NANGKA NATIONAL Grade and

School HIGH SCHOOL Section 7 Gladiola

DETAILED Teacher JOHN DYLE M. Learning Mathematics

LESSON GENOBIAGON Area
PLAN Teaching
Day and Monday-Thursday Quarter First Quarter
Time 8: 00 – 9:00

I. OBJECTIVES
The learners demonstrate understanding of key concepts of
A. Content Standards geometry of set and the real number system.
The learner is able to formulate challenging situations involving sets
B. Performance and real numbers and solve these in a variety of strategies.
Standards
Performs fundamental operations on integers.
C. Learning Subtask:
Competency  Adding integers;
 Subtracting integers

[M7NS-Ic-d-1]

At the end of one hour discussion, the Grade 7 students should be

able to achieved at least 75% proficiency level of:
D. Learning
Objectives 1. Define what is an integer;
2. perform operations on integer;
Subtask:
a. Adding integers;
b. Subtracting integers
3. solve real-life problems involving addition and
subtraction on integers.

KBI/Valuing: To develop the critical thinking, collaboration,

determination and patience of the students.

II. Fundamental Operations on Integers

CONTENT/TOPIC Subtopic:
 Addition and Subtraction of Integers
III. Learning
Resources
A. References
1. Teachers Guide Mathematics Teacher’s Guide 7, pp.
Pages
2. Learners Material Learning Module – Mathematics G7, pp.
Pages
3. Textbook Pages
4. Additional Materials Laptop, Instructional Materials, worksheets, pictures, ball, dice,
from Learning flashcards and speaker.
Resource (LR) Portal
B. Other Learning
Resources
IV. Procedures Teacher’s Activity Student’s Activity

Preliminary Activities • Greetings

“Good morning class!”

“Good morning sir”

“How are you today?”

“We are doing good sir”.

“Did you have your breakfast this

morning?” “Yes, sir”

“Very good!”

• Prayer

“Please stand up for a prayer,

Mark Lester kindly lead the
prayer.” Mark Lester: “Let us all bow
our head and feel the
presence of the Lord.
Father God,
Come be with us today.
Fill our hearts with joy.
Fill our minds with
learning. Fill our classroom
with peace. Fill our
classroom with love. These
we ask in Jesus Name we
pray.
“Amen”

“Before you take your seats,

kindly pick up the small
pieces of papers and candy
wrappers under your chairs
and arrange your chairs
properly.”
 • Addressing student’s special
needs:

“So, can everybody hear me? If ever

you’re not comfortable with your
seats, you are all allowed to transfer
in other chairs. And to those who
wants to pee, you can go out and pee
first before I can start my discussion.
Is that clear?”

• Checking of Attendance:

“Class monitor, who is absent

today?” Class Monitor: “No one is
absent sir”

“Very good”

• Classroom Rules:

“Okay so before we formally start

our discussion, let’s recall first our
classroom rules. What are those?” Students: “Classroom Rules:
1. Listen attentively.
2. Keep quiet unless you are
asked to speak.
3. Respect each other.

• Checking / Passing of
Assignment

“Last meeting, I gave you an

assignment. Kindly pass it in front
silently and without standing.” (Students passed their
assignment silently)

A. Reviewing previous
lesson and/or • Review
presenting the new
lesson. (ELICIT) “Class, can you recall our previous
lesson?” (Students raise a hand)

“Yes Gerald”
 Gerald: “Sir yesterday, we
discussed about absolute
value of a number on a
number line.”

“Correct! Again, what do you call

the line drawn starting from zero and
which extends to both sides without
ends?”
(Students raise a hand)

“Yes, Nieva”
Nieva: “A number line sir”

“Very good! What about the

numbers from the right and left side
of zero?” (Students raise a hand)

“Yes, Mary” Mary: “Sir, the numbers

from the right side starting
from zero are called positive
numbers while the numbers
from the left side are called
negative numbers.”

“Absolutely! What about the

absolute value of a number?”
(Students raise a hand)

“Yes, Lester” Lester: “The absolute value

of a number is the distance
between that number and
zero.”

“Very good!
• Drill

“Now I have here a balloon, I want

you to pass it to the whole class and
when the music stops, the student
holding it must roll the color wheel
to get a color. The color obtained a
corresponding question that must be
answered. And those students who
are in their chairs will be the one to
check if his/her answer is correct.
But in a way that they will give
thumbs up if the answer is correct
and thumbs down if the answer is
wrong. Understand?”
“Yes, sir”

“Okay, let’s start.”

(Students are passing the
balloon)
(The music stop)

“Okay Gerald, kindly stand up and

roll the wheel.”
(Gerald roll the wheel)
“Now what is your answer in dice
number 2?”

“Is Gerald’s answer is correct?”

“Very good! now let’s continue.”

Gerald: “The absolute value

of -24 is positive 24.”
“Okay Nieva, kindly stand up and
roll the dice.”
 “Okay, what is your answer in dice (Students give thumbs up)
number 5?”

(Students are passing the

dice)
“Is Nieva’s answer is correct?”

(Nieva roll the dice)

“Very good! now let’s continue for
the last one.”

Nieva: “The absolute value

of – |10 – 3| is -7.
“Aive, kindly stand up and roll the
dice.”
(Students give thumbs up)
“Okay, what is your answer in dice
number 3?”

(Students are passing the

“Very good! Aive” dice)

“Now, is there any question related (Aive roll the dice)

to our previous lesson?”

“Very good! It feels great that you Aive: “The absolute number
still remember our lesson last of |10| is 10.”
meeting.”

Students: “None, sir.”

B. Establishing a
purpose for the lesson. • Motivation
(ENGAGE)
“Before we formally start our lesson,
I will group you into four groups.
This area will be the group 1, this
area will be the group 2, this area
will be the group 3 and this area will
be the group 4. Kindly form a circle
within your group.”
(Students proceed and form
a circle within their group)
Now, let’s have a game. Do you like
playing games?”

Students: “Yes sir!”

“Have you familiar the game
‘Minute to Win It’ class?

Students: “Yes sir!”

“Now let’s play Minute to Win It.
The mechanics of this game are;
1. Contestants or groups take
turns in doing the different
challenges.
2. You are only given one
minute to do every
challenge.
3. One group will be eliminated
in every level.
4. The last group to win the last
challenge becomes the
Minute to Win It Classroom
Champion!

I will give a pack of chips and 50

points for participation as a reward
for the winner. Am I understood?”

Students: “Yes. sir!”

“For the first challenge, I have here

some flashcards containing letters
with problem operations. Each
group has a ‘Task Card’ about the
rules on how to solve the problems.
 “For the first challenge:
Answers:

“Okay, for the first challenged, the

Group 2 was eliminated. Now, let’s
continue for the second challenge.”
 “Okay, for the second challenged,
the Group 4 was eliminated. Let’s
continue for the last challenge.”

“For the third challenged, the group

1 was eliminated. So, the Group 3 is
the champion! Kindly give group 3 a
Spartan clap.”

C. Presenting
examples/instances of
the new lesson. “Okay, for the special challenge of
the champion, you are going to
arrange the word from lowest to
highest number of your answers. Am
I understood?

Group 4: “Yes, sir.”

“Okay, let’s start.”

 “Now, Demi what is the word
formed?”
Demi: “Operations of
Integers sir.”
“Very good! so what are the
operations of integers?”
(Students raise a hand)
“Yes, Gerald”
Gerald: “The operations of
integers are addition.
subtraction, multiplication
and division, sir.”
“Wow! Excellent Gerald!” And the
positive and negative numbers are
called?”
(Students raise a hand)

“Yes, Mark Lester”

Mark Lester: “It is called

Integers sir.”

“Very good Lester!”

D. Discussing new “Now let me introduce to you what

concepts and practicing an integer is. Kindly read
new skills #1. everyone.”
(EXPLORE) Students: “An integer is a
number with no decimal or
fractional part and it
includes negative and
positive numbers including
zero. A few examples of
integers are: -12, -5, 0, 1, 5,
8, 100, 3, 043….”
“Thank you”

“Integers are a whole number. Now

let us identify whether these
numbers can be considered as an
integer or not.

1. 14 Students:
2. -85 1. Integer
3. 12/18 2. Integer
4. 0.34 3. Not an integer
 5. 3/10 4. Not an integer
6. -7 5. Not an integer
6. Integer

“Very good! so, why is it numbers

0.34, 3/10, 12/18 are not an
integers? Who can tell me? Anyone
from the class?”

“Yes, Shiella.”

Shiella: “They are

not considered as
integers because they
are not a whole
numbers and it is in
the form of decimal
and fractional part.”

“Excellent Shiella! Kindly give

Shiella a wow clap.”
Students: 1 2 3 (2x)
Wow! (3x)
“Again, what are the operations on
integers?”

(Students raise a
“Yes, Lester?” hand)

Lester: “Sir the

operations on
integers are addition,
subtraction,
“Exactly Lester! So, the multiplication and
fundamental operations on integers division.”
are addition, subtraction,
multiplication and division. Now,
let’s explore first the addition of
integers.”

“Okay, what is the answer when we

add 6 and 5?”
(Students raise a hand)

“Yes, Inice” Inice: “11, sir”

“Very good! so here are the concepts

and rules on addition of integers.”
 ADDITION OF INTEGERS
Rule 1: When the integers have like
signs, add the numbers and copy the
common sign.
Example:
5+5=10
(-4) + (-3) = -7
(-11) + (-12) = -23
52 + 40 = 92

“Rule No. 2, kindly read everyone.”

Students: “Rule No. 2,
kindly read everyone.”
Rule 2: When the integers
have unlike signs, subtract
the numbers and use the sign
of the number with the
greater absolute value.”
“Example: 8 + (-5) = 3
10 + -12 = -2”

“Okay let’s try, together with your

seatmates on your seats. Let’s
answer this riddle.

What goes up but never comes back

down?

1. 78 + (-15) (O)
2. -65 + -20 (G) Answer:
3. 47 + 98 (Y) 145 Y
4. (-75) + 20 (U) 63 O
5. 38 + (-15) (E) -55 U
6. (-10) + (-18) (A) 120 R
7. 25 + 95 (R) -28 A
-85 G
23 E

“Who can tell me the answer?”

“Yes, Lester”
(Student raise a hand)

Lester: “Your Age, sir.”

“Very good! Lester, with that you
 and your partner will earn 10 points
for today’s participation.”

E. Discussing new “Now, let’s proceed to the

concepts and practicing subtraction of integers.”
new skills #2.
“If we subtract 15 – 8, what is the
answer?”
(Students raised a hand)
“Yes, Inice”

Inice: “7 sir.”
“Yes! Now, kindly read the rules on
subtraction of integers.”
Students: “To subtract two
integers, add the opposite or
additive inverse of the
subtrahend to the minuend.
That is a and b are any two
integers, then a – b = a + (-b)
, then follow the rules for
addition.
“For example:
-5
- (-2)

-5 (Keep the first integer the same)

+ ( Change the subtraction sign to
addition)
-5 + 2 (Change the sign of the
Second integer)

“Okay, Roy what is the answer?”

Roy: “-3 sir”

“Yes! Okay, again together with
your seatmates on your seats. Let’s
try to answer this riddle.

“I am an odd number. Take away a

letter and I become even. What
number am I?”
 1. Subtract (-50) from 24. (V)
2. 37 less than (-18) (E)
Answers:
3. -93 subtracted by 12. (S) “ -105 (S)
82 (E)
4. Subtract (-31) from 65. (N)
74 (V)
5. 0 - (-82) (E) -55 (E)
96 (N)

“Okay, what is the answer?”

(Students raise a hand)

“Yes, Diana.”

Diana: “Seven, sir.”

“Very good Diana, kindly give
Diana and her partner a ‘Very good
clap.”

Students: 1 2 3 (2x)
Very Good! (3x)
“Any questions regarding with
subtraction of integers?”

Student: “None, sir”

“Now, I want you to get a piece of
paper and write a question on it
based from our lesson today.
Crumple the paper and layer it to the
crumpled papers from your
classmates until it forms a ball. This
game is to play catch or pass the
ball. When the music stops, whoever
catches the ball will answer the
question written on the first layer of
the ball. Understood?”

“Okay, let’s start.”

(The music stop)

(Students are passing the
ball)
“Okay, Limuel kindly read and
answer the question written on the
paper.”
 “Very good, Limuel! Let’s
continue.” Limuel: “What is 18 + (-38)?
The answer is -20.”
(The music stop)

“Okay, Dianne, kindly read and (Students are passing the

answer the question written.” ball)

“Very good Dianne! Okay, for the

last question.” Dianne: “What is -89 – (54)?
The answer is -143.”
(The music stop)
(Students are passing the
“Okay, Mary kindly read and answer ball)
the question written on the crumpled
paper.”

Mary: “Is 0.5666 an integer

or not? Why? The answer is
“Excellent Mary! Kindly give not, because it is a decimal
everyone an Aling Dionesia Clap”. number and not a whole
number.”

Students: 1, 2, 3 (2x)
Bery good! (3x)

F. Developing Mastery “So as we are done with our group

(Leads to Formative activity, I have here a worksheets
Assessment). and I want you to answer this. I will
(EXPLAIN) only give 5 minutes. Finish or not,
you have to submit or else I will not
accept that. Understood?”

“Yes sir”
 Name: Grade & Section:

Identify whether the number is an

integer or not. Write your answer on
the space provided before the
number.

___________ 1. 10

___________2. – (-12)
___________3. 1.6

___________4. 4:2
(Students submit their paper)
___________5. 12/40

“Times Up! Submit your papers.”

G. Making “Again what is an integer? (Students raise a hand)
generalization and
abstraction about the
lesson. “Yes, Lester” Lester: “An integer is a
(ELABORATE) number with no decimal or
fractional part and it
includes negative and
positive numbers including
zero.”
“Exactly! How do you know if a
number is an integer or not?”
(Students raise a hand)

“Yes, Shiella”

Shiella: “If it is a positive or

negative numbers excluding
decimals and fractions.”

“Correct! Okay, if we add unlike

signs integers, what will be the sign
of the answer?”
(Students raise a hand)

“Yes, April”
April: “When the integers
have unlike signs, subtract
the numbers and use the sign
of the number with the
greater absolute value.”
“Excellent April, how about if we
subtract like signs of an integers
what will be the difference?”

(Students raise a hand)

“Yes, Kenneth”
 Kenneth: “To subtract two
integers whether it is like or
unlike signs, add the
opposite or additive inverse
of the subtrahend to the
minuend then follow the
rules for addition.”

Wow! What a brilliant answer

Kenneth!

“How are you going to apply

addition and subtraction of integers
to real life situations?”

(Students raise a hand)

“Yes, Lester”

Lester: “We can apply it

when buying and selling.”
“Very good! okay, another?”

“Yes Roy” (Students raise a hand)

Roy: “We can also apply it

in our everyday lives like
spending our money and the
“Wow great thoughts. I am loss or credits.”
impressed with all of you.”
H. Finding practical “For further understanding about
applications of addition and subtraction of integers,
concepts and skills in let us apply what we have learned
daily living. today in real life situation. Tell me if
it is positive or negative. Am I
clear?”
“Yes sir”

1. Under sea level Answers:

2. Debt 1. Positive
3. Broken hearted 2. Negative
4. Win 3. Negative
5. Earning Money 4. Positive
6. Owing money 5. Positive
6. Negative

“Excellent! Everyone
kindly give yourselves a
round of applause for
today’s new learnings.”

(Students clap their hands)

I. Evaluating learning. “Alright! Since you understand
(EVALUATION) clearly our discussion, let’s have a
quiz. Get ½ sheet of paper. I will
only give 5 minutes for you to
answer. Finish or not finish I will
collect your papers.”

• Quiz

DIRECTION: Add and

subtract the following expressions.

1. (-2) + 4 6. (-6) – (-3)

2. 44 + (-5) 7. (-11) - 8
3. (-23) + 31 8. (-15) – 4
4. (-78) +0 9. 88 – (-122)
5. 75 + (-8) 10. (-5) + 5

“Time is up, kindly pass your papers

in front.”

(Students submit their

papers)
J. Additional Activities “So before we end our class, kindly
for application or copy your assignment. Pass it next
remediation. meeting.”

• Assignment

Direction: In your Math notebook,

research and study about
multiplication and division of
integers.

“Is there any questions regarding on

your assignment?”
Students: “None sir”

“If none, that’s all for today.

Goodbye class!” Students: “Goodbye sir!
Thankyou.”

V. REMARKS

The students are able to meet the standard percentage of learning,

no need to continue the discussion next meeting since it is finish by
the time given and successful, no need to rediscuss the lesson.

VI. REFLECTION MALES FEMALES

A. No. Of learners who
earned 75% on the 15 15
formative assessment.
B. No. Of learners who
require additional 0 0
activities for
remediation.
C. Did the remedial
lesson worked? No. Of 15 15
learners who have
caught up with the
lesson.
D. No. Of learners who
continue to require 0 0
remediation.
E. Which of my
teaching strategies Using my instructional materials and doing more activity or games
worked well? Why did as well to catch the attention and focus of my students.
this work?
 F. What difficulties did
I encounter which my
principal or supervisor Pupil’s behavior and attitudes during discussion.
can help me solve?
G. What innovation or
localized materials did I used engaging and interactive instructional materials so that my
I use/discover which I students will enjoy while learning.
wish to share teachers?

Prepared by: Checked by:

VANESSA MARIE A. ALUMBRO CHINO C. PIJO
Pre-service Teacher Course Instructor