BICOL CENTRAL ACADEMY

A Detailed Lesson Plan in Mathematics for Grade 7

April 16, 2018

I. Objectives
At the end of the 1-hour lesson, at least 75% of the students will be able to:

1. apply the different rules in adding positive and negative integers

2. familiarize with the different techniques in adding integers
3. appreciate the importance of adding integers in real-life context

II. Subject Matter

A. Topic: Adding Integers

B. Reference: 21st Century Mathematics by Fisico et al. (pp. 137-142)
C. Materials: 2 dice, number strip, Projector, chalk, board, visual aids
D. Teaching Approach: 4A’s Approach
E. Values Integration: Participation and Perseverance
F. Skills Integration: Problem solving and computation skills

III. Procedure

Teacher’s Activity Student’s Activity

A. Preliminary Activities

“Good Morning Class...” “Good Morning, Sir!”

“Let us pray first...” (One student will lead the Prayer)

“Please arrange your chairs properly and pick up the (Students pick-up the pieces of paper and
pieces of paper under your chair” arrange their chair properly)

“Kindly submit 1/8 sheet of paper. That will serve as

your attendance for today and later on, I’ll be calling
students using that sheet of paper” (Students submit 1/8 sheet of paper)

“Now, allow me to introduce myself. I am Carlo A.

Dasco, a graduating BSED-Mathematics student from
CBSUA-Sipocot. We’ll actually be graduating this
coming Wednesday.
You can call me “Sir Carlo” and I will be your
Mathematics teacher for today.
I’ll be asking 2 things from you this morning: First, I’ll
be asking for your cooperation and active participation.
Next, I’ll be asking you to try to speak in English during
this 1-hour session. This is a Math Class and English is
the medium of Math so try to practice speaking in
English. Is it okay with you?” “Yes, Sir”
“Thank you. Here are the objectives that we need to (Student raise hand and read the given
accomplish at the end of the day. Who can read?”
objectives)
“I hope that we achieve all of it at the end of this
session.”

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B. Motivation
But before anything else, let’s have first a game.
This activity will be called as “Game of Integers”. Here
are the Mechanics:
1. The class will be divided into 2 groups.
2. A number strip marked with numbers from -25 to +25
was prepared.
3. Two dice will be used: one marked with numbers 1 to
6 and other marked with three “+” signs and three “-”
signs.
4. Each player will throw both dice simultaneously.
Each group is given one throw of dice per round
(Alternately w/ other group). In each throw, the player
has to see what he/she has obtained on the two dice.

5. Whenever a player gets the “+” sign, they have to

move in the forward direction (towards +25) and if they
get “-” sign they have to move in the backward direction
(towards –25).
6. The group whose counter touches -25 lose the game
while the one whose counter touches +25 first, wins the
game.
Is there any question about the mechanics of the
Activity? “None”
If none then let’s start the activity. Kindly select your
group leader. The leader will decide who among the (Students select their group leader)
group will serve as the player in each turn.

C. Analysis

How was the activity? “Fun, enjoyable etc.”

From the given activity, what did you observe with
regards to your position as you throw the dice? “When we obtained a positive number,
we move forward while when we
obtained negative number, we move
Thank you. Later, let’s find out later if your observation backward”
is correct. But at this moment, let’s proceed to our
formal discussion.

D. Abstraction
Our topic for today is about, Adding Integers. Let’s start
by first knowing the definition of the different
terminologies involve in this lesson. Let’s start with the
definition of an “Integer”.

Who can read the definition? -The word integer originated in the Latin
word “integer” which means whole.
-It is a special set of whole numbers
comprised of zero, positive numbers and
negative numbers.

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Based from the definition, who can give an example of
integer? +2, -3, 0, ….

Very Good. How about ¼, 50%, or 1.5, is it an integer? No, because an integer cannot be a
fraction, percent or a decimal.
Anyone who can continue reading the additional
definition of integer? - Fractions, decimals, and percent are
NOT an integer.
- It is denoted as “Z” as its Mathematical
symbol
- Represented through a number line.

Talking about number line, let’s try to know what it is.

Who can read? Number Line

- It is a straight line with zero point

in the middle, with positive and
negative numbers listed on either
side of zero and going on
To make it clearer, let’s differentiate the positive indefinitely.
numbers, negative numbers, and zero.
POSITIVE NUMBERS

-numbers which are having a plus sign

(+). Most of the time positive numbers
are represented simply as a whole
number without the plus sign.
-It is greater than 0.
-On the number line, it is on the RIGHT
side of 0.

NEGATIVE NUMBERS
-numbers which are symbolized with a
minus sign (-)
-It is less than 0.
-On the number line, it is on the LEFT
side of 0.

ZERO
-It is neither a positive nor a negative
integer.
-It is a neutral number and has no sign.
Thank you. Now that we have discussed the different
terminologies involved in our topic, let us now proceed
to the lesson proper.

E. Application

When we hear the word, add, we always think that it

will obtain result which is larger than original numbers.
But how about if we add numbers with different sign?
Would it be larger than the original number of not? We
will find it out later after we finish the discussion.

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Rule #1:
To add numbers with the like signs, add the
absolute values of the numbers, and copy the common
sign to the sum.

Can you give example of numbers with the same sign? (one student answers)
Very good. Supposed that we will use you example,
applying rule #1, we will get an answer of _____. Now,
if the given have different signs, we will use the Rule
#2:
To add two numbers with unlike signs, find the
difference between their absolute values, and copy the
sign of the number having the greater absolute value.

Who can give an example of numbers with unlike signs? (one student answers)
Correct. Now, let’s try to add the given example and
apply the rule #2.
To easily familiarize the rules in adding integers, you
can actually sing it. It is in tune of the song, “Row Row
Row your boat.” Sing with me:

Same sign add and keep

Different sign subtract
Keep the sign of larger number
Then you’ll be exact (students sing)

The first line talks about rule #1 while the second and
third line talks about rule #2. Isn’t it easier? “Yes, sir”

Let’s try to answer a worded problem and apply the

given rules.

Problem #1:
A boy is riding a ladder staircase. He goes
sixteen stairs up from the ground and halts for a while,
then goes up four seven more stairs. How many stairs he
goes up from the ground. Given:
+16 and +7
Solution: (use rule #1)
Problem #2:
= 16 + 7 = 23
An ant is moving on a number line. It moves 8
points right from zero and then comes 12 points back.
Where is it at present? Given:
+8 and -12
Solution: (use rule #2)
You can also use number line to check your
answer. It is the concept we have used in our activity a = +8 + (-12) = -4
while ago. The first number is the starting point while
the sign of the second number determines if you will
move forward or backward.

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 Take note also that when opposites such as +6 and -6
are added, the sum is 0. This number pairs are called
additive inverses.

Now, let’s discuss the last rule. Rule #3:

The sum of several integers may be found by
combining all the positive numbers first and all the
negative numbers next, and then following rule #2.

Example:

Find the sum of -12, -5, +8, +7, -11, and -6.

Solution:
(-12) + (-5) + (+8) + (+7) + (-11) + (-6)
= [(+8) + (+7)] + [(-12) + (-5) + (-11) + (-6)]
=(+15) + (-34)
=-19
Take note that those rules are applicable only in adding
integers. We have different rules for other operations.

Is there any question so far?

“None, Sir”
Now, you might ask, where can you use adding integers
in real life context? There are a lot of applications
actually. You can use it in measuring temperature,
distance, depth or even in your own finances.

F. Generalization

“From the given discussion, who can generalize how we

add integers? (Students will give the generalization)

“Is there any question about the topic: Adding

integers?” “None”

IV. Evaluation. Answer the following in a ½ crosswise:

A. Solve. Find what is being required.
1. (-28) + (-30) = ____
2. (35) + (-14) = _____
3. 8 + (-5) + 10 + 18 + (-32) = ______
4. (-16) + (-5) + 8 + (-4) + 12 = ____
5. (-3) + ____ + 7 = -2

V. Assignment
Research about the different rules in multiplying integers.

Prepared by:

CARLO A. DASCO
Applicant