Republic of the Philippines

Department of Education
Region III – Central Luzon
Schools Division of Bulacan

CONTEXTUALIZED LESSON PLAN FOR CLASSROOM OBSERVATION

Learning Area : MATHEMATICS 7 Modality: FACE-TO-FACE

Date of Observation : JULY 27, 2023 Quarter: FIRST
Name of Teacher: JERRAMIR S. JULIAN Position: MATH TEACHER

I. OBJECTIVES
The learner demonstrates understanding of key concepts of multiplication
A. Content Standards
of integers.
B. Performance Standards The learner is able to define and perform the rules in multiplying integers.
C. Learning Competencies / The learner performs fundamental operations of integers. M7NS-Ic-d-1
Objectives
Write the LC code for each
The learner will be able to:
• identify integer;
D. Unpacked Learning
• apply the rules in multiplication of integers
Competency
• solve problems involving multiplication of integers

II. CONTENT
MULTIPLICATION OF INTEGERS

III. LEARNING RESOURCES

A. References
1. Teacher’s Guide Pages
2. Learners’ Materials Pages

3. Textbook Pages
4. Additional Materials from
Learning Resource portal
(LR)
https://www.youtube.com/watch?v=Lpjz-FxKwvE&t=18s
B. Other Learning Resources E-Math Worktextbooks in Mathematics

Daily Class Routine

IV. PROCEDURE ✓ Prayer
✓ Checking of Attendance
 Republic of the Philippines
Department of Education
Region III – Central Luzon
Schools Division of Bulacan

A. Reviewing previous lesson Short review of Previous lesson:

or presenting new lesson Subtraction of Integers
(ELICIT)
Direction: Perform the indicated operation.

1. 3 x 5 = 15
B. Establishing a purpose for 2. 2x3=6
the lesson (ENGAGE) 3. 6 x 4 x 2 = 48
4. 3 x 2 x 6 = 36
5. 9 x 5 x 2 x 2 = 180

C. Presenting examples /
instances of the new lesson
(ENGAGE)
Multiplication of Integers
- it is the repetitive addition of numbers which means that a number is
added to itself a specific number of times.
For example, 4 × 2, which means 4 is added two times. This implies, 4 + 4
= 4 × 2 = 8.
Multiplication Symbols:
Multiplication symbol (x), 2 x 3
Parenthesis ( ) (2)(2)
Dot operator/bullet operator (⸱) 2 ⸱2

Examples:
▪ 5 x 9 = 45
▪ (6)(10) = 60
▪ 8 8 = 64
▪ (7)(8) = 56

Based on the examples, how to figure out the answer in multiplying

D. Discussing new concepts integers?
and practicing new skills
#1 (EXPLORE) Rules in Multiplying Integers
• Same signs = POSITIVE
(+)(+) = (+)
(-)(-) = (-)
• Different signs = NEGATIVE
(+)(-) = (-)
(-)(+) = (-)

E. Discussing new concepts
and practicing new skills
#2 (EXPLORE)
F. Developing Mastery
(Leads to Formative and Assessment)
(EXPLAIN)
G. Finding practical
applications of concepts
and skills in daily living
(EXTEND)
H. Making generalizations and
abstraction about the lesson
(ELABORATE)
I. Evaluating Learning
(EVALUATE)
J. Additional Activities for
application or remediation
Republic of the Philippines
Department of Education
Region III – Central Luzon
Schools Division of Bulacan
Multiplication of three or more negative integers.
▪ if the number of negative integers is even, then the resultant integers
will always be positive integers.
(-2) (-2) = 4
(-2) (-2) (-2) (-2) = 16
▪ And if the number of negative integers is odd, then the resultant
integers will always be negative integers.
(-2) (2) = -4
(-2) (-2) (-2) = -8
Multiplication of Integers
Example:
1. (2)(4) = 8
2. (-3) (5) = -15
3. (-9) (-5) = 45
4. (3) (-7) (2) = -42
5. (-3) (-4) (1) (-2) = -24
6. (-3) (5) (-1) (2) = 30
From sea level, a submarine descends 40 feet per minute. Where is the
submarine in relation to sea level 5 minutes after it starts descending?
Answer:
In 1 minute, the submarine is 40 feet below sea level. This situation can be
represented with -40 feet. Notice that we use a negative sign since the
submarine is descending.
After 5 minutes, the submarine is at -40 × 5 = -200 feet
In rules of multiplication of integers, what is the sign of the product of two
integers if they have the same sign? How about different sign?
Directions: Find the product of the following.
1. (10) (-2) = -20
2. (4) (-2) = -8
3. (-3) (-2) (2) = 12
4. (-1) (8) (-2) = 16
5. (4) (-3) (2)(1) = -24
Direction: Find the product of the following.
1. (9) (-3) = -27
 Republic of the Philippines
Department of Education
Region III – Central Luzon
Schools Division of Bulacan

2. (2)(8) (-2) = -32

3. (-3) (-7) (1)(2) = 42
4. (-3) (-5) (2) (-1) = -30
5. (-4) (3) (-2) (5) = 120
V. REMARKS

VI. REFLECTION
A. No. of learners who earned
80% on the formative
assessment
B. No. of learners who require
additional activities for
remediation
C. Did the remedial lessons
worked? No. of learners
who have caught up with
the lesson.
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well?
Why did this work?
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:

JERRAMIR S. JULIAN
Mathematics Teacher