DAILY LESSON LOG OF M10AL-Ia-1 (Week Three-Day One)
School
Teacher
Teaching Date and Time
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies/
Objectives
II.CONTENT
III.
LEARNING RESOURCES
A. References
1. Teacher’s Guide
2. Learner’s Materials
3. Textbook pages
4. Additional Materials from
Learning Resource (LR)
portal
B. Other Learning Resources
IV. PROCEDURES
A. Review previous lesson
or presenting the new
lesson
B. Establishing a purpose for
the lesson
C. Presenting examples/
instances of the new
lesson
Grade Level Grade 7
Learning Area Mathematics
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 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.
The learner demonstrates understanding of key concepts of sets and the real
number system.
The learner is able to formulate challenging situations involving sets and real
numbers 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)
Learning Objectives:
1. Describe the absolute value of a number on a number line.
2. Illustrate the distance of the number from 0.
3. Simplify absolute value
4. Demonstrate cooperation in doing group activities.
The Absolute Value of a Number
teacher’s guide, learner’s module,
Pages 94-100
Pages 70-75
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 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.
1. 5 units to the right of zero
2. 5 units to the left of five
3. 7 units to the right of 2
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
The teacher lets the students realize that absolute value of a number is the
distance between that number and zero on the number line
The teacher lets the students, in groups of six, do ACTIVITY 1: The Metro Manila
Rail Transit (MRT) Tour found on pages 70-71 of the Learner’s Module. They will
answer items 1-4.

D. Discussing new concepts
and practicing new skills
#1
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.
2. Number Line –is best described as a straight line which is extended in
both directions as illustrated by arrowheads.
A number line consists of three elements:
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 practicing new skills -10 -5 0 5 10
#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

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

-10 -5 0 5 10
b. Since 6 is 6 units to the right of zero, │6│= 6

6 units

-10 -5 0 5 10
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?
2. How do you simplify absolute values?
H. Making 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 or
1. │N │= 4
remediation
2. │N │< 3
V. REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress. What
VI. REFLECTION works? 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

Prepared by:

JENELYN Y. MONTELLANO
Tabok NHS