GRADES 1 to 12

        DAILY LESSON LOG

School:

Grade Level:

II

Teacher:

Learning Area:

MATHEMATICS

Teaching Dates and Time:

WEEK 3

Quarter:

4TH Quarter

Monday

Tuesday

Wednesday

Thursday

Friday

I. OBJECTIVES

Solve simple problems involving mass

Illustrate area as a measure of how much surface is covered or

occupied by plane figure.

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

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

solves routine and non-routine problems involving mass.

M2ME-IVe-32

C. Learning Competencies/

     Objectives

illustrates area as a measure of how much surface is covered or

occupied by a plane figure.

M2ME-IVg-35

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: Measuring mass

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

K to12 Curriculum Guide

Grade 2 – Mathematics pages 27-28

1. Teacher’s Guide Pages

374-377(softcopy)

377-380(softcopy)

380-383(softcopy)

384-387(softcopy)

2. Learner’s Materials  

     pages

LM in Mathematics pages

264-266

LM in Mathematics pages

267-270

LM in Mathematics pages

271-272

LM in Mathematics pages

273-276

3. Text book pages

4. Additional Materials

    from Learning Resources

1. Different products with mass labels

2. Show Me board

3. Activity sheets

Lesson 108

1. Pictures (Parts of a house covered with square tiles like living room

or comfort room).

2. Square tile or a square cardboard

2. Graphing paper.

3. Match sticks or ice cream sticks.

Lesson 109

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

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

Show at least three things (examples: packs of rice, powdered

milk and salt) to the class. The packs of milk and salt are in small

sizes.

Ask the following:

a. How are these things sold? (by g or kg)

b. What unit of measure do we use in measuring the mass of light

objects (salt and milk)? How about heavy objects (rice)?

c. Which between the pack of rice and the pack of powdered milk

is heavier? How about between the packs of milk and salt?

d. About how many kilograms is the pack of rice?

2. Pre-Assessment

A store owner has 80 kg of rice. Today, she was able to sell

35 kg of it. How many kilograms of rice are left unsold?

INSTRUCTIONAL PROCEDURE

Preparatory Activities

1.Drill

Using the match sticks or ice cream sticks, form the following

figures.

a. It has 3 sides and 3 corners.

b. It has 4 equal sides.

c. It has 2 pairs of equal sides and 4 corners.

Ask:

a. What shape has 3 sides and 3 corners?

b. What shape has 4 equal sides?

c. What shape has 2 pairs of equal sides and 4 corners?

2. Pre-Assessment

Show this figure.

Questions:

a. How many sides does the figure have?

b. What is the shape of the figure?

c. How many triangles can you see in the figure?

INSTRUCTIONAL PROCEDURE

Preparatory Activities

1.Drill

How many squares are there in each figure?

2. 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.

b. Give the products of;

1. 3 and 3

2. 4 and 4

3. 7 and 10

4.8 and 10

5. 10 and 9

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 picture like this.

Ask the following:

a. What is the vendor selling?

b. How are fishes sold, in grams or in kilograms?

c. What do you think the boy is doing?

B. Establishing a purpose

for the lesson

1.Motivation

Show a picture of a square tile like this one below.

Ask:

a. Do you know what in this picture are? (tiles)

b. Have you seen tiles like these?

c. Where do we always see tiles? (offices, house)

d. What is the shape of each tile in this picture? (square)

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.

C. Presenting Examples /

    instances of new lesson

( Presentation)

Posing a Task

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

a. Concrete

Present this problem.

Aling Nora sold 3 kg of bananas, 2 kg of oranges

and 2 and ½ kg of mangoes. How many kilograms of fruits in all did she sell?

b. Pictorial

Let the pupils draw a representation of the solution

3 + 2 + 2 + ½ = 8 ½.

d. Abstract

Divide the class into four. Give each group a copy of

the problem. Remind them that they will report the solution

and answer in front of the class.

Lucio bought 250 g of eggplant and 300 g of

Ampalaya.What is the total mass of vegetables did Lucio

buy?

Posing a Task

C. Presenting Examples /  instances of new lesson( Presentation

a. Concrete

Show a real square tile. If no real square tile, a square cardboard can be used.

 Ask the shape of the tile/cardboard.

 Explain to them that its shape is square. The teacher may connect this situation to what they have formed in the drill part. It should be clear to them that a square has

2 pairs of equal sides and has 4 equal corners.

 Lay 2 rectangular flat objects (cardboard or cartolina), one is bigger than the other. Be sure that the surface of

each object will exactly fit a certain number of the square tiles/cardboards.

 Call a pupil to lay flat the square unit (cardboard tiles) on top of the flat objects.

Tell them that the number of squares used to cover thesurface is the area of the object.

b. Pictorial

Activity:

Group the pupils into 4. Give each group an activity sheet related to this one below. The small squares are found outside the figures only and not inside.

Let the pupils illustrate the area of the given figure by

drawing the number of squares.

 A rectangle with an area of 10 square units.

 A square with an area of 16 square units.

 A plane figure with an area of 3 square units.

 A plane figure with an area of 18 square units.

 A rectangle with an area of 50 square units.

c. Abstract

Illustrate the area of each figure below.

Posing a Task:

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

2. 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 Presentation

a. Concrete

1. Give this situation;

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

2. Show these examples.

Examples 1

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:

1. What did Aling Nora sell?

2. Underline the question.

3. Rewrite the question into an answer statement.

(Aling Nora sold ____ in all)

4. What process/equation will you use to solve the

problem? (3 + 2 + 2 + ½ = 8 ½ kg or the vertical way of adding)

5. What is the answer to the problem?

(Aling Nora sold 8 ½ kg in all)

What is the total mass of vegetables did Lucio

buy?

Performing the Task

Processing:

Ask:

 Which object takes more square tiles/cardboards

to cover its surface? Why?

 How many square tiles are there in the smaller

rectangle? In the other rectangle?

Performing a 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 the Task

Ask :

Processing

 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)

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 108- Gawain 1 pahina 264 sa LM 108

Gawain 1

Basahin at sagutin ang bawat bilang. Isulat ang

sagot sa kuwaderno.

1. Ang katumbas ng bawat guhit na may bilang

sa weighing scale ay 10 kg. Ang timbang ni

Aling Nena ay nasa ika-9 na guhit. Ilang

kilogram si Aling Nena?

2. Alam ni Earl na mabuti sa kanya ang kumain

ng prutas. Pagdaan niya sa palengke, bumili

siya ng 2 kg na saging, 1 kg na dalandan at 1

kg na papaya. Ilang kilogram lahat ang

prutas na pinamili ni Earl?

3. Si Elmer ay lilipat ng siyudad. Ipinadala niya sa

isang express padala center ang kanyang

mga gamit. Ang mga ito ay nakalarawan sa

ibaba. Ilang kilogram lahat ang ipinadalang

gamit ni Elmer?

E. Discussion of  new concepts and practice of new skills #2(Guided Practice) Refer to the LM 109- Gawain 1 A pahina 267sa LM

Gawain 1

Gamit ang grid, gumuhit ng maliliit na squares

upang maipakita ang area ng hugis na hinihingi sa

bawat bilang. Kulayan ito ayon sa nakasaad. Gawin

sa iyong papel.

1. Pulang14 square units na parihaba.

2. Asul na 24 square units na parihaba.

3. Dilaw na16 square units na parisukat.

4. Ubeng 25 square units na parisukat.

5. Berdeng 27 square units na hugis L.

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

Refer to the LM 110- Gawain 1 pahina 271

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– 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, pahina265sa LM108

Basahin at sagutin ang bawat bilang. Isulat ang

sagot sa kuwaderno.

1. Si Lando ay may 25 kg na mangga. Binigay niya

ang 5 kg kay Ronald at ang 5 kg kay Mateo.

Ilang kg ng mangga ang naiwan kay Lando?

2. Lunes ng umaga nang namili si Lola Ana ng

mga sumusunod: 500 g na bigas, 250 g na

kamatis at 250 g na sibuyas. Ilang grams lahat

ang pinamili ni Lola Ana?

3.Ang isang sako ng bigas

na may timbang na

50 kg ay hinati sa limang pamilya. Ilang kg ang

bahagi ng bawat pamilya?

F. Developing mastery

( Independent Practice)

Gawain 2, pahina268 sa LM109

Gumuhit ng square units upang maipakita ang area

sa bawat hugis sa ibaba. Gawin sa kuwaderno.

F. Developing mastery

( Independent Practice)

Refer to the LM110 Gawain 2pahina 272

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 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)

Basahin at sagutin ang tanong. Ipakita ang solution.

Tuwing Sabado ay

tumutulong si Lita sa

kanyang Nanay sa

pagtitinda ng prutas sa

palengke. Noong

nakaraang Sabado,

nakapag benta sila ng 10

kg na saging, 7 kg na

mansanas at 15 kg na

rambutan. Ilang kilogram

lahat ng prutas ang na

naipagbili nila?

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

Basahin ang talata sa loob ng kahon.

Alamin ang laki at hugis ng board puzzles sa

pamamagitan ng pagkabit sa mga tuldok.

1. 8 square units na parihaba.

. . . . . . .

. . . . . . .

. . . . . . .

2. 10 square units na parihaba.

. . . . . . .

. . . . . . .

. . . . . . .

. . . . . . .

3. 9 square units na parisukat.

. . . . . . .

. . . . . . .

. . . . . . .

. . . . . . .

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

                      Valuing

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 )

To solve problems involving mass,

1. Underline the question,

2. Rewrite the question into answer statement,

3. May restate the problem focusing on the important

details for finding the answer,

4. Decide what process/equation shall be used in finding the

answer, and

5. Solve the problem.

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

Area is the measure of the region inside a plane

figure. It is measured in square units.

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

Solve the following word problems.

1. Miss Ferrera needs 1 kg of sugar, 2 kg of flour and 1 kg of baking

powder for a recipe. How many kilograms of ingredients in all does

she needs?

2. Mark bought 500 g of beef and 500 g of pork. What is the total

mass of meat he bought?

3. A baker needs 5,000 g of flour. If what he has is 2,500 kg only, how

much more does he need to complete the amount of flour he

needs?

Key to correction; 1. 4 kg 2. 1,000 g 3. 2,500 g

I.Evaluation

Draw square units to illustrate the area of a given figure.

I.Evaluation

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

I.Evaluation

Find the area of each figure.

J. Additional activities for application or remediation

( Assignment)

J. Additional activities for application or remediation

( Assignment)

Basahin ang sitwasyon at sagutin ang mga tanong

sa ibaba. Isulat ang sagot sa kwaderno.

Mga tanong:

1. Ilang gram lahat ng gulay ang binili ni Nanay

May?

2. Ilang gram ang lamang ng mas mabigat na

gulay sa mas magaan na gulay?

3. Mabuti ba sa bata ang kumain ng gulay?

Bakit?

 J. Additional activities for application or remediation

( Assignment)

Gamit ang grid, iguhit ang hugis na inilalarawan sa

bawat bilang. Ilagay ang bilang sa loob ng hugis.

Gawin sa iyong kuwaderno.

1. Parisukat na 9 square units.

2. Parihaba na 24 square units.

3. Parihaba na may lawak na 3 units at haba na 7

units.

4. Parihaba na may lawak na 4 units at haba na 6

units.

5. Parihaba na may lawak na 5 units at haba na

doble ng lawak.

 J. Additional activities for application or remediation

( Assignment)  sa pahina 272-273

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

 J. Additional activities for application or remediation

( Assignment) sa pahina 276 sa LM 111

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.

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?