MATHEMATICS for Grade 2 Quarter 2 Week 5.pptx

MATH for Grade 2 Quarter 2 Week 5

1. Quarter 2 Math 2 Week 5 Day 1

2. Teacher J Activating Prior Knowledge Get your show me board and answer this. 1. 56 – 4 2. 28 – 5 3. 47 – 8 4. 30 – 2 5. 82 – 9

3. Teacher J Lesson Purpose/ Intention To subtract a 2-digit from a 2-digit number in expanded form and to perform the algorithm for subtraction with regrouping

4. Teacher J Developing Understanding of Key Idea/ Stem There are 35 mangoes in the basket. Eighteen of them are ripe. How many are unripe?

5. Teacher J Developing Understanding of Key Idea/ Stem Using concrete objects

6. Teacher J Developing Understanding of Key Idea/ Stem Using composition and decomposition

7. Teacher J Developing Understanding of Key Idea/ Stem Using expanded form

8. Teacher J Developing Understanding of Key Idea/ Stem Using the algorithm

9. Teacher J Deepening Understanding of Key Idea/Stem Using concrete objects in a place value chart.

10. Teacher J Deepening Understanding of Key Idea/Stem

11. Teacher J Deepening Understanding of Key Idea/Stem One ten was regrouped into ten ones. This results in 2 tens and 15 ones Subtracting one ten from two tens gives 1 ten. Subtracting eight ones from 15 ones gives 7 ones.

12. Teacher J Deepening Understanding of Key Idea/Stem 35 in expanded form is 30 + 5 while 18 is 10 + 8. It is not possible to subtract 8 from 5. To be able to do the subtraction, regrouping is required. One ten is regrouped into 10 ones, leaving two tens in the tens place and turning 5 ones into 15 ones. Subtracting 8 from 15 gives 7. Subtracting 10 from 20 gives 10. So, 35 - 18 = 17

13. Teacher J Deepening Understanding of Key Idea/Stem 42 - 13 =

14. Teacher J Deepening Understanding of Key Idea/Stem

15. Teacher J Deepening Understanding of Key Idea/Stem

16. Teacher J Deepening Understanding of Key Idea/Stem 50 - 27=

17. Teacher J Deepening Understanding of Key Idea/Stem

18. Teacher J Deepening Understanding of Key Idea/Stem

19. Teacher J Deepening Understanding of Key Idea/Stem 35 is written as 30 + 5 while 18 is written as 10 + 8. There are not enough ones to subtract eight from. Regrouping is done in the tens place. Fifteen minus eight gives seven while 20 minus 10 gives 10.

20. Teacher J Deepening Understanding of Key Idea/Stem

21. Teacher J Deepening Understanding of Key Idea/Stem Get your show me board and answer the following. 1. 67 - 39 2. 42 - 26 3. 80 - 57

22. Teacher J Deepening Understanding of Key Idea/Stem What did you do to find the difference? We wrote the given numbers vertically, with the minuend above the subtrahend, aligning the digits with the same place value in the same column.

23. Teacher J Deepening Understanding of Key Idea/Stem In what column did you subtract first? We subtracted from the ones column first.

24. Teacher J Deepening Understanding of Key Idea/Stem Were you able to subtract immediately? No, we regrouped the tens digit first

25. Teacher J Deepening Understanding of Key Idea/Stem What did you do next? We subtracted starting from the ones digits, then the tens digits.

26. Teacher J Deepening Understanding of Key Idea/Stem Subtract

27. Teacher J Deepening Understanding of Key Idea/Stem Write in vertical form. Then, subtract 65-56= 36-18= 60-45= 71-37= 30-22= 75-46=

28. Teacher J Making Generalizations How do you subtract a 2-digit number from a 2-digit number with regrouping? Write the given numbers vertically, with the minuend above the subtrahend, aligning the digits with the same place value in the same column. Regroup the tens digit. Subtract starting from the ones digits, followed by the tens digits.

29. Teacher J Evaluating Learning see/print the worksheet

30. Quarter 2 Math 2 Day 2

31. Teacher J Activating Prior Knowledge Get your Show Me Boards ready! I will give you a subtraction problem with regrouping. Write your answer as fast as you can. The first one to finish and show me the correct answer will earn 1 point!

32. Teacher J Activating Prior Knowledge 42 – 21 = ___ 53 – 18 = ___

33. Teacher J Activating Prior Knowledge 64 – 32 = ___ 71 – 46 = ___

34. Teacher J Activating Prior Knowledge 35 – 18 = ___ 90 – 47 = ___

35. Teacher J Activating Prior Knowledge 54 – 22 = ___ 82 – 39 = ___

36. Teacher J Activating Prior Knowledge 60 – 25 = ___ 77 – 58 = ___

37. Teacher J Lesson Purpose/ Intention To subtract numbers where both numbers are less than 100, with or without regrouping

38. Teacher J Developing Understanding of Key Idea/ Stem Let’s Answer this 1) 77 – 35 2) 43 – 18 3) 90 – 54 4) 49 – 17 5) 84 – 61

39. Teacher J Developing Understanding of Key Idea/ Stem What should you do first with the given numbers before you subtract? Make sure that the digits of the numbers with the same place value are aligned in the same columns.

40. Teacher J Developing Understanding of Key Idea/ Stem What may happen if the digits are not in their correct column? The answer you get could be incorrect. It is confusing where to write the digits of the answers.

41. Teacher J Developing Understanding of Key Idea/ Stem Which of the given items above are easy to answer? Why? Items numbered 1, 4, and 5 are easy to answer because no regrouping is needed for these items.

42. Teacher J Deepening Understanding of Key Idea/Stem Let’s answer this. 56 - 24

43. Teacher J Deepening Understanding of Key Idea/Stem 73 - 47

44. Teacher J Deepening Understanding of Key Idea/Stem 80 - 55

45. Teacher J Deepening Understanding of Key Idea/Stem 84 - 67

46. Teacher J Deepening Understanding of Key Idea/Stem 75 - 30

47. Teacher J Deepening Understanding of Key Idea/Stem 82 - 14

48. Teacher J Deepening Understanding of Key Idea/Stem 44 - 25

49. Teacher J Deepening Understanding of Key Idea/Stem 92 - 5

50. Teacher J Deepening Understanding of Key Idea/Stem 73 - 26

51. Teacher J Deepening Understanding of Key Idea/Stem 57 - 48

52. Teacher J Deepening Understanding of Key Idea/Stem Find the difference of the following numbers. 1. 73 - 25 2. 80 - 47 3. 64 - 44 4. 52 - 39 5. 64 - 58

53. Teacher J Making Generalizations How do you subtract a 2-digit number from a 2-digit number with regrouping? Write the given numbers vertically, with the minuend above the subtrahend, aligning the digits with the same place value in the same column. Regroup the tens digit. Subtract starting from the ones digits, followed by the tens digits.

54. Teacher J Evaluating Learning see/print the worksheet

55. Quarter 2 Math 2 Day 3

56. Teacher J Activating Prior Knowledge Let’s answer the assessment yesterday. Put a / mark before the number if the difference is correct. If it is incorrect, write an X mark and solve for the difference.

57. Teacher J Activating Prior Knowledge

58. Teacher J Activating Prior Knowledge

59. Teacher J Activating Prior Knowledge

60. Teacher J Activating Prior Knowledge

61. Teacher J Activating Prior Knowledge

62. Teacher J Lesson Purpose/ Intention To solve problems (given orally or in pictures) involving subtraction where both numbers are less than 100, with or without regrouping

63. Teacher J Developing Understanding of Key Idea/ Stem What do you see in the illustration?

64. Teacher J Developing Understanding of Key Idea/ Stem Why do you think there are empty spaces? Probably, the glasses in the empty spaces have been taken away or used.

65. Teacher J Developing Understanding of Key Idea/ Stem How many glasses can be placed/contained in the two trays? Forty-eight glasses can be placed/contained in the two trays.

66. Teacher J Developing Understanding of Key Idea/ Stem How did you count the number of glasses that the two trays can contain? We skip counted by two. We skip counted by four. We counted the glasses one at a time, including those that are taken away.

67. Teacher J Developing Understanding of Key Idea/ Stem How many glasses are used? Seventeen glasses are used.

68. Teacher J Developing Understanding of Key Idea/ Stem How many glasses are unused or clean? There are thirty-one unused or clean glasses

69. Teacher J Developing Understanding of Key Idea/ Stem What did you do to get thirty-one? We counted the glasses. We subtracted the number of used glasses from the total number of glasses that can be contained in the two trays.

70. Teacher J Developing Understanding of Key Idea/ Stem Count the clean glasses on the tray to check if there are 31. The number of clean glasses on the two trays, subtraction may be used.

71. Teacher J Write the subtraction sentence that tells the number of clean glasses on the board. 48 - 17 = 31 or Deepening Understanding of Key Idea/Stem

72. Teacher J Write a number sentence that tells the number of used glasses on the board. Deepening Understanding of Key Idea/Stem

73. Teacher J Which has more, unused glasses or used glasses? There are more unused glasses. How many used glasses are there? There are 17 used glasses. Deepening Understanding of Key Idea/Stem

74. Teacher J How many unused glasses are there? There are 31 unused glasses. How many more unused glasses are there than used glasses? There are 14 more unused glasses than used glasses. Deepening Understanding of Key Idea/Stem

75. Teacher J What did you do to know this number? We removed 17 from 31 and counted the remaining glasses. We paired the glasses and counted those glasses without a pair. We subtracted 17 from 31. Deepening Understanding of Key Idea/Stem

76. Teacher J Subtraction can also be used to compare groups of objects. We can tell how many more or less one group of objects is than another. It can also be used to know how many more are needed. Deepening Understanding of Key Idea/Stem

77. Teacher J Karen has 53 blue and red chips. She gave the 18 red chips to Nat. How many blue chips are left with Karen? Deepening Understanding of Key Idea/Stem

78. Teacher J Karen has 35 blue chips. How did you find the answer? We removed the 18 red chips from the 53 blue and red chips of Karen. Deepening Understanding of Key Idea/Stem

79. Teacher J Write a subtraction sentence to show the number of Karen's blue chips. 53 - 18 = 35 or Deepening Understanding of Key Idea/Stem

80. Teacher J How did you subtract 18 from 53? We wrote the numbers in vertical form, aligning the digits by place value. We subtracted the digits starting from the ones. Since there were not enough ones in the minuend, we regrouped the tens. Then, we proceeded with subtracting the ones, then, the tens. Deepening Understanding of Key Idea/Stem

81. Teacher J Nat already has 20 red chips. How many chips does he have now after receiving the 18 chips from Karen? Adding the 18 chips given by Karen, he now has, 20 + 18 = 38, 38 chips. Deepening Understanding of Key Idea/Stem

82. Teacher J Karen's chips: Deepening Understanding of Key Idea/Stem

83. Teacher J Nat's chips: Deepening Understanding of Key Idea/Stem

84. Teacher J Who has more chips now? How many more? Deepening Understanding of Key Idea/Stem Nat has more chips now than Karen. He has 3 chips more.

85. Teacher J What did you do to solve the problem? We listened as the teacher read the problem. Then, we read it ourselves. Deepening Understanding of Key Idea/Stem

86. Teacher J How did you solve the problem? We solved the problem by: using some counters; drawing the counters; or using a number sentence. Deepening Understanding of Key Idea/Stem

87. Teacher J Solve the following problems. Write your solution and answer in the space provided. Deepening Understanding of Key Idea/Stem

88. Teacher J Ana has 44 marbles. Mat has 67 marbles. How many more marbles does Mat have than Ana? Deepening Understanding of Key Idea/Stem

89. Teacher J The blue ribbon is 76 cm long. The red ribbon is 94 cm long. How much longer is the red ribbon than the blue ribbon? Deepening Understanding of Key Idea/Stem

90. Teacher J The teacher asked the learners to bring 50 counters. Jon went to the beach to pick shells as his counters. How many more shells does he have to pick if he already collected 43 shells? Deepening Understanding of Key Idea/Stem

91. Teacher J What do you do when you are asked to solve a problem? Read and understand the problem. Think of ways to solve the problem. Solve the problem. Making Generalizations

92. Teacher J Evaluating Learning see/print the worksheet

93. Quarter 2 Math 2 Day 4

94. Teacher J Activating Prior Knowledge Write the expanded form of each number on your show-me boards. 1. 37 2. 831 3. 207

95. Teacher J Activating Prior Knowledge Find the difference of each pair of numbers. Write the numbers in vertical form. 1. 58 - 24 2. 67 - 51 3. 75 - 45

96. Teacher J Activating Prior Knowledge How did you subtract the numbers? We wrote the numbers in vertical form, aligning the digits by place value. We subtracted them starting from the ones.

97. Teacher J Lesson Purpose/ Intention To subtract numbers, where both numbers are less than 1 000 in expanded form and short method, without regrouping

98. Teacher J Developing Understanding of Key Idea/ Stem This time you will be subtracting bigger numbers. Is regrouping not necessary even for large numbers if the digits in the minuend have a greater value than the digits in the same columns of the subtrahend?

99. Teacher J Developing Understanding of Key Idea/ Stem Write your answers on your show-me boards. 1. 734 - 523

100. Teacher J Developing Understanding of Key Idea/ Stem

101. Teacher J Developing Understanding of Key Idea/ Stem Write your answers on your show-me boards, and in expanded form so we can clearly see the value of each digit in a number.

102. Teacher J Developing Understanding of Key Idea/ Stem 936 - 702

103. Teacher J Developing Understanding of Key Idea/ Stem 725 - 421

104. Teacher J Developing Understanding of Key Idea/ Stem Is regrouping not necessary even for large numbers if the digits in the minuend have a greater value than the digits in the same columns in the subtrahend? The learners should be able to answer yes.

105. Teacher J Deepening Understanding of Key Idea/Stem Answer the following tasks. 1. 785 - 624 2. 517 - 302 3. 845 - 324 4. 845 - 521

106. Teacher J Deepening Understanding of Key Idea/Stem What do you observe about the two subtraction sentences? The two subtraction sentences have the same minuend. The subtrahend and the difference in the two subtraction sentences are interchanged.

107. Teacher J Deepening Understanding of Key Idea/Stem Can we find the subtrahend if the minuend and the difference are given?

108. Teacher J Deepening Understanding of Key Idea/Stem Check the answer

109. Teacher J Deepening Understanding of Key Idea/Stem Why can we find the subtrahend by subtracting the given difference from the minuend? Because if you have three numbers, such as 10, 4, 6, two subtraction sentences can be formed from it. These are 10 - 4 = 6 and 10 - 6 = 4. This is also related to addition, where 4 + 6 = 10

110. Teacher J Deepening Understanding of Key Idea/Stem

111. Teacher J Deepening Understanding of Key Idea/Stem Check the answer

112. Teacher J Deepening Understanding of Key Idea/Stem

113. Teacher J Deepening Understanding of Key Idea/Stem Check the answer

114. Teacher J Deepening Understanding of Key Idea/Stem

115. Teacher J Deepening Understanding of Key Idea/Stem Check the answer

116. Teacher J Deepening Understanding of Key Idea/Stem How do you find the subtrahend if the minuend and the difference are given?

117. Teacher J Deepening Understanding of Key Idea/Stem •Rewrite the number sentence. Use the given difference as the subtrahend.

118. Teacher J Deepening Understanding of Key Idea/Stem •Do the subtraction. The obtained difference is the subtrahend in the given (original) number sentence.

119. Teacher J Deepening Understanding of Key Idea/Stem •Check the correctness of the answer by using either addition or subtraction.

120. Teacher J Deepening Understanding of Key Idea/Stem A. Write in vertical form. Then, subtract.

121. Teacher J Deepening Understanding of Key Idea/Stem B. Write the subtrahend.

122. Teacher J Making Generalizations How do you subtract numbers without regrouping? Write the given numbers in vertical form, aligning the digits by place value. Subtract starting from the ones place.

123. Teacher J Evaluating Learning see/print the worksheet

124. Quarter 2 Math 2 Day 5

125. Teacher J Activating Prior Knowledge Performance Task 📦 “The Mini Store Subtraction Challenge”

126. Teacher J Activating Prior Knowledge Imagine you are the cashier in a small store. Choose 3 items from the price list your teacher will show you. Solve the subtraction problems that the teacher will ask, such as: How much money will a customer get as change?

127. Teacher J Activating Prior Knowledge How many items are left if some are sold? 4. Write your solutions neatly in vertical form (expanded form and algorithm when needed). 5. Create one subtraction word problem of your own using the mini store items. Solve it and present your work to the class

128. Teacher J Mini Store Price List: Activating Prior Knowledge ₱12 ₱45 ₱68 ₱25 ₱350

129. Teacher J Activating Prior Knowledge Example Problem: Anna buys a notebook (₱45) and gives ₱100. How much change will she get? Solution: 100 – 45 = ₱55

130. Teacher J Activating Prior Knowledge

131. Thank You