Batangas State University

– The National
School Engineering University Grade Level 7
ARASOF- Nasugbu
Campus
DAILY Teacher Group # 5 Learning Area MATHEMATICS
LESSON Teaching
DECEMBER 11, 2023 Quarter SECOND
LOG Date/Time

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

B. Performance The learner is able to model situations using oral, written, graphical, and algebraic
Standards methods in solving problems involving algebraic expressions, linear equations,
and inequalities in one variable.

The learner uses algebraic methods to:

C. Learning
Competencies/Objectives (a) Classify algebraic expressions which are polynomials according to degree and
number of terms; and
(b) Add and subtract polynomials.

M7AL-IIc-4
M7AL-IId-1

Specific Objectives:

1. Classify polynomials by their degree and identify liked terms.

2. Apply algebraic rules to add and subtract polynomials using mental process.
3. Solve real-life problems involving addition and subtraction of polynomials.

II. CONTENT Addition and Subtraction of Polynomials

III. LEARNING RESOURCES

A. References Self-Learning Module in Mathematics, Quarter 2, Module #

Grade 7 Mathematics Quarter 2 Module 5

https://depedtambayan.net/wp-
content/uploads/2021/12/Math7_Quarter2_Module5.pdf?fbclid=IwAR2zc1Sf0Wt
0o32-0ceyXlsSEHi9TfJfdw8nNyuVaqxrjG56OWvYqz5a-Gk

B. Other Learning
Resources Laptop, ViewBoard, PowerPoint Presentation, Whiteboard, Marker, Visual Aids
IV. PROCEDURES TEACHER’S ACTIVITIES PUPIL’S ACTIVITIES

Before the Lesson 1. Prayer

A. Preparing “May I request everyone to stand for a (Prayer)
short prayer.”

2. Greetings
“Good morning, class!” “Good morning, Ma’am!”

“Thank you, class. Before you take your (Students will pick up all scattered
seat, please pick up all those scattered pieces of paper and plastic)
pieces of paper and plastic under your
chair and arrange your chairs properly.”

3. Checking of Attendance
“Mr. Secretary, is there any absence “Everybody is present for today’s class
today?” Ma’am.”

“Thank you, Mr. Secretary. It’s great to

hear that there are no absences in your
class today.”
 4. Recall
“Can someone in the class share their “Ma’am, last meeting we discussed
key takeaways from the previous Algebraic Expressions including terms,
discussion?” constants, variables, degrees, and
numerical coefficients.”

“That is correct.”

Given: x²+4x+4

“In the given algebraic expression, “4, Ma’am.”

which is the constant?”

“What is the numerical coefficient of the “1, Ma’am.”

first term?”

“How many terms are there in the “3, Ma’am.”

expression?”
B. Establishing a Before we finally proceed with our
purpose for the lesson lesson, let us first have a simple activity
called “Poly Twister”.

“Are you familiar with the game

Twister?”

Game Instructions:
1. The class will be grouped into 4.
Each group will have a representative.
Then, a “twister math” will be placed in
the center. The mat is consisting of
circles with different colors. Each color
has different algebraic terms.

2. The teacher will hold a spinner which

consists of 4 colors with corresponding
body parts.

3. The teacher spins the spinner and

then calls out the body part and the
color that the arrow points to. The
player must then try to follow the
teacher’s direction. For example, "Right
hand, red."
 4. if the teacher calls out "Right hand,
red," each player must try to place a
right hand on any vacant red circle. If
your called-out hand or foot is already
on a circle of the called-out color, you
must try to move it to another circle of
the same color.

5. There can never be more than one

hand or foot on any one circle. If two or
more players reach for the same circle,
the teacher must decide which player
got there first. The other player(s) must
find another vacant circle of the same
color. Never remove your hand or foot
from a circle unless you're directed to
by the referee after a spin.

6. Any player who falls, or touches the

mat with an elbow or knee, is
immediately out of the round. (If you
feel that a new position is impossible, or
will cause you to fall, you may eliminate
yourself.)

7. For each round, the teacher will spin

the spinner 4 times. After that, the
group will then arrange their
groupmates' chosen circle and form an
expression.

“Did you understand the mechanics of “Yes, Ma’am!”

the game?”

“Let’s begin!”

“Okay, what are the algebraic (Algebraic expressions may differ

expressions formed in the game?” based on the chosen circles of each
representative.)

“That is correct. Thank you!”

C. Presenting “How did your group come up with that “First, we determined the degree of
examples/instances of answer? How did you arrange the each term for us to sort it from highest
the new lesson terms?” degree to constant.”

“Can you consider those terms as “Yes, because an algebraic expression

algebraic expressions?” is formed by a single or group of terms.”

“Very good!”

“Can you consider those algebraic “Yes. A polynomial is an expression

expressions as Polynomials?” with multiple variable terms, such that
the exponents are greater than or equal
to zero.”

“That is correct. But we should always

remember that not all algebraic
expressions are polynomials. But all
polynomials are algebraic
expressions.”

“What do you think is our lesson for “I think that today we will be discussing
today?” Polynomials, Ma’am.”
 “That's right! Today, we are going to
learn about polynomials, specifically
adding and subtracting polynomials.”

At the end of the lesson students

should be able to:

1. Classify polynomials by their

degree and identify liked terms.
2. Apply algebraic rules to add and
subtract polynomials using
mental process.
3. Solve real-life problems
involving addition and
subtraction of polynomials.

D. Discussing new “So, for today's lesson, we are going to “It is an expression that consists
concepts and practicing discuss a special type of algebraic variable, constant and exponents.”
new skills #1 expression which is 'polynomials'.
Class, any idea about polynomials?”

“That’s right, _____.”

Polynomial is an algebraic expression

composed of variables, constants, and
exponents that are combined using
mathematical operations.

“3x²- 7, is this polynomial?” “Yes, Ma'am.”

“How can you say it is polynomial?” “This expression contains variable

which is the x, constant which is 7 and
exponent which is ².”

“Very well said, _____.”

The polynomials can be classified in

two ways: according to its degree and
number of terms.

“First, we're going to discuss the types

of polynomials according to its number
of terms.”
“Class, do you understand the “Yes, Ma'am.”
difference between those three types
according to its number of terms?”

Next are the types of polynomials

according to its degree. The degree of
polynomial is the highest power of the
variable.

“What is the degree of 6x⁴-y²-7?” “4, Ma'am.”

“Any questions? Clarifications? If none, (Students will follow the teacher’s

kindly stamp your feet three times.” instruction.)

“Very good class, now we're going to

proceed on adding and subtracting
polynomials.”

Adding and Subtracting Polynomials

“Before we begin our lesson on adding (Some students will raise their hands.)
and subtracting polynomials, can you
raise your hand if you are familiar with
our lesson for today?”

“Any ideas, ________?” “In adding polynomials, we can add

them by adding the coefficients of the
like terms. Similarly, subtracting
polynomials involves subtracting the
coefficients of the like terms.”

“That’s correct! Now, how can you “Like Terms are terms whose variables,
identify if it’s like terms?” along with their exponents, are the
same.”

“That is right! Very Good!”

Like terms are terms that have the

same variables raised to the same
exponents with possibly different
numbers. For example, 2x, 7x, and -2x.

“3y and 3x², are they like terms? (The students respond by giving
Thumbs up if yes, thumbs down if not.” thumbs down gesture.)

“That is correct! Good job everyone!

They are not like terms because they
are Unlike Terms.”
Unlike terms are terms that have
different variables or different
exponents. These terms cannot be
combined directly because they are not
the same. For example, 2, 7x², and -2y.

“Now that we're done with the concepts

of like terms and unlike terms, we move
on to Adding Polynomials.”

Adding Polynomials

To add polynomials, we simply add any

like terms together. To add like terms,
get the sum of the numerical
coefficients and annex the same literal
coefficients. If there is more than one
term, we can use the steps given
below:

“Alright, class, can anyone volunteer to (Some students raise their hands.)
read out the steps?”

“Yes, ________.” (The student will read the steps in

adding polynomials.)

Step 1: Arrange the polynomials in their

standard form. The standard form of a
polynomial is expressed by writing the
highest degree of terms first then the
next degree and so on.

Step 2: Arrange in columns of like

terms.

Step 3: We can represent the missing

power term in the standard form with "0"
as the coefficient to avoid confusion
while arranging terms.

Step 4: Simplify by combining like

terms.

“Is everything clear so far?” “Yes, Ma'am.”

“To further understand, let's have an

example here.”

Example:
(3x³ + x² - 2x -1) + (x³ + 6x + 3)

“Do you understand, class? Thumbs up (The students respond by giving

if you understand, thumbs down if not.” thumbs up gesture.)

“Feel free to ask any questions or raise

your hand if you need anything
clarified.”
“Looks like we're all good to go with
Subtracting Polynomials. Let's begin!”

Subtracting Polynomials

“Of course, if there is an Addition of

Polynomials, there is also Subtraction
of Polynomials. Let us proceed to the
steps of Subtracting the Polynomials”

Subtracting polynomials involves

combining like terms by subtracting
corresponding terms with the same
variable and exponent. Here are the
steps:

Step 1: Copy the first expression.

Step 2: Change the signs of the second

expression - Distribute the negative
sign if subtracting by a polynomial.
Change the signs of all terms in the
polynomial being subtracted.

Step 3: Combine like terms: Subtract

corresponding terms, combining those
with the same variables and exponents.

Step 4: Write the final answer: Express

the result in standard form, arranging
terms in decreasing order of exponents.

Example:
(3x² +4x−5) −(2x²−6x+3)

“Can someone go to the board and

solve the given example.”

Problem:
(3x² +4x−5) −(2x²−6x+3)

“Very Good, ________.”

“Can someone repeat the steps in

Subtracting Polynomials.”

“That’s right, ________.”

“Do you understand, Class? Please

clap your hands 5 times if you really
understand the lesson.”

“Okay, very good. Thank You for your

cooperation.’’

“Let's analyze this problem.”

Problem:
Cedrick has a rectangular garden
measuring 3x³+3x-2 m in his backyard.
He is planning to plant Carnations to
add in his garden. If 2x+4 m of it has
 roses and x²+4x+4 m of it has tulips,
how many meters are left for him to
plant Carnation?

Solution:
(2x+4) + (x²+4x+4) =x²+6x+8

So, (3x³+3x-2) - (x²+6x+8) = 3x³+x²-3x-

10.

Therefore, there is a 3x³+x²-3x-10

meters left for Cedrick to plant
Carnations.

E. Developing Now to know if you really understand

Mastery the lesson, let us have a fun activity
called “PolyVest Voyage”.

“I have here a vest with a lot of

pockets.”

Each pocket has questions and all you

have to do is to answer the questions
correctly. If your answer is correct, you
will receive a prize and you have to
choose another question. But if you
failed to answer the question, that only
means it’s game over and it’s your
classmate's turn to try the activity.

“Did you understand the mechanics of “Yes, Ma’am!”

the activity?”

(The teacher will pick students) (The chosen student will answer the
questions placed on the pocket of the
vest.)

Questions On the Vest:

Answers:
1. Simplify: x + x 1. 2x
2.x
2. Simplify: 3x - 2x 3. -4
4. 5x and 2x
3. Simplify: (-7) + (3) 5. 2x^4
6. ³
4. Which of the following are liked 7. 6x+2
terms? (5x, 5x², 2x) 8. x²+3x+1
9.3x+5
5. 3x³+ 2x^4+21x+4. What is the term 10. Linear
with the highest degree? 11. Monomial
12. Zero
6. What is the degree in 3x³? 13. Quadratic
14. Binomial
7. (2x+3) + (4x-1) 15. Cubic
16. Trinomial
8. (3x-4) + (x²+5) 17. None of them are liked terms
18. 2x²-4x
9. (5x+2) – (2x-3) 19. 7x
20. 5x+13y+8
10. What type of polynomial is the
expression based on degree, 2x?
 11. What type of polynomial is the
expression based on term, -3z²?

12. Based on its degree, what type of

polynomial is the expression 9?

13. Based on its degree, What type of

polynomial is the expression 40a²?

14. Based on the number of terms,

what type of polynomial is the
expression -y²+3y?

15. Based on its degree, what type of

polynomial is the expression
x³+15x²+9x?

16. What type of polynomial is the

expression 2x³+5x²+10x?

17. Which of the following are liked

terms? (2x², 2x, 2x³)

18. (-4x) + (2x²)

19. (2x) + (5x)

20. (5x+2) + (13y+6)

F. Finding practical “Now that everyone already knows how

applications of concepts to add and subtract polynomials, let us
and skills in daily living apply them in a more practical setting.”

Pizzeria

“Let us read the problem.”

It is Lei’s first day in the pizzeria and

she has never experienced cooking or
even cutting pizzas before. As her first
customer, Grade 7 Lapu-Lapu ordered
8 pepperoni pizzas for their teacher’s
birthday. Lei successfully prepared the
pizza but unfortunately, she did not
know how to cut the pizza. She ended
up with different sizes of pizza slices.

Four students from the class, Cara,

Ana, Francis, and Maica share a box of
pizza and get 2 pieces each. If x is
equal to 2, who do you think will get the
biggest slice of combined pizza?

Pizza Slices:
1. x³+3x²+x
2. 4x²+2
3. 4x
4. 9x³-8x²+4
 5. 27x³-x²+x-22
6. 9x²+x
7. 6x
8. x³+9x²+5
9. 2x²
10. 3x-5

G. Making 1. Based on your understanding what

generalizations and are the definitions of polynomials? “Polynomials are algebraic expressions
abstractions about the consisting one or more terms, with each
lesson term being the product of a constant
coefficient and variables raised to non-
negative integer exponents. These
expressions can include addition and
subtraction.”

2. What are the steps to be followed in

adding polynomials? “When adding polynomials, there are
steps to be followed. First, arrange the
polynomials in their standard form.
Second, Arrange in columns of like
terms. Third, represent the missing
power term in the standard form with "0"
as the coefficient to avoid confusion
while arranging terms. Last, simplify by
combining like terms.”

3. When subtracting polynomials, what “When subtracting polynomials, it is

steps should be followed to ensure the
crucial to change the signs of all terms
correct result?
in the polynomial that follows the
subtraction sign. This involves carefully
distributing the negative sign to each
term within the second expression and
then combining like terms to simplify”

4. What are the various types of

“Polynomials are classified into
polynomials, and how are they
different types based on the number of
differentiated based on their structure
terms they contain and their degree.
and properties?
These types include monomial (single-
term polynomials), binomial (two-term
polynomials), trinomials (three-term
polynomials), and multinomials
(polynomials with more than three
terms). Additionally, polynomials are
categorized by their degree, such as
linear (degree 1), quadratic (degree 2),
cubic (degree 3), quartic (degree 4),
and so on, based on the highest power
of the variable in the polynomial.”

“For us to know how well you

H. Evaluating
understand the lesson, get 1 whole
Learning
sheet of paper and try to answer this
activity.”

Directions:
Reveal what is being referred to in the
statements below by performing the
indicated operation in Column A and
matching it to the answers in Column B.

Statement:
“Highest power of a variable.”
 Column A
1. (x³+3x²-5x) + (x³+2x²-5x)
2. (2x-1) + (2x+1)
3. (2x+4) – (2x-3)
4. (4x³-3x²+2x-1) + (4x³+5x²-x+3)

Column B.
D – 2x³+5x²-10x
A – 4x+2 *Answers
E – 4x
I–1 1. 2x³+5x²-10x
S – 2x³+5x²+10x 2. 4x
R – 8x³+2x²+x+2 3. 7
G–7 4. 8x³+2x²+x+2

D E G R E E
1 2 3 4 2 2 1 2 3 4 2 2

I. Additional activities “For your assignment, answer this problem.”

for application or
remediation Simplify and solve the following problems.

1.Sophia is planning a road trip. She drove 5x+3 hours on the first day and 2x−1
hours on the second day. If she decides to extend her journey by driving an
additional 3x hours on the third day but shortens it by 2 hours on the fourth day,
how many hours will Sophia spend driving during the entire road trip?

(This is the part of the DLP in which teachers shall document specific instances that
V. REMARKS
result in continuation of lessons to the following day in case of re-teaching, insufficient
time, transfer of lessons to the following day as a result of class suspension, etc.)
VI. REFLECTION
A. No. of learners who earned
80% on the formative assessment
B. No. of learners who require
additional activities for remediation
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 teaching strategies
worked well? Why did this work?
F. What difficulties did I
encounter which my principal/
supervisor can help me solve?
G. What innovation or localized
materials did I use/discover which
I wish to share with other
teachers?