7

Quarter 1
Lesson Exemplar Lesson

for Mathematics 8
Lesson Exemplar for Mathematics Grade 7
Quarter 1: Lesson 8 (Week 8)
SY 2024-2025

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Writers:
• Olivia L. Alvarez
• Mark Marvin D. Oximas (Global City Innovative College)

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• Lalaine Ann F. Manuel, Ph.D. (Central Luzon State University)
• PNU – RITQ Development Team

Management Team
Philippine Normal University
Research Institute for Teacher Quality
SiMERR National Research Centre

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MATHEMATICS / QUARTER 1 / GRADE 7

I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES

A. Content
The learner should have knowledge and understanding of operations on rational numbers
Standards

B. Performance
By the end of the quarter, the learners will be able to perform operations on rational numbers
Standards

C. Learning
Learning Competency
Competencies
1. Perform operations on rational numbers.
and Objectives

D. Content Operations on Rational Numbers

E. Integration Discounts (Finance), Value of Sharing

II. LEARNING RESOURCES

Adding decimals. (n.d.). https://www.mathsisfun.com/adding-decimals.html

Cruz, L. L., & Nolasco, O. M. (2017). Skill Book in Mathematics 7. St. Bernadette Publishing House Corporation.
IXL Maths | Online maths practice. (n.d.). IXL Learning. https://www.ixl.com/math/lessons/adding-and-subtracting-rational-numbers
IXL Maths | Online maths practice. (n.d.-b). IXL Learning. https://www.ixl.com/math/lessons/multiplying-and-dividing-rational-numbers

III. TEACHING AND LEARNING PROCEDURE NOTES TO TEACHERS

A. Activating Prior DAY 1 This review focuses on recalling

Knowledge 1. Short Review students' understanding on the
Part 1. Answer the following review questions. operations on fractions.
1. What are rational numbers?
2. What are similar fractions? It’s the prerogative of the teacher
3. What are dissimilar fractions? to provide examples that will
4. How do we add or subtract similar fractions? activate the prior knowledge of
5. How do we add or subtract dissimilar fractions? students in answering the review
6. How do we multiply fractions? questions.

1
 7. How do we divide fractions? The teacher is encouraged to let
the students perform the review
Part 2. Perform the following operations on fractions and decimals. Express your questions in solving the
answer in lowest terms. operations that involve fractions
1
1. +
2 8
6. +
1 and decimals
3 3 9 4
5 1
2. − 7. 0.61 + 2.342 Answers:
6 6
4 5
3. ∙ 8. 43.46 – 31.52 1. 1 6. 1 5/36
7 9
14 2 2. ⅔ 7. 2.952
4. + 9. 1.43 ∙ 6.34 3. 20/63 8. 11.94
15 3
11
84.021 4. 28/45 9. 9.0662
5. 12
10.
1
9
2.1 5. 8 ¼ 10. 40.01

2. Feedback (Optional)

B. Establishing 1. Lesson Purpose

Lesson Purpose • Have you ever wondered how we calculate discounts, taxes, or The teacher is encouraged to
measurements accurately? gather responses from the
• What about dividing a pizza among friends or figuring out your average grade students to generalize and
in class? introduce the topic lesson on
All these everyday tasks involve operations on rational numbers. operations on rational numbers.

2. Unlocking Content Area Vocabulary

C. Developing and DAY 2

Deepening 1. Explicitation
Understanding Observe the expression below. How can we find the result of these operations? It is advisable to elicit more
What do you notice on the denominators of the fractions? responses from students.
1 5 1 3
( + )−( + )
3 3 4 4
How about these expressions.
1 3 1 1
a. + − ( ∙ ) + 2
2
b. (4.6 ∙ 3.2) − 0.89 +
1.42 It’s in the discretion of the
3 2 2 4 1.1
5 teacher if he/she will allow
students to solve the given
How are we going the solve these? What are the results of this expressions? expressions.

The given problem is an example of performing operations on rational numbers.

2
DAY 3
2. Worked Example
Perform the following operations on rational numbers. It is also important to note that
A. Addition and Subtraction of Rational Numbers since formal discussion about
1) 2.03 + 0.041 + 5.325 = 7.396 integers will happen on the third
2) 12.245 – 4.5124 – 2.521 = 5.2116 quarter, the involvement of
1 2
3) 4 + 3 = 7
13 negative integers is not advisable
4 5 20
6 2 28 in this lesson.
4) − =
13 9 117
4
5) 6.89 − 1 = 5.09
5

Pointers to consider in adding and subtracting rational numbers.

For Fractions:
• To add or subtract two rational numbers (fractions) with the same
denominator, we simply add or subtract the numerators and write the result
over the common denominator.
• When the denominators are not the same, we must find the equivalent
fractions with the same denominators. In other words, we make the fractions
similar.
• For Mixed numbers, convert it to improper fractions and perform the
operation

For Decimals:
• Line up the decimal points vertically. Fill in any 0's where necessary.
• Add or subtract the numbers as if they were whole numbers.
• Place the decimal point in the sum or difference so that it lines up vertically
with the numbers being added or subtracted.

For Combination of Fractions and Decimals

• Convert all the terms in a similar form, either in all decimals, or fractions.
• Follow the usual way of adding and subtracting rational numbers. It is important to note that since
formal discussion about integers
B. Multiplication of Rational Numbers will happen on the third quarter,
1 1 5
1) 3 ∙ = 1 3) 4.82 ∙ 32.4 = 138.672 the involvement of negative
4 2 8
12 3 12 2 1 integers in worked examples are
2) ∙ = 4) 8 ∙ 1.75 = 15
15 7 35 3 6 not advisable.

3
Pointers to consider in multiplying rational numbers.
For Fractions:
• Rewrite any mixed numbers as improper fractions. The teacher is encouraged to
• Multiply the numerators, and then multiply the denominators. elicit initial responses from
• Simplify, if needed. students before working on the
solutions.
For Decimals:
• Multiply as you would with whole numbers.
• Move the decimal point in the product one place to the left for each decimal The teacher may come up with
place in the factors. his/her own process of solving
the given examples.
For Combination of Fractions and Decimals:
• Convert all the terms in a similar form, either in all decimals, or fractions.
• Follow the usual way of multiplying rational numbers.
The teacher has the prerogative
C. Division of Rational Numbers on how he/she will execute the
14 worked example. He/she may
28 11.7
1) 15
3 = 3) = 2.25 add other worked examples.
45 5.2
2
2
1 6.973
2) 20
14 = 4) 3.67
14 1.9
10

Pointers to consider in dividing rational numbers

For Fractions:
• Rewrite any mixed numbers as improper fractions.
• Multiply the dividend by the reciprocal of the divisor.
• Simplify, if needed

For Decimals:
● Move the decimal point to the right to make the divisor a whole number.
Move the decimal point the same number of places to the right in the
dividend.
● Place the decimal point in the quotient directly above the decimal point in
the dividend.
● Divide until there is no remainder, or until the quotient begins to repeat in
a pattern. Annex zeros, if necessary.

4
 For Combination of Fractions and Decimals
● Convert all the terms in a similar form, either in all decimals, or fractions.
● Follow the usual way of dividing rational numbers.

DAY 4
3. Lesson Activity
Determine the hidden phrase by performing the operations on rational numbers.
Show your complete solution. See the Learning Activity
R. 1
2
I. 32.26 Worksheet.
5
11
F. 7.242 S. 1 Answers:
14
31 2
T. 3 N. 38 Hidden Phrase: MATH IS FUN
50 5
O. 26.32 M. 5.48
E. 4.157 K. 7.222
5
A. U. 1.375
7
7 5
H. F.5
6 11
Hidden Phrase:

7
45 7 13 18 5 4 36.13 6 1
1.23 + 4.25 ∙ + − 4 −3
49 9 25 5 10 3 1.12 7 14
2

12
5 1 6
14
7.442 − ∙ 5.5 5
25 4
28

D. Making 1. Learners’ Takeaways The teacher will guide the

Generalizations Answer the following problems: students in answering the
1. What new knowledge did you gain from this week’s topic? takeaway questions and
2. Which part of the lesson do you find challenging to understand? reflections.
3. What aspects of the lesson surprised you the most?

5
 2. Reflection on Learning
Answer the following reflection questions.
1. Looking back, what was the most valuable takeaway from this week’s
lesson for you?
2. In what ways has this learning guide impacted your perspective or
thinking?

IV. EVALUATING LEARNING: FORMATIVE ASSESSMENT AND TEACHER’S REFLECTION NOTES TO TEACHERS

A. Evaluating DAY 5 Answer Key:

Learning 1. Formative Assessment 1. 121.52
Perform the following operations on rational numbers. Show your complete 2.
5
solution. Round off to the nearest hundredths (for decimals). Express your 24
7
answers in simplest form / mixed number (for fractions). 3. 6
12
6.89 7
1. 92.516 − 12.531 + 41.535 6. 4.
1.56 10
5 2
2. ∙ 7. 17.425 − 12.512 − 1.435 5. 13.31
16 3
6 5 5 1 6. 4.42
3. 4 +1 8. 4 ∙ 6
8 6 2 3 7. 3.478
4 1 42.12
4. 1− + 9. 8. 41
1
5 2 20 6
72
5. 4.24 ∙ 3.14 10. 150 9. 2.11
3 4
10.
25
2. Homework (Optional)

B. Teacher’s Note observations on any The teacher may take note of

Effective Practices Problems Encountered
Remarks of the following areas: some observations related to the
effective practices and problems
strategies explored encountered after utilizing the
different strategies, materials
used, learner engagement and
materials used other related stuff.

learner engagement/
interaction

6
 others Teachers may also suggest ways
to improve the different activities
explored/lesson exemplar.

C. Teacher’s Reflection guide or prompt can be on: Teacher’s reflection in every

Reflection • principles behind the teaching lesson conducted/facilitated is
What principles and beliefs informed my lesson? essential and necessary to
Why did I teach the lesson the way I did? improve practice. You may also
consider this as an input for the
• students LAC/Collab sessions.
What roles did my students play in my lesson?
What did my students learn? How did they learn?

• ways forward
What could I have done differently?
What can I explore in the next lesson?