LESSON PLAN IN MATHEMATICS 2
TERM 1 – WEEK 3
Name of Lesson COUNTING 1-250 COUNTING 251-500 COUNTING 501-750 COUNTING 751-1000
Learning Area Mathematics 2
Teacher
Grade Level and Grade 2
Section
No. of Sessions Four (4)
References MATATAG Curriculum Guide for Mathematics Grade 2, Revised K-10 Lesson Exemplar
Declaration of AI Use This lesson plan was developed with the assistance of an artificial intelligence (AI) tool to help generate ideas, structure
Cite how AI was used in content, and improve clarity of instruction.
the formulation of the
lesson plan.
SESSION 1 SESSION 2 SESSION 3 SESSION 4
INTENTIONS. Meaningful learning experiences are anchored in how we frame them. Start by deciding what you want learners to master by the end of the lesson – keep it clear and simple.
Remember: Understanding your learners’ evolving context and designing around it help ensure that your lessons connect with and are relevant to them.
A. Content Standards The learners should have knowledge and understanding of whole numbers up to 1000.
B. Performance By the end of the quarter, the learners are able to count, recognize, and represent, whole numbers up to 1000.
Standards
C. Learning The learners count up to 1000.
Competencies
Write the competency/ies from the curriculum
that we are targeting, and the content or
performance standards applicable to the
sessions.
D. Learning Objectives At the end of the lesson, At the end of the lesson, At the end of the lesson, At the end of the lesson,
Write the smaller knowledge, skills, or tasks learners should be able to learners should be able to learners should be able to learners should be able to
from the competency that the learners will
work on and be able to show by the end of count numbers from 1- count numbers from 251-500. count numbers from 501-750. count numbers from 751-
the sessions. 250. 1000.
E. Learners Contexts The learners in Grade 2 pupils have already developed basic counting skills and can count numbers within smaller ranges.
Write your observations of your learners,
and how they have been performing or
responding to learning experiences
recently. Include strengths, interests, and
possible barriers to learning.
LEARNING A learning experience is like a thoughtfully designed journey. Each activity and interaction build towards meaningful understanding and growth. Identify activities and interactions to help learners gain
knowledge, skills, or understanding in a purposeful way.
EXPERIENCE.
A. Pre-Lesson If you see this set of apples Let’s Go Back! Let’s Go Back! Let’s Go Back!
Describe how you will help the learners get and want to know how (Flash again numbers 1-250) (Flash again numbers 1-250) (Flash again numbers 1-250)
ready for the lesson.
many there are, what are
Count 1-250. Count 251-500. Count 500-750.
you going to do?
LESSON PLAN IN MATHEMATICS 2
TERM 1 – WEEK 3
1. Why is counting
important?
2. How can counting help
us know the total number
of apples?
B. Flow Let’s Count! What do you think is the What do you think is the What do you think is the
Describe the activities that you can number after 250? number after 500? number after 750?
implement in 1 or more sessions to "Today, we will practice continue counting numbers from "Today, we will practice continue counting numbers from "Today, we will practice continue counting numbers from 751
meet the learning objectives. 251 to 500 correctly and confidently." 501 to 750 correctly and confidently." to 1000 correctly and confidently."
Apply the Learning Design Principles by
thinking about how to: Guided Counting Guided Counting Guided Counting
Guide the learners in counting aloud. Pause after each set Guide the learners in counting aloud. Pause after each set to Guide the learners in counting aloud. Pause after each set to
make the objectives clear for the to ensure that learners are following the correct counting ensure that learners are following the correct counting ensure that learners are following the correct counting
learners sequence. sequence. sequence.
guide learners before letting them try (Display the numbers) (Display the numbers) (Display the numbers)
the task on their own
check the state of the learners’ 251–300 501–550 751-800
well-being, understanding, and How many apples are 301-350 551-600 801-850
mastery over the lesson there? 351-400 601-650 851-900
connect today’s new concepts to past "Today, we will practice counting numbers from 1 to
competencies 250 correctly and confidently." 401-450 651-700 900-950
encourage collaboration among 451-500 701-750 951-1000
learners Guided Counting
invite learners to reflect on why this Guide the learners in counting aloud. Pause after each
matters to them ensure inclusion for set to ensure that learners are following the correct
counting sequence.
Peer Counting Peer Counting Peer Counting
learners’ varied abilities, learning Divide the class with 5 members and let them count 251- Divide the class with 5 members and let them count 501-750. Divide the class with 5 members and let them count 751-
styles, and contexts (Display the numbers) 500. 1000.
1–50
51–100
101–150
151–200
201–250
Peer Counting
Divide the class with 5 members and let them count
1-250.
C. Learning Resources Number flashcards, Number flashcards, activity Number flashcards, activity Number flashcards, activity
List down the learning resources that will activity sheet sheet sheet sheet
help you reach your objectives. Ensure that
they are available and inclusive.
Include options and alternatives in case of
emergencies.
D. Opportunities for NA NA NA NA
LESSON PLAN IN MATHEMATICS 2
TERM 1 – WEEK 3
Integration
Write down any possibilities to
meaningfully integrate another learning
area, special topic, or technology.
Write N/A if none.
ASSESSMENT. Assessments reveal what learners have gained and what they still need help with. These are helpful in providing you with information to guide your future instruction.
Formative Assessment Students’ participation in Students’ participation in Students’ participation in Students’ participation in
Create a task, activity or questions to counting will serve as their counting will serve as their counting will serve as their counting will serve as their
evaluate learning and provide feedback.
Include ways for learners to ask for assessment. assessment. assessment. assessment.
guidance or support.
Remember to provide appropriate
accommodations so all learners can
demonstrate their understanding (e.g.,
varied response formats, small group
options, visual or auditory supports)
WAYS FORWARD. Meaningful learning can also happen beyond the classroom – for both the learners and the teacher. Pause and reflect on what happened today.
Extended Learning Assignment: Assignment: Assignment: Assignment:
Opportunities
Suggest other learning experiences outside Continue practicing Continue practicing counting Continue practicing counting Continue practicing counting
the classroom/class hours that learners
may want to access to reinforce what they counting 1-250 at home 251-500 at home with your 501-750 at home with your 751-1000 at home with your
have learned, to spark their curiosities with your guardian. guardian. guardian. guardian.
further, or that may provide them support
in their areas of difficulty.
REFLECTION
Think about what you
need to change for the
next session based on
what happened today. Is
there something the
learners are interested in
exploring?
Are there some things you
would like to share with
your co-teachers, parents,
or school leaders about
your classroom
experience? What would
you like your instructional
LESSON PLAN IN MATHEMATICS 2
TERM 1 – WEEK 3
coach to help you with?
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