K to 12 School Grade Level II

Daily Lesson Teacher Learning Area Mathematics

L0g Teaching Dates and Time Quarter/Week 1st Quarter, 2nd Week

Monday Tuesday Wednesday Thursday Friday

I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of whole numbers up to 1000, ordinal numbers up to 20 th, and money up to PhP100 ‘
B. Performance The learners is able to recognize, represent, compare, and order whole numbers up to 1000, ordinal numbers up to 20 th, and money up to PhP100 in
Standards various forms and contexts .
The learner is able to recognize and represent ordinal numbers up to 20 th in various forms and contexts.
C. Learning Groups objects in ones, tens, and hundreds Gives the place value and finds the value of a digit in three- Visualizes and counts
Competencies/Objectives M2NS-Ib-2.2 digit numbers. numbers by 10s, 50s,
M2NS-Ib10.2 and 100s
M2NS-Ib8.2
Groups objects in ones, Groups objects in ones, Gives the place value and Gives the place value and Visualizes and counts
tens, and hundreds tens, and hundreds finds the value of a digit in finds the value of a digit in numbers by 10s, 50s, and
three-digit numbers. three-digit numbers. 100s

Numbers and Number Numbers and Number Numbers and Number Numbers and Number Numbers and Number
Sense Sense Sense Sense Sense
Grouping Objects in Ones, Place Value of a 3- digit Place Value of a 3- digit Skip Counting by 10’s
II. CONTENT
Tens and Hundreds Grouping Objects in Ones, Numbers Numbers
Tens and Hundreds

III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide Lesson 5 Lesson 5 Lesson 9 Lesson 9 Leasson 7
pages Pages 20-26 Pages 20-26 Pages 36-39 Pages 36-39 Pages 30-32
2. Learner’s Materials LM in Mathematics LM in Mathematics LM in Mathematics LM in Mathematics LM in Mathematics
pages Lesson 5 Lesson 5 Lesson 9 Lesson 9 Lesson
pages 13-15 pages 13-15 pages 24-26 pages 24-26 Pages 19-20
3. Textbook pages .
4. Additional Materials
from Learning Resource
(LR) portal
B. Other Learning
Resources

IV. PROCEDURES
A. Review previous Preparatory Activities
lesson or presenting the 1. Drill
new lesson
Refer TG page 20
2. Pre-assessment
Preparatory Activities
1.Drill
Mental addition Mental addition using flash
using flash cards cards
Refer TG page 20(Make
another exercises based from
Give the number for previous examples)
each set of objects
Refer LM page 20- 2.Pre-assessment Give the
21 (pictures) number for each set of objects
Refer LM page 20-21 (Make
another exercises based from
previous exercises)
Preparatory Activities Preparatory activities: Preparatory Activities
1.Drill 1. Drill Counting numbers by 1. Drill:
Give the place value of 10s, 50s and 100s Give the 2. Skip count by 2s
the underlined numbers. next three numbers starting Post a hundred
a.123 _____ from 10, 20, ___, ___, ___, ___ chart on the board.
b.890 _____ What is the next three numbers Ask the pupils to
a.123 _____ starting from _____, 100, 150, count 1 to 100
b.890 _____ ____ What is the next three using the number
e.845 -------- numbers starting from 100 chart. Skip
___300, ___, What is the count by 2 starts
next three numbers starting from 2 then
from 40, 50 ____ 70 ____, ___ encircle the next
2. Review Reading and numbers up 100.
writing numerals in words and Refer TG page 30
in symbols
Strategy: Game- Review Directions:
“SHOW ME PARTNER” Using their Show Me
Instructions: Ask the pupils to boards, tell the pupils to
count off. Ask a pupil to draw write down the missing
one at the time the number numbers to complete
cards inside the Mystery Box the table. Ask them to
of Knowledge Then, she/he show, one at a time,
will ask somebody by calling what they have written.
his/her number to answer the
question printed in the number 5 20 55
35 30
card. 65 80
Examples of number cards: 10 11
Refer TG page-36-37 0 5
13 14 15
0 0
Pre-Assessment
Choose the letter of the correct
answer.
1. What is the place value of 7
in 897?
a. Ones b. Tens c.
Hundreds
2. In 946 what number is in
the hundreds place?
 a. 4 b. 6 c.. 9
3. What is the place value of 2
in 325?
a. Ones b. Tens d.
Hundreds
4. In 946 what number is in the
tens place?
a. 9 b.6 d. 4
Fill in the blanks.
1. 7 59 is a 3-digit number. It
is made up of ________
hundreds _______tens and
_______Ones 2. In 479, the
digit 4 stands for ___________
3. In 275, the digit _______ is
in the tens place. The value of
the digit is __________ 4. In
456, the digit _______ is in the
hundreds place. The value of
the digit is _________

B. Establishing a purpose Developmental Activities Developmental Activities Motivation: Motivation: Motivation:

for the lesson 1. Motivation: Help the 1. Motivation: Help the birdie Post on the board this Post on the board this word Game – “Count Me In,
birdie find its way to her find its way to her mother by word problem. problem. Count Me Out”
mother by counting from counting from the starting point “I am a three-digit “I am a four-digit number.
the starting point to the to the mother bird number. My ones My ones digit is 3. My tens Directions: Divide the
mother bird digit is 1. My tens digit is three digit larger class in two groups
digit is three digit than my ones digit. My Group I (Pupils will
larger than my ones hundreds and thousands skip count by 2s)
digit. My hundreds digits are both larger than Group 2 (Pupils will
digit is two larger my ones digit. What skip count by 5s) Let
than my ones digit. number am I? the pupils stand and
What number am I? Ask the possible questions. form a straight line. Let
Ask the possible What does ones, tens, them count by 1s.
Ask: What do you do
questions. hundreds and thousands digit Pupils whose number
Ask: What do you do when you see birds in your
What does ones, tens, mean? falls on the multiple of
when you see birds in surroundings? Why is it bad to
hundreds and thousands What is the correct answer? 2 or 5 will say “Count
your surroundings? Why hurt or kill animals?
digit mean? Explain why and how the Me In”, “Count Me
is it bad to hurt or kill
What is the correct answer was achieved? Out.” respectively.
animals? Unlocking of difficult words
answer? Explain why What are the other possible Failure to do so will
(One-act play)
and how the answer was solutions? exclude the pupil from
Unlocking of difficult Act out a mother feeding her
achieved? the group.
words son/daughter.
 (One-act play) What are the other
Act out a mother feeding Then have this sentence on the possible
her son/daughter. board.
Mother feeds her daughter with
Then have this sentence delicious food.
on the board.
Mother feeds her
daughter with delicious
food.
C. Presenting Presentation Presentation Presentation Presentation Presentation
examples/instances of The teacher will show the The teacher will show the pupils Divide the class into 5 Divide the class into 5 small Posing the Task
the new lesson pupils how to create ones, how to create ones, longs and small learning groups. learning groups. Strategy: Learning
longs and flats. Together, flats. Together, the pupils and the Distribute the Place Distribute the Place Value Stations and
the pupils and the teacher teacher will create a long using 10 Value and Value pocket and Value pocket Chart and Cooperative learning.
will create a long using ones. The teacher will emphasize Chart and number cards. number cards. Ask Group the class into
10 ones. The teacher will that 10 ones create a 10. The Ask each group to place each group to place the three (3) groups and
emphasize that 10 ones pupils will create 10 longs. Then, the numbers on the place numbers on the place value assigned them by
create a 10. The pupils the teacher will show with an value chart. chart. Learning Stations. A
will create 10 longs. illustration on the board that 10 Example Example group leader shall be
Then, the teacher will longs create one flat with 100 What do 407 mean? What do 759 mean? identified by each group
show with an illustration ones. The pupils will also create a Hundred Tens Ones Hundreds Tens Ones members.
s
on the board that 10 longs flat. There will be 10 tens in one
create one flat with 100 hundred. Ask:
ones. The pupils will also Refer TG page-22 Possible questions
create a flat. There will (Make another exercises familiar Ask:
1. What is the value of 7?
be 10 tens in one with previous exercises) Possible questions
How about the 5? and the 9?
hundred. 1. What is the value of 4?
Refer TG page-22 How about the 0? and the
2. In 759, is it possible that
7?
the numeral 9 will be placed
in the hundreds place? Yes or
3. In 407, is it possible
no. Why? Explain your
that the numeral 7
answer.
will be placed in the
Explain: The digit 7 means 7
hundreds place?
hundreds, or 700
Yes or no. Why?
The digit 5 means 5 tens or 50
Explain your
The digit 9 means 9 ones or 9
answer.
Explain: The digit
4 means 4
hundreds, or 400
The digit 0 means 0
tens or 0

D. Discussing new Presentation
concepts and practicing The teacher will show
new skills #1 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 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.
Refer TG page-23
E. Discussing new Show this on the board
concepts and practicing . 25 = 2 tens + 5 ones
new skills #2
Refer TG page 23
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 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.
Refer TG page-23(Create another
pictures based from examples with
previous examples)
Show this on the board
. 25 = 2 tens + 5 ones
Refer TG page 23(Make another
examples )
4. The digit 7 means 7
ones or 7
Point out that numbers Performing the Task-
may be written in Point out that numbers may be Activity No. 1
different ways: In written in different ways: In Distribute a bundle of
symbols, in words and in symbols, in words and in 100 pieces of Popsicle
expanded form. Still the expanded form. Still the place sticks to each group.
place value of each digit value of each digit in the Instruct the pupils to
in the numeral is being numeral is being considered. group the Popsicle
considered. sticks by 5s, 10s, and
50s. Let them write
their answer on the
table presented below.
1 2 3 4
5
10
50
Give examples: Let the pupils give their own Ask a leader or any of
1. 758 = 700 + 50 + 8 examples and give the place the members to report
2. 985 = 900 + 80 + 5 value and value their output.
3. 476 = 400 + 70 + 6 5 30 20 35 55
130 150 140
65 80 100 115
32
Then ask:
How many 5s are there
in 100? How many
10s are there in 100?
How many 50s are
there in 100?
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?
F. Developing mastery Reinforcing Activity
Group the class into four.
Give them sets of objects
in bundles of 10s, 100s
and some ones (drinking
straws, bottle caps, seeds,
pebbles, popsicle sticks,
any other concrete
counters).
Directions: Count the
objects and group them
by hundreds, tens and
ones. Then, write the
number on the blank.
Follow the format below
Reinforcing Activity Reinforcing Activities - Reinforcing Activities - Refer Reinforcing Activity –
Group the class into four. Give Refer to the Learning to the Learning Material Refer to LM 7 -
them sets of objects in bundles of Material Gawain 1 Gawain 2 Gawain 1-3
10s, 100s and some ones
(drinking straws, bottle caps,
seeds, pebbles, popsicle sticks,
any other concrete counters).
Directions: Count the objects and
group them by hundreds, tens and
ones. Then, write the number on
the blank. Follow the format
below
Refer TG page 23-24

Refer TG page 23-24

G. Finding practical Application Application Application- Refer to Application: Application – Refer to
applications of concepts Let the pupils identify (Make another exercises) LM- Gawain 3 Make another examples to LM No. 7- Gawain 4
and skills in daily li the number for each sets Change the instruction answer by the pupils and 5
of objects. Write the to: Ibigay ang tamang
number of hundreds, tens place value at value ng 5
and ones. Then, write the sa bawat bilang.
number on your paper. 1.) 953 ___ ____
Example: 2.)200 ___ ____
589 = 5 hundreds + 8 3.) 678 ___ ____
tens + 9 ones 4.)106 ____ ____
1. 896 = _______ 5.)657 ____ _____
hundreds + _________
tens + ________ ones
2. 465 = _______
hundreds + _________
tens + ________ ones
3. 926 = _______
hundreds + _________
tens + ________ ones
4. 168 = _______
hundreds + _________
tens + ________ ones
5. 386 = _______
hundreds + _________
tens + ________ ones
H. Making Generalization Generalization Generalization Generalization Generalization
generalizations and How do you group How do you group objects? How many digits have How many digits have the Let the pupils skip
abstractions about the objects? How do you group tens and the numbers we studied numbers we studied today? count by 10’s from 10
lesson How do you group tens hundreds? today? What are the different place through 100. Ask: How
and hundreds? How many tens are in 100? What are the different values in a 3-digit number? many groups of 10 are
How many tens are in How many ones are in tens? place values in a 3-digit What did we use to identify or there in 100 How many
100? number? give the place value of each numbers are there in
How many ones are in What did we use to digit easily? each group? How do
tens? identify or give the place Can you give the correct value we skip count by 10?
value of each digit of the given numbers? What do you call the
easily? sequence or pattern of
Can you give the correct counting that we used?
value of the given What skip counting was
numbers? used?
I. Evaluating learning EVALUATION EVALUATION EVALUATION EVALUATION Count by 10s, 50s and
Write the letter of the Write the letter of the correct Supply the correct A.Write the place value of the 100s. Write the missing
correct answer. answer. answer applying the underlined numbers. number.
place value and value 1.)287 ______ 1. 70, 80 ______, 100,
Refer TG page 25-26 Refer TG page 25-26 Of the underlined 2.)709 ______ ______, ______,
(Make another exercises) numbers. 3.) 600 ______ ______
Place Value 4.)563 ______ 2. _____150, 160,
Value 5.)867 ______ _______, _______,
812 _______
209 3. _____ 800 ______
490 B.Write the value of the ______ 1100
318 underlined numbers. 4. 65 , 115 _______,
798 1.) 456 ______ _______, ________,
2.)109 ______ ______ 5. 25, 75
3.) 671 ______ _______, _______225,
4.)267 ______ ______, ______
5.)767 ______
J. Additional activities HOME ACTIVITY Refer HOME ACTIVITY Refer to LM 5 Refer to the LM 9 –A Refer to the LM 9 B-Gawaing HOME ACTIVITY
for application or to LM 5 – A-page 15 – B -page 15 Gawaing Bahay Bahay Refer to LM 7 –
remediation Gawaing Bahay Gawaing Bahay (Make another exercises) Gawaing Bahay
Refer TG page 26 Refer TG page 26
V. REMARKS
VI. REFLECTION
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?