School: Quezon Institute of Technology Grade Level: VII

Teacher: Poula Antonette T. Abalde Learning Area: Mathematics

Date and Time: February 7, 2024 - 2:00 – 3:00 Quarter: Third Quarter

Detailed Lesson Plan in Mathematics

l. OBJECTIVES
A. Content Standards Demonstrates understanding of key concepts of sets and the real
number system.
B. Performing Standards Is able to formulate challenging situations involving sets and real
numbers and solve these in a variety of strategies.
C. Learning Competences Expresses rational numbers from fraction form to decimal form
and vice versa. (M7NS Ie-1)
D. Learning Objectives a. represent word problems using fractional notation
b. solve worded problems of operation on fractions
c. relate the topic in real life situation
ll. CONTENT
Topic Solving Word Problems Involving Fractions
lll. LEARNING RESOURCES
A. References
1. Teachers Guide pages Mathematics7_Module8_page#7-9
B. Materials Instructional Material, Flash Cards

lV. PROCEDURE Teachers Activity Student’s Activity

A. Preliminary Activities
 Prayer Kindly stand for our prayer. (Students praying)
(Call someone)

 Greetings Good afternoon students Good afternoon, Ma’am!

Before you take your seats, I have 3

basic rules in our class. And those are:

First, Listen! You must listen carefully to

the discussion for you to understand
our lesson well.
(Students listen attentively)
Second, Participate! Participate in all
activities so you’ll have a good grade in
your participation.
Then lastly, the third one, Raise your
hand! Raise your hand whenever you
have questions or concern about our
topic.

Do you understand? Yes Ma’am!

 You may now take your seats. Thank you, Ma’am!

 Checking of Who’s absent today? None Ma’am!

Attendance
Very good, since no one is absent today.
Let’s give ourselves a round of applause. (Students clapping)

B. Reviewing Previous Lesson or Presenting the New Lesson

How are you students? We are fine, Ma’am!

Good to hear.

So, are you ready on our discussion for Yes Ma’am!

today?

But before we start, who can still It’s Solving Word Problem
remember the topic that you had Involving Integers Ma’am
yesterday?

That’s right!

Base on the last topic, what is integers? Integers are sets of whole
number.
Very good!

(Showing the students an example of

fraction) (Students watch attentively)

1
2
, 14 , 23 , 46
and so on …
Fraction

Does anyone of you know what are

this? (Student’s answers may vary)
(Referring to the sample picture shown)

This are an example of fraction.

C. Establishing Purpose of the Lesson

So now, since you already saw an

example of fractions, we will have an
activity. I’ll be dividing you into two (Students listen attentively)
groups, each group will be given a
situation with questions then you will
answer it in team. Write your answers in
a sheet of paper and present it here in
front.
Do I make myself clear? Yes Ma’am

Situation 1
1
Adrian spent of the money
5
his grandparents gave his on
an adventure book. He also
2
spent of the money on a bag
5
of candy. How much is the
payment that Adrian spent?
Answers:
Questions to be answer:
- How much is the payment
a) What is asked? that Adrian spent?

1
- 5
of the money her
b) What are the given values?
2
Grandparents and of the money on a
5
bag of candy

c) What operation/s to be used?

- Addition
d) Solution.

e) Check your answer.

 Answers:

- What fraction of cake did

Amabel left?

4 2
Questions to be answer: - of cake and gives of
8 8
a) What is asked? cake to her best friend

- Subtraction

b) What are the given values?

4 2 2 1
- 8 - 8 = 8 = 4
c) What operation/s to be used?
2 2 4 1
- 8 + 8 = 8 = 4
d) Solution.
2 1
Final Answer: ∨ of cake
8 4
did Amabel left.
e) Check your answer.

We think so Ma’am!

Do you think your answers are correct? (Students clapping)

Well, good job! group 1 and group 2.

But we will be checking it later.
Let’s just all give ourselves a round of
applause for participating well.

Objectives:
a. represent word problems using
fractional notation
b. solve worded problems of
operation on fractions
c. relate the topic in real life
situation

D. Presenting Examples/Instances of the New Lesson

 Well now, that activity was an
introduction or sample of our topic today.
Because our topic is solving word
problem involving fraction

So, what is Fraction? It is a part of a whole Ma’am!

Yes! You got the idea.

Just like on your topic yesterday, we will

still be using “George Polya’s Steps”
since this topic is also solving word
problem.

And again, the steps are? Step 1 - Understand the Problem

a. What is asked?
b. What are the given values?
Step 2 – Devise a Plan
c. What operation should be
used?
Step 3 – Carry Out the Plan
d. Write your solution.
Step 4 – Look Back
e. Check your answer

Very good!

But in this topic, we will be going to

encounter fractions each situation.

So, are you ready? Yes Ma’am!

First, what is fraction anyway?

Fraction - represent the parts of a whole

or collection of objects.
- It has two parts. The number on
the top of the line is called the (Students listen attentively)
numerator. It tells how many
equal parts of the whole or
collection are taken. The number
below the line is called the
denominator.

(Showing again the flash cards example

of fraction)

E. Discussing New Concepts and Practicing New Skill #1

Just like I said, the activity we had is an
example of solving word problem (Students listen attentively)
involving fractions.

So, let’s check it.

Situation 1
1
Adrian spent of the money
5
his grandparents gave his on
an adventure book. He also
2
spent of the money on a bag
5
of candy. How much is the
payment that Adrian spent?
Questions to be answer:
Answers:
a) What is asked?
- How much is the payment
that Adrian spent?
b) What are the given values?
1
- 5
of the money his
2
grandparents and of the money
5
c) What operation/s to be used? on a bag of candy

d) Solution. - Subtraction

e) Check your answer.

Are your answers correct? (Students answers may vary)

 Let’s answer Situation 2

Questions to be answer:
a) What is asked?
b) What are the given values?
c) What operation/s to be used?
Answers:
- What fraction of cake did
Amabel left?
4 2
- of cake and gives of
8 8
cake to her best friend

- Subtraction
d) Solution.
4 2 2 1
- 8 - 8 = 8 = 4
e) Check your answer.
2 2 4 1
- 8 + 8 = 8 = 4

2 1
Final Answer: ∨ of cake
8 4
did Amabel left.

F. Discussing New Concepts and Practicing New Skill #2

Now, let’s have another exercise or
example.

3
Khyr John rode his bike for
6
2
of a mile on Monday and of
6
a mile on Tuesday. How many
miles did he ride altogether?
a) What is asked?
Answers:
 - How many miles did he ride
altogether?
b) What are the given values?
3
- 6
of a mile on Monday
2
and of a mile on Tuesday
c) What operation/s to be used? 6

d) Solution.
- Addition
3 2 5
- 6 + 6 = 6

5
He rode his bike for of
e) Check your answer. 6
a mile altogether.
Did you get it class?
5 2 3
- 6 - 6 = 6

Yes Ma’am!
G. Developing Mastery

Now since we all got it. I will give another

example but this time I’ll be calling
random student’s name to answer the
George Polya’s Steps and write on the
board.

Do I make myself clear? Yes Ma’am!

3
Gabriel has yard of
4
1
material. He uses to cover a
4
chair. How much yard is he left
with? Answers:

a) What is asked? - How much yard is he left

with?

b) What are the given values?

3 1
- yard of material and to
4 4
cover a chair
 c) What operation/s to be used? - Subtraction

d) Solution. 3 1 2 1
- - = =
4 4 4 2

2 1
Gabriel is left with or
4 2
e) Check your solution.
2 1 3
- + =
4 4 4
Well done students!

H. Finding Practical Application of Concepts and Skills in Daily Living

By the way, why do we need to know
how to solve word problem involving (Student’s answer may vary)
fractions?

Can we use it in our daily lives? Yes Ma’am!

Well yes, because they tell you what

portion of a whole you need, have or (Student’s answer may vary)
want.

Very good students!

l. Making
generalization and
abstraction about So again, for a short recap.
the lesson
What is Fraction? It represents the parts of a whole or
collection of objects.

Very good!

What are the 2 parts of fraction? Numerator and Denominator

That’s right!
 J. Evaluate Learning

2
A cake recipe for using cups
4
of sugar before baking and
1
another cups after baking.
4
What is the total amount of
sugar needed in the recipe?
1
Now get crosswise for our quiz.
4 Answers:
Direction: Answer the given - What is the total amount of
questions (George Polya’s Steps). sugar needed in the recipe?
a. What is asked?
2
- cups of sugar before
4
1
b. What are the given values? baking and another cups
4
after baking

- Addition
c. What operation should be
used?
2 1 3
- 4 + 4 = 4
d. Write your solution.
3 1 2
- 4 - 4 = 4
e. Check your answer.
3
Final Answer: is the total amount
4
of sugar needed in the recipe
K. Additional Do an advance reading about “Solving Okay Ma’am!
Activities for Word Problems Involving Decimal” for
Application and your next topic.
Remediation
Good bye class! Good bye and thank you Ma’am!

Vl. REMARKS
Vl. REFLECTION
Prepared by:
POULA ANTONETTE T. ABALDE
Student Teacher