DLP Math 7

GRADES 7 BO.
OBRERO
DAILY LESSON LOG School NATIONAL HIGH Grade Level 7
SCHOOL
Eiler Jhon E.
Teacher Learning Area MATHEMATICS
Decembrano
Teaching Dates
July 22, 2019 Quarter FIRST
and Time
I. OBJECTIVES The learner demonstrates understanding of key concepts
A. Content Standards
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.
C. Learning The learner arranges Rational numbers on a number line (M7NS-
Competencies/Objectives Ie-2)
D. Specific Objectives a. Determine the subsets of rational numbers on the number line
b. Illustrate and arrange rational numbers on the number line
C. Apply the concepts of rational numbers in real life situation
II. CONTENT Arranging Rational Numbers on a Number line
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Material pages
3. Textbook pages Grade 7, Interactive Mathematics pp. 35-36 by: Issac B. Mirabona
Algebra: Structure and Method pp. 507 - 520 by: McDougal Littell
4. Additional Materials from http://www.math-aids.com/Number_Lines/
Learning Resource (LR) portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for the (Motivational Drill)

lesson Directions: The pictures below show the Human development.
Arrange the picture from infancy to late adulthood.
1. How did you arrange the following pictures?

2. What was your basis in arranging them?
C. Presenting examples/instances Teaching/modeling
for the new lesson Directions: Divide the class into four or five groups then, each
group will locate and arrange the following rational numbers on the
number line.
1.
D. Discussing new concepts and THINK PAIR SHARE
practicing new skills #1 Answer the following questions:
1. How do you find the activity?
2. Did you find ways to make it easier? Share with your
classmates.
3. How do you arrange rational numbers ( fractions, decimals,
percent square root, and integers) on the number line?
E. Discussing new concepts and Directions: Locate and arrange the following landmarks around the
practicing new skills #2 world with corresponding rational numbers on the number line.
√25
-6
2.5 1
2
-3.5
400% 1.5
F. Developing mastery Directions: locate and arrange the following rational

(Leads to Formative Assessment 3)
numbers on the number line.
1. 0.3 3.3 -3.0 0.03 -3.3
2. -6, 45, 27, √64, -2.5, 350%
3. 7.4, -4, 16, -√36, 445%, 0.62
4. -2.4, √1, 4, 38, 5.8, -9
5. -5, 10, -7.1, 0.9, √25, -26
G. Finding practical applications of Group Activity
concepts and skills in daily living Directions:describe the chart. Analyze rational numbers and answer
the following questions.
A. Arrange the following rational numbers on the number line base
on each sport:
 basketball
 soccer
 volleyball
B. From the sport basketball, who got the highest point? Lowest
point?
C. From the sport soccer, who got the highest point? Lowest point?
D. From the game volleyball, who got the highest point? Lowest
point?
Athlete basketball soccer volleyball

Leo 6 5.50 √49
Carl 12.0 √25 8
Mike √100 10 6.8
Gerald 6.6 3 7.7
4
Alvin √36 4.65 100%
Miguel 5.0 14 18
3
Dan 500% 4.25 7.5
Fred 8.5 200.5% 9.75
Zac √81 11.25 10
Dexter 2.36 50% √1
H. Making generalizations and Steps in arranging rational numbers on the number line
abstractions about the lesson 1. Check if the given rational number is a negative or a positive
rational number
2. Convert the rational numbers all to the same form for example
decimal or fraction.
3. When the rational number is not an integer, determine between
which two integers it should be placed.
4. Next determine where between the two integers it should be
placed.
5. Then, locate it on the number line.
I. Evaluating learning Direction: Locate and arrange the following rational numbers on
the number line.
1. 82 11.99 0 9.87 481%
2. 18 7.35 √64 10 6.45
3. -2.85 -6.66 565% 8.33 2.44
4. -√49 -2.64 6.89 945% -√16
5. 456% 0 -1.20 1.25 5.84
J. Additional activities for Study: Operations on rational numbers
application for remediation 1. How will you add rational numbers?
2. How will you subtract rational numbers?
Ref. Interactive Mathematics pp. 52-53 by: Isaa B. Mirabona
V. REMARKS
VI.REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students’
progress this week. What works? What else needs to be done to help the students learn?
Identify what help your instructional supervisors can provide for you so when you meet
them, you can ask them relevant questions.
A. No. of learners who earned 80% in
the evaluation.
B. No. of learners who require
additional activities for remediation
who scored below 80%.
C. Did the remedial lessons 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?
GRADES 7 BO. OBRERO
SCHOOL
Eiler Jhon E.
Decembrano
Teaching Dates
July 23, 2019 Quarter FIRST
and Time
I. OBJECTIVES The learner demonstrates understanding of key concepts of sets and the
A. Content Standards 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.
C. Learning
Competencies/Objectives The learner performs operations on rational numbers. (M7NS-If-1)
D. Specific Objectives 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
II. CONTENT Addition and Subtraction of rational numbers in fraction form
A. References
4. Additional Materials from
B. Other Learning Resources https://www.mathsisfun.com/algebra/rational-numbers-operations.html
http://www.math.com/school/subject1/lessons/S1U4L3GL.html
VALUE FOCUS
IV. PROCEDURES Recall: Simplifying Fractions
presenting the new lesson Fractional Domino
Direction: Each group will be given the pieces of fractional domino. Fit the blocks
to each other appropriately.
1
2
2
16
2
6
6
10
2
5
3
4
4
4
1
4
B. Establishing a purpose for the The Early Bird Gets the Worm
lesson
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
C. Presenting examples/instances Using area models, find the sum or difference.

for the new lesson
1. 2/5 + 1/5 =
2. 1/8 + 5/8 =
3. 10/11 - 3/11 =
4. 3 6/7 + 1 2/7 =
D. Discussing new concepts and Without using fractional models, perform the indicated operations.
practicing new skills #1 1. 1/6 + 1/2 = 1/6 + 3/6 = 4/6 or 2/3
2. 6/7 + (-2/3) = 18/21 + (-14/21) = 4/21
3. 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 directly similar 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?
1/2 3/43/4
E. Discussing new concepts and Directions: Locate and arrange the following landmarks around the world
practicing new skills #2 with corresponding rational numbers on the number line.
A. Perform the indicated operation.
1. 4/13 + 3/13 =
2. 13/30 + (-3/30)=
B. Using the information you graphed in the preliminary activity 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 at 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 A. Perform the indicated operation. Express your answer in simplest form.
(Leads to Formative Assessment 3) 1. 5/31 + 8/31 =
2. 10/27 + (-3/27) =
3. 3/4 - 1/8 =
Solve the following word problems.

1. Ben made his own snack, he used 1 and 3/4 cups 0f sugar in baking crinkles and
1/4 cup of sugar in making his drinks. How much of sugar did Ben use in making
his snack?
2. Regine Uy and Dianne Frey are comparing their heights. If Regine’s height is 120
and 3/4 cm. And Dianne’s height is 96 and 1/3 cm. What is the difference of their
heights?
G. Finding practical applications of A. Solve the following. Express your answer in simplest form.
concepts and skills in daily living 1. 7/9 + 1/9 =
2. 3/7 + 2/4 =
3. 13/25 - 7/25 + 5/25 =
B. Answer the following word problems.
1. Ray played Mobile Legends for 3 1/2 hours in the morning and 1 and 1/4
hours in the afternoon. How many hours did Ray play Mobile Legends for
the whole day?
2. A group of mountaineers climbed Mount Pico de Loro for 5 and 2/5
hours and 4 and 5/8 hours to go back to the foot of the mountain. How
much time did they spend going up and down the mountain?
H. Making generalizations and To add or subtract fraction in:

abstractions about the lesson
Like fractions are fractions with the same denominator. You can add and
subtract like fractions easily - simply add or subtract the numerators
and write the sum over the common denominator.
Before you can add or subtract fractions with different denominators,

you must first find equivalent fractions with the same denominator, like
this:
1. Find the smallest multiple (LCM) of both numbers.
2. Rewrite the fractions as equivalent fractions with the LCM as the

denominator.
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 =
J. Additional activities for 1. Review
application for remediation  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 - 56
V. REMARKS
VI.REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What
works? What else needs to be done to help the students learn? Identify what help your instructional supervisors
can provide for you so when you meet them, you can ask them relevant questions.
A. No. of learners who earned 80% in the
evaluation.
B. No. of learners who require additional

activities for remediation who scored below
80%.
C. Did the remedial lessons 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?
GRADES 7 BO. OBRERO

SCHOOL
Eiler Jhon E.
Decembrano
Teaching
Dates and July 24, 2019 Quarter FIRST
Time
C. Learning
D. Specific Objectives a.multiply and divide rational numbers in fraction form.
B. Solves problems involving multiplication and division of rational numbers
in fraction form.
C. Value accumulated knowledge as means of new understanding
II. CONTENT Addition and Subtraction of rational numbers in fraction form
A. References
4. Additional Materials from
B. Other Learning Resources http://www.math-aids.com/cgi/pdf_viewer_2.cgi?
script_name=fact_family_multiplication_division.pl&A1_2=1&A1_3=1&A1_
4=1&A1_5=1&A1_6=1&A1_7=1&A1_8=1&A1_9=1&A1_10=1&A1_11=1&la
nguage=0&memo=set+1&answer=1&x=0&y=0
IV. PROCEDURES Find the Math fact.

presenting the new lesson The objective of this game is to fill
in the boxes with numbers that are
inside the triangle. Multiplying or
dividing two numbers given inside
the triangle must be equal to one
them.
B. Establishing a purpose for Group Activity.

the lesson Paper folding activity. For example, 3/4 x 2/4
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 the color in 2 of the 3 new sections
This graphic 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 are overlapping colors are the answer to your problem.
C. Presenting Consider the following examples:
examples/instances for the new What is 1/4 x 1/3? suppose we have one rectangular shape cake represent
lesson 1 unit. Divide the cake first into 4 equal parts vertically. Then divide each
fourth into 3 equal parts, this time horizontally to make the divisions easy
to see.
1 1 1
x  .
3 4 12
Division
2/3 ÷ 1/2
One unit is divided into 3 equal parts and 2 of them are shaded. Each of 2
shaded parts will be cut in halves. Since there are two divisions per part
and there are two of them, then there will be 4 pieces out of 3 original
2 1 4 1
pieces or   or1
3 2 3 3
D. Discussing new concepts and Illustrative examples:
practicing new skills #1
2 3 6
1.  
5 7 35
1 2 21 17 357 7
2.4  5  x  or14
5 3 5 5 25 25
3 2 15 7
3.   1
4 5 8 8
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 number directly?
1/2 3/4
E. Discussing new concepts and Match column A with column B. write the letter that corresponds to your
practicing new skills #2 answer in the space provided before the number.
ColumnA ColumnB
3 4 1
1. x a.  1
7 5 6
5 5 1
2. x b.  1
8 3 24
3 2 12
3.  c.
4 5 35
9 4 1
4.  d .1
10 5 8
F. Developing mastery Perform the indicated operation.

(Leads to Formative 1.
3 4
x
Assessment 3) 5 9
7 3
2. x 
8 4
9 3
3. 
11 5
4.Joshua can run 8 km in an hour. How much distance will he cover in 15/4
hours?
G. Finding practical applications Read each problem carefully and solve to lowest terms when possible.
of concepts and skills in daily 1. Tom ran a complete mile. Sarah ran half of that. Mike ran half of what
living 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 same
size. If each of the new kittens weighed about 5 1/2 ounces, how much
would all the new kittens weigh?
H. Making generalizations and To multiply rational in fraction form, simply multiply the numerators and
abstractions about the lesson a c ac
multiply the denominators. In symbol, x  where b and d are not
b d bd
equal to zero.
To divide rational numbers in fraction form, you take the reciprocal of the
second fraction and multiply it by the first fraction. In symbol,
a c a d ad
  x  where b and c are not equal to zero.
b d b c bc
I. Evaluating learning Multiply or Divide the following as indicated.
7 9
1. x
8 4
13 2
2. x
14 7
24 1
3. 
15 3
4.In a Guevara Family reunion, 3/4 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 and 1 small size circular basket
of multicolored Filipino rice cake for orders. If one large size circular basket
of multicolored Filipino native rice cake consumes 3/2 kg of brown sugar,
how much sugar does she need in all?
J. Additional activities for Review
application for remediation 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
V. REMARKS
VI.REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your
students’ progress this week. What works? What else needs to be done to
help the students learn? Identify what help your instructional supervisors
can provide for you so when you meet them, you can ask them relevant
questions.
A. No. of learners who earned
80% in the evaluation.
additional activities for
remediation who scored
below 80%.
C. Did the remedial lessons
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?
materials did I use/discover
which I wish to share with
other teachers?
GRADES 7 BO. OBRERO

SCHOOL
Eiler Jhon E.
Decembrano
Teaching
Time
C. Learning
D. Specific Objectives a) Add and subtract rational numbers in decimal form
b) Solve problems involving addition and subtraction of rational numbers
in decimal form
c) Value accumulated knowledge as means of new understanding
II. CONTENT Addition and subtraction of rational numbers in decimal form
A. References
4. Additional Materials from https://www.teachstarter.com/lesson-plan/adding-subtractind-decimals/
Learning Resource (LR) portal https://www.youtube.com/watch?v=WP_f4EXp-Mg
IV. PROCEDURES Ask the students to write a decimal number between 0 and 10 on a piece
A. Reviewing previous lesson or of paper. Once the students have written their number, they must stand up
presenting the new lesson 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.
B. Establishing a purpose for The Sweet Maze Runner
the lesson Maja, Carla 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.
0.625
0.6
5/8 3/5 7/100 0.07
C. Presenting let the students watch the video on how to add and subtract decimal
examples/instances for the new numbers.https://www.youtube.com/watch?v=WP_f4EXp-Mg
lesson
D. Discussing new concepts and Let us consider another way on addition and subtraction of decimal
practicing new skills #1 numbers.
Express the decimal numbers in fractions then add the or subtract as

described earlier.
Example:
1.7.4  3.22 9.31  5.2
4 22 31 2
7 3 9 5
10 100 2. 100 10
40 22 31 20
7 3 9 5
100 100 100 100
62 11
 10  10 31 4
100 50 100
 Does the two ways of adding and subtracting decimal numbers have
the same answer?
 Which way do you find it easier to add and subtract decimal numbers?
Why?
E. Discussing new concepts and Perform the indicated operation
practicing new skills #2 1. 3.75 + 4.2 =
2. 55.21 + 3.425 =
3. 0.25 + 0.5 =
Answer the following problems
4. Ninoy used 2.75 kg of brown sugar to bake 50 cookies, and 2.25 kg of
refined sugar to bake 50 tasty bread. How much sugar did he use in all?
(Leads to Formative 1. 10.85 + 3.13 =
1/2 3/4
Assessment 3) 2. 9.2 + 3.52 =
3. 27.33 + (-2.7) =
4. 70.85 - 23.08 =
5. 51.12 - (-72.8) =
G. Finding practical applications Solve the following word problems.
of concepts and skills in daily 1. Kevin’s weight is 90.2 lbs. After 3 months of going to Sunny Fitness Gym,
living 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 in all?
H. Making generalizations and When adding and subtracting decimal numbers you can use two different
abstractions about the lesson ways. First, express the decimal in fractions then add or subtract. Second,
arrange the decimal numbers in columns such that the decimal points are
aligned, then add or subtract the whole numbers.
I. Evaluating learning Add or subtract the following
1. 3.5 + 2.2 =
2. 4.09 + 3.03 =
3. 95.45 - 83.15 =
4. 17.22 + (-3.04) =
5. 12.3+ 0.8 + (-0.05) =
application for remediation Practice adding and subtracting decimal numbers
Study
Rules in multiplying and dividing decimal numbers.
Reference: LM page 57-58
V. REMARKS
questions.
below 80%.
lesson.
did these work?
solve?
other teachers?
GRADES 7 BO. OBRERO
SCHOOL
Eiler Jhon E.
Decembrano
Teaching
Time
C. Learning
D. Specific Objectives a.multiply and divide rational numbers in decimal form.
B. Solves 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 Multiplication and Division of rational numbers in decimal form
A. References
4. Additional Materials from http://www.tes.com/teaching-resource/multiplying-decimals-game-
Learning Resource (LR) portal 6332797
IV. PROCEDURES Recall: Multiplication and Division of Integers

A. Reviewing previous lesson or 1. (3)(14)
presenting the new lesson 2. 36÷-6
3. -7 x -8
4. -81 ÷ -3
5. 64 ÷ 4
B. Establishing a purpose for Math-Huhula
the lesson
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.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’ forehead, they have
to figure out the card on their forehead. Whoever shout out the correct
answer first wins the round.
C. Presenting Multiplication
examples/instances for the new
lesson Illustrative example.
1. Megan went from a seminar in Tagaytay, she decided to buy two
t-shirts as souvenir for her daughter. If one t;shirt costs Php 149.75,
how much did he spend?
Solution:
149.75 x 2  299.50
2. 24.8 ÷ 2 = 12.4
3.
D. Discussing new concepts and 1. In multiplying rational numbers in decimal form, note the importance of
practicing new skills #1 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?
E. Discussing new concepts and Match column A with column B.

practicing new skills #2 Column A Column B
10.25 x 3.5 A. 8.664
43.32 x 0.2 = B. 5.01
23.01 x 0.11 = C. 50
125 ÷ 2.5 = D.35.875
96.96 ÷ 3 = E. 2.5311
F.32.32

(Leads to Formative 1. 15.5 ÷5 =
Assessment 3) 2. 13.7x 2.1 =
3. 14.7÷0.7 =
4. 69.28 ÷ 10 =
5. 105.02 ÷ 4.4 =
1/2 3/4
G. Finding practical applications Solve the following problem
of concepts and skills in daily
living 1. Carl earned 115.75 in a day in selling candies. How much can he earn in 7
days?
2. Linda and France have 124.50 in their piggy bank, if they will divide their
money equally, how much would each of them get?
H. Making generalizations and Rules in multiplying decimals
abstractions about the lesson
1. Arrange the numbers in a vertical column.
2. Multiply the numbers, as if you are 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 decimals
1. If the divisor is a whole number, divide the dividend by the divisor applying the
rules of whole numbers.
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 numner.
I. Evaluating learning Multiply or Divide the following as indicated.

1. 22.22 x 2 =
2. 53.4 x 3.1 =
3. 17 x 2.5 =
4. 29.8 ÷ 4=
5. 112.2 ÷ 1.1 =
application for remediation Rules in multiplying and dividing rational numbers in decimal form
Study
Describe and define irrational numbers.
Reference: G7 Math LM page 64- 69
V. REMARKS
questions.
below 80%.
lesson.
did these work?
solve?
other teachers?

DLP Math 7

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GRADES 7 BO.

B. Establishing a purpose for the (Motivational Drill)

1. How did you arrange the following pictures?

F. Developing mastery Directions: locate and arrange the following rational

Athlete basketball soccer volleyball

C. Did the remedial lessons work? No.

D. No. of learners who continue to

E. Which of my teaching strategies

F. What difficulties did I encounter

G. What innovation or localized

C. Presenting examples/instances Using area models, find the sum or difference.

Solve the following word problems.

H. Making generalizations and To add or subtract fraction in:

Before you can add or subtract fractions with different denominators,

1. Find the smallest multiple (LCM) of both numbers.

2. Rewrite the fractions as equivalent fractions with the LCM as the

B. No. of learners who require additional

F. What difficulties did I encounter which my

G. What innovation or localized materials did I

GRADES 7 BO. OBRERO

IV. PROCEDURES Find the Math fact.

B. Establishing a purpose for Group Activity.

F. Developing mastery Perform the indicated operation.

GRADES 7 BO. OBRERO

B. Other Learning Resources

5/8 3/5 7/100 0.07

Express the decimal numbers in fractions then add the or subtract as

IV. PROCEDURES Recall: Multiplication and Division of Integers

2.In dividing rational numbers in decimal form, how do you determine

E. Discussing new concepts and Match column A with column B.

F. Developing mastery Perform the indicated operation.

2. Multiply the numbers, as if you are multiplying whole numbers.

Rules in dividing decimals

I. Evaluating learning Multiply or Divide the following as indicated.

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