School: LANGTAD ELEMENTARY SCHOOL Grade Level: II

GRADE 2 Teacher: TEACHER ROBE-ANN Learning Area: MATH

DAILY LESSON LOG Teaching Dates and
Time: SEPTEMBER 30-OCTOBER 4 (WEEK1) Quarter: 2ND QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES

A. Content Standard Students will be able to Students will be able to Students will be able Students will be SUMMATIVE
identify, compare, and identify, compare, and to identify, compare, able to identify,
calculate values of calculate values of and calculate values of compare, and TEST IN WEEK 1
Philippine coins and bills Philippine coins and bills Philippine coins and calculate values of
up to ₱2000, including up to ₱2000, including bills up to ₱2000, Philippine coins and
performing addition with performing addition with including performing bills up to ₱2000,
sums up to ₱2000. sums up to ₱2000. addition with sums up including
to ₱2000. performing addition
with sums up to
₱2000.
B. Performance Standard Students will complete a Students will complete a worksheet Students will complete a Students will complete a
matching activity to identify coins with addition problems involving comparison worksheet where final assessment
and bills with their values. coins and bills. they identify which amounts combining identification,
are greater or lesser. addition, and comparison
of Philippine currency.
C. Learning Competency/Objectives
Write the LC code for each.

II. CONTENT Understanding Philippine Currency

III. LEARNING RESOURCES

D. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from Learning
Resource (LR)portal
E. Other Learning Resource
IV. PROCEDURES
A. Reviewing previous lesson or presenting Show a video clip of people using Present a shopping list and ask  Show two amounts  Discuss how
the new lesson money in the market. students to estimate the total cost. (e.g., ₱100 and students use
Ask students, "What do you think Use a fun scenario: "If you had ₱100, ₱50). Ask, "Which is money in their
is the most important bill or what could you buy?" greater? How do daily lives.
coin?"
 you know?"  Ask, "What is
 Discuss scenarios your favorite
where comparing thing to buy?"
values is useful.

B. Establishing a purpose for the lesson Introduce coins and bills using Teach students how to add amounts  Teach students how  Review all key
visual aids. using examples on the board, to compare values points learned
Discuss the value of coins and demonstrating with real coins and using examples. about coins,
bills, asking students to repeat bills.  Use visual aids and bills, addition,
after you. Engage students by asking them to real-life situations to and comparison.
Common Misconception: Clarify solve addition problems together. illustrate  Engage students
that not all coins are less valuable comparisons. in a discussion
than bills. about the
importance of
understanding
money.

C. Presenting examples/Instances of the new Work together as a class to Set expectations for group work. Provide pairs of amounts for  Lead a group
lesson identify coins and bills. Provide practice problems (simple to students to compare. activity where
Use real coins and bills to complex) on the board. Encourage discussion among students role-
demonstrate values. Walk around to support students peers about which amounts play shopping
Monitor student engagement and ensure understanding. are greater. scenarios.
and understanding through Monitor group discussions to  Set expectations
questioning. ensure participation and for behavior and
comprehension. participation.
 Monitor
engagement and
understanding
through
observation.

D. Discussing new concepts and practicing

new skills # 1
E. Discussing new concepts and practicing
new skills # 2
F. Developing mastery
(leads to Formative Assessment 3)

G. Finding practical application of concepts

 and skills in daily living
H. Making generalizations and abstractions
about the lesson
I. Evaluating learning
Instructions: Match the Instructions: Solve the Instructions: Compar Instructions: Com
coins and bills with their following addition e the values and write plete the following
correct values. problems involving coins the correct symbol (<, problems using
and bills. >, =). your knowledge of
1. ₱1 Philippine currency.
1. ₱10 + ₱5 = _ 1. ₱50 _ ₱20
2. ₱5 Part A:
2. ₱50 + ₱100 = _ 2. ₱100 _ ₱100
3. ₱10 Identificatio
3. ₱1 + ₱1 + ₱5 + ₱10 3. ₱5 _ ₱10 n
4. ₱20 =_
4. ₱500 _ ₱200 1. Draw a picture
5. ₱50 4. ₱20 + ₱20 + ₱10 = _ of a ₱200
5. ₱1 + ₱5 _ ₱6 bill: ___________
6. ₱100 5. ₱500 + ₱200 = _ _______________
__
7. ₱500 Word Problem:
Word Problem: 2. List three items
Maria has ₱100, and you could buy
Identify You have ₱100. You buy a Juan has ₱75. Who has with ₱100:
toy for ₱35. How much more money?
the following money do you have left?  _____________
coins and bills: Answer: Maria _____________
Answer: _ has __ money than ____________
Draw the coins and Juan.  _____________
bills that you know: _____________
____________
1. ₱1  _____________
Coin: _______________ _____________
_____________ ____________
2. ₱5
Bill: ________________
____________ Part B:
3. ₱100 Addition and
Bill: ________________ Comparison
____________
 3. Add the
following
amounts:
₱50 + ₱20 +
₱30 = _

4. Which is
greater? (Circle
the correct
answer)
₱10 + ₱5 vs.
₱12

5. You want to
buy a book that
costs ₱150. You
have ₱200.
How much
change will you
receive?
Change: _

Part C:
Reflection
What did you learn
about money this
week?

J. Additional activities for application or

remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in the
evaluation
B. No. of learners who require additional
activities for remediation who scored
below 80%
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?