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: 2 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 addition and subtraction of rational numbers in fractional form with like signs
and matching denominators, applying algebraic patterns resiliently and sharing mathematical reasoning
transparently with peers under the parameters of the DepEd MATATAG Curriculum.

Learning Objectives (KSAV)

Following the requested KSAV framework mapping:

• Knowledge: The student states the definition of a common denominator.

• Skill: The student calculates the sum of signed like fractions.
• Attitude: The student embraces challenges during algebraic practice.
• Values: The student shares mathematical insights with classmates.

Learner Context
Grade 7 students often struggle when fraction arithmetic is combined with positive and negative integer signs. Many
lose their place because they treat the numerator and denominator as separate numbers, frequently adding
denominators together or giving up during complex algebraic steps. Furthermore, a fear of making mistakes makes
students hesitant to explain their reasoning to their peers. This session tackles these issues by defining the common
denominator as a uniform, shared unit size. By turning calculations into collaborative problem-solving challenges,
students learn to face tough algebra problems together and build confidence by sharing insights with their peers.

II. LEARNING EXPERIENCE

Pre-Lesson Preparation
• Create 'Shared Partition Fraction Cards' showing divided grid units.
• Prepare laminated 'Peer Insight Checklists' to guide student discussions.
• Print copies of the 'Agricultural Land Optimization Matrix' for group problem-solving.

Lesson Flow (A-G)

A. Motivation and Lesson Introduction (10 minutes)
• Activity: 'The Community Tilapia Fishponds Sharing'
• The teacher shares a local scenario based in Pilar: Three neighborhood farming groups share a marsh reserve
partitioned into 8 equal zones. Each zone represents exactly 1/8 of the whole area:
- Association Alpha holds a positive reserve lease of +3/8 of the area.
- Association Beta holds a negative environmental maintenance debt of -5/8 of the area.
- Association Gamma holds an extra water allotment credit of +1/8 of the area.
• Core Questions: 'Why can we combine these shares directly without changing their forms?' 'What does the number
8 at the bottom tell us about the size of each zone?' Guide students to see that having a uniform slice size makes
combinations straightforward. Emphasize that sharing insights clearly helps the whole community manage its land
fairly.

B. Lesson Proper – I DO (15 minutes)

• Formally Defining Common Denominator: The teacher explains that a common denominator is the shared
bottom number in a set of fractions. It shows that all fractions are divided into equal parts of the exact same size,
allowing their tops (numerators) to be added or subtracted directly using integer sign rules.

(+A / C) + (-B / C) = [ (+A) + (-B) ] / C

• Explicit Step-by-Step Modeling of Signed Fraction Operations:
- Challenge: Find the combined balance of the fishpond allocations: (+3/8) + (-5/8).
- Step 1: Check the denominators. Both are 8, which means they share a common denominator. The parts
are the same size, so the bottom of our answer stays 8. Never add denominators together.
- Step 2: Combine the numerators using integer sign rules: (+3) + (-5). Since the signs are different,
subtract the smaller absolute value from the larger absolute value (5 - 3 = 2) and keep the sign of the larger
number (-), resulting in -2.
- Step 3: Write the new fraction: -2/8. Simplify the fraction by dividing both the top and bottom by their
greatest common factor (2) to get the final answer: -1/4.
• Attitude & Value Focus (Embracing Challenges and Sharing Insights): The teacher explains that signed
algebra can look challenging at first, but breaking it down step-by-step makes it manageable. The teacher
demonstrates how to share insights clearly by saying: 'I know the denominator stays 8 because it represents the
fixed size of our shared parts. We only combine the numerators.'

C. Guided Practice – WE DO (10 minutes)

• The teacher presents a double-negative scenario involving micro-credit account balances: (-1/6) + (-4/6).
- Step 1: The teacher asks the class to define the role of the number 6. The students call out that it is the common
denominator, meaning all parts are identical in size.
- Step 2: The class works together to combine the numerators: (-1) + (-4). Since the signs match, they add the
absolute values together and keep the negative sign, giving them -5.
- Step 3: Students write the complete solution on their workspace sheets: -5/6.
• The teacher directs students to turn to a partner and share one key insight about why the denominator did not
change to 12. This peer sharing helps students embrace tough math challenges together.

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

• Activity Title: 'The Construction Engineering Materials Audit'
• Strategy: Cooperative engineering teams (4-5 members) receive a workshop log showing variations in matching
timber beams: Board A = +5/12 meter; Board B = -7/12 meter; Board C = -2/12 meter.
• Group Deliverables:
1. Write down a clear definition of what the common denominator (12) means for their measurements.
2. Calculate the total combined length using a single fraction format, showing every calculation step clearly.
3. Fill out a peer insight card explaining how they solved the problem. Each group member must explain one step
of the solution to the team to ensure everyone understands.

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

• Students complete an individual algebra challenge sheet featuring signed fraction problems:
- Problem 1: Calculate the exact sum: (-7/10) + (+3/10)
- Problem 2: Calculate the exact sum: (-2/5) + (-1/5)
- Problem 3: Solve the real-world scenario: A baker uses +7/8 cup of flour, adjusts the mix by subtracting -3/8 cup,
and adds another +1/8 cup. Determine the final flour measurement.
- Constraint: Students must write out the common denominator definition on their sheets and show all work to
practice facing challenging math problems independently.
F. Synthesis and Generalization (5 minutes)
• Review Prompts:
1. 'What is the danger of adding denominators together when solving like fractions?' (Expected answer: Adding
denominators changes the size of the parts, which breaks the logic of fractions since denominators only show the
size of the divisions).
2. 'How does sharing a mathematical insight with a classmate help your own understanding?' (Expected answer:
Explaining the steps out loud clarifies your own thinking and helps the group tackle difficult math problems together).

G. Closing Reflection (5 minutes)

• Exit Slips: Students fill out this prompt: 'Sticking with tough math problems and sharing my insights with
classmates helps me because _____________________.'

III. LEARNING RESOURCES

Core Resources
• DepEd MATATAG Curriculum Guide for Mathematics 7 (Quarter 1, Week 8)
• Geometric fraction circle models showing equal partitions
• Peer validation cards with math talk stems
• Real-world budget logs based on fractional units

Differentiated Extensions
• Fraction mats with pre-shaded segments to support visual learners with spatial processing challenges.
• Peer communication guides with starter phrases (e.g., 'The reason the denominator stays the same is...') to help
students share insights easily.
• Extended algebra problems featuring positive and negative variables over large common denominators to
challenge advanced learners.

IV. OPPORTUNITIES FOR INTEGRATION

Integration Domains
• Technology and Livelihood Education (TLE / Carpentry & Baking): Using precise fraction measurements to
scale recipes or align timber cuts accurately in workshop projects.

• Home Economics (Resource Management): Learning how to budget shared household resources and divide
domestic items fairly among family members.

• Values Education (Cooperation and Teamwork): Practicing active communication, helping peers overcome
academic hurdles, and working together to solve problems.

• Language Arts (Explaining Processes): Developing clearer speech habits by explaining multi-step mathematical
operations simply and logical during presentations.

V. ASSESSMENT

Formative Assessment
Formative Assessment Evaluation Sheet (10 Total Points):
Part I: Conceptual Definitions (2 points)
1. Write out the formal definition of a common denominator. Explain why we do not add denominators together
when combining like fractions.

Part II: Signed Fraction Computations (6 points)

2. Calculate the exact answers for these fraction problems, showing every step clearly:
a. Solve: (+5/9) + (-2/9)
b. Solve: (-3/10) + (-4/10)
c. Complete the multi-step problem: A neighborhood garden uses +7/12 of a water tank, loses -5/12 to
evaporation, and receives an extra +1/12 from rainfall. Find the final water volume fraction.
(Show all mathematical steps in the workspace: ____________________)

Part III: Peer Communication Analysis (2 points)

3. Write a 2-sentence explanation describing how sharing your math strategies with a classmate helps both of you
face difficult algebra problems with more confidence.

VI. WAYS FORWARD & REFLECTION

Extended Learning Opportunities

• The Family Recipe Fraction Challenge: Students find a home cooking recipe that uses fractions, write down
three adjustments using positive and negative operations with matching denominators, calculate the new amounts,
and have a parent sign their notebook to confirm their work.
• Peer Mentor Prep: Students draft a single fraction challenge problem with a detailed answer key to share with a
classmate during the next warm-up session.

Teacher's Reflection Notes

To be compiled by the instructor post-session implementation:

• Definition Accuracy: Percentage of students who correctly defined the function of a common denominator:
_______
• Peer Interaction Quality: Did student discussions show that peers were actively sharing helpful mathematical
insights?
• Challenge Resilience: Did using structured visual fraction cards help students stick with difficult algebraic steps?
• Strategic Planning: How should I update the upcoming lesson on unlike denominators to keep students motivated
as the math challenges increase?