REVISED School FAIGAL, ELEMENTARY SCHOOL Grade 2

K to 12 Teacher JEAN F. RAMOS Learning Area MATHEMATICS

Curriculum Date/Week JUNE 23-27, 2025 Quarter Q1 – WEEK 2
Time 8:15 – 9:00 am
Daily Lesson Log

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content The learner should have knowledge and understanding of:
CATCH UP
Standards • circles, half circles, quarter circles, and composite figures made up of squares, rectangles, triangles, circles, half circles, and quarter circles; and
FRIDAY
• one step slides and flips of basic shapes and figures
B. Performance By the end of the quarter, the learners are able to:
Standards ● compose and decompose composite figures made up of squares, rectangles, triangles, circles, half circles, and quarter circles; and
● describe and draw the effect of one-step slides or flips in basic shapes and figures.
C. Learning The learners
Competencies ● compose and decompose composite figures made up of squares, rectangles, triangles, circles, half circles, and quarter circles, using cutouts and square grids; and
● describe and draw the effect of one direction multi-step slide (or translation) in basic shapes and figures

D. Learning At the end of the lesson, the learners are At the end of the lesson, the learner should At the end of the lesson, the learner should At the end of the lesson, the learner should
Objectives able to compose a figure using cutouts of be able to: be able to: be able to:
two or more familiar shapes (such as half ● describe the change in the position of a ● describe the change in the position of the ● describe the change in the position of
circle and rectangle; square and/or basic shape or figure after a one-step slide basic shape or figure after a one-step flip is the basic shape and figure after a multi-
triangle; quarter circle and rectangle, or translation is performed; and performed; and step slide and/or flips are performed; and
square, and/or triangle) ● draw the position of a basic shape or ● draw the position of a basic shape or ● draw the position of a basic shape or
figure after a slide or translation is figure after a flip is performed. figure after a multistep slide and/or flip is
performed. performed.

II. CONTENT Measurement and Geometry (MG) Measurement and Geometry (MG) Measurement and Geometry (MG) Measurement and Geometry (MG)
(Subject Matter)
III. LEARNING
RESOURCES
A. References
1. Teacher’s
Guide pages
2. Learner’s
Material pages
3. Textbook MATATAG MATH 2 CG MATATAG MATH 2 CG MATATAG MATH 2 CG MATATAG MATH 2 CG
pages DepEd BLR DepEd BLR DepEd BLR DepEd BLR
SAMPLE DepEd MATATAG LEs and LAS SAMPLE DepEd MATATAG LEs and LAS SAMPLE DepEd MATATAG LEs and LAS SAMPLE DepEd MATATAG LEs and LAS
4. Additional PowerPoint PowerPoint PowerPoint PowerPoint
Materials from Real-life circular objects (plate, clock, Real-life circular objects (plate, clock, Real-life circular objects (plate, clock, coin) Real-life circular objects (plate, clock,
Learning coin) coin) Manila paper, markers, pictures coin)
Resource LR Manila paper, markers, pictures Manila paper, markers, pictures Manila paper, markers, pictures
portal
B. Other Learning
Resources
IV. PROCEDURE
A. Drill/Reviewing We will compose a figure using the given Show the illustration below. What shapes are in the illustration on the Use the cutouts to create patterns,
previous Lesson shapes. Show a triangle and a rectangle. board. Expected answers: square rectangle focusing on one pattern at a time. Prompt
or presenting triangle circle half-circle quarter circle the students to determine whether the
new lesson foot slides, flips, or both, and in which
direction.

Pattern 1 Reference figure

slide to the right three times

Let’s observe the cutout.
Answer the following:
Answer the following: The cutout is circular and has a triangle hole.
What should we remember when Pattern 2 Reference figure
What shapes are in the illustration on the Place the cutout in the cell on the upper left
composing a figure given a set of shapes?
board? corner of the five-by-five grid posted on the
The shapes should not overlap or be
board.
connected only at a point. Let a learner
put them together and draw the outline of You will learn how to move these shapes
the figure formed. around on a grid, exploring different ways
to change their positions.
Possible answers:

flip downward, slide to the right, flip

upward

Pattern 3 Reference figure

Trace the cutout on the cell at the upper

leftmost corner of the grid and slide it one
cell to the right. Then, trace the cutout in its
new position. Instruct the other learners to
check if the volunteer slid the shapes
correctly.

flip downward, flip to the right, flip upward

Pattern 4
Reference figure

.
Ask the following questions:
• What movement was performed to the
As you can see, we can compose cutout?
different figures using the rectangle and • Did the appearance of the shape change
the triangle. We studied composing a after a slide was performed?
figure in grade 1. Can you recall how to • What has changed to the shape after a
compose a figure using a set of shapes? slide was performed?
Composing a figure means putting flip to the right three times Note: These
together shapes to form a figure. patterns are from Frieze Patterns, usually
used in arts and designing buildings. Show
images of sample art and designs to the
learners if applicable. Such as floor tiles
and table cloth.
B. Establishing a To compose figures using familiar shapes To illustrate how to slide or translate shapes To illustrate how to flip shapes and figures in To illustrate how to slide and flip shapes
purpose for the and figures in one direction one direction and figures in one direction
lesson
C. Presenting Show a half-circle and a triangle. The Create two modified six-faced dice using Demonstration of a different movement and Pupils will practice the multi-step slide
examples/ length of the straight part of the half-circle, the following commands written on each have them observe carefully. Trace the and/or flips. The ‘multi-step’ means ‘many
instances of the which is the diameter of the circle where it face, as shown in the image below: circle and the small triangle again in the steps’. They can slide many times, flip
new lesson came from, should be the same as the leftmost cell of the second row and then flip many times, or combine slide and flip to
length of the shortest side of the triangle. the cutout to the right. move the shape to its new position.
Prepare the following materials for a group
activity: five-by-five grid, square cutout
Can you identify each shape and
with a circular hole in the upper right,
describe them?
whiteboard or erasable markers. Place the
five-by-five grid on the board and reuse
the square cutout used in the previous
activity on slides.

The flipping movement to enable the

learners see what was done with the cutout.
Let them also observe the change in the
A triangle is a shape with three sides and
position of the triangle inside the circle. First,
three corners.
trace the circle and ask the learners where
the small triangle hole is. They should be
A half circle is a shape that is one-half of a able to say that the triangle hole is in the
whole circle. right side of the circle
Tell the learners that they will be playing a
Have the learners work in pairs. game. Three pairs will compete in this Trace the triangle and shade/color the
game. Give the rules of the game. circle accordingly. Observe the two circles,
● The pairs will roll the die three times, before and after the movement was
Distribute to each pair the following
alternately. One player will roll the die
materials: the two shapes, a piece of
while the other will move according to the
Manila paper, masking tape, and a command shown on the die. Group Activity
marker pen. ● The pair that reaches the finish line first or • Task 1 - First member: Slide the cutout
is closest to the finish line after 3 rolls, will one cell to the left, slide it again one cell
Visual examples of shape transformations be the winner to the left, and trace the cutout in its new
using familiar cutouts. position. Expected drawing:
Show the learners the different commands
written on the faces of the die.
performed.
Let them stand and perform the Answer the following questions:
command as presented. • What has changed in the circle after it
Play the Game was moved?
• What happened with the position of the
 What were the commands performed in triangle inside the circle?
the game? • What remained the same in the circle
The answer will depend on the commands after it was moved?
performed from rolling the die. • Do you think a slide was performed on the
What did you notice about the circle? Why?
commands in the game.
What movement do you think was done to
Expected answers: the circle here, refer to the second
• All commands involve movement. • All drawing?
commands include directions: forward or
backward. Task 2: Second member: Flip the cutout
• All commands specify the number of tiles upward, flip it upward, and trace the
The length of the straight part of the half- to move. cutout in its new position.
circle, which is the diameter of the circle
The players moved a certain distance, Expected drawing:
where it came from, should be the same
and this movement is called a slide or
as the shorter side of the rectangle (width).
translation.
The quarter circles should form the given
half-circle. We use the set of shapes to Slides or translations involve moving the
form a figure. shape or object a certain distance in a
specified direction.

The definition of slides or translations in

relation to the activity. Highlight the
concept of 'moving the shape or object'
by asking the learners what object is What is the word 'flip' A flip produces a ● Task 3: Third member: Flip the cutout to
Set of Shapes: moved in the activity. mirror image of a shape or figure by turning the right, slide it three cells to the right, and
it over. trace the cutout in its new position.
Expected drawing:
Place the 5-by-5 square grid on the board. Explain that is drawn to show
Answer the following: Make sure that the square in the grid is big the flipping movement of the shape or
Were we able to form only one figure from enough for all the learners to see. figure, with the arrowhead pointing to the
the given shapes? No, we were able to direction where the shape flipped. Illustrate
form many figures from the given shapes. the concept of mirror images with real-life
Given a half-circle, two quarter circles, examples, such as the left hand and the
and one rectangle, we can form many right hand.
different figures.
Task 4: Fourth member: Slide the cutout
Can we decompose the figure we formed one cell downward, slide it again two cells
into a half-circle, two quarter circles, and downward, flip it downward, and trace
one rectangle? Yes, we can. So, we have the cutout in its new position.
learned that we can compose a figure Answer the following:
using a set of shapes and we can What do you call this drawing? 'What do Expected drawing:
decompose a figure into shapes in the you call this part of the grid?'
given set. What are these squares in the grid are
called?

Did the sliding movement creates a mirror

image.
Did the flipping movement creates a mirror
image.
 Flipping, also known as reflection in
Here are other Examples: geometry, is important because it helps us
1. Left Hand vs. Right Hand: If you hold your understand symmetry, transformations,
left hand up to a mirror, the reflection and spatial reasoning.
appears like a right hand. Importance of Flipping:
2. Shoe Pairs: A left shoe and a right shoe 1. Symmetry & Balance – Many objects in
are mirror images of each other but cannot nature and design rely on symmetry, which
be swapped to fit the other foot. is created through flipping. Think of
3. Letters & Text in Mirrors: If you look at butterfly wings, human faces, and
printed words in a mirror, they appear architectural patterns.
flipped. This is why ambulance signs often 2, Geometric Transformations – Flipping is
have "AMBULANCE" written in reverse on the one of the fundamental transformations in
Show a transparent square cutout with a front of the vehicle, so they appear correctly geometry, along with translation, rotation,
hole in the upper left corner. in a driver's rearview mirror. and dilation. It helps in understanding how
4. Gloves: Like hands, a left glove and a shapes move and change without altering
right glove are mirror images that fit specific their size.
hands 3. Real-World Applications – Flipping is
used in graphic design, engineering, and
physics. For example, mirrors reflect
images by flipping them, and road signs
often use symmetrical designs for visibility.

Trace the square cutout and the circular

hole in the center of the grid.

What did you observe the movement of

the square cutout. Slide the square cutout
two cells to the left.

Ensure you show the sliding movement

without rotating or flipping the shape.
Trace the square cutout in its new position.

Direct the learners’ attention to the drawn

 squares.
What movement is performed to the
square. Draw an arrow to emphasize the
movement. Ensure that the learner will
mention the movement “slide”.

(a) How many cells did the square slide?

(b) In what direction did the square slide?
They should be able to say that the square
slid two cells to the left.

“The square moved (slid) two cells to the

left” on the board. An arrow is drawn to
demonstrate the sliding movement of the
shape or figure, with the arrowhead
pointing to the direction where the shape
moved.

Slide and trace the square cutout two cells

upward, then four cells to the right, and
finally four cells

What movement occurred with the square

and write the answers on the board.
Movements of the cutout –
1st : The square moved (slid) two cells
upward
2nd: The square moved (slid) four cells to
the right.
3rd: The square moved (slid) four cells
downward.

.
D. Discussing new GROUP ACTIVITY Keep the grid on the board but erase the Show a transparent circle cutout with Let the learners stay with their group. Erase
concepts and Tell the learners that Figure A and Figure B, drawn square shapes. Prepare transparent rectangular hole as shown in the illustration the square drawings on the grid. Provide
practicing new drawn on a grid paper, where cutouts of shapes with hole as shown. below. each group with two cutouts of the shape.
skills. #1 decomposed into several shapes. Ensure that each member is involved in
the activity

Trace the half-circle cutout in the second

row, third column of the grid. Make sure Trace the cutout in the upper right cell of 1.Draw the illustration below on the grid.
that the hole is traced as well.
 the five-by-five grid. Flip the cutout
downward. Ask the learners where the
rectangle should be drawn if the circle is
flipped downward. They should be able to
say that the rectangle should be drawn in
the upper left of the circle. Draw the
Figure A rectangle.

To slide the half-circle two cells downward

and trace it in its new position, ensuring
Figure B the circle inside the half-circle is also
traced. The figure should be moved • Instruct the learners to think of the easiest
Direction: Do what is asked: or fastest way to move the shape from the
exactly as it is.
1. Recreate Figure A using the shapes in first position to the second position using
Next, ask where to draw the rectangle if the
set A. Place their work on a sheet of the cutouts. These are some possible
circle is flipped to the right, then upward.
manila paper.
Show that if you flip it to the left again, the
2. Recreate Figure B using the shapes in set answers, as there are many ways to move
resulting figure matches the original. Refer to
B. Place their work on another sheet of the shape from its first to its second
the illustration for guidance.
manila paper position. However, it is not possible to slide
it many times; only flipping many times or a
combination of sliding and flipping is
possible.

Possible answers: • The half circle flips

downward then slides two cell downward.
To describe the result of sliding the shape
to its new position.

Trace the quarter circle cutout in the

second row, first column.

• The half circle slides two cells downward

and flips downward.

To slide the quarter circle four cells to the • The half circle flips three times
right then trace it in its new position, downward.
ensuring to trace the hole. Instruct the
other learners to assess whether the
volunteer slid the shape correctly,
checking the number of movements,
directions, drawn shapes, and arrows.
Set A shapes for Figure A:

Show the learners LAS 1 and complete the

Set B shapes for Figure B: activity in pairs.

Give each group the following materials:

Figure A and Figure B drawn on a sheet of
paper, Set A shapes, Set B shapes, sheets
of Manila paper, and a masking tape.
Have them work for about 10 minutes.
Have a discussion afterward.
E. Discussing new Direction: Compose the same figure using Direction: Slide the figure according to the Direction: Flip and draw the figure Draw the figure in its new position following
concepts and different shape combinations? given distance and direction. Draw it in its according to the direction of the arrow. the given movements.
practicing new new position.
skills #2.

F. Developing Cut out and arrange the shapes to make Draw the shapes below by flipping, sliding Direction: Identify and connect the Direction: Write the letter of the correct
Mastery a bahay kubo. or rotating. matching pairs by drawing a flip arrow. answer.
(Lead to Formative 1. If a square slides two steps to the left,
Assessment #3) where will it end up?
A. In the same place
B. Two steps to the left
C. Two steps to the right
2. A triangle is flipped over a vertical line.
What happens to its position?
A. It stays the same
B. It faces the opposite direction
C. It slides downward
3. A rectangle slides down three steps and
then flips. Where will it land?
A. Three steps down but
unchanged
 B. Three steps down and flipped
C. Back to the original spot
4. If a circle flips first and then slides left,
how does its position change?
A. The circle flips but stays in place
B. The circle flips and moves left
C. The circle flips and moves right
5. A star shape slides right and then flips.
What will its final position be?
A. It moves right but stays the same
B. It moves right and flips
C. It moves left and flips

G. Finding practical Color the figure and tell a short story about Draw the shapes below by flipping, sliding Direction: Complete the missing half to form Direction: Answer the following questions
application of it. or rotating. the full shape. and write the correct letter.
concepts and
skills in daily living

H. Making How do we compose a figure given a set How do we slide or translate shapes and How do you flip shapes and figures. 1. Trace the learners how to flip shapes and figures.
Generalizations of two or more shapes? We put together figures. the shape in its original position. 1. Trace the shape in its original position. 2.
and Abstractions the shapes in the given set to form the 1. Trace the shape in its original position. 2. Flip or turn over the shape to its specified Flip or turn over the shape to its specified
figure. 2. Count the number of cells the shape direction. direction. 3. Trace the shape in its new
 about the Lesson. needs to move in the specified direction. 3. Trace the shape in its new position. position. Expect incomplete answers, such
What should we remember when 3. Slide or move the shape to its new A slide involves moving a shape from one as 'flip' without specifying the direction.
composing a figure given a set of shapes? position without altering its appearance. position to another without changing its Then, ask them to explain the difference
When composing a figure with a set of 4. Trace the shape it its new position. orientation or appearance. between sliding and flipping. A slide
shapes, ensure balance, proportion, A flip involves turning the shape over in a involves moving a shape from one position
alignment, contrast, and consistency to specified direction to create a mirror image. to another without changing its orientation
create a visually appealing and or appearance. A flip involves turning the
purposeful design. Each shape should shape over in a specified direction to
contribute meaningfully to the overall create a mirror image. Ensure that the
composition while maintaining harmony learners understand the distinction
and clarity. between these two movements. To
summarize the lesson, ask the learners the
following: (a) What is the difference
between flip and slide? A slide changed
only the position of the figure but didn’t
change the appearance. A flip involves
turning the shape over in a specified
direction to create a mirror image. (b)
What is the difference between one-step
and multistep? One-step has only one step
while multi-step has two or more steps. (c)
What is the difference between one-step
and multistep slide or flip? They can slide
many times, flip many times, and combine
slides and flips in a multi-step process,
whereas previous lessons involved only a
single step, either a slide or a flip. Ask the
learners to describe the change in the
position of the basic shape and figure
after a multi-step slides and/or flips are
performed. They should be able to say
that if the shape slides many times, its
appearance remains the same. However,
if flipping is added, regardless of the
number of times, the appearance of the
shape could either remain the same or
change.
I. Evaluating Do the following: Draw the figure in its new position following I. Fill in the blanks with the direction of the flip I. Write one possible movement of the
Learning Figure 1 is composed of two triangles, a the given movements. performed on the shape. shape from its first position to the second
square and a half circle. Show these position. Complete the sentence by
mentioned shapes by drawing line describing the movement done with the
segments in Figure 1. shape.

II. Draw the resulting figure after following

the given instruction on movement.

II.
 Figure 2 is composed of a triangle, a
square, a rectangle, a half circle, and a
quarter circle. Show these mentioned
shapes by drawing line segments in Figure

2.
J. Additional Draw a figure using cutouts of two or more Perform the Translation: Draw a starting shape on graph paper. Draw a shape and flip it horizontally and
Activities for familiar shapes, such as a half-circle, 1. Draw the original shape in Position A. - Identify and draw the line of reflection vertically.
Application or rectangle, square, triangle, or quarter- 2. Apply a slide (translation) without (vertical or horizontal). - Explain how it changed and compare
Remediation circle. changing its size or orientation. - Draw the flipped shape on the other side before-and-after positions.
3. Draw the translated shape in Position B. of the line
4. Indicate the movement using arrows or
labels.

V. REMARKS
VI. REFLECTION

Prepared by: Noted by:

JEAN F. RAMOS CRISANTO M. ACOSTA

Teacher Head Teacher III