Grade Level Grade TWO Mathematics

Teacher Ma’am ESTRELLITA S. VINZON Quarter: Second ( Week 6 )

DAILY LESSON LOG Checked by:
Date SEPTEMBER 17 - 21, 2018

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

OBJECTIVES
A. Content Standard Demonstrates understanding of Demonstrates understanding of Demonstrates understanding Demonstrates understanding of
subtraction and multiplication of subtraction and multiplication of of subtraction and subtraction and multiplication of
whole numbers up to 1000 whole numbers up to 1000 multiplication of whole whole numbers up to 1000 including
including money including money. numbers up to 1000 including money
money

B. Performance Is able to apply subtraction and Is able to apply subtraction and Is able to apply subtraction Is able to apply subtraction and
Standard multiplication of whole numbers multiplication of whole numbers and multiplication of whole multiplication of whole numbers up to
up to 1000 including money in up to 1000 including money in numbers up to 1000 including 1000 including money in mathematical
mathematical problems and real- mathematical problems and real- money in mathematical problems and real-life situations.
life situations. life situations. problems and real-life
situations.

C. Learning Illustrates the property of Illustrates the commutative Visualizes multiplication of Visualizes multiplication of numbers 1
Competency/ multiplication that zero property of multiplication numbers 1 to 10 by 2,3,4,5 to 10 by 2,3,4,5 and10
Objectives multiplied by any number is zero. M2NS-IIg-40.3 and10 M2NS-IIh-41.1
Write the LC code for each. M2NS-IIg-40.2 M2NS-IIh-41.1

II. CONTENT Lesson 47: Lesson 48 Lesson 49: Summative Test

Content: Illustrating Zero Commutative Property of Multiplication Table of 2, 3, 4 Multiplication Tables of 5 and 10
Property of Multiplication Multiplication

LEARNING RESOURCES
A. References K -12 CG.p K-12 CGp 39 K-12 CGp 22
1. Teacher’s Guide 168-170 170-172 172-174 174-176
pages
2. Learner’s Materials 110-112 112-114 114-116 116-117
pages
3. Textbook pages
4. Additional Materials Mathematics Kagamitan ng Learning Module
from Learning Magaaral Tagalog Grade 2. 2013. 2. Activity sheets
Resource (LR) portal pp. 112-114 Lesson 49
 B. Other Learning 1. Learning Module Illustration, tarpapel, flashcards Larawan, tarpapel, flashcards, 1. Learning Module
Resource 2. Activity sheet ativity sheet 2. Activity sheets
3. marker 3. manila paper and marker
4. bottle caps Lesson 50
5. manila paper with story
problem
Lesson 47
PROCEDURE
A. Reviewing previous – Do this as group activity. Give Illustrate the following Illustrate the following using: Preparatory Activities
lesson or presenting the each group a manila paper and multiplication using repeated Repeated addition: 3 x 6 and 4 1. Drill – This will be done by groups.
new lesson marker. addition. x7 Illustrate the following using repeated
Use repeated addition to 1. 6 x 7 = _____________ Counting of multiples: 2 x 8 addition.
illustrate the multiplication 2. 5 x 3 = ______________ and 4 x 3 1. 2 x 3
below. 3. 9 x 2 = _____________ Equal jumps in a number line: 2. 2 x 9
1. 9 x 1 2. 6 x 1 3. 7 x 1 4. 4 x 8 = ______________ 3 x 5 and 2 x 9 3. 5 x 6
4. 8 x 1 5. 4 x 1 5. 3 x 6 = _______________ Original File Submitted and 4. 6 x 4
Formatted by DepEd Club 5. 4 x 7
Fill in the missing number. Member - visit depedclub.com
1. 3 + 5 = ___ + 3 4. 6 + 2 = 2 + 6 for more
___ = ___ ___ = ___
2. 2 + 7 = _____ 5. _____ = 6 + 9
9 = 9 15 = 15
3. ___ + 8 = 8 + 4 _____= 12
B. Establishing a purpose for Play “Mixing-mixing…saan ang Play “Match Maker” Play “Bugtungan Tayo”. You Motivation
the may laman” Give each pupil a multiplication will start. Play this modified “Basketball Shoot
lesson Prepare 5 bottle caps. Turn them sentence just like as shown below. Example: What is the result if (2x)”.
upside down. Put a small stone 2 x 3 3 x 2 5 x 6 6 x 5 (Prepare as we add 2 seven times? Group the pupils into five. Let them
inside one of the bottle caps. Mix many as the number of your The pupil who gives the think of their group name.
them then ask one of your pupils pupils.) correct answer takes turn. Select a group to start.
to guess which bottle cap has the Let the pupils move around and Instead of saying “Basketball Shoot
small stone. look for they think is their partner (2x) pass to Volleyball spike, the group
Mix again and call other pupils to or match. will say multiplication sentence. The
guess. Let them explain why they chose group that receives a pass will answer
How do you feel when you select their partner. first the multiplication before chanting.
the bottle cap without stone? Example:
(Note to the teacher: Do this as a 2 x 3 (2x) pass to Dog’s group.
trick. Just show the small stone at Dog’s group will answer first before
the start. Deceive the pupils as if chanting. Example: 5 x 6 (2x) pass to
you place the small stone inside cat’s group.
the bottle caps.)
C. Presenting examples/ Show an illustration of 6 hands Group the pupils into 6 groups. Present the following group of Tell the pupils that you will play a
instances of the new lesson with 2 candies and another Give each group 28 pieces of objects. game.
shells. 1. 2 groups of 2 pencils
 illustration of hands without Tell the first 3 groups to group the 2. 3 groups of 2 ballpen Say: Group yourselves into a group
candy. shells into 4 groups with the same 3. 4 groups of 2 erasers with 5 members.
Take away all the candies from number of shells then the Note: Ask those pupils who are not
the hands of the pupils. remaining group to 7 groups with included in the group to sit down.
the same number of popsicle Ask: How many groups were formed?
sticks. How many members were there in
This time pair the groups. (1 and 3, each group?
2 and 4, 5 and 6) Show 2 sets of illustrations on the
Ask: What is the difference board.
between the two groups paired? Set A: 5 groups of 2 pupils
What is the common between the Set B: 10 groups of 3 pupils
two groups paired?
D. Discussing new Ask 3 pupils to come in front and Present an illustration of the Ask: How many groups of Ask: How many groups were there in
concepts and practicing new extend their arms on the side above situation as shown below: pencils were there? set A? set B?
skills #1 with palm on top. 7 groups of 4 4 groups of 7 How many pencils were there How many pupils were there in each
Ask: How many palms do you in each group? group in A? in B?
see? How many pencils were there How many pupils were there in all in
Put two candies on each palm. in all? set A? in set B?
Ask: How many candies were Ask: How many shells were there (Ask these questions for ball Ask the pupils to write an equation for
there in all? How did you know in the first group? and erasers) the above situation either in repeated
it? How about on the second group? Ask the pupils to write a addition or multiplication.
Can anyone here write the Let the pupils write an equation related equation of the above Example: 5 x 2 = 10 or 2 + 2 + 2 + 2 + 2
addition or multiplication for 7 groups of 4 and 4 groups of situation using repeated = 10
equation of this? 7. addition. You may ask the 10 x 3 = 30 or 3 + 3 + 3 + 3 + 3 + 3 + 3 +
Take away all the candies from 7 x 4 = 28 and 4 x 7 = 28 pupils to show other ways. 3 + 3 + 3 = 30
the hands of the pupils. Ask the pupils on their observation Now show an illustration of
Ask: How many candies can you with regards to pattern? the above situation.
see now?
Ask the pupils to write an
equation of the hands with
candies and of the hands without
candy.
Post the equation on the board
as shown:
With candy:
2 + 2 + 2 + 2 + 2 + 2 = 12 and 6 x 2
= 12
Without candy:
0 + 0 + 0 + 0 + 0 + 0 = 0 and 6 x 0
=0
The post, 4 x 0 = ______
Ask: What do you think is the
answer?
 E. Discussing new concepts #2(Guided Practice) Refer to the Answer Gawain 1 on LMp 112-113 Gawain 1 Gawain 1
and practicing new skills LM 47- Gawain 1-A pages 111 A. Tapusin ang pagpuno sa A. Tapusin ang sa multiplication table
#2 Gawain 1 multiplication table sa ibaba. sa ibaba. Tingnan ang pahina 116-117
A. Pag-aralan ang mga kalagayan. Ipakita kung paano ito
Isulat ang multiplication equation nakuha.Tingnan pahina 114-
nito. 115
Pagkatapos ay sagutin ang
kasunod na tanong.
1. Apat na bag na walang laman.
Ilan lahat ang laman ng bag?
F. Developing mastery (leads Refer to the LM 47- Gawain 1-B Ipakita ang commutative property Pag-aralan ang multiplication Bumuo ng pangkat na may limang
to Formative Assessment 3) page 111 of multiplication sa pa-mamagitan table sa ibaba. kasapi.
B. Ipagpatuloy ang repeated ng repeated addition. May nakita ka bang mali? Gumawa ng multiplication table ng 5 at
addition. 9x8=8x9 Ayusin ito. LM pahina 115 10.
1. 9 x 0 = (0 + __ + __ + __ + __ + ( see chalkboard ) Punan ito ng tamang sagot
__ + __ + __ + __)
2. 3 x 0 = (0 + __ + __)
3. 6 x 0 = (0 + 0 + __ + __ + __ +
__)
4. 5 x 0 = (0 + 0 + __ + __ + __)
5. 7 x 0 = (0 + 0 + __ + __ + __ +
__)
G. Finding practical Refer to LM No 47 –Gawain 2 Basahin at sagutin ang tanong. Pangkatang Gawain Isaulo ang multiplication table by 5’s o
application of concepts and pahina 111 Sinabi ng aking kaibigan na ang Gumawa ng multiplication isa-isahin ang multiples of 5 hanggang
skills in daily living Ibigay ang sagot sa equation na 5x10 at ang 10x5 ay may parehong table ng 2, 3, at 4. isangdaan
ito. sagot. Tama ba siya?
(9 + 8 + 7 + 6 + 5) x 0 x (4 + 3 + 2 + Ipaliwanag ang iyong sagot.
1) = _______
Ipaliwanag ang iyong sagot
H.Making generalizations Zero multiplied by any number Commutative Property of To construct and fill up the In order to fill up the multiplication
and abstractions about the the answer is zero Multiplication (CPM) states that multiplication table it is table, it is necessary to master
lesson changing the order of the factors necessary to master multiplication as repeated addition and
does not affect the product. multiplication as repeated counting by multiples.
To illustrate CPM, get the reverse addition and counting by
of the multiplication then use multiples
repeated addition, counting by
multiples and equal jumps in
number line.
I. Evaluating learning Illustrate the following Illustrate commutative property of Spot the error in the Complete the multiplication table
multiplication using repeated multiplication using repeated multiplication table below. below. Do this on your paper.
addition. addition. Then give the correct answer.
1. 5 x 0 1. 5 x 8 = 8 x 5 2. 4 x 5 = 5 x 4 3. 6 x TG pahina 174 TG pahina 176
2. 3 x 0 7=7x6
 3. 9 x 0 4. 8 x 4 = 4 x 8 5. 9 x 6 = 6 x 9
4. 6 x 0
5. 7 x 0

J. Additional activities for Refer to the LM 47 – Gawaing Sagutin ang Gawaing bahay sa Refer to the LM 49– Gawaing Gawaing Bahay
application or remediation Bahay LMp 112 Bahay Gumawa ng multiplication table ng 5 at
Ipakita ang multiplication sa Punan ang multiplication table 10.
ibaba sa pamamagitan ng sa ibaba.Tingnan ang pahina Gawin ito sa iyong kwaderno.
repeated addition o kaya naman 116 LM
ay drowing. Ipaliwanag ang iyong
sagot.
1. 9 x 0 =
2. 3 x 0 =
3. 8 x 0 =
4. 2 x 0 =
5. 7 x 0 =
IV. REMARKS
V. REFLECTION
A..No. of learners who earned ___ of Learners who earned 80% ___ of Learners who earned ___ of Learners who earned 80%
80% in the evaluation ___ of Learners who earned 80%
above 80% above above
above
B.No. of learners ___ of Learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who require additional
who require additional additional activities for additional activities for additional activities for activities for remediation
activities for remediation remediation remediation remediation
who scored below 80%
C. Did the remedial lessons ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
work?
No. of learners who have ____ of Learners who caught up ____ of Learners who caught up ____ of Learners who caught ____ of Learners who caught up the
caught up with the lesson the lesson up the lesson lesson
the lesson
D. No. of learners who ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue ___ of Learners who continue to
continue to require require remediation require remediation to require remediation require remediation
remediation
E. Which of my teaching Strategies used that work well: Strategies used that work well: Strategies used that work Strategies used that work well:
strategies worked well? Why ___ Group collaboration ___ Group collaboration well: ___ Group collaboration
did these work? ___ Games ___ Games ___ Group collaboration ___ Games
___ Solving Puzzles/Jigsaw ___ Solving Puzzles/Jigsaw ___ Games ___ Solving Puzzles/Jigsaw
___ Answering preliminary ___ Answering preliminary ___ Solving Puzzles/Jigsaw ___ Answering preliminary
activities/exercises activities/exercises ___ Answering preliminary activities/exercises
___ Carousel ___ Carousel activities/exercises ___ Carousel
___ Diads ___ Diads ___ Carousel ___ Diads
___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Diads ___ Think-Pair-Share (TPS)
___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/ ___ Think-Pair-Share (TPS) ___ Rereading of Paragraphs/
Poems/Stories Poems/Stories ___ Rereading of Paragraphs/ Poems/Stories
 ___ Differentiated Instruction ___ Differentiated Instruction Poems/Stories ___ Differentiated Instruction
___ Role Playing/Drama ___ Role Playing/Drama ___ Differentiated Instruction ___ Role Playing/Drama
___ Discovery Method ___ Discovery Method ___ Role Playing/Drama ___ Discovery Method
___ Lecture Method ___ Lecture Method ___ Discovery Method ___ Lecture Method
Why? Why? ___ Lecture Method Why?
___ Complete IMs ___ Complete IMs Why? ___ Complete IMs
___ Availability of Materials ___ Availability of Materials ___ Complete IMs ___ Availability of Materials
___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Availability of Materials ___ Pupils’ eagerness to learn
___ Group member’s ___ Group member’s Cooperation ___ Pupils’ eagerness to learn ___ Group member’s Cooperation in
Cooperation in in ___ Group member’s doing their tasks
doing their tasks doing their tasks Cooperation in
doing their tasks
F. What difficulties did I __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils
encounter which my principal __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude
or supervisor can help me __ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs
solve? __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology
Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD)
__ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/
Internet Lab Internet Lab Internet Lab Internet Lab
__ Additional Clerical works __ Additional Clerical works __ Additional Clerical works __ Additional Clerical works

G. What innovation or Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations:
localized materials did I __ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos
use/discover which I wish to __ Making big books from __ Making big books from __ Making big books from __ Making big books from
share with other teachers? views of the locality views of the locality views of the locality views of the locality
__ Recycling of plastics to be __ Recycling of plastics to be __ Recycling of plastics to __ Recycling of plastics to be used
used as Instructional Materials used as Instructional Materials be used as Instructional as Instructional Materials
__ local poetical composition __ local poetical composition Materials __ local poetical composition
__ local poetical
composition