School: Currimao National High School Grade / Section: Grade 7

Teacher: Lenny Joyce Chinah A. Gapuzan Subject: Mathematics

Date & Time: March 18, 2025 Quarter: 3rd Quarter

A Daily Lesson Plan in Adding Integers using Concrete Models, Pictorial Models, and
Numerals

I. OBJECTIVES
A. Content Standards:
The learners should have knowledge and understanding of the set of integers, comparing
and ordering integers, the four operations with integers, simplification of numerical
expressions involving integers, and the absolute value of an integer.
B. Performance Standards:
1. Compare and order integers, including through the use of a number line;
2. Perform the four operations with integers;
3. Simplify numerical expressions involving integers;
4. Identify the absolute value of an integer.
C. Learning Competencies:
The learners will be able to…
1. Add integers using concrete models (e.g., concrete, integer chips).
2. Add integers using pictorial models (e.g., number lines).
3. Add integers using numerals
4. Demonstrate enhanced problem-solving with cooperation and diligence among
their peers.

II. CONTENT
A. Topic: Adding Integers
B. Prerequisite: Understanding positive and negative numbers
C. Methodology: Combination of Traditional and ICT-integrated strategies
D. Materials:
• Integer chips
• Number line (printed and digital version)
• Laptop/projector for interactive presentation
• Blackboard and chalk
• Printed worksheets
E. Values: The students will gain mathematical proficiency, critical thinking, cooperation,
and perseverance.
F. New Concepts: Rules of addition with integers using models and numerals.

III. LEARNING RESOURCES

A. References: MATH 7-ADM-MOD3, MATH 7 LAS Q3W3
B. Other Learning Resources: [Link]
IV. PROCEDURE

DAILY ROUTINE
Good morning, Grade 7!
Good morning, ma’am!
Before we start with our lesson, kindly stand and
let us pray. May I have a volunteer to lead the
prayer.
Amen.
Thank you. You may now take your seats.

How are you today, class?

We’re doing great, ma’am.
That’s good to know.

Are you all present today?

Yes, ma’am!
Are you in your assigned seats?
Yes, ma’am!
Very good!

Let’s go over some important classroom rules to

ensure a productive and respectful learning
environment.

Kindly read, everyone.

Bring your material!

Work hard!

Be quiet when others speak!

Keep your space clean!

Pay attention!

Raise your hand to speak!

Great! Let’s have a wonderful and productive

class today.
 INTRODUCTORY ACTIVITY
Good morning once again, class!
Good morning, ma’am!
Kindly stand and face forward. We will play a
quick game called Integer Hop.

Here’s how it works. When I say a positive

number, take that many steps forward. When I
say a negative number, take that many steps
backward. Pay close attention because if you
reach your original position, you must raise your
hand immediately!

Got it?
Yes, ma’am!
Okay, I’ll start with +3.
(The students take three steps forward)
-4
(The students take four steps backward)
+5
(The students take five steps forward)
-6
(The students take six steps backward)
+2
(The students take two steps forward)
Well done, class! What did you notice about
moving forward and backward? How does this
relate to integers?
Ma’am, when you move forward, the
number of steps increases. When you
move backward, the number of steps
decreases.
Very well said, now I want you to take a look at
this.

What do you think this is?

Thermometer, ma’am.
Very good!

Have you ever checked the weather and seen

temperatures like -5°C or +30°C?
Yes, ma’am.
What happens when the temperature changes?
Very well said, let’s take a look at this example. When the temperature changes, water
Winter: -10°C freezes in the cold and melts in the heat.
Summer: 34°C

What is the new temperature?

The new temperature is 34°C, ma’am.
How did you arrive at your answer?
I started at -10°C and counted up to 34°C,
ma’am.
Can you explain step by step?
From -10°C to 0°C, the temperature
increased by 10 degrees. Then, from 0°C
to 34°C, it increased by 34 more degrees.
So, the total increase is 10 + 34 = 44
degrees.
Great explanation! So, if the temperature
increases, we move to the right on the number
line. If it decreases, we move to the left. Good
job, everyone!

Today, we will learn how to add integers using

three methods: concrete models (integer chips),
pictorial models (number lines), and numerals.
By the end of the lesson, you will be able to solve
problems involving integers confidently!

Where do we see integer operations in real life?

Can you give an example?
Bank transactions, ma’am. Deposits
(positive integers) and withdrawals
(negative integers).
Great example! Yes, when we deposit money,
our balance increases, and when we withdraw, it
decreases—that’s integer addition in action!

Understanding how to add integers helps us in

managing money, tracking progress in games,
and even understanding changes in temperature!

Now that we see how useful integer addition is,

let's explore how to perform it using three
effective methods!
 LESSON PROPER
To help us visualize how integers combine, we
will use integer chips. Each chip represents a
value: red chips represent negative integers,
while green chips represent positive integers.

Let's solve (-3) + (5).

I’ll place 3 red chips for -3 and 5 green chips for
+5 on the board.

Now, watch closely—each red chip can pair up

with one green chip, and when they do, they
cancel out because a negative and a positive
make zero. Let’s cancel them one by one...

...and look! We have 2 green chips left. That

means our answer is +2!

Let’s try another one! What if we have (-6) +

(4)? Who wants to help me set up the chips?
(One student volunteered)

Great! Now, let’s cancel out pairs again. How

many do we remove?
 Four, ma’am!

Exactly! And what do we have left?

Right! That means the sum of (-6) + (4) is -2. See Two red chips, ma’am!
how easy that is? Now, it’s your turn!

I’m giving each pair a set of integer chips. You

and your partner will solve these problems
together by physically modeling them and
canceling out pairs where needed. Ready?

-2 + 7 Yes, ma’am!

Okay, time’s up. Let’s hear from this group,

what’s your answer?
+5, ma’am.
Did all get the same answer?
Yes, ma’am!
Did you now understand the rule of integer
chips?
Yes, ma’am!
Now that we've seen how integer chips help us
add numbers, let's try another method—using a
number line! A number line is like a path where
we can move left or right depending on the
numbers we’re adding.

We move left if it’s negative, and we move to the

right if it’s positive.
Let’s all use our hands! If it’s negative, point to
the…
(students point left) LEFT!
If it’s positive, point to the…
(students point right) RIGHT!
Very good!

Imagine Maria needs to reach the flag by solving

-2 + 7.

Let’s begin at -2 on the number line. Since we’re

adding a positive number (+7), should we take 7
steps to the right or 7 steps to the left?
7 steps to the right, ma’am!
Why do you say so?
Because it’s positive.
Very good! Let’s count together—1, 2, 3, 4, 5, 6,
7. Where do we end up?
+5, ma’am!
So, Maria got the green flag instead of the red
flag.

Let’s have another one.

Imagine Maria is trying to decide whether to

save her money or spend it on online shopping.
Let’s represent this decision with the equation 3
+ (-6).

Let’s solve 3 + (-6) using the number line. We

start at +3. Since we’re adding a negative
number (-6), should we move 6 steps to the
right or 6 steps to the right?
6 steps to the left, ma’am, since it’s
negative.
Very well said! Now, let’s count together—1, 2,
3, 4, 5, 6. Where did we land?
At -3, ma’am.
So, did Maria spend her money on online
shopping or save her money?
 Maria spent her money on online
shopping, ma’am.
Yes, and this tells us that adding a negative
number moves us to the left on the number line,
just like subtraction.

Another example:

Let's say Maria is deciding between eating

healthy or unhealthy food, and we can represent
her choice with the equation -3 + (-3).

Now, let’s try solving -3 + (-3). We start at -3 on

the number line. Since we’re adding another
negative number (-3), we move 3 steps to the
left. Count with me—1, 2, 3. Where did we
land?
At -6, ma’am.
Excellent! So, -3 + (-3) = -6. This shows that
adding a negative number to another negative
number makes the value even smaller, just like
when we keep making unhealthy choices—it
pushes us further in the wrong direction!

And that’s why we came up with the rule for the

addition of integers:
Alright, class! We’ve used integer chips and
number lines to add integers. Now, let’s move to
the fastest method—solving using rules! This is
how we usually add integers in our heads or on
paper.

And we will use the sign rules for adding

integers.

Example 1: (-3) + (-5)

Example 2: (6) + (-9)

Example 3: (12) + (-9)

Now, I want five volunteers to answer this

problem on the board. You can use one of the
three methods that we discussed.
(Five student’s volunteered)
(Checking of answers)

Very good, class! Let’s review, what do we do

when numbers have the same signs?
Add and keep the sign, ma’am!
And when numbers have different signs?
Subtract, and keep the sign of the bigger
number, ma’am!
Exactly! Now, you can add integers using chips,
number lines, or just these rules in your head!

Alright, class! It’s time for a fun challenge!

We’re going to work in groups for the Integer
Stations Relay.
 PRACTICE EXERCISES
ACTIVITY: Integer Stations Relay
Objective: Students will rotate through three
interactive stations, each focusing on a different
method of adding integers: integer chips,
number lines, and numerical rules. The first
group to complete all stations will take on the
final challenge: to claim the Victory Flag!
Group Formation:
• Divide the class into three groups.
• Each group starts at a different station
and rotates clockwise.
• Groups must complete their current
station before moving to the next.
General Rules:
1. Each station has a one-minute time
limit per task.
2. All group members must participate in
solving the problem.
3. If the group successfully completes the
task within the time limit, they receive a
sticker.
4. Groups must collect all three stickers
(one per station) to qualify for the Final
Challenge.
5. The first group to complete all stations
and claim the Victory Flag wins!

Station 1: The Time Traveler's Path

You are a time traveler moving along the Integer
Timeline! Your goal is to return to the present by
carefully moving through past and future years.

Materials:
• Printed worksheet
• Sticker

Instructions:
 1. Solve integer addition problems using
integer chips.
2. Draw and label integer chips with (+)
for positive and (-) for negative.
3. Solve the problem within one minute.
4. Show the solution to the facilitator.
5. If correct, receive a sticker and paste it
on the worksheet. If incorrect or
unfinished, move to the next station
without a sticker.

Station 2: Curse or Blessing?

You’re a treasure hunter who has found two
magical coin pouches. But beware! Some coins
carry a curse (-), while others bring a blessing
(+).

Materials:
• Printed worksheet
• Sticker

Instructions:
1. Use a number line to solve integer
addition problems.
2. Start at the first number and move right
for positive numbers (+) and left for
negative numbers (-).
3. Solve the problem within one minute.
4. Show the solution to the facilitator.
5. If correct, receive a sticker and paste it
on the worksheet. If incorrect or
unfinished, move to the next station
without a sticker.

Station 3: Treasure Map Game

You’re a pirate who needs to crack the Integer
Code! Follow the rules of addition to get the
treasure.
Materials:
• Printed worksheet
• Sticker
Instructions:
1. Solve integer problems using the rules
of addition:
o Same signs? Add absolute
values and keep the sign.
o Different signs? Subtract
absolute values and take the sign
of the larger number.
2. Solve the problem within one minute.
3. Show the solution to the facilitator.
4. If correct, receive a sticker and paste it
on the worksheet. If incorrect or
unfinished, move to the next station
without a sticker.
Final Challenge: The Victory Flag!
• The first group to complete all three
stations with all three stickers must
rush to the designated spot and grab the
Victory Flag.
• The team that claims the flag first is
crowned Math Champions of the Day!
Winning Criteria:
• The team must have all three stickers
to be eligible to grab the Victory Flag.
• If multiple teams finish simultaneously,
a sudden-death integer problem will
determine the winner.

Sudden-Death Integer Problem:

(-12 + 7) + (-5 + 3) + (-2) = ?

EVALUATION
Exit Ticket: One thing I learned today about
adding integers is...
(Student’s answer may vary)
 ASSIGNMENT
ASSIGNMENT: Adding Integers Using Any of the Three Methods (Integer Chips,
Number Line, and Numerals

Integer Addition Problems:

a. 4 + 3
b. -2 + 6
c. -5 + (-3)
d. 7 + (-8)
e. -1 + 1
f. 2 + (-4)
g. -6 + 2
h. 5 + (-5)
i. -4 + (-1)
j. -3 + 7

Answers:
a. 4 + 3 = 7
b. -2 + 6 = 4
c. -5 + (-3) = -8
d. 7 + (-8) = -1
e. -1 + 1 = 0
f. 2 + (-4) = -2
g. -6 + 2 = -4
h. 5 + (-5) = 0
i. -4 + (-1) = -5
j. -3 + 7 = 4

Prepared by:

LENNY JOYCE CHINAH A. GAPUZAN, LPT