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Institutional Learning Plan: Oxford Louise Academy of Dasma., Inc

This document contains an institutional learning plan for a unit on the real number system over the course of one week. Specifically, it focuses on the set of integers. The plan includes learning competencies around representing absolute value on a number line and performing operations on integers. Students will explore plotting integers on a number line, have a lesson on the real number system and integer operations, and apply their learning through exercises. The goal is for students to independently apply these skills to real-world problems in the long run.

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38 views2 pages

Institutional Learning Plan: Oxford Louise Academy of Dasma., Inc

This document contains an institutional learning plan for a unit on the real number system over the course of one week. Specifically, it focuses on the set of integers. The plan includes learning competencies around representing absolute value on a number line and performing operations on integers. Students will explore plotting integers on a number line, have a lesson on the real number system and integer operations, and apply their learning through exercises. The goal is for students to independently apply these skills to real-world problems in the long run.

Uploaded by

Teacher Arvin Official
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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Oxford Louise Academy of Dasma., Inc.

Government Recognition: PRE ELEMENTARY k-062 s 2004, COMPLETE ELEMENTARY E-016 s 2005, COMPLETE SECONDARY s-047 s 2013
P. Campos Avenue corner Emerald Crest Village San Jose, City of Dasmarinas, Cavite Philippines
TEL. NO. Admin (046) 416-3287; Registrar (046) 431-0171
[email protected]

INSTITUTIONAL LEARNING PLAN

Unit Topic: The Real Number System (1 Week)


Sub-Topic: (Set of Integers)

(Grade 7 - Tarsier)
(Grade 7 - Mooncat)

Content Standard:

 Demonstrates understanding of key concepts of sets and the real number system.

Performance Standard:

 Is able to formulate challenging situations involving sets and real numbers and solve these in a
variety of strategies.

Learning Competencies:

 Represents the absolute value of a number on a number line as the distance of a number from 0.
 Performs fundamental operations on integers.

Transfer Goal:

 The students on their own and in the long run will be able to perform independently the
knowledge and skills on representing absolute value on a number line and performing
fundamental operations on integers in solving real-life problems.

Essential Questions:

1. Why is a number line important?


2. How to represent distance of a number from zero?
3. Are there rules applied in the operations involving real numbers?

Enduring Understanding:

The student will be able to understand that absolute value is the distance of a number from zero
disregarding signs, number line is used to represent integers, and fundamental operations and properties
of operations are applied in solving real-life problems.

I. Explore
Motivation
Activity 1: Plot Me Please!
Direction. Draw a Number Line and plot the given integers.
-5, 3, -8, 7, 0

II. Firm Up
Discussion/Lesson Proper
Activity 3 (Lesson Presentation)
The Real Number System
1.1. Set of Integers
 Absolute Value of A Number
 Comparing Integers
 Practice Exercise page 70-71
 Adding Integers
 Practice Exercise page 73
 Subtracting Integers
 Practice Exercise page 75
 Multiplying Integers
 Practice Exercise page 76
 Dividing Integers
 Practice Exercise page 77
III. Deepen
A. Application
 Progress Check (Page 78-79, A-D)
B. Values Integration
1. What values did you acquire while doing activities about Set of Integers?
C. Generalization
Essential Questions
1. Why is a number line important?
2. How to represent distance of a number from zero?
3. Are there rules applied in the operations involving real numbers?

IV. Assignment
 Kindly study Properties of Real Numbers and Rational Numbers..

Prepared by:
James Arvin A. Nierves

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