Lesson Exemplar — Mathematics 2

Term 1 · Week 7 · Day 1 · Number and Algebra

This is the English copy of a Filipino document. Grade 2 is taught in the mother tongue under MTB-MLE. lesson-plan.md is the version a teacher takes into the classroom, and every word the teacher says is scripted there in Filipino. This copy exists for observers, school heads and supervisors who do not read Filipino. Teaching from this copy would break MTB-MLE.

This is one day. For the whole of Week 7 in the format DepEd prescribes for filing, see lesson-plan-ilaw.md (or its English copy).

I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES

A. Content Standards

Quoted from the MATATAG Mathematics Curriculum Guide (DepEd, August 2023, p. 29), Grade 2 Quarter 1, content standard 3:

The learners should have knowledge and understanding of whole numbers up to 1000.

B. Performance Standards

By the end of the quarter, the learners are able to count, recognize, and represent, whole numbers up to 1000. (NA)

C. Learning Competencies and Objectives

Competency — CG Quarter 1, number 10, quoted verbatim:

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.

Objectives for this session. By the end of 45 minutes, at least 80% of learners can:

1. Name the place value of any digit in a 3-digit number
2. State the value of any digit — and the answer is a number, not a name
3. Give the digit when the place is named
4. Explain why a digit and its value are different

Objective 4 is the lesson. A child can memorise all three answers without ever noticing they are three different questions. That difference surfaces in Grade 3, and by then it is late.

D. Content

The digit is the symbol you can see. Its value depends on where it is standing.

The Filipino place names are daanan (hundreds), sampuan (tens) and isahan (ones). They carry the same suffix and three different sizes, which is worth pointing out in Filipino class as well.

The class sentence, in Filipino, introduced at §D: "Ang digit ay 7. Ang halaga nito ay 70." — The digit is 7. Its value is 70.

E. Integration

II. LEARNING RESOURCES

Required — no cost. Chalk and board; paper and pencil; bundled sticks — forty-one small straight objects per group, tied in tens with rubber bands or string.

Explicitly NOT used: calculators. No number in this week is beyond reading aloud.

Optional. slides.html slides 1–9 · game.html Round 1 · worksheet.html · wall-chart.html — all four are in Filipino only.

III. TEACHING AND LEARNING PROCEDURE

The Filipino script, with the exact wording to use, is in lesson-plan.md §III. The structure and timings are below.

A. Activating Prior Knowledge — 5 minutes (0:00 → 0:05)

Grade 1 work, oral, round the room. Write 47 on the board.

If a child answers "four" to the second question, do not correct it. Ask "four what?" and wait.

The last row is deliberate. At the ones place the digit and the value are the same. That is exactly why children learn the wrong rule — in the ones, "seven" is always right.

B. Establishing Lesson Purpose — 6 minutes (0:05 → 0:11)

Write 472 large on the board. Point at the 7 and ask one question:

"What is the 7?"

Accept every answer and write them all down the side of the board. They will include "seven", "tens", "seventy", "the middle one". Do not judge any of them yet.

C. Developing and Deepening Understanding — 22 minutes (0:11 → 0:33)

C.1 Explicitation — the bundled sticks (7 min)

Build 472 in front of the class: 4 hundred-bundles, 7 ten-bundles, 2 singles.

Count the seven ten-bundles aloud, together: 10, 20, 30, 40, 50, 60, 70. Do not shorten it. Do not hurry it. That count is where seven becomes seventy, and it is the whole lesson in one step.

C.2 Worked example — expanded form (5 min)

Write 472 = 400 + 70 + 2. Point at each part while counting the bundles again. Then return to §B's question:

"Is the 7 seven?"

Then say it plainly: the digit is 7; the value is 70. Both are true, but they are not one question.

Go back to the list on the side of the board and mark which answer belongs to which question.

This is the moment of the lesson. The child who said "seven" was not wrong — they answered a different question. Say so out loud. A child who feels caught out will not answer again on Wednesday.

C.3 Guided practice — we do (5 min)

856, one number, several questions, answered together:

The last question is deliberate. In the ones the digit and the value coincide. Say so: "Here alone they happen to be the same."

C.4 Independent practice — you do (5 min)

Three numbers on the board. For each, write the value of the underlined digit.

(Teacher's copy. Learners get the numbers only.)

Circulate with one question: "How many bundles?"

D. Making Generalizations — 7 minutes (0:33 → 0:40)

Build and write, where it will stay all week:

   THE DIGIT is the symbol you can see.

   ITS VALUE depends on its PLACE.

   In 472:   the digit is 7,   the value is 70.

Say the class sentence together, twice, in Filipino.

Then plant Day 2 and do not answer it: tomorrow there will be a number with a zero in the middle. What happens if we rub the zero out?

E. Contingency — no electricity, no materials

This lesson needs no electricity. With no sticks: draw ten squares in a row on the board and treat each row as "one bundle". With no paper, run the whole lesson orally — which is arguably better, since the value then gets said aloud.

IV. EVALUATING LEARNING AND TEACHER'S REFLECTION

A. Evaluating Learning — 5 minutes (0:40 → 0:45)

Exit ticket, on a quarter sheet, using 638:

1. Which place is the 3 in?
2. What is the value of the 3?
3. Which digit is in the hundreds?
4. What is the value of the 8?

Marking key: 1 · tens · 2 · 30 · 3 · 6 · 4 · 8

Read item 2 before anything else. It is the only item that cannot be answered correctly just by reading the number aloud.

B. Teacher's Remarks

Number meeting the objectives ___ of ___ · How many answered "3" to item 2? ___ of ___ · How many different answers appeared at §B? ___ · Learners needing remediation · Timing.

C. Teacher's Reflection

• Did we really count the seven bundles aloud, or did I hurry it?
• Did any child correct themselves unprompted? Did I praise it?
• Did I leave the zero question unanswered, or give it away?

Anticipated Misconceptions

Differentiation

The Rest of the Week

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