QUARTER I

Week 3

Subject: MATH Grade Level: 7

Date:
Day: 3
________________
The learner demonstrates understanding of key concepts of
Content Standard
sets and the real number system.
The learner is able to formulate challenging situations
Performance
involving sets and real numbers and solve these in a variety
Standard
of strategies.
Competency 6: Performs fundamental operations on
Competency integers. (M7NS-Ic-d-1)

I. OBJECTIVES
Knowledge:  Determines the different approaches in subtracting
integers.
Skills:  Subtracts integers using different approaches.
 Solves word problems involving subtraction of integers.
Attitude:  Manifest carefulness and accuracy in solving problems.
II. CONTENT Subtraction of Integers

III. LEARNING RESOURCES

A. References
1. Teacher’s Teacher’s Guide (TG) in Mathematics 7, pp. 36-41
Guide Pages
2. Learner’s Learner’s Module (LM) in Math 7, pp. 23-26
Materials
Pages
3. Textbook Elementary Algebra I. Bernabe, J. (2009), pp. 36-38.
Pages
4. Additional Number line, numbered tile/colored counters, addition &
Materials subtraction of integers flash cards

5. Learning OHSP Math 1 – Quarter 1, Module 1.5: Addition &

Resources Subtraction of Integers
(LR) portal BEAM I – Module 2: Operations on Numbers

B. Other Work text in Mathematics E-Math 7

Learning
Resources

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 IV. PROCEDURES
A. Reviewing or Using adding of integers flashcard, let the students answer
presenting the mentally
new lesson Note to the teacher: The following are just examples.

1. 10 + (-6)
2. -11 + 9
3. -4 + (-18)
4. 2 + (-15)
5. -3 + 25

(expected answer: 1. 4, 2. -2, 3. -22, 4. -13, 5. 22)

B. Establishing a Ask students how subtraction is related to addition. Guide
purpose for the them to formulate the following idea.
lesson (answers may vary)

“Subtraction as the reverse operation of addition”

Recall how subtraction is defined. We have previously
defined subtraction as the reverse operation of addition. This
means that when we ask “what is 5 minus 2?”, we are also
asking “what number do we add to 2 in order to get 5?”
Using this definition of subtraction, we can deduce how
subtraction is done using the number line.

NOTE TO THE TEACHER

This lesson is a continuation of lesson 4.1 in a sense that mastery of the

law of signs in addition of integers makes subtraction easy for the
learners. Emphasis must be given to how the law of signs in addition is

C. Presenting Word Problem:

examples of the A girl got a grade of 86% in mathematics during the first
new lesson grading period. Her grade in the second grading period was
89%. How much was the increase in her grade?
(expected answer: 3%)

NOTE TO THE TEACHER:

Ask more follow up questions that will lead to the

topic.

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 D. Discussing new DISCUSSION:
concepts and Subtractionof Integers Using Number Line
practicing new a. Suppose you want to compute (-4 ) - 3 . You ask “What
skills #1 number must be added to 3 to get -4?

To get from 3 to -4, you need to move 7 units to the left. This
is equivalent to adding -7 to 3. Hence in order to get -4, -7
must be added to 3. Therefore, (-4) – 3 = -7.

b. Compute (-8 ) - (-12 )

What number must be added to -12 to get -8?
(expected answer)

To go from -12 to -8, move 4 units to the right, or

equivalently, add 4. Therefore, (-8 ) - (-12 ) = 4.

E. Discussing new DISCUSSION:

concepts and
practicing new Subtraction as the addition of the negative
skills #2 Subtraction is also defined as the addition of the negative of
the number. For example, 5 – 3 = 5 + (-3). Keeping in mind
that n and -n are negatives of each other, we can also have
5 – (-3) = 5 +3. Hence the examples above can be solved as
follows:

(-4) – 3 = (-4) + (-3) = -7

(-8) – (-12) = (-8) + 12 = 4

Note to the teacher:

Allow the students to describe how each answer is derived
based on the illustrations given.

a – b = a + (-b)
a –(-b) = a + b

(expected answer: by changing the sign of the subtrahend and

proceed to addition)

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 Utilization of the concept (taking away) using the colored
counters.

Let the students subtract integers using the colored tiles on

their own. The teacher can divide the class into groups.

1. 10 – 6
2. -3 – (-2)
3. 4-9
4. 2 – (-4)

NOTE TO THE TEACHER

Give more examples as needed. This section relies on the
use of colored counters or signed tiles. You, the teacher,
should study the material so that you may be able to
guide your students in understanding the use of these tiles
correctly.

(see attachment # 1)

F. Developing ACTIVITY: Group Activity

Mastery

Answer: LHOTSE

Note to the teacher:

You may use flashcards for the drill.

G. Finding Ask the following questions to the students:

practical
applications of 1) What instances can you relate in real-life that applies
concepts and subtraction of integers?
skills in daily (answers vary)
living 2) How can you utilize subtraction of integers to make
daily living easier?
(answers vary)

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 H. Making Let the students state how to subtract integers. Ask them to
Generalization explain and illustrate
s and (expected answer: To subtract integers, reverse the
abstractions process of addition and by converting subtraction to addition
about the using the negative of the subtrahend)
lesson
I. Evaluating
learning A. Subtract the following:
1) (-11) – 32 = -43
2) (-25) – (-54) = 29
3) 67 – (-15) = 82
4) 93 – 32 = 61

B. Read carefully and solve.

Maan gave her brother ₱6,525.00 for his tuition fee. His
brother returned ₱792.00 excess to Maan. How much was her
brother’s tuition fee?
((expected answer: ₱5,733.00)

J. Additional
Activities for Mental Math (Flash cards)
application or
remediation Give the difference:

1) 53 – 25
2) -6 – 123
3) -4 – (-9)
4) 6 – 15
5) 16 – (-20)
6) 25 – 43
7) (-30) – (-20)
8) -19 – 2
9) 30 – (-9)
10) -19 – (-15)

V. REMARKS

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 VI. REFLECTION
A. No. of learners ___ of Learners who earned 80% above
who earned 80% in
the evaluation
B. No. of learners ___ of Learners who require additional activities for
who require remediation
additional activities
for remediation
C. Did the ___Yes ___No
remedial lessons
work? No. of ___ of learners who caught up the lesson
learners who have
caught up the
lesson
D. No. of learners ___ of Learners who continue to
who continue to require remediation
require remediation
E. Which of my Strategies used that work well:
teaching strategies ___ Group collaboration
worked well? Why ___ Games
did these work? ___ Solving Puzzles/Jigsaw
___ Answering preliminary activities/exercises
___ Carousel
___ Diads
___ Think-Pair-Share (TPS)
___ Rereading of Paragraphs/Poems/Stories
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___Pupils’ eagerness to learn
___ Group member’s Cooperation in doing their tasks

F. What difficulties __ Bullying among pupils

did I encounter __ Pupils’ behavior/attitude
which my principal __ Colorful IMs
and supervisor help __ Unavailable Technology Equipment (AVR/LCD)
me solve? __ Science/ Computer/ Internet Lab

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 __ Additional Clerical works

G. What Planned Innovations:

innovation or ___ Localized Videos
localized I ___ Making big books from
used/discover views of the locality
which I wish to ___ Recycling of plastics to be used as Instructional
share with other Materials
teacher? ___ Local poetical composition

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 ATTACHMENT # 1
Session: 1 (1 day)

Content: Addition of Integers

DISCUSSIONS:
Note to the teacher:
Demonstrate first the step by step procedures in subtracting integers using the
signed tiles or colored counters before allowing the students do it.

Prepared by: KENT JEANO I. ALBORES

Prepared by: KENT JEANO I. ALBORES
 ATTACHMENT # 2

A. SUPPLEMENTARY ACTIVITIES

Note: The activities included here will be used only when needed.

Direction: Perform the indicated operation/s

1. -4 – (-9) =
2. -3 – (-40) =
3. 16 - (-16) =
4. 18 - 6 =
5. -7 – 5 =
6. -10 – (- 4) =
7. -16 - 3 =
8. -13 + (-2) =
9. -24 + 24 =
10.64 + (-56) =
11. – 5 – 6 – 10 =
12.-8 + (9) + 15 =
13.-15 – (-16) – 3 =
14. 44 – (-46) – 3 + 10 =
15.17 – (-17) – 14 – 3 =

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 B. SUPPLEMENTARY ACTIVITIES

Direction: Write <, =, or > on the blanks to make the

statement true:

1. 3 – (-2) _______ 3-2

2. 7 – 10 _______ (-7) - 10
3. 14 – 12 _______ (-14) - 12
4. 2 – 6 – (-5) _______ 3 – (4 – 7)
5. (4 – 8) – 16 _______ 12 – (8-6)

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 C. SUPPLEMENTARY ACTIVITIES

PROBLEMS WITH SUBTRACTING INTEGERS

Direction: Read carefully and solve.

1. Pythagoras was born about 582 BC. Isaac Newton was born in 1643
AD. How many years apart were they born?

2. It will be -12º tonight. The weatherman predicts it will be 25º warmer

by noon tomorrow. What will the temperature be by noon tomorrow?

3. An elevator is on the twentieth floor. It goes down 11 floors and then

up 5 floors. What floor is the elevator on now?

4. A car dealer sold a total of 35 cars in April and 3 less than that in
May, but 7 more during the month of June. How many cars did the
dealer sell in three months?

REFERENCES

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 A. DepEd INSTRUCTIONAL MATERIALS:

Bernabe, J. (2009). Elementary Algebra I (pp. 42-43). Quezon City, Philippines: SD

Publication, Inc.

B. BOOKS AND OTHER REFERENCES

Unkown (2010). Elementary Algebra (pp. 11-12). Lipa City, Batangas: United Eferza
Academic Piblication.

C. INTERNET SOURCES:

http://www.mathtutordvd.com/public/main.cfm
http://www.hanlonmath.com/pdfFiles/resource_985.pdf
https://www.basic-mathematics.com/adding-integers-word-problems.html

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