Instructional Planning

(The process of systematically planning, developing, evaluating and

managing the instructional process by using principles of teaching
and learning - D.O. 42, s. 2016)

Daily Lesson Plan (DLP) Format

Learning Area:
DLP No.: Grade Quarter: Duration: Date:
Level:

MATHEMATICS 7 1 60 October 19, 2022

Learning Competency/ies: Code:
represents the absolute value of a number on a
(Taken from the Curriculum Guide) number line as the distance of a number from 0 M7NS-Ic-1
Key Concepts / Understandings to be
Developed Representing Absolute Value Of A Number On A Number Line
Adapted Cognitive
Domain Process OBJECTIVES:
Dimensions (D.O.
Knowledge
The fact or condition of No. 8, s. 2015)
Remembering
knowing something with
familiarity gained through Understanding Represent absolute value of a number on a number line
and capacity
experience oracquired
association
through deliberate, Applying Examine the absolute value of a number using the number line.
systematic, and sustained Analyzing
effort to smoothly and
adaptively carryout Evaluating Evaluate different word problems involving absolute value of a number on a number
complex activities or the line
ability, coming from one's Creating
knowledge, practice, Internalizing
Attitude Show eagerness in solving problems using the basic operations in integers
values
Values Valuing MAKATAO: Internalize the value of concern for others.
2. Content Absolute Value Of A Number and Number Line
3. Learning Resources Reference books, MELC , Online sources
4. Procedures
4.1 Introductory Activity Teacher will stand where the door is in her right.
Ask: About how far am I from the door? Students should respond with an estimated
number of feet.
Ask: If I were blindfolded, how would you tell me where the door is? Students
should respond with both the estimated number of feet and a direction. If students
provide different units, even nonstandard ones like "steps" or "arm lengths," call
attention to the differences and encourage them. Now, stand so that the door is to
your left.
Say: When I asked how far I was from the door, you gave me a number of feet, and
it didn't matter which way I was facing. But, when I asked where the door was in
relation to my position, you gave me a direction as well as a number, and then it did
matter which way I was facing. Today, we'll discuss absolute value. Absolute value
tells you how far a number is from zero. But it doesn't tell you which way to go!
4.2 Activity
Students will identify the opposite of the following numbers.Students will raise their
hands id they want to answer.
1. 10 = _______________ 6. -18 = ______________
2. 45 = _______________ 7. -27 = ______________
3. 50 = _______________ 8. -84 = ______________
4. 67 = _______________ 9. -90 = ______________
5. 96 = _______________ 10. –99- ______________

4.3 Analysis 1. Is the value of an absolute number is always a positive or zero? Why or Why not?
2. How will you determine the absolute value of a number?

4.4 Abstraction The teacher will show an interactive PowerPoint presentation that will help students
better understand the topic for absolute value and number line.
The absolute value of a number is the distance of a
number from zero. Remember distance itself is always positive. The absolute value
of a number n is written as |n|.
• If x is a positive integer, then the absolute value of x is x.
In symbol: |x| = x, if x > 0
• If x is equal to zero, then the absolute value of x is x.
In symbol: |x| = x, if x = 0
If x is a negative integer, then the absolute value of x is the
opposite of x. In symbol: |−x| = x, if x < 0

In writing the absolute value of a number, just write the numerical part.
The absolute value of 5 is 5, in symbol |5| = 5
The absolute value of -5 is 5, in symbol |−5| = 5

4.5 Application A. Represent the following value of a number on a number line.

1. |7| = 4. |−6| =
2. |10| =. 5. |−8| =
3. |12| =
B. Give the absolute value of the following number lines.
4.6 Assessment Here is another activity where you can apply what you learned about representing
absolute value of a number on a number line.
A. Write the absolute value that represents the situation
1. A loss of 5 lb.
2. 350 ft. below sea level.
3. An elevation of 1 050 ft.
4. Php 2, 000 deposit in the bank.
5. A profit of Php 50.00.
B. Solve the following problem involving absolute value.
1. Jacob’s credit score is 490. What is the absolute value of 490?
2. Thomas is 245 feet below sea level. What is the absolute value of the number of
feet he is above sea level?

4.7 Assignment Solve the following:

3 minutes 1. 4 + 5 = 4. -6 + -4 =
2. -8 + 2 = 5. -3 + 5 =
3. 5 + -1 =
4.8 Concluding Activity Wrapping-up the day's lesson
2 minutes
5.      Remarks
The absolute value of a number as a measure of distance will always be positive or
6.      Reflections
zero
C.   Did the remedial lessons work? No. of
A.  No. of learners who earned 80% in the
learners who have caught up with the
evaluation.
lesson.
B.   No. of learners who require additional D.  No. of learners who continue to require
activities for remediation. remediation.

Prepared by:

Name: FAIRY LEEN L. PITOGO School: CARNAZA NHS

Position TEACHER 1 Division: CEBU PROVINCE
Email
9950359598 address: fairyleen18@gmail.com
Contact Number: