MATATAG School IBABAO ELEMENTARY SCHOOL Grade Level 2

K to 10 Curriculum Name of Teacher JEVERLY ANN A. CASUMBAL Learning Area Mathematics

Weekly Lesson Log Teaching Dates and Time AUGUST 4-8, 2025, WEEK 7 Quarter 1

DAY 1 DAY 2 DAY 3 DAY 4 DAY 5

I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES
A. Content: Numbers and Algebra
B. Content The learners should have knowledge and understanding of addition of numbers with sums up to 1000.
Standards
C. Performance By the end of the quarter, the learners are able to perform addition of numbers with sums up to 1000.
Standards
D. Learning The learners
Competencies • illustrate addition of 2-digit and by 1-digit numbers as “counting up” on the number line;
• add numbers with sums up to 1000 in expanded form; and
• add numbers with sums up to 1000, with or without regrouping.

E. Learning At the end of the lesson, the At the end of the lesson, At the end of the lesson, the At the end of the lesson, the SUMMATIVE TEST
Objectives learners should be able to the learners should be able learners should be able to learners should be able to add
illustrate addition of 2-digit and to add 1- to 3-digit numbers add 1-digit and 2-digit numbers 1-digit and 3-digit numbers with
1-digit numbers as "counting up" and 3-digit numbers with with sums up to 1 000 in regrouping.
on the number line. sums up to expanded and in vertical form
1 000 without regrouping. with regrouping.
II. TEACHING AND LEARNING PROCEDURES
Activating Prior Have the learners bring out their Conduct a drill on basic Conduct a drill on basic addition Conduct a drill on basic
Knowledge show-me boards and counters. addition facts. facts. addition facts.
Let them find the sum of the
following numbers. Give one item Have the leaners get their After the drill, let the learners After the drill, let the learners
at a time and check answers after show-me boards. Give bring out their show-me boards. bring out their show-me
learners are done. Allow them to each item below one at a Give each item below one at a boards. Give each item below
explain their answers. time and check answers time and check their answers one at a time and check their
each time. When each time. answers each time.
discussing the answers,
emphasize writing the digits
in appropriate columns and
1) 15 + 4 start adding from the ones 1) 45 + 4 = 1) 58 + 6 =
1
2) 23 + 3 digit. 2) 52 + 6 = 2) 27 + 4 =
 3) 52 + 6 1) 23 + 4 3) 2 + 33 = 3) 9 + 34 =
4) 3 + 82 2) 61 + 6
5) 8 + 71 3) 7 + 41 Expected answers: Expected answers:
4) 52 + 34 1) 49 1) 64
5) 49 + 20 2) 58 2) 31
Expected answers: 3) 35 3) 43
1) 19 How did you add the given
2) 26 numbers? Allow learners to copy and write Allow learners to copy and
3) 58 - We added the number by the addends in vertical form on write the addends in vertical
4) 85 counting up. their show-me boards. form on their show-me boards.
5) 79 - We wrote the addends in
vertical form, aligning the Ask the learners to show their Ask the learners to show their
digits by place value, then answers, check if they are able answers, check if they are able
we added the digits in to write the addends in vertical to write the addends in vertical
each column starting from form correctly. Have a form and regroup the numbers
the ones. We wrote the discussion, if needed, to remind correctly. Have a discussion, if
sum in the same column. the learners how to write addition needed, to remind the learners
sentences in vertical form. how to write addition sentences
Expected answers: in vertical form.
1) 27
2) 67
3) 48
4) 86
5) 69
Lesson Purpose/ To illustrate addition of 2-digit and To add 1- to 3-digit To add 1-digit and 2-digit To add 1-digit and 3-digit
Intention 1-digit numbers as "counting up" numbers and 3-digit numbers with sums up to 1 000 numbers with regrouping
on the number line numbers in vertical form in expanded and in vertical form
without regrouping with regrouping
Lesson Addition, sum, addend, number, Sum, number, add, Place value, addends, sum, Hundreds, tens, ones, sum,
Language number line, plus addends, plus, equals, expanded form, tens and ones, number sentence, add, plus,
Practice digits, ones digit, place number phrase, digit, plus, equals, digits, place value,
value, value equals value, addends, regroup, plus,
equals

Reading the Key

Idea/Stem
Developing Tell the learners that there is Tell the learners to bring Write on the board, Write on the board.
Understanding of another way to show addition, 2
out their show-me boards.
Key Idea/ Stem that is, using a number line. Tell them that they will add 136
Draw a number line on the board. numbers and to write their 34
+ 9
answers on their show-me + 8
boards. Learners may be
asked to work in pairs. Let the learners find the sum of Let the learners work on the
34 and 8. Let them work on their task on their own first. Then,
Let the learners observe the Write the following own first. Then, ask them to discuss their answers.
number line on the board. They numbers on the board, one share to the class their way of
should be able to say that it has at a time. Let them find the finding the sum. Most likely, learners will
two arrowheads, it has numbers 0 sum of the numbers. After perform the algorithm to
to 10, and the numbers are the answer is given, let the Possible ways: answer the task. Allow them to
equally spaced. learners explain how they 1. Using counters do so. However, during the
arrived at the answer. discussion, explain the process
Explain that a number line is a using manipulatives or
straight line with numbers that are 1) 623 + 5 illustrations.
equally spaced. It also has 2) 440 + 6
arrowheads on opposite sides to 3) 7 + 262 Expected answer:
show that it extends in these
directions. Any number can be Expected answers: 136
represented in the number line 1) 628 + 9
depending on what you want to 2) 446 145
show. 3) 269 2. Counting on
Staring at 34 The learners should be able to
Direct the learners’ attention to How did you find the sum 34, 35, 36, 37, 38, 39, 40, 41, 42 explain that regrouping was
the drawn number line. of the given numbers? We done because 6 + 9 = 15. The
used counting up to find Let the learners explain their 1 or the one ten is carried over
the sum of the given solutions. to the tens. That makes 1 ten
numbers. and 3 tens give 4 tens or 40. 4
1) 623 + 5 Using the counters, present the is written in the tens column,
623, 624, 625, 626, 627, place value chart with counters the 1 hundred is copied in the
Say: This number line shows the 628 as shown below. sum.
numbers from 0 to 10, but it does 2) 440 + 6
not mean that only these 440, 441, 442, 443, 444, Explain the process while Explain that since we now have
numbers can be shown. The 445, 446 referring to the counters. Help a 3-digit number in the
learners see the connection of addends, we will add one more

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arrowheads tell us that the 3) 7 + 262 using the counters with adding column to the chart. This is the
number line extends infinitely or 262, 263, 264, 265, 266, numbers in expended form which hundreds column. Let us
without end, allowing it to show 267, 268, 269 will lead to the algorithm. represent the addends using
numbers beyond 10. For the last item, ask the counters.
following questions:
Ask: What numbers come after In which number did you How many hundreds are there
10? 11, then, 12, 13, 14, 15, … start counting? We started in 136? There is 1 hundred in
counting from 262. 136.
We can also represent these Would you get a different How many tens are there in
numbers on the number line. answer if you start counting 136? There are 3 tens in 136.
Show the number line below. from 7? No, we would get How many ones are there in
the same answer but it 136? There are 6 ones in 136.
would be tiring. We needed
to count until more than Tell the learners to represent
In the number line, numbers 0 to 200. 136 using counters in the chart.
20 are shown. Are you sure you get the
same answer if you start
Learners may ask what numbers from 262? Yes, because Represent the addends with
come before zero in the number the answer will remain the counters. For 34, there are 3
line. Tell the learners that they will same even when the order tens and 4 ones. Three tens is
learn about the numbers before of the addends is changed. 30 and 4 ones is 4. We can write
zero when they go to the higher 34 as 30 + 4. Eight is
grades. How do you write the represented by 8 ones.
numbers in vertical form?
Draw a number line showing 10 Call on some learners to 34 30 + 4
to 20. show it on their show-me + 8 8
boards.
1) 623 + 5 Note: The learners have learned For 136, there are 1 hundred,
2) 440 + 6 to express numbers as a sum of
3 tens, and 6 ones. One
3) 7 + 262 tens and ones in Grade 1.
hundred is 100, three tens is
Tell the learners that it is also a
30, and 6
number line but the numbers Expected answers:
ones is 6. We can write 136 as
shown is from 10 to 20. 1) 623
100 + 30 + 6.
+ 5
Show a number line with 10 tick 628 The other addend is nine ones
marks. 2) 440 or nine.
+ 6 136 100 + 30 + 6
446 + 9 9

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 3) 7
+ 262
269
Ask the learners to skip count by
2’s from 2 to 20. 2, 4, 6, 8, 10, …, Let the learners check if the
20 answers they obtained from
writing the numbers in
Write the numbers 2, 4, 6, 8, 10, vertical form is the same as
…, 20 on the corresponding tick when they used counting
marks. The final number line up.
should look like the one shown
below. If there are no questions,
give another set of Adding 6 and 9 gives 15.
numbers to add, one at a Fifteen is more than ten. It can
time. Then, 4 and 8 were added, 4 + 8
gives 12. But we learned that if be expressed as 10 + 5.
Show a number line with 10 tick 1) 563 + 15 we have 10 or more in the ones 10
marks. 2) 654 + 31 place, we can regroup. Twelve 136 100 + 30 + 6
3) 537 + 52 gives 1 ten and 2 ones or 10 + 2. + 9 9
15 10 + 5
Expected answers: 10
1) 578 34 30 + 4 The 1 ten of 15 is carried over
Ask the learners to skip count by + 8 8 to the tens place, only the 5
2) 685
10’s from 10 to 100. 10, 20, 30, 12 10 + 2 ones will be retained in the
3) 589
40, …, 100 ones place.
The learners may use The 1 ten of 12 is carried over to
Write the numbers 10, 20, 30, the tens place, only the 2 ones 10
counting up or writing the
40, …, 100 on the corresponding will be retained in the ones place. 136 100 + 30 + 6
numbers in vertical form to
tick marks. The final number line + 9 9
find the sum. You may ask
should look like the one shown 10 5
the following questions.
below. 34 30 + 4 Adding the tens together, 10 +
How did you find the sum + 8 8 30 = 40. One hundred is copied
of each pair of numbers? 2 to the sum.
To find the sum of each Adding the tens together,
pair of numbers, we 10 + 30 = 40.
What can you say about how the
counted starting from the
numbers are written on the
bigger number. We

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number line? The numbers are stopped until the smaller 10
equally spaced and in proper number was added. 34 30 + 4 10
sequence or order. + 8 8 136 100 + 30 + 6
You may inform them that 40 + 2 + 9 9
Say: We will use a number line in this process is counting up. 100 + 40 + 5
adding numbers. Let us show 7 + To get the final answer, add 40
5 on the number line. Write 7 + 5 Did you find this way of and 2. It gives 42. To get the final answer, add
on the board. determining the sum easy? 100, 40 and 5. It gives 145.
Why? No, because it takes Thus,
Draw a number line showing 1 to time to count. 34 Thus,
20. + 8 136
Tell the learners to write 42 + 9
the pairs of numbers in 145
Say: Locate number 7 on the vertical form and find the Give other example, say,
number line. sum. 67 Give other example, say,
Ask: What do we add to 7? We + 9 725
add 5. Expected answer: + 7
This time ask the learners to do it
Say: Five tells us the number of 1) 563 + 15 first on their show-me boards. This time ask the learners to do
times we jump to the right from 563 Then, discuss the process and it first on their show-me boards.
seven on the number line. + 15 the answer. Allow learners to use Then, discuss the process and
578 manipulatives if they want to. the answer. Allow learners to
However, working with use manipulatives if they want
2) 654 + 31 manipulatives should be tied up to. However, working with
Ask: In what number did we stop
654 with adding numbers in manipulatives should be tied up
after jumping five times to the
+ 31 expanded form as discussed in with adding numbers in
right from seven? We stopped at
685 the first example. expanded form as discussed in
number 12.
the first example.
Say: Twelve is the sum when 7 3) 537 + 52 67 60 + 7
537 + 9 9 725 700 + 20 + 5
and 5 are added.
+ 52 16 + 7 7
7 + 5 = 12 589 12
67 60 + 7
Let the learners answer LAS 1 + 9 9 725 700 + 20 + 5
How did you add the + 7 7
individually. 16 10 + 6
12 10 + 2
numbers? We wrote the
When they are done, have a numbers in vertical form.
discussion. We added starting from the

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 ones column and we wrote
Expected answers to LAS 1. the sum in the same 10 10
column. 725 700 + 20 + 5
67 60 + 7
+ 7 7
1. done + 9 9 12 10 + 2
2. Ask the learners which of 16 10 + 6
the two ways of adding is 10
easier to do. They should 10 725 700 + 20 + 5
9 + 8 = 17 be able to say that writing 67 60 + 7 + 7 7
the number in vertical form + 9 9 732 700 + 30 + 2
3. is an easier way to add 76 70 + 6
numbers. .
The final answer for 67 + 9 is 76. The final answer for 725 + 7 is
Have the learners add the
14 + 4 = 18 732.
next set of numbers, one at Give additional examples as
a time. After the first pair of needed. But if the learners can
4. Give additional examples as
numbers, ask them which already perform this process
needed. But if the learners can
of the two strategies, (addition in expanded form), tell
already perform this process
counting up or writing the them that there is a simpler way
(addition in expanded form), tell
22 + 7 = 29 numbers in vertical form, is to do addition. Introduce the
them that there is a simpler
more efficient to use in algorithm for adding numbers
way to do addition. Introduce
5. adding the numbers. The with regrouping.
the algorithm for adding
learners should be able to
Direct the learners’ attention to numbers with regrouping.
realize that adding in
vertical form is more the number phrase below:
27 + 9 = 36 Direct the learners’ attention to
efficient that using counting 67
the number phrase below:
up. Counting up is more + 9
6. 725
taxing and confusing when + 7
adding big numbers. Let the learners observe how the
numbers are written. They
48 + 5 = 53 Observe how the numbers are
Let them write the numbers should be able to say that the
written? The digits with the
in vertical form and then digits with the same place value
In which addend did you start same place value are aligned
find the sum of each pair. are aligned or in the same
jumping? Why? We started or in the same column.
Check the answers column.
jumping from the bigger addend
immediately after. Tell the learners that when
to lessen the number of jumps to Tell the learners that when
adding in vertical form, the
be done. 1) 354 + 142 adding in vertical form, the digits
digits with the same place
2) 450 + 537 with the same place value must
value must be aligned or in the
Ask, how did you find the sum of 3) 228 + 351 be aligned or in the same
same column.
the numbers using the number column.

7
line? We located the bigger Possible answers: Why is 9 placed below 7 and not Why is 7 placed below 5 and
addend in the number line. We 1) 496 below 6? Nine (9) is a ones digit. not below 2 or 7? Seven (7) is
counted up by jumping to the right 2) 987 ones digits must be aligned. a ones digit. Ones digits must
from this number. The other 3) 579 be aligned.
addend tells us the number of Which digits do we add first? We
times the jump must be done. Ask the learners how they add the digits in the ones place Which digits do we add first?
The number where the jump found the sum of the given first. We add the digits in the ones
ended is the sum. numbers. They should be place first.
able to say that they wrote How do you know if there is a
the numbers in vertical need to regroup? We regroup if How do you know if there is a
form. Then, they added the the sum of the ones digits is 10 need to regroup? We regroup if
digits in each column, or greater. the sum of the ones digits is 10
starting from the ones, and or greater.
How do you regroup? Carry over
wrote the sum in the the tens into the tens column and How do you regroup? Carry
corresponding column. retain the ones in the ones over the tens into the tens
column. column and retain the ones in
the ones column.
Explain that the 1 carried over to
the tens place has a value of 10. Explain that the 1 carried over
Zero was removed because it is to the tens column has a value
already in the tens place and the of 10. Zero was removed
value of the digit in the tens because it is already in the tens
place is ten. Tell the learners that column and the value of the
they will apply this process in digit in the tens column is ten.
finding the sum of 67 and 9. Tell the learners that they will
apply this process in finding the
1 sum of 725 and 7.
67
+ 9 7+ 9 = 1 6 1
76 725
+ 7 5 + 7 = 12
732
Compare this sum with the
earlier activity to convince the Compare this sum with the
learners that this process also earlier activity to convince the
works. learners that this process also
works.

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Deepening Post a number line without Let the learners answer Give the following exercises one Give the following exercises
Understanding of numbers. LAS 3. at a time. Check the learners’ one at a time. Check the
Key Idea/Stem answers after each item. Let learners’ answers after each
When the learners are them use their show-me boards item. Let them use their show-
What would you do if you use this done, check their answers. for this activity. me boards for this activity.
empty number line to find the sum
of 26 and 7? Put numbers on the Expected answer: 1) 64 2) 47 1) 564 2) 916
number line. Mark the number 26 + 8 + 7 + 9 + 4
to show where to start jumping. 1) 453 6) 863
Then, jump seven times to the + 5 + 13 Expected answers: Expected answers:
right. The number where you stop 458 876
is the sum. 26 + 7 = 33. 2) 537 7) 732 1) 64 2) 47 1) 564 2) 916
+ 2 + 124 + 8 + 7 + 9 + 4
Other numbers may be shown on 539 856 72 54 573 920
the number line as long as one of 3) 631 8) 625
the addends and the sum are + 5 + 241 Give additional exercises, if Give additional exercises, if
shown. 636 866 needed. Otherwise, let the needed. Otherwise, let the
4) 714 9) 820 learners answer LAS 4 learners answer LAS 5
Discuss the answer. + 12 + 178 individually. individually.
726 998
On the posted number line, write 5) 746 10) 756 Expected answers: Expected answers:
the numbers from 20 to 40. Show + 53 + 122
how you did it. 799 878 1) 28 6) 41 1) 465 6) 628
+ 7 + 9 + 9 + 6
Ask: Do we get the same answer 35 50 474 634
if the numbers on the number line
start with 26 instead of 20? Why? 2) 74 7) 53
Yes, we will get the same answer + 9 + 7 2) 814 7) 357
because the number line shows 83 60 + 7 + 5
numbers in a straight line. Just 821 362
like counting, you can start at any 3) 68 8) 49
number. + 5 + 9
73 58 3) 685 8) 193
What do we do if we start with the + 5 + 8
number 26? 4) 36 9) 84 690 201
Ask for suggestions from the + 8 + 6
class. They should be able to say, 44 90
write the numbers 26 on the first

tick mark. From 26, jump seven 9

times to the right. Encircle the tick 5) 55 10) 47 4) 665 9.) 495
mark where the jumping stopped. + 7 + 6 + 9 + 6
62 53 674 501

Start counting from 26 until the

encircled number or continue Discuss the answers to LAS 4. 5) 348 10) 499
numbering the tick marks up to + 7 + 1
the encircled mark. 355 500

Do the same for 54 + 7.

Discuss the answers to the
LAS 5.

Have the learners answer LAS 2

individually.

Possible answer:
1) done

2) 14 + 9 = 23

3) 53 + 7 = 60

4) 64 + 8 = 72

5) 6 + 25 = 31

10
 6) 9 + 46 = 55

Emphasize that they start jumping

from the larger addend regardless
whether it comes first or second
in the number sentence.

It is possible that learners have

different sets of numbers in
the number lines. Accept them for
as long as the jump starts in one
of the addends and the number of
jumps is indicated by the other
addend.
Making How do you add numbers by How do you add numbers? How do you add numbers with How do you add numbers with
Generalizations counting up on the number line? Write the numbers to be regrouping? Write the numbers regrouping? Write the numbers
Locate the larger addend on the added in vertical form. The to be added in vertical form. The to be added in vertical form.
number line. Start counting up by digits in the same place digits with the same place value The digits with the same place
jumping to the right from this value must be in one must be aligned or in the same value must be aligned or in
number. Jump the number of column. Add the digits column. Add the digits starting column. Add the digits starting
times indicated by the other starting from ones column from the ones column. When the from the ones column. When
addend. The number at the last and write the sum in the sum is 10 or more, regroup and the sum is 10 or more, regroup
jump is the sum. corresponding column. carry over the one ten to the tens and carry over the one ten to
column. Write the sum in the the tens column. Write the sum
column of the digits being added. in the column of the digits
being added.
Evaluating Distribute Assessment 1 and ask Write the following on the Distribute Assessment 2 and Distribute Assessment 3 and
Learning the learners to answer it board. Let the learners ask the learners to answer it ask the learners to answer it
individually. individually. individually.
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 write their answers on a
Expected answers: sheet of paper. Expected answers: Expected answers:
I. 1) 85 1) 571
1) 25 + 2 = 27 Write in vertical form and + 6 + 9
find the sum. 91 580

2) 54 + 8 = 62 1) 546 + 3 2) 34 2) 735
2) 642 + 43 + 9 + 7
3) 571 + 26 43 742
4) 563 + 426
5) 872 + 125 3) 28 3) 488
3) 69 + 9 = 78 + 2 + 8
Expected answers: 30 496

1) 546 4) 57 4) 946
II. Complete each number line. + 3 + 8 + 5
Use it to find the sum. 549 65 951

1) 42 + 7 = 49 2) 642 5) 65 5) 377
+ 43 + 9 + 5
685 74 382

3) 571
+ 26
597
2) 6 + 59 = 65
4) 563
+ 426
989

5) 872
+ 125
3) 36 + 8 = 44 997

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 Additional
Activities for
Application or
Remediation (if
applicable)
III. LEARNING RESOURCES
A. References
1. Teacher’s
Guide
2. Learner’s
Materials
3. Textbook
4. Additional
Materials
from
Learning
Resource
(LR) Portal
B. Other
Learning
Resources
IV.TEACHER REFLECTION

Prepared by: Reviewed by: Approved by:

JEVERLY ANN A. CASUMBAL JOSEPHINE C. ALMANZOR EDITH G. SORIANO

Subject Teacher Master Teacher/Head Teacher School Head

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