2

Lesson Exemplar Quarter 1

Week

for Mathematics 6
Lesson Exemplar for Mathematics Grade 2 Quarter 1: Week 6

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Published by the Department of Education Secretary:

Sonny M. Angara Undersecretary: Gina O. Gonong

Development Team
Writer: UP NISMED (Aida I. Yap)
Content Reviewer: Melanie C. Unida and Gemma B.
Espadero
Illustrator: Jason O. Villena
Layout Artist: Lorraine Anne B. Ang

Management Team

Bureau of Curriculum
Development Bureau of
Learning Delivery Bureau of
2
 MATATAG School San Miguel Elementary School Grade Level 2
K to 10 Name of Teacher Marimar D. Carlon Learning Area Mathematics
Curriculum
Teaching Dates and Time July 21-25, 2025/ 12:20-1:20 PM Quarter First
Weekly Lesson Log

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES Summative Test Nutrition Month
A. Content: Number and Algebra Celebration
B. Content The learners should have knowledge and understanding of whole numbers I. Orient the Students/ Give
Standards up to 1 000. Clear Instructions

C. Performance By the end of the quarter, the learners are able to count, recognize, and II. Distribute Test Materials
Standards represent whole numbers up to 1 000
D. Learning The learners determine III. Administer the Test/
Competencies Observe Test-Taking
a. the place value of a digit in a 3-digit number Behavior
b. the value of a digit
c. the digit of a number given its place value IV. Collect Test Materials

V. Checking of Test Papers

E. Learning At the end of the At the end of the At the end of the lesson, the At the end of the lesson,
Objectives lesson, the lesson, the learners learners should be able to the learners should be
learners should be should be able to determine the digit given its able to write the
able to determine determine the value of 1 place value in a 3-digit expanded form of a 3-
 the place value of a digit in a 3-digit number. digit number.
a digit in a 3-digit number.
number.
II. TEACHING AND LEARNING PROCEDURES
Before the Lesson/Pre-lesson Proper

Activating Prior Have a review of Have a review of the Have a review of the place Have a review of the
Knowledge the place value of place value of a digit value of a digit in a 3-digit value of a digit in a 3-
2-digit numbers, in a 3-digit number. number. digit number. Let the
which the learners learners bring out their
Highlight or encircle Highlight or encircle the
have studied in show-me boards. Have
the digit 6 in each digit 9 in each number.
Grade 1. them write the value of
number.
the digit in the number
you are going to show.

2
Post the following problem on What is the place value of the What is the place value of the Highlight or encircle the number
the board. number 6 in each given number 9 in each given 5 in each number.
number? number?
Fe has several popsicle sticks. What is the value of the digit 5
If a bundle has 10 popsicle 1) 169 (tens) 1) 269 (ones) in each given number?
sticks, how many sticks are 2) 633 (hundreds) 2) 937 (hundreds)
3) 546 (ones) 3) 396 (tens) 1) 359 (50)
there in all?
2) 573 (500)
3) 465 (5)

Expected answer: 27 popsicle

sticks
Have the learners explain how
they got their answer.
Possible solutions:
1. Counting the sticks one by
one.
2. Counting by 10s to determine
the number of sticks in the
two bundles. Then, add the
loose sticks.

10 20, then 21, 22, 23, 24,

25, 26, 27
Provide the correct answer,
which is 27 popsicle sticks. You
may direct the learners’
attention to the diagram as you
provide the correct answer.
Ask questions about the
number 27.
How many digits does 27
have? It has two digits.
3
 What is the place value of 2? It
is tens.
What is the place value of 7?
It is ones.
How do we write the number
27 in the place value chart?

Tens Ones
2 7

Lesson To determine the place value To determine the value of a To determine the digit given To write the expanded form of a
Purpose/ of a digit in a 3-digit number digit in a 3-digit number its place value in a 3-digit number
Intention number

Lesson place value, place value place value, place value chart, place value, place value chart, place value, value, hundreds,
Language chart, hundreds, tens, ones, value, hundreds, tens, ones, value, hundreds, tens, ones, tens, ones, digits, expanded
Practice digits, 2- digit number, 3-digit digits. 2-digit number, 3-digit digits, 2-digit number, 3-digit form
number number number

During the Lesson/Lesson Proper

Reading the Key

Idea/Stem

4
Developing Say that the learners have Begin the lesson with a review Begin the lesson with a Say that in Grade 1, they
Understanding learned the place value of a of determining the value of a review of identifying the digit learned how to add by
of Key Idea/ digit in a 2-digit number and digit in a 2-digit number, for given its place value in a 2- expressing addends into tens
Stem how to write the number in the learners to recall what they digit number, for the learners and ones. This lesson will focus
the place value chart in Grade learned in Grade 1. Then, to recall what they learned in on expressing a 3-digit number
1. This time, they will learn connect this understanding in grade 1. Then, connect this in expanded form. Learning how
the place value of a digit in a discussing the value of a digit understanding in discussing to perform addition using the
3-digit number. in a 3-digit number. how to determine the digit expanded form will be discussed
given its place value in a 3- in a future lesson.
Prepare the following
digit number.
materials beforehand: Post 14 cutouts of mangoes on
Present a problem situation.
Prepare the following materials the board. Ask the learners to
1. place value charts for 2-
Problem 1: beforehand: tell the total number of
digit numbers and 3-digit mangoes.
Mark has two pads of Grade 2 numbers 1. place value charts for 2-
writing paper. If one pad 2. sets of number cards (0-9) digit numbers and 3- Call on learners to count the
paper has 80 sheets or leaves, with one number written digit numbers mangoes. Ask for different
on each card 2. sets of number cards (0-9) ways in counting the mangoes.
how many sheets are there in
3. masking tape with one number written
all?
on each card
Post the number cards 0-9 3. masking tape
randomly on the board along
with a 2-digit place value Post the number cards 0-9 Expected answer: There are 14
chart. Have a learner select randomly on the board along mangoes.
two cards and place them in with a 2-digit place value
chart. Have a learner select Possible strategies:
Ask questions about the the chart in any order he/she
problem situation: chooses. two cards and place them in 1. Counting the mangoes one by
the chart in any order he/she one.
How many pads of writing Example: chooses. 2. Grouping the mangoes into 2s,
paper does Mark have? He has 5s, or 10s and adding the extra
two pads. Tens Ones Example: mangoes.
How many sheets or leaves 4 2 Tens Ones
are there in one pad? There are e.g., 2, 4, 6, 8, 10, 12, 14
7 9 5, 10,11, 12, 13,14
80 sheets or leaves in one pad.
Ask questions about the 10, 11, 12, 13, 14
What are we asked to find number.
out? We are asked to find the Before proceeding, ask the If nobody made one group of
total number of sheets. What number do we have on learners to explain the 10 and 4 loose mangoes,
the chart? It is 42. present it to them.
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How do we get the total How many digits does 42 difference between place Direct the learners’ attention
number of sheets of paper? have? What are they? The value and value of a digit in to the said way of counting.
number 42 has two digits, which a number.
Possible ways:
are 4 and 2.
The place value of a digit refers to
1. We can count on by 10s from
What is the place value of 4? the position of the digit in the
80.
It is tens. number, while its value is the
10 4
10 10 10 10 10 10 10 10 actual value of the digit in the
What is its value? Its value is
number, determined by the digit’s
80, 90, 100, 110, 120, 130, 140, 40. We can express 14 as follows:
place value.
14 = 10 + 4
10 Why? The digit 4 is in the tens
Ask questions about the
150, 160 place, which means 4 tens or 40. number. This way of writing 14 is called
The total number of sheets of Tens Ones the expanded form. Writing the
What number do we have on
paper in two pads is 160. number in expanded form means
4 2 the chart? It is 79.
adding the value of each digit in
How many digits does 79 the number. In 14, the value of
Place value of 4: Tens Value
have? What are they? The 1 is 10 because it is in the tens
2. We can add 80 and 80 by of 4: 40
making 100. We can express 80 number 79 has two digits, which place and the value of 4 is 4
as 20 + 60. are 7 and 9. because it is in the ones place.
What is the place value of 2?
What digit is in the ones Present the next situation.
It is ones.
80 + 80 = 80 + 20 + 60 place? It is 9.
What is its value? Its value is 2. Dan has several pencils as
What is its value in 79? Why? shown.
= 80 + 20 + 60
Why? The digit 2 is in the ones It is 9 because it is in the ones
= 100 + 60 place, which means 2 ones or 2. place, which means 9 ones or 9.
= 160 Tens Ones Note: Asking the learners to
determine the value of the
The total number of sheets of 4 2
digit in the number will
paper in two pads is 160.
Place value of 2: Ones Value reinforce what they learned in
Provide the correct answer, of 2: 2 yesterday’s lesson.
which is 160 sheets. Ask
What digit is in the tens place? If the box of pencils has 12
questions about the number Before proceeding, ask the
It is 7. sections, and each section has 10
160. learners to explain the
pencils, how many pencils does
Dan have in all?

How many digits does 160 difference between

6 place What is its value in 79? Why? Ask the learners for their ideas on
have? It has 3 digits. value and value of a digit in a It is 70 because it is in the tens how to get the total number of
number. place, which means 7 tens or 70. pencils.
What are these digits? They
are 1, 6, and 0. This time, the learners will Possible strategies:
The place value of a digit refers to
determine the digit given its 1. Counting the pencils one by
Tell the learners that they will the position of the digit in the
place value in a 3-digit one.
write 160 in the place value number, while its value is the 2. We can skip count by 10s to get
number. Post a 3-digit place
chart. actual value of the digit in the the number of pencils in the
value chart.
number, determined by the digit’s box.
Before proceeding, have the place value. 10, 20, 30, 40, 50, 60, 70, 80,
Have a learner select three
learners recall the meaning of 90, 100, 110, 120
cards from the board and
place value.
This time, the learners will place them in the place value
There are 120 pencils in the box.
The place value of a digit refers to determine the value of each chart in any order he/she
Then add the 6 loose pencils. We
the position of the digit in the digit in a 3-digit number. Post chooses.
get 126 pencils.
number. a 3-digit place value chart. Example:
Provide the correct answer, which
Post the place value chart Have a learner select three is 126 pencils.
Hundreds Tens Ones
below. cards from the board and
place them in the place value 8 0 5 Ask the learners how the
chart in any order he/she number 126 is written in
Tens Ones chooses. expanded form. Give them
enough time to write their
Ask questions about the
Example: answers on their show-me
number.
boards. Then, call on one
Hundreds Tens Ones
What number do we have on learner to write his/her answer
In 160, what is the digit in the 6 5 8 the chart? It is 805. on the board and explain it to
ones place? It is 0. the class.
How many digits does 805
Ask a learner to write the have? What are they? The Expected answer:
number 0 in the ones place. Ask questions about the number 805 has three digits, which
number. 126 = 100 + 20 + 6
are 8, 0, and 5.
What number do we have on What digit is in the ones How did you get 100? The value
Tens Ones the chart? It is 658. place? It is 5. of the digit 1 is 100 since it is in the
hundreds place.
0 How many digits does 658 What is its value in 805? Why?
have? What are they? The How did you get 20? The value of
It is 5 because it is in the ones
number 658 has three digits, the digit 2 is 20 since it is in the tens
which are 6, 5 and 8. place.

7
In 160, what is the digit in the What is the place value of 6? place, which means 5 ones or How did you get 6? The value of
tens place? It is 6. It is hundreds. 5. the digit 6 is 6 since it is in the ones
place.
Ask a learner to write the What digit is in the tens place?
What is its value? Its value is
number 6 in the tens place. It is 0. If we add 100, 20, and 6, is the
600.
sum 126? Yes, it is.
Why? The digit 6 is in the hundreds What is its value in 805?
Pose a what if situation.
Tens Ones place, which means 6 hundreds or Why? It is 0 because it means 0
600. tens or 0. What if there were 537 colored
6 0 pencils? How will you write 537 in
Hundreds Tens Ones What digit is in the hundreds
expanded form?
place? It is 8.
6 5 8 Have the learners show their
Say that we need another What is its value in 805?
column for the third digit. Add Place value of 6: Hundreds Value Why? It is 800 because it is in the answers on their show-me
another column to the left of of 6: 600 boards. Have a class discussion
hundreds place, which means 8
the tens place. afterward. Ask similar questions
hundreds or 800.
What is the place value of 5? as in the previous example to
It is tens. Tell the learners that this time, reinforce the concept.
they will determine the digit
Tens Ones Expected answer: 537 =
What is its value? Its value is given its place value without
6 0 50. using a place value chart. 500 + 30 + 7

Why? The digit 5 is in the tens Have a learner select three

place, which means 5 tens or 50. cards from the board and
Say that the position of 1 in place them side by side in
160 is called the hundreds any order he/she chooses.
Hundreds Tens Ones
place. It is the third digit from
the right. 6 5 8 Example:

Write “Hundreds” in the 1st Place value of 5: Tens Value 6 2 3

column, first row and the of 5: 50
number 1 in the 2nd row of the
same column. What is the place value of 8? Ask questions about the
It is ones. number.
What number do we have on
Hundreds Tens Ones What is its value? Its value is 8.
the board? It is 623.
1 6 0

8
Emphasize the position of Why? The digit 8 is in the ones How many digits does 623
each digit in 160 by asking place, which means 8 ones or 8. have? What are they? The
questions. number 623 has three digits, which
Hundred Tens Ones s are 6, 2, and 3.
What is the place value of 0?
It is ones. 6 5 8 What digit is in the tens place?
Place value of 8: Ones Value It is 2.
What is the place value of 6?
It is tens. of 8: 8
How do you know?
What is the place value of 1?  It is the second digit from the
It is hundreds. right, which is the tens place.
 It is the middle digit in a 3-
Tell the learners that each digit number.
digit in a 3-digit number has
its own place value. What digit is in the hundreds
place? It is 6.
The leftmost digit is in the
hundreds place, the middle How do you know?
digit is in the tens place, and  It is the third digit from the
the rightmost digit is in the right, which is the hundreds
place.
ones place.
 It is the leftmost digit.
You can also say that, from
right to left, the first digit is in What digit is in the ones
the ones place, the second place? It is 3.
digit is in the tens place, and How do you know?
the third digit is in the  It is the first digit from the
hundreds place. right, which is the ones
place.
Pose a what if situation.  It is the rightmost digit.
What if I interchange the digits
You can discuss more
in 160 to form the 3-digit
examples doing the same
number 601?
process.
What is the place value of 6?
It is hundreds.

9
 What is the place value of 0? It
is tens.
What is the place value of 1?
It is ones.
How do we write 601 in the
place value chart?

Hundreds Tens Ones

6 0 1

If I interchange the digits in

160, can we have 016 as a 3-
digit number? No, 016 is not a
3-digit number. It is considered a
2-digit number, which is simply
16.
Note: This is to point out that
writing zero before a number,
such as 016, is not significant
and does not change the
value of the number. It is still
16.
Deepening Present another problem Pose a what if situation. Have the learners bring out Have the learners work in pairs.
Understanding of situation. their show-me boards. Tell Distribute LAS 1 to each pair.
What if I interchange the
Key Idea/Stem them that you will flash a Give them about 10 minutes to
Problem 2: digits in 658 to form the 3-
number and mention a place complete the activity sheet. Once
digit number 586? What will
Ed collects pencils to donate value, and they have to write they are done, have a class
be the value of each digit?
to an orphanage. If one box the digit that corresponds to discussion of their answers.
contains 100 pencils, how Place the new number in that place value. Make sure
Expected answers:
many pencils does he have in another place value chart. they understand the
all? Place it beside the first chart. instructions before starting 1) 194 = 100 + 90 + 4
the task. 2) 275 = 200 + 70 + 5
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 After each item, discuss the 3) 663 = 600 + 60 + 3
Hundreds Tens Ones answer with the class before 4) 852 = 800 + 50 + 2
moving on to the next one. 5) 941 = 900 + 40 + 1
5 8 6
Examples:

What is the place value of 5? 1) 401 tens place

It is hundreds. (0)
2) 729 ones place
What is its value? Its value is (9)
500. 3) 540 hundreds place
Expected answer: (5)
Why? The digit 5 is in the 4) 813 ones place
There are 315 pencils.
hundreds place, which means 5 (3)
hundreds or 500. 5) 658 hundreds place
Have the learners give their (6)
ideas on how to get the total Hundreds Tens Ones 6) 273 tens place
number of pencils. (7)
5 8 6
Possible strategies: Place value of 5: Hundreds Value
1. Counting the pencils in the of 5: 500
three boxes by 100s – 100, 200,
300 What is the place value of 8?
There are 300 pencils in the It is tens.
three boxes.
Counting the loose pencils by 5s What is its value? Its value is
– 5, 10, 15 80.
There are 15 loose pencils. 300
Why? The digit 8 is in the tens
+ 15 = 315
place, which means 8 tens or 80.
There are 315 pencils in all.

Note: The learners already Hundreds Tens Ones

learned counting by 100s and
5s at this point. 5 8 6

Place value of 8: Tens Value

2. Counting the pencils in the
of 8: 80
three boxes by 100s – 100, 200,
300

11
 There are 300 pencils in the What is the place value of 6?
three boxes. It is ones.
Then, counting the loose pencils
one by one from 300 – 301, What is its value? Its value is 6.
302,…, 314, 315.
Why? The digit 6 is in the ones
So, there are 315 pencils in all.
place, which means 6 ones or 6.

Provide the correct answer, Hundreds Tens Ones

which is 315 pencils. Ask
questions about the number 5 8 6
315. Place value of 6: Ones Value
of 6: 6
How many digits does 315
have? It has three digits. Direct the learners’ attention to
What is the place value of 3? the following charts.
It is hundreds.
What is the place value of 1? Hundreds Tens Ones
It is tens. 6 5 8
What is the place value of 5? Place value of 6: Hundreds Value
It is ones. of 6: 600
How do we write 315 in the
place value chart? Hundreds Tens Ones

5 8 6
Hundreds Tens Ones
Place value of 6: Ones
3 1 5 Value of 6: 6

What do you observe about

the value of 6 in each chart?
The value of the digit 6 in each
chart is different.

12
Say that the value of a digit
depends on its position or
place value in the number. For
example, in the number 658,
the digit 6 is in the hundreds
place, so its value is 600. On
the other hand, in the number
586, the digit 6 is in the ones
place, so its value is 6.
Challenge the learners to form
the largest (greatest) and
smallest (least) numbers
possible using the digits 6, 5,
and 8. Ask them to explain
their answer.
Expected answers: Largest –
865
Smallest- 568
One strategy to form the
largest (greatest) number is to
arrange the digits of the 3-digit
number from largest to
smallest. For example, with
the digits 6, 5,
and 8, arranging them as 865
gives the largest number. To
form the smallest (least)
number, arrange the digits in
ascending order. Using the
same digits, arranging them as
568 yields the smallest
number.

13
After the Lesson/Post-lesson Proper
Making What is the place value of a What is the place value of a How do you determine the How do we write a number in
Generalizations digit in the number? The place digit in the number? The place digit given its place value in expanded form?
value of a digit refers to the value of a digit refers to the a 3-digit number? In writing the number in expanded
position of the digit in the number. position of the digit in the number. form, we add the value of each digit
Place Values:
in the number.
What is the place value of What is the value of a digitHundreds
in Tens Ones
each digit in a 3-digit number? the number? The value of the Example:
digit is the actual value of the digit 498 = 400 + 90 + 8
The leftmost digit is in the hundreds
in the number, determined by the From the right
place, the middle digit is in the tens
digit’s place value. The first digit is in the ones place. It
place, and the rightmost digit is in
the ones place. is the rightmost digit. The second
digit is in the tens place. It is the
e.g. middle digit.
The third digit is in the hundreds
place. It is the leftmost digit.

Hundreds Tens Ones From the left

3 1 5 The first digit is in the hundreds

place. It is the leftmost digit.
The second digit is in the tens
place. It is the middle digit. The
third digit is in the ones place. It is
the rightmost digit.

Evaluating Let the learners answer Let the learners answer Let the learners answer Let the learners answer
Learning Assessment 1. Assessment 2. Assessment 3. Assessment 4.
Expected answers: Expected answers: Expected answers: Expected answers:
I. 1. C I. 1. B
2. A 2. A 1) 487 = 400 + 80 +7
3. B 3. B 2) 912 = 900 + 10 + 2
4. B 4. C 3) 363 = 300 + 60 + 3
5. C 5. C 4) 601 = 600 + 0 + 1
II. 793 II. 1) 952 5) 759 = 700 + 50 + 9
2) 259
14
 Additional
Activities for
Application or
Remediation (if
applicable)

III. LEARNING RESOURCES

A. References

1. Teacher’s
Guide
2. Learner’s
Materials
3. Textbook

4. Additional
Materials
from
Learning
Resource
(LR)
Portal

B. Other
Learning
Resources
IV.TEACHER REFLECTION

15