Revised K to 12 School Grade Level

Curriculum Name of Teacher Learning Area Mathematics

Weekly Lesson Log Teaching Dates and August 4 - 8, 2025 Quarter Quarter 1/ Week 8
Time

DAY 1 DAY 2 DAY 3 DAY 4 DAY 5

August 04, 2025 August 05, 2025 August 06, 2025 August 07, 2025 August 08, 2025
I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES
A. Content Standards The learners should have knowledge and understanding of addition of numbers with sums up to 1 000.
B. Performance By the end of the quarter, the learners are able to perform addition of numbers with sums up to 1 000.
Standards
The learners
 add numbers with sums up to 1 000 in expanded form;
 add numbers with sums up to 1 000, with or without regrouping; and
C. Learning
 illustrate and apply the following properties of addition using sums up to 1 000:
Competencies
a. the sum of zero and any number is equal to the number,
b. changing the order of the addends does not change the sum, and
c. changing the grouping of the addends does not change the sum.
At the end of the lesson, At the end of the lesson, At the end of the lesson, At the end of the lesson, At the end of the lesson,
the learners should be the learners should be the learners should be the learners should be learners should be able
able to add 2-digit and able to add 2-digit and able to add 2- to 3-digit able to illustrate and to:
D. Learning Objectives 2-digit numbers with 2- to 3-digit numbers and 2- to 3-digit apply the zero, order, 1. Follow directions on
sums up to 1 000 in with sums up to 1 000 numbers with sums up and grouping properties the given test.
expanded and vertical with regrouping. to 1 000 with of addition. 2. Answer the test
form with regrouping. regrouping. correctly and honestly.
II. CONTENT FOCUS Fourth Summative
Test in Mathematics
2
III. LEARNING RESOURCES
A. References
B. Other Learning
Resources
IV. TEACHING AND LEARNING PROCEDURES
Before/Pre-Lesson Proper
Activating Prior Conduct a drill on basic Conduct a drill on basic Conduct a drill on basic Conduct a drill on basic
Knowledge addition facts. addition facts. addition facts. addition facts.

Let the learners find the Present a place value Discuss the answers to Highlight those addition
sum of 68 + 7. Write chart to the learners. Assessment 2. Call on facts involving 0 such
their answer on their Put some counters in some learners to copy as 0 + 9, 0 + 7, 5 + 0, 3
show-me boards. the ones column. In the the number sentences + 0. Post the flashcards
Discuss the answer, example below, 14 on the board. Let them involving these addition
especially the process counters are placed in explain how the sums facts on the board. Let
of obtaining the sum. this column. were obtained. the learners observe
the
Ask: How many Show the learners the addends and the sum.
counters are in the ones place value chart. Put They should be able to
column? There are 14 counters, one at a time, say that one of the
counters in the ones in the ones. Let the addends in each
column. learners count as you addition fact is 0 and
How can the 14 add the counters. When the sum is the other
counters be regrouped? the number of counters addend. Let the
The 14 counters can be reaches 10, ask the learners recall the
regrouped into 1 ten learners if there is a property of addition
and 4 ones or 10 and 4. need for regrouping. illustrated by the
They should be able to addends. They should
say that the 10 ones be able to recall the
must be renamed as 1 zero property of
ten, as such, it should addition which states
be carried over to the that the sum of zero
tens. and any number is
equal to the number.

Take pairs of flashcards

with the same addends,
say 4 + 5 and
Where should we put 5 + 4; 2 + 7 and 7 + 2;
the 1 ten in the place 3 + 4 and 4 + 3.
value chart? The 1 ten
should be transferred to Let the learners
the tens column compare the addends
because it has a value and the sum in each
of 1 ten or 10. Ask the learners the pair of flashcards. They
number represented by should be able to say
Transfer the 1 ten to the counters in the that the addends are
the tens column. place value chart. the same but the order
in which they are
written differs. They
 should also be able to
say that the sum of
each pair of addends is
the same.
Let the learners recall
the property of addition
illustrated by each pair.
They should be able to
recall the order
property of addition
which states that
changing the order of
They should be able to the addends does not
Continue adding groups say 10. change the sum.
of 10 counters to the
tens column. Let the Continue adding
learners count as you counters (in tens) to the
add groups of 1 ten tens. Let the learners
until there are 13 count as you add the
groups of 1 ten in this counters. This time
column. the learners count by
10’s. When you have
placed 10 tens, ask the
learners if there is a
need to regroup. They
should be able to say
that the 10 tens must
be renamed as 1
hundred, as such, it
should be carried over
to the hundreds.
Explain that if there are
10 or more counters in
the ones column, we
regroup. In the same
way, if there are 10 or
more tens in the tens
column, we regroup. We
carry over the 10 tens
or 1 hundred in the
 hundreds column.
Ask the learners the
Transfer the 10 tens to number represented by
the hundred column as the counters in the
shown in the place place value chart.
value chart below.

They should be able to

Explain that this say 100.
process will be used in
the next activity. Ask the learners, when
is regrouping done.
They should be able to
say that regrouping is
done when there are 10
ones in the ones column
and when there are 10
tens in the tens column.

Lesson Purpose/Intention Hundreds, tens, ones, Hundreds, tens, ones, Hundreds, tens, ones, Addends, sum, zero
sum, number sentence, sum, number sentence, sum, number sentence, property, order
add, plus, equals, digits, add, plus, equals, digits, add, plus, equals, digits, property, grouping
place value, value, place value, value, place value, value, property
addends addends addends
Lesson Language Practice To add 2-digit and 2- To add 2-digit and 2- to To add 3-digit and 3- To illustrate and apply
digit numbers with 3-digit numbers with digit numbers with the zero, order, and
sums up to 100 in sums up to 1 000 with sums up to 1 000 with grouping properties of
vertical form with regrouping regrouping addition
regrouping
During/Lesson Proper
Reading the Key
Idea/Stem
Developing Understanding Post the problem on the Continue extending the Let the learners answer Ask the learners to
of Key Idea/Stem board. Read it with the given problem in Day 1. the following exercises bring out their show-me
learners. Post it on the board. on their show-me boards. Let them write
The learners of For three days, the boards. Give one item on their show me board
Maligaya Elementary Grade 2 learners sold at a time and check the sum of the
School had a 157 raffle tickets. Then, their answers after each following:
fundraising activity. On 68 raffle tickets more item. 1) 25 + 0 =
the first day (Day 1), were sold on the fourth 2) 0 + 234 =
the Grade 2 learners day. How many raffle 1) 535 + 65 3) 0 + 40 =
sold 26 raffle tickets in tickets did they sell in 2) 269 + 67 4) 0 + 676 =
the morning and 19 all? 3) 676 + 188 5) 352 + 0 =
raffle tickets in the
afternoon. How many Let the learners answer Expected answers: Check learners’
raffle tickets did they the problem. Have them 1) 600 answers.
sell for Day 1? present their solutions. 2) 336 1) 25 + 0 = 25
Then, explain how the 3) 864 2) 0 + 234 = 234
Ask questions that will answer may be 3) 0 + 40 = 40
help the learners obtained using the Let the learners answer 4) 0 + 676 = 676
understand the problem place value chart and LAS 3 individually. 5) 352 + 0 = 352
situation. Focus on what the counters.
they need to know and Expected answers: Ask:
the information given to What property of
answer the problem. addition is illustrated by
the given number
Then, let the learners sentences? The number
solve it. sentences illustrate the
zero property of
Possible solutions: addition.
1. Counting on
What does the zero
Starting at 26, property of addition tell
Explain that the sold us? It tells that when
26, 27, 28, 29, 30, 31, tickets are represented zero is added to a
32, 33, 34, 35, 36, 37, by the counters in the number, the sum is the
38, 39, 40, 41, 42, 43, place value chart. number.
44, 45 Adding the digits in the
ones column gives 15 When learners are done Let the learners explain
Staring at 26, count on ones. Fifteen ones are 1 with the LAS, discuss why this is true. Allow
by 10, then by ones ten and 5 ones. One ten their answers. them to use counters.
26, 36, 37, 38, 39, 40, can be carried over to For example, for the
41, 42, 43, 44, 45 the tens column. This Ask: sum of 25 + 0. The
will result in having 12 What should be learner may show 25
2. By using the counters tens. Twelve tens is 1 remembered when counters. Adding zero
and the place value hundred and 2 tens. writing the addends in a means adding nothing.
chart One hundred can be column? The digits of So, the 25 counters will
carried over to the the addends must be remain 25.
hundreds column. While aligned according to Ask if it is true to 0 and
explaining this refer to their place values in 564; 0 and 376; 0 and
the place value chart each column. 999; 0 and 1; 0 and 10.
shown. A hundreds The learners should be
column is added to the How do you add them? able to say yes, that no
place value chart. Add the digits in the matter how big or small
same place value the number is, the sum
starting from ones is that number.
column. Regroup when
there are 10 ones or Let the learners look
Representing the more in the ones back at the addition
addends in the place column or when there facts 4 + 5 and 5 + 4.
value chart. are 10 tens or more in Both of them give a
the tens column. sum of 9.

Ask: Why do the two

number facts have the
same sum? The two
Write on the board, number facts have the
same sum because they
have the same addends
but the addends are in
different order.
Explain the procedure
Regrouping the 15 ones as shown below. Does the order of the
into 1 ten and 5 ones. addends affects the
Then, carrying over the sum? No, the order of
1 ten to the tens place. the addends does not
affect the sum.
When learners have
finished the task, let Tell the learners that in
them present the the next exercise they
unique solutions. will find the missing
After all unique addend in a number
solutions have been sentence. They will
presented, discuss their write their answers on
answers. their show-me boards.
Explain that addends
Start by counting a set are written in expanded
of 26 and 19 counters. form. The ones, 7 and 8,
In the absence of are added first, 7 + 8 =
counters, cutouts of 15. The ones in 15,
tens and ones may be which Is 5, is written in
used as shown in the the ones column while
place value chart below. the ten, 10, is carried
over to the tens column.
Place the cutouts of Then, the tens are
tens and ones in the added, 10 + 50 + 60 =
appropriate column of 120. One hundred
the place value chart as twenty can be written
shown. Show how as 100 + 20. The
regrouping is done. hundred, 100, is carried
over to the hundreds
The 6 ones and 9 ones column and is added to
are added first. The sum 100 which gives 200.
is regrouped into 1 ten So, 200 +20 + 5 gives
and 5 ones. Then, the 1 225.
ten is carried over to
the tens place. The Give another example.
result is 4 tens and 5 Write on the board,
ones which is equal to Ask:
45. How did you know the
missing addend in each
number sentence?
Let the learners answer We observed that both
it first on their show-me sides of the number
boards. They may use sentence have a
counters, illustrations, common addend. The
expanded form, or short missing
method in answering. addend on one side of
the number sentence
Expected answers: must be the other
Then, present the Using counters or addend on the other
addition sentence illustrations side of the number
written in vertical form sentence.
as shown.
What property of
addition is illustrated in
the number sentences?
Ask the learners how It is the order property
the answer, 45, was of addition.
obtained. Let them infer What does the order
and share their ideas. property of addition tell
us? Changing the order
After the learners have of the addends does not
shared their ideas, change the sum.
discuss the procedure
below. Flash the following one
at a time. Let the
learners give the sum.
Check their answers
after.

1) 6+4+8
Explain that addends 2) 7+5+5
are written as sums of 3) 10 + 7 + 4
tens and ones. The 4) 9+8+2
ones, 6 and 9, are 5) 6+5+7
added first: 6 + 9 = 15. 6) 8 + 11 + 9
The ones in 15, which is
5, is written under the Expected answers:
ones place while the The 13 ones are 1) 18
ten, 10, was carried regrouped as one ten 2) 17
over to the tens place. and three ones or 10 + 3) 21
Then, the tens were 3. One ten is carried 4) 19
added, 10 + 20 + 10 = over to tens column to 5) 18
40. Lastly, the sum of have 12 tens. The 12 6) 28
the tens and ones was tens are regrouped as
combined, 40 + 5 = 45. one hundred and two Discuss the answer of
So, the sum of 26 and tens. The one hundred the learners.
19 is 45. is carried over to
hundreds column to Possible questions to
Present the next have 4 hundreds. The ask are as follows:
situation. sum is 423.
On the second day, the How did you add the
learners sold 35 tickets Using expanded form numbers? We added
in the morning and 28 two numbers first.
tickets in the afternoon. Then, we added this
How many tickets were sum and the third
sold on the second day? number.
Use the place value
chart and the counters Which numbers did you
to explain the problem add first?
situation.
Learners may have
Explain that the added the numbers as
addends are written in they appear. Others
expanded form. Four may have chosen other
and nine are added two numbers to add
first, 4 + 9 = 13. first to facilitate
Thirteen is regrouped addition. For example,
into 10 + 3 or 1 ten and for item 1, learners may
3 ones. Three is written have added 6 and 4, the
in the ones column first two numbers,
while the 1 ten, 10, are which gives 10. Then,
carried over to the tens they added 10 and 8,
column. Then, the tens resulting in 18.
were added, 10 + 50 +
60 = 120. One hundred Tell the learners that
twenty is written as 100 you will use a pair of
+ 20. The hundred, 100, parentheses to group
is carried over to the the numbers. The pair
hundreds column and is of parentheses serves
added to 300 which as a grouping symbol,
gives 400. So, 400 +20 indicating which
+ 3 gives 423. numbers should be
Explain that 35 is added first in the
represented by 3 tens Using the short method number sentence.
and 5 ones in the place
value chart. Twenty- (6 + 4) + 8 = 18
eight is represented by
2 tens and 8 ones. The For item 2, some may
13 ones are regrouped have added 7 and 5
into 1 ten and 3 ones. The addends are written first. Then, added 5 to
The 1 ten is carried over in vertical form. Four 12, the sum of 5 and 7,
to the tens place, giving and nine are added which give 17.
6 tens and 3 ones or 63. first, 4 + 9 = 13. Three
is written in the ones However, some learners
Then, present the column while 1 ten is may find adding 5 and 5
addition sentence carried over to the tens first easier because of
written in vertical form column. The tens are their knowledge of
as shown. added next, 10 + 60 + composing 10. Then,
50 = 120. Two (2 tens) adding 7 to 10 next.
is written in the tens This also gives 17.
column while 1 hundred If adding 5 and 5 first
is carried over to the did not come from the
Ask the learners how hundreds. The 1 learners, lead them to
the answer 63 was hundred is added to this solution. Put the
obtained. Discuss the 300, 100 + 300 = 400. numbers in
procedure below. Four is written in the parentheses.
hundreds column.
(7 + 5) + 5 = 17
Let the learners get 7 + (5 + 5) = 17
their show me board
and answer the Explain that since both
following one at a time. are equal to 17, we can
Explain that addends Encourage the learners write the following.
are written as sums of to use the short method
tens and ones. The in answering. After each (7 + 5) + 5 = 7 + (5 +
ones, 5 and 8, were item discuss the 5)
added first: 5 + 8 = 13. answer.
The ones in 13, which Is For items 3 to 6, discuss
3, is written under the how the learners find
ones place while the the sum of the
ten, 10, was carried numbers. Highlight the
over to the tens place. grouping of the
Then, the tens are numbers made. The
added, 10 + 30 + 20 = discussion should lead
60. to the following:

Lastly, adding 60 and 3 (10 + 7) + 4 = 21

gives 63. The sum of 35 10 + (7 + 4) = 21
and 28 is 63. (10 + 7) + 4 = 10 + (7 +
4)
Let the learners get
their show-me boards 9 + (8 + 2) = 19
and answer the (9 + 8) + 2 = 19
following one at a time. 9 + (8 + 2) = (9 + 8) + 2
After each item discuss
the answer. (6 + 5) + 7 = 18
6 + (5 + 7) = 18
(6 + 5) + 7 = 6 + (5 + 7)

(8 + 11) + 9 = 28
8 + (11 + 9) = 28
(8 + 11) + 9 = 8 + (11 +
9)
What does it mean
when two numbers to
be added are inside a
parentheses? It means
that the numbers are
grouped and that they
should be added first.

Does changing the

grouping of the addends
affect the sum? No, the
sum remains the same.

Explain that this

illustrates the grouping
property of addition.
Grouping property of
addition states that
changing the
grouping of the
addends does not
affect the sum.

Tell the learners to try if

the property holds true
with bigger numbers.
Let them put the
numbers in grouping
symbols and find the
sum.

1) 5 + 30 + 20
2) 65 + 10 + 24
3) 56 + 44 + 21
4) 230 + 24 + 100
5) 45 + 234 + 321

Expected answers:
1) 5 + 30 + 20

(5 + 30) + 20 = 55
5 + (30 + 20) = 55
(5 + 30) + 20 = 5 + (30
+ 20)

2) 65 + 10 + 24

(65 + 10) + 24 = 99
65 + (10 + 24) = 99
(65 + 10) + 24 = 65 +
(10 + 24)

3) 56 + 44 + 21

(56 + 44) + 21 = 121

56 + (44 + 21) = 121
(56 + 44) + 21 = 56 +
(44 + 21)

4) 230 + 24 + 100

(230 + 24) + 100 = 354

230 + (24 + 100) = 354
(230 + 24) + 100 = 230
+ (24 + 100)

5) 45 + 234 + 321
 (45 + 234) + 321 = 600
45 + (234 + 321) = 600
(45 + 234) + 321 = 45
+ (234 + 321)

Ask:
Did the sum change
when you changed the
grouping of the
addends? No, the sum
remained the same
even after the grouping
was changed.

Does the grouping

property hold true even
when the numbers
being added are big?
Yes, it holds true.

How will this help us in

adding three or more
numbers? We can
choose any two
numbers to add first,
preferably those that
are easy to add.
Deepening Understanding Tell the learners that Ask: Let the learners write Give the following
of Key Idea/ Stem the sum can be How do you find the the missing digits. numbers. Let the
obtained in a shorter sum of the given learners check if the
way. numbers? The numbers number sentences are
to be added are written true. Remind them that
in vertical form, the addends inside the
aligning the digits Expected answer: 3 parentheses or the
according to their place Adding 3 to 6 gives 9. grouping symbols must
values in each column. Adding 7 and 5 gives 12 be added first.
Then, the digits starting tens. Twelve is
from the ones column regrouped into 1 1) (65 + 42) + 657 = 65
are added. If there are hundred and 2 tens. +
 10 ones in the ones Two is written in the (42 + 657)
place or 10 tens in the tens column and 1 2) 253 + (147 + 421) =
tens place, we regroup. hundred is carried over (253 + 147) + 421
to the hundreds 3) 365 + (56 + 432) =
Why do you write the column. Adding the (365 + 56) + 432
addends in vertical form digits in the hundred
or in column? Writing column, 1 + 4 + 1 gives Expected answers:
the addends in vertical 6. 1) 107 + 657 = 65 + 699
form or in column 764 = 764
facilitates addition. 2) 253 + 568 = 400 +
421
When do you regroup in 821 = 821
the ones and tens Expected answer: 7 3) 365 + 488 = 421 +
places? Regrouping in Adding 7 to 8 gives 15. 432
the ones place is done Fifteen is regrouped 853 = 853
when there are 10 ones into 1 ten and 5 ones.
Explain that in adding or more in the ones Five is written in the What is used to show
numbers using the place. Regrouping in ones column and the 1 that the two addends
shorter way, the the tens ten is carried over to are grouped and that
addends should be place is done when the they must be added
written in vertical form. there are 10 tens or tens column. Adding first? We use
Writing the digits with more in the tens place. the digits in the tens parentheses.
the same place value in column, 1 + 5 + 6,
columns facilitates Let the learners answer gives 12 tens. What property of
addition and lessen LAS 2 individually. Regrouping 12 tens is 1 addition tells that
confusion. First, add the hundred and 2 tens. changing the grouping
ones digits. When the Expected answers: Two is written in the of the addends does not
sum of the ones digits is 1) 529 tens column and 1 affect the sum? It is the
10 or more, regroup. 2) 742 hundred is carried over grouping property of
Carry over the 1 ten to 3) 403 to the hundreds addition.
the tens column but 4) 274 column. Adding the
instead of writing ten, 5) 600 digits in the hundreds Let the learners answer
one (1) may be written. 6) 111 column, 1 + 3 + 2 gives the LAS 4 individually.
Writing it aligned with 7) 110 6. Discuss learners’
the digits in the tens 8) 140 answers when they are
column gives it a value 9) 133 done.
of 1 ten or 10. Then, 10) 106
add the tens digits. Expected answers:
Write the sum in the Expected answer: 5 1) 672
column of the digits Adding 5 and 4 gives 9. 2) 4
being added. Adding 5 and 3 gives 8. 3) 75
Let the learners answer Adding 1 and 2 gives 3. 4) 12
the following, one at a 5) 216
time, using the shorter 6) 72
way on their show- me 7) 0
boards. This activity 8) 57
may be done by the 9) 73
learners in pairs. Expected answer: 8 10) 100
Adding 5 and 2 gives 7.
1) 15 + 39 Adding 6 and 8 in the
2) 28 + 53 tens column gives 14
3) 49 + 17 tens. Fourteen tens are
regrouped into 1
Show the solutions on hundred and 4 ones.
the board. Let learners Four is written in the
check their answers. tens column and 1
hundred is carried over
Expected answers: to the hundreds
column. Adding the
digits in the hundreds
column,
1 + 3 + 3, gives 7.

Expected answer: 245

+ 367 = 612
Adding 5 and 7 gives
12. Twelve is regrouped
Distribute LAS 1 to the into 1 ten and 2 ones.
learners. Let them Two is written in the
answer the LAS ones column and 1 ten
individually. is carried over to the
tens column. Adding
Expected answers: the digits in the tens
1) 71 column, 1 + 4 + 6 = 11
2) 85 tens. Eleven tens are
3) 91 regrouped into 1
 4) 63 hundred and 1 ten. One
5) 84 ten is written in the
6) 90 tens column and the 1
7) 82 hundred is carried over
8) 97 to the hundreds
9) 90 column. Adding 1 + 2 +
10) 93 3 gives 6.
After/Post-Lesson Proper
Making Generalizations How do you add 2-digit How do you add 2-digit How do you add 2- to 3- What are the three
and Abstractions and 2-digit numbers and 2- to 3- digit and 2- to 3-digit properties of addition
with regrouping? digitnumbers with numbers with that we have studied?
Write the numbers to regrouping? regrouping? The three properties of
be added in vertical Write the numbers to Write the numbers to addition that we have
form, aligning the digits be added in vertical be added in vertical studied are zero, order,
according to their place form, aligning the digits form, aligning the digits and grouping properties
values in each column. according to their place according to their place of addition.
Add the digits in the values in each column. values in each column. What does the zero
same place value, Add the digits starting Add the digits with the property of addition tell
starting from the ones from the ones column. same place value us? The zero property
column. When the sum Regroup when there are starting from the ones of addition tells us that
of the digits in the ones 10 ones or more in the column. Regroup when when 0 is added to any
column is 10 or more, ones place or when there are 10 ones or number, the sum is the
regroup and carry over there are 10 tens or more in the ones number itself.
1 ten to the tens more in the tens place. column or when there
column. Then, add the are 10 tens or more in What does the order
digits in the tens the tens column. property of addition tell
column. us? The order property
of addition tells us that
even when the order of
the addends is
changed, the sum
remains the same.

What does the grouping

property of addition tell
us? The grouping
property of addition
tells us that in a
number sentence with 3
or more addends, the
 way the addends are
grouped does not
change the sum.

Ask the learners to give

examples to illustrate
each property.
Evaluating Learning Let the learners answer Let the learners answer Let the learners answer Let the learners write a
Assessment 1 Assessment 2 Assessment 3 number sentence that
individually. individually. individually. illustrates:
a. the zero property of
Expected answers: Expected answers: Expected answers: addition
1) 62 1) 504 e.g. 23 + 0 = 23
2) 70 2) 143
3) 97 3) 513 b. the order property of
4) 85 4) 600 addition
5) 123 5) 151 e.g. 23 + 12 = 12 +
23

c. the grouping
property of addition
e.g. (12 + 5) + 24 =
12 + (5 +24)

Additional Activities for 1.

Application or
Remediation (If
Applicable)
Remarks

Reflection

Assignment