2

Mathematics
Teacher’s Guide
Tagalog

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Department of Education
Republic of the Philippines

i
Mathematics-Grade 2
Teacher’s Guide
First Edition, 2013
ISBN: ___________

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Published by the Department of Education

Secretary: Br. Armin A. Luistro FSC
Undersecretary: Yolanda S. Quijano, Ph.D.

Mga Bumuo ng Kagamitan ng Mag-aaral at Gabay sa Pagtuturo

Consultant: Edita M. Ballesteros

Writers: Herminio Jose C. Catud – Geometry, Adv. Alg. & Stat
Shierley F. Ferera – Measurements
Danilo Padilla – Number & Number Sense (1st Q)
Rogelio Candido – Number & Number Sense (2nd Q)
Reviewer: Laurente A. Samala

Illustrator: Christopher Arellano

Layout Artist: Herminio Jose C. Catud
Ma. Theresa M. Castro

Printed in the Philippines by ____________

Department of Education-Instructional Materials Council Secretariat (DepEd-

IMCS)
Office Address: 2nd Floor Dorm G, Philsports Complex
Meralco Avenue, Pasig City
Philippines 1600
Telefax: (02) 634-1054, 634-1072
E-mail Address: [email protected]

ii
 Table of Contents
Lesson 1 - Visualizes and identifies numbers from 101 through 500 1
Lesson 2 - Visualizes and identifies numbers from 501 through 1000 5
Lesson 3 - Associates numbers with sets having 101 up to 500
objects and gives the number of objects 9
Lesson 4 - Associates numbers with sets having 501 up to 1000
objects and gives the number of objects 13
Lesson 5 - Counts and Groups Objects in Ones, Tens and Hundreds 20
Lesson 6 - Reads and writes numbers from 101 through 1000 in
symbols and in words 26
Lesson 7 - Counts numbers by 10s, 50s, and 100s 30
Lesson 8 - Reads and writes numbers from 101 through 1000 in
symbols and in words 32
Lesson 9 - Give the place value of each digit in a 3- digit numbers 36
Lesson 10 - Write three-digit numbers in expanded form 39
Lesson 11 – Comparing numbers using >, <, and = 42
Lesson 12 - Orders numbers up to 1000 from least to greatest and vice
versa 46
st th
Lesson 13 - Visualizes and identifies the 1 through the 20 object of a
given set from a given point of reference 48
Lesson 14 - Reads and writes ordinal numbers from 1st through 20th 53
Lesson 15 - Identifies and uses the pattern of naming ordinal
numbers from 1st to the 20th 57
Lesson 16 - To add numbers 3-digit by 2-digit numbers with sums
up to 1000 without regrouping 61
Lesson 17 - To add numbers with sums up to 1000 with regrouping 67
Lesson 18 - To add 3- digit by 3- digit numbers with sums up to 1000
without and with regrouping 71
Lesson 19 - To use the zero/identity property of addition in computing
for sums up 74
Lessonn 20 - Use the commutative property of addition in computing
the sums up to 1000 78
Lesson 21 - Use the associative property of addition in computing the
sum of up to1000 81
Lesson 22 - To mentally add 1 to 2 digit numbers with sums up to 50 85

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Lesson 23 - Mentally add 3-digit numbers by ones (up to 9) 88
Lesson 24 - To mentally add 3-digit numbers by tens (multiples of 100
up to 900) 91
Lesson 25 - Mentally add 3-digit numbers by hundreds (multiples of 100
to 900) 95
Lesson 26 - Analyzes and solves word problems involving addition of
whole numbers including money with sums up to 1000 without and
with regrouping. (What is/are given?) 98
101
Lesson 27 - Analyzes and solves word problems involving addition of
whole numbers including money with sums up to 1000 without and
with regrouping. (Word clues and Operations to be used).
Lesson 28 - Analyzes and solves word problems involving addition of
whole number including money with sums up to 1000 with and
without regrouping (Transforming Word Problems into Number
Sentences and Stating Complete Answer) 104
Lesson 29 - Subtracting 2- to 3-digit numbers with minuends up to
999 with regrouping in the hundreds place 108
Lesson 30 - Subtract 2- to-3 digit numbers with minuends up to
999 without regrouping 1121
Lesson 31 - Mentally subtract 1-digit number from 1 to 2 digit
numbers with minuends up to 50 116
Lesson 32 - To mentally subtract 3-digit numbers by ones without
regrouping 119
Lesson 33 - Mentally subtracts 3-digit by tens without regrouping 123
Lesson 34 - Mentally subtract 3-digit by hundreds without regrouping 126
Lesson 35 - Analyzes and solves one-step word problems involving
Subtraction of whole numbers including money with minuends up to
1000 with and without regrouping 129
Lesson 36 - Perform order of operations involving addition and
subtraction of small numbers 134
Lesson 37 - Solves two-step word problems involving addition and
subtraction of 2to 3 digit numbers including money using
appropriate procedures (What is ask/What is/are given) 138
Lesson 38 - Solve two-step word problems involving addition and
subtraction of 2 -to 3 digit numbers including money using
appropriate procedures 143

iv
Lesson 39 - Solves two-step word problems involving addition and
subtraction of 2-to 3- digit numbers including money using
ppropriate procedures 148
Lesson 40 - Illustrate multiplication as repeated addition 151
Lesson 41 - Illustrate multiplication as counting by multiples 154
Lesson 42 - Illustrate multiplication as equal jumps in a number line 156
Lesson 43 - Write a related equation for multiplication as repeated
addition 158
Lesson 44 - Write a related equation for multiplication as counting by
multiples 160
Lesson 45 - Write a related equation for multiplication as equal jumps
in the number line 163
Lesson 46 - Illustrate the property of multiplication that any number
multiplied by one (1) is the same number 166
Lesson 47 - Illustrate the property of multiplication that zero multiplied
by any number is zero 168
Lesson 48 - Illustrate commutative property of multiplication 170
Lesson 49 - Construct and fill up the multiplication table of 2, 3 and 4 172
Lesson 50 - Construct and fill up the multiplication tables of 5 and 10 174
Lesson 51- Multiply mentally to fill up the multiplication tables of 2, 3, 4,
5 and 10 176
178
Lesson 52 - Analyze and solve one-step word problems involving
multiplication of whole numbers including money
Lesson 53 - Analyze and solve two-step word problems involving
multiplication of whole numbers as well as addition and subtraction
including money 181
Lesson 54 - Model and describe division situations in which sets are
separated into equal parts 183
Lesson 55 - Represent division as equal sharing 186
Lesson 56 - Represent division as repeated subtraction 188
Lesson 57 - Represent division as equal jumps on a number line 190
Lesson 58 - Represent division as formation of equal groups of objects 192
Lesson 59 - Write related equation in equal sharing 195
Lesson 60 - Write related equation in repeated subtraction 197
Lesson 61 - Write related equation for equal jumps on a number line 199

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Lesson 62 - Write related equation as formation of equal objects 202
Lersson 63 - Divide numbers found in the multiplication tables of 2, 3,
4, 5 and 10 206
Lesson 64 - Mentally divides numbers found in the multiplication tables
of 2, 3, 4, 5 and 10 208
Lesson 65 - Analyze one-step word problems involving division of
numbers found in the multiplication tables of 2, 3, 4, 5, and 10 211
Lesson 66 - Solve one-step word problems involving division of
numbers found in the multiplication tables of 2, 3, 4, 5, and 10 213
Lesson 67 - Visualize and identify unit fractions with denominators 10
and below 216
Lesson 68 - Read and write unit fractions 218
Lesson 69 - Compare unit fractions using relation symbols 220
Lesson 70 - Order unit fractions 223
Lesson 71 - Visualize and identify other fractions less than one with
denominators 10 and below 225
Lesson 72 - Visualize and identify similar fractions (using group of
objects and number line) 228
Lesson 73 - Read and write similar fractions 230
Lesson 74 - Compare similar fractions using relation symbols 232
Lesson 75 - Order similar fractions 235
Lesson 76 - Read and write money with value through 100 237
Lesson 77 - Count and tell the value of a set of coins through 100 in
peso 240
Lesson 78 - Count and tell the value of a set of bills through 100 in
peso 243
Lesson 79 - Count and tell the value of a set of bills and coins in peso 245
Lesson 80 - Count and tell the value of a set of coins through 100 in
centavo 247
Lesson 81 - Count and tell the value of a set of bills or a set of coins
through 100 in combinations of pesos and
centavos (Peso and Centavo Coins Only) 251
Lesson 82 - Counting and Telling the Value of a Set of Bills or a Set of
Coins through 100 in Combinations of Pesos and Centavos (Bills
and Centavo Coins Only) 254
Lesson 83 - Read and write money in symbol and in words through 100 258

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Lesson 84 - Compare values of different denominations of coins and
paper bills through 100 using relation symbols <, > and = 260
Lesson 85 - Distinguish between half and quarter circles.Classify
fractions of circles into half and quarter circles. Visualizing,
Identifying, Classifying and Describing Half and Quarter Circles 263
Lesson 86 - Representing Squares, Rectangles, Triangles, Circles, Half
Circles and Quarter Circles Using Cut-Outs and Square Grids 272
Lesson 87 - Shapes and Figures That Show Symmetry in a Line Mirror
Symmetry 284
Lesson 88 - Shapes and Figures That Show Symmetry in a Line
Creating Symmetry in a Line 291
Lesson 89 - Square and Triangle Tessellations 298
Lesson 90 - Straight Lines and Curved Lines 303
Lesson 91 - Flat and Curved Surfaces 308
Lesson 92 - Identify Simple Repeating Patterns 311
Lesson 93 - Extending and Completing the Patterns 322
Lesson 94 - Tell and write time in minutes including a.m. and p.m. using
analog clock 327
Lesson 95 - Tell and write the time in hours and minutes including a.m.
and p.m. using digital clock 331
Lesson 96 - Finds the duration of time elapsed using analog and digital
clocks 335
Lesson 97 - Solving word problem involving time 339
Lesson 98 - Find the duration of time elapsed using calendar 342
Lesson 99 - Word problems involving time using calendar 347
Lesson 100 - Identify the appropriate unit of length to measure
a particular object and their abbreviations (cm and m) 351
Lesson 101 - Measure objects using appropriate measuring tools
in centimeter (cm) or meter (m) 354
Lesson 102 - Compare lengths in meters (m) or centimeters (cm) 357
Lesson 103 - Estimate length using meter (m) or centimeter (cm). 359
Lesson 104 - Solve simple word problems involving length. 363
Identify and use appropriate unit of mass (in gram or kilogram and their
abbreviations g or kg) in measuring a particular object
Lesson 105 - Compare mass in grams or kilograms 366

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Leson 106 - Estimate mass using gram or kilogram 369
Lesson 108 - Solve simple problems involving mass 374
Lesson 109 - Illustrate area as a measure of how much surface is
covered or occupied by plane figure 377
Lesson 110 - Show the area of a given figure using square tile units.
(i.e. number of square tiles needed) 380
Lesson 111 - Find the area of a square and a rectangle using square
tile units. 384
Lesson 112 - Estimate the area of a given figure using any shape 388
Lesson 113 - Identify appropriate unit of measure in finding the capacity 392
Lesson 114 - Collect and organize data using tables and pictures 396
Lesson 115 - Read and Make Pictograph 401
Lesson 116 - Make a Guess 407

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 Teaching Guides for Mathematics Grade 2
Concept of Whole Numbers
Lesson No. 1

TOPIC: Visualization and Identification of Numbers from 101 - 500

OBJECTIVE:
Visualizes and identifies numbers from 101 through 500.

PREREQUISITE CONCEPTS AND SKILLS

1. Recognizes cardinal numbers from 0-100
2. Counts numbers from 0-100
3. Intuitive Concept of 101 – 1000
4. Matches numbers to a set of objects 1 to 100

MATERIALS
1. Counters- such as drinking straws, sticks, seeds, pebbles, coins
2. Cutouts of mangoes
3. Drawings/illustration of a tree

INSTRUCTIONAL PROCEDURES
A. Preparatory Activities
1. DRILL
A. Using flash cards complete each item. Write your answer on
your Show Me Board
Example:

. 1 1 1

10 10 10 10
1 1 1

4 tens and 6 ones

40 and 6 is 46

10 10 10 10 10 10
1. 1 1 1

Answer ________

1
 1 1 1
10 10 10 10
2.
1 1 1
Answer: _________
B. Let the pupils give the correct number.

1. 5 tens + 7 ones =
2. 9 tens + 4 ones =
3. 7 tens + 3 ones =
4. 9 tens + 9 ones = _______
5. 8 tens + 6 ones = _______

C. Give the correct answer. Write your answer on your Show Me

Board
1. 6 tens and 3 ones
_____ and ____ ones is ______

2. 5 tens and 8 ones

_____ and _____ ones is _____

3. 9 tens and 9 ones

_____ and _____ ones is _____

4. 7 tens and 5 ones

_____ and _____ ones is _____
5. 8 tens and 8 ones
_____ and ____ one is _____

B. Developmental Activity
1. Motivation”
Show a mango tree with numbered fruits in it. Call the pupils to
pick the fruit from the mango tree and read the number
written on it.

2
 Ask:
1. Can you eat the number of fruits shown at the back?
2. Is it too many? Or is it few?
3. Can you explain how many is the number you are
holding?

2. Presentation
A. Concrete
Group the pupils by five depending on the number of pupils
in a class. Make sure that each pupil has objects bundled or
grouped into 100s in trays or bags. Using the straws, the
teacher will show groupings by 1s, 10s, and 100s. Let the
pupils count the number of straws they have.

B. Pictorial
Using the play money- ask the pupils to count the value of
the following:
P 100 P200 P 10 P1
= 111
Example:
202
P _________
Ask: How many hundreds are there?
How many tens? How many ones?
What is the total value of the money?
C. Abstract
 Let the pupils write the number symbols that represent
the value of money.
 Ask- What if P 5 added to P100?
 How will you describe the value?
 What is the number?
 Ask them to write the number symbols.
 Give another illustrative example such as 145, 356, 275
and 452.
 Ask the pupils to describe and write the number symbols.

3. Reinforcement Activity
Refer to LM Gawain 1-3
4. Application
Refer to the LM
5. Generalization
Ask the following questions
 What have you learned today?
 How do you identify the number of each set of objects
from 101 to 500?

3
  How do drawings of objects in bundles or packs help you
count numbers from 101- 500?

EVALUATION
Directions: Give the correct number for each set.

1. 2.

Answer______ Sagot _______

3.

10 10 10
10 10 50
0 0 1 1 1
0 0

Answer ______

4. 10 10 10
.
10 10 10 50
0 0 0 1 1 1

Answer ______

B. Let the pupils give the correct number.

1. 2 hundreds + 7 tens + 8 ones =

2. 3 hundreds + 4 tens + 9 0nes =
3. 1 hundreds + 3 tens + 0 ones =
4. 4 hundreds + 0 tens + 7 ones = _______
5. 1 hundreds + 9 tens + 9 ones = ______

D. Fill in the blanks with the correct number.

1. 452 = _____hundreds _____tens _____ones

2. 276 = _____hundreds _____tens _____ones

4
 3. 398 = _____hundreds _____tens _____ones
4. 307 = _____hundreds _____tens _____ ones
5. 250 = _____hundreds _____tens _____ ones

HOME ACTIVITY
Refer to LM 1- Gawain-bahay

Teaching Guide for Mathematics Grade 2

Concept of Whole Numbers
Lesson 2

TOPIC: Visualization and Identification of Numbers from 501 - 1000

OBJECTIVE
Visualizes and identifies numbers from 501 through 1000.

PREREQUISITE CONCEPTS AND SKILLS

1. Visualizes and identifies numbers from 0 - 500
2. Count numbers from 0 – 500

MATERIAL
1. Pictures
2. Counters (bottle caps, pebbles, sticks, drinking straws, shells,
seeds,
3. Flats, longs, ones
4. Cut-outs of objects
5. Number Cards

INSTRUCTIONAL PROCEDURE
A. Preparatory Activities
1. Drill
A. Ask the pupils to orally count numbers from 100 to 500, 222 to
293, 467 to 500

B. Give the next number.

Ask the pupils to “give the number before” each given number
written in the flash card.

Example: 245 246

567 678 895 342

C. Ask the pupils to count backwards numbers 299 to 290, 412 to

400 and 500 to 489

5
 2. Review

Count and write the correct numeral for each illustration.

1. 200 100 10 ___

100

Answer: _____________

2.

100 100 100 50 10

100 100
Answer: ______________
3.

100 100 100 50 50 10 10

Answer: _______________

4. 100 50 10
100 10

Answer ____________

10
5. 50 100 100
100
00

Answer: ____________

B. Developmental Activity
1. Motivation
Using number cards the teacher will show numbers 2, 7 and 5.
Then ask the pupils to form three digit numbers using these
numbers. Then ask- what is the biggest and smallest numbers
formed?

6
 2. Presentation
 Divide the class into groups. Provide each group with counters
such as popsicle sticks or drinking straws.
 Let the pupils bundle 5 sets of 100 popsicle sticks.
 Ask: How many popsicle sticks do you have? If you add
another one bundle of 100, how many are there?
 Let the pupils write the number symbols on their Show Me
Board.
 Do these lines of questioning until the pupil reach 1000?
 At these points, the teacher will use the flats, longs and ones.
 Show a chart as shown below, ask the pupils to complete the
table numbers up to 1000.

501 505 560

1000

3. Reinforcement Activity
Refer to LM No. 2 –Gawain 1and 2
 The teacher will call for pupils to share their answers to the
questions in LM Gawain 2. Call at least 3 pupils for every
item. The variation in answers will deepen students’
concepts.

4. Application
Refer to LM No. 2- Gawain 3 and 4

6. Generalization

How do you visualize numbers from 501 through 1000?

How do you identify the number of each set of objects from
501 to 1000?

Evaluation
Directions: Count and write the correct numeral for each illustration.

7
1.
300 200 100

2.
300 200 100 50

Answer: __________ Answer: __________

3.

200 100 50

Answer: ___________________

4.

300 200 100 50

Answer: ______________________

8
5.
400 300 200 100

Answer__________

HOME ACTIVITY
Refer to LM 2 - Gawaing Bahay

Teaching Guide for Mathematics Grade 2

Concept of Whole Numbers
Lesson 3

TOPIC: Associating Numbers with Sets having 101 up to 500 objects

OBJECTIVE
Associates numbers with sets having 101 up to 500 objects and gives
the number of objects.

PREREQUISITE CONCEPTS AND SKILLS

1. Visualizes numbers with sets having 101 up to 500 objects
2. Identifies the number of objects having 101 – 500 objects

MATERIALS
1. Picture,
2. Bottle caps, sticks, drinking straws, flashcards, other counters
3. Cut-outs

INSTRUCTIONAL PROCEDURES
A. Preparatory Activities
1. Drill
The teacher will start number pattern, then the pupils should recite
continuously until the teacher stops then

a. 100, 200, 300 pupils, 900

b. 210, 220, 230, pupils 290
c. 405, 406, 407, 408, pupils, 433
d. 695, 696, 697, 698, pupils, 710

9
 2. Review
Shade the objects that give the number in the box.

a.
456

b. 425

C. 356

D. 248

E. 500

B. Developmental Activities
1. Motivation
Sing a Song (Tune: Are you sleeping)
There are 10 tens (2x)
In 100 in 100
Let us add 1 to it, let us add 1 to it
It’s 101, it’s 101.

10
 Ask.
How many tens are there in 100?
What if we add 100 to 100, what number will be formed?
What if we add 20 to 100, what number will be formed?
Is it important to know how to count numbers?

2. Presentation
Ask the pupils to bring out their counters.

Activity:
Divide the class into five. Give each group bundles/sets of counters of
100s, 10s and 1s.
Ask each group to complete the series given below.

Group I 120, 121, 122, 123, 124, 125___, ____, ____, ____, ____
Group 2 210, 211, 212, 213, 214, 215 __, ____, ____, ____, ____
Group 3 325, ___, ___, 328, ___, 330, ____, ____, ___, ____
Group 4 500, 450, 400, 350, ____, ____, ____, ____, ____

Ask each group record the process of completing the series.

Processing:
What did you do to discover the next five number using sets of
objects?
How many objects are there in bigger and smaller bundles?

3. Reinforcing Activity – Refer to LM 3- Gawain

4. Application
Let the pupils identify the number for each sets of objects.
1. 2.
1
100 100 100 200
1 100
10 10 10
1 1
10 10 10 1 100 100

___________________ __________________

11
 3. 4.
100
1 1 10 10
100 100 100 100
1
10 10 10 10 10

1 1 1 1 1 1 1
10 10 10 10 10
____________________ ____________________

5.

200 100 100 1

50

1
10 10 10 10

________________________

5. Generalization
How do we associate numbers using sets of objects from 101 – 500?
What should you do to identify the number from 101 to 500 in a given
sets of objects or things?

EVALUATION
Give the number for each set of objects.

1. 2.

100 100 100

500
100
1

40 10 10 10
1 10 10 1 1

12
3. 4.

300 20 100 100

100 100 100
1
50 1 1

10 10
1 1 1 1 1 1 1 1
1 1 1 1 1 1 1

5.

700
100 100
10

10 10 10 10
1

1 1 1 1 1 1

HOME ACTIVITY
Refer to LM 3 – Gawaing Bahay

Teaching Guide for Mathematics Grade 2

Concept of Whole Numbers
Lesson 4

TOPIC: Numbers with sets having 501 up to 1000 objects.

OBJECTIVE
Associates numbers with sets having 501 up to 1000 objects and gives the
number of objects.

PREREQUISITE CONCEPTS AND SKILLS

1. Visualizes numbers with sets having 101 up to 500 objects
2. Identifies the number of objects having 101 – 500 objects

13
MATERIALS
1. Rubber bonds
2. Bottle caps
3. Sticks
4. Drinking straws
5. Flashcards

INSTRUCTIONAL PROCEDURES
A. Preparatory Activities
1. Drill
Counting numbers using the number chart 0-100
1 2 3 4 5 6 7 8 9 10
11 12 13 14 15 16 17 18 19 20
21 22 23 24 25 26 27 28 29 30
31 32 33 34 35 36 37 38 39 40
41 42 43 44 45 46 47 48 49 50
51 52 53 54 55 56 57 58 59 60
61 62 63 64 65 66 67 68 69 70
71 72 73 74 75 76 77 78 79 80
81 82 83 84 85 86 87 88 89 90
91 92 93 94 95 96 97 98 99 100

Ask:
2. What two one digit numbers when you add give an answer of 16?
What are the numbers? How did you get the correct answers?
3. What two digit numbers when you add give an answer of 100? What
are the numbers? How did you get the correct answer? Explain your
answer.

Review
Give the correct answer.

1. 500
100 100 100 100 40 10 10 1
Answer: ______________________

200 100 100 100 100 10 10 10 10 1 1 1

2.

Answer: _________________________

14
 3. 100 100 100 100100 60
10 10
1 1 1 1

Answer: _____________________

4.
300 100 100 100 100 300

100 100 100 1 1 1 1

Answer: _______________________

1 1 1 1
5. 100 100 100
100 100 100 100
1 1 1 1
Answer: ______________________

6. How many hundreds are there in 400?

Answer: ___________________

7. How many tens are there in 50?

Answer: ___________________

8. How many hundreds, tens and ones are there in 452?

Answer: ___________________

DEVELOPMENTAL ACTIVITIES
1. Motivation
STRATEGY: Game –“BRING ME”
Instructions:
Group the pupils into five.
Give each group 3 sets of cutout objects with 100s, 10s and 1s in three
colors, red, yellow and green.
The teacher will say,” Bring me 3 red hundreds, 2 yellow tens and 4 green
ones”
The first group who can bring the objects to the teacher wins.

Ask:
Why is it important to follow directions?
What will happen if you do not follow directions?

15
2. PRESENTATION:
The teacher will post the picture as illustrated below.
Call 2 or 3 pupils to read the short story.

Aling Lorna sells quail eggs. She asks her daughter Karen to
place 100 quail eggs in each basket and 10 eggs in small paper
bags. She also tells her to deliver 5 baskets of eggs to Aling Marie’s
store and 7 paper bags to her friends. She does all these
correctly. Aling Lorna praises Karen for following all what she wants
her to do. She also asks her to find the total number of quail eggs
sold. If you were Karen, can you give the total number of quail
eggs delivered in all?

Who sells quail eggs?

. helps Aling Lorna to deliver quail eggs?
Who
What kind of daughter is Karen?
What did her mother do when she did all her instructions correctly?
Why did she do all what her mother told her to do?

Did she know how to follow directions?

How many hundreds are there?
How many are tens?

Use the illustration example below

5 hundreds + 7 tens = 570

500 + 70 = 570
Example
Call a pupil to give the number of 100s, 10s and 1s in the illustration.
Call another pupil to give the number of hundreds, tens and ones.
Call a pupil to give the final number.

16
 _____ Hundreds + _____ tens + __ _ ones

_____ + _____ + _____ = _____

Example 2
Divide the class into five. Distribute bundles or packs of objects in
100s, 10s and 1s. Let them give the number following the example
below.

300 100 100 100 60 10 10 1

____ Hundreds + ____tens + ____ ones = _______

Processing:

What did you do to get the number of hundreds, tens and ones?
Did you count the objects carefully?

3. REINFORCING THE CONCEPTS AND SKILLS

Refer to the Learning Material

4. APPLICATION

Let the pupils identify the number for each sets of objects.
Write the number of hundreds, tens and ones. Then, write the number on
your paper.
Example:

100 100 100 100 100 100

10 10 10 10 1 1
6 hundreds + 4 tens + 2 ones
600 + 40 + 2 = 642

17
 1. 7 hundreds + 7 tens + 8 ones

_____ _ + __ ____ + _______ = _________

2. 9 hundreds + 0 tens + 8 ones

_____ _ + __ ____ + _______ = _________

3. 5 hundreds + 6 tens + 0 ones

_____ _ + __ ____ + _______ = _________

4. 6 hundreds + 9 tens + 9 ones

_____ _ + __ ____ + _______ = _________

5. 3 hundreds + 6 tens + 4 ones

_____ _ + __ ____ + _______ = _________

5. SUMMARY

What should you do to associate numbers with objects or things?

We can associate numbers with objects or things by identifying and
counting them.

EVALUATION

Write the letter of the correct answer.

1. Which is equal to 784?

A
100 100 100 10 10 10 10 1 1 1 1

100 100 100 10 10 10 10 1 1 1 1

B 100 100 100 100 1 1 1 1 1

0 0 0
100 100 100 1 1 1 1 1 1 1
0 0 0 0 0

18
C.
. 100 100 100 10 10 10 10 10 10 1 1 1

D.
200 200 100 10
10 10 10 10 10

2. Which number is equal to the illustration below?

60 10 10 10 10 10 1 1
0 0 0

A. 832 B. 733 C. 752 D. 632

3. How many objects are in the box?

20 10 10 20 10 1 1
0 0 0 0 0 0 0

1 1 1 1 1 1 1
0 0 0

A. 565 B. 654 C. 645 D. 754

4. How many objects are in the box?

300 100 100 100 100

10 10 10 10 10

A. 789 B. 741 C. 714 D. 361

19
 Teaching Guide for Mathematics Grade 2
Concept of Whole Numbers
Lesson No. 5

TOPIC: Counting and Grouping Objects in Ones, Tens and Hundreds

OBJECTIVE
Counts and groups objects in ones, tens, and hundreds

PREREQUISITE CONCEPTS AND SKILLS

1. Counts numbers from 1-1000
2. Identifies numbers from 1 – 1000

MATERIAL
1. popsicle sticks, bottle caps, sticks, drinking straws, flashcards, flats,
longs, ones, picture, pebbles, other concrete counters
2. Picture
3. Cut-outs

INSTRUCTIONAL PROCEDURE
A. Preparatory Activities
1. Drill
Mental addition using flash cards
1. 100 + 100 6. 800 + 10
2. 10 + 10 7. 200 + 100
3. 100 + 20 8. 900 + 2
4. 200+80 9. 600 + 40
5. 500+100 10. 700 + 12

2. Pre-assessment
Give the number for each set of objects.

1.
100 100 100 100 100

10 10 10 10 1 1 1

700
10 10 10 10 1
2.

10 10 10 10 10 1

20
 3. 500
100 100

100 100
1 1

4.

800 10 10 10
10 10

1
1 1 1 1 1 1

5.
1 1
500 80
1 1 1 1

B. Developmental Activities
1. Motivation:
Help the birdie find its way to her mother by counting from the starting
point to the mother bird

4 5
3 6
2

Ask: What do you do when you see birds in your surroundings?

Why is it bad to hurt or kill animals?

21
Unlocking of difficult words

(One-act play) Act out a mother feeding her son/daughter. Then have
this sentence on the board.

Mother feeds her daughter with delicious food.

2. Presentation
The teacher will show the pupils how to create ones, longs and
flats. Together, the pupils and the teacher will create a long using 10
ones. The teacher will emphasize that 10 ones create a 10. The
pupils will create 10 longs. Then, the teacher will show with an
illustration on the board that 10 longs create one flat with 100 ones.
The pupils will also create a flat. There will be 10 tens in one
hundred.

3 hundreds 3 tens 4 one = 334

300 + 30 + 4 = 334

Distribute 25 objects/things to each pair of pupils. Let them group the

counters by tens and ones, as instructed by the teacher.

Example:
Form a group of ten objects.
Form another group of ten objects until only ones are left.
How many ones are left?
How many tens did you form from 25?

22
Show this on the board.
25 = 2 tens + 5 ones

100 100
10 10 10 10 10

10 10 10 10 10 10 10

1 1 1 1 1 1 1 1 1 1

1 1 1 1 1 1 1 1 1 1

3. Reinforcing Activity
Group the class into four. Give them sets of objects in bundles of 10s,
100s and some ones (drinking straws, bottle caps, seeds, pebbles,
popsicle sticks, any other concrete counters).

Directions: Count the objects and group them by hundreds, tens and
ones. Then, write the number on the blank. Follow the format below.

23
 _______Hundreds + ______ tens + _____ ones = ______

What did you do to get the number of hundreds, tens and ones from
the given set of objects or things?
Show this illustration:
How many tens in 100?

How many hundreds in 1000?

24
 4. Application
Let the pupils identify the number for each sets of objects.
Write the number of hundreds, tens and ones. Then, write the number
on your paper.
Example:

589 = 5 hundreds + 8 tens + 9 ones

1. 896 = _______ hundreds + _________ tens + ________ ones

2. 465 = _______ hundreds + _________ tens + ________ ones
3. 926 = _______ hundreds + _________ tens + ________ ones
4. 168 = _______ hundreds + _________ tens + ________ ones
5. 386 = _______ hundreds + _________ tens + ________ ones

5. Generalization
How do you group objects?
How do you group tens and hundreds?
How many tens are in 100?
How many ones are in tens?

EVALUATION
Write the letter of the correct answer.

1. How many tens are there in

1 1 1 1 1 1 1 1 1 1
1

1 1 1 1 1 1 1 1 1 1
1

1 1 1 1 1 1 1 1 1 1
1

A. 10 B. 5 C. 3 D. 2

25
2. How many hundreds are there in

10 10 10 10 10

10 10 10 10 10

10 10 10 10 10

A. 1 B. 2 C.3 D. 4

3. Which is equal to 8 hundreds + 7 tens + 2ones?

A. 827 B. 872 C. 862 D. 802

4. Which is equal to 25 tens?

A. 25 B. 205 C. 215 D. 250

5. How many hundreds are there in 896?

A. 8 B. 9 C. 6 D. 4

HOME ACTIVITY
Refer to LM 5 – Gawaing Bahay

Teaching Guide for Mathematics Grade 2

Concept of Whole Numbers
Lesson No. 6

TOPIC: Reading and writing Numbers

OBJECTIVE
Reads and writes numbers from 101 through 1000 in symbols and in
words

PREREQUISITE CONCEPTS AND SKILLS

1 .Counts and groups objects in ones, tens and hundreds
2. Associates numbers with sets having 501 up to 1000 objects and
give the Number of objects.
3. Place Value of three-digit numbers
4. Intuitive Concepts of 101- 1 000
5. Reading and writing 1-100

MATERIALS
1. Number Cards 3. Mystery Box of Knowledge
2. Show Me Board 4. Numbers Chart

26
INSTRUCTIONAL PROCEDURE
A. Preparatory Activity
1. Drill
Strategy: Game- “Guess and Check”
Mechanics:
Draw 5 number cards inside the Mystery Box of Knowledge
Post it on the board
Ask the pupils to use the numerals in the number cards to form three-
digit numbers.

Examples of Number Cards:

9 2 0 5

Ask:

Form three-digit numbers as many as they can.

Let the pupils write their answers on the board.
Ask other pupils to arrange the numbers written on the board from
least to greatest and vice-versa

3. Review

Give the place value of the following:

In 987; what is the place value of 8?
What is the value of 9 in 987?
What is the place value of 7 in 987?
What is the value of 7 in 987?

Fill in the table:

Number Hundreds Tens Ones
1. 787
2. 901
3. 765
4. 902
5. 978
6. 761
7. 107
8. 653
9. 765
10. 675 27
 How many digits are there in a number?
In what direction will you start looking for the ones place in a three-digit
number?
Which place is in the middle?
What place is the first number from the left?

B. Developmental Activities
1. Motivation
Strategy: “Story Telling”

2012 COASTAL CLEAN UP

Every September we celebrate Coastal Clean-Up Month to conserve

our beaches and to minimize global warming. In Odiongan North
Central Elementary School (ONCES), there were 578 pupils who
participated in the activity. While there were 892 pupils who
participated in Odiongan South Central Elementary School (OSCES).
After the Clean-Up, a forum was conducted by the Young Scientists
Club of Romblon.
Comprehension question:

Why do we need to clean our beaches?

If you were the pupils of ONCES and OSCES, are you willing to
join the coastal clean-up? Why?
What are the numbers found in the story?

Tell the pupils that numbers can be written either in words or in

symbols.

2. Presentation
Ask the pupils to identify the numbers mentioned in the story. Using
the counters (straws), let the pupils make bundles of the numbers
identified and paired with the number cards.
Ask the pupils to write the number symbols in their Show Me
Board.
Numbers can be written either in words or in symbols (figures). Ask
the pupils why we need to write the numbers in words and not in
symbols only.

Give illustrative examples of writing numbers in words and in

symbols.

1. We read 892 in words as “Eight hundred ninety-two”

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 2. In symbols we read 572 and in words we read as “Five
hundred seventy-two”

3. In figure seven hundred-twelve is = 712

4. In words, 497 is Four hundred ninety-seven

5. In words, 698 is Six hundred Ninety-eight.

3. Reinforcing Activity – Refer to LM 6 - Gawain 1 and 2

4. Application – Refer to LM No. 6 No. Gawain 3 and 4

5. Summary
How do you read and write numbers?
a. A number can be written in symbols and in words.
b. The first digit from the right is the ones, the second is tens and
the third is the hundreds
c. Zero is used as placeholder.
d. Every digit has its own value according to its position in the
number.

EVALUATION
1. Read the paragraph below. Then write all numbers included in the
paragraph.

“Polit had nine hundred seventy-nine pages of a book to read. He

reads two hundred sixty-seven pages on Monday and 79 pages on
Tuesday. And he reads the remaining six hundred thirty-six last Friday”

Write the numbers in words:

______________________________________________________________
______________________________________________________________
_____________________________________________________________
Write the numbers in symbols or figures:
______________________________________________________________
______________________________________________________________
______________________________________________________________

B. Write the correct number symbols of the following.

1. Nine hundred seven

29
 2. Six hundred twenty-four
3. Six hundred eighty
4. Eight hundred eighty-nine
5. Seven hundred seventy-four

HOME ACTIVITY
Refer to the LM 6 – Gawaing Bahay

Teaching Guide for Mathematics Grade 2

Concept of Whole Numbers
Lesson No. 7

TOPIC: Skip Counting by 10’s

OBJECTIVE
Counts numbers by 10s, 50s, and 100s

PREREQUISITE CONCEPTS AND SKILLS

1. Counting
2. Reading and writing numbers
3. Intuitive concept of addition
4. Concept of skip counting
5. Counts by 2s, 5s, and 10s

MATERIAL
1. Counters (Popsicle sticks, straws, etc.),
2. Hundred chart Set of card with the 3- Digit numbers
3. Pictures

INSTRUCTIONAL PROCEDURE
A. Preparatory Activities
1. Drill: Skip count by 2s
Post a hundred chart on the board. Ask the pupils to count 1 to 100
using the number chart.
Skip count by 2 starts from 2 then encircle the next numbers up 100.
1 2 3 4 5 6 7 8 9 10
11 12 13 14 15 16 17 18 19 20
21 22 23 24 25 26 27 28 29 30
31 32 33 34 35 36 37 38 39 40
41 42 43 44 45 46 47 48 49 50
51 52 53 54 55 56 57 58 59 60
61 62 63 64 65 66 67 68 69 70
71 72 73 74 75 76 77 78 79 80
81 82 83 84 85 86 87 88 89 90
91 92 93 94 95 96 97 98 99 100
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 2. Review
Directions: Using their Show Me boards, tell the pupils to write down
the missing numbers to complete the table. Ask them to show, one at
a time, what they have written.

5 20 30
35 55
65 80
100 115
130 140 150

B. Developmental Activities
1. Motivation: Game – “Count Me In, Count Me Out”
Directions:
Divide the class in two groups
Group I (Pupils will skip count by 2s)
Group 2 (Pupils will skip count by 5s)
Let the pupils stand and form a straight line. Let them count by 1s.
Pupils whose number falls on the multiple of 2 or 5 will say “Count Me
In”, “Count Me Out.” respectively. Failure to do so will exclude the pupil
from the group.

2. Presentation
Posing the Task
Strategy: Learning Stations and Cooperative learning.
Group the class into three (3) groups and assigned them by Learning
Stations. A group leader shall be identified by each group members.

Performing the Task-

Activity No. 1
Distribute a bundle of 100 pieces of Popsicle sticks to each
group. Instruct the pupils to group the Popsicle sticks by 5s, 10s, and
50s. Let them write their answer on the table presented below.

1 2 3 4 5
5
10
50

Ask a leader or any of the members to report their output.

31
 Then ask:
How many 5s are there in 100?
How many 10s are there in 100?
How many 50s are there in 100?
How did you find the activity?
Did every member of the group do his part?
What made your group finish the activity ahead of time?

3. Reinforcing Activity – Refer to LM 7 - Gawain 1-3

4. Application – Refer to LM No. 7- Gawain 4 and 5

5. Generalization
Let the pupils skip count by 10’s from 10 through 100.
Ask: How many groups of 10 are there in 100
How many numbers are there in each group?
How do we skip count by 10?
What do you call the sequence or pattern of counting that we used?
What skip counting was used?

EVALUATION
Count by 10s, 50s and 100s. Write the missing number.

1. 70, 80 ______, 100, ______, ______, ______

2. _____150, 160, _______, _______, _______
3. _____ 800 ______ ______ 1100
4. 65 , 115 _______, _______, ________, ______
5. 25, 75 _______, _______225, ______, ______

HOME ACTIVITY
Refer to LM 7 – Gawaing Bahay

Teaching Guide for Mathematics Grade 2

Concept of Whole Numbers
Lesson No. 8

TOPIC: Reading and writing Numbers

OBJECTIVE
Reads and writes numbers from through 1000 in symbols and in
words

32
PREREQUISITE CONCEPTS AND SKILLS
1 .Counts and groups objects in ones, tens and hundreds
2. Associates numbers with sets having 501 up to 1000 objects and
give the Number of objects.
3. Place Value of three-digit numbers
4. Intuitive Concepts of 101- 1 000
5. Reading and writing 1-100

MATERIALS
1. Number Cards 3. Mystery Box of Knowledge
2. Show Me Board 4. Numbers Chart

INSTRUCTIONAL PROCEDURE
A. Preparatory Activity
1. Drill
Strategy: Game- “Guess and Check”
Mechanics:
Divide the class into 5 working groups. Let any members of the group
to draw 5 number cards inside the Mystery Box of Knowledge..
Ask the pupils to use the numerals in the number cards to form three-
digit numbers as many as they can.
Examples of Number Cards:

8 9 0 3

Tell the pupils to write their answers on their Show Me Board.

Ask other pupils to arrange the numbers written on the board from
least to greatest and vice-versa

2. Review
Give the place value of the following:
In 987; what is the place value of 8?
What is the value of 9 in 987?
What is the place value of 7 in 987?
What is the value of 7 in 987?

33
 Fill in the table:
Number Hundreds Tens Ones
1. 598
2. 998
3. 895
4. 902
5. 978
6. 809
7. 907
8. 790
9. 895
10. 985

How many digits are there in a number?

In what direction will you start looking for the ones place in a three-digit
number?
Which place is in the middle?
What place is the first number from the left?

B. Developmental Activities
1. Motivation
Strategy: “Story Telling”

2012 COASTAL CLEAN UP

Every September we celebrate Coastal Clean-Up Month to

conserve our beaches and to minimize global warming. In
Odiongan North Central Elementary School (ONCS), there
were 578 pupils who participated in the activity. While there
were 892 pupils who participated in Odiongan South Central
Elementary School (OSCES)
After the Clean-Up, a forum was conducted by the Young
Scientists Club of Romblon.

Comprehension question:
Why do we need to clean our beaches?
If you were the pupils of ONCES and OSCES, are you willing to join
the coastal clean-up? Why?
What are the numbers found in the story?

34
 2. Presentation
Distribute copies of the activity card (2012 Coastal Clean Up)
Tell the pupils to underline all numbers mentioned in a story. Then
Ask them to fill-up the table presented below.

Numbers in symbols Numbers in words

Tell the pupils to write the numbers in symbols into words and vice
versa.

3. Reinforcing Activity – Refer to LM 8 Gawain 1and 2

4. Application- Refer to LM- Gawain 3

5. Summary
How do you read and write numbers?
a. A number can be written in symbols and in words.
b. The first digit from the right is the ones, the second is tens and
the third is the hundreds
c. Zero is used as placeholder.
d. Every digit has its own value according to its position in the
number.

EVALUATION
Read the paragraph below. Then write all numbers included in the paragraph.

“Polit had nine hundred seventy-nine pages of a book to read. He

reads two hundred sixty-seven pages on Monday and 79 pages on
Tuesday. And he reads the remaining six hundred thirty-six last Friday”

Write the numbers in words:

______________________________________________________________
______________________________________________________________
______________________________________________________________
Write the numbers in symbols or figures:
______________________________________________________________
______________________________________________________________
______________________________________________________________

35
HOME ACTIVITY
Refer to the LM 8 – Gawaing Bahay

Teaching Guide for Mathematics Grade 2

Concept of Whole Numbers
Lesson No. 9

TOPIC: Place Value of a 3- digit Numbers

OBJECTIVE
Give the place value of each digit in a 3- digit numbers

PREREQUISITE CONCEPTS AND SKILLS

Reads and writes numbers through 1000 in symbols and words

MATERIAL
1. Place value Chart 4. Abacus
2. Activity card 5. Number cards with 3-digit numbers
3. Counters 6. Drill or show cards for each pupil

INSTRUCTIONAL PROCEDURE
A. Preparatory activities:
1. Drill
Counting numbers by 10s, 50s and 100s
Give the next three numbers starting from 10, 20, ___, ___, ___, ___
What is the next three numbers starting from _____, 100, 150, ____
What is the next three numbers starting from 100 ___300, ___,
What is the next three numbers starting from 40, 50 ____ 70 ____, ___

2. Review
Reading and writing numerals in words and in symbols

Strategy: Game- “SHOW ME PARTNER”

Instructions:
Ask the pupils to count off.
Ask a pupil to draw one at the time the number cards inside the
Mystery Box of Knowledge
Then, she/he will ask somebody by calling his/her number to answer
the question printed in the number card.

Examples of number cards:

Card No. 1 - What is 978 in words?

36
 Card No.2 – What is “Five hundred twenty- seven in symbols?

Card No. 3 – What is 407 in words?

Card No. 4 – What is “Eight hundred five in symbols?

3. Pre-Assessment
Choose the letter of the correct answer.
1. What is the place value of 7 in 897?
a. Ones b. Tens c. Hundreds
2. In 946 what number is in the hundreds place?
a. 4 b. 6 c.. 9
3. What is the place value of 2 in 325?
a. Ones b. Tens d. Hundreds
4. In 946 what number is in the tens place?
a. 9 b.6 d. 4

Fill in the blanks.

1. 7 59 is a 3-digit number. It is made up of ________ hundreds
_______tens and _______Ones
2. In 479, the digit 4 stands for ___________
3. In 275, the digit _______ is in the tens place. The value of the digit
is __________
4. In 456, the digit _______ is in the hundreds place. The value of the
digit is _________

B. Developmental Activities
1. Motivation:
Post on the board this word problem.
“I am a four-digit number. My ones digit is 1. My tens digit is
three digit larger than my ones digit. My hundreds and
thousands digits are both larger than my ones digit. What
number am I?
Ask the possible questions.
What does ones, tens, hundreds and thousands digit mean?
What is the correct answer?
Explain why and how the answer was achieved?
What are the other possible solutions?

37
 2. Presentation
Divide the class into 5 small learning groups.
Distribute the Place Value pocket Chart and number cards.
Ask each group to place the numbers on the place value chart.

Example
What do 759 mean?

Hundreds Tens Ones

7 5 9
Ask:
Possible questions
1. What is the value of 7? How about the 5? and the 9?
2. In 759, is it possible that the numeral 9 will be placed in the
hundreds place? Yes or no. Why? Explain your answer.

Explain: The digit 7 means 7 hundreds, or 700

The digit 5 means 5 tens or 50
The digit 9 means 9 ones or 9

 Point out that numbers may be written in different ways: In

symbols, in words and in expanded form. Still the place value of
each digit in the numeral is being considered.
 Give examples:
1. 758 = 700 + 50 + 8
2. 985 = 900 + 80 + 5
3. 476 = 400 + 70 + 6

3. Reinforcing Activities - Refer to the Learning Material Gawain 1-2

.
4. Application- Refer to LM- Gawain 3

5. Generalization
How many digits have the numbers we studied today?
What are the different place values in a 3-digit number?
What did we use to identify or give the place value of each digit easily?

EVALUATION
Supply the correct answer applying the place value

1. Sa 897, ________ ay nasa ones place

2. ________ ay nasa hundreds place
3. ________ ay nasa tens place
4. Ano ang place value ng 8 sa 284? _________

38
5. Sa 693 anong numero ang nasa thousands place? _______
6. Ilang tens ang mayron sa 760? _____________
7. Ilang hundreds mayron sa 965? ________
8. May ilang tens mayron sa isang daan? _______
9. Sa 679, ang bilang na ___ ay nasa hundreds place. Ang kabuuang value
halaga ay __________
10. Ang 498 ay isang 3-digit number. Ito ay binubuo ng ________ hundreds
_______tens at _______Ones.

HOME ACTIVITY
Refer to the LM 9 – Gawaing Bahay

Teaching Guide for Mathematics Grade 2

Concept of Whole Numbers
Lesson No. 10

TOPIC: Writing 3 digit numbers in expanded form

OBJECTIVE
Write three-digit numbers in expanded form

PREREQUISITES CONCEPTS AND SKILLS

1. Place Value of each digit in a three-digit number
2. Reading and writing numbers in words and in symbols

MATERIALS
1. Place Value Chart 3. Flashcards
2. Show Me Board 4. Mystery Box of Knowledge

INSTRUCTIONAL PROCEDURE
A. Preparatory Activities
1. Drill - Game: RELAY
Mechanics:
Ask the pupils to position at the back part of the room.
Place all number cards inside the Mystery Box of Knowledge.
The teacher will draw one at a time the number cards. Then she/he will
show it to the class.
Ask the pupils to raise their right hand as fast as they can, if they know
the answer.
The pupil who got the correct answer will make step forward
The first pupil to reach the finish line wins the game.

Examples of Number Cards:

How many hundreds are there in 987?__________

39
 How many tens are there in 507? ______________
In 627= ______hundreds, ________tens, ______ones
What is Five hundred sixty in symbols? __________
What is 819 in words?__________________________
How many ones are there in 379?______________
In 351 = ______hundreds, _______tens, ______ones
What is Two hundred twenty nine in symbol? ____

2. Review
Give the place value of each given digit.
What is the place of 8 in 389? _________________
In 895, what is the value of 8? ________________
What is the value of 5 in 589? ________________
What is place value of 2 in 629?________________
In 146, what digit has a value of 40?_____________
What digit has a place value of hundreds in 569?___

B. Developmental Activities
1. Motivation
Strategy: GUESS and CHECK
Present a mathematical problem in the form of a riddle. Post this on
the board.

“I am a four-digit number. My hundreds digit is 8. My ones digit is

six less than my hundreds digit. My other digits are both twice as
large as my ones digit. What number am I?

Ask: Underline the question asked in the problem?

Restate the question into answer statement form.
Solve the problem showing the complete solutions of the
equation.

2. Presentation
Distribute a word problem written in the strip of manila paper.
Tell the pupils to underline the questions asked in the
problem. Let them rewrite the problem into answer-statement
form.
Distribute popsicle sticks. Tell the pupils to use the popsicle
sticks to represent given in the problem.
Let the pupils solve the equation.

Other possible questions

1. What digit is in the hundreds place of a four-digit number in a
Mathematical problem?

40
 2. How about in the ones place?
3. What are the operations to be used to form an equation?
4. What is the mathematical equation?
5. What is the correct answer?
6. Is your answer correct? Why? Explain your answer.

Post the Place Value Chart

Present an example
Say: The numeral 896 can be expressed in expanded form:
Thousands Hundreds Tens Ones

8 9 6

Elaborate that; 8 hundreds = 800

9 tens = 90
6 ones = 6

Numbers can be written in different ways. These can be done in

words, symbols and expanded form.

Draw the pupils’ attention to the place value chart.

Illustrate how 896 be expressed in expanded form:

The expanded form of 896 is 800 + 90 + 6

Explain:
Number Place Value Value

896

Ones 6
Tens 90
Hundreds 800

Ask: How many hundreds, tens and ones are there in 896?
Give additional illustrative examples:
275 = ______Hundreds ______Tens ______Ones
702 = ______Hundreds ______ Tens _____ Ones
______ Hundreds _____ Tens _____ Ones

3. Reinforcing Activity – Refer to LM 10 Gawain 1and 2

Group the class into three small learning stations. Each group will be
given an activity worksheet containing the activity and directions

41
 4. Application –Refer to LM- Gawain 3 and 4

5. Generalization
How do you write numbers in expanded form?
Writing number in expanded form is expressing the number as
the sum of the values of its digits. The expanded form gives the
value of each in the number

EVALUATION
1. Using the digits 2, 8, 9, 4 and 6 only once, what is the greatest three-digit
numbers can be formed? Then express it in expanded form. ___________

2. Teacher Danny draws number cards: 2, 0, 9, 8 and 7. Using the digits

only once, form the smallest three-digit numbers and express it in
expanded form. __________________

3. Write 708 in expanded form. __________________________________

4. Express in expanded form: Three hundred fifteen”_______

5. What is 897 in expanded form? ________________________________

HOME ACTIVITY
Refer to the LM 10 – Gawaing Bahay

Teaching Guide for Mathematics Grade 2

Concept of Whole Numbers
Lesson No. 11

TOPIC: Comparing Numbers

OBJECTIVE
Compare numbers using >, <, and =

PREREQUISITE CONCEPTS AND SKILLS

1. Intuitive Concepts of 101- 1 000
2. Place Value of each digit in a three-digit number
3. Three-digit number in expanded form
4. Write numbers after, before and between the given numbers

MATERIAL
1. Number cards 5. Counters
2. Cut-outs 6. Flash Cards

42
 3. Pocket chart 7. Mystery Box of Knowledge
4. Show Me Board

INSTRUCTIONAL PROCEDURE
A. Preparatory Activities
1. Drill
Oral: Reading 3-digit numbers

348 159 895 987 679 987

2. Review
Strategy: Group Activity
Directions:
Divide the class into four small learning stations. One pupil will act as a
leader.

Distribute the Mystery Box of Knowledge with number cards from 0-9
Explain that for every set of cards consists of three-digit numbers.
Pupils rearrange the cards in each set to form as many three-digit
numbers as they can.
Group with more three-digit numbers formed, wins the game.

9 6 5 2

4 3 1 7

0 8

B. Developmental Activities
1. Motivation
Strategy: Story Telling
Post the story. Ask volunteer from the pupils to read the story.

Every morning Lolo Enting is in his vegetables garden. One

morning his grandchildren come to visit him. Roger gives him 5
pieces of papaya, Arlette gives him 10 pieces of ripe mangoes and
Rosemarie gives him 5 pieces of sweet banana. “Oh thank you
very much, he said. Thank you my dear grandchildren. God bless
you all.

43
Comprehension questions leading to the development of the concept:
Who came to visit Lolo Enting?
Who gave him 5 pieces of papaya?
What did Arlette give him?
How many ripe mangoes did Rosemarie give him?
Do you also give something to your Lolo and Lola? Why? Or why not?
Who gave him lesser fruits?
Who gave him more fruits?
Who gave him equal or the same number of fruits?
Arrange the number from highest to lowest or vice versa.
Ask how many hundreds, tens and ones are there in each set of
numbers

2. Presentation
Present another set of word problem.
Tatay Jomar is a farmer. He harvested 780 mangoes
while Tatay Junray harvested 890 mangoes. Who
harvested more mangoes?

Processing:
Ask: Underline the question in the problem and rewrite the question in
answer statement.
Who are the two farmers?
Who between the two farmers harvested more mangoes?
Compare the numbers.
How did you compare the number?

Arrange the number from highest to lowest or vice versa.

Ask how many hundreds, tens and ones are there in each set of
numbers.

Let us represent the total number of mangoes harvested by Tatay

Jomar and Tatay Junray in the Place Value Chart.
Then, compare the number using relation symbols such as <, >, and =.

Hundred Ones
Tens
8 9 0
7 8 0
Step 3- Compare the ones
Step 2- compare the tens

Step I- Compare the hundreds

44
 Let us compare the hundreds digits. Which numbers has more
hundreds?

We say 800 is greater than 700 or 700 is less than 800

We write: 800 > 700 or 700 < 800

Say: Let us have another set of example.

Compare 356 and 346

H T O
3 5 6
3 4 6
What have you noticed about the digit in the hundreds place?
Say: Now let us compare the digit in the hundreds place:
Next, let us compare the digits in the tens place.
Which is bigger? (5 is bigger than 4)

Therefore: We write: 356 > 346 or 346 < 356.

We say: 356 is greater than 346 or 346 is less than 356.

3. Reinforcing Activity - Refer to the LM 11 Gawain 1-2

4. Application- Refer to LM- Gawain 3 and 4

5. Generalization
In comparing 3 digit numbers, compare the hundreds first then
the tens and the ones. We use the symbol >,<, and =.
To show the relationship between numbers being compared, one
of the following symbols is placed between them:
< means less than
> means greater than
= means equal to

EVALUATION
Compare the pair of numbers by writing <, >, and =

1. 150 145 2. 872 872 3. 785 678

Compare the numbers in column A from column B. Use the relation symbols
>,<, and =.
Column A Column B

45
 346 ____ 450
450 ____ 336
565 ____ 656
765 ____ 767

HOME ACTIVITY
Refer to the LM 11 – Gawaing Bahay

Teaching Guide for Mathematics Grade 2

Concept of Whole Numbers
Lesson No. 12

TOPIC: Comparing and Ordering Numbers

OBJECTIVE
Orders numbers up to 1000 from least to greatest and vice versa.

PREREQUISITE CONCEPTS AND SKILLS

1. Compares numbers using >, <, and =
2. Skip-counting

MATERIALS
1. Number Cards
2. Show Me Board
3. Number line

INSTRUCTIONAL PROCEDURE
A. Preliminary Activities
1. Drill- Comparing Numbers using relation symbols
Contest: SINO ANG MATIBAY?
Mechanics:
Ask the pupils to stand and form two lines.
One line for the boys (Team I) and another line for the girls (Team 2)
Two pupils will be called, one from each team.
The teacher will flash the number card and the contestants will answer
the question as fast as they can.
The first one to answer the question correctly will take a seat.
The team with less number of members standing wins the game.

SAMPLE OF NUMBER CARDS:

900 ____ 890 567 ___678 599 __590 975 __895

46
 2. Review
Comparing numbers using relation symbols <, =, >
1. 975_____ 957 2. 490 _____490 3. 213 _____315

B. Developmental Activities
1. Motivation: “MY RULE IN LIFE”
Post on the board.
Ask: Children are you familiar with these patterns? Ask the pupils to
tell something about it. Call at least 5 pupils. Then, ask them to
complete the patterns.

1. 20, 22, 24, 26, 28, 30, ______, ______, _____, _____, _____, ___
2. 50, 55, 60, 65, 70, 75 _____, _______, _______, _______, ______
3. 70, 80, 90, ______, _______, _______, _______, ________, ____
4. ___, _____, _____, ____, ____, ____, 60, 58, 56, 54, 52, 50, 48
5. 40, 45, 50, ____, _____, 65, 70, ____, ____, 85, 90, ____, _____

5. Presentation
Distribute the number cards. (See to it that all pupils have number
cards). Then let them post the number cards on the board.
Then, post your prepared number line on the board. Ask the pupils
something about the number line. Ask them to describe it.
Call 3 or 4 pupils to arrange the number cards in the number line.

The number line looks like this:

50 51 53 54

Processing:
What number comes after 51?
What number comes before 54?
What numbers are between 51 and 54?
Look at the numbers 50, 51, 53 and 54. What number is the least?
What number is the greatest?
Can you arrange the numbers from least to greatest? Or from greatest
to least.

3. Reinforcing Activity - Refer to the LM 12 Gawain 1-3

Divide the class into three small learning stations. Each small learning
station will be given an activity card.

47
 Ask each group to write their answers on the manila paper and post it
on the board. Assign a leader in each group and ask them to explain
how they answered the activity.

4. Application – Refer to LM No 12 Gawain 3 and 4

5. Generalization
How do we arrange numbers from least to greatest or vice versa.

Numbers can be arranged from least to greatest or from greatest to

least depending on their place value positions.

EVALUATION
Arrange the numbers from least to greatest.

1. 897 675 995 453 __________________________

2. 124 987 907 234__________________________
3. 481 745 999 761 __________________________

Arrange the numbers from greatest to least.

4. 987 456 340 675____________________
5 310 289 980 129 ____________________
6. 567 321 896 459 ___________________

HOME ACTIVITY
Refer to the LM 12 – Gawaing Bahay

TEACHING GUIDE FOR MATHEMATICS GRADE 2

Reading and Writing Numbers
Lesson 13

TOPIC: Ordinal numbers

OBJECTIVES:
Visualizes and identifies the 1st through the 20th object of a given set
from a given point of reference.

PREREQUISITE CONCEPTS AND SKILLS

Orders numbers up to 1000 from least to greatest & vice versa
MATERIALS
1. Number cards, charts, pieces of rolled papers, activity sheets,

INSTRUCTIONAL PROCEDURES
Preparatory Activities

48
 I. Drill
Game: “Do You Know Me”
Instructions
Divide the class into 3 small learning stations
Designate a leader to every learning station.
Place all number cards inside the Mystery Box of Knowledge
Draw one at a time the number cards. (As illustrated below)
Each group should have a representative to answer every question.
Ask pupils to identify the value of the underlined digit.
The group with more number of correct answers will be declared
winner.

9 8 7 7 6 5 9 0 5 6 8 3

2. REVIEW
Directions: Order the numbers from greatest to least by supplying the
missing numbers.
1. 459, 464, 469 , _____, ______, _____, ______, ______
2. 891, 892, 893, ______, _____, ______, ______
3. , _____, _____, _____, ______, 597, 600, 603
4. 187, 191, _____, _____, 203, _____, ______, ______
5. 296 , _____, 210, _____, 224, _____, ______, ______

DEVELOPMENT OF THE LESSON

1. Motivation
Strategy: Story Telling- Playing Jumping Rope
During recess time, the Grade II pupils of Looc Central
School played Jumping Rope. Danny as a leader, he
prepared a list of the7 top scorers in the game written on a
chart. e posted on the bulletin board. The results of the game
are shown below.

Jumping Rope
Players Points
Danny 986
Elen 974
Rogelio 803
Chris 872
Gloria 937
Shie 793
Men 832

49
 Who got the highest score? ______________
Who got the lowest score? ______________
Arrange the names of pupils based on their scores from
least to greatest and vice versa
_____________________________________________
_____________________________________________
____________________________________________

2. Presentation
 Divide the class into five small working groups. Assign a
group leader to each group. Distribute the different objects
such as stones, shells, fruits, vegetables, plastic cups,
seeds, and etc.
 Ask the groups to arrange the objects according to its sizes.
Then ask them to count and identify their position from 1 to
20.
 Ask the following questions:
 What is the first object? Then write on the board the
correct way of writing ordinal number.
 What is the number three object? Then illustrate how to
write three in an ordinal number.
 What is the number 20 object? Again write 20 expressed
in an ordinal number.
 What is the number 10 object? Illustrate how to write 10
in an ordinal number.
 Then ask the pupils to give patterns on how to write
ordinal numbers in symbols.

 Then post on the board the chart. Ask the pupils to fill-up
the column of ordinal numbers in symbols and in words.

The Mathematics Coordinator of Romblon West Central School

administered the qualifying test to the Special mathematics
Class. The next day, she published the top ten scorers on the
bulletin board.

50
 CONGRATULATIONS TO TOP SCORERS
MATHEMATICS WIZARDS OF RWCS

Number Pupils Score Ordinal Ordinal

in figure Number is Number in
symbols word
1 Danny 98
2 Shirley 97
3 Men 96
4 Gloria 95
5 Larry 94
6 Edith 93
7 Mila 92
8 Poring 91
9 Rogelio 90
10 Cris 89

Reinforcing activities
Refer to the LM 13- Gawain 1 and 2
Group the class into 3 learning stations. Each group will be given
an activity worksheet containing the activity and the directions of
what to do.

Ask each group to write their answers on the manila paper. Make
them explain how they answered the activity.

3. Application
Refer to LM 13-Gawain 3 and 4

5. Generalization
What is ordinal Number?
Ordinal Number tells the position of objects or persons arranged
in order.

51
 Words Symbols
First 1st
Second 2nd
Third 3rd
Fourth 4th
Fifth 5th
Sixth 6th
seventh 7th
Eighth 8th
Ninth 9th
Tenth 10th
Eleventh 11th
Twelfth 12th
Thirteenth 13th
Fourteenth 14th
Fifteenth 15th
Sixteenth 16th
Seventeenth 17th
Eighteenth 18th
Nineteenth 19th
Twentieth 20th

EVALUATION

Write the ordinal number of the following toys. Count from left to
right.

1. How many toys are there in all? ___________________

2. The car is in what position from the right? ___________
3. What toy is in the 9th position from the left? __________
4. What is the position of the ball? ___________________
5. What is the position of the guitar? _________________

HOME ACTIVITY
Refer to the LM 13 – Gawaing Bahay

52
 Teaching Guide for Mathematics Grade 2
Concept of Whole Numbers
Lesson No. 14

TOPIC: Ordinal Numbers

OBJECTIVE
Reads and writes ordinal numbers from 1st through 20th.

PREREQUISITE CONCEPTS AND SKILLS

1. Visualizes and identifies the 1st through 20th object of a given set
from a given point of reference
2. Intuitive concepts of order
3. Ordinal Numbers from 1st up to 10th
4. Place Value

MATERIALS
1. Number Cards 4. Mystery Box of Knowledge
2. manila paper 5. calendar
3. charts, activity sheets/worksheets 6. List of Pupils

INSTRUCTIONAL PROCEDURE
A. Preparatory Activities
1. Drill
Identify the place value of the given digit.

567 978 451 761

Questions:
In 567, what is the place value of 6? ________________
In card number 2, what is the value of 9? ____________
In 978, what is the place value of 8? ________________
In card number 3, what is the value of 5?____________
What is the place value of 1, in card number 3? _______
In card number 4, what is the place value of 7? _______

2. Review
Post on the board the sentence in the box below.

Read the sentence in the box and then ask questions.

I LOVE MATHEMATICS VERY MUCH

53
 What is the fifth letter?
What is the tenth letter?
In the word MATHEMATICS, what is the second letter? The 9th, sixth?
2nd?, 5th?
What is the position of the third letter e?
What is the position of first letter m?
What is the position of letter c?

3. Pre-assessment
Present the list of Honor Pupils in Grade II for the First Grading. The
list must be written in Manila Paper and be posted on the board.

Welcome and Congratulations to the Cream of the class

1. Danny Padilla
2.Rogelio B. Candido Jr. 7. Arlena de la Vega
3.Shirly F. Ferrera 8. Dals Lim
4.Herminio Catud 9. Rogelio Falcutila
5.Edith Macaya-on 10. Robert Aquino
6.Larry Samala

Questions:
How many pupils are there in the Cream of the Class? ____________
How many are boys? ____________
How many are girls? ____________
Who was the first pupil on the list? ________
Who was the second on the list? _________
Who was the tenth place on the list?_______
How many boys are included in the Cream of the Class? _______
How many girls are included in the Cream of the Class? ________

B. Developmental Activities
1. Motivation
Strategy- Recognition Day

Instructions:
Have the pupils get the rolled paper in the Mystery Box of Knowledge
to know who will be included in the top 20th. Let them stand before the
class and pin the ribbon (Ordinal Number) on their left chest. Assign
other pupils to serve as parents.

Then ask some questions:

Why do some pupils get honors?
How do they study?

54
Are you diligent pupils? Why do you have to be diligent with your
studies?

2. Presentation
Divide the class into 5 working groups. Distribute the pocket charts
and 20 cut-outs of objects. Be sure all groups have complete
materials.
Ask the pupils to put the cut-outs in the pocket chart. Then, ask
them to put numbers on the object.
Using cartolina strips, ask the pupils to write the ordinal numbers in
symbols and words. Instruct them to place it opposite the number
of the object.

Processing questions
What do you observe about what are written before the names of
pupils?
What do you observe about what are written next to the names of
pupils? In the third column?
Ask the pupils to continue writing the ordinal numbers in symbols
and in word to complete the chart.

Sample of Pocket Chart

Name of Number symbols Ordinal Number in
object symbols
Cup 1 1st
Hat 2 2nd
Book 3 3rd
Ballpen 4 4th

Ask: What do you observe in the chart particularly on column 2 and

3?

Say: After the names of the thing/object are number symbols and
in the next column are ordinal numbers in symbol such as 1st, 2nd,
3rd, 4th, 5th, 6th and so on. These numbers are the symbols that
that tell the order of persons, objects or things that are arranged.

The numbers that tell the order of persons/objects/things are called

ordinal numbers.

3. Reinforcing Activity - Refer to the Learning Material

Gawain 1 -3

4. Application
Refer to LM- Gawain 4 at 5

55
 Post the calendar like the one presented below. Then ask the pupils
to answer the following questions
5. Generalization
Ordinal numbers tell the position of objects/things or people in a
definite order.
To write ordinal numbers in words, write the counting numbers
and the last two letters of the word form of the ordinal number.
Except the following:
One- first Eight - eighth
Two – second Nine - ninth
Three – third Twelve -Twelfth
Five – fifth Twenty – Twentieth
To write ordinal numbers in figures, write the number and affix the
last two letters of the written word.

First – 1st Second 2nd Third 3rd Fourth 4th

EVALUATION
Supply the missing ordinal numbers.

1
1st 4th
6th
9th 12th
15th
20th

2. Write the following ordinal numbers in words.

1. First _________________________
2. Fourth _________________________
3. Fifth _________________________
4. Twentieth _______________________
5. Nineteenth ______________________

HOME ACTIVITY
Please refer to the LM 14 – Gawaing Bahay

56
 TEACHING GUIDE IN MATHEMATICS GRADE 2
Reading and Writing Numbers
Lesson No. 15

TOPIC: Patterns of Naming Ordinal Numbers

OBJECTIVES
1. Identifies and uses the pattern of naming ordinal numbers from 1st
to the 20th.

PREREQUISITE CONCEPTS AND SKILLS

1. Reads and writes ordinal numbers from 1st through the 20th
2. Visualizes and identifies the 1st through the 20th object of a given
set from a given point of reference.

MATERIALS
1. Number Cards 3. Show Me Board
2. Pocket chart 4. Mystery Box of Knowledge

INSTRUCTIONAL PROCEDURES
A. Preparatory Activities
1. DRILL
Game- “SHOW ME”
Direction:
Divide the class into 3 small learning stations.
Designate a leader to every learning station.
Each group should have a representative to answer every question.
Place all number cards inside the Mystery Box of Knowledge.
Draw number cards one at a time.
Ask the pupils to identify the correct ordinal number written in the
number card.
Let them write their answer on the Show Me Board.
The group with more number of correct answers will be declared
winner

2. REVIEW- Tell the position of a given set of objects

Present this illustration.

A B C D E F G H I J
Fir Secon Thir Fourt Fift Sixt Sevent Eight Nint Tent
st d d h h h h h h h
1st 2nd 3rd 4th 5th 6th 7th 8th 9th 10th

What is the 4th letter in the chart?

What is the 2nd letter in the chart?

57
 What is the tenth letter in the chart?
What is the seventh letter in the chart?

3. Pre-assessment
Supply the missing ordinal numbers.

1st 5th 8th

12th 16th 19th

DEVELOPMENTAL ACTIVITIES
1. Motivation
Story Telling- Bicycle Race
Ask: Do you have any experience to ride on a bike?
How do you feel it?

Last summer vacation, the Barangay Agnipa had a bicycle

race to celebrate their barangay fiesta. There were 120 cyclists
who joined the contest. The fiesta coordinator ranked the following
cyclists:
(The teacher will post the manila paper where the list of winners was
written.)

Ask: Who wants to join the race next fiesta?

Why do you want to join?
What benefit can you get from joining this kind of contest?

2. Presentation
Divide the class into 5 small working groups. (Groupings depend on
the number of pupils in a group.
Distribute the different geometric figures. Be sure all groups have the
same number, kind and size of geometric figures.
Then post on the board the chart of geometric patterns.
Ask the pupils to complete the patterns. They can use the
concrete geometric figures to visualize completing the
patterns.

Ex. ? ?

Ask the pupils to complete the pattern and let them

explain their answer.

Then- post on the board the picture story and the result of
the contest in the motivation phase.

58
 Results of the contest

Name of the Cyclist Rank

1. Danny 1st
2. Jomar 2nd
3. Cris 3rd
4. Wellie 4th
5. Jonathan 5th
6. Rogelio 6th
7. Carlos 7th
8. Melchor 8th
9. Noel 9th
10. Dodoy 10th
11. Robert 11st
12. Mhen 12nd
13. Larry 13rd
14. Reagan 14th
15. Salcing 15th
16. Roger 16th
17. Albert 17th
18. Polit 18th
19. Dino 19th
20. Joseph 20th

Ask:
What is Reagan’s rank?
What letters do you see after 1 and 11?
What letters do you see after 2 and 12?
What letters do you see after 3, and 13th
What letters do you see after the other numbers?
Is there any pattern/s in naming the ordinal numbers?

3. Reinforcing activities
Refer to the LM 15, Gawain 1-2

Divide the class into 2 small learning stations. Give each group a
copy of the worksheet of activity to do. Assign a leader who will
report the answer of the activity assigned to their group.

4. Application – Refer to LM- Gawain 3-4

Answer the following questions:
1. Danny is fifty-third. Jomar is fifty-fifth. Name the position of the
person between them.

59
 2. There are 120 cyclists. Jun is next to last. Name the position of
the person in front of Jun.

5. Generalization
How do you use the pattern of naming ordinal numbers beyond
20? The numbers beyond 20 are written with the name of the tens
followed by first, second, third, ninth and etc.

EVALUATION
From the given quotation as “The” as the point of reference,
give the word corresponding to the given position.

THE ABILITY TO FOCUS ATTENTION ON IMPORTANT

THINGS IS THE DEFINING CHARACTERISTIC OF
INTELLIGENCE
-Robert Schiller-

5th ______________

14th _____________

11th _____________

6th ______________

4th ______________

12th _____________

4th ______________

8th ______________

10th _____________

9th _____________

HOME ACTIVITY
Refer to the LM 15 – Gawaing Bahay

60
 Teaching Guide for Mathematics Grade 2
Addition and Problem Solving
Lesson 16

TITLE: ADDING NUMBERS WITHOUT REGROUPING

OBJECTIVE:
To add 3-digit by 2-digit numbers with sums up to 1000 without
regrouping

PREREQUISITE CONCEPTS AND SKILLS

1. Concept of Addition,
2. Adding 2-3 digit numbers without regrouping,
3. Place Value
4. Intuitive knowledge of adding 2-3 digit numbers add first the ones,
the tens and the hundreds.,
5. Intuitive knowledge of knowing the parts of an addition sentence,
the addends, plus sign, equal sign and the sum

MATERIALS
1. Real Objects 4. Window Cards
2. Cut-outs, 5. Show Me Board
3. Number cards,

INSTRUCTIONAL PROCEDURES:
A. Preparatory Activities (Presenting the Lesson)
1. DRILL - Basic Addition Facts using the Window cards A1.
Examples:

1. 8 + 8 = _______ 2. 9 + 7 = _______ 3. 8 + 7 = ______

4. 7 + 7 = _______ 5. 6 + 5 = _______ 6. 3 + 9 = ________

7. 6 + 8 = _______ 8. 8 + 4 = _____ 9. 4 + 7 = _________

10. 4 + 9 = ______ 11. 6 + 4 = ______ 12. 7 + 6 = ________

2. REVIEW
STRATEGY: PUZZLE GAME- “THE MAGIC OF ADDITION
SQUARE”

61
 INSTRUCTIONS:
Group the class into four small learning groups.
Instruct each group to position in their respective learning
station.
Post the activity sheets to each learning station.
Explain to each group that they need to go through the
four learning stations to complete the activity.
Each group is only given 35 seconds to do the activity.

Learning Station 1
Worksheet No. 1
Directions: Add each row and each column. Find the
missing numbers.
10 5

8 3

Learning Station 2
Worksheet 2
Directions: Add each row and each column. Find the
missing numbers

14 2

5 2

62
 Learning Station 3
Worksheet 3

Directions: Add each row and each column. Find the

missing numbers.
13 12

6 7

Learning Station 4
Worksheet 4
Directions: Add each row and each column. Find the
missing numbers.

18 11

10 7

3. Pre-assessment
Find the answer.
1. 172 more than 25 is what number? _________
2. 250 increased by the sum of 2 and 3 is equal to _______
3. Combine 145 and 34. __________
Arrange the numbers in column. Find the sum using the short form.
4. 213 + 54 = ___________
5. 213 + 76 = __________
6. 417 + 61 = __________

DEVELOPMENTAL ACTIVITIES
1. MOTIVATION: Story Problem
Posing a Task

This is Mark. He collected 23 4 empty

bottles on Saturday and 23 on Sunday.
Can you tell the number of bottles he
collected for two days?

63
 Ask the following questions:
1. Who collected empty bottles
2. What did Mark collect?
3. When did he collect empty bottles?
4. How many empty bottles did Mark collect on Saturday?
5. How many empty bottles did he collect on Sunday?
6. Can you tell the total number of empty bottles Mark collected
for two days?

2. Presentation of the lesson

PERFORMING THE TASK
Present cut-outs of bottles.
Let the pupil’s show the number of empty bottles Mark
collected on Saturday and on Sunday.

Present that each big bottle is represented by 100 bottles

and each small bottle is represented by 10

Then, let the pupils write the numbers on the board.

Present to the class the place value chart.
Example 1-Short Method of adding numbers

Hundreds Tens Ones

234 2 3 4
23 2 3
257 2 5 7

PROCESSING THE SOLUTIONS AND ANSWER

Ask: What will you do to find the total number of bottles
which Mark had collected?

Ask: In 234 what is the value of 4?

What is the value of 3?
What is the value of 2?

In 257 what is the value of 7?

What is the value of 5?
What is the value of 2?
What are the numbers in the tens place?
What are the numbers in the hundreds place?

64
 Example 2- Using Expanded Form Method
235 = 200 + 30 + 5
+ 43 = 40 +3
________________________
278 = 200 + 70 +8
278

Example 3- Problem Solving

Pamela has 317 Philippine stamps. Her brother Robert has 82

pieces of stamps from the United States of America. How many
stamps do they have altogether?

The teacher will ask the pupils the following:

 Let the pupils underline the question asked in the
problem.
 Let them rewrite the question in answer statement
 Ask the pupils to show their complete solution in solving
the problem.
 Then, ask them also to explain their answer as well as
the processes used to find the correct answer.

The teacher may give additional practice exercises.

Present samples of addition combinations in vertical and in
horizontal forms.

Additional exercises. Use short method and Expanded Form

1. 333 + 46 = _______________ 5. 437

+ 62
2. 465 + 14 = ________________

3. 146 + 23 = ______________

4. 673
+ 26

65
 3. REINFORCING ACTIVITIES
Refer to the LM 16 Gawain 1-2

4. APPLICATION
Refer to LM 16- Gawain 3-4

5. GENERALIZATION

Ask: How do you add 2-3 digit numbers without regrouping?

We add first the ones, tens and hundreds. We can add

numbers using expanded form or short method.

EVALUATION
Find the sum. Use expanded form and short method.
1. 527 + 60 = ____________
2. 429 + 70 = ____________
3. 312
+ 67
4. What is the sum of 342 and 56? _________
5. 231 more than 65 is what number? ________
6. 121
+ 78

7. What is 56 added to 33? _________

8. Add 567 and 20. _______________
9. 365 + 34 = ___________________
10. Combine: 564 and 24. __________

HOME ACTIVITY
Refer to the LM 16 – Gawaing Bahay

66
 Teaching Guide for Mathematics Grade 2
Addition
Lesson 17

TOPIC: Adding Numbers with Regrouping

OBJECTIVE
To add numbers with sums up to 1000 with regrouping

PREREQUISITE CONCEPTS AND SKILLS

1. Concept of Addition
2. Place Value,
3. Adding 2-3 digit with regrouping,
4. Intuitive knowledge of adding 2-3 digit numbers add first, the ones,
the tens and the hundreds
5. Intuitive knowledge of knowing the parts of an addition sentence,
the addends, plus sign, equal sign and the sum
MATERIALS
1. Real Objects 3. Show Me Board
2. Cut-outs, 4. Number cards

INSTRUCTIONAL PROCEDURES
A. Preparatory Activity (Presenting the lesson)
1. Drill - Number Factory
Tell the pupils to think of other combinations with the sum of 25

Example: 25 = 12 + 13;
10 + 15;
11+ 14; so on and so forth.

Tell the pupils to write on their Show Me Board their answer.

1. 30 2. 36 3. 48 4. 25 5. 16

2. Review - Game: Riding the Carousel

Divide the class into four learning stations. Choose a leader for
each learning station.

Toss a coin to determine the first learning station member to play first.
The first player will pick two cutouts of horses hanging from the
carousel and will solve mentally the number combinations at the back.
(2 to 3 digits without regrouping)
The group answers the combination incorrectly will return the
horse in the carousel.
The group with the most number of horses wins.

67
 245 + 10 90 + 15 176+ 13 562 + 224

3. Pre-assessment
Add the following.
1. 156 + 78 = ___________
2. 678 + 46 = ___________
3. 876 + 98 = ___________
4. 657 + 76 = ___________
5. What is the sum of 762 and 89? ___________
6. Combine: 896 + 54 = ___________________
7. What is the sum of 785 and 35 ____________
8. If 79 is added to 875, the sum is equal to_____
9. 278 + 89 ______________________________
10. 799 + 67 ______________________________

B. Developmental Activities
1. Motivation
Present a poster about “Save the Mother Earth Movement”
Ask: What can you do to help save the earth?
The teacher will post the comics strip. Say: let us read the dialogue on
how to save the earth.
SAVE THE EARTH!
I will bring some
seeds of fruit-
Let us plant bearing plants.
more fruit
trees

2. Presentation
Posing a Task
 Divide the class into 5 working groups.
 Distribute the counters (Popsicle sticks)
 Post the story problem.
 Then, call a pupil to read the problem
 Tell the pupils to use the counters to represent the given in the
problem.
 Ask the pupils to underline the question in the problem
 Then, let them rewrite/restate the problem
 Ask them to solve the problem and
 Tell them show the complete solution of the problem.

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 Peter and Paul went to the backyard.
They picked mangoes.
Peter picked 137 mangoes.
Paul picked 126 mangoes.
They put the mangoes in the basket.
How many mangoes were there in the basket?

Processing
Ask the following questions:
Who went to the backyard?
What did they do in the backyard?
How many mangoes did Peter pick?
How many mangoes did Paul pick?
Where did they put the mangoes?
How many mangoes were in the basket?

Performing the Task

Solution 1”Act it Out.”

Call two boys to act as Peter and Paul. They act out the situation.
Count the mangoes and put them in the basket. Peter and Paul say:
There are 263 mangoes in all.

Ask: What did the two boys do to find the total number of mangoes?

Solution 2.The teacher may present the place value chart

Ask the pupils to write the number in the correct place value.
Say: There is another way to add numbers.
First add the ones, tens and hundreds.
Look at this example.

SOLUTIONS:
A. 137 Step 1 - Add the ones (7 and 6)
26 7 + 6 = 13 (1 tens and 3 ones)
163
Step 2 – Add the tens (3 and 2)
3+2+1=5
Step 3 – Bring down the hundreds place

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 B. Expanded Form Method

137 = 100 + 30 + 7
+ 26 = + 20 +6
_____________________
163 = 100 +50 + 13 (Regroup the ones place)
( 10 + 3)
= +10 + 3
________________
100 + 60 + 3 = 163

Solution 3- Use the counters in finding the total number of

mangoes picked together by the two boys.

3. Reinforcing Activity - Refer to the LM- Gawain 1and 2

4. Application- Refer to the LM- Gawain 3

5. Generalization
To add 3-2 digit numbers with regrouping:
Write the numbers in vertical column
Add the numbers in the ones place.
Regroup the sum of tens and ones.
Then add all the numbers in the tens place.
Add the numbers in the hundreds place.

EVALUATION
Add the following:
1. 456 + 678 = _________________
2. 789 + 23 = _________________
3. 324 + 34 = _________________
4. 789 + 121 = _________________
5. 547 + 89 =: _________________
6. What is 98 more than 378? _____
7. If you add 456 and 365, the sum is equal to? ___________
8. What is 789 increased by 128? ______________________
9. What is the total of 498 and 357? ____________________
10. If the addends are 456 and 45, what is the answer? ______

HOME ACTIVITY
Refer to the LM 17 – Gawaing Bahay

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 Teaching Guide for Mathematics Grade 2
Addition and Problem Solving
Lesson 18

TOPIC: Adding Numbers Without and With Regrouping

OBJECTIVE
To add 3- digit by 3- digit numbers with sums up to 1000 without and
with regrouping.

PREREQUISITE CONCEPTS AND SKILLS

1. Concept of Addition
2. Place Value
3. Adding numbers with the sum of 1000 without and with regrouping

MATERIAL
1. Real Objects 4. Pocket Chart
2. Cut-outs 5. Show Me Board
3. Number cards

INSTRUCTIONAL PROCEDURES
A. Preparatory Activities
1. Drill: Game-“Tell Me My Sum”
Material: Number Cards with addition facts printed
Divide the class into 5 learning groups.
Instruct each group to position on their own learning station
Each group shall designate a leader.
Call one member in each group to come in front.
The teacher flashes the number cards. The first one to give the correct
answer makes one step forward.
Call another set of pupils and do the same. Continue the game until all
pupils have had a turn.
The first group reaches the finish line, wins the game.
Example of Number cards
340 + 24 150 + 49 750 + 45 235 + 63

2. Review
Adding 2-3 digit numbers without and with regrouping
Prepare number cards with 2 to 3 digit numbers

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 Put a pocket chart on the board. Have the pupils ready their Show
Me Board.
The teacher will flash the card, and the pupils will give two addition
facts with the sum equal to the number printed in the card flashed
by the teacher.
Example:
450 225 + 225 =450
350 + 100 = 450
250 + 200 = 450
430 500 640 350

B. Developmental Activities
1. Motivation
When do you celebrate your birthday?

Present the situation.

It was a fine morning of January 2. Josie celebrated her birthday.
Mother and Father prepared foods for the visitors. There were
many visitors attended the party. There were 123 boys and 257
girls. How many visitors attended the birthday party?

Ask the following questions:

When was Josie’s birthday?
Who prepared foods for the party?
How many boys attended the party?
How many girls attended the party?
Do you think the visitors enjoyed the party?
Can you tell the total number of visitors attended the party?
How will you get the total number of visitors?

2. Presentation (Performing the Task.)

Say: We learned about adding 2-3 digit numbers without and with
regrouping.
Present this to the class.

Josie’s Birthday

Visitors
Boys Girls

123 257

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Say: These were the number of visitors who attended the party. Can
you give the total number of visitors who attended the birthday party?
Ask anybody to volunteer to solve the problem on the board.
1
1 2 3
+2 5 7
380
So, there were 380 visitors who attended the party.

Processing the solutions and answers

Ask the following questions:
 To underline the question asked in the problem?
 To restate the problem
 Solve the problem showing the complete solutions

How many digit numbers are given?

What did you do first?
After writing the numbers what was next?
Did you regroup?) Why?
After adding the ones, what is the next step?
What is the last step?

Present another illustrative example:

During the Teachers Day celebration, the Romblon West Central
School ordered 568 yellow t-shirts and 459 blue t-shirts. How
many t-shirts were ordered in all?

1
5 6 8 STEP 1- Add the digits in the ones place ( 8 and
+ 4 5 9 8 + 9 = 17; regroup ( 1 tens and 7 ones)
__________
7
STEP 2- Add the digits in the tens place ( 6 and
5) and the One ten being regrouped in
ones place. (6 + 5 + 1)

1 1 STEP 3 - Add the digits in the hundreds place (5

and 4) and then the one ten being
5 6 8 regrouped in the tens place
+ 4 5 9 (6 + 5 + 1)
__________
10 2 7 The total number of t-shirts ordered is 1 027 in all

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 3. Reinforcing Activity - Refer to LM 18 Gawain 1

4. Application- Refer to LM 18- Gawain 2

5. Generalization
What have you noticed about the given numbers?
What can you say?
To solve 3 digit and 3 digit numbers without and with regrouping
what are the things to be remembered?

EVALUATION
Find the sum:
1. What is the sum of 357 and 258? __________________
2. If 256 is added to 278, the sum is equal to ___________
3. 762 + 125 = ___________________________________
4. Combine: 365 and 289 is equal to __________________
5. What is the sum of 278 and 128? __________________
6. 235 + 543 = ___________________________________
7. Add: 765 + 123 = _______________________________
8. 562 + 142 = ___________________________________
9. Find the sum of 861 and 109? _____________________
10. If 167 is added to 276, the sum is equal to ___________

HOME ACTIVITY
Refer to the LM 18 – Gawaing Bahay

Teaching Guide for Mathematics Grade 2

Addition
Lesson 19

TOPIC: Zero/Identity Property of Addition

OBJECTIVE
To use the zero/identity property of addition in computing for sums up
to 1000

PREREQUISITE CONCEPTS AND SKILLS

1. Concept of Addition
2. Intuitive knowledge that when zero is added to any number the sum
is the number

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MATERIALS
1. Real Objects 3. Number cards
2. Cut outs 4. Calendar

INSTRUCTIONAL PROCEDURE
A. Preparatory Activities
1. Drill
Basic Addition Facts (Addition of 1 to 2 digit Numbers)
Strategy: “It’s My Birthday Today
Material: Calendar
November
SUN MON TUE WED THUR FRI SAT
1
2 3 4 5 6 7 8
9 10 11 12 13 14 15
16 17 18 19 20 21 22
23 24 25 26 27 28 29
30

Instructions: (This shall be done as a contest)

Display the calendar (Big calendar if possible)
Divide the class into 4 small learning groups
Assign a leader to each small learning group
Call a member of each group to answer the addition combinations
Example: 25 + 12 =
The pupils will add the dates mentioned by the teacher
The small learning group which earned more points wins the game

2. Review - Commutative Property of Addition

The teacher will flash the cards and the pupils will write their answer on
Show Me Board.
Examples:

1. 8 + 4 = +8 2. 12 + = 10 + 12

3. 15 + 4 = +4

The pupils will give the missing number and find the sum.

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B. Developmental Activities
1. Motivation
Strategy: Game- HELLO PARTNER
Instructions:
1. Pupils get a partner
2. Each pair stands on tip toe on a rectangle, the size of a yellow pad
3. Partner change position when they hear the teacher say “Hello
Partner”
4. Pairs of partners who step out of the rectangle are out of the game
5. The pair who survives wins

2. Presentation of the lesson

Posing a Task
This is Diego. He won the contest. His father gave him 9 pens.
His mother has nothing to give because she had no money at that
time. Mother asked sorry.
Processing:

Who won the contest?

What did father give?
What did Mother give?
If you were Diego how would you feel when your mother has nothing to
give?
Let the pupils react on the situation.

Performing the Task

Present the real pens to the class.
How many pens did father give?
Let the pupils put the number card 9 in the pocket chart under Father.

Processing
How many pens did Mother give?
What does it mean when mother said nothing?
Call another pupil to put 0 under mother.
If we’re going to add the two numbers what will be the answer?
Teachers may give more examples.

Processing the solutions and answers

What number did you add to nine?

What did you discover?
Do we need counters for us to find the sum?
Why?

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 Tell to the class that this property is called zero/identity
property of addition. That when zero is added to any number
the sum is the number.

3. Reinforcing Activity - Refer to the LM 19 Gawain 1 and 2

4. Application- Refer to the LM 19- Gawain 3

5. Generalization
The sum of a number and zero is the number itself. This is called
the Zero/identity property of addition.

EVALUATION
Use the identity property to complete the following addition sentences.
1. ______ + 5 = 5
2. 20 ______ = 20
3. 0 + ______ = 15
4. ______ + 0 = 32
5. 5 + ______ = 5

Using the illustrations below, write mathematical sentence and find the sum.

8.

+ =

Mathematical Sentence _____________________

Answer __________________________________

7.

+ =

Mathematical Sentence ____________________________________

Answer: _________________________________________________

HOME ACTIVITY
Refer to the LM 19 - Gawaing Bahay

77
 Teaching Guide for Mathematics Grade 2
Addition and Problem Solving
Lesson 20

TOPIC: Commutative Property of Addition

OBJECTIVE
Use the commutative property of addition in computing the sums up to
1000

PREREQUISITE CONCEPTS AND SKILLS

1. Concept of Addition
2. Intuitive knowledge of changing the order of the addends does not
affect the sum.

MATERIALS
4. 1. Real objects 4. Tape recorder
2. Cut outs 5. Cut-out of heart-shaped paper
. 3. Number cards

INSTRUCTIONAL PROCEDURES
A. Preparatory Activity
1. Drill: Game – “My Family Members”
The teacher prepares cards with mathematical problems such as:

Think of two numbers whose sum is 36

Think of two addends whose sum is 24
What is the sum of 12 and 13
Combine 15 and 13
What number is 5 more than 10
What is the total of 20 and 12
If you add 16 and 15, what is your total?

This activity shall be done in a contest form.

The teacher calls one pupil in each group to answer the question while
she flashes the card.

Pupils should answer the problems mentally.

A group with the highest number of questions answered correctly wins
the game.

B. Developmental Activities
1. Motivation: Game- “Let’s Go Physical”

78
 This will be done by pairs.
Each pair stands on tip toe on a cut-out of heart - shaped paper.
Partners change position when they hear the music “Let’s Go Physical”
Pairs of partners who step out of the heart - shaped paper are out of
the game.
The pair who survives wins

2. Presentation
Posing a Task
Present a poster/drawing of a tree. Then, paste the cut-outs of birds in
the different branches of a tree.
Post a story problem.

There are birds flying on the tree.

Two of them are big and five are small.
How many birds are there altogether?

Ask the following questions:

 Where are the birds flying?
 What are flying on the tree?
 How many are big birds?
 How many are small?
 How many birds are there on the tree?

 Restate the problem in your own words

 Rewrite the problem in answer statement
 Solve the problem showing complete solutions

Performing a Task
Distribute cut outs of birds and ask pupils to form an addition sentence.

79
 Example: 1

2+5=7 5+2=7
Example 2
10 + 7 = 17; this time, rearrange the position of the addends such as:
7 + 10 = 17
Let other pupils form addition sentence out of the cut outs.
Ask them to write their answers on the chart.
Addends Addends Sum

3. Reinforcing Activity - Refer to the LM 20 Gawain 1-2

4. Application- Refer to LM 20-Gawain 3

Use the illustrations below to form mathematical sentence using
commutative property of addition

5. Generalization
What have you found out?
Discuss the other addition sentences they wrote on the chart.

Tell the pupils that changing the order of the addends does not
affect the sum. This property is called Commutative Property of
addition.

EVALUATION
Using the Commutative Property of Addition, reverse the addends and find
the sum.

1. 20 + 28 = _______ + _______
__________ = _________

80
2. 67 + 58 = ______ + _______
__________ = _________

3. 89 + 56 = ________+ _______
___________ = __________

4. 25 + 15 = _______ + _______
_________ + _________

5. 13 + 17 = _______ + ______
_________ = _________

HOME ACTIVITY
Refer to the LM 20 – Gawaing Bahay

Teaching Guide for Mathematics Grade 2

Addition and Problem Solving
Lesson No. 21

TOPIC: Associative Property of Addition

OBJECTIVE
Use the associative property of addition in computing the sum of up to
1000

PREREQUISITE SKILLS AND CONCEPT

1. Concept of Addition
2. Intuitive knowledge of using/placing the parenthesis properly in
grouping numbers with three addends to show associative property of
addition

MATERIALS
1. Real Objects 2. Cut outs 3. Chart

INSTRUCTIONAL PROCEDURE
A. Preparatory Activity
1. Drill- Basic Addition Facts (One digit Number)
1. 8 + 9 = ________ 6. 7 + 8 = ________
2. 6 + 5 = ________ 7. 4 + 9 = ________
3. 8 + 5 = ________ 8. 9 + 4 = ________
4. 8 + 4 = ________ 9. 9 + 9 = ________
5. 8 + 8 = ________ 10. 7 + 7 = ________

81