7

Lesson Exemplar Quarter 1

Week

for Mathematics 8
Lesson Exemplar for Mathematics Grade 7
Quarter 1: Week 8
This material is intended exclusively for the use of teachers in the implementation of the MATATAG K to 10 Curriculum. It aims to assist in
delivering the curriculum content, standards, and lesson competencies.
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Published by the Department of Education
Secretary: Sara Z. Duterte
Undersecretary: Gina O. Gonong
Development Team
Writer: Marilyn B. Soriano
Content Reviewer: Resty I. Rodelas, Alberto J. Tiangco, Marilyn B. Soriano,
Evelyn C. Callada, Dominador J. Villafria
External Content Validator: Dr. Errol Matthew C. Garcia, Dr. Winston S. Sirug
External Language Validator: Rafael John Sotto
Illustrator:
Layout Artist: Vergel Junior C. Eusebio
Management Team
JOCELYN DR ANDAYA, CESO IV, Director IV
CRISTITO A. ECO, CESO III, Assistant Regional Director
MICAH G. PACHECO, OIC-Chief Education Program Supervisor, CLMD
DENNIS M. MENDOZA, Regional EPS/Learning Resource Management Section Head
RESTY I. RODELAS, Regional Mathematics Education Program Supervisor
DAISY L. MATAAC, SDO Taguig City & Pateros LRMS Education Program Supervisor
ELSA R. MATA, SDO Navotas LRMS Education Program Supervisor
MATATAG School Grade Level Grade 7
K to 10 Curriculum Name of Teacher Learning Area Mathematics
Weekly Lesson Log Teaching Dates and Time Quarter 1

DAY 1 DAY 2 DAY 3 DAY 4

I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES
A. Content The learners should have knowledge and understanding of rational numbers.
Standards
B. Performance
By the end of the quarter, the learners will be able to describe, order, and perform operations on rational numbers.
Standards
C. Learning
The learners perform operations on rational numbers.
Competencies
At the end of the lesson, At the end of the lesson, At the end of the lesson,
At the end of the lesson,
the learners will be able to the learners will be able to the learners will be able
D. Learning the learners will be able
add and subtract similar add and subtract to multiply and divide
Objectives fractions. dissimilar fractions. fractions/mixed numbers.
to perform operations on
decimals.
E. Instructional
Design Ideational, Integrative, Context, Collaboration, Connection Creativity,
framework Engage, Explore, Experience, Empathize
feature (s)
F. 21st Century
Communication Skills, Technology Literacy
Skills
Addition/ Subtraction of Addition/ Subtraction Multiplication/ Division of Operations on Decimals
II. CONTENT
Similar Fractions Dissimilar Fractions Fractions/Mixed Numbers
III. LEARNING RESOURCES
A. References

https://artofproblemsolving.com/wiki/index.php/2006_AMC_8_Problems/Problem_4
B. Other A-Z Math Vocabulary Words List, Math Dictionary, Math Definitions (splashlearn.com)
Learning https://www.mathgoodies.com/lessons/unit16/solve-word-problems
Resources Word Problems on Subtraction of Mixed Fractions | Subtracting Mixed Numbers Word Problems –
CCSS Math Answers

1
IV. TEACHING AND LEARNING PROCEDURES
Before/Pre-Lesson Proper
To determine the learners’ To determine the learners’ To determine the learners’ To determine the
prior knowledge about the prior knowledge about the prior knowledge about the learners’ prior knowledge
lesson, provide the following lesson, use a game-based to lesson, use a slide deck to about the lesson, provide
activities about fractions. find the least common show the following an activity to be done by
multiple of given natural questions to be answered by group.
Given the following numbers. the learners on show me
fractions, board. Use a real-life scenario
1 1 2
, , ,
2 2 4 5 6 8 8 10
, , , , , , , , Bingo game on LCM. This is Problems to solve: that involves decimals as
3 6 3 6 12 24 6 18 12 24 12
12 15 16 20 a classic bingo activity, where 1)Angelo is 1 as old as Liza a springboard for
, , , students choose the answers
3
discussion. Examples
18 18 24 24
who is now 12 years old.
to fill in their 3 by 3 grid. Then may be taken from
How old is Angelo?
1)Instruct the learners to questions are shown one at a 3 everyday experiences of
work in groups of 15. time and if a student has the 2)Tina scored 4 in a 40-item the learners such as:
2)Each of the given answer in their grid, they examination. If each item 1) Mock grocery store.
fractions shall be copied cross it off. The winner is the is worth 1 point, what is Provide a shopping list
by a member of the group first to cross off all their Tina’s score on the with decimal items.
Activating Prior in his/her show me examination?
answers and call BINGO. Students may act as
Knowledge board. 2
Instruction for the learners: 3)How much is 3 kilogram of both shoppers and
3)The first group shall form 1)Draw a 3 by 3 grid. meat that costs P 360 per cashiers. They will add
smaller groups of similar 2)Choose 9 of these answers kilogram? up the cost and pay the
fractions. to put in your grid. 1320, cashiers.
4)The second group shall 1050, 336, 240, 180, 176, For the first five learners 2) Paying Bills. Each
form smaller groups of 132, 120, 100, 90, 60, 36, who got the correct answer learner may use their
equivalent fractions. 30, 24, 14, 5 for each item, give them water, electricity, and
5)Let the smaller groups 3)If the LCM of the given rewards of a kind or other bills from their
describe their fractions. numbers is in your grid, additional 2 points for the home. Also, they may
Answers: cross it off. recitation. ask to bring paper bills
Set of similar fractions. 4)If you completed a column, and coins. This shall be
1 2 1 2 5 2 8 10
{3 , 3}, {6 , 6 , 6}, {12 , 12 , 12}, row, or diagonal, you shout Answers: given as a task the
6 12 15 4 8 16 20 BINGO. 1
1) Angelo is 3 ∙ 12 = 4 years other day to bring bills.
{18 , 18 , 18}, {24 , 24 , 24 , 24}
Find the Lowest Common old. Their task is to
Multiple (LCM). 3 compute the total bills
2) 4 ∙ 40 = 30 points
LCM (20, 50) = 100 to pay and determine if
2
We are similar fractions LCM (30, 36) = 180 2
3) 3 ∙ 360 = P 240 they have enough
whose common LCM (5, 1) = 5 money to pay all the
denominator is: LCM (22, 20, 24) = 1320 bills and justify.
Ask the learners how they
3 (1st group) LCM (8, 1, 3) = 24
came up with the correct
6 (2nd group) LCM (10, 30) = 30 Ask the learners to
answers. Not everyone may
12 (3rd group) LCM (48, 28) = 336 present their outputs and
know the process of finding
18 (4th group) LCM (35, 30, 50) = 1050 how they calculated.
the product. They solve the
24 (5th group) LCM (30, 18) = 90
problems using different
LCM (36, 18) = 36
strategies but let them
Set of equivalent fractions. LCM (12, 60) = 60
realize that the process is
1 2 6 8 2 8 12 16
{3 , 6 , 18 , 24}, {3 , 12 , 18 , 24} LCM (22, 12) = 132
still related to the
LCM (40, 5, 30) = 120
1 2 4 5 10 15 20
{6 , 12 , 24}, {6 , 12 , 18 , 24} multiplication of fraction
LCM (60, 24, 48) = 240
and whole number.
We are equivalent fractions LCM (7, 2) = 14
equal to: LCM (16, 22) = 176
1
1) (1st group) You can only wait for at least
3
2 3 winners.
2) (2nd group)
3 Recall the process on how to
1
3) (3rd group) find the LCM using listing
6
5 method, prime factorization,
4) (4th group)
6 and continuous division.
Listing Method:
Check the learners’ lcm((60, 24, 48) = 240
responses.
60, 120, 180, 240, …
24, 48, 72, 96, 120, 144,
168, 192, 216, 240, …
48, 96, 144, 192, 240, …
Prime Factorization:
lcm(36, 18) = 36
36 = 2 x 2 x 3 x 3
18 = 2 x3x3 .
2 x 2 x 3 x 3 = 36
Continuous Division:
lcm(22, 20, 24) = 1320
2 | 22, 20, 24 .

3
 2 | 11, 10, 12 .
11, 5, 6
= 2 x 2 x 11 x 5 x 6
= 1320
Following the completion of Following the completion of Following the completion of Following the completion
the activity, the teacher will the activity, the teacher will the activity, the teacher will of the activity, the teacher
provide an overview of the provide an overview of the provide an overview of the will provide an overview of
expected outcomes: expected outcomes: expected outcomes: the expected outcomes:
a) add or subtract similar a) add or subtract dissimilar a) product or quotient of a) perform operations on
Lesson
Purpose/Intention fractions; and fractions; and fractions and/or mixed decimals; and
solve problems involving solve problems involving numbers; and solve problems involving
addition or subtraction of addition or subtraction of solve problems involving operations on decimals.
similar fractions. dissimilar fractions. multiplication or quotient of
fractions and/or mixed
numbers.
To facilitate language To facilitate language To facilitate language and To facilitate language and
learning, and enhance learning and enhance enhance learning enhance learning
learning experiences, engage learning experiences, engage experiences, engage the experiences, engage the
the learners in the the learners through an learners in the discussion of learners in the discussion
discussion of existing online activity using existing knowledge by of existing knowledge by
knowledge by posing the Mentimeter application. Give posing the following posing the following
following: words related to the questions: questions:
• Describe similar following:
fractions, equivalent • Least Common • Define: factors, • Describe decimal
fractions, mixed Denominator reciprocal, dividend, numbers.
Lesson Language numbers, sum, and • Dissimilar fractions divisor, improper fraction, • What does the decimal
Practice difference. and mixed number point indicate in a
• How to find fractions From the collected ideas from • If a whole number is decimal number?
equivalent to a given written into a fraction • Where in the number
the learners, create the
fraction? whose numerator is the line can a decimal be
mathematical description of
• What happens to a number, what would be found? Give at least 2
fraction when both its the given terms. its denominator? examples and locate in
numerator and a number line.
denominator are Answers: Answers:
multiplied by the same Least common - Factors are the numbers Answers:
number? denominator (LCD) is the being multiplied. Decimal numbers are
smallest number divisible by numbers that consist of a
4
 From their given answers, all denominators of the given - Reciprocal of a number is whole and a fractional
form the complete set of fractions. It is the another number that when part separated by a
description of each term. Let smallest number among the multiplied by the given decimal point.
the students express their common multiples of the number gives a product of Decimal point separates
thoughts on the given terms. denominators. 1. the whole and fractional
- In the division sentence, part in a decimal
You may use sentence https://www.splashlearn.co
the dividend is the number.
completion to collect ideas m/math-vocabulary/
number that is to be A decimal number can
from the learners before divided. be found between any two
showing the mathematics Dissimilar fractions are - Divisor is the number by consecutive whole
description. fractions with different which a given number numbers/ integers.
Answers: denominators. (dividend) is divided. Examples:
- Similar fractions are - Improper fraction is a
fractions with the same Pose the following questions. fraction where the 0 0.7 1
denominators. Then, process the answers of numerator is greater than
- Fractions that represent the learners. or equal to the
3 3.25 4
the same value but look • Why do we need to find the denominator.
different are said to be LCD of dissimilar fractions? - A mixed number is a
combination of a whole
equivalent fractions. • How to change
number and a proper
- A mixed number is a dissimilar fractions into
fraction.
similar?
number that has a whole
number part and a
fraction part.
- Sum is the result of
adding two or more
numbers
Difference is the result of
subtracting one number
from another number
During/Lesson Proper
For concept development, For concept development, the For concept development, For concept development,
the teacher may use actual teacher may use actual the teacher may use actual the teacher may use
Reading the Key objects, blocks, figures, or objects, blocks, legos, figures, objects or the given figures money (bills and coins),
Idea/Stem number line as a or number line as a as springboard to illustrate blocks, or number line to
springboard to illustrate springboard to illustrate the multiplication/ division of illustrate operations on
fractions. decimals.
5
the addition/ subtraction of addition/ subtraction of Suggested visualization Which mathematical
similar fractions. dissimilar fractions. activity. sentence is illustrated by
Use slide deck or other Suggested visualization Use plastic to illustrate the following:
materials to visualize activity. multiplication of fractions. 1)
0.3 0.4
addition/ subtraction of Use blocks or cut-outs of
similar fractions. colored papers to visualize
0 ? 1
- Find the addition statement addition/ subtraction of _____ + _____ = _____

that is represented by the dissimilar fractions. 2)

figure. Example:
1) 1) Instruct the learners to ?
2 3
5 5.9 6
+ = illustrate ∙ 15 . Shade the _____ – _____ = _____
3
0 1 3)
Note: 0 to 1 was divided into 8 equal
1
7 1 corresponding parts based 0.25 0.25 0.25
parts. Thus, each part is equal to 8.
12 3 on the given factors.
___ + ___ = ___ Divide each of the figures by
Combined the shaded parts 0 ?
1
the LCD.
to illustrate the product. _____ x _____ = _____
2) 7 1 4)
𝑙𝑐𝑑 ( , ) = 12 ? ? … ?
12 3 Write the solution and
0 1 2 The first figure is already encircle the answer for the 0 4
Note: 0 to 1, and 1 to 2, were divided into 3 divided into 12 equal parts, _____ ÷ _____ = _____
The second figure will be multiplication.
1
equal parts. Thus, each part is equal to 3.

___ + ___ = ___ divided into 12 equal parts,

3) but it is already divided into 3
equal parts. So, into how
many equal parts shall each
0 1 2 of the 3 parts be divided? In
Note: 0 to 1, and 1 to 2, were divided into 4
equal parts. Thus, each part is equal to 4.
1
order to have 12 equal parts,
___ – ___ = ___ each of the 3 parts must be Process questions:
divided into 4 equal parts. 1) Discuss the process on
Rewrite the equivalent how to use the above
Guide the students in
fractions and its result. illustration to visualize
visualizing addition/
multiplication of
subtraction of similar + = fractions.
fractions using number
7 4 2) How to know the product
lines. Ask the following
12 12 from the given
questions:
visualization?
Answers:
6
- Based on the illustration, Guide the learners to 1) Divide the first rectangle
how to determine the illustrate the following using vertically/horizontally
numerator and blocks, number line, or other based on the first factor.
denominator of the figures of their own. Use the same size of
sum/difference of 1 1
1) 8 + 4 = rectangle, divide
fractions? 2 3 horizontally/vertically
2) 3 + 4 = based on the second
Answers:
7 3
1)
3 4
+8=8
7
3) 3) 8 − 4 = factor.
8
1 1 Shade the necessary area
7 5 2 1
− 4 = 4 or 2 4) 2 − 3 =
4 as suggested by the
2 3 5
2) 3 + 3 = 3 or
2
13 Answers may vary for factors.
different learners.
The numerator is just the 2) Fit together the two
total/ difference of the rectangles.
numerators of the two The overlapping area
fractions and the refers to the numerator
denominator is the same as while number of smaller
the denominator of the two parts refers to the
fractions that are being denominator.
added or subtracted. Use drawings to illustrate
division of fractions.

Process questions:
1) Discuss the process on
how to use the above
illustration to visualize
division of fractions.
How to know the quotient
from the given visualization?

7
 To develop learners' To develop learners' To develop learners' To develop learners'
understanding on the key understanding on the key understanding on the key understanding on the key
concepts and procedure of concepts and procedure of concepts and procedure of concepts and procedure
finding the sum/difference finding the sum/difference of finding the product/ of performing operations
of similar fractions, the dissimilar fractions, the quotient of fractions/ mixed on decimals, the teacher
teacher will ask the learners teacher will ask the learners numbers, the teacher will will let the learners to
answer the activities that to answer the activities that ask the learners to answer answer the activities that
can be found in the can be found in the the activities that can be can be found in the
Worksheets. It can be done Worksheets. It can be done in found in the Worksheets. It Worksheets. It can be
by pair or by group. Two pairs or by group. can be done in pairs or by done in pairs or by group.
groups for addition and two group.
groups for subtraction. Refer to Activity 1: Refer to Activity 1:
Exploring the Rules for Refer to Activity 1: Addition/ Subtraction
Refer to Activity 1: Addition of Dissimilar Multiplication of of Decimals and Activity
Exploring the Rules for Fractions and Activity 2: Fractions/ Mixed Numbers 2: Multiplication/
Addition of Similar Exploring the Rules for and Activity 2: Division of Division of Decimals of
Developing Fractions and Activity 2: Subtraction of Dissimilar Fractions/ Mixed Numbers the Worksheets for
Understanding of the Exploring the Rules for Fractions of the Worksheets of the Worksheets for Mathematics Quarter 1
Key Idea/Stem Subtraction of Similar for Mathematics Quarter 1 Mathematics Quarter 1 Week 8.
Fractions of the Worksheets Week 8. Learners will find the Week 8. Learners will find The teacher may provide
for Mathematics Quarter 1 sum/ difference, give their the product/ quotient, give discussion on how to
Week 8. Learners will find own examples, and state the their own examples, and perform operations on
the sum/difference, give procedure in finding the state the procedure in decimals:
own examples, and state the sum/difference of dissimilar finding the product/ - Addition/ subtraction
procedure in finding the fractions. quotient of fractions/ mixed of decimals
sum/ difference of similar numbers based on the - Multiplication/
fractions using Example- Examples in the activity observations on the given Division of decimals
Conclusion Map. sheets may be used to examples. The teacher may use the
discuss the procedure in examples given in the
Examples in the activity finding the sum/ difference of Examples in the activity activity sheets or may
sheets may be used to dissimilar fractions. sheets may be used to provide other examples.
discuss the procedure in discuss the procedure in Discuss the procedure in
finding the sum/ difference finding the product/ finding the sum/
of similar fractions. quotient of fractions/ mixed difference, and product/
numbers. quotient of decimals.

8
 To further practice the To further practice the To further practice the To further practice the
communication skills of the communication skills of the communication skills of the communication skills of
learners, let them discuss by learners, let them discuss by learners, let them discuss by the learners, let them
group. Then, call on the first group. Then, call on the first group. Then, call on the first discuss by group. Then,
reporter of each group to representative of each group representative of each group call on the first
present the group’s output to present the group’s to present the group’s representative of each
on finding the outputs on finding the sum/ outputs on finding the group to present the
sum/difference of the difference of dissimilar product/ quotient of group’s outputs in
Deepening similar fractions. Then, the fractions. Then, the second fractions/ mixed numbers. performing operations on
Understanding of the second member shall representative shall present Then, the second decimals. Then, the
Key Idea/Stem present the examples given the examples given by the representative shall present second representative
by the group. group. the examples given by the shall present the
group. examples given by the
For checking of what the For checking of what the group.
learners have done, refer to learners have done, refer to For checking of what the
the provided answer key. the provided answer key. learners have done, refer to For checking of what the
the provided answer key. learners have done, refer
to the provided answer
key.
After/Post-Lesson Proper
Let the learners present Let the learners present their Let the learners present Give emphasis that
their answers on the answers on the conclusion their answers on the similar procedure on
conclusion parts of the parts of the previous activities conclusion parts of the operations with whole
previous activities about the about the procedure in previous activities about the numbers also apply with
procedure in finding the finding the sum/difference of procedure in finding the decimal numbers except
sum/difference of similar similar fractions. Sum up product/quotient of for the movement of the
Making fractions. Sum up what they what they learned from the fractions/ mixed numbers. decimal point.
Generalizations and learned from the activities. activities. Sum up what they learned
Abstractions After the presentation of After the presentation of from the activities. Addition/Subtraction of
outputs, present a slide deck outputs, present a slide deck After the presentation of Decimals.
showing the following rules. showing the following rules. outputs, present a slide - Line up vertically the
deck showing the following decimal points and the
To add two or more similar To find the sum of dissimilar rules. digits of the decimal
fractions, simply add the fractions, do the following: numbers.

9
numerators and copy the a) find the LCD (Least - The numbers are
common denominator. Common Denominator) or padded with zero
the LCM (Least Common depending upon the
To subtract similar Multiple) of the maximum digits present
fractions, follow the steps denominators of the after the decimal point
below: fractions; for any of the numbers.
a) subtract the numerator of b) change the fractions into - Add/ subtract the
the subtrahend from the similar fractions with decimal numbers
numerator of the minuend; denominator equal to the following the procedure
b) copy the common LCD; similar to whole
denominator; and c) add the numerators and numbers and place the
if the numerator of the copy the common decimal point
fractional part of the denominator; and accordingly.
subtrahend is greater than d) simplify the sum if possible. - Regroup if necessary.
the numerator of the
minuend, regroup 1 from the To find the difference of Multiply Decimals
whole number of the dissimilar fractions, do the - Set up and multiply the
minuend. following:
numbers as you do with
a) find the LCD (Least
whole numbers.
Common Denominator) or
- Count the total number
the LCM (Least Common
of decimal places in
Multiple) of the
both of the factors.
denominators of the
- Place the decimal point
fractions;
in the product so that
b) change the fractions into
the number of decimal
similar fractions with
places in the product is
denominator equal to the
the sum of the decimal
LCD; and
places in the factors.
subtract the numerators and
- Keep all zeros in the
copy the common denominator
product when placing
the decimal point. Drop
the zeros on the right
once the decimal point
has been placed in the
product. If the number

10
 of decimal places is
greater than the
number of digits in the
product, insert zeros in
front of the product.

Dividing Decimals
- Set up the long division
as in the division of
whole numbers.
- Move the decimal point
to the end of the divisor.
- Move the decimal point
in the dividend to an
equal number of places.
- Divide as whole
numbers.
- Place the decimal point
in the quotient directly
above the decimal point
of the dividend.

To determine the learning To determine the learning To determine the learning To determine the learning
outcomes, learners shall outcomes, learners shall outcomes, learners shall outcomes, learners shall
answer Activity 3: answer Activity 3: answer Activity 3: answer Activity 3:
Mastering Addition/ Mastering Addition/ Mastering Multiplication/ Mastering Operations
Evaluating Learning
Subtraction of Similar Subtraction of Dissimilar Division of Fractions/ on Decimals of the
Fractions of the Worksheets Fractions of the Worksheets Mixed Numbers of the Worksheets for
for Mathematics Quarter 1 for Mathematics Quarter 1 Worksheets for Mathematics Mathematics Quarter 1
Week 8. Week 8. Quarter 1 Week 8. Week 8.
For learners who will not be For learners who will not be For learners who will not be For learners who will not
Additional Activities
able to reach 75% of the able to reach 75% of the able to reach 75% of the be able to reach 75% of
for Application or
assessment, Activity 4: assessment, Activity 4: assessment, Activity 4: the assessment, Activity
Remediation (if
Extra Practice on Extra Practice on Addition/ Extra Practice on 4: Extra Practice in
applicable)
Addition/ Subtraction of Subtraction of Dissimilar Multiplication/ Division of Operations on Decimals
11
 Similar Fractions (Part A & Fractions (Part A & B) shall
Fractions/ Mixed Numbers (Part A & B) shall be
B) shall be given as be given as intervention (Part A & B) shall be given given as intervention
intervention while for the while for the other learners,
as intervention while for while for the other
other learners, Part C shall Part C shall be given as the other learners, Part C learners, Part C shall be
be given as enrichment. enrichment. shall be given as given as enrichment.
enrichment.
Suggested online resources/ Suggested online resources Suggested online resources Suggested online
activity for the advance for the learners to visit for for the learners to visit for resources for the learners
learners: additional activities. Khan additional activities. Khan to visit for additional
https://artofproblemsolving Academy Academy activities.
.com/alcumus/problem https://www.khanacademy. https://www.khanacademy. https://artofproblemsolv
Remarks org/math/cc-fifth-grade- org/math/cc-fourth-grade- ing.com/alcumus/proble
math/ math/division/mult- m
division-word-
problems/e/arithmetic_word
_problems

Reflection

12