PROJECT SIKAP SUGGESTED LESSONS FOR NOT MASTERED COMPETENCIES
Incoming Grade 7 (based on grade 6 and 7 MELC)
DAY OBJECTIVES
1 Compares integers with other The teacher:
numbers
2 Performs basic operations on
integers using tiles or chip.
 Adding same sign
Subtracting same sign
3 Performs basic operations on
integers using tiles or chip.
 Adding integers with
opposite signs
 Subtracting numbers
with opposite signs
4 Performs basic operations on
integers using tiles or chip.
 Multiplying same and
with opposite signs
5 Performs basic operations on
integers using tiles or chip.
 Dividing integers
with same and with
opposite signs
6 Performs a series of more
than two operations on whole
numbers applying
PMDAS/GMDAS correctly.
7-9 Performs operations on
fractions.
 Add/subtract fractions
 Multiply fractions
 Divide fractions
ACTIVITIES
 Shows what rational numbers are composed of.
 Discusses what type of numbers found and considered
RATIONAL.
 Describes and compare fractions and Integers by giving examples.
 Shows that integers are composed of whole and negative numbers.
The learners will be identify whether the given set of numbers are integers
or not.
The teacher:
 Lets the students to add or subtract integers of the same signs
using tiles.
The learners will perform the operation using tiles.
The teacher:
 Posts a problem relating to adding and subtracting numbers with
opposite signs.
 Illustrates how this problem is solved using tiles. Use any two
colors to represent positive or negative.
The teacher:
 Shows an illustrative examples on how to multiply integers (same
and with opposite signed numbers).
 Asks the students to answer sets of problems related to
multiplying integers.
The teacher:
 Shows an illustrative examples on how to divide integers (same
and with opposite signed numbers).
 Asks the students to answer sets of problems related to dividing
integers.
 The teacher posts a problem involving 2 or more operations on
whole numbers and asks the students to find the answer without
introducing yet the PMDAS/GMDAS. For instance,
1. 40+12-14*2 =
2. 100/6-2+5 =
The learners answer the problems given and the teacher will check
whether the solution is correct using PMDAS/GMDAS.
The teacher:
 asks the students what type of number is shown on the board. (The
teacher expects the students to answer that the given numbers are
FRACTIONS.)
 asks the students, “Do you know how to perform operations on
fractions? How will you add, subtract, multiply and divide
fractions? Do you know some rules on how to perform operations
on fractions?
  discusses and cite examples on how to perform operations on
fractions using some rules in mathematics.
 Cites problems involving operations on fractions and let the
student answer these by applying the rules illustrated by the
teacher in the examples given. The teacher will check to ensure
correctness and completeness of answers.
 The learner will do their part by answering the activity sheet involving
operations on integers prepared by the teacher.
10 Shows that multiplying a The teacher emphasizes that a fraction multiplied by its reciprocal is
fraction by its reciprocal is always equal to 1.
equal to 1. The learner will take note of this rule by applying it in multiplying
fraction. For instance,
¼ x 4/1 (its reciprocal) = 1
-9 x(-1/9)(its reciprocal) = 1
11 Adds and subtracts decimal The teacher:
numbers  shows problems involving addition and subtraction of decimal
numbers.
 asks somebody from the class to solve the problem on the
board and show his/her solution as to how decimals are added
or subtracted.
 cites examples such as 145.057
17.179
162.236
The learner will answer the other sets of problems involving addition and
subtraction of decimal numbers.
12 Multiplies decimals up to The teacher:
decimal places by 1-to-2-digit  shows problems involving multiplication of decimal numbers.
whole numbers.  asks somebody from the class to solve the problem on the
board and show his/her solution as to how decimals are
multiplied.
 cites examples such as 0. 574
x 0.17

13 Divides decimals with up to 2
decimal places.
14 Divides whole numbers with
quotients in decimal form.
The learner will answer the other sets of problems involving addition and
subtraction of decimal numbers.
The teacher checks the answers of the students to avoid misconceptions
and ensure correctness of output.
The teacher:
 shows problems involving multiplication of decimal numbers.
 asks somebody from the class to solve the problem on the
board and show his/her solution as to how decimals are
multiplied.
 cites examples such as 0. 574
x 0.17
The learner will answer the other sets of problems involving addition and
subtraction of decimal numbers and it will be checked by the teacher after
answering the problems.
The teacher:
 shows a problem posted on the board showing division of whole
numbers with quotients in decimal form.
 Illustrates examples showing the given problem.
The learners will answer the other problems posted following the rules of
 division in the examples.
15 Differentiates terminating The teacher:
from repeating, non-  posts fractions that are repeating and terminating. Then, he/she
terminating decimal quotients. will ask the students to identify which is repeating and
terminating after dividing the given fractions posted on the board.
 Discusses the difference thru the examples illustrated above.
The learner will be asked to answer some of the given problem and let
them identify whether it is repeating or terminating.
16  Uses divisibility rules for: The teacher:
 2, 5, 10  posts sets of numbers divisible by 2,5 and 10
 3,6,9 3,6 and 9
 4,8,12 and 11 4,8,12 and 11
to solve problems  cites examples on how to find the factors of a given set of
involving factors and numbers.
multiples.  asks the factors and multiples of a given numbers
Learners will identify the numbers that are divisible by the given numbers
above.
17 Find the common factors, The teacher:
GCF, common multiples and  defines what factoring is and show examples on how to factor
LCM. numbers.
 shows illustrative examples of finding the GCF and LCM in a
given sets of numbers.
The learners will answer the problems prepared by the teacher involving
factoring, GCF and LCM.
18 Define and describe the  The teacher:
following terms:  Posts the definition and description on the board.
 Constants  Asks the students to read and give examples of each term.
 Variables The learners will identify the constant, variable, exponent, base and
 Exponent coefficient in the given sets of expressions.
 Base
 Coefficient
19 Differentiates expression from The teacher:
equation.  Guides the learners to be able to differentiate expressions from
equation by posting the definition of expression and equation.
 Differentiates the two terms.
 Gives examples of each term.
The learner will identify which of the given problem is/are expression or
equation.
20 Gives the translation of real- The teacher:
life verbal expressions and  Shows examples on how to translate verbal expression and
equations into letters or equation to mathematical symbol and vice versa.
symbols and vice versa. The learners will translate real-life verbal expressions and equations into
symbols and vice-versa.

Prepared by:
LOLIZA T. CULAMIS
Teacher II
Zamboanga Sibugay NHS