This document provides a daily lesson log for a 7th grade mathematics class covering operations on integers. The lesson covers addition, subtraction, multiplication, and division of integers over four sessions. Each session includes objectives, content, learning resources, procedures, and an evaluation. The procedures describe activities to motivate students, present examples, discuss concepts, and apply the skills to word problems. The goal is for students to understand and be able to perform the four fundamental operations on integers.

1. DAILY LESSON LOG
School Grade Level 7
Teacher Learning Area MATHEMATICS
Teaching Dates and Time Quarter FIRST
Session 1 Session 2 Session 3 Session 4
I. OBJECTIVES
1. Content
Standards
The learner demonstrates understanding of key concepts of sets and the real number system.
2. Performance
Standards
The learner is able to intellectually formulate challenging situations involving sets and real numbers, and solve
these in a variety of strategies.
3. Learning
Competencies /
Objectives The learner performs
fundamental operations on
integers (M7NS-Ic-d-1)
1. Add integers using
algebra tiles and the rules
2. Solve simple word
problems involving
addition of integers
3. Relate integers in real life
situation
The learner performs
fundamental operations on
integers (M7NS-Ic-d-1)
1. Subtract integers
2. Solve simple word
problems involving
addition of integers
3. Cite real life situation
where subtraction of
integers are applied
The learner performs
fundamental operations on
integers (M7NS-Ic-d-1)
1. Multiply integers
2. Apply multiplication of
integers in solving
problems
3. Value the concept of
multiplication in daily life
The learner performs
fundamental operations on
integers (M7NS-Ic-d-1)
1. Find the quotient of two
integers
2. Solve simple word
problems involving
division of integers
3. Relate integers in real life
situation
II. CONTENT Addition of integers Subtraction of integers Multiplication of integers Division of integers
III. LEARNING
RESOURCES
A. References

2. 1. Teacher’s
Guide pages
2. Learner’s
Materials
pages
pp 20 - 22 pp 23 - 27 pp 28 - 30 pp 140 - 144
3. Textbook
pages
Patterns and Practicalities by
Gladys C. Nivera, Ph. D
pages 57
Elementary Algebra (UbD)
by Eunice Ato-Lopez, MAT
and Virgilio L. Lopez. M.E.
page 9
Math Builders by Ulpina J.,
pages 45 - 46
Elementary Algebra (UbD)
by Eunice Ato-Lopez, MAT
and Virgilio L. Lopez. M.E.
pages 10
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
Elementary Algebra UbD by
Eunice Ato-Lopez, MAT and
Virgilio L. Lopez. M.E. pp.14
– 15
Math Builders (Ulpina, J.) p.
52
4. Additional
Materials from
Learning
Resource (LR)
portal
http://www.mathsteacher.co
m.au/year8/ch03_integers/03
_addsub/integers.htm
https://www.engageny.org/.../
math-g7-m2-topic-a-lesson-
2-teacher.pdf
wwwgoogle.com
http://teachersites.schoolwo
rld.com/webpages/TAhrens/
files/Multiplying%20and%20
Dividing%20Integers.pdf
wwwgoogle.com
http://teachersites.schoolwo
rld.com/webpages/TAhrens/
files/Multiplying%20and%20
Dividing%20Integers.pdf
B. Other Learning
Resources
/Materials
Grade 7 LCTG by DepEd
Cavite Mathematics 2016
colored papers, scissors,
coin, die
Grade 7 LCTG by DepEd
Cavite Mathematics 2016
cartolina, marker
Grade 7 LCTG by DepEd
Cavite Mathematics 2016
flash cards
Grade 7 LCTG by DepEd
Cavite Mathematics 2016
Music Player
IV. PROCEDURES
A. Reviewing previous
lesson or presenting
the new lesson
Group Game “Pass my sum”
The class will be
grouped into 2 and select 8
representative by group. The
students selected will form a
line facing at the back of the
room. The teacher will ask
the first student to pick a
Motivation
Identify the opposite of the
following.
1. 2.
Pre-Assessment “The Boat is Sinking”
The students will group
themselves into the quotient
on equation that will be
given. The student who will
not belong to the group will
be out. Those students who
will finish the activity will be

3. flash card where the given is
written and he/she will
answer it and pass the sum
by moving his/her head part
like eyes, tongue or lips to
the next student and so on.
The first group to finish and
give the sum to the teacher
will be given 1 point, 3
rounds will be given. The
group with 2 points will be
declared a winner.
3.
4.
5.
receiving an additional point
in the performance. While
the students are doing the
activity new dance music
will be played and when it
stops, the student should
already formed the group.
Example given: a. 6 ÷2 = 3
b. 3 x 2 = 6
B. Establishing a
purpose for the
lesson
Purpose Setting Activity
The students will be
asked to make signed tiles
using the colored papers.
Each student should have 2
different colors and will have
to assign color for positive
and negative sign. The size
of the signed tiles will be
given by the teacher. They
can cut as many as they can.
The students will follow the
instructions to be given by
the teacher.
1. Combine 3 positive signed
tiles and 4 positive signed
tiles. Count how many
signed tiles you have.
2. Combine 2 negative
Think-Pair-Share!
Given the following:
How do you find the
difference between negative
and positive integers? Both
positive/negative?
“FACT OR BLUFF”
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 “DESSERT”.
Guess what?
What do you think will be
the sign of the quotient of a
positive and negative
integer? Both negative?
5 + 9 16 + 21 32 + 41
12 – 6 = 6
12 – (-6) = 18
-12 – (-6) = -6

4. signed tiles and 5 negative
signed tiles. Count how
many signed tiles you have.
3. Combine 15 positive
signed tiles and 20 negative
signed tiles. Count how
many signed tiles you have.
Is your signed tiles enough?
C. Presenting examples/
instances of the
lesson
Ilustrative Examples Ilustrative Examples
D. Discussing new
concepts and
practicing new skills
#1
Answer the following
questions:
1. Based on the activity
and diagrams how are
we combining the signed
“What’s on your mind?”
Answer the following
questions:
1.Based on the
illustrations, how to
subtract integers?
2.State the rules in
subtracting integers.
Working in Pair
Answer the following
questions:
1. Based on the activity
on repeated addition,
did you find the pattern
or rule in multiplying
integers?
2. What do you notice
about the product of a
positive integer and a
negative integer?
3. What about the
Group task: 4 groups
Answer the following
questions:
1. Based on the activity,
how does the division
related to the
multiplication?
2. Using the examples,
what is the quotient of
integers having like
signs and different
signs?

5. tiles?
2. How will you identify the
sum?
3. On the preliminary
activity, were you able
to use the tiles in finding
the sum? Why?
4. On your own words how
will you add integers
with same sign and
different signs?
product of two negative
integers?
E. Discussing new
concepts and
practicing new skills
#2
Change each of the
following into addition
expression then give the
difference.
1. 4 – 7 4 + -7 = _____
2. -9 – 5 -9 + ___ = -14
3. 21–(-16) 21+ __ = 37
4. -48–(-34) __ + 34 = __
5. 77 – 97 77 + __ = __
Rewrite the division problem
as a related multiplication
problem. Number 1 is done
for your guidance.
1. 24 ÷- 6 =-4 -4 x -6 = 24
2. 48 ÷ -8 = -6 _______
3. 40÷ 4 = 10 _______
4. -54 ÷ 6 = -9 _______
5. -64 ÷ -8 = 8 _______
6. -72 ÷ 8 = -9 _______
F. Developing mastery
(Leads to Formative
Assessment 3)
Use the rules for adding
integers to find the sum.
1. 12 + (-4)
2. -105 + 67
3. -14 + (-17)
4. 45 + 37
5. 64 + (-38)
Find the difference of the
following:
1. 63 – (-58)
2. -58 – 0
3. -36 – 105
4. 76 – 76
5. -84 – 84
Fill in the missing integer.
1. 9 ( ___) = 36
2. ( ___) (-7) = -28
3. 12 ( ___) = -48
4. -5 (-15) = ___
5. 34 (-2) = ___
Tell if the quotient is positive
or negative. Write COC if
positive and DOTA if
negative.
1. -15 ÷ -3 = ________
2.64 ÷ 8 = ________
3. 96 ÷ -3 = ________
4.-144 ÷ -12 ________

6. 5.-180 ÷ 9 = ________
G. Finding practical
applications of
concepts and skills in
daily living
“Roll to Win”
The goal of this game
is to reach a score of -10
to 10. Both players start at
0. Player A throws a die.
Say, 5 come up. The same
player flips the coin. If the
head comes up, 5 is
positive; if the tail comes
up, 5 is negative. Player A
then writes his or her
score on the first box.
Player A and B take turns
throwing the die and coin.
If on the first throw, player
A gets a score of 5 and on
the second throw a score
of -6, his or her current
score is -1, since 5 + (-6) =
-1. The cumulative score, -
1, will now be written on
the second box.
Both players will continue
taking turns and writing their
cumulative scores until one
of them reaches 20 or -20.
In the event that both have
filled up all boxes in the
Group Activity
What is number 1 followed
by 63 zeros? Decode the
answer by finding the
difference of the subtraction
problem. Write the letter of
the answer corresponding
to the item number in the
box provided below.
7 5 6 5 1 3 5 2 2 5 4 1
1. 98 – 33 99 .…O
2. 20 –(- 30) -52.…I
3. (-77) – 18 0 ....V
4. 0 – ( - 99 ) 65 ….N
5. (-26) – 26 50 .…L
6. (-42) – (-34) – 9 – 18
-35....G
7. 90 – 80 – (-60) – 45 – 25
59 ....M
95….T
Fill in the blank to make a
true statement.
1. When you multiply two
numbers with the
same sign, the answer
is _______.
2. When you multiply two
numbers with _____
sign, the answer is
negative.
3. When you multiply any
number by zero, the
answer is _____.
4. An even number of
negative factors will
produce a product that
is _______.
5. An odd number of
negative factors will
produce a product that
is ________.
Find the quotient:
1. -56 ÷ 7 = _____
2. - 72 ÷ - 8 = _____
3. 99 ÷ 9 = _____
4. 105 ÷ - 5 = _____
5. -260 ÷ -13 =_____

7. scorecard, the score with the
highest absolute value (or
the score which is farthest
away from 0 on the number
line) wins the game.
Final
Score
Player A
Player B
H. Making
generalizations and
abstractions about
the lesson
a.If the integers have the
same sign, just add the
positive equivalents of the
integers and attach the
common sign to the result.
b.If the integers have
different signs, get the
difference of the positive
equivalents of the integers
In subtracting integers,
add the negative of the
subtrahend to the minuend.
Rules in Multiplying
Integers:
In multiplying integers,
find the product of their
positive equivalents.
1. If the integers have the
same signs, their
product is positive.
2. If the integers have
different signs their
product is negative.
The quotient of two
integers with the same
signs is a positive integer
and the quotient of two
integers having unlike
signs is a negative
integer. However, division
by zero is not possible.

8. and attach the sign of the
larger number to the result.
I. Evaluating learning Solve the following
problems.
1. What is 10 more than -2?
2. The temperature rose
from 0°C by 8°C but later
dropped by 10°C. What
is the resulting
temperature?
3. Angela deposited P800
in the bank in the first
day of the month and
P600 the following day.
How much money does
Angela have?
4. Carrot Man gained P10
on the first day, lost P5
on the second day and
gained P20 on the third
day. How much profit
does Carrot Man have
during his three days of
selling?
5. A football team lost 5
yards in one play and
gained 8 yards in the
next play. What was the
total yardage in the two
plays?
Solve the following
problems.
1. Subtract 87 from ( -23)
2.How much is 100
diminished by 45?
3. How much is (-50)
decreased by 46?
4. EJ bought P96.00 worth
of vegetables in GMA
Market. How much was
her change if she gave
a 200 – peso bill?
5. A pair of pants went on
sale for P450.00. How
much did Angel save on
the purchase of 2 pairs
if the regular price was
P625.00?
Write a numerical
expression that models
the problem and evaluate
1. What is twice the
product of -8 and -16?
2. The product of what
number and -7 is 56?
3. The temperature drops
2°F each hour. What is
the total change in
temperature after 12
hours?
4. 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?
5. 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?
Solve the following
problems.
1. Three banana cost
P36.00. How much does
each banana cost?
2. Mr. Joe has 2 dozens of
chocolate bars and he
wants to give them
equally among his 5
children. How many
chocolate bars were left
after distributing them
equally?
3 – 5 In a Math contest, a
correct answer is
marked +2 or +4, a
wrong answer,-2 and no
answer,0. The winner is
the one with the highest
average. Determine the
winner from the
following contestants.
Contes
tants
Score A
v
e
r
a
g
e
R
a
n
k
1. Mark
Cruz
+
4
-
2
+
2
+
4
-
2
0

9. 2. Noel
Lopez
+
4
-
2
+
4
+
4
+
4
-
2
3.
Ronald
Go
+
4
-
2
-
2
+
4
+
2
-
2
J. Additional activities
for application or
remediation
Follow – up
Find the sum of the following:
1. -48 + 17
2. -84 + 79
3. 63 + (-49)
4. -88 + (-33)
5. 8 + (-17) + 24
Study
Subtraction of Integers
Reference: Learners
Material For G7 – pages 23 -
27
Follow – up
Find the difference.
1. 71 – 48
2. - 37 – (-72)
3. 49 – (-49)
4. 100 – (-58)
5. -3 – (-5) –(-7)
Study
Multiplication of Integers
Reference: Learners
Materials pp 28 - 30
Follow – up
Find the product.
1. 19 ( -3)
2. 23 (6)
3. -6 (-6)
4. -12 x -4
5. -8 (5)
Study
Division of Integers
Reference: Learners
Materials pp 140 – 144
Follow – up
Study
Properties of the Operation
of Integers
Reference: Learners
Material pages 33 - 41
V. REMARKS

10. VI. REFLECTION
1. No.of learners who
earned 80% on the
formative assessment
2. No.of learners who
require additional
activities for
remediation.
3. Did the remedial
lessons work? No.of
learners who have
caught up with the
lesson.
4. No.of learners who
continue to require
remediation
5. Which of my teaching
strategies worked
well? Why did these
work?
6. What difficulties did I
encounter which my
principal or
supervisor can help
me solve?
7. What innovation or

11. localized materials
did I use/discover
which I wish to share
with other teachers?