School Grade Level Grade Two

DAILY LESSON
LOG Subject/Quarter/ Mathematics-Quarter 3, Week
Teacher Love Teaching
Week 1
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I. OBJECTIVES
A. Content Standards demonstrates demonstrates demonstrates demonstrates demonstrates
understanding of understanding of understanding of understanding of understanding of
division of whole division of whole division of whole division of whole division of whole
numbers up to 1000 numbers up to 1000 numbers up to 1000 numbers up to 1000 numbers up to
including money. including money. including money. including money. 1000
including money.

B. Performance Standards
C. Learning
Competencies/Objectives
is able to apply is able to apply is able to apply is able to apply is able to apply
division of whole division of whole division of whole division of whole division of whole
numbers up to 1000 numbers up to 1000 numbers up to 1000 numbers up to 1000 numbers up to
including money in including money in including money in including money in 1000
mathematical mathematical mathematical mathematical including money
problems and reallife problems and reallife problems and reallife problems and reallife in
situations. situations. situations. situations. mathematical
problems and
reallife
situations.
visualizes and represents visualizes and represents visualizes and represents visualizes and represents visualizes and
division, and writes a division, and writes a division, and writes a division, and writes a represents
related related related related division, and
equation for each type of equation for each type of equation for each type of equation for each type of writes a related
situation: equal sharing, situation: equal sharing, situation: equal sharing, situation: equal sharing, equation for each
repeated subtraction, repeated subtraction, repeated subtraction, repeated subtraction, type of situation:
 equal jumps on the equal jumps on the equal jumps on the number equal jumps on the equal sharing,
number line, number line, line, number line, repeated
and formation of equal and formation of equal and formation of equal and formation of equal subtraction,
groups of objects. groups of objects. groups of objects. groups of objects equal jumps on
the number line,
and formation of
equal groups of
objects.
II. CONTENT/NILALAMAN
Equal Sharing Repeated Subtraction Equal Jumps on a Number Equal Jumps on a Number Assessment Day
Line Line

III.LearningResources/Kagamitang
Pagtuturo
A. References K-to-12 MELC Guide K-to-12 MELC Guide K-to-12 MELC Guide K-to-12 MELC Guide K-to-12 MELC
page 203 page 203 page 203 page 203 Guide page 203
1. Teacher’s Guide Pages pp. 250-258 pp. 250-258 pp. 250-258 pp. 250-258 pp. 250-258
2. Learner’s Materials
3. Textbook Pages Mathematics for Mathematics for Mathematics for Mathematics for Mathematics
Everyday Use pp. 93-95 Everyday Use pp. 93-95 Everyday Use pp. 93-95 Everyday Use pp. 93-95 for Everyday
Use pp. 93-95
4. Additional Materials from Learning Laptop, activity sheets Laptop, activity sheets Laptop, activity sheets Laptop, activity sheets Test Questions
Resources (LR)
B.Other Learning Resources
IV. PROCEDURES
A. Before the Lesson  Prayer  Prayer  Prayer  Prayer  Prayer
1.Setting the Stage(Drill, Review  Drill  Drill  Drill  Drill/Review  Review
and Motivation) -Recite your -Skip counting by -Skip counting by -Subtraction a. Equal Sharing
multiplication 2s, 3s, 4s, 5s and 2s, 3s, 4s, 5s and facts and b. Repeated
tables of 10s. 10s. addition facts Subtraction

2. Explaining what to do (Tell
the objectives of the Lesson)
B. Lesson Proper(All Teacher’s
Activity) Presentation through
Modeling, Illustration and
Demonstration
2,3,4,5,and 10. -Basic -Basic c. Equal Jumps
multiplication multiplication  Review
facts facts Let’s work on your
 Review  Review assignment.
Today, we will learn to Today, we will learn to Today, we will learn to Today, we will learn to Today, you will
visualize and represents visualize and represents visualize and represents visualize and represents have your
division, and write a division, and write a division, and write a division, and write a weekly test.
related related related related
equation for each type equation for each type equation for each type of equation for each type
of situation of situation situation of situation
Let’s study the word Let’s study the word Present a number line. Present a number line Give the
problem. problem. instructions in
taking the test.
Mother bought 12 Luis has 10 cookies. At
guavas in the store. She first, he took 2 and ate
divided these guavas it. After a few minutes,
among her children. he took again another 2
How many guavas will and ate it. Then took
 each child receive? again another 2 and
gave it to his friend and
another 2 to his sister.
Before he went home,
he took again another 2
and ate it until nothing
was left in the
container.

1. Guided Practice (1st Ask the following Ask the following Ask the following Ask the following Distribution of
Assessment) questions: questions: questions: questions: Test Questions.
1. What did mother buy 1. Who has cookies? 1. What can you see in 1. How many jumps are
in the store? 2. How many cookies the illustration? there in the number
2. How many guavas did he have? line?
did she buy? 3. At first, how many did 2. What are the insects 2. How many spaces are
3. How many children he eat? you can see? there in each jump?
would she divide the 4. After sometime, how 3. Present the division
guavas for? many did he take again 3. What do you think is sentence for the
and eat? the grasshopper will do? number line.
5. How many cookies
did he give to his 4. Is grasshopper helpful 18 3=6
friend? to his sister? to plants? Why? Or why
6. Before he went not?
home, how many did he
take again and eat?
7. How many cookies
were left in the
container?
2. More Practice (2nd Acting out the word Acting out the word Ask the following Reading the
Assessment) problem. problem to show questions: instructions of
repeated subtraction. 1. Where did the each part of the
-Call 4 pupils to act as Ask the following
grasshopper start its test.
the 4 children and 1 Remove 2s from 10 until questions:
jump? 1. How many jumps are
other as the mother. nothing is left.
10-2= 8 there in the number
2. Where did it end? line?
-Let mother distribute 8-2= 6
equally the guavas to 6-2= 4 2. How many spaces are
3. How many jumps did
her 4 children. 4-2=2 there in each jump?
the grasshopper make to 3. Present the division
2-2=0
catch the spider? sentence for the
-What number is
subtracted repeatedly? 4. How many spaces number line.
-How many times did were there in each
we subtract 2?
jump?
-Present the division
sentence for the story 5. Present the division
problem and give sentence for the number
emphasis on the parts line.
of division sentence?
-How many guavas did
24 3 = 8
each child receive? 10 5 = 2

-How many guavas

were divided? 12
Show another example. Show another example.
-How many children
were the guavas 15 5=3
divided for? 4

-What is the division

sentence for the word
problem? 20 4=5

12 4=3

Introduce the parts of a

division sentence.

Dividend- number to be
divided

Divisor- number to
divide

Quotient- answer in
division
 3. Independent Practice Show the repeated Find the quotient using Test Proper
addition for each the number line.
division equation.

1. 12 divided 3
2. 15 divided by 5
3. 20 divided by 4
4. 16 divided by 4
5. 8 divided by 2

C. After the lesson/Closure How do we divide How do we divide How do we divide How do we divide
(Summarizing/Generalizing) through equal sharing? through repeated through equal jumps on through equal jumps on
subtraction? a number line? a number line?

Equal sharing as Repeated subtraction as

division is equally division is subtracting
distributing the objects the number of
to particular representatives from
representatives. the number of objects.
1. Application Show the repeated Find the quotient using
subtraction for each the number line for each
item. item.

1. Ibinahagi ang 25 na
mangga sa 5 na bata.
2. May 16 na lapis at tig-
apat sa bawat pangkat o
set.
3. May 24 na pinyang
ipinamigay sa 6 na
pamilya.
4. Ibinahagi ang 12 na
lata ng sardinas sa 6
pamilya.
5. Pinaghatian ng 2
magkapatid ang 10
sagutang papel.

2. Evaluation (3rd assessment) Show the repeated Using the number line, Using the number line, Checking of
addition for each find the quotient of each find the quotient of items.
division equation. division sentence. each division sentence.

1. 12 divided 3
2. 15 divided by 5 1. 12 divided 3 1. 15 divided 3
3. 20 divided by 4 2. 15 divided by 5 2. 12 divided by 2
4. 16 divided by 4 3. 20 divided by 4 3. 20 divided by 5
5. 8 divided by 2 4. 16 divided by 4 4. 10 divided by 5
5. 8 divided by 2 5. 6 divided by 3
 D. Additional activities for
application or remediation
Express the division Find the quotient using Instruct the
sentence as equal number line. class read for
sharing. the next topic.
1. 12 divided 3 1. 15 divided 5
2. 15 divided by 5 2. 32 divided by 8
3. 20 divided by 4 3. 25 divided by 5
4. 16 divided by 4 4. 27 divided by 9
5. 8 divided by 2 5. 18 divided by 3

V. REMARKS
The lesson have The lesson have The lesson have The lesson have The lesson
successfully delivered successfully delivered successfully delivered successfully delivered have
due to: due to: due to: due to: successfully
____pupils’ eagerness ____pupils’ eagerness ____pupils’ eagerness to ____pupils’ eagerness delivered due
to learn to learn learn to learn to:
____complete/varied ____complete/varied ____complete/varied ____complete/varied ____pupils’
IMs IMs IMs IMs eagerness to
____uncomplicated ____uncomplicated ____uncomplicated ____uncomplicated learn
lesson lesson lesson lesson ____complete/
____worksheets ____worksheets ____worksheets ____worksheets varied IMs
____varied activity ____varied activity ____varied activity ____varied activity ____uncomplic
sheets sheets sheets sheets ated lesson
____worksheet
 s
____varied
activity sheets
VI. REFLECTIONS
A.No. of learners who earned 80% in the ___ of Learners who ___ of Learners who ___ of Learners who ___ of Learners who ___ of Learners
evaluation earned 80% above earned 80% above earned 80% above earned 80% above who earned
80% above

B.No. of learners who require additional ___ of Learners who ___ of Learners who ___ of Learners who ___ of Learners who
___ of Learners
activities for remediation who scored require additional require additional require additional require who additional
require
below 80% activities for activities for activities for remediation activities
additional for
remediation remediation remediation
activities for
remediation
C.Did the remedial lessons work? No. of ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
learners who have caught up with the ____ of Learners who ____ of Learners who ____ of Learners who ____ of Learners who ____ of
lesson caught up the lesson caught up the lesson caught up the lesson caught up the lesson Learners who
caught up the
lesson
D.No. of learners who continue to ___ of Learners who ___ of Learners who ___ of Learners who ___ of Learners who ___ of Learners
require remediation continue to require continue to require continue to require continue to require who continue
remediation remediation remediation remediation to require
remediation
E.Which of my teaching strategies Strategies used that Strategies used that Strategies used that Strategies used that Strategies used
worked well? Why did these work? work well: work well: work well: work well: that work well:
____Group ____Group collaboration ____Group ____Group
collaboration ____Group ____Games collaboration collaboration
____Games collaboration ____Solving ____Games ____Games
____Solving ____Games Puzzles/Jigsaw ____Solving ____Solving
Puzzles/Jigsaw ____Solving ____Answering Puzzles/Jigsaw Puzzles/Jigsaw
____Answering Puzzles/Jigsaw preliminary ____Answering ____Answering
preliminary ____Answering activities/exercises preliminary preliminary
activities/exercises preliminary ____Carousel activities/exercises activities/exerci
____Carousel activities/exercises ____Dlads ____Carousel ses
____Dlads ____Carousel ____Think-Pair- ____Dlads ____Carousel
____Think-Pair- ____Dlads Share(TPS) ____Think-Pair- ____Dlads
Share(TPS) ____Think-Pair- ____Re-reading of Share(TPS) ____Think-Pair-
____Re-reading of Share(TPS) Paragraphs/poem/storie ____Re-reading of Share(TPS)
Paragraphs/poem/stori ____Re-reading of s Paragraphs/poem/stori ____Re-reading
es Paragraphs/poem/stori ____Differentiated es of
____Differentiated es instruction ____Differentiated Paragraphs/poe
instruction ____Differentiated ____Role Playing/Drama instruction m/stories
____Role instruction ____Discovery Method ____Role ____Differentia
Playing/Drama ____Role ____Lecture Method Playing/Drama ted instruction
____Discovery Method Playing/Drama Why? ____Discovery Method ____Role
____Lecture Method ____Discovery Method ____Complete IMs ____Lecture Method Playing/Drama
Why? ____Lecture Method ____Availability of Why? ____Discovery
____Complete IMs Why? Materials ____Complete IMs Method
____Availability of ____Complete IMs ____Pupils’ eagerness to ____Availability of ____Lecture
Materials ____Availability of learn Materials Method
____Pupils’ eagerness Materials ____Group Cooperation ____Pupils’ eagerness Why?
to learn ____Pupils’ eagerness in doing their tasks to learn ____Complete
____Group Cooperation to learn ____Group Cooperation IMs
in doing their tasks ____Group Cooperation in doing their tasks ____Availability
in doing their tasks of Materials
____Pupils’
eagerness to
learn
____Group
Cooperation in
doing their
 tasks
F.What difficulties did I encounter which ____Bullying among ____Bullying among ____Bullying among ____Bullying among ____Bullying
my principal or supervisor can help me pupils pupils pupils pupils among pupils
solve? ____Pupils’ ____Pupils’ ____Pupils’ ____Pupils’ ____Pupils’
behavior/attitude____S behavior/attitude behavior/attitude behavior/attitude____S behavior/attitu
cience/Computer/Inter ____Colorful IMs ____Colorful IMs cience/Computer/Intern de____Science/
n ____Unavailable ____Unavailable et Computer/Inter
____Colorful IMs Technology Equipment Technology Equipment ____Colorful IMs net
____Unavailable (AVR/LCD) (AVR/LCD) ____Unavailable ____Colorful
Technology Equipment ____Science/ ____Science/Computer/ Technology Equipment IMs
(AVR/LCD) Computer/Internet Lab Internet Lab (AVR/LCD) ____Unavailabl
et Lab ____Additional Clerical ____Additional Clerical et Lab e Technology
____Additional Clerical works works ____Additional Clerical Equipment
works works (AVR/LCD)
et Lab
____Additional
Clerical works
F.What difficulties did I encounter which ____Bullying among ____Bullying among ____Bullying among ____Bullying among ____Bullying
my principal or supervisor can help me pupils pupils pupils pupils among pupils
solve? ____Pupils’ ____Pupils’ ____Pupils’ ____Pupils’ ____Pupils’
behavior/attitude____S behavior/attitude behavior/attitude behavior/attitude____S behavior/attitu
cience/Computer/Inter ____Colorful IMs ____Colorful IMs cience/Computer/Intern de____Science/
n ____Unavailable ____Unavailable et Computer/Inter
____Colorful IMs Technology Equipment Technology Equipment ____Colorful IMs net
____Unavailable (AVR/LCD) (AVR/LCD) ____Unavailable ____Colorful
Technology Equipment ____Science/ ____Science/Computer/ Technology Equipment IMs
(AVR/LCD) Computer/Internet Lab Internet Lab (AVR/LCD) ____Unavailabl
et Lab ____Additional Clerical ____Additional Clerical et Lab e Technology
____Additional Clerical works works ____Additional Clerical Equipment
works works (AVR/LCD)
et Lab
____Additional
Clerical works