze the problem.
2.
-baskets of carrots
sold in a week
-6 baskets, 1 week
 What is asked? -sold in a week
 What is/are given? -multiplication
 What is the word clue?
 What is the operation to be used?
*Valuing:
- During the group activity, did each Learners will
member cooperate? answer the
- What character trait did he/she show? questions based on
- What is the importance of working their experience and
cooperatively with the group? observation.
F. Developing Ask and discuss the following The learners will

mastery (leads listen and
to Formative How did you analyze the problem? participate with the
Assessment 3) What steps did you follow? discussion.
In formulating the answer of what is
asked, how to transform the question
into a statement? Change How many
with The number of followed by the
remaining words in the question like this:
Question: How many big books are
there in all?
Statement: The number of big books in
all. Then, change the question mark (?) They will come in
into a period (.) front when called
If a word problem involves money, how and show their
are we going to formulate what is answers on the
asked? Change How much with The board.
total cost/amount of followed by the
remaining words in the question.
Do not forget to change the question
mark into a period.
1. Gina planted 6 rows of 6 eggplants

per row. How many eggplants did she
plant in all?
2. Mother baked 8 tubs of cookies. Each
tub has 5 cookies. How many cookies
are there in all?
Give more word problems to solve.
G. Finding Independent Work The learners will

practical answer the work
application of Read and analyze the problem. Write individually
concepts and the number of the correct answer on a
skills in daily piece of paper. Expected answer
living a. 2
Mang Ben bought 5 hats. Each hat b. 3
costs P 35.00. How much did he pay in c. 2
all? d. 3
a. What is asked?
1) the total amount of shirts
2) the total amount of hats
3) the total amount of knives
b. What are given?

1) 5 knives
2) 10 hats at P 35.00
3) 5 hats at P 35.00
c. What are the word clues?

1) how many
2) each and in all
3) altogether
d. What operation is to be used?

1) addition 2) subtraction 3)
multiplication

generalizations -How do we analyze word problems? varied answers but
and -What are the steps to be used in are guided to lead
abstractions analyzing the word problem? to the actual
about the lesson -In what is asked, how to transform the process.
question into a statement?
I. Evaluating Let the learners answer the written The learners will
learning activity. answer the written
test in their
Basaha ug sabta ang mga pulong notebooks.
gumonhap. Isulat ang insaktong tubag
sa inyong papel.
Expected answer
A. Adunay 14 ka mga pinabukad nga
sobre sa usa ka estante. Kung adunay A.
5 ka estante, pila tanan ang kinatibuk- 1. kinatibuk-ang
ang ihap sa mga pinabukad nga sobre? ihap sa pinabukad
nga sobre
1. Unsay gipangutana? 2. 14, 5
2. Unsa ang gihatag nga mga numero? 3. kinatibuk-an
3. Unsa ang pasumbingay nga pulong o 4. pagpilo-pilo
word clue?
4. Unsa nga operasyon ang gamiton?
B. Ang shampoo nagkantidad og P 6.00.

Si Linda nipalit og 12 kabuok nga
shampoo. Pila tanan ang iyang
mabayran? B.
1. tanang mabayran
1. Unsay gipangutana? sa shampoo
2. Unsa ang gihatag nga mga numero? 2.P6, 12
3. Unsa ang pasumbingay nga pulong o 3. tanan
word clue? 4. pagpilo-pilo
4. Unsa nga operasyon ang gamiton?
J. Additional Let them answer the word problem The learners will
activities for following the 4 steps discussed. answer the activity
application or individually.
remediation Andrei has 5 ballpens. Each ballpen
costs P6. How much did he pay for all
the ballpens?
John ate 3 slices of cake at P10 each.

How much did he spend for the cakes?
IV. Remarks
V. Reflection
remediation
these work?
Week 9, Day 4

I. OBJECTIVE:
including money using appropriate problem-solving strategies and tools.
M2NS-IIi-45.1
II. CONTENT:
Analyzing and Solving 1 - Step Word Problems Involving Multiplication of Whole
Numbers Including Money (Transforming Word Problems into Number Sentences
and Stating the Complete Answer)
Value Integration: Love for reading
A. References
3. Textbook pages
B. Other Learning Resources: PPT lesson, Pictures, concrete or semi-
concrete materials, word strips with number sentence and four fundamental
operations, charts with word problems, flash cards
IV. PROCEDURE
A. Reviewing Drill Learners will race
new lesson or As the teacher flashes the drill card, pupils in answering
presenting the multiply it as fast as they can. what’s written in
new lesson 9 fours is _____. the drill cards
10 eights is _____. orally.
7 nines is _____.
3 tens is _____.
8 sevens is _____.
B. Storytelling about the Princess and the Pea. The learners listen
Establishing Tell about the matress used and the pea and answer the
Purpose for inserted in the matress. Ask if how many questions raised
the lesson matress or peas are there in all. inbetween the
storytelling.
C. Presenting Posing a problem opener Learners will

instances of Marvin is a book lover. He loves reading questions and
new lesson story books. In a day, he can read 5 story analyze the
books. How many story books can he read problem
in 4 days? presented.
Ask: Expected answer
Who is the book lover? -(Marvin)
How many story books can he read in a -(5 story books)
day? -(20 story books)
How many novels can he read in 4 days?
a. (The number of
Let us analyze the word problem story books Marvin
a. What is asked in the word problem? can read in 4 days)
b. What will you do to find the number of b. (multiply)
story books can he read in 4 days? c. (How many)
c. What is the word clue? d. (5 x 4 = n)
d. What is the correct number sentence? e. (Marvin can
e. What is the correct answer? read 20 story
books in 4 days.)
Guide and let the pupils show their
solutions. Let them label their answers -5 x 4= 20 story
correctly. books days story
books in all
Valuing:
- What can you say about Marvin?
- Is it good to be a wide reader/book lover? The learners will
-Who among you here has the same give varied
interest with Marvin? answers.
- What can we gain from reading books and
other reading materials?
- Does it help us in building our
vocabularies? How?
D. Discussing Group Activities The learners will

new concepts Teacher prepares and provides materials do the activity with
and practicing for the pupil’s mathematical activities. their co-members.
new skills #1 Divide the class into 2 groups. Each group
is given an activity card. Questions in strips
of cards
Activity 1 – Group I Mix-N-Match a. What is asked in
Match the answer with the questions written the word problem?
on the strips of cards. b. What will you do
to find the number
During recess time, Betty sold 3 ice buckets of ice candies?
of ice candies. If there are 25 ice candies c. What is the word
in each ice bucket, how many ice candies clue?
will there be in all? d. What is the
correct number
sentence?
Activity 2 – Group III e. What is the
By the use of small boxes, pupils will fill in correct answer?
objects in the box. Read the problem and
do what it says. Then answer the
questions. 2.
a.10x5=N
Put 10 marbles in each of the 5 boxes. How b.10x5=50
many marbles are there in all? marbles
 What is the number sentence?
 What is the correct answer? a.11x4=N
Put 11 straws in each of the 4 small boxes. b.11x4=44 straws
How many straws are there in all?
 What is the number sentence?
 What is the correct answer?
E. Discussing Let the learners read and analyze the word Learners will
new concepts problems. answer what is
and asked in the word
practicing new To earn money, Aling Wilma sells boiled problems.
skills #2 bananas at P 6.00 each. If she was
able to sell 10 boiled bananas how Expected answer
much did she receive? A.1.P6x10=N
2. multiplication
1. What is the number sentence? 3. P60
2. What is the operation to be used?
3. What is the correct answer?
Nicole is helping A-jay to make bundles

of pechay plants. There are 8 pieces of
pechay plants in each bundle. How
many pieces are there in 9 bundles? B.1. 8x9=N
2. multiplication
1. What is the number sentence? 3. 8x9=72
2. What is the operation to be used? pechays
3. What is the correct answer?
F. Developing Let the learners do the activity individually. The learners will
mastery (leads do the activity
to Formative Basaha nga adunay pagsabot sa pulong together but
Assessment 3) gumonhap. Isulat ang insaktong tubag sa individually.
kada pangutana sa inyong papel.
Expected answer
Si „Nang Panyeng naghurno og 25 kabuok 1. Si Nang
nga supas para ibaligya sa kantina kada- Panyeng
adlaw. Pila kabuok supas ang iyang 2. 25 ka supas
mahurno sulod sa 5 ka adlaw? 3. 25x5=N
1. Kinsa ang naghurno sa mga supas? 4. 25x5=125
2. Pila kabuok supas ang nahurno ni „Nang 5. 125 ka supas sa
Panyeng matag adlaw? 5 ka adlaw
3. Unsa ang numerong hugpulong?
4. Ipakita ang kasulbaran.
5. Unsa ang kompletong tubag?
G. Finding The teacher posts a word problem on the The learners will
practical board one at a time. Each pupil transforms participate in the
application of the word problem into a number sentence first to answer
concepts and and solves for the correct answer. Pupils game activity using
skills in daily are given 2 minutes to write their answers their tag boards.
living on a drill board.
1. Father bought 5 baskets of apples. Each Expected answers
basket contains 6 delicious apples. How 1. 30 apples
many apples are there in all? 2. 88 santols
2. Mr. Santos sold 8 baskets of santol. If 3. 70
each basket contains 11 santols, how many hotcakes
pieces of santol will there be in all?
3. Mother cooks 10 hot cakes to be sold in
her canteen every day. How many hot
cakes does she bake in 7 days?

generalizations How do we transform word problems answer the
and involving multiplication into a number questions and
abstractions sentence? repeat the answers
about the How do we solve 1 - step word problems orally for the class
lesson involving multiplication of whole numbers to remember.
including money?
I. Evaluating Have the learners do the written activity on The learners will
learning their notebooks. do the written
activity individually.
Basaha ang matag gumonhap. Isulat ang
tubag sa kada pangutana. Ipakita ang Expected answers
hustong paagi sa pagsulbad. 1.a. 22x3=N
1. Ang mag-uuma nagtanom og 22 ka okra b. 22x3=66 ka
seedlings sa sulod sa 3 ka adlaw. Pila okra seedlings ang
tanan ka okra seedlings ang natanom sa matanom
mag- uuma?
a. Unsa ang hustong numerong
hugpulong?
b. Unsa ang hustong tubag?
2. Pagkasunod semana, nagtanom siya og

14 ka patola seedlings kada adlaw sa sulod 2.a.14x3=N
sa 3 ka adlaw. Pila ang katibuk-ang ihap sa b. 14x3=42 ka
iyang gitanom nga patola seedlings? patola seedlings
a. Unsa ang hustong numerong pahayag?
b. Unsa ang hustong tubag?
3. Si „Nong Awing adunay kinitaan nga 30

pisos kada adlaw sa pagkalos niya og 3.a.P30x7=N
tubig. Pila man ang iyang kitaon sulod sa 7 b.P30x7=P210-
ka adlaw? kita ni Nong Awing
A. Unsa ang hustong numerong pahayag?
B. Unsa ang hustong tubag?
J. Additional Let the learners change the underlined The learners will
activities for words and numbers to have their own word do the activity and
application or problems. compare their work
remediation with their
Usaba ang pulong gumonhap sa numerong classmates.
pahayag pinaagi sap ag-ilis sa pulong ug
numero sa imong gusto nga pulong ug
numero. Unya, sulbara aron makuha ang
hustong tubag.
Si Cindy makahuman og tahi sa 8 ka mga

padyama sulod sa usa ka oras. Pila ka mga
padyama ang iyang mahuman sa 8 ka
oras?
IV. Remarks
V. Reflection
remediation
these work?

Week 9, Day 5

I. OBJECTIVE:
including money using appropriate problem-solving strategies and tools.
M2NS-IIi-45.1
II. CONTENT:
Analyzing and Solving 1 - Step Word Problems Involving Multiplication of Whole
Numbers Including Money (Telling what is aked, What are given, Word clue/s,
Operation to be used, Transforming Word Problems into Number Sentences and
Stating the Complete Answer)
Value Integration: Love for reading
A. References
3. Textbook pages
B. Other Learning Resources: PPT lesson, Pictures, concrete or semi-
concrete materials, word strips with number sentence and four fundamental
operations, charts with word problems, flash cards
IV. PROCEDURE
A. Reviewing The teacher prepares a word problem The learners will
new lesson or chart. Read the story problem and let the answer the word
presenting the learners choose the letter of the correct problem orally with
new lesson answer. the class.
Miss Arboleda needs 12 place mats to be

placed on a long table. She will use 7
tables
for the Christmas party. How many place Expected answer
mats would she use in all? a. 3
b. 3
a. What is asked? c. 1
1) the number of parties d. 3
2) the number of long tables
3) the number of place mats
b. What are given?

1) 12 long tables and 7 place mats
2) 12 place mats
3) 7 long tables and 12 place mats

1) how many and in all
2) each
3) altogether

1) addition 2) subtraction 3) multiplication
B. Talk about the timeline of a plant. The learners listen

Establishing Ask if it is possible for a plant to bear fruits and answer the
Purpose for before it sprouts. questions raised
the lesson Relate it to the importance of steps in by the teacher.
solving word problem.
C. Presenting Have the class pronounce the steps in Learners will
examples/ solving word problems learned in previous answer the
instances of lessons. questions and
new lesson Pose this problem for the class to answer. analyze the
problem
Jane is a book lover. She can read 2 books presented.
in a day. If Jane read books for 3 days, how
many books can Jane read in all? Expected answer
-number of books
What do we need to answer to solve word Jane read
problems? -2 books, 3 days
-what is asked? -in all
-what are given -multiplication
-word clues -2x3=N
-operation to be used -2x3=6 books
-number sentence
-solution and complete answer
*Valuing:
- What can you say about Jane? The learners will
- Is it good to be a wide reader/book lover? give varied
- What can we gain from reading books and answers.
other reading materials?
D. Discussing Group Activity The learners will

new concepts Let the learners answer the word problems do the activity with
and practicing with these guide questions their co-members.
new skills #1 -what is asked?
-what are given? A representative of
-word clues each group will
-operation to be used read their answers
-number sentence in front of the class
-solution and complete answer
a. Liza has 3 piggy banks. Each piggy bank

has P20 each. How much money does Liza
has in all?
b. May, Vanice and Rhea have P10 in their

pockets. What is the total money of the
three girls?
E. Discussing Group activity Learners will
new concepts Read and analyze the problem. Copy the answer what is
and number of the correct answer. asked in the word
practicing new Delia bought 4 ball pens. Each ball problems.
skills #2 pen costs P 10.00. How much did she
Expected answer
pay altogether?
a. 1
a. What is asked? b. 3
1) the total amount of ball pens c. 2
2) the total amount of pencils d. 3
3) the total amount of balls e. 1
f. 1
b. What are given?
1) 4 ball pens
2) 10 ball pens at P 4.00
3) 4 ball pens at P 10.00

1) how many
2) each and altogether
3) how many were bought

1) addition 2) subtraction 3) multiplication
e. What is the number sentence?

1) 4 x P10 = N
2) 3 x P10 = N
3) 10 x P10 = N
f. What is the answer?

1) P40 2) P30 3) P10
F. Developing Let the learners do the activity individually. The learners will
mastery (leads Aling Seling likes to bake cookies. If do the activity
to Formative each cookie needs 3 eggs. How many together but
Assessment 3) individually.
eggs will she need to bake 10 cookies?
1. What is the number sentence?

2. What are given?
3. What is/are the word clue/s?
4. What is the operation to be used?
5. What is the number sentence?
3. What is the solution and the correct
answer?
G. Finding The teacher posts a word problem on the The learners will
practical board one at a time. The learners will answer what is
application of answer the problems orally with the class asked in every
concepts and following the steps learned in solving word problem with
skills in daily problems. correct answers
living 1. Lea has 3 pencil case with 5 pencils recognized by the
each. How many pencils are there in all? teacher.
2. Lito has 5 glasses full of marbles. Each
glass has 23 marbles. How many marbles
are there altogether?
3. Lina, Gina and Tina planted spring
onions. Each of them planted 4 heads. How
many spring onions are planted by the
girls?

generalizations How do we know what is asked, given, answer the
and word clues and operation to be used in questions and
abstractions word problems? repeat the answers
about the How do we transform word problems orally for the class
lesson involving multiplication into a number to remember.
sentence?
How do we solve 1 - step word problems
involving multiplication of whole numbers
including money?
I. Evaluating Have the learners do the written activity on The learners will
learning their notebooks. do the written
activity individually.
Basaha ang matag gumonhap. Isulat ang
tubag sa kada pangutana. Ipakita ang
hustong paagi sa pagsulbad. Expected answers
1. Si Ben naghimo og 7 ka mga parol sulod 1.

sa usa ka adlaw. Pila kabuok nga parol ang a. ihap sa parol
iyang mahuman sulod sa 6 ka adlaw? nga nahuman
a. Unsa ang gipangutana? b. 7 parol, 6 adlaw
b. Unsa ang gihatag nga numero? c. nahuman
c. Unsa ang pasumbingay nga pulong? d.pagpilo-pilo
d. Unsa nga operasyon ang gamiton? e. 7 x 6 = N
e. Unsa ang numerong pahayag? f. 7x6=42 ka parol
f. Unsa ang hustong tubag?
2. Ang librarian adunay 10 ka bandol sa 2.

librong Mathematics. Ang kada bandol a.ihap sa tanang
adunay 8 ka mga libro. Pila tanan ang mga libro sa librarian
libro nga anaa kaniya? b. 10 bandol, 8
a. Unsa ang gipangutana? libro
b. Unsa ang gihatag nga numero? c. tanan
c. Unsa ang pasumbingay nga pulong? d. pagpilo-pilo
d. Unsa nga operasyon ang gamiton? e. 10x8=N
e. Unsa ang numerong pahayag? f. 10x8=80 ka mga
f. Unsa ang hustong tubag? libro
J. Additional Let the learners answer the word problems The learners will
activities for without the guide questions. Test how well do the activity and
application or they remember the 6 questions needed to compare their work
remediation answer the word problems. with their
classmates.
Si Jocelyn nahalinan og P50 sulod sa usa
ka adlaw sa pagbaligya og mga ahos. Pila
ang iyang halin sulod sa 7 ka adlaw?
Usa ka panday si Tatay Oca. Tag P300 ang

iyang adlaw. Pila man ang iyang masweldo
kun motrabaho siya og tulo ka adlaw?
IV. Remarks
V. Reflection
remediation
these work?

Week 10, Day 1

I. OBJECTIVE:
Solves routine and non-routine problems involving multiplication and addition or
subtraction of whole numbers including money using appropriate problem-solving
strategies and tools.
M2NS-IIj-45.2
II. CONTENT:
Analyzing and Solving 2 - 3 Steps Word Problems Involving Addition, Subtraction,
and Multiplication of Whole Numbers Including Money
Value Integration: Social Awareness
A. References
3. Textbook pages
B. Other Learning Resources: PPT lesson, Cartolina strips with printed
number sentences, ½ Manila paper printed with answers of number sentences,
number cards, activity cards, straws and show-me-board
IV. PROCEDURE
A. Reviewing Drill 5 learners will
new lesson or Prepare some number cards. Let one pupil facilitate the
presenting the get a number card and says: ―I am 6. guessing game
new lesson What are my factors? activity until all of
Let him/her call his/her classmate to give them can have
the answer. Repeat this activity with other their turns.
pupil using other number cards.
B. Ask: The learners are

Establishing How many girls are there in our class guided to get the
Purpose for today? How many boys? How many are correct answer.
the lesson there in all? If 20 pupils will attend the flag
retreat this afternoon, how many will be
left?
Valuing: The learners will

-Do you join or attend activities in your give varied
school? answers.
-Name some of the activities that you had
attended or joined.
- What can you learn in joining or attending
school activities?
-Why is it important to attend or join school
activities?
C. Presenting a. Present the word problem for the class The learners are
examples/ to answer guided to give the
instances of correct answers.
new lesson Darlyn picked 9 santols in the morning.
Lino picked 8 santols in the afternoon. How
many santols could the two friends picked They will answer
in 7 days? the questions
according to the
Let the pupils analyze the problem using steps presented.
the following steps.
 What is asked? Expected answer
 What are given? -total number of
 What is the word clue? santols picked in 7
 What is the hidden question? days
-9,8, and 7
Guide the learners’ attention to knowing -how many, two
and understanding the hidden question. friends
-santols picked by
the two friends in a
day

new concepts Divide the class into 5 groups. Give each form groups led by
and practicing group same word problems to solve. Use their chosen
new skills #1 the steps learned. representatives.
 What is asked?
 What are given? The representative
 What is the word clue? of each group will
 What is the hidden question? read and show
their answers.
Problem 1
Fernando bought 7 glasses of mango
juice at P15 each and 9 slices of cake at
P12 each. How much did Jose spend?
Problem 2
A dozen of eggs cost P78. If I buy 5
dozens of eggs and give the seller P500,
how much will be my change?
E. Discussing Do: The answers

new concepts Use the group’s work to guide the class presented by the
and discussion. representatives of
practicing new the groups will be
skills #2 Ask: checked and
-How did you come up with the answers? discussed by the
-What steps did you follow in analyzing and class.
solving 2 – 3 steps word problems involving
multiplication of whole numbers including
money?
Provide other examples
F. Developing Let the learners answer the next activity The learners will
mastery (leads individually. answer the written
to Formative activity together
Assessment 3) Basaha ug sabta ang gumonhap. Isulat ang but individually
letra sa insaktong tubag sa inyong papel. after each question
is read by the
Adunay 5 ka kahon ang tindera. Kada class.
kahon adunay sulod nga 40 ka de-lata
nga gatas. Kon ang 20 ka de- lata nga Expected answer
gatas gitago para konsumo, pila tanan ka 1. a
de-lata nga gatas ang nabilin para ibaligya? 2. c
3. a
1. Unsay gipangutana? 4. c
a. Ang ihap sa de-lata nga gatas nga
nabilin para ibaligya
b. Ang ihap sa de-lata nga gatas
c. Ang ihap sa de-lata nga gatas nga para
ikonsumo
2. Unsa ang gihatag nga mga numero?

a. 5, 40 ug 20
b. 5 ka kahon ug 40 ka de-lata nga gatas
c. 5 ka kahon sa de-lata nga gatas, 40 ka
de lata nga gatas sa kada kahon ug 20 ka
de lata nga gatas para ikonsumo
3. Unsa ang pasambingay nga pulong o

word clue?
a. kada ug nabilin
b. kada ug tanan
c. tanan-tanan
4. Unsa ang natagong pangutana?

a. Ang ihap sa mga de-lata nga gatas para
ikonsumo
b. Ang ihap sa mga kahon sa de-lata nga
gatas
c. Ang kinatibuk-ang ihap sa mga de-lata
nga gatas nga anaa sa 5 ka kahon
G. Finding Divide the class into 5 groups. The members from

practical Distribute one-word problem to each group each group will
application of and have them answer the following. solve the word
concepts and problem. After
skills in daily 1. Mrs. Animo gave 3-word problems as a solving, they will
living short quiz. Each correct answer is given 2 present their
points. If Rudiard got 3 mistakes, what was computation.
his score?
Sample answer #1
2. Aling Myrna bought 5 dozens of eggs. a. Rudiards’ score
She used 24 eggs to bake cakes. How b.3word problems,
many eggs were not used? 2 points, 3
mistakes
c.each, given, got

generalizations What are the steps we learned in solving enumerate the
and word problems involving addition, steps and answers
abstractions subtraction and multiplication? are repeated orally
about the for the class to
lesson remember.
I. Evaluating Let the learners do the individual written The learners will
learning test. answer the written
test on their
Basaha ug sabta pag-ayo ang mga pulong notebooks.
gumonhap. Unya, sulbara aron makuha
ang hustong tubag pinaagi sa paggamit sa
mga lakang sa pagsulbad sa gumonhap
nga nakatunan. Isulat ang insaktong tubag
sa inyong papel. Expected answers
1.
1. Ang amahan adunay 5 ka tag-usa ka -sukli nga nakuha
gatos nga kuwartang papel. Miadto siya sa sa amahan
merkado ug nipalit og usa ka kilo nga -5, tag-usa ka
bangus nga nagkantidad og P130. Pila gatos, P130
man ang iyang nakuha nga sukli? -tag-usa, nipalit,
 Unsay gipangutana? sukli
 Unsa ang gihatag nga mga numero? -kinatibuk-ang
 Unsa ang pasambingay nga pulong o kwarta sa amahan
word clue?
 Unsa ang natagong pangutana? 2.
-ihap sa baboy nga
2. Si Nong Carding ug si Nong Lando babaye
adunay 6 ka baboy kada usa kanila. Sa -2, 6, 4
ilang mga baboy, 4 niini mga lalaki. Pila -kada usa, lalaki
kabuok ang mga baboy nga babaye? -ihap sa baboy
 Unsay gipangutana? nilang Nong
 Unsa ang gihatag nga mga numero? Carding ug Nong
 Unsa ang pasambingay nga pulong o Lando
word clue?
 Unsa ang natagong pangutana?
J. Additional Let the learners answer the activity The learners will
activities for individually. answer the
application or additional activity
remediation Basaha ug sulbara ang pulong gumonhap. individually.
Gamita ang mga lakang sa pagsulbad sa
gumonhap nga imong nakat-unan. Expected answer
-sukli ni Joey
Si Joey mipalit og 5 ka librita nga -5, P25, P200
nagkantidad og 25 kada usa. Mihatag siya -kada, mihatag,
og 200 sa kahira. Pila man ang iyang sukli
madawat nga sukli? -kantidad sa 5 ka
librita
IV. Remarks
V. Reflection
remediation
these work?
Week 10, Day 2

I. OBJECTIVE:
M2NS-IIj-45.2
II. CONTENT:
A. References
3. Textbook pages
IV. PROCEDURE
A. Reviewing Relay Game The group that
new lesson or 1. Have a group of 5. wins can have 2
presenting the 2. Each group forms a straight line. bunos points
new lesson 3. Every member answers the item one at a added to their test
time. score.
4. Post the word problem on the board.
5. Have them answer the word problem
using the questions learned from the past
lesson.
 What is asked?
 What are given?
 What is the word clue?
 What is the hidden question?
B. Ask: The learners are

Establishing What is our activity this coming Friday? guided to get the
Purpose for How many are you in your class? If only ten correct answer.
the lesson will attend in the said activity, how many will
not be able to attend?
Valuing:
-Do you join or attend activities in your The learners will
school? give varied
-Name some of the activities that you had answers.
attended or joined.
school activities?
-Why is it important to attend or join school
activities?
C. Presenting Present the word problem used the The learners are
examples/ previous meeting. guided to give the
instances of correct answers.
new lesson Darlyn picked 9 santols in the morning.
Lino picked 8 santols in the afternoon. How
many santols could the two friends picked They will answer
in 7 days? the questions
according to the
This time, let the pupils analyze the steps presented.
problem using the following steps.
 What are the operations to be used? Expected answer
 How will you transform the word problem -addition and
into a number sentence? multiplication
 What is the correct answer? -(9+8) x 7= N
-17x7=119 santols
Following the number sentence let all the picked in 7 days
pupils answer the problem and state the
answer in a complete sentence

new concepts Divide the class into 5 groups. Give each form groups led by
and practicing group word problems to solve answering their chosen
new skills #1 the following questions. representatives.
 What are the operations to be used?
 How will you transform the word problem
into a number sentence? The representative
 What is the correct answer? of each group will
read and show
their answers.
Dino has 10 twenty – peso bills and 8
ten – peso coins. He gave P90 to
Richard. How much was left to Dino?
There are 7 boxes of pizza. Each box

has 8 slices. If 23 slices were eaten,
how many slices were not eaten?
E. Discussing Do: The answers

new concepts Use the group’s work to guide the class in presented by the
and the discussion. representatives of
practicing new the groups will be
skills #2 Ask: checked and
-How did you analyze the word problem? discussed by the
-What steps did you follow in analyzing and class.
solving 2 – 3 steps word problems involving
multiplication of whole numbers including
money?
-How did you arrive at the correct answer?
Provide other examples
F. Developing Let the learners answer the same problem The learners will
mastery (leads presented the previous meeting individually. answer the written
Assessment 3) Basaha ug sabta ang gumonhap. Isulat ang but individually
letra sa insaktong tubag sa inyong papel. after each question
is read by the
Adunay 5 ka kahon ang tindera. Kada class.
kahon adunay sulod nga 40 ka de-lata
nga gatas. Kon ang 20 ka de- lata nga Expected answer
gatas gitago para konsumo, pila tanan ka
de-lata nga gatas ang nabilin para ibaligya? 1. c
2. b
1. Unsang operasyona ang gamiton? 3. a
a. pagpilo-pilo ug pagdugang
b. pagdugang ug pagkuha
c. pagpilo-pilo ug pagkuha
2. Unsa ang hustong numerong
hugpulong?
a. (5 x 40) + 20 = N
b. (5 x 40) – 20 = N
c. (5 + 40) x 20 = N
3. Unsa ang hustong tubag?

a. 180 ka de-lata nga gatas
b. 220 ka de-lata nga gatas
c. 160 ka de-lata nga gatas

practical Distribute word problems to each group and each group will
application of have them answer the following. solve the word
concepts and  What are the operations to be used? problem. After
skills in daily  How will you transform the word problem solving, they will
living into a number sentence? present their
 What is the correct answer? computation.
1. Mrs. Dejarme picked roses in her garden.

She put 9 roses in each of her 5 vases and
4 roses were sent to Janina‘s teacher. How
many roses did Mrs. Dejarme pick?
2. Eleven baskets are on the table. In each

basket are 6 papayas. near the baskets
are 7 pieces of papayas. How many
papayas are there in all?

generalizations What are the steps that you learned in enumerate the
and solving word problems involving addition, steps and answers
abstractions subtraction and multiplication? are repeated orally
lesson remember.
learning test. Use the word problem used the answer the written
previous meeting for easier understanding test on their
and continuity of the concept. notebooks.
Basaha ug sabta pag-ayo ang mga pulong

mga lakang sa pagsulbad sa gumonhap Expected answers
nga nakat-unan. Isulat ang insaktong tubag 1.
sa inyong papel. *pagpilo-pilo ug
pagkuha
1. Ang amahan adunay 5 ka tag-usa ka *(5xP100)-P130=N
gatos nga kuwartang papel. Miadto siya sa *P500-P130=P370
merkado ug nipalit og usa ka kilo nga ang sukli sa
bangus nga nagkantidad og P130. Pila amahan
man ang iyang nakuha nga sukli?
 Unsang operasyona o paagi ang 2.
gamiton? *pagpilo-pilo ug
 Unsa ang hustong numerong pahayag? pagkuha
 Unsa ang hustong tubag? *(2x6)-4=N
*12-4=8 ka baboy
2. Si Nong Carding ug si Nong Lando nga babaye
adunay 6 ka baboy kada usa kanila. Sa
ilang mga baboy, 4 niini mga lalaki. Pila 3.
kabuok ang mga baboy nga babaye? *pagpilo-pilo ug
 Unsang operasyona ang gamiton? pagdugang
 Unsa ang hustong numerong pahayag? *(5x6) + 4=N
 Unsa ang hustong tubag? *30 + 4 = 34 ka
tambis
3. Nanguha og hinog nga tambis si Lolita.
Iya kining gibutang sa 5 kahon. Adunay 6
ka tambis kada kahon. Paghuman niya og
pamutang og tambis, iya na pod nga
gibutangan og 4 ka tambis ang plato. Pila
na man ang kinatibuk-ang ihap sa tambis?
 Unsang operasyona ang gamiton?
 Unsa ang hustong numerong pahayag?
 Unsa ang hustong tubag?
-pagpilo-pilo ug
Si Joey mipalit og 5 ka librita nga pagkuha
nagkantidad og 25 kada usa. Mihatag siya -P200-(5xP25) = N
og 200 sa kahira. Pila man ang iyang -P200- P125=P75
madawat nga sukli? Sukli ni Joey

IV. Remarks
V. Reflection
remediation
these work?
Week 10, Day 3

I. OBJECTIVE:
M2NS-IIj-45.2
II. CONTENT:
A. References
3. Textbook pages
IV. PROCEDURE
A. Reviewing Drill: The learners will
new lesson or Flash the following and let the learners race in writing and
presenting the answer each using a show me board showing the
new lesson a. (5x3)+5= correct answer.
b. 9+(8x2)=
c. (6x6)-5=
d. (9x2)-9=
e. 8+(4x3)=
Review: Expected answers

Ang amahan adunay 5 ka tag-usa ka gatos
nga kuwartang papel. Miadto siya sa *pagpilo-pilo ug
merkado ug nipalit og usa ka kilo nga pagkuha
bangus nga nagkantidad og P130. Pila *(5xP100)-P130=N
man ang iyang nakuha nga sukli? *P500-P130=P370
ang sukli sa
 Unsang operasyona o paagi ang amahan
gamiton?
B. Say: The learners are
Establishing Suppose there are 2 groups of 10 women guided to get the
Purpose for and there are 12 men attending a barangay correct answer.
the lesson program in the barangay hall. How many
are attending the barangay program?
Ask;
How many are women?
How many are men?
How will we know the number of people
attending the program?
The learners will
Valuing: give varied
-Do you join or attend activities in your answers.
barangay?
-Name some of the activities that you had
attended or joined.
barangay activities?
-Why is it important to attend or join
barangay activities?
C. Presenting Present a word problem. The learners are

examples/ guided to give the
instances of Everyday, Janet saves P8 from her baon. If correct answers.
new lesson Janet will continuously save for 7 days,
how much money can she save? If she will They will answer
spend P20 for a notebook, how much of the questions
her savings is left? according to the
steps presented.
Let the pupils analyze the problem using
the following steps. Expected answer
 What is asked? -money left from
 What are given? her savings
 What is the word clue? -P8, 7 days, P20
 What is the hidden question? -saved, left
 What are the operations to be used? -Janet’s savings
 How will you transform the word problem - multiplication and
into a number sentence? subtraction
 What is the correct answer? *(P8x7)-P20=N
-P56-P20=P36 left
Following the number sentence let all the from her savings
pupils answer the problem and state the
answer in a complete sentence
D. Discussing Pose this problem for the whole class to The class will
new concepts answer. answer with the
and practicing Twenty boys go on a camping trip. They teacher.
new skills #1 brought 3 tents with them. Six of them
sleep in each tent. How many did not Expected answers
sleep in the tent? *number of boys
who did not sleep
 What is asked? in the tent
 What are given? *20 boys, 3 tents,
 What is the word clue? 6 in each tent
 What is the hidden question? *sleep, did not
 What are the operations to be used? sleep
 How will you transform the word problem *number of boys
into a number sentence? who slep in the
 What is the correct answer? tent
*multiplication and
subtraction
*20-(3x6)=N
*20-18=2 boys did
not sleep in the
tent
E. Discussing Ask: The learners are

new concepts What steps do we learn in answering word guided to answer
and problems? the questions
practicing new Say: raised.
skills #2  What is asked?
 What are given? They will repeat
 What is the word clue? the steps with the
 What is the hidden question? class.
 What are the operations to be used?
 How will you transform the word problem
into a number sentence?
 What is the correct answer?
Are the steps we learned to answer the
word problems.
How are we going to answer those?
Do:
Explain and solve the word problem with The learners will
the class. Stress the important points to answer the
remember in answering the steps in problem orally with
problem solving. the teacher.
Jazz and Jezs received P100 each

from their father. After a while, mother
gave them P52 for them to share. How
much money did the two boys receive
altogether?
F. Developing Let the learners answer the next activity The learners will
mastery (leads individually. answer the written
Assessment 3) Basaha ug sabta ang gumonhap. Ihatag but individually
ang tubag sa matag pangutana.
-Unsay gipangutana? Expected answers
-Unsay gihatag nga numero? *gatas nga nabilin
-Unsa ang pasumbingay nga pulong? para ibaligya
-Unsa ang nakatagong pangutana? *5 kahon, 40 ka de
-Numerong pahayag lata, 20 para
-Husay ug insaktong tubag konsumo
*kada, nabilin
Adunay 5 ka kahon ang tindera. Kada *ihap sa de lata
kahon adunay sulod nga 40 ka de-lata nga gatas
nga gatas. Kon ang 20 ka de- lata nga *(5x40)-20=N
gatas gitago para konsumo, pila tanan ka *200-20=180 ka
de-lata nga gatas ang nabilin para ibaligya? gatas ang ibaligya

practical Distribute a word problem to each group each group will
application of and have them answer the word problems solve the word
concepts and following the steps learned. problem. After
skills in daily  What is asked? solving, a
living  What are given? representative will
 What is the word clue? present their
 What is the hidden question? computation.
 What are the operations to be used? Expected answers
 How will you transform the word problem *number of
into a number sentence? blouses brought by
 What is the correct answer? the 4 girls
*4 blouses, 3 girls,
Beberlie, Maidy and Cherry brought 4 Amy
blouses each. Amy brought only 1 blouse. *blouses brought
How many blouses were brought by the by the 3 girls
four girls? *multiplication and
addition
*(3x4)+1=N
*12+1=13 blouses
are brought by the
girls

generalizations What are the steps in solving word enumerate the
and problems involving addition, subtraction and steps and answers
abstractions multiplication? are repeated orally
lesson remember.
learning test. answer the written
test on their
Basaha ug sabta pag-ayo ang mga pulong notebooks.
mga lakang sa pagsulbad sa gumonhap Expected answers
nga nakat-unan. Isulat ang insaktong tubag 1.
sa inyong papel. *nabilin sa tinigom
ni Boyet
1. Kada adlaw, gatigom og P11 si Boyet *P11, 4, P15
gikan sa iyang balon. Gisulod niya sa iyang *kada, nabilin
pitaka ang iyang natigom sulod sa upat ka *natigom ni Boyet
adlaw. Pagka-ugma, iyang gigasto ang *pagpilo-pilo ug
P15.Pila na lang ang nabilin sa tinigom ni pagkuha
Boyet? *(P11x4)-P15=N
 Unsay gipangutana? *P44-P15=P29
 Unsa ang gihatag nga mga numero? nabilin sa tinigom
 Unsa ang pasambingay nga pulong o ni Boyet
word clue?
 Unsa ang natagong pangutana? 2.
 Unsang operasyona o paagi ang *ihap sa tanang
gamiton? bugkos sa buhok
 Unsa ang hustong numerong pahayag? *Lorna ug Fe, 8, 3
 Unsa ang hustong tubag? *tag, gihatagan
*ihap sa bugkos
2. Adunay tag walo ka bugkos sa buhok si nilang duha
Lorna ug si Fe. Pila man ang tanang *pagpilo-pilo ug
bugkos kung gihatagan pa sila og tulo ka pagdugang
bugkos? *(2x8)+3=N
 Unsay gipangutana? *16+3=19 ang
 Unsa ang gihatag nga mga numero? bugkos nilang
 Unsa ang pasambingay nga pulong o duha
word clue?
 Unsa ang natagong pangutana?
 Unsay gipangutana? -sukli ni Joey
 Unsa ang gihatag nga mga numero? -5, P25, P200
 Unsa ang pasambingay nga pulong o -kada, mihatag,
word clue? sukli
 Unsa ang natagong pangutana? -pagpilo-pilo ug
 Unsang operasyona o paagi ang pagkuha
gamiton? -kantidad sa 5 ka
 Unsa ang hustong numerong pahayag? librita
 Unsa ang hustong tubag? -P200-(5xP25) = N
-P200- P125=P75
Si Joey mipalit og 5 ka librita nga Sukli ni Joey
nagkantidad og 25 kada usa. Mihatag siya
og 200 sa kahira. Pila man ang iyang
madawat nga sukli?
IV. Remarks
V. Reflection
remediation
these work?

Grade 2 Math DLP

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DETAILED LESSON PLAN IN MATHEMATICS II

A. Content Demonstrates understanding of subtraction and multiplication of whole num

B. Is able to apply subtraction and multiplication of whole numbers up to 1000

Teacher’s Guide 111-114

K-12 Curriculum 42 of 257

A. Review Teacher’s Activity Pupil’s Activity

Let the pupils to answer 1.

Let the pupils recall

B. Tell the pupils the need to know more about

C. Present the story problem,

Arminda and Analyn are twins. One day, they went to

D. Who are the twins? -Arminda and Analyn

What did they pick? -They picked flowers

How many flowers did Arminda picked? -45 flowers

How many flowers did Arminda gave to Analyn? -14 flowers

What will you do to find the number of flowers left to

G. Finding Choose another partner and answer the story

E. Which of my teaching strategies worked well?

Why did this work?

DETAILED LESSON PLAN IN MATHEMATICS II

A. Content Demonstrates understanding of subtraction and multiplication of whole

B. Is able to apply subtraction and multiplication of whole numbers up to 1000

Teacher’s Guide 115-118

K-12 Curriculum 44 of 257

A. Review Teacher’s Activity Pupil’s Acitivity

Designate a recorder for each team. Pupils will listen caref

subtracted from me, the difference is equal to 20. Who

How did you subtract the given numbers?

4. If Leo has 6 marbles and he gave 3 to Tristan,

5. 30 birds hanging on a tree, five of them flew 25

E. Remember in subtracting numbers mentally, you have

F.Evaluation Let the pupils answer these orally,

1. 50-9=____________ Pupils will answer

2. If 5 is subtracted from 45, the

3. Mang Oscar has 45 mangoes. He gave

5. Subtract 9 from 34.The difference is

G. Additional Answer the following:

E. Which of my teaching strategies worked well?

Why did this work?

DETAILED LESSON PLAN IN MATHEMATICS II

A. Content Demonstrates understanding of subtraction and multiplication of whole

B. Performance Is able to apply subtraction and multiplication of whole numbers up to 10

Teacher’s Guide 118-121

K-12 Curriculum 44 of 257

Learner’s Material 89-93

A. Review Teacher’s Activity Pupil’s Activity

Drill - Basic Facts in Subtraction (Use window

Subtract the following

B. Establishing Family of Five” Pupils will listen from the

E. Discussion Performing the Task

F. Finding Find the difference, Pupils will give the correct

G. To subtract mentally 3 digit numbers by ones

H.EVALUATION The teacher will read the problem and pupils

1. Total rice harvest - - 359 sacks

3. Number of visitors arrived - 259 persons

I. Additional Refer to the LM 32 – Gawaing Bahay

E. Which of my teaching strategies worked well?

Why did this work?

DETAILED LESSON PLAN IN MATHEMATICS II

A. Content Demonstrates understanding of subtraction and multiplication of whole

B. Performance Is able to apply subtraction and multiplication of whole numbers up to 10

Teacher’s Guide 121-124

K-12 Curriculum 44 of 257

3. 25 -15 = 8. 16 -12 = ____

4. 21 -10 = 9. 32 -22 = ____

5. 15 -13 = _ 10. 32 -12 = _____