School: FERNANDO AMORSOLO ELEMENTARY SCHOOL Grade Level: II

GRADE 2 Teacher: MARITES G. REVESTIR Learning Area: MATHEMATICS

DAILY LESSON LOG Teaching Dates and
Time: AUGUST 29 – SEPTEMBER 1, 2023 (WEEK 1) Quarter: 1ST QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES Visualizes and identifies Visualizes and identifies Associates numbers with sets Associates numbers with sets
numbers from 101 through 500. numbers from 501 having 101 up to 500 objects and having 501 up to 1000 objects
through 1000. gives the number of objects. and gives the number of
objects
A. Content A. Content Standards A. Content Standards A. Content Standards A. Content Standards
Standards demonstrates understanding of demonstrates demonstrates understanding of demonstrates understanding
whole numbers up to 1000, understanding of whole whole numbers up to 1000, ordinal of whole numbers up to 1000,
ordinal numbers up to 20th, and numbers up to 1000, numbers up to 20th, and money up ordinal numbers up to 20th,
money up to PhP100. ordinal numbers up to to PhP100. and money up to PhP100.
20th, and 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, is able to recognize, represent, is able to recognize,
compare, and order whole represent, compare, and compare, and order whole represent, compare, and order
numbers up to 1000, ordinal order whole numbers up numbers up to 1000, ordinal whole numbers up to 1000,
numbers up to 20th, and money to 1000, ordinal numbers numbers up to 20th, and money up ordinal numbers up to 20th,
up to PhP100 in various forms up to 20th, and money up to PhP100 in various forms and and money up to PhP100 in
and contexts. to PhP100 in various contexts. various forms and contexts.
forms and contexts.
C. Learning C. Learning Competencies/ C. Learning C. Learning Competencies/ C. Learning Competencies/
Competencies/ Objectives Competencies/ Objectives Objectives
Objectives visualizes and represents Objectives visualizes and represents numbers visualizes and represents
numbers from 0-1000 with visualizes and represents from 0-1000 with emphasis on numbers from 0-1000 with
emphasis on numbers 101 – 1 numbers from 0-1000 numbers 101 – 1 000 using a emphasis on numbers 101 – 1
000 using a variety of materials. with emphasis on variety of materials. 000 using a variety of
M2NS-Ia-1.2 numbers 101 – 1 000 M2NS-Ia-1.2 materials.
using a variety of groups objects in ones, tens, and M2NS-Ia-1.2
materials. hundreds. groups objects in ones, tens,
M2NS-Ia-1.2 M2NS-Ib-2.2 and hundreds.
M2NS-Ib-2.2
II. CONTENT Content: Visualization and Content: Visualization Content:Associating Numbers with Content: Numbers with sets
Identification of Numbers from and Identification of Sets having 101 up to 500 objects having 501 up to 1000 objects.
101 - 500 Numbers from 501 - 1000
III. LEARNING K to12 Curriculum Guide 2016 K to12 Curriculum Guide K to12 Curriculum Guide 2016 K to12 Curriculum Guide 2016
RESOURCES Grade 2 – Mathematics page 26 2016 Grade 2 – Mathematics page 26 Grade 2 – Mathematics page
A. References Grade 2 – Mathematics 26
 page 26
1. Teacher’s TG in Mathematics pages 1-5 TG in Mathematics pages TG in Mathematics pages 9 -13 TG in Mathematics pages 13-
Guide Pages (softcopy) 5-9(softcopy) (softcopy) 19 (softcopy)
2. Learner’s LM in Mathematics pages 1-4 LM in Mathematics pages LM in Mathematics pages 8-10 LM in Mathematics pages 11-
Materials 5-7 12
pages
3. Text book
pages
4. Additional 1. Counters- such as drinking 1. Pictures 1. Picture, 1. Rubber bonds
Materials straws, sticks, seeds, pebbles, 2. Counters (bottle caps, 2. Bottle caps, sticks, drinking 2. Bottle caps
from Learning coins pebbles, sticks, drinking straws, flashcards, other counters 3. Sticks
Resources 2. Cutouts of mangoes straws, shells, seeds, 3. Cut-outs 4. Drinking straws
3. Drawings/illustration of a 3. Flats, longs, ones Lesson 3 5. Flashcards
tree 4. Cut-outs of objects Lesson 4
Lesson 1 5. Number Cards
Lesson 2
B. Other laptop laptop laptop laptop
Learning
Resources
IV.
PROCEDURES
A. Reviewing INSTRUCTIONAL PROCEDURE INSTRUCTIONAL INSTRUCTIONAL PROCEDURE INSTRUCTIONAL PROCEDURE
previous lesson Preparatory Activities PROCEDURE Preparatory Activities Preparatory Activities
or presenting 1. Drill Preparatory Activities 1. Drill 1. Drill
the new lesson A. Using flash cards complete 1.Drill The teacher will start number Counting numbers using the
each item. Write your answer on A. Ask the pupils to orally pattern, then the pupils should number chart 0-100.
your Show Me Board count numbers from 100 recite
Example: to 500, 222 to 293, 467 to continuously until the teacher
500 stops then
B. Give the next number. a. 100, 200, 300 pupils, 900
Ask the pupils to “give the b. 210, 220, 230, pupils 290
number before” each c. 405, 406, 407, 408, pupils, 433 Ask:
given number written in d. 695, 696, 697, 698, pupils, 710 2. What two one digit numbers
the flash card 2. Review when you add give an answer
C. Ask the pupils to count Shade the objects that give the of 16? What are the numbers?
backwards numbers 299 number in the box How did you get the correct
to 290, 412 to answers?
400 and 500 to 489 3. What two digit numbers
2. Review when you add give an answer
B. Let the pupils give the correct
Count and write the of 100? What are the
number.
correct numeral for each numbers? How did you get the
1. 5 tens + 7 ones =
illustration. correct answer? Explain your
2. 9 tens + 4 ones =
 3. 7 tens + 3 ones = answer.
4. 9 tens + 9 ones = _______ Review
5. 8 tens + 6 ones = _______ Give the correct answer.
C. Give the correct answer.
Write your answer on your Show
Me Board
1. 6 tens and 3 ones
_____ and ____ ones is ______
2. 5 tens and 8 ones
_____ and _____ ones is _____
3. 9 tens and 9 ones
_____ and _____ ones is _____
4. 7 tens and 5 ones
_____ and _____ ones is _____
5. 8 tens and 8 ones
_____ and ____ one is _____

6. How many hundreds are

there in 400?
Answer:
___________________
7. How many tens are there in
50?
Answer:
___________________
8. How many hundreds, tens
and ones are there in 452?
Answer:
___________________

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) Show a mango tree with Using number cards the Sing a Song (Tune: Are you STRATEGY: Game –“BRING
numbered fruits in it. Call the teacher will show sleeping) ME”
pupils to pick the fruit from the numbers 2, 7 and 5. Then There are 10 tens (2x) Instructions:
mango tree and read the ask the pupils to form In 100 in 100 Group the pupils into five.
number written on it. three digit numbers using Let us add 1 to it, let us add 1 to it Give each group 3 sets of
 these numbers. Then ask- It’s 101, it’s 101. cutout objects with 100s, 10s
what is the biggest and Ask. and 1s in three colors, red,
smallest numbers How many tens are there in 100? yellow and green.
formed? What if we add 100 to 100, what The teacher will say,” Bring me
Original File Submitted number will be formed? 3 red hundreds, 2 yellow tens
Ask: and Formatted by DepEd What if we add 20 to 100, what and 4 green ones”
1. Can you eat the number of Club Member - visit number will be formed? The first group who can bring
fruits shown at the back? depedclub.com for more Is it important to know how to the objects to the teacher
2. Is it too many? Or is it few? count numbers? wins.
3. Can you explain how many is Ask:
the number you are holding? Why is it important to follow
directions?
What will happen if you do not
follow directions?

C. Presenting Posing a Task Posing a Task Posing a Task: Posing a Task

Examples / C. Presenting Examples / C. Presenting Examples / C. Presenting Examples /Instances C. Presenting Examples
instances of instances of new instances of new of new lesson 2.Presentation /Instances of new lesson
new lesson lesson( Presentation) lesson( Presentation Ask the pupils to bring out their Presentation
( Presentation) a. Concrete Divide the class into counters. The teacher will post the
Activity groups. Provide each Activity: picture as illustrated below.
) group with counters such Divide the class into five. Give each Call 2 or 3 pupils to read the
Group the pupils by five as popsicle sticks or group bundles/sets of counters of short story.
depending on the number of drinking straws. 100s, 10s and 1s.
pupils in a class. Make sure that Let the pupils bundle 5
each pupil has objects bundled sets of 100 popsicle sticks.
or grouped into 100s in trays or Let the pupils write the
bags. Using the straws, the number symbols on their
teacher will show groupings by Show Me Board. Aling Lorna sells quail eggs.
1s, 10s, and 100s. Let the pupils Do these lines of She asks her daughter Karen to
count the number of straws they questioning until the pupil place 100 quail eggs in each
have. reach 1000? basket and 10 eggs in small
b. Pictorial At these points, the paper bags. She also tells her
Using the play money- ask the teacher will use the flats, to deliver 5 baskets of eggs to
pupils to count the value of the longs and ones. Aling Marie’s store and 7
following: Show a chart as shown paper bags to her friends. She
Example: below, ask the pupils to does all these correctly. Aling
complete the table Lorna praises Karen for
numbers up to 1000. following all what she wants
her to do. She also asks her to
c. Abstract find the total number of quail
Let the pupils write the number eggs sold. If you were Karen,
symbols that represent the value can you give the total number
of money. of quail eggs delivered in all?
Who sells quail eggs?
Who helps Aling Lorna to
deliver quail eggs?
What kind of daughter is
Karen?
What did her mother do when
she did all her instructions
correctly?
Why did she do all what her
mother told her to do?
Did she know how to follow
directions?
How many hundreds are
there?
How many are tens?
Use the illustration example
below
5 hundreds + 7 tens = 570
500 + 70 = 570
Example
Call a pupil to give the number
of 100s, 10s and 1s in the
illustration.
Call another pupil to give the
number of hundreds, tens and
ones.
Call a pupil to give the final
number.
_____ Hundreds + _____ tens
+ __ _ ones
_____ + _____ + _____ =
_____

Example 2
Divide the class into five.
Distribute bundles or packs of
 objects in 100s, 10s and 1s. Let
them give the number
following the example below.

____ Hundreds + ____tens +

____ ones = _______

D. Discussing Performing the Task Performing the Task Performing a Task Performing the Task
new concepts Processing Processing: Processing Ask :
and practicing Ask: How many hundreds are Ask: How many popsicle Ask: Processing
new skills #1 there? sticks do you have? If you Ask each group to complete the What did you do to get the
( Modeling) How many tens? How many add another one bundle series given below. number of hundreds, tens and
ones? of 100, how many are Group I 120, 121, 122, 123, 124, ones?
What is the total value of the there? 125___, ____, ____, ____, ____ Did you count the objects
money? Group 2 210, 211, 212, 213, 214, carefully?
Ask- What if P 5 added to P100? 215 __, ____, ____, ____, ____
How will you describe the value? Group 3 325, ___, ___, 328, ___,
What is the number? 330, ____, ____, ___, ____
Ask them to write the number Group 4 500, 450, 400, 350, ____,
symbols. ____, ____, ____, ____
Give another illustrative example Ask each group record the process
such as 145, 356, 275 and 452. of completing the series.
Ask the pupils to describe and What did you do to discover the
write the number symbols. next five number using sets of
objects?
How many objects are there in
bigger and smaller bundles?

E. Discussing E. Discussion of new concepts E. Discussion of new E. Discussion of new concepts and E. Discussion of new concepts
new concepts and practice of new skills concepts and practice of practicing new skills #2(Guided and practicing new skills
and practicing #2(Guided Practice) Refer to the new skills #2(Guided Practice) #2(Guided Practice) Refer to
new skills #2 LM - Gawain 1 pahina 1 sa Practice) Refer to the LM Refer to the LM Gawain 1 pahina 8 the LM – Gawain 1 pahina 11
(Guided Gawain 1 - Gawain 1 A pahina 5 sa Ibigay ang tamang bilang ayon sa Gamit ang mga kongkretong
Practice) Bilangin ang mga nakalarawang LM nakalarawan. bagay gaya ng straw, patpat,
bagay at isulat ang katumbas na Gawain 1 maliliit na bato o kabibe,
bilang nito sa iyong kuwaderno. Bilangin ang mga bumuo ng mga bilang na
nakalarawang bagay at nakasaad sa bawat bilang
isulat ang katumbas na gamit ang hundreds, tens at
bilang nito sa iyong papel. ones.
 Halimbawa:

Sagot: __________

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 2 sa LM Gawain 2, pahina 6 sa LM Refer to the LM Gawain 2 pahina 9 ) Refer to the LM pahina 12
Practice) Bilangin ang mga nakalarawang Bilangin ang mga Ibigay ang tamang bilang ayon sa Gawain 2
bagay at isulat ang katumbas na nakalarawan bagay sa nakalarawan. Bilangin ang mga larawan sa
bilang nito sa iyong kuwaderno. Hanay A at itambal ang kahon at isulat ang angkop na
angkop na bilang nito sa bilang nito sa iyong papel.
Hanay B. Isulat ang titik
nang tamang sagot sa
iyong sagutang papel.

Sagot: __________
G. Finding G. Finding Practical applications G. Finding Practical G. Finding Practical applications of G. Finding Practical
Practical of concepts and skills applications of concepts concepts and skills ( Application / applications of concepts and
applications of ( Application / and skills ( Application ) Valuing skills ( Application /
concepts and Valuing) Let the pupils identify the number Valuing)
skills Bilangin ang mga nakalarawang for each sets of objects. Let the pupils identify the
( Application / bagay at isulat ang katumbas na number for each sets of
bilang nito sa iyong kuwaderno. objects.
Valuing) Write the number of
hundreds, tens and ones.
Then, write the number on
your paper.
Example:

6 hundreds + 4 tens + 2 ones

600 + 40 + 2 = 642
1. 7 hundreds + 7 tens + 8 ones
_____ _ + __ ____ + _______ =
_________
2. 9 hundreds + 0 tens + 8 ones
_____ _ + __ ____ + _______ =
_________
3. 5 hundreds + 6 tens + 0 ones
_____ _ + __ ____ + _______ =
_________
4. 6 hundreds + 9 tens + 9 ones
_____ _ + __ ____ + _______ =
_________
 5. 3 hundreds + 6 tens + 4 ones
_____ _ + __ ____ + _______ =
_________

H. Making H. Making generalizations and H. Making generalizations H. Making generalizations and H. Making generalizations and
generalizations abstractions about the lesson and abstractions about abstractions about the lesson abstractions about the lesson
and abstractions (Generalization ) the lesson (Generalization (Generalization ) (Generalization)
about the lesson Ask the following questions: ) How do we associate numbers What should you do to
( Generalization) What have you learned today? How do you visualize using sets of objects from 101 – associate numbers with
How do you identify the number numbers from 501 500? objects or things?
of each set of objects from 101 through 1000? What should you do to identify the We can associate numbers
to 500? How do you identify the number from 101 to 500 in a given with objects or things by
How do drawings of objects in number of each set of sets of objects or things? identifying and counting them.
bundles or packs help you count objects from 501 to 1000?
numbers from 101- 500?
I. Evaluating I. Evaluation I.Evaluation I.Evaluation I.Evaluation
Learning Directions: Give the correct Directions: Count and Give the number for each set of Write the letter of the correct
number for each set. write the correct numeral objects. answer.
for each illustration. 1.Which is equal to 784?

2.Which number is equal to

the illustration below?

3.How many objects are in the

B. Let the pupils give the box?
correct number.
1. 2 hundreds + 7 tens + 8 ones =
2. 3 hundreds + 4 tens + 9 0nes =
 3. 1 hundreds + 3 tens + 0 ones =
4. 4 hundreds + 0 tens + 7 ones =
_______
5. 1 hundreds + 9 tens + 9 ones =
______
D. Fill in the blanks with the
correct number.
1. 452 = _____hundreds
_____tens _____ones
2. 276 = _____hundreds
_____tens _____ones 4. How many objects are in
3. 398 = _____hundreds the box?
_____tens _____ones
4. 307 = _____hundreds
_____tens _____ ones
5. 250 = _____hundreds
_____tens _____ ones

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 application or remediation application or remediation
application or ( Assignment) remediation ( Assignment) sa pahina 10 ( Assignment) sa pahina 12 sa
remediation Gumuhit ng mga bagay ayon sa ( Assignment) Ibigay ang kabuuang bilang. Isulat LM
( Assignment) nakasaad na bilang sa iyong Iguhit ang sumusunod na sa iyong kuwaderno. Punan ang kahon nang
kuwaderno. bilang sa iyong papel. 1. 600 + 100 + 10 + 10 + 10 + 1 + 1 tamang bilang ng bagay. Isulat
Halimbawa: Maaring gumamit ng kahit + 1 + 1 + 1 + 1 = ____ sa kuwaderno ang tamang
anong larawan. 2. 400 + 100 + 100 + 100 + 100 + sagot.
Halimbawa: 100 + 10 + 10 + 10 + 10 + 10 + 10 +
10 + 1 + 1 + 1 = _____
3. 300 + 100 + 100 + 100 + 10 + 10
+ 10 + 10 + 10 + 10 + 10 + 10 + 10 +
1 + 1 + 1 + 1 + 1+ 1 + 1 = _____
4. 200 + 100 + 100 + 100 + 100 +
100 + 100 + 10 = _____
5. 500 + 100 + 100 + 100 +70 + 10 +
10 + 1 + 1 + 1 = ___
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?