DAILY LESSON PLAN

SCHOOL: TOLEDO NATIONAL HIGH SCHOOL

TEACHER: MELANIE B. CALIZO
TEACHING DATE: APRIL 6, 2021
TEACHING TIMES: 3:00 PM -4:00 PM
GRADE LEVEL: 7
LEARNING AREA: MATHEMATICS
QUARTER: FIRST QUARTER

I. OBJECTIVES
A. CONTENT STANDARDS:
The Learners demonstrate an understanding of the key concepts of sets and the
real number system.
B. PERFORMANCE STANDARDS:
The Learners shall be able to formulate challenging situations involving sets and
real numbers and solve these in a variety of strategies.
C. LEARNING COMPETENCIES/OBJECTIVES:
The Learners should be able to perform fundamental operations on integers
(M7NS-Ic-d -1)
1. Divide integers
2. Solve word problems involving division of integers

II. CONTENT
Number and Number Sense
(Dividing Integers)

III. LEARNING RESOURCES

A. REFERENCES
1. Teacher’s Guide Pages
Mathematics Teacher’s Material p. 22
2. Learner’s Materials Pages
Mathematics Learner’s Material p 28-30.
3. Textbook Pages
E- Math Book 7 , p 126-128; Elementary Algebra p. 45-48
4. Additional Materials from Learning Resource (LR) portal

B. OTHER LEARNING RESOURCES

PowerPoint presentation, Laptop, Projector, Activity sheets, chalk, chalkboard,
manila paper, cartolina, pentel pen, paper and pen
I. PROCEDURES

A. Reviewing previous lesson or presenting the new lesson

Teacher’s Activity Students’ Activity

1. Preparatory Activities
a. Opening Prayer

“Okay class, please stand up and let us

 pray.”
(The students will all stand up and one
student will lead the prayer)

b. Greetings

“Good afternoon class!”

Good afternoon Ma’am!!

“Before you take your seat kindly

pick up the pieces of paper or candy
wrapper around you and if none you may
take your seat.”

c. Checking of Attendance

“Let us check your attendance.

Secretary, is there any absent today?”
“None ma’am.”

“Very good, maintain that perfect

attendance.”

d. Review

“Last meeting, we discussed about

multiplication of integers. Let us recall the
(Students will raise their hands and will
rules when multiplying integers.”
stand up once their names are called.)

“What are the rules that we have to

follow when multiplying integers, for like
signs and for unlike signs?” “Same sign = positive”
“Unlike sign = negative”

“Okay class, try to answer these” (the

teacher will show flashcards using
PowerPoint presentation about 100
multiplication of integers). -75
1. (10)(10) 81
2. (-25)(3) -77
3. (-9)(-9) 36
4. (7)(-11)
5. (-12)(-3)
(*Application of COT Indicator 1:Applies Knowledge within Students’ answer may vary.
curriculum teaching areas)

“Do you have questions and

clarifications?” “Yes Ma’am.”
 a. Motivation

“Now let’s play a game!” Students’ answer may vary.

“Do you want to play a game?”

“This game is called “Hot Seat”.

“Are you familiar with that?”

“I will divide the class into groups.

The left side is Group 1 and the right side is
Group 2. Then, both groups will choose a
representative to sit in the “hot seat” and
the representative will guess the word. The
rest of the members of the group will give
clues using synonyms, antonyms,
definitions, etc. Make sure team members
to work together so that each member has a
chance to provide clues. I will only give two
minutes each group. The more words to
guess, the more you win.”
“Do you understand?” Is it clear?

“So, choose your representative.”

“Are you ready?”

Integers Integers
Like Unlike
Positive Zero
Divisor Negative (Each group will perform the activity).
Quotient Dividend
Division Divide (Start giving clues and guessing)

(*Application of COT Indicator 1: Applies Knowledge within

and across curriculum teaching areas)
(Start giving clues and guessing)

Now, let’s begin with Group 1. (posts

the word on the board)

(After 2 minutes) “Time’s up. Good

job Group 1. Next is Group 2.” (The students do the 3 stamps, 3 claps
and says “Congratulations”)
(Two minutes passed) “Thank you
Group 2. The winner is _________. A round
of applause to everyone for a wonderful (Students answer may vary.)
game.”

(For the winning group)

“What are the strategies that you
used in order to win the game?
B. Establishing a purpose for the lesson

Teacher’s Activity Student’s Activity

“Class our lesson for today is about

Division of Integers.”

“This afternoon, you are expected to:”

(The students will read the learning

objectives).
Today, I can
1. divide integers.
2. Solve word problems involve ng
division of integers.
C. Presenting examples/ instances of the new lesson

Teacher’s Activity Student’s Activity

“Like with the other operations in

integers that we have studied, addition,
subtraction, and multiplication, there are
rules that we have to follow when dividing
(Students listen attentively).
integers.”

“The good news is, the rules when

multiplying integers are the same rules
that you will apply when dividing
integers.”

Rules in dividing integers:

Rule No. 1

When two integers with the same sign are

divided, the quotient is always positive.

(+) ÷ (+) = + (-) ÷ (-) = +

Examples:
1. 15 ÷ 3 = 5
2. (-15) ÷ (-3) = 5
Positive 6
“How about if we have 36 ÷ 3 what
is the answer?”

“The quotient is positive because we

Why positive 6?
divide two integers that are both
positive.”

“Another one, (-45) ÷ (-9) is? Positive 5

“because we divide two integers that are

 “Why positive 5?” both negative”

“Very Good!”

Rule No. 2

When two integers with different

signs are divided, the quotient is
always negative.
(+) ÷ (-) = - (-) ÷ (+) = -
Examples:
Examples:
1. 15÷(-3)=-5
2.(-15)÷3=-5
“Negative 9/ -9”
“How about if we have 81 ÷ (-9)
“The quotient is negative because we
what is the answer?”
divide two integers with different sign.”
Why -9?
“Negative 10/ -10”

“because we divide two integers with

“Another one, (-50) ÷ (5) is? different signs”

“Why negative 10?”

“Very Good!”
(*Application of COT Indicator 1: Applies Knowledge
within and across curriculum teaching areas)
(M6NS-IIg-152) Integer is a set of numbers
consisting zero, the positive natural numbers
and their additive inverses which is the
negative numbers. Where zero is considered
as neither positive or negative.

“In Grade 6 you learned that zero is

considered as neither positive or negative.
So, we have a specific rule in dividing
integers involving zero.”

Rule No. 3

In dividing zero with nonzero

number, the Quotient is always
zero and division by zero is
undefined.
 0
=0
(nonzero number )
Examples:
1. 0 ÷ 15 = 0 2. 0 ÷ (-15) = 0

(any number)
= undefined “Zero.”
0
Examples:
1. 15 ÷ 0 = undefined
2. (-15) ÷ 0 = undefined “No. The answer is undefined.

“What is the quotient if we divide nonzero “Yes ma’am.”

number to zero?

“How about if we divide zero to any

number? Is it possible?

“Do you follow? Is it clear?

D. Discussing new concepts and practicing new skills # 1.

Teacher’s Activity Student’s Activity

“Now, it’s time for your board work

activity.”

(Each row of students will to the board

and solve the given equations.)
(Students will solve for the answer and
Find the quotient:
explain their answer).
1. (-72) ÷ (-9) = 8
8
2. 69 ÷ (-3) =
-23
3. 48 ÷ 4 =
12
4. (-100) ÷ 4 =
-25
5. (-24) ÷ (0) =
undefined

E. Discussing new concepts and practicing new skills # 2.

(*Application of COT Indicator 1: Applies Knowledge

across curriculum teaching areas)
(AP9MAK-IIIh-18) Naipapaliwanag ang
Layunin ng Patakarang Pananalapi

WORD PROBLEM:
Rina needs to withdraw Php 20 000 from
an ATM. The ATM can dispense a
maximum amount of Php 5 000 at a time.
How many times will she have to
withdraw from the ATM to obtain the
needed amount?

Let us analyze the problem.

What are the given? Withdrawals of Php 20 000 and Php 5

000

Correct!

What is asked in the problem? How many times will Rina need to
withdraw Php 5 000?

Very Good!
What operation we will use?

Division

Right!

How do we represent the withdrawal of

Php 20 000?

-20 000

Right!
How about the dispense of Php 5 000?
-5 000

Correct!
Our data is complete, let’s solve it by
following the rules of dividing integers.

What rule will we use?

In dividing two integers with the same

sign, the quotient is positive.
Very Good!

Now, how many times will Rina have to

withdraw from the ATM to obtain Php 20
000?
4 times

F. Developing mastery (leads to Formative Assessment )

Solve this!
Direction: Solve the problem involving
integers.

Direction: Solve the problem involving

integers.

Jeffrey has Php 50 snack allowance

everyday. Thus his budget in a month is
Php 1 500.
(Php 50 x 30 days = 1 500)
Jeffrey saved Php 300 from his monthly
snack allowance. How much did he save
everyday?
Given:
Problem:
Operation:
Representation as integer:
Solution:

Final Answer:

Problem: How much did Jeffrey save

After 3 minutes.
every day from his snack allowance?
Who would like to show the solution to
the class?
Given:
Savings – PhP 300
No. of days – 30
Operation: Division
Representation:
Save Php 300 – (300)
No. of days 30 – (30)
Solution:
300 ÷ 30 = 10

Final answer:
Jeffrey saved Php 10 every day from his
daily snack allowance.

Do you also save some of your allowance?

Yes Ma’am.

Do you think it is important to save?

What is the importance of saving?
(*Application of COT Indicator 1:Plan and deliver
teaching strategies that are responsive to the special
educational needs in difficult circumstances)
As a student it is important to start
saving and to spend wisely. The future is
unpredictable, we don’t know what kind
of situation that we would face in the
coming days and years. Saving money
can help us become financially secure
and provide safety net in case of
 emergency.

G. Finding practical application of concepts and skills in daily living

“Now, it’s time for your group activity. The

class will be divided into three (4) groups.”

“Group 1 will crack a code.”

Group Activity: Code Cracker:COINS FOR
THE MONUMENT
(*Application of COT Indicator 1: Applies Knowledge
across curriculum teaching areas) AP6KDP-IIe-8

Problem:
Manuel L. Quezon monument that
stands on the fourth block of Perez,
Lucena City is actually made of coins. How
many coins were used for the monument?
*To find out, solve the quotient of the
following problems (1-4). Cross out the
word above each answer. Then write the (Students will answer the equation on a
phrase formed by the remaining words. ¼ manila paper and 1 member of the
group will explain their answer).
1. 9
2. -23
3. -25
4. 0
5. 12

5. 24 ÷ 2 =

Answer:
It is made from twelve sacks of one
centavo.
Answer:

_________________________________.
“Group 2 will solve a word problem.”
Grandpa Nestor is shrinking! Over the past
4 years, his height decreased by a total of
Given:
Total height decreased – 2.4cm
No. of years – 4
Problem: What was the change in
Grandpa Nestor’s height each year?
2.4 cm. It decreased by the amount each Operation: Division
year. Representation:
What was the change in Grandpa Nestor’s Total height decreased – 2.4cm – (-2.4)
height each year? No. of years – 4 – (4)
Given:_____________ Solution:
Problem: __________ -2.4 ÷ 4 = -0.6
Operation:_________ Final answer: -0.6 cm
Representation as integer:___________ Russ’ earning in a day is Php 525.
Solution:________
Final Answer:_____________

(Group 3 will perform their task.)

“Group 3 recite artistically the rules in

dividing integers through singing.”
(Group 4 will perform their task.)
“Group 4 will dramatize a situation where
dividing of integers is applied during this
pandemic.”

“During this pandemic a lot of workers lost

their jobs or their working time has been
shortened that they experienced financial
problems, some experiences anxiety and
depression. So, it is important to help one
another (family, friends, neighbors, co-
workers). We can help them financially (if
we are financially capable), support them
emotionally, mentally and spiritually. We
can also help one another by simply
following the safety and health protocols.
It is the time to share our love even in the
smallest ways.

(*Application of COT Indicator 1:Plan and deliver

teaching strategies that are responsive to the special
educational needs in difficult circumstances)

(At the end of every presentation. The

class will give 3 stamps, 3 claps and says
“Amazing” to each presenter.)

H. Making generalization and abstractions about the lesson

“Now, it’s time to sum it up.”

“When dividing integers, what is the first

rule that we have to remember?

“When the signs are the same the

“How about the 2nd rule?
“And what is the last rule that we have
remember in dividing integers?
“Excellent!”
quotient will be positive.”
“When the signs are unlike/different, the
quotient will be negative.”
“In dividing zero with nonzero number,
the Quotient is always zero and division
by zero is undefined.”

I. Evaluating learning

Teacher’s Activity Student’s Activity

The teacher will distribute worksheets to

each students and ask to answer it for 5
minutes. After 5 minutes, they will
exchange their worksheet with their
seatmates and check their work.

(The students answer the worksheet).

After 5 minutes.
“Ok, exchange your worksheet
with your seatmate.”
(The students show the solution on the
“The teacher will ask a student in board.)
each item to show the solution on
the board. “

“Who got 10, raise your hand.

Who got 9, raise your hand.
Who got 8, raise your hand.
Who got 7, raise your hand.
Who got 6 and below, raise your
 hand.
Ok, pass your paper on the center aisle
and pass it forward.”

J. Additional Activities for application or remediation (Assignment)

Teacher’s Activity Student’s Activity

“Answer this in your notebook.”

Find the missing number in each equation.

1. 24 ÷ 4 = ___
2. (-27) ÷ ___ = -9
3. ___ ÷ (-11) = 9
42
4. = -2
❑
❑
5. 8 = -8

“Are you done?”

Yes Ma’am.
“Do you have any more questions?”
(Students may ask if they have any
question).
“Everybody, please all stand.”

“Goodbye class!”
Goodbye Ma’am. Thank you for teaching
us today.

K. REMARKS

L. REFLECTION
A. No of learners who earned 80% in the evaluation
Grade 7 – Eagle -
Mastery Level –
Instructional Decision -
B. No. of learners who require additional activities for remediation who scored below
80%
Grade 7 – Eagle –
C. Did the remedial lessons work?

D. No. of learners who continue to require remediation

E. Which of my teaching strategies worked well? Why did these work?

Hands on activity is appropriate strategy employed in this topic. It makes the class
engaging and fun.
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:

MELANIE B. CALIZO
Teacher 1