School: SAN ISIDRO ELEMENTARY SCHOOL Grade Level: II

GRADE 2 Teacher: JOVY B. SALDIVAR Learning Area: MATHEMATTICS

DAILY LESSON LOG Teaching Dates and
Time: FEB. 3-7,2025 - (WEEK 8) Quarter: 3RD QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

OBJECTIVES
A. Content Demonstrates Demonstrates Demonstrates understanding Demonstrates
Standard understanding of time, understanding of time, of time, standard measures understanding of time,
standard measures of standard measures of of length, mass and capacity standard measures of
length, mass and capacity length, mass and capacity and area using square-tile length, mass and capacity
and area using square-tile and area using square-tile units. and area using square-tile
units. units. units.
B. Performance Is able to apply knowledge Is able to apply knowledge Is able to apply knowledge of Is able to apply knowledge of
Standard of time, standard of time, standard time, standard measures of time, standard measures of
measures of length, measures of length, length, weight, and capacity, length, weight, and capacity,
weight, and capacity, and weight, and capacity, and and area using square-tile and area using square-tile
HGP
area using square-tile area using square-tile units in mathematical units in mathematical
units in mathematical units in mathematical problems and real-life problems and real-life
problems and real-life problems and real-life situations. situations.
situations. situations
C. Learning Shows and uses the Shows and uses the Compares length in meters Estimates and measures
appropriate unit of length appropriate unit of or centimeters length using meter or
Competency/ and their abbreviation cm length and their M2ME-IVb-24 centimeter
Objectives and m to measure a abbreviation cm and m M2ME-IVc-26
Write the LC particular object. to measure a particular
code for each. M2ME-IVb-23 object.
M2ME-IVb-23
II. CONTENT Measuring Length Measuring Length Measuring Length Measuring Length

LEARNING
RESOURCES
A. References K-12 CGp. K-12 CGp. K-12 CGp. K-12 CGp.
1. Teacher’s 351-353 354-356 357- 359 359 -362
Guide
pages
2. Learner’s 244-246 246-248 249-251 252-253
Materials pages
3. Textbook
 pages
4. Additional
Materials from
Learning
Resource (LR)
portal
B. Other 1. Meter stick or tape 1. Ruler 1. Ruler 1. Real objects or pictures
Learning measure 2. Meter stick 2. Meter stick of objects which can be
Resource 2. 2. Ruler with 3. String 3. Show Me board measured using cm or m
centimetre scale 4. Objects to be 2. Meter sticks and rulers
3. Objects to be measured measured (bamboo
poles, school supplies,
personal belongings,
etc.)
III.
PROCEDURES
A. Reviewing 1. Drill 1.Drill 1. Drill Drill
previous lesson Play the Bring Me game. Show pictures of the Show pictures of the Show a pencil, a spoon and
or presenting a. Bring me a comb following objects. Tell following objects. Tell them to a 3-inch nail. Using these
the new lesson b. Bring me a pencil them to stand if they will stand if the unit of measure objects ask the following
c. Bring me an umbrella measure the length of the to be used in measuring the questions.
2. Pre-Assessment object using m and shout height or length is m and About how many pencils
Use the objects used in hurray if they will use cm. clap three times if cm. long is the table?
the previous game to a. a road a. a glass About how many spoons
establish the idea of short b. an eggplant b. an umbrella long is the umbrella (the
and long. Then ask which c. a playground c. a crayon teacher will provide
is short/long between: d. a pencil case d. a slipper umbrella)?
g. Comb and umbrella e. a tree e. a basketball court About how many nails long
h. Umbrella and f. a boy’s pants f. a girl’s skirt is the Mathematics book?
chalkboard
i. Chalkboard and flag
pole
B. Establishing a Show to the pupils the Show a picture like this. Using their Show Me boards, Group the class into four.
purpose for the materials (ruler with tell the pupils to write down Give each group a set of
lesson centimetre scale, meter their answers to the following materials (ruler, meter stick
stick or tape measure). questions. Ask them to show and at least three objects
Ask the questions that their answers after each which can be measured by
follow. Questions: question. cm and m) to work on.
Which is better to use in a. What is the boy Which is longer? Then, instruct to estimate in
measuring the length of holding? a. 1 cm or 1 m meter and centimeter
the room, the ruler or the b. Do you have a toy? b. 1 m or 100 cm (without using the ruler or
 meter stick? Why? What is it? c. 10 cm or 1 m the meter stick) the length of
Can the other measuring c. If this is your toy and I each object. Explain to the
device be used in will ask you how long it pupils that if the actual
measuring the length of is, what unit of length will measure is one-half or more
the room? you use? Why? than one-half of the unit,
2. Unlocking of difficulties add 1 to the approximated
Show to the learners how measure. Example, 2 and ½
long is 1 centimeter and 1 cm is 3 cm and 5 and ¾ m
meter. Tell them that is 6 m.
centimeter is a part of a
meter and that the
abbreviation of centimeter
is cm and meter is m.

C. Presenting Present lesson using: a. Concrete a. Concrete a. Concrete

examples/ A. Concrete Group activity 1. Prepare five bamboo poles Activity 1
instances of the B. Pictures/ diagram 1. Divide the class into 4. (or other objects) of different Group the class into 2. Let
new lesson Abstract 2. Give each group a set lengths (10 cm, 50 cm and each group estimate the
of objects measurable in 100 cm). Label each pole with measure of the following
centimeter and meter the corresponding length. objects using centimeter or
units (with exact lengths). 2. Show/give these poles to meter.
3. Let them write the the pupils. Group 1: width of the room,
result of the activity in the Ask the following questions. length of the teacher’s table
table illustrated below. Which of the three sticks is and length of a pencil
the shortest? How many cm Group 2: length of the room,
is it? height of the teacher’s chair
Which of the three sticks is and length of a chalk.
the longest? How many cm is Let each group find the
Paired activity it? measures of the enumerated
1. Work in pairs Which between the 50 cm objects using the
2. Let each pair cut 2 and 100 cm is longer? How appropriate measuring
strings of different lengths many cm is it longer than the device and units.
(1 m and 20 cm) other pole? b. Pictorial
3. Ask them to measure b. Pictorial In your paper, draw any
the following: Instruct the pupils draw the object you can see around.
Length of a pencil poles on the board or in the Under it, label with the
Width of a notebook paper. Ask them label each estimated length of the real
Length of a desk pole. object.
Width of a window Then, let them formulate c. Abstract
Length of a skirt/pants statements of comparison Name objects with standard
4. Give them time to between two lengths. Like; measures and are familiar to
 report the results. Be sure The 10 cm pole is shorter the learners. Let them
to check the correctness than the 50 cm pole estimate the length, height
of the answers. The 100 cm pole is longer or width of each.
b. Pictorial than the 50 cm pole. Below are examples of the
Let the pupils draw a 1 Two 50 cm poles have the objects.
meter line on the board. same length with 100 cm 1. Length of ballpen or
Then, ask one or two pole. unused pencil
pupils to draw a picture of Out of the statements, let 2. Width or length of their
a pencil (or other objects) them translate each into a math book
showing the length in the mathematical statement like; 3. Height of their classroom
1 meter line. 10 cm is less than 100 cm 4. Length of the hallway in
Below is an example of (may introduce the symbols < school
what and how they may and > as 10 cm < 50 cm - 5. Height of the school
draw. optional) principal
100 cm is greater than 50
cm
Twice 50 cm is equal to 100
cm
c. Abstract
1. Post/write on the board a
list of lengths.
15 cm, 20 cm, 75 cm, 100
cm, 1 m, and 2 m (examples
only)
Let the pupils pick pairs of
lengths and let them
compare.
2. Compare the lengths in
each number by filling up the
blank with the appropriate
word or symbol.
35 cm _____ 70 cm
125 cm _____ 215 cm
50 m _____ 60 m
1 ½ m _____ 2 m
D. Discussing Ask: 1.Which of the objects is 1.Which of the objects is the What are the lengths of the
new Which objects are short? the shortest? shortest? objects?
concepts and Which objects are long? 2. Which of the objects is 2. Which of the objects is the Are the lengths the real
practicing new What unit of length (cm the longest? longest? lengths of the objects? (let
skills #1 or m) do you prefer to use 3. Can the shortest object 3. Can the shortest object be them measure the objects
in measuring short be measured using measured using meter? using the measuring device)
 objects? Why? meter? 4. Can the longest object be How did you estimate
What unit of length do 4. Can the longest object measured using centimeter? lengths of the objects?
you prefer to use in be measured using 5. What is the advantage of Compare your estimated
measuring long objects? centimeter? using the appropriate unit of lengths/widths of the
Why? 5. What is the advantage length in measuring the objects and the real
Is it important to use of using the appropriate length of the objects? lengths/widths of the
appropriate unit in unit of length in objects (when measured
measuring the length of measuring the length of using the measuring device).
an object? Why? the objects? Are your answers exactly
Having the idea of the the same with the
length of 1 centimeter and lengths/widths of the
1 meter, the pupils can objects when measured
easily which unit of using the measuring device?
measure is appropriate in If the measures are
measuring lengths. different, how would you
describe the difference
between the measures? Is it
far or close to the real
measure?
Is the closest measure the
estimated measure of the
object? Why?
What specific word can you
use in approximating
measurements (about)?
Why?
E. Discussing Gawain 1 Gawain 1 Pag-aralan ang datos sa Tingnan ang loob ng iyong
new concepts Tingnan ang mga Ang isang guhit sa ruler ibaba. Paghambingin ang school bag at silid-aralan.
and nakalarawan. Anong unit ay 1 cm. Gamit ito, mga ito. Isulat ang sukat sa Pumili ng 3 bagay na maari
practicing new of length ang dapat alamin ang haba ng mga hanay na naaayon sa mong ma-estimate ang
skills #2 gamitin sa pagsukat ng sumusunod na bagay. paglalarawan. sukat. Iguhit ang mga ito sa
haba o taas ng mga ito. Isulat ang sagot sa iyong kuwaderno. Kulayan
Isulat kung centimeter o kuwaderno. at isulat ang estimated
meter at ang abbreviation measure sa ilalim ng bawat
nito sa inyong larawan.
kuwaderno.
 F. Developing Anong unit of length ang Gamit ang ruler o tape Basahin ang comic strip sa Basahin ang comic strip sa
mastery (leads dapat gamitin sa pag measure, alamin ang ibaba at sagutin ang mga ibaba at sagutin ang mga
to Formative kuha ng sukat ng mga sukat ng mga bagay na tanong. tanong.
Assessment 3) sumusunod na bagay, nakalarawan. Isulat ang
lugar o bahagi ng sagot gamit ang
katawan? Isulat ang abbreviation ng unit of
abbreviation nito sa length sa kuwaderno. Mga tanong:
inyong kuwaderno. 1. Ano ang masasabi mo sa
1. kapal ng aklat Mga tanong: estimates ng dalawang
2. haba ng medyas 1. Tama ba si Lea na mas batang lalaki? Ipaliwanag
3. lawak ng public plaza maikli ang hawak niyang ang sagot.
4. taas ng puno ng niyog walis kaysa sa hawak ni 2. Paghambingin ang 3m at
5. haba ng basketball Matet? Patunayan ang sagot. 300 cm. Ipakita ang sagot.
court 2. Bakit sumasakit ang likod 3. Kung ibigay ang estimate
ng nagwawalis kung ang ng taas mo, anong unit of
gamit na walis ay maikli? measure ang gagamitin mo?
3. Kung ang walis ni Lea ay Bakit?
100 cm ang haba, magiging 4. Mga ilang ____ ang taas
madali ba ang pagwawalis mo?
niya? Bakit?

G. Finding Basahin ang comic strip Ask the class to answer Ask the class to answer Ask the class to answer
practical sa ibaba at sagutin ang Activity 2 in LM 102 Activity 2 in LM 102 Activity 2 in LM 102
application of mga tanong. Isulat ang
concepts and sagot sa inyong
skills in daily kwaderno.
living

Mga tanong
1. Anong tulong ang
gagawin ng mga bata sa
pagpapatupad ng Clean
and Green Program?
2. Anong unit of length
ang dapat nilang gamitin
sa pagsusukat ng lupa,
centimeter o meter?
Bakit?
3. Mahalaga ba ang
pakikilahok sa ganitong
Gawain? Bakit?
H.Making Centimeter (cm) is used to In comparing lengths, In comparing lengths, the To approximate
generalizations measure short objects the greater value has the greater value has the longer measurements, it is
and and Meter (m) is used to longer length. length. important to consider the
abstractions measure long objects. actual length of 1 meter and
about the lesson 1 centimeter.

I. Evaluating Anong unit of length ang Paghambingin ang Paghambingin ang dalawang 1. The pair of scissors
learning dapat gamitin sa pagkuha dalawang units. units. measures 12 cm. About how
ng haba o sukat sa bawat Halimbawa: 25 cm at Halimbawa: 25 cm at 13 cm high is the chair?
bilang? Isulat ang sagot 13 cm Posibleng mga sagot sagot:
at ang abbreviation nito Ang 25 cm ay mas Ang 25 cm ay mas mahaba
sa sagutang papel. mahaba kaysa 13 cm. kaysa 13 cm.
1. Haba ng kuwaderno 6. Ang 13 cm ay mas maikli Ang 13 cm ay mas maikli
Haba ng tsinelas kaysa 25 cm. kaysa 25 cm. 2. About how thick is book
2. Sukat ng iyong 1. 30 cm at 50 cm 1. 30 cm at 50 cm “b” if the width of book “a” is
baywang 7. Taas ng baso 2. 2 m at 5 m. 2. 2 m at 5 m 18 cm?
3. Lawak ng silid-aralan 3. 50 m at 1 m
8. Taas ng niyog 4. 210 cm at 120 cm
 4. Kapal ng iyong aklat 9. 5. 100 cm at 10 cm 3. The eraser measures 5
Haba ng palaruan cm. About how many
5. Haba ng iyong binti 10. centimeters is the cellular
Kapal ng pambura phone?

Key to correction
1. 50 cm
2. 36 cm
3. 10 cm
J. Additional Anong unit of length ang HOME ACTIVITY Alamin ang sukat ng mga I-estimate ang sukat ng mga
activities for gagamitin sa pagkuha ng Refer to LM 102. bagay o bahagi sa inyong sumusunod na bagay o
application or sukat ng mga bahay. Gamit ang centimeter bahagi sa inyong bahay o
remediation gamit/bahagi sa inyong o meter, paghambingin ang katawan. Gamitin ang
bahay? Isulat ang mga ito. Isulat ang salitang tamang unit of length. Isulat
abbreviation nito sa iyong maikli o mahaba sa huling ang sagot sa kuwaderno.
kuwaderno. hanay. 1. Ang lapad ng hapag
1. haba ng sandok kainan ay mga _____.
2. haba ng kutsara 2. Ang lawak ng pintuan ay
3. lawak ng silid-tulugan mga _____.
4. lapad ng bintana 3. Ang haba ng iyong daliri
5. haba ng hapag kainan ay mga _____.
4. Mga _____ ang haba ng
tsinelas mo.
5. Mga _____ ang layo ng
inyong bahay mula sa
paaralan.
IV. REMARKS
V. REFLECTION
A.No. of learners
who earned 80%
in the evaluation
B.No. of learners
who require
additional
activities for
remediation who
scored below 80%
C. Did the
remedial
lessons work?
No. of learners
who have caught
up with the
lesson
D. No. of learners
who continue to
require
remediation