QUARTER I

Week 3

Subject: MATH Grade Level: 7

Date: ________________
Content Standard
Performance Standard
Competency
Day: 1
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..
Competency 5: Represents the absolute value of a number on a number line
as the distance of a number from 0. (M7NS-Ic-1)

I. OBJECTIVES
Knowledge:  Defines absolute value.
Skills:  Illustrates the distance of the number from 0 on a number line.
 Demonstrates understanding of absolute value in problem solving.
Attitude:  Develop sense of equality towards other people
II. CONTENT The Absolute Value of a Number

III. LEARNING RESOURCES

A. References
1. Teacher’s Guide Teacher’s  Guide (TG) in Mathematics 7,  pp. 90-96
Pages
2. Learner’s Materials Learner’s Module (LM) in Math 7, pp. 71-75
Pages
3. Textbook Pages e-Math Intermediate Algebra. Oronce & Mendoza (2012), pp. 25-26.
4. Additional Manila papers, markers, scissors and masking tape, number line 
Materials
5. Learning Resources
(LR) portal Moving Ahead With Mathematics II. 1999. p. 46 

B.Other Learning https://www.khanacademy.org/math/algebra-basics/basic-alg-foundations/

Resources alg-basics-absolute-value-new
 
IV. PROCEDURES
A. Reviewing or Motivation:
presenting the new THE BICYCLE JOY RIDE OF ARCHIE AND ANGELICA
lesson
 Problem: 
Archie and Angelica were at Aloys’ house. Angelica rode her bicycle 3
kilometers west of Aloys’ house, and Archie rode his bicycle 3
kilometers east of Aloys’ house. Who travelled a greater distance from
Aloys’ house – Archie or Angelica?
      (expected answer: they have the same distance)
B. Establishing a purpose Motive Questions:
for the lesson 1. Base on the problem above, what subsets of real numbers are used in the
problem? Represent the trip of Archie and Angelica to the house of Aloys
using a number line. 
(expected answer: integers,

 Travelling 3 kilometers west can be represented by -3. Travelling 3

kilometers east can be represented by +3. Aloys’ house can be
represented by the integer 0.)

C. Presenting examples of Discussions:

the new lesson

1. What are opposite numbers on the number line? Give examples and show
on the number line. 
(expected answer: Two integers that are same distance from zero in
opposite directions. Examples may vary
2. How do you call the distance of a number from zero on the number
line?          
             (expected answer: absolute value)

D. Discussing new Discussion: 

concepts and Let's look at the number line:
practicing new skills
#1
The absolute value of a number, denoted "| |" is the distance of the number
from zero. This is why the absolute value of a number is never negative. In
thinking about the absolute value of a number, one only asks "how far?" not
"in which direction?" Therefore, the absolute value of 3 and of -3 is the same,
which is 3 because both numbers have the same distance from zero.
              3   = 3
              -3  = 3 

Finding the Absolute Value

 
          You may refer to the number line below. 
 Find each absolute value.
    
      a. 9                b. -9               c. 0
 expected answer:
a. Since 9 is 9 units from zero, the absolute value of 9 is 9.
b. Since -9 is 9 units from zero, the absolute value of -9 is 9.
c. The absolute value of 0 is 0.

(see attachment # 1)
E. Discussing new Discussion:
concepts and  The absolute value notation is bars, not parentheses or brackets. Use
practicing new skills the proper notation; the other notations do not mean the same thing. 
#2  It is important to note that the absolute value bars do NOT work in
the same way as do parentheses. Whereas – (–3) = +3, this is NOT
how it works for absolute value: 

Problem: Simplify – | –3 |. 

 Solution: Given – | – 3 |,
    First find the absolute value of – 3. 
      – | –3 | = – (3) 
   Now take the negative of 3. Thus, : 
      – | –3 | = – (3) = –3
This illustrates that if you take the negative of the absolute value of a
number, you will get a negative number for your answer.     
F. Developing Mastery ACTIVITY: Group Activity

Simplify the following.

1.  |20| =
2. - |-8|  =
3. -|15 + 6| = 
4. | 9 | +  | -2 |  = 
5. | -7 | - | 3 |  = 

G. Finding practical Group Activity

applications of
concepts and skills in Interpreting absolute value 
daily living
Solve the following problems.

 In her bank account, Sally has a balance of -200.90. Her friend Shannon
has a bank balance of 240.55.
        1.  Which friend’s bank account has more debt? 
  (expected answer: Sally)
        2. Which friend’s bank balance has a greater absolute value?
  (expected answer: Shannon)
  The table below shows the account value of each of Dmitri’s three bank
accounts.
Bank account Account value
Savings Php. 573.73
Retirement Php. 294.43
Checking Php. -435.24

Help Dmitri sort his accounts from lowest to highest absolute value of
account value.
 (expected answer: retirement, checking, savings)

 Jenna’s mass changed by -3 kg last month. Sarah’s mass changed by

212 kg last month.
Which person matches each description?

Jenna Sarah
Lost more mass last month
Had a greater change in her mass
 expected answer: 
Lost more mass last month – Jenna
Had a greater change in her mass – Jenna

 The table below shows the elevations of the three animals that Fernanda
can see from her boat.
Animal Elevation (in meters)
Bird 414
Fish -115
Sea -12
lion

Sort the animals from closest to farthest from sea level.

 (expected answer: sea lion, fish, bird)
 Suppose that it’s 36C outside today.   The temperature inside is 28C.
1. Where is the temperature warmer?
 (expected answer: outside)
2. Where does the temperature have a greater absolute value?
 (expected answer: outside)

(see attachment  # 2)
H. Making Guide Questions for Generalization:
Generalizations and
abstractions about the
lesson  What is an absolute value?  
 (expected answer: the distance between the number  and zero on
 the number line.)

 How can we represent the absolute value of a number? What notation can
we use?
 (expected answer: The symbol     is used for the absolute value of
a number.

 What can you say about the absolute value of opposite numbers say -5
and +5?
 (expected answer: Opposite numbers have the same absolute
values.)

 When is the absolute value of a number equal to itself?

 (expected answer: when the value of the number is positive or
zero)
 How did you apply absolute value in solving word problem?  
 (answers may vary)
I. Evaluating learning Written Examination: (Expected answers are highlighted)
I. Simplify the following.

1.  |7.04| =  7.04
2.  |0|  = 0
3. |-2/9| = 2/9
4. | 1 | +  | -6 |  = 7
5. | -7 | - | 4 |  = 3

II. Word Problem

  Given: A fish swims at an altitude of -20.2 meters. A bird flies at an altitude
of 38.1 meters.
  Which animal matches each description?

fish bird
Located at a greater altitude        √
Closer to sea level √
Note: Geographers use a negative numbers to represent points below sea level and positive  numbers to represent
points above sea level.

(see attachment # 3)
J. Additional Activities
for application or (see attachment # 4)@@
remediation
V. REMARKS

VI. REFLECTION
A. No. of learners who ___ of Learners who earned 80% above
 earned 80% in the
evaluation
B. No. of learners who ___ of Learners who require additional activities for        remediation
require additional
activities for remediation
C. Did the remedial ___Yes  ___No
lessons work? No. of
learners who have caught ___ of  learners who caught up the lesson
up the lesson
D. No. of learners who ___   of Learners who continue to 
continue to require          require remediation
remediation
E. Which of my teaching Strategies used that work well:
strategies worked well? ___ Group collaboration
Why did these work? ___ Games
___ Solving Puzzles/Jigsaw
___ Answering preliminary activities/exercises
___ Carousel
___ Diads
___ Think-Pair-Share (TPS)
___ Rereading of Paragraphs/Poems/Stories
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___Pupils’ eagerness to  learn
___ Group member’s Cooperation in doing  their  tasks

F. What difficulties did I __ Bullying among pupils

encounter which my __ Pupils’ behavior/attitude
principal and supervisor __ Colorful IMs
help me solve? __ Unavailable Technology Equipment (AVR/LCD)
__ Science/ Computer/ Internet Lab
__ Additional Clerical works

G. What innovation or Planned Innovations:

localized I used/discover ___ Localized Videos 
which I wish to share with ___ Making big books from 
other teacher?        views of the locality
___ Recycling of plastics  to be used as Instructional 
       Materials
___ Local poetical  composition

ATTACHMENTS # 1
Session: 1 (1 day)

Content: The Absolute Value of a Number

  
                  DISCUSSIONS

ATTACHMENTS # 2
       
 PRACTICAL APPLICATIONS
       
   Direction: Solve the following problems.
 In her bank account, Sally has a balance of -200.90. Her friend Shannon has a bank balance of 240.55.
        1.  Which friend's bank account has more debt? 
        2. Which friend's bank balance has a greater absolute value?
  The table below shows the account value of each of Dmitri's three bank accounts.
Bank account Account value
Savings Php. 573.73
Retirement Php. 294.43
Checking Php. -435.24

Help Dmitri sort his accounts from lowest to highest absolute value of account value.

 Jenna's mass changed by -3 kg last month. Sarah's mass changed by 212 kg last month.

Which person matches each description?

Jenna Sarah
Lost more mass last month
Had a greater change in her mass

 The table below shows the elevations of the three animals that Fernanda can see from her boat.
Animal Elevation (in meters)
Bird 414
Fish -115
Sea -12
lion

Sort the animals from closest to farthest from sea level.

 Suppose that it's 36C outside today.   The temperature inside is 28C.

1. Where is the temperature warmer?

2. Where does the temperature have a greater absolute value?

ATTACHMENTS # 3
EVALUATION

 
 
I. Simplify the following.

1.  |7.04|  =  _____  
 2.  |0| =  _____ 
3. |-2/9| =  _____
4. | 1 | +  | -6 |  =  _____
5. | -7 | - | 4 |    =  _____

II.   Word Problem

 A fish swims at an altitude of -20.2 meters. A bird flies at an altitude of 38.1   meters.  Which
animal matches each description?

fish bird
Located at a greater       
altitude
Closer to sea level
Note: Geographers use a negative numbers to represent points below sea level and positive  numbers to represent points above sea level.

ATTACHMENTS # 3

A. SUPPLEMENTARY ACTIVITIES

Note: The activities included here will be used only when needed.

                        

                        DIRECTION: List at least two integers that can replace N such that.

sample answer:
1. │N │= 4 1. {-4, 4}
2. │N │< 3 2. {-2, -1, 0, 1, 2}
3. │N │> 5 3. {…, -10, - 9, -8, -7, -6, 6, 7, …}
 4. │N │≤ 9 4. {-9, -8, -7, …, 0, 1, …. 9}
5. 0<│N │< 3 5. {1, 2}

B. SUPPLEMENTARY ACTIVITIES

                        DIRECTION: Replace each        with , , or  .

1. 3           2
2. -4          4
3. -6          -5
4. -10          -10
5. -20           5
6. 6          -5
7. 0          -8
8. -7         -3
9. 7            5
10. -12          8

REFERENCES

A. DepEd INSTRUCTIONAL MATERIALS:

Bernabe, J. (2009). Elementary Algebra I (pp. 42-43). Quezon City, Philippines: SD Publication, Inc.

B. BOOKS AND OTHER REFERENCES

Unkown (2010).  Elementary Algebra (pp. 11-12). Lipa City, Batangas: United Eferza Academic Piblication.

C. INTERNET SOURCES:

https://www.khanacademy.org/math/algebra-basics/basic-alg-foundations/alg-basics-absolute-value-new