Learning Area:Mathematics 7

University of Santo Tomas 2018–2019/ 2ndGrading Period

College of Education
Duration of the Lesson: November 5, 2018 to
Teacher Education Department
3 Floor, Albertus Magnus Building
rd November 21, 2018
España, Manila 1015, PHILIPPINES

Date Submitted:October 26, 2018

INES RAE ANN VILLAJUAN
VILLACORTA MICHELLE VILLACORTA
AGUILA JEAN FRANCISCO
Preservice
BACUD NEIL FRANCISCO
Teacher
GABRIEL TRIIN CARRILLO
SANTOS RON MIEL STA. MARIA
Last Name First Name Middle Name
Degree
Bachelor of Secondary Education major inMathematics
Program
ABRA KADABRA… ALGEBRA!

Students nowadays normally perceive Mathematics as a subject that is difficult and is hard to understand. As
the time-slot for Math is after lunch time, students are also having a hard time to focus during discussions.
The teacher’s role is to help the students remember and understand the content presented and be able to
Rationale
connect it with real-life situations. This can be perceived by executing different interactive activities that
would help the learners deepen their logical and cognitive skills. It can also help the students to develop their
social and interactive skills.

CONTENT UNDERSTANDING
The learner demonstrates understanding of key concepts of algebraic expressions, the properties of real
Content numbers as applied in linear equations, and inequalities in one variable.
Standards
Source: DepEd Curriculum Guide, Grade 7
Given sets of linear equations and algebraic expressions, the learner should be able to solve at least 10
problems without using any calculating machines.

The grade 7learnerswii be able to…

Week 1:
1.1 translates English phrases to mathematical phrases and vice versa.
1.2 interprets the meaning of n a where n is a positive integer.
1.3 differentiates between constants and variables in a given algebraic expression.
1.4 evaluates algebraic expressions for given values of the variables.
1.5 classifies algebraic expressions which are polynomials according to degree and number of terms.
Week 2:
Performan
2.1 adds and subtracts polynomials.
ce
Standards 2.2 derives the laws of exponent.
2.3 multiplies and divides polynomials.
Week 3:
3.1multiplies and divides polynomials.
3.2 uses models and algebraic methods to find the: (a) product of two binomials; (b) product of the sum and
difference of two terms; (c) square of a binomial; (d) cube of a binomial; (e) product of a binomial and a
trinomial.

Source: DepEd Curriculum Guide, Grade 7

PS Model: Robert F. Mager BTP Model

Focus Critical Thinking  Problem Solving Creative Thinking

Key English phrases, Mathematical phrases, Positive Integer, Constants, Numerical Coefficient, Variables, Terms,
Concepts Like Terms, Factor, Power, Exponents, Algebraic Expressions, Degree, and Polynomials
Resources Textbook, Colored Visual Aids, Worksheets, andConcept Map
References 1. Oronce, O. A., & Mendoza, M. O. (2019). E-Math Worktext in Mathematics. Quezon City: Rex Printing
Company, Inc.
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 2. Oronce, O. A., & Mendoza, M. O. (2019). E-Math Teacher’s Resource Material. Quezon City: Rex Printing
Company, Inc.
1. Why is it important to use appropriate mathematuicallanguage?
Essential 2. What other ways can you use your knowledge on algebraic exprressions?
Questions 3. Why is the order of opreations important to accurately evaluate expressions?

GUIDED INTERACTION
Learning Problem-based Learning Project-based Learning
Support
Pedagogie Case-based Learning Discovery Learning  Human Evocative
s
Direct Instruction Indirect Instruction
Discussion Diagrams
Exploratory
Secret Numbers
Problem Solving
Instruction
al Inquiry-based (Socratic Method)
Strategies Tapping Prior Knowledge

Experiential Learning Independent Study

Drill and Practice Seatworks
Think-Pair-Share Just for FUN
Paired-Partner Problem Solving
Teaching-
Learning
Episodes Day15 DATE: November 5, 2018 / Topic:TRANSLATING ENGLISH PHRASES TO MATHEMATICAL
PHRASES AND VICE VERSA

I. Routine Activities
1. Opening Prayer
2. Checking of Cleanliness and Orderliness
3. Checking of Attendance

II. Learning Objectives:

1. At the end of 60-minute period, I can…
 translate English phrases to mathematical phrases and vice versa.

III. Teaching – Learning Episodes

1. Motivation/Human Experience
STRATEGY:Translation

1.1TRANSLATION. Instructions: Students would translate words or phrases into other languages.

2. Exposition of the lesson

STRATEGY: Inquiry-based and Sorting Activity

2.1 Introduction:The branch of mathematics that involves expressions with variables is called
algebra. The result of combining numbers and variables with ordinary operations of arithmetic
is called algebraic expression or simply an expression. 4n is an algebraic expression, where n is
called a variable.(BOOK: page 166)

2.2 SORT ME!Instructions: Given keywords posted at the back portion of the room, students will sort
them accordingly. Students will be given an activity sheet where they will have to write down
those keywords, it will served as their word bank.

ADDITION plus
more than

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 added to
increased by
greater than
exceeds
sum

minus
less than
subtracted from
decreased by
SUBTRACTION
take away
reduced by
difference
diminished by

product
times
MULTIPLICATION
twice
multiplied by

split into
divided by
DIVISION
quotient
ratio

EXPONENTIAL raised to

2.3 EXAMPLES:

MATHEMATICAL PHRASE ENGLISH PHRASE

n+9 the sum of n and 9

d–6 6 subtracted from d

11j the product of 11 and j

q
q split into 5 equal parts
5

4k 4 raised to k

3x + 13 13 more than 3 times a number

15 – n3 15 decreased by a number raised to 3

the quantity of 6 times a number less than 7

(6x – 7)8
raised to 8

3 (q + r + s) thrice the sum of q, r, and s

3. Synthesis/Integration
STRATEGY:Seatwork
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 III.1 Answer the Practice and Application III numbers 17 – 24 on page 173 and Practice and
Application IVnumbers25 – 34 on page 174.

III.1.1 Practice and Application III. Choose the letter of the phrase that best matches each
expression.

ANSWERS
E 17. 10 – 4 a. the sum of 4 and the quotient of n and 10
H 18. 4 ÷ 10 b. 4 increased by 10
F 19. 10 x 4 c. the quotient of 10 and 4
B 20. 4 + 10 d. the square of the sum of 4 and n diminished by
C 21. 10 ÷ 4 10
e. the difference of 10 and 4
G 22. (10n) + 4
f. 10 multiplied by 4
n g. the product of 10 and n increased by 4
A 23. 4 +
10 h. 4 divided by 10
D 24. (4 + n)2 – 10

3.1.2 Practice and Application IV. Translate each into an algebraic expression. Use any
letter to represent the unknown unless otherwise specified.

ANSWERS
25. Nine less than a certain number. n–9
26. Thirteen decreased by a number. 13 – n
27. 14 more than the product of 9 and t. 9t + 14
28. The sum of n and 7 multiplied by 11. (n + 7)11
29. Five times the product of d and e. 5(de)
30. Thrice the sum of x, y, and z. 3(x + y + z)
31. 50 decreased by the product of c and d. 50 – cd
32. Six times the number x, increased by 10. 6x + 10
33. Eleven more than the sum of two different number. (x + y) + 11
34. The product of 8 and n, increased by the product of q and r. 8n + qr

 Closing Prayer

REMARKS:__________________________________________________________________________________________________________________
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Day16 DATE: November 6, 2018/ Topic: TRANSLATING ENGLISH PHRASES TO MATHEMATICAL

PHRASES AND VICE VERSA

I. Routine Activities
1. Opening Prayer
2. Checking of Cleanliness and Orderliness
3. Checking of Attendance

II. Learning Objectives:

1. At the end of 60-minute period, I can…
 translate English phrases to mathematical phrases and vice versa.

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 III. Teaching – Learning Episodes
1. Motivation/Human Experience
STRATEGY: Group Activity

1.1 Instructions: The students will be grouped by 4 according to their seating arrangement.(See
Appendix A)

2. Exposition of the lesson

STRATEGY: Inquiry-based

2.1 USE THE ACTIVITY FOR THE DISCUSSION

2.2 OTHER EXAMPLES(BOOK: Practice and Application V numbers 42 – 45 on page 174)

2.2.1 Carlos is 5 years younger than his sister Rowena. If Rowena’s age is R, what expression
stands for Carlo’s age?
ANSWER: R – 5
2.2.2 A rope f feet long is cut into 3 congruent pieces. Find an expression for the length of
each piece.
f
ANSWER:
3

2.2.3 Write an algebraic expression that represents the relationship in each table.

a.

Present Age Age in Five Years

5 10

7 12

10 15

20 25

b.

Present Age Age Three Years Ago

8 5

10 7

15 12

21 18

2.2.4 Write an algebraic expression that represents the relationship in each table.

a.

Number of Items Total Cost

4 ₱24.00

7 ₱42.00

10 ₱60.00

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 20 ₱120.00

b.

Regular Price Sale Price

₱110.00 ₱100.00

₱125.00 ₱125.00

₱200.00 ₱190.00

₱500.00 ₱490.00

3. Synthesis/Integration
STRATEGY: Seatwork

III.1 Answer the Enrichment numbers 1 – 8on page 183.

III.1.1 Directions: Match each equations with the word problem it represents. Write the
equation and corresponding letter. Then, write the letter of the equation in the circle that
has the problem number. Discover the message formed by the letters.

CODES
p
M. = 73 T. x + 8 = 21 S. a – 12 = 25 D. m – 12 = 41
2
c
H. c + 10 = 35 P. 4t = 36 A. 2s = 18 U. = 55
3

ANSWERS
T 1. Alan is 8 years older than Jon. If Alan is 21 years old, how old is Jon?
2. Ana has 12 less beads than Elen does. If Ana has 25 beads, how many beads does Elen
S
have?
3. Owen has twice as many marbles as his friend Ric. If Owen has 18 marbles, how many
A
does Ric have?
4. Liza read 13 fewer pocketbooks this month than last month. If she read 41
D
pocketbooks this month, how many did she read last month?
5. Alvin, Ben, and Carlos went out to lunch. They divided the total cost of their meal
U
equally. If each student shared ₱55.00, find the total cost of the meal.
6. Jenny and Karla shared ₱73.00 each for the pizza they bought. If Karla ate 2 more slices
M
of pizza than Jenny, how much does the pizza cost?
H 7. Henry sold 10 more cards than Eric did. If Henry sold 35 cards, how many did Eric sell?
8. Howard traveled 4 km times as much as his friend did. If Howard traveled 36
P
kilometers, how long did his friend travel?

___ ___ ___ ___ ___ ___ ___ ___ ___ ___
6 3 1 7 3 4 4 2 5 8

 Closing Prayer

REMARKS:
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Day17 DATE: November 7, 2018/ Topic:TRANSLATING ENGLISH PHRASES TO MATHEMATICAL

PHRASES AND VICE VERSA

I. Routine Activities
1. Opening Prayer
2. Checking of Cleanliness and Orderliness
3. Checking of Attendance

II. Learning Objectives:

1. At the end of 60-minute period, I can…
 translate English phrases to mathematical phrases and vice versa.

III. Teaching – Learning Episodes

1. Motivation/Human Experience
STRATEGY: Think-Pair-Share and Paired-Partner Problem Solving

3.1. Answer the Practice and Application VI numbers 46, 49, and 50 on page 175.

1.1.1Direction: Simplify each.

46. 3 – {7 – [8 + (7 – 3)]}

6+3
49.
2+3

4 +5
50. – [8 – (245)]
1−4

2. Exposition of the lesson

STRATEGY: Drill and Practice (See Appendix B)

3. Synthesis/Integration
STRATEGY: Secret Numbers

III.1 Think of a number. (Your starting number)

Add 5.
Multiply by 3.
Subtract 6.
Divided by 3.
Subtract the original number.
Ending number: (must be 3)

III.2 Think of a number. (Your starting number)

Add 15.
Multiply by 2.
Subtract 6.
Multiply by 2.
Subract 8.
Divided by 4.
Subtract 10.
Ending number: (must be the original number)

 Closing Prayer

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 REMARKS:
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Day 18 DATE: November 8, 2018/ Topic: ALGEBRAIC EXPRESSION

I. Routine Activities
1. Opening Prayer
2. Checking of Cleanliness and Orderliness
3. Checking of Attendance

II. Learning Objectives:

1. At the end of 60-minute period, I can…
 interpret the meaning of an where n is positive integer.
 differentiate between constants and variables in a given algebraic expression.
 classify algebraic expressions which are polynomials according to degeree and number of
terms.

III. Teaching – Learning Episodes

1. Motivation/Human Experience
STRATEGY: Sorting Activity

1.1 Instructions: Given sets of phrases and terms, the teacher would ask some volunteers to get a
term from the back portion of the classroom and match it to phrases posted on the board. (BOOK:
page 173 - Vocabulary and Concepts)

TERMS DEFINITIONS

TERMS a. the numerical factor in a term

CONSTANT TERMS b. any combination of numbers, variables, grouping

symbols, and operations

NUMERICAL c. the product of a number used two or more times as a

COEFFICIENT factor

LIKE TERMS d. a symbol which represents any number from a given

replacement set

ALGEBRAIC e. the addends in an algebraic expression

EXPRESSION

ALGEBRA f. n in mbn

FACTOR g. a term with no variable

POWER h. a branch of mathematics which generalizes the facts in

arithmetic

VARIABLES i. the number and symbols in a product

EXPONENT j. algebraic variable factors with the same exponent

2. Exposition of the lesson

STRATEGY: Interactive Discussion and Socratic Method

2.1 USE THE ACTIVITY TO DISCUSS THE LESSON

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 TERMS DEFINITIONS

TERMS - e. the addends in an algebraic expression

CONSTANT TERMS - g. a term with no variable

NUMERICAL
- a. the numerical factor in a term
COEFFICIENT

LIKE TERMS - j. algebraic variable factors with the same exponent

ALGEBRAIC - b. any combination of numbers, variables, grouping symbols,

EXPRESSION and operations

- h. a branch of mathematics which generalizes the facts in

ALGEBRA
arithmetic

FACTOR - i. the number and symbols in a product

POWER - c. the product of a number used two or more times as a factor

- d. a symbol which represents any number from a given

VARIABLES
replacement set

EXPONENT - f. n in mbn

terms

5 x−3

numerical coefficient constant term

variable

2.2 CLASSIFYING POLYNOMIALS

2.2.3 DETERMINING NON-POLYNOMIALS

POLYNOMIALS NON-POLYNOMIALS

3x2 3x–2

( x−2) 2
2 ( x−2)

x √x

2.2.1 ACCORDING TO NUMBER OF TERMS

MONOMIAL BINOMIAL TRINOMIAL

A polynomial with one term. A polynomial with two term. A polynomial with three term.

9a2b 5x3– 2x2 – 8a2 + 3a + 4

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 – 8x 11xy + 4y 28m – 3n – 4p

53 – 15x2 + 3 – 11xy3 – 4x– 3x2

2.2.3 ACCORDING TO DEGREE

LINEAR POLYNOMIAL QUADRATIC POLYNOMIAL CUBIC POLYNOMIAL

A polynomial with degree1. A polynomial with degree 2. A polynomial with degree 3.

– 8x 9a2b 3x3

11xy + 4y – 15x2 + 3 5x3– 2x2

28m – 3n – 4p – 8a2 + 3a + 4 – 11xy3 – 4x– 3x2

3. Synthesis/Integration
STRATEGY: Seatwork

III.1 Answer the Practice and Application numbers 1 - 10 on page 182.

III.1.1 Directions: s

1. – 45
2
2.
x
3. 5 + 3x2
4. 8+y
5. 2x2 + xy + y3
6. 3a3 – 4a2 – 5

7.
x2
12
8. –m2 – 4m + 9
9. 9a5b4 + 3a3b2 + 8
10. 14a2b3c3d4

 Closing Prayer

REMARKS:
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Day 19 DATE: November 9, 2018/ Topic:ALGEBRAIC EXPRESSIONS

I. Routine Activities
1. Opening Prayer
2. Checking of Cleanliness and Orderliness
3. Checking of Attendance

II. Learning Objectives:

1. At the end of 60-minute period, I can…
 evaluate algebraic expressions for given values of the variables

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 III. Teaching – Learning Episodes
1. Motivation/Human Experience
STRATEGY: Exploratory

1.1 Suppose numbers are assigned to letters of the alphabet as follows:

A = 1, B = 2, C = 3, D = 4, E = 5, …. Z = 28.
Using this, students will find the value of a name by adding the values of its digits.
For example:
MARY = 13 + 1 + 18 + 25 = 57
Find the numerical value of each name:
1. Find the value of  your name.
2. Compare it with the values of the names of your classmates. Write the name of your
classmate with the same value as yours.

2. Exposition of the lesson

STRATEGY: Interactive Discussion and Diagrams

2.1 When a number is substituted for the variable in a polynomial, the polynomial takes a numerical
value.
Finding the value is called evaluating the polynomial.
There are at least two steps involved in evaluating an algebraic expression:
2.1.1 Replacing the variable by the given number value. (Substitution) and
2.1.2 Performing the indicated arithmetic following the order of operations.
2.1.2.1 Simplify expressions with in grouping symbols.
2.1.2.2 Simplify powers.
2.1.2.3 Simplify products and quotients in order from left to right.
2.1.2.4 Simplify sums and differences in order from left to right.

2.2 DIAGRAMS(See Appendix C)

a. Let n = 3 b. Let n = 5

3. Synthesis/Integration
STRATEGY: Just for FUN

III.1 MAGIC SQUARE. .(See Appendix D)

NAME: DATE:
Directions: Substitute 5, 4, and 8 in place of a, b, and c
respectively for the expression in the left square. Simplify,
then put it on the space provided below.
a–b a+b–c a+c
____1____ ____1____ ____13____
a+b+c a a–b–c
____17____ ____5____ __ – 7____
a–c a+c–b a+b
____–3____ ____9____ ____9___

 Closing Prayer

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Day 20 DATE: November 12, 2018/ Topic: ADDITION OF POLYNOMIALS

I. Routine Activities
1. Opening Prayer
2. Checking of Cleanliness and Orderliness
3. Checking of Attendance

II. Learning Objectives:

1. At the end of 60-minute period, I can…
 add polynomials.

III. Teaching – Learning Episodes

1. Motivation/Human Experience
STRATEGY: Use of Algebra Tiles

1.1 Use the Algebra Tiles to solve:

1.1.1 (3x + 4) + (7x – 8)

2. Exposition of the lesson

STRATEGY: Interactive Discussion

2.1 EXAMPLES:

2.1.1 (3x2y + 6xy + 8) + (2x2y – 2xy – 11)

2.1.1.1 METHOD 1: Horizontal Addition

(3x2y + 6xy + 8) + (2x2y – 2xy – 11)
= (3x2y + 2x2y) + (6xy – 2xy) + (8 – 11)
= 5x2y + (4xy) + (– 3)

2.1.1.2 METHOD 2: Algebra Tiles

2.1.1.3 METHOD 3: Vertical Addition

3x2y + 6xy + 8
+ 2x2y – 2xy – 11
5x2y + 4xy – 3

2.1.2 (15 – 2x3 + 5x2) + (3x – 2x2 + 5x3)

2.1.2.1 METHOD 1: Horizontal Addition

(15 – 2x3 + 5x2) + (3x – 2x2 + 5x3)
= (–2x3 + 5x3) + (5x2 – 2x2) + (3x) + (15)
= 3x3 + 3x2+ 3x + 15

2.1.3 (2x2 + 5x – 4) + 2(x2 – 3x + 2)

2.1.3.1 METHOD 2: Algebra Tiles

2.1.4 (12x3 – 2x2 – x + 3) + (x3 + x – 4)

2.1.4.1 METHOD 3: Vertical Addition

12x3 – 2x2 – x + 3
+ x3 + x – 4
13 x3 – 2x2– 1

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 3. Synthesis/Integration
STRATEGY: Seatwork

III.1 Answer the Practice and Application numbers 1 - 6 on page 194.

III.1.1 Directions: Find the sum.

1. (– 6x – 3) + (3x – 9)
2. (3x2 + 5x– 9) + (–3x + 4)
3. (4x2 + 3x + 6) + (6x2 + 3x – 7)
4. (2ab2 + 2a3b – 4ab) + (4a2b – 3ab – 2a2b)
5. (10a2b + 3ab – 6a2) + (–3ab2 + 3a2 – 5a2b)
6. (5x2 + 10xy + 4y2) + (7x2 + 8xy – 6y2)

 Closing Prayer

REMARKS:
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Day 21 DATE: November 13, 2018/ Topic: SUBTRACTION OF POLYNOMIALS

I. Routine Activities
1. Opening Prayer
2. Checking of Cleanliness and Orderliness
3. Checking of Attendance

II. Learning Objectives:

1. At the end of 60-minute period, I can…
 subtract polynomials.

III. Teaching – Learning Episodes

1. Motivation/Human Experience
STRATEGY: Use of Algebra Tiles

1.1 Use the Algebra Tiles to solve:

1.1.1 (3x + 2) – (5x + 1)

2. Exposition of the lesson

STRATEGY: Interactive Discussion

2.1 EXAMPLES:

2.1.1 (5x + 4) – (7x + 2)

2.1.1.1 METHOD 1: Horizontal Subtraction

(5x + 4) – (7x + 2)
= (5x + 4) + (–7x – 2) Distributive Property / Definition of subtraction
= (5x – 7x) + (4 – 2)Rearrange terms
= –2x + 2 Combine like terms

2.1.1.2 METHOD 2: Algebra Tiles

2.1.1.3 METHOD 3: Vertical Subtraction

5x + 4 → 5x + 4
– 7x + 2 – 7x – 2

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 –2x + 2
2.1.2 2 2
(10x – 4x + 9) – (6x + x – 6)

2.1.2.1 METHOD 1: Horizontal Subtraction

(10x2 – 4x + 9) – (6x2 + x – 6)
= (10x2 – 4x + 9) +(–6x2– x + 6) Distributive Property / Definition of subtraction
= (10x2–6x2) + (–4x–x) + (9 + 6) Rearrange terms
= 4 x2 – 5x + 15 Combine like terms

2.1.3 (2x + 1) – (5x + 2)

2.1.3.1 METHOD 2: Algebra Tiles

2.1.4 (5m + 8n – 10p) – (4m – 3n + 2p)

2.1.4.1 METHOD 3: Vertical Subtraction

5m + 8n – 10p → 5m + 8n – 10p
– 4m – 3n + 2p + – 4m + 3n – 2p
m+ 11n – 12p

3. Synthesis/Integration
STRATEGY: Seatwork

III.2 Answer the Practice and Application numbers 6 - 10 on page 199.

III.2.1 Directions: Subtract as indicated.

6. (a – 2) – (a – 9)
7. (b – 7) – (4b – 2)
8. (2x2 – 3y) – (3x2 – 5y)
9. (b5 – b3) – (b4 – b2)
10. (a2 – 6a + 7) – (5a2 – 5a -2)

 Closing Prayer

REMARKS:
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Day 22 DATE: November 14, 2018/ Topic: REVIEW(ADDITION & SUBTRACTION

I. Routine Activities
1. Opening Prayer
2. Checking of Cleanliness and Orderliness
3. Checking of Attendance

II. Learning Objectives:

1. At the end of 60-minute period, I can…
 add and subtract polynomials

III. Teaching – Learning Episodes

1. Motivation/Human Experience

Day 23 DATE: November 15, 2018/ Topic: LAWS OF EXPONENT

Routine Activities
4. Opening Prayer
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 5. Checking of Cleanliness and Orderliness
6. Checking of Attendance

IV. Learning Objectives:

2. At the end of 60-minute period, I can…
 derive the laws of exponent.

V. Teaching – Learning Episodes

2. Motivation/Human Experience
STRATEGY: Fill in the table

1.1Answer the Exploration on pages 202. Directions: Some exponent notations and how they are
usually read are shown below. Complete the table.

EXPONENT EXPANDED
BASE EXPONENT VALUE READ AS
NOTATION FORM

Seven squared or seven to the power of

72 7 2 7∙7 49
two

23 2 3 2 ∙ 2 ∙ 2 8 Two cubed or two to the power of three

5 ∙ 5 ∙ 5 ∙
54 5 4 625 Five to the power of four
5

11 ∙ 11 ∙
115 11 5 11 ∙ 11 ∙ 161, 051 Eleven to the power of five
11

Fifteen squared or fifteen to the power of

152 15 2 15 ∙ 15 225
two

3. Exposition of the lesson

STRATEGY: Interactive Discussion

3.1 LAWS of EXPONENTS

3.1.1 PRODUCT RULE for EXPONENTS or PRODUCT of POWERS

3.1.1.1 Formula: xm∙ xn = xm + n

3.1.1.1.1 EXAMPLES:
3.1.1.1.1.1 (9b3)(3b6)
= (9 ∙ 3) (b3 ∙ b6)
= 27b3+6
= 27b9

3.1.1.1.1.2 a3∙a5
= a3 + 5
= a8
s
3.1.2 POWER RULE for EXPONENTS or POWER of POWERS
3.1.2.1 Formula: (xm)n = xmn

3.1.2.1.1 EXAMPLES:
3.1.2.1.1.1 (22)3
= 22 ∙ 3
= 26
= 64

3.1.2.1.1.2 ¿¿
2 ∙ s2
=( )
1
3

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 14
=
3
1
=
81

3.1.3 PRODUCT to a POWER RULE for EXPONENTS

3.1.3.1 Formula: (xy)m = xmym

3.1.3.1.1 EXAMPLES:
3.1.3.1.1.1 (2 ∙ 3)2
= 22 ∙ 32
=4 ∙ 9
= 36

3.1.3.1.1.2 (–4e5f)3
= (–4)3 e5 ∙ 3 f3
= –64 e15 f3

3.1.4 QUOTIENT to a POWER RULE for EXPONENTS

m m
x x
3.1.4.1 Formula: ( ) = m
y y
3.1.4.1.1 EXAMPLE:
3
3a
3.1.4.1.1.1 ( )
b
33 a3
= 3
b
3
27 a
= 3
b
3.1.5 QUOTIENT RULE for EXPONENTS
xm m –n
3.1.5.1 Formula: n
=x
x
3.1.5.1.1 EXAMPLES:
65
3.1.5.1.1.1
63
= 65 – 3
= 62
= 36

4 3
4 a xa
3.1.5.1.1.2
a5
4 a4 +3
= 5
a
= 4a7 – 5
= 4a2

3. Synthesis/Integration
STRATEGY: Seatwork

V.1 Answer Practice and Application III numbers 36 – 40 on page 209.

V.1.1 Direction: Simplify each.

36. (a4)5
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 37. (–c3)5
38. (32)3
39. ¿ ¿
40. ((–4)2)3

 Closing Prayer

REMARKS:
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Day 24 DATE: November 16, 2018/ REVIEW DAY

I. Routine Activities
1. Opening Prayer
2. Checking of Cleanliness and Orderliness
3. Checking of Attendance

II. Learning Objectives:

1. At the end of 60-minute period, I can…
 actively participate in the activity.

III. Teaching – Learning Episodes

1. Motivation/Human Experience
STRATEGY: Vocabulary and Concepts

1.1 Answer Vocabulary and Concepts on page 208.

1.1.1 Directions: Match column A with column B.

A B

1. x4 a. x4

2. xm ∙xn b. xm – n

3. (xm)n c. xm + n

4. (xmyn)2 d. x ∙x ∙x ∙x

m e. x2my2n
x
5.
xn

f. xmn

2. Exposition of the lesson

STRATEGY: Drill and Practice (See Appendix E)
3. Synthesis/Integration
STRATEGY: Student Survey (See Appendix F)

 Closing Prayer

REMARKS:
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Day 25 DATE: November 19, 2018/ Topic: MULTIPLICATION OF POLYNOMIALS

I. Routine Activities
1. Opening Prayer
2. Checking of Cleanliness and Orderliness
3. Checking of Attendance

II. Learning Objectives:

1. At the end of 60-minute period, I can…
 multiply Polynomials.

III. Teaching – Learning Episodes

1. Motivation/Human Experience
STRATEGY: Use of Algebra Tiles

1.1 Use the Algebra Tiles to solve:

1.1.1 (2 x)(3 x)

2. Exposition of the lesson

STRATEGY: interactive Discussion/Think Pair Share

2.1 Product of Monomials

2.1.1 Method 1: Direct Mutiplication
2.1.1.1 ( 5 x )( 2 x ) =10 x2
3
2.1.1.2 ( x2 ) = x6
2
2.1.1.3 ( 2 x 3 y 2 ) ( x 4 y )¿

2.1.2 Method 2: Algebra Tiles

( 3 x ) (4 x )

2.1.3 Algebra tiles

Find the product of (−4 x ) (2 x ).

2.2 Product of Monomials and Polynomials

2.2.1 Method 1: Direct Multiplication
2.2.1.1 x ( x−2 )=x 2−2 x
2.2.1.2 2 x(x +3)+ x (x−1)
¿( 2 x 2+ 6 x)+(x ¿¿ 2− x)¿
2
¿ 3 x +5 x
2.2.1.3 x ( x−4)−3 x ( x+ 2)
2
¿( x ¿¿ 2−4 x )−(3 x +6 x) ¿
2
¿( x ¿¿ 2−4 x )+(−3 x −6 x) ¿
2
¿−2 x −10 x

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 2.2.2 Method 2: Algebra Tiles
2 x(x +3)

x x

x2 x2

1 x x
1 x x
1 x x

2.2.3 Algebra Tiles

Find the product of 5 x (x−3).

x x x x x

x x2 x2 x2 x2 x2

1 x x x x x
1 x x x x x
1 x x x x x

3. Synthesis/Integration
STRATEGY: Worksheet (See Appendix G)

 Closing Prayer

REMARKS:
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s

Day 26 DATE: November 20, 2018/ No Classes.

Day 26 DATE: November 21, 2018/ Topic: MULTIPLICATION OF POLYNOMIALS

I. Routine Activities

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 1. Opening Prayer
2. Checking of Cleanliness and Orderliness
3. Checking of Attendance

II. Learning Objectives:

1. At the end of 60-minute period, I can…
 multiply Polynomials.

III. Teaching – Learning Episodes

1. Motivation/Human Experience
STRATEGY:

2. Exposition of the lesson

STRATEGY:

2.3 Product of two or more Polynomials

2.3.1 Method 1: Direct Mutiplication
( x +1 )( x−2 ) =x 2−x−2

2.3.2 Method 2: Algebra Tiles

( x +2 ) ( x+3)

2.3.3 Method 3: FOIL

( 2 x−1 ) ( x−3)
2
¿ 2 x −7 x +3

3. Synthesis/Integration
STRATEGY: Completing the multiplication diagram (See Appendix H)

 Closing Prayer

REMARKS:
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Inquiry SETTING THE KNOWLEDGE BASE
Questions What are English phrases?
Develop What are Mathematical phrases?
questions using What is an Algebraic Expression?
the SAFE
classification What are the parts of an Algebraic Expression?
model. How can you simplifiy an algebraic expression?
What are the diffetrent clasiffications of Polynomials according to number of terms?
What are the diffetrent clasiffications of Polynomials according to its degree?

ANALYZING THE NEW KNOWLEDGE

How can you determine if the given example is a polynomial or not?
How can we use expressions to represent mathematical relationships?
What is the relationship between the number of terms to the kind of polynomials?
What is the relationship between the degree of a variable to the kind of polynomials?

FOCUSING THE NEW KNOWLEDGE

If you add another degree to the terms, what will happen to the expression?

EVALUATING THE NEW KNOWLEDGE

How can you apply Polynomials to real life?
Why is it important to study Algebraic Expressions?
How can you relate Algebraic Expressions to Physics?
Where can you relate the concept of Algebraic Expressions?
How is your knowledge of this lesson helpful in the career paths?
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 How can you relate Polynomials to Architecture and Engineering?
How can you use your knowledge in Algebraic Expressions in Business?
Why is the order of opreations important to accurately evaluate expressions?
How do we use Algebraic Expressions in representing values that we encounter in our daily life?
Why is your understanding of translating Algebraic Expressons important in solving practical problems?
METACOGNITIVE DEVELOPMENT AND ASSESSMENT

Written Work (WW):

1. Formative Assessments
a. Seatworks
b. Short Reflections
2. Summative Assessments
a. Long Tests
Assessment b. Periodical Examination
Tools
Performance Task (PeTa):

Quarterly Assessment (QA):

Translating mathematical expressions into english phrases and vice versa will be very helpful for
students, especially for Grade 7 students as they approach higher Mathematics in the coming years. By
being equipped with the right context of translation and knowing how to interpret terms and phrases
will be essential for the development of their critical thinking skills. Moreover, students will be able to
Metacognitive
further use their knowledge on translation when it comes to problem solving. Their full understanding
Extension about algebraic exspressions will help them in solving practical problems by contructing the rightb
representations. They will also be able to understand that Mathematics is not just numbers, instead, it is
also a language that can be used for understanding problems and situations. With this, they will be
enlightened on how Mathematics is important to their everyday lives.

Business
Students can use their knowledge on algebraic expressions in Business by creating some representations
that will help them finding the value of the unknown such as selling price, cost reduction level, or server
capacity. The value of these unknown elements is determined by using algebra.
Engineering
Translating mathematical expressions to english phrases and vice versa can be related to the field of
Cross- Engineering because of the different measurements involved when conceptualizing and building various
Disciplinary constructions. This will be helpful for students who would like to be engineers after their secondary
Applications education. More than this, knowing how to translate the different mathematical expressions or phrases
would help in communicating and working together as engineers.
Medicine
Even professionals in the medical field make use of translation. This will help them in medicine
formulation, prescription, chart interpretations, and etc. Knowing how to translate mathematical
expressions to phrases and vice versa will useful for people in the field of medicine because they will be
able to interpret not just values or dosages but also use its translation to identify whatever is lacking in
certain interventions for patients and the like.

RAE ANN V. INES MICHELLE ANN S. VILLACORTA

Name of Student-Teacher Name of Student-Teacher

Signature over Printed Name Signature over Printed Name

Signatures

MR. VINCENT CAPARAS ASST. PROF. ANDRES JULIO V. SANTIAGO, JR., PHD
Chairperson,
Supervising Teacher
Teacher Education Department
Signature over Printed Name
Signature over Printed Name

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