DAILY LESSON LOG OF M7NS-Id-2 (Week Four-Day Four)

School Grade Level Grade 7

Teacher Learning Area Mathematics
Teaching Date and
Quarter First
Time
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
I. OBJECTIVES developing content knowledge and 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
The learner demonstrates understanding of key concepts of sets and the real number system.
Standards
B. Performance The learner is able to formulate challenging situations involving sets and real numbers and
Standards solve these in a variety of strategies
Learning Competency: Illustrates the different properties of the operations on integers.
(M7NS-Id-2)
C. Learning Learning Objectives:
Competencies/ 1. Identify what property of the operations of integers is being applied in given
Objectives mathematical statements;
2. Illustrate the different properties of the operations on integers; and
3. Rewrite the given expressions according to given property.
II. CONTENT Associative Property, Distributive Property, Inverse Property
III. LEARNING teacher’s guide, learner’s material
RESOURCES
A. References
1. Teacher’s Guide Pages 46-56
2. Learner’s
Pages 33 – 40
Materials
3. Textbook pages
4. Additional
Materials from
Learning
Resource (LR)
portal
B. Other Learning Algebra 1 pages 15-17
Resources Math Builders 7 pages 31-34
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
IV. PROCEDURES assessment activities. 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.
Drill.
The students answer it orally.
1. -9 + 8 4. (-9)(-7)
2. 10 – (-6) 5. (30)/ (-6)
3. 8(-7) 6. 36/ 4
A. Review previous
lesson or Answer key:
presenting the 1. -1 4. 63
new lesson 2. 16 5. - 5
3. -56 6. 9

Then review from the previous discussion about Closure Property, Commutative Property &
Identity Property.

B. Establishing a
The teacher lets the students apply each property in solving/ simplifying mathematical
purpose for the
statements through images.
lesson

C. Presenting
examples/ The teacher lets the students answer the activity in pair.
instances of the
new lesson Activity # 1: Show and tell.
 Fill in the blanks with correct numerical values of the set of cellphones, ipods and laptops.

________ + __________ + __________

_______ + __________ + ___________

Answer:
(9+9)+4=9+(9+4)

Guide Question:
1. What operation is used in illustrating the diagram?
2. What happened to the groupings of the given sets that correspond to both sides of
the equation?

Possible answer:
1. Addition
2. The groupings were changed.
3. The result is the non-zero number.

D. Discussing new The teacher discusses with the students the process of arriving of the answer in Activity # 1.
concepts and 1. Associative Property of Addition
practicing new Different groupings of addends will not affect the sum.
skills #1 Examples:
a.) ( 9 + 9 ) + 4 = 9 + ( 9 + 4 )
( 18 ) + 4 = 9 + ( 13 )
22 = 22
b.) ( 5 + 8 ) + (-6) = 5 + ( 8 + -6 )
( 13 ) + (-6) = 5 + 2
7=7

Guide Question:
What if the operation is replaced by multiplication, will the same property be applicable?
Give an example to prove your answer.
Answer:
Yes, it’s Associative Property of Multiplication.
Example:
{(9) (9)} (4) = (9) {(9) (4)}
(81) (4) = (9) (36)
324 = 324

2. Associative Property of Multiplication

Different groupings of the factors will not affect the product.
Examples:
{(5) (6)} (-8) = (5) {(6) (-8)}
(30)(-8) = (5) (-48)
(-240) = (-240)

Guide Question:
 1. Based on the previous activity, what property is being applied?
2. Test the property on subtraction and division operations by using simple
examples. What did you discover?
Possible Answers:
1. It’s Associative Property of Addition.
2. Associative property is not applicable to subtraction and division as shown in the
following examples:
(6-2) – 1 = 6 – (2-1)
(12 ÷ 2) ÷ 2 = 12 ÷ (2
÷ 2)
(4)–1=6–(1) 6 ÷ 2 = 12 ÷ 1
3≠5 3 ≠ 12
E. Discussing new The teacher discusses and illustrates thoroughly on each property and gives more examples as
concepts and presented.
practicing new Activity # 2: Show and tell.
skills #2 Fill in the blanks with correct numerical values of the pictures.

2 x ( ______ + _______ )

2 x ( ______ ) + 2 x ( _______)

Answer:
2 ( 6 + 12 ) = 2(6) + 2(12)
2(18) = 12 + 24
36 = 36
Guide question:
Based on the previous activity, what property is being applied in the images presented?

Possible answer:
Distributive Property

The teacher continues discusses with the students the process of arriving at the answer in
Activity # 2.
Distributive Property
Adding first before multiplying or distributing the factor to each addend will give the
same result.
Examples:
a.) 8 (9 + 5) = 8(9) + 8(5)
8(14) = 72 + 40
112 = 112
b.) 5 (-10 + 6) = 5(-10) + 5(6)
5 (-4) = -50 = 30
-20 = -20

The teacher presents other picture.

Activity # 3:
Give the correct mathematical statement of the given
illustrations. To do this, refer to the guide questions
below.
 Guide questions:
1. How many cabbages are there in the crate?
2. Using integers, represent “put in 14 cabbages”
and remove “14 cabbages”? What will be the
result if you add these representations?

Answers:
1. 14 cabbages
2. (+14) + (-14) = 0

The teacher continues discusses with the students the process of arriving at the answer in
Activity # 3.
1. Inverse Property in Addition
The sum of a number and it’s additive inverse is zero.
Examples:
a.) 23 + (-23) = 0
b.) -34 + (34) = 0
2. Inverse Property in Multiplication
The product of any number and its multiplicative inverse or reciprocal, is 1.
1
a.) 5 ( )= 1
5
1
b.) 32 ( )=1
32

Guide question:
1. What will be the result if you add something to its negative?
2. What do call the opposite of a number in terms of sign?

Answers:
1. The result is always zero.
2. Additive Inverse

Working in pairs, the teacher lets the students answer the exercises:
Which property of real number justifies each statement?
1. 2(3 - 5) = 2(3) – 2(5)
1
2. 4( )=1
4
F. Developing 3. 2 { (3) (7) } = { (2) (3) } (7)
mastery (leads to 4. 267 + (-267) = 0
formative 5. (-3)(4+9) = (-3)(4) + (-3)(9)
assessment 3) Answer Key:
1. Distributive Property
2. Inverse Property in Multiplication
3. Associative Property of Multiplication
4. Inverse Property in Addition
5. Distributive Property
For Associative Property – An example is preparing instant coffee – even if you combine
G. Finding practical
coffee and creamer then sugar or coffee and sugar then creamer the result will be the same
applications of
– 3-in-1 coffee
concepts and
For Distributive Property – Your mother gave you four 5-peso coins and your grandmother
skills in daily
gave you four 20-peso bills. You now have ₱20 worth of 5-peso coins and ₱80 worth of 20-
living
peso bill. You also have a four sets of ₱25 each consisting of a 5-peso coin and a 20-peso bill.
H. Making The teacher summarizes the mathematical skills or principles used to recognize the properties
generalizations of the operations on integers:
and abstractions
about the lesson Guide questions:
1. What is associative property?
2. What is distributive property?
3. What is inverse property?
1. Associative Property
Changing the groupings of the number that are being added or multiplied does not change
its value.
 2. Distributive Property
When two numbers have been added or subtracted and then multiplied by the factor,
the result will be the same when each number is multiplied by the factor and the products
are then added or subtracted.
3. Inverse Property
The inverse property only states that the sum of a real number and its opposite is zero.
And the product of any nonzero number and its reciprocal is one.
The teacher lets the students answer individually the formative assessment.
Rewrite the following expressions using the given property.
1. (12 – 6) - Distributive property
2. (7+3)+9 - Associative property
3. 25 + (-25) - Inverse Property
4. {(8)(9)} (2) - Associative Property
1
I. Evaluating 5. 39 ( ) - Inverse Property
Learning
39

Answer Key:
1. 2(6) + 2(-3)
2. 7 + (3 + 9)
3. 0
4. (8) {(9) (2)}
5. 1
J. Additional
activities or
remediation
V. REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress. What works? What
VI. REFLECTION else needs to be done to help the pupils/students learn? Identify 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 and Contextualized is done in presentation.
localized materials did
I use/ discover which I
wish to share with
other teachers

Prepared by:
Glendyl Anne C. Lactud
Teacher 1
Don Gerardo LLOMNHS - Night