GRADE 7 School Grade Level 7

Rinconada National Technical Vocational School

DAILY Teacher Learning Area MATHEMATICS
LESSON LOG Rosemarie Iglesia Barreto
Teaching Dates and Time Quarter FIRST
October 16-20, 2023

October 16, 2023 October 17, 2023 October 18, 2023 October 19, 2023 October 20, 2023
I. OBJECTIVES
1. Content
Standards The learner demonstrates understanding of key concepts of sets and the real number system.

2. Performance
Standards The learner is able to formulate challenging situations involving sets and real numbers and solve these in a variety of strategies.

3. Learning Illustrates the different Expresses rational numbers Perform operations on rational Perform operations on Perform operations on
Competencies/ properties of operations on from fraction form to decimal numbers. (M7NS-If-1) rational numbers. (M7NS- rational numbers. (M7NS-
the set of integers (M7NS-Id- form and vice versa. (M7NS- If-1) If-1)
Objectives 2) Ie-1) Learning Objectives: Learning Objectives: Learning Objectives:
Learning Objectives: Learning Objectives: 1. Enumerate the steps for 1. Enumerate the steps for 1. Add and subtract fractions.
1. Define and illustrate rational addition and subtraction of multiplication and division of 2. Solve real-life problems
1. Identify what property is numbers; decimal numbers. decimal numbers. involving addition and
illustrated in the given examples; 2. Express rational numbers from 2. Add and subtract decimal 2. Multiply and divide decimal subtraction of fractions.
2. Illustrate the properties of real fraction to decimal form.; and numbers. numbers.
numbers; and 3. Demonstrate accuracy in 3. Solve real-life problems 3. Solve real-life problems
3. Demonstrate the given expressing rational numbers involving addition and involving multiplication and
expressions according to given from fraction to decimals. subtraction of decimal division of decimal numbers.
property. numbers.
II. CONTENT PROPERTIES OF ADDITION AND MULTIPLICATION ADDITION AND
OPERATIONS ON THE RATIONAL NUMBERS SUBTRACTION OF AND DIVISION OF SUBTRACTION OF
SETS OF INTEGERS DECIMALS DECIMALS FRACTIONS
III. LEARNING
RESOURCES
A. References
1. Teacher’s
Pages 46-56 Pages 57 – 62
Guide pages
 2. Learner’s
Materials Pages 33–40 Pages 41-43
pages
3. Textbook
pages
4. Additional Mathematics Grade 7 Quarter 1 – Mathematics Grade 7 Quarter 1 Mathematics Grade 7 Quarter 1 – Mathematics Grade 7 Quarter Mathematics Grade 7 Quarte
Materials from Self-Learning Module 9: – Self-Learning Module 10: Self-Learning Module 11: Addition 1 – Self-Learning Module 12: 1 – Self-Learning Module 13:
Learning Properties of Operations on the Rational Numbers First Edition, and Subtraction of Decimals First Multiplication and Division of Addition and Subtraction of
Set of Integers First Edition, 2020 2020 Edition, 2020 Decimals First Edition, 2020 Fractions First Edition, 2020
Resource (LR)
portal
B. Other
Learning
Resources /
Materials
IV.
PROCEDURES
A. Reviewing Drill. The teacher asks the students: Fill in the blanks. Identify the words Direction: Write the correct
previous that will make the statement TRUE. answer on the line provided
The students answer it orally. 1. What do you call a number 1. __________ is a number that to make the statement true.
lesson or that is a part of a whole?
1. 9 + 8 4. 9(7) can be expressed as the quotient 1. The sum of 0.012 + 2.134
presenting 2. Give me an example of a or fraction 𝑝 𝑞 of two integers, a + 1.2 is __________.
the new 2. 10 – 6 5. (-30)/ (-6) fraction.
3. 8(-6) 6. 16/ 4 numerator p and a non-zero 2. The difference of 25.795 –
lesson 3. Is there a decimal value for denominator q. 2.675 is __________.
½ ? ¼? 2. 0.333… is an example of 3. If 16.254 + N = 18.79, then
Answer key: Answers: __________ decimals. N is equal to __________.
1. Fractions 3. The equivalent decimal of 3 4 is 4. Simplify: 18.997 – (1.246 +
1. 17 4. 63 __________. 5.789) = N. The value of N is
2. 4 5. 5 2. Varried answers
3. 0.5, 0.25
4. The fractional value of 0.8 is __________.
-48 6. 4 __________. 5. If the sum of 18.75 and
5. A __________ is a decimal 5.752 will be subtracted from
number that contains a finite the sum of 19.886 and
number of digits after the decimal 10.758 the difference will be
point. __________.
B. Establishing The teacher lets the students The teacher lets the students realize
a purpose for realize that operations of integers that knowing the equivalent values
 the lesson are important skills in illustrating and skills in performing the basic
the properties of real numbers.
C. Presenting The teacher lets the students
examples/ answer the activity in pair.
instances of Activity # 1: Show and tell.
Fill in the blanks with correct
the lesson numerical values of the pictures.
Guide questions:
1. What operation is used in
illustrating the diagram?
2. In picture number 1, a and b,
what happened to the terms in
both sides of the equation?
3. In picture number 2, what will
be the result if you add
something represented by any
number to nothing represented
by zero?
Possible answer:
1. Addition
2. The terms were interchanged.
3. The result is the non-zero
number.
D. Discussing The teacher discusses with the The teacher discusses with the Decimal number is a number that is
new students the process of arriving at students the process of arriving a fraction whose denominator is a
concepts the answer of each exercise in at the answer of each exercise. power of ten and whose numerator STEP 1: Line up the decimals
operations are important skills in
changing fractions to decimals.
Observe how the two given sets During the ECQ, people were Ronnie works at Iriga City If I have 3/12 parts of blac
differ. advised to eat fruits as a natural Hall. During Enhanced chocolate and 1/12 part
source of Vitamin C to slow down Community Quarantine white chocolate, what part
the spread of CORONA VIRUS. (ECQ), skeletal working the chocolate do I have in all?
One Saturday morning, Mrs. scheme was implemented.
Santos went to the fruit section of Using his motorcycle he goes
the grocery. She picked fruits and to work every Monday, If I have 7/10 parts of butte
paid these at the cashier. If ripe Wednesday and Friday. He and used 3/10 parts of butte
mangoes cost ₱120.70, half kilo of drives 16.4 kilometers from in baking, what part of th
lemon cost ₱75.25, a pineapple for his house to Iriga City Hall butter was left?
₱65.85 and a pack of strawberries back and forth. How many
for ₱62.75, how much did she kilometers does he drive
spend for the fruits? If she gave every week? If he has a
₱500.00 to the cashier, how much consumption of Php204.18
was her change? In this problem worth of gasoline per week,
the cost of the fruits, 120.70, 75.25, how much is his gasoline
65.85, 62.75 and 500.00 are consumption per kilometer?
examples of decimal numbers. First we have to solve for the
number of kilometers Ronnie
To solve this problem, we have the has to drive in 3 days, we
number sentence have the number sentence
16. 4 x 3 = N.
MULTIPLICATION OF ADDING & SUBTRACTING
DECIMAL NUMBERS SIMILAR FRACTIONS
is expressed by number placed to in vertical order. It is not
 and Activity # 1.
practicing
new skills #1
Guide Questions :
1. Based on the previous activity,
item number 1, what property
is being applied?
2. In item number 2, what
property is being illustrated?
Define.
Possible Answers:
1. The property being applied in
item number 1 is Commutative
Property of Addition.
In item number 2, the property
illustrated is Identity Property of
Addition cause any number added
to zero, the sum is always the
number.
E. Discussing The teacher discusses and
new illustrates thoroughly on each
concepts property and gives more
examples as presented.
and Activity # 2: Show and tell.
practicing Fill in the blanks with correct
new skills #2 numerical values of the pictures.
The teacher continue discusses
Furthermore, he/she ask the
students about the mathematical
skills or principles that they use
in changing fraction to decimal.
To convert, divide the numerator
by the denominator.
Continue discussion about
Converting Decimal to Fraction
To convert, write down the
decimal and place 1 as the
denominator. Count the decimal
places and add an equivalent
number of zeros to the
denominator. Then, write the
fraction in lowest term.
the right of a decimal point.
Decimal point is a point or dot that
separates the whole number part
from fraction part and read or
written in word form as “and”.
STEPS IN ADDING DECIMAL
NUMBERS
STEP 1: Write the decimals in
vertical order, align the decimals.
STEP 2: Add extra zeroes to the
right of the number so that each
number has the same number of
digits to the right of the decimal
place.
STEP 3: Add the decimal numbers
starting from the rightmost digit to
the left direction.
STEP 4: Place the decimal point of
the answer in line with the other
decimal points.
STEPS IN SUBTRACTING
DECIMAL NUMBERS
STEP 1: Write the decimals in
vertical order, align the decimals.
STEP 2: Add extra zeroes to the
right of the number so that each
number has the same number of
digits to the right of the decimal
place.
STEP 3: Subtract the decimal
numbers starting from the
rightmost digit to the left direction.
As you subtract, do borrowing if
needed.
STEP 4: Place the decimal point of
the answer in line with the other
necessary that the decimal
points are aligned.
STEP 2: Multiply each digit of
the factors starting from the
rightmost digit just like whole
numbers.
STEP 3: Count the number of
decimal places in both
factors. Put the decimal point Rule : To add or subtract
in the product.
similar fractions, perform the
operation of the numerators
and write the sum/difference
over the denominator. Always
write the final answer in lowes
term.
DIVISION OF DECIMAL ADDING & SUBTRACTING
NUMBERS DISSIMILAR FRACTIONS
STEP 1: Write the decimals
in long division symbol.
STEP 2: Make the divisor a
whole number by moving the
decimal point to the right.
Move the decimal point of the
dividend the same number of
places as the divisor. Place a
decimal point in the quotient
above the decimal point in
the dividend.
STEP 3: Divide as you divide
whole numbers. Add zeroes if
needed to complete the
 with the students the process of decimal points. division.
arriving at the answer in Activity #
2.

Rule : To add or subtract

dissimilar fractions, look for
the LCD and rewrite each
fraction with a denominator
which is equal to the LCD.
Then, change the mixed
fractions into improper
fractions. Perform the
operation of the numerators.
Write the sum/difference over
the denominator. Write the
final answer in lowest term.

F. Developing Working in pairs, the teacher lets the

Working in pairs, the teacher lets ACTIVITY 1: LET’S PRACTICE! ACTIVITY 1: LET’S ACTIVITY 1: LET’S
mastery students answer the exercises:the students answer the Directions: Perform the indicated PRACTICE! PRACTICE!
operation to answer the riddle. Direction: Fill in the blanks to Directions: Add or subtract th
(Leads to Which property of real number following items. The teacher
should see to it that the students Write the letter in the decoder box complete the IF-THEN following similar fraction
Formative justifies each statement?
that has the correct answer in each statements. Express your final answer
Assessment 3) understand how to change
1. 8 + 7 = 15 fraction to decimals. given. 1. If 2.5 x 3.15 = 7.875, then lowest term.
2. 0 + (-3) = -3 Riddle: I have all the knowledge 7.875 is called ____.
3. 9 (8) = 72 Change the following rational you have. But I am small as your 2. If 17.75 x 4.5 = N, then the
4. (-4) 1 = -4 numbers in fraction form or fist that your hands can hold me. value of N is ____.
5. (-6) + (-7) = (-7) + (-6) Who am I? 3. If 9.75 ÷ 0.75 = 13, then
Answer Key: mixed number form into decimal
form: -1/4 ; 3/10 , -2 1/5 ; 3 9.75 is called ____.
5/100. 4. If 9.75 ÷ 0.75 = 13, then
1. Closure Property of Addition
0.75 is called ____.
2. Identity Property of Addition
5. If 18.24 ÷ 0.6 = N, then the
3. Closure Property of Multiplication value of N is __.
4. Identity Property of Multiplication
5. Commutative Property of Addition
G. Finding Give a real life situation in which Mrs. Suico went to a grocery Directions: Solve each of the Directions: Solve the Direction: Complete th
practical the commutative property can be store and wanted to buy a kilo of following problems. Show your problem. Show your following equations wi
applied. solutions. solutions. fractions that will make it true
 applications An example is preparing a fruit Ganador rice at Php54.00 per 1. During the Enhanced 1. Bautista Family is making
of concepts juice – even if you put the powder kilo. How much will she pay for a Community Quarantine (ECQ), 150 pieces of improvised face
and skills in first before the water or vice half kilo of rice? Louie worked as volunteer in shield to donate for the
versa, the product will still be the repacking of goods in Pasig City frontliners. Each face shield
daily living same. It’s still the same fruit juice. Answer = Php27.00 Hall. For his safety he bought needs 1 ft. of garter. This cost
alcohol for Php38.50, facemask for Php2.50 per foot. How much
Php40.00 and faceshield for does Bautista Family need to
Php99.99. How much did he spend buy the garter to make the
in buying alcohol, facemask and 150 pieces of improvised face
face shield? If he gave 200-peso shield?
bill, how much was his change?
H. Making The teacher summarizes the Remember that… 1. What are the steps in adding 1. What are the steps in 1. What are the steps in
generalizatio mathematical skills or principles • A rational number is any decimal numbers? multiplying decimal adding and subtracting
ns and used to recognize the properties number that can be expressed in 2. What are the steps in numbers? similar fractions?
of the operations on integers. the form of 𝐩 𝐪 , where p and q subtracting decimal 2. What are the steps in 2. What are the steps in
abstractions are integers and q ≠ 0. numbers? dividing decimal adding and subtracting
about the Guide questions: • Irrational numbers are numbers numbers? dissimilar fractions?
lesson 1.What is a closure property? whose decimal representations
2.What is a commutative are neither repeating nor
property? terminating and cannot be
3.What is an identity property? expressed as quotient of two
integers.
• To convert fractions to
decimals, divide the numerator
by the denominator.
• To convert decimals to
fractions, write down the decimal
and place 1 as the denominator.
Count the decimal places and
add an equivalent number of
zeros to the denominator. Then,
write the fraction in lowest term.
B. Evaluating The teacher lets the students Directions: In each item, convert Direction: Perform the indicated Directions: Perform the Directions: Add or subtract th
learning answer individually the formative the fraction to a decimal. Write T operation. indicated operation. Match following dissimilar fraction
assessment. if the resulting decimal is 1. 65.75 - (12.22 + 14.15) = Column A with the correct Express your final answer
terminating and NT if it is 2. (18.56 + 25.68) – 10.25 = answer in Column B. Write lowest term.
Complete the mathematical nonterminating. 3. (16.77 + 18.25) - (6.25 – 2.25) = only the letter of the correct
sentences then determine what 4. (18.45 + 0.25) + answer on the space
properties of the operations on (31.66 - 18.75) = provided before each
integers were used to solve the 5. (125.95 – 13.44) + number.
equations. (10 minutes) (243.17 + 0.25) =
 Directions: Convert the following
decimals to fractions.

C. Additional
activities for
application
or
remediation
V. REMARKS

VI. REFLECTION
1. No. of learners who
earned 80% on the
formative assessment

2. No. of learners who

require additional
activities for
remediation.

3. Did the remedial

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

4. No. of learners who

continue to require
remediation

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

6. What difficulties did I

encounter which my
principal or supervisor
can help me solve?

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

Checked by:

Prepared: ROSEMARIE I. BARRETO Checked: MILADEE B. REGALADO

Math 7 Teacher Subject Area Coordinator-Mathematics

Noted:

MERIAM L. CAMILA
School Principal II

SALVACION M. MAGISTRADO
Education Program Supervisor/School Monitor