School: RANOM ILOCO NATIONAL HIGH SCHOOL Grade Level: 7

DAILY
Teacher: CHRISTINE IVY L. SERRANO Learning Area: MATH
LESSON
Teaching Dates and
LOG
Time: September 12-16, 2022 9:45-10:45 (7-Zinnia); 10:45-11:45 (7-Lily) Quarter: 1ST

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES Objectives must be meet 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 content knowledge and competencies. These are using Formative Assessment strategies. Valuing objectives support the
learning of content and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.
A. Content Standard The learner demonstrates understanding of key concepts of sets and the real number system.

B. Performance Standard The learner is able to formulate challenging situations involving sets and real numbers and solve these in a variety of strategies.

C. Learning M7NS-Ib-1 M7NS-Ic-d-1 M7NS-Ic-d-1 M7NS-Ic-d-1

Competencies/Objectives: The learner uses Venn Diagrams to represent sets, The learner performs The learner performs The learner performs
Write the LC Code for each subsets, and set operations fundamental operations on fundamental operations on fundamental operations on
integers integers integers
a. Use Venn Diagram to represent sets and subsets.
b. Accurately illustrate the universal set and subsets a. Add integers using a.Subtract integers a. Multiply integers
using a Venn diagram algebra tiles and the b.Solve simple word b. Apply multiplication of
c. Appreciate the importance of representing things in rules problems involving integers in solving
everyday life through Venn diagrams. b. Solve simple word addition of integers problems
problems involving c. Cite real life situation c. Value the concept of
addition of integers where subtraction of multiplication in daily life
c. Relate integers in real integers are applied
life situation.
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or two.

II. CONTENT Subtraction of Multiplication of

Absolute Value Addition of Integers
Integers Integers
III. LEARNING Lists the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative
RESOURCES materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References
1. Teacher’s Guide Pages

2. Learner’s Materials Pages

- Grade 7 Module LM pp. 70-75 Patterns and Practicalities Math Builders by Ulpina J., Elementary Algebra (UbD)
3. Textbook Pages
- Patterns and Practicalities on G7 Math pp: 68-70, Gladys by Gladys C. Nivera, Ph. D pages 45 - 46 by Eunice Ato-Lopez, MAT
Nievera pages 57 and Virgilio L. Lopez. M.E.
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 Elementary Algebra (UbD) p. 13
- Math Builders 7 pp. 28 – 30, Jisela N. Ulpina & Edna D. Elementary Algebra (UbD)
by Eunice Ato-Lopez, MAT e-math by Oronce,O. page
Licardo by Eunice Ato-Lopez, MAT
and Virgilio L. Lopez. M.E. 44
and Virgilio L. Lopez. M.E.
page 9
pages 10 Math Builders by Ulpina J.
page 51

4. Additional Materials from Mathematics Quarter 1 – Module 3: Absolute Value and MATHEMATICS Quarter 1 – Module 4: Properties of Operations on the set of Integers
Learning Resource (LR) portal Operations on Integers

B. Other Learning Resources

These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which
IV.PROCEDURES you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their
learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
A. Reviewing Previous Lesson or While the students are
Presenting the New Lesson seated, ask them about the Mental Math Group Game “Pass my sum” Motivation Pre-Assessment
distance of their classmate Give the absolute value of Identify the opposite of the
if one of them will be the the following: The class will be following.
center. Tell that each 1. |16| grouped into 2 and select 8
student is equivalent to 1 2. |-67| representative by group.
unit so that it will be easy to 3. - |5| The students selected will
4. - |-20| form a line facing at the 1.
identify the distance from
left to right. 5. |46 – 25| back of the room. The
teacher will ask the first
student to pick a flash card
where the given is written 2.
and he/she will answer it
and pass the sum by moving
his/her head part like eyes,
tongue or lips to the next 3.
student and so on. The first
group to finish and give the
sum to the teacher will be
given 1 point, 3 rounds will
be given. The group with 2 4.
points will be declared a
winner.

5.

B. Establishing a Purpose for the Guide Question

Lesson Determine whether each Purpose Setting Activity Think-Pair-Share! “FACT OR BLUFF”
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 statement is true or false. The students will be Given the following: Using flash cards, the
Based on the activity, what
______1. 5 = |-5| asked to make signed tiles teacher will show some
have you noticed with the 12 – 6 = 6
______2. 16 > |-16| using the colored papers. multiplication equation with
distance between your
______3. |-10| < |-11 + 1| Each student should have 2
12 – (-6) = 18 the repeated addition. If it is
classmate from the left and -12 – (-6) = -6
______4. -|-2| < 0 different colors and will have correct they will say ‘IT’S A
right? Explain your answer.
______5. |5| ≤ -|-8| to assign color for positive FACT’ and if wrong ‘THE
and negative sign. The size How do you find the BIG BLUFF’. The student
of the signed tiles will be difference between who answered wrong will
given by the teacher. They negative and positive dance to the tune of
can cut as many as they integers? Both “DESSERT”.
can. The students will follow positive/negative?
the instructions to be given
by the teacher.
1. Combine 3 positive
signed tiles and 4 positive
signed tiles. Count how
many signed tiles you have.
2. Combine 2 negative
signed tiles and 5 negative
signed tiles. Count how
many signed tiles you have.
3. Combine 15 positive
signed tiles and 20 negative
signed tiles. Count how
many signed tiles you have.
Is your signed tiles enough?

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C. Presenting Examples/Instances of
the Lesson Examples: Ilustrative Examples
a. Distance from Ten-ten’s 1. Is |-9 | ≤ |9|?
house to the school Yes, because |-9| and
|9| = 9, therefore 9≤9.

2. If |x| = 7, what are the

possible values of x?
Since |-7| = 7 and |7| =7,
then x = 7 or x= -7.

b. Distance from the school

to their house.

c. Distance from their house

to the church.

d. Distance from the church

to the Ten-ten’s house.

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 Notice that while both are
equidistant from the house,
the two are not located at
the same point. The school
is 400 meters to the right of
Ten – ten’s house and vice
versa while the church is
also 400 meters to the right
of the school and vice
versa.

Illustrative Examples
Find the absolute value of
the following
a. │3│=3, since 3 is 3 units
away from 0.
b. │0│=0, since there is no
movement.
c. │-5│=5, since -5 is 5
units away from 0.

D. Discussing New Concepts and Guide Questions:

Practicing New Skills #1 Guide Questions: “What’s on your mind?” Working in Pair
a. In the given activity how a. Explain what is meant by Answer the following Answer the following
did Ten-ten illustrate the absolute value of a questions: questions:
absolute value in his number using example 1.Based on the 1. Based on the activity
assignment? number 2. illustrations, how to on repeated addition,
b. Can you cite some other subtract integers? did you find the
b. What do you call to that
examples where you can 2.State the rules in pattern or rule in
distance from a point
apply the lesson absolute Answer the following subtracting integers. multiplying integers?
0?value?
value? questions: 2. What do you notice
c. Can you cite some other 1. Based on the activity about the product of a
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 and diagrams how are positive integer and a
examples where you can
we combining the negative integer?
apply the lesson absolute
signed tiles? 3. What about the
value?
2. How will you identify product of two
the sum? negative integers?
3. On the preliminary
activity, were you able
to use the tiles in
finding the sum?
Why?
4. On your own words
how will you add
integers with same
sign and different
signs?

E. Discussing New Concepts and

Practicing New Skills #2 Use a number line to find Fill in the blanks with >, <, Change each of the
the absolute value of +3, -3, or = to make the statements following into addition
+7, +5,+9,4,-4,-1. true. expression then give the
1. |-6| ___ |6| difference.
2. -45 ___ - |-56|
3. |18 – 12| ____ |-10|
4. - |24 – 30| ___ -|30 – 24|
5. 2 + |-4| ____ 10

F. Developing Mastery Determine whether each

(Leads to Formative Assessment 3) statement is true or false. Find the integer that Use the rules for adding Find the difference of the Fill in the missing integer.
Justify your answer. satisfies each of the integers to find the sum. following: 1. 9 ( ___) = 36
following equations. 1. 12 + (-4) 1. 63 – (-58) 2. ( ___) (-7) = -28
______1. 3 = |-3| 1. |x| = 5 2. -105 + 67 2. -58 – 0 3. 12 ( ___) = -48
2. |y| = -6 3. -14 + (-17) 3. -36 – 105 4. -5 (-15) = ___
______2. 8 > |-8|
3. - |b| = -8 4. 45 + 37 4. 76 – 76 5. 34 (-2) = ___
______3. - |-2| < 0 4. 26 = |-y| 5. 64 + (-38) 5. -84 – 84
5. |a+1| = 7
______4. |5| ≤ - |-8|
______5. |9| ≥ -|9|
G. Finding Practical Applications of
Concepts and Skills in Daily Living Solve the problem. Find the integers that satisfy “Roll to Win” Group Activity Fill in the blank to make a
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 The bicycle joyride of each of the following The goal of this What is number 1 followed true statement.
James and Daniel equations. game is to reach a score by 63 zeros? Decode the 1. When you multiply two
James and Daniel were at 1. |a| = 0 of -10 to 10. Both players answer by finding the numbers with the
Enrique’s house. James 2. -|-x| = -10 start at 0. Player A throws difference of the subtraction same sign, the
rode his bicycle 3 miles 3. - |a+5| = -6 a die. Say, 5 come up. problem. Write the letter of answer is _______.
west of Enrique’s house, 4. - |x – 2| = -9 The same player flips the the answer corresponding 2. When you multiply two
and Daniel rode his bicycle coin. If the head comes to the item number in the numbers with _____
4 miles east of Enrique’s 5. 2 + |2x| = 12 up, 5 is positive; if the tail box provided below. sign, the answer is
house. Who travelled comes up, 5 is negative. negative.
greater distance from Player A then writes his 3. When you multiply any
Enrique’s house Daniel or or her score on the first number by zero, the
James? box. Player A and B take answer is _____.
turns throwing the die 1. 98 – 33 4. An even number of
and coin. If on the first 2. 20 –(- 30) negative factors will
throw, player A gets a 3. (-77) – 18 produce a product
Use the given picture below score of 5 and on the 4. 0 – ( - 99 ) that is _______.
to prove your answer. second throw a score of - 5. (-26) – 26 5. An odd number of
6, his or her current score 6. (-42) – (-34) – 9 – 18 negative factors will
is -1, since 5 + (-6) = -1. 7. 90 – 80 – (-60) – 45 – 25 produce a product
The cumulative score, -1, that is ________.
will now be written on the 99 .…O
second box. -52.…I
0 ....V
Both players will continue 65 ….N
taking turns and writing their 50 .…L
cumulative scores until one -35....G
of them reaches 20 or -20. 59 ....M
95….T
In the event that both have
filled up all boxes in the
scorecard, the score with
the highest absolute value
(or the score which is
farthest away from 0 on the
number line) wins the game.
Final Score

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H. Making Generalizations and
The absolute value of a The absolute value of a In subtracting integers, add Rules in Multiplying
Abstractions about the Lesson
number is the distance on number is the distance on the negative of the Integers:
the number line between the number line between subtrahend to the minuend. In multiplying integers,
the number and zero the number and zero find the product of their
without any regard to its without any regard to its positive equivalents.
direction. Thus, the absolute direction. Thus, the absolute
value of any number is a value of any number is a 1. If the integers have the
nonnegative number. nonnegative number. same signs, their
For any number n, For any number n, product is positive.
a.If the integers have the
same sign, just add the 2. If the integers have
positive equivalents of the different signs their
integers and attach the product is negative.
common sign to the result.
b.If the integers have
different signs, get the
Speaking mathematically, difference of the positive
Speaking mathematically,
│5│= 5 is read as “the equivalents of the integers
│5│= 5 is read as “the
absolute value of 5 is 5.” and attach the sign of the
absolute value of 5 is 5.”
│-5│=5 is read as “the larger number to the result.
absolute value of negative 5 │-5│=5 is read as “the
is 5.” absolute value of negative 5
is 5.”

I. Evaluating Learning Give an integer which is

the simplest value for the Find the possible values of Solve the following Solve the following Write a numerical
expression. n. problems. problems. expression that models
1. |3n| > 12 1. What is 10 more than - 1. Subtract 87 from ( -23) the problem and evaluate
1. │24│= _____ 2. |5n| < |-15| 2? 2.How much is 100 1. What is twice the
2. The temperature rose diminished by 45? product of -8 and -16?
2. -│36│= _____ 3. |n + 1| < 8
from 0°C by 8°C but 3. How much is (-50) 2. The product of what
3. │-8 │= _____ later dropped by 10°C. decreased by 46? number and -7 is 56?
What is the resulting 4. EJ bought P96.00 worth 3. The temperature drops
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 temperature? of vegetables in GMA 2°F each hour. What
4. -│-6│= _____
3. Angela deposited P800 Market. How much was is the total change in
5. - │10│ = ____ in the bank in the first her change if she gave temperature after 12
day of the month and a 200 – peso bill? hours?
P600 the following day. 5. A pair of pants went on 4. Sylvia burns 6 calories
How much money does sale for P450.00. How per minute when she
Angela have? much did Angel save runs in the Splash
4. Carrot Man gained P10 on the purchase of 2 Island. How many
on the first day, lost P5 pairs if the regular price calories does she
on the second day and was P625.00? burn when she runs
gained P20 on the third for 15 minutes?
day. How much profit 5. James drives his car
does Carrot Man have 20 miles round trip to
during his three days of work every day. How
selling? many total miles does
5. A football team lost 5 he drive to and from
yards in one play and work in 5 days?
gained 8 yards in the
next play. What was
the total yardage in the
two plays?

J. Additional Activities for

Application or Remediation Math Journal Assignment Follow – up Follow – up Follow – up
Read, analyze, and answer. Critical Thinking Find the sum of the Find the difference. Find the product.
1. If |a| = -5, what are the Find the possible values of following: 1. 71 – 48 1. 19 ( -3)
possible values of a? x to make the inequality 1. -48 + 17 2. - 37 – (-72) 2. 23 (6)
Justify your answer. true. 2. -84 + 79 3. 49 – (-49) 3. -6 (-6)
2. Explain what is meant by 1. 5 < |x| < 10 3. 63 + (-49) 4. 100 – (-58) 4. -12 x -4
absolute value of a 2. -7≤|x|≤0 4. -88 + (-33) 5. -3 – (-5) –(-7) 5. -8 (5)
number? 5. 8 + (-17) + 24

IV.REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works? What else needs to be done to help the students learn?
V. REFLECTION Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.

A. No. of learners who earned 80% in the

evaluation

B. No. of learners who require additional

activities for remediation

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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 work

well? Why did these works?

F. What difficulties did I encounter

which my principal or supervisor can
help me solve?

G. What innovations or localized

materials did I used/discover which I
wish to share with other teachers?

Prepared by:

CHRISTINE IVY L. SERRANO

Teacher I
Reviewed/Checked by:

RONNIE N. NAVARRETE
Principal IV

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