DAILY LESSON LOG

School Grade Level Grade 7

Teacher Learning Area Mathematics
Teaching Date and Time Quarter First
Objectives must be met over the week and connected to the curriculum standards. To meet the objectives,
necessary procedures must be followed and if needed, additional lessons, exercises and remedial activities
may be done for developing content knowledge and competencies. These are assessed using Formative
I. OBJECTIVES Assessment Strategies. Valuing objectives support the learning of content and competencies and enable
children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the
curriculum guides.
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
Standards and solve these in a variety of strategies.
Learning Competency: Represents the absolute value of a number on a number line as
the distance of a number from 0. (M7NS-Ic-1)
C. Learning Learning Objectives:
Competencies/ 1. Describe the absolute value of a number on a number line.
Objectives 2. Illustrate the distance of the number from 0.
3. Simplify absolute value
4. Demonstrate cooperation in doing group activities.
II. CONTENT The Absolute Value of a Number
III. LEARNING teacher’s guide, learner’s module,
RESOURCES
A. References
1. Teacher’s Guide Pages 94-100
2. Learner’s Materials Pages 70-75
3. Textbook pages
4. Additional
Materials from
Learning Resource
(LR) portal
B. Other Learning
Resources
These steps should be done across the week. Spread out the activities appropriately so that pupils/students
will learn well. Always be guided by demonstration of learning by the pupils/ students which you can infer
from formative assessment activities. Sustain learning systematically by providing pupils/students with
IV. PROCEDURES multiple ways to learn new things, practice the learning, question their learning processes, and draw
conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the
time allotment for each step.
The teacher presents a number line.
The teacher asks a volunteer to illustrate the following using the number line and
identify the number.
A. Review previous
1. 5 units to the right of zero
lesson or
2. 5 units to the left of five
presenting the new
3. 7 units to the right of 2
lesson
4. 7 units to the left of 2
Relate the short review to the next activity - The Metro Manila Rail Transit (MRT) Tour
on pages 70-71
B. Establishing a The teacher lets the students realize that absolute value of a number is the
purpose for the distance between that number and zero on the number line
lesson
C. Presenting The teacher lets the students, in groups of six, do ACTIVITY 1: The Metro Manila Rail
 examples/ Transit (MRT) Tour found on pages 70-71 of the Learner’s Module. They will answer
instances of the items 1-4.
new lesson
The teacher discusses with the students the process of arriving at the answer of the
questions. Furthermore, he/she introduces the term ABSOLUTE VALUE.
The following are terms that you must remember from this point on.
1. Absolute Value – of a number is the distance between that number and zero
on the number line.
D. Discussing new 2. Number Line –is best described as a straight line which is extended in both
concepts and
directions as illustrated by arrowheads.
practicing new
A number line consists of three elements:
skills #1
a. set of positive numbers, and is located to the right of zero.
b. set of negative numbers, and is located to the left of zero; and
c. Zero.
Notations and Symbols
The absolute value of a number is denoted by two bars ││.
The teacher illustrates the distance of the number from 0 through illustrative examples.
A. Find the absolute value of each
a. 9 b. -4
B. Simplify
a.│5│+ │-8│ b.│-9│+ │-10│

Solutions
A. a. Since 9 is 9 units to the right of zero; │9│= 9
9 units

E. Discussing new
concepts and -10 -5 0 5 10
practicing new
skills #2
b. Since -4 is 4 units to the left of zero, │-4│= 4

4 units

-10 -5 0 5 10
B. Simplify
a.│5│+ │-8│= 5 + 8 = 13
b.│-9│+ │-10│ = 9 + 10 = 19

F. Developing Working in pair, the teacher lets the students answer the following:
mastery (leads to A. Illustrate the absolute value of the following:
formative a. -7 b. 6
assessment 3) B. Simplify
a.│15│+ │-7│=
b.│-20│+ │-1│ =
 Answer Key:
A. a. Since -7 is 7 units to the left of zero, │-7│= 7
7 units

b. Since 6 is 6 units to the right of zero, │6│= 6

6 units

B. Simplify
a.│15│+ │-7│= 15 + 7 = 22
b.│-20│+ │-1│ = 20 + 1 = 21
G. Finding practical
applications of
concepts and skills
in daily living
The teacher summarizes the mathematical skills or principles encountered in
identifying the absolute value of a number through questions like:
1. What do you mean by absolute value?
H. Making 2. How do you simplify absolute values?
generalizations and
abstractions about Answers shall be drawn from the students.
the lesson Possible response:
1. The absolute value of a number is the distance of the given number from zero
on the number line regardless of the sign.
2. Get the absolute value of a number and perform the indicated operations.
The teacher lets the students answer individually the formative assessment.

Simplify the following:

1. │+15│
2. │-65│
3. │+5│+ │-5│
I. Evaluating Learning
4. │-23│- │+8│
5. │12│+│-14│

Answer Key:
1. 15 2. 65 3. 10 4. 31 5. 26

List at least two integers that can replace N such that.

J. Additional activities
1. │N │= 4
or remediation
2. │N │< 3
V. REMARKS
 Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress. What works?
VI. REFLECTION What else needs to be done to help the pupils/students learn? Identify what help your instructional
supervisors can provide for you so when you meet them, you can ask them relevant questions.
A. No. of learners who
earned 80% of the
evaluation
B. No. of learners who
require additional
activities for remediation
who scored below 80%
C. Did the remedial lesson
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