Ramon Magsaysay

School Memorial Colleges Grade 7

Level
Teacher Sarah Jean Section
Inamarga
Teaching May 3, 2021 Learning Mathematics
Dates Area
Time 10:00-11:00 am Quarter 3rd

I. OBJECTIVES

A. Content The learners demonstrate understanding of key concepts of geometry

Standards of shapes and sizes, and geometric relationships.
The learners should be able to create models of plane figures and
B. Performance formulate and solve accurately authentic problems involving sides and
Standards angles of a polygon.
C. Learning At the end of the lesson, the learners will be able to:
Competencies a. classify the different kinds of angles (M7GE-IIIa-3)

II. TOPIC Different Kinds of Angles

III. LEARNING
RESOURCES

A. References

1. Teacher’s Guide

2. Learners’ Materials NFE Accreditation and Equivalency Learning Material. Trigonometric

Pages Functions I. 2000. pp. 3-11
3. Textbook Pages Moving Ahead With Mathematics II. 1999. pp. 78-84*,

4. Additional Materials BEAM I – Module 1: Points, Lines, Planes and Angles EASE III –
from LR Portal Module 1: Geometry of Shape and Size OHSP Modules – Module 1:
Geometry of Shape and Size DLM 3 – Module 1: Geometry of Shapes
B. Other Learning Visual aids, handouts
Resources
IV. PROCEDURE
PRELIMINARY Prayer:
ACTIVITIES
1. The teacher will ask a student to lead the prayer.
“Dear Father in heaven,
We offer to you our selves and our studies. All
we do, think and see. Please nourish our mind to help us
understand our lessons well. Bless our parents, our teachers,
our school, and our country. AMEN.”

Greetings:

1. The teacher will greet the students and vice-versa.

“Good morning everyone!”

Attendance:

1. The teacher will look on the seat plan to check who are not
present.
“Dela cruz and Rubia are absent today, who knows the
reason why?”

Classroom Management:

1. The teacher will remind the rules to be followed during class

hours.
a. Pick up pieces of paper around your seats.
b. When answering, wait for your name to be called.
c. Participate during group work.
d. Do not talk when some is still talking. Learn to listen.

Checking of Assignments:

1. The teacher will check if the students brought the materials

needed for the experiment for this lesson.

Review:
A1. ACTIVITY
 1. The teacher will ask about the student’s stock knowledge about
matter:
a. What is a matter?
b. What are the phases of matter?
c. What are plasmas?
d. Give examples of:
i. Solid
ii. Liquid
iii. Gas
iv. Plasma

Motivation:
1. The teacher will ask the following questions:
a. Who likes to drink milk for breakfast?
b. How do you prepare your milk drink?
c. Who likes to eat cereals or coco crunch for breakfast?
d. Do you like to eat it with milk or without milk?
e. Which do you put first in the bowl, the milk or cereal?

Reading of Objectives:
1. The teacher will ask the class to read the following objectives:
a. Identify heterogenous and homogeneous mixtures
b. Explain the importance of mixtures in our daily lives

Activity: (Group)

1. The teacher will give a group experiment

Mix It
Direction: The class will be grouped into three groups. Each group will
prepare two sets of mixture. The class will make their hypothesis and
conclusion from these two problems:
a. What happens if we mix the chopped apples, cucumber,
oranges and vinegar?
b. What happens if a powdered juice is combined with
water?

Materials:
Bowl, Chopped Apples, Pealed Oranges, Chopped Cucumber,
Vinegar, Powdered Juice, A Glass of Water, Glass, Spoon
A2. ANALYSIS Follow Me!
1. The teacher would ask the class the following questions:

a. Based on your experiment, what was your hypothesis for

problem a?
b. How about problem b?
c. What happened to the ingredients in mixture a?
d. Are all ingredients still visible?
e. Can you easily separate the components in mixture a?
f. What happened to the powdered juice when you mix it
with water?
g. How does stirring affect the dissolution of powdered juice
in water?
h. Can the powdered juice be separated from the water?
Why?

A3. ABSTRACTION Discussion:

1. The teacher will discuss the following concepts.
a. Mixture – matter that consists of two or more substances
that are mixed or combined together physically

Types of Mixtures:
i. Heterogeneous Mixture – is a mixture that does not
appear to be the same throughout.
Examples:

ii. Homogeneous Mixture – is a mixture that appears to be

the same throughout. A “well-mixed mixture.”
b. Solution – is formed when one substance is completely
dissolved in another substance.

i. Solute – is any substance that seems to disappear, or

dissolve in a solution.
ii. Solvent – is the substance in which the solute is
dissolved
Note: Water is called the universal solvent because it
can dissolve various substances.

Types of Solutions:
 Properties of Solutions:
i. Particles in a solution are not large enough to be seen
ii. Particles are evenly spread out.

A4. APPLICATION Activity: (By Pair)

1. The teacher will give a by pair activity to the students.
What’s in Me?
Direction:
In a ¼ sheet of paper, give 2 examples for heterogeneous mixture and
another 2 examples of homogeneous mixture that we usually
consume. Identify also what are the substances that are combined in a
mixture.
Example:
Homogenous Mixture –
Hot Coffee Drink
Components:
a. Hot Water
b. Sugar
c. Coffee Powder
VALUING 1. The teacher will ask reflective questions.
Question:
a. Are mixtures important?
b. What will happen if we don’t mix the ingredients of the
food that we eat?
c. Give some mixtures that are essential for our daily lives.

ASSESSMENT 1. The teacher will give a short quiz for the students.
Assessing learning Direction: Answer the following questions in a one half crosswise.

Test 1
Direction: Identify if the mixture is heterogeneous or a homogeneous
 mixture.

1. Sand and Rocks Mixture

2. Air
3. Soy Sauce
4. Pinakbet
5. Soap and Water Mixture
6. Steel
7. Mango Float
8. Sago’t-Gulaman Drink
9. Sprite (soft drinks)
10. Oil and Water Mixture
Test 2
Direction: Explain the importance of mixtures in our daily lives.
Rubrics:
Content – 5
Grammar – 3
Neatness – 2

ASSIGNMENT 1. The teacher will give the class an assignment.

Direction: In a ¼ sheet of paper, define the following:
a. Colloids
b. Suspensions

V. REMARK

Prepared by: Mark Paul D. Nitafan

Checked and Evaluated By:

1. Lesson 4.3: Fundamental Operations on Integers: Multiplication of Integers Time: 1 hour

Prerequisite Concepts: Operations on whole numbers, addition and subtraction of integers
About the Lesson: This is the third lesson on operations on integers. The intent of the lesson
is to deepen what students have learned in Grade 6, by expounding on the meaning of
 multiplication of integers. Objective: In this lesson; you are expected to: 1. Multiply integers.
2. Apply multiplication of integers in solving problems Lesson Proper: I. Activity Answer the
following question. How do we define multiplication? We learned that with whole numbers,
multiplication is repeated addition. For example, means three groups of 4. Or, putting it into a
real context, 3 cars with 4 passengers each, how many passenger in all? Thus But, if there
are 4 cars with 3 passengers each, in counting the total number of passengers, the equation
is . We can say then that and We extend this definition to multiplication of a negative integer
by a positive integer. Consider the situation when a boy loses P6 for 3 consecutive days.His
total loss for three days is ( ) . Hence, we could have ( ) ( ) ( ) ( ) II. Questions/Points to
Ponder The following examples illustrate further how integers are multiplied. Example 1.
Multiply : 5 ×(-2) However, 5 × (-2) = (-2) × (5) Therefore: (-2) × (5)= (-2) + (-2) + (-2) + (-2) +
(-2) = -10 The result shows that the product of a negative multiplier and a positive
multiplicand is a negative integer.
2. 34. 29 Generalization:Multiplying unlike signs We know that adding negative numbers means
adding their positive equivalents and attaching the negative sign to the result, then ( ) ( ) ( )
( ) ( )⏟ ( )⏟ for any positive integers and . We know that any whole number multiplied by 0
gives 0. Is this true for any integer as well? The answer is YES. In fact, any number
multiplied by 0 gives 0. This is known as the Zero Property. What do we get when we
multiply two negative integers? Example 2. Multiply: (-8) × (-3) We know that ( ) . Therefore, (
) ( ) ( ) ( ) ( ) ( ) [ ( )](Distributive Law) ( ) ( and are additive inverses) (Zero Property) The only
number which when added to gives 0 is the additive inverse of . Therefore, ( ) ( ) is the
additive inverse of 24, or ( ) ( ) The result shows that the product of two negative integers is a
positive integer. Generalization:Multiplying Two Negative Integers If and are positive
integers, then ( ) ( ) . Rules in Multiplying Integers: In multiplying integers, find the product of
their positive equivalents. 1. If the integers have the same signs, their product is positive. 2. If
the integers have different signs their product is negative. III. Exercises A. Find the product
of the following: 1. (5)(12) 2. (-8)(4) 3. (-5)(3)(2) 4. (-7)(4)(-2) 5. (3)(8)(-2) 6. (9)(-8)(-9) 7. (-9)
(-4)(-6)
3. 35. 30 MATH DILEMMA B. How can a person fairly divide 10 apples among 8 children so
that each child has the same share. To solve the dilemma, match the letter in column II with
the number that corresponds to the numbers in column I. Column I Column II 1. (6)(-12) C
270 2. (-13)(-13) P -72 3. (19)(-17) E 300 4. (-15)(29) K -323 5. (165)(0) A -435 6. (-18)(-15)
M 0 7. (-15)(-20) L 16 8. (-5)(-5)(-5) J -125 9. (-2)(-2)(-2)(-2) U 169 10. (4)(6)(8) I 192 C.
Problem Solving 1. Jof has twenty P5 coins in her coin purse. If her niece took 5 of the coins,
how much has been taken away? 2. Mark can type 45 words per minute, how many words
can Mark type in 30 minutes? 3. Give an arithmetic equation which will solve the following a.
The messenger came and delivered 6 checks worth PhP50 each. Are you richer or poorer?
By how much? b. The messenger came and took away 3 checks worth PhP120 each. Are
you richer or poorer? By how much? c. The messenger came and delivered 12 bills for
PhP86 each. Are you richer or poorer? By how much? d. The messenger came and took
away 15 bills for PhP72 each. Are you richer or poorer? By how much? Summary This
lesson emphasized the meaning of multiplication to set the rules for multiplying integers. To
multiply integers, first find the product of their positive equivalents. If the integers have the
same signs, their product is positive. If the integers have different signs their product is
negative. ____ _ 5 ____ _ 4 ____ _ 3 ____ _ 7____ _ 4 ____ _ 1 ____ _ 1 ____ _ 9 ____ _
7____ _ 8 ____ _ 2 ____ _ 10 ____ _ 6 ____ _ 7
4. 36. 31 Lesson 4.4: Fundamental Operations on Integers: Division of Integers Time: 1 hour
Prerequisite Concepts: Addition and subtraction of Integers, Multiplication of Integers About
the Lesson: Like in the previous lessons, this lesson is meant to deepen students’
understanding of the division operation on integers. The concept of division used here relies
on its relationship to multiplication. Objective: In this lesson you are expected to: 1. Find the
quotient of two integers. 2. Solve problems involving division of integers. Lesson Proper: I.
Activity Answer the following questions: What is (-51) ÷ (-3)? What is (-51) ÷ 3? What is 51 ÷
 (-3)? What are the rules in dividing integers? II. Questions/Points to Ponder We have learned
that Subtraction is the inverse operation of Addition, In the same manner, Division is the
inverse operation of Multiplication. Example 1.Find the quotient of (-51) and (-3) Solution:
Since division is the inverse of multiplication, determine whatnumber multiplied by (-3)
produces (-51). If we ignore the signs for the meantime, we know that We also know that in
order to get a negative product, the factors must have different signs. Hence ( ) Therefore (-
51) ÷ (-3) = 17 Example 2. What is ( ) Solution: Hence ( ) Therefore ( ) Example 3.Show why
273 ÷ (–21) = –13. Solution: (-13) × (-21) = 57 Therefore, 273 ÷ (–21) = –13
5. 37. 32 (-352) ÷ 22 (128) ÷ -16 (168) ÷ 6(144) ÷ -3 (108) ÷ 9 (-315) ÷ (-35)(-147) ÷ 7 (-120) ÷ 8
(-444) ÷ (-12) Generalization The quotient of two integers with the same signs is a positive
integer and the quotient of two integers having unlike signs is a negative integer.However,
division by zero is not possible. When several operations have to be performed, the
GEMDAS rule applies. Example 4. Perform the indicated operations 1. ( ) 2. ( ) 3. ( ) ( )
Solution: 1. ( ) ( ) 2. ( ) ( ) 3. ( ) ( ) ( ) ( ) III. Exercises: A. Compute the following 1. ( ) ( ) 2. ( )
3. ( ) 4. ( ) [( ) ] 5. ( ) B. What was the original name for the butterfly? To find the answer find
the quotient of each of the following and write the letter of the problems in the box
corresponding to the quotient. 9 37 -15 -8 -8 28 -16 12 -48 R L EB T F U T Y
6. 38. 33 C. Solvethe following problems: 1. Vergara’s store earned P8750 a week, How much
is her average earning in a day? 2. Russ worked in a factory and earned P7875.00 for 15
days. How much is his earning in a day? 3. There are 336 oranges in 12 baskets. How many
oranges are there in 3 baskets? 4. A teacher has to divide 280 pieces of graphing paper
equally among his 35 students. How many pieces of graphing paper will each student
recieve? 5. A father has 976 sq. meters lot, he has to divide it among his 4 children. What is
the share of each child? D. Complete the three-by-three magic square (that is, the sums of
the numbers in each row, in each column and in each of the diagonals are the same) using
the numbers -10, -7, -4, -3, 0, 3, 4, 7, 10. What is the sum for each row, column and
diagonal? Summary Division is the reverse operation of multiplication. Using this definition, it
is easy to see that the quotient of two integers with the same signs is a positive integer and
the quotient of two integers having unlike signs is a negative integer.