GRADE 7 Marcelo I.

Cabrera
DAILY School Vocational High Grade Level 7
LESSON School
PLAN MATHEMATIC
Teacher Christian D. Trajico Learning Area
S
Teaching Dates and
Quarter SECOND
Time

I. OBJECTIVES
1. Content Standards
2. Performance Standards
3. Learning Competencies/
Objectives
The learner demonstrates understanding of key concepts of sets and
the real number system.
The learner is able to formulate challenging situations involving sets
and real numbers and solve these in a variety of strategies.
The learner performs operations on rational numbers
(M7NS-If-1)

a. Multiply rational numbers in decimal form.

b. Solve problems involving multiplication of rational numbers in
decimal form.
c. Sustain interest in the importance of multiplying rational numbers
in decimal form.
II. CONTENT Multiplication of Rational Numbers in Decimal Form
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials
57 – 58
pages
3. Textbook pages

4. Additional Materials https://www.tes.com/teaching-resource/multiplying-decimals-game-

from Learning Resource 6332797
(LR) portal
B. Other Learning Resources /
Materials Grade 7 LCTG by DepEd Cavite Mathematics, 2016
IV. PROCEDURES

TEACHER’S ACTIVITY STUDENT’S ACTIVITY

A. DAILY ROUTINE
1. Prayer
May I ask everyone to please
rise. Kindly, the prayer leader please go Let’s bow our head and feel the presence of the Lord, let us pray. In
in front. the name of the Father, In the son and the Holy Spirit Amen.
___________________.In Jesus Name we pray, Amen!
2. Greetings
Good morning Good morning Sir!
class! We’re better than yesterday!
How are you
today?

3. Classroom Management (students will align their chairs properly)

Before you take your seat.
Kindly pick-up all the trashes or pieces of
papers under your chairs and align your
chairs properly.
 Thank you Sir!
You may now take your seats.

4. Checking of Attendance
Miss secretary, is there any None Sir. Everybody is present.
absent for today?

Really? Wow! Very Good!

Perfect attendance.

5. Checking of Assignment:
This is our first meeting of our new
topic so we do not have assignment.
Right?
A. Reviewing previous lesson or
presenting the new lesson
What is our lesson yesterday?
Yes________ Our lesson yesterday is about subtraction of decimal numbers.
Very Good

Recall: Multiplication of integers

1. ( +3 ) (−11 )
2. ( 12 ) (−6 )
3. (−5 ) (−13 )
4. (−48 )( 3 )
5. ( 54 )( 6 )
B. Establishing a purpose for the
lesson
Math-Huhula

You need a deck of cards, with all

the face cards taken out. Two
students go up in front of the class
and stand back-to-back. You put a
card on each student’s forehead
(without them seeing the card).
Then the students take three steps
away from each other and turn
and face the class. The whole
class then looks at the product or
quotient of the two cards that are
on the students' foreheads and tell
them the product or quotient.
Then, using the product or
quotient, and looking at the card
on the other person's forehead,
they have to figure out the card on
their forehead. Whoever shouts
out the correct answer first wins
that round. Play again and again.
C. Presenting examples/ instances of
the lesson
Multiplication
Illustrative example:
1. Mrs. Guevarra went from a
seminar in Tagaytay, she
 decided to buy two t-shirts as
souvenir for her daughter. If one
t-shirts costs Php 149.75 how
much did she spend?
Solution:
149.75
×2
299.50

D. Discussing new concepts and

practicing new skills #1

In multiplying rational numbers in

decimal form, note the importance
of knowing where to place the
decimal point in a product of two
decimal numbers. Do you notice a
pattern? Yes Sir!

What are the patterns that you see

in multiplying the decimal
numbers.
E. Discussing new concepts and
practicing new skills #2
In multiplying decimal numbers first you have to multiply the numbers,
as if you are multiplying whole numbers then tarting from the rightmost
end of the product, move the decimal point to the left the same
number of places as the sum of the decimal places in the multiplicand
and the multiplier.

Column A represents the name of

barangays in Trece Martires City, Cavite
while column B represents their previous
names. Match column A from column B 1. 10.25 D.
by performing the indicated operation in X 3.5
column A and finding the answer in 35.875
column B. Show your solution.

Column A 2. 43.32 A
1. Luciano 10.25×3.5= X 0.2
8.664
2. Osorio 43.32×0.2=
3. Conchu 23.01×0.11= 3. 23.01 E
4. Cabuco 125x.25= X 0.11
5. De Ocampo 96.96x3= 2.5311

Column B 4. 125 C
a. Project 8.664 X .25
b. Aliang 5.01 31.25
c. Kanggahan 31.25
d. Bitangan 35.875
e. Lagundia 2.5311 5. . 96.96 F
f. Quintana I 290.88 X 3
290.88
(The student’s will answer in
the board)
 F. Developing mastery
(Leads to Formative Assessment 3)
Perform the indicated operation.
1. 15.5x5=
2. 13.7×2.1=
3. 14.7x0.7=
4. 69.28x10=
5. 105.02×4.4=

(The Student’s will answer in their

notebook)

Okay class let us check our activity. 1. 15.5

X 5
77.5

2. 13.7
X 2.1
28.77

3. 14.7
X 0.7
10.29

4. 69.28
X .10
692.8

5. . 105.2
X 4.4
462.88
G. Finding practical applications of
concepts and skills in daily living
Decimals Game: The Rules

Take it in turns to choose two numbers

from the card and multiply them together.
Do the working out in your book.

You want the answer to be as close as

possible to 10 so choose carefully! After
your go, cross off the numbers you used
- they can't be used again.

Your score for that go is the difference

between 10 and your answer.

e.g. you choose 2.4 and 5.1 and you find

2.4 x 5.1 = 12.24

12.24 - 10 = 2.24 so your score for that

go is 2.24.

The winner is the one with the lowest

score at the end.
2.05 3.45 5
 3 2.1 4.79
1.9 3.24 5.2
5.14 1.8 4.9
5.18 2.13
1.79 3.29
3.3 4
2 3.5

(The answers of the student are

based on the number they
choose.)
H. Making generalizations and
abstractions about the lesson

What are the rules in multiplying

decimal. Rules in Multiplying Rational Numbers in Decimal Form
1. Arrange the numbers in a vertical column.
2. Multiply the numbers, as if you are multiplying whole numbers.
3. Starting from the rightmost end of the product, move the decimal
point to the left the same number of places as the sum of the
decimal places in the multiplicand and the multiplier.

Do you understand class? Yes Sir!

Do you have any question. None Sir

I. Evaluating learning
Multiply the following:
1. 22.22×2=
2. 53.4×3.1=
3. 17×2.5=
4. 29.8 x 4= 3. 17 5. 112.2
5. 112.2 x 1.1= X 2.5 X 1.1
42.5 4981.68
The Students Will Answer on their
notebook. 1. 22.22 4. 29.8
X 2 X 4
119.2
44.44

2. 53.4
X 3.1
165.54

A. Assignment

Find the numbers that when multiplied

give the products shown.
 Class are there any question on None Sir
our lesson?

Okay!

Good Bye Class Good bye Sir. See you tomorrow.

V. REMARKS

VI. REFLECTION
1. No. of learners who earned 80%
on the formative assessment

2. No. of learners who require

additional activities for
remediation.
3. Did the remedial lessons work?
No. of learners who have
caught up with the lesson.
4. No. of learners who continue to
require remediation
5. Which of my teaching strategies
worked well? Why did these
work?
6. What difficulties did I encounter
which my principal or
supervisor can help me
solve?
7. What innovation or localized
materials did I use/discover
which I wish to share with
other teachers?

Prepared by Noted by

CHRISTIAN D. TRAJICO WINONA E SANQUEE

Substitute Teacher Principal IV