School SAMAL NATIONAL HIGH SCHOOL Grade Level Grade 7
Noel P. Mamac, Shernel A. Ibot and
Teacher Learning Area Mathematics
Michael Jay A. Lloveras
Teaching Date and November 10, 2023
Quarter First
Time Gintuga / 2:00 -3:00pm
Objectives must be met over the week and connected to the curriculum standards. To meet
the objectives, necessary procedures must be followed and if needed, additional lessons,
exercises and remedial activities may be done for developing content knowledge and
I. OBJECTIVES competencies. These are assessed using Formative Assessment Strategies. Valuing
objectives support the learning of content and competencies and enable children to find
significance and joy in learning the lessons. Weekly objectives shall be derived from the
curriculum guides.
A. Content Standards The learner demonstrates understanding of key concepts of sets and the real number
system.
B. Performance The learner demonstrates understanding of key concepts of sets and the real number
Standards system.
Learning Competency: The learner performs fundamental operations on integers.
Unpacked: The learner performs addition on integers
C. Learning
Competencies/
Learning Objectives:
Objectives
1. Add integers using SHEMINO WIN Model correctly.
2. Identify the rules for adding integers.
3. Appreciate the value of addition of integers in real life.
II. CONTENT Addition of Integers
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide Grade 7 Mathematics Teachers guide
2. Learner’s
Grade 7 Mathematics Learners Materials Page 18 - 21
Materials
3. Textbook pages
4. Additional
Materials from
Learning
Resource (LR)
portal
B. Other Learning SHEMINO WIN - Improvised Addition Manipulative Material
Resources
These steps should be done across the week. Spread out the activities appropriately
so that pupils/students will learn well. Always be guided by demonstration of learning
by the pupils/ students which you can infer from formative assessment activities.
IV. PROCEDURES Sustain learning systematically by providing pupils/students with multiple ways to
learn new things, practice the learning, question their learning processes, and draw
conclusions about what they learned in relation to their life experiences and previous
knowledge. Indicate the time allotment for each step.
ENGAGE
A. Review previous
Using SHEMINO WIN the learner will represent each integer being modeled
lesson or
by the popsicles.
presenting the
new lesson
Direction:
Dark colored popsicles represent positive integers while greenish popsicles
represent negative numbers. In this activity, get the specified popsicles in
each item and place them inside the box at the bottom.
+1 -1
1. =
2. =
3. =
4. =
5. =
The learner will use popsicles to represent each of the integers below.
1. – 7 =
2. 8 =
3. 10 =
4. -5 =
5. 7 =
The teacher lets the students realize that if they know how to add integers,
then they can apply it to solve mathematical problems they may encounter.
Problem:
B. Establishing a
purpose for the
Jose have Php 50.00 daily allowance. If he took Php 25.00 from his wallet to
lesson
buy banana cue and returned Php 10.00 change in it, how much money did
he had left?
ADDITION OF INTEGERS USING POPSICLES
C. Presenting
examples/
instances of the
new lesson
Directions: Pick up one of the dies (with positive numbers). Toss the die
twice and list down the results. Pick brown colored popsicles base on the
results, separating the first from the second. Lastly, count the total number
of brown popsicles and place them inside the box below.
Material: SHEMINO WIN
1. Show me + 4 and +2 in your SHEMINO WIN.
Questions:
1. How many popsicles do you see?
2. What is the color of your popsicles?
3. What is the answer?
Show me – 6 and – 4 in your SHEMINOWIN
Directions: Pick up one of the dies (with positive numbers). Toss the die
twice and list down the results. Pick green colored popsicles base on the
results, separating the first from the second. Lastly, count the total number
of brown popsicles and place them inside the box below.
Questions:
1. How many popsicles do you see?
2. What is the color of your popsicles?
3. What is the answer?
EXPLORE
GROUP ACTIVITY
ADDITION OF INTEGERS USING POPSICLES
D. Discussing new
concepts and Directions: Pick up the dies (both positive and negative). Toss the dies and
practicing new list down the results. Pick brown colored popsicles to represent the positive
skills #1 number and green for the negative number, separating the first from the
second. Using the result, pair the brown with the green popsicles. Lastly,
count the number of popsicles with no pair and place them inside the box at
the bottom.
Material: SHEMINO WIN
1. Show me + 4 and – 6 in your SHEMINO WIN.
Place 4 gray and 6 blue-green popsicles on your SHEMINO WIN.
Questions:
1. How many popsicles do you see?
2. What are the colors of the popsicles?
3. How many pairs of gray and blue-green popsicles can you make?
4. If you remove the pairs, what is left on your SHEMINO WIN?
5. What do you think is the answer?
2. Show me + 4 and – 2 in your SHEMINO WIN.
Questions:
1. How many popsicles do you see?
2. What are the colors of the popsicles?
3. How many pairs of gray and blue-green popsicles can you make?
4. If you remove the pairs, what is left on your SHEMINO WIN?
5. What do you think is the answer?
EXPLAIN
MODELING AND BOARD WORK
Find the sum of the following integers.
1. 5 + 6 =
2. 3 + 10 =
E. Developing 3. 7 + 12 =
mastery (leads to 4. -4 + (-5) =
formative 5. -1 + (-12) =
assessment 3) 6. -9 + (-6) =
7. -3 + 4 =
8. 4 + (-7) =
9. -5 + 11 =
10. 13 + (-9)
ELABORATE
GROUP WORK
Problem:
F. Finding Jose have Php 50.00 daily allowance. If he took Php 25.00 from his wallet to
practical buy banana cue and returned Php 10.00 change in it, how much money did
applications of he had left?
concepts and
skills in daily Solution:
living 50 + (-25) = 25
25 + 10 = 35
Therefore, Jose has Php 35.00 left.
1. How do you add popsicles with the same color?
G. Making
2. How do you add integers with the same sign?
generalizations
3. What did you do to popsicles with different colors?
and abstractions
4. How do you add integers with unlike signs?
about the lesson
5. What generalization/s can you make now?
EVALUATE
Find the sum of the following integers.
1. 4 + 5 =
2. 8 + 11 =
3. 14 + 13 =
4. -14 + (-10) =
H. Evaluating
5. -12 + (-2) =
Learning
6. -5 + (-5) =
7. -40 + 2 =
8. 6 + (-10) =
9. -3 + 8 =
10. 11 + (-6) =
EXTEND
GROUP WORK
Think of a daily activity that you think is the best application of “addition of
integers”. Create a mathematical problem out of it and solve it using the
concept you’ve learned from the discussion today. Place it in a manila paper
for class sharing next meeting.
RUBRIC
I. Additional
activities or
remediation
V. REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your students’
progress. What works? What else needs to be done to help the pupils/students learn? Identify
VI. REFLECTION what help your instructional supervisors can provide for you so when you meet them, you
can ask them relevant questions.
A. No. of learners
who earned 80% of
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
have 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 principal
or supervisor can
help me solve?
G. What innovation or
localized materials
did I use/ discover
which I wish to
share with other
teachers
Prepared by:
Noel P. Mamac, Shernel A. Ibot and Michael Jay A. Lloveras
School Heads
Approved by:
Darwin Z. Polido
Education Program Supervisor
