MATATAG School Matatag Elementary School Grade Level 2

K to 10
Curriculum Name of Teacher Learning Area Mathematics
Weekly Lesson Teaching Dates and Time Week 2 Quarter First
Log

DAY 1 DAY 2 DAY 3 DAY 4

I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES

A. Content Measurement and Geometry (MG)
B. Content The learner should have knowledge and understanding of:
Standards
 circles, half circles, quarter circles, and composite figures made up of squares, rectangles, triangles, circles,
half circles, and quarter circles; and
 one step slides and flips of basic shapes and figures.
C. Performance By the end of the quarter, the learners are able to:
Standards
● compose and decompose composite figures made up of squares, rectangles, triangles, circles, half circles, and
quarter circles; and
● describe and draw the effect of one-step slides or flips in basic shapes and figures.
D. Learning The learners
Competencies
● compose and decompose composite figures made up of squares, rectangles, triangles, circles, half circles, and
quarter circles, using cutouts and square grids; and
● describe and draw the effect of one direction multi-step slide (or translation) in basic shapes and figures.
E. Learning At the end of the At the end of the lesson, the At the end of the lesson, At the end of the lesson,
Objectives lesson, the learners are learner should be able to: the learner should be able the learner should be able
able to compose a to: to:
● describe the change in
figure using cutouts of the position of a basic ● describe the change in ● describe the change in
two or more familiar shape or figure after a the position of the basic the position of the basic
shapes (such as half one-step slide or shape or figure after a shape and figure after a
circle and rectangle; translation is performed; one-step flip is multi-step slide and/or
square and/or triangle; and performed; and flips are performed; and
 quarter circle and ● draw the position of a ● draw the position of a ● draw the position of a
rectangle, square, basic shape or figure after basic shape or figure basic shape or figure
and/or triangle) a slide or translation is after a flip is performed. after a multi- step slide
performed. and/or flip is performed.
II. TEACHING AND LEARNING PROCEDURES
Before the Lesson/Pre-lesson Proper
Activating In our last lesson, we Show the illustration below. Place the five-by-five grid Prepare at least four
Prior decomposed a figure on the board. Show a cutouts featuring images or
Knowledge into familiar shapes transparent circular cutout drawings of feet. Display
such as rectangles, with black borders as each cutout and ask
squares, triangles, shown below. whether the learners
circles, half- circles, recognize the depicted
and quarter circles. figure. They should be able to
This time, we will say that those are foot
compose a figure using drawings.
given shapes.
Use the cutouts to create
Show a triangle and a patterns, focusing on one
rectangle. Ask the learners what pattern at a time. Prompt
shapes are in the the students to determine
illustration on the board. whether the foot slides,
Let them observe the
flips, or both, and in which
cutout. The learners should
What should we Expected answers: direction.
be able to observe that the
remember when square cutout is circular and has a Pattern 1
composing a figure triangle hole. Reference figure
given a set of shapes? rectangle
The shapes should not Place the cutout in the
triangle
overlap or be connected cell on the upper left
only at a point. circle corner of the five-by-five
grid posted on the board. 1 2 3 4
half-circle
Let a learner put them Answer: slide to the right three
together and draw the quarter circle times
outline of the figure
formed.
Possible answers: Tell the learners that in Pattern 2
today’s lesson, they will Reference figure
learn how to move these
shapes around on a grid,
exploring different ways to 1 4
change their positions.

2 3

Answer: flip downward, slide to

Ask a volunteer to trace the right, flip upward
the cutout on the cell at
the upper leftmost corner Pattern 3
of the grid and slide it one Reference figure
cell to the right.
Then, trace the cutout in 1 4
its new position. Instruct
the other learners to check
if the volunteer slid the
shapes correctly.
2 3
As can be seen, we can
compose different Answer: flip downward, flip to
the right, flip upward
figures using the
rectangle and the
triangle.
We studied composing
a figure in grade 1. Can
you recall how to After completing the
compose a figure using drawing ask the learners
a set of shapes? whether the volunteer slid
Composing a figure means the shape correctly. If not,
 prompt them to identify
putting together shapes to
which part of the
form a figure.
volunteer’s drawing needs
correction and assist Pattern 4
him/her in making the Reference figure
necessary changes.

Write slide on the board.

1 2 3 4

Answer: flip to the right three

times
Note: These patterns are
from Frieze Patterns,
usually used in arts and
designing buildings.
Ask the following questions:
 What movement was
performed to the Show images of sample art
cutout? It was slid one and designs to the learners
cell to the right. if applicable. Such as floor
 Did the appearance of tiles and table cloth.
the shape change after
a slide was performed?
No, it remained the same.
 What has changed to
the shape after a
slide was performed?
Only its position
changed.

Commend the class for

their participation.
Lesson To compose figures To illustrate how to slide or To illustrate how to flip To illustrate how to slide and
Purpose/ using familiar shapes translate shapes and shapes and figures in one flip shapes and figures in one
Intention figures in one direction direction direction
Lesson Language compose, cutouts, Translations, slides, upward, Flips, upward, downward, Slides, flips, upward,
Practice square grids, half- downward, left, right, left, right, grids, squares, downward, right, left, grids,
circle, quarter circle, forward, backward, grids, circles, rectangles, squares, circles, rectangles,
square, rectangle, tiles, squares, circles, triangles, half- circle, triangles, half-circle,
triangles, decompose rectangles, triangles, quarter-circles, cutouts, quarter-circle, cutouts,
half-circle, quarter-circle, shapes, figures, position shapes, figures, position
cutouts, shapes, figures,
position
During the Lesson/Lesson Proper
Reading the
Key Idea/Stem
Developing Show a half-circle and a Create two modified six- Tell the learners that you Let them know that in
Understanding triangle. The length of faced dice using the are going to demonstrate today's lesson, they will
of Key Idea/ the straight part of the following commands written a different movement and practice the multi-step
Stem half- circle, which is the on each face, as shown in have them observe slide and/or flips. Explain
diameter of the circle the image below: carefully. that ‘multi-step’ means
where it came from, ‘many steps’. They can
Trace the circle and the
should be the same as slide many times, flip
small triangle again in the
the length of the many times, or combine
leftmost cell of the second
shortest side of the slide and flip to move the
row and then flip the
triangle. shape to its new position.
cutout to the right.
Ask the learners to
Prepare the following
identify each shape
materials for a group
and describe them. Prepare a suitable space for
activity: five-by-five grid,
the activity. Ensure that the
square cutout with a
activity space is set up so all
circular hole in the upper
learners can see the
right, whiteboard or
movements clearly. If the
erasable markers.
classroom floor is tiled, you
can use a two-by-five tile
Place the five-by-five grid
grid. If not, use rubber mats
on the board and reuse the
or any type of paper to draw
square cutout used in the
a two-by-five grid as shown
previous activity on slides.
below.

Exaggerate the flipping

movement to enable the
learners see what was
done with the cutout. Let
them also observe the
change in the position of
the triangle inside the
A triangle is a shape with circle.
three sides and three First, trace the circle and
corners. ask the learners where the
A half circle is a shape that small triangle hole is. They
is one-half of a whole should be able to say that the
circle. triangle hole is in the right side
of the circle.
Have the learners work
in pairs. Distribute to Trace the triangle and
each pair the following shade/color the circle
materials: the two accordingly. Let the
shapes, a piece of learners observe the two
Manila paper, masking circles, before and after Tell the learners that the one
tape, and a marker the movement was drawn on the board will be
pen. performed. used for discussion/checking.
Group the class into fours.
Tell them that they will Provide the materials for
Tell the learners that they will
compose a figure using each group.
be playing a game. Three
those shapes, and then
pairs will compete in this
trace the outline of the Before starting the activity,
game. Give the rules of the
figure like what was tell the learners that you will
game.
done before. give instruction on how to
● The pairs will roll the die do some tasks. Say, ‘While
Give the learners about three times, alternately. the assigned member does
10 minutes to finish the One player will roll the the task, the other members
task. Once they are die while the other will must help in checking if the
done, ask some move according to the task is done correctly.
learners to post their command shown on the Take turns in performing
work on the board. die. these tasks. There will be
Select those that are ● The pair that reaches the four tasks, assign a member
different finish line first or is of the group to do each task.
closest to the finish line When done, raise your
after 3 rolls, will be the hands.’
winner.
Give these instructions.

Trace the cutout in the

 middle of the grid.

from each other. Have Show the learners the Ask the learners the
a class discussion. different commands written following questions:
on the faces of the die. Let
Some possible answers:  What has changed in
them stand and perform
the circle after it was
the command as presented.
moved? They should be
Ask for six volunteers to able to say that the
form three pairs. Instruct triangle’s position
the other learners to changed.
 What happened with
observe the movement to
the position of the
be performed by their triangle inside the  Task 1 - First member:
classmates. circle? They should be Slide the cutout one cell
able to say that it moved to to the left, slide it again
When the learners are
the right side of the circle. one cell to the left, and
ready, start the game.
 What remained the trace the cutout in its
Assist the pairs of learners new position.
same in the circle after
in reading the commands. it was moved? Its size
After the game, ask the and shape remained the Expected drawing:
volunteers if the commands same.
 Do you think a slide
on the dice were easy to
was performed on the
follow and why. Ask what
circle? Why? No,
were the commands because when a slide is
performed in the game and performed the appearance
write their responses on the would remain the same.
board. The answer will depend
on the commands performed Verify the learner’s answer
from rolling the die. by referring to the first
activity where a slide was
Ask the learners what they ● Task 2: Second
performed on the cutout.
noticed about the member: Flip the cutout
commands in the game. What movement do you upward, flip it upward,
Write their answers on the think was done to the and trace the cutout in
board. circle here, refer to the its new position.
 second drawing? They
should be able to say that it
was turned over. If the
learners are able to say ‘flip’,
ask them to describe the

Show the learners Expected answers: flipping movement. If not, ask Expected drawing:
another set of shapes.  All commands involve them to describe the
The length of the movement. movement and introduce the
straight part of the  All commands include concept of flip to the learners.
half-circle, which is the directions: forward or
backward.
diameter of the circle
 All commands specify the Explain that flipping a
where it came from,
number of tiles to move. shape means turning it
should be the same as
over. Write the word ‘flip’
the shorter side of the
beside the illustration.
rectangle (width). The
Teacher has to lead the ● Task 3: Third member:
quarter circles should
discussion to help learners Flip the cutout to the
form the given half-
express these ideas, though right, slide it three cells
circle. Tell them to use
not necessarily in the same to the right, and trace
the set of shapes to the cutout in its new
way they are written here.
form a figure. position.
Explain that the players Expected drawing:
moved a certain distance,
Set of Shapes: and this movement is called
a slide or translation. Write
the definition of a slide or
translation of shapes on the Define the word 'flip' and
board. write it on the board:

A flip produces a mirror image

of a shape or figure by turning
Slides or translations involve it over. ● Task 4: Fourth member:
moving the shape or object a Slide the cutout one cell
certain distance in a specified Explain that is drawn downward, slide it again
direction. to show the flipping two cells downward, flip
 Have the learners read the it downward, and trace
movement of the shape or
definition of slides or the cutout in its new
figure, with the arrowhead
position.
translations written on the pointing to the direction
board. where the shape flipped.
Illustrate the concept of
mirror images with real-life
examples, such as the left
hand and the right hand.
Ask

Possible answers: Explain the definition of the learners if they are Expected drawing:
slides or translations in familiar with mirrors and
relation to the activity. their uses.
Answers may vary, but mirrors
Highlight the concept of are mostly used for personal
'moving the shape or object' by grooming.
asking the learners what
object is moved in the
activity. They should be able to Explain to the learners
say that the players moved in that the ‘self’ they see in a
the activity. mirror is called an 'image'.
: Explain that everything
Ensure that after each task,
Next, emphasize 'a certain seen in a mirror is a mirror
facilitate a discussion about
distance' and ask the learners image of real-life objects.
their answers. Have each
how far the players moved. Instruct the learners to group present their drawing
They should be able to say that imagine themselves as and compare it with the
the players moved one (1) tile ormirrors of the teacher. You others. Ask one group to
two may ask them to mirror explain their drawing to the
(2) tiles.
your actions: if you raise class, then ask the other
your right hand, they should groups if their drawings are
Finally, emphasize 'in a
raise their left hand; if you similar. If not, have a group
specified direction' and ask the
look to the left, they should with a different drawing
learners which directions the
look to their right, etc. explain theirs. Ask the
players moved. They should be
learners to describe the
able to say that the players
moved forward and backward. Relate the concept of mirror appearance of the shape in
images to the drawings of its new position after every
Prepare a five-by-five grid. It the circles on the board. task. Illustrate the correct
is suggested to draw the Use the line in the middle slide and flip on the board
grid on a cartolina or Manila of the grid as the mirror, and allow groups that made
paper and cover it with with the right side mistakes to correct their
plastic to make it reusable. representing the image, as drawings before proceeding
shown in the illustration. to the next task.
Place the 5-by-5 square grid
on the board. Make sure
At the end of all tasks, the
that the square in the grid is
final drawings should look
big enough for all the
like the illustration below.
learners to see.
Call learners with
unique answers to post
their figures on the
board.
Were we able to form
only one figure from
the given shapes? No,
we were able to form
many figures from the
given shapes.
Given a half-circle, two Ask, what do you call this Ask the learners if sliding
quarter circles, and one drawing? They should be able movement creates a
rectangle, we can form to say 'grid' because they used it mirror image. They should After the activity, commend
many different figures. in the lesson on decomposing be able to say no. all learners for their
shapes. participation. Ask about
Can we decompose the Ask if the flipping
figure we formed into a In case the learners were movement creates a their experiences with the
half-circle, two quarter not able to say grid, mirror image. They should activity, whether they found
circles, and one introduce again the word to be able to say yes. it challenging or not. Also,
rectangle? Yes, we can. them. ask about how this activity
Show an image of the differs from their previous
We have learned that Point to one of the squares cutout using a mirror to experiences with slides and
we can compose a in the grid and ask, 'What do demonstrate that the flips. They should be able to
figure using a set of you call this part of the image is identical to the say that in this activity, they can
shapes and we can grid?' appearance of the shape flip and slide many times. Also,
decompose a figure when flipped. in some tasks, the slide and flip
Expected answer: a square
into shapes in the are combined, unlike in previous
given set. activities where they only
encountered either a slide or a
Tell the learners that these flip.
squares in the grid are
called ‘cells’ and they will
use these cells for the
movement of shapes or
figures. Write the word ‘cell’
on the board and draw an
arrow pointing to a cell on
the grid.
 Ask if anyone needs
clarification or has
questions about flip before
moving on to the next
activity.

Show a transparent square

cutout with a hole in the
upper left corner (see
illustration below). It is
suggested to use plastic
cover and draw the border
using a permanent marker.
Trace the square cutout
and the circular hole in the
center of the grid.

Tell the learners to observe

the movement of the square
cutout. Slide the square
cutout two cells to the left
(see illustration below).

Ensure you show the sliding

movement without rotating or
flipping the shape. Trace the
square cutout in its new
position.
Direct learners’ attention to
the drawn squares. Ask the
learners what movement is
performed to the square.
Draw an arrow to emphasize
the movement.
Ensure that the learner will
mention the movement
“slide”. Guide them to the
answer using these
questions:
(a) How many cells did
the square slide?
(b)In what direction did
the square slide?
They should be able to say that
the square slid two cells to the
left.

Write “the square moved

(slid) two cells to the left” on
the board. Explain to the
learners that an arrow is
drawn to demonstrate the
sliding movement of the
shape or figure, with the
arrowhead pointing to the
direction where the shape
moved.

Next, slide and trace the

square cutout two cells
upward, then four cells to
the right, and finally four
cells downward (see
illustration below).

Slide the cutout one

movement at a time.
Continue asking the
learners what movement
occurred with the square
and write the answers on
the board.

Expected answers:
Movements of the cutout -
1st : The square moved (slid) two
cells upward
2nd: The square moved (slid) four
cells to the right.
3rd: The square moved (slid) four
cells downward.
Explain to the learners that
 this is how a slide is
performed to a basic shapes
or figures.
Ask if anyone needs
clarification or has questions
about performing a slide
before moving on to the next
activity.

Deepening Tell the learners that Keep the grid on the board Show a transparent circle Let the learners stay with
Understanding Figure A and Figure B, but erase the drawn square cutout with rectangular their group. Erase the
of Key drawn on a grid paper, shapes. Prepare transparent hole as shown in the square drawings on the
Idea/Stem were decomposed into cutouts of shapes with hole illustration below. grid. Provide each group
several shapes. as shown. with two cutouts of the
Figure A shape. Ensure that each
member is involved in the
activity.

Trace the half-circle cutout Trace the cutout in the

in the third row, third upper right cell of the five-
column of the grid. Make by-five grid. Flip the cutout
sure that the hole is traced downward. Ask the
as well. learners where the
rectangle should be drawn 1. Draw the illustration
if the circle is flipped below on the grid.
downward. They should be
able to say that the rectangle
should be drawn in the upper
Figure B
left of the circle. Draw the
rectangle.

Have the learners work

in groups.

Tell them to do the

following:
1. Recreate Figure A
using the shapes in
set A. Place their
work on a sheet of
Manila paper.

Ask a volunteer to slide the

 Instruct the learners to
half- circle two cells think of the easiest or
downward and trace it in its fastest way to move the
new position, ensuring the shape from the first
circle inside the half-circle position to the second
is also traced. position using the
Emphasize that the figure cutouts. These are some
should possible
be moved exactly as it is.
Instruct the volunteer to draw
an arrow

2. Recreate Figure B indicating the direction of the Next, ask where to draw answers, as there are many
using the shapes in shape's movement, and have the rectangle if the circle is ways to move the shape
set B. Place their the other learners check if the flipped to the right, then from its first to its second
work on another upward. Show that if you position. However, it is not
shape was moved correctly.
sheet of manila flip it to the left again, the possible to slide it many
paper. Expected drawing: times; only flipping many
resulting figure matches
times or a combination of
the original. Refer to the
sliding and flipping is
illustration for guidance. possible.

1 4 Possible answers:
 The half circle flips
 2 3 downward then slides two
cell downward.

Distribute and explain LAS

2. Tell the learners that
they are going to answer
After completing the LAS 2 with their group  The half circle slides two
drawing, tell the learners from previous activity. cells downward and flips
that a slide was done to the downward.
Explain the instructions in
shape. Instruct the LAS 2 and emphasize that
volunteer to describe the the shapes inside the
result of sliding the shape to bigger shapes are holes.
its new position. Ask the
learners to assess whether Address any questions
the volunteer slid the shape or clarifications raised
correctly. If not, prompt by the learners.
them to identify which part
of the volunteer’s drawing
needs correction and assist
in making the necessary
changes.

Commend the class for their

participation.

Trace the quarter circle Answers to LAS 2:  The half circle flips three
cutout in the second row, first times downward.
Set A shapes for Figure column.
A:
 Ask one group to explain
Set B shapes for Figure Ask for a volunteer to slide their answer to the class.
B: the quarter circle four cells Ask the other groups if they
Discuss the answers
to the right then trace it in afterward to ensure got the same answer. If
its new position, ensuring to understanding. not, ask another group with
trace the hole. Instruct the a different answer to
other learners to assess demonstrate theirs. Write
whether the volunteer slid their correct answers on
the shape correctly, the board.
checking the number of
movements, directions, Explain to the learners that
drawn shapes, and arrows. they can reverse the
Expected answer: movements to move the
shapes to their new
Give each group the
position. For instance, if
following materials:
they flip first and then slide,
Figure A and Figure B
drawn on a sheet of the reverse would be to
paper, Set A shapes, slide first and then flip.
Set B shapes, sheets of Show and distribute LAS 3.
Manila paper, and a
Tell the learners that they
masking tape. Have
them work for about 10 are going to answer LAS 3
minutes. Have a in pairs.
discussion afterward. Explain the instructions in
LAS
3. Discuss the answers
 afterward to ensure
understanding. Address
any

Possible answers: Instruct the volunteer to questions or need for

discuss the result of moving clarification raised by the
Figure A: learners.
the shape. Ask the other
learners if the volunteer slid
Answers to LAS 3:
the shape correctly. If not,
prompt them to identify Item 1
which part of the
volunteers’ drawings needs
correction and assist in
making the necessary
changes.
Commend the class for their
participation.
Figure B:
Show the learners LAS 1 and
instruct them to complete
the activity in pairs. Answer
the first item on the board
to guide them. Distribute
LAS 1. Explain the
Item 2
instructions in LAS 1.
Discuss the answers
afterward to ensure
understanding. Address any
questions or clarifications
raised by the learners.

Expected answers to LAS 1:

Item 1
Item 2 Item 3

Item 3

Item 4
After the Lesson/Post-lesson Proper

Making To summarize the To summarize the lesson, To summarize the lesson, To summarize the lesson,
Generalization lesson, ask learners ask the learners how to ask the learners how to ask the learners the
s the following slide or translate shapes flip shapes and figures. following:
questions. and figures. 1. Trace the shape in its (a) What is the difference
How do we compose a 1. Trace the shape in its original original position. between flip and slide? A
figure given a set of two position. slide changed only the position
2. Flip or turn over the shape of the figure but didn’t change
or more shapes? We put to its specified direction.
2. Count the number of cells the the appearance. A flip involves
together the shapes in the
shape needs to move in the 3. Trace the shape in its new turning the shape over in a
given set to form the figure.
specified direction. specified direction to create a
position.
mirror image.
What should we 3. Slide or move the shape to its Expect incomplete (b)What is the difference
remember when new position without altering its answers, such as 'flip' between one-step and
composing a figure appearance. without specifying the multi- step? One-step has
given a set of shapes? direction. Then, ask them only one step while multi-step
The shapes should not 4. Trace the shape it its new
to explain the difference has two or more steps.
overlap or be connected position.
between sliding and (c) What is the difference
only at a point. between one-step and multi-
Expect incomplete answers, flipping.
such as 'slide' without step slide or flip? They can
A slide involves moving a slide many times, flip many
specifying the direction or
shape from one position to times, and combine slides and
number of movements. another without changing its
Ensure that the learners flips in a multi-step process,
orientation or appearance. A whereas previous lessons
understand that both the flip involves turning the shape involved only a single step,
number of movements and over in a specified direction to either a slide or a flip.
the direction are important create a mirror image.
when sliding shapes or
Ensure that the learners Ask the learners to describe
figures.
understand the distinction the change in the position
between these two of the basic shape and
movements. figure after a multi-step
slides and/or flips are
performed. They should be
 able to say that if the shape
slides
many times, its appearance
remains the same. However, if
flipping is added, regardless of
the number of times, the
appearance of the shape could
either remain the same or
change.
Evaluating Learning Let the learners answer Let the learners answer Let the learners answer Let the learners answer
Assessment 1. Assessment 2. If needed, Assessment 3. If needed, Assessment 4. If needed,
read the instructions to the read the instructions to read the instructions to the
Possible answers: learners. the learners. learners.
1.
Expected answers: Answers:
I. Expected answers:
I. I.
1. The half-circle slides 2 cells to
the right. 1. Possible answers:
1. The circle flips to the right.
2. The quarter-circle slides 4
cells to the right. 2. The square flips downward. The half circle slides three cells
3. The rectangle slides 1 cell to the right and flips to the right
upward. (and reverse). It is not possible
4. The triangle slides 3 cells to move it by only sliding it many
II.
downward. times or only flipping it many
2. II. 1. times

2. Possible answers:
 It is not possible to move it by
only sliding it many times.
2.  The triangle slides two cells
downward and flips
downward (or reverse).

 The triangle flips

three times
downward.
 II. Expected answer:

Additional Activities
for Application or
Remediation (if
applicable)

I. LEARNING RESOURCES
A. References

B. Other Learning
Resources

IV. TEACHER’S REFLECTION