Mathematics 2 DLL Q3 Week 1

Grade Level Grade TWO Mathematics
Teacher Ma’am ESTRELLITA S. VINZON Quarter: Third

DAILY LESSON LOG Checked by:
Date OCTOBER 28-30, 2019 (WEEK 1)
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

OBJECTIVES
A. Content Standard Demonstrates understanding of unit Demonstrates understanding
Demonstrate fractions of unit fractions..
understanding of unit fractions..
B. Performance Is able to recognize and represent Is able to recognize and represent Is able to recognize and
Standard unit fractions in various forms and unit fractions in various forms and represent unit fractions in
contexts.. contexts.. various forms and contexts..
C. Learning Visualizes, represents and identifies Reads and writes unit fractions Compares unit fractions using
Competency/ unit fractions with denominators of M2NS-IIId-76.1 relation symbols.
Objectives 10 and below M2NS-IIIe-77.1
Write the LC code for each. M2NS-IIId-72.2
II. CONTENT Lesson 67: Lesson 68: Lesson 69:

Visualizing and Identifying Unit Reading and Writing Unit Fractions Comparing Unit Fractions
Fractions Using Relation Symbols
LEARNING RESOURCES
A. References K-12 CG p.43 K-12 CG p.112 K-12 CG p.
1. Teacher’s Guide 216-218 218-220 220-222
pages
2. Learner’s Materials 154-157 157-158 159-160
pages
3. Textbook pages
4. Additional Materials Lesson Guide in Elem. Math Grade 2.
from Learning 2005. pp. 230-239
Resource (LR) portal Lesson Guide in Elem. Math Grade 2.
2010. pp. 231-235
Lesson Guide in Elem. Math Grade 2.
2012. pp. 231-240
Mathematics for Everyday Life Grade
2. 1999. pp. 110-117*
Mathematics Kagamitan ng
Magaaral Tagalog Grade 2. 2013. pp.
154-157
B. Other Learning tarpapel, pictures 1. Learning Module 1. Learning Module
Resource Learning Module 2. Show me board/Slateboard 2. Illustrations of one-fourth
Illustrations of halves and fourths 3. Activity cards/sheets and one-fifth
Activity cards/sheets 4. Marker, manila paper 3. Activity cards with
5. Chart of unit fractions fractional units
6. mirror and a paper strip with the
4. Chart with story problem
word “AMBULANCE”
PROCEDURE
A. Reviewing previous 1. Drill– Do this as paired activity Give each pupil a slateboard/show me Write the following in
lesson or presenting the Prepare illustrations of halves and board fractional unit.
new lesson fourths and give each pair. Write two Take turn in reading and writing whole 1. One part of a set of seven
headings such as one-half and one- numbers.
objects.
fourth and post them on the board. The teacher will start.
2. One part of a group of nine
Then let them post their illustrations Say: Write number 9. (Point to a pupil
on the proper heading. whom you want to answer). objects.
If the pupil gives the correct answer, 3. One part of a set of six
he/she will take his/her turn. objects.
Note: You may say “Read this 4. One part of a group of five
number”. objects.
The pupils will write their answer on 5. One part of a set of eight
their slateboards/show me board. objects.
B. Establishing a purpose for Group the class into five groups then Prepare a card with the word How do you go to school
the play the game of imitating sounds of “AMBULANCE”. Make sure that it is every day?
lesson animals. written in the way you see it written in
The teacher will act as “WATCHER” the Ambulance car as shown below.
then say, Imitate the sound of 2 Ask the pupils if they can read the
cows. (Pointing to one of the groups). word.
The group will imitate the sound of Get a mirror. Position the word in
the said animal. The trick here is the front of the mirror. Now let the class
number of animals. If the teacher read the word reflected in the mirror.
says 2 cows only the two members of Discuss the importance of reading and
the group will make sound. Once the way the word AMBULANCE is
they did not follow the instructions, written in the Ambulance car.
their group will be punished.
C. Presenting examples/ Use a piece of banana or other Use discovery approach.
Van Chester walks km while
instances of the new lesson available material. Group the pupils into five. Give each
Show it to the class. of them a card as shown below. Jandel walks km in going to
school. Who walks a longer
distance?
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.
D. Discussing new Ask: How many bananas were there? How do you read the following set of Performing the Task
concepts and practicing new Divide it into 4 equal parts. Ask: How unit fractions? Ask: Which is longer? shorter?
skills #1 many equal parts were there? After three minutes let the group’s Illustrate the fractions in the
Take away one part. Ask: What part reporter tell how the unit fractions are
problem as shown below.
of the banana was taken away? read.
Teach the pupil the proper way of Post the different unit fraction on the
reading ¼. board. Teach the class how they are
Show them where is the numerator read properly
and the denominator.
Ask the pupils to tell something Then compare using relation
about the numerator and the symbol.
denominator.
Use also string beans.
Divide it into 10 equal parts. Take
Show other example.
away one part.
Ask: What part of the string beans What are your observations as
was taken away? I compare the unit fractions?
Ask the pupils to illustrate the
situation above using region. Guide
them.
Then let the pupils write the
fractional part of the string beans
that was taken away?
E. Discussing new concepts . Kopyahin ang mga hugis sa ibaba. Gawain 1 Gawain 1-A
and practicing new skills Kulayan ang isang bahagi upang A. Bumuo ng pangkat na may limang Pumalakpak ng isang beses
#2 maipakita ang unit fraction na nasa kasapi. kapag tama ang
gilid nito. Pagkatapos ay basahin nang salitan
paghahambing. Dalawang
ang sumusunod na unit fraction.
beses kapag mali ang
paghahambing.
F. Developing mastery (leads Bilugan ang isang bagay na nasa set Kumuha ng show-me-board o kaya Gawain 1-B at C pahina 159
to Formative Assessment 3) para maipakita ang unit fraction sa naman ay kapirasong papel. B. Gawin ang sumusunod na
tabi nito. Makinig nang mabuti sa iyong guro. paghahambing sa bawat pares
Isulat ang unit fraction na sasabihin
ng unit fraction.
niya.
Kapag =, walang gagawin o
Tandaan na ang unang isusulat ay ang
numerator muna pagkatapos ay ang nakatayo lamang
denominator. Ang dalawa ay Kapag <, ihawak sa baywang
pinaghihiwalay ng bar line. ang kanang kamay
At kapag >, ihawak sa
baywang ang kaliwang kamay.
C. Paghambingin ang pares

ng unit fraction sa ibaba gamit
ang =, <, at >. Gawin ito sa
iyong papel.
G. Finding practical Basahin ang kalagayang ito. Basahin at sagutin ang

application of concepts and Ang bibingka ay hinati sa 6 na bahagi. Gawain 2 Gawin ito ng may kapareha. kalagayan sa ibaba.
skills in daily living Kinain mo ang isang bahagi. Sumulat ng unit fraction sa 5 Kinain ni Renz ang
Ipakita ang bahaging iyong kinain sa cardboard.
samantalang naman kay
pamamagitan ng drowing. Makipagpalitan ng ginawa sa ibang
Aliyah. Sino ang kumain ng
pares.
Basahin ng salitan ang mga ito. marami?
Gamitin ang >, o < para
paghambingin at maipakita
kung sino ang kumain ng
marami.
H.Making generalizations To visualize unit fractions, use set of In reading unit fractions, read first the To compare fractional units
and abstractions about the objects, region and equal jumps in a numerator followed by the we use the relation symbols =,
lesson number line. denominator which is read and <, and >.
Identifying unit fractions is easy. Unit written with /th/ at the end. Only
The bigger the denominator
fractions are those fractions whose from four to ten denominators.
of the unit fraction, the lesser
numerators are 1. If the denominator is 2, it is read as
half and third if 3. its value.
In writing unit fractions, write the
numerator above the bar line which is
always 1 and the denominator below
the bar line.
I. Evaluating learning A. Visualize the following unit Read the following unit fractions. Answer the following
fractions. You may use set of objects, questions by writing the
region or number line. correct relation symbol. Write
your answer on your paper.
1.What do you think is the
relation symbol written in the
B. Which is the unit fraction in the
following set of fractions? Copy it on B. To the teacher: Tell the class to
your paper. write the unit fractions that you will shaded portion?
dictate.
2. Compare and
3. What relation symbol will
you write inside the circle to
compare the shaded part
correctly?
4. What relation symbol

should you write in the middle
of the fractions below to
compare them correctly?
5. Compare
J. Additional activities for A.Basahin ang sumusunod na unit Isulat ang =, <, at > sa patlang
application or remediation fraction. upang paghambingin ang
pares ng unit fraction sa
ibaba. Gawin ito sa iyong
papel.
IV. REMARKS
V. REFLECTION
A..No. of learners who earned ___ of Learners who earned 80% ___ of Learners who earned ___ of Learners who earned 80%
80% in the evaluation ___ of Learners who earned 80%
above 80% above above
above
B.No. of learners ___ of Learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who require additional
who require additional additional activities for additional activities for additional activities for activities for remediation
activities for remediation remediation remediation remediation
who scored below 80%
C. Did the remedial lessons ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
work?
No. of learners who have ____ of Learners who caught up ____ of Learners who caught up ____ of Learners who caught ____ of Learners who caught up the
caught up with the lesson the lesson up the lesson lesson
the lesson
D. No. of learners who ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue ___ of Learners who continue to
continue to require require remediation require remediation to require remediation require remediation
remediation
E. Which of my teaching Strategies used that work well: Strategies used that work well: Strategies used that work Strategies used that work well:
strategies worked well? Why ___ Group collaboration ___ Group collaboration well: ___ Group collaboration
did these work? ___ Games ___ Games ___ Group collaboration ___ Games
___ Solving Puzzles/Jigsaw ___ Solving Puzzles/Jigsaw ___ Games ___ Solving Puzzles/Jigsaw
___ Answering preliminary ___ Answering preliminary ___ Solving Puzzles/Jigsaw ___ Answering preliminary
activities/exercises activities/exercises ___ Answering preliminary activities/exercises
___ Carousel ___ Carousel activities/exercises ___ Carousel
___ Diads ___ Diads ___ Carousel ___ Diads
___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Diads ___ Think-Pair-Share (TPS)
___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/ ___ Think-Pair-Share (TPS) ___ Rereading of Paragraphs/
Poems/Stories Poems/Stories ___ Rereading of Paragraphs/ Poems/Stories
___ Differentiated Instruction ___ Differentiated Instruction Poems/Stories ___ Differentiated Instruction
___ Role Playing/Drama ___ Role Playing/Drama ___ Differentiated Instruction ___ Role Playing/Drama
___ Discovery Method ___ Discovery Method ___ Role Playing/Drama ___ Discovery Method
___ Lecture Method ___ Lecture Method ___ Discovery Method ___ Lecture Method
Why? Why? ___ Lecture Method Why?
___ Complete IMs ___ Complete IMs Why? ___ Complete IMs
___ Availability of Materials ___ Availability of Materials ___ Complete IMs ___ Availability of Materials
___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Availability of Materials ___ Pupils’ eagerness to learn
___ Group member’s ___ Group member’s Cooperation ___ Pupils’ eagerness to learn ___ Group member’s Cooperation in
Cooperation in in ___ Group member’s doing their tasks
doing their tasks doing their tasks Cooperation in
doing their tasks
F. What difficulties did I __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils
encounter which my principal __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude
or supervisor can help me __ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs
solve? __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology
Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD)
__ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/
Internet Lab Internet Lab Internet Lab Internet Lab
__ Additional Clerical works __ Additional Clerical works __ Additional Clerical works __ Additional Clerical works
G. What innovation or Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations:
localized materials did I __ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos
use/discover which I wish to __ Making big books from __ Making big books from __ Making big books from __ Making big books from
share with other teachers? views of the locality views of the locality views of the locality views of the locality
__ Recycling of plastics to be __ Recycling of plastics to be __ Recycling of plastics to __ Recycling of plastics to be used
used as Instructional Materials used as Instructional Materials be used as Instructional as Instructional Materials
__ local poetical composition __ local poetical composition Materials __ local poetical composition
__ local poetical
composition

Mathematics 2 DLL Q3 Week 1

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Grade Level Grade TWO Mathematics

Teacher Ma’am ESTRELLITA S. VINZON Quarter: Third

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

II. CONTENT Lesson 67: Lesson 68: Lesson 69:

C. Paghambingin ang pares

G. Finding practical Basahin ang kalagayang ito. Basahin at sagutin ang

4. What relation symbol

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