Daily Lesson Plans for Multigrade Classes

Grades 1, 2 and 3

Learning Area: Math 1, 2 & 3 Quarter: 2 Week: 6

Grade Level Grade 1 Grade 2
Content The learners should have knowledge The learner demonstrates understanding of demonstrates understanding of
Standard and understanding of addition of subtraction and multiplication of whole multiplication and division of whole
The learner numbers, with sums up to 100. numbers up to 1000 including numbers including money.
money.
Performance By the end of the quarter, the learners The learners are able to apply subtraction and The learner is able to apply
Standard are able to order and decompose (into multiplication of whole numbers up to 1000 multiplication and division of whole
The learner tens and ones) numbers up to 100. including money. numbers including money in
(NA) mathematical problems and real-life
situations

Competencies add numbers by expressing addends illustrates and writes a related equation for visualizes division of numbers up to
as tens and ones (expanded form). each type of multiplication: repeated addition, 100 by 6,7,8,and 9 (multiplication table
array, counting by multiples, and equal jumps of 6, 7, 8, and 9).
on the number line.
visualizes and states basic division
facts of numbers up to 10.

MONDAY
Lesson add numbers by expressing addends Illustrate multiplication by repeated addition Visualizes division of numbers up to
Objectives as tens and ones with sum up to 100 by 6, and 7.
50(expanded form). writes a related equation from the repeated
addition
Subject Adding Numbers by Expressing Writing a related equation for each type of Visualizing division of numbers up to
Matter Addends as Tens and Ones (expanded multiplication: repeated addition, array, 100 by 6, and 7.
form). counting by multiples, and equal jumps on the
number line
Learning 2016 K to 12 Curriculum, BOW 2016 version, MG DLP RO 2
Resources
Procedure Grouping Structures (tick boxes):

Use these letter  Whole Class  Ability Groups

icons to show Describe the parts of the lesson (for  Friendship Groups
methodology example the introduction), where  Other (specify)
and assessment you may address all grade levels as Combination of Structures
activities. one group.
 Mixed Ability Groups
T Direct  Grade Groups
Teaching Teaching, Learning and Assessment Activities
Whole Class
G Group Work
Motivation: Ask their favorite fruit
I Independent Establishing Purpose of the lesson Present the word problem to the whole class.
The Grade 3 class and the grade 3 class participated in the “Tree Planting” Activity. The Grade 4 class planted 12
Learning
seedlings of Mango tree and 27 seedlings of Orange Tree. How many seedling did they plant in all.
A Assessment Ask: Who participated in the Tree Planting Activity?
What seedlings did the Grade 3 class plant?
What seedlings did the Grade 4 class plant?
What fruit trees are planted in your backyard?
Why do we need to plant fruit trees?
Procedure Presentation T Review G Drill G
Paste on the board: Read the Problem carefully then work Give the Activity Sheet and the
12 + TENS ONES together to find for the correct answers of Popsicle of each group.
27 = 10 2 the following questions. Answer the following questions by
20 7 giving what is asked.

Appendix3 page 3 A. Write how many groups will be

30 + 9 = 39 Math123/Q2/W6/Day1 formed if you
Discussion 1. group 60 popsicles by 6 _______
Ask the expanded form of 12 and 2. group 48 popsicles by 6 _______
27.(prior lesson) 3. group 54 popsicles by 6 _______
Write on the chart then guide them to 4. group 12 popsicles by 6 _______
get the answer. Therefore, 12 + 27 = 5. group 18 popsicles by 6 _____
39 6. group 21 popsicles by 7 _____
7. group 49 popsiclees into 7 _____
Tell that 12 and 27 are addends. 8. group 28 popsicles into 7 _____
Addends are numbers that are added 9. group 7 popsicles into 7 _____
together. 39 is called sum, answer of 10.group 56 popsicles into 7 ____
addition (after the group activity, instruct
Solve more examples to further learners to go back to their seats)
explain the lesson.
Enrichment Activity I Discussion T
A. Write the expanded forms of How many seedlings did the Grade 3 plant?
the following addends. Present the illustration of repeated addition of
12. Explain how is repeated addition. . Appendix6 page 6
Present the illustration Math123/Q2/W6/Day1
(3 basket with 2 mangoes inside)
1. How many baskets of mangoes are there?
(Count together)
B. Write in expanded form then 2. How many mangoes in each basket?
find the answer. Use the counters 3. Why do wee need to it fruits?
in getting the correct answer. 2 + 2 + 2 = 6 - repeated addition
3 x 2 = 6 - multiplication
Explain that repeated addition is adding equal
groups together and the same in
See Appendix1 page 1 multiplication.
Math123/Q2/W6/Day1 Process the Group activity for further
explanation of the lesson.
.
 Enrichment Activity Discussion T
How many seedlings did the grade 3
A. Draw a picture that represents the plant?
multiplication sentence then find the If we group this by 6, how many groups
answer. is form?
Show the visualization of 12 ÷ 2 = 2.
Explain division process.

Process the activity to further explain

B. Write the multiplication sentence base the lesson.Check group activity.
from the following illustrations. Ask pupils to show grouping of 60
popsicles by 6. Then count how many
groups were formed. Write on the board
the division sentence.
Explain the lesson
Generalization T Appendix4 page 4 Enrichment Activity
What do we call the numbers to be Math123/Q2/W6/Day1 “ Group Me”
added? (addends) Circle the group and find the
What do we call the answer of answer. Write also the division
addition? (sum) sentence.
How did we add two numbers?
(We write their expanded forms then
add the tens, add the ones then add
both the sums.)

Appendix7 page 7
Application Math123/Q2/W6/Day1
Work in pair. The other learner will
write its expanded form and the other
will add.
(Give each pair an addition to solve)
 Evaluation A Generalization T
Express the addends in expanded What did you learn today? ( We learned to
form then find the sum. multiply by repeated addition)
What is repeated addition? (Repeated addition
involves adding a number together repeatedly.
Appendix2 page 2 We use repeated addition when we need to find
Math123/Q2/W6/Day1 the total sum of equal groups or repeated
quantities.)

Application
Let pupils use their show board in illustrating
multiplication facts by repeated addition.
Teacher will dictates orally the multiplication
facts.
Evaluation A Generalization T
What did you learn today? (We learned
Complete the multiplication sentence that visualization of division help us
base from the given illustration. understand the concept of division
Check mastery by asking orally… like
36 divide by 6 etc.
Appendix5 page 5
Math123/Q2/W6/Day1 Application

Group pupils into 2. Let them line up.

Show Flash cards. First to answer will
step forward until they reach the finish
line.
Evaluation A
Complete the division sentence.
Use the pictures to get the correct
answer.
Appendix8 page 8
Math123/Q2/W6/Day1
Remarks
Reflection
TUESDAY
Lesson Add numbers by expressing addends Illustrate multiplication as array Visualizes division of numbers up to
Objectives as tens and ones with sum up to 100 Writes a related equation from the repeated 100 by 8,and 9 (multiplication table of
(expanded form). addition 8, and 9).

Subject Adding Numbers by Expressing Illustrating Multiplication as Array Visualizing Division of Numbers up to
Matter Addends as Tens and Ones (expanded 100 by 8,and 9
form).
Learning 2016 K to 12 Curriculum, BOW 2016 version, MG DLP RO 2
Resources
Procedure
Motivation
Whole Class
How much is your baon today? Are you going to spend all your baon everyday? (emphasize the value of being thrifty and saving)
Discussion T Activity G Activity I
Show a 2 P50.00 bill. Ask the total Group the learners into 2. Give their “Helping Mr. Farmer”
amount in all. Illustrate how to get Activity Card Help Mr. Farmer distribute fairly the
the sun. (same process for the 1st day) Answer the questions base from the fruits in each basket. Fill the baskets
50 + 50 = Illustration with the same number of fruits. Then
Expanded of 50 is 5 tens and 0 ones complete the division sentence.
Therefore: 1. Each basket must contain 8 fruits
Tens Ones each.
5 0
5 0
10
+ 0 = 100 ÷ =
The total money I have is P100.00.
1. How many columns of stars? Appendix 11 page 3
2. How many stars in 1 column? Math123/Q2/W6/Day2
3. How many rows are there?
4. How many stars in 1 row?
5. How many stars in all?
 6. How many stars in all the column?
7. How many stars in all the rows?
8. Are the answers the same?
Appendix 10 page 2
Math123/Q2/W6/Day2

Enrichment Activity G Discussion T

A.Distribute to the learners the Show the 2 50 peso bill. How many 50s do I
worksheet have? How much money do I have ?
A.Write the expanded form of the 2 x 50 = 100 or 50 x 2 = 100
addends at each half of the Use the illustration to further explain the
avocado then add. lesson. Write on the board or show scpit as you
ask the question
1. 56 + 27 = 3 (column) x 5 (stars in each row) = 15
5 x 3 = 15
+ Rows and columns are interchanged, but the
= number of squares remains the same.
Arrays can be used to understand
multiplication. The number of rows represents
the number of groups, while the number of
B.Read the situation then give columns represents the number of objects per
what is asked. group. The multiplication sentence is the
number of rows times the number of columns,
and the answer is found by skip counting.
Enrichment Activity I Discussion T
Appendix 9 page 1 Show the two 50 peso bill. How much
Math123/Q2/W6/Day2 A.Write the correct multiplication baon do I have today? When we group
sentences in each arrays. this 100.00 peso bill by 9, how many
groups are formed? Illustrate.
Answer with pupils Numbers 1 - 3 in
the IL to further explain the lesson or
Appendix 13 page 6 process the whole items in Activity 1 if
Math123/Q2/W6/Day2 there is enough time for further
explanation.
Generalization T Enrichment Activity I
How did we write the expanded form
of the addends?( we write the value of B.Illustrate the multiplication sentences A.Group the popsicles according to
tens and ones) by making an array. the given number. Write the
How do we add two numbers? (We division sentence.
write their expanded forms then add 1. Group in to 8
the tens, add the ones then add both
the sums.) Appendix 13 page 6
Math123/Q2/W6/Day2

Application
B.Visualize the following division
The teacher will flash addition facts. sentence then write the correct
Let pupils solve in their seat. First to answers on your activity sheets.
finish will solve on the board and see Use your counters.
if others got it correctly too.

Evaluation A Generalization T
Write in expanded form then add How did we find the answer in multiplication Appendix 14 page 7
the tens then add the ones. (use using array? (We count the number of columns Math123/Q2/W6/Day2
counters) and rows then multiply or count the number of
1. 45 + 37 objects per column which will become the
product)
=
Application
 The teacher will show drawing of objects in
arrays. Call pupils to give the multiplication
sentence.
Evaluation A Generalization T
A. Complete the multiplication sentence. How do we visualize division?(First,
(sample illustration) draw the same number of boxes as the
Appendix 12 page 5 number of divisors. Then you should
2x =
Math123/Q2/W6/Day2 move from one box to another adding in
x 2 =
a dot that represents one of the total
dividends. The number that you have
each box is the answer.)
Check mastery by asking orally… like
81 divide by 9 etc.

B. Draw an object to illustrate the

Application
multiplication fact then write the
Show a happy face if the division
multiplication sentence.
sentence is correctly answered and Sad
1. 4 x 3 =
face if not.
Evaluation A

Appendix 16 page 9
Visualize the following division
Math123/Q2/W6/Day2
facts
Use stick then write the correct
answer.

Appendix 17 page 10
Math123/Q2/W6/Day2

Remarks
Reflection
FRIDAY
Lesson Add numbers by expressing addends Illustrate multiplication as counting by Visualizes basic division facts of
Objectives as tens and ones (expanded form). multiples and equal jumps on the number line. numbers up to 10.
 Tell Basic division facts of numbers up
to 10.
Subject Add Numbers in Expanded Form Illustrating Multiplication as Counting by Visualizing Basic Division Facts of
Matter Multiples and Equal Jumps on the Number Numbers up to 10.
Line.
Learning 2016 K to 12 Curriculum, BOW 2016 version, MG DLP RO 2
Resources

Procedure
Motivation
Whole Class
Setting the mood of the class by singing the Mathematics song.
Grade 1 clap their hands, Grade 2 tap their desk and Grade 3 tap their body parts following the rhythm if the song.
Why do we have to love Math?
Then remind the class standard then give the activity of grades 2 and 3.
Discussion T Review G Review I
Call pupils to solve addition on the A. Fill the missing numbers. A. Visualize the division sentence
board. 1. 2, 4, ____, 8, ____, 10 by using a stick then write the
Check together with the pupils. correct answer.
Emphasize how to write addends in Appendix 19 1. 81 ÷ 9 =
expanded form. Math123/Q2/W6/Day3

Developing Mastery Discussion T B. Read and analyze the word

A.Write the expanded form in Present the Multiplication Table (Tarpapel) problem .
each bubbles then add. Read the multiplication sentence of 2 and 3 Aling Isa has 24 pandesal. She equally
then explain that the products are its distributed it to her 4 children. How
1. 56 = multiples. many pandesal did each children get?
+ 32 Present a number line. Explain how to Distribute the 24 pandesal to the 4
__________________ Illustrate multiplication using the line. children of Aling Isa. Then write the
+ = The dividend will where the hop ends and the division sentence.
divisor tells how many numbers to be jumping.
B.Count the objects, write the Appendix 19
numbers and solve for the sum. Math123/Q2/W6/Day3

Developing Mastery I Discussion T

Appendix 18 page 1 A. Indicate hops in each number line and Recall the lesson for the last two days.
Math123/Q2/W6/Day3 complete the multiplication sentences. Explain and illustrate that division is
1. 4 x 5 = the opposite of multiplication therefore
it is important to memorize the
multiplication table.

B. Write the missing multiples. 18÷ 6 = 3 0r 3 x 6 = 18

Generalization T Developing Mastery
What do we do first in adding I
numbers? (add the tens then add the A.Complete the division sentences
ones) base on the given groups of
Appendix 20 page 5 picture.
Application Math123/Q2/W6/Day3 1.
____ ÷ 3 = _____
The teacher will show addition facts.
The pupils will clap thrice if its
addend is written in expanded form
correctly. The first pupils to answer
correctly will find the sum.
B.Draw an object that represent
A Generalization T each division sentence then write
Express the addends into their What are the multiples of 2? ( the answer.
expanded form then add. 2,4,6,8,10,12,14,16,18,20 etc. Do with the other 1. 25 ÷ 5 =
numbers)
Appendix 22 page 7 Check mastery by asking orally like
Math123/Q2/W6/Day3 5 x 3? Appendix 21 page 6
Math123/Q2/W6/Day3
Application
 Group learners into 3. Each will take turns in
illustrating the multiplication facts dictates by
the teacher through jumping on the number
line laid on the floor.
Evaluation A Generalization T
A. Illustrate the following multiplication Call pupils to draw from the set of
facts using jumping on the line. cards. Illustrate the division
sentence using their stick then ask
state the division sentence.
Application
B. Encircle the multiples of the given The teacher will tell basic
number. multiplication facts then pupils will
give the correct answer.
Evaluation A
A. Write the division sentence.
Appendix 23 page 8 1. ÷ =
Math123/Q2/W6/Day3
B. Draw an object to visualize the basic
division facts then write the answer

Appendix 24 page 10
Math123/Q2/W6/Day3

Remarks
Reflection