SEMI-DETAILED LESSON PLAN IN

MATHEMATICS 7
School DIVINA PASTORA COLLEGE Grade Level 7
Learning
DAILY LESSON Teacher Arine Belle P. Blanco MATH
Area
Date Quarter 1st

I. COMPETENCY/IES
 Performs operations on rational numbers.

OBJECTIVES (COTA #1)

At the end of the lesson, the students should be able to:

a. define rational numbers;

b. relate operations on rational numbers in real life situation; and
c. perform operation on rational numbers.

II. SUBJECT MATTER

 TOPIC: Operations on rational numbers

 REFERENCE/S
o

MATERIALS: (COTA #2)

o Powerpoint presentation
o Chalkboard
o Chalk

 PVMGO
Prior knowledge (COSLA #15)

III. PROCEDURE

A. DAILY ROUTINES (COTA #5)

 Opening Prayer
 Greetings
 Checking of Attendance
 Classroom Management
B. MOTIVATION(COTA#5)(COTA#6)(COSLA#7)(COSLA#8)(COSLA#9)(COSLA#10)(COSLA #11)
 If you and three of your classmates are going to eat pizza in the past food chain, how will you
divide this pizza?

C. PRESENTATION (COTA#1)

The teacher gives the competencies which the students should be able to learn at the end of the
class.

a. define rational numbers;

b. relate operations on rational numbers in real life situation; and
c. perform operation on rational numbers.

D. DISCUSSION (COTA #3)

Proper Fraction
In proper fraction, the numerator is smaller than the denominator.

Example:

In adding proper fraction with the same denominator we are going to add both the numerators and
copy the denominator. For example:

1 2 3
1. + = 1+2
4
=
4 4 4
Another example;

8 8 8+8
2. + = =1
16 16 16

2 3 2+3 5 1
3 . + = = or 1
4 4 4 4 4
 Improper Fraction
In improper fraction, the numerator is larger than denominator.

Example:

In adding improper fraction, with the same denominators we are going to add both the numerators
and copy the denominator. For example:

3 5 8
1. + = or 4
2 2 2

9 4 9+4 13 3
2. + = = or 2
5
5 5 5 5

They called improper fraction “improper” because it is not the proper way to leave your answer.
To convert improper fractions to mixed fraction, we should follow these steps:

1. Dive the numerator by the denominator;

2. Write down the whole number answer; and then
3. Write down any remainder above the denominator.

Example:

4 4 4+4 8 2
+ = = =2
3 3 3 3 3

E. APPLICATION (COSLA #7)

Group the students into 4 groups and let them answer the given problem on the board.

1. John walked 1⁄4of a mile yesterday and 3⁄4 of a mile today. How many miles has John
walked?
2. Sam bought 7⁄4 kg of sugar from one shop and 5⁄4kg of sugar from the other shop. How
much sugar did he buy in all?

F. GENERALIZATION (COTA #3)(COSLA #11)(COSLA #13)

1. How will you relate operations on rational numbers in real life situation?

The students can also ask some questions to the teacher to have a clarification for the
topic. (COSLA #12)
IV. EVALUATION (COSLA #14)

Perform the indicated operation. Reduce to lowest term if necessary.

5 2
1. 7 +7 =
2 4
2. 10+10 =
2 3
3. 4+4 =
15 2
4. + =
3 3
9 3
5. 7 +7 =

V. ASSIGNMENT
Solve the following. Reduce to lowest term if necessary.
1 1
1. +
2 2
4 2
2. +
8 8
9 7
3. +
2 2
7 4
4. +
3 3
15 6
5. +3
3

Prepared by:
Mrs. Arine Belle P. Blanco
Student teacher