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GRADES 1 to 10 Teacher: File Created by Ma’am MARIANNE MANALO PUHI Learning Area: MATHEMATICS
DAILY LESSON LOG Teaching Dates and
Time: AUGUST 5 - 9, 2024 (WEEK 2) Quarter: 1st Quarter

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES Counts and groups objects Reads and writes numbers from Counts numbers by 10s, 50s, and Reads and writes numbers from
in ones, tens, and 101 through 1000 in symbols and 100s through 1000 in symbols and in
hundreds in words words
A. Content Standards A.Content Standards A.Content Standards A.Content Standards A.Content Standards
demonstrates demonstrates understanding of demonstrates understanding of demonstrates understanding of
understanding of whole whole numbers up to 1000, whole numbers up to 1000, ordinal whole numbers up to 1000,
numbers up to 1000, ordinal numbers up to 20th, and numbers up to 20th, and money up ordinal numbers up to 20th, and
ordinal numbers up to money up to PhP100. to PhP100. money up to PhP100.
20th, and money up to
PhP100.
B. Performance Standards B.Performance Standards B.Performance Standards B.Performance Standards B.Performance Standards
is able to recognize, is able to recognize, represent, is able to recognize, represent, is able to recognize, represent,
represent, compare, and compare, and order whole compare, and order whole numbers compare, and order whole
order whole numbers up numbers up to 1000, ordinal up to 1000, ordinal numbers up to numbers up to 1000, ordinal
to 1000, ordinal numbers numbers up to 20th, and money 20th, and money up to PhP100 in numbers up to 20th, and money
up to 20th, and money up up to PhP100 in various forms and various forms and contexts. up to PhP100 in various forms
to PhP100 in various forms contexts. and contexts.
and contexts.
C. Learning Competencies/ C. Learning Competencies/ C. Learning Competencies/ C. Learning Competencies/ C. Learning Competencies/
Objectives Objectives Objectives Objectives Objectives
groups objects in ones, reads and writes numbers up to 1 visualizes and counts numbers by reads and writes numbers up to
tens, and hundreds. 000 in symbols and in words. 10s, 50s, and 100s. 1 000 in symbols and in words.
M2NS-Ib-2.2 M2NS-Ic-9.2 M2NS-Ib-8.2 M2NS-Ic-9.2

II. CONTENT Content: Counting Ones, Content: Reading and writing Content: Counting by 10s, 50s and Content: Reading and writing
Tens and Hundreds Numbers 100s Numbers
Lesson 5 Lesson 6 Lesson 7 Lesson 8

III. LEARNING K to12 Curriculum Guide K to12 Curriculum Guide 2016 K to12 Curriculum Guide 2016 K to12 Curriculum Guide 2016
RESOURCES 2016 Grade 2 – Mathematics pages 28 Grade 2 – Mathematics pages 27 Grade 2 – Mathematics pages 28
A. References Grade 2 – Mathematics
pages
1. Teacher’s Guide Pages TG in Mathematics pages TG in Mathematics pages 26-30 TG in Mathematics pages 30-32 TG in Mathematics pages 32-36
20-26 (softcopy) (softcopy) (softcopy) (softcopy)
2. Learner’s Materials LM in Mathematics pages LM in Mathematics pages 16-18 LM in Mathematics pages 19-20 LM in Mathematics pages 21-23
pages 13-15
3. Text book pages
4. Additional Materials 1. popsicle sticks, bottle 1. Number Cards 1. Counters (Popsicle sticks, straws, 1. Number Cards
from Learning Resources caps, sticks, drinking 2. Show Me Board etc.), 2. Show Me Board
straws, flashcards, flats, 3. Mystery Box of Knowledge 2. Hundred chart Set of card with 3. Mystery Box of Knowledge
longs, ones, picture, 4. Numbers Chart the 3- Digit numbers 4. Numbers Chart
pebbles, other concrete 3. Pictures Lesson 8
counters Lesson 6 Lesson 7
2. Picture
3. Cut-outs
Lesson 5
B. Other Learning laptop laptop laptop laptop
Resources
IV. PROCEDURES
A. Reviewing previous INSTRUCTIONAL INSTRUCTIONAL PROCEDURE INSTRUCTIONAL PROCEDURE INSTRUCTIONAL PROCEDURE
lesson or presenting the PROCEDURE Preparatory Activities Preparatory Activities Preparatory Activities
new lesson Preparatory Activities 1.Drill 1. Drill 1.Drill
1. Drill Strategy: Game- “Guess and Skip count by 2s Strategy: Game- “Guess and
Mental addition using Check” Post a hundred chart on the board. Check”
flash cards Mechanics: Ask the pupils to count 1 to 100 Mechanics:
1. 100 + 100 Draw 5 number cards inside the using the number chart. Divide the class into 5 working
2. 10 + 10 Mystery Box of Knowledge Skip count by 2 starts from 2 then groups. Let any members of the
3. 100 + 20 Post it on the board encircle the next numbers up 100. group
4. 200+80 Ask the pupils to use the numerals to draw 5 number cards inside
5. 500+100 in the number cards to form three- the Mystery Box of Knowledge..
6. 800 + 10 digit numbers. Ask the pupils to use the
7. 200 + 100 Examples of Number Cards: numerals in the number cards to
8. 900 + 2 form three- digit numbers as
9. 600 + 40 many as they can.
10. 700 + 12 2.Review Examples of Number Cards:
2. Pre-Assessment Directions: Using their Show Me
Ask: boards, tell the pupils to write
Give the number for each
Form three-digit numbers as many down the missing numbers to
set of objects.
as they can. complete the table. Ask them to
Let the pupils write their answers show, one at a time, what they Tell the pupils to write their
on the board. have written. answers on their Show Me
Ask other pupils to arrange the Board.
numbers written on the board Ask other pupils to arrange the
from least to greatest and vice- numbers written on the board
versa from least to greatest and vice-
2. Review versa
Give the place value of the 2. Review
following: Give the place value of the
Original File Submitted and
 In 987; what is the place value of Formatted by DepEd Club Member - following:
8? visit depedclub.com for more In 987; what is the place value of
What is the value of 9 in 987? 8?
What is the place value of 7 in What is the value of 9 in 987?
987? What is the place value of 7 in
What is the value of 7 in 987? 987?
Fill in the table: What is the value of 7 in 987?

Fill in the table:

How many digits are there in a

number?
In what direction will you start
looking for the ones place in a
three-digit number?
Which place is in the middle?
What place is the first number How many digits are there in a
from the left? number?
2. Pre-Assessment In what direction will you start
looking for the ones place in a
three-digit number?
Which place is in the middle?
What place is the first number
from the left?

B. Establishing a purpose B. Establishing a purpose B. Establishing a purpose B. Establishing a purpose B. Establishing a purpose
for the lesson ( Motivation) for the lesson for the lesson for the lesson for the lesson
1.Motivation: 1.Motivation 1. Motivation 1.Motivation
Help the birdie find its way Strategy: “Story Telling” Game – “Count Me In, Count Me Strategy: “Story Telling”
to her mother by counting 2012 COASTAL CLEAN UP Out” 2012 COASTAL CLEAN UP
from the starting point to Every September we celebrate Directions: Every September we celebrate
the mother bird Coastal Clean-Up Month to Divide the class in two groups Coastal Clean-Up Month to
conserve our beaches and to Group I (Pupils will skip count by 2s) conserve our beaches and to
minimize global warming. In Group 2 (Pupils will skip count by 5s) minimize global warming. In
Odiongan North Central Let the pupils stand and form a Odiongan North Central
Elementary School (ONCES), there straight line. Let them count by 1s. Elementary School (ONCS), there
 were 578 pupils who participated Pupils whose number falls on the were 578 pupils who
in the activity. While there were multiple of 2 or 5 will say “Count Me participated in the activity. While
892 pupils who participated in In”, “Count Me Out.” respectively. there were 892 pupils who
Odiongan South Central Failure to do so will exclude the participated in Odiongan South
Elementary School (OSCES). pupil from the group. Central Elementary School
Ask: What do you do when After the Clean-Up, a forum was (OSCES)
you see birds in your conducted by the Young Scientists After the Clean-Up, a forum was
surroundings? Club of Romblon. conducted by the Young
Why is it bad to hurt or kill Why do we need to clean our Scientists Club of Romblon.
animals? beaches? Comprehension question:
Unlocking of difficult If you were the pupils of ONCES Why do we need to clean our
words and OSCES, are you willing to join beaches?
(One-act play) Act out a the coastal clean-up? Why? If you were the pupils of ONCES
mother feeding her What are the numbers found in and OSCES, are you willing to
son/daughter. Then have the story? join the coastal clean-up? Why?
this sentence on the Tell the pupils that numbers can What are the numbers found in
board. be written either in words or in the story?
Mother feeds her symbols.
daughter with delicious
food.
C. Presenting Examples / Posing a Task Posing a Task Posing a Task: Posing a Task
instances of new lesson C. Presenting Examples / C. Presenting Examples / C. Presenting Examples /Instances of C. Presenting Examples
( Presentation) instances of new instances of new new lesson 2.Presentation /Instances of new lesson
lesson( Presentation) lesson( Presentation Posing the Task Presentation
The teacher will show the Ask the pupils to identify the Strategy: Learning Stations and Distribute copies of the activity
pupils how to create ones, numbers mentioned in the story. Cooperative learning. card (2012 Coastal Clean Up)
longs and Using the counters (straws), let the Group the class into three (3) groups Tell the pupils to underline all
flats. Together, the pupils pupils make bundles of the and assigned them by Learning numbers mentioned in a story.
and the teacher will create numbers identified and paired Stations. A group leader shall be
a long using 10 ones. The with the number cards. identified by each group members.
teacher will emphasize Performing the Task-
that 10 ones create a 10. Activity No. 1
The pupils will create 10 Distribute a bundle of 100 pieces of
longs. Then, the teacher Popsicle sticks to each group.
will show with an Instruct the pupils to group the
illustration on the board Popsicle sticks by 5s, 10s, and 50s.
that 10 longs create one Let them write their answer on the
flat with 100 ones. The table presented below.
pupils will also create a
flat. There will be 10 tens
in one hundred.

Ask a leader or any of the members

to report their output
Distribute 25
objects/things to each pair
of pupils. Let them group
the counters by tens and
ones, as instructed by the
teacher.
Example:
Form a group of ten
objects.
Form another group of ten
objects until only ones are
left.
D. Discussing new concepts Performing the Task Performing the Task Performing a Task Performing the Task
and practicing new skills #1 Processing Processing: Processing Ask :
( Modeling) How many ones are left? Ask: Then ask: Processing
How many tens did you Ask the pupils why we need to How many 5s are there in 100? Then
form from 25? write the numbers in words and How many 10s are there in 100? Ask them to fill-up the table
not in symbols only. How many 50s are there in 100? presented below.
Give illustrative examples of How did you find the activity?
writing numbers in words and in Did every member of the group do
symbols. his part?
1.We read 892 in words as “Eight What made your group finish the
hundred ninety-two” activity ahead of time?
2. In symbols we read 572 and in
words we read as “Five hundred Tell the pupils to write the
seventy-two” numbers in symbols into words
Show this on the board. 3. In figure seven hundred-twelve and vice versa.
25 = 2 tens + 5 ones is = 712
4. In words, 497 is Four hundred
ninety-seven
5. In words, 698 is Six hundred
Ninety-eight.
E. Discussing new concepts E. Discussion of new E. Discussion of new concepts E. Discussion of new concepts and E. Discussion of new concepts
and practicing new skills #2 concepts and practice of and practice of new skills practicing new skills #2(Guided and practicing new skills
(Guided Practice) new skills #2(Guided #2(Guided Practice) Refer to the Practice) #2(Guided Practice) Refer to the
Practice) Refer to the LM - LM - Gawain 1 A pahina 16 sa LM Refer to the LM Gawain 1 pahina 19 LM – Gawain 1 pahina 21
Gawain 1 pahina 13 sa Gawain 1 Bumilang ng 10s. Ano-ano ang mga A. Sipiin ang mga sumusunod sa
Gawain 1 Basahin ang talata. Isulat ang lahat nawawalang bilang? inyong kuwaderno. Isulat ang
Ibigay ang kaugnay na ng bilang na mababasa dito. Isulat 1. 146 _____, ______, ______ 186 mga bilang sa salita.
bilang ayon sa ang iyong sagot sa iyong ____, _____, _____. 1. 756 =
paglalarawan. Isulat sa kuwaderno. 2. 54, 74 ____, ______, ___ __, __________________________
iyong kuwaderno. Si Mang Caloy ay nagbebenta ng _______, _______, ______. 2. 924 =
mga diyaryo. Noong unang linggo 3. _______ 300, ______320 ______, __________________________
ng buwan siya ay nakabenta ng _______, ______, 360. 3. 805 =
apat na daan walumpu’t siyam na 4. 390, 400, ______,______, __________________________
piraso at sa pangalawang linggo ______430, 440 _____, ____ 4. 247 =
siya naman ay nakabenta ng 269 5. ______, ______, ______40, 50, __________________________
piraso. Kung kanyang maibenta _____, ______, ______ 90 5. 593 =
Sagot:__________
lahat ang 890 na piraso sa ikatlong 6. 470, 480, 490, _____, ______, __________________________
linggo, ilang piraso ng dyaryo ang ______, ______, 540. 6. 901 =
kanyang maibebenta sa loob ng 7. ________900, 910, 920, ______, __________________________
tatlong linggo? ______, ______, _____ 7. 567 =
Isulat ang lahat ng bilang na nasa 8. 50, 60, 70, ______, ______, __________________________
loob ng talata. 100,______, ______ 130 8. 698 =
Ito man ay nakasulat sa salita o sa 9. 30, 40, 50, 60, _____, _____, 90 __________________________
 simbolo. ______, ______ 120 9. 452 =
____________________________ 10. 147, 157, 167 ________, __________________________
____________________________ _______, _______, ______ 10. 746 =
____________________________ __________________________
____________________________
____________________________
_____________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
________
F. Developing mastery F. Developing mastery F. Developing mastery F. Developing mastery F. Developing mastery
( Independent Practice) ( Independent Practice) ( Independent Practice) ( Independent Practice) ( Independent Practice)
Gawain 2, pahina 14 sa Gawain 2, pahina 17 sa LM Refer to the LM Gawain 2 pahina 19 ) Refer to the LM pahina 21-22
LM Isulat ang bawat bilang sa simbolo. Bumilang ng 100s. Isulat sa Gawain
Ibigay ang kaugnay na 1. Tatlong daan at dalawa kuwaderno ang nawawalang bilang. B. Sipiin ang mga sumusunod sa
bilang ayon sa 2. Pitong daan at walumpu’t pito 1. 300, 400______, _______, 700, inyong kuwardeno. Isulat ang
paglalarawan. Isulat sa __________________ ______, ______, _______ sumusunod na bilang sa simbolo.
iyong kuwaderno. 3. 2 daanan 4 isahan 2. ______, _______, 600, 700 1. Pitong daan at labing
__________________________ _______, _______, ________ tatlo______________
4. Anim na libo at siyamnapu’t 3. _______ _______ 1300, 1400 2. Walong daan at labing lima
apat _______________ ______, _______, _______ ____________
5. 7 daanan, 8 sampuan, 2 4. 355 _______, _______, _______, 3. Siyam na raan at isa
isahan__________________ ________, ___________ ____________________
6. Apatnaraan at limampu’t pito 5. 675, _________, ________, 4. Siyam na raan at pitumpu’t
__________________ _______, ______, ______ pito_________
7. Siyamnaraan at siyamnapu’t 5. Limang daan at dalawampu’t
Gawain 3 pito _______________ tatlo_____
Ibigay ang kaugnay na 8. 2 daanan, 9 sampuan 6. Apat na raan at tatlumpu’t
bilang ayon sa _________________________ isa________
paglalarawan. 9. 6 daanan, 8 sampuan, 5 7. Limang daan limampu’t
isahan__________________ lima___________
10. 3 daanan, 7 sampuan, 8 8. Dalawang daan siyamnapu’t
isahan_________________ siyam _______
9. Isang daan pitumpu’t
lima________________
10.Tatlong daan at tatlumpu’t
walo___________

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

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

Write the letter of the 1. Read the paragraph below. Count by 10s, 50s and 100s. Write Read the paragraph below. Then
correct answer. Then write all numbers included in the missing number. write all numbers included in the
1.How many tens are the paragraph. 1. 70, 80 ______, 100, ______, paragraph.
there in Write the numbers in words: ______, ______ “Polit had nine hundred seventy-
____________________________ 2. _____150, 160, _______, nine pages of a book to read. He
____________________________ _______, _______ reads two hundred sixty-seven
____________________________ 3. _____ 800 ______ ______ 1100 pages on Monday and 79 pages
____________________________ 4. 65 , 115 _______, _______, on Tuesday. And he reads the
____________________________ ________, ______ remaining six hundred thirty-six
____________________________ 5. 25, 75 _______, _______225, last Friday”
_________________ ______, ______ Write the numbers in words:
2.How many hundreds are Write the numbers in symbols or ___________________________
there in figures: ___________________________
____________________________ ___________________________
____________________________ ___________________________
____________________________ ___________________________
____________________________ ___________________________
____________________________ ________________________
3. Which is equal to 8 ____________________________ Write the numbers in symbols or
hundreds + 7 tens + __________________ figures:
2ones? B. Write the correct number ___________________________
A. 827 B. 872 C. 862 D. symbols of the following. ___________________________
802 1. Nine hundred seven ___________________________
4. Which is equal to 25 2. Six hundred twenty-four ___________________________
tens? 3. Six hundred eighty ___________________________
A. 25 B. 205 C. 215 D. 250 4. Eight hundred eighty-nine ___________________________
5. How many hundreds 5. Seven hundred seventy-four ________________________
are there in 896?
A. 8 B. 9 C. 6 D. 4

J. Additional activities for J. Additional activities for J. Additional activities for J. Additional activities for J. Additional activities for
application or remediation application or remediation application or remediation application or remediation application or remediation
( Assignment) ( Assignment) ( Assignment) ( Assignment) sa pahina 20 ( Assignment) sa pahina 23 sa LM
A.Ibigay ang kaugnay na Bumuo ng three-digit na bilang Punan ang patlang ng tamang Sipiin sa iyong kuwaderno ang
bilang ayon sa gamit ang kalendaryo na nasa bilang. Isulat sa kuwaderno ang mga sunusunod. Ibigay ang
paglalarawan. ibaba. Isulat ang mga ito sa salita sagot. nawawalang bilang. Isulat sa
at sa simbolo. 1.Hanapin ang nawawalang bilang. salita o sa figure.
Ayusin ang mga ito ayon sa 1. 408 = _____ + _____ + ______
nakasaad. =
 __________________________
2. 768 = 700 + _____ + ______ =
___________________________
2. Kumpletuhin ang pagkasunod- 3. 907= ______+ _________+
Sagot:__________ sunod ng mga bilang. __________
B. Gumuhit ng mga bagay a. Simula sa 567 dagdagan ito ng tig 4. 187 _____ +_________ +
ayon sa bilang na 5. Ang susunod na bilang ay _____, __________
nakasaad sa ibaba. Gawin _____, ______, _______, ______, 5. 875 = _____+ 70 + ______+5 =
ito sa iyong papel. _______ ___________________________
b. Simula sa 345, dagdagan ito ng tig 6. 123 = 100 ____________ +
10. Ang susunod na bilang ay __________+ ________
______, ______, ______, ______, 7. 209= _______+ ___________
_______, _____ + _________
3. Punan ng bilang ang bakanteng 8. 565= ______+ ________+
kahon sa ibaba. _______
9. 897 = ______ + 90 + ______
=__________________________
__
10. 247 = ______+ _______+
________
V. REMARKS

VI. REFLECTION
A. No. of learners who
earned 80% on the
formative assessment
B. No. of Learners who
require additional activities
for remediation
C. Did the remedial lessons
work? No. of learners who
have caught up with the
lesson.
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well?
Why did these work?
F. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
G. What innovation or
localized materials did I
use/discover which I wish to
share with other teachers?