lesson plan math grade 7

1. School: Quezon Institute of Technology Grade Level: VII
Teacher: Poula Antonette T. Abalde Learning Area: Mathematics
Date and Time: February 7, 2024 - 2:00 – 3:00 Quarter: Third Quarter
Detailed Lesson Plan in Mathematics
l. OBJECTIVES
A. Content Standards Demonstrates understanding of key concepts of sets and the real
number system.
B. Performing Standards Is able to formulate challenging situations involving sets and real
numbers and solve these in a variety of strategies.
C. Learning Competences Expresses rational numbers from fraction form to decimal form
and vice versa. (M7NS Ie-1)
D. Learning Objectives a. represent word problems using fractional notation
b. solve worded problems of operation on fractions
c. relate the topic in real life situation
ll. CONTENT
Topic Solving Word Problems Involving Fractions
lll. LEARNING RESOURCES
A. References
1. Teachers Guide pages Mathematics7_Module8_page#7-9
B. Materials Instructional Material, Flash Cards
lV. PROCEDURE Teachers Activity Student’s Activity
A. Preliminary Activities
 Prayer Kindly stand for our prayer.
(Call someone)
(Students praying)
 Greetings Good afternoon students
Before you take your seats, I have 3
basic rules in our class. And those are:
First, Listen! You must listen carefully to
the discussion for you to understand
our lesson well.
Second, Participate! Participate in all
activities so you’ll have a good grade in
your participation.
Then lastly, the third one, Raise your
hand! Raise your hand whenever you
have questions or concern about our
topic.
Do you understand?
Good afternoon, Ma’am!
(Students listen attentively)
Yes Ma’am!

2. You may now take your seats. Thank you, Ma’am!
 Checking of
Attendance
Who’s absent today?
Very good, since no one is absent today.
Let’s give ourselves a round of applause.
None Ma’am!
(Students clapping)
B. Reviewing Previous Lesson or Presenting the New Lesson
How are you students?
Good to hear.
So, are you ready on our discussion for
today?
But before we start, who can still
remember the topic that you had
yesterday?
That’s right!
Base on the last topic, what is integers?
Very good!
(Showing the students an example of
fraction)
Fraction
Does anyone of you know what are
this?
(Referring to the sample picture shown)
This are an example of fraction.
We are fine, Ma’am!
Yes Ma’am!
It’s Solving Word Problem
Involving Integers Ma’am
Integers are sets of whole
number.
(Students watch attentively)
(Student’s answers may vary)

3. C. Establishing Purpose of the Lesson
So now, since you already saw an
example of fractions, we will have an
activity. I’ll be dividing you into two
groups, each group will be given a
situation with questions then you will
answer it in team. Write your answers in
a sheet of paper and present it here in
front.
Do I make myself clear?
Questions to be answer:
a) What is asked?
b) What are the given values?
c) What operation/s to be used?
d) Solution.
e) Check your answer.
(Students listen attentively)
Yes Ma’am
Answers:
- How much is the payment
that Adrian spent?
- 1
5
⁄ of the money her
Grandparents and 2
5
⁄ of the money on a
bag of candy
- Addition
Situation 1
Adrian spent 1
5
⁄ of the money
his grandparents gave his on
an adventure book. He also
spent 2
5
⁄ of the money on a
bag of candy. How much is the
payment that Adrian spent?
- 1
5
⁄ + 2
5
⁄ = N
- 𝟏
𝟓
⁄ + 𝟐
𝟓
⁄ = 𝟑
𝟓
⁄
- 𝟑
𝟓
⁄ - 𝟐
𝟓
⁄ = 𝟏
𝟓
⁄
Final Answer: 𝟑
𝟓
⁄ of the
payment that Adrian spent.

4. Questions to be answer:
a) What is asked?
b) What are the given values?
c) What operation/s to be used?
d) Solution.
e) Check your answer.
Do you think your answers are correct?
Well, good job! group 1 and group 2.
But we will be checking it later.
Let’s just all give ourselves a round of
applause for participating well.
Objectives:
a. represent word problems using
fractional notation
b. solve worded problems of
operation on fractions
c. relate the topic in real life
situation
Answers:
- What fraction of cake did
Amabel left?
- 4
8
⁄ of cake and gives 2
8
⁄ of
cake to her best friend
- Subtraction
-
4
8
-
2
8
=
2
8
=
1
4
-
2
8
+
2
8
=
4
8
=
1
4
Final Answer: 𝟐
𝟖
⁄ 𝒐𝒓 𝟏
𝟒
⁄ of cake
did Amabel left.
We think so Ma’am!
(Students clapping)
Situation 2
Amabel has 4
8
⁄ of cake and she
gave 2
8
⁄ of cake to her best friend.
What fraction of cake did Amabel
left?

5. D. Presenting Examples/Instances of the New Lesson
Well now, that activity was an
introduction or sample of our topic today.
Because our topic is solving word
problem involving fraction
So, what is Fraction?
Yes! You got the idea.
Just like on your topic yesterday, we will
still be using “George Polya’s Steps”
since this topic is also solving word
problem.
And again, the steps are?
Very good!
But in this topic, we will be going to
encounter fractions each situation.
So, are you ready?
First, what is fraction anyway?
Fraction - represent the parts of a whole
or collection of objects.
- It has two parts. The number on
the top of the line is called the
numerator. It tells how many
equal parts of the whole or
collection are taken. The number
below the line is called the
denominator.
(Showing again the flash cards example
of fraction)
It is a part of a whole Ma’am!
Step 1 - Understand the Problem
a. What is asked?
b. What are the given values?
Step 2 – Devise a Plan
c. What operation should be
used?
Step 3 – Carry Out the Plan
d. Write your solution.
Step 4 – Look Back
e. Check your answer
Yes Ma’am!
(Students listen attentively)

6. E. Discussing New Concepts and Practicing New Skill #1
Just like I said, the activity we had is an
example of solving word problem
involving fractions.
So, let’s check it.
Questions to be answer:
a) What is asked?
b) What are the given values?
c) What operation/s to be used?
d) Solution.
e) Check your answer.
(Students listen attentively)
Answers:
- How much is the payment
that Adrian spent?
- 1
5
⁄ of the money his
grandparents and 2
5
⁄ of the money
on a bag of candy
- Subtraction
- 1
5
⁄ + 2
5
⁄ = N
- 𝟏
𝟓
⁄ + 𝟐
𝟓
⁄ = 𝟑
𝟓
⁄
Situation 1
Adrian spent 1
5
⁄ of the money
his grandparents gave his on
an adventure book. He also
spent 2
5
⁄ of the money on a
bag of candy. How much is the
payment that Adrian spent?
- 𝟑
𝟓
⁄ - 𝟐
𝟓
⁄ = 𝟏
𝟓
⁄
Final Answer: 𝟑
𝟓
⁄ of the
payment that Adrian spent.

7. Are your answers correct?
Let’s answer Situation 2
Questions to be answer:
a) What is asked?
b) What are the given values?
c) What operation/s to be used?
d) Solution.
e) Check your answer.
(Students answers may vary)
Answers:
- What fraction of cake did
Amabel left?
- 4
8
⁄ of cake and gives 2
8
⁄ of
cake to her best friend
- Subtraction
-
4
8
-
2
8
=
2
8
=
1
4
-
2
8
+
2
8
=
4
8
=
1
4
Final Answer: 𝟐
𝟖
⁄ 𝒐𝒓 𝟏
𝟒
⁄ of cake
did Amabel left.
F. Discussing New Concepts and Practicing New Skill #2
Now, let’s have another exercise or
example.
Khyr John rode his bike for 3
6
⁄
of a mile on Monday and 2
6
⁄
of a mile on Tuesday. How
many miles did he ride
altogether?
Situation 2
Amabel has 4
8
⁄ of cake and she
gives 2
8
⁄ of cake to her best friend.
What fraction of cake did Amabel
left?

8. a) What is asked?
b) What are the given values?
c) What operation/s to be used?
d) Solution.
e) Check your answer.
Did you get it class?
Answers:
- How many miles did he ride
altogether?
- 3
6
⁄ of a mile on Monday
and 2
6
⁄ of a mile on Tuesday
- Addition
-
𝟑
𝟔
+
𝟐
𝟔
=
𝟓
𝟔
He rode his bike for 𝟓
𝟔
⁄ of
a mile altogether.
-
𝟓
𝟔
-
𝟐
𝟔
=
𝟑
𝟔
Yes Ma’am!
G. Developing Mastery
Now since we all got it. I will give another
example but this time I’ll be calling
random student’s name to answer the
George Polya’s Steps and write on the
board.
Do I make myself clear?
a) What is asked?
b) What are the given values?
Yes Ma’am!
Answers:
- How much yard is he left
with?
- 3
4
⁄ yard of material and 1
4
⁄
to cover a chair
Gabriel has 3
4
⁄ yard of
material. He uses 1
4
⁄ to cover
a chair. How much yard is he
left with?

9. c) What operation/s to be used?
d) Solution.
e) Check your solution.
Well done students!
- Subtraction
- 𝟑
𝟒
⁄ - 𝟏
𝟒
⁄ = 𝟐
𝟒
⁄ = 𝟏
𝟐
⁄
Gabriel is left with 𝟐
𝟒
⁄ or 𝟏
𝟐
⁄
- 𝟐
𝟒
⁄ + 𝟏
𝟒
⁄ = 𝟑
𝟒
⁄
H. Finding Practical Application of Concepts and Skills in Daily Living
By the way, why do we need to know
how to solve word problem involving
fractions?
Can we use it in our daily lives?
Well yes, because they tell you what
portion of a whole you need, have or
want.
Very good students!
(Student’s answer may vary)
Yes Ma’am!
(Student’s answer may vary)
l. Making
generalization and
abstraction about
the lesson
So again, for a short recap.
What is Fraction?
Very good!
What are the 2 parts of fraction?
That’s right!
It represents the parts of a whole or
collection of objects.
Numerator and Denominator

10. J. Evaluate Learning
Now get
1
4
crosswise for our quiz.
Direction: Answer the given
questions (George Polya’s Steps).
a. What is asked?
b. What are the given values?
c. What operation should be
used?
d. Write your solution.
e. Check your answer.
Answers:
- What is the total amount of
sugar needed in the recipe?
- 2
4
⁄ cups of sugar before
baking and another 1
4
⁄
cups after baking
- Addition
-
2
4
+
1
4
=
3
4
-
3
4
-
1
4
=
2
4
Final Answer: 𝟑
𝟒
⁄ is the total
amount of sugar needed in the
recipe
K. Additional
Activities for
Application and
Remediation
Do an advance reading about “Solving
Word Problems Involving Decimal” for
your next topic.
Good bye class!
Okay Ma’am!
Good bye and thank you Ma’am!
Vl. REMARKS
Vl. REFLECTION
Prepared by:
POULA ANTONETTE T. ABALDE
Student Teacher
A cake recipe for using 2
4
⁄
cups of sugar before baking
and another 1
4
⁄ cups after
baking. What is the total
amount of sugar needed in the
recipe?