Math Gr. 2 TG Part 1

Teaching Guides for Mathematics Grade 2
Concept of Whole Numbers

Lesson No. 1
TOPIC: Visualization and Identification of Numbers from 101 - 500
OBJECTIVE:
Visualizes and identifies numbers from 101 through 500.
PREREQUISITE CONCEPTS AND SKILLS

1. Recognizes cardinal numbers from 0-100
2. Counts numbers from 0-100
3. Intuitive Concept of 101 – 1000
4. Matches numbers to a set of objects 1 to 100
MATERIALS
1. Counters- such as drinking straws, sticks, seeds, pebbles, coins
2. Cutouts of mangoes
3. Drawings/illustration of a tree
INSTRUCTIONAL PROCEDURES
A. Preparatory Activities
1. DRILL
A. Using flash cards complete each item. Write your answer on
your Show Me Board
Example:
.
1 1 1
10 10 10 10
1 1 1
4 tens and 6 ones

40 and 6 is 46
10 10 10 10 10 10
1. 1 1 1
Answer
1
1 1 1
10 10 10 10
2.
1 1 1
Answer:
B. Let the pupils give the correct number.
1. 5 tens + 7 ones =
C. Give the correct answer. Write your answer on your Show Me

Board
1. 6 tens and 3 ones
and ones is

and ones is

and ones is

and ones is
and one is
B. Developmental Activity
1. Motivation”
Show a mango tree with numbered fruits in it. Call the pupils to
pick the fruit from the mango tree and read the number
written on it.
2
Ask:
1. Can you eat the number of fruits shown at the back?
2. Is it too many? Or is it few?
3. Can you explain how many is the number you are
holding?
2. Presentation
A. Concrete
Group the pupils by five depending on the number of pupils
in a class. Make sure that each pupil has objects bundled or
grouped into 100s in trays or bags. Using the straws, the
teacher will show groupings by 1s, 10s, and 100s. Let the
pupils count the number of straws they have.
B. Pictorial
Using the play money- ask the pupils to count the value of
the following:
=
Example:
P
Ask: How many hundreds are there?
How many tens? How many ones?
What is the total value of the money?
C. Abstract
 Let the pupils write the number symbols that represent
the value of money.
 Ask- What if P 5 added to P100?
 How will you describe the value?
 What is the number?
 Ask them to write the number symbols.
 Give another illustrative example such as 145, 356, 275
and 452.
 Ask the pupils to describe and write the number symbols.
3. Reinforcement Activity
Refer to LM Gawain 1-3
4. Application
Refer to the LM
5. Generalization
Ask the following questions
 What have you learned today?
 How do you identify the number of each set of objects
from 101 to 500?
3
 How do drawings of objects in bundles or packs help you
count numbers from 101- 500?
EVALUATION
Directions: Give the correct number for each set.
1. 2.
Answer
3. Sagot
10 10 10
10 10 50 1
0 1 1
0 0
0
Answer
4.
10 10 10
.
10 10 10 50
1 1 1
Answer
B. Let the pupils give the correct number.
1. 2 hundreds + 7 tens + 8 ones =

2. 3 hundreds + 4 tens + 9 0nes =
D. Fill in the blanks with the correct number.
1. 452 = hundreds tens ones

2. 276 = hundreds _tens ones
4
HOME ACTIVITY
Refer to LM 1- Gawain-bahay
Teaching Guide for Mathematics Grade 2

Lesson 2
TOPIC: Visualization and Identification of Numbers from 501 - 1000
OBJECTIVE
Visualizes and identifies numbers from 501 through 1000.

1. Visualizes and identifies numbers from 0 - 500
2. Count numbers from 0 – 500
MATERIAL
1. Pictures
2. Counters (bottle caps, pebbles, sticks, drinking straws, shells,
seeds,
3. Flats, longs, ones
4. Cut-outs of objects
5. Number Cards
INSTRUCTIONAL PROCEDURE
1. Drill
A. Ask the pupils to orally count numbers from 100 to 500, 222 to
293, 467 to 500
B. Give the next number.

Ask the pupils to “give the number before” each given number
written in the flash card.
Example: 245 246
56 678 895 342

7
C. Ask the pupils to count backwards numbers 299 to 290, 412 to
400 and 500 to 489
5
2. Review
Count and write the correct numeral for each illustration.
1. 200 100 100 10
Answer:
2.
100 100 100 50 10
Answer:
3.
100 100 100 50 50 10 10
Answer:
4. 100 100 50 10 10
Answer
50 100 10
5. 100
100
Answer:
B. Developmental Activity
1. Motivation
Using number cards the teacher will show numbers 2, 7 and 5.
Then ask the pupils to form three digit numbers using these
numbers. Then ask- what is the biggest and smallest numbers
formed?
6
2. Presentation
 Divide the class into groups. Provide each group with counters
such as popsicle sticks or drinking straws.
 Let the pupils bundle 5 sets of 100 popsicle sticks.
 Ask: How many popsicle sticks do you have? If you add
another one bundle of 100, how many are there?
 Let the pupils write the number symbols on their Show Me
Board.
 Do these lines of questioning until the pupil reach 1000?
 At these points, the teacher will use the flats, longs and ones.
 Show a chart as shown below, ask the pupils to complete the
table numbers up to 1000.
501 505 560
1000
Refer to LM No. 2 –Gawain 1and 2
 The teacher will call for pupils to share their answers to the
questions in LM Gawain 2. Call at least 3 pupils for every
item. The variation in answers will deepen students‟
concepts.
4. Application
Refer to LM No. 2- Gawain 3 and 4
6. Generalization
Evaluation How do you visualize numbers from 501 through 1000?

Directions: Count
Howand
do write the correct
you identify numeralof
the number foreach
eachset
illustration.
of objects from
501 to 1000?
7
1.
300 200 100
2.
300 200 100 50
Answer: Answer:
3.
200 100 50
Answer:
4.
300 200 100 50
Answer:
8
5.
400 300 200 100
Answer
HOME ACTIVITY
Refer to LM 2 - Gawaing Bahay

Lesson 3
TOPIC: Associating Numbers with Sets having 101 up to 500 objects
OBJECTIVE
Associates numbers with sets having 101 up to 500 objects and gives
the number of objects.

1. Visualizes numbers with sets having 101 up to 500 objects
2. Identifies the number of objects having 101 – 500 objects
MATERIALS
1. Picture,
2. Bottle caps, sticks, drinking straws, flashcards, other counters
3. Cut-outs
1. Drill
The teacher will start number pattern, then the pupils should recite
continuously until the teacher stops then
a. 100, 200, 300 pupils, 900

b. 210, 220, 230, pupils 290
c. 405, 406, 407, 408, pupils, 433
d. 695, 696, 697, 698, pupils, 710
9
2. Review
Shade the objects that give the number in the box.
a.
456
b. 425
C. 356
D. 248
E.
500
B. Developmental Activities
1. Motivation
Sing a Song (Tune: Are you sleeping)
There are 10 tens (2x)
In 100 in 100
Let us add 1 to it, let us add 1 to it
It‟s 101, it‟s 101.
1
Ask.
How many tens are there in 100?
What if we add 100 to 100, what number will be formed?
What if we add 20 to 100, what number will be formed?
Is it important to know how to count numbers?
2. Presentation
Ask the pupils to bring out their counters.
Activity:
Divide the class into five. Give each group bundles/sets of counters of
100s, 10s and 1s.
Ask each group to complete the series given below.
Group I 120, 121, 122, 123, 124, 125 , , , ,

Group 2 210, 211, 212, 213, 214, 215 , , , ,
Group 3 325, , , 328, , 330, , , ,
Group 4 500, 450, 400, 350, , , , ,
Ask each group record the process of completing the series.
Processing:
What did you do to discover the next five number using sets of
objects?
How many objects are there in bigger and smaller bundles?
3. Reinforcing Activity – Refer to LM 3- Gawain
4. Application
Let the pupils identify the number for each sets of objects.
1. 2.
1
100100100 200
1 100
10 10 10
11
10 10 10 100 100
1
11
3. 4.
100100100100 100 1 1 10 10
1
10 10 10 10 10
1111111
10 10 10 10 10
5.
200 100100 1
50
1
10 10 10 10
5. Generalization
How do we associate numbers using sets of objects from 101 – 500?
What should you do to identify the number from 101 to 500 in a given
sets of objects or things?
EVALUATION
Give the number for each set of objects.
1. 2.
100 100 100

500
100
1
40 10 1010
1 10 10 1 1
1
3. 4.
300 20 100100
100100100
1 5011
1010 1111111
11111111
5.
700
100 100
10
10 10 10 10
1
1 1 1 1 1 1
HOME ACTIVITY
Refer to LM 3 – Gawaing Bahay

Lesson 4
TOPIC: Numbers with sets having 501 up to 1000 objects.
OBJECTIVE
Associates numbers with sets having 501 up to 1000 objects and gives the
number of objects.

1. Visualizes numbers with sets having 101 up to 500 objects
2. Identifies the number of objects having 101 – 500 objects
13
MATERIALS
1. Rubber bonds
2. Bottle caps
3. Sticks
4. Drinking straws
5. Flashcards
1. Drill
Counting numbers using the number chart 0-100
1 2 3 4 5 6 7 8 9 10
11 12 13 14 15 16 17 18 19 20
21 22 23 24 25 26 27 28 29 30
31 32 33 34 35 36 37 38 39 40
41 42 43 44 45 46 47 48 49 50
51 52 53 54 55 56 57 58 59 60
61 62 63 64 65 66 67 68 69 70
71 72 73 74 75 76 77 78 79 80
81 82 83 84 85 86 87 88 89 90
91 92 93 94 95 96 97 98 99 100
Ask:
2. What two one digit numbers when you add give an answer of 16?
What are the numbers? How did you get the correct answers?
3. What two digit numbers when you add give an answer of 100? What
are the numbers? How did you get the correct answer? Explain your
answer.
Review
Give the correct answer.
1. 500
100 100 100 100 40 10 10 1
Answer:
2. 20010010010010010101010 1 1 1
Answer:
1
3. 100100 100 100100 60
10 10
111 1
Answer:
4.
300 100 100 100 100 300
100 100 100 1 1 1 1

Answer:
1 1 1 1
5. 100 100 100
100100100100
1 1 1 1
Answer:
6. How many hundreds are there in 400?

Answer:
7. How many tens are there in 50?

Answer:
8. How many hundreds, tens and ones are there in 452?

Answer:
DEVELOPMENTAL ACTIVITIES
1. Motivation
STRATEGY: Game –“BRING ME”
Instructions:
Group the pupils into five.
Give each group 3 sets of cutout objects with 100s, 10s and 1s in three
colors, red, yellow and green.
The teacher will say,” Bring me 3 red hundreds, 2 yellow tens and 4 green
ones”
The first group who can bring the objects to the teacher wins.
Ask:
Why is it important to follow directions?
What will happen if you do not follow directions?
15
2. PRESENTATION:
The teacher will post the picture as illustrated below.
Call 2 or 3 pupils to read the short story.
Who sells quail eggs?

Who helps Aling Lorna to deliver quail eggs?
What kindLorna
Aling of daughter is Karen?
sells quail eggs. She asks her daughter Karen
to place 100 quail eggs in when
What did her mother do each she did all
basket andher10instructions correctly?
eggs in small
Why did she do all what her mother told her to do?
paper bags. She also tells her to deliver 5 baskets of eggs to
Aling Marie’s store and 7 paper bags to her friends. She does
Did she know how to follow directions?
all these correctly.
How many Alingare
hundreds Lorna praises Karen for following all
there?
whatHow
shemany
wantsare
her to
tens? do. She also asks her to find the total
number of quail eggs sold. If you were Karen, can you give the
total numberUse the illustration
of quail example
eggs delivered below
in all?
5 hundreds + 7 tens = 570

500 + 70 = 570
Example
Call a pupil to give the number of 100s, 10s and 1s in the illustration.
Call another pupil to give the number of hundreds, tens and ones.
Call a pupil to give the final number.
1
Hundreds + tens + _ ones
+ + =
Example 2
Divide the class into five. Distribute bundles or packs of objects in
100s, 10s and 1s. Let them give the number following the example
below.
300 100 100 100 60 10 10 1
Hundreds + tens + ones =
Processing:
What did you do to get the number of hundreds, tens and ones?
Did you count the objects carefully?
3. REINFORCING THE CONCEPTS AND SKILLS

Refer to the Learning Material
4. APPLICATION
Write the number of hundreds, tens and ones. Then, write the number on
your paper.
Example:
100 100 100 100 100 100
10 10 10 10 1 1
6 hundreds + 4 tens + 2 ones
600 + 40 + 2 = 642
17
1. 7 hundreds + 7 tens + 8 ones
_ + + =
_ + + =
_ + + =
_ + + =
_ + + =
5. SUMMARY
EVALUATIONWhat should you do to associate numbers with objects or things?

We can associate numbers with objects or things by identifying
Write and
the letter of the
counting correct answer.
them.
1. Which is equal to 784?
A
100 100 100 10 10 10 10 1 1 1 1
100 100 100 10 10 10 10 1 1 1 1
B 100 100 100 100 1 1 1 1 1
100 100 100 1 1 1 1 1 1 1
1
C.
. 100100100 10 10 10 10 10 10 1 1 1
D.
200 200 100 10 10 10 10 10 10
2. Which number is equal to the illustration below?
60 10 10 10 10
10 1 1
A. 832 B. 733 C. 752 D. 632
3. How many objects are in the box?
20 10 10 20 10 1 1
1 1 1 1 1 1 1
A. 565 B. 654 C. 645 D. 754
4. How many objects are in the box?
300 100 100 100 100
10 10 10 10 10
A. 789 B. 741 C. 714 D. 361
19
Lesson No. 5
TOPIC: Counting and Grouping Objects in Ones, Tens and Hundreds
OBJECTIVE
Counts and groups objects in ones, tens, and hundreds

1. Counts numbers from 1-1000
2. Identifies numbers from 1 – 1000
MATERIAL
1. popsicle sticks, bottle caps, sticks, drinking straws, flashcards, flats,
longs, ones, picture, pebbles, other concrete counters
2. Picture
3. Cut-outs
1. Drill
Mental addition using flash cards
1. 100 + 100 6. 800 + 10
2. 10 + 10 7. 200 + 100
3. 100 + 20 8. 900 + 2
4. 200+80 9. 600 + 40
5. 500+100 10. 700 + 12
2. Pre-assessment
Give the number for each set of objects.
1.
100 100100 100 100
10101010111
700 10 1
10 10 10
2.
10 10 10 10
10 1
2
3. 500
100 100
100 100
1 1
4.
800 10 10 10
10 10
1
1 1 1 1 1 1
5.
1 1
500 80
1 1 1 1
1. Motivation:
Help the birdie find its way to her mother by counting from the starting
point to the mother bird
4 5
3 6
2
Ask: What do you do when you see birds in your surroundings?

Why is it bad to hurt or kill animals?
21
Unlocking of difficult words
(One-act play) Act out a mother feeding her son/daughter. Then have
this sentence on the board.
Mother feeds her daughter with delicious food.
2. Presentation
The teacher will show the pupils how to create ones, longs and
flats. Together, the pupils and the teacher will create a long using 10
ones. The teacher will emphasize that 10 ones create a 10. The
pupils will create 10 longs. Then, the teacher will show with an
illustration on the board that 10 longs create one flat with 100 ones.
The pupils will also create a flat. There will be 10 tens in one
hundred.
3 hundreds 3 tens 4 one = 334
300 + 30 + 4 = 334
Distribute 25 objects/things to each pair of pupils. Let them group the

counters by tens and ones, as instructed by the teacher.
Example:
Form a group of ten objects.
Form another group of ten objects until only ones are left.
How many ones are left?
How many tens did you form from 25?
2
Show this on the board.
25 = 2 tens + 5 ones
100 100
1 1 1 1 1 1 1 1 1 1
1 1 1 1 1 1 1 1 1 1
3. Reinforcing Activity
Group the class into four. Give them sets of objects in bundles of 10s,
100s and some ones (drinking straws, bottle caps, seeds, pebbles,
popsicle sticks, any other concrete counters).
Directions: Count the objects and group them by hundreds, tens and
ones. Then, write the number on the blank. Follow the format below.
23
2
Hundreds + tens + ones =
What did you do to get the number of hundreds, tens and ones from
the given set of objects or things?
Show this illustration:
How many tens in 100?
How many hundreds in 1000?
25
4. Application
Write the number of hundreds, tens and ones. Then, write the number
on your paper.
Example:
589 = 5 hundreds + 8 tens + 9 ones
1. 896 = hundreds + tens + ones

5. Generalization
How do you group objects?
How do you group tens and hundreds?
How many tens are in 100?
How many ones are in tens?
EVALUATION
Write the letter of the correct answer.
1. How many tens are there in
1 1 1 1 1 1 1 1 1 1
1 1 1 1 1 1 1 1 1 1
1 1 1 1 1 1 1 1 1 1
A. 10 B. 5 C. 3 D. 2
2
2. How many hundreds are there in
10 10 10 10 10
10 10 10 10 10
10 10 10 10 10
A. 1 B. 2 C.3 D. 4
3. Which is equal to 8 hundreds + 7 tens + 2ones?

A. 827 B. 872 C. 862 D. 802
4. Which is equal to 25 tens?

A. 25 B. 205 C. 215 D. 250
5. How many hundreds are there in 896?

A. 8 B. 9 C. 6 D. 4
HOME ACTIVITY

Lesson No. 6
TOPIC: Reading and writing Numbers
OBJECTIVE
Reads and writes numbers from 101 through 1000 in symbols and in
words

1 .Counts and groups objects in ones, tens and hundreds
2. Associates numbers with sets having 501 up to 1000 objects and
give the Number of objects.
3. Place Value of three-digit numbers
4. Intuitive Concepts of 101- 1 000
5. Reading and writing 1-100
MATERIALS
1. Number Cards 3. Mystery Box of Knowledge
2. Show Me Board 4. Numbers Chart
27
A. Preparatory Activity
1. Drill
Strategy: Game- “Guess and Check”
Mechanics:
Draw 5 number cards inside the Mystery Box of Knowledge
Post it on the board
Ask the pupils to use the numerals in the number cards to form three-
digit numbers.
Examples of Number Cards:
9 2 0 5
Ask:
Form three-digit numbers as many as they can.

Let the pupils write their answers on the board.
Ask other pupils to arrange the numbers written on the board from
least to greatest and vice-versa
3. Review
Give the place value of the following:

In 987; what is the place value of 8?
What is the value of 9 in 987?
What is the place value of 7 in 987?
Fill in the table:

Number Hundreds Tens Ones
1. 787
2. 901
3. 765
4. 902
5. 978
6. 761
7. 107
8. 653
9. 765
10. 675 27
2
How many digits are there in a number?
In what direction will you start looking for the ones place in a three-digit
number?
Which place is in the middle?
What place is the first number from the left?
1. Motivation
Strategy: “Story Telling”
Comprehension
Why do we need to clean
2012our beaches?
COASTAL CLEAN
If you were the pupils of ONCESUP and OSCES, are you willing to
join the coastal clean-up? Why?
What are the numbers
Every September found inCoastal
we celebrate the story?
Clean-Up Month to conserve
our beaches and to minimize global warming. In Odiongan North
Tell the Elementary
Central pupils that numbers
School can be written
(ONCES), either
there in words
were or in who
578 pupils
symbols.
participated in the activity. While there were 892 pupils who
participated in Odiongan South Central Elementary School (OSCES).
2. After
Presentation
the Clean-Up, a forum was conducted by the Young Scientists
Ask of
Club theRomblon.
pupils to identify the numbers mentioned in the story. Using
the counters (straws), let the pupils make bundles of the numbers
identified and paired with the number cards.
Ask the pupils to write the number symbols in their Show Me
Board.
Numbers can be written either in words or in symbols (figures). Ask
the pupils why we need to write the numbers in words and not in
symbols only.
Give illustrative examples of writing numbers in words and in

symbols.
1. We read 892 in words as “Eight hundred ninety-two”
2
2. In symbols we read 572 and in words we read as “Five
hundred seventy-two”
3. In figure seven hundred-twelve is = 712
4. In words, 497 is Four hundred ninety-seven
5. In words, 698 is Six hundred Ninety-eight.
3. Reinforcing Activity – Refer to LM 6 - Gawain 1 and 2
4. Application – Refer to LM No. 6 No. Gawain 3 and 4
5. Summary
EVALUATIONHow do you read and write numbers?

a. Aparagraph
1. Read the number can be written
below. in symbols
Then write and inincluded
all numbers words. in the
paragraph.b. The first digit from the right is the ones, the second is tens
and the third is the hundreds
c. Zero is used as placeholder.
Write“Polit
the numbers in words: seventy-nine pages of a book to read. He
d.had nine
Every hundred
digit has its own value according to its position in
readsthetwonumber.
hundred sixty-seven pages on Monday and 79 pages on
Tuesday. And he reads the remaining six hundred thirty-six last
Friday”
Write the numbers in symbols or figures:
B. Write the correct number symbols of the following.
1. Nine hundred seven
2
2. Six hundred twenty-four
3. Six hundred eighty
4. Eight hundred eighty-nine
5. Seven hundred seventy-four
HOME ACTIVITY
Refer to the LM 6 – Gawaing Bahay

Lesson No. 7
TOPIC: Skip Counting by 10‟s
OBJECTIVE
Counts numbers by 10s, 50s, and 100s

1. Counting
2. Reading and writing numbers
3. Intuitive concept of addition
4. Concept of skip counting
5. Counts by 2s, 5s, and 10s
MATERIAL
1. Counters (Popsicle sticks, straws, etc.),
2. Hundred chart Set of card with the 3- Digit numbers
3. Pictures
1. Drill: Skip count by 2s
Post a hundred chart on the board. Ask the pupils to count 1 to 100
using the number chart.
Skip count by 2 starts from 2 then encircle the next numbers up 100.
1 2 3 4 5 6 7 8 9 10
11 12 13 14 15 16 17 18 19 20
21 22 23 24 25 26 27 28 29 30
31 32 33 34 35 36 37 38 39 40
41 42 43 44 45 46 47 48 49 50
51 52 53 54 55 56 57 58 59 60
61 62 63 64 65 66 67 68 69 70
71 72 73 74 75 76 77 78 79 80
81 82 83 84 85 86 87 88 89 90
91 92 93 94 95 96 97 98 99 100
3
2. Review
Directions: Using their Show Me boards, tell the pupils to write down
the missing numbers to complete the table. Ask them to show, one at
a time, what they have written.
5 20 30
35 55
65 80
100 115
130 140 150
1. Motivation: Game – “Count Me In, Count Me Out”
Directions:
Divide the class in two groups
Group I (Pupils will skip count by 2s)
Group 2 (Pupils will skip count by 5s)
Let the pupils stand and form a straight line. Let them count by 1s.
Pupils whose number falls on the multiple of 2 or 5 will say “Count Me
In”, “Count Me Out.” respectively. Failure to do so will exclude the pupil
from the group.
2. Presentation
Posing the Task
Strategy: Learning Stations and Cooperative learning.
Group the class into three (3) groups and assigned them by Learning
Stations. A group leader shall be identified by each group members.
Performing the Task-

Activity No. 1
Distribute a bundle of 100 pieces of Popsicle sticks to each
group. Instruct the pupils to group the Popsicle sticks by 5s, 10s, and
50s. Let them write their answer on the table presented below.
1 2 3 4 5
5
10
50
Ask a leader or any of the members to report their output.
3
Then ask:
How many 5s are there in 100?
How did you find the activity?
Did every member of the group do his part?
What made your group finish the activity ahead of time?
3. Reinforcing Activity – Refer to LM 7 - Gawain 1-3
4. Application – Refer to LM No. 7- Gawain 4 and 5
5. Generalization
Let the pupils skip count by 10‟s from 10 through 100.
Ask: How many groups of 10 are there in 100
How many numbers are there in each group?
How do we skip count by 10?
What do you call the sequence or pattern of counting that we used?
What skip counting was used?
EVALUATION
Count by 10s, 50s and 100s. Write the missing number.
1. 70, 80 , 100, , ,
2. 150, 160, , ,
3. 800 1100
4. 65 , 115 , , ,
5. 25, 75 , 225, ,
HOME ACTIVITY

Lesson No. 8
TOPIC: Reading and writing Numbers
OBJECTIVE
Reads and writes numbers from through 1000 in symbols and in
words
3
1 .Counts and groups objects in ones, tens and hundreds
2. Associates numbers with sets having 501 up to 1000 objects and
give the Number of objects.
3. Place Value of three-digit numbers
5. Reading and writing 1-100
MATERIALS
2. Show Me Board 4. Numbers Chart
1. Drill
Strategy: Game- “Guess and Check”
Mechanics:
Divide the class into 5 working groups. Let any members of the group
to draw 5 number cards inside the Mystery Box of Knowledge..
Ask the pupils to use the numerals in the number cards to form three-
digit numbers as many as they can.
8 9 0 3
Tell the pupils to write their answers on their Show Me Board.

Ask other pupils to arrange the numbers written on the board from
least to greatest and vice-versa
2. Review
Give the place value of the following:
In 987; what is the place value of 8?
What is the place value of 7 in 987?
3
Fill in the table:
Number Hundreds Tens Ones
1. 598
2. 998
3. 895
4. 902
5. 978
6. 809
7. 907
8. 790
9. 895
10. 985
How many digits are there in a number?

In what direction will you start looking for the ones place in a three-digit
number?
Which place is in the middle?
What place is the first number from the left?
1. Motivation
Strategy: “Story Telling”
Comprehension question:
2012 COASTAL CLEAN UP
Why do we need to clean our beaches?
If you were
Every the pupilswe
September of celebrate
ONCES and OSCES,
Coastal are you
Clean-Up willing
Month to to join
theconserve
coastal clean-up? Why?
our beaches and to minimize global warming. In
What are the numbers found in the story?
Odiongan North Central Elementary School (ONCS), there
were 578 pupils who participated in the activity. While
there were 892 pupils who participated in Odiongan South
Central Elementary School (OSCES)
After the Clean-Up, a forum was conducted by the Young
Scientists Club of Romblon.
3
2. Presentation
Distribute copies of the activity card (2012 Coastal Clean Up)
Tell the pupils to underline all numbers mentioned in a story. Then
Ask them to fill-up the table presented below.
Numbers in symbols Numbers in words
Tell the pupils to write the numbers in symbols into words and vice
versa.
3. Reinforcing Activity – Refer to LM 8 Gawain 1and 2
4. Application- Refer to LM- Gawain 3
5. Summary
EVALUATIONHow do you read and write numbers?

Read thea.paragraph
A numberbelow.
can beThen
written in symbols
write andincluded
all numbers in words.in the paragraph.
b. The first digit from the right is the ones, the second is tens
and the third is the hundreds
Write“Polit
the numbers in words: seventy-nine pages of a book to read. He
c.had nine
Zero hundred
is used as placeholder.
readsd.two hundred
Every sixty-seven
digit has pagesaccording
its own value on Monday and
to its 79 pages
position in on
Tuesday. And he reads the remaining six hundred thirty-six last
the number.
Friday”
Write the numbers in symbols or figures:
3
HOME ACTIVITY

Lesson No. 9
TOPIC: Place Value of a 3- digit Numbers
OBJECTIVE
Give the place value of each digit in a 3- digit numbers

Reads and writes numbers through 1000 in symbols and words
MATERIAL
1. Place value Chart 4. Abacus
2. Activity card 5. Number cards with 3-digit numbers
3. Counters 6. Drill or show cards for each pupil
A. Preparatory activities:
1. Drill
Counting numbers by 10s, 50s and 100s
Give the next three numbers starting from 10, 20, , , ,
What is the next three numbers starting from , 100, 150,
What is the next three numbers starting from 100 300, ,
What is the next three numbers starting from 40, 50 70 ,
2. Review
Reading and writing numerals in words and in symbols
Strategy: Game- “SHOW ME PARTNER”

Instructions:
Ask the pupils to count off.
Ask a pupil to draw one at the time the number cards inside the
Mystery Box of Knowledge
Then, she/he will ask somebody by calling his/her number to answer
the question printed in the number card.
3
Examples of number cards:
Card No. 1 - What is 978 in words?
Card No.2 – What is “Five hundred twenty- seven in symbols?
Card No. 3 – What is 407 in words?
Card No. 4 – What is “Eight hundred five in symbols?
3. Pre-Assessment
Choose the letter of the correct answer.
1. What is the place value of 7 in 897?
a. Ones b. Tens c. Hundreds
2. In 946 what number is in the hundreds place?
a. 4 b. 6 c.. 9
3. What is the place value of 2 in 325?
a. Ones b. Tens d. Hundreds
4. In 946 what number is in the tens place?
a. 9 b.6 d. 4
Fill in the blanks.

1. 7 59 is a 3-digit number. It is made up of hundreds
tens and Ones
2. In 479, the digit 4 stands for
3. In 275, the digit is in the tens place. The value of the digit
is
4. In 456, the digit is in the hundreds place. The value of the
digit is
1. Motivation:
Post on the board this word problem.
“I am a four-digit number. My ones digit is 1. My tens digit is
three digit larger than my ones digit. My hundreds and
thousands digits are both larger than my ones digit. What
number am I?
Ask the possible questions.
What does ones, tens, hundreds and thousands digit mean?
What is the correct answer?
3
Explain why and how the answer was achieved?
What are the other possible solutions?
2. Presentation
Divide the class into 5 small learning groups.
Distribute the Place Value pocket Chart and number cards.
Ask each group to place the numbers on the place value chart.
Example
What do 759 mean?
Hundreds Tens Ones

7 5 9
Ask:
Possible questions
1. What is the value of 7? How about the 5? and the 9?
2.In 759, is it possible that the numeral 9 will be placed in the
hundreds place? Yes or no. Why? Explain your answer.
Explain: The digit 7 means 7 hundreds, or 700

The digit 5 means 5 tens or 50
The digit 9 means 9 ones or 9
 Point out that numbers may be written in different ways: In

symbols, in words and in expanded form. Still the place value of
each digit in the numeral is being considered.
 Give examples:
1. 758 = 700 + 50 + 8
2. 985 = 900 + 80 + 5
3. 476 = 400 + 70 + 6
3. Reinforcing Activities - Refer to the Learning Material Gawain 1-2

.
4. Application- Refer to LM- Gawain 3
5. Generalization
How many digits have the numbers we studied today?
What are the different place values in a 3-digit number?
What did we use to identify or give the place value of each digit easily?
EVALUATION
Supply the correct answer applying the place value
1. Sa 897, ay nasa ones place
3
2. ay nasa hundreds place
3. ay nasa tens place
4. Ano ang place value ng 8 sa 284?
5. Sa 693 anong numero ang nasa thousands place?
6. Ilang tens ang mayron sa 760?
7. Ilang hundreds mayron sa 965?
8. May ilang tens mayron sa isang daan?
9. Sa 679, ang bilang na ay nasa hundreds place. Ang kabuuang value
halaga ay
10. Ang 498 ay isang 3-digit number. Ito ay binubuo ng hundreds
tens at Ones.
HOME ACTIVITY

Lesson No. 10
TOPIC: Writing 3 digit numbers in expanded form
OBJECTIVE
Write three-digit numbers in expanded form
PREREQUISITES CONCEPTS AND SKILLS

1. Place Value of each digit in a three-digit number
2. Reading and writing numbers in words and in symbols
MATERIALS
1. Place Value Chart 3. Flashcards
2. Show Me Board 4. Mystery Box of Knowledge
1. Drill - Game: RELAY
Mechanics:
Ask the pupils to position at the back part of the room.
Place all number cards inside the Mystery Box of Knowledge.
The teacher will draw one at a time the number cards. Then she/he will
show it to the class.
Ask the pupils to raise their right hand as fast as they can, if they know
the answer.
The pupil who got the correct answer will make step forward
The first pupil to reach the finish line wins the game.
3
How many hundreds are there in 987?

How many tens are there in 507?
In 627= hundreds, tens, ones
What is Five hundred sixty in symbols?
What is 819 in words?
How many ones are there in 379?
In 351 = hundreds, tens, ones
What is Two hundred twenty nine in symbol?
2. Review
Give the place value of each given digit.
What is the place of 8 in 389?
In 895, what is the value of 8?
What is place value of 2 in 629?
In 146, what digit has a value of 40?
What digit has a place value of hundreds in 569?
1. Motivation
Strategy: GUESS and CHECK
Present a mathematical problem in the form of a riddle. Post this on
the board.
“I amUnderline
Ask: a four-digit
thenumber.
questionMy hundreds
asked in the digit is 8. My ones digit
problem?
is six
Restate the question into answer statement digits
less than my hundreds digit. My other form. are both
twiceSolve
as large as my ones
the problem digit. the
showing What numbersolutions
complete am I? of the
equation.
2. Presentation
Distribute a word problem written in the strip of manila paper.
Tell the pupils to underline the questions asked in the
problem. Let them rewrite the problem into answer-statement
form.
Distribute popsicle sticks. Tell the pupils to use the popsicle
sticks to represent given in the problem.
Let the pupils solve the equation.
4
Other possible questions
1. What digit is in the hundreds place of a four-digit number in a
Mathematical problem?
2. How about in the ones place?
3. What are the operations to be used to form an equation?
4. What is the mathematical equation?
5. What is the correct answer?
6. Is your answer correct? Why? Explain your answer.
Post the Place Value Chart

Present an example
Say: The numeral 896 can be expressed in expanded form:
Thousands Hundreds Tens Ones
8 9 6
Elaborate that; 8 hundreds = 800

9 tens = 90
6 ones = 6
Numbers can be written in different ways. These can be done in

words, symbols and expanded form.
Draw the pupils‟ attention to the place value chart.

Illustrate how 896 be expressed in expanded form:
The expanded form of 896 is 800 + 90 + 6

Explain:
Number Place Value Value
896
Ones 6
Tens 90
Hundreds 800
Ask: How many hundreds, tens and ones are there in 896?
Give additional illustrative examples:
275 = Hundreds Tens Ones
702 = Hundreds Tens Ones
Hundreds Tens Ones
4
3. Reinforcing Activity – Refer to LM 10 Gawain 1and 2
Group the class into three small learning stations. Each group will be
given an activity worksheet containing the activity and directions
4. Application –Refer to LM- Gawain 3 and 4
5. Generalization
How do you write numbers in expanded form?

EVALUATION
1. UsingWriting number
the digits in 4expanded
2, 8, 9, and 6 onlyform
once,is expressing
what is the the number
greatest as
three-digit
the sum of the values of its digits. The expanded
numbers can be formed? Then express it in expanded form. form gives
the value of each in the number
2. Teacher Danny draws number cards: 2, 0, 9, 8 and 7. Using the digits
only once, form the smallest three-digit numbers and express it in
expanded form.
3. Write 708 in expanded form.
4. Express in expanded form: Three hundred fifteen”
5. What is 897 in expanded form? _
HOME ACTIVITY

Lesson No. 11
TOPIC: Comparing Numbers
OBJECTIVE
Compare numbers using >, <, and =

2. Place Value of each digit in a three-digit number
3. Three-digit number in expanded form
4. Write numbers after, before and between the given numbers
4
MATERIAL
1. Number cards 5. Counters
2. Cut-outs 6. Flash Cards
3. Pocket chart 7. Mystery Box of Knowledge
4. Show Me Board
1. Drill
Oral: Reading 3-digit numbers
348 159 895 987679987
2. Review
Strategy: Group Activity
Directions:
Divide the class into four small learning stations. One pupil will act as a
leader.
Distribute the Mystery Box of Knowledge with number cards from 0-9
Explain that for every set of cards consists of three-digit numbers.
Pupils rearrange the cards in each set to form as many three-digit
numbers as they can.
Group with more three-digit numbers formed, wins the game.
9 6 5 2
4 3 1 7
0 8
1. Motivation
Strategy: Story Telling
Post the story. Ask volunteer from the pupils to read the story.
4
Every morning Lolo Enting is in his vegetables garden. One
morning his grandchildren come to visit him. Roger gives him 5
pieces of papaya, Arlette gives him 10 pieces of ripe mangoes
and Rosemarie gives him 5 pieces of sweet banana. “Oh thank
you very much, he said. Thank you my dear grandchildren. God
bless you all.
Comprehension questions leading to the development of the concept:
Who came to visit Lolo Enting?
Who gave him 5 pieces of papaya?
What did Arlette give him?
How many ripe mangoes did Rosemarie give him?
Do you also give something to your Lolo and Lola? Why? Or why not?
Who gave him lesser fruits?
Who gave him more fruits?
Who gave him equal or the same number of fruits?
Arrange the number from highest to lowest or vice versa.
Ask how many hundreds, tens and ones are there in each set of
numbers
2. Presentation
Present another set of word problem.
Processing:
Tatay Jomar is a farmer. He harvested 780 mangoes
Ask:
while
Underline
Tatay Junray
the question
harvested
in the
890
problem
mangoes.
and Who
rewrite the question in
answer
harvested
statement.
more mangoes?
Who are the two farmers?
Who between the two farmers harvested more mangoes?
Compare the numbers.
How did you compare the number?
Arrange the number from highest to lowest or vice versa.

Ask how many hundreds, tens and ones are there in each set of
numbers.
Let us represent the total number of mangoes harvested by Tatay

Jomar and Tatay Junray in the Place Value Chart.
Then, compare the number using relation symbols such as <, >, and =.
4
Hundred Ones
Tens
8 9 0
7 8 0
Step 3- Compare the ones
Step 2- compare the tens
Step I- Compare the hundreds
Let us compare the hundreds digits. Which numbers has more

hundreds?
We say 800 is greater than 700 or 700 is less than 800

We write: 800 > 700 or 700 < 800
Say: Let us have another set of example.
Compare 356 and 346
H T O
3 5 6
3 4 6
What have you noticed about the digit in the hundreds place?
Say: Now let us compare the digit in the hundreds place:
Next, let us compare the digits in the tens place.
Which is bigger? (5 is bigger than 4)
Therefore: We write: 356 > 346 or 346 < 356.

We say: 356 is greater than 346 or 346 is less than 356.
3. Reinforcing Activity - Refer to the LM 11 Gawain 1-2
4. Application- Refer to LM- Gawain 3 and 4
5. Generalization
In comparing 3 digit numbers, compare the hundreds first then

the tens and the ones. We use the symbol >,<, and =.
To show the relationship between numbers being compared,
one of the following symbols is placed between them:
< means less than
> means greater than
= means equal to
4
EVALUATION
Compare the pair of numbers by writing <, >, and =
1. 150 145 2. 872 872 3. 785 678
Compare the numbers in column A from column B. Use the relation symbols
>,<, and =.
Column A Column B
346 450
450 336
565 656
765 767
HOME ACTIVITY

Lesson No. 12
TOPIC: Comparing and Ordering Numbers
OBJECTIVE
Orders numbers up to 1000 from least to greatest and vice versa.

1. Compares numbers using >, <, and =
2. Skip-counting
MATERIALS
1. Number Cards
2. Show Me Board
3. Number line
A. Preliminary Activities
1. Drill- Comparing Numbers using relation symbols
Contest: SINO ANG MATIBAY?
Mechanics:
Ask the pupils to stand and form two lines.
One line for the boys (Team I) and another line for the girls (Team 2)
Two pupils will be called, one from each team.
The teacher will flash the number card and the contestants will answer
the question as fast as they can.
The first one to answer the question correctly will take a seat.
4
The team with less number of members standing wins the game.
SAMPLE OF NUMBER CARDS:
2. 900
Review 890 567 678 599 590 975 895
Comparing numbers using relation symbols <, =, >
1. 975 957 2. 490 490 3. 213 315
1. Motivation: “MY RULE IN LIFE”
Post on the board.
Ask: Children are you familiar with these patterns? Ask the pupils to
tell something about it. Call at least 5 pupils. Then, ask them to
complete the patterns.
1. 20, 22, 24, 26, 28, 30, , , , , ,

2. 50, 55, 60, 65, 70, 75 , , , ,
3. 70, 80, 90, , , , , ,
4. , , , , , , 60, 58, 56, 54, 52, 50, 48
5. 40, 45, 50, , , 65, 70, , , 85, 90, ,
5. Presentation
Distribute the number cards. (See to it that all pupils have number
cards). Then let them post the number cards on the board.
Then, post your prepared number line on the board. Ask the pupils
something about the number line. Ask them to describe it.
Call 3 or 4 pupils to arrange the number cards in the number line.
The number line looks like this:
50 51 53 54
Processing:
What number comes after 51?
What number comes before 54?
What numbers are between 51 and 54?
Look at the numbers 50, 51, 53 and 54. What number is the least?
What number is the greatest?
Can you arrange the numbers from least to greatest? Or from greatest
to least.
4
Divide the class into three small learning stations. Each small learning
station will be given an activity card.
Ask each group to write their answers on the manila paper and post it
on the board. Assign a leader in each group and ask them to explain
how they answered the activity.
4. Application – Refer to LM No 12 Gawain 3 and 4
5. Generalization
How do we arrange numbers from least to greatest or vice versa.
Numbers can be arranged from least to greatest or from greatest

EVALUATION
to least depending on their place value positions.
Arrange the numbers from least to greatest.
1. 897 675 995 453

2. 124 987 907 234
3. 481 745 999 761
Arrange the numbers from greatest to least.

4. 987 456 340 675
5 310 289 980 129
6. 567 321 896 459
HOME ACTIVITY
TEACHING GUIDE FOR MATHEMATICS GRADE 2

Reading and Writing Numbers
Lesson 13
TOPIC: Ordinal numbers
OBJECTIVES:
Visualizes and identifies the 1st through the 20th object of a given set
from a given point of reference.

Orders numbers up to 1000 from least to greatest & vice versa
4
MATERIALS
1. Number cards, charts, pieces of rolled papers, activity sheets,
Preparatory Activities
I. Drill
Game: “Do You Know Me”
Instructions
Divide the class into 3 small learning stations
Designate a leader to every learning station.
Place all number cards inside the Mystery Box of Knowledge
Draw one at a time the number cards. (As illustrated below)
Each group should have a representative to answer every question.
Ask pupils to identify the value of the underlined digit.
The group with more number of correct answers will be declared
winner.
2. REVIEW
9 8 7 7 6 5 9 0 5 6 8 3
Directions: Order the numbers from greatest to least by supplying the
missing numbers.
1. 459, 464, 469 , , _, , ,
2. 891, 892, 893, , , ,
3. , , , , _, 597, 600, 603
4. 187, 191, , , 203, , ,
5. 296 , , 210, , 224, , ,
DEVELOPMENT OF THE LESSON

1. Motivation
Strategy: Story Telling- Playing Jumping Rope
During recess time, the Grade II pupils of Looc Central
School played Jumping Rope. Danny as a leader, he
prepared a list of the7 top scorers in the game written on a
chart. e posted on the bulletin board. The results of the game
are shown below.
4
Jumping Rope
Players Points
Danny 986
Elen 974
Rogelio 803
Chris 872
Gloria 937
Shie 793
Men 832
Who got the highest score?

Who got the lowest score?
Arrange the names of pupils based on their scores from
least to greatest and vice versa
2. Presentation
 Divide the class into five small working groups. Assign a
group leader to each group. Distribute the different objects
such as stones, shells, fruits, vegetables, plastic cups,
seeds, and etc.
 Ask the groups to arrange the objects according to its sizes.
Then ask them to count and identify their position from 1 to
20.
 Ask the following questions:
 What is the first object? Then write on the board the
correct way of writing ordinal number.
 What is the number three object? Then illustrate how to
write three in an ordinal number.
 What is the number 20 object? Again write 20 expressed
in an ordinal number.
 What is the number 10 object? Illustrate how to write 10
in an ordinal number.
 Then ask the pupils to give patterns on how to write
ordinal numbers in symbols.
 Then post on the board the chart. Ask the pupils to fill-up
the column of ordinal numbers in symbols and in words.
The Mathematics Coordinator of Romblon West Central School

administered the qualifying test to the Special mathematics
Class.
5
The next day, she published the top ten scorers on the bulletin
board.
CONGRATULATIONS TO TOP SCORERS

MATHEMATICS WIZARDS OF RWCS
Number Pupils Score Ordinal Ordinal

in figure Number is Number in
symbols word
1 Danny 98
2 Shirley 97
3 Men 96
4 Gloria 95
5 Larry 94
6 Edith 93
7 Mila 92
8 Poring 91
9 Rogelio 90
10 Cris 89
Reinforcing activities
Refer to the LM 13- Gawain 1 and 2
Group the class into 3 learning stations. Each group will be given
an activity worksheet containing the activity and the directions of
what to do.
Ask each group to write their answers on the manila paper. Make
them explain how they answered the activity.
3. Application
Refer to LM 13-Gawain 3 and 4
5. Generalization
What is ordinal Number?
Ordinal Number tells the position of objects or persons arranged
in order.
5
Words Symbols
First 1st
Second 2nd
Third 3rd
Fourth 4th
Fifth 5th
Sixth 6th
seventh 7th
Eighth 8th
Ninth 9th
Tenth 10th
Eleventh 11th
Twelfth 12th
Thirteenth 13th
Fourteenth 14th
Fifteenth 15th
Sixteenth 16th
Seventeenth 17th
Eighteenth 18th
Nineteenth 19th
Twentieth 20th
EVALUATION
Write the ordinal number of the following toys. Count from left to
right.
1. How many toys are there in all?

2. The car is in what position from the right?
3. What toy is in the 9th position from the left?
4. What is the position of the ball?
5. What is the position of the guitar?
HOME ACTIVITY
5
Lesson No. 14
TOPIC: Ordinal Numbers
OBJECTIVE
Reads and writes ordinal numbers from 1st through 20th.

1. Visualizes and identifies the 1st through 20 th object of a given set
from a given point of reference
2. Intuitive concepts of order
3. Ordinal Numbers from 1st up to 10th
4. Place Value
MATERIALS
2. manila paper 5. calendar
3. charts, activity sheets/worksheets 6. List of Pupils
1. Drill
Identify the place value of the given digit.
567
Questions: 978 451 761
In 567, what is the place value of 6?
In card number 2, what is the value of 9?
In 978, what is the place value of 8?
In card number 3, what is the value of 5?
What is the place value of 1, in card number 3?
In card number 4, what is the place value of 7?
2. Review
Post on the board the sentence in the box below.
Read the sentence in the box and then ask questions.
I LOVE MATHEMATICS VERY MUCH
5
What is the fifth letter?
What is the tenth letter?
In the word MATHEMATICS, what is the second letter? The 9th, sixth?
2nd?, 5th?
What is the position of the third letter e?
What is the position of first letter m?
What is the position of letter c?
3. Pre-assessment
Present the list of Honor Pupils in Grade II for the First Grading. The
list must be written in Manila Paper and be posted on the board.
Questions:
Welcome and Congratulations to the Cream of the class
How
1. Dannypupils
many Padillaare there in the Cream of the Class?
How many are
2.Rogelio boys? Jr.
B. Candido 7. Arlena de la Vega
How many are girls?
3.Shirly F. Ferrera 8. Dals Lim
Who was the first
4.Herminio pupil on the list?
Catud 9. Rogelio Falcutila
Who was the second
5.Edith Macaya-on on the list? 10. Robert
Who was 6.Larry
Aquino the tenth place on the list?
Samala
How many boys are included in the Cream of the Class? _
How many girls are included in the Cream of the Class?
1. Motivation
Strategy- Recognition Day
Instructions:
Have the pupils get the rolled paper in the Mystery Box of Knowledge
to know who will be included in the top 20th. Let them stand before the
class and pin the ribbon (Ordinal Number) on their left chest. Assign
other pupils to serve as parents.
Then ask some questions:

Why do some pupils get honors?
How do they study?
Are you diligent pupils? Why do you have to be diligent with your
studies?
5
2. Presentation
Divide the class into 5 working groups. Distribute the pocket charts
and 20 cut-outs of objects. Be sure all groups have complete
materials.
Ask the pupils to put the cut-outs in the pocket chart. Then, ask
them to put numbers on the object.
Using cartolina strips, ask the pupils to write the ordinal numbers in
symbols and words. Instruct them to place it opposite the number
of the object.
Processing questions
What do you observe about what are written before the names of
pupils?
What do you observe about what are written next to the names of
pupils? In the third column?
Ask the pupils to continue writing the ordinal numbers in symbols
and in word to complete the chart.
Sample of Pocket Chart

Name of Number symbols Ordinal Number in
object symbols
Cup 1 1st
Hat 2 2nd
Book 3 3rd
Ballpen 4 4th
Ask: What do you observe in the chart particularly on column 2 and

3?
Say: After the names of the thing/object are number symbols and
in the next column are ordinal numbers in symbol such as 1st, 2nd,
3rd, 4th, 5th, 6th and so on. These numbers are the symbols that
that tell the order of persons, objects or things that are arranged.
The numbers that tell the order of persons/objects/things are called

ordinal numbers.
3. Reinforcing Activity - Refer to the Learning Material

Gawain 1 -3
4. Application
Refer to LM- Gawain 4 at 5
Post the calendar like the one presented below. Then ask the pupils
to answer the following questions
5
5. Generalization
Ordinal numbers tell the position of objects/things or people in a definite order.
To write ordinal numbers in words, write the counting numbers and the last two letters of th
One- first Two – second Three

Eight
– third
Nine
eighth
Five – fifth
ninth
Twelve -Twelfth Twenty – Twentieth
To write ordinal numbers in figures, write the number and affix the last two letters of the wri
First – 1st Second 2nd Third 3rd Fourth 4th
EVALUATION
Supply the missing ordinal numbers.
1
1st 4th
6th
9th 12th
15th
20th
2. Write the following ordinal numbers in words.

1. First
2. Fourth
3. Fifth
4. Twentieth
5. Nineteenth
HOME ACTIVITY
Please refer to the LM 14 – Gawaing Bahay
TEACHING GUIDE IN MATHEMATICS GRADE 2

Reading and Writing Numbers
Lesson No. 15
TOPIC: Patterns of Naming Ordinal Numbers
5
OBJECTIVES
1. Identifies and uses the pattern of naming ordinal numbers from 1st
to the 20th.

1. Reads and writes ordinal numbers from 1st through the 20th
2. Visualizes and identifies the 1st through the 20th object of a given
set from a given point of reference.
MATERIALS
1. Number Cards 3. Show Me Board
2. Pocket chart 4. Mystery Box of Knowledge
1. DRILL
Game- “SHOW ME”
Direction:
Divide the class into 3 small learning stations.
Designate a leader to every learning station.
Each group should have a representative to answer every question.
Place all number cards inside the Mystery Box of Knowledge.
Draw number cards one at a time.
Ask the pupils to identify the correct ordinal number written in the
number card.
Let them write their answer on the Show Me Board.
The group with more number of correct answers will be declared
winner
2. REVIEW- Tell the position of a given set of objects

Present this illustration.
A B C D E F G H I J
Fir Secon Thir Fourt Fift Sixt Sevent Eight Nint Tent
st d d h h h h h h h
1st 2 nd 3rd 4th 5th 6th 7th 8th 9th 10th
What is the 4th letter in the chart?

What is the 2nd letter in the chart?
What is the tenth letter in the chart?
What is the seventh letter in the chart?
5
3. Pre-assessment
Supply the missing ordinal numbers.
1st 5th 8th

12th 16th 19th
1. Motivation
Story Telling- Bicycle Race
Ask: Do you have any experience to ride on a bike?
How do you feel it?
Last summer vacation, the Barangay Agnipa had a bicycle race to celebrate their barangay
who joined the contest. The fiesta coordinator ranked the following cyclists:
(The teacher will post the manila paper where the list of winners was written.)
Ask: Who wants to join the race next fiesta?

Why do you want to join?
What benefit can you get from joining this kind of contest?
2. Presentation
Divide the class into 5 small working groups. (Groupings depend on
the number of pupils in a group.
Distribute the different geometric figures. Be sure all groups have the
same number, kind and size of geometric figures.
Then post on the board the chart of geometric patterns.
Ask the pupils to complete the patterns. They can use the
concrete geometric figures to visualize completing the
patterns.
?
Ex. ?
Ask the pupils to complete the pattern and let them

explain their answer.
Then- post on the board the picture story and the result of
the contest in the motivation phase.
5
Results of the contest
Name of the Cyclist Rank

1. Danny 1st
2. Jomar 2nd
3. Cris 3rd
4. Wellie 4th
5. Jonathan 5th
6. Rogelio 6th
7. Carlos 7th
8. Melchor 8th
9. Noel 9th
10. Dodoy 10th
11. Robert 11st
12. Mhen 12nd
13. Larry 13rd
14. Reagan 14th
15. Salcing 15th
16. Roger 16th
17. Albert 17th
18. Polit 18th
19. Dino 19th
20. Joseph 20th
Ask:
What is Reagan‟s rank?
What letters do you see after 1 and 11?
What letters do you see after 2 and 12?
What letters do you see after 3, and 13th
What letters do you see after the other numbers?
Is there any pattern/s in naming the ordinal numbers?
3. Reinforcing activities
Refer to the LM 15, Gawain 1-2
Divide the class into 2 small learning stations. Give each group a
copy of the worksheet of activity to do. Assign a leader who will
report the answer of the activity assigned to their group.
4. Application – Refer to LM- Gawain 3-4

Answer the following questions:
1. Danny is fifty-third. Jomar is fifty-fifth. Name the position of the
person between them.
5
2. There are 120 cyclists. Jun is next to last. Name the position of
the person in front of Jun.
5. Generalization
How do you use the pattern of naming ordinal numbers beyond
20? The numbers beyond 20 are written with the name of the tens
followed by first, second, third, ninth and etc.
EVALUATION
From the given quotation as “The” as the point of reference,
give the word corresponding to the given position.
THE ABILITY TO FOCUS ATTENTION ON IMPORTANT THINGS IS THE DEFINING

-Robert Schiller-
5th
14th
11th
6th
4th
12th
4th
8th
10th
9th
6
HOME ACTIVITY
6
Addition and Problem Solving
Lesson 16
TITLE: ADDING NUMBERS WITHOUT REGROUPING
OBJECTIVE:
To add 3-digit by 2-digit numbers with sums up to 1000 without
regrouping

1. Concept of Addition,
2. Adding 2-3 digit numbers without regrouping,
3. Place Value
4. Intuitive knowledge of adding 2-3 digit numbers add first the ones,
the tens and the hundreds.,
5. Intuitive knowledge of knowing the parts of an addition sentence,
the addends, plus sign, equal sign and the sum
MATERIALS
1. Real Objects 4. Window Cards
2. Cut-outs, 5. Show Me Board
3. Number cards,
INSTRUCTIONAL PROCEDURES:
A. Preparatory Activities (Presenting the Lesson)
1. DRILL - Basic Addition Facts using the Window cards A1.
Examples:
1. 8 + 8 = 2. 9 + 7 = 3. 8 + 7 =
4. 7 + 7 = 5. 6 + 5 = 6. 3 + 9 =
7. 6 + 8 = 8. 8 + 4 = 9. 4 + 7 =
10. 4 + 9 = 11. 6 + 4 = 12. 7 + 6 =
2. REVIEW
STRATEGY: PUZZLE GAME- “THE MAGIC OF ADDITION
SQUARE”
6
INSTRUCTIONS:
Group the class into four small learning groups.
Instruct each group to position in their respective learning
station.
Post the activity sheets to each learning station.
Explain to each group that they need to go through the
four learning stations to complete the activity.
Each group is only given 35 seconds to do the activity.
Learning Station 1
Worksheet No. 1
Directions: Add each row and each column. Find the
missing numbers.
10 5
8 3
Learning Station 2
Worksheet 2
missing numbers
14 2
5 2
Learning Station 3
Worksheet 3

missing numbers.
13 12
6 7
6
Learning Station 4
Worksheet 4

missing numbers.
18 11
10 7
3. Pre-assessment
Find the answer.
1. 172 more than 25 is what number?
2. 250 increased by the sum of 2 and 3 is equal to
3. Combine 145 and 34.
Arrange the numbers in column. Find the sum using the short form.
4. 213 + 54 =
5. 213 + 76 =
6. 417 + 61 =
1. MOTIVATION: Story Problem
Posing a Task
This is Mark. He collected 23 4 empty

bottles on Saturday and 23 on Sunday.
Can you tell the number of bottles he
collected for two days?
Ask the following questions:

1. Who collected empty bottles
2. What did Mark collect?
3. When did he collect empty bottles?
4. How many empty bottles did Mark collect on Saturday?
5. How many empty bottles did he collect on Sunday?
6. Can you tell the total number of empty bottles Mark collected
for two days?
6
2. Presentation of the lesson
PERFORMING THE TASK
Present cut-outs of bottles.
Let the pupil‟s show the number of empty bottles Mark
collected on Saturday and on Sunday.
Present that each big bottle is represented by 100 bottles

and each small bottle is represented by 10
Then, let the pupils write the numbers on the board.

Present to the class the place value chart.
Example 1-Short Method of adding numbers
Hundreds Tens Ones

234 2 3 4
23 2 3
257 2 5 7
PROCESSING THE SOLUTIONS AND ANSWER

Ask: What will you do to find the total number of bottles
which Mark had collected?
Ask: In 234 what is the value of 4?

What is the value of 3?
In 257 what is the value of 7?

What are the numbers in the tens place?
What are the numbers in the hundreds place?
Example 2- Using Expanded Form Method

235 = 200 + 30 + 5
+ 43 = 40 +3
278 = 200 + 70 +8
278
6
Example 3- Problem Solving
Pamela has 317 Philippine stamps. Her brother Robert has 82

pieces of stamps from the United States of America. How many
stamps do they have altogether?
The teacher will ask the pupils the following:

 Let the pupils underline the question asked in the
problem.
 Let them rewrite the question in answer statement
 Ask the pupils to show their complete solution in solving
the problem.
 Then, ask them also to explain their answer as well as
the processes used to find the correct answer.
The teacher may give additional practice exercises.

Present samples of addition combinations in vertical and in
horizontal forms.
Additional exercises. Use short method and Expanded Form
1. 333 + 46 = 5. 437
+ 62
2. 465 + 14 =
3. 146 + 23 =
4. 673
+ 26
3. REINFORCING ACTIVITIES
Refer to the LM 16 Gawain 1-2
4. APPLICATION
Refer to LM 16- Gawain 3-4
5. GENERALIZATION
Ask: How do you add 2-3 digit numbers without regrouping?
We add first the ones, tens and hundreds. We can add numbers
using expanded form or short method.
6
EVALUATION
Find the sum. Use expanded form and short method.
1. 527 + 60 =
2. 429 + 70 =
3. 312
+ 67
4. What is the sum of 342 and 56?
5. 231 more than 65 is what number?
6. 121
+ 78
7. What is 56 added to 33?

8. Add 567 and 20.
9. 365 + 34 =
10. Combine: 564 and 24.
HOME ACTIVITY

Addition
Lesson No. 17
TOPIC: Adding Numbers with Regrouping
OBJECTIVE
To add numbers with sums up to 1000 with regrouping

1. Concept of Addition
2. Place Value,
3. Adding 2-3 digit with regrouping,
4. Intuitive knowledge of adding 2-3 digit numbers add first, the ones,
the tens and the hundreds
5. Intuitive knowledge of knowing the parts of an addition sentence,
the addends, plus sign, equal sign and the sum
6
MATERIALS
1. Real Objects 3. Show Me Board
2. Cut-outs, 4. Number cards
A. Preparatory Activity (Presenting the lesson)
1. Drill - Number Factory
Tell the pupils to think of other combinations with the sum of 25
Example: 25 = 12 + 13;
10 + 15;
11+ 14; so on and so forth.
Tell the pupils to write on their Show Me Board their answer.

1. 30 2. 36 3. 48 4. 25 5. 16
2. Review - Game: Riding the Carousel

Divide the class into four learning stations. Choose a leader for
each learning station.
Toss a coin to determine the first learning station member to play first.
The first player will pick two cutouts of horses hanging from the
carousel and will solve mentally the number combinations at the back.
(2 to 3 digits without regrouping)
The group answers the combination incorrectly will return the
horse in the carousel.
The group with the most number of horses wins.
3. 245 + 10
Pre-assessment 90 + 15 176+ 13 562 + 224
Add the following.
1. 156 + 78 =
2. 678 + 46 =
3. 876 + 98 =
4. 657 + 76 =
6. Combine: 896 + 54 =
7. What is the sum of 785 and 35
8. If 79 is added to 875, the sum is equal to
9. 278 + 89
10. 799 + 67
6
1. Motivation
Present a poster about “Save the Mother Earth Movement”
Ask: What can you do to help save the earth?
The teacher will post the comics strip. Say: let us read the dialogue on
how to save the earth.
SAVE THE EARTH!
I will bring some
seeds of fruit-
Let us plant bearing plants.
more fruit
trees
2. Presentation
Posing a Task
 Divide the class into 5 working groups.
 Distribute the counters (Popsicle sticks)
 Post the story problem.
 Then, call a pupil to read the problem
 Tell the pupils to use the counters to represent the given in the
problem.
 Ask the pupils to underline the question in the problem
 Then, let them rewrite/restate the problem
 Ask them to solve the problem and
 Tell them show the complete solution of the problem.
Peter and Paul went to the backyard. They picked mangoes.

Peter picked 137 mangoes. Paul picked 126 mangoes.
They put the mangoes in the basket.
How many mangoes were there in the basket?
Processing
Who went to the backyard?
What did they do in the backyard?
How many mangoes did Peter pick?
How many mangoes did Paul pick?
Where did they put the mangoes?
6
How many mangoes were in the basket?
Performing the Task
Solution 1”Act it Out.”
Call two boys to act as Peter and Paul. They act out the situation.
Count the mangoes and put them in the basket. Peter and Paul say:
There are 263 mangoes in all.
Ask: What did the two boys do to find the total number of mangoes?
Solution 2.The teacher may present the place value chart
Ask the pupils to write the number in the correct place value.
Say: There is another way to add numbers.
First add the ones, tens and hundreds.
Look at this example.
SOLUTIONS:
A. 137 Step 1 - Add the ones (7 and 6)
26 7 + 6 = 13 (1 tens and 3 ones)
163
Step 2 – Add the tens (3 and 2)
3+2+1=5
Step 3 – Bring down the hundreds place
B. Expanded Form Method
137 = 100 + 30 + 7
+ 26 = + 20 +6
163 = 100 +50 + 13 (Regroup the ones place)

( 10 + 3)
= +10 + 3
100 + 60 + 3 = 163
Solution 3- Use the counters in finding the total number of

mangoes picked together by the two boys.
3. Reinforcing Activity - Refer to the LM- Gawain 1and 2
7
4. Application- Refer to the LM- Gawain 3
5. Generalization
EVALUATIONTo add 3-2 digit numbers with regrouping:

Write the numbers in vertical
Add the following:
column
1. 456 + 678 = Add the numbers in the
2. 789 +ones
23 =place. Regroup the sum of
3. 324 + 34 = and ones.
tens
Then= add all the numbers in the tens
4. 789 + 121
5. 547 + 89 =:
6. What is 98 more than 378?
7. If you add 456 and 365, the sum is equal to?
8. What is 789 increased by 128?
9. What is the total of 498 and 357?
10. If the addends are 456 and 45, what is the answer?
HOME ACTIVITY

Lesson No. 18
TOPIC: Adding Numbers Without and With Regrouping
OBJECTIVE
To add 3- digit by 3- digit numbers with sums up to 1000 without and
with regrouping.

2. Place Value
3. Adding numbers with the sum of 1000 without and with regrouping
7
MATERIAL
1. Real Objects 4. Pocket Chart
2. Cut-outs 5. Show Me Board
3. Number cards
1. Drill: Game-“Tell Me My Sum”
Material: Number Cards with addition facts printed
Divide the class into 5 learning groups.
Instruct each group to position on their own learning station
Each group shall designate a leader.
Call one member in each group to come in front.
The teacher flashes the number cards. The first one to give the correct
answer makes one step forward.
Call another set of pupils and do the same. Continue the game until all
pupils have had a turn.
The first group reaches the finish line, wins the game.
Example of Number cards
2. Review
340 + 24 150 + 49 750 + 45 235 + 63
Adding 2-3 digit numbers without and with regrouping
Prepare number cards with 2 to 3 digit numbers
Put a pocket chart on the board. Have the pupils ready their Show
Me Board.
The teacher will flash the card, and the pupils will give two addition
facts with the sum equal to the number printed in the card flashed
by the teacher.
Example:
225 + 225 =450
45 350 + 100 = 450
0 250 + 200 = 450
43
B. Developmental Activities 50 64 35
1. Motivation0 0 0 0
When do you celebrate your birthday?
7
Present the situation.
Ask the following
It was questions:
a fine morning of January 2. Josie celebrated her birthday.
When
Mother was Josie‟s
and Father birthday?
prepared foods for the visitors. There were
Who
manyprepared
visitorsfoods for the
attended theparty?
party. There were 123 boys and 257
How many
girls. Howboys
many attended
visitors the party?the birthday party?
attended
How many girls attended the party?
Do you think the visitors enjoyed the party?
Can you tell the total number of visitors attended the party?
How will you get the total number of visitors?
2. Presentation (Performing the Task.)

Say: We learned about adding 2-3 digit numbers without and with
regrouping.
Present this to the class.
Josie‟s Birthday
Visitors
Boys Girls
123 257
Say: These were the number of visitors who attended the party. Can
you give the total number of visitors who attended the birthday party?
Ask anybody to volunteer to solve the problem on the board.
1
12 3
+2 5 7
380
So, there were 380 visitors who attended the party.
Processing the solutions and answers

 To underline the question asked in the problem?
 To restate the problem
 Solve the problem showing the complete solutions
7
How many digit numbers are given?
What did you do first?
After writing the numbers what was next?
Did you regroup?) Why?
After adding the ones, what is the next step?
What is the last step?
Present another illustrative example:
During 1the Teachers Day celebration, the Romblon West Central

School
568ordered 568STEP
yellow1-t-shirts
Add theand 459inblue
digits the t-shirts. How( 8 and
ones place
+ many t-shirts
459 were ordered in all?
8 + 9 = 17; regroup ( 1 tens and 7 ones)
7
STEP 2- Add the digits in the tens place ( 6 and
5) and the One ten being regrouped in
ones place. (6 + 5 + 1)
1 1 STEP 3 - Add the digits in the hundreds place (5

and 4) and then the one ten being
5 6 8 regrouped in the tens place
+ 4 5 9 (6 + 5 + 1)
10 2 7
The total number of t-shirts ordered is 1 027 in all
3. Reinforcing Activity - Refer to LM 18 Gawain 1
4. Application- Refer to LM 18- Gawain 2
5. Generalization
What have you noticed about the given numbers?
What can you say?
To solve 3 digit and 3 digit numbers without and with regrouping

EVALUATION
what
Find the are the things to be remembered?
sum:
3. 762 + 125 =
7
4. Combine: 365 and 289 is equal to
6. 235 + 543 =
7. Add: 765 + 123 =
8. 562 + 142 =
9. Find the sum of 861 and 109?
HOME ACTIVITY

Addition
Lesson No. 19
TOPIC: Zero/Identity Property of Addition
OBJECTIVE
To use the zero/identity property of addition in computing for sums up
to 1000

2. Intuitive knowledge that when zero is added to any number the sum
is the number
MATERIALS
1. Real Objects 3. Number cards
2. Cut outs 4. Calendar
1. Drill
Basic Addition Facts (Addition of 1 to 2 digit Numbers)
Strategy: “It‟s My Birthday Today
Material: Calendar
November
SUN MON TUE WED THUR FRI SAT

1
2 3 4 5 6 7 8
9 10 11 12 13 14 15
16 17 18 19 20 21 22
23 24 25 26 27 28 29
74
30 7
Instructions: (This shall be done as a contest)
Display the calendar (Big calendar if possible)
Divide the class into 4 small learning groups
Assign a leader to each small learning group
Call a member of each group to answer the addition combinations
Example: 25 + 12 =
The pupils will add the dates mentioned by the teacher
The small learning group which earned more points wins the game
2. Review - Commutative Property of Addition

The teacher will flash the cards and the pupils will write their answer on
Show Me Board.
Examples:
1. 8 + 4 = +8 2. 12 + = 10 + 12
3. 15 + 4 = +4
The pupils will give the missing number and find the sum.
1. Motivation
Strategy: Game- HELLO PARTNER
Instructions:
1. Pupils get a partner
2. Each pair stands on tip toe on a rectangle, the size of a yellow pad
3. Partner change position when they hear the teacher say “Hello
Partner”
4. Pairs of partners who step out of the rectangle are out of the game
5. The pair who survives wins
2. Presentation of the lesson

Posing a Task
Who
This won the contest?
is Diego. He won the contest. His father gave him 9 pens.
What
His mother hasgive?
did father nothing to give because she had no money at
What
that time. Mothergive?
did Mother asked sorry.
Processin
If you were Diego how would you feel when your mother has nothing to
give?
Let the pupils react on the situation.
7
Performing the Task
Present the real pens to the class.
How many pens did father give?
Let the pupils put the number card 9 in the pocket chart under Father.
Processing
How many pens did Mother give?
What does it mean when mother said nothing?
Call another pupil to put 0 under mother.
If we‟re going to add the two numbers what will be the answer?
Teachers may give more examples.
What number did you add to nine?

What did you discover?
Do we need counters for us to find the sum?
Why?
Tell to the class that this property is called zero/identity
property of addition. That when zero is added to any number
the sum is the number.
3. Reinforcing Activity - Refer to the LM 19 Gawain 1 and 2
4. Application- Refer to the LM 19- Gawain 3
5. Generalization
The sum of a number and zero is the number itself. This is called
EVALUATION
the Zero/identity
Use the identity property toproperty of addition.
complete the following addition sentences.
1. +5= 5
2. 20 = 20
3. 0 + = 15
4. + 0 = 32
5. 5 + =5
Using the illustrations below, write mathematical sentence and find the sum.
8.
+ =
7
Mathematical Sentence
Answer
7.
+ =
Mathematical Sentence
Answer:
HOME ACTIVITY
Refer to the LM 19 - Gawaing Bahay

Lesson No. 20
TOPIC: Commutative Property of Addition
OBJECTIVE
Use the commutative property of addition in computing the sums up to
1000

2. Intuitive knowledge of changing the order of the addends does not
affect the sum.
MATERIALS
4. 1. Real objects 4. Tape recorder
2. Cut outs 5. Cut-out of heart-shaped paper
. 3. Number cards
1. Drill: Game – “My Family Members”
The teacher prepares cards with mathematical problems such as:
Think of two numbers whose sum is

36 Think of two addends whose sum
is 24 What is the sum of 12 and 13
Combine 15 and 13
What number is 5 more than
10 What is the total of 20 and 7
12
This activity shall be done in a contest form.
The teacher calls one pupil in each group to answer the question while
she flashes the card.
Pupils should answer the problems mentally.

A group with the highest number of questions answered correctly wins
the game.
1. Motivation: Game- “Let‟s Go
Physical” This will be done by pairs.
Each pair stands on tip toe on a cut-out of heart - shaped paper.
Partners change position when they hear the music “Let‟s Go
Physical” Pairs of partners who step out of the heart - shaped
paper are out of
the game.
The pair who survives wins
2. Presentation
Posing a Task
Present a poster/drawing of a tree. Then, paste the cut-outs of birds in
the different branches of a tree.
Post a story problem.
There
Ask theare birds flying
following on the tree.
questions:
Two Where are the birdsfive
of them are big and are
flying?
small. How many birds are there
 What are flying on the tree?
 How many are big birds?

 How many are small?
7
 How many birds are there on the tree?
 Restate the problem in your own words

 Rewrite the problem in answer statement
 Solve the problem showing complete solutions
Performing a Task
Distribute cut outs of birds and ask pupils to form an addition sentence.
Example: 1
2+5= 5+2=
Example 2
10 + 7 = 17; this time, rearrange the position of the addends such as:
7 + 10 = 17
Let other pupils form addition sentence out of the cut outs.
Ask them to write their answers on the chart.
Addends Addends Sum
4. Application- Refer to LM 20-Gawain 3

Use the illustrations below to form mathematical sentence using
commutative property of addition
5. Generalization
What have you found out?
Discuss the other addition sentences they wrote on the chart.
Tell the pupils that changing the order of the addends does
not affect the sum. This property is called Commutative
7
EVALUATION
Using the Commutative Property of Addition, reverse the addends and find
the sum.
1. 20 + 28 = +
=
2. 67 + 58 = +
=
3. 89 + 56 = +
=
4. 25 + 15 = +
+
5. 13 + 17 = +
=
HOME ACTIVITY

Lesson No. 21
TOPIC: Associative Property of Addition
OBJECTIVE
Use the associative property of addition in computing the sum of up to
1000
PREREQUISITE SKILLS AND CONCEPT

2. Intuitive knowledge of using/placing the parenthesis properly in
grouping numbers with three addends to show associative property of
addition
MATERIALS
1. Real Objects 2. Cut outs 3. Chart
8
1. Drill- Basic Addition Facts (One digit Number)
1. 8 + 9 = 6. 7 + 8 =
7. 4 + 9 =
2. 6 + 5 = 8. 9 + 4 =
9. 9 + 9 =
3. 8 + 5 = 10. 7 + 7 =
4. 8 + 4 =
5. 8 + 8 =
2. Review
Commutative Property of Addition
Game: “I Have My Partner”
Materials: Sets of Number Cards
Distribute two sets of cards to the pupils.
Example: Card 1
10 + 12 = +10
Card 2 10 + 12 = 22
As the music plays (Ten Little Indian), the pupils will roam around and
look for his/her partners.
The first partner with matching commutative property of addition
sentences will say; I Have My Partner” wins the game.
1. Motivation
Game – “Mystery Box of Knowledge”
Prepare a box and labelled “My Mystery Box of Knowledge”
Fill the box with number cards from 1 to 9
Call one member of each learning stations to draw one card each from
the Mystery Box of Knowledge
The members of each learning station will roam around the room
holding their number cards as the music plays (any song can be).
When the song stops, they stand in front of the class in a row and get
a partner. (At least 3 pupils/partner)
Ask:
Who has a partner?
8
What numbers are they holding?
Who has no partner?
What number is he/she holding?
8
Let the pupils add to find the sum:
8 9 5
Pupil A Pupil B Pupil C
Using Associative Property of Addition:
(8 + 9) + 5 = 22
The other way of illustrating associative property of addition

8 + (9 + 5) = N
8 + 14 = 22
Then get the number cards from the pupils and post it on the board.
These number cards shall be used in the presentation of the lesson.
Let us have another illustrative example.

This time utilize the number cards of the pupils.
(2 + 5) + 6 = N
7 + 6 = 13
13 = 13
This can be done in this manner:

2+5+6=N
2 + (5 + 6) = N
2 + 11 = 13
13 = 13
2. Presentation
Posing a Task:
These are Ralph and Angelic counting their geometric toys.

Let us help them.
.
Ralph and Angelic have geometric toys. Ralph has 5 balls, 3 toy
airplanes and Angelic has 8 marbles. How many toys do Ralph and
Angelic have in all?
8
Distribute drinking straws in the absence of geometric figures
Tell the pupils to use the said straws in counting the number of
geometric figures mentioned in the problem.
Comprehension questions:
Answer the following questions:
1. What is the name of the boy?
2. What is name of the girl?
3. How many balls does he have?
4. How many airplane toys does he have?
5. How many marbles does Angelic have?
6. Can you give the total number of toys Ralph and Angelic have?
Let us find out how to solve the problem.
Performing the Task

Ask the pupils the number of balls, airplanes toys and marbles that
Ralph and Angelic have.
Write the given numbers on the board.
Ask one pupil to write the addition sentence on the board.
5 + 3 +8=
Ask: Can you add easily the three addends at the same time?
What should you do?
Tell the pupils to use the straws in representing the number of toys
Which addends will be added first?
Demonstrate how to find the sum
Look at this. Let‟s find the sum.
( 5 + 3) + 8 = 5 + ( 3 + 8 )
8 +8 = 5 + 11
16 = 16
What have you noticed?
How many toys do Ralph and Angelic have in all?
Give more examples.

(3+4)+1=8 3+(4+1)=8
7 +1=8 3+ 5 =8
8 =8 8 =8
Based on the illustrative examples presented, guide the pupils in
formulating generalization.
Let the pupils say:
The grouping of addends does not change the sum. This is called
the associative property of addition.
8
3. Reinforcing Activity - Refer to the LM 21 – Gawain 1 and 2
4. Application- Refer to the LM 21-Gawain 3
4. Generalization
EVALUATION
Ask: To add three addends easily what should you do? What
Write theshould
missingyou
numbers
remember?
Group the addends using the parenthesis
1. (80 + 60) + 73 = 80 + (60 + 73)
+ 73 = 80 +
2. (23 + 27) + 64 = 23 + (27 + 64)

+ 64= 23 +
3. (97 + 90) + 34 = 97 + (90 + 34)

+34 = 97 +
HOME ACTIVITY

Mentally Add 1 to 2 Digit Numbers
Lesson No. 22
TITLE: Adding Mentally 1 to 2 digit numbers
OBJECTIVE
To mentally add 1 to 2 digit numbers with sums up to 50

Intuitive knowledge of applying the different properties of addition
MATERIALS
Flash cards of numbers
Show Me Board
. Preparatory Activity
8
Drill – Adding one to two digit numbers
Game: “You Are My Partner”
Materials:
Flash Card of numbers (0-9)
Directions:
Divide the class into small learning stations.
Let the pupils draw out one flash card from the Mystery Box of
Knowledge.
Be sure that all pupils are holding flash card.
Show to them a basic addition combination such as
2 + 3, 4 + 5, 7 + 5 so forth and so on. Do this one at a time.
The one holding the sum of the basic addition combination will say
“You Are My Partner.”
Each team gets some point for each correct response.
The team with more points wins the game.
A.2. REVIEW
Game- “You Got It”
Instructions:
Divide the class into 4 small learning groups
Distribute the Show Me Board to each group.
Ask the pupils to listen very well as the teacher reads a word problem
or addition facts
Member of the group will work cooperatively to come up with the
correct answer.
The group with most correct answers wins and will be declared Math
Wizard of the day.
Possible word problems to be asked:

What number is 125 more than 45?
How much is 432 added to 247?
Danny found 25 shells. He found 12 more shells.
How many shells does he have now?
Thirty five pupils are eating guavas at the playground. Ten other boys
are eating corn. How many boys are eating something in the
playground?
8
B. DEVELOPMENTAL ACTIVITY
B.1. Motivation- Song
Let the class sing the song to the tune of Magtanim Ay Di-Biro.
B.2. PRESENTATION
Posing a Task I
One plus one will give us two
Ask theAnita went to the party.Two
following: Sheplus
saw two
many willballoons.
give us four
The
balloons have different colors.Three plus three will
There were big and small give us
Who is mentioned in the paragraph?
balloons .When her mother six Four
asked howplus
many four
arewillredgive
andusyellow
What did she see?
balloons? She quickly eight When her father asked, how
How did Anita answer answered
her Mother12.
and Father?
many are pink and yellow? She answered II 12.
How do you describe Anita?
Let us
Everythe
time anyone asks look All she can answer as fast as she
Anita
Performing Task
can. around
Distribute number cards to the class.
Things that we can all add
Let them work in pair.
up One, two, three
Four, five, six
Seven and Eight, Nine and Ten.
Say: Think of the operation/s in the song as
8
Let them look at the number cards they are holding. As fast as they
can, let them give the sum of the given numbers. Let them change
partners and do the same activity.
The teacher may use flashcards.
Add mentally.

How did you answer each problem?
How do you answer mentally?
What is the best way to answer mentally?
Reinforcing Activity- Refer to the LM 22- Gawain 1 and 2

Answer the following mentally.
Application- Refer to the LM 22- Gawain 3

Generalization
To add mentally what should you do?
Master the basic facts
Master the different properties of addition
EVALUATION
Direction: Solve the problem mentally. (Dictate the problem)
1. Veronica bought 12 Donald duck stickers and 7 Mickey Mouse

stickers. How many stickers did she buy?
2. What is 21 more than 15?
3. A necklace has 17 blue beads and 12 red beads. How many beads are
there in all?
4. Jomar bought 14 slices of banana cakes and 13 apple cakes. How

many slices of cakes did he buy in all?
5. What is 37 increased by 4?
HOME ACTIVITY- Refer to the LM 22
8
Lesson No. 23
TOPIC: Adding Mentally 3- Digit Numbers by Ones
OBJECTIVE
Mentally add 3-digit numbers by ones (up to 9)
PREREQUISITE SKILLS AND CONCEPTS

MATERIALS
1. Number cards 2. Flashcards
1. Drill - Game: Pair-Shared
Bingo Game
Group the pupils by two (Dyad)
Distribute Bingo Cards to each pair
Pupils will add mentally the number printed on the number cards as the
teacher flashes the cards
Pupils will mark the number in the card equal to the sum of the
number combinations flashed by the teacher.
Pupils will give the pattern that appeared in the Bingo card to win the
game.
B I N G O
18 25 30 45 49
17 20 36 43 58
12 23 FREE 45 48
19 47 37 56 36
29 49 43 41 46
2. Review - Adding mentally 1 to 2 digit Numbers without regrouping

Group the class into 4 small learning groups.
Each group shall designate a representative to answer the questions.
The teacher flashes the cards with addition combinations printed on it.
12 + 7 36 + 3 1 + 15 24 + 5
8
1. Motivation
Say: Does anybody here know how to play dart? Are you familiar with
this kind of game? Have you seen already a dart board? Today, we
will play dart.
2. Presentation - Game
Group the class into three. (Depending on the size of the class)
Each group has 5 members.
The teacher will flash the card. The first to answer correctly gets one
point. Continue until the last player has finished.
The group with the highest score wins.
Performing
122 the Task200 345 321 201 314
Let the+ class
2 do the
+ following:
9 + 2 + 4 + 5 + 3
Add mentally.
238 + 1 = 342 +5 = 654+ 5= 320 + 8= 321 + 7
What can you say about the first addends?
How about the second addends?
How did you find adding numbers mentally?
Present additional examples.

How did you answer the problem?
How did you add the numbers? What did you do to get the answer?
Let the attention of the pupils focus in this illustration.
3 2 4 addends
+ 5 adds the ones (4 + 5 = 9)
3 2 9 Bring down the tens
Bring down the hundreds
3. Reinforcing Activity - Refer to LM 23 Gawain 1
9
6. Generalization
To add mentally 3- digit numbers by 1- digit number simply

EVALUATION
add the ones, bring down the numbers in the tens and
Add mentally the following:
hundreds place respectively.
1. 290 + 8 = 6. 872 + 7 =
2. 175 + 4 = 7. 453 + 6 =
3. 152 + 5 = 8. 153 + 4 =
4. 265 + 4 = 9. 242 + 7 =
5. 961 + 8 = 10. 164 + 5=
HOME ACTIVITY

Addition
Lesson No. 24
TOPIC: Adding Mentally 3- Digit Numbers by Tens
OBJECTIVE
To mentally add 3-digit numbers by tens (multiples of 100 up to 900)
PREREQUISITE CONCEPT AND SKILLS

2. Adding mentally 3-digit Numbers by ones
MATERIALS
1. Number cards 4. Cut out of number pieces
2. Flashcards 5. Game Board made of illustration board
3. Mystery Box of Knowledge
1. Drill - Counting numbers by 5s
Instructions
9
Let the pupils form two straight lines, one line for the boys and another
line for the girls. Let the pupils draw a number card in a Mystery Box of
Knowledge.
At the count of three, let the pupils organize themselves by forming

another line. This time the sequence of forming the line is based on the
number printed on their number cards. This can be done in ascending
or descending order.
2. Review
Adding mentally 1- 2 digit numbers by ones
Game: Add and Search
Strategy: Pair-shared
Materials: Number Chart
1 2 3 4 5 6 7 8 9 10
11 12 13 14 15 16 17 18 19 20
21 22 23 24 25 26 27 28 29 30
31 32 33 34 35 36 37 38 39 40
41 42 43 44 45 46 47 48 49 50
` Directions:
Distribute the Number chart
Let the pupils shade 2-digit and 1-digit numbers with the sum equal to
the number mentioned by the teacher.
For example:
Say: 53; the pupils will shade 50 and 3
The first one to have more correct answer wins the game.
1. Motivation - The Magic of Square
Distribute the card:
1 2 3
3 4 7
4 6 10
Steps:
Add the two numbers in each row
Add the two numbers in each column
9
Add the two numbers in the last row, and add the two numbers in the
last column. The sums should be the same.
4
2. Presentation9 4 4
Posing a Task 6 3 3
7
Fatima collected different bags.
Last year she collected 121
2 At6 present she has
bags. 7 10 2
bags.
6 2 the Task 1
Performing 3
Tell how many bags she has in all.
(Just presume that the first set of bags is 121 and the other set is 10.)
10
131
121
Ask:
Who collected bags?
How many bags did she collect last year?
At present how many bags she has?
9
Can you give the sum without counting or using your pencil to solve
the answer?
What will you do?

Discuss the situation presented.
Fatima collected how many bags last year?

How many bags does she have at present?
Call pupils to write the answers on the board.
Who can give the answer mentally?

So, how many bags did Fatima collect in all?
Present more examples.

Add mentally.
1. 450 + 30 = 2. 560 + 20 = 3. 130 + 50=
Let the pupils answer with their own solution.

What have you noticed about one of the addends?
Do they have similarities?
Is it easier to add mentally with multiples of ten?
Show to the class.
To add, these are the things to remember.

Example
4 5 0 Steps
+ 3 0
4 8 0 Add the ones (0 + 0 = 0)
Add the tens (5 + 3 = 8)
Bring down the number in the hundreds place
3. Reinforcing Activity - Refer to the LM 24 Gawain 1

Add mentally:
1. 280 + 10 = 4. 140 + 50 =
5. 140 + 30 =
2. 780 + 10 =
3. 110 + 70=
9
5. Generalization
To add mentally 3 digit numbers by tens with multiples of 10 to

EVALUATION
90 just addthe ones, add the tens and bring down the digit in the
Add mentally the following.
hundreds place.
1. 120 + 30 = 4. 150 + 40 =
2. 260 + 30 = 5. 340 + 30 =
3. 510 + 80 =
HOME ACTIVITY

Lesson No. 25
TOPIC: Adding Mentally 3-Digit Numbers by Hundreds
OBJECTIVE
Mentally add 3-digit numbers by hundreds (multiples of 100 to 900)

2. Intuitive knowledge in the mastery of basic addition facts
3. Intuitive knowledge of using the zero/identity in adding numbers
MATERIALS
1. Numbers cards
2. Flashcards
1. Drill- Basic Facts in Addition
Adding numbers with the sum up to 1000 with and without
regrouping
Contest: Game of Facts
Instruct all pupils to form a circle. One circle for the boys and another
circle for the girls
The teacher will draw number cards from the Mystery Box of
Knowledge and show it to the pupils.
9
The pupils will add mentally to find the answer.
The first one to answer will take a seat.
Do these for at least ten rounds.
2. Review
Adding mentally 3-digit numbers by ten (Multiples of 10 up to 900).
Game: “TELL ME MY SUM”
Instruct all pupils to count off by 3s. All number one will be group one,
all numbers 2 will be group 2 and all number 3 will be group 3.
Group members will cooperatively solve mentally the sum and write it
on their Show Me Board.
For every correct answer, one point will be given to a group.
Do these for at least five rounds.
Group with more points, wins the game
1. Motivation- Story Problem
It‟s planting time. The teacher told her class to bring seeds for
tomorrow. The group that will bring the most number of seeds will
receive a gift,” says the teacher.
Luckily, group 3 received the gift because they were able to bring
135 ampalaya seeds and 100 okra seeds. How many seeds did Group
3 bring altogether?
2. Presentation
*Use the motivation activity as springboard in the presentation and
development of the lesson.
* Ask the pupils to bring out their counters. This time they will be using
pebbles. Tell the pupils to substitute the seeds with pebbles.
*Then bring out the sample of the chart where the pupils supposed to
record the data. Ask the pupils to construct the said chart of their own.
Processing:
Ask: What did the teacher tell her class to bring?
What group brought the most number of seeds?
What can you say about group 3?
Performing the Task

How many ampalaya seeds did they bring?
How many okra seeds did they bring?
Ask the pupils to underline the question in the problem and also let
them rewrite the question in answer statement.
9
Call pupils to write the numbers on the chart.
Then, call another pupil to add the numbers.
Hundreds Tens Ones

No. of Ampalaya seeds 1 3 5
No. of okra seeds 1 0 0
Total number of seeds 2 3 5
Ask: How many seeds did Group 3 bring altogether?

Ask: In the first addend, how many digit numbers are there?
What is our second addend?
Let the pupils focus on the other examples.
What is common in one of the addends?
How do you add numbers mentally with multiples of 100-900?
Apply the zero/identity property of addition that any number added to

zero the answer is the number.
H T O First, add the ones

4 7 3 Second, add the tens
+ 3 0 0 Last, add the hundred
7 73
Tell the class that to add mentally each one should master the basic
addition facts.
3. Reinforcing Activity - Refer to the LM 25 -Gawain
4. Application- Refer to the LM 25 Gawain-

Add the following. Do it mentally
2. What is the sum if 400 is added to 570?
3. 500 + 400=
4. If 300 is added to 900 the sum is equal to
5. Combine 100 and 800, the result is equal to
5. Generalization
What are the things to remember in adding mentally 3-digit numbers
with multiples of 100-900?
Master the basic addition facts.
Add the ones, tens and
hundreds.
Use the Zero/identity property of addition.
9
EVALUATION
Add mentally.
1. 500 + 400 is equal to
3. 100 added to 800 is equal to
5. What is the sum if 600 is added to 200?
6. 400 + 300 =
7. 300 + 600 =
8. 500 + 400 =
9. Combine 300 and 400 is equal to
10. Add: 700 + 200 =
HOME ACTIVITY

Analyze and Solve Word Problems
Lesson No. 26
TITLE: Problem solving involving addition of whole numbers
OBJECTIVE
Analyzes and solves word problems involving addition of whole
numbers including money with sums up to 1000 without and with
regrouping. (What is/are given?)

Concept of Addition
MATERIALS
Show Me Board Activity Sheets Flask cards
Window Cards Cut-outs of phrases of “What is asked”
Basket made of rattan Number Cards
Drill
Basic Addition Facts (A1)
Strategy: Game- “Family of 18
Instructions:
Ask the pupils to enumerate as many as they can “Addition
Facts with the sum of 18”
They will be given 5 minutes to do the activity
Pupil/s with more “Family of 18” formed, wins the game.
9
Examples of “Family of 18” are:
18
9 + 9 = 18 17 + 1 = 18
10 + 8 = 18
A.2 REVIEW
How do we state the answer to “what is asked”” when the question of

the problem begins with How many?
Present and post a sample word problem.
Ask: Underline
Duringthethequestion in the
first day of problem.
Early Enrolment, one hundred
Rewrite
twenty- the question
seven enrolled in
in answer
Grade statement
1 and 560 in Grade 2. How
Solve the problem
many children enrolled? and show all your solutions
TheUnderline
Ask: Grade 2 pupils prepared
the question in a “portfolio”
the problem.of used stamps. The
Group I collected
Rewrite 789 used
the question in stamps
answer while the Group 2 collected
statement
209.Solve
How many used stamps
the problem did all
and show theyour
Grade 2 pupils collect in all?
solutions
B. DEVELOPMENTAL ACTIVITY
Motivation
Strategy- “Creating Problem”
Instructions:
Group the class by 5s.

The group will be named after their favorite animal. There will be no
duplication of animals
Within 4 minutes, they will create/write three word problems.
All given facts will be underlined
The team that finished first within 4 minutes wins.
9
Pupils‟ outputs will serve as springboard in the presentation and
development of the lesson.
C. Presentation of the lesson

Distribute the counters and copies of activity sheet
Posing a Task
There are 30 apples, 25 mangoes and 50 chicos on a fruit tray. How many fruits are th
Instruct the pupils use the counters in solving the problem.

Processing:
What are the fruits mentioned in the problem?
Do you eat fruits? Why?
What are the benefits of eating fruits?
Ask: Underline the question in the problem.
Underline the given in the problem.
Rewrite the question in answer statement
Solve the problem and show all your solutions
Post additional illustrative examples
1. There are 157 Mathematics books on the first shelf and 289 English books on
Cristy has saved P 567 in two weeks and P 495 in another two weeks. How m
2.
C. Reinforcing activities –Refer to the LM 26- Gawain 1

D. Application- Refer to the LM 26-Gawain 2
E. Generalization
How can we identify what is/are given in word problems involving
addition of whole numbers?
EVALUATION
Directions: Read the following problems. Underline the question in the
problem and rewrite the question in an answer statement
1. One hundred Sixty-six Depositors deposited in the bank this morning.

In the afternoon, another 150 depositors came to deposit. How many
depositors deposited money in the bank?
1
2. There are 36 boys and 27 girls in the Mathematics class of Teacher
Nemie Maaba. How many pupils are there in the class?
3. At Agnipa Elementary School there are 219 pupils in Grade 2 and 239
in Grade. How many pupils are there in the two grade levels?
4. The DCPADILLA bus travelled 349 kilometers on Monday and 598

kilometers on Thursday. How far did the bus travel in two days?
5. Victor sells newspaper every day. He sold 469 on the first week and
493 on the second week. How many newspapers did he sell in two
weeks?
HOME ACTIVITY

Lesson No. 27
OBJECTIVES: Analyzes and solves word problems involving addition of

whole numbers including money with sums up to 1000
without and with regrouping. (Word clues and Operations to
be used).

Concept of Addition
Analyzes and solves word problems involving addition of
whole numbers (What is asked/what are given).
MATERIALS
Show Me Board Samples of word problems
Flash Cards Manila Papers
Worksheets Number Cards
Popsicle sticks Pebbles
Preparatory Activities (Presenting the lessons)
A.1 Drill:
Strategy: “GO GO AROUND THE WORLD”
1
Instructions:
Post at least 20 number cards in the walls of the room
Ask the pupils to position at the back of the room before the game
starts
Time Limit: 8 seconds per number cards
After 8 seconds, the teacher will say MOVE. Pupils need to go to
another card and answer the question.
These will be done until all pupils answered the number cards.
 Examples of Number cards.
A.2 REVIEW
Analyze and solve word problems involving addition:
64 given 53 + 45
34 + are
What 38 + 61 47 + 52
What is asked
STRATEGY: PROBLEM ANALYSIS
Instructions:
Post word problems on the board
Ask the pupils to answer the question asked.
Let them write their answers on the Show Me Board
Examples of Word problems:
1. The Grade 2 pupils were able to collect 729 pieces of
bottles while the Grade 3 pupils collected 248 pieces. How
many pieces of bottles did they collect altogether?
a. The Mothers Club organized “Hanapbuhay Para sa
Lahat” program using recycled materials. Roger
collected 782 tansans in making doormats and Dino
had 299 tansans for the tambourine. Find the total
number of tansans collected.
A.3 MOTIVATION:
Carlo reads the announcement in the bulletin board.
WANTED MATHEMATICS TUTOR
Please call at 09082858218 or
Visit at 768-J Remedios St, Blumentritt Sampaloc, Manila
1
SITUATION
One afternoon, Carlo has a problem. He can’t answer his mathematics
A. DEVELOPMENTAL ACTIVITIES
1. Presentation
Present Carlo‟s assignment:
Larry collects postcards. He has65 postcards. He buys 23 more. How
 What are the word clues?

 Underline the question in the problem
 Rewrite the question in answer statement
STRATEGY: “ ACT OUT THE PROBLEM”
Instructions:
 Divide the class into 3 small groups
 Let the group act out the word problem
 Use the Popsicle sticks/pebbles instead of
postcards.
 ASK:
 How did you arrive at the correct answer:
 How did you add 65 and 23?
 What words in the problem made you think
that you have to add 65 and 23.
 Show all your computations
Present additional examples:
1. Cris has 459 marbles and Dan has 347 marbles.
How many marbles do they have altogether?
2. This School Year, there are 456 girls and 345 boys
in Grade 2. How many pupils are there in Grade 2?
What are the word clues?
Reinforcing Activities – Refer to LM 27 Gawain 1

Application- Refer to LM 27- Gawain 2
Generalization
What did we look for in the word problem?
How did we know the operation to be used?
1
EVALUATION:
Directions: Read the following problems. Box the word clues. Then, write the
operation/equation to be used and
1. There were 456 fishermen and 398 farmers who attended the training on
livelihood programs. How many fishermen and farmers were there
altogether?
2. During the plant fair, 432 fruit seedlings and 425 decorative plants were
sold. How many plants were sold altogether?
3. The GSP Romblon Council helped keep the park clean.

Troop Rose gathered 457 bottles and Troop Carnation collected 459 bottles.
How many bottles were collected by the two troops?
4. During the Independence Day, there were 398 red balloons and 599 yellow
balloons released. How many balloons flew up and away?
5..Mr. Guardacasa jogged 17 kilometers on Monday. He jogged 15 kilometers

on Saturday. How many kilometers did he jog in all?
HOME ACTIVITY-Refer to LM 27-Gawaing Bahay

Lesson No. 28
OBJECTIVE: Analyzes and solves word problems involving addition of whole

number including money with sums up to 1000 with and
without regrouping (Transforming Word Problems into Number
Sentences and Stating Complete Answer)

Concept of Addition
Solving Word Problems- What is asked; what are given, word clues
and Operation to be used
MATERIALS
Number Cards Show Me Board
Flask Cards Activity Cards/Worksheets
1
A. Preparatory Activities (Presenting the Lesson)
A.1 Drill
Strategy: Game- “GIVE ME FIVE”
Instructions:
1. Place number cards inside the Mystery Box of
Knowledge
2. Each pupil will draw five number cards in the Mystery
Box of Knowledge.
3. Then, they will answer the five addition combinations
simultaneously.
4. Time Limit: 35 seconds to answer the five addition
combinations.
5. Pupil/s who finish the activity ahead of time/on time will
say “GIVE ME FIVE”
Examples of Number Cards
A.2 REVIEW
Strategy: “PROBLEM
132 + 432 809SOLVING
+ 84 STRATEGY
654 + 126 ”
Instructions:
1. Divide the class into three learning stations.
2. Distribute the prepared word problems to each group.
3. Pupils will solve the problems in 40 seconds.
4. As soon as they finish solving the problems, members of
the learning station will SAY- “PROBLEM SOLVED”
Examples of the Problems

1. Jerry picked 255 ripe mangoes and Rommel picked 414 green
mangoes. How many mangoes did they pick?
What are given?
What is asked?
What operation should be used?
2. Two fishermen went fishing. The first fishermen caught 256 kilos of
milkfish and the other one 135 kilos. How many kilos of milkfish did
they catch?
What is asked?
What are given?
1
3. Tatay Carlos is a farmer who planted 346 mango trees, 210
coconut trees and 78 orange trees in the orchard. How many fruit
trees are there in the orchard?
What is asked?
What are given?
A.4 MOTIVATION
PLAYING BASKETBALL
“What is your favorite game?” Today we will play basketball.
These are the scores obtained two teams played between Grade I
and Grade 2 pupils during the Family Day
SCORE BOARD
GRADE 1 GRADE 2
56 78
What is the score of Grade I? What is the score of Grade 2?
A.5 PRESENTATION
Using the results of the basketball game played between
Grade I and Grade 2, prepare a word problem.
Last Family Day Celebration, basketball games served as the

most spectacular presentation. The result of the game was;
SCORE BOARD
GRADE 1 GRADE 2
56 78
PROCESSING
 What is the score obtained by the Grade I?
 What is the score obtained by the Grade 2?
 What operation should used if we add the scores of
the two teams?
 If ever we combined/add the scores of the two teams,
what is the number sentence?
 What is the sum of the scores of the two teams?
 Present another illustrative example:
In Mr. Jomar Guadracasa‟s farm, there are 250 mango trees

and 248 kaimito trees. How many fruit trees are there
altogether?
1
PROCESSING
How do we transform a word problem into a Number Sentence?
B. REINFORCING ACTIVITIES- Refer to LM 28- Gawain
C. SUMMARY/GENERALIZATION:
STEPS TO REMEMBER IN SOLVING PROBLEMS
What is asked in the problem
What are given
What operation should be used
Transform the problem into a Number Sentence
Solve for the Final Answer
EVALUATION
Directions: Read the following problems. Write the number
sentence and the final answer.
1. There are 156 boys were watching the basketball game.
Forty-seven more boys came to watch. How many boys were
watching the game?
Number Sentence: _
Final Answer:
2. 347 Mathematics book.
475 Reading Books
How many books are there in all?
Number Sentence
Final Answer
3. The BSP Romblon Council had conducted” Barya Para Sa
Bata” project. The Grade Pupils raised P 590 while the Grade
2 collected Php 378. How much fund was raised altogether?
Number Sentence
Final Answer
4. Mark brought 235 seashells and Carie brought 698 barbecue
sticks for their project. How many materials for their project are
there in all?
Number Sentence
Final Answer
5. During the inventory of school supplies in school, a teacher
counted 250 reams of graphing paper and 569 reams of bond
paper. How many reams of paper are there in all?
Number Sentence
Final Answer
1
Subtraction
Lesson No. 29
TOPIC: Subtraction with Regrouping
OBJECTIVE
Subtracting 2- to 3-digit numbers with minuends up to 999 with
regrouping in the hundreds place

1. Comprehension of Subtraction
2. Subtracting 2-3 digit numbers with regrouping
3. Place Value
4. Intuitive knowledge of subtracting numbers the minuend is bigger
than the subtrahend.
5. Intuitive knowledge of subtracting 2-3 digit numbers subtracts first
the ones, the tens and the hundreds.
MATERIAL
1. Real objects 2. Cut outs 3. Number cards
4. Activity cards 5. Worksheet
1. Drill – “I HAVE”
Strategy: Pair –
Shared Mechanics:
Distribute the number cards. See to it that everybody has a number
card.
Request a volunteer to read the question in his or her number card.
The one holding the number card with the answer of the question
previously read will say I HAVE. . .
These will be done until all pupils read the question in their own
number cards.
Example of number cards:
I have 18 – 9. I have 10.

Who Who has 12
has 13 – 8? – 6?
I have 9. Who has I have 6. Who

20 – 10? has 30 – 10?
1
2. Review
Strategy: Game- “Where‟s My
Partner?” Instructions;
Distribute the number cards with missing parts;
Let the pupils look for the missing parts.
Use the Calendar in finding the missing part.
You can find the missing number by working it forward or backward
Examples of number cards:
SUN TUES WED THUR WED FRI SAT

1 2 3 4 5 6
7 8 9 10 11 12 13
14 15 16 17 18 19 20
21 22 23 24 25 26 27
28 29 30 31
Fill in the numbers that are missing from these calendar pieces. Use
the calendar above as you guide.
1. 2. 3.
24 28 30
21
10
1. Motivation- “Story Telling”
Present picture of a boy holding the telephone directory.
“Edeson is a Grade 2 pupil of Odiongan North Central

School. One day, he was asked by her mother to find the
telephone numbers of Mayor Dario Manato and Governor
Reagan Mayuga in the telephone directory. He wrote down the
telephone numbers 8 902 and 7 975. He tried to subtract one
from the other. But he could not do it.
1
ASK: Did you see a telephone directory ?
Do you have a copy of a telephone directory at home?
What can you find in the telephone directory?
Why Edeson could not subtract the numbers found in the
telephone directory?
2. Presentation
Present picture of poultry yard
Distribute counters.
Tatay Ricarte has poultry in his farm. He gathered 990 eggs in
Guide the pupils in preparing graphical representation of the problem
the first poultry yard and 857 eggs in the second poultry. Mang
Processing:
Ricarte asked his Grade 2 son to find the difference on the
Who has poultry in his farm?
number of eggs gathered in two days. His son finds hard in
Do you eat eggs? Why?
subtracting one from the other.
How many more eggs did he gather in the first than in the second
poultry?
SAY: Let us find the difference using the Place Value Chart.
STEP I – Subtract the Ones

Not enough ones
Regroup

9 98 0
8 5 7
3
STEP 2 - Subtract the tens

09 8 010
8 5 7
3 3
1
STEP 3
Subtract the hundreds
9 08 010
8 5 7
1 3 3
SAY: Now, first poultry is more than the second poultry by 1 333
We can use expanded method of subtracting numbers with regrouping.
SAY: Let us have an illustrative example:
Use expanded method:
990 900 + 90 + 0
- 857 800 + 50 +7
Regroup the tens and hundreds place
990 900 + 90 + 0 900 + 80 + 10

- 857 800 + 50 7 800 + 50 + 7
100 + 30 + 3
= 133
Directions: Subtract. Arrange the numbers in columns.

1. 7 106 - 3 484
2. 8 058 – 2 589
3. Reinforcing Activity – Refer to LM 29 Gawain
4. Application- Refer to LM 29-Gawain

5. Generalization
To subtract numbers with regrouping:

Write the numbers in vertically to align the digits in each
place value
Subtract the from the left, starting with the
ones Then, tens, hundreds and finally the
thousands
1
EVALUATION
1. What is the difference between 7 841 and 2 975?
Answer:
2. Subtract 787 from 8 988.

Answer:
3. 711 – 479 =
4. At Looc Central School there are 2 537 children enrolled, and 969 are
primary pupils. How many are intermediate pupils?
Answer:
5. Use expanded method: Subtract 579 from 9 048.

Answer:
HOME ACTIVITY

Subtraction
Lesson 30
TITLE: Subtracting With Regrouping
OBJECTIVE:
Subtract 2- to-3 digit numbers with minuends up to 999 without
regrouping

2. Subtracting 2-3 digit numbers without regrouping
3. Place Value
4. Intuitive knowledge of subtracting numbers the minuend is bigger
than the subtrahend.
5. Intuitive knowledge of subtracting 2-3 digit numbers subtracts first
the ones, the tens and the hundreds.
MATERIALS:
1. Real objects 3. Number cards
2. Cut outs 4. Window cards
1. DRILL
1
Basic Facts in addition
Strategy: Pair-shared – “MY FAMILY MEMBERS”
Mechanics:
Instruct the pupils to look their partners. The boys should be
partnered with the girls.
Then, draw number cards from the Mystery Box of Knowledge one at
the time.
Then, based from the number card shown by the teacher, ask the
pupils to give addition facts as many as they can.
Illustrate one or two examples before going to start the drill.
=9+9 17 + 1 13 + 5
18 = 10 + 8 15 + 3 12 + 6
= 16 + 2 14 + 4 11 + 7
Partners with more addition facts combinations will be declared

winner.
2. REVIEW
15 = 20 =
Basic Facts of Subtraction 35 = 50=
Administer Basic Facts of Subtraction using the window cards (S1)
Time Limit: 5 minutes
3. Pre-Assessment
Say: Using your Show Me Boards, tell the pupils to write down
their answer to the following questions. Ask them to show their
answer after each question.
187 – 98 =
265 - 87 =
243 - 57=
140 – 67 =
361 – 83 =
DEVELOPMENTAL ACTIVITY
1. Motivation
Ask: Why do we need to master the basic subtraction facts?
1
Elicit some answers from the class. Ask at least five to seven pupils to
answer the questions. While the pupils are answering the questions,
publish on the board their answers.
2. Presentation
Posing a Task
Distribute the counters.
Then post the story problem. Call 2 or 3 pupils to read the problem.
Arminda
Ask and Analyn
the pupils arewhat
to identify twins.
areOne day,
given theyproblem.
in the went to the garden.
They saw many beautiful flowers. Arminda picked 45 flowers.
Call a pupil to underline the question asked in the problem. She
Then ask
gave 14 of them to Analyn. How many flowers were left to
a volunteer to rewrite/restate the question in answer statement. Arminda?
PROCESSING:
Who are the twins?
Where did they go?
What did they pick?
How many flowers did Ann pick?
How many flowers did Ann give to Annie?
What will you do to find the number of flowers left to Arminda
Arminda picked 45 flowers and she gave 14 flowers to Analyn.
Transform the sentence above into number sentence/equation. Use

the counter to represent the given in the problem.
Then, solve on the board. Call 2-4 pupils.
Check whether their asnwers are correct?
Let‟s find out.
We all know that the parts of a subtraction sentence are minuend,

subtrahend and the difference.
We use the minus sign and equal sign.
Show to the class how to subtract 2-3 digit numbers without regrouping
1
Hundreds Tens Ones
4 5
1 4
1
Subtract:
Hundreds Tens Ones
4 5
1 4
3 1
Give some examples.

Subtract the following:
1. 568 – 345 = 2. 537 – 15 = 3. 868 – 446 =
Reinforcing Activity- Refer to LM No. 30-Gawain

Refer to the LM 30- Gawain 1-3
APPLICATION-Refer to the LM 30-Gawain
Generalization
How do we subtract numbers when ones digit of

EVALUATION:
the
Findsubtrahend is greater
the difference than the ones/tens digit
of the following.
on
1. the
167minuend?
– 35 =
2. 484 – 213 =
Subtract the ones. If the subtrahend is greater than the
minuend borrow one ten and add the number in the ones
place. Then, subtract.
(Regrouping in the tens place)

Subtract the ones digit first. Then, subtract the tens. If the
subtrahend in the tens place is greater than the minuend in
the tens place borrow one ten and add the number.
Rename the number in the hundreds place.
1
3. 875 – 52 =
4. 367 – 253 =
5. 346 - 125 =
6. Subtract 85 from 886
7. Minus: 478 – 65
8. If 56 is subtracted from 479, the difference is
9. 267- 54 =
10. 535 – 22 =
HOME ACTIVITY

Subtraction
Lesson No. 31
TOPIC: Subtracting mentally 1-digit numbers from 1 to 2 digit numbers with

minuends up to 50
OBJECTIVE
Mentally subtract 1-digit number from 1 to 2 digit numbers with
minuends up to 50

2. Mastery of Basic Subtraction Facts
MATERIAL
1. Number cards 3. Bingo Cards
2. Flash cards 4. Mystery Box of Knowledge
1. Drill
Strategy: MATH RELAY- “THE WINNER TAKES IT ALL”
Mechanics:
Group the class into 4 teams.
Team I- Jose Rizal
Team 2- Andres Bonifacio
Team 3- Lapu-Lapu
Team 4- Graciano Lopez Jeana
Designate a recorder for each team.

Each team shall have a representative to answer the question.
1
The teacher shall draw number card in the Mystery Box of Knowledge
one at a time.
Representative of each team shall answer the question and write the
answer on their Show Me Board as fast as he can.
The group which obtained the highest score shall be declared winner.
Example of Number Cards
Ask: Who won the game?

12 - 6 10-7
How did they give the answer?
25 - 15 15 - 10
What have you noticed?
2. Review
Strategy: DECODING
Puzzling Difference:
Directions: Match Column A with column B. Write your answer on the
space below to solve the mystery word.
Column A Column B
9-3 A= 8
5-5 M=6
10 - 7 T=9
15 - 5 H = 10
20 - 10 A=0
50 -30 E = 10
13 - 5 I = 15
18-9 C=5
20 - 5 T=3
. 10. 15 - 10 M = 20
11. 30 - 20 S= 10
1 2 3 4 5 6 7 8 9 10 11
1
1. Motivation
Present the illustration below. Ask the pupils to brainstorm on how to
get the correct answer.
8 10
3
7
What did you do to get the answer?
Is there any pattern to get the answer?
What operation did you use?
2. Presentation
Performing the Task
Present number cards.
Find the mystery number.
LetI am
pupils answer
a 2-digit mentally?
numbers. My ones place is 0 and my tens place is
The teacher may give varied
five more than my ones place. exercises
If 30 isfor the pupilsfrom
subtracted to master the
me, the
basic subtraction
difference facts.
is equal to 20. Who am I?
How did you subtract the given numbers? (We subtracted the numbers
mentally?
In subtracting mentally do you need counters? Why not?
Remember:
Master the basic subtraction facts.
3. Reinforcing Activity - Refer to the LM 31 Gawain
4. Application –Refer to the LM 31- Gawain
5. Generalization
In subtracting mentally what are the things to remember?
1
EVALUATION
Subtract mentally to find the difference.
1. 50 – 9 =
2. If 5 is subtracted from 45, the difference is equal to
3. Mang Oscar has 45 mangoes. He gave 9 to his neighbor. How many
mangoes were left?
4. 48 – 5 =
5. Subtract 9 from 34. The difference is equal to
6. 48 – 7 =
7. What is 5 subtracted from 45?
8. 47 – 5 =
9. 35 – 9 =
10. 38 - 8 =
HOME ACTIVITY

Subtraction
Lesson No. 32
TOPIC: Subtracting mentally 3-digit numbers by Ones without Regrouping
OBJECTIVE
To mentally subtract 3-digit numbers by ones without regrouping

2. Mastery of Basic Subtraction Fact
MATERIAL
1. Number cards
2. Flash cards
1. Drill - Basic Facts in Subtraction (Use window cards)
Samples of Basic Facts of Subtraction
Subtract the following

10- 2 = 10- 5 = 10 – 6 =
9– 2=
8–5= 9–6=
1
7–3= 5–1= 7– 6=
5–4= 6–4= 8– 4=
10 – 7 = 9- 4 = 10 – 8 =
9–5= 7–5= 6- 4 =
7-6= 8–6= 9–7=
2. Review - Comprehension of Subtraction

Strategy: “Game- Problem of the Day Relay”
Divide the class into four small learning groups

Ask the pupils to position at the back part of the classroom
Post four word problems written in the manila paper at designated
learning stations.
All pupils are required to solve individually.
The group shall move around the four stations to solve the word
problems
The group with more correct answers will be declared winner.
Examples of Problems of the Day
1. Angelic collects family pictures. She needs 355 pictures to fill

her personalized album. She already has 150 pictures. How
1. Motivation- “Family of
many pictures does she need to fill the personalized photo
Five” Instructions;
album?
Instruct the pupils to give subtraction combination facts with the
difference of 5.
2. Six hundred two Grade 2 pupils went to an educational
trip. Two hundred eighty-seven
Example of them were boys. How
many were girls were there?
30 – 25 =
3. During the election of
5
Supreme Pupil
25 – 20 = 5
Government (SPG),
5
Clifford
45 -Nino
40 =received
5 “Nine hundred six”
50votes.
- 45 =His
5 opponent, El
Nino55John received
– 50 = 5 “seven hundred eight”
65 - 60 = How
votes. 5 many
more75votes
– 70 did
= 5Clifford Nino receive than
85 El Nino
- 80 = John?
5
1
10 – 5 = 5
15 – 10 = 5
11 - 6 = 5
12 - 7 = 5
2. Presentation
Call 2 or 3 pupils to read the story problem.
One
Who Saturday
went to the morning,
pet shop?Mother and Nilo went to the pet shop.
Mother
What bought
did they do ainpet
thedog
pet for P 358. Nilo gave P 5 as his share.
shop?
How much was the dog
How much did Mother pay? cost?
How much did Nilo give to his mother?
Do you think Nilo love to have a pet dog? Why?
What can you say about Nilo?
How much did Mother pay if Nilo gave P5?
Say: Let us find the answer.
Performing the Task

Ask the pupils to underline the question in the story problem.
Rewrite the question in answer statement.
Ask:
Who can write the subtraction sentence on the board?
What is the minuend?
How many digits are there?
What is the subtrahend?
How many digits are there?
What did you do to find the difference?
So, how much did mother pay?
Processing the solutions and answers- use the counters in

representing the given in the problem.
Let the class focus on the example given.
H T O
3 5 8
5
3 5 3
1
Give other examples. First, let them arrange vertically then subtract.
Do it mentally.
457 - 6 = 769 – 5 =
348 – 7 =
654 – 3 =
3. Reinforcing Activity – Refer to LM 32 Gawain 1-2
4. Application –Refer to LM 32-Gawain
5. Generalization
To subtract mentally 3 digit numbers by ones what should you do?
EVALUATION
In subtracting mentally 3 digits by ones without regrouping,
Read andjust
understand each
subtract the situation.
ones Thenthe
bring down subtract mentally.
tens and hundreds.
1. Total rice harvest - - 359 sacks

Number of sacks sold - - 8 sacks
No. of sacks left - -
2. Total Grade 2 Enrolment - 128 pupils

Number of pupils dropped - 5 pupils
Total enrolment for the month -
3. Number of visitors arrived - 259 persons

Number of visitors left before dinner 8 persons
Number of visitors left after dinner
HOME ACTIVITY

Subtraction
Lesson No. 33
TOPIC: Subtraction mentally 3-digit numbers without regrouping
OBJECTIVE
Mentally subtracts 3-digit by tens without regrouping
1
1. Concept of Subtraction
2. Mentally subtracts 3-digit numbers by ones without regrouping
MATERIALS
1. Number Cards 3. Activity Sheets/Worksheets
1. Drill
Strategy: GAME- “FAMILY OF 25
MECHANICS
Instruct the pupils to form circles. This time, the boys should have a
separate group from the girls.
The pupils will construct subtraction combinations with the difference
equal to the number printed in the card as shown by the teacher.
The pupils will subtract mentally to find the answer.
The first one to answer correctly will take a seat.
EXAMPLES OF NUMBER CARDS
55- 35= 20
35
65 -45= 20
25 20 46 45- 2536
= 20
75 – 55 =
20
40 – 20 = 20
50 - 30 = 20
60- 40 = 20
70 – 50 = 20
2. Review
Mentally subtracts 3-digit by ones without regrouping
Strategy: Game- “SEARCH FOR THE MATH WIZARD”
Give each pupil a Show Me Board
Instruct the pupils to listen very well as the teacher reads a word
problem or Addition facts.
1
A pupil with most correct answers wins and will be declared Math
Wizard of the day
Possible word
B. Developmental problems to be asked:
Activities
1. 1.Motivation
What number is 3 27 less than 5? 2. 178 – 6 =
Strategy: GAME
3. 198 –MATHEMATICS
“MAKING 6= ALIVE”
4. 245this
Present -4=situation:
Ask: 6. 727 – 5 =
What are the given data in the problem?
“I am 89 should
What operation less than
be 7” Who
used to am
findI?the answer?
2. Presentation
Strategy: GETTING READY
Place: In the Mathematics Class
Present a picture of a teacher with her pupils.
TEACHER: Class, it time to go home! Pack your things now.
Situation:
On solve
Let‟s a waythese
home,number
the Grade II pupils
stories in twopassed-by
ways. the
construction site. There are 195 construction workers in all. Of
these, 52 are wearing yellow shirt and the rest are blue. How
many construction workers are wearing blue?
1
1. Expanded Form
1 9 5 100 + 90 + 5
52 50 + 2
100 + 40 + 3 = 143
2. Short Method
1 9 5
5 2
14 3
Present additional examples:

1. 567 – 45 =
2. 763 - 51 =
3. 689 - 77 =
3. Reinforcing Activity- Refer to LM No. 33- Gawain
4. Application-Refer to LM No. 33- Gawain
5. Generalization
To subtract 3-digit numbers by tens without regrouping, start

EVALUATION
with the ones, the tens, and lastly the hundreds.
Subtract mentally.
We can subtract mentally 3-digit numbers by tens in two ways:
Expanded and short forms.
1. What is the difference if 46 is subtracted from 579?
2. 895 – 64 =
3. Subtract: 694 – 43 =
4. What is the difference when you subtract 64 from 795?
5. During the typhoon PABLO, 598 people were homeless. About 85 of these
are children. How many were adults?
6. 678 – 52 =
7. Mother had 125 kilos of lanzones. She sold 15 kilos that day. How many
kilos were left for Mother to sell the following day?
8. 895 – 74 =
9. 567 – 42 =
10. 896 – 85 =
1
HOME ACTIVITY

Subtraction
Lesson No. 34
TOPIC: Subtraction mentally 3-digit by hundreds without regrouping
OBJECTIVE
Mentally subtract 3-digit by hundreds without regrouping.

MATERIAL
1. Number Cards 3. Activity Sheets/Worksheets
1. Drill
Strategy: GAME OF FACTS
MECHANICS
Let all pupils form a circle. One circle for the boys and another circle
for the girls
Knowledge and show it to the pupils. (One at a time)
The pupils will subtract mentally to find the answer.
The first one to answer correctly will take a seat.
EXAMPLES of NUMBER CARDS
1. 45 -12 = 6. 12 – 6 =
7. 18 – 9 =
2. 10 – 7 = 8. 16 -12 =
3. 25 -15 = 9. 32 -22 =
10. 32 -12 =
4. 21 -10 =
5. 15 -13 =
2. Review
Subtracting mentally 2-digit numbers by ten
1
Strategy: Game: “TELL ME MY DIFFERENCE”
1
Instructions
Let all pupils to count off by 3s. All number one will be group one, all
number 2 will be group 2 and all number 3 will be group 3.
The teacher will draw number card from the Mystery Box of Knowledge
and show them to the pupils. (One at a time)
Group members will cooperatively solve mentally the difference and
write it on their Show Me Board.
For every correct answer, one point will be given to a group
Do these for at least five rounds. The group with more points wins the
game.
EXAMPLES OF NUMBER CARDS
1. 78 – 25 = 6. 56 - 44 =
2. 89 - 75 = 7. 38 - 17 =
3. 34 – 24 = 8. 12 – 11=
4. 68 - 56 = 9. 32 – 20 =
5. 27 – 15 = 10. 56 – 43 =
1. Motivation
Strategy: MAGIC CIRCLE
Fill in the correct numbers in both ends such that the difference of any
two end numbers gives the number in the middle of the line.
38 10
28 138
2. Presentation
Strategy: MYSTERY NUMBER
ASK: Have you seen a magician?
What does a magician do?
Would you like to see a magician performs some tricks?
Present this story problem:
A magician placed 134 white birds in a basket and subtracted

them by a mystery number. Only 34 of the white birds
came out. What is the mystery number?
1
Processing:
Note: Ask the pupils to use the counters first in representing the given
in the problem.
How many white birds did the magician have?
How many white birds came out of the basket?
What is the mystery number?
What did you do to get the mystery number?
Example 2
Using Expanded Form
345 – 131 = N
How many digits are there in the first number? In the second number?
Steps:
345 = (300 + 40 + 5) express numbers in expanded form

- 131 = - (100 + 30 + 1)
200 + 10 4 subtract
214 express the number in standard form
Present another set of examples.
What number is less than 203 is equal to 422?

What is the difference between 693 and 242?
What is 255 subtracted from 487?
436 – 215 =
3. Reinforcing Activity – Refer to LM 34 Gawain 1-2
4. Application- Refer to LM 34- Gawain
5. Generalization
How do we subtract numbers mentally?
-First, subtract the digits in the ones place
-Second, subtract the digits in the tens place, and
Third, subtract the digits in the hundreds place.
Master the Basic Facts of Subtraction.
EVALUATION
Listen carefully to your teacher
1. Subtract 220 from 330.
2. Take away 151 from 264
1
3. 467 – 356 =
4. 257 – 145 =
5. 675 – 554 =
7. What number is 467 less 245?
8. 357 – 246 =
9. 241- 130 =
10. 342 – 231 =
HOME ACTIVITY

Subtraction
Lesson No. 35
TITLE: One step problem solving involving subtraction of whole number
OBJECTIVE:
Analyzes and solves one-step word problems involving Subtraction of
whole numbers including money with minuends up to 1000 with and
without regrouping.

1. Subtracting 2-3 digit numbers with minuends up to 999 with and
without regrouping.
2. Mentally subtract 3-digit by hundreds with and without regrouping.
3. Analyzing word problems involving addition of whole numbers
including money with and without regrouping
MATERIALS:
1. Worksheet 4. Pocket chart
2. Show Me Board 5. Window Cards (S1)
3. Flash Cards
1. DRILL
Use flash cards of subtraction facts. Subtract mentally
.
9- 8 10-9 12 - 10 15 - 9 10-9
1
2. REVIEW
Solving addition problems and comprehension check-up
STRATEGY: “PROBLEM SOLVE ME”
Instructions:
Group the class into four (4) small learning groups
Each group will be given an activity sheet
Assign a group leader to each group
A group leader will be the one to present and explain the
group‟s output.
Activity Number 1
What is asked in the problem?
What
Cathyare the given
bought facts?
10 red roses and another 15 white roses to be
What operation
offered should
in the mass. be many
How used?roses did she buy in all?
What is the Number Sentence?
What is the answer?
Activity Number 2
Thereare
What arethe
32given
Boy Scouts
facts? and 45 Girl Scouts playing in the
playground. How many
What operation should be scouts
used?are playing in the
What is the answer?
Activity Number 3
What is askedEast
At Romblon in the problem?
Central School, there are 3 sections in Grade
What are theLOVE
II. Section- givenhas
facts?
45 pupils, Section HOPE has 42, and
What operation
Section- CHARITYshould
hasbe
50used?
pupils. How many pupils are there
What is the
in Grade II?Number Sentence?
What is the answer?
1
Activity Number 4

Mark has Php 25.00. This morning, his mother gave him Php
What are the given facts?
30.00 more. How much money does he have now?
What is the answer?

What is the answer?
1. Motivation:
Strategy: “THINK AND SHARE”
Post on the board this problem.
Father has a favorite number. If you add 8 to it and then subtract 6,you get 12. What is
ASK:
What are given in the problem?
What is/are the operation should be used?
2. PRESENTATION
Strategy: STORY TELLING
Tell the class: Let us analyze the story problem.
“Mark is a Grade II pupil of Odiongan North Central School.
Ask:
He isthe
What fond of playing
steps marbles.
in solving word He has 25 red marbles. He lost
problems:
12 of his marbles. How many marbles
For mastery, present the steps in solving were left?
word problems.
Step I- Understand the problem.

Know what is asked in the problem.
1
Step II- Plan what to do
Know what the given facts in the problem.
Step III – Do the Plan or solve to find the

answer Know what operation should
be used Formulate the number
sentence
Step IV- Check your answer

Use your counter if you want to check your answer.
Present more practice exercises.
1. Cristy bought a doll for Php 690.00. She gave the salesclerk
Php 1000.00. How much change did she receive?
2. A market vendor had 150 kilos of dressed chicken to sell. He

sold 98 kilos in 2 days. How many more kilos of dressed
chicken did he have to sell?
3. There are 90 Grade II pupils joined the choir. Only Fifty-eight

will represent the school in a contest. How many choir members
will not compete?
3. REINFORCING THE ACTIVITY - Refer to the LM No.35- Gawain
4. APPLICATION- Refer to LM No. 35- Gawain
Generalization
How do we analyze and solve word

problems?
Step I- Understand the

problem. Know what is asked in
the problem.
Step II- Plan what to do

Know what the given facts in the problem.
Step III – Do the Plan or solve to find the

answer
Know what operation should be
used Formulate the number
sentence
1
EVALUATION.
Read and analyze the following problems. Applying the steps in
solving word problems, find the correct answer.
1. There are 84 eggs in a tray. Fifty-eight are broken. How many eggs
are not broken?

What is the Number sentence?
2. There are sixty-eight choir members. Fifty-seven will represent in

the Show Time Contest. How many choir members will not
compete?

3. During the PTA Meeting of Cajidiocan Central Elementary School,

250 parents and teachers attended. If there were 150 males, how
many females attended the PTA meeting?

What is the correct answer? _
4. In the school canteen, there were 65 guavas in the basket. The

school canteen took 28 guavas for the visitors. How many guavas
were left?

1
5. Eve bought school supplies worth Php 357.00. If she has Php
500.00, how much would be her change?

HOME ACTIVITY

Addition, Subtraction and problem
solving Lesson No. 36
TOPIC: Order of operations involving addition and subtraction.
OBJECTIVE
Perform order of operations involving addition and subtraction of
small numbers

1. Concept of addition
3. Properties of Addition
4. Analyzes and solves one-step-word problems involving subtraction
of whole numbers including money.
MATERIALS
1. Show Me Board 3. Window Cards
2. Flash Cards 4. Activity Sheets/Worksheets
1. Drill
STRATEGY: “RACE TO 100”
Instructions:
Distribute the Window Cards (A1)
Instruct the pupils to answer the addition facts as fast as they can.
Check pupils work
Pupil/s who obtained the highest score, won the game
1
Samples of Addition Facts (AI)
8+8= 9+5= 2+7=
7+ 6 = 6+9= 9+7=
7+2= 8+5= 8+7=
6+4= 6+5= 6+4=
2. Review
Problem solving involving one-step word problem involving subtraction
of whole numbers including money
Strategy: STORY TELLING
Instructions:
Present a mathematical story problem.
Instruct the pupils to answer the questions with speed and accuracy.
Pupils should write their answers on the Show Me Board.
“AT THE PET SHOP”

Questions:
The Magada Family has a pet shop at the Quinta Market. At
What is asked
present, inshop
a pet the problem?
had 245 love birds, and 197 of them were
What
sold. How manythe
are given in loveproblem?
birds were left?
What is the mathematical sentence?
A FRUIT STAND
Questions:
Cathy has a fruit stand at Odiongan Market. She had
987 apples in the crate. Gerald bought 569 apples. How
many apples were left in the crate?
3. Pre-assessment
Answer the
following:
2. What is the difference of 753 and 378?
1
3. Add: 692 and 126, the sum is equal to
4. Subtract 67 from 898.
5. Simplify: 8 – 9 + 6 =
6. Perform the indicated operations: 12 + 10 – 9 =
7. 67 – 59 =
8, 89 + 18 =
9. Simplify: 12 – 8 + 23 =
10. Combined: 23 and 25 =
1. Motivation
STRATEGY: EXPLORING THE MATHEMATICAL OPERATIONS
Present these mathematical operations:
10 + 6 – 5 =
ASK:
Anybody can solve the problem?
What operation should be done first?
What is the final answer?
2. Presentation
Use the illustrative example in the motivation stage in developing the
lesson.
10 + 6 – 5 = ----------
Explain:
In solving this kind of problem with two or more operations are
involved, addition shall be done first and followed by subtraction.
10 + 6 – 5 =
16 - 5 =
Then, subtraction follows next.

16 – 5 = 11
The final answer is equal to 11.
Present additional illustrative example.
25 – 10 + 12 =
1
Solutions:
25 – 10 + 12 – 22 = 3
3. Reinforcing Activity - Refer to the LM 36- Gawain

Directions: Divide the class into three (3) small learning groups. Each
group will be given a worksheet to do.
4. Application
Simplify the following operations, then find the answer to the following
using the order of operations.
1. 14 + 16 – 10 =
2. 20 - 15 + 30 =
3. 12 + 15 – 9 =
4. 16 – 10 + 26 =
5. 12 + 15 - 10 =
5. Generalization
How to perform order of operations involving addition and subtraction
of whole number?
What operation shall be done first? The second operations?
In performing order of operations involving addition

EVALUATION
andfollowing
Perform the subtraction of wholethen
operations numbers including
find the answermoney;
to the following
Addition shall be done
applying the order of operations.first; then
Subtraction as they occur.
1. 25 – 12 + 11 =
2. 30 + 15 – 25 =
3. 12 + 12 _ 9 =
4. 16 – 12 + 15 =
5. 17 – 11 + 21 =
HOME ACTIVITY
1
Addition
Lesson No. 37
TOPIC: Solving two-steps word problems involving addition and subtraction
OBJECTIVE
Solves two-step word problems involving addition and subtraction of 2
to 3 digit numbers including money using appropriate procedures
(What is ask/What is/are given)

1. Performs order of operations involving addition and subtraction
2. Comprehension of Addition
4. Analyzes and solves one-step word problems
MATERIALS
1. Number Cards 4. Activity Sheets/Cards
3. Window Cards
1. Drill - Comprehension of Subtraction
Strategy: MATH RELAY- “Winner Takes It All”
Directions:
Group the class into four teams
Designate a recorder in each team
Each team shall have a representative to answer the question
The teacher shall draw a number card in the Mystery Box of
Knowledge one at the time.
Representative of each team shall answer the question and write the
answer on their Show Me Board as fast as they can.
The group that obtained the highest score shall be declared winner
Example of Number Cards:

84 – 23 = 66- 13 =
98 – 34 = 57 – 20 =
38 - 10 = 26 - 10 =
79 – 56 = 89 – 32 =
49 – 11 = 56 – 32 =
2. Review
Steps in Solving Word problems (Solving One-Step Word problem)
1
Strategy- Game “Problem Solve Me”
Instructions:
Divide the class in three learning stations.
Distribute the prepared word problems to each group.
Pupils will solve the problems in 40 seconds
As soon as they finish solving the problems, members of the learning
station will say “Problem Solve Me”
Examples of Word Problems

Theare
What Grade parents prepared 96 egg sandwiches. If 75
given?
sandwiches
What operationwere eaten,
should how many were left?
be used?
What is the number sentence?
Out of 92 eggs in a basket, 45 were sold. How many eggs
were left in the basket?
What are given?
There
What areare 197 pupils in Grade Two. If 145 of them are boys,
given?
howoperation
What many areshould
girls? be used?

There are 75 eggplants on the first plot and 55 tomato plants
What are given?
on the second plot. How many plants are there in all?
Rogelio has 250 marbles and Paulo has 165 marbles.
How many marbles do they have altogether?
1
What are given?
3. Pre-assessment
Solve the following word problems.
What
TheisBoy
asked in the
Scout problem?
Officials trained 789 scout masters on April.
What are given?
On May, they trained 975. What is the total number of scout
What operation
masters trainedshould
in twobemonths?
used?
The Grade II pupils collected 989 used stamps. While the

Grade III pupils collected 879 used stamps. How many used
stamps did the Grade III and Grade II pupils collect
altogether?
What are given?
There are 899 pupils in Looc Central School. In Sta. Fe Central

What is asked
School, thereinare
the765
problem?
pupils. What is the difference in the
What are given?
number of pupils between the two schools?
1. Motivation
Strategy: SEARCH and RETRIEVAL OPERATION
1
Instructions:
Search across and down for hidden subtraction sentences. Ring each
subtraction sentence.
Example: 38 – 23 = 15
38 23 15 35 32 89
12 12 38 96 31 65
50 11 16 75 51 24
65 43 22 21 75 29
2. Presentation
Posing a Task
PROCESSING:
Amelda and Dario picked guavas in their orchard. Amelda
Comprehension
picked 25 guavasquestions
and Lito picked 16. Amelda ate 8 guavas.
What are the fruits
How many guavas mentioned
were left?in the problem?
Do you eat fruits? Why do we need to eat fruits?
What are the given?
Post additional illustrative examples:

What
MissisMercado
asked in has
the problem?
50 pupils in her class. One morning, 6
What are given?
pupils were absent and in the afternoon 2 were absent. How
many pupils reported to Miss Mercado‟s class on that day?
Gerry
What has read
is asked 13problem?
in the pages of a book on Fairy Tales. There
are 305 more
What are given? pages left. How many pages does the book
have in all?
3. Reinforcing Activity - Refer to the Learning Material
Instructions:
Divide the class into three small learning groups.
1
Each group will be given a card containing the activity to do.
Each group will be given 2-3 minutes to perform the activity
And then transfer to another learning station up to the last station.
4. Application
Solve the following problems:
Tatay
What areCanor
givenharvested 998 mangoes. He sold 575 of them.
in the problem?
How many mangoes were left?
There are 50 tribe-participants participated in the Ati-atihan
Festival. Of these, 37 tribe-participants won prizes. How
many did not win prizes?

5. Generalization
STEPS TO REMEMBER IN SOLVING WORD PROBLEMS

What is asked in the
EVALUATION
Read theproblem?
following What are given?
problems. Then answer the questions after each problem.
What operation/s should be used?
1. DuringTransform the problem
the Educators into198
Congress, a number
parents and 32 teachers attended. If
sentence
there were Solve
67 males, howfor the Final
many Answer.
females attended the Educators Congress?
What facts are given?
2. Albert and Jomar gathered okra from their vegetable garden. Albert
gathered 25 okra while Jomar gathered 18 okra. Their father gave 12 okra to
their neighbor. How many okra were left?
1
3. There are 86 marbles in a box. Of these, 19 are blue, 27 are yellow, and
26 are red. The rest of the marbles are green. How many green balls are in
the box?
4. In a Mathematics quiz, Tina answered 23 items correctly. If there are 35

items in all, how many items was she not able to answer?
HOME ACTIVITY

Addition, Subtraction and Problem Solving
Lesson No. 38
TOPIC: Solving two-step word problems
OBJECTIVE
Solve two-step word problems involving addition and subtraction of 2
-to 3 digit numbers including money using appropriate procedures
(Operation to be used, Number sentence and the Correct Answer)

1. Concept of addition
3. Solving Word problems- What is asked, what are given?
MATERIALS
1. Number Cards 4. Activity Sheets
2. Show Me Board 5. Window Cards (A1 and S1)
3. Flask Cards 6. Mystery Box of Knowledge
1. Drill
Strategy: “MY FAMILY”
Instructions:
Ask the pupils to enumerate as many as they can “addition and
subtraction facts” with sum and difference of 21.
They will be given 5 minutes to perform the activity.
1
Pupil/s with more addition and subtraction combinations formed, will be
declared as” Mathematics Wizard/s of the day”. His /her name will be
posted on the bulletin board.
Example of addition/subtraction combinations of 21
21
10 + 11=21 41- 20 = 21 32-11 = 21

12 + 9 = 21 51- 30 = 21 33-12= 21
13 + 8 = 21 31 – 10= 21 34-13 = 21
9+ 12 = 21
8 + 13 = 21
7 + 14 = 21
6 + 15 = 21
5 + 16 = 21
2. Review
Solving Word problems-“What is asked and what are given”
Strategy: “PROBLEM SOLVING STRATEGY”
Instructions:
Divide the class into three learning stations
Distribute the prepared word problems to each group
Pupils will solve the problems in 30 seconds
station will SAY-“ WE MADE IT- PROBLEM SOLVED”
EXAMPLES OF PROBLEMS

There are twelve red marbles, twenty-four yellow marbles and
What are given?
seventeen green marbles in a box. Find the total number of
marbles.
Laura, teacher of grade 3 students has 84 gifts for her
students. There are 67 students and each received one gift
from the teacher. Find the number of gifts remaining with
Laura.
1
Bella has to solve 125 Math problems. She solved 46 problems yesterday and 53 problems

1. Motivation
Strategy: “STORY TELLING”
“AT SCHOOL FAMILY DAY”
Processing:
Jomar has 475 boxes of banana Cake to sell during the
Comprehension
School Family Questions
Day. At the end of the day, 174 boxes
What kind of
were unsold.pupil is Jomar?
What
Howdid he sell?
many boxes were sold?
If you were Jomar, are you willing to sell banana cake? Why?
Analyzing the problem
What operations are to be used to solve the problem?
Presentation
Present a story word problem written on the manila paper.
Mother
What Tina in
is asked andtheBrother Jay picked eggplant in their
problem?
family
What arevegetable garden.
given in the Mother Tina picked 156
problem?
eggplants and Brother Jay
What operations are to be used? picked 120. Mother Tina sold
250ispieces
What of eggplantssentence?
the mathematical in the market. How many
eggplants were left?
1
Joy had some Christmas cards to sell. After she sold 47 of
them, she still has 44 cards left to sell. How many cards did
Joy have before?

What operations are be used?
4. Application-Refer to LM No -Gawain
Read the following problems. Then solve by answering the
questions asked.
6. Generalization
EVALUATION
STEPS TO REMEMBER IN SOLVING TWO-STEPS
Read theWORD
following problems. Write
PROBLEMS the operations
INVOLVING ADDITIONare AND
to be used,
transforming the word problem into a number sentence and the final answer.
SUBRTACTION.
1. Coco What
has toare
solve 125inMath
given problems. She solved 46 problems yesterday
the problem?
and 53 problems today. How
What operations aremany
to be problems are to be solved yet?
used?
What operations are to be used?
2. Rinarose arranges a small party for her eleventh birth day with an amount
of P10 000. She bought spaghetti for P 812.50, cake for P 2 580, cookies for
P 1 424 and French fries for P1 914. Find the balance amount of Rose.

1
3. Mrs. Bautista was given 25 cards for her collections. She now has 95 in
all. How many cards did she have before?

4. Maricel needs pots for her flowering plants. Clay pots cost P 50.00 each
and ceramic pots cost P 65.00 each. How much money will Maricel spend if
she buys 3 of each kind of pots?

5. Conrad has a big basket of fruits. He has 95 mangoes. He put 35 ripe

mangoes and 29 green mangoes in a small basket. How many mangoes
remained in the big basket?

HOME ACTIVITY

Addition
Lesson No. 39
TOPIC: Solving two-step word problems involving addition and subtraction
OBJECTIVE
Solves two-step word problems involving addition and subtraction of 2-
to 3- digit numbers including money using appropriate procedures

3. Order of Operations
4. Analyzes and solves one-step word problems involving subtraction
1
MATERIALS
1. Number Cards 3. Activity Sheets
1. Drill
Lesson: Order of Operations
Strategy: Game- RACE TO FIVE
Instructions:
Place the number cards inside the Mystery Box of Knowledge
The teacher will draw the number cards in the Mystery Box of
Knowledge
Then, she/he will show the mathematical sentence written in the

number cards
Pupils will answer the mathematical sentence simultaneously.
The first pupil/s to have five correct answers win/s the game.
1. 10 + 12 – 17 = 6. 18 – 15 + 6 =
2. 20 – 5 + 25 = 7. 12 + 18 – 20 =
3. 15 + 12 – 25 = 8. 18 – 12 + 25 =
4. 25 – 21 + 15 = 9. 17 + 15 – 18 =
5. 16 + 15 – 14 = 10. 18 – 15 + 18 =
2. Review
Lesson: Analyzes and solves one-step word problems involving
addition or subtraction
Instructions:
Divide the class into three learning stations
Distribute the prepared word problems to each group.
The group will solve the problems within the allotted time
station will SAY- WE CAN DO IT.
Examples of the Problems
The Boy Scout Council of the MIMAROPA Region sent 540

scouts to the National Scouting Jamboree at Mount
Makiling. Western Visayas Region sent 568 scouts. How
many scouts were sent by the two regions?
1
What is asked?
What are given?
What
TheisGrade
askedI pupils
in the problem?
collected 376 used soft drink straws. The
What
GradeareIIgiven?
pupils collected 675 used soft drink straws. How
What
many operation
used softshould
drink be used?
straws did the Grades I and II collect in
What
all? is the mathematical sentence?

Mang
What areCaloy
given?is a baker and sold 445 loaves of bread and had
What operationbread
97 loaves of left.
should beHow many loaves of bread did he
used?
have
What is at
thefirst?
mathematical sentence?
1. Motivation
Ask the pupils:
What is your father‟s occupation?
What is the importance of the farmers in the community?
What is the importance of the farmers in our country?
What are the contributions of the farmers in our economy?
2. Presentation
Present this story problem.
Processing:
Mang
What Digoy in
is asked is then
a farmer. He has 356 cavans of rice to sell.
problem?
He sold 98 cavans
What are given? yesterday and 145 canvans today. How
many cavans of rice were left to him?
1
How many operations should be used in solving the problem?
What are they?
What are the word clue/s you identify the operations to be used in
solving the problem?
Present another story problem:
3. Raymund harvested
Reinforcing Activity 670 pineapples.
– Refer to LM 39He sold 345
- Gawain
pineapples on Monday and 156 pineapples on Tuesday.
4. How many pineapples were not sold?
Application
5. Generalization
What are the steps in solving a 2-step word problem involving addition
and subtraction including money?
EVALUATION
Read, analyze and solve the following problems. Then answer the questions
after each problem.
1. There are 245 Grade II pupils in Montfort Academy. Of these124 are

boys. How many are girls?

What are given?
What operations should be used?
2. Mrs. Talastas sold coconut butter for P 120.00 and ube jam for P 75.00.
She gave P 65.00 of her sale to her daughter. How much was left to her?

What are given?
Herbert planted 65 pechay and 50 radish seedlings. Of

these, 25 plants died due to disease. How many plants
continued to grow?
1
What are given?
HOME ACTIVITY

Multiplication
Lesson No. 40
TOPIC: Multiplication as Repeated Addition
OBJECTIVE
Illustrate multiplication as repeated addition

1. Counting group of equal quantity using concrete objects
2. Addition of whole numbers
MATERIALS
1. Learning Module 3. Chart with story problem
2. Real objects (pebbles/counters) 4. Activity card of addition
1. Drill – Do this as group activity.
Use pebbles or counters. Instruct each member of the group to count
five pebbles/counters. Let them laid the pebbles/counters on the table
or floor.
Ask:
How many groups of pebbles/counters were there?
What is the total number of counters/pebbles?
(Continue with other numbers like 6, 7, 8, etc...)
2. Review – Do this as group activity. Give each group with this

activity card.
Add the following as fast as you can. Post your work after you‟re done.
1. 3 + 3 2. 7 + 7 3. 8 + 8
4. 6 + 6 5. 9 + 9 6. 5 + 5
7. 2 + 2 8. 4 + 4 9. 1 + 1
1
1. Motivation
Play “The Boat is sinking”
Example: The boat is sinking…group yourselves into 3...etc…
2. Presentation
 Ask the pupils to go out and collect 3 pieces of pebbles or dried
leaves each.
 Ask them to group themselves into groups with 5 members and
lay the materials on the table separately to form groups.
Ask: How will you make these materials useful?
How many groups of pebbles (dried leaves) were there? 5
How many pebbles (dried leaves) were there in each group? 3
Can you make other groupings of the same number aside from
what we did? Please show it.
 Tell the pupils that it is written in word as five groups of three

and in symbol as 5 x 3.
Ask: How many pebbles (dried leaves) were there in all? 15

How did you arrive in that answer? We use addition.
Who can show how it was done?
 Show this representation of the above situation drawn in a

manila paper.
5x3
A.
3 3 3 3 3
Ask: Is there any other way of presenting it that will give the same
result?
Possible answer.
B.
5 5 5
Ask: How many groups were there in A? in B?

How many members in each group were there in A? in B?
How many objects in all were there in A? in B?
How did you know it? (Ask one pupil to show it.)
(3 + 3 + 3 + 3 + 3) and (5 + 5 + 5)
1
 Write the multiplication equation of the above situation on the
board as shown below:
3 x 5 = 15
 Then let the pupils write the equation on how they come up with
15 as their answer using addition.
 The possible answer is 3 + 3 + 3 + 3 + 3 = 15 or 5 + 5 + 5 = 15
Ask: What pattern have you observed?
3. Reinforcing Activity –Refer to LM 40

Discuss each activity after checking.
4. Application – Refer to LM 40
5. Generalization
Ask: What have you learned today?
5. To
Generalization
illustrate multiplication as repeated addition, add
theillustrate
To multiplicand repeatedlyasaccording
multiplication repeated to its multiplier.
addition, add
the multiplicand repeatedly according to its multiplier.
EVALUATION
Illustrate the following multiplication using repeated
addition. 1. 5 x 3 2. 7 x 4 3. 2 x 6
4. 4 x 8 5. 3 x 7
HOME ACTIVITY
Refer to LM. 40– Gawaing Bahay
Teaching Guide for Mathematics 2

Multiplication
Lesson No. 41
TOPIC: Multiplication as Counting by Multiples
OBJECTIVE
Illustrate multiplication as counting by multiples
1
1. Counting 2‟s, 5‟s and 10‟s through 100
2. Illustrating multiplication as repeated addition
MATERIAL
2. Activity sheet on skip counting, repeated addition
1. Drill
Group the pupils. Let the group fill in the missing number as fast as
they could.
1. 2, 4, 6, , 10 4. , 10, 15, 20, 25
2. 3, 6, , 12, 15 5. 6, , 18, 24, 30
3. 4, 8, 12, 16,
2. Review – Do this as group activity.

Finish the repeated addition to illustrate the following multiplication.
1. 5 x 6 = 5 + 5 +
2. 7 x 3 = 7 +
3. 8 x 4 = 8 +
4. 9 x 7 = 9 + 9 +
5. 4 x 8 = 4 + 4 +
1. Motivation
Assign number to each of your pupils. Tell them to be alert and
remember their corresponding number because anytime you will call
them to tell their corresponding number.
The pattern on how you call your pupils is the multiples of a certain
number.
Example:
Multiples of 3 (3, 6, 9, 12,….etc.)
2. Presentation
 Group the pupils. Give each group 20 pebbles or counters whichever
is available in your classroom.
 Guide them to arrange the first 2 sets as shown below.
II IIII
 Instruct them to add two more sets.
 Let each group explains their corresponding answer.
 Then show the correct set of counters. (IIIIII IIIIIIII)
 Ask them the pattern they see.
1
 Instruct them to form the fifth set. (IIIIIIIIII)
 This time show the illustration of the above situation as shown below.
1st set 2nd set 3rd set 4th set 5th set
II IIII IIIIII IIIIIIII IIIIIIIIII
Ask: What pattern have you observed?
How many 2‟s were there in the first set? in the second set? in the third
set? in the fourth set? in the fifth set?
What pattern did you see?
Call some pupils to write the numerical value of the first set, second
and so on as shown below.
1st set 2nd set 3rd set 4th set 5th set
1 2 3 4 5
II IIII IIIIII IIIIIIII IIIIIIIIII
2 2 4 6 8 10
Explain that 2, 4, 6, 8, and 10 are the multiples of 2 (2, 4, 6, 8, 10).
Explain also that the first set is the product of multiplying 2 and 1,
second set of 2 and 2 etc.
3. Reinforcing Activity – Refer to LM 41
5. Generalization
EVALUATIONTo illustrate multiplication as counting by multiples, get
Use the number grid below
the multiples of thetomultiplicand
illustrate theuntil
following multiplication
the number of times as counting
by multiples. Follow the
determined colour
by the coding.
multiplier.
1. 7 x 5 (red) 2. 9 x 4 (yellow) 3. 8 x 6 (orange)
4. 6 x 3 (green) 5. 5 x 7 (blue)
1 2 3 4 5 6 7 8 9 10
11 12 13 14 15 16 17 18 19 20
21 22 23 24 25 26 27 28 29 30
31 32 33 34 35 36 37 38 39 40
41 42 43 44 45 46 47 48 49 50
51 52 53 54 55 56 57 58 59 60
61 62 63 64 65 66 67 68 69 70
1
71 72 73 74 75 76 77 78 79 80
81 82 83 84 85 86 87 88 89 90
91 92 93 94 95 96 97 98 99 100
HOME ACTIVITY
Refer to LM 41– Gawaing Bahay

Multiplication
Lesson No. 42
TOPIC: Multiplication as Equal Jumps in a Number Line
OBJECTIVE
Illustrate multiplication as equal jumps in a number line

1. Illustrating multiplication as counting by multiples
MATERIAL
1. Learning Module 4. Flashcards of addition
2. Activity sheets 5. Illustration of a number line
3. Marker and Manila paper
1. Drill
Conduct drill on addition of whole numbers using flashcards.
(One digit by one digit only)

Illustrate the following multiplication by completing the multiples.
1. 5 x 4 = {5,……………..…..} 4. 4 x 3 = {4,…...................}
2. 3 x 6 = {3, 6……………….} 5. 6 x 2 = {6,........................}
3. 2 x 5 = {2, 4.........................}
1. Motivation
Imitate the movement of some animals like frog, duck etc.
2. Presentation
Let the pupils play “The Leaping Frog”.
Form a group with five members in each group. Draw a straight line on
the floor. Mark the line. Vary the number of markings for each group.
1
Each member will take turn in jumping to the line. Make sure that they
will land on the markings.
Process what they have done:

a. How many markings are there in your line?
b. Do they have the same distances?
c. How many jumps did you make?
Let the representative of each group report their output.
Then show an illustration of a number line. Ask the pupils if they can
see the similarity between the illustration and what they have done
earlier.
Discuss how a number line can be used to illustrate multiplication.

The number line below shows 4 groups of 3 or 4 x 3.
0 1 2 3 4 5 6 7 8 9 10 11 12
Discuss further that the multiplier shows how many equal jumps should
be made in a number line. The multiplicand determines the spaces.
3. Reinforcing Activity - Refer to LM 42
5. Generalization.
EVALUATION To illustrate multiplication as equal jumps in a number line,
Illustrate the following
determine multiplication
first as equal
the multiplicand jumps
and the in a number
multiplier. line.
The multiplier
1. 4 xdetermines
5 2.
the number of3 equal
x 7 jumps while the
3. multiplicand
5x6
4. 6 xdetermines
6 5. 7 x 4
the number of spaces per jump.
HOME ACTIVITY
1
Multiplication
Lesson No. 43
TOPIC: Writing Related Equation for each Type of Multiplication
OBJECTIVE
Write a related equation for multiplication as repeated addition

MATERIAL
2. Activity sheet 4. Illustrations
3. Flashcards of addition facts
1. Drill
Drill the pupils using flashcards of addition facts.
2. Review - Do this by pair. Give each pair this activity sheet.
Illustrate the following multiplication using repeated addition.
1. 4 x 7 2. 7 x 6 3. 6 x 3 4. 3 x 7 5. 6 x 6
1. Motivation
Do you eat fruits? Why?
Elicit answers from the pupils.
2. Presentation – Let the class read the story problem below.

Use fruit toys. These toys should be placed in baskets. One basket
Alma kind
for each bought 2 kilos
of fruit. of mango;
Each basket2iskilos of rambutan,
labelled with their2 corresponding
kilos of
banana
kilos. Showand the2fruit
kilos of lanzones.
toys and let theHow many
pupils kilos
touch of fruits did she
them.
buy in all?
Ask: How many kinds of fruits were there?
How many kilos was each kind of fruit?
How many kilos of fruits were there in all?
How did you know the answer?
1
Present the above situation using illustration.
2 kg 2 kg 2 kg 2 kg
Ask: How many groups of fruits were there?
How many kilos of fruits were there in each group?
How many kilos of fruits were there in all?
How did you find the answer?
Can anyone write a related equation for this situation?
Call some pupils to write the equation they have formed.

Then write this equation, 2 + 2 + 2 + 2 = 8
5. Generalization
In writing related equation for multiplication as repeated
EVALUATION
addition,
Write the equation
a related multiplicand is the
for the number
following being added
repeated while the
addition.
1. multiplier
5 + 5 + 5 is
+ the
5 + number
5 + 5 of times2.the 3 +multiplicand
3 + 3 + 3 + is
3+added.
3+3+3+3
3. 9 + 9 + 9 + 9 4. 7 + 7 + 7 + 7 + 7
5. 6 + 6 + 6 + 6 + 6 + 6 + 6
HOME ACTIVITY

Multiplication
Lesson No. 44
OBJECTIVE
Write a related equation for multiplication as counting by multiples
PREREQUISITE CONCEPT AND SKILL

1. Illustrating multiplication as counting by multiples
2. Writing related equation for multiplication as repeated addition
1
MATERIAL
2. Activity sheets 4. Illustrations
Write a related equation for the following repeated addition.
1. 3 + 3 + 3 + 3 + 3 + 3 4. 7 + 7 + 7
2. 6 + 6 + 6 + 6 + 6 + 6 + 6 5. 4 + 4 + 4 + 4 + 4 + 4
3. 8 + 8 + 8 + 8 + 8 + 8
2. Review - Do this as group activity.

Illustrate the following multiplication using counting by
multiples. 1. 8 x 4 2. 5 x 9 3. 7 x 6
4. 2 x 8 5. 3 x 7
Use the number grid below:
1 2 3 4 5 6 7 8 9 10
11 12 13 14 15 16 17 18 19 20
21 22 23 24 25 26 27 28 29 30
31 32 33 34 35 36 37 38 39 40
41 42 43 44 45 46 47 48 49 50
51 52 53 54 55 56 57 58 59 60
61 62 63 64 65 66 67 68 69 70
71 72 73 74 75 76 77 78 79 80
81 82 83 84 85 86 87 88 89 90
91 92 93 94 95 96 97 98 99 100
1. Motivation
Let us play “I have ”.
You will start then call one of your pupils.
Say: I have 2, 4, 6, 8, 10….which are the multiples of ?
Whoever gives the correct answer will take turn.
2. Presentation
Present the situation below:
Andy is reading a book. He found out that he can finish two
pages of the book in one minute. How many pages of the book can
he finish in 3 minutes?
1
Let the pupils simulate the situation above and record how many
pages they can read in one minute.
Note: Pupils may vary in the number of pages but bring their attention on the
situation.
Ask the pupils to bring out 12 pieces of paper representing the pages
of the book.
Let the pupils bring out the number of pages after your instruction.
Example: After 1 minute (2 pages), after 2 minutes (4 pages), etc.
This time present an illustration of the above situation as shown.

After 1 minute After 2 minutes After 3 minutes
or
1 minute 2 minutes 3 minutes
Call one pupil to write the numerical value of pages. (2, 4, 6)

Ask: What do you think is the multiplication equation of this? 2x3=6
What if he continued reading until 5 minutes, how many pages will he
finish?
Let the pupils present their equation.
5. Generalization
EVALUATION To write a multiplication equation using counting by
Write a related
multiples, theequation
multiplierfor
is the following shaded
total number multipleswhile
of multiples of the
thegiven
number.
multiplicand is the first number among the multiples.
1
1. 3
0 1 2 3 4 5 6 7 8 9
10 11 12 13 14 15 16 17 18 19
20 21 22 23 24 25 26 27 28 29
2. 4
0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16
3. 8
0 1 2 3 4 5 6 7 8 9
10 11 12 13 14 15 16 17 18 19
20 21 22 23 24 25 26 27 28 29
30 31 32 33 34 35 36 37 38 39
40 41 42 43 44 45 46 47 48 49
4. 6
0 1 2 3 4 5 6 7 8 9
10 11 12 13 14 15 16 17 18 19
20 21 22 23 24 25 26 27 28 29
5. 2
0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16
17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33
HOME ACTIVITY

Multiplication
Lesson No. 45
OBJECTIVE
Write a related equation for multiplication as equal jumps in the
number line
PREREQUISITE CONCEPT AND SKILL

1. Illustrating multiplication as equal jumps in a number line
2. Writes a related equation for multiplication as counting by multiples
MATERIAL
1. Learning Module 5. tape measure
2. Activity sheets 6. sticks of the same length
1
3. Flashcards 7. Chart of a number line
4. manila paper and marker
Illustrate the following using number line.
1. 4 x 6 2. 3 x 7 3. 8 x 7
4. 2 x 8 5. 6 x 6
Let them post their outputs.
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}
1. Motivation
Assist the pupils in measuring the length of their arms. Let them
identify who has the same length. Ask, “Why do you think we have different
length of arms?”
2. Presentation
Note: The following materials were given as group assignment yesterday.
5 sticks of 3 meters each
Let the group lay the sticks on the floor end to end in a straight line. Instruct
to mark the point where the sticks meet as shown below.
3m 3m 3m 3m 3m
Ask: How long is the combined sticks?

How did you know it?
Ask again the groups to mark the sticks as shown below.
3m 3m 3m 3m 3m
0 3 6 9 12 15
Ask: How long is each stick?

How many sticks were used to reach 15?
If you can jump 3 m, how many jumps can you make?
The present it using a number line as shown below.
1
0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
Do you have an idea on how we can translate the above situation in an
equation? (Call pupils)
Possible answers: 3 + 3 + 3 + 3 + 3 + 3 = 15
5 x 3 = 15
5. Generalization
In writing a related equation for multiplication as equal
jumps in a number line, the number of jumps serves as the
multiplier while the distances between the jumps is the
EVALUATION
Write a related equation for the following number line.
1.
0 1 2 3 4 5 6 7 8 9 10 11 12
2.
0 2 4 6 8 10 12 14 16 18 20 22 24 26 28 30 32 34 36 38 40
3.
0 3 6 9 12 15 18 21 24 27 30 33 36
4.
0 2 4 6 8 10 12 14 16 18 20 22 24 26 28 30 32 34 36
1
5.
0 2 4 6 8 10 12 14 16 18 20
HOME ACTIVITY

Multiplication
Lesson No. 46
TOPIC: Identity Property of Multiplication
OBJECTIVE
Illustrate the property of multiplication that any number multiplied by
one (1) is the same number

1. Illustrating multiplication as repeated addition, counting by multiples
3. Writing related equation for each kind of multiplication
4. Using the properties of addition in computing for sums of up to 1000
(Zero/Identity property of addition)
MATERIAL
1. Learning Module 3. marker and manila paper
2. Activity sheets
A. Illustrate the following using repeated addition.
1. 2 x 8 2. 6 x 4 3. 5 x 7
B. Illustrate the following using counting by multiples.

4. 8 x 5 5. 9 x 3

Answer the following. What property of addition has been shown by
this illustration?
1. 2 + 0 = 2. 7 + 0 = 3. 5 + 0 =
4. 9 + 0 = 5. 6 + 0 =
1
1. Motivation
How do you participate in group activity? Elicit answer from the pupils.
Direct them to the idea that each member of the group should
participate.
2. Presentation
Show 3 sets of colored counters as shown below:
red green blue

Set A Set B Set C
Ask one pupil to count the counters aloud.
Ask: How many groups of 2‟s were there in set A?
How many groups of 3‟s were there in set B?
How many groups of 5‟s were there in set C?
Ask the pupils if they can still describe the set of counters.
Example: Set A: one group of 2 counters.
Let the pupils draw a representation of the above situation.
red green blue

Set A Set B Set C
Ask someone to write the numerical value of the counters in each set.
Ask: Can anyone write an equation for set A? set B? set C?

Some pupils may write the following:
Set A: 1 + 1 = 2
Set B: 1 + 1 + 1 = 3
Set C: 1 + 1 + 1 + 1 + 1 = 5
If they cannot arrive to the multiplication equation such as 2 x 1, 3 x 1, 5 x 1,
ask the following guide questions:
Set A. How many groups of 2‟s were there?
How many were there in each group?
How many counters were there in all?
Note: Ask the above questions for set B and set C.
5. Generalization
Any number multiplied by one (1), the answer is the number.
1
EVALUATION
Do the following instruction.
A. Illustrate the following using repeated addition.
1. 8 x 1 2. 5 x 1 3. 9 x 1
B. Illustrate the multiplication sentence below using number line.

4. 6 x 1 5. 7 x 1
HOME ACTIVITY

Multiplication
Lesson No. 47
TOPIC: Illustrating Zero Property of Multiplication
OBJECTIVE
Illustrate the property of multiplication that zero multiplied by any
number is zero

1. Illustrating multiplication as repeated addition and counting by
multiples
2. Illustrating property of multiplication that any number multiplied by
3. Using zero/identity property of addition in computing for sums of up
to 1000
MATERIAL
1. Learning Module 4. bottle caps (5)
2. Activity sheet 5. Chart with story problem
3. marker and manila paper
1. Drill on using zero/identity property of addition
Give each pair of pupils this activity sheet. Let them give the answer
as fast as they could at your signal.
Example:
3+0= 6+0= 8+0=
4+0=
7+0= 5+0=
What property of addition is shown in the above illustration?
1
2. Review – Do this as group activity. Give each group a manila paper
and marker.
Use repeated addition to illustrate the multiplication below.
1. 9 x 1 2. 6 x 1 3. 7 x 1
4. 8 x 1 5. 4 x 1
1. Motivation
Play “Mixing-mixing…saan ang may laman”
Prepare 5 bottle caps. Turn them upside down. Put a small stone
inside one of the bottle caps. Mix them then ask one of your pupils to
guess which bottle cap has the small stone.
Mix again and call other pupils to guess.
How do you feel when you select the bottle cap without stone?
(Note to the teacher: Do this as a trick. Just show the small stone at
the start. Deceive the pupils as if you place the small stone inside the
bottle caps.)
2. Presentation
Ask 3 pupils to come in front and extend their arms on the side with
palm on top.
Ask: How many palms do you see?
Put two candies on each palm.
Ask: How many candies were there in all? How did you know it?
Can anyone here write the addition or multiplication equation of this?
2 + 2 + 2 + 2 + 2 + 2 = 12 or 6 x 2 = 12
Take away all the candies from the hands of the pupils.
Ask: How many candies can you see now?
Show an illustration of 6 hands with 2 candies and another illustration

of hands without candy.
Ask the pupils to write an equation of the hands with candies and of
the hands without candy.
Post the equation on the board as shown:

With candy:
2 + 2 + 2 + 2 + 2 + 2 = 12 and 6 x 2 = 12
Without candy:
0 + 0 + 0 + 0 + 0 + 0 = 0 and 6 x 0 = 0
The post, 4 x 0 =
Ask: What do you think is the answer?
1
5. Generalization.
EVALUATION Zero multiplied by any number the answer is
Illustrate the following multiplication using repeated addition.
1. 5 x 0 2. 3 x 0 3. 9 x 0
4. 6 x 0 5. 7 x 0
HOME ACTIVITY

Multiplication
Lesson No. 48
TOPIC: Commutative Property of Multiplication
OBJECTIVE
Illustrate commutative property of multiplication
multiples
2. Illustrating property of multiplication that any number multiplied by
3. Using commutative property of addition in computing for sums of up
to 1000
MATERIAL
2. Activity sheet 4. Chart with story problem
1. Drill – Do this as group activity. Give each group a marker and

manila paper.
Illustrate the following multiplication using repeated
addition. 1. 6 x 7 =
2. 5 x 3 =
3. 9 x 2 =
4. 4 x 8 =
5. 3 x 6 =
1
Let each group post their outputs after they are done.
2. Review – Do this as group activity. Give each group this activity

sheet.
Fill in the missing number.
1. 3+5= +3 4. 6+2=2+6
= =
2. 2+7= 5. =6+9
9 = 9 15 = 15
3. +8=8+4
= 12
1. Motivation
Play “Match Maker”
Give each pupil a multiplication sentence just like as shown below.
2x3 3x2 5 x 6 6 x 5 (Prepare as many as the number of
your pupils.)
Let the pupils move around and look for they think is their partner or
match.
Let them explain why they chose their partner.
2. Presentation
Group the pupils into 6 groups. Give each group 28 pieces of shells.
Tell the first 3 groups to group the shells into 4 groups with the same
number of shells then the remaining group to 7 groups with the same
number of shells.
This time pair the groups. (1 and 3, 2 and 4, 5 and 6)
Ask: What is the difference between the two groups paired?
What is the common between the two groups paired?
Present an illustration of the above situation as shown below:

7 groups of 4 4 groups of 7
Ask: How many shells were there in the first group?

How about on the second group?
Let the pupils write an equation for 7 groups of 4 and 4 groups of 7.
7 x 4 = 28 and 4 x 7 = 28
Ask the pupils on their observation with regards to pattern?
Then introduce the term “commutative property of multiplication”.
1
Let them tell something about the property using their observation on the two
equations.
Ask also some pupils to give examples wherein commutative property is
shown. Let that pupil explain his answer.
5. Generalization.
Commutative Property of Multiplication (CPM) states that
changing the order of the factors does not affect the product.
To illustrate CPM, get the reverse of the multiplication then
use repeated addition, counting by multiples and equal jumps
in number line.
EVALUATION
Illustrate commutative property of multiplication using repeated
addition.
1. 5 x 8 = 8 x 5 2. 4 x 5 = 5 x 4 3. 6 x 7 = 7 x 6
4. 8 x 4 = 4 x 8 5. 9 x 6 = 6 x 9
HOME ACTIVITY

Multiplication
Lesson No. 49
TOPIC: Multiplication Table of 2, 3, 4
OBJECTIVE
Construct and fill up the multiplication table of 2, 3 and 4

1. Illustrating multiplication as repeated addition, counting of
multiples and equal jumps in a number line
2. Writing related equation for each kind of multiplication
MATERIAL
1. Learning Module 2. Activity sheets
1
1. Drill – Do this as group activity. Give each group a marker and
manila paper.
Illustrate the following using:
Repeated addition: 3 x 6 and 4 x 7
Counting of multiples: 2 x 8 and 4 x 3
Equal jumps in a number line: 3 x 5 and 2 x 9
Let them post their output and discuss briefly.
2. Review – Do this in pairs.

Write a related equation for the following.
1. 2 + 2 + 2 + 2 + 2 4. 3 + 3 + 3 + 3 + 3
2. 3 + 3 + 3 + 3 + 3 + 3 + 3 5. 4 + 4 + 4 + 4
3. 4 + 4 + 4
1. Motivation
Play “Bugtungan Tayo”. You will start.
Example: What is the result if we add 2 seven times?
The pupil who gives the correct answer takes turn.
2. Presentation
Present the following group of objects.
1. 2 groups of 2 pencils
2. 3 groups of 2 ballpen
3. 4 groups of 2 erasers
Ask: How many groups of pencils were there?

How many pencils were there in each group?
How many pencils were there in all?
(Ask these questions for ball and erasers)
Ask the pupils to write a related equation of the above situation using
repeated addition. You may ask the pupils to show other ways.
Now show an illustration of the above situation.
Ask: How many groups of objects were there in number 1? 2? 3?
How many objects were there in each group?
How many objects were there in all?
(You may call some pupils to count the illustration.)
This time show the multiplication equation of the above situation as shown
below:
1. 2x2=4 or 2+2=4
2. 3x2=6 or 2+2+2=6
3. 4x2=8 or 2+2+2+2=8
1
5. Generalization.
To construct and fill up the multiplication table it is necessary

EVALUATION
to master multiplication as repeated addition and counting by
Spot the error in the multiplication table below.
multiples.
Then give the correct answer.
x 0 1 2 3 4 5 6 7 8 9 10
2 0 2 5 7 8 9 12 14 17 18 20
3 0 3 6 8 12 13 18 21 25 27 30
4 0 2 4 8 16 20 21 28 28 30 40
HOME ACTIVITY

Multiplication
Lesson No. 50
TOPIC: Multiplication Tables of 5 and 10
OBJECTIVE
Construct and fill up the multiplication tables of 5 and 10

1. Multiplication as repeated addition, counting of multiples and equal
jumps in a number line
2. Constructing and filling up multiplication tables of 2, 3, and 4
MATERIAL
1. Learning Module 2. Activity sheets 3. manila paper and
marker
1
1. Drill – This will be done by groups.
Illustrate the following using repeated addition.
1. 2 x 3 2. 2 x 9 3. 5 x 6
4. 6 x 4 5. 4 x 7
2. Review - Do this as group activity. Distribute a marker and a piece

of manila paper to each group.
Construct and fill up multiplication table of:
Group 1 – table of 2
Post your work after completing the table.
1. Motivation
Play this modified “Basketball Shoot (2x)”.
Group the pupils into five. Let them think of their group name.
Select a group to start.
Instead of saying “Basketball Shoot (2x) pass to Volleyball spike, the
group will say multiplication sentence. The group that receives a pass
will answer first the multiplication before chanting.
Example:
2 x 3 (2x) pass to Dog‟s group.
Dog‟s group will answer first before chanting. Example: 5 x 6 (2x) pass
to cat‟s group.
2. Presentation
Tell the pupils that you will play a game.
Say: Group yourselves into a group with 5 members.
Note: Ask those pupils who are not included in the group to sit down.
Ask: How many groups were formed?

How many members were there in each group?
Show 2 sets of illustrations on the board.

Set A: 5 groups of 2 pupils
Set B: 10 groups of 3 pupils
Ask: How many groups were there in set A? set B?

How many pupils were there in each group in A? in B?
How many pupils were there in all in set A? in set B?
1
Ask the pupils to write an equation for the above situation either in repeated
addition or multiplication.
Example: 5 x 2 = 10 or 2 + 2 + 2 + 2 + 2 = 10
10 x 3 = 30 or 3 + 3 + 3 + 3 + 3 + 3 + 3 + 3 + 3 + 3 = 30
4. Application – Refer to LM 50.
5. Generalization.
In order to fill up the multiplication table, it is necessary to master

EVALUATION
multiplication as repeated addition and counting by multiples.
Complete the multiplication table below. Do this on your paper.
X 1 2 3 4 5 6 7 8 9 10
5
10
HOME ACTIVITY

Multiplication
Lesson No. 51
TOPIC: Multiplying Mentally
OBJECTIVE
Multiply mentally to fill up the multiplication tables of 2, 3, 4, 5 and 10

1. Constructing and filling up multiplication tables of 1, 2, 3, 4, 5, and
MATERIAL
3. question box 4. empty bottle
5. Chart of multiplication table (2, 3, 4, 5 and 10)
1
1. Drill
Conduct drill on mental addition.
Think of an addition sentence. Call one pupil to answer it. If his/her
answer is correct, he/she will take turn.
2. Review – Do this as group activity. Give each group a marker and

a piece of manila paper.
Construct and fill up multiplication table of:
Group 1 – Table No. 2 Group 4 – Table No. 5
Group 2 – Table No. 3 Group 5 – Table No. 10
Group 3 – Table No. 4
Then let them post their output.
1. Motivation
Take turns in asking “What is the result of adding 8 four times?”
The pupil who gives the correct answer will take his turn in asking
question.
2. Presentation
Tell the pupils to prepare to prepare pebbles or counters.
Flash multiplication cards.
Example: 2 groups of 5
Let the pupils form groups using pebbles of counters.
How many pebbles/counters were there in each group?
How many pebbles or counters were there in all?
Flash at least 5 cards. (4 groups of 2, 5 groups of 3, 3 groups of 7)
Show illustration of objects with:

1. 2 groups of 3 dogs
2. 3 groups of 4 cats
3. 4 groups of 2 chickens
4. 5 groups of 5 worms
5. 10 groups of 4 birds
Ask the following questions after the flashing of cards.
1. How many groups of were there in all?
2. How many were there in each group?
3. How many were there in all?
Then flash multiplication cards. Let the pupils answer it mentally.
1
5. Generalization
EVALUATION To multiply mentally, add the multiplicand as fast as you can

Fill up themany times as determine
multiplication table belowbymentally.
the divisor.
Your mastery in multiplication as repeated addition, counting by 10
x 0multiples
1 and2construction
3 4and filling
5 up 6of multiplication
7 8 table
9
2 are very helpful in filling up multiplication table mentally.
3
4
5
10
HOME ACTIVITY

Multiplication
Lesson No. 52
TOPIC: Analyzing and Solving One-Step Word Problem
OBJECTIVE
Analyze and solve one-step word problems involving multiplication of
whole numbers including money

1. Analyzing and solving one-step word problems involving subtraction
of whole numbers including money
multiples
3. Writing related equation for each type of multiplication
1
MATERIAL
1. Learning Module 4. Illustration of a boy watering plants
2. Activity Cards/Sheets 5. Chart with story problem
3. Strips of manila paper with questions in analyzing the problem
Let them construct fill up the multiplication tables of 2, 3, 4, 5, and 10
as fast as they could. The first group to finish will received a reward.

sheet. Let them report their output.
Problem:
Maria and Ana have P 50.00 and P 30.00 respectively. How much
money do they have in all?
1. Who can state the problem in his own word?
2. Underline what is asked in problem.
3. Who can state the question in statement form?
4. Who can solve the problem with a complete solution?
1. Motivation
Show an illustration of a boy watering plants.
Let them describe what they saw.
Bring the pupils to the idea of taking care of plants.
2. Presentation
Write this on a manila paper.
Dave reads 4 pages of a story book everyday. How many pages can
he read in 5 days?
Ask: Who can state the problem in his own words? How do you understand
the problem? Can you tell us about it?
Who can go to the board and underline what is asked in the problem?
Can you write it in a statement form?
This time group the pupils into 5 groups. Give each group 20 pieces of
colored paper or coupon bond.
Tell them that the pieces of paper represent the pages of the book.
Instruct the pupils to group the pieces of paper to show the number of pages
Dave can finish in 5 days?
Ask: How many pages can he finish in a day?
How many pages can he finish in 5 days?
1
Let the group draw the number of pages per day for 5 days as shown.
1st day 2nd day 3rd day 4th day 5th day
How many pages were there in all?

Let the pupils write the numerical value of the pages per day.
4 4 4 4 4
Ask: What equation can you make of the given situation?

5. Generalization.
Use the following guide in analyzing word problem.

EVALUATION
Read the1.following
State the problem
problem in your these
then answer own word.
guide questions/instructions.
You can 2. Determine
use different what is asked by underlining it.
solutions.
3. State the question in statement form.
1. 4. theSolve
State the problem
problem in your ownwithword.
complete solution.
2. Determine what is asked by underlining it.
4. Solve the problem with complete solution.
A. A box weighs 2 kg. What is the total weight of 4 boxes?
B. The price of one ice candy is P 5.00. How much will you pay for 6 pieces of ice candy?
1
HOME ACTIVITY

Multiplication
Lesson No. 53
TOPIC: Analyzing and Solving Two-Step Word Problem
OBJECTIVE
Analyze and solve two-step word problems involving multiplication of
whole numbers as well as addition and subtraction including money

1. Analyzing and solving one-step word problems involving
multiplication of whole numbers including money
2. Addition and Subtraction of whole numbers
MATERIAL
1. Learning Module 2. Activity Cards/Sheets 3. Chart with story
problem
4. Illustration of a boy plating on his vegetable garden
1. Drill
Drill the pupils in addition and subtraction of whole numbers using
flashcards.
Play “Rolling Multiplication”.
Think of a multiplication (4 x 5). Then say, I roll this multiplication to
(call one of your pupils). He/She will answer the multiplication. If
his/her answer is correct, he/she will take turn.

sheets.
Read the problem below then answer the questions that follow.
1. State the problem in your own word.
2. Eggplant seedlings
Underline whatwere planted 8 seedlings per row. If there
is asked.
3. were 3 rows, how many eggplant seedlings
State the question in statement form. were planted?
1
1. Motivation
Show an illustration of a boy planting on his vegetable garden.
Ask: What does the boy doing?
Is it good to have a vegetable garden at home? Why?
2. Presentation
Write the problem on a manila paper.
Ask someMario
pupilsharvested
to restate 5the problem
okras and on their own words.
4 eggplants from his garden. He
Call one pupil to underline the question.
sold the vegetables in their neighbors at P 3.00 each. How much
Ask pupils
is to
hisrestate the question in a statement form.
total sales?
Show this bar to represent the problem above.
eggplant (5) okra (3)

9 pieces of vegetables
Then:
3 3 3 3 3 3 3 3
Use repeated addition:
3 + 3 + 3 + 3 + 3 + 3 + 3 + 3 + 3 = 27
or multiplication equation:
9 x 3 = 27
Ask the pupils if they have other solution for the problem. Let them show it.
5. Generalization.

Review your work if it makes s1e80nse.

EVALUATION
Use the following guide in analyzing the word problems below.
A. Five boys and 2 girls were given P 10.00 each. How much did they receive in all?
B. There were 5 contestants at the start. Three were eliminated. The remaining contes
HOME ACTIVITY

Division
Lesson No. 54
TOPIC: Division as Separation of Sets into Equal Parts
OBJECTIVE
Model and describe division situations in which sets are separated into
equal parts

1. Recognizing sets of objects of up to 20 elements
2. Representing the concept of subtraction by taking away and
comparing two sets
3. Subtracting group of equal quantity using concrete objects
4. Counting and telling how many objects there are in a given set
MATERIALS
1. Learning Module 2. Illustrations 3. Stones, Counters
1. Drill – Do this in a form of a contest
Give each group this activity card. Let them recognize how many sets
of object they can form from the given illustration. The first group to
post their work wins.
1
2. Review
Group the pupils with 3 members in each group. Provide counters or
pebbles. As starter, each group should have at least 20
counters/pebbles.
Give them the instruction on grouping the objects.
Example: Give me a group of 10 counters/pebbles.
1. Motivation – Do this as group activity.
Form at least 5 groups. Give them one illustration as
shown here (right) in a one whole coupon bond. You may
give different illustrations for every group.
Say: Let us make a puzzle. Cut the picture into 6

equal parts in any way you like.
Let them exchange puzzle. At your signal, the groups will race in
assembling the puzzle. The first group to assemble wins.
Process what they did particularly in cutting the pictures to form a
puzzle.
Let them come up with the idea of separation into equal parts.
2. Presentation
Group the pupils into five groups. Ask them to collect 10 pencils
(ballpen, coins, eraser, crayon etc)
Say: Separate them into two groups and five groups.
How many objects were there in each group?
Ask the groups to draw the objects they have collected and grouped. hey
may bar a line or any representation of the objects.
1
Example:
1st group 2nd group 3rd group 4th group 5th group
Ask: How many groups of 2‟s can you make out of 10 pencils?
How many groups of 5‟s can you make out of 10
pencils?
If we will separate the set of 10 pencils into 3 groups, would it be possible that
all pencils will be included in the group? Why? Why not?
5. Generalization
EVALUATION
Division situations can be modeled and described as separation
Let the pupils
of setsget counters
into of up to 30 pieces. Then model the following
equal parts.
division situations. Go around and check the work of the pupils.
1. There was a set of 18 books.

They were separated into 3 shelves with equal number of books per shelf.
How many books were there in each shelf?
2. A set of 16 mangoes was separated into 4 bags with equal number of
mangoes in each bag.
How many mangoes were there in each bag?
3. A set of twenty-five peso coins was separated equally into five boxes.
How many pesos were there in each box?
4. A set of twenty-one pupils was separated equally into 7 groups.
How many pupils were there in each group?
5. There was a set of twenty-four fruits separated equally into 4 fruit trays.
How many fruits were there in each fruit tray?
HOME ACTIVITY
1
Division
Lesson No. 55
TOPIC: Division as Equal Sharing
OBJECTIVE
Represent division as equal sharing

1. Modelling and describing division situations in which sets are
separated into equal parts
2. Subtracting group of equal quantity using concrete objects
MATERIAL
1. Learning Module 4. Counters
2. manila papers and markers 5. paper and a pair of scissors
3. Activity cards/sheets 6. Chart with story problem
1. Drill – Use counters
Distribute counters to each pupil. Then give the following instruction:
1. Count 6 counters. Separate them into 2 equal parts.
2. Show 10 counters. Separate them into 5 equal parts.
3. Prepare 12 counters. Separate them into 4 equal parts.
(You may modify this according to the availability of materials.)
2. Review – Do this as group activity. Let each group present their

outputs.
Model the following division situation using illustration. You may use
any shape to represent each object in the problem.
1. 9 wristwatches were separated into 3 boxes
2. 8 baskets were separated into 4 mothers
3. 12 glasses were separated in 2 glass tray
4. 15 horses were separated into 5 trucks
5. 15 papayas were separated into 7 baskets
1. Motivation
Let each pupil get a scratch paper. Then teach him how to make a
paper boat or airplane.
2. Presentation
Group the pupils into five groups. Instruct them to get one whole
1
sheet of paper. Guide them in folding the paper 4 times. Use a pair
scissor to cut the folded paper following the marks.
Ask: How many pieces were made? (16)
Activity: (Actual)
For the first member of the group:
Share equally the pieces of paper to your 4 classmates.
How many pieces did each of them receive? (4)
For the second member:

For the third member:

Show 3 sets of 16 papers drawn in a manila paper or cartolina.
A B C
Ask: Into how many groups was set A divided? set B? set C?
How many groups were there in set A? set B? set C?
How many members were there in each group?
5. Generalization
Division can be presented using equal
EVALUATION
Present the following division situations using equal sharing.
Use any shapes to represent the objects in each problem.
Then answer the question that follows.
1. Share equally 15 pieces of mangoes to 5 people.
How many pieces of mango will each of them get?
2. Equally share 12 pieces of biscuits to your 12 friends.
How many pieces of biscuits will each of them receive?
3. Share equally the 8 slices of cake to your 4 friends.
How many slices will each of them get?
4. Share equally 20 pieces of rambutan to 10 of your friends. How many
rambutan will you give to each of them?
1
5. Share equally P 18.00 to you and your three brothers.
How much will each of you get?
HOME ACTIVITY

Division
Lesson No. 56
TOPIC: Division as Repeated Subtraction
OBJECTIVE
Represent division as repeated subtraction

1. Writing subtraction equations
2. Subtracting whole numbers up to 1000
4. Representing division as equal sharing
MATERIAL
1. Learning Module 4. Flashcards of subtraction facts
2. Illustrations 5. Counters
3. Activity cards/sheets
1. Drill
Flash subtraction cards as drill.

Let the group use counters to model division as equal sharing.
Then let them write the answer.
1. Share equally 100 pieces of paper to 25 pupils.
2. Share equally 28 ballpoints to 7 children.
3. Share 16 pencils to 8 participants.
4. Share 30 erasers to 10 sections.
5. Share 14 sharpeners to 14 pupils.
1. Motivation
Play “Trip to Jerusalem”. But in this game instead of eliminating one
player, 2 players will be eliminated.
1
Every elimination ask the class if how many were left.
Connect this activity to the next activity in the presentation.
2. Presentation
Present this situation written on a piece of manila paper.
P 20.00 was equally divided to 5 children.
Show P 20.00 to the pupils.( Note: Make sure that twenty pesos is in
the form of P 1.00 coin).
Call 5 pupils in front.
Ask one pupil to divide the money among the 5 pupils.
Ask: How much did each of them receive?
Repeat the process. This time you divide the money among the 5
pupils.
Ask: How much money do I have in all?
Say: I will give P 4.00 to (first pupil). How much was left to me?
Give another 4 to the second, third, fourth and fifth pupil.
Ask: How much was left to me?
Present this illustration:
P 4.00 First Pupil

P 4.00
Second Pupil
P 20.00 P 4.00
Third Pupil
P 4.00
Fourth Pupil
P 4.00
Fifth Pupil
You may use this illustration:
20 20 – 4 16 – 4 12 – 4 8– 4 4– 4
Show the process of subtraction as this:
1
20 – 4 = 16
16 – 4 = 12
12 – 4 = 8
8–4=4
4–4=0
5. Generalization
EVALUATIONDivision can be represented using repeated subtraction.
Show the following division situations using repeated subtraction.
1. P 10.00 was divided equally to 5 pupils.

2. Thirty pieces of vitamins were divided equally to 10 athletes.
3. Twenty pieces of “neon papers” were divided equally to 5 pupils.
4. Fifteen pieces of fishballs were equally divided to 3 plates.
5. Thirty-six pupils were equally divided to 6 groups.
HOME ACTIVITY

Division
Lesson No. 57
TOPIC: Division as Equal Jumps in a Number Line
OBJECTIVE
Represent division as equal jumps on a number line

1. Illustrating multiplication as equal jumps in a number line
3. Representing division as equal sharing
4. Representing division as repeated subtraction
MATERIAL
1. Learning Module 5. manila paper and marker
2. Illustration of a number line 6. Pebbles
1
3. Stones 7. ruler
4. Flashcards
1. Drill
Prepare 5 sets of 30 stones. Group the pupils into five.
The first player will come near the table. Then the teacher will say,
count 20 stones and divide them into 4. The first to show the correct
grouping wins.
Continue until all the members of the groups had played. Use other
numbers such as 30, 45, 18, 36, etc.
2. Review – Do this as group activity. Give each group a manila paper

and marker.
Let the group present the following division situations using repeated
subtraction.
1. Twelve books were equally shared by six pupils.
2. Ten candies were equally divided among five friends.
3. Fifteen notebooks were equally shared to five typhoon victims.
4. Eight watermelons were shared equally by four mothers.
5. Nine pencils were given equally to three boys.
1. Motivation
Let the class sing this song then act the action words.
(Tune: Are You Sleeping)
Walking, walking (2x)
Hop, hop, hop (2x)
Jumping, jumping, jumping (2x)
Now STOP (2x)
(Connect hopping with equal jumps in a number line.)
2. Presentation
Give each group a string of different lengths (G1-6m, G2-8m, G3-10m,
G4-12m, G5-14m). Instruct them to divide and cut the strings into
(G1-3, G2-2, G3-5, G4-4, G5-7).
Call the first group. Let four members hold the string end to end.
Ask:
What is the length of the string? 6 m
How many cuts were made? 3
How long do you think is each cut? 2m
Therefore if 6 will be divided into 2 meters we can make 3 pieces.
Show this using a number line as shown below.
1
0 1 2 3 4 5 6
Process also the other strings.
Ask: If we cut the string into 6 equal parts, how long will each piece be?
Let the pupils show their solution in any way using their previous
knowledge.
5. Generalization
EVALUATIONDivision can be presented using equal jumps on a number line.
Present the following division situations using equal jumps in a number line.
1. Divide a 28-meter rope into 7 pieces of equal length.

2. Divide a 36-cm bamboo split into 6 pieces with equal length.
3. Divide into 6 pieces with equal length the 18 feet steel bar.
4. Divide into 2 pieces of equal length a 10 feet coco-lumber.
5. Divide a 6-meter of tying wire into 3 pieces with equal length.
HOME ACTIVITY

Division
Lesson No. 58
TOPIC: Division as Formation of Equal Groups of Objects
OBJECTIVE
Represent division as formation of equal groups of objects

1. Models and describes division situations in which sets are
2. Represents division as equal sharing, repeated subtraction
1
MATERIAL
1. Learning Module 4. Illustrations of objects
2. Activity sheets 5. manila paper and marker
3. Chart with story problem and division situations
1. Drill – Do this as group activity. Give each group a manila paper
where they will write the answer.
Describe the following division situations.
Example: The 6
mangoes were Each group contains 2
grouped into three pieces of mango.
groups.
2. Review – Do this as paired activity. Write the following division

situations in a chart.
Let each pair answer the following division situations.
1. If you will share equally 12 squidballs to 3 persons, how many
squidballs will you give to each of them?
2. If you will equally share 8 guavas to 4 children, how many guavas
will they receive?
3. If you will equally share 16 biscuits to your 4 friends, how many
biscuits will each of them get?
4. If you will share equally 14 pieces of banana chips to 2 children,
how many pieces of banana chips will they receive?
5. If you will share equally 21 boiled sweet potato to your 7 friends,
how many pieces of boiled sweet potato will you give each of them?
1. Motivation
Play “The Boat is Sinking”.
Example: The boat is sinking.....Group yourselves into 4.
Continue the game and process what they did.
What did you do?
2. Presentation
Group the pupils into 6 groups.
Give each group the following: (You may choose other objects which
are available inside your classroom.)
Group 1 and 2 - 15 pieces of pebbles each group
Group 3 and 4 - 15 pieces of popsicle sticks each group
Group 5 and 6 - 15 pieces of coin (play money) each group
1
Give this instruction:
Group the materials into 3 groups of equal objects. Make sure that
there will be no objects left.
Ask: How many groups of ( ) were made?
If we divide 15 into 3, what is the answer?
Say: Group the materials into 5 groups.
Ask: How many groups were made?
Let the group draw on a manila paper the materials they have grouped.
Then ask them to group the objects into 3 by ringing the objects.
Let the group post and explain their work.
5. Generalization
Division can be presented using formation of equal groups
EVALUATION
of objects.
Follow the instructions below. You may use any shape.
1. Form groups of objects to show 15 balls divided into 5 groups.
2. Form groups of objects to show 18 pieces of pencils divided into 3.
3. Form groups of equal objects to show 50 erasers divided into 5 groups.
4. Form groups of equal objects to show 21 books divided into 3 groups.
5. Form groups of equal objects to show 35 pieces of ballpen divided into 7
groups.
HOME ACTIVITY

Division
Lesson No. 59
TOPIC: Writing Related Equation
OBJECTIVE
Write related equation in equal sharing
1
1. Presenting division as equal sharing, repeated subtraction,
formation of equal groups of objects
2. Identifying and writing numbers
3. Identifying and writing operation symbols
MATERIAL
1. Learning Module 4. Flashcards
2. Illustrations 5. Concrete objects
3. Activity cards/sheets 6. manila paper and marker
1. Drill – Do this as group activity
Let the group show the following division situations using concrete
objects available in their group.
1. 6 is divided into 2 groups 4. 15 is divided into 3 groups
2. 9 is divided into 3 groups 5. 18 is divided into 9 groups
3. 8 is divided into 4 groups

Present the following division situations as equal sharing. You may
draw any shape.
1. Fifteen guavas were shared equally to five children
2. P 10.00 was shared equally to 2 pupils.
3. Twenty pieces of paper were shared equally to four friends.
4. Twelve pieces of banana were shared equally to five monkeys.
5. Six watermelons were shared equally to six mothers.
1. Motivation
Ask the pupils to get one whole sheet of paper. Then fold it three
times and cut along the lines.
Tell the class to imagine that the pieces of paper are money. They will
donate the money to the victims of typhoon.
Say:
Share your money to 4 people. Call one pupil to demonstrate how
many pieces of money he/she will give to each of them.
(Call some more pupils to demonstrate other situation.)
2. Presentation
Prepare 6 candies. Call 3 pupils then ask them to share equally the
candies among them.
Ask: How many pupils shared the candies?
How many candies did each of them receive?
1
Show these illustrations:
2
Ask the pupils to write related equation of the above situation.
Example: 6– 2=4 and 6 ÷ 2 = 3
6 2 1 pupil 1 pupil 1 pupil
2
4–2=2
2–2=0
If you feel the pupils cannot write an equation, guide them with the following
questions:
1. How many candies were there in all? 6
2. How many pupils will share the candies? 3
3. How many candies will each of them receive? 2
Then write the equation: 6 ÷ 2 = 3
5. Generalization
EVALUATION
In writing
Write a division related for
equation equation
each ofusing equal sharing,
the following count the total
situations.
1. Six pairs of slippers were equally shared to three pupils.total number
number of objects in the set then divide it with the
Equation:within the group. The answer will be the total number of groups.
OR
2. Five classmates shared equally ten pieces of rambutan.
Equation:The dividend is the total number of objects in the set while the
divisor
3. Two kids is theequally
shared number theoftwo
objects in each group. The total group is
puppies.
Equation:the quotient.
4. Sixteen chocolates were shared equally by eight cousins.
Equation:
5. Twelve pencils were equally shared by four indigent pupils.
Equation:
1
HOME ACTIVITY

Division
Lesson No. 60
OBJECTIVE
Write related equation in repeated subtraction

1. Representing division as repeated addition
2. Writing related equation for equal sharing
3. Subtracting whole numbers
MATERIAL
2. Activity sheet (division situation)
Give each group this activity sheet.
Present the following division situation using repeated subtraction.
1. Eighteen candles were divided equally to six customers.
2. Thirty-five toys were shared equally to fifteen children.
3. Sixty pieces of boiled banana were shared equally to 12 workers.
4. Twenty-seven marbles were divided equally to three boys.
5. Twenty dancers were grouped equally into 4.

Write a related division equation for the following situations.
1. Fourteen gifts were shared equally to seven babies.
2. Thirty-six lanzones were shared equally by six friends.
3. Eight slices of pizza were shared equally to four visitors.
4. A footlong bread was cut into four pieces and shared equally by
four persons.
5. A whole cake cut into ten slices was shared equally by five children.
1
1. Motivation
Let the class sing “Paru-parung Bukid”. The lyrics should be written on
a manila paper. Cover some of the lyrics every time they repeat on singing.
Continue until all the lyrics are covered. See if they can memorize the song.
The idea here is repeated subtraction of words.
2. Presentation
Prepare 12 pieces of pad paper.
Ask: Who wants to have this pad paper?
Give 3 pieces of paper to one of the pupils.
Ask: How many were left?
Give another 3 pieces to another pupil.
Give another 3 pieces to another pupil.
Say: Let us draw the situation using a bar. (Post your prepared illustration.)
1st pupil 2nd pupil 3rd pupil 4th pupil
12
3
Write the repeated subtraction of the above situation:
12 – 3 = 9
9–3=6
6–3=3
3–3=0
Thus, the equation is: 12 ÷ 4 = 3
5. Generalization
In writing equation using repeated subtraction, use the

highest minuend as dividend while the common subtrahend
serves as the divisor.
1
EVALUATION
Write a related equation for each of the following repeated subtraction.
Do this on your paper.
1. Eighteen fruits 2. Twenty-four clothes 3. Nine “suman” were

were equally divided were equally divided to shared equally to 3
to 6 children. 6 people. visitors.
18 – 3 = 15 24 – 4 = 20 9–3=6
15 – 3 = 12 20 – 4 = 16 6–3=3
12 – 3 = 9 16 – 4 = 12 3–3=0
9–3=6 12 – 4 = 8
6–3=3 8–4=4
3–3=0 4–4=0
4. Ten notebooks 5. Fourteen pencils were

were divided equally shared equally to 7 pupils.
to 5 children.
10 – 2 = 8 14 – 2 = 12
8–2=6 12 – 2 = 10
6–2=4 10 – 2 = 8
4–2=2 8–2=6
2–2=0 6–2=4
4–2=2
2–2=0
HOME ACTIVITY

Division
Lesson No. 61

OBJECTIVE
Write related equation for equal jumps on a number line

1. Writing multiplication equation using a number line
2. Subtraction of whole numbers
3. Presenting division situation using equal jumps on a number line
MATERIAL
2. Activity sheet 4. Illustration (Application)
1
Write the multiplication equation of the following illustration as fast as
you can. The first group to finish wins.
1.
0 1 2 3 4 5 6 7 8 9 10
2.
0 1 2 3 4 5 6 7 8 9 10 11 12 13 14
3.
0 1 2 3 4 5 6 7 8 9 10 11 12

Let the groups present the following division situations using number
line. Give them manila paper and marker.
1. A 20-meter long cocolumber was divided into 5 pieces.
2. A string 18-meter was cut equally into 3 pieces.
3. A 10-feet pipe was divided equally into 2 pieces.
1. Motivation
Play “Hold and Play”. Do this outside the classroom.
The class will form a big circle. Two of the pupils will act as the “IT”.
One of the “ITs” will pass the ball and say “HOLD” then “PLAY”. The
pupils will not allow the “IT” to get the ball by passing the ball
around. Once the “IT” gets the ball he will be replaced by the pupil
who holds the ball last.
2. Presentation
Ask the pupils to form a straight line with equal distances. Assign a
particular number (from 0 to 10) to each of your pupils in consecutive
order. The number zero will hold the ball first.
Say: Pass the ball to the multiples of 2, multiples of 3 etc.
1
Get inside the classroom and process what they have done.
Illustrate the passing of the ball (multiples of 2, 3 etc.) using a number
line.
Example:
0 1 2 3 4 5 6 7 8 9 10
Then, show how to write an equation of this number line.
Explain:
The last number where the arrow landed is the dividend. The distance
between the jumps is the divisor. The number of jumps is the quotient.
Thus, the equation is; 10 ÷ 2 = 5.
Let the pupils draw a number line on the multiples of 3
5. Generalization
Follow the following steps in writing equation using a
number line:
1. The last number where the arrow landed will serve as
the dividend.
2. The distance between the jumps is the divisor.
3. The number of jumps is the quotient.
EVALUATION
Write an equation for each of the following number line. 1.
0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16
2.
0 1 2 3 4 5 6 7 8 9 10
1
3.
0 2 4 6 8 10 12 14 16 18 20 22 24
4.
0 2 4 6 8 10 12 14 16 18 20 22 24 26 28 30
5.
0 1 2 3 4 5 6 7 8 9 10 11 12
HOME ACTIVITY

Division
Lesson No. 62
OBJECTIVE
Write related equation as formation of equal objects

1. Formation of equal objects
2. Presenting division situations as formation of equal groups of
objects
3. Writing a related equation for equal jumps on the number line
MATERIAL
1. Learning Module 3. Activity sheet with number line
2. Manila paper and marker 4. Chart with division situations
1. Drill – Do this as group activity. Give each group a manila paper
and marker.
2
Present the following division situation using formation of equal
objects. Use any shape to present the objects in each problem.
1. Fourteen pupils shared equally seven sets of computer.
2. Eight pesos was shared equally to 2 children.
3. Ten pieces of toys were shared equally to five kids.
4. Twelve guavas were grouped into three.
5. Thirty shrimps were equally shared by six children.

sheet.
Write a related equation for the following equal jumps in a number line.
1.
0 1 2 3 4 5 6 7 8 9 10
2.
0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
3.
0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16
4.
0 2 4 6 8 10 12 14 16 18 20
5.
0 2 4 6 8 10 12 14 16 18 20 22 24
1. Motivation
In the tune of “Gangnam” music, let the pupils dance. Then stop the
music followed by the instruction:
Example: Group yourselves into 5. (Continue for about 5 minutes)
(Note: The number of group may vary according to the number of
pupils in the class.)
2. Presentation
2
Group the pupils. Give each group 20 counters.
Tell them to group the counters in the way they like as long as there
will be no counters left.
Ask: How many counters do you have?
How many groups have you made?
Ask the group to draw the groupings they have made on a manila
paper.
Let them post their work and discuss why they come up with such
illustration.
Discuss one of the illustrations.
Ask: What related equation can we write for this illustration?
Let the pupils write their equation whether they are different as along
as it will give the same result.
Example: 20 ÷ 4 = 5
20 ÷ 5 = 4
20 ÷ 2 = 10
20 ÷ 10 = 2
5. Generalization
In writing equation for formation of equal objects,
follow these steps:
1. The total member of the group serves as the dividend.
2. The number of members per group is the divisor.
3. The number of groups is the quotient.
EVALUATION
Write an equation for each formation of equal objects below.
1.
Equation:
2
2.
Equation:
3.
Equation:
4.
Equation:
5.
Equation:
HOME ACTIVITY

Division
Lesson No. 63
TOPIC: Dividing Numbers
OBJECTIVE
Divide numbers found in the multiplication tables of 2, 3, 4, 5 and 10
2
1. Writing a related equation for each type of situation: equal sharing,
repeated subtraction, equal jumps on a number line, and formation of
equal groups of objects
2. Representing division as equal sharing, repeated subtraction, equal
jumps on a number line, and formation of equal groups of objects
MATERIAL
1. Learning Module 2. manila paper and marker 3. Activity sheet
4. Activity card (division table placed inside an envelope)
1. Drill – Do this as group activity. Give them manila paper and
marker.
Present the following division situations as indicated below.
A. Repeated subtraction
1. 40 players were grouped into 8 teams
2. 10 hotdogs were shared to 5 children
B. Equal jumps on a number line
3. A 36-m tying wire was divided into 6 pieces
C. Formation of equal groups of objects
4. 21 pieces of guavas were grouped into 3
5. 18 pieces of mango were shared equally to 6 children

Let each group write a division equation for the following illustration.
1. 28 – 4 = 24
24 – 4 = 20
20 – 4 = 16
16 – 4 = 12
12 – 4 = 8
8–4=4
4–4=0
2.
2
3.
0 1 2 3 4 5 6 7 8 9
1. Motivation
Ask:
When was the last time that you received a card? (birthday, Christmas.
etc..)
Say:
I will give you a card today. But before you will receive the card, I want
you to group yourselves into 5.
Then bring out the envelope with an activity card and give to each
group.
Ask them to open it.
2. Presentation – Do this as group activity.

Use the activity card just opened by each group. The activity cards are
shown below.
Use repeated subtraction to fill in the correct answer.
Use this table:
Division
Repeated subtraction Answer
equation
Example:
2÷2 2–2=0 1
4÷2 4–2=2
2–2=0 2
For group 1, multiplication table 2

Let each group present their outputs.

Discuss how they filled up the table above.
2
5. Generalization
EVALUATION
Dividend is the number to be divided.
A. Divide thedivisor
The following.
is theWrite yourthat
number answer on the
divides your paper.
1. 10 ÷ 2dividend.
= The answer in division is called the 3. 36 ÷ 4 =
2. 24 ÷ 3 =
4. 15 ÷ 5quotient.
= 5. 40 ÷ 10 =
In dividing numbers, use your knowledge in presenting and
B. Answer the following
writing division asquestions. Writerepeated
equal sharing, your answer on your paper.
subtraction, equal
1. What is the result if we divide 16 by 2?
2. The result of dividing 21 by 3 is .
3. Divide 28 by 4. What is the result?
4. What is the quotient of dividing 30 by 5?
5. What will be the result of dividing 70 by 10?
HOME ACTIVITY

Division
Lesson No. 64
TOPIC: Mental Division
OBJECTIVE
Mentally divides numbers found in the multiplication tables of 2, 3, 4, 5
and 10

1. Dividing numbers found in the multiplication tables of 2, 3, 4, 5 & 10
2. Subtracting whole numbers mentally
MATERIAL
1. Learning Module 4. Cartolina, marker
2. Division Flashcards 5. Chart with division problem
3. Subtraction flashcards
2
1. Drill – Use subtraction flashcards
Flash subtraction cards. Let the class answer them first. Then call the
pupils one by one randomly to answer the subtraction on the cards
mentally.
2. Review – Do this as paired activity.

Let the pair compare their work.
Divide the following.
1. 18 ÷ 2 = 2. 15 ÷ 3 = 3. 24 ÷ 4 =
5. 30 ÷ 10 =
4. 45 ÷ 5 =
1. Motivation
Say:
Let us play “Maghulaan Tayo”. This is how:
The teacher will start. How many 3s are there in 15?
Whoever gets the correct answer will take turn.
Do this for about 3 minutes.
2. Presentation
Show the following objects to the class:
15 pieces of chalk
20 paper clips
10 one peso coins
Ask one pupil to count the number of objects.
Say: If I will group these chalks into 3 groups, how many were there in each
group?
What if I group them into 5 groups, how many will be in each group?
Note: Ask these questions for pad paper and peso coins.
Call pupils to answer the question.
Show the prepared illustration of the following objects:

18 chickens
12 goats
8 carabao
Say: If the chickens will be grouped into 6, how many chickens will be in
each group?
Use slateboards where the pupils will write the answer.
(Ask the same question with goats and carabao.)
This time use division flashcards.
2
First, the whole class will answer. They will write the answer on their
corresponding slateboards. Then, call pupils to answer the division equation
mentally.
5. Generalization
To do mental division, you may use repeated
subtraction. Subtract the dividend by the divisor many
times until you reach zero.
But memorizing the multiplication table will be of great
help in mental division.
EVALUATION
Note: (Optional) Pair the pupils. Give 5 to 10 division flashcards to each pair.
They will take turn in flashing and answering it mentally. Move around and
observe.
Divide the following mentally.
1. 18 ÷ 2 = 2. 12 ÷ 3 = 3. 24 ÷ 4 =
4. 25 ÷ 5 = 5. 60 ÷ 10 =
B. Answer the following questions mentally.

1. What is the result if we divide 8 by 2?
2. The result of dividing 18 by 3 is .
3. Divide 32 by 4. What is the result?
4. What is the quotient of dividing 45 by 5?
5. What will be the result of dividing 30 by 10?
HOME ACTIVITY

Division
Lesson 65
TOPIC: Analyzing Word Problem
OBJECTIVE
Analyze one-step word problems involving division of numbers found in
the multiplication tables of 2, 3, 4, 5, and 10
2
1. Division of whole numbers
2. Analyzing one-step word problems involving multiplication of whole
numbers including money
MATERIAL
2. Used calendar 4. Activity card
1. Drill – Do this as group
activity. Use a calendar.
Color the three numbers when the two will be divided the third
number will be the result. Be sure that the three numbers have the
same color. Color as many as you can.
The group with many set of division after the time set wins.
Example: When 12 will be divided by 3 the result is 4.
MAY
S M T W TH F S
1 2 3 4 5 6
7 8 9 10 11 12 13
14 15 16 17 18 19 20
21 22 23 24 25 26 27
28 29 30 31

Give this activity card to each group. Then tell them to analyze.
Let them answer the different steps in analyzing word problems.
(Note: Do not give the steps yet.)
Let each group present their outputs.
There were five pupils. Each of them has P 5.00. How
much money
B. Developmental do they have in all?
Activities
1. Motivation
Ask:
What special occasion do we celebrate during October 5?
(World Teachers‟ Day)
Ask also the value of every teacher.
2
2. Presentation
Write this problem on a manila paper then post on the blackboard.
Ask: Can you restate the problem in your own words?
The Supreme Pupil Government of Calagonsao Elementary
Call pupil to underline the question in the problem.
School had prepared 18 pieces of ballpen as their gift to their
Ask pupils to restate the question in the form a statement.
teachers during the celebration of World Teachers‟ Day.
Solve the problem:
If these will be divided among nine teachers, how many
First, show 18 pieces of ballpen . Then call one pupil to divide the ballpen to
ballpens will each of them receive?
9 teachers.
Ask: How many ballpen will each teacher received?
Do you have other ways of solving the problem?
Call pupils to show their solution.
You may show this illustration to guide the pupils.
2
2 2
2 18 2
2 2
2 2
5. Generalization
2
EVALUATION
Read the problem below.
Use the following guide in analyzing the word problem.
A. One pitcher of juice can serve 10 persons. If there are 50 persons, how many pitch
B. Van Chester has 32 pictures. He placed 4 pictures in eachpage

of the photo album. How many pages did he use?
HOME ACTIVITY

Division
Lesson No. 66
TOPIC: Solving One-Step Word Problems Involving Division
OBJECTIVE
Solve one-step word problems involving division of numbers found in
the multiplication tables of 2, 3, 4, 5, and 10

1. Division of whole numbers
2. Solving one-step word problems involving multiplication of whole
numbers including money
MATERIAL
1. Learning Module 2. marker and manila paper 3. Activity card
The group will file on front of the blackboard. They will determine who
will be the first player, second........fifth player.
The teacher will say:
First player. Divide 16 by 2.
2
The player will write the answer on the board. The player who writes
the answer first earns points.
The group with the highest point after all the players had answered
wins.
2. Review – Do this as group activity. Give each group manila paper

and marker.
Use the following guide in analyzing the word problem.
B. Developmental
There wereActivities
40 Boy Scouts at Calagonsao Elementary School.
1. They
Motivation
were grouped into 8. How many members were there in
Ask:
each group?
How much is your “baon” today? (Let them bring out their baon.)
Who gave it to you?
2. Presentation
Post this situation:
Fifty pesos was shared equally to 5 children. How much will each of
them received?
Ask somebody from the class to restate the in his own words.
Call somebody to underline the question.
Ask: Who can restate the question in a statement form?
Show 5 pieces of P 10.00 coins. Call someone to count the money.
Call 5 pupils then divide the money among them.
Ask: How much did each pupil receive?
You may show this illustration to reinforce pupils‟ learning.
P 10.00 P 10.00 P 10.00 P 10.00 P 10.00
1st pupil 2nd pupil 3rd pupil 4th pupil 5th pupil
Ask pupils to show other solution that they might know in order to solve the
problem.
2
5. Generalization
In solving one-step word problem, carefully analyze the

EVALUATION
Solve theproblem,
followingsolve then check
problems. your complete
Show your final answer. Consider
solution. Label also
your if
your answer
answer properly. makes sense.
1. The average children per family at barangay Calagonsao is four. If there

were 36 children, how many families were there?
2. Mang Rowet works 8 hours in a day. If he worked 48 hours, how many
days did he already work?
3. Van Chester arranged equally 28 roses in 4 vases. How many roses did
he put in each vase?
4. Twenty-seven participants in the Journalism Writeshop were grouped into
3 with equal number of participants. How many participants were there in
each group?
5. Twenty Grade 2 pupils were divided equally into 2 multicabs. How many
Grade 2 pupils rode in each multicab?
HOME ACTIVITY

Fraction
Lesson No. 67
TOPIC: Visualizing and Identifying Unit Fractions
OBJECTIVE
Visualize and identify unit fractions with denominators 10 and below

1. Visualizing and identifying ½ and ¼ of a whole object
2. Dividing a whole into halves and fourths
3. Dividing the elements of a set of objects into two groups of equal
quantities to show halves and fourths of sets
MATERIAL
1. Learning Module 4. Pencils, books
2. Illustrations of halves and fourths 5. Chart with story problem
2
1. Drill – Do this as paired activity
Prepare illustrations of halves and fourths and give each pair. Write
two headings such as one-half and one-fourth and post them on the
board. Then let them post their illustrations on the proper heading.

Let each group draw the following objects and divide them into halves
and fourths.
1. Circle
2. Square
3. Rectangle
Let each group post their outputs.
1. Motivation
Group the class into five groups then play the game of imitating sounds
of animals.
The teacher will act as “WATCHER” then say, Imitate the sound of 2
cows. (Pointing to one of the groups). The group will imitate the sound
of the said animal. The trick here is the number of animals. If the teacher
says 2 cows only the two members of the group will make sound. Once they
did not follow the instructions, their group will be punished.
2. Presentation
Use a piece of banana or other available material.
Show it to the class.
Ask: How many bananas were there?
Divide it into 4 equal parts. Ask: How many equal parts were there?
Take away one part. Ask: What part of the banana was taken away?
Show this illustration to represent banana.
one part was taken away

1/4 1/4 1/4 1/4
Teach the pupil the proper way of reading ¼.
Show them where is the numerator and the denominator.
Ask the pupils to tell something about the numerator and the denominator.
Use also string beans.

Divide it into 10 equal parts. Take away one part.
Ask: What part of the string beans was taken away?
Ask the pupils to illustrate the situation above using region. Guide them.
2
Then let the pupils write the fractional part of the string beans that was taken
away?
3. Reinforcement Activity - Refer to LM 67
5. Generalization
To visualize unit fractions, use set of objects, region and equal
EVALUATION
jumps
A. Visualize theinfollowing
a numberunit
line.
fractions. You may use set of objects, region
or number line.
Identifying unit fractions is easy. Unit fractions are those
fractions whose numerators are 1.
1. 2. 3. 4. 5.
B. Which is the unit fraction in the following set of fractions? Copy it on your
paper.
1. 4.
2. 5.
3.
HOME ACTIVITY
Refer to LM 67 – Gawaing Bahay A and B

Fraction
Lesson No. 68
TOPIC: Reading and Writing Unit Fractions
OBJECTIVE
Read and write unit fractions
2
1. Visualizing and identifying unit fractions
MATERIAL
1. Learning Module 2. Show me board/Slateboard
3. Activity cards/sheets 4. Marker, manila paper
5. Chart of unit fractions 6. mirror and a paper strip with the word
“AMBULANCE”
1. Drill - Give each pupil a slateboard/show me board
Take turn in reading and writing whole numbers.
The teacher will start.
Say: Write number 9. (Point to a pupil whom you want to answer).
If the pupil gives the correct answer, he/she will take his/her turn.
Note: You may say “Read this number”.
The pupils will write their answer on their slateboards/show me board.
2. Review - This will be done by group. Each group will be given

manila paper and marker.
Visualize the following unit fractions in any way you like.
1. 2. 3.
4. 5.
1. Motivation
Prepare a card with the word “AMBULANCE”. Make sure that it is
written in the way you see it written in the Ambulance car as shown
below.
Ask the pupils if they can read the word.

Get a mirror. Position the word in front of the mirror. Now let the class
read the word reflected in the mirror.
Discuss the importance of reading and the way the word AMBULANCE
is written in the Ambulance car.
2
2. Presentation
Use discovery approach.
Group the pupils into five. Give each of them a card as shown below.
How do you read the following set of unit fractions?

After three minutes let the group‟s reporter tell how the unit fractions
are read.
Post the different unit fraction on the board. Teach the class how they
are read properly.
5. Generalization
In reading unit fractions, read first the numerator followed by

EVALUATION
the denominator
A. (Optional) which
Do this in pair. Askisthe
read
pairand written
to act as a with /th/ at the end.
teacher.
Only from four to ten
Read the following unit fractions.denominators.
If the denominator is 2, it is read as half and third if 3.
1. 2. unit fractions,
In writing 3. write the4.numerator above
5. the bar
line which is always 1 and the denominator below the bar
line.
B. To the teacher: Tell the class to write the unit fractions that you will
6. 7. 8. 9.
dictate.
1. 2. 3. 4. 5.
6. 7. 8. 9.
2
HOME ACTIVITY

Fraction
Lesson No. 69
TOPIC: Comparing Unit Fractions Using Relation Symbols
OBJECTIVE
Compare unit fractions using relation symbols

2. Reading and writing unit fractions
MATERIAL
1. Learning Module 3. Activity cards with fractional units
2. Illustrations of one-fourth and one-fifth 4. Chart with story problem
1. Drill
Write the nine unit fractions on the board. Or you may instruct the
pupils to write the nine unit fractions.
Read one of the fractions (be sure that they are not in consecutive
orders). Let the pupils ring the unit fraction you have read. To check,
let them show their work with their seatmates.

Write the following in fractional unit.
1. One part of a set of seven objects.
2. One part of a group of nine objects.
3. One part of a set of six objects.
4. One part of a group of five objects.
5. One part of a set of eight objects.
1. Motivation – Ask this question and elicit answers from the pupils.
How do you go to school every day?
2. Presentation
Van Chester walks km while Jandel walks km in going to

school. Who walks a longer distance?
2
Prepare 2 strips of cardboard with the same length. (about 2 meters each)
Divide the first strip into 4 equal parts and the second into 5 equal parts.
Get one part from each strip.
Compare the strips.
Ask: Which is longer? shorter?
Illustrate the fractions in the problem as shown below.
Van Chester
Jandel
Then compare using relation symbol.
is greater than or >
Show other example.

What are your observations as I compare the unit fractions?
Example: < > =
5. Generalization
EVALUATION
To compare fractional units we use the relation symbols =, <, and >.
Answer the
Thefollowing questions
bigger the by writing
denominator of thethe correct
unit relation
fraction, symbol.
the lesser Write
its value.
your answer on your paper.
1. What do you think is the relation symbol written in the shaded portion?
2. Compare and ?
3. What relation symbol will you write inside the circle to compare the shaded
part correctly?
2
4. What relation symbol should you write in the middle of the fractions below
to compare them correctly?
5. Compare and .
HOME ACTIVITY

Fraction
Lesson No. 70
TOPIC: Ordering Unit Fractions
OBJECTIVE
Order unit fractions

3. Comparing unit fractions using relation symbols
MATERIAL
1. Learning Module 4. Flashcards of unit fractions
2. Illustrations 5. Sticks of different lengths
3. Activity cards/sheets 6. Measuring tools
1. Drill – Use flashcards of unit fractions. Let the whole class read the
unit fractions then individually.
2. Review – Do this as a group activity.

Compare the following set of fractional units using relation symbols =,
>, and <. Do this on your paper. .
1. 4.
2. 5.
2
3.
1. Motivation
Let the pupils compare the length of their arms with their classmates‟.
Let them arrange the length of their arms from the shortest to the
longest.
2. Presentation
Prepare 5 pieces of sticks with the following lengths:
of a meter of a meter of a meter
of a meter of a meter
Show the materials to the pupils and ask the pupils to arrange the sticks from
the longest to the shortest.
Measure the sticks with the pupils. Then show the illustration of the sticks.
Let the pupils read first the unit fractions.

Ask: What fraction is the longest?
What fraction is the shortest?
Instruct the pupils to:
Arrange the fractions from the shortest to the longest.
, , , ,
Arrange the fractions from the longest to the shortest.

, , , ,
Ask the pupils on their observations in arranging fractions.
2
5. Generalization
EVALUATION
To arrange unit fractions either from least to greatest (ascending
Answer the following
order) questions.
or from Write
greatest to your
least answer onorder),
(descending your paper.
we look at the
denominator.
The lower the denominator, the bigger its value and the bigger the
1. Order denominator,
, and in the descending
lower its order.
value.
2. Order these unit fractions in ascending order.
3. Order the following unit fractions from least to greatest.
4. Copy the following fractions and order them from least to greatest.
5. The following unit fractions were arranged from greatest to least. Copy
them then insert without changing the order from greatest to least.
HOME ACTIVITY

Fraction
Lesson No. 71
TOPIC: Visualizing and identifying other fractions less than one with
denominators 10 and below
OBJECTIVE
Visualize and identify other fractions less than one with
denominators 10 and below

2
4. Ordering unit fractions
MATERIAL
1. Learning Module 3. Activity cards/sheets
2. Illustrations 4. Flashcards
Let the groups form their line in front of the blackboard. The first
member of the group will go to the board and write the unit fraction that the
teacher will say. Do this for the rest of the members of the group.
Example: Write etc.

2. Review
Using the unit fractions written by the pupils on the blackboard during
the drill, instruct them to arrange these fractions from least to greatest
and vice versa.
1. Motivation
Group the pupils and play “Bring Me”.
Let the group bring pencil, ballpen, coins etc.
It doesn‟t matter who brings the first.
2. Presentation
Use the materials that each group brought to present the lesson.
Group the materials and tell them that they are set of pencil, ballpen,
coins, etc.
Ask:
What is the fractional part of (raising one pencil)?
Get two pencils. Ask the pupils of their fractional part.
This time introduce other fractions and how they are visualized.
Example: of the set of rulers.
How many rulers are there? How many are ringed?

What part of the rulers is ringed?
2
Visualize also using region.
Visualize using number line.
Where does the arrow landed?

What if the arrow landed as shown, what fraction is this?
5. Generalization
Other fractions are fractions with numerators other than 1.
EVALUATION
We the
A. Visualize canfollowing
visualize other fractions
fractions. using
You may use set number line
of objects, andand
region
grouping of objects.
number line.
To visualize other fractions, divide the whole into equal parts
as shown by the denominator. Then the numerator tells how
1. many2.parts of the whole.
3. 4. 5.
Other fractions (aside from unit fractions) are fractions
with numerators more than one.
2
B. (Note to the teacher: Let the pupils copy the following fractions. Instruct
the pupils to listen carefully as you read the fraction. Then mark the first
fraction read as number 1, number 2 for the second etc. until 5.
HOME ACTIVITY

Fraction
Lesson No. 72
TOPIC: Visualizing and identifying similar fractions
OBJECTIVE
Visualize and identify similar fractions (using group of objects and
number line)

2. Visualizing and identifying other fractions
MATERIAL
1. Learning Module 4. Flashcards of fractions
2. Illustrations of group of objects 5. manila paper and marker
1. Drill - Use flashcards of fractions.
Flash them as the class read them. Then call one pupil to read the
fractions.
Example:

Visualize the following fractions using group of objects.
, , , ,
Let each group post their outputs.
2
1. Motivation
Prepare strips of papers equal to the number of your pupils. Write to
each strip the name of animals. At your signal, the pupils will group
themselves according to the name of the animals they received. The
trick is they will look for their group using the sounds of the animals
only.
2. Presentation
Group the pupils. Give each group 32 counters.
Instruct them to separate the counters into 4 groups.
Ask: How many were there in each group?

Say: Take away 2 pieces from the first group. What is the fractional part of
the taken counters?
Say: Take away 5 counters from the second group? What is the fractional
part of the taken counters?
Say: Take away 7 counters from the third group? What is the fractional part
of the taken counters?
Say: Take away 5 counters from the fourth group? What is the fractional
part of the remaining counters?
Draw bars to show the fractions above.
Then let the pupils write the fractional part of the shaded part.
, , , ,
Ask: What is common among the fractions?

Tell the class that they are called similar fractions.
Let them describe these fractions.
2
5. Generalization
Similar fractions are group of fractions with the

EVALUATION
same denominators.
A. Visualize the following
To visualize setfractions,
similar of fractions below
divide the as indicated.
wholes into similar
equal parts.
To identify if the fractions are similar, just look at their
1. - using number line 4. - using group objects
denominators. If their denominators are the same, then they
are similar.
2. - using group objects 5. - using number line
3. - using number line
B. Write check (√) before the number that shows similar fractions and an X
mark if not.
4.
1.
5.
2.
3.
HOME ACTIVITY
Refer to LM 72 – Gawaing Bahay A and B

Fraction
Lesson No. 73
TOPIC: Reading and Writing Similar Fractions
OBJECTIVE
Read and write similar fractions
2
2. Visualizing and identifying similar fractions
MATERIAL
1. Learning Module 4. Slateboards/show me board
2. Two pictures of a boy scout 5. Chart with instruction (Application)
3. Flashcards
1. Drill – Use flashcards of unit fractions
Let the whole class read the fractions.
Example:
2. Review
Dictate the following fractions. Let the class write them on their paper
or on the slateboard/show me board.
1. 2. 3. 4. 5.
1. Motivation:
Get two identical pictures then ask the pupils to spot the similarities
and differences.
2. Presentation
Ask the pupils to bring out one whole sheet of paper.
Tell them to divide the paper into 4 equal parts.
Take away 1 part.
Ask: What is the fractional part of the taken part?
How about the remained part?
Draw the above situation using bar as shown below.
Teach the pupils how the fractions are read.
2
Post these set of fractions and let the class read them.
Group the pupils then tell them to write similar fractions. Tell them to
exchange papers and read the fractions.
5. Generalization
EVALUATION
Reading similar fractions is just like you are reading
A. Readunit
the fractions.
following set of similar fractions.
(Note to First,
the teacher:
read theYou may callthen
numerator the followed
pupils one
byby
theone or assign little
denominator as
teachers.)
part of the whole.
1. , Example: , it is read2.as six-ninths.
, , 3. , , ,
To write similar fractions, the number above the bar line is the
B. Writenumerator andfractions
three similar the number
from:below the bar line is the denominator.
4. , , 5. , , ,
1. A group of five objects. 4. A group of seven objects.
2. A set of eight objects. 5. A set of nine objects.
3. A set of six objects
HOME ACTIVITY
2
Fraction
Lesson No. 74
TOPIC: Comparing Similar Fractions using Relation Symbols
OBJECTIVE
Compare similar fractions using relation symbols

1. Identifying and visualizing other fractions
MATERIAL
1. Learning Module 5. Marker, manila paper
2. Fraction strips 6. Slateboards/Show Me Board
3. Activity cards/sheets 7. Illustration of a boy jogging/running
4. Flashcards
Let the group copy the similar fractions in each set of fractions. Give
each group a marker and manila paper where they will write their answer.
1. , , , , , , ,
2. , , , , , , ,
, ,
3. , , , , ,
4. , , , , , , ,
5. , , , , , , ,
2. Review – Give each pupil a slateboard or show me board. Let them

write their answer on it.
Prepare these fractions on a card. Show them. Let them compare the
two unit fractions using relation symbols.
1. 2. 3.
2
4. 5.
1. Motivation
Show a picture of a girl jogging.
Let the class describe it.
Then ask the benefits of jogging.
2. Presentation
Everyday, Eleonor jogs km every morning while Rogelio
km. Who jogs longer?
jogs
Group the pupils into 5 groups. Give each group 2 strings of the same
length.
Instruct them to divide each string into 4 equal parts.
On the first string, take away 2 parts and in the second string take away 1
part. Then ask them to compare the lengths of the remaining pieces.
Ask: Which is longer?
Then show this illustration:
Ask: Who jogs longer?

Compare the two fractions using relation symbol as shown or you may ask
the pupils to use their previous knowledge to compare the fractions.
< or >
5. Generalization
In comparing similar fractions, the bigger the numerator the
bigger it is. On the other hand, the smaller the numerator, the
smaller it is.
To compare similar fractions, we use =, >, and < symbols.
2
EVALUATION
Copy the following set of fractions on your paper. Then compare them using
relation symbols such as >, = and <.
1. 2. 3.
5. 6.
4.
7. 8. 9.
10.
HOME ACTIVITY

Fraction
Lesson No. 75
TOPIC: Ordering Similar Fractions
OBJECTIVE
Order similar fractions

2. Reading and writing similar fractions
3. Comparing similar fractions using relation symbols
MATERIAL
1. Learning Module 4. Marker and manila paper
2. Activity cards/sheets 5. Fraction Cards and Number cards
3. Flashcards
Instruct the pupils to visualize the fractions below using either grouping
of objects or number line.
1. and 2. and 3. and
2. Review - Individual
Copy the following on your paper. Compare them using =, < and >.
2
1. 2. 3.
4. 5.
1. Motivation – Prepare 5 number cards with numbers 2, 3, 4, 5, and 6
written on them.
Play “Guess the Correct Order”. Five pupils will hold each of the
number cards. Make sure that the cards are not facing the class. Call
one pupil to arrange the five pupils in correct order either in ascending
or descending order. Call at least five pupils to guess the correct
arrangement of the numbers. Then reveal the correct order.
2. Presentation
Instruct pupils to prepare 11 pieces of of a one-whole piece of paper.
Say: Connect 2 pieces of paper
Connect 5 pieces of paper
Connect 4 pieces of paper
Then arrange the connected pieces of paper from the longest to the
shortest.
Ask: Which is the longest? shortest?
Show this illustration as representation of the above situation.
, ,
Tell the pupils to arrange the fractions in ascending order.
Tell them to arrange the fractions in descending order.

, ,
Ask: How do we order similar fractions?
2
5. Generalization
In ordering similar fractions, just arrange the numerators

EVALUATION
whether
Answer the fromDo
following. thethis
greatest or paper.
on your least. The bigger the numerator
the bigger its value while if the numerator is smaller the
smaller also its value.
1. Order and from largest to smallest.
2. Order the following similar fractions below from greatest to least.
3. Order these fractions in ascending order.
3. Order these similar fractions in descending order.
5. The similar fractions below are arranged from lesser to greater.
Add and order them from least to greatest?
HOME ACTIVITY

Money
Lesson No. 76
TOPIC: Reading and Writing Money with Value through 100
OBJECTIVE
Read and write money with value through 100

2. Recognizing coins and bills up to P 100 (pesos and centavos)
MATERIAL
1. Learning Module 4. Play money and envelopes
2. Activity cards/sheets 5. Chart of values of money
3. Flashcards of whole numbers 6. Customized deposit slip
2
1. Drill
Use flashcards to drill the class in reading whole numbers written in
symbol and in words.
Example:
1 56 89 Sixty-seven Thirty-
six
2
2. Review
Group the pupils into five groups. Each member of the group shall
have their corresponding number.
Place groups of play money on your demonstration table.
Call a number. The pupils with corresponding number will come near
the table. Then say “Where is 10 centavos?” Continue until everybody
has been called.
1. Motivation
Post this question:
Have you been in a bank?
What do you think people are doing in a bank? (Elicit answers from the
pupils)
2. Presentation
Do this as group activity. Simulate that the groups will deposit money
in the bank.
Prepare four envelopes with play money inside it.
Group 1
Envelope 1 = 2 pieces of P 100, 3 pieces of P 20.00, 5 pieces of
P 50.00, 3 pieces of 5 ¢.
Group 2
Envelope 2 = 3 pieces of P 1.00, 2 pieces of P 5.00, 4 pieces of
P 10.00, 2 pieces of P 100.
Group 3
Envelope 3 = 5 pieces of 10¢, 3 pieces of 25¢, 2 pieces of P 20.00.
Group 4
Envelope 4 = 2 pieces of P 10.00, 3 pieces of P 20.00, 2 pieces of 10¢,
3 pieces of 5¢.
Let each group fill up this form:
Denomination Number of pieces
Bills
1. P 100.00
2
2. P 50.00
3. P 20.00
Coins
4. P 10.00
5. P 5.00
6. P 1.00
7. 25¢
8. 10¢
9. 5¢
Use the form filled up by the groups. But it should be in the manila
paper to make it big and readable for the pupils.
Take out P 100.00 bill. Tell the class that it is read as one hundred
pesos. Show them how it is written. (P 100.00).
Do this with the rest of the money.
3. Reinforcing Activity Refer to LM 76
5. Generalization
Recognition of money is very important in reading money.

EVALUATION
A. Go to Look at the number
your teacher andthe
and read word writtenmoney.
following on the money. This number
and word will tell you how you will read the money.
There are two ways in writing money. One is in peso and the
other one is in centavo.
Attached the symbol (P) in peso and (¢) in centavo.
1. 6.
2. 7.
2
3. 8.
4. 9.
5.
B. (To the teacher: You may dictate the following.)

Write the following value of money.
1. Fifty pesos 6. Twenty pesos
2. Ten pesos 7. One peso
3. Ten centavos 8. Five pesos
4. One hundred pesos 9. Five centavos
5. Twenty-five centavos
HOME ACTIVITY

Money
Lesson No. 77
TOPIC: Counting and Telling the Value of a Set of Bills or a Set of Coins
through 100 in peso
OBJECTIVE
Count and tell the value of a set of coins through 100 in peso

1. Recognizing coins up to P 100
2. Reading and writing money with value through 100
MATERIAL
1. Learning Module 3. Flashcards with money written in symbols
2. Flashcards of coins 4. Piggy banks with coins in it of different value
1. Drill - Conduct drill on recognizing money using flashcards.
Let the whole class recognize the money by telling the value. Then
call at least ten pupils to recognize the value of the money.
2
Example:
2. Review – Use a ball.

Pass a ball to the class. Whoever catches the ball will read the
flashcards as shown. (You may add.)
25 ¢ 50 ¢ 30 ¢ 90 ¢ 85 ¢
1. Motivation
Show the four piggy banks. (You may use material that is available in
your classroom or locality.)
Ask:
What is the use of piggy bank? Elicit answers from the pupils.
2. Presentation
Call four pupils to open the piggy banks.
Ask them to identify the different denominations of the coins and the
number of pieces.
Then let the pupils guess the amount. Tell them to use their previous
knowledge in adding numbers.
Present this illustration representing the money inside the piggy bank.
First Piggy Bank Second Piggy Bank
Third Piggy Bank Fourth Piggy Bank
2
Let the whole class read the coins first.
Ask: How many P 5 were there? P 10? P1?, 25¢?, 10¢? and 5¢?
Ask pupils to write it on the board.
Ask: How much money was there in the first piggy bank? second piggy
bank? third piggy bank? and fourth piggy bank?
Ask: Do you have other way of counting the value of the coins?
5. Generalization
EVALUATION
Counting the value of coins is like counting numbers. Remember
Count the following
that when the setcoins
of coins. Tellexceed
do not its value
to to
100your teacher.
centavos You
it is willas
read
repeat once your answer
centavo. is wrong.
If it exceeds 100 centavo it is read as peso already.
Take note that 100 centavos is equal to 1 peso. Peso takes the
symbol P, while centavo takes ¢.
1.
2.
3.
4.
2
5.
HOME ACTIVITY

Money
Lesson No. 78
through 100 in peso
OBJECTIVE
Count and tell the value of a set of bills through 100 in peso

3. Counting and telling the value of a set of bills or a set of coins
through 100 in peso (coins only)
MATERIAL
1. Learning Module 4. Play money (paper bills only)
2. Illustrations of set of coins (5) 5. Show me boards
3. Empty bottles and boxes of milk, sardines etc. (Assigned to groups
before the day of the lesson)
1. Drill
Distribute paper bills to each of your pupils.
Then play “Bring Me”.
Example: Bring me twenty pesos. Do this until all the paper bills were
returned.
2. Review
Distribute at least 5 illustrations of a set of coins to your pupils.
Let them count the coins and tell to their classmates. If wrong, call
other pupils.
2
1. Motivation
Ask: Have you been to a “tiange”/supermarket/sari-sari store?
What did you do there? Let the pupils tell their experiences.
2. Presentation
Create one group with 5 members. Give them items to sold in a sari-sari
store. (The items should have exact value.)
Select pupils who will act as buyers. Give them paper bills.
As much as possible the distribution of money shall be:
P 100.00 - 1 piece
P 50.00 - 2 pieces
P 20.00 - 12 pieces
After five minutes (or more) ask the sellers to count their sales.
Present illustrations of paper bills for seller 1, 2, 3, 4, and 5.

Call other pupils to read the money.
Call another pupil to count the sales of each seller using the illustration.
Then call another pupil to write the numerical value of the sales of each seller.
Ask pupils to write their solution on coming up with the answer.\
Example:
Seller 1 - P 100
Seller 2 - P 50 + P 50 = P 100
Seller 3 - P 20 + P 20 + P 20 = P 60
Seller 4 - P 20 + P 20 + P 20 + P 20 = P 80
Seller 5 - P 20 + P 20 + P 20 + P 20 + P 20 = P 100
5. Generalization
Mostly paper bills are whole numbers. When, reading paper bills,
EVALUATION
count them just like a whole number then attach peso(s) at the
Count the following set of paper bills. Tell their value in peso to your teacher.
end.
You will repeat if your answer is wrong.
1.
2
2.
3.
4.
5.
HOME ACTIVITY

Money
Lesson No. 79
through 100 in peso
OBJECTIVE
Count and tell the value of a set of bills and coins in peso

through 100 in peso (coins only, bills only)
MATERIAL
1. Learning Module 4. Flashcards
2. Illustrations of set of bills and coins (5) 5. Play money
3. Activity cards/sheets 6. Chart
1. Drill
2
Place play money on the table (coins and paper bills). Call the pupils
one by one. Let them pick one play money and tell before the whole
class its value.
Example: This is .
2. Review – Do this as group activity

Give each group an illustration of a set of bills and coins. Let them
count the set of coins and bills then tell the value before the class.
Example:
Set A
Guide the group to say, “This is a set of coins. It is equal to .
Set B
Guide the group to say, “This is a set of bills. It is equal to .

(You may add other set.)
1. Motivation
Play “Guess How Much”. Place paper bills and coins inside a jar. Let
each pupil guess the total amount of money inside the jar.
After everybody has guessed, reveal the amount which was written in
a piece of paper pasted on one side of the jar. Recognize the pupil
who guessed correctly.
Note: The amount of money inside the jar is the following:
1 – P 50 1 – P 20 1–P5 1 – P 10 5–P1
2. Presentation
Say: “Let us prove if the amount written is correct.” Take out the
money inside the jar. (It is a combination of bills and coins. Take note
that total should be in peso.) Count the bills first then the coins and
combine the two values.
Ask: How many P 50‟s were there? P 20‟s? P 5‟s? P 10‟s and P 1‟s?
Show the illustration of the money on the board. Let the class read the
money and write their corresponding numerical values. Let them add the
values.
Ask: Do you have other way of counting the value of the money?

4. Application – Refer to LM79
2
5. Generalization
EVALUATION In counting money including bills and coins, combine all
Count the set
the of bills
peso thenand
thecoins below.If Once
centavos. done, go
the centavo to your
is equal to teacher
100 it isand tell
him/her the value.
read as 1 peso. Separate the peso from centavo by a period.
The period is read as and. Use the symbol P for peso and ¢ for
centavo.
1. Always tell the peso first before centavo.
2.
3.
4.
5.
2
HOME ACTIVITY

Money
Lesson No. 80
through 100 in Centavo (coins)
OBJECTIVE
Count and tell the value of a set of coins through 100 in centavo

2. Counting and telling the value of a set of coins through 100 in peso
MATERIAL
1. Learning Module 4. Chart of a set of coins
2. Illustrations 5. Show me board/Slateboards
3. Activity cards
1. Drill
Ask the pupils to tell how much baon does each of them have for
today. Ask them to tell how much it was.
You may ask to combine the baon of one pupil with the other.
Do this for at least 3 to 5 minutes.
2. Review – Give each group this activity card.

Count and tell the value of the set of coins below in peso.
1.
2.
2
3.
4.
5.
1. Motivation
Post this question: How much baon do you have today? Is it enough
for you? Why? Why not?
2. Presentation
Do this as group activity. Give pieces of coins to each group.
Group 1 – 1 piece of P 10 coin
Group 2 – 2 pieces of P 5 coin
Group 3 – 10 pieces of P 1
coin Group 4 – 40 pieces of
25¢ Group 5 – 100 pieces of
10¢ Group 6 – 200 pieces of
5¢
(Note: If play money is not available, you may use illustrations)
Ask: How much money do you have? (group 1, 2, 3, 4, 5)

What is common among the values of money of each group?
How may P5‟s are there in P 10?
How many P 1‟s are there in P 10?
How many 25¢ are there in P 10?
Write the answer on the board.

2 pieces of P 5 coin
2
10 pieces of P 1 coin
40 pieces of 25¢
100 pieces of 10¢
200 pieces of 5¢
5. Generalization
In reading set of coins to centavo, remember that one peso is

EVALUATION
equal to 100 centavos.
Count the set of coins below. Tell its value in centavo to your teacher or to
your classmate assigned by your teacher.
1. There are 100 centavos in one peso. If you will count the set of coins
below, how much will it be in centavo?
2. Count the value of the set of coins below in centavo.
3. Count the set of coins below in centavo.
4. I have 4 pieces of , 5 pieces of , and 2 pieces of .

How much is this in centavo?
2
5. You were given the set of coins below. How much is this in centavo?
HOME ACTIVITY

Money
Lesson No. 81
through 100 in Combinations of Pesos and Centavos (Peso and
Centavo Coins Only)
OBJECTIVE
Count and tell the value of a set of bills or a set of coins through 100
in combinations of pesos and centavos (Peso and Centavo Coins
Only)

through 100 in peso (coins only, bills only, coins and bills)
2. Counting and telling the value of a set of coins and a set of bills
through 100 in centavo
MATERIAL
1. Learning Module 2. Illustrations 3. Flashcards
4. Activity cards/sheets of sets of money 5. Play money
6. Empty bottles and boxes of milk, oil vinegar etc
Let each group bring out their baon (money). Make sure that the
money is properly accounted.
Play “Bring Me”. The first group to bring what is asked will earn point.
Say: Bring me 200 centavos.
Continue the process and reward the group that has earned many
points.
2
2. Review
Group the pupils. Let them count the money in their activity card either
in peso or in centavo. The assigned reporter will tell the value of the
set of money assigned to them.
1.
2.
3.
4.
5.
1. Motivation – Simulate buying in a “Sari-sari Store”
Give each group a set of coins (peso and centavo) of different value.
(If possible, there should be more 5 centavos)
Example:
Group 1 – 30 pesos and 50 centavos
2
Place items with tag price in your sari-sari store. Let the pupils use
their money to buy the items.
Ask:
How do you find the activity? Is it easy to pay the exact amount?
2. Presentation
Show different denominations of money which is equal to P8.35.
Example: 1 piece of P 5 3 pieces of 10¢
2 pieces of P 1 1 piece of 5¢
4 pieces of 25¢
Let the class read the money. Then add the corresponding value of each
denominations then the total value which is P8.35.
Present the pictorial representation of the money.

1 piece of P 5 3 pieces of 10¢
2 pieces of P 1 1 piece of 5¢
4 pieces of 25¢
Ask: How much pesos were there in P 8?

How much centavos were there?
If we combine the peso and centavo, how much is the total value?
Note: Teach the pupils how to read P8.35.
5. Generalization
EVALUATION The Philippine coins are composed of peso and

Count thecentavos.
followingThe
set peso includes
of coins below.PTell
10, their
P 5 and P 1towhile
value your the
teacher.
centavo includes 25¢, 10¢ and 5¢.
Combine
1. If you have this set of and
coinscount thehow
below, peso first money
much then followed
do youby the
have?
centavos. Remember that if centavos are equal to 100 it is
already P 1.00. Do not forget also to affix the peso sign at the
2
2. What is the value of the set of coins below?
3. Count the set of coins below. How much is it?
4. How much is the set of coins below?
5. Count the set of coins below.
HOME ACTIVITY

Money
Lesson 82
through 100 in Combinations of Pesos and Centavos (Bills and
Centavo Coins Only)
OBJECTIVE
Count and tell the value of a set of bills or a set of coins through 100
in combinations of pesos and centavos (Bills and Centavo Coins
Only)

2
through 100 in peso (coins only, bills only, coins and bills)
2
2. Counting and telling the value of a set of coins and a set of bills
through 100 in centavo
3. Counts and tells the value of a set of bills or a set of coins through
100 in combinations of pesos and centavos (Peso and Centavo Coins
Only)
MATERIAL
1. Learning Module 4. Play money
2. Pencil and paper 5. Chart (word problem)
3. Activity sheet (money)
1. Drill – Do this in a form of a race. The leader of the group will raise
his hand to answer. The group with the highest number of points win.
Example: What is the value of:
a. 2 pieces of 5 peso coin and 5 pieces of 5 centavo coins.
b. 8 pieces of 10 peso coins and 1 piece of 25 centavo coin.
c. 4 pieces of 1 peso coins and 3 pieces of 10 centavo coins
d. 5 pieces of 20 peso bills
e. 1 piece of 50 peso and 10 pieces of 5 centavo coins
Reward the group with the highest points.
2. Review – Give each group this activity sheet.
Count the set of coins below. Tell before the class its value. The
leader of the group will tell their values.
1.
2.
3.
4.
2
5.
1. Motivation
Ask: Have you tried helping cleaning your yard then sell the scrap
materials? Elicit answer from the pupils.
2. Presentation
Prepare this situation on a manila paper.
Dexter cleaned their storage room. He collected and sold empty
bottles of oil and vinegar.
Say: This is what he received from selling those empty bottles.

(Show the real money. (1 - P20 and 3 - 25¢)) Let us read the money.
Ask: How many paper bills were there? What is its value?
How many coins were there? What is its denomination?
How much do you think Dexter receive?
How did you know it? (Elicit answers from the pupils.)
This time present the illustration of the money.
Ask: What is the value of the paper bill? (Ask pupil to write it on the board.)
What is the value of the coins? (Ask pupils to write it on the board.)
Ask pupils to write equations with relation to the above situation.
Example:
P 20 + 25¢ + 25¢ + 25¢ = P 20.75 (Twenty pesos and seventy five centavos)
Ask: Is it difficult to count money with combination of paper bills and centavo
coins? Why? Why not?
Do you have other way of counting this kind of grouping of money?

5. Generalization
In counting the value of Philippine money, count the
value of the bills first then count the value of the centavo coins.
Combine the two values using the symbol P. Remember that if
centavos are equal to 100 it is already P 1.00.
2
EVALUATION
Count the following set of bills and centavo coins below. Tell its value to your
teacher.
1. What is the value of the set of bills and centavo coins below?
2. If you have the following set of bills and coins below, how much money do
you have at all?
3. How much is the set of bills and coins below.
4. The fare from Calagonsao to Odiongan is shown below. How much is it?
2
5. Count the set of bills and centavo coins below. What is its value?
HOME ACTIVITY

Money
Lesson No. 83
TOPIC: Reading and Writing Money in Symbols and in Words through 100
OBJECTIVE
Read and write money in symbol and in words through 100

1. Reading and writing whole numbers in symbols and in words
3. Counting and Telling the Value of a Set of Bills or a Set of Coins
MATERIAL
1. Learning Module 4. Manila paper and markers
2. Illustrations 5. Weighing scale, scrap materials
3. Activity cards/sheets 6. Play money
1. Drill
In this drill, combine the money of the pupils per group. Make sure that
the money is properly listed so that after the game it will be properly
returned to the owner.
Play “Bring Me”. Then tell the amount you want the group produce.
The group that can produce the exact amount earns point. Reward the
group with the highest points.
Example: Eight pesos and fifty centavos
2. Review – Group activity.

Give each group this activity card, manila paper and marker.
2
A. Write the following in symbol.
1. Eighty-four 2. Thirty-eight 3. Twenty-nine
4. Ninety-eight 5. Fifteen
B. Write the following in words.

1. 63 2. 39 3. 27 4. 17 5. 8
1. Motivation
How do you dispose your garbage/trash such as empty bottles, plastic,
etc.?
Elicit answers from the pupils.
2. Presentation
One of the pupils will act as the buyer of scrap materials. Five other
pupils will act as seller of scrap materials.
Set the value per kg of the scrap materials based on the prevailing rate
in your locality.
Let the buyer weigh the scrap materials and compute how much
he/she should pay the seller. Write the value on the board.
Using the value of the money (written in symbols) written on the board
teach the pupils how to read the value then how to write them in words.
Present two charts with values of money written in words and in

symbol. Ask the class to read them then call somebody to read them
again.
Example:
A B
Ask: 1. Phave
What 12.75 1. Seventy-two
you observed pesos and
in reading money five centavos.
in symbol? How about
2. P 67.20 2. Ninety-eight pesos
writing money in symbol? (Do this with letter B) and fifteen centavos.
3. time
This P 83.95 3.write
let the class Thirty-three
the valuepesos and
of A in ninety
words centavos.
and B in symbol.
4. P 36.80 4. Eighty-seven pesos and thirty centavos.
3. 5.Reinforcing
P 93.75 Activity5. -Five
Referpesos
to LMand83fifty centavos.
2
5. Generalization
In reading money in symbol, attach pesos for the whole number

EVALUATION
and The
A. (Optional) centavos formay
teacher the number after
assign the the able
more period or decimal
pupils point.
to listen and
In writing money, write the symbol P for
determine if their classmates read the following correctly. the bills and ¢ for
centavos. When
1. P 18.35 combining peso
2. P 71.90 and
3. P centavo, attach in front the
0.50
4. 80 ¢ peso sign but there
5. 35 ¢ is no need to attach centavo sign.
The period or decimal point is read as “and” to separate peso
B. Write from centavo.in words.
the following
1. P 9.70 2. 20 ¢ 3. P 15.15
4. P 0.05 5. 55 ¢
C. Write the following in symbols.

1. Eighty-seven pesos 2. Seventeen pesos and seventy centavos
3. Forty-five centavos 4. Ten centavos
5. Thirty-nine pesos and eighty centavos
HOME ACTIVITY

Money
Lesson No. 84
TOPIC: Comparing Values of Different Denominations of Coins and Paper

Bills through 100 using Relation Symbols
OBJECTIVE
Compare values of different denominations of coins and paper bills
through 100 using relation symbols <, > and =

Counting and telling the value of a set of bills or a set of coins through
100 in combinations of pesos and centavos
MATERIAL
1. Ball 2. Flashcards 3. Illustrations 4. Learning Module
2
5. Different denominations of play money
6. Strips with written values of money either in words or in symbol
7. Activity sheet with illustrations of money or play money posted on it
Give each group this activity sheet. Let them count and write the value
in symbol and in words. Once done, let each group present their outputs.
Group 1 Group 2
Group 3 Group 4
2. Review
Use a ball. Pass the ball to the class. Whoever catches the ball will
come in front. The teacher will say; “Give me (amount of money). The
pupil will count from the set of money on the table of the said amount.
Example: Fifteen pesos and thirty centavos
1. Motivation
Ask how much baon each of your pupils have?
Then let the class identify who has the biggest amount of baon.
You may ask the pupils on what is the equivalent of it in different
denominations.
2
2. Presentation
Place the following amount inside a box or jar.
2 – P 88 10¢ P 3.05 P 73.60 P 79.30
35¢ P 9.60 P 9.05 95¢
Wrapped them in a coupon bond.

Call 10 pupils. Ask them to get one amount from the box/jar. Pair the
pupils. Let them open it and count the value then compare. If they
think they have a higher value they will stay on the right side and if
lower on the left side.
Ask the class if the pupils went to the correct location.

If they don‟t, bring them to their proper position.
This time, post the pictorial representation of the money above (prepared
ahead) in this order.
A B.
1. P 88 P 88
2. 10¢ P 3.05
3. P 73.60 P 79.30
4. 35¢ P 9.60
5. P 9.05 95¢
Start comparing the value in each column.

Example: (for number 1) Which is greater in column A or in column B?
(Do this with 2, 3, 4, and 5)
Since the pupils have idea already which is greater, tell them to use their
previous knowledge in comparing numbers using relation symbol in
comparing the following values.
A B.
1. P 88 P 88
2. 10¢ P 3.05
3. P 73.60 P 79.30
4. 35¢ P 9.60
5. P 9.05 95¢
2
5. Generalization
To compare values of different denominations of coins and

EVALUATION
Copy the paper billsthen
following we use the relation
compare symbols
them using =, >,symbols.
relation and <. Write your
We use equal
answer on your paper. sign if the two value we compare are equal.
We use greater than if the value of the first money is bigger than the
secondPvalue.
1. P 32.35 32.95 6. P 0.75 P 71.00
We use less than if the value of the first money is smaller than the
2. P 8.05second value.
P 8.50 7. 75¢ 55¢
3. P 78.90 P 59.85 8. 80¢ 80¢
4. P 0.50 50¢ 9. P 67.33 100 ¢
5. 95¢ P9 10. P 84.05 P 83.80
HOME ACTIVITY
Teacher’s Guide For Grade 2 Mathematics

(Half Circles and Quarter Circles)
Lesson No. 85
TOPIC: Visualizing, Identifying, Classifying and Describing Half and

Quarter Circles
OBJECTIVES
1. Distinguish between half and quarter circles
2. Classify fractions of circles into half and quarter circles
3. Describe half and quarter circles

1. Identify circles in 3-dimensional objects
2. Model and describe division situations in which sets are separated
into equal parts.
2
MATERIALS
1. Cutouts representing squares and circles.
2. Cutouts of circles, half circles and quarter circles. They should be
bordered using a colored marker. The straight edges of half and
quarter circles are bordered with dotted lines.
3. Pair of scissors 4. Pocket chart
Pre-Assessment
In this activity, the pupils have to show skill in identifying circles
in 3-dimensional circular objects. The teacher may (a) bring objects
of different shapes, (b) illustrations of these objects or (c) simply
ask the pupils to find circular objects inside the classroom. It
should be emphasized, however, that the objects are only circular
in shape and not circles themselves. The pupils should be asked to
support their answer.
Possible explanations by pupils:
 The (object) has a circular shape because it is round.
 The (object) has a circular shape because it has no
corners.
 The (object) has a circular shape because it has no
edges/sides.
 The (object) has a circular shape because it can be made
to roll.
There may be a limited number of circular objects to choose from if the
teacher opted to use (c). To achieve greater number of participation, the
teacher may refer to noncircular objects inside the classroom to find out if
pupils would consider them as circular or not.
For this part of the pre-assessment, the pupils should demonstrate the
ability to identify equal division. Use cutouts of the figures below with
corresponding dotted lines. Avoid using pictures of 3-dimensional objects
if the object of division was the surface they were printed on. Moreover,
the pupils should be made to explain their answer and to name each
portion.
*A *B. C. *D.
2
*E. F. *G. *H.
I. *J. *K. *L.
While holding several cutouts, say, “Some of

these shapes are divided equally and some are
not.”
Present shape A
“Is this shape divided equally?”
(“Yes, it is divided equally!”)
“Why do you say so?”
If the pupils would have difficulty answering the question, fold the
cutout along the dotted line. Make the pupils realize that both parts fit
exactly each other. There may be a need to cut the paper along the
dotted line with other figures to show correspondence in shape.
(“When folded, the two parts fit exactly each other.”)
“How do you call each part/portion?”
(“Each part/portion is called one-half.”)
Again, to attain greater participation, let different pupils answer the
teacher‟s questions. Do the same with the other shapes. Those with
asterisk show equal division. Conduct a review if majority of the pupils
failed to show understanding of the concept of division.
1. Motivation
Ding Daga and Ping Pagong
The teacher prepares a
reproduction of a mouse, a mouse
hole and a turtle made out of cutouts
of half and quarter circles glued
together. He/she tells a story which
goes, As sunrise approaches, Ding
Daga came home from an exhausting
night foraging for food. Tired and
heavy-eyed from lack of sleep, he
2
went to his mouse hole at the riverbank.
“Home at last,” Ding muttered while yawning. He scampered
towards his hole but, to his astonishment, hit his head on
something really hard. “I must have hit my head on a rock,” he
murmured. Anxious that he would hit his head again, he lowered
his head and slowly enters his hole. Again, he bumped his head,
though not as hard as the first time. “Alas, I really have to fix this
hole. It‟s becoming too small for me.” Wide-awake from hitting his
head twice, Ding crouched and tried again to enter his hole. This
time, it was his snout. “YOUCH!” he exclaimed in pain but stopped
mid-sentence when he noticed his mouse hole moved.
“What‟s the ruckus about,” Ping mumbled.
“Is that you, Ping?” asked Ding. “What are you doing blocking
my mouse hole?”
“Well, you asked me to look after it while you‟re out. Knowing
you would be gone the whole night, I was afraid I might oversleep.
I decided to sleep by your hole just so I can sleep soundly and
guard your hole at the same time. Now that you‟re here, I think I‟ll
go for a swim.”
Ding chuckled as he watches Ping crawled slowly towards the
river. “I may have a bruised head and a sore snout but it feels
great to have a trustworthy friend as Ping. Pleased with what his
friend had done for him, Ding went cheerfully inside his mouse
hole.
“Did you enjoy the story?”

“Would you be glad like Ding to have a friend like Ping?”
“What did you notice about the figures I used while telling the
story?” (“They were made up of the same shapes.”)
2. Presentation
While holding a bordered circular piece of paper, say, “What
shape is defined/represented by this paper?”
(“The boundary of the paper represents a circle.”)
Ask a pupil to show where the circle is.
It is expected that the pupil would trace the
border around the paper. The teacher then
draws a dotted line through the center of
the circle. It can also be done beforehand
2
at the flip side of the cutout. It would help if the teacher drew a
thick dotted line using a colored marker.
“Does the line divide the circle equally?”
(“Yes, the line divides the circle equally.)
Now, the teacher cuts along the dotted line. The trick is to cut
with precision so that both half circles would still contain dotted
lines along their edges.
“How do we call each part?”

(“Each part is called one-half.)
“Who can draw on the board one-half circle?”
You may allow the pupil to use the cutout of a half circle to trace
its boundary including the straight edge but only as broken line.
The pupil should draw something like the ones shown below
regardless of orientation.
Technically, portions of a circle ought to be arcs. The idea of

including the interior of the circle or any plane figure, for that matter,
is somewhat disadvantageous to pupils when they study geometry
in higher grades. However, for the sake of simplicity, pupils may be
introduced to half and quarter circles where the edges are
represented by dotted lines.
“Children, one-half of a circle is called a half circle.”
Write “half circle” on the board.
“Again, what is a half circle?”
(“A half circle is one-half of a circle.”)
“Using the figure drawn by (name of pupil) on the board, who
can show me where the half circle is?”
2
The pupil should trace the arc of the figure. If he/she included
the broken line, explain that it only indicates where the paper was
cut. There may be a need to show once again a figure of a circle
without the dotted line to make the pupils understand better. It
could also help if the teacher shows the flip side of the half circle
where there is no dotted line. It may also help if the teacher shows
pictures of the following:
If asked what they see, the pupils, most probably, would answer
rose (flower/plant), ice cream and balloon. The teacher makes
them realize that just as the half circle does not include the dotted
line, the plant does not include the pot/soil, the ice cream does not
include the cone and the balloon does not include
the string.
The teacher gets another cutout of a circle and
draws two perpendicular diameters. Again, this can
be done earlier on the flip side as shown.
“Into how many parts was the circle divided?”
(“The circle was divided into four parts.”)
“Was the circle divided equally?”
(“Yes, it was divided equally.”)
The teacher cuts the paper along the dotted
lines and arranges the quarter circles formed to
show that each fits exactly one another.
“You‟re right! The circle was divided into four equal
parts. And how do we call each part?”
(“Each part is called one-fourth.)
“Who would like to draw a one-fourth circle on the board?”
The pupil may draw a quarter circle regardless of orientation as
shown.
2
2
“Class, one-fourth of a circle is called a quarter circle.”
Write “quarter circle” on the board.
“Again, what is a quarter circle?”
(“A quarter circle is one-fourth of a circle.”)
“Who can show me where the quarter circle is?”
The pupil is expected to run his finger along the arc. Do the
same as what was previously done with the half circle if the pupil
included the edges.
“Now, let‟s see if you can tell which are half circles and quarter
circles.”
The teacher presents to the class
cutouts of half and quarter circles in
pairs. Cutouts should be of different
sizes to prevent the pupils from
developing the idea that size may be
used to distinguish between these
figures. The pupils have to identify
orally which are half and quarter
circles.
“Which of these two is a half circle? a quarter circle?”
(“The half circle is at your left. The one at your right is a quarter
circle.”)
The teacher asks the pupils if they agree with the answer.
He/She should not immediately correct errors nor suggest that the
answer is wrong. Let the pupils discover it for themselves. The
same should be done with the rest of the pairs of cutouts.
“All/Most of you have given the correct answers. Can someone
tell me how half circles are different from quarter circles?
Pupils may give several answers.
Since cutouts were used, pupils may
realize that the number of edges in
each may be used to differentiate one
from the other. Half circles have only one edge (diameter) while
quarter circles have two edges (radii). Be ready to acknowledge
other plausible answers.
2
3. Reinforcing Activities
The teacher prepares a pocket chart
containing pictures and names of
Philippine heroes and heroines in two
columns. The pupils have to vote for
their favorite using half and quarter
circles as ballots.
“Class, you are going to vote
for your favorite hero and heroine.
There are half and quarter circles on the
table. Each of you will pick one half
circle and one quarter circle and then
place them into the pockets where your
favorite heroes are. Remember, half circles should
be placed into pockets at the left column and
quarter circles into those at the right. If you place
them in the wrong column, your vote would not be
counted. All right, let‟s start with (name of pupil).”
While the pupils are casting their votes, the teacher prepares a
scoreboard. After the last pupil cast his/her vote, the teacher
collects cutouts from each pocket and
starts counting them. A pupil may be
assigned to tally each vote on the
scoreboard. The teacher announces later
the names of the hero and heroine who
got the greatest number of votes. The
teacher may opt to tell their life story or
some interesting anecdotes about these
two heroes.
4. Application
The teacher refers the pupils to 85 Activity No. 1. If time does
not permit, the teacher may ask the pupils to do it as homework.
“We have a scene of a busy street on Christmas eve. Can you
identify twenty (20) distinct objects or parts of objects showing the
shapes of half and quarter circles? Encircle all the objects that you
have identified.”
2
Key:
Objects or parts of objects having the shape of a half circle:
1. Watermelon
2. Fan
3. Eyeglasses
4. Partially-covered roulette
5. Hanging lampshade
6. Pizza/Bibingka
7. Mouse hole
8. Android icon
9. Dome-shaped plastic cover
10. Partially-covered rear wheel
Objects or part of objects having the shape of a quarter circle:

1. Watermelon
2. Fan
3. Buntings
4. Toy windmill
5. Napkin holder
6. Pizza/Bibingka
7. Partially-covered front wheel
8. Angel‟s wings
9. Partially-hidden moon
10. Santa‟s sleigh
4. Generalization
“What have we learned about half and quarter circles?”
(“Half and quarter circles are parts/portions of a circle. Half
circles are formed when a circle is divided into two equal parts.
Quarter circles are formed when a circle is divided into four equal
parts. Edges formed when cutting a circular paper model are not
parts of half and quarter circles. These edges, however, may be
used to distinguish half circles from quarter circles.”)
EVALUATION
Refer to LM 85 Activity No. 2
HOME ACTIVITY
2
The teacher distributes models of half and quarter circles. Each
student should receive one model for each figure. The task is to create
seven (7) circles composed of models of half circles, quarter circles or
combinations of these two. The pupils would use the models as
patterns to create other models to be glued together to form circles.
Be sure that these patterns came from the same circle.
Using crayons, they would shade each
portion using different colors. The figures at
the right are just some examples of circles
that can be formed using half and quarter
circles. The idea is for pupils to create
circles not identically formed. Pupils may
form circles where the edges of the half and quarter circles used do not form
vertical or horizontal lines.
(Modelling Plane Shapes)
Lesson No. 86
TOPIC: Representing Squares, Rectangles, Triangles, Circles, Half

Circles and Quarter Circles Using Cut-Outs and Square Grids
OBJECTIVES
Create representations of
1. squares, rectangles and triangles using paper folding/cutting
and square grids;
2. circles, half circles and quarter circles using paper
folding/cutting and square grids.

1. Identify, name and describe the four basic shapes in 2-
dimensional objects: square, rectangle, triangle and circle
2. Draw the four basic shapes
MATERIALS
1. Bond paper/Pad paper 4. Pencil
2. Pair of scissors 5. Straight Edge / Ruler
3. Graphing paper
2
Pre-Assessment
Ask the students to get a sheet of paper and cut them into four
parts. Tell them to draw the four basic shapes namely, square,
rectangle, triangle and circle on each. Allow some time for
everyone to finish drawing the shapes.
“Has everyone finished drawing?”
(“Yes, we have!”)
“Now, show me one or more of what you have drawn that would
fit my description.”
“Show me a shape.”
The pupils are expected to show/raise all four shapes. The
teacher should spend some time verifying the accuracy of the
drawings particularly squares being easily distinguishable from
rectangles.
“Very good! Squares, rectangles, triangles and circles are all
shapes.”
“This time, show me one or more shapes which are 2-
dimensional.”
Again, the pupils are expected to show/raise all four
shapes. If majority did not, it is likely that pupils have little or
no understanding of what 2-dimensional figures are. Spend
time clarifying 2-dimensional shapes in contrast with 3-
dimensional figures.
“Careful now, show me one or more shapes with sides.”
Pupils are supposed to show/raise their drawings of
square, rectangle and triangle. The teacher tells more
shape descriptions as, but not limited to the following:
 … shapes with four sides (square and rectangle)
 … shapes with three sides (triangle)
 … shapes without corners (circle)
 … shapes with all sides equally long
(square and/or possibly, a triangle)
 … shapes without sides (circle)
 … shapes with four corners (square and
rectangle)
If the teacher was convinced that all pupils possess the
prerequisite skills for this lesson, he/she may proceed to the
2
lesson proper. However, intervention should be provided as
deemed necessary.
1. Motivation
How The Scissors Came To Be
There was once a king who possessed two
enchanted daggers so powerful he merely
thrusts them one after the other into the air to
win his battles. With them, the king wields
great power that no one dared oppose him. For
so many years, peace reigned in the whole
kingdom and everyone lives happily and contentedly except the
king. As a great warrior, he missed fighting battles. One morning,
as the king sat sleepily on the edge of his bed, he noticed some
trees had blocked the view of the majestic mountains outside his
window. Somehow, this annoyed the king who pulled one of the
daggers out of its sheath.
“These trees have no right to grow here,” and, with one swing of
his dagger, all the trees blocking the window fell.
The king‟s gardener saw this and felt sad because he loved
those trees so much. “He could have just asked me to trim the
branches and the leaves,” the gardener uttered in a low, inaudible
voice. He knows the king can do anything as he pleases.
That afternoon, while the king was sitting lazily on his throne,
he, again, pulled one of the daggers out of its sheath and swings it
towards the prince‟s dog. It yelped, as its tail fell on the floor. The
king laughed heartily when he saw what happened to the dog. He
unsheathed the other dagger, swiped it again and the cat‟s fur
disappeared. The king guffawed uncontrollably that he almost fell
from his throne. The princess wept when she saw what happened
to her dear kitty. That night, the prince and the princess did not
come for dinner.
2
Now, the villagers became afraid of what the king might do to
them. They would scoot inside their houses every time they see
the king approaching on his horse. One day, the king met an old
man walking down the road. Wondering how the old man would
react if his staff broke and his long beard gone, he got both daggers
and swiped them. To his amazement, nothing
happened. He did it again and still nothing.
The old man finally spoke. “The daggers were
yours for so many years and yet you do not
know how they worked. You cannot use both
daggers at the same time because they cancel
out each other‟s power. I know this because I
made them. To stop you from doing more
harm…,” the old man waved his staff and the two daggers became
welded. “Now, you cannot use them separately,” said the old man.
And that‟s how the scissors came to be.
“Do you like the story?”
(“Yes, ma‟am!”)
“Do you think the scissors are completely useless without its
former power? Why do you think so?”
(“No. With a pair of scissors, we can create many beautiful
things.”)
2. Presentation
“By this time, everyone knows how to draw and identify squares,
rectangles, triangles and circles. In our previous lesson, you also
learned how to define and distinguish between half and quarter
circles.”
“Drawing these shapes on a piece of paper, as you did a while
ago, is just one way of showing what they are and how they look
like. We call it representing or modelling shapes. A model is not
the thing itself. It just gives us an idea of what is being
represented. You sometimes hear people say, „He is a model of
courage.‟ The person is not courage itself but just possesses
qualities of being brave.”
“But do you know that there are other ways of modelling shapes
aside from drawing them? We will discuss two of them, first of
which would be by paper folding and cutting.”
2
“Paper folding activities usually starts with a square. However,
most papers come in rectangular shapes.”
The teacher shows a piece of bond paper or a sheet of pad
paper.
“Do you agree that this piece of paper is rectangular in shape?”
(“Yes ma‟am!”)
“Our first task is to turn a rectangular piece of paper into a
square by paper folding and cutting. You
may get a sheet of pad paper and try to
follow what I am doing. Be ready also with
your pair of scissors”
“First, lay out your sheet of paper
vertically.”
The teacher may use the board to lay out
the paper for everyone to see clearly how the
folding is done. After each step, he/she
should walk around to see if everyone can follow his/her directions.
“From the upper right hand
corner, fold the paper until it
meets the opposite edge.”
See to it that the edges are
aligned with each other.
“Now, using your pair of
scissors, cut the rectangular
portion leaving the part which is
triangular in shape. What remains
are two overlappingtriangles
which, when unfolded is a model
of a square.”
The teacher should check the work of every pupil. It should also
be clear to everyone that the edges of the paper represent the
square and not the whole paper.
2
“By the way, class, how would you know that a shape like this
one (show the square cutout) is a square?”
(“The sides are of equal length and the corners form an L
shape.”)
To further test if the students really understood the
concept of a square, the teacher may show cutouts of a
rectangle (All corners form an L shape.) and a rhombus (All
sides have the same length.) then ask if they are also
representations of squares.
Since most papers are rectangular in shape and has lengths
greater or less than twice their widths, dividing them lengthwise or
crosswise into 2 equal parts would always yield a rectangular
shape.
Creating models for triangles should not be
limited to a particular kind. In addition to
drawing triangles where one side is always
drawn along the horizontal, representing triangles using one kind
generated certain problems in higher grades.
It may help if pupils are introduced this early to representing
triangles with the following characteristics:
 3 sides have different lengths (scalene)
 2 sides have the same length (isosceles)
 3 sides have the same length (equilateral)
At this point, pupils need not be introduced to the terms
“scalene”, “isosceles” and “equilateral”.
“Do you have any questions about making models of squares?
If there is none, let‟s start making models of triangles.”
“First off, we would make a triangle out of a rectangular piece of
paper. If we would do it by folding, how many folds do you think we
need?”
(“We need to fold the paper only once.”)
Ask for volunteers, if there are any, to show
how it is done. This can be accomplished by
folding the paper linking opposite corners and
cutting the paper along the fold as shown.
“Do you think we can do the same with a
square piece of paper?”
Let the pupils try the same with a square
piece of paper.
2
“If we represent our triangle like this (2), how
do you think would it be different from our first
triangle?”
(“Using a square paper, the triangle has
two sides of equal length while the triangle cut out of a rectangular
paper has sides of different lengths.”)
“That‟s right! Now, do you think we can
make a triangle with all three sides having
the same length just by paper folding?
This is quite a challenge, so get another
piece of pad paper and try to follow what
I‟m doing.”
“To start with, fold the paper
lengthwise, then, unfold it.”
“Fold the bottom left corner until it
meets the fold at the center and forms a
pointed tip at the bottom right corner.”
“Fold the upper left corner until it
touches the bottom edge.”
“Unfold then cut along both folds. With
your ruler, you can check if all the three
sides have the same measure.”
There are other ways to create models
of equilateral triangles but this is one with
the least number of steps. Again, the
pupils should be reminded that the edges
of the cutout form the triangle and does not include
the interior.
Creating models of circles may be done in two
ways. The easier method would be to use a circular
object (coin, drinking glass, plate, etc.) and to trace on
a piece of paper the boundary/rim using a pencil. The
other method is, again, by paper folding, although this is not quite
as accurate as the first method. The teacher may opt to introduce
both methods.
2
“Class, do you know
that models of circles may
be created by paper
folding? However, we do
this only if we don‟t have
circular objects to use.”
To create a model of a
circle by paper folding,
the teacher follows the steps shown above.
If only more folds can be made with the
paper, the more circular the model becomes.
Unfortunately, after the sixth fold, it would be
very difficult to make another one. However,
the teacher can make a small fold at the middle
and can cut through it.
At this point, the teacher can already introduce creating models
of half and quarter circles.
“A few days ago, we had discussed about half and quarter
circles. Do you still remember how they look like? Can you make
models of these figures?”
Models of half and quarter circles can be made using the
following steps:
.....
Creating models of these
shapes can also be done using
square grids. This requires the use
of graphing paper, straight edge
..
..
and pencil. Moreover, this

necessitates some skills in
counting among the pupils.
As graphing papers are
2
relatively expensive, the teacher should plan in advance how to
maximize the use of graphing papers so that one or two sheets
would be enough to model all shapes.
Starting with rectangles, the teacher and the pupils locate an
intersection which would represent one of the vertices of the
rectangle.
From this point, the teacher and the students count horizontally
a certain number of intersections depending on how large the
teacher wanted the rectangle to be. This would represent the
second vertex of the rectangle.
From these two points, the teacher and the pupils count
vertically equal number of intersections which should be either
greater or less than the number of intersections
previously counted horizontally. The resulting
two points would represent the two remaining
vertices of the rectangle.
With a straight edge and a pencil, the
teacher and the pupils connect all consecutive
points. Everyone should be careful about
connecting any two opposite points. The
rectangle formed may appear as shown in the
figure.
For squares, the same steps as those for
modelling rectangles should be followed.
However, the number of intersections to be
counted horizontally and vertically should be
equal.
Scalene triangles may also be formed using

the steps for creating models of rectangles but
after locating the second point, the teacher and
pupils have to use only one point as reference
in counting vertically the number of
intersections. The scalene triangle at the right
may be formed if the first point was used as
reference.
The steps to be followed in making models
of squares also apply to isosceles triangles.
But just like the case of scalene triangles, only
2
one point may be used as reference for vertical intersections. The
isosceles triangle at the right was formed using the second point as
reference.
Unfortunately, equilateral triangles are impossible to make using
a square grid, straight edge and pencil only.
Nevertheless, if a model of a quarter circle is
available, creating an equilateral triangle
becomes achievable.
In this method, the teacher and pupils locate
first a point on the square grid which would
represent one vertex of the
equilateral triangle.
With a quarter circle, the teacher and pupils
place the model on the square grid where the
intersection of its edges coincides with the first
point. A second point is marked as shown in
the figure at the left. The distance between
these two points corresponds to the radius of the
quarter circle. The arc of the quarter circle is then traced using a
pencil.
After tracing the arc, the teacher and the
pupils flip the quarter circle horizontally. This
time, the intersection of the edges of the
quarter circle coincides with the second
point. This could also be done without
flipping the quarter circle. Rotating it counter
clockwise until the intersection of the edges
coincides with the second point will produce the same effect. The
arc is again traced in such a way that it crosses the first arc. A third
point is marked where the two arcs meet. With a straight edge and
a pencil, connect all three points by drawing three line segments.
Constructing models of circles, half circles and quarter circles
using square grids require equal and odd number of horizontal and
2
vertical intersections. The teacher and the pupils draw two
perpendicular lines dividing the square grid into four equal
quadrants. For clarity, the intersections were numbered as shown.
Creating models of quarter circles using square grids provides
the base from which models of circles and half circles can be
developed. It requires only one quadrant 1 2 3 4 5 6 7 6 5 4 3 2 1
7 7
and is done by joining intersections of the 6 6
5 5
same number with line segments. In the 4 4
3 3
first figure, horizontal and vertical 2 2
1 1
intersections corresponding to number 7 23 2
3
1 2 3 4 5 6 7 6 5 4 3 2 1 were joined by a 4 4
7
6
7
6
line segment. 56 5
6
7 7
5
4
5
4
This should also
1 2 3 4 5 6 7 6 5 4 3 2 1
3
2
3
2
be done with the
1
2
1
2
remaining 7 1 2 3 4 5 6 7 6 5 4 3 2 1 7
3
4
3
4
intersections in 65 6
5
5 5 the quadrant 43 4
6 6 3
7 7 using a straight 21 2
1
1 2 3 4 5 6 7 6 5 4 3 2 1 edge and a 23 2
3
pencil. When completed, it would form a 4
5
6
4 7
5 1 2 3 4 5 6 7 6 5 4 3 2 1
quarter circle as shown in the next figure. 7
1 2 3 4 5 6 7 6 5 4 3 2 1 7
6
6
6 5
5
4
74
3
This procedure is just repeated using 3
2
2
1
other quadrants when making circles and 1
2
2
3
half circles. In the case of half circles, any 3
4 4
two adjacent quadrants may be used such 5

6
5
6
that four (4) half circles of different 7 7
5 4 3 2 1
orientation can be made. In the figure, 1 2 3 4 5 6 7 6
using the two adjacent quadrants at the

upper and bottom left produced a half
circle opening to the right.
On the other hand, circles make use of Refe
all four quadrants. Again, modelling r to LM
circles in this way is not as accurate as 86
those made by tracing the boundary/rim of Activity
circular objects. No. 1 –
“Hugis
3. Reinforcing Activity Ko,
2
1 2 3 4 5 6 7 6 5 4 3 2 1
Iguhit Mo”
7 7
6 6
5 5
4 4
3 3
2 2
1 1
2 2
3 3
4 4
5 5
6 6
7 7
1 2 3 4 5 6 7 6 5 4 3 2 1
2
4. Application
The teacher brings to class a model
of a fish made up of different shapes.
An illustration of the image at the right
will suffice but cutouts of the shapes
used, if glued together, will produce a
better effect especially with the scales and fins.
“Class, this time, let‟s have some fun with shapes. Now that
you know how to make models of them, you
can make images/models of countless objects
just by combining these shapes. In this model
of a fish, four (4) shapes were used namely,
triangle (head, body and fins), circle (eye), half
circle (scales) and quarter circle (mouth).
When you‟re done, stick it on a bond paper and
draw things found underwater to make it
appear swimming at the bottom of the sea.
5. Generalization
“Making models of different shapes can be done using plain or
graphing papers, pencil, straight edge and scissors. Two methods
can be used namely paper folding and pattern formation using
square grids.”
“Among the models of shapes we had constructed, only
triangles have different types. We have those whose sides have
different lengths, those whose two sides have the same length and
those whose three sides are of equal length. The others, namely,
the rectangle, the square and the circle can only vary in size.”
“One thing that you should not forget is that all of them are just
models of these shapes and that they do not include the interior.
EVALUATION
The teacher divides the students into three groups. Each group has
to divide its members according to the number of tasks to be
accomplished. However, at least two pupils should share in the
completion of a particular task. A pair may perform more than one
task.
The tasks to be accomplished by each group are as follows:
2
Creating a model of a
a. square (paper folding)
b. triangle with 3 sides having different lengths (paper folding)
c. triangle with 2 sides having the same length (paper folding)
d. triangle with 3 sides having the same length (paper folding)
e. rectangle (paper folding)
f. circle/half circle/quarter circle (paper folding)
g. square (square grid)
h. rectangle (square grid)
i. triangle with 3 sides having different lengths (square grid)
j. triangle with 2 sides having the same length (square grid)
k. triangle with 3 sides having the same length (square grid)
l. circle/half circle/quarter circle (square grid)
HOME ACTIVITY
The teacher asks the pupils to create figures as what was done in Application.
However, the pupils have to use all shapes (square, rectange, triangle, circle,
half circles and quarter circles) in this activity.

(Mirror Symmetry)
Lesson No. 87
TOPIC: Shapes and Figures That Show Symmetry in a Line
OBJECTIVES:
1. Draw the line of symmetry in shapes and figures;
2. Identify shapes and figures that show symmetry in a line.

1. Intuitive concept of similarity
2. Draw basic shapes
3. Divide a whole into halves
MATERIALS:
1. Bond paper 4. Ruler
2. Pair of scissors 5. Pictures/cutouts
3. Graphing paper 6. Mirror
2
Instructional Procedure
Pre-Assessment
Ask the pupils to draw on a piece of paper the four basic shapes
(rectangle, square, triangle and circle). Tell them to divide the
shapes into two identical parts using only one line.
1. Motivation
The teacher prepares images
of a cat and a dog as shown.
Both should be cut along their
lines of symmetry. Handles
should be fixed at the back.
He/she tells the story entitled, “The Year the Cat
and the Dog Didn’t Fight”.
There was once an old wizard living in small
hut in the forest. He was living peacefully for
many years until one summer evening, a cat
came begging for food (The teacher shows the image of the cat as
though holding a puppet.). The old man felt sorry for the cat and
gave him half of his dinner. A few days later, a dog came which
also begged the old man for food. His compassion for animals
prompted him to give his lunch to the dog which ate everything
hastily. The next day, the old man left to buy some supplies but
before he did, he put food on a big plate in case the two animals
come looking for him. Finally, the two came and were overjoyed to
see the feast that awaits them. That’s the time they realized they
were not alone. The dog growled at the cat which snarled back.
The situation gets out of control. The dog ran after the cat
destroying almost everything in their path.
When the old man came home, he can’t believe what he saw.
His hut was in total disarray. “What have you done?, the old man
said in a tired voice. I left more than enough food so that you two
can share it in peace. But you
didn’t.”
The old man touches his long
white beard three times and,
2
amazingly, half of their faces were replaced by half of the other’s
face. (Half of each image is interchanged as shown.) “Both of you
will stay that way until next summer and I hope by that time you will
learn your lesson.”
From that day on, the two stopped fighting. On some
occasions, they would but not for long. They’re afraid they would
injure their own faces.
“How would you describe their faces?”
(“Their faces look strange and funny.)
“Do you think the two would learn their lesson after a year?”
(“No, the two are still fighting today.”)
2. Presentation
“In our activity, you have divided shapes into two identical parts
by drawing a line. For our lesson today, we will do this by folding.
Do you know that there are some shapes and pictures of real life
objects which, when folded, produce two halves that are perfectly
the same? Let‟s us try this with some of
the shapes that we have.”
Ask the students to fold a cutout of a
circle through its center in three different
ways. Let them describe the result (The
two half circles are identical.
“How do we know that the two half
circles are identical?
(“Once the circle is folded through its
center, the boundary of both half circles perfectly fit each other.”)
Let the students try the same with an
equilateral triangle (The three sides have
the same length.) Ask them to describe
and explain the result.
Do the same with squares and
rectangles. This would be the turning point of
the lesson where the students should
begin to understand the concept of
symmetry.
2
“When you folded a square, what shapes were produced?”
(“The shapes of a triangle and a rectangle were produced.”)
"Can you describe these triangles/rectangles?”
(“When the square was folded, the triangles/rectangles
produced are identical.”)
“Why did you say so?”
(“Their edges/corners fit exactly each other.”)
“Did you get the same results with rectangles?”
(“In certain ways (vertically and horizontally) the rectangle was
folded, we get the same results. Two identical shapes were
produced. But when the rectangle was folded connecting two
opposite corners, the edges and corners of the shapes (triangles)
produced do not fit each other.”)
“Does this mean the two are not identical?”
Pupil’s answers may vary. The teacher should explain that the
two are actually identical but cutting them along the fold is
necessary to make their edges and corners fit exactly each other.
Moreover, it should be pointed out that after cutting the rectangle
along the diagonal, one of the triangles should be rotated (not
flipped) to make the two shapes fit each other. This could be made
easily observable by using a cutout with two sides/surfaces having
different colors. For
comparison, the teacher
may use a cutout of a
square folded along its
diagonal as shown.
Let the pupils try folding cutouts with irregular shapes which
when folded would not fit each other. Let the pupils try folding them
several times until they realize that the shapes have no symmetry
or, more importantly, that not all shapes have symmetry.
2
“Class, we formed two identical parts of a shape by folding it
along a particular line. We know that they are identical because
their boundaries fit exactly each other. When a shape behaves this
way when folded (The teacher should emphasize that cutting is not
allowed), we say that the shape has symmetry along the line
where it was folded.
The teacher writes the word “symmetry” on the board.
“But always bear in mind, and this is very important, that shapes
could only be folded in specific ways to show symmetry. Some
shapes can be folded in only one way to show it. Shapes may
have symmetry along a particular fold but may not show the same
when folded differently.
The teacher demonstrates folding a circle or any other shapes
to show their boundaries may not fit as before when folded
differently.
“There are many kinds of symmetry but, for now,
we will be discussing about mirror symmetry.
Sometimes, it is also called reflection symmetry. Do
you know why it is called that way?”
The teacher gets a mirror and place a half circle on
it in such a way that the half circle and its reflection
forms a circle. The same should be tried with a
triangle, a square and a rectangle. The line of symmetry (fold)
should always be parallel to the surface of the mirror.
“Now, do you know why it is called mirror or reflection
symmetry?”
There may be a need to define the word reflection.
(“It is so called because when you place a folded circle/triangle/
square/rectangle on a mirror, they form their original shape with
their reflection on the mirror.”)
The teacher unfolds the
circle/rectangle. While he/she runs
a finger along the fold, he/she tells
the pupils that the fold is called the
line of symmetry and that not all
folds can be the line of symmetry. He/she gets again
the mirror and show that half of a rectangle cut
diagonally is not symmetrical. Since mirrors are not
always available, the teacher tells his/her pupils that if
2
portions of a shape or a picture fit exactly with each other when
folded, this fold is a line of symmetry. He/she should also
emphasized that even if a line divides a shape or a figure into two
identical parts, it does not necessarily follow that the two are
symmetrical as in the case of the diagonal of a rectangle.
At this point, the teacher asks the pupils to perform an
activity where cutouts of shapes shown below have to be
used. In this activity, pupils have to identify the number of
lines of symmetry in the given shapes by folding. Pupils
may try out one or more ways of doing the task. On a
sheet of paper, the pupils have to draw the figures and
draw their respective lines of symmetry.
The number of lines of symmetry of the following
shapes are given below.
Equilateral Triangle (3) Scalene Triangle (0) Isosceles Trapezoid (1) Square (4)
If a significant number of pupils manifest understanding

of the concept of symmetry, the teacher may proceed to
Activity No. 4. However, the teacher should devote more
time making pupils having difficulty understand this
concept. They may be asked to do the previous activity
with other shapes.
In Activity No. 4, the pupils would again identify the
number of lines of symmetry but, this time, no folding is
involved. They have to form a mental image of how the
folding would be done.
Key:
4. Application
“Do you know that most of the capital letters in the English
alphabet have mirror symmetry. Do you also know that most
2
animals and numerous everyday objects exhibit symmetry? Let‟s
try to identify some of those by doing an activity.”
Refer to Activity No. 5.
Key:
5. Generalization
A simple way of looking at symmetry among shapes and figures
is that if the shape were folded in half over the line of symmetry, the
two portions are identical and would fit each other exactly.
However, one should be careful not to immediately infer symmetry
when two halves of a shape or figure are identical. Moreover, a
shape may show symmetry when folded in a particular way but may
fail to show the same when folded differently.
C. Evaluation
Refer to Activity No. 6.
Key:
2
D. Home Activity
Refer to Activity No. 7
During the discussion of the home activity, the teacher has to make
the pupils realize that the sides of each shape have the same length
and the rule (For regular polygons, the number of lines of symmetry is
equal to the number of sides.) does not apply to shapes with sides of
different lengths. This is to prevent pupils from developing
misconceptions about shapes and lines of symmetry.

(Creating Symmetry in a Line)
Lesson No. 88
TOPIC: Shapes and Figures That Show Symmetry in a Line
OBJECTIVE:
Create figures that show symmetry in a line

1. Identify shapes/figures that show symmetry in a line
2. Draw shapes and figures
MATERIALS:
1. Pencil 3. Graphing paper
2. Pair of scissors 4. Ruler
Pre-Assessment
Refer to LM 88 Activity No. 1.
Key:
2
1. Motivation
“Today, we would play a guessing game. I‟ll show one-half of a
figure and you have to guess what the figure is. Are you ready?”
(“Yes, ma‟am!”)
The teacher shows halves of different figures and asks what

figures they are parts of. The teacher may use different
orientations of the figures to make them a little harder to guess.
2. Presentation
“Class, today you are going to create figures that shows
symmetry. You will be needing some graphing papers, scissors, a
pencil and a ruler, so be ready with them.
Ideally, pupils should create figures starting from basic shapes
to more complex figures as the lesson progrresses. Pupils may
use any paper but graphing papers would make the task easier
especially if the figures have to follow certain shapes and not
random ones.
Pupils should be made to remember that creating figures
showing symmetry would always start by identifying the line of
symmetry which is usually the one that divides the paper into two
equal parts.
2
Creating symmetry in figures can be done in two ways. One is
by drawing half of the figure on any side of the line of symmetry and
involves folding and cutting. This is ideal for figures with flowing
lines and would always result to symmetry. The other is by drawing
the entire figure and involves counting equal number of squares in
opposite direction from the line of symmetry. A polygonal figure
lends itself easily to this method but curve figures may prove to be
a little difficult. In this method, care should always be observed so
that all edges on one side of the line of symmetry match those on
the other side. The teacher should plan ahead on how to maximize
the use of graphing papers.
Drawing the entire figure
Square
line of symmetry
line of symmetry
4 squares4 squares 8 squares
8 squares 8 squares 8 squares 8 squares
4 squares4 squares 8 squares
For the other two lines of symmetry of the square, the same
procedure applies. This process likewise applies when creating
rectangles using its two lines of symmetry.
Isosceles Triangle
line of symmetry
The first step is to create the base
of the triangle which, ideally, should
be located at the lower part of the
grid. From the line of symmetry,
equal number of squares should be
counted and marked. In the figure, 4
squares were used on both sides.
From these two points, the two
remaining sides of the triangle can be
drawn to any point along the line of 4 squares4 squares
symmetry.
2
Circles
Circles have infinite number of lines of symmetry. For this
purpose, two perpendicular lines of symmetry are used
simultaneously dividing the square grid into 4 equal parts. As
mentioned earlier, it is not without difficulty creating symmetrical
curve figures. The easiet way to accomplish this would be to
use the method by which models of circles are created.
However, another method may be employed which requires the
use of a quarter circle. From this, points are plotted which are
equally distant as the points in the arc are from the lines of
symmetry. There may be a need to rotate the square grid when
plotting the points.
line of symmetry line of symmetry
line of
line of
Freetyle Shapes
The fun of creating symmetrical figures starts with freestyle
shapes. This is achieved by plotting pairs of opposite points
equally distant from the line of symmetry. All consecutive points
are then connected by a line segment. The figure formed should
be closed by connecting the last two pairs of points to the line of
symmetry. The figures below are just two examples of the
countless number of shapes that can be formed using this
method.
2
Real Life Shapes

When teaching pupils to create shapes of real life objects it
is best to use those whose outlines can be easily perceived as
representations of these objects. Objects which require a lot of
details would be very frustrating for most pupils to make.
However, pupils attempting to put some details in their
illustrations should not be prevented from doing so.
Pupils should also realize that figures become more defined
if more points are used in creating symmetrical figures. Below
are figures of a sea turtle and a tree whose outlines can be
easily seen as their representations.
Folding and cutting

Folding and cutting is the easier method of creating figures
that show symmetry in a line. It merely requires drawing half of
the figure on any side of the line of symmetry. The paper is
then folded along this line and, with scissors, cut around the
2
outline of what was drawn. This would have the same effect on
the other side of the fold thereby yielding a symmetrical figure.
The teacher may use the previous shapes and figures in
teaching this method to the pupils. However, only closed
figures that contain the line of symmetry may be used for this
purpose.
All activities included in this guide only involved drawing the
whole figure. The teacher has to make provisions for activities
under folding and cutting which is just a variation of the first
method. He/she can introduce the second method using simple
shapes like squares, rectangles, triangles and circles (best if
folded along several lines of symmetry. Freestyle symmetrical
shapes can be produced even without an outline. Folding the
paper before cutting it ensures that all figures formed are
symmetrical regardless of how the cutting was done.
Cutting around outlines of real life shapes would be relatively
easy for the pupils if the drawings were made as simple as
possible especially if they are the ones to draw them.
Key:
1. 2. 3. 4. 5.
4. Application
The teacher should check if there is correspondence of
every point/line relative to the line of symmetry.
Key:
1. 2. 3. 4. 5.
5. Generalization
2
Making figures that exhibit symmetry in a line can be done in
two ways. The first is by drawing the whole image with
2
reference to the line of symmetry. This requires sketching first
half of the figure on any side of the line and marking some
critical points on it. The other half is accomplished by plotting
points with reference to the critical points on the outline. These
points should be located opposite the critical points and have
the same distance from the line of symmetry as their
counterpart points.
The second method is by folding the paper along the line of
symmetry and cutting around the outline drawn on one side.
Perfect symmetry is made certain with the other half directly
under the side where the outline was drawn.
EVALUATION
Key:
1. 2. 3. 4. 5.
HOME ACTIVITY
The completed half need not be as perfect as the other half.
Key:
1. 2. 3. 4. 5.
6. 7. 8. 9. 10.
2
(Tessellations)
Lesson No. 89
TOPIC: Square and Triangle Tessellations
OBJECTIVES:
Create representations of
1. recognizes shapes that can tessellate
2. tessellates a surface using triangles and squares

1. Draw and cut out squares and triangles
2. Concept of symmetry
MATERIALS:
1. Bond paper/Colored paper 4. Pencil
2. Pair of scissors 5. Straight Edge / Ruler
3. Cutouts of equilateral triangles and squares
Pre-Assessment
The teacher may forgo pre-assessment.
1. Motivation
“Class, do you know that bees are
masters of navigation, communication
and engineering? Bees can fly 3
kilometers in search of nectar and pollen
and can return to the exact location where
it came from. This is equivalent to a
human traveling hundreds if not thousands of kilometers. Even if
there were several beehives in the vicinity, bees would always
come to the right beehive. They can do this by orienting
themselves with the sun. That is why they usually fly from mid-
morning to mid-afternoon.”
“If bees found a food source, they have to communicate its
location to other bees. Unfortunately, bees are deaf and cannot
2
communicate by means of sound. They inform other bees by
dancing. Each movement the bee makes means something to the
other bees – the location of the food source, its distance and even
its abundance.”
“Finally, they are good engineers. Has anyone seen a
honeycomb?” (It would be worthwhile if the teacher brought a
picture or an illustration of a honeycomb.) A honeycomb is a place
in their nest that contains their larvae, pollen and honey. Do you
remember the shape of each cell forming the honeycomb? Such
shape is called a hexagon.” (The teacher draws a regular hexagon
on the board.) “All these hexagons are identical and scientists
today can only speculate how the bees can achieve this feat of
engineering.”
2. Presentation
“Today, our lesson, just like honeycombs, has something to do
with creating designs using specific shapes. I will be distributing
cutouts of squares and triangles and you will try to create your own
design. Try to make your designs in the way bees create their
honeycomb.
The teacher groups the pupils into four (4)
and distributes cutouts of square and equilateral
triangle. Cutouts of one kind should be all
identical. Members of the group should divide
themselves into two (2) where one group works
gap
on a design using squares and the other using
overlap
equilateral triangles.
The teacher asks the groups to create
designs using at least twelve (12) tiles only. Later
in the activity, the teacher asks each group to
compare their work with the design of the
honeycomb. He/she asks members of the group
how their design is similar or different to that of
the honeycomb. The discussion should revolve
around the three basic rules on tessellation.
When shapes of one type or a few types are
arranged repetitively on a flat surface forming a
pattern, the process is called tessellation (tiling).” Corners do not
(The teacher writes the word “tessellation” and appear the same.
3
“tiling” on the board.) “There are several kinds of tessellations but
we would only be concerned with regular and semi-regular
tessellations. There are three (3) basic rules to observe when
tessellating. First, the tessellation must cover an infinite surface
with no overlaps and gaps. We are not going to cover an endless
surface. It only means that IF the surface was extended, we can
continue to cover it with our pattern. Second, the shapes must be
regular polygons and identical. In our case, we would only be using
triangles with sides of equal lengths (equilateral) and squares.” (In
regular tessellations, four (4) regular polygons can be used –
equilateral triangles, squares, hexagons (6 sides) and dodecagons
[12 sides].) “Third, the “vertex” (the corner where the shapes meet)
should appear the same.
When teaching pupils how to tessellate, it would be ideal to use
tiles (cutouts of triangles and squares) rather than drawing them.
After a brief introduction of tessellations, the class may spend the
remaining time for making tiles. Tessellations would be interesting
for children if the tiles have different colors. It would also be helpful
if the tiles were made of stiff paper. Due to time constraints, pupils
may be engaged in tile making as a home activity.
A regular tessellation is a pattern made by using only one
regular polygon. Since hexagons and dodecagons are not included
in this lesson, only two (2) regular tessellations can be made as
shown below.
.
vertex
vertex
For regular tessellations, the pattern is identical at each vertex.

The pattern formed is used to name a tesselation with reference to
the number of the polygon’s sides and the number of polygons that
forms a vertex (number of sides x number of polygons forming a
vertex). Since squares have four (4) sides and four (4) squares
make up the vertices, the tessellation is called “4.4.4.4”. In the
case of equilateral triangles, it is called “3.3.3.3.3.3”. As can be
observed, the tessellations followed the 3 rules.
Semi-regular tessellations are made using more than one
regular polygon. Again, since hexagons and dodecagons would
3
not be included, only two (2) semi-regular tesselations can be
produced using triangles and squares.
vertex
vertex
3.3.4.3.4 tessellation 3.3.3.4.4 tessellation

The same rule applies in naming semi-regular tessellations.
However, since 2 polygons are involved, we count the number of
sides starting with the polygon with the least number of sides.
Below are possible color combinations. Outputs may vary
according to the colors preferred by the pupils
1. 2. 3. 4.
4. Application
The activity, which is merely coloring the pattern, is appropriate
for the age of Grade 2 pupils. However, drawing the pattern on a
separate sheet of paper may prove too difficult for them. The
teacher may reproduce the patterns (without the numbers) and
have it photocopied for distribution to the pupils. Pupils should be
told to take extra care to avoid mistakes in coloring. Additional
copies may be necessary. However, tiles may be used to patch up
errors.
3
1. 2. 3. 4.
5. 6. 7.
5. Generalization
Tesselation which is also called tiling is the arrangement of one
type of shape or a combination of two or more types. Regular
tesselations make use of one type of regular polygon. Semi-regular
tesselations combine two or more types of regular polygons. Three
rules have to be followed in making tesselations. First, the
tessellation can be extended on an infinite surface without overlaps
and gaps. Second, only regular polygons that are identical may be
used. Third, the vertices should be the same. Naming
tessellations uses the number of regular polygons that make up a
vertex and the number of sides of each of these polygons.
C. Evaluation
1.☑ 2. 3.🗵 4. 5.☑ 6.🗵
Numbers 2 and 4 has did not follow rule no. 2.
D. Home Activity
To help the pupils in doing the task, the teacher may provide
photocopied papers with grid lines where the whole tessellation would
be located exactly at the middle. The design contains 21 squares by
21 squares. Short bond papers have dimensions of 8.5 in x 11 in. In a
regular ruler, one inch would have 16 divisions. Everything would be
measured in term of these divisions. A square cell/a tile measures 6
3
divisions. Margins at the left and right measure 5 divisions each.
Margins at the top and bottom measure 25 divisions each. The activity
may take several days to accomplish.

(Curves)
Lesson No. 90
TOPIC: Straight Lines and Curved Lines
OBJECTIVES:
1. Explains the differences between straight lines and curved lines
2. Identifies straight lines and curved lines

1. Recognize and draws a line, line segment and ray
2. Intuitive concept of similarity
3
MATERIALS:
1. Pencil
2. Straight Edge / Ruler
3. Illustrations of straight and curved lines
Pre-Assessment
The teacher asks the pupils to draw lines, line segments and
rays. He/she takes note of those who draw these figures without
using a straight edge. Somehow, these pupils may not be aware of
the necessity of drawing a line straight.
1. Motivation
The teacher poses the question, “Which can reach a destination
faster, an airplane or a car? Why?” Pupils are expected to answer
“airplane” as it is the faster of the two. The teacher then asks, “If a
car can run as fast as an airplane flies, would they reach the same
destination at the same time? Some pupils may still consider the
plane arriving earlier because of road traffic and other obstructions.
The teacher poses the same question but with an added condition,
“If a car is as fast as an airplane and nothing on the road can delay
its progress, do you think it can travel the same distance within the
same period as an airplane could? This is the point where pupils
may be divided in their answers or, possibly, would all agree. The
teacher draws a map on the board by locating two points
representing the point of origin and the point of destination. He/she
connects them by a curved line that would represent a winding
road. “If this (The teacher traces the curved line with his/her
finger.) represents the road the car would travel along, how would
you represent the path an airplane would take? The pupils should
realize that a straight line would represent the path of the airplane
and would be the shorter distance between the two. Some
questions may be needed to lead them to this conclusion.
3
2. Presentation
Technically, a curve is a geometric figure which
straight line
may include both straight and curved lines. When a
curve is drawn in only one direction such that no curvature
curvature (bend, arc) can be found along its path,
the figure formed is a straight line. A curved line,
curvature
on the other hand, is a smoothly-flowing line that
bends gradually at some point/s. This bending curved line
changes the direction of the line. However, a
curved line is different from a jagged line where the
change in the direction of the line is sharp. jagged line
The teacher must be careful on the use of the
terms curve, straight line and curved line. In normal language,
curves are not straight but, in mathematics, a straight line is also a
curve. Moreover, for many, the word “line” would always mean a
straight line and would consider the term, “curved line” as an
incorrect terminology. Unfortunately, in
mathematics, curved lines would always
have special names like parabola, arc,
spiral, etc. This lesson, however, does
not cover those terminologies. For the
mean time, the pupils may be introduced Rizal St.
to curves by simply using the terms
Bonifacio
“straight line” and “curved line”. Using the
word “curve” when referring to curved
lines should be avoided.
The teacher may start the lesson by
posing a situation. Two boys took
different roads in going to town. Both saw the same buildings
ahead. However, after walking for an hour, the first boy ended up
at Rizal street while the second, at Bonifacio street. The teacher
then asks the pupils to give possible explanations for this event.
The teacher shows a map of the town. He/she asks some pupils
to draw representations of the paths taken by each boy. The
teacher asks the pupils to describe each representation.
3
The teacher presents other representations of straight and
curved lines as separate illustrations. He/she asks the pupils if they
can group each figure according to their similarity and difference.
To prevent pupils from developing misconceptions about curved

and jagged lines, he/she may do the same activity using curved
and jagged lines.
If the grouping was done successfully, the teacher asks the

pupils how each line may be differentiated from one another.
He/she accepts all plausible answers and explains why a certain
description would not qualify for a particular type of curve. Some
pupils may differentiate by comparing curves with real life objects
which may be accepted or not by the teacher as the case may be.
In this activity, the pupils have to name things that were formed
using straight and curved lines.
3
Straight Lines Curved Lines
1. hut 1. dolphin
2. bench 2. birds
3. fence 3. waves
4. island/mountain
5. starfish
6. water splash
7. palm/coconut tree
4. Application
The teacher asks the pupils to draw on a piece of paper 5
straight lines and 5 curved lines.
5. Generalization
How is a straight line different from a curved line?
EVALUATION

1. curved line 6. straight line
2. straight line 7. curved line
3. straight line 8. straight line
4. curved line 9. curved line
5. straight line 10. curved line
HOME ACTIVITY
The teacher asks the pupils to draw 5 real life objects using straight
and/or curved lines.

(Surfaces)
Lesson No. 91
TOPIC: Flat and Curved Surfaces
OBJECTIVES:
1. Explains the differences between flat surfaces and curved surfaces
2. Identifies flat and curved surfaces in 3-dimensional objects
3
1. Explains the differences between straight lines and curved lines
2. Identifies straight lines and curved lines
MATERIALS:
1. Illustration flat and curved surfaces
2. Real objects with flat and curved surfaces
Pre-Assessment
The teacher may do without the pre-assessment
1. Motivation
“Class, do you know how much water there is on the surface of
the earth?” Water covers seventy-one percent of the earth’s
surface. That is equivalent to almost three pails of water to only
one pail of soil. Water is so important that all known forms of life
cannot exist without it. However, are you also aware that, with that
much water we have on earth, only three percent is potable
(suitable for drinking). If you can put all the water on earth in 100
glasses, only three glasses of water are drinkable. Unfortunately,
99% of these 3 glasses of water are either frozen or underground.
So what is available to us for drinking? Only a few drops. That’s
why water is so precious we have to conserve every drop of it.
2. Presentation
The teacher may introduce this lesson using a variety of objects.
He/she lets the pupils hold the objects and asks them to describe
how the objects feel to the touch. The pupils may give several
answers (smooth, rough, hard, soft, etc.) The teacher then explains
that what they touched and felt is the surface of the object.
3
The surface of an object is
its exterior or upper and lower upper boundary
boundaries and, for purposes
of this lesson, is classified into
flat and curved surfaces. The
table top and a ball (basketball, exterior boundary
volleyball) may be used initially
to explain how these surfaces upper boundary
differ from one another. To do
this, the teacher asks pupils to
place their hands (palm-face
lower boundary
down) on top of the table.
“Is there any part of your hand not on the table?”
(“Every part is on the table, ma‟am!)
With their hands still flattened, the teacher asks them to place
their hands on the ball.
“Is there any part of your hand not on the ball?”
“Yes, ma‟am!”
“What do you have to do so that your entire hand touches the
ball?”
“We have to curl our fingers, ma‟am!”
The teacher repeats the same activity using other pairs of
objects like book – drinking glass, blackboard – bowl, etc.
Afterwards, he/she asks the pupils to identify which objects have
similar surfaces based on the activity.
“Class, surfaces like those of tables, floors, books, and
blackboard are called flat surfaces. Balls, drinking glases and
bowls have surfaces called curved surfaces.
“Another way by which we can distinguish flat surfaces from
curved surfaces is by using the top of a table which we already
know as a flat surface. If an object is placed on top of the table and
there are no spaces between the table‟s surface and the object‟s,
the latter‟s surface is a flat surface. Otherwise, the surface is a
curved surface.”
3
The teacher places some objects with identified flat and curved
surfaces on the table and asks the
pupils to observe where the surface of
the table and the surface of the object
are in contact.
The teacher shows the images at
the right.
“Which of these two do you think
has a flat surface? a curved surface?
Can you guess what lines (curves) can be drawn on these
surfaces?”
The teacher presents the
images at the right. He/she asks
the pupils to describe the lines on
both surfaces. The pupils should
come up with the conclusion that
flat surfaces may contain purely
straight lines without curved lines
while curved surfaces would
always contain curved lines.
Refer to LM 91Activity No. 1
4. Application
Refer to LM 91Activity No. 2
5. Generalization
Surface is the the exterior or upper and lower boundaries of a
body or object. Surfaces may be flat or curved. One can draw
purely straight lines on flat surfaces which is not true with curved
surfaces. Curved surfaces would always contain curved lines
although straight lines may also exist on it as in the case of
cylinders. Flat surfaces can be covered entirely by a another larger
flat surface. Spaces exist between flat and curved surfaces when
in contact.
3
EVALUATION
1. curved surface 11. flat surface
2. flat surface 12. curved surface
4. flat surface 14. flat surface
7. flat surface 17. flat surface
8. curved surface 18. curved surface
10. curved surface 20. curved surface
HOME ACTIVITY
List 5 objects at home with flat surfaces and another set of 5
objects with curved surfaces.

(Patterns and Algebra)
Lesson No. 92
TOPIC: Identity Simple Repeating Patterns
OBJECTIVES
1. Identify simple repeating (shapes/numbers/lines) patterns
2. Extend and reproduce simple repeating (shapes/numbers/lines)
pattern
3. Explain how simple repeating (shapes/numbers/lines) patterns are
formed

1. Makes patterns of shapes.
2. Creates a pattern or sequence of objects
MATERIALS
1. Cutout of different shapes 2. Pocket chart
3. Math Kit containing different shapes and strips containing names of
the strips 4. Long and Short Sticks
1. Pre-assessment
3
The teacher will show different cutouts of shapes and strips
containing names of these shapes. Ask the pupils to recall and
identify its corresponding shapes or vice versa.
Using the Pocket Chart, model a repeating pattern. Display the

following as sample:
Ask the pupils to identify the pattern. Then ask them to make
their own pattern.
(Possible answer: one is to one simple repeating pattern or AB
sequence)
(The teacher may use classroom objects to help students

understand the word pattern. Point to things in the room, such as
seat arrangement, floor tiles, cabinet designs, row of window, or
boarder design around a bulletin board. As you identify patterns,
say: This is a pattern. Show other objects to the pupils to make
sure that they really understand the pattern by Asking the “Is this a
pattern?” and let them respond “This is a pattern” or “This is NOT a
pattern”)
1. Motivation
Say: Class, today we will be having a field trip. (It could
be inside the campus/school or even inside the classroom.) All
you have to do is to look for the objects/things around the
school/campus/classroom that represent shapes. Write on a
piece of paper the shapes and where you can find it.
The teacher together with the pupils will walk around the
school and see how many shapes can be found. The pupils will
point out the objects and identify the shapes they see.
(Encourage them to name the shapes they see.) After returning
to the classroom, discuss what the pupils have recorded.
Did you enjoy our field trip?

What are the objects you found in the campus?
Can you name the shape that it represents?
3
2. Presentation
Say: Today we will discuss different kinds of patterns.
Patterns are shapes, numbers, size, colors orientation that
repeat in a systematic way, but we will focus first on lines, shapes and
numbers.
CPA
The teacher will distribute different cutouts/shapes, short and
long sticks to represent lines and numbers (circle, triangle, rectangle,
square and other shapes) to the pupils or s/he can ask the pupils to
create their own cutouts/shapes with different shapes. On the board,
s/he will draw the shapes several times in a particular order to create a
pattern. (This will serve as his/her pictorial) Model an ABC pattern
using shapes, numbers and lines (repeated many times).Ex:
A B A B A B
Say: Class this is a pattern. This is also called AB sequence. Ask the
pupils what is being repeated. Explain to the pupils that you are
making a pattern of rectangle, circle, rectangle, circle, rectangle,
circle over and over.
A B C A B C
Say: This is an ABC sequence. What is being repeated in the
pattern? (circle, triangle, square, circle, triangle, square)
A B B A B B
Say: This is an ABB sequence. What is being repeated in the
pattern? (one circle, two squares)
1 2 3 1 2 3
A B C A B C
Say: This is an ABC sequence using numbers. What is being
repeated in the pattern? (one, two, three, one, two, three)
1 1 2 1 1 2
A A B A A B
Say: This is an AAB sequence using numbers. What is being
repeated in the pattern? (one, one, two, one, one, two)
3
1 2 3 4 5
+1 +1 +1 +1
Say: This is also a pattern. What is being repeated in the pattern?
(the rule is constantly adding one to the preceding number.
Explain to the pupils that this is an example of growing pattern –
a pattern in which successive elements grow according to a
rule.)
1 4 7 10 13
+3 +3 +3 +3
Say: This is a pattern. What is being repeated in the pattern? (the rule
is constantly adding three to the preceding number.
30 25 20 15
-5 -5 -5
(the rule is constantly subtracting five to the preceding number.
Explain to the pupils that this is an example of decreasing pattern
– a pattern in which successive elements decrease according to
a rule.)

(the rule is drawing vertical lines and horizontal lines repeatedly)

(the rule is drawing lines repeatedly (slanting to the right and to
the left))
Using the same figures, s/he will show samples on how to

extend the patterns. S/He will ask the pupils what would be the next
shapes if the pattern is to be extended and why?
3
A B A B A B
Say: Since the pattern is rectangle, circle, rectangle, circle, rectangle,

circle or AB sequence, then the next shape is therefore
rectangle. (Then do the same thing on the rest of the samples.)
Ask: Can you draw/extend the pattern to two or more
numbers/figures/lines?
A B C A B C
B
A B B A B
1 2 3 1 2 3 1
A B C A B C
1 1 2 1 1 2 1
A A B A A B
1 2 3 4 56
+1 +1 +1 +1
1 4 7 10 13
+3 +3 +3 +3
A B A B A B
3
A B A B A B
(You may give additional patterns.)
Processing:
What did you observe in the pattern?
What kind of patterns are they?
Is it a repeating pattern? Or not a repeating pattern? Why?
Can you make your own patterns?
What are the rules in making a pattern?
Describe your pattern.
What is the next term in the pattern? (Extend the pattern)
Allow time for discussion and let the pupils share their ideas.
Practice – Refer to LM 92 - Gawain 1-A, B, C and Gawain 2

Key Gawain 1
A. 7. 8. 9.
B. 7. 8. 9.
9.
C. 7. 8.
Key Gawain 2
1. Straight Line 2. Curve 3. Slanting 4. Straight Line
Key Gawain 3
1. 6. 59, 55, 51
2. 7. 68, 78, 88
3. 8. 3, 6, 9
4. 9. 19, 22, 25
5. 10. 45, 59, 75
A. Gabby is performing his weekly training program in badminton.
He records his stamina building activity and he observes a
pattern.
Week 1 Week 2 Week 3 Week 4 Week 5
2 km. 5 km. 8 km 11 km ?
If the pattern continues, how many kilometres will he run in week 5?
Why? (The teacher may add another week/s.)
3
B. Look at the increasing and decreasing pattern. Identify the
correct number to complete the pattern.
3 9 15 21 21 ? ? 3
C. A tricycle has three wheels. How many wheels do two tricycles

have? The teacher will make a chart on the board similar to the
one below:
Total Number of
Number of Tricycles
Wheels
1 3
2 ?
3
4
5
Ask the pupils to complete the table as s/he increases the number of tricycles.
The teacher may add a column for another kind of vehicle (e.g. Jeepney)
having different number of wheels. Let the pupils complete the additional
column.
4. Application
Identify the pattern used. Explain how they are formed.

Extend and draw to complete the pattern.
Sample:
A B B C A
1.
2.
3.
3
4. 
`
5.     
6. 5 10 15 20 25
7. 1 3 6 10 15 21
8. 2 5 8 2 5 8
9. 99 88 77 66 55
10. 100 90 91 83 76
11.
12.
13.
3
14.
15. 1 3 7 15 31 63
Key:
1.
A A B B A A B B
2.
A B B B A B B B A B B B
3.
A A A B A A A B A A A
4.  
` A B B C C C A B B C
5.      
A A A B B C A A A
6. 5 10 15 20 25 30 35
+5 +5 +5 +5 +5 +5
7. 1 3 6 10 15 21 28 36
+2 +3 +4 +5 +6 +7 +8
8. 2 5 8 2 5 8 2 5
A B C A B C A B
3
9. 99 88 77 66 55 44 33
-11 -11 -11 -11 -11 -11
10. 100 90 91 83 76 70 65
-10 -9 -8 -7 -6 -5
11.
A B A B A B
12.
A B B A B B A B
13.
A B B A B B A B
14.
A A A B B A A A B B A A A
15. 1 3 7 15 31 63 127 225

+2 +4 +8 +16 +32 +64 +128
5. Generalization
Ask: What is a pattern? What is a repeated pattern? How do we form
patterns? When do we say that objects follow a pattern?
 Patterns are lines, shapes, numbers, colors size, orientation

that repeat in a systematic way.
 Repeating pattern – a type of pattern in which elements
repeat in a simple manner. (ex.: boy, girl, boy, girl, boy, girl)
 Growing/Decreasing pattern – a type of pattern in which
successive elements grow/decrease according to a rule
3
EVALUATION
Identify the next shape to be used in the given patterns to complete them.
Draw the shapes on the space provided:
1.
2.
3.
4.
5. 10 20 30 40 50
6. 10 25 40 55 70
7. 10 15 25 40 60
8.
9.
10.
Key:
1. 6. 85, 100, 115 9.

2. 7. 85, 115, 150
3. 8.
4. 10.
5. 60, 70
HOME ACTIVITY
Refer to LM 92 – Gawaing
Bahay Key - Gawaing Bahay
1. 2. 3. 4. 5.
3
(Patterns and Algebra)
Lesson No. 93
TOPIC: Extending and Completing the Patterns
OBJECTIVES
1. Determine the next term (size, color and orientation)
in a given sequence and give a reason.
2. Find the complete patterns according to the one or
two of the following attributes: size, color and orientation.

1. Skip counting by 2, 3, 5 & 10
2. Identify simple repeating (shapes/numbers/lines) patterns
3. Extend and reproduce simple repeating (shapes/numbers/lines)
pattern
4. Explain how simple repeating (shapes/numbers/lines) patterns are
formed
MATERIALS
1. Cut-out of different shapes 2. Show me board
3. Math Kit containing different shapes and strips containing names of
the strips 4. Chart of Number Lines
5. Big Hundred Chart (to be posted on the board) 6. Colored Chalk
7. Colored toys
1. Pre-assessment
The teacher will present a 100
chart to the class. S/He will demonstrate
how to skip count by 2, 3, 5 and 10 using
the chart. S/He will make a pattern using
the chart.
Ex: 2, 4, 6, 8, 10, , ,
S/He will ask the pupils to identify the
next three numbers
Answer: 12, 14, 16
What is the rule of this pattern? Let the
pupils explain their answer. Say: Explain
how would you use the “Add 2” rule to
predict the next three numbers in the
pattern. (continuously adding 2 to the
previous number) Supposed the pattern was reversed and started with 16, 14
3
then 12, and so on. Ask: Would the rule be the same or different? How can
you tell? (See to it the rule is subtracting by 2 and they should be able to
discuss the difference between the increasing/growing and decreasing
pattern. If they can answer these questions it means that they learn
something from the previous lesson)
Give similar examples using skip counting by 3, 5 and 10. Ask again the
pupils if they can extend and explain the pattern. Use colored chalk to shade
the square of the next three number patterns.
1. Motivation
Sing the song Small Circle with action.

Small Circle, Small Circle, Big Circle
Small Circle, Small Circle, Big Circle
Six times six is thirty six
Six times six makes magic.
This is the boat that we‟re going to ride
Love Mama, Love Papa
Waving goodbye.
It starts off with

Small circle, small circle, big circle (drawing two small circles for eyes,
big circle for face)
Small circle, small circle, big circle (two small holes and a bigger circle to
make up the snout)
six times six (one six and an opposite facing six to make the arms) is thirty six
six times six (one six and an opposite facing one) makes magic (the that
connects these sixes)
This is the boat we're going to ride (a smiling mouth)
Love mama, Love papa (half circles for ears) waving goodbye
Ask: What shapes were mentioned in the song? (Circle)

What are the sizes of the circle in the song? (small circle and
big circle)
Can you draw the circles on the board (based on the song)?
What did you notice in the drawing?
Vocabulary Development:
Poultry farm- (The teacher will show an illustration of a poultry farm)
Gather- (The teacher will demonstrate it using real objects or through
pictures also)
3
2. Presentation
Say: Yesterday we discussed different kinds of patterns
involving shapes, numbers and lines. We will continue the discussion
of different patterns concerning the following attributes: size, colors
and orientation. (Ask them to bring toys or s/he will provide improvise
cubes or boxes)
CPA
(Teachers are not bound to use the same manipulative. They are free to
change or use improvised materials/device.) Let the pupils arrange toys
according to color then later according to size or even orientation. Toys that
are red in color should be grouped together, as well as the other colors. Then
show sequence of colors. (e.g.: Red toy, Blue toy and Green toy, Red toy,
Blue toy and Green toy) Once the color pattern is already established, let the
pupils guess the next color. Ask: What could be the next color after the
Green toy? (Do it for several times but make sure to change the color
sequence) On the board or in a piece of paper, let them draw the
arrangement of toys/cubes/boxes in terms of colors they have grouped and
let them enjoy coloring it. (Note: Be particular with sequencing or pattern and
not the neatness and artistry of the work of the pupils.)
The teacher will group the pupils into 4. Each group will receive
an activity card containing the strips of colored paper. (red, yellow,
green, blue, violet, brown, black, pink and white) The pupils will
arrange themselves according to color written in their activity card. The
first one to finish will be declared winner.
Activity Card 1: 3 blue, 2 yellow, 1 green, 3 blue, 2 yellow, 1 green
Activity Card 2: 2 red, 2 brown, 1 violet, 2 red, 2 brown, 1 violet
Activity Card 3: 1 white, 3 black, 1 green, 3 blue, 2 yellow, 1 green
Activity Card 4: 2 pink, 3blue, 1 green, 2 pink, 3blue, 1 green

What patterns do you notice?
Tell what colors are in the pattern.
Describe the repeating pattern.
What could be the next color if we extend the pattern?
See LM 93 Extending and Completing the Patterns – Gawain 1:
3
Introduce to the pupils the game SPOT the DIFFERENCE. The
objective of this game is to spot the different attributes of shoes (socks,
bags, umbrella or lunch box or any other things or objects that are
present in the classroom that are in pairs).
Dump several different pairs of shoes (or slippers, socks,

mittens, or other unmatched pairs) into a pile. Then ask the pupils to
match up the pairs. After they are properly matched, count the pairs.
(Discussing the difference between the single shoe and a pair of shoes
is optional but it could help in terms of numbers.) Note the different
sizes, shapes, colors of shoes. Show to them a correct pair of shoes.
Ask: How did you know that these shoes went together? Why?
What attributes or characteristics did you use to sort them into
pairs? (Give them time to answer)
Mix up the pairs again. This time make some silly pairs. Pair up items
that wouldn‟t normally go together but have at least one common
attribute. Ex: two items that are the same color or two shoes
with the same brand or design or two shoes with different sizes
but same color
Ask: Can you name what the items have in common? Though they
have something in common, can you spot the difference between
the pairs?
4. Application
Refer to LM 93 Activity 1 to 3
Key:
Activity 1: 1. 2. 3. 4. 5.
Activity 2 : 1. Oo 2.Hindi 3. Hindi 4. Oo 5. Hindi
Activity 3: 1. 2. 3.
4. 5.
3
5. Generalization
 Patterns are lines, shapes, numbers, colors size, orientation that

EVALUATION
repeat
Draw theinshape
a systematic way. the pattern.
that completes
 Repeating pattern – a type of pattern in which elements repeat in
1. a simple manner. (ex.: boy, girl, boy, girl, boy, girl)
 Growing/Decreasing pattern – a type of pattern in
2. which successive elements grow/decrease according to a rule
3.
4.
5.
Key: 1. 2. 3. 4. 5.
HOME ACTIVITY
See LM 93 – Gawaing Bahay
Key: 1. =3 4 5 3 4 = 3 6 47 3 6
2.
4.
3. . =4 8 5 6 4 8 =5 73 8 4 6 5
5. =6 7 8 3 4 5 6
3
Measurement
Lesson 94
TOPIC: Measuring Time
OBJECTIVE
Tell and write time in minutes including a.m. and p.m. using
analog clock.

Skip counting by 5‟s
MATERIALS
1. Analog clock
2. Pictures/images of analog clock
3. Materials in making improvised clock (scissors, cardboard and
circular fastener)
4. Show Me board
A. Preparatory Activities:
Drill
a. Let the pupils do the skip counting from 5 to 60.
b. Then, give the series below and let them write the missing
number in the box (oral, board work or group work).
5, 10, , 20, , 30, , 45, , , 60
B. Developmental Activities:
1. Motivation
a. Ask this riddle.
It has face but no eyes, nose and lips
It has hands that moves on and on
What is it?
b. Show real analog clocks (of different shapes: circular, oblong

or square) and ask these questions:
 Do you have these at home?
 What are these?
 What do these tell us?
c. Show an improvised analog clock with movable hands.

 Let the pupils read the numbers they see in the clock.
3
 Allow them to be familiar with the numbers 1-
12 and how they are positioned in the clock.
 Ask the pupils to describe the parts of the
clock (face and hands). Be sure that the pupils
will mention the different lengths of the hands.
 Set the hands in
 7:00 and say “we hold flag raising
ceremonies at 7:00 in the morning” (do
not teach first how to tell time).
 8:00 and say “I go to sleep at 8

0‟clock in the evening”.
2. Presentation
a. Concrete
Let the pupils make their own improvised analog clock
where the two hands point on the numbers they want.
(Important: Give precautionary measures to observe in
performing the activity especially in using the scissors), or
The teacher may provide improvised analog clocks if the
pupils seem to have difficulty in doing it.
If the second option is preferred by the teacher, he/she
may ask the pupils to show the time (by putting the short
hand in one number and the long hand in the other number
or in both hands in one number) they want in the improvised
analog clock.
Show at least three real analog clocks (of different shapes:
circular, oblong or square) and ask these questions:
 What are these?
 What do these tell us?
b. Pictorial
After doing the concrete presentation, let the pupils draw
an analog clock on the board or in a piece of paper. The
hands may point to any number they want.
c. Abstract
1. The pictures drawn by the pupils can be used in teaching
how to tell/read and write the time including a.m. and
p.m..
3
The following steps can facilitate teaching how to tell and
write time.
 The number pointed by the short hand tells the hour.
 Each number on the clock face stands for five minutes
which is pointed by the long hand.
 To read the time where the short hand is on 8 and the
long hand is on 5, count by 5‟s from 12, 05, 10, 15, 20,
25. It is 25 minutes after 8 o‟clock. Then, the time is
written 8:25 (the teacher will write the time on the board).
The teacher will read the time and the pupils will repeat
how the time is read.
The time 8:25 a.m. can be read as:
 eight twenty-five in the morning
 25 minutes after 8 in the morning
 35 minutes before 8 in the morning
The time 2:15 p.m. can be read as:
 two fifteen in the afternoon
 15 minutes after 2 in the afternoon
 two quarter in the afternoon
 45 minutes before 2 in the afternoon
 Emphasize that A.M. or a.m. stands for morning and P.M.
or p.m. stands for afternoon. (A.M. or a.m. means anti-
meridian and P.M. or p.m. means post-meridian).
 a.m. is from 12 midnight to 12 noon and p.m. is from 12
noon to 12 midnight.
2. This time, let the pupils say and write the time shown in
the clocks.
a. b. c.
d. e.
For mastery, give additional exercises using the

improvised analog clock. Put the long hand and short hand
to a certain time and let the pupils read the time. Ask pupils
to read time in different ways.
3
3. Reinforcing Activities:
Refer to Gawain 1, LM 94.
a. Draw the time 8:15 in the clock below.
b. Write how the time below is read.
c. Write the digital time of “eight in the morning”.

d. Draw in the analog clock the time 7:00.
e. Write the time where the short hand is pointing at 8 and the
long hand is pointing at 2.
4. Application:
Basahin ang comic strip at sagutin ang mga tanong. Isulat ang
sagot sa inyong kwaderno.
Mga tanong:
a. Anong oras dapat mamili sina Karen?
b. Anong oras sila kumain ng almusal?
c. Anong oras siya gagawa ng gawaing bahay?
d. Tumutulong ka ba sa mga gawaing bahay?
e. Ano ang nararamdaman mo kapag inuutusan ka ng iyong
mga magulang? Bakit?
Key to Correction:
a. 7:00 a.m. b. 6:00 a.m. c. 1:00 p.m.
d. answers will vary e. answers will vary
3
5. Generalization.
EVALUATION: How do you read and write time in an analog clock?

Read and write the time shown
(In reading/writing in each
the time clock.
say/write first(The teacher
the number willand
hour draw
analog clocks showing
followed by thethe indicated
number timeUse
minutes. on colon
the board or in athe
to separate manila paper.
hour part
The numberandof the minute
items maypart of the time).
be increased.)
1. 3:25
2. 5:50
3. 7:55
4. 12:45
5. 6:15
HOME ACTIVITY
Refer to Gawaing Bahay in the LM 94.
Key to correction
A. 1. 6:10 2. 10:30 3. 2:35
B. 1. 9:10 a.m. 2. 3:30 p.m. 3. 11:15 a.m.
4. 6:30 p.m. 5. 9:55 a.m.

Measurement
Lesson 95
TOPIC: Measuring time
OBJECTIVE
Tell and write the time in hours and minutes including a.m. and p.m.
using digital clock.

Telling and writing time using analog clock
MATERIALS
1. Digital clock
2. Picture/image of digital clock
3. Time rack with cubes (with numbers 1-12 for the number of hour
and multiples of 5 from 5-60 for the number of minutes)
3
A. Preparatory
Activities Drill
What time is shown in each clock below?
a.
b. c.
1. Motivation
Do the following.
a. Present at least 3 models of digital clocks.
b. Give the pupils time to look and hold the model clocks.
Ask the pupils these questions:

a. Are you familiar with these things?
b. Who among you have things like these at home?
c. What are these things? (clocks)
d. What do these clocks tell us? (time)
e. What symbol divides the hours and minutes in digital clocks?
(colon)
2. Unlocking of difficulties (optional)

There are digital clocks that use 24-hour format, that 13:45
p.m. is equivalent to 1:45 p.m.
3. Presentation
a. Concrete
1. Say: this time, we will use this time rack (refer to the picture
below which need to be prepared by the teacher) in telling
time.
2. Show a time in the rack using the cubes. Then, let the pupils
read it. Give at least three examples.
3. This time, the teacher and the pupils will exchange roles.
The teacher will give the time and the pupils will arrange the
cubes to represent the time.
3
b. Pictorial
Individual Activity:
1. Enumerate three important activities you usually do every
day.
2. Draw digital clocks at the side of each activity.
3. Then, write the time when you usually attend each activity.
c. Abstract
Ask the pupils to read and write how the time is read.
1. 10:00 a.m.
2. 4:30 p.m.
3. 11:45 a.m.
1. Write the digital time of five-forty in the afternoon.
2. How is 7:15 a.m. read?
3. How does 3:20 differ from 3:20?
5. Application
Refer to Gawain 2, LM 95
Ang mga gawain ni Buboy tuwing araw ng Linggo ay nakasulat
sa ibaba.
Mga Gawain Oras

Maligo 6:30 a.m.
Kumain ng almusal 7:00 a.m.
Maglinis ng kwarto 7:30 a.m.
Magsimba 9:00 a.m.
Kumain ng tanghalian 11:30 a.m.
Maglaro 4:00 p.m.
Kumain ng hapunan 7:00 p.m.
Mag-aral ng leksyon 7:30 p.m.
Matulog 8:30 p.m.
Isulat sa inyong kwaderno ang oras ng mga nakalarawang

gawain ni Buboy.
3
1. 2. 3.
4. 5. 6.
P.E. Integration
Ask the pupils to act/role play the activity Jenny is doing as
the teacher states the time.
6. Generalization
How do we read and write time in a digital clock?
EVALUATION
Tell and write the time of hours and minutes in the digital clocks shown (may
use of flash cards or power point presentation). Be sure all pupils are given
the turn to tell and write the time. Below are examples of the time the teacher
can use.
1. 2:25 p.m.
2. 8:15 a.m.
3. 9:45 a.m.
4. 5:30 p.m.
5. 11:40 a.m.
HOME ACTIVITY
Refer to LM 95.
Key to Correction:
1. 6:30 a.m.
2. Answers will vary
3. 6:30 a.m., sapagkat hindi mabuti sa digestive system
ang maglakad agad pagtapos kumain.

Time
Lesson 96
TOPIC: Measuring Time
OBJECTIVES:
Finds the duration of time elapsed using analog and digital clocks.
3
1. Telling and writing time using analog and digital clocks
2. Adding and subtracting two-digit numbers
MATERIALS
1. Improvised analog clock
2. Show Me boards
3. Drawing materials
1. Drill
a. Show flashcards with different times (use analog clock).
b. Let the pupils write the time in the Show Me Boards.
2. Pre-Assessment
Write the time.
a. 3 o‟clock in the afternoon
b. 15 minutes after 10 in the morning
c. 20 minutes before 7 in the morning
1. Motivation:
Processing:
Carlo watches television at 6:30 p.m. After one hour,
a. What time Carlo watches television?
he eats dinner. At 8:00 p.m., he studies his lesson. After 30
b. What time Carlo eats dinner?
minutes,
c. What timeCarlo
Carlosleeps.
sleeps?
d. How long do you watch television?
e. What time do you usually sleep?
2. Presentation
a. Concrete
1. Using an improvised analog clock,
 let one pupil show the time 7:10
 the teacher will move the minute hand from 2 to 6.
 ask the learners the number of minutes elapsed from 2 to
6.
2. Using the same analog clock showing 7:10, let the pupils
show the hands of the clock after
 35 minutes
3
 40 minutes
 One hour
b. Pictorial
Ask the pupils draw the time asked.
1. 8:30 in one analog clock and another time of their choice in
another analog clock. Let them write the time of their choice
and the time elapsed (hours or minutes) after 8:30.
2. Two digital clocks showing the elapsed time of 45 minutes.
c. Abstract
Let the pupils tell if how much time has elapsed between the
two clocks.
1.
2.
3.
See to it that the learners are able to get the correct

answers. If there are still who failed to give the expected
answers, discuss further the process how to find the time
elapsed.
Gaano katagal ginawa ang bawat gawain?
1. Naligo
2. Naglinis ng bahay
3
3. Nagluto
This will expose the learners to find the elapsed time using
the analog clock and digital clock.
4. Application
Ang pangkat nina Nora ang tagapaglinis ng silid aralan. Ika-6:30 ng umaga nang
Mga tanong:
1. Ilang minuto ang nagamit nina Nora sa paglilinis ng silid-
aralan? Ipakita at ipaliwanag kung paano nakuha ang sagot.
2. Ilang minuto pa ang lilipas bago mag flag ceremonies sa ika-
7:00 ng umaga? Ipaliwanag ang sagot.
5. Generalization
Time elapsed is the length of time that passed

EVALUATION:
A. Alaminby. Howilang
kung is theoras
timeatthat elapsed
minuto ang computed?
nakalipas sa dalawang
orasan?
1. 3.
2. 4.
1:1 2:15 10:05 12:0
B. Iguhit o isulat ang tamang sagot.
1. Si Jean ay natulog ng ika 2:00 p.m. Gumising siya pagkatapos

ng 30 minuto. Iguhit sa orasan ang oras na siya ay gumising.
3
2. Ang bibingka ay sinimulang lutuin ng ika 9:30 at naluto ng ika
9:50. Pagkatapos ng ilang minuto naluto ang bibingka?
3. Si Nena ay umalis ng bahay patungong paaralan ng ika 6:30

a.m.. Dumating siya ng 6:45. Gaano siya katagal naglakad?
4. Sinimulang sagutan ni Mark ang takdang aralin ng ika 7:00

p.m.. Natapos niya ito sa loob ng 45 minuto. Isulat sa digital
clock ang oras nang matapos si Mark sa pag sagot ng takdang
aralin.
:
5. Nagsimulang maglaba si Lola Noring ng ika 7:00 a.m.. Natapos
siya ng ika 10:25 a.m.. Ilang oras at minuto na naglaba si Lola
Noring?
Key to correction
A B
1. 15 minuto 1.
2. 1 oras 2. 20 minuto
3. 3 oras 3. 15 minuto
4. 1 oras at 55 minuto 4. 7:45
5. 3 oras at 25 minuto
HOME ACTIVITY
Refer to LM 96.
Key to correction
A.
B. 1. 2:15 2. 2:40 3. 2:30 4. 2:55 5. 3:00
6. 4:00 7. 5:20 8. 3:30 9. 4:30 10.6:1

Time
Lesson 97
TOPIC: Solving word problem involving time.
OBJECTIVE
Solve simple word problem involving time using clock
3
1. Tell and write the time in hours and minutes including a.m. and p.m.
2. Find the duration of time elapsed
MATERIALS
1. Improvised analog clock
2. Picture/image of analog and digital clocks
3. Show Me board
1. Drill
Tell the pupils to write on their Show Me boards the time
displayed in each of the following pictures of clocks. Ask them to
show and tell, one at a time, what they have written.
a. a.m. b. a.m. c. p.m.
a. e.
9:25 a.m. 9:25 p.m.
2. Pre-Assessment:
Using their Show Me boards, tell the pupils to write their
answers to the following questions. Ask them to show their
answers after each question.
Say: Using the clocks numbered 1 to 5, how much time had
elapsed
1. between clocks a and b?
2. between clocks b and c?
3. between clocks c and d?
4. between clocks d and e?
5. between clocks a and c?
1. Motivation:
Ask: What time do you usually sleep?
What time do you wake up?
Do you go to school on time?
Is it good for children to be in school on time? Why?
3
2. Presentation
a. Concrete
Show a picture story and present the problem.
Processing:
- At whatMona goes
time did Monato start
school early to
walking everyday
school? to be
(6:30
sure a.m.)
she‟s not late. She starts walking at exactly 7
- At what time
o‟clock in the did she reach
morning. Sheher school?
arrives at the school at
(6:45 a.m.)
7:15 a.m. How long does it take her to go to
- Underline the question in the problem.
school?
- Rewrite this question into an answer statement.
(It takes for Mona to go to school)
- How will you solve the problem?
(Using an improvised analog clock and let the pupils
show 6:30. Then, let them move the long hand from 6 to
9. Let them count the time duration between 6:30 and
6:45)
- Show your solution.
(May use
 two analog clocks with time shown in each clock,
 line graph 6 7 8 9, or
 subtraction 45-30=15)
- What is the answer?
(It takes 15 minutes for Mona to go to school)
b. Pictorial
Give the problem below.
Tuwing Sabado, si Grace ay naglilinis ng kanyang silid-tulugan simula 7:15 a.m
Let the pupils copy the problem in a piece of paper.

Then, instruct to do the following steps:
1. Underline the question,
2. Rewrite the question into answer statement,
3
3. Restate the problem focusing on the important details
for finding the answer,
4. Decide what process/equation shall be used in finding
the answer, and
5. Solve the problem.
c. Abstract
Let the pupils answer this problem.
Naayos ni Mang Pandoy sa loob ng 3 oras ang
kanilang bakod na nasira noong nakaraang bagyo. Anong
oras siya natapos kung nagsimula siya ng ika-7:00 ng
umaga?
3. Reinforcing activity
Let each pair of pupils solve the following problems.
1. Natapos ang klase ni Danny ng ika-4:00 p.m.. Kasama
si Manny, naglaro sila ng taguan hanggang ika-5:00
p.m.. Gaano katagal silang naglaro?
2. Ang Mababang Paaralan ng Banton ay nakilahok sa
Lakbay Aral. Ang bus ay umalis ng ika-5:00 a.m. at
dumating sa National Museum ng ika-8:00 a.m.. Ilang
oras silang naglakbay?
4. Application:
Dumating si David sa plasa ng ika-3:45 p.m.. Meron
silang usapan ni Jonathan na maglaro sa ika-4:00 p.m.. Ika-4:30
p.m. na ay wala pa rin si Jonathan kaya umuwi na lang si David.
Mga tanong
a. Ilang minutong nauna si David sa oras na usapan nila
ni Jonathan?
b. Gaano katagal na naghintay si David kay Jonathan?
c. Naranasan mo na bang maghintay katulad ng
naranasan ni David?
d. Kung ikaw si David, ano ang mararamdaman mo?
Bakit?
e. Kung ikaw si Jonathan, ano ang gagawin mo? Bakit?
3
5. Generalization
EVALUATION To solve problems involving time using clock,

Show the solutions in solving the
1. Underline the question,
following word problems.
2. Rewrite
1. Baby Nina the8:00
slept at question
p.m. Sheinto woke-up
answer statement,
at 6:00 a.m.
3.May restate the problem
How many hours did Baby Nina sleep? focusing on the
important
2. Rene arrived home details
at 6:30forp.m.
findingHis
theyounger
answer,sister Edit arrived at
4.Decide what process/equation shall
8:30 p.m. How many hours earlier did Rene arrive be used in
home?
finding the
3. Steven started answer,basketball
practicing and at 4:00 p.m. He finished his
practice at 8:30 p.m. How many hours did he practice?
Key to correction: 1. 10 hrs 2. 2 hrs 3. 4 hrs and 30 min
HOME ACTIVITY
Refer to LM 97.
Key to correction: 1. 20 minuto 2. 5:15 a.m. 3. 10

Time
Lesson 98
TOPIC: Time
OBJECTIVE
Find the duration of time elapsed using calendar.

1. Naming the days of the week
2. Adding (up to 2 digits) and multiplying (tables of 2, 3, 4, 5 and 10)
MATERIALS
1. Calendars (two or three, one of which is leap year)
2. Drill Cards
3. Show Me Boards
3
A. Preparatory Activities: (Presenting the lesson)
1. Drill
Show flashcards with names of the seven days. Let the pupils
read the names.
Then, post these cards in any
Monday order on the board. Ask a
Saturday
volunteer to arranged the cards in the right order (Monday –
Sunday or Sunday – Saturday)
2. Pre-Assessment
a. What days of the week do you go to school?
b. What day/s of the week do you go to church? (if needed,
explain why others go to church during Saturday, Sunday,
Friday or any other day of the week)
c. Which days are considered weekends?
d. What day is next to Wednesday?
e. What day comes before Sunday?
f. What day is two days after Tuesday?
g. How many days have elapsed from Monday to Friday?
1. Motivation
Show calendars and ask the following questions.
 What are these? (calendars)
 What do these calendars have?
 What do these calendars tell us? (dates)
2. Presentation
a. Concrete
Group activity 1
 Group the learners into 4.
 Give each group an activity card like this one below.
JANUARY
Sun Mon Tue Wed Thur Fri Sat
1 2 3 4 5
6 7 8 9 10 11 12
13 14 15 16 17 18 19
20 21 22 23 24 25 26
27 28 29 30 31
3
Processing
 What do you see in the card?
 What is the first day of January?
 What is the seventh day of January?
Let the pupils box the first group of seven days. Tell
them that the first seven days make up one week.
 How many days are there in one week?
Ask the pupils to box the other group of seven days.
 How many groups of seven days are there in
January?
 How many days are there in January?
 How many weeks are there in January?
Group Activity 2
Give each group a calendar. Give them enough time to
be familiar with the names of the months and realize that one
year has 12 months. Then, ask:
 How many months are there in one year?
 What are the names of the 12 months?
 Do all months have 31 days?
 How many months have 30 days? What months are
these?
 How many months have 31 days? What months are
these?
 What can you say about the month of February?
Unlocking of difficulties (optional)

A year has 365 days and a leap year has 366 days. One
day is added to February during leap year which happens every
four years.
Group Activity 3
Using the calendar, ask the following questions:
 What is the first month of the year?
 What month comes before March? after March?
 How many months have elapsed from July to November?
Guide the pupils how to find the elapsed time.

That:
 Monday to Friday is (if Monday is day 1 and Friday is day
5)
 Monday to Friday is 5 - 1 = 4 days
 July to November is 11 - 7 = 4 months
3
 Or using a diagram
1 2 3 4
Monday Tuesday Wednesday Thursday Friday
b. Pictorial
Let the pupils list the names of seven days and 12 months
in either horizontal or vertical position. Ask them to show the
solutions (subtraction, diagram or any other ways) in
answering the following questions.
 How many days have elapsed from Tuesday to
Saturday?
 How many weeks have elapsed from October 7 to
October 28?
 How many months have elapsed from February to
June? from April to December?
 How many days have elapsed from July 2 to July 30?
c. Abstract
Ask the pupils the following questions.
1. How many days have elapsed from Monday to
Sunday?
2. How many days have elapsed from January 1 to
February 1?
3. How many months have elapsed from January to
November?
Ask the pupils to make a problem on time elapsed. These
problems can serve as material for recall of the topic comes the
next day.
4. Application
Give the situation to the pupils.
Pumunta si Andoy sa siyudad noong Lunes. Biyernes na nang siya ay bumalik sa k
Processing:
 Ilang araw ang lumipas bago bumalik ng bahay si Andoy?
 Kung bumalik siya ng Linggo, ilang araw siya sa siyudad?
3
 Sakaling ninais niya na bumalik pagkatapos ng 2 araw,
anong araw siya babalik ng bahay?
5. Generalization
How do you find the duration of time elapsed
using calendar?
Important:
7 days = 1 week
4 weeks = 1 month
12 moths = 1 year
EVALUATION
A. Gamit ang kalendaryo, sagutin ang bawat bilang.
1. Ilang araw ang nakalipas mula Linggo hanggang
Miyerkules?
a. 1 b. 2 c. 3 d. 4
2. Ilang linggo ang nakalipas mula Setyembre 1 hanggang

Setyembre 22?
a. 2 b. 3 c. 4 d. 5
3. Ngayon ay Martes. Ilang araw ang lilipas hanggang Martes

ng susunod na linggo?
a. 3 b. 5 c. 7 d. 9
4. Anong petsa pagkatapos ng 25 araw kung ngayon ay Hunyo

1?
a. Hunyo 25 b. Hunyo 26 c. Hunyo 27 d. Hunyo 28
5. Si Charity ay ipinangak ng Mayo. Ilang buwan siya sa
Nobyembre?
a. 4 b. 5 c. 6 d. 7
B. Basahin at sagutin.
1. Ilang linggo ang nakalipas mula Enero 1 hanggang Pebrero
1?
2. Ilang buwan ang nakalipas mula Marso hanggang Oktubre?
3. Ilang linggo ang nakalipas mula Nobyembre hanggang
Marso ng susunod na taon?
4. Kung ngayon ay Abril, ilang buwan ang lilipas bago mag
Disyembre?
Key to correction
A. 1. c 2.b 3.c 4. b 5. c
B. 1. 4 2. 7 3. 16 4. 8
3
HOME ACTIVITY
Refer to LM 98.
Key to correction
1. 11 2. 3 3. 6 4. 1 5. 20

Time
Lesson 99
TOPIC: Word problems involving time using calendar.
OBJECTIVE
Solve simple word problem involving time using calendar.

Finds the duration of time elapsed using calendar
MATERIALS
1. Show Me boards
2. Calendars
1. Drill
Using a calendar, let the pupils write the dates of the following
occasions:
d. Christmas c. Rizal Day
e. All Saint‟s Day d. Labor Day
f. New Year‟s Day e. Independence Day
2. Pre-Assessment:
Using their Show Me boards, tell the pupils to write down and
show their answers to the following questions.
 How many days have elapsed,
 from Christmas Day to New Year‟s Day
 from Labor Day to Independence Day
 from All Saint‟s Day to Rizal Day
 How many months have elapsed,
 from February to March
 from June to November
3
1. Motivation:
Show a picture of a child approaching a school. Then ask the
following questions.
a. Where do you think the child is going?
b. On what days do you go to school?
c. How many days do you go to school?
d. How many days don‟t you go to school?
2. Presentation
a. Concrete
Show a picture story about a boy going to a vacation. Present
the problem (to be written on the board for the pupils to work on)
below.
It is summer. Rino wants to have a vacation in

Tagaytay City. Together with his friends, they stayed there
from April 15 up to May 5. How many weeks did they stay in
Tagaytay?
Guide the students in performing the following steps.
- Underline the question in the problem.
- Rewrite the question into an answer statement.
(Rino and his friends stayed week in Tagaytay.)
- Restate the problem focusing on the important details for
finding the answer.
(They stayed from April 15 to May 5)
- What will be your process/equation to answer the
question?
(Let the pupils think of how they will solve the problem.
Below is just one of the possible solutions)
(April 15, 16, 17, 18, 19, 20, 21 – week 1
22, 23, 24, 25, 26, 27, 28 – week 2
29, 30
May 1, 2, 3, 4, 5, - week 3)
- What is the answer?
(Rino and his friends stayed 3 weeks in Tagaytay)
b. Pictorial
3
Let the pupils copy the problem in the box. Then instruct
them to draw a calendar for January and February. Tell them to
use the calendars to show how the problem be solved.
Binisita ni Nanay ang lola ko. Namalagi siya sa bahay nina lola simula Enero 26 h
c. Abstract
Solve the following problems:
1. John and Jane will meet five days after Monday. What day
will they meet?
2. It‟s January. How many months will elapse until August?
3. Karina was born in February. How many months is she in
October?
Give this problem to the class. Ask them to show or explain how
to answer the question.
Ang Tatay ni Boy ay nagtrabaho sa bukirin ni Don Luis sa loob
ng 3 buwan. Kailan ang huling buwan niya sa pagtatrabaho sa
bukirin kung siya ay nagsimulang magtrabaho sa buwan ng Marso?
4. Application
Refer to Gawin 2, LM 99.
Mga tanong
a. Kung ang huling buwan na nagkita ang magkaibigan ay Hulyo,
anong buwan nangyari ang pag-uusap na ito?
b. Kung Setyembre 7 ibinigay ang project, anong petsa ito natapos
ni Emy?
c. Anong mabuting ugali mayroon si Emy? Bakit?
3
5. Generalization
To solve problems involving time using calendar,

EVALUATION: 1. Underline the question,
Basahin at sagutin
2. Rewrite the ang tanong.
question into answer statement,
1. Si Shiela ay ipinanganak
3.Restate the problemnoong Oktubre
focusing on the3,important
2005. Ilang taon siya
sa Oktubre
details3,for2025?
finding the answer,
2. Ang4.Decide
Tatay what
ni Rolan ay 30 taong
process/equation shallgulang
be usednang
in siya ay
ipinanganak.
finding theIlang taon and
answer, ang Tatay niya nang siya ay 7 taong
gulang?
3. Tuwing ika-tatlong buwan, si Belinda ay dumadalaw sa
kaniyang Lolo sa ibayong bayan. Ilang beses dumalaw si
Belinda sa kaniyang Lolo sa loob ng isang taon?
Key to correction: 1. 20 taong gulang

2. 37 taong gulang
3. 4 na beses
HOME ACTIVITY
Refer to LM 99.
Key to correction
1. 2, 5
2. madalas na pakikipag-away ng mga mag-aaral at madalas na
pinagagalitan ng punong guro

Length
Lesson 100
TOPIC: Measuring Length
OBJECTIVE
3
Identify the appropriate unit of length to measure a particular
object and their abbreviations (cm and m)
MATERIALS
1. Meter stick or tape measure
2. 2. Ruler with centimetre scale
3. Objects to be measured
1. Drill
Play the Bring Me game.
a. Bring me a comb
b. Bring me a pencil
c. Bring me an umbrella
2. Pre-Assessment
Use the objects used in the previous game to establish the
idea of short and long. Then ask which is short/long between:
g. Comb and umbrella
h. Umbrella and chalkboard
i. Chalkboard and flag pole
1. Motivation:
Show to the pupils the materials (ruler with centimetre
scale, meter stick or tape measure). Ask the questions that
follow.
 Which is better to use in measuring the length of the
room, the ruler or the meter stick? Why?
 Can the other measuring device be used in measuring
the length of the room?
2. Unlocking of difficulties
Show to the learners how long is 1 centimeter and 1 meter. Tell
them that centimeter is a part of a meter and that the abbreviation of
centimeter is cm and meter is m.
3. Presentation
a. Concrete
Group activity
Group the pupils into two. Give each group a two sticks of
different lengths (1 centimeter stick and 1 meter stick). Let them
compare the lengths.
Guiding questions:
3
1. Which stick is short? Long?
2. How many short sticks are there in the long stick?
3. What equation can represent the relation of the short
stick and the long stick? (100 cm = 1 m)
b. Pictorial
Using a diagram or graph (pictograph or bar/line graph),
let the pupils show the relation between a centimetre and a
meter (1 cm and 1 meter, 100 cm and 1 m and others).
Below are examples of illustrations that the pupils may
draw:
 1m
1 cm
 1m
100 cm
 1m
25 cm
c. Abstract
Show/name objects that are long and short. Examples
are pencil, bamboo stick (about 1.5 m long), length of the
room, book and many others.
Processing
 Which objects are short?
 Which objects are long?
 What unit of length (cm or m) do you prefer to use in
measuring short objects? Why?
 What unit of length do you prefer to use in measuring
long objects? Why?
 Is it important to use appropriate unit in measuring the
length of an object? Why?
Having the idea of the length of 1 centimeter and 1

meter, the pupils can easily which unit of measure is
appropriate in measuring lengths.
Let the pupils answer Activities 1 and 2 in LM 100.
Key to correction
1. cm 2. m 3. cm 4. cm 5. m
1. cm 2. cm 3. m 4. m 5. m
5. Application:
3
Answer activity 3 in LM 100.
Key to correction
1. Pagtatanim ng gulay sa bakuran
2. m, dahil malawak ang lupa
3. answers will vary
6. Generalization
EVALUATION: Centimeter (cm) is used to measure short objects and Meter
Anong(m)
unit of length
is used ang dapat
to measure long gamitin
objects. sa pagkuha ng haba o sukat
sa bawat bilang? Isulat ang sagot at ang abbreviation nito sa
sagutang papel.
1. Haba ng kuwaderno 6. Haba ng tsinelas
2. Sukat ng iyong baywang 7. Taas ng baso
3. Lawak ng silid-aralan 8. Taas ng niyog
4. Kapal ng iyong aklat 9. Haba ng palaruan
5. Haba ng iyong binti 10. Kapal ng pambura
Key to correction
1. Cm 2. Cm 3. M 4. Cm 5. Cm
6. cm 7. Cm 8. M 9. M 10 cm
HOME ACTIVITY
Refer to LM 100.
Key to correction
1. cm 2. cm 3. m 4. m 5. Answers will vary

Length
Lesson 101
TOPIC: Measuring Length
OBJECTIVE
Measure objects using appropriate measuring tools in
centimeter (cm) or meter (m).

Identifying appropriate unit in measuring the length of objects

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Teaching Guides for Mathematics Grade 2

Concept of Whole Numbers

TOPIC: Visualization and Identification of Numbers from 101 - 500

PREREQUISITE CONCEPTS AND SKILLS

4 tens and 6 ones

C. Give the correct answer. Write your answer on your Show Me

2. 5 tens and 8 ones

3. 9 tens and 9 ones

4. 7 tens and 5 ones

B. Let the pupils give the correct number.

1. 2 hundreds + 7 tens + 8 ones =

D. Fill in the blanks with the correct number.

1. 452 = hundreds tens ones

Teaching Guide for Mathematics Grade 2

TOPIC: Visualization and Identification of Numbers from 501 - 1000

PREREQUISITE CONCEPTS AND SKILLS

B. Give the next number.

Example: 245 246

56 678 895 342

Count and write the correct numeral for each illustration.

1. 200 100 100 10

501 505 560

Evaluation How do you visualize numbers from 501 through 1000?

300 200 100 50

Teaching Guide for Mathematics Grade 2

TOPIC: Associating Numbers with Sets having 101 up to 500 objects

PREREQUISITE CONCEPTS AND SKILLS

a. 100, 200, 300 pupils, 900

Group I 120, 121, 122, 123, 124, 125 , , , ,

Ask each group record the process of completing the series.

3. Reinforcing Activity – Refer to LM 3- Gawain

100 100 100

Teaching Guide for Mathematics Grade 2

TOPIC: Numbers with sets having 501 up to 1000 objects.

PREREQUISITE CONCEPTS AND SKILLS

300 100 100 100 100 300

100 100 100 1 1 1 1

6. How many hundreds are there in 400?

7. How many tens are there in 50?

8. How many hundreds, tens and ones are there in 452?

Who sells quail eggs?

5 hundreds + 7 tens = 570

300 100 100 100 60 10 10 1

Hundreds + tens + ones =

3. REINFORCING THE CONCEPTS AND SKILLS

100 100 100 100 100 100

2. 9 hundreds + 0 tens + 8 ones

3. 5 hundreds + 6 tens + 0 ones

4. 6 hundreds + 9 tens + 9 ones

5. 3 hundreds + 6 tens + 4 ones

EVALUATIONWhat should you do to associate numbers with objects or things?

100 100 100 10 10 10 10 1 1 1 1

B 100 100 100 100 1 1 1 1 1

100 100 100 1 1 1 1 1 1 1

2. Which number is equal to the illustration below?

A. 832 B. 733 C. 752 D. 632

3. How many objects are in the box?

A. 565 B. 654 C. 645 D. 754

4. How many objects are in the box?

300 100 100 100 100