School: RANOM ILOCO NATIONAL HIGH SCHOOL Grade Level: 7

DAILY
Teacher: CHRISTINE IVY L. SERRANO Learning Area: MATH
LESSON
Teaching Dates and
LOG
Time: September 19-23, 2022 9:45-10:45 (7-Zinnia); 10:45-11:45 (7-Lily) Quarter: 1ST

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES Objectives must be meet 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 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 Standard The learner demonstrates understanding of key concepts of sets and the real number system.

B. Performance Standard The learner is able to formulate challenging situations involving sets and real numbers and solve these in a variety of strategies.

C. Learning M7NS-Ic-d-1 M7NS-Ic-d-1 M7NS-Id-2 M7NS-Ie-1 M7NS-Ie-1

Competencies/Objective The learner performs The learner performs The learner illustrates the The learner expresses rational The learner expresses rational
s: fundamental operations on fundamental operations on different properties of numbers from fraction form to numbers from fraction form to
Write the LC Code for each integers integers operations on the set of decimal form and vice versa decimal form and vice versa
integers
a.Subtract integers a. Multiply integers a. Define rational numbers. a. Differentiates terminating
b.Solve simple word problems b. Apply multiplication of a. State and illustrate the b. Express rational numbers decimals from and non-
involving addition of integer integers in solving problems different properties of the from fraction form to terminating/repeating
c. Cite real life situation where c. Value the concept of operations on integers: decimal form. decimals.
subtraction of integers are multiplication in daily life closure; commutative; c. Apply the concepts rational b. Express rational numbers
applied associative; distributive; numbers in real life from decimal form to fraction
identity; inverse situations form.
b. Rewrite given expressions
c. Apply the concepts rational
according to the given
numbers in real life
property.
situations.
c. Appreciate the concept of
different properties on
integers in real-life situation.
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or two.

II. CONTENT Multiplication of Properties of Expressing Fraction Expressing Fraction

Subtraction of Integers
Integers Operations on Integers Form to Decimal form Form to Decimal form
III. LEARNING Lists the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative materials as well as
RESOURCES paper-based materials. Hands-on learning promotes concept development.
A. References

Page 1 of 13
 1. Teacher’s Guide
Pages

2. Learner’s Materials
Pages

3. Textbook Pages
Math Builders by Ulpina J., Elementary Algebra (UbD) by Patterns and Practicalities Grade 7 Grade 7
pages 45 - 46 Eunice Ato-Lopez, MAT and pp. 68 - 70 Patterns and Practicalities Patterns and Practicalities
Elementary Algebra (UbD) by Virgilio L. Lopez. M.E. p. 13 By: Gladys Nivera pp. 72 - 75 pp. 72 - 75
Eunice Ato-Lopez, MAT and e-math by Oronce,O. page 44 Mathematics 21st Century By: Gladys Nivera By: Gladys Nivera
Virgilio L. Lopez. M.E. pages
Math Builders by Ulpina J. Learner
10
page 51 pp.45 - 48

4. Additional Materials MATHEMATICS Quarter 1 – Module 4: Properties of Operations on the set of Quarter 1 – Module 5: Expressing Rational Numbers from Fraction Form to
from Learning Integers Decimal Form and Vice-versa
Resource (LR) portal

B. Other Learning
Resources
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which you can infer from
IV.PROCEDURES formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their learning processes, and draw conclusions
about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
Pre – Assessment Direction: Change the following
A. Reviewing Previous
Motivation decimals in fraction form.
Lesson or Presenting the Pre-Assessment
Identify the opposite of the Direction: Change the following 1. 0.45 4. 4.625
New Lesson
following. rational numbers from fraction 2.11.25 5. -1.35
form to decimal form. 3. 1.833

1
1. 1.
2
2
2.
5
2. 9
3.
4
5
4.
3. 8
7
5.
4

Page 2 of 13
4.

5.

Page 3 of 13
 “BINGO OR BIGO” Purpose Setting Activity:
B. Establishing a Purpose
Think-Pair-Share! “FACT OR BLUFF” Directions: The class will be Directions: Look at the pictures
for the Lesson
Given the following: divided into three (3) groups. and answer the following
Using flash cards, the teacher Each group will have big questions.
12 – 6 = 6 will show some multiplication Bingo card containing
12 – (-6) = 18 equation with the repeated decimal numbers. The
-12 – (-6) = -6 addition. If it is correct they teacher will draw the chips
will say ‘IT’S A FACT’ and if containing fractions. The
How do you find the difference wrong ‘THE BIG BLUFF’. challenge to the students is
between negative and positive The student who answered to change the fractions to
integers? Both wrong will dance to the tune decimals. The chips to be
positive/negative? of “DESSERT”. 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 1. Can you tell me the
get the highest points will be pictures that belong to
the winner and those with limited? Unlimited?
the lowest points are 2. What does limited mean?
“BIGO”. How about unlimited?
3. What other term/ word can
you give for limited?
Unlimited?

Show and Tell! Teaching/ Modelling. A decimal is changed to a

C. Presenting
Ilustrative Examples Determine what kind of Any rational number can be fraction by using its digits
Examples/Instances of
property of real numbers is changed from fractional form (without the decimal point) as
the Lesson
being used to illustrate in the to decimal form. This is done the numerator and selecting
following images? Describe by simply dividing the an appropriate power of 10
what is being illustrated in numerator by the as the denominator. The
each set of pictures. denominator. Express the fraction can be changed to
following fraction form to lowest terms when possible.
SET A decimal form. Express the following
decimal form to fraction form.

Page 4 of 13
SET B

SET C

SET D

SET E

Page 5 of 13
SET F

Page 6 of 13
 THINK PAIR SHARE THINK PAIR SHARE THINK PAIR SHARE
D. Discussing New
“What’s on your mind?” Working in Pair Guide Questions: Answer the following Answer the following
Concepts and Practicing
Answer the following Answer the following a. What are properties being questions: questions:
New Skills #1
questions: questions: illustrated in the activity? 1. How did you express 1. What subset of rational
1.Based on the illustrations, 1. Based on the activity on Describe each property. fraction form to decimal number is the given?
how to subtract integers? repeated addition, did b. Give a real life situation form? 2. What can you say about
you find the pattern or wherein each property is being 2. What operation did you apply the item number 1, 2, 3
2.State the rules in subtracting in expressing form to decimal
rule in multiplying illustrated. and 4 ?
integers. form?
integers? 3. What do you call the
2. What do you notice decimal that ends?
about the product of a 4. What have you notice from
positive integer and a item number 5 and 6?
negative integer?
3. What about the product 5. What do you call the
of two negative integers? decimals that have a
repeating pattern?

Page 7 of 13
 “FOREVER OR OVER”
E. Discussing New
Change each of the following Directions: Express decimal to
Concepts and Practicing
into addition expression then fraction and choose your
New Skills #2
give the difference. answer among those
celebrities at the right.

A. Express the following A. Express the following

F. Developing Mastery
Find the difference of the Fill in the missing integer. fraction form to decimal form decimal form to fraction form
(Leads to Formative
Assessment 3) following: 1. 9 ( ___) = 36 11 1. 1.75
1. 63 – (-58) 2. ( ___) (-7) = -28 1. 2. 0.544
8
2. -58 – 0 3. 12 ( ___) = -48 3. 3.24
8 4. 5.27…
3. -36 – 105 4. -5 (-15) = ___ 2.
4. 76 – 76 5. 34 (-2) = ___ 11 5. 1. 72
5. -84 – 84 7
3.
8
22
4.
5
29
5.
10
Page 8 of 13
 GROUP ACTIVITY GROUP ACTIVITY
G. Finding Practical
Group Activity Fill in the blank to make a true Directions: Solve the Directions: Solve the
Applications of
What is number 1 followed by statement. following problem. following problem.
Concepts and Skills in
63 zeros? Decode the answer 1. When you multiply two 1. If 58 out of 100 students in 1. Berna bought Bibingka at
Daily Living
by finding the difference of the numbers with the same a class of Tagaytay City the Mahogany Market
subtraction problem. Write the sign, the answer is Science National High Tagaytay. A slice of
letter of the answer _______. School are boys, then Bibingka weighs 0.125
corresponding to the item 2. When you multiply two write a decimal for the grams if she ate a slice of
number in the box provided numbers with _____ part of the class that it , what is the fraction of
below. sign, the answer is consists of boys. Bibingka she had eaten?
negative. 3 2. Jenny and Jeson went to
3. When you multiply any 2. Perlita lives 6 miles movie house at SM
4
number by zero, the Dasmariñas. The teller
from People’s Park in the
answer is _____. told them that they still
Sky. Write the distance as
1. 98 – 33 4. An even number of need to wait 1.40
decimal.
2. 20 –(- 30) negative factors will minutes. How long is 1.40
1 minutes in fraction?
3. (-77) – 18 produce a product that 3. Rowena studied 13
4. 0 – ( - 99 ) is _______. 2 3. Julia Andrei Aala is a
5. (-26) – 26 5. An odd number of hours this week as pride of Tagaytay City
6. (-42) – (-34) – 9 – 18 negative factors will preparation for the Science National High
7. 90 – 80 – (-60) – 45 – 25 produce a product that upcoming MTAP quiz School in the field of
is ________. bee. Write the number of Softball.As part of her
hours in decimal. training, she runs 1.8
99 .…O
4. If 5 out of 50 players who kilometers in a day.What
-52.…I
received gold medals in is the fraction of 1.8
0 ....V
Palarong Pambansa were kilometers?
65 ….N
girls, then write the 4. Liza was advice to buy
50 .…L
decimal for the part of the 2.33…kgs of rice at Pure
-35....G
players who are girls. Gold Jr. Tagaytay. Write
59 ....M
the fraction form of the
95….T 5. In City College of Tagaytay,
kilos of rice she needs to
15 of 25 students walk to
buy.
school. What is the decimal
of the students walk to 5. Batang Tagaytay Scholars
school. are required to attend 4.3636
hours of community service
in a week. Write the
equivalent fraction of hours
of community service?
PROPERTIES OF Rational Numbers – the Terminating Decimal – a
H. Making Generalizations
In subtracting integers, add the Rules in Multiplying Integers: OPERATIONS ON word rational is derived decimal number that has
and Abstractions about
negative of the subtrahend to In multiplying integers, find INTEGERS from the word “ratio” which digits that do not go on
the Lesson
the minuend. the product of their positive 1. Closure Property means quotient. forever; a decimal number
equivalents. Two integers that are - Numbers which can be that ends up with a
Page 9 of 13
 added and multiplied written a quotient of two remainder of zero.
1. If the integers have the remain as integers. The integers, 𝑎𝑏 where b ≠0.
same signs, their product set of integers is closed Repeating Decimal – a
is positive. under addition and Vinculum - a bar placed decimal number that has a
multiplication. above the repeating repeating pattern; a
2. If the integers have different 2. Commutative Property decimals. decimal number that has
signs their product is negative. Changing the order of two To express fraction to digits that go on forever.
numbers that are either decimal, express the
being added or multiplied fraction with denominator To express decimal to
does not change the that is power of ten or fraction, use its digit as the
value. divide the numerator by numerator and select an
3. Associative Property denominator. appropriate power of 10 as
Changing the grouping of the denominator.
numbers that are either
being added or multiplied STEPS ON CONVERTING
does not change its value. DECIMAL TO FRACTION
4. Distributive Property If decimal is Terminating
When two numbers have 1. Change the decimal into
been added / subtracted fraction form by using the
and then multiplied by a decimal number as the
factor, the result will be the numerator and put 1 as
same when each number the denominator.
is multiplied by the factor 2. Move the decimal point of
and the products are then the numerator to the right
added / subtract until it becomes a whole
5. Identity Property number.
Additive Identity- states 3. Move the decimal point of
that the sum of any the denominator to the
number and 0 is the given right by the same number
number. Zero, is the of places that the decimal
additive identity. point of the numerator
6. Multiplicative Identity- moves. Place a zero (0) if
states that the product of the decimal point have
any number and 1 is the move to a decimal place
given number without digit.
7. Inverse Property 4. Reduce the fraction into
In Addition lowest terms.
- states that the sum of any
number and its additive If decimal is Repeating
inverse, is zero. 1. Multiply the decimal by the
The additive inverse of the power of 10 that will move
number a is .a. the digit/s which is/are
In Multiplication repeating to left of the
- states that the product of decimal point. The number
Page 10 of 13
 of zeros (0) of the power
of 10 to be multiplied
any number and its depends on the number of
multiplicative inverse or digits that repeats.
reciprocal, is 1. The 2. Divide the repeating digits
multiplicative inverse of by the difference between
the number a is 1. the power of 10 used to
multiply the decimal and 1.

Fill in the blanks and determine Directions: Write each as Directions: Change the
I. Evaluating Learning
Solve the following problems. Write a numerical expression what properties were used to decimal. Use vinculum when following rational numbers in
1. Subtract 87 from ( -23) that models the problem and solve the equations. necessary. decimal form to fraction form.
2.How much is 100 evaluate 1. 5 x ( ______ + 2) = 0 13 1. 0.55 = 4. 1. 09 =
diminished by 45? 1. What is twice the product 2. -4 + 4 = _____ 1. 2. 1.6 = 5. 3.777… =
5
3. How much is (-50) of -8 and -16? 3. -6 + 0 = _____ 5 3. 2.68 =
decreased by 46? 2. The product of what 4. (-14 +14) + 7 = ______ 2.
4. EJ bought P96.00 worth of number and -7 is 56? 5. 7 x ( _____ + 7) = 49
8
vegetables in GMA 3. The temperature drops 8
3.
Market. How much was 2°F each hour. What is 33
her change if she gave a the total change in 6
200 – peso bill? temperature after 12 4.
5. A pair of pants went on hours? 11
sale for P450.00. How 4. Sylvia burns 6 calories 25
much did Angel save on per minute when she 5.
the purchase of 2 pairs if runs in the Splash Island. 8
the regular price was How many calories does
P625.00? she burn when she runs
for 15 minutes?
5. James drives his car 20
miles round trip to work
every day. How many
total miles does he drive
to and from work in 5
days?

Study: Rational Numbers On 1. Follow – up 1. Follow – up

J. Additional Activities for
Follow – up Follow – up Number Line Directions: Convert the Directions: Convert the
Application or
Find the difference. Find the product. a. Which of the following are following fractions to decimals. following decimals to fractions.
Remediation
1. 71 – 48 1. 19 ( -3) rational numbers? 7 37 1. 0.35 = 4. 0.15… =
2. - 37 – (-72) 2. 23 (6) -2 𝜋 114 √64 -2.76 1. 4. 2. 4.216 = 5. 0.24 =
20 16
3. 49 – (-49) 3. -6 (-6) 0.678790658…. -18 3. 2.2 =
0 3.1416 0.06 √2 -2+√53
12 21 2. Study: Arranging rational
4. 100 – (-58) 4. -12 x -4 2. 5.
5. -3 – (-5) –(-7) 5. -8 (5) 2330 3.4545… 50 25 16 numbers on a number line.
Page 11 of 13
 23 a. Illustrate a Number line.
b. Based on your answer, how 3. b. How will you arrange rational
5
can you define rational numbers on the number line?
2. Study : Expressing Decimals
numbers? to Fractions
a. Define decimal?
b. How will you convert decimal
to fraction?
IV.REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works? What else needs to be done to help the students learn?
V. REFLECTION Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
A. No. of learners who earned
80% in the evaluation
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 work well? Why
did these works?
F. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
G. What innovations or
localized materials did I
used/discover which I wish
to share with other
teachers?

Prepared by:

CHRISTINE IVY L. SERRANO Reviewed/Checked by:

Teacher I
RONNIE N. NAVARRETE
Page 12 of 13
Principal IV

Page 13 of 13