School: Southville IV Elementary School Grade Level: II

GRADES 1 to 12 Teacher: EVANGELYN D. RAGUSTA Learning Area: MATH

DAILY LESSON LOG Teaching Dates and AUGUST 29- SEPT. 1, 2023 (WEEK 1) Quarter: 1ST QUARTER
Time:

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES Visualizes and identifies numbers Visualizes and identifies numbers Counts and groups objects in ones, tens, Counts and groups objects in
from 101 through 500. from 501 through 1000. and hundreds ones, tens, and hundreds
A. Content Demonstrates understanding of Demonstrates understanding of Demonstrates understanding of whole Demonstrates understanding
Standards whole numbers up to 1000, whole numbers up to 1000, ordinal numbers up to 1000, ordinal numbers of whole numbers up to
ordinal numbers up to 20th, and numbers up to 20th, and money up to up to 20th, and money up to PhP100. 1000, ordinal numbers up to
money up to PhP100. PhP100. 20th, and money up to
PhP100.
B. Performance Able to recognize, represent, Able to recognize, represent, Able to recognize, represent, compare, Able to recognize, represent,
Standards compare, and order whole compare, and order whole numbers and order whole numbers up to 1000, compare, and order whole
numbers up to 1000, ordinal up to 1000, ordinal numbers up to ordinal numbers up to 20th, and money numbers up to 1000, ordinal
numbers up to 20th, and money 20th, and money up to PhP100 in up to PhP100 in various forms and numbers up to 20th, and
up to PhP100 in various forms and various forms and contexts. contexts. money up to PhP100 in
contexts. various forms and contexts.

C. Learning C. Learning Competencies/ C. Learning Competencies/ C. Learning Competencies/ C. Learning Competencies/

Competencies/ Objectives Objectives Objectives Objectives
Objectives visualizes and represents visualizes and represents numbers groups objects in ones, tens, and groups objects in ones, tens,
numbers from 0-1000 with from 0-1000 with emphasis on hundreds. and hundreds.
emphasis on numbers 101 – 1 numbers 101 – 1 000 using a variety M2NS-Ib-2.2 M2NS-Ib-2.2
000 using a variety of materials. of materials.
M2NS-Ia-1.2 M2NS-Ia-1.2
II. CONTENT Content: Visualization and Content: Visualization and Content: Counting Ones, Tens and Content: Counting Ones, Tens
Identification of Numbers from Identification of Numbers from 501 - Hundreds and Hundreds
101 - 500 1000 Lesson 5 Lesson 5
III. LEARNING K to12 Curriculum Guide 2016 K to12 Curriculum Guide 2016
RESOURCES Grade 2 – Mathematics pages Grade 2 – Mathematics pages
A. References
1. Teacher’s Guide TG in Mathematics pages 1-5 TG in Mathematics pages 5-9 TG in Mathematics pages 20-26 TG in Mathematics pages 20-
Pages 26
2. Learner’s LM in Mathematics pages 1-4 LM in Mathematics pages 5-7 LM in Mathematics pages 13-15 LM in Mathematics pages 13-
Materials pages PIVOT 4A pages 6 -7 PIVOT 4A pages 6 -7 PIVOT 4A pages 8 -9 15
PIVOT 4A pages 8 -9
3. Text book pages    
4. Additional 1. Counters- such as drinking 1. Pictures 1. popsicle sticks, bottle caps, sticks, 1. Number Cards
Materials straws, sticks, seeds, pebbles, 2. Counters (bottle caps, pebbles, drinking straws, flashcards, flats, longs, 2. Show Me Board
from Learning coins sticks, drinking straws, shells, seeds, ones, picture, pebbles, other concrete 3. Mystery Box of Knowledge
Resources 2. Cutouts of mangoes 3. Flats, longs, ones counters 4. Numbers Chart
3. Drawings/illustration of a tree 4. Cut-outs of objects 2. Picture
Lesson 1 5. Number Cards 3. Cut-outs Lesson 6
Lesson 2 Lesson 5
B. Other Learning laptop laptop laptop laptop
Resources
IV. PROCEDURES
A. Reviewing INSTRUCTIONAL PROCEDURE INSTRUCTIONAL PROCEDURE INSTRUCTIONAL PROCEDURE INSTRUCTIONAL PROCEDURE
previous lesson or Preparatory Activities Preparatory Activities Preparatory Activities Preparatory Activities
presenting the new 1. Drill 1.Drill 2. Drill 1.Drill
lesson A. Using flash cards complete A. Ask the pupils to orally count Mental addition using flash cards Strategy: Game- “Guess and Check”
Mechanics:
each item. Write your answer on numbers from 100 to 500, 222 to 293, 1. 100 + 100
Draw 5 number cards inside the
your Show Me Board 467 to 500 2. 10 + 10 Mystery Box of Knowledge
Example: B. Give the next number. 3. 100 + 20 Post it on the board
Ask the pupils to “give the number 4. 200+80 Ask the pupils to use the numerals in
the number cards to form three- digit
before” each given number written in 5. 500+100
numbers.
the flash card 6. 800 + 10 Examples of Number Cards:
C. Ask the pupils to count backwards 7. 200 + 100
numbers 299 to 290, 412 to 8. 900 + 2
400 and 500 to 489 9. 600 + 40
2. Review 10. 700 + 12
Ask:
Count and write the correct numeral 2. Pre-Assessment Form three-digit numbers as many as
for each illustration. Give the number for each set of objects. they can.
Let the pupils write their answers on
the board.
B. Let the pupils give the correct Ask other pupils to arrange the
number. numbers written on the board from
1. 5 tens + 7 ones = least to greatest and vice-versa
3. Review
2. 9 tens + 4 ones = Give the place value of the
3. 7 tens + 3 ones = following:
4. 9 tens + 9 ones = _______ In 987; what is the place value of 8?
5. 8 tens + 6 ones = _______ What is the value of 9 in 987?
C. Give the correct answer. Write What is the place value of 7
your answer on your Show Me in 987?
Board What is the value of 7 in
1. 6 tens and 3 ones 987?
_____ and ____ ones is ______ Fill in the table:
2. 5 tens and 8 ones
_____ and _____ ones is _____
3. 9 tens and 9 ones
_____ and _____ ones is _____
4. 7 tens and 5 ones How many digits are there in a
 _____ and _____ ones is _____ number?
In what direction will you start
5. 8 tens and 8 ones
looking for the ones place in a three-
_____ and ____ one is _____ digit number?
Which place is in the middle?
What place is the first number from
the left?
2. Pre-Assessment

B. Establishing a B. Establishing a purpose B. Establishing a purpose B. Establishing a purpose B. Establishing a purpose

for the lesson
purpose for the for the lesson for the lesson for the lesson
1.Motivation
lesson (Motivation) 1.Motivation: 1.Motivation 1.Motivation: Sa tulong ng place value tsart ,
Show a mango tree with Using number cards the teacher will Help the birdie find its way to her
numbered fruits in it. Call the show numbers 2, 7 and 5. Then ask mother by counting from the starting
pupils to pick the fruit from the the pupils to form three digit point to the mother bird
mango tree and read the number numbers using these numbers. Then
written on it. ask- what is the biggest and smallest
numbers formed?
madali mong matutukoy
ang posisyon at halaga ng bawat
digit. Tingnan mo ang
halimbawang bilang na 283.
Ask: What do you do when you see birds
in your surroundings?
Ask: Sa bilang na 283 ang 2 ay nasa place
Why is it bad to hurt or kill animals? value ng san
1. Can you eat the number of
Unlocking of difficult words daanan o hundreds. Ito ay may
fruits shown at the back?
(One-act play) Act out a mother feeding halaga o value na 200.
2. Is it too many? Or is it few? Ang 8 ay nasa place value na
her son/daughter. Then have this
3. Can you explain how many is sampuan o tens. Ito ay
sentence on the board. may halaga o value na80.
the number you are holding?
Mother feeds her daughter with Ang 3 ay nasa place value ng isahan o
delicious food. ones. Ito ay may
haalaga o value n 3.
C. Presenting Posing a Task Posing a Task Posing a Task Posing a Task
Examples / C. Presenting Examples /instances C. Presenting Examples / instances of C. Presenting Examples / instances of new C. Presenting Examples /
instances of new of new lesson ( Presentation) new lesson( Presentation lesson( Presentation) instances of new
lesson a. Concrete Activity Divide the class into groups. Provide The teacher will show the pupils how to lesson( Presentation
Group the pupils by five depending on the create ones, longs and
( Presentation) each group with counters such as Ask the pupils to identify the
number of pupils in a class. Make sure that flats. Together, the pupils and the teacher
popsicle sticks or drinking straws. numbers mentioned in the
each pupil has objects bundled or grouped will create a long using 10 ones. The teacher
into 100s in trays or bags. Using the Let the pupils bundle 5 sets of 100 will emphasize that 10 ones create a 10. The story. Using the counters
straws, the teacher will show groupings by popsicle sticks. pupils will create 10 longs. Then, the teacher (straws), let the pupils make
1s, 10s, and 100s. Let the pupils count the Let the pupils write the number will show with an illustration on the board bundles of the numbers
number of straws they have.
symbols on their Show Me Board. that 10 longs create one flat with 100 ones. identified and paired with the
b. Pictorial
Using the play money- ask the pupils to Do these lines of questioning until the The pupils will also create a flat. There will be number cards.
count the value of the following: pupil reach 1000? 10 tens in one hundred.
Example: At these points, the teacher will use
the flats, longs and ones.
Show a chart as shown below, ask the
 pupils to complete the table numbers
up to 1000.

c. Abstract
Let the pupils write the number symbols
that represent the value of money.
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 the Task Performing the Task
Processing:
concepts and Processing Processing: Processing
Isulat ang puwesto o place value at
practicing new Masasabi mo kaya kung ilan ang mga Ask: How many popsicle sticks do you How many ones are left? value ng mga digit na may
bagay sa larawang ipinapakita sa ibaba.
skills #1 have? If you add another one bundle How many tens did you form from 25? salungguhit sa bawat bilang.
( Modeling) of 100, how many are there?

Tingnan mo ang halimbawa Show this on the board.

25 = 2 tens + 5 ones
E. Discussing new E. Discussion of new concepts and E. Discussion of new concepts and E. Discussion of new concepts and practice E. Discussion of new
concepts and practice of new skills #2(Guided practice of new skills #2(Guided Practice) of new skills #2(Guided Practice) Refer to the concepts and practice of new
practicing new Practice) Refer to the LM - Gawain 1 Refer to the LM - Gawain 1 A pahina 5 sa LM - Gawain 1 pahina 13 sa Gawain 1 skills
pahina 1 sa Gawain 1 LM Ibigay ang kaugnay na bilang ayon sa Isulat ang place value at value ng
skills #2
Bilangin ang mga nakalarawang bagay Gawain 1 paglalarawan. Isulat sa iyong kuwaderno. mga bilang na nakakahon.
(Guided Practice)
at isulat ang katumbas na bilang nito Bilangin ang mga nakalarawang bagay at
sa iyong kuwaderno. isulat ang katumbas na bilang nito sa
iyong papel.

Sagot:__________
F. Developing F. Developing mastery F. Developing mastery F. Developing mastery F. Developing mastery
( Independent Practice)
mastery ( Independent Practice) ( Independent Practice) ( Independent Practice)
Ibigay ang tamang place value ng 5 sa
( Independent Gawain 2, pahina 2 sa LM Gawain 2, pahina 6 sa LM Gawain 2, pahina 14 sa LM bawat
Practice) Bilangin ang mga nakalarawang Bilangin ang mga nakalarawan bagay Ibigay ang kaugnay na bilang ayon sa bilang.
bagay at isulat ang katumbas na sa Hanay A at itambal ang angkop na paglalarawan. Isulat sa iyong 1. 953
_____________________________
bilang nito sa iyong kuwaderno. bilang nito sa Hanay B. Isulat ang titik kuwaderno.
2. 745
nang tamang sagot sa iyong sagutang ______________________________
papel. 3. 531
______________________________
4. 650
______________________________
5. 517
______________________________

Gawain 3
Ibigay ang kaugnay na bilang ayon sa
paglalarawan.

G. Finding Practical G. Finding Practical applications of G. Finding Practical applications of G. Finding Practical applications of G. Finding Practical applications
applications of concepts and skills ( Application / concepts and skills ( Application ) concepts and skills ( Application / of concepts and skills
concepts and skills Valuing) Valuing) ( Application )
( Application / Bilangin ang mga nakalarawang Isulat ang kabuuang bilang sa patlang.
bagay at isulat ang katumbas na Isulat ang sagot sa iyong kuwaderno. A. Ibigay ang tamang value ng
Let the pupils identify the number for
1) 600 + 100 + 100 + 20 + 3 = ________ bilang na nakasaad.
Valuing) bilang nito sa iyong kuwaderno. 2) 300 + 200 + 100 + 50 + 6 = _______ each sets of objects.
1. 5 sa 756 _______ ________
3) 400 + 80 + 1 + 1 + 1 + 1 +1 = _______ Write the number of hundreds, tens and ________
4) 100 + 100 + 100 +100 + 30 + 4 = ________ ones. Then, write the number on your 2. 7 sa 927 _______ ________
5) 500 + 100 +100+ 100 + 50 +10+10+10 =
paper. ________
___________
6) 800 + 100 + 100 +100 + 50+10+10+10 = Example: 3. 9 sa 910 _______ ________
___________ 589 = 5 hundreds + 8 tens + 9 ones ________
1. 896 = _______ hundreds + _________
 tens + ________ ones
2. 465 = _______ hundreds + _________
tens + ________ ones
3. 926 = _______ hundreds + _________
tens + ________ ones
4. 168 = _______ hundreds + _________
tens + ________ ones
5. 386 = _______ hundreds + _________
tens + ________ ones

H. Making H. Making generalizations and H. Making generalizations and H. Making generalizations and H. Making generalizations and
generalizations and abstractions about the lesson abstractions about the lesson abstractions about the lesson abstractions about the lesson
abstractions about (Generalization ) (Generalization ) (Generalization ) (Generalization )
Ang bawat digit ng tatluhang bilang
the lesson Ask the following questions: How do you visualize numbers from How do you group objects? ay may Place Value at ito
( Generalization) What have you learned today? 501 through 1000? How do you group tens and hundreds? ay maaaring nasa daanan, sampuan,
How do you identify the number How do you identify the number of How many tens are in 100? at isahan.
of each set of objects from 101 to each set of objects from 501 to 1000? How many ones are in tens? Ang bawat digit din ay may value. Ito
ay depende sa kina
500? lalagyan ng bilang. Sa bilang na 5 4 9
How do drawings of objects in ang value ng 9 ay 9, ang
bundles or packs help you count value ng 4 ay 40, at ang value ng 5 ay
numbers from 101- 500? 500.
Tandaan natin na ang Place Value at
Value ng isang bilang ay
naaayon sa kaniyang puwesto o
kinalalagyan.
I. Evaluating I. Evaluation I.Evaluation I. Evaluation I.Evaluation
Learning Directions: Give the correct Directions: Count and write the Write the letter of the correct answer. Isulat ang hinihinging sagot
number for each set. correct numeral for each illustration. 1.How many tens are there in sa bawat
bilang.
1. Ano ang place value ng
digit na 6 sa bilang na 865?
___________
2. Ano ang value ng digit
na 4 sa bilang na 548?
2.How many hundreds are there in _____________
3. Ano ang digit sa bilang
na 659 ang nasa daanan?
_____________
4. Ano ang place value ng
 3. Which is equal to 8 hundreds + 7 tens digit na 6 sa bilang na 618?
+ 2ones? _______________
A. 827 B. 872 C. 862 D. 802 5. Ano ang value ng digit
B. Let the pupils give the
correct number. 4. Which is equal to 25 tens? na 8 sa bilang na 568?
1. 2 hundreds + 7 tens + 8 ones = A. 25 B. 205 C. 215 D. 250
_______________
2. 3 hundreds + 4 tens + 9 0nes = 5. How many hundreds are there in 896?
3. 1 hundreds + 3 tens + 0 ones = A. 8 B. 9 C. 6 D. 4
4. 4 hundreds + 0 tens + 7 ones = _______
5. 1 hundreds + 9 tens + 9 ones = ______
D. Fill in the blanks with the correct
number.
1. 452 = _____hundreds _____tens
_____ones
2. 276 = _____hundreds _____tens
_____ones
3. 398 = _____hundreds _____tens
_____ones
4. 307 = _____hundreds _____tens _____
ones
5. 250 = _____hundreds _____tens _____
ones
J. Additional J. Additional activities for  J. Additional activities for application J. Additional activities for application or  J. Additional activities for
activities for application or remediation or remediation remediation application or remediation
application or ( Assignment) ( Assignment) ( Assignment) ( Assignment)
remediation Gumuhit ng mga bagay ayon sa Iguhit ang sumusunod na bilang sa A.Ibigay ang kaugnay na bilang ayon sa Dagdagan ang value ng
( Assignment) nakasaad na bilang sa iyong iyong papel. Maaring gumamit ng paglalarawan. nakasaad na bilang.
kuwaderno. kahit anong larawan. Pagkatapos isulat ang bagong
Halimbawa: Halimbawa: bilang.
Halimbawa: Sa 437, dagdagan
ng 100 ang
Sagot:__________ hundreds place.
B. Gumuhit ng mga bagay ayon sa bilang Sagot: 4 ay nasa hundreds
na nakasaad sa ibaba. Gawin ito sa iyong place, dinagdagan
papel. ng100, ang bagong bilang ay
537.
1. Sa 879, dagdagan ng 10 sa
tens place. Ang
bagong bilang ay
____________________
2. Sa 620, dagdagan ng 1 sa
ones place. Ang
bagong bilang
ay_____________________
3. Sa 268, dagdagan ng 100 sa
hundreds place.
Ang bagong bilang
ay________________
 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: Noted by: Approved by:

EVANGELYN D. RAGUSTA MARIA MARLENE M. FURIO NELIA M. TABUYO,EdD

TEACHER I HEAD TEACHER I PRINCIPAL III