ENHS-ANNEX, SAN JOSE 7

School Grade Level

CAMPUS
Teacher ROSELYN B. SANTIAGO Learning Area MATH
GRADES
8 First
July 19,2019
DAILY LESSON Teaching Dates and Time Quarter
7 – Francisco Baltazar
LOG

I. OBJECTIVES

 Content
Standards The learner demonstrates understanding of key concepts of sets and the real number system.

 Performance The learner is able to formulate challenging situations involving sets and real numbers and solve
Standards these in a variety of strategies.
 Learning The learner performs operations on rational numbers (M7NS-If-1)
Competencies /
At the end of the lessons, the students should be able to:
Objectives
a. Add and subtract rational numbers in fraction form.
II. CONTENT
ADDITION/SUBTRACTION OF RATIONAL NUMBERS
III. LEARNING
RESOURCES

 Teacher’s Guide p. 69-72

pages

 Learner’s p. 48-51
Materials pages

 Other Learning Powerpoint presentation

Resources Materials: weighing scale, rice

IV.PROCEDURES

 Reviewing I. Preliminaries. The class starts with an opening prayer, greetings and checking of attendance.
previous lesson
or presenting II. Reflective Activity. Importance of Rice
the new lesson The teacher will show on the screen images of rice.

Guide Questions:
1. What can you see on the screen?
2. What is the use of rice?
3. Is rice important to the Filipinos? to the farmers? to you students? Why?
4. Nowadays, agricultural lands were being converted to industrial lands (factories, mall,
subdivisions, etc.). What will be its effect to the production of rice in the country? What will
be its impact to the Filipinos?

 Establishing a
 purpose for the Reading. The class will read a word problem.
lesson
Esperanza National High School – Annex, San Jose Campus is celebrating Nutrition Month
2019. All grade levels are preparing for the Culmination Day. Seven – Francisco Baltazar were
having a meeting of what they will cook. Each student was assigned to bring something to cook.
Ma’am Batisanan asked Febie and Eiron to bring rice. During the Culmination Day, Febie brought ½
kilogram of rice while Eiron brought ¼ kilogram. How many kilogram of rice did Febie and Eiron
brought altogether?

 Presenting
examples/ The teacher brought an actual rice and weighing scale. She will let the students weigh it to know the
instances of the total kilo of rice that Febie and Eiron brought in the problem.
lesson
1. Without the weighing scale, will you still know how many kilogram of rice did the two
students brought? How?
2. We all know that ½ + ¼ = 3/4, but how did you come up with the answer?
(The teacher will lead the students to the concept of adding/subtracting rational numbers.)

1. Discussing new
concepts and Rational Numbers
practicing new • The term, Rational Numbers, refers to any number that can be written as a fraction.
skills #1 • This includes fractions that are reduced, fractions that can be reduced, mixed numbers,
improper fractions, and even integers and whole numbers.
• An integer, like 4, can be written as a fraction by putting the number 1 under it.
4
4=
1
Types of Rational Numbers in Fraction Form
2
• Reduced Fractions:
3
6
• Not Reduced Fractions:
15
3
• Mixed Numbers: 4
7
45
• Improper Fractions:
28
7
• Integers and Whole Numbers:
1
2. Discussing new To add or subtract fractions with like denominators:
concepts and
practicing new 1. If the denominators are already the same, then you’re ready to add or subtract.
skills #2 2. Add or subtract the numerators. Keep the denominators the same.
3. Simplify (reduce) the fraction, if possible.
4. If you end up with an improper fraction, change it to a mixed number.
Example:
1 2 3
+ =
5 5 5

9 6 3
− =
14 14 14

To add or subtract dissimilar fractions:

1. Determine the denominators

 2. Find the least common multiple (LCM).
3. Your least common multiple will become your least common denominator (LCD).
4. Generate Equivalent Fractions using the LCM as the LCD.
5. Add or Subtract Fractions.
Example:
1 1 1 4 1 3 4 3 7
+ =→ = → = → + =
3 4 3 12 4 12 12 12 12

4 2 4 20 2 14 20 14 34
+ =→ = → = → + =
7 5 7 35 5 35 35 35 35
3. Developing The teacher will give exercises to the students. This will be done for 5 minutes only.
mastery Match column A to Column B by finding the sum/difference of the following rational numbers.
(Leads to Formative
Assessment 3)
Column A Column B
3 2 a. 7/30
1) + =¿
8 8
2 2 b. 19/55
2) + =¿
4 6
18 11 c. 5/8
3) − =¿
30 30
4 5 d. 5/6
4) − =¿
5 11
4. Finding practical Gallery Walk
applications of The class will be divided into 7 groups. Chairs will be moved at the center for the students can move
concepts and around the corners of the classroom. There are posted problems in each corner/wall. The groups will
skills in daily be moving around to answer each problem. They will be given 2 minutes to finish the task per
living station.
3 1
1. Decrease 15 by 5
4 4
2. Ma’am Eva is making a dry mixture of milk and cocoa. She put ¾ cup of milk inside the
bowl. She added 2/4 cup of cocoa. What is the total amount of the dry mixture?
3
3. DM and RJ are comparing their heights. If DM’s height is 120 cm and RJ’s height is
4
1
96 cm. What is the difference of their height?
8
4. Angel bought ¾ m of silk, ½ m of satin and 2/5 m of velvet. How many meters of cloth
did she buy?
5. Jordan needs 41/4 kg of meat to serve 55 guests. If she has 9/4 kg of beef, 7/2 kg of
chicken and 11/4 kg of pork, is there enough meat for 55 guests?
2 1
6. Noel has 13 liters of gasoline in his car. He wants to travel far so he added 16
5 5
liters more. How many liters of gasoline is in the tank?
7. After boiling, the ¾ liters of water was reduced to 2/5 liters. How much water is
evaporated?

5. Making The teacher will ask the students what they have learned in their lesson.
generalizations Points to remember:
and abstractions • To add or subtract fractions with like denominators:
about the lesson
a. If the denominators are already the same, then you’re ready to add or subtract.
b. Add or subtract the numerators. Keep the denominators the same.
c. Simplify (reduce) the fraction, if possible.
d. If you end up with an improper fraction, change it to a mixed number.
 • To add or subtract fractions with like denominators:

a. Determine the denominators

b. Find the least common multiple (LCM).
c. Your least common multiple will become your least common denominator (LCD).
d. Generate Equivalent Fractions using the LCM as the LCD.
e. Add or Subtract Fractions.

6. Evaluating Short Quiz

learning
Find the sum or difference of the following rational numbers.
2 2 1
1. + +
9 9 9
6 3 4
2. + +
5 5 5
2 7
3. +
5 10
16 6
4. −
24 12
5 2
5. 2 −
12 3

7. Additional
activities for
application or
remediation

V. REMARKS

VI. REFLECTION

8. No.of learners
who earned
80% on the
formative
assessment

9. No.of learners
who require
additional
activities for
remediation.

10. Did the

remedial
lessons work?
No.of learners
who have
caught up with
the lesson.

11. No.of
learners who
continue to
require
 remediation

12. Which of my
teaching
strategies
worked well?
Why did these
work?

13. What
difficulties did I
encounter which
my principal or
supervisor can
help me solve?

14. What
innovation or
localized
materials did I
use/discover
which I wish to
share with other
teachers?

Prepared by: Checked/Observed by:

ROSELYN B. SANTIAGO RICHARD P. MORAL, JR.

Teacher I OIC – School Head