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Q1M7-OCT.9

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13 views4 pages

Q1M7-OCT.9

Uploaded by

Denise Marinduque
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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Annex 1B to DepEd Order No. 42, s.

2016

Grade
School: Amadeo National High School 7
GRADES 7 Level:
DAILY LESSON LOG Learning
Teacher: Denise B. Marinduque Mathematics
Area:
Teaching Dates
October 9, 2023 Quarter: 1
and Time:

Day 1
I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of key concepts of sets and the real
number system including power sets and other kinds of sets, cross product of two
sets and the complement of a set.
B. Performance Standards The learner is able to formulate challenging situations involving sets and real
numbers and solve these in a variety of strategies including power sets and other
kinds of sets, cross product of two sets and the complement of a set.
C. Learning Describes principal roots and tells whether they are rational or irrational.
Competencies/Objectives (M7NS-Ig-1)
Write the LC code for each
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages Mathematics Grade 7 PIVOT IV-A Learner’s Material Quarter 1 First Edition, 2020,
Page 17-19
3. Textbook pages
4. A. Additional Materials Math – Grade 7 Alternative Delivery Mode Quarter 1 – Module 7: Principal
from Learning Roots and Irrational Numbers First Edition, 2020
Resource (LR) portal

B. Instructional Materials
used in class

B. Other Learning Resources


IV. PROCEDURES Strategy
A. Reviewing previous lesson You have performed operations on the set of rational numbers. Now let’s
or presenting the new check your prior knowledge.
lesson

B. Establishing a purpose for


the lesson
C. Presenting
examples/instances of the
new lesson

D. Discussing new concepts


and practicing new skills #1

E. Discussing new concepts


and practicing new skills #2

F. Developing mastery Recall that a rational number is expressed as a fraction or decimal. Every
(Leads to Formative terminating or non-terminating repeating decimal represents a rational
Assessment 3) number. A square root of a number is a number when multiplied to itself
will give you the original number.
For example, the square root of 9 are +3 and -3 because when +3 and -3 are
multiplied to themselves, they are equal to 9.
If the square root of a number is nonterminating, non-repeating decimal,
we say that it is an irrational number. Every positive number has two
square roots, one is positive and the other is negative. The principal square
root is the positive square root of the given number or radicand. The
principal root is rational if the radicand is a perfect square. If not, then the
principal square root is irrational. Zero has only one square root, which is
zero. In addition, negative numbers do not have real square roots. Their
square roots are called imaginary numbers, which are tackled in a higher
branch of Mathematics.
Square roots are the numbers that, when multiplied by themselves, equal
to the number under the square root sign, the radicand. If the principal
square root is irrational, the best you can do is to give an estimate of its
value.
G. Finding practical Learning Task #3, Page 28
applications of concepts
and skills in daily living

H. Making generalizations and


abstractions about the
lesson

I. Evaluating learning

J. Additional activities for


application or remediation
REMARKS
REFLECTION
A. No. of learners who earned
80% in the evaluation
B. No. of learners who require
additional activities for
remediation
C. Did the remedial lessons work?
No. of learners who have
caught up in 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 used/discover
which I wish to share with
other teachers?

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