School Grade Level 7

GRADE 7
Teacher Learning Area MATHEMATICS
DAILY
LESSON LOG Teaching Dates and Time Quarter FIRST

Session 1 Session 2 Session 3 Session 4

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://www.education.co https://www.teachstarter. https://www.tes.com/teac

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

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 The Sweet Maze Runners Math-Huhula
purpose for the Worm Paper Folding Activity
lesson Maja, Coco, and Nadine You need a deck of cards,
Maya bird wakes up early Example: 3/4 x 2/3 love sweets. Help each of with all the face cards
every morning to eat 1. Fold paper (hotdog them find their most taken out. Two students
breakfast. His other bird style) into 4ths favorite sweets by go up in front of the class
friends do, too. Today for 2. Unfold and color in 3 following the line below and stand back-to-back.
breakfast they caught 12 of the 4 sections their feet. Non decimal You put a card on each
worms. Their (3/4ths) numbers beside them are student’s forehead
measurements are in 3. Fold the same paper converted to decimal (without them seeing the
inches below. the other direction numbers associated with card). Then the students
(hamburger style) into their most favorite sweets. take three steps away
1 3 5 3 3rds from each other and turn
, , , , 4. Unfold and color in (on and face the class. The
2 8 8 4
4 3 the same side) 2 of whole class then looks at
, ,
8 8 the 3 new sections the product or quotient of
2 5 (2/3rds) the two cards that are on
, ,
8 8 the students' foreheads
7 8 This graphic only and tell them the product
, ,
8 8 represents the additional or quotient. Then, using
7 folds and coloring. the product or quotient,
8 Because parts have and looking at the card on
already been folded and the other person's
colored, the next graphic is forehead, they have to
0 1 1 3 1 the actual representation figure out the card on their
4 2 4 of your final product. forehead. Whoever shouts
You should have a grid of out the correct answer first
12 sections. The sections wins that round. Play
that have overlapping again and again.
colors are the answer to
your problem.
 So you should have 6
sections with overlapping
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
What is 4 × 3? Suppose https://www.youtube.com/ from a seminar in
we have one rectangular watch?v=WP_f4EXp-Mg Tagaytay, she
shape cake represent 1 decided to buy two
unit. t-shirts as souvenir
2 1 for her daughter. If
1. 5 + 5 = ______ Divide the cake first into 4
1 5 equal parts vertically. One one t-shirts costs
2. 8 + 8 = ______ 1 Php 149.75 how
10 3 part of it is 4
3. 11 − 11 = ______ much did she
6 2 spend?
4. 3 7 − 1 7 = ______ Solution:
149.75
× 2
Then, divide each fourth 299.50
into 3 equal parts, this
time horizontally to make 2. 24.8 ÷ 2 =
the divisions easy to see. 12.4
One part of the horizontal 2 24.8
1
division is 3. −2
4
 − 4
8
−8
1 1 1 0
× =
3 4 12

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

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. 3 then there will be 4
pieces out of 3 original
2 1 4 1
pieces or 3 ÷ 2 = 3 𝑜𝑟 1 3
D. Discussing new Without using fractional Illustrative Examples Let us consider another 1. In multiplying rational
models, perform the 4 8 32 way on adding and numbers in decimal
concepts and 1. 5 × 9 = 45
practicing new skills indicated operations. 2 5 14 17 subtracting decimal form, note the
1 1 1 3 4 2 2. 4 3 ×2 6 = × numbers. importance of knowing
#1 1. 6 + 2 = 6 + 6 = 6 or 3 3 6
238 2 where to place the
= =13
18 9
decimal point in a
 6 2 18 14 4 2 3 2 4 8 Express the decimal product of two decimal
2. + (- 3) = 21 + (- 21) = 21 3. ÷4=3×3=9
7 3
numbers in fractions then numbers. Do you
5 3 20 9 29 5 3 2 28 17
3. 3 3 +2 4 =(3+2) 12 + 12 =5 12 or7 4. 5 5 ÷3 5 = 5 ÷ 5 add or subtract as notice a pattern?
12
14 4 98 20 78 8 28 5 28 11 described earlier. 2. In dividing rational
4. 15 - 7 = 35 - 35 = 35 or 2 35 = × = =1
5 17 17 17 1. 7.4 + 3.22 numbers in decimal
4 22 form, how do you
Based on the activity, Using the previous = 7 + 3
10 100 determine where to
answer the following examples, answer the 40 22 place the decimal point
questions: = 7 +3
following questions: 100 100 in the quotient?
1. What did you observe in  In multiplying fractions, 62 31
the denominators of the = 10 𝑜𝑟 10
can we directly 100 50
first activity? How about multiply numerator to 2. 9.31 - 5.2
the second activity? numerator and 31 2
2. Can you add or subtract =9 −5
denominator to 100 10
directly similar denominator? How 31 20
fractions? How about = 9 −5
about in division? 100 100
dissimilar fractions? Why? 11
3. What could you do to =4
 Do we have to get the 100
add or subtract
LCD of fractions
dissimilar fractions?
whenever we multiply? 1. Does the two ways of
4. What is the least adding and subtracting
How about in division?
common denominator of decimal numbers have
 Can we multiply mixed
the fractions in each the same answer?
fraction by mixed
example?
fraction directly? If no, 2. Which way do you find
5. Is the resulting sum or it easier to add and
what do we do to
difference the same subtract decimal
perform the operation?
when a pair of dissimilar numbers? Why?
fractions is converted  Can we divide mixed
into similar fractions? fraction by mixed
fraction directly?
E. Discussing new A. Perform the indicated Match column A from Perform the indicated Column A represents the
concepts and operation. Column B. Write the letter operation. name of barangays in
3 2 that corresponds to your 1. 3.75+4.2= Trece Martires City, Cavite
practicing new skills 1. + =
#2 13 13 answer in the space 2. 55.21+3.425= while column B represents
13 3
2. + (- ) = 3. 0.25+0.5= their previous names.
20 20
 B. Using the information provided before the Answer the following Match column A from
you graphed in the number. questions. column B by performing
preliminary activity, Column A Column B 4. Ninoy used 2.75 kg of the indicated operation in
answer the following 3 4 1 glutenous rice for his column A and finding the
1. × a. -1 8
questions: 7 5 rice cake (bibingka) answer in column B. Show
5 5 b. −1 24
1
1. What is the difference 2. × (- ) and 2.15kg of your solution.
between the length of 8 3 glutenous rice for
3 2 12
the longest worm and 3. ÷ c. 35 glutenous rice balls Column A
4 5
the shortest worm? 9 4 1 (palutang) oh his 1. Luciano 10.25×3.5=
2. If you placed al the 4. ÷ (− ) d. 1 8 mother. How much did 2. Osorio 43.32×0.2=
10 5
worms end to end, how 6 2 9 he use in all? 3. Conchu 23.01×0.11=
5. 3 7 ×2 5 e. 9 35
long would they be? 5. Robinson bought a 4. Cabuco 125÷2.5=
7
3. After you placed all of f. 1 8 jacket for 1599.99 Php 5. De Ocampo 96.96÷3=
the worms end to end, and a hat for 250.75
and Maya ate one that Php in Sm Trece Column B
was 34 inches long, how Department Store. If he a. Project 8.664
many total inches would gave two one thousand b. Aliang 5.01
you have now? bill how much is his c. Kanggahan 50
change? d. Bitangan 35.875
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.
answer in simplest form. 3 4 1. 10.85+3.13= 1. 15.5÷5=
Assessment 3) 1. 5 × 9 =
5 7 2. 9.2+3.52= 2. 13.7×2.1=
1. 31 + 31 = 7 3
2. × (- 4) = 3. 27.33+(−2.7)= 3. 14.7÷0.7=
10 3 8
2. + (- ) = 9 3
3. 11 ÷ 5 = 4. 70.85−23.08= 4. 69.28÷10=
37 37
3 1 5. 51.12−(−72.8)= 5. 105.02×4.4=
3. - = 4. Joshua can run 8km in
4 7 an hour. How much
Solve the following word
distance will he cover
problems. 15
1. Jolo made his own in 4 hours?
3
snack, he used 1 4 cup
of sugar in baking
 1
crinkles and 4 cup of
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 4 cm. and Agapito’s
1
height is 96 3 cm. What
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
2 3 possible. lbs. After three months Take it in turns to choose
daily living 1. 5 + 5=
4 3 1. Tom ran a complete of going to Sunny two numbers from the
2. 5 + 4= mile. Sarah ran half Fitness Gym, he card and multiply them
12 3 6 of that. Mike ran half gained 4.4 lbs. What is together. Do the working
3. 25 - 25 + 25=
of what Sarah ran his total weight now? out in your book.
and Lisa ran half of 2. Vice Ganda went to the
B. Answer the following what Mike ran. What nearest supermarket to You want the answer to be
word problems. part of a mile did Lisa buy food for his as close as possible to 10
1. Jonvic played Clash of run? birthday celebration. so choose carefully! After
1
Clans for 2 2 hours in the 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
morning and 1 4 hours in
kittens all about the and a 79.6 oz bag of can't be used again.
the afternoon. How
same size. If each of sweet and sour chips.
many hours did Jonvic
the new kittens How many ounces did Your score for that go is
play Clash of Clans for 1
weighed about 5 2 he buy all together? the difference between 10
the whole day?
and your answer.
ounces, how much
 2. A group of would all the new
mountaineers climbed kittens weigh? e.g. you choose 2.4 and
Mount Pico de Loro for 5.1 and you find 2.4 x 5.1
2 = 12.24
5 5 hours and took them
5
4 8 hours to go back to 12.24 - 10 = 2.24 so your
the foot of the mountain. score for that go is 2.24.
How much time did they
spend going up and The winner is the one with
down the mountain? the lowest score at the
end.
2.05 3.45 5
3 2.1 4.79
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,
In symbol, × =
then 𝑏 𝑑 𝑑𝑏 add or subtract. Second,
where b and d are not as if you are
𝑎 𝑏 𝑎±𝑏 arrange the decimal
± = equal to zero. multiplying whole
𝑐 𝑐 𝑐 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
denominators ± form, you take the rightmost end of the
c d subtract as with whole
If the fractions to be added reciprocal of the second product, move the
numbers. decimal point to the left
or subtracted are dissimilar fraction (called the
 Rename the divisor) and multiply it the same number of
fractions to make by the first fraction. places as the sum of
them similar whose 𝑎 𝑐 𝑎 the decimal places in
In symbol, ÷ = ×
denominator is the 𝑏 𝑑 𝑏 the multiplicand and
𝑑 𝑎𝑑
least common = where b, c, and the multiplier.
𝑐 𝑏𝑐
multiple of b and d. are not equal to zero.
 Add or subtract the Rules in Dividing Rational
numerators of the Numbers in Decimal Form
resulting fractions. 1. If the divisor is a whole
 Write the result as a number, divide the
fraction whose dividend by the divisor
numerator is the applying the rules of a
sum or difference of whole number. The
the numerators and position of the decimal
whose denominator point is the same as
is the least common that in the dividend.
multiple of b and d. 2. If the divisor is not a
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=
1. 8 × 4 =
9 12 2. 4.09+3.03= 2. 53.4×3.1=
1. 25 + 25= 13 2
2. × (− 7) = 3. 95.45−83.15= 3. 17×2.5=
7 2 14
2. + (− 5)= 24 1 4. 17.22+(−3.05)= 4. 29.8÷4=
9 3. 15 ÷ 3 =
2
3. 4 7 − 3 2=
1 5. 12.3+0.8+(−0.05)= 5. 112.2÷1.1=
Answer the following word
7 3 problems.
4. − 13=
13
3 5 1 4. In a Guevarra Family
5. + 2 − (− 2)= Reunion, ¾ kg of
2
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?