G7 Q1 Week 03

Annex 1c to DepEd Order No. 42 , s.
2016
GRADE 1 to 12 School Calituban High School Grade Level VII
DAILY LESSON LOG Teacher Rhea M. Sarpamones Learning Area Mathematics
Teaching Dates and Swordfish 1-2, Dolphin Quarter First

Time 2-3
DATE
I. OBJ 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,
ECTIVE additional lessons, exercises, and remedial activities may be done for developing content knowledge and competencies. These are assessed using Formative
S Assessment strategies. Valuing objectives support the learning of content and competencies and enable children to find significance and joy in learning the
lessons. Weekly objectives shall be derived from the curriculum guides.
A. Content Demonstrate understanding of the key concepts of sets and the real number system.
Standard
Page 1 of 2
Annex 1c to DepEd Order No. 42 , s. 2016
B. Performa The learners is able to formulate challenging situations involving sets and real numbers and solve these in a variety of strategies.
nce
Standard
C. Learning Describe and Add integers Subtract Multiplication of Integers

Competen illustrate the integers M7NS-Ic-d-1
cy/Objecti absolute value of M7NS -1c-d-1
ves a number line as M7NS-Ic-d-1
Write the LC the distance of the
code for number from 0.
each. M7NS -1c -1
II. C
O
N
T
E
N Numbers and Number Numbers and Number Numbers and Number Number and number sense
T Sense Sense Sense
III.LEA
RNI
NG
RES
OUR
CES
Page 2 of 2
A. References
1. Teacher’s Guide 26 - 31 32-35 38 -40

pages
2. Learner’s 18 -20 22-25 27 - 29

Materials pages
3. Textbook
UnderstanUnderstanding
pages Understanding Understanding mathematics
Geometry Understanding
mathematics pages 53 - mathematics pages pages 64-67 mathematics 7 pages 72
55 -73
58 - 61
4. Additional
Materials from
Learning
Resource
(LR)portal
Page 3 of 2
B. Other Learning DLP Learning Activity DLP Learning Activity

Resource Sheet No 5 , DLP No. 9 Q1 Sheet No 10
IV. P These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning
R by the students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new
O things, practice their learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous
C knowledge. Indicate the time allotment for each step.
E
D
U
R
E
S
A. Reviewing previous A number line illustrating and the Review on the number line Recall how subtraction is
lesson or presenting the neighboring municipalities will be . defined?
shown to the class. Assume that Find a patterns for
new lesson the distance from one Place the integers 4 , -8 , Subtraction as the reverse multiplication
/municipality to the succeeding
municipality is 1 km. operation of addition. This
-3 , 9 on the number line. means that when we ask to”
1. 4 x 3 = 12
2. 6(-2) = 12
Determine whether each what is 10 minus 5, it 3. (-5) 0 = 0
number lies to the right or means also “ what number 4. (-6) (-7) = 42
to the left of 0. do we add to 5 in order to
Activity: get 10. 5 (-4 ) (-10) = 40
San Miguel Bien Unido Ubay
Alicia Candijay Duero Guindulman
6. (5) (6) = ______
Trinidad 7. (-3) (8) = ______
Ask students to determine 8. (-9) (-10) = _____

the distance from one
Page 4 of 2
municipality to another. 9. (-2) (7) = _______
How did you get the 10. (20) (0) = ________

distance of one
municipality to another?
What can you say about the

direction and the distance in
travelling from one
municipality to another?
B. Establishing a purpose Present to the class a So you know already how Using the above definition What do you notice about the
for the lesson number line. to illustrate integers on a subtraction is done using a product of the following:
Two positive integers?
number line. number line Positive integer and a negative
What is a number line?
integer?
At this time we will add Two negative integers?
Ask a student to find the integers using a number 2. How should we define the
distance of a positive line. product of a positive integer and
number from 0 as well as a negative integer?
its opposite 3. What is the product in
multiplying integers and zero?
What do you call the
distance of a number from
zero?
C. Presenting Draw a number on board Examples. Example. Examples:

examples/Instances of and let the students answer
the new lesson the following. 1.Compute 3 – (-4)
1. How far is 8 from
zero? Ans. 8 Find the product.
2. How far is – 8 from
zero? Ans. 8 1. (-4)(-4)=
3. How far is – 3 from 2. ( -2)(-2)(-2)=
zero? Ans. 3 3. (-3)(-3)(4)(-3)(-3)=
4. How far is 3 from 4. (-2)(3)(-4)(-5)(6)=
Page 5 of 2
zero? Ans. 3 5. (-5)(-7)(-9)(0)(-12) =

5. How far is 6 from
zero? Ans. 6 2. Compute (-8) – (-12)
using a number line
To go from -12 to -8 , move

4 units to the right, or
equivalently, added.
Therefore, ( -8) – ( -12) = 4
D. Discussing new Why is the absolute value of a Do you think is it practical In above example , How can the From the above example
concepts and practicing number always positive? to use number line when difference between two integers How can you predict
What does it entail us? adding larger number? be found, whether the product in a
new skills # 1 ⮚ If the two integers are
Can you add now integers multiplication problem will
What is the proper absolute value having negative sign?
without using a number be positive or negative?
notation? ⮚ If the two integers are
line? ( Give examples on What is always true about
having unlike sign?
addition of integers without the product of a positive
using a number line) integer multiplied by a
How do you add integers positive integer?
with like signs? What is always true about
How about with unlike the product of positive
signs? integer multiplied by a
How do you add when negative integer?
there are more than two What is always true about
integers with unlike signs? the product of negative
integer multiplied by a
negative integer?
E. Discussing new Using number line is a
Page 6 of 2
concepts and practicing tedious way in subtracting

new skills # 2 integers especially when
working with larger
number. What do you think
is the practical way to use?
F. Developing mastery On a number line, show | - Answer exercise A page 32 Work in pairs, answer item A. Fill in each blank to
(leads to Formative 10 | and | 8 | , and | -5 | . of the TG. 1 and 2 using a number line make a true statement.
Assessment 3) and 3-5 using the rule. 1. When you multiply two
numbers with the same
Find the difference of the sign, the answer is _____.
following: 2. When you multiply two
numbers with _____sign,
1. 34 – 15 the answer is negative.
2. (-8) – 26 3. When you multiply any
number by zero, the answer
3. (-5 ) – (- 19)
is _____.
4. 13 – 32 – 11 4. An even number of
5. ( -60 ) – ( - 40) - 75 negative factors will
produce a product that is
______.
5. An odd number of
negative factors will
produce a product that is
______.
G. Finding practical
application of concepts
and skills in daily
living.
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H. Making generalizations Why is it important to understand Ask a student to state the State the rule of How do we multiply two
and abstractions about the concept of absolute value? rules for adding integers. subtraction. negative integers?
the lesson
I. Evaluating learning List at least two integers that can Add the following integers. Find the difference. .Find the product.
replace N such that: 1. 18 - 6 = 1. (-25)2 =
1. |N| = 7 1. 25 + 99 3. 2. (-7) - 15 = 2. (-12)(-3) =
( - 46 ) + ( -16) + 3. (-36) - (-12) = 3. (-3) (8 x 2=
___________________ ( 10) 5. (-120) + 4. 9 - (-10) = 4. 11 (-7) (-9) (-5) =
(-35)+(-40) 5. 8 - 20 - (-15) -12 = 5. (-6)(-5)(0)(-3)(-10)=
2. |N| ≤ 6 2. ( -35) + ( - 60)
4. (-7) + ( - 4 ) + 21
__________________
_
3. 0 <|N| < 5
___________________
J. Additional activities for

application or
remediation
V. R
E
M
A
R
K
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VI. R Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the
E students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
F
L
E
C
T
I
O
N
A. No. of learners who

earned 80% in the
evaluation
B. No. of learners who

require additional
activities for
remediation who scored
below 80%
C. Did the remedial

lessons work? No. of
learners who have
caught up with the
lesson
Page 9 of 2
D. No. of learners who

continue to require
remediation
E. Which of my teaching
strategies worked well?
Why did these 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/discover which I
wish to share with other
teachers?
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Annex 1c to DepEd Order No. 42 , s.

GRADE 1 to 12 School Calituban High School Grade Level VII

DAILY LESSON LOG Teacher Rhea M. Sarpamones Learning Area Mathematics

Teaching Dates and Swordfish 1-2, Dolphin Quarter First

C. Learning Describe and Add integers Subtract Multiplication of Integers

1. Teacher’s Guide 26 - 31 32-35 38 -40

2. Learner’s 18 -20 22-25 27 - 29

B. Other Learning DLP Learning Activity DLP Learning Activity

Trinidad 7. (-3) (8) = ______

Ask students to determine 8. (-9) (-10) = _____

municipality to another. 9. (-2) (7) = _______

How did you get the 10. (20) (0) = ________

What can you say about the

C. Presenting Draw a number on board Examples. Example. Examples:

zero? Ans. 3 5. (-5)(-7)(-9)(0)(-12) =

To go from -12 to -8 , move

E. Discussing new Using number line is a

concepts and practicing tedious way in subtracting

J. Additional activities for

A. No. of learners who

B. No. of learners who

C. Did the remedial

D. No. of learners who

F. What difficulties did I

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