GRADE 7 School Grade Level 7

DAILY Teacher Learning Area MATHEMATICS

LESSON
LOG Teaching Dates and Time Quarter FIRST

Session 1 Session 2 Session 3 Session 4

I. OBJECTIVES
1. Content The learner demonstrates understanding of key concepts of sets and the real number system.
Standards
2. Performance The learner is able to intellectually formulate challenging situations involving sets and real numbers, and solve
Standards these in a variety of strategies.

3. Learning
Competencies /
Objectives The learner illustrates the The learner expresses The learner expresses The learner arranges
different properties of rational numbers from rational numbers from Rational Numbers on a
operations on the set of fraction form to decimal fraction form to decimal Number Line
integers. form and vice versa form and vice versa (M7NS-Ie-2)
(M7NS-Id-2) (M7NS-Ie-1) (M7NS-Ie-1) a. Determine the subsets of
a. State and illustrate the a. Define rational numbers. a. Differentiates terminating rational numbers on the
different properties of the b. Express rational numbers decimals from and non- number line.
operations on integers: from fraction form to terminating/repeating b. Illustrate and arrange
closure; commutative; decimal form. decimals. rational numbers on the
associative; distributive; c. Apply the concepts b. Express rational numbers number line
identity; inverse rational numbers in real from decimal form to c. Apply the concepts
b. Rewrite given expressions life situations. fraction form. rational numbers in real
according to the given c. Apply the concepts life situations.
property. rational numbers in real
c. Appreciate the concept of life situations.
different properties on
 integers in real-life
situation.
Properties of Operations Expressing Fraction Form Expressing Fraction Form Arranging Rational
II. CONTENT on Integers to Decimal form to Decimal form Numbers on a Number
Line
III. LEARNING
RESOURCES
A. References
1. Teacher’s pp. 50 - 60 pp. 65 - 68 pp. 65 - 68 pp. 61 - 64
Guide pages
2. Learner’s pp. 33 - 40 pp. 46 - 48 pp. 46 - 48 pp. 41 - 44
Materials
pages
3. Textbook Patterns and Practicalities Grade 7 Grade 7 Grade 7
pages pp. 68 - 70 Patterns and Practicalities Patterns and Practicalities Patterns and Practicalities
By: Gladys Nivera pp. 72 - 75 pp. 72 - 75 pp. 80 - 82
st
Mathematics 21 Century By: Gladys Nivera By: Gladys Nivera By: Gladys Nivera
Learner Elementary Algebra
pp.45 - 48 pp. 52
4. Additional http://www.slideshare.net/rox https://ph.images.search.ya http://www.studyzone.org/mt
Materials from annejoiedeang/properties-of- hoo.com/ estprep/math8/e/compdec6l.
Learning the-operations-on-integer cfm
Resource (LR)
http://study.com/academy/le
portal
sson/graphing-rational-
numbers-on-a-number-
line.html
B. Other Learning Grade 7 LCTG by DepEd Grade 7 LCTG by DepEd Grade 7 LCTG by DepEd Grade 7 LCTG by DepEd
Resources/Materi Cavite Mathematics, 2016 Cavite Mathematics, 2016 Cavite Mathematics, 2016 Cavite Mathematics, 2016
als Powerpoint, Tarp Papel Powerpoint, Tarp Papel Powerpoint, Tarp Papel Powerpoint, Tarp Papel
multimedia/pictures Bingo Cards, chips Number line, chart, pictures
IV. PROCEDURES

A. Reviewing previous Pre – Assessment Direction: Change the

lesson or presenting following decimals in
the new lesson Direction: Change the fraction form.
following rational numbers
from fraction form to 1. 0.45 4. 4.625
decimal form.
2.11.25 5. -1.35
1 3. 1.833
1.
2
2
2.
5
9
3.
4
5
4.
8
7
5.
4
B. Establishing a “BINGO OR BIGO”
purpose for the Directions: The class will be
lesson divided into three (3)
groups. Each group will
have big
Bingo card containing
decimal numbers. The
teacher will draw the chips
containing fractions. The
challenge to the students
is to change the fractions
to decimals. The chips to
be used are images of
Tagaytay products
(coffee, banana,
pineapple). There will be a
pattern for each round
(box, Letter – L, Diamond,
cross). The first group who
will get each pattern will
say “BINGO” up to the last
pattern. Each pattern has
corresponding points. The
group who will get the
highest points will be the
winner and those with the
lowest points are “BIGO”.
Purpose Setting Activity: Motivational or Purpose
Directions: Look at the Setting Activity
pictures and answer the Directions: Arrange the hats
following questions. according from toddler to
professional stage.
1. Can you tell me the
pictures that belong to
limited? Unlimited?
2. What does limited
mean? How about
unlimited?
3. What other term/ word
can you give for
limited? Unlimited?
1. How did you arrange the
following hats?
2. What was your basis in
arranging those?
C. Presenting examples/ Show and Tell!
instances of the Determine what kind of
lesson property of real numbers is
being used to illustrate in
the following images?
Describe what is being
illustrated in each set of
pictures.
SET A
SET B
SET C
Teaching/ Modelling. A decimal is changed to a Teaching/ Modeling
Any rational number can fraction by using its digits Directions: Divide the class
be changed from fractional (without the decimal point) into four groups then, each
form to decimal form. This as the numerator and group will locate and
is done by simply dividing selecting an appropriate arrange the following
the numerator by the power of 10 as the rational numbers on the
denominator. Express the denominator. The fraction number line.
following fraction form to can be changed to lowest
decimal form. terms when possible.
Express the following
decimal form to fraction
form.
SET D

SET E

SET F
D. Discussing new THINK PAIR SHARE THINK PAIR SHARE THINK PAIR SHARE THINK PAIR SHARE
concepts and Guide Questions: Answer the following Answer the following Answer the following
practicing new skills a. What are properties questions: questions: questions:
#1 being illustrated in the 1. How did you express 1. What subset of rational 1. How do you find the
activity? Describe each fraction form to number is the given? activity?
property. decimal form? 2. What can you say about 2. Did you find ways to
b. Give a real life situation 2. What operation did you the item number 1, 2, 3 make it easier? Share
wherein each property apply in expressing and 4 ? with your classmates.
is being illustrated. form to decimal form? 3. What do you call the 3. How do you arrange
decimal that ends? rational numbers
4. What have you notice (fractions, decimals,
from item number 5 percent square roots,
and 6? and integers) on the
5. What do you call the number line?
decimals that have a
repeating pattern?
E. Discussing new “FOREVER OR OVER” Directions: Locate and
concepts and Directions: Express decimal arrange the following
practicing new skills to fraction and choose your landmarks in Tagaytay with
#2 answer among those corresponding rational
celebrities at the right. numbers on the number
line.
F. Developing mastery A. Express the following A. Express the following Directions: Locate and
(Leads to Formative fraction form to decimal form decimal form to fraction arrange the following
Assessment 3) form rational numbers on the
11
1. number line.
8 1. 1.75
1. 0.3 3.3 -3 0.03 -3.3…
8 2. 0.544
2. 2. -6 45, 27, √64, -2.5
11 3. 3.24
350 %
7 4. 5.27…
3. 3. 7.4, - 4 16 −√36, 445 %
8
̅̅̅̅
5. 1. 72 0.62
 22 4. -2.4, √1, 4 38 5.8 % − 93
4.
5 5. -5 510 , -7.1 , 0.9 √25 -
29 264 %
5.
10

G. Finding practical GROUP ACTIVITY GROUP ACTIVITY GROUP ACTIVITY

applications of Directions: Solve the Directions: Solve the Directions: Describe the
concepts and skills in following problem. following problem. chart. Analyze the
daily living 1. If 58 out of 100 students rational numbers and
in a class of Tagaytay 1. Berna bought Bibingka answer the following
City Science National at the Mahogany Market questions.
High School are boys, Tagaytay. A slice of a. Arrange the following
then write a decimal for Bibingka weighs 0.125 rational numbers on the
the part of the class that grams if she ate a slice number line base on
consists of boys. of it , what is the fraction each game:
3 of Bibingka she had  Piko
2. Perlita lives 6 miles
4 eaten?  tagu – taguan
from People’s Park in  tumbang preso
the Sky. Write the 2. Jenny and Jeson went b. From the game piko,
distance as decimal. to movie house at SM who got the highest
1 Dasmariñas. The teller point? Lowest point?
3. Rowena studied 13
2 told them that they still c. From the game tagu –
hours this week as need to wait 1.40 taguan, who got the
preparation for the highest point? Lowest
minutes. How long is
upcoming MTAP quiz point?
 bee. Write the number 1.40 minutes in d. From the game
of hours in decimal. fraction? tumbang – preso, who
4. If 5 out of 50 players got the highest point?
who received gold 3. Julia Andrei Aala is a Lowest point?
medals in Palarong pride of Tagaytay City
Pambansa were girls, Science National High
then write the decimal School in the field of
for the part of the Softball.As part of her
players who are girls. training, she runs 1.8
5. In City College of kilometers in a
Tagaytay, 15 of 25 day.What is the fraction
students walk to school. of 1.8 kilometers?
What is the decimal of
the students walk to 4. Liza was advice to buy
school. 2.33…kgs of rice at
Pure Gold Jr. Tagaytay.
Write the fraction form
of the kilos of rice she
needs to buy.
5. Batang Tagaytay
Scholars are required to
attend 4.3636 hours of
community service in a
week. Write the
equivalent fraction of
hours of community
service?
H. Making PROPERTIES OF Rational Numbers – the Terminating Decimal – a Steps in Arranging
generalizations and OPERATIONS ON word rational is derived decimal number that has Rational Numbers on
abstractions about INTEGERS from the word “ratio” digits that do not go on the Number Line
the lesson 1. Closure Property which means quotient. forever; a decimal 1. Check if the given
Two integers that are added - Numbers which can be number that ends up rational number is a
and multiplied remain as written a quotient of two with a remainder of zero. negative or a positive
integers. The set of integers, 𝑎𝑏 where b ≠0. rational number
 integers is closed under Repeating Decimal – a 2. Convert the rational
addition and Vinculum - a bar placed decimal number that has numbers all to the same
multiplication. above the repeating a repeating pattern; a form for example
2. Commutative Property decimals. decimal number that has decimal or fraction.
Changing the order of two To express fraction to digits that go on forever. 3. When the rational
numbers that are either decimal, express the number is not an integer,
being added or multiplied fraction with To express decimal to determine between
does not change the denominator that is fraction, use its digit as which two integers the
value. power of ten or divide the numerator and select number falls.
3. Associative Property the numerator by an appropriate power of 4. Next determine where
Changing the grouping of denominator. 10 as the denominator. between the two
numbers that are either integers it should be
being added or multiplied STEPS ON CONVERTING placed
does not change its DECIMAL TO 5. Then, locate it on the
value. FRACTION number line.
4. Distributive Property If decimal is Terminating
When two numbers have 1. Change the decimal into
been added / subtracted fraction form by using
and then multiplied by a the decimal number as
factor, the result will be the numerator and put 1
the same when each as the denominator.
number is multiplied by 2. Move the decimal point
the factor and the of the numerator to the
products are then added / right until it becomes a
subtract whole number.
5. Identity Property 3. Move the decimal point
Additive Identity- states that of the denominator to the
the sum of any number right by the same
and 0 is the given number of places that
number. Zero,•g0•h is the decimal point of the
the additive identity. numerator moves. Place
Multiplicative Identity- a zero (0) if the decimal
states that the product of point have move to a
any number and 1 is the decimal place without
given number, digit.
 a . 1= a. One, •g1•h is the
multiplicative identity.
6. Inverse Property
In Addition
- states that the sum of any
number and its additive
inverse, is zero.
The additive inverse of the
number a is .a.
In Multiplication
- states that the product of
any number and its
multiplicative inverse or
reciprocal, is 1.The
multiplicative inverse of
the number a is 1.
I. Evaluating learning Fill in the blanks and
determine what properties
were used to solve the
equations.
1. 5 x ( ______ + 2) = 0
2. -4 + 4 = _____
3. -6 + 0 = _____
4. (-14 +14) + 7 = ______
5. 7 x ( _____ + 7) = 49
4. Reduce the fraction into
lowest terms.
If decimal is Repeating
1. Multiply the decimal by
the power of 10 that will
move the digit/s which
is/are repeating to left of
the decimal point. The
number of zeros (0) of
the power of 10 to be
multiplied depends on
the number of digits that
repeats.
2. Divide the repeating
digits by the difference
between the power of 10
used to multiply the
decimal and 1.
Directions: Write each as Directions: Change the Directions: Locate and
decimal. Use vinculum following rational numbers arrange the following
when necessary. in decimal form to fraction rational numbers on the
form. number line.
13 1. 82 11.99 0 9.78 481 %
1. 1. 0.55 = 4. 1. ̅̅
09̅̅ = 2. √64 √9 2.8 445 36%
5
3. −2.85 - 6.66 565% 8.33
5 2. 1.6 = 5. 3.777… = 2.44
2.
8 3. 2.68 = 4. −√49 -2.64 6 89 45%
−√16
8
3. 5. 456% 0 −1.20 1.25 5.84
33
 6
4.
11
25
5.
8
J. Additional activities Study: Rational Numbers On 1. Follow – up 1. Follow – up Study : Operations on
for application or Number Line Directions: Convert the Directions: Convert the Rational Numbers
remediation a. Which of the following are following fractions to following decimals to 1. How will you add rational
rational numbers? decimals. fractions. numbers?
-2 𝜋 114 √64 -2.76 7 37 1. 0.35 = 4. 0.15… = 2. How will you subtract
0.678790658…. -18 1. 4. 2. 4.216 = 5. 0.24 = rational numbers?
20 16
0 3.1416 0.06 √2 -2+√53 3. 2.2 = Ref. Grade 7 Mathematics
2330 3.4545… 50 12 21 2. Study: Arranging rational by Gladys C. Nievera, Ph D.
b. Based on your answer, 2. 5. numbers on a number line. page 82
25 16
how can you define rational a. Illustrate a Number line.
numbers? 23 b. How will you arrange
3. rational numbers on the
5
number line?
2. Study : Expressing
Decimals to Fractions Ref. Elementary Algebra
a. Define decimal? page 27
b. How will you convert
decimal to fraction?

V. REMARKS

VI. REFLECTION
1. No.of learners who
earned 80% on the
formative assessment
2. No.of learners who
require additional
 activities for
remediation.
3. Did the remedial
lessons work? No.of
learners who have
caught up with the
lesson.
4. No.of learners who
continue to require
remediation
5. Which of my teaching
strategies worked
well? Why did these
work?
6. What difficulties did I
encounter which my
principal or
supervisor can help
me solve?
7. What innovation or
localized materials
did I use/discover
which I wish to share
with other teachers?