Republika ng Pilipinas
Kagawaran ng Edukasyon
Rehiyon V
Tanggapan ng mga Paaralang Pansangay ng Camarines Sur
Purok ng San Fernando
MABABANG PAARALAN NG GRIJALVO
DETAILED LESSON PLAN IN MATHEMATICS 2
QUARTER 2
I. Objective: After the 50 minutes lesson, at least 85% of Grade 2 pupils are able to ;
* Subtracts 1-2 digit numbers without regrouping
II. Content: Numbers and Number Sense
III. Learning Resources:
1. Topic : Subtraction of whole numbers
2. References : MELCS p. 202 , Learners Material p. 92 -96
3. Additional Materials/ Other Resources : Powerpoint Presentation, visual aids( pictures), smart tv,
realias, picture story, cards with subtraction problem
*Values Integration: Importance of honesty in transactions involving money such as giving or asking for a change
(Giving emphasis on the saying, "Ang Batang Matapat ay Kinagigiliwan ng Lahat.")
*Subject Integration: ENGLISH, ESP AND MTB
*Strategies: Explicit Teaching, Concrete, Pictorial, Abstract (CPA Approach)
TEACHER’S ACTIVITY PUPIL’S ACTIVITY
Preparatory Activity
* Opening Prayer
* Checking of Attendance Teacher's Activity
A. Introduction/preparation
Good morning children, how are you today?
Chorus: We are fine! Thank you, how about you?
I'm fine too, thank you!
Are you ready for today's lesson? Chorus: Yes Ma’am!
Okay, clap once if you’re ready.
Chorus: (Clap!)
Clap twice if you’re ready.
Chorus: (Clap, clap!)
Very Good!
B. Motivation
Before we will start, May I ask who among you here
knows how to run an errands?
Pupil 1: Ma’am I know how to run an errands.
Say for example when your mother or father asks you
to buy something from the store? Do you obey them?
Chorus: Yes Ma’am!
Okay now I have a story for you Class but before I tell you
about it, Could you still recall the things to remember
When listening to a story?
Chorus: Yes Ma’am!
Pupil 2: 1. Face the speaker and have eye contact.
Pupil 3: 2. Listen to non-verbal cues.
Pupil 4: 3. Don't interrupt.
Pupil 5: 4. Stay focused.
Very good, class!
One morning, Victor went to Juliana’s Store.
One morning, Victor went to Juliana’s Store.
He wanted to buy a banana which isP8.00 each.
He wanted to buy a banana which isP8.00 each.
He bought 1 banana and gave P10.00 to Juliana, the
He bought 1 banana and gave P10.00 to Juliana, the
vendor.
vendor.
Juliana thanked and handed Victor the Change.
Juliana thanked and handed Victor the Change.
When Victor counted the change, he had P3.00.
When Victor counted the change, he had P3.00.
He went back to the store and give the excess change to
He went back to the store and give the excess change to
Juliana.
Juliana.
C. Presenting examples/instances of the new lesson.
So if we take away P8.00 from 10.00, how many coins
should Victor get as a change?
Pupil 6: He should get P2.00 as a change.
D
Ask more prompt questions such as:
Did Juliana give Victor the correct change? Pupil 7: No Ma’am.
• How many coin should Victor have as a change? Pupil 8: He should get P2.00 as a change.
• Looking at our story and example, what do you think
is our lesson today? Pupil 9: Ma’am Subtaction!
D. Discussing New Concept and Practicing New Skills
Number 1.
Before we continue with our discussion let's translate
mathematical terms that we will encounter as we go
along in our lesson.
T Take away - tinanggal, inalis, binawas
Left /left over - natira, natada
* Say "6 pieces, take away 2 pieces, is 4 left over." Write * Say "6 pieces, take away 2 pieces, is 4 left over." Write
6 - 2 = 4 and ask the students to write it as well. 6 - 2 = 4 and ask the students to write it as well.
* Say "8 pieces, take away 1 piece, is 7 left over." Write * Say "8 pieces, take away 1 piece, is 7 left over." Write
8 - 1 = 7 and ask the students to write it. 8 - 1 = 7 and ask the students to write it.
* Say "3 pieces, take away 2 pieces, is 1 left over." Write * Say "3 pieces, take away 2 pieces, is 1 left over." Write
3 - 2 = 1 and ask the students to write it. 3 - 2 = 1 and ask the students to write it.
This operation is called subtraction; This operation is called subtraction;
Subtraction- is taking away from the Subtraction- is taking away from the
group or number. group or number.
E. Discussing New Concept Number 2
(Provide multiple means for navigation and control)
This time, teach pupils on the steps to subtract without
regrouping:
1. You need to place the subtrahend below the
minuend so that the ones-place numbers fall in the same
column.
2. Now you have to subtract each column separately
and in order, starting with the ones-place column.
3. The last step is to place the answer of the
subtractions below each one of the columns, and
remember: always put it in order.
Three Simple Steps in Subtracting 1–2-digit numbers:
F. Developing Mastery Level
Cooperative and Differentiated Learning
Member 1: Leader
Member 2: Materials Manager
Member 3: Secretary
Member 4: Art Manager
Member 5: Reporter
GROUP 1: Using the flats given to you solve the
subtraction equation below.
GROUP 2: Find the difference of 1-2 digits equation
below. Write the correct letter of your answer
on each box to find Bob’s bone.
GROUP 3: Subtraction: Build and Remove
Using the flats given to you solve the
subtraction sentence below.
G. Finding Practical Applications for concepts and in
daily living skills.
Let the class recall the story given to them earlier and ask
them these questions:
1. Did the vendor give the correct amount of
change?
2. What would you do if you experienced the same
situation?
Give emphasis on the saying, “ANG BATANG
MATAPAT AY KINAGIGILIWAN NG LAHAT.”
H. Making Generalization and Abstraction about the
lesson
To generalize the lesson, ask pupils questions like:
1. What is subtraction?
2. How do we subtract?
IV. Evaluation
Double-Digit Subtraction without regrouping. Double-Digit Subtraction without regrouping.
72 96 85 46 39 72 96 85 46 39
- 41 - 14 - 34 - 25 - 16 - 41 - 14 - 34 - 25 - 16
Additional Activities for Application or Remediation Additional Activities for Application or Remediation
38 46 67 46 75 38 46 67 46 75
- 26 - 14 - 34 - 22 - 45 - 26 - 14 - 34 - 22 - 45
V. Assignment
For your assignment solve the following word
problem:
1. The farmer had 16 tomatoes. He sold 12.
How many are left?
2. Mom put 10 pepperonis on the pizza. Tim ate
4. How many are left?
3. The teacher has 24 pencils. She gave 12 of
them. How many are left?
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