GRADE 7 School Dangcagan National High School Grade Level 7

DAILY Teacher Kayzelle Mae Gabayan Learning Area MATHEMATICS

LESSON LOG
Teaching Dates and Time November 14-18, 2022 Quarter Second

Session 1 Session 2 Session 3 Session 4

November 14, 2022 November 15,2022 November 16, 2022 November 17-18, 2022
I. OBJECTIVES
1. Content Standards The learner demonstrates understanding of key concepts of sets and the real number system.
2. Performance Standards The learner is able to formulate challenging situations involving sets and real numbers and solve these in a
variety of strategies.
3. Learning The learner performs The learner performs The learner performs The learner performs
Competencies/ operations on rational operations on rational operations on rational operations on rational
Objectives numbers. numbers. numbers. numbers
(M7NS-If-1) (M7NS-If-1) (M7NS-If-1) (M7NS-If-1)

a. Add and subtract a. Multiply and divide a. Add and subtract a. Multiply and divide
rational numbers in rational numbers in rational numbers in rational numbers in
fraction form. fraction form. decimal form. decimal form.
b. Solves problems b. Solve problems b. Solve problems b. Solve problems
involving addition and involving multiplication involving addition and involving multiplication
subtraction of rational and division of rational subtraction of rational and division of rational
numbers in fraction numbers in fraction numbers in decimal numbers in decimal
form. form. form. form.
c. Value accumulated c. Value accumulated c. Sustain interest in the c. Sustain interest in the
knowledge as means of knowledge as means importance of adding importance of
new understanding. of new understanding and subtracting multiplying and
rational numbers in dividing rational
decimal form. numbers in decimal
form.
II. CONTENT Multiplication and Addition and Multiplication and
Addition and Subtraction
Division of Rational Subtraction of Rational Division of Rational
of Rational Numbers in
Numbers in Fraction Numbers in Decimal Numbers in Decimal
Fraction Form
Form Form Form
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
pages
2. Learner’s Materials
pages 46 – 51 53 - 56 57 – 58 57 – 58

3. Textbook pages

4. Additional Materials http://2.bp.blogspot.com/- https:// https:// https://www.tes.com/

from Learning YyOTxbQG_ks/U5e-
Resource (LR) portal WlX0pgI/
AAAAAAAAAos/
ZJUz7wHJAJI/s1600/
TEBGTW+worksheet+pre
view.jpg
B. Other Learning
Grade 7 LCTG by DepEd
Resources / Materials Cavite Mathematics, 2016
IV. PROCEDURES
www.education.com/
activity/article/
Fact_Family_third/
http://home.d47.org/
baweber/files/2013/10/
M6A-Multiplying-and-
Dividing-fractions-word-
problems.pdf
Grade 7 LCTG by DepEd
Cavite Mathematics,
2016
www.teachstarter.com/ teaching-resource/
lesson-plan/adding- multiplying-decimals-
subtracting-decimals/ game-6332797
https://
www.youtube.com/
watch?v=WP_f4EXp-Mg
Grade 7 LCTG by DepEd Grade 7 LCTG by DepEd
Cavite Mathematics, Cavite Mathematics,
2016 2016

A. Reviewing previous Recall: Simplifying Find the Math Fact Family Ask the students to write a Recall: Multiplication and
lesson or presenting Fractions decimal number between Division of integers
the new lesson To set up the game, you 0 and 10 (up to three 1. ( +3 ) (−11 )
Fractional Domino will write 4 numbers onto decimal places) on a piece 2. ( 12 ) ÷ (−6 )
Direction: Each group will each strip of paper. 3 will of paper. Once the 3. (−5 ) (−13 )
be given the pieces of be part of a fact family, students have written their 4. (−48 ) ÷ ( 3 )
fractional domino. Fit the and one will not be part of number, they must stand 5. ( 54 ) ÷ ( 7 )
blocks to each other the fact family. A fact up and hold their paper in
appropriately. family is 3 numbers that front of them so their
1 are connected through classmates can read it.
2 multiplication and division. The class must then see if
they can arrange
2 themselves in an
16 ascending line without
speaking. Time how long it
2 takes the class to
6 complete the task.

6
10

2
5

3
4

4
4

1
4
4
6

Based on the activity, how

 do we simplify fractions?
B. Establishing a The Early Bird Gets the Group Activity
purpose for the Worm Paper Folding Activity
lesson
Maya bird wakes up early
Example: 3/4 x 2/3
every morning to eat 1. Fold paper (hotdog
breakfast. His other birdstyle) into 4ths
friends do, too. Today for
2. Unfold and color in 3
breakfast they caught 12 of the 4 sections
worms. Their (3/4ths)
measurements are in 3. Fold the same paper
inches below. the other direction
(hamburger style) into
1 3 5 3 4 3 2 5 7 8 7 3rds
, , , , , , , , , ,
2 8 8 4 8 8 8 8 8 8 8 4. Unfold and color in (on
the same side) 2 of
the 3 new sections
0 1 (2/3rds)
1 3 1
4 2 4 This graphic only
represents the additional
folds and coloring.
Because parts have
already been folded and
colored, the next graphic
is the actual
representation of your
final product.
You should have a grid of
12 sections. The sections
that have overlapping
colors are the answer to
your problem.
So you should have 6
sections with overlapping
The Sweet Maze Runners
Maja, Coco, and Nadine
love sweets. Help each of
them find their most
favorite sweets by
following the line below
their feet. Non decimal
numbers beside them are
converted to decimal
numbers associated with
their most favorite sweets.
Math-Huhula
You need a deck of cards,
with all the face cards
taken out. Two students
go up in front of the class
and stand back-to-back.
You put a card on each
student’s forehead
(without them seeing the
card). Then the students
take three steps away
from each other and turn
and face the class. The
whole class then looks at
the product or quotient of
the two cards that are on
the students' foreheads
and tell them the product
or quotient. Then, using
the product or quotient,
and looking at the card on
the other person's
forehead, they have to
figure out the card on their
forehead. Whoever shouts
out the correct answer first
wins that round. Play
again and again.
 shading.
6/12ths or 1/2.
Sometimes the students
have trouble with the
coloring part so I have
had them color one
fraction on one side and
one on the other and hold
it up to see where they
overlap.
C. Presenting examples/ Using area models, find the Consider the following Let the students watch the Multiplication
instances of the sum or difference. examples: video on how to add and Illustrative example:
lesson subtract decimal numbers. 1. Mrs. Guevarra went
1 1 https:// from a seminar in
What is × ? Suppose
4 3 www.youtube.com/watch? Tagaytay, she
we have one rectangular v=WP_f4EXp-Mg decided to buy two
shape cake represent 1 t-shirts as souvenir
2 1 unit. for her daughter. If
1. + =¿ ¿
5 5 Divide the cake first into 4 one t-shirts costs
1 5 equal parts vertically. One Php 149.75 how
2. + =¿ ¿ 1 much did she
8 8
part of it is spend?
10 3 4
3. − =¿ ¿
11 11 Solution:
6 2 149.75
4. 3 −1 =¿ ¿ ×2
7 7
299.50
Then, divide each fourth 2. 24.8 ÷ 2=¿
into 3 equal parts, this
12. 4
time horizontally to make 2
the divisions easy to see. |24 .8
One part of the horizontal −2
1 4
division is . −4
3
8
 1 1 1
× =
3 4 12

Division
2 1
÷
3 2
One unit is divided into 3
equal parts and 2 of them
are shaded.

−8
0
Each of the two shaded
parts will be cut in halves.

Since there are two

1
divisions per part (i.e. )
3
and there are two of them
2
(i.e. then there will be 4
3
pieces out of 3 original
2 1 4 1
pieces or ÷ = ∨1
3 2 3 3
D. Discussing new Without using fractional Illustrative Examples Let us consider another 1. In multiplying rational
concepts and models, perform the 4 8 32 way on adding and numbers in decimal
1. × =
practicing new skills indicated operations. 5 9 45 subtracting decimal form, note the
#1 1 1 1 3 4 2 2 5 14 17 numbers. importance of knowing
1. + = + = or 2. 4 ×2 = ×
6 2 6 6 6 3 3 6 3 6 where to place the
2. 238 2 Express the decimal decimal point in a
= =13
6
7 ( )
2 18
+ - = + -
3 21 ( ) 14 4
=
21 21 2 3
3. ÷ = × =
18
2 4
9
8
numbers in fractions then
add or subtract as
product of two decimal
numbers. Do you
3. 3 4 3 3 9 described earlier. notice a pattern?
5 3 20 9 29 5 3 2 28 17 1. 7.4 + 3.22 2. In dividing rational
3 +2 = ( 3+2 ) + =5 or7 4. 5 ÷3 = ÷ 4 22 numbers in decimal
3 4 12 12 12 12 5 5 5 5 ¿ 7 +3
4. 28 5 28 11 10 100 form, how do you
= × = =1 40 22 determine where to
14 4 98 20 78 8 5 17 17 17 ¿7 +3
- = - = or 2 100 100 place the decimal point
15 7 35 35 35 35
Using the previous 62 31 in the quotient?
¿ 10 ∨10
Based on the activity, examples, answer the 100 50
answer the following following questions: 2. 9.31 - 5.2
questions:  In multiplying fractions, 31 2
¿9 −5
1. What did you observe in can we directly 100 10
the denominators of the multiply numerator to 31 20
¿9 −5
first activity? How about numerator and 100 100
the second activity? denominator to 11
¿4
2. Can you add or subtract denominator? How 100
directly similar about in division?
fractions? How about Why? 1. Does the two ways of
dissimilar fractions?  Do we have to get the adding and subtracting
3. What could you do to LCD of fractions decimal numbers have
add or subtract whenever we multiply? the same answer?
dissimilar fractions? How about in division? 2. Which way do you find
4. What is the least  Can we multiply mixed it easier to add and
common denominator of fraction by mixed subtract decimal
the fractions in each fraction directly? If no, numbers? Why?
example? what do we do to
5. Is the resulting sum or perform the operation?
difference the same  Can we divide mixed
when a pair of dissimilar fraction by mixed
fractions is converted fraction directly?
 into similar fractions?
E. Discussing new Match column A from Perform the indicated Column A represents the
concepts and A. Perform the indicated Column B. Write the letter operation. name of barangays in
practicing new skills operation. that corresponds to your 1. 3.75+4.2= Trece Martires City, Cavite
3 2 answer in the space 2. 55.21+3.425= while column B represents
#2 1. + =
13 13 provided before the 3. 0.25+0.5= their previous names.
2.
13
20 ( )
+ -
3
20
=
number.
Column A Column B
Answer the following
questions.
Match column A from
column B by performing
B. Using the information 3 4 1 4. Ninoy used 2.75 kg of the indicated operation in
1. × a. -1
you graphed in the 7 5 8 glutenous rice for his column A and finding the
preliminary activity,
answer the following
5
2. × -
8 ( ) 5
3
b. −1
1
24
rice cake (bibingka)
and 2.15kg of
answer in column B. Show
your solution.
questions: 3 2 12 glutenous rice for
1. What is the difference 3. ÷ c. glutenous rice balls Column A
4 5 35
between the length of (palutang) oh his 1. Luciano 10.25×3.5=
the longest worm and
the shortest worm?
4.
10 ( )
9 −4
÷
5
d. 1
1
8 mother. How much did
he use in all?
2. Osorio 43.32×0.2=
3. Conchu 23.01×0.11=
6 2 9 5. Robinson bought a 4. Cabuco 125÷2.5=
2. If you placed al the 5. 3 ×2 e. 9
7 5 35 jacket for 1599.99 Php 5. De Ocampo 96.96÷3=
worms end to end, how
7 and a hat for 250.75
long would they be? f. 1
3. After you placed all of 8 Php in Sm Trece Column B
the worms end to end, Department Store. If he a. Project 8.664
and Maya ate one that gave two one thousand b. Aliang 5.01
was 34 inches long, how bill how much is his c. Kanggahan 50
many total inches would change? d. Bitangan 35.875
you have now? e. Lagundia 2.5311
f. Quintana I 32.32
F. Developing mastery A. Perform the indicated A. Perform the indicated Perform the indicated Perform the indicated
(Leads to Formative operation. Express your operation. operation. operation.
Assessment 3) answer in simplest form. 3 4 1. 10.85+3.13= 1. 15.5÷5=
5 7 1. × =
5 9 2. 9.2+3.52= 2. 13.7×2.1=
1. + =
31 31 7
( )
2. × - =
3 3. 27.33+(−2.7)= 3. 14.7÷0.7=
2.
10
37 ( )
+ -
3
37
= 8 4 4. 70.85−23.08=
5. 51.12−(−72.8)=
4. 69.28÷10=
5. 105.02×4.4=
 3 1 9 3
3. - = 3. ÷ =
4 7 11 5
Solve the following word 4. Joshua can run 8km in
problems. an hour. How much
1. Jolo made his own distance will he cover
3 15
snack, he used 1 cup in hours?
4 4
of sugar in baking
1
crinkles and cup of
4
sugar in making his
drinks. How much of
sugar did Melandres
use in all for making his
snack?
2. Eugenio Cabezas and
Agapito Conchu are
comparing their heights.
If Eugenio’s height is
3
120 cm. and Agapito’s
4
1
height is 96 cm. What
3
is the difference in their
heights?
G. Finding practical A. Solve the following. Read each problem Solve the following word Decimals Game: The
applications of Express your answer in carefully and solve to problems: Rules
concepts and skills in simplest form. lowest terms when 1. Kevin’s weight is 90.2
daily living 2 3 possible. lbs. After three months Take it in turns to choose
1. + =
5 5 1. Tom ran a complete of going to Sunny two numbers from the
4 3 mile. Sarah ran half Fitness Gym, he card and multiply them
2. + = of that. Mike ran half gained 4.4 lbs. What is together. Do the working
5 4
12 3 6 of what Sarah ran his total weight now? out in your book.
3. - + =
25 25 25 and Lisa ran half of 2. Vice Ganda went to the
 what Mike ran. What nearest supermarket to You want the answer to be
B. Answer the following part of a mile did Lisa buy food for his as close as possible to 10
word problems. run? birthday celebration. so choose carefully! After
1. Jonvic played Clash of 2. One of the cats in the He bought 52.93 oz your go, cross off the
1 neighborhood had six bag of barbeque chips numbers you used - they
Clans for 2 hours in
2 kittens all about the and a 79.6 oz bag of can't be used again.
1 same size. If each of sweet and sour chips.
the morning and 1 the new kittens How many ounces did Your score for that go is
4
hours in the afternoon. 1 he buy all together? the difference between 10
weighed about 5
How many hours did 2 and your answer.
Jonvic play Clash of ounces, how much
Clans for the whole would all the new e.g. you choose 2.4 and
day? kittens weigh? 5.1 and you find 2.4 x 5.1
2. A group of = 12.24
mountaineers climbed
Mount Pico de Loro for 12.24 - 10 = 2.24 so your
2 score for that go is 2.24.
5 hours and took them
5
5 The winner is the one with
4 hours to go back to the lowest score at the
8
the foot of the mountain. end.
How much time did they 2.05 3.45 5
spend going up and 3 2.1 4.79
down the mountain? 1.9 3.24 5.2
5.14 1.8 4.9
5.18 2.13
1.79 3.29
3.3 4
2 3.5

H. Making To add or subtract fraction To multiply rational When adding and Rules in Multiplying
generalizations and in: numbers in fraction subtracting decimal Rational Numbers in
abstractions about A. Similar form, simply multiply the numbers you can use two Decimal Form
the lesson denominators numerators and multiply different ways. First, 1. Arrange the numbers
If a, b and c denote the denominators. express the decimal in a vertical column.
integers, and b ≠ 0, a c ac numbers in fractions then 2. Multiply the numbers,
then In symbol, × = add or subtract. Second, as if you are
b d db
a b a±b where b and d are not arrange the decimal multiplying whole
± =
c c c equal to zero. numbers in a column such numbers.
B. Dissimilar To divide rational that the decimal points are 3. Starting from the
a b numbers in fraction aligned, then add or rightmost end of the
denominators ± subtract as with whole
c d form, you take the product, move the
If the fractions to be added reciprocal of the second numbers. decimal point to the left
or subtracted are dissimilar fraction (called the the same number of
 Rename the divisor) and multiply it places as the sum of
fractions to make by the first fraction. the decimal places in
them similar whose In symbol, the multiplicand and
denominator is the a c a d ad the multiplier.
÷ = × = where
least common b d b c bc
multiple of b and d. b, c, and are not equal Rules in Dividing Rational
 Add or subtract the to zero. Numbers in Decimal Form
numerators of the 1. If the divisor is a whole
resulting fractions. number, divide the
 Write the result as a dividend by the divisor
fraction whose applying the rules of a
numerator is the whole number. The
sum or difference of position of the decimal
the numerators and point is the same as
whose denominator that in the dividend.
is the least common 2. If the divisor is not a
multiple of b and d. whole number, make
the divisor a whole
number by moving the
decimal point in the
divisor to the rightmost
end, making the
 number seem like a
whole number.
3. Move the decimal point
in the dividend to the
right the same number
of places as the
decimal point was
moved to make the
divisor a whole
number.
4. Lastly divide the new
dividend by the new
divisor.
I. Evaluating learning Add or subtract the Multiply or divide the Add or subtract the Multiply/Divide the
following. Express your following as indicated. following: following:
answer in simplest form. 7 9 1. 3.5+2.2= 1. 22.22×2=
9 12 1. × =¿
8 4 2. 4.09+3.03= 2. 53.4×3.1=
1. + =
25 25
2. ( )
13 −2
× =¿
3. 95.45−83.15= 3. 17×2.5=
2. +
9( )
7 −2
5
=
3.
14
24 1
÷ =¿
7 4. 17.22+(−3.05)=
5. 12.3+0.8+(−0.05)=
4. 29.8÷4=
5. 112.2÷1.1=
2 1 15 3
3. 4 −3 =
7 2 Answer the following word
7 3 problems.
4. − =
13 13 4. In a Guevarra Family

2 2 ( )
3 5 −1
5. + −
2
=
Reunion, ¾ kg of
spaghetti was left. If
there are 6 families,
how much each family
can take home
equally?
5. Leah received 3 large
size circular baskets
(bilao), and 1 small
size circular basket
 (half of large size) of
multi-colored Filipino
native rice cake
(sapin-sapin) for
orders. If 1 large size
circular basket of
multi-colored Filipino
native rice cake
consumes 3/2kg of
brown sugar how
much sugar does she
need in all?
J. Additional activities 1. Review Review Follow-up
for application or  What are the rules  Rules in multiplying 1. Review Find the numbers that
remediation in adding and and dividing Practice adding and when multiplied give the
subtracting fractions rational numbers in subtracting decimal products shown.
with the same fraction form. numbers.
denominator? Study
 What are the rules  Rules in adding 2. Study
in adding and and subtracting Rules in multiplying and
subtracting fractions rational numbers in dividing decimal numbers.
with different decimal form.
Reference : LM pages 57-
denominators? Reference: G7 Math LM 2. Study
58
2. Study page 51-52 Describe and define
 Rules in multiplying irrational numbers.
and dividing rational Reference: LM pages 64-
numbers in fraction 69
form.
Reference: LM page 55
V. REMARKS
VI. REFLECTION
1. No. of learners who
earned 80% on the
formative
assessment
2. No. of learners who
require additional
activities for
remediation.
3. Did the remedial
lessons work? No. of
learners who have
caught up with the
lesson.
4. No. of learners who
continue to require
remediation
5. Which of my
teaching strategies
worked well? Why
did these work?
6. What difficulties did I
encounter which my
principal or
 supervisor can help
me solve?
7. What innovation or
localized materials
did I use/discover
which I wish to share
with other teachers?