GRADES 1 to 12

        DAILY LESSON LOG

School:

Grade Level:

II

Teacher:

Learning Area:

MATHEMATICS

Teaching Dates and Time:

WEEK 7

Quarter:

4TH Quarter

MONDAY

TUESDAY

WEDNESDAY

THURSDAY

FRIDAY

I. OBJECTIVES

Show the area of a given figure using square tile units. (i.e. number

of square tiles needed).

Show the area of a given figure using square tile units. (i.e. number

of square tiles needed).

Find the area of a square and a rectangle using square tile units

Find the area of a square and a rectangle using square tile units

Weekly Test

A. Content Standards

A.Content Standards

demonstrates

understanding of time, standard measures of length, mass and capacity and area using square-tile units.

A.Content Standards

demonstrates

understanding of time, standard measures of length, mass and capacity and area using square-tile units.

A.Content Standards

demonstrates

understanding of time, standard measures of length, mass and capacity and area using square-tile units.

A.Content Standards

demonstrates

understanding of time, standard measures of length, mass and capacity and area using square-tile units.

B. Performance Standards

B.Performance Standards

 is able to apply knowledge of time, standard measures of length, weight, and capacity, and area using square-tile units in mathematical problems and real-life situations.

B.Performance Standards

is able to apply knowledge of time, standard measures of length, weight, and capacity, and area using square-tile units in mathematical problems and real-life situations

B.Performance Standards

is able to apply knowledge of time, standard measures of length, weight, and capacity, and area using square-tile units in mathematical problems and real-life situations.

B.Performance Standards

is able to apply knowledge of time, standard measures of length, weight, and capacity, and area using square-tile units in mathematical problems and real-life situations.

C. Learning Competencies/

     Objectives

C. Learning Competencies/

     Objectives

finds the area of a given figure using square-tile units i.e. number of square-tiles needed.

M2ME-IVg-36

C. Learning Competencies/

     Objectives

finds the area of a given figure using square-tile units i.e. number of square-tiles needed.

M2ME-IVg-36

C. Learning Competencies/

     Objectives

finds the area of a given figure using square-tile units i.e. number of square-tiles needed.

M2ME-IVg-36

C. Learning Competencies/

     Objectives

finds the area of a given figure using square-tile units i.e. number of square-tiles needed.

M2ME-IVg-36

II. CONTENT

Content:

Content:Area Concept

Content:Area Concept

Content:Area Concept

III. LEARNING

      RESOURCES

A. References

K to12 Curriculum Guide

Grade 2 – Mathematics pages 27

K to12 Curriculum Guide

Grade 2 – Mathematics pages 27

K to12 Curriculum Guide

Grade 2 – Mathematics pages 27-28

K to12 Curriculum Guide

Grade 2 – Mathematics pages 27-28

1. Teacher’s Guide Pages

380-383 (softcopy)

380-383(softcopy)

384-387 (softcopy)

384-387(softcopy)

2. Learner’s Materials  

     pages

LM in Mathematics pages

271-272

LM in Mathematics pages

271-272

LM in Mathematics pages

273-276

LM in Mathematics pages

273-276

3. Text book pages

4. Additional Materials

    from Learning Resources

1. Square tiles or square cardboards

2. Graphing paper

3. Straight edge

4. Activity sheets

Lesson 110

1. Square tiles or square cardboards

2. Graphing paper

3. Straight edge

4. Activity sheets

Lesson 110

1. Square tiles (Cut-out Cardboards)

2. Cartolina with small squares drawn

Lesson 111

1. Square tiles (Cut-out Cardboards)

2. Cartolina with small squares drawn

Lesson 111

B. Other Learning

    Resources

laptop

laptop

laptop

laptop

IV. PROCEDURES

A. Reviewing previous lesson or presenting the new lesson

INSTRUCTIONAL PROCEDURE

Preparatory Activities

1. Drill

How many squares are there in each figure?

INSTRUCTIONAL PROCEDURE

Preparatory Activities

1.Pre-Assessment:

Board work activity:

Using cut-out cardboards, let the pupils draw the figures described below. Ask three pupils at a time.

a. A square with 4 square units.

b. A square with 9 square units.

c. A rectangle with 8 square units.

d. A rectangle with 3 squares wide and 5 squares long.

e. A rectangle with 4 squares wide and 5 squares long.

INSTRUCTIONAL PROCEDURE

Preparatory Activities

1.Drill

a. Show flashcards. Give the answers orally.

Give the products of;

1. 3 and 3

2. 4 and 4

3. 7 and 10

4.8 and 10

5. 10 and 9

INSTRUCTIONAL PROCEDURE

Preparatory Activities

2. Pre-assessment:

Give the number of square units for each figure. Try to

recite the number sentence for each answer.

B. Establishing a purpose

for the lesson ( Motivation)

B. Establishing a purpose

for the lesson

1.Motivation:

Show a big grid with different shapes drawn on it.

Questions:

a. What are the shapes you can see on the grid?

b. Can you easily identify the number of small squares in every

figure without counting? Why?

B. Establishing a purpose

for the lesson

1.Motivation

Show a big grid with different shapes drawn on it.

Questions:

a. What are the shapes you can see on the grid?

b. Can you easily identify the number of small squares in every

figure without counting? Why?

B. Establishing a purpose

for the lesson

1.Motivation

Show this cube or a picture of this.

Questions:

a. Are you familiar with this? (it’s a rubik’s cube)

b. Do you play this?

c. How many sides does it have?

d. What shape is each side?

Say: Today, we will find the area of a square and a rectangle using square tile units.

B. Establishing a purpose

for the lesson

1.Motivation

Show this cube or a picture of this.

Questions:

a. Are you familiar with this? (it’s a rubik’s cube)

b. Do you play this?

c. How many sides does it have?

d. What shape is each side?

Say: Today, we will find the area of a square and a rectangle using square tile units.

C. Presenting Examples /

    instances of new lesson

( Presentation)

Posing a Task

C. Presenting Examples /  instances of new lesson( Presentation)

Concrete/Pictorial

Group the class into 4.

1. Give an activity sheet like the one below to each

group.

Tell them that this is the floor plan of a school.

Posing a Task

C. Presenting Examples /  instances of new lesson( Presentation

Instruct the pupils to do the following

 Draw square units to each area.

 Write the number of units inside each area.

 Count the number of squares each area occupied

Posing a Task:

C. Presenting Examples /Instances of new lesson 2.Presentation

a. Concrete

1. Give this situation;

One face of the rubik’s cube looks this figure below.

2. Show these examples.

Examples 1

Posing a Task

C. Presenting Examples /Instances of new lesson Presentation

b. Pictorial

Let the pupils draw a rectangle.

1. Labe its length as 6 units and its width 3 units.

2. Show how the area is solved.

3. Give answer.

c. Abstract

The side of a square is 7 units. Find the area of the

square.

D. Discussing new concepts and practicing new skills #1

( Modeling)

Performing the Task

Processing:

Ask:

Processing:

What are the shapes of the rooms in the floor plan?

 What is the area of each room?

 Which part of the school has the biggest area? How many squares does it occupy?

 Which areas are the same? How many squares does each area occupy?

 Which place in the school has the smallest area? How many squares does it occupy?

 Which has the bigger area, the canteen or the clinic?

How many squares does it occupy?

Performing the Task

Processing:

Ask:

What are the shapes of the rooms in the floor plan?

 What is the area of each room?

 Which part of the school has the biggest area? How many squares does it occupy?

 Which areas are the same? How many squares does each area occupy?

 Which place in the school has the smallest area? How many squares does it occupy?

 Which has the bigger area, the canteen or the clinic?

How many squares does it occupy?

Performing a Task

Processing

Ask:

How many square tiles are there in the figure?

 How many small squares are there in each

column? (3)

 How many squares are there in each row? (3)

 Performing the Task

Ask :

Processing

 What do you call the line that enclosed the figure?

(sides)

 What will you do with the sides to get the area

which is 9? (multiply)

Area = side x side

E.  Discussing new concepts and practicing new skills #2

(Guided Practice)

E. Discussion of  new concepts and practice of new skills #2(Guided Practice) Refer to the LM 110- Gawain 1 pahina 271 Gawain 1

Gamitin ang maliit na square upang malaman ang area ng malaking hugis. Isulat ang area sa puwang.Gawin sa iyong kuwaderno.

E. Discussion of  new concepts and practice of new skills #2(Guided Practice) Refer to the LM 110- Gawain 1 A pahina 271

Gawain 1

Gamitin ang maliit na square upang malaman ang area ng malaking hugis. Isulat ang area sa puwang.Gawin sa iyong kuwaderno.

E. Discussion of new concepts and practicing new skills #2(Guided Practice)

Refer to the LM 111- Gawain 1 pahina 273

Alamin ang area ng bawat hugis. Isulat ang solution.

Gawin sa iyong kuwaderno.

E. Discussion of  new concepts and practicing new skills #2(Guided Practice) Refer to the LM 111– Gawain1 pahina 273

Alamin ang area ng bawat hugis. Isulat ang solution.

Gawin sa iyong kuwaderno.

F. Developing mastery

( Independent Practice)

F. Developing mastery

( Independent Practice)

Gawain 2, pahina272sa LM110

Ang lupain ay hinati sa apat at minarkahan ng A, B,C at D. Gamit ang maliit na square sa kaliwa, sagutin ang mga tanong sa ibaba.

Mga tanong:

1. Ano ang area ng lupa A?

2. Ano ang area ng lupa B?

3. Ano ang area ng lupa C?

4. Ano ang area ng lupa D?

5. Ano ang area ng kabuuang lupa?

6. Aling lupa ang may pinakamalaking area?

Ang may pinakamaliit na area?

F. Developing mastery

( Independent Practice)

Gawain 2, pahina272 sa LM110

Ang lupain ay hinati sa apat at minarkahan ng A, B,C at D. Gamit ang maliit na square sa kaliwa, sagutin ang mga tanong sa ibaba.

Mga tanong:

1. Ano ang area ng lupa A?

2. Ano ang area ng lupa B?

3. Ano ang area ng lupa C?

4. Ano ang area ng lupa D?

5. Ano ang area ng kabuuang lupa?

6. Aling lupa ang may pinakamalaking area?

Ang may pinakamaliit na area?

F. Developing mastery

( Independent Practice)

Refer to the LM111Gawain 2pahina 274

Pag-aralan ang floor plan ng bahay na nakalarawan

sa ibaba at pagkatapos ay sagutin ang mga tanong

sa ibaba. Isulat ang solution at sagot sa iyong

kuwaderno.

Mga tanong:

1. Ano ang area ng bawat bahagi ng bahay?

2. Aling bahagi ang pinakamaliit? Ano ang area

nito?

3. Ilang squares units na mas malaki ang garahe

kaysa sa kusina?

F. Developing mastery

( Independent Practice)

) Refer to the LM 111pahina274

Gawain 2

Pag-aralan ang floor plan ng bahay na nakalarawan

sa ibaba at pagkatapos ay sagutin ang mga tanong

sa ibaba. Isulat ang solution at sagot sa iyong

kuwaderno.

Mga tanong:

1. Ano ang area ng bawat bahagi ng bahay?

2. Aling bahagi ang pinakamaliit? Ano ang area

nito?

3. Ilang squares units na mas malaki ang garahe

kaysa sa kusina?

G. Finding Practical applications of concepts and skills ( Application /

                      Valuing)

G. Finding Practical applications of concepts and skills ( Application /

                      Valuing)

1. Ano ang area ng kabuuang lupa?

2. Aling lupa ang may pinakamalaking area?

Ang may pinakamaliit na area?

3. Mabuti ba sa bata ang magkaroon ng kaalaman sa pagsukat ng area ng isang bahagi ng lupa? Bakit?

G. Finding Practical applications of concepts and skills ( Application )

1.Ano ang area ng kabuuang lupa?

2.Aling lupa ang may pinakamalaking area?

Ang may pinakamaliit na area?

3. Mabuti ba sa bata ang magkaroon ng kaalaman sa pagsukat ng area ng isang bahagi ng lupa? Bakit?

G. Finding Practical applications of concepts and skills ( Application /

                      Valuing

Basahin ang sitwasyon sa loob ng kahon at sagutin

ang mga tanong sa ibaba. Isulat ang sagot sa

kuwaderno.

Mga tanong:

1. Ilang square units ang area ng garden na

ginawa ni Allan?

2. Kung dodoblehin ang lawak ng garden, ano

ang magiging hugis nito? Ilang square units ang

magiging area ng garden?

3. Kung dodoblehin ang lawak at haba ng

garden, ilang square units ang magiging area

nito?

4. Mabuti ba sa bata ang makilahok sa mga

programang katulad nito? Bakit?

G. Finding Practical applications of concepts and skills ( Application /

                      Valuing)

Basahin ang sitwasyon sa loob ng kahon at sagutin

ang mga tanong sa ibaba. Isulat ang sagot sa

kuwaderno.

Mga tanong:

1. Ilang square units ang area ng garden na

ginawa ni Allan?

2. Kung dodoblehin ang lawak ng garden, ano

ang magiging hugis nito? Ilang square units ang

magiging area ng garden?

3. Kung dodoblehin ang lawak at haba ng

garden, ilang square units ang magiging area

nito?

4. Mabuti ba sa bata ang makilahok sa mga

programang katulad nito? Bakit?

H. Making generalizations and abstractions about the lesson  ( Generalization)

H. Making generalizations and abstractions about the lesson

(Generalization )

The area of a given figure can be shown by

drawing squares in it.

H. Making generalizations and abstractions about the lesson

(Generalization )

The area of a given figure can be shown by

drawing squares in it.

H. Making generalizations and abstractions about the lesson

(Generalization )

The area of a given figure can be shown by

drawing squares in it.

H. Making generalizations and abstractions about the lesson

 (Generalization)

The area of a:

Square = side X side

Rectangle = side X side or length X width

I. Evaluating Learning

I. Evaluation

Alamin ang area ng bawat hugis gamit ang sukat ng maliit na square na kulay itim.

I.Evaluation

Gumupit ng square cardboard na may sukat na 10 cm sa bawat gilid. Gamitin ito sa pagtukoy ng area ng sumusunod na gamit na parisukat o parihaba.

Isulat ang sukat sa puwang. Gawin ito sa iyong

kuwaderno.

1. Maliit na mesa _____ square units

2. Door mat _____ square units

3. Picture frame _____ square units

4. Long folder _____ square units

5. Aklat _____ square units

I.Evaluation

Find the area of each figure.

I.Evaluation

Alamin ang area ng bawat hugis. Isulat ang solution

at sagot sa iyong kuwaderno.

1. Parisukat na ang lawak ay 5 units.

2. Parihaba na may lawak na 9 units at may haba

na 10 units.

3. Parihaba na ang haba ay 8 units at ang lawak

ay 5 units.

4. Lamesa na ang haba ay 2 units at ang lawak ay

1 unit.

5. Lupa na ang haba ay 10 units at ang lawak ay 8

units.

J. Additional activities for application or remediation

( Assignment)

J. Additional activities for application or remediation

( Assignment)

 J. Additional activities for application or remediation

( Assignment)

 J. Additional activities for application or remediation

( Assignment)

 J. Additional activities for application or remediation

( Assignment)

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.

D. No. of learners who continue to require remediation

E. Which of my teaching 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?