School: BUNSURAN ELEMENTARY SCHOOL Grade Level: II

GRADES 1 to 12 Teacher: KATHERINE O. ARAQUIN Learning Area: MATHEMATICS 1st Quarter

DAILY LESSON LOG
Teaching Dates: June 10-14, 2019 (Week 2) Checked by: MARCELINO B. SURIO
Principal III

  MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES Reads and writes numbers from Reads and writes numbers from Counts numbers by 10s, 50s, and 100s Reads and writes numbers from through Weekly Test
101 through 1000 in symbols and 101 through 1000 in symbols and 1000 in symbols and in words
in words in words
A. Content A.Content Standards A.Content Standards A.Content Standards A.Content Standards
Standards demonstrates understanding of demonstrates understanding of demonstrates understanding of whole demonstrates understanding of whole
whole numbers up to 1000, whole numbers up to 1000, numbers up to 1000, ordinal numbers numbers up to 1000, ordinal numbers up
ordinal numbers up to 20th, and ordinal numbers up to 20th, and up to 20th, and money up to PhP100. to 20th, and money up to PhP100.
money up to PhP100. money up to PhP100.
B. Performance B.Performance Standards B.Performance Standards B.Performance Standards B.Performance Standards
Standards is able to recognize, represent, is able to recognize, represent, is able to recognize, represent, is able to recognize, represent,
compare, and order whole compare, and order whole compare, and order whole numbers compare, and order whole numbers up
numbers up to 1000, ordinal numbers up to 1000, ordinal up to 1000, ordinal numbers up to to 1000, ordinal numbers up to 20th,
numbers up to 20th, and money numbers up to 20th, and money 20th, and money up to PhP100 in and money up to PhP100 in various
up to PhP100 in various forms and up to PhP100 in various forms and various forms and contexts. forms and contexts.
contexts. contexts.
C. Learning C. Learning Competencies/ C. Learning Competencies/ C. Learning Competencies/ C. Learning Competencies/ Answer test item with
Competencies/ Objectives Objectives Objectives Objectives 75% of success.
Objectives reads and writes numbers up to 1 reads and writes numbers up to 1 visualizes and counts numbers by 10s, reads and writes numbers up to 1 000 in Follow directions
000 in symbols and in words. 000 in symbols and in words. 50s, and 100s. symbols and in words. properly.
M2NS-Ic-9.2 M2NS-Ic-9.2 M2NS-Ib-8.2 M2NS-Ic-9.2 Answer test with speed,
accuracy and honesty

II. CONTENT Content: Reading and writing Content: Reading and writing Content: Counting by 10s, 50s and Content: Reading and writing Numbers
Numbers Lesson 6 Numbers Lesson 6 100s Lesson 7 Lesson 8
III. LEARNING K to12 Curriculum Guide 2016 K to12 Curriculum Guide 2016 K to12 Curriculum Guide 2016 K to12 Curriculum Guide 2016
RESOURCES Grade 2 – Mathematics pages 28 Grade 2 – Mathematics pages 28 Grade 2 – Mathematics pages 27 Grade 2 – Mathematics pages 28
A. References
1. Teacher’s Guide TG in Mathematics pages 26-30 TG in Mathematics pages 26-30 TG in Mathematics pages 30-32 TG in Mathematics pages 32-36
Pages (softcopy) (softcopy) (softcopy) (softcopy)
2. Learner’s LM in Mathematics pages 16-18 LM in Mathematics pages 16-18 LM in Mathematics pages 19-20 LM in Mathematics pages 21-23 Test paper at lapis
Materials pages
3. Text book pages        
4. Additional 1. Number Cards 1. Number Cards 1. Counters (Popsicle sticks, straws, 1. Number Cards
Materials from 2. Show Me Board 2. Show Me Board etc.), 2. Show Me Board
Learning Resources 3. Mystery Box of Knowledge 3. Mystery Box of Knowledge 2. Hundred chart Set of card with the 3. Mystery Box of Knowledge
4. Numbers Chart 4. Numbers Chart 3- Digit numbers 4. Numbers Chart
B. Other Learning laptop laptop laptop laptop laptop
Resources
IV. PROCEDURES
A. Reviewing INSTRUCTIONAL PROCEDURE INSTRUCTIONAL PROCEDURE INSTRUCTIONAL PROCEDURE INSTRUCTIONAL PROCEDURE
previous lesson or Preparatory Activities Preparatory Activities Preparatory Activities Preparatory Activities
presenting the new 1.Drill 1.Drill 1. Drill 1.Drill
lesson Strategy: Game- “Guess and Strategy: Game- “Guess and Skip count by 2s Strategy: Game- “Guess and Check”
Check” Check” Post a hundred chart on the board. Mechanics:
Mechanics: Mechanics: Ask the pupils to count 1 to 100 using Divide the class into 5 working groups.
Draw 5 number cards inside the Draw 5 number cards inside the the number chart. Let any members of the group
Mystery Box of Knowledge Mystery Box of Knowledge Skip count by 2 starts from 2 then to draw 5 number cards inside the
Post it on the board Post it on the board encircle the next numbers up 100. Mystery Box of Knowledge..
Ask the pupils to use the numerals Ask the pupils to use the numerals Ask the pupils to use the numerals in the
in the number cards to form in the number cards to form number cards to form three- digit
three- digit numbers. three- digit numbers. numbers as many as they can.
Examples of Number Cards: Examples of Number Cards: Examples of Number Cards:

2.Review
Directions: Using their Show Me
Ask: Ask: boards, tell the pupils to write down Tell the pupils to write their answers on
Form three-digit numbers as Form three-digit numbers as many the missing numbers to complete the their Show Me Board.
many as they can. as they can. table. Ask them to show, one at a Ask other pupils to arrange the numbers
Let the pupils write their answers Let the pupils write their answers time, what they have written. written on the board from least to
on the board. on the board. greatest and vice-versa
Ask other pupils to arrange the Ask other pupils to arrange the 2. Review
numbers written on the board numbers written on the board Give the place value of the following:
from least to greatest and vice- from least to greatest and vice- In 987; what is the place value of 8?
versa versa What is the value of 9 in 987?
1. Review 2. Review What is the place value of 7 in 987?
Give the place value of the Give the place value of the What is the value of 7 in 987?
Original File Submitted and
following: following:
Formatted by DepEd Club Member -
In 987; what is the place value of In 987; what is the place value of Fill in the table:
visit depedclub.com for more
8? 8?
What is the value of 9 in 987? What is the value of 9 in 987?
What is the place value of 7 in What is the place value of 7 in
987? 987?
What is the value of 7 in 987? What is the value of 7 in 987?
Fill in the table: Fill in the table:
 How many digits are there in a How many digits are there in a
number? number?
In what direction will you start In what direction will you start
looking for the ones place in a looking for the ones place in a How many digits are there in a number?
three-digit number? three-digit number? In what direction will you start looking
Which place is in the middle? Which place is in the middle? for the ones place in a three-digit
What place is the first number What place is the first number number?
from the left? from the left? Which place is in the middle?
2. Pre-Assessment 2. Pre-Assessment What place is the first number from the
left?
B. Establishing a B. Establishing a purpose B. Establishing a purpose B. Establishing a purpose B. Establishing a purpose
purpose for the lesson for the lesson for the lesson for the lesson
for the lesson 1.Motivation 1.Motivation 1. Motivation 1.Motivation
( Motivation) Strategy: “Story Telling” Strategy: “Story Telling” Game – “Count Me In, Count Me Out” Strategy: “Story Telling”
2012 COASTAL CLEAN UP 2012 COASTAL CLEAN UP Directions: 2012 COASTAL CLEAN UP
Every September we celebrate Every September we celebrate Divide the class in two groups Every September we celebrate Coastal
Coastal Clean-Up Month to Coastal Clean-Up Month to Group I (Pupils will skip count by 2s) Clean-Up Month to conserve our
conserve our beaches and to conserve our beaches and to Group 2 (Pupils will skip count by 5s) beaches and to minimize global
minimize global warming. In minimize global warming. In Let the pupils stand and form a warming. In Odiongan North Central
Odiongan North Central Odiongan North Central straight line. Let them count by 1s. Elementary School (ONCS), there were
Elementary School (ONCES), there Elementary School (ONCES), there Pupils whose number falls on the 578 pupils who participated in the
were 578 pupils who participated were 578 pupils who participated multiple of 2 or 5 will say “Count Me activity. While there were 892 pupils
in the activity. While there were in the activity. While there were In”, “Count Me Out.” respectively. who participated in Odiongan South
892 pupils who participated in 892 pupils who participated in Failure to do so will exclude the pupil Central Elementary School (OSCES)
Odiongan South Central Odiongan South Central from the group. After the Clean-Up, a forum was
Elementary School (OSCES). Elementary School (OSCES). conducted by the Young Scientists Club
After the Clean-Up, a forum was After the Clean-Up, a forum was of Romblon.
conducted by the Young Scientists conducted by the Young Scientists Comprehension question:
Club of Romblon. Club of Romblon. Why do we need to clean our beaches?
Why do we need to clean our Why do we need to clean our If you were the pupils of ONCES and
beaches? beaches? OSCES, are you willing to join the coastal
If you were the pupils of ONCES If you were the pupils of ONCES clean-up? Why?
and OSCES, are you willing to join and OSCES, are you willing to join What are the numbers found in the
the coastal clean-up? Why? the coastal clean-up? Why? story?
 What are the numbers found in What are the numbers found in
the story? the story?
Tell the pupils that numbers can Tell the pupils that numbers can
be written either in words or in be written either in words or in
symbols. symbols.
C. Presenting Posing a Task Posing a Task Posing a Task: Posing a Task Present the test
Examples / C. Presenting Examples / C. Presenting Examples / C. Presenting Examples /Instances of C. Presenting Examples /Instances of materials.
instances of new instances of new instances of new new lesson 2.Presentation new lesson Presentation
lesson lesson( Presentation lesson( Presentation Posing the Task Distribute copies of the activity card
( Presentation) Ask the pupils to identify the Ask the pupils to identify the Strategy: Learning Stations and (2012 Coastal Clean Up)
numbers mentioned in the story. numbers mentioned in the story. Cooperative learning. Tell the pupils to underline all numbers
Using the counters (straws), let Using the counters (straws), let Group the class into three (3) groups mentioned in a story.
the pupils make bundles of the the pupils make bundles of the and assigned them by Learning
numbers identified and paired numbers identified and paired Stations. A group leader shall be
with the number cards. with the number cards. identified by each group members.
Performing the Task-
Activity No. 1
Distribute a bundle of 100 pieces of
Popsicle sticks to each group. Instruct
the pupils to group the Popsicle sticks
by 5s, 10s, and 50s. Let them write
their answer on the table presented.

Ask a leader or any of the members to

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

G. Finding Practical G. Finding Practical applications of G. Finding Practical applications of G. Finding Practical applications of G. Finding Practical applications of  Did you answer the test
applications of concepts and skills ( Application ) concepts and skills ( Application ) concepts and skills ( Application / concepts and skills ( Application / correctly?
concepts and skills Basahin ang mga digit na nasa Basahin ang mga digit na nasa Valuing Valuing)
( Application / larawan. Bumuo ng mga 3-digit na larawan. Bumuo ng mga 3-digit na Bumilang ng 50s. Ano-ano ang Basahin ang talata. Hanapin ang mga
bilang gamit ang mga digit na ito. bilang gamit ang mga digit na ito. nawawalang bilang? bilang at isulat sa inyong kwaderno.
Valuing) Isulat ang mga bilang na nabuo sa Isulat ang mga bilang na nabuo sa 1. 60, 110 ______, _______,
salita at sa simbolo. salita at sa simbolo. _______310 ________, ________
2. 700 _______,
_______850_______950 __________
3. _____, ______ 150, ______, 250
______ 350 ______
4. 950, 900, 850 _______, _______,
_____, _______
Mga bilang sa simbolo: Mga bilang sa simbolo: 5. 600, ______, 500, ______, 400,
____________________________ ____________________________ _______, ______, _____
Mga bilang sa salita: Mga bilang sa salita:
____________________________ ____________________________
H. Making H. Making generalizations and H. Making generalizations and H. Making generalizations and H. Making generalizations and What did you learn
generalizations and abstractions about the lesson abstractions about the lesson abstractions about the lesson abstractions about the lesson today?
abstractions about (Generalization ) (Generalization ) (Generalization ) (Generalization)
the lesson How do you read and write How do you read and write Let the pupils skip count by 10’s from How do you read and write numbers?
( Generalization) numbers? numbers? 10 through 100. a. A number can be written in symbols
a. A number can be written in a. A number can be written in Ask: How many groups of 10 are there and in words.
symbols and in words. symbols and in words. in 100 b. The first digit from the right is the
b. The first digit from the right is b. The first digit from the right is How many numbers are there in each ones, the second is tens and the third is
the ones, the second is tens and the ones, the second is tens and group? the hundreds
the third is the hundreds the third is the hundreds How do we skip count by 10? c. Zero is used as placeholder.
c. Zero is used as placeholder. c. Zero is used as placeholder. What do you call the sequence or d. Every digit has its own value according
d. Every digit has its own value d. Every digit has its own value pattern of counting that we used? to its position in the number.
according to its position in the according to its position in the What skip counting was used?
number. number.
I. Evaluating I.Evaluation I.Evaluation I.Evaluation I.Evaluation  
Learning 1. Read the paragraph below. 1. Read the paragraph below. Count by 10s, 50s and 100s. Write the Read the paragraph below. Then write Checking the test
Then write all numbers included Then write all numbers included in missing number. all numbers included in the paragraph.
in the paragraph. the paragraph. 1. 70, 80 ______, 100, ______, “Polit had nine hundred seventy-nine
Write the numbers in words: Write the numbers in words: ______, ______ pages of a book to read. He reads two
____________________________ ____________________________ 2. _____150, 160, _______, _______, hundred sixty-seven pages on Monday
____________________________ ____________________________ _______ and 79 pages on Tuesday. And he reads
____________________________ ____________________________ 3. _____ 800 ______ ______ 1100 the remaining six hundred thirty-six last
____________________________ ____________________________ 4. 65 , 115 _______, _______, Friday”
____________________________ ____________________________ ________, ______ Write the numbers in words:
____________________________ ____________________________ 5. 25, 75 _______, _______225, _________________________________
_________________ _________________ ______, ______ _________________________________
Write the numbers in symbols or Write the numbers in symbols or _________________________________
figures: figures: _________________________________
____________________________ ____________________________ _________________________________
____________________________ ____________________________ _____________________
____________________________ ____________________________ Write the numbers in symbols or figures:
____________________________ ____________________________ _________________________________
____________________________ ____________________________ _________________________________
____________________________ ____________________________ _________________________________
__________________ __________________ _________________________________
B. Write the correct number B. Write the correct number _________________________________
symbols of the following. symbols of the following. _____________________
1. Nine hundred seven 1. Nine hundred seven
2. Six hundred twenty-four 2. Six hundred twenty-four
3. Six hundred eighty 3. Six hundred eighty
4. Eight hundred eighty-nine 4. Eight hundred eighty-nine
5. Seven hundred seventy-four 5. Seven hundred seventy-four
J. Additional  J. Additional activities for  J. Additional activities for  J. Additional activities for application  J. Additional activities for application or Study the next lesson.
activities for application or remediation application or remediation or remediation remediation
application or ( Assignment) ( Assignment) ( Assignment) sa pahina 20 ( Assignment) sa pahina 23 sa LM
remediation Bumuo ng three-digit na bilang Bumuo ng three-digit na bilang Punan ang patlang ng tamang bilang. Sipiin sa iyong kuwaderno ang mga
( Assignment) gamit ang kalendaryo na nasa gamit ang kalendaryo na nasa Isulat sa kuwaderno ang sagot. sunusunod. Ibigay ang nawawalang
ibaba. Isulat ang mga ito sa salita ibaba. Isulat ang mga ito sa salita 1.Hanapin ang nawawalang bilang. bilang. Isulat sa salita o sa figure.
at sa simbolo. at sa simbolo. Ayusin ang mga ito ayon sa nakasaad. 1. 408 = _____ + _____ + ______ =
__________________________
2. 768 = 700 + _____ + ______ =
___________________________
2. Kumpletuhin ang pagkasunod- 3. 907= ______+ _________+
sunod ng mga bilang. __________
a. Simula sa 567 dagdagan ito ng tig 5. 4. 187 _____ +_________ + __________
Ang susunod na bilang ay _____, 5. 875 = _____+ 70 + ______+5 = ______
_____, ______, _______, ______,
 ____
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?