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DLP Math 7
DLP Math 7
OBRERO
DAILY LESSON LOG School NATIONAL HIGH Grade Level 7
SCHOOL
Eiler Jhon E.
Teacher Learning Area MATHEMATICS
Decembrano
Teaching Dates
July 22, 2019 Quarter FIRST
and Time
I. OBJECTIVES The learner demonstrates understanding of key concepts
A. Content Standards
of sets and the real number system.
B. Performance Standards The learner is able to formulate challenging situations
involving sets and real numbers and solve these in a
variety of strategies.
C. Learning The learner arranges Rational numbers on a number line (M7NS-
Competencies/Objectives Ie-2)
D. Specific Objectives a. Determine the subsets of rational numbers on the number line
b. Illustrate and arrange rational numbers on the number line
C. Apply the concepts of rational numbers in real life situation
II. CONTENT Arranging Rational Numbers on a Number line
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Material pages
3. Textbook pages Grade 7, Interactive Mathematics pp. 35-36 by: Issac B. Mirabona
Algebra: Structure and Method pp. 507 - 520 by: McDougal Littell
4. Additional Materials from http://www.math-aids.com/Number_Lines/
Learning Resource (LR) portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
2.5 1
2
-3.5
400% 1.5
V. REMARKS
VI.REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students’
progress this week. What works? What else needs to be done to help the students learn?
Identify what help your instructional supervisors can provide for you so when you meet
them, you can ask them relevant questions.
A. No. of learners who earned 80% in
the evaluation.
B. No. of learners who require
additional activities for remediation
who scored below 80%.
1. 2/5 + 1/5 =
2. 1/8 + 5/8 =
3. 10/11 - 3/11 =
4. 3 6/7 + 1 2/7 =
D. Discussing new concepts and Without using fractional models, perform the indicated operations.
practicing new skills #1 1. 1/6 + 1/2 = 1/6 + 3/6 = 4/6 or 2/3
2. 6/7 + (-2/3) = 18/21 + (-14/21) = 4/21
3. 14/15 - 4/7 = 98/35 - 20/35 = 78/35 or 2 8/35
Based on the activity, answer the following questions.
1. What did you observe in the denominators of the first activity?how
about the second activity?
2. Can you add or subtract directly similar fractions?how about dissimilar
fractions?
3. What could you do to add or subtract directly similar fractions?
4. What is the least common denominator of the fractions in each
example?
5. Is the resulting sum or difference the same when a pair of dissimilar
fractions is converted into similar fractions?
1/2 3/43/4
E. Discussing new concepts and Directions: Locate and arrange the following landmarks around the world
practicing new skills #2 with corresponding rational numbers on the number line.
A. Perform the indicated operation.
1. 4/13 + 3/13 =
2. 13/30 + (-3/30)=
B. Using the information you graphed in the preliminary activity activity,
answer the following questions:
1. What is the difference between the length of the longest worm and the
shortest worm?
2. If you placed at the worms end to end, how long would they be?
3. After you placed all of the worms end to end, and Maya ate one that was
34 inches long, how many total inches would you have now?
F. Developing mastery A. Perform the indicated operation. Express your answer in simplest form.
(Leads to Formative Assessment 3) 1. 5/31 + 8/31 =
2. 10/27 + (-3/27) =
3. 3/4 - 1/8 =
V. REMARKS
VI.REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What
works? What else needs to be done to help the students learn? Identify what help your instructional supervisors
can provide for you so when you meet them, you can ask them relevant questions.
A. No. of learners who earned 80% in the
evaluation.
1 1 1
x .
3 4 12
Division
2/3 ÷ 1/2
One unit is divided into 3 equal parts and 2 of them are shaded. Each of 2
shaded parts will be cut in halves. Since there are two divisions per part
and there are two of them, then there will be 4 pieces out of 3 original
2 1 4 1
pieces or or1
3 2 3 3
D. Discussing new concepts and Illustrative examples:
practicing new skills #1
2 3 6
1.
5 7 35
1 2 21 17 357 7
2.4 5 x or14
5 3 5 5 25 25
3 2 15 7
3. 1
4 5 8 8
Using the previous examples,
answer the following questions:
In multiplying fractions , can we directly multiply numerator to
numerator and denominator to denominator? How about in division?
Why?
Do we have to get the LCD of fractions whenever we multiply? How
about in division?
Can we multiply mixed fraction by mixed fraction directly? If no, what
do we do to perform the operation?
Can we divide mixed number directly?
1/2 3/4
E. Discussing new concepts and Match column A with column B. write the letter that corresponds to your
practicing new skills #2 answer in the space provided before the number.
ColumnA ColumnB
3 4 1
1. x a. 1
7 5 6
5 5 1
2. x b. 1
8 3 24
3 2 12
3. c.
4 5 35
9 4 1
4. d .1
10 5 8
4.Joshua can run 8 km in an hour. How much distance will he cover in 15/4
hours?
G. Finding practical applications Read each problem carefully and solve to lowest terms when possible.
of concepts and skills in daily 1. Tom ran a complete mile. Sarah ran half of that. Mike ran half of what
living Sarah ran and Lisa ran half of what Mike ran. What part of a mile did Lisa
run?
2. One of the cats in the neighborhood had six kittens all about the same
size. If each of the new kittens weighed about 5 1/2 ounces, how much
would all the new kittens weigh?
H. Making generalizations and To multiply rational in fraction form, simply multiply the numerators and
abstractions about the lesson a c ac
multiply the denominators. In symbol, x where b and d are not
b d bd
equal to zero.
To divide rational numbers in fraction form, you take the reciprocal of the
second fraction and multiply it by the first fraction. In symbol,
a c a d ad
x where b and c are not equal to zero.
b d b c bc
I. Evaluating learning Multiply or Divide the following as indicated.
7 9
1. x
8 4
13 2
2. x
14 7
24 1
3.
15 3
4.In a Guevara Family reunion, 3/4 kg of spaghetti was left. If there are 6
families, how much each family can take home equally?
5.leah received 3 large size circular baskets and 1 small size circular basket
of multicolored Filipino rice cake for orders. If one large size circular basket
of multicolored Filipino native rice cake consumes 3/2 kg of brown sugar,
how much sugar does she need in all?
J. Additional activities for Review
application for remediation Rules in multiplying and dividing rational numbers in fraction form
Study
Rules in adding and subtracting rational numbers in decimal form
Reference: G7 Math LM page 51-52
V. REMARKS
VI.REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your
students’ progress this week. What works? What else needs to be done to
help the students learn? Identify what help your instructional supervisors
can provide for you so when you meet them, you can ask them relevant
questions.
A. No. of learners who earned
80% in the evaluation.
B. No. of learners who require
additional activities for
remediation who scored
below 80%.
C. Did the remedial lessons
work? No. of learners who
have caught up with the
lesson.
D. No. of learners who continue
to require remediation
E. Which of my teaching
strategies worked well? Why
did these work?
F. What difficulties did I
encounter which my principal
or supervisor can help me
solve?
G. What innovation or localized
materials did I use/discover
which I wish to share with
other teachers?
IV. PROCEDURES Ask the students to write a decimal number between 0 and 10 on a piece
A. Reviewing previous lesson or of paper. Once the students have written their number, they must stand up
presenting the new lesson and hold their paper in front of them so their classmates can read it.the
class must then see if they can arrange themselves in an ascending line
without speaking. Time how long it takes the class to complete the task.
B. Establishing a purpose for The Sweet Maze Runner
the lesson Maja, Carla and Nadine love sweets. Help each of them find their most
favorite sweets by following the line below their feet. Non decimal
numbers beside them are converted to decimal numbers associated with
their most favorite sweets.
0.625
0.6
C. Presenting let the students watch the video on how to add and subtract decimal
examples/instances for the new numbers.https://www.youtube.com/watch?v=WP_f4EXp-Mg
lesson
D. Discussing new concepts and Let us consider another way on addition and subtraction of decimal
practicing new skills #1 numbers.
Example:
1.7.4 3.22 9.31 5.2
4 22 31 2
7 3 9 5
10 100 2. 100 10
40 22 31 20
7 3 9 5
100 100 100 100
62 11
10 10 31 4
100 50 100
Does the two ways of adding and subtracting decimal numbers have
the same answer?
Which way do you find it easier to add and subtract decimal numbers?
Why?
E. Discussing new concepts and Perform the indicated operation
practicing new skills #2 1. 3.75 + 4.2 =
2. 55.21 + 3.425 =
3. 0.25 + 0.5 =
Answer the following problems
4. Ninoy used 2.75 kg of brown sugar to bake 50 cookies, and 2.25 kg of
refined sugar to bake 50 tasty bread. How much sugar did he use in all?
F. Developing mastery Perform the indicated operation.
(Leads to Formative 1. 10.85 + 3.13 =
1/2 3/4
Assessment 3) 2. 9.2 + 3.52 =
3. 27.33 + (-2.7) =
4. 70.85 - 23.08 =
5. 51.12 - (-72.8) =
G. Finding practical applications Solve the following word problems.
of concepts and skills in daily 1. Kevin’s weight is 90.2 lbs. After 3 months of going to Sunny Fitness Gym,
living he gained 4.4 lbs. What is his total weight now?
2. Vice Ganda went to the nearest supermarket to buy food for his birthday
celebration. He bought 52.93 oz bag of barbeque chips and a 79.6 oz bag of
sweet and sour chips. How many ounces did he buy in all?
H. Making generalizations and When adding and subtracting decimal numbers you can use two different
abstractions about the lesson ways. First, express the decimal in fractions then add or subtract. Second,
arrange the decimal numbers in columns such that the decimal points are
aligned, then add or subtract the whole numbers.
I. Evaluating learning Add or subtract the following
1. 3.5 + 2.2 =
2. 4.09 + 3.03 =
3. 95.45 - 83.15 =
4. 17.22 + (-3.04) =
5. 12.3+ 0.8 + (-0.05) =
J. Additional activities for Review
application for remediation Practice adding and subtracting decimal numbers
Study
Rules in multiplying and dividing decimal numbers.
Reference: LM page 57-58
V. REMARKS
VI.REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your
students’ progress this week. What works? What else needs to be done to
help the students learn? Identify what help your instructional supervisors
can provide for you so when you meet them, you can ask them relevant
questions.
A. No. of learners who earned
80% in the evaluation.
B. No. of learners who require
additional activities for
remediation who scored
below 80%.
C. Did the remedial lessons
work? No. of learners who
have caught up with the
lesson.
D. No. of learners who continue
to require remediation
E. Which of my teaching
strategies worked well? Why
did these work?
F. What difficulties did I
encounter which my principal
or supervisor can help me
solve?
G. What innovation or localized
materials did I use/discover
which I wish to share with
other teachers?
GRADES 7 BO. OBRERO
DAILY LESSON LOG School NATIONAL HIGH Grade Level 7
SCHOOL
Eiler Jhon E.
Teacher Learning Area MATHEMATICS
Decembrano
Teaching
Dates and July 26, 2019 Quarter FIRST
Time
I. OBJECTIVES The learner demonstrates understanding of key concepts of sets and the
A. Content Standards real number system.
B. Performance Standards The learner is able to formulate challenging situations involving sets and
real numbers and solve these in a variety of strategies.
C. Learning
Competencies/Objectives The learner performs operations on rational numbers. (M7NS-If-1)
D. Specific Objectives a.multiply and divide rational numbers in decimal form.
B. Solves problems involving multiplication and division of rational numbers
in decimal form.
C. Sustain interest in the importance of multiplying and dividing rational
numbers in decimal form
II. CONTENT Multiplication and Division of rational numbers in decimal form
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Material pages
3. Textbook pages Grade 7, Interactive Mathematics pp. 55-56 by: Issac B. Mirabona
4. Additional Materials from http://www.tes.com/teaching-resource/multiplying-decimals-game-
Learning Resource (LR) portal 6332797
B. Other Learning Resources
Solution:
149.75 x 2 299.50
2. 24.8 ÷ 2 = 12.4
3.
D. Discussing new concepts and 1. In multiplying rational numbers in decimal form, note the importance of
practicing new skills #1 knowing where to place the decimal point in a product of two decimal
numbers. Do you notice a pattern?
1/2 3/4
G. Finding practical applications Solve the following problem
of concepts and skills in daily
living 1. Carl earned 115.75 in a day in selling candies. How much can he earn in 7
days?
2. Linda and France have 124.50 in their piggy bank, if they will divide their
money equally, how much would each of them get?
H. Making generalizations and Rules in multiplying decimals
abstractions about the lesson
1. Arrange the numbers in a vertical column.
3. Starting from the rightmost end of the product, move the decimal point to the
left the same number of places as the sum of the decimal places in the
multiplicand and the multiplier.
1. If the divisor is a whole number, divide the dividend by the divisor applying the
rules of whole numbers.
2. If the divisor is not a whole number , make the divisor a whole number by
moving the decimal point in the divisor to the rightmost end, making the number
seem like a whole numner.