Republic of the Philippines

City of Taguig
Taguig City University
Gen. Santos Avenue, Central Bicutan, Taguig City

TEACHER VALDEZ, MHAR SALIM F. GRADE LEVEL GRADE 7

DATE FEB, 22 2024 QUARTER 1st QUARTER
TIME 2:30 PM - 4:00 PM LEARNING AREA MATHEMATICS
REGION NCR TOPIC Arithmetic Operation
in Integers

I. OBJECTIVES
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
STANDARDS and real numbers and solve these in a variety of strategies.
C. LEARNING The learner performs fundamental operations on integers.
COMPETENCIES (WRITE (M7NS-Ic-d-1)
THE LC CODE)
D. SPECIFIC OBJECTIVES
COGNITIVE Explain the rules for the fundamental operations on integers when
they have the like or unlike signs.
PSYCHOMOTOR Apply mathematical equations using the principles of the four
operations of integers.
AFFECTIVE Participate fully in the educational activities.
II. CONTENT Integer - is a whole number that can be zero, positive, or negative
and is not a fraction.
Operation - is a function that yields a well-defined output value after
accepting zero or more input values, commonly referred to as
"operands" or "arguments".
Arithmetic operations - is a field of mathematics that deals with the
study and manipulation of numbers that are relevant to all other fields
of mathematics. Basically, it consists of addition, subtraction,
multiplication, and division operations.
Addition - is the act of putting two or more numbers together.
Subtraction - is what happens when you divide a number by another
number.
Multiplication - A calculation that shows the number of times a
number is added to itself
Division - is a mathematical operation that divides a sum into groups
of the same size.
Positive value - is used to denote a number larger than zero. It is
used to indicate values that are "plus" or "above zero" on the number
line, as well as quantities and magnitudes. Positive numbers can be
expressed as an integer without any sign or as a plus sign (+).
Negative value - denotes a number that is not equal to zero. It
shows values that are "minus" or "below zero" on the number line, as
well as their magnitudes. A minus symbol (-) is used to indicate
negative values before the number.
III. LEARNING RESOURCES
A. REFERENCES
1. TEACHER’S GUIDE Elementary Algebra I. 2002. pp. 34-45*
PAGES
2. LEARNER’S NFE Accreditation and Equivalency Learning Material. Real
MATERIALS PAGES Numbers. 2000. pp. 12-20
3. TEXTBOOK PAGES
4. ADDITIONAL
MATERIALS FROM
LEARNING
RESOURCES (LR)
PORTAL
 B. OTHER LEARNING
RESOURCES
IV. PROCEDUREs (4A’s Instructional Model)
INTRODUCTORY/PRELIMINARIE 1. Prayer
S 2. Greetings
A. This part introduces the
lesson content. Although at
times optional, it is usually
included to serve as a
warmup activity to give the
learners zest for the
incoming lesson and an idea
about what it to follow. One
principle in learning is that
learning occurs when it is
conducted in a pleasurable
and comfortable
atmosphere.
ACTIVITY
B. This is an interactive
strategy to elicit learner’s
prior learning experience. It
serves as a springboard for
new learning. It illustrates
the principle that learning
starts where the learners
are. Carefully structured
activities such as individual
or group reflective exercises,
group discussion, self-or
group assessment, dyadic or
triadic interactions, puzzles,
simulations or role-play,
cybernetics exercise, gallery
https://www.onlinemath4all.com/fundamental-operations-on-
integers.html
https://www.aplustopper.com/fundamental-operations-integers/
3. Checking of Attendance
4. Classroom Rules:
 If the teacher raise Go Sign = Ask Question
 If the teacher raise Stop Sign = Quite
 If the teacher raise Hand Sign = Share your idea
 If the teacher raise Hold Sign = Be Ready.
5. Chip/Token Reward:
 The student will receive a chips for every participation and
correct answers.
6. Drill
“Anata wa nan-bandesu ka”
Mechanics
 The instructor will instruct the class to obtain a pen and piece
of paper.
 Students will receive instructions from the teacher.
Instruction:
1. Put your birth date number on paper. For instance, your birthday is
14 if you were born on September 14, 2000.
2. Next, Minus, in any number less than 30
3. Next, examine the symbolism of your number on the screen to
determine its meaning.
Number Symbolism 1 - 22
1 = symbolizes the beginning, the ‘creator’.
2 = symbolizes partnership and peace.
3 = symbolizes creativity and the inner child.
4 = symbolizes foundations and stability.
5 = symbolizes transformation and pure energy.
6 = symbolizes harmony and love.
7 = symbolizes seeking and comprehension.
8 = symbolizes power and prosperity.
9 = symbolizes sophistication and global thinking.
You can look the other numbers in this link:
https://whatismyspiritanimal.com/animal-spirit-guides/numerology/
“Chīmuwāku no umu”
Mechanics:
1. The instructor will be split up into 3 group, utilizing the notepad
randomizer underneath the desk.
2. Every individual in the group has a marker on them.
3. The twist needs to be that these groups are divided into three
groups: one with 5 to 10 members, one with 1 to 5 members, and
one with 10 to 15 members.
4. The first group will finished the question given by the teacher, will
won an 2 chips by each member.
Question:
1. (-22) + 10
2. 7 * -2
3. 10 - (-2)
4. 6 + 1 * (-12)
 walk and the like may be
created. Clear instructions
should be considered in this
part of the lesson.
ANALYSIS
C. Essential questions are
included to serve as a guide
for the teacher in clarifying
key understandings about
the topic at hand. Critical
points are organized to
structure the discussions
allowing the learners to
maximize interactions and
sharing of ideas and
opinions about expected
issues. Affective questions
are included to elicit the
feelings of the learners
about the activity or the
topic. The last questions or
points taken should lead the
learners to understand the
new concepts or skills that
are to be presented in the
next part of the lesson.
ABSTRACTION
D. This outlines the key
concepts, important skills
that should be enhanced,
and the proper attitude that
should be emphasized. This
is organized as a lecturette
that summarizes the learning
emphasized from the
activity, analysis and new
inputs in this part of the
lesson.
APPLICATION
E. This part is structured to
ensure the commitment of
the learners to do something
to apply their new learning in
their own environment.
5. 10 * 12 + (-12)
6. 9 + 14 + (-23)
7. -7 + (-13) * 11
8. -25 ÷(-5)
9. 30 ÷ (-6) + 15
10. 10 * (-12) - 20
The instructor will use a wheel of names, and the selected kid will be
asked questions about their teacher to explain.
1. What actions did you realize you took earlier?
2. Regarding the operations of integers with the same sign and
integers with different signs, what observations did you make?
3. When solving the provided integer problems, how did you choose
which operation to apply?
4. When you add or subtract positive and negative integers, do you
see any patterns?
5. Based on the problems we solved, can you come up with simple
rules for multiplying and dividing positive and negative numbers?
6. What effect do brackets have on the sequence of actions? Is there
a basic rule that can help me remember this?
7. What impact do varying order of operations have on our solution to
the problems?
8. Could you provide any short cuts or simple methods for resolving
mental puzzles? What other problems are these approaches
applicable to?
Operation on Integers
Operations on integers involve applying addition, subtraction,
multiplication, and division to positive and negative whole numbers.
1. Addition of Integers:
Combining positive and negative whole numbers. Examples:
 5+1=6
 -9 + 5 = -4
2. Subtraction of Integers:
Finding the difference between positive and negative whole numbers.
Examples:
 10 - 6 = 4
 -7 - (-5) = -2
 0 - 10 = -10
3. Multiplication of Integers:
The process of repeated addition of positive and negative whole
numbers.
Examples:
 9 x 4 = 36
 -2 x 5 = -10
 -5 x -4 = 20
4. Division of Integers:
The process of sharing positive and negative whole numbers into
equal parts.
Examples:
 30 ÷ 6 = 5
 -10 ÷ 2 = -5
 -15 ÷ -5 =3
“Gurūpuwāku”
Mechanics:
1. The teacher will divided the class into 5 groups.
2. The teacher will provided each group a word problem.
3. Each group have 6 mins to answer the questions.
4. After answering the problem, the teacher will ask each group to
choose their representative to present their solution method and final
answer to the class.
5. The group that explain and present their works correct and well will
 be given 2 chips each.

Group 1
Sherly traveled twelve kilometers on the hike in order to reach the
summit. She traveled an extra four kilometers by taking a slightly
different route on the way back down. Determine the total amount of

Group 2
Start by researching the costs of accommodation for the number of
nights you plan to stay. For example, if the cost of a hotel room per
night is P8400 and you plan to stay for 5 nights, calculate the total
cost using the integer multiplication method.

Group 3
Start by recording the total income for the month. This includes sales
revenue, online sales, and any other sources of income. For
example, if your total sales revenue is P280000 and you made
P84000 from online sales, calculate the total income by adding these
two amounts using integer addition.

Group 4
Team Karasuno lost Fifteen yards on one play in a game, but they
gained Seventeen yards on the next. What was the team's real
yardage gain

Group 5
Mr. Achie charged P3,750.00 worth of appliances on her credit card.
Find his balance after he made a payment of P2,530.00.
ASSESSMENT
F. For the Teacher to: Two Way of Table of Specifications
a. Assess whether Topic Time Percen Item R U AP A E C
learning objectives Spen t s N
have been met for a t %
Adding
specified duration,
Integers
b. Remediate and/or 5min 25% 5 1, 2,3,
enrich with s 5 4
appropriate strategies
as needed, and Multiplying
c. Evaluate whether Integers 5min
learning intentions s 5 6 7-
and success criteria 10
have been met. 60%
(Reminder: Formative
Assessment may be Dividing 5ins 25% 5 12
given before, during, Integers 11 -
15
or after the lesson).
Subtractin 5min 25% 5 17
g s 16 -
Integers 20
20 100% 20
mins

Assessment

General Instruction: After carefully reading each item, select the best
response to the following questions. Enclose the letter representing
the right response.

1. When do you add integers when their signs are different?

A. after subtracting the digits, using the number's sign with the
higher absolute value.
B. Copies the common sign and adds the numbers.
C. Add the numbers and utilize the corresponding number's sign with
the higher absolute value.
D. Copy the common sign and subtract the numbers.
2. NJ is tasked to add the integers -7 + (-7), what is the correct
answer?
A. 0
B. -1
C. 14
D. -14

3. Teacher Al shows a flashcard with an expression -11 + (-2), what

is the correct answer?
A. -13
B. 13
C. 9
D. -9

4. Faker starts at the 0-step mark. After walking forward for 70 steps,
he takes a break and walks 45 steps backward. Calculate Faker's
final position
A. 110 steps
B. -110 steps
C. 25 steps
D. -25 steps

5. When do you add integers when they have like signs?

A. copies the common sign and adds the numbers..
B. After subtracting the digits, using the number's sign with the
higher absolute value.
C. copy the uncommon sign and add the number.
D. add the numbers and utilize the corresponding number's sign with
the higher absolute value

6. It is process of repeated addition of positive and negative whole

numbers
A. Multiplication Integers
B. Addition Integers
C. Division Integers
D. Subtracting Integers

7. Start by researching the costs of accommodation for the number of

nights you plan to stay. For example, if the cost of a resort room per
night is P2400 and you plan to stay for 5 nights, calculate the total
cost using the integer multiplication method.
A. P12000
B. P10000
C. P15000
D. P16000

8. If a person sold ten products for ₱5,000.00 each, all of them would
be gone. The 10 goods that sold out were then multiplied by ₱
5,000.00.
A. 15000
B. 25000
C. 50000
D. 55000

9. -18 * (-12)
A. -30
B. 30
C. -216
D. 216

10. Jericho is tasked to multiply the integers 7 * (-7), what is the

correct answer?
A. 14
B. -14
C. -49
D. 49
11. It is process of sharing positive and negative whole numbers into
equal parts.
A. Multiplication Integers
B. Division Integers
C. Adding Integers
D. Subtracting Integers

12. If -75 divided into 3. what is the answer?

A. -25
B. 25
C. 78
D. -78

13. If -70 divided into -10. what is the answer?

A. 7
B. 80
C. -80
D. -7

14. If 9 divided into 3. what is the answer?

A. -3
B. -12
C. 3
D. 12

15. If 1000 divided into -100. what is the answer

A. -1100
B. 1100
C. -10
D. 10

16. What is the finding the difference between positive and negative
whole numbers.
A. Subtracting Integers
B. Multiplication Integers
C. Dividing Integers
D. Adding Integers

17. Teacher Mich shows a flashcard with an expression -11 - 5, what

is the correct answer?
A. -16
B. -6
C. 16
D. 6

18. Crissy was asked by Xiao Feng if she had 22 candies and her
brother asked for 15 candies, how many candies left Xiao Feng?
A. 7 candies
B. -7 candies
C. 37 candies
D. -37 candies

19. Mr. Angel charged P33,750.00 worth of appliances on her credit

card. Find his balance after he made a payment of P12,530.00.
A. P46, 280.00
B. P21,220.00
C. -P46,280.00
D. -P21,220.00

20. Faker start playing league of legends when 18 years old. Now he
is 28 years old, how many year faker played league of legends?
A. 46 years
B. 10 years
C. -10 years
D. -46 years
ASSIGNMENT/AGREEMENT Answer the Question:
G. This is any of the four
purposes: If Faker play over 10 years in league of legends. The Keria played
a. Reinforcing / league of legends when he has 16 years old and now he is 21 years
strengthening the old. How many years they played in league of legends?
day’s lesson
b. Enriching / inspiring
the day’s lesson
c. Enhancing /
improving the day’s
lesson Preparing for
the new lesson
V. REMARKS
VI. REFLECTION
A. NO. OF LEARNERS WHO
EARNED 80% IN THE
EVALUATION
B. NO. OF LEARNERS WHO
REQUIRE ADDITIONAL
ACTIVITIES FOR
REMEDIATION
C. DID 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 THIS
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?

Prepared by:
MHAR SALIM VALDEZ

Student

Checked and reviewed by:

Prof. GIAN JOSEF ACLADO REYES, LPT

Critic Teacher