DAILY LESSON LOG OF M7NS-Ii-1 (Week Nine-Day One)

School Grade Level Grade 7

Teacher Learning Area Mathematics
Teaching Date and Time Quarter First
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
I. OBJECTIVES 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 Standards The learner demonstrates understanding of key concepts of scientific notation.
B. Performance Standards The learner is able to formulate and solve situations involving scientific
notation.
Learning Competency: Writes Numbers in Scientific Notation (M7NS-Ii-1)
Learning Objectives:
C. Learning Competencies/ 1. Write numbers in scientific notation to standard form and vice versa;
Objectives 2. Determine significant digits in a given number; and
3. Demonstrate appreciation of writing very large and very small
numbers in scientific notation.
II. CONTENT Scientific Notation
III. LEARNING RESOURCES teacher’s guide, learner’s material
A. References
1. Teacher’s Guide Pages 109-113
2. Learner’s Materials Pages 82-86
3. Textbook pages
4. Additional Materials
from Learning
Resource (LR) portal
B. Other Learning Algebra Glencoe McGraw-Hill Education pages 91-100
Resources
These steps should be done across the week. Spread out the activities appropriately so that
pupils/students will learn well. Always be guided by demonstration of learning by the pupils/
students which you can infer from formative assessment activities. Sustain learning systematically
IV. PROCEDURES by providing pupils/students with multiple ways to learn new things, practice the 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.
The teacher gives the students real –life examples of numbers.

 The age of the Earth is about 4, 540, 000, 000 years old.
 The mass of a helium atom is 0.000000000000000000000007 grams.
 The distance from the sun to the Earth is approximately 149, 600, 000
kilometres or 92, 900, 000 miles.
A. Review previous lesson
or presenting the new
The teacher will then ask the students, “What kinds of problems might a
lesson
person encounter that involve numbers this long?”

Possible Answer:
 It will take a lot of time to write out these numbers.
 Longer numbers lead to more errors.

The teacher lets the students realize that dealing with a very large and very
B. Establishing a purpose
small numbers could be tedious, thus, writing them in a scientific notation
for the lesson
could be the best way to easily represent and comprehend these numbers.
Working in pairs, the teacher lets the students do Activity I found on page 82 of
C. Presenting examples/
the Learner’s Material and answer the following questions:
instances of the new
1. How did you find the activity?
lesson
2. Describe what digits are not significant.
The teacher discusses with the students the process of arriving at the answer
of the Activity I found on page 82 of the Learner’s Material. Furthermore,
D. Discussing new concepts
he/she asks the students about the rules for determining significant digits.
and practicing new skills
(You may refer to page 83 of the Learner’s Material for the Rules of
#1
Determining Significant Digits)

E. Discussing new concepts Through explicit instruction, the teacher discusses and illustrates thoroughly in
 and practicing new skills writing scientific notation to standard form and vice versa on page 111 of the
#2 Learner’s Material.
Think-Pair-Share:
The teacher lets the students write out scientific notation and vice versa. They
will then discuss answers with a partner and share out.
I. Scientific Notation to Standard Form
a. 2.47 x 10-3
b. 9.3 x 10 7
c. 8.5 x 10 -5
d. 2.07 x 10 6
F. Developing mastery e. 7 x 10 -8
(leads to formative II. Standard Form to Scientific Notation
assessment 3) a. 0.0024
b. 5,604
c. 693.75
d. 0.0088
e. 12,000,000

Answer Key:
I. a. 0.00247 ; b. 93,000,000 ; c. 0.000085 ; d. 2,070,000 ; e. 0.00000007
II. a. 2. 4 x 10-3 ; b. 5.604 x 103 ; c. 6.9375 x 102 ; d. 8.8 x 10-3 ; e. 1.2 x 107
G. Finding practical
applications of concepts
and skills in daily living
The teacher summarizes the mathematical skills or principles used to write
numbers in scientific notation and its definition through questions like:
1. What is scientific notation?
2. How do you write standard form to scientific notation?
3. How do you write scientific notation to standard form?
Answers shall be drawn from the students.
Possible Answers:
1. Scientific notation is a way of expressing numbers that are very large and
very small to be conveniently written in decimal form.
2. To write standard form to scientific notation, follow these steps:
For a large number
Step 1: Move the decimal point to the left until you have a number
H. Making generalizations greater
and abstractions about than or equal to 1 and less than 10.
the lesson Step 2: Count the number of decimal places you moved the decimal point
to the left and use that number as the positive power of 10.
Step 3: Multiply the decimal (in Step 1) by the power of 10 (in Step 2).
For a small number
Step 1: Move the decimal point to the right until you have a number
greater than or equal to 1 and less than 10.
Step 2: Count the number of decimal places you moved the decimal point
to the right and use that number as the negative power of 10.
Step 3: Multiply the decimal (in Step 1) by the power of 10 (in Step 2).
3. To write scientific notation to standard form, move the decimal point to the
left (if the exponent of ten is a negative number), or to the right (if the
exponent is positive). Move the point as many times as the exponent indicates
and do not write the power of ten anymore
I. Evaluating Learning The teacher lets the students answer individually the formative assessment.

Use the information in the table to solve each problem.

Robotic Insect Characteristics

Mass 3.5 x 10-4 kg
Length 0.09 m
Leg Diameter 0.2 mm
Speed 180 mm/s
 1. Write the mass of the robot in standard form.
2. Write the length of the robot in scientific notation.
3. Write the leg diameter of the robot in scientific notation.
4. What is the mass in milligrams? Write in standard form.
5. Real insects called water striders can travel 8.3 times faster than the robot.
Write the speed of water striders in scientific notation.

Answer Key:
1. 0.00035 kg
2. 9 x 10-2 m
3. 2 x 10-1 mm
4. 350 mg
5. 1.494 x 103
J. Additional activities or
remediation
V. REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress.
What works? What else needs to be done to help the pupils/students learn? Identify what help your
VI. REFLECTION instructional supervisors can provide for you so when you meet them, you can ask them relevant
questions.
A. No. of learners who earned 80%
of the evaluation
B. No. of learners who require
additional activities for
remediation who scored below
80%
C. Did the remedial lesson 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 (Localization and Contextualization is done during the presentation of the new
materials did I use/ discover
lesson and evaluating learning)
which I wish to share with other
teachers

Prepared by:

JENNIFER E. DEJITO
DGLLOMNHS-MATH TEACHER