Republic of the Philippines

Department of Education
Region IV-A CALABARZON
Division of Lipa
Lodlod National Highschool

A Detailed Lesson in Mathematics

I. OBJECTIVES
At the end of the period the students will be able to:
1. Define absolute value of a number.
2. Describe and illustrate the distance of a number in a number line
3. Relate the topic to real life situation.

II. SUBJECT MATTER

a. Topic: Absolute value of a number
b. Reference: MATHEMATICS Learner’s Material
c. Materials: Cartolina, Marker, Chalk, Board, powerpoint presentation

III. LESSON PROPER

Teacher’s Activity Student’s Response

A. Daily Routine
1. Prayer
2. Greetings
3. Classroom Management
4. Attendance

B. Priming
Before we start our lesson for today let
us have a short review on what we have
discussed yesterday.

1. How did we estimate the square root to the

nearest hundredths?

Step 1. Find the value of the whole number

Step 2. Find the value of the decimal
Step 3. Find the approximate value to the
nearest hundredths

C. Activity
Since we’re done with our recap, let’s
have an activity.
Problem:
Archie and Angelica were at Aloy’s
house. Angelica rode her bike bicycle 3 miles (A student will read.)
west of Aloy’s house and Archie rode his
bicycle 3 miles east of Aloy’s house.
 D. Analysis
1. Who travelled the greater distance from
Aloy’s house- Archie or Angelica?

Archie and Angelica travelled the same

distance from Aloy’s house.

E. Abstraction
Number Line- is best described as a straight (A student will read.)
line which is extended in both directions as
illustrated by arrowheads.

What are the elements of a number line?

a. Set of positive numbers and is located to the
right of zero.
b. Set of negative numbers and is located to the
left of number line.
c. Zero
Illustrate a number line.

Absolute value of a number is the DISTANCE

FROM ZERO. (The students will read all together.)
Note: Distance cannot be negative, so the
absolute value cannot be negative.

Example:

Two numbers that have the SAME

ABSOLUTE VALUE, but different signs are
called opposites.

Again, what is opposite?

Opposites are two numbers that have the same
absolute value, but different signs.

Let’s have an example:

1. -6 and 6
What is the absolute value of |−6| and|6|? Put
them on the number line?

|6| and |−6|= 6

Give the absolute value and the opposite of the
numbers.
1. |100|
2. |−35|
3. |12 ÷ −4|
4. |−9 + 1| − |1 + 2|
5. |𝑥|
1. -100; |100|=100
2. 35; |−35| = 35
3. |12 ÷ −4| = −3
3; |−3| = 3
4. |−9 + 1| − |1 + 2| = −5
5; |−5| = 5
5. –x; |𝑥| = −𝑥

F. Application

1. The graph shows the position of a diver

relative to sea level. Use absolute value to find (A student will read.)
the diver’s distance from the surface.

|−18| = 18

2. The graph shows the depth of a whale in

feet. Use absolute value to find the distance the
whale must travelled to reach the surface.

|−250| = 250

“God is the closest distance from zero to

infinity.”

How can you relate this to our topic for today?

Student’s answer may vary.
The quotation implies that no matter how far
we are or no matter where we are, believe me,
God is just one-kneel away from us. Just
always remember that His distance from us is
not the definition on how faithful and sincere
we are or how kind He is toward us. Sincerity
of prayers is what really important class.
In relation to our topic for today, even if we are
on the darkest part of our life which is the
negative. God will always look at us as an
Absolute Value of a number which is the
positive one that can never be negative.
Because of this we must continue doing good
to others and be grateful to God, for He is he
King.

G. Assessment

Directions: Look for the ABSOLUTE VALUE of the given numbers. Ask yourself, how far the
number from zero is.

1. |12|

2. |−10|

3. |3𝑥15|

4. |8 − 3| + |1 + 2|

5. |−𝑌|

H. Assignment

Directions: Find the absolute value of the given numbers. Write your answer on a sheet of paper.

1. |−4|

2. |3|

3. |−9|

4. |−8 − 3|

Prepared by:

MAY E. SABAYBAY

Student Teacher

Prepared for:

GRACE V. ROBLEDO

Cooperating Teacher