School MEDINA NATIONAL COMPREHENSIVE HIGH SCHOOL
DAILY LESSON LOG
Time
Dates:
I. OBJECTIVES:
A. Content Standard
B. Performance Standard
C. Learning Competencies/Objectives The learner is able express ratioal numbers from
Write the LC Code for each
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher's Guide Pages
2. Learner's Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR) portal
B.Other Learning Resources
IV. PROCEDURES:
A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for the
lesson
C. Presenting examples/instances of
the lesson
D. Discussing new concepts and
practicing new
E. Discussing newskills # 1 and
concepts
E. Developing Mastery
(Leads to Formative Assessment)
F.Finding Practical applications of
concepts and skills in daily living.
Teacher ELESITA A. ALINGASA /
School Head
Department Head
MONDAY
July 25, 2016
The learner demonstrates understanding
of key concepts of real number
system.
The learner is able to formulate
challenging situations involving
real numbers and solve these in
a variety of strategies.
fraction to decimal form and vice versa
M7NS-Ie-1
Numbers and Number Sense
Lesson 6:Rational numbers in the numberline.
Teacher's Module
Quarter 1,Page 41-44
Integrated Math pages 54-55
e-Math Elementary Algebra
pages 135-148
Rational numbers in the numberline is the
prerequisite concepts on the forms of rational
numbers .
To define,illustrate and arrange rational numbers
on the numberline.
Determine the ff. numbers are rational or not.
-2 , 3.1416 , 1/11 ,-1.89 , 4.
This lesson is more in depth discussion of the set,
rationalnumbers an focus on where they are
found in the real number line.ex.3 1/2,-6 1/4,1/2
ex.7/2=3/2 ,-25/4=-6 1/4 are quotient integers?
Locate & plot the ff.on a numberline.
a). -10/3= b). 2.07 c).2/5 d). 12
Find a # one fourth of the way from 1/3to 4/5.
Find a rational # between 3/8 and 5/6.
FLORENCIA D. BAANG-Sec. School Principal I
RICARDO D. BONGCAS-SSHT III Science-Math Dept.
TUESDAY
July 26, 2016
The learner demonstrates understanding
of key concepts of real number
system.
The learner is able to formulate
challenging situations involving
real numbers and solve these in
a variety of strategies.
The learner is able to arrange rational numbers
on a number line.
M7NS-Ie-2
Numbers and Number Sense
Lesson 7:Forms of Rational numbers
Teacher's Module
Quarter 1,Page 45-47
Integrated Math pages 66
e-Math Elementary Algebra
pages 135-148
To express rational numbers from fraction form
to decimal form.(terminating and repeating and
non-terminating)and vice versa.
To express different forms of rational#s such as
fraction to decimal (terminating,repeating,non term.
change rational in fraction to decimal -1/4,-2 1/5
change rational in decimal to fraction 1.8,-0.001
Rational # is a quotient of 2 integers.To change a
rational number in fraction form,need only to
divide the numerator by the denominator.
125/1000 or 0.125 ; 625/10000 or 0.625
Change -1.353535 to its fraction form
Change -2.173 to fraction form.
Find a number two thirds of the way frm 1/6 to 3/5
Find a number one fifth of the way frm 2/3 to 5/4.
G. Making generalizations and
abstractions about the lesson
Students may be able to learned more about
what rational numbers are and where they can be
found in the real numberline.
Students may learned more about what rational #s
are,andwhere they can be found in the real
numberline by changing all rational numbers to
equivalent forms to arrange in order from least
to greatest.

H. Evaluating learning
I. Additional activities for application
for 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
C. Did 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?
Name one rational number x that satisfies the
description, -10<x,-9 ; 1/10<x<1/2
a).Locate 1.75 on the number line.
b).The 7th mark from 0 is the point 1.75
Should be accomplished.
241 number of learners who earned in the
evaluation.
60 of learners who require additional
activities for remediation.
yes,50 number of learners who have
caught up with the lesson.
10 number of learners who continue
to require remediation.
Discussion first,then activity is also found
out to be very effective since students in
this generation has a very limited attention
span
The transition from certain grade level to
the next seems challenging for my students,
they need to be aware on how to act
according to their age,perhaps, advice from
a superior on how to help my learners in
this phase will be of great help.
Visualization-higher levels of understanding
Discuss & Listen;Solve & Listen;Show & Like
Change rational number in fraction form or mixed
# to decimal.a)-1/4 b).3 5/100
Explain why the quotient of two integers is not
always an integers.
Should be accomplished.
241 number of learners who earned in the
evaluation.
60 of learners who require additional
activities for remediation.
yes,50 number of learners who have
caught up with the lesson.
10 number of learners who continue
to require remediation.
Discussion first,then activity is also found
out to be very effective since students in
this generation has a very limited attention
span
The transition from certain grade level to
the next seems challenging for my students,
they need to be aware on how to act
according to their age,perhaps, advice from
a superior on how to help my learners in
this phase will be of great help.
Visualization-higher levels of understanding
Discuss & Listen;Solve & Listen;Show & Like

Prepared by: Checked by:

ELESITA A. ALINGASA RICARDO D. BONGCAS

Secodary School Teacher III Secondary School Head Teache
GH SCHOOL District MEDINA Division MISAMIS ORIENTAL
Grade GRADE 7 Quarter 1ST
ncipal I Learning Areas MATH Week JULY 11 - 15, 2016
Math Dept. Sections: Amiable,Affectionate,Adorable,Angelic,Assertive,Altruistic. 301 Learners
WEDNESDAY THURSDAY FRIDAY
July 27, 2016 July 28, 2016 July 29, 2016

The learner demonstrates understanding
of key concepts of real number
system.
The learner is able to formulate
challenging situations involving
real numbers and solve these in
a variety of strategies.
The learner is able to perform operations on a
rational numbers.
M7NS-If-1
Numbers and Number Sense
Lesson 7:Addition, Subtraction of rational numbers Lesson 8:Multiplication,Division of Rational #s.
The learner demonstrates understanding
of key concepts of real number
system.
The learner is able to formulate
challenging situations involving
real numbers and solve these in
a variety of strategies.
The learner is able to perform operations on a
rational numbers.
M7NS-If-1
Numbers and Number Sense
The learner demonstrates understanding
of key concepts of real number
system.
The learner is able to formulate
challenging situations involving
real numbers and solve these in
a variety of strategies.
The learner is able to perform operations on a
rational numbers.
M7NS-If-1
Numbers and Number Sense
Lesson 9:Properties of operation on Rational #s.

Teacher's Module Teacher's Module Teacher's Module

Quarter 1,Page 47-51 Quarter 1,Page 52-57 Quarter 1,Page 58-62
Integrated Math pages 67-68 Integrated Math pages 69-70 Integrated Math pages 71-73

e-Math Elementary Algebra e-Math Elementary Algebra e-Math Elementary Algebra

pages 135-148 pages 135-148 pages 135-148

Students be able to find the sum or difference by
busing the numberline or objects in a set or using numbers while there are rules and algorthms to
linear or area models.
Students may able to add and subtract rational
numbers.
two ways of adding and subtracting decimals.
fraction form/arrange in column. 2.3+7.21;9.6-3.25
Exercises not purely computational there were
thought
that helpquestions and problem solving activities
that helped deepening one's understanding of
rational #.ex.1,902+21.36+8.7 ex.700-678.891
perform indicated operation: 1).(10-5.891)+7.99
2).0.77+0.9768 +0.05301 3).7.3-5.182
What is three more than three and one-fourth?
Students may able to multiply and divide rational The lessons are useful because they simplify
computations on rational numbers and are true
remember. under the operations on addt'n & multiplication.
Students may able to learned how to multiply To describe and illustrate the different properties
and divide rational numbers. of the operations on rational numbers.
3/5 x 1/2= 4/5 ^ 1/2= 3/7 x 2/5= ex. 2/15x5/6=5/6x2/15 ex.3/4+2/4=3+2/4=5/4
4 1/3 x 2 1/4= 8/11^2/3= ex. 2/7+1/3=1/3+1/7 ex.6/7x2/3=3/3x6/7
a/b x c/d=ac/bd where b and not equal to zero.to Properties of Rational numbers: 1).commutative
multiply rational#s in fraction forms. 2).closure 3).associative 4).distributive over addi-
a/b ^ c/d=a/b *d/c=ad/bc where b,c and d are not tion.distributive over subtraction 5).identity of
equalto zero,to divide rational #s in fraction forms addition and multiplication 6).zero prop.of mult'n
Perform the indicated operation:1).3.5/2 2).78x.4 State the property: 1).2/3+5/8=5/8+2/3
3).9.6x13= 4).3.415/2.5= 5).53.61x 1.02= 2).1 x9/35=9/35 3).3/4+0=3/4 4).1/2+5/6=4/3
How many thirds are there in six-fifths? Find the value of N in each expression:
1).N+1/45=1/45 2).0+N=5/18
3). 8/23 x 1= N 4).2/9 + 2/3 = N
 Students may learned techniques in adding and
subtracting rational numbers which includes
changing rational numbers into various forms
convenient for the operations,estimations and
computation techniques.
Find the sum or difference of the following:
1).3/5+1/5 2).1/8+5/8 3).10/11-3/11 4).3 6/7-1 2/
What is the least common denominator of the
fraction? 6 ; 21; 15 ; 35 ; 12; 60
Should be accomplished.
241number of learners who earned in the
evaluation.
60 of learners who require additional
activities for remediation.
yes,50 number of learners who have
caught up with the lesson.
10 number of learners who continue
to require remediation.
Discussion first,then activity is also found
out to be very effective since students in
this generation has a very limited attention
span
The transition from certain grade level to
the next seems challenging for my students,
they need to be aware on how to act
according to their age,perhaps, advice from
a superior on how to help my learners in
this phase will be of great help.
Visualization-higher levels of understanding
Discuss & Listen;Solve & Listen;Show & Like
BONGCAS
chool Head Teacher III
Students may learned techniques in multiplying
and dividing rational numbers which includes
changing rational numbers into various forms
convenient for the operations,estimations and
computation techniques.
Find the product and the quotient of the following Find the value of N:
1). 5/6 *2/3 2). 5/12/^ (-3/4)
A pizza is divided into 10 equal slices.Kim ate 3/5
of 1/2 of the pizza.What part of pizza did kim ate?
Should be accomplished.
241 number of learners who earned in the
evaluation.
60 of learners who require additional
activities for remediation.
yes,50 number of learners who have
caught up with the lesson.
10 number of learners who continue
to require remediation.
Discussion first,then activity is also found
out to be very effective since students in
this generation has a very limited attention
span
The transition from certain grade level to
the next seems challenging for my students,
they need to be aware on how to act
according to their age,perhaps, advice from
a superior on how to help my learners in
this phase will be of great help.
Visualization-higher levels of understanding
Discuss & Listen;Solve & Listen;Show & Like
Noted by:
FLORENCIA D. BAANG
Secondary School Principal I
This lesson is about properties of operations on
rational #s w/c are useful because they simplify
computations on rational #s.suma/b+c/d;product
a/bxc/d ; a/b+c/d=b/d+a/b ; a/bxc/d=c/d and a/b
ex.a/b+c/d+e/f=a/b+c/d+e/f ; a/b x1=a/b
ex.a/b + 0=a/b ; a/b x 0=0
1). 2/15+12/30+1/5=2/15+N+1/5
1).3/14+___=5/14 what is the missing number?
2). __+3/14=5/14 how do you compare the ans.?
Should be accomplished.
241 number of learners who earned in the
evaluation.
60 of learners who require additional
activities for remediation.
yes,50 number of learners who have
caught up with the lesson.
10 number of learners who continue
to require remediation.
Discussion first,then activity is also found
out to be very effective since students in
this generation has a very limited attention
span
The transition from certain grade level to
the next seems challenging for my students,
they need to be aware on how to act
according to their age,perhaps, advice from
a superior on how to help my learners in
this phase will be of great help.
Visualization-higher levels of understanding
Discuss & Listen;Solve & Listen;Show & Like