School
DAILY LESSON LOG
 
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies
LALA NATIONAL HIGH SCHOOL Grade Level 7
Teacher RODEL M. CALINIAHAN  Learning Area MATHEMATICS 
Teaching Dates and Time JAN. 9 – 13, 2023 Quarter Second 
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
The learner demonstrates understanding of
the key concepts of algebraic expressions,
the properties of real numbers as applied in
linear equations, and inequalities in one
variable. 
The learner is able to model situations
using oral, written, graphical, and algebraic
methods in solving problems involving
algebraic expressions, linear equations, and
inequalities in one variable.
Learning Competency: Derives the Laws of Learning Learning Competency:
Exponent. Competency: Multiplies and Divides
Learning Objectives: Multiplies and Polynomials.
1. Derives the laws of exponent. Divides Polynomials. Learning Objectives:
Illustrates the laws of exponent.  Learning Objectives: 1. Recall and apply the laws of
1. Recall the laws exponent for division.
of exponent for 2. Divide a monomial by a
multiplication. monomial.
2. Multiply 3. Divide a Polynomial by a
polynomials monomial.
such as: 4. Divide two polynomials.
a. monomial by  
monomial,
b. monomial by
polynomial with
more than one
term,
c. binomial by
binomial
polynomial with
more than one term
to polynomial with
 three or more
terms. 
Write the LC code for each (M7AL-IId-e-1)  (M7AL-IIe-2) (M7AL-IIe-2)
MULTIPLYING
II. CONTENT LAWS OF EXPONENT DIVISION OF POLYNOMIALS
POLYNOMIALS
III. LEARNING RESOURCES Teacher’s Guide, Learner’s Material
A. References
1. Teacher's Guide pages Pages 156-161  Pages 167-172 Pages 167-172 
2. Learner's Materials pages Pages 128-129 Pages 135-140 Pages 128-129 
3. Textbook pages
4. Additional Materials from
Learning
Resources (LR) portal
Elementary Algebra pages 96-
Elementary Algebra
B. Other Learning Resources Elementary Algebra pages 94-98  98, 110-114
pages 106-110

IV. PROCEDURES
Drill:
Find the product of Drill :
the following sets of Divide the following:
integers. 8
1. =4
a. -5 and 4 2
The teacher asks the students: How are answer: -20 −12
integers multiplied? b. -6 and -3 2. = -2
6
Recall the rules of multiplying integers. 18
−24
Possible responses: c. 2 and -6 3. = -8
In multiplying integers, -12 −3
The product of two like signs is positive. How are integers 36
4. =-9
A. Reviewing previous lesson or The product of two unlike signs is negative. multiplied? Recall −4
presenting the new lesson How will you divide integers? the rules for Apply the laws of exponent:
Recall the rules in dividing integers. multiplication of 5
a
Possible responses: integers 1. 3
= a2
In dividing integers, Find the product of: a
The quotient of two like signs is positive. a. a2 ● a5 = a7 a4 1
2. = 3
The quotient of two unlike signs is b. (ab)4 = a4b4 a7 a
negative.  c. (x2y3)3 = x6y9
b5
d. (m5)3 = m15 3. =1
What are the laws of b5
2 4
exponent in x 2 x 1
multiplication? ¿ 3) = 6 = 2 
x x x
 
 The teacher lets the
students realize that
in multiplying
The teacher lets the students
polynomials, the
The teacher lets the students realize that in realize that the rules of dividing
laws of exponent in
multiplying and dividing polynomials, we integers and the laws of
B. Establishing a purpose for the lesson multiplication and
consider the numerical coefficients and the exponents are important skills
the rules in
literal coefficients with its exponent.  needed in dividing polynomials.
multiplying integers
are important skills
 
in multiplying
polynomials. 
The teacher lets the students work in pair. In multiplying Activity 1:
(THINK-PAIR-SHARE) to do the Activity 1 of polynomials, we do The teacher lets the students,
the Learner’s Manual page 126. not consider only the in groups of three, to study the
Key answers: numerical following.
1. 9 coefficients but also
1.
6 x2 = 2x
2. 64 the literal 3x
3. 125 coefficients with its
4. 8 −15 a2 −5
exponents. 2. = 2
5. 16 The teacher lets the 3 a4 b a b
6. 32 students work in pair 3 3 2 2
6 m p = 1m p = -
The teacher guides the students in 3.
(THINK-PAIR-SHARE), −18 mnp −3 n
discovering the laws of exponent by doing to multiply the
the exercises numbers 1 and 2 of the following:
m 2 p2
C. Presenting examples/instances of the Learner’s Manual page 126. 3n
1. 2x2 ●-5x6 = -10x8
new lesson 3
2. ( -5x3y4) ( -3xy2) =
Key answers: 4. = 3p4
15x4y6 p−4
1. a. correct 3. (2ab2)3 = 8a3b6
b. not correct 4. -3a●2ab●-abc = Ask the question:
c. not correct 6a3b2c How are expressions involving
d. correct 5. 3m (m2 - 2m + 5 ) quotients of monomials
2. a. 8 = 3m3 – 6m2 simplified?
b. 32 +15m Expected answer:
c. 81 6. -2m2n3 ( 5m2n – Expressions involving quotients
d. 1,000,000  3m + 2n4 ) = - of monomials are simplified by
10m4n4 + 6m3n3 - applying the rules of dividing
4m2n7 integers and applying the laws
  of exponent in division.
D. Discussing new concepts and practicing Activity 2. Group the students with 4 The teacher The teacher discusses with the
new skills # 1 members each. The teacher leads the discusses with the students the process of arriving
students the investigation by giving an students the process at the answer of each exercise
example. The teacher say “ the first of multiplying a in Activity 1. Furthermore,
example is done for you” and observe binomial by another he/she asks the students the
something. binomial as mathematical skills or concepts
1. 23 (22) = 2●2●2●2●2 = 25 explained in the that they used to get the
= 32 Learner’s Manual quotient of the monomials. The
2. X5 ( x4 ) = pages 137-138. reverse distributive property is
3. (32) (34) = Furthermore he/she used in dividing a polynomial by
4. (24) (25) = will guide the a monomial.
5. X3 ( x4) = students in finding Examples:
Key answers: the answers to check 35 a+28
2. X9 3. 729 4. 512 their understanding 4. =
7
5. X7 by answering the 35 a 28
Did you notice something? guide questions + =
Yes sir/mam found on page 138 in 7 7
What can you conclude about am●an? What the Learner’s 5a + 4
will you do with a, m, and n? Manual.  −64 x−32
5.
Possible answer: −8
We can conclude that we copy the same −64 x
bases and add the exponents m and n. = +
−8
am + an = am+n −32
What about these? = 8x + 4
1. y5 ( y2) = y7 −8
2. m(m3)= m4
Activity 2: Find the quotient
2
Activity 3. a.
42 x −21 =
The teacher leads the students to evaluate 7
and investigate the result of the following. 3 2
18 x y −1 xy =
Guide also the students to make a simple b.
conjecture.
6 xy
The first two are done for you. c.
2 2 2
1. (23)2 = 23●23 = 2●2●2●2●2●2 = 64 16 m + 4 m n−24 m p
2. (X4)3 = x4●x4●x4 = 2
4m
x●x●x●x●x●x●x●x●x●x●x●x = x12 =
3. (32)2 = Key Answers:
4. (22)3 = a. 6x-3
5. (a2)5 = 1
Key answers: b. 3x2y -
3. 81 4. 64 5. a10
6
c. 4 + n – 6p
Did you notice something? Yes sir/mam
What can you conclude about (am)n? what
will you do with a, m and n?
Possible answer:
We can conclude that we copy the same
 bases and multiply the exponents m and n.
(am)n = amn
What about these?
1. (X3)5 = x15
2. (y10)5 = y50
 
E. Discussing new concepts and practicing The teacher discusses thoroughly the next
The teacher The teacher discusses and
new skills # 2 lesson. He/She sees to it that the students
discusses and illustrates thoroughly the long
understand the lesson. illustrates thoroughly division process, like that with
Like in multiplication, the division process
the multiplication of whole numbers, is used in
requires the use of some laws of a polynomial with dividing polynomials. However,
exponents. more than one term polynomials should be arranged
m by a polynomial with in descending powers of one of
a
a. If m>n, n = three or more terms the variables involved. Here are
a as explained in the some examples.
m−n
a , where m−n is a positive integer ∧a ≠
examples of0the Divide:
. Learner’s Manual a. ( 7x2 – 10x – 8 ) ÷
Examples: page 139. ( x-2)
a5 5-2 3   b. ( 10x3 -x2 + 5x + 4 )
=a =a ÷ ( 2x + 1 )
a2
Key answers:
a. 7x + 4
p 6 6-2 4 b. 5x2 -3x + 4
2 =p =p
p
m
a
b. If m<n, n =
a
1
, where n−mis a posititve integer∧a ≠0.
an−m
Examples:
4
a a∙ a ∙ a ∙ a 1
7 =
=¿ 3
a a ∙ a∙ a ∙ a ∙ a ∙ a∙ a a
4
a
or 7
= a 4−7 = a−3
a
for any nonzero number a, a−n =
1
n
a
 a4 −3 1
therefore, 7 = a = 3
a a
4
b 4−6
4
6 =b = 2
b b

am m−n 0
c. If m=n, =a =a .
an

am am
Also, if m=n , = =1
an am

am 0
Therefore, n = a = 1
a

Hence, for any nonzero number a,

0
a =1
d. For any nonzero number a and b,
am p
and any integer m, n and p, ( )
bn
mp
a
= np .
b

Examples:
2 8 3
m 4 m 2x 2
( 3
) = 12 ( 4
) =
n n 3y
4 x6
9 y8
 
F. Developing mastery (Leads to Formative Activity 4. Group Activity: The teacher gives exercises
Assessment 3) The teacher lets the students work in pair, (group the students involving division of a
let them apply the laws of exponent. depending on the polynomial by another
1. 2a2(5a6) = 10a8 class size) polynomial.
2. -4x ( 3x4) = -12x5 The teacher lets the Activity 3:
3. ( 5ab)2= 25a2b2 students answer the Divide the following:
4. ( 2x2y3)3 = 8x6y9 exercises III of the 6. a2 + a – 12
 5.
3 x2 = x by a – 3
7. 4x2 – 6x + 2
6x 2
4 7 6 2 2 Learner’s Manual. by x – 1
x y z x y The teacher should 8. 10x3 – x2 + 5x
6. 2 5 8
= 2
x y z z see to it that each +4 by
−15 a2 b3 c 5 −3 bc3 group answers and 2x + 1
7. 2 4c
2 = understands
3a b b multiplication of Key answers:
  polynomials.  1. a + 4
  2. 4x – 2
3. 5x2 – 3x + 4

What is the area of

the square whose
side measures (2x-5)
cm? (hint: Area of a
square = s2)
The price of a box of chocolate
Answer: 4x2 -20x + 25
is 2x + 24 pesos and each box
square centimeters
G. Finding practical application of concepts contains 6 pieces. If x=3, how
and skills in daily living much is the price of each
If I bought (3x + 5)
piece?
pencils which cost
Answer: 5 pesos
(5x-1) pesos each,
how much will I pay
for it?
Answer: 15x2 + 22x –
5 pesos.
H. Making generalization and abstractions The teacher summarizes the mathematical The teacher The teacher summarizes the
about the lesson concepts on the laws of exponents for summarizes the mathematical skills or principles
multiplication and division. mathematical skills used in dividing polynomials
1. What are the laws of exponents? Give and concepts used in and ask questions like:
some of the laws of exponent with an multiplying
example. polynomials using 1.) What is the inverse of
2. How are algebraic expressions be the different multiplication?
simplified using the laws of exponent? methods or ways. 2.) How are expressions
Possible Answers: 1. How are involving quotients of
1. Students state the different laws of monomials monomials simplified?
exponent and they give their own multiplied? 3.) How is the quotient of a
examples. 2. Why is the polynomial by a monomial
Algebraic expressions can be simplified by distributive found?
applying the different laws of exponents. property of 4.) What process is used in
 multiplication is
used in
multiplying a
monomial and a
polynomial? dividing a polynomial by
2. What are the another polynomial?
methods used in
multiplying two
polynomials?
Answers shall be drawn from
the students.
Possible answers:
Possible response:
1. Division
1. In multiplying 2. Expressions involving
monomials, we quotients of
do not consider monomials can be
only the simplified by applying
numerical the laws of exponents
coefficients but and the rules of
also the literal integers.
coefficients with 3. The quotient of a
its exponents. polynomial by a
2. The distributive monomial can be
property of found using the
multiplication is reverse distributive
used in property and the rule
multiplying a of signs.
monomial and a 4. The distributive
polynomial by property is used in
multiplying term dividing a polynomial
by term and by another
combining polynomial.
similar term in
the product.
In multiplying two
polynomials, we can
use distributive
property and the
FOIL method.
I. Evaluating learning The teacher lets the students answer The teacher lets the The teacher lets the
individually the formative assessment. students answer students answer
A. Evaluate each of the following: individually the individually the
1. 26 2. 82 3. 180 4. 32 (23) formative formative assessment.
 5. (23)3 Divide the following
B. Simplify each of the following: polynomials:
1. (x10) (x12)
2. (m4)5 x4 y7 z6
assessment.
z
23 9. 5 8

3. Find the product of x

2y z

z15 the following

10.
b
8 polynomials: 3 2
4. 1. 2m ( -3m4) = 80 c −70 c
12
b 2. 7 ( 4x-2 ) = 10 c
y5 3. 6a ( 2a2 + 3b -1 ) 11.
5. 3 3
y
5 = 12a b−28 a b
 Key answers: 4. ( 3x + 4 ) ( 5x –
4 ab
A. 1.) 64 2.) 64 3.) 1 4.) 72 5.) 512 2)=
12. X2 + 4x – 12
5. ( 2x3 -3x2 + 4x -6)
1 by x-2
B. 1.) X22 2.) m20 3.) z8 4.) 5.) 1 ( 3x – 4 ) =
b4 13. X2 + 7x + 10
by x + 5
Key answers:
Key answers:
1. – 6m5 4 2
2. 28x – 14 x y
1.
3. 12a3 + 18ab – 6a z2
4. 15x2 + 14x – 8 2. 8 c 2 – 7c
5. 6x4 – 17x3 + 24x2 3. 3 a 2 – 7b2
– 34x + 24  4. x +6
5. X+2

J. Additional activities for application or

remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in the
evaluation
B. No. of learners who require additional
activities for remediation who scored below
80%
C. Did the remedial lessons 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: Checked by: Noted by Approved by:

RODEL M. CALINIAHAN GIDEON J, MIYAS CECILIA T. VIOS PABLO B. NISNISAN,EdD

Math Teacher Head Teacher III ASSP II SSP-IV