Math Grade 2

2nd Quarter

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 2nd Quarter Grade 2
Supplemental Lesson Plan

Subtraction of Whole Numbers Including Money

Knowledge
Introduction Subtraction of
Whole Numbers
1. Assess the pupils’ knowledge on subtraction of Including Money
whole numbers including money.
Knowledge Rating Chart Learning
Subtraction of Whole Numbers Including Money Competency
Direction: Circle the number that represents your learning M2NS-IId-35.2
experience on subtraction of whole numbers including money. • Creates problems
1. I’ve never heard of this before.
involving
subtraction of
2. I’ve heard of this, but am not sure how it works. whole numbers
3. I know about this and how to use it. including money.

2. Ask the pupils who gave a rating of 3 to share

KU
their experiences on the topic.
How are context
clues help in solving
Body problems?
1. Post the given challenge problem on the board:
KQ
Mico went to the department store and bought a The context
pair of shoes on sale worth ₱687.00. If he gave a of a problem
1000-peso bill, how much is his change? situation and its
2. Call on some volunteers to answer the following interpretation can
questions: lead to different
a. How can we get the answer to the given representations.
problem?
b. What operation did you use?
c. What are the context clues in a word
problem that indicates subtraction?
3. Call on the pupils to act out on the situation
that will be narrated. The narration includes
problems involving subtraction of money. This
may be prepared beforehand so that the pupils
will know what to do.

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 4. Then, ask the pupils to form groups with four
members and create a situation or problem
that involves subtraction of numbers including
money. Choose from the following setting:
a. school canteen
b. house
c. department store

Conclusion
Conduct a spin-off 3-2-1 (Rutherford, 2008) activity.
Ask the pupils to write on a piece of paper their
thinking on:
• 3 important facts they learned
• 2 questions about the lesson
• 1 realization about the lesson

Word Problems Involving Addition and Knowledge

Subtraction of Whole Numbers Including Money Word Problems
Involving Addition
Introduction and Subtraction of
Whole Numbers
1. Post the following problems on the board:
a. (100 – 45) + 78 Learning
b. (234 + 145) – 196 Competency
c. 234 – 38 – 12 M2NS-IIe-35.3
• Creates word
d. (956 – 234) + 179 problems
e. (430 + 568) – 234 involving
2. Give the pupils time to think of the answers. addition and
subtraction of
3. Call on volunteers to give their answers.
whole numbers
including money

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Body KU
1. Post the given problem on the board: Addition and
subtraction
Anne’s weekly allowance is ₱250. Her have an inverse
grandmother gave her ₱50 additional relationship. The
allowance for the week. Her expenses on inverse relationship
the first day is worth ₱60 for her food and between addition
transportation. How much is her remaining and subtraction
allowance for the week? can be used to find
2. Ask a volunteer to read aloud the given problem. subtraction facts;
3. Ask the pupils what are the clue words that they every subtraction
noticed from the given problem that will help fact has a related
them solve the problem. addition fact.
4. At this point, introduce to the class Polya’s
KQ
4-step strategy used to solve word problems.
What are some
Read the question. ways to think
Plan. about addition and
subtraction?
Do the calculations.
Check your answer.
5. Post another problem. Then, let the pupils form
pairs and answer the problem together.
6. Call on volunteers to share how they arrived
with their answer.
7. Give the pupils problem sets on word problems
involving addition and subtraction of whole
numbers including money, and then conduct a
spin-off Think-Pair-Share activity (Lyman, 1981).
a. The pupils will work on the problems
individually.
b. Then they will form pairs to discuss their
thoughts and compare their answers.
c. The pairs will share their answers to the
whole class.
8. Check the pupils’ answers.
9. Give the pupils practice exercises.

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Conclusion
To assess the pupils’ understanding on the lesson, let
the pupils answer this Thumb It! activity.

means “I understand it.”

means “I understand some of it.”

means “I do not understand it.”

1. I can solve problems involving addition of

whole numbers.
2. I can solve problems involving subtraction of
whole numbers.
3. I can identify clue words to help me determine
the operation/s to use in a given problem.
4. I can correctly write the number sentence of a
given problem.
5. I can solve problems involving addition and
subtraction of whole numbers.

Solving Problems Involving Multiplication and Knowledge

Addition or Subtraction of Whole Numbers Solving Two-Step
Including Money Word Problems
Involving
Multiplication
Introduction: and Addition or
1. To assess the pupils’ prior knowledge on Subtraction
solving two-step word problems involving
multiplication and addition or subtraction, let Learning
the pupils try to answer the given problem Competency
below: M2NS-IIi-45.1
On Wednesday, Mang Kiko sold 8 kg of ground • Solves routine
beef. On Thursday, he sold twice that amount. On and non-routine
Friday, he only sold 5 kg. How much more meat problems
did he sell on Thursday than Friday? involving
2. Ask some volunteers to share their answers, multiplication of
and how they came up with their answers. whole numbers

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Body including money
1. Show to the class the given problem below to using appropriate
discuss how to solve two-step word problems: problem solving
a. 4 rows of cars are for sale. There are 7 cars strategies and
in each row. How many cars are for sale in tools
total? (4 x 7 = 28)
KU
Multiplication is
repeated addition
which helps
compute numbers
faster.
b. How did you get the answer 28? What clue
words are present in the problem that KQ
indicates multiplication? How does
knowledge about
c. Then, ask: “If 8 cars were sold, how many multiplication
cars were left for sale?” (28 – 8 = 20). facts help to solve
problems?

d. How did you get 20? What clue words

are present in the problem that indicates
subtraction?
2. Show to the class another problem with
illustration.
a. There are 4 flowers and each flower has 6
petals. How many petals are there in total?
(4 x 6 = 24)

b. If another flower will be added with 4

petals, how many petals are there in all?
(24 + 4 = 28)

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 c. What clue word is present in the problem
that indicates addition?
3. Conduct a whole-class discussion on how
to solve two-step word problems involving
multiplication and addition/subtraction. Give
some guidelines or a step-by-step problem
solving.
a. What are the given facts?
b. What is required?
c. What is/are the operation/s to be used?
d. What is the number sentence?
e. Show your solution.
f. Check your answer.
4. Give the pupils some clue words to identify the
operation to be used in a given problem.
5. Give the pupils problem sets to answer with a
spin-off Pairs Compare (Kagan, 1998).
a. The pupils will form pairs and answer the
first question together in a specific time.
b. When it is time, the pairs will pair up with
another pair to answer the next question.
c. The process will continue until all
questions are answered.
6. Go back on the problem in the preliminary
activity and check the pupils’ answers.

Conclusion
Ask the pupils to answer the question: “When you get
home, what will you tell your parents you learned today?”

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Problem Solving Involving Multiplication only Knowledge
and Multiplication with Addition or Subtraction Word Problems
of Whole Numbers Including Money with Involving
Reasonable Answers Multiplication

Introduction
Conduct a review on solving word problems involving Learning
multiplication with illustration using an interactive online Competency
practice. (Sample Site: https://braingenie.ck12.org/ M2NS-IIj-45.2
skills/103031) • Solves routine
and non-routine
problems
involving
multiplication
and addition or
subtraction of
whole numbers
including money
using appropriate
problem-solving
strategies and
Body tools
1. Let the pupils be familiarized with word
problems involving multiplication only using KU
the preliminary activity. Multiplication is
2. At this point, let the pupils form pairs. Let the pair repeated addition
create their own word problems individually. which helps
Then, let them exchange their work and answer compute numbers
each other’s problems. They can comment or faster.
correct words or phrase from the problem for
easy understanding.
KQ
Example: How does
Each of the 5 boys had 4 books in his arms. How knowledge about
many books did the boys have in total? multiplication
facts help to solve
problems?

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 3. Let the pupils pair up with another classmate and
let the other classmates answer their problems.
4. After a few rotations, call on volunteers to read
their problems. Instruct the pupils who paired
up with volunteers to not answer the problem
anymore.
5. Let the pupils go back to their first pair. Instruct
them to include addition or subtraction on their
problem.
Example:
Each of the 5 boys had 4 books in his arms. If a
boy puts down all the books that he has in his
arms, how many books do the boys have left?

6. For enrichment, let the pupils choose from the Differentiated

given tasks below: Activities
a. Create two problems that involve
multiplication only including money.
b. Create a problem that involves
multiplication and subtraction.
c. Create a problem that involves
multiplication and addition.

Conclusion
Ask the pupils to accomplish the Exit Sheet (Lujan,
2011) below:

I Understand I Need Help

I learned... I need help with...
The lesson helped me... I have a question: ________

I Need Practice I Want More

I am still confused about... I could use this information...
I need to practice... I wish I could...

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