EVALUATION

Illustrate the following multiplication using repeated addition.

1. 5 x 3 2. 7 x 4 3. 2 x 6
4. 4 x 8 5. 3 x 7

HOME ACTIVITY
Refer to LM. 40– Gawaing Bahay

Teaching Guide for Mathematics 2

Multiplication
Lesson 41

TOPIC: Multiplication as Counting by Multiples

OBJECTIVE
Illustrate multiplication as counting by multiples

PREREQUISITE CONCEPTS AND SKILLS

1. Counting 2’s, 5’s and 10’s through 100
2. Illustrating multiplication as repeated addition

MATERIAL
1. Learning Module 3. Chart with story problem
2. Activity sheet on skip counting, repeated addition

INSTRUCTIONAL PROCEDURE
A. Preparatory Activities
1. Drill
Group the pupils. Let the group fill in the missing number as fast as
they could.
1. 2, 4, 6, __, 10 4. __, 10, 15, 20, 25
2. 3, 6, __, 12, 15 5. 6, __, 18, 24, 30
3. 4, 8, 12, 16, __

2. Review – Do this as group activity.

Finish the repeated addition to illustrate the following multiplication.
1. 5 x 6 = 5 + 5 +_______________________
2. 7 x 3 = 7 + _________________________
3. 8 x 4 = 8 + _________________________
4. 9 x 7 = 9 + 9 +_______________________
5. 4 x 8 = 4 + 4 + ______________________

154
B. Developmental Activities
1. Motivation
Assign number to each of your pupils. Tell them to be alert and
remember their corresponding number because anytime you will call
them to tell their corresponding number.
The pattern on how you call your pupils is the multiples of a certain
number.
Example:
Multiples of 3 (3, 6, 9, 12,….etc.)

2. Presentation
 Group the pupils. Give each group 20 pebbles or counters whichever
is available in your classroom.
 Guide them to arrange the first 2 sets as shown below.
II IIII
 Instruct them to add two more sets.
 Let each group explains their corresponding answer.
 Then show the correct set of counters. (IIIIII IIIIIIII)
 Ask them the pattern they see.
 Instruct them to form the fifth set. (IIIIIIIIII)

 This time show the illustration of the above situation as shown below.
1st set 2nd set 3rd set 4th set 5th set
II IIII IIIIII IIIIIIII IIIIIIIIII
Ask: What pattern have you observed?
How many 2’s were there in the first set? in the second set? in the third
set? in the fourth set? in the fifth set?
What pattern did you see?
Call some pupils to write the numerical value of the first set, second
and so on as shown below.
1st set 2nd set 3rd set 4th set 5th set
1 2 3 4 5
II IIII IIIIII IIIIIIII IIIIIIIIII

2 2 4 6 8 10

Explain that 2, 4, 6, 8, and 10 are the multiples of 2 (2, 4, 6, 8, 10).

Explain also that the first set is the product of multiplying 2 and 1,
second set of 2 and 2 etc.

3. Reinforcing Activity – Refer to LM 41

4. Application – Refer to LM 41

155
 5. Generalization
To illustrate multiplication as counting by multiples, get the
multiples of the multiplicand until the number of times
determined by the multiplier.

EVALUATION
Use the number grid below to illustrate the following multiplication as counting
by multiples. Follow the colour coding.
1. 7 x 5 (red) 2. 9 x 4 (yellow) 3. 8 x 6 (orange)
4. 6 x 3 (green) 5. 5 x 7 (blue)

1 2 3 4 5 6 7 8 9 10
11 12 13 14 15 16 17 18 19 20
21 22 23 24 25 26 27 28 29 30
31 32 33 34 35 36 37 38 39 40
41 42 43 44 45 46 47 48 49 50
51 52 53 54 55 56 57 58 59 60
61 62 63 64 65 66 67 68 69 70
71 72 73 74 75 76 77 78 79 80
81 82 83 84 85 86 87 88 89 90
91 92 93 94 95 96 97 98 99 100

HOME ACTIVITY
Refer to LM 41– Gawaing Bahay

Teaching Guide for Mathematics Grade 2

Multiplication
Lesson 42

TOPIC: Multiplication as Equal Jumps in a Number Line

OBJECTIVE
Illustrate multiplication as equal jumps in a number line

PREREQUISITE CONCEPTS AND SKILLS

1. Illustrating multiplication as counting by multiples
2. Addition of whole numbers

MATERIAL
1. Learning Module 4. Flashcards of addition
2. Activity sheets 5. Illustration of a number line
3. Marker and Manila paper

156
INSTRUCTIONAL PROCEDURE
A. Preparatory Activities
1. Drill
Conduct drill on addition of whole numbers using flashcards.
(One digit by one digit only)

2. Review – Do this as group activity.

Illustrate the following multiplication by completing the multiples.
1. 5 x 4 = {5,……………..…..} 4. 4 x 3 = {4,…………………}
2. 3 x 6 = {3, 6……………….} 5. 6 x 2 = {6,…………………}
3. 2 x 5 = {2, 4……………….}

B. Developmental Activities
1. Motivation
Imitate the movement of some animals like frog, duck etc.

2. Presentation
Let the pupils play “The Leaping Frog”.
Form a group with five members in each group. Draw a straight line on
the floor. Mark the line. Vary the number of markings for each group.

Each member will take turn in jumping to the line. Make sure that they
will land on the markings.

Process what they have done:

a. How many markings are there in your line?
b. Do they have the same distances?
c. How many jumps did you make?
Let the representative of each group report their output.

Then show an illustration of a number line. Ask the pupils if they can
see the similarity between the illustration and what they have done
earlier.

Discuss how a number line can be used to illustrate multiplication.

The number line below shows 4 groups of 3 or 4 x 3.

0 1 2 3 4 5 6 7 8 9 10 11 12
Discuss further that the multiplier shows how many equal jumps should
be made in a number line. The multiplicand determines the spaces.

3. Reinforcing Activity - Refer to LM 42

157
 4. Application – Refer to LM 42

5. Generalization.
To illustrate multiplication as equal jumps in a number line,
determine first the multiplicand and the multiplier. The multiplier
determines the number of equal jumps while the multiplicand
determines the number of spaces per jump.

EVALUATION
Illustrate the following multiplication as equal jumps in a number line.
1. 4x5 2. 3x7 3. 5x6
4. 6x6 5. 7x4

HOME ACTIVITY
Refer to LM 42 – Gawaing Bahay

Teaching Guide for Mathematics Grade 2

Multiplication
Lesson 43

TOPIC: Writing Related Equation for each Type of Multiplication

OBJECTIVE
Write a related equation for multiplication as repeated addition

PREREQUISITE CONCEPTS AND SKILLS

1. Addition of whole numbers
2. Illustrating multiplication as repeated addition

MATERIAL
1. Learning Module 5. Chart with story problem
2. Activity sheet 4. Illustrations
3. Flashcards of addition facts

INSTRUCTIONAL PROCEDURE
A. Preparatory Activities
1. Drill
Drill the pupils using flashcards of addition facts.
2. Review - Do this by pair. Give each pair this activity sheet.
Illustrate the following multiplication using repeated addition.
1. 4 x 7 2. 7 x 6 3. 6 x 3 4. 3 x 7 5. 6 x 6

158
B. Developmental Activities
1. Motivation
Do you eat fruits? Why?
Elicit answers from the pupils.

2. Presentation – Let the class read the story problem below.

Alma bought 2 kilos of mango; 2 kilos of rambutan, 2 kilos of

banana and 2 kilos of lanzones. How many kilos of fruits did she
buy in all?

Use fruit toys. These toys should be placed in baskets. One basket
for each kind of fruit. Each basket is labelled with their corresponding
kilos. Show the fruit toys and let the pupils touch them.
Ask: How many kinds of fruits were there?
How many kilos was each kind of fruit?
How many kilos of fruits were there in all?
How did you know the answer?

Present the above situation using illustration.

2 kg 2 kg 2 kg 2 kg
Ask: How many groups of fruits were there?
How many kilos of fruits were there in each group?
How many kilos of fruits were there in all?
How did you find the answer?
Can anyone write a related equation for this situation?

Call some pupils to write the equation they have formed.

Then write this equation, 2 + 2 + 2 + 2 = 8

3. Reinforcing Activity - Refer to LM 43

4. Application – Refer to LM 43

5. Generalization
In writing related equation for multiplication as repeated addition,
the multiplicand is the number being added while the multiplier is
the number of times the multiplicand is added.

EVALUATION
Write a related equation for the following repeated addition.
1. 5 + 5 + 5 + 5 + 5 + 5 2. 3 + 3 + 3 + 3 + 3 + 3 + 3 + 3 + 3
3. 9 + 9 + 9 + 9 4. 7 + 7 + 7 + 7 + 7

159
 5. 6 + 6 + 6 + 6 + 6 + 6 + 6

HOME ACTIVITY
Refer to LM 43– Gawaing Bahay

Teaching Guide for Mathematics Grade 2

Multiplication
Lesson 44

TOPIC: Writing Related Equation for each Type of Multiplication

OBJECTIVE
Write a related equation for multiplication as counting by multiples

PREREQUISITE CONCEPT AND SKILL

1. Illustrating multiplication as counting by multiples
2. Writing related equation for multiplication as repeated addition

PREREQUISITE CONCEPTS AND SKILLS

1. Addition of whole numbers
2. Illustrating multiplication as repeated addition

MATERIAL
1. Learning Module 3. Chart with story problem
2. Activity sheets 4. Illustrations

INSTRUCTIONAL PROCEDURE
A. Preparatory Activities
1. Drill – Do this as group activity.
Write a related equation for the following repeated addition.
1. 3 + 3 + 3 + 3 + 3 + 3 4. 7 + 7 + 7
2. 6 + 6 + 6 + 6 + 6 + 6 + 6 5. 4 + 4 + 4 + 4 + 4 + 4
3. 8 + 8 + 8 + 8 + 8 + 8

2. Review - Do this as group activity.

Illustrate the following multiplication using counting by multiples.
1. 8 x 4 2. 5 x 9 3. 7 x 6
4. 2 x 8 5. 3 x 7

160
 Use the number grid below:
1 2 3 4 5 6 7 8 9 10
11 12 13 14 15 16 17 18 19 20
21 22 23 24 25 26 27 28 29 30
31 32 33 34 35 36 37 38 39 40
41 42 43 44 45 46 47 48 49 50
51 52 53 54 55 56 57 58 59 60
61 62 63 64 65 66 67 68 69 70
71 72 73 74 75 76 77 78 79 80
81 82 83 84 85 86 87 88 89 90
91 92 93 94 95 96 97 98 99 100

B. Developmental Activities
1. Motivation
Let us play “I have ____”.
You will start then call one of your pupils.
Say: I have 2, 4, 6, 8, 10….which are the multiples of _____?
Whoever gives the correct answer will take turn.

2. Presentation
Present the situation below:

Andy is reading a book. He found out that he can finish two

pages of the book in one minute. How many pages of the book can
he finish in 3 minutes?

Let the pupils simulate the situation above and record how many
pages they can read in one minute.
Note: Pupils may vary in the number of pages but bring their attention on the
situation.

Ask the pupils to bring out 12 pieces of paper representing the pages
of the book.
Let the pupils bring out the number of pages after your instruction.
Example: After 1 minute (2 pages), after 2 minutes (4 pages), etc.

This time present an illustration of the above situation as shown.

After 1 minute After 2 minutes After 3 minutes

161
or
1 minute 2 minutes 3 minutes

Call one pupil to write the numerical value of pages. (2, 4, 6)

Ask: What do you think is the multiplication equation of this? 2x3=6
What if he continued reading until 5 minutes, how many pages will he
finish?
Let the pupils present their equation.

3. Reinforcing Activity - Refer to LM 44

4. Application – Refer to LM 44
5. Generalization

To write a multiplication equation using counting by multiples,

the multiplier is the total number of multiples while the multiplicand
is the first number among the multiples.

EVALUATION
Write a related equation for the following shaded multiples of the given
number.

1. 3
0 1 2 3 4 5 6 7 8 9
10 11 12 13 14 15 16 17 18 19
20 21 22 23 24 25 26 27 28 29

2. 4
0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16

3. 8
0 1 2 3 4 5 6 7 8 9
10 11 12 13 14 15 16 17 18 19
20 21 22 23 24 25 26 27 28 29
30 31 32 33 34 35 36 37 38 39
40 41 42 43 44 45 46 47 48 49

162
4. 6
0 1 2 3 4 5 6 7 8 9
10 11 12 13 14 15 16 17 18 19
20 21 22 23 24 25 26 27 28 29

5. 2
0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16
17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33

HOME ACTIVITY
Refer to LM 44 – Gawaing Bahay

Teaching Guide for Mathematics Grade 2

Multiplication
Lesson 45

TOPIC: Writing Related Equation for each Type of Multiplication

OBJECTIVE
Write a related equation for multiplication as equal jumps in the
number line

PREREQUISITE CONCEPT AND SKILL

1. Illustrating multiplication as equal jumps in a number line
2. Writes a related equation for multiplication as counting by multiples

MATERIAL
1. Learning Module 5. tape measure
2. Activity sheets 6. sticks of the same length
3. Flashcards 7. Chart of a number line
4. manila paper and marker

INSTRUCTIONAL PROCEDURE
A. Preparatory Activities
1. Drill – Do this as group activity.
Illustrate the following using number line.
1. 4 x 6 2. 3 x 7 3. 8 x 7
4. 2 x 8 5. 6 x 6
Let them post their outputs.

163
 2. Review - Do this by pair.
Write a related equation for the multiples of a certain number as shown
below.
1. 4 {4, 8, 12, 16, 20, 24} 4. 3 {3, 6, 9, 12}
2. 7 {7, 14, 21, 28, 35} 5. 8 {8, 16, 24, 32}
3. 6 {6, 12, 18, 24, 30, 36}

B. Developmental Activities
1. Motivation
Assist the pupils in measuring the length of their arms. Let them
identify who has the same length. Ask, “Why do you think we have different
length of arms?”

2. Presentation
Note: The following materials were given as group assignment yesterday.
5 sticks of 3 meters each
Let the group lay the sticks on the floor end to end in a straight line. Instruct
to mark the point where the sticks meet as shown below.

3m 3m 3m 3m 3m

Ask: How long is the combined sticks?

How did you know it?
Ask again the groups to mark the sticks as shown below.
3m 3m 3m 3m 3m
0 3 6 9 12 15

Ask: How long is each stick?

How many sticks were used to reach 15?
If you can jump 3 m, how many jumps can you make?
The present it using a number line as shown below.

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
Do you have an idea on how we can translate the above situation in an
equation? (Call pupils)
Possible answers: 3 + 3 + 3 + 3 + 3 + 3 = 15
5 x 3 = 15

3. Reinforcing Activity - Refer to LM 45

4. Application – Refer to LM 45

164
 5. Generalization
In writing a related equation for multiplication as equal jumps
in a number line, the number of jumps serves as the multiplier while
the distances between the jumps is the multiplicand.

EVALUATION
Write a related equation for the following number line.

1.

0 1 2 3 4 5 6 7 8 9 10 11 12

2.

0 2 4 6 8 10 12 14 16 18 20 22 24 26 28 30 32 34 36 38 40
3.

0 3 6 9 12 15 18 21 24 27 30 33 36

4.

0 2 4 6 8 10 12 14 16 18 20 22 24 26 28 30 32 34 36

5.

0 2 4 6 8 10 12 14 16 18 20

HOME ACTIVITY
Refer to LM 45 – Gawaing Bahay

165
 Teaching Guide for Mathematics Grade 2
Multiplication
Lesson 46

TOPIC: Identity Property of Multiplication

OBJECTIVE
Illustrate the property of multiplication that any number multiplied by
one (1) is the same number

PREREQUISITE CONCEPTS AND SKILLS

1. Illustrating multiplication as repeated addition, counting by multiples
3. Writing related equation for each kind of multiplication
4. Using the properties of addition in computing for sums of up to 1000
(Zero/Identity property of addition)

MATERIAL
1. Learning Module 3. marker and manila paper
2. Activity sheets

INSTRUCTIONAL PROCEDURE
A. Preparatory Activities
1. Drill – Do this as group activity.
A. Illustrate the following using repeated addition.
1. 2 x 8 2. 6 x 4 3. 5 x 7

B. Illustrate the following using counting by multiples.

4. 8 x 5 5. 9 x 3

2. Review – Do this as group activity.

Answer the following. What property of addition has been shown by
this illustration?
1. 2 + 0 = 2. 7 + 0 = 3. 5 + 0 =
4. 9 + 0 = 5. 6 + 0 =

B. Developmental Activities
1. Motivation
How do you participate in group activity? Elicit answer from the pupils.
Direct them to the idea that each member of the group should
participate.

2. Presentation
Show 3 sets of colored counters as shown below:

166
 red green blue
Set A Set B Set C
Ask one pupil to count the counters aloud.
Ask: How many groups of 2’s were there in set A?
How many groups of 3’s were there in set B?
How many groups of 5’s were there in set C?
Ask the pupils if they can still describe the set of counters.
Example: Set A: one group of 2 counters.

Let the pupils draw a representation of the above situation.

red green blue

Set A Set B Set C
Ask someone to write the numerical value of the counters in each set.

Ask: Can anyone write an equation for set A? set B? set C?

Some pupils may write the following:
Set A: 1 + 1 = 2
Set B: 1 + 1 + 1 = 3
Set C: 1 + 1 + 1 + 1 + 1 = 5
If they cannot arrive to the multiplication equation such as 2 x 1, 3 x 1, 5 x 1,
ask the following guide questions:
Set A. How many groups of 2’s were there?
How many were there in each group?
How many counters were there in all?
Note: Ask the above questions for set B and set C.

3. Reinforcing Activity - Refer to LM 46

4. Application – Refer to LM 46

5. Generalization
Any number multiplied by one (1), the answer is the number.

EVALUATION
Do the following instruction.
A. Illustrate the following using repeated addition.
1. 8 x 1 2. 5 x 1 3. 9 x 1

B. Illustrate the multiplication sentence below using number line.

4. 6 x 1 5. 7 x 1

167
HOME ACTIVITY
Refer to LM 46 – Gawaing Bahay

Teaching Guide for Mathematics Grade 2

Multiplication
Lesson 47

TOPIC: Illustrating Zero Property of Multiplication

OBJECTIVE
Illustrate the property of multiplication that zero multiplied by any
number is zero

PREREQUISITE CONCEPTS AND SKILLS

1. Illustrating multiplication as repeated addition and counting by
multiples
2. Illustrating property of multiplication that any number multiplied by
one (1) is the same number
3. Using zero/identity property of addition in computing for sums of up
to 1000

MATERIAL
1. Learning Module 4. bottle caps (5)
2. Activity sheet 5. Chart with story problem
3. marker and manila paper

INSTRUCTIONAL PROCEDURE
A. Preparatory Activities
1. Drill on using zero/identity property of addition
Give each pair of pupils this activity sheet. Let them give the answer
as fast as they could at your signal.
Example:
3 + 0 = ___ 6 + 0 = ___ 8 + 0 = ___
7 + 0 = ___ 5 + 0 = ___ 4 + 0 = ___
What property of addition is shown in the above illustration?

2. Review – Do this as group activity. Give each group a manila paper

and marker.
Use repeated addition to illustrate the multiplication below.
1. 9 x 1 2. 6 x 1 3. 7 x 1
4. 8 x 1 5. 4 x 1

B. Developmental Activities
1. Motivation

168
Play “Mixing-mixing…saan ang may laman”
Prepare 5 bottle caps. Turn them upside down. Put a small stone
inside one of the bottle caps. Mix them then ask one of your pupils to
guess which bottle cap has the small stone.
Mix again and call other pupils to guess.
How do you feel when you select the bottle cap without stone?
(Note to the teacher: Do this as a trick. Just show the small stone at
the start. Deceive the pupils as if you place the small stone inside the
bottle caps.)

2. Presentation
Ask 3 pupils to come in front and extend their arms on the side with
palm on top.
Ask: How many palms do you see?
Put two candies on each palm.
Ask: How many candies were there in all? How did you know it?
Can anyone here write the addition or multiplication equation of this?
2 + 2 + 2 + 2 + 2 + 2 = 12 or 6 x 2 = 12
Take away all the candies from the hands of the pupils.
Ask: How many candies can you see now?

Show an illustration of 6 hands with 2 candies and another illustration

of hands without candy.

Ask the pupils to write an equation of the hands with candies and of
the hands without candy.

Post the equation on the board as shown:

With candy:
2 + 2 + 2 + 2 + 2 + 2 = 12 and 6 x 2 = 12
Without candy:
0 + 0 + 0 + 0 + 0 + 0 = 0 and 6 x 0 = 0

The post, 4 x 0 = ______

Ask: What do you think is the answer?

3. Reinforcing Activity - Refer to LM 47

4. Application – Refer to LM 47

5. Generalization.
Zero multiplied by any number the answer is zero.

169
EVALUATION
Illustrate the following multiplication using repeated addition.
1. 5 x 0 2. 3 x 0 3. 9 x 0
4. 6 x 0 5. 7 x 0

HOME ACTIVITY
Refer to LM 47 – Gawaing Bahay

Teaching Guide for Mathematics Grade 2

Multiplication
Lesson 48

TOPIC: Commutative Property of Multiplication

OBJECTIVE
Illustrate commutative property of multiplication
PREREQUISITE CONCEPTS AND SKILLS
1. Illustrating multiplication as repeated addition and counting by
multiples
2. Illustrating property of multiplication that any number multiplied by
one (1) is the same number
3. Using commutative property of addition in computing for sums of up
to 1000

MATERIAL
1. Learning Module 3. marker and manila paper
2. Activity sheet 4. Chart with story problem

INSTRUCTIONAL PROCEDURE
A. Preparatory Activities

1. Drill – Do this as group activity. Give each group a marker and

manila paper.
Illustrate the following multiplication using repeated addition.
1. 6 x 7 = _____________________
2. 5 x 3 = _____________________
3. 9 x 2 = _____________________
4. 4 x 8 = _____________________
5. 3 x 6 = _____________________
Let each group post their outputs after they are done.

2. Review – Do this as group activity. Give each group this activity

sheet.

170
 Fill in the missing number.
1. 3 + 5 = ___ + 3 4. 6+2=2+6
____ = ____ ____ = ____

2. 2 + 7 = _____ 5. _____ = 6 + 9
9 = 9 15 = 15

3. ___ + 8 = 8 + 4
______ = 12

B. Developmental Activities
1. Motivation
Play “Match Maker”
Give each pupil a multiplication sentence just like as shown below.
2x3 3x2 5 x 6 6 x 5 (Prepare as many as the number of
your pupils.)

Let the pupils move around and look for they think is their partner or
match.
Let them explain why they chose their partner.

2. Presentation
Group the pupils into 6 groups. Give each group 28 pieces of shells.
Tell the first 3 groups to group the shells into 4 groups with the same
number of shells then the remaining group to 7 groups with the same
number of shells.
This time pair the groups. (1 and 3, 2 and 4, 5 and 6)
Ask: What is the difference between the two groups paired?
What is the common between the two groups paired?

Present an illustration of the above situation as shown below:

7 groups of 4 4 groups of 7

Ask: How many shells were there in the first group?

How about on the second group?
Let the pupils write an equation for 7 groups of 4 and 4 groups of 7.
7 x 4 = 28 and 4 x 7 = 28
Ask the pupils on their observation with regards to pattern?
Then introduce the term “commutative property of multiplication”.
Let them tell something about the property using their observation on the two
equations.
Ask also some pupils to give examples wherein commutative property is
shown. Let that pupil explain his answer.

171
 3. Reinforcing Activity - Refer to LM 48

4. Application – Refer to LM 48

5. Generalization.
Commutative Property of Multiplication (CPM) states that
changing the order of the factors does not affect the product.
To illustrate CPM, get the reverse of the multiplication then use
repeated addition, counting by multiples and equal jumps in
number line.

EVALUATION
Illustrate commutative property of multiplication using repeated
addition.
1. 5 x 8 = 8 x 5 2. 4 x 5 = 5 x 4 3. 6 x 7 = 7 x 6
4. 8 x 4 = 4 x 8 5. 9 x 6 = 6 x 9

HOME ACTIVITY
Refer to LM 48 – Gawaing Bahay

Teaching Guide for Mathematics Grade 2

Multiplication
Lesson 49

TOPIC: Multiplication Table of 2, 3, 4

OBJECTIVE
Construct and fill up the multiplication table of 2, 3 and 4

PREREQUISITE CONCEPTS AND SKILLS

1. Illustrating multiplication as repeated addition, counting of multiples
and equal jumps in a number line
2. Writing related equation for each kind of multiplication

MATERIAL
1. Learning Module 2. Activity sheets

INSTRUCTIONAL PROCEDURE
A. Preparatory Activities
1. Drill – Do this as group activity. Give each group a marker and
manila paper.
Illustrate the following using:
Repeated addition: 3 x 6 and 4 x 7

172
 Counting of multiples: 2 x 8 and 4 x 3
Equal jumps in a number line: 3 x 5 and 2 x 9
Let them post their output and discuss briefly.

2. Review – Do this in pairs.

Write a related equation for the following.
1. 2 + 2 + 2 + 2 + 2 4. 3 + 3 + 3 + 3 + 3
2. 3 + 3 + 3 + 3 + 3 + 3 + 3 5. 4 + 4 + 4 + 4
3. 4 + 4 + 4

B. Developmental Activities
1. Motivation
Play “Bugtungan Tayo”. You will start.
Example: What is the result if we add 2 seven times?
The pupil who gives the correct answer takes turn.

2. Presentation
Present the following group of objects.
1. 2 groups of 2 pencils
2. 3 groups of 2 ballpen
3. 4 groups of 2 erasers

Ask: How many groups of pencils were there?

How many pencils were there in each group?
How many pencils were there in all?
(Ask these questions for ball and erasers)
Ask the pupils to write a related equation of the above situation using
repeated addition. You may ask the pupils to show other ways.
Now show an illustration of the above situation.
Ask: How many groups of objects were there in number 1? 2? 3?
How many objects were there in each group?
How many objects were there in all?
(You may call some pupils to count the illustration.)

This time show the multiplication equation of the above situation as shown
below:
1. 2x2=4 or 2+2=4
2. 3x2=6 or 2+2+2=6
3. 4x2=8 or 2+2+2+2=8

3. Reinforcing Activity - Refer to LM 49

4. Application – Refer to LM 49

5. Generalization.

173
 To construct and fill up the multiplication table it is necessary to
master multiplication as repeated addition and counting by
multiples.

EVALUATION
Spot the error in the multiplication table below.
Then give the correct answer.
x 0 1 2 3 4 5 6 7 8 9 10
2 0 2 5 7 8 9 12 14 17 18 20

3 0 3 6 8 12 13 18 21 25 27 30

4 0 2 4 8 16 20 21 28 28 30 40

HOME ACTIVITY
Refer to LM 49 – Gawaing Bahay

Teaching Guide for Mathematics Grade 2

Multiplication
Lesson 50

TOPIC: Multiplication Tables of 5 and 10

OBJECTIVE
Construct and fill up the multiplication tables of 5 and 10

PREREQUISITE CONCEPTS AND SKILLS

1. Multiplication as repeated addition, counting of multiples and equal
jumps in a number line
2. Constructing and filling up multiplication tables of 2, 3, and 4

MATERIAL
1. Learning Module 2. Activity sheets 3. manila paper and
marker

INSTRUCTIONAL PROCEDURE
A. Preparatory Activities
1. Drill – This will be done by groups.
Illustrate the following using repeated addition.
1. 2 x 3 2. 2 x 9 3. 5 x 6
4. 6 x 4 5. 4 x 7

174
 2. Review - Do this as group activity. Distribute a marker and a piece
of manila paper to each group.
Construct and fill up multiplication table of:
Group 1 – table of 2
Group 2 – table of 3
Group 3 – table of 4
Post your work after completing the table.

B. Developmental Activities
1. Motivation
Play this modified “Basketball Shoot (2x)”.
Group the pupils into five. Let them think of their group name.
Select a group to start.
Instead of saying “Basketball Shoot (2x) pass to Volleyball spike, the
group will say multiplication sentence. The group that receives a pass
will answer first the multiplication before chanting.

Example:
2 x 3 (2x) pass to Dog’s group.
Dog’s group will answer first before chanting. Example: 5 x 6 (2x) pass
to cat’s group.

2. Presentation
Tell the pupils that you will play a game.
Say: Group yourselves into a group with 5 members.
Note: Ask those pupils who are not included in the group to sit down.

Ask: How many groups were formed?

How many members were there in each group?

Show 2 sets of illustrations on the board.

Set A: 5 groups of 2 pupils
Set B: 10 groups of 3 pupils

Ask: How many groups were there in set A? set B?

How many pupils were there in each group in A? in B?
How many pupils were there in all in set A? in set B?

Ask the pupils to write an equation for the above situation either in repeated
addition or multiplication.
Example: 5 x 2 = 10 or 2 + 2 + 2 + 2 + 2 = 10
10 x 3 = 30 or 3 + 3 + 3 + 3 + 3 + 3 + 3 + 3 + 3 + 3 = 30

3. Reinforcing Activity - Refer to LM 50

175
 4. Application – Refer to LM 50.

5. Generalization.
In order to fill up the multiplication table, it is necessary to master
multiplication as repeated addition and counting by multiples.

EVALUATION
Complete the multiplication table below. Do this on your paper.
X 1 2 3 4 5 6 7 8 9 10
5
10

HOME ACTIVITY
Refer to LM 50 – Gawaing Bahay

Teaching Guide for Mathematics Grade 2

Multiplication
Lesson 51

TOPIC: Multiplying Mentally

OBJECTIVE
Multiply mentally to fill up the multiplication tables of 2, 3, 4, 5 and 10

PREREQUISITE CONCEPTS AND SKILLS

1. Constructing and filling up multiplication tables of 1, 2, 3, 4, 5, and

MATERIAL
1. Learning Module 2. marker and manila paper
3. question box 4. empty bottle
5. Chart of multiplication table (2, 3, 4, 5 and 10)

INSTRUCTIONAL PROCEDURE
A. Preparatory Activities
1. Drill
Conduct drill on mental addition.
Think of an addition sentence. Call one pupil to answer it. If his/her
answer is correct, he/she will take turn.

176
 2. Review – Do this as group activity. Give each group a marker and
a piece of manila paper.
Construct and fill up multiplication table of:
Group 1 – Table No. 2 Group 4 – Table No. 5
Group 2 – Table No. 3 Group 5 – Table No. 10
Group 3 – Table No. 4
Then let them post their output.

B. Developmental Activities
1. Motivation
Take turns in asking “What is the result of adding 8 four times?”
The pupil who gives the correct answer will take his turn in asking
question.

2. Presentation
Tell the pupils to prepare to prepare pebbles or counters.
Flash multiplication cards.
Example: 2 groups of 5
Let the pupils form groups using pebbles of counters.
Ask: How many groups were formed?
How many pebbles/counters were there in each group?
How many pebbles or counters were there in all?
Flash at least 5 cards. (4 groups of 2, 5 groups of 3, 3 groups of 7)

Show illustration of objects with:

1. 2 groups of 3 dogs
2. 3 groups of 4 cats
3. 4 groups of 2 chickens
4. 5 groups of 5 worms
5. 10 groups of 4 birds
Ask the following questions after the flashing of cards.
1. How many groups of _______ were there in all?
2. How many _____ were there in each group?
3. How many _______ were there in all?

Then flash multiplication cards. Let the pupils answer it mentally.

3. Reinforcing Activity – Refer to LM 51

4. Application – Refer to LM 51

5. Generalization

177
 To multiply mentally, add the multiplicand as fast as you can many
times as determine by the divisor.
Your mastery in multiplication as repeated addition, counting by
multiples and construction and filling up of multiplication table are
very helpful in filling up multiplication table mentally.

EVALUATION
Fill up the multiplication table below mentally.
x 0 1 2 3 4 5 6 7 8 9 10
2
3
4
5
10

HOME ACTIVITY
Refer to LM 51 – Gawaing Bahay

Teaching Guide for Mathematics Grade 2

Multiplication
Lesson 52

TOPIC: Analyzing and Solving One-Step Word Problem

OBJECTIVE
Analyze and solve one-step word problems involving multiplication of
whole numbers including money

PREREQUISITE CONCEPTS AND SKILLS

1. Analyzing and solving one-step word problems involving subtraction
of whole numbers including money
2. Illustrating multiplication as repeated addition and counting by
multiples
3. Writing related equation for each type of multiplication

MATERIAL
1. Learning Module 4. Illustration of a boy watering plants
2. Activity Cards/Sheets 5. Chart with story problem
3. Strips of manila paper with questions in analyzing the problem

178
INSTRUCTIONAL PROCEDURES
A. Preparatory Activities
1. Drill – Do this as group activity.
Let them construct fill up the multiplication tables of 2, 3, 4, 5, and 10
as fast as they could. The first group to finish will received a reward.

2. Review – Do this as group activity. Give each group this activity

sheet. Let them report their output.

Problem:
Maria and Ana have P 50.00 and P 30.00 respectively. How much
money do they have in all?
1. Who can state the problem in his own word?
2. Underline what is asked in problem.
3. Who can state the question in statement form?
4. Who can solve the problem with a complete solution?

B. Developmental Activities
1. Motivation
Show an illustration of a boy watering plants.
Let them describe what they saw.
Bring the pupils to the idea of taking care of plants.

2. Presentation
Write this on a manila paper.
Dave reads 4 pages of a story book everyday. How many pages can
he read in 5 days?
Ask: Who can state the problem in his own words? How do you understand
the problem? Can you tell us about it?
Who can go to the board and underline what is asked in the problem?
Can you write it in a statement form?

This time group the pupils into 5 groups. Give each group 20 pieces of
colored paper or coupon bond.
Tell them that the pieces of paper represent the pages of the book.
Instruct the pupils to group the pieces of paper to show the number of pages
Dave can finish in 5 days?
Ask: How many pages can he finish in a day?
How many pages can he finish in 5 days?

179
Let the group draw the number of pages per day for 5 days as shown.
1st day 2nd day 3rd day 4th day 5th day

How many pages were there in all?

Let the pupils write the numerical value of the pages per day.
4 4 4 4 4
Ask: What equation can you make of the given situation?

3. Reinforcing Activity - Refer to LM 52

4. Application – Refer to LM 52

5. Generalization.
Use the following guide in analyzing word problem.
1. State the problem in your own word.
2. Determine what is asked by underlining it.
3. State the question in statement form.
4. Solve the problem with complete solution.

EVALUATION
Read the following problem then answer these guide questions/instructions.
You can use different solutions.

1. State the problem in your own word.

2. Determine what is asked by underlining it.
3. State the question in statement form.
4. Solve the problem with complete solution.

A. A box weighs 2 kg. What is the total weight of 4 boxes?

B. The price of one ice candy is P 5.00. How much will you pay
for 6 pieces of ice candy?

180
HOME ACTIVITY
Refer to LM 52– Gawaing Bahay

Teaching Guide for Mathematics Grade 2

Multiplication
Lesson 53

TOPIC: Analyzing and Solving Two-Step Word Problem

OBJECTIVE
Analyze and solve two-step word problems involving multiplication of
whole numbers as well as addition and subtraction including money

PREREQUISITE CONCEPTS AND SKILLS

1. Analyzing and solving one-step word problems involving
multiplication of whole numbers including money
2. Addition and Subtraction of whole numbers

MATERIAL
1. Learning Module 2. Activity Cards/Sheets 3. Chart with story
problem
4. Illustration of a boy plating on his vegetable garden

INSTRUCTIONAL PROCEDURE
A. Preparatory Activities
1. Drill
Drill the pupils in addition and subtraction of whole numbers using
flashcards.
Play “Rolling Multiplication”.
Think of a multiplication (4 x 5). Then say, I roll this multiplication to
(call one of your pupils). He/She will answer the multiplication. If
his/her answer is correct, he/she will take turn.

2. Review – Do this as group activity. Give each group this activity

sheets.
Read the problem below then answer the questions that follow.
Eggplant seedlings were planted 8 seedlings per row. If there were
3 rows, how many eggplant seedlings were planted?
1. State the problem in your own word.
2. Underline what is asked.
3. State the question in statement form.
4. Solve the problem with complete solution.

181
B. Developmental Activities
1. Motivation
Show an illustration of a boy planting on his vegetable garden.
Ask: What does the boy doing?
Is it good to have a vegetable garden at home? Why?

2. Presentation
Write the problem on a manila paper.
Mario harvested 5 okras and 4 eggplants from his garden. He sold
the vegetables in their neighbors at P 3.00 each. How much is his
total sales?

Ask some pupils to restate the problem on their own words.

Call one pupil to underline the question.
Ask pupils to restate the question in a statement form.

Show this bar to represent the problem above.

eggplant (5) okra (3)

9 pieces of vegetables

Then:
3 3 3 3 3 3 3 3
Use repeated addition:
3 + 3 + 3 + 3 + 3 + 3 + 3 + 3 + 3 = 27
or multiplication equation:
9 x 3 = 27

Ask the pupils if they have other solution for the problem. Let them show it.

3. Reinforcing Activity – Refer to LM 53

4. Application – Refer to LM 53

5. Generalization.

Use the following guide in analyzing word problem.

1. State the problem in your own word.
2. Determine what is asked by underlining it.
3. State the question in statement form.
4. Solve the problem with complete solution.

182
Review your work if it makes sense.
EVALUATION
Use the following guide in analyzing the word problems below.
1. State the problem in your own word.
2. Determine what is asked by underlining it.
3. State the question in statement form.
4. Solve the problem with complete solution.

A. Five boys and 2 girls were given P 10.00 each.

How much did they receive in all?

B. There were 5 contestants at the start. Three were eliminated.

The remaining contestants will be given 3 questions each. How
many questions should be prepared?

HOME ACTIVITY
Refer to LM 53 – Gawaing Bahay

Teaching Guide for Mathematics Grade 2

Division
Lesson 54

TOPIC: Division as Separation of Sets into Equal Parts

OBJECTIVE
Model and describe division situations in which sets are separated into
equal parts

PREREQUISITE CONCEPTS AND SKILLS

1. Recognizing sets of objects of up to 20 elements
2. Representing the concept of subtraction by taking away and
comparing two sets
3. Subtracting group of equal quantity using concrete objects
4. Counting and telling how many objects there are in a given set

MATERIALS
1. Learning Module 2. Illustrations 3. Stones, Counters

INSTRUCTIONAL PROCEDURE
A. Preparatory Activities
1. Drill – Do this in a form of a contest
Give each group this activity card. Let them recognize how many sets
of object they can form from the given illustration. The first group to
post their work wins.

183
 2. Review
Group the pupils with 3 members in each group. Provide counters or
pebbles. As starter, each group should have at least 20
counters/pebbles.
Give them the instruction on grouping the objects.
Example: Give me a group of 10 counters/pebbles.

B. Developmental Activities
1. Motivation – Do this as group activity.
Form at least 5 groups. Give them one illustration as
shown here (right) in a one whole coupon bond. You may
give different illustrations for every group.

Say: Let us make a puzzle. Cut the picture into 6

equal parts in any way you like.
Let them exchange puzzle. At your signal, the groups will race in
assembling the puzzle. The first group to assemble wins.
Process what they did particularly in cutting the pictures to form a
puzzle.
Let them come up with the idea of separation into equal parts.

2. Presentation
Group the pupils into five groups. Ask them to collect 10 pencils
(ballpen, coins, eraser, crayon etc)
Say: Separate them into two groups and five groups.
Ask: How many groups were formed?
How many objects were there in each group?
Ask the groups to draw the objects they have collected and grouped. hey
may bar a line or any representation of the objects.

184
Example:

1st group 2nd group 3rd group 4th group 5th group

Ask: How many groups of 2’s can you make out of 10 pencils?
How many groups of 5’s can you make out of 10 pencils?

If we will separate the set of 10 pencils into 3 groups, would it be possible that
all pencils will be included in the group? Why? Why not?

3. Reinforcing Activity - Refer to LM 54

4. Application – Refer to LM 54

5. Generalization
Division situations can be modeled and described as separation of
sets into equal parts.

EVALUATION
Let the pupils get counters of up to 30 pieces. Then model the following
division situations. Go around and check the work of the pupils.

1. There was a set of 18 books.

They were separated into 3 shelves with equal number of books per shelf.
How many books were there in each shelf?
2. A set of 16 mangoes was separated into 4 bags with equal number of
mangoes in each bag.
How many mangoes were there in each bag?
3. A set of twenty-five peso coins was separated equally into five boxes.
How many pesos were there in each box?
4. A set of twenty-one pupils was separated equally into 7 groups.
How many pupils were there in each group?
5. There was a set of twenty-four fruits separated equally into 4 fruit trays.
How many fruits were there in each fruit tray?

HOME ACTIVITY
Refer to LM 54 – Gawaing Bahay

185
 Teaching Guide for Mathematics Grade 2
Division
Lesson 55

TOPIC: Division as Equal Sharing

OBJECTIVE
Represent division as equal sharing

PREREQUISITE CONCEPTS AND SKILLS

1. Modelling and describing division situations in which sets are
separated into equal parts
2. Subtracting group of equal quantity using concrete objects

MATERIAL
1. Learning Module 4. Counters
2. manila papers and markers 5. paper and a pair of scissors
3. Activity cards/sheets 6. Chart with story problem

INSTRUCTIONAL PROCEDURE
A. Preparatory Activities
1. Drill – Use counters
Distribute counters to each pupil. Then give the following instruction:
1. Count 6 counters. Separate them into 2 equal parts.
2. Show 10 counters. Separate them into 5 equal parts.
3. Prepare 12 counters. Separate them into 4 equal parts.
(You may modify this according to the availability of materials.)

2. Review – Do this as group activity. Let each group present their

outputs.
Model the following division situation using illustration. You may use
any shape to represent each object in the problem.
1. 9 wristwatches were separated into 3 boxes
2. 8 baskets were separated into 4 mothers
3. 12 glasses were separated in 2 glass tray
4. 15 horses were separated into 5 trucks
5. 15 papayas were separated into 7 baskets

B. Developmental Activities
1. Motivation
Let each pupil get a scratch paper. Then teach him how to make a
paper boat or airplane.

2. Presentation
Group the pupils into five groups. Instruct them to get one whole

186
 sheet of paper. Guide them in folding the paper 4 times. Use a pair
scissor to cut the folded paper following the marks.
Ask: How many pieces were made? (16)
Activity: (Actual)
For the first member of the group:
Share equally the pieces of paper to your 4 classmates.
How many pieces did each of them receive? (4)

For the second member:

Share equally the pieces of paper to your 8 classmates.
How many pieces did each of them receive? (2)

For the third member:

Share equally the pieces of paper to your 2 classmates.
How many pieces did each of them receive? (8)

Show 3 sets of 16 papers drawn in a manila paper or cartolina.

A B C
Ask: Into how many groups was set A divided? set B? set C?
How many groups were there in set A? set B? set C?
How many members were there in each group?

3. Reinforcing Activity - Refer to LM 55

4. Application – Refer to LM 55

5. Generalization
Division can be presented using equal sharing.

EVALUATION
Present the following division situations using equal sharing.
Use any shapes to represent the objects in each problem.
Then answer the question that follows.
1. Share equally 15 pieces of mangoes to 5 people.
How many pieces of mango will each of them get?
2. Equally share 12 pieces of biscuits to your 12 friends.
How many pieces of biscuits will each of them receive?
3. Share equally the 8 slices of cake to your 4 friends.
How many slices will each of them get?
4. Share equally 20 pieces of rambutan to 10 of your friends. How many
rambutan will you give to each of them?

187
5. Share equally P 18.00 to you and your three brothers.
How much will each of you get?

HOME ACTIVITY
Refer to LM 55 – Gawaing Bahay

Teaching Guide for Mathematics Grade 2

Division
Lesson 56

TOPIC: Division as Repeated Subtraction

OBJECTIVE
Represent division as repeated subtraction

PREREQUISITE CONCEPTS AND SKILLS

1. Writing subtraction equations
2. Subtracting whole numbers up to 1000
3. Modelling and describing division situations in which sets are
separated into equal parts
4. Representing division as equal sharing

MATERIAL
1. Learning Module 4. Flashcards of subtraction facts
2. Illustrations 5. Counters
3. Activity cards/sheets

INSTRUCTIONAL PROCEDURE
A. Preparatory Activities
1. Drill
Flash subtraction cards as drill.

2. Review – Do this as group activity.

Let the group use counters to model division as equal sharing.
Then let them write the answer.
1. Share equally 100 pieces of paper to 25 pupils.
2. Share equally 28 ballpoints to 7 children.
3. Share 16 pencils to 8 participants.
4. Share 30 erasers to 10 sections.
5. Share 14 sharpeners to 14 pupils.

B. Developmental Activities
1. Motivation
Play “Trip to Jerusalem”. But in this game instead of eliminating one
player, 2 players will be eliminated.

188
 Every elimination ask the class if how many were left.
Connect this activity to the next activity in the presentation.

2. Presentation
Present this situation written on a piece of manila paper.
P 20.00 was equally divided to 5 children.

Show P 20.00 to the pupils.( Note: Make sure that twenty pesos is in
the form of P 1.00 coin).
Call 5 pupils in front.
Ask one pupil to divide the money among the 5 pupils.
Ask: How much did each of them receive?
Repeat the process. This time you divide the money among the 5
pupils.
Ask: How much money do I have in all?
Say: I will give P 4.00 to (first pupil). How much was left to me?
Give another 4 to the second, third, fourth and fifth pupil.
Ask: How much was left to me?

Present this illustration:

P 4.00
First Pupil
P 4.00
Second Pupil
P 20.00 P 4.00
Third Pupil
P 4.00
Fourth Pupil
P 4.00
Fifth Pupil

You may use this illustration:

20 20 – 4 16 – 4 12 – 4 8–4 4–4

189
Show the process of subtraction as this:
20 – 4 = 16
16 – 4 = 12
12 – 4 = 8
8–4=4
4–4=0

3. Reinforcing Activity - Refer to LM 56

4. Application – Refer to LM 56

5. Generalization
Division can be represented using repeated subtraction.

EVALUATION
Show the following division situations using repeated subtraction.

1. P 10.00 was divided equally to 5 pupils.

2. Thirty pieces of vitamins were divided equally to 10 athletes.
3. Twenty pieces of “neon papers” were divided equally to 5 pupils.
4. Fifteen pieces of fishballs were equally divided to 3 plates.
5. Thirty-six pupils were equally divided to 6 groups.

HOME ACTIVITY
Refer to LM 56 – Gawaing Bahay

Teaching Guide for Mathematics Grade 2

Division
Lesson 57

TOPIC: Division as Equal Jumps in a Number Line

OBJECTIVE
Represent division as equal jumps on a number line

PREREQUISITE CONCEPTS AND SKILLS

1. Illustrating multiplication as equal jumps in a number line
2. Modelling and describing division situations in which sets are
separated into equal parts
3. Representing division as equal sharing
4. Representing division as repeated subtraction

MATERIAL
1. Learning Module 5. manila paper and marker

190
 2. Illustration of a number line 6. Pebbles
3. Stones 7. ruler
4. Flashcards

INSTRUCTIONAL PROCEDURE
A. Preparatory Activities
1. Drill
Prepare 5 sets of 30 stones. Group the pupils into five.
The first player will come near the table. Then the teacher will say,
count 20 stones and divide them into 4. The first to show the correct
grouping wins.
Continue until all the members of the groups had played. Use other
numbers such as 30, 45, 18, 36, etc.

2. Review – Do this as group activity. Give each group a manila paper

and marker.
Let the group present the following division situations using repeated
subtraction.
1. Twelve books were equally shared by six pupils.
2. Ten candies were equally divided among five friends.
3. Fifteen notebooks were equally shared to five typhoon victims.
4. Eight watermelons were shared equally by four mothers.
5. Nine pencils were given equally to three boys.

B. Developmental Activities
1. Motivation
Let the class sing this song then act the action words.
(Tune: Are You Sleeping)
Walking, walking (2x)
Hop, hop, hop (2x)
Jumping, jumping, jumping (2x)
Now STOP (2x)
(Connect hopping with equal jumps in a number line.)

2. Presentation
Give each group a string of different lengths (G1-6m, G2-8m, G3-10m,
G4-12m, G5-14m). Instruct them to divide and cut the strings into
(G1-3, G2-2, G3-5, G4-4, G5-7).

Call the first group. Let four members hold the string end to end.
Ask:
What is the length of the string? 6 m
How many cuts were made? 3
How long do you think is each cut? 2m
Therefore if 6 will be divided into 2 meters we can make 3 pieces.

191
 Show this using a number line as shown below.

0 1 2 3 4 5 6
Process also the other strings.
Ask: If we cut the string into 6 equal parts, how long will each piece be?
Let the pupils show their solution in any way using their previous
knowledge.

3. Reinforcing Activity - Refer to LM 57

4. Application – Refer to LM 57

5. Generalization
Division can be presented using equal jumps on a number line.

EVALUATION
Present the following division situations using equal jumps in a number line.

1. Divide a 28-meter rope into 7 pieces of equal length.

2. Divide a 36-cm bamboo split into 6 pieces with equal length.
3. Divide into 6 pieces with equal length the 18 feet steel bar.
4. Divide into 2 pieces of equal length a 10 feet coco-lumber.
5. Divide a 6-meter of tying wire into 3 pieces with equal length.

HOME ACTIVITY
Refer to LM 57 – Gawaing Bahay

Teaching Guide for Mathematics Grade 2

Division
Lesson 58

TOPIC: Division as Formation of Equal Groups of Objects

OBJECTIVE
Represent division as formation of equal groups of objects

PREREQUISITE CONCEPTS AND SKILLS

1. Models and describes division situations in which sets are
separated into equal parts
2. Represents division as equal sharing, repeated subtraction

192
MATERIAL
1. Learning Module 4. Illustrations of objects
2. Activity sheets 5. manila paper and marker
3. Chart with story problem and division situations

INSTRUCTIONAL PROCEDURE
A. Preparatory Activities
1. Drill – Do this as group activity. Give each group a manila paper
where they will write the answer.
Describe the following division situations.

Example: The 6
mangoes were
grouped into three
groups.
Each group contains 2
pieces of mango.
2. Review – Do this as paired activity. Write the following division
situations in a chart.
Let each pair answer the following division situations.
1. If you will share equally 12 squidballs to 3 persons, how many
squidballs will you give to each of them?
2. If you will equally share 8 guavas to 4 children, how many guavas
will they receive?
3. If you will equally share 16 biscuits to your 4 friends, how many
biscuits will each of them get?
4. If you will share equally 14 pieces of banana chips to 2 children,
how many pieces of banana chips will they receive?
5. If you will share equally 21 boiled sweet potato to your 7 friends,
how many pieces of boiled sweet potato will you give each of them?

B. Developmental Activities
1. Motivation
Play “The Boat is Sinking”.
Example: The boat is sinking.....Group yourselves into 4.
Continue the game and process what they did.
What did you do?

193
 2. Presentation
Group the pupils into 6 groups.
Give each group the following: (You may choose other objects which
are available inside your classroom.)
Group 1 and 2 - 15 pieces of pebbles each group
Group 3 and 4 - 15 pieces of popsicle sticks each group
Group 5 and 6 - 15 pieces of coin (play money) each group

Give this instruction:

Group the materials into 3 groups of equal objects. Make sure that
there will be no objects left.
Ask: How many groups of (_________) were made?
How many were there in each group?
If we divide 15 into 3, what is the answer?
Say: Group the materials into 5 groups.
Ask: How many groups were made?
How many were there in each group?
Let the group draw on a manila paper the materials they have grouped.
Then ask them to group the objects into 3 by ringing the objects.
Let the group post and explain their work.

3. Reinforcing Activity - Refer to LM 58

4. Application – Refer to LM 58

5. Generalization
Division can be presented using formation of equal groups of
objects.

EVALUATION
Follow the instructions below. You may use any shape.
1. Form groups of objects to show 15 balls divided into 5 groups.
2. Form groups of objects to show 18 pieces of pencils divided into 3.
3. Form groups of equal objects to show 50 erasers divided into 5 groups.
4. Form groups of equal objects to show 21 books divided into 3 groups.
5. Form groups of equal objects to show 35 pieces of ballpen divided into 7
groups.

HOME ACTIVITY
Refer to LM 58 – Gawaing Bahay

194
 Teaching Guide for Mathematics Grade 2
Division
Lesson 59

TOPIC: Writing Related Equation

OBJECTIVE
Write related equation in equal sharing

PREREQUISITE CONCEPTS AND SKILLS

1. Presenting division as equal sharing, repeated subtraction,
formation of equal groups of objects
2. Identifying and writing numbers
3. Identifying and writing operation symbols

MATERIAL
1. Learning Module 4. Flashcards
2. Illustrations 5. Concrete objects
3. Activity cards/sheets 6. manila paper and marker

INSTRUCTIONAL PROCEDURE
A. Preparatory Activities
1. Drill – Do this as group activity
Let the group show the following division situations using concrete
objects available in their group.
1. 6 is divided into 2 groups 4. 15 is divided into 3 groups
2. 9 is divided into 3 groups 5. 18 is divided into 9 groups
3. 8 is divided into 4 groups

2. Review – Do this as group activity.

Present the following division situations as equal sharing. You may
draw any shape.
1. Fifteen guavas were shared equally to five children
2. P 10.00 was shared equally to 2 pupils.
3. Twenty pieces of paper were shared equally to four friends.
4. Twelve pieces of banana were shared equally to five monkeys.
5. Six watermelons were shared equally to six mothers.

B. Developmental Activities
1. Motivation
Ask the pupils to get one whole sheet of paper. Then fold it three
times and cut along the lines.
Tell the class to imagine that the pieces of paper are money. They will
donate the money to the victims of typhoon.

195
 Say:
Share your money to 4 people. Call one pupil to demonstrate how
many pieces of money he/she will give to each of them.
(Call some more pupils to demonstrate other situation.)

2. Presentation
Prepare 6 candies. Call 3 pupils then ask them to share equally the
candies among them.
Ask: How many pupils shared the candies?
How many candies did each of them receive?
Show these illustrations:

6 2 1 pupil 1 pupil 1 pupil

Ask the pupils to write related equation of the above situation.

Example: 6–2=4 and 6 ÷ 2 = 3
4–2=2
2–2=0
If you feel the pupils cannot write an equation, guide them with the following
questions:
1. How many candies were there in all? 6
2. How many pupils will share the candies? 3
3. How many candies will each of them receive? 2
Then write the equation: 6 ÷ 2 = 3

3. Reinforcing Activity - Refer to LM 59

4. Application – Refer to LM 59

5. Generalization
In writing related equation using equal sharing, count the total
number of objects in the set then divide it with the total number
within the group. The answer will be the total number of groups.
OR
The dividend is the total number of objects in the set while the
divisor is the number of objects in each group. The total group is
the quotient.
EVALUATION
Write a division equation for each of the following situations.

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1. Six pairs of slippers were equally shared to three pupils.
Equation: ________
2. Five classmates shared equally ten pieces of rambutan.
Equation: ________
3. Two kids shared equally the two puppies.
Equation: ________
4. Sixteen chocolates were shared equally by eight cousins.
Equation: ________
5. Twelve pencils were equally shared by four indigent pupils.
Equation: ________
HOME ACTIVITY
Refer to LM 59 – Gawaing Bahay

Teaching Guide for Mathematics Grade 2

Division
Lesson 60

TOPIC: Writing Related Equation

OBJECTIVE
Write related equation in repeated subtraction

PREREQUISITE CONCEPTS AND SKILLS

1. Representing division as repeated addition
2. Writing related equation for equal sharing
3. Subtracting whole numbers

MATERIAL
1. Learning Module 3. manila paper and marker
2. Activity sheet (division situation)

INSTRUCTIONAL PROCEDURE
A. Preparatory Activities
1. Drill – Do this as group activity.
Give each group this activity sheet.
Present the following division situation using repeated subtraction.
1. Eighteen candles were divided equally to six customers.
2. Thirty-five toys were shared equally to fifteen children.
3. Sixty pieces of boiled banana were shared equally to 12 workers.
4. Twenty-seven marbles were divided equally to three boys.
5. Twenty dancers were grouped equally into 4.

2. Review – Do this as group activity.

Write a related division equation for the following situations.
1. Fourteen gifts were shared equally to seven babies.

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 2. Thirty-six lanzones were shared equally by six friends.
3. Eight slices of pizza were shared equally to four visitors.
4. A footlong bread was cut into four pieces and shared equally by
four persons.
5. A whole cake cut into ten slices was shared equally by five children.

B. Developmental Activities
1. Motivation
Let the class sing “Paru-parung Bukid”. The lyrics should be written on
a manila paper. Cover some of the lyrics every time they repeat on singing.
Continue until all the lyrics are covered. See if they can memorize the song.
The idea here is repeated subtraction of words.

2. Presentation
Prepare 12 pieces of pad paper.
Ask: Who wants to have this pad paper?
Give 3 pieces of paper to one of the pupils.
Ask: How many were left?
Give another 3 pieces to another pupil.
Ask: How many were left?
Give another 3 pieces to another pupil.
Ask: How many were left?

Say: Let us draw the situation using a bar. (Post your prepared illustration.)

1st pupil 2nd pupil 3rd pupil 4th pupil

12

3
Write the repeated subtraction of the above situation:
12 – 3 = 9
9–3=6
6–3=3
3–3=0
Thus, the equation is: 12 ÷ 4 = 3

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 3. Reinforcing Activity - Refer to LM 60

4. Application – Refer to LM 60

5. Generalization
In writing equation using repeated subtraction, use the highest
minuend as dividend while the common subtrahend serves as
EVALUATION
the divisor.
Write a related equation for each of the following repeated subtraction.
Do this on your paper.

1. Eighteen fruits 2. Twenty-four clothes 3. Nine “suman” were

were equally divided were equally divided to shared equally to 3
to 6 children. 6 people. visitors.
18 – 3 = 15 24 – 4 = 20 9–3=6
15 – 3 = 12 20 – 4 = 16 6–3=3
12 – 3 = 9 16 – 4 = 12 3–3=0
9–3=6 12 – 4 = 8
6–3=3 8–4=4
3–3=0 4–4=0

4. Ten notebooks 5. Fourteen pencils were

were divided equally shared equally to 7 pupils.
to 5 children.
10 – 2 = 8 14 – 2 = 12
8–2=6 12 – 2 = 10
6–2=4 10 – 2 = 8
4–2=2 8–2=6
2–2=0 6–2=4
4–2=2
2–2=0

HOME ACTIVITY
Refer to LM 60 – Gawaing Bahay

Teaching Guide for Mathematics Grade 2

Division
Lesson 61

TOPIC: Writing Related Equation

OBJECTIVE
Write related equation for equal jumps on a number line

PREREQUISITE CONCEPTS AND SKILLS

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