School PANOPDOPAN INTEGRATED Grade Level 7

DAILY SCHOOL
LESSON Teacher CHARLYN B. PABLO Learning MATHEMATICS
PLAN Area
Date/
11:00 A.M – 12:00 P.M Quarter 4th
Time

I. OBJECTIVES
The learners should have knowledge and understanding of the set of
A. Content Standard
integers and comparing and ordering integers.
B. Performance By the end of the lesson, the learners can compare and order integers,
Standard including using the number line. (NA)
C. DATE
D. Learning Objectives 1. describe the set of integers
2. locate integers on the number line
3. compare and order integers
E. Interfaced MATH – Understanding and applying mathematical concepts of integers,
Competency number lines, and comparisons to solve real-world problems.
(Integration of SCIENCE – Applying scientific concepts of temperature, sea level, and
content Knowledge measurement to understand positive and negative integers.
within and across LANGUAGE ARTS – Developing reading comprehension and vocabulary
subject areas)
skills to understand and interpret phrases related to integers.

II. CONTENT Lesson 7.1: Understanding Integers

III. LEARNING RESOURCES

A. References Math Counts Textbook 7 Pages 216 - 224
B. Other Learning You Tube, AI, Google,
Resources
C. Materials PPT, Stripes of paper, IM’s, Laptop, TV

D. Teaching Strategies 1. cooperative learning

2. Differentiated Activity
3. Power Presentation
4. Discussion
IV. Procedures
Teacher’s Activity
A. Motivation Q1. Did you try to buy in the store a snack or something?
Q2. What did you do when you have change or your money is not enough
to buy something?
B. Activity # 1: “Phrase to numbers” (language, Math and Thinking skills)
Introduction/Presentat Copy the table in your notebook. Categorize the following phrases into two
ion of the lesson groups: Positive Phrase and Negative Phrase. Write your answers in the
appropriate column. Then, represent each phrase using numbers.
Positive Phrases Negative Phrases

Given:
- Eighteen degrees below zero - Ninety feet below sea level
- Gained five pounds - Decreased by seven points
- Lost thirty pesos - Fifty meters above sea level
- Lost three pounds - Two steps backward
- Twenty-seven degrees above zero - Six steps forward
 - Increased by ten points - Earned one hundred pesos
C. Discussion What is integers?
INTEGERS – is a whole number that can be positive, negative or zero.

Remember class that decimals or fraction numbers are not included in

integers.
Example: (real life application)

In the building consider that the ground is equal to

zero.
Below ground level it represents negative integers.
The above ground it represent positive integers.
So if you are going to the first flour of the building then
we can say it a +1.

Integers also are applying in determining

temperature. So if the temperature goes
down then we called it negative and if it
goes up then we can say that it is a
positive integers.

As you can see on our illustration that the level of

zero is at the level of the water. So we have the
above sea level which is represent positive integers
and below sea levels represent negative integers
and our zero is the level of the sea.

One way to identify positive and negative numbers is to look at the key
words:
Example:
50 meters above sea level – our key word is above
What do you think is our answer?
Yes, the key word above represents positive

How about the 50 meters below sea level – our key word is below
What is the answer?
Yes, it represents negative.

We can represent integers using colored tiles.

Example:
+10
(read as “positive ten”)
 -7
(read as “negative
seven”)

By pair Activities
#1 “arranging the integers using colored tiles”
Arrange -3, +5, +3
Integers in the Number Line
-integers can be also be located along the number line, which provides a
visual representation or their positions.
Example:

The place of negative integers are at the left side and the positive integers
are at the right side.
Let’s plot positive and negative integers

As you can see that our negative integer is (-4) represent the black dot and
the positive integer is (4) which is represented by the unshaded dot.

-7

10

#2 “plotting integers”
1. Locate -5 and +9
2. Plot -10 and +10

Comparing integers
Let’s recall the symbol < is read as “less than” and the symbol > is read as
“greater than.”
Example: compare -5 and 2 using the number line

Since -5 is located on the left of 2, this means that -5 is less than 2. Hence -
4 < 2 or 2 > -4.
#3 “Comparing integers”
1. -12 ___ 8
2. 8 ___ -3
Ordering integers
Now we are going to arrange integers on the number line
Example: arrange 1, -3, -5, and 7 in ascending order or from least to
greatest.

Since -5 is the leftmost number, it is the least, followed by -3, then by 1,

and lastly by 7. Hence, -5 < -3 < 1 < 7, which means that the ascending
 arrangement of the numbers is -5, -3, 1, 7.
D. Guided Answer this with your partner!
Practice/Developing Plot the integers
Mastery 1. -6 and 5
2. -3 and 3
3. 0 and +5
Compare the integers (write the symbol > and <
4. -10 ___10
5. 7 ___5

E. Generalization Q1. May I ask someone to locate -7 and 9 to the number line?
Q2. How about someone to compare 9 __ -5
Q3. Can you give some examples on the application of integers in real life
aside on the examples that I provide I while back?
F. Evaluation Individual activity
A. Plot the following numbers on the number line. Do it in your answer
sheet.
1. -9
2. 15
3. -6
4. -11
5. 14
B. Compare the numbers in each set. Use <, =, or > to state the
relationship of the 2 numbers.
1. -9 ___ -18 Answers: 1. -9 > -18
2. -11 __ 23 2. -11 < 23
3. 14 ___ 11 3. 14 > 11
4. -18 ___ -14 4. -18 < -14
5. -23 ___ -11 5. -23 < -11

G. Additional activities As for your assignment have an advance reading on our next topic which is
for application adding and subtracting integers

V. REMARKS
VI REFLECTION

Prepared by: checked by: Noted by:

CHARLYN B. PABLO EVELYN N. BALLATONG EDISON C. BALANIAN

Pre-service teacher Cooperating Teacher School Head