KING’S COLLEGE OF MARBEL,

INC.
BRGY. MORALES, CITY OF
KORONADAL

Lesson Outline
Stage 3: Learning Activities

Topic: Number and Algebra

Subtopics:

a. Perform the four operations with integers.

b. Simplification of numerical expressions involving
integers.

Administrative Routine:

 Prayer
 Greetings
 Checking of Attendance
 Classroom Rules
 Checking of Assignments (if any)

Day 1- Explore
Topic: Adding Integers

Targets: At the end of one-hour class session, I can:

1. identify the rules in adding integers;
2. perform the addition of integers; and
3. actively participate in the class discussion

Materials: Laptop and Monitor, Cards

Reference: E-Math 7

Day 2-Firm-Up A
Topic: Subtracting Integers

Targets: At the end of one-hour class session, I can:

1. identify the rules in subtracting integers;
2. perform the subtraction of integers; and
3. actively participate in the class discussion

Materials: Laptop and Monitor, Cartolina, Bond Papers

Reference: E-Math 7

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Day 3-Firm-up B
Topic: Multiplying integers and dividing integers

Targets: At the end of one-hour class session, I can:

1. identify the rules in multiplying and dividing integers;
2. perform the multiplication and division of integers; and
3. solve problems using PEMDAS
4. actively participate in the class discussion

Materials: Laptop and Monitor, Cartolina

Reference: E-Math 7

Day 4-Deepen and Transfer

Topic: Number and Algebra

Targets: At the end of one-hour class session, I can:

1. solve problem involving addition, subtraction, multiplication and
division of integers
2. solve problem using PEMDAS
3. actively participate in the class discussion.

Materials: Laptop and Monitor, Illustration Board, Chalk

Reference: E-Math 7

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UBD Lesson Plan Grade 7 Mathematics

Subject: Mathematics
Quarter: Third Quarter-Week 7
Topic: Number and Algebra
Subtopics: Perform the four operations with integer and
Simplification of numerical expressions involving integers.
Teacher: Mr. Jonathan F. Agustino
Time Frame: 4 hour
Date: February 03, 2024

Stage 1 – Desired Results

CONTENT STANDARD PERFORMANCE STANDARD

The learner demonstrates The learner is able to perform the

understanding of four operations four operations with integers and
with integers and simplification of simplify numerical expressions
numerical expressions involving involving integers.
integers.
Transfer Goal
Students on their own and in the long run will be able to formulate
and solve practical problems involving four operations with integers and
simplify numerical expressions involving integers by creating visual
presentations or info-graphics that explain their problem-solving process
and justify their conclusions. These products will help them apply their
skills to make informed decisions and predictions in uncertain real-world
situations.
ESSENTIAL UNDERSTANDING ESSENTIAL QUESTION
Students will understand that
challenging situations involving
profits and losses be solved and How can challenging situations on
presented using the key concepts profits and losses be solved and
of the four operations with integers presented?
and the simplification of numerical
expressions involving integers.
KNOWLEDGE SKILLS
THE STUDENTS WILL BE ABLE TO STUDENTS WILL BE ABLE TO:
KNOW:
 how to add and subtract  add and subtract integers; using
integers; using concrete models concrete models (e.g., counters,
(e.g., counters, integer chips), integer chips), pictorial models
pictorial models (e.g., bar (e.g., bar models, number lines),
models, number lines), and with and with integers written as
integers written as numerals. numerals.
 how to multiply and divide  multiply and divide integers.
integers.

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 how to simplify numerical  simplify numerical expressions

expressions involving integers involving integers using number
using number properties and properties and the order of
the order of operations operations (GEMDAS).
(GEMDAS).

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Stage 2 -Assessment Evidence

Evidence at the Level
Performance Tasks Other Evidence
of Understanding
You are a mathematics 1. Group Work
consultant tasked with Learners should be able to 2. Oral
explaining integer operations demonstrate Recitation
and problem-solving strategies understanding by covering 3. Activities
to a group of middle school the six (6) facets of 4. Seatwork
students preparing for a math understanding: 5. Summative
competition. Your goal is to Assessment
create a visual presentation or Explanation: Explain how 6. Rubrics
infographic that demonstrates integer operations and
your ability to solve practical GEMDAS are applied to
problems involving the four solve practical problems
operations with integers and and why mastering these
simplify numerical expressions concepts is essential.
using GEMDAS. The audience is
middle school students and their Interpretation: Interpret
teachers, who need clear and the real-world scenario in
engaging materials to the context of integer
understand the concepts. operations, explaining the
relevance and implications
The task involves selecting a of the calculations.
real-world scenario where
operations with integers are Application: Apply
applied, focusing on profit and integer operations and
loss. Imagine you are helping a GEMDAS to solve real-life
small business owner determine problems accurately.
whether they made a profit or
loss by analyzing total income, Perspective: Reflect on
expenses, discounts, or how understanding these
additional gains and losses using mathematical concepts
integer operations and GEMDAS. contributes to better
decision-making and
You will demonstrate the problem-solving in real-life
solution process using integer situations.
operations and numerical
expressions. Create a visual Empathy: Present the
presentation or infographic that problem-solving process in
clearly outlines the problem, the a way that resonates with
solution process, and how the the audience, using
concepts apply to the real-world visuals and explanations
scenario. Include a justification to make the content
of your approach and results. engaging and relatable.
Your presentation will be
evaluated based on Accuracy of Self-Knowledge: Reflect
Calculations, Clarity of Visual on your learning process
Design, Communication of and identify how
Process, Real-World Relevance, mastering integer
Justification of Approach, operations and GEMDAS
Creativity and Engagement. enhances your problem-
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Scoring
Rubric
Criteria Excellent Proficient Developing Needs
(4 points) (3 points) (2 points) Improvement
(1 point)
All calculations All calculations Some Calculations
Accuracy of are accurate, are accurate and calculations are are mostly
Calculations and integer demonstrate a correct, but inaccurate,
rules and clear there are showing little
GEMDAS are understanding of notable errors in understanding
applied the concepts. applying integer of integer
correctly. rules or rules or
GEMDAS. GEMDAS.
The The presentation The presentation The
Clarity of presentation is is clear, well- lacks visual presentation is
Visual visually organized, and appeal or is unclear,
Design engaging, well- includes somewhat disorganized,
organized, and appropriate disorganized, and lacks
uses visuals to support making it harder appropriate
appropriate the content. to follow. visuals.
graphics or
visuals.
Communica The problem- The problem- The explanation The problem-
tion of solving solving process is solving
of the process is
Process process is logical, well- incomplete process
or is
thoroughly explained, and somewhat poorly
explained, easy to follow. unclear. explained or
logical, and not
easy to communicated
understand. at all.
The chosen The chosen The chosen The chosen
Real-World scenario is scenario is scenario is scenario is
Relevance highly relevant and somewhat irrelevant or
relevant, effectively relevant but not does not
realistic, and illustrates the well-connected illustrate the
effectively application of to the concepts. application of
concepts.
illustrates the concepts.
application of
concepts.

Justification The approach The approach is The justification The approach

of Approach is well-justified justified with of the approach is not justified
with logical logical reasoning, is weak or or lacks logical
reasoning and and all partially missing. reasoning.
clear connections are
connections to clearly presented.
the results.

Creativity The The presentation The presentation The

and presentation is is creative and shows limited presentation
Engagemen highly creative successfully creativity and lacks creativity
t and keeps the maintains the engagement. and does not

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audience audience's engage the
engaged interest. audience.
throughout.

STAGE 3- LEARNING PLAN

Day 1: February 03, 2025 - Explore
Procedure Teacher’s Activity Learners’ Activity

Administrative
Routine

Prayer Say: Might I request everyone (Student will stand up a

to please stand and let us put pray).
ourselves in the presence of
God. Let us pray.
Say: Our most gracious God
and heavenly Father, Lord, we
praise and glorify Your Name.
We are asking for forgiveness
of our sins before You. May
You shower these students
with heavenly knowledge and
wisdom so that they can
understand the lesson today.
Please guide us and focus our
hearts and mind in our class
today. These all we ask in the Amen.
mighty name of Jesus we pray,
Greetings
Amen! Good morning, Sir.

Say: Good morning, class. (The student will take

seat.)
Say: Thank you. Please, take a
seat. We’re good and bless
Sir.
Say: How are you today?
Say: That’s good to hear. I
hope your good mood will
continue throughout our
Checking of lesson today.
attendance
Say: I hope you are in your
proper seat. I will check your
attendance base on your seat
plan.
Introduction of (The teacher will check the

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Teacher attendance using the seat

plan.)
Say: I am Jonathan F.
Agustino. I am a third-year
college student, taking up an
education course leading to
the degree of Bachelor of
Introduction of Secondary Education, major in
Classroom Rules Mathematics. I will be your
teacher for this lesson.
Say: While we are here inside
of the classroom, I am
expecting you to observe
classroom rules.
(The teacher will post the
classroom rules.)
CLASSROOM RULES (The student will read
classroom rules).
1. Be on your proper seat
2. Respect Everyone CLASSROOM RULES

3. Stay Focused and 1. Be on your proper se

Participate 2. Respect Everyone
4. Be on time 3. Stay Focused a
Say: Everyone, please read Participate
our classroom rules. 4. Be on time

None, Sir.
Say: Thank you, class.
Say: Are there any
clarifications or suggestions
Motivation/Drills Yes, Sir.
regarding our classroom rules?
Say: I hope our classroom
rules are clear to you, class. Yes, Sir.
Say: Before we start our
lesson today, let’s have an
activity first. Are you ready
class?
Say: Class, are you familiar

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with scrambled words?

Say: Okay, I've prepared some
scrambled words for you to
guess. You’ll have 5 seconds
to guess the words.
Say: I will randomly call out
the names of students to
Yes, Sir.
answer the scrambled words.
If the selected student cannot
answer within 5 seconds, I will
give another classmate a
chance to respond. So, listen Possible answer
carefully, stay focused, and be
1. Integers
ready to participate. Are you
ready, class? Let’s begin! 2. Whole Number
(The teacher will flash the 3. Negative
scrambled words.) 4. Positive
Possible scrambled words 5. Addition
1. Grsetnei
2. Loehw Mbernu
3. Ieagtnve
Those words are rela
4. Isvetipo to Adding integers,sir.
5. Dionadit

(After the all drills).

Presentation of the Say: Class, what do you think

Topic is the connection of those
words in our lesson for today?
Say: Great job, class! As we
continue with today's lesson,
you'll gain a clearer
understanding of how these
words connect to our topic.
Say: Today, we're dealing into
(The students will do
the world of mathematics,
let’s go clap.)
focusing on mastering the
rules and strategies for adding
integers. I hope you will
actively participate in our
activities to better understand

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Presentation of this important and exciting

Essential Question concept!
Say: Are you ready to start
learning? Let’s kick things off
with a “let’s go clap”!
Say: Seems everyone is now (The student will read
ready. EQ and EU).

Essential Question
Say: As we go through to our How can challeng
lesson here is out Essential situations on profits a
Question. Please read the losses be solved a
Essential Question on the
presented?
board.

(The teacher will post the

essential question.)

Essential Question
How can challenging situations
on profits and losses be solved
and presented?

Say:Thank you, class.

See Attachment A IRF
Chart
Say: This time I want you to fill
in the first column of the IRF
chart that I am going to post
on the board.
Yes, sir.
(The teacher will post the IRF
chart.)
Say: The first column is your
initial idea or thoughts about
our Essential Question that I
have presented. Do not worry
because there are no right or
wrong answers since I am just
getting your ideas. Do you
understand, class?
Say: I will provide you a copy
of our IRF chart and I will be

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giving you 3 minutes to

answer it. You may start now.
(After 3 minutes)
(A student will raise his
Say: Time is up! Now, who can her hand.)
share his or her ideas on how
To solve profit and l
do understanding integer
problems, subtract
operations and the order of
cost price from the sell
operations help us solve
price. If the selling price
problems and make informed
higher, it’s a profit; if
decisions in everyday life?
lower, it’s a loss.
(The teacher will call the name
of the student who
volunteered to answer.)

(The students will p

their papers.)
Presentation of the
Performance Task
Say: Okay. Thank you for sharing
your idea, class. You will find the
answer as we go through our
lesson and surely you will fill in the
remaining two columns of the IRF
chart. Please pass your papers
forward. In 1, 2, 3, 4, and 5.
Say: Now, I am going to present to
you your performance task that will
be done by group and to be
submitted at the end of the
Quarter. You have your groups
already. I will provide you a copy of
your performance task, class.
(The teacher will present the
performance task and the
rubrics, and will give a printed
copy to each group.)
Say: Your goal is to create a
visual presentation or
infographic that demonstrates
solving real-life problems
using the four operations with
integers and simplifying
numerical expressions with

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GEMDAS. Include clear

examples, step-by-step
solutions, and visual aids to
explain the process. Show None, Sir.
real-world applications like
budgeting, temperature
changes, or game scoring.
Accompany your presentation
with a brief report explaining
strategies, justifying results,
and highlighting the
importance of accuracy and
organization.
Say: Do you have other
questions or clarifications
about our Performance Task,
class?
Say: Good. I hope that all of
you will cooperate and share (The student will read
Presentation of the ideas. Always remember that learning target).
Learning Targets the success rate is high when
each member of the group has At the end of the lesso
something to contribute. I can;
hope you will put effort into
 perform addition
making your performance
integers.
task.
 solve proble
(The teacher will post the
involving integers.
learning targets).
 actively participate
Say: Today, are we going to
the class discussion
have an interesting lesson and
task that you are expected to
accomplish. I am requesting
all boys to read our Learning
target.
At the end of the lesson, I can;
 identify the rules in adding
integers.
 perform the addition of
integers.
Yes, sir.
 actively participate in the
class discussion.

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Say: Thank you, class.

Getting the Prior Say: Thank you, gentlemen.
Knowledge Towards the end of our class
discussion, I am expecting you
to perform addition on
integers and solve problems
involving integers. The last
one is actively participate in
the class discussion.You will
be given activities that will
surely help you learn Yes, sir.
something from our topic
today. Are we clear, class?
Say: Before we start our
lesson, let’s have an activity
first to review what you
already know about integers.
This activity will help you to
prepare for adding integers
later.
Say: Today, we will have a fun
activity called “Human
Number Line.” I need
everyone to participate. I will
randomly call on students to
perform at the front. While the
chosen student is performing,
the rest of you will carefully
observe what happens to the
numbers when you move to
the right, which represents
positive values, and when you
move to the left, which
represents negative values.
Say: Okay, Here are some key
points to assist you with this
activity.
(The teacher will flash the key
points.)
 Positive numbers are
greater than negative
numbers.

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 Zero is the center, and

numbers increase as you
move to right and
decrease as you move left.
 Movements on the number
line represent adding or 3 sir.
subtracting numbers,
which we will explore
today.
3 sir.
Say: We are going to add
numbers using the number
line. Are we clear, class?
Say: Are you ready, class? If
you’re all ready, please clap
three times!
2 sir.
Say: It looks like everyone is
ready! Let’s get started!

(The teacher begins selecting

a student to come to the front 2 sir.
and participate in the activity.)
Say: If you start at 0 and move
3 steps to the right, what
number will you land on?
Say: Very good! Everyone,
where did he/she land on? -3 sir.
Say: Very good!
(The teacher calls on another -3 sir.
student to come to the front
and gives a similar example).
Say:If you start from -5 and
move 7 steps to the right,
what number will you land on?
-4 sir.
Say: Again! Everyone, where
did he/she land on?
Say: Great job! -4 sir.

(The teacher call on another

student to come to the front
and give the next example).

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Say: If you start at 2 and move

5 steps to the left, which
number will you land on?
Yes, sir.
Say: Everyone, where did
he/she land on?
(The teacher call on another
student to come to the front
and give similar example).
Say: If you start at 4 and move
8 steps to the left, which
number will you land on?
Say: Very good! Everyone
where did he/she land on?
Say: Very good class.We just used
movements on the number line to
show how numbers increase or
decrease. In the next part of the
lesson, we will build on this idea
and learn how to add integers. Are
you now ready to learn our topic
for today, class? Yes, sir.
Activity 1: Algebra Tiles.
Say: Let us have a group activity.
This activity is called “Find the
Value”. I need everyone to
count off starting from 1 to 3.
When it’s your turn, say your
number loudly and clearly. You
may now start counting off!
Say: I have already prepared here
an algebra tiles for you to use to
this activity. A ＋ tiles represents Yes, sir.
＋1.A － tiles represents －1. For
the directions, use the
materials or algebra tiles to
find the value of the given
equations and I want a
presenter for each group to
share their work to the class
when the time runs out. Am I
clear, class? (The student will pres

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(The teacher will distribute the their works).

algebra tiles to the students).
Say: You will only have 5
minutes to finish this task.
Please go to your groups first.
Group 1 will occupy the seats
at the right side, group 2 will
occupy the seats at the It was fun and easy sir.
center, and group 3 will be at
the left side.
Say: Are you now with your
groups?
Say: Very good. You may start
working now.
(The teacher will flash the
following integers).
(After 5 minutes)
Say: Time is up! Group one
please present now your work.
Say: Great job, class! You were
able to perform the addition on
integers with the help of algebra (The student will read
tiles.Please give yourselves a addition rule 1).
round of applause.
Say: How do you find the
activity, class?
Say: Thank you. I’m glad that
you were able to enjoy our
activity this morning. This time Yes,sir.
let us dive in to our lesson.
Say: As we go along our
discussion we will know the
rules for adding integers let us
start from rule 1.
8 sir.
RULE 1: LIKE SIGNS:
We applied the rule
(+) + (+) or (-) + (-) adding integers with
Find the sum of their absolute same signs, sir.
value and use the sign
common to both integers.

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Say: Might I request everyone

to please read the addition
rules 1.
Say: Thank you class!
Say: In adding integers with (The student will answ
on the board).
the same sign, just add the
numbers and copy the 7 + 6 = 13
common sign to the sum.
Since the problem has
Say: Do you understand, same sign, I simply a
class? the numbers and copy
common sign.
Say: For better understanding,
let’s go through an example.
A. 3 + 5 = ?
Say: What is the answer to this
example, class?
Say: What rules of adding
Just add the numbers a
integers did we use in this
copy the common sign
example, class?
the sum.
Say: Very good! Now, try this
one, class in your notebook.
-5 sir.
(The teacher will flash similar
example.)
B. 7 + 6 = ?
Say: Who would like to share
their answer on the board?
(The teacher will pick a
student.)
(The student will answ
Say: Very good. Now, how did
on the board).
you come up to this answer?
(-5) + (-5) = -10

Say: Very good! How about if

we have this one, class!
(The teacher will flash the None, sir.
next example.)
C. (-1) + (-4) = ?
Say: Who can tell me how

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should we evaluate this one?

Say: Very good! What is the

answer, then?
Say: That’s correct! Try to
(The student will read
answer this one on your
addition rule 2).
notebook.
(The teacher will flash the
similar example.)
D. (-5) + (-5) = ?
Say: Who would like to share
their answer on the board?
(The teacher will pick a
student.)
Yes, sir.
Say: Very good! Since the
problem has the same sign,
you simply add the numbers
and copy the common sign.
Say: Do you have questions or
clarifications before we
proceed?
Subtract their absol
Say: Very good, class. Let us values and take the s
proceed to the addition rule 2. of the number with
larger absolute value.
Say: All gentlemen, please
read the addition rule 2.
RULE 2 : UNLIKE SIGNS:
(+) + (-) or (-) + (+)
Find the difference of their
absolute values and use the Yes, sir.
sign of the integers with the
greater absolute value.
Say: In adding integers with (The student will answ
different signs, subtract the on the board).
smaller number to the bigger 3 + (-2) = ?
number in terms of absolute
value. Copy the sign of the l 3 l = 3 ; l -2 l = 2
number with higher absolute 3-2=1
value to the sum.

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Say: Do you understand,

class?
(The student will answ
Say: For better understanding, on the board).
let’s go through an example.
4 + (-3) =
(The teacher will flash the
l 4 l = 4 ; l -3 l = 3
example).
4-3=1
E. 3 + (-2) = ?
Say: Based on the second rule
of multiplication that you have Since 4 has the lar
already read, what should we absolute value and
do if the signs are different? positive, therefore
answer is positive 1.
Say: Very good! When you
encounter a problem with None, sir.
different signs,subtract their
absolute values and take the
sign of the number with the
larger absolute value.
Say: Were you able to follow,
class?
Say: Now, what is your
answer?

(The student will read

addition rule 3).
Say: Very good, class. Now, try
this one to your notebook.
(The teacher will flash similar
example.)
F. 4 + (-3) = ?
Say: Who wants to answer this
on the board. Yes,sir.
(The teacher will pick a
student.)
Say: Very good. Now, how did
you come up to this answer?

When you add a num

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to its opposite (or addit

inverse), the sum
Say: Very good. Do you have
always zero. Theref
questions or clarifications
the answer is 0.
before we proceed?
Say: Very good, class. Let us
proceed to our thrid rule.
(The teacher will post the rule
number 3.)
Say: All gentlemen, please
read the addition rule 3. The answer is z
because the numb
RULE 3: ADDITION PROPERTY have the same value
OF OPPOSITES: different signs.
a + (-a) = 0 and -a + a = 0

Say: This rule explains that

when you add a number to its
opposite (or additive inverse),
the sum is always zero. None, sir.
Say: Do you understand,
class?
Say: For better understanding,
let’s go through an example.
(The teacher will flash the
example).
G. 2 + (-2) = ?
Say: Based on the third rule of (The student will read
addition that you’ve already addition rule 4).
read, how are we going to
solve this?

Say: Very good! Now try this

one on your notebook.
(The teacher will flash a
similar example).
H. 5 + (-5) = ?
Say: Who wants to share his or Yes, sir.

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her answer on the board?

(The teacher will pick a
student.)
Say: Very good! When you add
a number and its opposite
(additive inverse), they cancel Adding zero to a
each other out, resulting in number does not chan
zero. its value sir.
Say:Do you have questions or
clarifications before we
20 sir.
proceed?
Say: Very good, class. Let us
proceed to our fourth rule.
(The teacher will post the rule
number 4.)
Say: All gentlemen, please
read the addition rule 4.
RULE 4: ADDITION PROPERTY
OF ZERO:
a + 0 = a and 0 + a = a (The student will answ
on the board).
-20 + 0 = -20
Say: This rule states that when
you add zero to any number,
the value of the number
remains unchanged. Whether
you add zero before or after
the number, the result is Yes,sir.
always the original number
itself.
Say: Do you understand, None, sir.
class?
Say: For better understanding,
let’s go through an example.
(The teacher will flash the
example). Just simply add them
sir.
I. 20 + 0 = ?
Say: Who can tell me how
should we evaluate this one?

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Say: Very good. What is the

answer, then?

Say: Very good! Any number

that you add to 0, the value
will not change.

Say: That is correct! Try to

answer this one on your
notebook.
(The teacher will flash similar
example).
(The student will answ
J. -20 + 0 = ?
on the board).
Say: Who wants to share his or
3 + 5 + 6 + 4 = 18
her answer on the board?
(The teacher will pick a
student.)

Say: Very good! Any number

that you add to 0, the value
will not change.
We can use the rule
Say: Did you understand, adding integers with sa
class? signs and unlike signs,

Say: Very good. Do you have

questions or clarifications
before we proceed?
(The teacher will flash the
next example).
K. 1 + 2 + 3 = ? Yes,sir.

Say: Who can tell me how can

we solve this?
Say: Very good! When you
encounter a problem like this,
you simply add the numbers
and keep the common sign if
they have the same sign.
Say:Try to answer this one on
your notebook.
(The teacher will flash similar (The student will answ
example).

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L. 3 + 5 + 6 + 4 = ? on the board).
Say: Who wants to share his or 5 + (-3) + 4 + (-8)
her answer on the board?
(The teacher will pick a
student.)
Say: Very good, class. How
about if we have this!
(The teacher will flash the
next example).
Yes,sir.
M. 2 + (-1) + 3 + (-10) =
Say: Does anyone here have
an idea how to solve this
problem? None, sir.

Say: Very good! We can solve

it by grouping the numbers in
pairs (or as needed) and
applying the appropriate rules
for adding integers, whether
they have the same signs or
different signs.
Assessment
Say: Did you understand, Yes, sir.
class?
Say:Now, try to answer this
one on your notebook.
(The teacher will flash similar
example).
N. 5 + (-3) + 4 + (-8) =?
Say: Who wants to share his or
her answer on the board?
(The teacher will pick a
student.)

(The student will st

answering).

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BRGY. MORALES, CITY OF
KORONADAL

(The student
exchange notebook).
Say: Great job!
Yes, sir.
Say: Did you understand,
class?
Say: I am amazed with you (The student
class. I hope that you have volunteer).
learned very well our topic
today. Do you have any
clarifications or questions
regarding it before we
proceed?
(The student will ra
Say: Very good. This time you
their hands for getting
are going to answer
perfect score).
individually this assessment
that I am going to give you.
This will test how well you
have understood our lesson
for today.I will distribute a
copy of this assessment to
each of you, so I hope that you
Revisiting of Learning will answer it honestly and
Target quietly. Understood, class?
(The student will do
Directions: Apply the rules good job clap).
for adding integers to solve
the following problems:
(The teacher will flash the
assessment).
1.(-2) + (-7) =
2.(-3) + 5 =
3.10 + (-3) =
Yes, sir.
4.2 + 4 + 3 =
5.3 + (-2) + 8 + (-4) =
Yes, sir.
Say: I will only give you 5 minutes
to finish this task. You may start
Summary answering now. Yes, sir.
(After 5 minutes).

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Say: Time has elapsed. Please

exchange your paper with
Human number line a
your seatmate.
algebra tiles sir.
Say: Are you done now
(The student will ra
exchanging your papers?
their hands to answer).
Say: Okay, thank you. Who
Today we perfo
Assignment wants to answer number 1?
addition on integers, so
(The teacher will pick problems involv
volunteers for each item.) integers and activ
participate to the cl
Say: Very good, class. You
discussion.
were able to perform addition
on integers and solve problem
involving integers. Who got a
Yes, sir.
perfect score?
Say: Very good, class. Most of
you got a perfect score. I
believe that the others might
not got perfect but there’s still
room for improvement. Just
keep on studying this topic on
Closure your free time or at your
home. Because of that, let us
give everyone a let’s go clap!
On my queue, go!
Say: Thank you for your active
participation in today’s
discussion class. I hope to see
you livelier and more active in
our upcoming meetings. This
time, we will check if you have
attained our learning targets.
Say: Were you able to identify
the rules in adding integers.?
Say: Were you able to perform
the addition of integers?
Say: Very good, class. Lastly,
were you able to participate in
class discussion?
Yes, sir.
Say: What class activities did
we do?

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Say: Very good, class. Now,

who can summarize the things
we did today?
(The teacher will call the name
of the student.)

Say: Class, please answer this (The student will crum

assignment at home and we up their papers and thr
will check it tomorrow. Are we them).
clear, class?
Directions: In your own words
(interpretation), define the
rules for adding integers.
Answer this in a 1/2 sheet of
clean paper.
Yes,sir.
1. Rule 1 like sign
2. Rule 2 unlike sign
(The student read
3. Rule 3 addition property of
papers they have pick
opposites
up).
4. Rule 4 addition property of
zero

Closure Activity: Snowball

Dismissal
Say: Before we end our class,
let us have a final activity.
This is called Snowball
Activity. I will be providing
each of you a piece of paper
and all you need to do is to
write down what you have
learned from our discussion
today. Afterwards, crumple up
your papers to create (The student will sta
"snowballs" and altogether up).
you are going to throw your
snowballs around the
classroom on my queue.
Understood, class? Good day and thank yo
Say: I will give you 3 minutes Sir Jonathan!

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to write down all the things

you have learned on the piece
of paper that I have provided
you. You may now begin.
(After 3 minutes)
Say: Time is up. Crumple up
your papers now and throw
them away across the
classroom, in three, two, one,
and throw!
Say: This time I want everyone
of you to pick the closest
snowball to you on the floor
and uncrumple it. I will be
needing few volunteers to
read and share to the class
what was written on the
paper. Are you done picking
your snowball?
Say: Very good. Now, who
wants to share?
Say: Great job, class! I hope
that you have clearly
understand our lesson for
today. I can now see that you
are now ready to proceed to
the next topic and face
another level of learning.
Say: Great job, class! I hope
that you have clearly
understand our lesson for
today. I can now see that you
are now ready to proceed to
the next topic and face
another level of learning.

Say: Might I request everyone

to stand up. Let us pray.
Say: Class, I have great day
with you, and I hope you, too.
Thank you for your

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participation and cooperation.

Congratulations! Good day
and thank you, class. God
bless us all.

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