School Grade Level 7

DAILY LESSON LOG Teacher Learning Area MATHEMATICS

Teaching Dates and Time Quarter FIRST

Session 1 Session 2 Session 3 Session 4

I. OBJECTIVES
1. Content The learner demonstrates understanding of key concepts of sets and the real number system.
Standards
2. Performance The learner is able to intellectually formulate challenging situations involving sets and real numbers, and solve
Standards these in a variety of strategies.
3. Learning
Competencies /
Objectives The learner performs The learner performs The learner performs The learner performs
fundamental operations on fundamental operations on fundamental operations on fundamental operations on
integers (M7NS-Ic-d-1) integers (M7NS-Ic-d-1) integers (M7NS-Ic-d-1) integers (M7NS-Ic-d-1)
1. Add integers using 1. Subtract integers 1. Multiply integers 1. Find the quotient of two
algebra tiles and the rules 2. Solve simple word 2. Apply multiplication of integers
2. Solve simple word problems involving integers in solving 2. Solve simple word
problems involving addition of integers problems problems involving
addition of integers 3. Cite real life situation 3. Value the concept of division of integers
3. Relate integers in real life where subtraction of multiplication in daily life 3. Relate integers in real life
situation integers are applied situation

II. CONTENT Addition of integers Subtraction of integers Multiplication of integers Division of integers
III. LEARNING
RESOURCES
A. References
 1. Teacher’s
Guide pages
2. Learner’s
Materials pp 20 - 22 pp 23 - 27 pp 28 - 30 pp 140 - 144
pages
3. Textbook Patterns and Practicalities by Math Builders by Ulpina J., Elementary Algebra (UbD) Elementary Algebra UbD by
pages Gladys C. Nivera, Ph. D pages 45 - 46 by Eunice Ato-Lopez, MAT Eunice Ato-Lopez, MAT and
pages 57 Elementary Algebra (UbD) and Virgilio L. Lopez. M.E. Virgilio L. Lopez. M.E. pp.14
Elementary Algebra (UbD) by Eunice Ato-Lopez, MAT p. 13 – 15
by Eunice Ato-Lopez, MAT and Virgilio L. Lopez. M.E. e-math by Oronce,O. page Math Builders (Ulpina, J.) p.
and Virgilio L. Lopez. M.E. pages 10 44 52
page 9 Math Builders by Ulpina J.
page 51
4. Additional http://www.mathsteacher.co wwwgoogle.com wwwgoogle.com
Materials from m.au/year8/ch03_integers/03 http://teachersites.schoolwo http://teachersites.schoolwor
Learning _addsub/integers.htm rld.com/webpages/TAhrens/f ld.com/webpages/TAhrens/fi
Resource (LR) https://www.engageny.org/.../ iles/Multiplying%20and les/Multiplying%20and
portal math-g7-m2-topic-a-lesson- %20Dividing %20Dividing
2-teacher.pdf %20Integers.pdf %20Integers.pdf
B. Other Learning Grade 7 LCTG by DepEd Grade 7 LCTG by DepEd Grade 7 LCTG by DepEd Grade 7 LCTG by DepEd
Resources Cavite Mathematics 2016 Cavite Mathematics 2016 Cavite Mathematics 2016 Cavite Mathematics 2016
/Materials colored papers, scissors, cartolina, marker flash cards Music Player
coin, die
IV. PROCEDURES
A. Reviewing previous Group Game “Pass my sum” Motivation Pre-Assessment “The Boat is Sinking”
lesson or presenting The class will be Identify the opposite of the The students will group
the new lesson grouped into 2 and select 8 following. themselves into the quotient
representative by group. The on equation that will be
students selected will form a given. The student who will
line facing at the back of the not belong to the group will
room. The teacher will ask 1. 2. be out. Those students who
the first student to pick a will finish the activity will be
flash card where the given is receiving an additional point
 written and he/she will in the performance. While
answer it and pass the sum the students are doing the
by moving his/her head part activity new dance music
like eyes, tongue or lips to will be played and when it
the next student and so on. 3. stops, the student should
The first group to finish and already formed the group.
give the sum to the teacher Example given: a. 6 ÷2 = 3
will be given 1 point, 3 b. 3 x 2 = 6
rounds will be given. The
group with 2 points will be
4.
declared a winner.
5+9 16 + 21 32 + 41

5.

B. Establishing a Purpose Setting Activity Think-Pair-Share! “FACT OR BLUFF” Guess what?

purpose for the The students will be Given the following: Using flash cards, the What do you think will be
lesson asked to make signed tiles teacher will show some the sign of the quotient of a
12 – 6 = 6 using the colored papers. multiplication equation with positive and negative
12 – (-6) = 18 Each student should have 2 the repeated addition. If it is integer? Both negative?
different colors and will have correct they will say
-12 – (-6) = -6 to assign color for positive and if wrong .
and negative sign. The size The student who answered
of the signed tiles will be How do you find the wrong will dance to the
given by the teacher. They difference between negative tune of “DESSERT”.
can cut as many as they can. and positive integers? Both
The students will follow the positive/negative?
instructions to be given by
the teacher.
1. Combine 3 positive signed
tiles and 4 positive signed
tiles. Count how many
signed tiles you have.
2. Combine 2 negative
 signed tiles and 5 negative
signed tiles. Count how
many signed tiles you have.
3. Combine 15 positive
signed tiles and 20 negative
signed tiles. Count how
many signed tiles you have.
Is your signed tiles enough?
C. Presenting examples/ Ilustrative Examples Ilustrative Examples
instances of the
lesson

D. Discussing new “What’s on your mind?” Working in Pair Group task: 4 groups
concepts and Answer the following Answer the following Answer the following
practicing new skills questions: questions: questions:
#1 1.Based on the 1. Based on the activity 1. Based on the activity,
illustrations, how to on repeated addition, how does the division
subtract integers? did you find the pattern related to the
2.State the rules in or rule in multiplying multiplication?
subtracting integers. integers? 2. Using the examples,
Answer the following 2. What do you notice what is the quotient of
questions: about the product of a integers having like
1. Based on the activity positive integer and a signs and different
and diagrams how are negative integer? signs?
we combining the signed 3. What about the
 tiles? product of two negative
2. How will you identify the integers?
sum?
3. On the preliminary
activity, were you able
to use the tiles in finding
the sum? Why?
4. On your own words how
will you add integers
with same sign and
different signs?

E. Discussing new Change each of the Rewrite the division problem

concepts and following into addition as a related multiplication
practicing new skills expression then give the problem. Number 1 is done
#2 difference. for your guidance.
1. 24 ÷- 6 =-4 -4 x -6 = 24
1. 4 – 7 4 + -7 = _____ 2. 48 ÷ -8 = -6 _______
3. 40÷ 4 = 10 _______
2. -9 – 5 -9 + ___ = -14 4. -54 ÷ 6 = -9 _______
5. -64 ÷ -8 = 8 _______
3. 21–(-16) 21+ __ = 37 6. -72 ÷ 8 = -9 _______

4. -48–(-34) __ + 34 = __

5. 77 – 97 77 + __ = __

F. Developing mastery Use the rules for adding Find the difference of the Fill in the missing integer. Tell if the quotient is positive
(Leads to Formative integers to find the sum. following: 1. 9 ( ___) = 36 or negative. Write COC if
Assessment 3) 1. 12 + (-4) 1. 63 – (-58) 2. ( ___) (-7) = -28 positive and DOTA if
2. -105 + 67 2. -58 – 0 3. 12 ( ___) = -48 negative.
3. -14 + (-17) 3. -36 – 105 4. -5 (-15) = ___ 1. -15 ÷ -3 = ________
4. 45 + 37 4. 76 – 76 5. 34 (-2) = ___ 2.64 ÷ 8 = ________
5. 64 + (-38) 5. -84 – 84 3. 96 ÷ -3 = ________
4.-144 ÷ -12 ________
 5.-180 ÷ 9 = ________

G. Finding practical “Roll to Win” Group Activity Fill in the blank to make a Find the quotient:
applications of The goal of this game What is number 1 followed by 63 true statement. 1. -56 ÷ 7 = _____
concepts and skills in is to reach a score of -10 zeros? Decode the answer by 1. When you multiply two 2. - 72 ÷ - 8 = _____
daily living to 10. Both players start at finding the difference of the numbers with the 3. 99 ÷ 9 = _____
0. Player A throws a die. subtraction problem. Write the same sign, the answer 4. 105 ÷ - 5 = _____
Say, 5 come up. The same letter of the answer is _______. 5. -260 ÷ -13 =_____
player flips the coin. If the corresponding to the item 2. When you multiply two
head comes up, 5 is number in the box provided numbers with _____
positive; if the tail comes below. sign, the answer is
up, 5 is negative. Player A negative.
then writes his or her 3. When you multiply any
7 5 6 5 1 3 5
score on the first box. number by zero, the
Player A and B take turns answer is _____.
throwing the die and coin. 1. 98 – 33 99 .…O 4. An even number of
If on the first throw, player 2. 20 –(- 30) -52.…I negative factors will
A gets a score of 5 and on 3. (-77) – 18 0 ....V produce a product that
the second throw a score 4. 0 – ( - 99 ) 65 ….N is _______.
of -6, his or her current 5. (-26) – 26 50 .…L 5. An odd number of
score is -1, since 5 + (-6) = 6. (-42) – (-34) – 9 – 18 negative factors will
-1. The cumulative score, -35....G produce a product that
-1, will now be written on 7. 90 – 80 – (-60) – 45 – 25 is ________.
the second box. 59 ....M
95….T
Both players will continue
taking turns and writing their
cumulative scores until one
of them reaches 20 or -20.

In the event that both have

filled up all boxes in the
 scorecard, the score with the
highest absolute value (or
the score which is farthest
away from 0 on the number
line) wins the game.
Final
Score

Player A

Player B

H. Making In subtracting integers, Rules in Multiplying The quotient of two

generalizations and add the negative of the Integers: integers with the same
abstractions about subtrahend to the minuend. In multiplying integers, signs is a positive integer
the lesson find the product of their and the quotient of two
positive equivalents. integers having unlike
1. If the integers have the signs is a negative
same signs, their integer. However, division
product is positive. by zero is not possible.
a.If the integers have the 2. If the integers have
same sign, just add the different signs their
positive equivalents of the product is negative.
integers and attach the
common sign to the result.
b.If the integers have
different signs, get the
difference of the positive
equivalents of the integers
 and attach the sign of the
larger number to the result.
I. Evaluating learning Solve the following Solve the following Write a numerical Solve the following
problems. problems. expression that models problems.
1. What is 10 more than -2? 1. Subtract 87 from ( -23) the problem and evaluate 1. Three banana cost
2. The temperature rose 2.How much is 100 1. What is twice the P36.00. How much does
from 0°C by 8°C but later diminished by 45? product of -8 and -16? each banana cost?
dropped by 10°C. What 3. How much is (-50) 2. The product of what 2. Mr. Joe has 2 dozens of
is the resulting decreased by 46? number and -7 is 56? chocolate bars and he
temperature? 4. EJ bought P96.00 worth 3. The temperature drops wants to give them
3. Angela deposited P800 of vegetables in GMA 2°F each hour. What is equally among his 5
in the bank in the first Market. How much was the total change in children. How many
day of the month and her change if she gave temperature after 12 chocolate bars were left
P600 the following day. a 200 – peso bill? hours? after distributing them
How much money does 5. A pair of pants went on 4. Sylvia burns 6 calories equally?
Angela have? sale for P450.00. How per minute when she 3 – 5 In a Math contest, a
4. Carrot Man gained P10 much did Angel save on runs in the Splash correct answer is
on the first day, lost P5 the purchase of 2 pairs Island. How many marked +2 or +4, a
on the second day and if the regular price was calories does she burn wrong answer,-2 and no
gained P20 on the third P625.00? when she runs for 15 answer,0. The winner is
day. How much profit minutes? the one with the highest
does Carrot Man have 5. James drives his car average. Determine the
during his three days of 20 miles round trip to winner from the
selling? work every day. How following contestants.
5. A football team lost 5 many total miles does
yards in one play and he drive to and from
gained 8 yards in the work in 5 days?
next play. What was the
total yardage in the two
plays?
 Contes Score A R
tants v a
e n
r k
a
g
e

1. Mark + - + + - 0
Cruz 4 2 2 4 2

2. Noel + - + + + -
Lopez 4 2 4 4 4 2

3. + - - + + -
Ronald 4 2 2 4 2 2
Go

J. Additional activities Follow – up Follow – up Follow – up Follow – up

for application or Find the sum of the following: Find the difference. Find the product.
remediation 1. -48 + 17 1. 71 – 48 1. 19 ( -3)
2. -84 + 79 2. - 37 – (-72) 2. 23 (6)
3. 63 + (-49) 3. 49 – (-49) 3. -6 (-6)
4. -88 + (-33) 4. 100 – (-58) 4. -12 x -4
5. 8 + (-17) + 24 5. -3 – (-5) –(-7) 5. -8 (5)
Study Study
Study
Multiplication of Integers Division of Integers
Subtraction of Integers Reference: Learners Reference: Learners
Reference: Learners Materials pp 28 - 30 Materials pp 140 – 144
Material For G7 – pages 23 -
27
 Study

Properties of the Operation

of Integers
Reference: Learners
Material pages 33 - 41

V. REMARKS

VI. REFLECTION
1. No.of learners who
earned 80% on the
formative assessment
2. No.of learners who
require additional
activities for
remediation.
3. Did the remedial
lessons work? No.of
learners who have
caught up with the
lesson.
4. No.of learners who
continue to require
remediation
5. Which of my teaching
strategies worked
 well? Why did these
work?
6. What difficulties did I
encounter which my
principal or
supervisor can help
me solve?
7. What innovation or
localized materials
did I use/discover
which I wish to share
with other teachers?