Grade Level Grade TWO Mathematics

Teacher Ma’am ESTRELLITA S. VINZON Quarter: Second ( Week 5 )

DAILY LESSON LOG Checked by:
Date SEPTEMBER 9-13, 2019 (WEEK 5)

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

OBJECTIVES
A. Content Standard Demonstrates understanding of Demonstrates understanding of Demonstrates understanding Demonstrates understanding of Demonstrates
subtraction and multiplication of subtraction and multiplication of of subtraction and subtraction and multiplication of understanding of
whole numbers up to 1000 whole numbers up to 1000 multiplication of whole whole numbers up to 1000 including subtraction and
including money. including money. numbers up to 1000 including money multiplication of whole
money. numbers up to 1000
including money

B. Performance Is able to apply subtraction and Is able to apply subtraction and Is able to apply subtraction Is able to apply subtraction and Is able to apply subtraction
Standard multiplication of whole numbers multiplication of whole numbers and multiplication of whole multiplication of whole numbers up to and multiplication of whole
up to 1000 including money in up to 1000 including money in numbers up to 1000 including 1000 including money in mathematical numbers up to 1000
mathematical problems and real- mathematical problems and real- money in mathematical problems and real-life situations including money in
life situations. life situations. problems and real-life mathematical problems and
situations. real-life situations

C. Learning Illustrates multiplication as Illustrates multiplication using Write a related equation for Illustrates the property of Illustrates the property of
Competency/ repeated addition counting by multiples multiplication as equal jumps multiplication that any number multiplication that any
Objectives M2NS-IIf-38 M2NS-IIf-38 in the number line multiplied by one (1) is the same number multiplied by one
Write the LC code for each. number. (1) is the same number.
M2NS-IIg-40.1 M2NS-IIg-40.1

II. CONTENT Multiplication Multiplication Lesson 45 Lesson 46 Identity Property of Lesson 46 Identity Property
Lesson 43 Lesson 44 Writing Related Equation for Multiplication of Multiplication
each Type of Multiplication
LEARNING RESOURCES
A. References K to 12 Curriculum Guide p.22 K to 12 Curriculum Guide p.22 K-12 CG p. K-12 CG p.38 K-12 CG p.38
1. Teacher’s Guide 158-160 160-162 163-165 p.166-168 p.166-168
pages
2. Learner’s Materials 103-105 105-106 109-110 109-110
pages
3. Textbook pages 1. Lesson Guide in Elem. Math Grade 2 1. Lesson Guide in Elem.
p.157 Math Grade 2 p.157
2. Lesson Guide in Elem. Math Grade 2. 2. Lesson Guide in Elem.
2010. pp. 157-160 Math Grade 2. 2010. pp.
3. Lesson Guide in Elem. Math 157-160
Grade 2. 2012. pp. 157-159 3. Lesson Guide in Elem.
 4. Mathematics for Everyday Life Math
Grade 2. 1999. pp. 70-71* Grade 2. 2012. pp. 157-159
5. Mathematics for Everyday Use 4. Mathematics for
Grade 3. 1997. pp. 93-95* Everyday Life Grade 2.
6. Mathematics Kagamitan ng 1999. pp. 70-71*
Magaaral Tagalog Grade 2. 2013. pp. 5. Mathematics for
109-112 Everyday Use Grade 3.
1997. pp. 93-95*
6. Mathematics Kagamitan
ng Magaaral Tagalog Grade
2. 2013. pp. 109-112

4. Additional Materials
from Learning
Resource (LR) portal
B. Other Learning charts charts Tarpapel chart flashcards Tarpapel, flashcards,activity card, Tarpapel, flashcards,activity
Resource Activity card/sheet popsicle sticks card, popsicle sticks
PROCEDURE
A. Reviewing previous Illustrate the following Write a related equation for the Drill – Do this as group Ilustrate the following using: Ilustrate the following
lesson or presenting the multiplication as equal jumps in a following repeated addition. activity. -repeated addition using:
new lesson number line. 1. 5 + 5 + 5 + 5 + 5 + 5 2. 3 + 3 + 3 + Illustrate the following using -counting by multiples -repeated addition
1. 4 x 5 2. 3 x 7 3. 5 x 6 3+3+3+3+3+3 number line. - equal jumps in a number line -counting by multiples
1. 4 x 6 2. 3 x 7 3. 8 x 7 - equal jumps in a number
4. 2 x 8 5. 6 x 6 line
2. Review - Do this by pair.
Write a related equation for
the multiples of a certain
number as shown below.
1. 4 {4, 8, 12, 16, 20, 24} 4. 3
{3, 6, 9, 12}
2. 7 {7, 14, 21, 28, 35} 5. 8 {8,
16, 24, 32}
3. 6 {6, 12, 18, 24, 30, 36}
B. Establishing a purpose for Do you eat fruits? Why? Let us play “I have ____”. Assist the pupils in measuring How do you participate in group How do you participate in
the You will start then call one of your the length of their arms. Let activity? Elicit answer from the pupils. group activity? Elicit answer
lesson pupils. them identify who has the Direct them to the idea that each from the pupils. Direct
Say: I have 2, 4, 6, 8, 10….which same length. Ask, “Why do member of the group should them to the idea that each
are the multiples of _____? you think we have different participate member of the group
Whoever gives the correct answer length of arms?” should participate
will take turn.
C. Presenting examples/ Read the story problem below. Present the situation below: Show 3 sets of colored counters Show 3 sets of colored
instances of the new lesson Alma bought 2 kilos of mango; Andy is reading a book. He counters
2 kilos of rambutan, 2 kilos of found out that he can finish two
banana and 2 kilos of lanzones. pages of the book in one minute.
 How many kilos of fruits did she How many pages of the book can
buy in all? he finish in 3 minutes?
D. Discussing new Ask: How many kinds of fruits Let the pupils simulate the Ask someone to write the numerical Ask someone to write the
concepts and practicing new were there? situation above and record how value of the counters in each set. numerical value of the
skills #1 How many kilos was each kind of many pages they can read in one Ask: Can anyone write an equation for counters in each set.
fruit? minute. set A? set B? set C? Ask: Can anyone write an
How many kilos of fruits were Set A. How many groups of 2’s were equation for set A? set B?
there in all? there? set C?
How did you know the answer? How many were there in each group? Set A. How many groups of
How many counters were there in all? 2’s were there?
Note: Ask the above questions for set B How many were there in
and set C. each group?
How many counters were
there in all?
Note: Ask the above
questions for set B and set
C.
E. Discussing new concepts Call some pupils to write the What do you think is the Show multiplication as repeated Show multiplication as
and practicing new skills equation they have formed. multiplication equation of this? 2 x addition repeated addition
#2 Then write this equation, 2 + 2 + 3=6 9x1 9x1
2+2=8 What if he continued reading until 7x1 7x1
5 minutes, how many pages will 6x1 6x1
he finish? 3x1 3x1
Let the pupils present their 2x1 2x1
equation.
F. Developing mastery (leads Refer to LM No. 43- Gawain Refer to LM No. 44- Gawain Give them activity sheet Use equal jumps in a number line to Use equal jumps in a
to Formative Assessment 3) about showing multiplication show multiplication number line to show
using equal jumps in a (Refer LM p. 109) multiplication
number (Refer LM p. 109)
G. Finding practical Refer to LM 43 Refer to LM 44 Basahin ang kalagayan sa Read story problem and answer it. Read story problem and
application of concepts and ibaba. ( see LM p. 109 ) answer it.
skills in daily living Ipakita ito sa isang number ( see LM p. 109 )
line. Pagkatapos ay isulat ang
kaugnay na equation nito.
Tatlong piraso ng PVC na tubo
na may habang 6 na metro ay
pinagdugtong-dugtong. Ano
ang kabuuang haba ng tubo?
H.Making generalizations In writing related equation for To write a multiplication equation In writing a related equation Any number multiplied by one (1), the Any number multiplied by
and abstractions about the multiplication as repeated using counting by multiples, the for multiplication as equal answer is the number. one (1), the answer is the
lesson addition, the multiplicand is the multiplier is the total number of jumps in a number line, the number.
number being added while the multiples while the multiplicand is number of jumps serves as
multiplier is the number of times the first number among the the multiplier while the
 the multiplicand is added. multiples. distances between the jumps
is the multiplicand.
I. Evaluating learning Write a related equation for the Write a related equation for the Do the following instruction. Do the following
following repeated addition. following shaded multiples of the A. Illustrate the following using instruction.
1. 5 + 5 + 5 + 5 + 5 + 5 2. 3 + 3 + 3 given number. repeated addition. A. Illustrate the following
+3+3+3+3+3+3 TG p.162 1. 8 x 1 2. 5 x 1 3. 9 x 1 using repeated addition.
B. Illustrate the multiplication sentence 1. 8 x 1 2. 5 x 1 3. 9 x 1
below using number line. B. Illustrate the
4. 6 x 1 5. 7 x 1 multiplication sentence
below using number line.
4. 6 x 1 5. 7 x 1
J. Additional activities for Refer to the LM 44 – Gawaing HOME ACTIVITY Refer to LM 110 – Gawaing Bahay Refer to LM 110 – Gawaing
application or remediation Bahay Refer to LM 45 – Gawaing Bahay
Bahay
IV. REMARKS
V. REFLECTION
A..No. of learners who earned ___ of Learners who earned 80% ___ of Learners who earned ___ of Learners who earned 80%
80% in the evaluation ___ of Learners who earned 80%
above 80% above above
above
B.No. of learners ___ of Learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who require additional
who require additional additional activities for additional activities for additional activities for activities for remediation
activities for remediation remediation remediation remediation
who scored below 80%
C. Did the remedial lessons ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
work?
No. of learners who have ____ of Learners who caught up ____ of Learners who caught up ____ of Learners who caught ____ of Learners who caught up the
caught up with the lesson the lesson up the lesson lesson
the lesson
D. No. of learners who ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue ___ of Learners who continue to
continue to require require remediation require remediation to require remediation require remediation
remediation
E. Which of my teaching Strategies used that work well: Strategies used that work well: Strategies used that work Strategies used that work well:
strategies worked well? Why ___ Group collaboration ___ Group collaboration well: ___ Group collaboration
did these work? ___ Games ___ Games ___ Group collaboration ___ Games
___ Solving Puzzles/Jigsaw ___ Solving Puzzles/Jigsaw ___ Games ___ Solving Puzzles/Jigsaw
___ Answering preliminary ___ Answering preliminary ___ Solving Puzzles/Jigsaw ___ Answering preliminary
activities/exercises activities/exercises ___ Answering preliminary activities/exercises
___ Carousel ___ Carousel activities/exercises ___ Carousel
___ Diads ___ Diads ___ Carousel ___ Diads
___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Diads ___ Think-Pair-Share (TPS)
___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/ ___ Think-Pair-Share (TPS) ___ Rereading of Paragraphs/
Poems/Stories Poems/Stories ___ Rereading of Paragraphs/ Poems/Stories
___ Differentiated Instruction ___ Differentiated Instruction Poems/Stories ___ Differentiated Instruction
___ Role Playing/Drama ___ Role Playing/Drama ___ Differentiated Instruction ___ Role Playing/Drama
 ___ Discovery Method ___ Discovery Method ___ Role Playing/Drama ___ Discovery Method
___ Lecture Method ___ Lecture Method ___ Discovery Method ___ Lecture Method
Why? Why? ___ Lecture Method Why?
___ Complete IMs ___ Complete IMs Why? ___ Complete IMs
___ Availability of Materials ___ Availability of Materials ___ Complete IMs ___ Availability of Materials
___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Availability of Materials ___ Pupils’ eagerness to learn
___ Group member’s ___ Group member’s Cooperation ___ Pupils’ eagerness to learn ___ Group member’s Cooperation in
Cooperation in in ___ Group member’s doing their tasks
doing their tasks doing their tasks Cooperation in
doing their tasks
F. What difficulties did I __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils
encounter which my principal __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude
or supervisor can help me __ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs
solve? __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology
Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD)
__ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/
Internet Lab Internet Lab Internet Lab Internet Lab
__ Additional Clerical works __ Additional Clerical works __ Additional Clerical works __ Additional Clerical works

G. What innovation or Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations:
localized materials did I __ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos
use/discover which I wish to __ Making big books from __ Making big books from __ Making big books from __ Making big books from
share with other teachers? views of the locality views of the locality views of the locality views of the locality
__ Recycling of plastics to be __ Recycling of plastics to be __ Recycling of plastics to __ Recycling of plastics to be used
used as Instructional Materials used as Instructional Materials be used as Instructional as Instructional Materials
__ local poetical composition __ local poetical composition Materials __ local poetical composition
__ local poetical
composition