(Enclosure to DepEd Order No. 42.s.

2016)

School JIABONG CENTRAL ELEM. Grade & Section TWO –MASUNURIN

Teacher LOLITA G. JABIEN Learning Area MATHEMATICS
Teaching Dates and Time JAN.30 TO FEB.3,2017 Quarter Fourth Quarter

Monday Tuesday Wednesday Thursday Friday

I. OBJECTIVES Identify the appropriate Measure objects using Compare lengths in meters Estimate length using meter Weekly Test
unit of length to appropriate measuring (m) or centimeters (cm). (m) or centimeter (cm).
measure a particular tools in centimeter (cm)
object and their or meter (m).
abbreviations (cm and
m)
A. Content A.Content Standards A.Content Standards A.Content Standards A.Content Standards
Standards demonstrates demonstrates demonstrates demonstrates
understanding of time, understanding of time, understanding of time, understanding of time,
standard measures of standard measures of standard measures of standard measures of length,
length, mass and capacity length, mass and capacity length, mass and capacity mass and capacity and area
and area using square- and area using square- and area using square-tile using square-tile units.
tile units. tile units. units.
B. B.Performance Standards B.Performance Standards B.Performance Standards B.Performance Standards
Performance is able to apply is able to apply is able to apply knowledge is able to apply knowledge of
Standards knowledge of time, knowledge of time, of time, standard measures time, standard measures of
standard measures of standard measures of of length, weight, and length, weight, and capacity,
length, weight, and length, weight, and capacity, and area using and area using square-tile
capacity, and area using capacity, and area using square-tile units in units in mathematical
square-tile units in square-tile units in mathematical problems and problems and real-life
mathematical problems mathematical problems real-life situations. situations.
and real-life situations. and real-life situations
C. Learning C. Learning C. Learning C. Learning Competencies/ C. Learning Competencies/
Competencies Competencies/ Competencies/ Objectives Objectives
/ Objectives Objectives compares length in meters estimates and measures
Objectives shows and uses the shows and uses the or centimeters length using meter or
appropriate unit of appropriate unit of M2ME-IVb-24 centimeter
length and their length and their M2ME-IVc-26
abbreviation cm and m abbreviation cm and m
to measure a particular to measure a particular
object. object.
M2ME-IVb-23 M2ME-IVb-23

II. CONTENT Content: Measuring Content: Measuring Content: Measuring Length Content: Measuring Length
Length Length
III. LEARNING K to12 Curriculum Guide K to12 Curriculum Guide K to12 Curriculum Guide K to12 Curriculum Guide
Grade 2 – Mathematics Grade 2 – Mathematics Grade 2 – Mathematics Grade 2 – Mathematics pages
RESOURCES pages 27 pages 27 pages 27 27
A. References
1. Teacher’s 351-353(softcopy) 354-356(softcopy) 357- 359(softcopy) 359 -362 (softcopy)
Guide Pages
2. Learner’s LM in Mathematics pages LM in Mathematics pages LM in Mathematics pages LM in Mathematics pages
Materials 244-246 246-248 249-251 252-253
pages
3. Text book
pages
4. Additional 1. Meter stick or tape 1. Ruler 1. Ruler 1. Real objects or pictures of
Materials measure 2. Meter stick 2. Meter stick objects which can be
from 2. 2. Ruler with 3. String 3. Show Me board measured using cm or m
Learning centimetre scale 4. Objects to be Lesson 102 2. Meter sticks and rulers
Resources 3. Objects to be measured (bamboo Lesson 103
measured poles, school supplies,
Lesson 100 personal belongings,
etc.)
Lesson 101
B. Other laptop laptop laptop laptop
Learning
Resources
IV.
PROCEDURES
A. Reviewing INSTRUCTIONAL INSTRUCTIONAL INSTRUCTIONAL INSTRUCTIONAL PROCEDURE
previous PROCEDURE PROCEDURE PROCEDURE Preparatory Activities
lesson or Preparatory Activities Preparatory Activities Preparatory Activities 1.Drill
presenting 1. Drill 1.Drill 1. Drill Show a pencil, a spoon and a
the new Play the Bring Me game. Show pictures of the Show pictures of the 3-inch nail. Using these
lesson a. Bring me a comb following objects. Tell following objects. Tell them objects ask the following
b. Bring me a pencil them to stand if they will to stand if the unit of questions.
c. Bring me an umbrella measure the length of measure to be used in About how many pencils long
2. Pre-Assessment the object using m and measuring the height or is the table?
Use the objects used in shout hurray if they will length is m and clap three About how many spoons long
the previous game to use cm. times if cm. is the umbrella (the teacher
establish the idea of a. a road a. a glass will provide umbrella)?
short and long. Then ask b. an eggplant b. an umbrella About how many nails long is
which is short/long c. a playground c. a crayon the Mathematics book?
between: d. a pencil case d. a slipper 2. Pre-Assessment
g. Comb and umbrella e. a tree e. a basketball court If the pencil is 13 cm long, the
h. Umbrella and f. a boy’s pants f. a girl’s skirt spoon is 18 cm long and the
chalkboard nail 7 cm long,
i. Chalkboard and flag a. about how many
pole centimeters is the umbrella?
b. about how many
centimeters is the table?
c. about how many
centimeters is the
Mathematics book?
B. Establishing B. Establishing a purpose B. Establishing a purpose B. Establishing a purpose B. Establishing a purpose
a purpose for the lesson for the lesson for the lesson for the lesson
for the lesson 1.Motivation: 2. Motivation 2. Motivation - 2. Motivation
( Motivation) Show to the pupils the Show a picture like this. Using their Show Me Group the class into four. Give
materials (ruler with boards, tell the pupils to each group a set of materials
centimetre scale, meter write down their answers to (ruler, meter stick and at least
stick or tape measure). the following questions. Ask three objects which can be
Ask the questions that them to show their answers measured by cm and m) to
follow. after each question. work on.
Which is better to use in Which is longer? Then, instruct to estimate in
measuring the length of Questions: a. 1 cm or 1 m meter and centimeter
the room, the ruler or a. What is the boy b. 1 m or 100 cm (without using the ruler or the
the meter stick? Why? holding? c. 10 cm or 1 m meter stick) the length of each
Can the other measuring b. Do you have a toy? object. Explain to the pupils
device be used in What is it? that if the actual measure is
measuring the length of c. If this is your toy and I one-half or more than one-
the room? will ask you how long it half of the unit, add 1 to the
2. Unlocking of is, what unit of length will approximated measure.
difficulties you use? Why? Example, 2 and ½ cm is 3 cm
Show to the learners how and 5 and ¾ m is 6 m.
long is 1 centimeter and
1 meter. Tell them that
centimeter is a part of a
meter and that the
abbreviation of
centimeter is cm and
meter is m.
C. Presenting Posing a Task Posing a Task Posing a Task: Posing a Task
Examples / C. Presenting Examples / C. Presenting Examples / C. Presenting Examples C. Presenting Examples
instances of instances of new instances of new /Instances of new lesson /Instances of new lesson
new lesson lesson( Presentation) lesson( Presentation 2.Presentation Presentation
( Presentation a. Concrete a. Concrete a. Concrete a. Concrete
) Group activity Group activity 1. Prepare five bamboo Activity 1
Group the pupils into 1. Divide the class into 4. poles (or other objects) of Group the class into 2. Let
two. Give each group a 2. Give each group a set different lengths (10 cm, 50 each group estimate the
two sticks of different of objects measurable in cm and 100 cm). Label each measure of the following
lengths (1 centimeter centimeter and meter pole with the corresponding objects using centimeter or
stick and 1 meter stick). units (with exact lengths). length. meter.
Let them compare the 3. Let them write the 2. Show/give these poles to Group 1: width of the room,
lengths. result of the activity in the pupils. length of the teacher’s table
Guiding questions: the table illustrated Ask the following questions. and length of a pencil
1. Which stick is short? below. Which of the three sticks is Group 2: length of the room,
Long? the shortest? How many cm height of the teacher’s chair
2. How many short sticks is it? and length of a chalk.
are there in the long Which of the three sticks is Let each group find the
stick? the longest? How many cm measures of the enumerated
3. What equation can is it? objects using the appropriate
represent the relation of Which between the 50 cm measuring device and units.
the short stick and the and 100 cm is longer? How b. Pictorial
long stick? (100 cm = 1 many cm is it longer than In your paper, draw any object
m) the other pole? you can see around. Under it,
b. Pictorial Paired activity b. Pictorial label with the estimated
Using a diagram or graph 1. Work in pairs Instruct the pupils draw the length of the real object.
(pictograph or bar/line 2. Let each pair cut 2 poles on the board or in the c. Abstract
graph), let the pupils strings of different paper. Ask them label each Name objects with standard
show the relation lengths (1 m and 20 cm) pole. measures and are familiar to
between a centimetre 3. Ask them to measure Then, let them formulate the learners. Let them
and a meter (1 cm and 1 the following: statements of comparison estimate the length, height or
meter, 100 cm and 1 m Length of a pencil between two lengths. Like; width of each.
and others). Width of a notebook The 10 cm pole is shorter Below are examples of the
Below are examples of Length of a desk than the 50 cm pole objects.
illustrations that the Width of a window The 100 cm pole is longer 1. Length of ballpen or unused
pupils may draw: Length of a skirt/pants than the 50 cm pole. pencil
4. Give them time to Two 50 cm poles have the 2. Width or length of their
report the results. Be same length with 100 cm math book
sure to check the pole. 3. Height of their classroom
 correctness of the Out of the statements, let 4. Length of the hallway in
answers. them translate each into a school
b. Pictorial mathematical statement 5. Height of the school
Let the pupils draw a 1 like; principal
meter line on the board. 10 cm is less than 100 cm
Then, ask one or two (may introduce the symbols
pupils to draw a picture < and > as 10 cm < 50 cm -
of a pencil (or other optional)
c. Abstract objects) showing the 100 cm is greater than 50
Show/name objects that length in the 1 meter cm
are long and short. line. Twice 50 cm is equal to 100
Examples are pencil, Below is an example of cm
bamboo stick (about 1.5 what and how they may c. Abstract
m long), length of the draw. 1. Post/write on the board a
room, book and many list of lengths.
others. 15 cm, 20 cm, 75 cm, 100
cm, 1 m, and 2 m (examples
only)
Let the pupils pick pairs of
lengths and let them
compare.
2. Compare the lengths in
each number by filling up
the blank with the
appropriate word or
symbol.
35 cm _____ 70 cm
125 cm _____ 215 cm
50 m _____ 60 m
1 ½ m _____ 2 m

D. Discussing Performing the Task Performing the Task Performing a Task Performing the Task
new concepts Processing: Processing: Ask: Ask :
and practicing Ask: Ask: What are the lengths of the
new skills #1 Which objects are short? 1.Which of the objects is objects?
( Modeling) Which objects are long? the shortest? Are the lengths the real
What unit of length (cm 2. Which of the objects is lengths of the objects? (let
 or m) do you prefer to the longest? them measure the objects
use in measuring short 3. Can the shortest object using the measuring device)
objects? Why? be measured using How did you estimate lengths
What unit of length do meter? of the objects?
you prefer to use in 4. Can the longest object Compare your estimated
measuring long objects? be measured using lengths/widths of the objects
Why? centimeter? and the real lengths/widths of
Is it important to use 5. What is the advantage the objects (when measured
appropriate unit in of using the appropriate using the measuring device).
measuring the length of unit of length in Are your answers exactly the
an object? Why? measuring the length of same with the lengths/widths
Having the idea of the the objects? of the objects when measured
length of 1 centimeter using the measuring device?
and 1 meter, the pupils If the measures are different,
can easily which unit of how would you describe the
measure is appropriate in difference between the
measuring lengths. measures? Is it far or close to
the real measure?
Is the closest measure the
estimated measure of the
object? Why?
What specific word can you
use in approximating
measurements (about)? Why?
E. Discussing E. Discussion of new E. Discussion of new E. Discussion of new E. Discussion of new concepts
new concepts concepts and practice of concepts and practice of concepts and practicing new and practicing new skills
and practicing new skills #2(Guided new skills #2(Guided skills #2(Guided Practice) #2(Guided Practice) Refer to
new skills #2 Practice) Refer to the LM Practice) Refer to the LM Refer to the LM 102- the LM 103 - Gawain1 pahina
(Guided 100- Gawain 1 A pahina 101 - Gawain 1 A pahina Gawain 1 pahina 249 260
Practice) 244 sa LM 246 sa LM Pag-aralan ang datos sa Tingnan ang loob ng iyong
Gawain 1 Gawain 1 ibaba. Paghambingin ang school bag at silid-aralan.
Tingnan ang mga Ang isang guhit sa ruler mga ito. Isulat ang sukat sa Pumili ng 3 bagay na maari
nakalarawan. Anong unit ay 1 cm. Gamit ito, hanay na naaayon sa mong ma-estimate ang sukat.
of length ang dapat alamin ang haba ng mga paglalarawan. Iguhit ang mga ito sa iyong
gamitin sa pagsukat ng sumusunod na bagay. kuwaderno. Kulayan at isulat
haba o taas ng mga ito. Isulat ang sagot sa ang estimated measure sa
Isulat kung centimeter o kuwaderno. ilalim ng bawat larawan.
meter at ang
abbreviation nito sa
inyong kuwaderno.
F. Developing F. Developing mastery F. Developing mastery F. Developing mastery F. Developing mastery
mastery ( Independent Practice) ( Independent Practice) ( Independent Practice) ( Independent Practice)
( Independent Gawain 2, pahina 244 sa Gawain 2, pahina 247 sa Refer to the LM 102 Gawain ) Refer to the LM 103 pahina
Practice) LM 100 LM 101 2 pahina 250 260
Anong unit of length ang Gamit ang ruler o tape Basahin ang comic strip sa Gawain 2
dapat gamitin sa pag measure, alamin ang ibaba at sagutin ang mga Basahin ang comic strip sa
kuha ng sukat ng mga sukat ng mga bagay na tanong. ibaba at sagutin ang mga
sumusunod na bagay, nakalarawan. Isulat ang tanong. Isulat ang sagot sa
lugar o bahagi ng sagot gamit ang kuwaderno.
katawan? Isulat ang abbreviation ng unit of
abbreviation nito sa length sa kuwaderno.
inyong kuwaderno.
1. kapal ng aklat
2. haba ng medyas
3. lawak ng public plaza
4. taas ng puno ng niyog
5. haba ng basketball
court
Mga tanong:
1. Tama ba si Lea na mas
maikli ang hawak niyang
walis kaysa sa hawak ni
Matet? Patunayan ang Mga tanong:
sagot. 1. Ano ang masasabi mo sa
2. Bakit sumasakit ang likod estimates ng dalawang batang
ng nagwawalis kung ang lalaki? Ipaliwanag ang sagot.
gamit na walis ay maikli? 2. Paghambingin ang 3m at
3. Kung ang walis ni Lea ay 300 cm. Ipakita ang sagot.
100 cm ang haba, magiging 3. Kung ibigay ang estimate ng
madali ba ang pagwawalis taas mo, anong unit of
niya? Bakit? measure ang gagamitin mo?
Bakit?
4. Mga ilang ____ ang taas
mo?
G. Finding G. Finding Practical G. Finding Practical G. Finding Practical G. Finding Practical
Practical applications of concepts applications of concepts applications of concepts and applications of concepts and
applications and skills ( Application / and skills ( Application ) skills ( Application / skills ( Application /
of concepts Valuing) Valuing Valuing)
and skills Basahin ang comic strip
( Application / sa ibaba at sagutin ang
mga tanong. Isulat ang
Valuing) sagot sa inyong
kwaderno.

Mga tanong
1. Anong tulong ang
gagawin ng mga bata sa
pagpapatupad ng Clean
and Green Program?
2. Anong unit of length
ang dapat nilang gamitin
sa pagsusukat ng lupa,
centimeter o meter?
Bakit?
3. Mahalaga ba ang
pakikilahok sa ganitong
Gawain? Bakit?

H. Making H. Making H. Making H. Making generalizations H. Making generalizations and

generalization generalizations and
s and abstractions about the
abstractions lesson (Generalization )
about the Centimeter (cm) is used
lesson to measure short objects
( Generalizati and Meter (m) is used to
on) measure long objects.
I. Evaluating I. Evaluation
Learning Anong unit of length ang
dapat gamitin sa pagkuha
ng haba o sukat sa bawat
bilang? Isulat ang sagot
at ang abbreviation nito
sa sagutang papel.
1. Haba ng kuwaderno 6.
Haba ng tsinelas
2. Sukat ng iyong
baywang 7. Taas ng baso
3. Lawak ng silid-aralan 8.
Taas ng niyog
4. Kapal ng iyong aklat 9.
Haba ng palaruan
5. Haba ng iyong binti 10.
Kapal ng pambura
Key to correction
1. Cm 2. Cm 3. M 4. Cm 5.
Cm
6. cm 7. Cm 8. M 9. M 10
cm
generalizations and
abstractions about the
lesson (Generalization )
How do you measure the
length of an object?
I.Evaluation
The teacher will prepare
five objects with different
lengths. Put these objects
together with measuring
devices (tape measure or
meter stick or centimetre
ruler) at five stations.
Each station should have
enough space for the
learners to do the
measuring. Allow two
pupils at a time in one
station to measure the
lengths of the objects.
Station 1 –a bamboo or
wood pole
Station 2 –a wire
Station 3 –a book
Station 4 – a ribbon
Station 5 – an umbrella
Note: Never use objects
which have been used in
the discussion proper.
and abstractions about the
lesson
(Generalization )
In comparing lengths, the
greater value has the longer
length.
I.Evaluation
Paghambingin ang dalawang
units.
Halimbawa: 25 cm at 13 cm
Posibleng mga sagot sagot:
Ang 25 cm ay mas mahaba
kaysa 13 cm.
Ang 13 cm ay mas maikli
kaysa 25 cm.
1. 30 cm at 50 cm
2. 2 m at 5 m
3. 50 m at 1 m
4. 210 cm at 120 cm
5. 100 cm at 10 cm
abstractions about the lesson
(Generalization)
To approximate
measurements, it is important
to consider the actual length
of 1 meter and 1 centimeter.
I.Evaluation
1. The pair of scissors
measures 12 cm. About how
high is the chair?
2. About how thick is book “b”
if the width of book “a” is 18
cm?
3. The eraser measures 5 cm.
About how many centimeters
is the cellular phone?
Key to correction
1. 50 cm

J. Additional J. Additional activities for
activities for application or
application or remediation
remediation ( Assignment)
( Assignment) Anong unit of length ang
gagamitin sa pagkuha ng
sukat ng mga
gamit/bahagi sa inyong
bahay? Isulat ang
abbreviation nito sa
iyong kuwaderno.
1. haba ng sandok
2. haba ng kutsara
3. lawak ng silid-tulugan
4. lapad ng bintana
5. haba ng hapag kainan
J. Additional activities for
application or
remediation
( Assignment)
Gumamit ng centimeter
upang masagot ang mga
tanong sa ibaba. Gawin
na ang bawat 1 cm ay 1
m. Isulat ang sagot sa
kwaderno.
Mga tanong:
1. Ilang meter ang layo ng
Bahay A sa simbahan?
2. Ilang meter ang layo ng
paaralan sa plasa?
3. Si Alma ay nakatira sa
Bahay A. Kung dadaanan
niya si Dina na nakatira sa
Bahay B, ilang meter ang
lalakarin niya hanggang
plasa?
4. Alin sa mga naka guhit
J. Additional activities for
application or remediation
( Assignment) sa pahina 251
Alamin ang sukat ng mga
bagay o bahagi sa inyong
bahay. Gamit ang
centimeter o meter,
paghambingin ang mga ito.
Isulat ang salitang maikli o
mahaba sa huling hanay.
2. 36 cm
3. 10 cm
J. Additional activities for
application or remediation
( Assignment) sa pahina 253
sa LM
I-estimate ang sukat ng mga
sumusunod na bagay o bahagi
sa inyong bahay o katawan.
Gamitin ang tamang unit of
length. Isulat ang sagot sa
kuwaderno.
1. Ang lapad ng hapag kainan
ay mga _____.
2. Ang lawak ng pintuan ay
mga _____.
3. Ang haba ng iyong daliri ay
mga _____.
4. Mga _____ ang haba ng
tsinelas mo.
5. Mga _____ ang layo ng
inyong bahay mula sa
paaralan.
 na lugar ang
pinakamalayo sa bahay
A? Gaano ito kalayo?

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
worked well?
Why did these
work?
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?

Inspected by:

Principal