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
Resources/
Materials
IV. Procedure
Introductory Activity (3 Preliminary Activities/ Daily Routine
minutes). This part
introduces the lesson
content. Although at
times optional, it is
usually included to
serve as a warm-up
activity to give the
learner zest for the
incoming lesson and an
idea about what is to
follow. One principle in
learning is that learning
occurs when it is
conducted in a
pleasurable and
comfortable
atmosphere.
● Android Tv
● Laptop
● 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
● Prayer (One student will be asked to lead the prayer)
● Greetings! (Students will be asked how is their day?)
● Attendance (This will be checked by the assigned class beadle).
● The students will be asked to arrange the chairs and pick up some pieces
of paper before settling down.
● Pimming for motivation: “ McDonald’s drive-thru”
Mechanics:
a. Students will add and subtract polynomials by taking orders from
as a drive-thru attendant.
b. Teacher pretends to be a customer in a drive-thru trying to feed a
van of hungry athletes and the students are the employees taking
the order.
c. Give an order and allow the students to calculate the order using
their own previous knowledge.
i. 2 hamburgers, 2 cheeseburgers, 5 double hamburgers, 3 more
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
serve as a guide for the
teacher in clarifying key
understandings about the
topic at hand. Critical
points are organized to
This activity will be done individually.
Direction: Answer the following questions. Show your neat solution.
1. What must be added to 3𝑥 + 10 to get a result of 5𝑥 − 3?
2
2. What is the sum of 3𝑥 − 11𝑥 + 12 and 18𝑥 + 20𝑥 − 100?
2

structure the discussions

allowing the learners to
maximize interactions and
sharing of ideas and
opinions about expected
issues. Affective questions
are included to elicit the
feelings of the learners
about the activity or the
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
new concepts or skills that
3 2 3 2
3. What is 12𝑥 − 5𝑥 + 3𝑥 + 4 less than 15𝑥 + 10𝑥 + 4𝑥 − 100 ?
3
4. If you have (100𝑥 − 5𝑥 + 3) pesos in your wallet and you spent
3 2
(80𝑥 − 2𝑥 + 9) pesos in buying foods, how much money is left in
your wallet?
2 2
5. (3𝑥 − 8𝑥 + 7) − (2𝑥 − 6𝑥 + 12)
1. How did you come up with that solution?
2. What rules did you use to get that answer?
are to be presented in the
next part of the lesson.
Abstraction
(10 minutes)This outlines
the key concepts, important
skills that should be
enhanced, and the proper
attitude that should be
emphasized.
This is organized as a
lecture that summarises the
learning emphasized from
the activity, analysis, and
new inputs in part of the
lesson.
Lesson Proper
Review: (Call a student)
a. How do we add integers?
b. How do we subtract integers?
DRILL: (Call a student)
1. 13 + 8 = 21
2. 15 + (− 4) = 11
3. (− 20 + (− 9) = − 29
4. 8 − (− 3) = 11
5. − 12 − 4 = − 16
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
(3 minutes) This part is
structured to ensure the
commitment of the learners
to do something to apply
their new learning in their
own environment.
Assessment
(10 minutes) For the
teacher to:
Assess whether learning
objectives have been met
for a specified duration,
Remediate and/or enrich
with appropriate strategies
as needed, and
Evaluate whether learning
intentions and success
criteria have been met.
(Reminder: Formative
assessment maybe given
before, during or after the
lesson)
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.
Activity 3: “Real-Life Mathematics”
Have the students answer the problem below:
A farmer must add the areas of two plots of land to determine the number of
2
seeds to plant. The area of a plot A can be represented by 3𝑥 + 7𝑥 − 5 and the
2
area of plot B can be represented by 5𝑥 − 4𝑥 + 11. write a polynomial that
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.
Activity 4 “Polynomial Relay”
Direction: Each group will have 5 sets of polynomials to solve. The first
student will solve the first polynomial, then pass it to the next student to solve
the next polynomial until all 5 sets of polynomials are solved. The group that
finishes first will be the winner.
Set of Polynomials
1. 𝑆𝑢𝑏𝑡𝑟𝑎𝑐𝑡 4𝑥𝑦 + 5𝑥 − 7𝑦 + 3 from 𝑥𝑦 − 6𝑥 + 𝑦 + 6
4 2
2. Add 12𝑥 − 3𝑥 + 21𝑥 − 9 and 15𝑥 + 8𝑥 − 7𝑥 + 28
2 4
2
3. (𝑥 + 4𝑥 + 5) + (6𝑥 + 3)
4 4
4. 2(𝑥 + 5𝑥) − 6(𝑥 + 8𝑥 − 3)
4 3
5. (6𝑥 + 3𝑥 − 1) − (4𝑥 − 5𝑥 + 9)
3
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