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B. Establishing a Purpose Jolie bought 2 kilos of dried fish in the market. When she arrived home, she
for the Lesson 3
gave of dried fish to her sister. How many kilo of dried fish will be left to
4
Jolie?
Students will read and analyze the problem above and let them explain
and answer the problem.
Questions:
What operation should we use?
Based from the given problem, what kind of fraction are we going to
solve?
What are dissimilar fractions?
C. Presenting Subtracting fractions with different denominators.
Examples/Instances of Solve the fractions from the given problem above.
the lesson
3
1. 2 - =
4
Given:
4 3 13 7 8 6 5
1. - = 2. - = 3. - +
7 8 4 3 3 5 6
=
E. Discussing New Group Activity
Concepts and Subtract the following fractions with different denominators.
Practicing New Skills#2
Given:
7 3 4 3 7 2
1. - = 2. - = 3. + -
9 5 7 8 3 4
5 3 1 3
4. + -
6 4 6 4
F. Developing Mastery Subtract the following fractions with different denominators.
(Leads To Formative
Assessment 3) Given:
4 2 4 5 3 6
1. - = 2. - = 3. - =
5 3 3 7 2 7
Note: Students will solve the given fraction based on the method given to them.
G. Finding Practical The teacher will ask the students to give situations in real life that illustrates
Application of Concepts equation of subtracting fractions with different denominator?
and Skills in Daily Students will be given a real life problem to solve involving Subtracting
Living dissimilar fractions.
Activity.
Mang Tony had 5 kilos of Tilapia. If he sold 1 ½ kilos to his first customer and
another ¾ kilo to his second customer. How many kilos of Tilapia will be left to
Mang Tony?
4 5 12 7 13 7
1. - 2. - 3. -
7 9 5 3 4 3
Note: Let the students check their answers using the MathApp (Fraction
Calculator) after the evaluation.
J. Additional Activities for Change the following mixed numbers to improper fractions.
Application or Remediation 3 5 3
1. 2 2. 3 3. 5
4 7 4
Prepared by:
Math 7 Teachers
I. OBJECTIVES
A. Content Standards: The learner demonstrates understanding of key concepts of measurement.
B. Performance The learner is able to formulate real-life problems involving measurements and solve
Standards: these using a variety of strategies.
C. Learning Competencies/ The learner converts measurements from one unit to another in both Metric and
Objectives: English systems. ( M7ME-IIb-1)
a. Converts length measurements from English system to Metric system..
II. CONTENT Measurement
III. LEARNING
RESOURCES
A. References
5. Teacher’s Guide Pages
6. Learner’s Materials
pp. 95-96
Pages
7. Text book Pages e-Math K to 12 Edition pp. 87-89
8. Additional Materials
from Learning
resources(LR)Portal
B. Other Learning Prepared work sheets, PowerPoint presentation, math app
Resources
IV PROCEDURES
H. Reviewing Previous Activating Prior Knowledge
Lesson or Presenting Ask the students to describe the process involved when they converted
New Lesson measurements from one unit to another unit such as:
a. from meter to centimeter
b. from millimeter to hectometer
1 inch = 2.54 cm
3.3 feet = 1m
1 mi = 1.6 km
Problem Box
THE CONVERT INTO IN ORDER TO YOU HAVE
NEGATIVES POSITIVES GAIN THE TO KNOW
MOST, HOW TO
Answer Box
Prepared by:
Math 7 Teachers
Noted:
B. PERFORMANCE STANDARDS The Learner is able to model situations using oral, written,
graphical and algebraic method in solving problems involving
algebraic expressions, linear equation and inequalities in one
variable.
IV. PROCEDURES
C. Presenting Examples/ Instances of the Solving Linear Equation in One Variable using APE.
new Lesson
Example:
1. x + 4= 14
2. a – 2= 21
3. x – 5= -3
4. 7= x - 10
5. 7= x + 12
6. d + 14= -4
D. Discussing new concepts and practicing What if the equation has variable term on both sides?
new skills # 1 Solve:
1. 4x = 3x + 4
2. 7x - 5= 6x
3. 2 + 7x= 3+6x
4. 8x – 4 =7x
5. 5x + 3= -8+ 4x
E. Discussing new concepts and practicing
new skills # 2
F. Developing Mastery Solve the following linear equation using APE. Then check
(Leads to Formative Assessment) your solution.
1. x + 9= 4
2. 15= a + 8
3. -7 + x= -6
4. 10x – 4= 9x + 7
G. Finding practical applications of 1. The water level fell 12.5 ft. from a high tide to a low
concepts and skills in daily living tide. The water level at the pier was 9.25 ft. at low tide.
Find the water level at the pier at high tide.
Prepared by:
SANDEE A. ROSERO
Grade 7- Mathematics Teacher
Dumolog NHS
Jasmin Cartujano
Tanque NHS
Resty Delfin
Culasi NHS
Noted by:
Rhodalyn Delcano
EPS in Mathematics
DEMONSTRATION TEACHING PHOTOS
September 25, 2018
GRADES SCHOOL: CULASI NATIONAL HIGH GRADE LEVEL: 7
1 TO 12 SCHOOL
DAILY TEACHER: RESTY D. DELFIN LEARNING AREA: MATHEMATICS
LESSON TEACHING November 21 ,2018 QUARTER: 3rd QUARTER
LOG DATES & 1:30-2:30 AM
TIME:
COLLABORATIVE LESSON PLAN IN MATHEMATICS 7
I. OBJECTIVE
A. Content Standards: Demonstrates understanding of key concepts of geometry of shapes and sizes
and geometric relationships.
B. Performance Standards: Is able to create models of plane figure and formulate and solve accurately
authentic problems involving sides and angles of a polygon.
C. Learning Competencies/ 1.) To derive relationships among angles formed by a parallel lines cut by a
Objectives: transversal lines using measurement and by inductive reasoning.
2.) To solve real life situations among angles formed by a parallel lines cut
by a transversal lines.
M7GE-IIIC-1)
O. Establishing a Purpose >Supposing if one of the angles in the figure is 30˚ (degree). What are the
for the Lesson measures of the seven (7) remaining angles?
>Present lessons objectives
133˚
P
D
75˚
104˚
H
Group I
S. Developing Mastery Group Activity: ( the same grouping). Determine the 7 remaining angles when
(Leads To Formative two lines were cut by a transversal line.
Assessment 3) A game! The group who can give the correct answer will earn points.
80.5˚
I. Evaluating Learning >Find the 7 remaining angles when a parallel lines was cut by a transversal
135˚
1 48˚
Prepared by:
Math 7 Teachers
Noted by:
MRS. RHODALYN DELCANO
EPS- I in Mathematics
Division of Roxas City
DEMONSTRATION TEACHING PHOTOS
November 21, 2018
COLLABORATIVE LESSON PLAN IN MATHEMATICS 7
chool: INZO ARNALDO VILLAGE INTEGRATED SCHOOL Grade Level: 7
eacher: MS. ANA CHIN B. BASA Learning Area: MATHEMATICS
eaching Dates and Time: January 16, 2019 Quarter: 4th
2:00 – 3:00 PM
I. OBJECTIVES
Demonstrates understanding of key concepts, uses and importance of
Statistics, data collection/gathering and the different forms of data
A. Content Standards
representation, measures of central tendency, measures of variability, and
probability.
Is able to collect and organize data systematically and compute accurately
B.Performance Standards measures of central tendency and variability and apply these appropriately in
data analysis and interpretation in different fields.
M7SP-IVd-e-1
Uses appropriate graphs to represent organized data: pie chart, bar graph,
line graph, histogram, and ogive.
C.Learning Competencies/
Objectives 1. Construct pie chart.
2. Calculate the angle and the percentage for each class.
3. Identify whether the given data can be organized/presented using the pie
chart.
II. CONTENT Statistics and Probability
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages
2. Learner’s Manual Pages pp. 235-244
Phoenix Publishing House pp. 435-444
3. Textbook pages
Soaring 21st Century Mathematics Grade 7 pp. 436 – 437
4. Additional Materials from
Learning Resources (LR) Portal
B. Other Learning Resources Internet
IV. PROCEDURES
A. Reviewing previous lesson The teacher will ask questions about their previous topic about the different
or presenting the new lesson kinds of graph.
The teacher will divide the class into two groups. The students will play a
B. Establishing a new game called “Word Hunt”. The students need to encircle the given words
purpose for the lesson inside the envelope. The group to get the most number of correct words will
be the winner.
C. Presenting examples/ A pie chart is a circle in which the data in different classes are represented
instances of the new lesson as sectors of the circle. The angle at the center of each sector is proportional
to the frequency of the class that it represents. The pie chart is useful when
representing the relative size of a part to the whole.
Formula in getting the:
Frequency
A) Angle =
Total frequency
x 360 C
Frequency
B) Percentage = x 100
Total frequency
Example #1: The following table records the type of 180 vehicles passing a
certain spot at the national highway.
Frequency 75 40 35 30
Then we need to construct a pie chart using the data given according to
their angle and percentage.
Private Car
42%
Bus 22%
Truck 17%
Taxi
19%%
Identify whether the given data can be organized/ presented using pie chart.
1. The daily temperature for Roxas City, Capiz for five days in degree
Fahrenheit.
3. The weight of the boxer Manny Pacquiao changed every end of the
month.
4. Ana asked her mother to buy 3 kilos of flour, 5 kilos of sugar, 4 kilos of
salt and 6 kilos of oil in the market that reach 18 kilos all.
Let the students formulate their own generalizations and abstraction about
the lesson.
1. How do we construct pie chart?
H. Making generalizations 2. What is the formula to calculate the angle and percentage for each
and abstraction about the lesson class?
3. How can we identify whether the given data can be presented or
organized using pie chart?
I. Evaluating learning
The following are tourists from different countries who visited Bohol Island in
a particular month. The total number of tourists for that month was 1800.
There are 600 persons coming from Japan, 500 from China, 400 from Korea
and 300 from Taiwan. Construct a pie chart and calculate the angle and
percentage for each.
Japan 600
J. Additional activities for Direction: Construct a pie chart using the given data below.
China
application or remediation 500 The table shows the game console in the first 4 months in a shop.
Korea 400
Months Frequency
Taiwan 300
January 60
February 70
March 80
April 90
Prepared by:
MATHEMATICS 7 TEACHERS:
Mrs. Sandee A. Rosero - DNHS
Mrs. Jasmin A. Cartujano – TNHS
Mr. Resty D. Delfin – CNHS
Ms. Maria Lyn F. Comintan - DYDRNHS
Ms. Rumila Kayte B. Gonzales – DYDRNHS
Ms. Joy Kimberly D. Paglinawan – DNHS
Ms. Ana Chin B. Basa – IAVIS
Demonstrator:
Noted by:
I. OBJECTIVES
A. Content Standards: demonstrates understanding of key concepts, uses and importance of statistics,
data collection/gathering and the different forms of data presentation, measures
of central tendency, measures of variability, and probability.
B. Performance Standards: is able to collect and organize data systematically and compute accurately
measures of central tendency and variability and apply these appropriately in
data analysis and interpretation in different fields.
C. Learning Competencies/ Calculates the measures of central tendency of grouped data.
Objectives: M7SP-IVf-g-1
V. Establishing a Purpose
for the Lesson COUNT ME IN!
Find the frequency of the given intervals using these numbers and complete
the table below.
18 19 20 29 20 21 28 29 21
29 20 22 25 26 27 26 27 25
22 23 21 22 25 24 31 27 30
W. Presenting Median – the middle number in a list of numbers arranged either highest to
Examples/Instances of lowest or vice-versa.
the Lesson
Step 1: Arrange the interval in ascending or descending order.
Step 2: Compute the cumulative frequency of all the classes and n/2.
n 27
= =13.5
2 2
Step 3: Locate the median class
Lm = 24 – 0.5 = 23.5
n = 27
cfb = 12
fm = 6
c = (26-24) + 1 = 3
(Upper Limit – Lower Limit) + 1
27
−12
Median = 23.5 + 3 2 )
6
¿
Median = 23.5 + 0.75= 24.25
X. Discussing New
Concepts and Solve for the median by following the steps given.
Practicing New Skills#1 Step 1: Arrange the interval in ascending or descending order.
Step 2: Compute the cumulative frequency of all the classes and n/2.
Step 3: Locate the median class
Step 4: Calculate with the formula
n
−cf b
Median = Lm + C
2 )
fm
¿
n 40
= =20
2 2
Lm = 88 – 0.5 = 87.5
n = 40
cfb = 16
fm = 12
c = 92 – 88 + 1 = 5
(Upper Limit – Lower Limit) + 1
40
−16
Median = 87.5 + 5 2 )
12
¿
= 87. 5 + 1.67
= 89.17
Z. Developing Mastery Let each group solve for the Median and report it to the class
(Leads To Formative Group 1:
Assessment 3)
Class Limits Frequency Cumulative
Frequency
78-82 10
83-87 6
88-92 12
93-97 5
98-102 7
Group 2
Class Limits Frequency Cumulative
Frequency
12-14 5
15-17 5
18-20 10
21-23 7
24-26 3
Group 3
V. REMARKS
VI. REFLECTION
1. No.of learners who earned 80%
on the formative assessment
Prepared by:
Math 7 Teachers