GRADE

SCHOOL: CORONOBE INTEGRATED SCHOOL LEVEL: II

LEARNING
TEACHER: RUBELYN C. MOGELLO AREAS: MATH

TEACHING DATE AND

TIME:
QUARTER 3rd
GRADE 2 DAILY
LESSON LOG

I. OBJECTIVES

A. Content Standards: The learner demonstrates understanding of unit fractions.

The learner is able to recognize and represent unit fractions in various

B. Performance Standards:
forms and contexts.

C. Most Essential Learning Visualizes, represents and identifies unit fractions with denominators
Competencies (MELC) of 10 and below. (M2NS-IIId-72.2)

Visualizing, representing and identifying unit fractions with

II. CONTENT
denominators of 10 and below.

III. LEARNING RESOURCES

A. References
Most Essential Learning Competencies (MELC) in Mathematics 2
1. Teacher's Guide
with corresponding CG Codes/ suggested LRs.
2. Learner's Materials Self-Learning Module- Mathematics 2, Quarter 3, Module 5
Video, LED TV at Powerpoint Presentation, SLM - Mathematics 2,
B. Other Learning Resources Printed Performance Task, Real Objects Cards, Cut-outs, Number
cards, Window Cards, Show Me Board
IV. PROCEDURE
Remind the standards of health protocol.

1.Drill
Read the following numbers.

A. Reviewing Previous Lesson 1.) 20 6.) 4

or Presenting the New Lesson 2.) 15 7.) 12
3.)10 8.) 2
4.) 6 9.) 14
5.) 8 10.) 16

2. Review
Answer the following.

1.) 2÷ 1 =
2.) 6÷ 2 =
3.)4 ÷ 2 =
4.) 6 ÷ 3 =
5.) 10 ÷ 5 =
B. Stablishing a purpose for the
lesson 1.Motivation
Show objects that is equally divided.

Valuing:
It is important to be fair in everything we do. It is also important
that we judge fairly.
C. Presenting Examples /
instances of new lesson
(Presentation) Present a word story.

Ana bought a cake. She sliced it into four (4) equal parts, one for her and 3
for her friends.
• How many slice of cake did Ana do?
• How many slice od cake did Ana get?
• If she eat one slice of cake, how many slice were left?

Show Illustration

1
4
D. Discussing new concepts and
practicing new skills #1
(Modeling)

1 1 1 1
2 3 4 6
E. Discussing new concepts and
practicing new skills #2 Guided Activity 1
(Guided Practice) Encircle the correct unit fraction that the following figure represents.

1 1 1
1.)
3 2 4

1 1 1
2.) 4 3 6

3.) 1 1 1
6 8 5

4.) 1 1 1
5 6 8

5.) 1 1 1
3 2 4
F. Developing Mastery
(Independent Practice) Idibuho ang matag sipak nga makita sa ubos.
1
1.) 3
1
2.) 2
1
3.) 6
1
4.)
4
1
5.)
8

Group Activity
Work in group.
Group 1 - Idibuho ang saktong sipak sa gihatag nga unit fraction
sa ubos.

1
5
1
8
1
4
 Group 2

Group 3 - Ihatag ang insaktong unit fraction sa gihayag nga

dibuho

G. Finding Practical applications

Analyze and answer this real-life scenario problem relating to
of concepts and skills
fractions.
(Application/Valuing)

Draw your own representation of Ann's birthday cake with 6 slices.

H. Making generalizations and
abstractions about the lesson
( Generalization) Answer the following questions below.

1.) In representing unit fraction, what does the shaded part represent?
2.) Name the two parts of unit fraction.

1
4
I. Evaluating Learning
Give the corresponding unit fraction of the following representations.

1.) 4.)

2.) 5.)

3.)

J. Additional activities for

application or remediation
(Assignment)
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% on
the formative assessment
B. No. of Learners who require
additional activities for remediation
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
E. Which of my teaching strategies
worked well? Why did these work?

F. What difficulties did I encounter

which my principal or supervisor can
help me solve?
G. What innovation or localized
materials did I use/discover which I
wish to share with other teachers?

Prepared by:

RUBELYN C. MOGELLO
Teacher I