GRADES 1 TO 12 School Bubulong Munti Elementary School Grade Level II

DAILY LESSON
Teacher Olga E. Valdez Learning Area Mathematics
LOG
Date/Time February 5-9, 2024 Quarter Third Quarter – Week 2

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I OBJECTIVES
A. Content Standard / Grade Level Demonstrates understanding
Standard of division of whole numbers
up to 1000 including money
B. Performance Standard Is able to apply division of
whole numbers up to 1000
including money in
mathematical problems and
real-life situations.
Demonstrates understanding of
division of whole numbers up to
1000 including money
Is able to apply division of
whole numbers up to 1000
including money in
mathematical problems and
real-life situations.
Demonstrates understanding
of division of whole numbers
up to 1000 including money
Is able to apply division of
whole numbers up to 1000
including money in
mathematical problems and
real-life situations.
Demonstrates understanding CATCH -UP FRIDAYS
of division of whole numbers
up to 1000 including money
Is able to apply division of
whole numbers up to 1000
including money in
mathematical problems and
real-life situations.

C. Learning Competency visualizes division of numbers visualizes division of numbers up visualizes division of numbers visualizes division of numbers
( Wrte the Code ) up to 100 by 2,3,4,5, and 10 to 100 by 2,3,4,5, and 10 up to 100 by 2,3,4,5, and 10 up to 100 by 2,3,4,5, and 10
(multiplication table of 2, 3, 4, (multiplication table of 2, 3, 4, 5 (multiplication table of 2, 3, 4, (multiplication table of 2, 3, 4,
5 and 10). and 10). 5 and 10). 5 and 10).
M2NS-IIIb-51.1 M2NS-IIIb-51.1 M2NS-IIIb-51.1 M2NS-IIIb-51.1
II CONTENT Dividing Numbers Dividing Numbers Dividing Numbers Dividing Numbers
III. LEARNING RESOURCES
A. References MELC p.203 MELC p.203 MELC p.203 MELC p.203

1. Teacher’s Guide Pages Mathematics TG p.206-208 Mathematics TG p.206-208 Mathematics TG p.206-208 Mathematics TG p.206-208
2. Learner’s Materials pages SLM p. 11-15 SLM p. 11-15 SLM p. 11-15 SLM p. 11-15
LM p. 145-147 LM p. 145-147 LM p. 145-147 LM p. 145-147
3. Textbook pages
4. Additional Materials from Learning Activity Sheets Activity Sheets
Activity Sheets LRMDS
Resources
B. Other Learning Resources TV, Power Point Presentation TV, Power Point Presentation TV, Power Point Presentation TV, Power Point Presentation
ICT Integration ICT Integration ICT Integration ICT Integration
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for the
lesson
C. Presenting Examples/instances of
new lesson
D. Discussing new concepts and
practicing new skills #1
Drill- Gawin ito bilang pangkatang
aktibidad. Bigyan sila ng manila paper
at marker.
Ilahad ang mga sumusunod na
sitwasyon ng paghahati gaya ng
ipinahiwatig sa ibaba.
Repeated Subtraction
1. 40 mga manlalaro ay pinagsama sa
8 mga koponan
2. 10 hotdog ang ibinahagi sa 5 bata
Equal jumps on a number line
3.Ang isang 36-m na kawad na
pangtali ay hinati sa 6 na piraso
Formation of equal groups of objects
4. 21 piraso ng bayabas ay
pinagsama-sama sa 3
Kailan ka huling nakatanggap ng
card? (kaarawan, Pasko, atbp.)
Sabihin:ARTS Integration
Bibigyan kita ng card ngayon.
Ngunit bago mo matanggap ang
card, gusto kong pangkatin mo
ang iyong sarili sa 5.
Pagkatapos ay ilabas ang sobre
na may activity card at ibigay sa
bawat grupo.
Hilingin sa kanila na buksan ito.
For group 1, multiplication table 2
For group 2, multiplication table 3
For group 3, multiplication table 4
For group 4, multiplication table 5
Let each group present their
outputs.
Discuss how they filled up the
table above
Gawain 1-
A. Divide. Gawin ito sa iyong
papel.
1. 20 ÷ 2 = ____
2. 18 ÷ 2 = ____
3. 8 ÷ 2 = ____
Isulat ang tamang division equation Flashcards
ng larawan.
12÷4 =3
Basahin ang kwento. Makatutulong Sa paghahati-hati ng mga bilang
ito para makapag-divide ka ng mga maaaring gamitin ang
numero sa multiplication table ng 2, pamamaraan ng paglalarawan at
3, 4, 5 at 10. (nasa SLM p. 5) pagsusulat ng paghahati bilang
equal sharing , repeated
subtraction, equal jumps sa
number line at ang formation ng
bilang ng pangkat
Sagutin ang sumusunod na mga Ang 50 pirasong lapis ay hinati sa
tanong. sampung (10) pangkat. Ilang lapis
1.. Ilang kahon ang dapat na punuin ng mayroon sa bawat pangkat?
mag-ina? Ang 50 na lapis ay hinati sa 10 na
Sagot:_________ pangkat.
Ang bawat pangkat ay may limang (5)
2. Ilan lahat ang trey ng itlog para sa
lapis.
apat na kahon?
Sagot:_________ Division equation:
3. Ilang trey ng itlog ang dapat na ilagay 50 ÷ 10 = 5
ni Allen sa
bawat kahon?
Sagot:_________
(nasa SLM p. 6)
Kaya mo na bang makapag-divide Halimbawa:
ng mga numero sa multiplication Ano ang sagot kapag ang walo ay
table ng 2, 3, 4, 5 at 10? hinati sa apat?
8 ÷ 4 = __
8–4=4
4–4=0
Nakapitas ng 15 bayabas si Aling
Edna. Isinilid nya ito sa tatlong
lagayan. Ilang bayabas sa bawat
lagayan?
Division equation: 15 ÷ 3 = 5
Repeated subtraction:
15 – 3 = 12
12 – 3 = 9
9–3=6
6–3=3
3–3=0
1. Umani ng 24 na sako ng mais ang
mag-anak ni Mang Pedring. Hinati nya
ito sa kanyang tatlong suki. Ilang sako
ng mais ang makukuha ng bawat isa?
24 ÷ 3 = __
24 – 3 = 21
21 – 3 = 18
18 – 3 = 15
12 – 3 = 9
15 – 3 = 12
9–3=6
6–3=3
3– 3 = 0
2.Nagbigay ang Munisipyo ng 90
piraso ng N95 masks sa 10
eskwelahan. Ilang N95 masks ang
mapupunta sa bawat isa?
90 ÷ 10 = __
Repeated subtraction:
3. Nakapag ani ang pamilya ni Mang
Juan ng 36 na sako ng sibuyas. Dinala
nya ito sa palengke at hinati nya sa
apat na pwesto ng tindahan. Ilang
sako ng sibuyas ang bawat pwesto?
36 ÷ 4 = __
 4. 12 ÷ 2 = ____ Sagot: 8 ÷ 4 = 2 Repeated subtraction:
5. 6 ÷ 2 = ____ 4. Nakapag ani sila Mang Pedro ng 25
sako ng mani. Hinati nya ito sa limang
bahagi. Ilang sako ng mani ang bawat
bahagi?
25 ÷ 5 = __

E. Discussing new concepts and 1. Ano ang sagot kapag ang 14 ay

practicing new skills #2 hinati sa dalawa? ____
2. Ang 21 kapag hinati sa tatlo ay
anong bilang? _____
Ang 32 na mangga ay hinati sa 4 na 3. Kapag hinati mo ang 20 sa apat, Division Sentence: 8 ÷ 2 = 4
pangkat. ano ang sagot? ___ Repeated Subtraction
Ang bawat pangkat ay may 8 4. Ano ang sagot kapag ang 30 ay 8–2=6
mangga. hinati sa lima? ____ 6–2=4
Division equation: 5. Hatiin ang 60 sa 10. Ano ang 4–2=2
32 ÷ 4 = 8 sagot? ____ 2–2=0

F. Developing mastery Gawain 2 Division equation: A. 2 B. 3 C. 4 D. 5 E. 10

(Leads to Formative Assessment) A. Divide. Gawin ito sa iyong 32 ÷ 4 = 8
papel. Ang 32 ay dividend 1. 16 ÷ 4 = _______ S
1. 15 ÷ 5 = ____ 4. 35 ÷ 5 = ____ 4 ay divisor 2. 10 ÷ 2 = _______ agot: 30 ÷ 10 = __
2. 45 ÷ 5 = ____ 5. 5 ÷ 5 = ____ 8 ay quotient 3. 8 ÷ 2 = _______ 30 – 10 = __
3. 25 ÷ 5 = ____ 4. 24 ÷ 6 = _______ __ – __ = __
5. 30 ÷ 10 = _______ __ – __ = __
6. 25 ÷ 5 = _______
Sagot:
10 ÷ 5 = __
10 – 5 = __
__ – __ = __
G. Finding Practical applications of 12 ÷ 6 = __ Sagutin ang mga sumusunod na 1. 16 ÷ 2 = ____
concepts and skills 12 – 6 = 6 division equation. Isulat ang iyong 2. 27 ÷ 3 = ____
6–6=0 sagot sa sagutang papel. 3. 45 ÷ 5 = ____
Sagot: 12 ÷ 6 = 2 4. 36 ÷ 4 = ____
5. 100 ÷ 10 = ____

H. Making generalizations and
abstractions about the lesson
Dividend is the number to be divided.
The divisor is the number that divides
the dividend.
The answer in division is called the
quotient.
In dividing numbers, use your
knowledge in presenting and writing
division as equal sharing, repeated
subtraction, equal jumps on a number
line and formation of equal groups of
objects.
Ang dividend ay ang bilang o
numero na hahatiin.
Ang divisor ay ang bilang na
maghahati sa dividend.
Ang sagot sa paghahati ay tinatawag
na quotient.
Ang dividend ay ang numero na
hinahati. Ang divisor ay ang
numero na naghahati sa dividend.
Ang quotient ay ang tawag sa
sagot sa division. Sa pag-divide ng
mga numero, pwede gamitin ang
equal sharing at repeated
subtraction .
Sa paghahati-hati o division, may
tatlong bilang na dapat tandan.
Ang dividend, divisor at quotient.
Sa tatlong ito, ang dividend ang
may pinakamalaking value at ang
sagot naman sa paghahati-hati ay
ang quotient.
 I. Evaluating Learning A. Divide the following. Write your Sagutin ang mga division Basahin at unawain ang bawat Sagutin ang mg sumusunod na
answer on your paper. pangungusap. Piliin ang letra ng division equation. Gawin ito sa
equation. Gawin ito sa iyong
1. 10 ÷ 2 = _____ 2. 24 ÷ 3 = _____ 3. tamang sagot batay sa division iyong sagutang papel.
36 ÷ 4 = _____ sagutang papel. equation.
4. 15 ÷ 5 = _____ 5. 40 ÷ 10 = 1. Binigyan si Landon ng 16 alagang biik 1. 28 ÷ 4 = ____
1. 12 ÷ 2 = ____ para hatiin sa
B. Sagutin ang mga sumusunod na 2. 16 ÷ 4 = ____ kanilang apat na magkakapatid. 2. 18 ÷ 2 = ____
tanong. Isulat ang iyong sagot sa 3. 25 ÷ 5 = ____ 16 ÷ 4 = __
iyong papel. a. 2 biik c. 4 na biik 3. 24 ÷ 3 = ____
1. Ano ang resulta kung hahatiin natin
4. 40 ÷ 10 = ____ b. 3 biik d. 5 biik
ang 16 sa 2? 5. 18 ÷ 3 = ____ 2. Ibinahagi ang 40 kilo ng rasyong 4. 60 ÷ 10 = ____
2. Ang resulta ng paghahati ng 21 sa 3 bigas sa limang
ay ____. magsasaka. 5. 35 ÷ 5 = ____
3. Hatiin ang 28 sa 4. Ano ang resulta? 40 ÷ 5 = __
4. Ano ang quotient ng paghahati ng a. 6 na kilo c. 10 kilo
30 sa 5? b. 8 kilo d. 12 kilo
5. Ano ang magiging resulta ng (nasa SLM p.10-11)
paghahati ng 70 sa 10?
J. Additional activities for application 1. Ano ang sagot kapag ang 24 ay
or remediation hinati sa 4? ____
2. Ang 50 kapag hinati sa 5 ay
anong bilang? _____
3. Kapag hinati mo ang 27 sa 3,
ano ang sagot? ___
4. Ano ang sagot kapag ang 18 ay
hinati sa 2? ____
5. Hatiin ang 90 sa 10. Ano ang
sagot? ____

V. REMARKS

VI. REFLECTION
A. No. of learners who earned
80% on the formative
assessment
B. No. of Learners who require
additional activities for
remediation
C. Did the remedial lessons
work? No. of learners who have
caught up with the lesson.
D. No. of learners who continue
to require remediation
E. Which of my teaching Strategies used that work well:
___ Group collaboration
Strategies used that work well:
___ Group collaboration
Strategies used that work well:
___ Group collaboration
Strategies used that work well:
___ Group collaboration
strategies worked well? Why did ___ Games ___ Games ___ Games ___ Games
this work? ___ Solving Puzzles/Jigsaw ___ Solving Puzzles/Jigsaw ___ Solving Puzzles/Jigsaw ___ Solving Puzzles/Jigsaw

F. What difficulties did I
encounter which my principal or
supervisor can help me solve?
G. What innovation or localized
materials did I use/discover
which I wish to share with other
teachers?
Prepared by:
OLGA E. VALDEZ
Teacher
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Think-Pair-Share (TPS)
___ Rereading of Paragraphs/
Poems/Stories
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s Cooperation in
doing their tasks
__ Bullying among pupils
__ Pupils’ behavior/attitude
__ Colorful IMs
__ Unavailable Technology
Equipment (AVR/LCD)
__ Science/ Computer/ Internet Lab
__ Additional Clerical works
Planned Innovations:
__ Localized Videos
__ Making big books from
views of the locality
__ Recycling of plastics to be used as
Instructional Materials
__ local poetical composition
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Think-Pair-Share (TPS)
___ Rereading of Paragraphs/
Poems/Stories
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s Cooperation in
doing their tasks
__ Bullying among pupils
__ Pupils’ behavior/attitude
__ Colorful IMs
__ Unavailable Technology
Equipment (AVR/LCD)
__ Science/ Computer/ Internet Lab
__ Additional Clerical works
Planned Innovations:
__ Localized Videos
__ Making big books from
views of the locality
__ Recycling of plastics to be used as
Instructional Materials
__ local poetical composition:
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Think-Pair-Share (TPS)
___ Rereading of Paragraphs/
Poems/Stories
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s Cooperation in
doing their tasks
__ Bullying among pupils
__ Pupils’ behavior/attitude
__ Colorful IMs
__ Unavailable Technology
Equipment (AVR/LCD)
__ Science/ Computer/ Internet Lab
__ Additional Clerical works
Planned Innovations:
__ Localized Videos
__ Making big books from
views of the locality
__ Recycling of plastics to be used as
Instructional Materials
__ local poetical composition:
Checked & Reviewed:
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Think-Pair-Share (TPS)
___ Rereading of Paragraphs/
Poems/Stories
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s Cooperation in
doing their tasks
__ Bullying among pupils
__ Pupils’ behavior/attitude
__ Colorful IMs
__ Unavailable Technology
Equipment (AVR/LCD)
__ Science/ Computer/ Internet Lab
__ Additional Clerical works
Planned Innovations:
__ Localized Videos
__ Making big books from
views of the locality
__ Recycling of plastics to be used as
Instructional Materials
__ local poetical composition:
CORA NYMPHA A. SANTOS
Head Teacher III