School: Grade Level: II

GRADES 1 to 12 Teacher: Learning Area: MATHEMATICS

DAILY LESSON LOG Teaching Dates and
Time: AUGUST 22 – 26, 2022 (WEEK 1) Quarter: 1ST QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES Visualizes and identifies Visualizes and identifies Associates numbers with sets having Associates numbers with sets having Weekly Test
numbers from 101 through 500. numbers from 501 through 1000. 101 up to 500 objects and gives the 501 up to 1000 objects and gives the
number of objects. number of objects
A. Content A. Content Standards A. Content Standards A. Content Standards A. Content Standards
Standards demonstrates understanding of demonstrates understanding of demonstrates understanding of demonstrates understanding of whole
whole numbers up to 1000, whole numbers up to 1000, whole numbers up to 1000, ordinal numbers up to 1000, ordinal numbers
ordinal numbers up to 20th, and ordinal numbers up to 20th, and numbers up to 20th, and money up up to 20th, and money up to PhP100.
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, represent, is able to recognize, represent, is able to recognize, represent, is able to recognize, represent,
compare, and order whole compare, and order whole compare, and order whole numbers compare, and order whole numbers up
numbers up to 1000, ordinal numbers up to 1000, ordinal up to 1000, ordinal numbers up to to 1000, ordinal numbers up to 20th,
numbers up to 20th, and money numbers up to 20th, and money 20th, and money up to PhP100 in and money up to PhP100 in various
up to PhP100 in various forms up to PhP100 in various forms various forms and contexts. forms and contexts.
and contexts. and contexts.
C. Learning C. Learning Competencies/ C. Learning Competencies/ C. Learning Competencies/ C. Learning Competencies/ Answer test item with 75%
Competencies/ Objectives Objectives Objectives Objectives of success.
Objectives visualizes and represents visualizes and represents visualizes and represents numbers visualizes and represents numbers Follow directions properly.
numbers from 0-1000 with numbers from 0-1000 with from 0-1000 with emphasis on from 0-1000 with emphasis on Answer test with speed,
emphasis on numbers 101 – 1 emphasis on numbers 101 – 1 numbers 101 – 1 000 using a variety numbers 101 – 1 000 using a variety of accuracy and honesty
000 using a variety of materials. 000 using a variety of materials. of materials. materials.
M2NS-Ia-1.2 M2NS-Ia-1.2 M2NS-Ia-1.2 M2NS-Ia-1.2
groups objects in ones, tens, and groups objects in ones, tens, and
hundreds. hundreds.
M2NS-Ib-2.2 M2NS-Ib-2.2

II. CONTENT Content: Visualization and Content: Visualization and Content:Associating Numbers with Content: Numbers with sets having 501
Identification of Numbers from Identification of Numbers from Sets having 101 up to 500 objects up to 1000 objects.
101 - 500 501 - 1000
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 page 26 Grade 2 – Mathematics page 26 Grade 2 – Mathematics page 26 Grade 2 – Mathematics page 26
A. References
1. Teacher’s Guide TG in Mathematics pages 1-5 TG in Mathematics pages 5- TG in Mathematics pages 9 -13 TG in Mathematics pages 13-19
Pages (softcopy) 9(softcopy) (softcopy) (softcopy)
2. Learner’s LM in Mathematics pages 1-4 LM in Mathematics pages 5-7 LM in Mathematics pages 8-10 LM in Mathematics pages 11-12 Test paper at lapis
Materials
 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, straws, flashcards, other counters 3. Sticks
Resources 2. Cutouts of mangoes shells, seeds, 3. Cut-outs 4. Drinking straws
3. Drawings/illustration of a tree 3. Flats, longs, ones Lesson 3 5. Flashcards
Lesson 1 4. Cut-outs of objects Lesson 4
5. Number Cards
Lesson 2
B. Other Learning laptop laptop laptop laptop laptop
Resources
IV. PROCEDURES
A. Reviewing INSTRUCTIONAL PROCEDURE INSTRUCTIONAL PROCEDURE INSTRUCTIONAL PROCEDURE INSTRUCTIONAL PROCEDURE
previous lesson or Preparatory Activities Preparatory Activities Preparatory Activities Preparatory Activities
presenting the 1. Drill 1.Drill 1. Drill 1. Drill
new lesson A. Using flash cards complete A. Ask the pupils to orally count The teacher will start number Counting numbers using the number
each item. Write your answer on numbers from 100 to 500, 222 to pattern, then the pupils should chart 0-100.
your Show Me Board 293, 467 to 500 recite
Example: B. Give the next number. continuously until the teacher stops
Ask the pupils to “give the then
number before” each given a. 100, 200, 300 pupils, 900
number written in the flash card b. 210, 220, 230, pupils 290
C. Ask the pupils to count c. 405, 406, 407, 408, pupils, 433 Ask:
backwards numbers 299 to 290, d. 695, 696, 697, 698, pupils, 710 2. What two one digit numbers when
412 to 2. Review you add give an answer of 16? What are
400 and 500 to 489 Shade the objects that give the the numbers? How did you get the
2. Review number in the box correct answers?
Count and write the correct 3. What two digit numbers when you
numeral for each illustration. add give an answer of 100? What are
the numbers? How did you get the
B. Let the pupils give the correct
correct answer? Explain your answer.
number.
Review
1. 5 tens + 7 ones =
Give the correct answer.
2. 9 tens + 4 ones =
3. 7 tens + 3 ones =
4. 9 tens + 9 ones = _______
5. 8 tens + 6 ones = _______
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 teacher Sing a Song (Tune: Are you sleeping) STRATEGY: Game –“BRING ME”
numbered fruits in it. Call the will show numbers 2, 7 and 5. There are 10 tens (2x) Instructions:
pupils to pick the fruit from the Then ask the pupils to form three In 100 in 100 Group the pupils into five.
mango tree and read the number digit numbers using these Let us add 1 to it, let us add 1 to it Give each group 3 sets of cutout objects
written on it. numbers. Then ask- what is the It’s 101, it’s 101. with 100s, 10s and 1s in three colors,
biggest and smallest numbers Ask. red, yellow and green.
formed? How many tens are there in 100? The teacher will say,” Bring me 3 red
Original File Submitted and What if we add 100 to 100, what hundreds, 2 yellow tens and 4 green
Formatted by DepEd Club number will be formed? ones”
Member - visit depedclub.com What if we add 20 to 100, what The first group who can bring the
Ask: for more number will be formed? objects to the teacher wins.
1. Can you eat the number of Is it important to know how to count Ask:
fruits shown at the back? numbers? Why is it important to follow
2. Is it too many? Or is it few? directions?
3. Can you explain how many is What will happen if you do not follow
the number you are holding? directions?

C. Presenting Posing a Task Posing a Task Posing a Task: Posing a Task Present the test materials.
Examples / C. Presenting Examples / C. Presenting Examples / C. Presenting Examples /Instances of C. Presenting Examples /Instances of
instances of new instances of new instances of new new lesson 2.Presentation new lesson Presentation
lesson lesson( Presentation) lesson( Presentation Ask the pupils to bring out their The teacher will post the picture as
( Presentation) a. Concrete Divide the class into groups. counters. illustrated below.
Activity Provide each group with counters Activity: Call 2 or 3 pupils to read the short story.
) such as popsicle sticks or drinking Divide the class into five. Give each
Group the pupils by five straws. group bundles/sets of counters of
depending on the number of Let the pupils bundle 5 sets of 100s, 10s and 1s.
pupils in a class. Make sure that 100 popsicle sticks.
each pupil has objects bundled or Let the pupils write the number
grouped into 100s in trays or symbols on their Show Me Board. Aling Lorna sells quail eggs. She asks her
bags. Using the straws, the Do these lines of questioning daughter Karen to place 100 quail eggs
teacher will show groupings by until the pupil reach 1000? in each basket and 10 eggs in small
1s, 10s, and 100s. Let the pupils At these points, the teacher will paper bags. She also tells her to deliver
count the number of straws they use the flats, longs and ones. 5 baskets of eggs to Aling Marie’s store
have. Show a chart as shown below, and 7 paper bags to her friends. She
b. Pictorial ask the pupils to complete the does all these correctly. Aling Lorna
Using the play money- ask the table numbers up to 1000. praises Karen for following all what she
pupils to count the value of the wants her to do. She also asks her to
following: find the total number of quail eggs sold.
Example: If you were Karen, can you give the
total number of quail eggs delivered in
all?
Who sells quail eggs?
c. Abstract Who helps Aling Lorna to deliver quail
Let the pupils write the number eggs?
symbols that represent the value What kind of daughter is Karen?
of money. 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 new Performing the Task Performing the Task Performing a Task  Performing the Task Explain the direction to
concepts and Processing Processing: Processing Ask : them.
practicing new Ask: How many hundreds are Ask: How many popsicle sticks do Ask: Processing
skills #1 there? you have? If you add another one Ask each group to complete the What did you do to get the number of
( Modeling) How many tens? How many bundle of 100, how many are series given below. hundreds, tens and ones?
ones? there? Group I 120, 121, 122, 123, 124, Did you count the objects carefully?
What is the total value of the 125___, ____, ____, ____, ____
money? Group 2 210, 211, 212, 213, 214, 215
Ask- What if P 5 added to P100? __, ____, ____, ____, ____
How will you describe the value? Group 3 325, ___, ___, 328, ___, 330,
What is the number? ____, ____, ___, ____
Ask them to write the number Group 4 500, 450, 400, 350, ____,
symbols. ____, ____, ____, ____
Give another illustrative example Ask each group record the process of
such as 145, 356, 275 and 452. completing the series.
Ask the pupils to describe and What did you do to discover the next
write the number symbols. five number using sets of objects?
How many objects are there in bigger
and smaller bundles?

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

Sagot: __________
G. Finding Practical G. Finding Practical applications G. Finding Practical applications G. Finding Practical applications of G. Finding Practical applications of  Did you answer the test
applications of of concepts and skills of concepts and skills concepts and skills ( Application / concepts and skills ( Application / correctly?
concepts and skills ( Application / ( Application ) Valuing Valuing)
( Application / Valuing) Let the pupils identify the number for Let the pupils identify the number for
Bilangin ang mga nakalarawang each sets of objects. each sets of objects.
Valuing) bagay at isulat ang katumbas na Write the number of hundreds, tens
bilang nito sa iyong kuwaderno. 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 and H. Making generalizations and H. Making generalizations and What did you learn today?
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 Ask the following questions: How do you visualize numbers How do we associate numbers using What should you do to associate
( Generalization) What have you learned today? from 501 through 1000? sets of objects from 101 – 500? numbers with objects or things?
How do you identify the number How do you identify the number What should you do to identify the We can associate numbers with objects
of each set of objects from 101 to of each set of objects from 501 to number from 101 to 500 in a given or things by identifying and counting
500? 1000? sets of objects or things? them.
How do drawings of objects in
bundles or packs help you count
numbers from 101- 500?
I. Evaluating I. Evaluation I.Evaluation I.Evaluation I.Evaluation
Learning Directions: Give the correct Directions: Count and write the Give the number for each set of Write the letter of the correct answer. Checking the test
number for each set. correct numeral for each objects. 1.Which is equal to 784?
illustration.

2.Which number is equal to the

illustration below?

3.How many objects are in the box?

B. Let the pupils give the

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
3. 398 = _____hundreds 4. How many objects are in 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 application  J. Additional activities for application or Study the next lesson.
activities for application or remediation application or remediation or remediation remediation
application or ( Assignment) ( Assignment) ( Assignment) sa pahina 10 ( Assignment) sa pahina 12 sa LM
remediation Gumuhit ng mga bagay ayon sa Iguhit ang sumusunod na bilang Ibigay ang kabuuang bilang. Isulat sa Punan ang kahon nang tamang bilang
( Assignment) nakasaad na bilang sa iyong sa iyong papel. Maaring gumamit iyong kuwaderno. ng bagay. Isulat sa kuwaderno ang
kuwaderno. ng kahit anong larawan. 1. 600 + 100 + 10 + 10 + 10 + 1 + 1 + 1 tamang sagot.
Halimbawa: Halimbawa: + 1 + 1 + 1 = ____
2. 400 + 100 + 100 + 100 + 100 + 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?