DAILY LESSON LOG OF M7NS-if-1 (Week Six - Day Three)

School Grade Level Grade 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
I. OBJECTIVES assessed using Formative 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 sets and the real
number system.
B. Performance Standards The learner is able to formulate challenging situations involving sets and real
numbers and solve these in a variety of strategies.
Learning Competency: Performs operations on rational numbers (M7NS-If -1)
Learning Objectives:
C. Learning Competencies/
1. Multiply rational numbers;
Objectives
2. Demonstrate accuracy in multiplying rational numbers; and
4. Display patience and cooperation during the group activity.
II.CONTENT Performs Operations on Rational Numbers ( Multiplication of Rational Numbers)
III.
LEARNING RESOURCES teacher’s guide, learner’s module,
A. References Learners material, teachers guide
1. Teacher’s Guide Pages 67-66
2. Learner’s Materials Pages 53-56
3. Textbook pages
4. Additional Materials
from Learning Resource
(LR) portal
B. Other Learning
Resources
IV. PROCEDURES
Drill:
1. 9 x 8
2. 6 x -5
3. 7 x -5
4. -9 x -6
A. Review previous lesson
5. -8 x 4
or presenting the new
Answer key:
lesson
1. 72
2. -30
3. -35
4. 54
5. -32
B. Establishing a purpose The teacher lets the students realized that multiplying integers are important core
for the lesson skills needed to understand the concepts of the operations of rational numbers.
C. Presenting examples/ Let the students answer Activity 1
instances of the new
lesson

ACTIVITY 1
Find each of the following products.
 3 2 2 2
1. ● = 4. 5 ●1 =
7 3 5 3

5 1
2. ● = 5. 10.50 ● (- 2.25)
6 4

1 3
3. ● 6. -12.75 ● (-7.5) =
7 4
Answer Key:
1. 6/21 or 3/7
2. 5/24
3. 3/28
4. -23.625
5. 20.25
The teacher discusses with the students the process of arriving at the answer of
4. Discussing new each exercise in Activity 1. Furthermore, he/she asks the students about the
concepts and practicing mathematical skills or principles that they used to multiply rational numbers.
new skills #1

5. Discussing new The teacher discusses and illustrates thoroughly on how to multiply rational
concepts and practicing number as presented on page 55 of the Learner’s Material
new skills #2
Working in pairs, the teacher lets the students answer this:
At Wilfred’s Arcade, ½ of the games are racing games. Among the racing games, ½
6. Developing mastery
are motorcycle-racing games. What fraction of the games are motorcycle-racing
(leads to formative
games?
assessment 3)
Answer key:
¼ of the games are motorcycle racing games.
The teacher lets the students answer this:
Solve the following:
1. Julie spent 3 and ½ hours doing her assignment. Ken did his assignment
for 1 and 2/3 times as many hours as Julie did? How many hours did ken
7. Finding practical spend doing his assignment?
applications of concepts 2. Hannah donated 2/5 of her monthly allowance to the Iligan visitors. If her
and skills in daily living monthly allowance is P3500, how much did she donate?
Answer key:
1. 35/6 or 5 and 5/6 hours
2. P1,400.00
.
8. Making generalizations The teacher will summarize the different techniques in multiplying rational
and abstractions about numbers like :
the lesson 1. How will multiply rational numbers like fractions?
2. How will you multiply rational numbers like decimal?
3. Do you follow the rules in multiplying integers? Why?
Possible answer:
1. To multiply rational numbers in fraction form simply multiply the numerators
and multiply the denominators.
In symbol, ( a/b ) ( c/d ) where b and d are NOT equal to zero, ( b ≠ 0; d ≠0 )
To multiply two fractions, multiply the numerators and multiply the denominators.
Write the product of the numerators over the product of the denominators.
 For multiplying mixed numbers, change each mixed number into improper fraction
then follow multiplication of fractions.
2.To multiply decimals, multiply the way with integers and the product has the
same number of decimal places are in the factors.
3.Yes, because rational numbers involved signed numbers.
The teacher lets the students answer individually the formative assessment.
Multiply the following rational numbers.
1. (1/6) (2/3) =
9. Evaluating Learning
2. (-5/6) (2/3)=
3. (9/16) (4/15)=
4. (-6.75) (-3.50) =
5. (8.75) (-5.25) =
Answer Key:
1. 1/36
2. -4/9
3. -3/10
4. 23.625
5. -45.9375

10. Additional activities or

remediation
IV. REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress. What
works? What else needs to be done to help the pupils/students learn? Identify what help your
V. REFLECTION instructional supervisors can provide for you so when you meet them, you can ask them relevant
questions.
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