Math2 Q1 Week2 Day1-1

MATHEMATICS RESOURCE PACKAGE
Week 2
Subject: MATH Grade Level: II
Date:
Day: 1
__________________
Demonstrates understanding of addition of whole numbers up to

Content Standard
1000 including money.
Performance Is able to recognize and represent ordinal numbers up to 20th in

Standard various forms and contexts.
Groups objects in ones, tens, and hundreds.

Competency
M2NS-Ib-2.2
I. OBJECTIVES
Knowledge: Counts objects in ones, tens and hundreds
Skills: Groups objects in ones, tens and hundreds
Affective: Practices care of the things
Number and Number

II. CONTENT (Counting and Grouping Objects in Ones, Tens and
Hundreds)
III. LEARNING RESOURCES
A. References K to12 Curriculum Guide 2016
Grade 2 – Mathematics page 26
1. Teacher’s TG in Mathematics pages 16-19

Guide Pages
2. Learner’s LM in Mathematics pages 17-19

Materials
Pages
Prepared by: Marcelita T. Mercado

3. Textbook
Pages
4. Additional Counters (e.g. marbles, bundles of rubber bands, popsicle

Materials sticks, toothpicks, mongo seeds, straws, and pebbles),
illustration cards with sets having 101 to 500 objects/things,
chart, cutouts of objects with numbers, strips of papers
5. Learning
Resources
(LR) portal
B. Other Laptop
Learning
Resources
IV. PROCEDURES
A. Reviewing or Drill
presenting the
new lesson
Let the pupils tell the missing numbers.
Flash the number one at a time.
1. 135 _______, 137 , ________
2. 240 _______, 242 , ________
3. 339 _______, 341 , ________
4. 210 _______, 212 , ________
5. 463 _______, 465 , ________
Review
a. Write the standard form.
1. 6 hundreds 4 tens 9 ones = ________
2. 8 hundreds 1tens 0 ones = ________

b. Checking the assignment
B. Establishing a Motivation
purpose for the
lesson a. Group the pupils into 5.
b. Distribute different objects/counters to each group.
E.g. 268 straws
c. Ask them to count the objects accurately.
d. Let each group fills out the table.
Objects Numbers Hundreds Tens Ones
1.straws
2.marbles
3.popsicle
sticks
C. Presenting Presenting the Lesson

examples of the
new lesson Say: “Class, did you enjoy the group activity? This kind of
activity helps you to count and group objects in ones, tens and
hundreds.”
“Now, let us continue our lesson with another manipulative

activity.”
a. Let the pupils manipulate objects like bundles of rubber

bands, stones, marbles, toothpicks and popsicle sticks.
b. For example, let them show groups of 100 popsicle sticks.

Then have them put together ten bundles of 100 popsicle sticks.

c. Ask how many popsicle sticks are there in all.
d. Group the pupils and let them form groups of hundreds, tens,
and ones using counters. Have them write the number of each
group that is formed.
e. Look at numbers written on the drawing.
Example:
5 in the hundreds place tells the number of hundreds, 8 in the

tens place tells the number of tens, and 2 in the ones place tells
the number of ones.
D. Discussing new Performing an Activity

concepts and
practicing new a. Let pupils go to their respective groups. Ask them to bring
skills #1 different illustrations of objects.
b.Let them count the group of objects in ones, tens and

hundreds.
c. Call pupils to post digit cards on the place value chart. Ask
them to group them in ones, tens and hundreds
Counters Number Hundreds Tens Ones
1.popsicle
sticks
2.marbles
3.straws
E. Discussing new Processing the Results of the Activity

concepts and How many columns are there in the place value chart?
practicing new
skills #2 What is written in each column of the place value chart?
What is written in the first column starting from the right?
second column? third column?
How many digits are there in 780? 354? 618?
In 780, what number will you write in the ones place? Tens
place? Hundreds place?
In 354, what number will you write in the ones place? tens place?
hundreds place?
In 618, what number will you write in the ones place? tens
place? hundreds place?
From what direction will you start to identify the place value of
each digit?
If you will read the number, where do you start, from the left or
right? Why?
F. Developing Write the correct answer on the chart in your notebook.

Mastery
Mga Bulan Tagna

Ginatos
Ihap sa pulo Binuok
Mga Bulan (Hundr
mga (Tens (Ones)
eds)
Adlaw )
Pananglitan:
90 9 0
Enero – Marso
Abril hangtod
122
Hulyo
Agosto hangtod 92

Oktubre
Nobiyembre -
61
Disyembre
G. Finding Prepare illustration of objects in sets and a place value chart for
practical the activity.
applications of
concepts and Post the place value chart on the board and show illustration one
skills in daily at a time.
living The pupils count the objects on the illustrations and fill out the
place value chart indicating the ones, tens and hundreds of each
digit.
1. illustration of 103 umbrellas
2. illustration of 114 keys
3. illustration of 258 watches
4. illustration of 380 cookies
5. illustration of 586 notebooks
Number of Hundreds Tens Ones

Objects
1.
2.
3.
4.
5.

H. Making In counting and grouping objects in ones, tens and hundreds,how

Generalization many ones make one ten? (10)
s and
abstractions How many tens make a hundred? (10)
about the
lesson
I. Evaluating Tun - i ang mga hulagway. Isulat ang insaktong numero sa kada
learning blangko sa inyong papel.
1.
___ ginatos ___ tagnapulo ___ binuok = ____
___ ginatos ___ tagnapulo ___ binuok = ____

J. Additional Igrupo ang matag ihap sa mga butang sa binuok (ones),

Activities for tagnapulo(tens), ug sa ginatos (hundreds). Kopyaha ang talamdan
application or sa kuwaderno ug isulat ang insaktong tubag.
remediation
Tagna Binuo
Ihap sa matag Ginatos
k
butang (Hundreds) pulo
(Tens) (Ones)
1. 235 ka libro
2. 309 ka kutsara
3. 503 ka taklob
sa botilya
4. 640 ka bag
5. 721 ka estro
V. REMARKS

VI. REFLECTION
A. No. of learners ___ No. Of learners who earned 80% in the evaluation
who earned 80% in
the evaluation
B. No. of learners ___ No. Of learners who require additional activities for
who require remediation
additional activities
for remediation
C. Did the Did the remedial lessons work? ___ No. Of lerners who have
remedial lessons caught up the lesson
work? No. of
learners who have
caught up the
lesson
D. No. of learners ___ No. Of learners who continue to require rmediation

who continue to
require remediation
E. Which of my Strategies used that work well:

teaching strategies
worked well? Why ___ Group collaboration
did these work? ___ Games
___ Powerpoint Presentation
___ Answering preliminary activities.exercises
___ Discussion
___ Case Method
___ Think-Pair-Share (TPS)
___ Rereading of Paragraphs/Poems/Stories

___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete Ims
___ Availability of Materials
___ Pupil’s eagerness to learn
___ Group member’s Cooperation in doing their taks
F. What difficulties ___ Bullying among pupils

did I encounter
which my principal ___ Pupil’s behavior/attitude
and supervisor help ___ Colorful Ims
me solve?
___ Unavailable TechnologyEquipment(AVR/LCD)
___ Science/Computer/Internet Lab
___ Additional Clerical works
___ Reading Readiness
G. What
innovation or
localized I
used/discover
which I wish to
share with other
teacher?

ATTACHMENT 1

ATTACHMENT 2
___ 1.
___ 2.

ATTACHMENT 3
100 100 100 100
100 100 100
10 10 10 10

ATTACHMENT 4
Kompletoha ang mga hut-ong o set sa mga numero.
1) 453= 100 100

10 10 10
1 1 1
2) 399= 100
10 10 10
1010
1 1 1
3) 266= 100
10 10 10 10 10
1 0
100
4) 137=
10
1 1
5) 428= 100
100
10 10
1 1 1

ATTACHMENT 5

ATTACHMENT 6
ANSWER KEY
Drill:
1. C (90)
2. D (73)
3. A (48)
4. E (66)
5. B (64)
Attachment 5
1. 345
2. 690

1 1 1
Session: 1 (1 day)
Content: Direct Variation
DISCUSSIONS:
A variable y varies directly as variable x if and only if . The
constant is called the variation constant or the constant of
proportionality. If we know one pair of values that varies directly, then
we can find k. Once k is known, we can write the equation of variation
and use it to determine other values.
In the same manner, that a variable y varies directly as the square
of x is expressed as .
Direct variation is also related to proportion. Let (x 1,y1) and (x2,
y2) be any two solutions for , then or . Similarly you have or . Since we
can equate and to , it follows that .
SUPPLEMENTARY ACTIVITIES
Note: The activities included here will be used only when needed.
DIRECTION: Which of the following situations show direct variation?

1. Water pressure on a submarine depends on the depth.

2. The area of the face of a cube is related to its volume.
3. The cost of life insurance depends on the age of the insured person.
4. The age of a used car is related to its resale value.
5. The distance an airplane fly depends on its time of travel.
DIRECTION: Which of the equations is of the form y=kx and shows

direct relationship?
1. 3 x−2
2. y = 5x
3. y=x
4. y= x2 + 1
5. y = 3x2
DIRECTION: Write an equation for the following statements:
1. The length L of a person’s shadow at a given time varies directly as the height h of that
person.
2. The cost of electricity C varies directly as the number of kilowatt-hour consumption I.
3. The volume V of a cylinder varies directly as its height h.
4. The weight W of an object is directly proportional to its mass m
5.The area A of a triangle is proportional to its height h.
DIRECTION: Write an equation to describe these situations.
1. varies directly as .
2. varies directly as the fourth root of
3. The surface area of a sphere varies directly as the square of the radius .

DIRECTION: Read the phrases below. Tell whether each of the phrases
below represents a direct variation. If they do, write the equation to
describe the situation:
1. The time spent in walking to the rate at which a person walks.
2. The cost of life insurance to the age of the insured person.
3. The age of a used car to its resale value.
4. The amount of money raised in a concert to the number of tickets sold.
5. The distance an airplane flies to the time travelling.
DIRECTION: Read the following situation then answer the question that
follow:
1. Your distance from lightning varies directly with the time it takes you to hear thunder.
If you hear thunder 10 seconds after you see the lighting, you are about 2 miles from
the lightning.
Question: Write a direct variation equation for the relationship between time and
distance?
2. A recipe for 2 dozen corn muffins calls for 3 cups of flour. The number of muffins
varies directly with the amount of flour you use.
Question: Write a direct variation equation for the relationship between the
number of cups of flour and the number of muffins.

REFERENCES
A. DepEd INSTRUCTIONAL MATERIALS:
EASE Modules Year 2, Module 1: Variation
Bryant, M., & et. al. (2014). Mathematics-Grade 9 Learner’s Module (1st Ed.).
Pasig City: DepEd-IMCS
B. BOOKS AND OTHER REFERENCES
Mendoza, M. and Oronce, O. (2007). e-Math Intermediate Algebra. Quezon City,

Philippines: Rex Book Store.
Bernabe, J. and Soledad, J. (2009) Intermediate Algebra Textbook for Second

Year, Rev. Ed. Quezon City: SD Publications, Inc.
K to 12 Curriculum Guide Mathematics. (2012). Department of Education,

Philippines;
C. INTERNET SOURCES:
www.google.ph.com
Direct Variation. E-math Ii Tm' 2007 Ed.(intermediate Algebra). Retrieved on

October 10, 2017 from https://books.google.com.ph/books
Direct variation Worksheet(pdf). Retrieved on October 10, 2017 from

https://www.anderson5.net

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MATHEMATICS RESOURCE PACKAGE

Subject: MATH Grade Level: II

Demonstrates understanding of addition of whole numbers up to

Performance Is able to recognize and represent ordinal numbers up to 20th in

Groups objects in ones, tens, and hundreds.

Knowledge: Counts objects in ones, tens and hundreds

Skills: Groups objects in ones, tens and hundreds

Affective: Practices care of the things

Number and Number

III. LEARNING RESOURCES

A. References K to12 Curriculum Guide 2016

Grade 2 – Mathematics page 26

1. Teacher’s TG in Mathematics pages 16-19

2. Learner’s LM in Mathematics pages 17-19

Prepared by: Marcelita T. Mercado

4. Additional Counters (e.g. marbles, bundles of rubber bands, popsicle

Flash the number one at a time.

1. 135 _______, 137 , ________

2. 240 _______, 242 , ________

3. 339 _______, 341 , ________

4. 210 _______, 212 , ________

5. 463 _______, 465 , ________

a. Write the standard form.

1. 6 hundreds 4 tens 9 ones = ________

2. 8 hundreds 1tens 0 ones = ________

3. 9 hundreds 5 tens 2 ones = ________

Prepared by: Marcelita T. Mercado

4. 7 hundreds 8 tens 3 ones = ________

5. 2 hundreds 6 tens 5 ones = ________

b. Checking the assignment

b. Distribute different objects/counters to each group.

E.g. 268 straws

c. Ask them to count the objects accurately.

d. Let each group fills out the table.

Objects Numbers Hundreds Tens Ones

C. Presenting Presenting the Lesson

“Now, let us continue our lesson with another manipulative

a. Let the pupils manipulate objects like bundles of rubber

b. For example, let them show groups of 100 popsicle sticks.

Prepared by: Marcelita T. Mercado

c. Ask how many popsicle sticks are there in all.

e. Look at numbers written on the drawing.

5 in the hundreds place tells the number of hundreds, 8 in the

D. Discussing new Performing an Activity

b.Let them count the group of objects in ones, tens and

Counters Number Hundreds Tens Ones

E. Discussing new Processing the Results of the Activity

Prepared by: Marcelita T. Mercado

What is written in the first column starting from the right?

second column? third column?

How many digits are there in 780? 354? 618?

place? Hundreds place?

place? hundreds place?

F. Developing Write the correct answer on the chart in your notebook.

Mga Bulan Tagna

Prepared by: Marcelita T. Mercado

1. illustration of 103 umbrellas

2. illustration of 114 keys

3. illustration of 258 watches

4. illustration of 380 cookies

5. illustration of 586 notebooks

Number of Hundreds Tens Ones

Prepared by: Marcelita T. Mercado

1. 135 _, 137 , __

2. 240 _, 242 , __

3. 339 _, 341 , __

4. 210 _, 212 , __

5. 463 _, 465 , __

_ ginatos _ tagnapulo _ binuok = __

_ ginatos _ tagnapulo _ binuok = __