Instructional Planning

(The process of systematically planning, developing, evaluating and managing the instructional
process by using principles of teaching and learning - D.O. 42, s. 2016)

Detailed Lesson Plan (DLP) Format

Learning Area:
DLP No.: Grade Level: Quarter: Duration: Date:
9 Mathematics 7 1st 180 minutes June 18, 2019
Learning Competency/ies: Code:
Expresses rational numbers from fraction form to
(Taken from the Curriculum Guide) decimal form and vice versa. M7NS-Ie-1

Key Concepts / Understandings Demonstrates understanding of key concepts of sets and the real number system.
to be Developed

Adapted Cognitive Process

Domain Dimensions (D.O. No. 8, s. 2015)
OBJECTIVES:

Knowledge
The fact or Remembering Define rational numbers.
condition of knowing
something with familiarity
gained through experience Understanding Describe the properties of rational numbers.
or association

Applying Express decimals as fractions and vice-versa.

Skills
The
ability and capacity acquired
through deliberate, Analyzing Identify some forms of rational numbers.
systematic, and sustained
effort to smoothly and
adaptively carryout complex
activities or the ability, coming Evaluating
from one's knowledge,
practice, aptitude, etc., to do
something
Creating

Attitude Valuing

Values Valuing

2. Content Numbers and Number Sense

3. Learning Resources Elementary Algebra I. 2002. pp. 45-50

4. Procedures
4.1 Introductory Activity Show pictures of recipes with its list of quantities, price of clothes, speed of swimmers and amount of substance in a
particular medicine. Ask the students' observation towards the quantities present. After having their responses, proceed
minutes in the introduction of topic.
4.2 Activity
Present the following equations to the students(15/3=5; 28/4=7;45/5=9;10/3;7/9), ask them what they have noticed.
They should define rational numbers out from these examples. After this, allow the students to divide 7 by 8 using long
minutes division and will come up with a decimal value. To reverse the process, tell the students to convert 0.45 to fraction.

4.3 Analysis Ask the students the following questions: How convertion from fraction to decimals and vice-versa are made possible?
minutes How fractions and decimals are related with rational numbers?
4.4 Abstraction
The students should describe the properties of rational numbers.
minutes
4.5 Application Provide further examples for the students to ponder. Convert 0.375; 0.433…; 0.999… to fractions and 6/25; 3/5; 7/11 to
minutes decimals.
4.6 Assessment Identify terminating decimal or repeating non-terminating decimal by converting them
Tests to decimals: 4/5; 5/13; 2/9. Convert the following to fractions in lowest term: o.75; 0.5;
minutes 0.666…
4.7 Assignment Study and explore more the world of fractions by watching youtube videos and
Preparing for the new lesson
minutes tutorials.
4.8 Concluding Activity In this lesson, you learned about rational numbers and know how to convert fractions to decimals and vice-versa. The
skill of convertion is necessary in order to identify two different things which shares same value. If related to life, a
minutes certain situation may perceived differently by two individuals, however, if put into consideration this might lead into
something better.

5.      Remarks

6.      Reflections
A.  No. of learners who earned 80% in the C.   Did the remedial lessons work? No. of learners who have caught up with the
evaluation. lesson.

B.   No. of learners who require additional activities

D.  No. of learners who continue to require remediation.
for remediation.

E.   Which of my learning 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?

Prepared by:
Name: KRIZHIA JEE P. GALLO School: TUDELA NHS
Position/
Designatio TEACHER-1 Division: CEBU PROVINCE
n:
Contact
Number: 9301817539 Email address: [email protected]
 Instructional Planning
(The process of systematically planning, developing, evaluating and managing the instructional
process by using principles of teaching and learning - D.O. 42, s. 2016)

Detailed Lesson Plan (DLP) Format

Learning Area:
DLP No.: Grade Level: Quarter: Duration: Date:
10 Mathematics 7 1st 120 minutes July 6-7, 2017
Learning Competency/ies: Code:
Arranges rational numbers on a number line.
(Taken from the Curriculum Guide) M7NS-Ie-2
Key Concepts / Understandings Demonstrates understanding of key concepts of sets and the real number system.
to be Developed
Adapted Cognitive Process
Domain Dimensions (D.O. No. 8, s. 2015)
OBJECTIVES:
Knowledge
The fact or
condition of knowing
Remembering Define rational numbers.
something with familiarity Understanding Discuss the reasons why rational numbers can be plotted on the number line.
gained through experience
Skills
or association
The Applying Illustrate rational numbers on the number line.
ability and capacity acquired
through deliberate,
systematic, and sustained
Analyzing Arrange rational numbers on the number line.
effort to smoothly and
adaptively carryout complex Evaluating
activities or the ability, coming
from one's knowledge, Creating
practice, aptitude, etc., to do
something
Attitude Valuing Develop the value of arrangement and order as they relate the lesson on their experience.
Values Valuing Gives respect,value and considertion towards other's feelings and dispositions.

2. Content Numbers and Number Sense

Mathematics 7, Learner's Module (Lesson 6: Rational Numbers in the Number Line) pp. 41 -
3. Learning Resources 44
4. Procedures
4.1 Introductory Activity Ask the students if they arrange things in order. Relate this to the lesson and initiate the first activity. Present different
numbers to the students (written in flash cards) and tell them to determine whether the numbers are rational or not.
20 minutes Afterwards, show some expressions and ask students what kind of numbers are they.
4.2 Activity Let the students define rational number and call some of them to give more examples. Ask if these numbers can be
possibly presented on a number line. After having their answers, discuss and explain how to locate these numbers on
20 minutes the number line.
4.3 Analysis The teacher will allow the students to state and discuss the reasons why rational numbers can be plotted or located on
20 minutes the number line.
4.4 Abstraction Help the students acquire more understanding about the topic by explaining the following concepts: arranging numbers
15 minutes in order from least to greatest and by expressing numbers in the same form- deimals or fractions.
4.5 Application Group the students into five, let them do the task on Exercise III A p. 43. They will locate and plot the given numbers
20 minutes using onlu one number line. They will use the board to present their answers.
4.6 Assessment
Tests Answer Exercise III B and C p. 44.
20 minutes
4.7 Assignment
Preparing for the new lesson Study the operations of rational numbers.
3 minutes
4.8 Concluding Activity In this lesson, you learned to arrange and locate rational numbers in the number line. The numbers maybe least or highest, rational
or not and yet it has a place in the number line. Like numbers, we should not belittle our own being since each of us is part and has a
2 minutes unique position in our society.
5.      Remarks
6.      Reflections
A.  No. of learners who earned 80% in the C.   Did the remedial lessons work? No. of learners who have caught up with the
evaluation. lesson.
B.   No. of learners who require additional activities
D.  No. of learners who continue to require remediation.
for remediation.
E.   Which of my learning 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?
Prepared by:
Name: KRIZHIA JEE P. GALLO School: TUDELA NHS
Position/
Designatio TEACHER-1 Division: CEBU PROVINCE
n:
Contact
Number: 9301817539 Email address: [email protected]