LEARNING PLAN IN MATHEMATICS 7

Prepared by:
Awao, Orpha
Co, William Mhae
Donguiz, May Joy
Malaggay, Febie
Quarter: 1st Grading

Topic: Integers

Time Frame: 12 days (50

minutes per session)

STAGE 1 DESIRED RESULTS

Established Goal (s)
At the end of the lesson, the learners should be able to:
A. demonstrates understanding of key concepts of sets and the real number system;
B. solve word problems involving fundamental operations and properties of integers;
C. visualize integer and their order on a number line; and
D. formulate challenging situations involving sets and real numbers and solve these in a
variety of strategies.
Content standard:

demonstrates understanding of key

concepts of sets and the real number
system.

Essential Understanding (s):

Students will understand that
Integers involve two concepts: size
(magnitude) and sign (direction;
Integers are used to describe relative
changes between two or more items;
and
Integers are used to represent values like
temperatures, altitudes, stock price
changes, etc.
Students will know:
The representation of every integer in the
number line;
The different properties of operation on
the set of integers;
The key concepts of integers; and
The representation of absolute value on
the number line as a distance of a
number from 0

Performance Standard:

is able to formulate challenging situations

involving sets and real numbers and solve
these in a variety of strategies.

Essential Question (s):

1. How positive signs and negative signs
affect our daily life?

Students will be able to:

Perform fundamental operations on

integers;
Illustrate the different properties of
operations on the set of integers; and
Formulate challenging situations involving
integers and solve these in a variety of
strategies.

Product or
Performance Task (s)
Business plan
(Financial plan)
(see attachment)

STAGE 2 ASSESSMENT EVIDENCE

Evidence at the Level of Understanding
Learners should be able to demonstrate
understanding using in- depth discussions
in...
1. Explanation
Why is associative and commutative
properties not applicable to all real
world and mathematical
operations?
2. Interpretation
Can you interpret absolute value in
the context of distance using
thermometer?
3. Application
How and when can we use integers
in our everyday life?
4. Perspective
Does the properties of fundamental
operations really make it easier for us
to solve real life problems that
involve integers? Why and how?
5. Empathy
What would it be like to walk in a
businessmans shoes having many
debts due to mismanagement of his
business?
6. Self-knowledge
What are your blind-spots in
performing the fundamental
operation of integers?
STAGE 3 LEARNING PLAN

Evidence at the Level of

Performance
Goal: To recruit
businessmen to invest in
the business proposed.
Role: Businessman
Audience: Businessmen
and entrepreneurs
Situation: The company
needs more investors
Performance: Business
plan presentation
Standard: See
attachment

Teaching/Learning Sequence
A. EXPLORE
1. Preliminary Assessment: Assess the knowledge of the students about the next lessons by
giving challenging problems.
a. Angel Alden is floating on a cloud at zero. One balloon
supports one weight. If we gave him 100 balloons and 100
weights, what would happen to him? Explain why.
b. Now that Angel Alden has 100 balloons and 100
weights, let's make him move. We want him to go up 4
spaces but we do not have any balloons to give him.
How can we still make him move up 4 spaces?

c. Again, Angel Alden is at zero with 100 balloons and 100

weights. If you want to make him drop down 28 steps but
do not have any weights to give him, how can you still
get the end result of 28 down?

Additional questions:
TAKING AWAY BALLOONS makes
Angel Alden move_______.

TAKING AWAY WEIGHTS makes Angel Alden move _______.

Expected answer:
a. Angel Alden will move upwards. When we gave him 100 balloons
and 100 weights, 100 added to 100 will be equal to 200 so he will move
200 steps going up.
2. Motivation:
a. Group the students into two. Each group must have three presenters (actor/actresses).
b. Presenters will act the word given to them regarding the picture posted in the board.
c. Each group must guess the word with the help of the pictures and their presenters and
write it in a one fourth sheet of pad paper. The group will have one minute of guessing.

Expected answer:
1. thermometer
2. speed
3. weight
4. zero
5. sign
3. Pose the following questions to the student:
a. What is the opposite of the opposite of a number?
b. How are opposites and absolute value similar and different?
c. How can you recognize integers and their opposites with or without number line?
4. Ask the students if they have any questions to be clarified about the topic.
Example Misconceptions:
a. When adding or subtracting integers these students ignore the signs,
carry out the operation, then decide on the sign of the answer.
b. Zero is positive or zero is negative.

5. Pose the following websites and let the students search and read the content of the given
websites:
a. www.mathsdoctor.co.uk
b. www.mathgoodies.com
c. www.mathguide.com
6. Ask the students the focus question: How do positive signs and negative signs affect our
daily life? Let them think and reflect for 2 minutes and ask for volunteers to share their
insights.
7. Discuss to the students that at the end of the lesson they must be able to come up with a
business plan focused in the creation of the financial statement of the business that will
apply all the concepts about integer that will be tackled. Tell them that they will present the
business plan that they created in a particular situation. The rubric will be provided.
B. FIRM UP
1. Give the activity provided below to assess the students prior knowledge.
Directions: Answer the following items
using the mathematical operations.
1. Divide : 2448 by 68

2. Find the value of the expression:168 198 + ( -145 ) + 73 + ( -81 ) - ( -187 ) - ( 172 )
3. I7I - I3I=______
4. I-8I + I6I=______
5. Find the predecessor of each of the
following integers:
a) -31 = ______
b) -13 = ______
c) -41 = ______
6. Find the sum of the following integers:
a) -95901 and -21481 =_______
b) -75792 and 89373 =_______
c) 66572 and 47566 =_______
7. While doing the science experiment
in the physics lab, Wilma had to take 5
measurements of the temperature and

write the average of those as an

answer. If the measurements of the
temperature are 2, 1, -3, 1, -2, what is
the final answer of her experiment?

8. An integer is divided by 7 giving a

remainder of 6. The resulting quotient
when divided by 4 gives a remainder of
2. The resulting quotient is then divided
by 8 giving a quotient of 1 and a
remainder of 2. What will the finale
remainder be if the order of the divisors
is reversed?
9. Find how many integers are there
between:
a) -5 and 2
b) -2 and 3
10. Rizza is in the process of making ice
cream. She has heated all the
ingredients to 50 C and put them in
refrigerator to freeze. If the cooling rate
is 9 C per hour, what will be the
temperature in freezer after 9 hours?

Expected Answer:
1) 36
2) 176
3) 4
4) 14
5) a. -32
b. - 14
c. - 42

6) a. -117382
b. 13581
c. 114138
7) -0.2
8) 2
9) a. 6
b. 4

10) -31C

2. a. Discuss opposites by asking the students to give examples. Use students responses to
come up with a definition of the opposite of a number.
b. Create cards with opposite integers written on them. Distribute these cards to the
students and have them locate and sit with their opposite, in zero pairs.
c. Have students create a line, label it by the use of the cards given to them. Each
student must place his/her card on the line in its correct position and say the opposite
of the number that they got.
d. After they have created the number line, present the following question and ask for
volunteer to answer it.
1. What does it mean for the same distance travelled but in opposite directions?
2. What can you say about the distance of opposite numbers say -5 and +5?
3. How can we represent the distance of a number? What notation can we use?
Expected answer:
1. We can represent the distance by using the absolute value sign.
2. The distance are the same even though they have different sign.

e. Discuss to the students the Important Terms to Remember and Notations and Symbols
1. Absolute Value of a number is the distance between that number and zero on
the number line.
2. Number Line is best described as a straight line which is extended in both
directions as illustrated by arrowheads. A number line consists of three elements:
a. set of positive numbers, and is located to the right of zero;
b. set of negative numbers, and is located to the left of zero; and
c. Zero.
*The absolute value of a number is denoted by two bars .

f. Give the student a short activity.

Activity 1
On the space provided before each item, write your answer that corresponds
to what is being described.
________1.) Jasons spent way too much money and is now in the hole $50.
________2.) Tammy received her allowance of $10.00.
________3.) Jimbo went to the beach on a bright and sunny day. The
temperature was 80 degrees outside.
________4.) Stan owes his brother $50.00.
________5.) Put the following temperatures in order from coldest to hottest.

Expected answer:.
1. 50
2. +10
3. +80
4. - 50

5.

3. Pose the following questions to the students and let them share it in class.
1. Can you interpret absolute value in the context of distance using thermometer?
2. Is it possible to remove any negative sign in front of a number, and to think of all
numbers as positive or zero in doing absolute value?

4. Remind to the students of the business plan focused in the creation of its financial plan
that they will be going to do and present in the class.

5. By the terminologies discussed in the lesson, give the following activity:

1. the magnitude of a real number without regard
to its sign.
2. used to represent integers
3. a negative integer n to m means moving
along the the real line a distance of n units to
the left from m.
4. a representation of the absolute value
5. to separate into equal parts
6. the set of whole numbers and their opposites
7. Whole numbers less than zero
8. repeated addition
9. addition, subtraction, multiplication, and
division
10. 3 and -3
11. Whole numbers greater than zero
12. either positive (+) or negative (-), except zero

Expected Answer:
1)
2)
3)
4)

ABSOLUTE
NUMBER LINE
ADD
DISTANCE

5) DIVIDE
6) INTEGER
7) NEGATIVE
8) MULTIPLY

9) OPERATION
10) OPPOSITE
11) POSITIVE
12) SIGN

6. a. Discuss to the students the concepts of operations in integers and its properties.
b. Generalize the lesson about the concepts of operations in integers and its properties.
ADDITION
If the integers have the same sign, just
add the positive equivalents of the integers
and attach the common sign to the result.
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.

SUBTRACTION
Rule in Subtracting Integers:
In subtracting integers, add the
negative of the subtrahend to the minuend,
Subtract integers by reversing the
process of addition, and by converting
subtraction to addition using the negative of
the subtrahend.

MULTIPLICATION
Rules in Multiplying Integers:
In multiplying integers, find 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.

DIVISION
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.
Division is the reverse operation of
multiplication. Using this definition, it is easy to
see that 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.

Important Terms to Remember

The following are terms that you must
remember from this point on.
1. Closure Property
Two integers that are added and
multiplied remain as integers. The set of
integers is closed under addition and
multiplication.
2. Commutative Property
Changing the order of two numbers that
are either added or multiplied does not
change the value.
3. Associative Property
Changing the grouping of numbers that
are either added or multiplied does not
change its value.
4. Distributive Property
When two numbers are added /
subtracted and then multiplied by a
factor, the result is the same when each
number is multiplied by the factor and
the products are then added /
subtracted.

5. Identity Property
Additive Identity
- states that the sum of any number and
0 is the given number. Zero, 0 is the
additive identity.
Multiplicative Identity
- states that the product of any number
and 1 is the given number, a 1
= a. One, 1 is the multiplicative
identity.
6. Inverse Property
In Addition
- states that the sum of any number and
its additive inverse, is zero.
The additive inverse of the number a is
a.
In Multiplication
- states that the product of any number
and its multiplicative inverse or
reciprocal, is 1. The multiplicative inverse
of the number a is 1/a.

c. Let the students do activity 1 to check their understanding.

Activity 1
I. Direction: Determine what kind of property of real numbers is illustrated in the
following images and fill in the blanks with the correct symbols
1.

2.

3.

4.

5. Guide Questions:
a. How many cabbages are there in the crate?
b. Using integers, represent put in 14 cabbages
and remove 14 cabbages? What will be the
result if you add these representations?
c. Based on the previous activity, what property is
applied in the images presented?

Expected answer:
1.
2.
3.
4.
5.

Commutative Property of Addition: a + b = b + a

Associative Property of Addition : (a + b) + c = a + (b + c)
Distributive Property: a(b + c) = ab + ac
Identity Property for Addition: a + 0 = a
a. 14 cabbages
b. (+14) + (-14) = 0
c. Inverse Property for Addition
a + (-a) = 0

II. Direction: Answer the following by using any graphic organizer and in 3-5
sentences explain the concept of your graphic organizer.
*Rubic: Content= 10 points
Neatness and Grammar= 5 points
Creativity= 5 points
1. Why are associative and commutative properties not applicable to all real world
and mathematical operations?
2. How and when can we use integers in our everyday life?

d. Discuss to the students some applications of integers and their properties and operations.
Going Down
In general, negative integers represent decreasing or downwards movement, or
to the left (in relation to the number line). If we are describing a car slowing down
for a stop sign, its acceleration is represented with a negative value because its
speed is decreasing. If you were digging a hole, your depth could be
represented using negative integers.
The Thermometer
A common example of negative integer usage is the
thermometer. Thermometers are similar to number lines, but vertical. They have
positive integers above zero and negative integers below zero. Commonly,
people recognize a temperature of -25C as cold. People use this number system
to measure and represent the temperature of the air. Also, if it -23C outside, and
the temperature drops 3 degrees, what is temperature now? -26C. If we picture
the thermometer, we know that as the temperature drops, we look downwards on
the thermometer.
Altitude
Geographically, we represent sea level with integers. Obviously, below sea level is
represented with negative integers. For example, Death Valley (pictured below)
in California is located at 86 m below sea level. This can be represented
numerically as 86 m. Antarctica is 2,538 m below sea level
(-2,538). When geography specialists study the difference between say the top of
Mount Everest in Tibet, which is 8,848 m above sea level, and the bottom of the
Dead Sea (409 m below sea level), they use negative representations of integers.
7. a. Talk over with the students the problems in financial statements and taxes in business
and economic issues. And explain to them that integers are applicable to a proposal of
business to the international companies that would like to invest in the Philippines by
coming up with a financial plan that is reliable and accurate. Integrate integers in the
context of money and temperature.
b. Pose a question to the students. Let them write it on a one half sheet of pad paper. Pick
randomly at the paper of the students and let the owner of the paper read his/her
answer in the class.
Does the properties of fundamental operations really make it easier for us to
solve real life problems that involve integers? Why and how?
8. a. Let the students search on the following websites in preparation to the activity that they
will be given to them.
a. www.mathmovesu.com/integers
b. http://goeurope.about.com/library/bl-europe-distance-maps.htm
b. Give the Activity Amazing Math Race to the students to check the progress of the
students about the lesson.

Activity 1: Amazing Math Race!

a. You and your team will be travelling around the world, gathering data you will
need to win the competition. You will be visiting Europe to gather data for
your group. You have been asked to keep track of the distances between the
cities you visit. Please use http://goeurope.about.com/library/bl-europedistance-maps.htm to find the distance of each trip
Trip Distance
1. London to Paris
2. Paris to Hamburg
3. Hamburg to Berlin
4. Berlin to Munich
5. Munich to Rome
6. Rome to Madrid

travelled (in kilometres)

b. Use the above data to solve the following questions. For each one, write out the
equation needed and the solution to the equation.
1. What is the difference between the distance from London to Paris and the
distance from Berlin to Munich?
2. What is half of the difference found in #1?
3. You need to take four trips the length of Hamburg to Berlin off of your itinerary.
4. You need to take away a trip a fifth the length of your trip from Paris to Hamburg.
Expected Answers:
a. Trip Distance
1. London to Paris
2. Paris to Hamburg
3. Hamburg to Berlin
4. Berlin to Munich
5. Munich to Rome
6. Rome to Madrid
b. 1. -190
2. -80
3. -1164

travelled (in kilometres)

414 km
880 km
291 km
604 km
969 km
2099 km
4. -176

9. Convey the students to reflect about the lesson for 1-3 minutes. After the given time, pose
the following question.
a. What would it be like to walk in a businessmans shoes having many debts due to
mismanagement of his business?
b. What are your blind-spots in performing the fundamental operation of integers?
10. Let the student have a recitation to check for their understanding and provide them
immediately the feedback that they must know.

EXAMPLE QUESTIONS:
When you add two negative integers, you always get a negative sum.
When you subtract two negative integers, do you always get a negative
difference? Explain with the aid of examples.
C. REFLECT AND UNDERSTAND / DEEPEN
1. Enrich the students understanding by providing additional activity and reading.
a. Complete the table.
Given

Property

1. 0 + (-3) = -3
2. 2(3 - 5) =
3. (- 6) + (-7) =
4. 1 x (-9) = -9
5. -4 x -1/4 = 1
6. 2 x (3 x 7) = (2 x 3) x 7
7. 10 + (-10) =
8. 2(5) = 5(2)
9. 1 x (1/4 ) =
10. (-3)(4 + 9) = (-3)(4) + (-3)(9)

Distributive Property
Commutative Property

Additive Inverse Property

Expected Answer:
Given
1. 0 + (-3) = -3
2. 2(3 - 5) =
3. (- 6) + (-7) =
4. 1 x (-9) = -9
5. -4 x -1/4 = 1
6. 2 x (3 x 7) = (2 x 3) x 7
7. 10 + (-10) =
8. 2(5) = 5(2)
9. 1 x (1/4 ) =
10. (-3)(4 + 9) = (-3)(4) + (-3)(9)

Property
Additive Identity Property
Distributive Property
Commutative Property
Multiplicative Identity Property
Multiplicative Inverse Property
Associative Property
Additive Inverse Property
Commutative Property
Multiplicative Identity Property
Distributive Property

Additional Readings:
www.purplemath.com/in-te-gers
2. Raise again the focus question to the class. Give them two minutes to reflect and let them
share their answer to the class.
How positive signs and negative signs affect our daily life?

3. Let the students do the activities to measure the students essential understanding.
Activity 1: Extended Constructed ResponseUse the following table of golf scores to answer the
following questions

Expected Answers:
Part A: -5
Part B:
You take the total
score, which is 50
and divide that by the
number of players,
which is 10 to get 5.

Part A
What is the mean golf score? ___________
Part B
Use what you know about finding mean and
performing operations on integers to justify
why your answer is correct. What if another
golfers score (who shot a 6) was added to
the table? Explain how this would change
the mean score.

Adding 6 to the
previous total of 50
would give us a new
total of 44, which
would be divided by
11, since you added
another golfer, to get
4

Activity 2: Use the following table of golf scores to

answer the following questions

Expected Answers:

a. -330 (-1640) = 1310 feet

b. -660 (-990) = 330 feet
a. How much deeper can a Bottlenose Dolphin
dive than a Dalls Porpoise?
b. How much deeper can a Beluga Whale dive
than a Pacific White-Sided Dolphin?

4. Provide a website to the learners in order for them to read examples of word problems
involving integers. After that, ask them to formulate their own word problem.
http://blog.ipracticemath.com/2013/11/25/integers-in-real-life/
http://mathcentral.uregina.ca/beyond/articles/Integers/integer1.html
http://www.kwiznet.com/p/takeQuiz.php?ChapterID&CurriculumID=40&Num=4.1
5. Encourage the students to rethink, reflect, and revise their understanding by posing the
following questions:
a. How do integers specifically the concept of positive and negative affect life?
b. Does the properties of fundamental operations really make it easier for us to
solve real life problems that involve integers? Why and how?
6. Let the students express their understanding by means of presenting a play, composing a
song, creating a video presentation, or whatever presentation they want to present.
7. a. Let the students have their recitation to check their mastery against the essential
Understanding and provide a feedback to the students.
Sample questions:
1. The absolute value of an integer is greater than the integer.
2. The average of any four consecutive odd integers is always ___.
b. Let the students have a quiz to check their mastery against content standards.
(see attachment)
8. Let the students make a story out of the concepts they learned about integers and share it
to the class. They will be graded by the number of concepts they mentioned in their
stories.
D. TRANSFER
1. Give an overview or instructions that students are expected to come up with a business
plan that focuses in the creation of the financial statement applying all the concepts they
learned about integers. And at the given date of presentation, the student will propose
their business to convince investors to invest on their own business company. The rubric will
be provided to the students.
2. Let the students to transfer his/her learning through the financial statement that should be
present on their business proposal presentation as a group. As a start of formulating their
financial plans, let them brainstorm as a group and pass a draft of their planned
business.
3. The teacher should discuss and provide the rubrics for the performance task:
A. From the Financial Plan Project, the teacher should see the following:
a. Understands money managing skills - The student has an excellent understanding of
the basic money managing skills needed to be financially successful and fully
comprehends how each are used towards achieving a financial goal.
b. Financial Goals - Clearly Written; contains at least one financial goal and has
exceptional grammar.

c. Budgeting & Saving Money - The student has an excellent understanding of what a
budget consist of and uses proper steps towards saving money before paying bills.
d. Credit/Debit Cards - The student will be able to explain the difference between
credit cards and debit cards and can give clear examples of what they are useful for.
e. Concepts of Integers - The student will be able to apply the concepts of integers
and can clearly show how it is applied.
B. From the Business Proposal Presentation, the teacher should see the following:
a. Financial Plan - The student understands the importance of a financial plan and
delivers every step to achieving their goal clearly, without any grammatical errors.
b. Collaboration - The student had excellent communication between the other
members of the group and put in their fair share of work within the group. The student
did an excellent job transition information between the other members of the group
throughout the presentation process.
c. Financial Goals - Clearly mentioned; contains at least one financial goal and has
exceptional grammar.
d. Presentation - The student gave a highly effective performance by incorporating
knowledge from previous lessons, research and used new vocabulary words and used
visual arts effectively while clearly stating how they plan to achieve their financial
goal.
4. Present to the class the GRASPS.
Goal: The goal is to recruit businessmen to invest in the business proposed.
Role: The role will be a Businessman
Audience: The audience expected are businessmen and entrepreneurs
Situation: They will present a Business proposal because the company
needs more investors.
Performance: The performance will be a Business plan presentation.
Standard: (See attachment)
5. After they presented their performance task in the class, ask the following questions:
a. How do the integers help you to come up with a good financial plan for your
business proposal?
b. What are the things you consider as you apply the concepts of integers in your
business financial plan?
Resources:
DepED K-12 Grade 7- Mathematics: Curriculum Guides and Teaching Guides. (2012,
October 30). Retrieved October 26, 2015, from depedk12.blogspot.com/2012/10/depedk-12-grade-7-mathematics.html
Oronce, O., & Mendoza, M. (2007). Real Number System. In E-math Elementary Algebra
(1st ed.). Rex Printing Company.
Materials Needed:
A. Printed Handouts and Worksheets
B. Board Chalk

C. Projector and Laptop

D. Books and Internet