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Fundamental Operation on Integers- Addition of Integers

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Learning Area: Numbers and Number Sense

Quarter: 1

Date: July 15, 2016

25

I.

II.

III.

IV.

Day:

OBJECTIVES:

A. Content Standards:

The learners demonstrate understanding of the key concepts of

sets, the real number system, estimation / approximation of a

square of a number and the measures of quantities, and the

applications of real numbers to measurements.

B. Performance Standards:

The learners are able to apply various procedures and

manipulations on the different subsets of the set of real numbers.

C. Learning Competencies:

The learners perform fundamental operations on integers: addition,

subtraction, multiplication, division.

Specific Objectives:

At the end of the session, the students are expected to:

a. use colored counters and number line to represent integers

and to determine their sums;

b. state the rules for adding integers;

c. perform addition of integers using the rules they have formed;

d. solve word problems involving addition of integers;

e. participate enthusiastically during the learning activities.

CONTENT (Subject Matter):

Fundamental Operation on Integers: Addition of Integers

LEARNING RESOURCES:

A. References

1. Teachers Guide Pages: TG: pp. 26-31

2. Learners Material Pages: LM: pp. 18-21

3. Textbook Pages:

Nivera, Gladys C. (2012). Grade 7 Math: Patterns & Practicalities.

Salesiana Books. Makati City.

4. Additional Materials from Learning Resources:

B. Other Learning Resources:

Prepared PowerPoint presentation on Addition of Integers

www.quipper.com

www.youtube.com

PROCEDURES:

A. Reviewing previous lesson or presenting of new lesson

Use flash cards containing expressions involving addition and

subtraction of whole numbers to recall the pre-requisite skills

needed for the present lesson.

B. Establishing the purpose for the lesson

Present a problem to the class that will allow the students to use

two ways of representing the given data- colored counters and

number line.

Problem:

Juan borrowed Php 5 from his classmate. The next day, having a

daily allowance of Php 8, he paid his debt. How much is left of his

allowance for the day?

counters/ rods which is believed to have originated in China.

In 200 BC, Chinese accountants used black (negative rods) for

debts and red (positive rods) for credits. However, it was Giralumo

Cardano(1501-1576) who introduced negative numbers and their

properties formally.

C. Presenting examples/ instances of the new lesson

Using the problem presented in class, discuss the process of using

colored counters and number line to add integers.

The colored counters, which come in different colors, represent

negative integers and positive integers. Two counters, one for

each type, cancel each other out. These are called zero pairs.

A red chip, ,is used to represent +1.A black chip,

represent 1.

Using counters, represent -5 and 8.

,is used to

-5

8

Note that

represents zero pair. 5 negative counters and 5

positive counters add up to 0. So, -5 + 8 = 3.

The number line model, which uses vectors along a number

line, represent negative integers and positive integers.

A vector pointing to the

right will be used to

represent

1 1

5 4 3 2 1

will be used to represent 1.

1

4

5 4 3 2 1

+

-5

5 4 3 2 1

right 8 places. The stopping place is 3.

Therefore, Juan has Php 3 left.

D. Discussing new concepts and practicing new skill #1

Group Activity: With 8 groups in class, the students are to solve

expressions involving addition of integers using colored counters

and number line. Worksheets containing guide questions will be

distributed to each of the groups (see attachment). Afterwards, they

will present their work.

Group No.

Groups 1 and 2

Worksheet

No.

Worksheet 1

Groups 3 and 4

Worksheet 2

Groups 5 and 6

Worksheet 3

Activity

Addition of Integers with the

Same Sign using Colored

Counters

Addition of Integers with the

Same Sign using Number Line

Addition of Integers with

Different Signs using Colored

Groups 7 and 8

Worksheet 4

Counters

Addition of Integers with

Different Signs using Number

Line

Have the students state the rules for adding integers based on the

group activity they have performed. That is, if the integers have the

same sign, just add the positive equivalents of the integers and

attach the common sign to the result. But, 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.

Also, emphasize on this part that if there are more than two

addends in the problem, the first step to do is to combine addends

with same signs and then get the difference of their sums.

E. Discussing new concepts and practicing new skill #2

Answer the examples presented in the L.M. (Points to ponder, p. 21)

for deeper understanding of the lesson. Also, present word problems

which can be answered using the rules for adding integers.

F. Developing Mastery

Group Game: MINUTE TO WIN IT. Using

the same grouping, the students are to

solve expressions that involve addition of

integers. Each challenge is answerable

for a minute. As soon as they finish

answering each challenge correctly, the

leader must give the answer sheets

provided to the teacher to be recognized

(refer to the PowerPoint Presentation).

For challenge 1, the first 5 groups to finish correctly will be allowed

to move on to the next challenge. For challenge 2, only the first 2

groups qualify for the next challenge. And for the final challenge/

challenge 3, the first group to finish the task correctly will emerge

as the winner of the game.

G. Finding practical applications of concepts and skills in daily

living

Establish the relevance of the lesson by presenting a quote that can

be represented by a rule in adding integers.

Two WRONGS dont make a RIGHT.

(-)+(-) = (-)

H. Making generalizations & abstractions about the lesson

Present the summary of the lesson through a song.

Tune: Row, row, row your boat

Same signs, add and keep

Different signs, subtract

Use the sign of the bigger number,

Then youll be exact.

I. Evaluating Learning

Let the students answer T.G. pp.30-31 A, B & C.

J. Additional activities for application or remediation:

Let the students answer the activity on Addition of integers at

www.quipper.com

V.

REMARKS:

VI.

REFLECTION:

A. No. Of learners who earned 80% in the evaluation:

B. No. Of learners who require additional activities for

remediation who scored below 80%:

C. Did the remedial lesson work? No. Of learners who caught

up with the lesson:

D. No. Of learners who continue to require remediation:

E. Which of my teaching strategies worked well? Why did these

work?

F. What difficulties did I encounter which my Master teacher

can help me solve?

G. What innovation or localized materials did I use/ discover

which I wish to share with other teachers?

WORKSHEET #1

Addition of Integers with the Same Sign using Colored Counters

Using COLORED COUNTERS, answer each of the following:

1) 2 + 4

Answer:

__________

=

2) -3 + (-6)

-3

Answer:

__________

-6

WORKSHEET #2

Addition of Integers with the Same Sign using Number Line

Using a NUMBER LINE, answer each of the following:

1) 2 + 4

ANSWER:

2) -3 + (-6)

ANSWER:

Guide Questions: (for worksheets 1 and 2)

1. Consider the positive equivalents of the integers that you added.

Based on your answers, do you add or subtract them? ________________

2. If two integers are a) both positive b) both negative, what do you

notice about the sign of their sum?

a)__________

b)__________

3. Based on your answers to 1 and 2, how do you add integers with the

same sign?

________________________________________________________________________

_________________________

WORKSHEET #3

Addition of Integers with Different Signs using Colored Counters

Using COLORED COUNTERS, answer each of the following:

1) 6 + (-9)

-9

Answer:

__________

2) 8 + (-4)

-4

Answer:

__________

WORKSHEET #4

Addition of Integers with the Different Signs using Number Line

Using a NUMBER LINE, answer each of the following:

1) 6 + (-9)

ANSWER:

2) 8 + (-4)

ANSWER:

Guide Questions: (for worksheets 3 and 4)

1. Consider the positive equivalents of the integers that you added.

Based on your answers, do you add or subtract them? ________________

2. If two integers are of different signs, what do you notice about the sign

of their sum?

________________

3. Based on your answers to 1 and 2, how do you add integers with

different signs?

______________________________________________________________________________

___________________

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