School: CATANING INTEGRATED SCHOOL Grade Level: 7

GRADES 1 to 12 Learning
DAILY LESSON Teacher: KATHERINE JOY P. CRUZ Area: MATHEMATICS
LOG Teaching Dates and October 10 – 14, 2022
Time: (WEEK 7)/ 8:30 – 9:30 AM Quarter: 1ST QUARTER

I. OBJECTIVES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

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
Standards of strategies.
C. Learning The learner performs The learner performs The learner performs The learner performs
Competencies/ fundamental operations fundamental operations fundamental operations fundamental operations
Objectives on integers on integers on integers (M7NS-Ic-d- on integers (M7NS-Ic-d-
( Write the L Ccode (M7NS-Ic-d-1) (M7NS-Ic-d-1) 1) 1)
for each) 1. Multiply integers 1. Multiply integers 1. Find the quotient of 1. Find the quotient of
2. Apply multiplication of 2. Apply multiplication of two two
integers in solving integers in solving integers integers
problems problems 2. Solve simple word 2. Solve simple word
3. Value the concept of 3. Value the concept of problems involving problems involving
multiplication in daily multiplication in daily division of integers division of integers
life life 3. Relate integers in real 3. Relate integers in real
life life
situation situation
II. CONTENT
( Subject Matter) VACANT Multiplication of integers Multiplication of integers Division of integers Division of integers

III.LEARNING
RESOURCES
A. References
1. Teacher’s Guide
pages
2. Learner’s Material
pp 28 - 30 pp 28 - 30 pp 140 - 144 pp 140 - 144
pages
a. Textbook pages Elementary Algebra Elementary Algebra Elementary Algebra Elementary Algebra
(UbD) by Eunice Ato- (UbD) by Eunice Ato- UbD by Eunice Ato- UbD by Eunice Ato-
Lopez, MAT and Virgilio Lopez, MAT and Virgilio Lopez, MAT and Virgilio Lopez, MAT and Virgilio
L. Lopez. M.E. p. 13 L. Lopez. M.E. p. 13 L. Lopez. M.E. pp.14 – L. Lopez. M.E. pp.14 –
e-math by Oronce,O. e-math by Oronce,O. 15 15
page 44 page 44 Math Builders (Ulpina, Math Builders (Ulpina,
Math Builders by Ulpina Math Builders by Ulpina J.) p. 52 J.) p. 52
J. page 51 J. page 51
b. Additional wwwgoogle.com wwwgoogle.com wwwgoogle.com wwwgoogle.com
Materials from http:// http:// http:// http://
Learning Resource teachersites.schoolworl teachersites.schoolworl teachersites.schoolworl teachersites.schoolworl
LR portal d.com/webpages/ d.com/webpages/ d.com/webpages/ d.com/webpages/
TAhrens/files/Multiplying TAhrens/files/Multiplying TAhrens/files/Multiplying TAhrens/files/Multiplying
%20and%20Dividing %20and%20Dividing %20and%20Dividing %20and%20Dividing
%20Integers.pdf %20Integers.pdf %20Integers.pdf %20Integers.pdf
B. Other Learning
Resources
IV. PROCEDURE
A. Reviewing previous “The Boat is
Lesson or presenting Pre-Assessment Sinking”
new lesson The students will
group themselves into
the quotient on equation
that will be given. The
student who will not
belong to the group will
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 “FACT OR BLUFF” Guess what?
for the lesson Using flash cards, the What do you think will
teacher will show some be the sign of the
multiplication equation quotient of a positive
with the repeated and negative integer?
addition. If it is correct Both negative?
they will say
and if wrong
.

The student who

answered wrong will
dance to the tune of
“DESSERT”.

c. Presenting examples/ Ilustrative Examples Ilustrative Examples

instances of the new
lesson.

d. Discussing new Working in Pair Group task: 4 groups

concepts and practicing Answer the following Answer the following
new skills.#1 questions: questions:
1. Based on the 1. Based on the
activity on repeated activity, how does
addition, did you the division related
find the pattern or to the
rule in multiplying multiplication?
integers? 2. Using the
 2. What do you examples, what is
notice about the the quotient of
product of a integers having like
positive integer and signs and different
a negative integer? signs?
3. What about the
product of two
negative integers?
e. Discussing new Rewrite the division
concepts and practicing problem as a related
new skills #2. multiplication problem.
Number 1 is done for
your guidance.
1. 24 ÷- 6 =-4 -4 x -6 =
24
2. 48 ÷ -8 = -6
_______
3. 40÷ 4 = 10
_______
4. -54 ÷ 6 = -9
_______
5. -64 ÷ -8 = 8
_______
6. -72 ÷ 8 = -9
_______
f. Developing Mastery Fill in the missing Tell if the quotient is
(Lead to Formative integer. positive or negative.
Assessment 3) 1. 9 ( ___) = 36 Write COC if positive
2. ( ___) (-7) = -28 and DOTA if negative.
3. 12 ( ___) = -48 1. -15 ÷ -3 =
4. -5 (-15) = ___ ________
5. 34 (-2) = ___ 2.64 ÷ 8 =
________
3. 96 ÷ -3 =
________
4.-144 ÷ -12
________
 5.-180 ÷ 9 =
________

g. Finding practical Fill in the blank to make Find the quotient:

application of concepts a true statement. 1. -56 ÷ 7 = _____
and skills in daily living 1. When you multiply 2. - 72 ÷ - 8 = _____
two numbers with 3. 99 ÷ 9 = _____
the same sign, the 4. 105 ÷ - 5 = _____
answer is 5. -260 ÷ -13 =_____
_______.
2. When you multiply
two numbers with
_____ sign, the
answer is
negative.
3. When you multiply
any number by
zero, the answer
is _____.
4. An even number of
negative factors
will produce a
product that is
_______.
5. An odd number of
negative factors
will produce a
product that is
________.
h. Making Generalizations Rules in Multiplying The quotient of two
and Abstraction about Integers: integers with the same
the Lesson. In multiplying signs is a positive
integers, find the integer and the quotient
product of their of two integers having
positive equivalents. unlike signs is a
1. If the integers have negative integer.
the same signs, However, division by
 their product is zero is not possible.
positive.
2. If the integers have
different signs their
product is negative.
i. Evaluating Learning Write a numerical Solve the following
expression that problems.
models the problem 1. Three banana cost
and evaluate P36.00. How much
1. What is twice the does each banana
product of -8 and - cost?
16? 2. Mr. Joe has 2
2. The product of dozens of chocolate
what number and - bars and he wants
7 is 56? to give them equally
3. The temperature among his 5
drops 2°F each children. How many
hour. What is the chocolate bars were
total change in left after distributing
temperature after them equally?
12 hours? 3 – 5 In a Math
4. Sylvia burns 6 contest, a correct
calories per minute answer is marked
when she runs in +2 or +4, a wrong
the Splash Island. answer,-2 and no
How many calories answer,0. The
does she burn winner is the one
when she runs for with the highest
15 minutes? average. Determine
5. James drives his the winner from the
car 20 miles round following
trip to work every contestants.
day. How many
total miles does he
drive to and from
work in 5 days?
 Co Score A R
nt v a
est e n
an r k
ts a
g
e

1. + - + + - 0
Mark 4 2 2 4 2
Cruz
2. Noel
+ - + + + -
Lopez4 2 4 4 4 2

3. + - - + + -
Ro 4 2 2 4 2 2
nal
d
Go

j. Additional Activities for

Application or
Remediation
V. REMARKS
VI. REFLECTION
A. No. of learners earned
80%in the evaluation.
B . No. of learners who
required additional
activities for
remediation who
scored below 80%

C. Did the remedial lesson

work? No. of learners
 who have caught up
with the lesson.

D. No. of learner 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 used/discover which
I wish to share with
other teachers?

Prepared by:
KATHERINE JOY P. CRUZ
Teacher II Checked by:
JENNIFER T. DE JESUS
Master Teacher II

Noted:
LISA G. AUSTRIA
Principal III