Daily Lesson Plan School Grade Level 7

School PEDRO T. MENDIOLA SR.
Grade Level 7
DAILY MEMORIAL NATIONAL
LESSON HIGH SCHOOL
PLAN Teacher MARICRIS M. PATRIMONIO Learning Mathematics
Area
Date/ July 11 2019 (9:30-10:20) Quarter 1st
Time
I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of key concepts of sets and the real
number system.
B. Performance Standards The learner is able to formulate challenging situations involving sets and
real numbers and solve these in a variety of strategies.
C. Learning Competencies/ The learner performs fundamental operations on integers (M7NS-Ic-d-1)

Objectives 1. Multiply integers;
2. Apply multiplication of integers in solving problems;
3. Value the concept of multiplication in daily life.
II. CONTENT Multiplication of Integers
III. LEARNING
RESOURCES
A. References Mathematics Learner’s Materials
1. Teacher’s Guide Pages
2. Learner’s Material Pages pp.27-29
3. Textbook Pages Elementary Algebra UbD by Eunice Ato-Lopez, MAT and Virgillo L.
Lopez, M.E. pp. 14-15
Math Builders (Ulpina, J.) p.52
4. Additional Materials wwwgoogle.com
from Learning Resources http://teachersites.schoolworld.com/webpages/TAhrens/files/Multiplying%
20and%Integers.pdf
B. Other Learning Resources Grade 7 LCTG by DepEd Cavite Mathematics 2016
Music Player
IV. PROCEDURES
A. Reviewing previous Let us have a drill.
lesson or presenting the new
lesson Use repeated addition to find the product.
1. 2 x 3 = 3.4 x (-18) =
2. 5 (22) = 4. (6)(-4) =
B. Establishing a purpose for “FACT OR BLUFF”

the lesson Using flash cards, the teacher will show some multiplication equation with
the repeated addition. If it is correct they will say “It’s a Fact” and if wrong
“The Big Bluff”.
The student who answered wrong will dance to the tune of “DURA”
C. Presenting examples/
instances of the new lesson Illustrative Examples:
2 x (-3) = -6
1 x (-3) = -3
0 x (-3) = 0
-1 x (-3) = 3
-2 x (-3) = 6
D. Discussing new concepts Working in Pair

and practicing new skill #1
Answer the following questions:
1. Based on the activity on repeated addition, did you find the pattern
or rule in multiplying integers?
2. What do you notice about the product of a positive integer and a
negative integer?
What about the product of two negative integers?
E. Discussing new concepts Will the product be positive or negative?

and practicing new skill #2
1. 62 x (-4)
2. (-62) x (-45)
3. (-62) x (-45) x (-62)
4. (-62) x (-45) x (-62) x (-45)
5. 62 x 4
F. Developing Mastery Fill in the missing integer.

1. 9 (___) = 36
2. (___) (-7) = -28
3. 12 (___) = -48
4. -5 (-15) = ____
5. 34 (-2) = ____
G. Finding practical Fill in the blank to make a true statement.
applications of concepts & 1. When you multiply two numbers with the same sign, the answer is
skills in daily living _________.
2. When you multiply two numbers with __________ sign, the answer
is negative.
3. When you multiply any number by zero, the answer is _________.
4. An even number of negative factors will produce a product that is
_________.
5. An odd number of negative factors will produce a product that is
_________.
H. Making generalizations &
abstractions about the lesson Rules in Multiplying Integers:
In multiplying integers, find the product of their positive equivalents.
1. If the integers have the same sign, their product is positive.
2. If the integers have different signs their product is negative.
I. Evaluating Learning
Write a numerical expression that models the problem and evaluate
1. What is the twice the product of -8 and -16?
2. The product of what number and -7 is 56?
3. The temperature drops 2°F each hour. What is the total change in
temperature after 12 hours?
4. Sylvia burns 6 calories per minute when she runs in the Splash
Island. How many calories does she burn when she runs for 15
minutes?
5. James drives his car 20 miles round trip to work every day. How
many total miles does he drive to and from work in 5 days?
J. Additional activities for Follow- up
application or remediation Find the product.
1. 19 (-3) =
2. 23 (6) =
3. -6 (-6) =
4. -12 x -4 =
5. -8 (5) =
Study Division of Integers

Reference: Learner’s Material pp 30-32
V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 80% in the evaluation
B. No. of learners who
require additional activities
for remediation who scored
below 80%
C. Did the remedial lesson
work? No. of learners who
caught up with the lesson
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well? Why
did these work?
F. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
G. What innovation or
localized materials did I
use/discover which I wish to
share with other teachers?
Prepared by:
MARICRIS M. PATRIMONIO
Volunteer Teacher

Daily Lesson Plan School Grade Level 7

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School PEDRO T. MENDIOLA SR.

C. Learning Competencies/ The learner performs fundamental operations on integers (M7NS-Ic-d-1)

B. Establishing a purpose for “FACT OR BLUFF”

D. Discussing new concepts Working in Pair

What about the product of two negative integers?

E. Discussing new concepts Will the product be positive or negative?

F. Developing Mastery Fill in the missing integer.

Study Division of Integers

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