Mathematics 2 Quarter 1 Week 1

Republic of the Philippines

Department of Education
Bangsamoro Autonomous Region in Muslim Mindanao
Division of Maguindanao II
Buldon West District

Mathematics II
MODULE

First Quarter
(Week 1)

Prepared by: Sittie Maleja Cassandra Tucas Magundacan

Veronica Tucas Espina
Edbul Elementary School

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Mathematics 2 Quarter 1 Week 1

Content Focus
Day 1 visualizing and representing numbers from
0-250 with emphasis on numbers 101-250
using a variety of materials.

Day 2 visualizing and representing numbers from

251 to 500 with emphasis on numbers 251
to 500 using a variety of materials.

Day 3 visualizing and representing numbers from

501-750 with emphasis on numbers 501 to
750 using a variety of materials.
Day 4 visualize and identify numbers from 751 –
1000

Day 5 writing the place value and find the value

of a digit in three-digit numbers.

Most Essential Learning Competencies Week 1

I. Visualizes and represents numbers from 0-1000 with emphasis on

numbers 101 – 1000 using a variety of materials

II. Gives the place value and finds the value of a digit in three-digit
numbers.

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Mathematics 2 Quarter 1 Week 1

DAY 1
I. What I need to know?
In this lesson, you will learn how to visualizing and
representing numbers from 0-250 with emphasis on numbers
101-250 using a variety of materials.

II. What I know?

How many tens are there?

There are ______ tens.

III. What’s in?

How many balls are there? There are __________ balls.

The number in your answer above is a counting
number. A counting number tells you how many objects
there are.

IV. What’s New?

100 100

10 10 10 10 10

We can say that there are 2 bundles of sticks by

hundreds,
5 bundles of sticks by tens.

200 + 50 = 250

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Mathematics 2 Quarter 1 Week 1

Try this:

100 10 10 1 1 1 1 1

How many in all? _______

V. What is it?
Count the numbers on the object and write your
answer on the box.

100 100 10

10 10 10

VI. What’s more?

Count the squares and write your answer on the blank.

____ + ____ + ____ = ____

Study the pictures and answer the questions.

Legend:

100 10 1

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Mathematics 2 Quarter 1 Week 1

Example:

How many hundreds? 2

How many tens? 3
How many ones? 2
How many are there in all? 232

1.
How many hundreds? ___ How many tens? ___
How many ones? ___ How many are there in all? ___

2.
How many hundreds? ___ How many tens? ___
How many ones? ___ How many are there in all? ___

VII. What I have learned?

We have learned in this lesson to visualize and
represent numbers from 0-250.

Try these:
7 tens means 70
2 hundreds means 200
4 ones means 4

2 hundreds = _______
9 tens = ______
8 ones = ______

Do this: Show me how to count numbers from 0 to 100.

VIII. What I can do?

Match column A with column B. Number one is already
answered.

Column A Column B

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Mathematics 2 Quarter 1 Week 1

1. 2 sets of hundreds a. 20
2. 2 sets of tens b. 200
3. 8 sets of ones c. 10
4. 3 set of hundreds d. 300
5. 1 set of tens e. 8

IX. Assessment:
Write the number.

100 100 10 10 10 10
1. 4.
10 1 1 10 10 10
= _____ = _____

100 10 10 10 10 10
2. 5.
10 1 1 1 1 1
= _____ = _____

100 10 1
3.
1 1 1
= _____

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Mathematics 2 Quarter 1 Week 1

DAY 2
I. What I need to know?

In this lesson, you learn how to visualizing and

representing numbers from 251 to 500 with emphasis on
numbers 251 to 500 using a variety of materials.

II. What I know?

Answer the questions below.

100 100 100 100

100 50 50

How many apples in all? ___________________

III. What’s in?

Write in numbers the following.

1. 2 sets of hundreds =____________

2. 3 sets of hundreds =____________
3. 4 sets of hundreds =____________
4. 20 sets of ten =____________
5. 10 sets of ten =____________

IV. What’s new?

Study the chart below

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Mathematics 2 Quarter 1 Week 1

How many in all? ______________________

How many in all? ____________________

V. What is it?
Count the numbers on the object and write your answer
on the space provided.

= ___________________

VI. What’s more?

Count the numbers. Write the answer on the space
provided.
100 100 10 10
10 10 10 10

= ___________________________

100 + 100 + 100 + 100 + 10 + 1 + 1 + 1 + 1

How many in all? ____________

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 Mathematics 2 Quarter 1 Week 1

VII. What I have learned?

I have learned in this lesson to visualize and represent
numbers from 251 to 500 by using pictures and objects.

VIII. What I can do?

Write the correct answer on the space provided.

Example: =

1. =
=

2.
=

3.
=

4.

IX. ASSESSMENT
Box the correct answer inside the parenthesis.

Example: = (200, 250)

1. = ( 400, 420)
2. = ( 322, 332)
3. = (240, 210)
4. = (205, 2014)
5. = (422, 420)

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Mathematics 2 Quarter 1 Week 1

DAY 3
I. What I need to know?
In this lesson, you will learn to visualize and represent
numbers from 501-750. With emphasis on numbers 501 to
750.

II. What I know?

Count the numbers and write your answer on the blank.

200 200 200 100

= ___________

200 200 100 100

= ___________

200 200 200 100 50

= ___________

III. What’s in?

Write the numbers.

100 100 100 100 10

1. = 410
100 100 50 10 1
2. = __________
100 50 50 1 1
3. = __________

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Mathematics 2 Quarter 1 Week 1

IV. What’s new

Study the following:

5 hundreds = 500
6 hundreds = 600
7 hundreds = 700

100 100 100 100 100 100 100

10 10 10 10 10

We can say that there are 7 bouquets of flowers by

hundreds, 5 bouquets of flowers by tens.

700 + 50 = 750

V. What’s it?
Look at the following pictures with numbers.
Write your answer in the box.

200 100
Example: 500
100 100

200 100 100

1.
100 100 100

10 10 10

100 100 100

2.
100 100 100

10 10 10

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Mathematics 2 Quarter 1 Week 1

VI. What’s more?

Write the correct numbers on the blank.
Example: 250, 251, 252, 253, 254, 255

1. 200, ___, 202, ___, 204, ___, ___, ___, ___, 209, 210
2. 500, ___, 502, 503, ___, ___, ___, 507, 508, ___, 510
3. ___, 601, 602, 603, ____, ____, ____, 607, 608, ____, 610
4. 650, ___, 652, ___, ___, 655, ___, ___, 658, 659, ___
5. 741, 742, ___, ___, ___, 747, 748, 749, ___

Count the numbers on the object and write your

answer on the blank.

100 100 100 100 100

1.

10 10

= _________

100 100 100 100 100 100

2.

10 10 10 10 10

= __________

VII. What I have learned?

We have learned in this lesson to visualize and
represent numbers from 501-750.
We can easily count the numbers by associating them
with sets.

Question:

What are the ways to easily count numbers?

____________________________________
What can help you in counting numbers from 500
to 750?
____________________________________

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Mathematics 2 Quarter 1 Week 1

VIII. What I can do?

Match column A with column B

1. 7 sets of hundreds a. 500

2. 6 sets of tens b. 700
3. 5 sets of hundreds c. 60
4. 8 sets of tens d. 80
5. 3 sets of hundreds e. 40
6. 4 sets of tens f. 300

IX. Assessment
Write the correct answer.

100 100 100 100

1.
100 10 10 5
= ____________

100 100 100 100

2.
100 10 10 10
=___________

200 200 100 10

3.
1
=___________

500 100 100 10

4.
10 10 10 10
=___________

300 100 100 100

5. =___________

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Mathematics 2 Quarter 1 Week 1

DAY 4
I. What I need to know?
In this lesson, you will learn to visualize and identify
numbers from 751 – 1000.

II. What I know?

Count all the birds inside the box.

Answer: ____________

III. What’s in?

Match column A with column B.

A B
1. 5 sets of hundreds a. 70
2. 7 sets of tens b. 600
3. 6 sets of hundreds c. 500
4 3 sets of tens d. 30

IV. What’s new?

Study the pictures below.

How many hundreds are there?

There are 10 hundreds of balloons.

10 hundreds is equivalent to 1000.

(Read: One thousand)

Therefore, there are 1000 balloons

inside the box.

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Mathematics 2 Quarter 1 Week 1

V. What is it?
Count the numbers and write your answer on the
blank.

1.

= ______________

2.

= ______________

3.

= _____________

4.

= _____________

5.

= _____________

VI. What’s more?

Each picture represents a number. Draw the pictures
being asked with their equivalent.

1000 100 10

Example: ___________ ______________ ____________

2000 300 20

1. ____________ ____________ ____________

1000 200 50
2. ____________ ____________ ____________
3000 400 10

3. ____________ ____________ ____________

4000 600 40

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Mathematics 2 Quarter 1 Week 1

4. ____________ ____________ ____________

2000 300 70
5. ____________ ____________ ____________
5000 100 30

VII. What I have learned?

In this lesson, you have learned to visualize numbers
from 751 to 1000. And that 10 hundreds is equivalent
to 1000.

Question:

How many hundreds are equivalent to 1000?

____________

VIII. What I can do?

Can you help Mark count all the fruits?
Write your answer on the box.

Count all the 1000’s: ______________

Count all the 100’s: _______________
Count all the 10’s: ________________

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Mathematics 2 Quarter 1 Week 1

IX. Assessment
Use the given figures to show each number. Draw
the correct number of figures in the box.

1
100 1
0

Example: 1000

100 100 100 100 100

100 100 100 100 100

1. 850

2. 900

3. 783

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Mathematics 2 Quarter 1 Week 1

DAY 5
I. What I need to know?
In this lesson, you will learn how to give the place value
and find the value of a digit in three-digit numbers.

II. What I know?

Identify the place value of the underlined numbers.
Example: 564 = ones

1. 897 = ___________
2. 243 = ___________
3. 761 = ___________

III. What’s in?

Count the numbers.

1.

= _______________

2.

= _______________

3.

= ______________

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Mathematics 2 Quarter 1 Week 1

IV. What’s new?

PLACE VALUE CHART:

1 3 8

The first picture shows 1 hundred blocks mean

there is only 1 hundreds.
Second shows 30 blocks means there are 3 tens.
Third shows 8 blocks means there are 8 tens.

The total blocks are 138.

1 tells hundreds
3 tells tens
8 tells ones

V. What’s it?
Write in figures.
Example: 2 hundreds 4 tens 9 ones = 249

1. 5 hundreds 3 tens 2 ones= _________________

2. 7 hundreds 2 tens 1 ones = _________________
3. 6 hundreds 7 tens 9 ones = _________________
4. 8 hundreds 1 tens 0 ones = _________________
5. 3 hundreds 0 tens 8 ones = _________________

VI. What’s more?

Answer the following questions.

In 275
What is the place value of 7? hundreds
What is the place value of 2? __________

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Mathematics 2 Quarter 1 Week 1

What is the place value of 5? __________

In 864
What is the digit in the hundreds place?
____________
What is the digit in the tens place?
____________
What is the digit in ones place?
____________

Write the place value of the following given numbers

inside the pencil.
Example: 467 = tens 7

1. 391 = tens
2. 845 = hundreds
3. 563 = ones
4. 789 = hundreds
5. 452 = tens

VII. What I have learned?

In this lesson, you have learned that a three digit
number has a given place value such as ones, tens
and hundreds.
You have also learned how to identify the place value
of a number.

Questions:
What are the place value of a three digit number?
__________________
__________________
__________________
Write the correct digit on its corresponding place value.
1. 128
2. 756
3. 941
hundreds tens ones
1 2 8

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Mathematics 2 Quarter 1 Week 1

VIII. What I can do?

Can you help John identify the place
Value of each digit in the
579
number 579? Yes or no? ____

What is the digit in the hundreds place? 5

What is the place value of 5? __________
What is the digit in the tens place? ____
What is the place value of 7? _________
What is the digit in ones place? ____
What is the place value of 9? ________

Write the correct answer on the table.

Hundreds Tens Ones

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IX. Assessment:

Write any number on the blank and identify the

place value being given.

1. 798 = hundreds
2. 36_ = _________
3. 9_5 = _________
4. _41 = _________
5. 6_0 = _________
6. _73 = _________
7. 92_ = _________
8. 23_ = _________
9. 1_2 = _________
10. 55_ = ________

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