DAILY School Grade Level Grade 7

LESSON LOG Teacher Learning Area Math

Teaching Dates and Time Quarter First ( Week 8)

DAY 1 DAY 2 DAY 3 DAY 4

I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of key concepts of sets and the real number system.
B. Performance The learner is able to formulate challenging situations involving sets and real numbers and solve these in a variety of strategies.
Standards
C. Learning  Performs operations on  describes principal roots and  determines between what
Competencies/ rational numbers tells whether they are rational two integers the square root
Objectives M7NS-If-1 or irrational. of a number is.
M7NS-Ig-1 M7NS-Ig-2
 estimates the square root of
a whole number to the
nearest hundredth.
M7NS-Ig-3
II. CONTENT Number and Number Sense Number and Number Sense Number and Number Sense
(Multiplication and Division of SUMMATIVE TEST (Principal Roots and Irrational (Principal Roots and Irrational
Rational Numbers in Decimal Numbers) Numbers)
Form)
III. LEARNING PROCESS
A. References pp. 84 - 89 pp. 84 - 89
1. Teacher’s Guide pp. 75 - 77
pages
2. Learner’s Materials pp. 56 - 57 pp. 63 - 68 pp. 63 - 68
pages
3. Textbook pages
4. Additional Materials
for Learning
Resources (LR)
portal
B. Other Learning
 Resources
IV. PROCEDURES
A. Reviewing previous Review on Multiplication and Take a look at the unusual Review:
lesson or presenting Division of Integers: wristwatch and answer the Tell whether √ 39 is rational and
the new lesson. Give the students series of questions below. irrational.
whole numbers and let them
multiply and divide. 1. Can you tell the time?
2. What time is shown in the
wristwatch?
3. What do you get when you
take the √1 ? √4 ? √9 ? √ 16 ?
4. How will you describe the
result?
5. Can you take the exact value
of √130?
6. What value could you get?

B. Establishing a Provocative Question: Between what two consecutive

purpose for the 1. How will you multiply integers does √ 39 lie?
lesson. decimals?
2. How about fractions?
C. Presenting examples/ Give students several Any number that cannot be Principal roots below are
instances of the new examples of multiplication expressed as a quotient of two between two integers.
lesson. sentences with the answers integers is an irrational number. Find the two closest such
given. Place the decimal point integers.
in an incorrect spot and ask The numbers √2, π, and the
students to explain why the special number e are all A. √ 19 B. √3 101
decimal place does not go irrational numbers. Decimal
there and explain where it numbers that are non-repeating C. √ 300
should go and why. and non-terminating are
 irrational numbers.
215.2
x 3.2
68.864

D. Discussing new Show the correct solution Solution:

concepts and Use the button of a scientific (a) √ 19
practicing new skills 215.2 calculator to find the following 16 is a perfect integer
#1. x 3.2 values: square and 4 is its principal
688.64 square root. 25 is the next
perfect integer square and 5 is
In multiplying rational numbers its principal square root.
in decimal form, note the Therefore, √ 19 is between 4
importance of knowing where and 5.
to place the decimal point in a
product of two decimal (b) √3 101
numbers. Do you notice a 64 is a perfect integer cube
pattern? and 4 is its principal cube root.
125 is the next perfect integer
cube and 5 is its principal cube
root. Therefore, √3 101 is
between 4 and 5.

(c)√ 300
289 is a perfect integer
square and 17 is its principal
square root. 324 is the next
perfect integer square and 18 is
its principal square root.
Therefore, √ 300 is between 17
and 18.
E. Discussing new B. Five students ordered buko Estimate each square root to
concepts and pie and the total cost was Classifying Principal nth Roots as the nearest tenth.
 practicing new skills P135.75. How much did each Rational or Irrational Numbers to A. √ 40
#2. student have to pay if they determine whether a principal
shared the cost equally? root is a rational or irrational
number, determine if the A. The principal root √ 40
135.75 ÷ 5 = __________ radicand is a perfect nth power is between 6 and 7, principal
or not. If it is, then the root is roots of the two perfect squares
In dividing rational numbers in rational. Otherwise, it is 36 and 49, respectively. Now,
decimal form, how do you irrational. take the square of 6.5, midway
determine where to place the between 6 and 7. Computing,
decimal point in the quotient? Problem 1. 6.52 = 42.25. Since 42.25 > 40
Tell whether the principal root of then √ 40 is closer to 6 than to
each number is rational or 7. Now, compute for the
irrational. squares of numbers between 6
and 6.5:
6.12 = 37.21, 6.22 = 38.44, 6.32
= 39.69, and
6.42 = 40.96. Since 40 is close
to 39.69 than to 40.96, √ 40 is
approximately 6.3.

F. Developing Mastery Answer the following: If a principal root is irrational, the The teacher will give more
( Leads to Formative best you can do for now is to examples.
Assessment 3) A. 78 x 0.4 give an estimate of its value.
B. 9.6 x 13
C. 27.3 x 2.5 Estimating is very important for
D. 3.5 ÷ 2 all principal roots that are not
E. 3.24 ÷ 0.5 roots of perfect nth powers.
F. 1.248 ÷ 0.024
G. Finding practical
applications of
concepts and skills in
daily living.
H. Making Rules in Multiplying Rational
generalizations and Numbers in Decimal Form
abstractions about the
lesson. 1. Arrange the numbers in a
vertical column.
2. Multiply the numbers, as if
you are multiplying whole
numbers.
3. Starting from the rightmost
end of the product, move the
decimal point to the left the
same number of places as the
sum of the decimal places in
the multiplicand and the
multiplier.
Rules in Dividing Rational
Numbers in Decimal Form

1. If the divisor is a whole

number, divide the dividend by
the divisor applying the rules
of a whole number. The
position of the decimal point is
the same as that in the
dividend.

2. If the divisor is not a whole

number, make the divisor a
whole number by moving the
decimal point in the divisor to
the rightmost end, making the
number seem like a whole
number.
 3. Move the decimal point in
the dividend to the right the
same number of places as the
decimal point was moved to
make the divisor a whole
number.

4. Lastly divide the new

dividend by the new divisor.
I. Evaluating Learning A. 3.415 ÷ 2.5 Tell whether the principal roots Between which two
B. 53.61 x 1.02 of each number is rational or consecutive integers does the
C. 1948.324 ÷ 5.9 irrational. square root lie?

1) √ 77
2) √ 90
3) √ 700
4) √ 48
5) √ 444
Estimate each square root to
the nearest tenth

6) √ 50
7) √ 72
8) √ 250
9) √ 85
10) √ 136
J. Additional activities for
application or
remediation.
V. REMARKS
VI. REFLECTION
A. No. of learners who
 earned 80% in the
evaluation.
B. No. of learners who
require additional
activities for
remediation who
scored below 80%.
C. Do the remedial
lessons work? No. of
learners who have
caught up with the
lesson.
D. No. of learners who
continue to require
remediation.
E. Which of my teaching
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?