A DETAILED LESSON PLAN IN GRADE 7 – MATHEMATICS

I. OBJECTIVE
At the end of the lesson, students should be able to:
a. identify the procedure of Adding and Subtracting Integers;
b. appreciate the importance of Adding and Subtracting Integers in
real-life;
c. value the importance of teamwork in a given group activity and;
d. solve problems involving Addition and Subtraction of Integers
using the integrated instructional manipulative.
II. SUBJECT MATTER
a. Topic: Adding and Subtracting Integers
b. Reference/s: Elementary Algebra 3rd Edition (2004) by. Ronald E.Walpole pp.243-
253
c. Material/s: Visual aids, Instructional manipulative – “Board Chips”, Whiteboard
marker, eraser, Worksheets
III. PROCEDURE
TEACHER’S ACTIVITY STUDENT’S ACTIVITY
A. Daily Routine
1. Prayer
 Good class!  Good morning Sir!
 Before we start may we all stand up
for a prayer. Student A please led the
prayer.  (Student A leads the prayer.)
2. Cleaning
 Ok class before you sit down please
pick up some trashes and pieces of  (Students will pick up some trashes
papers. and pieces of papers.)

3. Greetings
 Good morning once again.  Good morning Sir.
 So how was your day?  (Different responses.)
 Well, good then.
4. Checking of attendance
 Are there any absents today?  None Sir.
 Very good!

TEACHER’S ACTIVITY STUDENT’S ACTIVITY

 B. PRIMING
1. Setting of Class Rules
 First of all class, we must set out class
rules for today so that we can have a
mutual and manageable classroom
settings. Did you get it class?  Yes Sir!
 Okay very good. Student B, can you
recite our golden class rules?  (Student B will recite the golden class
rules.)
2. Recall
 Before we begin to our lesson, let us
have a simple recap on our past
lesson. So who can still recall our past
lesson?  (Students will raise their hands.)
 Okay student C, give it a try.  It’s all about Integers Sir.
 Okay thank you. So student D, can tell
me what is an Integer?  Integer is a signed number that is
prefixed by either plus (positive) or
minus (negative) sign.
 Very good student D. Thank you and
you may now take your. Let’s give him
a round of applause.  (Students will clap.)
 You know class, without much being
aware of it we are dealing with
integers in many of our activities in life
especially those activities which have
something to do with economics and
measurement.  (Students will listen attentively.)
C. LESSON PROPER
1. Activity
 Since you already understand our
past lesson, but before we proceed to
our next topic we will have first an  (Students will listen attentively.)
activity.
 This activity is called the “Positive –
Negative Response”. For this activity,
the class will be divided into two (2)
TEACHER’S ACTIVITY STUDENT’S ACTIVITY
groups. There are some situations
 that I will be given, then there are
following conditions that will be
inserted. All you have to do as the  (Students will listen attentively.)
participants of this activity is to chant
your group’s name if you found out
that the situation and conditions will
define your group.
 So, this rows here is the Group 1  Yes Sir!
(Positive) and the other rows is the
Group 2 (Negative). Are you ready
class?
 The following are the situations and
conditions.
1. Given this situation.

 (Students will listen attentively.)

 (Students will do the activities.)

 This basket has balloons and weights

tied to it.
-The balloons pull up (positive)
-And the weights drag down
(negative)
 What will happen if I will insert this
conditions? Is it a positive or a
negative?
-Add 3 weights
TEACHER’S ACTIVITY STUDENT’S ACTIVITY
-Add 5 balloons  (Students will do the activities.)
 -Subtract 2 balloons
-Subtract 3 weights
2. How about this situation?

 What will happen if I will insert this

conditions? Is it positive or negative?
-Eat!
-Do not eat!
-Do not NOT eat!
 (Students will do the activities.)
-Do not not NOT eat!
2. Analysis
 Congratulations to all of you class! You
did a good job in our activity. Let’s give
 (Students will clap.)
a hand for all of us for a job well done.
 Did you have fun in our activity, class?
 Yes Sir!

 So what you have observed in our

activity?
 (Students will raise their hands.)

 Yes students E? Can you tell us your

observations about the activity?
 It’s all about adding and subtracting
things with the integration of positive
and negative.
 Very good observation.
 I think you have an idea on what we
are going to discuss for today.
3. Abstraction
 Now, we will proceed to our
discussion. Our topic for today is about
Adding and Subtracting Integers.
 (Students will listen attentively.)
TEACHER’S ACTIVITY STUDENT’S ACTIVITY
We all know that integers are the
signed numbers that is prefixed by
 negative or positive sign.  (Students will listen attentively.)
 Is integer a whole number?  Yes Sir!
 Very good. Integers are whole
numbers. It can’t be a fraction or
decimals. So, it’s very easy to us to
add and subtract because we are only
dealing with whole numbers.  (Students will listen attentively.)
 In adding and subtracting integers,
you must follow the rules.
In adding integers:
-RULE 1. To add integers of like signs
(i.e, both negative or both positive),
add their absolute values and prefix
their common signs.
Example:  (Students will listen attentively.)
1) -14 + (-10) = -24
2) 7 + 19 = 26
3) 8 + 15 = 23
4) -37 + (-32) = -69
5) 23 + 21 = 44
-RULE 2. To add integers with unlike
signs (i.e, negative (+) positive or vice  (Students will listen attentively.)
versa), find the difference of their
absolute values and prefix the sign of
the greater absolute value.
Example:
1) -8 + 15 = 7
2) -16 + 9 = -7
3) 11 + (-23) = -12  (Students will listen attentively.)
4) 17 + (-4) = 13
5) -34 + 12 = -22
In subtracting integers:
-RULE 1. To subtract one number to
another, change the sign of the
subtrahend and follow the rules in
TEACHER’S ACTIVITY STUDENT’S ACTIVITY
addition.
Example:
1) 19 – 28 => 19 + (-28) = 9
 2) -17 – (-4) => -17 + 4 = -13
3) 35 – (-4) => 35 + 4 =9
4) -24 – 38 => -24 + (-38) = 62
5) -6 – (-15) => -6 + 15 =9
 I feel you’re confused with the rules,
am I right?  Yes Sir.
 Don’t worry class, we will have more
example and with that examples we will
integrate the instructional manipulative
–“Board Chips” so that we can really
easily understand the concepts of
Adding and Subtracting Integers.  (Students will listen attentively.)
 The manipulative “Board Chips” is a
very useful IM in discussing “Addition
and Subtraction of Integers”.
 So let’s start. Are you ready?  Yes Sir!
 When modeling integers, we can use
colored chips to represent integers.
One color can represent a positive
number and another color can
represent a negative number. 
 Here, a yellow chip will represent a
positive integer and a red chip will
represent a negative integer

 For example, the modeling for 4, -1,

and -3 are shown below:

 It is extremely important to know how

to model a zero. Basically, if we have
the same amount of yellow chips and

TEACHER’S ACTIVITY STUDENT’S ACTIVITY

 red chips we say that we have zero  (Students will listen attentively.)
pair(s) 
For example, all the followings
represent zero pair(s)

 Adding and subtracting Adding and  (Students will listen attentively.)

subtracting integers with modeling

can be extremely helpful if you are
having problems understanding
integers.
 If a board is used with the chip,  (Students will listen attentively.)

adding always mean " Add

something to the board" and
subtraction always mean "Remove
something from the board".
 Here, we will use a big square to  (Students will listen attentively.)

represent a board

Let's start with addition of integers:

Example #1: -2 + -1  (Students will listen attentively.)

Put two red chips on the board. Then

put one red chip on the board. Since we
end up with 3 red chips, the answer is
-3.

TEACHER’S ACTIVITY STUDENT’S ACTIVITY

 (Students will listen attentively.)
 Notice that big arrow represents the "+"
sign or the action of adding.
 (Students will listen attentively.)
Example #2: -3 + 2
Add 3 red chips on the board to
represent -3. Then, add 2 yellow chips
to represent 2

Remove the two zero pairs from the

board. Since only one red chip remains,
the answer is -1.

 (Students will listen attentively.)

 We are now finished in addition
integers, so let’s move on to subtraction.

TEACHER’S ACTIVITY STUDENT’S ACTIVITY

 Example #3: -4 − - 2  (Students will listen attentively.)
Put 4 red chips on the board to represent
 -4. Then, the problem says that you have
to minus negative two.
Minus negative two means as we said
before to remove -2 from the board. In
other words, it means to remove two red
chips from the board. Thus, the answer
is -2.

Subtracting with chips becomes tricky

when what they tell you to subtract does
not exist

Example #4: -4 – 2  (Students will listen attentively.)

Here, the problem is not asking to

subtract -2 as before, but 2. Start by
putting 4 red chips to represent -4. Now
how do you remove 2 or two yellow chips
that you don't have?
The only way to do it is to add two zero
pairs to the board (Shown in the board
on the right).

TEACHER’S ACTIVITY STUDENT’S ACTIVITY

 Did you understand the discussion
class? Did you found “Board Chip” as
 an effective tool, right?  Yes Sir!
4. Application
 Since you really understand the
discussion, please prepare ¼ sheet of
paper and answer this 10-item seat
work. This will be added to your daily
points. You can also use the
manipulative by illustrating it in your
scratch paper.
 Here’s the questions:
1) 34 – (-23)
2) 13 + (-45)
3) 32 – (-32)
4) 12 + (-25)
5) 15 – (-45)
6) 56 + (-45)
7) -67 + (-76)
8) -98 – (-65)
9) -54 + 53  (Students will answer the activity.)
10)76 – (74)
D. GENERALIZATION
 Let’s have a recap on what we’ve
discuss earlier. What is the Rule #1 in  To add integers of like signs (i.e, both
adding integers? negative or both positive), add their
absolute values and prefix their
common signs.

 Very good! How about the rule in  To subtract one number to another,
subtracting integers? change the sign of the subtrahend and
follow the rules in addition.

 Very good! It seems you really

understand our discussion.

TEACHER’S ACTIVITY STUDENT’S ACTIVITY

E. AGREEMENT/ASSIGNMENT
 Study in advance the topic
 “Multiplication and Division of Integers”.
 That’s all for today class. Good bye!  Good bye Sir!

Prepared by
Christian Jay M. Busa – Student-Teacher

Checked by
Prof. Lorline Garay – Student-Teacher Supervisor