Instructional Planning

(The process of systematically planning, developing, evaluating and managing

the instructional process by using principles of teaching and learning - D.O. 42,
s. 2016)

Daily Lesson Plan (DLP) Format

Learning Area:
DLP No.: Grade Level: Quarter: Duration: Date:
21 MATHEMATICS 7 FIRST 60 July 12, 2017
Learning Competency/ies: Code:
Performs operations on rational numbers
(Taken from the Curriculum Guide) M7NS-If-1

Key Concepts / Understandings Demonstrates understanding of key concepts of sets and the real
to be Developed number system.
Adapted Cognitive Process
Domain
Knowledge Dimensions (D.O. No. 8, s. 2015) OBJECTIVES:
The fact or Remembering Describe the different forms of rational numbers in fraction
condition of knowing form.
something with familiarity Understanding Explain how to add rational numbers in fraction form.
gained through experience

Skills Applying Apply the rules in adding rational numbers in fraction form.
The
ability and capacity acquired Analyzing
through deliberate,
systematic, and sustained
effort to smoothly and Evaluating
adaptively carryout complex
activities or the ability, coming
from one's knowledge,
practice, aptitude, etc., to do Creating
something

Attitude Valuing Shows willingnes in performing varied activities

Values Valuing Show the significance of the different rules in adding

rational numbers in fraction form.

2. Content Operations on Rational Numbers ( Addition of Fractions)

3. Learning Resources Learners Material, Next Century Mathematics, 1st Century

Mathematics Skills

4. Procedures

4.1 Introductory Activity Recall that we added whole numbers/integers by using the number
line or by using objects in a set. Using models, let the students find
the sum of the following: 1. 3/5 + 1/5 2. 1/8 + 5/8 3. 3
5 minutes 6/7 + 1 2/7

4.2 Activity
Without using models, how would you get the sum? Consider the
following items: 1. 1/6 + 1/2 2. 6/7 + (-2/3) 3. - 4/3 + ( -
10 minutes 1/5 )

4.3 Analysis Questions: 1. Is the common denominator always the same as one
of the denominators of the given fractions? 2. Is the common
denominator always greater of the two denominators? 3. What is
the least common denominator of the fractions in each example? 4.
Is the resulting sum the same when a pair of dissimilar fractions is
5 minutes replaced by any pair of similar fractions?
 Discuss on how to add rational numbers in fraction form. Emphasize
the important things to remember in adding: 1. With the same
4.4 Abstraction denominator, If a,b, and c denote integers and b is not equal 0, then
a/b + c/b = ( a+ c) / b 2. With different denominators, a/b and c/d,
where b is not equal to 0 and d is not equal to 0, if the fractions to be
added are dissimilar, rename the fractions to make them similar
whose denominators is the least common multiple of b and d. , Add
the numerators of the resulting fractions, write the result as a fraction
whose numerators is the sum of the numerators and whose
10 minutes denominator is the least common multiple of b and d.

4.5 Application
Simplify: 1. 3/7 + 2/7 2. 2/5 + 1/4 3. 1/8 + (- 2/7) 4. (-3/5 )
10 minutes + (-5/8)
4.6 Assessment
Perform the indicated operation: 1. 2/9 +
3/9 2. (-2/5) + (-3/4) 3. (-4/7)
+ 1/7 4. 4/9 + (-3/9) Solve: 1.
Tests
10 minutes What is three more than three and one-
fourth? 2. Increase the sum of 6 3/14
and 2 2/7 by 3 1/2. What is the result?

4.7 Assignment

Solve: 1. Angel bought 6 3/4 meters of silk,

3 1/2 meters of satin, and 8 2/3 meters of
velvet. How many meters of cloth did she
Enhancing / improving
buy? 2. Mr. Tan has 13 2/5 liters of
5 minutes the day’s lesson
gasoline in his car. He wants to travel far so
he added 16 1/2 liters more. How many
liters of gasoline is in the tank?

4.8 Concluding Activity

Ask: What are the rules in adding rational numbers in fraction form?
5 minutes

5. Remarks
6. Reflections
A. No. of learners who earned 80% in the C. Did the remedial lessons work? No. of
evaluation. learners who have caught up with the lesson.
B. No. of learners who require additional activities D. No. of learners who continue to require
for remediation. remediation.
E. Which of my learning strategies worked well?
Why did these work?
F. What difficulties did I encounter which my
principal or supervisor can help me solve?
G. What innovation or localized materials did I
use/discover which I wish to share with other
teachers?

Prepared by:

Name: School:
Position/
WINCISLAO C. ENRICOSO DUMANJUG NHS
Designatio TEACHER III Division: CEBU PROVINCE
n:
Contact Email address:
Number: 9108029453 enricosowincislao@[Link]

Name of QA Members:

KUNDISA M. ENRICOSO

ANALOU E. AVILA

WINCISLAO C. ENRICOSO
Approved by:

ROWENA P. ATIENZA
DNHS School Head
attitude
Receiving Phenomena

Responding to Phenomena

Valuing

Organization

Internalizing values

assignment

Reinforcing / strengthening the

day’s lesson
Enriching / inspiring the day’s
lesson
Enhancing / improving the day’s
lesson
Preparing for the new lesson

assessment
Observation

Talking to Learners/ Conferencing

Anlysis of Learners' Products

Tests
 APPENDIX 21

Introductory Activity:
1. 3/5 + 1/5 = 4/5

1/5 1/5 1/5 1/5 1/5

3/5 1/5 4/5

2. 1/8 + 5/8 = 6/8 or 3/4

1/8 1/8 1/8 1/8 1/8 1/8 1/8 1/8

1/8 5/8 6/8 or 3/4

3. 3 6/7 + 1 2/7 = 4 8/7 or 5 1/7

1/7 1/7 1/7 1/7 1/7 1/7 1/7

1/7 1/7 1/7 1/7 1/7 1/7 1/7

Activity:
Answers:
1. 4/6 or 2/3
2. 4/21
3. - 23/15 or -1 8/15

Analysis:
Answers:
1. Not always . Consider 4/5 + 3/4
2. Not always. Consider 3/20 + 1/5
3. 6 , 21 , 15
4. Yes for as long as the replacement is the same value of the replaced fraction.

Application:
Answers:
1. 5/7
2. 13/20
3. -9/56
4. - 4 9/40
Assessment:
Answers:
1. 5/9
2. - 1 3/20
3. -3/7
4. 1/9
Solving:
1. 6 1/4
2. 12

Assignment:
Answers:
1. 17 23/12 or 18 11/12 meters of cloth
2. 29 9/10 liters of gasoline

Name of QA Members:

KUNDISA M. ENRICOSO

ANALOU E. AVILA

WINCISLAO C. ENRICOSO

Approved by:

ROWENA P. ATIENZA
DNHS School Head
 Instructional Planning
(The process of systematically planning, developing, evaluating and managing
the instructional process by using principles of teaching and learning - D.O. 42, s.
2016)

Daily Lesson Plan (DLP) Format

Learning Area:
DLP No.: Grade Level: Quarter: Duration: Date:
22 MATHEMATICS 7 FIRST 60 July 13, 2017
Learning Competency/ies: Code:
Performs operations on rational numbers
(Taken from the Curriculum Guide) M7NS-If-1
Key Concepts / Understandings Demonstrates understanding of key concepts of sets and the real
to be Developed number system.

Adapted Cognitive Process

Domain Dimensions (D.O. No. 8, s. 2015) OBJECTIVES:
Knowledge
The fact or Remembering Describe the different forms of rational numbers in fraction
condition of knowing form.
something with familiarity Understanding Explain how to subtract rational numbers in fraction form.
gained through experience

Skills Applying Apply the rules in subtracting rational numbers in fraction for
The
ability and capacity acquired Analyzing
through deliberate,
systematic, and sustained
effort to smoothly and Evaluating
adaptively carryout complex
activities or the ability, coming
from one's knowledge,
practice, aptitude, etc., to do Creating
something

Attitude Valuing Shows willingnes in performing varied activities

Values Valuing Show the significance in following the different rules in

subtracting rational numbers in fraction form

2. Content Operations on Rational Numbers ( Subtraction of Fractions)

3. Learning Resources Learners Material, Next Century Mathematics, 1st Century

Mathematics Skills

4. Procedures

4.1 Introductory Activity Recall that we subtracted whole numbers/integers by using the
number line or by using objects in a set. Using linear or models, let
the students find the difference of the following: 1. 3/5 - 1/5 2.
5 minutes 7/8 - 5/8 3. 3 6/7 - 1 2/7

4.2 Activity Without using models or number line, how would you get the
difference? Consider the following items: 1. 1/6 - 1/2 2. 6/7 - (-
10 minutes 2/3) 3. - 4/3 - ( - 1/5 )

Questions: 1. Is the common denominator always the same as one

4.3 Analysis of the denominators of the given fractions? 2. Is the common
denominator always greater of the two denominators?

4.4 Abstraction Discuss on how to subtract rational numbers in fraction form.

Emphasize the important things to remember in subtracting: 1. With
the same denominator, If a,b, and c denote integers and b is not equal
0, then a/b - c/b = ( a- c) / b 2. With different denominators, a/b and
c/d, where b is not equal to 0 and d is not equal to 0, if the fractions to
be subtracted are dissimilar, rename the fractions to make them
similar whose denominators is the least common multiple of b and d. ,
subtract the numerators of the resulting fractions, write the result as a
fraction whose numerators is the difference of the numerators and
whose denominator is the least common multiple of b and d.
 Discuss on how to subtract rational numbers in fraction form.
Emphasize the important things to remember in subtracting: 1. With
the same denominator, If a,b, and c denote integers and b is not equal
0, then a/b - c/b = ( a- c) / b 2. With different denominators, a/b and
c/d, where b is not equal to 0 and d is not equal to 0, if the fractions to
be subtracted are dissimilar, rename the fractions to make them
similar whose denominators is the least common multiple of b and d. ,
10 minutes
subtract the numerators of the resulting fractions, write the result as a
fraction whose numerators is the difference of the numerators and
whose denominator is the least common multiple of b and d.

4.5 Application
Simplify: 1. 3/7 - 2/7 2. 2/5 - 1/4 3. 1/8 - (- 2/7) 4. (-3/5 ) -
10 minutes (-5/8)

Perform the indicated operation: 1. 2/9 -

4.6 Assessment 3/9 2. (-2/5) - (-3/4) 3. (-4/7)
- 1/7 4. 4/9 - (-3/9) Solve: 1.
Subtract from 15 1/2 the sum of 2 1/3 and
4 2/5. What is the result? 2. Decrease 21
Tests 3/8 by 5 1/5 . What is the result? 3. What
is the result of -8 4/5 minus 3 2/7 ?
10 minutes

Solve: 1. Michele and Corazon are

4.7 Assignment
comparing their heights. If Mechelle's height
is 120 3/4 cm and Corazon's height is 96
Enhancing/improving the
1/3 cm, what is the difference of their
days lesson
heights? 2. After boiling the 17
3/4 liters of water was reduced to 9 2/3
5 minutes liters. How much water was evporated?

4.8 Concluding Activity

Ask: What are the rules in subtracting rational numbers in fraction
5 minutes form?
5. Remarks
6. Reflections
A. No. of learners who earned 80% in the C. Did the remedial lessons work? No. of
evaluation. learners who have caught up with the lesson.
B. No. of learners who require additional activities D. No. of learners who continue to require
for remediation. remediation.
E. Which of my learning strategies worked well?
Why did these work?
F. What difficulties did I encounter which my
principal or supervisor can help me solve?
G. What innovation or localized materials did I
use/discover which I wish to share with other
teachers?

Prepared by:
Name:
Position/
WINCISLAO C. ENRICOSO School: DUMANJUG NHS
Designatio TEACHER III Division: CEBU PROVINCE
n:
Contact
Number: 9108029453 Email address:
enricosowincislao@[Link]

Name of QA Members:

KUNDISA M. ENRICOSO

ANALOU E. AVILA

WINCISLAO C. ENRICOSO

Approved by:
attitude
Receiving Phenomena

Responding to Phenomena

Valuing

Organization

Internalizing values

assignment

Reinforcing / strengthening the

day’s lesson
Enriching / inspiring the day’s
lesson
Enhancing / improving the day’s
lesson
Preparing for the new lesson

assessment
Observation

Talking to Learners/ Conferencing

Anlysis of Learners' Products

Tests
 APPENDIX 22

Introductory Activity:

1.)

1/5 1/5 1/5 1/5 1/5

3/5 1/5 2/5

2.)

1/8 1/8 1/8 1/8 1/8 1/8 1/8 1/8 1/8

7/8 5/8 2/8 or 1/4

3.)

1/7 1/7 1/7 1/7 1/7 1/7 1/7

1/7 1/7 1/7 1/7 1/7 1/7 1/7

3 6/7 1 2/7 2 4/7

Activity: Analysis:
Answers: Answers:
1. -2/6 or - 1/3 1. Not all the time. Consider 1/6 - 1/2
2. 32/21 or 1 11/21 2. Not all the time. Consider Consider 6/7 - 2/3
3. - 17/15 or - 1 2/15

Application: Assessment: Assignment:

Answers: Answers: Answers:
1. 1/7 1. - 1/9 1. 24 5/12
2. 3/20 2. 7/20 2. 8 1/12
3. 23/56 3. -5/7
4. 1/40 4. 7/9 Name of QA Members:
Solving:
1. - 8 23/30 KUNDISA M. ENRICOSO
2. 15 7/40
3. -12 3/35 ANALOU E. AVILA

WINCISLAO C. ENRICOSO

Approved by:

ROWENA P. ATIENZA
DNHS School Head
 Instructional Planning
(The process of systematically planning, developing, evaluating and managing
the instructional process by using principles of teaching and learning - D.O. 42, s.
2016)

Daily Lesson Plan (DLP) Format

Learning Area:
DLP No.: Grade Level: Quarter: Duration: Date:
23 MATHEMATICS 7 FIRST 60 July 17, 2017
Learning Competency/ies: Code:
Performs operations on rational numbers
(Taken from the Curriculum Guide) M7NS-If-1
Key Concepts / Understandings Demonstrates understanding of key concepts of sets and the real
to be Developed number system.

Adapted Cognitive Process

Domain Dimensions (D.O. No. 8, s. 2015) OBJECTIVES:

Knowledge Remembering Describe numbers in decimal form.

The fact or
condition of knowing
something with familiarity Understanding Explain how to add and subtract rational numbers in
gained through experience decimal form.
or association

Applying Execute the two ways in adding or subtracting decimals.

Skills Analyzing
The Compare the two ways in adding or subtracting decimals, whic
ability and capacity acquired
through deliberate,
systematic, and sustained Evaluating
effort to smoothly and
adaptively carryout complex
activities or the ability, coming Construct simple word problems involving adding
from one's knowledge,
practice, aptitude, etc., to do Creating
something or subtracting rational numbers in decimal form.

Attitude Receiving Phenomena Use the concepts learned in solving word problems with
perseverance.

Write short remonders/lines on how to apply addition and

Values Responding to
Phenomena subtraction concepts in maintaining cleanliness inside the
school campus.

2. Content Operations on Rational Numbers ( Addition and Subtraction

of Rational Numbers in Decimal Form)

3. Learning Resources Learners Material, Next Century Mathematics, 1st Century

Mathematics Skills

4. Procedures

4.1 Introductory Activity Conducta short game entitled " The boat is Sinking "…. Group your
self into 4 , into 10 , into 15 , into 5. From the game we had, what
operations we used in forming the different groups - from the first
group to the next? Emphasize that they added and subtracted
5 minutes members inorder to create the desired number of members in a group.

4.2 Activity Determine which of the following numbers are in decimal form? 1.)
2346 2.) 3.46 3.) 2.1416 4). 3/4 5.) 2 2/7 6.)
10 minutes 281.65894

4.3 Analysis Ask: How to add or subtract rational numbers in decimal form?
Perform the indicated operation: 1.) 2.6 + 3.94
2.) 52.93 - 16.15 3.) 5.9 + 6.3 4.) 27.51 - 13.5
 Ask: How to add or subtract rational numbers in decimal form?
Perform the indicated operation: 1.) 2.6 + 3.94
2.) 52.93 - 16.15 3.) 5.9 + 6.3 4.) 27.51 - 13.5
5 minutes

What rule did you follow in doing the activity? What other ways of
4.4 Abstraction adding or subtracting rational numbers in decimal form that you know?
Present the two ways in adding or subtractong decimals; 1. Express
the decimal numbers as fractions then add or subtract as described
earlier. 2. Arrange the decimal numbers in a column such that the
decimal points are aligned, then add ofr subtract as with whole
10 minutes numbers. Give examples.

4.5 Application
Perform the indicated operation. 1.) 1.902 + 21.36 + 8.7 2.)
5.44 - 4.97 3.) 45.09 + 9.2 + 30.545 4.) 700 - 678.891
10 minutes
5. ( 10 - 5.891 ) + 7.99

Perform the indicated operation:

1.) 36.987 + 2.154 2.)
5.789 - 2.5 3.)
4.6 Assessment 46.23587413 + 23.1874 4.) 0.1542 -
1.548 5.) (23.8745 +
1235.8943) - 1.25
Solve:
Tests 1.) Helen had P 7500
for shopping money. When she got home,
she had P 132.75 in her pocket. How much
did she spend for shopping?
2.) Ken contributed P
10 minutes 69.25 while Jhon and Hanna gave P 56.25
each for hte gift to Teacher Daisy. How
much were they able to gather altogether?

4.7 Assignment
Construct 2 simple word problems involving
Enhancing / Improving
adding and subtracting rational numbers in
5 minutes the day's lesson
decimal form.

4.8 Concluding Activity

Ask: What are the rules in adding and subtracting raional numbers in
5 minutes decimal form?

5. Remarks
6. Reflections
A. No. of learners who earned 80% in the C. Did the remedial lessons work? No. of
evaluation. learners who have caught up with the lesson.
B. No. of learners who require additional activities D. No. of learners who continue to require
for remediation. remediation.
E. Which of my learning strategies worked well?
Why did these work?
F. What difficulties did I encounter which my
principal or supervisor can help me solve?
G. What innovation or localized materials did I
use/discover which I wish to share with other
teachers?

Prepared by:
Name:
Position/
WINCISLAO C. ENRICOSO School: DUMANJUG NHS
Designatio TEACHER III Division: CEBU PROVINCE
n:
Contact Email address:
Number: 9108029453 enricosowincislao@[Link]

Name of QA Members:

KUNDISA M. ENRICOSO

ANALOU E. AVILA Approved by:

WINCISLAO C. ENRICOSO ROWENA P. ATIENZA

DNHS School Head
attitude
Receiving Phenomena

Responding to Phenomena

Valuing

Organization

Internalizing values

assignment

Reinforcing / strengthening the

day’s lesson
Enriching / inspiring the day’s
lesson
Enhancing / improving the day’s
lesson
Preparing for the new lesson

assessment
Observation

Talking to Learners/ Conferencing

Anlysis of Learners' Products

Tests
 APPENDIX 23

Introductory Activity:
GAME
" The boat is sinking … Group your self into 4…."
" The boat is sinking … Group your self into 10…."
" The boat is sinking … Group your self into 15…."
" The boat is sinking … Group your self into 5…."

Activity: Answers:
1. not
2. Decimal
3. Decimal
4. Not
5. Not
6. Decimal

Analysis: Answers:
1. 6.54
2. 36.78
3. 12.2
4. 14.01

Abstraction:
Examples:
1. 7 5/10 or 7 1/2
2. 6.83

Application: Answers:
1. 31.962
2. 0.47
3. 84. 835
4. 21. 109
5. 12.099

Assessment: Answers:
1. 39.141
2. 3.289
3. 69.42327413
4. - 1 . 3938
5. 1258.5188
Solving:
1. P 7367.25 Spend for shopping
2. P 125.50 Amount of money they gather together.

Name of QA Members:

KUNDISA M. ENRICOSO

ANALOU E. AVILA

WINCISLAO C. ENRICOSO

Approved by:

ROWENA P. ATIENZA
DNHS School Head
 Instructional Planning
(The process of systematically planning, developing, evaluating and
managing the instructional process by using principles of teaching and
learning - D.O. 42, s. 2016)

Daily Lesson Plan (DLP) Format

Learning Area:
DLP No.: Grade Level: Quarter: Duration: Date:
24 MATHEMATICS 7 FIRST 60 July 18, 2017
Learning Competency/ies: Code:
Performs operations on rational numbers
(Taken from the Curriculum Guide) M7NS-If-1
Key Concepts /
Understandings to be Demonstrates understanding of key concepts of sets and the real
Developed number system.
Adapted Cognitive
Domain
Knowledge
Process Dimensions OBJECTIVES:
(D.O. No. 8, s. 2015) Tell the process on how to perform multiplication and division of
The fact
or condition of knowing Remembering rational numbers in decimal form.
something with division of rational numbers in fraction form.
familiarity gained
through experience or Understanding
association

Skills Execute multiplication and division of rational numbers

Applying
The ability and capacity
in fraction form.
acquired through Analyzing
deliberate, systematic, and
sustained effort to
smoothly and adaptively
Evaluate whether a given mathematical statement involving multiplication
carryout complex activities Evaluating
or the ability, coming from and division of rational numbers in decimal form is correct or not.
one's knowledge, practice,
aptitude, etc., to do
something
Creating
Construct simple word problems involving multplication and
division of rational numbers in fraction form.

Attitude Valuing Share ideas with their classmates on how to work on activities with
ease and accuracy.

Values
Receiving Show willingness to help fellow classmates in performing different
Phenomena activities.

2. Content Operations on Rational Numbers ( Multiplication and Division of

Fractions)

3. Learning Resources Learners Material, Next Century Mathematics, 1st Century

Mathematics Skills

4. Procedures

4.1 Introductory Activity

Let the students make models/ illustrations of the following fractions:
1/2 , 1/3 , 1/4 , 3/5 , 4/5
5 minutes

4.2 Activity
Ask the students to answer the problems below. What is
1/4 x 1/3 ?
10 minutes What is 4/5 ÷ 1/2 ?

4.3 Analysis Ask the students to make model or a drawing to show the following:
1. A pizza is divided into 10 equal slices. Kim ate 3/5 of 1/2 of the pizza.
What part of the whole pizza did Kim eat? 2.
Miriam made 8 chicken sandwiches for some street children. She cut up
each sandwich into 4 triangular pieces. If a child can only take a piece,
5 minutes how many children can she feed?

4.4 Abstraction
What are the rules in Multiplying Rational Numbers in fraction form?
What are the rules in Dividing rational numbers in
fraction form? Present the rules. Discuss each
rule clearly then give examples.
 What are the rules in Multiplying Rational Numbers in fraction form?
What are the rules in Dividing rational numbers in
10 minutes fraction form? Present the rules. Discuss each
rule clearly then give examples.

4.5 Application
Perform the indicated operation:
1.) 5/6 x 2/3 2.) 7 x 2/3 3.) 10 5/6 x 3 1/3
13 minutes
4.) 5/12 ÷ (-3/4) 5.) 5 3/4 ÷ 6 2/3 6.) 9/16 ÷ 3/4

Solve the following:

1. Julie spent 3 1/2 hours doing her assignment.
Ken did his assignment for 1 2/3 times as many
4.6 Assessment hours as Julie did. How many hours did Ken spend
Tests doing his assignment? 2. At
the end of the day,a store had 2/5 of a cake leftover.
The four employees each took home the same
amount of leftover cake. How much did each
employee take home?
10 minutes

4.7 Assignment Preparing for the How to multiply and divide rational numbers in
2 minutes
new lesson decimal form?
4.8 Concluding Activity
Let the students summarize the day's lesson.
5 minutes
5. Remarks
6. Reflections
A. No. of learners who earned 80% in the C. Did the remedial lessons work? No. of
evaluation. learners who have caught up with the lesson.
B. No. of learners who require additional D. No. of learners who continue to require
activities for remediation. remediation.
E. Which of my learning strategies worked
well? Why did these work?
F. What difficulties did I encounter which my
principal or supervisor can help me solve?
G. What innovation or localized materials did I
use/discover which I wish to share with other
teachers?

Prepared by:
Name:
Position/
WINCISLAO C. ENRICOSO School: DUMANJUG NHS
Designatio TEACHER III Division: CEBU PROVINCE
n:
Contact
Number: 9108029453 Email address:
enricosowincislao@[Link]

Name of QA Members:

KUNDISA M. ENRICOSO

ANALOU E. AVILA

WINCISLAO C. ENRICOSO

Approved by:
attitude
Receiving Phenomena

Responding to Phenomena

Valuing

Organization

Internalizing values

assignment

Reinforcing / strengthening the

day’s lesson
Enriching / inspiring the day’s
lesson
Enhancing / improving the day’s
lesson
Preparing for the new lesson

assessment
Observation

Talking to Learners/ Conferencing

Anlysis of Learners' Products

Tests
 APPENDIX 24

Introductory Activity:

1/2 1/3 1/4

3/5 4/5

Activity:
1/4 x 1/3 = 1/12 4/5 ÷ 1/2 = 8/5 or 1 3/5

Analysis:
1. 3/5 x 1/2 = 3/10 2. 32 children

Abstraction:
Rules in Multiplying Fractions:
1. Multiply the numerator to the numerator of other fraction.
2. Multiply the denominator to the denominator i=of other fraction.
3. Observe the rule of sign.
Reduce your answer to the lowest form.

Rules in Dividing Fractions:

1. Find the reciprocal of the divisor then proceed to multiplication
2. Follow the rules in multiplying fractions.
3. Express your answer to its lowest form.

Application:
Answers:
1. 10/18 or 5/9
2. 14/3 or 4 2/3
3. 650/18 or 36 1/9
4. - 3 1/3
5. 69/80
6. 2

Assessment: Answers:
1. 35/6 or 5 5/6
2. 2/20 or 1/10

Name of QA Members:

KUNDISA M. ENRICOSO

ANALOU E. AVILA

WINCISLAO C. ENRICOSO

Approved by:

ROWENA P. ATIENZA
DNHS School Head
 Instructional Planning
(The process of systematically planning, developing, evaluating and managing
the instructional process by using principles of teaching and learning - D.O. 42, s.
2016)

Daily Lesson Plan (DLP) Format

Learning Area:
DLP No.: Grade Level: Quarter: Duration: Date:
25 MATHEMATICS 7 FIRST 60 July 19, 2017
Learning Competency/ies: Code:
Performs operations on rational numbers
(Taken from the Curriculum Guide) M7NS-If-1
Key Concepts / Understandings Demonstrates understanding of key concepts of sets and the real
to be Developed number system.
Adapted Cognitive Process
Domain Dimensions (D.O. No. 8, s. 2015) OBJECTIVES:
Knowledge
The fact or Remembering Tell the process on how to perform multiplication and
condition of knowing division of rational numbers in decimal form.
something with familiarity
gained through experience
or association Understanding

Skills Applying Execute multiplication and division of rational numbers in de

The
ability and capacity acquired Analyzing
through deliberate,
systematic, and sustained Evaluate whether a given mathematical statement involving m
effort to smoothly and
adaptively carryout complex Evaluating
activities or the ability, coming and division of rational numbers in decimal form is correct o
from one's knowledge,
practice, aptitude, etc., to do
something
Creating
Construct simple word problems involving multplication and d
rational numbers in decimal form.

Attitude Valuing Share ideas with their classmates on how to work on

activities with ease and accuracy.

Values Receiving Phenomena Show willingness to help fellow classmates in performing

different activities.

2. Content Operations on Rational Numbers ( Multiplication and

Division of Decimals)

3. Learning Resources Learners Material, Next Century Mathematics, 1st Century

Mathematics Skills

4. Procedures

4.1 Introductory Activity Conduct short drill about multiplication and division of integers.
1. ) 12 x 3 2.) 16 x (-4) 3.) 24 ÷ 12 4.) -
120 ÷ 10
5 minutes

4.2 Activity
Give students several examples of multiplication and division
sentences with the answers given. Place the decimal point in an
incorrect spot and ask the student to explain why the decimal place
does not go there and explain where it should go and why.
10 minutes Example: 1.) 215.2 x 3.2 + 68.864 2. 51.23 x 18.6 = 95287.8
3.) 0.123 x 1.21 = 014.883 4.) 1.284 ÷ 0.12 = 1.07
5.) 76.98 ÷ 13.2 = 58318.18

4.3 Analysis Ask: 1. In multiplying rational numbers in decimal form, note the
importance of knowing where to place the decimal point in a product
of two decimal numbers. Do you notice a pattern? 2. In dividing
rational numbers in decimal form, how do you determine where to
place the decimal point in the quotient?
 Ask: 1. In multiplying rational numbers in decimal form, note the
importance of knowing where to place the decimal point in a product
of two decimal numbers. Do you notice a pattern? 2. In dividing
rational numbers in decimal form, how do you determine where to
place the decimal point in the quotient?
5 minutes

4.4 Abstraction
What are the rules in Multiplying Rational Numbers in decimal form?
What are the rules in Dividing rational
numbers in decimal form? Present the
10 minutes rules. Discuss each rule clearly then give examples.

4.5 Application
Perform the indicated operation: 1.) 3.5 ÷ 2 2.) 78 x 0.4 3.) 9.6
x 13 4.) 3.24 ÷ 0.5 5.) 1.248 ÷ 0.024 6.) 27.3
x 2.5 Solve: 1. How
long does it take a car traveling at a constant rate of 55 km per hour
10 minutes
to travel 120.5 km? 2. How many pieces of cable wires 2.5 m long
can be cut from a roll of wire 75.75 m ong? How much wire will be
left?

4.6 Assessment

Perform the indicated operations: 1.)

46.91 ÷ 0.76 2.) 25.9296 ÷ 4.38
3.) 83.5 x 2.8 4.) 77.6 x 0.811
Solve: 1. A truck load of
cargoes weighs 22680 kg. If each piece of
Tests cargo weighs 43.2 kg, how many pieces
10 minutes
are ther in the load? 2. A
delivery truck made 3 trips per day in a
week and delivered 4.5 tons of sand each
time. How many tons of sand was
delivered in a week?

4.7 Assignment Preparing for the new What are the different properties of the
lesson operation on Rational Numbers?
5 minutes
4.8 Concluding Activity
Let the students summarize the day's lesson.
5 minutes
5. Remarks
6. Reflections
A. No. of learners who earned 80% in the C. Did the remedial lessons work? No. of
evaluation. learners who have caught up with the lesson.
B. No. of learners who require additional activities D. No. of learners who continue to require
for remediation. remediation.
E. Which of my learning strategies worked well?
Why did these work?
F. What difficulties did I encounter which my
principal or supervisor can help me solve?
G. What innovation or localized materials did I
use/discover which I wish to share with other
teachers?

Prepared by:
Name:
Position/
WINCISLAO C. ENRICOSO School: DUMANJUG NHS
Designatio TEACHER III Division: CEBU PROVINCE
n:
Contact Email address:
Number: 9108029453 enricosowincislao@[Link]

Name of QA Members:

KUNDISA M. ENRICOSO

ANALOU E. AVILA Approved by:

WINCISLAO C. ENRICOSO ROWENA P. ATIENZA

DNHS School Head
attitude
Receiving Phenomena

Responding to Phenomena

Valuing

Organization

Internalizing values

assignment

Reinforcing / strengthening the

day’s lesson
Enriching / inspiring the day’s
lesson
Enhancing / improving the day’s
lesson
Preparing for the new lesson

assessment
Observation

Talking to Learners/ Conferencing

Anlysis of Learners' Products

Tests
 APPENDIX 25

Introductory Activity:
Drill
Answers: 1.) 36 2.) -64 3.) 2 4.) -12

Activity: Answers/Explaination:
1. Incorrect. Because the answer should be at 2 decimal places since from
counting out the number of decimal place of multiplicand and multiplier.
2. Incorrect. The answer should be at three decimal places because
the multiplicand and multiplier in all have three decimal places.
3. Incorrect. The answer should be at five decimal places.. Because the
multiplicand and multiplier have five decimal places in all.
4. Incorrect. Because by the rule of division of decimals, the division
should be whole number therefore moving the decimal point of division
should be done and which corresponds to movement of decimal point of
of the dividend then perform division operation.
5. Incorrect. Since following the rules in dividing decimal number.

Correct placement of decimal points.

1.) 688.64
2.) 51.23 x 18.6 = 952.878
3.) 0.123 x 1.21 + 0.14883
4.) 1.284 ÷ 0.12 = 10.7
5.) 76.98 ÷ 13.2 = 5.831818

Analysis:
Answer: The important of knowing where to place the decimal point in
multiplication of decimal number is to get the correct answer otherwise
your answwer is wrong.
By aligning the decimal point on quotient and dividend.

Abstraction:
Rules in Multiplication of Decimal Numbers:
1. Perform the usual multiplication of numbers.
2. Count the decimal places on multiplicand and multiplier
and that will correspond to where to put the decimal point in the product.

Rules in Division of Decimal Numbers:

1. Examine keenly the divisor whether it is a decimal number or not.
2. If it is, move the decimal point until it become whole number. The movement
of the decimal point on the divisor corresponds to the movement of decimal
point of the dividend

Example: 3.23 89.73 ÷ 0.24 = 373.875

x 1.86
6.0078
Application:
1. 1.75 2. 195 3. 124.8 4. 6.48 5. 52 6. 68.25
Solve:
1.) 2.19090909….
Assessment:
1. 61.72 2. 5.92 3. 233.8 4. 62.9336
Solve:
1. 525 pieces of cargo
2. 94.5 tons of sand were delivered in a week
Name of QA Members:

KUNDISA M. ENRICOSO

ANALOU E. AVILA

WINCISLAO C. ENRICOSO

Approved by:

ROWENA P. ATIENZA
DNHS School Head
 Instructional Planning
(The process of systematically planning, developing, evaluating and managing
the instructional process by using principles of teaching and learning - D.O. 42, s.
2016)

Daily Lesson Plan (DLP) Format

Learning Area:
DLP No.: Grade Level: Quarter: Duration: Date:
26 MATHEMATICS 7 FIRST 60 July 20, 2017
Learning Competency/ies: Code:
Illustrates the different properties of the
(Taken from the Curriculum Guide) operations on rational numbers.
M7NS-If-1
Key Concepts / Understandings Demonstrates understanding of key concepts of sets and the real
to be Developed number system.
Adapted Cognitive Process
Domain Dimensions (D.O. No. 8, s. 2015) OBJECTIVES:

Knowledge Describe the different properties of the operations

Remembering
The fact or on rational numbers.
condition of knowing
something with familiarity
gained through experience Understanding
or association

Skills Applying Illustrate the properties of the operations on rational numbers.

The
ability and capacity acquired
through deliberate,
Analyzing
systematic, and sustained
effort to smoothly and Evaluate mathematical statements applying the different
adaptively carryout complex Evaluating
activities or the ability, coming properties of the operations on rational numbers.
from one's knowledge,
practice, aptitude, etc., to do
something
Creating
Construct mathematical statements given with certain
property of the operations on rational numbers.

Attitude Valuing Share ideas with their classmates on how to work on

activities with ease and accuracy.

Values Receiving Phenomena Show willingness to help fellow classmates in performing

different activities.

2. Content Properties of the Operations on Rational Numbers

3. Learning Resources Learners Material, Next Century Mathematics, 1st Century

Mathematics Skills

4. Procedures

4.1 Introductory Activity Ask the students to form words from the following sets of jumbled
letters. ERSUOCL COIVEMMTTAU AIVESOSCIAT
IVEDISBUTTRI TYIEDNTI ORZE
5 minutes

4.2 Activity From the introductory activity, what are the different words you
formed? How do we call all these words? Describe each word.
10 minutes
Form the choices below, pick the correct rational number to be
placed in the spaces provided to make the equation true.
4.3 Analysis 2/14 3/5 0 1 13/40
13/12 1/3
3/20 1.
3/14 + ___ = 5/14 2. ____ + 3/14 = 5/14
3. 1/3 x ____ = 0 4. 1 x ___ = 3/5 5. 2/3 + ___
5 minutes = 2/3 6. ( 1/2 + 1/4 ) + 1/3 = ____ 7. 2/5 x
( ___ x 3/4 ) = 3/20
 Ask the following:
1. What is the missing number in item 1?
2. How do you compare the answers in items 1 and 2 ?
3. What is the missing number in item 3?
4.4 Abstraction 4. In item 4, what number did you multiply by 1 to get
3/5 ? 5. What number should be added to 2/3 in item
5 to get the same number?
6. What is the missing number in item 6?
7. What can you say
about the grouping in item 6 ? What
properties are being applied in each item? What are the different
10 minutes properties of the operationsof rational numbers? Discuss each.

State the property that justifies each of the following statements:

1.) 2/3 + 5/8 = 5/8 + 2/3
4.5 Application 2.) 1 x 9/35 = 9/35
3.) 4/5 x ( 3/4 + 2/3 ) = ( 4/5 x 3/4 ) + ( 4/5 x 2/3 )
4.) 3/5 + ( 1/2 + 1/4 ) = ( 3/5 + 1/2 ) + 1/4
5.) 3/4 + 0 = 3/4
10 minutes

Find the value of N I each expression.

4.6 Assessment 1.) N + 1/45 = 1/45
2.) ( 1/4 x N ) x 2/3 = 1/4 x (6/7 x 2/3)
Tests
3.) 0 + N = 5/18
4.) 8/23 x 1 = N
10 minutes 5.) 2/9 + 2/3 = N

4.7 Assignment
Construct 7 mathematical statements
Enhancing / Improving
applying each of the properties of the
5 minutes the day's lesson
operation of rational numbers.

4.8 Concluding Activity

Let the students summarize the day's lesson.
5 minutes
5. Remarks
6. Reflections
A. No. of learners who earned 80% in the C. Did the remedial lessons work? No. of
evaluation. learners who have caught up with the lesson.
B. No. of learners who require additional activities D. No. of learners who continue to require
for remediation. remediation.
E. Which of my learning strategies worked well?
Why did these work?
F. What difficulties did I encounter which my
principal or supervisor can help me solve?
G. What innovation or localized materials did I
use/discover which I wish to share with other
teachers?

Prepared by:
Name: WINCISLAO C. ENRICOSO School: DUMANJUG NHS
Position/
Designatio TEACHER III Division: CEBU PROVINCE
n:
Contact Email address:
Number: 9108029453 enricosowincislao@[Link]

Name of QA Members:

KUNDISA M. ENRICOSO

ANALOU E. AVILA Approved by:

WINCISLAO C. ENRICOSO ROWENA P. ATIENZA

DNHS School Head
attitude
Receiving Phenomena

Responding to Phenomena

Valuing

Organization

Internalizing values

assignment

Reinforcing / strengthening the

day’s lesson
Enriching / inspiring the day’s
lesson
Enhancing / improving the day’s
lesson
Preparing for the new lesson

assessment
Observation

Talking to Learners/ Conferencing

Anlysis of Learners' Products

Tests
 Appendix 26
Introductory Activity:
Closure commutative Associative Distributive
identity zero

Activity:

closure, commutative, Associative, distributive, identity, zero

These are properties of real numbers

Closure: The sum and product of two real numbers is a real numbers
Commutative: The order of the addends in addition and the order of multiplicand
and multiplier does not affect the sum and product.
Associative: The order of groupings of addends in addition and multiplicand and
multiplier in multiplication does not affect the sum and product.
Distributive: when two numbers have been added/subtracted and then muliplied
by a factor, the result will be the same when each number is multiplied
by the factor and the products are then added/subtracted.
Identity: The sum of the number and o is the given number and the product of a
number and 1 is the given number.
Zero: Any number multiplied to zero is zero.

Analysis:
1. 2/14 2. 2/14 3. 0 4. 3/5 5. 0 6. 13/12 7. 1/2

Abstraction:
1. 2/14 closure 2. the same but in different order " closure"
3. 0 zero property 4. 3/5 multiplictive identity 5. 0 Additive identity
6. 13/12 Associative property

Application:
1. Commutive property 2. Multiplicative identity 3. distributive property
4. Associative property 5. identity property

Assessment:
1. N = 0 2. N = 6/7 3. N = 5/18 4. N = 8/23 5. N = 24/27

Name of QA Members:

KUNDISA M. ENRICOSO

ANALOU E. AVILA

WINCISLAO C. ENRICOSO

Approved by:

ROWENA P. ATIENZA
DNHS School Head
 Instructional Planning
(The process of systematically planning, developing, evaluating and managing
the instructional process by using principles of teaching and learning - D.O. 42, s.
2016)

Daily Lesson Plan (DLP) Format

Learning Area:
DLP No.: Grade Level: Quarter: Duration: Date:
27 MATHEMATICS 7 FIRST 60 July 21, 2017
Learning Competency/ies: Illustrates the different properties of the Code:
(Taken from the Curriculum Guide) operations on rational numbers. M7NS-If-1
Key Concepts / Understandings Demonstrates understanding of key concepts of sets and the real
to be Developed number system.

Adapted Cognitive Process

Domain Dimensions (D.O. No. 8, s. 2015) OBJECTIVES:
Identify what property on the operation of rational numbers
Knowledge Remembering can justify a given mathematical statement.
The fact or on rational numbers.
condition of knowing
something with familiarity
gained through experience Understanding Explain each property of the operation of rational numbers.
or association

Skills Applying Solve problems applying the properties of rational numbers.

The
ability and capacity acquired Analyzing
through deliberate,
systematic, and sustained Evaluate mathematical statements applying the different
effort to smoothly and
adaptively carryout complex Evaluating
activities or the ability, coming properties of the operations on rational numbers.
from one's knowledge,
practice, aptitude, etc., to do
something
Creating

Attitude Valuing Share ideas with their classmates on how to work on

activities with ease and accuracy.

Values Receiving Phenomena Show willingness to help fellow classmates in performing

different activities.

2. Content Properties of the Operations on Rational Numbers

3. Learning Resources Learners Material, Next Century Mathematics, 1st Century

Mathematics Skills

4. Procedures

4.1 Introductory Activity Consider the given expressions:

a. 1/4 + 1/8 + 1/2 + 2/3 = 1/4 + 1/2 + 2/3 + 1/8
b. 2/15 x 5/6 = 5/6 x 2/15
Are the two expressions equal? If yes, state the
5 minutes property illustrated. What are the other properties of the operation
of rational numbers ?

4.2 Activity Ask the students to explain /illustrate each property of the operations
of rational numbers.
10 minutes
Form the choices below, pick the correct rational number to be
placed in the spaces provided to make the equation true.
2/14 3/5 0 1 13/40
4.3 Analysis 13/12 1/3
3/20 1.
3/14 + ___ = 5/14 2. ____ + 3/14 = 5/14
3. 1/3 x ____ = 0 4. 1 x ___ = 3/5 5. 2/3 + ___
= 2/3 6. ( 1/2 + 1/4 ) + 1/3 = ____ 7. 2/5 x
5 minutes ( ___ x 3/4 ) = 3/20
4.4 Abstraction Ask: What are the diferent properties we applied in doing the above
activity? How to apply these properties in solving problems? Give
examples. Discuss.
10 minutes
4.5 Application
Use the different properties to carry out the indicated operations:
1. 6 ( 100 + 5 ) =
2. 2/4 + ( 4/3 + 6/7 ) =
3. 4/11 x _____ = 1
4. - 6/7 + ________ =
10 minutes 0 5. 8/13 ( 2/3 -
1/5 ) = Solve:
Every week, Elena spends P 72 of her allowance. How much does
she spend in four weeks? If her allowance is P 100 a week, how
much is her savings in four weeks?

4.6 Assessment
Solve the following:
1. The area of a square is
determined by squaring the length of its
side. If the area is 361 square meters, what
Tests is the length of each side of the square?
10 minutes
2. If the length of the rope is
equal to the square root of 549 m, how
long is the rope in meters?

4.7 Assignment
Solve. 1.) 228.5 ( 3/4 + 45.17 ) =
Enhancing / Improving 2. ( 356.9 + 23.78 ) + 56.7 =
5 minutes the day's lesson 3. Twice the sum of 3/5
and 6/7 is equal to __________.

4.8 Concluding Activity

Let the students summarize the day's lesson.
5 minutes

5. Remarks
6. Reflections
A. No. of learners who earned 80% in the C. Did the remedial lessons work? No. of
evaluation. learners who have caught up with the lesson.
B. No. of learners who require additional activities D. No. of learners who continue to require
for remediation. remediation.
E. Which of my learning strategies worked well?
Why did these work?
F. What difficulties did I encounter which my
principal or supervisor can help me solve?
G. What innovation or localized materials did I
use/discover which I wish to share with other
teachers?

Prepared by:
Name: School:
WINCISLAO C. ENRICOSO DUMANJUG NHS
Position/
Designatio TEACHER III Division: CEBU PROVINCE
n:
Contact Email address:
Number: 9108029453 enricosowincislao@[Link]

Name of QA Members:

KUNDISA M. ENRICOSO

ANALOU E. AVILA Approved by:

WINCISLAO C. ENRICOSO ROWENA P. ATIENZA

DNHS School Head
attitude
Receiving Phenomena

Responding to Phenomena

Valuing

Organization

Internalizing values

assignment

Reinforcing / strengthening the

day’s lesson
Enriching / inspiring the day’s
lesson
Enhancing / improving the day’s
lesson
Preparing for the new lesson

assessment
Observation

Talking to Learners/ Conferencing

Anlysis of Learners' Products

Tests
 Appendix 27

Introductory Activity:
Yes, commutative property of addition and multiplication

Activity:

Expected answers:
Closureproperty, Commutative property Associative property, ditributive property
identity property, zero property.

Analysis:

1. 2/14 2. 2/14 3. 0 4. 3/5 5. 0 6. 13/12 7. 1/2

Abstraction:

Properties of Rational Numbers

1. Closure 2. Commutative 3. Associative 4. Distributive 5. Identity 6. Zero

Application:

1. 630distributive property 2. 113/42 closure property 3. 11/4multiplicative inverse

4. +6/7 Additive inverse 5. 56/195 distributive property
Solve:
Php 112.00 is her savings in 4 weeks

Assessment:

Solve:
1. s = 19 m 2. L = 23.43 m

Assignment:

1. 10492.72 2. 437.38 3. 102/35

Name of QA Members:

KUNDISA M. ENRICOSO

ANALOU E. AVILA

WINCISLAO C. ENRICOSO

Approved by:

ROWENA P. ATIENZA
DNHS School Head
 Appendix 26
Introductory Activity:
Closure commutative Associative Distributive
identity zero

Activity:
closure, commutative, Associative, distributive, identity, zero
These are properties of real numbers
Closure: The sum and product of two real numbers is a real numbers
Commutative: The order of the addends in addition and the order of multiplicand
and multiplier does not affect the sum and product.
Associative: The order of groupings of addends in addition and multiplicand and
multiplier in multiplication does not affect the sum and product.
Distributive: when two numbers have been added/subtracted and then muliplied
by a factor, the result will be the same when each number is multiplied
by the factor and the products are then added/subtracted.
Identity: The sum of the number and o is the given number and the product of a
number and 1 is the given number.
Zero: Any number multiplied to zero is zero.

Analysis:
1. 2/14 2. 2/14 3. 0 4. 3/5 5. 0 6. 13/12 7. 1/2

Abstraction:
1. 2/14 closure 2. the same but in different order " closure"
3. 0 zero property 4. 3/5 multiplictive identity 5. 0 Additive identity
6. 13/12 Associative property

Application:
1. Commutive property 2. Multiplicative identity 3. distributive property
4. Associative property 5. identity property

Assessment:
1. N = 0 2. N = 6/7 3. N = 5/18 4. N = 8/23 5. N = 24/27