Weekly Lesson Plan (ILAW) — Mathematics 2
Term 1 · Week 7 · Number and Algebra
This is the English copy of a Filipino document. Grade 2 is taught in the mother tongue under MTB-MLE, so
lesson-plan-ilaw.mdis the version to file and to teach from. This copy is for observers and supervisors who do not read Filipino.
| Learning Area | Mathematics |
| Grade Level | Grade 2 |
| Term / Week | Term 1, Week 7 |
| CG source | Quarter 1, competency 10 (p. 29) |
| Format | ILAW — the template prescribed by DO No. 009, s. 2026 for SY 2026–2027 |
| Duration | 5 sessions × 45 minutes |
| Medium of instruction | Filipino (first language) — as MTB-MLE requires |
ILAW = Intentions · Learning Experiences · Assessment · Ways Forward. It replaces the DLL and the DLP from SY 2026–2027. For Day 1 at full teaching depth, see
lesson-plan.md.
⚠️ The ILAW structure below is this repository's reading of the four named parts. The official template was not obtainable; see
source-catalogue.md. The content is verified against the CG. The layout is not.
I — INTENTIONS
Competency, quoted from the CG
10. determine a. the place value of a digit in a 3-digit number, b. the value of a digit, and c. the digit of a number, given its place value.
What has to change in the child's head this week
Three questions that sound almost the same, and three different answers. In 472:
| Question | Answer | What kind of thing it is |
|---|---|---|
| What is the place value of the 7? | tens (sampuan) | a name of a place |
| What is the value of the 7? | 70 | a number |
| Which digit is in the tens? | 7 | a symbol |
The middle question is the whole week. A child will say "seven" — because seven is what they can see. But its value is not seven. It is seventy. What is visible is a symbol; the value depends on where it is standing.
The class sentence, used all week, in Filipino:
"Ang digit ay 7. Ang halaga nito ay 70." — The digit is 7. Its value is 70.
Weekly objectives
By Friday, at least 80% of learners can:
- Name the place value of any digit in a 3-digit number — hundreds, tens or ones
- State the value of any digit, the answer being a number, not a name
- Give the digit when the place is named
- Recognise that a digit and its value are not the same, and say why
Objective 4 is the lesson. The other three are machinery. A child who answers all three questions separately but never sees why they differ is memorising, not understanding — and the two come apart in Grade 3, at regrouped addition.
Skills and values
| Critical thinking | Asking "which place?" before answering "what value?" |
| Communication | Saying the whole sentence aloud: "Ang halaga ng 4 ay apat na raan." |
| Honesty (EsP) | A child who says "the digit is seven but the value is seventy" is not being long-winded — they are telling the whole truth |
II — LEARNING EXPERIENCES
Day 1 · The digit and its value — 45 min
Full script in lesson-plan.md, and in English at
lesson-plan.en.md.
Prior knowledge (5) — 2-digit revision on 47. Purpose (6) — write 472, ask "what is the 7?", accept every answer. Explicitation (7) — bundled sticks; count the seven ten-bundles aloud: 10, 20, 30, 40, 50, 60, 70. Worked example (5) — 472 = 400 + 70 + 2. Guided (5) — three questions on one number. Independent (5) — three numbers on paper. Generalisation (7) — the class sentence, twice. Exit ticket (5).
Day 2 · The hundreds — 45 min
Recall (5) — the class sentence from memory. Explicitation (12) — 856; the 8 is eight hundred-bundles, 800; count in hundreds to 800 without hurrying. Comparison (8) — 856, 568 and 685 on the board at once: same three digits, different values. Guided (10) — a three-by-three table of numbers and questions. Independent (7) — worksheet Section A. Close (3) — why is the 8 worth a lot in 856 and little in 568?
Day 3 · When the digit is zero — 45 min
Recall (5) — three quick questions on 639. Explicitation (12) — 405: which digit is in the tens? Zero. What is its value? Zero. But it cannot be rubbed out — do that and the number becomes 45. Contrast (8) — 450, 405, 045: what happens to the value of the 4? Guided (10) — five numbers with zeros in different places. Independent (7) — worksheet Section B. Close (3) — is zero useless? No. It holds the others in place.
Zero is the hardest day of the week, and it is not shortened here. A child who thinks the zero can be rubbed out will get every regrouped addition wrong in Week 9, and none of the error will be in the addition.
Day 4 · From place to digit — 45 min
Recall (5) — the zero in 307. Explicitation (10) — the reverse question: in 268, which digit is in the hundreds? 2. Comparison (10) — the three questions side by side on one number, and the discovery that the three answers differ. Guided (10) — build a number from its parts: hundreds 6, tens 0, ones 3 → 603. Independent (7) — worksheet Section C. Close (3) — the class sentence.
Day 5 · Game and check — 45 min
Opening (8) — three numbers on the board, hand signals for the value of a named digit.
Group (20) — Ang Pader ng Halaga (the wall of value),
offline-activities.md G-1. Weekly check (12) — 10 items,
assessment.md §5. Close (5) — plant Week 8: next week we put 400 and 70
and 2 back together. You already know all the parts.
Resources
Required — no cost. Chalk and board; paper and pencil; bundled sticks — forty-one small straight objects per group (ice-candy sticks, broom spines, twigs) tied in tens.
Not used: calculators. No number this week is beyond reading aloud.
Optional, and Filipino only. slides.html · game.html ·
worksheet.html · wall-chart.html
Contingency — no electricity, no materials
No day this week needs electricity. The bundled sticks are the centre of the lesson and they are free. With no sticks: stones, seeds, bottle caps, or squares drawn in the dirt. Activity I-1 replaces the digital game exactly.
III — ASSESSMENT
| When | What | Component |
|---|---|---|
| Day 1 | Exit ticket — one number, four questions | Written Works |
| Days 2–4 | Worksheet Sections A–D | Written Works |
| Day 3 | Observation while circulating — is the child saying the value or the digit? | Formative, not recorded |
| Day 5 | Group activity G-1, 12-point rubric | Performance Tasks |
| Day 5 | Weekly check, 10 items | Written Works |
The single most informative thing to look at all week is whether the answer to "what value" is a number. If a child writes a place name ("tens") where the value was asked for, the two ideas have not separated — however good everything else looks.
IV — WAYS FORWARD
| What you see | What it means | What to do |
|---|---|---|
| "The value of the 7 is seven" | The most common outcome. Sees the symbol, not the place | Not remediation. Bundled sticks and "how many bundles?", every day until Friday |
| "The value of the 7 is tens" | Value and place name swapped | Two minutes: the value is a number, the place is a name. Write both side by side |
| Rubs out the zero | 405 becomes 45 | The heaviest one. Activity I-3, and do not move to Week 8 yet |
| Right on 2-digit, wrong on 3-digit | Grade 1 is secure; the hundreds are new | Small group on the hundreds alone. Do not mix in the tens until it is firm |
| Secure by Wednesday | Give a 4-digit number. Out of scope for the grade, but the same three questions work, and that is where real understanding shows |
What this feeds
Week 8 — addition in expanded form. That is literally 472 = 400 + 70 + 2, so say so on Friday.
Week 9 — addition with regrouping. A "carry" is a bundle of ten becoming a bundle of a hundred. It means nothing to a child who cannot see the place.
Grade 3 — numbers to 10 000, and the same three questions at one more place.
Teacher's reflection
Number meeting the objectives ___ of ___ · How many answered "seven" when asked for the value? ___ of ___ · Did anyone rub out a zero? · Which day ran short?
Part of the E-turo MATATAG artifact set. The Filipino originals:
syllabus.md · lesson-plan.md ·
lesson-plan-ilaw.md · assessment.md ·
offline-activities.md