Leyte Normal University

College of Education
PROFESSIONAL EDUCATION UNIT
Tacloban City

A Semi-Detailed Lesson Plan in Mathematics

I. OBJECTIVES
With the aid of powerpoint presentation, the grade 7 students are expected to do the following with 85%
proficiency;
a. identify the properties of real numbers;
b. simplify each variables involving the properties of real numbers; and
c. state the application of the property of real numbers in solving equations in mathematics.

K.B.I. Appreciation of numbers in one’s life.

II. CONTENT
A. Topic: Properties of Real Numbers
B. References:
1. Aufmann, et.al, Prealgebra, Houghton Mifflin Company, USA, 527 pages, pages 315-320, 2005.
2. Hendricks, et.al, Beginning and Intermediate Algebra, McGraw Hill Company Inc., New York, 993
pages, pages 71-75, 2013.
3. Pelingon, et.al, Fundamentals of Mathematics, LNU Instructional Materials Evaluation Committee,
Tacloban City, Philippines, 128 pages, pages 12-14, 2015.
4. M7GE-III-a-3
C. Instructional Materials:
1. Pictures of real numbers
2. Poem about numbers
3. Charts of the properties of real numbers
4. Video presentation of the summary of the property of real numbers
5. Flash cards of numbers and Illustration Boards for the answer
6. Powerpoint presentation of the property of real numbers
D. Methodology used:
1. Inductive Method
III. PROCEDURE: (Inductive Method)
A. Preparation
1. Review
I will say, “Class, I have here pictures of numbers. All you need to do is identify what kind of
number it is.” I will show the picture and the class will identify what kind of number it is.
2. Motivation
 a. Present the poem to the class.
b. Let the class read the title and the content of the poem.
c. I will ask questions to them.
Questions:
1. What is the poem all about?
2. What kind of numbers are stated in the poem?
3. How are they related to each other?
4. What do you think is our topic for today?

B. Presentation
I will state the objectives of the lesson. I will say, “Class, these are the things that you are going
to learn today, first I will present an example and you will answer it and later on you will say all your ideas
on how you solve the example given. After that, I will cite the properties of real numbers and their
corresponding description. We should remember that these properties will help us solve some equations of
mathematics”.
I will present the chart of the lesson.

PROPERTIES OF REAL NUMBERS

Addition
Closure Property
Multiplication

Addition
Commutative Property
Multiplication

Associative Property Addition

Multiplication

Addition
Identity Property
Multiplication

Addition
Inverse Property
Multiplication

Distributive Property of Multiplication over

Multiplication Property of Zero

C. Comparison and Abstraction

 Example:
a.) 3+12= 15 (15 is a real number)
 Closure Property of Addition
 If a and b are real numbers, then a + b is a real number. (The sum of any two
real numbers is a real number.)
b.) 5(-3) = 15 (-15 is real number )
Closure Property of Multiplication
 If a and b are real numbers, then a ∙ b is a real number. (The product of any two
real numbers is a real number).
 Example:
a.) 6+7= 7+6
 Commutative Property of addition
 If a and b are real numbers, then a + b = b + a. (Order of the terms to be added
does not affect the sum.)
b.) 6 ∙ 7= 7 ∙ 6
Commutative Property of Multiplication
 If a and b are real numbers, then a ∙ b= b ∙ a. (Order of the factors to be
multiplied does not affect the product)
 Example:
a.) (5 + 7) + 3 = 5 + (7 + 3)
 Associative Property of Addition
 If a, b, and c are real numbers, then (a +b) + c = a + (b + c). (Grouping of the
terms to be added does not affect the sum)
b.) (2 ∙ 3) ∙ 4 = 2 ∙ (3 ∙ 4)
 Associative Property of Multiplication
 If a, b, and c are real numbers, then (a ∙ b) ∙ c = a ∙ (b ∙ c). (Grouping of the
factors to be multiplied does not affect the sum)
 Example:
a.) 11 + 0 = 0 + 11 = 11
 Identity Property of Addition
 If a is a real number then, a + 0 = a.
b.) 7∙1=1∙7=7
 Identity Property of Multiplication
 If a is a real number, then a ∙ 1 = a
 Example:
a.) 8 + (-8) = 0
 Inverse Property of Addition
 For every real number a, there exists a unique real number -a, called the
“Additive Inverse of a” or simply the “Negative of a” with the property that
a + (-a) = (-a) + a = 0.
b.) 4 ∙ ( ¼) = 1
 Inverse Property of Multiplication
 𝟏
 For every real number a, a ≠ 0, there exists a unique real number 𝒂−𝟏 = 𝒂,
called the “multiplicative inverse of a” or simply the “reciprocal of a” with
the property that a ∙ 𝒂−𝟏 = 𝒂−𝟏 ∙ a = 1.
 Example:
a.) 3(5 + 2) = 3 ∙ 5 + 3 ∙ 2 = 21
 Distributive Property of Multiplication over Addition
 If a, b, and c are real numbers then, a ∙ (b + c) = a ∙ b + a ∙ c [Left
Distributive Property] or (a + b) ∙ c = a ∙ c + b ∙ c [Right Distributive
Property].
 Example:
a.) 7∙0=0∙7=0
 Multiplication Property of Zero
 If a is a whole number then, a ∙ 0 = 0.
D. Generalization
“What have you learned about our topic today? What are the properties of real numbers? Recall
their corresponding description.”
E. Application
Activity 1:
Directions: Simplify each variables using the properties of real numbers.
1. 5 ∙ (4x)
2. (6x) ∙ 2
3. (5y) (3y)
4. (-2) (-x)
5. (-4t) + 9 + (4t)
6. -5 (7b)
7. (-2m) (-8n)
8. 6n + 9 + (-6n)
9. -5y + 5y + 7
10. (-4r) (-9t)
11. -4 (2x-7y-z)
12. -4 (x-2y)
13. -7 (2k-5)
14. – (5x + 3y – 2z)
15. 3 (2a + 6b – 5c)
Activity 2:
Directions: The teacher will group the students into three groups, each group will be given one
question to answer. Each of them should have one representative to explain their work to the board and the
teacher will rate them with the following criteria:
RUBRICS
Correct Answer - 40%
Explanation - 40%
Cooperation - 10%
Presentation - 10%
TOTAL: 100%.
For about 15 minutes each group should present their work on the board.
 Questions:
Group 1: In your own words, explain the distributive property.
Group 2: Explain why division by zero is not allowed.
Group 3: Give examples of two operations that occur in everyday experience that are not
commutative (for example, putting on socks and then shoes).
Activity 3:
Directions: With the use of flash cards and illustration board, the students will be group into two
groups. The flash cards have an equation written to it, the students will identify the property used to simplify the
equation. They will write their answers to the illustration boards provided for this activity.
The following equations are written on the flash cards.
1. 8 (2x – 3y + 1) = 16x – 24y + 8
2. 2 + y + 7 = 9 + y
3. (x + 6) + 4 = x + 10
4. 0.8 (0.7x – 1.2) = 0.56x – 0.96
5. 15 ∙ x
1
6. 10 ( 10) = 1
7. (8 ∙ 5) ∙ 4 = 160
2 2
8. 5 + (-5) = 0
9. 10 + 1 = 11
10. [y- (-28)] – (-15) = y + 43
IV. EVALUATION:
Test 1:
Directions: Name the property illustrated in each of the following statements. Specify the operation
involved.
A. 10 + (-10) = 0
5𝑎 5𝑎
B. - 7 + 0 = - 7
C. √2 + 6 is a real number
2 2
D. -9 + 3 = 3 + (-9)
E. 12 ∙ (5 ∙ 9) = (5 ∙ 9) ∙ 12
F. 10 + (4 + 7) = 10 + (7 + 4)
3 5
G. ∙ (3) = 1
5
H. 17 ∙ 0 = 0
I. 4(3 + 4) = 4 ∙ 3 + 4 ∙ 7
Test 2:
Directions: Simplify the following expressions.
1. 6 (2x)
5
2. - 3 (9w)
3. (2x) (3x)
1
4. (2x) (2x)
1
5. 6 (6c)
6. (-4b) (7c)
 7. (4k) (6k)
8. 5 + 8y + (-8y)
4 3
9. (-3) (z) (-4)
10. 12 – 3m + (-2m)
V. ASSIGNMENT:
Directions: Kindly write it on one whole sheet of paper.

1.Is the statement “any number divided by itself is one” a true statement? If not, for what number or
numbers is the statement not true?
Does every real number have a multiplication inverse? If not, which real numbers do not have a
multiplication inverse?