Lesson Plan in Math 7

7Es Teaching Model

Topic / Title: Rational Numbers in the Number Line

Grade Level: Grade 7
Name: Hannah Mae P. Jemlani
Time Allotment: 1 hour , 8:00-9:00 am
Quarter: First Quarter
Date: June 14, 2023
I. LEARNING COMPETENCIES AND OBJECTIVES
A. Content Standards Demonstrates understanding of key concepts of the real number
system.
B. Performance Standard Is able to formulate challenging situations involving real numbers and
solve this in a variety of strategies.

C.Learning Arranges rational numbers on a number line M7NS-Ie-2

Competencies /

In this lesson, you, the students, are expected to

Objectives
1. Define rational numbers;

2. Illustrate rational numbers on the number line;

3. Arrange rational numbers on the number line.

II. CONTENT / TOPIC
Rational Numbers in the Number Line
III. LEARNING RESOURC ES
A. References
1. Teacher’s Guide Pages 61-64
Pages
2. Learner’s Elementary Algebra I. 2002.

Material Pages pp. 51-53*

3. Additional
Materials PowerPoint, Pentel pen, and Visual aids

B. Other Materials
· Online Sources: Internet
· Pictures:
 · Videos: https://www.youtube.com/watch?
v=SQ4cB9yXkHM&list=PLmdFyQYShrjez5JHYWDwIUWX4DMD
yQqTq&index=1

https://www.youtube.com/watch?v=J-
mrAZbOvQ8&list=PLmdFyQYShrjez5JHYWDwIUWX4DMDyQqT
q&index=2

https://www.youtube.com/watch?
v=WynEmwOyMjE&list=PLmdFyQYShrjez5JHYWDwIUWX4DM
DyQqTq&index=3

https://www.youtube.com/watch?
v=SfhvqcG2aJc&list=PLmdFyQYShrjez5JHYWDwIUWX4DMDyQ
qTq&index=4

· Others: Internet Google search, books

C. Process Skills: Observing, classifying, inferring, differentiating, communicating
D. Values Integration: Cooperation
E. Strategy used and Explicit Teaching, Collaborative
Integration ( Subject):
IV. LEARNING ACTIVITIES
ELICIT (5 minutes) A. Preliminary Activities Indicator 4: Establish safe
and secure learning
environments to enhance
• Greetings learning through the
• Prayer consistent
implementation of
• Checking of Attendance policies, guidelines and
procedures.
B. Overview

(The teacher will give an activity to the class.

This is for the teacher to learn about the students The teacher this time
will give some
prior knowledge about the new lesson) rules/guidelines on
how to participate in
Please take a look at the board as we will have class in all of the
our activity. Simply raise your hand if you want activity given.
to respond politely. Each correct answer is equal
to one credit point for the next quiz. Alright?

I want you to determine whether the following

given are rational numbers or irrational.

-2, π, 1/11, ∛4, √16, -1.89

 (The teacher would now call someone to
participate and the students will answer)
· ENGAGE (2 minutes) MOTIVATION: Indicator 1

 Energizer (“Oh its Math Time after Apply knowledge of

content within and
All”). across curriculum
teaching areas.

The teacher gives an

activity that would help
learners discover the
answer using their past
knowledge about the
topic.
· EXPLORE (5 (After the motivation the teacher will provide a Indicator 2
minutes) question to ponder to measure the students’ prior
Display proficient use
knowledge).
of Mother Tongue,
Filipino and English to
Questions to Ponder: facilitate teaching and
learning
Consider the following examples and answer the
questions that follows:

a. 7 ÷ 2 = 3.5 or 3 1⁄2 , The teacher will used

the applicable medium
of instructions that
b. (-25) ÷ 4 = -6.25 or -6 1⁄4 would let the learners
understand the lesson
c. (-6) ÷ (-12) = 0.5 or 1⁄2 well. Given the
activity, the learners
1. Are quotients integers? will express their own
ideas.
2. What kind of numbers are they?

3. Can you represent them on a number line?

· EXPLAIN (33 Recall what Rational numbers are.. Indicator 3

minutes)
1 Use effective verbal
/3, 5/6, -7/12
these are rational numbers. The and non-verbal
word Rational is derived from the word “ratio” classroom
which means quotient. Rational numbers are communication
numbers which can be written as a quotient of strategies to support
learner understanding,
two integers a/b where b ≠ 0.
participation,
engagement and
Now, we will define them well. achievement.

The following numbers are more example of

Rational numbers:
The teacher will
5= 5/1 0.06= 6/100 1.3= 13/10 engage the learners in
the lesson with some
questions given and
From the example, we can see that an integer is class participation.
also a rational number and therefore, integers are
a subset of rational numbers. Why is that?

Let’s check on your work earlier. Among the Indicator 5

numbers given. -2, π, 1/11, ∛4, √16, -1.89
Maintain learning
environments that
The numbers π and ∛4 are the only ones that are promote fairness,
not rational numbers. Neither can be expressed as respect and care to
a quotient of two integers. However, we can encourage learning
express the remaining ones as quotient of two
integers.
-2= -2/1, √16= 4= 4/1, -1.89= -189/100 and of
The teacher guide the
course 1/11 is already a quotient by itself. learners in all activity
given.
Now, every integer except zero, has a
corresponding integer. The integer 1 has -1 as its
corresponding, the same as the integer 2 its
corresponding is -2. Similarly, every negative
integer has a corresponding positive integer. This
tells us that if we somehow managed to plot 3/4,
we can mark a point at the same distance on the
left hand side of zero which is -3/4. Now, we can
move on to the representation of Rational
numbers on a number line. To simplify things, we
can classify the examples into two types.
1. (N < D) In which the numerator is less than the
denominator
2. (N > D) In which the numerator is greater than
the denominator

FIRST CATEGORY:
Now, let us elaborate more on the first category
 which is the numerators is less than the
denominators.

(The teacher will give an example about the first

category)

SECOND CATEGORY:
We will also try the second category which is
numerator is greater than denominator.

(The teacher will give an example about the

second category)
· ELABORATE (5 Group Activity Indicator 9
minutes)
Now, let us try to locate 2 given items on Adapt and use
culturally appropriate
the real number line by plotting
teaching strategies to
address the needs of
1. 2/3 learners from
2. 7/8 indigenous groups

The teacher will give

-3 -2 -1 0 1 2 3 4 other examples of
plants that can be
seen/known from other
places, like in
Bukidnon.

Generalization The teacher will ask a question to the class, a Indicator 6

( 5minutes) student will raise their hands, and whoever is
Maintain learning
called will share his/her thoughts and learning to
environments that
the class. nurture and inspire
learners to participate,
Question: cooperate and
collaborate in
Based on your understanding about the lesson continued learning
how do we plot a rational number?

Let the learners share

their own ideas.
· EVALUATION After the thorough discussions the teacher will Indicator 7
(5 minutes) provide a task where the students can apply their
Apply range of
understanding on the discussed topics.
successful strategies
that maintain learning
I. Exercise environments that
1. Locate and plot the following on number motivate learners to
line (use only one number line). work productively by
a. 2/5 assuming
responsibility for their
b. 2 1/9
own learning.
c. 3

-3 -2 -1 0 1 2 3 4 The teacher will let

the pupils do the
activity individually
· EXTEND Indicator 8:

ASSIGNMENT: Design, adapt and

implement teaching
strategies that are
Give 10 Rational numbers that are greater than -1 responsive to learners
but less than 1 and arrange them from least to with disabilities,
greatest on the real number line. giftedness and talents

It will show how

-3 -2 -1 0 1 2 3 4 creative every
individual/learners.