(Enclosure to DepEd Order No. 42.s.

2016)

School BBES Grade & Section TWO – MT. PULAG

Teacher MARIANNE MANALO- Learning Area MATHEMATICS
PUHI
Teaching Dates and Time July 2017 Quarter First Quarter – Week 8

Monday Tuesday Wednesday Thursday Friday

I. OBJECTIVES Subtract 2- to 3-digit Subtract 2- to-3 digit Mentally subtract 1-digit To mentally subtract 3-digit Weekly Test
numbers with minuends numbers with minuends number from 1 to 2 digit numbers by ones without
up to 999 with up to 999 without numbers with minuends up regrouping
regrouping in the regrouping to 50
hundreds place
A. Content A.Content Standards A.Content Standards A.Content Standards A.Content Standards
Standards demonstrates demonstrates demonstrates understanding demonstrates understanding
understanding of understanding of of subtraction and of subtraction and
subtraction and subtraction and multiplication of whole multiplication of whole
multiplication of whole multiplication of whole numbers up to 1000 numbers up to 1000 including
numbers up to 1000 numbers up to 1000 including money. money.
including money. including money.
B. B.Performance Standards B.Performance Standards B.Performance Standards B.Performance Standards
Performance is able to apply is able to apply is able to apply subtraction is able to apply subtraction
Standards subtraction and subtraction and and multiplication of whole and multiplication of whole
multiplication of whole multiplication of whole numbers up to 1000 numbers up to 1000 including
numbers up to 1000 numbers up to 1000 including money in money in mathematical
including money in including money in mathematical problems and problems and real-life
mathematical problems mathematical problems real-life situations. situations.
and real-life situations. and real-life situations.
C. Learning C. Learning C. Learning C. Learning Competencies/ C. Learning Competencies/ Answer test item
Competencies Competencies/ Competencies/ Objectives Objectives with 75% of
/ Objectives Objectives subtracts mentally 1-digit subtracts mentally 1-digit success.
Objectives visualizes, represents, visualizes, represents, numbers from 1- to 3-digit numbers from 1- to 3-digit Follow directions
and subtracts 2- to 3- and subtracts 2- to 3- numbers without numbers without regrouping properly.
digit numbers with digit numbers with regrouping using using appropriate strategies. Answer test with
minuends up to 999 minuends up to 999 appropriate strategies. M2NS-IIb-33.2 speed, accuracy
without and with without and with M2NS-IIb-33.2 and honesty
regrouping. regrouping.
M2NS-IIa-32.5 M2NS-IIa-32.5

II. CONTENT Content: Subtraction Content: Subtracting Content: Subtracting Content: Subtracting mentally
with Regrouping With Regrouping mentally 1-digit numbers 3-digit numbers by Ones
from 1 to 2 digit numbers without Regrouping
with minuends up to 50
III. LEARNING K to12 Curriculum Guide K to12 Curriculum Guide K to12 Curriculum Guide K to12 Curriculum Guide 2016
2016 2016 2016 Grade 2 – Mathematics pages
RESOURCES Grade 2 – Mathematics Grade 2 – Mathematics Grade 2 – Mathematics 35-36
A. References pages 35-36 pages 35-36 pages 35-36
1. Teacher’s TG in Mathematics pages TG in Mathematics pages TG in Mathematics pages TG in Mathematics pages
Guide Pages 108- 112(softcopy) 112-116 (softcopy) 116-119 (softcopy) 119- 122 (softcopy)
2. Learner’s LM in Mathematics pages LM in Mathematics pages LM in Mathematics pages LM in Mathematics pages 73-
Materials 69-71 72-73 74
pages
3. Text book
pages
4. Additional 1. Real objects 1. Real objects 1. Number cards 1. Number cards Test paper and
Materials 2. Cut outs 2. Cut outs 2. Flash cards 2. Flash cards pencil
from 3. Number cards 3. Number cards 3. Bingo Cards
Learning 4. Activity cards 4. Window cards 4. Mystery Box of Lesson 32
Resources 5. Worksheet Lesson 30 Knowledge
Lesson 29
Lesson 31
B. Other laptop laptop laptop laptop laptop
Learning
Resources
IV.
PROCEDURES
A. Reviewing INSTRUCTIONAL INSTRUCTIONAL INSTRUCTIONAL INSTRUCTIONAL PROCEDURE
previous PROCEDURE PROCEDURE PROCEDURE Preparatory Activities
lesson or Preparatory Activities Preparatory Activities Preparatory Activities 1.Drill
presenting the 1. Drill 1.Drill 1. Drill Basic Facts in Subtraction (Use
new lesson “I HAVE” Basic Facts in addition Strategy: MATH RELAY- window cards)
Strategy: Pair –Shared Strategy: Pair-shared – “THE WINNER TAKES IT ALL” Time Limit: 5 minutes
Mechanics: “MY FAMILY MEMBERS” Mechanics: Samples of Basic Facts of
Distribute the number Mechanics: Group the class into 4 Subtraction
cards. See to it that Instruct the pupils to look teams. Subtract the following
everybody has a number their partners. The boys Team I- Jose Rizal 10- 2 = ______ 10- 5 = _____
card. should be partnered with Team 2- Andres Bonifacio 10 – 6 = _____
Request a volunteer to the girls. Team 3- Lapu-Lapu 8 – 5 = ______ 9 – 6 = ______
read the question in his Then, draw number cards Team 4- Graciano Lopez 9 – 2 = _____
or her number card. from the Mystery Box of Jeana 7 – 3 = ______ 5 – 1 = ______
The one holding the Knowledge one at the Designate a recorder for 7 – 6 = ______
number card with the time. each team. 5 – 4 = ______ 6 – 4 = ______
answer of the question Then, based from the Each team shall have a 8 – 4 = ______
previously read will say I number card shown by representative to answer 10 – 7 = _____ 9- 4 = ______
HAVE. . . the teacher, ask the the question. 10 – 8 = _____
These will be done until pupils to give addition The teacher shall draw 9 – 5 = ______ 7 – 5 = ______
all pupils read the facts as many as they can. number card in the Mystery 6- 4 = ______
question in their own Illustrate one or two Box of Knowledge one at a 7 - 6 = ______ 8 – 6 = ______ 9
number cards. examples before going to time. – 7 = _____
Example of number start the drill. Representative of each 2. Review
cards: team shall answer the Strategy: “Game- Problem of
question and write the the Day Relay”
answer on their Show Me Divide the class into four small
Board as fast as he can. learning groups
The group which obtained Ask the pupils to position at
Partners with more
the highest score shall be the back part of the classroom
addition facts
declared winner. Post four word problems
combinations will be
Example of Number Cards written in the manila paper at
declared winner.
designated learning stations.
Examples of Number
All pupils are required to solve
Cards
individually.
2. Review The group shall move around
Strategy: Game- the four stations to solve the
“Where’s My Partner?” Ask: Who won the game? word problems
Instructions; How did they give the The group with more correct
Distribute the number answer? answers will be declared
cards with missing parts;
Let the pupils look for the
missing parts.
Use the Calendar in
finding the missing part.
You can find the missing
number by working it
forward or backward
Examples of number
cards:
Fill in the numbers that
are missing from these
calendar pieces. Use the
calendar above as you
guide.
2. Review
Basic Facts of Subtraction
Administer Basic Facts of
Subtraction using the
window cards (S1)
Time Limit: 5 minutes
3. Pre-Assessment
Say: Using your Show Me
Boards, tell the pupils to
write down their answer
to the following
questions. Ask them to
show their answer after
each question.
187 – 98 =
265 - 87 =
243 - 57=
140 – 67 =
361 – 83 =
What have you noticed? winner.
2.Review Examples of Problems of the
Strategy: DECODING Day
Puzzling Difference: 1. Angelic collects family
Directions: Match Column A pictures. She needs 355
with column B. Write your pictures to fill her personalized
answer on the space below album. She already has 150
to solve the mystery word. pictures. How many pictures
does she need to fill the
personalized photo album?
2. Six hundred two Grade 2
pupils went to an educational
trip. Two hundred eighty-
seven of them were boys. How
many were girls were there?
3. During the election of
Supreme Pupil Government
(SPG), Clifford Nino received
“Nine hundred six” votes. His
opponent, El Nino John
received “seven hundred
eight” votes. How many more
votes did Clifford Nino receive
than El Nino John?
B. Establishing B. Establishing a purpose B. Establishing a purpose B. Establishing a purpose B. Establishing a purpose
a purpose for the lesson for the lesson for the lesson for the lesson
for the lesson 1.Motivation: 1.Motivation 1. Motivation 1.Motivation
( Motivation) “Story Telling” Ask: Why do we need to Present the illustration “Family of Five”
Present picture of a boy master the basic below. Ask the pupils to Instructions;
holding the telephone subtraction facts? brainstorm on how to get Instruct the pupils to give
directory. Elicit some answers from the correct answer. subtraction combination facts
“Edeson is a Grade 2 the class. Ask at least five with the difference of 5.
pupil of Odiongan North to seven pupils to answer
Central School. One day, the questions. While the
he was asked by her pupils are answering the
mother to find the questions, publish on the
telephone numbers of board their answers.
Mayor Dario Manato and What did you do to get the
Governor Reagan Mayuga answer?
in the telephone Is there any pattern to get
directory. He wrote down the answer?
the telephone numbers 8 What operation did you use?
902 and 7 975. He tried to
subtract one from the
other. But he could not
do it.
ASK: Did you see a
telephone directory ?
Do you have a copy of a
telephone directory at
home?
What can you find in the
telephone directory?
Why Edeson could not
subtract the numbers
found in the telephone
directory?
C. Presenting Posing a Task Posing a Task Posing a Task: Posing a Task Present the test
Examples / C. Presenting Examples / C. Presenting Examples / C. Presenting Examples C. Presenting Examples materials.
instances of instances of new lesson( instances of new lesson( /Instances of new lesson /Instances of new lesson
new lesson Presentation) Presentation 2.Presentation Presentation
( Present picture of poultry Posing a Task Posing the Task Divide the class into 5 learning
Presentation) yard Distribute the counters Performing the Task groups.
Tatay Ricarte has poultry Arminda and Analyn are Present number cards. Call 2 or 3 pupils to read the
in his farm. He gathered
990 eggs in the first
poultry yard and 857 eggs
in the second poultry.
Mang Ricarte asked his
Grade 2 son to find the
difference on the number
of eggs gathered in two
days. His son finds hard in
subtracting one from the
other.
Distribute counters.
Guide the pupils in
preparing graphical
representation of the
problem
twins. One day, they went
to the garden. They saw
many beautiful flowers.
Arminda picked 45
flowers. She gave 14 of
them to Analyn. How
many flowers were left to
Arminda?
Then post the story
problem. Call 2 or 3 pupils
to read the problem.
Ask the pupils to identify
what are given in the
problem.
Call a pupil to underline
the question asked in the
problem. Then ask
a volunteer to
rewrite/restate the
question in answer
statement.
Find the mystery number.
I am a 2-digit numbers. My
ones place is 0 and my tens
place is five more than my
ones place. If 30 is
subtracted from me, the
difference is equal to 20.
Who am I?
Let pupils answer mentally?
The teacher may give varied
exercises for the pupils to
master the basic subtraction
facts.
story problem.
One Saturday morning,
Mother and Nilo went to the
pet shop. Mother bought a pet
dog for P 358. Nilo gave P 5 as
his share. How much did
Mother pay?
Ask the following questions:
Who went to the pet shop?
What did they do in the pet
shop?
How much was the dog cost?
How much did Nilo give to his
mother?
Do you think Nilo love to have
a pet dog? Why?
What can you say about Nilo?
How much did Mother pay if
Nilo gave P5?
Say: Let us find the answer.
Performing the Task
Ask the pupils to underline the
question in the story problem.
Rewrite the question in
answer statement.
Ask:
Who can write the subtraction
sentence on the board?
What is the minuend?
How many digits are there?
What is the subtrahend?
How many digits are there?
What did you do to find the
difference?
So, how much did mother pay?
D. Discussing Performing the Task
new concepts Processing
and practicing Processing:
new skills #1 Who has poultry in his
( Modeling) farm?
Do you eat eggs? Why?
How many more eggs did
he gather in the first than
in the second poultry?
SAY: Let us find the
difference using the Place
Value Chart.
STEP I – Subtract the
Ones
Not enough ones
Regroup
SAY: Now, first poultry is
more than the second
poultry by 1 333
We can use expanded
method of subtracting
numbers with regrouping.
SAY: Let us have an
Performing the Task Performing a Task Performing the Task Explain the
Processing: Processing Ask : direction to them.
Ask: Ask: Processing
Who are the twins? How did you subtract the Processing the solutions and
Where did they go? given numbers? (We answers- use the counters in
What did they pick? subtracted the numbers representing the given in the
How many flowers did mentally? problem.
Ann pick? In subtracting mentally do Let the class focus on the
How many flowers did you need counters? Why example given.
Ann give to Annie? not?
What will you do to find
the number of flowers
left to Arminda
Arminda picked 45
flowers and she gave 14
flowers to Analyn. Give other examples. First, let
Transform the sentence them arrange vertically then
above into number subtract. Do it mentally.
sentence/equation. Use 457 - 6 = __________ 769 – 5
the counter to represent = __________
the given in the problem. 654 – 3 = __________ 348 – 7
Then, solve on the board. = __________
Call 2-4 pupils.
Check whether their
asnwers are correct?
Let’s find out.
Processing the solutions
and answers
We all know that the
parts of a subtraction
sentence are minuend,
subtrahend and the
difference.
We use the minus sign
and equal sign.
Show to the class how to
subtract 2-3 digit
numbers without
regrouping
illustrative example:
Use expanded method:

Regroup the tens and

hundreds place

Give some examples.

Subtract the following:
1. 568 – 345 = ______
Directions: Subtract. 2. 537 – 15 = _____
Arrange the numbers in 3. 868 – 446 = _____
columns.
1. 7 106 - 3 484
2. 8 058 – 2 589
E. Discussing E. Discussion of new E. Discussion of new E. Discussion of new E. Discussion of new concepts Giving the
new concepts concepts and practice of concepts and practice of concepts and practicing new and practicing new skills standards
and practicing new skills #2(Guided new skills #2(Guided skills #2(Guided Practice) #2(Guided Practice) Refer to
new skills #2 Practice) Refer to the LM Practice) Refer to the LM Refer to the LM Gawain 1 the LM – Gawain 1 pahina 73
(Guided - Gawain 1 pahina 69 sa - Gawain 1 A pahina sa pahina 72 Kumpletuhin ang tsart sa ibaba
Practice) Gawain 1 LM Alamin ang sagot gamit ang sa pamamagitan ng pag-
Hanapin ang difference. Gawain 1 isip lamang. subtract mentally.
1. 256 -45 = 1. 25 - 4 = _____ 6. 18 - 9 =
2. 732- 321 = _____
3. 687 - 452 = 2. 45 - 3 = _____ 7. 12 - 7 =
4. 976 - 745 = _____
5. 548 - 35 = 3. 38 - 8 = _____ 8. 50- 9 =
6. 897 – 356 = ______
7. 986 – 675= 4. 48 – 7 = ______ 9. 37 – 8 =
8. 785 – 425 = ______
9. 934 – 23 = 5. 28 - 9 = ______ 10. 35 – 7
10. 674 – 553 = = ______
F. Developing F. Developing mastery F. Developing mastery F. Developing mastery F. Developing mastery Test Proper
mastery ( Independent Practice) ( Independent Practice) ( Independent Practice) ( Independent Practice)
( Independent Gawain 2, pahina 70 sa Gawain 2, pahina sa LM Refer to the LM Gawain 2 ) Refer to the LM pahina
Practice) LM Alamin ang sagot sa pahina 72 Gawain
Subtract. sumusunod na kalagayan. Alamin ang sagot sa Ibigay ang sagot gamit ang
1. Ano ang difference Gamitin ang isip lamang. sumusunod na kalagayan. mental subtraction.
kung ibawas ang 231 sa 1. Ang 15 ay ibawas sa Gamitin ang isip lamang.
792? _______________ 537? __________ 1. Ang 8 ay ibawas sa 50?
2. Ibawas ang 37 sa 99. 2. Ang 14 ay ibawas sa __________
__________ 689? __________ 2. Ang 9 ay ibawas sa 40?
3. Minus 120 sa 480 3. 584 ay bawasan ng 13? __________
_________ __________ 3. 50 ay bawasan ng 7?
4. Ano ang magiging 4. Ang 11 ay ibawas __________
sagot kung ang 542 ay sa783? __________ 4. Ang 9 ay ibawas sa 20?
ibabawas sa 785? 5. Ano ang difference ng __________
_________ 245 at 12? __________ 5. Ano ang difference ng 24
5. Bawasan ng 360 ang at 12? __________
780. _____
G. Finding G. Finding Practical G. Finding Practical G. Finding Practical G. Finding Practical Did you answer
Practical applications of concepts applications of concepts applications of concepts and applications of concepts and the test item
applications and skills ( Application / and skills ( Application ) skills ( Application / skills ( Application / correctly?
of concepts Valuing) Ibigay ang sagot gamit Valuing Valuing)
and skills ( Kumpletuhin ang tsart sa ang isip lamang. Ibigay ang sagot gamit ang Hanapin ang sagot gamit ang
Application / pamamagitan ng 1. Kung ang 16 ay ibawas isip lamang. mental subtraction.
subtraction. sa 358, ang sagot 1. Kung ang 6 ay ibawas sa 1. Ibawas ang 5 sa 456.
Valuing) ay_____ 35, ang sagot ay_____ 2. Kunin ang 6 sa 538.
2. Ibawas ang 19 sa 199. 2. Ibawas ang 9 sa 18. Ang 3. Ibawas ang 4 sa 567.
Ang matitira ay _______ matitira ay _______ 4. Ibigay ang sagot: 764 - 3
3. Kung ang 17 ay ibawas 3. Kung ang 7 ay ibawas 15, 5. Ibawas ang 7 sa 149.
388, ang sagot ay ______ ang sagot ay ______
4. Ilan ang matitira kung 4. Ilan ang matitira kung ang
ang 5 ay ibinawas sa 39? 5 ay ibinawas sa 34?
5. Kung ang 14 ay 5. Kung ang 4 ay ibabawas sa
ibabawas sa 244? 24? _______
_______
H. Making H. Making generalizations H. Making generalizations H. Making generalizations H. Making generalizations and What did you learn
generalization and abstractions about and abstractions about and abstractions about the abstractions about the lesson today?
s and the lesson (Generalization the lesson (Generalization lesson (Generalization)
abstractions ) ) (Generalization ) To subtract mentally 3 digit
about the To subtract numbers with How do we subtract In subtracting mentally what numbers by ones what should
lesson ( regrouping: numbers when ones digit are the things to remember? you do?
Generalization Write the numbers in of the subtrahend is In subtracting mentally 3 digits
) vertically to align the greater than the by ones without regrouping,
digits in each place value ones/tens digit on the just subtract the ones bring
Subtract the from the minuend? down the tens and hundreds.
left, starting with the Subtract the ones. If the
ones subtrahend is greater
Then, tens, hundreds and than the minuend borrow
finally the thousands one ten and add the
number in the ones place.
Then, subtract.
(Regrouping in the tens
place) Subtract the ones
digit first. Then, subtract
the tens. If the
subtrahend in the tens
place is greater than the
minuend in the tens place
borrow one ten and add
the number. Rename the

I. Evaluating I. Evaluation
Learning 1. What is the difference
between 7 841 and 2
975?
Answer: __________
2. Subtract 787 from 8
988.
Answer: _________
3. 711 – 479 = _______
4. At Looc Central School
there are 2 537 children
enrolled, and 969 are
primary pupils. How
many are intermediate
pupils?
Answer: __________
5. Use expanded method:
Subtract 579 from 9 048.
Answer: ______________
J. Additional J. Additional activities for
activities for application or
application or remediation
remediation ( Assignment)
( Assignment) Sipiin sa iyong kuwaderno
ang tsart. Sagutin ang
mga subtraction
combinations sa ibaba.
number in the hundreds
place.
I.Evaluation
Find the difference of the
following.
1. 167 – 35 = _______
2. 484 – 213 = _______
3. 875 – 52 = _______
4. 367 – 253 = _______
5. 346 - 125 = _______
6. Subtract 85 from 886
_____
7. Minus: 478 – 65
______
8. If 56 is subtracted from
479, the difference is
________
9. 267- 54 = ________
10. 535 – 22 = _______
J. Additional activities for
application or
remediation
( Assignment)
I.Evaluation
Subtract mentally to find the
difference.
1. 50 – 9 = ________
2. If 5 is subtracted from 45,
the difference is equal
to_______
3. Mang Oscar has 45
mangoes. He gave 9 to his
neighbor. How many
mangoes were left?
_____________
4. 48 – 5 = ____________
5. Subtract 9 from 34. The
difference is equal to
_________
6. 48 – 7 = ______
7. What is 5 subtracted from
45? ________
8. 47 – 5 = ______
9. 35 – 9 = ______
10. 38 - 8 = _____
J. Additional activities for
application or remediation
( Assignment) sa pahina 73
Punan ang tsart sa
pamamagitan ng mental
subtraction
I.Evaluation Checking of Test
Read and understand each Paper
situation. Then subtract
mentally.
1. Total rice harvest - - 359
sacks
Number of sacks sold - - 8
sacks
No. of sacks left - -
___________
2. Total Grade 2 Enrolment -
128 pupils
Number of pupils dropped - 5
pupils
Total enrolment for the month
- ___________
3. Number of visitors arrived -
259 persons
Number of visitors left before
dinner 8 persons
Number of visitors left after
dinner ___________
J. Additional activities for Study your next
application or remediation lesson.
( Assignment) sa pahina sa LM
Hanapin ang sagot gamit ang
mental subtraction.
1. Ang 358 ay bawasan ng 6.
2. May 178 na mag-aaral sa
Ikalawang Baitang. Anim ang
liban. Ilang mga bata ang
pumasok?
3. Ibawas ang 8 sa 489.
 Magic number
1. 891 - 699 =
2. 554 - 378 =
3. 706 - 378 =
4. 957 - 589 =
5. 705 - 473 =
6. 219 -123 =
7. 383 -247 =
8. 434 -146 =
9. 407 - 135 =

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?

Inspected by:

Principal