Taguig City University

Gen. Santos Avenue, Central Bicutan, Taguig City

COLLEGE OF EDUCATION

TEACHER Mae Ann C. Casintahan GRADE LEVEL 7

DATE May 05, 2024 QUARTER 1
TIME 1:00PM – 2:00PM LEARNING AREA Mathematics
REGION National Capital Region TOPIC Arithmetic Operations on Integers

I. OBJECTIVES
A. CONTENT STANDARDS The learner can demonstrate understanding of key
concepts of sequences, polynomials and polynomial
equations.
B. PERFORMANCE The learner is able to solve problems involving
STANDARDS sequences, polynomials and polynomial equations in
different disciplines through appropriate and accurate
representations.
C. LEARNING Solves arithmetic operations in integers M10AL-Ic-2
COMPETENCIES (WRITE
THE LC CODE)
D. SPECIFIC OBJECTIVES
COGNITIVE Use integer operations to determine appropriate
strategies for solving problems.
PSYCHOMOTOR Perform integer arithmetic operations (e.g., addition,
subtraction, multiplication, division) through math-ching
game activity
AFFECTIVE Respect different strategies and approaches used by
their classmates to solve integer operations.
II. CONTENT Rules on how to add inetegers:
• Adding two positive integers results in positive
integers.
• Adding two negative integers will result in the sum
with a negative sign. But the addition of two
different signed integers will result in subtraction
only and the sign of the result will be the same as
the larger number has.
III. LEARNING RESOURCES
A. REFERENCES
1. TEACHER’S GUIDE Grade 7 Arithmetic Sequence Teacher’s Guide
PAGES pp. 184-196
2. LEARNER’S Integrated Mathematics III. 2001. pp. 14-16
MATERIALS PAGES NFE Accreditation and Equivalency Learning Material.
Arithmetic Sequence. 2000. pp. 21- 32 3. BEAM II –
Module 12: Arithmetic Sequences: Always Come With A
Flow
3. TEXTBOOK PAGES
Grade 7 Arithmetic Sequence Material pp. 181 – 188
 4. ADDITIONAL www.ibm.com
MATERIALS FROM
LEARNING
RESOURCES (LR)
PORTAL
B. OTHER LEARNING https://www.ibm.com/docs/en/epfz/5.3?topic=expressions-
RESOURCES arithemetic-operations

IV. PROCEDURES Daily Routine

A. Prayer
B. Greetings
C. Classroom Management
D. Checking of Attendance
- The teacher will ask the secretary to report the
absentees for today’s discussion.

E. Recitation Chips (Stickers)

- The teacher will give a sticker chip for every
recitation that students will make.
ELICIT Activity 1: "Math Olympics”
A. REVIEWING PREVIOUS
LESSON OR PRESENTING Materials Needed:
THE NEW LESSON • Pen/pencil
• Worksheet (with randomized questions)
• Whiteboard (optional)

Instructions:
• Divide the class into small teams of 3-4 members
each.
• Explain that they will participate in a Math
Olympics where they will compete in various math
challenges related to addition, subtraction,
multiplication, and division.
• Each team will be given a worksheet with simple
math problems to solve.
• The teams must work together to solve the
problems as quickly as possible.
• The teacher or facilitator will provide guidance and
assistance as needed.
• The team that solves all the problems correctly
first or has the most correct answers within a 2-
minute time wins the Math Olympics.

Guided Questions:

1. Addition:
• What is 25 + 17?
• Calculate 48 + 29.
• Find the sum of 33 and 14.

2. Subtraction:
• What is 50 - 22?
• Subtract 36 from 60.
 • Calculate 45 - 18.

3. Multiplication:
• Find the product of 5 and 4.
• Multiply 8 by 3.
• Calculate 7 times 2.

4. Division:
• Divide 36 by 6.
• What is 15 divided by 3?
• Calculate 48 divided by 8.

ENGAGE
(The teacher will introduce the topic to the learners and
B. ESTABLISHING A
state the intended learning outcomes of the discussion)
PURPOSE FOR THE
LESSON • Use integer operations to determine appropriate
strategies for solving problems.
• Perform integer arithmetic operations (e.g.,
addition, subtraction, multiplication, division)
through math-ching game activity
• Respect different strategies and approaches used
by their classmates to solve integer operations.
C. PRESENTING Experiment 1: “Snowball Addition”
EXAMPLES/INSTANCES OF
THE NEW LESSON

Materials Needed:
• 9 pieces Large Bucket or Basket
• Balls (different colors if possible)
• Masking Tape and Stopwatch
Mechanics:
• Divide the class into small groups of 4-5 students.
• Set up a large bucket or basket in the classroom
center.
• Mark a line using masking tape on the floor a few
feet away from the bucket for the throwing line.
• Explain the game "Snowball Addition" for
practicing addition skills.
• Assign specific numbers to different colored balls
(e.g., red-5, blue-10, green-15).
• The different colored balls represent the points to
be earned.
 • Rotate turns among students.
• Calculate the total points earned after each throw
by solving the given addition flashcard inside the
bucket.
• The group with the highest total points after the 2-
minute game wins.

Guided Questions:
1. How many total points did your group earn?
2. Can you sum up the points for each ball color?
3. If you got the answer wrong with two red balls
(5 points each) and one blue ball (10 points), how
many points would you deduct?
4. If your group needs 50 points to win, how many
more points do you need in the next round?

EXPLORE Experiment 2: “Ball Drop Subtraction”

D. DISCUSSING NEW
CONCEPTS AND
PRACTICING NEW SKILLS
#1
E. DISCUSSING NEW
CONCEPTS AND
PRACTICING NEW SKILLS
#2

Materials Needed:
1. Balls (with attached numbers)
2. Pins inspired with plastic bottles (with attached
numbers)
3. Masking Tape

Instructions:
4. Set up the pins inspired by plastic bottles in the
classroom center.
5. Use masking tape to mark a starting line near the
pins.
6. Students take turns dropping pins into the
container from the line.
7. After each drop, students need to solve the
dropped pins from the balls used. For example, if
the ball is attached to the number 50 and the pin is
attached to the number 163, students must
subtract the two numbers and get the correct
answer before declaring the pin fully dropped.
8. Rotate turns among students.
9. Encourage students to use subtraction to
determine the remaining standing pin/s.
10. Vary the number of pins dropped for each turn.
11. Discuss strategies for subtracting the dropped pins
from the total number of balls.
 Guided Questions:
1. How did you determine the number to subtract
when a pin is dropped with a ball?
2. Can you explain the process of subtracting the
number attached to the dropped pin from the
number attached to the ball?
3. What strategies did you use to solve the
subtraction problem quickly and accurately?
4. How do you know when a pin is fully
dropped?How did your team communicate and
collaborate to maintain accuracy and efficiency
throughout the relay race?
5. What lessons did you learn from participating in
the activity that you can apply to future math
problem-solving situations?

EXPLAIN • The teacher will let the students to explain their

F. DEVELOPING MASTERY collaborative work in front of the class.
(LEADS TO FORMATIVE • The teacher will ask the students what rules
ASSESSMENT) defined for integers based on their collaborative
work.

ELABORATE The teacher will further elaborate how to add integers.

G. MAKING • Adding two positive integers results in positive
GENERALIZATIONS AND integers.
ABSTRACTIONS ABOUT • Adding two negative integers will result in the sum
THE LESSON with a negative sign. But the addition of two
different signed integers will result in subtraction
only and the sign of the result will be the same as
the larger number has.
H. FINDING PRACTICAL Activity 3: “MATHching Pair”
APPLICATIONS AND
SKILLS IN DAILY LIVING

Materials Needed:
• Matching Pair Chart (which displays the answers)
• Paper for writing
• Ballpen or Pencil
• Stopwatch

Instructions:
• Divide the class into 4 groups.
• Each group will perform an arithmetic operation.
• Each group needs to solve the assigned task.
• After solving and obtaining the answer, one
member of the group needs to run to the board to
find the matching pair for their answer. For
 example, if the equation is 8 + 6 = 14, the group
needs to find the correct match, which is 14. If the
matching pair is incorrect, proceed to the next
group member until the correct answer is found.
• Each group will have only 10 minutes to answer.
• The teacher will assign each group a task to
complete.
Group 1: Addition Challenges
A. You possess 4 bananas. Teacher Mae adds 5
more, how many bananas do you possess in
total?
B. What is the result of adding 163 and 5?
C. If you unite 3 with 5, what is the sum?

Group 2: Subtraction Queries

A. Initially having 5 candies, if you consume 2,
how many candies remain?
B. What is the outcome of subtracting 163 by 16?
C. If you take away 5 from 13, what remains?

Group 3: Multiplication Tests

A. If you possess 4 sets of 4 colored pens each,
how many sticks do you have in total?
B. Determine the result of multiplying 13 by 2.
C. What is the product of 15 and 3?

Group 4: Division Scenarios

A. You have 26 sandwiches to distribute evenly
among 2 friends. How many sandwiches does
each friend receive?
B. Calculate the results of dividing -150 by 3.
C. When you divide 9 by 3, what is the quotient?

EVALUATE Quiz
I. EVALUATE LEARNING Answer the following problems:
1. What is the result when adding two positive
integers?
a) Always negative
b) Always positive
c) Can be positive or negative depending on the
numbers
2. What happens when you add two negative
integers?
a) Always results in a positive sum
b) Always results in a negative sum
c) The sign of the sum depends on the magnitude
of the numbers

3. If you add -8 and -5, what will be the result?

a) -13
b) 3
c) 13
 4. When adding two different signed integers, what
determines the sign of the sum?
a) The sign of the first integer
b) The sign of the second integer
c) The sign of the integer with the larger number

5. Why does adding two positive integers always

result in a positive sum?
a) Because positive numbers are greater than
negative numbers
b) Because positive numbers represent gain or
addition
c) Because positive numbers always cancel out
negative numbers

6. If you add 9 and -7, what will be the sign of the

sum?
a) Positive
b) Negative
c) Depends on the absolute value of the numbers
7. What is the sum of -3 and -9?
a) -12
b) 6
c) -6

8. Why does adding two negative integers result in a

negative sum?
a) Because negative numbers always represent
loss or subtraction
b) Because negative numbers are smaller than
positive numbers
c) Because negative numbers always cancel out
positive numbers
9. if you add -4 and 11, what will be the result?
a) -15
b) 15
c) 7

10. What is the sum of two positive integers always?

a) Positive
b) Negative
c) Can be positive or negative depending on the
numbers
Topic Time % Items R U Ap An E C
Spent
Recall the 16 40 4 1,4,7,
basic rules for min. 10
adding
integers
Understanding 12 30 3 2,5,8
the basic rules min.
for integers
Applying to 12 30 3 3,
Solve Integer min. 6,
Problems 9,
TOTAL 40 100 10
EXTEND Homework:
J. ADDITIONAL ACTIVITIES Directions: Solve the following problems and indicate whether each
statement is true (T) or false (F).
FOR APPLICATION OR 1. 15−8 = 7 (T)
REMEDIATION 2. 10÷2 = 5 (T)
3. 4+ (-6) = 2 (F)
4. 7×3 = 21 (T)
5. 20÷4 = 6 (F)
6. 2×(-8) = 16 (F)
7. 9−4 = 5 (T)
8. 12+3 = 15 (T)
9. 18÷(-6) = 3 (F)
10. -5×(-5) = 25 (T)

V. REMARKS
VI. REFLECTION
A. NO. OF LEARNERS WHO
EARNED 80% IN THE
EVALUATION
B. NO. OF LEARNERS WHO
REQUIRE ADDITIONAL
ACTIVITIES FOR
REMEDIATION
C. DID THE REMEDIAL
LESSONS WORK? NO. OF
LEARNERS WHO HAVE
CAUGHT UP WITH THE
LESSON
D. NO. OF LEARNERS WHO
CONTINUE TO REQUIRE
REMEDIATION
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/DISCOVER
WHICH I WISH TO SHARE
WITH OTHER TEACHERS?

Prepared by:

Ms. Mae Ann Cannin Casintahan

BSE-MATH B2021

Checked and Reviewed by:

Prof. GIAN JOSEF ACLADO REYES, LPT

Critic Teacher