School: EMELYN S.

BARIBAR Grade Level: II

Teacher: STA TERESA ELEMENTARY SCHOOL Learning Area: MATHEMATICS
DAILY LESSON LOG
Teaching Dates and
Time: AUGUST 29 – SEPTEMBER 1, 2023 (WEEK 1) Quarter: 1ST QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES Visualizes and identifies Visualizes and identifies Associates numbers with Associates numbers with sets
numbers from 101 through numbers from 501 through 1000. sets having 101 up to 500 having 501 up to 1000 objects and
500. objects and gives the gives the number of objects
number of objects.
A. Content A. Content Standards A. Content Standards A. Content Standards A. Content Standards
Standards demonstrates understanding of demonstrates understanding of demonstrates demonstrates understanding of
whole numbers up to 1000, whole numbers up to 1000, ordinal understanding of whole whole numbers up to 1000, ordinal
ordinal numbers up to 20th, and numbers up to 20th, and money up numbers up to 1000, numbers up to 20th, and money up
money up to PhP100. to PhP100. ordinal numbers up to to PhP100.
20th, and money up to
PhP100.
B. Performance B. Performance Standards B. Performance Standards B. Performance Standards B. Performance Standards
Standards is able to recognize, represent, is able to recognize, represent, is able to recognize, is able to recognize, represent,
compare, and order whole compare, and order whole numbers represent, compare, and compare, and order whole numbers
numbers up to 1000, ordinal up to 1000, ordinal numbers up to order whole numbers up to up to 1000, ordinal numbers up to
numbers up to 20th, and money 20th, and money up to PhP100 in 1000, ordinal numbers up 20th, and money up to PhP100 in
up to PhP100 in various forms various forms and contexts. to 20th, and money up to various forms and contexts.
and contexts. PhP100 in various forms
and contexts.
C. Learning C. Learning Competencies/ C. Learning Competencies/ C. Learning Competencies/ C. Learning Competencies/
Competencies/ Objectives Objectives Objectives Objectives
Objectives visualizes and represents visualizes and represents visualizes and represents visualizes and represents numbers
numbers from 0-1000 with numbers from 0-1000 with numbers from 0-1000 from 0-1000 with emphasis on
emphasis on numbers 101 – 1 emphasis on numbers 101 – 1 000 with emphasis on numbers 101 – 1 000 using a
000 using a variety of using a variety of materials. numbers 101 – 1 000 variety of materials.
materials. M2NS-Ia-1.2 using a variety of M2NS-Ia-1.2
M2NS-Ia-1.2 materials. groups objects in ones, tens, and
M2NS-Ia-1.2 hundreds.
groups objects in ones, M2NS-Ib-2.2
tens, and hundreds.
M2NS-Ib-2.2
II. CONTENT Content: Visualization and Content: Visualization and Content:Associating Content: Numbers with sets
Identification of Numbers Identification of Numbers from Numbers with Sets having 501 up to 1000 objects.
from 101 - 500 501 - 1000 having 101 up to 500
objects
III. LEARNING

RESOURCES
A. References
1. Teacher’s
Guide Pages
2. Learner’s
Materials
pages
3. Text book
pages
4. Additional 1. Counters- such as drinking 1. Pictures 1. Picture, 1. Rubber bonds
Materials straws, sticks, seeds, pebbles, 2. Counters (bottle caps, pebbles, 2. Bottle caps, sticks, 2. Bottle caps
from Learning coins sticks, drinking straws, shells, drinking straws, 3. Sticks
Resources 2. Cutouts of mangoes seeds, flashcards, other 4. Drinking straws
3. Drawings/illustration of a 3. Flats, longs, ones counters 5. Flashcards
tree 4. Cut-outs of objects 3. Cut-outs Lesson 4
Lesson 1 5. Number Cards Lesson 3
Lesson 2
B. Other laptop laptop laptop laptop
Learning
Resources
IV.
PROCEDURES
A. Reviewing INSTRUCTIONAL INSTRUCTIONAL PROCEDURE INSTRUCTIONAL INSTRUCTIONAL PROCEDURE
previous lesson PROCEDURE Preparatory Activities PROCEDURE Preparatory Activities
or presenting the Preparatory Activities 1.Drill Preparatory Activities 1. Drill
new lesson 1. Drill A. Ask the pupils to orally count 1. Drill Counting numbers using the number
A. Using flash cards complete numbers from 100 to 500, 222 to The teacher will start chart 0-100.
each item. Write your answer 293, 467 to 500 number pattern, then the
on your Show Me Board B. Give the next number. pupils should recite
Example: Ask the pupils to “give the number continuously until the
before” each given number written teacher stops then
in the flash card a. 100, 200, 300 pupils,
C. Ask the pupils to count 900 Ask:
backwards numbers 299 to 290, b. 210, 220, 230, pupils 2. What two one digit numbers when
412 to 290 you add give an answer of 16? What
400 and 500 to 489 c. 405, 406, 407, 408, are the numbers? How did you get
2. Review pupils, 433 the correct answers?
Count and write the correct d. 695, 696, 697, 698, 3. What two digit numbers when you
numeral for each illustration. pupils, 710 add give an answer of 100? What are
2. Review the numbers? How did you get the
Shade the objects that give correct answer? Explain your
B. Let the pupils give the the number in the box answer.
correct number. Review
1. 5 tens + 7 ones = Give the correct answer.
2. 9 tens + 4 ones =
3. 7 tens + 3 ones =
4. 9 tens + 9 ones = _______
5. 8 tens + 6 ones = _______
C. Give the correct answer.
Write your answer on your
 Show Me Board
1. 6 tens and 3 ones
_____ and ____ ones is ______
2. 5 tens and 8 ones
_____ and _____ ones is _____
3. 9 tens and 9 ones
_____ and _____ ones is _____
4. 7 tens and 5 ones
_____ and _____ ones is _____
5. 8 tens and 8 ones
_____ and ____ one is _____

6. How many hundreds are there in

400?
Answer: ___________________
7. How many tens are there in 50?
Answer: ___________________
8. How many hundreds, tens and
ones are there in 452?
Answer: ___________________

B. Establishing a B. Establishing a purpose B. Establishing a purpose B. Establishing a purpose B. Establishing a purpose

purpose for the lesson for the lesson for the lesson for the lesson
for the lesson 1.Motivation: 1.Motivation 1. Motivation 1.Motivation
( Motivation) Show a mango tree with Using number cards the teacher Sing a Song (Tune: Are STRATEGY: Game –“BRING ME”
numbered fruits in it. Call the will show numbers 2, 7 and 5. you sleeping) Instructions:
pupils to pick the fruit from the Then ask the pupils to form three There are 10 tens (2x) Group the pupils into five.
mango tree and read the digit numbers using these In 100 in 100 Give each group 3 sets of cutout
number written on it. numbers. Then ask- what is the Let us add 1 to it, let us objects with 100s, 10s and 1s in
biggest and smallest numbers add 1 to it three colors, red, yellow and green.
formed? It’s 101, it’s 101. The teacher will say,” Bring me 3
Ask. red hundreds, 2 yellow tens and 4
How many tens are there in green ones”
100? The first group who can bring the
Ask: What if we add 100 to 100, objects to the teacher wins.
1. Can you eat the number of what number will be Ask:
fruits shown at the back? formed? Why is it important to follow
2. Is it too many? Or is it few? What if we add 20 to 100, directions?
3. Can you explain how many what number will be What will happen if you do not
is the number you are holding? formed? follow directions?
 Is it important to know
how to count numbers?
C. Presenting Posing a Task Posing a Task Posing a Task: Posing a Task
Examples / C. Presenting Examples / C. Presenting Examples / instances C. Presenting Examples C. Presenting Examples /Instances
instances of instances of new of new lesson( Presentation /Instances of new lesson of new lesson Presentation
new lesson lesson( Presentation) Divide the class into groups. 2.Presentation The teacher will post the picture as
( Presentation) a. Concrete Provide each group with counters Ask the pupils to bring out illustrated below.
Activity such as popsicle sticks or drinking their counters. Call 2 or 3 pupils to read the short
) straws. Activity: story.
Group the pupils by five Let the pupils bundle 5 sets of 100 Divide the class into five.
depending on the number of popsicle sticks. Give each group
pupils in a class. Make sure that Let the pupils write the number bundles/sets of counters of
each pupil has objects bundled symbols on their Show Me Board. 100s, 10s and 1s.
or grouped into 100s in trays or Do these lines of questioning until
bags. Using the straws, the the pupil reach 1000?
teacher will show groupings by At these points, the teacher will use Aling Lorna sells quail eggs. She
1s, 10s, and 100s. Let the pupils the flats, longs and ones. asks her daughter Karen to place 100
count the number of straws they Show a chart as shown below, ask quail eggs in each basket and 10
have. the pupils to complete the table eggs in small paper bags. She also
b. Pictorial numbers up to 1000. tells her to deliver 5 baskets of eggs
Using the play money- ask the to Aling Marie’s store and 7 paper
pupils to count the value of the bags to her friends. She does all
following: these correctly. Aling Lorna praises
Example: Karen for following all what she
wants her to do. She also asks her to
find the total number of quail eggs
sold. If you were Karen, can you
give the total number of quail eggs
c. Abstract delivered in all?
Let the pupils write the number Who sells quail eggs?
symbols that represent the Who helps Aling Lorna to deliver
value of money. quail eggs?
What kind of daughter is Karen?
What did her mother do when she
did all her instructions correctly?
Why did she do all what her mother
told her to do?
Did she know how to follow
directions?
How many hundreds are there?
How many are tens?
Use the illustration example below
5 hundreds + 7 tens = 570
500 + 70 = 570
Example
Call a pupil to give the number of
100s, 10s and 1s in the illustration.
Call another pupil to give the
 number of hundreds, tens and ones.
Call a pupil to give the final number.
_____ Hundreds + _____ tens + __ _
ones
_____ + _____ + _____ = _____

Example 2
Divide the class into five. Distribute
bundles or packs of objects in 100s,
10s and 1s. Let them give the
number following the example
below.

____ Hundreds + ____tens + ____

ones = _______

D. Discussing Performing the Task Performing the Task Performing a Task Performing the Task
new concepts and Processing Processing: Processing Ask :
practicing new Ask: How many hundreds are Ask: How many popsicle sticks do Ask: Processing
skills #1 there? you have? If you add another one Ask each group to What did you do to get the number
( Modeling) How many tens? How many bundle of 100, how many are complete the series given of hundreds, tens and ones?
ones? there? below. Did you count the objects carefully?
What is the total value of the Group I 120, 121, 122,
money? 123, 124, 125___, ____,
Ask- What if P 5 added to ____, ____, ____
P100? Group 2 210, 211, 212,
How will you describe the 213, 214, 215 __, ____,
value? ____, ____, ____
What is the number? Group 3 325, ___, ___,
Ask them to write the number 328, ___, 330, ____, ____,
symbols. ___, ____
Give another illustrative Group 4 500, 450, 400,
example such as 145, 356, 275 350, ____, ____, ____,
and 452. ____, ____
Ask the pupils to describe and Ask each group record the
write the number symbols. process of completing the
series.
What did you do to
discover the next five
number using sets of
 objects?
How many objects are
there in bigger and smaller
bundles?

E. Discussing E. Discussion of new concepts E. Discussion of new concepts E. Discussion of new E. Discussion of new concepts and
new concepts and and practice of new skills and practice of new skills concepts and practicing practicing new skills #2(Guided
practicing new #2(Guided Practice) Refer to #2(Guided Practice) Refer to the new skills #2(Guided Practice) Refer to the LM – Gawain
skills #2 the LM - Gawain 1 pahina 1 sa LM - Gawain 1 A pahina 5 sa LM Practice) 1 pahina 11
(Guided Practice) Gawain 1 Gawain 1 Refer to the LM Gawain 1 Gamit ang mga kongkretong bagay
Bilangin ang mga Bilangin ang mga nakalarawang pahina 8 gaya ng straw, patpat, maliliit na
nakalarawang bagay at isulat bagay at isulat ang katumbas na Ibigay ang tamang bilang bato o kabibe, bumuo ng mga bilang
ang katumbas na bilang nito sa bilang nito sa iyong papel. ayon sa nakalarawan. na nakasaad sa bawat bilang gamit
iyong kuwaderno. ang hundreds, tens at ones.
Halimbawa:

Sagot: __________

F. Developing F. Developing mastery F. Developing mastery F. Developing mastery F. Developing mastery

mastery ( Independent Practice) ( Independent Practice) ( Independent Practice) ( Independent Practice)
( Independent Gawain 2, pahina 2 sa LM Gawain 2, pahina 6 sa LM Refer to the LM Gawain 2 ) Refer to the LM pahina 12
Practice) Bilangin ang mga Bilangin ang mga nakalarawan pahina 9 Gawain 2
nakalarawang bagay at isulat bagay sa Hanay A at itambal ang Ibigay ang tamang bilang Bilangin ang mga larawan sa kahon
ang katumbas na bilang nito sa angkop na bilang nito sa Hanay B. ayon sa nakalarawan. at isulat ang angkop na bilang nito sa
iyong kuwaderno. Isulat ang titik nang tamang sagot iyong papel.
sa iyong sagutang papel.

Sagot: __________
G. Finding G. Finding Practical G. Finding Practical applications of G. Finding Practical G. Finding Practical applications of
Practical applications of concepts and concepts and skills ( Application ) applications of concepts concepts and skills ( Application /
applications of skills ( Application / and skills ( Application / Valuing)
concepts and Valuing) Valuing Let the pupils identify the number
skills Bilangin ang mga Let the pupils identify the for each sets of objects.
( Application / nakalarawang bagay at isulat number for each sets of Write the number of hundreds, tens
ang katumbas na bilang nito sa objects. and ones. Then, write the number on
Valuing) iyong kuwaderno. your paper.
Example:

6 hundreds + 4 tens + 2 ones

600 + 40 + 2 = 642
1. 7 hundreds + 7 tens + 8 ones
_____ _ + __ ____ + _______ =
_________
2. 9 hundreds + 0 tens + 8 ones
_____ _ + __ ____ + _______ =
_________
3. 5 hundreds + 6 tens + 0 ones
_____ _ + __ ____ + _______ =
_________
4. 6 hundreds + 9 tens + 9 ones
_____ _ + __ ____ + _______ =
_________
5. 3 hundreds + 6 tens + 4 ones
_____ _ + __ ____ + _______ =
_________

H. Making H. Making generalizations and H. Making generalizations and H. Making generalizations H. Making generalizations and
generalizations abstractions about the lesson abstractions about the lesson and abstractions about the abstractions about the lesson
and abstractions (Generalization ) (Generalization ) lesson (Generalization)
about the lesson Ask the following questions: How do you visualize numbers (Generalization ) What should you do to associate
( Generalization) What have you learned today? from 501 through 1000? How do we associate numbers with objects or things?
How do you identify the How do you identify the number of numbers using sets of We can associate numbers with
 number of each set of objects each set of objects from 501 to objects from 101 – 500? objects or things by identifying and
from 101 to 500? 1000? What should you do to counting them.
How do drawings of objects in identify the number from
bundles or packs help you 101 to 500 in a given sets
count numbers from 101- 500? of objects or things?
I. Evaluating I. Evaluation I.Evaluation I.Evaluation I.Evaluation
Learning Directions: Give the correct Directions: Count and write the Give the number for each Write the letter of the correct
number for each set. correct numeral for each set of objects. answer.
illustration. 1.Which is equal to 784?

2.Which number is equal to the

illustration below?

3.How many objects are in the box?

B. Let the pupils give the
correct number.
1. 2 hundreds + 7 tens + 8 ones
=
2. 3 hundreds + 4 tens + 9 0nes
=
3. 1 hundreds + 3 tens + 0 ones
=
4. 4 hundreds + 0 tens + 7 ones
= _______
5. 1 hundreds + 9 tens + 9 ones 4. How many objects are in the box?
= ______
D. Fill in the blanks with the
correct number.
1. 452 = _____hundreds
_____tens _____ones
2. 276 = _____hundreds
_____tens _____ones
 3. 398 = _____hundreds
_____tens _____ones
4. 307 = _____hundreds
_____tens _____ ones
5. 250 = _____hundreds
_____tens _____ ones

J. Additional J. Additional activities for J. Additional activities for J. Additional activities for J. Additional activities for
activities for application or remediation application or remediation application or remediation application or remediation
application or ( Assignment) ( Assignment) ( Assignment) sa pahina ( Assignment) sa pahina 12 sa LM
remediation Gumuhit ng mga bagay ayon sa Iguhit ang sumusunod na bilang sa 10 Punan ang kahon nang tamang
( Assignment) nakasaad na bilang sa iyong iyong papel. Maaring gumamit ng Ibigay ang kabuuang bilang ng bagay. Isulat sa kuwaderno
kuwaderno. kahit anong larawan. bilang. Isulat sa iyong ang tamang sagot.
Halimbawa: Halimbawa: kuwaderno.
1. 600 + 100 + 10 + 10 +
10 + 1 + 1 + 1 + 1 + 1 + 1
= ____
2. 400 + 100 + 100 + 100 +
100 + 100 + 10 + 10 + 10
+ 10 + 10 + 10 + 10 + 1 +
1 + 1 = _____
3. 300 + 100 + 100 + 100 +
10 + 10 + 10 + 10 + 10 +
10 + 10 + 10 + 10 + 1 + 1
+ 1 + 1 + 1+ 1 + 1 = _____
4. 200 + 100 + 100 + 100 +
100 + 100 + 100 + 10 =
_____
5. 500 + 100 + 100 + 100
+70 + 10 + 10 + 1 + 1 + 1
= ___

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: Checked by: Noted:

EMELYN S. BARIBAR MARY CHERRY DHEL P. BARRIOS REY A. BUNGABONG

Teacher I Master Teacher I School Principal I