School Grade Level Two & Three

Teacher Subject MATH

Date October 2,2024 Quarter Second
Time 10:30am-11:45pm
Wednesday
Week 1

I. PARTS OF THE Grade II Grade III

LESSON
A. Content Demonstrates understanding of Demonstrates understanding of
Standards
subtraction and multiplication of multiplication and division of whole
whole numbers up to 1000 including numbers including money.
money.
B. Performance The learner…. The learner….
Standards
is able to apply subtraction and is able to apply multiplication and
multiplication of whole numbers up division of whole numbers including
to 1000 including money in money in mathematical problems and
mathematical problems and real-life real-life situations.
situations.

C. Learning Subtracts mentally the following Illustrates the properties of Multiplication in

Competencies/
Objectives numbers without regrouping using relevant situations (commutative property,
appropriate strategies: distributive property or associative property)
a. 1-digit numbers from 1- to 3-digit
numbers.
II. CONTENT/ Subtracting mentally 1-digit numbers Illustrating the commutative property of
SUBJECT
MATTER from 1-to 2-digit numbers without multiplication in relevant situations.
regrouping.
III. LEARNING
RESOURCES
A. References Most Essential Learning Most Essential Learning Competencies
Competencies 2nd Quarter
2nd Quarter

1. Teacher’s
Guide Pages
2. Learner’s
Materials Pages
3. Textbook
Pages
4. Additional
Materials from
Learning
Resources
Portal
B. Other Activity Sheets, Subtraction Bingo Activity sheets, Task Card
Learning
Resources Cards, Flash Cards
IV. PROCEDURES Post a chart on subtraction sentence Task Card
A. Reviewing
previous lesson on the board. Instruct them to work Directions: Use the multiplication table. List
or presenting
the new lesson individually to find the difference down the factors of the given products.
using pen and paper. 1 & 2 are done for examples.

Product Factors
Direction: Find the difference.
1. 4 1,4
1. 27 – 4= ______
2. 39 – 6= ______ 1,2
3. 46 – 6= ______ 2. 10 1,10
4. 47 – 5= ______ 2,5
5. 59 – 8= ______ 3. 12 1,12
6. 63 – 2= ______ 2,6
7. 77 – 5= ______ 3,4
8. 98 – 6= ______
9. 86 – 2= ______
10. 99 – 3= ______

B. Establishing a
purpose for the
lesson
C. Presenting Present a problem opener.
examples/
Instances of the Present the following:
new lesson Icee and Mike harvested tomatoes SET A
in their backyard garden. Icee
harvested 18 green tomatoes and 6
orange tomatoes while Mike reaped
7 green tomatoes and 27 orange
tomatoes.

Ask:
What is asked in the problem?
What are the given facts?
What operation is to be used?
What is the number sentence?
What is the correct answer?
Call a volunteer to solve the
problem.
 SET B

D. Discussing Question 1: What is the difference

new concepts
and practicing between the harvested green
new skills # 1 tomatoes of Icee and Mike?

Reiterate the given facts:

18-green tomatoes that Icee

harvested
7-green tomatoes that Mike reaped

Restate the number sentence:

18-7= n
How many apples are in each box in set A?
Ask: What is the correct answer? How many boxes of apples are there?
E. Discussing
new concepts What is the number sentence?
and practicing Solve and show solutions to find the
new skills # 2 How many apples are there in total if
difference mentally.
the number of apples in each box is
Question 2: What is the difference multiplied by the number of boxes.
between the harvested orange
tomatoes of the two children?
How many apples are there in each
Go over the given facts, number box in set B?
sentence,solutions and the answer: How many boxes of apple are there?
What is the number sentence?

27 orange tomatoes that Mike How many apples are there in total if
harvested the number of apples in each box is
7__ orange tomatoes that multiplied by the number of boxes?
Icee reaped
20 the difference between the
harvested orange tomatoes of Mike
and Icee.

F. Developing Activity Individual Work:

mastery (Leads
to formative TASK CARD Provide the learner with a task card.
assessment 3) Directions: Directions: Do the
following steps
TASK CARD
to win a game. The goal is to cover
 four numbers in a row, column, or Directions: Directions: Illustrate the
diagonal position in the Bingo Card. commutative property of the following
Steps: equations by filling the missing values.
1. Each player picks a flash card
Number one is done for example.
with number sentence on it one at
a time from the stock, the center
pile. 1. 12 x 2 = 2 x 12
2. The one who picks the flash card 24 = 24
finds the difference mentally.
Other players validate the 2. 12 x 3 = x
answer.
3. If the answer is correct and it has =
found in the Bingo Card, each 3. 22 x 2 = x
player covers a number in a row, =
column, or diagonal using stones.
4. Repeat steps 1-3 until a player is 4. 23 x 2 = x
able to cover the four numbers in =
the Bingo Cards. 5. 24 x 2 = x
5. The player with the four numbers
covered, wins the game and shout =
“BINGO”

Allow the learners use the Bingo

Card. You may change the number
combinations to spot the difference
of the BINGO cards for each player.

BINGO
3 12 30 46 50
5 15 34 48 52
6 14 42 54
9 18 37 45 56
10 19 39 47 59

G. Finding Instructions: Directions: Use the commutative property

practical
applications of Distribute ten subtraction cards to to fill in the missing values.
concepts and each learner. Instruct that each of 1. 4 x 3 = 3 x ___
skills in daily them takes turn to find the difference 2. 26 x ____ = 3 x 26
living
mentally as the teacher flashes the 3. 12 x 5 = ____ x 12
cards one at a time until all the 4. 42 x 6 = ____ x 42
cards are drawn. 5. 25 x ____ = 5 x 25
 8 24 37 49
7 3 2 5

7 9 27 38 68
2 8 4 2 4

H. Making How can we subtract 1-digit number How do you illustrate commutative
generalizations
and abstractions to 2-digit numbers mentally? property of multiplication?
about the lesson

I. Evaluating
learning Flash the cards one at a time and
read the number sentence on it. Let Directions: Illustrate the commutative
the learners subtract the numbers property of multiplication using arrays.
mentally. Ask them to write the 1. 15 x 5 = 5 x 15
answer on a sheet of paper. 2. 12 x 3 = 12 x 3
3. 22 x 4 = 4 x 22
7 9 26 39 79 4. 8 x 3 = 3 x 8
2 3 2 4 3 5. 9 x 8 = 8 x 9

6 7 29 48 98
2 6 4 1 2

J. Additional
Activities for
application or
remediation

V. REMARKS
VI. REFLECTION

A. No. of learners
who earned 80% in
the evaluation
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?