DETAILED LESSON PLAN IN MATH 2

School: BAAO COMMUNITY COLLEGE Grade: 2

Date: Learning Area: Mathematics
Quarter: 4th Quarter

I. OBJECTIVES
A. Content The learner demonstrates understanding of time measurement using an analog clock
Standards and the concepts of A.M. and P.M. in the context of daily schedules.
B. Performance The learner is able to accurately tell, write, and apply time in hours using an analog
Standards clock to sequence and organize daily activities.
C. Learning
Competencies At the end of the lesson, the students are expected to:
(Specific
Objectives) A. Identify the parts of an analog clock and distinguish between A.M. and P.M.
based on daily activities.
B. Appreciate the importance of punctuality and managing time wisely in daily
routines.
C. Demonstrate how to set the hands of an analog clock to show specific hours
and write the time correctly. (M2ME-IVa-5)

II. CONTENT Telling and Writing Time (A.M. and P.M.)

III. LEARNING
RESOURCES
A. References
1. Teacher’s Mathematics II (TG) p. 327-334
Guide pages
2. Learner’s Mathematics II (LM) p. 229-231
Material pages
3. Textbook pages
4. Additional
Materials from LR [Link]
Portal dio=1 (motivation)
[Link] (prayer)
B. Other Learning
Resources
Valuing: Appreciate the importance of time.

IV. PROCEDURES:
Teacher's Activity Students’ Activity
Preliminary Activities

• Prayer "Everybody stand up. Let us pray. Mercy,

please lead the prayer.

"Good morning, Teacher! Good

morning, classmates!"

• Greetings
Good morning, Class!

(The students will follow the

Before you take your seats, kindly pick up the instructions.)
pieces of dirt under your chairs and seat
properly.

We are doing great, Teacher!

Class, how are you feeling today?

• Checking of
Attendance That is great! Let’s check our attendance. Is
there anyone absent from Row 1? How about
Row 2 and 3?

None, Teacher! Everyone is here.

Wonderful! A perfect attendance deserves a

'Good Job' clap. Let’s go!

(Students perform the clap) "1, 2, 3...

1, 2, 3... Good job!"

• Setting the Classroom

Standards
Before we start, remember our Five Golden
Rules. Everybody, kindly read.

1. Sit properly.
2. Listen when someone is talking.
3. Raise your hand if you want to
speak.
4. Respect one another.
5. Participate actively.

Very good! I am expecting that every now and

then, you will follow our Five Golden Rules.
 Are we clear, class?

Yes, Teacher!

[Link] previous Can you still remember the things that we

lesson or presenting discussed yesterday?
the new lesson
Yes, teacher.

Very good! Alexa, can you tell me what we

discussed yesterday?

Yesterday, we discussed about the

different shapes.
Good job! Yesterday, we discussed about the
different shapes. Let’s have a quick activity
before we proceed to our new lesson. I will
show you some pictures and all you have to do
is to tell me what shape it is in. Are you ready?

Yes, teacher.

1.

It’s a circle, teacher.

2.

It’s a rectangle, teacher

3.

It’s a star, teacher

4.

It’s a triangle, teacher

 Wonderful! How many sides does a triangle
have?
It has three sides, teacher!

Excellent! It seems you really mastered our

lesson on shapes. Now, let’s move on to
something new.

B. Establishing a Today, I will introduce you to my friend Ben.

purpose for the What was the name of my friend?
lesson/ Motivation
His name is Ben, teacher.

Very good! But before that, we are going to

sing and dance. Are you all ready?

Yes teacher.

(The students will sing and dance)

Did you have fun?

Yes, teacher!

What was the dance about?

Teacher, it’s about telling time.

Correct! It has something to do with our lesson

today. But before we proceed with today’s
topic, let me introduce you to my friend Ben.
Ben is a very cheerful guy, but he’s currently
stuck with a problem.

Ben woke up and saw the clock at 7:00, and

 rushed to school. But when he got there, the
gates were locked and it was dark! Why do you
think that happened?"

Maybe it was still 7:00 at night,

Teacher

Exactly! He didn't know the difference

between morning and night time. So, today, we
will help Ben by learning about A.M. and P.M.

Are you all ready and excited to help Ben?.

Yes we are ready, teacher!

C. Presenting What do you think am I holding?

examples/ instances of
the lesson

Teacher, it’s a clock.

Correct! I am holding an analog clock. Do you

have an analog clock in your home?

Yes, teacher.
Very good! What do you see on its face?

I see numbers from 1 to 12!

Correct! What else?

I see two arrows, Teacher!

Correct. There are two hands on an analog

clock. There’s a short arrow and there’s a long
arrow.

Who can tell me what number the short arrow

is pointing to on the clock?
Teacher, it’s pointing at 7.

Very good! How about the long arrow?

Teacher, it’s pointing at 12.

Wonderful! These arrows are called 'Hands.'

The Short Hand is the Hour hand, and the
Long Hand is the Minute hand. If the long
hand is resting exactly on the 12, it's 'o'clock'
time!

In this particular example, what time do you

 think it is?

Teacher, it’s 7 o’clock.

Correct! How about this?

Teacher, it’s 9 o’clock.

D. Discussing new Alright class, we are going to have a Clock

concepts and Challenge! I need three brave volunteers to
practicing new skills come to the front. You’re going to be our Time
#1 Masters! I will give you a secret time, and you
will move the clock hands to show it. Just
remember: the short hand tells the hour and the
long hand tells the minutes. Who’s ready to
try?
(Pupils will volunteer and do the
instructions.)

It’s 3 o’clock, teacher.

Very good! How about this?

It’s 6 o’clock, teacher.

Excellent! How about the last one?

 It’s 11 o’clock, teacher.

Very good! You really are time masters!

E. Discussing new Now, I have here a picture of a Sun and Moon.

concepts and If I put the short hand on 8 and the long hand
practicing new skills on 12. What time do you think it is?
#2

Teacher. It’s 8 o’clock.

Correct! But wait, can 8 o'clock happen during

the morning and evening?
Yes teacher! I eat breakfast at 8 and I
go to bed at 8!

Exactly! To tell them apart, we use A.M. and

P.M.

A.M. stands for Ante Meridiem. It starts in the

middle of the night when you are dreaming,
and it lasts all through the morning while you
eat breakfast and come to school. What time do
you usually go to school?
Teacher, 8 AM.

Wonderful! We switch to PM when we get

ready for lunch. This stands for Post Meridiem.
This covers the whole afternoon while we play,
and the whole evening when we have dinner
and go to sleep. Do you understand?
Yes, teacher.
What time do you usually eat your dinner?

6 PM, teacher.

Very good! If we eat our breakfast, is it A.M.

or P.M.?"
I eat breakfast during AM teacher.

Excellent! How about doing your homework at

night. Is it AM or PM?
 I do my homework during PM.

Wonderful!

F. Developing mastery Alright, class! You’re doing so well with your

(Leads to Formative AM and PM guesses. Now, let’s try a little
Assessment 3) challenge. I have here some photos.
One has our bright morning Sun, which
represents AM. The other has our glowing
Moon, which represents PM. I also have here
a basket of 'Activity Cards’. I’m going to call
you up one by one to pick a card, show it to
the class, and stick it under the right picture!
Are you ready?

Activity Cards:

Reading a bedtime Story

Going to School

Eating dinner

Watching a sunset

Eating breakfast

Possible answers:

Going to School

Eating breakfast
 Reading a bedtime Story

Eating dinner

Watching a sunset

G. Finding practical Alright, class! Now that we know our Sun

applications of (AM) and our Moon (PM), we are going to
concepts and skills in have a group activity. All of you will become
daily living Time Travelers. I am going to divide the
class into 2 groups. Each group is going to get
a chart with a clock and a set of 'Daily
Mission' cards. You must draw the hands of
the clock to get the correct time from your
mission, and you must work together and
decide if it's AM or PM!

GROUP 1:
Mission: (Eating dinner at 6:00)

Time: _____________ AM or PM

GROUP 2:
Mission: (Going to School at 8:00)

Time: _____________ AM or PM

Before we start, let's look at our Time

 Traveler Code. To win the activity, your
group must follow these three rules:

 Rule 1: Teamwork (The Minute

Hand Rule). Just like the hands of a
clock work together.
 Rule 2: Punctuality (The On-Time
Rule). When the timer beeps, all
hands go in your laps. Being on time
shows respect for your teammates.
 Rule 3: Respectful Voices. Use
"whisper voices" so other time
travelers can think clearly.

Are you ready?

Yes, teacher.

Great! This is how you’re going to be graded.

Criteria POINTS
Clock Accuracy - The 5
hour and minute hands are
in the exact right spots
AM/PM Choice - The 5
group correctly
identified if the activity
was AM or PM.
Writing the time - The 5
time is written correctly
(e.g., 8:00 PM).
Punctuality and 5
Values - Started and
stopped exactly on
time; explained why
being on time matters.
TOTAL: 20 points

If everybody is ready, let us now start. You

have 5 minutes to finish your activity,

(Pupils will do the instructions.)

H. Making You all did an amazing job today! Before

generalizations and we finish our mission, let’s look at our big
abstractions about the clock one last time. If I wanted to tell a new
lesson friend how to read this clock, what are the
most important things they need to know?
Teacher, the clock has two hands.
The short hand and the long hand.

Great! Who can tell me more about the

short hand?
The Short Hand is the 'Hour' hand.
It’s like a turtle because it moves
slowly to show us the hour

Excellent! How about the long hand?

 The Long Hand is the 'Minute' hand!
It’s the rabbit that counts the little
steps!
Very good! How do we make sure we don't
end up like Ben, going to school in the
dark? What are our two secret codes?

Teacher, we use A.M. for the

morning when the sun is rising!
Very good! Any other answer?

Teacher, we use P.M. for the

afternoon and the night when the
moon is out!
Great job! We’ve learned how to read the
clock. Why do you think it is important to
read the time?
So we know when to go to school, to
eat and to go to bed.

Excellent!
I. Evaluating learning Write the time shown and add A.M. or P.M. Possible Answers:
1. Waking up for school (6:00)
_________ 1. Waking up for school (6:00)
2. Eating lunch (12:00) 6:00 AM
_________ 2. Eating lunch (12:00)
3. Playing in the park (4:00) 12:00 PM
_________ 3. Playing in the park (4:00)
4. Doing homework (7:00) 4 PM
_________ 4. Doing homework (7:00)
5. Having breakfast (7:00) 7:00 PM
_________ 5. Having breakfast (7:00)
7:00 AM

J. Assignment/ Solve the three "Time Jumps" below in your

Agreement notebook.

1. The Nap Jump: You start your nap at

2:00 P.M. You sleep for 1 hour.
o What time do you wake up?
_________
2. The Play Jump: You start playing
outside at 4:00 P.M. You play for 2
hours.
o What time do you come inside
for dinner? _________
3. The Study Jump: You start your
homework at 9:00 A.M. You finish in
1 hour.
o What time is it now?
_________

V. REMARKS:
VI. REFLECTION
No. of learners who
earned 80% of the
formative assessment
No. of learners who
requires additional
activities for
remediation
Which of my teaching
strategies worked
well? Why did these
works?
What difficulties did I
encounter which my
Cooperating Teacher can
help me solve?
What innovation or
localized materials did I
use/ discover which I
wish to other Practice
teachers?

Prepared by:

IVORY GRACE B. GARCIA

BEED 3B

Submitted to:

JESSICA E. PABALLA
Observer