Annex 1c to DepEd Order No. 42 , s.

2016

GRADE 1 to 12 School Grade Level Seven

DAILY LESSON LOG Teacher Learning Mathematics
Area
Teaching Dates and Time Quarter First

DAY 1 DAY 2 DAY 3 DAY 4 DAY 5

I. OBJECTIVES Objectives must be met over the week and connected to the curriculum standards. To meet the objectives necessary
procedures must be followed and if needed, additional lessons, exercises, and remedial activities may be done for
developing content knowledge and competencies. These are assessed using Formative Assessment strategies. Valuing
objectives support the learning of content and competencies and enable children to find significance and joy in learning the
lessons. Weekly objectives shall be derived from the curriculum guides.

A. Content Standard 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
Standard
C. Learning The learner describes The learner determines The learner estimates The learner plots
Competency/Objectiv principal roots and tells between what two the square root of a irrational numbers (up
es whether they are integers the square root whole number to the to square roots) on a
Write the LC code for rational or irrational. of a number is. nearest hundredth. number line.
each. (M7NS-Ig-1) (M7NS-Ig-2) (M7NS-Ig-3) (M7NS-Ig-4)

III. CONTENT
Principal Root: Between What Two Estimating the Square Plotting Irrational
Rational or Irrational integers Does the Root of a Number to Numbers on the
Square Root of a the Nearest Hundreth Number Line
Number Lies
V. LEARNING
RESOURCES
A. References
1. Teacher’s Guide 88-92 88-92 88-92 88-92
pages
2. Learner’s 68-72 68-72 68-72 68-72
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Annex 1c to DepEd Order No. 42 , s. 2016

Materials pages
3. Textbook pages Our World of Math 7 Elementary Algebra Our World of Math 7
pp. 70-73 by pp. 73-75 pp. 70-73 by
Crisostomo Crisostomo
4. Additional
Materials from
Learning
Resource
(LR)portal
B. Other Learning DLP 1st quarter LAS DLP 1st quarter LAS DLP 1st quarter LAS DLP 1st quarter LAS
Resource No. 25 No. 26 No. 27 No. 28
VI. PROCEDUR These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be
ES guided by demonstration of learning by the students which you can infer from formative assessment activities. Sustain
learning systematically by providing students with multiple ways to learn new things, practice their learning, question their
learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge.
Indicate the time allotment for each step.
A. Reviewing previous Recall the previous Given a number, how Recall the previous Recall how to estimate
lesson or presenting day’s lesson. can you tell if the day’s lesson on the square root of a
the new lesson square roots are determining between number.
rational or irrational? what two consecutive
integers the square root
of a number lies.
B. Establishing a Present a picture of an For not perfect square How can we determine The square root of a
purpose for the lesson unusual watch. (Refer numbers, the roots are the estimated value of irrational number can
to TG p. 88). Let irrational. Present the the root to the nearest be plotted on a number
students share opinions number line, and then hundredth if we know line.
on the picture. let the students already the whole part?
1. Can you tell the estimate location of
time? these points. A video
2. What time is shown also can be presented
in the wristwatch? (https://www.youtube.c
3. What do you get om/watch?
when you take the √1? v=hzXYsEfb9_U )
√ 4? √ 9? √ 16?

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Annex 1c to DepEd Order No. 42 , s. 2016

4. Can you take the

exact value of √ 130?
C. Presenting What you noticed with Find the square root of Given the number line,
examples/Instances of the roots in question 40 to the nearest plot √3?
the new lesson no. 3 and 4? Between what two hundredth.
integers does the
square root of 3 lies?
D. Discussing new What are perfect Find two consecutive See Concept Notes of 1. What
concepts and square numbers? integers between; DLP LAS No. 27 integers do
practicing new skills Explain the steps on the square
#1 estimating the square root of 3
root of a number to the lie?
nearest hundredth 2. To what
integer does
the square
root of 3
closer?

E. Discussing new What are irrational Drill: Use worksheet Make 8 groups, odd Refer to LM, p.73 D.
concepts and numbers? https://worksheets.tutor number groups solve 1-4
practicing new skills vista.com/square-root- nos. 1 and 3, even In pairs, plot the square
#2 worksheet.html numbered groups solve root of the following.
It can be done in pairs. 2 and 4. Estimate the
square root of the
following to the
nearest hundredth.
1. √ 20
2. √ 58
3. √ 115
4. √ 250
Post your answers and

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Annex 1c to DepEd Order No. 42 , s. 2016

select groups to explain

their work.
F. Developing mastery Identify if the principal
(leads to Formative root of a given number
Assessment 3) is rational or irrational.

G. Finding practical How do you know

application of your family? Are you
concepts and skills in able to find your roots?
daily living.
H. Making How can you tell if the How do you determine How will you estimate How do you plot the
generalizations and principal root of a between what two the value of the square square root of an
abstractions about the given number is consecutive integers root of a number? irrational number on
lesson rational or irrational? the square root of a the number line.
number lie? Can you find other
ways to get the task
done?

I. Evaluating learning Refer to DLP 1st Refer to DLP 1st Estimate the square Refer to DLP 1st
quarter LAS No. 25. Quarter LAS No. 26. root to the nearest Quarter LAS No. 28.
Tell whether the Between what two hundredth.
principal roots of each integers does the 1. √15 Plot the principal roots
number are rational or square root of the of the following points
irrational. following numbers lie? on one number line.
1. √12 2. √69 √50
1. √2 = _____
2. √36 and _____ √85
2. √11 = _____ 3. √32
and _____ √5
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Annex 1c to DepEd Order No. 42 , s. 2016

3. √1 3. √33 = _____ 4. √110

and _____
4. √99 4. √84 = _____
and _____
5. √85
6. √49
7. √121
8. √625
J. Additional activities
for application or
remediation
1. REMARKS

2. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What
else needs to be done to help the students learn? Identify what help your instructional supervisors can provide for you so when
you meet them, you can ask them relevant questions.
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. Did the remedial
lessons work? No. of
learners who have
caught up with the
lesson
D. No. of learners who
continue to require
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Annex 1c to DepEd Order No. 42 , s. 2016

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?

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