Lesson Plan Template (Matatag)

MATHEMATICS 7
Quarter: 3rd Week: 6 Day: 1
I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES
A. Content The learners demonstrate knowledge and understanding of:

Standards
1. regular and irregular polygons and their
features/properties; and
2. determination of measures of angles and the number of
sides of polygons.
B. Performance By the end of the quarter, the learners are able to draw and
Standards describe the features/properties of regular and irregular
polygon.
C. Learning Learning Competency

Competencies
multiply and divide integers.
and Objectives
Learning Objectives
1.
D. Content
E. Integration
II. LEARNING RESOURCES
CK-12 Foundation. (n.d.). CK12-foundation. Ck12.org. Retrieved February 5, 2024,

from https://flexbooks.ck12.org/cbook/ck-12-conceptos-de-matem%C3%A1ticas-de-
la-escuela-secundaria-grado-8-en-espa%C3%B1ol/section/2.11/related/lesson/
multiply-and-divide-integers-msm8/
Integers in real life situations. (2022, June 10). Unacademy.
https://unacademy.com/content/ssc/study- material/mathematics/integersin-real-
life-situations/
Multiplication and division of integers. (n.d.). Cuemath.com. Retrieved February 5,
2024, from https://www.cuemath.com/numbers/multiplication-and-division-of-
integers/
Multiplication and Division of Integers. (2017, September 25). BYJUS; BYJU’S.
https://byjus.com/maths/multiplication-division- integers/
Multiplying and dividing integers - steps, examples & questions. (2023, April 20).
Third Space Learning. https://thirdspacelearning.com/us/math-resources/topic-
guides/number-and-quantity/multiplying-and-dividing-integers/
No title. (n.d.) Study.com. Retrieved February 5, 2024, from
https://study.com/learn/lesson/integer-operations-properties-rules.html
III. TEACHING AND LEARNING PROCEDURE
A. Activating Prior Short Review

Knowledge
(Mind and
Moods)
B. Establishing 1. Lesson Purpose

Lesson Purpose Scenario:
(Aims) An investor tracks their daily stock gains/losses. If a stock
loses $3 each day for 5 days, how much has the investor lost in
total?" Math prompts for this
Questions:
1. What information is given in the problem?
2. What is the question asking for?
3. How can we calculate the total loss over 5 days?
4. What mathematical operation is needed to find the total
loss?
2. Unlocking Content Vocabulary
Multiplication of integers is one of the basic operations
performed on integers. Multiplication of integers is the same
as the repetitive addition which means adding an integer a
specific number of times. For example, 4 × 3 means adding
4 three times, i.e., 4 + 4 + 4 = 12.
C. Developing and RULES OF MULTIPYING OF INTEGERS

Deepening
Understanding 1. Explicitation
Multiplication of integers is the process of repetitive
(Task and addition including positive and negative whole numbers
Taught) called integers. When it comes to multiplication of integers,
there are three (3) cases to consider.
Case 1: Multiplying two (2) positive numbers
POSITIVE  POSITIVE = POSITIVE
Case 2: Multiplying two (2) negative numbers
NEGATIVE  NEGATIVE = POSITIVE
Case 3: Multiplying one (1) positive and one (1) negative
number
POSITIVE  NEGATIVE = NEGATIVE
NEGATIVE  POSITIVE = NEGATIVE
Do you notice a pattern or rule?

Rule for multiplying integers:
1) If the integers multiplied have the SAME SIGN or LIKE
SIGNS (Case 1 and Case 2), the product is POSITIVE.
2) If the integers multiplied have DIFFERENT SIGNS or
UNLIKE SIGNS (Case 3), the product is NEGATIVE.
Worked Example
Multiply the following integers.
1) 2  3 = ?
Solution: As repetitive addition, 2  3 means adding 2
three times, i.e., 2 + 2 + 2 = 6. If you are familiar
already with multiplication of positive numbers, then
we can apply Rule 1, i.e. 2  3 = 6 since both 2 and 3
have the SAME/LIKE SIGNS the answer is POSITIVE 6
(+6).
2) 2  (–3) = ?
Solution: This is the same as 2  3 except that they
have UNLIKE SIGNS (Rule 2), then the answer is
NEGATIVE 6 (–6).
3) –2  3 = ?
Solution: This is the same as 2  3 except that they
have UNLIKE SIGNS (Rule 2), then the answer is
NEGATIVE 6 (–6).
4) (–2)  (–3) = ?
Solution: This is the same as 2  3 except that they are
both negative or have LIKE SIGNS (Rule 1), then the
answer is POSITIVE 6 (+6).
2. Lesson Activity
This sub-component provides learners with opportunities
to work on multiple examples that are varied and
repetitive. The activities are independent and extended
practice towards deepening understanding and mastery of
skill application.
Practice/Drill 1.
Multiply the following integers.
1) 7 × –2 = –14
2) –4 (–9) = 36
3) –7 × 7 = –49
4) 5 × 7 = 35
5) 10 × –5 = –50
D. Making 1. Learners’ Takeaways

Generalizations Generalization Questions
(Abstraction) 1. What do you need to bear in mind in multiplying
integers?
2. What are the rules In multiplying integers?
2. Reflection on Learning
What have learned about our lesson? Share your reflections
IV. EVALUATING LEARNING: FORMATIVE ASSESSMENT AND TEACHER’S

REFLECTION
A. Evaluating Formative Assessment (Collaborative activity)

Learning A. Multiply the following integers.
1. −6 (−8) = 48 6. −9 (12) = –108
(Test)
2. 5 (−10) = –50 7. 8 (−11) = –88 8
3. 3 (−4) = –12 8. (−5)(−9) = 45
4. −3 (4) = –12 9. −7 (−8) = 56
5. 8 (−9) = –72 10. (−12)(12) = –144
Homework (Optional)
B. Teacher’s Note observations on

Remarks any of the following Effective Practices
This lesson design areas:
component prompts
the teacher to record
relevant observations strategies explored
and/or critical
teaching events that
he/she can reflect on materials used
to assess the
achievement of
objectives. The
documenting of learner engagement/
experiences is guided interaction
by possible areas for
observation
including teaching
strategies employed, Others
instructional
materials used,
learners’ engagement
in the tasks, and
other notable
instructional areas.
Notes here can also
be on tasks that will
be continued the
next day or
additional activities
needed.
C. Teacher’s Reflection guide or prompt can be on:

Reflection
This lesson design ▪ principles behind the teaching
component guides What principles and beliefs informed my lesson?
the teacher in
reflecting on and for Why did I teach the lesson the way I did?
practice. Entries on
this component will
serve as inputs for ▪ students
the LAC sessions,
What roles did my students play in my lesson?
which can center on
sharing best What did my students learn? How did they learn?
practice; discussing
problems
encountered and ▪ ways forward
actions to be taken;
What could I have done differently?
and identifying
anticipated What can I explore in the next lesson?
challenges and
intended solutions.
Guide questions or
prompts may be
provided here.
Prepared by:
ASNAIFAH S. SAGA
T-1 (PANTAO RAGAT AGRO-INDUSTRIAL HIGH SCHOOL)

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MATHEMATICS 7

Quarter: 3rd Week: 6 Day: 1

I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES

A. Content The learners demonstrate knowledge and understanding of:

C. Learning Learning Competency

II. LEARNING RESOURCES

CK-12 Foundation. (n.d.). CK12-foundation. Ck12.org. Retrieved February 5, 2024,

III. TEACHING AND LEARNING PROCEDURE

A. Activating Prior Short Review

B. Establishing 1. Lesson Purpose

C. Developing and RULES OF MULTIPYING OF INTEGERS

Do you notice a pattern or rule?

D. Making 1. Learners’ Takeaways

IV. EVALUATING LEARNING: FORMATIVE ASSESSMENT AND TEACHER’S

A. Evaluating Formative Assessment (Collaborative activity)

B. Teacher’s Note observations on

C. Teacher’s Reflection guide or prompt can be on:

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