DETAILED LESSON PLAN

School Grade Level SEVEN

Teacher Learning Area MATHEMATICS
Time & Dates Quarter FIRST

I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of key
concepts of sets and the real number system.
B. Performance The learner is able to formulate challenging situations
Standards involving sets and real numbers and solve these in a
variety of strategies.
C. Learning Competencies The learner performs operations on rational numbers
/Objectives M7NS – If – 1
 The learner multiplies and divides fractions.
II. CONTENT MULTIPLICATION AND DIVISION OF FRACTIONS
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
pages
2. Learner’s Material
pages
3. Textbook pages a. Mathematics 7 by Gladys Nivera, pp. 84 to 85
b. E-Math, Worktext in Mathematics 7 by Oronce
and Mendoza, p. 56
c. Elementary Algebra by Jose A. Marasigan, pp.
88 to 94
4. Additional Materials
from Learning
Resources (LR
Portal)
B. Other Resources
IV. PROCEDURES AVERAGE LEARNERS ADVANCED LEARNERS
A. Reviewing previous TASK 1: Using area model, what meaning can we give
lesson or presenting 2
to 𝑜𝑓 ?
3
3 4
the new lesson
Note: Here, ask students to draw a square and shade
3 3
of it. Next, divide the of the square into three
4 4
equal parts and then take 2 of those parts. Tell the
2 3 2 3
students that 𝑜𝑓 can be expressed as × .
3 4 3 4

B. Establishing a purpose Questions:

for the lesson What steps can be done to lead us to the product?

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C. Presenting Compare the numerator and denominator of the
examples/instances of product with those factors, can you see any relation?
the new lesson What relation is it?

TASK 2: Using another area model,

3
a. Illustrate . (One unit is divided into 5 equal
5
parts and 3 of them are shaded)

b. Cut each three parts into halves.

Questions:
1. Since there were 2 divisions per part and there
were 3 of them, how many pieces were there
out of the 5 original pieces?

2. How will you represent the relationship derived

from this task using the concept of
multiplication?
D. Discussing new To multiply fractions,
concepts and practicing If a, b, c and d are integers, b and d are not
𝑎 𝑐
new skills #1 equal to 0, then the product of the fractions 𝑎𝑛𝑑 is:
𝑏 𝑑
𝑎 𝑐 𝑎𝑐
× =
𝑏 𝑑 𝑏𝑑
Find the product:
3 14
1. ×
7 15

1 9
2. 2 ×
3 14

2 3
3. − ×
7 8

E. Discussing new To divide fractions,

concepts and practicing Multiply the dividend by the reciprocal of the
new skills #2 divisor.

Find the quotient:

7 3
1. ÷
8 4

1 3
2. 5 ÷ 1
3 5

−8 2
3. ÷
9 3

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 F. Developing mastery Perform the indicated Perform the indicated
(Leads to Formative operations: operations:
Assessment)
3 7 −20 −7
1. − × 1. ×
5 8 21 5

5 7 −36 15
2. × 2. ×
28 30 50 54

2 1 2
3. 8 ÷ 3. −8 ÷
3 6 3

5 1 16 24
4. ÷ 4. ÷
12 4 21 14

G.Finding practical Solve.

applications of concepts 3 41
1. A car traveled at a speed of 85 kph for hours.
7 5
and skills in daily living
Find the total distance traveled by the car.
17
2. The distance from Ligao to Guinobatan is 𝑘𝑚.
8
Suppose you wish to go to Guinobatan using your
2
bicycle at a speed of 𝑘𝑝ℎ, how long will it take
3
you to go there?
H. Making generalizations
and abstractions about How do you multiply and divide fractions?
the lesson
I. Evaluating learning Perform the indicated Perform the indicated
operations: operations:
14 7 20
1. 3 × 1. − ×
29 15 49

2 3 20
2. − × 2. × 750
7 8 14

1 4 1 3
3. 5 ÷ 3. −2 ÷ 3
4 5 12 4

J. Assignment/Agreement Formulate and solve one Formulate and solve

(_________ minutes). real-life situation that three real-life situations
involves multiplying or that involves multiplying
dividing fractions. or dividing fractions.
V. REMARKS

VI. REFLECTION

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