MARYKNOLL HIGH SCHOOL OF STO. TOMAS, INC.

8112 Sto.Tomas Davao del Norte

Telefax:084-829-1272
email: maryknoll.sto.tomas@gmail.com

Learning Plan in: Mathematics 7 Date: June 10, 2020 Week: 1

Teacher: Mr. Freihle Danes G. Tambo Quarter: 1st Quarter Time: 8:00 – 9:00
Grade Level &Section: Grade 7 Bl. Benedict XI & Bl. Innocent V 9:00 – 10:00
Topic: SETS
Content Standard:
The learner demonstrates understanding of key concepts of sets and the real
number system.
Performance Standard:
The learner is able to formulate challenging situations involving sets and real
numbers and solve these in a variety of strategies.
Learning Competencies:
 Describe and illustrate a well-defined set.
 Illustrate the union and intersection of sets
 Uses Venn Diagram to represent sets and subsets and set operation
 Solve problems involving sets
.
Objectives:
At the end of the lesson the students will be able to:
a. Describe and illustrate a well-defined set.
b. Illustrate the union and intersection of sets
c. Solve problems involving sets

I. INTRODUCTION
Preliminaries

Simple Recall: The students are task to recall the what is set.

Vocabulary: The students are asked what the is a subset.

Motivation: The students are task to collect data inside the classroom

Activating Prior Knowledge:

The teacher will give an example of series and sequence and the students will differentiate the
series and the sequence.
1. Which objects belong together?
2. How many numbers/elements are there in INTERACTION
each set?
Lesson Development
Procedure:
Activity 1: (5minutes)

Ask the students to look at the objects below and answer the ff. questions: Is there an object that
belongs to more than
one group? Which
one?
3. Which objects belong together?
4. How many numbers/elements are there in each set?
III- Integration
(Meaning Transfer)

Transition Statement:
From the given activity, the derivative of a function (f) with respect to x is the function
that approximates the slope of the line, tangent to (f) at any point on its graph.

Synthesis/ Closure:
In today’s lesson, it talks the equation of the line using derivatives. To be a better and
successful person, we must identify the patterns of the solutions in every problem that came into
our life . PATTERNS.
 MARYKNOLL HIGH SCHOOL OF STO. TOMAS, INC.
8112 Sto.Tomas Davao del Norte
Telefax:084-829-1272
email: maryknoll.sto.tomas@gmail.com

Core Values/School Formation Standards

The value of unity and perseverance is integrated in this activity. Students help one
another to accomplish the given task that given to them with excellent.

IV- References/Instructional Materials

Basic - Calculus , Diwa Learner’s Material, 2017

Learning Plan in: Mathematics 7 Date: June 17, 2020 Week: 2-4
st
Teacher: Mr. Freihle Danes G. Tambo Quarter: 1 Quarter Time: 8:00 – 9:00
Grade Level &Section: Grade 7 Bl. Benedict XI & Bl. Innocent V 9:00 – 10:00
Topic: Real Numbers
Content Standard:
The learner demonstrates understanding of key concepts of sets and the real
number system.
Performance Standard:
The learner is able to formulate challenging situations involving sets and real
numbers and solve these in a variety of strategies.
Learning Competencies:
 Represent the absolute value of a number
 Perform fundamental operation on integers
 Illustrate different properties on operation of set of integers
 Express rational expression from fraction to decimal form.
 Arrange rational numbers on a number line
.
Objectives:
At the end of the lesson the students will be able to:
a. Illustrate the absolute value of a number on a number line as the distance of a number from 0.
b. Find the absolute value of a number
c. Appreciate the value of distance in real lif situation

II. INTRODUCTION
Preliminaries

Simple Recall: The students are task to recall the what is a real number

Vocabulary: The students are asked what are example of real numbers.

Motivation: The students are task cite all of the real numbers.

Activating Prior Knowledge:

While the students are seated, ask them about the distance of their classmate if
one of them will be the center. Tell that each student is equivalent to 1 unit so that it will
be easy to identify the distance from left to right

INTERACTION

Lesson Development
Procedure:
Activity 1: (5minutes)

a. Distance from Ten-ten’s house to the school

b. Distance from the school to their house.

 MARYKNOLL HIGH SCHOOL OF STO. TOMAS, INC.
8112 Sto.Tomas Davao del Norte
Telefax:084-829-1272
email: maryknoll.sto.tomas@gmail.com

c. Distance from their house to the church.

d. Distance from the church to the Ten-ten’s house.

III- Integration (Meaning Transfer)

Transition Statement:
From the given activity Notice that while both are equidistant from the house, the two are
not located at the same point. The school is 400 meters to the right of Ten – ten’s house
and vice versa while the church is also 400 meters to the right of the school and vice
versa.

Day 2
“The Boat is Sinking”
The students will group themselves into the quotient on equation that will be given.
The student who will not belong to the group will be out. Those students who will finish
the activity will be receiving an additional point in the performance. While the students
are doing the activity new dance music will be played and when it stops, the student
should already formed the group.
Example given: a. 6 ÷2 = 3 b. 3 x 2 = 6

Day 3

“FACT OR BLUFF”
Using flash cards, the teacher will show some multiplication equation with the repeated
addition. If it is correct they will say and if wrong . The student
who answered wrong will dance to the tune of “DESSERT

Day 4

Group Game “Pass my sum”

The class will be grouped into 2 and select 8 representative by group. The students
selected will form a line facing at the back of the room. The teacher will ask the first
student to pick a flash card where the given is written and he/she will answer it and pass
the sum by moving his/her head part like eyes, tongue or lips to the next student and so
on. The first group to finish and give the sum to the teacher will be given 1 point, 3
rounds will be given. The group with 2 points will be declared a winner.
5+ 16 + 21 32 + 41
Day 5

“FOREVER OR OVER”
Directions: Express decimal to fraction and choose your answer among those
celebrities at the right.
 MARYKNOLL HIGH SCHOOL OF STO. TOMAS, INC.
8112 Sto.Tomas Davao del Norte
Telefax:084-829-1272
email: maryknoll.sto.tomas@gmail.com

Day 6

Day 7

Directions: Describe the chart. Analyze the rational numbers and answer the following
questions.
a. Arrange the following rational numbers on the number line base on each game:
 Piko
 tagu – taguan
 tumbang preso
b. From the game piko, who got the highest point? Lowest point?
c. From the game tagu – taguan, who got the highest point? Lowest point?
d. From the game tumbang – preso, who got the highest point? Lowest point?

Core Values/School Formation Standards

The value of unity and perseverance is integrated in this activity. Students help one
another to accomplish the given task that given to them with excellent.
 MARYKNOLL HIGH SCHOOL OF STO. TOMAS, INC.
8112 Sto.Tomas Davao del Norte
Telefax:084-829-1272
email: maryknoll.sto.tomas@gmail.com

IV- References/Instructional Materials

Math 7 , Diwa Learner’s Material, 2017

Subject: Mathematics Grade Level &Section: Grade 7 Date: September 16, 2019
nd
Teacher: Mr. Freihle Danes G. Tambo Quarter: 2 Quarter Week: 1-2
Time: 8:00 am-9:00 am - Bl. Benedict
9:00 am – 10: 00 am – Bl. Innocent V

Topic: Measurements
Content Standard:
 The learner demonstrates understanding of the key concepts of measurement

Performance Standard:
 The learner is able to formulate real life problems involving measurements and
solve these using a variety of strategies.

Learning Competencies:
The learners should be able to;
 Illustrate what it means to measure
 Describe the development of measurement from primitive to present international
system of units.
 approximates the measures of quantities particularly in length, mass, volume.
 converts measurements from one unit to another in both Metric and English
systems.
 solve problems involving conversion of units of measurement.

Objectives:
At the end of the lesson the students will be able to:
a. estimate the measures of quantities of Metric and English Measurement;
b. convert measurements using a metric conversion line; and
c. use the concept of measurements in real-life situations.

I. INTRODUCTION
Preliminaries

Simple Recall: The students are task to recall the 3 basic unit of measurement.
Vocabulary: The students are asked why do we need to measure.
Motivation: The students will make a Mnemonic device, a way to memorize the linear
relation.

Activating Prior Knowledge:

The teacher will give a real life situation that will lead the students to measurements.
1. How far do you live from school?
2. How tall are you?
3. How heavy are you?
II. INTERACTION

Lesson Development
Procedure:
Activity 1: (10 minutes)
“ Estimate Me ”

The students are task to estimate the measures of quantities in length, mass and volume.
Note: Before the drill will be given, the teacher will group the students into three and each
group will be given different measures of quantities.

III- Integration (Meaning Transfer)

 MARYKNOLL HIGH SCHOOL OF STO. TOMAS, INC.
8112 Sto.Tomas Davao del Norte
Telefax:084-829-1272
email: maryknoll.sto.tomas@gmail.com

Transition Statement:

From the given activity, skills in estimating weights, lengths and volume can be most
crucial especially when we are buying commodities priced by it. Just like buying a 0.02g of
apple in a store, buying poles and buying water by liter. Such experience is one of the example
that unconsciously entails knowledge of units of measurements involving mass, volume and
length and what is most essential is knowing how to estimate.

Synthesis/ Closure:
In today’s lesson, it talks about measurements. To be a better and successful person, we
must know how to measure and estimate our skills, the capacity that we have, in order for us to
succeed and achieve the dreams and goals of our lives because according to PETER DRECKER,
“ What’s get measured, gets managed ” . MEASUREMENT.

Core Values/School Formation Standards

The value perseverance and team work is integrated in this activity. Aside from
converting from one type of measurement to another, students help one another to equally know
the importance in measuring the small unit of opportunity to a bigger unit to accomplish the
given task that given to them with excellent.

IV- References/Instructional Materials

Math Connections in the Digital Age pp 82-96

Subject: Mathematics Grade Level &Section: Grade 7 Date: September 23, 2019
nd
Teacher: Mr. Freihle Danes G. Tambo Quarter: 2 Quarter Week: 3-4
Time: 8:00 am-9:00 am - Bl. Benedict
9:00 am – 10: 00 am – Bl. Innocent V

Topic: Measurements
Content Standard:
 The learner demonstrates understanding of the key concepts of measurement

Performance Standard:
 The learner is able to formulate real life problems involving measurements and
solve these using a variety of strategies.

Learning Competencies:
The learners should be able to;
 Derive the laws of exponent
 Differentiates inequalities
 Solve linear equation
 Solve problems involving equations and inequalities in one variable.

Objectives:
At the end of the lesson the students will be able to:

a. Identify and apply the properties of inequality

b. Find the solution of an equation involving one variable by algebraic procedure using the
properties of inequality
c. Appreciate the concept of inequality in real-life situation.

III. INTRODUCTION
Preliminaries
 MARYKNOLL HIGH SCHOOL OF STO. TOMAS, INC.
8112 Sto.Tomas Davao del Norte
Telefax:084-829-1272
email: maryknoll.sto.tomas@gmail.com

Simple Recall: The students are task to recall the 3 basic unit of measurement.
Vocabulary: The students are asked why do we need to measure.
Motivation: The students will make a Mnemonic device, a way to memorize the linear
relation.

Activating Prior Knowledge:

The teacher will give a real life situation that will lead the students to inequalities.

Show and Tell!

IV. INTERACTION

Lesson Development
Procedure:
Activity 1: (10 minutes)
PAK GANERN
Write PAK if the given solution is correct, otherwise write GANERN.

1. 4x + 8 = 15 ; x=5
2. 8x = 24 ; x=4
3. 2x - 3 > 6 ; x=3
4. 10x - 8 < -1 ; x = -1
5. 6x - 8 = 3x - 2 ; x=2

III- Integration (Meaning Transfer)

Transition Statement:
From the given activity, skills in determining the equalities and inequalities have been
mold in showing or telling how it used to be

Core Values/School Formation Standards

The value perseverance and team work is integrated in this activity. Aside from
converting from one type of measurement to another, students help one another to equally know
the importance in measuring the small unit of opportunity to a bigger unit to accomplish the
given task that given to them with excellent.

IV- References/Instructional Materials

Math Connections in the Digital Age pp 82-96