ANTONIO R.

LAPIZ NATIONAL HIGH SCHOOL

Jaguimit, City of Naga, Cebu

LESSON PLAN IN MATHEMATICS 7

S. Y. 2016 - 2017

Target Date: June 30, 2016 (Thursday)

Time Allocation: 60 minutes (G7Einstein at 10:00 – 11:00 & G7Edison at 1:00 – 2:00)
Teacher: Mrs. Cherrie Mae P. Aquino

I. OBJECTIVES: Multiplicative Identity – states that the product of any number multiplied to 1 is the
Within the one-hour period, the students are expected to: given number, one “1” is the multiplicative identity
a. state and illustrate the different properties on the operations on integers, and
b. rewrite the given expressions according to the given property. 6. Inverse Property
In addition
II. SUBJECT MATTER: - states that the sum of any number and its additive inverse is zero, the additive
Properties of the Operations on Integers inverse of a number a is –a
Math Grade 7 Learner’s Module
Textbook, visual aids, strips of paper In multiplication
- states that the product of any number and its multiplicative inverse is 1, the
III. LEARNING MATERIALS: multiplicative inverse of a number a is 1/a

A. Motivation: C. Exercises:
Introduce a game to the students, “PICTIONARY GAME: DRAW AND TELL” (See p. 33 COMPLETE THE TABLE: Which property of real number justifies each statement?
of the reference material) Given Property
1. 0 + (-3) = -3
B. Discussion: 2. 2(3-5) = 2(3) – 2(5)
Introduce the topic then start the lesson by giving them important terms to remember. 3. (-6) + (-7) = (-7) + (6)
Properties of the Operations on Integers: 4. 1 x (-9) = -9
1. Closure Property –two integers are added and multiplied remain as integers. 5. -4 x -¼ = 1

2. Commutative Property – changing the order of two numbers that are either being IV. EVALUATION:
added or multiplied does not change the value
Given Property
3. Associative Property – changing the grouping of numbers that are either added or 1. 2 x (3 x 7) = (2 x 3) x 7
multiplied does not change the value 2.
3. (-6) + (-7) = (-7) + (6)
4. Distributive Property – When two numbers have been added / subtracted and then 4. 1 x (-9) = -9
multiplied by a factor, the result will be the same when each number is multiplied by 5. -4 x -¼ = 1
the factor and the products are then added or subtracted
V. ASSIGNMENT:
5. Identity Property Let the students make their own mathematical statements and the corresponding
Additive Identity – states that the sum of any number and 0 is the given number, zero property that justifies each statement. Let them make 2 statements per property on a long
“0” is the additive identity. bond paper. Let them make their work creative.
 ANTONIO R. LAPIZ NATIONAL HIGH SCHOOL
Jaguimit, City of Naga, Cebu

LESSON PLAN IN MATHEMATICS 7

S. Y. 2016 - 2017

Target Date: July 4, 2016 (Monday)

Time Allocation: 60 minutes (G7Einstein at 10:00 – 11:00 & G7Edison at 1:00 – 2:00)
Teacher: Mrs. Cherrie Mae P. Aquino

I. OBJECTIVES: Multiplicative Identity – states that the product of any number multiplied to 1 is the
Within the one-hour period, the students are expected to: given number, one “1” is the multiplicative identity
a. state and illustrate the different properties on the operations on integers, and
b. rewrite the given expressions according to the given property. 6. Inverse Property
In addition
II. SUBJECT MATTER: - states that the sum of any number and its additive inverse is zero, the additive
Properties of the Operations on Integers inverse of a number a is –a
Math Grade 7 Learner’s Module
Textbook, visual aids, strips of paper In multiplication
- states that the product of any number and its multiplicative inverse is 1, the
III. LEARNING MATERIALS: multiplicative inverse of a number a is 1/a

A. Motivation: C. Exercises:
Introduce a game to the students, “PICTIONARY GAME: DRAW AND TELL” (See p. 33 COMPLETE THE TABLE: Which property of real number justifies each statement?
of the reference material) Given Property
1. 0 + (-3) = -3
B. Discussion: 2. 2(3-5) = 2(3) – 2(5)
Introduce the topic then start the lesson by giving them important terms to remember. 3. (-6) + (-7) = (-7) + (6)
Properties of the Operations on Integers: 4. 1 x (-9) = -9
1. Closure Property –two integers are added and multiplied remain as integers. 5. -4 x -¼ = 1

2. Commutative Property – changing the order of two numbers that are either being IV. EVALUATION:
added or multiplied does not change the value
Given Property
3. Associative Property – changing the grouping of numbers that are either added or 1. 2 x (3 x 7) = (2 x 3) x 7
multiplied does not change the value 2.
3. (-6) + (-7) = (-7) + (6)
4. Distributive Property – When two numbers have been added / subtracted and then 4. 1 x (-9) = -9
multiplied by a factor, the result will be the same when each number is multiplied by 5. -4 x -¼ = 1
the factor and the products are then added or subtracted
V. ASSIGNMENT:
5. Identity Property Let the students make their own mathematical statements and the corresponding
Additive Identity – states that the sum of any number and 0 is the given number, zero property that justifies each statement. Let them make 2 statements per property on a long
“0” is the additive identity. bond paper. Let them make their work creative.
 ANTONIO R. LAPIZ NATIONAL HIGH SCHOOL
Jaguimit, City of Naga, Cebu

LESSON PLAN IN MATHEMATICS 7

S. Y. 2016 - 2017

Target Date: August 10, 2016 (Wednesday)

Time Allocation: 60 minutes (G7Einstein at 10:00 – 11:00 & G7Edison at 1:00 – 2:00)
Teacher: Mrs. Cherrie Mae P. Aquino

I. OBJECTIVES: Important rules to remember:

Within the one-hour period, the students are expected to: 1. To multiply numbers in fraction form, simply multiply the numerators and
a. multiply rational numbers; and multiply the denominators.
b. solve problems involving multiplication of rational numbers. In symbol, a/b x c/d = ac/bd, where b and d are not equal to zero, (b ≠ 0; d ≠ 0)

II. SUBJECT MATTER: C. Exercises:

Multiplication of Rational Numbers Multiply the following:
Math Grade 7 Learner’s Module 1. 5/6 x 2/3
Textbook, visual aids, strips of paper 2. 10 5/6 x 3 1/3
3. 9/16 x 4/15 x -2
III. LEARNING MATERIALS:
Solve the following problems. Show your solutions.
A. Motivation: 1. Julie spent 3 ½ hours doing her assignment. Ken did his assignment for 1 2/3 times
Make a model or a drawing to show the situation below: as many as hours as Julie did. How many hours did Ken spend doing his
A pizza is divided into 10 equal slices. Kim ate 3/5 of ½ of the pizza. What part of the assignment?
whole pizza did Kim eat? 2. How many thirds are there in six-fifths?
3. Hanna donated 2/5 of her monthly allowance to the Iligan survivors. If her monthly
B. Discussion: allowance is P3500, how much did she donate?
Start the lesson by answering the problem above.
IV. EVALUATION:
Multiply the following:
3/5 x ½ = 3/10 1. 7 x 2/3 4. 4 ½ x 5 2/3
2. 4/20 x 2/5 5. 1/6 x 2/3 x 1/4
3. -9/20 x 25/27 6. -5/6 x 2/3 x -12/15

Solve the following problems. Show your solutions.

1. The enrolment for this school year is 2300. If 1/6 are sophomores and ¼ are seniors,
how many are freshmen and juniors?
2. At the end of the day, a store had 2/5 of a cake leftover. The four employees each took
home the same amount of leftover cake. How much did each employee take home?

V. ASSIGNMENT:
Let the students make their own 10 fractional problems with corresponding answers. Let
them show their solutions on a short bond paper.
 ANTONIO R. LAPIZ NATIONAL HIGH SCHOOL
Jaguimit, City of Naga, Cebu

LESSON PLAN IN MATHEMATICS 7

S. Y. 2016 - 2017

Target Date: August 11, 2016 (Thursday)

Time Allocation: 60 minutes (G7Einstein at 10:00 – 11:00 & G7Edison at 1:00 – 2:00)
Teacher: Mrs. Cherrie Mae P. Aquino

I. OBJECTIVES: Important rules to remember:

Within the one-hour period, the students are expected to: 2. To multiply numbers in fraction form, simply multiply the numerators and
c. multiply rational numbers; and multiply the denominators.
d. solve problems involving multiplication of rational numbers. In symbol, a/b x c/d = ac/bd, where b and d are not equal to zero, (b ≠ 0; d ≠ 0)

II. SUBJECT MATTER: C. Exercises:

Multiplication of Rational Numbers Multiply the following:
Math Grade 7 Learner’s Module 4. 5/6 x 2/3
Textbook, visual aids, strips of paper 5. 10 5/6 x 3 1/3
6. 9/16 x 4/15 x -2
III. LEARNING MATERIALS:
Solve the following problems. Show your solutions.
A. Motivation: 4. Julie spent 3 ½ hours doing her assignment. Ken did his assignment for 1 2/3 times
Make a model or a drawing to show the situation below: as many as hours as Julie did. How many hours did Ken spend doing his
A pizza is divided into 10 equal slices. Kim ate 3/5 of ½ of the pizza. What part of the assignment?
whole pizza did Kim eat? 5. How many thirds are there in six-fifths?
6. Hanna donated 2/5 of her monthly allowance to the Iligan survivors. If her monthly
B. Discussion: allowance is P3500, how much did she donate?
Start the lesson by answering the problem above.
IV. EVALUATION:
Multiply the following:
3/5 x ½ = 3/10 4. 7 x 2/3 4. 4 ½ x 5 2/3
5. 4/20 x 2/5 5. 1/6 x 2/3 x 1/4
6. -9/20 x 25/27 6. -5/6 x 2/3 x -12/15

Solve the following problems. Show your solutions.

3. The enrolment for this school year is 2300. If 1/6 are sophomores and ¼ are seniors,
how many are freshmen and juniors?
4. At the end of the day, a store had 2/5 of a cake leftover. The four employees each took
home the same amount of leftover cake. How much did each employee take home?

V. ASSIGNMENT:
Let the students make their own 10 fractional problems with corresponding answers. Let
them show their solutions on a short bond paper.