DAILY LESSON LOG OF M7NS-Ij-1 (DAY FOUR)

School Grade Level Grade 7

Teacher Learning Area Mathematics
Teaching Date and Time Quarter First
Objectives must be met over the week and connected to the curriculum
standards. To meet the objectives, necessary procedures must be followed and
I. OBJECTIVES if needed, additional lessons, exercises, and remedial activities may be done
for developing content knowledge and competencies. These are assessed using
the Formative Assessment Strategies. Valuing objectives support the learning
content and competencies and enable children to find significance and joy in
learning the lessons. Weekly objectives shall be derived from the curriculum
guides.

A. Content standard The learner demonstrates understanding of key concepts of sets and the real
number system.
B. Performance Standards The learner is able to solve problems involving real numbers.
C. Learning Competencies/ Learning Competency: Solve problems involving real numbers
Objectives (M7NS-Ij-1)
Learning Objectives:
1. Apply the division operation and properties of real numbers in solving
problems.
2. Solve problems involving real numbers.
3. Demonstrate appreciation in solving problems involving real numbers.
II. CONTENT PROBLEM SOLVING INVOLVING REAL NUMBERS
III. LEARNING
RESOURCES
A. References Teacher’s guide and Learner’s materials
1. Teacher’s Guide Pages 74-81
2. Learner’s Materials Pages 53-58
3. Textbook Pages
4. Additional Materials
from the Learning
Resource (LR) portal
B. Other learning
Resources
IV. PROCEDURES These steps should be done across the week. Spread out the activities
appropriately so that pupils/ students will learn well/ Always be guided by
demonstration of learning by pupils/students with multiple ways to learn new
things, practice the learning, question their learning processes, and draw
conclusions about what they learned in relation to their life experiences and
previous knowledge. Indicate the time allotment for each step.
A. Review Previous Lesson Review the properties of real numbers by letting the students answer the
or presenting the new exercise.
lesson Divide the following:
1. 24 ÷3 =
2. 3.75 ÷0.25=
2 3
3. ÷ =
3 2
4. -25 ÷5 =
 Answer Key:
1. 8
2. 15
4
3.
9
4. - 5
B. Establishing a purpose The teacher lets the students realize that the skill of representing exactly what
for the lesson sort of numbers we are dealing with is helpful in solving problems involving
real numbers.
C. Presenting examples/ Let the students work by pair in answering the exercise.
instances of the new 1. Five students ordered a pizza at Lan’z Pizza that costs Php 180.00. How
lesson much did each student have to pay if they shared the cost equally?

Answer Key:
1. PHP 36.00

D. Discussing new concepts The teacher discusses the process of arriving the answer of the problem.
and practicing new skills He/she discusses further the steps in solving problems involving real numbers.
#1
E. Discussing new concepts The teacher discusses and illustrates thoroughly the steps in solving word
and practicing new skills problems involving real numbers.
#2
F. Developing mastery Let the students answer the problem individually.
(leads to formative
assessment 3) 1. Mr. Joeyneil, a teacher in Labogon National High School, was given
Php166.00 by his principal to buy some brooms in Paknaan, Mandaue City.
How many brooms can he buy if each broom costs PHP 30.00?
2. A liter of gasoline costs Php 48.75. How many liters of gasoline can one buy
if he has Php 828.75?
Answer Key:
1. 5 brooms
2. 17 liters
G. Finding practical
applications of concepts
and skills in daily living
H. Making Generalizations The teacher summarizes the lesson through questions like:
and abstraction about 1. What are the rules in dividing real numbers in decimal form?
the lesson 2. How do you divide real numbers in fraction form?
3. How do you apply the mathematical concepts in real-life problem?

Possible answers:
1. Rules in Dividing Rational Numbers in Decimal Form

a. If the divisor is a whole number, divide the dividend by the divisor

applying the rules of a whole number. The position of the decimal point is the
same as that in the dividend.
b. If the divisor is not a whole number, make the divisor a whole number
by moving the decimal point in the divisor to the rightmost end, making the
number seem like a whole number.
c. Move the decimal point in the dividend to the right the same number of
places as the decimal point was moved to make the divisor a whole number.
 d. Lastly divide the new dividend by the new divisor.

2. To divide rational numbers in fraction form, you take the reciprocal of the
second fraction (called the divisor) and multiply it by the first fraction.
a c a d ad
÷ = ⋅ =
In symbol, b d b c bc

where b, c, and d are NOT equal to zero.

3. In solving problems apply the properties of real numbers.

I. Evaluating Learning
The teacher lets the students answer the exercise individually.

1. At the end of the day, a store had 2/5 of a cake leftover. The four
employees each took home the amount of leftover cake. How much did each
employee take home?

2. There are 40 students in Grade9-Lanzones class. They planned to buy a cake

for their subject teacher's birthday. If the cake costs PHP 430.00, how much
did each student contribute?

Answer Key:
1. 1/10
2. PHP 10.75 each
J. Additional Activities or
remediation
V. REMARKS
VI. REFLECTION Reflect on you teaching and assess yourself as a teacher. Think about your
students’ progress. What works? What else needs to be done to help the
pupils/students learn? Identify what help your instructional supervisors can
provide for you so when you meet them, you can ask them relevant questions.
A. No. of learners who earned
80% of the evaluation
B. No. of learners who
require additional activities
for remediation who
scored below 80%
C. Did the remedial lesson
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 (localization and contextualization is done in developing mastery and
localized materials did I evaluating learning)
use/ discover which I wish
to share with other
teachers

Prepared by:

Rhea Joy C. Petalcorin