GRADES 1 to 12 School: HILONGOS SOUTH CENTRAL Grade Level: II

DAILY LESSON LOG Teacher: EMELENDA DUMALAG Learning Area: MATHEMATICS

Teaching Dates and Time: JUNE 5-9, 2017 , Quarter: 1ST QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES Visualizes and identifies numbers Visualizes and identifies numbers Associates numbers with sets having Associates numbers with sets having Weekly Test
from 101 through 500. from 501 through 1000. 101 up to 500 objects and gives the 501 up to 1000 objects and gives the
number of objects. number of objects
KBI: Show patience in counting objects Show patience in counting objects Show patience in counting objects Show patience in counting objects Answer the test honestly
Learning C. Learning Competencies/ C. Learning Competencies/ C. Learning Competencies/ C. Learning Competencies/ Answer test item with 75% of
Competencies/ Visualizes and represents Visualizes and represents Visualizes and represents numbers Visualizes and represents numbers success.
Objectives numbers from 0-1000 with numbers from 0-1000 with from 0-1000 with emphasis on from 0-1000 with emphasis on Follow directions properly.
emphasis on numbers 101 – 1 emphasis on numbers 101 – 1 numbers 101 – 1 000 using a variety numbers 101 – 1 000 using a variety of Answer test with speed,
000 using a variety of materials. 000 using a variety of materials. of materials. materials. accuracy and honesty
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. A.CONTENT Content: Visualization and Content: Visualization and Content:Associating Numbers with Content: Numbers with sets having
Identification of Numbers from Identification of Numbers from Sets having 101 up to 500 objects 501 up to 1000 objects.
101 - 500 501 - 1000
B. LEARNING K to12 Curriculum Guide K to12 Curriculum Guide K to12 Curriculum Guide K to12 Curriculum Guide
RESOURCES Grade 2 – Mathematics page 18 Grade 2 – Mathematics page 18 Grade 2 – Mathematics page 18 Grade 2 – Mathematics page 18
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. MATERIALS 1. Counters- such as drinking 1. Pictures 1. Picture, 1. Rubber bonds
straws, sticks, seeds, pebbles, 2. Counters (bottle caps, pebbles, 2. Bottle caps, sticks, drinking straws, 2. Bottle caps
coins sticks, drinking straws, shells, flashcards, other counters 3. Sticks
2. Cutouts of mangoes seeds, 3. Cut-outs 4. Drinking straws
3. Drawings/illustration of a tree 3. Flats, longs, ones Lesson 3 5. Flashcards
Lesson 1 4. Cut-outs of objects Lesson 4
5. Number Cards
Lesson 2
III. PROCEDURES
A. Reviewing INSTRUCTIONAL PROCEDURE INSTRUCTIONAL PROCEDURE INSTRUCTIONAL PROCEDURE INSTRUCTIONAL PROCEDURE
previous lesson or Preparatory Activities Preparatory Activities Preparatory Activities Preparatory Activities
presenting the new 1. Drill 1.Drill 1. Drill 1. Drill
lesson A. Using flash cards complete A. Ask the pupils to orally count The teacher will start number Counting numbers using the number
each item. Write your answer on
your Show Me Board
Example:
numbers from 100 to 500, 222 to
293, 467 to 500
B. Give the next number.
Ask the pupils to “give the
number before” each given
number written in the flash card
C. Ask the pupils to count
backwards numbers 299 to 290,
412 to
400 and 500 to 489
2. Review
Count and write the correct
numeral for each illustration.
pattern, then the pupils should recite
continuously until the teacher stops
then
a. 100, 200, 300 pupils, 900
b. 210, 220, 230, pupils 290
c. 405, 406, 407, 408, pupils, 433
d. 695, 696, 697, 698, pupils, 710
2. Review
Shade the objects that give the
number in the box
chart 0-100.
Ask:
2. What two one digit numbers when
you add give an answer of 16? What
are the numbers? How did you get the
correct answers?
3. What two digit numbers when you
add give an answer of 100? What are
the numbers? How did you get the
correct answer? Explain your answer.
Review
Give the correct answer.
6. How many hundreds are there in
400?
Answer: ___________________
7. How many tens are there in 50?
Answer: ___________________
8. How many hundreds, tens and ones
are there in 452?
Answer: ___________________
B. Establishing a B. Establishing a purpose
purpose for the lesson
for the lesson ( 1.Motivation:
Motivation) Show a mango tree with
numbered fruits in it. Call the
pupils to pick the fruit from the
mango tree and read the number
written on it.
Ask:
1. Can you eat the number of
fruits shown at the back?
2. Is it too many? Or is it few?
C. Presenting Visualizing and identifing numbers
Examples / from 101 through 500 becomes
instances of new easier using ubject representation
lesson susch as:
( Presentation) flats for 100’s
longs for 10’s
Posing a Task
C. Presenting Examples /
instances of new lesson(
Presentation)
a. Concrete
Activity
Group the pupils by five
depending on the number of
pupils in a class. Make sure that
each pupil has objects bundled or
grouped into 100s in trays or
bags. Using the straws, the
teacher will show groupings by 1s,
10s, and 100s. Let the pupils
count the number of straws they
have.
B. Pictorial
B. Establishing a purpose
for the lesson
1.Motivation
Using number cards the teacher
will show numbers 2, 7 and 5.
Then ask the pupils to form three
digit numbers using these
numbers. Then ask- what is the
biggest and smallest numbers
formed?
Posing a Task
C. Presenting Examples /
instances of new lesson(
Presentation
* Divide the class into groups.
Provide each group with counters
such as popsicle sticks or drinking
straws.
* Let the pupils bundle 5 sets of
100 popsicle sticks.
* Let the pupils write the number
symbols on their Show Me Board.
* Do these lines of questioning
until the pupil reach 1000?
At these points, the teacher will
use the flats, longs and ones.
Show a chart as shown below, ask
the pupils to complete the table
numbers up to 1000.
B. Establishing a purpose
for the lesson
1. Motivation
Sing a Song (Tune: Are you sleeping)
There are 10 tens (2x)
In 100 in 100
Let us add 1 to it, let us add 1 to it
It’s 101, it’s 101.
Ask.
How many tens are there in 100?
What if we add 100 to 100, what
number will be formed?
What if we add 20 to 100, what
number will be formed?
Is it important to know how to count
numbers?
Posing a Task:
C. Presenting Examples /Instances of
new lesson 2.Presentation
Ask the pupils to bring out their
counters.
Activity:
Divide the class into five. Give each
group bundles/sets of counters of
100s, 10s and 1s.
B. Establishing a purpose
for the lesson
1.Motivation
STRATEGY: Game –“BRING ME”
Instructions:
Group the pupils into five.
Give each group 3 sets of cutout
objects with 100s, 10s and 1s in three
colors, red, yellow and green.
The teacher will say,” Bring me 3 red
hundreds, 2 yellow tens and 4 green
ones”
The first group who can bring the
objects to the teacher wins.
Ask:
Why is it important to follow
directions?
What will happen if you do not follow
directions?
Posing a Task Present the test materials.
C. Presenting Examples /Instances of
new lesson Presentation
The teacher will post the picture as
illustrated below.
Call 2 or 3 pupils to read the short
story.
Aling Lorna sells quail eggs. She asks
her daughter Karen to place 100 quail
eggs in each basket and 10 eggs in
small paper bags. She also tells her to
deliver 5 baskets of eggs to Aling
Marie’s store and 7 paper bags to her
friends. She does all these correctly.
Aling Lorna praises Karen for following
all what she wants her to do. She also
asks her to find the total number of
quail eggs sold. If you were Karen, can
Using the play money- ask the
pupils to count the value of the
following:
= Who helps Aling Lorna to deliver quail
Example:
P _________
Ask: How many hundreds are
there?
How many tens? How many ones?
What is the total value of the
money?
C. Abstract
*Let the pupils write the number
symbols that represent the value
of money.
* Ask- What if P 5 added to P100?
*How will you describe the value?
* What is the number?
* Ask them to write the number
symbols.
*Give another illustrative example
such as 145, 356, 275 and 452.
*Ask the pupils to describe and
write the number symbols.
you give the total number of quail eggs
delivered in all?
Who sells quail eggs?
eggs?
What kind of daughter is Karen?
What did her mother do when she did
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.
____ Hundreds + ____tens + ____ ones
= _______
D. Discussing new Performing the Task
concepts and Processing
practicing new Ask: How many hundreds are
skills #1 there?
( Modeling) How many tens? How many ones?
What is the total value of the
money?
Ask- What if P 5 added to P100?
How will you describe the value?
What is the number?
Ask them to write the number
symbols.
Give another illustrative example
such as 145, 356, 275 and 452.
Ask the pupils to describe and
write the number symbols.
E. Discussing new E. Discussion of new concepts
concepts and and practice of new skills
practicing new #2(Guided Practice) Refer to the
skills #2 LM – pp 7
(Guided Practice)
Performing the Task
Processing:
Ask: How many popsicle sticks do
you have? If you add another one
bundle of 100, how many are
there?
E. Discussion of new concepts
and practice of new skills
#2(Guided Practice) Refer to the
LM - Gawain 1 LM p14
Performing a Task Performing the Task Explain the direction to them.
Processing Ask :
Ask: Processing
Ask each group to complete the series What did you do to get the number of
given below. hundreds, tens and ones?
Group I 120, 121, 122, 123, 124, Did you count the objects carefully?
125___, ____, ____, ____, ____
Group 2 210, 211, 212, 213, 214, 215
__, ____, ____, ____, ____
Group 3 325, ___, ___, 328, ___, 330,
____, ____, ___, ____
Group 4 500, 450, 400, 350, ____,
____, ____, ____, ____
Ask each group record the process of
completing the series.
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. Discussion of new concepts and E. Discussion of new concepts and Giving the standards
practicing new skills #2(Guided practicing new skills #2(Guided
Practice) Practice) Refer to the LM – Gawain 1
Refer to the LM Gawain 1 pahina 8 pahina 11
Ibigay ang tamang bilang ayon sa Gamit ang mga kongkretong bagay
nakalarawan. gaya ng straw, patpat, maliliit na bato
o kabibe, bumuo ng mga bilang na
nakasaad sa bawat bilang gamit ang
hundreds, tens at ones.
Halimbawa:
Sagot: __________
F. Developing F. Developing mastery F. Developing mastery F. Developing mastery F. Developing mastery
mastery ( Independent Practice) ( Independent Practice) ( Independent Practice) ( Independent Practice)
( Independent LM 11-13 Gawain 2, LM pp14-16 Refer to the LM Gawain 2 pahina 9 ) Refer to the LM pahina 12
Practice) Ibigay ang tamang bilang ayon sa Gawain 2
nakalarawan. Bilangin ang mga larawan sa kahon at
isulat ang angkop na bilang nito sa
iyong papel.

Sagot: __________

G. Finding Practical G. Finding Practical applications of
applications of concepts and skills ( Application /
concepts and skills Valuing)
( Application / Bilangin ang mga nakalarawang
bagay at isulat ang katumbas na
Valuing) bilang nito sa iyong kuwaderno.
1.
G. Finding Practical applications of
concepts and skills ( Application )
LM Bulohaton 3 pp 16-17
G. Finding Practical applications of
concepts and skills ( Application /
Valuing
Let the pupils identify the number for
each sets of objects.
G. Finding Practical applications of Did you answer the test
concepts and skills ( Application / correctly?
Valuing)
Let the pupils identify the number for
each sets of objects.
Write the number of hundreds, tens
and ones. Then, write the number on
your paper.
Example:

2.

6 hundreds + 4 tens + 2 ones

 3. 600 + 40 + 2 = 642
1. 7 hundreds + 7 tens + 8 ones
_____ _ + __ ____ + _______ =
4. _________
2. 9 hundreds + 0 tens + 8 ones
_____ _ + __ ____ + _______ =
5. _________
3. 5 hundreds + 6 tens + 0 ones
_____ _ + __ ____ + _______ =
_________
4. 6 hundreds + 9 tens + 9 ones
_____ _ + __ ____ + _______ =
_________
5. 3 hundreds + 6 tens + 4 ones
_____ _ + __ ____ + _______ =
_________

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?
Visualizing and identifing numbers How do you identify the number What should you do to identify the We can associate numbers with
from 101 through 500 becomes of each set of objects from 501 to number from 101 to 500 in a given objects or things by identifying and
easier using ubject representation 1000? sets of objects or things? counting them.
susch as:
flats for 100’s
longs for 10’s
How do you identify the number
of each set of objects from 101 to
500?
Ans. by identifying the flats
equivalent to 100, the longs+10
and the ones
How do drawings of objects in
bundles or packs help you count
numbers from 101- 500?
* Object representation bu
bundles makes counting more
esier.
V. Evaluating I.Evaluation I.Evaluation I.Evaluation
Learning Ihapa og isuwat sa kuwaderno ang Directions: Count and write the Give the number for each set of Write the letter of the correct answer. Checking the test
insaktong tubag. correct numeral for each objects. 1.Which is equal to 784?
illustration.
 1.

2.

3.

4.
2.Which number is equal to the
illustration below?
5.

3.How many objects are in the box?

4. How many objects are in the box?

V. Additional J. Additional activities for J. Additional activities for J. Additional activities for application J. Additional activities for application Study the next lesson.
activities for application or remediation application or remediation or remediation or remediation
application or ( Assignment) ( Assignment) ( Assignment) sa pahina 10 ( Assignment) sa pahina 12 sa LM
remediation Gumuhit ng mga bagay ayon sa Iguhit ang sumusunod na bilang sa Ibigay ang kabuuang bilang. Isulat sa Punan ang kahon nang tamang bilang
( Assignment) nakasaad na bilang sa iyong iyong papel. Maaring gumamit ng iyong kuwaderno. ng bagay. Isulat sa kuwaderno ang
kuwaderno. kahit anong larawan. 1. 600 + 100 + 10 + 10 + 10 + 1 + 1 + 1 tamang sagot.
 Halimbawa: Halimbawa: + 1 + 1 + 1 = ____
2. 400 + 100 + 100 + 100 + 100 + 100
+ 10 + 10 + 10 + 10 + 10 + 10 + 10 + 1
+ 1 + 1 = _____
3. 300 + 100 + 100 + 100 + 10 + 10 +
10 + 10 + 10 + 10 + 10 + 10 + 10 + 1 +
1 + 1 + 1 + 1+ 1 + 1 = _____
4. 200 + 100 + 100 + 100 + 100 + 100
+ 100 + 10 = _____
5. 500 + 100 + 100 + 100 +70 + 10 +
10 + 1 + 1 + 1 = ___

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?

Yda2017