DAILY School Grade Level

LESSON LOG Teacher Learning Area Math

Teaching Dates and Time Quarter First ( Week 7)
DAY 1 DAY 2 DAY 3 DAY 4
I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of key concepts 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 Competencies/  Performs operations on  Performs operations on  Performs operations on  Performs operations on
Objectives rational numbers rational numbers rational numbers rational numbers
M7NS-If-1 M7NS-If-1 M7NS-If-1 M7NS-If-1

II. CONTENT
III. LEARNING PROCESS
Number and Number Sense Number and Number Sense Number and Number Sense Number and Number Sense
(Addition and Subtraction of (Multiplication and Division of (Addition and Subtraction of (Multiplication and Division of
Rational Numbers in Fraction Rational Numbers in Fraction Rational Numbers in Decimal Rational Numbers in Decimal
Form) Form) Form) Form)

A. References
1. Teacher’s Guide pp. 64 - 67 pp. 70 - 75 pp. 64 - 67 pp. 75 - 77
pages
2. Learner’s Materials pp. 47 – 50 pp. 52 - 55 pp. 50 – 51 pp. 56 - 57
pages
3. Textbook pages
4. Additional Materials
for Learning
Resources (LR) portal
B. Other Learning
Resources
IV. PROCEDURES
A. Reviewing previous The teacher will ask the Word Problem: The teacher will ask the Review on Multiplication and
lesson or presenting students to give two (2) A pizza is divided into 10 equal students to give two (2) Division of Integers:
the new lesson. fractions. slices. Kim ate 3/10 decimals. Give the students series of
 of the pizza and he ate another whole numbers and let them
1/10 of the pizza. What part of multiply and divide.
the whole pizza did Kim eat?

Answer: 4/10 or 2/5

B. Establishing a purpose Provocative Question:
for the lesson. 1. How will you combine the
two fractions?
Provocative Question Provocative Question: Provocative Question:
How about this problem: 1. How will you combine two 1. How will you multiply
decimals? decimals?
1. A pizza is divided into 10 2. How about fractions?
equal slices. Kim ate 3/5
of ½ of the pizza. What part of
the whole pizza did Kim eat?

2. How Miriam made 8

chicken sandwiches for some
street children. She cut up each
sandwich into 4 triangular
pieces. If a child can only take a
piece, how many children can
she feed?

The teacher will reveal the

answer without showing the
solution and will ask the
students how it was done.

C. Presenting examples/ The teacher will give an
instances of the new example:
lesson.
Miriam made 8 chicken
sandwiches for some street
children. She cut up each
sandwich into 4 triangular
pieces. If a child can only take a
Try to observe how the answer
was obtained:
A. 1,902 + 21.36 + 8.7 =
1,932.06
B. 45.08 + 9.2 + 30.545 =
84.825
C. 700 – 678.891 = 21.109
Give students several
examples of multiplication
sentences with the answers
given. Place the decimal point
in an incorrect spot and ask
students to explain why the
decimal place does not go
there and explain where it

D. Discussing new Answer the following questions:
concepts and 1. Is the common denominator
practicing new skills always the same as one of the
denominators of the given
fractions?
2. Is the common denominator
always the greater of the two
denominators?
3. What is the least common
denominator of the fractions in
each example? 4. Is the
resulting sum or difference the
same when a pair of dissimilar
fractions is replaced by any pair
of similar fractions?
E. Discussing new
concepts and
practicing new skills
piece, how many children can should go and why.
she feed?
215.2
x 3.2
68.864
The teacher will introduce the Try this: Show the correct solution
AREA MODEL Find the sum:
(This model can be used to 215.2
illustrate multiplication and 1. 0.77 x 3.2
division of rational numbers) + 0.9768 688.64
+ 0.05301
In multiplying rational numbers
2. 900 in decimal form, note the
+ 676.34 importance of knowing where
+ 78.003 to place the decimal point in a
product of two decimal
numbers. Do you notice a
pattern?
The area model is also used in Try this: B. Five students ordered buko
visualizing division of rational Find the difference: pie and the total cost was
numbers in fraction form. P135.75. How much did each
1. 51.005 student have to pay if they
– 21.4591 shared the cost equally?
2. 5.44 135.75 ÷ 5 = __________
– 4.97
In dividing rational numbers in
decimal form, how do you
determine where to place the
decimal point in the quotient?
 F. Developing Mastery Do Exercises on LM Do the Post-Activity Discussion Situation: Answer the following:
( Leads to Formative page 49, #’s 1-5 (Questions to Ponder on LM pp. Your “baon” for a day is
Assessment ) 53 – 54 Php 20.00. You lost your ballpen A. 78 x 0.4
and you decided to buy a new B. 9.6 x 13
Show example on LM one worth C. 27.3 x 2.5
pp. 54 - 55 Php 7.50. While walking you D. 3.5 ÷ 2
found 0.25 centavos. How much E. 3.24 ÷ 0.5
money is left in your pocket? F. 1.248 ÷ 0.024
G. Finding practical Situation: Situation:
applications of In your classroom, you spend ¼ Your “baon” for a day is
concepts and skills in of ½ in your 1-hour Math class Php 20.00. You lost your ballpen
daily living. doing you output to be and you decided to buy a new
submitted at the end of the one worth
session. How many minutes you Php 7.50. While walking you
spend doing the output? found 0.25 centavos. How much
money is left in your pocket?
H. Making generalizations Arrange the decimal numbers in Rules in Multiplying Rational
and abstractions about a column such that the decimal Numbers in Decimal Form
the lesson. points are aligned, then add or
subtract as with whole numbers. 1. Arrange the numbers in a
vertical column.
2. Multiply the numbers, as if
you are multiplying whole
numbers.
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.
Rules in Dividing Rational
Numbers in Decimal Form
 1. If the divisor is a whole
number, divide the dividend by
the divisor applying the rules of
a whole number. The position
of the decimal point is the same
as that in the dividend.
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
number. 3. Move the decimal
point in the dividend to the right
the same number of places as
the decimal point was moved to
make the divisor a whole
number.
4. Lastly divide the new
dividend by the new divisor.
I. Evaluating Learning Do Exercises on LM Do exercise on LM, page 55 Solve the following problems: A. 3.415 ÷ 2.5
page 49, #’s 6-10 #1 (a-e) a. Helen had P7500 for B. 53.61 x 1.02
#B (1-5) shopping money. When she got C. 1948.324 ÷ 5.9
home, she had P132.75 in her
pocket. How much did she
spend for shopping?

b. Ken contributed P69.25, while

John and Hanna gave P56.25
each for their gift to Teacher
Daisy. How much were they
able to gather altogether?
 c. Ryan said, “I’m thinking of a
number N. If I subtract 10.34
from N, the difference is 1.34.”
What was Ryan’s number?

d. Agnes said, “I’m thinking of a

number N. If I increase my
number by 56.2, the sum is
14.62.”What was Agnes
number?

e. Kim ran the 100-meter race in

135.46 seconds. Tyron ran
faster by 15.7 seconds. What
was Tyron’s time for the 100-
meter dash?
J. Additional activities for Do exercise on LM, page 55
application or #C (1-5)
remediation.
V. REMARKS
VI. REFLECTION
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. Do 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?