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Republic of the Philippines

Department of Education
Region VIII
Division of Eastern Samar
Quinapondan National High School Anislag Annex
Anislag, Quinapondan Eastern Samar

Name of Teacher: Ely Boy B. Antofina Date:


Subject Handled: Math 7 Time:
Content Standard: Demonstrate understanding of key concepts of sets and the real number system.
Performance Standards: Is able to formulate challenging situations involving sets and real numbers and solve these in
variety of strategies.
I- OBJECTIVES
At the end of the lesson students will be able to:
a. Define set;
b. Describe a well-defined set, subsets, universal set and null set; and
c. Come-up examples on set around them (M7NS)-Ia-I
II- SUBJECT MATTER
Topic: Sets: An introduction
Materials: flash cards cut out objects, module, and TG.
References: CG, TG, and LM’s
III- PROCEDURE
I- Review
Let the students illustrate number line.
II- Motivation
The teacher will facilitate a game entitled “The Boat is Sinking”
a. Think Pair Share
III- Lesson Development
a. ACTIVITY
1. “Pair me up”- Students will be grouped by pair and they will collect leaves around the school campus the
leaves will be classified as weeds and vegetables, then it will be grouped according to their classifications.
2. “My Group, My Friend”- Each student will list down names of their friend and they will group them as to their
closeness.
b. ANALYSIS
After the activities the following questions will be ask for knowledge processing:
1. How do you do the groupings?
2. What knowledge have you gained as you finished the groupings?
3. Are there commonalities in the objects/ persons that you have grouped? What are those?
c. ABSTRACTION
From the process Question the teacher will introduce sets, subsets, universal set, and the null set and cardinality of set
d. ACTIVITY
Let the students do the following exercises:
1. Give three examples of well-defined sets
2. Name two subset of the set of whole numbers using both the listing method and the rule method.
3. Let B= (1,3,5,7,9): List all possible subset of B.
IV- EVALUATION
Let the students list 5 sets that can be found around them.
Questions:
1. How do you group your answers?
2. Can you consider your groupings a set, why and why not?
3. If not rearrange your groups to form a well-defined set.
V- ASSIGNMENT
a. List down all possible objects you can see at home, and group them according to their functions.
b. Search and list down the different operations on set.

Checked by:

TITO D. DADULLA
Head Teacher In- Charge
Republic of the Philippines
Department of Education
Region VIII
Division of Eastern Samar
Quinapondan National High School Anislag Annex
Anislag, Quinapondan Eastern Samar

Name of Teacher: Ely Boy B. Antofina Date:


Subject Handled: Math 7 Time:
Content Standard: Demonstrate understanding of key concepts of sets and the real number system.
Performance Standards: Is able to formulate challenging situations involving sets and real numbers and solve these in
variety of strategies.
I- OBJECTIVES
At the end of the lesson students will be able to:
a. Define absolute value
b. Represent absolute value using a number line, and
c. Site situations in real life that is similar to the absolute value of a number (M7NS)-Ic-I
II- SUBJECT MATTER
Topic: Absolute value
Materials: module, and TG, laptop, projector, speaker
References: CG, TG, and LM’s
III- PROCEDURE
I- Review
Let the students label numbers on the number line.
II- Motivation
Video Presentation on the highlight of the Movie Miracle in the cell
THINK-PAIR-SHARE
III- Lesson Development
a. ACTIVITY
1. “Absolutely Zero”- Students will list down numbers and its opposite, can be positive or negative and they will
count its distance from or to zero.
b. ANALYSIS
After the activities the following questions will be ask for knowledge processing:
1. What things have you found out in the above activity?
2. Was the distance of your identified numbers from zero the same?
3. What can you say about the distances?
c. ABSTRACTION
From the process question, the teacher will discuss and add-on information’s related to absolute vales.
d. ACTIVITY
Let the students do the following exercises:
Directions: Express the absolute value of each of the following:
1. /10/
2. /-81/
3. /-50/
4. /-30/
5. /100/
IV- EVALUATION
1. Write down your thoughts on absolute value, and site situations that happens in your life or any member in
the family that is similar to the concept on absolute values.
V- ASSIGNMENT
a. Give your own examples of numbers and express it’s absolute value
b. List down and memorize the different operations on integers

Checked by:

TITO D. DADULLA
Head Teacher In- Charge
Republic of the Philippines
Department of Education
Region VIII
Division of Eastern Samar
Quinapondan National High School Anislag Annex
Anislag, Quinapondan Eastern Samar

Name of Teacher: Ely Boy B. Antofina Date:


Subject Handled: Math 7 Time:
Content Standard: Demonstrate understanding of key concepts of sets and the real number system.
Performance Standards: Is able to formulate challenging situations involving sets and real numbers and solve these in
variety of strategies.
I- OBJECTIVES
At the end of the lesson students will be able to:
a. Memorize the rules in the addition and subtraction of Integers
b. Perform addition and subtraction of integers (M7NS)-Ic-d-I
II- SUBJECT MATTER
Topic: Addition and subtraction of Integers
Materials: Flash Cards module, and TG.
References: CG, TG, and LM’s
III- PROCEDURE
I- Review
Absolute Values of Numbers.
II- Motivation
ANAGRAM
III- Lesson Development
a. ACTIVITY
1. “The sum in my number line”- Students will do basic counting techniques of addition using the number line.
2. “My rule, my sum”- In this activity students will be given numbers that will be added and subtracted with their
own rule.
b. ANALYSIS
After the activities the following questions will be ask for knowledge processing:
1. What things have you found out in the above activity?
2. Which is easier to add and subtract numbers using number or memorizing the rule?
c. ABSTRACTION
From the process question, the teacher will discuss the rules in the addition and subtraction of integers.
d. ACTIVITY
Let the students do exercise A on page 21
IV- EVALUATION
Solve exercises on B and C on page 21.
V- ASSIGNMENT
a. Give your own examples on addition and subtraction of integers
b. Memorize the rules in different operations of integers

Checked by:

TITO D. DADULLA
Head Teacher In- Charge
Republic of the Philippines
Department of Education
Region VIII
Division of Eastern Samar
Quinapondan National High School Anislag Annex
Anislag, Quinapondan Eastern Samar

Name of Teacher: Ely Boy B. Antofina Date:


Subject Handled: Math 7 Time:
Content Standard: Demonstrate understanding of key concepts of sets and the real number system.
Performance Standards: Is able to formulate challenging situations involving sets and real numbers and solve these in
variety of strategies.
I- OBJECTIVES
At the end of the lesson students will be able to:
a. Memorize the rules in the operation of Integers
b. Multiply Integers; and
c. Apply rules multiplication on integers (M7NS)-Ic-d-I
II- SUBJECT MATTER
Topic: Multiplication of Integers
Materials: Flash Cards module, and TG.
References: CG, TG, and LM’s
III- PROCEDURE
IV- Review
Absolute Values of Numbers.
V- Motivation
ANAGRAM on terms related to multiplication and division of Integers
VI- Lesson Development
a. ACTIVITY
1. “The Basics”- The teacher will give examples on multiplication of numbers, and let students solve the same using
the basic elementary concept.
2. “The product rule”- The teacher will let the students multiply numbers based on rules.
b. ANALYSIS
After the activities the following questions will be ask for knowledge processing:
1. What things have you found out in the above activity?
2. How do you get the product of numbers with the same sign?; with different signs?
c. ABSTRACTION
From the process question, the teacher will discuss the rules in the multiplication of integers.
d. ACTIVITY
Let the students do exercise A on page 28
VII- EVALUATION
Solve exercises on B and C on page 29
VIII- ASSIGNMENT
a. Give your own examples on multiplication of integers.
b. Memorize the rules in different operations of integers

Checked by:

TITO D. DADULLA
Head Teacher In- Charge
Republic of the Philippines
Department of Education
Region VIII
Division of Eastern Samar
Quinapondan National High School Anislag Annex
Anislag, Quinapondan Eastern Samar

Name of Teacher: Ely Boy B. Antofina Date:


Subject Handled: Math 7 Time:
Content Standard: Demonstrate understanding of key concepts of sets and the real number system.
Performance Standards: Is able to formulate challenging situations involving sets and real numbers and solve these in
variety of strategies.
I- OBJECTIVES
At the end of the lesson students will be able to:
d. Memorize the rules in the operation of Integers
e. Divide Integers; and
f. Apply the rule in the division on integers (M7NS)-Ic-d-I
II- SUBJECT MATTER
Topic: Division of Integers
Materials: Module, and TG.
References: CG, TG, and LM’s
III- PROCEDURE
I- Review
Multiplication of Integers using the rules.
II- Motivation
ANAGRAM on terms related to division of Integers
III- Lesson Development
a. ACTIVITY
Answer the following questions:
What is (-51)÷ (-3)?
What is (-51) ÷ 3?
What is 51÷ (-3)?
b. ANALYSIS
After the activities the following questions will be ask for knowledge processing:
1. What things have you found out in the above activity?
2. How do you get the quotient of numbers with the same sign?; with different signs?
c. ABSTRACTION
From the process question, the teacher will discuss the rules in the multiplication of integers.
d. ACTIVITY
Let the students do exercise B on page 31
IV- EVALUATION
Solve exercises on C and D on page 32.
V- ASSIGNMENT
a. Give your own examples on division of integers.
b. Memorize the rules in different operations of integers

Checked by:

TITO D. DADULLA
Head Teacher In- Charge
Republic of the Philippines
Department of Education
Region VIII
Division of Eastern Samar
Quinapondan National High School Anislag Annex
Anislag, Quinapondan Eastern Samar

Name of Teacher: Ely Boy B. Antofina Date:


Subject Handled: Math 7 Time:
Content Standard: Demonstrate understanding of key concepts of sets and the real number system.
Performance Standards: Is able to formulate challenging situations involving sets and real numbers and solve these in
variety of strategies.
I- OBJECTIVES
At the end of the lesson students will be able to:
a. Memorize the rules in the operation of Integers
b. Perform the rules in the operation of integers. (M7NS)-Ic-d-I
II- SUBJECT MATTER
Topic: Enrichment Lesson on the Operations of Integers
Materials: Module, and TG.
References: CG, TG, and LM’s
III- PROCEDURE
I- Review
The rules in the operation of Integers
II- Motivation

III- Lesson Development


a. ACTIVITY
1. Give students multiple operations of integers
b. ANALYSIS
After the activities the following questions will be ask for knowledge processing:
1. Which of the operations was difficult for you to perform?
2. What are the ways you will do in overcoming this difficulty?
c. ABSTRACTION
The teacher on this part will give add-on tips on how to make the operation of integers easier.
d. ACTIVITY
Give students set work on the different operations of integers.
IV- EVALUATION
Perform the indicated operations:
1. -3+4-8÷2
2. -9÷6
3. 30+ (-45)
4. -12 (-12)
5. -28 – (10)
6. (10+5) -4 x 3 +7 x (-2)
7. 36 ÷ 12 + 53 + (-30)
8. (124-5 x 12) ÷ 8
9. (30+26) ÷ (-2 x 7)
10. 22 x 9 ÷ (-6) – 5 x 8
V- ASSIGNMENT
a. List down the properties of operations of integers.

Checked by:

TITO D. DADULLA
Head Teacher In- Charge
Republic of the Philippines
Department of Education
Region VIII
Division of Eastern Samar
Quinapondan National High School Anislag Annex
Anislag, Quinapondan Eastern Samar

Name of Teacher: Ely Boy B. Antofina Date:


Subject Handled: Math 9 Time:
Content Standard: Demonstrate understanding of key concepts of quadratic equations, inequalities and functions and
rational algebraic equations.
Performance Standards: Is able to investigate thoroughly mathematical relationships in various situations, formulate real
life problems involving quadratic equations, inequalities and functions and rational algebraic
equations and solve them using variety of strategies.
I- OBJECTIVES
At the end of the lesson students will be able to:
a. Recall concepts on the operation of rational algebraic expressions;
b. Transform rational algebraic equations to quadratic equations
c. Solve problems on rational algebraic expressions transformable to quadratic equations. M9AL-Ic-d-I
II- SUBJECT MATTER
Topic: Solving Rational Algebraic Equations Transformable to Quadratic Equations
Materials: Module, and TG.
References: CG, TG, and LM’s
III- PROCEDURE
I- Review
Recall the concepts on the operation of rational algebraic expressions
II- Motivation
Anagram
III- Lesson Development
a. ACTIVITY
1. “Give the other side of me”- students will be given an activity on transforming equations to ax2+bx+c=0
2. “State the common”- Activity number 2 will help students identify the common denominator between
two rational algebraic expressions.
b. ANALYSIS
After the activities the following questions will be ask for knowledge processing:
1. How do you transform equations to ax2+bx+c=0?
2. Among the equations, which is easier to rewrite into ax2+bx+c=0? Why?
3. How do you get the common denominator between rational algebraic expressions?
4. In dealing with rational algebraic expressions which are easier to determine least common denominator
or common denominator? Why?
c. ABSTRACTION
If there are still error and differences of the answers, the teacher will discuss and give further examples on the concept
of rational algebraic expressions.
d. ACTIVITY
Work on Activity number 4 on p 83.
IV- EVALUATION
A. Rewrite the following into ax2+bx+c=0, then answer the questions that follow
1. x(x+3)=0
2. 3s (s-2)=12s
3. (t+1)2- (t-8)2=45
4. (3r+1)2+ (r+2)2=65
5. (x+2)2/5+ (x-2)2/3=16/3
6. 1/x- x/6 =2/3
 What values of x do you think will satisfy each of the equations that you derived?
 Was it easy for you to transform the equations into ax2+bx+c=0? If not what are the difficulties you encounter? If
yes what was your strategy in coming-up with your answers?
V- ASSIGNMENT
a. From your derived equations find the value of x, then check your answer.
Checked by:
TITO D. DADULLA
Head Teacher In- Charge
Republic of the Philippines
Department of Education
Region VIII
Division of Eastern Samar
Quinapondan National High School Anislag Annex
Anislag, Quinapondan Eastern Samar

Name of Teacher: Ely Boy B. Antofina Date:


Subject Handled: Math 9 Time:
Content Standard: Demonstrate understanding of key concepts of quadratic equations, inequalities and functions and
rational algebraic equations.
Performance Standards: Is able to investigate thoroughly mathematical relationships in various situations, formulate real
life problems involving quadratic equations, inequalities and functions and rational algebraic
equations and solve them using variety of strategies.
I- OBJECTIVES
At the end of the lesson students will be able to:
a. Solve Problems on rational algebraic expressions transformable to quadratic equations;
b. Formulate problems on rational algebraic expression transformable to quadratic equations. M9AL-Ic-d-I
II- SUBJECT MATTER
Topic: Solving Rational Algebraic Equations Transformable to Quadratic Equations
Materials: Module, and TG.
References: CG, TG, and LM’s
III- PROCEDURE
I- Review
Ask the class about the ways of finding the roots of a quadratic equation.
II- Motivation
Group the students into 4, and let them work on finding the roots of a quadratic equation using a
certain process.
III- Lesson Development
a. ACTIVITY
1. “What makes us equal?”- In this activity each group will answer a certain quadratic equation.
b. ANALYSIS
After the activities the following questions will be ask for knowledge processing:
1. When can you say that the value of x that you have obtained is correct?
2. How many values of x/ solution does a quadratic equation has?
c. ABSTRACTION
If there are still error and differences of the answers, the teacher will discuss and give further examples on the concept
on finding quadratic the solutions of a quadratic equation
d. ACTIVITY
Work on Activity number 6 on p 84.
IV- EVALUATION
Answer the following questions, and work on what is being required by the item.
1. How do you transform a rational algebraic equation into a quadratic equation? Explain and give examples
2. How do you determine the solutions of quadratic equations? How about rational algebraic equations
transformable to quadratic equations?
3. Suppose a quadratic equation is derived from a rational algebraic equation. How do you check if the
solutions of the quadratic equation are also the solutions of a rational algebraic expression?
4. Make your own problem 5 problems on rational algebraic expression transformable to quadratic equations
and transformed the same, then find the values of x.
V- ASSIGNMENT
a. Cite problems around you that is similar to the concepts of quadratic equations.
b. By a venn diagram, compare quadratic equations from quadratic inequalities.
Checked by:
TITO D. DADULLA
Head Teacher In- Charge
Republic of the Philippines
Department of Education
Region VIII
Division of Eastern Samar
Quinapondan National High School Anislag Annex
Anislag, Quinapondan Eastern Samar

Name of Teacher: Ely Boy B. Antofina Date:


Subject Handled: Math 8 Time:
Content Standard: Demonstrate understanding of key concepts of
Performance Standards: Is able to investigate thoroughly mathematical relationships in various situations, formulate real
life problems involving quadratic equations, inequalities and functions and rational algebraic
equations and solve them using variety of strategies.
I- OBJECTIVES
At the end of the lesson students will be able to:
b. Solve Problems on rational algebraic expressions transformable to quadratic equations;
c. Formulate problems on rational algebraic expression transformable to quadratic equations. M9AL-Ic-d-I
II- SUBJECT MATTER
Topic: Solving Rational Algebraic Equations Transformable to Quadratic Equations
Materials: Module, and TG.
References: CG, TG, and LM’s
III- PROCEDURE
IV- Review
Ask the class about the ways of finding the roots of a quadratic equation.
V- Motivation
Group the students into 4, and let them work on finding the roots of a quadratic equation using a
certain process.
VI- Lesson Development
a. ACTIVITY
1. “What makes us equal?”- In this activity each group will answer a certain quadratic equation.
b. ANALYSIS
After the activities the following questions will be ask for knowledge processing:
3. When can you say that the value of x that you have obtained is correct?
4. How many values of x/ solution does a quadratic equation has?
c. ABSTRACTION
If there are still error and differences of the answers, the teacher will discuss and give further examples on the concept
on finding quadratic the solutions of a quadratic equation
d. ACTIVITY
Work on Activity number 6 on p 84.
VII- EVALUATION
Answer the following questions, and work on what is being required by the item.
1. How do you transform a rational algebraic equation into a quadratic equation? Explain and give examples
2. How do you determine the solutions of quadratic equations? How about rational algebraic equations
transformable to quadratic equations?
3. Suppose a quadratic equation is derived from a rational algebraic equation. How do you check if the
solutions of the quadratic equation are also the solutions of a rational algebraic expression?
4. Make your own problem 5 problems on rational algebraic expression transformable to quadratic equations
and transformed the same, then find the values of x.
VIII- ASSIGNMENT
a. Cite problems around you that is similar to the concepts of quadratic equations.
b. By a venn diagram, compare quadratic equations from quadratic inequalities.
Checked by:
TITO D. DADULLA
Head Teacher In- Charge