Republic of the Philippines
Department of Education
NATIONAL CAPITAL REGION
SCHOOLS DIVISION OF PARAÑAQUE CITY
TAMBO NATIONAL HIGH SCHOOL
School: TAMBO NATIONAL HIGH SCHOOL Grade and 7-KIDLAT
Section: 7-LAKAPATI
7-MAGUAYAN
Teacher: JONALEX G. PICA Subject MATHEMATICS
Date: October 26, 2023 Grading 1ST GRADING
Period
I. OBJECTIVE The learner…
A. CONTENT STANDARDS The learner demonstrates understanding of key concepts of sets and the real
number system.
B. PERFORMANCE The learner is able to intellectually formulate challenging situations involving sets
STANDARDS and real numbers, and solve these in a variety of strategies.
C. Learning Arranges real numbers in increasing or decreasing order.
Competencies/Objectives a. Arrange real numbers in increasing or decreasing order
b. Realize the importance of the order of real numbers in real-life situation
II. CONTENT Ordering Real Numbers
III. LEARNING RESOURCES Learner’s Material, Teacher’s Guide
Reference:
Learner’s Material Pages 75-82
Textbook Pages Grade 7 Mathematics Patterns and Practicalities by Gladys C. Nivera pages 328-
329
Additional Materials from https://www.brighthubeducation.com/lesson-plans-grades-3-5/102267-the-three-
learning Resource (LR)portal: types-of-angles/
Other Learning Resources LCD, Laptop, Pictures/Illustrations/Figures
IV. PROCEDURES
POP or FLOP!
Use the number line below to determine whether each mathematical sentence is
TRUE or FALSE. Write POP if the given is true. Otherwise, write FLOP.
A. Presentation the new
lesson
1. -11/3 > -4.5 ______
2. 1/3 > √11 ______
3. √2 < 5.1101110111… ______
4. - √3 = -11/3 ______
5. - √6 < √11 ______
B. Establishing a purpose for the Suppose that you and your four friends are playing a game where each of you
lesson draws a number from a box and the person who gets the highest number wins.
Inside the box are the real numbers {-2, √3, -12, 0.9999, 2/8}. Let’s say that you
drew the number -2, while your friends drew the numbers √3, -12, 0.9999, and 2/8,
respectively. Could you figure out who won the game? Who got the least number?
Compare the following numbers using < or >.
1) √ 32 _____ 5.1
2) √ 38 ______ √ 42
C. Presenting examples/ 7
Instance of the new lesson
3) √ 2 ______ 4
43
4) ______ √ 65
5
5) √ 16 _____ 3.9
Plot the points on the number line corresponding to the elements of the given set.
For non-integers and irrational numbers, express them first as decimals. Then
arrange the set of real numbers in increasing and decreasing orders.
a. {6, -4, 0, 7.5, -9}
D. Discussing new concepts Increasing order: ____________________
and practicing new skills # 1 Decreasing order: ___________________
b. {-2, √2, -1 1/2, -7, 6} {-2, ____, ____, -7, 6}
Increasing order: ____________________
Decreasing order: ____________________
a. How did you figure out what the highest number is?
b. How will you figure out what the lowest number is?
E. Discussing new concepts
c. How will you arrange the numbers in increasing order? Decreasing order?
and practicing new skills # 2
d. How will you make ordering real numbers easier? What tools can be used?
e. Why is it necessary to arrange numbers in order?
Plot the points corresponding to the elements of the given set. Then, rearrange the
elements in decreasing order.
a. {6, -4, 0, √9, -9}
F. Developing mastery (Leads
b. {-2, -1/5, 4, -7, 6}
to Formative Assessment)
c. {-10, 0, -3, 7.2, 3}
d. {-3.3, -1, 4 2/5, 1/3, √15}
e. {2,0, √8, −3, 3/6 }
Write I if the elements are arranged in increasing order and D if in decreasing order.
a. {-7, -3, -9/11, √9, 18/5}
G. Finding practical
b. {-6, -4.7, -𝝅, -√8, 0.8}
application of concepts and
c. {√25, 1.7, -5/2, -8, -√100}
skill in daily living
e. {-52, -25, 𝝅, 3.3, √16}
d. {17/2, 3, 18/11, 0, −√9, -18/5}
Ordering numbers from least to greatest or vice versa? Are the numbers in different
forms? To make comparing easier, convert all the numbers to decimals. Then, plot
H. Generalization
those decimals on a number line and arrange them in increasing or decreasing
order!
Arrange the elements in order depending on the specified arrangement.
a. {6, -4, 5, √9, -9}, increasing
b. {-2, -1/5, 4/3, -7, 6}, decreasing
I. Evaluating learning
c. {-10, 10, -3, 7.2, 3}, decreasing
d. {-0.3, -1, 4 2/5, 1/3, √15}, increasing
e. {4,0, √10, −3, 3/6 }, decreasing
V. AGREEMENT/Assignment Study: Scientific Notation
a. Why do some calculators make use of the scientific notation?
b. How are numbers converted to scientific notation?
VI. REMARKS
VII. REFLECTION
andMastery Level Students’ scores will be recorded.
A. What innovation or location
materials did I use/discover
which I wish to share with
other teachers?
Prepared by: Checked by: Submitted To:
JONALEX G. PICA MARICAR L. VILLANUEVA LEILA F. SEVILLA
Teacher I Mathematics Coordinator Master Teacher I
Noted:
ROSENDO C. ABULOG, Ph. D
School Principal
