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.

ANTONIO R. LAPIZ NATIONAL HIGH SCHOOL

Jaguimit, City of Naga, Cebu

LESSON PLAN IN MATHEMATICS 7

S. Y. 2016 - 2017

Target Date: November 21, 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: C. Exercises:
Within the one-hour period, the students are expected to: Let the students do the EXERCISES on page 9 A and B of the Math Learner’s Material
a. Identify and apply the properties of equality; and (Quarter 3).
b. Find the solution of an equation involving one variable by algebraic procedure using
the properties of equality
c. Solve word problems involving equations in one variable IV. EVALUATION:
Solve the following equations, include all your solutions on your notebook.
1. -6y – 4 = 16
II. SUBJECT MATTER: 2. 3x + 4 = 5x – 2
Solving Linear Equations and Inequalities Algebraically 3. X – 4 – 4x = 6x + 9 – 8x
Math Grade 7 Learner’s Module 4. 5x – 4(x – 6) = -11
Textbook, visual aids, strips of paper 5. 4(2a + 2.5) – 3(4a – 1) = 5(4a – 7)

III. LEARNING MATERIALS:

V. ASSIGNMENT:
A. Motivation: Let the students make their own 10 equations with corresponding solutions. Let them
Make a review about translating between verbal and mathematical phrases, and show their solutions on a short bond paper.
evaluating expressions.

B. Discussion:
Start the lesson by letting the students answer Activity 1 on page 7 of Math Learner’s
Material (Quarter 3).
Properties of Equality:
A. Reflexive Property of Equality
B. Symmetric Property of Equality
C. Transitive Property of Equality
D. Substitution Property of Equality
E. Addition Property of Equality
F. Multiplication Property of Equality
 ANTONIO R. LAPIZ NATIONAL HIGH SCHOOL
Jaguimit, City of Naga, Cebu

LESSON PLAN IN MATHEMATICS 7

S. Y. 2016 - 2017

Target Date: November 22, 2016 (Tuesday)

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

I. OBJECTIVES: C. Exercises:
Within the one-hour period, the students are expected to: Let the students do the EXERCISES on page 13 item numbers 1 to 5 of the Math
a. Identify and apply the properties of equality; and Learner’s Material (Quarter 3).
b. Find the solution of an equation involving one variable by algebraic procedure using
the properties of equality
c. Solve word problems involving equations in one variable IV. EVALUATION:
Solve the following problems. Show your solutions.
1. Al’s father is 45. He is 15 years older than twice Al’s age. How old is Al?
II. SUBJECT MATTER: 2. Karen is twice as old as Lori. Three years from now
Solving Linear Equations and Inequalities Algebraically 3. John is 6 years older than his brother. He will be twice as old as his brother in 4
Math Grade 7 Learner’s Module years. How old is John now?
Textbook, visual aids, strips of paper 4. Carol is 5 times as old as her brother. She will be three times as old as her brother in 2
years. How old is Carol now?
III. LEARNING MATERIALS: 5. Jeff is 10 years old and his brother is 2 years old. In how many years will Jeff be
twice as old as his brother?
A. Motivation/Review:
Make a recap of what had happened yesterday.
V. ASSIGNMENT:
B. Discussion: Let the students do the activity on page 14 of the Math Learner’s Material (Quarter 3).
Start the lesson by discussing and clarifying the answers of the items in the
EVALUATION part of the lesson plan dated November 21, 2016.

1. -6y – 4 = 16
2. 3x + 4 = 5x – 2
3. X – 4 – 4x = 6x + 9 – 8x
4. 5x – 4(x – 6) = -11
5. 4(2a + 2.5) – 3(4a – 1) = 5(4a – 7)

Group the students then assign a problem for each group. Each group will solve one
unique problem, discuss it to each member then give them time to share creatively what was
discussed in the group.

ANTONIO R. LAPIZ NATIONAL HIGH SCHOOL

Jaguimit, City of Naga, Cebu

LESSON PLAN IN MATHEMATICS 7

S. Y. 2016 - 2017

Target Date: November 24 & 25, 2016 (Thursday & Friday)

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

I. OBJECTIVES: C. Exercises:
Within the one-hour period, the students are expected to: Let the students do the EXERCISES on page 18 of the Math Learner’s Material
a. State and apply the different properties of inequality; (Quarter 3).
b. Solve linear inequalities in one variable algebraically; and
c. Solve problems that use first degree-degree inequality in one variable.
IV. EVALUATION:
Let the students do the activity on page 19 and exercises on page 20 of the Math
II. SUBJECT MATTER: Learner’s Material (Quarter 3).
Solving Linear Inequalities Algebraically
Math Grade 7 Learner’s Module
Textbook, visual aids, strips of paper
V. ASSIGNMENT:
III. LEARNING MATERIALS: Let the students answer the questions on page 20 and the exercises on page 21 of the
Math Learner’s Material (Quarter 3).
A. Motivation/Review:
Give the activity on page 16 of the Math Learner’s Material (Quarter 3) letter A.

B. Discussion:
Start the lesson by introducing and discussing the properties of inequalities.

Properties of Inequalities:
1. Trichotomy property
-for any number a and b, one and only one of the following is true: a<b, a= b, or a>b.

2. Transitive property of inequality

- For any numbers a, b, and c, (a) if a < b and b < c, then a < c, and
(b) if a > b, and b > c, then a> c

3. Addition property of inequality

 4. Multiplication property of inequality

ANTONIO R. LAPIZ NATIONAL HIGH SCHOOL

Jaguimit, City of Naga, Cebu

LESSON PLAN IN MATHEMATICS 7

S. Y. 2016 - 2017

Target Date: December 5 & 6, 2016 (Monday & Tuesday)

Time Allocation: 60 minutes (G7 Edison at 11:00 – 12:00 & G7 Einstein at 3:00 – 4:00)
Teacher: Mrs. Cherrie Mae P. Aquino

I. OBJECTIVES: 2. Age Problem

Within the one-hour period, the students are expected to: Margie is 3 times older than Lilet. In 15 years, the sum of their ages is 38 years. Find
a. Find the solution of an equation involving one variable by algebraic procedure using their present ages.
the properties of equality; and Solution: let x = Lilet’s age now x + 15 = Lilet’s age in 15 years
b. Solve word problems involving equations in one variable 3x = Margie’s age now 3x + 15 = Margie’s age in 15 years
(x + 15) + (3x + 15) = 38
4x + 30 = 38
II. SUBJECT MATTER: 4x = 8
Solving Linear Equations and Inequalities Algebraically x = 2 Ans.: Lilet’s age now is 2, Margie’s age now is 6
Math Grade 7 Learner’s Module
Textbook, visual aids, strips of paper C. Exercises:
Let the students do the EXERCISES numbered 1 – 5 on page 13 of the Math Learner’s
III. LEARNING PROCEDURE: Material (Quarter 3) by pair.

A. Motivation:
Make a review about translating between verbal and mathematical phrases, and IV. EVALUATION:
evaluating expressions. Let the students do the EXERCISES numbered 6 – 10 on page 13 of the Math
Learner’s Material (Quarter 3) by pair.
B. Discussion:
Start the lesson by letting the students answer Activity 1 letter A on page 7 of Math
Learner’s Material (Quarter 3), then process the answers. V. ASSIGNMENT:
Use the grouping of each section and assign each group the following problems to be presented Let the students do the Activity on page 14. Let them write their work on a short
in a creative way. bondpaper.
1. Number problem
Find five consecutive odd integers whose sum is 55.
Solution: let x = 1st odd integer Ans. : 7
x + 2 = 2nd odd integer 9
x + 4 = 3rd odd integer 11
 x + 6 = 4th odd integer 13
x + 8 = 5th odd integer 15
x + (x + 2) +(x + 4) +(x + 6) +(x + 8) = 55
5x + 20 = 55
5x = 35
x=7
ANTONIO R. LAPIZ NATIONAL HIGH SCHOOL
Jaguimit, City of Naga, Cebu

LESSON PLAN IN MATHEMATICS 7

S. Y. 2016 - 2017
Target Date: February 20 – 24, 2017 (Monday to Friday)
Time Allocation: 60 minutes (G7 Edison at 11:00 – 12:00 & G7 Einstein at 3:00 – 4:00)
Teacher: Mrs. Cherrie Mae P. Aquino

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

a. explains the importance of Statistics; & a. gathers statistical data; and a. organizes data in a frequency a. uses appropriate graphs to represent
b. identify and define terms related to b. organizes data in a frequency distribution table showing important steps organized data: pie chart, bar graph, line
I. Statistics: population, sample, qualitative distribution table. graph, histogram, and ogive
OBJECTIVES & quantitative data, discrete & continuous
data, and nominal, ordinal, interval &
ratio scale.
- Statistics, Kinds of Data, Types of Scales - Frequency Distribution Table - Frequency Distribution Table - Graphical Representation of Data
II.
- Math Grade 7 Learner’s Module - Math Grade 7 Learner’s Module - Math Grade 7 Learner’s Module - Math Grade 7 Learner’s Module
SUBJECT
- Textbook, visual aids - Textbook, visual aids, calculator - Textbook, visual aids, calculator - Textbook, visual aids, calculator
MATTER

A. Motivation: A. Motivation: A. Motivation:

Illustrate to the class an example of Show to the class a frequency distribution
statistics through giving them some table
random samples from the class.
B. Discussion:
B. Discussion: Start the lesson by letting the students
Start the lesson by defining important embrace a frequency distribution table.
terms: C. Exercises:
*STATISTICS – branch of math that deals
with collecting, simplifying, and FREQUENCY DISTRIBUTION TABLE
III.
describing data.
LEARNING
*POPULATION – is the entire collection of Score Tally Frequency
PRODCEDURE
people or objects being considered.
15 l 1
*SAMPLE – a subset or part of the
26 ll 2
population
29 l 1
C. Exercises: 32 l 1
Classify the ff. as real nominal, 33 l 1
artificial, nominal, ordinal, interval, or 34 ll 2
ratio. 35 ll 2
1. temperature 36 llll 4
2. passing/failing on a math test 37 l 1
3. religion
IV. I. Classify the ff. as real nominal, artificial, I. Prepare a frequency distribution &
EVALUATION nominal, ordinal, interval, or ratio. grouped frequency distribution of the scores
1. scores on a science test below.
2. energy consumption in kWh Table 1
3. high/average/low IQ Scores in a Bowling Tournament
4. rank of students in creativity
5. results of an entrance exam 101 82 87 75
 6. kinds of bananas 80
7. average temperature in Baguio City in 60 72 76 76 57
a month 42 75 80 76 79
78 68 65 83
A. Give what is asked. A. Give what is asked/
1. What kind of statistical data about the Phil. 1. Describe a frequency distribution
V. Are you familiar with?
2. How would you classify the population of
2. What is a grouped frequency
ASSIGNMENT
student drop outs in the Philippines? distribution?
3. Explain how to obtain the cumulative f?