Budget of Work

for
Mathematics 2 and 3
(Week 1 )
Submitted by:
Aparece, Mary Quennie Jay
Cabizas, Michaela Marie P.

EED014 M – F 9:30 – 11:30 AM

Submitted to:
Ms. Trina Cañeda
 BUDGET OF WORK FOR MULTIGRADE TEACHING
MATH COMPETENCIES FOR GRADE I-II

TIME ALLOTMENT: 50 minutes (Grade II), 50 minutes (Grade III)

Week/ Domain/ Competencies Suggested Learning Activities Suggested Assessment

Day Standard Activities
Grade II Grade III Grade II Grade III Grade II Grade III
WEEK 1
Day 1 Numbers and Visualizes and Visualizes numbers up  Present a story  Pupils read the
Number Sense represents numbers to 10 000 with problem with one numbers written.
from 0-1000 with emphasis on numbers or two numbers  Provide
emphasis on numbers 1001 - 10000. from each grade exercises using
101 – 1 000 using a M3NS-Ia-1.3 competency. other numbers.
variety of materials.  Identify the Group/Pair/Indivi
M2NS-Ia-1.2 numbers. dual Activity
 Use of  Process the
manipulatives activities done  Paper and Oral
(real objects like Guide pupils to Pencil test assessment
sticks and cut- generalize
outs) and pictures,
flats, longs, or
square units to
represent
numbers.
 Write the
numbers
described by the
manipulatives,
pictures and
models.
Day 2 Geometry Demonstrates Demonstrates Use clear Demonstrate on
understanding of understanding of lines, illustrations. how to draw
straight and curved symmetrical designs, Actual illustration congruent line
lines, flat and curved and tessellation using of half circle and segment. Present
surfaces, basic shapes, square, triangle and quarter circle. practical situation
symmetry in a line, other shapes that can when to apply
 and tessellations using tessellate. tessellates congruent line Matching
triangles and squares. the plane using segment. type Paper and
constructs squares, triangles, squares and pencil test
rectangles, triangles, other shapes that can
circles, half-circles, tessellate.
and quarter circles M3GE-IIIh-8.3
using cutouts and
square grids.
M2GE-IIIg-6
Day 3 Patterns and determines the missing Determines the missing  Write a simple  Give students a
Algebra term/s in a given term/s in a given pattern on the number pattern
continuous pattern combination of board with a with a missing
using two attributes continuous and missing element term (e.g., 2, 4, __,
(any two of the repeating pattern. (e.g., star, circle, 18). They can use
following: figures, M3AL-IIIi-4 square, _). manipulatives,
numbers, colors, sizes,  Students can skip counting, or
and orientations, etc.) take turns add/subtract to Complete the Missing
M2AL-IIIj-3 predicting what find the missing Sequence Value
comes next and number Mystery
explain their  They can use
reasoning. manipulatives,
skip counting, or
add/subtract to
find the missing
number and
explain the rule of
the pattern.
Day 4 Measurement Tells and writes time Visualize and represent Blindfold students
in minutes including and convert centimeters and provide them Create word
a.m. and p.m. using to meters, meters to with an object to problems that
analog and digital feet, minutes to second, measure. Ask involve measuring
clocks. M2ME-IVa-5 hours to minutes them to use a length, weight, or
M3ME-IVa-8 ruler or measuring capacity (age-
tape to estimate appropriate).
and then measure Students need to
the length or solve the problems
width. Compare by identifying the Measure the
their estimates relevant Mystery Measurement
 with the actual measurement unit Object Word
measurement and and performing Problem
discuss the calculations Challenge
importance of (addition,
estimation. subtraction) if
necessary.
Day 5 Statistics and Sorts, classifies, and Sorts, classifies, and Provide a simple
Probability organizes data in organizes data in Present a simple scenario like
tabular form and tabular form and picture graph or flipping a coin or
presents this into a presents this into a pictograph and rolling a die. Ask
pictograph without vertical or horizontal ask students students to predict
and with scales. bar graph. questions to the outcome "Probability
M2SP-IVi-2.2 M3SP-IVg-2.3 assess their (heads/tails, "Data Prediction"
comprehension. specific number) Detective" (Individual)
Examples and explain their (Individual
include: "Which reasoning (e.g., or Partner
color crayon is "There are two Work)
used the most?" sides to a coin, so
or "How many there's an equal
more green chance of heads or
markers are there tails"). Observe
than blue their
markers?" understanding of
chance and
fairness.