School CAUCAB ELEMENTARY SCHOOL

DAILY Teacher ANGELYN S. CORTO Grade Level II

LESSON LOG Subject MATHEMATICS Quarter FIRST
Time 1:00-1:50 Week 4

DAY Monday Tuesday Wednesday Thursday Friday

TIME
I. OBJECTIVES Compare 3-digit numbers using >, <, and =

A. Content Standard HOLIDAY demonstrates understanding of whole numbers up to

1000, ordinal numbers up to 20th, and money up to
PhP100.

B. Performance Standard able to recognize, represent, compare, and order

whole numbers up to 1000, ordinal numbers up to
20th, and money up to PhP100 in various forms and
contexts.
Visualizes and compares numbers up to
1000 using relation symbols.
M2NS-Id-12.2
C. Learning Competency/s:

II.CONTENT Comparing Numbers

III. LEARNING RESOURCES K to12 Curriculum Guide 2016

Grade 2 – Mathematics
A. References
1. Teacher’s Guide Pages TG in Mathematics pages 38-41

2. Learner’s Materials pages LM in Mathematics pages 30-31

3. Text book pages

4. Additional Materials from 1. Number cards
2. Cut-outs
Learning Resources
3. Pocket chart
4. Show Me Board
5. Counters
6. Flash Cards
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or 1.Drill
ORAL READING THREE DIGIT NUMBERS
presenting the new lesson
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.

1. Motivation
Strategy: Story Telling
B. Establishing a purpose for the
Post the story. Ask volunteer from the pupils to read
lesson the story.

C. Presenting Examples/instances 2.Presentation

Posing the Task
of new lesson
Present another set of word problem.

D. Discussing new concepts and Performing a Task

Processing
practicing new skills #1
Ask:
Ask: Underline the question in the problem and
rewrite the question in answer statement.
Who are the two farmers?
Who between the two farmers harvested more
mangoes?
Compare the numbers.
How did you compare the number?
E. Discussing new concepts and (Guided Practice)
Refer to the LM Buluhaton 1 p. 30
practicing new skills #2
F. Developing mastery ( Independent Practice)
Refer to the LM Buluhaton 2 p.30
(Leads to Formative Assessment)

G. Finding Practical applications

of concepts and skills
H. Making generalizations and In comparing 3 digit numbers, compare the hundreds
first then the tens and the ones. We use the symbol
abstractions about the lesson
>,<, 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
I. Evaluating Learning Compare the numbers by using the relation symbols >,
 <, and =.
1. 346 ____ 450

J. Additional activities for Refer to LM Buluhaton sa Balay p.31 .

application or remediation
V. REMARKS ___Lesson carried. Move on to the ___Lesson carried. Move on to the next objective. ___Lesson carried. Move on to the next objective. ___Lesson carried. Move on to the next objective. ___Lesson carried. Move on to the next
next objective. ___Lesson not carried. ___Lesson not carried ___Lesson not carried objective.
___Lesson not carried. ___Lesson not carried.

VI. REFLECTION ___Pupils did not find difficulties in ___Pupils did not find difficulties in answering their lesson. Pupils did not find difficulties in answering the ___Pupils did not find difficulties in answering their ___Pupils did not find difficulties in answering
answering their lesson. ___Pupils found difficulties in answering their lesson. lesson. lesson. their lesson.
___Pupils found difficulties in ___Pupils did not enjoy the lesson because of lack of knowledge, ___Pupils found difficulties in answering the lesson. ___Pupils found difficulties in answering their ___Pupils found difficulties in answering their
answering their lesson. skills and interest about the lesson. ___Pupils did not enjoy the lesson because of lack lesson. lesson.
___Pupils did not enjoy the lesson ___Pupils were interested on the lesson, despite of some difficulties of knowledge, skills and interest about the lesson. ___Pupils did not enjoy the lesson because of lack ___Pupils did not enjoy the lesson because of
because of lack of knowledge, skills encountered in answering the questions asked by the teacher. ___Pupils were interested on the lesson, despite of of knowledge, skills and interest about the lesson. lack of knowledge, skills and interest about the
and interest about the lesson. ___Pupils mastered the lesson despite of limited resources used by some difficulties encountered in answering the ___Pupils were interested on the lesson, despite of lesson.
___Pupils were interested on the the teacher. questions asked by the teacher. some difficulties encountered in answering the ___Pupils were interested on the lesson, despite
lesson, despite of some difficulties ___Majority of the pupils finished their work on time. ___Pupils mastered the lesson despite of limited questions asked by the teacher. of some difficulties encountered in answering the
encountered in answering the ___Some pupils did not finish their work on time due to unnecessary resources used by the teacher. ___Pupils mastered the lesson despite of limited questions asked by the teacher.
questions asked by the teacher. behavior. ___Majority of the pupils finished their work on time. resources used by the teacher. ___Pupils mastered the lesson despite of limited
___Pupils mastered the lesson ___Some pupils did not finish their work on time due ___Majority of the pupils finished their work on time. resources used by the teacher.
despite of limited resources used by to unnecessary behavior. ___Some pupils did not finish their work on time due ___Majority of the pupils finished their work on
the teacher. to unnecessary behavior. time.
___Majority of the pupils finished their ___Some pupils did not finish their work on time
work on time. due to unnecessary behavior.
___Some pupils did not finish their
work on time due to unnecessary
behavior.

A. No. of learners who earned ___ of Learners who earned 80% ___ of Learners who earned 80% above ___ of Learners who earned 80% above ___ of Learners who earned 80% above ___ of Learners who earned 80% above
above
80% on the formative assessment
___ of Learners who require ___ of Learners who require additional activities for remediation ____of Learners who require additional activities for ___ of Learners who require additional activities for ___ of Learners who require additional activities
additional activities for remediation remediation remediation for remediation
B. No. of Learners who require
additional activities for
remediation
C. Did the remedial lessons work? ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
____ of Learners who caught up the ____ of Learners who caught up the lesson ____ of Learners who caught up the lesson ____ of Learners who caught up the lesson ____ of Learners who caught up the lesson
No. of learners who have caught lesson
up with the lesson.
D. No. of learners who continue ___ of Learners who continue to ___ of Learners who continue to require remediation ___ of Learners who continue to require ___ of Learners who continue to require ___ of Learners who continue to require

to require remediation require remediation remediation remediation remediation

E. Which of my teaching Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well:

strategies worked well? Why did ___Metacognitive Development: ___Metacognitive Development: Examples: Self assessments, note ___Metacognitive Development: Examples: Self ___Metacognitive Development: Examples: Self ___Metacognitive Development: Examples: Self
Examples: Self assessments, note taking and studying techniques, and vocabulary assignments. assessments, note taking and studying techniques, assessments, note taking and studying techniques, assessments, note taking and studying
these work? taking and studying techniques, and and vocabulary assignments. and vocabulary assignments. techniques, and vocabulary assignments.
___Bridging: Examples: Think-pair-share, quick-writes, and
vocabulary assignments.
anticipatory charts. ___Bridging: Examples: Think-pair-share, quick- ___Bridging: Examples: Think-pair-share, quick- ___Bridging: Examples: Think-pair-share, quick-
___Bridging: Examples: Think-pair- writes, and anticipatory charts. writes, and anticipatory charts. writes, and anticipatory charts.
share, quick-writes, and anticipatory
charts. ___Schema-Building: Examples: Compare and contrast, jigsaw
learning, peer teaching, and projects. ___Schema-Building: Examples: Compare and ___Schema-Building: Examples: Compare and ___Schema-Building: Examples: Compare and
contrast, jigsaw learning, peer teaching, and contrast, jigsaw learning, peer teaching, and contrast, jigsaw learning, peer teaching, and
___Schema-Building: Examples: projects. projects. projects.
Compare and contrast, jigsaw ___Contextualization:
learning, peer teaching, and projects.
 Examples: Demonstrations, media, manipulatives, repetition, and _Contextualization: _Contextualization: ___Contextualization:
local opportunities.
___Contextualization: Examples: Demonstrations, media, manipulatives, Examples: Demonstrations, media, manipulatives, Examples: Demonstrations, media,
repetition, and local opportunities. repetition, and local opportunities. manipulatives, repetition, and local opportunities.
Examples: Demonstrations, media,
manipulatives, repetition, and local ___Text Representation: ___Text Representation: ___Text Representation:
opportunities.
Examples: Student created drawings, videos, and games. Examples: Student created drawings, videos, and Examples: Student created drawings, videos, and ___Text Representation:
games. games.
___Modeling: Examples: Speaking slowly and clearly, modeling the Examples: Student created drawings, videos,
___Text Representation: language you want students to use, and providing samples of student ___Modeling: Examples: Speaking slowly and ___Modeling: Examples: Speaking slowly and and games.
work. clearly, modeling the language you want students to clearly, modeling the language you want students to
Examples: Student created drawings, ___Modeling: Examples: Speaking slowly and
use, and providing samples of student work. use, and providing samples of student work.
videos, and games. Other Techniques and Strategies used: clearly, modeling the language you want
___ Explicit Teaching Other Techniques and Strategies used: Other Techniques and Strategies used: students to use, and providing samples of
___Modeling: Examples: Speaking
___ Group collaboration ___ Explicit Teaching ___ Explicit Teaching student work.
slowly and clearly, modeling the ___Gamification/Learning throuh play ___ Group collaboration ___ Group collaboration
language you want students to use, ___ Answering preliminary ___Gamification/Learning throuh play ___Gamification/Learning throuh play Other Techniques and Strategies used:
and providing samples of student activities/exercises ___ Answering preliminary ___ Answering preliminary ___ Explicit Teaching
work. ___ Carousel activities/exercises activities/exercises ___ Group collaboration
___ Diads ___ Carousel ___ Carousel ___Gamification/Learning throuh play
Other Techniques and Strategies ___ Differentiated Instruction ___ Diads ___ Diads ___ Answering preliminary
used: ___ Role Playing/Drama ___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/ activities/exercises
___ Explicit Teaching ___ Discovery Method Poems/Stories Poems/Stories ___ Carousel
___ Group collaboration ___ Lecture Method ___ Differentiated Instruction ___ Differentiated Instruction ___ Diads
___Gamification/Learning throuh play Why? ___ Role Playing/Drama ___ Role Playing/Drama ___ Differentiated Instruction
___ Answering preliminary ___ Complete IMs ___ Discovery Method ___ Discovery Method ___ Role Playing/Drama
activities/exercises ___ Availability of Materials ___ Lecture Method ___ Lecture Method ___ Discovery Method
___ Carousel ___ Pupils’ eagerness to learn Why? Why? ___ Lecture Method
___ Diads ___ Group member’s ___ Complete IMs ___ Complete IMs Why?
___ Differentiated Instruction collaboration/cooperation in doing their tasks ___ Availability of Materials ___ Availability of Materials ___ Complete IMs
___ Role Playing/Drama ___ Audio Visual Presentation ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Availability of Materials
___ Discovery Method of the lesson ___ Group member’s ___ Group member’s ___ Pupils’ eagerness to learn
___ Lecture Method collaboration/cooperation collaboration/cooperation ___ Group member’s
Why? in doing their tasks in doing their tasks collaboration/cooperation
___ Complete IMs ___ Audio Visual Presentation ___ Audio Visual Presentation in doing their tasks
___ Availability of Materials ___ Audio Visual Presentation
___ Pupils’ eagerness to learn of the lesson of the lesson of the lesson
___ Group member’s
collaboration/cooperation
in doing their tasks
___ Audio Visual Presentation
of the lesson
F. What difficulties did I __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils
__ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude
encounter which my principal or __ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs
supervisor can help me solve? __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology
Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD)
__ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/
Internet Lab Internet Lab Internet Lab Internet Lab Internet Lab
__ Additional Clerical wo __ Additional Clerical works __ Additional Clerical works __ Additional Clerical works __ Additional Clerical works

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