Region I
SCHOOLS DIVISION OFFICE – CITY OF SAN FERNANDO (L.U.)
Learning Area: Mathematics
Grade Level & Section: Grade 7
I. OBJECTIVES
A. Content Standard
B. Performance Standard
C. Learning Competency /
Objectives
(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 Resource (LR) Portal
Tanqui, City of San Fernando, La Union
Telefax: Email Address:
Demonstration Lesson Plan
School Year: 2019 – 2020 Date: July 10, 2019
Quarter: Second Time: 2:00 P.M. – 3:00 P.M.
Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed, additional lessons,
exercises and remedial activities may be done for developing content knowledge and competencies. These are assessed using Formative Assessment strategies. Valuing objectives
support the learning of content and competencies and enable children to find significance joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.
The learner demonstrates understanding of key concepts of algebraic expressions.
The learner is able to model situations using oral, written, graphical, and algebraic methods in solving
problems involving algebraic expressions.
The learner multiplies polynomials. (M7AL-IIe-2)
Specifically, the learner:
1. recalls the laws of exponents;
2. multiplies two binomials; and
3. appreciates polynomials as used in real-life situations.
Multiplying Polynomials: Two Binomials
pages 166-171
pages 135-140
E-Math Elementary Algebra (Revised Edition) by Orlando A. Oronce and Marilyn O. Mendoza,
pages 197-207
no material available
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B. Other Learning Resource
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
slideshow presentations and the online article used as references for the lesson were downloaded or read
from these sites:
https://sciencing.com/everyday-use-polynomials-6319219
https://www.slideshare.net/ramosi/multiplying-polynomials-i
https://www.slideshare.net/chrystal_brinson/multiplying-polynomials-12108793
https://www.slideshare.net/cvaughn911/multiplying-polynomials-16494519?qid=53bf8a3d-8806-4402-a697-22eabc81e4af&v=&b=&from_search=4
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be tackled in a week or two.
REVIEW:
1. Ask the class what they have learned the previous meetings.
(Answer: Recall of the Laws of Exponents, Multiplying Two Monomials, and Multiplying a Monomial
and a Polynomial).
2. To test what they remember about the previous lesson, show the class some questions using the e-
Learning authoring tool . For every question, ask one learner to answer it by using the
computer being used by the teacher. The learner will be promptly given feedback if the answer is
correct or wrong just after entering his or her answer.
Questions:
1. Which of the following is NOT a binomial?
a. 1 − 3𝑎 b. 4𝑥 3 − 3 c. 𝑥 + 7 d. 𝑥 2 + 3𝑥 − 10
2. Which of the following polynomials are binomials?
a. 𝑥 3 + 2 c. 1.5𝑥 e. 8 − 6𝑎 + 𝑎2
b. 8 − 𝑎 d. 𝑥 2 − 6𝑥 + 9 f. 7 + 8𝑝
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 3. When multiplying powers with the same base, keep the base and ______ the exponents.

4. If the square of 𝑥 is multiplied to the cube of 𝑥, the product is 𝑥 raised to _____.

5. Match the polynomials multiplied to their corresponding product.

a. (6𝑥 3 )(2𝑥 4 ) 20𝑥 6
b. (−3𝑥 6 )(−4𝑥 6 ) 12𝑥 7
4 2
c. (−5𝑥 )(−4𝑥 ) 20𝑥 8
d. (2𝑥 4 )(10𝑥 4 ) 12𝑥12
2
e. 3𝑥(8𝑥 − 4𝑥) 24𝑥 3 − 6𝑥 2
f. −6𝑥(−4𝑥 2 + 𝑥) 24𝑥 3 − 12𝑥 2

MOTIVATION:

a. Conduct the activity entitled “Math-huhula”. The following steps are carried out:

a.1. Have three learners choose a number (a positive integer) from 1 to 30.

a.2. Ask these learners whether their secret number appears in each of the five cards to be shown.

B. Establishing a purpose for the

lesson

b. Ask how the secret number is gotten.

(Answer: Add all the smallest numbers in cards where the secret number is found.)

c. Ask the class with a follow-up question: “How is addition applied in multiplying polynomials?”
(Answer: If the same variables are multiplied, then their exponents are added.)

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 PRESENTATION:

1. Divide the learners into 4 groups for an activity.

2. Give each group two binomials multiplied using any of the following methods: (a) using Algebra tiles, (b)
using the Distributive Property, (c) using the “Box Method”, and (d) Using the FOIL Method.

Group 1 (Using Algebra Tiles): Group 2 (Using Distribution Property):

(𝒙 + 𝟐)(𝒙 − 𝟐) (𝒙 + 𝟑)(𝒙 + 𝟐)

C. Presenting
examples/Instances of the
new lesson
= 𝒙𝟐 + 𝟐𝒙 − 𝟐𝒙 − 𝟒
= 𝒙𝟐 − 𝟒

Group 3 (Using the Box Method): Group 4 (Using the FOIL Method):
(𝟑𝒙 − 𝟓)(𝟓𝒙 + 𝟐) (𝒙 + 𝟑)(𝒙 + 𝟐)

= 15𝑥 2 − 25𝑥 + 6𝑥 − 10
= 𝟏𝟓𝒙𝟐 − 𝟏𝟗𝒙 − 𝟏𝟎

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 3. All the groups will be asked to study how the product is obtained through the method used.

DISCUSSION:

1. Give these two binomials to be multiplied by the same groups using the method that they have studied:

(𝟑𝒙 + 𝟐) (𝟐𝒙 − 𝟒)

2. The groups are asked to post on the board their work. Each group through a selected representative will
D. Discussing new concepts and explain before the class how the method on multiplying two binomials given to them for studying
practicing new skills no. 1 works.

3. After one group reported, the class will be asked to raise any question for clarification. In case that the
group representative is not able to clearly answer the question raised, any member of the group
stands and does the task. And in any case any of the members cannot answer, the teacher addresses
the questions posed.

4. Summarize how the four methods are used in multiplying two binomials.

E. Discussing new concepts and

(not applicable)
practicing new skills no. 2
APPLICATION:

Conduct a group activity using the game-based platform

1. Form pairs among the learners.

F. Developing mastery
2. Have each pair of learners name themselves using a vegetable (as a simple way of reminding them of
(leads to Formative
celebrating July as the year’s Nutrition Month).
Assessment)
3. Using Android or IOS phones, have the pairs answer each of the 10 questions to be given. Let them
compete for getting the highest score through answering with accuracy and speed the 10 questions
posted online. Ask them to log in to kahoot.it. Then, have them enter the game PIN provided by the
teacher’s account and the name of their pair.

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 VALUING:

Ask the following questions:

1. What are some uses of polynomials?

(Engineers design a roller coaster will use polynomials to model the curves. Civil
engineers use polynomials to design roads, buildings and other structures. Polynomials are an
essential tool in describing and predicting traffic patterns so appropriate traffic control
measures, such as traffic lights, can be implemented.)

2. Responding to the question of many learners on what the use of polynomials is when they go to the
market to buy goods, tell them that they are using polynomials unconsciously.
G. Finding practical application
of concepts and skills in daily (Example you might want to know how much 2 kilos of rabong (bamboo shoots), 3 bunches of
living saluyot (jute leaves), 1 atado (a small quantity) of dukep (edible vine flowerettes) and 1 kilo of
paltat (catfish). Before you check the prices, construct a simple polynomial, letting 𝑟 denote
the price of 1 kilo of bamboo shoots, 𝑠 denote the price of 1 bunch of jute leaves, 𝑑 for the
price of 1 atado of the edible vine flowerettes, and 𝑝 for the cost of 1 kilo of catfish. It looks like
this: 𝟐𝒓 + 𝟑𝒔 + 𝒅 + 𝒑.)

2𝑟 + 3𝑠 + 𝑑 + 𝑝

3. Ask the learners: “In what situations can you apply the learnings you had?”

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 GENERALIZATION:

Using the template given for making metacognition statements, have the learners tell how to multiply two
binomials.

TEMPLATE
I know that I know how to _______________________.
H. Making generalizations and First, _______________________________________.
abstractions about the lesson
Next, _______________________________________.
After that, ____________________________________.
Then, _______________________________________.
Finally, ______________________________________.

EVALUATION:

Have the learners find the product of the polynomials given.

Factors Product of the Binomials

1 (𝑥 + 3) (𝑥 − 5)

I. Evaluating learning 2 (3𝑥 + 5) (2𝑥 − 4)

3 (𝑥 + 4) (𝑦 + 5)

4 (𝑥 2 − 4) (𝑥 2 + 7)

5 (2𝑥 2 + 1) (𝑥 2 + 6)

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 ASSIGNMENT:

Let the learners answer the following problems.

1. The length of the rectangle below is (2𝑥 − 3) and the width is (𝑥 + 7). Find the area of the rectangle in
terms of 𝑥.

Figure Solution

J. Additional activities for

application or remediation

2. Find the area of the space between the two rectangles.

Figure Solution

V. REMARKS

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 Reflect on your teaching and assess yourself as a teacher. Think about your learners’ progress this week. What works? What else needs to be done to help the learners learn? Identify
VI. REFLECTION what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.

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: Noted:

JOEY F. VALDRIZ LORENA C. SALVADOR, Ed.D.
Teacher III Education Program Supervisor

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