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Learning Area: MATHEMATICS
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Grade Level: 2
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QUARTER 1
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Content Standard: The learners should have knowledge and understanding of …
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1. circles, half circles, quarter circles and composite figures made up of squares, rectangles, triangles, circles, half circles, and quarter circles.
2. one step slides and flips of basic shapes and figures.
3. whole numbers up to 1000.
4. ordinal numbers up to 20th.
5. addition of numbers with sums up to 1000.
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Performance Standard: By the end of the quarter, the learners are able to …
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• represent and describe circles, half circles and quarter circles. (MG)
• compose and decompose composite figures made up of squares, rectangles, triangles, circles, half circles, and quarter circles. (MG)
• describe and draw the effect of one-step slides or flips in basic shapes and figures. (MG)
• count, recognize, and represent, whole numbers up to 1000. (NA)
• use ordinal numbers up to 20th to describe position. (NA)
• perform addition of numbers with sums up to 1000. (NA)
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Week No.COMPETENCIESNo. of DaysRemarksWriter
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1LC 1. Represent and describe circles, half circles and quarter circles.
4Remedios R. Duquez and Ludy R. Villarina
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Day 1. Represent and describe circles, half circles and quarter circles.1
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LC 2. Compose and decompose composite figures made up of squares, rectangles, triangles, circles, half circles, and quarter circles using cut-outs and square grids.
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Day 2: Compose composite figures made up of two or more familiar shapes (circle, half circle and quarter circle: square, rectangle and triangle) using cut-outs and square grids.1
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Day 3: Decompose composite figures made up of two or more familiar shapes (circle, half circle and quarter circle: square, rectangle and triangle) using cut-outs and square grids.1
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Day 4: Compose and decompose a figure using cutouts of two or more familiar shapes (such as half circle and rectangle; square and/or triangle; quarter circle and rectangle, square, and/or triangle).1
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2LC 3. Describe and draw the effect of one direction multi-step slide (or translation) in basic shapes and figures.4
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Day 5: Describe the change in the position of a basic shape or figure after a one-step slide or translation is performed.1
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Day 6: Describe the change in the position of the basic shape or figure after a one-step flip is performed.1
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Day 7: Describe the change in the position of the basic shape and figure after a multi-step slide and/or flips are performed.1
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Day 8: Draw the effect of one direction multi-step slide (or translation) in basic shapes and figures.1
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3LC 4. Count up to 1 000;
LC 5. Read and write numerals up to 1 000; and
LC 6. Recognize and represent numbers up to 1 000 using a variety of concrete and pictorial models, and numerals.
4NORA C. BERNABE
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Day 9: Count up to 500; recognize and represent numerals up to 500 using concrete and pictorial models.1
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Day 10: Count up to 501 to 1 000; recognize and represent numerals up to 1 000 using concrete and pictorial model.1
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Day 11: Read and write up to 500 in symbols and in words.
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Day 12: Read and write up to 1 000 in symbols and in words.
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4LC 7. Count by 2s, 5s, 10s, 20s, 50s, and 100s (not beyond 1 000).4Ma. Lea F. Pacatang
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Day 13: Count by 2s (not beyond 1 000).1
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Day 14: Count by 5s (not beyond 1 000).1
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Day 15: Count by 10s and 20s (not beyond 1 000).1
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Day 16: Count by 50s and 100s (not beyond 1 000).1
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5LC 8. Order numbers up to 1 000 from smallest to largest and vice versa. 4Maribel T. Alcantara and Carolina S. Gantala
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Day 17: Compare numbers up to 1000 using symbols <, > or =.1
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Day 18: Order numbers up to 1 000 from smallest to largest.1
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Day 19: Order numbers up to 1 000 from largest to smalles.1
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LC 9. Describe the position of objects using ordinal numbers up to 20th.
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Day 20: Describe the position of objects using ordinal numbers up to 20th 1
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6LC 10. Determine:
a. the place value of a digit in a 3-digit number.
b. the value of a digit.
c. the digit of a number,given its place value.		4Related LC: Grade 1- Quarter 2 LC 6: determine
a. the place value of a digit in a 2-digit number,
b. the value of a digit, and
c. the digit of a number, given its place value 		Mary Jane M. Gatchallan
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Day 21: Determine the place value of a digit in a 3-digit number.1
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Day 22: Determine the value of a digit in a 3-digit number.1
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Day 23: Determine the digit given its place value in a 3-digit number.1
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Day 24: Write the expanded form of a 3-digit number.1
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7LC 11. Illustrate addition of 2-digit and by 1-digit numbers as “counting up” on the number line.
4"Related LC: Grade 1- Quarter 1 LC 11: illustrate addition of numbers with sums up to 20 using a variety of concrete and
pictorial models and describes addition as “counting up,” and “putting together.”
Icy J. Clorion
Mary France A. Romias
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Day 25: Illustrate addition of 2-digit and 1-digit numbers as "counting up" on the number line.1
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LC 12. Add numbers with sums up to 1000 in expanded form.
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Day 26: Add 1 -3 digit numbers with sums up to 1 000 in expanded form1
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LC 13. Add numbers with sums up to 1000, with or without regrouping.
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Day 27: Add 1- 3 digit numbers with sums up to 1 000 without regrouping.1
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Day 28: Add 1- 3 digit numbers with sums up to 1000 with regrouping.1
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8LC 14. Illustrate and apply the following properties of addition using sums up to 1 000:
a. the sum of zero and any number is equal to the number,
b. changing the order of the addends does not change the sum, and
c. changing the grouping of the addends does not change the sum. 		4Emily B. Tampus
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Day 29: Illustrate the zero, order, and grouping properties of addition.1
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Day 30: Apply the zero property of addition with sums up to 1 000.1
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Day 31: Apply the commutative property of addition with sums up to 1 000.1
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Day 32: Apply the associative property of addition with sums up to 1 000.1
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QUARTER 2
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Content Standard: The learners should have knowledge and understanding of …
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1. the denominations and values of Philippine coins and bills up to ₱1000, and the addition of amounts of money with sums up to ₱1000.
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2. measurement, comparison, and estimation of length and distance using appropriate tools and units.
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3. subtraction of numbers where both numbers are less than 1000.
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4. increasing patterns and decreasing patterns.
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Performance Standard: By the end of the quarter, the learners are able to …
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• determine, and compare the value of, combinations of Philippine coins and bills up to ₱1000. (MG)
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• perform addition of amounts of money with sums up to ₱1000. (NA)
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• measure, compare, and estimate, length and distance using appropriate units. (MG)
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• perform subtraction of numbers where both numbers are less than 1000. (NA)
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• extend existing increasing patterns and decreasing patterns and
create new increasing patterns and decreasing patterns. (NA)
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Week No.
COMPETENCIESNo. of DaysRemarksWriter
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11. Determine and write the value of a number of bills, or a number of coins, or a combination
of bills and coins up to ₱1000 (centavo coins only, peso coins only, peso bills only,
combined peso coins and peso bills). 		3Sabado C. Bantilo
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Day 1: Determine the value of a number of coins and bills up to ₱1000.1
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Day 2: Write the value of a number of coins and bills up to ₱1000.1
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Day 3: Determine and write the value of a number of bills, or a number of coins, or a combination.1
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2. Compare the values of different denominations of peso coins and bills up to ₱1000.1Joseph A. Medrano
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Day 4: Compare the values of different denominations of peso coins and bills up to ₱1000.1
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23. Solve problems involving addition with sums up to 1000, including problems involving money, with and without regrouping. 4
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Day 5 and 6: Solve problems involving addition with sums up to 1000, including problems involving money without regrouping.
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Day 7 and 8: Solve problems involving addition with sums up to 1000, including problems involving money with regropuing.2
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34. Measure and compare lengths of objects, in meters (m) or centimeters (cm), and distance in meters, using appropriate measuring tools.3Leah A. Soriano
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Day 9: Measure objects using appropriate measuring tools and unit of length in cm.1
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Day 10: Measure objects using appropriate measuring tools and unit of length in m.1
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Day 11: Compare the length of objects using centimeters and meter.1
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5. Identify and use the appropriate unit (m or cm) to measure the length of an object and the distance between two locations.2Kristine S. Libo-on
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Day 12: Identify the appropriate unit (m or cm) to measure the length of an object and the distance between two locations.1
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4Day 13: Use the appropriate unit (m or cm) to measure the length of an object and the distance between two locations.1
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6. Estimate length using meters or centimeters, and distance using meters.1
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Day 14: Estimate and measure length using centimeter and meter.1
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7. Solve problems involving length and distance.4Elma M. Martinez
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Day 15: Solve routine problems involving length.1
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Day 16: Solve non-routine problems involving length.1
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5Day 17: Solve routine problems involving distance.1
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Day 18: Solve non-routine problems involving distance.1
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8. Illustrate subtraction of 2-digit by 1-digit on the number line and as an inverse of addition.2Glen M. Talosig
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Day 19: Illustrate subtraction of 2-digit by 1-digit using number line.1
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Day 20: Illustrate subtraction of 2-digit by 1-digit as an inverse of addition.1
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69. Subtract numbers where both numbers are less than 100 with regrouping.2
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Day 21: Subtract 2 digit by 1 digit numbers less than 100 without regrouping.1
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Day 22: Subtract 2 digit by 1 digit numbers less than 100 with regrouping.1Abigail A. Banigon
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10. Solve problems (given orally or in pictures) involving subtraction where both numbers are
less than 100, with and without regrouping. 		2
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Day 23: Solve problems (given orally or in pictures) involving subtraction where both numbers are
less than 100 without regrouping.		1