School: St.

Francis II Elementary School Grade Level: II

Teacher: Rossiel T. Valdez Learning Area: MATHEMATICS

Quarter 1ST QUARTER

GRADES 1 to 12 Date and Time:
DAILY LESSON LOG

NOTE: This Lesson Plan is based on Robert Gagné’s Nine events of Instruction, these events are associated with and address the mental conditions for
learning. This research is very engaging and meaningful to learner’s can show their prior knowledge that is associated with the lesson to be discussed. In every
component, they can cite, think and explore based on their hinder knowledge.

Reference: https://www.niu.edu/citl/resources/guides/instructional-guide/gagnes-nine-events-of-instruction.shtml
I. Objectives Gagné's Nine events of Instruction
A. Content Standard The learner demonstrates understanding of addition of whole
numbers up to 1000 including money.
B. Performance The learner is able to compares numbers up using relation symbols
Standard and orders numbers up to 1000 in increasing and decreasing order.
C. Learning Objectives Compares numbers up using relation symbols No. 2 Inform students of the objectives-o help
M2NS-Ic-14 them understand what they are expected to
learn and do.
No. 3 Stimulate recall of prior knowledge- it will
help them to think for the possible outcome of
the lesson.
II. Subject Matter Comparing Numbers up using Relation Symbols
References MELC Mathematics 2 page 201, Math Quarter 1 Module 6, Learners
Materials pages 39-41, Teacher’s Guide pages 28-30
Learning Resources Flash cards - laminated (symbols), Activity cards, power point,
activity/worksheet, show me board
Curriculum Link Science (Recycling)
ESP – Pagiging Matipid
Strategies Used Group work, collaborative learning, differentiated learning
Values: Thrifty, Resourcefulness
III. Procedure
A. Review of the A. Have a drill also on Standard and Expanded form. (show me 1. Gain attention of the students-Ensure the
previous/Presentin board) learners are ready to learn and participate in
g new lessons activities by presenting a stimulus to capture
B. Post a table and give the place value of the underlined their attention
numbers. (flash cards)
B. Establish the Post the situation. 3. Stimulate recall of prior learning-Help
Purpose of the students make sense of new information by
lesson Maria and her brother Jose lives in an urban place. During Saturday relating it to something they already know or
they collected used empty bottles and plan to sell it. They want to something they have already experienced.
save money to help their parents in this time of pandemic. Maria
collected 12 bottles while Jose had 10.

Let the pupils answer the following questions:

a. Where did Maria and Jose live?
b. What did they do on Saturday?
c. Do you believe that there is money from recyclable
materials? Can you save money out of it?
d. Why did they do these?
e. Is it good to do it also?

C. Presenting New Let’s go to the lesson by asking the following questions: 3. Stimulate recall of prior learning-Help
Examples/Instanc  How many empty bottles did Maria collected? students make sense of new information by
es  How many empty bottles did Jose collected? relating it to something they already know or
 Post their answers on the board. something they have already experienced.
 Who collected more bottles?

D. Discussing New Present the place value chart. 4. Present the content-Use strategies to present
Concepts and H T O and cue lesson content to provide more
Presenting New Maria 1 2 effective instruction. Organize and group
Skills # 1 Jose 1 0 content in meaningful ways, and provide
explanations after demonstrations.
Compare the numbers following the steps.
 Compare the hundreds,
 Compare the tens
 Compare the ones.

 By using the place value and value, you can easily compare
3 digit numbers.
 Introduce the relation symbols and their uses.
 > this symbol is greater than (use if the first number is
 more than the last number)
 < this symbol is less than (use if the first number is
less than the last number)
 = this symbol is equal (use when two numbers are
equal)
 For the pupils to easily remember the symbols (use
their hands)

Give more examples

E. Discussing New Group work: 5. Provide learning guidance-Advise students of
Concepts and Group the pupils into 4 groups. Give each group different activities. strategies to aid them in learning content and of
Presenting New Let them do what is asked to do in the given activities. resources available. In other words, help
Skills #2 Group 1 – Compare the set of numbers using > < or =. Write your students learn how to learn.
answer in the box.
Group 2 – Write true if the set is correct and false if not.
Group 3 – Study the symbol between the numbers on the left and
the choices on the right. Choose and write the correct number.
Group 4 – Complete the table. Fill in appropriate numbers.
F. Developing Flash set numbers and let the pupils compare them and raise the 6. Elicit performance (practice)- Have students
mastery correct symbols (flash cards) apply what they have learned to reinforce new
skills and knowledge and to confirm correct
understanding of course concepts.
G. Finding Practical Choose the correct answer to complete the set. 8. Assess performance
application of
concepts
H. Making When comparing numbers what will you do to determine which 8. Assess performance-Test whether the
generalization and number is greater? Lesser? Equal? expected learning outcomes have been
abstraction about In comparing 3 digit numbers, compare the hundreds first, then the achieved on previously stated course objectives.
the lesson tens and lastly the ones. We use the symbol >, < or =.
I. Evaluation Write the correct number to complete the set. 8. Assess performance-Test whether the
1. 507 > _______ expected learning outcomes have been
2. 350 < _______ achieved on previously stated course objectives.
3. 700+0+3 = ___________
4. 451 > _________
5. 150 < _________

J. Additional activities 9. Enhance retention and transfer-Help learners

 for application or Write the correct symbol using >,< and =. retain more information by providing them
remediation/Assignm opportunities to connect course concepts to
ent 1. 167 _______ 297 potential real-world applications.
2. 267 _______400+20+6
3. 500+80+2 = ___ 300+10+5
4. 500+90+5 ___ 502
5. 500+10+5 ____ 525

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 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:

ROSSIEL T. VALDEZ
Teacher I

Checked and Approved by:

ROWENA M. LISUD Ed.D

PRINCIPAL II