A DETAILED LESSON PLAN IN MATHEMATICS

Operations on Integers

I. OBJECTIVES

At the end of the lesson, the students will be able to:

a. Distinguish the rules on different operation of integers.
b. Construct a mathematical equation using the four (4) operations of integers.
c. Recognize the importance of using integers in real life.

II. SUBJECT MATTER

Topic: Operation on Integers

References: Villano M., Mupas L., Degolacion R., Chua S. (2012), 21st Century
Mathematics: A Vision for a Better Future 7, page 88-100, Phoenix
Publishing House Pascasio, Ponsones, Ocampo, Tresva (2013), Math Ideas
and Life Applications 7, page 46-59, Quezon City, Metro Manila
Materials: Manila paper, cartolina, colored paper, marker, bond paper, ICT tools.
Values Integration: To develop the critical thinking, collaboration, determination and
patience of the students.

III. PROCEDURE

Teacher’s Activity Students’ Activity

A. Initiatory Phase

1. Opening Prayer

Class, kindly stand for the opening

prayer.
(The students will all stand)
May I call on Mr. _________ to lead the
prayer?
Oh, God our father we praise and adore
you for everything in this world.
Forgive us for the sins that we have
done. We give you thanks Oh God
almighty for all the blessings you have
given us most especially for the
blessing of life. Thank you for guiding
us all through out our life. Oh god, we
ask for your guidance in everything we
are going to do. Give us hope and
strength to overcome every struggle we
will face. Give us the knowledge we
need for our discussion today. We pray
this in Jesus name, Amen.
2. Greetings

Good Morning Class and Peace be with

you
Good Afternoon Ma’am and Peace be
with you.
Before you take your sit kindly pick up
the pieces of paper or candy wrapper
under your chair and if none you may
 take your sit.

3. Checking of Attendance

Monitor, is there any absent for today?

None ma’am.
Very good, maintain that perfect
Attendance.

4. Drills/Energizer

Before we start our day, let us have first a

math trick. Do you want a math trick??
Yes ma’am.
Are you ready?
Yes ma’am.
So get any piece of paper and ball pen.
Write your month number from you
birthday. For example, if your birthday is
June then your month number is 6.

Then, multiply by 5.

Next, add 6.

Multiply the total by 4.

Add 9.

Multiply by 5 once again.

Then, add your birth date. If you were

born on the 14th, then add 14.

And last, subtract 165. You will surprise

cause you will have the month and day
you were born.

Are you done on computing?

Yes ma’am.
What have you notice in the trick?
I have notice that in mathematics you
just have to follow the instruction for
you to get the correct answer.
Exactly.
I hope it energized you all.

5. Review

It seems that you are all alive now. So,

before we proceed to our next topic, let
us have a short review of what we have
discussed last meeting.

So, who among you still remember our

last topic?
 Yes, Ms. ___________
Our last topic is about introduction of
integers.

Exactly.
What do you mean by integer?
Yes Ms. ___________
Integers are a set of positive
and negative number.
Very good.
How will you define the absolute value
of a number?
Yes Mr.___________
The absolute value of a number is its
distance from zero to the number line.
Okay Thank you.
It feels great that you still remember our
last topic.

6. Motivation

It seems that you have fully understood

our last topic, now we will proceed to the
next. But before we formally start our
lesson I will show you a video clip
entitled Application of Integers in Real
Life. While watching the video, you’re
going to take note of what you have
noticed in the video. Is that clear?
Yes ma’am.
If that so, here is the video.
(The teacher will play the video)

(after the video presentation)

What can you say about the video the
video?
Yes Ms._______________
The video shows us how integers are
being used in this world.
Thank you.
Another?
Yes Ms. ____________
The video tells us that we don’t have to
hate mathematics because it is already
part of us, whether we like it or not,
math is around us.
Exactly!
We can’t deny the fact that almost all of
the students nowadays hate mathematics
a lot. But why? Though mathematics is
really part of our life. Everything we do
is part of math. When we are eating,
taking a bath or even when we travel.
There is always an integration of
mathematics. Did I make myself clear?

Yes ma’am.
B. Developmental Phase

1. ACTIVITY

Since you have a good observation in the

video that you have been watched, let us
have an activity that is related to our
topic. Are you excited?
Yes ma’am.
I will group you into 4. Please count 1 to
four.
(The students will count 1 to 4)
Go to your respective group.
What you’re going to do is to create a
graphic organizer. I have here a box
where you will pick your topic. Then you
will choose one representative to present
your output.
Is that clear?
Yes ma’am.
Representative of each group kindly
come here in front and pick your topic
from the box.
(The representatives will pick their
topic from the box.)
Each group will be given points
according to the following criteria:
Criteria Points
CONTENT 5 points
PARTICIPATION 3 points
CREATIVTY 2 points
TOTAL 10 points

The points you will get will serve as your

points in recitation. Is that clear?
Yes ma’am.
I have here an example of graphic
organizer for you to have an idea of what
you are going to do.
(the teacher will show a graphic
organizer)

Algebra

Statistics Math Geometry

Trigonometry
So it is one example of graphic organizer
Class one thing you only have 3 minutes
to do that activity and 2 minutes for the
explanation of your output.
Is that clear?
Yes ma’am.
Is there any question about the mechanics
of our activity?
None so far
(the teacher will distribute the materials)

Are you ready?

Yes ma’am.
Class when I say time’s up you need to
paste your output on board.
You may start now.
(the students will start to do the
activity)
(After 3 minutes)
Time’s Up
Everybody go back to your proper sit.

Okay, now Group 1 kindly present your

output.

(The student will discuss the work of

her group)

The topic that assigned to us is all

about addition. We write sum, total and
average as the words that are related to
addition.
Thank you!
Now, may I call on Mr._________ to
discuss the work of group 2?
(The student will discuss the work of
her group)

Minus Difference

Subtraction

Negative Decrease
 The topic that assigned to us is all
about subtraction. The words that we
write are minus, difference, negative
and decrease.
Thank you!
To discuss the work of group 3, may I
call on Ms.________?
(The student will discuss the work of
her group)

Times

Product Multiplication Multiply

Multiplicativ
e

The topic that assigned to us is about

multiplication, and we come up with
the words product, times, multiply and
multiplicative.
Thank you!
And the last but definitely the least, may
I call on Mr.__________ to the work of
group 4?
(The student will discuss the work of
her group.)

quotient

dividend Division remainder

divisor

The topic that assigned to us is about

division. We write the words quotient,
remainder, divisor and dividend in the
graphic organizer.
Thank you.
Class give yourselves a Good Job clap
for a job well done.
(The students will do the Good Job
clap)
Here is your grades:
Group 1 got ___Points
Group 2 got ___ Points
Group 3 got ___ Points
Group 4 got ___ Points
2. ANALYSIS
Now, what have you notice on our
activity?
Yes, Ms._________?
I have notice that the words we got are
the four operations.
Very good.

Now, let us start our discussion.

Today we are going to discuss the four
operations on Integers. What are the four
operations on integers?
Yes, Mr. _________?
The four operations on integers are
addition, subtraction, multiplication
and division.

Very good!
In this lesson you will learn how to
perform addition, subtraction,
multiplication and division of integers.
Now, let us first discuss the addition of
integers. There are rules in adding
integers.
(The teacher will post the rules)

Ms. _____________ kindly read the first

rule.
To add integers having the like signs:
 a. Find their absolute value;
b. Add the numbers obtained in step a;
and
c. Attach the common sign of the
integers to the answer in step b.

Thank you!
Here is the first example,

I
-6 + (-3)=?

Who wants to solve this equation?

Yes Ms.____________? -6 + (-3)
|-6| + |-3|
6+3
9
= -9

How did you get your answer? As stated in the rule no.1, first we find
the absolute value of both number
which is 3 and 6 respectively. Next we
add their absolute value and the sum is
9. Then we attach the negative sign at
the sum since it is the common sign.

Precisely!
Here is another example,

N
 -7 + (-4)=?
-7 + (-4)
|-7| + |-4|
7+4
11
= -11

To add -7 and -4, we apply the rule

no.1 step a up to step c because we are
adding two integers with like signs
(both negative). Find their absolute
value and add the result. We get 7 + 4=
11. Then we attach the negative sign to
11. Therefore, -7 + (-4)= -10

Who wants to solve this?

Yes Ms.____________? 2. To add integers having unlike signs:
a. Find their absolute values;
b. From the obtained number in step a,
subtract the smaller number from the
bigger number; and
c. Attach the sign of the integer with
How did you come up with that answer? the bigger absolute value to the answer
in step b.

Exactly!
Now, let us proceed to the rule no.2.
Ms.__________ kindly read.

Thank you!
Here is an example,

-125 + 117
|-125| - |117|
125 – 117
8
=-8

As stated in the rule, we find their

absolute values and subtract the smaller
number from the bigger number. We
get 125 – 117= 8, then we attached the
 negative sign since it is the sign of the
bigger number.

T-125 + 117=?
Who
wants to solve this example?
Yes Ms.____________?

4 + (-10)
Explain your work please. |4| - |-10|
4 – 10
= -6

To add 4 and -10, since they have an

unlike sign, first, get their absolute
value which is 4 and 10, then subtract
Very good! the smaller number to the bigger
Here is another example, number in which we get 6 and we
attach the negative sign that is the sign
of the bigger number.

E4 + (-10)=?

Mr._____________ kindly solve this

equation.

How did you get your answer? Subtracting a number from another
number is the same as adding the
opposite of n to the other number.
Precisely!
Now, it seems that you already
understand the addition, let us proceed to
the next operation which is Subtraction.

-15 – 19
|-15| - |19|
Mr. _____________ kindly read the rule 15 – 19
in subtraction. =4

As said in the rule, subtracting number

from another is the same as adding the
opposite number of it to the other, we
Thank you! just find the opposite number of the
Here is an example, subtrahend and we get -19 and we add
it to -15, the answer is -34 since they
are both negative.

G -15 – 19=?

Who to wants to solve this problem?

Prove your answer.

-21 – (-14)
|21| - |14|
21 – 14
 7
= -7

Subtracting -14 from -21 is the same as

Very good! adding 14 to -21. Hence, we change
Here is another example, subtraction to addition then we change
-14 to 14. So, -21 – 14 is -7.

Because, as we can see in the given

their sign is negative so we just copy it.

E-21 – (-14)=?

Ms. ___________ please solve this

equation.

How did you come up with that answer?

Why it is become negative?

1. To multiply integers with unlike
signs, multiply their absolute values.
Precisely! Attach the negative sign to the result.
Since you understand well the subtraction
of integers, let us now proceed to the
third operation which is the
multiplication. You may have noticed
that using repeated addition to find the
product of two integers is quite tedious.
Fortunately the process of multiplying
integers can be simplified using the
following steps;
 -5 x 3
|5| x |3|
15
=-15

-5 multiply by 3, first find their

absolute values and we get 5 and 3
respectively. Find their product, 15 and
attach a negative sign since the have
unlike signs.
Ms. _________ please read the first rule.

Thank you!
Let us have an example,

R -5 x 3=? 4 x (-3)
|4| x |-3|
4x3
12
Ms. ___________ can you please solve
= -12
the example?
To solve 4 x (-3), notice that the
integers have unlike signs. The product
is obtained by multiplying the absolute
value of 4 (|4|=4) by that of -3 (|-3|=3).
Explain your answer.
This gives you 4 x 3=12 Attach
negative sign to 12; you will get -12.
Thus, 4 x (-3)=-12

Exactly!
Here is another example,
2. To multiply two integers with like
signs, find the product of their absolute
values. The result is always positive.
 S 4 x (-3)=?
Solve the equation.

-23 x (-4)
|-23| x |-4|
23 x 4
How did you get your answer? = 92

To solve -23 x (-4), notice that the

integers have like signs. The product is
obtained by multiplying the absolute
value of -23 (|-23|=23) by that of -4 (|-
4|=4). The product is 92. Since they
have the same sign, then the product is
Precisely! positive.
Now, let us proceed to the next rule,
kindly read ____________.

Thank you!
Here is an example,

P
-23 x (-4)=? 4x7
= 28

To solve for the product of 4 and 7, we

multiply the absolute value of 4 (|4|+4)
Ms.____________ please solve this by that of 7 (|7|=7). The answer is 28.
problem. Since the given is both positive the
answer is also positive.

How did you come up with your answer?

Very good!
Here is another example,

1. To divide two integers with like

N
signs, find the quotient of their absolute
values. The result is always positive.

4 x 7=?

Please solve this Ms.__________.

Explain your answer.

Precisely!
Now for the last operation, let us proceed 45 ÷ 5
to division.
=9
To solve 45 ÷ 5, observe that the
divisor and the dividend have like
signs. Dividing the absolute value of 45
(|45|=45) by that of 5 (|5|=5) gives you
9. Thus, 45 ÷ 5= 9.
Ms. _____________ please read the first
rule.

-28 ÷ (-7)
Thank you!
|-28| ÷ |-7|
Here is an example,
28 ÷ 7
=4

To solve -28 ÷ (-7), as we can see they

have the same signs. Get the absolute

A
value of -28 (|-28|=28) divided by that
of -7 (|-7|=7) will give you 4. Thus, -28
÷ (-7)=4

2. To divide two integers with unlike

signs, find the quotient of their absolute
values. Attach the negative sign to the
45 ÷ 5=? result.

Ms. ________ please solves the equation.

How did you get your answer?

Precisely!
Another example,
 18 ÷ (-3)
|18| ÷ |-3|
18 ÷ 3
6

O
= -6

To solve 18 ÷ (-3), observe that the

divisor and the dividend have unlike
signs. Dividing the absolute value of 18
(|18|=18) by that of -3 (|-3|=3) gives
you 6. Attach a negative sign to 6.
Thus, 18 ÷ (-3)= -6

-28 ÷ (-7)=?
Ms.
________ please solves this one.

Kindly explain to us how this happen.

Very good! Now let us proceed to the

second rule in dividing integers. Can you
please read Ms.__________?

30 ÷ (-6)
|30| ÷ |-6|
Thank you! 30 ÷ 6
Here is an example, 5
= -5

To find the quotient of 30 ÷ (-6), we

divide the absolute value of 30
(|30|=30) by that of -6 (|-6|=6) and we

T
get 5. We just attach the negative sign
since they have unlike signs

None ma’am.

18 ÷ (-3)=?

Mr._________ please solve the problem

 (The student will stand)

What are the four operations on

How do you come up with that answer? integers?

The four operations on integers are

addition, subtraction, multiplication
and division.

Precisely! In adding integers, what will be the

Here is another example, sign of the sum if you add -14 and -8?
Why?

If we add -14 and -8, the sign of the

sum will be negative because as stated
in the rule, when adding integers with

E
like signs just copy the sign.

When you are multiplying two negative

integers what will be the sign of the
product?

The sign of the product of two negative

integers will be positive, because they
30÷ (-6)=? have the like signs and in multiplying
integers with like signs, the product is
always positive.
Ms.___________ please solves the
equation.
In dividing integers, when is the
quotient become negative?

In dividing integers, the quotient

become negative when we are dividing
How does it happen? two integers with unlike signs.

What do you think is the most

important operations of integers?

Very good! For me the most important operation of

Now, do you have any question regarding integers is the addition of integers
the four operations of integer? because it is the commonly use in our
daily life.
3. ABSTRACTION

Since, you don’t have any question Why is an integer important to our life?
regarding to our topic, I will ask some
questions. I put a sticker under your For me, integers are important in our
chair. Look under your chair and get the daily life because it was being used by
sticker. Those who got the sticker with many people everywhere and every
star can now sit back and relax while time.
those who got the sticker with the heart,
you are so lucky today because you got
the question. Who got the question?
Give a specific scenario in which
Kindly read your question. integers are being used. Expand your
answer.

For example, when you are shopping

your clothes, the price of the clothes is
an integer; the quantity of the clothes
you had bought is also an integer.
Very good!
Next question.

Precisely!
How about the next question?

Exactly!
Next question.
Yes ma’am

None so far

Very good!
Next question.

Ma’am we get Addition.

Ma’am we get the Subtraction.

Ma’am we get multiplication.

Precisely. Ma’am division.

How about the last question?
 Precisely!
How about the last question?

Yes ma’am

Yes ma’am
Very good.

4. APPLICATION

Since you already understand our lesson,

Let us have our final activity. In this
activity, we will measure your creativity.
Since you already have your respective
group I will no longer grouped you. This (The group 1 will start to present their
is you’re activity. You will construct a 3 yell)
example of integer with solution. So I Ma’am here is our output
have here a brief case, inside the brief Group 1
case is the operation in integer, you will 1. -2 + (-6)= -8
pick a brief case and you will open it to 2. 15 + (-4)= 11
know the operation that you will used in 3. -25 + 20= -5
your example. And another thing is you
will going to prepare a yell. Before you
present your output you re going to have
a yell first. (The group 2 will start to present their
Class I will only give you 3 minutes to do yell)
the task and 2 minutes to each to present Ma’am here is our output
your output and yell Group 2
Is that clear? 1. 18 – 19 = -1
2. -6 – 4= -10
Is there any question about the 3. -40 – (-35) = -5
instruction?

If that so, Representative of each group

come here in front and pick your brief
case. (The group 2 will start to present their
Group 1, what did you get? Open your yell)
brief case. Ma’am here is our output
Group 3
What about group 2? open your brief case 1. -6 x (-7)= 42
2. 8 x (-8)= -64
Group 3 what did you get? 3. 6 x 4= 24

And the last group?

Ok class, I will grade you by group and

make sure you will have a participation. (The group 3 will start to present their
Here are the criteria on grading. yell)
Ma’am here is our output
Criteria Percentage Group 4
CONTENT 50% 1. -64 ÷ 16= -4
PARTICIPATION 30% 2. 18 ÷ 3= 6
CREATIVTY 10% 3. -72 ÷ (-8)= 9
YELL 10%
TOTAL 100%

Is that clear?

You may now proceed to your group.

I will set a timer, and when you here the G-double O-D J-O-B, Good Job, Good
word times up, finished or not you need Job.
to go back to your proper sit.

Class, are you ready?

Ok timer starts now.

(after 3 minutes)
Times up!

Now let’s have group number one.

Thank you group 1.

Now, group 2 presents your work.

Thank you group 2.

Now, Group 3 presents your work.

Thank you Group 3.

And the last but definitely not the least,
group 4 presents your work.
 Thank you group 4.
Okay class, since you enjoy our activity,
give yourselves a good Job clap.

Here is your grades:

Group 1 got ___%
Group 2 got ___%
Group 3 got ___%
Group 4 got ___%

Again give your self around of applause

for a job well done.

IV. EVALUATION
Since you now have full of knowledge, get your ball pen and 1whole sheet of pad paper
and answer the problem below.
DIRECTION: Read each question carefully. Choose the letter of the correct answer and
write it on the space provided before each number.

_____1. If we are going to add -67 to 69, what will be the answer?
a. 138
b. -2
c. 2
d. -138

______2. Which of the following equation is true?

a. -12 – 7 = -5
b. 12 x 3 = 39
c. -13 x 5 = 65
d. none of this

______3. Which of the following equation is not true?

a. -24(3) = -72
b. -12 + (-5) = -17
c. -17 – (6) = -23
d. none of this

______4. Which do not belong to the group?

a. Divition of Integers
b. Subtraction of Integers
c. Multiplication of Integers
d. Addition of Integers

______5. Which of the following statement is true?

a. In Addition of Integers if the equation has unlike sign we subtract the larger number
from the smaller number.
b. In Multiplication of Integers if the equation has unlike sign. The sign of the answer are
always positive.
 c. The Four Operations of Integers are the following; Addition of Integers, Substraction
of Integers, Multiplication of Integers and Division of Integers.
d. none of this

Class, time’s up.

Let’s check your paper.

Everyone, exchange your paper with your seatmate.

Here are the answers.
1. b
2. d
3. d
4. a
5. d

Class, are you done?

Yes ma’am.
Okay, who got the score of:
5?
4?
3?
2 and below?
None ma’am.
Very good! Keep up the good work.

V. ASSIGNMENT
For your assignment, make your own five examples of each operation on integers. Write
it in 1 whole sheet of paper.
COLLEGE OF SCIENCES, TECHNOLOGY AND COMMUNICATION, INC.

COLLEGE OF EDUCATION
AY 2016-2017

EDUC 115 - PRINCIPLES OF TEACHING 1

Detailed Lesson Plan in

MATHEMATICS

Topic: The Four Operations on Integers

Submitted by:

ALCALA, MARIEL S.
SUAYAN, JESSA MAE B.
VERIN, JASRELLE A.
Group 3

Submitted to:

REINNARD CHRISTIAN G. MERANO

Instructor

February 24, 2017

Second Semester