Detailed Lesson Plan in Mathematics

Name: Raymund P. Beltiar Year Level: Grade 7

Mentor/Mentee: Mrs. Haidee Patalinghug

Supervising Instructor:

LC: Represents the absolute value of a number on a number line as the distance of a number from 0.

I. Objectives: At the end of the lesson, the student will able to attain the following with at least
75% of accuracy:
1. Describes the absolute value of a number as the distance of the number from 0.
2. Illustrate absolute value of a number.
3. Find the absolute value of an integer.

II. Subject Matter

Reference/s: MATH7-ADM-MODULE-3.pdf (depedtambayan.net) pp. 3-6
Materials: Visual Aids, Marker, Tape, Laptop, Chalk, Eraser
Time Allotment: 1:00 hour
Value Integration: Deepen their understanding and apply it to real-life scenario

III. Procedure

Teachers Activity Students Activity

A. Preparation Activities
Prayer: I need a volunteer to lead the prayer. Student A: Sir! (raising his hand)
Can I lead the prayer?
Sure, student A will lead the prayer.
So, let us stand.

Let us pray.
Thank you student A for leading the prayer.

Greetings: Good morning class!

Whole Class: Good morning Sir! (in chorus)
I am your teacher Raymund Beltiar and I am glad
to see you!

Once again, good morning class!

Whole Class: Good morning Sir Raymund! (in
chorus)
Alright, please be seated.
Whole Class: Thank you Sir! (in chorus)
Checking of Attendance: Let’s check your
attendance.

*If everyone is present, then say out loud the

word “exponential” (with feelings).
 *If someone from the class is absent, then say
out loud the word “integers” (with sad voice).

When I say “go” you all will state your answer.

In 3, 2, 1, Go! Whole Class: “Exponential” (with feelings)

Checking of Assignment: In a count of 5, the

assignments will be passed on the first row; and
from the first row to the center.

5, 4, 3, 2, 1, … (Assignments are passed in an organized

manner)

Review/Drill: In your previous lesson, you learned

that the subsets of real number can be represented
using a number line wherein zero is the centre of a
number line. The numbers having the same
distance from 0 on a number line but are in
opposite directions are called opposites. Let’s check
your learnings!

Identify the opposite of the following numbers.

Whole Class: (raising their hands)
1. 10 = _______________
2. 45 = _______________ (The Teacher randomly pick the students to
3. 50 = _______________ answer it on board)
4. 67 = _______________
5. 96 = _______________
6. -18 = ______________
7. -27 = ______________
8. -84 = ______________
9. -90 = ______________
10. –99 = ______________

Thank you! I guess you already grasp the previous

topic.

Setting 2 Standards/Classroom Rules: On the TV

Screen, I prepared 2 classroom rules for this
morning.
Classroom Rule #1: Every discussion, all the
students will pay attention to the one who
speaks. Any essential concern can be raised
during the discussion if needed.

Classroom Rule #2: So every time, I will say the

word waterfalls. You will respond with a sound
of “shhhh”.
B. Motivation

What can you describe about the picture on the TV Student C: Sir! (raising her hand)
screen? Anyone? There are lot of numbers that are
displayed.
(Answer may vary)

Student T: Sir! (raising his hand)

There is a line beside the numbers.
(Answer may vary)

Thank you Student C and Student T for giving your

insight in the class. You may take your seats. Student C and T: Thank you Sir! (duetly)

All of those answers are connected to our new topic

today.

C. Presentation of the Lesson:

Our topic for this morning is all about the value of a
number on a number line as a distance from 0.

May I have someone to read out loud our learning

objectives for today? Student X: May I, sir? (Raising his hand)

Go ahead student X. Student X:

Our learning objectives
At the end of the lesson, the student will able to
attain the following with at least 75% of
accuracy:
1. Describes the absolute value of a
number as the distance of the number
from 0.
Thank you for reading that Student X! You may take 2. Illustrate absolute value of a number.
your seat. 3. Find the absolute value of an integer.

Student X: Thank you Sir!

D. Discussion of the topic (Skills #1)

The absolute value of a number is the distance of a

number from zero. Remember distance itself is
always positive. The absolute value of a number n is
written as |𝑛|.

• If x is a positive integer, then the absolute value

of x is x.
In symbol: |𝑥| = x, if x > 0
Example:

• If x is equal to zero, then the absolute value of x is

x.
In symbol: |𝑥| = x, if x = 0
Example:

• If x is a negative integer, then the absolute value

of x is the opposite of x.
In symbol: |−𝑥| = x, if x < 0
Example:

In writing the absolute value of a number, just write

the numerical part.
The absolute value of 5 is 5, in symbol |5| = 5
The absolute value of -5 is 5, in symbol |−5| = 5

Let’s have here a sample questions

Raise your hand if you want to answer the questions
on the board. (The whole class raised their hands. The teacher
will randomly pick a student to answer the
question on the board. Student T, C, J, L, D are
chosen respectively with the numbers.)
Represent the following value of a number on a
number line.
1. |7| = Solutions
2. |10| = 1. 7
3. |12| = 2. 10
4. |−6| = 3. 12
5. |−8| = 4. 6
5. 8
Thank you! Give them a round of applause please.
Whole Class: (Clapping gently)
Let’s illustrate the absolute value of a number on a
number line.

Since 6 is 6 units from zero, the absolute value 6 is

6. In symbol, |6| = 6.

The absolute value of 0 is 0. In symbol, |0| = 0

Since -3 is 3 units from zero, the absolute value of -

3 is 3. In symbol, |−3|= 3

E. Discussion of the new concept: (Skills #2)

Lets group the class into three (3). Each group will
pick a one (1) random paper to be their assigned
number with correspond to assigned task. Each
group will be given an assigned task. Then, each
group will select a reporter here in front to show
their solution. Other than that, whenever the group
is finished; you will prepare a yells that signifies
your group. Overall, all the performances will be
rate on the rubrics on the board.

Along with the materials, each group will receive (Each group receive their materials needed and
different directions on their task. Then, I will only also the directions for their assigned task)
give you 3 minutes your assigned task and 2
minutes for your report.
Group 1:
Direction: Give the absolute value of the following
number lines. (Clue: the examples are given by
earlier discussion.) Solution
1. |5|=5
2. |11| =11
3. |-9| = 9

Group 2:
Direction: Write the absolute value that represents
the situation.

Clue: A gain of 45 m |45| = 45 Solution

1. A loss of 5 lb. ________________ 1. A loss of 5 lb. |-5| = 5
2. 350 ft. below sea level ________________ 2. 350 ft. below sea level |-350| = 350
3. An elevation of 1 050 ft. ________________ 3. An elevation of 1 050 ft |1050| = 1050

Group 3:
Direction: Give the absolute value of the following
numbers. Solution
1. |349| = 1. |349| = 349
2. |-97| = 2. |-97| = 97
3. |245| = 3. |245| = 245

F. Mastery of the Lesson

Lets evolve your understanding! In your seats,
individually you are going to answer the following
problem, and provided with your pen and paper.

1. Jacob’s credit score is 490. What is the absolute Solution

value of 490? ________________ 1. |490|= 490
2. Thomas is 245 feet below sea level. What is the 2. |-245|= 245
absolute value of the number of feet he is above sea
level? ________________

Excellent job! All of you got the correct answer!

G. Generalization

Are there any concern, things to clarify? Whole Class: None so far, Sir!
If there is none, I’ll be asking you all.
So, what have you learned from the discussion that
we have today? (the teacher is randomly select the
student to answer)

Student R: The focus is to learn the absolute

value of a number as a measure of distance will
always be positive or zero since it is simply a
magnitude, a measure.

Student Q: The context of the topic is not just for

math alone but can be applied to other field such
as transportation, weather, statistics and others.
H. Application
Within your groups, you will be answering some
problem and you have already the key answer but
it is scaffold. You and your group will decide among Solution:
the best answer what to put into your assigned task.
And you will be given with 3 minutes and all the
scaffold paper will be paste on the board according
to your assigned task.

Group 1 will automatically assigned to Negative.

Group 2 will be assigned to Zero, and;
Group 3 will be assigned on Positive.

Is it clear class? Whole Class: Yes Sir!

Group 1, 2, and 3: (Presented their answer)

Very good class! You did a great job!

In a count of 5, you will get your paper and ball point
pen, and we will have a quiz.

IV. Evalutaion
Direction: Give the absolute value of the following
numbers. Key answers:
1. |249| = 1. |249| = 249
2. |-1597| = 2. |-1597| = 1597
3. |1245| = 3. |1245| = 1245
4. |-183| = 4. |-183| = 183
5. |0| = 5. |0| = 0
 V. Assignment
Direction: Add the following integers.
1. (-5) + (-11) =
2. -8 + 6 =
3. (50) + (-13) + (-12) =