Republic of the Philippines

Department of Education
Region VII
PILAR District
PILAR TECHNICAL-VOCATIONAL HIGH SCHOOL
LESSON PLAN IN MATHEMATICS 7 (ILAW FRAMEWORK)

Name of Lesson: Operations with Like

Learning Area: Mathematics 7
Signed Fractions

Designed for Grade/Section: Grade 7 – SAPPHIRE, RUBY,

Designed by Teacher: JESE A. VESERE
PEARL

Session: 3 Number of Sessions: 4 Sessions (Week 8)

References: DepEd MATATAG Curriculum

Declaration of AI use: Developed with AI assistance for
Guide for Mathematics 7, Budget of Work
structured educational design.
(BOW)

I. INTENTIONS

Learning Competency
The learners should be able to perform subtraction of rational numbers in fractional form featuring mixed positive and
negative values over unlike denominators, utilizing the least common denominator to re-scale units while displaying
layout orderliness and structural patience as required by the DepEd MATATAG Curriculum.

Learning Objectives (KSAV)

Following the requested KSAV framework mapping:

• Knowledge: The student explains the function of the least common denominator.
• Skill: The student subtracts signed fractions with unlike denominators.
• Attitude: The student exhibits patience when rewriting fractions.
• Values: The student demonstrates orderliness in mathematical layout.

Learner Context
Grade 7 students face significant difficulty when multi-step transformations occur simultaneously—specifically,
matching denominators while managing negative integer signs. Many learners rush past finding the least common
denominator (LCD) or create messy layouts, mixing up signs or blending steps together, leading to compounding
errors. This session corrects these tendencies by focusing on deliberate patience when rewriting equivalent fractions
and structural neatness in their workspace layouts. By treating fraction notation as an orderly structural blueprint,
students learn that maintaining neat alignment avoids computation errors and builds systematic thinking.

II. LEARNING EXPERIENCE

Pre-Lesson Preparation
• Prepare 'LCD Multiples Grid Overlays' for individual work desks.
• Design structured 'Fraction Transformation Blueprint Templates' with dedicated fields for conversions.
• Print copies of the 'Municipal Infrastructure Layout Challenge' sheets for team tasks.

Lesson Flow (A-G)

A. Motivation and Lesson Introduction (10 minutes)
• Activity: 'The Barangay Road Infrastructure Survey'
• The teacher shares a local scenario based in Pilar: The local engineering office is planning updates for a major road
network. Two contractors present their structural evaluations:
- Contractor A reports a positive road grade extension of +1/3 kilometer.
- Contractor B reports an adjacent drainage grade deficit of -1/4 kilometer.
• Core Questions: 'Can we directly subtract the drainage deficit from the road extension without changing their
fractional divisions?' 'Why does the difference in their denominators (3 and 4) create a problem for direct
calculations?' Guide students to recognize that fractions cannot be combined until they are scaled to a uniform unit
size. Emphasize that displaying patience and keeping workspace layouts orderly guarantees that infrastructure plans
are completely precise.

B. Lesson Proper – I DO (15 minutes)

• Explaining the Function of the Least Common Denominator (LCD): The teacher explains that the LCD is the
smallest common multiple shared by two or more denominators. Its primary function is to serve as a standardized,
uniform scale, converting unequal slices into equivalent, matching parts so they can be combined accurately.

Step 1: Change Subtraction to Addition of the Opposite → A - B = A + (-B)

Step 2: Find LCD → Patiently Rewrite Fractions → Maintain Orderly Layout
• Explicit Modeling of Signed Fraction Subtraction with Unlike Denominators:
- Challenge: Compute the difference between the contractor road metrics: (+1/3) - (-1/4).
- Step 1: Apply the subtraction rule. Change subtraction to adding the opposite value: (+1/3) + (+1/4).
- Step 2: Analyze denominators (3 and 4). They are unlike. Find the LCD by listing multiples: Multiples of 3
{3, 6, 9, 12...}; Multiples of 4 {4, 8, 12...}. The LCD is 12.
- Step 3: Patiently rewrite each fraction into an equivalent format using a neat, orderly vertical layout:
(+1/3) × (4/4) = +4/12
(+1/4) × (3/3) = +3/12
- Step 4: Perform the final operation using the new, standardized fractions: (+4/12) + (+3/12). Since the signs
match, add the numerators directly over the shared denominator: (4 + 3) / 12 = +7/12.
- Challenge 2 (Negative Outcome Setup): Compute (-2/3) - (+1/2).
- Convert to addition: (-2/3) + (-1/2). The LCD for 3 and 2 is 6. Patiently rewrite the equations:
(-2/3) × (2/2) = -4/6
(-1/2) × (3/3) = -3/6
- Combine the numerators cleanly: (-4/6) + (-3/6) = [(-4) + (-3)] / 6 = -7/6.
• Attitude & Value Focus (Patience and Orderly Layouts): The teacher models how keeping an orderly column
layout prevents calculations from getting messy, demonstrating that rushing through conversions often leads to sign
mistakes.

C. Guided Practice – WE DO (10 minutes)

• The teacher introduces a practical scenario tracking market values: (-3/5) - (+1/2).
- Step 1: The class converts the subtraction format into an addition statement: (-3/5) + (-1/2).
- Step 2: The teacher prompts the class to find the shared LCD. The class identifies the LCD as 10. Students are
instructed to patiently rewrite both fractions in their notebooks using a clear layout.
- Step 3: Two students show their conversions on the board: (-3/5 becomes -6/10) and (-1/2 becomes -5/10).
- Step 4: The class combines the values over the shared denominator: (-6/10) + (-5/10) = -11/10.
• The teacher reviews individual student layouts to ensure columns are clean and numbers are aligned properly,
praising those showing systematic, patient steps.

D. Collaborative Group Activity – YOU DO TOGETHER (10 minutes)

• Activity Title: 'The Cooperative Agri-Irrigation Network Audit'
• Strategy: Student groups (4-5 members) act as regional farm irrigation planners. They are tasked with auditing
water level shifts across two separate reservoir pipes: Pipe Alpha registers an adjustment of -3/4 inch; Pipe Beta
registers an adjustment of +2/3 inch. The core goal is to subtract Pipe Beta's value from Pipe Alpha's value: (-3/4) -
(+2/3).
• Group Deliverables:
1. Write a short explanation defining the exact function of the LCD (12) in this problem.
2. Patiently convert both fractions into their matching layouts, showing all intermediate arithmetic steps clearly.
3. Design an orderly transformation matrix on chart paper. Teams must show a clean layout and be ready to explain
how their organized structure helped them solve the problem correctly.

E. Independent Practice – YOU DO ALONE (10 minutes)

• Students work independently to solve these signed fraction problems on their work sheets:
- Problem 1: Calculate the precise difference: (+2/3) - (-1/5)
- Problem 2: Calculate the precise difference: (-3/4) - (+1/6)
- Problem 3: A local community garden tracks soil adjustments. They start with an adjustment of -5/8 kilograms,
subtract a value of +1/3 kilograms, and add an adjustment of +1/2 kilograms. Compute the final value.
- Constraint: Complete conversion details and an orderly layout must be shown for every problem. Messy work or
missing steps will require a full rewrite, emphasizing structural quality.

F. Synthesis and Generalization (5 minutes)

• Review Prompts:
1. 'In your own words, what is the core function of the least common denominator when working with unlike
fractions?' (Expected answer: It rescales fractions into matching unit sizes so their tops can be combined safely using
regular sign rules).
2. 'Why does keeping a clean, orderly layout prevent errors when solving complex math problems?' (Expected
answer: An organized layout keeps conversions separate from signs, preventing numbers from getting mixed up
during multi-step work).

G. Closing Reflection (5 minutes)

• Exit Slips: Students complete the following phrase: 'Exhibiting patience when rewriting fractions and keeping my
workspace layout orderly allows me to _____________________.'

III. LEARNING RESOURCES

Core Resources
• DepEd MATATAG Curriculum Guide for Mathematics 7 (Quarter 1, Week 8)
• Laminated multiple listing grid charts for finding common denominators
• Grid-aligned practice booklets designed for fractional sorting
• Construction layout scenario sheets detailing local engineering projects

Differentiated Extensions
• Step-by-step conversion templates with bold guide lines to help students who struggle with handwriting coordination
keep their layouts neat.
• Color-coded denominator matching charts showing common multiples to make finding the LCD faster for students
needing extra support.
• Extended real-world engineering challenges featuring multi-variable equations with three or more unlike
denominators to challenge advanced students.

IV. OPPORTUNITIES FOR INTEGRATION

Integration Domains
• Technology and Livelihood Education (TLE / Technical Drafting): Applying orderly dimensional scales and neat
line alignments when creating blueprint designs.

• Science (Physical Dynamics): Calculating net variations in force vectors, displacement metrics, and thermal
energy states using fractional weights.

• Values Education (Personal Discipline and Integrity): Building strong work habits by producing clean, high-
quality, systematic assignments that reflect personal pride.

• Practical Management Skills: Developing the patience needed to review complex documentation, contract
records, and measurement specifications accurately.
V. ASSESSMENT

Formative Assessment
Formative Assessment Evaluation Sheet (10 Total Points):
Part I: Conceptual Explanations (2 points)
1. Explain the primary function of the least common denominator (LCD) when working with unlike signed fractions.
What error commonly occurs if this scaling step is skipped?

Part II: Precise Subtraction Skill (6 points)

2. Maintain an orderly, systematic workspace layout to calculate the exact answers for these problems:
a. Solve: (+5/6) - (-1/4)
b. Solve: (-2/3) - (+3/5)
c. Complete the multi-step subtraction task: An agricultural cooperative balances a soil resource report showing
adjustments of (-7/8) bag, minus (+1/2) bag, plus (+3/4) bag. Compute the final balance.
(Show all conversion steps cleanly in the workspace: ____________________)

Part III: Workspace Value Evaluation (2 points)

3. Write a 2-sentence self-reflection detailing how showing patience and using an organized layout directly helped
you avoid arithmetic errors during today's quiz.

VI. WAYS FORWARD & REFLECTION

Extended Learning Opportunities

• The Home Blueprint Audit: Students find two objects around the house measured in different fractional
dimensions, create a signed subtraction problem using their lengths, find the LCD, and solve the equation using a
neat column layout. This task requires a parent signature to verify their work.
• Layout Master Drill: Students practice drawing empty fraction grid blocks in their math notebooks to build neat
alignment habits for future algebra lessons.

Teacher's Reflection Notes

To be compiled by the instructor post-session implementation:

• LCD Understanding Rate: Number of students who correctly explained the core function of the LCD: _______
• Layout Quality Score: Percentage of students who maintained clean, orderly arithmetic columns on their papers:
_______
• Patience Indicator: Did students display the persistence needed to write out all conversions instead of rushing
through steps?
• Strategic Adjustment: How should I update the upcoming lesson on multiplying fractions to build on these strong
habits of workspace organization?