School: MARUGLO ELEMENTARY SCHOOL Grade Level: II

GRADES 1 to 12 Teacher: CLARISSA B. SANTOS Learning Area: MATHEMATICS

DAILY LESSON LOG Teaching Dates and
Time: WEEK 2 Quarter: 1st Quarter

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES Counts and groups objects in Reads and writes numbers from Counts numbers by 10s, 50s, Reads and writes numbers Weekly Test
ones, tens, and hundreds 101 through 1000 in symbols and and 100s from through 1000 in symbols
in words and in words
A. Content Standards A.Content Standards A.Content Standards A.Content Standards A.Content Standards
demonstrates understanding demonstrates understanding of demonstrates understanding demonstrates understanding
of whole numbers up to 1000, whole numbers up to 1000, of whole numbers up to 1000, of whole numbers up to 1000,
ordinal numbers up to 20th, ordinal numbers up to 20th, and ordinal numbers up to 20th, ordinal numbers up to 20th,
and money up to PhP100. money up to PhP100. and money up to PhP100. and money up to PhP100.
B. Performance B.Performance Standards B.Performance Standards B.Performance Standards B.Performance Standards
Standards is able to recognize, represent, is able to recognize, represent, is able to recognize, represent, is able to recognize,
compare, and order whole compare, and order whole compare, and order whole represent, compare, and order
numbers up to 1000, ordinal numbers up to 1000, ordinal numbers up to 1000, ordinal whole numbers up to 1000,
numbers up to 20th, and numbers up to 20th, and money numbers up to 20th, and ordinal numbers up to 20th,
money up to PhP100 in various up to PhP100 in various forms money up to PhP100 in various and money up to PhP100 in
forms and contexts. and contexts. forms and contexts. various forms and contexts.

C. Learning C. Learning Competencies/ C. Learning Competencies/ C. Learning Competencies/ C. Learning Competencies/ Answer test item with
Competencies/ Objectives Objectives Objectives Objectives 75% of success.
Objectives groups objects in ones, tens, reads and writes numbers up to visualizes and counts numbers reads and writes numbers up Follow directions
and hundreds. 1 000 in symbols and in words. by 10s, 50s, and 100s. to 1 000 in symbols and in properly.
M2NS-Ib-2.2 M2NS-Ic-9.2 M2NS-Ib-8.2 words. Answer test with
M2NS-Ic-9.2 speed, accuracy and
honesty
II. CONTENT Content: Counting Ones, Tens Content: Reading and writing Content: Counting by 10s, 50s Content: Reading and writing
and Hundreds Numbers and 100s Numbers
Lesson 5 Lesson 6 Lesson 7 Lesson 8

III. LEARNING K to12 Curriculum Guide 2016 K to12 Curriculum Guide 2016 K to12 Curriculum Guide 2016 K to12 Curriculum Guide 2016
RESOURCES Grade 2 – Mathematics pages Grade 2 – Mathematics pages 28 Grade 2 – Mathematics pages Grade 2 – Mathematics pages
A. References 27 28
1. Teacher’s Guide Pages TG in Mathematics pages 20- TG in Mathematics pages 26-30 TG in Mathematics pages 30- TG in Mathematics pages 32-
 26 (softcopy) (softcopy) 32 (softcopy) 36 (softcopy)
2. Learner’s Materials LM in Mathematics pages 13- LM in Mathematics pages 16-18 LM in Mathematics pages 19- LM in Mathematics pages 21- Test paper at lapis
pages 15 20 23

3. Text book pages

4. Additional Materials 1. popsicle sticks, bottle caps, 1. Number Cards 1. Counters (Popsicle sticks, 1. Number Cards
from Learning sticks, drinking straws, 2. Show Me Board straws, etc.), 2. Show Me Board
Resources flashcards, flats, longs, ones, 3. Mystery Box of Knowledge 2. Hundred chart Set of card 3. Mystery Box of Knowledge
picture, pebbles, other 4. Numbers Chart with the 3- Digit numbers 4. Numbers Chart
concrete counters 3. Pictures Lesson 8
2. Picture Lesson 6 Lesson 7
3. Cut-outs
Lesson 5
B. Other Learning laptop laptop laptop laptop laptop
Resources
IV. PROCEDURES
A. Reviewing previous INSTRUCTIONAL PROCEDURE INSTRUCTIONAL PROCEDURE INSTRUCTIONAL PROCEDURE INSTRUCTIONAL PROCEDURE
lesson or presenting the Preparatory Activities Preparatory Activities Preparatory Activities Preparatory Activities
new lesson 1. Drill 1.Drill 1. Drill 1.Drill
Mental addition using flash Strategy: Game- “Guess and Skip count by 2s Strategy: Game- “Guess and
cards Check” Post a hundred chart on the Check”
1. 100 + 100 Mechanics: board. Ask the pupils to count Mechanics:
2. 10 + 10 Draw 5 number cards inside the 1 to 100 using the number Divide the class into 5 working
3. 100 + 20 Mystery Box of Knowledge chart. groups. Let any members of
4. 200+80 Post it on the board Skip count by 2 starts from 2 the group
5. 500+100 Ask the pupils to use the then encircle the next numbers to draw 5 number cards inside
6. 800 + 10 numerals in the number cards to up 100. the Mystery Box of
7. 200 + 100 form three- digit numbers. Knowledge..
8. 900 + 2 Examples of Number Cards: Ask the pupils to use the
9. 600 + 40 numerals in the number cards
10. 700 + 12 to form three- digit numbers
2. Pre-Assessment as many as they can.
Give the number for each set Examples of Number Cards:
Ask: 2.Review
of objects.
Form three-digit numbers as Directions: Using their Show
many as they can. Me boards, tell the pupils to
Let the pupils write their write down the missing
answers on the board. numbers to complete the Tell the pupils to write their
Ask other pupils to arrange the table. Ask them to show, one answers on their Show Me
numbers written on the board at a time, what they have Board.
from least to greatest and vice- written. Ask other pupils to arrange
versa the numbers written on the
2. Review board from least to greatest
Give the place value of the and vice-versa
following: 2. Review
In 987; what is the place value Give the place value of the
of 8? following:
What is the value of 9 in 987? In 987; what is the place value
What is the place value of 7 in of 8?
987? What is the value of 9 in 987?
What is the value of 7 in 987? What is the place value of 7 in
Fill in the table: 987?
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
from the left?
How many digits are there in a
2. Pre-Assessment
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
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 for the lesson for the lesson for the lesson for the lesson
( Motivation) 1.Motivation: 1.Motivation 1. Motivation 1.Motivation
Help the birdie find its way to Strategy: “Story Telling” Game – “Count Me In, Count Strategy: “Story Telling”
her mother by counting from 2012 COASTAL CLEAN UP Me Out” 2012 COASTAL CLEAN UP
the starting point to the Every September we celebrate Directions: Every September we celebrate
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 conserve our beaches and to
minimize global warming. In by 2s) minimize global warming. In
Odiongan North Central Group 2 (Pupils will skip count Odiongan North Central
Elementary School (ONCES), by 5s) Elementary School (ONCS),
there were 578 pupils who Let the pupils stand and form a there were 578 pupils who
Ask: What do you do when you participated in the activity. While straight line. Let them count by participated in the activity.
see birds in your surroundings? there were 892 pupils who 1s. Pupils whose number falls While there were 892 pupils
Why is it bad to hurt or kill participated in Odiongan South on the multiple of 2 or 5 will who participated in Odiongan
animals? Central Elementary School say “Count Me In”, “Count Me South Central Elementary
Unlocking of difficult words (OSCES). Out.” respectively. Failure to School (OSCES)
(One-act play) Act out a After the Clean-Up, a forum was do so will exclude the pupil After the Clean-Up, a forum
mother feeding her conducted by the Young from the group. was conducted by the Young
son/daughter. Then have this Scientists Club of Romblon. Scientists Club of Romblon.
sentence on the board. Why do we need to clean our Comprehension question:
Mother feeds her daughter beaches? Why do we need to clean our
with delicious food. If you were the pupils of ONCES beaches?
and OSCES, are you willing to If you were the pupils of
join the coastal clean-up? Why? ONCES and OSCES, are you
What are the numbers found in willing to join the coastal
the story? clean-up? Why?
Tell the pupils that numbers can What are the numbers found
be written either in words or in in the story?
symbols.

C. Presenting Examples / Posing a Task Posing a Task Posing a Task: Posing a Task Present the test
instances of new lesson C. Presenting Examples / C. Presenting Examples / C. Presenting Examples C. Presenting Examples materials.
( Presentation) instances of new instances of new /Instances of new lesson /Instances of new lesson
lesson( Presentation) lesson( Presentation 2.Presentation Presentation
The teacher will show the Ask the pupils to identify the Posing the Task Distribute copies of the
pupils how to create ones, numbers mentioned in the story. Strategy: Learning Stations and activity card (2012 Coastal
longs and Using the counters (straws), let Cooperative learning. Clean Up)
flats. Together, the pupils and the pupils make bundles of the Group the class into three (3) Tell the pupils to underline all
the teacher will create a long numbers identified and paired groups and assigned them by numbers mentioned in a story.
using 10 ones. The teacher will with the number cards. Learning Stations. A group
emphasize that 10 ones create leader shall be identified by
a 10. The pupils will create 10 each group members.
longs. Then, the teacher will Performing the Task-
show with an illustration on Activity No. 1
the board that 10 longs create Distribute a bundle of 100
one flat with 100 ones. The pieces of Popsicle sticks to
pupils will also create a flat. each group. Instruct the pupils
There will be 10 tens in one to group the Popsicle sticks by
hundred. 5s, 10s, and 50s. Let them
write their answer on the table
presented below.

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 Performing the Task Performing the Task Performing a Task  Performing the Task Explain the direction to
concepts and practicing Processing Processing: Processing Ask : them.
new skills #1 How many ones are left? Ask: Then ask: Processing
( Modeling) How many tens did you form Ask the pupils why we need to How many 5s are there in 100? Then
from 25? write the numbers in words and How many 10s are there in Ask them to fill-up the table
not in symbols only. 100? presented below.
Give illustrative examples of How many 50s are there in
writing numbers in words and in 100?
symbols. How did you find the activity?
1.We read 892 in words as “Eight Did every member of the
hundred ninety-two” group do his part?
2. In symbols we read 572 and in What made your group finish
words we read as “Five hundred the activity ahead of time? Tell the pupils to write the
seventy-two” numbers in symbols into
Show this on the board. 3. In figure seven hundred- words and vice versa.
25 = 2 tens + 5 ones twelve is = 712
4. In words, 497 is Four hundred
ninety-seven
5. In words, 698 is Six hundred
Ninety-eight.
E. Discussing new E. Discussion of new concepts E. Discussion of new concepts E. Discussion of new concepts E. Discussion of new concepts Giving the standards
concepts and practicing and practice of new skills and practice of new skills and practicing new skills and practicing new skills
new skills #2 #2(Guided Practice) Refer to #2(Guided Practice) Refer to the #2(Guided Practice) #2(Guided Practice) Refer to
(Guided Practice) the LM - Gawain 1 pahina 13 LM - Gawain 1 A pahina 16 sa Refer to the LM Gawain 1 the LM – Gawain 1 pahina 21
sa Gawain 1 LM pahina 19 A. Sipiin ang mga sumusunod
Ibigay ang kaugnay na bilang Gawain 1 Bumilang ng 10s. Ano-ano ang sa inyong kuwaderno. Isulat
ayon sa paglalarawan. Isulat sa Basahin ang talata. Isulat ang mga nawawalang bilang? ang mga bilang sa salita.
iyong kuwaderno. lahat ng bilang na mababasa 1. 146 _____, ______, ______ 1. 756 =
dito. Isulat ang iyong sagot sa 186 ____, _____, _____. _________________________
iyong kuwaderno. 2. 54, 74 ____, ______, ___ __, _
Si Mang Caloy ay nagbebenta ng _______, _______, ______. 2. 924 =
mga diyaryo. Noong unang 3. _______ 300, ______320 _________________________
linggo ng buwan siya ay ______, _______, ______, 360. _
nakabenta ng apat na daan 4. 390, 400, ______,______, 3. 805 =
Sagot:__________
walumpu’t siyam na piraso at sa ______430, 440 _____, ____ _________________________
 pangalawang linggo siya naman 5. ______, ______, ______40, _
ay nakabenta ng 269 piraso. 50, _____, ______, ______ 90 4. 247 =
Kung kanyang maibenta lahat 6. 470, 480, 490, _____, _________________________
ang 890 na piraso sa ikatlong ______, ______, ______, 540. _
linggo, ilang piraso ng dyaryo ang 7. ________900, 910, 920, 5. 593 =
kanyang maibebenta sa loob ng ______, ______, ______, _________________________
tatlong linggo? _____ _
Isulat ang lahat ng bilang na nasa 8. 50, 60, 70, ______, ______, 6. 901 =
loob ng talata. 100,______, ______ 130 _________________________
Ito man ay nakasulat sa salita o 9. 30, 40, 50, 60, _____, _____, _
sa simbolo. 90 ______, ______ 120 7. 567 =
___________________________ 10. 147, 157, 167 ________, _________________________
___________________________ _______, _______, ______ _
___________________________ 8. 698 =
___________________________ _________________________
___________________________ _
__________________ 9. 452 =
___________________________ _________________________
___________________________ _
___________________________ 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 ) Refer to the LM pahina 21-
Ibigay ang kaugnay na bilang Isulat ang bawat bilang sa pahina 19 22
ayon sa paglalarawan. Isulat sa simbolo. Bumilang ng 100s. Isulat sa Gawain
iyong kuwaderno. 1. Tatlong daan at dalawa kuwaderno ang nawawalang B. Sipiin ang mga sumusunod
2. Pitong daan at walumpu’t pito bilang. sa inyong kuwardeno. Isulat
__________________ 1. 300, 400______, _______, ang sumusunod na bilang sa
3. 2 daanan 4 isahan 700, ______, ______, _______ simbolo.
 __________________________ 2. ______, _______, 600, 700 1. Pitong daan at labing
4. Anim na libo at siyamnapu’t _______, _______, ________ tatlo______________
apat _______________ 3. _______ _______ 1300, 2. Walong daan at labing lima
5. 7 daanan, 8 sampuan, 2 1400 ______, _______, ____________
isahan__________________ _______ 3. Siyam na raan at isa
6. Apatnaraan at limampu’t pito 4. 355 _______, _______, ____________________
__________________ _______, ________, 4. Siyam na raan at pitumpu’t
7. Siyamnaraan at siyamnapu’t ___________ pito_________
Gawain 3 pito _______________ 5. 675, _________, ________, 5. Limang daan at
Ibigay ang kaugnay na bilang 8. 2 daanan, 9 sampuan _______, ______, ______ dalawampu’t tatlo_____
ayon sa paglalarawan. _________________________ 6. Apat na raan at tatlumpu’t
9. 6 daanan, 8 sampuan, 5 isa________
isahan__________________ 7. Limang daan limampu’t
10. 3 daanan, 7 sampuan, 8 lima___________
isahan_________________ 8. Dalawang daan siyamnapu’t
siyam _______
9. Isang daan pitumpu’t
lima________________
10.Tatlong daan at tatlumpu’t
walo___________

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

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

Write the letter of the correct 1. Read the paragraph below. Count by 10s, 50s and 100s. Read the paragraph below. Checking the test
answer. Then write all numbers included Write the missing number. Then write all numbers
1.How many tens are there in in the paragraph. 1. 70, 80 ______, 100, ______, included in the paragraph.
 Write the numbers in words: ______, ______ “Polit had nine hundred
___________________________ 2. _____150, 160, _______, seventy-nine pages of a book
___________________________ _______, _______ to read. He reads two hundred
___________________________ 3. _____ 800 ______ ______ sixty-seven pages on Monday
___________________________ 1100 and 79 pages on Tuesday. And
___________________________ 4. 65 , 115 _______, _______, he reads the remaining six
___________________________ ________, ______ hundred thirty-six last Friday”
2.How many hundreds are _______________________ 5. 25, 75 _______, Write the numbers in words:
there in Write the numbers in symbols or _______225, ______, ______ _________________________
figures: _________________________
___________________________ _________________________
___________________________ _________________________
___________________________ _________________________
___________________________ _________________________
3. Which is equal to 8 ___________________________ _________________________
hundreds + 7 tens + 2ones? ___________________________ ___________
A. 827 B. 872 C. 862 D. 802 ________________________ Write the numbers in symbols
4. Which is equal to 25 tens? B. Write the correct number or figures:
A. 25 B. 205 C. 215 D. 250 symbols of the following. _________________________
5. How many hundreds are 1. Nine hundred seven _________________________
there in 896? 2. Six hundred twenty-four _________________________
A. 8 B. 9 C. 6 D. 4 3. Six hundred eighty _________________________
4. Eight hundred eighty-nine _________________________
5. Seven hundred seventy-four _________________________
_________________________
___________
J. Additional activities for J. Additional activities for  J. Additional activities for  J. Additional activities for  J. Additional activities for Study the next lesson.
application or application or remediation application or remediation application or remediation application or remediation
remediation ( Assignment) ( Assignment) ( Assignment) sa pahina 20 ( Assignment) sa pahina 23 sa
( Assignment) A.Ibigay ang kaugnay na bilang Bumuo ng three-digit na bilang Punan ang patlang ng tamang LM
ayon sa paglalarawan. gamit ang kalendaryo na nasa bilang. Isulat sa kuwaderno Sipiin sa iyong kuwaderno
ibaba. Isulat ang mga ito sa salita ang sagot. ang mga sunusunod. Ibigay
at sa simbolo. 1.Hanapin ang nawawalang ang nawawalang bilang. Isulat
bilang. Ayusin ang mga ito sa salita o sa figure.
ayon sa nakasaad. 1. 408 = _____ + _____ +
Sagot:__________ ______ =
B. Gumuhit ng mga bagay ayon _________________________
sa bilang na nakasaad sa ibaba. _
 Gawin ito sa iyong papel. 2. 768 = 700 + _____ + ______
=
_________________________
2. Kumpletuhin ang __
pagkasunod-sunod ng mga 3. 907= ______+ _________+
bilang. __________
a. Simula sa 567 dagdagan ito 4. 187 _____ +_________ +
ng tig 5. Ang susunod na bilang __________
ay _____, _____, ______, 5. 875 = _____+ 70 +
_______, ______, _______ ______+5 =
b. Simula sa 345, dagdagan ito _________________________
ng tig 10. Ang susunod na __
bilang ay ______, ______, 6. 123 = 100 ____________ +
______, ______, _______, __________+ ________
_____ 7. 209= _______+
3. Punan ng bilang ang ___________ + _________
bakanteng kahon sa ibaba. 8. 565= ______+ ________+
_______
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?

Prepared By:

RINA S. VISTAN
T-I
Noted:

Dr. Elvin M. Tulio

ESHT-III