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Absolute Value

1. The daily lesson plan summarizes a mathematics lesson on negative numbers and absolute value for 7th grade students. 2. Key concepts covered include defining the absolute value of a number as the distance from 0 on a number line, and the notations and symbols used to represent absolute value. 3. Example problems are provided to demonstrate calculating absolute value and the distance between two numbers on the number line. Formative assessments are used to evaluate student learning.

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Jennilyn Ibuan
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44 views5 pages

Absolute Value

1. The daily lesson plan summarizes a mathematics lesson on negative numbers and absolute value for 7th grade students. 2. Key concepts covered include defining the absolute value of a number as the distance from 0 on a number line, and the notations and symbols used to represent absolute value. 3. Example problems are provided to demonstrate calculating absolute value and the distance between two numbers on the number line. Formative assessments are used to evaluate student learning.

Uploaded by

Jennilyn Ibuan
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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DAILY LESSON OLONGAPO CITY

Grade
LOG School: NATIONAL HIGH GRADE 7
Level:
SCHOOL
Learning
Teacher: JENNILYN S. IBUAN MATHEMATICS
Area:
Teaching SEPTEMBER 27, 2023
Dates
BEP 7-Eratosthenes Quarter: FIRST
and
Time: SPTVE 7-Saffron

I. OBJECTIVES The learners…

A. Content Demonstrates understanding of key concepts of sets and the


Standards real number system.

Is able to formulate challenging situations involving sets


B. Performance
Standards and real numbers and solve these in a variety of strategies.

C. Learning Represents the absolute value of a number on a number line


Competencies as the distance of a number from 0. (M7NS-Ic-1)

a. Use negative number in practical situation.


D. Learning
b. Describe the absolute value of a number on a number
Objectives line and illustrate the distance of the number from 0.
c. Demonstrate cooperation in doing board activities.
II. CONTENT NEGATIVE NUMBERS & ABSOLUTE VALUE
III. LEARNING
RESOURCES
A. References
1. Teacher’s pages 94-100
Guide pages
2. Learner’s pages 43-46
Materials
pages
3. Textbook Grade 7 Mathematics Patterns and Practicalities pages 43-
pages 46

4. Additional
Materials from
Learning
Resource
B.Other Learning
Resources
C.STRATEGY Direct Instruction and Discovery Approach

IV. PROCEDURES
A. Reviewing the As a review, the teacher asks the students, answer the
previous lesson activity below by conducting a short drill.
Activity: WHAT’S THE OPPOSITE?
1. cold 6. profit
or presenting 2. up 7. fattening
the new lesson 3. north 8. full
4. rising 9. white
5. decrease 10. interesting
B. Establishing a The teacher lets the students realize that absolute value of a
purpose for the number is the distance between that number and zero on
lesson the number line.

The teacher will play a video presentation of Mrs. Nuesca


regarding absolute value.

The following are terms that you


must remember from this point on.
 Absolute Value – of a
C. Presenting
number is the distance
examples/
between that number and
instances of
zero on the number line.
the new
 Number Line –is best
lesson
described as a straight line which is extended in both
directions as illustrated by arrowheads.
A number line consists of three elements:
 set of positive numbers and is located to the right of
zero.
 set of negative numbers, and is located to the left of
zero; and
 Zero.
Notations and Symbols
The absolute value of a number is denoted by two bars││.
NOTE:
If the corresponding point is a negative and a positive or in
opposite direction:
ADD THEIR
ABSOLUTE VALUE
|−5|=5|11|=11
5 steps + 11 steps = 16
steps
D. Discussing The woman is 16 steps
new concepts away from the man
and practicing
new skills #1

|−5|=5
|3|=3
5 steps + 3
steps = 8 steps
They are 8 steps away
from each other
To find the
distance of two
points on the
number line whose
corresponding
points are both
negative or both
positive or they are
on the same direction.
FIND THE DIFFERENCE OF THEIR ABSOLUTE VALUE

|−10|=10 |−6|=6
10 – 6 = 4 units
E. Developing Solve the following problems.
mastery
(Leads to
Formative
Assessment 3)

F. Finding
practical
applications of
concepts and skills
in daily living

H. Making The teacher summarizes the mathematical skills or principles


generalization encountered in identifying the absolute value of a number through
and questions like:
1. What do you mean by absolute value?
abstractions
2. What is the operation if they have opposite direction? same
about the lesson direction?

I. Evaluating The teacher lets the students answer individually the formative
learning assessment.
Simplify the following:
1. │+15│ 2. │-65│ 3. │+5│+ │-5│ 4. │-23│- │+8│
5. │12│+│-14│
J. Additional List at least two integers that can replace N such that.
activities for 1. │N │= 4
application or 2. │N │< 3
remediation
K. REMARKS

L. REFLECTION
A. No. of learners
who earned 80%
on the formative
assessment
B. No. of learners
who require
additional
activities for
remediation.
C. Did the
remedial
lessons work?
No. of learners
who have
caught up with
the lesson.
D. No. of learners
who continue to
require
remediation
E. Which of my
teaching
strategies
worked well?
Why did this
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:
JENNILYN S. IBUAN
SST I Checked by:

MAXIMA M. MUNIO
SSHT-VI, Mathematics

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