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DLP CO 1 S.Y. 2023-2024 Grace Vega
DLP CO 1 S.Y. 2023-2024 Grace Vega
DLP CO 1 S.Y. 2023-2024 Grace Vega
References
Teacher’s Guide pages Mathematics 7 , Teacher’s Guide pp.25-30
Learner’s Material pages
Textbook pages
Additional Materials from https://www.scribd.com/document/487729165/subsets-of-real-numbers-final-corrected-tg-pdf
learning Resource (LR) portal
Other Learning Resources TV, PC Tab,
Procedures PRELIMINARIES
(2 Minutes) -Start with the following with a prayer and greetings
-Checking of attendance
-Setting the mood and classroom standard
Safety first!
Make Good choice and use kind words
Arrived on time, prepared and ready to learn
Respect yourself and others
Try your best
Reviewing previous lesson or REVIEW: The teacher checks learners’ understanding on the previous lesson.
presenting the new lesson
MOTIVATION
(5 Minutes)
Tell Me the COLOR! Tell Me the WORD! Tell Me the NUMBER of Letters!
RED
BLUE
GREEN
ORANGE
YELLOW
- Can you read the word RED, BLUE, GREEN, ORANGE, YELLOW?
- What is the color of the word RED, BLUE, GREEN, ORANGE, YELLOW?
- How many letters in the word RED, BLUE, GREEN, ORANGE, YELLOW?
- How many letters in the color of the word RED, BLUE, GREEN, ORANGE, YELLOW?
- Based on the activity we have what do you think is our Lesson for today?
Establishing a purpose for the The teacher presents the objectives by allowing learners to read it. The teacher gives further inputs to emphasize the learning goals that students will achieve
lesson at the end of the lesson.
(1 Minute)
Learning Objectives
1. identify the different subsets of real numbers,
2. illustrate the subsets of real numbers on the number line, and
3. appreciate the importance of the different subsets of real numbers.
After reading the objectives, the teacher asks if the learners are ready for the lessons and the activities.
Presenting examples/ Instances Group Tasking: The teacher will divide the learners into four (4) groups. Each member of the group will have their assigned tasks to do.
of the new lesson
(ACTIVITY) Leader One who leads the group
Secretary One who writes the answers of the group
(17 Minutes) Reporter One who reports the output to the class
Timekeeper One who monitors the time
Members Will cooperate and participate in creating ideas/outputs
Let the groups to decide first who are assigned with the different tasks in a minute. Once the groups are done assigning the tasks, the teacher presents the
rubrics and informs the learners that the rubric will be used in rating the outputs.
Real Number Whole Number Counting Number Integers Rational Number Irrational Number
Group 3 : Tell ME!
Directions : Construct a 1 paragraph (4 stanza) poem about the importance of numbers.
Sample Output :
Who discovered number ?
One, two, three or four?
What does a number stand for?
Number is all that has played
A crucial role in all
Sample Output :
Let us learn the numbers
Because numbers makes it fun
We learn numbers everywhere
You can use it anywhere
Behavior All the members 1 of the members did More than 1 member did
behave properly. not behave. not behave
Performance Follows direction and 1 of the direction was Did not follow instructions
complete work unable to do to to complete the task.
together complete the task.
Correctness No error 1 error 2 or more errors
The teacher will provide an envelop with task inside of it for each group.
PRSENTATION OF OUTPUT
NOTE : Giving of scores based on the scoring rubric except for the CORRECTNESS!
Discussing new concepts and The teacher will use the brainstorming method in the processing of questions to elicit responses from the students. In case learners’ answers are needing
practicing new skills #1 more support, other learners will be called through the same method, or the teacher may shift to voluntary modality to allow other learners who are ready to
(ANALYSIS) share their ideas. The teacher must ensure also those other learners are given a chance to share their answers.
Teamwork
5. Did you apply any strategy to finish your task on time?
6. What are those strategies?
7. How did it help you during the process of making the activity?
Content
Who can give an examples of numbers?
Can you identify that kind of numbers?
What do you think are those kind or set of numbers?
What are sets of numbers?
Continuation of discussion of The teacher added learning on the topic through PowerPoint presentation to wrap-up lesson.
new concepts leading to
formative assessment REAL NUMBERS – is the union of rational and irrational numbers.
(ABSTRACTION) Examples: -8, 56, 0, ⅝, 1.666…, 5.68,
(5 minutes) NATURAL/COUNTING NUMBERS – are the numbers we use in counting things. Note: The three dots called ellipses, indicate that the pattern continues
indefinitely.
Example: 1, 2, 3, …
WHOLE NUMBERS – are numbers consisting of the set of natural or counting numbers including zero.
Example: 0, 1, 2, 3, 4,…
INTEGERS – are the result of the union of the set of whole numbers and the negative of counting numbers.
Example: …-3, -2, -1, 0, 1, 2, 3, …
RATIONAL NUMBERS – are numbers that can be expressed as a quotient of two integers.
Notes: 1. The integer a is the numerator while integer b, which Cannot be zero is the denominator. 2. This set includes fractions and some decimal numbers.
Examples: Fractions - Decimals – 1.5, 2.75, 16.25
IRRATIONAL NUMBERS – are numbers that cannot be expressed as a quotient of two integers. Notes: 1. Every irrational number may be represented by a
decimal neither repeats nor terminates. 2. It includes also mathematical symbols with values and radicals.
Examples: 1. 1.333… 2. 0.555… 3. 34.252525 4. Π 5.
REAL NUMBER SYSTEM is illustrated below in a hierarchy diagram. It shows how all of the sets of numbers related to one another.
Note : Checking
the correctness
of the previous
Activity and
announcing
their total
scores
established on
the scoring
rubric.
HOTS
QUESTIONS :
Developing Mastery The teacher allows learners to answer an objective type of test to measure learners’ understanding on the lesson and check it right away.
(Leads to formative Assessment
3) Directions : Write TRUE if the statement is correct and FALSE if the statement is incorrect
(Formative Practice)
(2 Minutes)
(5 Minutes)
Directions : Ingredients in making homemade ice cream is given. Every groups arrange correctly the measuring of ingredients to create creamy! Yummy ice
cream. Then start making an ice cream by arranging the instructions correctly.
INSTRUCTIONS
1. In a large bowl, mix sweetened condensed milk and flavoring of choice. Mix well and set aside.
2. In a separate bowl, add heavy cream. Whip until stiff peaks.
3. Using a spatula, gently fold the whipped cream into the condensed milk mixture. Add chocolate chips or other mix-ins such as chopped nuts, candy
pieces, or other ingredients as desired. (Be careful not to over-mix and deflate the mixture as you mix.)
4. Transfer mixture into a baking loaf pan or another similar container. Smooth the top. Cover with parchment or wax paper. Prevent ice crystals by
pressing the paper against the surface. Wrap the container in plastic wrap.
5. Freeze for at least 6 hours or until firm before scooping and serving
Behavior All the members 1 of the members did More than 1 member did
behave properly. not behave. not behave
Performance Follows direction and 1 of the direction was Did not follow instructions
complete work unable to do to to complete the task.
together complete the task.
Correctness Answers are all correct Got 1 to 2 errors 3 or more errors
Making generalizations and Students short reflection.
abstraction about the lesson Directions: Fill in column A with what you know, column B is what you want to know, and for column C is what you already know about subsets of real
(3 Minutes) numbers. A sample is provided for you to have a guide in answering the activity.
A (KNOW) B (WANT) C (LEARN)
Evaluating learning
You can Do it!
(5 Minutes) Directions : List down at least five (5) numbers you want and identify the number appropriately by putting check (/) in the box.
Number Real Number Rational Number Irrational Number Whole Number Counting Number Integer
REMARKS
REFLECTION
No. of learners who earned 80%
in the evaluation.
No. of learners who require
additional activities for
remediation
Did the remedial lessons work?
No. of learners who have caught
up with the lessons.
No. Learners who continue to
require remediation
Which of my teaching strategies
worked well? Why did this work?
What difficulties did I encounter
which my principal or supervisor
can help me solve?
What innovation or localized
materials did I used/discover
which I wish to share with other
teachers?