DETAILED LESSON PLAN IN MATHEMATICS
I. Objectives
At the end of the lesson, the students should be able to:
1. Define rational numbers;
2. Identify numbers that are rational and those that are not;
3. Express rational numbers in fractional and decimal forms; and
4. Appreciate the importance of rational numbers in daily life situations.
II. Subject Matter
Topic: Rational Numbers
Reference: K to 12 Mathematics Curriculum Guide (Grade 7)
Materials: Number line chart, flashcards with numbers, manila paper, markers, PowerPoint
presentation
Values Integration: Appreciation of numbers in solving real-life problems, critical thinking,
cooperation
III. Learning Resources
K to 12 Mathematics Learner’s Module for Grade 7
Visual aids and real-life examples (money, measurements, temperature, etc.)
IV. Procedure
A. Review
Teacher asks:
“Last meeting, we talked about integers. Can someone tell me what integers are?”
(Expected answer: Whole numbers and their opposites.)
“Can you give examples of integers found in real life?”
(Example: Temperature below zero, debts, elevations.)
B. Motivation / Activity
Activity: “Number Hunt”
The teacher shows flashcards of numbers (e.g., ½, -3, 0.75, √2, ⅓, π, -1.25).
Students classify each number as “familiar” or “unfamiliar.”
Ask: “What do you notice about these numbers? Which of them can be written as a
fraction?”
(Lead students to realize that some numbers can be written as fractions—these are called
rational numbers.)
C. Lesson Proper
1. Presentation / Exploration
Teacher: “A rational number is any number that can be expressed as a fraction a/b,
where a and b are integers and b ≠ 0.”
Examples:
o ½ = 0.5
o -3 = -3/1
o 0.75 = ¾
Ask: “Can 0.333... be written as a fraction?” (Yes, 1/3)
2. Discussion and Comparison
Compare rational and irrational numbers:
Rational Numbers Irrational Numbers
Can be expressed as a/b Cannot be expressed as a/b
Decimal is terminating or repeating Decimal is non-terminating and non-repeating
Examples: ½, -3, 0.75 Examples: π, √2
3. Visualization
Show a number line including integers, fractions, and decimals.
Let students plot numbers like ½, -1.5, ¾, etc.
D. Generalization
Ask students to complete:
“A rational number is any number that can be expressed as a _______.” (fraction a/b,
where b ≠ 0)
“All integers are _______.” (rational numbers)
“Rational numbers can be written in _______ or _______ form.” (fractional or decimal)
E. Application
Group Activity: “Rational Numbers in Real Life”
Divide students into 4 groups.
Each group lists 3 real-life situations where rational numbers are used (e.g., money,
cooking, distances, temperature).
Groups present their examples and explain how rational numbers are applied.
F. Evaluation
Direction: Identify if each number is rational or irrational.
1. ½
2. 3.1416
3. -5
4. 0.333…
5. √2
6. -7.25
7. ⅔
8. π
9. 0.8
10. √9
(Expected Answers: 1-R, 2-R, 3-R, 4-R, 5-I, 6-R, 7-R, 8-I, 9-R, 10-R)
G. Assignment
Research: “What are irrational numbers?” Give 3 examples and explain why they are
not rational.
V. Remarks
Lesson successfully integrates discovery learning and real-life applications.
VI. Reflection
Did the learners demonstrate understanding of the concept of rational numbers?
Were the activities appropriate and engaging?
What improvements can be made in future lessons?
