Instructional Plan in

Name of Teacher IRISH JENELI D. Grade/Year Level II

VILLACAMPA

Learning Area:         Quarter:            

Competency/ies:    

Lesson No. 1 / Topic Multiplying Whole Numbers by 2,3,4,5,10 Duration

(mins/hrs)
1 Hour.

Key Understandings to be Critical thinking

developed
                    

Learning Objectives Knowledge to understand and remember the the multiplication table
(2,3,4,5,10)

Skills to write and solve world problem

Attitudes

Resources Needed

ELEMENTS OF THE PLAN Methodology

Preparations  Introductory  Prayer

Activity
 Greetings
- How will I make the learners (Optional)
ready?  Checking of attendance
 Review the past lesson
- How do I prepare the learners for
the new lesson? 5mins.

- How will I connect my new lesson

with the past lesson?

Presentation 

- (How will I present the new Game with music, let the pupils pass the folded
lesson? papers around the table there are papers were
Motivation empty and some contains multiplication to
- What materials will I use?
answer, as the music stop they will open the
paper. For those who get the paper with
- What generalization /concept
/conclusion /abstraction should the 10mins. multiplication will give their answer write on the
learners arrive at? board and will give time to solve.

Show the multiplication table chart

Presentation
15mins.

-Point for the column where you can see number

4. Then look for the row where you can see
number 3

-Point on your finger to the number where the

column of number 4 and the row of number 3
meet. Remember this number

-Do the same step for the column of number 7

and the row of number 5. Remember this
number.

-You can also try these with other numbers.

Guide Question:

1. What does the table represent?

-The table represent multiplication

2. What does the number where the column and

the row meet?

-The column number and row number where meet is

called the product

3. What did you learn in the lesson

-Multiplier and multiplicand can be

interchangeable

Word Problem Involving Multiplication of whole Number

Example:

Vicky gave four 10 pesos coins to her sister. What was the
total amount that Vicky gave to her sister?
1. What is ask in the problem?

-The total amount that Vicky gave to her sister

2. What are the given?

- Four 10 pesos coins

3. What are the operation use

-Multiplication

4. What is the number sentence for the problem?

-4 x 10 =

5. Solve the number sentence

-4 x 10 = 40

6. Label the answer

- 40 pesos

7. Write the answer in a sentence

-Vicky gave 40 pesos to her sister

8. Check your answer

10 + 10+ 10+ 10+ = 40

Play Bingo card, provide each pupils card and

chips, teacher will flash the multiplication card,
the student will find the answer on the card. 5
points for each, if they get the Bingo line
(horizontal,vertical)

Teacher will provide multiplication table card as

their reference of the game.
 Activity

10 mins.

Analysis
Saguti

Answer each world problem

10 mins.
Sheryl will buy 6 pieces of bread. Each pieces of bread
costs 4.00 pesos. How much will she pay?

1. What is asked in the problem ?

2. What are the given?

3. What is the number sentence for the problem?

4. What is the number sentence for the problem?

5. Solve the number sentence
6. Label the answer
7. Write the answer in a sentence
8. Check your answer

Abstraction 1. What does the table represent?

-The table represent multiplication

2.What does the number where the column and the row
10mins. meet?

-The column number and row number where meet is

called the product

2. What did you learn in the lesson

-Multiplier and multiplicand can be interchangeable

Practice Application Fill in the missing number to make the number sentence

- What practice X = 12
exercises/application activities will x =20
I give to the learners? x = 8

10mins.

Find the product. Write you answer on the blanks

1. 7x 3 = ___
 2. 6 x 2 = ___
3. 5 x 5 = ___
Assessment  4. 8x10= ___
5. 9 x 2 = ___

Assessment Matrix

(Refer to DepED Order Levels of Assessment What will I How will I assess? How will I score?
No. 73, s. 2012 for the assess?
examples)
Knowledge 

     

Process or Skills

Understandings

Products/performances
(30%)

(Transfer of
Understanding)

Assignment Reinforcing the day’s

lesson

Enriching the day’s  Memorize table table 2 and 3

lesson

Enhancing the day’s

lesson

Preparing for the new

lesson