WHOLE-BRAIN LESSON PLAN

1ST QUARTER
SUBJECT: Mathematics GRADE: 7
UNIT TITLE: Numbers and Number Sense WEEK: 4
LESSON TITLE: Properties of the Operations on Integers SESSIONS: 1-2
I. LEARNING OUTCOMES (ENDSTATES):
What skills & competencies, values & attitudes (7 self-mastery skills) are being developed? To what degree should students be
assessed?
● THINK: Illustrates the different properties of operations on the set of integers (M7NS-Id-2).
● FEEL: Upholds accuracy and precision in solving problems involving the different properties on the set of integers.
● DO/COMMUNICATE: Applies learned concepts and skills in solving problems applying the different properties of integers on the set of integers
● LEAD: Encourages mastery of problem- solving skills involving the different properties of operations on the set of integers.
● INTUIT: Predicts probable outcomes of mathematical solutions of problems involving fundamental operations of integers using different
illustrations
● BE: Logical mathematician
● ETHICAL FORMATION: Recognizes and appreciates the common positive traits in doing varied activities.
● SOCIAL RESPONSIVENESS: Builds a peaceful society and harmonious relationship by focusing on the commonality among people and work for
the common good.

II. CRITICAL QUESTION:

How are key concepts of the different properties of operations on the set of integers and its representations helped us in solving real-life problems?

III. CONTENTS, KNOWLEDGE AND PRINCIPLES

● Rules for Operating on Integers
IV. INSTRUCTIONAL PHASES LEARNING ACTIVITIES

1) ACTIVATE (Creating Focus and Purpose) Session1:

Activity 1: Try to reflect on these . . .
1. Give at least 5 words synonymous to the word “property”.

Activity 2: Pictionary Game: Draw And Tell!

Needed Materials:
5 strips of cartolina with adhesive tape where each of properties will be
written:
Printed Description:
 Stays the same
 Swapping /Interchange
 Bracket Together/Group Together
 Share Out /Spread Out /Disseminate
 One and the Same/Alike
 Opposite/Contrary

Rules of the Game:

The mission of each player holding a strip of cartolina is to let the
classmates guess the hidden word by drawing symbols, figures or images on
the board without any word.
If the hidden property is discovered, a volunteer from the class will give
 his/her own meaning of the identified words. Then, from the printed
descriptions, he/she can choose the appropriate definition of the disclosed
word and verify if his/her initial description is correct.
The game ends when all the words are revealed.

The following questions will be answered as the students go along to the next
activity.
1. What properties of real numbers were shown in the Pictionary Game?
Give one example and explain.
2. How are said properties seen in real life?
2) ACQUIRE Activity 2: Discussion (Discovery Method, Contextualization)
Discuss about the different properties on the set of integers through the
activity called “SHOW AND TELL!” This is to give a visual presentation of the
properties of integers. After each part of the activity, let students provide
more examples for better understanding of the property.

A. Fill in the blanks with the correct numerical values of the motorbike and
bicycle riders.

If a represents the number of

motorbike riders and b
represents the number of bicycle
riders, show the mathematical
statement for the diagram
below.
_______ + _______ = _______ +
_______
 Guide Questions:
1. What operation is used in illustrating the diagram?
2. What happened to the terms in both sides of the equation?
3. Based on the previous activity, what property is being applied?

B. 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.
(_______ + _______ ) +_______ =
_______ + (_______ + _______ )

Guide Questions:
What operation is used in illustrating the diagram?
1. What happened to the groupings of the given sets that correspond
to both sides of the equation?
2. Based on the previous activity, what property is being applied?
3. What if the operation is replaced by multiplication, will the same
property be applicable? Give an example to prove your answer.

C. 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.
_______ (_______+_______) = ______ • _______ + _______• ______

Guide Questions:
1. Based on the previous activity, what property is being applied in the
images presented?

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

Guide Questions:
1. Based on the previous activity, what property is being applied in the
images presented?
2. What will be the result if you add something represented by any
number to nothing represented by zero?
3. What do you call zero “0” in this case?

E. Give the correct mathematical statement of the given illustrations. To do

this, refer to the guide questions below.
Guide Questions:
1. How many cabbages are there in
the crate?
2. Using integers, represent “put in
14 cabbages” and “remove 14
cabbages”? What will be the
result if you add these
representations?
3. Based on the previous activity, what property is being applied in the
 images presented?

3) APPLY, PRACTICE, FORMATIVE ASSESSMENT Activity 3 : Individual Exercises

Formative Assessment:
Complete the Table: Which property of real number justifies each
statement?

4) SUMMATIVE ASSESSMENT, CLOSURE AND REFLECTION Session 2:

Activity 4: Communicating
Let the students explain to the class about the following situations.
1. The class was asked to evaluate this expression: 3  2  2  .
6
Joseph’s solution goes like this. 3  2  2  3(0) 0
  0
6 6 6

What is Joseph’s misconception? Show the correct solution.

2. Is this correct?
4  2  5  3  8  5  3
 3  3 Explain your answer.
 1
Activity 5: Get the Message
 Activity 6: Essay Writing (Take Home Exercise)
“What is the significance of knowing the properties of integers in our daily
life?”

Prepared by:

MARK JOSEPH A. BUMAGAT

Teacher I
Ilocos Norte Agricultural College