MATHEMATICS 2

Quarter 3 Week 8 Day 1

I. OBJECTIVES
A. Content Demonstrates understanding of straight and curved lines,
Standard flat and curved surfaces, basic shapes, symmetry in a line,
and tessellations using triangles and squares.
B. Performance Is able to recognize and construct straight and curved
Standard lines, flat and curved surfaces, basic shapes and create
simple designs that show symmetry in a line and
tessellation using triangles and squares.
C. Learning Identifies shapes/figures that show symmetry in a line.
Competencies/
Objectives M2GE-IIIh-7.1

II. CONTENT Shapes and Figures that Show Symmetry in a Line

III. LEARNING
RESOURCES
A. References
1. Teacher’s TG pages 284-290 / TG pages 143-144
Guide pages
2. Learning’s LM pages 201-204
Materials
pages
3. Textbook
pages
4. Additional
Materials from
Learning
Resource (LR)
Portal
B. Other Learning
Resources LRMDS Portal
IV. PROCEDURE Advanced Learners Average Learners
A. Reviewing Ask the pupils to draw on a piece of paper the four basic
previous lesson shapes (rectangle, square, triangle and circle ). Tell them
or presenting the to divide the shapes into two identical parts using only one
new lesson
line.
B. Establishing a Bring Me Game: (asking for objects with the basic geometric
purpose for the shapes like the following.
lesson Bring me a ball.
Bring me a notebook.
C. Presenting Present the problem.
examples/ Rolly works on his project in Mathematics. He needs
instances of the to fold several cut outs of figures in equal parts. He uses
new lesson
the concept of symmetry in folding the 144 paper. If you

121
 were Rolly, how would you fold the figures in equal parts?
Give the following instructions to the pupils.
a. You will be working in groups.
b. Each group will be given a set of figures and a manila
paper.
c. Think how the figures will be folded in equal parts in
many ways. Group the figures.
d. Paste your work on manila paper. Distribute the
materials to the pupils.
Group 1- Numbers Group 3- Shapes
Group 2- Letters Group 4- Fruits
D. Discussing new Pupils observe the figures given to them. They will
concepts and determine all the possible lines of symmetry in the given
practicing new figures. They decide on their basis for grouping the figures.
skills #1
The basis for grouping the figures is the number of
lines of symmetry. There are figures with only one line of
symmetry; they are more than one line of symmetry and no
line of symmetry at all.
E. Discussing new Let the pupils post their work on the board.
concepts and Have the groups explain their work. If the answer is
practicing new incorrect, have the pupils realize what made the answer
skills #2
wrong. Focus on the groupings of objects based on the
number of lines of symmetry.
Give emphasis on the number of lines of symmetry in
each figure. There are figures with only one line of
symmetry; they are more than one line of symmetry and no
line of symmetry at all. The figures with one or more than
one line of symmetry are symmetrical figure and figures
with no line of symmetry are not symmetrical figure.
F. Developing Draw a line to the following shapes to show symmetry.
mastery (leads 1. 3. 5.
to formative
assessment 3)
2. 4.

G. Finding practical Draw letters and shapes that shows symmetry.

applications of Draw a line to show the line of symmetry in each figure.
concepts and
skills in daily
living
H. Making How can we identify symmetrical figures?
generalizations (We can identify symmetrical figures by writing the line of
and abstraction symmetry to the figure or folding the figures in two equal
about the lesson
parts)

122
 When can we say a figure is symmetrical?( We can say
a figure is symmetrical if the two halves match exactly
when folded along the line of symmetry)

I. Evaluating Choose the letters and pictures that shows symmetry and
Learning draw the line of symmetry.

J. Additional Look for the things in your house that shows symmetry and
activities for draw it in your assignment notebook. Draw the line of
application or symmetry for each figure.
remediation
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.

123
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 localize
material/s did I
use/discover
which I wish to
share with other
teacher?

124
 MATHEMATICS 2
Quarter 3 Week 8 Day 2

I. OBJECTIVES
A. Content Standard Demonstrates understanding of straight and curved lines, flat and curved su
basic shapes, symmetry in a line, and tessellations using triangles and squ
B. Performance Is able to recognize and construct straight and curved lines,
Standard flat and curved surfaces, basic shapes and create simple
designs that show symmetry in a line and tessellation using
triangles and squares.
C. Learning Identifies and draws the line of symmetry in a given
Competencies/ symmetrical figure.
Objectives
M2GE-IIIH-7.4a

II. CONTENT Shapes and Figures that Show Symmetry in a Line

II. LEARNING
RESOURCES
A. References
5. Teacher’s Guide TG pages 284-290 / TG pages 143-144
pages
6. Learning’s LM pages 201-204
Materials pages
7. Textbook pages
8. Additional
Materials from
Learning
Resource (LR)
Portal
B. Other Learning
Resources LRMDS Portal
III. PROCEDURE Advanced Learners Average Learners
A. Reviewing Let the pupils get one sheet of paper.
previous lesson Let them fold it into two equal parts.
or presenting the Let them open it and ask:
new lesson
What do you call that line in your paper?
When do we say that the figure is symmetrical?

B. Establishing a The teacher prepares images of a cat and a dog as shown.

purpose for the
lesson

125
 Both should be cut along their lines of symmetry. Handles
should be fixed at the back. He/she tells the story entitled, “The
Year the Cat and the Dog Didn’t Fight”.
There was once an old wizard living in small hut in the
forest. He was living peacefully for many years until one
summer evening, a cat came begging for food (The teacher
shows the image of the cat as though holding a puppet.). The
old man felt sorry for the cat and gave him half of his dinner.
A few days later, a dog came which also begged the old man
for food. His compassion for animals prompted him to give his
lunch to the dog which ate everything hastily. The next day, the
old man left to buy some supplies but before he did, he put
food on a big plate in case the two animals come looking for
him. Finally, the two came and were overjoyed to see the feast
that awaits them. That’s the time they realized they were not
alone. The dog growled at the cat which snarled back. The
situation gets out of control. The dog ran after the cat
destroying almost everything in their path.
When the old man came home, he can’t believe what he
saw. His hut was in total disarray. “What have you done?, the
old man said in a tired voice. I left more than enough food so
that you two can share it in peace. But you didn’t.”
The old man touches his long white beard three times
and, 286 amazingly, half of their faces were replaced by half of
the other’s face. (Half of each image is interchanged as
shown.) “Both of you will stay that way until next summer and
I hope by that time you will learn your lesson.”
From that day on, the two stopped fighting. On some
occasions, they would but not for long. They’re afraid they
would injure their own faces.
“How would you describe their faces?” (“Their faces look
strange and funny.)
“Do you think the two would learn their lesson after a year?”
(“No, the two are still fighting today.”)

126
C. Presenting “In our activity, you have divided shapes into two identical
examples/ parts by drawing a line. For our lesson today, we will do this
instances of the by folding. Do you know that there are some shapes and
new lesson
pictures of real life objects which, when folded, produce two
halves that are perfectly the same? Let’s us try this with some
of the shapes that we have.”
Ask the students to fold a cutout of a circle through its
center in three different ways. Let them describe the result
(The two half circles are identical.
“How do we know that the two half circles are identical?
(“Once the circle is folded through its center, the boundary of
both half circles perfectly fit each other.”)
Let the students try the same with an equilateral triangle
(The three sides have the same length.)
Ask them to describe and explain the result.
Do the same with squares and rectangles. This would be
the turning point of the lesson where the students should
begin to understand the concept of symmetry.

“When you folded a square, what shapes were

produced?” (“The shapes of a triangle and a rectangle were
produced.”) "Can you describe these triangles/rectangles?”
(“When the square was folded, the triangles/rectangles
produced are identical.”)
“Why did you say so?”
(“Their edges/corners fit exactly each other.”)
“Did you get the same results with rectangles?”
(“In certain ways (vertically and horizontally) the rectangle
was folded, we get the same results. Two identical shapes
were produced. But when the rectangle was folded

127
connecting two opposite corners, the edges and corners of
the shapes (triangles) produced do not fit each other.”)
“Does this mean the two are not identical?”
Pupil’s answers may vary. The teacher should explain
that the two are actually identical but cutting them along the
fold is necessary to make their edges and corners fit exactly
each other. Moreover, it should be pointed out that after
cutting the rectangle along the diagonal, one of the triangles
should be rotated (not flipped) to make the two shapes fit
each other. This could be made easily observable by using a
cutout with two sides/surfaces having different colors. For
comparison, the teacher may use a cutout of a square folded
along its diagonal as shown.
Let the pupils try folding cutouts with irregular shapes
which when folded would not fit each other. Let the pupils try
folding them several times until they realize that the shapes
have no symmetry or, more importantly, that not all shapes
have symmetry.

“Class, we formed two identical parts of a shape by folding it

along a particular line. We know that they are identical
because their boundaries fit exactly each other. When a
shape behaves this way when folded .
(The teacher should emphasize that cutting is not
allowed), we say that the shape has symmetry along the line
where it was folded. The teacher writes the word “symmetry”
on the board.
“But always bear in mind, and this is very important, that
shapes could only be folded in specific ways to show
symmetry. Some shapes can be folded in only one way to
show it. Shapes may have symmetry along a particular fold
but may not show the same when folded differently.

128
D. Discussing new Divide the pupils into four groups.
concepts and Let each group perform an activity where cutouts of shapes
practicing new shown below have to be used. In this activity, pupils have to
skills #1
identify the number of lines of symmetry in the given shapes
by folding. Pupils may try out one or more ways of doing the
task. On a sheet of paper, the pupils have to draw the figures
and draw their respective lines of symmetry. The number of
lines of symmetry of the following shapes are given below.

E. Discussing new Presentation of each group.

concepts and Guide the pupils in presenting their outputs.
practicing new
skills #2
F. Developing Identify the number of lines of symmetry but, this time, no
mastery (leads to folding is involved. They have to form a mental image of how
formative the folding would be done.
assessment 3)
1. 3. 5.

2. 4.

G. Finding practical Look around in your classroom. Draw at least five (5) things
applications of that shows symmetry. Draw a line of symmetry.
concepts and
skills in daily living
H. Making A simple way of looking at symmetry among shapes and
generalizations figures is that if the shape were folded in half over the line of
and abstraction symmetry, the two portions are identical and would fit each
about the lesson
other exactly.
However, one should be careful not to immediately infer
symmetry when two halves of a shape or figure are identical.
Moreover, a shape may show symmetry when folded in a
particular way but may fail to show the same when folded
differently.
I. Evaluating Choose the letters and pictures that shows symmetry. Draw
Learning the line of symmetry.

129
J. Additional Cut pictures that shows symmetry. Draw the line of symmetry
activities for on each picture.
application or Bring graphing paper tomorrow.
remediation

V. REMARKS

VI. REFLECTION

VII. OTHERS

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

130
 well? Why did
these work?
F. What difficulties
did I encounter
which my
principal or
supervisor can
help me solve?
G. What innovation
or localize
material/s did I
use/discover
which I wish to
share with other
teacher?

131
 MATHEMATICS 2
Quarter 3 Week 8 Day 3

I . OBJECTIVES
A . Content Standard Demonstrates understanding of straight and curved lines, flat and curved su
basic shapes, symmetry in a line, and tessellations using triangles and squ
B . Performance Is able to recognize and construct straight and curved lines,
Standard flat and curved surfaces, basic shapes and create simple
designs that show symmetry in a line and tessellation using
triangles and squares.
C . Learning Creates figures that show symmetry in a line.
Competencies/
Objectives M2GE-IIIh-7.2

II . CONTENT Shapes and Figures that Show Symmetry in a Line

III . LEARNING
RESOURCES
A . References
1.Teacher’s Guide TG pages 284-290 / TG pages 143-144
pages
2.Learning’s Materials LM pages 201-204
pages
3.Textbook pages
4.Additional Materials
from Learning
Resource (LR) Portal
B . Other Learning
Resources LRMDS Portal
IV . PROCEDURE Advanced Learners Average Learners
A . Reviewing Identify and draw the line of symmetry for the following
previous lesson or shapes.
presenting the new 1.. 3. 5.
lesson

2. 4.

B . Establishing a “Today, we would play a guessing game.

purpose for the lesson I’ll show one-half of a figure and you have to guess what the
figure is. Are you ready?”
(“Yes, ma’am!”)
The teacher shows halves of different figures and asks
what figures they are parts of.
The teacher may use different orientations of the figures
to make them a little harder to guess.

132
C . Presenting “Class, today you are going to create figures that shows
examples/ instances symmetry. You will be needing some graphing papers,
of the new lesson scissors, a pencil and a ruler, so be ready with them.
Ideally, pupils should create figures starting from basic
shapes to more complex figures as the lesson progrresses.
Pupils may use any paper but graphing papers would make
the task easier especially if the figures have to follow certain
shapes and not random ones.
Pupils should be made to remember that creating
figures showing symmetry would always start by identifying
the line of symmetry which is usually the one that divides the
paper into two equal parts.
Creating symmetry in figures can be done in two ways.
One is by drawing half of the figure on any side of the line of
symmetry and involves folding and cutting. This is ideal for
figures with flowing lines and would always result to
symmetry.
The other is by drawing the entire figure and involves
counting equal number of squares in opposite direction from
the line of symmetry. A polygonal figure lends itself easily to
this method but curve figures may prove to be a little difficult.
In this method, care should always be observed so that all
edges on one side of the line of symmetry match those on the
other side. The teacher should plan ahead on how to
maximize the use of graphing papers.

133
D . Discussing new Divide the pupils into three groups. Provide them with
concepts and graphing papers to be used in drawing the different shapes
practicing new skills that shows symmetry, as shown below.
#1

For the other two lines of symmetry of the square, the

same procedure applies. This process likewise applies when
creating rectangles using its two lines of symmetry.

Isosceles Triangle
The first step is to create the base of the triangle which,
ideally, should be located at the lower part of the grid. From
the line of symmetry, equal number of squares should be
counted and marked. In the figure, 4 squares were used on
both sides. From these two points, the two remaining sides of
the triangle can be drawn to any point along the line of
symmetry

Circles
Circles have infinite number of lines of symmetry. For
this purpose, two perpendicular lines of symmetry are used
simultaneously dividing the square grid into 4 equal parts. As
mentioned earlier, it is not without difficulty creating
symmetrical curve figures. The easiest way to accomplish this
would be to use the method by which models of circles are
created. However, another method may be employed which
requires the use of a quarter circle. From this, points are

134
 plotted which are equally distant as the points in the arc are
from the lines of symmetry. There may be a need to rotate
the square grid when plotting the points.

E . Discussing new Freetyle Shapes

concepts and The fun of creating symmetrical figures starts with
practicing new skills freestyle shapes. This is achieved by plotting pairs of
#2
opposite points equally distant from the line of symmetry. All
consecutive points are then connected by a line segment.
The figure formed should be closed by connecting the last
two pairs of points to the line of symmetry. The figures below
are just two examples of the countless number of shapes that
can be formed using this method.

Real Life Shapes

When teaching pupils to create shapes of real life
objects it is best to use those whose outlines can be easily
perceived as representations of these objects. Objects which
require a lot of details would be very frustrating for most
pupils to make. However, pupils attempting to put some
details in their illustrations should not be prevented from
doing so. Pupils should also realize that figures become more
defined if more points are used in creating symmetrical
figures. Below are figures of a sea turtle and a tree whose
outlines can be easily seen as their representations.

135
Folding and cutting
Folding and cutting is the easier method of creating
figures that show symmetry in a line. It merely requires
drawing half of the figure on any side of the line of symmetry.
The paper is then folded along this line and, with scissors, cut
around the line of symmetry line of symmetry line of
symmetry line of symmetry 296 outline of what was drawn.
This would have the same effect on the other side of the fold
thereby yielding a symmetrical figure.
The teacher may use the previous shapes and figures in
teaching this method to the pupils. However, only closed
figures that contain the line of symmetry may be used for this
purpose.
All activities included in this guide only involved drawing
the whole figure. The teacher has to make provisions for
activities under folding and cutting which is just a variation of
the first method. He/she can introduce the second method
using simple shapes like squares, rectangles, triangles and
circles (best if folded along several lines of symmetry.
Freestyle symmetrical shapes can be produced even without
an outline. Folding the paper before cutting it ensures that all
figures formed are symmetrical regardless of how the cutting
was done.
Cutting around outlines of real life shapes would be
relatively easy for the pupils if the drawings were made as
simple as possible especially if they are the ones to draw
them.

136
F . Developing Complete the shapes to show the symmetry.
mastery (leads to
formative assessment
3)

G . Finding practical Complete the figures to show the symmetry.

applications of
concepts and skills in
daily living

H. Making Making figures that exhibit symmetry in a line can be done in

generalizations two ways.
and abstraction
about the lesson

137
 The first is by drawing the whole image with 297 reference
to the line of symmetry. This requires sketching first half of the
figure on any side of the line and marking some critical points
on it.
The other half is accomplished by plotting points with
reference to the critical points on the outline.
These points should be located opposite the critical points
and have the same distance from the line of symmetry as their
counterpart points.
The second method is by folding the paper along the line
of symmetry and cutting around the outline drawn on one side.
Perfect symmetry is made certain with the other half
directly under the side where the outline was drawn.
I. Evaluating Draw the following shapes and figures in the graphing paper
Learning according to their line of symmetry.

138
 J. Additional Complete the figures. Write the names or words that can be
activities for formed.
application or
remediation

V . REMARKS

VI . REFLECTION

VII . OTHERS

K. No. of learners
who earned 80%

139
 on the formative
assessment
L. No. of learners
who require
additional
activities for
remediation.
M. Did the remedial
lessons work?
No. of learners
who have caught
up with the lesson
N. No. of learners
who continue to
require
remediation.
O. Which of my
teaching
strategies worked
well? Why did
these work?
P. What difficulties
did I encounter
which my
principal or
supervisor can
help me solve?
Q. What innovation
or localize
material/s did I
use/discover
which I wish to
share with other
teacher?

140
Key to Correction..

Evaluation:

Home Activity:

The completed half need not be as perfect as the other half.

141
 MATHEMATICS 2
Quarter 3 Week 8 Day 4

I . OBJECTIVES
A . Content Standard Demonstrates understanding of straight and curved lines, flat and curved su
basic shapes, symmetry in a line, and tessellations using triangles and squ
B . Performance Is able to recognize and construct straight and curved lines,
Standard flat and curved surfaces, basic shapes and create simple
designs that show symmetry in a line and tessellation using
triangles and squares.
C . Learning Recognizes shapes that can tessellate.
Competencies/
Objectives M2GE-IIIh-8.1

II . CONTENT Square and Triangle Tessellations

III . LEARNING
RESOURCES
A . References
1.Teacher’s Guide TG pages 298-303
pages TG pages 145-146
2.Learning’s Materials LM pages 211-214
pages
3.Textbook pages
4.Additional Materials
from Learning
Resource (LR) Portal
B . Other Learning
Resources LRMDS Portal
IV . PROCEDURE Advanced Learners Average Learners
A . Reviewing Below is a picture of a house. Identify the square, the
previous lesson or rectangle and the triangle by naming the parts of the house.
presenting the new
lesson

B . Establishing a Present patchwork quilts.

purpose for the lesson Say: These are patchwork quilts. These are made up of
different shapes that repeated to form patterns. You will make
your own patchwork quilt by group.
Give the instructions to the pupils.
1. Each group will be given envelopes containing cut-outs
of shapes like squares, rectangles, triangles and circles, sheet
of paper or cartolina and paste.
2. The group should cover the sheet of paper completely
without overlapping or shapes or leaving gaps.
3.You may color your output.
Distribute the materials to the pupils.

142
C . Presenting Pupils do their own patchwork quilt. While doing the activity
examples/ instances they should realize that they cannot use the circle cut-outs
of the new lesson because it cannot completely cover completely a space in a
sheet. Circle leaves gaps or spaces in between.
D . Discussing new Ask the following questions:
concepts and 1. What different shapes did you use in making your
practicing new skills patchwork quilt?
#1
2. IS there anyone who used circle cut-outs? Why?
3. For those of you who used squares only in your design,
were you able to cover the sheet of paper completely? How
many squares were used to cover the sheet of paper?
4. For those of you who used rectangles only in your design,
were you able to cover the paper completely? How many
rectangles were used to cover the sheet of paper?
5. For those of you who used triangles only in your design,
were you able to cover the sheet of paper completely? How
many triangles were used to cover the sheet of paper?
6. What do you observe about the number of squares,
rectangles and triangles used?

E . Discussing new
concepts and Write the following on the board.
practicing new skills Number of rectangles used to cover the paper-3
#2
Number of squares used to cover the paper-6
Number of triangles used to cover the paper-12

Pupils may need guidance in articulating these ideas.

Provide leading questions if necessary. How do you explain
this?
For those who used several shapes in their design, how
many of each shape did you use?
As the questions are asked, let the pupils show their work.
Emphasize what they have done is called tessellation.
F . Developing
mastery (leads to Color the shapes according to your own color combination.
formative assessment
3)

143
G . Finding practical Put a check (√) in the box if the following figures shows
applications of tessellation and cross (X) if does not.
concepts and skills in
daily living

H . Making What is tessellation?

generalizations and (A tessellation is a tiling a pattern using only one shape)
abstraction about the What shapes can we use in tessellating surface? Why?
lesson
(We can use squares, rectangles and triangles in tessellating
surface because they covered the surface completely without
overlapping and gaps)
I . Evaluating Learning The teacher may reproduce the pattern and provide the
pupils a copy.

Color the pattern according to the color of shapes shown

below the figures.

144
J . Additional activities Do the tessellation below. Paste tiles in a bond paper using
for application or your favorite colors which can shows tessellation.
remediation The teacher may provide a copy of the figure to help the
pupils in accomplishing their tasks.

145
V .REMARKS

VI . REFLECTION

VII . OTHERS

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
localize material/s did
I use/discover which I
wish to share with
other teacher?

146
 MATHEMATICS 2
Quarter 3 Week 8 Day 5

I . OBJECTIVES
A . Content Standard Demonstrates understanding of straight and curved lines, flat and curved su
basic shapes, symmetry in a line, and tessellations using triangles and squ
B . Performance Is able to recognize and construct straight and curved lines,
Standard flat and curved surfaces, basic shapes and create simple
designs that show symmetry in a line and tessellation using
triangles and squares.
C . Learning Recognizes shapes that can tessellate.
Competencies/
Objectives M2GE-IIIh-8.1

II . CONTENT Square and Triangle Tessellations

III . LEARNING
RESOURCES
A . References
1.Teacher’s Guide TG pages 298-303
pages TG pages 145-146
2.Learning’s Materials LM pages 211-214
pages
3.Textbook pages
4.Additional Materials
from Learning
Resource (LR) Portal
B . Other Learning
Resources LRMDS Portal
IV . PROCEDURE Advanced Learners Average Learners
A . Reviewing Draw shapes on the board and let the pupils continue the
previous lesson or figures by repeating the shapes that shows tessellation.
presenting the new ( square, triangle, rectangle, diamond)
lesson
B . Establishing a “Class, do you know that bees are masters of navigation,
purpose for the lesson communication and engineering?
Bees can fly 3 kilometers in search of nectar and pollen
and can return to the exact location where it came from. This
is equivalent to a human traveling hundreds if not thousands
of kilometers. Even if there were several beehives in the
vicinity, bees would always come to the right beehive. They
can do this by orienting themselves with the sun. That is why
they usually fly from mid-morning to mid-afternoon.”
“If bees found a food source, they have to communicate
its location to other bees. Unfortunately, bees are deaf and
cannot communicate by means of sound. They inform other
bees by dancing. Each movement the bee makes means
something to the other bees – the location of the food source,
its distance and even its abundance.”

147
 “Finally, they are good engineers. Has anyone seen a
honeycomb?” (It would be worthwhile if the teacher brought a
picture or an illustration of a honeycomb.) A honeycomb is a
place in their nest that contains their larvae, pollen and honey.
Do you remember the shape of each cell forming the
honeycomb? Such shape is called a hexagon.” (The teacher
draws a regular hexagon on the board.) “All these hexagons
are identical and scientists today can only speculate how the
bees can achieve this feat of engineering.”

C . Presenting “Today, our lesson, just like honeycombs, has something to

examples/ instances do with creating designs using specific shapes. I will be
of the new lesson distributing cutouts of squares and triangles and you will try to
create your own design. Try to make your designs in the way
bees create their honeycomb.
The teacher groups the pupils into four (4) and distributes
cutouts of square and equilateral triangle.
Cutouts of one kind should be all identical. Members of the
group should divide themselves into two (2) where one group
works on a design using squares and the other using
equilateral triangles.
The teacher asks the groups to create designs using at
least twelve (12) tiles only. Later in the activity, the teacher
asks each group to compare their work with the design of the
honeycomb. He/she asks members of the group how their
design is similar or different to that of the honeycomb.
The discussion should revolve around the three basic rules
on tessellation. When shapes of one type or a few types are
arranged repetitively on a flat surface forming a pattern, the
process is called tessellation (tiling).”

148
D . Discussing new Group presentation;
concepts and (The teacher writes the word
practicing new skills “tessellation” and “tiling” on the board.)
#1
“There are several kinds of tessellations
but we would only be concerned with
regular and semi-regular tessellations.
There are three (3) basic rules to
observe when tessellating. First, the
tessellation must cover an infinite
surface with no overlaps and gaps. We
are not going to cover an endless
surface. It only means that IF the
surface was extended, we can continue
to cover it with our pattern. Second, the
shapes must be regular polygons and
identical. In our case, we would only be
using triangles with sides of equal
lengths (equilateral) and squares.” (In
regular tessellations, four (4) regular
polygons can be used – equilateral
triangles, squares, hexagons (6 sides)
and dodecagons [12 sides].) “Third, the
“vertex” (the corner where the shapes meet) should appear
the same.
When teaching pupils how to tessellate, it would be ideal
to use tiles (cutouts of triangles and squares) rather than
drawing them. After a brief introduction of tessellations, the
class may spend the remaining time for making tiles.
Tessellations would be interesting for children if the tiles have
different colors. It would also be helpful if the tiles were made
of stiff paper. Due to time constraints, pupils may be engaged
in tile making as a home activity.
A regular tessellation is a pattern made by using only one
regular polygon. Since hexagons and dodecagons are not
included in this lesson, only two (2) regular tessellations can
be made as shown below. .

For regular tessellations, the pattern is identical at

each vertex. The pattern formed is used to name a
tesselation with reference to the number of the polygon’s
sides and the number of polygons that forms a vertex
(number of sides x number of polygons forming a vertex).

149
 Since squares have four
(4) sides and four (4)
squares make up the
vertices, the tessellation
is called “4.4.4.4”. In the
case of equilateral
triangles, it is called
“3.3.3.3.3.3”. As can be observed, the tessellations followed
the 3 rules.
For regular tessellations, the pattern is identical at each
vertex. The pattern formed is used to name a tesselation with
reference to the number of the polygon’s sides and the
number of polygons that forms a vertex (number of sides x
number of polygons forming a vertex). Since squares have
four (4) sides and four (4) squares make up the vertices, the
tessellation is called “4.4.4.4”. In the case of equilateral
triangles, it is called “3.3.3.3.3.3”. As can be observed, the
tessellations followed the 3 rules.
E . Discussing new Semi-regular tessellations are made using more than
concepts and one regular polygon. Again, since hexagons and dodecagons
practicing new skills would not be included, only two (2) semi-regular tesselations
#2
can be produced using triangles and squares. The same rule
applies in naming semi-regular tessellations.

However, since 2 polygons are involved, we count the

number of sides starting with the polygon with the least
number of sides.
F . Developing
mastery (leads to Color the shapes that shows tessellation according to your
formative assessment own color combination.
3)
1. 2.

G . Finding practical Make your own tessellation.

applications of Use squares and triangles to formed a figure that shows
concepts and skills in tessellation.
daily living

150
H . Making Tesselation which is also called tiling is the arrangement of
generalizations and one type of shape or a combination of two or more types.
abstraction about the Regular tesselations make use of one type of regular
lesson
polygon.
Semi-regular tesselations combine two or more types of
regular polygons.
Three rules have to be followed in making tesselations.
First, the tessellation can be extended on an infinite surface
without overlaps and gaps.
Second, only regular polygons that are identical may be
used.
Third, the vertices should be the same. Naming
tessellations uses the number of regular polygons that make
up a vertex and the number of sides of each of these
polygons.
I . Evaluating Learning The teacher may reproduce the pattern and provide the
pupils a copy.

Color the pattern according to the color of shapes shown

below the figures.

1.

2.

151
3.

4.

5.

152
J . Additional activities Make your own tessellation design using squares and
for application or triangles.
remediation
V .REMARKS

VI . REFLECTION

VII . OTHERS

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
localize material/s did
I use/discover which I
wish to share with
other teacher?

153
 MATHEMATICS 2
Quarter 3 Week 9 Day 1

I. OBJECTIVES

A. Content Standards The learner demonstrates understanding of straight

and curved lines, flat and curved surfaces, basic
shapes, symmetry in a line, and tessellations using
triangles and squares.

B. Performance The learner is able to recognize and construct straight

Standards and curved lines, flat and curved surfaces, basic
shapes, symmetry in a line, and tessellations using
triangles and squares.

C. Learning Tessellates a surface using triangles and squares.

Competencies M2GE-III;-8.2

II. CONTENT Tessellating a surface using triangles and squares.

Value Integration: Creativity

III. LEARNING
RESOURCES

References

1. Teacher’s Guide 145-147

Pages

2. Learner’s Materials 231-233

Pages

3. Textbook Pages 231-233

4. Additional Materials
from Learning
Resource (LR) Portal

5. Other Learning Lesson Guide in Elementary Mathematics 2 (Ateneo

Resources de Manila University 2010) pages 263-266

IV. PROCEDURES

A. Preparatory Activities 1. Drill

Naming Different shapes.

2. Answer the following:

154
 How many sides has a triangle?

How about a square? A rectangle?

How many corners has a triangle?

How about a square? A rectangle?

B. Motivation Give the pupils strips of colored papers.

Tell the pupils to form a figure out of the given strips.

Ask: What figure did you form?

C. Developmental 1. Presentation
Activities:
Here’s a box and cut outs of small squares and
Lesson Proper triangles of different colors. Arrange the cut outs of
squares on its cover without gaps. Then replace it with
the cut outs of triangles and do the same.

D. Discussion #1 Answer the following:

a. How many squares did you use?

b. How many triangles did you use?

E. Discussion #2 Using the same cutouts, place the squares on the

book cover and then count the number of squares.
Do the same procedure using the triangle cut outs.

How many squares did you use?

How many triangles did you use?

F. Developing mastery A. Group the pupils into four.

(Group Activities) B. Select a leader for each group.

B. Setting of norms/standards to follow in group

activities.

Give each group a short bond paper and cut outs of

and of equal sizes.

155
 Group 1 and 2

Cover your bond paper with the cutouts of squares

without gaps.

Group 3 and 4

Cover your bond paper with the cutouts of triangles

without gaps.

Ask the pupils:

How many small squares did you use?

How many small triangles did you use?

What character traits did you show in doing the

Valuing: different activities today?

G. Application A. How many square tiles or triangle tiles do you

need to cover the surface? Write your answer on the
blank?

b.
a.

_________ ________

c.

______

d. e.

________________ ______________

156
 B. Count the number of squares and triangles do you
need to cover the surfaces below.

a. __________ squares

b. __________ triangles

H. Generalization What shapes can we use in tessellating surface?

Why?

(We can use squares, rectangles and triangles in

tessellating surface because

they covered the surface completely without

overlapping and gaps)

I. Evaluation A. Write the number of squares and triangles that can

cover the surfaces below.

1. 2.

_____________ _____________

157
3. 4.

__________________ ______________

5.

_____________

B. Write the number of squares and triangles that can

cover the surfaces below.

1. 2.

_____________ _______________

3. 4.

________________ _____________

5.

_____________________

158
J. Assignment Get a shoebox and cover its surface with cutouts of
small triangles or squares of the same size.

V.REMARKS

VI.REFLECTION
A. No. of learners who
earned 80% in the
evaluation

B. No. of learners who

require additional
activities for
remediation who
scored below 80%

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?

159
 MATHEMATICS 2
Quarter 3 Week 9 Day 2

I. OBJECTIVES

A. Content Standards Demonstrates understanding of straight lines and

curved lines, flat and curved surfaces, basic shapes,
symmetry in a line, and tessellations using triangles
and squares.

B. Performance Is able to recognize and construct straight and

Standards curved lines, flat and curved surfaces, basic shapes
and create simple designs that show symmetry in a
line and tessellations using triangles and squares.

C. Learning Identifies straight lines and curves, flat and curves,

Competencies flat and curved surfaces in a 3-dimensional object.

M2GE-III;-9

II. CONTENT Straight Lines and Curves, Flat and Curved

Surfaces
Value Integration:
Appreciation of line

III. LEARNING
RESOURCES

References

1. Teacher’s Guide 147-148

Pages

2. Learner’s Materials 234-237

Pages

3. Textbook Pages 234-237

4. Additional Materials
from Learning Resource
(LR) Portal

5. Other Learning Sample Lesson Plan in Mathematics 2 pages 185-

Resources 186

IV. PROCEDURES

A. Preparatory Activities 1. Drill

Recognizing shapes that can tessellates.

160
 2. Review:

Tessellates a surface using triangles and squares.

B. Motivation Show real objects with common shapes.

Names the object and the shape of each object.

Examples: ball, box, clock, party hat

(Note: show at least 2 for each common shapes)

C. Developmental Activities: Let the pupils look around the classroom.

Lesson Proper Ask: What are the different objects that you see in
the classroom? Will you give one?

D. Presentation and Let the pupils name the different objects inside the
Discussion #1 classroom and tell the shape of the object.

Example: electric fan-circle

table-rectangle

medicine kit-square

E. Discussion #2 Class, I am going to show you few objects. Tell me

what shape does it has and describe its lines and
surfaces.

a.

What shape does this object have? (Square)

What can you say about its edge? (Its edges are
straight)

How about its surface? (It has a flat surface). This

object is called Cube.

b.

161
 How about this? What shape does it has?
(Rectangle)

Describes its lines and surfaces? (It has straight

lines and flat surface called this Rectangular Prism

c.

How about this? What shape does it has?

(Triangle)

Does it has a straight or curve line? (It has straight

lines)

How about its surface? Is it flat or curve? (flat)

This object is called Pyramid

d.

This object is called a Cylinder.

It has curve lines and flat surface.

F. Developing mastery A. Group the pupils into three.

(Group Activities) B. Select a leader for each group.

C. Setting of norms/standards to follow in group

activities.

Group 1

Put a check mark (√) if the object has straight line

and a flat surface and cross (X) if the object has
curve line and curve surface.

_______1. ____3.

162
_______2. ______4.

_______5.

Group 2

Classify the following objects according to lines and

surfaces.

1. 2.

3. 4.

5. 6.

Objects with straight Objects with curve

lines and flat line and curve
surfaces surface

Group 3

Color the object red if it has straight lines and flat

surfaces and green if it has curve line and curve
surfaces.

1. 2.

163
 3. 4.

5.

G. Application A. Box the object wit straight lines flat surfaces.

1. 2.

3. 4.

5.

B. Encircle the object with curve line and curve

surfaces.

1. 4.

2. 5.

3.

164
H. Generalization What space figures are with straight line and
surface? (The space figures with straight lines and
flat surfaces are cube, rectangular prism and
pyramid)

What space figures are with curved lines and

surface? ( The space figures with curved lines and
curved surface are sphere and cylinder)

I. Evaluation A. Box the objects with straight line and a flat

surface. Encircle the objects with curve line and
curve surface.

B. Put a check mark (√) if the object has straight

line and a flat surface and cross (X) if the object
has curve line and curve surface.

___________________1. blackboard

___________________2. wall clock

___________________3. door

___________________4. window

___________________5. globe

J. Assignment Draw 2 objects with straight line and a flat surface

and 3 objects with curve line and curve surface.

V. REMARKS

VI. REFLECTION
A. No. of learners who
earned 80% in the
evaluation

B. No. of learners who

require additional
activities for
remediation who
scored below 80%

C. Did the remedial

lessons work? No. of
learners who have
caught up with the
lesson

165
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?

166
 MATHEMATICS 2
Quarter 3 Week 9 Day 3

I. OBJECTIVES

A. CONTENT Demonstrates understanding of straight lines and

STANDARDS curved lines, flat and curved surfaces, basic
shapes, symmetry in a line, and tessellations using
triangles and squares.

B. PERFOMANCE Is able to recognize and construct straight and

STANDARDS curved lines, flat and curved surfaces, basic shapes
and create simple designs that show symmetry in a
line and tessellations using triangles and squares.

C. LEARNING Explains the differences between straight lines and

COMPETENCIES curved lines, flat surfaces and curved surfaces.

M2GE-III;-10

II. CONTENT Straight Lines and Curves, Flat Surfaces and Curve
Surfaces

Appreciation of line
Value Integration:
Listening Attentively

III. LEARNING
RESOURCES

References

1. Teacher’s Guide
Pages

2. Learner’s Materials
Pages

3. Textbook Pages

4. Additional Materials
from Learning
Resource (LR) Portal

B. Other Learning Sample Lesson Plan in Mathematics 2 pages 187-

Resources 189

IV. PROCEDURES

A. Preparatory Activities 1. Drill

Tessellating a surface using triangles and squares.

2. Review:

Identifying straight lines and curves, flat and

curved surfaces in a 3-dimensional object.

167
B. Motivation Look at these lines and surfaces:

How are they differ from each other?

A.

B.

C.

C. Developmental Activities: The lines in letter A are straight while the lines in
letter B are curve lines.
Lesson Proper
In letter C, the surface of the can is flat while the
1. Presentation and other one is curve.
Discussion

D. Developing mastery A. Explain why the following are straight lines and
curved lines.

1.

2.

Explain:

B. Why others are the flat surfaces and others are

curved surfaces?

1.

2.

G. Application Let’s have fun!!!

Explain the following:

Group 1 – Straight Lines

Group 2 – Curve Lines

Group 3 –Curve and flat surfaces

168
H. Generalization Complete the sentence.

Some lines are ___________, the other are

____________ same surfaces are
_______________ while the others are
_______________.

I. Evaluation A. Average Learners

Explain the differences. Write the letter only.

A. B.

_____ 1. Line A goes in a curve line

A. False B. True

_____ 2. Line B goes in a curve line

A. False B. True

A. B.

_____ 3. Surface A is curving

A. False B. True

_____ 4. Surface B has a Flat surface

A. False B. True

_____ 5. Curve lines and Straight lines are

A. False B. True

the same.

B. Advanced

Explain the difference between:

1. Straight and Curve Lines

2. Curve and Flat Surfaces

J. Assignment Draw in your notebook the Straight Lines and

Curve Lines and Curve and Flat Surfaces.

V. REMARKS

VI. REFLECTION
A. No. of learners who
earned 80% in the
evaluation

169
B. No. of learners who
require additional
activities for
remediation who
scored below 80%
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?

170
 MATHEMATICS 2
Quarter 3 Week 10 Day 1
I – OBJECTIVES
A. Content Standards The learner demonstrates understanding of continuous
patterns using two attributes and mathematical sentences
involving multiplication and division of whole numbers
using 2,3,4,5, and 10 only.
B. Performance The learner is able to apply knowledge of continuous
Standards patterns using two attributes and number sentences
involving multiplication and division using 2, 3, 4, 5 and 10
only in various situations.
C. Learning The learner determines the missing term/s in a given
Competencies continuous pattern using two attributes (figures, numbers,
colors, sizes, orientations, etc.) M2AL-LLLJ-3
II – CONTENT Determining the Missing Terms in a Given Continuous
Pattern Using Two Attributes.
 Values Orderlines
Integration
III – LEARNING
RESOURCES
1. Teacher’s Guide Lesson Plan in MATH 2 pp.392 – 398
pages
2. Learners Materials
pages
3. Textbook pages
4. Additional Materials
from LRMDS
5. Other Learning
Resources
IV – PROCEDURES
A. Preparatory Identify the following whether flat surface or curved
Activities surface.
1. Drill 1. Ball 4. glass
2. Notebooks 5. Blackboard
3. Egg tray

2. Review Study the pictures below. Tell whether it is Straight line

or curved lines.

1. 2.

3. 4.

171
 5.

B. Motivation Tell: Class look around you.

- What objects do you see?

- Can you name each object?
C. Developmental
Activities
1. Presentation Show the following to the class.

3 3 3

A B. C. A B C A B
C
D. Discussion & Ask the pupils to name each.
Analysis #1 Tell. This is a pattern. It is called ABC sequence.
Ask: What is being repeated?
Class, this is a continuous pattern of triangle three square,
triangle three square, triangle square.

E. Discussion & Post the following

Analysis #2
4 4 ? ? ?
Ask again the pupils to name each.
What kind of sequence is shown?
What is being repeated in this pattern?
What would be the next three shapes if the pattern is to
be extended?
How did you say so?

172
F. Developing Group Activity
Mastery
Group I – I Draw the shapes that complete pattern.

Group 2. Draw the missing object to complete the pattern.

Group 3. Identify the next number to be used in the given

pattern to complete them.

21 25 29 33 37 - - - -
* Valuing * How will you work with your group?
- First you should work cooperatively with the number of
the group.
- Second, you should orderly and neatly.
- Third you should keep your things proper place after
using them.
G. Application Identify the pattern used. Draw the next to complete it.

1. -
----

-----
2.

3. l

-----
4. 6 11 16 21 26 - - - - -
5. 1 5 9 13 12 - - - - -
H. Generalization What is continuous pattern?
A continuous pattern is a sequence of two or
more attributes as numbers, figures, colors,
sizes, orientation, etc.

How do determine the missing term in a given

continuous pattern?

- To determine the missing term in a given pattern:

a. Analyse the sequence shown.
b. Know that what is being repeated in that
pattern.

173
 c. You can now determine the next missing
terms in the pattern.
I. Evaluation Identify the next shape or number to be used in the given
patterns to complete them. Draw and write the missing
terms on the spaces provided.

1.

2.

3.
-----
4. 38 44 50 56 62

5. 97 89 81 73 65

J. Assignment Draw the missing terms to complete the pattern.

1.

2.

3.

V- Remarks
VI – Reflections
R. No. of learners
who earned 80%
on the formative
assessment
S. No. of learners
who require
additional activities
for remediation.
T. Did the remedial
lessons work? No.
of learners who
have caught up
with the lesson
U. No. of learners
who continue to
require
remediation.
V. Which of my
teaching strategies
worked well? Why
did these work?

174
W. What difficulties
did I encounter
which my principal
or supervisor can
help me solve?
X. What innovation or
localize material/s
did I use/discover
which I wish to
share with other
teacher?

175
 MATHEMATICS 2
Quarter 3 Week 10 Day 2
I – OBJECTIVES
A. Content The learner demonstrates understanding of continuous
Standards patterns using two attributes and mathematical
sentences involving multiplication of whole number using
2,3,4,5, and 10 only.

B. Performance The learner is able to apply knowledge of continuous

Standards patterns using two attributes and number sentences
involving multiplication and division using 2,3,4, 5 and 10
only in various situations.
C. Learning The learner visualizes and finds the missing value in a
Competencies number sentence involving multiplication of whole
numbers using 2,3,4,5 and 10 only. M2AL-III-11
II – CONTENT Visualizing and Finding the Missing Value in a Number
Sentence Involving Multiplication of whole Numbers.
 Values Integration Show concern for the environment
III – LEARNING
RESOURCES
1. Teacher’s Guide pages Lesson Guide in Elementary Mathematics
Grade 2 pp. 151 – 153
2. Learners Materials
pages
3. Textbook pages
4. Additional Materials
from LRMDS
5. Other Learning
Resources
IV – PROCEDURES
A. Preparatory Activities
1. Drill Let the pupils do the skip counting by 3s, 4s and by 5s
up to 100.
2. Review Using show – me board
Flash a cards with repeated addition. The pupils will
give the multiplication sentence of the following.

3+3+3+3= 4 + 4 + 4 + 4+ 4=

B. Motivation Show a picture of 2 garden plots with pechay plants in

each plot and a girl watering the plants.
Ask: What does the pictures show?
Why do does the girl water the plants
*Valuing: How does she show concern for the
environment?
Do you the same?

C. Developmental
Activities
1. Presentation Say: This is Auring’s garden. Let us read a story about
Auring’s plants.

176
 Auring uses 4 pails lof water for watering hen plants
in a day. How many pails of water does Auring need for
watering her plants in 3 days?

D. Discussion & Analysis Ask the pupils.

#1 1. How many pails of water does Auring use for her
plants?
2. How many days does she water the plants?
3. How much water do the plants get in 3 days?
4. What will you do to find the answer?

E. Discussion & Write the multiplication sentence on the board. Then

Analysis#2 introduce the parts of a multiplication sentence. Explain
each part.

3 x 4 = 12
PRODUCT
MULTIPLICATI
ON
MULTIPLIER
or
4 MULTIPLICA
x 3 MULTIPLIER
ND
12 PRODUCT

Ask: What do you call 12?

What do you call 4?
What do you call 3?

F. Developing Mastery Group Activities

GROUP – 1
a. Prepare 3 sheets of paper.
b. Write in each sheet the parts of the multiplication
sentence.
c. As the teacher flashes the cards with the missing
parts in the multiplication sentence, hold up the
sheet of paper with the correct answer.

What number is missing? What do you call the

missing number?

x 3=
6x = 30
24

9x4 =

GROUP – 2 PAIR SHARED ACTIVITY

Directions:
a. In 9 x 4 = 36, the multiplier is
b. In 8 x 5 = 40, the multiplicand is
c. In 6 x 8 = 48, the product is
d. In, 8 the multiplier is
x3

177
 24
e. In 7, the multiplicand is
x9
63

G. Application Looking back at Auring’s garden, Let us read another

story.

The plants get 5 hours of sunlight each day. How

many hours of sunlight to they get in 4 days?

Ask: What is the multiplication sentence for the

problem?
What do you call 4 in the multiplication sentence?
5?20?

H. Generalization - What are the parts of a multiplication sentence?

Multiplicand, multiplier and product.
- What will happen to the product, if we change the
order of the multiplicand and the multiplier? Why?
- If we are going to change the order of the
multiplicand and the multiplier, the product is still
the same. It is because we change only the order
and not the quantity.
I. Evaluation Write the part of the multiplication sentence.
1. In 3 x 9 = 27, what is 9?
2. In 4 x 7 = 28, what is 4?
3. In 9 x 8 = 72, what is 72?
4. What do you call the naswer in a multiplication
sentence?
5. Which part of the multiplication sentence tells
how many times a number is multiplied?
J. Assignment Write the name of the missing part of the multiplication
sentence.

1. 4 x = 36
2. 6x = 54
3. x = 42
4. x 8 = 56
5. 9 x 5 =

V – Remarks
VI – Reflections
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

178
 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
localize material/s did
I use/discover which I
wish to share with
other teacher?

179
 MATHEMATICS 2
Quarter 3 Week 10 Day 3
I – OBJECTIVES
A. Content The learner demonstrates understanding of continuous
Standards patterns using two attributes and mathematical sentences
involving multiplication of whole number using 2,3,4,5, and
10 only.

B. Performance The learner is able to apply knowledge of continuous

Standards patterns using two attributes and number sentences
involving multiplication and division using 2,3,4, 5 and 10
only in various situations.
C. Learning The learner visualizes and finds the missing value in a
Competencies number sentence involving division of whole numbers
using 2,3,4,5 and 10 only. M2AL-III-11
II – CONTENT Visualizing and Finding the Missing Value in a Number
Sentence Involving Division of Whole Numbers Using
2,3,4,5 and 10 only.
 Values Obedience
Integration
III – LEARNING
RESOURCES
1. Teacher’s Guide Lesson Guide in Elementary Mathematics
pages Grade 2 pp. 184 – 187
2. Learners Materials
pages
3. Textbook pages
4. Additional Materials
from LRMDS
5. Other Learning
Resources
IV – PROCEDURES
A. Preparatory Activities Let the pupils do the skip counting by 2s, 3s, 5s, and by
10s up to 100.
1. Drill Draw the missing terms to complete the pattern.
1.

2.

3.

4.

5. L U L UL

B. Motivation Look at the array of stars.

Ask:

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 - How many stars are there? Separate the stars into
3 equal groups. How many stars are in each
group?
C. Developmental
Activities
1. Presentation Put 20 objects on top of your desk. Separate the objects
into 4 equal groups. How many objects are there in each
group?
D. Discussion & Analysis Ask:
#1 - How many objects were you asked to get?
- Into how many groups were the objects
separated?
- How many objects are there in each group?
E. Discussion & Analysis Let the pupils write the division sentence. Guide the pupils
#2 in giving the names of the parts of a division sentence.

20 ÷ 4 = 5
QUOTIEN
T
DIVISOR

DIVIDEND

or
DIVIDEND
20
÷ 4 DIVISOR
5
QUOTIEN
T
Ask:
- What do you call the number of objects that are to
be divided?
- What do you call the number of groups that divides
the total number of objects?
- What do you call the number in each group or the
answer when you divide a number?
 Valuing Who among you were able to follow the instructions?
Is it important to follow instructions correctly? Why?
What kind of pupils are you?
F. Developing Mastery GROUP ACTIVITIES
Divide the class into 3 groups. Each group will be given an
activity card. Tell the pupils to do what the instructions ask
them to do. The group reporters will present the answer to
the class.
GROUP 1
a. Count the number of objects inside the envelope.
(30)
(envelope will be given to the group)
b. How many objects are there?
c. It is called the
d. Separate the object into 50
e. Number 5 is the
f. How many objects are in each group?
g. It is named as the

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 GROUP 2

0 1 2 3 4 5 6 7 8 9 10
a. How11 12
many partitions are in the number line?
It named as the
b. How many backward hops are shown?
It named as the
c. How many spaces are in each hop?
It named as the

GROUP 3

a. What is the dividend?

b. What is the divisor?
c. What is the quotient?
After the presentation of the group work, the
teacher asks:
- Were you able to follow the instructions correctly?
- It is very important that you follow the instructions
correctly? Why?

G. Application 1. Study the illustration below. What is the division

sentence for it? Identify the dividend, divisor and quotient.

20 ÷ 4 = 5
- What number is dividend?
- What number is divisor?
- What number is quotient?

2. Fifteen men will go fishing. Each boat can hold 5

persons. How many boats will they use?
- Dividend
- Divisor
- Quotient
H. Generalization How do we find the missing value in a number sentence?

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I. Evaluation Choose from the box the correct answer for the following
item.
Divisor, Dividend, Quotient
1. In 15 ÷ 3 = 5 , 5 is called .
2. In 12 ÷ 4 = 3, what is 12?
3. In 18 ÷ 6 = 3, what is 6? .
4. In 20 ÷ 5 = 5, what part is missing? .
5. In 30 ÷ 6 = 5, which is the divisor? .
J. Assignment Identify the parts of the division sentence.
1. The quotient of 4 ÷ 6 = 8,
a. Dividend
b. Divisor
c. Quotient
2. 56 divided by 7 is 8.
a. Dividend
b. Divisor
c. Quotient
3. 56 dividend by 7 is 8.
a. Dividend
b. Divisor
c. Quotient
V – Remarks
VI – Reflections
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
localize material/s did I
use/discover which I
wish to share with
other teacher?

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