GRADES 1 TO 12 School Dela Paz National High School Grade Level VII

DAILY LESSON LOG Teacher MARK A. SOLIVA Learning Area MATHEMATICS

OCTOBER 2-6, 2023

5:50-6:50- 7-FIDELITY
Teaching Dates and Time 7:50-8:50 7-COMPASSION Quarter FIRST QUARTER
9:10-10:10 7-FORTITUDE
11:10-12:10 7-DILIGENCE

DAY 1 Monday DAY 2 Tuesday DAY 3 Wednesday DAY 4 Thursday DAY 5 Friday
LEARNING MODALITY LEARNING MODALITY LEARNING MODALITY LEARNING MODALITY LEARNING MODALITY
(FACE TO FACE) (FACE TO FACE) (FACE TO FACE) (FACE TO FACE) (FACE TO FACE)
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
I. OBJECTIVES may be done for 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 sets and the real number system.

B. Performance Standards
C. Learning Competencies/
Objectives
D. Most Essential Learning
Competency (MELC)
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Material
3. Textbook pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources
The learner is able to formulate challenging situations involving sets and real numbers and solve these in a variety of strategies.
Performs operations on rational
numbers.
Multiplication and Division of
Rational Numbers
Teachers Guide, Pages 63 – 70
Learners Material, Pages 53-56
Grade 7 LCTG by DepEd 2016
PPT videos, smart phones,
internet access (Facebook &
YouTube), and google meet
describes principal roots and tells
whether they are rational or
irrational. (M7NS-Ig-1)
Number and Number Sense
(Principal Roots and Irrational
Numbers)
Teachers Guide, Pages 57 – 62
Learners Material, Pages 41-43
Math Builders pages 57 – 67
PPT videos, smart phones, internet
access (Facebook & YouTube), and
google meet access, printed Module,
determines between what
two integers the square root
of a number is (M7NS-Ig-2)
Celebration @ Ynares Center
Number and Number Sense
(Principal Roots and
Irrational Numbers)
Teachers Guide, Pages 57 –
62
Learners Material, Pages 41-
43
Math Builders pages 57 – 67
PPT videos, smart phones,
internet access (Facebook &
YouTube), and google meet
World’s Teachers’ Day
estimates the square root of a
whole number to the nearest
Hundredth. (M7NS-Ig-3)
Number and Number Sense
(Principal Roots and Irrational
Numbers)
Teachers Guide, Pages 57 – 62
Learners Material, Pages 41-
43
Math Builders pages 57 – 67
PPT videos, smart phones,
internet access (Facebook &
YouTube), and google meet

IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for
the lesson
access, printed Module, anycast
Find the Math Fact Family
To set up the game, you will write
4 numbers onto each strip of
paper. 3 will be part of a fact
family, and one will not be part of
the fact family. A fact family is 3
numbers that are connected
through multiplication and
division.
Group Activity
Paper Folding Activity
Example: 3/4 x 2/3
1. Fold paper (hotdog style) into
4ths
2. Unfold and color in 3 of the 4
sections (3/4ths)
access, printed Module, access, printed Module,
anycast
anycast anycast
Before we begin our lesson for Review: Review:
today, I want you to watch this video Tell whether √ 39 is rational Estimate
by coco melon and irrational. 1. 1.56 to the nearest
Wash Your Hands Song | CoComelon tenths
Nursery Rhymes & Kids Songs - 2. 0. 345 to the nearest
YouTube hundredths
Questions: 3. 0.6545 to the nearest
1. According to the song why should tenths
we need to wash our hand?
2. According to the song, how do we
brush are hands?
3. When do we need to wash our
hand?Justify your answer.
Take a look at the unusual
wristwatch and answer the
questions below.
1. Can you tell the time?
2. What time is shown in the
wristwatch?
3. What do you get when you take
the √1 ? √4 ? √9 ? √ 16 ?
4. How will you describe the result?
5. Can you take the exact value of
√130?
6. What
value
could you
get?
Any number that cannot be Now estimate a square root
expressed as a quotient of two without calculator
integers is an irrational number.
The numbers √2, π, and the special 1 √2
number e are all irrational numbers. 1. √ 10
Decimal numbers that are non-
2. √ 30
repeating and non-terminating are

C. Presenting examples/
instances for the new lesson
3. Fold the same paper the irrational numbers. √ 60
other direction (hamburger
style) into 3rds
4. Unfold and color in (on the
same side) 2 of the 3 new
sections (2/3rds)
This graphic only
represents the additional folds
and coloring. Because parts have
already been folded and colored,
the next graphic is the actual
representation of your final
product.
You should have a grid of 12
sections. The sections that have
overlapping colors are the answer
to your problem.
So you should have 6 sections
with overlapping shading.
6/12ths or 1/2.
Sometimes the students have
trouble with the coloring part so I
have had them color one fraction
on one side and one on the other
and hold it up to see where they
overlap.
Consider the following examples: Principal roots below are Steps:
What is 1/4×1/3? Suppose we have Use the button of a scientific between two integers. Get the a table of“x” and
one rectangular shape cake represent calculator to find the following Find the two closest such squares the values of x
1 unit.
values: integers. x x
2
Divide the cake first into 4 equal parts
vertically. One part of it is ¼ 1 1
A. √ 19 B. √
3
101 2 4
3 9
√ 300 4 16
5 25
Then, divide each fourth into 3 equal 6 36
parts, this time horizontally to make
7 49
the divisions easy to see. One part of
8 64
the horizontal division is 1/3.
Step2: look at the table:
Get the value x 2, then look if
1/3 x 1/4 = 1/12 the number you are squaring
 Division is bigger or smaller than the
2/3÷1/2 number of the the ”x”.
One unit is divided into 3 equal parts
and 2 of them are shaded.
1) √ 2
2
x x
1 . 1
Each of the two shaded parts will be 2 4
cut in halves. Answer: Could be
1.1, 1.2, 1.3, 1.4
(Note: Answer may vary as
Since there are two divisions per part
(i.e. 1/3 ) and there are two of them long as it satisfy the product
(i.e. 2/3 then there will be 4 pieces when you multiply the
out of 3 original pieces or answer)
2/3÷1/2=4/3 or 1 1/3

D. Discussing new concepts and Illustrative Examples Solution: 2. √ 10

practicing new skills #1 4 8 32 Classifying Principal nth Roots as (a) √ 19 x x
2
1. × = Rational or Irrational Numbers to
5 9 45 16 is a perfect integer 1 1
2 5 14 17 determine whether a principal root square and 4 is its principal 2 4
2. 4 ×2 = × is a rational or irrational number, square root. 25 is the next
3 6 3 6 3 9
determine if the radicand is a perfect perfect integer square and 5 4 16
238 2 nth power or not. If it is, then the is its principal square root.
= =13 Answer: Could be
18 9 root is rational. Otherwise, it is Therefore, √ 19 is between 3.1 , 3.12
2 3 2 4 8 irrational. 4 and 5. (Note: Answer may vary as
3. ÷ = × =
3 4 3 3 9 long as it satisfy the product
3 2 28 17 Problem 1.
(b) √
3
101 when you multiply the
4. 5 ÷3 = ÷ Tell whether the principal root of
5 5 5 5 64 is a perfect integer answer)
each number is rational or irrational.
28 5 28 11 cube and 4 is its principal
= × = =1 cube root. 125 is the next
5 17 17 17
perfect integer cube and 5 is
Using the previous examples, its principal cube root.
answer the following questions: Therefore, √ 3
101 is between
 In multiplying fractions, can 4 and 5.
we directly multiply
numerator to numerator and (c)√ 300
denominator to 289 is a perfect integer
denominator? How about in square and 17 is its principal
division? Why? square root. 324 is the next
 Do we have to get the LCD of perfect integer square and
fractions whenever we 18 is its principal square
multiply? How about in root. Therefore, √ 300 is
division? between 17 and 18.
  Can we multiply mixed
fraction by mixed fraction
directly? If no, what do we do
to perform the operation?
Can we divide mixed fraction by
mixed fraction directly?

Match column A from Column B. Estimate each square root

Write the letter that corresponds to to the nearest tenth.
your answer in the space provided A. √ 40
before the number.

Column A Column B
A. The principal root √ 40
3 4 1
1. × a. -1 is between 6 and 7,
7 5 8 principal roots of the two
2.
5
8 ( )
× -
5
3
b. −1
1
24
perfect squares 36 and 49,
respectively. Now, take the
E. Discussing new concepts and 3 2 12 square of 6.5, midway
practicing new skills #2 3. ÷ c. between 6 and 7.
4 5 35
Computing, 6.52 = 42.25.
4.
9 −4
10
÷( )5
d. 1
1
8
Since 42.25 > 40 then √ 40
is closer to 6 than to 7. Now,
6 2 9 compute for the squares of
5. 3 ×2 e. 9
7 5 35 numbers between 6 and 6.5:
7 6.12 = 37.21, 6.22 = 38.44,
f. 1 6.32 = 39.69, and
8
6.42 = 40.96. Since 40 is
close to 39.69 than to 40.96,
√ 40 is approximately 6.3.
F. Developing mastery A. Perform the indicated If a principal root is irrational, the The teacher will give more The teacher will give more
(Leads to Formative Assessment 3) operation. best you can do for now is to give an examples. examples
3 4 estimate of its value.
1. × =
5 9
Estimating is very important for all
7
2. × - =
8
3
4 ( ) principal roots that are not roots of
perfect nth powers.
9 3
3. ÷ =
11 5
Joshua can run 8km in an hour.
How much distance will he cover
15
in hours?
4
 Read each problem carefully and
solve to lowest terms when possible.
G. Finding practical applications 1. Tom ran a complete mile.
of concepts and skills in daily Sarah ran half of that. Mike ran half of
living what Sarah ran and Lisa ran half of
what Mike ran. What part of a mile
did Lisa run?
Ask the students to summarize The teacher summarizes the
the topic. mathematical skills or principles used
to express rational numbers from
fraction form to decimal form
H. Making generalizations and
through asking questions like:
abstractions about the lesson 1. How do we change improper or
proper fraction to decimal?
2. How do we change if the given is a
mixed number?
Multiply or divide the following as Tell whether the principal roots of Between which two Estimate the following
indicated. each number is rational or irrational. consecutive integers does numbers
7 9 the square root lie?
1. × =¿ 1. √ 14
8 4
1) √ 77 2.√ 26
2.
13 −2
14
×
7 ( )
=¿ 2)
3)
√ 90
√ 700
3. √ 35
4. √ 40
24 1
÷ =¿ 4) √ 48 5. √ 55
15 3
I. Evaluating learning
5) √ 444
Estimate each square root
to the nearest tenth

6) √ 50
7) √ 72
8) √ 250
9) √ 85
√ 136
J. Additional activities for
application or remediation
V. REMARKS
VI.REFLECTION

A. No. of learners who earned 80% in the evaluation.

B. No. of learners who require additional activities for
remediation who scored below 80%.
C. Did the remedial lessons work? No. of learners who
have caught up with the lesson.
D. No. of learners who continue to require
remediation.
___ Problem Solving
___ Games
___ Deductive Learning
___ Research
___ Group work
___ Experimental Learning
E. Which of my teaching strategies worked well? Why
did these work?
___ Video Clips
___ Puzzle
___Interactive Learning
___ Inductive Learning
___ Brainstorming
___ Others: ______________________
___ Low Performing School
___ Classroom Condition
F. What difficulties did I encounter which my principal
or supervisor can help me solve?
___ Classroom Management
___ Student Participation
___ Availability of Materials
___ Model / Mock – up
___ Pictures
G. What innovation or localized materials did I
___ SIM
use/discover which I wish to share with other
teachers? ___ Prepared PPT
___ Others: _______________________
Prepared by:
MARK A. SOLIVA
Mathematics 7 Teacher
___ Problem Solving
___ Games
___ Deductive Learning
___ Research
___ Group work
___ Experimental Learning
___ Video Clips
___ Puzzle
___Interactive Learning
___ Inductive Learning
___ Brainstorming
___ Others: ______________________
___ Low Performing School
___ Classroom Condition
___ Classroom Management
___ Student Participation
___ Availability of Materials
___ Model / Mock – up
___ Pictures
___ SIM
___ Prepared PPT
___ Others:
_______________________
Checked by:
Rachelle Dlr. Casiple
Chairperson, Mathematics
___ Problem Solving
___ Games
___ Deductive Learning
___ Research
___ Group work
___ Experimental Learning
___ Video Clips
___ Puzzle
___Interactive Learning
___ Inductive Learning
___ Brainstorming
___ Others:
______________________
___ Low Performing School
___ Classroom Condition
___ Classroom Management
___ Student Participation
___ Availability of Materials
___ Model / Mock – up
___ Pictures
___ SIM
___ Prepared PPT
___ Others:
_______________________