Republic of the Philippines

Kolehiyo ng Lungsod ng Lipa

Marawoy, Lipa City
College of Education and Allied Sciences

Lesson Plan in Mathematics Grade 2

I. Learning Competencies

a) Content Standards
Demonstrates understanding of the multiplication of whole numbers.

b) Performance Standards
Able to apply multiplication in various contexts, such as representing it as repeated addition.

c) Learning Objectives
At the end of the lesson, the students are able to:
1. Express multiplication as repeated addition, arrays and number lines
2. Demonstrate multiplication of whole numbers in various ways through problem-solving
3. Value multiplication in daily life

II. Subject Matter

A. Topic: Multiplying Whole Numbers in Various Ways
B. Reference: Mathematics 2 pp. 181-192
C. Materials: Pictures, Visual, Marker, Laptop, TV

III. Learning Task (Procedure)

Teacher’s Activity Student’s Activity

A. Preliminary Activities

1. Prayer

“Let’s start our day with a prayer”

“Let’s bow our head and feel the presence of our Lord”
(bowing their head)

Dear God,
We thank you for this wonderful day.
We thank you for the give of life and for all the
blessings.
Help us to learn new things today.
Help us to be obedient to our teachers,
parents and to be kind to our classmates.
Help us to be honest and diligent to our
 studies.
Let peace prevail to our home, school,
community and country.
Keep us always safe and always grant us the
courage to follow your way.
This all we ask,
In Jesus name we pray.
Amen

2. Greetings

“Good morning, class!”

“Good morning teacher”

“What is the day today?”

Today is ___ (the day today)
Today is ___

“Before you take your seats, kindly check and pick up

any pieces of paper and plastic under your chair. And (checking and picking pieces of paper under
then you can sit.” their chairs)

3. Checking of Attendance

“I want to see your beautiful and sweet smile.”

(smiles)
“Look to your left and right to see if your seatmate is
present.”
(Look their left and right)
“Are your seatmates present” Present ma’am

Very Good! That means you’re all present

4. Checking of Assignment

5. Review

B. Developmental Activities

Motivation

“So now, before we proceed to our motivational

activity, I want you all to know the MATH CHECK.”

“This is the MATH CHECK”

“Class kindly read”

Make it to class on time and prepare to do

 work.
Ask for permission to speak by first raising
your hand.
Talk respectfully to your teacher and your
peers.
Hand in your best work by checking it twice by
mistake.

“I want you all to follow the MATH CHECK”

“Now, we will proceed to our motivational activity.” Yes, teacher

“Are you ready class?”

”“Beep, beep”
“If you are ready, shout “Beep, beep”

Our activity is called “The Sinking Ship”

Mechanics:
 All students are included in the game.
 I will say a number and players must form a group
with exactly the number of members, I say.
 Players must quickly find a group with the correct
number of members.
 Players who are left out of a group will answer a
question.
“Yes teacher”
“Are you ready class?”

“Class kindly go here in the center” (All students go in the center)

“Now let's start”

“The math ship is sinking, group yourself into 5” (Students group their self into 5)

“There are 2 chickens, and each chicken has 2

feet. How many feet are there in all?” “12 feet teacher”

“The math ship is sinking, group yourself into 6” (Students group themselves into 6)

“15 petals teacher”

“You have 3 flowers, and each flower has 5 petals.
How many petals are there in all.”
 (Students group themselves into 8)

“The math ship is sinking, group yourself into 8”

MULTIPLYING WHOLE NUMBERS IN

“Thank you class all your answers are correct”
VARIOUS WAYS

1. Activity

“Before we proceed to our discussion, Lets have

another activity to give you more idea of our topic.”

“Are you ready for another activity?” “Yes, teacher”

Add by Me!

Directions: Answer on the space provided.

1. 2+2+2=___
1. 2+2+2=6
2. 4+4+4=___
2. 4+4+4=12
3. 5+5=___
3. 5+5=10
4. 3+3+3=___
4. 3+3+3=9
5. 7+7+7=___
5. 7+7+7=21

2. Analysis

Let us look at the number of legs these animals have.

How many cats are there? How many legs does each
cat have? How many legs are there in all?

“There are three cats. We all know that cats have four
legs.”

“So, class how many cats are there in the picture? “3 cats, teacher”
“How many legs does each cat have? “4 legs, teacher”

“12 legs, teacher”

“How many legs are there in all?”

3 cats
4 legs
12 legs in all

We can write:
4 legs + 4 legs + 4 legs = 12 legs
Or we can write:
3 cats x 4 legs = 12 legs
The symbol x means you will multiply the given
numbers.

“Yes, teacher”
“Do you understand class?”

“I have another example here”

“In this picture, what kind of animals do you think this

is? “

“Duck teacher”

“Very good”

“5 ducks, teacher”
“How many ducks are there in all?”

“2 legs, teacher”
“How many legs does a duck have?”

“10 legs teacher”

“How many legs are there in all?”

5 ducks
2 legs each duck
10 legs

We can write:
2 legs + 2 legs + 2 legs + 2 legs + 2 legs = 10 legs
Or 5 ducks x 2 legs = 10 legs

“Yes, teacher”

“ Do you understand class?”

“ If you really understand class, I will call someone to

answer this question.”

“ Yes ___, kindly answer this questions”

“ Kindly go in front and write the answer in the board.”

3 bees
6 legs
18 legs

How many bees are there in all? How many legs does
6 legs + 6 legs + 6 legs = 18 legs
a bee have? How many legs are there in all?
3 bees x 6 legs = 18 legs.”

3 bees
6 legs
18 legs

“Thank you__ let’s check if the answer are correct .”

“So, we can write:

6 legs + 6 legs + 6 legs = 18 legs
Or 3 bees x 6 legs = 18 legs.”

“Very good! your answer is correct.”

“Now, let’s give___ five claps”

“Let’s proceed to our next discussion.”

A. Let us go back to the number sentences we

formed to show the total number of legs.
 Addition Multiplication
Sentence Sentence
Cats 4 + 4 + 4 = 12 3 × 4 = 12
Ducks 2 + 2 + 2 + 2 + 2 5 × 2 = 10
= 10
Bees 6 + 6 + 6 = 18 3 × 6 = 18

“We have 3 cats and each cats have 4 legs.”

“Now, we will write it in addition sentence and

multiplication sentence “

“In addition: 4 + 4 + 4 = 12
and in multiplication: 3 × 4 = 12”

“ Do you understand students?” “Yes, teacher”

“Thank you”

“I will call someone again to answer the Ducks and

Bees.”

“___ kindly go here in front and answer this.”

“There are 5 ducks and each ducks have 2 legs” Addition Multiplication
Sentence Sentence

"Thank you, now let's check if the answers are Cats 4 + 4 + 4 = 12 3 × 4 = 14

correct."
Ducks 2 + 2 + 2 + 2 + 5 × 2 = 10
2 = 10
"It goes like this, in addition sentence:
Bees
2 + 2 + 2 + 2 + 2 = 10
and in multiplication sentence: 5 × 2 = 10”

"Very good! Your answer is correct."

"Students let's give ____ five claps."

"The next one."

" Yes ___. kindly go here in front and answer this"

Addition Multiplication
Sentence Sentence
Cats 4 + 4 + 4 = 12 3 × 4 = 12

" The 3 bees and each bees have 6 legs" Ducks 2 + 2 + 2 + 2 + 5 × 2 = 10

2 = 10
Bees 6 + 6 + 6 = 18 3 × 6 = 18

"Let's check if the answer is correct.

"Thank you, class let's, give__ five claps."

" Students note that multiplication is repeated

addition."

Now, let us study these sets or groups with the same

There are 3 sets with 4 balls in each set.

4 balls + 4 balls + 4 balls = 12 balls

3 sets x 4 balls = 12 balls

B. We can also use arrays to show multiplication.

4 columns

Let us examine how the squares are arranged.

 there in each column? This is an array which has 4 3 squares
columns and 3 rows. It can also be described as a
4 by 3 array. If we count all the squares, there are
12 of them.

So, 4 x 3 = 12.

“I have another example here “

Here is a 5 by 4 or 5 x 4 array. There total are 5

columns with 4 rows. There are 20 stars in all.

So, 5 x 4 = 20.

C. We can count by multiples to show multiplication.

Let us study this first:

Factors are the numbers we multiply to get

another number. Factors are the numbers we multiply to get
another number.
In 3 x 4 = 12, the numbers 3 and 4 are factors of
12.

“Remember class that factors are the number we

multiply to get another number.”

“So, our factors here are the number 3 and 4.

"Again class, what is the factors in the given

3 × 4 = 12?"
“3 and 4”

"Very good!"

A product is what we get after multiplying a

number with another number. A multiple can be
A product is what we get after multiplying a
grouped evenly by the given number.
number with another number. A multiple can
be grouped evenly by the given number.
"In 3 × 4 = 12, the number 12 is the product."
 We can say that:

12 is a multiple of 4 because we can group 12

evenly into 4.

12 is also a multiple of 3 because 12 can be

grouped evenly into 3.

The counting multiples of 4 are 4, 8, 12, and so on.

The counting multiples of 3 are 3, 6, 9, 12, and so
on.

Now, let us study this:

To get the answer to 4 x 5, we can count by the

multiples of 5 four times:

"Let's count class"

5, 10, 15, 20
5, 10, 15, 20
So, 4 x 5 = 20

To get the answer to 6 x 4, we can count by the

multiples of 4 six times:

"Let's count again."

4, 8, 12, 16, 20, 24

4, 8, 12, 16, 20, 24
So, 6 x 4 = 24.

“Do you have any questions regarding to our

discussion?”

“Now, we will proceed to number lines.”

“I will discuss the number lines and listen

carefully.”

D. Let us study these number lines:

 How many jumps of 4s were made?
1, 2, 3
The multiplication sentence for this is 3 x 4 = 12.

“Let’s count the jumps of 4s”

“So, the jumps of 4s are 3”

“3 × 4 = 12”
“The multiplication for this is 3 × 4 = 12

“Again, what is the multiplication sentence in 4s

were made?”

“Very good!”

“Let’s have another example”

How many jumps of 2s were made?

1, 2, 3, 4
The multiplication sentence for this is 4 x 2 = 8.

“Let’s count the jumps of 2s.”

“So, the jumps of 2s are 4”

“Yes, teacher”
“The multiplication for this is 4 × 2 = 8.”

“Do you understand class?”

“Do you have any questions?”

“Thank you, I hope you’ll understand everything we

discussed.“

3. Abstraction

“So let’s have a quick review on our discussion”

“ What is factors? “ “Numbers being multiplied”

“Are the numbers we multiply to get another
number”
 “ What is product?” “ Answer in multiplication”
“Is what we get after multiplying a number with
another number.”

(Students will their write their own addition

“ Give an example of addition sentence and write it on
sentence)
the board”

(Students will write their own multiplication

“ Give an example of multiplication sentence and write sentence)
it on the board”

“ Thank you class, it seems you are learning

something. “

4. Application

“ So I have another activity to know if you really learn

something about our lesson”

“Yes, teacher”
“ Are you ready class?”

“ If you all are ready, shout “Beep, beep” “Beep, beep”

“Its called Think Before You Pick”

Mechanics:

 Eight members are needed.

 They will go to the front and form a circle.
 The teacher will show a picture flashed on the
TV that they need to answer.
 All the answers are placed on the floor, and
they must race to get the correct answer.
 Those who answer correctly may return to their
seats.

Addition Sentence

Picture 1:
 4 + 4 + 4 = 12

Picture 2:

6 + 6 + 6 + 6 = 24

Multiplication Sentence

Picture 3:

5 × 6 = 30

Picture 4:

3×3=9

Rays

Picture 5:

3×2=6
Picture 6. 2×4=8

Values Integration

How does multiplying in various ways help in our daily

“It helps for us to share your kindness to
lives?
everyone.“

“Multiplying whole numbers in various ways can help.

When we show kindness to one person, it can multiply
and impact many others. A single act of kindness can
create a ripple effect, inspiring others to pay it forward.
It helps us when we add quality time with loved ones
to our daily routine, prioritizing the value of
relationships and nurturing our personal connections.”

5. Assessment

“ Now, we will be having a quiz, kindly keep everything

on your table and get only your pencil.”

A. Write the addition and multiplication sentences for

these sets of fruits.

[Link]
 Addition Sentence: 4 + 4 + 4 + 4 = 8
Multiplication Sentence: 4 × 4 = 16
Addition Sentence: _____________
Multiplication Sentence: _____________

[Link]

Addition Sentence: 3 + 3 + 3 = 9
Multiplication Sentence: 3 × 3 = 9
Addition Sentence: _______________
Multiplication Sentence: _________________

B. Write a multiplication sentence based on what is

shown in the number line.
1.

5 × 4 = 20

2. 8 × 3 = 24

C. Complete the multiplication sentence by counting 3, 6, 9, 12, 15, 18, 21

multiples.

7 × 3 = 21

[Link] multiples of 3 :_______

5, 10, 15, 20, 25, 30, 35, 40
7 × 3 = ____

8 × 5 = 40
2. Counting multiples of 5 :________
8 × 5 = ____

6. Assignment
 Direction: Read and answer what is asked. Use
arrays, number lines, repeated addition, or counting by
multiples to get the product.

1. How many legs does 6 dogs have ______. 24 legs

2. A rocket firework explodes in 5 starts. How
many starts will 7 rockets make? _________ 35 starts
3. In a classroom, there are 4 rows of pupils. If
there are 10 pupils in each row, how many
pupils are there in all? ___________ 40 pupils
4. Lucas plays basketball for 2 hours each day
from Monday to Friday. How many hours does
he play basketball from Monday to Friday? 10 hours
_________
5. Mrs. Catabian is a florist. She arranges flowers
for her costumers. She has 8 flower vases with
9 roses in each vase. How many roses are
there in all? ________ 72 roses

Prepared by:
Kate Irah Mae I. Lambojon
_____________________
Student-Teacher

Checked by:
MS. JADINE C. HOSME
____________________
Evaluator