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Lesson Exemplar Quarter 3

Lesson

for Mathematics 4

IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM

Lesson Exemplar for Mathematics Grade 7
Quarter 3: Lesson 4 (Week 4)
SY 2024-2025

This material is intended exclusively for the use of teachers in the implementation of the MATATAG K to 10 Curriculum during the
School Year 2024 - 2025. It aims to assist in delivering the curriculum content, standards, and lesson competencies. Any unauthorized
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represent nor claim ownership over them.

Development Team
Writer:
 Richard M. Lorente (Bicol University)

Validator:
 Clemente M. Aguinaldo Jr. (Philippine Normal University – North Luzon)

Management Team
Philippine Normal University
Research Institute for Teacher
Quality SiMERR National
Research Centre

Every care has been taken to ensure the accuracy of the information provided in this material. For inquiries or feedback, please
write or call the Office of the Director of the Bureau of Learning Resources via telephone numbers (02) 8634-1072 and 8631-6922 or by
email at [email protected].
MATATAG School: SAN JOSE NATIONAL HIGH SCHOOL Grade Level: Grade 7
K to 10 Curriculum
Name of Teacher: APRIL AQUINO-ROMAN Learning Area: Mathematics
Weekly Lesson Log
Teaching Dates and Time: DEC 09-13, 2024
7 – Mabini (8:10 - 8:50)
7 – Jacinto (9:05 – 9:45)
7 – Luna (10:25-11:05) Quarter: 3

I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES

A. Content
The learners should have knowledge and understanding of the set of integers, and comparing and ordering integers.
Standards

B. Performance By the end of the quarter, the learners are able to compare and order integers, including through the use of the
Standards number line. (NA)

C. Learning The learners…

Competencies 1. describe the set of integers
and Objectives 2. use positive and negative numbers to describe directions or opposites in real-life situations.
3. locate integers on the number line.
4. compare and order integers.

D. Content Representing Integers

Locating Integers on the Number Line
Comparing and Ordering Integers

E. Integration Financial Literacy/Financial Transactions

II. LEARNING RESOURCES

Flexbooks. Integers that Represent Different Situations. (2023, November 30). https://flexbooks.ck12.org/cbook/ck-12-conceptos-de-
matem%C3%A1ticas-de-la-escuela-secundaria-grado-6-en-espa%C3%B1ol/section/11.1/related/lesson/integers-that-represent-
different-situations-msm7/
Lume. Locating and Ordering Integers on the Number Line. (n.d).
https://courses.lumenlearning.com/mathforliberalartscorequisite/chapter/locating-and-ordering-integers-on-the-number-line/
The Math Worksheet. (n.d). The Math Worksheet. https://themathworksheetsite.com/numline.html

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III. TEACHING AND LEARNING PROCEDURE NOTES TO TEACHERS

A. Activating Prior DAY 1

Knowledge 1. Short Review Begin Day 1 by recalling the set of
Guide the students to recall that the set of integers is composed of the set of integers.
counting or natural numbers, their opposites (negative numbers), and zero.
This can be done by asking them the questions below.

Guide Questions:
1. What do you call the set of numbers used for counting?
2. What is the difference between whole numbers and counting numbers?
3. What is the opposite of positive numbers?
4. What do you call the set of numbers composed of counting or natural
numbers, their opposites (negative) numbers, and zero?

2. Feedback (Optional)
After the short review, let the students do a Think-Pair-Share Activity using the
guide question: What do you think is the significance of integers in real life? Cite
specific real-life situations where integers are used.

B. Establishing 1. Lesson Purpose The materials for Activity 2 can

Lesson Purpose On this part, it is very important for students to recognize the significance be assigned to the students. Let
of knowing and understanding the set of integers. The activity below will them bring 2 flags, one with red
provide an opportunity for the students to see the relevance of integers to and the other with blue.
real-life situations.

Activity 2: Raise Me Expected Answers:

Directions: Raise the red flag if the statement represents a negative number or 1. Blue
the blue flag if it represents a positive number. 2. Red
1. Profit of 300 pesos 3. Red
2. 100 meters below sea level 4. Blue
3. Decrease of 5% 5. Blue
4. Gain of 8 kilos
5. A deposit of 5,000 pesos

From the activity, let the students identify the terms associated with negative
and positive numbers.
Expected Answers:

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  Terms associated with negative numbers: From item numbers 2 and 3,
the terms are below and decrease.
 Terms associated with positive numbers: From item numbers 1, 4, and 5,
the terms are profit, gain, and deposit.

2. Unlocking Content Area Vocabulary

Integers are numbers that include the natural numbers, their opposites (the
negative integers), and zero. An integer is greater than another integer if the
first integer is to the right of the second integer on the number line. An integer
is less than another integer if the first integer is to the left of the second integer
on the number line.

C. Developing and SUB-TOPIC 1: Representing Integers

Deepening 1. Explicitation From the passage, the teacher
Understanding Let the students read the passage below, then let them identify situations that can guide the students to
demonstrate negative or positive numbers. identify the financial
transactions made by the
Richard, a young professional, started saving money from his salary to character. Also, it is an
reach his goal of having his own house and lot worth 1 million pesos. He opportunity to discuss the
consistently deposits 5,000 pesos every month in his bank account. Also, as importance of savings and
part of his mid- year and year-end bonuses, an amount of 100,000 pesos was investment and financial literacy.
invested in one of the top insurance companies. After four years, he started the
construction of his own house and lot. He partially withdraws an amount of
200,000 pesos from his savings account in the bank. While from his
investment, he entirely withdraws a total amount of 350,000, which includes
the initial capital and the interest earned. However, this amount is still not
enough to start the construction. So, he borrows, in the form of a loan, from a
bank an amount of 300,000 pesos.

Guide the students to deduce the following:

1. A deposit of 5,000 pesos and an investment of 100,000 pesos both
represent positive numbers.
2. Withdrawals of 200,000 and 350,000 and a loan of 300,000 all represent
negative numbers.

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2. Worked Example
The following examples can be given to the class for students to fully realize
that integers help represent many real-world situations.

Example 1:
Mr. Arnel invested 50,000 pesos in the stock market. In the first few months,
he gained 20,000 pesos, but due to some uncertainties, the market went down,
and he incurred a loss of 10,000 pesos. Use the integers to represent the
amount of money gained and lost by Mr. Arnel.
 The word “gain” means the integer is positive. So, the gain of 20,000 pesos
can be represented as +20,000 or 20,000.
 The word “loss” means the integer is negative. So, the loss of 10,000 pesos
can be represented as -10,000.

Example 2: After discussing the two

Mang Juan is a fisherman. He is sitting 3 feet above the surface of the sea on a illustrative examples above, let
boat. The hook on his fishing pole is floating 7 feet below the sea’s surface. Use the students answer Activity 3.
integers to represent the position of Mang Juan and his hook. Activity 3 can be given as a
 The surface of the sea can be represented by the integer 0. Mang Juan is formative assessment for day 1.
sitting above the surface. The word “above” means the integer is positive. The teacher can give an
So, the position of Mang Juan can be represented as +3 or 3. assignment by asking the
 The hook is floating below the surface. The word “below” means the integer students to list down other
will be negative. The position of the hook can be represented as -6. terminologies that can be
associated with the negative or
3. Lesson Activity positive numbers.
Activity 3: Translate Me
Write the following as an integer. Expected Answers:
1. 25 feet below the surface 1. -25
2. An altitude of 12,000 feet 2. +12,000
3. A loss of 10 kilos 3. -10
4. 15 degrees below zero 4. -15
5. An increase of 2,000 pesos 5. +2,000
6. A profit of 250 pesos 6. 250
7. A descent of 20 meters 7. -20
8. A rise of 8 feet 8. +8
9. Gain of 8 kilos 9. +8
10. A deposit of 5,000 pesos 10. +5,000

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DAY 2 Before proceeding with the
SUB-TOPIC 2: Locating Integers on Number Line lesson, discuss the activity given
1. Explicitation on Day 1. In the discussion of
Based on the discussion in the previous sub-topic, guide the students to the assignment, emphasize the
recall that integers are numbers that include the natural numbers, their idea that negative and positive
opposites (the negative numbers), and zero. The discussion on integers on the represent opposites (e.g. going
number line can be presented by asking the students to draw a number line up and going down, increasing
and indicate where the positive, zero, and negative numbers are located as and decreasing, left and right,
shown on the sample number line below. and profit and loss)

Emphasize to the students that positive numbers are to the right of zero.
We could write a plus sign, +, before a positive number, such as +4 or +5, but it
is usually written only as 4 or 5, where the plus sign is omitted. Negative
numbers are to the left of zero.

Ask the students, how about zero? Is zero a positive or negative number?
Zero is neither positive nor negative.

What does the arrowhead in the number line indicate?

The arrowheads indicate that the number line extends infinitely in each
direction. It also implies that there is no greatest positive number and no
smallest negative number.

2. Worked Example
Present the following illustrative examples of how to plot points on the number
line.
Example: Plot the following numbers on the number line:
a. 4 b. -4
Answer: The teacher can give an
Draw a number line. Mark 0 at the center and label several units to the left and additional two or three examples
right of zero. if necessary.

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 a. To plot 4, start at 0 and count
four units to the right since the
number is positive. Then, place a
point as shown below.

b. To plot -4, start at 0, count four

units to the left since the number
is negative. Then, place a point as
shown below.

3. Lesson Activity
Activity 4. Where Am I Located? After providing enough
Plot the following integers on the number line. illustrative examples of plotting
1. –3 3. 0 integers on the number line, let
2. 6 4. –5 the students do Activity 4.

Expected Answers: Activity 4 can be given to the

students as a formative
1. assessment for day 2.

2. If necessary, the teacher can give

an additional three to four items
as an assignment.
3.

4.

DAY 3
SUB-TOPIC 3: Comparing and Ordering Integers
Before presenting sub-topic 3, a
1. Explicitation
simple recall of the previous
Ask students the following questions: lesson can be made by
1. Which is greater, –4 or –3? discussing some items in the
2. Which is lesser, –5 or 2? activity related to plotting
3. How did you determine which number is greater or lesser than the other? integers on the number line.

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 To compare and order positive and negative numbers, we can use the
number line.

From the number line, guide the students to see that numbers going from
left to right increase in value while going from right to left numbers decrease in
value.

What are the symbols used in comparing integers?

Similar to positive numbers, we use the inequality symbols to compare
integers. Remember that we use the inequality symbol “<” for less than and the

 𝑎 < 𝑏 (read as “𝑎 is less than 𝑏" ) means that 𝑎 is to the left of 𝑏.

symbol “>” for greater than. For example,

 𝑎 > 𝑏 (read as “𝑎 is greater than 𝑏”) means that 𝑎 is to the right of 𝑏.

2. Worked Example
Illustrative Example 1.
Consider the location of number
1 and number 4 on the number line
as shown below.

The number 4 is to the right of 1, so 4 is greater than 1; in symbol, 4 > 1.

Similarly, 1 is to the left of 4, so 1 is less than 4; in symbol, 1 < 4.

Illustrative Example 2.
Consider the location of
numbers –2 and 3 on the number
line as shown below.

The number –2 is to the left of 3, so –2 is less than 3; in symbol, −2 < 3.

Similarly, 3 is to the right of –2, so 3 is greater than –2; in symbol, 3 > −2.

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 Compare the following using < or >.
Illustrative Example 3.

a. −4 0 ; The answer is < (less than) since –4 is at the left of 0. The teacher can give another two
b. −1 −5 ; The answer is > (greater than) since –1 is at the right of –5.
or three examples if necessary.

c. 6 −6 ; The answer is > (greater than) since 6 is at the right of –6. After discussing the illustrative
examples, let students do
Illustrative Example 4. Activity 5.

−3, 2, −6, 0, 5, 1, 6
Arrange the following integers in increasing and decreasing orders.
Activity 5 can be given to the
To arrange the given integers, locate all the numbers on the number line as students as a formative
shown below. assessment for Day 3.

So, the integers are arranged in increasing order as −6, −3, 0, 1, 2, 5, 6,

If necessary, the teacher can give
an additional three to four items

decreasing order as 6, 5, 2, 1, 0, −3, −6.

and in as an assignment.

Expected Answers:

1. >
3. Lesson Activity A.

A. Compare the following using < or >.

Activity 5: Perform the following.
2. >
6 −5 3. <
0 −2 4. <
1.

−7 −3 5. >
2.

−2 0
3.

5 −5
4.
1. Increasing: −7, −4, −2, 0, 1, 3,
B.
5.
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Decreasing: 6, 3, 1, 0, −2, −4, −7
1. −7, 1, 6, −2, 3, 0, −4
B. Arrange the following integers in increasing and decreasing orders.
2. Increasing: −7, −2, −1, 0, 2, 5,
2. 2, −2, −7, 5, 6, 0, −1 6
Decreasing: 6, 5, 2, 0, −1, −2, −7

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 D. Making 1. Reflection
2. Learners’ Takeaways
on Learning
Generalizations Guide
1. Howthe students
are the tosetanswer the following
of integers used inquestions to summarize
real-life situations? thespecific
Give lesson.
1. examples.
What integers are located at the left of zero?
What
2. Are integers
there are locatedyou
any questions at the right
would of to
like zero?
ask related to our lesson? What
3. are
Is zero a
those? positive or negative number?
4. Are
3. How there
do we any
compare integers?
challenges or misconceptions you encountered while
studying the set of integers? What are those?

IV. EVALUATING LEARNING: FORMATIVE ASSESSMENT AND TEACHER’S REFLECTION NOTES TO TEACHERS

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A. Evaluating DAY 4 Feedback on the result of the
Learning 1. Formative Assessment assessment is encouraged.
A. Represent the following as integers.
1. rising 5 units
2. profit of 500 pesos
3. debt of 200 pesos
4. 10 feet below sea level
5. an increase of 1000 points

B. Plot the following integers on the number line.

1. -4 3. -8 5. -12
2. 3 4. 10

C. Compare the following using < or >.

1. −4 −5
2. 0 −3
3. −8 8
4. −2 0
5. 7 −2

D. Arrange the following integers in a. increasing order and b. decreasing

order. 2, -3, 0, 7, 13, -15

2. Homework (Optional)

B. Teacher’s Note observations on any The teacher may take note of

Effective Practices Problems Encountered
Remarks of the following areas: some observations related to the
effective practices and problems
strategies explored encountered after utilizing the
different strategies, materials
materials used used, learner engagement, and
other related stuff.

learner engagement/ Teachers may also suggest ways

interaction to improve the different activities
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 others explored/lesson exemplar.

C. Teacher’s Reflection guide or prompt can be on: Teacher’s reflection in every

Reflection ▪ principles behind the teaching lesson conducted/facilitated is
What principles and beliefs informed my lesson? essential and necessary to
Why did I teach the lesson the way I did? improve practice. You may also
consider this as an input for the
▪ students LAC/Collab sessions.
What roles did my students play in my lesson?
What did my students learn? How did they learn?

▪ ways forward
What could I have done differently?
What can I explore in the next lesson?

PREPARED BY: CHECKED AND VERIFIED BY: NOTED BY:

APRIL AQUINO-ROMAN VICTORIA B. VILLANUEVA EDUARDO S. CASABUENA
TEACHER I HEAD TEACHER I SCHOOL HEAD

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