SCHOOL SAN ROQUE NATIONAL HIGH SCHOOL GRADE LEVEL 7
STUDENT TEACHER CASANDRA J. BERNARDO LEARNING AREA MATH
GRADE 7 DECEMBER 15, 2025
DAILY 7:00am - 7:45am (Integrity)
LESSON LOG DATE & TIME 9:45am - 10:20am (Generosity) QUARTER 3RD
11:30am - 12:15pm (Honesty)
12:15pm – 1:00pm (Humility)
I. OBJECTIVES
A. Content Standard The learners should have knowledge and understanding of the set of integers.
B. Performance Standard The learners are able to :
Compare and order integers, including through the use of the number line.
C. Learning 1. Locate integers on the number line.
Competencies/Objectives 2. Compare and order integers.
Write LC code for each 3. Add and subtract integers; using concrete models (e.g., counters, integer chips),
pictorial models (e.g., bar models, number lines), and with integers written as numerals.
II. CONTENT
ADDING INTEGERS USING NUMBER LINE
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages n/a
2. Learner’s Materials n/a
pages
3. Textbook’s pages n/a
4. Additional Materials n/a
from LR portal
B. Other Learning Resources Video lessons:
Adding Integers Using a Number line
Link: [Link]
IV. PROCEDURES
Preliminaries 1) Checking of Cleanliness of the Room
2) Prayer (for first class only)
3) Greetings
4) Checking of Attendance
CONCEPT EXPLORATION
TEACHER’S ACTIVITY STUDENT’S ACTIVITY
A. Reviewing previous lesson or The teacher draws a number line on the board and
presenting the new lesson asks:
Where are positive numbers located?
Where are negative numbers located?
B. Establishing a purpose for The teacher asks:
the lesson
“If you start at 0 and move 3 steps to the right,
where will you land?”
ANSWER:
“If you start at 3 and move 4 to the left,
where will you land?” 1. 3
2. -1
“If you start at -4 and move 8 to the right, 3. 4
where will you land?
C. Presenting The teacher explains how the number line can
examples/instances of the be used to add integers:
new lesson
Start at the first number.
Move to the right for positive integers.
Move to the left for negative integers.:
Examples:
2+3=5
4 + (−2) = 2
−3 + (−4) = −7
D. Discussing new concepts The teacher will give an example to the board and
and practicing new skills #1 student will answer
1. (-15) + 9 = ___
2. 13 + 9 = ___
E. Discussing new concepts The teacher guides the class in solving the following
and practicing new skills #2 1. 1 + 5 = ___
2. 3 + (-4) = ___
3.(-2) + 6 = ___
EXPERIENTIAL LEARNING
F. Developing mastery (Leads Practice Exercises:
to formative assessment 3) Solving the
1. 0 + (-7) = ____
2. (-4) + 9 = ____
3. 6 + (-10) = ____
4. (-8) + 2 = ____
5. (-7) + 11 = ____
G. Finding practical applications The teacher asks real-life questions such as:
of concepts and skills in daily
living “If the temperature is −2°C and it
rises by 5°C, what is the new
temperature?”
H. Making generalizations and The teacher asks students to complete the
abstractions about the statement:
lesson
“We add integers using the number
line by ______.”
I. Evaluating learning Activity #2
Solve The Following:
1. 5 + (-3) = ___
2. (-6) + 4 = ___
3. (-2) + (-5) = ___
J. Additional activities for Draw a number line and solve:
application or remediation 1. 7 + (-4) = ___
2. (-9) + 6 = ___
3. (-3) + (-8) = ___
V. REMARKS
VI. REFLECTION Approachable Flexible Knowledgeable Determinable Reliable
A. No. of learners who earned
80% in the evaluation
B. No. of learners who require
additional activities for
remediation who scored
below 80%
C. Did the remedial lessons
work? No. of learners who
have caught up with the
lesson
D. No. of learners who continue
to require remediation
E. Which of my teaching
strategies worked well? Why
did these work?
F. What difficulties did I
encounter which my principal
or supervisor can help me
solve?
G. What innovation or localized
materials did I use/discover
which I wish to share with
other teachers?
PREPARED BY: CHECKED BY:
CASANDRA J. BERNARDO YOLANDA R. PEREZ
Math 10 Student Teacher Math 7 Cooperating Teacher
VALIDATED BY:
LOVELY F. MAKIRAMDAM
HT I, Math Coordinator
NOTED BY:
MERIAN A. DIZON
Principal I