Republic of the Philippines
Region VIII- Eastern Visayas
DEMONSTRATION PLAN IN MATHEMATICS 7 (QUARTER 1)
MATHEMATICS 7
QUARTER 1
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning
Competencies/
Objectives
Write the LC Code for each.
II. CONTENT/TOPIC
III. LEARNING
RESOURCES
A. References
1. Learner’s Materials pages
2. Teacher’s Guide pages
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson
or presenting the new
Northwest Samar State University
PILAR NATIONAL AGRICULTURAL HIGH SCHOOL
Teacher:
Kc Ibajo, Lito Batchar, Darlyn Omila,
Vanessa Sherra Blanco, Alyssa Jean Luardo
Time Allotment: 60 minutes
Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedure must be followed and if needed, additional lessons, exercises, remedial activities may be done for developing content knowledge and competencies.
These are assessed using Formative Assessment strategies. Valuing objectives support the learning of content and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guide.
Demonstrates understanding of key Concepts of sets and the Real number system.
Is able to formulate challenging situations involving sets and real numbers and solve these in a variety of strategies.
M7NS-Ia-2
Illustrates the union and intersection of sets and the difference of two sets.
At the end of the lesson, students should be able to do the following:
a. Apply the rules of adding integers;
b. Solve real life problems involving addition of integers; and
c. Have fun and encourages to further study Mathematics.
Content is what the lesson all about. It pertains to the subject matter the teacher aims to teach in the CG, the content can be tackled in a week or two.
Fundamental Operations on Integers: Addition of Integers
Integration: Science - Temperature
List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and learning. Ensure that there is a mix of concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
Elementary Algebra (Textbook for First Year) page 32
Mathematics 7 (Teacher’s Guide) page 26
Pictures
These steps should be across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which you can infer from formative assessment activities. Sustain learning systematically by providing
students with multiple ways to learn new things, practice their learning, question their learning processes, and draw conclusion about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
A
W Recalling the four basic operations of the whole number.
 lesson. A 1. Ask students what are the four basic operations of the whole number.
ELICIT (The activities in this section will evoke or R
draw out prior concepts of or experiences from the E
students)
N Guide Questions:
E
1. Now can you recall what is integers?
S

REVIEW S

B. Establishing a purpose for The teacher presents picture and asks:

the lesson.
ENGAGE (The activities in this section will Guess the four(4) pictures symbolize and tell me what makes you guess it correctly.
stimulate their thinking and help them access and
connect prior knowledge as a jumpstart to the
present lesson.)

MOTIVATION

Guide Questions:

1. What are the words we got?

2. How did you guess it correctly?

C. Presenting Present integers on the number line

examples/instances of the
new lesson.

PRESENTATION Example 1: A team won 5 points on the first half of the game, and again won 3 points on the second half. Now let’s use the number line to
find the total gain in the game.
 Solution: With 0 as starting point, five units to the right (5) and
another three units (3) in the same direction will result in eight units
to the right of 0, (8).

Thus, 5 + 3 = 8.

Example 2: In another game, the same team lost the first half by 7 points and lost the second half again by 3 points. Using the number line
to find the team’s total loss in points.

Solution: Again, with 0 as starting point, since we lost 7 points, so

we’re going to move seven units to the left (-7), and plus another 3
points lost, so we move three units (-3) ending at ten units to the
left of 0, -10.

Thus (-7) + (-3) = -10.

Example 3: Find the sum: 3 + (-6)

Solution: Three units to the right (3) plus negative six (-6), since 6
is has a “-“ so we have to add six units from 3 to the left.

Thus 3 + (-6) = -3
 Guide Questions:
1. According to our given examples what did you observed?

Present the Rule of Adding Integers

Rules of adding integers:

Like sign — Add the two numbers without regard to their signs. In the answer, copy their sign.

Unlike sign — without regard to their signs, Subtract the smaller number from the larger
number. In the answer, copy the sign of the larger number.

D. Discussing the new A Solving exercises using only observation or the rules, without using the number line.
concepts and practicing C
new skills #1. T
EXPLORE (In this section, students will be given I
Now, teacher will ask the learners to solve the exercise using only the observations we’ve got from the previous examples or the rules,
time to think, plan, investigate, and organize V without using the number line.
collected information; or the performance of the
planned/prepared activities from the student’s
I
manual with data gathering and Guide questions) T Answer the following:
Y
1.) Find the sum: 5 + 5

Solution: Same sign — add the numbers, then copy their sign:
5 + 5 = 10

2.) Find the sum: -4 + (-11)

Solution: Same sign so, 4 + 11 is 15, then we copy their sign which
DISCUSSION is “-“. So, the answer is -15.
Thus, -4 + (-11) = -15

Solution: Unlike sign so, subtract the smaller number from the 3.) Find the sum: -6 + 10
larger number without regard to their signs: 10 – 6 is 4, then copy
the sign of the larger number, in this case 10 is larger than 6 so the
sign we’re going to copy is “+” sign. So the answer is +4 or simply
4.
Thus, -6 + 10 = 4
 4.) Find the sum: 7 + (-13)

Solution: Unlike sign so, Subtract the smaller number from the
larger number without regard to their signs: 13 – 7 is 6, then in the
answer copy the sign of the larger number.
Thus, 7 + (-13) = -6

E. Discussing the new Group Work

concepts and practicing
new skills #2. Divide the class into 4 group.

Each group will be given problem and they will give the solution written in the board.
The students will prepare themselves for their report.
GUIDED The group will choose their reporter and will report in the class.

PRACTICE (Rubrics is used)

Score Discription
3 Able to solve the problem correctly and explain clearly to the class the rules used in every problem.
2 Able to solve the problem correctly but not able to explain all the rules used in every problem
1 Able to solve the problem but do not know how to explain
0 Not able to perform anything
 F. Developing mastery A
(Leads to formative N Pick student in the class and let them answer the problem.
assessment 3). A
EXPLAIN (In this section, students will be L
involved in an analysis of their exploration. Their Y
understanding is clarified and modified because of Solve each problem in the board.
reflective activities)/Analysis of the gathered data
S
and results and be able to answer the Guide I
Questions leading to the focus concept or topic of S 1.) 14 + 26
the day.
2.) (-28) + (-33)

INDEPENDENT 3.) 23 + (-20)

PRACTICE 4.) (-8) + 28

5.) (-99) + (-1)

G. Making generalization and A

abstraction about the B Guide Questions:
lesson. S
ELABORATE (This section will give students the T Now let sum it all.
opportunity to expand and solidify / concretize their R
understanding of the concept and / or apply it to real
A
–world situation)
C 1.) How do we add integers with like signs?
ABSTRACTION T
I 2.) How do we add integers with unlike signs?
O
N 3.) Why is it important to learn the concept of adding integers?
 H. Finding practical A Application of Integers in temperature
application of concepts P
and skills in daily living. P

APPLICATION
L
I Temperature in Celsius has a similar structure of number lines, where 100°C is the boiling point, 0°C is the freezing point and below
C zero, such negative numbers on the number line are considered to be below freezing.
A
T Example: The temperature rose to 40°C in the early afternoon and dropped by 10°C in the late afternoon. What was the temperature by
I late afternoon?
O
N
number line, forty units to the right from
t units to the left (-10), since the
by late afternoon. Ended us with Thirty-
m zero, (30).

I. Evaluating learning. A
EVALUATION (This section will provide for S Please get 1/2 crosswise and answer the assessment.
concept check test items and answer key which are S
aligned to the learning objectives - content and This is good for 15 mins. only.
performance standards and address
E
misconceptions – if any) S
S 1.) -17 + 7
M
E 2.) 37 + 63
EVALUATION N
T
3.) 5 + (-5)

4.) 30 + (-7)

Test II: Understand and solve the word problem:

5.) The temperature rose to 28°C in the early afternoon and dropped by 10°C in the late afternoon. What was the temperature by late
afternoon?
 J. Additional activities for A Homework:
application or S
remediation. S
EXTEND (This section give situation that explains I
Going up to his room, a boy will have to take 7 steps up the landing and another 9 steps to reach his room.
the topic in a new context, or integrate it to another G How many steps does he take in all?
discipline / societal concern)
N
M
ASSIGNMENT E
N
T
V. REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can
VI. REFLECTION ask them relevant question.

Prepared by: Approved by:

Kc Ibajo,
Lito Batchar,
Darlyn Omila,
Vanessa Sherra Blanco,
Alyssa Jean Luardo Mr. Alvin

BTLED 3 Student School Head