School PAGATPAT ELEMENTARY SCHOOL Grade and Section I - DISICPLINED

MATATAG K-10 CURRICULUM Name of Teacher EMY FLOR M. TORNITO Subject MATH
WEEKLY LESSON LOG Teaching October 21 -25,2024 (WEEK 4) Quarter 2ND
Dates/Time
DAY 1 DAY 2 DAY 3 DAY 4 DAY 5
[Link],STANDARD AND LESSON COMPETENCIES
The learners should have knowledge and understanding of measurement of length and distance using non-standard
A. Content Standard
units.
B. Performance Standard By the end of the quarter, the learners are able to use non-standard units to compare and measure length and distance.
The learners CATCH UP
● determine a. the place value of a digit in a 2-digit number;
b. the value of a digit; and
C. Learning Competencies
c. the digit of a number given its place value.
● decompose any 2-digit number into tens and ones.

At the end of the At the end of the lesson, At the end of the At the end of the
lesson, the learner the learners should be lesson, the lesson, the learners
should be able to: able to determine the learners should be should be able to
• tell what a digit is; value of a digit in a 2- able to determine decompose 2-digit
• recognize 1-digit and digit number. the digit given its numbers into tens and
D. Learning Objectives
2-digit numbers; and place value in a 2- ones.
• determine the place digit number.
value of each digit in a
2-digit number.

II. CONTENT
III. LEARNING RESOURCES
Lesson Exemplar page Lesson Exemplar page 1- Lesson Exemplar Lesson Exemplar page
A. References 1-18 18 page 1-18 1-18
Laptop Laptop Laptop Laptop
Powerpoint Powerpoint Powerpoint Powerpoint
Pictures Pictures Pictures Pictures
B. Other Learning Resources Real objects Real objects Real objects Real objects
IV. TEACHING AND LEARNING PROCEDURES
Before/ Pre- Lesson Proper
Activating Prior Knowledge Post a Hundred Chart Discuss the answers to Discuss the Discuss the answers CATCH UP
on the board. Point to Assessment 1. Refer to answers to to Assessment 3.
different numbers on the answers provided in Assessment 2. Refer to the answers
the chart, one at a Day 1. Refer to the provided in Day 3.
time, and have the answers provided
learners read them in Day 2.
aloud.

Write the numbers you

pointed to in a table.
Make sure that the
digits from 0 to 9 are
used to form these
numbers.

e.g. 10, 28, 69, 73, 45

Prepare the table below

beforehand. Display
only the first column
and fold the second
column or cover it for
now.

Ask some learners to

choose five more
numbers from the
chart. Write these
numbers together with
the ones you chose in
the table.
 e.g. 57, 36, 92, 80, 100

• To define a digit and To determine the value To determine the To decompose a 2-

name the ten digits: 0, of each digit in a 2-digit digit given its digit number into tens
1, 2, 3, 4, 5, 6, 7, 8, 9 number place value in a 2- and ones
• To recognize 1-digit digit number
and
Lesson Purpose/ Intention 2-digit numbers; and
• To determine the
place value of each
digit in a 2-digit
number.

digit, place value, tens, digit, place value, tens, digit, number, tens, ones, value of a
ones, left, right, 1-digit ones, left, right, 1-digit place value, tens, digit, digit, counting
Lesson Language Practice number, 2-digit number, 2-digit number ones, value of a by 10s, 2-digit
number, 3-digit number number, 2-digit number, decompose
number
During/Lesson Proper
Number Song Number Song Number Song Number Song
Reading the Key Idea/ Stem CATCH UP

Developing Understanding Direct learners’ Prior to this lesson, Have the learners recall Tell the learners that
of the Key Idea/ Stem attention to the prepare four charts the difference between they will be doing an
numbers written on the shown below. the place value of a activity called
table. Unfold or digit and the value of a “Exchanging Ones for
uncover the second Post the chart with some digit in a number. Tens.”
column. of the rows folded Group the learners by
(shaded part). Prior to this lesson, row. Provide each
Consider the first prepare number cards group the following
number, 10. Ask the from 0 to 9. Each card materials:
numbers that were has one digit written on • a die
combined to form the it. • a sheet of paper like
number 10. the one below
Tell the learners that
they will play a game
Post on the board the called “Show Me the
following number cards. Number,” using number
cards. Group the
learners by rows. Give
each group two sets of
number cards from 0 to • seven gray
9. Using the number straws/popsicle sticks
Call on one learner to cards, the group must and 12 white
select two number cards show the number you straws/popsicle sticks
Have the learners do and post them on the are looking for. The first (color will depend on
the same for the other chart in any order he/she group to show the what is available)
numbers. The numbers chooses. correct number earns a
in the second column point. Have the winning • two small containers
can be written in any Example: group post the number (one labeled “ones”
order. on the board and and the other labeled
explain their answer. At “tens”), which can each
The completed table is the end of the game, accommodate 10
as follows: the group with the straws/ popsicle sticks
highest score wins.
Have the learners read
the number on the chart. Game: Show Me the
Ask the following Number
questions about the 1. Show me the 2-digit
number. number that has 1 in
the tens place and 9 in
the ones place. The Call on some learners
What is the number on
number is 19. in front of the class.
the chart? It is 17.
Make them
How many digits does 17
Now, have the learners demonstrate as you
have? It has two digits.
name the unique
What are those digits? 2. Show me the 2-digit give the following
numbers used in number that has 5 in instructions.
They are 1 and 7.
column 2. the ones place and 3 in
1. Be sure that you
Direct learners’ attention the tens place. The
Expected answers: 0, 1, number is 35. have the complete 7
to the digit 1. You may
2, 3, 4, 5, 6, 7, 8, 9 gray and 12 white
 underline or encircle the straws/popsicle sticks.
Write the numbers in digit 1. Each gray straw
the order the learners 3. Show me the 2-digit represents “tens” while
say them, even if it is What is the place value number that has 4 in each white straw
not in increasing [Link] the digit 1? Its place the tens place and 0 in represents “ones.”
You can arrange the value is tens. the ones place. The 2. Name a Keeper in
numbers in order Unfold the next row. number is 40. your group. The Keeper
afterward. Write 1 on the blank and will be responsible for
“Tens” beside it. exchanging your
Say that the numbers 4. Show me the 2-digit group’s ones for tens.
from 0 to 9 are called number that has 6 in 3. Assign the members
digits. Write the the ones place and 8 in of the group as to who
definition of digit on the tens place. The will roll the die first,
the board: number is 86. second, third, and so
on.
A digit is any one of 4. Let the first member
the single numbers or Say: The digit 1 in the roll the die. The number
symbols: 0, 1, 2, 3, 4, tens place means one that appears on top
5, 6, 7, 8, and 9. tens or 10. This is the after rolling the die tells
value of the digit 1 in the the number of white
Digits are used to tens place. straws that member
make numerals that receives.
represent numbers. Write on the board the 5. Ask the Keeper to
following definition: count the number of
Say that numbers can “ones” (white straws)
be described based on The value of a digit is that corresponds to the
the number of digits the actual value of the number that appears
they have. digit in the number on top when the die is
determined by its place rolled. The Keeper shall
Examples: value. then place the white
1-digit numbers: 0, 1, straws/popsicle sticks
2, 3 Write 10, aligned with in the “ones” container.
2-digit numbers: 12, the “Value of 1.” 6. Let the second
34, 56, 77 member roll the die
3-digit number: 100 and repeats step 5.
7. If you have fewer
Have the learners give than 10 ones, keep
other examples of 1- doing steps 4 and 5.
digit numbers and then When you have 10 or
2-digit numbers. They more ones, the Keeper
may refer to the Now, direct learners’ will trade 10 ones for
Hundred Chart. attention to the other one ten (gray
digit, which is 7. You straw/popsicle stick).
Prepare flash cards may underline or The gray straw or
with 1- and 2-digit encircle the digit 7. popsicle stick goes in
numbers written on the Tens container. The
them. Ask the learners What is the place value remaining white straws
to name the digits in of 7? Its place value is stay in the Ones
each number. ones. container.
Examples: 38, 72, 41,
90, 53 Unfold the next row. 8. The game continues
Write 7 on the blank and until all the members
Show again the number “Ones” beside it. have rolled the die.
card for 90. After all the members
have taken their turn,
How many digits does the Keeper will write
90 have? It has two down how many tens
digits. and ones the group
made on the sheet of
What are these digits? paper.
The digits are 9 and 0. Say: The digit 7 in the
What if I interchange ones place means seven Move around while the
the two digits? ones or 7. This is the learners are performing
value of the digit 7 in the the activity to make
Show 09. ones place. sure they are doing it
properly.
Is 09 a 2-digit number? Write 7, aligned with
Why? “Value of 7.” When everyone is
No, 09 is the same as done, ask the Keeper of
9. each group to post the
sheet of paper on the
Thus, it is a 1-digit board to show their
number. output. Then, let each
group tell how many
A non-zero digit, which points they got. Have
in this case is 9, them explain how they
remains the same even Before proceeding to got their answer.
when 0 is placed before another number,
it. The given 09, is emphasize the Possible strategies:
simply 9. difference between place This is only an
value and value of a
 digit in a number. The example. The answer
But writing 0 after 9 place value of a digit will depend on the
makes the number 90 refers to the position of actual result of the
or ninety, and not the digit in the number. activity.
simply 9. The
value of a digit refers
to the actual value of the
digit in the number
determined by its place
value.

Post another chart on

The group got 47
the board.
points.

2. Combining the tens

and ones

Call on one learner to

select two number cards
and post them on the
chart in any order he/she 40 and 7 makes 47.
chooses. The group got 47
points.
Example:
3. Writing the number
given the place value of
its digits

Note: The number on the

chart will be based on
the actual answer of the
learner. The group got 47
points.
Do the same process as
with the number 17.
After discussing number
 39, reiterate the
difference between the
place value and value of
a digit in a
number.

Have a third example

and do the same process
as with the two previous
numbers.

Prior to this lesson, Ask the learners to find a Ask the learners to Have a discussion
Deepening Understanding prepare the following: partner, as they will be bring out their show-me focusing on the second
of the Key Idea/ Stem 1) two sets of number working on a task in boards. Tell them that strategy. Ask the
cards: 0 to 9; and pairs. Distribute LAS 1 you will show a number, following questions:
to each pair. Give the and they need to write
2) Place Value chart. learners enough time to the digit that
complete the worksheet. corresponds to the What do the white
Post the two sets of Have a class discussion place value you will straws/ popsicle sticks
number cards afterward. mention. Discuss the represent? They
randomly on one side answer after each item. represent the ones.
of the board and a You may also ask for
place value chart, with the value of that digit in What is the value of
the first two rows the 2-digit number. each white
folded or covered for straw/popsicle stick? It
now. Examples: has a value of 1.
1) 49 digit in the ones
place (9) What do the gray
2) 35 digit in the tens straws/popsicle sticks
place (3) represent? They
3) 12 digit in the tens represent the tens.
place (1)
Choose one number 4) 76 digit in the ones What is the value of
card and place it in the place (6) each gray
1st row, 2nd column. 5) 80 digit in the tens straw/popsicle stick? It
place (8) has a value of 10.

Say: Knowing the

values of each
straw/popsicle stick, we
 can determine the total
points each group got.
Let us start with group
1’s result.
Note: The following will
be based on the actual
What number did I result of the activity.
choose? It is 4.
How many digits does Say: As shown, group 1
it have? It has one has four gray
digit. straws/popsicle sticks
that represent 4 tens or
Say: Each digit in a 40. They also have
number has its own seven white
place value. straws/popsicle sticks
that represent 7 ones
Post or write the or 7.
definition of place
value on the board. Number each
straw/popsicle stick as
The place value of a shown.
digit is its position in
the number.
We show the place
value of each digit in a
number using the
Place Value Chart.
Knowing that they have
Uncover the heading 4 tens or 40 and 7 ones
“Place Value” and or 7, we can say that
“Ones” and say that in group 1 has 40 and 7 or
the case of 4, its place 47 points.
value is Ones.

Choose two number

cards to form the
number 16. Place “1”
in the tens place and
“6” in the ones place.
 As shown, 40 and 7
makes 47. A 2-digit
number, such as 47,
can be written in tens
and ones. We refer to
What number did I writing a number into
place on the chart? It is tens and ones as
16. decomposing a
How many digits does number into tens and
it have? It has two ones.
digits.
Say: Just like in 1-digit 47 is 40 and 7
numbers, each digit in
a 2-digit number has a Discuss the other
place value. groups’ work following
the same process.
In the number 16, the
digit 1 is in the tens
place. (Uncover the
heading Tens) and the
digit 6, is in the ones
place

What if I interchange
the digits 1 and 6? Will
the place values of the
two digits remain the
same?

Get the two number

cards, 1 and 6, to form
61. Place “6” in the
tens place and “1” in
the ones place.

What is the place value

of 6? It is tens.

What is the place value

of 1? It is ones.

Emphasize that the

place value of a digit
depends on its position
in the number.

If we consider the digit

6, its place value is
“Ones” in the number
16 but it becomes
“Tens“ in the number
61. Similarly, the digit
1 has a place value of
“Tens” in the number
16, but it has a place
value of “Ones” in the
number 61.

Call on some learners

to choose any two
number cards from
those posted on the
board. Ask them to
post the cards in the
table. Have them say
the number they
formed, and identify
the place value of each
 digit in that number.

After/ Post Lesson Proper

Making Generalizations and To summarize the To summarize the To summarize the To summarize the
Abstractions lesson, ask the lesson, ask the following lesson, ask the following lesson, ask the
following questions: questions: question: following question:

What is a digit? What is the place value How do you determine What do we call the
A digit is any one of of a digit? The place the digit given its place process of writing a
the single numbers or value of a digit is the value in a 2-digit number into tens and
symbols: 0, 1, 2, 3, 4, digit’s position in a number? ones? It is called
5, 6, 7, 8, and 9. number. decomposing a number
From the left into tens and ones.
Digits are used to make What is the value of a The first digit is in the
numerals that digit in a number? The tens place. The second e.g. 85 is 80 and 5.
represent numbers. value of a digit is the digit is in the ones
actual value of a digit in place.
Can we describe a number determined by
numbers based on their the digit’s place value. From the right
number of digits? Yes, The first digit is in the
numbers can be ones place. The second
described based on digit is in the tens
their number of digits. place.

When do we call a
number a 1-digit
number or a 2-digit
number?
A 1-digit number is a
number with one digit
only.

A 2-digit number is a
number consisting of
two digits.

What is the place value

of a digit in a number?
The place value of a
digit is its position in
 the number.

What is the place value

of each digit in a 2-digit
number? The left digit
is in the tens place and
the right digit is in the
ones place.

Ask the learners to do Ask the learners to do Ask the learners to do Ask the learners to do
Evaluating Learning
Assessment 1. Assessment 2. Assessment 3. Assessment 4.

Additional Activities
for Application or Remediation

Remarks
Reflection
A. No. of learners who earned 80%
in the evaluation
B. No. of learners who require
additional activities for
remediation.
C. Did the remedial lessons work?
No. of learners who have caught up
the with the lesson.
D. No. of learners who continue to
require remediation.
E. Which of my teaching strategies
worked well? Why did this 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?
Ipinasa Ni: Binigyang Pansin Ni:

EMY FLOR M. TORNITO, EdD. ILYNE M. MAYA

Master Teacher 2 Principal II