School DOLORES ELEMENTARY SCHOOL Grade Level II

Grades 2
Teacher JOVHEL T. PEREZ Learning Area MATHEMATICS
DAILY LESSON LOG
Date SEPTEMBER 24, 2019 Quarter SECOND QUARTER

(ANNOTATIONS)
I. OBJECTIVES RUBRIC INDICATORS TO BE OBSERVED
DURING THE CLASSROOM
OBSERVATION
A. Content Standards Demonstrates understanding of subtraction
and multiplication of whole numbers up to
1000 including money.
B. Performance The learner is able to apply subtraction and
Standards multiplication of whole numbers up to 1000
including money in mathematical problems
and real-life situations.
C. Learning Knowledge: COT INDICATOR #7
Competencies/ Illustrate the Property of Multiplication -Plans, manages and implements
Objectives that any number multiplied by 1 is the same developmentally sequenced teaching
Write the LC code number. M2NS-IIg40.1 and learning processes to meet
for each. Skill: curriculum requirements through
Perform the given tasks individually, by various contexts.
pair and by group following the given house Annotation--- Knowledge, skill and
rules/standards/guidelines. attitude or KSA is applied in lesson
Attitude: planning objectives in order to meet
Manifest self-confidence and curriculum requirements based on the
cooperation when working with others. Curriculum Guide/CG. Parts of the DLP
are based on the PPST Modules.

Illustrating the Property of Multiplication

II. CONTENT/TOPIC that any Number Multiplied by 1 is the same
Number

II. LEARNING RESOURCES

A. References
1. Teacher’s Guide Mathematics CG for Grade 2 page 47
pages Teachers Guide page 165-168
2. Learner’s Materials Learners Material page 129-131
pages
3. Textbook pages
4. Additional
Materials from
Learning Resource
(LR) portal
B. Other Learning Pictures, laptop, power point presentation, COT Indicator #8
Resources answer sheets, task card -Selects, develops, organizes and uses
appropriate teaching and learning
resources, including ICT, to address
learning goals.
Annotation---
-----The teacher’s lesson plan has an
appropriate instructional material
appended using appropriate teaching
resources including ICT example and
utilization; worksheets/activity sheets,
powerpoint presentations, video clips
and cellphone
----The teacher developed a
presentation for the learners to be able
to understand the concept and to clearly
explain the topic, lessons were
presented through power point
presentation and learners were also
 given task to utilize ICT.
-----Realia, and printed materials like
activity sheets and tarpapel were
printed on clear sheets of bond paper
for the pupils to see and read clearly.

IV. PROCEDURES
A. Reviewing previous Motivation or review of pre-requisite skill COT, INDICATOR #5
lesson or presenting *Giving of Classroom Rules -Manages learner behavior
the new lesson * The 5 P’s: constructively by applying positive and
1. Be Positive non-violent discipline to ensure
- Always smile, participate actively learning-focused environment.
2. Be Productive Annotation---
-Work hard and always do your best ---The teacher lesson plans/modified
2. Be Polite DLLs highlighting various classroom
- Be kind, polite and courteous to management strategies that engage
others. learners in activities/tasks in different
4. Be Prepared physical learning environments and to
-Come prepared with supplies and avoid and prevent misbehavior, house
completed assignments. rules/ standards/guidelines are set
5. Be ResPectful before the class starts or before doing
-Be respectful to your classmates, an activity.
teachers and property.
-Raise your hand when you would
like to speak in class or if you need to
leave the classroom for any reason.

Drill: COT INDICATOR #2

Show multiplication flash cards.
Review:
Illustrate the following multiplication as
equal jumps in a number line. (The pupils will
used show-me-board to show their answers)
1. 4 x 5
2. 3 x 7
3. 5 x 6
B. Establishing a purpose
for the Motivation: Present a picture of 3 apples.
lesson/Motivation/Mo
tive Questions
Ask:
 What is the name of these fruits?
 Who likes eating apple?
 Is this fruit a healthy food?
 What nourishment it gives to our
body?
-Applies a range of teaching strategies
that enhance learner achievement in
literacy and numeracy skills.
Annotation--Activities and Instructional
materials for review highlighting learner-
centered strategies that both promotes
both literacy and/or numeracy skills
COT INDICATOR #3
-Applies a range of teaching strategies to
develop critical and creative thinking, as
well as higher-order thinking skills.
Annotation---The questions presented
are arranged from lower level to higher
level thinking skills. Pupils are challenge
to think creatively.
COT INDICATOR #1
-Applies knowledge of content within
and across curriculum teaching areas.
Annotation--- Contextualization,
localization, gender fair and integrations
across learning areas and within learning
areas are observable. (Health
Integration)

C. Presenting Let's find out how many apples are there COT INDICATOR #1
examples/instances of through multiplication process. -Applies knowledge of content within
the new lesson and across curriculum teaching areas.
Annotation--- Contextualization,
localization, gender fair and integrations
Ask: across learning areas and within learning
1. How many groups of apples are there? areas are observable. (English and MTB
 2. How many apples are there in each
group?
3. How do we write 3 groups of 1 apple into
multiplication sentence?
So, to write the multiplication sentence;
1. What shall we write first?
2. What symbol will follow?
3. What follows next?
Integration)
COT INDICATOR #2
-Applies a range of teaching strategies to
develop critical and creative thinking, as
well as higher-order thinking skills.
Annotation---The questions presented
are arranged from lower level to higher
level thinking skills. Pupils are challenge
to think creatively.

D. Discussing new Present another illustration and let them

concepts and read the following questions. (LITERACY)
practicing new skills #1
Ask:
1. How many groups of fans are there? When
is the perfect time to use fan? We use fan
when the weather is hot. (AP INTEGRATION
and HOTS)
2. How many fans are there in each group?
Ask:
1. How many groups of balls are there?
2. How many balls are there in each group?
3. How do we write its multiplication
sentence?
4. What number is always multiplied to a
number?
COT INDICATOR #2
-Applies a range of teaching strategies to
develop critical and creative thinking, as
well as higher-order thinking skills.
Annotation---The questions presented
to check pupils’ comprehension are
arranged from lower level to higher level
thinking skills.
COT INDICATOR #1
-Applies knowledge of content within
and across curriculum teaching areas.
Annotation--- Contextualization,
localization, gender fair and integrations
across learning areas and within learning
areas are observable. (AP Integration)

So, therefore any number multiplied by 1

equals the same number

E. Discussing new
concepts and Ask: COT INDICATOR #2
practicing new skills #2  What is the product if one (1) is -Uses a range of teaching strategies that
multiplied by 10? enhance learner achievement in literacy
 What is the product if one (1) is and numeracy skills.
Annotation---Teaching strategies such as
multiplied by 8?
structured inquiry and direct
 What is the product if eight (11) is
instructions are both observable and
multiplied by 1? also learners are encourage to
 What number that is repeatedly demonstrate their learning and
multiplied to the other number? understanding of the concept.

F. Developing mastery Guided Practice: COT INDICATOR #4

(leads to Formative - Manages classroom structure to
Assessment 3) Group 1: Using laptop, supply the missing engage learners, individually or in
number to complete the multiplication groups, in meaningful exploration,
sentence. (ICT) discovery and hands-on activities within
1. 9 x __ = 9 4. 32 x __ = 32 a range of physical learning
environments.
2. 1 x __= 16 5. 1 x 11 = 11 Annotation---To minimize and prevent
misbehaviour, house rules/
3. 42:
Group x 1Illustrate
= __ these multiplication standards/guidelines are set before
 sentence and give the product. doing the activity.
1. 3 x 1 = __ ----Learners are given positive
2. 1 x 5 = __ feedback after each group sharing.
3. 2 x 1 = __

Group 3: Match the multiplication sentence

on the left to the correct illustration on the
right.

1. 1 X 6 = 6 A.

2. 5 X 1 = 5 B.

3. 1 X 4 = 4 C.
4. 3 X 1 = 3 D.

G. Finding practical Ask:

applications of  Did you get the correct answers? COT INDICATOR #2
concepts and skills in  Did you follow instructions? -Applies a range of teaching strategies to
daily living  Why is it important that we follow develop critical and creative thinking, as
instructions? well as higher-order thinking skills.
Annotation---The questions presented
are arranged from lower level to higher
level thinking skills. Pupils are challenge
to think creatively.

H. Making generalizations Ask:

and abstractions about What is the product if one (1) is multiplied
the lesson to a given number?

I. Evaluating learning Supply the missing number to complete the

multiplication sentence.
a. 8 x __ = 8
b. 1 x 9 = __
c. 1 x __ = 12
d. 20 x __ = 20
e. 6 x 1 = __
f. 11 x 1 = __
g. 15 x 1 = __
h. __ x 4 = 4
i. 5x1=_
j. 3 x __= 3
J. Additional activities for COT INDICATOR # 3
application or -Applied a range of teaching strategies
Answer Learners Material in Math page
remediation to develop critical and creative thinking,
131 numbers 1 to 10.
as well as other higher- order thinking
skills.
Annotations----Range of teaching
strategies was observable such as
structured inquiry and problem-solving
task with complexity that requires
creativity, analysis, exploration and
explanation.

V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 80% in the ___ of Learners who earned 80% above
 evaluation
B. No. of learners who
require additional ___ of Learners who require additional activities
activities for for remediation
remediation
C. Did the remedial ___Yes ___No
lessons work? No. of ____ of Learners who caught up the lesson
learners who have
caught up with the
lesson
D. No. of learners who ___ of Learners who continue to require
continue to require remediation
remediation
E. Which of my teaching Strategies used that work well:
strategies worked ___ Group collaboration
well? Why did these ___ Games
work? ___ Answering preliminary
activities/exercises
___ Carousel
___ Think-Pair-Share (TPS)
___ 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
F. What difficulties did I __ Pupils’ behavior/attitude
encounter which my __ Colorful IMs
principal or supervisor __ Unavailable Technology
can help me solve? Equipment (AVR/LCD)
__ Additional Clerical works
G. What innovation or Planned Innovations:
localized materials did I __ Localized Videos
use/discover which I __ Making big books from
wish to share with views of the locality
__ Recycling of plastics to be used as Instructional
other teachers?
Materials
__ local poetical composition

Noted:

KAREN P. OSORIO
Principal I