School Southville 5-A Integrated National High School Grade Level 7

Teacher AZENITH L. CASTRO Learning Area Mathematics

LESSON Teaching Date SEPTEMBER 5-9, 2022 Quarter First
EXEMPLAR
Teaching Time No. of Days 5

I. OBJECTIVES The learner will be able to:

1.represent absolute value of a number on a number line;
2.find the sum of integers and solve problems involving addition of integers;
3.find the difference of integers and solve problems involving subtraction of integers;
4.find the product of integers and solve problems involving multiplication of integers;
5.find the quotient of two integers and solve problems involving division of integers.
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. Most Essential Learning Represents the absolute value of a number on a number line as the distance of a number
Competencies (MELC) from 0.

E. Enabling Competencies Uses Venn Diagrams to represent sets, subsets and the
(If available, write the attached set operations.
enabling competencies)
II. CONTENT
III. LEARNING RESOURCES
A. References

a. Teacher’s Guide Pages

b. Learner’s Material Pages

c. Textbook Pages
d. Additional Materials from
Learning Resources
B. List of Learning Resources for Video clip, visuals using powerpoint presentation
Development and Engagement
Activities
IV. PROCEDURES
Some situations can represent integers. Complete the table by giving the appropriate
A. Introduction term.
Situation Negative Zero Positive
Time Before
Business break even
Elevation above sea
level
Game loss
saving withdrawal no change
account

What’s In?
B. Development
In your previous lesson, you learned that the subsets of real number can be represented
 using a number line wherein zero is the center 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!
A. Identify the opposite of the following numbers.
1. 10 = _______________ 6. -18 =
______________
2. 45 = _______________ 7. -27 =
______________
3. 50 = _______________ 8. -84 =
______________
4. 67 = _______________ 9. -90 =
______________
5. 96 = _______________ 10. –99 =
______________

What it is?

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:
|7| = 7 since 7 is a positive integer, then the
absolute value of 7 is 7.
If x is equal to zero, then the absolute value of x is x.
In symbol: |x|= x, if x =0
Example:
|0| = 0 since 0 is equal to 0, then the
absolute value of 0 is 0.
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:
|-10| = 10 since -10 is a negative integer, then
its opposite integer is 10.

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 Illustrate!
Represent the following absolute value of a number on a number line.
1. |6|
Solution:

Since 6 is 6 units from zero, the absolute value 6 is 6. In symbol, |6| = 6.

2. |0|
Solution:

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

3. |−3|
Solution:

Since -3 is 3 units from zero, the absolute value of -3 is 3. In symbol, |−3|= 3

What’s More?
C. Engagement
A. Represent the following value of a number on a number line.
1. |7|=¿
2. |10|=¿.
 3. |12|=¿
4. |−6|=¿
5. |−8|=¿
B. Give the absolute value of the following number lines.
1.

2.

3.

4.

5.

A. Write the absolute value that represents the situation.

D. Assimilation Example: A gain of 45 m |45|=45

1. A loss of 5 lb. ________________

2. 350 ft. below sea level ________________
3. An elevation of 1 050 ft. ________________
4. Php 2, 000 deposit in the bank ________________
5. A profit of Php 50.00 _______________

B. Solve the following problem involving absolute value.

1. Jacob’s credit score is 490. What is the absolute
value of 490? ________________

2. Thomas is 245 feet below sea level. What is the absolute value of the number of
feet he is above sea level?
Show like sign if we achieved our objective. Unlike if not.
V. REFLECTION

I. OBJECTIVES The learner will be able to:

1.represent absolute value of a number on a number line;
2.find the sum of integers and solve problems involving addition of integers;
3.find the difference of integers and solve problems involving subtraction of integers;
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. Most Essential Learning Represents the absolute value of a number on a number line as the distance of a number
Competencies (MELC) from 0.

E. Enabling Competencies
(If available, write the attached
enabling competencies)
II. CONTENT
III. LEARNING RESOURCES
A. References

a. Teacher’s Guide Pages

b. Learner’s Material Pages

c. Textbook Pages
d. Additional Materials from
Learning Resources
B. List of Learning Resources Video clip, visuals using powerpoint presentation
for Development and
Engagement Activities
IV. PROCEDURES
In the previous lesson you have learned that the absolute value of a number is the
A. Introduction distance of a number from zero. Let’s check your learning!

Give the absolute value of the following numbers.

1. |349| = 4. |-97| =
2. |245| = 5. |-183| =
3. |0| =

You also have learned that integer is a set of numbers consisting of zero, the positive
natural numbers and their additive inverses which is the negative numbers.

What’s In?
B. Development
Study the following examples:
A. Addition Using Number Line
1. Use the number line to find the sum of 6 & 5.

On the number line, start with point 6 and count 5 units to the right. At
what point on the number line does it stop?
It stops at point 11; hence, 6 + 5 = 11.

2. Find the sum of 7 and (-3)

On the number line, start from 7 and count 3 units going to the left
since the sign of 3 is negative.
At what point on the number does it stop?
It stops at point 4; hence, (7) + (-3) = 4.
 What is it?

What’s More?
C. Engagement Add the following integers.

1. (-5) + (-11) = 5. -8 + 6 = 9. (50) + (-13) + (-12) =

2. (6) + (-9) = 6. (18) + (-11) + (3) = 10. (-100) + (48) + 49 =
3. -4 + (-4) = 7. (-9) + (-19) + (-6) =
4. 7 + (-6) = 8. (-4) + (25) + (-15) =
 A. Solve the following problems.
D. Assimilation
1. Mrs. Reyes charged P3,752.00 worth of groceries on her credit card. Find
her balance after she made a payment of P 2,530.00.
2. In a game, Team Azcals lost 5 yards in one play but gained 7 yards in
the next play. What was the actual yardage gained by the team?

Show like sign if we achieved our objective. Unlike if not.

V. REFLECTION

I. OBJECTIVES The learner will be able to:

1.represent absolute value of a number on a number line;
2.find the sum of integers and solve problems involving addition of integers;
3.find the difference of integers and solve problems involving subtraction of integers;
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. Most Essential Learning Represents the absolute value of a number on a number line as the distance of a number from
Competencies (MELC) 0.
 E. Enabling Competencies
(If available, write the attached
enabling competencies)
II. CONTENT
III. LEARNING RESOURCES
A. References

a. Teacher’s Guide Pages

b. Learner’s Material Pages

c. Textbook Pages
d. Additional Materials from
Learning Resources
B. List of Learning Resources Video clip, visuals using powerpoint presentation
for Development and
Engagement Activities
IV. PROCEDURES
In your previous lesson, you have learned how to add integers. There are rules you need to
A. Introduction follow.
1. When the signs are the same, ADD and keep the sign.
2. When the signs are different, SUBTRACT and use the sign of the number
with the greater absolute value.

Make it a try!
Add the following integers:
1. 11 + 9 = _________ 3. 15 + (- 7) = _________
2. (- 7) + (- 4) = _________ 4. (-23 ) + 5 = _________

What’s In?
B. Development

What is it?
Now, let us start our discussion with the rules in subtracting
integers.

Subtraction Rule
-To subtract two integers, add the opposite or additive inver
the subtrahend to the minuend. That is, if a and b are any
integers, then
a – b = a + (-b). Then, follow the rules for addition of integers.
1. Keep Change Change (KCC)
 Keep the 1st integer the same
 Change the subtraction sign to addition
 Change the sign of the second integer

2. Follow the rules for addition

 When the signs are the same (similar sign), ADD and
keep the sign.
 When the signs are different (different sign),
SUBTRACT and copy the sign of the number with the
greater absolute value.

Recall: tile represents +1 - =0

 tile represents -1

Examples:
1. 7−3 = _____
Keep Change Change

Follow rules for addition

(Since unlike sign, subtract the integers then copy
the sign of the number with the greater absolute
value.)

2. 4−5 = _____
Keep Change Change

Follow rules for addition

(Since unlike sign, subtract the integers then copy the
sign of the number with the greater absolute value.)

3. 2−(−4) = _____

Keep Change Change

Follow rules for addition

(Since like sign, add the integers then keep the sign

4. (−3)−(5) = _____
Keep Change Change

Follow rules for addition

(Since like sign, add the integers then keep the sign)

5. (−5)−(−2) = _____
Keep Change Change

Follow rules for addition

(Since unlike sign, subtract the integers then copy the
sign of the larger number)

6.
 Solution:

3 900 ft. – (-785 ft.)

3 900 ft. + 785 ft. = 4 685 ft.

What’s More?
C. Engagement A. Subtract the following integers.
1. 16 - 12 = 5. 19 – (-7) = 9. (−21 )−(−5)=¿
2. 20 - 16 = 6. (-8) – 10 = 10. 11 – (-5) =
3. 19 - 23 = 7. -6 - 5 =
4. (-3) – (-4) = 8. (-10) – (12) =

B. Find the missing number in each subtraction sentence.

1. – (-5) = -9 3. 29 – = -42 5. -7 – = -12
2. -12 – =0 4. – 4 = 15

Here is another activity that lets you apply what you learned
D. Assimilation about subtracting integers by doing the following operations.

Solve the following problems.

1. Maan deposited P53, 400.00 in her account and withdraw P19,
650.00 after a
week. How much of her money was left in the bank?

2. If Pythagoras, the Greek mathematician, was born in 582 BCE

and died on his birthday in 497 BCE, how old was he when he died?

Show like sign if we achieved our objective. Unlike if not.

V. REFLECTION

PREPARED BY: CHECKED BY:

AZENITH L. CASTRO VIVIAN C. LAOLAO

TEACHER II MATH COORDINATOR