NEW GENERATION INTERNATIONAL SCHOOL (NGIS) INC.

ニュー・ジェネレーション　インターナショナルスクール
Main Campus: Tres Cruses Rd., Brgy. De Ocampo, Trece Martires City, Cavite
SHS Campus: #9044 Happy Building, Governor’s Drive, San Agustin, Trece Martires City, Cavite
Tel Nos. (046) 419-2272, 419-1982,   Cell No. 0998-859-7940
E-mail: ngismain2006@gmail.com / ngisshs@gmail.com

Name of Teacher: Gerald Romeo A. Vivo Grade/Year Level: Grade 7

Learning Area: Mathematics 7 Quarter: 1
Competencies:
 Represents the absolute value of a number on a number line as the distance of a number from 0.
 Performs fundamental operations on integers.
 Illustrates the different properties of operations on the set of integers.
CHAPTER 2: The Real Number System Duration: October 12,2022 (Face to face)
Lesson 2.2: Properties of Real Numbers October 14,2022 (Online)
Time: 10:30 -12:00 ; 1:00-2:30
Key  There are many ways of representing sets.
Understandings  Set operations create relationships between sets.
to be developed  Pair of sets shows different relationships.
Learning Knowledge Explain properties of addition and multiplication.
Objectives Attitudes Appreciate the significance of properties of real numbers in a real-life context.
Skills Apply properties of addition and multiplication
Resources Reference: Advance With Math 7: Work text in Mathematics
Needed Advance With Math 7: Teacher’s Resource Material
Materials: Power Point Presentation , Whiteboard marker, Pentab, Laptop, T.V.
Elements of the Plan Methodology
Preparations Introductory Daily routine
- How will I make the Activity Greetings
learners ready? Checking of Attendance
- How do I prepare the Review
learners for the new
lesson? Motivation
(Motivation /Focusing (___ minutes)
“Word Jumble”
/Establishing Mind-set
/Setting the Mood The object of the game is to rearrange or unscramble the letters to form
/Quieting /Creating
a word related to the topic.
Interest - Building
Background Experience –
1. NTETDIYI PPEOTRYR
Activating Prior
Knowledge/Apperception 2. CORUESL REPTPORY
- Review – Drill) 3. SIOCAETVSIA RPPTEROY
- How will I connect my 4. VERINSE YPPTRORE
new lesson with the past 5. MEIOAVUCTTM YPTPRROE
lesson? 6. ROEZ TREOPPYR

Presentation Activity
- (How will I present the (___ minutes) Watch and Explore!
new lesson?
- What materials will I Present a video clip to students about the properties of real numbers.
use? While watching, ask them to take down notes or questions that will
- What generalization need clarification in the class discussion.
/concept /conclusion
/abstraction should the Youtube Links: https://www.youtube.com/watch?v=Fix0yRu0iL4
learners arrive at? https://www.youtube.com/watch?v=7E3EZZDq7Mk
(Showing/
Demonstrating/
Engaging/ Doing
/Experiencing
/Exploring /Observing
- Role-playing, dyads,
dramatizing, Analysis
brainstorming, reacting, (___ minutes) 1. What are the different properties of real numbers?
interacting
- Articulating 2. How do you apply properties of real numbers?
observations, finding,
conclusions, 3. Are these properties true to all operations?
generalizations,
abstraction
Abstraction
- Giving suggestions,
(___ minutes) Properties of Real Numbers
reactions solutions
recommendations)
Properties of real numbers are basic rules in mathematics. It serves
as a guide that will help you determine the order in which you can
simplify math expressions when performing fundamental operations on
real numbers.

Properties of Addition

A. Closure Property
If a and b are real numbers, then the sum c is also a real
number.
a+ b=c
Example 1.1

a. 11+16=27 a real number

1 1 2
b. 2 + =2 a real number
6 2 3

B. Commutative Property
If a and b are real numbers, then:
a+ b=b+a
This means that the order of the addends does not change or affect the
sum.

Example 1.2

a. 12+17=17+12
29=29

1 5 5 1 6 6
b. + = + → = →3=3
6 2 2 6 2 2

C. Associative Property
If a and b and c are real numbers, then:
( a+ b ) +c=a+( b+c )
This property tells that the way addends are grouped does not change
or affect the sum.

Example 1.3

a. ( 132 + 131 )+ 136 = 132 +( 131 + 136 )

3 6 2 7 9 9
+ = + → =
13 13 13 13 13 13

b. 12+ ( 17+21 ) =¿ 17 ¿+21

12+38=29+21→ 50=50

D. Identity Property
If a is a real number, then:
a+ 0=a∨0+ a=a
This property shows that any number added to zero is equal to the
given number.
Example 1.4

3 3 3 3
a. +0 = ∨0+ =
4 4 4 4

b. 38+0=38∨0+38=38

E. Inverse Property
If a is a real number, then there exists an opposite real number,
−a (called additive inverse of a ) such that:
a+(−a)=0
This means that the sum of any real number and its additive inverse is
zero, 0 .

Example 1.5

a. 2+ (−2 )=0∨−2+(+2)=0

2 −2 −2 +2
b. +( )=0∨ +( )=0
13 13 13 13

Practice Exercise
Identify the property of addition illustrated in each sentence.

1. ( 8+ 9 ) +3=3+ ( 9+3 )
3 1 6 6 3 1
2. + + = + +
12 4 12 12 12 4
3. 4 +16=20

4.
4 −4
6
+ ( )
6
=0
5. 100+0=0

Properties of Multiplication

A. Closure Property
If a and b are real numbers, then ab is a real number.
a × b=ab
This tells that the product of real numbers is also real number.

Example 1.6

a. 7 ×5=35 a real number

2 1 2
b. × = a real number
10 5 50

B. Commutative Property
If factors a and b are real numbers, then:
a × b=b× a
This means that the order of the factors does not change or affect the
product.

Example 1.7

a. 6 × 4=4 ×6
24=24

4 2 2 4 8 8
b. × = × → =
5 3 3 5 15 15
 C. Associative Property
If factors a and b are real numbers, then:
a × ( b ×c )=( a× b ) ×c
It tells that the way factors are grouped does not change the product.

Example 1.8

a. 3 × ( 9 × 11 )=(3 × 9)+11
3 ×99=27 ×11 →297=297

b.
2
4 ( )1 2
× 3 × =( ×3)×
2 4
1
2
2 3 6 1 6 6
× = × → =
4 2 4 2 8 8

D. Identity Property
If a is a real number, then:
a ×1=a∨1× a=a
This means that the product of any real number and 1 is that number.

Example 1.9

5 5 5 5
a. 4 ×1=4 ∨1× 4 =4
6 6 6 6

b. 24 × 1=24∨1× 24=24

E. Zero Property
If a is a real number, then:
a × 0=0∨0 × a=0
This implies that the product of any number and zero is zero,0.

Example 1.10

a. 48 × 0=0∨0 × 48=0

7 7
b. × 0=0∨0 × =0
3 3

F. Distributive Property of Multiplication over Addition

If a and b and c are real numbers, then:
a × ( b+c )=( a× b ) +(a × c)
This means that if one factor is a sum, multiplying before adding does
not change the product.

Example 1.11

a. 2 × ( 3+6 )=(2× 3)+(2× 6)

2 ×9=6+12 →18=18

b.
3
4 (
1 2 3 1
) 3 2
× × =( × )+( × )
6 6 4 6 4 6
3 3 3 6 9 9
× = + → =
4 6 24 24 24 24

G. Inverse Property
If a is not equal to zero and is a real number, then there exists
1
an opposite real number, (called multiplicative inverse or reciprocal)
a
such that:
1 a
a × = =1
a a
This indicates that the product of any number and its reciprocal or
multiplicative inverse is 1.
 Example 1.12

1 56
a. 56 × = =1
56 56

4 5 20
b. × = =1
5 4 20

Practice Exercise
Identify the property illustrated in each sentence.

1. 7 × ( 2+8 )=( 7 ×2 ) + ( 7 × 8 )
2. 2000 ×1=2000
5 7 35
3. × =
7 5 35
6
4. × 0=0
25
5. 6 ×7=42
2 2
6. 33 ×7 × = × 33× 7
3 3
7.
2
(
×
3
13 15 14
×
4
) 2 3
=( × )×
4
13 15 14

Practice Application
- What practice (___ minutes) The learners will identify the different properties of real numbers from
exercises/application the given illustrations.
activities will I give to
the learners? The learners will complete statements using the property of real
(Answering practice numbers.
exercise
- Applying learning in
other situations/actual
situations/real-life
situations
- Expressing one’s
thoughts, feelings,
opinions, beliefs through
artwork, songs, dances,
sports
- Performing musical
numbers/dances,
manipulative activities,
etc.)
Assessment Matrix
Levels of Assessment What will I assess? How will I assess? How will I score?
Knowledge
(refers to the substantive Learner’s knowledge about Short quiz about the Number of correct items.
content of the the concepts of properties concepts of properties of
curriculum, facts and of real numbers. real numbers.
information that the
student acquires)
What do we want
A students to know?
S (relevance and
S adequacy)
E How do we want students
S to express or provide
S evidence of
M what they know
E Process or Skills
N (Refers to skills or Learner’s skill in Identifying the different Number of correct items
T cognitive operations that identifying the different properties of real numbers
the student performs on properties of real numbers from given illustrations.
facts and information for from given illustrations.
the purpose of
 constructing meanings or
understandings.)
Skills as evidenced by
student’s ability to
process and make sense
of information, and may
be assessed in the
following criteria:
understanding of content
and critical thinking
Understanding(s)
(refers to enduring big
ideas, principles and
generalizations inherent
to the discipline, which
may be assessed using
the facets of
understanding or other
indicators of
understanding which
may be specific to the
discipline
Products/performances
(Transfer of
Understanding)
(refer to the real-life
application of
understanding as
evidenced by student’s
performance of authentic
tasks)
A Reinforcing the day’s
s lesson
s Enriching the day’s
i lesson
g Enhancing the day’s
n lesson
m Preparing for the new
e lesson Read and review Lesson 2.3: Set of Whole Numbers
n
t