GRADE 7 School RIDGE VIEW PARAK INTEGRATED SCHOOL Grade Level 7

DAILY LESSON LOG

Teacher MILAFER R. DABAN Learning Area MATHEMATICS
SEPT. 25-29, 2023
Teaching Dates and 11:00-12:00 – Wisdom
Quarter FIRST
Time 02:00-03:00 – Justice
03:00-04:00 - Courage

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES

1. Content Standards The learner demonstrates understanding of key concepts of Geometry of shapes and sizes, and geometric relationships.

2. Performance Standards The learner is able to create models of plan figures and formulate and solve accurately authentic problems involving sides and angles of a polygon

3. Learning Competencies / The learner performs
Objectives fundamental operations on
integers (M7NS-Ic-d-1)
1. Add integers using
algebra tiles and the rules
2. Solve simple word
The learner performs
fundamental operations on
integers (M7NS-Ic-d-1)
1. Subtract integers
2. Solve simple word
problems involving
The learner performs
fundamental operations on
integers (M7NS-Ic-d-1)
1. Multiply integers
2. Apply multiplication of
integers in solving
The learner performs
fundamental operations on
integers (M7NS-Ic-d-1)
1. Find the quotient of two
integers
2. Solve simple word

INDEPENDENT/ COOPERATIVE LEARNING

problems involving addition of integers problems problems involving
addition of integers 3. Cite real life situation 3. Value the concept of division of integers
3. Relate integers in real life where subtraction of A. multiplication in daily life 3. Relate integers in real life
situation integers are applied situation

II. CONTENT
Addition of integers Subtraction of integers Multiplication of integers Division of integers
III. LEARNING
RESOURCES

A. References

1. Teacher’s Guide pages

2. Learner’s Materials pages

pp 20 - 22 pp 23 - 27 pp 28 - 30 pp 140 - 144
3. Textbook Patterns and Practicalities by Math Builders by Ulpina J., Elementary Algebra (UbD) by Elementary Algebra UbD by
Gladys C. Nivera, Ph. D pages 57 pages 45 - 46 Eunice Ato-Lopez, MAT and Eunice Ato-Lopez, MAT and
Elementary Algebra (UbD) by Elementary Algebra (UbD) by Virgilio L. Lopez. M.E. p. 13 Virgilio L. Lopez. M.E. pp.14 – 15
Eunice Ato-Lopez, MAT and Eunice Ato-Lopez, MAT and e-math by Oronce,O. page 44 Math Builders (Ulpina, J.) p. 52
Virgilio L. Lopez. M.E. page 9 Virgilio L. Lopez. M.E. pages 10 Math Builders by Ulpina J. page
51
4. Additional Materials from http:// wwwgoogle.com wwwgoogle.com
Learning Resource (LR) www.mathsteacher.com.au/ http:// http://
portal year8/ch03_integers/ teachersites.schoolworld.com/ teachersites.schoolworld.com/
03_addsub/integers.htm webpages/TAhrens/files/ webpages/TAhrens/files/
https://www.engageny.org/.../m Multiplying%20and%20Dividing Multiplying%20and%20Dividing
ath-g7-m2-topic-a-lesson-2- %20Integers.pdf %20Integers.pdf
teacher.pdf

B. Other Learning Grade 7 LCTG by DepEd Cavite Grade 7 LCTG by DepEd Cavite Grade 7 LCTG by DepEd Cavite Grade 7 LCTG by DepEd Cavite
Resources Mathematics 2016 Mathematics 2016 Mathematics 2016 Mathematics 2016
colored papers, scissors, coin, cartolina, marker flash cards Music Player
die
IV. PROCEDURES

A. Reviewing previous Group Game “Pass my sum” Motivation Pre-Assessment “The Boat is Sinking”
lesson or presenting the The class will be grouped Identify the opposite of the The students will group
new lesson into 2 and select 8 representative following. themselves into the quotient on
by group. The students selected equation that will be given. The
will form a line facing at the back student who will not belong to
of the room. The teacher will ask the group will be out. Those
the first student to pick a flash 1. 2. students who will finish the
card where the given is written activity will be receiving an
and he/she will answer it and additional point in the
pass the sum by moving his/her performance. While the students
head part like eyes, tongue or 3. 4. are doing the activity new dance
lips to the next student and so music will be played and when it
on. The first group to finish and stops, the student should
give the sum to the teacher will already formed the group.
be given 1 point, 3 rounds will be 5. Example given: a. 6 ÷2 = 3
given. The group with 2 points b. 3 x 2 = 6
will be declared a winner.
5+9 16 + 21 32 + 41
B. Establishing a purpose Purpose Setting Activity Think-Pair-Share! “FACT OR BLUFF” Guess what?
for the lesson The students will be asked Given the following: Using flash cards, the teacher What do you think will be the
to make signed tiles using the will show some multiplication sign of the quotient of a positive
colored papers. Each student 12 – 6 = 6 equation with the repeated and negative integer? Both
should have 2 different colors addition. If it is correct they will negative?
and will have to assign color for 12 – (-6) = 18 say and if wrong
positive and negative sign. The .
size of the signed tiles will be -12 – (-6) = -6
given by the teacher. They can The student who answered
cut as many as they can. The How do you find the difference wrong will dance to the tune
students will follow the between negative and positive of “DESSERT”.
instructions to be given by the integers? Both positive/negative?
teacher.
1. Combine 3 positive signed
tiles and 4 positive signed tiles.
Count how many signed tiles you
have.
 2. Combine 2 negative signed
tiles and 5 negative signed tiles.
Count how many signed tiles you
have.
3. Combine 15 positive signed
tiles and 20 negative signed
tiles. Count how many
signed tiles you have. Is your
signed tiles enough?
C. Presenting examples/ Ilustrative Examples Ilustrative Examples
instances of the lesson

D. Discussing new concepts
and practicing new skills #1 Answer the following questions:
1. Based on the activity and
diagrams how are we
combining the signed tiles?
2. How will you identify the
sum?
3. On the preliminary activity,
were you able to use the
tiles in finding the sum?
Why?
“What’s on your mind?” Working in Pair
Answer the following questions: Answer the following
1.Based on the illustrations, questions:
how to subtract integers? 1. Based on the activity on
2.State the rules in subtracting repeated addition, did you
integers. find the pattern or rule in
multiplying integers?
2. What do you notice about
the product of a positive
integer and a negative
integer?
3. What about the product
of two negative integers?
Group task: 4 groups
Answer the following
questions:
1. Based on the activity, how
does the division related to
the multiplication?
2. Using the examples, what is
the quotient of integers
having like signs and
different signs?

4. On your own words how

will you add integers with
same sign and different
signs?
E. Discussing new concepts Change each of the following into Rewrite the division problem as a
and practicing new skills #2 addition expression then give the related multiplication problem.
difference. Number 1 is done for your
guidance.
1. 4 – 7 4 + -7 = _____ 1. 24 ÷- 6 =-4 - 4 x -6 = 24
2. 48 ÷ -8 = -6 _______
2. -9 – 5 -9 + ___ = -14 3. 40÷ 4 = 10 _______
4. -54 ÷ 6 = -9 _______
3. 21–(-16) 21+ __ = 37 5. -64 ÷ -8 = 8 _______
6. -72 ÷ 8 = -9 _______
4. -48–(-34) __ + 34 = __

5. 77 – 97 77 + __ = __

F. Developing mastery Use the rules for adding integers Find the difference of the Fill in the missing integer. Tell if the quotient is positive or
(Leads to Formative to find the sum. following: 1. 9 ( ___) = 36 negative. Write COC if positive
Assessment 3) 1. 12 + (-4) 1. 63 – (-58) 2. ( ___) (-7) = -28 and DOTA if negative.
2. -105 + 67 2. -58 – 0 3. 12 ( ___) = -48 1. -15 ÷ -3 = ________
3. -14 + (-17) 3. -36 – 105 4. -5 (-15) = ___ 2. 64 ÷ 8 = ________
4. 45 + 37 4. 76 – 76 5. 34 (-2) = ___ 3. 96 ÷ -3 = ________
5. 64 + (-38) 5. -84 – 84 4.-144 ÷ -12 ________
5.-180 ÷ 9 = ________

G. Finding practical “Roll to Win” Group Activity Fill in the blank to make a true Find the quotient:
applications of concepts and The goal of this game is What is number 1 followed by 63 statement. 1. -56 ÷ 7 = _____
skills in daily living to reach a score of -10 to 10. zeros? Decode the answer by 1. When you multiply two 2. - 72 ÷ - 8 = _____
Both players start at 0. Player finding the difference of the numbers with the same 3. 99 ÷ 9 = _____
A throws a die. Say, 5 come subtraction problem. Write the sign, the answer is 4. 105 ÷ - 5 = _____
up. The same player flips the letter of the answer _______. 5. -260 ÷ -13 =_____
coin. If the head comes up, 5 corresponding to the item 2. When you multiply two
is positive; if the tail comes numbers with _____ sign,
up, 5 is negative. Player A the answer is negative.
then writes his or her score on 3. When you multiply any
the first box. Player A and B 7 5 6 5 1 3 5 2 2 5 4 1 number by zero, the
take turns throwing the die answer is _____.
and coin. If on the first throw, number in the box provided 4. An even number of
player A gets a score of 5 and below. negative factors will
on the second throw a score of produce a product that is
-6, his or her current score is 1. 98 – 33 99.…O _______.
-1, since 5 + (-6) = -1. The 2. 20 –(- 30) -52.…I 5. An odd number of negative
cumulative score, -1, will now 3. (-77) – 18 0 ....V factors will produce a
be written on the second box. 4. 0 – ( - 99 ) 65 ….N product that is ________.
5. (-26) – 26 50.…L
Both players will continue taking 6. (-42) – (-34) – 9 – 18
turns and writing their -35....G
cumulative scores until one of 7. 90 – 80 – (-60) – 45 – 25
them reaches 20 or -20. 59 ....M
95….T
In the event that both have filled
up all boxes in the scorecard, the
 score with the highest absolute
value (or the score which is
farthest away from 0 on the
number line) wins the game.
Final
Score

Player A

Player B

H. Making generalizations
and abstractions about the
lesson
a.If the integers have the same
sign, just add the positive
equivalents of the integers and
attach the common sign to the
result.
b.If the integers have different
signs, get the difference of the
positive equivalents of the
integers and attach the sign of
the larger number to the result.
I. Evaluating learning Solve the following problems.
1. What is 10 more than -2?
2. The temperature rose from 2.How much is 100 diminished
0°C by 8°C but later
dropped by 10°C. What is 3. How much is (-50) decreased
the resulting temperature?
3. Angela deposited P800 in 4. EJ bought P96.00 worth of
the bank in the first day of
the month and P600 the
following day. How much
money does Angela have?
4. Carrot Man gained P10 on
the first day, lost P5 on the
second day and gained P20
on the third day. How much
In subtracting integers, add Rules in Multiplying Integers:
the negative of the subtrahend to In multiplying integers, find
the minuend. the product of their positive
equivalents.
1. If the integers have the
same signs, their product
is positive.
2. If the integers have different
signs their product is negative.
Solve the following problems. Write a numerical expression
1. Subtract 87 from ( -23) that models the problem and
evaluate
by 45? 1. What is twice the product
of -8 and -16?
by 46? 2. The product of what
number and -7 is 56?
vegetables in GMA Market. 3. The temperature drops 2°F
How much was her change each hour. What is the
if she gave a 200 – peso bill? total change in
5. A pair of pants went on sale temperature after 12
for P450.00. How much did hours?
Angel save on the purchase 4. Sylvia burns 6 calories per
of 2 pairs if the regular price minute when she runs in
was P625.00? the Splash Island. How
The quotient of two
integers with the same signs
is a positive integer and the
quotient of two integers
having unlike signs is a
negative integer. However,
division by zero is not
possible.
Solve the following problems.
1. Three banana cost P36.00.
How much does each
banana cost?
2. Mr. Joe has 2 dozens of
chocolate bars and he wants
to give them equally among
his 5 children. How many
chocolate bars were left
after distributing them
equally?
3 – 5 In a Math contest, a
correct answer is marked +2
or +4, a wrong answer,-2
and no answer,0. The
 profit does Carrot Man have many calories does she winner is the one with the
during his three days of burn when she runs for highest average. Determine
selling? 15 minutes? the winner from the
5. A football team lost 5 yards 5. James drives his car 20 following contestants.
in one play and gained 8 miles round trip to work
yards in the next play. What every day. How many total Contes Score A R
was the total yardage in the miles does he drive to and tants v a
two plays? from work in 5 days? e n
r k
a
g
e

1. Mark + - + + - 0
Cruz 4 2 2 4 2

2. Noel + - + + + -
Lopez 4 2 4 4 4 2

3. + - - + + -
Ronald 4 2 2 4 2 2
Go

J. Additional activities for Follow – up Follow – up Follow – up Follow – up

application or remediation Find the sum of the following: Find the difference. Find the product.
1. -48 + 17 1. 71 – 48 1. 19 ( -3)
2. -84 + 79 2. - 37 – (-72) 2. 23 (6)
3. 63 + (-49) 3. 49 – (-49) 3. -6 (-6)
4. -88 + (-33) 4. 100 – (-58) 4. -12 x -4
5. 8 + (-17) + 24 5. -3 – (-5) –(-7) 5. -8 (5)
Study Study
Study
Multiplication of Integers Division of Integers
Subtraction of Integers Reference: Learners Reference: Learners
Reference: Learners Materials pp 28 - 30 Materials pp 140 – 144
Material For G7 – pages 23 - 27

Study

Properties of the Operation of

Integers

V. REMARKS
VI. REFLECTION
1. No. of learners who
earned 80% on the
formative assessment
2. No. of learners who
require additional activities
for remediation.
3. Did the remedial lessons
work? No. of learners who
have caught up with the
lesson.
4. No. of learners who
continue to require
remediation
5. Which of my teaching
strategies worked well? Why
did these work?
Reference: Learners
Material pages 33 - 41
The learner performs The learner performs The learner performs The learner performs
fundamental operations on fundamental operations on fundamental operations on fundamental operations on
integers (M7NS-Ic-d-1) integers (M7NS-Ic-d-1) integers (M7NS-Ic-d-1) integers (M7NS-Ic-d-1)
1. Add integers using 1. Subtract integers 1. Multiply integers 1. Find the quotient of two
algebra tiles and the rules 2. Solve simple word 2. Apply multiplication of integers
2. Solve simple word problems involving integers in solving 2. Solve simple word
problems involving addition of integers problems problems involving
addition of integers 3. Cite real life situation 3. Value the concept of division of integers
3. Relate integers in real life where subtraction of multiplication in daily life 3. Relate integers in real life
situation integers are applied situation
___Lesson carried. Move on to the next objective. ___Lesson carried. Move on to the next objective. ___Lesson carried. Move on to the next objective. ___Lesson carried. Move on to the next objective.
___Lesson not carried. ___Lesson not carried. ___Lesson not carried. ___Lesson not carried.
_____% of the pupils got 80% mastery _____% of the pupils got 80% mastery _____% of the pupils got 80% mastery _____% of the pupils got 80% mastery
___Pupils did not find difficulties in answering ___Pupils did not find difficulties in answering ___Pupils did not find difficulties in answering ___Pupils did not find difficulties in answering
their lesson. their lesson. their lesson. their lesson.
___Pupils found difficulties in answering their ___Pupils found difficulties in answering their ___Pupils found difficulties in answering their ___Pupils found difficulties in answering their
lesson. lesson. lesson. lesson.
___Pupils did not enjoy the lesson because of lack ___Pupils did not enjoy the lesson because of lack ___Pupils did not enjoy the lesson because of ___Pupils did not enjoy the lesson because of lack
of knowledge, skills, and interest about the of knowledge, skills, and interest about the lack of knowledge, skills and interest about the of knowledge, skills, and interest about the
lesson. lesson. lesson. lesson.
___Pupils were interested on the lesson, despite of ___Pupils were interested on the lesson, despite of ___Pupils were interested on the lesson, despite ___Pupils were interested on the lesson, despite of
some difficulties encountered in answering the some difficulties encountered in answering the of some difficulties encountered in answering some difficulties encountered in answering the
questions asked by the teacher. questions asked by the teacher. the questions asked by the teacher. questions asked by the teacher.
___Pupils mastered the lesson despite of limited ___Pupils mastered the lesson despite of limited ___Pupils mastered the lesson despite of limited ___Pupils mastered the lesson despite of limited
resources used by the teacher. resources used by the teacher. resources used by the teacher. resources used by the teacher.
___Majority of the pupils finished their work on ___Majority of the pupils finished their work on ___Majority of the pupils finished their work on ___Majority of the pupils finished their work on
time. time. time. time.
___Some pupils did not finish their work on time ___Some pupils did not finish their work on time ___Some pupils did not finish their work on time ___Some pupils did not finish their work on time
due to unnecessary behavior. due to unnecessary behavior. due to unnecessary behavior. due to unnecessary behavior.
___ of Learners who earned 80% above ___ of Learners who earned 80% above ___ of Learners who earned 80% above ___ of Learners who earned 80% above
___ of Learners who require additional activities ___ of Learners who require additional activities ___ of Learners who require additional activities ___ of Learners who require additional activities
for remediation for remediation for remediation for remediation
___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
 ____ of Learners who caught up the lesson ____ of Learners who caught up the lesson ____ of Learners who caught up the lesson ____ of Learners who caught up the lesson

6. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
7. What innovation or
localized materials did I
use/discover which I wish
to share with other
teachers?
___ of Learners who continue to require
remediation
Strategies used that work well:
___Metacognitive Development: Examples: Self
assessments, note taking and studying
techniques, and vocabulary assignments.
___Bridging: Examples: Think-pair-share, quick-
writes, and anticipatory charts.
___Schema-Building: Examples: Compare and
contrast, jigsaw learning, peer teaching, and
projects.
___ of Learners who continue to require
remediation
Strategies used that work well:
___Metacognitive Development: Examples: Self
assessments, note taking and studying
techniques, and vocabulary assignments.
___Bridging: Examples: Think-pair-share, quick-
writes, and anticipatory charts.
___Schema-Building: Examples: Compare and
contrast, jigsaw learning, peer teaching, and
projects.
___ of Learners who continue to require ___ of Learners who continue to require
remediation remediation
Strategies used that work well: Strategies used that work well:
___Metacognitive Development: Examples: ___Metacognitive Development: Examples: Self
Self assessments, note taking and studying assessments, note taking and studying
techniques, and vocabulary assignments. techniques, and vocabulary assignments.
___Bridging: Examples: Think-pair-share, ___Bridging: Examples: Think-pair-share, quick-
quick-writes, and anticipatory charts. writes, and anticipatory charts.
___Schema-Building: Examples: Compare and ___Schema-Building: Examples: Compare and
contrast, jigsaw learning, peer teaching, and contrast, jigsaw learning, peer teaching, and
projects. projects.

___Contextualization: ___Contextualization: ___Contextualization: ___Contextualization:

Examples: Demonstrations, media, Examples: Demonstrations, media, Examples: Demonstrations, media, Examples: Demonstrations, media,
manipulatives, repetition, and local opportunities. manipulatives, repetition, and local opportunities. manipulatives, repetition, and local manipulatives, repetition, and local opportunities.
opportunities.
___Text Representation: ___Text Representation: ___Text Representation:
Examples: Student created drawings, videos, and Examples: Student created drawings, videos, and ___Text Representation: Examples: Student created drawings, videos, and
games. games. Examples: Student created drawings, videos, games.
___Modeling: Examples: Speaking slowly and ___Modeling: Examples: Speaking slowly and and games. ___Modeling: Examples: Speaking slowly and
clearly, modeling the language you want students clearly, modeling the language you want students ___Modeling: Examples: Speaking slowly and clearly, modeling the language you want students
to use, and providing samples of student work. to use, and providing samples of student work. clearly, modeling the language you want to use, and providing samples of student work.
students to use, and providing samples of
Other Techniques and Strategies used: Other Techniques and Strategies used: student work. Other Techniques and Strategies used:
___ Explicit Teaching ___ Explicit Teaching ___ Explicit Teaching
___ Group collaboration ___ Group collaboration Other Techniques and Strategies used: ___ Group collaboration
___Gamification/Learning through play ___Gamification/Learning through play ___ Explicit Teaching ___Gamification/Learning through play
___ Answering preliminary. ___ Answering preliminary. ___ Group collaboration ___ Answering preliminary.
activities/exercises activities/exercises ___Gamification/Learning through play activities/exercises
___ Carousel ___ Carousel ___ Answering preliminary. ___ Carousel
___ Diads ___ Diads activities/exercises ___ Diads
___ Differentiated Instruction ___ Differentiated Instruction ___ Carousel ___ Differentiated Instruction
___ Role Playing/Drama ___ Role Playing/Drama ___ Diads ___ Role Playing/Drama
___ Discovery Method ___ Discovery Method ___ Differentiated Instruction ___ Discovery Method
___ Lecture Method ___ Lecture Method ___ Role Playing/Drama ___ Lecture Method
Why? Why? ___ Discovery Method Why?
___ Complete IMs ___ Complete IMs ___ Lecture Method ___ Complete IMs
___ Availability of Materials ___ Availability of Materials Why? ___ Availability of Materials
___ Pupils’ eagerness to learn. ___ Pupils’ eagerness to learn. ___ Complete IMs ___ Pupils’ eagerness to learn.
___ Group member’s ___ Group member’s ___ Availability of Materials ___ Group member’s
collaboration/cooperation collaboration/cooperation ___ Pupils’ eagerness to learn. collaboration/cooperation
in doing their tasks in doing their tasks ___ Group member’s in doing their tasks
___ Audio Visual Presentation ___ Audio Visual Presentation collaboration/cooperation ___ Audio Visual Presentation
of the lesson of the lesson in doing their tasks of the lesson
___ Audio Visual Presentation
of the lesson

Prepared by: Checked and Reviewed: Noted:

MILAFER R. DABAN MARVIN C. MAGADAN ARTURO B. ACEDILLO JR. DANILO S. QUEJADA

Teacher MATH-Subject Coordinator Master Teacher I Principal II