School: BIGAA ELEMENTARY SCHOOL Grade Level: TWO

GRADES 1 to 12 Learning
DAILY LESSON LOG Teacher: Area: MATHEMATICS
Teaching Dates and AUGUST 28-SEPTEMBER 1, 2023
Time: WEEK 1 Quarter: FIRST

DAY 1 DAY 2 DAY 3 DAY 4 DAY 5

I. OBJECTIVES Visualizes and identifies Visualizes and identifies Associates numbers with Give the place value of
HOLIDAY-NATIONAL numbers from 101 through numbers from 501 through sets having 101 up to each digit in a 3- digit
HEROES DAY 500. 1000. 1000 objects and gives numbers.
the number of objects.

A. Content Demonstrates Demonstrates Demonstrates Demonstrates

Standards understanding of understanding of whole understanding of understanding of
whole numbers up to numbers up to 1000, whole numbers up to whole numbers up to
1000, ordinal numbers up ordinal numbers up to 20th, 1000, ordinal numbers up 1000, ordinal numbers
to 20th, and money up and money up to PhP100. to 20th, and money up up to 20th, and money
to PhP100. to PhP100. up
to PhP100.

B. Performance Is able to recognize, Is able to recognize, Is able to recognize, Is able to recognize,

Standards represent, compare, and represent, compare, and represent, compare, and represent, compare,
order whole numbers up to order whole numbers up to order whole numbers up and order whole
1000, ordinal numbers up 1000, ordinal numbers up to 1000, ordinal numbers numbers up to 1000,
to to up to ordinal numbers up to
20th, and money up to 20th, and money up to 20th, and money up to 20th, and money up to
PhP100 in various forms PhP100 in various forms PhP100 in various forms PhP100 in various
and contexts. and contexts. and contexts. forms and contexts.

C. Learning Visualizes and represents Visualizes and represents Visualizes and represents Gives the place value
Competencies/ numbers from 0-1000 with numbers from 0-1000 with numbers from 0-1000 and finds the value of a
Objectives emphasis on numbers 101 emphasis on numbers 101 – with emphasis on digit in three-digit
– 1 000 using a variety of 1 000 using a variety of numbers 101 – 1 000 numbers. M2NS-Ib-10.2
materials. M2NS-Ia-1.2 materials. M2NS-Ia-1.2 using a variety of
materials. M2NS-Ia-1.2

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 D. Enabling N/A N/A N/A N/A
Competencies

E. Specific
Objectives

II. CONTENT
Paglalarawan ng mga Paglalarawan ng mga Paglalarawan ng mga Place Value at Value ng
Bilang Mula 0 -1000 Bilang Mula 0 -1000 Bilang Mula 0 -1000 Numerals

III. LEARNING 1. PIVOT 4A Learner’s 1. PIVOT 4A Learner’s 1. PIVOT 4A Learner’s 1. PIVOT 4A Learner’s
Material Unang Markahan Material Unang Markahan Material Unang Material Unang
RESOURCES Ikalawang Edisyon, 2021 Ikalawang Edisyon, 2021 Markahan Ikalawang Markahan Ikalawang
A. References pahina 6-7 pahina 6-7 Edisyon, 2021 pahina 6- Edisyon, 2021 pahina
2. MELC Matrix K to 12 2. MELC Matrix K to 12 7 8-9
Curriculum G2 Q1 Curriculum G2 Q1 pahina 2. MELC Matrix K to 12 2. MELC Matrix K to
pahina Curriculum G2 Q1 12 Curriculum G2 Q1
pahina pahina

1. Teacher’s Teaching Guide for Teaching Guide for Teaching Guide for Teaching Guide for
Guide Mathematics Grade 2 pp.1- Mathematics Grade 2 pp.5- Mathematics Grade 2 Mathematics Grade 2
Pages 5 9 pp.5-9 pp.36-59

2. Learner’s Mathematics– Ikalawang Mathematics– Ikalawang Mathematics– Ikalawang Mathematics–

Materials Baitang Kagamitan ng Baitang Kagamitan ng Baitang Kagamitan ng Ikalawang Baitang
pages Mag-aaral: Tagalog Unang Mag-aaral: Tagalog Mag-aaral: Tagalog Kagamitan ng Mag-
Edisyon, 2013 pp.1-4 Unang Edisyon, 2013 pp.11- Unang Edisyon, 2013 aaral: Tagalog
12 pp.11-12 Unang Edisyon, 2013
pp.24-26

3. Text book
pages

4. Additional
Materials
from Learning
Resources

B. Other Powerpoint presentation Powerpoint presentation Powerpoint presentation Powerpoint

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 Learning TV, charts, cut outs, TV, charts, cut outs, TV, charts, cut outs, presentation
Resources for counters Number Cards Counters, Place value TV, charts, cut outs,
Development counters Chart Counters, Place value
& Chart
Engagement
Activities

IV.
PROCEDURES

Introduc What Drill: Drill: Drill: Drill:

tion I Let the pupils give the Counting numbers using Form three-digit
need correct number. Ask the pupils to orally the number chart 0-100 numbers as many as
to 1. 5 tens + 7 ones = count numbers from 100 to they can using the
know _______ 500, 222 to 293, 467 to 500 Review numerals 9,2,0,5
? 2. 9 tens + 4 ones = Ask them:
_______ Review How many hundreds are Review
3. 7 tens + 3 ones = there in 400? Ask a pupil to draw one
_______ Count and write the correct Answer: at the time the number
4. 9 tens + 9 ones = numeral for each ___________________ cards inside the
_______ illustration. How many tens are there Mystery Box of
5. 8 tens + 6 ones = in 50? Knowledge
_______ Answer:
___________________ Then, she/he will ask
How many hundreds, tens somebody by calling
and ones are there in his/her to answer the
452? question printed in the
Answer: number card.
___________________

What Motivation Motivation The teacher will post the Post on the board this
’s Show a mango tree with Using number cards the story problem below. word problem.
new? numbered fruits in it. Call teacher will show numbers Call 2 or 3 pupils to read “I am a four-digit
the pupils to pick the fruit 2, 7 and 5. Then ask the the short story. number. My ones digit
from the mango tree and pupils to form three digit Aling Lorna sells quail is 1. My tens digit is
read the number written numbers using these eggs. She asks her three digit larger than
on it. numbers. Then ask- what is daughter Karen to place my ones digit. My
Ask: the biggest and smallest 100 quail eggs in each hundreds and
1. Can you eat the numbers formed? basket and 10 eggs in thousands digits are
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 number of fruits shown at small paper bags. She both larger than my
the back? also tells her to deliver 5 ones digit. What
2. Is it too many? Or is it baskets of eggs to Aling number am I?
few? Marie’s store and 7 paper Ask the possible
3. Can you explain how bags to her friends. She questions.
many is the number you does all these correctly. What does ones, tens,
are holding? Aling Lorna praises Karen hundreds and
for following all what she thousands digit mean?
wants her to do. She also What is the correct
asks her to find the total answer?
number of quail eggs Explain why and how
sold. If you were Karen, the answer was
can you give the total achieved?
number of quail eggs What are the other
delivered in all? possible solutions?
Ask:
Who sells quail eggs?
Who helps Aling Lorna to
deliver 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?

Develop What Concrete Use the illustration Distribute the Place

ment I Concrete Divide the class into example below: Value pocket Chart and
know groups. Provide each group 5 hundreds + 7 tens = number cards.
? Group the pupils by with counters such as 570 Ask them to place the
five depending on the popsicle sticks or drinking 500 + 70 = 570 numbers on the place
number of pupils in a straws. How many hundreds are value chart.
class. Make sure that Let the pupils bundle 5 sets there? Ask:
each pupil has objects of 100 popsicle sticks. How many are tens? Possible questions
bundled or grouped Ask: How many popsicle 1. What is the value of

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 sticks do you have? If you 7? How about the 5?
into 100s in trays or add another one bundle of and the 9?
bags. Using the straws, 100, how many are there? 2. In 759, is it possible
the teacher will show Let the pupils write the that the numeral 9 will
groupings by 1s, 10s, number symbols on their be placed in the
and 100s. Let the Show Me Board. hundreds place? Yes or
pupils count the Do these lines of no. Why? Explain your
number of straws they questioning until the pupil answer.
have. reach 1000?

What Pictorial Example

’s in? Pictorial At these points, the teacher Call a pupil to give the Point out that numbers
Using the play money- ask will use the flats, longs and number of 100s, 10s and may be written in
the pupils to count their ones. 1s in the illustration. different ways: In
value: Call another pupil to give symbols, in words and
(play money sample) the number of hundreds, in expanded form. Still
Ask: How many hundreds tens and ones. the place value of each
are there? Call a pupil to give the digit in the numeral is
How many tens? How final number being considered.
many ones?
What is the total value of
the money?

What Abstract Abstract Divide the class into five. Give examples:
is it? Let the pupils write the Show a chart as shown Distribute bundles or 1. 758 = 700 + 50 + 8
number symbols that below, ask the pupils to packs of objects in 100s, 2. 985 = 900 + 80 + 5
represent the value of complete the table numbers 10s and 1s. Let them give 3. 476 = 400 + 70 + 6
money. up to 1000. the number following the
Ask- What if P 5 added to example below.
P100?
How will you describe the
value?
What is the number? ____ Hundreds + ____tens
Ask them to write the + ____ ones = _______
number symbols.

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 Give another illustrative
example such as 145, 356,
275 and 452.
Ask the pupils to describe
and write the number
symbols.

Engage What
ment ’s Let the pupils do Gawain Let the pupils do Gawain 1. Let the pupils do Gawain Let the pupils do
more 1. 1. Gawain 1.
? (Refer to Mathematics–
(Refer to Mathematics– Ikalawang Baitang (Refer to Mathematics– (Refer to Mathematics–
Ikalawang Baitang Kagamitan ng Mag-aaral: Ikalawang Baitang Ikalawang Baitang
Kagamitan ng Mag- Tagalog p.5) Kagamitan ng Mag-aaral: Kagamitan ng Mag-
aaral: Tagalog p.1) Tagalog p.13) aaral: Tagalog p.24)

What
other Have the pupils answer Have the pupils answer Have the pupils answer Have the pupils answer
enric Gawain 2. Gawain 5. Gawain 2. Gawain 2.
hme
nt
activ
ities (Refer to Mathematics– (Refer to Mathematics– (Refer to Mathematics– (Refer to Mathematics–
can I Ikalawang Baitang Ikalawang Baitang Ikalawang Baitang Ikalawang Baitang
enga Kagamitan ng Mag- Kagamitan ng Mag-aaral: Kagamitan ng Mag-aaral: Kagamitan ng Mag-
ge aaral: Tagalog p.2) Tagalog p.6) Tagalog p.14) aaral: Tagalog p.25)
it?

Assimila What
tion I Generalization Generalization Generalization Generalization
have
learn Ask the following questions Ask the following questions What should you do to How many digits have
ed? What have you learned What have you learned associate numbers with the numbers we studied
today? today? objects or things? today?
How do you identify the How do you identify the We can associate What are the different
number of each set of number of each set of numbers with objects or place values in a 3-digit
objects from 101 to 500? objects from 501 to 1 000? things by identifying and number?
counting them.

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 What did we use to
identify or give the
place value of each
digit easily?

What Punan ang kahon nang

can I Alamin ang katumbas na Isulat ang kabuoang bilang tamang bilang ng bagay. Isulat ang hinihinging
do? bilang ng mga sumusunod. sa patlang. Ilagay ang sagot sagot sa bawat bilang.
Isulat ang tamang sagot sa sa iyong sagutang papel. Isulat ang sagot sa
iyong sagutang papel. 1) 600 + 100 + 100 + 20 + iyong sagutang papel.
3 = ________ 1. Ano ang place value
2) 300 + 200 + 100 + 50 + ng digit na 6 sa bilang
6 = _______ na 865? ___________
3) 500 + 80 + 1 + 1 + 1 + 2. Ano ang value ng
1 +1 = _______ Bilangin ang mga larawan digit na 4 sa bilang na
4) 200 + 100 + 100 +100 sa kahon at isulat ang 548? _____________
+ 30 + 4 = ________ angkop na bilang nito sa
5) 500 + 100 +100+ 100 iyong papel. 3. Ano ang digit sa
+ 50 +10+10+10 = 4. 5. bilang na 659 ang nasa
Ang bawat bungkos ay ___________ daanan? _____________
katumbas ng 100 stik. 4. Ano ang place value
Isulat ang kabuoang bilang ng digit na 6 sa bilang
sa bawat kahon. Ilagay na 618?_______________
ang sagot sa iyong
5. Ano ang value ng
sagutang papel.
digit na 8 sa bilang na
4.
568? _______________
5.

V. REFLECTION
A, I understand
that

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 B. I realized that

C. No. of learners
who earned 80%
on the formative
assessment
D. No. of
Learners who
require
additional
activities for
remediation
E. No. of learners
who have caught
up with the
lesson.
F. No. of learners
who continue to
require
remediation
Prepared by: Checked by: Noted:

_____________________ RAIDIZ P. NATAYA ROMEO G. BILLONES

Teacher Master Teacher I Principal II

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