DAILY LESSON LOG OF M7NS-Id-2 (Week Four-Day Three)

School Grade Level Grade 7

Teacher Learning Area Mathematics
Teaching Date and Time Quarter First
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 content knowledge and competencies. These are assessed using Formative
I. OBJECTIVES 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 Standards The learner demonstrates understanding of key concepts of sets and the real number
system.
B. Performance The learner is able to formulate challenging situations involving sets and real numbers
Standards and solve these in a variety of strategies
Learning Competency: Illustrates the different properties of the operations on
integers. (M7NS-Id-2)
C. Learning
Learning Objectives:
Competencies/
1. Identify what property is illustrated in the given examples;
Objectives
2. Illustrate the properties of real numbers; and
3. Demonstrate the given expressions according to given property.
II.CONTENT Closure Property, Commutative Property & Identity Property
III.
LEARNING RESOURCES teacher’s guide, learner’s material
A. References
1. Teacher’s Guide Pages 46-56
2. Learner’s Materials Pages 33 – 40
3. Textbook pages
4. Additional Materials
from Learning
Resource (LR) portal
B. Other Learning Algebra 1 pages 15-17
Resources Math Builders 7 pages 31-34
These steps should be done across the week. Spread out the activities appropriately so that pupils/students
will learn well. Always be guided by demonstration of learning by the pupils/ students which you can infer
from formative assessment activities. Sustain learning systematically by providing pupils/students with
IV. PROCEDURES multiple ways to learn new things, practice the learning, question their learning processes, and draw
conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate
the time allotment for each step.
Drill.
The students answer it orally.
1. 9 + 8 4. 9(7)
2. 10 – 6 5. (-30)/ (-6)
A. Review previous lesson
3. 8(-6) 6. 16/ 4
or presenting the new
lesson
Answer key:
1. 17 4. 63
2. 4 5. 5
3. -48 6. 4
B. Establishing a purpose The teacher lets the students realize that operations of integers are important skills in
for the lesson illustrating the properties of real numbers.
C. Presenting examples/ The teacher lets the students answer the activity in pair.
instances of the new Activity # 1: Show and tell.
lesson Fill in the blanks with correct numerical values of the pictures.
1. a.

____________ + ___________ = _______

b.
 __________ + ________ = ________

2.

___________ + _________ = __________

Answer Key:
1. a. 4 + 8 = 12
b. 8 + 4 = 12
2. 8+0=8

Guide questions:
1. What operation is used in illustrating the diagram?
2. In picture number 1, a and b, what happened to the terms in both sides of
the equation?
3. In picture number 2, what will be the result if you add something represented
by any number to nothing represented by zero?
Possible answer:
1. Addition
2. The terms were interchanged.
3. The result is the non-zero number.

The teacher discusses with the students the process of arriving at the answer of each
exercise in Activity # 1.
1. Closure Property of Addition
This is close under addition since the addends are integers, so is the sum.
Examples:
a.) 4 + 8 = 12
b.) -8 + 9 = 1
2. Commutative Property of Addition
The order of the addends will not affect the sum.
Examples:
a.) 4 + 8 = 8 + 4
12 = 12
b.) 8 + (-7) = (-7) + 8
1=1
D. Discussing new
3. Identity Property of Addition
concepts and
Any number added to zero, the sum is always the number. The identity
practicing new skills #1
element of addition is 0.
Examples:
a.) 8 + 0 = 8
b.) 0 + (-56) = -56

Guide Questions :
1. Based on the previous activity, item number 1, what property is being
applied?
2. In item number 2, what property is being illustrated? Define.
Possible Answers:
1. The property being applied in item number 1 is Commutative Property of
Addition.
2. In item number 2, the property illustrated is Identity Property of Addition
cause any number added to zero, the sum is always the number.
E. Discussing new The teacher discusses and illustrates thoroughly on each property and gives more
concepts and examples as presented.
practicing new skills #2 Activity # 2: Show and tell.
Fill in the blanks with correct numerical values of the pictures.
1. .

____________ x ___________ = _______

2.

__________ x ________ = ________

Answer Key:
1. a. 4 x 8 = 32
b. 8 x 4 = 32
Guide questions:
1. What operation is used in illustrating the diagram?
2. In picture number 1 and 2, what happened to the terms in both sides of the
equation?
Possible answer:
1. Multiplication
2. The terms were interchanged.

The teacher continues discusses with the students the process of arriving at the
answer in Activity # 2.
1. Closure Property of Multiplication.
This is close under multiplication since the factors are integers so is the
product.
Examples:
a.) 4 (8) = 32
b.) -4 (-8) = 32
2. Commutative Property of Multiplication
The order of factors will not affect the product.
a.) 4 (8) = 8 (4)
32 = 32
b.) 8 (-7) = (-7) 8
-56 = -56
3. Identity Property of Multiplication
Any number multiplied by 1, the product is the number. The identity element
of multiplication is 1.

Guide Question:
1. Is Commutative Property true to subtraction and division?
2. What number multiplied to any number that will result to that same
number?

Possible Answers:
1. Commutative property is not applicable to subtraction and division as shown
 in the following examples:
8÷4=4÷8 6–2=2-6
4≠ 4 ≠ -4
2. 1

Working in pairs, the teacher lets the students answer the exercises:
Which property of real number justifies each statement?
1. 8 + 7 = 15
2. 0 + (-3) = -3
3. 9 (8) = 72
4. (-4) 1 = -4
F. Developing mastery
5. (-6) + (-7) = (-7) + (-6)
(leads to formative
Answer Key:
assessment 3)
1. Closure Property of Addition
2. Identity Property of Addition
3. Closure Property of Multiplication
4. Identity Property of Multiplication
5. Commutative Property of Addition
Give a real life situation in which the commutative property can be applied.
G. Finding practical An example is preparing a fruit juice – even if you put the powder first before
applications of the water or vice versa, the product will still be the same. It’s still the same
concepts and skills in fruit juice.
daily living

The teacher summarizes the mathematical skills or principles used to recognize the
properties of the operations on integers.

Guide questions:
1. What is a closure property?
2. What is a commutative property?
3. What is an identity property?

H. Making generalizations Possible answers:

and abstractions about 1. Closure Property
the lesson
Two integers that are added or multiplied remain as integers.
The set of integers is under addition and multiplication.
2. Commutative Property
Changing the order of two numbers that are either being added or multiplied does
not change its value.
5. Identity Property
This states that the sum of any number and zero is equal to the given number.
And the product of any given number and one is equal to the given number.
The teacher lets the students answer individually the formative assessment.
Complete the mathematical sentences then determine what properties of the
operations on integers were used to solve the equations. (10 minutes)
1. 15 + 5 = ____ + 15
2. 7 (8) = ____
3. _____+ 0 = -6
4. (-21) 1 = _____
I. Evaluating Learning 5. 2(____) = (-5) 2

Answer Key:
1. 5 = Commutative Property of Addition
2. 56 = Closure Property of Multiplication
3. -6 = Identity Property of Addition
4. -21 = Identity Property of Multiplication
5. -5 = Commutative Property of Multiplication
J. Additional activities or
remediation
V. REMARKS
VI. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress. What
works? What else needs to be done to help the pupils/students learn? Identify what help your instructional
 supervisors can provide for you so when you meet them, you can ask them relevant questions.
A. No. of learners who earned
80% of the evaluation
B. No. of learners who require
additional activities for
remediation who scored
below 80%
C. Did the remedial lesson
work? No. of learners who
have caught up with the
lesson.
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 Localized and Contextualized is done in the presentation of the lesson.
materials did I use/ discover
which I wish to share with
other teachers

Prepared by:
Glendyl Anne C. Lactud
Teacher 1
Don Gerardo LLOMNHS - Night