G7 DLL
G7 DLL
G7 DLL
DAY 1 Monday DAY 2 Tuesday DAY 3 Wednesday DAY 4 Thursday DAY 5 Friday
LEARNING MODALITY LEARNING MODALITY LEARNING MODALITY LEARNING MODALITY LEARNING MODALITY
(FACE TO FACE) (FACE TO FACE) (FACE TO FACE) (FACE TO FACE) (FACE TO FACE)
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
I. OBJECTIVES may be done for developing content knowledge and competencies. These are 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.
Performs operations on rational describes principal roots and tells determines between what estimates the square root of a
C. Learning Competencies/
numbers. whether they are rational or two integers the square root whole number to the nearest
Objectives irrational. (M7NS-Ig-1) of a number is (M7NS-Ig-2) World’s Teachers’ Day Hundredth. (M7NS-Ig-3)
Celebration @ Ynares Center
D. Most Essential Learning
Competency (MELC)
Multiplication and Division of Number and Number Sense Number and Number Sense Number and Number Sense
II. CONTENT Rational Numbers (Principal Roots and Irrational (Principal Roots and (Principal Roots and Irrational
Numbers) Irrational Numbers) Numbers)
III. LEARNING RESOURCES
A. References
Teachers Guide, Pages 57 –
1. Teacher’s Guide pages Teachers Guide, Pages 63 – 70 Teachers Guide, Pages 57 – 62 Teachers Guide, Pages 57 – 62
62
Learners Material, Pages 41- Learners Material, Pages 41-
2. Learner’s Material Learners Material, Pages 53-56 Learners Material, Pages 41-43
43 43
3. Textbook pages
4. Additional Materials from
Grade 7 LCTG by DepEd 2016 Math Builders pages 57 – 67 Math Builders pages 57 – 67 Math Builders pages 57 – 67
Learning Resource (LR) portal
B. Other Learning Resources PPT videos, smart phones, PPT videos, smart phones, internet PPT videos, smart phones, PPT videos, smart phones,
internet access (Facebook & access (Facebook & YouTube), and internet access (Facebook & internet access (Facebook &
YouTube), and google meet google meet access, printed Module, YouTube), and google meet YouTube), and google meet
access, printed Module, anycast anycast access, printed Module, access, printed Module,
anycast anycast
IV. PROCEDURES
Find the Math Fact Family Before we begin our lesson for Review: Review:
today, I want you to watch this video Tell whether √ 39 is rational Estimate
To set up the game, you will write by coco melon and irrational. 1. 1.56 to the nearest
4 numbers onto each strip of Wash Your Hands Song | CoComelon tenths
paper. 3 will be part of a fact Nursery Rhymes & Kids Songs - 2. 0. 345 to the nearest
YouTube hundredths
family, and one will not be part of
Questions: 3. 0.6545 to the nearest
the fact family. A fact family is 3
1. According to the song why should tenths
numbers that are connected we need to wash our hand?
through multiplication and 2. According to the song, how do we
division. brush are hands?
3. When do we need to wash our
hand?Justify your answer.
B. Establishing a purpose for Group Activity Any number that cannot be Now estimate a square root
the lesson Paper Folding Activity expressed as a quotient of two without calculator
integers is an irrational number.
Example: 3/4 x 2/3
1. Fold paper (hotdog style) into The numbers √2, π, and the special 1 √2
4ths number e are all irrational numbers. 1. √ 10
2. Unfold and color in 3 of the 4 Decimal numbers that are non-
2. √ 30
sections (3/4ths) repeating and non-terminating are
3. Fold the same paper the irrational numbers. √ 60
other direction (hamburger
style) into 3rds
4. Unfold and color in (on the
same side) 2 of the 3 new
sections (2/3rds)
Column A Column B
A. The principal root √ 40
3 4 1
1. × a. -1 is between 6 and 7,
7 5 8 principal roots of the two
2.
5
8 ( )
× -
5
3
b. −1
1
24
perfect squares 36 and 49,
respectively. Now, take the
E. Discussing new concepts and 3 2 12 square of 6.5, midway
practicing new skills #2 3. ÷ c. between 6 and 7.
4 5 35
Computing, 6.52 = 42.25.
4.
9 −4
10
÷( )5
d. 1
1
8
Since 42.25 > 40 then √ 40
is closer to 6 than to 7. Now,
6 2 9 compute for the squares of
5. 3 ×2 e. 9
7 5 35 numbers between 6 and 6.5:
7 6.12 = 37.21, 6.22 = 38.44,
f. 1 6.32 = 39.69, and
8
6.42 = 40.96. Since 40 is
close to 39.69 than to 40.96,
√ 40 is approximately 6.3.
A. Perform the indicated If a principal root is irrational, the The teacher will give more The teacher will give more
operation. best you can do for now is to give an examples. examples
3 4 estimate of its value.
1. × =
5 9
Estimating is very important for all
F. Developing mastery
7
2. × - =
8
3
4 ( ) principal roots that are not roots of
perfect nth powers.
(Leads to Formative Assessment 3) 9 3
3. ÷ =
11 5
Joshua can run 8km in an hour.
How much distance will he cover
15
in hours?
4
G. Finding practical applications Read each problem carefully and
solve to lowest terms when possible.
1. Tom ran a complete mile.
of concepts and skills in daily Sarah ran half of that. Mike ran half of
living what Sarah ran and Lisa ran half of
what Mike ran. What part of a mile
did Lisa run?
Ask the students to summarize The teacher summarizes the
the topic. mathematical skills or principles used
to express rational numbers from
fraction form to decimal form
H. Making generalizations and
through asking questions like:
abstractions about the lesson 1. How do we change improper or
proper fraction to decimal?
2. How do we change if the given is a
mixed number?
Multiply or divide the following as Tell whether the principal roots of Between which two Estimate the following
indicated. each number is rational or irrational. consecutive integers does numbers
7 9 the square root lie?
1. × =¿ 1. √ 14
8 4
1) √ 77 2.√ 26
2.
13 −2
14
×
7 ( )
=¿ 2)
3)
√ 90
√ 700
3. √ 35
4. √ 40
24 1
÷ =¿ 4) √ 48 5. √ 55
15 3
I. Evaluating learning
5) √ 444
Estimate each square root
to the nearest tenth
6) √ 50
7) √ 72
8) √ 250
9) √ 85
√ 136
J. Additional activities for
application or remediation
V. REMARKS
VI.REFLECTION