REPUBLIC OF THE PHILIPPINES

IV – A CALABARZON
Division of Rizal
Manuel I. Santos Memorial National High School
San Juan, Taytay, Rizal

DAILY LESSON PLAN

Teaching Date and Time: July 23, 2019
Learning Area: Mathematics
(8:50 – 9:40 A.M.)
Duration: 50 mins Quarter: 1st Quarter
Teacher : CATHERINE S. SANTIAGO Grade Level: Grade 7

I. OBJECTIVES
Content Standards:
Demonstrates understanding of key concepts of sets and the real number
system.
Performance Standards
The learner is able to formulate challenging situations involving sets and real
numbers and solve these in a variety of strategies.

Learning Competency (code can be used)

Performs multiplication of integers
(M7NS-Ic-1)

II. CONTENT :
A. Topic: Fundamental Operations on Integers
B. Subtopic: Multiplication of Integers

III. LEARNING RESOURCES

A. References
1. Teacher’s Guide pages: pp 42-46
2. Learners’ Material pages: pp 32-34
3. Textbook pages:
4. Additional Materials: Powerpoint Presentation, cell phone, television, flash
cards
B. Other Learning resources:

IV. PROCEDURES Expected Response

A. Review
Class, before we proceed with our lesson today, let us have first a
short drill on multiplication. I have here flash cards showing
numbers that you’re going to multiply. If you know the answer, just
raise your hand. (Students will give the answer)
(Teacher will show the flash cards)

Very good!

B. Establishing purpose for the lesson

Now, let us have another activity. I’m going to show you words and I (Students will either sit or stand)
want you to identify if the given word expresses a positive or a 1. Stand 4. Sit
negative one. If you think the word expresses positive, you’re going 2. Sit 5. Sit
to stand up and if negative you’re going to sit down or remain sitted. 3. Stand 6. Stand
When I say go, that’s the only time you’re going to say either
positive or negative. Are the instructions clear? (Integration –
English)
(Teacher will post the words)

1. Receive 4. Backward
2. Lost 5. Broken
3. Forward 6. Accept
Great job! It’s good that you know how to identify which word
expresses positive and negative.

C. Presenting Examples
Let’s have another activity about positive and negative. This time
we’re going to have a LOVE-HATE Analogy.

Is love a positive or a negative thing? A positive thing

Very good! How about hate, is it positive or negative thing? A negative thing

Very good! We can say now that LOVE = POSITIVE and HATE = Yes, we’re ready.
NEGATIVE.
Now, I’m going to ask you a question. You’re going to answer the
question by completing the sentence. To complete the sentence,
you’re going to choose between you love or you hate. Ready?

If you love to love, do you love then _____, you love or you hate? You love.

Very good! Next is, if you hate to hate then _____, you love or you You love.
hate?

Very good! If you love to hate then _____, you love or you hate? You hate.
Very good! Lastly, if you hate to love then _____, you love or you You hate.
hate?

Very good! Now let’s have the summary of my questions and your
answers.

If you love to love, then you love.

If you hate to hate, then you love.
If you love to hate, then you hate.
If you hate to love, then you hate.

Earlier, we have said that love = positive and hate = negative.

Based on your answers to my questions, I want you translate love If positive to positive then positive.
and hate to positive and negative. Let’s do it one by one. Who can
translate the first line, if you love to love, then you love?

Great job! How about, the second line, if you hate to hate, then you
If negative to negative, then
love?
positive

Very good! Who can translate the third line, if you love to hate, then
If positive to negative, then
you hate?
negative

If negative to positive, then

Very good! And lastly, if you hate to love, you hate?
negative
Bravo! To sum up, we have:

If positive to positive then positive.

If negative to negative then positive.
If positive to negative then negative.
If negative to positive then negative.

This is what multiplication of integers is all about.

D. Discussion new concepts (new skill#1)

What we had is actually the rules in multplying integers. Check the
examples on how to multiply integers. Everybody read! (Students will read the examples)
(Integration – English)
3x2=6
-3 x -2 = 6
-3 x 2 = -6
3 x -2 = -6

Based on the examples and on the activity we had earlier, what is

positive times positive? Positive times positive is positive
Very good! How about negative times negative? Negative times negative is positive.
Good job! And what is positive times negative?
Positive times negative is negative
Bravo! Lastly, what is negative times positive?
Negative times positive is negative
Great job!

Now, try to memorize the signs in multiplying integers.

Positive x positive = positive (Students will try to memorize and
Negative x negative = positive recite the signs in multiplying
Positive x negative = negative integers)
Negative x positive = negative

Let us now apply the signs that you have memorized with these
flash cards. (Students will answer)
(Teacher will show the flash cards)

Very good!

(after 5 students)
Are there any questions on multiplying integers?

None
Great!

E. Discussion new concepts (new skill#2)

This time, let’s do it by group. This will be group 1 and this will be
group 2. Here’s the instructions. Group 1 wil be the positive group
and group 2 will be the negative group. I’m going to show you a
question. If the answer is positive, all members of group 1 will stand
up and say the answer. If the answer is negative, all members of
group 2 will stand up and say the answer. Every correct answer is
equivalent to one point. But if one member of the group was not
able to stand up, the point will be forfeited, meaning no points will
be given to the group. Of course, the group with the higher points
wins the activity and each member of the group will receive 3 Yes!
stickers. Are my instructions clear?
Yes! We are ready!
Is everybody ready?
(Students will answer by group)
Let us start!
(Teacher will show the flash cards)

Great job! Group _____ wins! Congratulations!

F. Developing Mastery
It’s time to play online games! We had this before in addition of (A student will play the game)
integers. It’s a racing game. The objective is to be the first placer in
the race. But for you to be fast in the race you should be fast in
getting the product. The one who will become the first placer will
have stickers. We’re going to have two players, one from the boys
and one from the girls? (Integration – ICT)
Great job!

G. Application
Let’s solve problems using what you have learned. Everybody read,
one, two, three, read! (Integration – English and Science) (Students will read the problem)

The temperature falls 3°C each hour for eight hours. What is the
total change in temperature over this eight-hour period?
How are you going to represent 3°C as integer?

Very good! How about 8 hours? -3°C

We are asked to find the total change in temperature, what +8

operation can be used?
Multiplication
That’s correct! So, if we’re going to multiply -3 and 8, what will be
the product?
The product is -24.
Great job! -24°C meaning the temperature falls 24°C in eight hours.

H. Generalization
Once again, everybody, recite the rules in multiplying integers. Positive x positive = positive
Negative x negative = positive
Positive x negative = negative
Negative x positive = negative

Very good! Is there any question about the topic? None

I. Evaluation

Find the product:

1.) 3 x 5 = ______ 6.) -1 x 2 = ______ 1. 15 6.) -2
2.) -1 x -5 = ______ 7.) -13 x 2 = ______ 2. 5 7.) -26
3.) 2 x -5 = ______ 8.) 20 x 6 = ______ 3. -10 8.) 120
4.) -3 x 1 = ______ 9.) -15 x 4 = ______ 4. -3 9.) -60
5.) 1 x 2 = ______ 10.) A store loses fifty 5. 2 10.)-300
dollars a day over
six days. How much
money was lost in total
over these six days?

J. Additional Activities:

Assignment: (by group) (Integration -ICT)

Compose a short song on how to multiply integers. It will be
recorded through your cellphone and will be send through
messenger.

V. REMARKS:
VI. REFLECTION:
A. # of learners who got 80%:
B. # of learners who got below 80% (add’l activities):
C. Did the remedial activity work?
D. # of learners to continue remedial activity:
E. Teaching strategies that work:
F. Difficulties encountered:
G. Innovation to share
Prepared by:

CATHERINE S. SANTIAGO
Math Teacher

Observers:

1. MARITES A. INES ROMELA Q. DAZA

Department Chairperson Master Teacher I