DAILY LESSON LOG OF M7NS-Ig-1 (Week Seven – Day One)

School Grade Level 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 if needed, additional lessons, exercises and remedial activities may be done for
I. OBJECTIVES developing content knowledge and competencies. These are assessed using Formative Assessment Strategies.
Valuing objectives support the learning of 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 Standards The learner demonstrates understanding of key concepts of real number system.
B. Performance The learner is able to formulate challenging situations involving real numbers and solve these
Standards in a variety of strategies.
Learning Competency: Describes the principal roots and tell whether they are rational or
irrational (M7NS-Ig-1)
C. Learning
Learning Objectives:
Competencies/
1.Define irrational numbers
Objectives
2.Describe principal roots whether they are rational or irrational
3.Demonstrate appreciation on citing examples of irrational numbers
II. CONTENT SQUARE ROOTS
III. LEARNING Teacher’s guide, learner’s module
RESOURCES
A. References
1. Teacher’s Guide
Pages 84-89
pages
2. Learner’s Materials
Pages 64-69
pages
3. Textbook pages
4. Additional Materials
from Learning
Resource (LR) portal
B. Other Learning
Resources
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 the pupils/ students which you can infer from formative
IV. PROCEDURES assessment activities. Sustain learning systematically by providing 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 number line is drawn on the board.
Let the students give different examples of rational numbers by letting them fill in the
number line.
Possible answers. -3/2, -1, √ 4 , 1
A. Review previous lesson
or presenting the new
lesson

-3 -2 -1 0 1 2

B. Establishing a purpose Let the students realize that irrational numbers are simply numbers that are not rational.
for the lesson
Activity 1
Identify the decimals whether it is terminating, repeating non-terminating.
1. 0.5
2. 0.666 …
3. 0.428 …
Possible answers:
1. terminating,
C. Presenting examples/ 2. repeating, non-terminating
instances of the new 3. repeating, non-terminating
lesson Guide Questions:
1. What do you notice on the answer on number1?Number 2?

How do you describe irrational numbers?

Irrational numbers can be described as any number that cannot be expressed as a quotient of
two integers and can be estimated on the number line.

The teacher discusses with the students the description of irrational numbers.
D. Discussing new
concepts and practicing
new skills #1

E. Discussing new Teacher introduces the square root of a number used to identify whether its principal root is

concepts and practicing
new skills #2
F. Developing mastery
(leads to formative
assessment 3)
G. Finding practical
applications of concepts
and skills in daily living
H. Making generalizations
and abstractions about
the lesson
I. Evaluating Learning
J. Additional activities or
remediation
V. REMARKS
VI. REFLECTION
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
rational or irrational.
Taking the square root of a number is like doing the reverse operation of squaring a number.
An example is set on the board.
Both 7 and -7 are square roots of 49 since 7 2 = 49 and (-7)2 = 49.
Integers such as 1,4,9,16,25, and 36 are called perfect square.
4
Rational numbers such as 0.16, and 4.84 are also, perfect square. Perfect squares are
100
numbers that have rational numbers as square roots.
The teacher presents the counter examples of perfect square numbers such as 3,5,6,7,etc…
How do we consider these kind of numbers?
Teacher emphasizes the concept on irrational numbers.
*When will the principal root be considered rational or irrational?
The square roots of perfect square numbers are rational numbers while the square roots of
numbers that are not perfect squares are irrational.
Let the students do Activity B found on page 65 of the learner’s material.
Answer Key:
1. 2
2. Undefined
3. 4.481404747 non-terminating and non-repeating
4. -5
5. 4.898979486 non-terminating and non-repeating
Teacher summarizes the mathematical skill or principles used to describe principal roots
whether they are rational or irrational through questions like:
1. What are irrational numbers?
2. What is the square root of a number?
3. When is the principal root be classified as rational or irrational?
Possible answers:
1. Irrational numbers can be described as any number that cannot be expressed as a
quotient of two integers and can be estimated on the number line.
2. The square root of a number is a number that when multiplied by itself is equal to
the given number.
3. The square roots of perfect square numbers are rational numbers while the square
roots of numbers that are not perfect squares are irrational.
 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
localized materials did I
use/ discover which I wish
to share with other
teachers