MATATAG School Grade Level 2

K to 10 Name of Teacher Learning Area Mathematics

Curriculum
Teaching Dates and Time JUNE 23-27, 2025 Quarter First / Week 2
Weekly Lesson
Log

DAY 1 DAY 2 DAY 3 DAY 4

I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES

A. Content Measurement and Geometry (MG)
B. Content The learner should have knowledge and understanding of:
Standards
 circles, half circles, quarter circles, and composite figures made up of squares, rectangles, triangles, circles, half circles, and
quarter circles; and
 one step slides and flips of basic shapes and figures.
C. Performance By the end of the quarter, the learners are able to:
Standards
● compose and decompose composite figures made up of squares, rectangles, triangles, circles, half circles, and quarter circles;
and
● describe and draw the effect of one-step slides or flips in basic shapes and figures.
D. Learning The learners
Competencies
● compose and decompose composite figures made up of squares, rectangles, triangles, circles, half circles, and quarter circles,
using cutouts and square grids; and
● describe and draw the effect of one direction multi-step slide (or translation) in basic shapes and figures.
E. Learning At the end of the lesson, At the end of the lesson, the At the end of the lesson, the At the end of the lesson, the
Objectives the learners are able to learner should be able to: learner should be able to: learner should be able to:
compose a figure using
● describe the change in the ● describe the change in the ● describe the change in the
cutouts of two or more position of a basic shape or position of the basic shape position of the basic shape
familiar shapes (such as figure after a one-step slide or or figure after a one-step flip and figure after a multi-step
half circle and rectangle; translation is performed; and is performed; and slide and/or flips are
square and/or triangle; performed; and

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 quarter circle and ● draw the position of a basic ● draw the position of a basic ● draw the position of a basic
rectangle, square, and/or shape or figure after a slide or shape or figure after a flip is shape or figure after a multi-
triangle) translation is performed. performed. step slide and/or flip is
performed.
II. TEACHING AND LEARNING PROCEDURES
Before the Lesson/Pre-lesson Proper
Activating Prior In our last lesson, we Show the illustration below. Place the five-by-five grid on Prepare at least four cutouts
Knowledge decomposed a figure into the board. Show a transparent featuring images or drawings of
familiar shapes such as circular cutout with black feet. Display each cutout and
rectangles, squares, borders as shown below. ask whether the learners
triangles, circles, half- recognize the depicted figure.
circles, and quarter circles. They should be able to say that
This time, we will compose those are foot drawings.
a figure using given
Use the cutouts to create
shapes.
patterns, focusing on one
Show a triangle and a pattern at a time. Prompt the
rectangle. students to determine whether
the foot slides, flips, or both, and
Ask the learners what shapes
in which direction.
are in the illustration on the Let them observe the cutout.
board. The learners should be able to Pattern 1
What should we remember observe that the cutout is Reference figure
when composing a figure Expected answers:
circular and has a triangle
given a set of shapes? square hole.
The shapes should not
overlap or be connected rectangle Place the cutout in the cell on
only at a point. the upper left corner of the 1 2 3 4
triangle five-by-five grid posted on the
Answer: slide to the right three
Let a learner put them circle board.
times
together and draw the
outline of the figure formed. half-circle
quarter circle

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Possible answers: Tell the learners that in today’s Pattern 2
lesson, they will learn how to Reference figure
move these shapes around on a
grid, exploring different ways to
change their positions. 1 4

2 3

Answer: flip downward, slide to

Ask a volunteer to trace the the right, flip upward
cutout on the cell at the upper
leftmost corner of the grid and Pattern 3
slide it one cell to the right. Reference figure
Then, trace the cutout in its
new position. Instruct the other 1 4
learners to check if the
volunteer slid the shapes
correctly.

2 3
As can be seen, we can
Answer: flip downward, flip to
compose different figures
the right, flip upward
using the rectangle and the
triangle.
We studied composing a
figure in grade 1. Can you
recall how to compose a After completing the drawing
figure using a set of ask the learners whether the
shapes? Composing a volunteer slid the shape
figure means putting correctly. If not, prompt them to
together shapes to form a identify which part of the
figure. volunteer’s drawing needs
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 correction and assist him/her Pattern 4
in making the necessary Reference figure
changes.

Write slide on the board.

1 2 3 4

Answer: flip to the right three

times
Note: These patterns are from
Frieze Patterns, usually used in
arts and designing buildings.

Ask the following questions:

 What movement was Show images of sample art and
performed to the cutout? It designs to the learners if
was slid one cell to the applicable. Such as floor tiles
right. and table cloth.
 Did the appearance of the
shape change after a slide
was performed? No, it
remained the same.
 What has changed to the
shape after a slide was
performed? Only its
position changed.

Commend the class for their

participation.

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Lesson Purpose/ To compose figures using To illustrate how to slide or To illustrate how to flip shapes To illustrate how to slide and flip
Intention familiar shapes translate shapes and figures in and figures in one direction shapes and figures in one
one direction direction
Lesson Language compose, cutouts, square Translations, slides, upward, Flips, upward, downward, left, Slides, flips, upward, downward,
Practice grids, half-circle, quarter downward, left, right, forward, right, grids, squares, circles, right, left, grids, squares,
circle, square, rectangle, backward, grids, tiles, squares, rectangles, triangles, half- circles, rectangles, triangles,
triangles, decompose circles, rectangles, triangles, circle, quarter-circles, cutouts, half-circle, quarter-circle,
half-circle, quarter-circle, cutouts, shapes, figures, position cutouts, shapes, figures,
shapes, figures, position position
During the Lesson/Lesson Proper
Reading the Key
Idea/Stem
Developing Show a half-circle and a Create two modified six-faced Tell the learners that you are Let them know that in today's
Understanding of triangle. The length of the dice using the following going to demonstrate a lesson, they will practice the
Key Idea/ Stem straight part of the half- commands written on each face, different movement and have multi-step slide and/or flips.
circle, which is the as shown in the image below: them observe carefully. Explain that ‘multi-step’ means
diameter of the circle ‘many steps’. They can slide
Trace the circle and the small
where it came from, should many times, flip many times, or
triangle again in the leftmost
be the same as the length combine slide and flip to move
cell of the second row and then
of the shortest side of the the shape to its new position.
flip the cutout to the right.
triangle.
Prepare the following materials
Ask the learners to identify
for a group activity: five-by-five
each shape and describe
grid, square cutout with a
them. Prepare a suitable space for the circular hole in the upper right,
activity. Ensure that the activity whiteboard or erasable markers.
space is set up so all learners can
see the movements clearly. If the Place the five-by-five grid on the
classroom floor is tiled, you can board and reuse the square
use a two-by-five tile grid. If not, cutout used in the previous
use rubber mats or any type of activity on slides.
paper to draw a two-by-five grid
as shown below.

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 Exaggerate the flipping
movement to enable the
learners see what was done
with the cutout. Let them also
observe the change in the
position of the triangle inside
the circle.
A triangle is a shape with First, trace the circle and ask
three sides and three the learners where the small
corners. triangle hole is. They should be
able to say that the triangle
A half circle is a shape that hole is in the right side of the Tell the learners that the one
is one-half of a whole circle. drawn on the board will be used
circle.
for discussion/checking. Group
Trace the triangle and the class into fours. Provide the
Have the learners work in
Tell the learners that they will be shade/color the circle materials for each group.
pairs. Distribute to each
playing a game. Three pairs will accordingly. Let the learners
pair the following materials:
compete in this game. Give the observe the two circles, before Before starting the activity, tell
the two shapes, a piece of
rules of the game. and after the movement was the learners that you will give
Manila paper, masking
performed. instruction on how to do some
tape, and a marker pen. ● The pairs will roll the die
tasks. Say, ‘While the assigned
three times, alternately. One
Tell them that they will member does the task, the other
player will roll the die while
compose a figure using the other will move according members must help in checking
those shapes, and then to the command shown on if the task is done correctly.
trace the outline of the the die. Take turns in performing these
figure like what was done ● The pair that reaches the tasks. There will be four tasks,
before. finish line first or is closest to assign a member of the group to
the finish line after 3 rolls, will do each task. When done, raise
Give the learners about 10 be the winner. your hands.’
minutes to finish the task.
Once they are done, ask Give these instructions.
some learners to post their
work on the board. Select Trace the cutout in the middle of
those that are different the grid.

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from each other. Have a Show the learners the different Ask the learners the following
class discussion. commands written on the faces questions:
of the die. Let them stand and
Some possible answers:  What has changed in the
perform the command as
circle after it was moved?
presented.
They should be able to say
Ask for six volunteers to form that the triangle’s position
three pairs. Instruct the other changed.
learners to observe the  What happened with the
position of the triangle
movement to be performed by
inside the circle? They
their classmates. should be able to say that it  Task 1 - First member: Slide
When the learners are ready, moved to the right side of the cutout one cell to the left,
start the game. Assist the pairs the circle. slide it again one cell to the
 What remained the same in left, and trace the cutout in
of learners in reading the
the circle after it was its new position.
commands.
moved? Its size and shape
After the game, ask the remained the same. Expected drawing:
volunteers if the commands on  Do you think a slide was
the dice were easy to follow and performed on the circle?
Why? No, because when a
why. Ask what were the
slide is performed the
commands performed in the
appearance would remain
game and write their responses the same.
on the board. The answer will
depend on the commands Verify the learner’s answer by
performed from rolling the die. referring to the first activity
Ask the learners what they where a slide was performed
noticed about the commands in on the cutout.
● Task 2: Second member:
the game. Write their answers on What movement do you think Flip the cutout upward, flip it
the board. was done to the circle here, upward, and trace the
refer to the second drawing? cutout in its new position.
They should be able to say
that it was turned over. If the
learners are able to say ‘flip’,
ask them to describe the

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Show the learners another Expected answers: flipping movement. If not, ask Expected drawing:
set of shapes. The length  All commands involve them to describe the
of the straight part of the movement. movement and introduce the
half-circle, which is the  All commands include concept of flip to the learners.
diameter of the circle directions: forward or
where it came from, should backward.
 All commands specify the Explain that flipping a shape
be the same as the shorter
number of tiles to move. means turning it over. Write
side of the rectangle
the word ‘flip’ beside the
(width). The quarter circles
illustration.
should form the given half-
circle. Tell them to use the Teacher has to lead the ● Task 3: Third member: Flip
set of shapes to form a discussion to help learners the cutout to the right, slide
express these ideas, though not it three cells to the right, and
figure.
necessarily in the same way they trace the cutout in its new
are written here. position.
Expected drawing:
Set of Shapes: Explain that the players moved a
certain distance, and this
movement is called a slide or
translation. Write the definition of
a slide or translation of shapes
on the board. Define the word 'flip' and write it
on the board:
A flip produces a mirror image
Slides or translations involve of a shape or figure by turning ● Task 4: Fourth member:
moving the shape or object a it over. Slide the cutout one cell
certain distance in a specified downward, slide it again two
direction. Explain that is drawn to cells downward, flip it
show the flipping movement of downward, and trace the
Have the learners read the the shape or figure, with the cutout in its new position.
definition of slides or translations arrowhead pointing to the
written on the board. direction where the shape
flipped. Illustrate the concept of
mirror images with real-life
examples, such as the left
hand and the right hand. Ask
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Possible answers: Explain the definition of slides or the learners if they are familiar Expected drawing:
translations in relation to the with mirrors and their uses.
activity. Answers may vary, but mirrors
are mostly used for personal
Highlight the concept of 'moving grooming.
the shape or object' by asking
the learners what object is
moved in the activity. They Explain to the learners that the
should be able to say that the ‘self’ they see in a mirror is
players moved in the activity. called an 'image'. Explain that
everything seen in a mirror is a
: Next, emphasize 'a certain mirror image of real-life
objects. Ensure that after each task,
distance' and ask the learners
facilitate a discussion about
how far the players moved. They
Instruct the learners to imagine their answers. Have each group
should be able to say that the
themselves as mirrors of the present their drawing and
players moved one (1) tile or two
teacher. You may ask them to compare it with the others. Ask
(2) tiles.
mirror your actions: if you raise one group to explain their
your right hand, they should drawing to the class, then ask
Finally, emphasize 'in a specified
raise their left hand; if you look the other groups if their
direction' and ask the learners
to the left, they should look to drawings are similar. If not,
which directions the players
their right, etc. have a group with a different
moved. They should be able to
drawing explain theirs. Ask the
say that the players moved
Relate the concept of mirror learners to describe the
forward and backward.
images to the drawings of the appearance of the shape in its
Prepare a five-by-five grid. It is circles on the board. Use the new position after every task.
suggested to draw the grid on a line in the middle of the grid as Illustrate the correct slide and
cartolina or Manila paper and the mirror, with the right side flip on the board and allow
cover it with plastic to make it representing the image, as groups that made mistakes to
reusable. shown in the illustration. correct their drawings before
proceeding to the next task.
Place the 5-by-5 square grid on
the board. Make sure that the At the end of all tasks, the final
square in the grid is big enough drawings should look like the
for all the learners to see. illustration below.

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Call learners with unique
answers to post their
figures on the board.
Were we able to form only
one figure from the given
shapes? No, we were able
to form many figures from
the given shapes.
Given a half-circle, two
quarter circles, and one
rectangle, we can form Ask, what do you call this Ask the learners if sliding
many different figures. drawing? They should be able to movement creates a mirror
say 'grid' because they used it in image. They should be able to After the activity, commend all
Can we decompose the the lesson on decomposing say no.
figure we formed into a learners for their participation.
shapes. Ask about their experiences
half-circle, two quarter Ask if the flipping movement
circles, and one rectangle? In case the learners were not creates a mirror image. They with the activity, whether they
Yes, we can. able to say grid, introduce again should be able to say yes. found it challenging or not.
the word to them. Also, ask about how this activity
We have learned that we Show an image of the cutout differs from their previous
can compose a figure Point to one of the squares in the using a mirror to demonstrate experiences with slides and
using a set of shapes and grid and ask, 'What do you call that the image is identical to flips. They should be able to say
we can decompose a this part of the grid?' the appearance of the shape that in this activity, they can flip
figure into shapes in the when flipped. and slide many times. Also, in
Expected answer: a square
given set. some tasks, the slide and flip
are combined, unlike in previous
activities where they only
Tell the learners that these encountered either a slide or a
squares in the grid are called flip.
‘cells’ and they will use these
cells for the movement of
shapes or figures. Write the
word ‘cell’ on the board and
draw an arrow pointing to a cell
on the grid.
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 Ask if anyone needs
clarification or has questions
about flip before moving on to
the next activity.

Show a transparent square

cutout with a hole in the upper
left corner (see illustration
below). It is suggested to use
plastic cover and draw the
border using a permanent
marker.

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Trace the square cutout and the
circular hole in the center of the
grid.

Tell the learners to observe the

movement of the square cutout.
Slide the square cutout two cells
to the left (see illustration below).

Ensure you show the sliding

movement without rotating or
flipping the shape. Trace the
square cutout in its new position.

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Direct learners’ attention to the
drawn squares. Ask the learners
what movement is performed to
the square. Draw an arrow to
emphasize the movement.
Ensure that the learner will
mention the movement “slide”.
Guide them to the answer using
these questions:
(a) How many cells did the
square slide?
(b) In what direction did the
square slide?
They should be able to say that
the square slid two cells to the
left.

Write “the square moved (slid)

two cells to the left” on the board.
Explain to the learners that an
arrow is drawn to
demonstrate the sliding
movement of the shape or figure,
with the arrowhead pointing to
the direction where the shape
moved.

Next, slide and trace the square

cutout two cells upward, then
four cells to the right, and finally
four cells downward (see
illustration below).

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Slide the cutout one movement
at a time. Continue asking the
learners what movement
occurred with the square and
write the answers on the board.

Expected answers:
Movements of the cutout -
1st : The square moved (slid) two
cells upward
2nd: The square moved (slid) four
cells to the right.
3rd: The square moved (slid) four
cells downward.
Explain to the learners that this is
how a slide is performed to a
basic shapes or figures.
Ask if anyone needs clarification
or has questions about
performing a slide before moving
on to the next activity.

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Deepening Tell the learners that Keep the grid on the board but Show a transparent circle Let the learners stay with their
Understanding of Figure A and Figure B, erase the drawn square shapes. cutout with rectangular hole as group. Erase the square
Key Idea/Stem drawn on a grid paper, Prepare transparent cutouts of shown in the illustration below. drawings on the grid. Provide
were decomposed into shapes with hole as shown. each group with two cutouts of
several shapes. the shape. Ensure that each
Figure A member is involved in the
activity.

Trace the half-circle cutout in the Trace the cutout in the upper
third row, third column of the right cell of the five-by-five
grid. Make sure that the hole is grid. Flip the cutout downward.
traced as well. Ask the learners where the
rectangle should be drawn if
the circle is flipped downward. 1. Draw the illustration below
They should be able to say on the grid.
that the rectangle should be
drawn in the upper left of the
circle. Draw the rectangle.
Figure B

Have the learners work in

groups.

Tell them to do the Ask a volunteer to slide the half-

following: circle two cells downward and
trace it in its new position,
1. Recreate Figure A using  Instruct the learners to think
ensuring the circle inside the of the easiest or fastest way
the shapes in set A.
Place their work on a half-circle is also traced. to move the shape from the
sheet of Manila paper. Emphasize that the figure should first position to the second
be moved exactly as it is. Instruct position using the cutouts.
the volunteer to draw an arrow These are some possible

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2. Recreate Figure B using indicating the direction of the Next, ask where to draw the answers, as there are many
the shapes in set B. shape's movement, and have the rectangle if the circle is flipped ways to move the shape
Place their work on other learners check if the shape to the right, then upward. Show from its first to its second
another sheet of manila that if you flip it to the left position. However, it is not
was moved correctly.
paper. again, the resulting figure possible to slide it many
Expected drawing: matches the original. Refer to times; only flipping many
times or a combination of
the illustration for guidance.
sliding and flipping is
possible.
1 4
Possible answers:
2 3  The half circle flips
downward then slides two
cell downward.

After completing the drawing,

tell the learners that a slide was Distribute and explain LAS 2.
done to the shape. Instruct the Tell the learners that they are
volunteer to describe the result going to answer LAS 2 with
of sliding the shape to its new their group from previous
position. Ask the learners to activity. Explain the  The half circle slides two
assess whether the volunteer cells downward and flips
instructions in LAS 2 and
slid the shape correctly. If not, downward.
emphasize that the shapes
prompt them to identify which inside the bigger shapes are
part of the volunteer’s drawing holes.
needs correction and assist in
making the necessary changes. Address any questions or
clarifications raised by the
learners.
Commend the class for their
participation.

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 Trace the quarter circle cutout in Answers to LAS 2:  The half circle flips three
the second row, first column. times downward.
Set A shapes for Figure A:

Ask one group to explain their

answer to the class. Ask the
Ask for a volunteer to slide the Discuss the answers afterward other groups if they got the
Set B shapes for Figure B:
quarter circle four cells to the to ensure understanding. same answer. If not, ask
right then trace it in its new another group with a different
position, ensuring to trace the answer to demonstrate theirs.
hole. Instruct the other learners Write their correct answers on
to assess whether the volunteer the board.
slid the shape correctly,
checking the number of Explain to the learners that they
movements, directions, drawn can reverse the movements to
shapes, and arrows. move the shapes to their new
Expected answer: position. For instance, if they flip
first and then slide, the reverse
Give each group the would be to slide first and then
following materials: Figure flip.
A and Figure B drawn on a
sheet of paper, Set A Show and distribute LAS 3. Tell
shapes, Set B shapes, the learners that they are going
sheets of Manila paper, to answer LAS 3 in pairs.
and a masking tape. Have Explain the instructions in LAS
them work for about 10 3. Discuss the answers
minutes. Have a afterward to ensure
discussion afterward. understanding. Address any
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Possible answers: Instruct the volunteer to discuss questions or need for
the result of moving the shape. clarification raised by the
Figure A: Ask the other learners if the learners.
volunteer slid the shape
Answers to LAS 3:
correctly. If not, prompt them to
identify which part of the Item 1
volunteers’ drawings needs
correction and assist in making
the necessary changes.
Commend the class for their
participation.
Show the learners LAS 1 and
Figure B: instruct them to complete the
activity in pairs. Answer the first
item on the board to guide them.
Distribute LAS 1. Explain the
instructions in LAS 1. Discuss
the answers afterward to ensure
understanding. Address any
questions or clarifications raised Item 2
by the learners.

Expected answers to LAS 1:

Item 1

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Item 2 Item 3

Item 3

Item 4

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After the Lesson/Post-lesson Proper

Making To summarize the lesson, To summarize the lesson, ask To summarize the lesson, ask To summarize the lesson, ask
Generalizations ask learners the following the learners how to slide or the learners how to flip shapes the learners the following:
questions. translate shapes and figures. and figures.
(a) What is the difference
How do we compose a 1. Trace the shape in its original 1. Trace the shape in its between flip and slide? A slide
figure given a set of two or position. original position. changed only the position of the
more shapes? We put figure but didn’t change the
2. Count the number of cells the 2. Flip or turn over the shape appearance. A flip involves
together the shapes in the
shape needs to move in the to its specified direction. turning the shape over in a
given set to form the figure.
specified direction. specified direction to create a
3. Trace the shape in its new
mirror image.
What should we remember 3. Slide or move the shape to its position.
(b) What is the difference
when composing a figure new position without altering its
Expect incomplete answers, between one-step and multi-
given a set of shapes? The appearance. such as 'flip' without specifying step? One-step has only one
shapes should not overlap
4. Trace the shape it its new the direction. Then, ask them step while multi-step has two or
or be connected only at a
to explain the difference more steps.
point. position.
between sliding and flipping. (c) What is the difference
Expect incomplete answers, between one-step and multi-
A slide involves moving a step slide or flip? They can slide
such as 'slide' without specifying
shape from one position to many times, flip many times,
the direction or number of
another without changing its and combine slides and flips in a
movements. Ensure that the
orientation or appearance. A multi-step process, whereas
learners understand that both flip involves turning the shape
the number of movements and previous lessons involved only a
over in a specified direction to single step, either a slide or a
the direction are important when create a mirror image. flip.
sliding shapes or figures.
Ensure that the learners
understand the distinction Ask the learners to describe the
between these two change in the position of the
movements. basic shape and figure after a
multi-step slides and/or flips are
performed. They should be able
to say that if the shape slides
many times, its appearance

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 remains the same. However, if
flipping is added, regardless of
the number of times, the
appearance of the shape could
either remain the same or
change.
Evaluating Learning Let the learners answer Let the learners answer Let the learners answer Let the learners answer
Assessment 1. Assessment 2. If needed, read Assessment 3. If needed, Assessment 4. If needed, read
the instructions to the learners. read the instructions to the the instructions to the learners.
Possible answers:
learners.
Expected answers: Answers:
1.
I.
Expected answers: I.
1. The half-circle slides 2 cells to
the right. I. 1. Possible answers:
2. The quarter-circle slides 4
1. The circle flips to the right. The half circle slides three cells
cells to the right.
3. The rectangle slides 1 cell 2. The square flips downward. to the right and flips to the right
upward. (and reverse). It is not possible
4. The triangle slides 3 cells to move it by only sliding it many
downward. times or only flipping it many
II.
II. times
2. 1.

2. Possible answers:
It is not possible to move it by
only sliding it many times.

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 2.  The triangle slides two cells
downward and flips
downward (or reverse).

 The triangle flips

three times
downward.

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 II. Expected answer:

Additional Activities
for Application or
Remediation (if
applicable)

I. LEARNING RESOURCES
A. References

B. Other Learning
Resources

IV. TEACHER’S REFLECTION

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