DETAILED LESSON PLAN (DLP) IN MATHEMATICS

School PEDRO “OLOY” N. ROA SR HIGH Grade GRADE 7

SCHOOL Level

Pre-Service EDGAR JR A. BACHINICHA Learning MATHEMATICS

Teacher Area

Time & Date JUNE 18, 2023 Quarter SECOND QUARTER

(8:00AM - 4:00PM)

A. Content Standards Demonstrates understanding of key concepts of algebraic expressions, the

properties of real numbers as applied in linear equations, and inequalities in one
variable.

B. Performance Is able to model situations using oral, written, graphical, and algebraic methods
Standards in solving problems involving algebraic expressions, linear equations, and
inequalities in one variable.

C. Most Essential Discuss and solve adding and subtracting polynomials

Learning
Competencies
(MELCS)

D. Learning Code M7AL-IId-2

I. Objectives At the end of the lesson, students are expected to:

1) Add and subtract polynomials;

2) Solve problems involving polynomials.

II. Content Algebra

III. Learning Resources

A. References

1. Teacher’s Guide Integrated Mathematics II (Page 110-111)

pages

2. Learner’s Material
pages

3. Module Pages

4. Additional ● Visual aid

Materials from ● PowerPoint presentation
Learning Resource ● Board
● marker
 (LR) Portal

B. Other Learning ● Android Tv

Resources/ ● Laptop
Materials ● http://educationalprojams.weebly.com/uploads/1/0/2/3/102353042/math_
vii_learners_materials_q2.pdf (page 130-133)
● https://www.slideshare.net/iamcarloluna/adding-and-subtracting-polynom
ials-math-7-q2w4-lc1

IV. Procedure

Introductory Activity (3 Preliminary Activities/ Daily Routine

minutes). This part
introduces the lesson ● Prayer (One student will be asked to lead the prayer)
content. Although at ● Greetings! (Students will be asked how is their day?)
times optional, it is ● Attendance (This will be checked by the assigned class beadle).
usually included to ● The students will be asked to arrange the chairs and pick up some pieces
serve as a warm-up of paper before settling down.
activity to give the ● Pimming for motivation: “ McDonald’s drive-thru”
learner zest for the Mechanics:
incoming lesson and an a. Students will add and subtract polynomials by taking orders from
idea about what is to as a drive-thru attendant.
follow. One principle in b. Teacher pretends to be a customer in a drive-thru trying to feed a
learning is that learning van of hungry athletes and the students are the employees taking
occurs when it is the order.
conducted in a c. Give an order and allow the students to calculate the order using
pleasurable and their own previous knowledge.
comfortable i. 2 hamburgers, 2 cheeseburgers, 5 double hamburgers, 3 more
atmosphere. cheeseburgers, 2 double cheeseburgers, take away one hamburger, add
one more cheeseburger, 12 napkins. What is the final order?
2 2
ii. 2ℎ + 2𝑐 + 5ℎ + 3𝑐 + 2𝑐 − ℎ + 𝑐 + 12
2 2
iii. 5ℎ + 2𝑐 + 6𝑐 + ℎ + 12
iv. 5 double hamburgers, 2 double cheeseburgers, 6 cheeseburgers, 1
hamburger, 12 napkins.
d. After 3 minutes, check the student's progress.
e. Once they are finished, discuss how students went about solving
this problem.
f. Solve it as a class on the board.
 Activity/ Strategy Activity 1 “Algebraic Tiles”
(17 minutes). This is an
interactive strategy to In this activity, the students will be grouped into 3, each group has 10
elicit a learner's prior members.
learning experience. It
Direction: I will be giving them three sets of polynomials, and they need to
serves as a springboard
for new learning. It answer using tiles. The group that can get the correct answer will get extra
illustrates the principle points.
that learning starts
where the learners are. 2 2
Carefully structured 1. (𝑥 + 3𝑥 − 4) − (2𝑥 + 2𝑥 − 3)
2 2
activities such as 2. (4𝑥 − 5𝑥 − 3) − (− 2𝑥 + 3𝑥 + 4)
individual or group 2 2
reflective exercises, group 3. (2𝑥 − 5𝑥 + 2) + (3𝑥 + 2𝑥)
discussion, self or group
assessment, dyadic or
triadic interactions,
puzzles, simulations or
role-play, cybernetics
exercise, gallery walk and
the like maybe created.
Clear instructions should
be considered in this part
of the lesson.

Analysis Activity 2 “Problem Solved!’

(10 minutes) Essential
questions are included to This activity will be done individually.
serve as a guide for the Direction: Answer the following questions. Show your neat solution.
teacher in clarifying key
understandings about the 1. What must be added to 3𝑥 + 10 to get a result of 5𝑥 − 3?
topic at hand. Critical
points are organized to 2
2. What is the sum of 3𝑥 − 11𝑥 + 12 and 18𝑥 + 20𝑥 − 100?
2

structure the discussions

allowing the learners to 3 2 3 2
3. What is 12𝑥 − 5𝑥 + 3𝑥 + 4 less than 15𝑥 + 10𝑥 + 4𝑥 − 100 ?
maximize interactions and
sharing of ideas and
3
opinions about expected 4. If you have (100𝑥 − 5𝑥 + 3) pesos in your wallet and you spent
issues. Affective questions 3 2
(80𝑥 − 2𝑥 + 9) pesos in buying foods, how much money is left in
are included to elicit the your wallet?
feelings of the learners
about the activity or the 2 2
5. (3𝑥 − 8𝑥 + 7) − (2𝑥 − 6𝑥 + 12)
topic. The last questions or
After that activity, the students will be asked the following process questions.
point taken should lead the
learners to understand the 1. How did you come up with that solution?
new concepts or skills that 2. What rules did you use to get that answer?
are to be presented in the
next part of the lesson.

Abstraction Lesson Proper

(10 minutes)This outlines
the key concepts, important Review: (Call a student)
skills that should be a. How do we add integers?
enhanced, and the proper b. How do we subtract integers?
attitude that should be DRILL: (Call a student)
emphasized. 1. 13 + 8 = 21
This is organized as a 2. 15 + (− 4) = 11
lecture that summarises the 3. (− 20 + (− 9) = − 29
learning emphasized from 4. 8 − (− 3) = 11
the activity, analysis, and 5. − 12 − 4 = − 16
new inputs in part of the
lesson. What is a Polynomial? (Call a student)
- An algebraic expression that represents a sum of one or more terms
containing whole number exponents on the variables.

Monomial - A polynomial with one term.

Binomial - A polynomial with two terms
Trinomial - A polynomial with three terms
Multinomial - A polynomial with four or more terms

What are like terms? (call a student)

- Like terms are terms that have the exact same variable part, they
must have the same variables raised to the same powers.

Same Variables, Same Exponents

3𝑥 𝑎𝑛𝑑 − 5𝑥
2 2
− 8𝑦 𝑎𝑛𝑑 12𝑦
2 5 2 5
− 5𝑎 𝑏 𝑎𝑛𝑑 7𝑎 𝑏

EXAMPLE: (Call a student)

Let x be a circle, and y be a triangle.
2𝑥 + 3𝑦 + 4𝑥
 ● You can only combine terms together if they are like terms
● If they aren’t like terms, you must keep them separate.
Addition of Polynomials
❖ To add like terms together, you add the coefficient and keep the
variable part the same.

There are two (2) common methods by which we add algebraic expressions.
EXAMPLE:
2 2
(𝑥 + 3𝑥 + 2) + (3𝑥 − 5𝑥 − 1)
Method 1. In vertical form, align the like terms and add.
2
2𝑥 + 3𝑥 + 2
2
+ 3𝑥 − 5𝑥 − 1
2
= 5𝑥 − 2𝑥 + 1
Method 2. In horizontal form use the associative and commutative properties to
regroup and combine like terms.
2 2
(𝑥 + 3𝑥 + 2) + (3𝑥 − 5𝑥 − 1)
2 2
(2𝑥 + 3𝑥 ) + (3𝑥 − 5𝑥) + (2 − 1)
2
= 5𝑥 − 2𝑥 + 1

EXAMPLE 1: Adding Polynomials

2 2
A. (4𝑚 + 5) + (𝑚 − 𝑚 + 6)
2 2
(4𝑚 + 5) + (𝑚 − 𝑚 + 6) 𝐼𝑑𝑒𝑛𝑡𝑖𝑓𝑦 𝑙𝑖𝑘𝑒 𝑡𝑒𝑟𝑚𝑠.
2 2
(4𝑚 + 𝑚 ) + (− 𝑚) + (5 + 6) 𝐺𝑟𝑜𝑢𝑝 𝑙𝑖𝑘𝑒 𝑡𝑒𝑟𝑚𝑠 𝑡𝑜𝑔𝑒𝑡ℎ𝑒𝑟.
2
5𝑚 − 𝑚 + 11 𝐶𝑜𝑚𝑏𝑖𝑛𝑒 𝑙𝑖𝑘𝑒 𝑡𝑒𝑟𝑚𝑠.

B. (10𝑥𝑦 + 𝑥) + (− 3𝑥𝑦 + 𝑦)
(10𝑥𝑦 + 𝑥) + (− 3𝑥𝑦 + 𝑦) 𝐼𝑑𝑒𝑛𝑡𝑖𝑓𝑦 𝑙𝑖𝑘𝑒 𝑡𝑒𝑟𝑚𝑠.
(10𝑥𝑦 − 3𝑥𝑦) + 𝑥 + 𝑦 𝐺𝑟𝑜𝑢𝑝 𝑙𝑖𝑘𝑒 𝑡𝑒𝑟𝑚𝑠 𝑡𝑜𝑔𝑒𝑡ℎ𝑒𝑟.
7𝑥𝑦 + 𝑥 + 𝑦 𝐶𝑜𝑚𝑏𝑖𝑛𝑒 𝑙𝑖𝑘𝑒 𝑡𝑒𝑟𝑚𝑠.
Subtraction of Polynomials
❖ To subtract polynomials, remember that subtracting is the same as
adding the opposite. To find the opposite of a polynomial, you
must write the opposite of each term in the polynomial.
3
(2𝑥 − 3𝑥 + 7)
3
− (2𝑥 − 3𝑥 + 7)
3
− 2𝑥 + 3𝑥 − 7

EXAMPLE 1: Subtracting Polynomials

3 3
(𝑥 + 4𝑦) − (2𝑥 )
3 3
(𝑥 + 4𝑦) + (− 2𝑥 ) 𝑅𝑒𝑤𝑟𝑖𝑡𝑒 𝑠𝑢𝑏𝑡𝑟𝑎𝑐𝑡𝑖𝑜𝑛 𝑎𝑠 𝑎𝑑𝑑𝑖𝑡𝑖𝑜𝑛 𝑜𝑓 𝑡ℎ𝑒 𝑜𝑝𝑝𝑜𝑠𝑖𝑡𝑒.
3 3
(𝑥 + 4𝑦) + (− 2𝑥 ) 𝐼𝑑𝑒𝑛𝑡𝑖𝑓𝑦 𝑙𝑖𝑘𝑒 𝑡𝑒𝑟𝑚𝑠.
3 3
(𝑥 − 2𝑥 ) + 4𝑦 𝐺𝑟𝑜𝑢𝑝 𝑙𝑖𝑘𝑒 𝑡𝑒𝑟𝑚𝑠 𝑡𝑜𝑔𝑒𝑡ℎ𝑒𝑟.
3
− 𝑥 + 4𝑦 𝐶𝑜𝑚𝑏𝑖𝑛𝑒 𝑙𝑖𝑘𝑒 𝑡𝑒𝑟𝑚𝑠.

EXAMPLE 2: Subtracting Polynomials (Call a student)

➔ Subtract the given polynomial by using Vertical Method
2 2
(− 10𝑥 − 3𝑥 + 7) − (𝑥 − 9)

Example 3: Subtracting Polynomials (Call a student)

➔ Subtract the given polynomial by using Horizontal Method
4 2 4 2
(7𝑚 − 2𝑚 ) − (5𝑚 − 5𝑚 + 8)
 Application Activity 3: “Real-Life Mathematics”
(3 minutes) This part is Have the students answer the problem below:
structured to ensure the
commitment of the learners A farmer must add the areas of two plots of land to determine the number of
2
to do something to apply seeds to plant. The area of a plot A can be represented by 3𝑥 + 7𝑥 − 5 and the
2
their new learning in their area of plot B can be represented by 5𝑥 − 4𝑥 + 11. write a polynomial that
own environment. represents the total area of both plots of land.

Show your solution here.

2
(3𝑥 + 7𝑥 − 5) 𝑃𝑙𝑜𝑡 𝐴
2
(5𝑥 − 4𝑥 + 11) 𝑃𝑙𝑜𝑡 𝐵
2
= 8𝑥 + 3𝑥 + 6 𝐶𝑜𝑚𝑏𝑖𝑛𝑒 𝑙𝑖𝑘𝑒 𝑡𝑒𝑟𝑚𝑠.

Assessment Activity 4 “Polynomial Relay”

(10 minutes) For the
teacher to: Direction: Each group will have 5 sets of polynomials to solve. The first
Assess whether learning student will solve the first polynomial, then pass it to the next student to solve
objectives have been met the next polynomial until all 5 sets of polynomials are solved. The group that
for a specified duration, finishes first will be the winner.
Remediate and/or enrich
with appropriate strategies Set of Polynomials
as needed, and
Evaluate whether learning
intentions and success 1. 𝑆𝑢𝑏𝑡𝑟𝑎𝑐𝑡 4𝑥𝑦 + 5𝑥 − 7𝑦 + 3 from 𝑥𝑦 − 6𝑥 + 𝑦 + 6
criteria have been met. 4 2
2. Add 12𝑥 − 3𝑥 + 21𝑥 − 9 and 15𝑥 + 8𝑥 − 7𝑥 + 28
2 4

(Reminder: Formative 2
3. (𝑥 + 4𝑥 + 5) + (6𝑥 + 3)
assessment maybe given
4 4
before, during or after the 4. 2(𝑥 + 5𝑥) − 6(𝑥 + 8𝑥 − 3)
lesson) 4 3
5. (6𝑥 + 3𝑥 − 1) − (4𝑥 − 5𝑥 + 9)
3

Choose any from the list of

assessment methods.

V. REMARKS
Indicate special cases
including but not limited to
continuation of lesson plan
to the following day in case
of re-teaching or lack of
time, transfer of lesson to
the following day, in cases
of class suspension, etc.
VI. REFLECTION
Reflect on your teaching
and assess yourself as a
teacher. Think about your
student’s progress. What
works? What else need to
be done to help the
students learn? Identify
what help your
instructional supervisors
can provide for you so
when you meet them, you
can ask them relevant
questions, indicate
whichever is appropriate

Prepared by: Checked by:

Edgar Jr A. Bachinicha Dr. Rosie Tan
Pre-Service Teacher Cooperating Teacher