School: DUANGAN ELEMENTARY SCHOOL Grade Level: II

GRADES 1 to 10
Teacher: ROSE MAE B. BAYLOSIS Learning Area: MATHEMATICS
DAILY LESSON LOG Teaching Dates and
Time: AUGUST 5 - 9, 2024 (WEEK 2) Quarter: 1st Quarter

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES Counts and groups objects Reads and writes numbers from Counts numbers by 10s, 50s, and Reads and writes numbers from
in ones, tens, and 101 through 1000 in symbols and 100s through 1000 in symbols and in
hundreds in words words
A. Content Standards A.Content Standards A.Content Standards A.Content Standards A.Content Standards
demonstrates demonstrates understanding of demonstrates understanding of demonstrates understanding of
understanding of whole whole numbers up to 1000, ordinal whole numbers up to 1000, ordinal whole numbers up to 1000,
numbers up to 1000, numbers up to 20th, and money up numbers up to 20th, and money up ordinal numbers up to 20th, and
ordinal numbers up to to PhP100. to PhP100. money up to PhP100.
20th, and money up to
PhP100.
B. Performance Standards B.Performance Standards B.Performance Standards B.Performance Standards B.Performance Standards
is able to recognize, is able to recognize, represent, is able to recognize, represent, is able to recognize, represent,
represent, compare, and compare, and order whole compare, and order whole numbers compare, and order whole
order whole numbers up numbers up to 1000, ordinal up to 1000, ordinal numbers up to numbers up to 1000, ordinal
to 1000, ordinal numbers numbers up to 20th, and money up 20th, and money up to PhP100 in numbers up to 20th, and money
up to 20th, and money up to PhP100 in various forms and various forms and contexts. up to PhP100 in various forms
to PhP100 in various forms contexts. and contexts.
and contexts.
C. Learning Competencies/ C. Learning Competencies/ C. Learning Competencies/ C. Learning Competencies/ C. Learning Competencies/
Objectives Objectives Objectives Objectives Objectives
groups objects in ones, reads and writes numbers up to 1 visualizes and counts numbers by reads and writes numbers up to 1
tens, and hundreds. 000 in symbols and in words. 10s, 50s, and 100s. 000 in symbols and in words.
M2NS-Ib-2.2 M2NS-Ic-9.2 M2NS-Ib-8.2 M2NS-Ic-9.2

II. CONTENT Content: Counting Ones, Content: Reading and writing Content: Counting by 10s, 50s and Content: Reading and writing
Tens and Hundreds Numbers 100s Numbers
Lesson 5 Lesson 6 Lesson 7 Lesson 8

III. LEARNING K to12 Curriculum Guide K to12 Curriculum Guide 2016 K to12 Curriculum Guide 2016 K to12 Curriculum Guide 2016
RESOURCES 2016 Grade 2 – Mathematics pages 28 Grade 2 – Mathematics pages 27 Grade 2 – Mathematics pages 28
A. References Grade 2 – Mathematics
pages
1. Teacher’s Guide Pages TG in Mathematics pages TG in Mathematics pages 26-30 TG in Mathematics pages 30-32 TG in Mathematics pages 32-36
20-26 (softcopy) (softcopy) (softcopy) (softcopy)
2. Learner’s Materials LM in Mathematics pages LM in Mathematics pages 16-18 LM in Mathematics pages 19-20 LM in Mathematics pages 21-23
pages 13-15
3. Text book pages
4. Additional Materials 1. popsicle sticks, bottle 1. Number Cards 1. Counters (Popsicle sticks, straws, 1. Number Cards
from Learning Resources caps, sticks, drinking 2. Show Me Board etc.), 2. Show Me Board
straws, flashcards, flats, 3. Mystery Box of Knowledge 2. Hundred chart Set of card with the 3. Mystery Box of Knowledge
longs, ones, picture, 4. Numbers Chart 3- Digit numbers 4. Numbers Chart
pebbles, other concrete 3. Pictures Lesson 8
counters Lesson 6 Lesson 7
2. Picture
3. Cut-outs
Lesson 5
B. Other Learning laptop laptop laptop laptop
Resources
IV. PROCEDURES
A. Reviewing previous lesson INSTRUCTIONAL INSTRUCTIONAL PROCEDURE INSTRUCTIONAL PROCEDURE INSTRUCTIONAL PROCEDURE
or presenting the new lesson PROCEDURE Preparatory Activities Preparatory Activities Preparatory Activities
Preparatory Activities 1.Drill 1. Drill 1.Drill
1. Drill Strategy: Game- “Guess and Check” Skip count by 2s Strategy: Game- “Guess and
Mental addition using flash Mechanics: Post a hundred chart on the board. Check”
cards Draw 5 number cards inside the Ask the pupils to count 1 to 100 Mechanics:
1. 100 + 100 Mystery Box of Knowledge using the number chart. Divide the class into 5 working
2. 10 + 10 Post it on the board Skip count by 2 starts from 2 then groups. Let any members of the
3. 100 + 20 Ask the pupils to use the numerals encircle the next numbers up 100. group
4. 200+80 in the number cards to form three- to draw 5 number cards inside
5. 500+100 digit numbers. the Mystery Box of Knowledge..
6. 800 + 10 Examples of Number Cards: Ask the pupils to use the
7. 200 + 100 numerals in the number cards to
8. 900 + 2 form three- digit numbers as
9. 600 + 40 many as they can.
10. 700 + 12 2.Review Examples of Number Cards:
Ask: Directions: Using their Show Me
2. Pre-Assessment
Form three-digit numbers as many boards, tell the pupils to write down
Give the number for each
as they can. the missing numbers to complete
set of objects.
Let the pupils write their answers the table. Ask them to show, one at
on the board. a time, what they have written. Tell the pupils to write their
Ask other pupils to arrange the answers on their Show Me Board.
numbers written on the board Ask other pupils to arrange the
from least to greatest and vice- numbers written on the board
versa from least to greatest and vice-
2. Review versa
Give the place value of the 2. Review
following: Give the place value of the
Original File Submitted and
 In 987; what is the place value of Formatted by DepEd Club Member - following:
8? visit depedclub.com for more In 987; what is the place value of
What is the value of 9 in 987? 8?
What is the place value of 7 in What is the value of 9 in 987?
987? What is the place value of 7 in
What is the value of 7 in 987? 987?
Fill in the table: What is the value of 7 in 987?

Fill in the table:

How many digits are there in a

number?
In what direction will you start
looking for the ones place in a
three-digit number?
Which place is in the middle?
What place is the first number How many digits are there in a
from the left? number?
2. Pre-Assessment In what direction will you start
looking for the ones place in a
three-digit number?
Which place is in the middle?
What place is the first number
from the left?

B. Establishing a purpose B. Establishing a purpose B. Establishing a purpose B. Establishing a purpose B. Establishing a purpose
for the lesson ( Motivation) for the lesson for the lesson for the lesson for the lesson
1.Motivation: 1.Motivation 1. Motivation 1.Motivation
Help the birdie find its way Strategy: “Story Telling” Game – “Count Me In, Count Me Strategy: “Story Telling”
to her mother by counting 2012 COASTAL CLEAN UP Out” 2012 COASTAL CLEAN UP
from the starting point to Every September we celebrate Directions: Every September we celebrate
the mother bird Coastal Clean-Up Month to Divide the class in two groups Coastal Clean-Up Month to
conserve our beaches and to Group I (Pupils will skip count by 2s) conserve our beaches and to
minimize global warming. In Group 2 (Pupils will skip count by 5s) minimize global warming. In
Odiongan North Central Let the pupils stand and form a Odiongan North Central
Elementary School (ONCES), there straight line. Let them count by 1s. Elementary School (ONCS), there
 were 578 pupils who participated Pupils whose number falls on the were 578 pupils who participated
in the activity. While there were multiple of 2 or 5 will say “Count Me in the activity. While there were
892 pupils who participated in In”, “Count Me Out.” respectively. 892 pupils who participated in
Odiongan South Central Failure to do so will exclude the pupil Odiongan South Central
Elementary School (OSCES). from the group. Elementary School (OSCES)
Ask: What do you do when After the Clean-Up, a forum was After the Clean-Up, a forum was
you see birds in your conducted by the Young Scientists conducted by the Young
surroundings? Club of Romblon. Scientists Club of Romblon.
Why is it bad to hurt or kill Why do we need to clean our Comprehension question:
animals? beaches? Why do we need to clean our
Unlocking of difficult If you were the pupils of ONCES beaches?
words and OSCES, are you willing to join If you were the pupils of ONCES
(One-act play) Act out a the coastal clean-up? Why? and OSCES, are you willing to join
mother feeding her What are the numbers found in the the coastal clean-up? Why?
son/daughter. Then have story? What are the numbers found in
this sentence on the Tell the pupils that numbers can be the story?
board. written either in words or in
Mother feeds her daughter symbols.
with delicious food.
C. Presenting Examples / Posing a Task Posing a Task Posing a Task: Posing a Task
instances of new lesson C. Presenting Examples / C. Presenting Examples / instances C. Presenting Examples /Instances of C. Presenting Examples
( Presentation) instances of new lesson( of new lesson( Presentation new lesson 2.Presentation /Instances of new lesson
Presentation) Ask the pupils to identify the Posing the Task Presentation
The teacher will show the numbers mentioned in the story. Strategy: Learning Stations and Distribute copies of the activity
pupils how to create ones, Using the counters (straws), let the Cooperative learning. card (2012 Coastal Clean Up)
longs and pupils make bundles of the Group the class into three (3) groups Tell the pupils to underline all
flats. Together, the pupils numbers identified and paired with and assigned them by Learning numbers mentioned in a story.
and the teacher will create the number cards. Stations. A group leader shall be
a long using 10 ones. The identified by each group members.
teacher will emphasize Performing the Task-
that 10 ones create a 10. Activity No. 1
The pupils will create 10 Distribute a bundle of 100 pieces of
longs. Then, the teacher Popsicle sticks to each group.
will show with an Instruct the pupils to group the
illustration on the board Popsicle sticks by 5s, 10s, and 50s.
that 10 longs create one Let them write their answer on the
flat with 100 ones. The table presented below.
pupils will also create a
flat. There will be 10 tens
in one hundred.

Ask a leader or any of the members

to report their output
Distribute 25
objects/things to each pair
of pupils. Let them group
the counters by tens and
ones, as instructed by the
teacher.
Example:
Form a group of ten
objects.
Form another group of ten
objects until only ones are
left.
D. Discussing new concepts Performing the Task Performing the Task Performing a Task Performing the Task
and practicing new skills #1 Processing Processing: Processing Ask :
( Modeling) How many ones are left? Ask: Then ask: Processing
How many tens did you Ask the pupils why we need to How many 5s are there in 100? Then
form from 25? write the numbers in words and How many 10s are there in 100? Ask them to fill-up the table
not in symbols only. How many 50s are there in 100? presented below.
Give illustrative examples of How did you find the activity?
writing numbers in words and in Did every member of the group do
symbols. his part?
1.We read 892 in words as “Eight What made your group finish the
hundred ninety-two” activity ahead of time?
2. In symbols we read 572 and in
words we read as “Five hundred Tell the pupils to write the
seventy-two” numbers in symbols into words
Show this on the board. 3. In figure seven hundred-twelve and vice versa.
25 = 2 tens + 5 ones is = 712
4. In words, 497 is Four hundred
ninety-seven
5. In words, 698 is Six hundred
Ninety-eight.
E. Discussing new concepts E. Discussion of new E. Discussion of new concepts and E. Discussion of new concepts and E. Discussion of new concepts
and practicing new skills #2 concepts and practice of practice of new skills #2(Guided practicing new skills #2(Guided and practicing new skills
(Guided Practice) new skills #2(Guided Practice) Refer to the LM - Gawain Practice) #2(Guided Practice) Refer to the
Practice) Refer to the LM - 1 A pahina 16 sa LM Refer to the LM Gawain 1 pahina 19 LM – Gawain 1 pahina 21
Gawain 1 pahina 13 sa Gawain 1 Bumilang ng 10s. Ano-ano ang mga A. Sipiin ang mga sumusunod sa
Gawain 1 Basahin ang talata. Isulat ang lahat nawawalang bilang? inyong kuwaderno. Isulat ang
Ibigay ang kaugnay na ng bilang na mababasa dito. Isulat 1. 146 _____, ______, ______ 186 mga bilang sa salita.
bilang ayon sa ang iyong sagot sa iyong ____, _____, _____. 1. 756 =
paglalarawan. Isulat sa kuwaderno. 2. 54, 74 ____, ______, ___ __, __________________________
iyong kuwaderno. Si Mang Caloy ay nagbebenta ng _______, _______, ______. 2. 924 =
mga diyaryo. Noong unang linggo 3. _______ 300, ______320 ______, __________________________
ng buwan siya ay nakabenta ng _______, ______, 360. 3. 805 =
apat na daan walumpu’t siyam na 4. 390, 400, ______,______, __________________________
piraso at sa pangalawang linggo ______430, 440 _____, ____ 4. 247 =
siya naman ay nakabenta ng 269 5. ______, ______, ______40, 50, __________________________
piraso. Kung kanyang maibenta _____, ______, ______ 90 5. 593 =
Sagot:__________
lahat ang 890 na piraso sa ikatlong 6. 470, 480, 490, _____, ______, __________________________
linggo, ilang piraso ng dyaryo ang ______, ______, 540. 6. 901 =
kanyang maibebenta sa loob ng 7. ________900, 910, 920, ______, __________________________
tatlong linggo? ______, ______, _____ 7. 567 =
Isulat ang lahat ng bilang na nasa 8. 50, 60, 70, ______, ______, __________________________
loob ng talata. 100,______, ______ 130 8. 698 =
Ito man ay nakasulat sa salita o sa 9. 30, 40, 50, 60, _____, _____, 90 __________________________
 simbolo. ______, ______ 120 9. 452 =
_____________________________ 10. 147, 157, 167 ________, __________________________
_____________________________ _______, _______, ______ 10. 746 =
_____________________________ __________________________
_____________________________
_____________________________
________
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
_

F. Developing mastery F. Developing mastery F. Developing mastery F. Developing mastery F. Developing mastery
( Independent Practice) ( Independent Practice) ( Independent Practice) ( Independent Practice) ( Independent Practice)
Gawain 2, pahina 14 sa LM Gawain 2, pahina 17 sa LM Refer to the LM Gawain 2 pahina 19 ) Refer to the LM pahina 21-22
Ibigay ang kaugnay na Isulat ang bawat bilang sa simbolo. Bumilang ng 100s. Isulat sa Gawain
bilang ayon sa 1. Tatlong daan at dalawa kuwaderno ang nawawalang bilang. B. Sipiin ang mga sumusunod sa
paglalarawan. Isulat sa 2. Pitong daan at walumpu’t pito 1. 300, 400______, _______, 700, inyong kuwardeno. Isulat ang
iyong kuwaderno. __________________ ______, ______, _______ sumusunod na bilang sa simbolo.
3. 2 daanan 4 isahan 2. ______, _______, 600, 700 1. Pitong daan at labing
__________________________ _______, _______, ________ tatlo______________
4. Anim na libo at siyamnapu’t apat 3. _______ _______ 1300, 1400 2. Walong daan at labing lima
_______________ ______, _______, _______ ____________
5. 7 daanan, 8 sampuan, 2 4. 355 _______, _______, _______, 3. Siyam na raan at isa
isahan__________________ ________, ___________ ____________________
6. Apatnaraan at limampu’t pito 5. 675, _________, ________, 4. Siyam na raan at pitumpu’t
__________________ _______, ______, ______ pito_________
Gawain 3 7. Siyamnaraan at siyamnapu’t pito 5. Limang daan at dalawampu’t
Ibigay ang kaugnay na _______________ tatlo_____
bilang ayon sa 8. 2 daanan, 9 sampuan 6. Apat na raan at tatlumpu’t
paglalarawan. _________________________ isa________
9. 6 daanan, 8 sampuan, 5 7. Limang daan limampu’t
isahan__________________ lima___________
10. 3 daanan, 7 sampuan, 8 8. Dalawang daan siyamnapu’t
isahan_________________ siyam _______
 9. Isang daan pitumpu’t
lima________________
10.Tatlong daan at tatlumpu’t
walo___________

G. Finding Practical G. Finding Practical G. Finding Practical applications of G. Finding Practical applications of G. Finding Practical applications
applications of concepts and applications of concepts concepts and skills ( Application ) concepts and skills ( Application / of concepts and skills (
skills ( Application / and skills ( Application / Basahin ang mga digit na nasa Valuing Application /
Valuing) Valuing) larawan. Bumuo ng mga 3-digit na Bumilang ng 50s. Ano-ano ang Valuing)
bilang gamit ang mga digit na ito. nawawalang bilang? Basahin ang talata. Hanapin ang
Let the pupils identify the Isulat ang mga bilang na nabuo sa 1. 60, 110 ______, _______, mga bilang at isulat sa inyong
number for each sets of salita at sa simbolo. _______310 ________, ________ kwaderno.
objects. 2. 700 _______, MALIGAYANG KAARAWAN
Write the number of _______850_______950 NANAY
hundreds, tens and ones. __________ Si Tatay Toring ay nakatira sa
Then, write the number on 3. _____, ______ 150, ______, 250 Barangay Agnipa kasama si Nanay
your paper. ______ 350 ______ Elvira at ang kanilang mga anak
Example: 4. 950, 900, 850 _______, _______, na sina Arvin, Albert at Susan.
589 = 5 hundreds + 8 tens Mga bilang sa simbolo: _____, _______ Ang kanilang hanapbuhay ay ang
+ 9 ones _____________________________ 5. 600, ______, 500, ______, 400, pagtatanim ng mga gulay. Isang
1. 896 = _______ hundreds _____________________________ _______, ______, _____ araw, si Tatay Toring ay nag
+ _________ tens + _____________________________ harvest ng kanilang gulay. May
________ ones _____________________________ 276 na kalabasa, 675 na sayote,
2. 465 = _______ hundreds _____________________________ six hundred ninety-nine na okra
+ _________ tens + ________ at three hundred twenty-eight na
________ ones Mga bilang sa salita: talong. Kanilang ibinenta sa
3. 926 = _______ hundreds _____________________________ palengke at nakabenta sila ng
+ _________ tens + _____________________________ 975. Masaya ang mag-anak at
________ ones _____________________________ makabibili na sila ng regalo para
4. 168 = _______ hundreds _____________________________ sa kaarawan ni Nanay Elvira.
+ _________ tens + _____________________________ Ibigay ang bilang na nakasulat sa
________ ones ________ salita. Isulat ito sa figure.
5. 386 = _______ hundreds ___________________________
+ _________ tens + _______________________
________ ones Ibigay ang bilang na nakasulat sa
figure. Isulat ito sa salita.
___________________________
_______________________
H. Making generalizations H. Making generalizations H. Making generalizations and H. Making generalizations and H. Making generalizations and
and abstractions about the and abstractions about the abstractions about the lesson abstractions about the lesson abstractions about the lesson
lesson ( Generalization) lesson (Generalization ) (Generalization ) (Generalization ) (Generalization)
How do you group objects? How do you read and write Let the pupils skip count by 10’s from How do you read and write
How do you group tens numbers? 10 through 100. numbers?
and hundreds? a. A number can be written in Ask: How many groups of 10 are a. A number can be written in
 How many tens are in 100? symbols and in words. there in 100 symbols and in words.
How many ones are in b. The first digit from the right is How many numbers are there in b. The first digit from the right is
tens? the ones, the second is tens and each group? the ones, the second is tens and
the third is the hundreds How do we skip count by 10? the third is the hundreds
c. Zero is used as placeholder. What do you call the sequence or c. Zero is used as placeholder.
d. Every digit has its own value pattern of counting that we used? d. Every digit has its own value
according to its position in the What skip counting was used? according to its position in the
number. number.

I. Evaluating Learning I. Evaluation I.Evaluation I.Evaluation I.Evaluation

Write the letter of the 1. Read the paragraph below. Then Count by 10s, 50s and 100s. Write Read the paragraph below. Then
correct answer. write all numbers included in the the missing number. write all numbers included in the
1.How many tens are there paragraph. 1. 70, 80 ______, 100, ______, paragraph.
in Write the numbers in words: ______, ______ “Polit had nine hundred seventy-
_____________________________ 2. _____150, 160, _______, _______, nine pages of a book to read. He
_____________________________ _______ reads two hundred sixty-seven
_____________________________ 3. _____ 800 ______ ______ 1100 pages on Monday and 79 pages
_____________________________ 4. 65 , 115 _______, _______, on Tuesday. And he reads the
_____________________________ ________, ______ remaining six hundred thirty-six
_____________________________ 5. 25, 75 _______, _______225, last Friday”
___________ ______, ______ Write the numbers in words:
2.How many hundreds are Write the numbers in symbols or ___________________________
there in figures: ___________________________
_____________________________ ___________________________
_____________________________ ___________________________
_____________________________ ___________________________
_____________________________ ___________________________
_____________________________ ________________________
3. Which is equal to 8 _____________________________ Write the numbers in symbols or
hundreds + 7 tens + ____________ figures:
2ones? B. Write the correct number ___________________________
A. 827 B. 872 C. 862 D. 802 symbols of the following. ___________________________
4. Which is equal to 25 1. Nine hundred seven ___________________________
tens? 2. Six hundred twenty-four ___________________________
A. 25 B. 205 C. 215 D. 250 3. Six hundred eighty ___________________________
5. How many hundreds are 4. Eight hundred eighty-nine ___________________________
there in 896? 5. Seven hundred seventy-four ________________________
A. 8 B. 9 C. 6 D. 4

J. Additional activities for J. Additional activities for J. Additional activities for J. Additional activities for application J. Additional activities for
application or remediation application or remediation application or remediation or remediation application or remediation
( Assignment) ( Assignment) ( Assignment) ( Assignment) sa pahina 20 ( Assignment) sa pahina 23 sa LM
A.Ibigay ang kaugnay na Bumuo ng three-digit na bilang Punan ang patlang ng tamang bilang. Sipiin sa iyong kuwaderno ang
bilang ayon sa gamit ang kalendaryo na nasa Isulat sa kuwaderno ang sagot. mga sunusunod. Ibigay ang
 paglalarawan. ibaba. Isulat ang mga ito sa salita at 1.Hanapin ang nawawalang bilang. nawawalang bilang. Isulat sa
sa simbolo. Ayusin ang mga ito ayon sa salita o sa figure.
nakasaad. 1. 408 = _____ + _____ + ______
= __________________________
2. 768 = 700 + _____ + ______ =
Sagot:__________ ___________________________
B. Gumuhit ng mga bagay 2. Kumpletuhin ang pagkasunod- 3. 907= ______+ _________+
ayon sa bilang na nakasaad sunod ng mga bilang. __________
sa ibaba. Gawin ito sa a. Simula sa 567 dagdagan ito ng tig 4. 187 _____ +_________ +
iyong papel. 5. Ang susunod na bilang ay _____, __________
_____, ______, _______, ______, 5. 875 = _____+ 70 + ______+5 =
_______ ___________________________
b. Simula sa 345, dagdagan ito ng tig 6. 123 = 100 ____________ +
10. Ang susunod na bilang ay __________+ ________
______, ______, ______, ______, 7. 209= _______+ ___________ +
_______, _____ _________
3. Punan ng bilang ang bakanteng 8. 565= ______+ ________+
kahon sa ibaba. _______
9. 897 = ______ + 90 + ______
=__________________________
__
10. 247 = ______+ _______+
________
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?