GRADE 1 to 12 School ABOABO NATIONAL HIGH SCHOOL Grade Level 7

DAILY LESSON LOG Teacher AIZA P. SUBICO Learning Area Mathematics 7

Teaching Dates and Time JUNE 17 – 21,2019 Quarter 1
1
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES Describe and illustrate the absolute value on number line.

Illustrate and solving problem involving the integers.
A. Content Standard The learner demonstrates understanding of key concepts of sets and the real number system.
B. Performance Standard The learner is able to formulate challenging situations involving sets and real numbers and solve these in a variety of strategies.
C. Learning Objectives Objectives Objectives Objectives Objectives
Competency/Objectives
Write the LC code for each. M7NS-Ic-1 M7NS-Ic-d-1 M7NS-Ic-d-1 M7NS-Ic-d-1
M7NS-Ic-1
At the end of the session, At the end of the session, At the end of the session, At the end of the 1. 50% of the
(1) Represents the absolute learners are able to: learners are able to: learners are able to: session, learners are learners will be
value of a number on a 1. Subtract integers able to: able to perform
number line as the distance 1. Describe and 1. Add integers using different 1. Multiply and subtraction of
of a number from 0. illustrate: using different approaches simplify integers integers (some
a. The absolute approaches 2. Solve problems 2. Solve problems will answer on
value of a number 2. Solve problems involving involving the board while
M7NS-Ic-d-1 on a number line involving subtrsction of integers others will do
(2) Performs fundamental b. The distance of addition of integers the seatwork)
operations on integers the number from integers. 2. 50% of the
0. learners will
perform
operations on
integers as
enrichment
activity
II. CONTENT Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be
tackled in a week or two.
NUMBERS AND
NUMBER SENSE THE ADDITION OF SUBTRACTION OF MULTIPLICATION OPERATIONS ON
ABSOLUTE INTEGERS INTEGERS OF INTEGERS INTEGERS
VALUE OF A
NUMBER

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 IV. LEARNING
RESOURCES
A. References
1. Teacher’s Guide pages 1
2. Learner’s Materials pages 1
3. Textbook pages Next Century Next Century Next Century Mathematics Next Century Mathematicsp. 20-21
Mathematics Mathematics
4. Additional Materials from  MTAP review materials MTAP review materials MTAP review materials
Learning Resource
(LR)portal
B. Other Learning Resource  K12 Next  Elementary  Grade 7 Grade 7 Mathematics By Gladys C. Nivera,
Century Algebra Mathematics (Patterns & Ph
Mathematics by Bookman INC. (Patterns & Practicalities) Practicalities)
Fernanado B. By Gladys C. Nivera, Ph. Elementary Algebra
Orines pages 42-43.
 Patterns and  EMATH
Practicalitie{s by
Gladys C. Nivera
V. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided
by demonstration of learning by the students which you can infer from formative assessment activities. Sustain learning systematically
by providing students with multiple ways to learn new things, practice their learning, question their learning processes, and draw
conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each
step.
A. Reviewing previous lesson or  Explore:  Review /   Eplore:
presenting the new lesson Refer to page 69-70 Motivation Addition and A small theater
LM7 Activity 1 Review the subtraction are has
hierarchy of the opposite 18 rows of seats.
set of Real processes. This Each row has 20
numbers to show implies that any seats. What is
where integers subtraction the seating
belong. problem can be capacity of the
written as an theater?
addition problem
using opposites. In We learned that
symbols, if a and b multiplication is
are integers, then a repeated
– b = a + (-b) addition.
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 3x5=3+3+3
+ 3 +3 = 15

B. Establishing a purpose for the  To find the Observe how numbers  To subtract To solve problems
lesson distance from 0 are plotted on the integers using the involving integers
in a number line. number line. number line
 Express the
subtraction
problem to
addition

C. Presenting examples/Instances  Learners Activity Work on I. Activity  Refer to Activity 1 Refer to Activity I.
of the new lesson Refer to pages 18-19 of pages 22-24 LM 7 HOW DO WE
Activity 2 LM DEFINE
THE BICYCLE JOY MULTIPLICATION?
RIDE OF ARCHIE &
ANGELICA

(Refer to page 70-71

LM7)

D. Discussing new concepts and
practicing new skills # 1
E. Discussing new concepts and
practicing new skills # 2
 Post Activity Questions/ Points to  Practice Exercises Work on II.
Discussion Ponder Refer to pages 25- Questions/Points to
Answer the questions Refer to pages 19-20 26 LM 7. Ponder of page 27-28
posted in activity 2. LM7 LM 7.
Practice Exercises: Practice Exercises: Practice Exercises:
Answer exercises on Refer to pages A. Find the product
page 72-73 LM7 20-21 of LM. page 28 LM7

F. Developing mastery  Written Work Written Work  Written Work Written Work
(leads to Formative Assessment ) A. Find the absolute Answer the Exercises B. Answer Exercise
value of the letters B and C on page A. PP. 59 E Math #s B “MATH
numbers? 21 of LM. 1 and 5 DILEMMA’’
−2 Page 29 LM7
1. | |
9 B. Mental Math: Find
2. | 7. 04 | the difference: C. Answer Problem
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 3. | 9 - 6 | Solving page 29
4. | - 100 | 1. 10 – (-5) LM7
2. -10 – (-12)
B. List at least two 3. 19 – 23
integers that can 4. 42 – (-26)
replace N such
that C. Written Math:
1. | N | = 4 Subtract the
2. | N | ˂ 3 integers.
3. | N | ˃ 5 1. 14 – (-14)
4. | N | ≤ 9 – 35
5. 0 ˂ | N | ˂ 2. 6 -12 – 9
3 3. -3 – (-6) –
(-8)
C. Answer the 4. -38 – 85 –
following: (-92)
1. Insert the correct 5. 75 – 90 –
relation (-10)
symbol( ˃, =, ˂):
| -7 | ____| -4 |.
2. If |x – 7 | = 5,
what are the
possible values of
x?

G. Finding practical application of  Find the difference  Reflect:

concepts and skills in daily in altitude between Nova works
living a mountain 3900 abroad as a
feet high and a nurse to help
valley 785 feet send her
below sea level. brothers and
sisters to school.
She believes that
when you do
something good
to someone, that
person will in

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 turn do
something good
for others. In
short, doing
good for others
has a multiplier
effect.

H. Making generalizations and  How do you How do you add  How do you How do you multiply
abstractions about the lesson describe the integers? subtract integers? integers?
absolute value of
negative Adding integers with To subtract a Multiplying integers
numbers? like signs, get the sum signed with like signs, their
and copy the common number,add its product is positive.
Absolute value sign. additive inverse.
refers to the Adding integers with For any real Multiplying integers
distance from unlike signs, get their numbers a and b: with unlike signs,their
zero,hence there difference and copy the product is negative.
is no such sign of an integer with a-(-b)=a+(b)
negative distance greater absolute value. a-(+b)=a+(-b)
so therefore
absolute value of
negative
numbers is
always positive.

I. Evaluating learning  Written Work Quiz:  Written Work:  Written Work

A. Illustrate the A. Provide the A. Find the number in A. Perform the indicated operations and
values of N on missing number each subtraction simpliply.
the number line. in each equation. sentence. 1. (-2) (-4)(-7)
1. | N | = 10 1. ____ - 9 = -10
5 1. 8 + ____ = 5 2. -60 - ____ = 6 2. (-3) (-5)(-1)(-4)
2. | N | =
2 2. _____ + (-10) = 3. -12 - ____ = 0
20
B. A submarine 3. 10 + ( -13) = B. Find the B. Problem Solving:
1. The product of two numbers is -39,
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navigates at a _____ difference: 483. If one number is 123, What is the
depth of 50 4. (-10) + 5 + (-3) = 1. -42 – (-81) – (- other number?
meters below sea ______ 73) 2. Swimming burns 10 calories of energy
level while 5. 20 + (-18) + 87 + 2. 34 – (-56) – (- per minute. Mariz wants to spend the
exactly above it, (-19) = ________ 89) same number of calories in swimming
an aircraft flies at 3. 1- 61 – 25 that day she takes in by eating a 300-
an altitude of 185 calorie meal. How long would have to
meters What is C. Solve each swim?
the distance problem.
between the two 1. Mr. Jose made
carriers? Php 37, 500 in
the stock
market while
Mr. Gomez
lost Php 24,
800. What was
the difference
in their
performance?

2. Two trains
start at the
same time.
Train A
travels at
86km in one
hour while
train B travels
98 km in one
hour. If two
trains travel in
opposite
directions,
how far apart
will thaey be
in one hour? If
the two trains
travel in the
same direction,
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 how far apart
will they be in
two hours?

a. REMARKS
b. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to
help the students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant
questions.
A. No. of learners who earned 80% in
the evaluation
B. No. of learners who require
additional activities for remediation
who scored below 80%

C. Did the remedial lessons work? No.

of learners who have caught up with
the lesson
D. No. of learners who continue to
require remediation
E. Which of my teaching strategies
worked well? Why did these work?

F. What difficulties did I encounter

which my principal or supervisor
can help me solve?
G. What innovation or localized
materials did I use/discover which I
wish to share with other teachers?
2

3Prepared by:

4 AIZA P. SUBICO Checked by:

5 SST - I KHRISTINA T. MATILLANO
6 SST – I

7 Inspected by:

8 NOLI P. ACOSTA
9 Principal - I

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