GRADE 1 to 12 School BAGBAGUIN ELEMENTARY SCHOOL Grade Level II

DAILY LESSON LOG Teacher PERRY LOU M. EUGENIO Subject Math

Date July 31-August 4, 2017/ 9:50-10:30 Quarter First- Wk 9

Monday Tuesday Wednesday Thursday Friday

OBJECTIVES
A. Content Standard Demonstrates understanding of addition of Demonstrates understanding of Demonstrates understanding of Demonstrates understanding of Demonstrates understanding of
whole numbers up to 1000 including money. addition of whole numbers up to addition of whole numbers up to 1000 subtraction and multiplication subtraction and multiplication of whole
1000 including money. including money. of whole numbers up to 1000 numbers up to 1000 including money.
including money.

B. Performance Is able to apply addition of whole numbers
Standard up to 1000 including money in mathematical
problems and real-life situations.
C. Learning Analyzes and solves word problems involving
Competency/ addition of whole numbers including money
Objectives with sums up to 1000 without and with
regrouping. (Word clues and Operations to
Write the LC code for each. be used). M2NS-Ij-29.2
II. CONTENT Analyzing Word Problems (Word Clues and
Operations to be Used)
Is able to apply addition of whole
numbers up to 1000 including money
in mathematical problems and real-
life situations
Analyze and solve word problems
involving addition of whole number
including money with sums up to
1000 with and without regrouping
(Transforming Word Problems into
Number Sentences and Stating
Complete Answer)
M2NS-Ij-29.2
Addition and Problem Solving
Is able to apply addition of whole
numbers up to 1000 including money
in mathematical problems and real-life
situations
Analyze and solve word problems
involving addition of whole number
including money with sums up to 1000
with and without regrouping
(Transforming Word Problems into
Number Sentences and Stating
Complete Answer)
M2NS-Ij-29.2
Addition and Problem Solving
Is able to apply subtraction and
multiplication of whole numbers
up to 1000 including money in
mathematical problems and
real-life situations.
Visualizes, represents, and
subtracts 2- to 3-digit numbers
with minuends up to 999
without and with regrouping.
M2NS-IIa-32.5
Subtraction
Lesson 29
Is able to apply subtraction and
multiplication of whole numbers up to
1000 including money in mathematical
problems and real-life situations
Visualizes, represents, and subtracts 2- to
3-digit numbers with minuends up to 999
without and with regrouping.
M2NS-IIa-32.5
Lesson 30: Subtraction

LEARNING RESOURCES
A. References K to12 CG p20 K to 12 Curriculum Guide p.20 K to 12 Curriculum Guide p.20 K to 12 Curriculum Guide p.21 K to 12 Curriculum Guide p.212

1. Teacher’s Guide 101 - 104 104-107 104-107 108-112 112-115

pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR)
portal
B. Other Learning Resource
III. PROCEDURES
A. Reviewing previous lesson
or presenting the new lesson
64 - 66
Review: Analyze and solve word problems
involving addition: What are given
What is asked STRATEGY: PROBLEM
ANALYSIS
66-69
Pictures,charts
Read the following problems. Box the
word clues. Then, write the
operation/equation to be used and
1.There were 456 fishermen and 398
farmers who attended the training on
livelihood programs. How many
fishermen and farmers were there
altogether?
66-69
Pictures,charts
Read the following problems. Box the
word clues. Then, write the
operation/equation to be used and
1.There were 456 fishermen and 398
farmers who attended the training on
livelihood programs. How many
fishermen and farmers were there
altogether?
69-71
Pictures,charts
Basahin at unawain ang mga
sumusunod na suliranin. Sagutin
ang mga itinatanong. Isulat ang
sagot sa iyong kuwarderno
1. Magkano ang babayaran ni
Samuel kung siya ay bumili ng
sandwich sa halagang 35 at
isang baso ng pineapple juice sa
69-71
Pictures,charts
Basic Facts of Subtraction
Administer Basic Facts of Subtraction using
the window cards (S1)
Time Limit: 5 minutes

B. Establishing a purpose for
the
lesson
C. Presenting examples/
instances of the new lesson
D. Discussing new
concepts and practicing new
skills #1
E. Discussing new concepts
and practicing new skills
#2
F. Developing mastery (leads
to Formative Assessment 3)
G. Finding practical
application of concepts and
skills in daily living
H.Making generalizations
and abstractions about the
lesson
SITUATION
One afternoon, Carlo has a problem. He
can’t answer his mathematics assignment.
He is asking for help. Can you help him?
Posing a Task
Present Carlo’s assignment:
Larry collects postcards. He has 65
postcards. He buys 23 more. How many
postcards does he have now?(See TG page
103)
Performing the Task
What are the word clues?
Underline the question in the problem.
Rewrite the question in answer statement
Do “Activity 1” on page 64
Do “Activity 2” on page 65
Present additionalexamples:
1. Cris has 459 marbles and Dan has 347
marbles. How many marbles do they have
altogether?
2. This School Year, there are 456 girls and
345 boys in Grade
What did we look for in the word problem?
How did we know the operation to be used?
PLAYING BASKETBALL
“What is your favorite game?” Today
we will play basketball.
What is the score obtained by the
Grade I?
What is the score obtained by the
Grade 2?
What operation should used if we
add the scores of the two teams?
If ever we combined/add the scores
of the two teams, what is the number
sentence?
What is the sum of the scores of the
two teams?
Present another illustrative example:
In Mr. Jomar Guadracasa’s farm,
there are 250 mango trees and 248
kaimito trees. How many fruit trees
are there altogether?
How do we transform a word
problem into a Number Sentence?
What is the correct answer?
Refer to LM 28- Gawain 1
Refer to LM 28- Gawain 2
STEPS TO REMEMBER IN SOLVING
PROBLEMS
What is asked in the problem
PLAYING BASKETBALL
“What is your favorite game?” Today
we will play basketball.
What is the score obtained by the
Grade I?
What is the score obtained by the
Grade 2?
What operation should used if we
add the scores of the two teams?
If ever we combined/add the scores
of the two teams, what is the number
sentence?
What is the sum of the scores of the
two teams?
Present another illustrative example:
In Mr. Jomar Guadracasa’s farm, there
are 250 mango trees and 248 kaimito
trees. How many fruit trees are there
altogether?
How do we transform a word problem
into a Number Sentence?
What is the correct answer?
Refer to LM 28- Gawain 1
Refer to LM 28- Gawain 2
STEPS TO REMEMBER IN SOLVING
PROBLEMS
What is asked in the problem
halagang 20?
“Story Telling”
“Edeson is a Grade 2 pupil of
Odiongan North Central School.
One day, he was asked by her
mother to find the telephone
numbers of Mayor Dario
Manato and Governor Reagan
Mayuga in the telephone
directory. He wrote down the
telephone numbers 8 902 and 7
975. He tried to subtract one
from the other. But he could not
do it.
Tatay Ricarte has poultry 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.
Who has poultry in his 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
Refer to LM 29 Gawain
Refer to LM 29-Gawain
To subtract numbers with
regrouping:
Write the numbers in vertically
Ask: Why do we need to master the basic
subtraction facts?
Arminda and Analyn are 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?
Who are the twins?
Where did they go?
What did they pick?
How many flowers did Ann pick?
How many flowers did Ann give to Annie?
What will you do to find the number of
flowers left to Arminda
Transform the sentence above into number
sentence/equation. Use the counter to
represent the given in the problem.
Then, solve on the board. Call 2-4 pupils.
Check whether their asnwers are correct?
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
Subtract the following:
1. 568 – 345 = ______
2. 537 – 15 = _____
3. 868 – 446 = _____
How do we subtract numbers when ones
digit of the subtrahend is greater than the
ones/tens digit on the minuend?

I. Evaluating learning
J. Additional activities for
application or remediation
IV. REMARKS
V. REFLECTION
Read the following problems. Box the word
clues. Then, write the operation/equation to
be used and word clues.
Do “Gawaing Bahay” on page 66
What are given
What operation should be used
Transform the problem into a
Number Sentence
Solve for the Final Answer
Read the following problems. Write
the number sentence and the final
answer.
1. There are 156 boys were watching
the basketball game. Forty-seven
more boys came to watch. How many
boys were watching the game?
Number Sentence: __________
Final Answer: ______________
Refer to the LM 28- Gawaing Bahay
What are given
What operation should be used
Transform the problem into a
Number Sentence
Solve for the Final Answer
Read the following problems. Write the
number sentence and the final answer.
1. There are 156 boys were watching
the basketball game. Forty-seven more
boys came to watch. How many boys
were watching the game?
Number Sentence: __________
Final Answer: ______________
Refer to the LM 28- Gawaing Bahay
to align the digits in each place
value
Subtract the from the left,
starting with the ones
Then, tens, hundreds and finally
the thousands
1. What is the difference Find the difference of the following.
between 7 841 and 2 975? 1. 167 – 35 = _______
Answer: __________ 2. 484 – 213 = _______
2. Subtract 787 from 8 988. 3. 875 – 52 = _______
Answer: _________
Refer to LM 29 – Gawaing Bahay Refer to the LM 30 – Gawaing Bahay

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?