A Detailed Lesson Plan

in Math Grade 7

I. Intended Learning Outcomes

At the end of the lesson, the students should be able to attain the following with at level
75% mastery level.
1. perform fundamental operations on integers. (M7NS-Ic-d-1)

II. Learning Content

A. Topic

 Numbers & Number Sense: Fundamental Operations on Integers

B. Learning Materials/References

 Powerpoint on Fundamental Operations on Integers

 Model of number line, cards of number steps
 Reference: Nivera, Gladys C. (2002). Elementary Algebra I. Salesiana Books.
Makati City. page 34-45

III. Learning Strategies

Teacher’s Activity Student’s Activity

A. Preliminary Phase

1. Preparation

Good morning class. Good morning Ma’am.

How are you today? We’re all fine Ma’am.

Before we start our lesson, let us pray first.

Who wants to lead the prayer? (Student raising her hand)

Okay Brenna. Go in front and lead the prayer. (Praying)

Let us check the attendance first.

Is there anyone in the class who’s absent? None Ma’am. All are present.

2. Motivation

Class have you ever tried subtracting a larger

number from a smaller number? (Student raising his hand)

Yes Tyler? Ma’am, is that possible?

Class do you think it’s possible? (Student raising her hand)

Yes Kate? Yes Ma’am. The result would be a negative

number. Negative numbers are numbers that
are less than zero.
Well said Kate. Very good.
 Do you want to play class? Yes Ma’am.

So here’s what we’re going to play. There

will be 2 groups. The task of each group is to
give an equation to be answered by the other
group using the number steps and vice versa.
Let’s start with Group 1. Group 1: 3+5=?

Group 2: (Moves 3 steps to the right and from

that point; another 5 steps to the right) The
answer is 8.

Is their answer right? Group 1: Yes Ma’am.

Very good Group 2. Group 2: -3+5=?

Group 1: (Moves 3 steps to the left and from

that point; another 5 steps to the right) The
answer is 2.

Is their answer correct? Group 2: Yes Ma’am.

Very good Group 1. Group 1: 3-5=?

Group 2: (Moves 3 steps to the right and from

that point; another 5 steps to the left) The
answer is -2.

Did they step on the right answer? Group 1: Yes Ma’am.

Very good Group 2. Group 2: -3-5=?

Group 1: (Moves 3 steps to the left and from

that point; another 5 steps to the left) The
answer is -8.

Did they step on the correct answer? Group 2: Yes Ma’am.

Very good Group 1. Group 1: 3*2=?

Group 2: (Steps on positive 6) The answer is

6.
Is their answer right?
Group 1: Yes Ma’am.
Good job Group 2.
Group 2: 3*(-2)=?

Group 1: (Steps on negative 6) The answer is

–6.
Is their answer correct?
Group 2: Yes Ma’am.
Good job Group 1.
Group 1: 6/2=?

Group 2: (Steps on positive 3) The answer is

Did they step on the correct answer? 3.
 Exactly Group 2. Group 1: Yes Ma’am.

Group 2: -6/2=?

Group 1: (Steps on negative 3) The answer is

Did they step on the right answer? ---3.

Exactly Group 1. Group 2: Yes Ma’am.

Class did you enjoy the activity?

Based on our activity, what did you notice? Yes Ma’am.

Yes Roger? (Student raising his hand)

Ma’am in order to solve each equation in the

Well said Roger. activity, we must be aware with the
fundamental operations on integers.
B. Developmental Phase

Class who among you know what are the

fundamental operations on integers?

Yes Ian? (Student raising her hand)

Very good Ian. Addition, subtraction, multiplication and

division Ma’am.
I have here a number line. How can we add 3
and 4?

Yes Jas? (Student raising her hand)

Ma’am from zero we’ll just move 3 units to

Very good Jas. the right and from that point we’ll add another
4 units to the right.
So what will be the sum?

Yes Riza? (Student raising her hand)

Very good Riza. The answer is 7 Ma’am.

How about if we add -3 and -4?

Yes Miguel? (Student raising his hand)

Ma’am from zero we’ll just move 3 units to

Very good Miguel. the left and from that point we’ll add another
4 units to the left.
So what will be the sum if we added the two?

Yes Rico? (Student raising his hand)

Very good Rico. The answer is -7 Ma’am.

Class what did you notice in adding the two

equations?
 Yes Steph? (Student raising her hand)

Well said Steph. A big hand for her class. Ma’am for numbers with the same signs,
we’ll just add the numbers and copy the sign.
Now can we add numbers with unlike signs?
If yes how will we add -3 and 4?

Yes Fely? (Student raising her hand)

Ma’am from zero we’ll just move 3 units to

Very good Fely. the left and from that point we’ll add another
4 units to the right.
So what will be the sum if we added -3 and 4?

Yes Darren? (Student raising his hand)

Very good Darren. The answer is 1 Ma’am.

Class what did you notice in adding the

numbers with unlike signs?

Yes Des? (Student raising her hand)

Ma’am for numbers with unlike signs, we’ll

Well said Des. just subtract the numbers and copy the sign of
the biggest number.
Using the number line how can we subtract 3
from 4?

Yes George? (Student raising his hand)

Ma’am from zero we’ll just move 4 units to

Very good George. the right and from that point we’ll subtract
another 3 units going to the left.
What will be the difference then?

Yes Willy? (Student raising his hand)

Very good Willy. Ma’am the answer is 1.

How about subtracting -3 from -4?

Yes Daisy? (Student raising her hand)

Ma’am from zero we’ll just move 4 units to

Very good Daisy. the left and from that point we’ll subtract
another 3 units going to the right.
So what will be the difference if we subtract
the two?

Yes Mark? (Student raising his hand)

How about subtracting -3 from 4? Ma’am the answer is -1.

Yes Gillian? (Student raising her hand)

 Very good Gillian. Ma’am from zero we’ll just move 4 units to
the right and from that point we’ll add another
What will be the difference if we subtract the 3 units going to the right.
two?

Yes Drake?
(Student raising his hand)
Now who can tell me what rule did we
followed in subtracting integers? Ma’am the answer is 7.

Yes Carlo?
(Student raising his hand)

Ma’am I think same rules will be followed in

adding and subtracting integers. For numbers
with the same signs, we’ll just subtract the
numbers and copy the sign and for numbers
with unlike signs, we’ll just add the numbers
Give a big hand for Carlo. and copy the sign of the biggest number.

Since you are now familiar with the rules in

adding and subtracting integers, we’re now
going to multiply integers.
Class what is the product of 3 and 4?

Yes Joanne?
(Student raising her hand)
Very good Joanne.
Ma’am the answer is 12.
How about multiplying -3 and -4?

Yes Andrea?
(Student raising her hand)
Very good Andrea.
The answer is 12 Ma’am.
Class what did you notice in multiplying
integers with like signs?

Yes Clarisse?
(Student raising her hand)
Very good Clarisse.
Ma’am multiplying numbers with the same
How about multiplying -3 by 4? sign will result with a positive product.

Yes Erica?
(Student raising her hand)
Very good Erica.
Ma’am the answer is -12.
Class why do you think Erica come up with
that answer?

Yes Harold?
(Student raising his hand)
Very good Harold.
Ma’am multiplying numbers with unlike signs
Class what do you think is the quotient when will result with a negative product.
we divide 12 by 4?
 Yes Carol?

Very good Carol. (Student raising her hand)

The answer will be 3 Ma’am.
How about dividing -12 by -4?

Yes Sean?
(Student raising his hand)
Why do you say so?
The answer is also 3 Ma’am.
Well said Sean.
Ma’am dividing numbers with the same sign
How about dividing -12 by 4? will result with a positive quotient.

Yes Patrick?
(Student raising his hand)

Well said Patrick. Ma’am the answer is -3 because dividing

numbers with unlike signs will result with a
Class do you find our lesson interesting? negative quotient.

Did you enjoy the lesson for today class?

Yes Ma’am.
Did you learn something new?
Yes Ma’am.
C. Culminating Phase
Yes Ma’am.
Okay class what do you think is the essence
of studying the fundamental operations on
integers?

Yes Carlo?
(Student raising his hand)

The study of the fundamental operations on

integers enables us to study the rules in
Excellent Carlo. adding, subtracting, multiplying and dividing
such numbers which gives us the new idea of
Again who can tell me the rules in adding and representing numbers with direction.
subtracting integers?

Yes Rico?
(Student raising his hand)

Ma’am same rules will be followed in adding

and subtracting integers. For numbers with
the same signs, we’ll just add/subtract the
numbers and copy the sign and for numbers
Well said Rico. with the unlike signs, we’ll just subtract/add
the numbers and copy the sign of the biggest
How about the rules in multiplying and number.
dividing integers?

Yes Laura?
(Student raising her hand)
 Ma’am same rules will be followed in
multiplying and dividing integers.
Multiplying/dividing numbers with the same
sign will result with a positive
Well said Laura. product/quotient.
Multiplying/dividing numbers with unlike
IV. Assessment signs will result with a negative
Now that you’re all familiar with the rules in product/quotient.
operating integers, we’re going to have an
activity. By group you’re going to present an
example on the application of integers. Is it
okay class?

Okay. Group 1, present your work in front. Yes Ma’am.

(Students are brainstorming.)

Ma’am we have 10 members in our group.

Class what do you think? Each of us has 2 ballpens. We lend 4 ballpens
to the other group. How many ballpens are
Is that correct Group 1? left?

Next. Group 2, present your work in front. Group 3: They only have 16 ballpens.

Yes Ma’am.

Class what do you think? Ma’am we have 60 five-peso coins in all and
we have 10 members in the group. How much
Is that correct Group 2? will each member receive?

And for the last group, Group 3… Group 1: Each of them will receive Php 30.

Yes Ma’am.

Class what do you think? Ma’am we’re 10 in our group and there are
only 6 chairs in front of us left to be seated.
Is that correct Group 3? How many of us remained standing?

V. Assignment Group 2: 4 of them will be standing Ma’am.

And for your assignment, observe your home Yes Ma’am.

and community, list down activities/situations
wherein application of integers can be found
and next meeting you are going to present
your answers by group. Do you get it?

Okay that’s all for today. Goodbye class.

Yes Ma’am

Goodbye Ma’am.