GRADE 1 to 12 School URBIZTONDO INTEGRATED SCHOOL Grade Level Grade 7

DAILY LESSON LOG Teacher KRISTINA CASSANDRA G. FERRER Learning Area MATHEMATICS
September 25-29, 2023
Teaching Dates and Time (7:30-8:30, 8:30-9:30, 9:45-10:45, 2:00-3:00, 3:00-4:00) Quarter First Quarter

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Objectives must be met over the week and connected to the curriculum standards. To meet the objectives necessary procedures must be followed and if needed,
additional lessons, exercises, and remedial activities may be done for developing content knowledge and competencies. These are assessed using Formative
I. OBJECTIVES
Assessment strategies. Valuing objectives support the learning of content and competencies and enable children to find significance and joy in learning the lessons.
Weekly objectives shall be derived from the curriculum guides.

A. Content Standard The learner demonstrates understanding of key concepts of sets and the real number system.

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

The learner expresses rational numbers from fraction form to The learner:
decimal form and vice versa. (M7NS-Ie-1) a. performs operations on rational numbers (M7NS-If-1)

a. Define rational numbers.
b. Express rational numbers
from fraction form to
C. Learning decimal form.
Competency/Objectives c. Apply the concepts rational
Write the LC code for numbers in real life situations.
each.
a. Differentiates a. Recalls adding and a. Recalls adding and
terminating decimals subtracting rational numbers subtracting rational numbers
from and non- in fraction form using linear in decimal form using linear
terminating/repeating models models
decimals. b. Performs addition and b. Performs addition and
b. Express rational subtraction on rational subtraction on decimal
numbers from decimal numbers in fraction numbers
form to fraction form. c. Solves addition and c. Solves addition and
c. Apply the subtraction on rational subtraction on decimal
concepts rational numbers in fraction numbers
numbers in real life
situations.

Expressing Fraction Form to Expressing Decimal Form Addition and Subtraction of Addition and Subtraction of ENRICHMENT ACTIVITY
II. CONTENT Decimal Form to Fraction Form Fractions Decimal

III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide pages Mathematics MELCS page 227

1
 2. Learner’s Materials
pages
3. Textbook pages
4. Additional Materials
from Learning Resource
(LR)portal
B. Other Learning Resource
IV. PROCEDURES
A. Reviewing previous lesson
or presenting the new lesson
B. Establishing a purpose for
the lesson
Mathematics Quarter 1 Module 5 Mathematics Quarter 1 Module 6
Powerpoint presentation, Powerpoint presentation, Powerpoint presentation, Powerpoint presentation,
activity sheets activity sheets activity sheets activity sheets
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by
the students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things,
practice their learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge.
Indicate the time allotment for each step.
Perform the indicated What are the steps in What is Fraction? Drill:
operations on integers. expressing Fraction Form Fraction is a part of a whole. Perform the indicated
to Decimal Form? operations.
1. (-7) + (+2) =
2. (-7) – (-3) = 8 4
3. (+8) x (+3) = 1. +
5 5
4.(+3) x (-1) =
5.(-3) ÷ (+3) = 8 6
.2. -
3 95
2 2
3. -
Find the greatest common A decimal is changed to Drill 3 5
factor of the two numbers: a fraction by using its 1. Add 220 and 117.
digits (without the 2. Subtract 367 from 345. 7 5
4. -
1. 7 and 14 decimal point) as the 3. 98+231-188 = ________ 8 6
2. 12 and 32 numerator and selecting
an appropriate power of 1 3
3. 9 and 21 5. 4 +
10 as the denominator. 8 5
4. 10 and 45 The fraction can be
5. 4 and 28 changed to lowest terms
when possible.
Express the following
decimal form to fraction
form.
2

C. Presenting
examples/Instances of the
new lesson
D. Discussing new concepts
and practicing new skills # 1
Decimal numbers can be
written both in expanded form
and in words.
To express fraction to decimal
form, follow these steps:
 Step 1: Find a number you
can multiply by the bottom of
the fraction to
make it 10, or 100, or 1000, or
any 1 followed by 0s.
 Step 2: Multiply both top and
bottom by that number.
 Step 3. Then write down just
the top number, putting the
decimal point in
the correct spot (one space
from the right hand side for
every zero in
the bottom number)
To express a Decimal
number to a Fraction,
follow these steps:
Step 1: Write down the
decimal divided by 1, like
decimal
this:
1
Step 2: Multiply both top
and bottom by 10 for every
number after the decimal
point. (For example, if
there are two numbers
after the decimal point,
then use 100, if there are
three then use 1000, etc.)
Step 3: Simplify (or reduce)
the fraction
Example 1: Express 0.75
A. Similar Fractions
Similar fractions are fractions
that have the same
denominator.
B. Dissimilar Fractions
Dissimilar fractions are
fractions with different
denominators.
C. Mixed Numbers
Mixed Numbers are quantities
that have a whole number part
and a fraction part.
A. Similar Fractions
B. Dissimilar Fractions
Steps in Adding and
Subtracting Fractions
1. With different denominators,
a c
and , where b ≠ 0 and d
b d
≠ 0, Rename the fractions to
make them similar which
What is Decimal Numbers?
Decimals are the numbers,
which consist of two parts
namely, a whole number part
and a fractional part separated
by a decimal point. For
example, 12.5 is a decimal
number.
A. Addition of Decimals
Examples
1. Add. 0.005 + 9.684
0.005 align
+ 9.684 add
9.869 affix decimal point
2. Add: 34.095 + 8.68
34.095
+ 8.68
42.775
B. Subtraction of Decimals
Examples
3. Subtract: 37.428 – 10.634
37.428
- 10.634
26.794
4. Subtract: 65.030 – 26.732
3
 3 to fraction
Example 1: Express to
4
Decimal form
Step 1: We can multiply 4 by
25 to become 100
Step 2: Multiply top and bottom
by 25:
Step 3: Write down 75 with the
decimal point 2 spaces from
the right (because 100 has 2
zeros);
1
Example 2: Express to
3 Subtracting Mixed Numbers
Decimal form
Step 1: There is no way to
multiply 3 to become 10 or 100
or any "1 followed by 0s",
but we can calculate an
approximate decimal by
choosing to multiply by, say,
333
Step 2: Multiply top and bottom
by 333:
Step 3: Now, 999 is nearly
Step 1: Write down 0.75
divided by 1:
Step 2: Multiply both top
and bottom by 100
(because there are 2 digits
after the decimal point so
that is 10×10=100):
Step 3: Simplify the fraction
by dividing 5 both top and
bottom (this took me two
steps):
denominator is the least 65.030
common multiple of b and d. - 26.732
2. Add or subtract the 38.298
numerators of the resulting
fractions.
3. Write the result as a fraction
whose numerator is the sum or
difference of the numerators
and which denominator is the
least common multiple of b
and d.
C. Mixed Numbers
Steps in Adding and
1. Find the LCD of the
fractions in the mixed numbers
to make them similar fractions.
2. Add or subtract the whole
numbers and the similar
fractions.
3. Simplify if the resulting
fraction is improper fraction.
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 1,000, so let us write down 333
with the decimal point
3 spaces from the right
(because 1,000 has 3 zeros):

Student Activity: Student Activity: Student Activity: Student Activity:

1 Example 2: Express 2.35 Perform the indicated Perform the indicated
Example 3: Express to to a fraction. operations. operations.
9
Decimal form
1. 5.84 + 3.81
E. Discussing new concepts 2. 12.7 + 5.62
and practicing new skills # 2 3. 84.52 – 41.8
1
Example 4: Express 4. 129.08 – 3.52
11
to Decimal form

Express each Fraction in Express each Decimal Perform the indicated

Decimal form. number in Fraction in operation.
3 lowest terms or a mixed 1. 1.85 + 0.86
1. number in simple form. 2. 14.046 – 0.854
4
21 1. 0.15 3. 41.5 + 725.4
2. 2. 0.225 4. 35.33 – 7.58
F. Developing mastery 6
3. 2.33 5. 654.1 + 32.95
(leads to Formative 4
3. 4. 9.08
Assessment 3) 29 5. 4.404
11
4.
316
2
5.
37

5
G. Finding practical application Fill in the blanks.
of concepts and skills in daily To express a Fraction to a
living Decimal, follow these steps:
Step 1: Find a number you can
(1) by the bottom of the (2) to
make it 10, or 100, or 1000, or
any 1 followed by 0s.
Step 2: Multiply both (3) and
(4) by that number.
Step 3. Then write down just
the top number, putting the (5)
in
the correct spot (one space
from the right hand side for
every zero in
the bottom number)
Fill in the blanks.
To express a Decimal to a
Fraction, follow these
steps:
Step 1: Write down the
decimal (1) 1, like this:
decimal/𝟏
Step 2: Multiply both top
and bottom by (2) for every
number after the (3) . (For
example, if there are two
numbers after the decimal
point, then use 100, if there
are three then use 1000,
etc.)
Step 3: (4) (or reduce) the
(5) .
To sum it up, let us complete To sum it up, let us complete
the statements. Choose your the statements. Choose your
answer from the box that best answer from the box that best
completes each of the completes each statement
statement below. below.
1. Similar fractions are
1. Adding decimals is very
fractions with the ______
similar to adding _________.
denominators.
2. Line up the number
2. Similar fractions are added vertically so that all the
by adding the numerators decimal points are _______.
while retaining the ________. 3. Add extra ______ to the
3. Similar fractions are right of the number so that
subtracted by getting the each number has the same
______ between the two number of digits to the right of
numerators while retaining the the decimal point.
denominator. 4. Place the ______________
4. Dissimilar fractions are of the result in line with the
fractions that have other decimal points.
___________ denominators.
5. Dissimilar fractions should
first be __________ to similar
fractions before adding or
subtracting them.
6. Mixed numbers are
quantities that have a
___________ part and a
fraction part.
7. Whole numbers can be
changed to mixed numbers so
that _________ operations are
possible with problems
involving a combination of
mixed numbers, whole
numbers and fractions.
8. Always ___________ your
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What are the steps in
expressing Fraction Form to
Decimal Form?
answer to lowest term.
Here
What are the steps in What is Similar Fractions? How to add and subtract
expressing Decimal Form What is Dissimilar Fractions decimal numbers?
to Fraction Form? What is Mixed Numbers?

H. Making generalizations and

abstractions about the
lesson

Express each Fraction into Express each Decimal B. Give the number asked for.
Decimal form. into Fraction form. 1. What is three more than
three and one-fourth?
3 highest mountain in the world.
2. Increase the sum of 6
14
2 1
and 2 by 3 . What is the
7 2
result?
I. Evaluating learning
Solve the following problems.
1. Mt. Everest in the
Himalayas at 8,488 km is the
The Marianas Trench in the
Pacific Ocean at 11.03 km is
the deepest part of the ocean.
Find the vertical distance from
the top of the highest
mountain in the world to the
deepest part of the ocean.
2. The new rate of increase
per kilowatt hour of electricity
is Php0.125. What is the
resulting rate if the original rate
per kilowatt hour was Php
8.97?

J. Additional activities for

application or remediation

7
 V. REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be
VI. REFLECTION 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.
7- Diamond: 7- Diamond: 7- Diamond: 7- Diamond: 7- Diamond:
7- Malachite: 7- Malachite: 7- Malachite: 7- Malachite: 7- Malachite:
7- Spinel: 7- Spinel: 7- Spinel: 7- Spinel: 7- Spinel:
A. No. of learners who earned 7- Zircon: 7- Zircon: 7- Zircon: 7- Zircon: 7- Zircon:
80% in the evaluation 7- Turquoise: 7- Turquoise: 7- Turquoise: 7- Turquoise: 7- Turquoise:

7- Diamond: 7- Diamond: 7- Diamond: 7- Diamond: 7- Diamond:

7- Malachite: 7- Malachite: 7- Malachite: 7- Malachite: 7- Malachite:
B. No. of learners who require
7- Spinel: 7- Spinel: 7- Spinel: 7- Spinel: 7- Spinel:
additional activities for
7- Zircon: 7- Zircon: 7- Zircon: 7- Zircon: 7- Zircon:
remediation who scored
7- Turquoise: 7- Turquoise: 7- Turquoise: 7- Turquoise: 7- Turquoise:
below 80%

C. Did the remedial lessons

work? No. of learners who
have caught up with the
lesson
7- Diamond: 7- Diamond: 7- Diamond: 7- Diamond: 7- Diamond:
7- Malachite: 7- Malachite: 7- Malachite: 7- Malachite: 7- Malachite:
7- Spinel: 7- Spinel: 7- Spinel: 7- Spinel: 7- Spinel:
D. No. of learners who continue 7- Zircon: 7- Zircon: 7- Zircon: 7- Zircon: 7- Zircon:
to require remediation 7- Turquoise: 7- Turquoise: 7- Turquoise: 7- Turquoise: 7- Turquoise:

E. Which of my teaching
strategies worked well? Why
did these work?
Strategies used that work well:
___ Group collaboration
___ Power Point Presentation
___ Games
___ Discussion
___ Answering preliminary
___ Case Method
Strategies used that work
well:
___ Group collaboration
___ Power Point Presentation
___ Games
___ Discussion
___ Answering preliminary
Strategies used that work well:
___ Group collaboration
___ Power Point Presentation
___ Games
___ Discussion
___ Answering preliminary
___ Case Method
Strategies used that work well:
___ Group collaboration
___ Power Point Presentation
___ Games
___ Discussion
___ Answering preliminary
___ Case Method
Strategies used that work well:
___ Group collaboration
___ Power Point Presentation
___ Games
___ Discussion
___ Answering preliminary
___ Case Method

8

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?
activities/exercises
___ Think-Pair-Share (TPS)
___ Rereading of Paragraphs/
___ Role Playing/Drama
Poems/Stories
___ Discovery Method
___ Differentiated Instruction
___ Complete IMs
___ Lecture Method
Why?
___ Availability of Materials
___ Students’ eagerness to learn
___ Group member’s cooperation
in doing their tasks
__ Bullying among students
__ Colorful IMs
__ Students’ behavior/attitude
__ Additional Clerical works
__ Unavailable Technology
__Reading Readiness
Equipment (AVR/LCD)
__Lack of Interest of students
__ Science/ Computer/ Internet
Lab
Planned Innovations:
__ Localized Videos
__Tarpapel charts
__ Making use big books from
__Pictures
views of the locality
__Flashcards
__ Recycling of plastics to be
used as Instructional Materials
__ Local poetical composition
___ Case Method
activities/exercises
___ Think-Pair-Share (TPS)
___ Rereading of
Paragraphs/
___ Role Playing/Drama
Poems/Stories
___ Discovery Method
___ Differentiated Instruction
___ Complete IMs
___ Lecture Method
Why?
___ Availability of Materials
___ Students’ eagerness to
learn
___ Group member’s
cooperation in doing their
tasks
__ Bullying among students
__ Colorful IMs
__ Students’ behavior/attitude
__ Additional Clerical works
__ Unavailable Technology
__Reading Readiness
Equipment (AVR/LCD)
__Lack of Interest of students
__ Science/ Computer/
Internet Lab
Planned Innovations:
__ Localized Videos
__Tarpapel charts
__ Making use big books from
__Pictures
views of the locality
__Flashcards
__ Recycling of plastics to be
used as Instructional
Materials
__ Local poetical composition
activities/exercises
___ Think-Pair-Share (TPS)
___ Rereading of Paragraphs/
___ Role Playing/Drama
Poems/Stories
___ Discovery Method
___ Differentiated Instruction
___ Complete IMs
___ Lecture Method
Why?
___ Availability of Materials
___ Students’ eagerness to learn
___ Group member’s cooperation
in doing their tasks
__ Bullying among students
__ Colorful IMs
__ Students’ behavior/attitude
__ Additional Clerical works
__ Unavailable Technology
__Reading Readiness
Equipment (AVR/LCD)
__Lack of Interest of students
__ Science/ Computer/ Internet
Lab
Planned Innovations:
__ Localized Videos
__Tarpapel charts
__ Making use big books from
__Pictures
views of the locality
__Flashcards
__ Recycling of plastics to be
used as Instructional Materials
__ Local poetical composition
activities/exercises
___ Think-Pair-Share (TPS)
___ Rereading of Paragraphs/
___ Role Playing/Drama
Poems/Stories
___ Discovery Method
___ Differentiated Instruction
___ Complete IMs
___ Lecture Method
Why?
___ Availability of Materials
___ Students’ eagerness to learn
___ Group member’s cooperation
in doing their tasks
__ Bullying among students
__ Colorful IMs
__ Students’ behavior/attitude
__ Additional Clerical works
__ Unavailable Technology
__Reading Readiness
Equipment (AVR/LCD)
__Lack of Interest of students
__ Science/ Computer/ Internet
Lab
Planned Innovations:
__ Localized Videos
__Tarpapel charts
__ Making use big books from
__Pictures
views of the locality
__Flashcards
__ Recycling of plastics to be
used as Instructional Materials
__ Local poetical composition
activities/exercises
___ Think-Pair-Share (TPS)
___ Rereading of Paragraphs/
___ Role Playing/Drama
Poems/Stories
___ Discovery Method
___ Differentiated Instruction
___ Complete IMs
___ Lecture Method
Why?
___ Availability of Materials
___ Students’ eagerness to
learn
___ Group member’s
cooperation in doing their
tasks
__ Bullying among students
__ Colorful IMs
__ Students’ behavior/attitude
__ Additional Clerical works
__ Unavailable Technology
__Reading Readiness
Equipment (AVR/LCD)
__Lack of Interest of students
__ Science/ Computer/
Internet Lab
Planned Innovations:
__ Localized Videos
__Tarpapel charts
__ Making use big books from
__Pictures
views of the locality
__Flashcards
__ Recycling of plastics to be
used as Instructional Materials
__ Local poetical composition
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Prepared by: Checked by: Noted:

KRISTINA CASSANDRA G. FERRER JIG M. DECENA, EdD CHODELYN P. DE GUZMAN, EdD

Teacher III Head Teacher III Principal III

Checked by:

JIG M. DECENA, EdD

Head Teacher III

Noted:

CHODELYN P. DE GUZMAN, EdD

Principal III

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