7

Quarter 1 Lesson 1 Quarter

Lesson Exemplar
3Lesson

6
for Mathematics

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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Writer:
• Kemmons S. Kilat (Silliman University)

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

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Research Institute for Teacher Quality
SiMERR National Research Centre

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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. [Link]. Retrieved February 5, 2024, from [Link]
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. [Link]
6/integers/division of-integers
Integers in real life situations. (2022, June 10). Unacademy. [Link]
material/mathematics/integers in-real-life-situations/
Multiplication and division of integers. (n.d.). [Link]. Retrieved February 5, 2024, from
[Link]
Multiplication and Division of Integers. (2017, September 25). BYJUS; BYJU’S. [Link]
integers/ Multiplying and dividing integers - steps, examples & questions. (2023, April 20). Third Space Learning.
[Link] No title.
(n.d.). [Link]. Retrieved February 5, 2024, from [Link]

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III. TEACHING AND LEARNING PROCEDURE NOTES TO TEACHERS
 A. Activating DAY 1 The teacher will recall prior
Prior 1. Short Review knowledge of learners to
Knowledge Let the learners answer the short activity. Perform the indicated operations assess their depth of
on integers and give the results. understanding about addition
1) 6 – 12 + 2 = _____ 6) –1 – 14 + 17 = _____ and subtraction of integers
2) 11 + 14 – 2 = _____ 7) 6 – 20 +15 = _____ before engaging them to the
3) –12 – 5 – 10 = _____ 8) –10 – 8 – 7 = _____ new lesson. If the teacher is
4) 5 + 13 + 6 = _____ 9) 3 +10 – 15 = _____ not satisfied with the response
5) 1 – 13 +14 = _____ 10) 3 – 16 + (–16) = _____ of the learners to the short
review activity, the teacher
may add activities to
2. Feedback (Optional) cultivate the necessary
Review the addition and subtraction of integers using the number line if knowledge.
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

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

and Deepening 1. Explicitation already learned addition and
Understanding Multiplication of integers is the process of repetitive addition including subtraction of integers.
positive and negative whole numbers called integers. When it comes to
multiplication of integers, there are three (3) cases to consider.
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

Teachers may use other ways
NEGATIVE × POSITIVE = NEGATIVE of solving the problem in
which he/she can distinguish
Do you notice a pattern or rule? what solving strategy
Rule for multiplying integers: worked best.
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.
Students can do this in
the worksheet provided.
2. Worked Example
Multiply the following integers. The teacher may give drills
on multiplication of integers
1) 2 × 3 = ? before starting this lesson.

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).

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 The teacher may use Think,
3) –2 × 3 = ?
Pair, Share, and other
strategies.
Solution: This is the same as 2 × 3 except that they have UNLIKE SIGNS
(Rule 2), then the answer is NEGATIVE 6 (–6).
Students will do this in a
separate worksheet provided.
4) (–2) × (–3) = ?
The teacher should
Solution: This is the same as 2 × 3 except that they are both negative emphasize the real-life
or have LIKE SIGNS (Rule 1), then the answer is POSITIVE 6 (+6). applications of integer
operations. Additional
3. Lesson Activity examples may be given for
Practice/Drill 1. Multiply the following integers. mastery.
1) 7 × –2 = –14
6) –6 × 8 = –48 The teacher may use Think,
11)4 (–9) = –36 Pair, Share, and other
strategies. Students will do
2) 5 × –4 = –20
this in a separate worksheet
7) –10 × 2 = –20
provided.
12)–4 (10) = –40
Gain: 2 pesos
3) –7 × 7 = –49
8) –7 × 5 = –35
13) 5 (–3) = –15
9) –3 × 6 = –18
14)–4 (–9) = 36
4) 5 × 7 = 35
5) 10 × –5 = –50
10) 9 × 7 = 63
15) 1 (3) = 3

DAY 2
SUB-TOPIC 2: Division of Integers
1. Explicitation
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. Just like
multiplication of integers, there are three (3) same cases to consider.
Case 1: Dividing two (2) positive numbers
Case 2: Dividing two (2) negative numbers
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 The teacher may ask

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

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

C. Generalization Statements
Multiplication of integers is the process of repetitive addition The teacher may ask students
including positive and negative whole numbers called integers. to give a generalization
Division of integers involves grouping of items equally including statement.
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
2. Reflection on Learning write a reflection about the
What have learned about our lesson? Share your reflections. importance of the lesson in
 real-life
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
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. provided. 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 Effective Practices Problems Encountered The teacher may take note of
Remarks any of the following some observations related to
areas: the effective practices and
problems encountered after
strategies explored utilizing the different
strategies, materials used,
learner engagement, and
other related stuff.
materials used
 learner
engagement/ Teachers may also suggest
interaction ways to improve the different
activities explored/lesson
others exemplar.

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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
What principles and beliefs informed my lesson? is essential and necessary to
Why did I teach the lesson the way I did? improve practice. You may
also consider this as an input
▪ students for the 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?