7

Quarter 1
Lesson 1 3
Lesson Exemplar Lesson

for Mathematics 5

IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM

Lesson Exemplar for Mathematics Grade 7
Quarter 3: Lesson 5 (Week 5)
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 reproduction, distribution, modification, or
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Writer:
• Renato V. Herrera Jr. (West Visayas State 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

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the Director of the Bureau of Learning Resources via telephone numbers (02) 8634-1072 and 8631-6922 or by email at [email protected].
MATHEMATICS / QUARTER 3 / GRADE 7

I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES

A. Content
The learners should have knowledge and understanding of the four operations with integers.
Standards

B. Performance
By the end of the quarter, the learners are able to perform the four operations with integers. (NA)
Standards

C. Learning The learners add and subtract integers; using concrete models (e.g., counters, integer chips), pictorial models
Competencies (e.g., bar models, number lines), and with integers written as numerals.
and Objectives 1. The learners add integers as numerals and use concrete models and pictorial models.
2. The learners subtract integers as numerals and use concrete models and pictorial models.

D. Content Adding and Subtracting Integers

E. Integration

II. LEARNING RESOURCES

Teachtastic. (2021). How To Effectively Teach Adding Integers for Seventh Grade Math. https://www.teachtasticiep.com/post/how-to-
effectively-teach-adding-integers-for-seventh-grade-math
Third Space Learning. (2023). Adding and subtracting integers. https://thirdspacelearning.com/us/math-resources/topic-guides/number-
and-quantity/adding-and-subtracting-integers/
Oryx learning. (2023). Subtracting Integers Using Integer Chips. https://oryxlearning.com/learn/subtracting-integers-using-integer-chips/
Teachtastic. (2023). How To Teach Subtracting of Integers for Seventh Grade Math. https://www.teachtasticiep.com/post/how-to-teach-
subtracting-of-integers

III. TEACHING AND LEARNING PROCEDURE NOTES TO TEACHERS

A. Activating Prior DAY 1 (5 minutes)

Knowledge 1. Short Review 2. Draw a simple number line
Option 1: Questions for discussion: on the board and have
1. What are whole numbers, and how do we use them daily? What about volunteers come up and place
integers? numbers in the correct spots.

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 2. Can anyone remind us how a number line works? Where would we find 3. Use the number line to
number 5? Where does zero fit on this line? What about –8? visually add and subtract,
3. If I have 5 mangoes and I get three more, how many do I have now? What if moving to the right to add and
I eat 2 of them? to the left to subtract.

You may also give this engaging classroom activity: The prior knowledge that must
Option 2: “Number Line Relay” be activated are:
Instructions: a. understanding of whole
1. Create a large number line on the floor of the classroom using a string or a numbers and integers,
tape. Mark the center point clearly as zero. b. familiarity of the number
2. Create groups with 5-8 members. line, including the concept of
3. Give each group a set of index cards with whole numbers. Include a mix of zero as a starting point and
positive and negative whole numbers since they have already learned in the the ability to locate numbers
previous lesson the integers. on a number line, and
4. One at a time, learners from each group come up to the number line and c. mastery of the basic addition
place their cards where they think the number should go. and subtraction with whole
5. As each student places a card, they should state whether they are adding numbers.
(moving to the right) or subtracting (moving to the left) from the previous
number placed by their group. (15 minutes)
6. Once all numbers are placed, discuss as a class how well the learners did.Materials:
Correct any misplacements. a. a long piece of string or tape
to create a number line on
the floor.
2. Feedback (Optional) b. index cards or sticky notes
Ask students to reflect on the activity and what it helped them remember about with whole numbers written
whole numbers and the number line. on them.
c. markers or chalk to mark
points on the number line.

B. Establishing 1. Lesson Purpose (15 minutes)

Lesson Purpose Integers in Our Everyday Life The objective of this activity is
Scenarios: to introduce the importance of
1. Miguel, a Grade 7 student in the Philippines, receives a weekly allowance learning addition and
from his parents and earns extra money by doing chores. However, he also subtraction of integers through
has expenses throughout the week. Let's explore how Miguel manages his scenarios that are rooted in
allowance using addition and subtraction of integers. aspects of everyday life in the
Week’s Transactions: Philippines.

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 Starting Allowance: Miguel starts the week with P200.
Earnings and Expenses:
• Monday: Earns P50 for washing the car.
• Tuesday: Spends P20 on a snack from the sari-sari store.
• Wednesday: Earns P30 for helping with groceries.
• Thursday: Spends P40 on jeepney fares.
Miguel’s remaining allowance at
• Friday: Buys a birthday gift for a friend, spending P70. the end of the week is
Problem: Calculate Miguel’s remaining allowance at the end of the week. P280 – P130 = P150.
2. Cristof, a Grade 7 student, loves playing traditional Filipino games with his
friends after school. Today, they decide to play "Sipa", a game where players
keep a small rattan ball in the air using their feet. Points are scored for
skillful moves, but points are lost for mistakes.
Game Rules and Scoring:
Earning points:
• successfully keeping the sipa in the air: +2 points each time.
• performing a special trick: +5 points.
Loosing points:
• Sipa falls to the ground: –3 points
• incorrect move or foul: –2 points
Cristof’s Game Round:
• Starts the game with 0 points
• Keeps the sipa in the air 3 times (+2 points each)
• Performs a special trick (+5 points) Cristof’s total score at the end of
• Makes two incorrect moves (–2 points each) his game round is:
• Lets the sipa fall once (–3 points) 0 + 2+ 2 + 2+ 5 – 2 – 2 - 3 = 4
Problem: Calculate Cristof’s total score at the end of his game round. points

Questions for discussion:

1. How do you think the skills Miguel used in managing his allowance can help
you in your daily life? Can you think of other situations where you need to
add or subtract money?
Possible answers:
• The skills Miguel used can help in daily life by enabling us to keep
track of our financial situation, understand our spending habits, and

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 budget effectively. This can lead to responsible money management
and financial planning.
• Other situations where we need to add or subtract money could include
calculating change when shopping, figuring out if we have enough
money to purchase something, or planning how much to save each
week from our income.

2. Why do we consider spending money as subtracting integers? How does this

differ from earning or receiving money?
Possible answers:
• We consider spending money as subtracting integers because it
represents a decrease in the amount of money we have. When we
spend, we are giving money away, which means our total available
funds go down.
• This differs from earning or receiving money, which increases our total
funds, represented by adding integers. When we earn money, the
amount we have goes up, so we add to our total.

3. Besides Sipa, can you think of other games or sports where the scoring
system involves adding and subtracting points?
Possible answers:
• Many team sports, like basketball and football, involve adding points
for goals or baskets made and sometimes subtracting points for
penalties or fouls.
• Board games or card games often involve points gained for successful
moves and points lost for mistakes, like in "Monopoly" or "Uno."

4. How does understanding integers make playing games more interesting or

fair? Do you think it's important to know these math concepts to enjoy these
games?
Possible answers:
• Understanding integers makes playing games more interesting because
it adds a layer of strategy; players must think about how to gain
positive points while avoiding actions that could lead to losing points.
• It also makes games fairer because the scoring system is consistent
and everyone follows the same rules for gaining or losing points.

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 • Knowing these math concepts is not necessarily essential to enjoy
games, but it enhances the experience by allowing a clear
understanding of how scores are calculated and what is needed to win.
It also prevents disputes about the scorekeeping.

2. Unlocking Content Area Vocabulary

Integers are numbers that include the natural numbers, their opposites (the
negative integers), and zero.

C. Developing and SUB-TOPIC 1: Addition of Integers using Concrete Models (Integer Chips) (15 minutes)
Deepening 1. Explicitation Review is optional. If this part of
Understanding Begin by reviewing the definition of integer, positive, negative, and sum. Adding the lesson falls on the second
integers using integer chips is a hands-on way to visualize and understand the day, then a review of the
process of combining positive and negative numbers. Here's previous discussion may be
a step-by-step guide on how to use integer chips, which are necessary.
typically represented by two different colors (e.g., red for
negative integers and yellow for positive integers): You may access this site:
https://www.teachtasticiep.co
Steps: m/post/how-to-effectively-
1. Identify the integers: Determine the integers you are adding together. Each teach-adding-integers-for-
integer will be represented by a set number of chips: positive integers by seventh-grade-math
yellow chips and negative integers by red chips.
This website has an embedded
2. Worked Example YouTube video showing how to
Example: Add –3 and 5 use integer chips to add
2. Represent each integer: For the first integer, take integers.
the corresponding number of yellow chips if it’s
positive, or red chips if it's negative. Do the same for Another helpful resource for
the second integer you are adding to the first. Put all adding and subtracting integers
the chips from both integers together in one group. using integer chips and number
3. Pair off zero pairs: Find pairs of one yellow chip and one red chip. Each line:
pair represents zero (since one positive and one negative of the same value https://thirdspacelearning.com
cancel each other out). Remove all zero pairs from the group. This process /us/math-resources/topic-
is sometimes referred to as 'making zero' or 'finding the zero pairs.' guides/number-and-
quantity/adding-and-
subtracting-integers/

5
 You can use indigenous or local
materials to make the integer
chips, such as tansan or
softdrink caps.

4. Counting the remaining chips: After all zero pairs have been removed,
count the number of chips you have left.
• If you have yellow chips left, the sum is a positive integer. The number (15 minutes)
of yellow chips represents the magnitude Answer: (Activity 1)
of the sum. 1. -2
2. 3
• If you have red chips left, the sum is a
3. -1
negative integer. The number of red chips
4. -4
represents the magnitude of the sum.
5. 0
• If there are no chips left, the sum is zero.
6. 2
7. 0
3. Lesson Activity
8. -4
Activity 1: Adding Integers Using Integer Chips
See worksheet for the activity which students will accomplish

DAY 2
Begin Day 2 with recalling of
SUB-TOPIC 2: Addition of Integers using Pictorial Models (Number Line)
concepts covered in the previous
1. Explicitation
day.
Recall that the numbers being added are called the addends. The result is called (15 minutes)
the sum. Each number on the number line has two characteristics:
• a distance from 0 (absolute value) and
• a direction from 0 (positive or negative)

The distance from 0 is represented by the numerical part of the number (like the
3 in the number –3), and its direction is represented by the + or – sign in front of
the number. Addition of numbers on the number line can be visualized by
thinking in terms of distance and direction from 0.
Steps:
1. Draw a number line: Start by drawing a horizontal line on a piece of paper.
Mark equally spaced points along the line, labeling them with integers in

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 sequence both in the positive direction (to the right) and in the negative
direction (to the left), starting from zero in the middle.

2. From the origin, move according to the first integer: If the first integer is
positive, move to the right from the origin by the number of spaces that
corresponds to the magnitude of the first integer. If the first integer is
negative, move to the left from the origin by the number of spaces that
corresponds to the magnitude of the first integer.

2. Worked Example
For example, the sum 3 + 5 on the number line is:

The first number is 3, which tells us to “start at the origin and move 3 units in
the positive direction.”
1. Move according to the second integer: From the new position, adjust your
location based on the second integer: If the second integer is positive, move
further to the right by the number of spaces equal to the second integer. If
the second integer is negative, move to the left by the number of spaces equal
to the absolute value of the second integer.

2. Identify the final position and determine the sum. The point where you end
up on the number line after making both moves represents the sum of the
two integers.

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 3. Look at the number at your final position. This number is the result of the
addition of the two integers.

Illustrative example 2: Find –6 + 4.

3. Lesson Activity
(15 minutes)
Activity No. 2: Adding Integers using Number Line
See worksheet for the activity which students will accomplish
Addition of Integers Written as Numerals (20 minutes)
Adding integers with the same sign: To add integers with the same sign, add
their absolute values. Give the result the same sign as the integers.

Illustrative example: Find –5 + (–2).

Solution: –5 + (–2) = –7
Check using Integer Chips:

Check using Number Line.

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 Adding integers with different signs: To add integers with different signs, subtract
their absolute values. Give the result the same sign as the integer with the greater
absolute value.
Illustrative Examples:
1. 7 + (–4) = 3
2. 2 + (–3) = –1

Check 7 + (–4) = 3 using:

(a) integer chips

(b) number line

DAY 3 Begin Day 3 with recalling of

Activity 3: Integer Addition War (Card Game) concepts covered in the
See worksheet for the activity which students will accomplish previous day.
(25 minutes)
Subtracting Integers
Present these questions to the students:
• 20 – 30 = ? Helpful resources for teaching
• 20 + (–30) = ? subtraction of integers:
https://oryxlearning.com/learn
Both are equal to –10. Tell the students that from the two given examples, /subtracting-integers-using-
subtracting 30 provides the same result as adding –30. This reasoning is used to integer-chips/
define subtraction, which allows the use of the rules for addition to do subtraction
problems. Here is the definition: https://www.teachtasticiep.co
Subtraction: If a and b represent any two numbers, then it is always true that m/post/how-to-teach-
subtracting-of-integers

(25 minutes)

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Illustrative example: Find –7 – 2.
Solution: a = –7 and b = 2 (if b = 2, then its opposite is –2)
a – b = a + (–b)
–7 – 2 = –7 + (–2) = –9
Using integer chips:
Steps:
1. Determine the integers involved in the subtraction problem.
2. The first number in the subtraction (the minuend) should be represented
using chips.
3. Remove as many chips as indicated by the subtrahend. If the colored chips of
the subtrahend are not present, create zero pairs and then remove the chips
as indicated by the subtrahend.
4. The remaining chips represent the answer.

Using number line:

Steps:
1. Draw a number line
2. From the origin, move according to the first integer (the minuend).
3. Move according to the second integer (subtrahend). Typically, subtracting a
positive number means moving to the left. However, when subtracting a
negative number, do the OPPOSITE, meaning move to the right.
4. Identify the final position. The final position (point) on the number line is the
answer.

Illustrative example: Find –7 – (–9).

Solution: a = –7 and b = –9
a – b = a + (–b)
–7 – (–9) = –7 + 9 = 2

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 Using integer chips:

Using number line:

From the origin, move 7 units to the left since the minuend is –7. Then, from
–7, move 9 units to the right since we are subtracting a –9. The last position is 2.
Therefore, the answer for –7 – (–9) is 2.

Activity 4: Integer Maze Challenge

See worksheet for the activity which students will accomplish Give this as a homework.

D. Making DAY 4 Begin Day 4 with checking the

Generalizations 1. Generalization questions for group discussion: homework given in the previous
1. How do the methods of integer chips, number lines, and using numerals day.
differ in helping you understand addition and subtraction of integers? Which (15 minutes)
method do you find most effective and why?
2. What key concepts must you remember when adding or subtracting
integers, regardless of the method used?
3. Were there any particular challenges you faced when using each of these
methods? How did you address these challenges?
4. How does transitioning from a concrete method like integer chips to an
abstract method like using numerals change your approach to solving
integer problems?
5. How can you apply the methods of adding and subtracting integers in real-
world situations? Can you provide an example?

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

A. Evaluating 1. Formative Assessment (35 minutes)

Learning A. True or False
1. –7 + (–2) equals –9. Answer for A:
2. Subtracting a negative number is the same as adding a positive number. 1. True
3. The sum of any integer and its opposite is always zero. 2. True
4. –3 – (–3) equals zero. 3. True
4. True
B. Multiple Choice: Choose the correct answer for each problem.
1. What is the result of –5 + 10? Answer for B:
a. –15 c. –5 1. b (5)
b. 5 d. 15 2. b (11)
2. What is the result of 7 – (–4)?
a. 3 c. –3 Answer for C:
b. 11 d. –11 1. 9
2. –2
C. Fill in the Blank: Complete each integer operation.
1. _____ – (–6) = 9 Answer for D:
2. –8 + _____ = –2 1. PHP 9
2. 1,050m
D. Short Answer: Solve the following problems and show your work.
1. A student takes a jeepney to school, which costs Php 9. After school, they
take another jeepney to a sari-sari store, which costs an additional Php
9. On the way home, they realize they have a coupon that gives them a
Php 9 discount on the ride. What is the total amount spent on jeepney
rides for the day?
2. Mount Apo is the highest point in the Philippines at about 2,954 meters
above sea level. If a hiker starts at an elevation of 1,200 meters and
ascends 500 meters on the first day, and then descends 650 meters the
next day, what is the hiker's final elevation?

The teacher may give homework

2. Homework (Optional) for mastery of the lesson

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B. Teacher’s Note observations on any of The teacher may take note of
Effective Practices Problems Encountered
Remarks the following areas: some observations related to
the effective practices and
strategies explored problems encountered after
utilizing the different strategies,
materials used, learner
materials used
engagement, and other related
stuff.
learner engagement/
interaction Teachers may also suggest
ways to improve the different
others activities 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
How did the different methods cater to varied learning styles within the essential and necessary to
classroom? improve practice. You may also
Which method particularly helped visual, auditory, or kinesthetic learners? consider this as an input for
the LAC/Collab sessions.
• students
Did the students engage differently with the material when presented through
the various methods?
Which method encouraged the most active participation?

• ways forward
What did you learn about your teaching through this lesson?
How might this influence your approach to teaching other mathematical
concepts?

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