DETAILED LESSON PLAN IN MATH 2
I. Objectives
I. At the end of the
lesson, the learners
should be able to:
II. Knowledge:
Demonstrate
understanding of
problems solving
using
III. subtraction.
IV. Skill: Write
subtraction sentences
correctly and solve
V.
problems.
VI. Attitude: Students
can use the things
they learn in the
lesson to
VII. calculate properly
the change they get or
reserve. So,
VIII. they can’t be
cheated by other
people
IX. At the end of the
lesson, the learners
should be able to:
[Link]:
Demonstrate
understanding of
problems solving
using
XI. subtraction.
XII. Skill: Write
subtraction sentences
correctly and solve
XIII.
problems.
XIV. Attitude: Students
can use the things
they learn in the
lesson to
XV. calculate properly
the change they get or
reserve. So,
XVI. they can’t be
cheated by other
people
At the end of the lesson, the learners should be able to:
Visualize the concept of subtraction.
Subtract two-to-three-digit numbers with or without regrouping.
II. Subject Matter
Topic: Subtraction of 2-to-3 digits numbers with or without regrouping
References:
Materials: laptop, presentation
III. Procedure
Teacher’s Activity Learner’s Activity
A. PREPARATORY ACTIVITIES
1. Prayer
Father God,
As we start this new day of new learning,
we as for Your guidance. Lead us all this
way. May You let us see through Your
eyes, listen through Your ears, and speak
with Your mouth.
Be with us as we explore the world. Give
us the heart to love and be kind to one
another. Please watch over all our
teachers, children, and families. In Jesus’
name. Amen.
2. Greetings
Good Morning Students! Good Morning Ma’am!
3. Classroom Management
Checking the attendance of the students.
Before we start the class, pick up the
pieces of paper under your table and
arrange your chair properly. (picking up the pieces of paper under
their tables and arranging their seats.)
You may now take your seats!
Is there any student who didn’t attend
today’s class?
B. MOTIVATION: Pass the Message
Before we start our lesson for today, we
will first have a game that what we call
pass the message.
Students will be divided into two groups.
The students will form a line, and the last
student in the line will answer the math
problem that was given to them. (the students will go to their respective
After he/she has answered the question, groups and fall in line)
he/she will pass it to the student in front
of him/her until it reaches the student who
is placed first in the line and is in charge
of writing the answer on the blackboard.
The first group to write the correct answer
on the board will get the point.
Math Problem:
1. 5
-1
2. 10
- 8
3. 7
- 2
4. 9
-4
5. 15
-4
C. RECALL/REVIEW
Before we proceed with our discusion. I
will give first the definition of subtraction.
The terms of subtraction are minuend,
subtrahend, and difference. Subtraction
is an arithmetic operation that represents
the operation of removing objects from a
collection.
Let us recall the terms we use in
subtraction.
17 minuend
- 8 subtrahend
9 difference
Minuend is the number from which
another number is subtracted.
Subtrahend is the number subtracted or
taken away.
Difference is the answer in subtraction.
Class can you define what are they?
20 – 12 = 8
20 – Minuend
12 – Subtrahend
D. LESSON PROPER 8 – Difference
Now let us proceed to our lesson proper.
Let us study subtraction without
regrouping.
When we say Subtraction without
regrouping, it means that the number
you’re subtracting from is larger than the
number in a place value group of the
number you subtracting.
Let us read the problem solving.
A group of children will attend their
Taekwondo class. Let’s see the problem
below.
Mr. Gabriel has 46 pupils in his
Taekwondo class. Out of this number, 14
are girls. How many are boys?
Let us use the steps in solving word
problems.
First, Express the Facts.
Mr. Gabriel has 46 pupils in his
Taekwondo class. Out of this number, 14
are girls. How many are boys?
Second, Ask what are Given.
46 pupils, 14 are girls.
Third, Solve.
The operation to be used is subtraction.
Last, the Answer.
Let’s solve the problem together.
How do we solve 46 – 14?
In subtracting bigger numbers, it is easier
to arrange the minuend and subtrahend
in column. Pay attention to the place
values.
Tens Ones
4 6
1 4
3 2
First, subtract the ones.
Then, subtract the tens.
46
- 14
32
Mr. Gabriel has 32 boys in his Taekwondo
class.
Let’s try other examples.
795 – 243 = N
Now, let’s arrange ones, tens, and
hundreds in column.
Hundreds Tens Ones
7 9 5
2 4 3
5 5 2
Begin with the ones.
Then the tens.
Then the hundreds.
795
- 243
552
Do you now understand how to solve
subtraction without regrouping?
Very good! (Yes, Teacher!)
Now, let’s proceed to the subtraction with
regrouping.
When we say, Subtraction with
regrouping, it means that we are
regrouping or borrowing. It consists in
breaking down the operation into one-
digit subtractions starting from the values
to the right. In these subtractions, if the
subtrahend is larger than the minuend,
the latter will borrow one unit from the
numbers to its left.
Let us read the problem solving.
All the 545 scouts in San Francisco E.S
went camping. Among them were 228
star scouts. How many girl scouts were
there?
Find the answer to 545 – 228 = N
Step 1: Subtract the ones.
Step 2: Subtract the tens.
Step 3: Subtract the hundreds.
545
- 228
317
There were 317 girl scouts.
Let’s try another example.
What is 437 – 152 = N
Step 1: Subtract the ones.
Step 2: Subtract the tens.
Step 3: Subtract the hundreds.
437
-152
285
Another example:
Step 1: Subtract the ones.
Step 2: Subtract the tens.
Step 3: Subtract the hundreds.
500
- 235
265
Do you now understand how to solve
subtraction without regrouping?
Very Good! (Yes, Teacher!)
IV. Evaluation
Direction: Subtract the following.
1. 84 – 21 =
2. 572 – 340 =
3. 618 – 103 =
4. 600 – 103 =
5. 472 – 103 =
6. 495 – 89 =
7. 517 – 32 =
8. 155 – 77 =
9. 600 – 66 =
10. 724 – 572 =
V. ASSIGNMENT
Direction: Answer the following word problems.
1. Peter had a 30 pieces of chocolate. He gave away 11 to his classmates. how
many did he left?
2. John owned 34 dogs, 16 of them ran away. How many dogs did he have left?
3. Beth has 180 crayons. She gives 64 of them away to Jen. How many crayons
does Beth have left?