Laguna University

Laguna Sports Complex, Brgy. Bubukal,Santa Cruz, Laguna.

College of Education

DETAILED LESSON PLAN

In
Mathematics
(Multiplication and Division of Integers)

Prepared by:
Brosas, Jhon Diego C.
BSEd Math IV
 Multiplication and Division of Integers
I. Objectives:
At the end of the lesson, students will be able to:
1. Follow the rules in performing multiplication and division on integers.
2. Illustrate the difference of multiplication and division on the set of integers.
3. Apply multiplication and division of integers in real-life problems.
II. Subject Matter:
a. Topic: Multiplication and Division of Integers
1. Multiplication of Integers
2. Division of Integers
b. References:
1. Quipper, Grade 7 Unit 2, pp 29-36.

c. Materials:
1. Laptop
2. Visual Aids
3. Board and marker
d. Values Integration: Attentiveness, Respect, Self-confidence, Determination.

III. Methodology
TEACHER’S ACTIVITY STUDENT’S ACTIVITY
A. DAILY ROUTINE
1. Prayer

Before we start our lesson, let us pray first. Let

us all stand and feel the presence of the Lord. Student will recite his/her own prayer.
Mr/s.____please lead the prayer.

2. Greetings

Good morning Class! Good morning Sir!

Welcome to Mathematics class for grade 7. I am

Mr. Jhon Diego C. Brosas, your Mathematics
Teacher for today.

How’s everyone feeling? Sir, we’re fine.

Are you all in good shape? Yes, we’re good Sir.

If that is so, you said you all feel fine and in

good shape. Let me see that you really are. Can
I see those beautiful smile from my students?

Based on the smiles I have seen in your face, it

is nice to see that you are all in good shape.

3. Classroom Management

Before we start our lesson for today, let me

remind you about our classroom rules.
1. Raise your hand if you want to say
something.
2. Do not talk to your seatmate if it’s not
necessary.
3. Keep your mask on.
4. Be respectful and participate.

Do any of you have questions about our

classroom rules? None, Sir.

4. Checking of Attendance
Ms. Secretary, do we have absentees to day?
I am glad to tell you that we have no
absentees for today, Sir!
Very good, give yourself a big round of
applause. */applause

5. INTRODUCTION/REVIEW/MOTIVATION
A certain town in Russia records the following
temperature reading for 5 days: -5°C of on the
first day, -6°C for three consecutive days, and -
7°C on the fifth day.
Write your answer in a blue paper if it is
positive. And in Red paper if your answer is
negative.
DAYS TEMPERATURE
Day 1 -5°C
Day 2 -6°C
Day 3 -6°C
Day 4 -6°C
Day 5 -7°C
- Positive - Negative

1. Average temperature from Day 1 – 5 (−5) + (−6) + (−6) + (−6) + (−7)

= 6
5
2. Sum of Days 2, 3, and 4 (−6) + (−6) + (−6) = -18
3. Distribute the sum in item no. 2 into 6 equal 𝐼𝐼𝐼 𝐼𝐼𝐼 𝐼𝐼𝐼 𝐼𝐼𝐼 𝐼𝐼𝐼 𝐼𝐼𝐼 -3
parts

4. Find the opposite of the temperature in day 1 −5 = 5 ; −7 = 7

and 5 then find the difference between day 5
7−5 = 2
and day 1
Very good

B. LESSON PROPER
1. ACTIVITY
I prepared an activity that you need to answer.
For this activity, you student will be grouped into
2. You have 5 minutes to work on this activity.
You are free to choose a representative who will
present your group work on how you come with
your answers.

Rubrics for grading the activity:

 CRITERIA FOR ACTIVITY
Presentation 5 pts
Content 5 pts
Cooperation 5 pts
Time Management 5 pts
TOTAL 20 pts
Let me remind you the things you must remember
while conducting your virtual group activity.
 Follow the instruction in doing the activity.
 Cooperate with your member with respect.
 Enjoy doing your activity.

Is everything clear, class? Yes, Sir!

Very good.

For the groupings, students will count 1 and 2. */counts 1, 2; 1, 2; 1, 2; 1, 2; 1, 2.

You may now start doing your activity.

Group 1
(+) x (+) = (+) (-) x (-) = (+)
(+) x (-) = (-) (-) x (+) = (-)

Direction: Perform the indicated operation and

use the diagram above in formulating your final
answer.
1. 3 x 49
2. (-14) x (-5)
3. 50 x (-9)

Processing question:
1. What is the sign of the product did you get
when you multiplied two integers with the
positive sign?
2. What is the sign of the product of a negative
and positive integer?

Group 2
(+) ÷ (+) = (+) (-) ÷ (-) = (+)
(+) ÷ (-) = (-) (-) ÷ (+) = (-)

Direction: Perform the indicated operation and

use the diagram above in formulating your final
answer.
1. 60 ÷(-3) ÷4
2. 125 ÷5
3. (-500) ÷(-5) ÷(-20)

Processing question:
1. What is the sign of the quotient when integers
with positive and negative signs are divided?
2. What will be the sign of the quotient of two
negative integers?
2. ANALYSIS
Time’s up!
Did you finished the activity well? Yes, Sir.

Very good.

Group 1, you may now begin presenting your Group 1

work. Direction: Perform the indicated operation
and use the diagram above in formulating
your final answer.

1. 3 x 49 = 147
2. (-14) x (-5) = 70
3. 50 x (-9) = -450

Processing question:
1. What is the sign of the product did you
get when you multiplied two integers with
the same sign?
- positive sign
2. What is the sign of the product of a
negative and positive integer?
Very good, group 1. - negative
Group 2, your turn to present your work.
Group 2
Direction: Perform the indicated operation
and use the diagram above in formulating
your final answer.

1. 60 ÷(-3) ÷4 = -5
2. 125 ÷5 = 25
3. (-500) ÷(-5) ÷(-20) = 5

Processing questions:
1. What is the sign of the quotient when
integers with different signs are divided?
- negative sign
2What will be the sign of the quotient of
two negative integers?
- positive
Good job group 2.
Give yourself a big round of applause.

Steps in Multiplying
1. Identify which is Multiplicand and Multiplier.
 Multiplicand is the first number in the
equation.
 Multiplier is the second number or the
number after the multiplication symbol
Ex. 6 x 3
Multiplicand Multiplier

2. Prepare a set of multiplicand according to the

multiplier.
Ex. I I I I I I IIIIII IIIIII

3. Combine the sets and find the total. You may

count it or perform an addition.
Ex.
 I I I I I I I I I I I I I I I I I I
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18
Or
6 + 6 + 6 = 18

4. The combined number will be the final

answer and it is called “Product”.
Ex. 6 x 3 = 18
Multiplicand Multiplier Product

5. Follow the rules of multiplying and dividing

integers regarding the sign of the final answer.

To check if your answer is correct, equally

distribute the product to the multiplicand or
multiplier.
Example:
I I I I I I I I I I I I I I I I I I
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18
- 3 colums represents the multiplier.
- 6 element in each column represents the
multiplicand.

Or

III II I I I I I I I I I I I I I
1,2,3 4,5,6 7, 8,9 10 11 12 13 14 15 16 17 18
- 6 colums represents the multiplicand.
- 3 element in eah column represent the
multiplier.

Steps in Dividing
1. Identify which is the Dividend and Divisor.
 Dividend is the first number and the
number to be divided.
 Divisor is the number after the division
symbol and the number where the
dividend will be divided.
Ex. 6 ÷ 3
Dividend Divisor

2. Distribute equally the dividend according to

what is stated as divisor.
1 2 3 4 5 6 - Dividend
Ex. II-II-II
1 2 3

3. Count the number of element in each group.

Ex. II-II-II
1 2 1 2 1 2

4. The number of element in each group and

that will be the final answer and it is called
“Quotient”.
Ex. 6 ÷ 3 = 2
 Dividend Divisor Quotient

5. Follow the rules of multiplying and dividing

integers regarding the sign of the final answer.

To check if your answer is correct, prepare a set

of divisor depending on the quotient or vice
versa. If it equals to the Dividend, it is correct.
Example:
I I I I I I
1 2 3 4 5 6
- 2 columns represents the quotient.
- 3 element in each column represents the
divisor.

Or
I I I I I I
1 2 1 2 1 2
- 3 columns represents the divisor.
- 2 element in each column represents the
quotient.

Rules in Multiplying and Dividing Integers

1. The product/quotient of two integers with the
same sign is always a positive integer.
Example:
3 x 2 = 6 ; (-3) x (-2) = 6
6 ÷ 2 = 3 ; (-6) ÷ (-2) = 3

2. The product/quotient of two integers with

different signs is always a negative integer.
Example:
3 x (-2) = -6 ; (-3) x 2 = -6
6 ÷ (-2) = -3 ; (-6) ÷ 2 = -3

3. Abstraction

- Based on the discussion of your classmates,

what did you observe in multiplying two positive The sign is positive
integers?

- How about dividing two negative integers?

The sign is also positive
- If the given positive integer is bigger than a
negative integer, what would be its product? Negative Integer

- How about if the given positive integer is bigger

than a negative integer, what would be its Negative Integer
quotient?

Very good!

4. Application

Perform the Indicated Operations from left to

right.
1. (-7) x (-4) ÷ (-2) 14
 2. (-12) ÷ (-3) x (-16) 64

IV. EVALUATION
Direction: Solve the following problems.
1. The school canteen reported losses of ₱250 in sales per day. How much was the total loss in
five days?
2. Rosette owes the veterinarian ₱840. She cannot afford to pay so she asked her family for support.
Each member decided to give her ₱120. How many members contributed?
3. The weather monitoring center observed that for the past two years the temperature in Benguet
Province dropped each month from October to February by 1°C. If the temperature in October was
20°C, what would be the temperature in February the following year? What would be the average
temperature of from October to February?
4. A group of three students initially pooled a fund of ₱1 000 to buy materials for their projects.
They three bought some spray paints worth ₱220, two markers worth ₱43 each, and 10 pieces of
cartolina worth ₱12 each. To ready them for any additional expense they may incur in the next
days, they each added ₱100 to the fund. How much money is in their fund now?

V. ASSIGNMENT
1. Research Properties of Integers
2. Differentiate each of the properties.

REMARKS
No. of learners who earned 80% on the formative assessment: ________________.
No. of learners who require additional activities for remediation: ________________.