School LALA NATIONAL HIGH SCHOOL
DAILY LESSON LOG
 
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies
Write the LC code for each
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher's Guide pages
2. Learner's Materials pages
3. Textbook pages
4. Additional Materials from
Learning
Resources (LR) portal
B. Other Learning Resources
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.
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Learning Competency: Multiplies and
Divides Polynomials. Learning Competency: Multiplies and
Learning Objectives: Divides Polynomials.
1. Recall the laws of exponent for Learning Objectives:
Learning Competency: Derives the Laws of multiplication. 1. Recall and apply the laws of
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Exponent. 2. Multiply polynomials such as: exponent for division.
Learning Objectives: a. monomial by monomial, 2. Divide a monomial by a
1. Derives the laws of exponent. b. monomial by polynomial with monomial.
Illustrates the laws of exponent.  more than one term, 3. Divide a Polynomial by a
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c. binomial by binomial monomial.
polynomial with more than one term 4. Divide two polynomials.
to polynomial with three or more  
terms. 
(M7AL-IId-e-1) (M7AL-IIe-2) (M7AL-IIe-2)
LAWS OF EXPONENT MULTIPLYING POLYNOMIALS DIVISION OF POLYNOMIALS
Teacher’s Guide, Learner’s Material
Pages 156-161  Pages 167-172 Pages 167-172
Pages 128-129 Pages 135-140 Pages 128-129
Elementary Algebra pages 96-98,
Elementary Algebra pages 94-98  Elementary Algebra pages 106-110 110-114
 IV. PROCEDURES
Drill :
Divide the following:
8
Drill: 1. =4
The teacher asks the students: How are Find the product of the following
2

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integers multiplied? sets of integers. −12
2. = -2
Recall the rules of multiplying integers. a. -5 and 4 answer: -20 6
Possible responses: b. -6 and -3 18 −24
3. = -8
In multiplying integers, c. 2 and -6 -12 −3
The product of two like signs is positive. How are integers multiplied? Recall 36

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The product of two unlike signs is the rules for multiplication of 4. =-9
A. Reviewing previous lesson or −4
negative. integers
presenting the new lesson Apply the laws of exponent:
How will you divide integers? Find the product of: 5
Recall the rules in dividing integers. a. a2 ● a5 = a7 a
1. 3
= a2
Possible responses: b. (ab)4 = a4b4 a

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In dividing integers, c. (x2y3)3 = x6y9 a4 1
The quotient of two like signs is positive. d. (m5)3 = m15 2. 7
= 3
The quotient of two unlike signs is What are the laws of exponent in a a
negative.  multiplication? b5
3. =1
  b5
2 4
x x 1
¿ 3 )2 = 6 = 2  
x x x
The teacher lets the students realize
The teacher lets the students realize
The teacher lets the students realize that that in multiplying polynomials, the
that the rules of dividing integers and
in multiplying and dividing polynomials, laws of exponent in multiplication
B. Establishing a purpose for the lesson the laws of exponents are important
we consider the numerical coefficients and and the rules in multiplying integers
skills needed in dividing polynomials.
the literal coefficients with its exponent.  are important skills in multiplying
 
polynomials. 
C. Presenting examples/instances of the The teacher lets the students work in pair. In multiplying polynomials, we do Activity 1:

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new lesson (THINK-PAIR-SHARE) to do the Activity 1 of not consider only the numerical The teacher lets the students, in
the Learner’s Manual page 126. coefficients but also the literal groups of three, to study the
Key answers: coefficients with its exponents. following.
1. 9 The teacher lets the students work in
1.
6 x2 = 2x

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2. 64 pair (THINK-PAIR-SHARE), to multiply
3x
3. 125 the following: 2
4. 8 1. 2x2 ●-5x6 = -10x8 −15 a −5
2. 4
= 2
5. 16 2. ( -5x3y4) ( -3xy2) = 15x4y6 3a b a b
6. 32 3. (2ab2)3 = 8a3b6 6 m3 p3 = 1m2 p 2 = - m2 p2
The teacher guides the students in 4. -3a●2ab●-abc = 6a3b2c 3.
discovering the laws of exponent by doing 5. 3m (m2 - 2m + 5 ) = 3m3 – 6m2
−18 mnp −3 n 3n
 the exercises numbers 1 and 2 of the 3
Learner’s Manual page 126. 4. −4 = 3p
4

p
Key answers:
Ask the question:

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1. a. correct +15m How are expressions involving
b. not correct 6. -2m2n3 ( 5m2n – 3m + 2n4 ) = - quotients of monomials simplified?
c. not correct 10m4n4 + 6m3n3 -4m2n7 Expected answer:
d. correct   Expressions involving quotients of
2. a. 8
monomials are simplified by applying
b. 32
the rules of dividing integers and
c. 81
applying the laws of exponent in
d. 1,000,000  division.
D. Discussing new concepts and practicing Activity 2. Group the students with 4 The teacher discusses with the The teacher discusses with the

new skills # 1 members each. The teacher leads the
students the investigation by giving an
example. The teacher say “ the first
example is done for you” and observe
students the process of multiplying a
binomial by another binomial as
explained in the Learner’s Manual
pages 137-138. Furthermore he/she
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students the process of arriving at
the answer of each exercise in
Activity 1. Furthermore, he/she asks
the students the mathematical skills

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something. will guide the students in finding the or concepts that they used to get the
1. 23 (22) = 2●2●2●2●2 = 25 answers to check their quotient of the monomials. The
= 32 understanding by answering the reverse distributive property is used
2. X5 ( x4 ) = guide questions found on page 138 in dividing a polynomial by a
3. (32) (34) = in the Learner’s Manual.  monomial.

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4. (24) (25) = Examples:
5. X3 ( x4) = 35 a+28 35 a
Key answers: 4. =
7 7
2. X9 3. 729 4. 512 28
5. X7 + = 5a + 4
Did you notice something? 7
Yes sir/mam −64 x−32
5. =
What can you conclude about am●an? −8
What will you do with a, m, and n? −64 x −32
Possible answer: + =
−8 −8
We can conclude that we copy the same 8x + 4
bases and add the exponents m and n.
am + an = am+n Activity 2: Find the quotient
What about these?
1. y5 ( y2) = y7 a.
42 x2 −21 =
2. m(m3)= m4 7
3 2
b.
18 x y −1 xy =
Activity 3. 6 xy
The teacher leads the students to evaluate
and investigate the result of the following.
 Guide also the students to make a simple
conjecture.
The first two are done for you.
1. (23)2 = 23●23 = 2●2●2●2●2●2 = 64
2. (X4)3 = x4●x4●x4 =
x●x●x●x●x●x●x●x●x●x●x●x = x12 2 2 2
3. (32)2 = 16 m + 4 m n−24 m p
c.
4. (22)3 = 4 m2
5. (a2)5 = =
Key answers: Key Answers:
3. 81 4. 64 5. a10 a. 6x-3
Did you notice something? Yes sir/mam 1
What can you conclude about (am)n? what b. 3x2y -
6
will you do with a, m and n? c. 4 + n – 6p
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 discusses and illustrates The teacher discusses and illustrates
new skills # 2 lesson. He/She sees to it that the students thoroughly the multiplication of a thoroughly the long division process,
understand the lesson. polynomial with more than one term like that with whole numbers, is used
Like in multiplication, the division process by a polynomial with three or more in dividing polynomials. However,
requires the use of some laws of terms as explained in the examples polynomials should be arranged in
exponents. of the Learner’s Manual page 139. descending powers of one of the
am   variables involved. Here are some
a. If m>n,n
= examples.
a Divide:
m−n
a , where m−n is a positive integer ∧a ≠ 0 a. ( 7x2 – 10x – 8 ) ÷ ( x-2)
. b. ( 10x3 -x2 + 5x + 4 ) ÷
Examples: ( 2x + 1 )
5
a Key answers:
= a5-2 = a3 a. 7x + 4
a2
b. 5x2 -3x + 4
6
p
2 =p =p
6-2 4

p
 am
b. If m<n, n =
a
1
n−m
, where n−mis a posititve integer∧a ≠0.
a
Examples:
a4 a∙ a ∙ a ∙ a 1
7 =
=¿ 3
a a ∙ a∙ a ∙ a ∙ a ∙ a∙ a a

a4
or 7
= a 4−7 = a−3
a
for any nonzero number a, a−n =
1
an
4
a 1
therefore, 7
= a−3 = 3
a a
4
b 4−6
4
6 =b = 2
b b
m
a
c. If m=n, n
= a m−n = a 0.
a

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
 amp
= np .
b

Examples:
2 8 3
m 4 m 2x 2
( ) = 12 ( )
n3 n 3 y4
6
4x
= 8
9y
 
Activity 4. The teacher gives exercises involving
The teacher lets the students work in pair, division of a polynomial by another
let them apply the laws of exponent. polynomial.
1. 2a2(5a6) = 10a8 Activity 3:
2. -4x ( 3x4) = -12x5 Group Activity: (group the students Divide the following:
3. ( 5ab)2= 25a2b2 depending on the class size) 6. a2 + a – 12
4. ( 2x2y3)3 = 8x6y9 The teacher lets the students answer by a – 3
2
3x = x
5.
the exercises III of the Learner’s 7. 4x2 – 6x + 2
F. Developing mastery (Leads to Formative Manual. The teacher should see to it by x – 1
6x 2
Assessment 3) that each group answers and 8. 10x3 – x2 + 5x + 4
x 4 y 7 z 6 x2 y 2 understands multiplication of by 2x + 1
6. 2 5 8
= 2
x y z z polynomials. 
−15 a2 b3 c 5 −3 bc3   Key answers:
7. 2 4c
= 2
1. a + 4
3a b b 2. 4x – 2
  3. 5x2 – 3x + 4

What is the area of the square whose

G. Finding practical application of concepts
and skills in daily living
H. Making generalization and abstractions
about the lesson
The teacher summarizes the mathematical
concepts on the laws of exponents for
multiplication and division.
side measures (2x-5) cm? (hint: Area
of a square = s2)
The price of a box of chocolate is 2x
Answer: 4x2 -20x + 25 square
+ 24 pesos and each box contains 6
centimeters
pieces. If x=3, how much is the price
of each piece?
If I bought (3x + 5) pencils which cost
Answer: 5 pesos
(5x-1) pesos each, how much will I
pay for it?
Answer: 15x2 + 22x – 5 pesos.
The teacher summarizes the The teacher summarizes the
mathematical skills and concepts mathematical skills or principles used
used in multiplying polynomials using in dividing polynomials and ask

1. What are the laws of exponents? Give
some of the laws of exponent with an
example.
2. How are algebraic expressions be
simplified using the laws of exponent?
Possible Answers:
1. Students state the different laws of
exponent and they give their own
examples.
Algebraic expressions can be simplified by
applying the different laws of exponents.
I. Evaluating learning The teacher lets the students answer
individually the formative assessment.
A. Evaluate each of the following:
1. 26 2. 82 3. 180 4. 32 (23)
3 3
5. (2 )
B. Simplify each of the following:
the different methods or ways.
1. How are monomials multiplied?
2. Why is the distributive property
of multiplication is used in
multiplying a monomial and a
polynomial?
2. What are the methods used in
multiplying two polynomials?
Possible answers:
1. In multiplying monomials, we do
not consider only the numerical
coefficients but also the literal
coefficients with its exponents.
2. The distributive property of
multiplication is used in
multiplying a monomial and a
polynomial by multiplying term
by term and combining similar
term in the product.
In multiplying two polynomials, we
can use distributive property and the
FOIL method.
The teacher lets the students answer
individually the formative
assessment.
Find the product of the following
polynomials:
1. 2m ( -3m4) =
questions like:
1.) What is the inverse of
multiplication?
2.) How are expressions involving
quotients of monomials
simplified?
3.) How is the quotient of a
polynomial by a monomial
found?
4.) What process is used in dividing
a polynomial by another
polynomial?
Answers shall be drawn from the
students.
Possible response:
1. Division
2. Expressions involving
quotients of monomials can
be simplified by applying
the laws of exponents and
the rules of integers.
3. The quotient of a
polynomial by a monomial
can be found using the
reverse distributive
property and the rule of
signs.
4. The distributive property is
used in dividing a
polynomial by another
polynomial.
The teacher lets the
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students answer individually
the formative assessment.
Divide the following
polynomials:
 1. (x10) (x12) x4 y7 z6
2. (m4)5 9. 5 8
2y z
23 x
z
3. 15
10.
80 c 3−70 c 2
z
2. 7 ( 4x-2 ) = 10 c
b8 3 3
4. 3. 6a ( 2a2 + 3b -1 ) = 12a b−28 a b

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b12 11.
4. ( 3x + 4 ) ( 5x – 2 ) = 4 ab
5
y 5. ( 2x3 -3x2 + 4x -6) ( 3x – 4 ) = 12. X2 + 4x – 12 by x-2
5. 5
y 13. X2 + 7x + 10 by x + 5
Key answers:
 Key answers:

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A. 1.) 64 2.) 64 3.) 1 4.) 72 5.) 512 Key answers:
1. – 6m5
1 x4 y2
B. 1.) X22 2.) m20 3.) z8 4.) 4 5.) 1 2. 28x – 14 1.
b 3. 12a3 + 18ab – 6a z2
4. 15x2 + 14x – 8 2. 8 c 2 – 7c
5. 6x4 – 17x3 + 24x2 – 34x + 24  3. 3 a 2 – 7b2
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