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Instructional Planning Math 2 4th Quarter

The document outlines a Detailed Lesson Plan (DLP) for a Grade 2 Mathematics class focused on comparing lengths in meters and centimeters. It includes objectives, content, learning resources, and various instructional activities such as drills, discussions, and assessments. The plan emphasizes understanding measurement units and incorporates group activities to enhance learning engagement.

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Catherine Frasco
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14 views6 pages

Instructional Planning Math 2 4th Quarter

The document outlines a Detailed Lesson Plan (DLP) for a Grade 2 Mathematics class focused on comparing lengths in meters and centimeters. It includes objectives, content, learning resources, and various instructional activities such as drills, discussions, and assessments. The plan emphasizes understanding measurement units and incorporates group activities to enhance learning engagement.

Uploaded by

Catherine Frasco
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Instructional Planning

(The process of systematically planning, developing, evaluating and managing the instructional process by
using principles of teaching and learning – D.O. 42, s.2016)
Detailed Lesson Plan (DLP)

DLP NO.: Learning Area: Grade Level: Quarter: Duration: Date:

Mathematics 2 Fourth 50 minutes

Learning Competency/ies: Compares length in meters or centimeters. Code: M2ME-IVb24

Key Concepts/ Understanding the units of measurement and comparing the length of
Understanding to be an object in meter or centimeter.
developed
Adapted Cognitive
Domain Process Dimensions OBJECTIVES:
(D.O. No. 8, s. 2015)

Knowledge Remembering Recognize and understand the units of length: meter


The fact or condition of (m) and centimeter (cm).
knowing something with
familiarity gained through Understanding
experience or association
Skills Applying
The ability and capability
acquired through deliberate,
systematic, and sustained effort Analyzing Compare two lengths (meter and centimeter) using
to smoothly and adaptively symbols.
carryout complex activities or
the ability, coming from one's Evaluating
knowledge, practice, aptitude,
etc., to do something
Creating

Attitude Receiving Phenomena Show diligence in doing one’s work.

Values Valuing Diligence

2. Content Comparing the Length in Meters or Centimeters

3. Learning Resources: DepEd Modules

Visual aids, pictures, printed worksheets

A. Drill

VERB CHARADES

The teacher conducts an activity entitled "verb charades".

Instruction: The teacher will provide a box containing cards representing


action words from the energizer they performed earlier. The learners will
take turns passing the box while singing the alphabet song. When the song
stops at the designated letter instructed by the teacher, the learner
holding the box will select a card from it and demonstrate the action word
written on it.
The action words written are the following:
• Stand •Jump • Walk • Clap

B. Review:

C. Motivation

Present pictures that illustrate an action. Let the learners guess what
action does the picture illustrate.

4.2 Presentation Ask question based on presented pictures.

1. What did the first picture illustrate?

2. How about the second picture?

3. How about the third picture?

4. Do you know how do we call those words?


Activity: Find the Verb!

Identify and underline the verb in each sentence.

 Mila eats an apple.


 Keisha loves to dance.
 Niki writes a letter to her grandma.

Ask questions based on the activity.


1. What are the actions used in the sentences?
2. What are they called?

4.3 Discussion Verbs are words that show actions on what someone or something does.

Verb can answer the question “what are you doing?”. It can also be called
an action word.

Examples:

Eat Read Dance Climb Write Run Jump Sing

Verbs are important because they make a sentence complete.

4.4 Abstraction  What is verb?


Verb is an action word and it can answer the question “what are
you doing?”.
4.5 Application Group the learners into three. Let each group cooperatively do the
activity. The leader of each group will present their work.

Group 1

Direction: Give the exact word that shows in every picture.


Group 2

Direction: Provide the missing verb.

Group 3

Direction: Match the following words to their corresponding images.

Cry •

Laugh •

Climb •

Cook •

Wait •

Watch tv •

Dance •
5. Assessment: Instruction: Encircle the verb in each sentence.

1. The children ran to their classroom.


2. We went to the library.
3. The teacher read the book out loud.
4. Everybody sat quietly.
5. Sue played outside.
6. The musician beat his drums.
7. The horses were eating hay.
8. He paid for the bread.
9. The rainbow was shining.
10. The snail slowly crawled.

6. Assignment: (Indicate whether it is for Reinforcement and/or Enrichment and/or


Enhancement of the day’s lesson or Preparation for a new lesson.
Direction: Complete the sentences using the given verbs above. Copy this
in your assignment notebook.

1. I _______ an apple every day.


2. We ______ still for our picture.
3. Tim _______ a letter to his cousin.
4. We _____ to the playground after school.
5. The singer ______ a sad song.

7. Wrap-up/Concluding
Activity

5. Remarks

6. Reflections

A. No. of learners who C. Did the remedial


earned 80% in the lessons work? No. of
evaluation. learners who have caught
up with the lesson.

B. No. of learners who D. No. of learners who


require additional activities continue to require
for remediation. remediation.

E. Which of my learning
strategies worked well?
Why did these work?

F. What difficulties did I


encounter which my
principal or supervisor can
help me solve?

G. What innovation or
localized materials did I
use/discover which I wish
to share with other
teachers?

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