Lesson

Doña Rosa G. Rabat Memorial National High Grade Level 7

School School
Margarita D. Sumilhig Learning Area Mathematic
Teacher s
Teaching Date & Quarter 1 (Week 8)
Time
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
Competencie Learning Competency
s and 1. Perform operations on rational numbers.
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?
It’s the prerogative of the teacher
2. What are similar fractions?
to provide examples that will
3. What are dissimilar fractions?
activate the prior knowledge of

2
 4. How do we add or subtract similar fractions? students in answering the review
5. How do we add or subtract dissimilar fractions? questions.
6. How do we multiply fractions?
7. How do we divide fractions?

Part 2. Perform the following operations on fractions and decimals. Express

your answer in lowest terms. Answers:
1. 1 2. ⅔
3. 20/63 4. 28/45
1. 5. 8 ¼ 6. 1 5/36
2. 7. 2.952 8. 11.94
9. 9.0662 10. 40.01
3. 8. 43.46 – 31.52

4. 9. 1.43 ∙ 6.34

5.

2. Feedback (Optional)

B. Establishing 1. Lesson Purpose The teacher is encouraged to

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

2. Unlocking Content Area Vocabulary

C. Developing DAY 2
and Deepening 1. Explicitation
Understanding Observe the expression below. How can we find the result of these It is advisable to elicit more
responses from students.
1 5 1 3
operations? What do you notice on the denominators of the fractions?

( + )−( + )
 3 3 4 4
How about these expressions. It’s in the discretion of the
teacher if he/she will allow
a. b. students to solve the given
expressions.
How are we going the solve these? What are the results of this
expressions?

The given problem is an example of performing operations on rational

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

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:
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 • 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
It is important to note that since
fractions.
formal discussion about integers
• Follow the usual way of adding and subtracting rational numbers. will happen on the third quarter,
the involvement of negative
B. Multiplication of Rational Numbers integers in worked examples are
1) 3) not advisable.

The teacher is encouraged to

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

C. Division of Rational Numbers

 1) = 2) = 2.25

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.

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.
R. 1 I. 32.26
F. 7.242 S. 1
T. 3 N. 38
O. 26.32 M. 5.48
6
 E. 4.157 K. 7.222
A. U. 1.375
H. F.5
See the Learning Activity
Worksheet.

Answers:
Hidden Phrase: MATH IS FUN
Hidden Phrase:

13 18 5 7
1.23 + + − 4 36.13 4 −3
4.25 25 5 10 3
2

12
7.442 − 6
14
5
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?

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. 3. 6
solution. Round off to the nearest hundredths (for decimals). Express your

5. 13.31
answers in simplest form / mixed number (for fractions). 4.
1.
6. 4.42
2. 7. 7. 3.478
3. 8. 41
4. 9. 2.11
10.
5.

2. Homework (Optional)
Note observations on any
B. Teacher’s of the following areas: Effective Practices Problems Encountered The teacher may take note of
Remarks 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.

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 learner engagement/
interaction
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 essential and necessary to
lesson? Why did I teach the lesson the way I improve practice. You may also
did? consider this as an input for the
LAC/Collab sessions.
• students
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?