School: Grade/Section: 2

Teacher: Subject: MATH

MATATAG Kto10
Kurikulum Date: Quarter/Week: WEEK 4
Lingguhang Aralin

DAY 1 DAY 2 DAY 3 DAY 4 DAY 5

I. CURRICULUM,STANDARD AND LESSON COMPETENCIES
The learner should have knowledge and understanding of whole numbers up to 1,000.
A. Content Standard
By the end of the quarter, the learner is able to count, recognize, and represent whole numbers up to 1,000.
B. Performance Standard
The learners count by 2s, 5s, 10s, 20s, 50s, and 100s (not beyond 1,000).
C. Learning Competencies

D.. Learning Objectives At the end of the lesson, At the end of the lesson, At the end of the At the end of the lesson, 2ND
the learner should be the learner should be lesson, the learner the learner should be SUMMATIVE
able to count by 2s (not able to count by 5s and should be able to able to count by 50s and
beyond 10s (not beyond 100s (not beyond 1000)
TEST
count by 20s (not
1,000). 1,000).
beyond 1,000).

II. CONTENT Number and Algebra

III. Anchor
IV. LEARNING RESOURCES

A. References
B. Other Learning
Resources
V. TEACHING AND LEARNING PROCEDURES
Before/ Pre- Lesson Proper
Activating Prior Let the learners recall Have the learners recall Ask the learners to count Ask the learners to count
Knowledge counting by 2s. Have counting by 5s up to 100. by: by
them orally count by 2s Again, if they have 1) 2s from 2 to 20 1) 5s from 50 to 100
up to 50 (or 100). If the difficulty recalling how to
learners have difficulty count by 5s, you may use 2, 4, 6, 8, 10, 12, 14, 50, 55, 60, 65, 70, 75,
 recalling how to count by the Hundred Chart. Follow 16, 18, 20 80, 85, 90, 95, 100
2s, use the Hundred the same process that you
Chart. You may encircle did with counting by 2s. It 2) 5s from 5 to 50 2) 10s from 100 to 200
the numbers as they would also be helpful to
count using colored write a few of those 5, 10, 15, 20, 25, 30, 110, 120, 130, 140,
chalk. It would also be numbers on the board for 35, 150,
helpful to write a few of easier recall. 40, 45, 50 160, 170, 180, 190, 200
those numbers on the
board for easier recall. 5, 10, 15, 20, 25, 30, 35, 3) 10s from 10 to 100
40, …
2, 4, 6, 8, 10, 12, 14, 16, 10, 20, 30, 40, 50, 60,
18, 20, … Next, have them count by 70, 80, 90, 100
10s. Similarly, you may
follow the process that
Note: The you did with
learners counting by 2s and 5s to
learned help the learners recall
counting by 10s. Use
how to
another copy of the
count by 2s
Hundred Chart to avoid
up to confusion with counting
100 in grade by 5s.
1. 10, 20, 30, 40, 40, 50, …
Lesson Purpose/ To count by 2s (not To count by 5s and 10s To count by 20s (not To count by 50s and 100s
Intention beyond 1 000) (not beyond 1 000) beyond 1 000) (not beyond 1 000)
count by 2s, Hundred count by 5s, 10s, Hundred count by 2s, 5s, 10s, or count by 5s, 10s, 50s,
Lesson Language Chart Chart 20s 100s, digit, 2-digit, 3-
Practice digit, ones digit,
tens digit
During/Lesson Proper
Developing Understanding Direct the learners’ Direct learners’ attention Prepare the 10 to 1 000 Tell the learners that
of the Key Idea/ Stem attention again to the again to the marked chart, with the numbers they will be doing an
encircled numbers in the Hundred Chart. Say that in the 1st, 3rd, 5th, 7th, and
activity individually.
Hundred Chart. Say that these are all the numbers 9th columns crossed out. Before letting them do
these are all the in counting by 5s up to the activity, have a
numbers in counting by 100. Post the said chart on the review of the tens digit
2s up to 100. board. Say that this is the and ones digit.
10 to 1,000 chart, where
the numbers in the 1st, In a number, say 25, the
3rd, 5th, 7th, and 9th ones digit, 5, is the right
columns are crossed out. digit while the tens digit,
2, is the left digit or 2nd
 digit from the right.

Distribute LAS 2 to each

learner. Give the
learners the following
instructions, which you
may post on the board:
1. Encircle all the
numbers that have 5
Ask: What do you mean tens digit and 0 ones
by counting by 2s? Ask: What do you mean
digit.
Counting by 2s means by counting by 5s?
2. Encircle and box
we add two to the Counting by 5s means we Direct the learners’
all the numbers
previous number to get add five to the previous attention to that have 0 tens
the next number. number to get the next the first row of numbers and 0 ones digits.
+2 +2 +2 number. that were not crossed out. Cross out all other
+5 +5 +5
numbers that are not
2 4 6 8 … What are the numbers encircled and boxed.
5 10 15 20 … in the first row? The
In what columns do we In what columns do we numbers are 20, 40, 60, Once the learners are
see those numbers? see those numbers? 80 and 100. done, ask them to tell
They are in the 2nd, 4th, They are in the 5th and
the numbers left
6th, 8th, and 10th 10th columns. What is the first number uncrossed. The
columns. in this row? It is 20. numbers that were left
What is the last digit or
uncrossed are 50, 100,
What is the last digit or ones digit of the numbers What is the next
th 150, 200, 250, 300,
ones digit of the in the 5 column? They number? It is 40. 350,
numbers in the 2nd are all 5.
400, 450, 500, 550, 600,
column? It is 2. What was added to 20 650,
How about the last digit or to get 40? It is 20.
700, 750, 800, 850, 900,
How about the last digit ones digits in the 10th
950,
or ones digits in the 4th column? They are all 0. Write on the and 1 000.
column? It is 4. board:
The numbers have either 0 20 + 20 Present to the learners
What are the last digits or 5 as their last digit or = 40 the following chart
or ones digits of the ones digit when we count
prepared beforehand.
numbers in the 6th, 8th, by 5s, with 5 as the first What is the next number
and 10th columns? They number. to 40?
are 6, 8, It is 60.
and 0, respectively. Cover the Hundred Chart.
Challenge the learners to What was added to 40
The numbers have count by 5s up to 100
either 2, 4, 6, 8 or 0 as to get 60? It is 20.
their last digit or ones aloud without the aid of
digit when we count by the Hundred Chart. Write on the
2s, with 2 as the first Correct them if they make board:
number. mistakes. 40 + 20
= 60
Cover the Hundred Say that in today’s
Chart. Challenge the lesson they will count by What is the next number
learners to count by 2s 5s beyond 100. to 60?
up to a certain number Post the 101-200 number It is 80.
(say 20 or 50) aloud chart that they used in Ask the learners to read
without the aid of the their previous lesson. Post What was added to 60 aloud the uncrossed
Hundred Chart. Correct the chart beside or below to get 80? It is 20. numbers that you will
them if they make the first Hundred Chart. point at.
mistakes. Write on the
board: Prepare the table below
Say that in today’s 60 + 20
lesson they will count by = 80
2s beyond 100. Post the
101- 200 number chart What is the next number
that they used in their to 80?
previous It is 100.
lesson. Post the chart
What was added to 80 to
beside or below the first What do you think is the get 100? It is 20.
Hundred Chart. next number if we count
by 5s? Write on the
Why? It is 105 because if board:
we add 5 to 100, the 80 + 20
answer is 105. = 100

Let a learner encircle 105 What do we add to the

in the chart. Next, call on previous number to get
one learner to tell and the next number? We
encircle the next numbers add 20 to the previous
in the first row when they number to get the next
count by 5s. number.
What do you think is the
next number if we count Expected answer: 110 As you can see, we
by 2s? Why? It is 102 added 20 to the previous
because if we add 2 to Have other learners do number to get the next
100, the answer is 102. the same for rows 2nd up number.
 to the 10th. Once they are
Let a learner encircle done, ask them to read 20 20 20
102 in the chart. Next, the numbers. more more more
call on some learners to
tell and encircle the next As before, challenge 20 40 60 80 …
numbers in the first row them to count by 5s up
when they count by 2s. to 200 (or any number) + 20 + 20 + 20
without the aid of the
Expected answers: 104, chart. 20 40 60 80 …
106, 108, and 110 beforehand. Post the
Tell the learners that they Say that this is another table on the board.
Have other learners do will be doing an activity. way of counting. It is
the same for rows 2nd up Divide the learners into counting by 20s. In this
to the 10th. Once they four groups. chart, we started
are done, ask them to Distribute different charts counting by 20s, from
read the numbers. to each group and a 20 followed by 40, 60,
As before, challenge marker pen. The chart 80, 100.
them to count by 2s up to should be written in a Counting by 20s means
120 (or any number) Manila paper and that the next number is 20
without the aid of the prepared beforehand. more than the previous
chart. number or adding 20 to
Group 1 the previous number to Have
Tell the learners that get the next number. We the
they will be doing an can extend this by adding
activity. Divide the Group 2 20 to the previous number
learners into four to get the next number.
groups. Distribute
different charts to each Group 3 learners tell the
group and a marker pen. encircled numbers, one
The chart should be at a time. Write in the
written on Manila paper Group 4 table the numbers that
and prepared will be mentioned by
beforehand. the learners. The
completed table is
Group 1 Tell the groups to shown below.
complete the chart by
writing the succeeding
Group 2 numbers starting with the
given number. Give the
groups about 10 minutes
Group 3 to do the activity.
When all the groups have
Group 4 finished doing the activity,
call on one group at a time
to present their work.
Confirm the correct
Tell the groups to answers and correct those
complete the chart by that are not. Ask
writing the succeeding everybody to read the Say that counting by 50s is
numbers starting with the numbers aloud. another way to count,
given number. Give the aside from counting by
groups about 10 minutes Expected answers: 2s, 5s, 10s and 20s,
to do the activity. When which they have
all the groups have Group 1 discussed in their
finished doing the previous lessons. In this
activity, call on one group chart, we started
at a time to present their counting by 50s from 50
work. Confirm the correct Group 2 followed by 100, 150,
answers and correct 200, 250, and so on.
those that are not. Ask Counting by 50s means
everybody to read the that the next number is
numbers aloud. Group 3 50 more than the
previous number. The
phrase “50 more” also
means “adding 50”.
Group 4 Thus, we can also say
that counting by 50s
means adding 50 to the
previous number to get
the next number.

50 50 50
more more more

50 100 150 200

…

+ 50 + 50 + 50

50 100 150 200

…

Cover the table on the

board and ask, “Without
 using the table, how do
you know the number
that follows 400 when
you count by 50s?”

Listen to the learners’

answer. Say the correct
answer but ask them to
explain why it is the
correct answer. Since the
idea of adding 50 to the
previous number to get
the next number was
already explained to them,
one expected way is this:

400 + 50 = 450.
Thus, 450 follows 400

Let one learner show it on

the board. If no learner
said this idea, you may be
the one to write this on the
board and explain.

You may also confirm the

answer using the chart

Present another problem:

What number follows 750
when you count by 50s?
Do the same processing
as the previous.

Ask the learners to count

by 50s from 50 to 1 000.
Deepening Understanding Ask the learners to bring Tell the learners that you Ask: Without using the Direct the learners’
of the Key Idea/ Stem out their show me will box some of the chart, how do you know attention to the boxed
board. Using their show numbers in the first what number follows 100 numbers in the chart.
me board, tell the Hundred Chart. Box all the when you count by 20s? Have them read all the
learners to write the numbers in the last boxed numbers starting
missing numbers in the column. Listen to the learners’ from 100.
following sets of Use a different colored Prepare the table below
numbers when you answers. Say the beforehand. Post the
count by 2s. Post each correct answer but ask table on the board.
set one at a time. them to explain why it is
Prepare these sets of the correct answer.
numbers beforehand. Since the idea of adding
1. 44, 46, 48, 50, 20 to the previous
2. 2. 288, 290, 292, number to get the next
, 296 number was already
3. 3. 306, 308, 310, 312 explained to them,
the learners may do it this
way:
100 + 20 = 120
Thus, 120 follows 100

If no learner said this

idea, you may be the one
to write this on the board
and explain. It should
be noted that adding 20 or
“+ 20” to 100 also means
“20
more than 100”.
chalk/marker for boxing. Confirm the answer using
Say that these are all the the
numbers in counting by 10s chart.
up to 100. (Point to the Present another problem.
boxed numbers. What number follows 180
when you count by 20s?
Do the same processing as
the previous.
Afterward, let the learners
countMby 20s using the
chart at first.
Then, let them count on
theirMown up to 200 (or
any number).
Tell the learners that they from counting by 2s, 5s,
will be doing an activity. 10s, 20s, and 50s. In this
Divide the chart, we started
learners into four groups. counting by 100s from
Post the chart below on Distribute different charts to 100 followed by 200,
the board. Tell the each group and a marker 300, 400, and so on.
learners they must pen. Counting by 100s means
complete this chart based The chart should be written that the next number is
on what you mentioned in a Manila paper and 100 more than the
about counting by 10s. prepared beforehand. previous number. The
Have them work with their phrase “100 more” also
seatmate in doing LAS 1. means “adding 100”.
Thus, we can also say
that counting by 100s
means adding 100 to the
previous number to get
the next number.

100 100 100

Tell the groups that they more more more
will count by 20s. They
Give each pair 10 minutes must complete the chart 100 200 300 400
to do the activity. When all by writing the …
the pairs have finished succeeding numbers
doing the activity, call on starting from the given +100 +100 +100
one pair at a time to write number. Give the groups
their answers per row. about 10 minutes to do 100 200 300 400
Have the first pair of the activity. When all the …
learners explain their groups have finished Cover the table on the
answer. Confirm the doing the activity, call on board and ask, “Without
learners’ correct answers one group at a time to using the table, how do
and correct those that are present and explain their you know the number that
not. work. Confirm the follows 500 when you
correct answers and count by 100s?”
Once the chart is correct those that are
completed, ask the not. Listen to the learners’
learners to read all the answer. Say the correct
numbers aloud. The chart Expected answers: answer but ask them to
will look like the one explain why it is the
shown when completed. correct answer. Since the
idea of adding 100 to the
previous number to get
the next number was
already explained to
them, one expected way
is this:
 Once all the groups have
presented their work, ask
500 + 100 = 600.
everybody to read all the
Thus, 600 follows 500.
numbers aloud.
Let one learner show it
on the board. If no
learner said this idea,
you may be the one to
write this on the board
and explain.

You may also confirm

the answer using the
chart.

Present another problem:

What number follows 800
when you count by 100s?

Do the same processing

as in the previous.

Ask the learners to count

by 100s from 100 to
1,000.
After/ Post Lesson Proper
Making Generalizations Ask: How do we count Ask: How do we count by Ask: How do we count Ask: How do we count
and Abstractions by 2s? 5s? We count by 5s by by 20s? We count by by 50s? We count by
We count by 2s by adding 5 to the previous 20s by adding 20 to the 50s by adding 50 to the
adding 2 to the previous number. previous number. previous number.
number to get the next
one. +5 +5 +5 + 20 + 20 + 20 + 50 + 50 + 50

5 10 15 20 … 20 40 60 80 … 50 100 150 200

+2 +2 +2 …
How do we count by 10s?
2 4 6 8 … We count by 10s by How do we count by
adding 10 to the previous 100s? We count by
number. 100s by adding 100 to
the previous number.
+ 10 + 10 + 10
 10 20 30 40 …
+100 +100 +100

100 200 300 400

…
Ask the learners to Ask the learners to answer Ask the learners to Ask the learners to
answer Assessment 2. answer answer
Assessment 1. Assessment 3. Assessment 4.
1. 115
Evaluating Learning 1. 106 2. 380 1. 100 1. 150
2. 314 3. 710 2. 160 2. 550
3. 578 4. 770 3. 240 3. 850
4. 800 5. 960 4. 380 4. 300
5. 902 5. 640 5. 1 000
Practice counting by 2s at Practice counting by 5s Practice counting by 20s Practice counting by 50s
Additional Activities home (not beyond 1 000). and 10s at home (not at home (not beyond 1 and 100s at home (not
for Application or beyond 000). beyond
Remediation 1 000). 1 000).

Remarks
Reflection

sssss
Prepared By: Reviewed by: Approved By:

Teacher Master Teacher / Head Teacher School Head