School Grade Level 7

DAILY LESSON LOG Teacher Learning Area MATHEMATICS

Teaching Dates and Time Quarter THIRD

Session 1 Session 2 Session 3 Session 4

I. OBJECTIVES
1. Content The learner demonstrates understanding of key concepts of sets and the real number system.
Standards
2. Performance The learner is able to formulate challenging situations involving sets and real numbers and solve these in a variety
Standards of strategies.

3. Learning The learner illustrates the different subsets of real The learner arranges real numbers in increasing or
Competencies / numbers. decreasing order.
Objectives
a. Describe and illustrate the different subsets of real a. Arrange real numbers in increasing or decreasing
numbers. order
b. Find the union, intersection and complement of the set b. Realize the importance of the order of real numbers in
of real numbers and its subsets real-life situation
c. Graph the set of numbers on a number line
d. Appreciate the importance of the evolution of the
number system in real-life situation.
II. CONTENT Subsets of Real Numbers Ordering Real Numbers
III. LEARNING
RESOURCES
A. References
1. Teacher’s pp 1- 11 pp 1- 11 pp 1- 11 pp 1- 11
 Guide pages
2. Learner’s pp 75 – 82
pp 75 – 82 pp 75 – 82 pp 75 – 82
Materials
pages
3. Textbook New Mathematics for Grade Grade 7 Mathematics Grade 7 Mathematics
pages 7 by Virgilio Ato -Lopez Patterns and Practicalities Patterns and Practicalities
pages 138-141 2nd Updated Edition by by Gladys C. Nivera pages
Gladys C. Nivera, Ph.D. pp. 328-329
Geometry III 2013 pp. 3-4 Activity SourceBook for 353.
Grade VII, Vol. XVII No. 3,
Educational Resource
Corporation, pp. 8-10
4. Additional http://www.math-only- https://www.brighthubeducat
Materials from math.com/fundamental- ion.com/lesson-plans-
Learning geometrical-concepts.html grades-3-5/102267-the-
Resource (LR) three-types-of-angles/
http://www.theverge.com/201
portal
6/9/12/12885574/optical-
illusion-12-black-dots
https://www.youtube.com/wa
tch?v=k5etrWdIY6o
B. Other Learning LCD, Laptop, LCD, Laptop, LCD, Laptop, LCD, Laptop,
Resources Pictures/Illustrations/Figures Pictures/Illustrations/Figures Pictures/Illustrations/Figures Pictures/Illustrations/Figures

IV. PROCEDURES

A. Reviewing previous It is difficult for us to realize A. Checking of Assignment Plot the following integers in POP or FLOP!
lesson or presenting that once upon a time there B. What is the most specific the number line. Use the number line below
the new lesson were no symbols or names subset of real numbers that 1) -2, 2, -5, 5 to determine whether each
for numbers. In the early the following numbers 2) 6, 2, -4, -1 mathematical sentence is
days, primitive man showed belong in? 3) -10, -5, -8, -1 TRUE or FALSE. Write POP
 how many animals he owned 1) 5.67 4) -87, -78, 3, 0 if the given is true.
by placing an equal number 5) 0, -1, -15, 1 Otherwise, write FLOP.
of stones in a pile, or sticks 2) -
in a row. Truly our number
system underwent the 3)
process of development for
hundreds of centuries. 4) 0 1. -11/3 > -4.5 ______
Sharing Ideas! What do 2. 1/3 > √11 ______
5) 3. √2 < 5.1101110111…
you think?
1. In what ways do you think ______
did primitive man need to 4. - √3 = -11/3 ______
use numbers? 5. - √6 < √11 ______
2. Why do you think he
needed names or words to
tell “how many”?
3. Was man forced to invent
symbols to represent his
number ideas?
4. Is necessity the root cause
that led man to invent
numbers, words and
symbols?

B. Establishing a Activity 2: LOOK AROUND! A. Determine what Determine whether each of Suppose that you and your
purpose for the Fifteen different numbers/set of numbers will four friends are playing a
the following statements is
lesson words/partitions of numbers represent the following game where each of you
situations: true or false. Justify your
are hidden in this puzzle. draws a number from a box
How many can you find? 1. Finding out how many cows answer.
there are in a barn Counting and the person who gets the
Look up, down, across, 1) 4 ≤ 12 highest number wins. Inside
Numbers
backward, and diagonally.
2. Corresponds to no more 2) -7 ≥ 0 the box are the real
Figures are scattered around
apples inside the basket Zero numbers {-2, √3, -12,
that will serve as clues to
3. Describing the temperature 3) -5 ≤ 0 ≤ 1 0.9999, 2/8}. Let’s say that
help you locate the mystery
in the North Pole Negative you drew the number -2,
words. Number 4) x is always a positive
 4. Representing the amount of integer if x ˂ 100 while your friends drew the
money each member gets numbers √3, -12, 0.9999,
when “P200 prize is divided 5) If p is a negative integer and 2/8, respectively. Could
among 3 members Fraction, then 0 ˃ p
Decimal you figure out who won the
5. Finding the ratio of the game? Who got the least
circumference to the diameter number?
of a circle, denoted π (read
“pi) Irrational Number

B. Try to graph each subset

of real number.

Answer the following

questions:
1. How many words in the
puzzle were familiar to you?
2. What word/s have you
encountered in your early
years? Define and give
examples.
3. What word/s is/are still
strange to you?

C. Presenting examples/ Using the set of numbers in Identify what subset of real Divide the class into 3 Compare the following
instances of the the preliminary activity, fill-up numbers is being described groups. Each group will numbers using < or >.
lesson the blanks in the Hierarchy in the following number. have one representative per 1) _____ 5.1
Chart of the Set of Real 1. the number of your round who will arrange the
Numbers below. siblings members of the group 2) ______
2. the change when you pay depending on the numbers
P20.00 bill buying 2 each one will pick. It will be
3) ______

D. Discussing new Consider the following set of Locate the following
concepts and numbers: (-9, - , 0.
practicing new skills
030303…, , 8.4, . non-integers and irrational
#1 Identify which belong to
each subset of real
numbers.
a. natural numbers
b. whole numbers
c. integers
d. rational numbers
e. irrational numbers
f. real numbers
notebook worth P10.00 either ascending or
each descending order. The
3. water bill group with the fastest time
4. 2 slices of pizza out of 5 to arrange all members will
slices win on that round.
5. weight loss after zumba
1. Arrange the following
numbers on the number line numbers in ascending
by naming the correct point. order.
a. 3, -4, 2, 1, -3
-2.66…, - 1 , -0.25,
b. -3, 4, -5, 1, 0, 6
, ,
2. Arrange the following
numbers in descending
order.
a. 6, -3, 9, -12, 2
b. -12, 4, -10, 5, 7
4) ______
5) _____ 3.9
Plot the points on the number
line corresponding to the
elements of the given set. For
numbers, express them first
as decimals. Then arrange
the set of real numbers in
increasing and decreasing
orders.
a. {6, -4, 0, 7.5, -9}
Increasing order:
____________________
Decreasing order:
___________________
b. {-2, √2, -1 1/2, -7, 6}
{-2, ____, ____, -7, 6}
Increasing order:
____________________
 Decreasing order:
____________________

E. Discussing new From the set of real numbers 1. How do we identify a 1. How do we identify if a a. How did you figure out
concepts and {43, 4.3, -43, 4/3, ¾, 0.43, 34, subset of a number in a number is greater than the what the highest number is?
practicing new skills √34, 3.4, 0}, select the given problem solving? other? b. How will you figure out
#2 examples of the subsets of 2. How do we graph a set of 2. How do we arrange what the lowest number is?
real numbers. Write the letter numbers on a number line? numbers in ascending c. How will you arrange the
of the correct answer. orders? numbers in increasing
1. whole numbers a. {43, 34, 3. How do we arrange order? Decreasing order?
0} b. {43, 34} c. {43, 34, 0} d. numbers in descending d. How will you make
{43, -43, 34, 0} orders? ordering real numbers
2. rational numbers a. {43, 34,
easier? What tools can be
0} b. {43, 4.3, -43, 4/3, ¾,
used?
0.43, 34, 3.4, 0}
e. Why is it necessary to
c. {43, 34, 0} d. {-43}
3. natural numbers a. {√34} b. arrange numbers in order?
{43, 34} c. {43, 34, 0}
d. {43, 4.3, -43, 4/3, ¾, 0.43,
34, 3.4, 0}
4. irrational numbers a. {43,
34, 0} b. {43, 34} c. {√34} d.
{43, -43, 34, 0}
5. integers a. {43, 34, 0} b.
{43, 34} c. {43, 34, 0} d. {43, -
43, 34, 0}
F. Developing mastery From the elements of your Graph each set of numbers Arrange the elements in Plot the points
(Leads to Formative set above, fill up the subsets on a number line. order depending on the corresponding to the
Assessment 3) below with as many specified arrangement. elements of the given set.
examples that you can find. 1) 0.19, 0.09, 0.9, , o a. {6, -4, 5, √9, -9}, Then, rearrange the
a. counting numbers { } increasing elements in decreasing
b. integers { } 2) , 2.1, - , 0 b. {-2, -1/5, 4/3, -7, 6}, order.
c. irrational numbers { } decreasing a. {6, -4, 0, √9, -9}
d. non-integers { } 3) , , , -3.3, - c. {-10, 10, -3, 7.2, 3}, b. {-2, -1/5, 4, -7, 6}
 e. rational numbers { } decreasing
G. Finding practical 1. Based on the stated
applications of information, show the
concepts and skills in relationships among
daily living natural/counting numbers,
whole numbers, integers,
rational numbers, irrational
numbers and real numbers
using the Venn diagram. Fill
each broken line with its
corresponding answer.
2. Answer the following
questions on the space
provided for each number.
a) Are all real numbers
rational numbers? Prove
c. {-10, 0, -3, 7.2, 3}
d. {-0.3, -1, 4 2/5, 1/3, √15}, d. {-3.3, -1, 4 2/5, 1/3, √15}
increasing e. {2,0, √8, −3, 3/6 }
e. {4,0, √10, −3, 3/6 },
decreasing
Give an example that 1) In the inequality a ˂ 0, Write I if the elements are
satisfies each what kind of numbers are arranged in increasing order
requirement/situation. Put the represented by a? and D if in decreasing order.
examples together to form a 2) Determine the integers a. {-7, -3, -9/11, √9, 18/5}
set of real numbers. represented by x – 5 ˂ x ˂ b. {-6, -4.7, -𝝅, -√8, 0.8}
a. the P5.00 debt you owe a 2? c. {√25, 1.7, -5/2, -8, -√100}
friend in buying a pencil {___} 3) Is the set of numbers (-4, d. {17/2, 3, 18/11, 0, −√9, -
b. the change for P5 after 18/5}
-5, 0, 6, 7) arranged in
buying index cards worth e. {-52, -25, 𝝅, 3.3, √16}
ascending order?
P1.50 {___}
4) Write in symbol: y is less
c. the measure of the
diagonal of a square tile than or equal to negative 7.
whose side measures 5) If m ≥ -6, is -8 a value of
1 foot (Hint: √𝑠2+𝑠2 ) {___} m?
d. the ratio of 20 females to
30 males in the classroom
{___}
e. the number of learning
areas with failing grades of
section A
last year {___}
Locate the elements of your
set { __, __, __, __, __ } on
the number line below.
Extend the number line if
you need to.
 your answer.
b) Are all rational numbers
whole numbers? Prove your
answer
c) Are - and - negative
integers? Prove your answer.
d) How is a rational number
different from an irrational
number?
e) How do natural numbers
differ from whole numbers?
H. Making Subsets of Real Numbers We can represent the real Ordering numbers from Ordering numbers
generalizations and Natural or Counting numbers along a line called least to greatest or vice from least to greatest
abstractions about Numbers – used in counting, the real number line. This versa? Are the numbers in or vice versa? Are
the lesson uses ellipses to indicate that number line is a picture or a different forms? To make the numbers in
the pattern continues graph of real numbers. comparing easier, convert different forms? To
indefinitely all the numbers to decimals. make comparing
Whole Numbers – Then, plot those decimals easier, convert all the
consisting of the set of on a number line and numbers to decimals.
natural or counting numbers arrange them in increasing Then, plot those
and or decreasing order! decimals on a
zero. number line and
Integers – the result of the arrange them in
union of the set of whole increasing or
numbers and the negative of decreasing order!
counting numbers.
Rational Numbers – can be
expressed as a quotient of
two integers. The integer a is
the numerator while the
integer b, which cannot be 0
is the denominator. This set
includes fractions and some
decimal numbers.
 Irrational Numbers – cannot
be expressed as a quotient
of two integers. Every
irrational number may be
represented by a decimal
that neither repeats nor
terminates.
Real Numbers – any of the
numbers from the preceding
subsets. They can be
found on the real number
line. The union of rational
numbers and irrational
numbers is the set of real
numbers.

I. Evaluating learning 1. Determine the subset of Graph each set of numbers Arrange the numbers in Arrange the elements in
real numbers to which each on a number line. each box below from least order depending on the
number belongs. Use a tick 1) The natural numbers to greatest, and drag along specified arrangement.
mark (√) to answer. between 4 and 10. the corresponding letters. a. {6, -4, 5, √9, -9},
2) The even integers What message is revealed? increasing
NUM W In R Irr greater than 12 but less
1 -8 4 12 16 -3 5 b. {-2,
3 -1/5, 4/3, -7, 6},
BER ho te ati ati than 30. N C T N T O Adecreasing
S
le g on on 3) The whole numbers less c. {-10, 10, -3, 7.2, 3},
N er al al than 10. -5 6 1 20 0 decreasing
-10 -18 7
u 4) The rational numbers A I T E C d. {-0.3,
R -1,
P 4 2/5,
C 1/3, √15},
m greater than 5 but less than increasing
be 7. 2 5 0 e. {4,0,
1 √10, −3, 6 3/6 },
r K E M decreasing
A S
1) -86
2) -10 17 -20 -12 13 14 -19
34.74 F T P R E C E
3)
 4)

5)

6) -
0.125
7) -

8)
e
9) -
45.37
10) -
1.252
525…
J. Additional activities 1. Complete the statement 1. Follow-up Review Study: Scientific Notation
for application or using always, sometimes, or Give 1 situation each for the a. How do you arrange real a. Why do some calculators
remediation never. Explain. different subsets of real numbers of different forms? make use of the scientific
numbers applied in real-life b. What should you notation?
a. A real number is situations. Then, give an remember before real b. How are numbers
__________ a rational example from each subset. numbers are ordered in converted to scientific
number. 2. Study: Arranging real ascending or descending notation?
numbers in increasing or order?
b. An irrational number is decreasing order
_________ a real number. a. How are real numbers
arranged in increasing order?
c. A negative integer is Decreasing order?
___________ an irrational b. Why is there a need to
number. learn how to arrange real
numbers? Give 1 situation
2. What is a rational where arranging real
number? Use your own numbers is used.
words.
3. How is the decimal form of
 a rational number different
from the decimal form of an
irrational number?

V. REMARKS

VI. REFLECTION
1. No.of learners who
earned 80% on the
formative assessment
2. No.of learners who
require additional
activities for
remediation.
3. Did the remedial
lessons work? No.of
learners who have
caught up with the
lesson.
4. No.of learners who
continue to require
remediation
5. Which of my teaching
strategies worked
well? Why did these
work?
6. What difficulties did I
encounter which my
principal or
 supervisor can help
me solve?
7. What innovation or
localized materials
did I use/discover
which I wish to share
with other teachers?