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C. Learning C. Learning Competencies/ C. Learning Competencies/ C. Learning Competencies/ C. Learning Competencies/ Answer test item with 75%
Competencies/ Objectives Objectives Objectives Objectives of success.
Objectives visualizes and represents visualizes and represents visualizes and represents numbers visualizes and represents numbers from Follow directions properly.
numbers from 0-1000 with numbers from 0-1000 with from 0-1000 with emphasis on 0-1000 with emphasis on numbers 101 Answer test with speed,
emphasis on numbers 101 – 1 emphasis on numbers 101 – 1 numbers 101 – 1 000 using a variety – 1 000 using a variety of materials. accuracy and honesty
000 using a variety of materials. 000 using a variety of materials. of materials. M2NS-Ia-1.2
M2NS-Ia-1.2 M2NS-Ia-1.2 M2NS-Ia-1.2 groups objects in ones, tens, and
groups objects in ones, tens, and hundreds.
hundreds. M2NS-Ib-2.2
M2NS-Ib-2.2
II. CONTENT Content: Visualization and Content: Visualization and Content:Associating Numbers with Content: Numbers with sets having 501
Identification of Numbers from Identification of Numbers from Sets having 101 up to 500 objects up to 1000 objects.
101 - 500 501 - 1000
III. LEARNING K to12 Curriculum Guide 2016 K to12 Curriculum Guide 2016 K to12 Curriculum Guide 2016 K to12 Curriculum Guide 2016
RESOURCES Grade 2 – Mathematics page 26 Grade 2 – Mathematics page 26 Grade 2 – Mathematics page 26 Grade 2 – Mathematics page 26
A. References
1. Teacher’s Guide TG in Mathematics pages 1-5 TG in Mathematics pages 5- TG in Mathematics pages 9 -13 TG in Mathematics pages 13-19
Pages (softcopy) 9(softcopy) (softcopy) (softcopy)
2. Learner’s LM in Mathematics pages 1-4 LM in Mathematics pages 5-7 LM in Mathematics pages 8-10 LM in Mathematics pages 11-12 Test paper at lapis
Materials
Pages
C. Presenting Posing a Task Posing a Task Posing a Task: Posing a Task Present the test materials.
Examples / C. Presenting Examples / C. Presenting Examples / C. Presenting Examples /Instances of C. Presenting Examples /Instances of
instances of new instances of new lesson( instances of new lesson( new lesson 2.Presentation new lesson Presentation
lesson Presentation) Presentation Ask the pupils to bring out their The teacher will post the picture as
( Presentation) a. Concrete Divide the class into groups. counters. illustrated below.
Activity Provide each group with counters Activity: Call 2 or 3 pupils to read the short story.
) such as popsicle sticks or drinking Divide the class into five. Give each
Group the pupils by five straws. group bundles/sets of counters of
depending on the number of Let the pupils bundle 5 sets of 100 100s, 10s and 1s.
pupils in a class. Make sure that popsicle sticks.
each pupil has objects bundled or Let the pupils write the number
grouped into 100s in trays or symbols on their Show Me Board. Aling Lorna sells quail eggs. She asks her
bags. Using the straws, the Do these lines of questioning until daughter Karen to place 100 quail eggs
teacher will show groupings by 1s, the pupil reach 1000? in each basket and 10 eggs in small
10s, and 100s. Let the pupils At these points, the teacher will paper bags. She also tells her to deliver 5
count the number of straws they use the flats, longs and ones. baskets of eggs to Aling Marie’s store
have. Show a chart as shown below, ask and 7 paper bags to her friends. She
b. Pictorial the pupils to complete the table does all these correctly. Aling Lorna
Using the play money- ask the numbers up to 1000. praises Karen for following all what she
pupils to count the value of the wants her to do. She also asks her to
following: find the total number of quail eggs sold.
Example: If you were Karen, can you give the total
number of quail eggs delivered in all?
Who sells quail eggs?
Who helps Aling Lorna to deliver quail
c. Abstract eggs?
Let the pupils write the number What kind of daughter is Karen?
symbols that represent the value What did her mother do when she did
of money. all her instructions correctly?
Why did she do all what her mother told
her to do?
Did she know how to follow directions?
How many hundreds are there?
How many are tens?
Use the illustration example below
5 hundreds + 7 tens = 570
500 + 70 = 570
Example
Call a pupil to give the number of 100s,
10s and 1s in the illustration.
Call another pupil to give the number of
hundreds, tens and ones.
Call a pupil to give the final number.
_____ Hundreds + _____ tens + __ _
ones
_____ + _____ + _____ = _____
Example 2
Divide the class into five. Distribute
bundles or packs of objects in 100s, 10s
and 1s. Let them give the number
following the example below.
D. Discussing new Performing the Task Performing the Task Performing a Task Performing the Task Explain the direction to them.
concepts and Processing Processing: Processing Ask :
practicing new Ask: How many hundreds are Ask: How many popsicle sticks do Ask: Processing
skills #1 there? you have? If you add another one Ask each group to complete the series What did you do to get the number of
( Modeling) How many tens? How many ones? bundle of 100, how many are given below. hundreds, tens and ones?
What is the total value of the there? Group I 120, 121, 122, 123, 124, Did you count the objects carefully?
money? 125___, ____, ____, ____, ____
Ask- What if P 5 added to P100? Group 2 210, 211, 212, 213, 214, 215
How will you describe the value? __, ____, ____, ____, ____
What is the number? Group 3 325, ___, ___, 328, ___, 330,
Ask them to write the number ____, ____, ___, ____
symbols. Group 4 500, 450, 400, 350, ____,
Give another illustrative example ____, ____, ____, ____
such as 145, 356, 275 and 452. Ask each group record the process of
Ask the pupils to describe and completing the series.
write the number symbols. What did you do to discover the next
five number using sets of objects?
How many objects are there in bigger
and smaller bundles?
E. Discussing new E. Discussion of new concepts E. Discussion of new concepts E. Discussion of new concepts and E. Discussion of new concepts and Giving the standards
concepts and and practice of new skills and practice of new skills practicing new skills #2(Guided practicing new skills #2(Guided Practice)
practicing new #2(Guided Practice) Refer to the #2(Guided Practice) Refer to the Practice) Refer to the LM – Gawain 1 pahina 11
skills #2 LM - Gawain 1 pahina 1 sa Gawain LM - Gawain 1 A pahina 5 sa LM Refer to the LM Gawain 1 pahina 8 Gamit ang mga kongkretong bagay gaya
(Guided Practice) 1 Gawain 1 Ibigay ang tamang bilang ayon sa ng straw, patpat, maliliit na bato o
Bilangin ang mga nakalarawang Bilangin ang mga nakalarawang nakalarawan. kabibe, bumuo ng mga bilang na
bagay at isulat ang katumbas na bagay at isulat ang katumbas na nakasaad sa bawat bilang gamit ang
bilang nito sa iyong kuwaderno. bilang nito sa iyong papel. hundreds, tens at ones.
Halimbawa:
Sagot: __________
Sagot: __________
G. Finding Practical G. Finding Practical applications of G. Finding Practical applications of G. Finding Practical applications of G. Finding Practical applications of Did you answer the test
applications of concepts and skills ( Application / concepts and skills ( Application ) concepts and skills ( Application / concepts and skills ( Application / correctly?
concepts and skills Valuing) Valuing Valuing)
( Application / Bilangin ang mga nakalarawang Let the pupils identify the number for Let the pupils identify the number for
bagay at isulat ang katumbas na each sets of objects. each sets of objects.
Valuing) bilang nito sa iyong kuwaderno. Write the number of hundreds, tens and
ones. Then, write the number on your
paper.
Example:
H. Making H. Making generalizations and H. Making generalizations and H. Making generalizations and H. Making generalizations and What did you learn today?
generalizations and abstractions about the lesson abstractions about the lesson abstractions about the lesson abstractions about the lesson
abstractions about (Generalization ) (Generalization ) (Generalization ) (Generalization)
the lesson ( Ask the following questions: How do you visualize numbers How do we associate numbers using What should you do to associate
Generalization) What have you learned today? from 501 through 1000? sets of objects from 101 – 500? numbers with objects or things?
How do you identify the number How do you identify the number What should you do to identify the We can associate numbers with objects
of each set of objects from 101 to of each set of objects from 501 to number from 101 to 500 in a given or things by identifying and counting
500? 1000? sets of objects or things? them.
How do drawings of objects in
bundles or packs help you count
numbers from 101- 500?
I. Evaluating I. Evaluation I.Evaluation I.Evaluation I.Evaluation
Learning Directions: Give the correct Directions: Count and write the Give the number for each set of Write the letter of the correct answer. Checking the test
number for each set. correct numeral for each objects. 1.Which is equal to 784?
illustration.
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:
JENNIFER C. BULATAO Noted:
Grade 2 – 1 Adviser JOEGIE M. GALANO, Ph. D.
Principal II