Sch PULOT NATIONAL Grade Level 7

ool HIGH SCHOOL

FINAL
LESSON
Tea Justine Aaron G. Learning MATHEMATICS
PLAN cher Alipoon Area
Sect Grade 7 Quarter SECOND
ion
Annex B to DepEd Order No. 42, s. 2016
Teaching
Time/Moda 8:00 p.m. to 3:00 p.m., Face-to Face Learning Modality
lity
Teaching
November 22, 2024 (FRIDAY)
Date:

Monday Tuesday Wednesday Thursday Friday

Objectives must be met 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
I.
content knowledge and competencies. These are assessed using Formative
OBJECTIV
Assessment strategies. Valuing objectives support the learning of content and
ES
competencies and enable children to find significance and joy in learning the lessons.
Weekly objectives shall be derived from the curriculum guides.

.The learner demonstrates understanding of key concepts of factors of adding,

A. Content
subtracting, multiplying and dividing Integers.
Standards
B. The learner is able to model situations using oral, subtraction, multiplication,
Performan division and addition
ce
Standards
C. The learner classifies different Integers
Learning
Competenc
ies
D.
Learning
Competenc
y Code

E. Specific
Objectives

II.
Introduction AddingIntege Subtracting Multiplying Dividing
CONTENT
to Integers rs Integers Integers Integers
III.
Objective ● Define ● Understan ● Understan ● To ● To learn
s integers d and d and understan the rule
and explain apply the d the rule for
distinguis the rules for for determini
h them concept of dividing determini ng the
from subtractin integers ng the sign of a
other g integers with the sign of a quotient
types of as "adding same and product when
numbers. the different when dividing
● Represent opposite." signs. multiplyin integers.
integers ● Apply the g integers. ● To apply
on a rules for ● To solve the
● Explain
number integer multiplica division
the
line. subtractio tion rules in
relationshi
● Identify n. problems solving
p
and ● Understan involving integer-
between
 classify d and integer integers related
integers in apply the multiplica accurately problems.
real-life rules for tion and .
● Understan multiplyin division.
d and g integers
apply the with the
rules for same and
adding different
integers signs.
with the ● Explain
same and why the
different product of
signs. two
● Use a negative
number integers is
line to positive.
demonstr
ate
integer
addition.

A. Mathematics 7
References
1.
Teacher’s
Guide
Pages
2. 123-125 pages
Learner’s
Material
Pages
3.
Textbook
Pages
4.
Additional
Materials
from
Learning
Resources
B. Other
Learning PPT Presentation/Visual Aids, Board, Marker
Resources
IV.PROCE
DURES
A.
Reviewing Group Game Integer The Boat is
previous Addition Sinking”
lesson or “Pass my Adventure"
presenting sum” The
the new The class In this act, we students will
lesson will be explore the group
grouped into 2 concept of themselves
and select 8 adding into the
representative integers, quotient on
by group. The focusing on equation that
students both positive will be given.
selected will and negative The student
form a line numbers. The who will not
facing at the rules are belong to the
back of the simple yet group will be
room. The crucial: out. Those
 teacher will students who
ask the first Adding two will finish the
student to pick positive activity will be
a flash card integers receiving an
where the results in a additional
given is positive sum point in the
written and (e.g., 3 + 5 = performance.
he/she will 8). While the
answer it and Adding two students are
pass the sum negative doing the
by moving integers activity new
his/her head results in a dance music
part like eyes, negative sum will be played
tongue or lips (e.g., -4 + -6 = and when it
to the next -10). stops, the
student and so Adding a student should
on. The first positive and a already
group to finish negative formed the
and give the integer group.
sum to the involves
teacher will be finding the
given 1 point, difference Example
3 rounds will between their given:
be given. The absolute a. 6 ÷2 = 3
group with 2 values, and b. 3 x 2 = 6
points will the sum takes
the sign of the
integer with
the greater
absolute value
(e.g., 7 + -3 =
4 and -5 + 8 =
3).
B.
Establishin To describe To understand To understand To understand To understand
g a and illustrate adding Subtracting multiplying dividing
purpose for Integers Integers
the lesson
C.
Presenting Define Adding Explain the Discuss Explain
examples/ integers: integers rules for multiplication division as the
instances Integers are involves a few adding of integers as inverse of
of the new whole simple rules: integers: repeated multiplication.
lesson numbers that when adding Same signs: addition. Discuss the
can be two positive Add the Explain the rules for
positive, integers, the absolute sign rules for dividing
negative, or result is values and multiplying integers:
zero. positive; when keep the sign. integers: Positive ÷
Use real-life adding two Different Positive × Positive =
examples to negative signs: Subtract Positive = Positive.
explain integers, the the smaller Positive. Negative ÷
integers: result is absolute value Negative × Negative =
Positive negative; and from the Negative = Positive.
integers: when adding a larger, and Positive. Positive ÷
Heights above positive and a take the sign Positive × Negative =
sea level, bank negative of the number Negative = Negative.
deposits, integer, you with the larger Negative.
temperature subtract the absolute
above smaller valueWorking Example Example
freezing. absolute value Rewriting problems: problems:
Negative from the subtraction as 12÷(-3)= -4
integers: larger one and “adding the 4×(−3)=−12. (−20)÷(−4)=5
Temperatures apply the sign opposite.” (−5)×(−2)=10 .
below zero, of the larger 7×3=21. 15÷3=5.
bank number. A Relate division
withdrawals, helpful way to Discuss the to
 debts. visualize this Example: pattern of multiplication:
is by using a 8−(−5) multiplication: 12÷3=4 is the
Discuss how number line, becomes 8+5. multiplying same as
integers are where you two negative asking, "What
placed on a move right for Example: numbers number
number line: positive 3−7 becomes results in a multiplied by 3
The number numbers and 3+(−7 positive equals 12?”
line is a visual left for product.
representation negative ones.
of integers Mastering
arranged in these rules
increasing allows you to
order. confidently
Positive add integers
numbers are and solve
to the right of more complex
0, and math
negative problems.
numbers are
to the left.

Present word Have students Create an Present word Have students

problems that practice integer puzzle problems that use a division
involve adding where involve chart or a set
multiplying integers by students have multiplying of division
integers and following clear to solve a integers and cards. Each
have students steps: adding series of have students card will have
solve them. two positive addition and solve them. a problem,
Example: "A integers subtraction Example: "A and students
store sells t- results in a problems to store sells t- will select the
shirts at a positive sum, "unlock" the shirts at a correct answer
price of -$15. adding two next part of price of -$15. from a set of
How much negative the puzzle. For How much options. The
money will the integers example, money will the goal is to get a
store lose if 8 results in a solving a set store lose if 8 certain
t-shirts are negative sum, of problems t-shirts are number of
returned?" and when correctly returned?" correct
Goal: Develop adding a reveals the Goal: Develop answers within
D. the ability to positive and a next clue or the ability to a time limit.
Discussing apply negative answer. apply Goal: Make
new multiplication integer, the Goal: multiplication division
concepts in real-world result is the Encourage in real-world practice more
and contexts, difference of problem- contexts, engaging and
practicing especially their absolute solving in a especially time-efficient
new skill those values, with fun, those while
#1 involving the sign of the interactive involving reinforcing the
negative larger number. way to negative division rules.
values. Using a reinforce values.
number line operations
can help with integers.
visualize the
process.
Regular
practice with a
variety of
problems,
including word
problems, will
strengthen
their
understanding
and mastery
of adding
integers.
F.
Developing Temperature Integer Banking Grocery Cooking
 Tracking" Addition Race" Balance" Shopping” Recipe
. Adjustments”
Instructions: is an Instructions: Instructions:
Ask students engaging Create a Assign Instructions:
to track the activity simulated students a Present a
daily high and designed to bank account budget (e.g., recipe that
low reinforce the scenario $50) and ask serves 4
temperatures addition of where them to "buy" people (e.g.,
for a week. integers. To students start items with requiring 12
Record these start, divide with a balance both positive cups of flour).
values, students into (e.g., $100). and negative Ask students
making sure small teams Over the costs (e.g., an to adjust the
to note if the and give each course of the item that recipe for 2
temperature team a set of lesson, they costs $10, and people by
is above or cards with will deposit another item dividing the
below zero different (positive on sale for - ingredients
(positive and integer integers) and $5, meaning accordingly.
negative addition withdraw they get a If the recipe
integers).Stud problems (negative discount). needs to be
ents will plot (e.g., 5 + -3, - integers) Students will increased,
the 2 + -6, 8 + - various use such as
temperatures 4). The teams amounts. multiplication doubling it for
on a number will take turns Students will to calculate a larger
line, showing drawing a calculate the the total cost gathering,
the highs and card, solving balance after or savings students will
lows for each the problem, each when buying divide the
Mastery
day. and then transaction, multiple total
Discuss how running to a updating it quantities of ingredient
the number designated using integer items. For quantities by
line helps in area to write addition and example, the
visualizing their answer subtraction. buying 3 appropriate
temperature on the board. Discuss how items that factor.
changes, The first team understanding cost -$5 each. Discuss how
especially in to solve all integers can Discuss how dividing
colder their problems help them understanding integers helps
regions. correctly wins. track their integer in managing
For an added own finances multiplication quantities in
challenge, you and avoid is important cooking,
can include overdraft for calculating especially
problems with situations costs and when
multiple steps discounts changing
or introduce during serving sizes
"challenge shopping.
cards," where
students must
explain the
process used
to solve a
problem. This
activity not
only promotes
teamwork
H. Making
generalizat In this lesson, In general, In this lesson, Students learn This lesson
ions & students learn adding students this lesson teaches
abstraction that integers integers discover that that when students that
s about the represent follows when adding multiplying when dividing
lesson whole consistent integers with integers, the integers, the
numbers that rules that the same sign, product of two quotient of
can be make the the result will integers with two integers
positive or process easier have the the same sign with the same
negative, and to understand. same sign, is positive, sign is
the number When adding while adding while the positive, while
line is a tool two positive integers with product of two the quotient
used to integers, the opposite signs integers with of two
visually sum is always involves different signs integers with
represent the positive, and taking the is negative. different signs
 relative when adding sign of the The is negative.
position of two negative integer with magnitude of The
these integers, the the larger the product is magnitude of
integers. sum is always absolute determined by the quotient is
Positive negative. For value. multiplying determined by
integers are a positive and Subtracting the absolute dividing the
placed to the a negative integers can values of the absolute
right of zero, integer, the be understood integers. values of the
while negative sum is as adding the These rules of integers. The
integers are determined by opposite or multiplication ability to
placed to the subtracting additive extend to real- divide
left. This the smaller inverse of the world integers is
concept absolute value number being applications fundamental
extends from the subtracted. such as in many real-
beyond the larger These calculating world
classroom as absolute operations are profits and applications
the number value, with crucial in daily losses in such as
line can be the sign of the life, especially business, evenly
applied to result in situations determining distributing
real-world matching the like managing areas of resources,
situations integer with finances, rectangular calculating
such as the larger adjusting spaces, or averages, and
tracking absolute scores in scaling managing
temperatures, value. These games, or quantities in financial
measuring rules are measuring recipes. budgets. By
depths below universally temperature understanding
sea level, or applicable and changes. The integer
calculating can be ability to add division,
financial reinforced and subtract students can
balances. The through integers efficiently
basic practice, equips apply these
principles of visual tools students with concepts to
positioning like the practical skills solve practical
integers on number line, for navigating problems,
the number and real-life various ensuring
line remain problem- contexts proportional
consistent, solving. where positive distribution
regardless of Mastery of and negative and fair
the specific integer values are sharing of
scenario, addition lays involved quantities in
making it a the foundation various
versatile tool for more scenarios.
for advanced
understanding mathematical
and concepts and
comparing operations.
integers.

Write true or Write true or Write true or Write true or Write true or
false false false false false

I. 1. Is the 1. Is the 1. When 1. The 1. When

Evaluating
Learning sum of sum of you add product dividing
two two two of two integers
positive positive integers integers with
integers integers with the with different
always always same different signs, the
positive? positive? sign, the signs will quotient
2. Does 2. Does sum will always be is always
adding adding always be positive. negative.
two two positive. 2. Multiplyin 2. Dividing a
negative negative 2. Subtracti g two negative
integers integers ng a negative integer by
result in a result in a negative integers a positive
 positive positive integer is results in integer
sum? sum? the same a positive results in
3. When 3. When as adding product. a positive
adding a adding a its 3. When quotient.
positive positive positive multiplyin 3. The
and a and a counterp g quotient
negative negative art. integers, of two
integer, is integer, is 3. To the sign integers
the sum the sum subtract of the with the
the the integers, product same sign
difference difference you depends is always
of their of their always on negative.
absolute absolute change whether 4. Division
values? values? the sign the by zero is
4. Is the 4. Is the of the integers not
sum of sum of second have the possible,
two two integer same or as it
negative negative and add. different results in
integers integers 4. When signs. an
always always adding a 4. The undefine
negative? negative? positive product d value.
5. If the 5. If the integer to of any 5. When
absolute absolute a integer dividing
value of value of negative and zero integers,
the the integer, is always the
negative negative the sum zero. magnitud
integer is integer is will 5. The e of the
greater greater always be absolute quotient
than the than the a value of is
positive positive negative the determin
integer, integer, number. product ed by
will the will the 5. The result of two dividing
result be result be of integers is the
positive? positive? subtractin the same absolute
ga as the values of
negative product the
integer of their integers.
from absolute
another values.
negative
integer
will
always be
a larger
negative
number.

V.
REMARK
S
VI.
REFLECTI
ON
A.No. of
learners
who
earned
80% in the
evaluation.
B. No. of
learners
who
require
additional
activities
for
remediatio
n who
scored
below 80%.
C. Did the
remedial
lesson
work? No.
of learners
who
caught up
with the
lesson.
D. No. of
learners
who
continue to
require
remediatio
n.
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/discove
r which I
wish to
share with
other
teachers?

Prepared by:
JESSA BASBAS
Student

Checked by:
JUVILYN BUHARI
Instructor