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# LEARNING PLAN IN MATHEMATICS 7

Prepared by:
Awao, Orpha
Co, William Mhae
Donguiz, May Joy
Malaggay, Febie

Topic: Integers

Time Frame: 12 days (50
minutes per session)

STAGE 1 – DESIRED RESULTS
Established Goal (s)
At the end of the lesson, the learners should be able to:
A. demonstrates understanding of key concepts of sets and the real number system;
B. solve word problems involving fundamental operations and properties of integers;
C. visualize integer and their order on a number line; and
D. formulate challenging situations involving sets and real numbers and solve these in a
variety of strategies.
Content standard:

demonstrates understanding of key
concepts of sets and the real number
system.

Essential Understanding (s):
Students will understand that…
 Integers involve two concepts: size
(magnitude) and sign (direction;
 Integers are used to describe relative
changes between two or more items;
and
 Integers are used to represent values like
temperatures, altitudes, stock price
changes, etc.
Students will know:
 The representation of every integer in the
number line;
 The different properties of operation on
the set of integers;
 The key concepts of integers; and
 The representation of absolute value on
the number line as a distance of a
number from 0

Performance Standard:

is able to formulate challenging situations
involving sets and real numbers and solve
these in a variety of strategies.

Essential Question (s):
1. How positive signs and negative signs
affect our daily life?

Students will be able to:

Perform fundamental operations on
integers;
Illustrate the different properties of
operations on the set of integers; and
Formulate challenging situations involving
integers and solve these in a variety of
strategies.

When adding or subtracting integers these students ignore the signs. thermometer 2. 2. TAKING AWAY WEIGHTS makes Angel Alden move _______. then decide on the sign of the answer. Zero is positive or zero is negative. Presenters will act the word given to them regarding the picture posted in the board. Each group must have three presenters (actor/actresses). Again. Each group must guess the word with the help of the pictures and their presenters and write it in a one fourth sheet of pad paper. 100 added to 100 will be equal to 200 so he will move 200 steps going up. Angel Alden is at zero with 100 balloons and 100 weights. speed 3. c. What is the opposite of the opposite of a number? b. Example Misconceptions: a. how can you still get the end result of 28 down? Additional questions: TAKING AWAY BALLOONS makes Angel Alden move_______. 1 2 3 4 5 Expected answer: 1. Expected answer: a. weight 4.c. Group the students into two. Ask the students if they have any questions to be clarified about the topic. b. The group will have one minute of guessing. Pose the following questions to the student: a. How can you recognize integers and their opposites with or without number line? 4. zero 5. How are opposites and absolute value similar and different? c. Motivation: a. Angel Alden will move upwards. b. sign 3. . If you want to make him drop down 28 steps but do not have any weights to give him. carry out the operation. When we gave him 100 balloons and 100 weights.

. d. 6 b.14 c. Use student’s responses to come up with a definition of the opposite of a number. 2. -32 b. present the following question and ask for volunteer to answer it. Discuss opposites by asking the students to give examples. 114138 7) -0. and is located to the left of zero. set of negative numbers. and c. How can we represent the distance of a number? What notation can we use? Expected answer: 1.2 8) 2 9) a. Zero. 1. b. 2. Distribute these cards to the students and have them locate and sit with their opposite. .42 6) a. and is located to the right of zero. . Each student must place his/her card on the line in its correct position and say the opposite of the number that they got. b. e.Expected Answer: 1) 36 2) 176 3) 4 4) 14 5) a. Discuss to the students the Important Terms to Remember and Notations and Symbols 1. label it by the use of the cards given to them. After they have created the number line. What does it mean for the same distance travelled but in opposite directions? 2. -117382 b. Have students create a line. set of positive numbers. in zero pairs. A number line consists of three elements: a. c. 4 10) -31°C 2. We can represent the distance by using the absolute value sign. a. What can you say about the distance of opposite numbers say -5 and +5? 3. *The absolute value of a number is denoted by two bars ││. Create cards with opposite integers written on them. Absolute Value – of a number is the distance between that number and zero on the number line. The distance are the same even though they have different sign. Number Line –is best described as a straight line which is extended in both directions as illustrated by arrowheads. 13581 c.

) Stan owes his brother \$50.) Tammy received her allowance of \$10. Activity 1 On the space provided before each item. .f. Give the student a short activity. Can you interpret absolute value in the context of distance using thermometer? 2.00.) Put the following temperatures in order from coldest to hottest. The temperature was 80 degrees outside. ________5. ________4.50 5. 1. . +80 4. 1. ________1.) Jimbo went to the beach on a bright and sunny day. Is it possible to remove any negative sign in front of a number. Expected answer:. Pose the following questions to the students and let them share it in class. +10 3. and to think of all numbers as positive or zero in doing absolute value? 4.00.) Jason’s spent way too much money and is now in the hole \$50. Remind to the students of the business plan focused in the creation of its financial plan that they will be going to do and present in the class. write your answer that corresponds to what is being described. ________2. – 50 2. 3. ________3.

to separate into equal parts 6. Division is the reverse operation of multiplication. 2. However. find the product of their positive equivalents. a.5. Subtract integers by reversing the process of addition. DIVISION The quotient of two integers with the same signs is a positive integer. subtraction. Discuss to the students the concepts of operations in integers and its properties. and the quotient of two integers having unlike signs is a negative integer. and division 10. except zero Expected Answer: 1) 2) 3) 4) ABSOLUTE NUMBER LINE ADD DISTANCE 5) DIVIDE 6) INTEGER 7) NEGATIVE 8) MULTIPLY 9) OPERATION 10) OPPOSITE 11) POSITIVE 12) SIGN 6. and by converting subtraction to addition using the negative of the subtrahend. Generalize the lesson about the concepts of operations in integers and its properties. a representation of the absolute value 5. Whole numbers less than zero 8. a negative integer –n to m means moving along the the real line a distance of n units to the left from m. . SUBTRACTION Rule in Subtracting Integers: In subtracting integers. used to represent integers 3. Whole numbers greater than zero 12. 1. get the difference of the positive equivalents of the integers and attach the sign of the larger number to the result. the magnitude of a real number without regard to its sign. 2. add the negative of the subtrahend to the minuend. it is easy to see that the quotient of two integers with the same signs is a positive integer. give the following activity: 1. If the integers have different signs. b. By the terminologies discussed in the lesson. Using this definition. repeated addition 9. addition. 3 and -3 11. and the quotient of two integers having unlike signs is a negative integer. MULTIPLICATION Rules in Multiplying Integers: In multiplying integers. the set of whole numbers and their opposites 7. just add the positive equivalents of the integers and attach the common sign to the result. multiplication. their product is positive. 4. If the integers have the same signs. their product is negative. either positive (+) or negative (-). If the integers have different signs. ADDITION If the integers have the same sign. division by zero is not possible.

Direction: Answer the following by using any graphic organizer and in 3-5 sentences explain the concept of your graphic organizer. How and when can we use integers in our everyday life? . Guide Questions: a. Based on the previous activity. 5. Commutative Property of Addition: a + b = b + a Associative Property of Addition : (a + b) + c = a + (b + c) Distributive Property: a(b + c) = ab + ac Identity Property for Addition: a + 0 = a a. represent “put in 14 cabbages” and “remove 14 cabbages”? What will be the result if you add these representations? c. 5. 4. Using integers. Why are associative and commutative properties not applicable to all real world and mathematical operations? 2. How many cabbages are there in the crate? b. what property is applied in the images presented? Expected answer: 1. *Rubic: Content= 10 points Neatness and Grammar= 5 points Creativity= 5 points 1. 14 cabbages b. Inverse Property for Addition a + (-a) = 0 II. (+14) + (-14) = 0 c. 2.3. 4. 3.

negative integers represent decreasing or downwards movement. Going Down In general. If we picture the thermometer. we know that as the temperature drops. we represent sea level with integers. and the bottom of the Dead Sea (409 m below sea level). Obviously. what is temperature now? -26°C. which is 8.848 m above sea level. we look downwards on the thermometer. And explain to them that integers are applicable to a proposal of business to the international companies that would like to invest in the Philippines by coming up with a financial plan that is reliable and accurate. Pick randomly at the paper of the students and let the owner of the paper read his/her answer in the class. If you were digging a hole. Thermometers are similar to number lines. and the temperature drops 3 degrees. People use this number system to measure and represent the temperature of the air. people recognize a temperature of -25°C as cold. Antarctica is 2. a. a. Commonly. or to the left (in relation to the number line). Pose a question to the students. b. Give the Activity Amazing Math Race to the students to check the progress of the students about the lesson.538 m below sea level (-2. Also. www. http://goeurope. Does the properties of fundamental operations really make it easier for us to solve real life problems that involve integers? Why and how? 8.about.htm b. Talk over with the students the problems in financial statements and taxes in business and economic issues. a. but vertical. your depth could be represented using negative integers. Let the students search on the following websites in preparation to the activity that they will be given to them.538). its acceleration is represented with a negative value because its speed is decreasing.com/integers b. if it -23°C outside. below sea level is represented with negative integers.d.mathmovesu. they use negative representations of integers. Discuss to the students some applications of integers and their properties and operations. Let them write it on a one half sheet of pad paper. Death Valley (pictured below) in California is located at 86 m below sea level. The Thermometer A common example of negative integer usage is the thermometer. When geography specialists study the difference between say the top of Mount Everest in Tibet. This can be represented numerically as –86 m. Integrate integers in the context of money and temperature. If we are describing a car slowing down for a stop sign. 7. Altitude Geographically. . For example. They have positive integers above zero and negative integers below zero.com/library/bl-europe-distance-maps.