Republic of the Philippines
PALOMPON INSTITUTE OF TECHNOLOGY
Palompon, Leyte
COLLEGE OF TEACHER EDUCATION
Basic Teacher Education Department
DETAILED LESSON PLAN
School Palompon National High School (PNHS)
Cooperating John Dave Viacruses Grade Level GRADE 7
Teacher
Teaching Date December 11, 2023 Learning Area MATHEMATICS
Teaching Time 8:30-9:30 AM Quarter SECOND
9:45-10:45 AM QUARTER
I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of key concepts of sets and the real
number system.
B. Performance Standards The learners shall be able to formulate challenging situations involving sets
and real numbers and solve these in a variety of strategies.
C. Learning Learning Competency
Competencies/Objectiv Performs operations on rational numbers. (M7NS-If-1)
es (Write the LC code - Multiplication of Rational Numbers
for each) Learning Objectives
At the end of the lesson, the learners are expected to:
- Multiply Rational Numbers using Straight Multiplication
Method
- Multiply Rational Numbers using Simplification and
Cancellation
II. CONTENT Numbers and Number Sense
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide N/A
Pages
2. Learner’s Guide Multiplication and Division of Rational Numbers pp. 53-58
Pages
3. Textbook Pages Mathematics Learner’s Material 7
4. Additional N/A
Materials from the
Learning Resources
(LR) portal
B. Other Learning Laptop, PowerPoint Presentation, TV
Resources
IV. PROCEDURES Teacher’s Activity Student’s Activity
Routine Activities
1. Greetings Good morning, everyone! Good morning, Ma’am!
2. Prayer Before we start, I'd like to ask everyone to
stand for a moment for a brief prayer. Let’s
bow our heads, close our eyes, and feel the
presence of the Lord.
Can I ask the Classroom President to lead the The Classroom President
prayer? will lead the prayer.
In the name of the Father, and of the Son, and
the Holy Spirit, Amen.
Our Father in Heaven,
hallowed be your name,
your kingdom come,
you will be done,
on earth as in heaven.
Give us today our daily bread.
Forgive us our sins
as we forgive those who sin against us.
Lead us not into temptation
but deliver us from evil.
Amen.
Kindly settle down.
3. Checking of Let me check your attendance first. Who’s None ma’am.
Attendance absent today?
Very Good!
4. Presentation of the Indicator 6 & 7
rules I would like to remind everyone of the
classroom rules:
I will be using a PARTICIPATION CARD
in order to record your performances for the
entire period and I will give an additional
point for those students who will participate. Yes ma’am
I will also give a treat (candies) to those
students who will participate.
Is it clear?
Okay, let’s start!
A. Reviewing the previous It’s time to recall our previous topics to
lesson or presenting the refresh your mind. Now we will apply the
new lesson CALL A FRIEND strategy in which you are
allowed to call your classmates to help.
Record/Drill: (Answer Me!)
Direction: Multiply the following integers
using the rules.
1. 5x6= 1. 30
2. -2 x -8 = 2. 16
3. 6 x -3 = 3. -18
4. 35 x -10 = 4. -350
Processing Questions:
1. How did you multiply the integers? 1. Simply multiplying
2. Can you recall the rules in multiplying and using the rules
integers? What are those? ma’am.
2. There are two rules
ma’am. First, if the
integers have the
same signs the
product is positive.
Second, if the
integers have
different signs the
product is negative.
Do you still remember what are the Rational Yes, ma’am.
Numbers? A rational number is any
number that can be
a
expressed in the form or
b
a ÷ b where a and b are
integer and b ≠ 0.
Very Good!
By using the two rules we may be able to
determine the product of integers.
Okay, let's start. Are you ready to learn?
Yes ma’am
Good to hear.
B. Establishing a purpose for (Indicator 3)
the Lesson These are the objectives of our lesson this
morning.
At the end of the lesson, the students are
expected to:
(All of you kindly read the objectives of our
lesson this morning)
-
Multiply Rational Numbers -Multiply Rational Numbers
using Straight Multiplication using Straight Multiplication
Method Method
- Multiply Rational Numbers -Multiply Rational Numbers
using Simplification and using Simplification and
Cancellation Cancellation
C. Presenting I have here a picture of a Festival. Can you It is Sinulog Festival ma’am.
examples/instances of the recognize what festival it is?
new lesson
Sinulog Festival is fast approaching. Am I Yes ma’am.
right?
Do you know where it celebrates? In Cebu ma’am.
Very Good!
The Sinulog Festival is a colorful and vibrant
religious festival in the Philippines,
specifically celebrated in Cebu City. It honors
the Santo Niño (Child Jesus) and is one of the
most famous and well-attended festivals in
the country.
The festival takes place annually on the third
Sunday of January.
Who among you have gone to Cebu? Me ma’am.
Okay, since Sinulog Festival is fast
approaching, we will try to calculate how far
Cebu is from Palompon by riding a car.
25
A car travels of mile per gallon of gas. To
6
find the distance traveled with 3 gallons of
gas.
We can’t ma’am.
How far Cebu is from Palompon? Can you
answer the problem?
None ma’am.
Any idea?
It's okay no need to rush. I'm here to help you.
I'm here to guide you.
To find the distance from Palompon to Cebu
25
City, we will need to multiply the of mile
6
per gallon of gas by the 3 gallons used during 25
the travel. x 3=¿
6
So, it will illustrate as?
We are not sure, Ma'am.
Very good!
Now, what is the answer to our problem?
Anyone?
It’s okay.
For us to be able to answer the problem, you
need to listen to our discussion for today.
D. Discussing new concepts Let's start with the fundamental operation on
and practicing new skills rational numbers.
#1
There are fundamental operations on rational
numbers. We have these basic arithmetic
operations: Addition, Subtraction,
Multiplication, and Division. We are already
done with Addition and Subtraction.
So, what do you think will be next? Multiplication, Ma’am.
Very good!
Multiplication of Fractions
(All of you read the following)
a c a c
If and are rational numbers, If and are
b d b d
then… rational numbers,
a c a c then…
• = •
b d b d a c a c
• = •
Where b≠0 and d≠0. b d b d
a is the numerator of the first fraction, Where b≠0 and d≠0.
b is the denominator of the first a is the numerator of
fraction, the first fraction,
c is the numerator of the second b is the denominator
fraction, of the first fraction,
d is the denominator of the second c is the numerator of
fraction. the second fraction,
d is the denominator
of the second
fraction.
There are two ways of multiplying fractions.
First, we use Straight Multiplication
Method ,then Simplification and Cancellation
Method.
Straight Multiplication Method
Here are the steps:
(All girls please read the steps) 1.Multiply the Numerators
2.Multiply the Denominators
1. Multiply the Numerators 3.Simplify, if possible.
2. Multiply the Denominators
3. Simplify, if possible.
1.
Example: 3 4 (3)( 4) 12 2
× = = =
3 4 (3)( 4) 12 2 5 6 (5)(6) 30 5
1. × = = =
5 6 (5)(6) 30 5 2.
8 3 ( 8 ) (3) 24 2 8 3 ( 8 ) (3) 24 2
2. × = = = × = = =
9 4 (9)( 4) 36 3 9 4 (9)( 4) 36 3
None ma’am
Any questions?
Next we have, Simplification and
Cancellation Method.
E. Discussing new concepts Simplification and Cancellation
and practicing new skills Here are the steps:
#2 (All boys please read the steps)
1. Cancel out common factors between Cancel out common
numerators and denominators before factors between
multiplying. numerators and
2. Then, multiply the remaining factors denominators before
together. multiplying.
Then, multiply the
remaining factors
together.
Example: 1 1 1.
5 7 5 7 1 5 7 1 1 1
1. × = × = × = × =
28 30 28
4 630 24 28 30 4 6 24
2 1 2.
20 7 20 7 2
2. × = × = 20 7 2 1 2
21 10 21 × = × =
3 10
1 3 21 10 3 1 3
None ma’am.
Any questions?
Try Me!
Now, I will test your knowledge from our
previous lessons until now by letting you try Me, ma’am.
to solve the following. Who wants to try?
Okay very good for your participation.
The rest will also try to solve on their desk.
9 25 −1 5 −5
−9 25 1.− x = x =
1. x =¿ 20 27 4 3 12
20 27 1 2 9 17 3 17 51
1 2 2. 4 x 5 = x = x = =25
2. 4 x 5 =¿ 2 3 2 3 2 1 2
2 3
None ma’am.
Very good, everyone!
Any questions?
F. Developing Mastery Let’s Try!
MATH GROUFIE: COLLABORATIVE
LEARNING
Direction: Go to your group and form a circle.
In your group, you will need to solve this
Math Dilemma. I’ll give you 5 minutes to
solve.
Who was the first English mathematician who
first used the modern symbol of equality in
1557?
To solve the dilemma, match the letter in the
screen with the equation that corresponds to
the answers in the box.
The group who will get the dilemma will have
20 points for the group.
−5 2
R. x− =¿
6 3
2
O. 7 x =¿
3
5 1
E. 10 x 3 =¿
6 3
−9 25
B. x =¿
10 27
2 3
T. x =¿
15 4
−5 2
C. x =¿
6 50
1 1
D. x =¿
4 3
ROBERT RECORDE
5/6 4 2/3 -5/6 36 1/9 5/6 1/10
5/6 36 1/9 -1/30 4 2/3 5/6 1/12 36 1/9
He is?
Very good!
Robert Record was the first English
mathematician who first used the modern
symbol of equality in 1557. He invented the
equal (=) sign.
G. Finding practical PICTURE ANALYSIS:
application of concepts and
skills in daily living
I have here a picture. Are you familiar in this
place? Where can you find that? Yes, ma’am that is
Palompon Eco-Adventure
Park from Brgy. Liberty in
Palompon, Leyte.
After meandering up the mountainside, the
breath-taking views at the peak will not
disappoint. The site currently contains a
Zipline, Sky bike, Hiking Trails, Caves, and
an exceptionally large rock face for
Rappelling.
Do you know how far Palompon Eco-
Adventure Park is? No ma'am.
For us to be able to determine the distance,
we need to solve the problem.
129
A car travels of kilometer per litter of
20
gas. To find the distance traveled with 2 litters
of gas.
129 129
We need to multiply by 2. So, we have or 12.9 kilometers
20 10
129
x 2=?
20
That’s great! In addition…
Processing Questions:
How do you think this knowledge In measuring distance,
“multiplying fractions” can be applied in knowing the capital or the
different areas of your life? increasing of debts, adjusting
medication dosages,
calculating rates, speeds, or
durations, and multiplying
fractions helps adjust
quantities when increasing or
decreasing the number of
servings in cooking and
baking.
Good point!
H. Making generalizations and Derive the our
Let’s summarize fundamental trigonometric
lesson about Multiplication
abstractions about the identities
of Rationaland simplify
Numbers.
lesson trigonometric expressions
Derive the fundamental trigonometric
identities andthings
What are the simplify
we need to remember in There are two ways in
multipying rational
trigonometric numbers?
expressions multiplying rational
numbers. First, we use
Straight Multiplication
Method where, we multiply
the numerator to numerator
and denominator to
denominator. Second, we
can use the Simplification
and Cancellation.
I. Evaluating Learning So, kindly prepare your quiz notebook. I’ll
give you 10 minutes to answer.
MATH SELFIE: INDIVIDUAL LEARNING
Quiz
Direction: Write the letter of the correct
answer.
3 Answer Key:
∧5
1. What is the product of 4 1. A.
?
6 2. D.
5 15 15 9 3. A.
a. b. c. d.
8 24 20 10 4. D.
2. What is the product of 5. A.
−2
∧1
3
on its simplest form ?
4
2 −2 1 −1
a. b. c. d.
12 12 6 6
3
3. What is the product of 7 ¿ ?
4
21 3 1 4
a.
b. 7 c. 5 d. 1
4 4 4 5
−5 1
4. What is the product of ∧5 ?
6 3
40 4 4 −40
a. b. 4 c. -4 d.
9 9 9 9
5. When you multiply a positive rational
number by a negative rational number, what
is the sign of the product?
a. Negative
b. Positive
c. Zero
d. It depends on the specific numbers
I. Additional Activities Make a problem that will need to be
for Application or solve using the Multiplication of
Remediation Rational Numbers.
V. REMARKS
VI. REFLECTION
No. of students who earned
60% in the formative
assessment
No. of students who require
additional activities for
remediation
Did the remedial lessons work?
No. of learners who had caught
up with the lesson
No. of learners who continue to
require remediation
Which of my teaching
strategies works well? Why did
this work?
What difficulties did I
encounter which my principal
or supervisor can help me
solve?
What difficulties did I
encounter that my principal or
supervisor can help me solve?
Prepared by:
Emelyn D. Tacdoro
Student Teacher
Approved by:
Mr. John Dave Y. Viacruses
Cooperating Teacher
