Detailed Lesson Plan No.

1
Learning Area: Mathematics 7
Quarter: 2nd
Week: 4
Grade Level: Grade 7
Duration: 4hrs

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.
The learner is able to model situations using oral, written, graphical, and algebraic
Performance Standard methods in solving problems involving algebraic expressions, linear equations, and
inequalities in one variable.
Learning Competency Adds and subtracts polynomials. Code: M7AL-IId-2
and its Code

Key Concept Adding and subtracting polynomials

At the end of the lesson, students will be able to:

a. define and identify the concept of addition and subtraction of polynomials;
I. LEARNING
b. apply the concept of addition and subtraction of polynomials to real life
OBJECTIVES
application; and
c. perform addition and subtraction on polynomials.
II. CONTENT
K-12 Mathematics Learner’ Materials for grade 7, BEAM I – Module 6:
References
Polynomials
http://lrmds.depedldn.com/DOW
LOAD/BEAM_LG_GR_7_MOD
ULE_6_MATHEMATI.PDF
Resources https://mrspatterson-
ambridge.weebly.com/uploads/1/
2/1/8/121848129/textbook_sectio
n_6.1.pdf
III. LEARNING
PROCEDURES
A. Preliminary
Activities
Teacher: Let me begin with a drill to about classifying polynomials to see how far
you’ve learned from your previous lessons.

DIRECTION: complete the table below.

Polynomials Standard form Degree Number of Name

1. Drill terms
3-7x-9x˄2
5-6˄2
-4
-10+5x
8x-2-6x˄2
 The students will ask to answer the following questions:
1. What are the different ways of classifying polynomials?
2. Review 2. How do you classify polynomials by degree and number or terms?
3. What are the types of polynomials?

I love POLYNOMIALS!
INSTRUCTION: The class will be group according to their row, and make a circle
with your group, each row will have a leader. I will write the problems in the
whiteboard or blackboard involving addition and subtraction of polynomials. If the
3. Motivation
group will get the final answer, the leader will say I love POLYNOMIALS and
write the final answer of his or her group in the whiteboard or blackboard.

B. Developmental
Activities

The teacher will present some addition and subtraction of polynomials. The task of
the students is to find out the process and getting the final answer.

1. ( x 2 +4 x + 4 ) + ( x 2 +2 x+1 )

2. ( 2 x 2−5 x+3 )−( x 2 +3 x−5 )

3. ( 4 x 3+3 x 2−7 x +3 ) + ( 3 x 3 +2 x2 + 4 x−2 )

1. Presentation 4. ( 2 x 3−5 x2 + 4 x−7 ) −( 5 x 3−3 x 2+2 x−3 )

a. Setting of Standard
 The students will be answering questions about addition and subtraction of
polynomials.

Questions:

1. How did you arrive the sum or difference in each of the given expressions?
2. Generating Ideas
2. What are you going to remember or keep in mind when expressions are
added or subtracted?

3. What are the steps in solving addition and subtraction of polynomials?

The teacher will group the students into 4 groups by counting 1 to 4. Each group
must select a leader. Within the group make a discussion, every students in the
groups must share their ideas and concepts towards the questions and the process of
getting the final answer of solving addition and subtraction of polynomials. If they
have come up with the same solution, ideas and concepts or not.

3. Looking for
Relationship
 After sharing their ideas and concepts, the teacher will give instructions to the
leaders in every groups. The leader will gather all of his or her member’s ideas and
concepts of answering the questions and the process of getting the final answer of
solving addition and subtraction of polynomials. Every group will be assign one
problem. Write your gathered ideas and concepts in a manila paper or in a white
board and make it presentable in the class.

Group 1.
1. ( x 2 +4 x + 4 ) + ( x 2 +2 x+1 )

4. Consolidating Group 2
Insights 2. ( 2 x 2−5 x+3 )−( x 2 +3 x−5 )

Group 3
3. ( 4 x 3+3 x 2−7 x +3 ) + ( 3 x 3 +2 x2 + 4 x−2 )

Group 4
4. ( 2 x 3−5 x2 + 4 x−7 ) −( 5 x 3−3 x 2+2 x−3 )
 The teacher will randomly select students in every groups for the sharing of their
gathered ideas and concepts in front of the class. The teacher will need 4 students in
every group. After that, the teacher randomly select students in every group for the
summarization of their gathered ideas and concept.
5. Regrouping Ideas

C. Concluding Activities

1. Generalization A polynomial function of degree n has the standard form p (x) = an x n + an-1 x n-
1 + … + a2x 2 + a1x + a0, where an, an-1,…, a2, a1, and a0 are real numbers and
an ≠ 0. The expression an x n + an-1 x n-1 + … a2x 2 + a1x + a0 is called a
polynomial.

Like terms – are terms whose variables (and their exponents such as the 2 in x²) are
the same. In other words, terms are “like” each other.

STEPS IN ADDITION AND SUBTRACTION OF POLYNOMIALS

Step 1: Arrange each polynomial with the term with the highest degree first then in
decreasing order of degree.
Step 2: Group the like terms. Like terms are the terms whose variables and
exponent are the same.
Step 3: Simplify by combining like terms.

EXAMPLE:

Add 2x² + 6x + 5 and 3x² - 2x -1

= (2x² + 6x + 5) + (3x² - 2x – 1)
 = ( 2x² + 3x²) + (6x-2x) + (5-1)
= 5x² + 4x + 4

Subtract 3x² + 2x – 1 and 2x² - 4x + 3

= (3x² + 2x – 1) – (2x² - 4x + 3)
= 3x² + 2x – 1 - 2x² + 4x – 3
= (3x² - 2x²) + (2x + 4x) + ( -1 -3)
= x² + 6x – 4

Find the polynomial that models the problem and use it to estimate the quantity.
1. A rectangle has a length of x and a width of 5x ³ + 4 - x². Find the perimeter
of the rectangle when the length is 5 feet.
2. A rectangle has a perimeter of 6x ³ + 9x² - 10x + 5 and a length of x. Find
2. Application the width of the rectangle when the length is 21 inches.
3. Cho is making a rectangular garden, where the length is x feet and the width
is 4x - 1 feet. He wants to add garden stones around the perimeter of the
garden once he is done. If the garden is 4 feet long, how many feet will Cho
need to cover with garden stones?

The teacher will randomly ask question to the student about the importance of
3.Valuing solving addition and subtraction polynomial in real life situation.

Directions: Perform the following indicated operations on polynomials.

1. (4m + 3p) + (-5m + 4p)

2. (8x + 4y) - (5x - 3y)
3. (6m² n - 3n) + (7m²n + 9n)
4. (7x² + x + 12) - (6x² + x + 10)
IV. EVALUATION 5. (5ab + 10bc - 6c) + (-4ab – 6bc + 5c)
6. (12y³ -8y + 4) - (7y³ + 7y + 9)
7. (19 - 4x) + (6 + 11x)
8. (4x² + 2x -6) + (-4x² + x -4)
9. (a³ + a² b + b³ ) - (-2a³ + 2a² b + b³ )
10. (7b² + 2b -10) + (5b +6 + b² )

V.
A. List down at least three situations from your experiences, wherein you
AGREEMENT/ASSIGN
wondered for addition and subtraction of polynomials.
MENT

VI. REFLECTION
A. Number of learners who earned 80% in the evaluation.

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B. Number of learners who require additional activities for remediation who scored below 80%.
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C. Did the remedial lessons work? Number of learners who have caught up with the lesson.

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D. Number of learners who needs to continue to remediation.

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E. Which of my teaching strategies works well? Why did these works?
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Prepared by:
CLAIDE B. CANETE