GASPAR, GIANNE KATE R.

BEED 2

I. OBJECTIVES
A. Content Standard Demonstrate an understanding of the concept of whole numbers up to 1000.
B.Performance Standard Explore the concept of whole numbers up to 1000 and compare these in
various contexts.
C. Learning Competencies/ Gives the place value of each digit in a 3- digit numbers.
Objectives
*Values Integration: Enjoyment in doing things
II. CONTENT Content: Counting Ones, Tens and Hundreds
Lesson 5
III. LEARNING
RESOURCES Grade 2 – Mathematics
A. References
1. Teacher’s Guide Pages
Grade 2 – Mathematics
2. Learner’s Materials TG in Mathematics pages 20-26 (softcopy)
pages
3. Text book pages LM in Mathematics pages 13-15

4. Additional Materials 1. drinking straws, flashcards, picture, flaglets other concrete counters
from Learning Resources 2. Picture
3. Cut-outs
B. Other Learning Laptop, Projector
Resources
IV. PROCEDURE
Teacher Activity Pupil’s Activity
A. Preliminary 1. Prayer
Activities 2. Greetings
-Good evening class! -Good evening teacher. Good
eveningclassmates. It’s nice to
see you again

-Okay class you may now take

your sit
3. Checking of Attendance
-Who is absent today? None teacher.
-Very good.
4. Setting of Classroom
standards
- What will you do when
the class started? -sit properly
-Okay, that’s it. I hope -keep quite and listen carefully
that you will cooperate with that. -raise your right hand if we
want to answer
-I will group you 4 in
groups. Each group will be having -yes teacher
their names, the first group will be
called dog’s group, Group 2 will be
cat’s group, Group Three will be the
lion’s group and the last group will be
the snake’s group.
 - Everytime you want to
answer just raise your flaglet and
state your answer. Each right answer
will gain points. The group that will
have a biggest score will be the winner
and will receive an award.
5. Unlocking of Difficulties
 Tinagsa- ones
 Tagnapulo- tens
 Ginatos- hundreds
B. A. Reviewing INSTRUCTIONAL PROCEDURE
previous lesson or Preparatory Activities
presenting the new 1. Drill
lesson
Mental addition using flash cards
1. 100 + 100
 200
2. 10 + 10
3. 100 + 20  20
4. 200+80  120
5. 500+100  280
 600
2. Pre-Assessment
Give the number for each set of objects.

1. 543

2. 792

3. 902

4.857

C. Establishing a purpose 1.Motivation:

for the lesson ( Motivation) Help the birdie find its way to her
mother by counting from the starting
point to the mother bird.

TEACHER
STUDENT
Ask: What do you do when you see
birds in your surroundings?
 Quicken maam!
Why is it bad to hurt or kill animals?
 Because they have life
 (One-act play) Act out a mother feeding maam.
her son/daughter. Then have this
sentence on the board.
Mother feeds her daughter with
delicious food.
D. Presenting Examples / Posing a Task b
instances of new lesson
( Presentation) `

Distribute 25 objects/things to each pair

of pupils. Let them group the counters
by tens and ones, as instructed by the
teacher.
Example:
Form a group of ten objects.
Form another group of ten objects until
only ones are left.

E. Discussing new concepts Performing the Task 5

and practicing new skills #1 Processing 3
( Modeling) Performing the Task 2
Processing 523
Pila ka tinag-usa ang nabilin?
Pila ka tinag napulo ang naa sa 25?

Show this
on the board.
25 2 tens + 5 ones
F. Discussing new concepts Discussion of new concepts and
and practicing new skills #2 practice of new skills #2(Guided
(Guided Practice) Practice) Isulat ang numero sa kada hut-
ong o set sa mga bu

1.499

tang sa kada
 blangko sa inyong papel.

2.366

G. Developing mastery F. Developing mastery

( Independent Practice) ( Independent Practice)
Tun-i ang mga hulagway ug isulat ang
insaktong numero kada drowing
1.279

2.188

H. Finding Practical Finding Practical applications of

applications of concepts and concepts and skills ( Application /
skills ( Application / Valuing)
Valuing)
Let the pupils identify the number for
each sets of objects.
Write the number of hundreds, tens and
ones. Then, write the number on your
paper.
Example:
589 = 5 hundreds + 8 tens + 9 ones
1. 896 = _______ hundreds +
_________ tens + ________ ones
2. 465 = _______ hundreds +
 _________ tens + ________ ones
3. 926 = _______ hundreds +  200
_________ tens + ________ ones  20
4. 168 = _______ hundreds +  120
_________ tens + ________ ones  280
5. 386 = _______ hundreds +  600
_________ tens + ________ ones

I. Making generalizations and H. Making generalizations and

abstractions about the lesson ( abstractions about the lesson
Generalization) (Generalization )
Ask the following question?
Unsay imu nakatonan karung adlawa?
Unsaon pag ila ang mga numero sa
saktong hut-ong? Unsay nakatabang sa
mga drowing sa pagila sa mga numero??
J. Evaluating Learning Direction: Give the place value of the
underline number.
1.543 1. Hundred/ginatos
2. 442 2. Hundred/ginatos
3. 641 3. Ones/tinag-usa
4. 789 4. Tens/tinag-pulo
5. 540 5. Ones/tinag-usa
H.Assignment
A. Let the pupils give the
correct number. 1.278
1. 2 hundreds + 7 tens + 8 ones = 2.349
2. 3 hundreds + 4 tens + 9 0nes = 3.130
3. 1 hundreds + 3 tens + 0 ones = 4.407
4. 4 hundreds + 0 tens + 7 ones = 5.199
_______
5. 1 hundreds + 9 tens + 9 ones =
______

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?

Prepared by;
CHUCHE R. TUPAG

Student/Teacher

Checked/Observed:
Fe U. Abrahan
MT-1/College Instructor

DETAILED LESSON PLAN GRADE2