Jhs Promenade: FMC Ma School

FMC MA SCHOOL
And Tutorial Services, Inc.

Main Campus: Dapdap, Maningcol, Ozamiz City
City Centre: Ledesma St., Aguada, Ozamiz City
7200 Misamis Occidental, Philippines
School ID: 405308 Division of Ozamiz City ESC ID: 1003467
LEARNING PLAN
SUBJECT: MATHEMATICS GRADE LEVEL: 7

QUARTER: IV DATE: March 6, 2020
JHS PROMENADE
Prepared by: Noted by: Approved by:
FMC MA SCHOOL
RHEA B. DIADULA Main Campus: Dapdap,CRISTINA C. MA
Maningcol, Ozamiz City
FELICIA C. MA
Subject Teacher Academic
City Centre: Ledesma Coordinator
St., Aguada, Ozamiz City Principal
LEARNING PLAN

I. Objectives :
a) Expresses rational numbers from fraction form to decimal form and vice versa. M7NS-IVe-1
b) Arranges rational numbers on a number line. M7NS-IVe-2
c) Give the importance of adaptation in the constant changes in our community.
Learning Targets :
þ I can express terminating rational numbers from decimal form to fraction form.
II. Subject Matter : Expressing Rational Numbers from Decimal Form to Fraction Form
Reference : Soaring 21st Century Mathematics 7
Materials : illustration board, chalk, television, manila paper & laptop
Values Integration : sharing
Learning Strategies : Dyad Group, Interactive Lecture, Triad Group, large group activity
III. Procedure :
A. Review (2 minutes)
Directions: Express the given fractions to decimal form. Arrange the rational numbers on the number line.
B. Motivation (3 minutes)
 Ask the following:

 What did you fell when you first set your foot on FMC Ma Campus?
 How did you deal with your feelings?
 What is the importance of the constant changes that is happening and will happen in your life?
C. Presentation (20 minutes)
 Introduce the objectives, learning targets, and the topic.
a
Any number which can be written in the form , where a and b are integers and b≠ 0
b
 Give illustrative examples.
 Soaring 21st Century Mathematics 7 p 47
Activity #1Individual
Directions: Express the given decimal numbers to fraction form.
Activity #2 Dyad
Directions: Express the given decimal numbers to fraction. Arrange the rational numbers on the number line.
Activity #3 Triad
Directions: Express the given decimals to fraction form. Arrange the rational numbers on the number line.
.
D. Applicati on (10 minutes)

Large Group Activity
A. Directions: Express the given decimal numbers to fraction. Arrange the rational numbers on the number line.
1) 2.45 2) 0.6 3) 4.5 4) 2.20 5) 0.75 6) 0.50 7) 2.25
B. Directions: Match the given decimals with its equivalent fraction.

1) 0.333.. 2) 0.6.. 3)2.5 4) 0.125
IV. Assessment
1) 23.454545 2) -6.5 3) -4.375 4) -0.444 5) 0.875
V. Assignment
1) 18.666.. 2) 5.875 3) 0.33 4) 0.44.. 5) 0.8..
RHEA B. DIADULA CRISTINA C. MA FELICIA C. MA

Subject Teacher Academic Coordinator Principal
FMC MA SCHOOL
LEARNING PLAN

I. Objectives :
a) Expresses rational numbers from fraction form to decimal form and vice versa. M7NS-IVe-1
b) Arranges rational numbers on a number line. M7NS-IVe-2
c) Give the importance of adaptation in the constant changes in our community.
Learning Targets :
þ I can express terminating rational numbers from decimal form to fraction form.
II. Subject Matter : Expressing Rational Numbers from Decimal Form to Fraction Form
III. Procedure :
Directions: Express the given fractions to decimal form. Arrange the rational numbers on the number line.

 What did you fell when you first set your foot on FMC Ma Campus?
 How did you deal with your feelings?
 What is the importance of the constant changes that is happening and will happen in your life?
a
Any number which can be written in the form , where a and b are integers and b≠ 0
b
 Soaring 21st Century Mathematics 7 p 47
Activity #1Individual
Directions: Express the given decimal numbers to fraction form.
Activity #2 Dyad
Activity #3 Triad
Directions: Express the given decimals to fraction form. Arrange the rational numbers on the number line.
.

A. Directions: Express the given decimal numbers to fraction. Arrange the rational numbers on the number line.
1) 2.45 2) 0.6 3) 4.5 4) 2.20 5) 0.75 6) 0.50 7) 2.25
B. Directions: Match the given decimals with its equivalent fraction.

1) 0.333.. 2) 0.6.. 3)2.5 4) 0.125
IV. Assessment
1) 23.454545 2) -6.5 3) -4.375 4) -0.444 5) 0.875

V. Assignment
1) 18.666.. 2) 5.875 3) 0.33 4) 0.44.. 5) 0.8..

FMC MA SCHOOL
LEARNING PLAN

I. Objectives :
a) Performs operations on rational numbers. M7NS-IVf-1
b) Use cut out figures to represent addition of rational numbers
c) Realize the importance of being part of a whole.
Learning Targets :
þ I can add rational numbers.
II. Subject Matter : Adding Rational Numbers
III. Procedure :
1) 18.666.. 2) 5.875 3) 0.33 4) 0.44.. 5) 0.8..
 What do we mean by “No man is an island”?
 How will you feel if you just living alone?
 What do you think is the importance of being part of a whole?
Operation Rules Examples
Similar Rational numbers
a c a+c 2 4 2+ 4 6
+ = + = =
b b b 5 5 5 5
Dissimilar Rational Numbers

Addition
a c ad +cb 3 7 3 (5 )+ 7 ( 4 ) 15+28 43
+ = + = = =
b d bd 4 5 4 (5) 20 20
A least common denominator (LCD) is
the least number that all denominators
divide into without a remainder.

Similar Rational numbers Dissimilar Rational Numbers
4 3 ❑ 1 3 ❑ 1 2 ❑
1) + = 2) + = 3) + =
9 9 ❑ 2 4 ❑ 3 5 ❑
Dyad Group
 Give each student 3-item activity.
 Each pair will be given two (2) minutes to answer
 After the time is up, present the answer.
I. Directions: Add each given rational numbers. II. Directions: Add the given rational numbers using the cute out figures
2 points each.
3 2#2
Activity 2 1 ❑
1) + =❑ 2) + = + =
7 7 ❑ 3 4 ❑
Individual Activity
 Give each student two-item activity.
 Differentiate the level of difficulty for each item based on the learners ability to answer.
 Give 3 minutes to answer.
Easy
Directions: Add each given rational numbers. II. Directions: Add the given rational numbers using the cute out figures
2 points each.
3 2 ❑ 1 1 ❑
1) + = 2) + = + =
7 7 ❑ 3 3 ❑
Average
2 points each.
1 2 ❑ 2 1 ❑
1) + = 2) + = + =
5 3 ❑ 3 3 ❑
Difficult
2 points each.
5 3 ❑ 3 1 ❑
1) + = 2) + = + =
9 8 ❑ 7 6 ❑

Directions: Add the given Directions: Add the given Directions: Add the given Directions: Add the given Directions: Add the given
rational numbers rational numbers rational numbers rational numbers rational numbers
algebraically and using algebraically and using algebraically and using algebraically and using algebraically and using
the cut out figures. the cut out figures. the cut out figures. the cut out figures. the cut out figures.
Values Integration
 Ask the following Questions:
 How can you make other people feel part of the group?
 How important is it to be part of a group?
IV. Assessment
Directions: Add the given rational

numbers. Express your answers in lowest
terms. Write your answers on your activity
notebook. ( 2points each)
V. Assignment
Directions: Add each given rational numbers. Express the sum in simplest form. Write your answers on your book.
( 2points each)
3 5 2 2
1) + 6) −8 +5
4 4 3 3
7 7 9 7
2) + 7) +
9 9 8 6
−10 3 8 7
3) + 8) +
12 12 11 3
−8 3 2 3 7
4) + 9) + +
5 5 3 6 4
1 3 10 8 5
5) 4 +2 10) + +
2 2 3 12 6
FMC MA SCHOOL
RHEA B. DIADULA Main Campus: Dapdap,CRISTINA C. MA
Maningcol, Ozamiz City
FELICIA C. MA
Subject Teacher Academic
City Centre: Ledesma Coordinator
St., Aguada, Ozamiz City Principal
LEARNING PLAN

I. Objectives :
a) Performs operations on rational numbers. M7NS-IVf-1
b) Use cut out figures to represent subtraction of rational numbers
c) Realize the importance of being part of a whole.
Learning Targets :
þ I can subtract rational numbers.
II. Subject Matter : Subtracting Rational Numbers
III. Procedure :
Directions: Add each given rational numbers. Express the sum in simplest form. Write your answers on your book.
( 2points each)
3 5 2 2
1) + 6) −8 +5
4 4 3 3
7 7 9 7
2) + 7) +
9 9 8 6
−10 3 8 7
3) + 8) +
12 12 11 3
−8 3 2 3 7
4) + 9) + +
5 5 3 6 4
1 3 10 8 5
5) 4 +2 10) + +
2 2 3 12 6
 Present a pictures of different incomplete groups.
 Ask the following questions:
 How an incomplete family does affects the life of a certain person?
 How important is it to have a complete family?
 How will you feel if one of the member of your family or any important person who is part of your life will be subtracted from
 Present the rules in subtracting rational numbers
Operation Rules Examples
Similar Rational numbers
a c a−c 3 2 3−2 1
− = − = =
b b b 5 5 5 5
Dissimilar Rational Numbers
Subtraction a c ad−cb 7 3 7 ( 4 )−3 ( 5 ) 28−15 13
− = − = = =
b d bd 5 4 4(5) 20 20
A least common denominator (LCD) is the
least number that all denominators divide
into without a remainder.

Similar Rational numbers Dissimilar Rational Numbers
4 3 ❑ 3 −1 ❑ 2 1 ❑
1) − = 2) = 3) − =
9 9 ❑ 4 2 ❑ 5 3 ❑
Activity #1
Dyad Geoup
 Give each student 3-item activity.
 Each pair will be given two (2) minutes to answer
I. Directions: Subtract each given rational numbers. II. Directions: Subtract the given rational numbers using the cute out figures
2 points each.
3 2#2 2 1 ❑
Activity
1)Individual ❑
− =Activity
7 7 ❑
2) − =
3 4 ❑
- =
 Give each student two-item activity.
 Differentiate the level of difficulty for each item based on the learners ability to answer.
 Give 3 minutes to answer.
Easy
Directions: Subtract each given rational numbers. II. Directions: Subtract the given rational numbers using the cute out figures
2 points each.
1)
3 2 ❑
− =
7 7 ❑
2)
2 1 ❑
− =
3 3 ❑
- =
Average
2 points each.
2 1 ❑ 2 1 ❑
1) − = 2) − = - =
3 5 ❑ 3 3 ❑
Difficult
2 points each.
5 3 ❑ 3 1 ❑
1) − = 2) − = - =
9 8 ❑ 7 6 ❑
D. Application (10 minutes)
 Divide the students into groups with five (5) members each.
 Give each group five- item test.
 Let each group assign their leader, secretary, time keeper, material manager and reporter.
Directions: Subtract the Directions: Subtract the Directions: Subtract the Directions: Subtract the Directions: Subtract the
given rational numbers given rational numbers given rational numbers given rational numbers given rational numbers
algebraically and using algebraically and using algebraically and using algebraically and using algebraically and using
Values Integration
 Ask the following Questions:
 How can you make other people feel part of the group?
 How important is it to be part of a group?
IV. Assessment (10 minutes)
Directions: Subtract the given rational

numbers. Express your answers in lowest
terms. Write your answers on your activity
notebook. ( 2points each)
V. Assignment
 Refer to 21st Century Math For Grade 7, p 62, numbers 11-20
Directions: Subtract each given rational numbers. Express the difference in simplest form. Write your answers on your book.
( 2points each)
9 5 8 2
11) − 16)−10 −−5
7 7 3 3
10 16 9 7
12) − 17) −
15 15 8 6
−8 6 8 7
13) − 18) −
13 13 11 3
−9 3 2 3 7
14) − 19) − −
4 4 3 6 4
3 1 10 8 5
15)9 −2 20) − −
4 4 3 12 6


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FMC MA SCHOOL

And Tutorial Services, Inc.

SUBJECT: MATHEMATICS GRADE LEVEL: 7

SUBJECT: MATHEMATICS GRADE LEVEL: 7

 Ask the following:

D. Applicati on (10 minutes)

B. Directions: Match the given decimals with its equivalent fraction.

Prepared by: Noted by: Approved by:

RHEA B. DIADULA CRISTINA C. MA FELICIA C. MA

SUBJECT: MATHEMATICS GRADE LEVEL: 7

 Ask the following:

D. Applicati on (10 minutes)

B. Directions: Match the given decimals with its equivalent fraction.

1) 23.454545 2) -6.5 3) -4.375 4) -0.444 5) 0.875

Prepared by: Noted by: Approved by:

RHEA B. DIADULA CRISTINA C. MA FELICIA C. MA

SUBJECT: MATHEMATICS GRADE LEVEL: 7

Dissimilar Rational Numbers

 Give illustrative examples.

D. Applicati on (10 minutes)

Directions: Add the given rational

SUBJECT: MATHEMATICS GRADE LEVEL: 7

 Give illustrative examples.

Directions: Subtract the given rational

Prepared by: Noted by: Approved by:

RHEA B. DIADULA CRISTINA C. MA FELICIA C. MA

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