DAILY LESSON LOG OF M7NS-if-1 (Week Six - Day Four)

School Grade Level Grade 7

Teacher Learning Area Mathematics
Teaching Date and Time Quarter First
Objectives must be met over the week and connected to the curriculum standards. To meet the
objectives, necessary procedures must be followed and if needed, additional lessons, exercises and
remedial activities may be done for developing content knowledge and competencies. These are
I. OBJECTIVES assessed using Formative Assessment Strategies. Valuing objectives support the learning of content and
competencies and enable children to find significance and joy in learning the lessons. Weekly objectives
shall be derived from the curriculum guides.
A. Content Standards The learner demonstrates understanding of key concepts of sets and the real
number system.
B. Performance Standards The learner is able to formulate challenging situations involving sets and real
numbers and solve these in a variety of strategies.
Learning Competency: Performs operations on rational numbers (M7NS-If -1)
Learning Objectives:
C. Learning Competencies/
1. Divide rational numbers;
Objectives
2. Demonstrate accuracy in dividing rational numbers; and
3.Display patience and cooperation during the group activity.
II.CONTENT Performs Operations on Rational Numbers ( Division of Rational Numbers)
III.
LEARNING RESOURCES teacher’s guide, learner’s material,
A. References Learners material, teachers guide
1. Teacher’s Guide Pages 67-66
2. Learner’s Materials Pages 53-56
3. Textbook pages
4. Additional Materials
from Learning Resource
(LR) portal
B. Other Learning
Resources
IV. PROCEDURES
A drill on division of integers through flashcards.
1. 9 ÷ -3
2. -28 ÷ 4
3. -16÷-2
4. 27÷ 3
A. Review previous lesson 5. 35 ÷ -7
or presenting the new Answer key:
lesson 1. -3
2. -7
3. 8
4. 9
5. -5

B. Establishing a purpose The teacher lets the students realized that division of integers are important core
for the lesson skills needed to understand the concepts of the operations of rational numbers.
Let the students answer Activity 1
C. Presenting examples/ ACTIVITY 1
instances of the new Divide the following fractions.
lesson 3 1
1. ÷ = 4. 9.750 ÷ 4.05
5 4
 2 3 1 1
2. ÷ = 5. 2 ÷ =
7 8 3 12

2 5
3. ÷ = 6. 8.50 ÷ (-2.25)
9 3
Answer Key:
1.12/5 4. 2.41
2. 16/21 5. 28
3. 2/15 6. 3.78

The teacher discusses with the students the process of arriving at the answer of
4. Discussing new each exercise in Activity 1. Furthermore, he/she asks the students about the
concepts and practicing mathematical skills or principles that they used in dividing rational numbers.
new skills #1

5. Discussing new The teacher discusses and illustrates thoroughly on how to divide rational number
concepts and practicing as presented on page 55 of the Learner’s Material.
new skills #2
Working in pairs, the teacher lets the students answer this:
Divide:
2 3 2
1. 20 ÷ = 3. 5 ÷ 6 5. 8.4 ÷ 0.04
3 4 3
5 20 9 3 1
2. ÷ 4. ÷ ÷ 6. 12.65 ÷ 0.5
50 35 16 4 6
Answer key:
6. Developing mastery 1. 30
(leads to formative 2. 7/40
assessment 3) 3. 69/80
1
4. 4
2
5. 210
6. 25.3

The teacher lets the students answer this:

1. At the end of the day, a store had 2/5 of a cake leftover. The four
7. Finding practical employees each took home the same amount of leftover cake. How much
applications of concepts of the cake did each employee take home?
and skills in daily living Answer key:
1. 1/10 of the cake
.
The teacher will summarize the different techniques in dividing rational numbers.
Guide Questions:
1. How will you divide rational numbers like fraction?
2. How will you divide rational numbers like decimals?
8. Making generalizations 3. Do you follow the rules of dividing integers? Why?
and abstractions about Possible responses:
the lesson 1. 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.
𝑎 𝑐 𝑎 𝑑 𝑎𝑑
In symbol, ÷ = 𝑥 = , where b, c, and d are NOT equal to zero.
𝑏 𝑑 𝑏 𝑐 𝑏𝑐
For division of fractions, let us understand first the reciprocal of a number.
3 4
Numbers like and whose product is 1 are called reciprocals of each other. You
4 3
 3 4 4 3
say: is the reciprocal of , and is the reciprocal of .
4 3 3 4

2 3 5 3 15 5
𝑏𝑦 𝑡ℎ𝑒 𝑟𝑒𝑐𝑖𝑝𝑟𝑜𝑐𝑎𝑙 𝑜𝑓 𝑡ℎ𝑎𝑡 𝑖𝑠 𝑠𝑜 𝑖𝑡 𝑤𝑖𝑙𝑙 𝑏𝑒𝑐𝑜𝑚𝑒 x = or
3 2 6 2 12 4
2. To divide decimals, divide the way with integers and the product has the same
number of decimal places are in the factors.
3. Yes, because rational numbers involved signed numbers.

The teacher lets the students answer individually the formative assessment.

Instruction: Divide the following rational number.

9. Evaluating Learning 10 2 8 5
1. ÷ 4. ÷
2 2 3 6
12 6
2. ÷ 5. -0.5 ÷ -0.12
3 3
2 2
3. ÷
5 5

Answer Key
1. 5
2. 2
3. 1
4. 16/5
5. 4.17

10. Additional activities or

remediation
IV. REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress. What
works? What else needs to be done to help the pupils/students learn? Identify what help your
V. REFLECTION instructional supervisors can provide for you so when you meet them, you can ask them relevant
questions.
A. No. of learners who earned
80% of the evaluation
B. No. of learners who require
additional activities for
remediation who scored
below 80%
C. Did the remedial lesson work?
No. of learners who have
caught up with the lesson.
D. No. of learners who continue
to require remediation
E. Which of my teaching
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