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This document outlines a 4-day mathematics lesson plan on properties of operations for 7th grade students. The lesson plan aims to teach students to determine, illustrate, and appreciate the concepts of properties of operations including the commutative, associative, distributive, identity, and inverse properties. It includes 7 tasks to engage students in applying these properties to expressions and equations through activities such as filling in tables, rewriting expressions, and identifying the properties used. The reflection component asks students to write about their understanding and realizations from the lesson.

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Marina Acuña
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311 views8 pages

Monday Tuesday Wednesday Thursday

This document outlines a 4-day mathematics lesson plan on properties of operations for 7th grade students. The lesson plan aims to teach students to determine, illustrate, and appreciate the concepts of properties of operations including the commutative, associative, distributive, identity, and inverse properties. It includes 7 tasks to engage students in applying these properties to expressions and equations through activities such as filling in tables, rewriting expressions, and identifying the properties used. The reflection component asks students to write about their understanding and realizations from the lesson.

Uploaded by

Marina Acuña
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOC, PDF, TXT or read online on Scribd
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School: Paharang Integrated School Grade Level: 7

Lesson Teacher: Marina A. Linatoc Learning Area: Mathematics


Exemplar Teaching Date: October 26 - 29, 2020 Quarter: First Quarter
Anthurium 7:00 – 11:00
Teaching Time: Calla lily 7:00 – 11:00 No. of Days 4 days
Daffodil 12:00 – 4:00

Monday Tuesday Wednesday Thursday


I. OBJECTIVES At the end of the lesson, learners are expected to:
1. Determine the properties of operations.
2. Illustrate the properties of operations.
3. Appreciate the concepts learned under properties of operations.

A. Content Standards The learner demonstrates understanding of key concepts of sets and the real number system.
B. Performance The learner is able to formulate challenging situations involving sets and real numbers and solve these in a variety of strategies.
Standards
C. Most Essential Illustrates the different properties of operations on the set of integers.
Learning Expresses rational numbers from fraction form to decimal form and vice versa.
Competencies
(MELC)
D. Enabling
Competencies
II.CONTENT Properties of Operations
III. LEARNING
RESOURCES
A. References
a. Teacher’s Guide G7 TG page 52 – 61
Pages
b. Learner’s Material PIVOT LM page 17 – 19
Pages G7 LM page 35 – 41
c. Textbook Pages
d. Additional Materials
from Learning
Resources
B. List of Learning
Resources for
Development and
Engagement
Activities
IV. PROCEDURES
A.Introduction What I Need to Know
At the end of this module, you are expected to:

What’s new?
TASK 1:
Recall the rules in adding/ subtracting and multiplying /dividing of integers.

Complete the table below by filling in the sum or product.

5 +3 = ____ , 3 + 5 = ____ (2)(7) = ____ , (7)(2) = ____


0 + 6 = ____ , 11 + 0 = ____ (1)(10) = ____ , (1)(8) = ____
(2 + 3) + 4 = ____ , 2 + (3 + 4) = ____ 0·21 = ____, 5·0 = ____

B. Development What I Know


TASK 2: Fill in the blanks.
Fill in the blanks with the correct numerical values of the set of cellphones, ipods and laptops.

If a represents the number of cellphones, b represents the ipods and c represents the laptops, show the mathematical statement
for the diagram below.
(_______ + _______ ) +_______ = _______ + (_______ + _______ )
Fill in the blanks with the correct numerical values of the set of oranges and set of strawberries.

If a represents the multiplier in front, b represents the set of oranges and c represents the set of strawberries, show the
mathematical statement for the diagram below.
_______ (_______+_______) = ______ • _______ + _______• ______

Fill in the blanks with the correct numerical representation of the given illustration.

Give the correct mathematical statement of the given illustrations. To do this, refer to the guide questions below.
Guide Questions:
 How many cabbages are there in the crate?
 Using integers, represent “put in 14 cabbages” and “remove 14 cabbages”? What will be the result if you add these
representations?
 Based on the previous activity, what property is being applied in the images presented?
 What will be the result if you add something to its negative?
 What do you call the opposite of a number in terms of sign? What is the opposite of a number represented by a?
 Define the property.
 What do you mean by reciprocal and what is the other term used for it?
 What if you multiply a number say 5 by its multiplicative inverse, what will be the result?
 What property is being illustrated? Define.

What’s in?
TASK 3:
Complete the Table: Which property of real number justifies each statement?

What is it?

Keep in Mind
In adding or multiplying integers, you have to consider the different properties of integers.
PROPERTIES OF ADDITION and MULTIPLICATION
A.Engagement What’s more?
TASK 4:
Rewrite the following expressions using the given property.
1. 12a – 5a (Distributive Property )
2. (7a)b (Associative Property )
3. 8 + 5 (Commutative Property)
4. -4(1) (Identity Property )
5. 25 + (-25) (Inverse Property )

What I can do?


TASK 5:
Fill in the blanks and determine what properties were used to solve the equations.
1. 5 x ( ____ + 2) = 0
2. -4 + 4 = _____
3. -6 + 0 = _____
4. (-14 + 14) + 7 = _____
5. 7 x (_____ + 7) = 49

What other enrichment activities can I engage in?


TASK 6:
Complete the following to make true statements. Then, determine the property applied.
1. 18 + __________ = 6 + 18 ________________________________
2. –40 + __________ = 0 ________________________________
3.(10 + 3) + 6 = 10 + _______ ________________________________
4. –15 + ________ = –15 ________________________________
5. ________ + 0 = 42 ________________________________
6. –2 (5 + 8) = _______ + (–16) ________________________________
7. 30 ( ______) = 30 ________________________________
8. [(4)(6)] 2 = 4 [___________] ________________________________
9. 15 * ________ = 0 ________________________________
10. (12)(–4) = _______ 12 ________________________________

B.Assimilation What I have learned?


TASK 7:

Identify the property being used in each situation then express the statement in mathematical form.
1. I go to the store and buy instant noodles for 7.75 pesos, can of sardines for 16.00 pesos and 2 sachets of coffee for 12.25
pesos. How much money do I need to pay?

2. Mrs. Mijares needs to buy 2 set of 8 notebooks and 5 pens for her son and daughter for their school supply. How many items
of school supplies does she have?

V. REFLECTION The learners, in their notebook, journal or portfolio will write their personal insights about the lesson using the prompts below.
I understand that __________.
I realize that ______________.

Prepared By:

Marina A. Linatoc
Subject Teacher

Checked By:

Mena M. De Torres
Principal III

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