DETAILED LESSON

PLAN
School LCES Grade Level Grade 2
Teacher Jolly Ann Learning Area Mathematics
Teaching Dates and Week 1, Day 3 Quarter 4rth Quarter
Time
I. OBJECTIVES
A. Content Standards Demonstrates understanding of time
B. Performance Able to apply knowledge of time
Standards
C. Learning *Reading and writing time to the nearest 15-minute (Week 1 M2ME-IVa-5)
competencies a. able to indicate time to the nearest 15-minutes of an hour like 1:15,
1:30 and 1:45 when the minute hand is at the 15-minute in digital
way;
b. show care around us, and
c. able to read and write nearest 15 minutes of an hour
II. CONTENT Reading and writing time to the nearest 15-minute
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages 238- 240
2. Learners Materials Pages 284-287
3. strategies Board work, collaborative learning (group activities)
B. Other Learning Laptop, DIY Clock, Cartolina, TV, Work Sheet
Resources

IV. PROCEDURES TEACHERS ACTIVITY LEARNERS ACTIVITY

A. Preparatory Good morning children. Good Morning teacher
Activities: I am teacher Jolly, I am your teacher this
morning
Are you happy? Yes teacher Jolly.

But before that, can you remember what

are the things you need to do when we
will start our class? Yes, teacher.

May I know what are those? Raise your

hand if you want to answer.
 Always treat others with respect.
 Listen to the teacher when she speaks.
 Ask for help when you need it.
 Listen and follow directions.
 Raise your hand before speaking or
leaving your seat.
 Respect your classmates and your
teacher.
 Keep hands, feet, and objects to
yourself.
 Listen to your classmates when they
speak
 Always tell the truth!
 Always try your best. Never give up!
 Do not cheat or copy other people’s
work.
 Do not use bad words

If one gave wrong answer, what will you Answer may vary.
do? Will you laugh at him/
her?
Brilliant kids. Ok, we will start our lesson
now because you knew already what
you’re going to do
B. Establishing a I will play the rhyme “Telling Time”
purpose for the
lesson First play, you listen.
Second play, we will recite the rhyme Yes teacher
together. Ok?

When the long hand points to the top

The short hand points to the hour
This is how we read the clock and this is
how we know what time it is

One o'clock
Two o'clock
Three o'clock
Four o'clock
Five o'clock
Six o'clock
Seven o'clock
Eight o'clock
Nine o'clock
Ten o'clock
Eleven o'clock
Twelve o'clock
(Repeat)

What was the rhyme all about? It’s about telling time
What tells time? It’s the clock
Is clock important to our daily living? Yes, teacher
How? Answer may vary…
*Scheduling
-time to wake, time to prepare for
Which will come first of the activities school, time to eat breakfast, time to
mentioned? go to school etc.
*Prioritizing
-which will come first of the activities
Very well said. mentioned
C. Review Do you remember what are the parts of
the clock? Yes teacher
What are they? Clock has short hand and long hand

I have here a blank clock.

Who can draw a short hand? Me teacher

Very good, you did it right.

What is this hand? short hand

Do you know the other name of short Yes teacher, its hour hand.
hand?

From the rhyme we just recited, how the 1 o’clock, 2 o’clock, 3 o’clock, 4 o’clock,
short hand tells time? 5 o’clock, 6 o’clock, 7 o’clock, 8 o’clock,
9 o’clock, 10 o’clock, 11 o’clock, 12
o’clock
 Yes you did it right.
So now let’s count again by row.
Row 1
Row 2
Row 3
Row 4
Congratulations kids on a job well done
with the counting.

Now, who can draw a long hand? Me teacher

Good job

What is this hand? Long hand

Do you know the other name of long Yes, It’s minute hand
hand?
How the long hand tell time? 5,10, 15…, We skip count by 5
Yes, it’s by skip counting by 5.

Okay, lets count 5,10, 15…

5, 10, 15, 20, 25, 30, 35, 40, 45, 50, 55, 60
Lets do it again by row.
Row 1
Row 2
Row 3
Row 4
Very good. You got it right
D. Presenting the This morning our lesson is about reading
new lesson. and writing time to the nearest 15-minute
in digital way.
You can say time to the nearest 15-minute
by checking exactly where the minute
hand is.

Excited? Yes, teacher.

E. Discussion Look at this clock.

I will put the long hand in number 3, let’s 5, 10, 15

count it and check how many minutes
there are.
How many minutes? 15 minutes
Very good.

If the long hand is in number three it

means …… fifteen minutes

What if I will put the long hand in number

6? How many minutes it is? Let’s start
counting from 15 and lets count 15 as 5.
5, 10, 15
How many minutes?
Very good. 15 minutes

What if I will put the long hand in number

9? How many minutes it is? Let’s start
counting from 30 and let’s count 30 as 5.
How many minutes? 5, 10, 15
Very good.
15 minutes

I am showing to you that 3, 6 and 9 have

15 minutes interval. But if we’re going to
read it, it will always starts in number 1.

How will we read and write it?

Let us learn first how to write it in digital
way.
Look at the clock.

First, check the short hand. Where did the

short hand points?

Very good. We will write: At 2.

2 and then colon. 2:
The colon: will separate hour from minute. At 3
Skip count by 5
Where did the long hand points? 5,10,15
How will we read the long hand?
Let’s count it, 5, 10, 15

We will write 2:15 and we will read it,

“Two fifteen” or “two o’clock and fifteen “Two fifteen” or “two o’clock and
minutes” fifteen minutes”
Everybody read….“Two fifteen” or “two
o’clock and fifteen minutes”

And then, First row, 2nd row…..

Another example:

The same
discussion

Another
example:
 The same discussion

Now look at the clocks on the board.

Let’s try to write and read the time on it. I
Developing Mastery want to see if you understand our
(Lead to Formative discussion.
Assessment
Practice Exercise 1:

______ ______ ______

______ _______ _______

Practice Exercise 2: I will group you by row. The group will

choose a leader. The leader will be the
one to write the answer of the group in
the board. I will set the time of the clock.
The first group can write the time on the
board will be the winner.

And so on…
Practice Alright, well done.
Exercise 3 Let use time in real life situation.

Rea started walking to school at 6:45. She 15 minutes

arrived at 7:00, how long did Rea walk?

Okay very good so now let’s count the

long hand from 6:45 to 7:00

5, 10 , 15 5, 10 , 15
How long did Rhea walk? Rea walked 15 minutes going to school

Okay so let’s have another example:

Rea saw a lot of garbage in front of her 5, 10, 15

room she picked the garbage for 15
 minutes and she started at 12:15. What Rea finished picking the garbage at
time she finished picking? 12:30 or 12 o’clock and 30 minutes

Did you understand our lesson?

So is everything clear so far?
Yes teacher, it all clear
Wow I’m glad to hear that.
E. Finding Group activity
Practical Okay, so now let’s have an activity.
Application of Work in a group of five 1. 2.
concepts and a. The members of the group will set
skills in daily their DIY clocks to show the time
living while I say it 3. 4.
b. The group with the highest score
wins the game.
Example: 8:15, 6:45

1. 5:15 5.
2. 10:45
3. 8:15
4. 10:30
5. 1:15
F. Making How will we count minutes using the We can read it by 5 using skip counting
Generalization number of the clock?
and
Abstraction *How important time for you? *it is important, because it help us
about the organize our work from time to time
Lesson.

G. Evaluating A. Direction: Read the time and

Learning encircle the best answer.

1.
1. c.4:10
a. 2:30 b. 4:15 c.4:10

2.

a.7:30 b. 8:30 c. 9:40 2. b. 8:30

3.

a.12:45 b. 9:50 c. 11:45 3. c. 11:45

4.

4. c. 1:15
a.4:30 b. 12:45 c. 1:15

5.

a.10:30 b. 11:15 c. 11:45 5. a. 10:30

 H. Enrichment Direction: Draw the short and long hand in
the Analog.

1. 8:30

2. 12:15

3. 6:30

V. REMARKS

VI. REFLECTION
A.No. of learners who
earned 80% in the
evaluation
B.No. of learners who
require additional
activities for
remediation who
scored below 80%
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
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?