MATATAG School BIGAA ELEMENTARY SCHOOL Grade Level 2-SAPPHIRE

K to 10 Curriculum Teacher MARIA MERCY L. ESPELITA Learning Area NATIONAL MATHEMATICS PROGRAM
Lesson Exemplar Teaching Date and Time August 19-23, 2024 Quarter Quarter 1 – Week 4

DAY 1 DAY 2 DAY 3 DAY 4

I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES
A.Content Standards The learner demonstrates knowledge and understanding of whole numbers up to 1000, ordinal numbers up to 20th, and money up to PhP100.
B.Performance Standards The learner is able to recognize, represent, compare, and order whole numbers up to 1000, ordinal numbers up to 20th, and money up to PhP100 in various forms and contexts.
The learner compares numbers using relation symbols The learner compares numbers using relation The learner orders numbers up to 500 in The learner orders numbers up to 1 000 in
and orders numbers up to 1 000 in increasing or symbols and order numbers up to 1 000 in increasing or decreasing order. increasing or decreasing order.
C.Learning Competencies
decreasing order increasing or decreasing order

D.Learning Objectives At the end of the lesson, the learner will be able to At the end of the lesson, the learner will be able to At the end of the lesson, the learner will be able to At the end of the lesson, the learner will be able to
compare numbers using relation symbols up to 1000 compare numbers using relation symbols up to 1000 order numbers up to 500 in increasing or order numbers up to 1000 in increasing or
decreasing order decreasing order
II. CONTENT Comparing Numbers Up to 1 000 Comparing Numbers Up to 1000 Ordering Numbers up to 500 in Increasing or Ordering Numbers up to 1000 in Increasing or
Decreasing order Decreasing order
National Learning Camp- Mathematics Intervention DepEd. National Learning Camp- Mathematics NLC- Mathematics Intervention Camp, Learners Government of the Philippines, Department of
Camp, Learner’s workbook for Grade 2 Intervention Camp, Learners Workbook for Grade 2, workbook for Grade 2 Government of the Education. 2019. Grade 2- SLMs in Mathematics
A.References
page 14 Philippines Quarter 1 Week 4. Region 3. Matalino St.,
Government Center, Maimpis, City of San Fernando
B.Other Learning Resources

Before/Pre-Lesson Proper
Activating Prior Knowledge Prepared two boxes for each group. Game called “ROCKING OUT.” Pick a Crocodile! Game, “Arrange Yourselves!”
(5 minutes) Say: You will count the number of objects inside then Pupils will compare the numbers given using Materials needed:
write the number on the paper found in the box. Choose “Rocking Out” is a game where learners will count relation symbols (<, >, = ) that are modelled on the - number cards up to 500
which of the symbols = (equal), > (greater than), or < the pebbles they brought and compare them with the crocodiles’ mouths. The pupil will get the correct - masking tape
(less than) will be placed in the middlebox. You will post
your work on the board. number of pebbles brought by their classmates. crocodile that will make the equation correct.
Pictures will be pasted in between the numbers
Bring out the pebbles you brought and count them. inside the box.
Then write how many pebbles you have on your
paper.
Now, I have the symbols = (equal) symbol, < (less
than) and > (greater than). When I raise the symbol,
raise your paper and go to the person who will
satisfy the condition.

The teacher will raise = (equal), then, a learner will

find someone with equal number of pebbles. If it’s
greater than then, they will look for someone greater
than what they have and so with less than. You
divide the class into two groups where one group
stays while the other looks for a partner. Variation
may be made as long as comparison of numbers is
reviewed. Appropriate processing of pairing will be
made to correct if there are confusions.
 When you were in grade 1, you compared numbers up to Yesterday, we learned comparing numbers up to This time, we are going to arrange numbers in You have learned how to order numbers up to 500 in
100. This time, we will compare numbers up to 1000. 500. Today, we will level up to 1000. increasing or decreasing order up to 500. increasing and decreasing order in our previous
lesson. This time, we will order numbers up to 1000
Lesson Purpose/Intention Let us do it! in increasing and decreasing order.
(1 minute)
While learning, let us help Mila, a grade 2 learner like
you.

To remind everyone, let us recall the meaning of the To remind everyone, let us recall the meaning of the These are the key terms to be used for our new Let us be reminded of the following keywords as we
following symbols before we go further to our discussion. following symbols before we go further to our lesson. go on to the next activities:
We use: discussion. (This could be done in a simpler way by Increasing order – numbers are arranged from Increasing Order given numbers are arranged from
> is greater than when one number is greater than asking the learners of what they call the symbol least to greatest least to greatest.
another number.
when the teacher shows it) Decreasing order – numbers are arranged for Decreasing Order given numbers are arranged from
< is less than when one number is lesser than another. > is greater than, when one number is greater than greatest to least greatest to least.
Lesson Language Practice
another number Least - smallest in amount
(1minute)
= is equal to means when two numbers are the same. < is less than, when one number is lesser than Greatest - highest in amount
another Order - arrangement of things
= is equal to, means when two numbers are exactly Savings - money put aside for future
the same Emergencies - unexpected and difficult
situation

During/Lesson Proper
(The teacher presents a storyboard. Let us read and (The teacher presents a storyboard.) Let us help Toby, a grade 2 learner to order or Read the situation. Have the class listen and take
analyzed the story). Mila plans to make bracelets for her girl classmates arrange his savings. Let us do it! note of the important details.
Mila is making a bracelet for her Nanay on Mother’s Day. as a remembrance. She will be needing 514 green Toby is counting all the PhP1 coins he saved in his
She counted 348 red beads and 448 blue beads. Which beads and 502 blue beads. Which color bead is 4 piggy banks. First piggy bank has 371 coins. Xhian loves to read. He was able to read 805 words
color bead is less than the other?
more than the other? Second, third and fourth have 493, 325, and 168 on Monday, 1000 words on Tuesday, 630 on
Reading the Key Idea/Stem
coins respectively. If he is going to arrange the Wednesday and 427 words on Thursday. Xhian
(3minutes)
piggy banks with the least to greatest coins, what wanted to know the order of days as to the number
should be the correct order of the numbers? What of words he read.
should be the order if arranged from greatest to If arranged in increasing order, what is the correct
least? arrangement of the days?

In the following activities, study the given numbers listed In the following activities, study the given numbers For us to help Toby in ordering the numbers of Let’s help Xhian arrange the days in increasing order
on the Place Value Chart. listed on the Place Value Chart. coins from his piggy banks with least to greatest, and decreasing as to the number of words he read
( See lesson scripts pages (5-6) Write the digits in the place value chart. or from greatest to least coins, let us write the by answering the following questions: ( See lesson
Developing Understanding of the Key ( See lesson scripts pages 4-6) number of coins from Toby’s piggy bank. scripts pages 4-6)
Idea/Stem
(7 minutes) (Teacher will call 4 learners who will write the
numbers on the given cards)
( See lesson scripts pages 4-8)

Deepening Understanding of the Key Let’s Practice… Let us have more activities for you to practice Number Trains! Let’s Practice
Idea/Stem A. Directions: Count the base 10 blocks then write the comparing numbers up to 1 000. Materials needed: Catch me Up and Down!
(8 minutes) corresponding number. Compare using the symbols Intervention Group * 10 different printed numbers up Directions:
= (equal), > (greater than), or < (less than). Write the
 symbol in the box between the numbers. Let’s Practice. to 500 Let us help Nika arrange the numbers on the
* Printed sign - LG Train Express balloons. Write the numbers in increasing order as
* Printed sign- GL Train Express they go up in the sky as shown by the arrow.
1. A. Directions: Count the base 10 blocks then write theMechanics of the game: (Teacher will distribute printed material)
corresponding number. Compare using the symbols 1. 10 printed numbers from 0-500
= (equal), > (greater than), or < (less than). Write will be posted on the board by the
the symbol in the box between the numbers. teacher.
2. Five learners will get each one a
1. number.
3. Learners will arrange themselves
2. 2. based from the numbers they got
B. and the printed sign the teacher
will be raising:
a. LG train Express
- learners will arrange
themselves from least to greatest.
b. GL train express
B. Directions: Write the following numbers in the table
- learners will arrange
then compare using the symbols = (equal), > (greater
than), or < (less than). Write the symbol on the blank themselves from greatest to least. 4. Learners
Directions: Write the following numbers in the table thenwill move in circle around the room, holding their
between the numbers.
compare using the symbols = (equal), > (greater than),classmates
or on their shoulder, imitating a train on
< (less than). Write the symbol on the blank between the
1. 215 _______ 245 the go.
numbers.
Given Hundreds Tens Ones 5. As they walk they will say:
Number Least to Greatest on the go! Choo! Choo!
3. 415 _______ 645
Given Thousa Hundre Tens Ones
Number nds ds
2. 308 _______ 186
Given Hundreds Tens Ones
Number 4. 508 _______ 796
Given Thousa Hundre Tens Ones
Number nds ds
3. 509 ______706
Given Hundreds Tens Ones
Number 5. 509 ______706
Given Thousa Hundre Tens Ones
Number nds ds

B. Directions: Compare the following numbers using the

symbols = (equal), > (greater than), or < (less than).
B. Compare the following numbers using the
symbols = (equal), > (greater than), or < (less
6. 415 _______553
than).
7. 43 _______ 53
8. 819 _______ 925
 1. 215 ________253 9. 525 _______ 525
2. 643 _______ 453 10. 712 ______ 612
3. 819 _______ 925
4. 325 _______ 325 Expected answers:
A. B.
5. 712 _______ 612
1. > 6. <
2. > 7. <
3. < 8. <
4. < 9. =
5. < 10. >

After/Post-Lesson Proper
You did a great job! You've learned how to compare You did a great job! You've learned how to compare 1. How do you order numbers? You did a great job! You've demonstrated a solid
numbers up to 1000 using the relation symbols. numbers up to 1000 using the relation symbols. - To arrange numbers in increasing order up understanding of ordering numbers in increasing or
to 500, arrange numbers starting with the least to decreasing order for numbers up to 1000
What are the relation symbols used in comparing two What are the relation symbols used in comparing greatest value. 1. How do you arrange numbers in increasing
numbers? two numbers?
The relational symbols are = (equal), > (greater than), The relational symbols are = (equal), > (greater Example: 7, 15, 365, 500 order/decreasing order?
and < (less than). than), and < (less than). - To arrange numbers in decreasing order - To arrange numbers in increasing order up
When is the symbol < used? Kindly give me an up to 500, arrange numbers starting with the to 1000, first compare the digits with the highest
When is the symbol < used? Kindly give me an example. example. greatest to least place value.
The symbol < is used when the first number is less The symbol < is used when the first number is value. The higher the digit, the bigger the value.
than the other number. (Examples may vary). less than the other number. (Examples may vary). Example: 499. 317, 144, 12 To arrange numbers in increasing order, start
Making Generalizations and When is the symbol > used? Give one example. 2. What are you going to do if the numbers with the least to greatest value.
Abstractions When is the symbol > used? Give one example. The symbol > is used when the first number is
(2 minutes) The symbol > is used when the first number is greater greater than the other number. (Examples may you are comparing in the first value are the Example: 198, 256, 578,997
than the other number. vary). same? - To arrange numbers in decreasing order up
The symbol = is used when the first number is equal When is the symbol = used? one example is ______. If the first value of the numbers to be to 500, arrange numbers starting with the greatest
to the other number. The symbol = is used when the first number is compared are the same, you have to move to the to least
equal to the other number. (Examples may vary). next value. value.
How do you compare the numbers? 2. What are you going to do if the numbers you
In comparing numbers, we start from the digit are comparing in the first value are the same?
with the highest place value.
What if the digits in the highest place value are If the first value of the numbers to be compared
equal? are the same, you have to move to the next value.
You move to the next digit.
 Intervention Group Intervention Group Intervention Group
Directions: Encircle the correct answer. Directions: Encircle the correct answer. Directions: Write the letter of the correct answer on the
1. Which of the following is greater than 415? space provided for.
1. Which of the following is greater than 315? 405 415 425
___1. Which of the following is
305 315 325 2. What should be written in the box? 876 890
2. What should be written in the box? 876 890 = > < arranged in increasing order?
= > < 3. 886 > ______ a. 367,100, 9, 40
3. 486 > ______ 895 890 885 b. 9, 40, 100, 367
495 490 485 4. 382 ________ 527 c. 367, 100, 40, 9
4. 782 ________ 827 is equal to ___2. Which of the following is
is equal to is greater than arranged in decreasing order?
is greater than is less than
a. 500, 123, 99, 1
is less than 5. Encircle all greater than 362.
5. Encircle all numbers less than 462. 476 355 423 b. 123, 99, 500, 1
476 385 423 500 326 185 c. 1, 99, 123, 500
560 726 285
___3. What is the correct order of
Expected answers: these numbers when arranged
1. 425 in increasing order?
2. <
356, 230, 422, 100
Evaluating Learning 3. 885
Expected answers: 4. is less than a. 100, 230, 356, 422
( 3 minutes)
1. 325 5. 476, 423, 500 b. 422, 356, 230, 100
2. < c. 356, 230, 100, 422
3. 485
4. is less than ___4. What is the correct order of
5. 285, 423, 285 these numbers when
arranged in decreasing order?
244, 107, 351, 466
a. 351, 466, 107, 244
b. 107, 351, 466, 244
c. 466, 351, 244, 107
___5. How are these numbers
arranged 20, 119, 487, 500?
a. decreasing order
b. increasing order
c. not arranged in order

Expected answers:
1. B 2. A 3. A 4. C 5.B
Additional Activities for Application or Tomorrow, bring pebbles of any number to be used in Directions:
Remediation (if applicable) our activity. Directions: Give 2 pairs of numbers satisfying the Directions: Arrange the numbers in increasing Hopscotch!
relation symbols given. order. Write your answer in the boxes. Len and Nino are playing Hopscotch.
1. _______ = ________ Given the situation, order the numbers up to 1000 in
2. _______ < ________
3. _______ > ________ increasing and decreasing order:
Let’s help Len write four increasing numbers in the
boxes.
Let’s help Nino write four decreasing numbers in the
 boxes.
489, 6, 241, 374

Directions: Arrange the numbers in decreasing

order. Write your answer in the boxes.

Remarks

Reflection