School QUEZON HILL ELEMENTARY SCHOOL Grade Level II

GRADES 1 to 12 Teacher: GORETTI M. GAYO Learning Area: MATHEMATICS

DAILY LESSON LOG Teaching Dates and Time: January 9-13, 2023 (Week 8) Quarter: 2ND QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES January 9, 2023 January 10, 2023 January 11, 2023 January 12, 2023 January 13, 2023
A. Content Standards demonstrates understanding of demonstrates understanding demonstrates understanding of demonstrates understanding of demonstrates understanding of
subtraction and multiplication of subtraction and subtraction and multiplication of subtraction and multiplication of subtraction and multiplication
of whole numbers up to 1000 multiplication of whole whole numbers up to 1000 including whole numbers up to 1000 including of whole numbers up to 1000
including money. numbers up to 1000 money. money. including money.
. including money.

B. Performance Standards is able to apply subtraction and
multiplication of whole
numbers up to 1000 including
money in mathematical
problems and real-life
situations.
C. Learning Competencies/ Content: illustrates and
Objectives writes a related equation for
each type of multiplication:
repeated addition, array,
counting by multiples, and
equal jumps on the number
line.
is able to apply subtraction
and multiplication of whole
numbers up to 1000
including money in
mathematical problems and
real-life situations.
Content: illustrates and
writes a related equation
for each type of
multiplication: repeated
addition, array, counting
by multiples, and equal
jumps on the number line.
is able to apply subtraction and
multiplication of whole numbers up
to 1000 including money in
mathematical problems and real-life
situations.
Content: illustrates and writes a
related equation for each type of
multiplication: repeated addition,
array, counting by multiples, and
equal jumps on the number line.
is able to apply subtraction and
multiplication of whole numbers up
to 1000 including money in
mathematical problems and real-life
situations.
Content: visualizes
multiplication of numbers 1
to 10 by 2,3,4,5 and10.
is able to apply subtraction and
multiplication of whole
numbers up to 1000 including
money in mathematical
problems and real-life
situations.
Summative no. 6

II. CONTENT Repeated Addition, and Using Number line Multiplication table Multiplication Table of 2, 3, 4
Array Multiplication Tables of 5 and
10
III. LEARNING MELC pg. 202 MELC pg. 202 MELC pg. 202 MELC pg. 202
RESOURCES
A. References
1. Teacher’s Guide Pages 202 202 202 202
2. Learner’s Materials 117-119 117-119 117-119 117-119 117-119
pages
3. Text book pages
4. Additional Materials
from Learning Resources

B. Other Learning Worksheets, Charts Worksheets

Resources charts
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose
for the lesson ( Motivation)
C. Presenting Examples /
instances of new lesson
( Presentation)
Lets try to answer the following
multiplication using array
If there are five bicycles how
many parked in the playground.
If each bicycles has 2 wheels.
How many wheels are there in
all?
AS:2+2+2+2=8
AS:3+3+3+3+3=12
7+7+7+7=28
5+5=10
Let’s try to answer the Conduct drill on mental addition. Review multiplication table
following multiplication Think of an addition sentence. Call before the summative test
using number line one pupil to answer it. If his/her
answer is correct, he/she will take
2X5=10 turn.
We can answer the Play “Bugtungan Tayo”. You will Ask the learners to prepare their
multiplication problem by start. things in doing the quiz
memorizing the table of Example: What is the result if we
multiplication add 2 seven times?
The pupil who gives the correct
answer takes turn.
In multiplication we can use Tell the pupils to prepare to prepare Present the following group of
number line by jumping pebbles or counters. objects.
how any steps Flash multiplication cards. 1. 2 groups of 2 pencils
Example: 2 groups of 5 2. 3 groups of 2 ballpen
Let the pupils form groups using 3. 4 groups of 2 erasers
pebbles of counters.
Ask: How many groups were
formed?
How many pebbles/counters were
there in each group?
How many pebbles or counters were
there in all?
Flash at least 5 cards. (4 groups of 2,
5 groups of 3, 3 groups of 7) Show
illustration of objects with:

D. Discussing new concepts and after the flashing of cards.
practicing new skills #1 1. How many groups of
( Modeling) _______ were there in all?
2. How many _____ were there
in each group?
3. How many _______ were
there in all?
Then flash multiplication cards.
Let the pupils answer it
mentally.
E. Discussing new concepts and
practicing new skills #2
(Guided Practice)
F. Developing mastery Answer the following activity
( Independent Practice)
after the flashing of cards.
1. How many groups of
_______ were there in all?
2. How many _____ were
there in each group?
3. How many _______
were there in all? 3. How many _______ were there in
Then flash multiplication
cards. Let the pupils answer Then flash multiplication cards. Let
it mentally.
Answer the following
activity
1. 2 groups of 3 dogs
2. 3 groups of 4 cats
3. 4 groups of 2 chickens
4. 5 groups of 5 worms
5. 10 groups of 4 birds
Ask the following questions after
the flashing of cards.
1. How many groups of _______
were there in all?
2. How many _____ were there in
each group?
all?
the pupils answer it mentally.
Answer the following activity
Ask: How many groups of pencils
were there?
How many pencils were there in
each group?
How many pencils were there in all?
(Ask these questions for ball and
erasers)
Ask the pupils to write a related
equation of the above situation using
repeated addition. You may ask the
pupils to show other ways.
Now show an illustration of the
above situation.
Answer the following activity
G. Finding Practical applications
of concepts and skills
( Application / Valuing)
H. Making generalizations and To multiply mentally, add the
abstractions about the lesson multiplicand as fast as you can
( Generalization) many times as determine by the
divisor. Your mastery in
multiplication as repeated
addition, counting by multiples
and construction and filling up
of multiplication table are very
helpful in filling up
multiplication table mentally.
I. Evaluating Learning Answer the given problem
J. Additional activities for
application or remediation
( Assignment)
IV. REMARKS
V. REFLECTION
Checked by:
GRACE MARIE B. ANGIHAN
MASTER TEACHER I
To multiply mentally, add
the multiplicand as fast as
you can many times as
determine by the divisor.
Your mastery in
multiplication as repeated
addition, counting by
multiples and construction
and filling up of
multiplication table are very
helpful in filling up
multiplication table
mentally.
Answer the given problem
Do the group activity
Make a circle by group get a bottle
if the bottle pointed to the learner
they will answer the multiplication
tables of 2, 3, 4, 5, at 10.
To multiply mentally, add the
multiplicand as fast as you can many
times as determine by the divisor.
Your mastery in multiplication as
repeated addition, counting by
multiples and construction and
filling up of multiplication table are
very helpful in filling up
multiplication table mentally.
Fill up the multiplication table
below mentally.
Tingnan ang TG pahina 178
Group activity
Multipilication table
To construct and fill up the
multiplication table it is necessary to
master multiplication as repeated
addition and counting by multiples
Spot the error in the multiplication
table below.
Then give the correct answer.
TG pahina 174
.
.
Noted:
AMALIA K. MICKLAY,Ed.D.
PRINCIPAL III