CO-2024-LS-Grade 2-NMP_Q1_Week1_Day1.pdf

nmp deped national mathematics program

1. 2

Quarter 1 Week 1

NATIONAL MATHEMATICS PROGRAM
Lesson Script in Mathematics

2. National Mathematics Program
Lesson Script in Mathematics
Quarter 1: Week 1
SY 2024-2025

This material is intended exclusively for the use of teachers in the implementation of the MATATAG K to 10 Curriculum. It aims to assist in delivering the curriculum
content, standards, and lesson competencies.

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Published by the Department of Education













.
Development Team

Writer: Maribel T. Agustin
Content Editors Internal: Jecelyn M. De Leon, Framel Clemar G. De Peralta, Lovella A. Agorto, Marites C. Bugarin
Language Editors Internal: Jean P. Parañaque, Natividad P. Carag, Arlynne L. Asuncion, Gina V. Pattaguan
Content Editors External: Maria Dinky M. Lim, Ma Constantine Q. Agustin, John Novel U. Pascua, Lovelisa B. Calimag, Feliciano A. Tambauan
Language Editors External: Marites L. Llanes, Eden P. Malabag, Mark John M. Tamanu, Jem V. Palattao
Illustrator: Jonalyn L. Auingan
Lay-out Artist: Marilou M. Buquel
Management Team: Benjamin D. Paragas PhD, CESO III, Regional Director
Florante E. Vergara PhD, CESO V, Assistant Regional Director
Octavio V. Cabasag PhD, Chief CLMD
Isagani R. Duruin PhD, Regional Math Supervisor
Rizalino G. Caronan DME, Regional LR Supervisor
Rogelio H. Pasinos PhD, Chief CID
Jecelyn M. De Leon PhD, Division Focal Person Supervisor
Nickoye V. Bumanglag PhD, Division LR Supervisor

3. LESSON SCRIPT IN MATHEMATICS 2

1
Week 1 DAY 1
I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES
A. Content
Standards
The learner demonstrates knowledge and understanding of whole numbers up to 1000, ordinal numbers up to
20th, and money up to PhP100.
B. Performance
Standards
The learner is able to recognize, represent, compare, and order whole numbers up to 1000, ordinal numbers up
to 20
th, and money up to PhP100 in various forms and contexts.
C. Learning
Competencies
The learner gives the place value and finds the value of a given digit in a three-digit number
D. Learning
Objectives
At the end of the lesson, the learner will be able to recall grouping of objects in ones, tens, and hundreds.
II.CONTENT: Recalling Group of Objects in Ones, Tens, and Hundreds
III. LEARNING RESOURCES
A. References
Susan C. Zuniga, 2021, Math world 2
nd Edition 83, EDSA South Triangle ‘Quezon, City C&E Publishing
Inc. pp.11-13
Sarmiento, Dalisay. (1998). Enjoy the World of Mathematics, Christian Publishing p.5
Soriano, Katherine., Santiago, Kristine., & Santiago, Karen. (2005).
Developing My Math Power Books on Wheels Enterprises pp.17-18
B. Other Learning
Resources
MELC pp.265-266
Government of the Philippines, Department of Education. 2020. Module-Mathematics for Grade 2
IV. TEACHING AND LEARNING PROCEDURES
Before/Pre-Lesson Proper
Activating Prior
Knowledge
(5 minutes)
Good morning/afternoon, class! Let’s play! “The Boat is Sinking”.
When I say group yourselves into 2, look for a partner and form a group.
Now, let’s try to group ourselves into 3.

1, 2, 3, go!
Does everybody have a partner?
Yes, Ma’am!

4. LESSON SCRIPT IN MATHEMATICS 2

2
Let’s continue the game.
Group yourselves into 4.
1, 2, 3, go!
Group yourselves into 5.
1, 2, 3, go!
Group yourselves into 10/20/30.
1, 2, 3, go!
Did you enjoy the game, class?
Yes, Ma’am.
What did you learn from the activity?
We learned that grouping may vary.

Note to the Teacher: The teacher will let the pupils do the play-based activity on grouping of objects by ones, tens, and hundreds. The learners will do the
activity “The Boat is Sinking”. The teacher will caution the pupils to be careful while doing the activity.
Lesson
Purpose/Intention
(1 minute)
Today, we will group numbers into ones, tens, and hundreds.
Lesson Language
Practice
(1 minute)

To make it easy for everyone to group objects in different ways, let’s read the meaning of the following words.

ones - single or without pair
tens - a group of tens
hundreds – a group of hundreds

Note to the Teacher: The teacher will introduce the key and new terms to be used in the lesson.

5. LESSON SCRIPT IN MATHEMATICS 2

3
During/Lesson Proper
Reading the Key
Idea/Stem
5 minutes


Teacher Lita went to the store and bought popsicle sticks for her activity in class. She bought 100 pink popsicle
sticks. If she is going to group the popsicle sticks by 10, how many groups of 10 is formed?

How many pink popsicle sticks did Lita buy?
There are100 pink popsicle sticks.
How many groups did she form?
There are 10 groups.
How many popsicle sticks are in each group?
There are 10 popsicle sticks in each group.

Note to the Teacher: Teacher will use any available materials in the community.



















Activity 1
I am going to give you 158 straws.
Group the straws into tens and hundreds.
How many groups of hundreds did you form?
There is 1 group of hundreds.
How many groups of tens did you form?
There are 15 groups of tens.
How many ones are there in the remaining straws?
There are 8 straws
How many ones are there?
There are 8 ones

6. LESSON SCRIPT IN MATHEMATICS 2

4

Developing
Understanding of the
Key Idea/Stem

10 minutes

Study the drawing and answer the following questions.









How many hundreds are there in 300?
There are 3 hundreds.








How many tens are there in 50?
There are 5 tens.






How many pencils are there?
There are 8 pencils.

100 100 100
300
10 10 10 10 10

7. LESSON SCRIPT IN MATHEMATICS 2

5
Deepening
Understanding of the
Key Idea/Stem

5 minutes
Do these activities:
Gian collected several stones. He collected 186 stones on Monday, 457 on Tuesday, 782 on Wednesday, 878
on Thursday, and 985 on Friday. Let’s help Gian group the stones into ones, tens, and hundreds. How many
groups of stones by ones, by tens, and by hundreds Gian had collected?

Intervention Group Consolidation Group Enhancement Group
Directions: Answer the following
questions.
1. How many groups of hundreds
are there in 186?
There is 1 group of hundreds.
2. How many groups of hundreds
are there in 457?
There are 4 groups of hundreds.
3. How many groups of hundreds
are there in 782?
There are 7 groups of hundreds
4. How many groups of hundreds
are there in 878?
There are 8 groups of hundreds
5. How many groups of hundreds
are there in 985?
There are 9 groups of hundreds



I. Directions: Answer the following
questions.
1. How many groups of hundreds of
stones did Gian collect on Monday?
2. If we get 57 stones from Gian’s
collection on Tuesday, how many
groups of tens of stones on
Tuesday did Gian collect?

II. Directions: Write the missing
numbers.
3. 800 ______ hundreds
4. 200 ______ tens
5. 725 ______ ones









Directions: Answer the following
questions to help Gian group the
stones into ones, tens, and
hundreds.
a. 186
b. 457
c. 782

I.
1. How many groups of hundreds
are there in 186?
2. How many groups of hundreds
are there in 457?
3. How many groups of hundreds
are there in 782?


II.
4. How many groups of tens are
there in 86?
5. How many groups of tens are
there in 57?
6. How many groups of tens are
there in 82?

8. LESSON SCRIPT IN MATHEMATICS 2

6









Expected Answers:
I.
1. 1
2. 5

II.
3. 8
4. 20
5. 725

III.
7. How many ones are there in
186?
8. How many ones are there in
457?
9. How many ones are there in
782?

Expected answers:
I.
1. 1 group of hundreds
2. 4 groups of hundreds
3. 7 groups of hundreds

II.
4. 8 groups of tens
5. 5 groups of tens
6. 8 groups of tens

III.
7. 186
8. 457
9. 782

Note to the Teacher: The teacher will provide activity sheets for the pupils.
After/Post-Lesson Proper

Making
Generalizations and
Abstractions
2 minutes

How do we group objects?
We can group objects by ones, by tens, and by hundreds.

9. LESSON SCRIPT IN MATHEMATICS 2

7
Give the number of groups.


Evaluating Learning
4 minutes

































Intervention Group Consolidation Group Enhancement Group
Directions: Encircle the correct
answer.

1. How many hundreds are there in
175?
a. 1 b. 10 c. 5
2. How many tens are there in 219?
a. 19 b. 20 c. 21
3. How many ones are there in
382?
a. 380 b. 381 c. 382
4. How many tens are there in 475?
a. 40 b. 47 c. 45
5. How many hundreds are there in
685?
a. 8 b. 5 c. 6














Directions: Complete the table.

Given
Number
Groups of
Hundreds
Groups of
Tens
Groups of
Ones
a. 175 175
b. 319 31
c. 482 4
d. 832 83
e. 957 957





















Directions: Complete the table.
Given
Number
Groups of
Hundreds
Groups of
Tens
Groups of
Ones
a. 175
b. 319
c. 482
d. 832
e. 957


How many groups of hundreds are
there in 175?
How many groups of hundreds are
there in 319?
How many groups of hundreds are
there in 482?
How many groups of hundreds are
there in 832?
How many groups of hundreds are
there in 957?
How many groups of tens are there
in 175?
How many groups of tens are there
in 319?
How many groups of tens are there
in 482?

10. LESSON SCRIPT IN MATHEMATICS 2

8






Note to the Teacher: The teacher will provide activity sheets for the pupils.













Expected answers:
1. a
2. c
3. c
4. b
5. c













Expected answers:

Given
Number
Groups of
Hundreds
Groups of
Tens
Groups of
Ones
a. 175 1 17 175
b. 319 3 31 319
c. 482 4 48 482
d. 832 8 83 832
e. 957 9 95 957

How many groups of tens are there
in 832?
How many groups of tens are there
in 957?
How many ones are there in 175?
How many ones are there in 319?
How many ones are there in 482?
How many ones are there in 832?
How many ones are there in 957?

Expected answers:

Given
Number
Groups of
Hundreds
Groups of
Tens
Groups of
Ones
a. 175 1 17 175
b. 319 3 31 319
c. 482 4 48 482
d. 832 8 83 832
e. 957 9 95 957

Additional Activities for
Application or
Remediation (if
applicable)
Draw groups of objects showing ones, tens, and hundreds.

Note to the Teacher: The teacher will let the pupils draw groups of objects showing ones, tens, and hundreds as an application of the lesson they
learned.
Remarks

Reflection