MATHEMATICS 2

Structuring Competencies in a Definitive Budget of Work

GRADE 2

The learner demonstrates understanding and appreciation of key concepts

and skills involving numbers and number sense (whole numbers up to 1000, ordinal
numbers up to 20th , money up to Php100 , the four fundamental operations of whole
numbers, and unit fractions); Geometry ( basic shapes, ,symmetry, and tessellations);
GRADE LEVEL
patterns and Algebra (continuous and repeating patterns and number sentences);
STANDARD
measurement (time , length, mass and capacity; and statistics and probability ( tables,
pictographs and outcomes) as applied -using appropriate technology -in-critical
thinking problem solving, reasoning, communicating ,making connections,
representations and decision in real life.

Grade 2 - FIRST QUARTER

The learner is able to 1) recognize, represent, compare, and order whole numbers up
to 1000, ordinal numbers up to 20 th, and money up to Php100 in various forms and
PERFORMANCE
contexts. 2) recognize and represent ordial numbers up to 20th in various forms and
STANDARDS contexts

The learner is able to1) demonstrates understanding of whole numbers up to 1000,

CONTENT ordinal numbers up to 20th, and money up to PhP100. 2) demonstrates understanding
STANDARDS of addition of whole numbers up to 1000 including money.

K to 12 Curriculum Guide 1
 MATHEMATICS 2
Structuring Competencies in a Definitive Budget of Work

Content
Numbers and Number Sense
Areas/Strand

NO. OF DAYS
LEARNING COMPETENCIES CODE
TAUGHT
REMARKS

1. Visualizes and represents numbers from 0-1000

with emphasis on numbers 101 – 1 000 using a M2NS-Ia-1.0
variety of materials.
1.1 visualizes and represents numbers from 101 -
M2NS-Ia-1.1 2
500 using a variety of materials
1.2 visualizes and represents numbers from 501 -
M2NS-Ia-1.2 2
1000 using a variety of materials

2. Groups objects in ones, tens and hundreds. M2NS-Ia-b-2 2

3. Gives and finds the place value of a digit in three

M2NS-Ib- 3 2
digit numbers.
4. Visualizes and counts numbers by 10s, 50s, and
M2NS-Ib- 4 1
100s.
5. Reads and writes numbers up to 1 000 in
M2NS-Ib- 5.0
symbols and in words.
5.1 reads and writes numbers from 101 up to 500 in
M2NS-Ib-5.1 1
symbols and in words
5.2 reads and writes numbers from 501 up to 1000
M2NS-Ic-5.2 1
in symbols and in words

K to 12 Curriculum Guide 2
 MATHEMATICS 2
Structuring Competencies in a Definitive Budget of Work

6. Visualizes and writes three- digit numbers in

M2NS-Ic- 6 1
expanded form.
7. Visualizes and compares numbers up to 1 000
M2NS-Ic-7 1
using relation symbols.
8. Visualizes and orders numbers up to 1 000 in
M2NS-Ic- 8 1
increasing or decreasing order.
9. Identifies the 1st through the 20th with the
emphasis on 11th to 20th object in a given set from M2NS-Ic- 9 1
a given point of reference.
10. Reads and writes ordinal numbers from 1st
M2NS-Id-10 1
through the 20th.

11. Identifies and uses the pattern of naming

M2NS-Id- 11 1
ordinal numbers from 1st to the 20th.

12. reads and writes money in symbols and in

M2NS-Id- 12 1
words through PhP100.
13. Counts the value of a set of bills or a set of
M2NS-Id-
coins through PhP100 (centavo-coins only, peso-
13.0
coins only).
13.1 counts the value of a set of bills or a set of
coins through Ph100(centavo-coins and peso coins M2NS-Id-13.1 1
only)
13.2. counts the value of a set of bills M2NS-Id-13.2 1

K to 12 Curriculum Guide 3
 MATHEMATICS 2
Structuring Competencies in a Definitive Budget of Work

13.3. counts the value of a set of bills or a set of

coins through Php100(combined peso-coins and M2NS-Ie-13.3 2
peso-bills)
14. Compares values of different denominations of
coins and paper bills through PhP100 using M2NS-Ie-14.0
relation symbols.

14.1 compares values of different denominations of

M2NS-Ie-14.1 1
coins through Php 100 using relations symbols

14.2 compares values of different denominations of

M2NS-Ie-14.2 2
paper bills through Php100 using relation symbols

15. Illustrates the properties of addition

(commutative, associative and identity) and applies M2NS-If-15.0
each in appropriate and relevant situations.

15.1 illustrates the properties of addition

(commutative) and applies each in appropriate and M2NS-If-15.1 1
relevant situations.
15.2. illustrates the properties of addition
(associative) and applies each in appropriate and M2NS-If-15.2 1
relevant situations.

K to 12 Curriculum Guide 4
 MATHEMATICS 2
Structuring Competencies in a Definitive Budget of Work

15.3 illustrates the properties of addition (identity)

and applies each in appropriate and relevant M2NS-If- 15.3 1
situations.
16. visualizes, represents, and adds 2-digit by 3-
digit numbers with sums up to 1000 without and M2NS-If-16.0
with regrouping
16.1 visualizes, represents, and adds 2-digit by 3-
digit numbers with sums up to 1000 without M2NS-If- 16.1 1
regrouping .

16.2 visualizes, represents 2-digit by 3-digit numbers

M2NS-If- 16.2 1
with sums up to 1000 with regrouping.

16.3adds 2-digit by 3-digit numbers with sums up to M2NS-Ig-

1
1000 without and with regrouping. 16.3
17. visualizes, represents, and adds 3-digit by 3-
digit numbers with sums up to 1000 without and M2NS-Ig-17.0
with regrouping
17.1 visualizes, represents, and adds 3-digit by 3-
M2NS-Ig-
digit numbers with sums up to 1000 without 1
17.1
regrouping.

17.2 visualizes, represents and adds 3-digit by M2NS-Ig-

1
numbers with sums up to 1000 with regrouping. 17.2

K to 12 Curriculum Guide 5
 MATHEMATICS 2
Structuring Competencies in a Definitive Budget of Work

17.3 adds 3-digit by 3-digit numbers with sums up M2NS-Ig-

1
to 1000 without and with regrouping. 17.3
18. Adds mentally 1- to 2-digit numbers with sums
M2NS-Ig- 18 1
up to 50 using appropriate strategies.
19. Adds mentally 3-digit and 1-digit numbers using
M2NS-Ih- 19 1
appropriate strategies.

20. adds mentally three digit and tens (multiples of

M2NS-Ih- 20 1
10 up to 90) using appropriate strategies

21. Adds mentally 3-digit numbers (multiples of 100

M2NS-Ih- 21 1
up to 900) using appropriate strategies.

22. Solves routine problems involving addition of

whole numbers including money with sums up to
M2NS-Ih- 22 1
1000 using appropriate problem solving strategies
and tools.
23. Solves non- routine problems involving addition
of whole numbers including money with sums up
M2NS-Ih- i-7 2
to 1000 using appropriate problem solving
strategies and tools.
24. Creates problems involving addition of whole
M2NS-Ii- 8 2
numbers including money.

K to 12 Curriculum Guide 6
 MATHEMATICS 2
Structuring Competencies in a Definitive Budget of Work

QUARTERLY
2
TEST
TOTAL NUMBER OF DAYS 45 45

Grade 2- SECOND QUARTER

PERFORMANCE The learner is able to apply subtraction and multiplication of whole numbers up to 1000
STANDARDS including money in mathematical problems and real-life situations.

CONTENT The learner demonstrates understanding of subtraction and multiplication of whole

STANDARDS numbers up to 1000 including money.
Content
Numbers and Number Sense
Areas/Strand

NO. OF DAYS
LEARNING COMPETENCIES CODE
TAUGHT

25. Visualizes, represents and subtracts 2- to 3- M2NS-Iia-

digit numbers with minuends up to 999 without and 25.0
with regrouping.
25.1 visualizes, represents and subtracts 2- to 3-
M2NS-IIa-
digit numbers with minuends up to 999 without 1
25.1
regrouping

K to 12 Curriculum Guide 7
 MATHEMATICS 2
Structuring Competencies in a Definitive Budget of Work

25.1 visualizes, represents and subtracts 2- to 3-

M2NS-IIa-
digit numbers with minuends up to 999 with 1
25.2
regrouping
26. Subtracts mentally 1-digit numbers from 1- to 3-
digit numbers without regrouping using M2NS-IIa- 26 1
appropriate strategies.

27. Subtracts mentally 3-digit numbers by tens

M2NS-IIa- 27 1
without regrouping using appropriate strategies.

28. Subtracts mentally 3-digit numbers by hundreds

M2NS-IIa- 28 1
without regrouping using appropriate strategies.

29. Solves routine problems involving subtraction

of whole numbers including money with minuends
M2NS-IIb- 29 1
up to 1000 using appropriate problem solving
strategies and tools.

30. Solves non- routine problems involving

subtraction of whole numbers including money
M2NS-IIb- 30 2
with minuends up to 1000 using appropriate
problem solving strategies and tools.

31. Creates problems involving subtraction of

M2NS-IIb- 31 2
whole numbers including money.

K to 12 Curriculum Guide 8
 MATHEMATICS 2
Structuring Competencies in a Definitive Budget of Work

32. Performs orders of operations involving

M2NS-IIc- 32 2
addition and subtraction of small numbers.

33. Solves multi-step routine problems involving

addition of 2- to 3-digit numbers including money
M2NS-IIc- 33 1
using appropriate problem solving strategies and
tools.

34. Solves multi-step non-routine problems

involving addition of 2- to 3-digit numbers including
M2NS-IIc- 34 2
money using appropriate problem solving
strategies and tools.

35. Solves multi-step routine problems involving

subtraction of 2- to 3-digit numbers including
M2NS-IId-35 1
money using appropriate problem solving
strategies and tools.

36. Solves multi-step non-routine problems

involving subtraction of 2- to 3-digit numbers
M2NS-IId- 36 1
including money using appropriate problem solving
strategies and tools.

37. Creates word problems involving addition of

M2NS-IId- 37 1
whole numbers including money.

K to 12 Curriculum Guide 9
 MATHEMATICS 2
Structuring Competencies in a Definitive Budget of Work

38. Creates word problems involving subtraction of

M2NS-IId- 38 1
whole numbers including money.

39. Illustrates multiplication as repeated addition

M2NS-IId- 39 1
using groups of equal quantities on number line.

40. illustrates multiplication as repeated addition

M2NS-IIe-40 1
using arrays on number line

41. illustrates multiplication as repeated addition

M2NS-IIe-41 1
using counting by multiples on number line

42. writes a related equation for each type of

M2NS-IIe-
multiplication: repeated addition, array, counting by
42.0
multiples, and equal jumps on the number line.

42.1 writes a related equation for each type of M2NS-IIe-

1
multiplication: repeated addition on the number line 42.1

42.2 writes a related equation for each type of M2NS-IIe-

1
multiplication: array on the number line 42.2
42.3 writes a related equation for each type of M2NS-IIe-
1
multiplication: counting by multiples. 42.3

K to 12 Curriculum Guide 10
 MATHEMATICS 2
Structuring Competencies in a Definitive Budget of Work

42.4 writes a related equation for each type of M2NS-IIg-

1
multiplication: equla jumps on the number line 42.4

43. illustrates the property of multiplication that any

M2NS-IIg-43 1
number multiplied by one (1) is the same number.

44. Illustrates the property of multiplication that

M2NS-IIg- 44 1
zero multiplied by any number is zero.
45. Illustrates and applies the commutative
M2NS-IIg- 45 1
property of multiplication.

46. Visualizes multiplication of numbers 1 to 10 by

M2NS-IIg- 46 1
2, 3, 4, 5 and 10 and create tables 2, 3, 4, 5 and 10.

47. Multiplies mentally 2,3,4,5 and 10 using

M2NS-Ih-47 1
appropriate strategies.
48. Solves routine problems involving
multiplication of whole numbers including money
M2NS-IIh- 48 1
using appropriate problem solving strategies and
tools.
49. Solves non- routine problems involving
multiplication of whole numbers including money
M2NS-IIh-49 1
using appropriate problem solving strategies and
tools.

K to 12 Curriculum Guide 11
 MATHEMATICS 2
Structuring Competencies in a Definitive Budget of Work

50. Solves routine problems involving

multiplication and addition or subtraction of whole
M2NS-IIh-50 2
numbers including money using appropriate
problem solving strategies and tools.

51. Solves non- routine problems involving

multiplication and addition or subtraction of whole
M2NS-IIi- 51 2
numbers including money using appropriate
problem solving strategies and tools.

52. Creates problems involving multiplication only

of whole numbers including money with reasonable M2NS-IIi- 52 2
answers.

53. Creates problems involving multiplication with

addition of whole numbers including money with M2NS-IIi-j- 53 2
reasonable answers.

54. Creates problems involving multiplication with

subtraction of whole numbers including money M2NS-IIj- 54 2
with reasonable answers.

QUARTERLY TEST 2
TOTALNUMBER OF DAYS 45

K to 12 Curriculum Guide 12
 MATHEMATICS 2
Structuring Competencies in a Definitive Budget of Work

Grade 2- THIRD QUARTER

The learner is able to 1) apply division of whole numbers up to 1000 including money
PERFORMANCE
in mathematical problems and real-life situations. 2) recognize and represent unit
STANDARDS
fractions in various forms and contexts
CONTENT The learner 1) demonstrates understanding of division of whole numbers up to 1000
STANDARDS including money. 2) demontrates understanding of unit fractions]
Content
Numbers and Number Sense
Areas/Strand

NO. OF DAYS
LEARNING COMPETENCIES CODE
TAUGHT

55. visualizes and represents division as equal

sharing, repeated subtraction, equal jumps on the M2NS-IIIa-
number line and using formation of equal groups of 55.0
objects

55.1 visualizes, and represents division as equal M2NS-IIIa-

1
sharing and repeated subtraction of objects 55.1

55.2 visualizes and represents division as equal

M2NS-IIIa-
jumps on the number line and using formation of 1
55.2
equal groups of objects

K to 12 Curriculum Guide 13
 MATHEMATICS 2
Structuring Competencies in a Definitive Budget of Work

56. Creates a related equation for each type of

situation: equal sharing, repeated subtraction,
M2NS-IIIa- 56 1
equal jumps on the number line, and formation of
equal groups of objects.

57. Writes a related equation for each type of

situation: equal sharing, repeated subtraction,
M2NS-IIIa-57 1
equal jumps on the number line, and formation of
equal groups of objects.

58. visualizes division of numbers up to 100 by 2, 3,

M2NS-IIIa- 58 1
and 4 (multiplication table of 2, 3, and 4).

59. visualizes division of numbers up to 100 by 5,

M2NS-IIIb- 59 1
and 10 (multiplication table of 5 and 10).

60. Illustrates that multiplication and division are

M2NS-IIIb- 60 1
inverse operations.

61. Divides mentally numbers by 2, 3, 4, 5 and 10

using appropriate strategies (multiplication table of M2NS-IIIb- 61 1
2, 3, 4, 5 and 10).

K to 12 Curriculum Guide 14
 MATHEMATICS 2
Structuring Competencies in a Definitive Budget of Work

62. Solves routine problems involving division of

numbers by 2,3,4,5 and 10 and with any of the other
operations of whole numbers including money M2NS-IIIb- 63 1
using appropriate problem solving strategies and
tools.

63. Solves non- routine problems involving division

of numbers by 2,3,4,5 and 10 and with any of the
other operations of whole numbers including M2NS-IIIb- 64 1
money using appropriate problem solving
strategies and tools.

65. Creates word problems involving division of

M2NS-IIIc- 65 1
whole numbers including money.

66. Visualizes, represents and identifies unit

M2NS-IIIc- 66 1
fractions with denominators of 10 and below.

67. Reads and writes unit fractions. M2NS-IIIc- 67 1

68. Compares unit fractions using relation symbols. M2NS-IIIc- 68 1

69. Arranges unit fractions in increasing and

M2NS-IIIc- 69 1
decreasing order.
K to 12 Curriculum Guide 15
 MATHEMATICS 2
Structuring Competencies in a Definitive Budget of Work

70. Identifies other fractions less than one with

M2NS-IIId-70 1
denominators 10 and below.

71. Visualizes and represents similar fractions

M2NS-IIId- 71 2
(using group of objects and (number line).

72. Reads and writes similar fractions. M2NS-IIId- 72 2

73. Compares similar fractions using relation
M2NS-IIIe- 73 2
symbols.
74. Arranges similar fractions in increasing and
M2NS-IIIe- 74 2
decreasing order.
The learner is able to recognize and construct straight and curved lines, flat and
PERFORMANCE curved surfaces, basic shapes and create simple designs that show symmetry in a line
STANDARDS and tessellation using triangles and squares.
The learner demonstrates understanding of straight and curved lines, flat and curved
CONTENT surfaces, basic shapes, symmetry in a line, and tesselations using tria gles and
STANDARDS squares
Content
Geometry
Areas/Strand
75. Visualizes, identifies, classifies and describes
M2GE-IIIe-75 2
half circle and quarter circles.
76. Constructs squares, rectangles, triangles,
circles, half-circles, and quarter circles using cut- M2GE-IIIf-76 2
outs and square grids.

K to 12 Curriculum Guide 16
 MATHEMATICS 2
Structuring Competencies in a Definitive Budget of Work

77. Identifies shapes/figures that show symmetry in

M2GE-IIIf-77 2
a line.
78. Identifies and draws the line of symmetry in a M2GE-IIIf-g-
2
given symmetrical figure. 78

79. Creates figures that show symmetry in a line. M2GE-IIIg-79 2

80. Recognizes shapes that can tessellate. M2GE-IIIg- 80 1

81. Tessellates a surface using triangles and
M2GE-IIIh- 81 2
squares.

82. Identifies straight lines and curves, flat and

M2GE-IIIh- 82 2
curved surfaces in a 3-dimensional object.

83. Explains the differences between straight lines M2GE-IIIh-i-

2
and curved lines, flat surfaces and curved surfaces. 83

The learner is able to apply knowledge of continuous patterns using two attributes and
PERFORMANCE
number sentences involving multiplication and division using 2, 3, 4, 5, and 10 only in
STANDARDS
various situations
The learner demonstrates understanding of continuous patterns using two attributes
CONTENT
and mathematical sentences involving multiplication and division of whole numbers
STANDARDS
using 2, 3, 4, 5, and 10 only

K to 12 Curriculum Guide 17
 MATHEMATICS 2
Structuring Competencies in a Definitive Budget of Work

Content
Patterns and Algebra
Areas/Strand

84. Determines the missing term/s in a given

continuous pattern using two attributes (any two of
M2AL-IIIi- 84 1
the following: figures, numbers, colors, sizes, and
orientations, etc.)

85.Visualizes and finds the missing value in a

number sentence involving multiplication or
M2AL-IIIi- 85 1
division of whole numbers using 2,3, 4, 5 and 10
only
QUARTERLY
2
TEST
TOTAL NUMBER
45
OF DAYS

Grade 2- FOURTH QUARTER

The learner is able to apply concept of time, standard measures of length, weight, and
PERFORMANCE
capacity, and area using square-tile units in mathematical problems and real-life
STANDARDS
situations

K to 12 Curriculum Guide 18
 MATHEMATICS 2
Structuring Competencies in a Definitive Budget of Work

CONTENT The learner emonstrates understanding of time, standard measures of length, weight,
STANDARDS and capacity, and area using square-tile units.

Content
Measurement
Areas/Strand

NO. OF DAYS
LEARNING COMPETENCIES CODE
TAUGHT

86. Tells and writes time in minutes including a.m.

M2ME-IVa-86 2
and p.m. using analog and digital clocks.

87 visualizes, represents and solves problems

involving time (minutes including a.m. and p.m. and M2ME-IVa-87 2
elapsed time in days).

88. shows and uses the appropriate unit of length

M2ME-IVa-b-
and their abbreviation cm and m to measure a 2
88
particular object. 1
89. measures objects using appropriate measuring
tools in m or cm and compares length in meters or M2ME-IVb-89 1
centimeters

90. Estimates and measures length using meter or

M2ME-IVb-90 1
centimeter.

K to 12 Curriculum Guide 19
 MATHEMATICS 2
Structuring Competencies in a Definitive Budget of Work

91. Solve routine and non-routine problems

M2ME-IVb-91
involving length.
M2ME-IVb-
91.1 solve routine problems involving length 1
91.1
M2ME-IVb-
91.2 solve non- routine problems involving length 1
91.2

92. Shows, compares and uses the appropriate

M2ME-IVc- 92 2
unit of weight g and kg.

93. solves routine and non-routine problems

M2ME-IVc- 93 0
involving Mass :gram or kilogram
93.1 solves routine problems involving Mass : gram M2ME-IVc-
2
or kilogram 93.1
93.2 solves non-routine problems involving Mass : M2ME-Ivc-d-
2 1
gram or kilogram 93.2

94. measures objects using appropriate measuring

M2ME-IVd-94 2
tools in mL or L.

95. Creates and solve problems involving length,

M2ME-IVd-95
mass and capacity.

95.1 creates problems involving length, mass and

M2ME-Id-95.1 2
capacity

K to 12 Curriculum Guide 20
 MATHEMATICS 2
Structuring Competencies in a Definitive Budget of Work

95.2 solves problems involving length, mass and M2ME-IVe-

2
capacity 95.2

96. Illustrates and finds area as a measure of how

much surface is covered or occupied by a plane M2ME-IVe-
0
figure using square tile units i.e. number of square- 96.0
tiles needed.

96.1 illustrates area as a measure of how much

surface is covered or occupied by a plane figure M2ME-IVe-
2
using square tile units i.e. number of square -tiles 96.1
needed

96.2 finds area as a measure of how much surface

M2ME-Ive-f-
is covered or occupied by a plane figure using 2 1
96.2
square tile units i.e. number of square -tiles needed

97. Solves routine and non-routine problems M2ME-IVf-

involving any figure using square tiles. 97.0

97.1 solves routine problems involving any figure M2ME-IVf-

2
using square tiles 97.1
97. 2 solves non-routine problems involving any M2ME-IVf-
2
figure using square tiles 97.2

K to 12 Curriculum Guide 21
 MATHEMATICS 2
Structuring Competencies in a Definitive Budget of Work

The learner is able to create and interpret simple representations of data (tables and
PERFORMANCE pictographs without and with scales ) and describe outcomes of familiar events using
STANDARDS the terms likely, equally likely and unlikely to happen
The learner deepens understanding of pictographs without and with scales and
CONTENT outcomes of an event using the terms likely, equally likely and unlikely to happen.
STANDARDS

Content
Statistics and Probability
Areas/Strand
98. Collects data on one set of objects/ interest
M2SP-IVg-98 2
(variable) using a questionnaire.

99. Sorts, classifies, and organizes data in tabular

form and presents this into a pictograph without M2SP-IVg-99
and with scales.

99.1 sorts, classifies, and organizes data in tabular

M2SP-IVg-
form and presents this into a pictograph without 1
99.1
scales

99.2 sorts, classifies, and organizes data in tabular M2SP-IVg-

2
form and presents this into a pictograph with scales 99.2

100. Infers and interprets data presented in a M2SP-IVg-

pictograph without and with scales. 100

K to 12 Curriculum Guide 22
 MATHEMATICS 2
Structuring Competencies in a Definitive Budget of Work

100.1 infers and interprets data presented in a M2SP-IVh-

pictograph without scales 1
100.1
100.2 infers and interprets data presented in a M2SP-IVh-
pictograph with scales 2
100.2
101. Solves routine and non-routine problems
M2SP-IVh-
using data presented in a pictograph without and
101
with scales

101.1 solves routine problems using data presented M2SP-IVh-

1
in a pictograph without and with scales 101.1

101. 2 solves non-routine problems using data M2SP-IVh-

1
presented in a pictograph without and with scales 101.2

102. Tells whether an event is likely, equally likely,

M2SP-IVi-102 1
or unlikely to happen.

103. Describes events in real-life situations using

the phrases "likely to happen” or "unlikely to M2SP-IVi-103 2
happen" or "equally likely to happen".

QUARTERLY TEST 2
TOTAL NUMBER OFTOTAL
DAYS 45

K to 12 Curriculum Guide 23