Region III

Division of Mabalacat City

Cluster 1
Mabalacat City

BANGHAY-ARALIN SA MATIMATIKA II
GRADE TWO -
SCHOOL DAU ELEMENTARY SCHOOL GRADE LEVEL
SUNFLOWER
TEACHER ANGELA S. TOLENTINO LEARNING AREA MATH
DATE/TI
MAY 24-28,2021/10:05-10:55AM QUARTER FOURTH QUARTER
ME

WEEK 2
I. OBJECTIVES
 the learner demonstrates understanding of time standard measures of length , mass and capacity
A. Content Standard
and area using square-tile units
B. Performance  : the learner is able to apply knowledge of time, standard measures of length , weight and capacity,
Standard and area using square –tile units in mathematical problems and real life situations
C. Learning  Compares Mass in Grams or Kilograms M2ME-IVd-29
Competency/
Objectives
LC Code
II. CONTENT  Math: Comparing Mass in Grams or Kilograms
 Subject Integration
Values,
MAPEH-Music
MTB- Paggamit ng salitang pang-uri
III. LEARNING
RESOURCES
A. References
1.Teacher’s Guide 452-454
pages
2. Learner’s 359-360
Materials pages
3. Textbook pages
4. Additional
Materials from
Learning
Resource
(LR)portal
B. Other Learning Activity sheet, weighing scale
Resources
IV. PROCEDURES
A. Reviewing previous - Drill
lesson or presenting Say: Show cut-out of food items.
the new lesson When I show an object, measured by gram, clap your hands once, if an object measured by
(Elicit) kilogram, clap your hands twice.

B. Establishing a - Show picture cards as shown below. Let us compare the objects being weight.
purpose for the
lesson
(Engage)

Ask: Which vegetables are heavier? Which vegetables are less?

-
C. Presenting A.. Sing the” Fruit Salad Song “
examples/Instances
of the new lesson
(Engage)

D. Discussing new - . Presentation

concepts and - Present the word story.
practicing new skills - Si Anaog Rosa namalitogprutassamerkado. Nipalitsi Ana og 500 grams ( g ) nga apple ugsi Rosa
#1 nipalitog3 kilogram ( kg ) nga strawberry
(Explore)

Say: the apples weigh 500 grams ( g ) while the strawberry weigh 3 kilograms ( kg ).
Ask: Which are heavier? Apple or strawberry ?Why?
E. Discussing new GROUP ACTIVITY:
concepts and
practicing new skills Group 1: Compare the object in each set . Check the one that is heavy, cross out the one that is light.
#2
(Explore)

Group 2: Look at the picture. Compare the fruits and vegetables in each set. .Circle the one that is heavy
and box the one that is light.

Group 3. Compare. Write the symbols. >< =

1. 200 g _____ 100 g

2. 1000g _____ 2 kg
3. 5 kg _____ 6 kg
4. 50 kg _____ 2000g
5. 6 kg _____ 6000g

F. Developing mastery Remind the children that the abbreviation for gram is g and the abbreviation for kilogram is kg.
(leads to Formative Say: In measuring and comparing different masses of objects we use the key term such as greater than (> ),
Assessment 3) less than ( < ) or equal ( =)
(Explain)
G. Finding practical Pagtapatin ang hanay A sa hanay B.
application of
concepts and skills in HANAY A HANAY B
daily living
(Elaborate)
H. Making
generalizations and - Ask: How do we compare the weight in grams and kilograms?
abstractions about
the lesson Emily helped her mother sell fish in the market. They sold 10 kg of fish in the morning. How many
(Elaborate) grams of fish did they sell? How did Emily helped her mother? What trait did she show? Do you also
help your mother?
I. Evaluating learning Ikumpara at i
(Evaluate) Ilagay ang wastong simbolo<,>,=.

1. 600g _____ 500g 5. 5000g _____ 5kg

2. 2000g _____ 1000g 6. 12g _____ 12kg
3. 10kg _____ 25kg 7. 500g _____ 1 kg
4. 100g _____ 4kg 8. 4000g _____ 2kg

J. Additional activities Bilugan ang tamang sagot.

for application or
remediation 1. 4 kg > _____ ( 2kg , 10kg, 8 kg )
(Extend) 2. 10kg < _____ ( 20kg, 100g, 300g )
3. 1000g = _____ ( 1kg, 2kg, 5kg )

V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 80% on the
formative assessment ___ Learners who earned 80% or above on the formative assessment

B. No. of Learners who

require additional ___ Learners who require additional activities for remediation
activities for remediation
C. Did the remedial Did the remedial lessons work?
lessons work? No. of ___Yes ___No
learners who have caught
up with the lesson. ____ Learners who caught up with the lesson
D. No. of learners who
continue to require ___ Learners who continue to require additional activities for remediation
remediation
E. Which of my teaching
strategies worked well? Strategies used that worked well:
Why did these work?
___Metacognitive Development: Examples: Self assessments, note taking and studying techniques, and
vocabulary assignments.

___Bridging: Examples: Think-pair-share, quick-writes, and anticipatory charts.

___Schema-Building: Examples: Compare and contrast, jigsaw learning, peer teaching, and projects.

___Contextualization: Examples: Demonstrations, media, manipulatives, repetition, and local

opportunities.

___Text Representation: Examples: Pupil created drawings and other representations or illustrations

___Modeling: Examples: Speaking slowly and clearly, modeling the language you want the pupils to use,
and providing samples of pupils’ work.

Other Techniques and Strategies used that worked well:

___ Explicit Teaching
___Scaffolding
 ___ Group collaboration
___ Learning through play
___ Answering preliminary activities/exercises
___ Carousel Brainstorming Technique or Rotating Review
___ Dyads
___ Differentiated Instruction
___ Discussion
___ Think-Pair-Share (TPS)
___Use of Graphic Organizers/ Big Books/ Manipulatives
___ Rereading of Paragraphs/Poems/Stories
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
___Use of ICT Integration
___Use of Localized Materials
____Utilization of Reward System

Others:
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________

Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group members’ cooperation in doing their tasks
___Audio-Visual presentation of the lesson
___Teacher’s Positive Reinforcement
___Teacher’s Knowledge of the Pupils’ Profile
___Teacher’s Appropriate Processing of Pupils’ Outputs

Others:
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________

F. What difficulties did I ___ Content

encounter which my ___ Strategies
principal or supervisor ___ Classroom Management
can help me solve? ___ Pupils’ behavior/attitude
___ Lack of Interest among pupils
___Tardiness among pupils
___ Classroom Structuring
___Rubric Making
___ Development of developmentally appropriate and innovative instructional materials
___Unavailability of Technological Equipment and facilities
___Unavailability of Printed textbooks and manuals
___ Pupils’ Reading Readiness

Others:
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________

G. What innovation or Planned Innovations:

localized materials did I ___ Use of Interactive Videos Specify: ___________________________________________
use/discover which I wish ___ Use of recycled/ real objects Specify: ___________________________________________
to share with other ___ Use of PowerPoint presentations Specify: ___________________________________________
teachers? ___ Use of manipulative materials Specify: ___________________________________________
___ Use of localized materials Specify: ___________________________________________
Others:
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
 Prepared & Submitted by:

Angela S. Tolentino
Teacher I

Checked & Observed by:

Priscilla C. Garcia
Master Teacher II

BENILDA R. TUAZON
Principal IV

Pangalan:____________________________________________ Pangalan:____________________________________________

Petsa:____________________________ Puntos:____________ Petsa:____________________________ Puntos:____________

Lagyan ng (√) kung ang pangungusap ay tama at (X) kung mali. Lagyan ng (√) kung ang pangungusap ay tama at (X) kung mali.

______1. Ang paglalaro ng posporo ay hindi mapanganib sa bata. ______1. Ang paglalaro ng posporo ay hindi mapanganib sa bata.

______2. Maaaring paglaruan ng bata ang gunting, kutsilyo at iba ______2. Maaaring paglaruan ng bata ang gunting, kutsilyo at iba
pang matatalim na bagay. pang matatalim na bagay.

______3. Maaaring tumakbo ang bata habang hawak sa kamay ang ______3. Maaaring tumakbo ang bata habang hawak sa kamay ang
gunting. gunting.

______4. Gumamit ng mga kasangkapang de- koryente kahit hindi ______4. Gumamit ng mga kasangkapang de- koryente kahit hindi
alam ng magulang. alam ng magulang.

______5. Maaaring masunog ang iyong katawan sa maling ______5. Maaaring masunog ang iyong katawan sa maling
pagbubukas ng lutuang de-kuryente pagbubukas ng lutuang de-kuryente
Pangalan:____________________________________________ Pangalan:____________________________________________

Petsa:____________________________ Puntos:____________ Petsa:____________________________ Puntos:____________

Lagyan ng (√) kung ang pangungusap ay tama at (X) kung mali. Lagyan ng (√) kung ang pangungusap ay tama at (X) kung mali.

______1. Ang paglalaro ng posporo ay hindi mapanganib sa bata. ______1. Ang paglalaro ng posporo ay hindi mapanganib sa bata.

______2. Maaaring paglaruan ng bata ang gunting, kutsilyo at iba ______2. Maaaring paglaruan ng bata ang gunting, kutsilyo at iba
pang matatalim na bagay. pang matatalim na bagay.

______3. Maaaring tumakbo ang bata habang hawak sa kamay ang ______3. Maaaring tumakbo ang bata habang hawak sa kamay ang
gunting. gunting.

______4. Gumamit ng mga kasangkapang de- koryente kahit hindi ______4. Gumamit ng mga kasangkapang de- koryente kahit hindi
alam ng magulang. alam ng magulang.

______5. Maaaring masunog ang iyong katawan sa maling ______5. Maaaring masunog ang iyong katawan sa maling
pagbubukas ng lutuang de-kuryente pagbubukas ng lutuang de-kuryente

Pangalan:____________________________________________ Pangalan:____________________________________________

Petsa:____________________________ Puntos:____________ Petsa:____________________________ Puntos:____________

Lagyan ng (√) kung ang pangungusap ay tama at (X) kung mali. Lagyan ng (√) kung ang pangungusap ay tama at (X) kung mali.

______1. Ang paglalaro ng posporo ay hindi mapanganib sa bata. ______1. Ang paglalaro ng posporo ay hindi mapanganib sa bata.

______2. Maaaring paglaruan ng bata ang gunting, kutsilyo at iba ______2. Maaaring paglaruan ng bata ang gunting, kutsilyo at iba
pang matatalim na bagay. pang matatalim na bagay.

______3. Maaaring tumakbo ang bata habang hawak sa kamay ang ______3. Maaaring tumakbo ang bata habang hawak sa kamay ang
gunting. gunting.

______4. Gumamit ng mga kasangkapang de- koryente kahit hindi ______4. Gumamit ng mga kasangkapang de- koryente kahit hindi
alam ng magulang. alam ng magulang.

______5. Maaaring masunog ang iyong katawan sa maling ______5. Maaaring masunog ang iyong katawan sa maling
pagbubukas ng lutuang de-kuryente pagbubukas ng lutuang de-kuryente