School: Oas North Central School
Teacher: Parone, Julie Mae B.
Date: April 17, 2024
Grade: 2
Section: Lemon
Subject: Mathematics
Quarter: 3rd
Detailed Lesson Plan in
Mathematics II
I.OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies/
Objectives
II. CONTENT (Subject Matter)
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide
Pages
2. Textbook Pages
The learner demonstrates understanding of subtraction
and multiplication of whole numbers up to 1000
including money.
The learner is able to apply subtraction and
multiplication of whole numbers up to 1000 including
money in mathematical problems and real-life
situations.
Visualizes multiplication of numbers 1 to 10 by 2,3,4,5
and 10. (M2NS-IIh-41.1)
Visualizing Multiplication of Numbers 1 to 10 by
2,3,4,5 and 10
K to 12 Curriculum Guide
Mathematics Teacher’s Guide 2, Bikol, pg. 96-105
Mathematics (Kagamitan ng Mag-aaral) 2, Bikol, pg.
138-147
Pictures, charts, illustrations, flashcards, activity sheets
B. Other Learning Resources
IV. PROCEDURE
TEACHER’S ACTIVITY
A. Reviewing Previous Lesson/ Presenting
the New Lesson
Board Work: Write on the board the
commutative property of the following and
find the product.
1.) 3 x 4 = _____
2.) 6 x 2 = _____
3.) 3 x 5 = _____
4.) 7 x 4 = _____
5.) 2 x 8 = _____
PUPIL’S ACTIVITY
1.) 4 x 3 = 12
2.) 2 x 6 = 12
3.) 5 x 3 = 15
4.) 4 x 7 = 28
5.) 8 x 2 = 16
B. Presenting Examples/ Instances of the
New Lesson
Write the multiplication sentence then answer.
1.)
___________ x ___________ = ____
1.) 2 x 2 = 4
2.)
2.) 4 x 2 = 8
___________ x ___________ = ____
3.)
___________ x ___________ = ____
3.) 5 X 3 = 15
4.)
4.) 3 x 6 = 18
___________ x ___________ = ____
5.)
5.) 7 x 4 = 28
___________ x ___________ = ____
C. Discussing
New
Concepts
and
Practicing New Skills #1
Observe the following groups of objects.
1.)
2 + 2 = _____
How many groups of shells are there?
1.) 2 + 2 = 4
2 groups of 2
The multiplication sentence is 2 x 2 = 4.
2.)
2.) 3 + 3 = 6
3 + 3 = _____
How many groups of pineapples are
there?
The multiplication sentence is 2 x 3 = 6.
3.)
2 groups of 3
4 + 4 = _____
3.) 4 + 4 = 8
How many groups of watermelon are
there?
2 groups of 4
The multiplication sentence is 2 x 4 = 8.
Very good!
D. Discussing
New
Concepts
Practicing New Skills #2
and
Group Activity: Before proceeding with
our activity, what are the things we should
consider when we are observing group
activity?
Group 1: Multiply by 2
2 x 1 = ___
2 x 6 = ___
2 x 2 = ___
2 x = ___
2 x 3 = ___
2 x 8 = ___
2 x 4 = ___
2 x 9 = ___
2 x 5 = ___
2 x 10 = ___
Group 2: Complete the multiplication
table of 3.
3 x 1 = ___
3 x 6 = ___
3 x 2 = ___
3 x 7 = ___
3 x 3 = ___
3 x 8 = ___
3 x 4 = ___
3 x 9 = ___
3 x 5 = ___
3 x 10 = ___
Group 3: Complete the multiplication
table of 4.
4 x 1 = ___
4 x 6 = ___
4 x 2 = ___
4 x 7 = ___
4 x 3 = ___
4 x 8 = ___
4 x 4 = ___
4 x 9 = ___
4 x 5 = ___
4 x 10 = ___
Very good!
E. Developing Mastery (Lead to Formative
Assessment 3)
Word Problem: It’s Ma’am Melissa’s
birthday tomorrow. Her students wanted
to surprise her by giving her balloons. If
there are 10 students and each of them
gives Ma’am Melissa 3 balloons, how
many balloons are there all in all?
 Observe silence
 Share ideas or cooperate
 Respect each other members
10 students, Ma’am!
How many students are there?
3 balloons, Ma’am!
How many balloons each student is
planning to give to Ma’am Melissa?
30 balloons, Ma’am!
How many balloons are there in all?
Show your solution:
3 + 3 + 3 + 3 + 3 +3 + 3 + 3 + 3 + 3 = 30
Using repeated addition:
3 x 10 = 30
Using multiplication:
Very good!
F. Finding Practical Application
Concepts and Skills in Daily Living
Find the product.
5 x 5 = ___
5 x 10 = ___
5 x 2 = ___
5 x 8 = ___
5 x 9 = ___
of
5 x 3 = ___
5 x 7 = ___
5 x 6 = ___
5 x 4 = ___
5 x 1 = ___
Very good!
G. Making Generalizations and
Abstractions About the Lesson
How do you multiply a number by 2 or The table of 2 follows the pattern of 2, 4, 6,
vice versa? What pattern did you 8, 10 at one’s digit place.
discover?
How do you multiply a number by 3 or The digits in multiples of 3 add up to a
vice versa? What pattern did you multiple of 3. (3, 6, 9, 12, 15…)
discover?
How do you multiply a number by 4 or There is another pattern hidden among the
vice versa? What pattern did you multiples of odd and even numbers. All
discover?
products of 4 are double the products of 2.
(4, 8, 12, 16, 20…)
How do you multiply a number by 5 or Multiples of 5 have a pattern of 5, 0 in the
vice versa? What pattern did you ones place. Every other multiple of 5 is
discover?
even; every other multiple of 5 is odd. (5,
10, 15, 20, …)
How do you multiply a number by 10 or When you multiply any number by 10, you
vice versa? What pattern did you simply add a 0 at the end of the number. The
discover?
multiples of 10 are 10, 20, 30, 40, 50, 60, 70,
80, 90, 100 ...
H. Evaluating Learning
Complete the multiplication table.
1.) 4
2.) 30
3.) 16
4.) 40
5.) 60
I. Additional Activities for Application or
Remediation
Assignment: Activity Sheet; find the
product of the following.