7

Quarter 13
Lesson Exemplar Lesson 1
Lesson

for Mathematics 6

IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM

Lesson Exemplar for Mathematics Grade 7
Quarter 3: Lesson 6 (Week 6)
SY 2024-2025

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• Clemente M. Aguinaldo Jr. (Philippine Normal University – North Luzon)

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MATHEMATICS / QUARTER 3 / GRADE LEVEL 7

I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES

A. Content
The learners should have knowledge and understanding of the four operations with integers.
Standards

B. Performance
By the end of the quarter, the learners are able to perform the four operations with integers. (MG)
Standards

C. Learning Learning Competency

Competencies By the end of the lesson, the learners are able to …
and Objectives 1. multiply and divide integers.
2. solve problems involving multiplication and division of integers.

D. Content Multiplying Integers

Dividing Integers
Solve Word Problems involving Multiplication and Division of Integers

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/
Division of integers. (2016, March 21). K5 Learning. https://www.k5learning.com/free-math-worksheets/sixth-grade- 6/integers/division-
of-integers
Integers in real life situations. (2022, June 10). Unacademy. https://unacademy.com/content/ssc/study- material/mathematics/integers-
in-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

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III. TEACHING AND LEARNING PROCEDURE NOTES TO TEACHERS

A. Activating Prior DAY 1 The teacher will recall prior

Knowledge 1. Short Review knowledge of learners to assess
Let the learners answer the short activity. Perform the indicated operations on their depth of understanding
integers and give the results. about addition and subtraction
1) 6 – 12 + 2 = _____ 6) –1 – 14 + 17 = _____ of integers before engaging them
2) 11 + 14 – 2 = _____ 7) 6 – 20 +15 = _____ to the new lesson. If the teacher
3) –12 – 5 – 10 = _____ 8) –10 – 8 – 7 = _____ is not satisfied with the response
4) 5 + 13 + 6 = _____ 9) 3 +10 – 15 = _____ of the learners to the short
5) 1 – 13 +14 = _____ 10) 3 – 16 + (–16) = _____ review activity, the teacher may
add activities to cultivate the
necessary knowledge.
2. Feedback (Optional)
Review the addition and subtraction of integers using the number line if needed. Students can do this in a
separate worksheet provided.
Answers:
1. –4 6. 2
2. 23 7. 1
3. –27 8. –25
4. 24 9. –2
5. 2 10. –29

B. Establishing 1. Lesson Purpose In this part, the teacher will

Lesson Purpose Consider the following scenario: A test has 20 questions. Correct answers get +3 explain the importance of
points and incorrect answers –1 point. A student answered 5 questions learning the specific topic that
incorrectly. How many points did the student score? involves the multiplication of
Essential Questions: integers.
1. What is the highest possible score for the student who took this test?
2. What is the lowest possible score? The teacher may also use the
3. What is the score of the student in this scenario? essential questions to engage
In order to answer this problem, we need to learn the concept of multiplying students on why it is important
integers and other integer operations. to learn the lesson.

2. Unlocking Content Area Vocabulary

Multiplication and division of integers are two 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

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 means adding 4 three times, i.e., 4 + 4 + 4 = 12. Division of integers means equal
grouping or dividing an integer into a specific number of groups. For example, –
6 ÷ 2 means dividing –6 into 2 equal parts, which results in –3.

C. Developing and SUB-TOPIC 1: Multiplication Of Integers

Deepening 1. Explicitation
Understanding Multiplication of integers is the process of repetitive addition including positive Make sure that students already
and negative whole numbers called integers. When it comes to multiplication of learned addition and subtraction
integers, there are three (3) cases to consider. of integers.
Case 1: Multiplying two (2) positive numbers
Case 2: Multiplying two (2) negative numbers
Case 3: Multiplying one (1) positive and one (1) negative number
For Case 1, POSITIVE  POSITIVE = POSITIVE
For Case 2, NEGATIVE  NEGATIVE = POSITIVE
For Case 3, POSITIVE  NEGATIVE = NEGATIVE or
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 Teachers may use other ways of
Case 2), the product is POSITIVE. solving the problem in which
2) If the integers multiplied have DIFFERENT SIGNS or UNLIKE SIGNS (Case he/she can distinguish what
3), the product is NEGATIVE. solving strategy worked best.

2. Worked Example
Multiply the following integers.
1) 2  3 = ? Students can do this in the
Solution: As repetitive addition, 2  3 means adding 2 three times, i.e., 2 + 2 worksheet provided.
+ 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 The teacher may give drills on
SAME/LIKE SIGNS the answer is POSITIVE 6 (+6). multiplication of integers before
starting this lesson.
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).

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 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).

3. Lesson Activity
Practice/Drill 1. Multiply the following integers. The teacher may use Think, Pair,
1) 7 × –2 = –14 6) –6 × 8 = –48 11) 4 (–9) = –36 Share, and other strategies.
2) 5 × –4 = –20 7) –10 × 2 = –20 12) –4 (10) = –40
Students will do this in a
3) –7 × 7 = –49 8) –7 × 5 = –35 13) 5 (–3) = –15
separate worksheet provided.
4) 5 × 7 = 35 9) –3 × 6 = –18 14) –4 (–9) = 36
5) 10 × –5 = –50 10) 9 × 7 = 63 15) 1 (3) = 3 The teacher should emphasize
the real-life applications of
DAY 2 integer operations. Additional
SUB-TOPIC 2: Division of Integers examples may be given for
1. Explicitation mastery.
Division of integers involves grouping of items equally including positive and
negative whole numbers called integers. Remember that division is the opposite The teacher may use Think, Pair,
or the reverse operation of multiplication. Just like multiplication of integers, Share, and other strategies.
there are three (3) same cases to consider. Students will do this in a separate
Case 1: Dividing two (2) positive numbers worksheet provided.
Case 2: Dividing two (2) negative numbers Gain: 2 pesos
Case 3: Dividing one (1) positive and one (1) negative number
For Case 1, POSITIVE ÷ POSITIVE = POSITIVE
For Case 2, NEGATIVE ÷ NEGATIVE = POSITIVE
For Case 3, POSITIVE ÷ NEGATIVE = NEGATIVE or
NEGATIVE ÷ POSITIVE = NEGATIVE

Do you notice a pattern or rule?

Rule for dividing integers:
1) If the integers have the SAME SIGN or LIKE SIGNS (Case 1 and Case 2),
the quotient is POSITIVE.
2) If the integers have DIFFERENT SIGNS or UNLIKE SIGNS (Case 3), the
quotient is NEGATIVE.

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 Remarks:
1. Dividing by zero is undefined because there is no reverse multiplication
that is true. Example: 7/0 = undefined because 0  any number does not
equal to 7.
2. Dividing zero by any number is always zero. Example: 0/7 = 0 because 0 
7 or any number) = 0.

2. Worked Example
Divide the following integers.
1) 16 ÷ 8 = ?
Solution: As division involves grouping, 16 ÷ 8 means grouping 16 into 8
members per group, which means there are 2 groups, i.e. 16 ÷ 8 = 2. If you
are familiar already with division of positive numbers, then we can apply
Rule 1, i.e. 16 ÷ 8 = 2 since 2  8 = 16. Both 16 and 8 have the SAME/LIKE
SIGN, and so the answer is POSITIVE 2 (+2).

2) 16 ÷ (–8) = ?
Solution: This is the same as 16 ÷ 8 except that they have UNLIKE SIGNS
(Rule 2), then the answer is NEGATIVE 2 (-2).

3) –16 ÷ 8 = ?
Solution: This is the same as 16 ÷ 8 except that they have UNLIKE SIGNS
(Rule 2), then the answer is NEGATIVE 2 (–2).

4) (–16) ÷ (-8) = ?
Solution: This is the same as 16 ÷ 8 except that they are both negative or
have LIKE SIGNS (Rule 1), then the answer is POSITIVE 2 (+2).

3. Lesson Activity
Practice/Drill 2. Divide the following integers.
1) –176 ÷ 11 = –16 6) –10 ÷ –10 = 1 11) 60 / (–12) = –5
2) –190 ÷ 2 = –95 7) –60 ÷ –12 = 5 12) 88 / (–8) = –11
3) 33 ÷ 11 = 3 8) 15 ÷ –5 = –3 13) 24 / 12 = 2
4) 4 ÷ 4 = 1 9) 60 ÷ –10 = –6 14) 110 / –11 = –10
5) 54 ÷ 2 = 27 10) 10) 168 ÷ 7 = 24 15) –108 / –3 = 36

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 DAY 3
SUB-TOPIC 3: Applications of Operations of Integers
1. Explicitation
Here are some examples of the uses of positive and negative integers in real life.
1) The height of Mount Everest is about 8,850 meters above sea level (positive)
while the Mariana Trench is about 11,000 meters deep below sea level
(negative).
2) The temperature can be expressed as positive or negative below or above 0
degrees.
3) In games, if we win, then the points increase. If we lose the game, the points
decrease.
4) In business, profits are considered positive while losses are considered
negative.
5) And many more…
Let us now solve the problem posed at the beginning of this lesson.

2. Worked Example
Example. A test has 20 questions. Correct answers get +3 points and incorrect
answers –1 point. A student answered 5 questions incorrectly. How many
points did the student score?
Solution: One correct answer is awarded +3 points while one incorrect answer
is awarded –1 point. There are 20 questions, of which the student answered 5
questions incorrectly, i.e., 5  (–1) = –5 points. This also means that the student
answered 15 questions correctly, i.e. 15  (+3) = 45 points. Therefore, the score
of the student is 45 + (–5) = 40 points out of 60 points.

3. Lesson Activity
Problem Set. Solve the problem below.
In a game of tossing a coin, you will gain 5 pesos if it lands a head (H), and you
will lose 3 pesos if it lands a tail (T). If the coin landed heads 4 times in 10 tosses
of the coin, how much did you gain or lose?

D. Making 1. Learners’ Takeaways

Generalizations A. Generalization Questions
1. What do you need to bear in mind in multiplying and dividing integers? The teacher may ask questions
2. Why do you think multiplying and dividing integers have the same that lead to abstractions of the
rules? lesson.
3. Why is it that dividing by zero is not defined?

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 B. Generalization Activities The teacher may give activities to
Solve the following problem with accuracy. emphasize the generalization of
In the NBA, two of the popular teams, the Lakers and the Warriors the lesson.
are said to be the most competitive teams vying for the title. As the games
are ongoing, a betting website has these in the game between Warriors vs Recall the lesson activity for
Lakers: them to answer the problem
1. If the Warriors win a game, you lose P100. based on their understanding of
2. If the Lakers win a game, you win P90. the lesson activity.
3. If the Warriors win 4 games out of ten games, how much did you Gain: P140
gain or lose if you rooted for the Lakers?

C. Generalization Statements
Multiplication of integers is the process of repetitive addition including The teacher may ask students to
positive and negative whole numbers called integers. give a generalization statement.
Division of integers involves grouping of items equally including
positive and negative whole numbers called integers. Remember that
division is the opposite or the reverse operation of multiplication.

Rules for multiplying and dividing integers:

1. If the integers have the SAME SIGN or LIKE SIGNS (Case 1 and Case
2), the product (quotient) is POSITIVE.
2. If the integers have DIFFERENT SIGNS or UNLIKE SIGNS (Case 3),
the product (quotient) is NEGATIVE.
3. Dividing by zero is undefined because there is no reverse
multiplication that is true. Dividing zero by any non-number is always
zero. In this part, students may write
a reflection about the importance
2. Reflection on Learning of the lesson in real-life
What have learned about our lesson? Share your reflections. representation.

IV. EVALUATING LEARNING: FORMATIVE ASSESSMENT AND TEACHER’S REFLECTION NOTES TO TEACHERS

A. Evaluating DAY 4 Collaborative activity

Learning 1. Formative Assessment
A. Multiply the following integers.
1. −6 (−8) = 48 6. −9 (12) = –108
2. 5 (−10) = –50 7. 8 (−11) = –88

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 3. 3 (−4) = –12 8. (−5)(−9) = 45 Students can do this in a
4. −3 (4) = –12 9. −7 (−8) = 56 separate Worksheet provided.
5. 8 (−9) = –72 10. (−12)(12) = –144

B. Divide the following integers.

11. −12 ÷ 2 = –6 16. 28/4 = 7
12. −18 ÷ −6 = 3 17. −36/4 = –9
13. −24 ÷ 12 = –2 18. −45/9 = –5
14. −80 ÷ −4 = 20 19. −75 ÷ 25 = –3
15. −60 ÷ −30 = 2 20. −68 ÷ −2 = 34

C. Solve the following problem.

In the NBA, two of the popular teams, the Lakers and the Warriors are
said to be the most competitive teams vying for the title. As the games are
ongoing, a betting website has these in the game between Warriors vs
Lakers:
1. If the Warriors win a game, you win P100. Loss: P140
2. If the Lakers win a game, you lose P90.
3. If the Warriors win 4 games out of ten games, how much did you gain or
lose if you rooted for the Warriors?

2. Homework (Optional)

B. Teacher’s Note observations on any Effective Practices Problems Encountered The teacher may take note of
Remarks of the following areas: some observations related to the
effective practices and problems
strategies explored encountered after utilizing the
different strategies, materials
used, learner engagement, and
materials used other related stuff.

Teachers may also suggest ways

to improve the different activities
learner engagement/
explored/lesson exemplar.
interaction

others

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C. Teacher’s Reflection guide or prompt can be on: Teacher’s reflection in every
Reflection ▪ principles behind the teaching lesson conducted/facilitated is
What principles and beliefs informed my lesson? essential and necessary to
Why did I teach the lesson the way I did? improve practice. You may also
consider this as an input for the
▪ students LAC/Collab sessions.
What roles did my students play in my lesson?
What did my students learn? How did they learn?

▪ ways forward
What could I have done differently?
What can I explore in the next lesson?