ANTONIO R.

LAPIZ NATIONAL HIGH SCHOOL

Jaguimit, City of Naga, Cebu

LESSON PLAN IN MATHEMATICS 7

S. Y. 2016 - 2017

Target Date: June 30, 2016 (Thursday)

Time Allocation: 60 minutes (G7Einstein at 10:00 – 11:00 & G7Edison at 1:00 – 2:00)
Teacher: Mrs. Cherrie Mae P. Aquino

I. OBJECTIVES: Multiplicative Identity – states that the product of any number multiplied to 1 is the
Within the one-hour period, the students are expected to: given number, one “1” is the multiplicative identity
a. state and illustrate the different properties on the operations on integers, and
b. rewrite the given expressions according to the given property. 6. Inverse Property
In addition
II. SUBJECT MATTER: - states that the sum of any number and its additive inverse is zero, the additive
Properties of the Operations on Integers inverse of a number a is –a
Math Grade 7 Learner’s Module
Textbook, visual aids, strips of paper In multiplication
- states that the product of any number and its multiplicative inverse is 1, the
III. LEARNING MATERIALS: multiplicative inverse of a number a is 1/a

A. Motivation: C. Exercises:
Introduce a game to the students, “PICTIONARY GAME: DRAW AND TELL” (See p. 33 COMPLETE THE TABLE: Which property of real number justifies each statement?
of the reference material) Given Property
1. 0 + (-3) = -3
B. Discussion: 2. 2(3-5) = 2(3) – 2(5)
Introduce the topic then start the lesson by giving them important terms to remember. 3. (-6) + (-7) = (-7) + (6)
Properties of the Operations on Integers: 4. 1 x (-9) = -9
1. Closure Property –two integers are added and multiplied remain as integers. 5. -4 x -¼ = 1

2. Commutative Property – changing the order of two numbers that are either being IV. EVALUATION:
added or multiplied does not change the value
Given Property
3. Associative Property – changing the grouping of numbers that are either added or 1. 2 x (3 x 7) = (2 x 3) x 7
multiplied does not change the value 2.
3. (-6) + (-7) = (-7) + (6)
4. Distributive Property – When two numbers have been added / subtracted and then 4. 1 x (-9) = -9
multiplied by a factor, the result will be the same when each number is multiplied by 5. -4 x -¼ = 1
the factor and the products are then added or subtracted
V. ASSIGNMENT:
5. Identity Property Let the students make their own mathematical statements and the corresponding
Additive Identity – states that the sum of any number and 0 is the given number, zero property that justifies each statement. Let them make 2 statements per property on a long
“0” is the additive identity. bond paper. Let them make their work creative.
 ANTONIO R. LAPIZ NATIONAL HIGH SCHOOL
Jaguimit, City of Naga, Cebu

LESSON PLAN IN MATHEMATICS 7

S. Y. 2016 - 2017

Target Date: July 4, 2016 (Monday)

Time Allocation: 60 minutes (G7Einstein at 10:00 – 11:00 & G7Edison at 1:00 – 2:00)
Teacher: Mrs. Cherrie Mae P. Aquino

I. OBJECTIVES: Multiplicative Identity – states that the product of any number multiplied to 1 is the
Within the one-hour period, the students are expected to: given number, one “1” is the multiplicative identity
a. state and illustrate the different properties on the operations on integers, and
b. rewrite the given expressions according to the given property. 6. Inverse Property
In addition
II. SUBJECT MATTER: - states that the sum of any number and its additive inverse is zero, the additive
Properties of the Operations on Integers inverse of a number a is –a
Math Grade 7 Learner’s Module
Textbook, visual aids, strips of paper In multiplication
- states that the product of any number and its multiplicative inverse is 1, the
III. LEARNING MATERIALS: multiplicative inverse of a number a is 1/a

A. Motivation: C. Exercises:
Introduce a game to the students, “PICTIONARY GAME: DRAW AND TELL” (See p. 33 COMPLETE THE TABLE: Which property of real number justifies each statement?
of the reference material) Given Property
1. 0 + (-3) = -3
B. Discussion: 2. 2(3-5) = 2(3) – 2(5)
Introduce the topic then start the lesson by giving them important terms to remember. 3. (-6) + (-7) = (-7) + (6)
Properties of the Operations on Integers: 4. 1 x (-9) = -9
1. Closure Property –two integers are added and multiplied remain as integers. 5. -4 x -¼ = 1

2. Commutative Property – changing the order of two numbers that are either being IV. EVALUATION:
added or multiplied does not change the value
Given Property
3. Associative Property – changing the grouping of numbers that are either added or 1. 2 x (3 x 7) = (2 x 3) x 7
multiplied does not change the value 2.
3. (-6) + (-7) = (-7) + (6)
4. Distributive Property – When two numbers have been added / subtracted and then 4. 1 x (-9) = -9
multiplied by a factor, the result will be the same when each number is multiplied by 5. -4 x -¼ = 1
the factor and the products are then added or subtracted
V. ASSIGNMENT:
5. Identity Property Let the students make their own mathematical statements and the corresponding
Additive Identity – states that the sum of any number and 0 is the given number, zero property that justifies each statement. Let them make 2 statements per property on a long
“0” is the additive identity. bond paper. Let them make their work creative.
 ANTONIO R. LAPIZ NATIONAL HIGH SCHOOL
Jaguimit, City of Naga, Cebu

LESSON PLAN IN MATHEMATICS 7

S. Y. 2016 - 2017

Target Date: August 10, 2016 (Wednesday)

Time Allocation: 60 minutes (G7Einstein at 10:00 – 11:00 & G7Edison at 1:00 – 2:00)
Teacher: Mrs. Cherrie Mae P. Aquino

I. OBJECTIVES: Important rules to remember:

Within the one-hour period, the students are expected to: 1. To multiply numbers in fraction form, simply multiply the numerators and
a. multiply rational numbers; and multiply the denominators.
b. solve problems involving multiplication of rational numbers. In symbol, a/b x c/d = ac/bd, where b and d are not equal to zero, (b ≠ 0; d ≠ 0)

II. SUBJECT MATTER: C. Exercises:

Multiplication of Rational Numbers Multiply the following:
Math Grade 7 Learner’s Module 1. 5/6 x 2/3
Textbook, visual aids, strips of paper 2. 10 5/6 x 3 1/3
3. 9/16 x 4/15 x -2
III. LEARNING MATERIALS:
Solve the following problems. Show your solutions.
A. Motivation: 1. Julie spent 3 ½ hours doing her assignment. Ken did his assignment for 1 2/3 times
Make a model or a drawing to show the situation below: as many as hours as Julie did. How many hours did Ken spend doing his
A pizza is divided into 10 equal slices. Kim ate 3/5 of ½ of the pizza. What part of the assignment?
whole pizza did Kim eat? 2. How many thirds are there in six-fifths?
3. Hanna donated 2/5 of her monthly allowance to the Iligan survivors. If her monthly
B. Discussion: allowance is P3500, how much did she donate?
Start the lesson by answering the problem above.
IV. EVALUATION:
Multiply the following:
3/5 x ½ = 3/10 1. 7 x 2/3 4. 4 ½ x 5 2/3
2. 4/20 x 2/5 5. 1/6 x 2/3 x 1/4
3. -9/20 x 25/27 6. -5/6 x 2/3 x -12/15

Solve the following problems. Show your solutions.

1. The enrolment for this school year is 2300. If 1/6 are sophomores and ¼ are seniors,
how many are freshmen and juniors?
2. At the end of the day, a store had 2/5 of a cake leftover. The four employees each took
home the same amount of leftover cake. How much did each employee take home?

V. ASSIGNMENT:
Let the students make their own 10 fractional problems with corresponding answers. Let
them show their solutions on a short bond paper.
 ANTONIO R. LAPIZ NATIONAL HIGH SCHOOL
Jaguimit, City of Naga, Cebu

LESSON PLAN IN MATHEMATICS 7

S. Y. 2016 - 2017

Target Date: August 11, 2016 (Thursday)

Time Allocation: 60 minutes (G7Einstein at 10:00 – 11:00 & G7Edison at 1:00 – 2:00)
Teacher: Mrs. Cherrie Mae P. Aquino

I. OBJECTIVES: Important rules to remember:

Within the one-hour period, the students are expected to: 2. To multiply numbers in fraction form, simply multiply the numerators and
c. multiply rational numbers; and multiply the denominators.
d. solve problems involving multiplication of rational numbers. In symbol, a/b x c/d = ac/bd, where b and d are not equal to zero, (b ≠ 0; d ≠ 0)

II. SUBJECT MATTER: C. Exercises:

Multiplication of Rational Numbers Multiply the following:
Math Grade 7 Learner’s Module 4. 5/6 x 2/3
Textbook, visual aids, strips of paper 5. 10 5/6 x 3 1/3
6. 9/16 x 4/15 x -2
III. LEARNING MATERIALS:
Solve the following problems. Show your solutions.
A. Motivation: 4. Julie spent 3 ½ hours doing her assignment. Ken did his assignment for 1 2/3 times
Make a model or a drawing to show the situation below: as many as hours as Julie did. How many hours did Ken spend doing his
A pizza is divided into 10 equal slices. Kim ate 3/5 of ½ of the pizza. What part of the assignment?
whole pizza did Kim eat? 5. How many thirds are there in six-fifths?
6. Hanna donated 2/5 of her monthly allowance to the Iligan survivors. If her monthly
B. Discussion: allowance is P3500, how much did she donate?
Start the lesson by answering the problem above.
IV. EVALUATION:
Multiply the following:
3/5 x ½ = 3/10 4. 7 x 2/3 4. 4 ½ x 5 2/3
5. 4/20 x 2/5 5. 1/6 x 2/3 x 1/4
6. -9/20 x 25/27 6. -5/6 x 2/3 x -12/15

Solve the following problems. Show your solutions.

3. The enrolment for this school year is 2300. If 1/6 are sophomores and ¼ are seniors,
how many are freshmen and juniors?
4. At the end of the day, a store had 2/5 of a cake leftover. The four employees each took
home the same amount of leftover cake. How much did each employee take home?

V. ASSIGNMENT:
Let the students make their own 10 fractional problems with corresponding answers. Let
 them show their solutions on a short bond paper.

ANTONIO R. LAPIZ NATIONAL HIGH SCHOOL

Jaguimit, City of Naga, Cebu

LESSON PLAN IN MATHEMATICS 7

S. Y. 2016 - 2017

Target Date: November 21, 2016 (Monday)

Time Allocation: 60 minutes (G7Einstein at 10:00 – 11:00 & G7Edison at 1:00 – 2:00)
Teacher: Mrs. Cherrie Mae P. Aquino

I. OBJECTIVES: C. Exercises:
Within the one-hour period, the students are expected to: Let the students do the EXERCISES on page 9 A and B of the Math Learner’s Material
a. Identify and apply the properties of equality; and (Quarter 3).
b. Find the solution of an equation involving one variable by algebraic procedure using
the properties of equality
c. Solve word problems involving equations in one variable IV. EVALUATION:
Solve the following equations, include all your solutions on your notebook.
1. -6y – 4 = 16
II. SUBJECT MATTER: 2. 3x + 4 = 5x – 2
Solving Linear Equations and Inequalities Algebraically 3. X – 4 – 4x = 6x + 9 – 8x
Math Grade 7 Learner’s Module 4. 5x – 4(x – 6) = -11
Textbook, visual aids, strips of paper 5. 4(2a + 2.5) – 3(4a – 1) = 5(4a – 7)

III. LEARNING MATERIALS:

V. ASSIGNMENT:
A. Motivation: Let the students make their own 10 equations with corresponding solutions. Let them
Make a review about translating between verbal and mathematical phrases, and show their solutions on a short bond paper.
evaluating expressions.

B. Discussion:
Start the lesson by letting the students answer Activity 1 on page 7 of Math Learner’s
Material (Quarter 3).
Properties of Equality:
A. Reflexive Property of Equality
B. Symmetric Property of Equality
C. Transitive Property of Equality
D. Substitution Property of Equality
E. Addition Property of Equality
F. Multiplication Property of Equality
 ANTONIO R. LAPIZ NATIONAL HIGH SCHOOL
Jaguimit, City of Naga, Cebu

LESSON PLAN IN MATHEMATICS 7

S. Y. 2016 - 2017

Target Date: November 22, 2016 (Tuesday)

Time Allocation: 60 minutes (G7Einstein at 10:00 – 11:00 & G7Edison at 1:00 – 2:00)
Teacher: Mrs. Cherrie Mae P. Aquino

I. OBJECTIVES: C. Exercises:
Within the one-hour period, the students are expected to: Let the students do the EXERCISES on page 13 item numbers 1 to 5 of the Math
a. Identify and apply the properties of equality; and Learner’s Material (Quarter 3).
b. Find the solution of an equation involving one variable by algebraic procedure using
the properties of equality
c. Solve word problems involving equations in one variable IV. EVALUATION:
Solve the following problems. Show your solutions.
1. Al’s father is 45. He is 15 years older than twice Al’s age. How old is Al?
II. SUBJECT MATTER: 2. Karen is twice as old as Lori. Three years from now
Solving Linear Equations and Inequalities Algebraically 3. John is 6 years older than his brother. He will be twice as old as his brother in 4
Math Grade 7 Learner’s Module years. How old is John now?
Textbook, visual aids, strips of paper 4. Carol is 5 times as old as her brother. She will be three times as old as her brother in 2
years. How old is Carol now?
III. LEARNING MATERIALS: 5. Jeff is 10 years old and his brother is 2 years old. In how many years will Jeff be
twice as old as his brother?
A. Motivation/Review:
Make a recap of what had happened yesterday.
V. ASSIGNMENT:
B. Discussion: Let the students do the activity on page 14 of the Math Learner’s Material (Quarter 3).
Start the lesson by discussing and clarifying the answers of the items in the
EVALUATION part of the lesson plan dated November 21, 2016.

1. -6y – 4 = 16
2. 3x + 4 = 5x – 2
3. X – 4 – 4x = 6x + 9 – 8x
4. 5x – 4(x – 6) = -11
5. 4(2a + 2.5) – 3(4a – 1) = 5(4a – 7)

Group the students then assign a problem for each group. Each group will solve one
 unique problem, discuss it to each member then give them time to share creatively what was
discussed in the group.

ANTONIO R. LAPIZ NATIONAL HIGH SCHOOL

Jaguimit, City of Naga, Cebu

LESSON PLAN IN MATHEMATICS 7

S. Y. 2016 - 2017

Target Date: November 24 & 25, 2016 (Thursday & Friday)

Time Allocation: 60 minutes (G7Einstein at 10:00 – 11:00 & G7Edison at 1:00 – 2:00)
Teacher: Mrs. Cherrie Mae P. Aquino

I. OBJECTIVES: C. Exercises:
Within the one-hour period, the students are expected to: Let the students do the EXERCISES on page 18 of the Math Learner’s Material
a. State and apply the different properties of inequality; (Quarter 3).
b. Solve linear inequalities in one variable algebraically; and
c. Solve problems that use first degree-degree inequality in one variable.
IV. EVALUATION:
Let the students do the activity on page 19 and exercises on page 20 of the Math
II. SUBJECT MATTER: Learner’s Material (Quarter 3).
Solving Linear Inequalities Algebraically
Math Grade 7 Learner’s Module
Textbook, visual aids, strips of paper
V. ASSIGNMENT:
III. LEARNING MATERIALS: Let the students answer the questions on page 20 and the exercises on page 21 of the
Math Learner’s Material (Quarter 3).
A. Motivation/Review:
Give the activity on page 16 of the Math Learner’s Material (Quarter 3) letter A.

B. Discussion:
Start the lesson by introducing and discussing the properties of inequalities.

Properties of Inequalities:
1. Trichotomy property
-for any number a and b, one and only one of the following is true: a<b, a= b, or a>b.

2. Transitive property of inequality

- For any numbers a, b, and c, (a) if a < b and b < c, then a < c, and
(b) if a > b, and b > c, then a> c

3. Addition property of inequality

 4. Multiplication property of inequality

ANTONIO R. LAPIZ NATIONAL HIGH SCHOOL

Jaguimit, City of Naga, Cebu

LESSON PLAN IN MATHEMATICS 7

S. Y. 2016 - 2017

Target Date: December 5 & 6, 2016 (Monday & Tuesday)

Time Allocation: 60 minutes (G7 Edison at 11:00 – 12:00 & G7 Einstein at 3:00 – 4:00)
Teacher: Mrs. Cherrie Mae P. Aquino

I. OBJECTIVES: 2. Age Problem

Within the one-hour period, the students are expected to: Margie is 3 times older than Lilet. In 15 years, the sum of their ages is 38 years. Find
a. Find the solution of an equation involving one variable by algebraic procedure using their present ages.
the properties of equality; and Solution: let x = Lilet’s age now x + 15 = Lilet’s age in 15 years
b. Solve word problems involving equations in one variable 3x = Margie’s age now 3x + 15 = Margie’s age in 15 years
(x + 15) + (3x + 15) = 38
4x + 30 = 38
II. SUBJECT MATTER: 4x = 8
Solving Linear Equations and Inequalities Algebraically x = 2 Ans.: Lilet’s age now is 2, Margie’s age now is 6
Math Grade 7 Learner’s Module
Textbook, visual aids, strips of paper C. Exercises:
Let the students do the EXERCISES numbered 1 – 5 on page 13 of the Math Learner’s
III. LEARNING PROCEDURE: Material (Quarter 3) by pair.

A. Motivation:
Make a review about translating between verbal and mathematical phrases, and IV. EVALUATION:
evaluating expressions. Let the students do the EXERCISES numbered 6 – 10 on page 13 of the Math
Learner’s Material (Quarter 3) by pair.
B. Discussion:
Start the lesson by letting the students answer Activity 1 letter A on page 7 of Math
Learner’s Material (Quarter 3), then process the answers. V. ASSIGNMENT:
Use the grouping of each section and assign each group the following problems to be presented Let the students do the Activity on page 14. Let them write their work on a short
in a creative way. bondpaper.
1. Number problem
Find five consecutive odd integers whose sum is 55.
Solution: let x = 1st odd integer Ans. : 7
x + 2 = 2nd odd integer 9
x + 4 = 3rd odd integer 11
 x + 6 = 4th odd integer 13
x + 8 = 5th odd integer 15
x + (x + 2) +(x + 4) +(x + 6) +(x + 8) = 55
5x + 20 = 55
5x = 35
x=7
ANTONIO R. LAPIZ NATIONAL HIGH SCHOOL
Jaguimit, City of Naga, Cebu

LESSON PLAN IN MATHEMATICS 7

S. Y. 2016 - 2017
Target Date: February 20 – 24, 2017 (Monday to Friday)
Time Allocation: 60 minutes (G7 Edison at 11:00 – 12:00 & G7 Einstein at 3:00 – 4:00)
Teacher: Mrs. Cherrie Mae P. Aquino

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

a. represents point, line, and plane using
concrete and pictorial models;
b. illustrates subsets of a line; and
I. OBJECTIVES
c. classifies the different kinds of angles,
pairs of angles, & pairs of lines.
a. derives relationships among angles a. illustrates a circle and the terms related to a. explains the importance of Statistics; and a. gathers statistical data; and
formed by parallel lines cut by a transversal it: radius, diameter, chord, center, arc, b. identify and define terms related to b. organizes data in a frequency distribution
using: chord, central angle, and inscribed angle; Statistics: population, sample, qualitative & table.
a.1 measurement; and and quantitative data, discrete & continuous
a.2 inductive reasoning. b. solves problems involving circles. data, and nominal, ordinal, interval & ratio
scale.

- Undefined Terms in Geometry, Kinds & - Parallel Lines Cut by a Transversal - Circle and Its Terms - Statistics, Kinds of Data, Types of Scales - Frequency Distribution Table
II. SUBJECT Pairs of Angles & Lines - Math Grade 7 Learner’s Module - Math Grade 7 Learner’s Module - Math Grade 7 Learner’s Module - Math Grade 7 Learner’s Module
MATTER - Math Grade 7 Learner’s Module - Textbook, visual aids - Textbook, visual aids - Textbook, visual aids - Textbook, visual aids, calculator
- Textbook, visual aids, strips of paper

A. Motivation: A. Motivation: A. Motivation: A. Motivation: A. Motivation:

Play a game (show realias of point, Review the definition of parallel lines Show to the class a power point Illustrate to the class an example of Show to the class a frequency distribution
line, and a plane) presentation about a circle starting from the statistics through giving them some random table
B. Discussion: set of points until it becomes a circle. samples from the class.
B. Discussion:
Start the lesson by describing the Start the discussion by showing a pair of B. Discussion:
undefined terms in geometry. parallel lines cut by a transversal (define a B. Discussion: B. Discussion: Start the lesson by letting the students
Give an activity (showing angles & transversal) Mount an illustration of a circle on the Start the lesson by defining important embrace a frequency distribution table.
lines through body parts-arms) that Transversal – a line that intersects 2 or board with the rest of its parts. Identify and terms: C. Exercises:
enables them to meet types & pairs of more parallel lines. define each part. *STATISTICS – branch of math that deals
angles and lines. 1 2 - circle - set of points which are equidistant with collecting, simplifying, and describing FREQUENCY DISTRIBUTION TABLE
Define each type & pair of angles and 3 4 from a fixed point called center data.
III. LEARNING lines. - diameter – a special chord with endpoints *POPULATION – is the entire collection of Score Tally Frequency
PRODCEDURE C. Exercises: 5 6 on the circle and passes through the center people or objects being considered.
15 l 1
1. pairs of angles with a sum of 180 0. 7 8 - radius – a line segment with endpoints on *SAMPLE – a subset or part of the
26 ll 2
2. 1400 the circle and at the center of the circle population
A 29 l 1
3. intersecting lines that make a right C. Exercises: C. Exercises: B C. Exercises: 32 l 1
angle Find the measures of each angle in the Classify the ff. as real nominal, artificial, 33 l 1
4. an undefined term represented by a figure below. nominal, ordinal, interval, or ratio.
O C 34 ll 2
dot. 1 2 1. temperature 35 ll 2
5. pairs of lines that never intersect 3 750 2. passing/failing on a math test 36 llll 4
5 6 3. religion 37 l 1
7 8

IV. EVALUATION I. Identify the terms defined below: I. Describe the ff. pairs of angles formed I. Identify the terms defined below: I. Classify the ff. as real nominal, artificial, I. Prepare a frequency distribution &
1. angles that measure 900 when parallel lines are cut by a transversal. 1. an angle that is formed inside the circle nominal, ordinal, interval, or ratio. grouped frequency distribution of the scores
2. lines that are in distinct planes that 1. alternate interior angles with vertex on the circle 1. scores on a science test below.
never intersect 2. alternate exterior angles 2. an angle formed inside the circle with 2. energy consumption in kWh
 3. pairs of angles that are opposite to 3. corresponding angles vertex at the center of the circle 3. high/average/low IQ Table 1
each other II. Solve for the unknown angle measures 3. set of points which are equidistant from 4. rank of students in creativity Scores in a Bowling Tournament
4. pairs of angles with a sum of 90 0 Given: 1 2 a fixed point called center 5. results of an entrance exam
5. angles that lie next to each other. 4. a line segment with endpoints on the 6. kinds of bananas 101 82 87 75
m3 = 550 3 4
II. Illustrate each pair of lines and circle and at the center of the circle 7. average temperature in Baguio City in a 80
5 6
angles accurately. 5. a special chord with endpoints on the month 60 72 76 76 57
7 8
circle and passes through the center 42 75 80 76 79
78 68 65 83
A. Construct the following: A. Give what is asked. A. Construct a circle on a short bond paper
A. Give what is asked. A. Give what is asked/
1. Differentiate parallel lines from skew lines 1. What kind of statistical data about the Phil. Are 1. Describe a frequency distribution
V. ASSIGNMENT 1. 2 acute angles 2. 1 right angle reflecting all its parts. Label them correctly. you familiar with?
3. 2 obtuse angle 4. 1 straight angle 2. Differentiate alternate interior angles Make it as creative as they can. 2. How would you classify the population of
2. What is a grouped frequency distribution?
from alternate exterior & corresponding s. student drop outs in the Philippines? 3. Explain how to obtain the cumulative f?