Lesson Plan in Match Grade 2

1:00-1:40

I. OBJECTIVES
A. Content Standard Demonstrates understanding of straight and curved lines, flat and
curved surfaces, basic shapes, symmetry in a line, and tessellations
using triangles and squares
B. Performance Can recognize and construct straight and curved lines, flat and
Standard curved surfaces, basic shapes and create simple designs that show
symmetry in a line and tessellation using triangles and squares.
C. Learning Identifies shapes/figures that show symmetry in a line.
Competencies/
Objectives
II. CONTENT Shapes and Figures that Show Symmetry in a Line
III. LEARNING Enjoying Mathematics for Life
RESOURCES
IV. PROCEDURE
A. Reviewing previous Ask the pupils to draw on a piece of paper the four basic shapes
lesson or presenting the (rectangle, square, triangle and circle). Tell them to divide the
new lesson shapes into two identical parts using only one line.
B. Establishing a Bring Me Game: (asking for objects with the basic geometric
purpose for the lesson shapes like the following. Bring me a ball. Bring me a notebook.
C. Presenting examples/ Present the problem. Rolly works on his project in Mathematics.
instances of the new He needs to fold several cut outs of figures in equal parts. He uses
lesson the concept of symmetry in folding the 144 papers. If you were
Rolly, how would you fold the figures in equal parts?
Give the following instructions to the pupils.
a. You will be working in groups.
b. Each group will be given a set of figures and a manila paper.
c. Think how the figures will be folded in equal parts in many
ways. Group the figures.
d. Paste your work on manila paper. Distribute the materials to the
pupils.
Group 1- Numbers Group 3- Shapes Group 2- Letters Group 4-
Fruits
D. Discussing new Pupils observe the figures given to them. They will determine all
concepts and practicing the possible lines of symmetry in the given figures. They decide on
new skills #1 their basis for grouping the figures. The basis for grouping the
figures is the number of lines of symmetry. There are figures with
only one line of symmetry; they are more than one line of
symmetry and no line of symmetry at all.
E. Discussing new Let the pupils post their work on the board. Have the groups
concepts and practicing explain their work. If the answer is incorrect, have the pupils
new skills #2 realize what made the answer wrong. Focus on the groupings of
objects based on the number of lines of symmetry. Give emphasis
on the number of lines of symmetry in each figure. There are
figures with only one line of symmetry; they are more than one line
of symmetry and no line of symmetry at all. The figures with one or
more than one line of symmetry are symmetrical figure and figures
with no line of symmetry are not symmetrical figure.
F. Developing mastery Draw a line to the following shapes to show symmetry.
(leads to formative
assessment 3

G. Finding practical Draw letters and shapes that show symmetry. Draw a line to show
applications of concepts the line of symmetry in each figure.
and skills in daily living
H. Making How can we identify symmetrical figures? (We can identify
generalizations and symmetrical figures by writing the line of symmetry to the figure or
abstraction about the folding the figures in two equal parts)
lesson When can we say a figure is symmetrical? ( We can say a figure is
symmetrical if the two halves match exactly when folded along the
line of symmetry)
I. Evaluating Learning Choose the letters and pictures that shows symmetry and draw the
line of symmetry.

J. Additional activities Look for the things in your house that shows symmetry and draw it
for application or in your assignment notebook. Draw the line of symmetry for each
remediation figure.
Lesson Plan in Math 2
1:00-1:40
I. OBJECTIVES
A. Content Standard Demonstrates understanding of straight and curved lines, flat and
curve basic shapes, symmetry in a line, and tessellations using
triangle
B. Performance Is able to recognize and construct straight and curved lines, flat and
Standard curved surfaces, basic shapes and create simple designs that show
symmetry in a line and tessellation using triangles and squares.
C. Learning Identifies and draws the line of symmetry in a given symmetrical
Competencies/ figure.
Objectives
II. CONTENT Shapes and Figures that Show Symmetry in a Line
II. LEARNING Enjoying life with Mathematics
RESOURCES
III. PROCEDURE
A. Reviewing previous Let the pupils get one sheet of paper. Let them fold it into two equal
lesson or presenting the parts. Let them open it and ask: What do you call that line in your
new lesson paper? When do we say that the figure is symmetrical?
B. Establishing a The teacher prepares images of a cat and a dog as shown.
purpose for the lesson

Both should be cut along their lines of symmetry. Handles should

be fixed at the back. He/she tells the story entitled, “The Year the
Cat and the Dog Didn’t Fight”. There was once an old wizard living
in a small hut in the forest. He was living peacefully for many years
until one summer evening, a cat came begging for food (The
teacher shows the image of the cat as though holding a puppet.).
The old man felt sorry for the cat and gave him half of his dinner. A
few days later, a dog came which also begged the old man for food.
His compassion for animals prompted him to give his lunch to the
dog, which ate everything hastily. The next day, the old man left to
buy some supplies but before he did, he put food on a big plate in
case the two animals come looking for him. Finally, the two came
and were overjoyed to see the feast that awaits them. That’s the
time they realized they were not alone. The dog growled at the cat
which snarled back. The situation gets out of control. The dog ran
after the cat destroying almost everything in their path. When the
old man came home, he can’t believe what he saw. His hut was in
total disarray. “What have you done? the old man said in a tired
voice. I left more than enough food so that you two can share it in
peace. But you didn’t.” The old man touches his long white beard
three times and, 286 amazingly, half of their faces were replaced by
half of the other’s face. (Half of each image is interchanged as
shown.) “Both of you will stay that way until next summer and I
hope by that time you will learn your lesson.” From that day on, the
two stopped fighting. On some occasions, they would but not for
long. They’re afraid they would injure their own faces. “How
would you describe their faces?” (“Their faces look strange and
funny.) “Do you think the two would learn their lesson after a
year?” (“No, the two are still fighting today.”)

C. Presenting examples/ “In our activity, you have divided shapes into two identical
instances of the new parts by drawing a line. For our lesson today, we will do this
lesson by folding. Do you know that there are some shapes and
pictures of real life objects which, when folded, produce two
halves that are perfectly the same? Let’s us try this with some
of the shapes that we have.”
Ask the students to fold a cutout of a circle through its
center in three different ways. Let them describe the result
(The two half circles are identical.
“How do we know that the two half circles are identical?
(“Once the circle is folded through its center, the boundary of
both half circles perfectly fit each other.”)
Let the students try the same with an equilateral triangle
(The three sides have the same length.)
Ask them to describe and explain the result.
Do the same with squares and rectangles. This would be
the turning point of the lesson where the students should
begin to understand the concept of symmetry.

“When you folded a square, what shapes were

produced?” (“The shapes of a triangle and a rectangle were
produced.”) "Can you describe these triangles/rectangles?”
(“When the square was folded, the triangles/rectangles
produced are identical.”)
“Why did you say so?”
(“Their edges/corners fit exactly each other.”)
“Did you get the same results with rectangles?”
(“In certain ways (vertically and horizontally) the rectangle
was folded, we get the same results. Two identical shapes
were produced. But when the rectangle was folded
connecting two opposite corners, the edges and corners of
the shapes (triangles) produced do not fit each other.”)
“Does this mean the two are not identical?”
Pupils’ answers may vary. The teacher should explain.
that the two are identical but cutting them along the
fold is necessary to make their edges and corners fit exactly.
each other. Moreover, after
cutting the rectangle along the diagonal, one of the triangles
should be rotated (not flipped) to make the two shapes fit.
each other. This could be made easily observable by using a
cutout with two sides/surfaces having different colors. For
comparison, the teacher may use a cutout of a square folded.
along its diagonal as shown.
Let the pupils try folding cutouts with irregular shapes.
which when folded would not fit each other. Let the pupils try
folding them several times until they realize the shapes
 have no symmetry or, more importantly, that not all shapes
have symmetry.

“Class, we formed two identical parts of a shape by folding it

along a particular line. We know that they are identical
because their boundaries fit exactly each other. When a
shape behaves this way when folded .
(The teacher should emphasize that cutting is not
allowed), we say that the shape has symmetry along the line
where it was folded. The teacher writes the word “symmetry”
on the board.
“But always bear in mind, and this is very important, that
shapes could only be folded in specific ways to show
symmetry. Some shapes can be folded in only one way to
show it. Shapes may have symmetry along a particular fold
but may not show the same when folded differently.
D. Discussing new Divide the pupils into four groups.
concepts and practicing Let each group perform an activity where cutouts of shapes
new skills #1 shown below have to be used. In this activity, pupils must
identify the number of lines of symmetry in the given shapes
by folding. Pupils may try out one or more ways of doing the
task. On a sheet of paper, the pupils have to draw the figures
and draw their respective lines of symmetry. The number of
lines of symmetry of the following shapes are given below.

E. Discussing new Presentation of each group. Guide the pupils in presenting their
concepts and practicing outputs.
new skills #2
F. Developing mastery
(leads to formative Identify the number of lines of symmetry but, this time, no folding
assessment 3) is involved. They have to form a mental image of how the folding
would be done.

G. Finding practical Look around in your classroom. Draw at least five (5) things that
applications of concepts show symmetry. Draw a line of symmetry.
and skills in daily living
H. Making A simple way of looking at symmetry among shapes and
generalizations and figures is that if the shape were folded in half over the line of
abstraction about the symmetry, the two portions are identical and would fit each
lesson other exactly.
However, one should be careful not to immediately infer
symmetry when two halves of a shape or figure are identical.
Moreover, a shape may show symmetry when folded in a
 particular way but may fail to show the same when folded
differently.

I. Evaluating Learning Choose the letters and pictures that shows symmetry. Draw the line
of symmetry.

J. Additional activities Cut pictures that show symmetry. Draw the line of symmetry on
for application or each picture. Bring graphing paper tomorrow
remediation

Lesson Plan in Science 5

I. OBJECTIVES
A. Content Standard Define sound waves.
2. Identify the characteristics of sound.
3. Determine the characteristics of sound using the basic
properties of waves.
4. Explain how sound vary from one person to another.
5. Illustrate how organisms produce, transmit, and receive
sound.
6. Integrate the value of sound waves as the mechanism for
hearing
Define sound waves.
2. Identify the characteristics of sound.
3. Determine the characteristics of sound using the basic
properties of waves.
4. Explain how sound vary from one person to another.
5. Illustrate how organisms produce, transmit, and receive
sound.
6. Integrate the value of sound waves as the mechanism for
hearing
Define sound waves.
2. Identify the characteristics of sound.
3. Determine the characteristics of sound using the basic
properties of waves.
4. Explain how sound vary from one person to another.
5. Illustrate how organisms produce, transmit, and receive
sound.
6. Integrate the value of sound waves as the mechanism for
hearing.
The characteristics of sound
B. Performance Standard . Describe the characteristics of sound using the
concepts of wavelength,
velocity, and amplitude; S7LT-IIId-7
2. Explain sound production in the human voice box, and how
pitch, loudness,
and quality of sound vary from one person to another: S7LT-IIIe-
8
3. Describe how organisms produce, transmit, and receive
sound of various
frequencies (infrasonic, audible, and ultrasonic sound). S7LT-
IIIe-9

C. Learning Competencies/ 1. Describe the characteristics of sound using the

Objectives concepts of wavelength,
velocity, and amplitude; S7LT-IIId-7
2. Explain sound production in the human voice box, and how
pitch, loudness,
and quality of sound vary from one person to another; S7LT-
IIIe-8
3. Describe how organisms produce, transmit, and receive
sound of various
frequencies (infrasonic, audible, and ultrasonic sound). S7LT-
IIIe-9
1. Define sound waves.
2. Identify the characteristics of sound.
3. Determine the characteristics of sound using the basic
properties of waves.
4. Explain how sound varies from one person to another.
5. Illustrate how organisms produce, transmit, and receive
sound.
6. Integrate the value of sound waves as the mechanism for
 hearing

II. CONTENT Topic: Sound Waves

1. Characteristics of sound:
1,1 Pitch;
1.2 Loudness;
1.3 Quality
2. The hearing Process
3. Production of Sound
Topic: Sound Waves
1. Characteristics of sound:
1,1 Pitch.
1.2 Loudness.
1.3 Quality
2. The hearing Process
3. Production of Sound

III. LEARNING Exploring Life through Science. K to 12

RESOURCES Curriculum (2013). pp. 223; Siverio, A. (2007).
Physics. pp. 397

IV. PROCEDURE
A. Reviewing previous Activity # 1: Word Construction
lesson or presenting the The students will be divided into five groups. Each group will
new lesson fill in the word in the
boxes. Each word has hints indicated and each correct answer
will correspond to 2.
points.
1. Sound
2. Pitch
3. Quality
4. Loudness
5. Ear
Activity # 2: 4 pics, 1 word
The students will be divided into five groups. Each
group will determine the word
described by the four pictures shown. (The teacher will show
pictures of a guitar, a man
singing, drums, and a body in motion for the word SOUND
PRODUCTION). Let the
students identify what is in the picture. Ask them how sounds are
produced. Are there.
any instances that they create sound out of some materials?

B. Establishing a purpose Activity # 3: Priming Questions

for the lesson The students will answer the following questions then the
teacher will synthesize them.
responses.
1. Suppose there is no sound produced by our movement or
produced in a material.
How would you feel if there was no sound?
2. How does sound help you?
3. What do you think is the reason that some of the blind people/
most of them can
independently do few things that normal people would do

C. Presenting examples/ Activity # 4: Hear that sound.

instances of the new lesson The students will listen to a sound and after 3 minutes they will
interpret the sound.
based on what and how they perceived the sound they heard.
D. Discussing new Activity # 5: Matching Type
concepts and practicing
new skills #1 The students will match column A to column B. Column B, are
to the examples in
column A.
Column A Column B
1. Quality A. Picture of a wavelength
2. Pitch B. Picture of different instruments
3. Loudness C. Picture of a girl singing
4. Sound D. Picture of the volume portion of the
speaker

E. Discussing new Activity # 6: Picture Analysis

concepts and practicing They will analyze a picture of big speakers, shouting
new skills #2 people and different kinds of
sound/ noise that are very destructive.
Guide Questions:
1. What do you observe in the picture?
2. How can you interpret the picture?
3. Are there any instances of how you experience noise
pollution?
4. What are your remedies/ actions to that problem?

F. Developing mastery Activity # 8: Identification

(leads to formative Directions: identify the following asked questions.
assessment 3 1. It is regarded as the most wonderful musical instrument
produced by humans.
2. These are the sounds whose frequencies are lower than 20 Hz.
3. The audible range that humans can hear is about _________
Hz.
4. It is defined as unwanted or damaging sound that includes
hearing loss, stress,
sleep loss and etc.
5. Sounds with frequencies higher than 20 000 Hz are called
_______.
Answers Key:
1. Human voice
2. Infrasounds
3. 20 – 20 000
Activity # 8: Identification
Directions: identify the following asked questions.
1. It is regarded as the most wonderful musical instrument
produced by humans.
2. These are the sounds whose frequencies are lower than 20 Hz.
3. The audible range that humans can hear is about _________
Hz.
4. It is defined as unwanted or damaging sound that includes
hearing loss, stress,
sleep loss etc.
5. Sounds with frequencies higher than 20 000 Hz are called
_______.
Answers Key:
1. Human voice
2. Infrasound
3. 20 – 20 000
4. Noise pollution
5. Ultrasounds
 4. Noise pollution
5. Ultrasounds
Noise pollution
5. Ultrasounds
G. Finding practical Activity # 8: Identification
applications of concepts Directions: identify the following asked questions.
and skills in daily living 1. It is regarded as the most wonderful musical instrument
produced by humans.
2. These are the sounds whose frequencies are lower than 20 Hz.
3. The audible range that humans can hear is about _________
Hz.
4. It is defined as unwanted or damaging sound that includes
hearing loss, stress,
sleep loss and etc.
5. Sounds with frequencies higher than 20 000 Hz are called
_______
Activity # 9: Make your Sound
In this activity the students will be group into 3 and they will
create their own sound out
of the materials inside the classroom. (Clapping’s and the use of
voice is allowed). They
will be given 15 minutes to do the task. They will be rated
through a rubric.
CREATIVITY (The kind of materials used) – 5 %
ORGANIZATION (The clarity of sound) - 5%
TEAMWORK - 5%
Total - 15 %
Activity # 11: Concept Webbing
Directions: In a 1 whole sheet of paper. Create a concept
web/ diagram about the
Summary of the lessons discussed. Write your understandings
about the lessons inside
the diagram/ concept web

I. Evaluating Learning Activity # 12: Give what is asked

Directions: Answer the following questions in a ¼ sheet of
intermediate paper.
1. It is the highness or lowness of a sound.
2. The property of a tone that distinguishes it from another tone
of the same pitch
and intensity.
3. A longitudinal wave that is created by vibrating objects.
4. One of the characteristics of sound which is also called
timbre.
5. It is closely related to intensity in which the greater the
intensity means the louder
the sound.
Answers Key:
1. Pitch
2. Quality
3. Sound
4. Quality
5. Loudness

J. Additional activities for Activity # 14: Browsing the internet.

application or remediation Directions: Browse on the internet to find out about the nature of
light and its characteristics.
 Write it on a 1 whole sheet of intermediate paper.

Lesson Plan in MAPEH (PHYSICAL EDUCATION) 4

I. . Objectives:
a. A. Content standards: The learner demonstrates understanding of participation
and assessment of physical activities and physical fitness.
b. Performance Standards: The learner participates and assesses performance in
physical activities.
c. Learning Competencies: The learner describes the physical activity pyramid.
II. Content: Assessment of physical activities and physical fitness.
III. Learning Resources: CG p.26 of 67, TG pp.3-5
KH pp.4-11; KH p.8
IV. Procedures:
A. Before the Lesson:
1. Engage students with the topic by asking them what does the term “fitness.”
means. Let them share their answers with a partner, then discuss it as a class.
2. Tell students they will be learning about what physical fitness is and how they can stay
physically healthy.
B. During the Lesson:
3. Introduce them the activity pyramid guide and let them answer the following:
How often do they exercise?
Which of the activities do you think is the easiest to perform?
How many activities do you think you can perform?
4. Request one student to read the topic for the class. Explain the lesson to the
class. Present also safety measures in performing such activities.
5. Ask for a count-off for the students to be grouped equally. Assign random members.
as a representative (not leaders) for each group.
6. Instruct the students meet their designated groups and let them perform the
activities in the physical activity pyramid. Then, the representatives will record the
 results in a sheet of paper.
7. Make sure to observe the class well for them to execute the activities properly. Allot a
“rest time” for the students to take a break and settle down.

C. After the Lesson:

After the group task, allow the students to answer the questions orally:
o How do they feel after completing the tasks in the physical activity
pyramid?
o What are the benefits of physical activities to our physical fitness?
b) Ask one representative per group to summarize the lesson for the class
After the group task, allow the students to answer the questions orally:
o How do they feel after completing the tasks in the physical activity
pyramid?
o What are the benefits of physical activities to our physical fitness?
b) Ask one representative per group to summarize the lesson for the class
After the group task, allow the students to answer the questions orally:
8. What do they feel after completing the tasks in the physical activity
pyramid?
9. What are the benefits of physical activities to our physical fitness?
b) Ask one representative per group to summarize the lesson for the class
. Assignment:
Reading assignment about health-related fitness components and skill-related fitness
components for the next meeting.
VI. Remarks:
The lesson was discussed properly but the given time in performing the activities is
insufficient for the whole class.
VII. Reflection:
The class enjoys and participates well in performing the activities provided. Chosen
representatives for each group facilitates their groups well but, there are still some students who
was not able to accomplish the tasks.
. Assignment:
Reading assignment about health-related fitness components and skill-related fitness
components for the next meeting.
VI. Remarks:
The lesson was discussed properly but the given time in performing the activities is
insufficient for the whole class.
VII. Reflection:
The class enjoys and participates well in performing the activities provided. Chosen
representatives for each group facilitates their groups well but, there are still some students who
was not able to accomplish the tasks.
Assignment:
Reading assignment about health-related fitness components and skill-related fitness
components for the next meeting.

Lesson Plan in Grade 2 Science

I. Objectives
a. describe the properties of light.
b. show that objects can reflect, transmit and absorb light; and
c. explain the effects of light on different materials.
II. Subject Matter
a. Content: Properties of Light
 b. Resources/Materials: :/Users/vradn/Downloads/SCIENCE-2-QUARTER-3-
MODULE-3-WEEK-5-6-FINAL-EDITED.pdf
III. Learning Procedure
A. Drill
Answer the given situation if it shows transmission, absorption, or reflection. Write your answers
on a separate sheet of paper.
1. Bryan saw his face in the water.
2. Plants get light energy from the sun to make their food.
3. The sunlight passing through Cynthia's glass window wakes her every morning.
4. Ariane always combs her hair in front of the mirror where she sees herself clearly.
5. It was a sunny morning. Shirley hung her wet clothes on her window. After an hour, her
clothes were already dry.
B. Review
Choose the letter of the correct answer. Write your answers on a separate sheet of paper.
1. Which of the following is the main source of heat and light on Earth?
A. heat C. moon B. light D. sun
2. Which of the following helps us to see things?
A. energy C. light B. heat D. sun
3. Which of the following is an example of artificial light?
A. bulb C. stars B. firefly D. lightning
4. Which of the following is an example of natural light?
A. bulb C. lamp B. flashlight D. sun
5. Why do we need light?
A. We need light to feel things.
B. We need light to see things.
C. We need light to hear things.
D. We need light to smell things.
C. Motivation
Go outside and observe the things around you early in the morning.

1. Look at your glass window.

Q. Does the light of the sun pass through your window?
2. Look at your neighbor’s roof.
Q. Does the light of the sun pass on the roof?
3. Touch the rock on the ground.
Q. Does the rock absorb the light from the sun?
D. . Discussing new concepts and practicing new skills #1
Light behaves differently when it hits the surfaces of different materials. In your activity,
you have observed that:
• The sun passes on the window glass.
• The sunlight does not pass through the roof.
• The rock absorbs the light of the sun.
Properties of Light
1. Transmission – Light passes through materials and continues traveling. Materials that
are clear and can transmit light easily are called transparent.
 Activity 1
Read and analyze each statement. Write TRUE if the statement is correct or FALSE if
it is not. Write your answers on a separate sheet of paper.
1. Opaque objects can absorb light.
2. We cannot see without a light.
3. Light can bounce through an object.
4. Light cannot pass through a glass window.
5. For instance, when light hits some objects, the light passes through, but the heat
of the light is absorbed by the object.
E. Discussing new concepts and practicing new skills #2
Activity 2
Determine whether each object is opaque, translucent, or transparent. Do this on a
separate sheet of paper.
1. colored cellophane
2. clear glass
3. wood
4. clear plastic
5. wax paper

D. . Generalizing and abstraction about the lesson

E. Evaluating Learning
Objectives: Show that objects can reflect, transmit and absorb light.
Materials: clear glass of water, mirror, wood, flashlight
Procedure: Do the following activities.
Activity 2.
Choose the letter of the correct answer. Write your answers on a separate sheet of paper.
1. Which of the following statements describes the absorption of light?
A. Light cannot be absorbed by the object.
B. Light is absorbed by the object and turns into heat.
C. Light is absorbed by the object and turned into light.
D. Light is absorbed by the object and states being a light.
2. Which of the following statements describes the transmission of light?
A. The light cannot pass through an object.
B. The light passes through and absorbs by an object.
C. The light can be transmitted to different objects.
D. The light passes through an object and continues travelling.
3. Which of the following statements describes the reflection of light.
A. Light cannot bounce off the object.
B. Light bounces off the object and travels to another direction.
C. Light bounces off the object and travels in another object.
D. Light passes through the object and travels in another direction.
4. Which of the following materials can transmit light?
A. closed door B. large table C. glass of water D. mirror in the room.
5. Which of the following materials can reflect light in one direction.
A. closed door.
B. large table
C. glass of water
D. mirror in the room