School
Teacher
DAILY LESSON LOG
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies/
Objectives
II. CONTENT
III. LEARNING PROCESS
A. References
1. Teacher’s Guide
pages
2. Learner’s Materials
pages
3. Textbook pages
4. Additional Materials for
Learning Resources
Grade Level Grade 7
Learning Area Math
Teaching Dates and Time Quarter First
DAY 1 DAY 2 DAY 3 DAY 4
Ed’l Fit’r The learner demonstrates understanding of key concepts of sets and the real number system.
The learner is able to formulate challenging situations involving sets and real numbers and
solve these in a variety of strategies.
Represents the absolute value Performs fundamental Performs fundamental
of a number on a number line as operations on integers. operations on integers.
the distance of a number from 0. M7NS-Ic-d-1 M7NS-Ic-d-1
M7NS-Ic-1
NUMBER AND NUMBER NUMBER AND NUMBER NUMBER AND NUMBER
SENSE (THE ABSOLUTE SENSE (ADDITION OF SENSE (SUBTRACTION
VALUE OF A NUMBER) INTEGERS) OF INTEGERS)
Math TG p. 1 – 3 Math TG p. 1 – 3 Math TG p. 1 – 3
Math LM p. 1 – 3 Math LM p. 1 – 3 Math LM p. 1 – 3
 (LR) portal
B. Other Learning
Resources
IV. PROCEDURES
A. Reviewing previous
lesson or presenting the
new lesson.
B. Establishing a purpose
for the lesson.
Problem:
Archie and Angelica were
at Aloys’ house. Angelica
rode her bicycle 3 miles
west of Aloys’ house, and
Archie rode his bicycle 3
miles east of Aloys’ house.
Who travelled a greater
distance from Aloys’ house
– Archie or Angelica?
Questions To Ponder:
1. What subsets of real
numbers are used in the
problem? Represent the
trip of Archie and Angelica
to the house of Aloys using
a number line.
2. What are opposite
numbers on the number
line? Give examples and
Drill on addition of whole Checking of assignment.
numbers. Teacher may use
flashcards or
Divide the class into three
groups. The group will study
and analyze the illustrative
examples below and draw
their own conclusions on the
rule in adding integers. Let
the reporter of each group
share to the class what they
have discuss in their group.
Give more examples if
needed.
SET I
1. 12 + 9 = 21
2. 25 + 8 = 33
SET II
1. (-8) + (-15) = -23
2. -12 + (-10) = -22
SET III
1. -9 + 15 = 6
2. 18 + (-25) = -7
 show on the number line.

3. What does it mean for

the same distance
travelled but in opposite
directions? How would you
interpret using the
numbers -3 and +3?
4. What can you say about
the absolute value of
opposite numbers say -5
and +5?
5. How can we represent
the absolute value of a
number? What notation
can we use?

C. Presenting examples/ Present the lesson.
instances of the new
lesson.
D. Discussing new The following are terms that you
concepts and practicing must remember from this point
new skills #1. on.
1. Absolute Value – of a
number is the distance between
that number and zero on the
number line.
2. Number Line –is best
described as a straight line
which is extended in both
directions as illustrated by
arrowheads. A number line
consists of three elements:
Present the rules in adding Present the rules in
integers. subtracting integers.
Discuss with the students the
concept on adding integers
following the guide questions.
1. Is the sum of two positive
integers always positive?
2. Is the sum of two negative
integers always negative?
3. What can you say about
the sign of the sum of two
integers with unlike sign?
4. Explain why the absolute
value of -12 is greater than
 a. set of positive numbers, and the absolute value of 4.
is located to the right of zero.
b. set of negative numbers, and
is located to the left of zero; and
c. Zero.

Notations and Symbols

The absolute value of a number
is denoted by two bars ││.
Let's look at the number line:

E. Discussing new Use the number line below to

concepts and practicing find the value of N: |N| = 5.1
new skills #2.

F. Developing Mastery A. Simplify the following.

( Leads to Formative 1. │7.04 │ A. What is the name of the
Assessment 3) 2. │0 │ 4th highest mountain in the
2 world?
3. │- │ (Decode the answer by
9
finding the difference of the
4. -│15 + 6 │
following subtraction
5. │- 2 √ 2 │ - │- 3 √ 2│ problems. Write the letter to
the answer corresponding to
B. List at least two integers that can the item in the box provided
replace N such that. below:
1. │N │= 4 O Subtract (-33) from 99
2. │N │< 3 L Subtract (-30) from 49
3. │N │> 5 H 18 less than (-77)
4. │N │≤ 9 E Subtract (-99) from 0
5. 0<│N │< 3 T How much is 0 decreased

G. Finding practical
applications of concepts
and skills in daily living.
H. Making generalizations
and abstractions about
the lesson.
I. Evaluating Learning
Explain why the absolute value
of a number is never negative.
Give an example that will
support your answer.
When is the absolute value of a
number equal to itself?
Carry out the following tasks.
Write your answers on the
spaces provided for each
number.
1. Find the absolute value of +3,
-3, +7, -5, +9, -8, +4, -4. You
Answer the ff. problem.
1. Mrs. Reyes charged
P3,752.00 worth of groceries
on her credit card. Find her
balance after she made a
payment of P2,530.00.
2. In a game, Team Azcals
lost 5 yards in one play but
gained 7 yards in the next
play. What was the actual
yardage gain of the team?
Add the following:
1. (18) + (-11) + (3)
2. (-9) + (-19) + (-6)
by (-11)?
S (-42) – (-34) – (-9) - 18
Solve the ff. Problems:
1. Maan deposited
P53,400.00 in her account
and withdrew P19,650.00
after a week. How much of
her money was left in the
bank?
2. Two trains start at the
same station at the same
time. Train A travels
92km/h, while train B
travels 82km/h. If the two
trains travel in opposite
directions, how far apart
will they be after an hour?
If the two trains travel in the
same direction, how far
apart will they be in two
hours?
Mental Math
Give the difference:
1. 53 -25 6. 25 - 43
2. (-6) - 123 7. (-30) - (-20)
 may refer to the number line 3. (-4) + (25) + (-15) 3. (-4) - (-9) 8. (-19) - 2
below. What should you 4. (50) + (-13) + (-12) 4. 6 - 15 9. 30 –(-9)
remember when we talk about 5. (-100) + (48) + (49) 5. 16 - (-20) 10. (-19) - (-15)
the absolute value of a number?

J. Additional activities for Assignment: Assignment:

application or
remediation. 1. A vendor gained P50.00 on 1. During the Christmas
the first day; lost P28.00 on season. The student
the second day, and gov’t association was
gained P49.00 on the third able to solicit 2,356
day. How much profit did grocery items and was
the vendor gain in 3 days? able to distribute 2,198
to one barangay. If this
2. Ronnie had PhP2280 in his group decided to
checking account at the distribute 1,201 grocery
beginning of the month. He items to the next
wrote checks for PhP450, barangay, how many
P1200, and PhP900. He more grocery items did
then made a deposit of they need to solicit?
PhP1000. If at any time
during the month the
account is overdrawn, a
PhP300 service charge is
deducted. What was
Ronnie’s balance at the
end of the month?
V. REMARKS
VI. REFLECTION
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. Do the remedial lessons
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 materials did I
use/ discover which I
wish to share with other
teachers?