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LEARNING PLAN IN MATHEMATICS 7

Prepared by:
Awao, Orpha
Co, William Mhae
Donguiz, May Joy
Malaggay, Febie
Quarter: 1st Grading

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.

Interpretation Can you interpret absolute value in the context of distance using thermometer? 3. b. Perspective Does the properties of fundamental operations really make it easier for us to solve real life problems that involve integers? Why and how? 5. 1. Explanation Why is associative and commutative properties not applicable to all real world and mathematical operations? 2. EXPLORE 1. If we gave him 100 balloons and 100 weights. How can we still make him move up 4 spaces? . One balloon supports one weight. Self-knowledge What are your blind-spots in performing the fundamental operation of integers? STAGE 3 – LEARNING PLAN Evidence at the Level of Performance Goal: To recruit businessmen to invest in the business proposed. a.. Application How and when can we use integers in our everyday life? 4. what would happen to him? Explain why.Product or Performance Task (s) Business plan (Financial plan) (see attachment) STAGE 2 – ASSESSMENT EVIDENCE Evidence at the Level of Understanding Learners should be able to demonstrate understanding using in. We want him to go up 4 spaces but we do not have any balloons to give him.depth discussions in. Role: Businessman Audience: Businessmen and entrepreneurs Situation: The company needs more investors Performance: Business plan presentation Standard: See attachment Teaching/Learning Sequence A. Empathy What would it be like to walk in a businessman’s shoes having many debts due to mismanagement of his business? 6. Angel Alden is floating on a cloud at zero. Now that Angel Alden has 100 balloons and 100 weights.. let's make him move. Preliminary Assessment: Assess the knowledge of the students about the next lessons by giving challenging problems.

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.

If the cooling rate is 9 °C per hour. The resulting quotient is then divided by 8 giving a quotient of 1 and a remainder of 2. An integer is divided by 7 giving a remainder of 6. Find the predecessor of each of the following integers: a) -31 = ______ b) -13 = ______ c) -41 = ______ 6. 1.mathgoodies.( -187 ) .com 6. Find the value of the expression:168 198 + ( -145 ) + 73 + ( -81 ) . -2.5. I7I . -3. what will be the temperature in freezer after 9 hours? . 1. what is the final answer of her experiment? 8.com c.uk b. www. While doing the science experiment in the physics lab. Pose the following websites and let the students search and read the content of the given websites: a.mathguide. FIRM – UP 1. B. Divide : 2448 by 68 2. She has heated all the ingredients to 50 °C and put them in refrigerator to freeze. www. Give the activity provided below to assess the student’s prior knowledge. Find how many integers are there between: a) -5 and 2 b) -2 and 3 10. I-8I + I6I=______ 5. 7.co. Wilma had to take 5 measurements of the temperature and write the average of those as an answer. The resulting quotient when divided by 4 gives a remainder of 2. www. Directions: Answer the following items using the mathematical operations. Tell them that they will present the business plan that they created in a particular situation. 1.( 172 ) 3. The rubric will be provided. What will the finale remainder be if the order of the divisors is reversed? 9.mathsdoctor. Rizza is in the process of making ice cream. Discuss to the students that at the end of the lesson they must be able to come up with a business plan focused in the creation of the financial statement of the business that will apply all the concepts about integer that will be tackled. Find the sum of the following integers: a) -95901 and -21481 =_______ b) -75792 and 89373 =_______ c) 66572 and 47566 =_______ 7. If the measurements of the temperature are 2.I3I=______ 4. Ask the students the focus question: How do positive signs and negative signs affect our daily life? Let them think and reflect for 2 minutes and ask for volunteers to share their insights.

. 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.

Zero. 3. 2. Direction: Determine what kind of property of real numbers is illustrated in the following images and fill in the blanks with the correct symbols 1. Let the students do activity 1 to check their understanding. One. Inverse Property In Addition .Important Terms to Remember The following are terms that you must remember from this point on. Associative Property Changing the grouping of numbers that are either added or multiplied does not change its value. 5. The additive inverse of the number a is – a. is zero. “1” is the multiplicative identity. Multiplicative Identity . Activity 1 I. Commutative Property Changing the order of two numbers that are either added or multiplied does not change the value. the result is the same when each number is multiplied by the factor and the products are then added / subtracted. 4.states that the product of any number and 1 is the given number. c. 6. . Distributive Property When two numbers are added / subtracted and then multiplied by a factor. In Multiplication . 1.states that the sum of any number and 0 is the given number. Closure Property Two integers that are added and multiplied remain as integers.states that the sum of any number and its additive inverse. The set of integers is closed under addition and multiplication. 2. “0” is the additive identity. a • 1 = a. Identity Property Additive Identity . The multiplicative inverse of the number a is 1/a.states that the product of any number and its multiplicative inverse or reciprocal. is 1.

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.

You have been asked to keep track of the distances between the cities you visit. After the given time.about. Paris to Hamburg 3. You need to take four trips the length of Hamburg to Berlin off of your itinerary. You need to take away a trip a fifth the length of your trip from Paris to Hamburg. -176 9. Trip Distance 1. Expected Answers: a. gathering data you will need to win the competition. You will be visiting Europe to gather data for your group. Munich to Rome 6. London to Paris 2. -1164 travelled (in kilometres) 414 km 880 km 291 km 604 km 969 km 2099 km 4. You and your team will be travelling around the world. 4. Munich to Rome 6. Berlin to Munich 5. What is half of the difference found in #1? 3. Let the student have a recitation to check for their understanding and provide them immediately the feedback that they must know. Convey the students to reflect about the lesson for 1-3 minutes. 1. Please use http://goeurope. What is the difference between the distance from London to Paris and the distance from Berlin to Munich? 2. -190 2.com/library/bl-europedistance-maps. write out the equation needed and the solution to the equation. Use the above data to solve the following questions. Hamburg to Berlin 4.htm to find the distance of each trip Trip Distance 1. Berlin to Munich 5. Rome to Madrid travelled (in kilometres) b. . What would it be like to walk in a businessman’s shoes having many debts due to mismanagement of his business? b.Activity 1: Amazing Math Race! a. London to Paris 2. -80 3. pose the following question. 1. Hamburg to Berlin 4. For each one. a. Paris to Hamburg 3. What are your blind-spots in performing the fundamental operation of integers? 10. Rome to Madrid b.

6) + (-7) = 4. 1 x (1/4 ) = ¼ 10. REFLECT AND UNDERSTAND / DEEPEN 1. Raise again the focus question to the class. (. When you subtract two negative integers. 2(5) = 5(2) 9.6) + (-7) = 4. 10 + (-10) = 8. 2(3 . you always get a negative sum.com/in-te-gers 2. (-3)(4 + 9) = (-3)(4) + (-3)(9) Distributive Property Commutative Property Additive Inverse Property Expected Answer: Given 1. 2 x (3 x 7) = (2 x 3) x 7 7. “How positive signs and negative signs affect our daily life?” . 1 x (-9) = -9 5. (. -4 x -1/4 = 1 6.5) = 3. 2 x (3 x 7) = (2 x 3) x 7 7. (-3)(4 + 9) = (-3)(4) + (-3)(9) Property Additive Identity Property Distributive Property Commutative Property Multiplicative Identity Property Multiplicative Inverse Property Associative Property Additive Inverse Property Commutative Property Multiplicative Identity Property Distributive Property Additional Readings: www. Given Property 1. 0 + (-3) = -3 2. do you always get a negative difference? Explain with the aid of examples.purplemath. C. a. 2(3 .EXAMPLE QUESTIONS: When you add two negative integers. Complete the table. 10 + (-10) = 8.5) = 3. -4 x -1/4 = 1 6. 1 x (1/4 ) = ¼ 10. 1 x (-9) = -9 5. Enrich the student’s understanding by providing additional activity and reading. 2(5) = 5(2) 9. Give them two minutes to reflect and let them share their answer to the class. 0 + (-3) = -3 2.

which would be divided by 11. to get –4 Activity 2: Use the following table of golf scores to answer the following questions Expected Answers: a. What if another golfer’s score (who shot a 6) was added to the table? Explain how this would change the mean score. -330 – (-1640) = 1310 feet b. Adding 6 to the previous total of –50 would give us a new total of –44. since you added another golfer. -660 – (-990) = 330 feet a. which is 10 to get –5. Let the students do the activities to measure the student’s essential understanding. Activity 1: Extended Constructed ResponseUse the following table of golf scores to answer the following questions Expected Answers: Part A: -5 Part B: You take the total score. which is –50 and divide that by the number of players. Part A What is the mean golf score? ___________ Part B Use what you know about finding mean and performing operations on integers to justify why your answer is correct. How much deeper can a Beluga Whale dive than a Pacific White-Sided Dolphin? .3. How much deeper can a Bottlenose Dolphin dive than a Dall’s Porpoise? b.

creating a video presentation. and revise their understanding by posing the following questions: a. From the Financial Plan Project.uregina. b. The teacher should discuss and provide the rubrics for the performance task: A. D.com/2013/11/25/integers-in-real-life/ http://mathcentral. b. Let the students express their understanding by means of presenting a play. 3. The absolute value of an integer is greater than the integer. a. the teacher should see the following: a. ask them to formulate their own word problem. Provide a website to the learners in order for them to read examples of word problems involving integers. . Financial Goals . The average of any four consecutive odd integers is always ___. Encourage the students to rethink. Give an overview or instructions that students are expected to come up with a business plan that focuses in the creation of the financial statement applying all the concepts they learned about integers. After that. Does the properties of fundamental operations really make it easier for us to solve real life problems that involve integers? Why and how? 6. the student will propose their business to convince investors to invest on their own business company. TRANSFER 1.kwiznet.ca/beyond/articles/Integers/integer1. Understands money managing skills . let them brainstorm as a group and pass a draft of their planned business.4.com/p/takeQuiz. They will be graded by the number of concepts they mentioned in their stories. composing a song. Let the students have their recitation to check their mastery against the essential Understanding and provide a feedback to the students. The rubric will be provided to the students.ipracticemath. 2. or whatever presentation they want to present.Clearly Written. 2. Let the students make a story out of the concepts they learned about integers and share it to the class. http://blog. 7. How do integers specifically the concept of positive and negative affect life? b. Sample questions: 1.html http://www.1 5.php?ChapterID&CurriculumID=40&Num=4. As a start of formulating their financial plans. And at the given date of presentation. contains at least one financial goal and has exceptional grammar. Let the students have a quiz to check their mastery against content standards. reflect.The student has an excellent understanding of the basic money managing skills needed to be financially successful and fully comprehends how each are used towards achieving a financial goal. (see attachment) 8. Let the students to transfer his/her learning through the financial statement that should be present on their business proposal presentation as a group.

The student did an excellent job transition information between the other members of the group throughout the presentation process.). Collaboration .blogspot. & Mendoza. the teacher should see the following: a. How do the integers help you to come up with a good financial plan for your business proposal? b. 4. After they presented their performance task in the class. Real Number System.The student gave a highly effective performance by incorporating knowledge from previous lessons. Printed Handouts and Worksheets B. What are the things you consider as you apply the concepts of integers in your business financial plan? Resources: DepED K-12 Grade 7.Clearly mentioned. From the Business Proposal Presentation.The student understands the importance of a financial plan and delivers every step to achieving their goal clearly. Materials Needed: A. Credit/Debit Cards . Rex Printing Company. B.c. Budgeting & Saving Money . b. research and used new vocabulary words and used visual arts effectively while clearly stating how they plan to achieve their financial goal. Projector and Laptop D. Concepts of Integers . (2012.com/2012/10/depedk-12-grade-7-mathematics. Financial Goals . October 30). M. (2007). ask the following questions: a. contains at least one financial goal and has exceptional grammar. 2015. In E-math Elementary Algebra (1st ed. e.Mathematics: Curriculum Guides and Teaching Guides. Financial Plan . Books and Internet .The student had excellent communication between the other members of the group and put in their fair share of work within the group. from depedk12.html Oronce.The student will be able to apply the concepts of integers and can clearly show how it is applied. without any grammatical errors. Present to the class the GRASPS. Goal: The goal is to recruit businessmen to invest in the business proposed. Presentation .The student will be able to explain the difference between credit cards and debit cards and can give clear examples of what they are useful for.. d. Standard: (See attachment) 5. c. Performance: The performance will be a Business plan presentation.The student has an excellent understanding of what a budget consist of and uses proper steps towards saving money before paying bills. O. Board Chalk C. d. Role: The role will be a Businessman Audience: The audience expected are businessmen and entrepreneurs Situation: They will present a Business proposal because the company needs more investors. Retrieved October 26.