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4As DETAILED LESSON PLAN IN GRADE 7 I. LEARNING OBJECTIVES At the end of the lesson, the students will be able to: a) define absolute value; b) illustrate the concept of absolute value on the number line; c) solve problems involving absolute value; and d) appreciate the concept of absolute value through participating on the given activities. II. SUBJECT MATTER Topic: Absolute Value Reference: Mathematics Learner’s Material 7 Time Allotment: 1 hour Instructional Materials: PowerPoint Presentation, Visual Aids, Chalk, Bingo Cards, and Activity Sheets Strategy/Method: Individual and Collaborative Learning III. LEARNING PROCEDURE TEACHER’S ACTIVITY STUDENTS’ ACTIVITY Preliminary Activities Prayer Greetings Checking of Attendance (The student will do their preliminary activities.) A. Activity Before we proceed into our discussion, let’s first have an activity entitled “Absolute Victory: Bingo Challenge”. You will be divided into five groups. Each group will receive a Bingo Card with 25 blank boxes which you will number 1-25. I will flash 25 numbers in my presentation and each group must take turns in choosing a number. The problem for that number will be shown and each group must solve it at the same time. You will write your answers in the box corresponding to the chosen number. The game continues until a group correctly completes a straight or diagonal line and shouts “Bingo!”. If no group gets Bingo within 5 minutes, the group with the most correct answers wins.
The first group to complete the Bingo Challenge will earn 25 points for this activity, considering that all of their answers are correct. For the rest of the groups, they will still earn points depending on the number of their correct answers. The first group with most correct answers will have 20 points, the second will have 15 points, the third will have 10 points, and the last one will have 5 points. Are my instructions clear, class? You will now be divided into five groups. Starting with the person in front, please count off. All group 1 , please stand and stay at the front on the right side. All group 2 , please stand and stay at the front on the left side. All group 3 , please stand and stay at the center. All group 4 , please stand and stay at the back on the right side. All group 5 , please stand and stay at the back on the left side. Now, form a small circle within your groups and don’t forget to write your names at the back of the Bingo card that I will provide for you. Yes, Ma’am. (The student will follow the teacher’s instruction.) (The students will follow the teacher’s instructions.) (The students will follow the teacher’s instructions.) (The students will follow the teacher’s instructions.) (The students will follow the teacher’s instructions.) (The students will follow the teacher’s instructions.) (The students will follow the teacher’s instructions.)
Based from your activity, class, what do you think is our lesson for today? Yes, _______________? Very good! Our lesson for today is about Absolute Value. So, our Learning Objectives for today are… Thank you! So before I give you the examples involving Absolute Value, let me first discuss to you the concepts about it. Is that clear, class? Alright! ABSOLUTE VALUE It is used to describe the distance of a number from zero on a number line. The absolute value of an integer is equivalent to its distance from zero. Example:
How did that happen? Do you have an idea? Okay! Then, to further explain to you its concept, let’s take a look at this number line. (The student will raise his/her hand.) Absolute Value, Ma’am. (The students will read the Learning Objectives.) a) define absolute value; b) illustrate the concept of absolute value on the number line; c) solve problems involving absolute value; and d) appreciate the concept of absolute value through participating on the given activities. Yes, Ma’am. (Students’ responses may vary.)
Where is zero located on the number line? Yes, _______________? Excellent! So, remember, our base here is zero because we will find out how far a number from zero. Can you follow, class? Okay, then let’s take a look at my examples earlier. Example:
From zero, we will count how many units are there until 2. Now, how many units do we have? Yes, _______________? Very good!
So, we have | 2 |= 2.
How about if we have |− 2 |?
Who wants to count the units on the board and write the answer? Yes, _______________? Great job! Do you get it now, class? Alright! If you say so, let’s try these examples.
How many units are there from zero to − 9? Yes, _______________? Then, therefore what? (The student will raise his/her hand.) At the middle, Ma’am. (Students’ responses may vary.) (The student will raise his/her hand.) 2 units, Ma’am. (The student will raise his/her hand.) There are (^) 2 units from zero to (^) − 2 , Ma’am.
Therefore, |− 2 |= 2.
(Students’ responses may vary.) (The student will raise his/her hand.) There are (^) 9 units, Ma’am.
Now, how far is 3 from zero? How many units? Yes, _______________? That’s correct!
Therefore, |− 2 + 5 |=| 3 |= 3.
Do you agree, class? Did you arrive with the same answer? Okay, then who wants to give the next example a shot on the board?
Yes, _______________? Very good! Did you arrive with the same answer, class? Great job! Now, for our last example, who wants to try?
Yes, _______________? That’s correct! Good job! Is everything clear to you now, class? Did you understand everything that we’ve discussed? Do you have any questions? Clarifications? Okay! If there is none, then I think we shall proceed. (The student will raise his/her hand.) 3 units, Ma’am. (Students’ responses may vary.) (Students’ responses may vary.) (The student will raise his/her hand.)
(Students’ responses may vary.) (The student will raise his/her hand.)
(Students’ responses may vary.) (Students’ responses may vary.) (Students’ responses may vary.) C. Abstraction Now, to test if you really learned something throughout our discussion, let’s have a quick
activity. Bring out your notebooks and try to answer these problems involving Absolute Value. Afterwards, let’s check your answers. Are you ready, class? Alright!
- (^) | 12 +(− 15 )|
- (^) |(− 4 ) ( 3 )|
- (^) |(− 16 ) ÷ (− 4 )|
- (^) | 2 (− 2 − 3 ) ÷ (− 2 )| Great job, everyone! I hope that everything is clear to you now. Let’s give yourselves a round of applause! Yes, Ma’am. 1. (^) 9 2. 3 3. (^) 12 4. (^) 4 5. (^) 5 D. Application For your next activity, you will do it by pair. This activity is entitled “ Grab a Hand for an Absolute Victory! ”. In this activity, I want you to grab a hand on your left and they will be your partner for this activity. I will give each pair two sets of activity sheet and you will answer it individually. But at the end of the activity, you must add your scores and that will be your final score over 10. Each correct answer corresponds to 1 point. I will give you 5 minutes to solve the problems on your activity sheets. Am I clear with my instructions, class? Okay, you may now start answering your activity quietly. SET A
- (^) ||− 4 + 6 ||
- (^) |(− 2 ) ( 6 )| Yes, Ma’am. (The students will follow the teacher’s instructions.) 1. (^) 16 2. (^) 2
Mikaela Carylle D. Agtarap Analiza T. Dannug Pre-Service Teacher Cooperating Teacher
