DLP IN K TO 12 IN BASIC EDUCATION CURRICULUM FOR

ALTERNATIVE LEARNING SYSTEM

Learning Strand 3
Mathematical And Problem Solving Skills

I. OBJECTIVES

A. Content Standard:
Numeracy Skills

B. Performance Standard:
Acquire mathematical skills for personal and social effectiveness

C. Performance Standard A:
Show desirable attitudes and values in the application of Mathematics in daily
life

D. Learning Competency/ies:
Compares integers with other numbers such as whole numbers, fractions and
decimals
[LS2CP/NS-NS-PSBLS-94]

 Express the relationship of integers with whole numbers

II. CONTENT

Integers and Whole numbers

III. LEARNING RESOURCES

A. Books: Nivera, G.C., G7 Mathematics: Patterns and Practicalities, pages

40-46

B. Internet : https://www.mathsisfun.com/whole-numbers.html

IV. PROCEDURE

A. Priming
1. Daily Routine
i. Prayer
ii. Greetings
iii. Checking of Attendance
2. Review of Past Lesson (if any)

B. Lesson Proper
1. Activity: Groupmates!
i. Preparation
1. Prepare placards with numbers from 1 – 20; prepare two
sets
ii. Procedure
1. Divide the class into two groups and give each group a
set of placards

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 DLP IN K TO 12 IN BASIC EDUCATION CURRICULUM FOR
ALTERNATIVE LEARNING SYSTEM

2. Call out a set of numbers (e.g. “Numbers less than 5”,

“even numbers”, “Divisible by 5”)
3. Upon your signal, the students holding numbers
belonging to the set must form a group in front.
4. First group to form complete set gets the point.

B. Analysis
1. Ask the following questions:
i. Did you enjoy the game? How did you participate in your group?
ii. What can you say about the groups of numbers you formed?
iii. Are there numbers that belonged to two or more groups?
iv. Do you think there are different types of numbers based on our
activity?

C. Abstraction

Integers and whole numbers

Whole Numbers are simply the numbers 0, 1, 2, 3, 4, 5, ... (and so on).

Examples: 0, 7, 212 and 1023 are all whole numbers - but numbers like ½, 1.1 and
3.5 are not whole numbers.
Integers are like whole numbers, but they also include negative numbers ...
but still no fractions allowed! So, integers can be negative {-1, -2,-3, -4, -5, ... },
positive {1, 2, 3, 4, 5, ... }, or zero {0}

We can put that all together like this: Integers = { ...,-4, -3, -2, -1, 0, 1, 2, 3, 4, 5,
... }.
Integers are numbers composed of the whole numbers AND negative numbers.

D. Application
1. Groupwork:
i. Have the students form groups.
ii. On a manila paper have the groups make a table as follows:
Number Whole Integer
Number
1/4
0
1
-5
1,000
3.14
20
*** add more items as necessary
iii. The group should classify each numbers by checking either
“Whole number” or “Integer” column. If the number does not
belong to either group they should leave them blank.
iv. The groups will post their work in front to be discussed in the
class.
2. Guide Questions
i. How did you classify the given numbers?
ii. Were there numbers that do not belong to any of the two group?

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 DLP IN K TO 12 IN BASIC EDUCATION CURRICULUM FOR
ALTERNATIVE LEARNING SYSTEM

iii. Do you think there are other groups of number where the
numbers belong to?

V. ASSESSMENT/EVALUATION
Have students get ¼ sheet of paper and answer the following
True or False
1. The number 2 is an integer
2. The number -5 is an integer
3. The fraction ½ is an integer
4. Whole numbers are integers
5. 0 is not an integer

VI. CLOSURE
Share a quotation from Shakuntala Devi, an Indian mathematician and writer:

"Numbers have life, they are not just symbols on paper”

Ask the students to interpret her words. Share own interpretation as well

Formative Assessment
Score No. Students % of Mastery Action Taken
5
4
3
2
1
0
Proceed (75% - 100%)
Enrich (51% - 74%)
Re-teach (0% - 50% )