Mathematics

Second Quarter – Module

13
Operations on Polynomials
Mathematics – Grade 7
Alternative Delivery Mode
First Quarter – Module 13: Operations on Polynomials
First Edition, 2020
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7
Mathematics
Second Quarter – Module
13Polynomials
Operations on

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Introductory Message

For the learner:

Welcome to the Mathematics 7 Alternative Delivery Mode (ADM) Module on
Operations on Polynomials!

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used to depict skill, action, and purpose. Through our hands, we may learn, create,
and accomplish. Hence, the hand in this learning resource signifies that you as a
learner are capable and empowered to successfully achieve the relevant
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This module is designed to provide you with fun and meaningful opportunities
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This module has the following parts and corresponding icons:

What I Need to Know This will give you an idea of the skills or
competencies you are expected to learn in
the module.

What I Know This part includes an activity that aims to

check what you already know about the
lesson to take. If you get all the answers
correctly (100%), you may decide to skip
this module.

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the current lesson with the previous one.

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introduced to you in various ways such as a
story, a song, a poem, a problem opener, an
activity, or a situation.

What is It This section provides a brief discussion of

the lesson. This aims to help you discover
and understand new concepts and skills.

What’s More This comprises activities for independent

practice to solidify your understanding and
skills of the topic. You may check the
answers to the exercises using the Answer
Key at the end of the module.
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sentences/paragraphs to be filled in to
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lesson.

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level of mastery in achieving the learning
competency.

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enrich your knowledge or skill of the lesson
learned. This also provides retention of the
learned concepts.

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module.

At the end of this module you will also find:

References This is a list of all sources used in

developing this module.

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module. Use a separate sheet of paper in answering the exercises.
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included in the module.
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5. Finish the task at hand before proceeding to the next one.
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We hope that through this material, you will experience meaningful learning
and gain a deep understanding of the relevant competencies. You can do it!
 Table of Contents
What I Need to Know ---------------------- 1
What I Know ---------------------- 2
What’s In ---------------------- 3
Lesson 1 ---------------------- 3

What’s New ---------------------- 3

What is It ---------------------- 4
What’s More ---------------------- 5
Lesson 2 ---------------------- 6

What’s New ---------------------- 6

What is It ---------------------- 6
What’s More ---------------------- 9

Lesson 3 ---------------------- 9

What’s New ---------------------- 9

What is It ---------------------- 10
What’s More ---------------------- 17

Lesson 4 ---------------------- 17

What’s New ---------------------- 17

What is It ---------------------- 18
What’s More ---------------------- 20

Lesson 5 ---------------------- 20

What’s New ---------------------- 20

What is It ---------------------- 21
What’s More ---------------------- 24

What I Have Learned ---------------------- 25

What I Can Do ---------------------- 26
Assessment ---------------------- 27
Additional Activities ---------------------- 28
Answer Key ---------------------- 29
References ---------------------- 31
 What I Need to Know

This module is designed and written to help you master the addition
and subtraction of polynomials. The scope of this module covers many
different learning situations and the language used comes in the diverse
vocabulary level of students. Lessons are arranged in the standard sequence
of the course but the order may be different from the textbook you are using.

The module is divided into five (5) lessons, namely:

 Lesson 1 – Addition of Polynomials

 Lesson 2 – Subtraction of Polynomials
 Lesson 3 – Laws of Exponents
 Lesson 4 - Multiplication of Polynomials
 Lesson 5 – Division of Polynomials

After going through this module Operations of Polynomials (M7AL-IId-2),

(M7AL-IId-e-1), (M7AL-IIe-2). Specifically, you will:

1. state the rules in adding, subtracting, multiplying and dividing

polynomials;
2. apply the laws of exponent in simplifying polynomials;
3. apply the rules of addition, subtraction, multiplication, and division of
polynomials.

1
 What I Know

Directions: Read the questions carefully and write the letter of the answers
on your answer sheet.
1. What is the sum of 3x, -5x, and 6x?
A. -14x B. -4x C. 4x D.14x
2. What is the sum when you add (7a + 3) and (4a – 1)?
A. – 11a – 4 B.- 3a + 4 C. 3a + 2 D.11a + 2
3. What statement defines a minuend?
A. It is a number to be added to the subtrahend.
B. It is a number to be subtracted by the subtrahend.
C. It is a number to be subtracted from the subtrahend.
D. It is a number to be subtracted by another number.
4. What is the result when -4xy is subtracted from -8xy?
A. -4xy B. -12xy C.4xy D. 12xy
5. Which one below is the simplest form of expression (2y 3)2?
A. 4y5 B. 4y6 C. 2xy5 D. 2xy6
6. What is the simplified form of the expressions (3x) (2x 2)?
A. 5x2 B. 5x3 C. 6x2 D. 6x3
x7 y 2
7. When you simplify , which of the following is the result?
x4 y
A. x 3 y B. x 3 y 2 C. x 10 y D. x 10 y 3
8. Which of the choices below Is the sum of (2a - 3b) and (5a + 2b)?
A. 7a – b B. -7a + b C.-7a - b D.7a + b
9. What is the area of the rectangle if its length is 2x - 3 and its width is x+7?
[Formula for getting the area (A) of a rectangle: A = (length)(width)]
A. 2x2 + 11x + 21 C. 2x2 + 11x – 21
B. 2x2 - 11x + 21 D. 2x2 - 11x – 21
24 x 8−12 x 10
10. What is the quotient of ?
−6 x 8
A. - 4 + 2x2 B.- 4 – 2x2 C. 4 + 2x2 D.4 -2x2

2
 Lesson
Addition of Polynomials
1
What’s In

Activity 1: Recall Me!

Let’s Find Out: The Similar Terms
Let’s Use These Materials: Answer sheets, pen, and pencil
Let’s Do It This Way:
a. Identify the similar terms below and explain.
b. Write the answers in your answer sheets.
Number 1 is done for you.
Given Polynomials Similar Terms Explanations

They have the same variable

and exponent
3x, -4x and -10x
Note: 2y has no similar term
1) 3x -4x+7xy + 9xy -10x + 2y because there’s no other
7xy and 9xy term in the given polynomial
that contains variable y only.

2) 2a - 4a2 + 9a2 + 12ab -7a

3) 4x2y + 8xy2 - 23x2y + 8x2y2

What’s New

Activity 2: Group Me!

Let’s Find Out: The Similar Terms.
Let’s Use These Materials: Answer sheets, pen, and pencil
Let’s Do It This Way:
a. Group the similar terms you just have identified on Activity 1.
b. Write your answers in your answer sheets.
Number 1 is done for you

Given Polynomial Group the Similar Terms

1. 3x -4x+7xy + 9xy -10x + 2y (3x – 4x – 10x) + (7xy +9xy) + 2y
2. 2a - 4a2 + 9a2 + 12ab -7a
3. 4x2y + 8xy2 - 23x2y + 8x2y2

3
 What Is It

In adding polynomials using the Horizontal Method, the expressions

are arranged and grouped/associated horizontally.

Example 1: Add (4a - 7b) and (6a + 3b). (Using horizontal method)
STEPS HOW TO DO IT? ILLUSTRATION
Step 1: In this example, similar terms
Identify similar are boxed (4a and 6a) and ( 4a -7b ) +( 6a +
terms. encircled 3b )
(-7b and 3b).
Step 2: The similar terms4a and 6a, and
Group similar -7b and 3b are enclosed in (4a + 6a) + (-7b +3b)
terms. parentheses.
Step 3: In adding, apply the rules on
Add similar addition of integers where: (4a + 6a) + [(-7b)
terms. 4 + 6 = 10 (Add directly, since +3b]
they have the same sign and 10a
copy the variable a.)

-7 + 3 = - 4 (Subtract them,
4a + 6a) + [(-7b)
since they have a different sign
+3b]
and keep the sign of the larger
10a + (-4b)
absolute value of an integer
before copying the variable b).
Therefore, the sum of (4a -7b) + (6a+3b) is 10a – 4b.

4
 We can also add ( 4a-7b ) and (6a + 3b) vertically. In Vertical Method,
the expressions are arranged in a column and the similar terms are aligned
vertically. Observe the steps below:
STEPS HOW TO DO IT? ILLUSTRATION
Step 1: Identify Align vertically the similar terms
similar terms. 4a to 6a, and align -7b to 3b. ( 4a -7b ) + (6a + 3b)

Step 2: Align the similar terms vertically:

Align the similar align 4a and 6a, 4a – 7b
terms vertically. align -7b and +3b, 6a + 3b
Step 3: In adding, apply the rules on 4a – 7b
Add similar addition of integers where: + 6a + 3b
terms vertically. 4 + 6 = 10 (Add directly, since 10a – 4b
they have the same sign and
copy the variable a.)
-7 + 3 = - 4 (Subtract them,
since they have a different sign
and keep the sign of the larger
integer before copying the
variable a.)
Therefore, the sum of (4a -7b) and (6a+3b) is 10a – 4b.

What’s More

Activity 3: Add Me!

Let’s Find Out: The Sum of Polynomials.
Let’s Use These Materials: Answer sheets pen and pencil
Let’s Do It This Way:
a. Add the given polynomials below, using the horizontal and vertical
methods.
b. Write your solutions on your answer sheet.

5
Lesson
Subtraction of Polynomials
2

1. Add vertically: (3x + 8) + ( 4x – 3 )

2. Add horizontally: (4x2 – 5x+7) and ( -6x2 + 3x -2)

What’s New

Activity 4: Identify Me!

Let’s Find Out: The Minuend, the Subtrahend, and the Additive Inverse
Let’s Use These Materials: Answer sheets and pen.
Let’s Do It This Way:
a. Identify the minuend and the subtrahend of the polynomials below.
b. Get the additive inverse of the subtrahend.
c. Complete the table below on your answer sheet.
Number 1 is done for you.
Given Minuend Subtrahend Additive Inverse of the
Subtrahend
1. (3x+ 7) – (2x - 1) 3x + 7 2x– 1 -2x + 1
2. (6a2 - a+2) – (3a +1)
3. (7x – 6y) – (2x- y)

What Is It

Subtracting polynomials is the same as adding polynomials. You can

also solve horizontally and vertically.
When subtracting polynomials, add the additive inverse of the
subtrahend to its minuend. See the examples below.

Example 1. Subtract (14x + 8y) and (23x + 2y) (Using horizontal method)
STEPS HOW TO DO IT? ILLUSTRATION

6
 Step 1: In this example, similar
Identify similar terms are enclosed in boxes (14x + 8y) – (23x + 2y)
terms. and triangles.
STEPS HOW TO DO IT? ILLUSTRATION
Step 2: Identify The minuend is a number
from which the subtrahend is (14x + 8y)–(23x + 2y)
the minuend and
to be subtracted and
subtrahend. subtrahend a number that is
to be subtracted from a Minuend Subtrahend
minuend.”
Step 3: Get the In the example, (23x+ 2y)is
additive inverse the subtrahend and its (14x + 8y) – (23x + 2y)
of the
additive inverse or opposite
subtrahend and
proceed to in sign is (-23x - 2y). (14x + 8y) + (-23x - 2y)
addition.
Step 4: In adding, apply the rules on ( 14x + -23x ) + ( 8y + -
Add horizontally the addition of integers where: 2y)
the additive 14 + ( -23 ) = -9 -9x
(Subtract them, since they
inverse of the
have different signs keep the
subtrahend to
sign of the integer with the
the minuend by
larger absolute value before
grouping similar
copying the variable x.)
terms.

8 + ( -2 ) = 6 (Subtract them, ( 14x + -23x ) + ( 8y + -

since they have different signs 2y)
and keep the sign of the -9x + 6y
integer with the larger absolute
value before copying the
variable y.)
Therefore, the difference between(14x+8y) - (23x+2y) is -9x + 6y.

On the other hand, if we use the vertical method to get the difference
between (14x + 8y) and (23x + 2y) we will follow the steps below:
STEPS HOW TO DO IT? ILLUSTRATION
Step 1: Identify Similar terms are enclosed

7
similar terms. with a box and triangle. (14x + 8y ) – ( 23x + 2y )

Step 2: Identify The minuend is a number from which

the subtrahend is to be subtracted and (14x + 8y ) – (23x + 2y)
the minuend
subtrahend a number that is to be
and subtrahend.
subtracted from a minuend.”
Minuend Subtrahend
STEPS HOW TO DO IT? ILLUSTRATION
Step 3: Get the In the example, the additive (14x + 8y) – (23x + 2y)
additive inverse inverse of (23x +2y)is
of the (-23x - 2y). (14x + 8y) + (-23x - 2y)
subtrahend and
proceed to
addition.
Step 4: Align the similar terms (14x + 8y)
Align the similar vertically: + (-23x - 2y)
terms vertically. Align 14x and -23x,
and 8y and -2y.
Step 5: In adding, apply the rules on
Add vertically addition of integers where: (14x + 8y)
the additive 14 + ( - 23 ) = -9 + (-23x - 2y)
inverse of the (Subtract them since they have a -9x + 6y
different sign and keep the sign
subtrahend to
of the integer with the larger
the minuend
absolute value before copying
the variable x)
8+(-2)=6
(subtract them, since they have
different signs and keep the sign
of the integer with the larger
absolute value before copying
the variable y)
Therefore, the difference of (14x+8y) - (23x+2y) is -9x + 6y.

8
 What’s More

Activity 5: Subtract Me!

Let’s Find out: The Difference of Polynomials
Let’s Use These Materials: Answer sheets and pen.
Let’s Do It This Way:
a. Perform the indicated operations.
b. Write the solutions on your answer sheets.

1. Subtract horizontally: (7x – 8) – (2x + 4)

2. Subtract vertically: :(5x2 – 8x + 6) - (3x2 – 3x + 2)

Lesson
Laws of Exponents
3

What’s New

Activity 6: Expand Me!

Let’s Find Out: The Expanded Form of the Exponent
Let’s Use These Materials: Answer sheet, pen, and pencil
Let’s Do It This Way:
a. Expand the exponential terms below.
b. Copy and write the answers on your answer sheet.
Number 1 is done for you.

9
 Exponential Form Expanded Form
1) x3y2 (x∙x∙x) (y∙y)
2) a4
3) y3
4) a2 b4

What is It

The exponent tells the number of times a certain number must be

multiplied by itself.

A. Product Rule
Example: Simplify (23) (24)
Illustration Explanation Conclusion
We expand the terms by Complete the statement:
(2 )(2 )
3 4
applying the definition of
=(2∙2∙2)∙(2∙2∙2∙2) exponents. In multiplying
expressions with the
We group the expanded same base, _______ the
= (2∙2∙2∙2∙2∙2∙2) terms into one. exponent and copy the
=21+1+1+1+1+1+1 We add all the base.
= 27 or 128 exponents of the base 2.
Therefore, (23) (24) = 128

In general, the above expressions can be expressed in the form of

am ∙ an = am + n for any real numbers a, and positive integers m and n,
which means if we multiply expressions with the same base we simply
add the exponents and copy the base.

Example Explanation
1) (x3) (x8) = x(3 + 8) The expressions contain one variable x,
= x11 so by applying the product rule add the

10
 Thus,(x3) (x8) = x11 exponents directly and copy the base x.
2) (a2 b3) (a5 b) = (a2a5) (b3b) The expressions contain two variables
= a(2 + 5) b(3 + 1) (a and b), so by applying the product
= a 7b 4 rule add the exponents of a and add the
Thus, (a2 b3) (a5 b) = a7b4 exponents of b, and copy the base (a
and b).
Note: In a variable b the exponent is 1.

Example Explanation
3) (2x3 y4) (3x2y7) = (2)(3) x(3+2) y(4 + 7) In an expression like this, multiply the
= 6 x(3 + 2) y(4 + 7) constants first. In that example, the
Constant
= 6 x5 y11 constants are 2 and 3.
The expressions contain two variables
Thus, (2x3 y4) (3x2y7) = 6x5y11 x and y, so add the exponents of x and
exponents of y.

B. Quotient Rule
Study the process of simplifying the expressions below.
4
x
Example: Simplify 3.
x
Illustration Explanation Conclusion
x4 x ∙ x ∙ x ∙ x We expand the terms by Complete the
= applying the definition of an
x3 x ∙x ∙x statement:
exponent.

4
x x ∙x ∙x ∙x In mathematics, if we meet the In dividing
3
= same coefficient in both
x x ∙x ∙x expressions with the
4
numerator and denominator,
x we can simply divide out the same base, _______
=x
x3 coefficient one by one. the exponent and
x4
4−3 Aside from diving out
the copy the base.
3
=x
x coefficient one by one we can
x4 easily subtract the exponent of
=x
x3
the numerator to the exponent
of the denominator.

11
 x4
Therefore, 3 =x
x

In general, the above expressions can be expressed in the form of for all integers m and n w

.Examples Explanation
y
8
1 1 1 The expression contains one
1. 11
= 11−8 = 11−8 = 3
y y y y variable y so by applying the quotient
y8 1 rule, subtract the exponents directly
Thus, =
y 11 y 3 in the denominator and copy the
base y.
a4 b 5 a 4−2 a4 −2=1 a2 The expression contains two
2. = = =
a2 b2 b5−2 b5−2=3 b3 variables (a and b) so by applying
the quotient rule:
Copy the variable a in the numerator
and subtract the exponents since the
greater power is of a is in the
numerator.
a4 b 5 a 2 Copy the variable b in the
Thus, =
a2 b2 b 3
denominator and subtract the
exponents since the greater power is
in the denominator.
3
4 x 4=2 ∙2 2 In an expression like this, reduce the
5. =
6 x 6=2∙ 3 3
7
constants into their lowest term by
dividing out its greatest common
3
4x 2 2 2 factor (GCF).
7
= 7−3 = 7−3 = 4
6 x 3x 3x 3x Write the reduced term of the
constant and copy the variable x in
the denominator and subtract the
exponents since the greater power is

12
 4 x3 2 in the denominator.
Thus, 7
= 4.
6 x 3x

C. Power Rule
Example: Simplify (x2)3
Illustration Explanation Conclusion
Since the expression x2 is Complete the
(x2)3 = (x2) (x2) (x2) raised to another power of 3, statement:
we can expand the terms by
applying the definition of an When the expression
exponent. contains one variable is
(x2)3 = (x2) (x2) (x2) After expanding, we can apply raised to another
= x2 + 2 + 2 the product rule in multiplying exponent or power,
= x6 expressions with the same multiply the exponent
base add the exponents and copy the base.
directly.
(x2)3 = x(2)(3) Aside from expanding the
= x6 terms and applying the product
rule here, we can directly
multiply the exponents.
Therefore, (x2)3 = x6

In general, the above expressions can be expressed in the form of ¿

for all real numbers a and band any positive integer, m, and n.
It means to raise a Power-to-Power, you just need to multiply the
13
exponents directly and copy the base.
 Examples Explanation
1. (y5)4 = y(5)(4) = y20 Apply the power rule in simplifying the
Thus, (y5)4 = y20 expressions, copy the base, and
2. (z7)6 = z(7)(6) = z42 multiply the exponents.
Thus, (z7)6 = z42

Other rules follow under the Power Rule are the Product-to-Power Rule
and the Quotient-to-Power Rule.
D. Product–to–Power Rule
It can be expressed in a form of ¿ for all real numbers a
and b, and any positive integers m, n, and p. It means to raise each factor
inside the parentheses to the given exponent outside the parentheses.
Examples Explanation
1. (x2y5)4 = (x2)4 (y5)4 Raise each factor inside the parentheses
= x(2)(4) y(5)(4) to the given exponent outside the
= x8y20 parentheses then apply the power rule.
Thus, (x2y5)4 = x8y20
2. (2a7)3 = (2)3 (a7)3 Note: Since the constant is written in an
= 23 a(7)(3) exponential form, rewrite it into expanded
= 2∙2∙2 a(7)(3) form like in the second example that 2 3 is
= 8a21 expanded into 2∙2∙2 for us to simplify the
Thus, (2a7)3 = 8a21 constant/s easier.

E. Quotient-to-Power Rule
( )
p
am amp
It can be expressed in a form of = for all real numbers
bn bnp
a and b, and any positive integers m, n, and p. It means to raise each factor
in both numerator and denominator inside the parentheses to the given
exponent outside the parentheses.

14
 Example Explanation

( ) 2x
2 3 Raise each factor in both numerator and
5 = (2)3 ¿ ¿
3y denominator inside the parentheses, to the
3 (2)(3 ) given exponent outside the parentheses.
2 x
= 3 (5)(3) Then, apply the power rule.
3 y
(2)(3)
2∙ 2∙ 2 x
= (5)(3) Note: Since the constant is written in an
3∙ 3 ∙3 y
exponential form, rewrite it into expanded
8 x6
= form like in the second example that 23 is
27 y 15
expanded into 2∙2∙2 for us to simplify the

( )
3
2 x2 8 x6
Thus, 5 = 15 constant/s easier.
3y 27 y

F. Negative Exponent Rule

Example: Simplify x−2
Illustration Explanation Conclusion

−2 x3 We assign a value that if we Complete the

Let: x = 5
x subtract the exponent of
the statement:
numerator by the denominator the
result is -2 such as “3 – 5= -2”. When the expression
contains a negative
3
x x∙ x∙ x By the definition of exponents,
= exponent it can be
x
5
x ∙ x∙ x∙ x∙ x x 3
expand the expression . written in its
x5
reciprocal form and
x
3
x∙ x∙ x In mathematics, if we meet the
= the exponent
x x∙ x∙ x∙ x∙ x
5
same coefficient in both
becomes positive.
numerator and denominator we
x3 1 can divide out the coefficient
=
x5
x ∙x
one by one.

x3 1 By applying the product rule, the

=
x5 x 2 denominator becomes x2.

−2 1
Therefore, x = 2
x

15
In general, the above expressions can be expressed in the form of
for a = 0, and any integers n. This means when the expression contains a
negative exponent it can be written in its reciprocal form and the exponent
becomes positive. It can also be simplified in this way, when the negative
exponent is in the numerator transfer it to the denominator and the exponent
becomes positive and vice versa.

Examples Explanation
−3 1 The expression contains a negative exponent, so by
1) 2 a =( 2 )
a3 applying the negative rule rewrite the expression into its
−3
reciprocal, and the exponent becomes positive then
¿2a multiply it to 2.
( 2 )( 1 )
¿ 3
a
2
¿
a3
−3 2
Thus, 2 a =
a3
x4 x4 y5 Apply the shortest way of simplifying expressions with
2) = =x 4 y 5 negative exponents. Transfer the expression with the
y−5 1
negative exponent of the denominator to the numerator
and the exponent becomes positive.
−7 3
a b Transfer the expressiona−7 to the denominator and the
3) −3
= 7
b a expression b−3to the numerator and the exponent
becomes positive.

G. Zero Exponent Rule

Example Explanation Conclusion

Simplify: x 0 We assign a value that if Complete the statement on the
3
x we subtract the next page:
Let: x 0= 3
x
exponents the result is 0 Any expressions if raised to a

16
 ¿ x 3−3 in such that “3 – 3= 0”. power of zero, the result is equal
¿x
0 to 1.
¿1
Therefore, x 0=1

In general, the expression a 0 for any nonzero number, a is equal to 1

and can be expressed in the form a 0=1.

Examples Explanation
1) ¿ = 1 The whole expression is raised to a power of
zero, so the result is 1.
2) 8 a 5 b 0 = 8 a 5 ( 1 ) In the expression, only b is raised to the power of

¿8a
5 zero, so the final answer is 8 a 5 .

3) ¿ ¿= 1 The whole expression¿is raised to the power of

zero, so all of it is equal to 1.
What’s More

Activity 7: Identify and Simplify Me!

Let’s Find Out: The Appropriate Rule
Let’s Use These Materials: Answer sheet, pen, and pencil
Let’s Do It This Way:
a. Identify the appropriate laws of the exponent to be applied in
simplifying the given exponential expressions below
b. Write the answers on your answer sheet. Number 1 is done for
you.
Given Rule Simplified Form
1) (c5)2 Power Rule c10
3 x3 y2
2)
4 x5
3) (5a2b3)2
4) [ (9 a3 b7)4 ]0
5) (3x5) (8x9)
6) (7a-3)

17
Lesson
Multiplying Polynomials
4

What’s New

In multiplying polynomials as well, we will also use the distributive

property of equality.
Example: Multiply 2(a + 1)

Steps Illustration

Multiply the expression outside the 2 (a + 1) = 2 (a) + 2 (1)

parenthesis to each term of the expression
inside the parenthesis.

Steps Illustration

Simplify the equation. 2 (a + 1) = 2 (a) + 2 (1)

2 (a + 1) = 2a + 2

Write the answer. Therefore, 2 (a + 1) = 2a + 2.

What is It

In multiplying a monomial by a polynomial, we need to use laws of

exponents and distributive property. Observe the examples illustrated below.

Example 1: Give the product of (2) (b + 3). (Using the Distributive Property)
Steps Illustration

18
 1. Multiply monomial to the first term
of the binomial. (Applying 2 (b + 3) = 2 (b) + 2 (3)
Distributive Property)
2. Multiply monomial to the second
term of the binomial. (Using
Distributive Property)

2 (b + 3) = 2(b) + 2 (3) = 2b + 6
Get the product of 2(b) and 2(3).

Therefore, 2 (b + 3) = 2b + 6.

You can also use the vertical method in multiplying a polynomial by a

monomial. With the same given, observe how it is done.

Example 2: What is the result if (-4a2) is multiplied by (-2a + 3)?

Steps Illustration
1. Multiply monomial to the first
term in the binomial. (Applying (-4a2) (-2a + 3) = -4a2(-2a) + (-4a2)(3)
Distributive Property)
2. Multiply monomial to the second
term in the binomial. (using
Distributive Property)
3. Solve the product of (-4a2)(-2a) -4a2 (-2a) + (-4a2) (3)= 8a3 – 12a2
and (-4a2)(3)
Therefore, -4a2 (-2a + 3) = 8a3 – 12a2

Using the vertical method:

19
 Steps Illustration
1. Write the polynomials this way. - 2a + 3
x - 4a2
2. Multiply – 4a2 to 3. - 2a + 3
3. Multiply – 4a2 to – 2a.

x - 4a2
8a3 -12a2
Therefore, -4a2 (- 2a + 3)= 8a3 – 12a2.

What’s More

Activity 8: Fill Me!

Let’s Find Out: The Product of Polynomials using the Distributive Property
Let’s Use These Materials: Answer sheets and pen
Let’s Do It This Way:
a. Find the product of the polynomials using the distributive property.
b. Write the answers on your answer sheets.
Number 1 is done for you.

1. (-2c) (3c + 5)

Solution:
(-2c) (3c + 5) = (-2c) (3c) + (-2c) (5)
(-2c) (3c + 5) = - 6c2 – 10c

2. (5b) (b2 – 4b + 2)

20
3. (-3m2) (4m - 6)

Lesson
Dividing Polynomials
5

What’s New

The Quotient of Same Bases

In dividing the same base, copy the common base and subtract the
exponents.

Examples:
x4 y8 8−5 3
3 = x
4-3
1) =x 2) 5
=y =y
x y

To better understand the lesson, study more examples below

What Is It

A. Dividing Polynomial by a Monomial

Example 1: 12x3 + 6x2 ÷ 2x = ?

Steps Illustrations
3 2
First, rewrite the expression as a (12 x ) (6 x )
= +
separate monomial. 2x 2x

Next, divide the numerical coefficients. 12 (3 – 1) 6

= x + x (2 – 1)
2 2
Then, copy the base of the literal 12 (3 – 1) 6
= x + x (2 – 1)
2 2
coefficients and subtract the exponents.

Finally, write the answer. = 6x2 + 3x

21
 Therefore, 12x3 + 6x2 ÷ 2x = 6x2 +3x

Example 2: 18b3c7- 12b2c3 + 9bc3 ÷ 3bc2 = ?

Steps Illustrations
First, rewrite the expression as a 3 7 2 3
(18 b c ) (12 b c ) 9b
¿ − + 2
separate monomial. 3 bc2 3 bc 2 3 bc
Next, divide the numerical
coefficients. 18 3 −1 7−2 12 2−2 3−2 9 1−1 3-2
= b c − b c + b c
3 3 3
Then, copy the base of the literal
coefficients and subtract the
exponents.
Finally, write the answer. = 6b2c5– 4bc + 3c
Therefore, 18b3c7- 12b2c3 + 9bc3 ÷ 3bc2 = 6b2c5 – 4bc + 3c

B. Dividing Polynomial by a Binomial

In dividing a polynomial by another polynomial of the same or lower

degree, it can be done easily. It is a familiar and easy arithmetic technique
that separates other complex problems in the division into smaller ones.

General Rules
A (as the dividend )
1. If = Q  (quotient ), where B ≠ 0
B(as t h e divisor )
A (as the dividend )
2. If = Q  (quotient) plus R (remainder) where B ≠ 0
B(as t h e divisor )
i. The result R  = 0 occurs if and only if the polynomial A has B as a  factor.
ii. The result  R  ≠ 0 occurs the polynomial A has B which is not a factor.

22
 Thus, long division is a means for testing whether one polynomial
has another factor. If it has another factor, the long division can be used for
factoring it out.

Study carefully how dividing a polynomial by a binomial is done below:

y 2 – 3 y −10
Example 1: =?
y +2
Steps Illustration

Step 1: Make sure the polynomial is written in

descending order. If any terms are missing, use
zero to fill in the missing term (this will help with
y +2 √ y −3 y−10
2

the spacing).
The problem is now shown in the illustration.

Step 2: Divide the term with the highest power in

the dividend by the term with the highest power in y
the divisor.
y +2 √ y −3 y−10
2

In this case,
we have y2 divided by y.
2
y
=y
y
The answer y is written above y2.

Steps Illustration

Step 3: Multiply (or distribute) the answer obtained

in the previous step by the divisor.
In this case, y
we need to multiply y and y + 2. y +2 √ y −3 y−10
2

y ( y +2)= y 2+2 y 2
y +2 y
The result is y2  + 2y.
Write the answer below y2  - 3y.

Step 4:
Subtract y2  - 3y y
y +2 √ y −3 y−10
2
y2  + 2y

23
 0 -5y y 2 +2 y
The result is - 5y. −5 y−10
Bring down the next term.

Step 5: Divide the term with the highest power in

the dividend by the term with the highest power in
the divisor.
In this case, we have –5y divided by y−5
y is –5, y +2 √ y −3 y−10
2

5y 2
=−5 y +2 y
−5
−5 y−10
The result is -5.
Write the answer above -3y.

Step 6:
Multiply (or distribute) the answer obtained in the
previous step by the divisor. y−5
In this case, y +2 √ y −3 y−10
2

we need to multiply –5 and y + 2. 2

y +2 y
-5 (y + 2) = -5y – 10.
−5 y−10
The result is -5y -10,
−5 y−10
Write the answer below-5y -10.

Steps Illustration

Step 7:
y−5

Subtract -5y -10 y +2 √ y2 −3 y−10

2
-5y -10 y +2 y
0 −5 y−10
The result is 0. −5 y−10
0

Step 8: Write the final quotient. y−5

y 2 – 3 y −10
Therefore, = y−5
y +2

24
 What’s More

Activity 9: Yes, You Can!

Let’s Find Out: The Quotient a Polynomial by a Monomial
Let’s Use These Materials: Answer sheets and ballpen
Let’s Do It This Way:
a. Find the quotient in each item.
b. Write the answers on your answers sheet.

3 2
x −4 x
1) = ______________
x2

3
x +8 x +8
2) = ______________
x−2

What I Have Learned

Activity 10: Complete Me!

Let’s Find Out: The Appropriate Word/s
Let’s Use These Materials: Answer sheets pen, and pencil
Let’s Do It This Way:
a. Fill in the blanks with the necessary word/phrase to complete the
paragraph. Write ONLY the word/phrase.
b. Choose your answer from the word pool.

25
 c. Write the answers on your answer sheets.
Number 1 is done for you.

Word Pool

operations on polynomials vertically additive inverse multiplicative

subtract add horizontal distributive laws of exponent

In this module, I learned about the (1) operations on polynomials.

There are two methods in adding and subtracting polynomials, these are
(2)___________ and vertical. To add polynomials, we can only combine
similar terms and to subtract polynomials, we add the (3)____________ of
the subtrahend to the minuend.
On the other hand, we can apply some of the laws of exponents to
multiply and divide the polynomials easily. In multiplying expressions with
the same base (4)____________ the exponents, while in dividing
expressions with the same base subtract the exponents. (5)____________
method is being used to multiply and divide polynomial by distributing the
expression to each term

What I Can Do

Activity 11: It is Your Turn!

Let’s Find Out: The Things You Learned
Let’s Use These Materials: Answer sheets and ballpen
Let’s Do It This Way:
a. Tell something about what you have learned from this module by
completing the statements below.
b. Write the answers on your answer sheets.

26
 It is easy for me working on
______________________________________
because _______________________________.

It is difficult for me working on

__________________________________ because
_______________________________.

I will
________________________________________
___________________________in order to
understand lesson better.

Assessment

Directions: Read the questions carefully and write the letter of the answers
on your answer sheet.
1. What is the additive inverse of the expression (7a – 5)?
A.
A. -7a - 5 B. -7a + 5 C.7a – 5 D.7a + 5
2. What is the result when you combine 7a + 8a – 12a?
A. -27a B. -3a C. 3a D. 27a
3. Which is the difference when we subtract (5y + 9z) from (4y – 7z)?

27
 A. -y - 16z B. -y + 16z C. 9y + 2z D. 9y – 2z
4. What is the sum when (-2a2 + 5a – 8) is added to (7a2 - 3a -1)?
A. 5a2 - 2a – 9 B. 5a2 - 2a + 9 C. 5a2 + 2a -9 D. 5a2 + 2a + 9

5. What is the simplest form of (3xy3)2?

A. 6x2y5 B. 6x2y6 C. 9x2y6 D. 9x2y5
6. What is the product of (3g - 6) (2g2 – g - 7)?
A. 6g3 + 15g2 + 15g - 42 C. 6g3 – 15g2 -15g + 42
B. 6g3 – 15g2 – 15g - 42 D. 6g3 + 15g2 – 15g – 42
7. How many square meters of grass is needed to cover a rectangular
garden with a side of 2 meters? Use: A = π r2
A. A = π 4 meters2 C. A = π 2 meters
B. A = π 4 meters D. A = π 2 meters2
n4
8. What is the simplified form of ?
n2
A. n6 B. n2 C. n-6 D. n-2
9. What is the quotient of 6a3 – 12a2 – 3a ÷ 3a?
A. 2a2 + 4a + 1 C. 2a2 + 4a - 1
B. 2a2 – 4a + 1 D. 2a2 – 4a - 1
10. What is the quotient when x3 + 3x2 - 7x + 15 is divided by x + 5?
A. x2 + 2x + 3 C. x2 - 2x - 3
B. x2 - 2x + 3 D. x2 + 2x - 3

Additional Activities

Activity 12: Solve Me!

Let’s Find Out: The Answer
Let’s Use These Materials: Answer sheets and ballpen
Let’s Do It This Way:
a. Perform the indicated operations.
b. Write the answers on your answer sheet.
Number 1 is done for you.

28
 1) (5y +9) + (8y – 2) = ___13y +7_____

2) (5x2 – 8x + 6) – (3x2 – 3x + 2) = _____________

3) (2x2 – 9x -2) ( x – 3) = _____________

4) x2 + 7x + 12 ÷ x + 4 = _____________

Answer Key

What I Know Lesson 1: What’s New Activity 2

1. C
Given Polynomial Group the Similar Terms
2. D
1) 3x -4x+7xy + 9xy -10x + 2y ( 3x – 4x – 10x ) + (7xy +9xy) + 2y
3. B
4. A 2) 2a - 4a2 + 9a2 + 12ab -7a (- 4a2 + 9a2) + (2a -7a) + 12ab

5. B 3) 4x2y + 8xy2 - 23x2y + 8x2y2 (4x2y – 23x2y) + 8xy2+ 8x2y2

6. D
7. A 29

8. A
9. C
 10. A

What I Have Learned ( Activity 13)

1. Operation on polynomial 4. Add
2. Horizontal 5. Distributive
3. Additive inverse

Lesson 1: What’s in Activity 1

Given Polynomials Similar Terms Explanations
2) 2a - 4a2 + 9a2 + 12ab -7a - 4a2 and 9a2 the same variable and
exponent of
2a and -7a
3) 4x y + 8xy - 23x y + 8x y
2 2 2 2 2
4x2y and -23x2y the same variable and
exponent of

Lesson 2: What’s New Activity 4

Given Minuend Subtrahend Additive Inverse of the
Subtrahend
1. (3x+ 7) – (2x - 1) 3x + 7 2x– 1 -2x + 1
2. (6a2-a+2) – (3a +1) 6a2-a+2 3a +1 -3a - 1
3. (7x – 6y) – (2x- y) 7x – 6y 2x- y -2x + y

Lesson 3: What’s New (Activity 9) Lesson 3: What’s

11
A. 1. s B. 1. 2x - 4 More (Activity 10)
2
2. 64 2. b + 5b 2. 5b3 – 20b2 + 10b
3. 125n3 3. 2c2 – 6c 3. – 12m3 + 18m2

30
Lesson 1: What’s More Assessment
1. Add vertically: (3x + 8) + ( 4x – 3 ) 1. B
(3x + 8) 2. C
+ ( 4x – 3 ) 3. A
7x + 5 4. C
2. Add horizontally: (4x2 – 5x+7) and ( -6x2 + 3x -2) 5. C
= (4x2 – 5x+7) + ( -6x2 + 3x -2) 6. C
= (4x2 – 6x2) + (-5x + 3x) + ( 7 – 2) 7. A
= -2x - 2x + 5
2
8. B
9. D
Lesson 2: What’s More (Activity 5)
10. B
1. Subtract horizontally: (7x – 8 ) – (2x + 4)
= 7x – 8 - 2x - 4 What I Can Do
= ( 7x – 2x) + ( -8 -4) Answers may vary.
= 5x - 12
2. Subtract vertically:(5x2 – 8x + 6) - (3x2 – 3x + 2)
5x2 – 8x + 6
Lesson 5: What’s More
+ -3x2 + 3x - 2
(Activity 12)
2x2 - 5x +4
1. x - 4
2. 6x4y4 – 4x2y2 + 3y3
Lesson 3: What’s More
Activity 7: Activity 8:
2. Quotient Rule 2. 4a4b8
2b 3
3. Power Rule 3. 2 Lesson 5: What’s New (Activity 11)
a
3 1. 6x2 + 3x
4. Zero Exponent Rule 4. 2
a 2. 6b2c5 – 4bc + 3c
5. Product Rule
6. Negative Exponent Rule
Lesson 3 What’s New: Activity 6
Exponential Form Expanded Form Additional Activities
1) x3 y2 (x∙x∙x) (y∙y) 1. 13y + 7
4
2) a a∙a∙a∙a 2. 2x3 -15x2 +25x +6
3) y3 y∙y∙y 3. 2x2 -5x +4
4) a2 b4 a∙a∙b∙b∙b∙b 4. X + 3

31
 References

Manuzon, Ralph Laurence S. 2018. The New Grade-7:Realistic Math Scaling Greater
Heights, . Quezon City: Sibs Publishing House.

Orines, Fernando B. 2012. Next Century Mathematics: the New Grade 7, pp.247 - 256.
Quezon City: Phoenix Publishing House.

Soleda Jose-Dilao, Ed. D. 2009. Intermediate Algebra: Textbook for Second Yearpp.120 -
132. Quezon City: SB Publications, Inc.

https://www.mesacc.edu/~scotz47781/mat120/notes/exponents/review/review.html

https://www.toppr.com/guides/maths/number-systems/laws-of-exponents-for-real-
numbers/

https://www.mathstips.com/polynomials-introduction/

https://sciencing.com/everyday-use-polynomials-6319219.html

https://www.mathstips.com/addition-subtraction-polynomials/?
utm_source=polynomials&utm_medium=sidebar&utm_campaign=toc
https://www.splashlearn.com/math-vocabulary/subtraction/minuend
https://www.chilimath.com/lessons/intermediate-algebra/adding-subtracting-
polynomials/

https://en.wikipedia.org/wiki/Polynomial_long_division

https://www.mesacc.edu/~scotz47781/mat120/notes/divide_poly/long_division/
long_division.htmlhttps://www.mesacc.edu/~scotz47781/mat120/notes/divide_poly/
long_division/practice_prob1_soln.html

https://www.mathsisfun.com/algebra/polynomials-division-long.html

https://www.mesacc.edu/~scotz47781/mat120/notes/divide_poly/long_division/
practice_prob6_soln.html

http://mathematics.laerd.com/maths/algebraic-division-intro.php

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www.mesacc.edu › mat120 › notes › divide_poly › lon...

https://www.mesacc.edu/~scotz47781/mat120/notes/exponents/review/review.html

https://www.toppr.com/guides/maths/number-systems/laws-of-exponents-for-real-numbers/

https://sciencing.com/everyday-use-polynomials-6319219.html

https://www.mathstips.com/addition-subtraction polynomials/?
utm_source=polynomials&utm_medium=sidebar&utm_campaign=toc

https://brainly.ph/question/5662586

https://www.google.com/search?q=rice+field+drawing&sxsrf=ALeKk00mLM-
BF0RwWQDQlV84Zari4K0D0A:1592835429606&source=lnms&tbm=isch&sa
=X&ved=2ahUKEwjyhN6vzpXqAhWy3mEKHcVFBNgQ_AUoAXoECA8QAw&
biw=1024&bih=457#imgrc=NKYao_9Zh-tXtM
https://www.mathsisfun.com/algebra/polynomials-multiplying.html#:~:text=To
%20multiply%20two%20polynomials%3A,together%2C%20and%20simplify
%20if%20needed
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multiplying_poly.html
https://www.mathplanet.com/education/algebra-1/factoring-and-polynomials/
monomials-and-polynomials
https://courses.lumenlearning.com/waymakerintermediatealgebra/chapter/
read-multiply-any-two-polynomials/

33
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