Leyte Normal University

Tacloban City

Detailed Lesson Plan in Mathematics (Grade 7-Secondary)

_Lalainne D. Dumas_ _Tyrone O. Gil Jr. LPT_

Beginning Teacher Supervising Teacher

I. Objectives

Content Standard:
The learner demonstrates understanding of key concepts of
algebraic expressions, the properties of real numbers as applied in linear
equations, and inequalities in one variable.

Performance Standard:
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 Competencies:
The learner subtracts polynomials.

Learning Outcome:
At the end of the lesson, students are able to:
1. Subtract polynomial by combining like terms,
2. Manipulate the algebraic tiles in subtracting polynomials; and
3. Demonstrate the steps in subtracting of polynomials.

II. Content

A. Topic:
Subtracting Polynomials
B. References:
module-9-topic-1-adding-subtracting-polynomials-4098263
https://www.purplemath.com/modules/polyadd2.htm
a. Teacher’s Guide Pages:
1. Moving Ahead with Mathematics II. 1999. pp. 166-168*
 2. NFE Accreditation and Equivalency Learning Material.
Studying Polynomials. 2001. pp. 14-19, 21-23
3. BEAM I – Module 6: Polynomials 4. EASE I – Module 8: Power
of 0 5. DLM 1 – Unit 3: Algebraic Expressions

b. Learner’s Module Pages:

Curriculum guide p 173, Adding and subtracting polynomials:
Anticipatory set. Creative Commons.
Retrieved from: http://www.fishing4tech.com/adding-and-
subtracting-polynomials.html
c. Additional Materials:

C. Materials:
Blackboard, Chalk, Other Instructional Materials,
Worksheets, and Activity Sheets

III. Procedure

Teacher’s Activity Learner’s Response

A. Preliminary Activities
1. Prayer

May I request Mr. Barcala to (Mr. Barcala leading the prayer)

lead the prayer.

Amen. Amen.

2. Checking of Attendance

Before anything else, may I

request everyone to please pick-up (Picking up the pieces of paper)
the pieces of paper under your table
and keep all the unnecessary things.
Thank you!

So now, let me check the

attendance first. Please say present if
your name is called.

Algo? Barcala? Delector? Villones? Present Ma’am!

Okay very good! No one is

absent from the class.

3. Checking of Assignment

Since we have an assignment,

 did everyone submitted it already? Yes Ma’am!

Very good!

4. Recalling of the Classroom

Rules

Now, let’s recall our classroom

rules whenever we are having our
class.
So we have, L-E-A-R-N.

L - listen to instructions
E - enter and exit prepared
A - always try your best
R - respect others
N - notify teacher or anyone if
something wrong has happened

Are we clear everyone? Yes Ma’am.

B. Developing Activities

a. Drill

Let’s have a drill!

Let me group the class into 2. So

group 1 will be MATHayog and
group 2 will be MATHibay. As you
can see here is your incentive
charts. And whenever your group
participate and got the correct
answer, your team will gain fruits.
So, at the end of our discussion
whoever gained many fruits means
they become fruitful during our
discussion.
Yes Ma’am!
So, is that clear everyone?

I have here a flash cards that

contains simple problems, so all you have
to do is to perform the given operations. Yes Ma’am!
Is that clear?

Sets of expression:
1. 7
1. 15 - 8 2. 2
2. - 6 + 8 3. -17
3. (-9) - 8 4. -3
4. 3 + (-5) 5. -5
5. -9 + 4

Did everyone enjoy and at the

same time learned about the drill? Yes ma’am!
b. Review

Before we go to our new topic
this morning, let’s have a short recap
to our previous topic. So may I ask
Ms. Delector to please tell us what
was our topic last time.
Our topic last time was about classifying
algebraic expressions which are
polynomials according to degree and
number of terms.

Okay very good! You may sit

down Ms. Delector.

So, who among you here can

give an example and will try to (Participating)
answer it?

Yes, Mr. Algo?

Good job! So, it seems that

everyone of you already knew on
adding of polynomials. Let us give
everyone 5 claps. Ready, 1, 2, 3, 4, Clap: 1, 2, 3, 4, 5.
5.

So, are you ready moving to our Yes Ma’am!

new topic?

C. Presentation of the Lesson

Our lesson for today is all about

Subtracting of Polynomials.
(Participating)
Anybody who have an idea of
subtracting polynomials?

As an introduction to our new

topic, let me discuss first about the
Algebraic Tiles.

Each tiles represents a specific number.

Let’s have first the positive one:

4x4 Yellow Tile = x 2
2x4 Yellow Tile = x
2x2 Yellow Tile = k / constant

And the negative one:

4x4 Red Tile = - x 2
2x4 Red Tile = - x
2x2 Red Tile = - k / - constant
No Ma’am.
Okay, any question class?

Alright, let’s proceed.

Why it is necessary for us to have these

Algebraic tiles during our lesson today?

So, these Algebraic tiles will help us in

subtracting and adding polynomials.

Okay so now, I will distribute to you these (Exploring the Algebraic tiles)
algebraic tiles for you to explore. You
have 2mins. for exploring, your timer
starts now!

Times Up everyone!

So now I will give you first an example as

how you will be able to use this algebraic
tile in subtracting a polynomial.

Given:
( x ¿¿ 2+3 x−4)−(2 x 2+ 2 x−3)¿

First, let’s represent these polynomials

here using the algebraic tiles.

So, we have one 4x4 yellow tile + three

2x4 yellow tile and four 2x2 red tile since Yes Ma’am.
it is a negative constant number.

Is that clear class?

Okay let us proceed to the subtrahend, so

in representing the subtrahend using the
algebraic tiles we will first distribute the
minus sign (-) in all the polynomials,
mainly in the 1st term, middle term, and
the last term.

So, we will have now −2 x2 −2 x +3. And

then, this is where we can now represent
our algebraic tiles.

We have two 4x4 red tile – two 2x4 red

tile + three 2x2 yellow tile.

So, we can now subtract the polynomials.

In subtracting polynomial, we need first to
distribute. Since we’re already done, we
will now change the operation to addition.
Of course, in subtracting polynomials we
will add the similar terms. So, we have
here: x 2+ 3 x −4
+
2
−2 x −2 x +3

x 2+ x−1

So, for our first given polynomial we have

Yes Ma’am.
our final answer: x 2+ x−1

Did you get it class?

Okay, very good!

And of course, now you will try to solve

for the difference of polynomials with the
use of these algebraic tiles. Just like what
I did on the board.
Yes ma’am! (Clap hands)
So, are we all set? Kindly clap your hands
once and say, “yes ma’am”.

Very good, thank you!

So, I will post the given we have:

2
(4 x¿ ¿ 2−5 x−3)−( 2 x −3 x−4)¿

Both groups, MATHayog and MATHibay (Answering)

will show on their algebraic tiles’ solution
in subtracting of polynomials. I will give a
5mins to answer. Your timer starts now.

Time is up!

Very good! I see both works presented

well on the board. Okay let’s check both
answers if its correct.

From group of MATHibay:

They got the correct answer. Yes ma’am!

Do you agree group of MATHayog?

Okay now let’s check your work.

Your group got the correct answer also.

Good job everyone! Since both of your

groups participated and got the correct Cheering both groups.
answers also, you will be given 1 fruit
each in your incentive chart.

D. Discussion

So, let’s proceed to our discussion. This

morning we are going to learn about
subtracting of polynomials.

So, what have you learned during the In subtracting polynomials, we first
activity we did using the algebraic tiles? combine like term then perform the
indicated operation.
Yes Ms. Villones?

Very good. Ms. Villones is right. We

combine first the like term and then
perform the indicated operation.

Do you have an idea now as how are we

going to subtract polynomials without
using the algebraic tiles?

So, I just I wanted to ask first, do you

think we can use the same process in
adding of polynomials with subtracting of
polynomials right now? 12 students raise their hands

8 students raise their hands

Who says yes?
Undecided ma’am.
Who says no?

How about the others?

You might be wondering why we did the

same process in adding polynomials here
in subtracting polynomials. This is
because we first change the sign of the
subtrahend then perform the indicated
operation which is the addition so just like
Yes ma’am.
what we did in adding of polynomials.

Okay it’s that clear class?

Now let us proceed to subtraction of

polynomials.

In subtracting a polynomial, we can

always remember this acronym:
C – copy the minuend
C – change the sign of the subtrahend
C – combine similar terms
A – add the numerical coefficient
C – copy the literal coefficient

So, these acronyms will serve as our

Yes ma’am.
guide in subtracting polynomials.

Are we still in, class?

Okay let us have an example.

We have: (4 x¿ ¿ 2−6 x+ 2)−(2 x 2+3 x−2)¿

Follow the guide:

C – copy the minuend
4 x2 −6 x+2
C – change the sign of the subtrahend
2
−2 x −3 x +2
C – combine similar terms
2 x2 −9 x+ 4
A – add the numerical coefficient
C – copy the literal coefficient

So, this is now the answer or the

difference of the given polynomials.
2
2 x −9 x+ 4 Yes ma’am.
No ma’am.
Do you understand class?
Any question?

Okay very good! It seems like you clearly

understood our discussion for today.

Let us proceed with our activity now.

E. Guided Practice

I want you to return to your group. Each

group will be given 5mins to answer the
given polynomial and you will present
your answer on the board. Yes ma’am.

Is that clear, class?

I have here a given of:

(6 x ¿¿ 2+5 x−3)−(−x2 +3 x +1) ¿ (Answering)
Your 5mins starts now.

5 minutes is up, everyone.

Let’s check the answer from group

MATHayog. How about the group of
MATHibay?

Okay, good job everyone. Both groups

got the correct answers.

So, with that both groups earned 1 fruit.

F. Independent Practice

Okay, since we’re done answering

activities by group, how about we do it Yes ma’am.
individually?

Can you do it now, class?

Okay very good!

So, for now I have prepared 5 sets of a

polynomials. All you have to do is to raise
Yes ma’am.
your hand if you know the answer.

Is that clear? 1. -13x2+8x

2. 6x2+x+8
Given: 3. 7x2+7x-14
1. (- 8x2 + x + 10) – (5x2 – 7x + 10) 4. 3x2+x+10
2. (7x2 – 3x + 6) – (x2– 4x – 2) 5. 4x2+3
3. (x2 – x + 1) – (-6x2 – 8x + 15)
4. (5x2 + 2x + 7) – (2x2 + x – 3)
5. (2x2 + x + 4) – (x2 + x + 1)

Good job, everyone!

G. Application

So, this time let us have a short activity. I

want you to answer these expressions.
You have 5mins to answer and I will call
you randomly to solve for it.

1. (3 x 2 + 4x + 2) - (5 x 2 + 4x + 5)
2. (20 x 2 + 12x + 1) - (8 x 2 + 9x - 5) Yes ma’am.
3. (16 x 2 + 8x +9) - (11 x 2 +5x + 3)

Are you done class?

Okay very good. (Answered)

May call on Mr. Barcala to solve for item

number 1.

Very good! (Answered)

How about Ms. Delector to solve for

number 2?
(Answered)
That’s right!

Last, can you answer it Mr. Algo? (Claps)

Good job! All of you got the correct

answer. Let’s give a round of applause.

H. Generalization

To sum up our lesson for today, we will

have another activity.

The same groups; MATHayog and

MATHibay. I will give each group an
envelope. Each envelope contains jigsaw
puzzle pieces. Your task is to solve the Yes ma’am.
puzzle and paste it on the board.

Are you ready?

I will give you 5 minutes to solve it. Your
timer starts now. (Posted)

Time is up!

Very good. SUBTRACTING POLYNOMIALS

- in subtracting polynomials you have to
Everybody, can you please read what is change all the signs of the second term
posted on the board?. or the subtrahend and then apply the
principle in adding polynomials.

(Claps)

Good job! Let’s give everyone a round of

applause. No ma’am.

So, any other questions? Clarifications or

violent reactions?

Okay if none, let’s have a quiz.

IV. Evaluation

As our quiz, let’s answer these equations. You will have 10 minutes to solve it.

1. (2 x 2 + 3x + 1) - (4 x 2 + 3x + 4)
2. (4x + 3) - (6x + 11)
3. (27 x 2 + 18x + 2) - (8 x 2 + 9x - 5)
4. (9 x 2 + 6x +3) - (16 x 2 +4x + 2)
5. (8 x 2 + 9x + 8) - (11 x 2 – 9x + 8)

Answers:
1. - 2 x 2 - 3
2. - 2x - 8
3. 19 x 2+ 9x +7
4. - 7 x 2 + 2x +1
5. - 3 x 2+ 18x

V. Assignment

(No assignment)
VI. Remarks
VII. 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 lesson work? No. of learners who have caught 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) __________________________________________________
g) What difficulties did I encounter which principal or supervisor can help
me solve? _________________________________
h) What innovative or localized materials did I use/discover which o wish to
share with other teachers? __________________________________