GRADE 7 School Grade Level 7

DAILY Teacher Learning Area MATHEMATICS

LESSON
LOG Teaching Dates and Time Quarter FIRST

Session 1 Session 2 Session 3 Session 4

I. OBJECTIVES
1. Content The learner demonstrates understanding of key concepts of sets and the real number system.
Standards
2. Performance The learner is able to intellectually formulate challenging situations involving sets and real numbers, and solve
Standards these in a variety of strategies.

3. Learning
Competencies /
Objectives The learner illustrates the The learner expresses The learner expresses The learner arranges
different properties of rational numbers from rational numbers from Rational Numbers on a
operations on the set of fraction form to decimal fraction form to decimal Number Line
integers. form and vice versa form and vice versa (M7NS-Ie-2)
(M7NS-Id-2) (M7NS-Ie-1) (M7NS-Ie-1) a. Determine the subsets of
a. State and illustrate the a. Define rational numbers. a. Differentiates terminating rational numbers on the
different properties of the b. Express rational numbers decimals from and non- number line.
operations on integers: from fraction form to terminating/repeating b. Illustrate and arrange
closure; commutative; decimal form. decimals. rational numbers on the
associative; distributive; c. Apply the concepts b. Express rational numbers number line
identity; inverse rational numbers in real from decimal form to c. Apply the concepts
b. Rewrite given expressions life situations. fraction form. rational numbers in real
according to the given c. Apply the concepts life situations.
property. rational numbers in real
c. Appreciate the concept of life situations.
different properties on
integers in real-life
 situation.
Properties of Operations Expressing Fraction Form Expressing Fraction Form Arranging Rational
II. CONTENT on Integers to Decimal form to Decimal form Numbers on a Number
Line
III. LEARNING
RESOURCES
A. References
1. Teacher’s pp. 50 - 60 pp. 65 - 68 pp. 65 - 68 pp. 61 - 64
Guide pages
2. Learner’s pp. 33 - 40 pp. 46 - 48 pp. 46 - 48 pp. 41 - 44
Materials
pages
3. Textbook Patterns and Practicalities Grade 7 Grade 7 Grade 7
pages pp. 68 - 70 Patterns and Practicalities Patterns and Practicalities
Patterns and Practicalities
By: Gladys Nivera pp. 72 - 75 pp. 72 - 75 pp. 80 - 82
Mathematics 21st Century By: Gladys Nivera By: Gladys Nivera By: Gladys Nivera
Learner Elementary Algebra
pp.45 - 48 pp. 52
4. Additional http://www.slideshare.net/ https:// http://www.studyzone.org/
Materials from roxannejoiedeang/ ph.images.search.yahoo.co mtestprep/math8/e/
Learning properties-of-the-operations- m/ compdec6l.cfm
Resource (LR) on-integer
http://study.com/academy/
portal
lesson/graphing-rational-
numbers-on-a-number-
line.html
B. Other Learning Grade 7 LCTG by DepEd Grade 7 LCTG by DepEd Grade 7 LCTG by DepEd Grade 7 LCTG by DepEd
Resources/Materi Cavite Mathematics, 2016 Cavite Mathematics, 2016 Cavite Mathematics, 2016 Cavite Mathematics, 2016
als Powerpoint, Tarp Papel Powerpoint, Tarp Papel Powerpoint, Tarp Papel Powerpoint, Tarp Papel
multimedia/pictures Bingo Cards, chips Number line, chart, pictures
IV. PROCEDURES

A. Reviewing previous Pre – Assessment Direction: Change the

lesson or presenting following decimals in
the new lesson Direction: Change the fraction form.
following rational numbers
from fraction form to 1. 0.45 4. 4.625
decimal form.
2.11.25 5. -1.35
1 3. 1.833
1. 2

2
2.
5
9
3.
4
5
4.
8
7
5.
4
B. Establishing a “BINGO OR BIGO”
purpose for the Directions: The class will be
lesson divided into three (3)
groups. Each group will
have big
Bingo card containing
decimal numbers. The
teacher will draw the
chips containing fractions.
The challenge to the
students is to change the
fractions to decimals. The
chips to be used are
images of Tagaytay
products (coffee, banana,
pineapple). There will be
a pattern for each round
(box, Letter – L, Diamond,
cross). The first group
who will get each pattern
will say “BINGO” up to the
last pattern. Each pattern
has corresponding points.
The group who will get
the highest points will be
the winner and those with
the lowest points are
“BIGO”.
Purpose Setting Activity: Motivational or Purpose
Directions: Look at the Setting Activity
pictures and answer the Directions: Arrange the hats
following questions. according from toddler to
professional stage.
1. Can you tell me the
pictures that belong to
limited? Unlimited?
2. What does limited
mean? How about
unlimited?
3. What other term/ word
can you give for
limited? Unlimited?
1. How did you arrange the
following hats?
2. What was your basis in
arranging those?
C. Presenting examples/ Show and Tell!
instances of the Determine what kind of
lesson property of real numbers is
being used to illustrate in
the following images?
Describe what is being
illustrated in each set of
pictures.
SET A
SET B
SET C
Teaching/ Modelling. A decimal is changed to a Teaching/ Modeling
Any rational number can fraction by using its digits Directions: Divide the
be changed from (without the decimal point) class into four groups
fractional form to decimal as the numerator and then, each group will
form. This is done by selecting an appropriate locate and arrange the
simply dividing the power of 10 as the following rational numbers
numerator by the denominator. The fraction on the number line.
denominator. Express the can be changed to lowest
following fraction form to terms when possible.
decimal form. Express the following
decimal form to fraction
form.
SET D

SET E

SET F
D. Discussing new THINK PAIR SHARE THINK PAIR SHARE THINK PAIR SHARE THINK PAIR SHARE
concepts and Guide Questions: Answer the following Answer the following Answer the following
practicing new skills a. What are properties questions: questions: questions:
#1 being illustrated in the 1. How did you express 1. What subset of rational 1. How do you find the
activity? Describe each fraction form to number is the given? activity?
property. decimal form? 2. What can you say about 2. Did you find ways to
b. Give a real life situation 2. What operation did you the item number 1, 2, make it easier? Share
wherein each property apply in expressing 3 and 4 ? with your classmates.
is being illustrated. form to decimal form? 3. What do you call the 3. How do you arrange
decimal that ends? rational numbers
4. What have you notice (fractions, decimals,
from item number 5 percent square roots,
and 6? and integers) on the
5. What do you call the number line?
 decimals that have a
repeating pattern?
E. Discussing new “FOREVER OR OVER” Directions: Locate and
concepts and Directions: Express decimal arrange the following
practicing new skills to fraction and choose your landmarks in Tagaytay
#2 answer among those with corresponding rational
celebrities at the right. numbers on the number
line.
F. Developing mastery A. Express the following A. Express the following Directions: Locate and
(Leads to Formative fraction form to decimal form decimal form to fraction arrange the following
Assessment 3) form rational numbers on the
11
1. 8 number line.
1. 1.75
1. 0.3 3.3 -3 0.03 -3.3…
8 2. 0.544
2.
11 2. -6 45, 27, √64, -2.5
3. 3.24
7 350 %
3. 4. 5.27…
8 3. 7.4, - 4 16 −√36, 445 %
22 5. 1. 72 0.62
4.
5 4. -2.4, √1, 4 38 5.8 % − 93
29 5. -5 510 , -7.1 , 0.9 √25 -
5.
10 264 %
G. Finding practical GROUP ACTIVITY GROUP ACTIVITY GROUP ACTIVITY
applications of Directions: Solve the Directions: Solve the Directions: Describe the
concepts and skills in following problem. following problem. chart. Analyze the
daily living 1. If 58 out of 100 rational numbers and
students in a class of 1. Berna bought Bibingka answer the following
Tagaytay City Science at the Mahogany questions.
National High School Market Tagaytay. A a. Arrange the following
are boys, then write a slice of Bibingka rational numbers on the
decimal for the part of weighs 0.125 grams if number line base on
the class that consists she ate a slice of it , each game:
of boys. what is the fraction of  Piko
3 Bibingka she had  tagu – taguan
2. Perlita lives 6 4 miles
eaten?  tumbang preso
from People’s Park in b. From the game piko,
the Sky. Write the 2. Jenny and Jeson went who got the highest
distance as decimal. to movie house at SM point? Lowest point?
1 Dasmariñas. The teller c. From the game tagu –
3. Rowena studied 13
2 told them that they still taguan, who got the
hours this week as need to wait 1.40 highest point? Lowest
preparation for the minutes. How long is point?
upcoming MTAP quiz 1.40 minutes in d. From the game
bee. Write the number tumbang – preso, who
fraction?
of hours in decimal. got the highest point?
4. If 5 out of 50 players 3. Julia Andrei Aala is a Lowest point?
who received gold pride of Tagaytay City
medals in Palarong Science National High
Pambansa were girls, School in the field of
then write the decimal
Softball.As part of her
for the part of the
training, she runs 1.8
players who are girls.
5. In City College of kilometers in a
Tagaytay, 15 of 25 day.What is the fraction
students walk to of 1.8 kilometers?
school. What is the
4. Liza was advice to buy
decimal of the students
 walk to school. 2.33…kgs of rice at
Pure Gold Jr. Tagaytay.
Write the fraction form
of the kilos of rice she
needs to buy.
5. Batang Tagaytay
Scholars are required
to attend 4.3636 hours
of community service in
a week. Write the
equivalent fraction of
hours of community
service?
H. Making PROPERTIES OF Rational Numbers – the Terminating Decimal – a Steps in Arranging
generalizations and OPERATIONS ON word rational is derived decimal number that Rational Numbers on
abstractions about INTEGERS from the word “ratio” has digits that do not go the Number Line
the lesson 1. Closure Property which means quotient. on forever; a decimal 1. Check if the given
Two integers that are - Numbers which can be number that ends up rational number is a
added and multiplied written a quotient of two with a remainder of negative or a positive
remain as integers. The integers, 𝑎𝑏 where b ≠0. zero. rational number
set of integers is closed 2. Convert the rational
under addition and Vinculum - a bar placed Repeating Decimal – a numbers all to the same
multiplication. above the repeating decimal number that form for example
2. Commutative Property decimals. has a repeating pattern; decimal or fraction.
Changing the order of two To express fraction to a decimal number that 3. When the rational
numbers that are either decimal, express the has digits that go on number is not an
being added or multiplied fraction with forever. integer, determine
does not change the denominator that is between which two
value. power of ten or divide To express decimal to integers the number
3. Associative Property the numerator by fraction, use its digit as falls.
Changing the grouping of denominator. the numerator and 4. Next determine where
numbers that are either select an appropriate between the two
being added or multiplied power of 10 as the integers it should be
does not change its denominator. placed
 value.
4. Distributive Property
When two numbers have
been added / subtracted
and then multiplied by a
factor, the result will be
the same when each
number is multiplied by
the factor and the
products are then
added / subtract
5. Identity Property
Additive Identity- states that
the sum of any number
and 0 is the given
number. Zero,g0h is
the additive identity.
Multiplicative Identity-
states that the product of
any number and 1 is the
given number,
a . 1= a. One, g1h is the
multiplicative identity.
6. Inverse Property
In Addition
- states that the sum of any
number and its additive
inverse, is zero.
The additive inverse of the
number a is .a.
In Multiplication
- states that the product of
any number and its
multiplicative inverse or
5. Then, locate it on the
STEPS ON number line.
CONVERTING
DECIMAL TO
FRACTION
If decimal is Terminating
1. Change the decimal into
fraction form by using
the decimal number as
the numerator and put 1
as the denominator.
2. Move the decimal point
of the numerator to the
right until it becomes a
whole number.
3. Move the decimal point
of the denominator to
the right by the same
number of places that
the decimal point of the
numerator moves. Place
a zero (0) if the decimal
point have move to a
decimal place without
digit.
4. Reduce the fraction into
lowest terms.
If decimal is Repeating
1. Multiply the decimal by
the power of 10 that will
move the digit/s which
is/are repeating to left of
the decimal point. The
number of zeros (0) of

reciprocal, is 1.The
multiplicative inverse of
the number a is 1.
I. Evaluating learning Fill in the blanks and
determine what properties
were used to solve the
equations.
1. 5 x ( ______ + 2) = 0
2. -4 + 4 = _____
3. -6 + 0 = _____
4. (-14 +14) + 7 = ______
5. 7 x ( _____ + 7) = 49
J. Additional activities Study: Rational Numbers On 1. Follow – up
for application or Number Line
remediation a. Which of the following are following fractions to
rational numbers?
-2 𝜋 114 √64 -2.76
0.678790658…. -18
0 3.1416 0.06 √2 -2+√53
2330 3.4545… 50
the power of 10 to be
multiplied depends on
the number of digits that
repeats.
2. Divide the repeating
digits by the difference
between the power of
10 used to multiply the
decimal and 1.
Directions: Write each as Directions: Change the Directions: Locate and
decimal. Use vinculum following rational numbers arrange the following
when necessary. in decimal form to fraction rational numbers on the
form. number line.
13 1. 82 11.99 0 9.78 481 %
1.
5 1. 0.55 = 4. 1. 09 = 2. √64 √9 2.8 445 36%
3. −2.85 - 6.66 565% 8.33
5 2. 1.6 = 5. 3.777… = 2.44
2.
8 4. −√49 -2.64 6 89 45%
3. 2.68 =
8 −√16
3.
33 5. 456% 0 −1.20 1.25 5.84
6
4.
11
25
5.
8
1. Follow – up Study : Operations on
Directions: Convert the Directions: Convert the Rational Numbers
following decimals to 1. How will you add rational
decimals. fractions. numbers?
7 37 1. 0.35 = 4. 0.15… = 2. How will you subtract
1. 4.
20 16 2. 4.216 = 5. 0.24 = rational numbers?
3. 2.2 = Ref. Grade 7 Mathematics
2. Study: Arranging rational by Gladys C. Nievera, Ph D.
 b. Based on your answer, 12 21 numbers on a number line. page 82
2. 5.
how can you define rational 25 16 a. Illustrate a Number line.
numbers? b. How will you arrange
23 rational numbers on the
3.
5 number line?
2. Study : Expressing
Ref. Elementary Algebra
Decimals to Fractions
page 27
a. Define decimal?
b. How will you convert
decimal to fraction?

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?