School: Grade Level: II

GRADES 1 to 12 Teacher: File Created by Ma’am MARIANNE MANALO PUHI Learning Area: MATHEMATICS
DAILY LESSON LOG Teaching Dates and
Time: JUNE 10 – 14, 2019 (WEEK 2) Quarter: 1st Quarter

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES Counts and groups objects in
ones, tens, and hundreds
A. Content A.Content Standards
Standards demonstrates understanding of
whole numbers up to 1000,
ordinal numbers up to 20th, and
money up to PhP100.
B. Performance B.Performance Standards
Standards is able to recognize, represent,
compare, and order whole
numbers up to 1000, ordinal
numbers up to 20th, and money
up to PhP100 in various forms and
contexts.
C. Learning C. Learning Competencies/
Competencies/ Objectives
Objectives groups objects in ones, tens, and
hundreds.
M2NS-Ib-2.2
II. CONTENT Content: Counting Ones, Tens and
Hundreds
Lesson 5
Reads and writes numbers from
101 through 1000 in symbols and
in words
A.Content Standards
demonstrates understanding of
whole numbers up to 1000,
ordinal numbers up to 20th, and
money up to PhP100.
B.Performance Standards
is able to recognize, represent,
compare, and order whole
numbers up to 1000, ordinal
numbers up to 20th, and money
up to PhP100 in various forms and
contexts.
C. Learning Competencies/
Objectives
reads and writes numbers up to 1
000 in symbols and in words.
M2NS-Ic-9.2
Content: Reading and writing
Numbers
Lesson 6
INDEPENDENCE DAY Counts numbers by 10s, 50s, and 100s Reads and writes
numbers from through
1000 in symbols and in
words
A.Content Standards A.Content Standards
demonstrates understanding of whole demonstrates
numbers up to 1000, ordinal numbers up understanding of whole
to 20th, and money up to PhP100. numbers up to 1000,
ordinal numbers up to
20th, and money up to
PhP100.
B.Performance Standards B.Performance Standards
is able to recognize, represent, is able to recognize,
compare, and order whole numbers up represent, compare, and
to 1000, ordinal numbers up to 20th, order whole numbers up
and money up to PhP100 in various to 1000, ordinal numbers
forms and contexts. up to 20th, and money up
to PhP100 in various
forms and contexts.
C. Learning Competencies/ C. Learning
Objectives Competencies/
visualizes and counts numbers by 10s, Objectives
50s, and 100s. reads and writes numbers
M2NS-Ib-8.2 up to 1 000 in symbols
and in words.
M2NS-Ic-9.2
Content: Counting by 10s, 50s and Content: Reading and
100s writing Numbers
Lesson 7 Lesson 8

III. LEARNING K to12 Curriculum Guide 2016 K to12 Curriculum Guide 2016 K to12 Curriculum Guide 2016 K to12 Curriculum Guide
RESOURCES Grade 2 – Mathematics pages Grade 2 – Mathematics pages 28 Grade 2 – Mathematics pages 27 2016
A. References Grade 2 – Mathematics
pages 28
1. Teacher’s Guide TG in Mathematics pages 20-26 TG in Mathematics pages 26-30 TG in Mathematics pages 30-32 TG in Mathematics pages
Pages (softcopy) (softcopy) (softcopy) 32-36 (softcopy)
2. Learner’s LM in Mathematics pages 13-15 LM in Mathematics pages 16-18 LM in Mathematics pages 19-20 LM in Mathematics pages
Materials 21-23
pages
3. Text book pages
4. Additional 1. popsicle sticks, bottle caps, 1. Number Cards 1. Counters (Popsicle sticks, straws, etc.), 1. Number Cards
Materials sticks, drinking straws, flashcards, 2. Show Me Board 2. Hundred chart Set of card with the 3- 2. Show Me Board
from Learning flats, longs, ones, picture, pebbles, 3. Mystery Box of Knowledge Digit numbers 3. Mystery Box of
Resources other concrete counters 4. Numbers Chart 3. Pictures Knowledge
2. Picture Lesson 7 4. Numbers Chart
3. Cut-outs Lesson 6 Lesson 8
Lesson 5
B. Other Learning laptop laptop laptop laptop
Resources
IV. PROCEDURES
A. Reviewing INSTRUCTIONAL PROCEDURE INSTRUCTIONAL PROCEDURE INSTRUCTIONAL PROCEDURE INSTRUCTIONAL
previous lesson or Preparatory Activities Preparatory Activities Preparatory Activities PROCEDURE
presenting the new 1. Drill 1.Drill 1. Drill Preparatory Activities
lesson Mental addition using flash cards Strategy: Game- “Guess and Skip count by 2s 1.Drill
1. 100 + 100 Check” Post a hundred chart on the board. Ask Strategy: Game- “Guess
2. 10 + 10 Mechanics: the pupils to count 1 to 100 using the and Check”
3. 100 + 20 Draw 5 number cards inside the number chart. Mechanics:
4. 200+80 Mystery Box of Knowledge Skip count by 2 starts from 2 then Divide the class into 5
5. 500+100 Post it on the board encircle the next numbers up 100. working groups. Let any
6. 800 + 10 Ask the pupils to use the numerals members of the group
7. 200 + 100 in the number cards to form to draw 5 number cards
8. 900 + 2 three- digit numbers. inside the Mystery Box of
9. 600 + 40 Examples of Number Cards: Knowledge..
10. 700 + 12 Ask the pupils to use the
2. Pre-Assessment numerals in the number
Give the number for each set of 2.Review cards to form three- digit
objects. Directions: Using their Show Me boards, numbers as many as they
Ask: tell the pupils to write down the missing can.
Form three-digit numbers as many numbers to complete the table. Ask Examples of Number
as they can. them to show, one at a time, what they Cards:
Let the pupils write their answers have written.
on the board.
Ask other pupils to arrange the
numbers written on the board
from least to greatest and vice- Tell the pupils to write
versa their answers on their
2. Review Show Me Board.
Give the place value of the Ask other pupils to
Original File Submitted and Formatted
following: arrange the numbers
by DepEd Club Member - visit
In 987; what is the place value of
8?
What is the value of 9 in 987?
What is the place value of 7 in
987?
What is the value of 7 in 987?
Fill in the table:
How many digits are there in a
number?
In what direction will you start
looking for the ones place in a
three-digit number?
Which place is in the middle?
What place is the first number
from the left?
2. Pre-Assessment
depedclub.com for more written on the board from
least to greatest and vice-
versa
2. Review
Give the place value of
the following:
In 987; what is the place
value of 8?
What is the value of 9 in
987?
What is the place value of
7 in 987?
What is the value of 7 in
987?
Fill in the table:
How many digits are
there in a number?
In what direction will you
start looking for the ones
place in a three-digit
number?
Which place is in the
middle?
What place is the first
number from the left?
B. Establishing a B. Establishing a purpose
purpose for the lesson
for the lesson 1.Motivation:
( Motivation) Help the birdie find its way to her
mother by counting from the
starting point to the mother bird
Ask: What do you do when you
see birds in your surroundings?
Why is it bad to hurt or kill
animals?
Unlocking of difficult words
(One-act play) Act out a mother
feeding her son/daughter. Then
have this sentence on the board.
Mother feeds her daughter with
delicious food.
C. Presenting Posing a Task
Examples / C. Presenting Examples /
instances of new instances of new
lesson lesson( Presentation)
( Presentation) The teacher will show the pupils
how to create ones, longs and
flats. Together, the pupils and the
teacher will create a long using 10
ones. The teacher will emphasize
that 10 ones create a 10. The
B. Establishing a purpose
for the lesson
1.Motivation
Strategy: “Story Telling”
2012 COASTAL CLEAN UP
Every September we celebrate
Coastal Clean-Up Month to
conserve our beaches and to
minimize global warming. In
Odiongan North Central
Elementary School (ONCES), there
were 578 pupils who participated
in the activity. While there were
892 pupils who participated in
Odiongan South Central
Elementary School (OSCES).
After the Clean-Up, a forum was
conducted by the Young Scientists
Club of Romblon.
Why do we need to clean our
beaches?
If you were the pupils of ONCES
and OSCES, are you willing to join
the coastal clean-up? Why?
What are the numbers found in
the story?
Tell the pupils that numbers can
be written either in words or in
symbols.
Posing a Task
C. Presenting Examples /
instances of new
lesson( Presentation
Ask the pupils to identify the
numbers mentioned in the story.
Using the counters (straws), let
the pupils make bundles of the
numbers identified and paired
with the number cards.
B. Establishing a purpose B. Establishing a purpose
for the lesson for the lesson
1. Motivation 1.Motivation
Game – “Count Me In, Count Me Out” Strategy: “Story Telling”
Directions: 2012 COASTAL CLEAN UP
Divide the class in two groups Every September we
Group I (Pupils will skip count by 2s) celebrate Coastal Clean-
Group 2 (Pupils will skip count by 5s) Up Month to conserve
Let the pupils stand and form a straight our beaches and to
line. Let them count by 1s. Pupils whose minimize global warming.
number falls on the multiple of 2 or 5 In Odiongan North
will say “Count Me In”, “Count Me Out.” Central Elementary
respectively. Failure to do so will exclude School (ONCS), there
the pupil from the group. were 578 pupils who
participated in the
activity. While there were
892 pupils who
participated in Odiongan
South Central Elementary
School (OSCES)
After the Clean-Up, a
forum was conducted by
the Young Scientists Club
of Romblon.
Comprehension question:
Why do we need to clean
our beaches?
If you were the pupils of
ONCES and OSCES, are
you willing to join the
coastal clean-up? Why?
What are the numbers
found in the story?
Posing a Task: Posing a Task
C. Presenting Examples /Instances of C. Presenting Examples
new lesson 2.Presentation /Instances of new lesson
Posing the Task Presentation
Strategy: Learning Stations and Distribute copies of the
Cooperative learning. activity card (2012
Group the class into three (3) groups and Coastal Clean Up)
assigned them by Learning Stations. A Tell the pupils to
group leader shall be identified by each underline all numbers
group members. mentioned in a story.
pupils will create 10 longs. Then,
the teacher will show with an
illustration on the board that 10
longs create one flat with 100
ones. The pupils will also create a
flat. There will be 10 tens in one
hundred.
Performing the Task-
Activity No. 1
Distribute a bundle of 100 pieces of
Popsicle sticks to each group. Instruct
the pupils to group the Popsicle sticks by
5s, 10s, and 50s. Let them write their
answer on the table presented below.

Ask a leader or any of the members to

report their output

Distribute 25 objects/things to
each pair of pupils. Let them
group the counters by tens and
ones, as instructed by the teacher.
Example:
Form a group of ten objects.
Form another group of ten objects
until only ones are left.
D. Discussing new Performing the Task Performing the Task
concepts and Processing Processing:
practicing new How many ones are left? Ask:
skills #1 How many tens did you form from Ask the pupils why we need to
( Modeling) 25? write the numbers in words and
not in symbols only.
Give illustrative examples of
writing numbers in words and in
symbols.
1.We read 892 in words as “Eight
hundred ninety-two”
2. In symbols we read 572 and in
words we read as “Five hundred
seventy-two”
Show this on the board.
3. In figure seven hundred-twelve
25 = 2 tens + 5 ones
is = 712
4. In words, 497 is Four hundred
ninety-seven
5. In words, 698 is Six hundred
Ninety-eight.
E. Discussing new E. Discussion of new concepts E. Discussion of new concepts
concepts and and practice of new skills and practice of new skills
practicing new #2(Guided Practice) Refer to the #2(Guided Practice) Refer to the
skills #2 LM - Gawain 1 pahina 13 sa LM - Gawain 1 A pahina 16 sa LM
(Guided Practice) Gawain 1 Gawain 1
Ibigay ang kaugnay na bilang ayon Basahin ang talata. Isulat ang lahat
sa paglalarawan. Isulat sa iyong ng bilang na mababasa dito. Isulat
kuwaderno. ang iyong sagot sa iyong
kuwaderno.
Si Mang Caloy ay nagbebenta ng
mga diyaryo. Noong unang linggo
ng buwan siya ay nakabenta ng
apat na daan walumpu’t siyam na
piraso at sa pangalawang linggo
Sagot:__________
siya naman ay nakabenta ng 269
piraso. Kung kanyang maibenta
lahat ang 890 na piraso sa ikatlong
linggo, ilang piraso ng dyaryo ang
kanyang maibebenta sa loob ng
tatlong linggo?
Isulat ang lahat ng bilang na nasa
loob ng talata.
Ito man ay nakasulat sa salita o sa
Performing a Task Performing the Task
Processing Ask :
Then ask: Processing
How many 5s are there in 100? Then
How many 10s are there in 100? Ask them to fill-up the
How many 50s are there in 100? table presented below.
How did you find the activity?
Did every member of the group do his
part?
What made your group finish the activity
ahead of time?
Tell the pupils to write
the numbers in symbols
into words and vice
versa.
E. Discussion of new concepts and E. Discussion of new
practicing new skills #2(Guided Practice) concepts and practicing
Refer to the LM Gawain 1 pahina 19 new skills #2(Guided
Bumilang ng 10s. Ano-ano ang mga Practice) Refer to the LM
nawawalang bilang? – Gawain 1 pahina 21
1. 146 _____, ______, ______ 186 ____, A. Sipiin ang mga
_____, _____. sumusunod sa inyong
2. 54, 74 ____, ______, ___ __, _______, kuwaderno. Isulat ang
_______, ______. mga bilang sa salita.
3. _______ 300, ______320 ______, 1. 756 =
_______, ______, 360. _____________________
4. 390, 400, ______,______, ______430, _____
440 _____, ____ 2. 924 =
5. ______, ______, ______40, 50, _____, _____________________
______, ______ 90 _____
6. 470, 480, 490, _____, ______, ______, 3. 805 =
______, 540. _____________________
7. ________900, 910, 920, ______, _____
______, ______, _____ 4. 247 =
8. 50, 60, 70, ______, ______, _____________________
100,______, ______ 130 _____
9. 30, 40, 50, 60, _____, _____, 90 5. 593 =
______, ______ 120 _____________________
 simbolo.
____________________________
____________________________
____________________________
____________________________
____________________________
_____________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
________
F. Developing F. Developing mastery F. Developing mastery
mastery ( Independent Practice) ( Independent Practice)
( Independent Gawain 2, pahina 14 sa LM Gawain 2, pahina 17 sa LM
Practice) Ibigay ang kaugnay na bilang ayon Isulat ang bawat bilang sa
sa paglalarawan. Isulat sa iyong simbolo.
kuwaderno. 1. Tatlong daan at dalawa
2. Pitong daan at walumpu’t pito
__________________
3. 2 daanan 4 isahan
__________________________
4. Anim na libo at siyamnapu’t
apat _______________
5. 7 daanan, 8 sampuan, 2
isahan__________________
Gawain 3 6. Apatnaraan at limampu’t pito
Ibigay ang kaugnay na bilang ayon __________________
sa paglalarawan. 7. Siyamnaraan at siyamnapu’t
pito _______________
8. 2 daanan, 9 sampuan
_________________________
9. 6 daanan, 8 sampuan, 5
isahan__________________
10. 147, 157, 167 ________, _______, _____
_______, ______ 6. 901 =
_____________________
_____
7. 567 =
_____________________
_____
8. 698 =
_____________________
_____
9. 452 =
_____________________
_____
10. 746 =
_____________________
_____
F. Developing mastery F. Developing mastery
( Independent Practice) ( Independent Practice)
Refer to the LM Gawain 2 pahina 19 ) Refer to the LM pahina
Bumilang ng 100s. Isulat sa kuwaderno 21-22
ang nawawalang bilang. Gawain
1. 300, 400______, _______, 700, B. Sipiin ang mga
______, ______, _______ sumusunod sa inyong
2. ______, _______, 600, 700 _______, kuwardeno. Isulat ang
_______, ________ sumusunod na bilang sa
3. _______ _______ 1300, 1400 ______, simbolo.
_______, _______ 1. Pitong daan at labing
4. 355 _______, _______, _______, tatlo______________
________, ___________ 2. Walong daan at labing
5. 675, _________, ________, _______, lima ____________
______, ______ 3. Siyam na raan at isa
____________________
4. Siyam na raan at
pitumpu’t pito_________
5. Limang daan at
dalawampu’t tatlo_____
6. Apat na raan at
tatlumpu’t isa________
 10. 3 daanan, 7 sampuan, 8 7. Limang daan limampu’t
isahan_________________ lima___________
8. Dalawang daan
siyamnapu’t siyam
_______
9. Isang daan pitumpu’t
lima________________
10.Tatlong daan at
tatlumpu’t
walo___________

G. Finding Practical G. Finding Practical applications of
applications of concepts and skills ( Application /
concepts and skills Valuing)
( Application /
Let the pupils identify the number
Valuing) for each sets of objects.
Write the number of hundreds,
tens and ones. Then, write the
number on your paper.
Example:
589 = 5 hundreds + 8 tens + 9
ones
1. 896 = _______ hundreds +
_________ tens + ________ ones
2. 465 = _______ hundreds +
_________ tens + ________ ones
3. 926 = _______ hundreds +
_________ tens + ________ ones
4. 168 = _______ hundreds +
_________ tens + ________ ones
5. 386 = _______ hundreds +
_________ tens + ________ ones
G. Finding Practical applications of
concepts and skills ( Application )
Basahin ang mga digit na nasa
larawan. Bumuo ng mga 3-digit na
bilang gamit ang mga digit na ito.
Isulat ang mga bilang na nabuo sa
salita at sa simbolo.
Mga bilang sa simbolo:
____________________________
____________________________
____________________________
____________________________
____________________________
_____________
Mga bilang sa salita:
____________________________
____________________________
____________________________
____________________________
____________________________
_____________
G. Finding Practical applications of
concepts and skills ( Application /
Valuing
Bumilang ng 50s. Ano-ano ang
nawawalang bilang?
1. 60, 110 ______, _______, _______310
________, ________
2. 700 _______,
_______850_______950 __________
3. _____, ______ 150, ______, 250
______ 350 ______
4. 950, 900, 850 _______, _______,
_____, _______
5. 600, ______, 500, ______, 400,
_______, ______, _____
G. Finding Practical
applications of concepts
and skills ( Application /
Valuing)
Basahin ang talata.
Hanapin ang mga bilang
at isulat sa inyong
kwaderno.
MALIGAYANG KAARAWAN
NANAY
Si Tatay Toring ay nakatira
sa Barangay Agnipa
kasama si Nanay Elvira at
ang kanilang mga anak na
sina Arvin, Albert at
Susan. Ang kanilang
hanapbuhay ay ang
pagtatanim ng mga gulay.
Isang araw, si Tatay Toring
ay nag harvest ng
kanilang gulay. May 276
na kalabasa, 675 na
sayote, six hundred
ninety-nine na okra at
three hundred twenty-
eight na talong. Kanilang
ibinenta sa palengke at
nakabenta sila ng 975.
Masaya ang mag-anak at
makabibili na sila ng
regalo para sa kaarawan
ni Nanay Elvira.
Ibigay ang bilang na

H. Making H. Making generalizations and
generalizations and abstractions about the lesson
abstractions about (Generalization )
the lesson How do you group objects?
( Generalization) How do you group tens and
hundreds?
How many tens are in 100?
How many ones are in tens?
I. Evaluating I. Evaluation
Learning Write the letter of the correct
answer.
1.How many tens are there in
2.How many hundreds are there
in
H. Making generalizations and
abstractions about the lesson
(Generalization )
How do you read and write
numbers?
a. A number can be written in
symbols and in words.
b. The first digit from the right is
the ones, the second is tens and
the third is the hundreds
c. Zero is used as placeholder.
d. Every digit has its own value
according to its position in the
number.
I.Evaluation
1. Read the paragraph below.
Then write all numbers included in
the paragraph.
Write the numbers in words:
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
_________________
Write the numbers in symbols or
figures:
____________________________
nakasulat sa salita. Isulat
ito sa figure.
_____________________
_____________________
________
Ibigay ang bilang na
nakasulat sa figure. Isulat
ito sa salita.
_____________________
_____________________
________
H. Making generalizations and H. Making generalizations
abstractions about the lesson and abstractions about
(Generalization ) the lesson
Let the pupils skip count by 10’s from 10 (Generalization)
through 100. How do you read and
Ask: How many groups of 10 are there in write numbers?
100 a. A number can be
How many numbers are there in each written in symbols and in
group? words.
How do we skip count by 10? b. The first digit from the
What do you call the sequence or right is the ones, the
pattern of counting that we used? What second is tens and the
skip counting was used? third is the hundreds
c. Zero is used as
placeholder.
d. Every digit has its own
value according to its
position in the number.
I.Evaluation I.Evaluation
Count by 10s, 50s and 100s. Write the Read the paragraph
missing number. below. Then write all
1. 70, 80 ______, 100, ______, ______, numbers included in the
______ paragraph.
2. _____150, 160, _______, _______, “Polit had nine hundred
_______ seventy-nine pages of a
3. _____ 800 ______ ______ 1100 book to read. He reads
4. 65 , 115 _______, _______, ________, two hundred sixty-seven
______ pages on Monday and 79
5. 25, 75 _______, _______225, ______, pages on Tuesday. And he
______ reads the remaining six
hundred thirty-six last
Friday”
Write the numbers in

3. Which is equal to 8 hundreds +
7 tens + 2ones?
A. 827 B. 872 C. 862 D. 802
4. Which is equal to 25 tens?
A. 25 B. 205 C. 215 D. 250
5. How many hundreds are there
in 896?
A. 8 B. 9 C. 6 D. 4
J. Additional J. Additional activities for
activities for application or remediation
application or ( Assignment)
remediation A.Ibigay ang kaugnay na bilang
( Assignment) ayon sa paglalarawan.
Sagot:__________
B. Gumuhit ng mga bagay ayon sa
bilang na nakasaad sa ibaba.
Gawin ito sa iyong papel.
____________________________
____________________________
____________________________
____________________________
____________________________
__________________
B. Write the correct number
symbols of the following.
1. Nine hundred seven
2. Six hundred twenty-four
3. Six hundred eighty
4. Eight hundred eighty-nine
5. Seven hundred seventy-four
J. Additional activities for
application or remediation
( Assignment)
Bumuo ng three-digit na bilang
gamit ang kalendaryo na nasa
ibaba. Isulat ang mga ito sa salita
at sa simbolo.
words:
_____________________
_____________________
_____________________
_____________________
_____________________
_____________________
_____________________
_____________________
__________________
Write the numbers in
symbols or figures:
_____________________
_____________________
_____________________
_____________________
_____________________
_____________________
_____________________
_____________________
__________________
J. Additional activities for application or J. Additional activities for
remediation application or
( Assignment) sa pahina 20 remediation
Punan ang patlang ng tamang bilang. ( Assignment) sa pahina
Isulat sa kuwaderno ang sagot. 23 sa LM
1.Hanapin ang nawawalang bilang. Sipiin sa iyong
Ayusin ang mga ito ayon sa nakasaad. kuwaderno ang mga
sunusunod. Ibigay ang
nawawalang bilang. Isulat
sa salita o sa figure.
2. Kumpletuhin ang pagkasunod-sunod 1. 408 = _____ + _____ +
ng mga bilang. ______ =
a. Simula sa 567 dagdagan ito ng tig 5. _____________________
Ang susunod na bilang ay _____, _____, _____
______, _______, ______, _______ 2. 768 = 700 + _____ +
b. Simula sa 345, dagdagan ito ng tig 10. ______ =
Ang susunod na bilang ay ______, _____________________
______, ______, ______, _______, ______
_____ 3. 907= ______+
3. Punan ng bilang ang bakanteng kahon _________+ __________
sa ibaba. 4. 187 _____ +_________
+ __________
5. 875 = _____+ 70 +
 ______+5 =
_____________________
______
6. 123 = 100
____________ +
__________+ ________
7. 209= _______+
___________ +
_________
8. 565= ______+
________+ _______
9. 897 = ______ + 90 +
______
=____________________
________
10. 247 = ______+
_______+ ________
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 Counts numbers by 10s, 50s, and 100s Reads and writes
or localized numbers from through
materials did I 1000 in symbols and in
use/discover which words
I wish to share with
other teachers?