7

Quarter 1Lesson

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

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Development Team
 Writers:
• Olivia L. Alvarez

• Mark Marvin D. Oximas (Global City Innovative College)

Validators:
• 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 DAY 1 This review focuses on

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

1
7. How do we divide fractions? The teacher is encouraged to
let the students perform the
Part 2. Perform the following operations on fractions and decimals. Express review questions in solving
your answer in lowest terms. the
1. 13+236. 89+14 operations that involve
fractions and decimals
2. 56−167. 0.61 + 2.342
3. 47∙598. 43.46 – 31.52 Answers:
4. 14 1. 1 6. 1 5/36 2. ⅔ 7.
2
15+ 39. 1.43 ∙ 6.34 2.952 3. 20/63 8. 11.94 4.
11
84.021
28/45 9. 9.0662 5. 8 ¼
10. 10. 40.01
12
1
5.
2.1
9

2. Feedback (Optional)
B. Establishing 1. Lesson Purpose The teacher is encouraged to
Lesson Purpose gather responses from the
• Have you ever wondered how we calculate discounts, taxes, or students to generalize and
measurements accurately? introduce the topic lesson on
operations on rational
• What about dividing a pizza among friends or figuring out your average
numbers.
grade in class?
All these everyday tasks involve operations on rational

numbers. 2. Unlocking Content Area Vocabulary

C. Developing DAY 2 It is advisable to elicit

and Deepening 1. Explicitation more responses from
Understanding Observe the expression below. How can we find the result of these students.
operations? What do you notice on the denominators of the fractions?
1 5 1 3
( 3+ 3) − ( 4+ 4)
How about these expressions. It’s in the discretion of
a.13+32− (12∙14) +225b. (4.6 ∙ 3.2) − 0.89 +1.42 the teacher if he/she
1.1 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 It is also important to note
2. Worked Example that since formal discussion
Perform the following operations on rational numbers. about integers will happen on
A. Addition and Subtraction of Rational Numbers the third quarter, the
1) 2.03 + 0.041 + 5.325 = 7.396 involvement of negative
2) 12.245 – 4.5124 – 2.521 = 5.2116 integers is not advisable in
3) 414+ 325= 71320 this lesson.
4) 613−29= 28
117
5) 6.89 − 145= 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:
• 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. It is important to note that
since formal discussion about
For Combination of Fractions and Decimals integers will happen on the
• Convert all the terms in a similar form, either in all decimals, or third quarter, the
involvement of negative
fractions. • Follow the usual way of adding and subtracting rational integers in worked examples
are not advisable.
numbers.

B. Multiplication of Rational Numbers

1) 314∙12= 1583) 4.82 ∙ 32.4 = 138.672
2) 1215∙37=12354) 823∙ 1.75 = 15 16
 3
Pointers to consider in multiplying rational numbers. The teacher is encouraged
For Fractions: to elicit initial responses
from students before
• Rewrite any mixed numbers as improper fractions. working on the solutions.
• Multiply the numerators, and then multiply the

denominators. • Simplify, if needed. The teacher may come up

with his/her own process of
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
decimal place in the factors. prerogative on how he/she
will execute the worked
For Combination of Fractions and Decimals: example. He/she may 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

14

=28
11.7
453)
1)
15
3

5.2= 2.25
2
2

=1144) 6.973

2)
20

1.93.67
14
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 See the Learning Activity
● Convert all the terms in a similar form, either in all decimals, or Worksheet.
fractions. ● Follow the usual way of dividing rational numbers.
Answers:
DAY 4 Hidden Phrase: MATH IS FUN
3. Lesson Activity
Determine the hidden phrase by performing the operations on rational
numbers. Show your complete solution.
R. 125I. 32.26
F. 7.242 S. 11114
T. 33150N. 38 25
O. 26.32 M. 5.48
E. 4.157 K. 7.222
A. 57U. 1.375
7 5
H. 6F.5 11
Hidden Phrase:

45 7 13 18 5 743
1.23 + 4.25 49 ∙ 9 25 + 5− 10 236.13
6 1
1.12 4 7− 3 14

5 1 12
7.442 − 25 4∙ 5.56 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 reflections.
understand? 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 2. 524
complete solution. Round off to the nearest hundredths (for decimals).
3. 6712
Express your answers in simplest form / mixed number (for fractions).
4. 710
1. 92.516 − 12.531 + 41.535 6. 6.89
1.56 5. 13.31
2. 516∙237. 17.425 − 12.512 − 1.435 3. 468+ 1568. 452∙ 613 6. 4.42
4. 1 −45+129. 42.12 7. 3.478
20
72
8. 41 16
5. 4.24 ∙ 3.14 10. 9. 2.11
150 10. 425
3

2. Homework (Optional)

B. Teacher’s Note observations on Effective Practices Problems Encountered The teacher may take note of
Remarks any of the following some observations related to
areas: the effective practices and
problems encountered after
strategies explored 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 lesson conducted/facilitated
• principles behind the teaching is essential and necessary to
What principles and beliefs informed my lesson? improve practice. You may
Why did I teach the lesson the way I did? also 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?