LESSON PLAN IN MATHEMATICS 7
I. OBJECTIVES
1. Content The learner demonstrates understanding of key concepts of sets and the real number system.
Standards
2. Performance The learner is able to intellectually formulate challenging situations involving sets and real numbers, and solve
Standards these in a variety of strategies.
3. Learning The learner performs fundamental operations on integers (M7NS-Ic-d-1)
Competencies / 1. Multiply integers
Objectives 2. Apply multiplication of integers in solving problems
II. CONTENT Numbers and Numbers Sense
III. LEARNING
RESOURCES
A. References
Teacher’s Guide pages
Learner’s Materials pages pp 28 - 30
Textbook pages Elementary Algebra (UbD) by Eunice Ato-Lopez, MAT and Virgilio L. Lopez. M.E. p. 13
e-math by Oronce,O. page 44
Math Builders by Ulpina J. page 51
Additional Materials from wwwgoogle.com
Learning Resource (LR) http://teachersites.schoolworld.com/webpages/TAhrens/files/Multiplying%20and%20Dividing%20Integers.pdf
portal
IV. PROCEDURES
A.Reviewing previous
lesson or presenting the What are the rules in adding and subtracting integers?
new lesson
B.Establishing a purpose “FACT OR BLUFF”
for the lesson Using flash cards, the teacher will show some multiplication equation with the repeated addition. If it is correct they
will say and if wrong . The student who answered wrong will dance to the tune of “BUDOTS”.
C.Presenting examples/ 2 x (-3)= -6
instances of the lesson 1 x (-3)= -3
0 x (-3)= 0
-1 x (-3)= 3
-2 x (-3)= 6
D.Discussing new concepts Answer the following question
and practicing new skills #1 1. What do you notice about the product of a positive integer and a negative integer?
2. What about the product of two negative integers?
E.Discussing new concepts TRY THIS! Will the product be positive or negative?
and practicing new skills #2 1. 10 x (-3)= 3. (-9) x (-5)=
2. (-3) x (-4) x (-5)= 4. (-6) x (-2) x (-5) x (-1)= 5. 11 x 7=
F.Developing mastery Fill in the missing integer.
(Leads to Formative 1. 9 ( ___) = 36
Assessment 3) 2. ( ___) (-7) = -28
(Indicator 2 Uses a range 3. 12 ( ___) = -48
of teaching strategies that 4. -5 (-15) = ___
enhance learner achievement 5. 34 (-2) = ___
in literacy and numeracy)
G. Finding practical Positive or Negative
applications of concepts 1. Broken hearted 6. Earning money
and skills in daily living 2. Win 7. Withdrawal
(Indicator 6 Uses 3. Decrease 8. loss
differentiated, 4. Deposit
developmentally appropriate 5. Owing money
learning experiences to
address learner’s gender,
needs, strengths, interests and
expriences)
H. Making generalizations Rules in Multiplying Integers:
and abstractions about the In multiplying integers, find the product of their positive equivalents.
lesson 1. If the integers have the same signs, their product is positive.
(Indicator 3 Applies a range 2. If the integers have different signs their product is negative.
of teaching strategies to 3. Any number multiplied by zero, the answer is always zero.
develop critical and creative 4. Give one importance of integer in our life.
thinking, as well as other
higher-order thinking skills)
I. Evaluating learning Write a numerical expression that models the problem and evaluate
(Indicator 1 Applies
knowledge of the content 1. The change in the price stock in Exponent Corporation for Wednesday was reported as -150 pesos per share.
within and across the If you own 5 shares of Exponent stock, What integer represents the total change in value of your shares of
curriculum teaching areas? stock?
2. Sylvia burns 6 calories per minute when she runs in the Splash Island. How many calories does she burn
when she runs for 15 minutes?
3. James drives his car 20 miles round trip to work every day. How many total miles does he drive to and from
work in 5 days?
J. Additional activities for Follow – up
application or remediation Find the product.
1. 19 ( -3)
2. 23 (6)
3. -6 (-6)
4. -12 x -4
5. -8 (5)
Study
Division of Integers
Prepared by:
ANALEE R. LUMADAY
TEACHER 1 NOTED:
ANICETO V. VEA
ASSP II
LESSON PLAN IN MATHEMATICS 7
I. OBJECTIVES
1. Content Standard The learner demonstrates understanding of key concepts of algebraic expressions, the properties of real numbers as
applied in linear equations, and inequalities in one variable.
2. Performance The learner is able to model situations using oral, written, graphical, and algebraic methods in solving problems
Standards involving algebraic expressions, linear equations, and inequalities in one variable.
3. Learning The learner multiply Polynomials
Competencies/Objecti (M7AL-IIe-2)
ves
II. CONTENT Multiplication of Polynomials
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide Page 167-172
pages
2. Learner’s Materials Next Century Mathematics pp. 265-270
pages
3. Textbook pages
4. Additional Materials
from Learning
Resource (LR) portal
B. Other Learning
Resources/Materials
IV. PROCEDURES
A. Reviewing previous
lesson or presenting Rules in Multiplying integers/Laws of Exponent
the new lesson
B. Establishing a Modeling Polynomials using algebra tiles
purpose for the lesson
C. Presenting Multiplication of monomial by another monomial
examples/ instances Multiplication of binomial to binomial using algebra tiles and FOIL method
of the lesson
D. Discussing new 1. Multiplication of monomial by a polynomial using distributive property
concepts and 2.Multiplication of polynomial by another polynomial using distributive property
practicing new skills
#1(Indicator 2)
E. Discussing new 1. Multiplying Polynomial with more than one term to polynomial with three or more terms using vertical way.
concepts and
practicing new skills
#2
F. Developing mastery
(Leads to Formative 1.(5x2)(3x) =15x3
Assessment 3) 2.(x2+3x+1)(x2-x-2)= x4+2x3-4x2-7x-2
3.(3x-2)(5+6x)= 15x2+8x-12
4.(x-5)(2x2-3x+9) = 2x3-13x2+24x-45
5.(x-9)(x+6) = x2-3x-54
G. Finding practical The measure of the length of the field used for Little Girl in the Wind can be represented by the polynomial 7x+2 units
applications of and the width can be represented by 5x+1.Find the area of the rectangle.
concepts and skills in Since 1981, Stan Herd a crop artist has been combining his interests in art and agriculture to
daily living (Indicator form crop art. Most of Herd's work is harvested, and therefore is only visible for a short time.
1) In 1991, however, Herd created the picture above using native perennials. This picture is
called Little Girl in the Wind. It depicts a Kickapoo Indian girl by the name of Carole Cadue.
H. Making Rules in Multiplying Polynomials
generalizations and A. To multiply a monomial by another monomial, simply multiply the numerical
abstractions about the coefficients then multiply the literal coefficients by applying the basic laws of
lesson exponent.
B. To multiply monomial by a polynomial, simply apply the distributive property and follow the rule in multiplying
monomial by a monomial.
C. To multiply binomial by another binomial, simply distribute the first term of the first binomial to each term of the other
binomial then distribute the second term to each term of the other binomial and simplify the results by combining similar
terms. This procedure is also known as the F-O-I-L method or Smile method. Another way is the vertical way of
multiplying which is the conventional one.
D. To multiply a polynomial with more than one term by a polynomial with three or more terms, simply distribute the first
term of the first polynomial to each term of the other polynomial. Repeat the procedure up to the last term and simplify
the results by combining similar terms
I. Evaluating learning Find for the product
1. (x+2)(x-5) a.24x-32y+16z
2. (x-4)(x-3) b.26x2y
3. 8(3x-4y+2z) c.x2-3x-10
4. -2x3(6x3-7x2+4x-9) d.x2-7x+12
5. (-2x2y)(-13) e.-12x6+14x5-8x4+18x3
Prepared by:
ANALEE R. LUMADAY
Teacher 1 NOTED:
LUCIA A. GAMIAO
Master Teacher 1
LESSON PLAN IN MATHEMATICS 7
I.OBJECTIVES
1. Content Standard The learner demonstrates understanding of key concepts, uses and importance of Statistics, data collection/gathering
and the different forms of data representation, measures of central tendency, measures of variability, and probability.
2. Performance The learner is able to collect and organize data systematically and compute accurately measures of central tendency
Standards and variability and apply these appropriately in data analysis and interpretation in different fields.
3. Learning The learner organizes data in a frequency distribution table. (M7SP-IVc-1)
Competencies/Objecti
ves
II. CONTENT Organizing Data in Frequency Table
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
pages
2. Learner’s Materials
pages
3. Textbook pages
4. Additional Materials
from Learning
Resource (LR) portal
B. Other Learning
Resources/Materials
IV. PROCEDURES
A. Reviewing previous
lesson or presenting BABY BOOM!
the new lesson Do you know in what month most babies are born? Let’s do a mini survey in
your class. Gather the birth months of everyone in the class and organize the
data in the table.
B. Establishing a Guide Questions:
purpose for the lesson 1. Based on the activity, in which month were most students in the class born?
2. In which month were the least number of
students in the class born?
3. What can you infer from data?
C. Presenting Frequency Distribution Table is a systematic way of presenting data using a table. The data are group into different
examples/ instances intervals or number of classes assigned by the researcher. Usually, the ideal number of classes is from 5 to
of the lesson 20 only.
Example 1: Mrs. Angon a Mathematics Teacher in Rosario National High
School give a long quiz to her students. Given the set of scores of 60 students in a 50 item test, construct a frequency
distribution table.
34 28 43 21 12 50 26 33 18 28 15 42 33 21 18 17 46 10 13 38 29 30 43 50 23 28 14 31 20 17 23 31 38 32 43 12 18 10
25 19
33 26 24 43 45 30 18 11 23 21 40 48 23 26 34 12 19 24 25 29
D. Discussing new Steps in Constructing a Frequency Distribution Table
concepts and 1. Choose the number of classes of the distribution. In the given set of scores, use 8 as the number of classes or
practicing new skills intervals.
#1 (Class interval = 8)
2. Get the range or the difference between the highest and the lowest values.
Range = highest score – lowest score
= 50 – 10
= 40
3. Solve the class width or class size by dividing the range by the number of classes or intervals.
Class size/ range = 40/ 5
Class interval 8
4. Use the lowest score as the starting point if the class size is even. If the class size is odd, use the multiple of the
class size, which is less than or equal to the lowest score, as the starting point or the first lower limit.
In the example, the class size is five and the lowest score is 10, which is a multiple of class size. Therefore, you use the
lowest score as the starting point.
5. Determine the next lower limit by adding the class size.
6. The upper limit of the first interval is determined by subtracting one from the second lower value. Repeat the process
to complete the intervals.
7. The lower class limit is the lowest value within the interval, whereas the
upper class limit is the lower class limit and
14 is the upper class limit.
8. Get the tally of each score.
9. Determine the corresponding number in
each tally. The number of times the value appears in the distribution is called the frequency.
E. Discussing new Guide Questions:
concepts and a. How did you find the activity?
practicing new skills b. What is the importance of frequency distribution table?
#2 c. Based on the given activity, how can we construct a frequency distribution?
F. Developing mastery A survey was taken on Costa Verde. In each of 20 homes, people were asked how many cars were registered to their
(Leads to Formative households. The results were recorded as follows:
Assessment 3) 1, 2, 1, 0, 3, 4, 0, 1, 1, 1, 2, 2, 3, 2, 3, 2, 1, 4, 0, 0
Find the range and have a simple tally of the results.
G. Finding practicalOne of the Grade 7 teachers of Rosario National High School conduct a test. Here are the results of the 60 – item test
applications ofof a class. Construct a Frequency Distribution Table.
concepts and skills in 35, 28, 34, 8, 41, 40, 43, 13, 29, 35, 46, 39, 21, 19, 31
daily living 33, 39, 51, 57, 45, 18, 24, 44, 36, 48, 37, 32, 38, 29, 36
H. Making Frequency Distribution Table is a systematic way of presenting data using a table. The data are group into different
generalizations and intervals or number of classes assigned by the researcher. Usually, the ideal number of classes is from 5 to 20 only.
abstractions about the
lesson
I. Evaluating learning The following are test scores of Section Sampaguita. Construct a suitable frequency table. Use intervals of width 6.
14 15 30 19 10 18
26 30 10 15 15 28
10 30 34 40 20 43
20 30 10 22 36 36
Prepared by:
ANALEE R. LUMADAY
Teacher 1 NOTED:
LUCIA A. GAMIAO
Master Teacher 1
Multiplying polynomials[edit]
When using algebra tiles to multiply a monomial by a monomial you first set up a rectangle where the length of the rectangle is the one monomial and then
the width of the rectangle is the other monomial, similar to when you multiply integers using algebra tiles. Once the sides of the rectangle are represented by the
algebra tiles you would then try to figure out which algebra tiles would fill in the rectangle. For instance, if you had x×x the only algebra tile that would complete the
rectangle would be x2, which is the answer.
Multiplication of binomials is similar to multiplication of monomials when using the algebra tiles . Multiplication of binomials can also be thought of as creating a
rectangle where the factors are the length and width.[2] As with the monomials, you set up the sides of the rectangle to be the factors and then you fill in the rectangle
with the algebra tiles.[2] This method of using algebra tiles to multiply polynomials is known as the area model[5] and it can also be applied to
multiplying monomials and binomials with each other. An example of multiplying binomials is (2x+1)×(x+2) and the first step you would take is set up two positive x
tiles and one positive unit tile to represent the length of a rectangle and then you would take one positive x tile and two positive unit tiles to represent the width. These
two lines of tiles would create a space that looks like a rectangle which can be filled in with certain tiles. In the case of this example the rectangle would be composed
of two positive x2 tiles, five positive x tiles, and two positive unit tiles. So the solution is 2x 2+5x+2.
Algebra tiles are square and rectangle-shaped tiles that
represent numbers and variables. Using algebra tiles provides a
more visual way for us to solve our problems. It helps us to see
just what quantities we're working with. It's like we are using
building blocks to help us.
Whenever we have a red and blue pair of tiles, we can
take them out of the problem. It's as if they cancel each other out.
This leaves us with just the green tiles on the left and our blue
tiles on the right.