School: LAMBUNAO NATIONAL HIGH SCHOOL

Student Teacher: RHONA L. LABORDO

Teaching Dates FEBRUARY 5, 2025
and Time: 1:30 PM – 2:15 PM
Grade Level / SPA-7
Section:
MATATAG CURRICULUM Quarter: THIRD QUARTER
DAILY LESSON LOG

I. CURRICULUMCONTENT,STANDARDS,ANDLESSONCOMPETENCIES
A.Content Standards The learners should have knowledge and understanding of the absolute value of
an integer.
B.Performance By the end of this lesson, the learners are able to Identify the absolute value of an
Standards integer. (NA
C.Learning Learning Competency
Competencies and By the end of this lesson, the learners are able to identify the absolute
Objectives value of an integer, and its meaning on the number line.

Objective/s:
1. Plot integers on a number line.
2. Determine the absolute value of integers.
3. Order integers from least to greatest and vice versa.
4. Solve real-life problems involving absolute value.
D.Content Absolute Value of an Integer

E.Integration
II. LEARNINGRESOURCES
Pierce, R. Math is Fun. (2022). Absolute Value. https://www.mathsisfun.com/data/frequency-distribution.html
Learning. (2023). Absolute Values. https://k5learning.com/free-math-worksheets/fifth-grade-
5/integers/absolute-value
Stapel, Elizabeth. “Absolute Value”. Purplemath. https://www.purplemath.com/modules/absolute.htm
III. TEACHINGANDLEARNINGPROCEDURE NOTESTO
TEACHERS
DATE: DAY 1 The teacher, in this part,
__________________ Short Review: will introduce the lesson
REMARKS: Let the learner answer the following short review by asking the students to
activity. Plot the following points using a number line. plot the given integers in
the number line.
A.Activating 1. A = –10 3. C = 7 5. E = –6
Prior 2. B = 9 4. D = –5 After giving the short
Knowledge activity to the learners, the
teacher should give
feedback to connect the
main lesson.
B. Establishing In this part, the teacher will
1. Lesson Purpose
Purpose for the introduce the lesson and
Lesson Share at least one example of a real-life application discuss its importance to the
showing the importance of the lesson. You may also ask daily lives of the learners.
the students about their experiences where they
encountered the application of the concept. The teacher
may use the example below.
Example: Social distancing as part
of health protocols during the
COVID-19 pandemic. This health
safety measure was imposed to
ensure the public health safety.
 2. Unlocking Content Area Vocabulary
The absolute value of an integer refers to its actual
distance from zero in a number line. It is denoted by the
symbol |𝑥|, where 𝑥 is any positive or negative integer, or
zero.

Example:

C. Developing and
LET’S EXPLAIN!
Deepening Understanding In this sub-topic, the teacher
can use the work example as
SUB-TOPIC 1: Absolute Value of an Integer
an individual or group
activity and as formative
1.Explicitation
assessment to let learners
Distance is measured with positive numbers,
have participation in an
regardless of where the measurement begins and finishes.
interactive discussion.
We use the concept of a number's absolute value to
calculate distance. Let’s understand this topic better with
the help of examples.

2. Worked Example
a. What is the value of |−4|?
Solution:
The integer –4 is 4 units away from zero.

Below is an illustration of the distance of an integer –4

from 0 using the number line.

b. Which has a greater value, |−7| or |6|?

Solution:
Without using the number line, we can identify
that –7 is seven units away from zero and 6 is six
units away from zero. That is,
|−7| = 7
|6| = 6
So,|−7|has a greater value than |6|.

3. Lesson Activity
A. Plot the following points using a number line.
1. F is five units to the left of zero.
2. G is seven units eastward of zero.
3. H is 10 units to the right of G.
4. I is 6 units to the left of H.
5. J is in the middle of –10 and 7.

B. Compare the values of each item by writing the symbols

, and = in the space provided.
1. |−13| _____ |11|
2. |−28| _____ |−29|
 3. |−98| _____ |−50|
4. |−20| _____ |20|
5. |−100| _____ |110|
D. Making Generalizations
1. Learners’ Takeaways
A. Let the learners answer the following questions.
1. How will you determine the absolute value of
integers?
2. How is the knowledge of absolute value important in
solving operations on integers?
IV. EVALUATING LEARNING: FORMATIVE ASSESSMENT AND TEACHER’S NOTES TO TEACHER
REFLECTION
LET’S EVALUATE!
A. Evaluating Learning Formative Assessment
A. Write the absolute values of the following:
1. |−5|
2. |−15|
3. |3|
4. |9|

B. Evaluate the following expressions, then

arrange the result from least to greatest:
|−14|, (|−200| −89), |4 + 15|, |−18|

C. Compare the values of each item by writing the

symbols <, >, and = in the space provided.

1. |−63| _____ |62|

2. |−6| + |4| _____ |−9| + |−2|
3. |−23| + 7 _____ |−38| + |−4|
4. |−10| + |11| _____ |−19| + |−8|
5. |25| + |−3| _____ |29| + |−1|

B. Teacher’s Remarks Note Effective Problems The teacher may take note of
observations on Practices Encountered some observations related to
any of the the effective practices and
following areas: problems encountered after
strategies utilizing the different
explored strategies, materials used,
learner engagement, and
materials used other related stuff.
Teachers may also suggest
learner ways to improve the different
engagement/ activities explored/lesson
interaction exemplar.
other

C. Teacher’s Reflection Teacher’s reflection in every

lesson conducted/facilitated
is essential and necessary to
improve practice. You may
also consider this as an input
for the LAC/Collab sessions

Prepared by:
RHONA L. LABORDO
Student Teacher