SCHOOL QUEZON CITY HIGH SCHOOL GRADE LEVEL SEVEN (7)

LEARNING
TEACHER NOVY H. FACUN MATHEMATICS
GRADE 7 DAILY LESSON LOG AREA
TEACHING DATES NOVEMBER 7-11, 2022
QUARTER FIRST
and TIME 8:00-9:00, 10:30-11:30, 12:30-1:30
I OBJECTIVES Day 1 Day 2 Day 3 Day 4
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.
• Describes principal roots and tells whether they are rational or irrational. M7NS-Ig-1
Learning Competencies/ • Determines between what two integers the square root of a number is. M7NS-Ig-2
C Objectives (Write the LC code for
each) • Estimates and plotting the square root of a whole number to the nearest hundredth. M7NS-Ig-3, M7NS-Ig-4
• Arranges real numbers in increasing or decreasing order.M7NS-Ih-2
Textbook, Activity Sheet, Video Textbook, Activity Sheet, Video
D Instructional Materials Textbook, Activity Sheet, Video Lesson Textbook, Activity Sheet, Video Lesson
Lesson Lesson
E Teaching strategy Direct instruction with drill Direct instruction with drill Direct instruction with drill

Number and Number Sense Number and Number Sense Number and Number Sense
II CONTENT Summative Test
(Principal Roots and Irrational (Principal Roots and Irrational (Principal Roots and Irrational
(30 items)
Numbers) Numbers) Numbers)
III LEARNING RESOURCES
A References
1 Teacher’s Guide pages
Learner’s module 6 Learner’s module 7 Learner’s module 8
2 Learner’s Material pages
page.6-19 page 7-21 Page 15-20
3 Textbook pages
Additional Resources (LR
4
portal)
Teacher’s Activity Notebook/Video Teacher’s Activity Teacher’s Activity
B Other Learning Resources
Lesson Notebook/Video Lesson Notebook/Video Lesson
IV PROCEDURES
Look at the unusual clock and answer
the questions below.
Review:
1. Can you tell the
Reviewing previous lessons or Tell whether √39 is rational and Conduct a short drill/motivation
A time?
presenting the new lesson irrational. on the previous lesson
2. What time is
shown in the clock?
 What do you get when you take the
√1 ? √4? √9? √16 ?
4. How will you describe the result?
Between what two consecutive
integers does √39 lie? What is our basis in arranging
Establishing a purpose for the Can you take the exact value of √10?
B 4 real numbers in ascending/
lesson What value could you get? What is the principal root of √
9 descending order?
?
Any number that cannot be expressed Principal roots below are
as a quotient of two integers is an between two integers.
irrational number. Find the two closest such Show the number line.
integers. Illustrate which numbers on the
Presenting examples/instances
C
of the new lesson The numbers √2, π, and the special number line has greater/lesser
number e are all irrational numbers. 1. √19 value?
Decimal numbers that are non-repeating 2. √85
and non-terminating are irrational 3. √150
numbers.
𝑛 Solution:
Use the √ button of a scientific
calculator to find the following values: 1. √19 Give more illustrative examples
16 is a perfect integer square and discuss
Discussing new concepts and and 4 is its principal square root.
D 1.√40
practicing new skills #1 25 is the next perfect integer
2.√98 square and 5 is its principal
3. √−125 square root. Therefore, √19 is
between 4 and 5.
Classifying Principal Roots as Rational Estimate square root of √40 to
or Irrational Numbers to determine the nearest tenth. Ask students to do the group
whether a principal root is a rational or activity and discuss their output.
irrational number, determine if the Solution:
radicand is a perfect or not. If it is, then Arrange the set of number in
the root is rational. Otherwise, it is √40 is between 6 and 7, increasing order.
Discussing new concepts and irrational. principal roots of the two perfect
E squares 36 and 49, respectively.
practicing new skills #2 1. √9, √15, 3.5, -1.5, 3/4
Problem 1. Now, take the square of 6.5, 2. ½ , 17/2, 5.45, -1.2, 0.2
Tell whether the principal root of each midway between 6 and 7. 3. -6.3, -√100, 3.2, -2, 1.3
number is rational or irrational. Computing, 6.52 = 42.25. Since
42.25 > 40 then 40 is closer to 6 4. -2. 1/4 , 5/3, √8, 10, -√8

1. √40 than to 7. Now, compute for the

squares of numbers between 6
2. √64
and 6.5:
 3. √150
4. √225 Since 40 is close to 39.69 than
to 40.96,
5. √1000
√40 is approximately 6.3.
If a principal root is irrational, the best
you can do for now is to give an
Giving enrichment activities in Giving enrichment activities in
estimate of its value.
F Developing mastery the textbook/ Learning Activity the textbook/ Learning Activity
Estimating is very important for all
sheet sheet
principal roots that are not roots of
perfect nth powers.
Finding practical applications Show figure/s in real life that Show figure/s in real life that
Show figure/s in real life that can apply
G of concepts and skills in daily can apply square root of a can apply square root of a
square root of a number
living number number
The farther the positive number
to zero the greater its value
Making generalizations and Ask students to make conjectures about Ask students to make
H
abstractions about the lesson the lesson conjectures about the lesson
The father the negative numbers
to zero the lesser its value.
Tell whether the principal roots of each Arrange the set of number in
Estimate each square root to the
number is rational or irrational increasing order.
nearest tenth.
1. √50
1. √400
I Evaluating learning 2. √72
2. √64
3. √200
3. √0.81
4. √85
4. √26
5. √136
5. √30

➢ https://www.youtube.com/watch?v=nq4wb7TiWa4&t=853s
J
Additional activities for Ask students to watch the video lessons ➢ https://www.youtube.com/watch?v=md1pnZsf9Mg&t=1001s
application or remediation posted in Youtube ➢ https://www.youtube.com/watch?v=Nxh2r4QK_gg&t=438s

V REMARKS
VI REFLECTION

No. of learners who earned 80%

A in the evaluation

No. of learners who require

B additional activities for
 remediation and who scored
below 80%

Did the remedial lesson work? No.

C of learners who have caught up
with the lesson

No. of leaners who continue to

D require remediation

Which teaching strategies worked

E well? Why did these work?

What difficulties did I encounter

which my principal or supervisor
can help me solve?
F

What Innovation or localized

materials did I use/discover which
G
I wish to share with the other
teachers?

Prepared by: Checked by: Noted:

NOVY H. FACUN MS. CLARISA BENEDICTA R. DELADIA MRS. ANGELINE T. TORRES

Teacher II, Mathematics Head Teacher VI, Mathematics Principal IV