DLL Mathematics 2 q1 w2

School: LUYA INTEGRATED SCHOOL Grade Level: II
GRADES 1 to 12 Teacher: REMELIZA M. DE LA LUNA Learning Area: MATHEMATICS

DAILY LESSON Teaching Dates and
LOG Time: AUGUST 29 – SEPT. 2, 2022 (WEEK 2) Quarter: 1st Quarter
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES Counts numbers by 10s, 50s, and Counts numbers by 10s, 50s, and Counts numbers by 10s, 50s, Counts numbers by 10s, 50s,
100s 100s and 100s and 100s
A. Content A.Content Standards A.Content Standards A.Content Standards A.Content Standards
Standards demonstrates understanding of demonstrates understanding of demonstrates understanding demonstrates understanding of
whole numbers up to 1000, whole numbers up to 1000, of whole numbers up to 1000, whole numbers up to 1000,
ordinal numbers up to 20th, and ordinal numbers up to 20th, and ordinal numbers up to 20th, ordinal numbers up to 20th,
money up to PhP100. money up to PhP100. and money up to PhP100. and money up to PhP100.
B. Performance B.Performance Standards B.Performance Standards B.Performance Standards B.Performance Standards
Standards is able to recognize, represent, is able to recognize, represent, is able to recognize, is able to recognize, represent,
compare, and order whole compare, and order whole represent, compare, and compare, and order whole
numbers up to 1000, ordinal numbers up to 1000, ordinal order whole numbers up to numbers up to 1000, ordinal
numbers up to 20th, and money numbers up to 20th, and money 1000, ordinal numbers up to numbers up to 20th, and
up to PhP100 in various forms and up to PhP100 in various forms and 20th, and money up to money up to PhP100 in various
contexts. contexts. PhP100 in various forms and forms and contexts.
contexts.
C. Learning C. Learning Competencies/ C. Learning Competencies/ C. Learning Competencies/ C. Learning Competencies/
Competencies/ Objectives Objectives Objectives Objectives
Objectives visualizes and counts numbers by visualizes and counts numbers by visualizes and counts visualizes and counts numbers
10s, 50s, and 100s. 10s, 50s, and 100s. numbers by 10s, 50s, and by 10s, 50s, and 100s.
M2NS-Ib-8.2 M2NS-Ib-8.2 100s. M2NS-Ib-8.2
M2NS-Ib-8.2
II. CONTENT Content: Counting by 10s, 50s and Content: Counting by 10s, 50s and Content: Counting by 10s, 50s Content: Counting by 10s, 50s
100s 100s and 100s and 100s
Lesson 7 Lesson 7 Lesson 7 Lesson 7
III. LEARNING K to12 Curriculum Guide 2016 K to12 Curriculum Guide 2016 K to12 Curriculum Guide 2016 K to12 Curriculum Guide 2016
RESOURCES Grade 2 – Mathematics pages 27 Grade 2 – Mathematics pages 27 Grade 2 – Mathematics pages Grade 2 – Mathematics pages
A. References 27 27
1. Teacher’s Guide TG in Mathematics pages 30-32 TG in Mathematics pages 30-32 TG in Mathematics pages 30- TG in Mathematics pages 30-32
Pages (softcopy) (softcopy) 32 (softcopy) (softcopy)
2. Learner’s LM in Mathematics pages 19-20 LM in Mathematics pages 19-20 LM in Mathematics pages 19- LM in Mathematics pages 19-20
Materials 20
pages
3. Text book pages
4. Additional 1. popsicle sticks, bottle caps, 1. Number Cards 1. Counters (Popsicle sticks,
Materials sticks, drinking straws, flashcards, 2. Show Me Board straws, etc.),
from Learning flats, longs, ones, picture, pebbles, 3. Mystery Box of Knowledge 2. Hundred chart Set of card
Resources other concrete counters 4. Numbers Chart with the 3- Digit numbers
2. Picture 3. Pictures
3. Cut-outs Lesson 6 Lesson 7
Lesson 5
B. Other Learning laptop laptop laptop
Resources
IV. 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 2. Drill 3. Drill 4. Drill
lesson Skip count by 2s Skip count by 2s Skip count by 2s Skip count by 2s
Post a hundred chart on the Post a hundred chart on the Post a hundred chart on the Post a hundred chart on the
board. Ask the pupils to count 1 to board. Ask the pupils to count 1 to board. Ask the pupils to count board. Ask the pupils to count 1
100 using the number chart. 100 using the number chart. 1 to 100 using the number to 100 using the number chart.
Skip count by 2 starts from 2 then Skip count by 2 starts from 2 then chart. Skip count by 2 starts from 2
encircle the next numbers up 100. encircle the next numbers up 100. Skip count by 2 starts from 2 then encircle the next numbers
then encircle the next up 100.
numbers up 100.
2.Review 2.Review
Directions: Using their Show Me Directions: Using their Show Me 2.Review
boards, tell the pupils to write boards, tell the pupils to write 2.Review Directions: Using their Show
down the missing numbers to down the missing numbers to Directions: Using their Show Me boards, tell the pupils to
complete the table. Ask them to complete the table. Ask them to Me boards, tell the pupils to write down the missing
show, one at a time, what they show, one at a time, what they write down the missing numbers to complete the
have written. have written. numbers to complete the table. Ask them to show, one
table. Ask them to show, one at a time, what they have
at a time, what they have written.
written.
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B. Establishing a B. Establishing a purpose B. Establishing a purpose B. Establishing a purpose B. Establishing a purpose
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) Game – “Count Me In, Count Me Game – “Count Me In, Count Me Game – “Count Me In, Count Game – “Count Me In, Count
Out” Out” Me Out” Me Out”
Directions: Directions: Directions: Directions:
Divide the class in two groups Divide the class in two groups Divide the class in two groups Divide the class in two groups
Group I (Pupils will skip count by Group I (Pupils will skip count by Group I (Pupils will skip count Group I (Pupils will skip count
2s) 2s) by 2s) by 2s)
Group 2 (Pupils will skip count by Group 2 (Pupils will skip count by Group 2 (Pupils will skip count Group 2 (Pupils will skip count
5s) 5s) by 5s) by 5s)
Let the pupils stand and form a Let the pupils stand and form a Let the pupils stand and form Let the pupils stand and form a
straight line. Let them count by straight line. Let them count by a straight line. Let them count straight line. Let them count by
1s. Pupils whose number falls on 1s. Pupils whose number falls on by 1s. Pupils whose number 1s. Pupils whose number falls
the multiple of 2 or 5 will say the multiple of 2 or 5 will say falls on the multiple of 2 or 5 on the multiple of 2 or 5 will say
“Count Me In”, “Count Me Out.” “Count Me In”, “Count Me Out.” will say “Count Me In”, “Count Me In”, “Count Me
respectively. Failure to do so will respectively. Failure to do so will “Count Me Out.” respectively. Out.” respectively. Failure to do
exclude the pupil from the group. exclude the pupil from the group. Failure to do so will exclude so will exclude the pupil from
the pupil from the group. the group.
C. Presenting Posing a Task: Posing a Task: Posing a Task: Posing a Task:
Examples / C. Presenting Examples /Instances C. Presenting Examples /Instances C. Presenting Examples C. Presenting Examples
instances of new of new lesson 2.Presentation of new lesson 2.Presentation /Instances of new lesson /Instances of new lesson
lesson Posing the Task Posing the Task 2.Presentation 2.Presentation
( Presentation) Strategy: Learning Stations and Strategy: Learning Stations and Posing the Task Posing the Task
Cooperative learning. Cooperative learning. Strategy: Learning Stations Strategy: Learning Stations and
Group the class into three (3) Group the class into three (3) and Cooperative learning. Cooperative learning.
groups and assigned them by groups and assigned them by Group the class into three (3) Group the class into three (3)
Learning Stations. A group leader Learning Stations. A group leader groups and assigned them by groups and assigned them by
shall be identified by each group shall be identified by each group Learning Stations. A group Learning Stations. A group
members. members. leader shall be identified by leader shall be identified by
Performing the Task- Performing the Task- each group members. each group members.
Activity No. 1 Activity No. 1 Performing the Task- Performing the Task-
Distribute a bundle of 100 pieces Distribute a bundle of 100 pieces Activity No. 1 Activity No. 1
of Popsicle sticks to each group. of Popsicle sticks to each group. Distribute a bundle of 100 Distribute a bundle of 100
Instruct the pupils to group the Instruct the pupils to group the pieces of Popsicle sticks to pieces of Popsicle sticks to each
Popsicle sticks by 5s, 10s, and 50s. Popsicle sticks by 5s, 10s, and 50s. each group. Instruct the group. Instruct the pupils to
Let them write their answer on Let them write their answer on pupils to group the Popsicle group the Popsicle sticks by 5s,
the table presented below. the table presented below. sticks by 5s, 10s, and 50s. Let 10s, and 50s. Let them write
them write their answer on their answer on the table
the table presented below. presented below.
Ask a leader or any of the Ask a leader or any of the

members to report their output members to report their output
Ask a leader or any of the Ask a leader or any of the

members to report their members to report their output
output
D. Discussing new Performing a Task Performing a Task Performing a Task Performing a Task
concepts and Processing Processing Processing Processing
practicing new Then ask: Then ask: Then ask: Then ask:
skills #1 How many 5s are there in 100? How many 5s are there in 100? How many 5s are there in How many 5s are there in 100?
( Modeling) How many 10s are there in 100? How many 10s are there in 100? 100? How many 10s are there in
How many 50s are there in 100? How many 50s are there in 100? How many 10s are there in 100?
How did you find the activity? How did you find the activity? 100? How many 50s are there in
Did every member of the group Did every member of the group How many 50s are there in 100?
do his part? do his part? 100? How did you find the activity?
What made your group finish the What made your group finish the How did you find the activity? Did every member of the group
activity ahead of time? activity ahead of time? Did every member of the do his part?
group do his part? What made your group finish
What made your group finish the activity ahead of time?
the activity ahead of time?
E. Discussing new E. Discussion of new concepts and E. Discussion of new concepts and E. Discussion of new concepts E. Discussion of new concepts
concepts and practicing new skills #2(Guided practicing new skills #2(Guided and practicing new skills and practicing new skills
practicing new Practice) Practice) #2(Guided Practice) #2(Guided Practice)
skills #2 Refer to the LM Gawain 1 pahina Refer to the LM Gawain 1 pahina Refer to the LM Gawain 1 Refer to the LM Gawain 1
(Guided Practice) 19 19 pahina 19 pahina 19
Bumilang ng 10s. Ano-ano ang Bumilang ng 10s. Ano-ano ang Bumilang ng 10s. Ano-ano ang Bumilang ng 10s. Ano-ano ang
mga nawawalang bilang? mga nawawalang bilang? mga nawawalang bilang? mga nawawalang bilang?
1. 146 _____, ______, ______ 186 1. 146 _____, ______, ______ 186 1. 146 _____, ______, ______ 1. 146 _____, ______, ______
____, _____, _____. ____, _____, _____. 186 ____, _____, _____. 186 ____, _____, _____.
2. 54, 74 ____, ______, ___ __, 2. 54, 74 ____, ______, ___ __, 2. 54, 74 ____, ______, ___ 2. 54, 74 ____, ______, ___ __,
_______, _______, ______. _______, _______, ______. __, _______, _______, _______, _______, ______.
3. _______ 300, ______320 3. _______ 300, ______320 ______. 3. _______ 300, ______320
______, _______, ______, 360. ______, _______, ______, 360. 3. _______ 300, ______320 ______, _______, ______, 360.
4. 390, 400, ______,______, 4. 390, 400, ______,______, ______, _______, ______, 4. 390, 400, ______,______,
______430, 440 _____, ____ ______430, 440 _____, ____ 360. ______430, 440 _____, ____
5. ______, ______, ______40, 50, 5. ______, ______, ______40, 50, 4. 390, 400, ______,______, 5. ______, ______, ______40,
_____, ______, ______ 90 _____, ______, ______ 90 ______430, 440 _____, ____ 50, _____, ______, ______ 90
6. 470, 480, 490, _____, ______, 6. 470, 480, 490, _____, ______, 5. ______, ______, ______40, 6. 470, 480, 490, _____,
______, ______, 540. ______, ______, 540. 50, _____, ______, ______ 90 ______, ______, ______, 540.
7. ________900, 910, 920, 7. ________900, 910, 920, 6. 470, 480, 490, _____, 7. ________900, 910, 920,
______, ______, ______, _____ ______, ______, ______, _____ ______, ______, ______, 540. ______, ______, ______, _____
8. 50, 60, 70, ______, ______, 8. 50, 60, 70, ______, ______, 7. ________900, 910, 920, 8. 50, 60, 70, ______, ______,
100,______, ______ 130 100,______, ______ 130 ______, ______, ______, 100,______, ______ 130
9. 30, 40, 50, 60, _____, _____, 90 9. 30, 40, 50, 60, _____, _____, 90 _____ 9. 30, 40, 50, 60, _____, _____,
______, ______ 120 ______, ______ 120 8. 50, 60, 70, ______, ______, 90 ______, ______ 120
10. 147, 157, 167 ________, 10. 147, 157, 167 ________, 100,______, ______ 130 10. 147, 157, 167 ________,
_______, _______, ______ _______, _______, ______ 9. 30, 40, 50, 60, _____, _______, _______, __
_____, 90 ______, ______
120
10. 147, 157, 167 ________,
_______, _______, ______
F. Developing F. Developing mastery F. Developing mastery F. Developing mastery F. Developing mastery
mastery ( Independent Practice) ( Independent Practice) ( Independent Practice) ( Independent Practice)
( Independent Refer to the LM Gawain 2 pahina Refer to the LM Gawain 2 pahina Refer to the LM Gawain 2 Refer to the LM Gawain 2
Practice) 19 19 pahina 19 pahina 19
Bumilang ng 100s. Isulat sa Bumilang ng 100s. Isulat sa Bumilang ng 100s. Isulat sa Bumilang ng 100s. Isulat sa
kuwaderno ang nawawalang kuwaderno ang nawawalang kuwaderno ang nawawalang kuwaderno ang nawawalang
bilang. bilang. bilang. bilang.
1. 300, 400______, _______, 700, 1. 300, 400______, _______, 700, 1. 300, 400______, _______, 1. 300, 400______, _______,
______, ______, _______ ______, ______, _______ 700, ______, ______, 700, ______, ______, _______
2. ______, _______, 600, 700 2. ______, _______, 600, 700 _______ 2. ______, _______, 600, 700
_______, _______, ________ _______, _______, ________ 2. ______, _______, 600, 700 _______, _______, ________
3. _______ _______ 1300, 1400 3. _______ _______ 1300, 1400 _______, _______, ________ 3. _______ _______ 1300, 1400
______, _______, _______ ______, _______, _______ 3. _______ _______ 1300, ______, _______, _______
4. 355 _______, _______, 4. 355 _______, _______, 1400 ______, _______, 4. 355 _______, _______,
_______, ________, ___________ _______, ________, ___________ _______ _______, ________,
5. 675, _________, ________, 5. 675, _________, ________, 4. 355 _______, _______, ___________
_______, ______, ______ _______, ______, ______ _______, ________, 5. 675, _________, ________,
___________ _______, ______, ______
5. 675, _________, ________,
_______, ______, ______
G. Finding Practical G. Finding Practical applications of G. Finding Practical applications of G. Finding Practical G. Finding Practical applications
applications of concepts and skills ( Application / concepts and skills ( Application / applications of concepts and of concepts and skills
concepts and skills Valuing Valuing skills ( Application / ( Application /
( Application / Bumilang ng 50s. Ano-ano ang Bumilang ng 50s. Ano-ano ang Valuing Valuing
nawawalang bilang? nawawalang bilang? Bumilang ng 50s. Ano-ano ang Bumilang ng 50s. Ano-ano ang
Valuing) 1. 60, 110 ______, _______, 1. 60, 110 ______, _______, nawawalang bilang? nawawalang bilang?
_______310 ________, ________ _______310 ________, ________ 1. 60, 110 ______, _______, 1. 60, 110 ______, _______,
2. 700 _______, 2. 700 _______, _______310 ________, _______310 ________,
_______850_______950 _______850_______950 ________ ________
__________ __________ 2. 700 _______, 2. 700 _______,
3. _____, ______ 150, ______, 3. _____, ______ 150, ______, _______850_______950 _______850_______950
250 ______ 350 ______ 250 ______ 350 ______ __________ __________
4. 950, 900, 850 _______, 4. 950, 900, 850 _______, 3. _____, ______ 150, 3. _____, ______ 150, ______,
_______, _____, _______ _______, _____, _______ ______, 250 ______ 350 250 ______ 350 ______
5. 600, ______, 500, ______, 400, 5. 600, ______, 500, ______, 400, ______ 4. 950, 900, 850 _______,
_______, ______, _____ _______, ______, _____ 4. 950, 900, 850 _______, _______, _____, _______
_______, _____, _______ 5. 600, ______, 500, ______,
5. 600, ______, 500, ______, 400, _______, ______, _____
400, _______, ______, _____
H. Making H. Making generalizations and H. Making generalizations and H. Making generalizations and H. Making generalizations and
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 Let the pupils skip count by 10’s Let the pupils skip count by 10’s Let the pupils skip count by Let the pupils skip count by 10’s
( Generalization) from 10 through 100. from 10 through 100. 10’s from 10 through 100. from 10 through 100.
Ask: How many groups of 10 are Ask: How many groups of 10 are Ask: How many groups of 10 Ask: How many groups of 10
there in 100 there in 100 are there in 100 are there in 100
How many numbers are there in How many numbers are there in How many numbers are there How many numbers are there
each group? each group? in each group? in each group?
How do we skip count by 10? How do we skip count by 10? How do we skip count by 10? How do we skip count by 10?
What do you call the sequence or What do you call the sequence or What do you call the What do you call the sequence
pattern of counting that we used? pattern of counting that we used? sequence or pattern of or pattern of counting that we
What skip counting was used? What skip counting was used? counting that we used? What used? What skip counting was
skip counting was used? used?
I. Evaluating I.Evaluation I.Evaluation I.Evaluation I.Evaluation
Learning Count by 10s, 50s and 100s. Write Count by 10s, 50s and 100s. Write Count by 10s, 50s and 100s. Count by 10s, 50s and 100s.
the missing number. the missing number. Write the missing number. Write the missing number.
1. 70, 80 ______, 100, ______, 1. 70, 80 ______, 100, ______, 1. 70, 80 ______, 100, 1. 70, 80 ______, 100, ______,
______, ______ ______, ______ ______, ______, ______ ______, ______
2. _____150, 160, _______, 2. _____150, 160, _______, 2. _____150, 160, _______, 2. _____150, 160, _______,
_______, _______ _______, _______ _______, _______ _______, _______
3. _____ 800 ______ ______ 1100 3. _____ 800 ______ ______ 1100 3. _____ 800 ______ ______ 3. _____ 800 ______ ______
4. 65 , 115 _______, _______, 4. 65 , 115 _______, _______, 1100 1100
________, ______ ________, ______ 4. 65 , 115 _______, _______, 4. 65 , 115 _______, _______,
5. 25, 75 _______, _______225, 5. 25, 75 _______, _______225, ________, ______ ________, ______
______, ______ ______, ______ 5. 25, 75 _______, 5. 25, 75 _______, _______225,
_______225, ______, ______ ______, ______
J. Additional J. Additional activities for J. Additional activities for J. Additional activities for J. Additional activities for
activities for application or remediation application or remediation application or remediation application or remediation
application or ( Assignment) sa pahina 20 ( Assignment) sa pahina 20 ( Assignment) sa pahina 20 ( Assignment) sa pahina 20
remediation Punan ang patlang ng tamang Punan ang patlang ng tamang Punan ang patlang ng tamang Punan ang patlang ng tamang
( Assignment) bilang. Isulat sa kuwaderno ang bilang. Isulat sa kuwaderno ang bilang. Isulat sa kuwaderno bilang. Isulat sa kuwaderno ang
sagot. sagot. ang sagot. sagot.
1.Hanapin ang nawawalang 1.Hanapin ang nawawalang 1.Hanapin ang nawawalang 1.Hanapin ang nawawalang
bilang. Ayusin ang mga ito ayon sa bilang. Ayusin ang mga ito ayon sa bilang. Ayusin ang mga ito bilang. Ayusin ang mga ito ayon
nakasaad. nakasaad. ayon sa nakasaad. sa nakasaad.
2. Kumpletuhin ang pagkasunod- 2. Kumpletuhin ang pagkasunod- 2. Kumpletuhin ang 2. Kumpletuhin ang
sunod ng mga bilang. sunod ng mga bilang. pagkasunod-sunod ng mga pagkasunod-sunod ng mga
a. Simula sa 567 dagdagan ito ng a. Simula sa 567 dagdagan ito ng bilang. bilang.
tig 5. Ang susunod na bilang ay tig 5. Ang susunod na bilang ay a. Simula sa 567 dagdagan ito a. Simula sa 567 dagdagan ito
_____, _____, ______, _______, _____, _____, ______, _______, ng tig 5. Ang susunod na ng tig 5. Ang susunod na bilang
______, _______ ______, _______ bilang ay _____, _____, ay _____, _____, ______,
b. Simula sa 345, dagdagan ito ng b. Simula sa 345, dagdagan ito ng ______, _______, ______, _______, ______, _______
tig 10. Ang susunod na bilang ay tig 10. Ang susunod na bilang ay _______ b. Simula sa 345, dagdagan ito
______, ______, ______, ______, ______, ______, ______, ______, b. Simula sa 345, dagdagan ito ng tig 10. Ang susunod na
_______, _____ _______, _____ ng tig 10. Ang susunod na bilang ay ______, ______,
3. Punan ng bilang ang bakanteng 3. Punan ng bilang ang bakanteng bilang ay ______, ______, ______, ______, _______,
kahon sa ibaba. kahon sa ibaba. ______, ______, _______, _____
_____ 3. Punan ng bilang ang
3. Punan ng bilang ang bakanteng kahon sa ibaba.
bakanteng kahon sa ibaba.
V. REMARKS
VI. REFLECTION

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School: LUYA INTEGRATED SCHOOL Grade Level: II

GRADES 1 to 12 Teacher: REMELIZA M. DE LA LUNA Learning Area: MATHEMATICS

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Original File Submitted and Original File Submitted and

Ask a leader or any of the Ask a leader or any of the

Ask a leader or any of the Ask a leader or any of the

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