Math Grade 2

3rd Quarter

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 3rd Quarter Grade 2
Supplemental Lesson Plan

Illustrating Multiplication and Division Are Knowledge

Inverse Operations Multiplication and
Division
Introduction
1. Conduct a review of multiplication.
Learning
2. Pin up the Multiplication Table of 3 poster and revise Competency
with the class.
M2NS-IIIc-53
3. Cover up the poster and play the following game
• Illustrates that
to test the pupils’ ability to recall the Multiplication
multiplication
Table of 3 as follows:
and division
a. Pair up the pupils. Give each pair a deck of cards are inverse
numbers 1 to 10. Shuffle the cards. operations
b. One pupil will draw a card to show a number
and the other pupil will have to multiply the
KU
number by 3. Every correct answer will be
awarded 2 points. Multiplication is the
inverse operation
c. The pupils will take turns to draw cards and
of division; it helps
multiply the number by 3.
computation faster.
d. Play 10 rounds of the game and acknowledge
the pupil with the highest score.
KQ
Body How does
1. Using the preliminary activity as a springboard, tell knowledge about
the class that in order to do division, one must know multiplication
the multiplication tables as well. facts help to solve
problems?
2. Write on the board the following multiplication
sentence and then ask individual pupils to fill in the
blanks:
3 x ___ = 27 3 x ___ = 12 3 x ___ = 30
___ x 3 = 6 ___ x 3 = 15 ___ x 3 = 3
___ x 3 = 9 ___ x 3 = 24 3 x ___ = 18
3. Show to the class a picture of 30 pupils standing in
three rows. Ask the pupils: “How many pupils are
there in each row?”

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4. Lead the class to see that a division is needed to find
the answer. Show the division by circling the rows to
form three groups. Write on the board the division
sentence: 30 ÷ 3 = 10. Hence, there are 10 pupils in
each row.
5. Repeat the process using different pictures showing
different number of items.
6. Then, let the pupils answer oral or written exercises
on multiplication tables and division of numbers.

Conclusion
Conduct a spin-off 3-2-1 (Rutherford, 2008) activity.
Ask the pupils to write on a piece of paper their
thinking on the:
• 3 important facts they learned
• 2 questions about the lesson
• 1 realization about the lesson

Word Problems Involving Division of Numbers Knowledge

by 2, 3, 4, 5, and 10 of Whole Numbers Including Word Problems
Money Involving Division of
Whole Numbers

Introduction Learning
1. Conduct an oral drill exercises on multiplication of 2, Competency
3, 4, 5, and 10. M2NS-IIIc-56.1
2. Then conduct a mental drill on dividing of whole • Solves routine
numbers involving 2, 3, 4, 5, and 10. and non-routine
problems
Body involving division
1. Post the given problem on the board: of numbers by
2, 3, 4, 5, and 10
Mother baked some cupcakes. She put 5 raisins on each
and with any
cupcake and used 35 raisins in all. How many cupcakes
of the other
did she make?
operations of
2. Ask a volunteer to read aloud the given problem. whole numbers
including money

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3. Ask the pupils what are the clue words that they using appropriate
noticed from the given problem that will help them problem-solving
solve the problem. strategies and
tools
4. At this point, recall Polya’s 4-step strategy used to
solve word problems.
Read the question. KU

Plan. Numbers can be

used to count, label,
Do the calculations. order, identify,
Check your answer. measure and
5. Post another problem. This time, with the other describe things and
operations. Then, let the pupils form pairs and answer experiences.
the problem together.
6. Call on volunteers to share how they arrived at their KQ
answer. How many different
7. Give the pupils problem sets on word problems ways can you
involving division of whole numbers by 2, 3, 4, 5, represent (show) a
and 10, and then conduct a spin-off Think-Pair-Share number?
activity (Lyman, 1981).
a. The pupils will work on the problems
individually.
b. They form in pairs to discuss their thoughts and
compare their answers.
c. The pairs will share their answers to the whole
class.
8. Check the pupils’ answers.
9. Give the pupils practice exercises.

Conclusion
To assess the pupils’ understanding of the lesson, let
them answer this Thumb It! activity:

means “I understand it.”

means “I understand some of it.”

means “I do not understand it.”

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 1. I can divide numbers by 2, 3, 4, 5, and 10.
2. I can solve problems involving division of whole
numbers by 2, 3, 4, 5, and 10.
3. I can solve problems involving division of whole
numbers by 2, 3, 4, 5, and 10 with the other
operations correctly.
4. I can identify clue words to help me determine
the operation/s to use in a given problem.
5. I can correctly write the number sentence of a
given problem.

Creates Problems Involving Division of Whole Knowledge

Numbers Including Money Word Problems
Involving Division
Introduction
Let the pupils practice their division of numbers Learning
using an interactive online game. (Sample site: http:// Competency
[Link]/ASB_DragRaceDivision.html)
M2NS-IIIc-57.1
• Creates word
problems
involving
division of
whole numbers
including money

KU
Multiplication is the
inverse operation
of division; it helps
computation faster.
Body
1. Let the pupils form pairs. Let the pairs create their KQ
own word problems individually involving division
of whole numbers. Then, let them exchange their How does
work and answer each other’s problem. They can knowledge about
comment or correct words or phrases from the multiplication
problem for easy understanding. facts help to solve
problems?

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 Example:
Mother has 20 pieces of ₱1-coins. She has 4
children. If she will give each child an equal amount
of coins, how much will each child receive?

2. Let the pupils pair up with another classmate and let

the other classmates answer their problem.
3. After a few rotations, call on volunteers to read their
problem. Instruct the pupil who paired up with
the volunteer that he/she should not answer the
problem anymore.
4. At this point, give the pupils problem sets, then
conduct a spin-off Think-Pair-Share activity (Lyman,
1981).
a. The pupils will work on the problems
individually.
b. Then they will form pairs to discuss their
thoughts and compare their answers.
c. The pairs will share their answers to the whole
class.
5. For enrichment, let the pupils choose from the given Differentiated
tasks below: Activities
a. Create problems involving division of whole
numbers including money with the correct
answer by drawing illustrations.
b. Create problems involving division of whole
numbers including money with the correct
answer and act it with the class.

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 c. Create problems involving division of whole
numbers including money with the correct
answer and sing it with the class.

Conclusion
Ask the pupils to accomplish the Exit Sheet (Lujan,
2011) below:

I Understand I Need Help

I learned... I need help with...
The lesson helped me... I have a question: ________

I Need Practice I Want More

I am still confused about... I could use this information...
I need to practice... I wish I could...

Arranging Similar Fractions in Increasing or Knowledge

Decreasing Order Ordering Similar
Fractions
Introduction:
1. Assess the pupils’ knowledge on ordering similar Learning
fractions using the Knowledge Rating Chart below: Competency
M2NS-IIIf-78.2
Knowledge Rating Chart • Arranges similar
Ordering Similar Fractions
fractions in
increasing or
Circle the number that represents your learning experience.
decreasing order
1. I’ve never heard of this.
KU
2. I’ve heard of this, but I have never experienced how to arrange Numbers can be
similar fractions in increasing or decreasing order. used to count, label,
order, identify,
3. I know how to arrange similar fractions in increasing or measure, and
decreasing order. describe things and
experiences.

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2. Ask the pupils who gave a rating of 3 to share their KQ
experiences on the topic.
How many different
ways can you
Body represent (show) a
1. Recall similar fractions and ask the pupils to give number?
examples.
2. Then, discuss with the class how to compare similar
fractions using relation symbols > and <.
3. Lead the pupils to see that for fractions having the
same denominators, the fraction which has a greater
numerator has a greater value.

1 whole

a. Draw on the board a rectangular strip to show a

whole.
b. Draw another three rectangular strips of the
1 3 4
same size to show , , and as follows:
5 5 5
1 1
5 5
3 1 1 1
5 5 5 5
4 1 1 1 1
5 5 5 5 5
c. Get the class to identify the greatest fraction
and the smallest fraction by looking at the
rectangular strips.
d. Then, let the pupils arrange the fractions from
smallest fraction to greatest.
4. Provide a few more examples for different
denominators using rectangular strips and test the
pupils’ understanding.
5. Recall that for similar fractions, the opposite is true;
that is, the greater the numerator, the greater the
fraction. Show examples to emphasize this.
6. Then, let the pupils arrange fractions from greatest
to smallest.

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7. Using Pairs Compare (Kagan, 1998), let the pupils
practice arranging similar fractions in increasing and
decreasing order.
a. The pupils form pairs and answer the first
question together in a specific time.
b. When it is time, the pairs will pair up with
another pair to answer the next question.
c. The process will continue until all questions are
answered.

Conclusion
Assess the pupils’ understanding of the lesson and
skills learned using Response Cards (Lujan, 2011) below:

4 – Understands fully

3 – Demonstrates an understanding or application of the goal

2 – Minimal understanding

1 – No understanding

Finding the Missing Value in a Number Sentence

Involving Multiplication or Division of Whole Knowledge
Numbers Using 2, 3, 4, 5, and 10 Only Multiplication and
Division
Introduction
Conduct a review of multiplication tables for 2, 3, 4, 5, Learning
and 10. Competency
x 2 3 4 5 10 M2AL-IIIj-11
1 2 3 4 5 10 • Visualizes and
2 4 6 8 10 20 finds the missing
value in a
3 6 9 12 15 30
number sentence
4 8 12 16 20 40 involving
5 10 15 20 25 50 multiplication or

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 6 12 18 24 30 60 division of whole
7 14 21 28 35 70 numbers using 2,
8 16 24 32 40 80 3, 4, 5 and 10 only
9 18 27 36 45 90 Example:
10 20 30 40 50 100 5 x __ = 30
30 ÷ __ = 6
Body
1. Pin up the Multiplication Table of 2, 3, 4, 5, and 10 KU
poster and revise with the class.
Multiplication is the
2. Cover up the poster and play the following game to inverse operation
test pupils’ ability to recall the Multiplication Table: of division; it helps
a. Pair up the pupils. Give each pair a deck of cards computation faster.
numbers 1 to 10. Shuffle the cards.
b. One pupil will draw a card to show a number KQ
and the other pupil will have to multiply the
How does
indicated number. Every correct answer will be
knowledge about
awarded 2 points.
multiplication
c. The pupils will take turns to draw cards and facts help to solve
multiply the numbers. problems?
d. Play 10 rounds of the game and acknowledge
the pupil with the highest score.
3. Play another 10 rounds, but this time, it involves
division of whole numbers involving 2, 3, 4, 5, and 10.
4. Write on the board the following multiplication and
division sentences and ask individual pupils to fill in
the blanks:
5 x ___ = 20 36 ÷ ___ = 4 45 ÷ ___ = 5
___ x 4 = 8 ___ ÷ 5 = 6 ___ x 4 = 24
___ x 3 = 15 ___ ÷ 3 = 10 2 x 9 = ___

5. Then, let the pupils answer oral or written exercises

on multiplication tables and division of numbers.

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Conclusion
For the lesson synthesis, ask the pupils to choose a
statement to complete from the following:
• I learned…
• I need help on…

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