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Subject: Mathematics
Semester: 1
Period: 2
Week: 8
School Name: ____________________________
Teacher’s Name: _________________________
Subject: Mathematics
Grade Level: Grade 2
Date: Week 8
Lesson Duration: 45 minutes
Week & Period: Week 8, Period 2
Topic: Place Value
Sub-topic: Understanding Place Value of Digits
Learning Objectives
By the end of the lesson, students should be able to:
Recognize and name the place value of digits in a number
Identify digits in hundreds, tens, and units places
Decompose numbers into hundreds, tens, and units
Previous Knowledge
Students already know how to count and write numbers up to 200.
Instructional Materials
Mathematics textbook for Grade 2, base-10 blocks, place value charts
Lesson Development – ABC Model
A – Anticipation (Warm-up / Starter)
Time: 5–10 minutes
The teacher writes numbers like 23, 58, 104 on the board and asks learners to read them.
Quick question: “Which digit is bigger in 23: the 2 or the 3?”
B – Building Knowledge (Main Lesson Body)
Time: 25–30 minutes
Definition: Place value is the value of a digit based on its position in a number.
In a 3-digit number, the first digit from the right is units (ones), the second digit is tens, and the third digit is hundreds.
Examples:
174 = 1 hundred + 7 tens + 4 units = 100 + 70 + 4
208 = 2 hundreds + 0 tens + 8 units = 200 + 0 + 8
350 = 3 hundreds + 5 tens + 0 units = 300 + 50 + 0
Use place value charts to arrange numbers.
Teacher shows base-10 blocks (hundreds square, tens rods, units cubes) to represent numbers physically.
Learners’ Activities (Expanded):
Work in groups to decompose given numbers.
Fill in place value charts with digits for given numbers.
Identify digits in hundreds, tens, or units places in worksheet exercises.
Assessment Checks:
Oral questions: “What is the value of 6 in 462?” (Answer: 60).
Write 253 in expanded form.
Notes (Expanded & Detailed):
Each digit in a number has a value depending on its place.
The rightmost digit is always units, the next one is tens, then hundreds.
Writing in expanded form shows the full value of each digit.
C – Consolidation (Conclusion & Assessment)
Time: 5–10 minutes
Summary: Students recap by breaking down numbers like 329 = 300 + 20 + 9.
Evaluation Method (Expanded):
Exit slip: Write the expanded form of 416.
Assignment (Expanded):
Write the place value of digits in 582 and 307.
Follow-up Activity:
Learners create their own number chart with hundreds, tens, and units for practice at home.
Differentiation / Inclusive Strategies
Provide manipulatives (sticks, blocks) for struggling learners.
Teacher’s Reflection (After Class)
What worked well? ___________________________________________
What needs improvement? ____________________________________
Students’ engagement level: ☑ High ☑ Medium ☑ Low