School: SALAY CENTRAL SCHOOL Grade Level: 2

GRADES 1 to 12
Learning
DAILY LESSON LOG Teacher: NENITA G. ABCEDE Area: MATH
Teaching Dates FEBRUARY 19-22, 2024
and Time: 1:30-2:10 PM Quarter: 3RD (WEEK 4 )
Monday Tuesday Wednesday Thursday Friday
I. OBJECTIVES Count and tell the value of a set Count and tell the value of a Compare values of Read and write money in
of bills or a set of coins through set of bills or a set of coins different denominations of symbol and in words through
100 in combinations of pesos through 100 in combinations coins and paper bills 100 CATCH UP
and centavos (Peso and Centavo of pesos and centavos (Bills through 100 using relation
Coins Only) and Centavo Coins Only) symbols <, > and =
A. Content A.Content Standards A.Content Standards A.Content Standards A.Content Standards
Standards demonstrates understanding of demonstrates understanding demonstrates demonstrates
division of whole numbers up to of division of whole numbers understanding of division understanding
1000 including money. up to 1000 including money. of whole numbers up to of division of
1000 including money whole numbers
up to 1000
including
money.
B. Performance B.Performance Standards B.Performance Standards B.Performance Standards B.Performance Standards
Standards is able to apply division of whole is able to apply division of is able to apply division of is able to apply division of
numbers up to 1000 including whole numbers up to 1000 whole numbers up to 1000 whole numbers up to 1000
money in mathematical including money in including money in including money in
problems and real-life situations. mathematical problems and mathematical problems mathematical problems and
real-life situations. and real-life situations. real-life situations.

C. Learning C. Learning Competencies/ C. Learning Competencies/ C. Learning Competencies/ C. Learning Competencies/

Competencies/ Objectives
Objectives solves routine and non-routine
problems involving division of
numbers by 2,3,4,5 and 10 and
with any of the other operations
of whole numbers including
money using appropriate
problem solving strategies and
tools.
M2NS-IIIc-56.1
creates word problems involving
division of whole numbers
Objectives
solves routine and non-
routine problems involving
division of numbers by
2,3,4,5 and 10 and with any
of the other operations of
whole numbers including
money using appropriate
problem solving strategies
and tools.
M2NS-IIIc-56.1
creates word problems
Objectives
solves routine and non-
routine problems involving
division of numbers by
2,3,4,5 and 10 and with
any of the other
operations of whole
numbers including money
using appropriate problem
solving strategies and
tools.
M2NS-IIIc-56.1
Objectives
solves routine and non-routine
problems involving division of
numbers by 2,3,4,5 and 10 and
with any of the other
operations of whole numbers
including money using
appropriate problem solving
strategies and tools.
M2NS-IIIc-56.1
creates word problems
involving division of whole
 including money. involving division of whole creates word problems numbers including money.
M2NS-IIIc-57.1 numbers including money. involving division of whole M2NS-IIIc-57.1
M2NS-IIIc-57.1 numbers including money.
M2NS-IIIc-57.1
II. CONTENT Content:Counting and Telling Content:Counting and Content: Reading and Writing
the Value of a Set of Bills or a Set Telling the Value of a Set Money in Symbols and in
of Coins through 100 in of Bills or a Set of Coins Words through 100
Combinations of Pesos and through 100 in
Centavos (Peso and Centavo Combinations of Pesos
Coins Only) and Centavos (Bills and
Centavo Coins Only)
III. LEARNING K to12 Curriculum Guide K to12 Curriculum Guide K to12 Curriculum Guide K to12 Curriculum Guide
RESOURCES Grade 2 – Mathematics pages Grade 2 – Mathematics Grade 2 – Mathematics Grade 2 – Mathematics pages
A. References 23,25 pages 23,25 pages 23,24 23,24
1. Teacher’s 251-254 (softcopy) 254-257(softcopy) 258--260(soft-copy) 260-263(soft-copy)
Guide Pages
2. Learner’s LM in Mathematics pages LM in Mathematics LM in Mathematics pages LM in Mathematics pages 195-
Materials 188-190 pages190-193 193-195 196
pages
3. Text book
pages
4. Additional 1. Learning Module 1. Learning Module 1. Ball 1. Learning Module Lesson 84
Materials 2. Illustrations 2. Pencil and paper 2. Flashcards 2. Illustrations
from Learning 3. Flashcards 3. Activity sheet (money) 3. Illustrations 3. Activity cards/sheets
Resources 4. Activity cards/sheets of sets of 4. Play money 4. Learning Module 4. Manila paper and markers
money 5. Chart (word problem) 5. Weighing scale, scrap
5. Different
5. Play money Lesson 82 materials
denominations of play
6. Empty bottles and boxes of 6. Play money
milk, oil vinegar etc money Lesson 83
Lesson 81 6. Strips with written
values of money either
in words or in symbol
7. Activity sheet with
illustrations of money or
play money posted on it

B. Other Learning laptop laptop laptop laptop

Resources
IV. PROCEDURES
A. Reviewing INSTRUCTIONAL PROCEDURE
previous lesson Preparatory Activities
or presenting the Drill –Do this as group activity.
new lesson Let each group bring out their
baon (money). Make sure that
the money is properly
accounted.
Play “Bring Me”. The first group
to bring what is asked will earn
point.
Say: Bring me 200 centavos.
Continue the process and
reward the group that has
earned many points.
B. Establishing a B. Establishing a purpose
purpose for the lesson
for the lesson 2. Review – Group the pupils. Let
( Motivation) them count the money in their
activity card either in peso or in
centavo. The assigned reporter
will tell the value of the set of
money assigned to them.
INSTRUCTIONAL PROCEDURE
Preparatory Activities
1.Drill –Do this in a form of a
race. The leader of the group
will raise his hand to answer.
The group with the highest
number of points win.
Example: What is the value
of:
a. 2 pieces of 5 peso coin and
5 pieces of 5 centavo coins.
b. 8 pieces of 10 peso coins
and 1 piece of 25 centavo
coin.
c. 4 pieces of 1 peso coins
and 3 pieces of 10 centavo
coins
d. 5 pieces of 20 peso bills
e. 1 piece of 50 peso and 10
pieces of 5 centavo coins
Reward the group with the
highest points.
B. Establishing a purpose
for the lesson
2. Review-Give each group
this activity sheet.
Count the set of coins below.
Tell before the class its value.
The leader of the group will
tell their values
INSTRUCTIONAL
PROCEDURE
Preparatory Activities
1. Drill- Do this as group
activity
Give each group this
activity sheet. Let them
count and write the value
in symbol and in words.
Once done, let each group
present their outputs.
B. Establishing a purpose
for the lesson
2. Review –Use a ball. Pass
the ball to the class.
Whoever catches the ball
will come in front. The
teacher will say; “Give me
(amount of money). The
pupil will count from the
set of money on the table
of the said amount.
Example: Fifteen pesos and
thirty centavos
INSTRUCTIONAL PROCEDURE
Preparatory Activities
1.Drill –In this drill, combine
the money of the pupils per
group. Make sure that the
money is properly listed so
that after the game it will be
properly returned to the
owner.
Play “Bring Me”. Then tell the
amount you want the group
produce. The group that can
produce the exact amount
earns point. Reward the group
with the highest points.
Example: Eight pesos and fifty
centavos
B. Establishing a purpose
for the lesson
2. Review –Group activity.
Give each group this activity
card, manila paper and
marker.
A. Write the following in
symbol.
1. Eighty-four
2. Thirty-eight
3. Twenty-nine
4. Ninety-eight
5. Fifteen
B. Write the following in
words.
 3. Motivation 1. 63 2. 39 3. 27 4. 17 5. 8
Ask how much baon each 3. Motivation
of your pupils have? How do you dispose your
Then let the class identify garbage/trash such as empty
who has the biggest bottles, plastic, etc.?
amount of baon. Elicit answers from the pupils.
You may ask the pupils on
what is the equivalent of it
3. Motivation in different denominations.
3. Motivation –Simulate buying Ask: Have you tried helping
in a “Sari-sari Store” cleaning your yard then sell
Give each group a set of coins the scrap materials? Elicit
(peso and centavo) of different answer from the pupils.
value.
(If possible, there should be
more 5 centavos)
Example:
Group 1 – 30 pesos and 50
centavos
Group 2 – 53 pesos and 15
centavos
Group 3 – 15 pesos and 10
centavos
Group 4 – 27 pesos and 75
centavos
Group 5 – 44 pesos and 25
centavos
Place items with tag price in
your sari-sari store. Let the
pupils use their money to buy
the items.
Ask:
How do you find the activity? Is
it easy to pay the exact amount?

C. Presenting Posing a Task Posing a Task Posing a Task Posing a Task:

Examples / C. Presenting Examples / C. Presenting Examples / C. Presenting Examples C. Presenting Examples
instances of instances of new instances of new /Instances of new lesson /Instances of new lesson
new lesson lesson( Presentation) lesson( Presentation) Presentation 2.Presentation
( Presentation) Show different denominations of
money which is equal to P8.35.
Example: 1 piece of P 5 3 pieces
of 10¢
2 pieces of P 1 1 piece of 5¢
4 pieces of 25¢
Let the class read the money.
Then add the corresponding
value of each denominations
then the total value which is
P8.35.
Present the pictorial
representation of the money.
1 piece of P 5 3 pieces of 10¢
2 pieces of P 1 1 piece of 5¢
4 pieces of 25¢
Prepare this situation on a
manila paper.
Dexter cleaned their storage
room. He collected and sold
empty bottles of oil and
vinegar.
Say: This is what he received
from selling those empty
bottles.
(Show the real money. (1 -
P20 and 3 - 25¢)) Let us read
the money
Place the following amount
inside a box or jar.
2 – P 88 10¢ P 3.05 P 73.60
P 79.30
35¢ P 9.60 P 9.05 95¢
Wrapped them in a coupon
bond.
Call 10 pupils. Ask them to
get one amount from the
box/jar. Pair the pupils. Let
them open it and count
the value then compare. If
they think they have a
higher value they will stay
on the right side and if
lower on the left side.
One of the pupils will act as
the buyer of scrap materials.
Five other pupils will act as
seller of scrap materials.
Set the value per kg of the
scrap materials based on the
prevailing rate in your locality.
Let the buyer weigh the scrap
materials and compute how
much he/she should pay the
seller. Write the value on the
board.
Using the value of the money
(written in symbols) written on
the board teach the pupils
how to read the value then
how to write them in words.
Present two charts with values
of money written in words and
in symbol. Ask the class to
read them then call somebody
to read them again.
Example:
D. Discussing Performing the Task Performing the Task
new concepts Ask: How much pesos were Ask: How many paper bills
and practicing there in P 8? were there? What is its
new skills #1 How much centavos were there? value?
( Modeling) If we combine the peso and How many coins were there?
centavo, how much is the total What is its denomination?
value? How much do you think
Note: Teach the pupils how to Dexter receive?
read P8.35. How did you know it? (Elicit
answers from the pupils.)
This time present the
illustration of the money.
Ask: What is the value of the
paper bill? (Ask pupil to write
it on the board.)
What is the value of the
coins? (Ask pupils to write it
on the board.)
Ask pupils to write equations
with relation to the above
situation.
Example:
P 20 + 25¢ + 25¢ + 25¢ = P
20.75 (Twenty pesos and
seventy five centavos)
Ask: Is it difficult to count
Performing the Task Performing a Task
Ask the class if the pupils Ask: What have you observed
went to the correct in reading money in symbol?
location. How about writing money in
If they don’t, bring them to symbol? (Do this with letter B)
their proper position. This time let the class write the
This time, post the pictorial value of A in words and B in
representation of the symbol
money above (prepared
ahead) in this order.
A B.
1. P 88 P 88
2. 10¢ P 3.05
3. P 73.60 P 79.30
4. 35¢ P 9.60
5. P 9.05 95¢
Start comparing the value
in each column.
Example: (for number 1)
Which is greater in column
A or in column B? How did
you know it?
(Do this with 2, 3, 4, and 5)
Since the pupils have idea
already which is greater,
tell them to use their
previous knowledge in
comparing numbers using
 money with combination of
paper bills and centavo
coins? Why? Why not?
Do you have other way of
counting this kind of
grouping of money?
E. Discussing E. Discussion of new concepts E. Discussion of new
new concepts and practice of new skills concepts and practice of new
and practicing #2(Guided Practice) Refer to LM skills #2(Guided Practice)
new skills #2 81 Gawain 1-Apahina Refer to the LM 82- Gawain 1
(Guided Practice) A. Bumuongpangkatna may 5 A pahina190
kasapi. Gawain 1
Ilabasanginyongmgabaongbarya. A. Bumuongpangkatna may
Pagsamahinangmgaito. limangkasapi.
Bilangin. Humingingperangpinagsama
Paghambinganginyongmgasagot ngpapel at
. baryasainyongguro.
Parehasba kayo ngsagot? Salitanitongbilangin.
Ipakitasainyongguro kung tama Huwagninyongipapaalamsak
angbilangninyosamgabarya. asamahanninyoanghalagangi
nyongpagkabilang.
Pumuntasainyongguro at
sabihinanghalaganginyongpa
gkabilang.
Alaminsainyongguro kung
magkanoangtunaynahalagan
gpinagsamangpera.
Sino sainyoang may
tamangsagot?
relation symbol in
comparing the following
values.
A B.
1. P 88 ___ P 88
2. 10¢ ___ P 3.05
3. P 73.60 ___ P 79.30
4. 35¢ ___ P 9.60
5. P 9.05 ___ 95¢
E. Discussion of new E. Discussion of new concepts
concepts and practicing and practicing new skills
new skills #2(Guided #2(Guided Practice)
Practice) Refer to the LM Refer to the LM 83- Gawain 1
84- Gawain1 pahina pahina 193-194
Gawain 1- A. Bumuongpangkatna may
A. limangkasapi.
Maghanapnglimangkaklase Ilabasangmgabaonninyongper
. a.
Alamin kung Bilanginanghalaganito at
magkanoangkanilangbaong isulatsa:
pera. (a) simbolo (b) salita.
Isulatitosaiyongpapelsasim Pagkatapos ay
bolo o kaya naman ay paghambinginanginyongmgasa
sasalita. got.
Isulatmorinanghalagangiyo B.
ngbaon. Basahinangsumusunodnahalag
Paghambinginitogamitang a.
mgasimbolongpaghahambi Isulatanghalaganitosasalita.
ng. 1. 100.00
Ipakitasaiyongguroangiyon 2. P 23.50
gginawa para malaman 3. 0.75
kung ito ay tama 4. 75 ¢ 5.
5¢
F. Developing F. Developing mastery F. Developing mastery F. Developing mastery F. Developing mastery
mastery ( Independent Practice) ( Independent Practice) ( Independent Practice) ( Independent Practice)
( Independent Gawain 1-B at C pahina188 Gawain 1-B, pahina192 ) Refer to the LM Refer to the LM 83 Gawain –B
Practice) B. Bilangin at B. Bilangin at Gawain 1 –B pahina 194
sabihinanghalagangmgabaryasa sabihinanghalagangpinagsam Pahina 195 B. Basahinangsumusunod.
bawatbilang? angperangpapel at B. Gamitinang<, >, at = Isulatangkatumbasnahalaganit
baryangsentimosaibaba upangpaghambinginanghal osasimbolo.
agangperasaibaba 1. Limampungpiso at
tatlumpungsentimo
2. Labinlimangsentimo
3. Animnapu’ttatlongpiso at
sampungsentimo
4. Dalawampu’tpitongpiso
5. Tatlumpu’tlimangsentimo
G. Finding G. Finding Practical applications G. Finding Practical G. Finding Practical G. Finding Practical
Practical of concepts and skills applications of concepts and applications of concepts applications of concepts and
applications of ( Application / skills ( Application ) and skills ( Application / skills ( Application / Valuing)
concepts and Valuing) Refer to LM 82 Gawain Valuing) Refer to LM 83 Gawain 2
skills Refer to LM 81- Gawain 2- 2pahina 192 Refer to LM No –Gawain 2 pahina 194
( Application / pahina 189 Maghanapngkapareha.Basah pahina 196 Huminging manila paper at
Basahin at kalagayansaibaba. in at sagutin. Gawain 2 marker saiyongguro.
Valuing) Sagutinangmgakasunodnatanon Noongnakaraangbakasyon, Basahin at Pagkatapos ay gawinito.
g. tumulongsiEleonorsakanyan sagutinangkalagayansaibab Magsulatnglimanghalagangper
NagbebentasiRenzngkendi para gnanaysapagbentangmgabas a. asasimbolo.
magkaroonngipon. ahan. Dahildito, nakapag- Nagbukassi Aliyah at Makipagpalitansaiyongkaibiga
Pagkataposngsampungaraw, iponsiya. Sharangkanilang piggy n.
itonaangkanyangnaipon. Ito angkanyangnaipon: bank. Angiponni Aliyah ay Isulatnamanangmgaitosasalita.
97.75 Ipakitasaguroanginyongginawa
samantalangangkaySharan .
aman ay 97.50. Sino ay
1. Magkanolahatangkanyangnai may pinakamaramingipon?
Magkanolahatangkanyangipon? pon? Paghambinginangkanilangi
2. Kung pongamitangsimbolongpag
bumilisiyangregalonanagkakahal hahambing
aga
ng , magkanonalangang
natirasakanya?
3. Kung ibabahaginiyasaibaang 3
piso,
magkanonalangangnatirasakany
a?
H. Making H. Making generalizations and
generalizations abstractions about the lesson
and abstractions ( Generalization)
about the lesson The Philippine coins are
( Generalization) composed of peso and centavos.
The peso includes P 10, P 5 and
P 1 while the centavo includes
25¢, 10¢ and 5¢.
Combine and count the peso
first then followed by the
centavos. Remember that if
centavos are equal to 100 it is
already P 1.00. Do not forget
also to affix the peso sign at the
beginning
I. Evaluating I. Evaluation
Learning Count the following set of coins
below. Tell their value to your
teacher.
1.If you have this set of coins
below, how much money do you
have?
2. What is the value of the set of
coins below?
3. Count the set of coins below.
H. Making generalizations
and abstractions about the
lesson (Generalization )
In counting the value of
Philippine money, count the
value of the bills first then
count the value of the
centavo coins. Combine the
two values using the symbol
P. Remember that if
centavos are equal to 100 it
is already P 1.00
I.Evaluation
Count the following set of
bills and centavo coins
below. Tell its value to your
teacher.
1.What is the value of the
set of bills and centavo
coins below?
2. If you have the following
set of bills and coins
below, how much money
do you have at all?
3. How much is the set of
H. Making generalizations
and abstractions about the
lesson
(Generalization)
To compare values of
different denominations of
coins and paper bills we
use the relation symbols =,
>, and <.
We use equal sign if the
two value we compare are
equal.
We use greater than if the
value of the first money is
bigger than the second
value.
We use less than if the
value of the first money is
smaller than the second
value.
I.Evaluation
Copy the following then
compare them using
relation symbols. Write
your answer on your
paper.
1. P 32.35 ___ P 32.95
2. P 8.05 ___ P 8.50
3. P 78.90 ___ P 59.85
4. P 0.50 ___ 50¢
5. 95¢ ___ P 9
6. P 0.75 ___ P 71.00
7. 75¢ ___ 55¢
8. 80¢ ___ 80¢
9. P 67.33 ___ 100 ¢
10. P 84.05 ___ P 83.8
H. Making generalizations and
abstractions about the lesson
(Generalization )
In counting money including
bills and coins, combine all the
peso then the centavos. If the
centavo is equal to 100 it is
read as 1 peso. Separate the
peso from centavo by a period.
The period is read as and. Use
the symbol P for peso and ¢
for centavo. Always tell the
peso first before centavo
I.Evaluation
A. (Optional) The teacher may
assign the more able pupils to
listen and determine if their
classmates read the following
correctly.
1. P 18.35
2. P 71.90
3. P 0.50
4. 80 ¢
5. 35 ¢
B. Write the following in
words.
1. P 9.70
2. 20 ¢
3. P 15.15
4. P 0.05
5. 55 ¢
C. Write the following in
 How much is it? bills and coins below. symbols.
1. Eighty-seven pesos
4. The fare from Calagonsao 2. Seventeen pesos and
to Odiongan is shown below. seventy centavos
How much is it? 3. Forty-five centavos
4. How much is the set of coins
4. Ten centavos
below?
5. Thirty-nine pesos and eighty
centavos
5. Count the set of bills and
centavo coins below. What is
its value?

5. Count the set of coins below.

J. Additional J. Additional activities for J. Additional activities for J. Additional activities for J. Additional activities for
activities for application or remediation application or remediation application or remediation application or remediation
application or ( Assignment) GawaingBahay ( Assignment) ( Assignment) ( Assignment)
remediation Refer to LM. 81 pahina189-190 Refer to the LM 82 Refer to the LM 84– Refer to the LM 83 – pahina
( Assignment) Kung ikaw ay may GawaingBahaypahina192- pahina196 194-195
mgasumusunodnabilangngbarya 193 Gawain A.
, magkano kaya Kopyahinang pares Basahinangsumusunodnahalag
lahatangperamo? nghalagangperasaibaba. angpera.
 Paghambinginitogamitangs Isulatangmgaitosasimbolo.
imbolong =, >, at <. 1. Animnapu’tlimangpiso at
Gawinitosaiyongpapel. limangsentimo
2. Pitumpu’tlimangsentimo
3. Isandaangpiso
4. Limampu’tisangpiso
5. Isangpiso at
sampungsentimo
B. Basahinangmgaito.
Isulatsasalitaangkatumbasnito
nghalaga.
1. 35.20
2. 0.45
3. 75 ¢
4. 62.25
5. 15 ¢

V. REMARKS

VI. REFLECTION
A. No. of learners
who earned 80%
on the formative
assessment
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 lesson.
D. No. of learners
who continue to
require
remediation
E. Which of my
teaching
strategies
worked well?
Why did these
work?
F. What
difficulties did I
encounter which
my principal or
supervisor can
help me solve?
G. What
innovation or
localized
materials did I
use/discover
which I wish to
share with other
teachers?

Prepared By:
NENITA G. ABCEDE
Master Tacher I CHECKED:
Adviser MARIFE LEONORA R. CACULBA
ES PRINCIPAL I

NOTED:
GRETHEL R. LUBI, Ph.D
PS District Incharge