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DAILY LESSON LOG (DLL) in Mathematics 7

Grade Level/ Section: Grade 7


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?

Also, present a brief historical background on the use of colored


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

A vector pointing to the left


will be used to represent 1.
1
4

5 4 3 2 1

Using the number line, represent -5 and 8.


+
-5
5 4 3 2 1

Begin at 0. Move left 5 places, then move


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?
______________________________________________________________________________
___________________