Sch PULOT NATIONAL Grade Level 7

ool HIGH SCHOOL

FINAL
LESSON
Tea Justine Aaron G. Ali Learning MATHEMATICS
PLAN cher Area
Sect Grade 7 Quarter SECOND
ion
Annex B to DepEd Order No. 42, s. 2016
Teaching
Time/Moda 8:00 p.m. to 3:00 p.m., Face-to Face Learning Modality
lity
Teaching
November 22, 2024 (FRIDAY)
Date:

Monday Tuesday Wednesday Thursday Friday

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
I.
content knowledge and competencies. These are assessed using Formative
OBJECTIV
Assessment strategies. Valuing objectives support the learning of content and
ES
competencies and enable children to find significance and joy in learning the lessons.
Weekly objectives shall be derived from the curriculum guides.

.The learner demonstrates understanding of key concepts of factors of adding,

A. Content
subtracting, multiplying and dividing Integers.
Standards
B. The learner is able to model situations using oral, subtraction, multiplication,
Performan division and addition
ce
Standards
C. The learner classifies different Integers
Learning
Competenc
ies
D.
Learning
Competenc
y Code

E. Specific
Objectives

II.
Introduction AddingIntege Subtracting Multiplying Dividing
CONTENT
to Integers rs Integers Integers Integers
III.
Objective ● Define ● Understan ● Understan ● To ● To learn
s integers d and d and understan the rule
and explain apply the d the rule for
distinguis the rules for for determini
h them concept of dividing determini ng the
from subtractin integers ng the sign of a
other g integers with the sign of a quotient
types of as "adding same and product when
numbers. the different when dividing
● Represent opposite." signs. multiplyin integers.
integers ● Apply the g integers. ● To apply
on a rules for ● To solve the
● Explain
number integer multiplica division
the
line. subtractio tion rules in
relationshi
● Identify n. problems solving
p
and ● Understan involving integer-
between
 classify d and integer integers related
integers in apply the multiplica accurately problems.
real-life rules for tion and .
● Understan multiplyin division.
d and g integers
apply the with the
rules for same and
adding different
integers signs.
with the ● Explain
same and why the
different product of
signs. two
● Use a negative
number integers is
line to positive.
demonstr
ate
integer
addition.

A. Mathematics 7
References
1.
Teacher’s
Guide
Pages
2. 123-125 pages
Learner’s
Material
Pages
3.
Textbook
Pages
4.
Additional
Materials
from
Learning
Resources
B. Other
Learning PPT Presentation/Visual Aids, Board, Marker
Resources
IV.PROCE
DURES
A.
Reviewing Group Game Integer The Boat is
previous Addition Sinking”
lesson or “Pass my Adventure"
presenting sum” The
the new The class In this act, we students will
lesson will be explore the group
grouped into 2 concept of themselves
and select 8 adding into the
representative integers, quotient on
by group. The focusing on equation that
students both positive will be given.
selected will and negative The student
form a line numbers. The who will not
facing at the rules are belong to the
back of the simple yet group will be
room. The crucial: out. Those
 teacher will students who
ask the first Adding two will finish the
student to pick positive activity will be
a flash card integers receiving an
where the results in a additional
given is positive sum point in the
written and (e.g., 3 + 5 = performance.
he/she will 8). While the
answer it and Adding two students are
pass the sum negative doing the
by moving integers activity new
his/her head results in a dance music
part like eyes, negative sum will be played
tongue or lips (e.g., -4 + -6 = and when it
to the next -10). stops, the
student and so Adding a student should
on. The first positive and a already
group to finish negative formed the
and give the integer group.
sum to the involves
teacher will be finding the
given 1 point, difference Example
3 rounds will between their given:
be given. The absolute a. 6 ÷2 = 3
group with 2 values, and b. 3 x 2 = 6
points will the sum takes
the sign of the
integer with
the greater
absolute value
(e.g., 7 + -3 =
4 and -5 + 8 =
3).
B.
Establishin To describe To understand To understand To understand To understand
g a Functions adding Subtracting multiplying dividing
purpose for functions
the lesson
C.
Presenting Define Discuss the Discuss the Discuss the Discuss the
examples/ Functions: rules for rules for rules for rules for
instances Functions is an Addition of subtraction of multiplication dividing
of the new expression, Functions: functions: of functions: Functions:
lesson rule, or law The rule for Order matters When The rules for
that defines a adding (a-b≠b-a), multiplying dividing
relationship functions subtracting functions, the functions
between one involves zero changes rules are to include
variable (the adding their nothing (a- multiply their dividing their
independent outputs 0=a), outputs ouputs
variable) and pointwise. If subtracting pointwise, so pointwise (f/g)
another we have two itself gives that (f•g) (x)=f(x)/g(x),
variable (the functions f(x) zero (a-a=0), (x)=f(x)•g(x), considering
dependent and g(x), the subtracting apply the the domain
variable). sum f+g is negatives Distributive where g(x)≠0
Use real-life defined as adds ah (a-(- property over applying the
examples to (f+g)(x)=f(x) b)= a+b), zero addition Distributive
explain +g(x). This minus a (f•(g+h)=(f•g) property
integers: rule holds for number is +(f•h)), f/g+h=f/g +
Positive all values of x negative (0- recognize that f/h, using the
integers: in the domain a=-a) and multiplication inverse
Temperatures of both subtracting is is property for
above functions. The either commutative constants
freezing, key idea is commutative (f•g=g•f) and f/c=1/c • f.
altitude about that each nor associative
sea level, corresponding associative. ((f•g)•h=f•(g•
point scored output is h)), and
 by a team. simply understand
Negative combined by that constant
integers: adding the can be
Temperatures value of f and Factored out
below g at each (c•(f•g)
Freesing, bank points. =(c•f)•g),
withdrawas, ensuring
debts. consistent
results.
.
D.
Discussing Present word Have students Create an Present word Have students
new problems that practice function problems that use a division
concepts involve adding puzzle where involve chart or a set
and Functions. functions by students have multiplying of division
practicing Example: "The following clear to solve a functions and cards. Each
new skill profit from steps: series of have students card will have
#1 selling x items Provide addition and solve them. a problem,
is given by students with subtraction Example: "The and students
P(x) = 15x - pairs of problems to length of a will select the
100, where functions like "unlock" the rectangular correct answer
$15 is the f(x)=2x+3 and next part of garden is from a set of
profit per item g(x)=x²-4 . the puzzle. For modeled by options. The
and $100 is Then create a example, f(x)=2x + 3, goal is to get a
the fixed cost. table of x- solving a set and the width certain
How many values for of problems is modeled by number of
items must be students to correctly g(x) = x + 5, correct
sold to break evaluate the reveals the where x is a answers within
even functions, next clue or scaling factors a time limit.
(P(x)=0)?" h such as x=-2,- answer. in meters. Goal: Make
Goal: Develop 1,0,1,2. Then Goal: Write the division
the ability to let them Encourage functions for practice more
solving of Calculate f(x) problem- the area A(x) engaging and
functions in and g(x) solving in a and find the time-efficient
real-world individually. fun, area when while
contexts. and find (f+g) interactive x=2." reinforcing the
Have students (x) using the way to Goal: Develop division rules
practice rule (f+g) reinforce the ability to for Functions
adding (x)=f(x)+g(x). operations on apply
functions by After that, ask functions. multiplication
following clear students to in real-world
steps: write the contexts,
Provide resulting especially
students with function (f+g) those
pairs of (x) in involving
functions like simplified negative
f(x)=2x+3 and form. And values.
g(x)=x²-4 . lastly make
Then create a the students
table of x- to graph f(x),
values for g(x), and (f+g)
students to (x) on the
evaluate the same
functions, coordinate
such as x=-2,- plane to
1,0,1,2. Then visualize how
let them the addition of
Calculate f(x) function works
and g(x)
individually.
and find (f+g)
(x) using the
rule (f+g)
(x)=f(x)+g(x).
After that, ask
students to
write the
 resulting
function (f+g)
(x) in
simplified
form. And
lastly make
the students
to graph f(x),
g(x), and (f+g)
(x) on the
same
coordinate
plane to
visualize how
the addition of
function
works.
F.
Developing Banking Temperature Landscaping Time per
Mastery Balance" Difference" cost” activity”

Instructions: Instructions: Instructions: Instructions:

Ask students Let the Assign Make the
to calculate students to students to students to
Budget and measure measure the measure an
Finance. Temperature. lenght of the specific task.
Tracking The high and area of the To calculate
expenses and low room. how long it
income can be temperatures Students will takes to
modeled as on a given day use complete a
functions. For are modeled multiplication task, divide
example, a by functions to calculate the total time
function E(d) H(t) and L(t) the total area T by the
could respectively. of the room . number of
represent The The length of activities A;
daily temperature the room time per
expenses, and range R(t) id might be activity=T/A.
S(m) could found by modeled by
represents subtracting L(x) and the
monthly H(t) and L(t). width by W(x),
savings as where x is a
S(m)=I(m)- variable that
E(m), where could
I(m) is represent a
monthly scale factor or
income. a
measurement
unit. The total
area A(x), This activity
which illustrates how
determines solving
the amount of dividing
materials functions
needed and dividing
the costs functions
involved, is helps break
found by down complex
multiplying relationships
This activity these two into simpler
helps students functions: parts, making
understand A(x)= it easier to
the practical L(x)•W(x).. analyze data,
This activity use of calculate
demonstrates functions in efficiency, and
how Functions calculating make
are used to temperature informed
 measure and decisions in
interpret everyday
Budget and scenarios.
Finance..

In this lesson, In general, In this lesson, Students learn This lesson

students learn adding students this lesson teaches
that integers integers discover that that when students that
represent follows when adding multiplying when dividing
whole consistent integers with integers, the integers, the
numbers that rules that the same sign, product of two quotient of
can be make the the result will integers with two integers
positive or process easier have the the same sign with the same
negative, and to understand. same sign, is positive, sign is
the number When adding while adding while the positive, while
line is a tool two positive integers with product of two the quotient
used to integers, the opposite signs integers with of two
visually sum is always involves different signs integers with
represent the positive, and taking the is negative. different signs
relative when adding sign of the The is negative.
position of two negative integer with magnitude of The
these integers, the the larger the product is magnitude of
integers. sum is always absolute determined by the quotient is
Positive negative. For value. multiplying determined by
integers are a positive and Subtracting the absolute dividing the
placed to the a negative integers can values of the absolute
right of zero, integer, the be understood integers. values of the
while negative sum is as adding the These rules of integers. The
integers are determined by opposite or multiplication ability to
placed to the subtracting additive extend to real- divide
left. This the smaller inverse of the world integers is
concept absolute value number being applications fundamental
H. Making extends from the subtracted. such as in many real-
generalizat beyond the larger These calculating world
ions & classroom as absolute operations are profits and applications
abstraction the number value, with crucial in daily losses in such as
s about the line can be the sign of the life, especially business, evenly
lesson applied to result in situations determining distributing
real-world matching the like managing areas of resources,
situations integer with finances, rectangular calculating
such as the larger adjusting spaces, or averages, and
tracking absolute scores in scaling managing
temperatures, value. These games, or quantities in financial
measuring rules are measuring recipes. budgets. By
depths below universally temperature understanding
sea level, or applicable and changes. The integer
calculating can be ability to add division,
financial reinforced and subtract students can
balances. The through integers efficiently
basic practice, equips apply these
principles of visual tools students with concepts to
positioning like the practical skills solve practical
integers on number line, for navigating problems,
the number and real-life various ensuring
line remain problem- contexts proportional
consistent, solving. where positive distribution
regardless of Mastery of and negative and fair
the specific integer values are sharing of
scenario, addition lays involved quantities in
making it a the foundation various
versatile tool for more scenarios.
for advanced
understanding mathematical
and concepts and
comparing operations.
integers.
 Write true or Write true or Write true or Write true or Write true or
false false false false false

I. 1. Is the 1. Is the 1. When 1. The 1. When

Evaluating
Learning sum of sum of you add product dividing
two two two of two integers
positive positive integers integers with
integers integers with the with different
always always same different signs, the
positive? positive? sign, the signs will quotient
2. Does 2. Does sum will always be is always
adding adding always be positive. negative.
two two positive. 2. Multiplyin 2. Dividing a
negative negative 2. Subtracti g two negative
integers integers ng a negative integer by
result in a result in a negative integers a positive
positive positive integer is results in integer
sum? sum? the same a positive results in
3. When 3. When as adding product. a positive
adding a adding a its 3. When quotient.
positive positive positive multiplyin 3. The
and a and a counterp g quotient
negative negative art. integers, of two
integer, is integer, is 3. To the sign integers
the sum the sum subtract of the with the
the the integers, product same sign
difference difference you depends is always
of their of their always on negative.
absolute absolute change whether 4. Division
values? values? the sign the by zero is
4. Is the 4. Is the of the integers not
sum of sum of second have the possible,
two two integer same or as it
negative negative and add. different results in
integers integers 4. When signs. an
always always adding a 4. The undefine
negative? negative? positive product d value.
5. If the 5. If the integer to of any 5. When
absolute absolute a integer dividing
value of value of negative and zero integers,
the the integer, is always the
negative negative the sum zero. magnitud
integer is integer is will 5. The e of the
greater greater always be absolute quotient
than the than the a value of is
positive positive negative the determin
integer, integer, number. product ed by
will the will the 5. The result of two dividing
result be result be of integers is the
positive? positive? subtractin the same absolute
ga as the values of
negative product the
integer of their integers.
from absolute
another
 negative values.
integer
will
always be
a larger
negative
number.

V.
REMARK
S
VI.
REFLECTI
ON
A.No. of
learners
who
earned
80% in the
evaluation.
B. No. of
learners
who
require
additional
activities
for
remediatio
n who
scored
below 80%.
C. Did the
remedial
lesson
work? No.
of learners
who
caught up
with the
lesson.
D. No. of
learners
who
continue to
require
remediatio
n.
E. Which of
my
teaching
strategies
worked
well? Why
did this
work?
F. What
difficulties
did I
encounter
which my
principal
or
supervisor
can help
me solve?
G. What
innovation
or localized
materials
did I
use/discove
r which I
wish to
share with
other
teachers?

Prepared by:
JESSA BASBAS
Student

Checked by:
JUVILYN BUHARI
Instructor