Detailed Lesson Plan
School Quezon National High School
Teacher Sherwin S. Castillo
Time & Dates
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies /
Objectives.
(Write the LC code for each)
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or What are the rules in multiplying integers?
presenting the new lesson
B. Establishing a purpose for
the lesson
C. Presenting examples/
instances of the new lesson
Grade Level 7
Learning Area Mathematics
Quarter
The learner demonstrates understanding of key concepts of sets and the real
number system.
The learner is able to formulate challenging situations involving sets and real
numbers and solve these in a variety of strategies
At the end of the lesson the students will be able to:
1. Find the quotient of integers,
2. Solve problems involving division of integers.
3. Appreciate the importance of dividing integers in the real world.
M7NS-Ic-d-1
Numbers and Number Sense
Mathematics 7 Learner’s Materials
Page 42 Teachers Guide
Page 42 Learners Guide
Laptop, Projector/TV, Visual models such as shapes and objects.
Teacher’s Activity Students’ Activity
-Rule no. 1
The product of two integers with the
SAME SIGN is positive.
-Rule no. 2
The product of two integers with
DIFFERENT SIGNS is negative.
Let the students answer the following:
1. What is the inverse operation of -(possible answers)
Addition? How about - subtraction
multiplication? - division
- Since Division is the inverse process of
multiplication,
what is meant by:
Example 1. (-51) ÷ ( -3) 1. (-51) ÷ ( -3) -> means what number
-If we ignore the signs for the meantime, multiplied by (-3) produces (-51).
we know that 3 X __ = 51
-We also know that in order to get a Solution: 3 x 17 = 51
negative product, the factors must have
different signs. Hence (-3) x __ = (-51) Hence, (-3) x 17= (-51)
-Therefore, what is the quotient
(-51) ÷ ( -3) ? Therefore, (-51) ÷ ( -3) = 17

D. Discussing new concepts and
practicing new skills #1
E. Discussing new concepts and
practicing new skills #2
F. Developing mastery (Leads
to Formative Assessment 3)
G. Finding practical applications Let the students answer
of concepts and skills in daily
living
Example 2. What is (-51) ÷ 3 ?
-What is your observation in Example 1?
-So, what do we get when we divide two
negative integers?
- How about, Example 2, what do you
observe?
-So, what is the sign of the quotient when
we divide two integers that are unlike
signs?
-Now, What are the rules in Dividing
Integers?
Note: The division of any integer by ZERO is
undefined.
Note: Multiplication and Division have the
same rules.
-How about this given.
Example 3.
(684) ÷ (-19) ÷ (-6 ) ÷ (-2)
- Remember:
1. Divide numbers like normal
2. An even number of negative signs will
give you a positive answer
3. An odd number of negative signs will
give you a negative answer
(Ask the following)
What is the quotient of:
1. (-) ÷ (-)
2. (-) ÷ (+)
3. (+) ÷ (-)
4. (+) ÷ (+) ÷ (-)
5. (-) ÷ (-) ÷ (-) ÷ (-)
6. (-) ÷ (-) ÷ (-)
Exercise B on page 43
2. (-51) ÷ 3
Solution: 3 x 17 = 51
Hence, (3) x (-17)= (-51)
Therefore, (-51) ÷ ( 3) = (-17)
-The two integers have a negative sign.
(The dividend and the divisor have the
same sign)
-the quotient is a positive integer.
-The two integers have unlike signs.
(The dividend and the divisor have
unlike signs
-the quotient is a negative integer.
Rules in Dividing Integers:
In dividing integers, find the quotient
of their positive equivalents.
1. If the two integers have the same
signs, their quotient is positive.
2. If the two integers have different
signs their quotient is negative.
-The two integers have different sign.
Example 3.
(684) ÷ (-19) ÷ (-6 ) ÷ (-2) = -3
-Possible answers of the students.
1. positive
2. negative
3. negative
4. negative
5. positive
6. negative
 H. Making generalizations and
abstractions about the lesson
I. Evaluating learning
Let some students generalized of
what they learned about the lesson.
Quiz (1/2 Crosswise)
Find the Quotient of the following:
1. (-168) ÷ (-6)
2. (-147 ÷ (7)
3. (-8) ÷ (4) ÷ (2)
4. (-20) ÷ (5) ÷ (-2)
5. (-81) ÷ (-9) ÷ (-3)

J. Additional activities for Let the students do WORKSHEET NO. 1

application or remediation OPERATIONS ON INTEGERS

V. REMARKS

VI. REFLECTION
A. No. of learners who earned
80% on the formative
assessment.
B. No. of learners who require
additional activities for
remediation.
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?

Prepared by:
SHERWIN S. CASTILLO
Teacher 1

Checked by:
ISIDRA C. PALACIO
Master Teacher I

Noted by:

ALEX T. SOLAR, PhD.

Principal III