School: CARPENITO INTEGRATED SCHOOL Grade Level: II

GRADES 2 Learning
DAILY LESSON Teacher: EMELITA C. ORANZA, T-III Area: MATHEMATICS
LOG Teaching Dates
and Time: SEPTEMBER 11 - 15, 2023 (WEEK 3) Quarter: 1ST QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES *Give the place value of each digit in a 3- digit numbers
*Write three-digit numbers in expanded form
*Compare numbers using >, <, and =
*Orders numbers up to 1000 from least to greatest and vice versa.
*Weekly Test
A. Content *Content Standards
Standards demonstrates understanding of whole numbers up to 1000, ordinal numbers up to 20th, and money up to
PhP100.
B. Performance B.Performance Standards
Standards *Is 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.

C. Learning C. Learning Competencies/

Competencies/ Objectives
Objectives *Gives the place value and finds the value of a digit in three-digit numbers.
M2NS-Ib-10.2
*Reads and writes numbers up to 1 000 in symbols and in words
M2NS-Ic-9.2
*Visualizes and compares numbers up to 1 000 using relation symbols.
2NS-Id-12.2
*Answer test item with 75% of success.
Follow directions properly.
Answer test with speed, accuracy and honesty
II. CONTENT Content: Place Value of a Content: Writing 3 Content: Comparing Content: Comparing
3- digit Numbers digit numbers in Numbers and Ordering Numbers
expanded form
III. LEARNING K to12 Curriculum Guide K to12 Curriculum K to12 Curriculum K to12 Curriculum
RESOURCES 2016 Guide 2016 Guide 2016 Guide 2016
A. References Grade 2 – Mathematics Grade 2 – Grade 2 – Grade 2 – Mathematics
page 27 Mathematics page Mathematics page 28 page 28
28
1. Teacher’s Guide TG in Mathematics TG in Mathematics TG in Mathematics TG in Mathematics
Pages pages 36-39 (softcopy) pages 39-42 pages 42-46 pages 46- 48
(softcopy) (softcopy) (softcopy)
2. Learner’s LM in Mathematics pages LM in Mathematics LM in Mathematics LM in Mathematics Test paper at lapis
Materials 24-26 pages 27-28 pages 28-30 pages 30-33
 pages
3. Text book
pages
4. Additional 1. Place value Chart 1. Place Value Chart 1. Number cards 1. Number Cards
Materials 2. Activity card 2. Show Me Board 2. Cut-outs 2. Show Me Board
from Learning 3. Counters 3. Flashcards 3. Pocket chart 3. Number line
Resources 4. Abacus 4. Mystery Box of 4. Show Me Board Lesson 12
5. Number cards with 3- Knowledge 5. Counters
digit numbers Lesson 10 6. Flash Cards
6. Drill or show cards for 7. Mystery Box of
each pupil Knowledge
Lesson 9 Lesson 11
B. Other Learning laptop laptop laptop laptop laptop
Resources
IV. PROCEDURES
A. Reviewing INSTRUCTIONAL INSTRUCTIONAL INSTRUCTIONAL INSTRUCTIONAL
previous lesson or PROCEDURE PROCEDURE PROCEDURE PROCEDURE
presenting the Preparatory Activities Preparatory Preparatory Activities Preparatory Activities
new lesson 1. Drill Activities 1.Drill 1.Drill
Counting numbers by 1.Drill Comparing Numbers
10s, 50s and 100s Game: RELAY using relation symbols
Give the next three Mechanics: Contest: SINO ANG
numbers starting from Ask the pupils to MATIBAY?
10, 20, ___, ___, ___, ___ position at the back Mechanics:
What is the next three part of the room. 2.Review Ask the pupils to stand
numbers starting from Place all number Strategy: Group and form two lines.
_____, 100, 150, ____ cards inside the Activity One line for the boys
What is the next three Mystery Box of Directions: (Team I) and another
numbers starting from Knowledge. Divide the class into line for the girls (Team
100 ___300, ___, The teacher will four small learning 2)
What is the next three draw one at a time stations. One pupil Two pupils will be
numbers starting from the number cards. will act as a leader. called, one from each
40, 50 ____ 70 ____, ___ Then she/he will Distribute the team.
2. Review show it to the class. Mystery Box of The teacher will flash
Reading and writing Ask the pupils to Knowledge with the number card and
numerals in words and in raise their right hand number cards from the contestants will
symbols as fast as they can, if 0-9 answer the question
Strategy: Game- “SHOW they know the Explain that for every as fast as they can.
ME PARTNER” answer. set of cards consists The first one to answer
Instructions: The pupil who got of three-digit the question correctly
Ask the pupils to count the correct answer numbers. will take a seat.
off. will make step Pupils rearrange the The team with less
Ask a pupil to draw one forward cards in each set to number of members
at the time the number The first pupil to form as many three- standing wins the
cards inside the Mystery reach the finish line digit numbers as game.
Box of Knowledge wins the game. they can.
Then, she/he will ask Examples of Number Group with more
somebody by calling Cards: three-digit numbers
his/her number to How many hundreds formed, wins the
answer the question are there in 987? game
printed in the number __________
card. How many tens are
Examples of number there in 507? 2. Review
cards: ______________ Comparing numbers
In 627= using relation symbols
______hundreds, <, =, >
________tens, 1. 975_____ 957 2.
______ones 490 _____490 3.
What is Five hundred 213 _____315
sixty in symbols? Original File
__________ Submitted and
What is 819 in Formatted by
words? DepEd Club
_____________________ Member - visit
_____ depedclub.com
3. Pre-Assessment How many ones are for more
Choose the letter of the there in 379?
correct answer. ______________
1. What is the place In 351 =
value of 7 in 897? ______hundreds,
a. Ones b. Tens c. _______tens,
Hundreds ______ones
2. In 946 what number is What is Two hundred
in the hundreds place? twenty nine in
a. 4 b. 6 c.. 9 symbol? ____
3. What is the place 2. Review
value of 2 in 325? Give the place value
a. Ones b. Tens d. of each given digit.
Hundreds What is the place of
4. In 946 what number is 8 in 389?
in the tens place? _________________
a. 9 b.6 d. 4 In 895, what is the
Fill in the blanks. value of 8?
1. 7 59 is a 3-digit ________________
number. It is made up of What is the value of
________ hundreds 5 in 589?
_______tens and ________________
_______Ones What is place value
 2. In 479, the digit 4 of 2 in 629?
stands for ___________ ________________
3. In 275, the digit In 146, what digit
_______ is in the tens has a value of 40?
place. The value of the _____________
digit is __________ What digit has a
4. In 456, the digit place value of
_______ is in the hundreds in 569?___
hundreds place. The 2. Pre-Assessment
value of the digit is
_________
B. Establishing a B. Establishing a purpose B. Establishing a B. Establishing a B. Establishing a
purpose for the lesson purpose purpose purpose
for the lesson 1.Motivation: for the lesson for the lesson for the lesson
( Motivation) Post on the board this 1.Motivation 1. Motivation 1.Motivation
word problem Strategy: GUESS and Strategy: Story “MY RULE IN LIFE”
“I am a four-digit CHECK Telling Post on the board.
number. My ones digit is Present a Post the story. Ask Ask: Children are you
1. My tens digit is three mathematical volunteer from the familiar with these
digit larger than my ones problem in the form pupils to read the patterns? Ask the
digit. My hundreds and of a riddle. Post this story. pupils to tell
thousands digits are both on the board. Every morning Lolo something about it.
larger than my ones “I am a four-digit Enting is in his Call at least 5 pupils.
digit. What number am I? number. My vegetables garden. Then, ask them to
Ask the possible hundreds digit is 8. One morning his complete the patterns.
questions. My ones digit is six grandchildren come 1. 20, 22, 24, 26, 28,
What does ones, tens, less than my to visit him. Roger 30, ______, ______,
hundreds and thousands hundreds digit. My gives him 5 pieces of _____, _____, _____, ___
digit mean? other digits are both papaya, Arlette gives 2. 50, 55, 60, 65, 70,
What is the correct twice as large as my him 10 pieces of ripe 75 _____, _______,
answer? ones digit. What mangoes and _______, _______, ______
Explain why and how the number am I? Rosemarie gives him 3. 70, 80, 90, ______,
answer was achieved? Ask: Underline the 5 pieces of sweet _______, _______,
What are the other question asked in banana. “Oh thank _______, ________, ____
possible solutions? the problem? you very much, he 4. ___, _____, _____,
Restate the question said. Thank you my ____, ____, ____, 60, 58,
into answer dear grandchildren. 56, 54, 52, 50, 48
statement form. God bless you all. 5. 40, 45, 50, ____,
Solve the problem Comprehension _____, 65, 70, ____,
showing the questions leading to ____, 85, 90, ____, _____
complete solutions the development of
of the equation. 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
C. Presenting Posing a Task Posing a Task Posing a Task: Posing a Task Present the test
Examples / C. Presenting Examples / C. Presenting C. Presenting C. Presenting materials.
instances of instances of new Examples / Examples /Instances Examples /Instances of
new lesson lesson( Presentation) instances of new of new lesson new lesson
( Presentation) Divide the class into 5 lesson( Presentation 2.Presentation Presentation
small learning groups. Distribute a word Posing the Task Distribute the number
Distribute the Place problem written in Present another set cards. (See to it that
Value pocket Chart and the strip of manila of word problem. all pupils have number
number cards. paper. Tatay Jomar is a cards). Then let them
Ask each group to place Tell the pupils to farmer. He harvested post the number cards
the numbers on the underline the 780 mangoes while on the board.
place value chart. questions asked in Tatay Junray Then, post your
Example the problem. Let harvested 890 prepared number line
What do 759 mean? them rewrite the mangoes. Who on the board. Ask the
problem into answer- harvested more pupils something
statement form. mangoes? about the number line.
Distribute popsicle Ask them to describe
sticks. Tell the pupils it.
to use the popsicle Call 3 or 4 pupils to
sticks to represent arrange the number
given in the problem. cards in the number
Let the pupils solve line.
the equation. The number line looks
Other possible like this:
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:

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

D. Discussing new Performing the Task Performing the Task Performing a Task Performing the Task Explain the direction to
concepts and Processing Processing: Processing Ask : them.
practicing new Ask: Ask: How many Ask: Processing
skills #1 Possible questions hundreds, tens and Ask: Underline the What number comes
( Modeling) 1. What is the value of 7? ones are there in question in the after 51?
How about the 5? and 896? problem and rewrite What number comes
the 9? Give additional the question in before 54?
2. In 759, is it possible illustrative answer statement. What numbers are
that the numeral 9 will examples: Who are the two between 51 and 54?
be placed in the 275 = farmers? Look at the numbers
hundreds place? Yes or ______Hundreds Who between the 50, 51, 53 and 54.
no. Why? Explain your ______Tens two farmers What number is the
answer. ______Ones harvested more least?
Explain: The digit 7 702 = mangoes? What number is the
means 7 hundreds, or ______Hundreds Compare the greatest?
700 ______ Tens _____ numbers. Can you arrange the
The digit 5 means 5 tens Ones How did you numbers from least to
or 50 ______ Hundreds compare the greatest? Or from
The digit 9 means 9 ones _____ Tens _____ number? greatest to least.
or 9 Ones Arrange the number
Point out that numbers from highest to
may be written in lowest or vice versa.
different ways: In Ask how many
symbols, in words and in hundreds, tens and
expanded form. Still the ones are there in
place value of each digit each set of numbers.
in the numeral is being Let us represent the
considered. total number of
Give examples: mangoes harvested
1. 758 = 700 + 50 + 8 by Tatay Jomar and
2. 985 = 900 + 80 + 5 Tatay Junray in the
3. 476 = 400 + 70 + 6 Place Value Chart.
Then, compare the
number using
relation symbols
such as <, >, and =.

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

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.
E. Discussing new E. Discussion of new E. Discussion of E. Discussion of new E. Discussion of new Giving the standards
concepts and concepts and practice of new concepts and concepts and concepts and
practicing new new skills #2(Guided practice of new skills practicing new skills practicing new skills
skills #2 Practice) Refer to the LM #2(Guided Practice) #2(Guided Practice) #2(Guided Practice)
(Guided Practice) - Gawain 1 pahina 24 sa Refer to the LM - Refer to the LM Refer to the LM –
Gawain 1 Gawain 1 A pahina Gawain 1 pahina 28 Gawain 1 pahina 30-
Ibigay ang place value 27 sa LM Sipiin sa iyong 31
ng bawat bilang. Gawain 1 kuwaderno ang Kumpletohin ang mga
Ayusin ang mga sumusunod. sumusunod na bilang.
sumusunod gamit Punan ang patlang 1.128, 129, 130, ____,
ang expanded gamit ang >, < at =. _____, _____, 134
notation. 1. 567 ___ 576 2. 208 _____ , _____,
1. 308 = _______ + 0 2. 383 ___ 438 211, 212 _____, ____
_______ 3. 580 ___ 300 + 100 3. ____, _____ 503, 504,
2. 429 = 400 + + 70 + 5 505, ______, ____, ____,
______+ 9 4. 12 + 890 ___ 902 509
3. 912 = ______+ 10 5. 567 – 15 ___ 525 4. 317, ______, ______,
_______ ______, _____, _____,
4. 469= 400 + ____ 324
______+ 9 5. _____, ______, ______,
5. ________= 700 + _____, _____, _____, ___
50 + 2 575
6. ________= 400 + 6. 807, _____, ______,
40 +1 ______, _____, 812,
7. 473 = ______+ 70 ____, ____
+3 7. 657, 658, _____,
8. 199= 100 + ______, _____ 662, 663
_______+ ______ _____, ___
9. 295 = 200 + 90 +
________
10. 645 = ________+
_______+ ______

F. Developing F. Developing mastery F. Developing F. Developing F. Developing mastery

mastery ( Independent Practice) mastery mastery ( Independent
 ( Independent Gawain 2, pahina 25 sa ( Independent ( Independent Practice)
Practice) LM Practice) Practice) ) Refer to the LM
Punuan ang mga patlang Gawain 2, pahina 27 Refer to the LM pahina 31
ng tamang sagot. sa LM Gawain 2 pahina 29 Gawain 2
Ang Looc Central Isulat ang Sipiin sa kuwaderno Bilugan ang
Elementary School ay sumusunod sa ang sumusunod. pinakamalaking bilang
may kabuuang Grade II expanded form. Lagyan ng kahon ang at lagyan ng ekis ang
enrolment na 952. 1. 957 malaking bilang at pinakamaliit.
Ang 952 ay isang 3-digit 2. 250 ekis ang maliit. Pagkatapos, ayusin
na bilang. Ito ay may 3. 675 Pagkatapos ay ang mga ito simula sa
__________hundreds, 4. 598 paghambingin gamit pinakamalaki
________tens and 5. 407 ang >, < at =. hanggang pinakamaliit
_______ones. 6. 825 1. 506 ___ 517 6. 520 na bilang.
7. 342 ___ 505 1. 568 ,647, 490, 678,
8. 109 2. 640 ___ 633 7. 637 586, 290
9. 195 ___ 647 2. 890, 478, 278, 908,
10. 725 3. 606 ___ 609 8. 603 990, 675
___ 645 3. 780, 589, 479, 290,
4. 116 ___ 117 9. 712 892, 576
___ 711 4. 890, 287, 190, 287,
5. 290 ___ 390 10. 280, 389
945 ___ 93 5. 780, 685, 564, 290,
482, 471
6. 127, 278, 453, 290,
489, 390
7. 891, 380, 68, 286,
286, 308, 108
8. 129, 397, 478, 298,
665, 476,459
G. Finding G. Finding Practical G. Finding Practical G. Finding Practical G. Finding Practical Did you answer the test
Practical applications of concepts applications of applications of applications of correctly?
applications of and skills ( Application / concepts and skills concepts and skills concepts and skills
concepts and Valuing) ( Application ) ( Application / ( Application /
skills ( Application Ibigay ang tamang place Valuing Valuing)
/ value ng 5 sa bawat Gamitin ang mga Gumawa ng
bilang. bilang na nasa loob numberline. Ilagay ang
Valuing) 1. 953 ng kahon upang mga bilang mula sa
________________________ masagot ang mga pinakamaliit hanggang
2. 745 sumusunod na sa pinakamalaki.
_________________________ tanong. Gawin ito sa iyong
3. 531 sagutang papel.
_________________________ 1.12, 15, 16, 11, 10,
4. 650 18
_________________________ 2. 45, 48, 40, 39, 49,
 5. 517 37
_________________________ 3. 67, 70, 65, 63, 73,
71
4. 15, 17, 18, 20, 12,
21
5. 89, 87, 80, 84, 81,
90
1. Maghanap ng
bilang na mas maliit
pa sa 373.
Paghambingin sila
gamit ang simbolo
ng paghahambing.
373 ________
2. Maghanap ng
bilang na mas malaki
sa 676.
Paghambingin sila
gamit ang simbolo
ng paghahambing.
676 ________
3. Maghanap ng
bilang na
magkapareho.
Paghambingin gamit
ang simbolo ng
paghahambing.
_________________
H. Making H. Making H. Making H. Making H. Making What did you learn
generalizations generalizations and generalizations and generalizations and generalizations and today?
and abstractions abstractions about the abstractions about abstractions about abstractions about the
about the lesson ( lesson (Generalization ) the lesson the lesson lesson
Generalization) How many digits have (Generalization ) (Generalization ) (Generalization)
the numbers we studied How do you write In comparing 3 digit How do we arrange
today? numbers in numbers, compare numbers from least to
What are the different expanded form? the hundreds first greatest or vice versa.
place values in a 3-digit Writing number in then the tens and the Numbers can be
number? expanded form is ones. We use the arranged from least to
What did we use to expressing the symbol >,<, and =. greatest or from
identify or give the place number as the sum To show the greatest to least
value of each digit of the values of its relationship between depending on their
easily? digits. The expanded numbers being place value positions.
form gives the value compared, one of the
of each in the following symbols is
number placed between
 them:
< means less than
> means greater
than
= means equal to
I. Evaluating I. Evaluation I.Evaluation I.Evaluation I.Evaluation Checking the test
Learning Supply the correct 1. Using the digits 2, Compare the pair of Arrange the numbers
answer applying the 8, 9, 4 and 6 only numbers by writing from least to greatest.
place value once, what is the <, >, and = 1. 897 675 995 453
1. Sa 897, ________ ay greatest three-digit _______________________
nasa ones place numbers can be ___
2. ________ ay nasa formed? Then 2. 124 987 907
hundreds place express it in Compare the 234___________________
3. ________ ay nasa tens expanded form. numbers in column A _______
place ___________ from column B. Use 3. 481 745 999 761
4. Ano ang place value 2. Teacher Danny the relation symbols _______________________
ng 8 sa 284? _________ draws number cards: >,<, and =. ___
5. Sa 693 anong numero 2, 0, 9, 8 and 7. Column A Column B Arrange the numbers
ang nasa thousands Using the digits only 346 ____ 450 from greatest to least.
place? _______ once, form the 450 ____ 336 4. 987 456 340
smallest three-digit 565 ____ 656 675___________________
numbers and 765 ____ 767 _
express it in 5 310 289 980 129
expanded form. ____________________
__________________
3. Write 708 in
expanded form.
____________________

J. Additional J. Additional activities for J. Additional J. Additional J. Additional activities Study the next lesson.
activities for application or activities for activities for for application or
application or remediation application or application or remediation
remediation ( Assignment) remediation remediation ( Assignment) sa
( Assignment) A. Ibigay ang tamang ( Assignment) ( Assignment) sa pahina sa LM
value ng bilang na Basahin nang pahina 30 Pag-aralan ang tsart
nakasaad. maayos ang talata sa ibaba.
1. 5 sa 756 _______ sa ibaba. Sagutin Isulat ang lahat ng
________ ________ ang sumusunod na three-digit na bilang
2. 7 sa 927 _______ tanong. Isulat sa na maiisip mo gamit
________ ________ kuwaderno ang ang mga bilang na 6,
3. 9 sa 910 _______ iyong sagot. 4 at 7.
A. Bumuo ng limang
________ ________ 1. Ang Gamitin lamang ang
three-digit na bilang.
B. Dagdagan ang value tagapangasiwa ng mga ito ng isang
Ayusin ito mula sa
ng nakasaad na bilang. silid-aklatan ay beses.
pinakamaliit hanggang
 Pagkatapos isulat ang nakapag-ayos ng Pagkatapos ay sa pinakamalaki.
bagong bilang. 856 na mga aklat. paghambingin ang _______________________
Halimbawa: Sa 437, Isulat ang 856 sa mga ito gamit ang >, _______________________
dagdagan ng 100 ang expanded form. < at =. _______________________
hundreds place. _____________________ _____________________ _______________________
Sagot: 4 ay nasa _______________ _____________________ __
hundreds place, 2. Saan sa dalawang _____________________ B. Bumuo ng limang
dinagdagan ng100, ang bilang 789 at 812 _____________________ three-digit na bilang.
bagong bilang ay 537. ang 8 ay may __________________ Ayusin ito mula sa
1. Sa 879, dagdagan ng mataas na halaga? pinakamalaki
10 sa tens place. Ang Isulat ito sa pormang hanggang sa
bagong bilang ay expanded. pinakamaliit.
____________________ _____________________ _______________________
2. Sa 620, dagdagan ng ________________ _______________________
1 sa ones place. Ang 3. Saang bilang mas _______________________
bagong bilang mababa ang halaga _______________________
ay_____________________ ng Sa 274 ba o sa
3. Sa 268, dagdagan ng 741?
100 sa hundreds place. Isulat ito sa
Ang bagong bilang expanded form.
ay________________ _____________________
_________________

V. REMARKS

VI. REFLECTION
A. No. of learners who
earned 80% on the
formative assessment
B. No. of Learners who
require additional
activities for
remediation
C. Did the remedial
lessons work? No. of
learners who have
caught up with the
lesson.

Prepared by: Checked by: NOTED:

EMELITA C. ORANZA, T-III MILAGROS O. LOPIO, MT-I VIVIAN V. CAMASURA, MT-I
Class Adviser Elem. Coordinator School Head