LESSON PLAN FOR MULTIGRADE CLASSES

ARALING PANLIPUNAN
GRADES 2, AND 3
QUARTER: THREE
WEEK: 1 DATE: NOVEMBER 7, 2018 Teacher: MARY CHRISTINE JOY A. BULIC
GRADE LEVEL Grade 2 Grade 3
Naipamamalas ang kahalagahan ng mabuting paglilingkod ng mga Naipapamalas ang pang-unawa at pagpapahalaga sa pagkakakilanlang kultural ng mga
namumuno sa pagsulong ng mga pangunahing hanapbuhay at pagtugon lalawigan na kinabibilangang rehiyon.
Content Standard sa pangangailangan ng mga kasapi ng sariling komunidad

The learners demonstrate

understanding of…

Nakapagpapahayag ng pagpapahalaga sa pagsulong ng mabuting Nakapagpapahayag ng may pagmamalaki at pagkilala sa nabubuong kultura ng mga
Performance Standard The paglilingkod ng mga namumuno sa komunidad tungo sa pagtugon sa lalawigan na kinabibilangan ng rehiyon.
learners should be able to… pangangailangan ng mga kasapi ng sariling komunidad

Nabibigyang-kahulugan ang likas na yaman. Naisusulat ng payak na kuwento 1-2 talata tungkol sa lalawigan sa kinabibilangang rehiyon
Competencies AP2PSK-IIIa-1 na nagging katangi-tangi para sa sarili. AP3PKR – IIIa - 1

The learners should be able to…

DAY 1
Nabibigyang-kahulugan ang likas na yaman. Naisusulat ng payak na kuwento 1-2 talata tungkol sa lalawigan sa kinabibilangang rehiyon
Lesson Objectives AP2PSK-IIIa-1 na naging katangi-tangi para sa sarili. AP3PKR – IIIa - 1
 ARALIN 5.1 Mga Likas na Yaman Kultura
Subject Matter ng Aking Komunidad

K-12 CGp 33, TG 60-62, LM P.146-154 K-12CG P.44-46, LM P.122-130

Learning Resources

Procedure Grouping Structures (tick boxes):

Use these letter icons to show
one group.
methodology and assessment
activities. Direct

T Teaching
G Group Activity tures

I Individual Activity
A Assessment Teaching, Learning, and Assessment Activities
Gumuhit ng larawan na sumisimbolo sa ating likas na yaman. Ano-ano ang mga pangangailangan ng mga tao / natin upang mabuhay?
Kulayan ang iginuhit.
Maghanda tungkol sa pagpapaliwanag ng iginuhit .
Ipaskil ang mga jumbled letter sa pisara Pangkatang Gawain
Pangkat I
INYMKANLAASA - Iguhit ang mga pagkain na kinakain ng inyong mga lolo at lola noong unang panahon
Pangkat II
- Ano – ano ang kasuotan nila noon? Gamitin ang Semantic Web
Ipatukoy ang nabuong salita.
Pangkat III
Anu-anong salita ang maaari ninyong ikabit sa nabuong salita? - Gamit ang graphic organizer itala ang mga lumang kagamitan / kasangkapan na makikita sa
Ipaskil sa pisara ang kahulugan ng LIKAS NA YAMAN inyong bahay?
Sabayang ipabasa ito sa mga mag-aaral. Pangkat IV
- Pagmasdan ang ga larawan . Isulat kung ano ang isinasagawa sa bawat larawan
( larawan ng pagdiriwang ng pista , mga isinasagawa na may kaugnayan sa relihiyon tulad
ng pagdiriang ng Mahal na Araw).
 Ano ang likas na yaman at ang mga halimbawa nito? - Ano-ano ang isinasagawang gawain na nakit ninyo sa larawan?
- Paano ipinagdiriwang ang pista ayon sa ipinapakita sa larawan?

Gumuhit ng 2 -3 likas na yaman na makikita sa ating bansa. Kulayan ang Ano kaya ang tawag sa mga lmang kagamitan at sa mga pagdiriwang na
mga ito. Isulat ang katumbas na ngalan sa ilalim nito. isinasagawa sa ating lalawigan o bansa?

Magtala ng mga likas yaman na makikita sa inyong rehiyon. Pagsubok sa kakayahan

Lagyan ng kaukulang puntos kung ang gwain ay maayos na naisagawa ,
Mahusay na mahusay ( 5 ) , mahusay ( 4 ,3 ), hindi mahusay ( 2,1 )

Remarks

Reflection
 LESSON PLAN FOR MULTIGRADE CLASSES
MOTHER TONGUE
GRADES 2, AND 3
QUARTER: TWO
WEEK: 9 DATE: OCTOBER 15, 2018 Teacher: MARY CHRISTINE JOY A. BULIC
GRADE LEVEL Grade 2 Grade 3
Demonstrates understanding and knowledge of language Retell familiar stories and short conversations by using appropriate
grammar and usage when speaking and/or writing. gestures.
Content Standard

The learners demonstrate

understanding of…

Speaks and writes correctly and effectively for different purposes Retell familiar stories and short conversations by using appropriate
Performance Standard The using the basic grammar of the language. gestures
learners should be able to…

Competencies
The learners should be able to…
Nakapagbibigay ng saloobin/pagsang-ayon o di-pagsang-ayon sa Retell familiar stories and short conversations by using appropriate
binasa/napakinggang kuwento. gestures. MT3OL-IIj-9.1.1
Natutukoy ang pang-ukol na ginamit sa pangungusap
Natutukoy ang gamit ng pang-ukol
Nagagamit ang pang-ukol sa pagbuo ng sariling
 pangungusap/tugma.
MT2GA-IIf-i-2.6
DAY 1
Nakapagbibigay ng saloobin/pagsang-ayon o di-pagsang-ayon sa Retell familiar stories and short conversations by using appropriate
Lesson Objectives binasa/napakinggang kuwento. gestures
Natutukoy ang pang-ukol na ginamit sa pangungusap
Natutukoy ang gamit ng pang-ukol
Nagagamit ang pang-ukol sa pagbuo ng sariling
pangungusap/tugma.

Pang-ukol Retelling stories and short conversations using appropriate gesture

Subject Matter

K-12 CGp 33, TG 156-163, LM P.126-130 K-12CG P.229-231

Learning Resources

Procedure Grouping Structures (tick boxes):

Use these letter icons to show
one group.
methodology and assessment
activities. Direct

T Teaching
G Group Activity tures

I Individual Activity
A Assessment Teaching, Learning, and Assessment Activities
Ipabigkas ang tugma Magsulatan Tayo ni Reymund C. Francia Fill in the blank with the correct pronouns
Itanong kung tungkol saan ang tugma at kung ano ang
tinutukoy nito. Hayaang ipahayag ng mga bata ang kanilang opinion
o kuro-kuro tungkol sa tugma. Basahin ang mga pangungusap na
nasa cartolina strips. Tingnan ang pangungusap 1, Ano ang salitang
naiiba ang pagkakasulat? Ano ang salitang kasunod nito? (kartero)
Ano ang tawag sa salitang ito?(pangngalan)
Hal. Tao po! Tao po!” ang malakas na tawag ng kartero.
Iniuugnay ng salitang ng ang pangngalan (kartero) sa iba pang salita
sa pangungusap (may salungguhit).
Isa-isahin ang mga halimbawang pangungusap.
Ipaliwanang na may mga salitang nag-uugnay sa pangngalan o
panghalip sa iba pang salita sa pangungusap. Ang mga ito ay
tinatawag na pang-ukol.Ang mga halimbawa ng pang-ukol ay: sa,
ng, ni, nina, kay, kina.

Ipagawa ang Gawain 1 sa LM. Read the dialogue .Present the motive questions. Who are the characters
in the dialogue? Where did the story happened?

Bumuo ng isang tugma ukol sa piyesta. Gamitin ang mga pang-ukol Individual activity
na pinag-aralan
 Basahin ang bawat salita. Ipataas ang kanang kamay ng mga bata Small groups activity
kung ito ay pang-ukol at ipa-ekis ang kanilang braso kung hindi.
Siya kina kay
Kami bata maganda
Ng ni tumalon

Ano ang pang-ukol? Ano-ano ang halimbawa nito?

Bumuo ng mga pangungusap gamit ang mga sumusunod na pang- Retell familiar stories…
ukol sa,
ng, ni, nina, kay, at kina.

Remarks

Reflection
 LESSON PLAN FOR MULTIGRADE CLASSES
ENGLISH
GRADES 2, AND 3
QUARTER: TWO
WEEK: 9 DATE: OCTOBER 15, 2018 Teacher: MARY CHRISTINE JOY A. BULIC
GRADE LEVEL Grade 2 Grade 3
Demonstrates understanding of the elements of literary and Retell a familiar storues to other children
expository texts for creative interpretation.
Content Standard

The learners demonstrate

understanding of…

*Uses information derived from text in presenting varied oral and Retell a familiar storues to other children
Performance Standard The written activities .
learners should be able to…
 *Use clues to justify predictions before, during and after reading Retell a familiar storues to other children
Competencies (pictures) . EN3Aj-IIi
*Read aloud grade 2 level text.
The learners should be able to… En2RC-IIId-e-2.4

DAY 1
Using clues to justify predictions before, during and after reading Retelling a familiar stories to other children
Lesson Objectives (pictures) .
*Read aloud grade 2 level text.

Story: .“The Little Sampaguita Girl.” by Marimel Jane H. Polita Literature: A Bundle of Sticks
Subject Matter

K-12 CGp 33, TG 53-55, LM P.214-217 K-12CG P.43

Learning Resources

Procedure Grouping Structures (tick boxes):

Use these letter icons to show
one group.
methodology and assessment
activities. Direct

T Teaching
G Group Activity tures

I Individual Activity
A Assessment Teaching, Learning, and Assessment Activities
Let them use face emoticons. Present key words through picture, realia, demonstration and word clues.
Happy Nothing Sad Mad Read aloud and stop at strategic points and ask questions to predict and
monitor comprehension story.
Example: I felt _____ because ______..
Talk about story read through discussion questions.
 Retell the story .“The Little Sampaguita Girl.” with the use of the
pictures. Ask questions while reading the story. (Group Activity) Pretend that you are the father of the three sons.
Write a two – sentence note for the three sons in your notebook.

Make a story board. Draw the major events that happened in the story.
Paste/write the appropriate strip/event on each box.

Read and draw the sentences in the box. Write
the title of the story.
Title:____________________________________________
Tell the pupils that A Sequence Chart is very helpful in showing
a series of events in the order in which they took place. It is
used to outline the major events in a story as shown by the arrow.
Details in the Sequence Chart may be used to retell the story to other
pupils.

Identify which drawing in the following sentences best describe the Retell the story using the sequence chart.
picture. Look for clues. Write the sentences under the picture.
1. He does sit-ups.
2. He lifts the weights.
3. Father goes to the gym.
4. He runs on the treadmill.
5. He is sweating and needs to take a shower.

Remarks
Reflection

LESSON PLAN FOR MULTIGRADE CLASSES

MATHEMATICS
GRADES 2, AND 3
QUARTER: TWO
WEEK: 9 DATE: OCTOBER 15, 2018 Teacher: MARY CHRISTINE JOY A. BULIC
GRADE LEVEL Grade 2 Grade 3
Demonstrates understanding of division of whole numbers up to 1000 including money.

Content Standard

The learners demonstrate

understanding of…

Is able to apply division of whole numbers up to 1000 including money in mathematical problems and real-life situations.
Performance Standard The
learners should be able to…
 Visualizes division of numbers up to 100 by 2,3,4,5, and 10 (multiplication table of 2, 3, 4, 5 and 10).
Competencies M2NS-IIIb-51.1

The learners should be able to…

DAY 1
Visualizes division of numbers up to 100 by 2,3,4,5, and 10 Visualizes division of numbers up to 100 by 2,3,4,5, and 10 (multiplication
Lesson Objectives (multiplication table of 2, 3, 4, 5 and 10). table of 2, 3, 4, 5 and 10).

Subject Matter Content: Dividing Numbers Content: Dividing Numbers

K-12 CGp 41 TG 206-208, LM P.145-147 K-12CG P.TGP. 197-200 LM P.122-130

Learning Resources

Procedure Grouping Structures (tick boxes):

Use these letter icons to show
one group.
methodology and assessment
activities. Direct

T Teaching
G Group Activity tures

I Individual Activity
A Assessment Teaching, Learning, and Assessment Activities
Present the problem. What process will you use to solve the word problem? What process will you use to solve the word problem?
Do this as group activity. 1. Drill- Do this as group activity. Give them manila paper and marker.
Present the following division situations as indicated below.
Use the activity card just opened by each group. The activity cards A. Repeated subtraction
are shown below. 1. 40 players were grouped into 8 teams
2. 10 hotdogs were shared to 5 children
Use repeated subtraction to fill in the correct answer. B. Equal jumps on a number line
Use this table: 3. A 36-m tying wire was divided into 6 pieces
C. Formation of equal groups of objects
4. 21 pieces of guavas were grouped into 3
5. 18 pieces of mango were shared equally to 6 children
A. Divide. A. Divide.
1. 20 ÷ 2 = ____ 1. 15 ÷ 5 = ____ 4. 35 ÷ 5 = ____
2. 18 ÷ 2 = ____ 2. 45 ÷ 5 = ____ 5. 5 ÷ 5 = ____
3. 8 ÷ 2 = ____ 3. 25 ÷ 5 = ____
4. 12 ÷ 2 = ____
5. 6 ÷ 2 = ____

Dividend is the number to be divided.

The divisor is the number that divides the dividend.
The answer in division is called the quotient.
In dividing numbers, use your knowledge in presenting and writing division as equal sharing, repeated subtraction, equal jumps on a number
line and formation of equal groups of objects.

Divide the following. Write your answer on your paper.
1. 10 ÷ 2 = _____ 2. 24 ÷ 3 = _____ 3. 36 ÷ 4 = _____
4. 15 ÷ 5 = _____ 5. 40 ÷ 10 = ____
Answer the following questions. Write your answer on your paper.
1. What is the result if we divide 16 by 2?
2. The result of dividing 21 by 3 is ____.
3. Divide 28 by 4. What is the result?
4. What is the quotient of dividing 30 by 5?
5. What will be the result of dividing 70 by 10?
Remarks

Reflection

LESSON PLAN FOR MULTIGRADE CLASSES

FILIPINO
GRADES 2, AND 3
QUARTER: TWO
WEEK: 9 DATE: OCTOBER 15, 2018 Teacher: MARY CHRISTINE JOY A. BULIC
GRADE LEVEL Grade 2 Grade 3
Demonstrates understanding of division of whole numbers up to 1000 including money.

Content Standard

The learners demonstrate

understanding of…

Is able to apply division of whole numbers up to 1000 including money in mathematical problems and real-life situations.
Performance Standard The
learners should be able to…
 Visualizes division of numbers up to 100 by 2,3,4,5, and 10 (multiplication table of 2, 3, 4, 5 and 10).
Competencies M2NS-IIIb-51.1

The learners should be able to…

DAY 1
Visualizes division of numbers up to 100 by 2,3,4,5, and 10 Visualizes division of numbers up to 100 by 2,3,4,5, and 10 (multiplication
Lesson Objectives (multiplication table of 2, 3, 4, 5 and 10). table of 2, 3, 4, 5 and 10).

Subject Matter Content: Dividing Numbers Content: Dividing Numbers

K-12 CGp 41 TG 206-208, LM P.145-147 K-12CG P.TGP. 197-200 LM P.122-130

Learning Resources

Procedure Grouping Structures (tick boxes):

Use these letter icons to show
one group.
methodology and assessment
activities. Direct

T Teaching
G Group Activity tures

I Individual Activity
A Assessment Teaching, Learning, and Assessment Activities
Present the problem. What process will you use to solve the word problem? What process will you use to solve the word problem?
Do this as group activity. 1. Drill- Do this as group activity. Give them manila paper and marker.
Present the following division situations as indicated below.
Use the activity card just opened by each group. The activity cards A. Repeated subtraction
are shown below. 1. 40 players were grouped into 8 teams
2. 10 hotdogs were shared to 5 children
Use repeated subtraction to fill in the correct answer. B. Equal jumps on a number line
Use this table: 3. A 36-m tying wire was divided into 6 pieces
C. Formation of equal groups of objects
4. 21 pieces of guavas were grouped into 3
5. 18 pieces of mango were shared equally to 6 children
A. Divide. A. Divide.
1. 20 ÷ 2 = ____ 1. 15 ÷ 5 = ____ 4. 35 ÷ 5 = ____
2. 18 ÷ 2 = ____ 2. 45 ÷ 5 = ____ 5. 5 ÷ 5 = ____
3. 8 ÷ 2 = ____ 3. 25 ÷ 5 = ____
4. 12 ÷ 2 = ____
5. 6 ÷ 2 = ____

Dividend is the number to be divided.

The divisor is the number that divides the dividend.
The answer in division is called the quotient.
In dividing numbers, use your knowledge in presenting and writing division as equal sharing, repeated subtraction, equal jumps on a number
line and formation of equal groups of objects.

Divide the following. Write your answer on your paper.
1. 10 ÷ 2 = _____ 2. 24 ÷ 3 = _____ 3. 36 ÷ 4 = _____
4. 15 ÷ 5 = _____ 5. 40 ÷ 10 = ____
Answer the following questions. Write your answer on your paper.
1. What is the result if we divide 16 by 2?
2. The result of dividing 21 by 3 is ____.
3. Divide 28 by 4. What is the result?
4. What is the quotient of dividing 30 by 5?
5. What will be the result of dividing 70 by 10?
Remarks

Reflection