MATHEMATICS 7 3rd QUARTER

LESSON PLAN

School: Sibugay’s Matthew Jackson School Inc

Grade Level: Grade 7 Learning Area: Mathematics

Teaching Date and Time: July 8, 2024 Quarter: Third

OBJECTIVES

Content Standards The learner can demonstrate an understanding of key concepts of sets
and the real number system.

Performance Standards The learner can formulate challenging situations involving sets and
real numbers and solve these in a variety of strategies.

Learning Performs fundamental operations

Competencies/Objectives on integers. M7NS-Ic-d-1
with MELC CODE Objectives:
At the end of the lesson, the students are expected to:
A. Define Integer and the rules involving operations in
Integer.
B. Solve problems involving operations of Integer; and
C. Relate Integer in real-life situations.
II. CONTENT Fundamental operations on Integers

III. LEARNING
RESOURCES

References

Teacher’s Guide

1. High School Algebra I. 2002.pp. 34-45*

2. NFE Accreditation and Equivalency Learning Material Real

Learner’s Materials
Numbers. 2000.

3. OHSP Math 1 – Quarter 1,

1. Page 34-45
Textbook pages
2. Page 12-20

Additional Materials
from the Learning
Resource (LR) portal
 Other Learning WOW, MATH, and ONEONJUAN YouTube (Videos), Visual Aids,
Resources Instructional material, chalk, and board.

IV. PROCEDURES
Preliminaries

Teacher’s Activity Student’s Response

Preparatory Activity
Introduction
Good morning class! “Good morning, Ma’am!”

May I request one student to (Student leads the prayer.)

lead the prayer?

Before you take your seats

(Students will pick up the pieces of paper and
kindly pick up the pieces of
paper and arrange your chairs arrange their chairs).
properly.

You may now take your seat. “I’m glad to tell you nobody is absent today,
ma’am.”
Who's the class beadle? May I
know who is absent today?
Kindly give us your report.

Thank you.

By the way, I am Joana Joyce C.

Bellen or you can call me (Students are Listening)
Teacher Joana. And I’m your
math teacher today.

Before we go on to our
discussion, we must read first
our classroom rules.

Classroom Rules:

BE READY TO LEARN

LISTEN CAREFULLY

FOLLOW DIRECTIONS

RAISE YOUR HAND

BE KIND
 Are our classroom rules clear? “Yes, ma’am”

Are our classroom rules “Yes, ma’am”

attainable?

Very good! Thank you.

Let's establish our reward (Students are Listening)

system. Today, I have an
incentive chart that serves as
group points. What you'll do is
participate in all the activities,
and you'll gain the highest
score, which is 5 points if you
follow our rules and do the
activities with your group.
You'll get 4 points if you work
with your group but don't
follow the rules at least once.
Lastly, you'll gain 3 points if
you don't follow the rules and
don't work together with your
group. The group with the
highest score will receive a
reward later on.

We also have individual

rewards. Students who
participate in the lesson will
receive a reward as well.

So, if you want to have a reward

you need to participate. Is that "Yes, Ma'am."
clear student?
Review the “What was our topic last “Our last topic is all about Fundamental
previous lesson meeting?” operations of mathematics.”
or present the
new lesson
Okay, thank you.
(Elicit)
How many operations in "We have four."
mathematics do we have?
That’s right! Thank you.

“The fundamental operations in mathematics

And what are those operations? are Addition, Subtraction, Multiplication, and
 Division.”

Very good. Let's give him a (Students perform BONGGA CLAP)

BONGGA CLAP.
Let’s see if you understood the
(Students are listening)
lesson by recalling the
corresponding symbols and
their meaning through the
engaging activity.
Let’s do the review in the form
of LEARNING IS FUN!
If I say, “Clap once if you hear
me.” “Clap twice if you
understand me.” You need to
perform the clap.
“Yes ma’am!”
Okay, let’s try.
Do you hear me?
(Students clap once)
Do you understand me?
(Students clap twice)

Very good. Please count from 1

(Students are counting)
to 4.

Group 1 will stay here, Group 2

will stay there, and Group 3 will
stay behind Group 1 and Group
4 please stay behind the Group
2. Choose a leader or
“Yes ma’am.”
representative.

Our activity is entitled, “BOM”

B- basic

O- operations, in
(Students are listening)
M- mathematics

All you need to do is, identify if

it is under Addition,
Subtraction, Multiplication, or
Division by putting the
words/symbols that represent
such operations.

The winner will gain 5 points.

The faster, the winner.

(Each group will be given

pieces of paper with
words/symbols written on
them. They will be asked to the
words/symbols on the board to
identify if it is under Addition,
Subtraction, Multiplication, or
Division)

Ex. When we say, product?

Correct! “It’s under multiplication ma’am.”

Do you understand me? (Students clap twice”
Do you have any clarifications? “None ma’am.”

Okay, let’s begin.

Activity 1: BOM

ADDITION SUBTRACTION

Plus - MULTIPLICATIO DIVISION

N
Sum subtrahend
 Divisor
+ minuend
multiplicand quotient
Addend difference
X ÷

() (/)
Very good. Let’s give a
BARANGAY CLAP!
(Students perform barangay clap)

Now, that you already know the

four fundamental operations of
mathematics. I think you are
ready for our next activity. Let's
play a game. Our game is
entitled, "PictuART" games.

Are you familiar with 4 pics 1

word?

Okay, the instruction is you will “Yes ma’am.”

 guess words based on the
pictures that will be presented.
(Students are listening)
It’s that clear?
“Yes ma’am.”
The game starts now.

Activity 2: PictuArt Game

1. Sign

2. Operations

3. Positive

4. Negative

Very good!
(Students perform barangay clap)
Let’s give a barangay clap.

Establishing a Presenting objectives:

purpose for the Objectives:
lesson At the end of the lesson, the students are expected to:
A. Define Integer and the rules involving operations in Integer.
B. Solve problems involving operations of Integer; and
C. Relate Integer in real-life situations.

Presenting Our topic for today is (Students are listening)

examples/ fundamental operations on
instances of the Integer.
new lesson
(Engage) What is Integer? “Integers are the collection of whole numbers
and negative numbers.”

Very good.

Integers are numbers that can

be positive, negative, or zero,
but cannot be a fraction.

Give an example.
" 1,2,3,4 and -5 ma'am."
Excellent!
(Students are listening)
For you to remember and
understand the rules, let’s sing
a song.

This song is sung by the tune of

“Row your boat”

Lyrics:

Same Sign Add and Keep

Different signs Subtract

Take the sign of the bigger

number

Then you’ll be exact.

Everybody sings. (Students are singing)

Let’s do the Addition/
Subtraction rules.

Rule no. 1

Same sign ADD = sign of the

number

Ex. 7 + 3 = 10

5 + 15 = 20

Rule no. 2 "Yes, ma'am."

Different sign SUBTRACT =
sign of the bigger number

Ex. 7 + (-3) = 4

-20 + 15 = 5
 Let’s have another example.
And try to solve it.
” -7 ma’am”
1. -3 – 4 =
” -20 ma’am”
2. -25 + 5 =
” 25 ma’am”
3. 10 + 15 =
” 60 ma’am”
4. 50 + 10 =
” -30 ma’am”
5. –20 – 10 =
(Students clap once)
Do you hear me?
(Students clap Twice)
Do you understand me?
“None ma’am.”
Do you have any questions?

Let’s move to another

operation.

Discussing new Multiplication/ Division (Students are listening)

concepts and Same rules
practicing new
skills #1
Rule no. 1
Same sign = Positive sign
Ex.
(-2) (-3) = 6
-21/ -7 = 3
Rule no. 2
Unlike sign = Negative sign
Ex.
10 x (-5) = -50
12/ -4 = -3 (Students clap twice)
Do you understand me?
Let’s have another example.
And try to solve it.

” 48 ma’am”
1. 6 x (-8) =
2. (9) (5) = ” 45 ma’am”
3. -50/ -10 = ” 5 ma’am”
4. 49/ 7 =
” 7 ma’am”
5. -9 / 3 =
” – 3 ma’am”
 Do you have any questions? “None ma’am.”
Okay, let’s move to the GEMDAS
rule.
Discussing new GEMDAS stands for: (Students are listening)
concepts and
G – Grouping symbols like ( ),
practicing new
[ ], { }
skills #2
(Explore) E – Exponents
M/D – Multiplication and
Division
A/S – Addition and Subtraction
Ex. for Grouping symbols
6 + (2 – 4)
6 + (- 2) = 4
8+ [-2(6– 4)]
8 + (- 2 + 2)
8–0=8
Ex. for exponents
2
(4) + 3
8 + 3 = 11
2 3
(3) +¿ 4 ¿ ¿ =
9 + 64 = 73
Ex. Multiplication and Division
Do the multiplication/division
in order from left to right.
16 ÷ 4 (2+ 2)
16 ÷ 4 (4)
4 × 4 = 16
Ex. Addition and Subtraction
Do the add and subtract in
order from left to right.
6–4+3=
 2+3=5 "Yes, Ma'am."
Understood?
Let’s try another example. “1. -3 + [ -3 (- 2 – 4)]
1. -3 + [ -3 (- 2 – 4)] -3 + [ -3(-6)]

2. 32 + (36 ÷ 18) -3 + 18 = 15”

3. 2 + 3 x 4 “2. 32 + (36 ÷ 18)

2
3 +2
9 + 2 = 10”
“3. 2 + 3 x 4
2 + 12 = 14

Very good! (Students perform 5 claps.)

Let’s give 5 claps "None, Ma'am."
Do you have any questions?

Developing To deepen your understanding,

mastery leads to let's have an individual activity.
formative
Instructions: Get ¼ sheet of
assessment
paper and solve the following
(Explain) problem.

Answer:
1. -23 + 31 = 1. 8
2. -6 – ( -11) = 2. 5
3. 23 – (−4)2 = 3. -8

4. 25+ (16 ÷ (-2)) = 4. 17

5. 25 (- 3) + 15 ( -5) = 5. -150

Finding practical Group Activity: (Students do the task)

applications of
concepts and Solve the following problem
skills in daily using the operation on integers.
Answer:
living
1. A car manufacturer a. To find out how many cars are sold to other
makes 80 cars per week. countries in 6 weeks, we need to calculate the
They sell 35 cars to total number of cars sold to buyers from
buyers from Europe, 20 Europe and Asia per week, and then multiply it
 cars to those from Asia, by 6.
and 25 cars to local
buyers. Total cars sold to Europe and Asia per week =
35 (Europe) + 20 (Asia) = 55 cars per week
a. How many cars are sold
Total cars sold to other countries in 6 weeks =
to other countries in 6
55 cars per week × 6 weeks = 330 cars
weeks by this
manufacturer? b. To find out how many more cars are sold
overseas than locally in 10 weeks; we first
b. How many more cars are need to calculate the total number of cars sold
sold overseas than overseas and locally per week.
locally in 10 weeks?
Total cars sold overseas per week = 35
(Europe) + 20 (Asia) = 55 cars per week

Total cars sold locally per week = 25 cars per

week

Now, we find the difference between cars sold

overseas and locally:

Difference = Total cars sold overseas per week

- Total cars sold locally per week

Difference = 55 cars per week - 25 cars per

week = 30 cars per week

Now, we multiply the weekly difference by the

number of weeks:

Difference in 10 weeks = 30 cars per week *

10 weeks = 300 cars

Making What are the things that you I have learned that integers are positive and
generalizations have learned from our lesson negative numbers. It has a different rule that
and abstractions today? we need to remember to be able to get the
about the lesson exact answer to every problem. And also, I’ve
learned about GEMDAS, which makes the
equation easy to solve.

Evaluating Evaluation: Choose the correct Answers:

Learning answer.
1. a
1. What do we call a
number that can be 2. b
positive, negative, or
zero, but cannot be a 3. d
fraction? 4. a
a. Integer 5. c
b. Prime

c. Rational

d. Irrational

2. Solve -2 +4 =?

a. -2

b. 2

c. 6

d. -6

3. What is -(4 x 3) + (16 ÷

(-2)) =?

a. -10

b. 10

c. 20

d. – 20

4. What is -9/ (-6) =?

a. 1.5

b. 1.75

c. -1.75

d. -1.5

5. Vivian owed $482 on her

credit card. She made a
$136 payment and then
bought $42 worth of
groceries. What is the
overall balance on her
credit card now?

a. -380

b. 388

c. -388
 d. 380

Additional
activities or
remediation

V.REMARKS

VI. Reflection

Prepared by:

JOANA JOYCE C. BELLEN

Demonstrator