Republic of the Philippines

Department of Education
Region XII
Division of Cotabato
Kabacan, North Cotabato
DAILY DETAILED LESSON PLAN IN
MATHEMATICS 7

School University of Grade Level 7

Southern Mindanao

Teacher Ms. Rexiel Jean B. Quarter 4

Alqueza

Learning Mathematics Teaching Dates & Duration November 10, 2023

Area 1:00-2:00 PM

I. LEARNING OBJECTIVES

Content Standards The learners demonstrate knowledge and understanding on scientific

notations.

Performance Standards The learners are able to write numbers in scientific notation and
perform operations on numbers written in scientific notation.

Learning Competencies/Code The learners are expected to write numbers in scientific notation to
represent very large and very small numbers. M7NS-Ii-1

Objectives

Define what is scientific notation and identify the steps in writing

● Knowledge
decimal numbers into scientific notation

● Skills Write numbers from decimal form into scientific notation

● Attitude /Values Represent real-life situations involving scientific notations

II. CONTENT SCIENTIFIC NOTATIONS

III. LEARNING RESOURCES

A. References

1. Self -Learning Module NA

2. Learner’s Materials pages NA

3. Textbook pages NA

4. Additional Materials from Learning Quarter 1 Module 10 written by Cherry Mae Amar, Daisy Araza, Joyce
Resource (LR) portal Somogod, Larra Mae Soriano
B. Other Learning Resources/ Materials https://depedtambayan.net/mathematics-7-quarter-1-module-10-
 scientific-notations-solving-problems-involving-real-numbers/ Visual
aids

C. Supplies, Equipment, Tools, etc. Board, chalk, pen, paper

IV. PROCEDURES

Teacher’s Activity Student’s Activity

A. Review/Introductory - “Good morning, class.” - “Good morning, ma’am.”

Activity
- “How are today?” - “We’re fine ma’am. How about you?”
(2 minutes)
- “I’m fine as well. Thank you for
asking.”

- (Student starts to lead the prayer.)

- “Before we start our class, may I
“Our Father, Who art in heaven, hallowed
request (name of student) to lead the
be Thy name; Thy kingdom come; Thy will
prayer. Please stand everyone.”
be done on earth as it is in heaven. Give
us this day our daily bread; and forgive us
our trespasses as we forgive those who
trespass against us; and lead us not into
temptation, but deliver us from evil.”

-Students’ response: “present ma’am or

absent ma’am”
- “Please take your seat, thank you
(name of student), now I’ll check your
attendance first.”
- “We discussed about the basic concepts
(checking of attendance) of probability where we talked about the
experimental and theoretical probability.
- Reviewing the last topic, teacher will
ask “What was our topic, last meeting?
(call a student to answer)

- “Okay that’s correct, now we will be

- (Students will prepare ¼ sheet of paper.)
discussing a new topic but before that I
want you to get a ¼ sheet of paper.”

B. Activity/ Motivation -Teacher will present a diad activity

called The Effects of Power of 10.
(7 minutes)
 Instructions: Answer the following and
find the hidden message, using of
-The students will answer the activity.
calculator is allowed.
1. 8 x 0.01= 9,
2. 3.2 x 10=
3. 54.2 x 10=
4. 42 x 100=
5. 7.4 x 10²=
6. 6.3 x 10³=
7. 0.34 x 0.1=
8. 0. 005 x 10=

200= A 740= T

0.05= N 6, 300= I

0.034 = O 542= T
Student 1: 0.08 =N
0.08 = N 32= O
Student 2: 32 =O

Student 3: 542 =T
Questions:
Student 4: 9,200 =A
1. What’s the answer for number
Student 5: 740 =T
1? 2?3?4?5?6?7?8? What is the
hidden message? Student 6: 6,300 =I

Student 7: 0.034 =O

2. How did you find the activity? Student 8: 0.05 =N

-Student: “Notation, ma’am.”

-Student 1: “We find it interesting at the

same time challenging ma’am.”
3. What do you think will be our
discussion for today? Student 2: “It’s somehow new and I’m
curious to learn about it.”

- “That’s correct! Today, we will be

discussing scientific notation. Pass the -Student 1: I think it’s all about notation
paper forward.” ma’am since the hidden message is
notation.”

C. Analysis/Presenting What is scientific notation?

examples of the new
lesson where the Scientific notation implies the way we
concepts are clarified write very small and very large numbers
in compact form. The scientific notation
(13 minutes) helps us to represent the numbers
which are very huge or very tiny in a
form of multiplication of single-digit
numbers and 10 raised to the power of
the respective exponent. The exponent
is positive if the number is very large
and it is negative if the number is very
small.

The primary components of a number

written in scientific notation are as

This is always base of 10.

C x 10ᶰ

Coefficient Any
number from 1 This must be an
to 10 but not integer.
including 10.

follows:

The following are common numbers

written in scientific notation. Try to see
if you can find some pattern.

Common Decimal Power Scientific

Name form of 10 Notation

One 0.00000 −6 −6
millionth 1
10 1 x 10
One 0.001 −3 −3
thousandth
10 1 x 10
One 0.01 −2 −2
hundredth
10 1 x 10
One tenth 0.1 −1 −1
10 1 x 10
One 1 0 0
10 1 x 10
Ten 10 1 1
10 1 x 10
One 100 2 2
hundred
10 1 x 10
One 1,000 3 3
thousand
10 1 x 10
One 1,000,00 6 6
million 0
10 1 x 10
One billion 1,000,00 10
9
1 x 10
9
0,000
One trillion 1,000,00 10
12
1 x 10
12
0,000,00
0
- “All that you’ve mentioned are
correct, as you’ve seen zeroes play a
very important role in a scientific
notation.”

- “I have here the steps in writing

decimal numbers into scientific
notation.”
Student 1: “There is a decimal point
whenever the exponent of the base ten is
Steps in Writing Decimal Numbers into negative.”
Scientific Notation Student 2: “The number of zeroes in
STEP 1: Identify the initial location of decimal form and the exponent of 10 are
the original decimal and the final the same.”
location or destination of the original
decimal point.

 The final location of the original

decimal point must be directly
to the right of the first nonzero
number.

STEP 2: Move the original decimal point

to its final location.

 You will get a number here

called “c”. Its value must be
greater than or equal to 1, but
less than 10.

 When the decimal point is

moved towards the left, the
count for exponent of base 10
should be positive.
 When the decimal is moved
towards the right, the count foe
the exponent of base 10 should
 be negative.

Example 1: Positive Power

Write 3,800 in scientific notation

Step 1: We start with identifying where

is the original and its new location.

3.800.

STEP 2: Now we move the decimal

point from the starting point to its final
destination while counting the number
decimal places.

- Remember the rule above, if

the decimal is moved towards
the left, the count for the
exponent of base 10 is positive.

___ places to the ___

3 places to the left
3.8 ×10³

3.800. 3.800.
Count the number of decimal places 3 decimal places

That makes our value of c as c=3.8 and

the power of 10 is 3. Putting them
together, our final answer is?
3.800.

Always make sure that the “c” value has

the decimal point right after the first
digit. Original
decimal point

new location of
Example 2: Negative Power
decimal point
Rewrite the given decimal number
0.0005 in scientific notation.
 Step 1: The given decimal number is
less than 1, so we expect to move the
decimal point towards the right such
that it stops after the first nonzero
0.0005. 0.0005.

New location
Original of decimal
decimal point point

digit.

Step 2: Let’s move the decimal point to

the right and it should accumulate a
negative power of 10.

The value for coefficient is c=5, and the

power of 10 is -4. So, our final scientific
notation answer should be …

___ places to the ___ ___

4 places to the ___
−4 right
5 ×10

0.0005. 0.0005.
Count the number of decimal Count the4 decimal
number of decimal
places
places places
D. Abstraction “So far, do you have any questions or
clarifications?”
(10 minutes) Student: “I have a question ma’am, what
if the given decimal number has a
negative power and the non-zero digits
are more than three, where would we
“Okay, that’s a good question. I have here a put the decimal point?”
decimal number 0.00000678 and we will
rewrite this into scientific notation.”

0.000006.78

6 decimal places to the right

“Remember the rule whenever the

given decimal number is less than 1, we
are expected to move the decimal point
towards the right such that it stops
after the first nonzero digit.”

“Now, what’s the final answer?”

“That’s correct, very good. Any other

questions?”

“Okay, since there is no question, I will

group you into 6 groups, count off 1-6, Student: “6.78 x 10-6 ma’am”
start here.”

Students: “None, ma’am.”

“I have here an activity called ‘Trash can
Sort’. I want you to sort the numbers
written in proper scientific notation and
NOT written correctly in scientific
notation. (Students counting off 1-6)

Instructions: Sort the following

numbers.

1. 2.35 × 105
2. 5 × 10-9
3. 49.5 × 10-6
4. 0.23 × 10
5. 3.214 × 101
6. 12 × 10
7. 2.1203 × 10-16
8. 6.09 × 107
9. 1.9 × 10-22
10. -4.89 × 100

“Let’s check your work, exchange your

CORRECT INCORRECT
paper with the other group. Who wants 2.35 × 105 49.5 × 10-6
to answer number 1?2?3?4?5?6? 5 × 10-9 0.23 × 10
12 × 10 3.214× 101
2.1203×10-16 -4.89 × 100
6.09 × 107
1.9 × 10-22

“Now, who wants to explain why those

numbers are correct and incorrect?
What are your observations?”

“That’s correct, any other observation?”

“Yes?”
 “Correct, anyone else?”

Student 1: “Numbers in this table are

correct because of the placement of
“What you’ve mentioned are all correct.
decimal point. Whether it’s positive or
In checking the correctness of scientific
negative exponent, the decimal point
notation, you should be mindful of the
must be placed after a non-zero digit.”
sign of coefficient and the placement of
the decimal point. The proper format
for scientific notation is a × 10b where a
Student 2: “In the incorrect column
is a number or decimal number such
ma’am, the decimal point is not placed
that the absolute value of a is greater
correctly.”
than or equal to one and less than ten
or, 1 ≤ |a| < 10. b is the power of 10
required so that the scientific notation
is mathematically equivalent to the Student 3: “Ma’am, there is no negative c
original number. Let’s proceed.” because the coefficient should be 1 to 10
but not including 10 only.”

E. Valuing: Finding
Practical Applications
 Mercury 5.8 × 107
of Concepts and Skills
 Venus 1.08 × 108
in Daily Living
(8 minutes)  Earth 1.49 × 108
 Mars 2.27 × 108
 Jupiter 7.78 × 108
 Saturn 1.43 × 109
 Uranus 2.87 × 109
 Neptune 4.49 × 109
 Pluto 5.9 × 109

F. Generalization “To sum it up, let us complete the

statements. Choose your answer from
(7 minutes) 1. Scientific notation is composed of a
the box that best completes the given
number with base 10 raised to an integer
power (n).
 Compact
 Positive
 Coefficient or “c” 2. When the decimal is moved towards
 Base 10 the right, the count for the exponent of
 Negative base 10 should be negative.

statements. I’ll call you randomly.”

1. Scientific notation is composed of a 3. Scientific notation allows us to express

number with ______ raised to an a very small or very large number in a
integer power (n). compact form.

2. When the decimal is moved towards

the right, the count for the exponent of 4. When the decimal is moved towards
base 10 should be _____. the left, the count for the exponent of
 3. Scientific notation allows us to base 10 should be positive
express a very small or very large
number in a ____ form.
5. Scientific notation is composed of a
4. When the decimal is moved towards
number part called coefficient or “c” (a
the left, the count for the exponent of
number greater than or equal to 1 but
base 10 should be _____.
less than 10)
5. Scientific notation is composed of a
number part called _______(a number
greater than or equal to 1 but less than
10)

Write each number in scientific

notation:
G. Assessment
1) 234550 =__________
(7 minutes)
a. 23.455 × 104
b. 234.55 × 105
c. 2.3455 × 105
d. 2.3455 × 104
2) It allows us to express a very
small and very large number in
a compact form. 1) C 2.3455 × 105
2) A Scientific Notation
a. Scientific Notation 3) A 6 × 10-3
4) B 1 × 10-5
b. Standard Form
5) B 1 × 107
c. Real Numbers

d. Standard Notation

3) 0.006=____________
a. 6 × 10-3
b. 0.6 × 10-3
c. 6 × 10-4
d. 0.006 × 10-3
4) One hundred thousandth
=______
a. 10 × 10-5
b. 1 × 10-5
c. 1 × 10-6
d. 1 × 105
5) According to history, the first
pandemic was the “Spanish flu”,
also known as the 1918 flu
pandemic who killed about 10
million people. What is 10
million in scientific notation?

a. 1 × 106
b. 1 × 107
 c. 1 × 105

d. 2 × 108

H. Additional Activities Write each number in scientific

for Application or notation:
1) A 2 × 104
Remediation if Needed
1) 20, 000 =__________ 2) C 1.2 × 10-3
(6 minutes) a. 2 × 104 3) B 2.9 × 103
b. 2 × 10-4 4) B 1 × 105
c. 20 × 104 5) D 7.8 × 10-4
d. 0.2 × 104

2) 0.0012=__________
a. 1.2 × 103
b. 12 × 10-3
c. 1.2 × 10-3
d. 0.12 × 10-3

3) 2, 900=____________
a. 29 × 103
b. 2.9 × 103
c. 29 × 10-3
d. 2.9 × 10-3

4) One hundred thousand=______

a. 1 × 106
b. 1 × 105
c. 1 × 10-5
d. 1 × 10-6

5) 0.00078=_______

a. 7.8 × 104
b. 78 × 10-4

c. 7.8 × 10-5

d. 7.8 × 10-4

V. REMARKS

VI. REFLECTIONS

A.No. of learners who

earned 80% on the
formative assessment
 B. No. of learners who
require additional
activities for
remediation.

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 this
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?

Prepared by:
REXIEL JEAN B. ALQUEZA

3BSE-C