2

Mathematics
Intervention C am p
Learner’s Workb ook

i
Intervention Learning Camp

Learner’s Workbook

Mathematics Grade 2

i
Table of Contents
Day 1: Lesson 1 ...........................................................................1
Giving the Place Value and Finding the Value of a Digit in Three-Digit Numbers

Day 2: Lesson 2 ...........................................................................5

Reading and Writing Numbers up to 1000 in Symbols and in Words
Visualizing and Writing Three-Digit Numbers in Expanded Form

Day 4: Lesson 4 .........................................................................14

Comparing Numbers Using Relation Symbols and Ordering Numbers Up to 1 000 in
Increasing or Decreasing Order

Day 5: Lesson 5 .........................................................................19

Determining Missing Term/s in a Given Continuous Pattern using Two Attributes

Day 6: Lesson 6 .........................................................................24

Determining the Missing Terms using One Attribute in a Given Continuous Pattern and in a
Given Repeating Pattern

Day 7: Lesson 7 .........................................................................29

Visualizing and Counting Numbers by 10s, 50s, 100s

Day 8: Lesson 8 .........................................................................34

Comparing Using Relational Symbol and Arranging in Increasing or Decreasing Order the
Unit Fractions

Day 9: Lesson 9 .........................................................................40

Visualizing, Representing, and Adding Two-Digit by Three-Digit and Three-Digit by Three-
Digit Numbers with Sums up to 1000 without and with Regrouping

Day 10: Lesson 10.....................................................................45

Solving Routine and Non-routine Problems Involving Addition of Whole Numbers Including
Money with Sums up to 1000 Using Appropriate Problem-solving Strategies and Tools

Day 11: Lesson 11.....................................................................50

Visualizing, Representing, and Subtracting 2 to 3-Digit Numbers with Minuends up to 999
Without and With Regrouping

Day 12: Lesson 12.....................................................................56

Solving Routine and Non-routine Problems Involving Subtraction of Whole Numbers
Including Money with Minuends up to 1000 Using Appropriate Problem-solving Strategies
and Tools

ii
Day 13: Lesson 13.....................................................................61
Illustrating and Writing a Related Equation for Each Type of Multiplication: Repeated
Addition, Array, Counting by Multiples, and Equal Jumps on the Number Line

Day 14: Lesson 14.....................................................................71

Illustrating the following Properties of Multiplication and Applying each in Relevant Situation:
(a) Identity, (b) Zero, and (c) Commutative

Day 15: Lesson 15.....................................................................79

Visualizing Multiplication of Numbers 1 to 10 by 2, 3, 4, 5 and 10.

Day 16: Lesson 16.....................................................................85

Visualizing and Representing Division and Writes a Related Equation for each Type of
Situation: Equal Sharing, Repeated Subtraction, Equal Jumps on the Number Line, and
Formation of Equal Groups of Objects

Day 17: Lesson 17.....................................................................95

Visualizing Division of Numbers up to 100 by 2,3,4,5, and 10 (Multiplication Table of 2, 3, 4,
5 and 10)

Day 18: Lesson 18.................................................................. 105

Solving Routine and Non-routine Problems Involving Division of Numbers by 2, 3, 4, 5, and
10 and with Any of the other Operations of Whole Numbers Including Money Using
Appropriate Problem-Solving Strategies and Tools

Day 19: Lesson 19.................................................................. 111

Visualizing, Identifying, Classifying, and Describing Half Circles and Quarter Circles

Day 20: Lesson 20.................................................................. 116

Identifying, Naming and Describing the Four Basic Shapes (Square, Rectangle, Triangle,
and Circle) in 2-Dimensional and 3-Dimensional Objects

Day 21: Lesson 21.................................................................. 121

Determining Missing Term/s in a Given Continuous Pattern using Two Attributes

Day 21: Lesson 22.................................................................. 126

Determining the Missing Terms using One Attribute in a Given Continuous Pattern
and in a Given Repeating Pattern

Day 21: Lesson 23.................................................................. 131

Identifying Straight Lines and Curves, Flat and Curved Surfaces in 3-Dimensional Object

iii
 Learner’s Worksheet in Mathematics for Grade 2 Lesson 1
Giving the Place Value and Finding the Value of a Digit in Three-
Digit Numbers
Lesson Component 1 (Lesson Short Review)
Questions:
1. Can you still recall the place value and value of numbers?
Complete the table. Give the place value and value of the
underlined digit in each number. An example is given to serve as
your guide.

Given Number Place Value Value

75 Ones 5
80
259
406
831

Lesson Component 3 (Lesson Language Practice)

Key words/terms are:
 Digit
 Number
 Place Value
 Place Value Chart
 Value
Lesson Component 4 (Lesson Activity)
Part 4A
Stem for Items 1 and 2:
1A. Write the smallest 3-digit number that can be formed using
digits 2, 1, and 4. Write each digit in the correct column/ place
value using the Place Value Chart.
1
 Given
Hundreds Tens Ones
Number

1B. Write the largest 3-digit number that can be formed using
digits 2, 1, and 4. Write each digit in the correct column/ place
value using the Place Value Chart.

2A. Give the place value and value of each digit.

Given
Digit Place Value Value
Number
124 1
2
4

2B. Give the place value and value of each digit.

Given
Digit Place Value Value
Number
421 4
2
1

Part 4B
Item 1
1. Using the given numbers in the leftmost column, write the digits
in their corresponding place value.

2
 Given
Hundreds Tens Ones
Number
569
430
207
885
162

Part 4C
Item 2
Using the given numbers in the leftmost column, give the place
value and value of each digit.
1.

Given
Digit Place Value Value
Number
705 7
0
5
2.

Given
Digit Place Value Value
Number
890 8
9
0
3.

Given
Digit Place Value Value
Number
193 1
9
3

3
Lesson Component 5 (Lesson Conclusion – Reflection)
Answer the questions below:

What task did you perform best today?

How did your knowledge improve today?

How confident do you feel about the focus topic after today’s
lessons? Circle one below:

😕 🤔 🙂 😎
I am not I have some I think I can do I am sure I can
sure/confused idea but this topic do
about this questions this topic
topic about this
topic

4
 Learner’s Worksheet in Mathematics for Grade 2 Lesson 2
Reading and Writing Numbers up to 1000 in Symbols and in Words
Lesson Component 1 (Lesson Short Review)
Directions:
Matching Type: Match the number words in Column A to the
numerals in Column B. Write the letter on the blank before the
number. An example is done for you.

Column A Column B
A 1. fifty-eight
_____ A. 58

_____ 2. ninety B. 49

_____ 3. sixty-two C. 62

_____ 4. one hundred twelve D. 89

_____ 5. forty-nine E. 90

_____ 6. eighty-nine F. 112

Lesson Component 3 (Lesson Language Practice)

Key words/terms are:
 Number Chart
 Numerals/ Symbols
 Number Words
 Place Value Chart

Lesson Component 4 (Lesson Activity)

Part 4A
Stem for Items 1 and 2:

5
1. Study the Number Charts.
A B

C D

Questions:
a. Which number chart shows the symbol and word for 1-digit
numbers?
b. Which number chart shows the symbol and word for 2-digit
numbers?
c. Which number chart shows the symbol and word for 3-digit
numbers?
d. Is there any chart for 4-digit numbers?
e. What are the two ways of writing numbers?

6
f. How is 784 read?
g. How do you write it as number words?

2. How do we read a number based on the position of its digits in

a Place Value Chart?

Thousands Hundreds Tens Ones

4 7 1
3 9 5
1 0 0 0

Part 4B
Item 1
Directions:
1. Complete the table by writing the missing symbol or number
word.
Symbol Number Word
758
two hundred twenty-three
one thousand
924
152

7
Part 4C
Item 2
How do we read a number based on the position of its digits in a
Place Value Chart?

Given Thousands Hundreds Tens Ones

A 2 9 5
B 4 5 1
C 6 8 7
D 2 4 3
E 1 0 0 0

Lesson Component 5 (Lesson Conclusion – Reflection)

Answer the questions below:

What task did you perform best today?

How did your knowledge improve today?

How confident do you feel about the focus topic after today’s
lessons? Circle one below:
😕 🤔 🙂 😎
I am not I have some I think I can do I am sure I can
sure/confused idea but this topic do
about this topic questions about this topic
this topic

8
 Learner’s Worksheet in Mathematics for Grade 2 Lesson 3
Visualizing and Writing Three-Digit Numbers in Expanded Form
Lesson Component 1 (Lesson Short Review)
Questions:
1. The group of blocks below are called units because each
piece represents 1. How many unit blocks are there?

2. Below are stacks of 10-unit blocks called longs. If each long

represents 10, how many do these 6 longs stand for?

3. Here are 10 piles of 10 longs called flats. If each flat represents

100, how many do these 3 flats stand for?

9
4. Write the numbers of flats, longs, and unit blocks as a sum of the
values.

+ +

Lesson Component 3 (Lesson Language Practice)

Key words/terms are:
 Base Ten Blocks
 Expanded Form
 Standard Form

Lesson Component 4 (Lesson Activity)

Part 4A
Stem for Items 1 and 2:
1. Look at the given number represented using the Base Ten
Blocks in the Place Value Chart.

Standard Expanded Form

Form Hundreds Tens Ones

266

200 + 60 + 6

10
Questions:
a. What is the given number?
b. How many flats are there in the column for hundreds?
c. How many longs are there in the column for tens?
d. How many unit blocks are there in the column for ones?
e. Write the value as the sum to show the expanded form of the
given number.

2. Matching Type: Match the standard form in Column A to the

expanded form in Column B. Write the letter on the blank before
the number. An example is done for you.

Column A Column B
A 1. 625
_____ A. 600 + 20 + 5

_____ 2. 431 B. 800 + 50 + 2

_____ 3. 852 C. 500 + 90+ 4

_____ 4. 179 D. 400 + 30 + 1

_____ 5. 278 E. 200 + 70 + 8

_____ 6. 594 F. 100 + 70 + 9

Part 4B
Item 1
1. Write the expanded form of the given numbers. Use the
illustration in the Place Value Chart as your guide.

Standard
Hundreds Tens Ones
Form

358

11
2. Write the standard form of the given numbers. Use the
illustration in the Place Value Chart as your guide.

Standard
Hundreds Tens Ones
Form

200 + 30 + 4

Part 4C
Item 2
Matching Type: Match the standard form in Column A to the
expanded form in Column B. Write the letter on the blank before
the number.
Column A Column B

_____ 1. 918 A. 600 + 50 + 2

_____ 2. 529 B. 500 + 20 + 9

_____ 3. 673 C. 600 + 70+ 3

_____ 4. 945 D. 900 + 10 + 8

_____ 5. 652 E. 900 + 40 + 5

Lesson Component 5 (Lesson Conclusion – Reflection)

Answer the questions below:

What task did you perform best today?

How did your knowledge improve today?

12
How confident do you feel about the focus topic after today’s
lessons? Circle one below:

😕 🤔 🙂 😎
I am not I have some I think I can do I am sure I can
sure/confused idea but this topic do
about this questions this topic
topic about this
topic

13
 Learner’s Worksheet in Mathematics for Grade 2 Lesson 4
Comparing Numbers Using Relation Symbols and Ordering
Numbers Up to 1 000 in Increasing or Decreasing Order

Lesson Component 1 (Lesson Short Review)

Questions:
1. Count the balls in each box then compare using >, < or =
symbols. Which symbol fits in the box?

2. Count the money in each box then compare using >, < or =
symbols. Which symbol fits in the box?

3. Count the blocks in each box then compare using >, < or =
symbols. Which symbol fits in the box?

14
Lesson Component 3 (Lesson Language Practice)
Key words/terms are:
 Decreasing Order
 Increasing Order
 Ordering Numbers
 Relation Symbols

Lesson Component 4 (Lesson Activity)

Part 4A
Stem for Items 1 and 2:
1. Use the picture cut-outs of number blocks to represent the
given numbers as shown below. Once the blocks are posted,
you can compare the numbers. In comparing the number, start
from the highest place value to the least.

Given
Thousands Hundreds Tens Ones
Number

348

448

348 < 448

2. Apply what you discovered in comparing numbers, analyze

how to arrange the given numbers in increasing order if 248 is
added to the list of numbers.
15
 Given
Thousands Hundreds Tens Ones
Number

348

448

248

248 348 448

Part 4B
Item 1
1. Study the given numbers listed on the Place Value Chart. Draw
the corresponding Base Ten Blocks. Compare them. Which
relation symbol fits in the box below the table?
Given
Thousands Hundreds Tens Ones
Number

645

554

645 554

16
2.
Given
Thousands Hundreds Tens Ones
Number

999

1 000

999 1 000

Part 4C
Item 2
1. Applying what you discovered in comparing numbers, arrange
the given numbers in increasing order.

Given
Thousands Hundreds Tens Ones
Number
245

354

455

2. Applying what you discovered in comparing numbers, arrange

the given numbers in decreasing order.

17
 Given
Thousands Hundreds Tens Ones
Number

402

520

312

Lesson Component 5 (Lesson Conclusion – Reflection)

Answer the questions below:

What task did you perform best today?

How did your knowledge improve today?

How confident do you feel about the focus topic after today’s
lessons? Circle one below:

😕 🤔 🙂 😎
I am not I have some I think I can do I am sure I can
sure/confused idea but this topic do
about this questions this topic
topic about this
topic
18
 Learner’s Worksheet in Mathematics for Grade 2 Lesson 5
Determining Missing Term/s in a Given Continuous Pattern using
Two Attributes
Lesson Component 1 (Lesson Short Review)
Questions:
Examine the set of numbers below. What will be the next number
to continue the pattern?

1.
1, 2, 3, 4, 5, 6, 7,

2.
7, 6, 5, 4, 3, 2, 1,

3. 2, 4, 6, 8, 10, 12,

4.
16, 14, 12, 10, 8,
12,

19
Lesson Component 3 (Lesson Language Practice)
Key words/terms are:
 Continuous Pattern
 Decreasing
 Increasing
 Number Pattern
 Term
Lesson Component 4 (Lesson Activity)
Part 4A
Stem for Items 1 and 2:
1. Look closely to the numbers in the set.

1, 3, 5, 7, 9, 11, 13,

Questions:
a. What is the first term in the set of numbers?
b. What is the second term?
c. How about the third? Fourth? Fifth? Sixth? Seventh?
d. Do you see any pattern?
e. Are the numbers increasing? By how many?
f. What should be the eighth term to continue the pattern?

2. Examine closely the numbers in the set.

20, 18, 16, 14, ,10,

20
Questions:
a. What is the first term in the set of numbers?
b. What is the second term?
c. How about the third? Fourth? Fifth? Sixth? Seventh?
d. Do you see any pattern?
e. Are the numbers decreasing? By how many?
f. What should be the fifth term to continue the pattern?
g. How about the seventh term, what should it be?

Part 4B
Item 1
Find the pattern and supply the missing term.

1. 3, 6, 9, 12, 15, 18, 21,

2.
5, 10, 15, 20, 25, 30,

3.
30, 28, 26, 24, 22, 20,

4. 90, 80, 70, 60, 50, 40,

21
Part 4C
Item 2
Find the pattern then supply the missing terms.

1. 10, 13, 16, 19, , 25,

9,12,
2. 20, 25, 30, 35, , 45,

3.
1, 2, 5, 6, 9,10, ,14,

4. 40, 36, 32, 28, , 20,

Lesson Component 5 (Lesson Conclusion – Reflection)
Answer the questions below:

What task did you perform best today?

How did your knowledge improve today?

22
How confident do you feel about the focus topic after today’s
lessons? Circle one below:

😕 🤔 🙂 😎
I am not I have some I think I can do I am sure I can
sure/confused idea but this topic do
about this questions this topic
topic about this
topic

23
 Learner’s Worksheet in Mathematics for Grade 2 Lesson 6
Determining the Missing Terms using One Attribute in a Given
Continuous Pattern and in a Given Repeating Pattern

Lesson Component 1 (Lesson Short Review)

Questions:
Examine the set of numbers below. What will be the next number
to continue the pattern?

1. 1, 2, 1, 2, 1, 2, 1, 2, 1,

2.
3, 3, 6, 6, 9, 9, 12, 12,

3. 2, 4, 6, 8, 2, 4, 6, 8, 2,

4.
1, 3, 5, 7, 9, 1, 3, 5, 7,
Lesson Component 3 (Lesson Language Practice)
Key words/terms are:
 Continuous Pattern
 Number Pattern
 Repeating Pattern
 Sequence
 Term

24
Lesson Component 4 (Lesson Activity)
Part 4A
Stem for Items 1 and 2:
1. Look closely to the numbers in the set.

3, 5, 7, 3, 5, 7, 3, 5, 7,

Questions:
a. What is the first term in the set of numbers?
b. What is the second term?
c. How about the third?
d. What is the fourth term? Fifth? Sixth?
e. Do you find any pattern?
f. Are the numbers repeating?
g. What is the eighth term? Ninth? Tenth?
h. What should be the tenth term to follow the pattern?

2. Examine closely the numbers in the set.

20, 18, 20, 16, , 14,

Questions:
a. What is the first term in the set of numbers?
b. What is the second term?
c. How about the third?

25
d. Do you see any pattern?
e. What do you notice on the 1st and 3rd terms?
f. What should be the fifth term to follow the pattern?
g. What should be the seventh term?

Part 4B
Item 1
Questions:
Find the pattern and supply the missing term.

1. 10, 20, 30, 10, 20, 30,

2.
2, 5, 8, 11, 14, 17, 20,

3.
5, 10, 15, 20, 5, 10, 15,

Part 4C
Item 2
Questions:
Find the pattern then supply the missing terms.

1. 2, 5, 4, 5, 6, 5, 8, 5,
26
2.
4, 8, 12, 16, 4, 8, 12,

3.
1, 3, 4, 3, 7, 3, 10, 3,

4.
90, 85, 80, 75, 70, 65,
Lesson Component 5 (Lesson Conclusion – Reflection)
Answer the questions below:

What task did you perform best today?

How did your knowledge improve today?

How confident do you feel about the focus topic after today’s
lessons? Circle one below:

27
 😕 🤔 🙂 😎
I am not I have some I think I can do I am sure I can
sure/confused idea but this topic do
about this questions this topic
topic about this
topic

28
 Learner’s Worksheet in Mathematics for Grade 2 Lesson 7
Visualizing and Counting Numbers by 10s, 50s, 100s

Lesson Component 1 (Lesson Short Review)

Directions:
1. Skip count by 10 to fill in the box with the missing number.

10 20 30 40 50

60 70 80 100

2. Skip count by 50 to find out what is the missing number which

will complete the pattern.

?
250
50 100 150 200

3. Skip count by 100 to fill in the box with the missing number.

100 200 300 400 500

600 700 800 900

0

29
Lesson Component 3 (Lesson Language Practice)
Key words/terms are:
 Number Pattern/ Sequence
 Skip Counting

Lesson Component 4 (Lesson Activity)

Part 4A
Stem for Items 1 and 2:
1. Study the given charts.

SKIP COUNTING BY 10 SKIP COUNTING BY 50

10 20 30 40 50 50 100 150 200 250
60 70 80 90 100 300 350 400 450 500

SKIP COUNTING BY 100

100 200 300 400 500
600 700 800 900 1000

Questions:
a. What do you notice on the first chart?
b. What is the first given number?
c. How many are added from the first given number to come up
with the second number? Second to third? Third to fourth?
d. Is the same number added from the previous number to the
next number?
e. Answer the same set of questions for the other two charts.

30
2. Look closely to the figures in the set.

?
140
100 110 120 130

Questions:
a. What is the first given number? Second?
b. How many are added from the first given number to come up
with the second number? Second to third?
c. Is the same number added from the previous number to the
number to the next?
d. How many should be added to 130 to come up with the
missing number?
e. Answer the same set of questions as you skip count by 50 and
100.
Part 4B
Item 1
Questions:
1. Count by 10s to complete the given set of numbers.

140, 150, 160, 170, 180,

2. Count by 50s to complete the given set of numbers.

100, 150, 200, 250, 300,

30050,
31
3. Count by 100s to complete the given set of numbers.

200, 300, 400, 500, 600,

Part 4C
Item 2
Questions:
1. Count by 10s to complete the given set of numbers.

?
140
100 110 120 130

2. Count by 50s to complete the given set of numbers.

?
450
250 300 350 400

3. Count by 100s to complete the given set of numbers.

?
900
500 600 700 800 0

32
Lesson Component 5 (Lesson Conclusion – Reflection)
Answer the questions below:

What task did you perform best today?

How did your knowledge improve today?

How confident do you feel about the focus topic after today’s
lessons? Circle one below:

😕 🤔 🙂 😎
I am not I have some I think I can do I am sure I can
sure/confused idea but this topic do
about this questions this topic
topic about this
topic

33
 Learner’s Worksheet in Mathematics for Grade 2 Lesson 8
Comparing Using Relational Symbol and Arranging in Increasing or
Decreasing Order the Unit Fractions

Lesson Component 1 (Lesson Short Review)

Directions:
Name the part of the whole shaded with grey.

1. 4.

2. 5.

3. 6.

Lesson Component 3 (Lesson Language Practice)

Key words/terms are:
 Alligator Al
 Decreasing Order
 Increasing Order
 Unit Fraction
Lesson Component 4 (Lesson Activity)
Part 4A
Stem for Items 1 and 2:

34
1. Compare the unit fractions below using Alligator Al.

Questions:
a. In the figure at the left, what part of the whole is shaded
green?
b. What part of the whole is shaded green in the figure at the
right?
c. Compare the shaded regions of the figures?
d. Which is bigger?
e. What relation symbol should be used if the first given fraction is
bigger than the other?
f. Here is another example. Look closely at the figures below.

g. What part of the whole is shaded green in the figure at the left?
h. What part of the whole is shaded green in the figure at the
right?
i. Compare the shaded regions of the figures?
j. Which is bigger?

35
k. What relation symbol should be used if the first given fraction is
smaller than the other?
l. Look closer at the third set of figures below.

m. What part of the whole is shaded green in the figure at the

left?
n. What part of the whole is shaded green in the figure at the
right?
o. Compare the shaded regions of the figures?
p. Which is bigger?
q. What relation symbol should be used if the fractions are the
same?

2. After completing the tasks in comparing two unit fractions, you

can level up by adding another fraction.
This time you are to arrange fractions in increasing order.

36
Questions:
a. What part of the whole is shaded blue in the leftmost figure?
b. What part of the whole is shaded blue in the figure at the
middle?
c. What part of the whole is shaded blue in the rightmost figure?
d. Focusing on the green regions, which is the smallest?
1
e. If is the smallest, what is the biggest?
2

f. How should the fractions be listed from smallest to biggest?

Part 4B
Item 1
Questions:
1. Compare the unit fractions below by encircling the correct
Alligator Al symbol in the
middle box.

2. Encircle the best Alligator Al symbol to be used to compare the

given unit fractions.

37
3. Which Alligator Al symbol in the middle box fits in comparing
the unit fractions below?

Part 4C
Item 2
Questions:
Arrange the following fractions in increasing order. Rewrite the
fraction symbols in the box below the given fractions.

1.

Answer: _____, _____, _____

2.

Answer: _____, _____,

_____

3.

Answer: _____, _____,

_____

38
Lesson Component 5 (Lesson Conclusion – Reflection)
Answer the questions below:

What task did you perform best today?

How did your knowledge improve today?

How confident do you feel about the focus topic after today’s
lessons? Circle one below:

😕 🤔 🙂 😎
I am not I have some I think I can do I am sure I can
sure/confused idea but this topic do
about this questions this topic
topic about this
topic

39
 Learner’s Worksheet in Mathematics for Grade 2 Lesson 9
Visualizing, Representing, and Adding Two-Digit by Three-Digit and
Three-Digit by Three-Digit Numbers with Sums up to 1000 without
and with Regrouping

Lesson Component 1 (Lesson Short Review)

Questions:
1. What is the sum of the two sets of Base Ten Blocks?

2. Find the sum of the two sets of blocks.

3. Add the two sets of blocks.

40
Lesson Component 3 (Lesson Language Practice)
Key words/terms are:
 Addends
 Addition
 Addition With Regrouping
 Addition Without Regrouping
 Sum

Lesson Component 4 (Lesson Activity)

Part 4A
Stem for Items 1 and 2:
1. Bring out your Place Value Chart. Write the highest 3-digit
number that can be formed using the digits 1,2, and 3 on the first
row. Then, write the least 3-digit that can be formed using the same
digits on the second row. Write the sum of the formed numbers on
the third row.
Given
Thousands Hundreds Tens Ones
Number
321 3 2 1

123 1 2 3

TOTAL 4 4 4

Questions:
a. In the ones column, there is a digit 1 on the first row and a digit
3 white on the second row. If you will add 1 and 3, what will be its
total? Write the answer on the third row.
b. In the tens column, there is a digit 2 both on the first row and
second row. What is its total? Write the answer on the third row.

41
c. In the hundreds column, there is a digit 5 on the first row and a
digit 1 on the second row. What is its total? Write the answer in the
third row.
d. What is the sum of the given numbers?

2. Read the given numbers and plot the corresponding chips.

Given
Thousands Hundreds Tens Ones
Number
135 1 3 5

425 4 2 5

TOTAL 5 6 0

Questions:
a. In the ones column, there is a digit 5 on the first row and a digit
5 white on the second row. If you will add 5 and 5, what will be its
total? Write the answer only the digit 0 in the third row then
regroup the digit 1 in the second column.
b. In the tens column, there is a digit 3 on the first row and digit 2
on the second row. What is its total? Do not forget to add the digit
1 that is regrouped earlier. Write the answer on the third row.
c. In the hundreds column, there is a digit 1 on the first row and a
digit 5 on the second row. What is its total? Write the answer in the
third row.
d. What is the total of 135 and 425?

42
Part 4B
Item 1
Directions:
1. Using the Place Value Chart, solve for the sum of 521 and 206.
Given
Thousands Hundreds Tens Ones
Number
521

206

TOTAL

2. What is the sum of 323 and 541? Write the addends on the
Place Value Chart to get the answer.
Given
Thousands Hundreds Tens Ones
Number
323

541

TOTAL

3. In the equation 618 + 71 = N, find the value of N using the Place

Value Chart.
Given
Thousands Hundreds Tens Ones
Number
618

71

TOTAL

43
Part 4C
Item 2
Questions:
1. In the equation 462 + 73 = N, find the value of N using the Place
Value Chart.
2. Using the Place Value Chart, solve for the sum of 325 and 426.
3. What is the sum of 254 and 746? Write the addends on the
Place Value Chart to find the answer.

Lesson Component 5 (Lesson Conclusion – Reflection)

Answer the questions below:

What task did you perform best today?

How did your knowledge improve today?

How confident do you feel about the focus topic after today’s
lessons? Circle one below:

😕 🤔 🙂 😎
I am not I have some I think I can do I am sure I can
sure/confused idea but this topic do
about this questions this topic
topic about this
topic
44
 Learner’s Worksheet in Mathematics for Grade 2 Lesson 10
Solving Routine and Non-routine Problems Involving Addition of
Whole Numbers Including Money with Sums up to 1000 Using
Appropriate Problem-solving Strategies and Tools

Lesson Component 1 (Lesson Short Review)

Questions:
1. Find the total amount of Philippine money in the two boxes.

2. How much money will you get if you combine the Philppine bills
and coins in the two boxes below?

3. What is the total amount of money in the boxes?

45
Lesson Component 3 (Lesson Language Practice)
Key words/terms are:
 Non-routine Problems
 Polya’s Method
 Philippine Money (Bills and Coins)
 Routine Problems

Lesson Component 4 (Lesson Activity)

Part 4A
Stem for Items 1 and 2:
1. Read the problem carefully.

Jhaydel went to the canteen and bought some school supplies. He bought a pad
of paper worth ₱25 and a pencil worth ₱15. How much did he spend for his school
supplies ??

Questions:
a. Who went to the canteen to buy some school supplies?
b. What school supplies did he buy?
c. How much was the pad of paper?
d. How about the pencil?
e. This problem can be solved using Polya’s Method. Since the first
step is to understand it, find out what is asked. Then, tell what the
given numbers are.
f. If the second step is to plan, identify the operation to be used
and write a number sentence that can solve the problem.
g. On the third step, solve.
h. Finally, check and look back. How much did Jhaydel for his
school supplies?

46
2. Read the problem carefully.

Jhayniel saves ₱200 on January, ₱100 on February, and ₱500 on March. How much
does he save in three months?

+ +
January February March

Questions:
a. Using the Philippine bills and coins, show the amount Jhayniel
saves on January.
b. How about the amount or bill he saves in February?
c. Which bill represents his savings in March?
d. How can you find his total savings in three months?
e. Is it easier to solve the problem using real/ play money?
Part 4B
Item 1
Read the problem carefully then answer the questions that follow.

There are 502 learners from Kinder to Grade 3 and 483 learners in Grades
4 to 6 studying in Maayos Elementary School. What is the total number of
pupils studying there?

47
Questions:
1. Understand
a. What is asked in the problem?_____________________________
b. What are given?__________________________________________
2. Plan
c. What operation will be used to solve the problem?________
d. Write the Number Sentence._____________________________
3. Solve
4. Check and Look Back

Part 4C
Item 2
Questions:
Bring out your play money to answer the following problems.
1. Leonie spent ₱90 on Saturday and ₱75 on Sunday. How much
did she spend during the weekend?
2. Mhae saved money weekly as shown below. How much does
she save in three weeks?

+ +
Week 1 Week 2 Week 3

3. Father Noel gave Jhada ₱250 for her food allowance and
another ₱110 for her transportation allowance. How much did
Father Noel give Jhada for her food and transportation
allowances?

48
Lesson Component 5 (Lesson Conclusion – Reflection)
Answer the questions below:

What task did you perform best today?

How did your knowledge improve today?

How confident do you feel about the focus topic after today’s
lessons? Circle one below:

😕 🤔 🙂 😎
I am not I have some I think I can do I am sure I can
sure/confused idea but this topic do
about this questions this topic
topic about this
topic

49
 Learner’s Worksheet in Mathematics for Grade 2 Lesson 11
Visualizing, Representing, and Subtracting 2 to 3-Digit Numbers with
Minuends up to 999 Without and With Regrouping

Lesson Component 1 (Lesson Short Review)

Directions:
1. What is the difference of the two sets?

2. Find the difference of the two sets.

3. Subtract the two sets of blocks.

50
Lesson Component 3 (Lesson Language Practice)
Key words/terms are:
 Subtraction
 Subtraction With Regrouping
 Subtraction Without Regrouping
 Subtrahend
 Minuend

Lesson Component 4 (Lesson Activity)

Part 4A
Stem for Items 1 and 2:
1. Get your Place Value Chart. Give the highest 3-digit number that
can be formed using the digits 5, 7, and 9. Write it on the first row.
Then, give the least 3-digit that can be formed using the digits 2, 4,
and 1. Write it on the second row. Solve for the difference of the
formed numbers.
Given
Thousands Hundreds Tens Ones
Number
975 9 7 5

124 1 2 4

Difference

Questions:
a. In the ones column, there is a digit 5 in the first row while there is
a digit 4 on the second row. Subtract 5 and 4. Write the answer in
the third row.
b. In the tens column, there is a digit 7 on the first row and a digit 2
on the second row. Subtract 7 and 2.
Write the answer in the third row.

51
c. In the hundreds column, there is a digit 9 on the first row and a
digit 1 on the second row. Subtract 9 and 1. Write the answer in
the third row.
d. What is the difference between the numbers?

2. Read the given numbers then write them on the Place Value
Chart.
Given
Thousands Hundreds Tens Ones
Number
782 7 8 2

247 2 4 7

Difference

Questions:
a. In the ones column, there is a digit 2 on the first row and a digit 7
on the second row, can you subtract?
Since you can’t, deduct 1 from the digit 8 in the tens place. Then,
regroup it to the ones by adding 10 to the digit 2. The digit 2 now
becomes 12. Can you already subtract 12 and 7? Write the answer
on the third row.
b. In the tens column, the digit 8 already becomes 7 on the first row
and there is a digit 4 on the second row. What is the difference
between 7 and 4? Write the answer on the third row.
c. In the hundreds column, there is a digit 7 on the first row and a
digit 2 on the second row. What is the difference? Write the answer
in the third row.
d. What is the difference of the numbers?

52
Part 4B
Item 1
Questions:
1. Using the Place Value Chart, solve the difference of 628 and
225.
Given
Thousands Hundreds Tens Ones
Number
628

225

Difference

2. What is the difference of 947 and 405? Write the given numbers
in the Place Value Chart to find the answer.
Given
Thousands Hundreds Tens Ones
Number
947

405

Difference

3. In the equation 288 - 53 = N, find the value of N using the Place

Value Chart.
Given
Thousands Hundreds Tens Ones
Number
288

53

Difference

53
Part 4C
Item 2
Questions:
1. Using the Place Value Chart, solve the difference of 352 and
125.
Given
Thousands Hundreds Tens Ones
Number
352

125

Difference

2. What is the difference between 528 and 309? Write the given
numbers on the Place Value Chart to find the answer.
Given
Thousands Hundreds Tens Ones
Number
528

309

Difference

2. In the equation 550 - 35 = N, find the value of N using the

Place Value Chart.
Given
Thousands Hundreds Tens Ones
Number
550

35

Difference

54
Lesson Component 5 (Lesson Conclusion – Reflection)
Answer the questions below:

What task did you perform best today?

How did your knowledge improve today?

How confident do you feel about the focus topic after today’s
lessons? Circle one below:

😕 🤔 🙂 😎
I am not I have some I think I can do I am sure I can
sure/confused idea but this topic do
about this questions this topic
topic about this
topic

55
 Learner’s Worksheet in Mathematics for Grade 2 Lesson 12
Solving Routine and Non-routine Problems Involving Subtraction of
Whole Numbers Including Money with Minuends up to 1000 Using
Appropriate Problem-solving Strategies and Tools

Lesson Component 1 (Lesson Short Review)

Questions:
1. Find the difference of the amount of Philippine money in the
two boxes.

2. How much money will you get if you deduct the Philppine bills
and coins in the second box to that of the bills in the first box?

3. What is the difference of the amount of money in the boxes

below?

56
Lesson Component 3 (Lesson Language Practice)
Key words/terms are:
 Change
 Illustration Method
 Polya’s Method
 Savings
 Withdrawal

Lesson Component 4 (Lesson Activity)

Part 4A
Stem for Items 1 and 2:
1. Read the problem carefully.

Nheithan went to the canteen and bought a bottle of water worth ₱15. How
much will his change be if he gave the seller a fifty-peso bill?

Questions:
a. Who went to the canteen?
b. What did he buy there?
c. How much did the bottled water cost?
d. How much money did he give the seller to pay for the water?
e. This problem can be solved using Polya’s Method. Since the first
step is to understand it, find out what is asked. Then, recall what
the given numbers are.
f. If the second step is to plan, identify the operation to be used
and write a number sentence that can solve the problem.
g. On the third step, solve.
h. Finally, check and look back. How much change will Jhayniel
receive?

57
2. Read the problem carefully.

Nhoeleth had a total savings of ₱100 in her piggy bank. She got ₱25 from her
savings to buy a pad of paper. How much will be left in her piggy bank?

- =
Savings Withdrawal

Questions:
a. Using the Philippine bills and coins, can you show me the
amount Nhoeleth saved in her piggy bank?
b. Using play/ real money, can you show how much she spent for
her pad of paper?
c. How will you find the amount left in her piggy bank?
e. Is it easier to solve the problem using real/ play money?

Part 4B
Item 1
Read the problem carefully then answer the questions that follow.

Teacher Yheng bought 100 boxes of crayons as her Year-end gift to her Grade
3 Learners in their school. If there were 40 pupils in her class, how many boxes
of crayons will be left undistributed?

58
Questions:
1. Understand
a. What is asked in the problem?_____________________________
b. What are given?__________________________________________
2. Plan
c. What operation will be used to solve the problem?_________
d. Write the Number Sentence.______________________________
3. Solve
4. Check and Look Back_______________________________________

Part 4C
Item 2
Questions:
Use play money or illustration to answer the following problems.
1. Nash bought a book worth ₱125. If he paid the cashier ₱200,
how much will his change be?
2. Aling Pining harvested 225 pieces of mangoes. If she sold 100
pieces to the market, how many pieces of mangoes would be
left unsold?
3. Teacher Linda bought 85 pieces of lollipop. She intended to
give it as her prize for her Grade Two learners and the rest to her
nieces. If there were only 50 learners in Grade Two, how many
lollipops will be given to her nieces?
Lesson Component 5 (Lesson Conclusion – Reflection)
Answer the questions below:

What task did you perform best today?

59
How did your knowledge improve today?

How confident do you feel about the focus topic after today’s
lessons? Circle one below:

😕 🤔 🙂 😎
I am not I have some I think I can do I am sure I can
sure/confused idea but this topic do
about this questions this topic
topic about this
topic

60
 Learner’s Worksheet Mathematics Grade 2 Lesson 13
Illustrating and Writing a Related Equation for Each Type of
Multiplication: Repeated Addition, Array, Counting by Multiples,
and Equal Jumps on the Number Line

Lesson Component 1 (Lesson Short Review)

Directions:
Draw the number of objects inside the box based on the given
multiplication situation. Answer the questions that follow. Study the
example below for your reference.
Example: 3 groups with 4 popsicles sticks each

a. What is the repeated addition of the illustration? 4 + 4 + 4

b. Write the multiplication sentence for this. 3 x 4 = 12

1. 2 groups with 2 balls each

a. What is the repeated addition of the illustration? _______

b. Write the multiplication sentence for this. ________

61
2. 4 groups with 3 letter A each

a. What is the repeated addition of the illustration? _______

b. Write the multiplication sentence for this. ________

3. 5 groups with 4 apples each

a. What is the repeated addition of the illustration? _______

b. Write the multiplication equation for this. ________

Lesson Component 3 (Lesson Language Practice)

Key words/terms are:
 Array
 Illustration
 Multiples
 Multiplication Equation
 Number Line
 Repeated Addition
Lesson Component 4 (Lesson Activity)
Part 4AA
Stem for Items 1 and 2:
1.a. Complete the missing number to show the repeated addition
and multiplication equation of the
Illustrations. An example is given below.
62
 2 groups with 3 balloons each

Repeated Addition: number of balloons in group 1 + number of

balloons in group 2
3
3 + ________
________
Multiplication Equation: number of groups X number of balloons
of each group = total number of balloons
2
________ x ________
3 6
= ________

a. 3 groups with 4 bananas each

Repeated Addition: _____ + _____ + _____

Multiplication Equation: _____ + _____ = 12
b. 2 groups with 5 baseball bats each

Repeated Addition: _____ + _____

Multiplication Equation: _____ + _____ = 10

63
c. 5 groups with 3 bells each

Repeated Addition: _____ + _____ + _____ + _____ + ______

Multiplication Equation: _____ + _____ = 15

1.b. Draw an array of objects based on the situations below. Write

the multiplication equation for
each illustration. An example is done for you.
Example: 2 rows and 5 columns of pencils.

Multiplication Equation: number of rows X number of columns

= total number of objects
2 x ________
________ 5 10
= ________
a. 3 rows and 4 columns of ice cream cones

Multiplication equation: ________ x ________ = ________

64
b. 4 rows and 5 columns of squares

Multiplication equation: ________ x ________ = ________

c. 5 rows and 10 columns of stars

Multiplication equation: ________ x ________ = ________

2.a. Using the grid, show multiplication as counting by multiples.

Follow the directions and answer the questions below. For your
reference refer to the example below.
Multiples of 3
1 2 3 4 5

6 7 8 9 10

11 12 13 14 15
2.a.1. Write numbers 1 to 15 inside the square from left to right.
2.a.2. Color the squares green the first 4 multiples of 3 to show
3 X 4.

65
Directions:
a. Show 2 x 10 by shading the squares red the first 10 multiples of 2
in the number grid below.

1 2 3 4 5 6 7 8 9 10

11 12 13 14 15 16 17 18 19 20

21 22 23 24 25 26 27 28 29 30

b. Using the number grid, write numbers 1 to 50 inside the squares

from left to right. Mark X the first 5 multiples of 4 to show 4 x 5.

2.b. Show multiplication as equal jumps using a number line. An

example below shows multiplication
expression 3 x 5.

66
Directions:
a. Continue to draw an arrow to show the multiplication
expression.
a.1. 5 x 3

a.2. 6 x 5

a.3. 10 x 3

b. Write the multiplication equation of the illustration below.

b.1. ___________

67
 b.2. __________

Part 4B
Item 1
Directions: Match the illustrations in column A with its
corresponding repeated addition or multiplication
expression in column B. Write your answer on the space
before the number.

COLUMN A A. 3 X 5
COLUMN B
B. 5 + 5 + 5 + 5
_____1.
C. 2 + 2 + 2 + 2 + 2 + 2 + 2 + 2 + 2 + 2
D. 10 + 10 + 10

______2.

______3.

68
Part 4C
Item 2
1. Using the number grid, color green the first 7 multiples of 3 to
show the multiplication expression 3 x 7.

1 2 3 4 5 6 7 8 9 10
11 12 13 14 15 16 17 18 19 20
21 22 23 24 25 26 27 28 29 30
31 32 33 34 35 36 37 38 39 40
41 42 43 44 45 46 47 48 49 50

2. Put a check mark the first 5 multiples of 10 to show the

multiplication expression 5 x 10.
1 2 3 4 5 6 7 8 9 10
11 12 13 14 15 16 17 18 19 20
21 22 23 24 25 26 27 28 29 30
31 32 33 34 35 36 37 38 39 40
41 42 43 44 45 46 47 48 49 50

3. Show the multiplication expression 5 x 8 by encircling the first 8

multiples of 5.

1 2 3 4 5 6 7 8 9 10
11 12 13 14 15 16 17 18 19 20
21 22 23 24 25 26 27 28 29 30
31 32 33 34 35 36 37 38 39 40
41 42 43 44 45 46 47 48 49 50

69
4. Draw an arrow showing equal jumps in a number line below to
illustrate the mathematical equation
2 x 8 = 16.

5. Illustrate the multiplication expression 10 X 8 by drawing an

arrow showing equal jumps of 10 units.

Lesson Component 5 (Lesson Conclusion – Reflection)

Answer the questions below:

What task did you perform best today?

How did your knowledge improve today?

How confident do you feel about the focus topic after today’s
lessons? Circle one below:

😕 🤔 🙂 😎
I am not I have some I think I can do I am sure I can
sure/confused idea but this topic do
about this topic questions about this topic
this topic

70
 Learner’s Worksheet Mathematics Grade 2 Lesson 14
Illustrating the following Properties of Multiplication and Applying
each in Relevant Situation: (a) Identity, (b) Zero, and (c)
Commutative

Lesson Component 1 (Lesson Short Review)

Directions:
Write the repeated addition and the corresponding
multiplication expression of the following illustrations. Refer to the
example given below.
Example:

Answer: 4 + 4 + 4 = 3 x 4

1.

Answer: _______________________

2.

Answer: _______________________

71
3.

Answer: _______________________
Lesson Component 3 (Lesson Language Practice)
Key words/terms are:
 Commutative Property of Multiplication
 Identity Property of Multiplication
 Illustration
 Multiplication Equation
 Properties of Multiplication
 Zero Property of Multiplication

Lesson Component 4 (Lesson Activity)

Part 4A
Stem for Items 1 and 2:
1. Directions: Answer the questions based on the given
illustrations. An item is done for you.
Example: What is the multiplication equation of the
illustrations below?

Answer: 1 x 4 = 4 Answer: 6 x 0 = 0

72
Questions:
a. What multiplication equation can be derived in this illustration?
_______________

b. What will be the multiplication equation if there is only 1 peso

coin in each of the 4 cans as illustrated below? _______________

c. Illustrate 5 circles with 1 letter A inside. What is the multiplication

equation for this? _______________

d. What is the multiplication equation of the illustrations below?

8 squares with zero letter B inside

Answer: ______________

73
 An empty 7 bags

Answer: ______________

2. Interchange the number of objects in rows and columns to

show commutative property of multiplication. Write the
multiplication equation for each illustration. Below is an
example for your reference.

Questions:
What is the multiplication equation of the situations below?
Illustrate your answer to show commutative property of
multiplication.
a. 3 letter A in a row, 2 in a column and vice versa

74
b. 4 stars in a row, 5 in a column and vice versa

c. 5 circles in a row, 6 in a column and vice versa

Part 4B
Item 1
Examine the illustration of different situations below. Write the
mathematical equation for each.

1. Three circles with letter with one letter X inside it

Multiplication Equation: ___________________________

75
2. one pencil in each of the 5 fish bowls

Multiplication Equation: ___________________________

3. Ten squares with one circle each.

Multiplication Equation: ___________________________

4. An empty eight cabinets

Multiplication Equation: ___________________________

76
5. Nine boxes with no objects inside it

Multiplication Equation: ___________________________

Part 4C
Item 2
Directions: Interchange the number of objects in rows and columns
to show commutative property of
Multiplication. Draw your answer in the empty box. Write the
multiplication equation for each illustration.

1.

2.

3.

77
Lesson Component 5 (Lesson Conclusion – Reflection)
Answer the questions below:

What task did you perform best today?

How did your knowledge improve today?

How confident do you feel about the focus topic after today’s
lessons? Circle one below:
😕 🤔 🙂 😎
I am not I have some I think I can do I am sure I can
sure/confused idea but this topic do
about this questions this topic
topic about this
topic

78
 Learner’s Worksheet Mathematics Grade 2 Lesson 15
Visualizing Multiplication of Numbers 1 to 10 by 2, 3, 4, 5 and 10.

Lesson Component 1 (Lesson Short Review)

Directions:
Show the repeated addition of the following multiplication
expression. Study the example for your reference.
Example: 5 x 3 = 5 + 5 + 5
1. 2 x 3 = __________
2. 3 x 4 = __________
3. 5 x 2 = __________
4. 6 x 3 = __________
5. 9 x 5 = __________

Lesson Component 3 (Lesson Language Practice)

Key words/terms are:
 Group
 Multiplication of Numbers
 Set
 Visualization of Multiplication

Lesson Component 4 (Lesson Activity)
Part 4A
Stem for Items 1 and 2:
1. Directions: Write the repeated addition of the following
illustrations and its corresponding multiplication equation. An
example is given below.

79
 Repeated addition :2+2+2=6
Multiplication equation: 2 x 3 = 6

a. c.

Repeated addition :_______________

Multiplication equation :_______________

Repeated addition :_______________

Multiplication equation :_______________

b.
Repeated addition : ______________
Multiplication equation : ______________

2. Draw the sets of objects of each situation inside the box. Write
the multiplication equation of the illustrations. Analyze the
example for you to keep going.

80
Example: 7 sets of 5 erasers

Multiplication equation : 5 x 7 = 35

a. 3 sets of 2 squares

Multiplication equation: ______________

b. 8 equal jumps in a number line with 3 units each

Multiplication equation: ______________

81
c. 5 groups of 8 stars

Multiplication equation: ______________

Part 4B
Item 1
Directions: Study the sets of chips in illustrations A, B and C. Answer
the questions that follow. Write
your answer on the space before each number.

______1. Which of the illustrations represents 3 sets of 4s and gives

a product of 12 ?
______2. Which illustration gives an equation of 6 + 6 + 6 + 6 + 6 =
6x5?
______3. What letter illustrates 4 x 3 = 12 ?
______4. In illustration A, what will be the product to its
multiplication equation 6 X 5 = ____?
82
______5. Which of the illustrations shows 3 x 10 = 30?

Part 4C
Item 2
Directions: Illustrate the situations by drawing the set of objects
inside the box. Write the multiplication
equation of the illustrations.

a. 2 sets of pencils with 4 pieces each

Multiplication equation: ______________

b. 4 equal jumps in a number line with 6 unit each

Multiplication equation: ______________

83
c. 7 groups of eggs with 10 pieces each

Multiplication equation: ______________

Lesson Component 5 (Lesson Conclusion – Reflection)
Answer the questions below:

What task did you perform best today?

How did your knowledge improve today?

How confident do you feel about the focus topic after today’s
lessons? Circle one below:

😕 🤔 🙂 😎
I am not I have some I think I can do I am sure I can
sure/confused idea but this topic do
about this questions this topic
topic about this
topic

84
 Learner’s Worksheet Mathematics Grade 2 Lesson 16
Visualizing and Representing Division and Writes a Related Equation
for each Type of Situation: Equal Sharing, Repeated Subtraction,
Equal Jumps on the Number Line, and Formation of Equal Groups of
Objects

Lesson Component 1 (Lesson Short Review)

Directions:
Count the number of pencils. Divide them equally into different
numbers of containers as shown below. How many pencils will be
placed in each of the containers? Draw your answer.

1.

2.

3.

85
Lesson Component 3 (Lesson Language Practice)
Key words/terms are:
 Equal Groups
 Equal Jumps
 Equal Sharing
 Repeated Subtraction
 Visualization
 Writing Related Equation
Lesson Component 4 (Lesson Activity)
Part 4A
Stem for Items 1 and 2:
1.a. Directions: Complete the table by drawing the division of
apples based on the situation and, writing the division equation
on the third column. Study item 1 for your reference.
.

Division Division
Division as Equal Sharing
Situation Equation

1. Petra and
Pedro divide
the apples
18 ÷ 2 = 9
equally into 2.

86
 2. Apples
were divided
into 3 equal ______________
parts

3. 4 children
received
equal partition ______________
of the apple

1.b. Show division as repeated subtraction and write the division

equation of each situation below. Study
the example for you to keep going.

1. The 8 toy cars were divided into 2 kids. 3. The 32 learners were grouped into 6.

87
2. The 5 girls equally partitioned the 20 flowers among them.

2.a. Draw an arrow to show division as equal jumps on a number

line. Write the division equation for
each illustration. Refer to an example below.
Example: Divide 10 by 2.

Division Equation: 10 ÷ 2 = 5

a. Divide 8 by 2

Division Equation: _____________________

88
b. Divide 12 by 3

Division Equation: _____________________

c. Divide 20 by 4

Division Equation: _____________________

d. Divide 25 by 5

Division Equation: _____________________

2.b. Answer the questions below to show division as formation of

equal groups of objects. An example below serves as your guide.
Example: Divide the house into 3 groups. How many groups
3
are there? ________

89
Questions:
1. Box to divide the candies into 2 groups. How many candies are
there in each group? __________

2. Encircle to divide the boards into 3 groups. How many boards

are there in each group? __________

c. Draw a line to group the coins into 5. How many coins are there
in each group? __________

90
Part 4B
Item 1
A. Directions: Visualize division as equal sharing by drawing objects
based on the given situation.
1. The chips were divided equally into Jose and Josefa. How many
chips did each one get? __________

2. Divided the chips below into 3 kids. How many chips will each of
them receive?

3. If the chips below will be distributed to 6 children, how many

chips will each child receive?

91
B. Directions: Use repeated subtraction to show division. Then, write
the division equation of each situation.
1. The 21 roses were 2. 50 gifts were partitioned 3. The 35 eggs were divided
distributed to distributed to 7 by 10 people. by 5 workers. Each one gets
ladies. an equal portion.
Repeated Subtraction Repeated Subtraction Repeated Subtraction

Division Equation Division Equation Division Equation

___________________ ___________________ ___________________

Part 4C
Item 2
A. Directions: The number line below shows equal jumps. Write the
division equation of each illustration.

1. __________________

2. _________________

3. __________________

92
B. Directions: Box to group the objects based on the given situation.

1. The popsicle sticks were group divided into 5 groups. How many
popsicle sticks are in each group?
__________

2. Divided the apple into 3 groups. How many apples are there in
each group? ____________

Lesson Component 5 (Lesson Conclusion –

Reflection/Metacognition on Pupil Goals)
Answer the questions below:

What task did you perform best today?

93
How did your knowledge improve today?

How confident do you feel about the focus topic after today’s
lessons? Circle one below:

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sure/confused idea but this topic do
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94
 Pupil Worksheet Mathematics Grade 2 Lesson 17
Visualizing Division of Numbers up to 100 by 2,3,4,5, and 10
(Multiplication Table of 2, 3, 4, 5 and 10)

Lesson Component 1 (Lesson Short Review)

Directions:
Match the illustration in column A with the corresponding division
equation in column B. Write your answer on the space before the
number.
COLUMN A COLUMN B
_____1. A. 18 ÷ 6 = 3

B. 12 ÷ 3 = 4

C. 24 ÷ 4 = 6

_____2.

_____3.

Lesson Component 3 (Lesson Language Practice)

Key words/terms are:
95
  Division of Numbers
 Visualization

Lesson Component 4 (Lesson Activity)

Part 4A
Stem for Items 1 and 2:
1. Directions: Study the example below. Answer the questions
that follow.
Example: Divide the squares by 2s. How many groups of 2s
are there?
You may use any strategy to emphasize division.
Answer: There are 10 groups by 2s.

Questions:
a. Divide the squares by 3s. How many groups of 3s are there? ___

96
b. Divide the squares by 4s. How many groups of 4s are there? ___

c. Divide the squares by 5s. How many groups of 5s are there?

_____________________

d. Divide the squares by 10s. How many groups of 10s are there?
_____________________

97
2. Count the chips in the illustration. Box to group them according
to the division situation below and answer the questions that
follow. Refer to example as your guide.

Example: Group the chips by 2s. How many groups of 2s are

there? 12

Questions:
a. Divide the chips by 3s. How many groups of 3s are there? _____

b. Divide the chips by 4s. How many groups of 4s are there? _____

98
c. Group the chips by 5s. How many groups of 5s are there? _____

d. Group the chips by 10s. How many groups of 10s are there?
_____

Part 4B
Item 1
Directions: Divide the popsicle sticks based on the given situation.
Box the number of sticks to show division. An example is given
below.

99
 Example: Divide the popsicle sticks by 2s. How many
groups were made? 9

1. Divide the popsicle sticks by 3s? How many groups of 3s were

made? _____

2. Divide the popsicle sticks by 4s? How many groups of 4s were

made? _____

100
3. Divide the popsicle sticks by 5s? How many groups of 5s were
made? _____

4. Divide the popsicle sticks by 10s? How many groups of 10s were
made? _____

101
Part 4C
Item 2
Directions: Show division of numbers by encircling a group object
based on the given situation. Answer the questions that follow.

1. Group the cubes in 2s. How many groups of 2s are there? _____

2. Group the cubes in 3s. How many groups of 3s are there? _____

102
3. Group the cubes in 4s. How many groups of 4s are there? _____

4. Group the cubes by 5s. How many groups of 5s are there? _____

5. Group the cubes by 10s. How many groups of 10s are there?
_____

103
Lesson Component 5 (Lesson Conclusion –
Reflection/Metacognition on Pupil Goals)
Answer the questions below:

What task did you perform best today?

How did your knowledge improve today?

How confident do you feel about the focus topic after today’s
lessons? Circle one below:

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sure/confused idea but this topic do
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104
 Pupil Worksheet Mathematics Grade 2 Lesson 18
Solving Routine and Non-routine Problems Involving Division of
Numbers by 2, 3, 4, 5, and 10 and with Any of the other Operations
of Whole Numbers Including Money Using Appropriate Problem-
Solving Strategies and Tools

Lesson Component 1 (Lesson Short Review)

Questions:
Directions: Find the quotient. Write your answer inside the box.

1. 14 ÷ 2 = 4. 55 ÷ 5 =

2. 21 ÷ 3 = 5. 90
÷ 10
=

3 32 ÷ 4 =

Lesson Component 3 (Lesson Language Practice)

Key words/terms are:
 Solve Routine Problems
 Solve Non-routine Problems
 Dividing Numbers
 Other Operations
 Problem-Solving Strategies
 Tools
Lesson Component 4 (Lesson Activity)
Part 4A
Stem for Items 1 and 2:
1. Directions: Read the word problem carefully and answer the
questions that follow. Encircle only the letter of the correct answer.
Problem: Two kids bought three notebooks worth ₱ 10 each. How much does
each person contribute to pay the bill?

105
Questions:
1. What is asked in the problem?
A. The amount of money that each one will have to pay.
B. The number of books they bought.
C. The total amount they must pay.
2. What are the given facts?
A. 3 notebooks
B. 2 kids and 3 notebooks
C. 2 kids, 3 notebooks worth ₱ 10 each.
3. Which of the following is the correct mathematical equation to
solve the problem?
A. 10 x 3 = N
B. 10 ÷ 2 = N
C. (10 x 3) ÷ 2 = N
4. What is the answer to the problem?
A. ₱ 15
B. ₱ 20
C. ₱ 30

2. Directions: Read the word problems carefully. Answer the

questions by encircling the letter of your choice. An example is
shown below.

Example: Pedro bought 2 pads of paper for ₱90. How much

does each pad of paper cost?

Solution 1: Divide the money as illustrated below.

106
 Solution 2:

Questions:
1. A box of pizza with 24 slices was given to 3 people. How many
slices of pizza each of the person will get?

2. Pedro wants to share his ₱ 50 extra money to his 5 penniless

classmates. How much will each of his classmates receive?

107
3. Ana brought 12 chocolates for his 4 friends. How many
chocolates will she give to each one of them?

Part 4B
Item 1
Directions: Read the word problem carefully and answer the
questions that follow. Encircle only the letter of the correct answer.
Problem: Maria was paid for cleaning the garden for two days. She earned
₱25 on the first day and ₱55 on the second day. If she will spend it equally
for 4 days, how much will she spend per day?

Questions:
1. What is asked in the problem?
A. The total amount of money she earned.
B. The amount of money she will spend per day.
C. The amount of money she earned for two days.
2. What are the given facts?
A. two days
B. ₱25 and ₱55
C. ₱25, ₱55 and 4 days of equal spending
3. Which of the following is the correct mathematical equation to
solve the problem?
A. 25 + 55 = N
B. (25 + 55) ÷ 2 = N
C. (25 + 55) ÷ 4 = N

108
4. What is the answer to the problem?
A. ₱ 20
B. ₱ 40
C. ₱ 40

Part 4C
Item 2
1. If Juan divides his 8 hours free time on Saturday to reading
books, answering tasks, doing household chores, and playing,
how many hours will he allocate in each event?

2. Solidad saved ₱50 from her 10 days allowance. If she saved

equal amount, how much did she save each day?

3. Don Pepito has 100 hectares of land. He wants to bequeath it

equally to his 5 children. How many hectares of land will each his
children receive?

109
Lesson Component 5 (Lesson Conclusion –
Reflection/Metacognition on Pupil Goals)
Answer the questions below:

What task did you perform best today?

How did your knowledge improve today?

How confident do you feel about the focus topic after today’s
lessons? Circle one below:

😕 🤔 🙂 😎
I am not I have some I think I can do I am sure I can
sure/confused idea but this topic do
about this questions this topic
topic about this
topic

110
 Learner’s Worksheet in Mathematics for Grade 2 Lesson 19
Visualizing, Identifying, Classifying, and Describing Half Circles and
Quarter Circles

Lesson Component 1 (Lesson Short Review)

Directions:
Find the circles in the set of figures. Write the letter in the correct
box.

A B C D E

Circle Not a Circle

Lesson Component 3 (Lesson Language Practice)

Key words/terms are:
 Circle
 Compass
 Half Circle
 Plane Figure
 Protractor
 Quarter Circle

111
Lesson Component 4 (Lesson Activity)
Part 4A
Stem for Items 1 and 2:
1A. A circle Is shown in Figure 1. Cut it in half, as shown in Figure 2.
One-half of the part of the circle is shown in Figure 3.

Figure 1 Figure 2 Figure 3

Questions:
a. What kind of plane figure is shown in Figure 1?
b. What do you notice in Figure 2?
c. Describe Figure 3.
d. What do you call it?
e. How many half circles are there in one whole circle?
f. What Mathematics tool can help you draw a semi-circle/ half
circle?
g. Can you name half-circle objects?
h. What are the characteristics of a half circle?

1B. Look closely to the figures in the set.

Figure 1 Figure 2 Figure 3 Figure 4

112
Questions:
a. What kind of plane figure is shown in Figure 1?
b. What do you notice in Figure 2?
c. Do you remember Figure 3?
d. What do you call it?
e. What happened in Figure 4?
f. Do you have any idea how this figure is called?
g. How many quarter circles are there in one whole circle?
h. Can you name quarter-circle objects?
i. What are the characteristics of a quarter circle?

2. Classify the figures as half circle or quarter circle. Write only the
letter of the figure in the correct box.
Half Circle

Quarter Circle

A B C D E

113
Part 4B
Item 1
Matching Type: Match the question in Column A to the answer
figure in Column B. Write the letter on the blank before the
number.

Column A Column B
A.
_____ 1. Which of the following figures is a half-circle?

_____ 2. Which of the following Mathematical tools best B.

represents a half-circle?

_____ 3. Which figure will make a quarter circle into a half- C.

circle.

_____ 4. Which of the following figures is a quarter-circle? D.

Part 4C
Item 2
1. Classify the figures as half circle or quarter circle. Write only the
letter of the figure in the correct box.
Half Circle

A B C D E

Quarter Circle

F G H

114
Lesson Component 5 (Lesson Conclusion –
Reflection/Metacognition on Pupil Goals)
Answer the questions below:

What task did you perform best today?

How did your knowledge improve today?

How confident do you feel about the focus topic after today’s
lessons? Circle one below:

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sure/confused idea but this topic do
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115
 Learner’s Worksheet in Mathematics for Grade 2 Lesson 20
Identifying, Naming and Describing the Four Basic Shapes (Square,
Rectangle, Triangle, and Circle) in 2-Dimensional and 3-
Dimensional Objects

Lesson Component 1 (Lesson Short Review)

Directions:
Read each statement carefully. If the statement is correct,
encircle TRUE. If it is incorrect, encircle FALSE.

1. This is a square. 3. This figure is a triangle.

TRUE FALSE TRUE FALSE

2. The figure below is a rectangle. 4. This is a circle.

TRUE FALSE TRUE FALSE

Lesson Component 3 (Lesson Language Practice)

Key words/terms are:
 2-Dimensional Objects
 3-Dimensional Objects
 Circle
116
  Rectangle
 Square
 Triangle

Lesson Component 4 (Lesson Activity)

Part 4A
Stem for Items 1 and 2:
1. Here are figures A, B, C, and D.

A B C D

Questions:
a. What kind of plane figure is shown in Figure A?
b. How many sides does it have?
c. What can you say about the measure of its sides?
d. What kind of figure is shown in Figure B?
e. How many sides does it have?
f. Describe the measure of its lengths? Widths?
g. How do you call Figure C?
h. How many sides does it have?
i. Do you know what shape is shown in Figure D?
j. What are the four basic shapes?

117
2. Examine the given figures.

Questions:
a. What kinds of shapes do you see in Figure E?
b. Do you know how this Figure is called?
c. Let us look closer at Figure F. What basic shapes make up this
figure?
d. Describe Figure G.
e. What basic shapes can you see in Figure H?
f. Can you give any shape that makes up Figure I?
g. Give the basic shapes seen in each of the 3-dimensional
figures.

Part 4B
Item 1
Matching Type: Match the question in Column A to the answer
figure in Column B. Write the letter on the blank before the
number.

118
 Column A Column B
A.
_____ 1. Which of the shapes is an illustration is a circle?

B.
_____ 2. Which of the four basic shapes has 4 equal
sides?

C.

_____ 3. Which is a closed figure that has three sides?

D.
_____ 4. Which of the four figures have two pairs of
equal sides?

Part 4C
Item 2
Directions: Choose the illustration which best answers the
questions in each item. Write A or B on the space
provided before number.

_____1. In which 3-dimensional figure _____3. Which of the figures consists

do you see a circle? of six squares?

A B A B

_____2. Which figure has rectangles? _____4. In which 3-dimensional

figure do you find triangles?

A B
A B

119
Lesson Component 5 (Lesson Conclusion – Reflection)
Answer the questions below:

What task did you perform best today?

How did your knowledge improve today?

How confident do you feel about the focus topic after today’s
lessons? Circle one below:

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sure/confused idea but this topic do
about this questions this topic
topic about this
topic

120
 Learner’s Worksheet in Mathematics for Grade 2 Lesson 21
Determining Missing Term/s in a Given Continuous Pattern using
Two Attributes

Lesson Component 1 (Lesson Short Review)

Questions:
What will be the next figure to continue the pattern? Encircle the
letter of the figure that shows your answer.

1.

A B

2.

A B

3.
A B

4.
A B

121
5.

A B

Lesson Component 3 (Lesson Language Practice)

Key words/terms are:
 Attribute
 Pattern
 Term
Lesson Component 4 (Lesson Activity)
Part 4A
Stem for Items 1 and 2:
1. Look closely to the figures in the set.

Questions:
a. What is the first figure in the set?
b. What is the second figure?
c. How about the third? Fourth?
d. Do you see any pattern?
e. What should be the next figure to continue the pattern?
2. Look closely to the figures in the set.

122
Questions:
a. What is the first figure in the set?
b. What is the second figure?
c. How about the third? Fourth? Fifth? Sixth?
d. Do you see any pattern?
e. What should be the next figure to continue the pattern?

Part 4B
Item 1
Find the pattern and draw the missing term. Encircle the letter of
the figure that shows your answer.

1.
A B

2.

A B

3.

A B

123
Part 4C
Item 2
Find the pattern then draw the missing figure in the space
provided for.

1.

2.

3.

4.

124
Lesson Component 5 (Lesson Conclusion – Reflection)
Answer the questions below:

What task did you perform best today?

How did your knowledge improve today?

How confident do you feel about the focus topic after today’s
lessons? Circle one below:

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sure/confused idea but this topic do
about this questions this topic
topic about this
topic

125
 Learner’s Worksheet in Mathematics for Grade 2 Lesson 22
Determining the Missing Terms using One Attribute in a Given
Continuous Pattern and in a Given Repeating Pattern

Lesson Component 1 (Lesson Short Review)

Questions:
What will be the next figure to continue the pattern? Encircle the
letter of the figure that shows your answer.

1.
A B

2.
A B

3.
A B

4.
A B

126
Lesson Component 3 (Lesson Language Practice)
Key words/terms are:
 Attribute
 Pattern
 Term

Lesson Component 4 (Lesson Activity)

Part 4A
Stem for Items 1 and 2:
1. Look closely to the figures in the set.

Questions:
a. What is the first figure in the set?
b. What is the second figure?
c. How about the third? Fourth? Fifth?
d. Do you see any pattern?
e. What attribute of the figure changes?
f. What should be the next term to continue the pattern?

2. Look closely to the figures in the set.

127
Questions:
a. What is the first figure in the set?
b. What is the second figure?
c. How about the third? Fourth? Fifth? Sixth?
d. Do you see any pattern?
e. What attribute of the figure changes?
f. What should be the next term to continue the pattern?

Part 4B
Item 1
What will be the next two figures to continue the pattern? Encircle
the letter of the figure that shows your answer.

1. B

2. B

3. B

128
Part 4C
Item 2
Find the pattern and draw the missing figures in the space
provided for.

1.

2.

3.

Lesson Component 5 (Lesson Conclusion – Reflection)

Answer the questions below:

What task did you perform best today?

129
How did your knowledge improve today?

How confident do you feel about the focus topic after today’s
lessons? Circle one below:

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sure/confused idea but this topic do
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topic

130
 Learner’s Worksheet in Mathematics for Grade 2 Lesson 23

Identifying Straight Lines and Curves, Flat and Curved Surfaces in 3-

Dimensional Object

Lesson Component 1 (Lesson Short Review)

Questions:
Can you recall the four basic shapes? Match the 2-dimensional or
3-dimensional figure in Column A to the basic shape that makes
up it. Write the letter on the blank provided before the number.
Column A Column B

____________1. A. square

____________2. B. circle

____________3.
C. triangle

____________4.
D. rectangle

____________5.
E. star

131
Lesson Component 3 (Lesson Language Practice)
Key words/terms are:
 3-Dimentional Object
 Curve Line
 Curved Surface
 Flat Surface
 Straight Line
Lesson Component 4 (Lesson Activity)
Part 4A
Stem for Items 1 and 2:
Directions: Identify the following one-dimensional shape. Write
Straight Line if it has no width or curves and Curve Line if it bends
smoothly without sharp edges.

____________1. ___________4.

____________2. ___________5.

___________3.

132
2. Examine the solid figures below.

Questions:
a. Which solid figure has cylindrical curve and two circular flat
surfaces?
b. Which solid figure has six squares?
c. Which solid figure has 4 rectangles and two squares?
d. Which solid figure has a circular flat surface and a curved
surface?
e. Which solid figure has all triangular flat surfaces?
Part 4B
Item 1
Directions: Write SL if the figure is a straight line and CL if curve
line.
____________1.

____________2.

____________3.

____________4.

____________5.

133
Part 4C
Item 2
Directions: Write Flat Surface if the figure has plane surface
without curves and Curved Surface if it has a round surface.

____________1.

____________2.

____________3.

____________4.

____________5.

134
Lesson Component 5 (Lesson Conclusion – Reflection)
Answer the questions below:

What task did you perform best today?

How did your knowledge improve today?

How confident do you feel about the focus topic after today’s
lessons? Circle one below:

😕 🤔 🙂 😎
I am not I have some I think I can do I am sure I can
sure/confused idea but this topic do
about this questions this topic
topic about this
topic

135
136