Math Iplan

Instructional Planning
Detailed Lesson Plan (DLP) Format

DLP No.: Learning Area: Math Grade Level: Two Quarter: 2 Duration:
50
Learning Illustrates and writes a related equation for each type of Code:
Competency/ies: multiplication: repeated addition, array, counting by multiple M2NS-II3-
(Taken from the and equal number on the line. 34.4, K to 12
Curriculum Guide) MELC with
corresponding
CG Codes
Key Concepts /  Recognize and represent multiplication sentence through repeated addition,
Understandings to be array, skip counting, counting by multiple and equal number on the line.
Developed
1. OBJECTIVE
S
DOMAINS
Knowledge Demonstrate understanding of parts of addition equation
Skills Illustrates multiplication as repeated addition using skip counting, groups of
equal quantities, arrays and equal jumps on the number line.
Attitude Work cooperatively in class during the activities and discussion
Values Unity and Cooperation
2. Content The Learner demonstrates understanding of multiplication

3. Learning References: Self-Learning Module
Material/s: PPT, picture, chart, brown envelope
Resources Value/s Integration: Develop fairness, critical thinking and care for animals and the
surroundings.
4. Procedures
4.1 Introductory
Activity (10 minutes). Greetings
Students Prayer
Checking of attendance
Set class rules for the learners.
Preparatory Activities
Energizer
Drill – Task #1- PICK ME
Review -Task #2-COUNT ME
Motivation
1. What animals hop or jump?

2. Where can we usually see them?
3. Have you seen them personally?
Task #1 – TAKE A LEAP
As Mang Lito thanked us for your help, he let us wander around his farm. What
can you see from here?
There are six different animals or insects by the pond. Lets see what they are up to.
It looks like they are trying out on who can leap farther. Let’s have closer look and
help them analyze.
First equal jumps on number line will be done by the teacher.
1. 6X5=
2. 3X4=
3. 2X6=
4. 5X3=
5. 7X4=
After the activity, the teacher would analyze the multiplication
sentence.
The number to be multiplied is called the multiplicand.

The number with which we multiply is called the multiplier.
The result obtained is product.
Showing ways on how to write the multiplication statement.
Why is it important to know the multiplication in our daily lives? The

other basic operations? What do you think would happen if you do not
know how to add simple equations?
Abstraction Ask the following questions:
1. What is the number to be multiplied is called?

2. The number with which we multiply is called?
3. The result we obtained is called?
4. How can we illustrate and write related equation for multiplication?
What do this
1.
sign/symbol (+) mean

What do this
sign/symbol (+) mean
So class, since you are
already familiar with
multiplication as repeated
addition. Again,
what is the number to be
multiplied is called?
The number with which we
multiply is called?
The result we obtained is
called?
Again, how can we
illustrate and write related
equation for multiplication
So class, since you are
already familiar with
multiplication as repeated
addition. Again,
what is the number to be
multiplied is called?
The number with which we
multiply is called?
The result we obtained is
called?
Again, how can we
illustrate and write related
equation for multiplication
Application Group Task:
Assign tasks to each group to present in front of the class.
The learners will be given a timer to do their tasks.
Group I: A. Indicate hops on each number line to complete the

multiplication Sentence. Write also its repeated addition sentence.
Group II: A. Draw a model to match the multiplication.
problem. Fill in the blanks to describe the equal
models.
Group III: A. Color the array to match the multiplication facts.
Also write its repeated addition sentence.
Group IV: A. Use the picture and number line to skip count by 2’s
Assessment For your final activity. In clean sheet of paper, answer the following
equations. Find the sums. (10 minutes)
4.7 Assignment Write the related multiplication sentence of the multiples shown.
Choose the letter of the correct answer.
1.) 4 (4, 8, 12, 16, 20, 24, 28)= ___
6x4 b. 7x4 c. 8x4
2. 7( 7, 14, 21, 28, 36, 42)=___
6X7 b. 7x7 c. 8X7
3.) 5 (5, 10,15,20,25) = ___
7x5 b. 6x5 c. 5x5
4.) 6, (6,12,18,24,30,36)=___
6x6 b. 6x7 c.6x8
5.) 3 (3,6,9,12,15,18,21)=___
a. 6x3 b. 7x3 c. 8x3
Prepared by: Process Observers:

RHODA MAYE R. ORACION SHEILA R. DUMAGIL
TEACHER I MASTER TEACHER I
ADELA B. PARSOMALA
PRINCIPAL III, DevEdD
PURIFICACION N. PEÑALOSA
PRINCIPAL I

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Instructional Planning

Detailed Lesson Plan (DLP) Format

2. Content The Learner demonstrates understanding of multiplication

1. What animals hop or jump?

Task #1 – TAKE A LEAP

The number to be multiplied is called the multiplicand.

Showing ways on how to write the multiplication statement.

Why is it important to know the multiplication in our daily lives? The

Abstraction Ask the following questions:

1. What is the number to be multiplied is called?

sign/symbol (+) mean

The learners will be given a timer to do their tasks.

Group I: A. Indicate hops on each number line to complete the

Prepared by: Process Observers:

TEACHER I MASTER TEACHER I

PRINCIPAL III, DevEdD

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