NAGA VIEW ADVENTIST COLLEGE, INC.
“The School that Makes a Difference”
A Detailed Lesson Plan in Grade 7 Mathematics
By Rowelyn Claire D. Sanchez
January 5, 2026
9:15-10:05 AM
A. Content Standard
The learners should have knowledge and understanding of the set of integers, and comparing and
ordering integers; the four operations with integers; simplification of numerical expressions involving
integers; and absolute value of an integer.
B. Performance Standard
By the end of the quarter, the learners are able to compare and order integers, including through
the use of the number line; perform the four operations with integers; simplify numerical expressions
involving integers; and identify the absolute value of an integer.
Learning Competencies
Add integers; using concrete models (e.g., counters, integer chips), pictorial models (e.g., bar
models, number lines), and with integers written as numerals.
I. Lesson Objectives:
By the end of the lesson, the students will be able to:
1. Add integers with the same and different signs correctly.
2. Show the addition of integers using a number line and real-life situations.
3. Solve addition of integers.
II. Subject Matter and References
A. Topic: Adding Integers
B. References: Matatag Curriculum Guide – Grade 7 Mathematics, Math @ Work 7
C. Materials: Integer chips or colored counters, number line on the board, flashcards, whiteboard and
markers
IFVL:
Values Integration: Patience and wise decision- making
Faith Integration: Just as numbers move forward and backward, our choices also lead us in different
directions. God helps guide us toward the right path.
Bible Verse: Proverbs 16:9 “In their hearts human plan their course, but the Lord establishes their
steps.”
III. Procedure
Teacher’s Activity Students Activity
Preliminaries
Good morning, class!
Good morning, Ma’am!
Before we begin, kindly arrange your chairs
properly and check if there is any trash around
your area. Let us keep our classroom clean and
ready for learning.
(students arrange their chairs and clean their area)
Thank you. I will now check attendance. When I
call your name, please say “present” (students responded one by one)
Thank you. Let us now begin with a short prayer.
Pleases stand as we pray. (students follow)
Motivation:
“Step Forward, Step Back”
Class, since we just came from a long year-end
break, let’s wake up our bodies and our minds.
Please stand beside your chairs.
(students stand)
Listen carefully. When I say FORWARD, take
one small step forward. When I say
BACKWARD, take one small step backward. Do
not run and stay in your place. Is that clear?
Yes, Ma’am
Okay, ready!
Forward
Forward
Backward (students move accordingly)
Backward
Forward
Okay, stop. Look at your position. Who ended up
in front of where you started?
(some students raise hands)
Who ended up behind?
(some students raise hands)
Who stayed in the same place?
(some students raise hands)
Very good. Those steps you made are like adding
movements. Today, we will learn how to add
integers, which also move forward and backward
on a number line. You may now take your seats.
Review of previous lesson:
Let us first have a quick review of our previous
lessons. Before the break, we discussed integers,
right?
Yes, Ma’am
What do we call numbers greater than zero?
Positive integers.
Very good. How about numbers less than zero?
Negative Integers.
What does zero represent?
It is the origin.
Excellent. On the number line, where do positive
numbers go?
To the right.
And negative numbers?
To the left.
Great! We will use all of these ideas in today’s
lesson.
Let us read our learning targets together.
Learning Target:
1. I can add integers with the same and
different signs correctly.
2. I can add integers using a number line. (students read together)
3. I can solve addition of integers.
Everything we do today will help you achieve
these targets.
A. ACTIVITY
Each group will receive integer chips and a short
task card. Just follow the instructions on the card
and observe what happens.
Task Card
1. Show (+3) + (+2) using chips.
2. Show (−4) + (−1) using chips. (students work in groups)
3. Show (+4) + (−2) using chips.
You have 5 minutes. Just observe and share later
what you notice.
B. ANALYSIS
Let us talk about what you observed. What
happened in (+3) + (+2)?
We ended up with five blue chips.
What about (−4) + (−1)?
We had five red chips.
In (+4) + (−2), what did you do with the chips?
We paired them and some canceled.
Very good. So what do you think happens when
we add integers with the same signs? How about
different signs?
Same signs add. Different signs cancel.
Excellent observations. Let us now understand
why this happens.
C. ABSTRACTION
1. Using Concrete Models (Integer Chips)
Let us formally discuss what you observed using
integer chips. Blue chips represent +1 and red
chips represent −1. One blue and one red cancel
and become zero.
When both integers have the same sign, we
simply add the chips and keep the sign.
When the signs are different, we cancel pairs and
see which color remains.
Guided Examples:
Ex. 1: (+𝟑) + (+𝟐)
How many blue chips do we have in all?
Five blue chips.
Since all are positive, the answer is +5.
Ex. 2: (−𝟒) + (−𝟏)
How many red chips are there?
Five red chips.
Because all are negative, the answer is −5.
Now, when the signs are different, we cancel
zero pairs.
Ex. 3: (+𝟓) + (−𝟐)
After pairing blue and red chips, how many chips
remain?
Three blue chips.
Therefore, the answer is +3.
Ex. 4: (−𝟔) + (+𝟒)
After canceling, what remains?
Two red chips.
So the answer is −2.
2. Using a Number Line (Pictorial Model)
Now, let us connect this to the number line.
When adding integers on a number line:
Start at the first number
Move to the right for positive numbers
Move to the left for negative numbers
Guided Examples:
Ex. 1: (+𝟑) + (+𝟐)
Where do we start?
At +3
Which direction do we move and how many
steps?
To the right, two steps.
Where do we land?
At +5
Ex. 2: (−𝟒) + (−𝟏)
Where do we start?
At -4
Direction?
To the left, one step.
Final position?
-5
Ex. 3: (+𝟓) + (−𝟐)
Start at +5, which direction will we move?
To the left.
After 2 steps, where do we land?
+3
You try this Ex. 4: (−𝟔) + (+𝟒)
The answer is -2.
Notice how the number line gives the same
answers as the chips.
3. Using Numbers Only (Numerical Method)
We can now add integers without chips or a
number line by using rules.
The rules are:
1. Same signs – add the numbers and keep
the sign.
2. Different signs – subtract the numbers and
keep the sign of the number with the
greater value.
Guided Examples:
Example 1: (+7) + (+5)
Same signs. What do we do?
Add and keep the sign.
7 + 5 = 12, so the answer is +12.
Example 2: (−6) + (−4)
Both are negative. What is the answer?
−10.
Example 3: (+9) + (−4)
Different signs. What do we do first?
Subtract.
9 − 4 = 5. Which sign do we keep?
The sign of +9.
So the answer is +5.
Example 4: (−8) + (+3)
Subtract 8 − 3 = 5. Which sign do we keep?
The sign of −8.
Therefore, the answer is −5.
Real-Life Situations
Let us apply this to real life.
You gained 5 points in a game and lost 8 points
later. This can be written as (+5) + (−8). Using
what we learned, the answer is −3.
Just like numbers, our choices also add up. God
helps guide us so we end up in the right direction.
D. APPLICATION
Now, let us practice everything we learned.
Solve the following: Expected Answers:
1. (+6) + (+4) 1. +10
2. (−7) + (−3) 2. -10
3. (+9) + (−5) 3. +4
4. (−8) + (+2) 4. -6
Real-Life Practice 5. (-6) + (+2) = -4 meters
5. A diver went down 6 meters and then
went up 2 meters. What is his final
position?
Assessment:
Direction: Solve the following.
1. (+5) + (+3) = _____
2. (−4) + (−6) = _____
3. (+8) + (−3) = _____
4. (−9) + (+4) = _____
5. A student earned 7 points and lost 10 points. What is the final score?
Answer Key
1. (+5) + (+3)
= +8
2. (−4) + (−6)
= −10
3. (+8) + (−3)
= +5
4. (−9) + (+4)
= −5
5. A student earned 7 points and lost 10 points.
Representation: (+7) + (−10)
Final score: −3
Assignment:
No homework