Republic of the Philippines
Department of Education
DIVISION OFFICE OF COTABATO
LILIONGAN NATIONAL HIGH SCHOOL
Liliongan, Carmen, Cotabato
School
Teacher MA. FAITH B. VALIENTE
GRADE 7
DAILY
LESSON LOG
LILIONGAN NATIONAL HIGH
SCHOOL
Grade Level 7
Learning Area MATHEMATICS
Teaching Dates and
8:30-9:30, 3:00-4:00
Time
Session 1
Session 2
Quarter FIRST
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.
LILIONGAN NATIONAL HIGH SCHOOL
Liliongan, Carmen, Cotabato
316516
3. Learning
Competencies/
Objectives
II. CONTENT
The learner performs
operations on rational
numbers.
(M7NS-If-1)
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.
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
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.
Addition and Subtraction
of Rational Numbers in
Fraction Form
Multiplication and
Division of Rational
Numbers in Fraction
Form
Addition and
Subtraction of Rational
Numbers in Decimal
Form
III. LEARNING
RESOURCES
A. References
LILIONGAN NATIONAL HIGH SCHOOL
Liliongan, Carmen, Cotabato
316516
The learner performs
operations on rational
numbers.
(M7NS-If-1)
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.
Multiplication and
Division of Rational
Numbers in Decimal
Form
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/U5eWlX0pgI/AAAAAAAAAos/
ZJUz7wHJAJI/s1600/TEB
GTW+worksheet+preview.
jpg
B. Other Learning
Grade 7 LCTG by DepEd
Resources / Materials Cavite Mathematics, 2016
https://www.education.co
m/activity/article/Fact_Fa
mily_third/
http://home.d47.org/bawe
ber/files/2013/10/M6AMultiplying-and-Dividingfractions-wordproblems.pdf
Grade 7 LCTG by DepEd
Cavite Mathematics,
2016
https://www.teachstarter.
com/lesson-plan/addingsubtracting-decimals/
https://www.youtube.com
/watch?v=WP_f4EXp-Mg
https://www.tes.com/
teachingresource/multiplyingdecimals-game6332797
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
LILIONGAN NATIONAL HIGH SCHOOL
Liliongan, Carmen, Cotabato
316516
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
the fact family. A fact
Ask the students to write a Recall: Multiplication
decimal number between
and Division of
0 and 10 (up to three
integers
decimal places) on a piece 1. (+3)(−11)
of paper. Once the
2. (12) ÷ (−6)
students have written their 3. (−5)(−13)
number, they must stand
4. (−48) ÷ (3)
up and hold their paper in
5. (54) ÷ (7)
blocks to each other
appropriately.
𝟏
𝟐
𝟐
𝟏𝟔
𝟐
𝟔
𝟔
𝟏𝟎
𝟐
𝟓
𝟑
𝟒
𝟒
𝟒
𝟏
𝟒
LILIONGAN NATIONAL HIGH SCHOOL
Liliongan, Carmen, Cotabato
316516
family is 3 numbers that
are connected through
multiplication and division.
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.
𝟒
𝟔
B. Establishing a
purpose for the
lesson
Based on the activity, how
do we simplify fractions?
The Early Bird Gets the
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
4
,
8
2
,
8
7
,
8
7
8
LILIONGAN NATIONAL HIGH SCHOOL
Liliongan, Carmen, Cotabato
316516
3
,
4
3
,
8
5
,
8
8
,
8
Group Activity
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
The Sweet Maze Runners
Math-Huhula
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-toback. 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
colored, the next graphic is
the actual representation
0
1
1
3
1
of your final product.
4
2
4
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.
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.
Let the students watch the
C. Presenting examples/ Using area models, find the Consider the following
sum or difference.
examples:
video on how to add and
instances of the
subtract decimal numbers.
lesson
1
1
https://www.youtube.com/
What is 4 × 3? Suppose
watch?v=WP_f4EXp-Mg
we have one rectangular
1.
2.
2
5
1
8
1
+ 5 = ______
5
+ 8 = ______
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Liliongan, Carmen, Cotabato
316516
shape cake represent 1
unit.
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.
Multiplication
Illustrative example:
1. Mrs. Guevarra
went from a
seminar in
Tagaytay, she
decided to buy
two t-shirts as
souvenir for
her daughter.
3.
10
3
− 11 = ______
11
6
2
4. 3 7 − 1 7 = ______
Divide the cake first into 4
equal parts vertically. One
1
part of it is 4
Then, divide each fourth
into 3 equal parts, this
time horizontally to make
the divisions easy to see.
One part of the horizontal
1
division is 3.
1 1
1
× =
3 4 12
Division
2 1
÷
3 2
One unit is divided into 3
equal parts and 2 of them
are shaded.
LILIONGAN NATIONAL HIGH SCHOOL
Liliongan, Carmen, Cotabato
316516
If one t-shirts
costs Php
149.75 how
much did she
spend?
Solution:
149.75
×
2
299.50
2. 24.8 ÷ 2 =
12.4
2 24.8
−2
4
− 4
8
−8
0
Each of the two shaded
parts will be cut in halves.
D. Discussing new
concepts and
practicing new skills
#1
Without using fractional
models, perform the
indicated operations.
1 1 1 3 4
2
1. 6 + 2 = 6 + 6 = 6 or 3
2.
6
7
2
18
14
Since there are two
1
divisions per part (i.e. 3 )
and there are two of them
2
(i.e. 3 then there will be 4
pieces out of 3 original
2
1
4
1
pieces or 3 ÷ 2 = 3 𝑜𝑟 1 3
Illustrative Examples
4 8
32
1. 5 × 9 = 45
2
4
+ (- 3) = 21 + (- 21) = 21
5
3
20
9
5
2. 4 3 ×2 6 =
29
3.
5
2
3
14
3
×
17
6
238
2
=
=13
18
9
2
4
8
÷4=3×3=9
3. 3 3 +2 4 =(3+2) 12 + 12 =5 12 or7 12 3
2
28
17
4. 5 5 ÷3 5 = 5 ÷ 5
14 4 98 20 78
8
4. 15 - 7 = 35 - 35 = 35 or 2 35
28 5 28
11
= × = =1
5 17 17
17
Based on the activity,
answer the following
questions:
LILIONGAN NATIONAL HIGH SCHOOL
Liliongan, Carmen, Cotabato
316516
3
Let us consider another
way on adding and
subtracting decimal
numbers.
Express the decimal
numbers in fractions then
add or subtract as
described earlier.
1. 7.4 + 3.22
4
22
=7 +3
10
100
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
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?
E. Discussing new
concepts and
practicing new skills
#2
A. Perform the indicated
operation.
1.
2.
3
13
13
+
2
13
=
3
+ (- ) =
20
20
LILIONGAN NATIONAL HIGH SCHOOL
Liliongan, Carmen, Cotabato
316516
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?
Match column A from
Column B. Write the letter
that corresponds to your
answer in the space
provided before the
number.
40
22
+3
100
100
62
31
= 10
𝑜𝑟 10
100
50
2. 9.31 - 5.2
31
2
=9
−5
100
10
31
20
= 9
−5
100
100
11
=4
100
= 7
decimal form, how
do you determine
where to place the
decimal point in
the quotient?
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?
Perform the indicated
operation.
1. 3.75+4.2=
2. 55.21+3.425=
3. 0.25+0.5=
Column A represents
the name of
barangays in Trece
Martires City, Cavite
while column B
represents their
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?
F. Developing mastery
(Leads to Formative
Assessment 3)
A. Perform the indicated
operation. Express your
answer in simplest form.
5
7
1. 31 + 31 =
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Liliongan, Carmen, Cotabato
316516
Column A
1.
2.
3.
4.
5.
Column B Answer the following
1
questions.
a. -1 8
×
7 5
4. Ninoy used 2.75 kg of
1
5
5
b. −1 24
glutenous rice for his
× (- )
8
3
rice cake (bibingka)
12
3 2
c.
and 2.15kg of
÷
35
4 5
glutenous rice for
1
9
4
÷ (− ) d. 1 8
glutenous rice balls
10
5
6
2
9
(palutang) oh his
3 7 ×2 5
e. 9 35
mother. How much did
7
f. 1 8
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?
3
4
A. Perform the indicated
operation.
3 4
1. 5 × 9 =
2.
7
8
3
× (- 4) =
Perform the indicated
operation.
1. 10.85+3.13=
2. 9.2+3.52=
3. 27.33+(−2.7)=
4. 70.85−23.08=
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
Perform the indicated
operation.
1. 15.5÷5=
2. 13.7×2.1=
3. 14.7÷0.7=
4. 69.28÷10=
2.
3.
10
3
+ (- ) =
37
37
3 1
- =
4 7
Solve the following word
problems.
1. Jolo made his own
3
snack, he used 1 4 cup
of sugar in baking
1
crinkles and 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
3
120 4 cm. and Agapito’s
9
3
3. 11 ÷ 5 =
4. Joshua can run 8km in
an hour. How much
distance will he cover
15
in 4 hours?
5. 51.12−(−72.8)=
5. 105.02×4.4=
Read each problem
carefully and solve to
lowest terms when
possible.
Solve the following word
problems:
1. Kevin’s weight is 90.2
lbs. After three months
of going to Sunny
Decimals Game: The
Rules
1
height is 96 3 cm. What
is the difference in their
heights?
A. Solve the following.
G. Finding practical
Express your answer in
applications of
simplest form.
concepts and skills in
2 3
daily living
1. 5 + 5=
LILIONGAN NATIONAL HIGH SCHOOL
Liliongan, Carmen, Cotabato
316516
Take it in turns to
choose two numbers
4
3
1. Tom ran a complete
mile. Sarah ran half
12 3
6
3. 25 - 25 + 25=
of that. Mike ran half
of what Sarah ran
and Lisa ran half of
B. Answer the following
what Mike ran. What
word problems.
part of a mile did Lisa
1. Jonvic played Clash of
1
run?
Clans for 2 hours in the
2
2.
One of the cats in the
1
morning and 1 4 hours in
neighborhood had six
the afternoon. How
kittens all about the
many hours did Jonvic
same size. If each of
play Clash of Clans for
the new kittens
1
the whole day?
weighed about 5 2
2. A group of
ounces, how much
mountaineers climbed
would all the new
Mount Pico de Loro for
kittens weigh?
2
5 5 hours and took them
2. 5 + 4=
5
4 8 hours to go back to
the foot of the mountain.
How much time did they
spend going up and
down the mountain?
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
sweet and sour chips.
How many ounces did
he buy all together?
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.
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.
LILIONGAN NATIONAL HIGH SCHOOL
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316516
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
𝑎 𝑏 𝑎±𝑏
± =
𝑐 𝑐
𝑐
B. Dissimilar
a
b
c
d
denominators ±
If the fractions to be added
or subtracted are dissimilar
 Rename the
fractions to make
them similar whose
LILIONGAN NATIONAL HIGH SCHOOL
Liliongan, Carmen, Cotabato
316516
To multiply rational
numbers in fraction
form, simply multiply the
numerators and multiply
the denominators.
In symbol,
𝑎
𝑏
𝑐
𝑎𝑐
𝑑
𝑑𝑏
× =
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.
When adding and
Rules in Multiplying
subtracting decimal
Rational Numbers in
numbers you can use two Decimal Form
different ways. First,
1. Arrange the
express the decimal
numbers in a
numbers in fractions then
vertical column.
add or subtract. Second,
2. Multiply the
arrange the decimal
numbers, as if you
numbers in a column such
are multiplying
that the decimal points are
whole numbers.
aligned, then add or
3. Starting from the
subtract as with whole
rightmost end of
numbers.
the product, move
the decimal point
to the left the
same number of


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.
LILIONGAN NATIONAL HIGH SCHOOL
Liliongan, Carmen, Cotabato
316516
In symbol,
𝑑
𝑐
=
𝑎𝑑
𝑏𝑐
𝑎
𝑏
𝑐
𝑎
𝑑
𝑏
÷ = ×
where b, c, and
are not equal to zero.
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
I. Evaluating learning
Add or subtract the
following. Express your
answer in simplest form.
9
12
1. 25 + 25=
2.
7
9
2
+ (− 5)=
2
1
3. 4 7 − 3 2=
4.
5.
7
3
− 13=
13
3
2
5
1
+ 2 − (− 2)=
LILIONGAN NATIONAL HIGH SCHOOL
Liliongan, Carmen, Cotabato
316516
Multiply or divide the
following as indicated.
7
9
1. 8 × 4 =
2.
13
14
24
2
× (− 7) =
1
3. 15 ÷ 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
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)=
number seem like
a whole number.
3. Move the decimal
point in the
dividend to the
right the same
number of places
as the decimal
point was moved
to make the
divisor a whole
number.
4. Lastly divide the
new dividend by
the new divisor.
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=
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?
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316516
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
multi-colored Filipino
native rice cake
consumes 3/2kg of
brown sugar how
much sugar does she
need in all?
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 5758
Follow-up
Find the numbers
that when multiplied
give the products
shown.
2. Study
 Rules in multiplying
and dividing rational
numbers in fraction
form.
Reference: LM page 55
V. REMARKS
VI. REFLECTION
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
LILIONGAN NATIONAL HIGH SCHOOL
Liliongan, Carmen, Cotabato
316516
2. Study
Describe and define
irrational numbers.
Reference: LM pages
64-69
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
with other teachers?
Prepared by:
Checked by:
MA. FAITH B. VALIENTE
Teacher I
LILIONGAN NATIONAL HIGH SCHOOL
Liliongan, Carmen, Cotabato
316516
LOLITA M. QUINO
. Principal 1