School TAYTAY NATIONAL HIGH SCHOOL Grade Level 8 (Remedial)

DAILY LESSON LOG Teacher OLIVER P. BALTAZAR Learning Area MATHEMATICS

Teaching Dates and Time SEPT. 5-9,2022 Quarter FIRST

Session 1 Session 2 Session 3 Session 4

I. OBJECTIVES
1. Content The learner demonstrates understanding of key concepts of sets and the real number system.
Standards
2. Performance The learner is able to intellectually formulate challenging situations involving sets and real numbers, and solve
Standards these in a variety of strategies.

3. Learning
Competencies /
Objectives The learner performs
fundamental operations on
integers (M7NS-Ic-d-1)
1. Add integers using
algebra tiles and the rules
2. Solve simple word
problems involving
addition of integers
3. Relate integers in real life
situation
The learner performs
fundamental operations on
integers (M7NS-Ic-d-1)
1. Subtract integers
2. Solve simple word
problems involving
addition of integers
3. Cite real life situation
where subtraction of
integers are applied
The learner performs
fundamental operations on
integers (M7NS-Ic-d-1)
1. Multiply integers
2. Apply multiplication of
integers in solving
problems
3. Value the concept of
multiplication in daily life
The learner performs
fundamental operations on
integers (M7NS-Ic-d-1)
1. Find the quotient of two
integers
2. Solve simple word
problems involving
division of integers
3. Relate integers in real life
situation

II. CONTENT Addition of integers Subtraction of integers Multiplication of integers Division of integers
III. LEARNING
RESOURCES
A. References
 1. Teacher’s
Guide pages
2. Learner’s
Materials pp 20 - 22 pp 23 - 27 pp 28 - 30 pp 140 - 144
pages
3. Textbook Patterns and Practicalities by Math Builders by Ulpina J., Elementary Algebra (UbD) Elementary Algebra UbD by
pages Gladys C. Nivera, Ph. D pages 45 - 46 by Eunice Ato-Lopez, MAT Eunice Ato-Lopez, MAT and
pages 57 Elementary Algebra (UbD) and Virgilio L. Lopez. M.E. Virgilio L. Lopez. M.E. pp.14
Elementary Algebra (UbD) by Eunice Ato-Lopez, MAT p. 13 – 15
by Eunice Ato-Lopez, MAT and Virgilio L. Lopez. M.E. e-math by Oronce,O. page Math Builders (Ulpina, J.) p.
and Virgilio L. Lopez. M.E. pages 10 44 52
page 9 Math Builders by Ulpina J.
page 51
4. Additional http:// wwwgoogle.com wwwgoogle.com
Materials from www.mathsteacher.com.au/ http:// http://
Learning year8/ch03_integers/ teachersites.schoolworld.co teachersites.schoolworld.co
Resource (LR) 03_addsub/integers.htm m/webpages/TAhrens/ m/webpages/TAhrens/
portal https://www.engageny.org/.../ files/Multiplying%20and files/Multiplying%20and
math-g7-m2-topic-a-lesson- %20Dividing %20Dividing
2-teacher.pdf %20Integers.pdf %20Integers.pdf
B. Other Learning Grade 7 LCTG by DepEd Grade 7 LCTG by DepEd Grade 7 LCTG by DepEd Grade 7 LCTG by DepEd
Resources Cavite Mathematics 2016 Cavite Mathematics 2016 Cavite Mathematics 2016 Cavite Mathematics 2016
/Materials colored papers, scissors, cartolina, marker flash cards Music Player
coin, die
IV. PROCEDURES
A. Reviewing previous Group Game “Pass my sum” Motivation
lesson or presenting The class will be Identify the opposite of the
the new lesson grouped into 2 and select 8 following.
representative by group. The
students selected will form a
line facing at the back of the
room. The teacher will ask 1.
the first student to pick a
flash card where the given is
written and he/she will
answer it and pass the sum
by moving his/her head part 3.
like eyes, tongue or lips to
the next student and so on.
The first group to finish and
give the sum to the teacher
will be given 1 point, 3
4.
rounds will be given. The
group with 2 points will be
declared a winner.
5+9 16 + 21 32 + 41 5.
Pre-Assessment “The Boat is Sinking”
The students will group
themselves into the quotient
on equation that will be
given. The student who will
not belong to the group will
2. be out. Those students who
will finish the activity will be
receiving an additional point
in the performance. While
the students are doing the
activity new dance music
will be played and when it
stops, the student should
already formed the group.
Example given: a. 6 ÷2 = 3
b. 3 x 2 = 6

B. Establishing a Purpose Setting Activity Think-Pair-Share! “FACT OR BLUFF” Guess what?

purpose for the The students will be Given the following: Using flash cards, the What do you think will be
lesson asked to make signed tiles teacher will show some the sign of the quotient of a
using the colored papers. 12 – 6 = 6 multiplication equation with positive and negative
Each student should have 2 12 – (-6) = 18 the repeated addition. If it is integer? Both negative?
different colors and will have correct they will say
to assign color for positive -12 – (-6) = -6 and if wrong .
and negative sign. The size The student who answered
of the signed tiles will be How do you find the wrong will dance to the
given by the teacher. They difference between negative tune of “DESSERT”.
can cut as many as they can. and positive integers? Both
The students will follow the positive/negative?
 instructions to be given by
the teacher.
1. Combine 3 positive signed
tiles and 4 positive signed
tiles. Count how many
signed tiles you have.
2. Combine 2 negative
signed tiles and 5 negative
signed tiles. Count how
many signed tiles you have.
3. Combine 15 positive
signed tiles and 20 negative
signed tiles. Count how
many signed tiles you have.
Is your signed tiles enough?
C. Presenting examples/ Ilustrative Examples Ilustrative Examples
instances of the
lesson
D. Discussing new
concepts and
practicing new skills
#1
Answer the following
questions:
1. Based on the activity
and diagrams how are
we combining the signed
tiles?
2. How will you identify the
sum?
3. On the preliminary
activity, were you able
to use the tiles in finding
the sum? Why?
4. On your own words how
will you add integers
with same sign and
different signs?
“What’s on your mind?” Working in Pair Group task: 4 groups
Answer the following Answer the following Answer the following
questions: questions: questions:
1.Based on the 1. Based on the activity 1. Based on the activity,
illustrations, how to on repeated addition, how does the division
subtract integers? did you find the pattern related to the
2.State the rules in or rule in multiplying multiplication?
subtracting integers. integers? 2. Using the examples,
2. What do you notice what is the quotient of
about the product of a integers having like
positive integer and a signs and different
negative integer? signs?
3. What about the
product of two negative
integers?
 E. Discussing new Change each of the Rewrite the division problem
concepts and following into addition as a related multiplication
practicing new skills expression then give the problem. Number 1 is done
#2 difference. for your guidance.
1. 24 ÷- 6 =-4 -4 x -6 = 24
1. 4 – 7 4 + -7 = _____ 2. 48 ÷ -8 = -6 _______
3. 40÷ 4 = 10 _______
2. -9 – 5 -9 + ___ = -14 4. -54 ÷ 6 = -9 _______
5. -64 ÷ -8 = 8 _______
3. 21–(-16) 21+ __ = 37 6. -72 ÷ 8 = -9 _______

4. -48–(-34) __ + 34 = __

5. 77 – 97 77 + __ = __

F. Developing mastery Use the rules for adding Find the difference of the Fill in the missing integer. Tell if the quotient is positive
(Leads to Formative integers to find the sum. following: 1. 9 ( ___) = 36 or negative. Write COC if
Assessment 3) 1. 12 + (-4) 1. 63 – (-58) 2. ( ___) (-7) = -28 positive and DOTA if
2. -105 + 67 2. -58 – 0 3. 12 ( ___) = -48 negative.
3. -14 + (-17) 3. -36 – 105 4. -5 (-15) = ___ 1. -15 ÷ -3 = ________
4. 45 + 37 4. 76 – 76 5. 34 (-2) = ___ 2.64 ÷ 8 = ________
5. 64 + (-38) 5. -84 – 84 3. 96 ÷ -3 = ________
4.-144 ÷ -12 ________
5.-180 ÷ 9 = ________

G. Finding practical “Roll to Win”
applications of The goal of this game
concepts and skills in is to reach a score of -10
daily living to 10. Both players start at
0. Player A throws a die.
Say, 5 come up. The same
player flips the coin. If the
head comes up, 5 is
positive; if the tail comes
up, 5 is negative. Player A
Group Activity
What is number 1 followed
by 63 zeros? Decode the
answer by finding the
difference of the subtraction
problem. Write the letter of
the answer corresponding
to the item number in the box
provided below.
Fill in the blank to make a Find the quotient:
true statement. 1. -56 ÷ 7 = _____
1. When you multiply two 2. - 72 ÷ - 8 = _____
numbers with the 3. 99 ÷ 9 = _____
same sign, the answer 4. 105 ÷ - 5 = _____
is _______. 5. -260 ÷ -13 =_____
2. When you multiply two
numbers with _____
sign, the answer is
negative.
then writes his or her 3. When you multiply any
score on the first box. number by zero, the
Player A and B take turns 7 5 6 5 1 3 5 answer is _____.
throwing the die and coin. 4. An even number of
If on the first throw, player 1. 98 – 33 99 .…O negative factors will
A gets a score of 5 and on 2. 20 –(- 30) -52.…I produce a product that
the second throw a score 3. (-77) – 18 0 ....V is _______.
of -6, his or her current 4. 0 – ( - 99 ) 65 ….N 5. An odd number of
score is -1, since 5 + (-6) = 5. (-26) – 26 50 .…L negative factors will
-1. The cumulative score, - 6. (-42) – (-34) – 9 – 18 produce a product that
1, will now be written on -35....G is ________.
the second box. 7. 90 – 80 – (-60) – 45 – 25
59 ....M
Both players will continue 95….T
taking turns and writing their
cumulative scores until one
of them reaches 20 or -20.

In the event that both have

filled up all boxes in the
scorecard, the score with the
highest absolute value (or
the score which is farthest
away from 0 on the number
line) wins the game.
Final
Score

Player A
 Player B
H. Making
generalizations and
abstractions about
the lesson
a.If the integers have the
same sign, just add the
positive equivalents of the
integers and attach the
common sign to the result.
b.If the integers have
different signs, get the
difference of the positive
equivalents of the integers
and attach the sign of the
larger number to the result.
I. Evaluating learning Solve the following
problems.
1. What is 10 more than -2?
2. The temperature rose
from 0°C by 8°C but later
dropped by 10°C. What
is the resulting
temperature?
3. Angela deposited P800
in the bank in the first
day of the month and
P600 the following day.
In subtracting integers, Rules in Multiplying
add the negative of the Integers:
subtrahend to the minuend. In multiplying integers,
find the product of their
positive equivalents.
1. If the integers have the
same signs, their
product is positive.
2. If the integers have
different signs their
product is negative.
Solve the following Write a numerical
problems. expression that models
1. Subtract 87 from ( -23) the problem and evaluate
2.How much is 100 1. What is twice the
diminished by 45? product of -8 and -16?
3. How much is (-50) 2. The product of what
decreased by 46? number and -7 is 56?
4. EJ bought P96.00 worth 3. The temperature drops
of vegetables in GMA 2°F each hour. What is
Market. How much was the total change in
her change if she gave temperature after 12
a 200 – peso bill? hours?
The quotient of two
integers with the same
signs is a positive integer
and the quotient of two
integers having unlike
signs is a negative
integer. However, division
by zero is not possible.
Solve the following
problems.
1. Three banana cost
P36.00. How much does
each banana cost?
2. Mr. Joe has 2 dozens of
chocolate bars and he
wants to give them
equally among his 5
children. How many
chocolate bars were left
after distributing them
 How much money does 5. A pair of pants went on 4. Sylvia burns 6 calories equally?
Angela have? sale for P450.00. How per minute when she 3 – 5 In a Math contest, a
4. Carrot Man gained P10 much did Angel save on runs in the Splash correct answer is
on the first day, lost P5 the purchase of 2 pairs Island. How many marked +2 or +4, a
on the second day and if the regular price was calories does she burn wrong answer,-2 and no
gained P20 on the third P625.00? when she runs for 15 answer,0. The winner is
day. How much profit minutes? the one with the highest
does Carrot Man have 5. James drives his car average. Determine the
during his three days of 20 miles round trip to winner from the
selling? work every day. How following contestants.
5. A football team lost 5 many total miles does
Contes Score A R
yards in one play and he drive to and from tants v a
gained 8 yards in the work in 5 days? e n
next play. What was the r k
total yardage in the two a
plays? g
e

1. Mark + - + + - 0
Cruz 4 2 2 4 2

2. Noel + - + + + -
Lopez 4 2 4 4 4 2

3. + - - + + -
Ronald 4 2 2 4 2 2
Go

J. Additional activities Follow – up Follow – up Follow – up Follow – up

for application or Find the sum of the following: Find the difference. Find the product.
remediation 1. -48 + 17 1. 71 – 48 1. 19 ( -3)
2. -84 + 79 2. - 37 – (-72) 2. 23 (6)
3. 63 + (-49) 3. 49 – (-49) 3. -6 (-6)
4. -88 + (-33) 4. 100 – (-58) 4. -12 x -4
5. 8 + (-17) + 24 5. -3 – (-5) –(-7) 5. -8 (5)
Study Study
 Study
Multiplication of Integers Division of Integers
Subtraction of Integers Reference: Learners Reference: Learners
Reference: Learners Materials pp 28 - 30 Materials pp 140 – 144
Material For G7 – pages 23 -
27

Study

Properties of the Operation

of Integers
Reference: Learners
Material pages 33 - 41

V. REMARKS

VI. REFLECTION
1. No.of learners who
earned 80% on the
formative assessment
2. No.of learners who
require additional
activities for
remediation.
3. Did the remedial
lessons work? No.of
 learners who have
caught up with the
lesson.
4. No.of learners who
continue to require
remediation
5. Which of my teaching
strategies worked
well? Why did these
work?
6. What difficulties did I
encounter which my
principal or
supervisor can help
me solve?
7. What innovation or
localized materials
did I use/discover
which I wish to share
with other teachers?