ANTONIO R.

LAPIZ NATIONAL HIGH SCHOOL

Jaguimit, City of Naga, Cebu

LESSON PLAN IN MATHEMATICS 7

S. Y. 2017-2018

Target Date: June 30, 2016 (Thursday)

Time Allocation: 60 minutes (G7Einstein at 10:00 – 11:00 & G7Edison at 1:00 – 2:00)
Teacher: Mrs. Cherrie Mae P. Aquino

I. OBJECTIVES: Multiplicative Identity – states that the product of any number multiplied to 1 is the
Within the one-hour period, the students are expected to: given number, one “1” is the multiplicative identity
a. state and illustrate the different properties of the operations on integers, and
b. rewrite the given expressions according to the given property. 6. Inverse Property
In addition
II. SUBJECT MATTER: - states that the sum of any number and its additive inverse is zero, the additive
Properties of the Operations on Integers inverse of a number a is –a
Math Grade 7 Learner’s Module
Textbook, visual aids, strips of paper In multiplication
- states that the product of any number and its multiplicative inverse is 1, the
III. LEARNING MATERIALS: multiplicative inverse of a number a is 1/a

A. Motivation: -Based on the given properties, the class will be discussing to each other their
Introduce a game to the students, “PICTIONARY GAME: DRAW AND TELL” (See p. 33 interpretation/understanding of each property through JIGSAW. The class is then divided
of the reference material) into three. Each group will be given 2 properties to discuss.

B. Presentation/Discussion: -After their discussion, make a wrap up so as to make clarifications with the inputs they gave
Introduce the topic then start the lesson by giving them important terms to remember. to their classmates. Insert also the importance of each property – that the properties they
Properties of the Operations on Integers: have been talking about is as important as their characteristics as they make their identity.
1. Closure Property –two integers are added and multiplied remain as integers. Making an IDENTITY will always be best when done in the good way.

2. Commutative Property – changing the order of two numbers that are either being
added or multiplied does not change the value
3. Associative Property – changing the grouping of numbers that are either added or
multiplied does not change the value
-Yes, some people make some noise after they were branded as “drug addicts” for example,
but where do they go when they’re caught and flashed in a tv news? What harm could they
give to their body in taking such illegal drugs? What could happen to their relationship with
their family, classmates, and teachers? If you were to choose, would you opt to show that
gross identity?

4. Distributive Property – When two numbers have been added / subtracted and then -The teacher will give the following exercises afterwards.
multiplied by a factor, the result will be the same when each number is multiplied by
the factor and the products are then added or subtracted C. Exercises:

5. Identity Property A. (for the smart group)

Additive Identity – states that the sum of any number and 0 is the given number, zero COMPLETE THE TABLE: Which property of real number justifies each statement?
“0” is the additive identity. Given Property
4. 0 + (-3) = -3
5. 2(3-5) = 2(3) – 2(5)
 1. (-6) + (-7) = (-7) + (-6)
2. 1 x (-9) = -9
3. -4 x -¼ = 1 IV. EVALUATION:
A. COMPLETE THE TABLE: Which property of real number justifies each statement?
B. (for the smarter learners) Given Property
FILLING IN. Fill in the blanks to make the statement true. Then identify the property shown. 1. 2 x (3 x 7) = (2 x 3) x 7
Given Property 2. (-4) + 4 = 0
1. ____ + (-3) = -3 Additive Identity 3. (-6) + (-7) = (-7) + (6)
2. 2(3-5) = ___(3) – 2(___) Distributive 4. 1 x (-9) = -9
3. (-6) + (___) = (-7) + (-6) Commutative 5. -4 x -¼ = 1
4. 1 x (___) = -9 Multiplicative Identity
5. -4 x ___ = 1 Multiplicative Inverse B. FILLING IN. Fill in the blanks to make the statement true. Then identify the property
shown.
C. (for the smartest group) Given Property
MAKE your own examples for each property. Give at least one example for each and present it 1. 2 x (3 x 7) = (2 x 3) x 7
through a table. 2. (-4) + 4 = 0
3. (-6) + (-7) = (-7) + (6)
D. (for everybody) 4. 1 x (-9) = -9
Let the students write the disadvantages of taking illegal drugs. Let them elaborate things 5. -4 x -¼ = 1
through stating the possibilities that life may offer when they will engage in it.
C. Enumerate certain effects when using illegal drugs. (based on what they have observed or
seen in real life neighbors or friends or on movies)

V. ASSIGNMENT:
Let the students make their own mathematical statements and the corresponding
property that justifies each statement. Let them make 5 statements per property on a long
bond paper. Let them make their work creative.

Checked by:

LEVITICUS M. BARAZON JR.

School Head