School: SAN ANTONIO ELEMENTARY SCHOOL Grade Level: II

GRADES 1 to 12 Teacher: AUBREY ANGEL M. REDOÑA Learning Area: MATHEMATICS

DAILY LESSON LOG Teaching Dates and
Time: NOVEMBER 20-24, 2023 (WEEK 2) Quarter: 1st Quarter

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES Counts numbers by 10s, 50s, Counts numbers by 10s, 50s, Counts numbers by 10s, 50s, and Counts numbers by 10s, 50s, and
and 100s and 100s 100s 100s
A. Content A.Content Standards A.Content Standards A.Content Standards A.Content Standards
Standards demonstrates understanding demonstrates understanding demonstrates understanding of demonstrates understanding of
of whole numbers up to 1000, of whole numbers up to 1000, whole numbers up to 1000, whole numbers up to 1000, ordinal
ordinal numbers up to 20th, ordinal numbers up to 20th, ordinal numbers up to 20th, and numbers up to 20th, and money up
and money up to PhP100. and money up to PhP100. money up to PhP100. to PhP100.
B. Performance B.Performance Standards B.Performance Standards B.Performance Standards B.Performance Standards
Standards is able to recognize, is able to recognize, is able to recognize, represent, is able to recognize, represent,
represent, compare, and represent, compare, and compare, and order whole compare, and order whole numbers
order whole numbers up to order whole numbers up to numbers up to 1000, ordinal up to 1000, ordinal numbers up to
1000, ordinal numbers up to 1000, ordinal numbers up to numbers up to 20th, and money 20th, and money up to PhP100 in
20th, and money up to 20th, and money up to up to PhP100 in various forms various forms and contexts.
PhP100 in various forms and PhP100 in various forms and and contexts.
contexts. contexts.
C. Learning C. Learning Competencies/ C. Learning Competencies/ C. Learning Competencies/ C. Learning Competencies/
Competencies/ Objectives Objectives Objectives Objectives
Objectives visualizes and counts numbers visualizes and counts numbers visualizes and counts numbers by visualizes and counts numbers by
by 10s, 50s, and 100s. by 10s, 50s, and 100s. 10s, 50s, and 100s. 10s, 50s, and 100s.
M2NS-Ib-8.2 M2NS-Ib-8.2 M2NS-Ib-8.2 M2NS-Ib-8.2

II. CONTENT Content: Counting by 10s, 50s Content: Counting by 10s, 50s Content: Counting by 10s, 50s Content: Counting by 10s, 50s and
and 100s and 100s and 100s 100s
Lesson 7 Lesson 7 Lesson 7 Lesson 7

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 Grade 2 – Mathematics pages Grade 2 – Mathematics pages 27 Grade 2 – Mathematics pages 27
A. References 27 27
1. Teacher’s TG in Mathematics pages 30- TG in Mathematics pages 30- TG in Mathematics pages 30-32 TG in Mathematics pages 30-32
Guide Pages 32 (softcopy) 32 (softcopy) (softcopy) (softcopy)
2. Learner’s LM in Mathematics pages 19- LM in Mathematics pages 19- LM in Mathematics pages 19-20 LM in Mathematics pages 19-20
Materials 20 20
pages
3. Text book
pages
4. Additional 1. popsicle sticks, bottle caps, 1. Number Cards 1. Counters (Popsicle sticks, straws,
Materials sticks, drinking straws, 2. Show Me Board etc.),
from Learning flashcards, flats, longs, ones, 3. Mystery Box of Knowledge 2. Hundred chart Set of card with
Resources picture, pebbles, other 4. Numbers Chart the 3- Digit numbers
concrete counters 3. Pictures
2. Picture Lesson 6 Lesson 7
3. Cut-outs
Lesson 5
B. Other laptop laptop laptop
Learning
Resources
IV. PROCEDURES
A. Reviewing INSTRUCTIONAL PROCEDURE INSTRUCTIONAL PROCEDURE INSTRUCTIONAL PROCEDURE INSTRUCTIONAL PROCEDURE
previous lesson Preparatory Activities Preparatory Activities Preparatory Activities Preparatory Activities
or presenting 1. Drill 2. Drill 3. Drill 4. Drill
the new lesson Skip count by 2s Skip count by 2s Skip count by 2s Skip count by 2s
Post a hundred chart on the Post a hundred chart on the Post a hundred chart on the Post a hundred chart on the board.
board. Ask the pupils to count board. Ask the pupils to count board. Ask the pupils to count 1 Ask the pupils to count 1 to 100
1 to 100 using the number 1 to 100 using the number to 100 using the number chart. using the number chart.
chart. chart. Skip count by 2 starts from 2 then Skip count by 2 starts from 2 then
Skip count by 2 starts from 2 Skip count by 2 starts from 2 encircle the next numbers up encircle the next numbers up 100.
then encircle the next then encircle the next 100.
numbers up 100. numbers up 100.

2.Review
2.Review Directions: Using their Show Me
2.Review 2.Review Directions: Using their Show Me boards, tell the pupils to write
Directions: Using their Show Directions: Using their Show boards, tell the pupils to write down the missing numbers to
Me boards, tell the pupils to Me boards, tell the pupils to down the missing numbers to complete the table. Ask them to
write down the missing write down the missing complete the table. Ask them to show, one at a time, what they
numbers to complete the numbers to complete the show, one at a time, what they have written.
table. Ask them to show, one table. Ask them to show, one have written.
at a time, what they have at a time, what they have
written. written.

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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) Game – “Count Me In, Count Game – “Count Me In, Count Game – “Count Me In, Count Me Game – “Count Me In, Count Me
Me Out” Me Out” Out” Out”
Directions: Directions: Directions: Directions:
Divide the class in two groups Divide the class in two groups Divide the class in two groups Divide the class in two groups
Group I (Pupils will skip count Group I (Pupils will skip count Group I (Pupils will skip count by Group I (Pupils will skip count by 2s)
by 2s) by 2s) 2s) Group 2 (Pupils will skip count by
Group 2 (Pupils will skip count Group 2 (Pupils will skip count Group 2 (Pupils will skip count by 5s)
by 5s) by 5s) 5s) Let the pupils stand and form a
Let the pupils stand and form Let the pupils stand and form Let the pupils stand and form a straight line. Let them count by 1s.
a straight line. Let them count a straight line. Let them count straight line. Let them count by Pupils whose number falls on the
by 1s. Pupils whose number by 1s. Pupils whose number 1s. Pupils whose number falls on multiple of 2 or 5 will say “Count
falls on the multiple of 2 or 5 falls on the multiple of 2 or 5 the multiple of 2 or 5 will say Me In”, “Count Me Out.”
will say “Count Me In”, “Count will say “Count Me In”, “Count “Count Me In”, “Count Me Out.” respectively. Failure to do so will
Me Out.” respectively. Failure Me Out.” respectively. Failure respectively. Failure to do so will exclude the pupil from the group.
to do so will exclude the pupil to do so will exclude the pupil exclude the pupil from the group.
from the group. from the group.
C. Presenting Posing a Task: Posing a Task: Posing a Task: Posing a Task:
Examples / C. Presenting Examples C. Presenting Examples C. Presenting Examples C. Presenting Examples /Instances
instances of /Instances of new lesson /Instances of new lesson /Instances of new lesson of new lesson 2.Presentation
new lesson 2.Presentation 2.Presentation 2.Presentation Posing the Task
( Presentation) Posing the Task Posing the Task Posing the Task Strategy: Learning Stations and
Strategy: Learning Stations Strategy: Learning Stations Strategy: Learning Stations and Cooperative learning.
and Cooperative learning. and Cooperative learning. Cooperative learning. Group the class into three (3)
Group the class into three (3) Group the class into three (3) Group the class into three (3) groups and assigned them by
groups and assigned them by groups and assigned them by groups and assigned them by Learning Stations. A group leader
Learning Stations. A group Learning Stations. A group Learning Stations. A group leader shall be identified by each group
leader shall be identified by leader shall be identified by shall be identified by each group members.
each group members. each group members. members. Performing the Task-
Performing the Task- Performing the Task- Performing the Task- Activity No. 1
 Activity No. 1 Activity No. 1 Activity No. 1 Distribute a bundle of 100 pieces of
Distribute a bundle of 100 Distribute a bundle of 100 Distribute a bundle of 100 pieces Popsicle sticks to each group.
pieces of Popsicle sticks to pieces of Popsicle sticks to of Popsicle sticks to each group. Instruct the pupils to group the
each group. Instruct the pupils each group. Instruct the pupils Instruct the pupils to group the Popsicle sticks by 5s, 10s, and 50s.
to group the Popsicle sticks by to group the Popsicle sticks by Popsicle sticks by 5s, 10s, and Let them write their answer on the
5s, 10s, and 50s. Let them 5s, 10s, and 50s. Let them 50s. Let them write their answer table presented below.
write their answer on the write their answer on the on the table presented below.
table presented below. table presented below.

Ask a leader or any of the members

Ask a leader or any of the to report their output
Ask a leader or any of the Ask a leader or any of the members to report their output
members to report their members to report their
output output

D. Discussing Performing a Task Performing a Task Performing a Task Performing a Task

new concepts Processing Processing Processing Processing
and practicing Then ask: Then ask: Then ask: Then ask:
new skills #1 How many 5s are there in How many 5s are there in How many 5s are there in 100? How many 5s are there in 100?
( Modeling) 100? 100? How many 10s are there in 100? How many 10s are there in 100?
How many 10s are there in How many 10s are there in How many 50s are there in 100? How many 50s are there in 100?
100? 100? How did you find the activity? How did you find the activity?
How many 50s are there in How many 50s are there in Did every member of the group Did every member of the group do
100? 100? do his part? his part?
How did you find the activity? How did you find the activity? What made your group finish the What made your group finish the
Did every member of the Did every member of the activity ahead of time? activity ahead of time?
group do his part? group do his part?
What made your group finish What made your group finish
the activity ahead of time? the activity ahead of time?

E. Discussing E. Discussion of new concepts E. Discussion of new concepts E. Discussion of new concepts E. Discussion of new concepts and
new concepts and practicing new skills and practicing new skills and practicing new skills practicing new skills #2(Guided
and practicing #2(Guided Practice) #2(Guided Practice) #2(Guided Practice) Practice)
new skills #2 Refer to the LM Gawain 1 Refer to the LM Gawain 1 Refer to the LM Gawain 1 pahina Refer to the LM Gawain 1 pahina
(Guided pahina 19 pahina 19 19 19
Practice) Bumilang ng 10s. Ano-ano ang Bumilang ng 10s. Ano-ano ang Bumilang ng 10s. Ano-ano ang Bumilang ng 10s. Ano-ano ang mga
mga nawawalang bilang? mga nawawalang bilang? mga nawawalang bilang? nawawalang bilang?
1. 146 _____, ______, ______ 1. 146 _____, ______, ______ 1. 146 _____, ______, ______ 1. 146 _____, ______, ______ 186
186 ____, _____, _____. 186 ____, _____, _____. 186 ____, _____, _____. ____, _____, _____.
2. 54, 74 ____, ______, ___ 2. 54, 74 ____, ______, ___ 2. 54, 74 ____, ______, ___ __, 2. 54, 74 ____, ______, ___ __,
__, _______, _______, __, _______, _______, _______, _______, ______. _______, _______, ______.
______. ______. 3. _______ 300, ______320 3. _______ 300, ______320 ______,
3. _______ 300, ______320 3. _______ 300, ______320 ______, _______, ______, 360. _______, ______, 360.
______, _______, ______, ______, _______, ______, 4. 390, 400, ______,______, 4. 390, 400, ______,______,
360. 360. ______430, 440 _____, ____ ______430, 440 _____, ____
4. 390, 400, ______,______, 4. 390, 400, ______,______, 5. ______, ______, ______40, 50, 5. ______, ______, ______40, 50,
______430, 440 _____, ____ ______430, 440 _____, ____ _____, ______, ______ 90 _____, ______, ______ 90
5. ______, ______, ______40, 5. ______, ______, ______40, 6. 470, 480, 490, _____, ______, 6. 470, 480, 490, _____, ______,
50, _____, ______, ______ 90 50, _____, ______, ______ 90 ______, ______, 540. ______, ______, 540.
6. 470, 480, 490, _____, 6. 470, 480, 490, _____, 7. ________900, 910, 920, 7. ________900, 910, 920, ______,
______, ______, ______, 540. ______, ______, ______, 540. ______, ______, ______, _____ ______, ______, _____
7. ________900, 910, 920, 7. ________900, 910, 920, 8. 50, 60, 70, ______, ______, 8. 50, 60, 70, ______, ______,
______, ______, ______, ______, ______, ______, 100,______, ______ 130 100,______, ______ 130
_____ _____ 9. 30, 40, 50, 60, _____, _____, 9. 30, 40, 50, 60, _____, _____, 90
8. 50, 60, 70, ______, ______, 8. 50, 60, 70, ______, ______, 90 ______, ______ 120 ______, ______ 120
100,______, ______ 130 100,______, ______ 130 10. 147, 157, 167 ________, 10. 147, 157, 167 ________,
9. 30, 40, 50, 60, _____, 9. 30, 40, 50, 60, _____, _______, _______, ______ _______, _______, ______
_____, 90 ______, ______ 120 _____, 90 ______, ______ 120
10. 147, 157, 167 ________, 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 Refer to the LM Gawain 2 Refer to the LM Gawain 2 Refer to the LM Gawain 2 pahina Refer to the LM Gawain 2 pahina
Practice) pahina 19 pahina 19 19 19
 Bumilang ng 100s. Isulat sa Bumilang ng 100s. Isulat sa Bumilang ng 100s. Isulat sa Bumilang ng 100s. Isulat sa
kuwaderno ang nawawalang kuwaderno ang nawawalang kuwaderno ang nawawalang kuwaderno ang nawawalang bilang.
bilang. bilang. bilang. 1. 300, 400______, _______, 700,
1. 300, 400______, _______, 1. 300, 400______, _______, 1. 300, 400______, _______, 700, ______, ______, _______
700, ______, ______, 700, ______, ______, _______ ______, ______, _______ 2. ______, _______, 600, 700
_______ 2. ______, _______, 600, 700 2. ______, _______, 600, 700 _______, _______, ________
2. ______, _______, 600, 700 _______, _______, ________ _______, _______, ________ 3. _______ _______ 1300, 1400
_______, _______, ________ 3. _______ _______ 1300, 3. _______ _______ 1300, 1400 ______, _______, _______
3. _______ _______ 1300, 1400 ______, _______, ______, _______, _______ 4. 355 _______, _______, _______,
1400 ______, _______, _______ 4. 355 _______, _______, ________, ___________
_______ 4. 355 _______, _______, _______, ________, 5. 675, _________, ________,
4. 355 _______, _______, _______, ________, ___________ _______, ______, ______
_______, ________, ___________ 5. 675, _________, ________,
___________ 5. 675, _________, ________, _______, ______, ______
5. 675, _________, ________, _______, ______, ______
_______, ______, ______

G. Finding G. Finding Practical G. Finding Practical G. Finding Practical applications G. Finding Practical applications of
Practical applications of concepts and applications of concepts and of concepts and skills concepts and skills ( Application /
applications of skills ( Application / skills ( Application / ( Application / Valuing
concepts and Valuing Valuing Valuing Bumilang ng 50s. Ano-ano ang
skills Bumilang ng 50s. Ano-ano ang Bumilang ng 50s. Ano-ano ang Bumilang ng 50s. Ano-ano ang nawawalang bilang?
( Application / nawawalang bilang? nawawalang bilang? nawawalang bilang? 1. 60, 110 ______, _______,
1. 60, 110 ______, _______, 1. 60, 110 ______, _______, 1. 60, 110 ______, _______, _______310 ________, ________
Valuing) _______310 ________, _______310 ________, _______310 ________, ________ 2. 700 _______,
________ ________ 2. 700 _______, _______850_______950
2. 700 _______, 2. 700 _______, _______850_______950 __________
_______850_______950 _______850_______950 __________ 3. _____, ______ 150, ______, 250
__________ __________ 3. _____, ______ 150, ______, ______ 350 ______
3. _____, ______ 150, ______, 3. _____, ______ 150, ______, 250 ______ 350 ______ 4. 950, 900, 850 _______, _______,
250 ______ 350 ______ 250 ______ 350 ______ 4. 950, 900, 850 _______, _____, _______
4. 950, 900, 850 _______, 4. 950, 900, 850 _______, _______, _____, _______ 5. 600, ______, 500, ______, 400,
_______, _____, _______ _______, _____, _______ 5. 600, ______, 500, ______, 400, _______, ______, _____
5. 600, ______, 500, ______, 5. 600, ______, 500, ______, _______, ______, _____
400, _______, ______, _____ 400, _______, ______, _____
H. Making H. Making generalizations and H. Making generalizations and H. Making generalizations and H. Making generalizations and
generalizations abstractions about the lesson abstractions about the lesson abstractions about the lesson abstractions about the lesson
and abstractions (Generalization ) (Generalization ) (Generalization ) (Generalization )
about the lesson Let the pupils skip count by Let the pupils skip count by Let the pupils skip count by 10’s Let the pupils skip count by 10’s
( Generalization) 10’s from 10 through 100. 10’s from 10 through 100. from 10 through 100. from 10 through 100.
 Ask: How many groups of 10 Ask: How many groups of 10 Ask: How many groups of 10 are Ask: How many groups of 10 are
are there in 100 are there in 100 there in 100 there in 100
How many numbers are there How many numbers are there How many numbers are there in How many numbers are there in
in each group? in each group? each group? each group?
How do we skip count by 10? How do we skip count by 10? How do we skip count by 10? How do we skip count by 10?
What do you call the What do you call the What do you call the sequence or What do you call the sequence or
sequence or pattern of sequence or pattern of pattern of counting that we pattern of counting that we used?
counting that we used? What counting that we used? What used? What skip counting was What skip counting was used?
skip counting was used? skip counting was used? used?
I. Evaluating I.Evaluation I.Evaluation I.Evaluation I.Evaluation
Learning Count by 10s, 50s and 100s. Count by 10s, 50s and 100s. Count by 10s, 50s and 100s. Count by 10s, 50s and 100s. Write
Write the missing number. Write the missing number. Write the missing number. the missing number.
1. 70, 80 ______, 100, 1. 70, 80 ______, 100, ______, 1. 70, 80 ______, 100, ______, 1. 70, 80 ______, 100, ______,
______, ______, ______ ______, ______ ______, ______ ______, ______
2. _____150, 160, _______, 2. _____150, 160, _______, 2. _____150, 160, _______, 2. _____150, 160, _______,
_______, _______ _______, _______ _______, _______ _______, _______
3. _____ 800 ______ ______ 3. _____ 800 ______ ______ 3. _____ 800 ______ ______ 3. _____ 800 ______ ______ 1100
1100 1100 1100 4. 65 , 115 _______, _______,
4. 65 , 115 _______, _______, 4. 65 , 115 _______, _______, 4. 65 , 115 _______, _______, ________, ______
________, ______ ________, ______ ________, ______ 5. 25, 75 _______, _______225,
5. 25, 75 _______, 5. 25, 75 _______, 5. 25, 75 _______, _______225, ______, ______
_______225, ______, ______ _______225, ______, ______ ______, ______

J. Additional J. Additional activities for J. Additional activities for J. Additional activities for J. Additional activities for
activities for application or remediation application or remediation application or remediation application or remediation
application or ( Assignment) sa pahina 20 ( Assignment) sa pahina 20 ( Assignment) sa pahina 20 ( Assignment) sa pahina 20
remediation Punan ang patlang ng tamang Punan ang patlang ng tamang Punan ang patlang ng tamang Punan ang patlang ng tamang
( Assignment) bilang. Isulat sa kuwaderno bilang. Isulat sa kuwaderno bilang. Isulat sa kuwaderno ang bilang. Isulat sa kuwaderno ang
ang sagot. ang sagot. sagot. sagot.
1.Hanapin ang nawawalang 1.Hanapin ang nawawalang 1.Hanapin ang nawawalang 1.Hanapin ang nawawalang bilang.
bilang. Ayusin ang mga ito bilang. Ayusin ang mga ito bilang. Ayusin ang mga ito ayon Ayusin ang mga ito ayon sa
ayon sa nakasaad. ayon sa nakasaad. sa nakasaad. nakasaad.

2. Kumpletuhin ang 2. Kumpletuhin ang 2. Kumpletuhin ang pagkasunod- 2. Kumpletuhin ang pagkasunod-
pagkasunod-sunod ng mga pagkasunod-sunod ng mga sunod ng mga bilang. sunod ng mga bilang.
bilang. bilang. a. Simula sa 567 dagdagan ito ng a. Simula sa 567 dagdagan ito ng tig
a. Simula sa 567 dagdagan ito a. Simula sa 567 dagdagan ito tig 5. Ang susunod na bilang ay 5. Ang susunod na bilang ay _____,
ng tig 5. Ang susunod na ng tig 5. Ang susunod na _____, _____, ______, _______, _____, ______, _______, ______,
 bilang ay _____, _____, bilang ay _____, _____, ______, _______ _______
______, _______, ______, ______, _______, ______, b. Simula sa 345, dagdagan ito ng b. Simula sa 345, dagdagan ito ng
_______ _______ tig 10. Ang susunod na bilang ay tig 10. Ang susunod na bilang ay
b. Simula sa 345, dagdagan ito b. Simula sa 345, dagdagan ito ______, ______, ______, ______, ______, ______, ______, ______,
ng tig 10. Ang susunod na ng tig 10. Ang susunod na _______, _____ _______, _____
bilang ay ______, ______, bilang ay ______, ______, 3. Punan ng bilang ang bakanteng 3. Punan ng bilang ang bakanteng
______, ______, _______, ______, ______, _______, kahon sa ibaba. kahon sa ibaba.
_____ _____
3. Punan ng bilang ang 3. Punan ng bilang ang
bakanteng kahon sa ibaba. bakanteng kahon sa ibaba.

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 Counts numbers by 10s, 50s, and
innovation or 100s
localized
materials did I
use/discover
which I wish to
share with other
teachers?