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(Enclosure to DepEd Order No. 42.s.

2016)

School BBES Grade & Section TWO – MT. PULAG


Teacher MARIANNE MANALO- Learning Area MATHEMATICS
PUHI
Teaching Dates and Time July 2017 Quarter First Quarter – Week 8

Monday Tuesday Wednesday Thursday Friday


I. OBJECTIVES Subtract 2- to 3-digit Subtract 2- to-3 digit Mentally subtract 1-digit To mentally subtract 3-digit Weekly Test
numbers with minuends numbers with minuends number from 1 to 2 digit numbers by ones without
up to 999 with up to 999 without numbers with minuends up regrouping
regrouping in the regrouping to 50
hundreds place
A. Content A.Content Standards A.Content Standards A.Content Standards A.Content Standards
Standards demonstrates demonstrates demonstrates understanding demonstrates understanding
understanding of understanding of of subtraction and of subtraction and
subtraction and subtraction and multiplication of whole multiplication of whole
multiplication of whole multiplication of whole numbers up to 1000 numbers up to 1000 including
numbers up to 1000 numbers up to 1000 including money. money.
including money. including money.
B. B.Performance Standards B.Performance Standards B.Performance Standards B.Performance Standards
Performance is able to apply is able to apply is able to apply subtraction is able to apply subtraction
Standards subtraction and subtraction and and multiplication of whole and multiplication of whole
multiplication of whole multiplication of whole numbers up to 1000 numbers up to 1000 including
numbers up to 1000 numbers up to 1000 including money in money in mathematical
including money in including money in mathematical problems and problems and real-life
mathematical problems mathematical problems real-life situations. situations.
and real-life situations. and real-life situations.
C. Learning C. Learning C. Learning C. Learning Competencies/ C. Learning Competencies/ Answer test item
Competencies Competencies/ Competencies/ Objectives Objectives with 75% of
/ Objectives Objectives subtracts mentally 1-digit subtracts mentally 1-digit success.
Objectives visualizes, represents, visualizes, represents, numbers from 1- to 3-digit numbers from 1- to 3-digit Follow directions
and subtracts 2- to 3- and subtracts 2- to 3- numbers without numbers without regrouping properly.
digit numbers with digit numbers with regrouping using using appropriate strategies. Answer test with
minuends up to 999 minuends up to 999 appropriate strategies. M2NS-IIb-33.2 speed, accuracy
without and with without and with M2NS-IIb-33.2 and honesty
regrouping. regrouping.
M2NS-IIa-32.5 M2NS-IIa-32.5

II. CONTENT Content: Subtraction Content: Subtracting Content: Subtracting Content: Subtracting mentally
with Regrouping With Regrouping mentally 1-digit numbers 3-digit numbers by Ones
from 1 to 2 digit numbers without Regrouping
with minuends up to 50
III. LEARNING K to12 Curriculum Guide K to12 Curriculum Guide K to12 Curriculum Guide K to12 Curriculum Guide 2016
2016 2016 2016 Grade 2 – Mathematics pages
RESOURCES Grade 2 – Mathematics Grade 2 – Mathematics Grade 2 – Mathematics 35-36
A. References pages 35-36 pages 35-36 pages 35-36
1. Teacher’s TG in Mathematics pages TG in Mathematics pages TG in Mathematics pages TG in Mathematics pages
Guide Pages 108- 112(softcopy) 112-116 (softcopy) 116-119 (softcopy) 119- 122 (softcopy)
2. Learner’s LM in Mathematics pages LM in Mathematics pages LM in Mathematics pages LM in Mathematics pages 73-
Materials 69-71 72-73 74
pages
3. Text book
pages
4. Additional 1. Real objects 1. Real objects 1. Number cards 1. Number cards Test paper and
Materials 2. Cut outs 2. Cut outs 2. Flash cards 2. Flash cards pencil
from 3. Number cards 3. Number cards 3. Bingo Cards
Learning 4. Activity cards 4. Window cards 4. Mystery Box of Lesson 32
Resources 5. Worksheet Lesson 30 Knowledge
Lesson 29
Lesson 31
B. Other laptop laptop laptop laptop laptop
Learning
Resources
IV.
PROCEDURES
A. Reviewing INSTRUCTIONAL INSTRUCTIONAL INSTRUCTIONAL INSTRUCTIONAL PROCEDURE
previous PROCEDURE PROCEDURE PROCEDURE Preparatory Activities
lesson or Preparatory Activities Preparatory Activities Preparatory Activities 1.Drill
presenting the 1. Drill 1.Drill 1. Drill Basic Facts in Subtraction (Use
new lesson “I HAVE” Basic Facts in addition Strategy: MATH RELAY- window cards)
Strategy: Pair –Shared Strategy: Pair-shared – “THE WINNER TAKES IT ALL” Time Limit: 5 minutes
Mechanics: “MY FAMILY MEMBERS” Mechanics: Samples of Basic Facts of
Distribute the number Mechanics: Group the class into 4 Subtraction
cards. See to it that Instruct the pupils to look teams. Subtract the following
everybody has a number their partners. The boys Team I- Jose Rizal 10- 2 = ______ 10- 5 = _____
card. should be partnered with Team 2- Andres Bonifacio 10 – 6 = _____
Request a volunteer to the girls. Team 3- Lapu-Lapu 8 – 5 = ______ 9 – 6 = ______
read the question in his Then, draw number cards Team 4- Graciano Lopez 9 – 2 = _____
or her number card. from the Mystery Box of Jeana 7 – 3 = ______ 5 – 1 = ______
The one holding the Knowledge one at the Designate a recorder for 7 – 6 = ______
number card with the time. each team. 5 – 4 = ______ 6 – 4 = ______
answer of the question Then, based from the Each team shall have a 8 – 4 = ______
previously read will say I number card shown by representative to answer 10 – 7 = _____ 9- 4 = ______
HAVE. . . the teacher, ask the the question. 10 – 8 = _____
These will be done until pupils to give addition The teacher shall draw 9 – 5 = ______ 7 – 5 = ______
all pupils read the facts as many as they can. number card in the Mystery 6- 4 = ______
question in their own Illustrate one or two Box of Knowledge one at a 7 - 6 = ______ 8 – 6 = ______ 9
number cards. examples before going to time. – 7 = _____
Example of number start the drill. Representative of each 2. Review
cards: team shall answer the Strategy: “Game- Problem of
question and write the the Day Relay”
answer on their Show Me Divide the class into four small
Board as fast as he can. learning groups
The group which obtained Ask the pupils to position at
Partners with more
the highest score shall be the back part of the classroom
addition facts
declared winner. Post four word problems
combinations will be
Example of Number Cards written in the manila paper at
declared winner.
designated learning stations.
Examples of Number
All pupils are required to solve
Cards
individually.
2. Review The group shall move around
Strategy: Game- the four stations to solve the
“Where’s My Partner?” Ask: Who won the game? word problems
Instructions; How did they give the The group with more correct
Distribute the number answer? answers will be declared
cards with missing parts; 2. Review What have you noticed? winner.
Let the pupils look for the Basic Facts of Subtraction 2.Review Examples of Problems of the
missing parts. Administer Basic Facts of Strategy: DECODING Day
Use the Calendar in Subtraction using the Puzzling Difference: 1. Angelic collects family
finding the missing part. window cards (S1) Directions: Match Column A pictures. She needs 355
You can find the missing Time Limit: 5 minutes with column B. Write your pictures to fill her personalized
number by working it 3. Pre-Assessment answer on the space below album. She already has 150
forward or backward Say: Using your Show Me to solve the mystery word. pictures. How many pictures
Examples of number Boards, tell the pupils to does she need to fill the
cards: write down their answer personalized photo album?
to the following 2. Six hundred two Grade 2
questions. Ask them to pupils went to an educational
show their answer after trip. Two hundred eighty-
each question. seven of them were boys. How
187 – 98 = many were girls were there?
265 - 87 = 3. During the election of
243 - 57= Supreme Pupil Government
Fill in the numbers that 140 – 67 = (SPG), Clifford Nino received
are missing from these 361 – 83 = “Nine hundred six” votes. His
calendar pieces. Use the opponent, El Nino John
calendar above as you received “seven hundred
guide. eight” votes. How many more
votes did Clifford Nino receive
than El Nino John?
B. Establishing B. Establishing a purpose B. Establishing a purpose B. Establishing a purpose B. Establishing a purpose
a purpose for the lesson for the lesson for the lesson for the lesson
for the lesson 1.Motivation: 1.Motivation 1. Motivation 1.Motivation
( Motivation) “Story Telling” Ask: Why do we need to Present the illustration “Family of Five”
Present picture of a boy master the basic below. Ask the pupils to Instructions;
holding the telephone subtraction facts? brainstorm on how to get Instruct the pupils to give
directory. Elicit some answers from the correct answer. subtraction combination facts
“Edeson is a Grade 2 the class. Ask at least five with the difference of 5.
pupil of Odiongan North to seven pupils to answer
Central School. One day, the questions. While the
he was asked by her pupils are answering the
mother to find the questions, publish on the
telephone numbers of board their answers.
Mayor Dario Manato and What did you do to get the
Governor Reagan Mayuga answer?
in the telephone Is there any pattern to get
directory. He wrote down the answer?
the telephone numbers 8 What operation did you use?
902 and 7 975. He tried to
subtract one from the
other. But he could not
do it.
ASK: Did you see a
telephone directory ?
Do you have a copy of a
telephone directory at
home?
What can you find in the
telephone directory?
Why Edeson could not
subtract the numbers
found in the telephone
directory?
C. Presenting Posing a Task Posing a Task Posing a Task: Posing a Task Present the test
Examples / C. Presenting Examples / C. Presenting Examples / C. Presenting Examples C. Presenting Examples materials.
instances of instances of new lesson( instances of new lesson( /Instances of new lesson /Instances of new lesson
new lesson Presentation) Presentation 2.Presentation Presentation
( Present picture of poultry Posing a Task Posing the Task Divide the class into 5 learning
Presentation) yard Distribute the counters Performing the Task groups.
Tatay Ricarte has poultry Arminda and Analyn are Present number cards. Call 2 or 3 pupils to read the
in his farm. He gathered twins. One day, they went Find the mystery number. story problem.
990 eggs in the first to the garden. They saw I am a 2-digit numbers. My One Saturday morning,
poultry yard and 857 eggs many beautiful flowers. ones place is 0 and my tens Mother and Nilo went to the
in the second poultry. Arminda picked 45 place is five more than my pet shop. Mother bought a pet
Mang Ricarte asked his flowers. She gave 14 of ones place. If 30 is dog for P 358. Nilo gave P 5 as
Grade 2 son to find the them to Analyn. How subtracted from me, the his share. How much did
difference on the number many flowers were left to difference is equal to 20. Mother pay?
of eggs gathered in two Arminda? Who am I? Ask the following questions:
days. His son finds hard in Then post the story Let pupils answer mentally? Who went to the pet shop?
subtracting one from the problem. Call 2 or 3 pupils The teacher may give varied What did they do in the pet
other. to read the problem. exercises for the pupils to shop?
Distribute counters. Ask the pupils to identify master the basic subtraction How much was the dog cost?
Guide the pupils in what are given in the facts. How much did Nilo give to his
preparing graphical problem. mother?
representation of the Call a pupil to underline Do you think Nilo love to have
problem the question asked in the a pet dog? Why?
problem. Then ask What can you say about Nilo?
a volunteer to How much did Mother pay if
rewrite/restate the Nilo gave P5?
question in answer Say: Let us find the answer.
statement. Performing the Task
Ask the pupils to underline the
question in the story problem.
Rewrite the question in
answer statement.
Ask:
Who can write the subtraction
sentence on the board?
What is the minuend?
How many digits are there?
What is the subtrahend?
How many digits are there?
What did you do to find the
difference?
So, how much did mother pay?
D. Discussing Performing the Task Performing the Task Performing a Task Performing the Task Explain the
new concepts Processing Processing: Processing Ask : direction to them.
and practicing Processing: Ask: Ask: Processing
new skills #1 Who has poultry in his Who are the twins? How did you subtract the Processing the solutions and
( Modeling) farm? Where did they go? given numbers? (We answers- use the counters in
Do you eat eggs? Why? What did they pick? subtracted the numbers representing the given in the
How many more eggs did How many flowers did mentally? problem.
he gather in the first than Ann pick? In subtracting mentally do Let the class focus on the
in the second poultry? How many flowers did you need counters? Why example given.
SAY: Let us find the Ann give to Annie? not?
difference using the Place What will you do to find
Value Chart. the number of flowers
STEP I – Subtract the left to Arminda
Ones Arminda picked 45
Not enough ones flowers and she gave 14
Regroup flowers to Analyn. Give other examples. First, let
Transform the sentence them arrange vertically then
above into number subtract. Do it mentally.
sentence/equation. Use 457 - 6 = __________ 769 – 5
the counter to represent = __________
the given in the problem. 654 – 3 = __________ 348 – 7
Then, solve on the board. = __________
Call 2-4 pupils.
Check whether their
asnwers are correct?
Let’s find out.
Processing the solutions
and answers
We all know that the
parts of a subtraction
sentence are minuend,
subtrahend and the
difference.
SAY: Now, first poultry is We use the minus sign
more than the second and equal sign.
poultry by 1 333 Show to the class how to
We can use expanded subtract 2-3 digit
method of subtracting numbers without
numbers with regrouping. regrouping
SAY: Let us have an
illustrative example:
Use expanded method:

Regroup the tens and


hundreds place

Give some examples.


Subtract the following:
1. 568 – 345 = ______
Directions: Subtract. 2. 537 – 15 = _____
Arrange the numbers in 3. 868 – 446 = _____
columns.
1. 7 106 - 3 484
2. 8 058 – 2 589
E. Discussing E. Discussion of new E. Discussion of new E. Discussion of new E. Discussion of new concepts Giving the
new concepts concepts and practice of concepts and practice of concepts and practicing new and practicing new skills standards
and practicing new skills #2(Guided new skills #2(Guided skills #2(Guided Practice) #2(Guided Practice) Refer to
new skills #2 Practice) Refer to the LM Practice) Refer to the LM Refer to the LM Gawain 1 the LM – Gawain 1 pahina 73
(Guided - Gawain 1 pahina 69 sa - Gawain 1 A pahina sa pahina 72 Kumpletuhin ang tsart sa ibaba
Practice) Gawain 1 LM Alamin ang sagot gamit ang sa pamamagitan ng pag-
Hanapin ang difference. Gawain 1 isip lamang. subtract mentally.
1. 256 -45 = 1. 25 - 4 = _____ 6. 18 - 9 =
2. 732- 321 = _____
3. 687 - 452 = 2. 45 - 3 = _____ 7. 12 - 7 =
4. 976 - 745 = _____
5. 548 - 35 = 3. 38 - 8 = _____ 8. 50- 9 =
6. 897 – 356 = ______
7. 986 – 675= 4. 48 – 7 = ______ 9. 37 – 8 =
8. 785 – 425 = ______
9. 934 – 23 = 5. 28 - 9 = ______ 10. 35 – 7
10. 674 – 553 = = ______
F. Developing F. Developing mastery F. Developing mastery F. Developing mastery F. Developing mastery Test Proper
mastery ( Independent Practice) ( Independent Practice) ( Independent Practice) ( Independent Practice)
( Independent Gawain 2, pahina 70 sa Gawain 2, pahina sa LM Refer to the LM Gawain 2 ) Refer to the LM pahina
Practice) LM Alamin ang sagot sa pahina 72 Gawain
Subtract. sumusunod na kalagayan. Alamin ang sagot sa Ibigay ang sagot gamit ang
1. Ano ang difference Gamitin ang isip lamang. sumusunod na kalagayan. mental subtraction.
kung ibawas ang 231 sa 1. Ang 15 ay ibawas sa Gamitin ang isip lamang.
792? _______________ 537? __________ 1. Ang 8 ay ibawas sa 50?
2. Ibawas ang 37 sa 99. 2. Ang 14 ay ibawas sa __________
__________ 689? __________ 2. Ang 9 ay ibawas sa 40?
3. Minus 120 sa 480 3. 584 ay bawasan ng 13? __________
_________ __________ 3. 50 ay bawasan ng 7?
4. Ano ang magiging 4. Ang 11 ay ibawas __________
sagot kung ang 542 ay sa783? __________ 4. Ang 9 ay ibawas sa 20?
ibabawas sa 785? 5. Ano ang difference ng __________
_________ 245 at 12? __________ 5. Ano ang difference ng 24
5. Bawasan ng 360 ang at 12? __________
780. _____
G. Finding G. Finding Practical G. Finding Practical G. Finding Practical G. Finding Practical Did you answer
Practical applications of concepts applications of concepts applications of concepts and applications of concepts and the test item
applications and skills ( Application / and skills ( Application ) skills ( Application / skills ( Application / correctly?
of concepts Valuing) Ibigay ang sagot gamit Valuing Valuing)
and skills ( Kumpletuhin ang tsart sa ang isip lamang. Ibigay ang sagot gamit ang Hanapin ang sagot gamit ang
Application / pamamagitan ng 1. Kung ang 16 ay ibawas isip lamang. mental subtraction.
subtraction. sa 358, ang sagot 1. Kung ang 6 ay ibawas sa 1. Ibawas ang 5 sa 456.
Valuing) ay_____ 35, ang sagot ay_____ 2. Kunin ang 6 sa 538.
2. Ibawas ang 19 sa 199. 2. Ibawas ang 9 sa 18. Ang 3. Ibawas ang 4 sa 567.
Ang matitira ay _______ matitira ay _______ 4. Ibigay ang sagot: 764 - 3
3. Kung ang 17 ay ibawas 3. Kung ang 7 ay ibawas 15, 5. Ibawas ang 7 sa 149.
388, ang sagot ay ______ ang sagot ay ______
4. Ilan ang matitira kung 4. Ilan ang matitira kung ang
ang 5 ay ibinawas sa 39? 5 ay ibinawas sa 34?
5. Kung ang 14 ay 5. Kung ang 4 ay ibabawas sa
ibabawas sa 244? 24? _______
_______
H. Making H. Making generalizations H. Making generalizations H. Making generalizations H. Making generalizations and What did you learn
generalization and abstractions about and abstractions about and abstractions about the abstractions about the lesson today?
s and the lesson (Generalization the lesson (Generalization lesson (Generalization)
abstractions ) ) (Generalization ) To subtract mentally 3 digit
about the To subtract numbers with How do we subtract In subtracting mentally what numbers by ones what should
lesson ( regrouping: numbers when ones digit are the things to remember? you do?
Generalization Write the numbers in of the subtrahend is In subtracting mentally 3 digits
) vertically to align the greater than the by ones without regrouping,
digits in each place value ones/tens digit on the just subtract the ones bring
Subtract the from the minuend? down the tens and hundreds.
left, starting with the Subtract the ones. If the
ones subtrahend is greater
Then, tens, hundreds and than the minuend borrow
finally the thousands one ten and add the
number in the ones place.
Then, subtract.
(Regrouping in the tens
place) Subtract the ones
digit first. Then, subtract
the tens. If the
subtrahend in the tens
place is greater than the
minuend in the tens place
borrow one ten and add
the number. Rename the
number in the hundreds
place.

I. Evaluating I. Evaluation I.Evaluation I.Evaluation I.Evaluation Checking of Test


Learning 1. What is the difference Find the difference of the Subtract mentally to find the Read and understand each Paper
between 7 841 and 2 following. difference. situation. Then subtract
975? 1. 167 – 35 = _______ 1. 50 – 9 = ________ mentally.
Answer: __________ 2. 484 – 213 = _______ 2. If 5 is subtracted from 45, 1. Total rice harvest - - 359
2. Subtract 787 from 8 3. 875 – 52 = _______ the difference is equal sacks
988. 4. 367 – 253 = _______ to_______ Number of sacks sold - - 8
Answer: _________ 5. 346 - 125 = _______ 3. Mang Oscar has 45 sacks
3. 711 – 479 = _______ 6. Subtract 85 from 886 mangoes. He gave 9 to his No. of sacks left - -
4. At Looc Central School _____ neighbor. How many ___________
there are 2 537 children 7. Minus: 478 – 65 mangoes were left? 2. Total Grade 2 Enrolment -
enrolled, and 969 are ______ _____________ 128 pupils
primary pupils. How 8. If 56 is subtracted from 4. 48 – 5 = ____________ Number of pupils dropped - 5
many are intermediate 479, the difference is 5. Subtract 9 from 34. The pupils
pupils? ________ difference is equal to Total enrolment for the month
Answer: __________ 9. 267- 54 = ________ _________ - ___________
5. Use expanded method: 10. 535 – 22 = _______ 6. 48 – 7 = ______ 3. Number of visitors arrived -
Subtract 579 from 9 048. 7. What is 5 subtracted from 259 persons
Answer: ______________ 45? ________ Number of visitors left before
8. 47 – 5 = ______ dinner 8 persons
9. 35 – 9 = ______ Number of visitors left after
10. 38 - 8 = _____ dinner ___________

J. Additional J. Additional activities for J. Additional activities for J. Additional activities for J. Additional activities for Study your next
activities for application or application or application or remediation application or remediation lesson.
application or remediation remediation ( Assignment) sa pahina 73 ( Assignment) sa pahina sa LM
remediation ( Assignment) ( Assignment) Punan ang tsart sa Hanapin ang sagot gamit ang
( Assignment) Sipiin sa iyong kuwaderno pamamagitan ng mental mental subtraction.
ang tsart. Sagutin ang subtraction 1. Ang 358 ay bawasan ng 6.
mga subtraction 2. May 178 na mag-aaral sa
combinations sa ibaba. Ikalawang Baitang. Anim ang
liban. Ilang mga bata ang
pumasok?
3. Ibawas ang 8 sa 489.
Magic number
1. 891 - 699 =
2. 554 - 378 =
3. 706 - 378 =
4. 957 - 589 =
5. 705 - 473 =
6. 219 -123 =
7. 383 -247 =
8. 434 -146 =
9. 407 - 135 =

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?

Inspected by:

Principal