GRADE 7 School Grade Level 7

DAILY
LESSON Teacher Learning Area MATHEMATICS
LOG Teaching Dates and Time Quarter FIRST

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 intellectually formulate challenging situations involving sets and real numbers, and solve
Standards these in a variety of strategies.
3. Learning
Competencies /
Objectives The learner performs The learner performs The learner performs The learner performs
fundamental operations on fundamental operations on fundamental operations on fundamental operations on
integers (M7NS-Ic-d-1) integers (M7NS-Ic-d-1) integers (M7NS-Ic-d-1) integers (M7NS-Ic-d-1)

a. Add integers using a. Subtract integers a. Multiply integers a. Find the quotient of two
algebra tiles and the rules b. Solve simple word b. Apply multiplication of integers
b. Solve simple word problems involving integers in solving b. Solve simple word
problems involving addition of integers problems problems involving
addition of integers c. Cite real life situation c. Value the concept of division of integers
c. Relate integers in real life where subtraction of multiplication in daily life c. Relate integers in real life
situation integers are applied situation

II. CONTENT Addition of integers Subtraction of integers Multiplication of integers Division of integers
III. LEARNING
RESOURCES
A. References
1. Teacher’s
pp. 20-23 pp. 23-27 pp. 29 - 35 pp. 142 - 147
Guide pages
2. Learner’s
Materials pp 20 - 22 pp 23 - 27 pp 28 - 30 pp 140 - 144
pages
3. Textbook Patterns and Practicalities by Math Builders by Ulpina J., Elementary Algebra (UbD) Elementary Algebra UbD by
pages Gladys C. Nivera, Ph. D pages 45 - 46 by Eunice Ato-Lopez, MAT Eunice Ato-Lopez, MAT and
pages 57 Elementary Algebra (UbD) and Virgilio L. Lopez. M.E. Virgilio L. Lopez. M.E. pp.14
Elementary Algebra (UbD) by Eunice Ato-Lopez, MAT p. 13 – 15
by Eunice Ato-Lopez, MAT and Virgilio L. Lopez. M.E. e-math by Oronce,O. page Math Builders (Ulpina, J.) p.
and Virgilio L. Lopez. M.E. pages 10 44 52
page 9 Math Builders by Ulpina J.
page 51
4. Additional http://www.mathsteacher.co wwwgoogle.com wwwgoogle.com
Materials from m.au/year8/ch03_integers/03 http://teachersites.schoolwo http://teachersites.schoolwor
Learning _addsub/integers.htm rld.com/webpages/TAhrens/ ld.com/webpages/TAhrens/fi
Resource (LR) https://www.engageny.org/.../ files/Multiplying%20and les/Multiplying%20and
portal math-g7-m2-topic-a-lesson- %20Dividing %20Dividing
2-teacher.pdf %20Integers.pdf %20Integers.pdf
B. Other Learning Grade 7 LCTG by DepEd Grade 7 LCTG by DepEd Grade 7 LCTG by DepEd Grade 7 LCTG by DepEd
Resources Cavite Mathematics 2016 Cavite Mathematics 2016 Cavite Mathematics 2016 Cavite Mathematics 2016
/Materials colored papers, scissors, cartolina, marker flash cards, Music Player Music Player
coin, die
IV. PROCEDURES
A. Reviewing previous Group Game Motivation Pre-Assessment “The Boat is Sinking”
lesson or presenting “Pass my sum” Identify the opposite of the
the new lesson following. The students will group
The class will be themselves into the quotient
grouped into 2 and select 8 1. on equation that will be
representatives by group. 2. given. The student who will
The students selected will not belong to the group will
form a line facing at the back be out. Those students who
of the room. The teacher will will finish the activity will be
ask the first student to pick a receiving an additional point
flash card where the given is 3. 4. in the performance. While
written and he/she will the students are doing the
answer it and pass the sum activity new dance music
by moving his/her head part will be played and when it
like eyes, tongue or lips to stops, the student should
the next student and so on, already formed the group.
just don’t produce a sound in
passing the answers. The 5. Example given:
first group to finish and give a. 6 ÷2 = 3
the sum to the teacher will be b. 3 x 2 = 6
given 1 point, 3 rounds will
be given. The group with 2
points will be declared a
winner.
6+7 17 + 23 28 + 37
B. Establishing a Purpose Setting Activity Think-Pair-Share! “FACT OR BLUFF” Guess what?
purpose for the The students will be Given the following:
lesson asked to make signed tiles Using flash cards, the What do you think will be
14 – 7 = 7 using the colored papers. teacher will show some the sign of the quotient of a
Each student should have 2 multiplication equation with positive and negative
14 – (-7) = 21
different colors and will have the repeated addition. If it is integer? Both negative?
-14 – (-7) = -7 to assign color for positive correct, they will say
and negative sign. The size
of the signed tiles will be
given by the teacher. They How do you find the and if
can cut as many as they can. difference between negative wrong, they will say
The students will follow the and positive integers? Both
instructions to be given by positive/negative?
the teacher.
1. Combine 2 positive signed
tiles and 5 positive signed The student who answered
tiles. Count how many wrong will dance to the
signed tiles you have. tune of “BODUTS”.
2. Combine 3 negative
signed tiles and 4 negative
signed tiles. Count how
many signed tiles you have.
3. Combine 15 positive
signed tiles and 20 negative
signed tiles. Count how
many signed tiles you have.
Is your signed tiles enough?
C. Presenting examples/ Illustrative Examples Illustrative Examples
instances of the
lesson

D. Discussing new “What’s on your mind?” Working in Pair Group task: 4 groups
concepts and
practicing new skills Answer the following Answer the following Answer the following
#1 questions: questions: questions:
1. Based on the activity 1. Based on the activity,
1.Based on the on repeated addition, how does the division
illustrations, how to did you find the pattern related to the
subtract integers? or rule in multiplying multiplication?
Answer the following 2.State the rules in integers? 2. Using the examples,
questions: subtracting integers. 2. What do you notice what is the quotient of
1. Based on the activity about the product of a integers having like
and diagrams how are positive integer and a signs and different
we combining the signed negative integer? signs?
tiles? 3. What about the
2. How will you identify the product of two negative
sum? integers?
3. On the preliminary
activity, were you able
to use the tiles in finding
the sum? Why?
4. On your own words how
will you add integers
 with same sign and
different signs?
E. Discussing new Change each of the Rewrite the division problem
concepts and following into addition as a related multiplication
practicing new skills expression then give the problem. Number 1 is done
#2 difference. for your guidance.

1. 4 – 7 4 + -7 = _____ 1. 24 ÷- 6 =-4 -4 x -6 = 24
2. 48 ÷ -8 = -6 _______
2. -9 – 5 -9 + ___ = -14 3. 40÷ 4 = 10 _______
4. -54 ÷ 6 = -9 _______
3. 21–(-16) 21+ __ = 37 5. -64 ÷ -8 = 8 _______
6. -72 ÷ 8 = -9 _______
4. -48–(-34) __ + 34 = __

5. 77 – 97 77 + __ = __

F. Developing mastery Use the rules for adding Find the difference of the Fill in the missing integer. Tell if the quotient is positive
(Leads to Formative integers to find the sum. following: 1. 9 ( ___) = 36 or negative. Write ML if
Assessment 3) 1. 15 + (-4) 1. 72 – (-58) 2. ( ___) (-7) = -28 positive and COC if
2. -112 + 67 2. -48 – 0 3. 12 ( ___) = -48 negative.
3. -14 + (-14) 3. -66 – 105 4. -5 (-15) = ___ 1. -15 ÷ -3 = ________
4. 45 + 37 4. 55 – 55 5. 34 (-2) = ___ 2.64 ÷ 8 = ________
5. 64 + (-38) 5. -75 – 75 3. 96 ÷ -3 = ________
4.-144 ÷ -12 ________
5.-180 ÷ 9 = ________

G. Finding practical “Roll to Win” “Round and Round” Fill in the blank to make a Find the quotient:
applications of The goal of this game Have students sit in their true statement. 1. -56 ÷ 7 = _____
concepts and skills in is to reach a score of -10 seats. The student sitting in 1. When you multiply two 2. - 72 ÷ - 8 = _____
daily living to 10. Both players start at the first seat must state an numbers with the 3. 99 ÷ 9 = _____
0. Player A throws a die. integer problem using only same sign, the answer 4. 105 ÷ - 5 = _____
Say, 5 come up. The same the subtraction (-3 - 4). is _______. 5. -260 ÷ -13 =_____
player flips the coin. If the The next student must 2. When you multiply two
head comes up, 5 is answer the first problem numbers with _____
positive; if the tail comes and use the answer in a sign, the answer is
up, 5 is negative. Player A new integer problem (-7 -2). negative.
then writes his or her Continue this pattern 3. When you multiply any
score on the first box. around the room until the number by zero, the
Player A and B take turns last person in the class answer is _____.
throwing the die and coin. states a problem for the first 4. An even number of
If on the first throw, player to solve. negative factors will
A gets a score of 5 and on produce a product that
the second throw a score is _______.
of -6, his or her current 5. An odd number of
score is -1, since 5 + (-6) = negative factors will
-1. The cumulative score, produce a product that
-1, will now be written on is ________.
the second box.

Both players will continue

taking turns and writing their
cumulative scores until one
of them reaches 10 or -10.

In the event that both have

filled up all boxes in the
scorecard, the score with the
highest absolute value (or
the score which is farthest
away from 0 on the number
line) wins the game.
Final
Score

Player A
 Player B

H. Making In subtracting integers, Rules in Multiplying The quotient of two

generalizations and add the negative of the Integers: integers with the same
abstractions about subtrahend to the minuend. In multiplying integers, signs is a positive integer
the lesson find the product of their and the quotient of two
positive equivalents. integers having unlike
1. If the integers have the signs is a negative
same signs, their integer. However, division
product is positive. by zero is not possible.
a. If the integers have the 2. If the integers have
same sign, just add the different signs their
positive equivalents of the product is negative.
integers and attach the
common sign to the result.
b. If the integers have
different signs, get the
difference of the positive
equivalents of the integers
and attach the sign of the
larger number to the result.

I. Evaluating learning Solve the following Solve the following Write a numerical Solve the following
problems. problems. expression that models problems.
the problem and evaluate.
1. What is 10 more than -2? 1. Subtract 87 from ( -23) 1. Three banana cost
2. A submarine at 21 feet 2.How much is 96 1. What is twice the P36.00. How much does
below sea level suddenly diminished by 45? product of -8 and -16? each banana cost?
moves up about 6 feet. 3. How much is (-50) 2. The product of what 2. Mr. Joe has 2 dozens of
At what depth is the decreased by 68? number and -7 is 56? chocolate bars and he
submarine located now? 4. EJ bought P96.00 worth 3. From sea level, a wants to give them
3. Angela deposited P800 of vegetables in NES submarine descends equally among his 5
 in the bank in the first Market. How much was 40 feet per minute. children. How many
day of the month and her change if she gave Where is the chocolate bars were left
P600 the following day. a 200 – peso bill? submarine in relation to after distributing them
How much money does 5. A pair of pants went on sea level 5 minutes equally?
Angela have? sale for P450.00. How after it starts 3. Jared lost a total of
4. Carrot Man gained P10 much did Angel save on descending? $9.00 on his investment
on the first day, lost P5 the purchase of 2 pairs 4. Sylvia burns 6 calories over 2 months. He lost
on the second day and if the regular price was per minute when she an equal amount of
gained P20 on the third P555.00? runs in the Splash money each month.
day. How much profit Island. How many How much does Jared
does Carrot Man have calories does she burn lose on his money each
during his three days of when she runs for 15 month?
selling? minutes? 4. Mrs. Jenson owes
5. A football team lost 5 5. James drives his car P18,000 on her car
yards in one play and 20 miles round trip to loan. Each of her 4
gained 8 yards in the work every day. How children is willing to pay
next play. What was the many total miles does an equal share of this
total yardage in the two he drive to and from loan. Using integers,
plays? work in 5 days? determine how much
money each of her
children will pay?
5. A penalty in Meteor-
Mania is -5 seconds. A
penalty in Cosmic
Calamity is -7 seconds.
Yolanda had penalties
totaling -25 seconds in a
game of Meteor-Mania
and -35 seconds in a
game of Cosmic
Calamity. In which game
did Yolanda receive
more penalties? Justify
your answer.
 J. Additional activities Follow – up Follow – up Follow – up Follow – up
for application or Find the sum of the following: Find the difference. Find the product.
remediation 1. -49 + 15 1. 77 – 48 1. 19 ( -3)
2. -54 + 76 2. - 37 – (-52) 2. 23 (6)
3. 65 + (-50) 3. 49 – (-49) 3. -6 (-6)
4. -88 + (-33) 4. 100 – (-88) 4. -12 x -4
5. 8 + (-17) + 24 5. -3 – (-8) –(-7) 5. -8 (5)

Study Study Study

Subtraction of Integers Multiplication of Integers Division of Integers

Study

Properties of the Operation

of Integer

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?