DAILY LESSON LOG OF M7NS-Ig-3 (Week Seven – Day Three)

School Grade Level 7

Teacher Learning Area MATHEMATICS
Teaching Date and Time Quarter FIRST
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
I. OBJECTIVES 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 real number system.
B. Performance Standards The learner is able to formulate challenging situations involving real numbers and solve
these in a variety of strategies.
Learning Competency: Estimates the square root of a whole number to the nearest
hundredth (M7NS-Ig-3)
C. Learning Competencies/ Learning Objectives:
Objectives 1.Find the square roots of irrational numbers
2.Estimate the square root of a number to the nearest hundredths
3.Demonstrate accuracy and perseverance in estimating square roots
II. CONTENT ESTIMATING SQUARE ROOTS OF IRRATIONALS
III. LEARNING RESOURCES Teacher’s guide, learner’s module
A. References
1. Teacher’s Guide pages Pages 84-89
2. Learner’s Materials pages Pages 64-69
3. Textbook pages
4. Additional Materials from
Learning Resource (LR)
portal
B. Other Learning Resources
These steps should be done across the week. Spread out the activities appropriately so that pupils/students
will learn well. Always be guided by demonstration of learning by the pupils/ students which you can infer
from formative assessment activities. Sustain learning systematically by providing pupils/students with
IV. PROCEDURES multiple ways to learn new things, practice the 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.
Drill:
Find two consecutive integers between the square root of a number lies.
1. √ 40
2. √ 31
A. Review previous lesson or
3. √ 49
presenting the new lesson
4. √ 75
5. √ 95
Answers:
1. 6 and 7 2. 5 and 6 3. 6 and 8 4. 8 and 9 5. 9 and 10
Let the students realize that the skills on determining what two integers the square
B. Establishing a purpose for the
root of a number lies is important in estimating square roots of a number to the
lesson
nearest hundredths.
Use the review activity as a springboard for estimating square roots of a number to the
nearest hundredths. Teacher demonstrates on how to estimate the square root of a
C. Presenting examples/ number to the nearest hundredths.
instances of the new lesson a. √ 40
b. √ 5
c. √ 20
The teacher discusses thoroughly with the students the process on estimating the
square root of a whole number to the nearest hundredths.

a . √ 40
The principal root is between 6 and 7, principal roots of the two perfect squares 36
D. Discussing new concepts and
and 49, respectively. Now, take the square of 6.5, midway between 6 and 7.
practicing new skills #1
Computing, (6.5)2 = 42.25. since 42.25 > 40 then √ 40 is closer to 6 than to 7. Now,
compute for the squares of numbers between 6 and 6.5: (6.1) 2 = 37.21, (6.2)2 = 38.44,
(6.3)2 = 39.69 and (6.4)2 = 40.96. Since 40 is close to 39.69 and (6.4) 2 = 40.96. Since 40 is
close to 39.69 than to 40.96, √ 40 is approximately 6.34.

E. Discussing new concepts and
practicing new skills #2
F. Developing mastery (leads to
formative assessment 3)
The teacher presents more examples to further explain the procedures. More examples
are found on page 67 of learner’s material.
Think, Pair, Share:
Let the students take turn to explain the procedure on estimating the square roots of
numbers to its nearest hundredths.
a. √ 6 b. √ 15
Possible Answers:
1. 2.45 2. 3.87
G. Finding practical applications
of concepts and skills in daily
living
The teacher summarizes the mathematical skills or principles used to estimate the
square roots of number to the nearest hundredths.
Guide questions:
1. What did you do to arrive at the estimation?
H. Making generalizations and 2. How do you estimate the square roots of a number to the nearest
abstractions about the lesson hundredths?
Possible Answers:
1. Determine what two integers the square root lies.
2. Get the midway of the two consecutive integer. Then, square it until you
get the estimated value in the nearest hundredths place.
Estimate the square root of the given number to its nearest hundredths.
1. √ 8_____
2. √ 11_____
I. Evaluating Learning
3. √ 31_____
Answers:
1. 2.83 2. 3.32 3. 5.57
J. Additional activities or
remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% of
the evaluation
B. No. of learners who require
additional activities for
remediation who scored below
80%
C. Did the remedial lesson 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