School: Paharang Integrated School Grade Level: 7

Lesson Teacher: Marina A. Linatoc Learning Area: Mathematics

Exemplar Teaching Date: October 19 -22, 2020 Quarter: First Quarter
Anthurium 7:00 – 11:00
Teaching Time: Calla lily 7:00 – 11:00 No. of Days 4 days
Daffodil 12:00 – 4:00

Monday Tuesday Wednesday Thursday

I. OBJECTIVES At the end of the lesson, learners are expected to:

A. Content Standards The learner demonstrates understanding of key concepts of sets and the real number system.
B. Performance The learner is able to formulate challenging situations involving sets and real numbers and solve these in a variety of strategies.
Standards
C. Most Essential Represents the absolute value of a number on a number line as the distance of a number from 0.
Learning Performs addition and subtraction of integers using model or chips.
Competencies (MELC)
D. Enabling
Competencies
II. CONTENT Absolute Value and Integers
III. LEARNING
RESOURCES
A. References
a. Teacher’s Guide G7 TG pp. 94 – 100
Pages
b. Learner’s Material G7 LM pp. 70 – 75
Pages PIVOT LM 13 - 16

c. Textbook Pages
d. Additional Materials
from Learning
Resources
B. List of Learning
Resources for
Development and
Engagement Activities
IV.PROCEDURES
A. Introduction What I Need to Know
At the end of this module, you are expected to:
1. Describe the absolute value of a number on a number line.
 2. Illustrate the distance of the number from 0.
3. Simplify absolute value
4. Appreciate the concepts learned under absolute value.
5. Determine the concepts in adding and subtracting integers.
6. Add and subtract integers using different approaches;
7. Solve word problems involving addition and subtraction of integers.
8. Appreciate the concepts learned under addition and subtraction of integers.

What’s new?
TASK 1:
Illustrate the following using the number line and identify the number.
1. 5 units to the right of zero
2. 5 units to the left of 0
3. 7 units to the right of 0
4. 7 units to the left of 0

Absolute value describes the distance of a number on the number line from 0 without considering which direction from zero
the number lies. The absolute value of a number is never negative.

TASK 2:
On a separate sheet of paper, illustrate a sea with the follow-ing: a crab 5ft. below sea level, a cliff 3 ft. above the sea level, and a flying bird
4 ft. above sea level. Use a vertical number line to help you out in the illustration.
After making the drawing, study it carefully and answer the questions below.
1. What Number might be a good representation for the sea level?
2. How do represent the distance below and above the sea level?
3. How far is the cliff from the sea level?
4. How far is the bird from the sea level?
5. How far is the crab from the sea level?
6. What is the distance between the cliff and the crab?
7. What is the distance between the bird and the crab?

B. Development What I Know

TASK 3:
The teacher illustrates the distance of the number from 0 through illustrative examples.
A. Find the absolute value of each
 a. 9 b. -4
B. Simplify
a.│5│+ │-8│ b.│-9│+ │-10│

What’s in?
TASK 4:
Simplify the following:
1. │+15│
2. │-65│
3. │+5│+ │-5│
4. │-23│- │+8│
5. │12│+│-14│

What is it?

Keep in Mind
The absolute value of a number, │n │, is the distance of the given number on the number line from zero. The absolute value of a
number disregards the direction from where it lies wit respect to zero. When we talk of distance, it is always positive. The absolute value of
two, written as│2│, represents its distance from 0 on the number line.
Illustrative Example 1. Represent │6│on the number line.

6 is 6 units from 0.
Thus, the absolute value of 6 is 6, that is, │6│= 6

Illustrative Example 2. Represent │- 4│ on the number line.

The distance of -4 from 0 is 4 units.

Therefore, the absolute value of -4 is 4, that is, │- 4│= 4

Illustrative Example 3. Represent │- 5│+ │3│on the number line.

 -5 is 5 units from 0, 3 is 3 units from 0.
Thus, │- 5│+ │3│ = 5 + 3 = 8

Illustrative Example 4. What is the value of - │- 5│?

When a negative sign appears before the absolute sign, this will mean you are taking the inverse or opposite of the absolute value, thus,
leading to a negative number.

A. Engagement What’s more?

TASK 5:
A. Add the following:
1. (18) + (-11) + (3)
2. (-9) + (-19) + (-6)
3. (-4) + (25) + (-15)
4. (50) + (-13) + (-12)
5. (-100) + (48) + (49)

B. Give the difference:

1. 53 -25 6. 25 - 43
2. (-6) - 123 7. (-30) -(-20)
3. (-4) - (-9) 8. (-19) - 2
4. 6 - 15 9. 30 –(-9)
5. 16 - (-20) 10. (-19) - (-15)

What I can do?

TASK 6:
A. Who was the first English mathematician who first used the modern symbol of equality in 1557?
(To get the answer, compute the sums of the given exercises below. Write the letter of the problem corresponding to the answer found in
each box at the bottom).
A 25 + 95
C. (30) + (-20)
R 65 + 75
B 38 + (-15)
D. (110) + (-75)
O (-120) + (-35)
O 45 + (-20)
T. (16) + (-38)
R (165) + (-85)
R (-65) + (-20)
R (-65) + (-40)
E 47 + 98
E (78) + (-15)
E (-75) + (20)

B. What is the name of the 4th highest mountain in the world?

(Decode the answer by finding the difference of the following subtraction problems. Write the letter to the answer corresponding to the item
in the box provided below:

O Subtract (-33) from 99

L Subtract (-30) from 49
H 18 less than (-77)
E Subtract (-99) from 0
T How much is 0 decreased by (-11)?
S (-42) – (-34) – (-9) – 18

What other enrichment activities can I engage in?

 TASK 7:

B. Assimilation What I have learned?

TASK 8:
Solve each problem involving integers.
1. A mercury thermometer records a temperature of 8 degrees Fahrenheit at 10 A.M. If the temperature drops by 3 degrees Fahrenheit
every hour, what will be the temperature by 2 P.M. of the same day?

2.
Kate gets into the elevator on the third floor of a shopping mall. She goes up 6 floors to reach the food court. After an hour, she went down 2
floors to buy books. At which floor is she now?
V. REFLECTION The learners, in their notebook, journal or portfolio will write their personal insights about the lesson using the prompts below.
I understand that __________.
I realize that ______________.