Annex 1c to DepEd Order No. 42 , s.

2016

GRADE 1 to 12 School Grade Level Seven

DAILY LESSON LOG Teacher Learning Mathematics
Area
Teaching Dates and Time Quarter First

DAY 1 DAY 2 DAY 3 DAY 4 DAY 5

I. OBJECTIVES 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
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 Standard The learner demonstrates understanding of key concepts of sets and the real number system.
B. Performance The learner is able to formulate challenging situations involving sets and real numbers and solve these in a variety of strategies
Standard
C. Learning The learner illustrates The learner illustrates The learner illustrates The learner arranges
Competency/Objectiv the different subsets of the different subsets of the different subsets of real numbers in
es real numbers. (M7NS- real numbers. (M7NS- real numbers. (M7NS- increasing or
Write the LC code for Ih-1) Ih-1) Ih-1) decreasing order.
each. a) Describe and Find the union, (M7NS-Ih-2)
illustrate the intersection and
real numbers; complement of the set
b) Describe, of real numbers and its
represent and subsets.
compare the
different
subsets of real
number.
II. CONTENT
Real Numbers Union, Intersection and Subsets of Real Arranging Real
Complement of the Set Numbers Numbers in Increasing
of Real aand its and Decreasing Order
Subsets
Page 1 of 2
Annex 1c to DepEd Order No. 42 , s. 2016

III.LEARNING
RESOURCES
A. References
1. Teacher’s Guide 101-105 101-105 101-105
pages
2. Learner’s 76-82 76-82 76-82
Materials pages
3. Textbook pages Next Century Math 7 Elementary Algebra
pp.28-34 by Orines pages 52-54
4. Additional
Materials from
Learning
Resource
(LR)portal
B. Other Learning DLP 1st Quarter LAS DLP 1st Quarter LAS
Resource No. 30-31 No. 32
IV. PROCEDUR These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be
ES guided by demonstration of learning by the students which you can infer from formative assessment activities. Sustain
learning systematically by providing students with multiple ways to learn new things, practice their 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. Reviewing previous Do Activity 1 on LM What are the subsets of Recall the different 1. How do you
lesson or presenting p. 76 real numbers? concepts on subsets of arrange your
the new lesson 1. In what ways real numbers. things at home?
do you think 2. Why do you
did primitive arrange in such
man need to manner?
use numbers?
2. 2. Why do you
think he needed
names or words
to tell “how
many?
Let the students share
Page 2 of 2
Annex 1c to DepEd Order No. 42 , s. 2016

their ideas on these

questions.
B. Establishing a Do Activity No. 2, on Introduce graphic How important is a Can we arranged
purpose for the lesson LM p. 77. organizer, to classify graphic organizer to numbers? How?
1. How many and show relationships show the relationships
words in the among subsets of real among subsets of real
puzzle were numbers. numbers?
familiar to you?
2. What word/s
have you
encountered in
your early
years?
C. Presenting Describe the the set of Refer toLM, Exercise Refer to (DLP LAS 1. Consider these
examples/Instances of real numbers and its 1, pp. 80-81 No. 30 and 31 Concept numbers:
the new lesson subsets. Notes for the diagram) 1 3 3
−2.66 … ,−1 , , √ 11
(Refer to TG pp. 103- 2 4
104, ) , -0.25, √ 2
2. Arrange the set of
numbers in increasing
and decreasing order.
3. Select 3 students to
explain how they did
it.
4. The other students
will determine if the
arrangement is correct
or not.

Page 3 of 2
Annex 1c to DepEd Order No. 42 , s. 2016

D. Discussing new Numbers are inside the 1. Do rational and Using the concepts on Ask.
concepts and box. The students will irrational real number answer the 1. What number
practicing new skills take turns in numbers stand following questions. has the smallest
#1 classifying the at the same (Refer to textbook value? biggest
numbers. time? Why? exercise 2.1 B) value?
2. How do you State if the statement is 2. How do you
compare the true or false. compare their
numbers that 1. All integers are values?
belong to rational 3. Do you find
rational numbers difficulty in
numbers? 2. The set of comparing their
3. Why Real integers is a values?
always stand in subset of the set 4. What do you
each draw? of fractions. think will be the
best way to
compare their
values?
E. Discussing new
concepts and
practicing new skills
#2
F. Developing mastery Drill.
(leads to Formative Arrange the following
Assessment 3) set of numbers in
increasing order.
1. -8,-10,3,-6,7
2.
2 1 10 3 5
, , , ,
10 10 10 10 10
Arrange the rational
numbers in decreasing
order.
1. -10,10,0,5,-8
2. 3 1/4,4 5/6,-

Page 4 of 2
Annex 1c to DepEd Order No. 42 , s. 2016

15/3,- 13/2,2.5
G. Finding practical What set of numbers Why is a system of
application of will represent the arrangement be applied
concepts and skills in following? in real life situations
daily living. 1. Finding out such as:
how many 1. Business
cows there are 2. Government
in a barn services like in
2. Corresponds to getting a
no more license
bananas inside
the basket
3. Describing the
temperature in
the North Pole.
4. Representing
the amount of
money each
member gets
when P200
prize is divided
among 3
members.
5. Cite other
applications.
H. Making 1. What are the State the relationships Cite the importance of 1. Compare 2 1/3
generalizations and subsets that are under among subsets of real graphic organizers in and 2/7. What
abstractions about the rational numbers? numbers. showing the could be the
lesson 2. How to relationships among best way to
determine if the subsets of real determine on
number is irrational? numbers, which has the
3. Do all numbers lesser or greater
belong to the real value? Show on
number system? the board if

Page 5 of 2
Annex 1c to DepEd Order No. 42 , s. 2016

possible.
2. What about for
decimal
numbers, how
will you
compare their
values?
Explain.
I. Evaluating learning Refer to LM, p. 80 Refer to LM p.82. no. A. Refer to Refer to Textbook
Exercise IIIb. 2-3. Exercises of pp.54.
Answer the questions. DLP LAS No. A. Arrange from least
Prove your answer. 30 for the to greatest.
1. Are all real diagram. 1. 68, -4, 28, -10, 13
numbers B. Refer to
rational Exercises of −1 2 3 4 −5
2. , , , ,
numbers? DLP LAS No. 2 3 4 5 6
2. Are all rational 31.
numbers whole 1. In the real B. Arrange from
numbers? numbers, greatest to least.
Fill up the graphic what is the 1. 0.2, -0.3, 0.4, 0.5, -
organizer using the complement 0.1
different subsets of real of the
numbers. (see rational 2. 7.2, 7.25, 7.18, 7.3,
attached) numbers? 7.10

2.What are the

subsets of W?
J. Additional activities
for application or
remediation
1. REMARKS

2. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What

Page 6 of 2
Annex 1c to DepEd Order No. 42 , s. 2016

else needs to be done to help the students learn? Identify what help your instructional supervisors can provide for you so when
you meet them, you can ask them relevant questions.
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
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?

Page 7 of 2
Annex 1c to DepEd Order No. 42 , s. 2016

ATTACHMENTS:

Day 1: Part D

5 -4 -0.03 3/2 0.7 3 14 ½

12/3
28 -45 ¼ /4 12/3 -54
-0.3
36 0.23 √2 -1 -0.3 -6
0.1
53 54.25 √ 25/9 -31 -7.21 ¾
Part I.

Page 8 of 2
Annex 1c to DepEd Order No. 42 , s. 2016

Day 2 :

Part I

Page 9 of 2