GRADE 1 to 12 School AGUIPO ELEMENTARY SCHOOL Grade Level 2

DAILY LESSON LOG Teacher JENNIFER E. GAMOS Learning Area MATHEMATICS

Teaching Dates and Time June 12- June 16, 2017 10:00 - 10:50 Quarter FIRST Week 2

MONDAY TUESDAY WEDNESDAY THURDAY FRIDAY

I. OBJECTIVES Objectives must be met over the week and connected to the curriculum standards. To meet the objectives necessary procedures must be followed and if needed, additional lessons, exercises, and remedial activities
may be done for developing content knowledge and competencies. These are assessed using Formative Assessment strategies. Valuing objectives support the learning of content and competencies and enable
children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.
Weekly Test
A. Content Standard Demonstrates understanding of addition of Demonstrates understanding of addition of Demonstrates understanding of addition of Demonstrates understanding of
whole numbers up to 1000 including money. whole numbers up to 1000 including money. whole numbers up to 1000 including addition of whole numbers up to
INDEPENDENCE DAY money. 1000 including money.
B. Performance Standard is able to recognize and represent is able to recognize and represent is able to recognize and is able to recognize and
ordinal ordinal represent ordinal represent ordinal

C. Learning Competency/Objectives groups objects in ones, tens, and gives the place value and finds visualizes and counts numbers by Answer test item with 75% of
Write the LC code for each. hundreds. M2NS-Ib-2.2 the value of a digit in three-digit success.
numbers. M2NS-Ib-10.2 10s, 50s, and 100s. M2NS-Ib-8.2 Follow directions properly.
Answer test with speed, accuracy
and honesty
II. CONTENT Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be tackled in a week or two.
Numbers and Number Sense Numbers and Number Sense Numbers and Number Sense Numbers and Number Sense
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages 16- 19 (soft Copy) 27- 30 (soft copy) 19 - 22 (soft copy)
2. Learner’s Materials pages 17-21 24- 27 20-21
3. Textbook pages 17-21 24- 27 20-21
4. Additional Materials from Counters (e.g. marbles, rubber bands, straws, Chart for the board work activity, place value Pictures, charts, counters (rubber bands,
Learning Resource (LR)portal popsicle sticks, bottle chart ,improvised abacus, activity card, popsicle sticks stones,
caps, place value chart, digit cards and task counters (e.g. marbles, rubber bands and marbles or any available materials)
cards straws), drill cards, number cards with 3-
digit numbers, drill or show cards for each
pupil
B. Other Learning Resource Test paper at lapis
IV. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which you can infer from formative
assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their learning processes, and draw conclusions about what they
learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
A. Reviewing previous lesson or a. Write the standard form. Prepare a chart for the board work Provide 100 popsicle sticks or any
presenting the new lesson 1. 6 hundreds 4 tens 9 ones = ________ activity. Activity 1 available counters on the table.
2. 8 hundreds 1tens 0 ones = ________
Give the missing word number. Let the pupils count and group
3. 9 hundreds 5 tens 2 ones = ________
4. 7 hundreds 8 tens 3 ones = ________ 1. 125 = One hundred___-five the counters by ones, tens and
5. 2 hundreds 6 tens 5 ones = ________ 2. 389 =___ hundred eighty-nine hundreds.
3. 794 = Seven hundred ninety-____
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 4. 862 = Eight hundred _-two
5. 930 = __hundred thirty
Activity 2
Write the figures of the following
word numbers.
1. Two hundred three= __(203)
2. Three hundred nineteen = (319)
3. Four hundred fifty-six= _(456)
4. Six hundred seventy-eight =(678)
B. Establishing a purpose for the lesson a. Group the pupils into 5. Display an improvised abacus. Manipulative Game
b. Distribute different objects/counters to each Ask: Class, what is this? (an abacus) Divide the class in three groups.
group. E.g. 268 straws Distribute different counters (rubber bands,
What is the use of an abacus? (It is
c. Ask them to count the objects accurately popsicle sticks, stones, marbles and straw)
d. Let each group fills out the table.tg page 17 used for counting.) Let them group counters by 10s for group
(soft copy) Say: “Class, this is an improvised 1, 50s for group 2 and 100s for group 3.
abacus. We are going to use this tool Let them group counters by 10s for group
to know the value of ones, tens and 1, 50s for group 2 and 100s for group 3.
hundreds.
C. Presenting examples/Instances of the Say: “Class, did you enjoy the group activity? Using improvised abacus, (introduce Present the number line one at a Present the test material
new lesson This kind of activity helps you to count and the correct place value of digits.) time. Ask the pupils to observe the
group objects in ones, tens and hundreds.”
Say: Class, H stands for hundreds, T distance in every jump of the frog.
“Now, let us continue our lesson with another
manipulative activity.” for tens and O for ones. Then, I. Using Number line counting
a. Let the pupils manipulate objects like three(3) digit numbers are grouped upward
bundles of rubber bands, stones, marbles, in hundreds, tens and ones.
toothpicks and popsicle sticks. Do:Let the pupils place five little
b. For example, let them show groups of 100 wooden rings on the hundreds, nine
popsicle sticks. Then have them put together
wooden rings on the tens and four 0 10 20 30 40
ten bundles of 100 popsicle sticks.
c. Ask how many popsicle sticks are there in wooden rings on the ones Ask: How many numbers were
all. skipped to land on the next
d. Group the pupils and let them form groups number?
of hundreds, tens, and ones using counters. How is the skip counting done
Have them write the number of each group Ask: Let us tell the place value of
upward or downward?(upward)
that is formed. each wooden ring
In the given example, in what
e. Look at the numbers written on the drawing. (5 9 4 = five hundred ninety - four)
number did we start counting
What is the place value of 5?
when we skip count upward?
What is the place value of 9?
(least number) What skip
What is the place value of 4?
counting is used? (Counting by
What is the number? (594)
10s) tg pg 20-21( soft copy)
D. Discussing new concepts and Let pupils go to their respective groups. Ask Group - Shared Activity a. Divide the class into three groups. Explain the direction to them
practicing new skills # 1 them to bring a. Divide the class into 4 groups. Provide 160 pieces of drinking straw to
different illustrations of objects. b. Post the place value chart on the board for each group Let the first group count by
b. Let them count the group of objects in ones, each group. 10s, second by 50s, third by 100s using
tens and c. Let the group write the number on the place the counters.
hundreds. value chart. b. Let them read the following sets of
c. Call pupils to post digit cards on the place Ask the pupils to group the numbers in numbers

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 value chart. Ask ones, tens and hundreds. 1. 121 131 1413. 732 622 522
them to group them in ones, tens and NumbersHundredsTensOnes 2. 305 405 5054. 526 426 326
hundreds.
E. Discussing new concepts and How many columns are there in the place value How many digits are in 153? 210? In activity a, how many objects did Giving the standards
practicing new skills # 2 chart? 309? (3 digits) How are 3 digit you count in all? How did you
What is written in each column of the place
numbers grouped? (They are count the objects? (by 10s, by 50s
value chart?
What is written in the first column starting from grouped in hundreds,tens and ones) or by 100s) How many numbers
the right? Second column? third column? How What is the place value of 3 in 153? were skipped to count the drinking
many digits are there in 780? 354? 618? (Ones) What is the value of 3 in 153? straws? What skipped counting is
In 780, what number will you write in the ones (3) What is the place value of 1 in used in group 1? group2? group3?
place? Tens place?Hundreds place? 210? (Tens) What is the value of 1 in In activity b.1, what skip counting
In 354, what number will you write in the ones
place? tens place? hundreds place?
210? (10) What is the place value of is used?(by 10s) in number 2? (by
In 618, what number will you write in the ones 3 in 309? (Hundreds) What is the 100s) How is the skip counting
place? tens place? hundreds place? value of 3 in 309? (300) In what done? (upward) In number 3, what
From what direction will you start to identify the direction will you identify the place skip counting is used?(by 10s) How
place value of each digit?If you will read the value? (from right to left direction) is it done?(downward) In number
number, where do you start, from the left or
4, what skip counting is used?(by
right? Why?
100s) How is it done?(downward)
F. Developing mastery Let the pupils answer Buluhaton 1 in Learner’s Let the pupils do Buluhaton 1 in Let the pupils do Buluhaton 1 in
(leads to Formative Assessment 3) Material. Learner’s Material. Learner’s Material.
G. Finding practical application of Board work Activity Pair - Solve - Share Activity Oral Did you answer the test correctly?
concepts and skills in daily living Prepare illustration of objects in sets and a a. Let pupils look for a partner. a. Let each pupil take his/ her turn
place value chart for the activity.
b. Provide task card to every pair. to count orally by 10s up to 1000,
Post the place value chart on the board and
show illustration one at a time. c. Let them do the activity. by 50s up to 1000, by 100s up to
The pupils count the objects on the Activity Card: Complete the chart 1000.
illustrations and fill out the place value chart below. b. Board Work
indicating the ones, tens and hundreds of Let the pupils fill in the missing
each digit. numbers on the board.
1. 296 306 316 ____
2. 478 ___ 278 178
3. 125 175 ____ 275
4. 134 124 114 ___
H. Making generalizations and In counting and grouping objects in ones, tens How many digits are there in hundreds?(3) What do we call the sequence or pattern of What did you learn today?
abstractions about the lesson and hundreds, Tens?(2) Ones?(1) What are the different counting that we used? Where do we start
how many ones make one ten? (10) place values in a 3-digit number? (hundreds, counting when we count upward? (least
How many tens make a hundred? (10) tens and ones) What did we use to identify number) Where do we start counting when
the place value of each digit easily? (place we count downward?
value chart) (greatest number)
I. Evaluating learning Let the pupils answer Buluhaton 2 in Learner’s Let the pupils answer Buluhaton 2 in Let the pupils answer Buluhaton 2
Material. Learner’s Material. in Learner’s Material. Checking the test
J. Additional activities for application or Let the pupils answer Buluhaton sa Balay in Let the pupils answer Buluhaton sa Let the pupils answer Buluhaton sa Study the next lesson.
remediation Learner’s Material. Balay in Learner’s Material. Balay in Learner’s Material.
V. REMARKS

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 VI. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the students learn? Identify what help your instructional
supervisors can provide for you so when you meet them, you can ask them relevant questions.
A. No. of learners who earned 80% in
the evaluation
B. No. of learners who require additional
activities for remediation who scored
below 80%
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?

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