Teaching Date and Time: __________________________

Grade Level: Grade 7

Learning Area: Mathematics
Quarter: 1st

Daily Lesson Plan in Grade 7 (Week 4-Day1)

I. OBJECTIVES
The learner demonstrates understanding of the concept of real numbers and their
A. CONTENT STANDARD
applications.
B. PERFORMANCE The learner should be able to solve problems involving real numbers in various
STANDARDS contexts.
C. MOST ESSENTIAL The learner identifies the absolute value of an integer.
LEARNING COMPETENCY M7-NA-Ie-2
The learner should be able to:

D. UNPACKED a. Illustrate and define the absolute value of an integer.

MELC/LEARNING b. Use number line to identify the absolute value of an integer.
OBJECTIVES c. Appreciate the concept of an absolute value of an integer in real life
situation.

ABSOLUTE VALUE
III. LEARNING RESOURCES
A. Reference
Grade 7 TG and LM
1. Textbooks
CLMD4A, MATH7
2. Other sources
IV. PROCEDURE DEVELOPMENTAL ACTIVITIES
A. Reviewing previous lesson or Preliminary Activities:
presenting the new lesson 1. Opening Prayer
2. Checking of Attendance
3. Setting of Classroom Standards

ELICIT
Activity 1: Motivation (Obj.2)
While the students are seated, ask them about the distance of their
classmate who will be asked to stand in the center. Tell that each student is
equivalent to 1 unit so that it will be easy to identify the distance from left to right.
Guide Question:
Based on the activity, ask the learners what have they noticed with the distance
between your classmate from the left and right? Explain your answer.

B. Establishing a purpose for the ENGAGE:

lesson Activity 1: LEARNING STATION (Obj.2 and Obj. 5)
Group the students into 4 subgroups where of each group will visit each
learning station let them identify the distance of Ten-Tens house to the school and
the church based on the strip that picked. After 5 minutes, each group is going to
present their output on the board.
Let each group to answer the following questions:
Guide Questions:
a. In the given activity how did Ten-ten illustrate absolute value in his
assignment?
b. What do you call to that distance from a point 0?value?
c. Can you cite some other examples where you can apply the lesson absolute
value?
Station I. Distance from Ten-ten’s house to the school
 Station II. Distance from the school to their house.

Station III. Distance from their house to the church

Station IV. Distance from the church

Notice that while both are equidistant from the house, the two are not located
at the same point. The school is 400 meters to the right of Ten – ten’s house and
vice versa while the church is also 400 meters to the right of the school and vice
versa.

Illustrative Examples:
Find the absolute value of the following
a. │3│=3, since 3 is 3 units away from 0.
b. │0│=0, since there is no movement.
c. │-5│=5, since -5 is 5 units away from 0.

C. Presenting examples/ EXPLORE: Using Number Line

instances of the new lesson.

Find the absolute value of the following

a. │3│=3, since 3 is 3 units away from 0.
b. │0│=0, since there is no movement.
c. │-5│=5, since -5 is 5 units away from 0.

D. Discussing new concepts and EXPLAIN

practicing new skills #1 Activity 3: Show and Tell! (Obj. 8)
Use the slides on the power point and let at least 2 representative of the group to
find the absolute value that was shown.

Use a number line to find the absolute value of +3, -3, +7, +5,+9,4,-4,-1.

E. Discussing new concepts and Activity 4: THINK PAIR SHARE. (Obj. 4)

practicing new skills #2 Determine whether each statement is true or false. Justify your answer.
______1. 3 = |-3|
______2. 8 > |-8|
______3. - |-2| < 0
______4. |5| ≤ - |-8|
______5. |9| ≥ -|9|
 Activity 5: PICK A FAN. With the same group, let the representative picks a
strip of a fan and do what is asked on the strip. After 5 minutes present the
output on the board. The female members will write the output and the
male members will explain the output. (Obj. 6)
F. Developing mastery (Leads to Give the absolute value of the following:
Formative Assessment) Group I. |16|=
Group II. |-67|=
Group III. - |5|=
Group IV - |-20|=
Group V. |46 – 25|=
ELABORATE
Activity 6: Solve the problem.
The bicycle joyride of James and Daniel
James and Daniel were at Enrique’s house. James rode his bicycle 3 miles west of
Enrique’s house, and Daniel rode his bicycle 4 miles east of Enrique’s house. Who
G. Finding practical applications
travelled greater distance from Enrique’s house Daniel or James?
of concepts and skills in daily
Use the given picture below to prove your answer.
living

H. Making generalizations and

abstractions about the lesson
EVALUATE
Give an integer which is the simplest value for the expression.
1. │24│= _____
2. -│36│= _____
I. Evaluating Learning
3. │-8 │= _____
4. -│-6│= _____
5. - │10│ = ____

EXTEND
Assignment:
J. Additional activities for Math Journal
application or remediation Read, analyze, and answer1. If |a| = -5, what are the possible values of a?Justify your
answer.
2. Explain what is meant by absolute value of a number?
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 lessons 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:

REBECCA D. SUMASAO
Teacher III-GUTALAC NHS

DISTRICT QUALITY ASSURANCE TEAM

MARIA GINA B. CABANELA LETECIA D. IGUANA

T-III T- III

JEONISA A. POLINAR REZVE M. SAEL

MT-I Principal II

Noted:

JULIA R. OIDI, EdD

Public Schools District Supervisor
 Rubrics for Draw My Problem Activity

Points
Components Score
15 10 5

The line of sight and The line of sight and

The line of sight and
angle of elevation angle of elevation
angle of elevation
are well-defined. The are present. The
are not present. The
Content measurements for measurements for
measurements are
distance and angle distance and angle
not indicated or
are accurately are not correctly
incorrectly indicated.
indicated. indicated.
The students work
The students are The students are
together several
working together seldom working
times in the activity.
Collaboration from the start of the together and at
At some point, the
activity up to the some point argued
other students did
end. with each other.
not work together,
The drawing shows The drawing shows
The drawing does
accuracy in the good proportion of
not show good
Creativity and proportion of the the objects. The
proportion. The
Accuracy objects and the structure shows
structures are hardly
structure is well- some irregularities in
recognizable.
defined in form. form.

Total Score: