LESSON PLAN IN MATHEMATICS 7

Addition and Subtraction of Irrational Numbers in Decimal Form

Grade 7 Sunflower & Sampaguita
January 16, 2024 @ 10AM
I. OBJECTIVES
A. Content Standard
The learners demonstrate an understanding of the four fundamental operations involving decimals ratios
and proportions.
B. Performance Standard
The learners should be able to apply the four fundamental operations involving decimals and ratios and
proportions in mathematical problems and real-life situations.
C. Learning Competency
The learners should be able to add and subtract decimal numbers through thousandths without and with
regrouping. (M5NS-IIb-106.1)
D. Unpacked Competency
The learners should be able to add and subtract decimals in the thousandth place with regrouping.
E. SUBJECT MATTER
a. Topic: Addition and Subtraction of Irrational Numbers in Decimal Form
b. Value Focus: Accuracy and Speed
c. Learning Materials: Whiteboard, pen, Pictures, Multimedia PowerPoint
d. References: Lesson Guide in Mathematics Grade 7. 2010. pp. 251-267; Mathematics for Everyone
Grade 5. 2000. pp. 136-139*; Lesson Guide in Mathematics Grade 7. 2012. pp. 251-267; Proded Math. III-
C: Add and Subtract Decimals

F. LEARNING ACTIVITIES
Teacher’s
Teacher’s Activity Student’s Activity
Hint
A. Preliminary Activities
Greeting “Good morning, dear students! How is “Good morning, Ma’am. We are fine.”
your day so far?”
“Yes, Ma’am!”
“That’s good to hear! So, can I expect a
full blast of energy and active participation
from you?”
Classroom “I would like to request everyone to (Students will arrange their chairs and will
Management arrange your chairs properly and make pick up the trashes.)
sure there are no trashes
around you.”

Checking of “I think everyone is present. So, are you “Yes, Ma’am!”

attendance ready for our new topic today?”

“Okay, that’s good! So, let’s begin this

with a group activity! Are you ready?”
 “Yes, Ma’am!”
B. Motivation “CATCH ME”
Materials:
• Cut out of fish (equation was
written in each)
• Baskets (answers were written in the
baskets)
• Improvised fish bait

Directions:
1. The whole class will work as one
group.
2. The group will be given cut outs of
fish, baskets, and improvised fish bait.
3. Using the fish bait, students will catch
a fish.
4. Students will read and solve the
equation written in the fish they
caught.
5. They will look for the basket that has
the corresponding answer for the
equation.
6. They will put the fish on the
appropriate basket.
7. The first must finish the activity within
5 minutes.

119 + 23 - 108
34

213 - 19 + 28
222

89 + 93 + 107
289
 27
239 - 121 - 91

79 + 181 - 87 173

159 - 81 - 17
61

What operations did you use in solving “Addition and Subtraction” “Mental
the equation?

How did you add and subtract Computation”

decimal numbers?

How did you check if the answer is correct? “The answer I got is in one of the
baskets.”

C. Lesson Proper
Activity
Analysis For this morning, we will be focusing on
addition and subtraction of decimals in the
thousandths place with regrouping.
“Okay, Ma’am.”
There are 2 bottles of milk in the
refrigerator.

If we are to combine the contents of the 2

bottles in a container, how much milk will
there be in all?

Okay so, what should we do to find the “We add the 2 amounts, Ma’am.”
total amount of milk in the 2 bottles?

Very Good! What are then, the two

amounts that we’re going to add? “We add 0.625 + 0.29, Ma’am.”
That’s right! So, let’s solve this step by
step by step.

1. Write the numbers in a column.

Make sure to align the decimal
points. Use a placeholder when
needed.

0.625
+ 0.290

2. Add as you would normally add a

whole numbers. Regroup if
necessary.

0.625
+ 0.290
0 915

3. Place the decimal point in the

sum. Align this with the decimal
points of the addends.

0.625
+ 0.290
0.915

How much, then, is the total amount “The total amount of milk in the 2
of milk if we combine the two bottles is 0.915 liters, Ma’am.”
bottles?

Great! Let’s have more examples,

this time let’s use subtraction as our
operation. Is that fine with you? “Yes, Ma’am!”

Look at the 2 bottles of milk again.

How much milk does bottle A “0.625, Ma’am.”
contain?

How about bottle B? “Bottle B has 0.290 liters of milk,

Ma’am.”

How much more milk than bottle B “By subtracting the amount of milk
does bottle A contain? How, do you in Bottle B from that of Bottle A,
think are we going to solve what is Ma’am.”
being asked?

Thus, we subtract 0.29 from 0.625.

Let’s solve this again, step by step.

1) Write the numbers in a column.

Make sure to align the decimal
points. Use a placeholder when
 needed.

0.625
- 0.290

2) Subtract as you would subtract

whole numbers. Regroup if
necessary.

5 12
0.625
- 0.290
0 335

3) Place the decimal point exactly

below the other decimal points.
5 12
0.625
- 0.290
0.335

How much, then, does bottle A have “Bottle A has 0.335 liters more milk
more than bottle B? than bottle B.”

That’s right! Do you finally and “Yes, Ma’am!”

completely understand how to add
and subtract decimals with
regrouping?

To test if you really do, let’s have an

activity.
A. Find the sums by adding across,
down and diagonally.

Generalization In adding decimals how do we write the

addends? How are the decimal points
placed?

What important points did you learn from

today’s lesson? What should you
remember when the minuend has less
decimal places than the subtrahend?

G. ASSIGNMENT

Solve the following:

1) What is 2.727 more than 13.02?
2) Find the sum of 2.61, 3.227 and 4.262.
 3) 12.325 less 4.27
4) Subtract 2.272 from 3.28
5) What number do we add to 6.472 to get 14.285

Prepared by: Jane Dell P. Caparo, SST-II

Observer: Liezel C. Bazar, HT-IV

School Head