1. GRADE 7
DAILY
LESSON LOG
School Grade Level 7
Teacher Learning Area MATHEMATICS
Teaching Dates and Time Quarter FIRST
Session 1 Session 2 Session 3 Session 4
I. OBJECTIVES
1. Content Standards The learner demonstrates understanding of key concepts of sets and the real number system.
2. Performance Standards The learner is able to formulate challenging situations involving sets and real numbers and solve these in a
variety of strategies.
3. Learning
Competencies/
Objectives
The learner performs
operations on rational
numbers.
(M7NS-If-1)
a. Add and subtract
rational numbers in
fraction form.
b. Solves problems
involving addition and
subtraction of rational
numbers in fraction
form.
c. Value accumulated
knowledge as means of
new understanding.
The learner performs
operations on rational
numbers.
(M7NS-If-1)
a. Multiply and divide
rational numbers in
fraction form.
b. Solve problems
involving multiplication
and division of rational
numbers in fraction
form.
c. Value accumulated
knowledge as means
of new understanding
The learner performs
operations on rational
numbers.
(M7NS-If-1)
a. Add and subtract
rational numbers in
decimal form.
b. Solve problems
involving addition and
subtraction of rational
numbers in decimal
form.
c. Sustain interest in the
importance of adding
and subtracting
rational numbers in
decimal form.
The learner performs
operations on rational
numbers
(M7NS-If-1)
a. Multiply and divide
rational numbers in
decimal form.
b. Solve problems
involving multiplication
and division of rational
numbers in decimal
form.
c. Sustain interest in the
importance of
multiplying and
dividing rational
numbers in decimal
form.
II. CONTENT Addition and Subtraction
of Rational Numbers in
Multiplication and
Division of Rational
Addition and
Subtraction of Rational
Multiplication and
Division of Rational
2. Fraction Form
Numbers in Fraction
Form
Numbers in Decimal
Form
Numbers in Decimal
Form
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
pages
2. Learner’s Materials
pages 46 – 51 53 - 56 57 – 58 57 – 58
3. Textbook pages
4. Additional Materials
from Learning
Resource (LR) portal
http://2.bp.blogspot.com/-
YyOTxbQG_ks/U5e-
WlX0pgI/
AAAAAAAAAos/
ZJUz7wHJAJI/s1600/
TEBGTW+worksheet+pre
view.jpg
https://
www.education.com/
activity/article/
Fact_Family_third/
http://home.d47.org/
baweber/files/2013/10/
M6A-Multiplying-and-
Dividing-fractions-word-
problems.pdf
https://
www.teachstarter.com/
lesson-plan/adding-
subtracting-decimals/
https://
www.youtube.com/
watch?v=WP_f4EXp-Mg
https://www.tes.com/
teaching-resource/
multiplying-decimals-
game-6332797
B. Other Learning
Resources / Materials
Grade 7 LCTG by DepEd
Cavite Mathematics, 2016
Grade 7 LCTG by DepEd
Cavite Mathematics,
2016
Grade 7 LCTG by DepEd
Cavite Mathematics,
2016
Grade 7 LCTG by DepEd
Cavite Mathematics,
2016
IV. PROCEDURES
A. Reviewing previous
lesson or presenting
the new lesson
Recall: Simplifying
Fractions
Fractional Domino
Direction: Each group will
be given the pieces of
fractional domino. Fit the
Find the Math Fact Family
To set up the game, you
will write 4 numbers onto
each strip of paper. 3 will
be part of a fact family,
and one will not be part of
Ask the students to write a
decimal number between
0 and 10 (up to three
decimal places) on a piece
of paper. Once the
students have written their
number, they must stand
Recall: Multiplication and
Division of integers
1. (+3)(−11)
2. (12)÷(−6)
3. (−5)(−13)
4. (−48)÷(3)
3. blocks to each other
appropriately.
1
2
2
16
2
6
6
10
2
5
3
4
4
4
1
4
4
6
Based on the activity, how
do we simplify fractions?
the fact family. A fact
family is 3 numbers that
are connected through
multiplication and division.
up and hold their paper in
front of them so their
classmates can read it.
The class must then see if
they can arrange
themselves in an
ascending line without
speaking. Time how long it
takes the class to
complete the task.
5. (54)÷(7)
B. Establishing a The Early Bird Gets the Group Activity The Sweet Maze Runners Math-Huhula
4. purpose for the
lesson
Worm
Maya bird wakes up early
every morning to eat
breakfast. His other bird
friends do, too. Today for
breakfast they caught 12
worms. Their
measurements are in
inches below.
1
2
,
3
8
,
5
8
,
3
4
,
4
8
,
3
8
,
2
8
,
5
8
,
7
8
,
8
8
,
7
8
Paper Folding Activity
Example: 3/4 x 2/3
1. Fold paper (hotdog
style) into 4ths
2. Unfold and color in 3
of the 4 sections
(3/4ths)
3. Fold the same paper
the other direction
(hamburger style) into
3rds
4. Unfold and color in (on
the same side) 2 of
the 3 new sections
(2/3rds)
This graphic only
represents the additional
folds and coloring.
Because parts have
already been folded and
colored, the next graphic
is the actual
representation of your
final product.
You should have a grid of
12 sections. The sections
that have overlapping
colors are the answer to
your problem.
So you should have 6
sections with overlapping
shading.
6/12ths or 1/2.
Maja, Coco, and Nadine
love sweets. Help each of
them find their most
favorite sweets by
following the line below
their feet. Non decimal
numbers beside them are
converted to decimal
numbers associated with
their most favorite sweets.
You need a deck of cards,
with all the face cards
taken out. Two students
go up in front of the class
and stand back-to-back.
You put a card on each
student’s forehead
(without them seeing the
card). Then the students
take three steps away
from each other and turn
and face the class. The
whole class then looks at
the product or quotient of
the two cards that are on
the students' foreheads
and tell them the product
or quotient. Then, using
the product or quotient,
and looking at the card on
the other person's
forehead, they have to
figure out the card on their
forehead. Whoever shouts
out the correct answer first
wins that round. Play
again and again.
0 1
4
1
2
3
4
1
5. Sometimes the students
have trouble with the
coloring part so I have
had them color one
fraction on one side and
one on the other and hold
it up to see where they
overlap.
C. Presenting examples/
instances of the
lesson
Using area models, find the
sum or difference.
1.
2
5
+
1
5
=¿ ¿
2.
1
8
+
5
8
=¿ ¿
3.
10
11
−
3
11
=¿ ¿
4. 3
6
7
−1
2
7
=¿ ¿
Consider the following
examples:
What is
1
4
×
1
3
? Suppose
we have one rectangular
shape cake represent 1
unit.
Divide the cake first into 4
equal parts vertically. One
part of it is
1
4
Then, divide each fourth
into 3 equal parts, this
time horizontally to make
the divisions easy to see.
One part of the horizontal
division is
1
3
.
Let the students watch the
video on how to add and
subtract decimal numbers.
https://
www.youtube.com/watch?
v=WP_f4EXp-Mg
Multiplication
Illustrative example:
1. Mrs. Guevarra went
from a seminar in
Tagaytay, she
decided to buy two
t-shirts as souvenir
for her daughter. If
one t-shirts costs
Php 149.75 how
much did she
spend?
Solution:
149.75
×2
299.50
2. 24.8÷2=¿
2
12.4
|24.8
−2
4
−4
8
−8
0
6. 1
3
×
1
4
=
1
12
Division
2
3
÷
1
2
One unit is divided into 3
equal parts and 2 of them
are shaded.
Each of the two shaded
parts will be cut in halves.
Since there are two
divisions per part (i.e.
1
3
)
and there are two of them
(i.e.
2
3
then there will be 4
pieces out of 3 original
pieces or
2
3
÷
1
2
=
4
3
∨1
1
3
D. Discussing new
concepts and
practicing new skills
#1
Without using fractional
models, perform the
indicated operations.
1.
1
6
+
1
2
=
1
6
+
3
6
=
4
6
or
2
3
2.
3.
Illustrative Examples
1.
4
5
×
8
9
=
32
45
2. 4
2
3
×2
5
6
=
14
3
×
17
6
=
238
18
=13
2
9
Let us consider another
way on adding and
subtracting decimal
numbers.
Express the decimal
numbers in fractions then
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
7. 4.
14
15
-
4
7
=
98
35
-
20
35
=
78
35
or 2
8
35
Based on the activity,
answer the following
questions:
1. What did you observe in
the denominators of the
first activity? How about
the second activity?
2. Can you add or subtract
directly similar
fractions? How about
dissimilar fractions?
3. What could you do to
add or subtract
dissimilar fractions?
4. What is the least
common denominator of
the fractions in each
example?
5. Is the resulting sum or
difference the same
when a pair of dissimilar
fractions is converted
into similar fractions?
3.
2
3
÷
3
4
=
2
3
×
4
3
=
8
9
4. 5
3
5
÷3
2
5
=
28
5
÷
17
5
=
28
5
×
5
17
=
28
17
=1
11
17
Using the previous
examples, answer the
following questions:
In multiplying fractions,
can we directly
multiply numerator to
numerator and
denominator to
denominator? How
about in division?
Why?
Do we have to get the
LCD of fractions
whenever we multiply?
How about in division?
Can we multiply mixed
fraction by mixed
fraction directly? If no,
what do we do to
perform the operation?
Can we divide mixed
fraction by mixed
fraction directly?
add or subtract as
described earlier.
1. 7.4 + 3.22
¿7
4
10
+3
22
100
¿7
40
100
+3
22
100
¿10
62
100
∨10
31
50
2. 9.31 - 5.2
¿9
31
100
−5
2
10
¿9
31
100
−5
20
100
¿4
11
100
1. Does the two ways of
adding and subtracting
decimal numbers have
the same answer?
2. Which way do you find
it easier to add and
subtract decimal
numbers? Why?
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?
E. Discussing new
concepts and
practicing new skills
#2
A. Perform the indicated
operation.
1.
3
13
+
2
13
=
Match column A from
Column B. Write the letter
that corresponds to your
answer in the space
Perform the indicated
operation.
1. 3.75+4.2=
2. 55.21+3.425=
Column A represents the
name of barangays in
Trece Martires City, Cavite
while column B represents
8. 2.
13
20
+(-
3
20 )=
B. Using the information
you graphed in the
preliminary activity,
answer the following
questions:
1. What is the difference
between the length of
the longest worm and
the shortest worm?
2. If you placed al the
worms end to end, how
long would they be?
3. After you placed all of
the worms end to end,
and Maya ate one that
was 34 inches long, how
many total inches would
you have now?
provided before the
number.
Column A Column B
1.
3
7
×
4
5
a. -1
1
8
2.
5
8
×(-
5
3 ) b. −1
1
24
3.
3
4
÷
2
5
c.
12
35
4.
9
10
÷(−4
5 ) d. 1
1
8
5. 3
6
7
×2
2
5
e. 9
9
35
f. 1
7
8
3. 0.25+0.5=
Answer the following
questions.
4. Ninoy used 2.75 kg of
glutenous rice for his
rice cake (bibingka)
and 2.15kg of
glutenous rice for
glutenous rice balls
(palutang) oh his
mother. How much did
he use in all?
5. Robinson bought a
jacket for 1599.99 Php
and a hat for 250.75
Php in Sm Trece
Department Store. If he
gave two one thousand
bill how much is his
change?
their previous names.
Match column A from
column B by performing
the indicated operation in
column A and finding the
answer in column B. Show
your solution.
Column A
1. Luciano 10.25×3.5=
2. Osorio 43.32×0.2=
3. Conchu 23.01×0.11=
4. Cabuco 125÷2.5=
5. De Ocampo 96.96÷3=
Column B
a. Project 8.664
b. Aliang 5.01
c. Kanggahan 50
d. Bitangan 35.875
e. Lagundia 2.5311
f. Quintana I 32.32
F. Developing mastery
(Leads to Formative
Assessment 3)
A. Perform the indicated
operation. Express your
answer in simplest form.
1.
5
31
+
7
31
=
2.
10
37
+(-
3
37 )=
3.
3
4
-
1
7
=
Solve the following word
problems.
1. Jolo made his own
A. Perform the indicated
operation.
1.
3
5
×
4
9
=
2.
7
8
×(-
3
4 )=
3.
9
11
÷
3
5
=
4. Joshua can run 8km in
an hour. How much
distance will he cover
Perform the indicated
operation.
1. 10.85+3.13=
2. 9.2+3.52=
3. 27.33+(−2.7)=
4. 70.85−23.08=
5. 51.12−(−72.8)=
Perform the indicated
operation.
1. 15.5÷5=
2. 13.7×2.1=
3. 14.7÷0.7=
4. 69.28÷10=
5. 105.02×4.4=
9. snack, he used 1
3
4
cup
of sugar in baking
crinkles and
1
4
cup of
sugar in making his
drinks. How much of
sugar did Melandres
use in all for making his
snack?
2. Eugenio Cabezas and
Agapito Conchu are
comparing their heights.
If Eugenio’s height is
120
3
4
cm. and Agapito’s
height is 96
1
3
cm. What
is the difference in their
heights?
in
15
4
hours?
G. Finding practical
applications of
concepts and skills in
daily living
A. Solve the following.
Express your answer in
simplest form.
1.
2
5
+
3
5
=
2.
4
5
+
3
4
=
3.
12
25
-
3
25
+
6
25
=
B. Answer the following
word problems.
1. Jonvic played Clash of
Read each problem
carefully and solve to
lowest terms when
possible.
1. Tom ran a complete
mile. Sarah ran half
of that. Mike ran half
of what Sarah ran
and Lisa ran half of
what Mike ran. What
part of a mile did Lisa
run?
2. One of the cats in the
neighborhood had six
kittens all about the
Solve the following word
problems:
1. Kevin’s weight is 90.2
lbs. After three months
of going to Sunny
Fitness Gym, he
gained 4.4 lbs. What is
his total weight now?
2. Vice Ganda went to the
nearest supermarket to
buy food for his
birthday celebration.
He bought 52.93 oz
bag of barbeque chips
and a 79.6 oz bag of
Decimals Game: The
Rules
Take it in turns to choose
two numbers from the
card and multiply them
together. Do the working
out in your book.
You want the answer to be
as close as possible to 10
so choose carefully! After
your go, cross off the
numbers you used - they
can't be used again.
10. Clans for 2
1
2
hours in
the morning and 1
1
4
hours in the afternoon.
How many hours did
Jonvic play Clash of
Clans for the whole
day?
2. A group of
mountaineers climbed
Mount Pico de Loro for
5
2
5
hours and took them
4
5
8
hours to go back to
the foot of the mountain.
How much time did they
spend going up and
down the mountain?
same size. If each of
the new kittens
weighed about 5
1
2
ounces, how much
would all the new
kittens weigh?
sweet and sour chips.
How many ounces did
he buy all together?
Your score for that go is
the difference between 10
and your answer.
e.g. you choose 2.4 and
5.1 and you find 2.4 x 5.1
= 12.24
12.24 - 10 = 2.24 so your
score for that go is 2.24.
The winner is the one with
the lowest score at the
end.
2.05 3.45 5
3 2.1 4.79
1.9 3.24 5.2
5.14 1.8 4.9
5.18 2.13
1.79 3.29
3.3 4
2 3.5
H. Making
generalizations and
abstractions about
the lesson
To add or subtract fraction
in:
A. Similar
denominators
If a, b and c denote
integers, and b ≠ 0,
then
To multiply rational
numbers in fraction
form, simply multiply the
numerators and multiply
the denominators.
In symbol,
a
b
×
c
d
=
ac
db
When adding and
subtracting decimal
numbers you can use two
different ways. First,
express the decimal
numbers in fractions then
add or subtract. Second,
Rules in Multiplying
Rational Numbers in
Decimal Form
1. Arrange the numbers
in a vertical column.
2. Multiply the numbers,
as if you are
11. a
c
±
b
c
=
a±b
c
B. Dissimilar
denominators
a
c
±
b
d
If the fractions to be added
or subtracted are dissimilar
Rename the
fractions to make
them similar whose
denominator is the
least common
multiple of b and d.
Add or subtract the
numerators of the
resulting fractions.
Write the result as a
fraction whose
numerator is the
sum or difference of
the numerators and
whose denominator
is the least common
multiple of b and d.
where b and d are not
equal to zero.
To divide rational
numbers in fraction
form, you take the
reciprocal of the second
fraction (called the
divisor) and multiply it
by the first fraction.
In symbol,
a
b
÷
c
d
=
a
b
×
d
c
=
ad
bc
where
b, c, and are not equal
to zero.
arrange the decimal
numbers in a column such
that the decimal points are
aligned, then add or
subtract as with whole
numbers.
multiplying whole
numbers.
3. Starting from the
rightmost end of the
product, move the
decimal point to the left
the same number of
places as the sum of
the decimal places in
the multiplicand and
the multiplier.
Rules in Dividing Rational
Numbers in Decimal Form
1. If the divisor is a whole
number, divide the
dividend by the divisor
applying the rules of a
whole number. The
position of the decimal
point is the same as
that in the dividend.
2. If the divisor is not a
whole number, make
the divisor a whole
number by moving the
decimal point in the
divisor to the rightmost
end, making the
number seem like a
whole number.
3. Move the decimal point
in the dividend to the
right the same number
of places as the
12. decimal point was
moved to make the
divisor a whole
number.
4. Lastly divide the new
dividend by the new
divisor.
I. Evaluating learning Add or subtract the
following. Express your
answer in simplest form.
1.
9
25
+
12
25
=
2.
7
9
+(−2
5 )=
3. 4
2
7
−3
1
2
=
4.
7
13
−
3
13
=
5.
3
2
+
5
2
−(−1
2 )=
Multiply or divide the
following as indicated.
1.
7
8
×
9
4
=¿
2.
13
14
×(−2
7 )=¿
3.
24
15
÷
1
3
=¿
Answer the following word
problems.
4. In a Guevarra Family
Reunion, ¾ kg of
spaghetti was left. If
there are 6 families,
how much each family
can take home
equally?
5. Leah received 3 large
size circular baskets
(bilao), and 1 small
size circular basket
(half of large size) of
multi-colored Filipino
native rice cake
(sapin-sapin) for
orders. If 1 large size
circular basket of
Add or subtract the
following:
1. 3.5+2.2=
2. 4.09+3.03=
3. 95.45−83.15=
4. 17.22+(−3.05)=
5. 12.3+0.8+(−0.05)=
Multiply/Divide the
following:
1. 22.22×2=
2. 53.4×3.1=
3. 17×2.5=
4. 29.8÷4=
5. 112.2÷1.1=
13. multi-colored Filipino
native rice cake
consumes 3/2kg of
brown sugar how
much sugar does she
need in all?
J. Additional activities
for application or
remediation
1. Review
What are the rules
in adding and
subtracting fractions
with the same
denominator?
What are the rules
in adding and
subtracting fractions
with different
denominators?
2. Study
Rules in multiplying
and dividing rational
numbers in fraction
form.
Reference: LM page 55
Review
Rules in multiplying
and dividing
rational numbers in
fraction form.
Study
Rules in adding
and subtracting
rational numbers in
decimal form.
Reference: G7 Math LM
page 51-52
1. Review
Practice adding and
subtracting decimal
numbers.
2. Study
Rules in multiplying and
dividing decimal numbers.
Reference : LM pages 57-
58
Follow-up
Find the numbers that
when multiplied give the
products shown.
2. Study
Describe and define
irrational numbers.
Reference: LM pages 64-
69
V. REMARKS
VI. REFLECTION
14. 1. No. of learners who
earned 80% on the
formative
assessment
2. No. of learners who
require additional
activities for
remediation.
3. Did the remedial
lessons work? No. of
learners who have
caught up with the
lesson.
4. No. of learners who
continue to require
remediation
5. Which of my
teaching strategies
worked well? Why
did these work?
6. What difficulties did I
encounter which my
principal or
supervisor can help
me solve?
7. What innovation or
localized materials
did I use/discover
which I wish to share
