5.

      Remarks
6.      Reflections
C.   Did the remedial lessons work? No. of learners who have
A.  No. of learners who earned 80% in the evaluation. caught up with the lesson.

B.   No. of learners who require additional activities for D.  No. of learners who continue to require remediation.
remediation.

E.   Which of my learning 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:
Name: PRISCILLA S. ROSELL School: MAYA NATIONAL HIGH SCHOOL
Position/
Designatio TEACHER I Division: CEBU PROVINCE
n:
Contact
Number: 09778249488 Email address: [email protected]
 APPENDIX 13

Introductory Activity:

a. 3x2 = polynomial
b. x2-5xy = polynomial

Activity:
1. 3 x 3 = 9
2. 4 x 4 x 4 = 64
3. 2 x 2 x 2 x 2 = 16

Abstraction:

1. (2⁴) (2²) = 64 2. (x⁴) (x⁵) = x9 3. (3²) (3⁴) = 729 4. (x⁴) (x ⁶) = x10

Application:

1. 2⁷ = 128 = 16 2. 3⁵ = 243 = 9 3. 4⁴ = 256 =

16
23 8 33 27 4² 16

Assessment:

1. 2ᴽ = 256 2. 8² = 64 3. (2²)² = 16 4. 18˚ = 1 5.(2⁴) (2²) = 64

Assignment:

1. (xᶦ⁰) (xᶦ²) = x22 2. (y³) (yᴽ) = y 11 3.( mᶦ⁵)³ = m 45

 APPENDIX 22

Introductory Activity
Answer Review: a. 5x2-3x+10
b. 3x3-15x2+21
Application
Answers: 1. x2+9x+14
2. x2+12x+32
3. x2-6x+8
Assessment
Exercise C
6. (3x-2) (4x+1) = 12x2-5x-2
7. (x2+4) (2x-1) = 2x3-x2+8x-4
8. (5x3+2x) (x2-5) = 5x5-23x3-10x
9. (4x+3y) (2x+y) = 8x2+10xy+3y2
10. (7x-8y) (3x+5y) = 21x2+11xy-40y2
Assignment
Answers:
a. 8x5-36x3-10x
b. 2x3-3x2+8x-12
 APPENDIX 25

Introductory Activity:
Answer: x3 + 15x2 + 75x + 125; four terms

Analysis:
Answer: x3 + 1 ; It's because the product is a sum of two cubes.

Abstraction:
Answers: 1. a. X3 + 27 2. x2 + x + 1
b. X3 - 64

Application:
Answer: 1. x3 + 216
2. 8x3 - 125

Assessment:
Answers: Exercise C. No. 1
d. X3 - 1000
e. 8x3 - 125
f. 27x3 - 64

Assignment:
Answers: 1. x2 + 7x + 49; x3 - 343
2. x - 2 ; x3 - 8
 Instructional Planning
(The process of systematically planning, developing, evaluating and
managing the instructional process by using principles of teaching and
learning - D.O. 42, s. 2016)

Detailed Lesson Plan (DLP) Format

Learning Area: Grade

DLP No.: Quarter: Duration: Date:
Level:
14 MATH 7 FIRST 60 mins (1 of 2 days) September 13, 2018
Learning Competency/ies: Code:
Multiplies and divides polynomials
(Taken from the Curriculum Guide) M7AL-IIe-2
Key Concepts / Understandings SOLVE PROBLEMS INVOLVING MULTIPLICATION OF POLYNOMIALS
to be Developed
Adapted Cognitive Process
Domain Dimensions (D.O. No. 8, s. OBJECTIVES:
2015)

Knowledge Remembering identify the rules in multiplying polynomials;

The fact or
condition of knowing
something with familiarity
gained through experience
or association Understanding

Applying solve problems involving multiplying polynomials;

Skills Analyzing
The ability
and capacity acquired through
deliberate, systematic, and
sustained effort to smoothly and Evaluating
adaptively carryout complex
activities or the ability, coming
from one's knowledge, practice,
aptitude, etc., to do something
Creating

Attitude Valuing practice accuracy in solving problems involving multiplying polynomials;

Values Valuing practice self-confidence in performing the given task
2. Content MULTIPLYING POLYNOMIALS
3. Learning Resources LM in Math 7, pages 135 - 140
4. Procedures
4.1 Introductory Activity
What are the rules in multiplying polynomials?
5 minutes
4.2 Activity Find the indicated product of the following: 1. (x+5)(x-5) = 2. (2x + 5) (2x - 5) = 3. (a-
5 minutes b)(a-b)(a-b) = 4. (x+y+z)(x+y+z) = 5. (x-8)2 =
4.3 Analysis
Questions: 1. How many terms do the products contain? 2. What is the relationship
between the factors and the terms of their product? 3. Do you see any pattern in the
10 minutes
product? 4. How did this pattern help you in finding the product?
4.4 Abstraction
Lecturette on the process of solving problems involving multiplying polynomials.
10 minutes

4.5 Application Answer the following: 1. A square piece of land was rewarded by a master to his servant.
They agreed that a portion of it represented by the rectangle inside, should be used to
construct a playground. How large is the area of the land that is available for the other
10 minutes uses? 2. What is the surface area of the cube whose side measures (x+3y)cm?

Solve the following problems: 1. What is the area of the square

4.6 Assessment whose side measures (2x - 5) cm? 2. Find the volume of the
rectangular prism whose length, width and height are (x + 3)
Tests
meter, (x - 3) meter and (2x + 5) meter. (Hint: Volume of
10 minutes rectangular prism = l x x w x h) 3. If I bought (3x + 5) pencils
which cost (5x - 1) pesos each, how much will I pay for them?
4.7 Assignment Preparing for the new
What are the rules in dividing polynomials?
5 minutes lesson
4.8 Concluding Activity In solving problems involving multiplication of polynomials, the different approaches such as
using the tiles, using the FOIL, and using the vertical way of multiplying numbers may be
5 minutes
used.
5.      Remarks
6.      Reflections
A.  No. of learners who earned 80% in the C.   Did the remedial lessons work? No. of learners
evaluation. who have caught up with the lesson.

B.   No. of learners who require additional D.  No. of learners who continue to require
activities for remediation. remediation.

E.   Which of my learning 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:
Name: PRISCILLA S. ROSELL School: MAYA NATIONAL HIGH SCHOOL
Position/
Designatio TEACHER I Division: CEBU PROVINCE
n:
Contact Email
Number: 09778249488 address: [email protected]
 Instructional Planning
(The process of systematically planning, developing, evaluating and
managing the instructional process by using principles of teaching and
learning - D.O. 42, s. 2016)

Detailed Lesson Plan (DLP) Format

Learning Area: Grade

DLP No.: Quarter: Duration: Date:
Level:
17 Math 7 2nd 60 (2 of 5 days) September 18, 2018

Uses models and algebraic methods to find

Learning Competency/ies: the (a) product of two binomials; (b) product Code:
of the sum and difference of two terms; (c)
square of a binomial; (d) cube of a binomial;
(Taken from the Curriculum Guide) (e) product of a binomial and a trinomial M7AL-II-e-g-1
Key Concepts / Understandings
to be Developed Finding products of two binomials.
Adapted Cognitive Process
Domain Dimensions (D.O. No. 8, s. OBJECTIVES:
Knowledge 2015)
The fact or Remembering identify the general form for the product of the sum and difference of two terms;
condition of knowing
something with familiarity Understanding
gained through experience

Skills Applying solve for the product of the sum and difference of two terms;
The ability
and capacity acquired through
deliberate, systematic, and
Analyzing
sustained effort to smoothly and
adaptively carryout complex Evaluating
activities or the ability, coming
from one's knowledge, practice, Creating
aptitude, etc., to do something

Attitude Valuing solve the given expression neatly and correctly.

Values Valuing
2. Content Patterns and Algebra
3. Learning Resources Mathematics LM, Test Notebook, activity sheet
4. Procedures
4.1 Introductory Activity
Review the concept of FOIL method. Call and ask some students to give their idea about the
5 minutes previous topic.

4.2 Activity Group the students into five then present to them activity A on page 149 of their learners
material. Ask them to solve it using FOIL method. Call some students to observe how the
10 minutes group achieve their assigned activity.
4.3 Analysis What are the products? What is the common characteristis of the factors in the activity? Is
10 minutes there a pattern for the resulting products of these kind? State the rule.

4.4 Abstraction How do you find the product of sum and difference of two binomials? What is the general
formula in finding the sum and difference of two terms? Input to students that the factors in
the activity are called the sum and difference of two terms. One factoris the sum of the terms
10 minutes and the other being the difference.
4.5 Application Individual Activity: Find the product of each of the following. 1. (x-5) (x+5) 2. (x+2) (x-2)
10 minutes 3. (3x - 1) (3x + 1) 4. (2x + 3 ) ( 2x - 3 )
4.6 Assessment 10
minutes Tests
 Tests
minutes
4.7 Assignment Make your own example of a sum and difference of two squares
Reinforcing
5 minutes and practice sloving more at home.
4.8 Concluding Activity
minutes
5.      Remarks
6.      Reflections
A.  No. of learners who earned 80% in the C.   Did the remedial lessons work? No. of
evaluation. learners who have caught up with the lesson.
B.   No. of learners who require additional D.  No. of learners who continue to require
activities for remediation. remediation.
E.   Which of my learning 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:
Name: PRISCILLA S. ROSELL School: MAYA NATIONAL HIGH SCHOOL
Position/
Designatio TEACHER I Division: CEBU PROVINCE
n:
Contact Email
Number: 09778249488 address: [email protected]
 Instructional Planning
(The process of systematically planning, developing, evaluating and
managing the instructional process by using principles of teaching and
learning - D.O. 42, s. 2016)

Detailed Lesson Plan (DLP) Format

Learning Area: Grade

DLP No.: Quarter: Duration:
Level:
18 Math 7 2nd 60 (3 of 5 days)
Uses models and algebraic methods to find the (a)
Learning Competency/ies: Code:
product of two binomials; (b) product of the sum
and difference of two terms; (c) square of a
(Taken from the Curriculum Guide) binomial; (d) cube of a binomial; (e) product of a M7AL-II-e-g-1
binomial and a trinomial
Key Concepts / Understandings to be
Finding the square of a binomial.
Developed
Adapted Cognitive Process
Domain Dimensions (D.O. No. 8, s. OBJECTIVES:
2015)

Knowledge Remembering describe thr general form for the square of a binomial;
The fact or condition of knowing
something with familiarity gained
through experience or association
Understanding compare the difference between the square of the sum of two terms from the square of the
difference of the same two terms

Applying solve for the square of a binomial;

Skills
The ability and capacity acquired
through deliberate, systematic, and Analyzing
sustained effort to smoothly and adaptively
carryout complex activities or the ability,
coming from one's knowledge, practice,
Evaluating
aptitude, etc., to do something
Creating

Attitude Valuing solve the given activities with sincerity and honesty.
Values Valuing
2. Content Patterns and Algebra
3. Learning Resources Mathematics LM, Test Notebook, activity sheet
4. Procedures
4.1 Introductory Activity Review the concept on how to get the square of a number. Provide variuos examples to be answered by
5 minutes the students orally.
4.2 Activity Present the given activity from the book. Let the students do the activity using algebra tiles. Teacher
provides materials if available to be used by the students. They will present in front their outputs
10 minutes
afterwards.
4.3 Analysis Based from the output teacher will ask the following: 1.What is the other method of expressing the
product ot he given binomials? 2. How many terms are there? Will these can be the case with all square
10 minutes of binomilas? Why?
4.4 Abstraction 1. What is the genral formula for the square of a binimial? 2.What is the difference between the square of
10 minutes the sumof two terms from the square of the difference of the same two terms?
4.5 Application
Do the exercise on page 150 nos. 1-10 on your learners material.
10 minutes
4.6 Assessment 10 minutes Assess students based on their active involvement in doing the assigned task
Tests
minutes to them.
4.7 Assignment
Reinforcing Create your own binomial and look for its square.
5 minutes
4.8 Concluding Activity
minutes
5.      Remarks
6.      Reflections
C.   Did the remedial lessons work? No. of
A.  No. of learners who earned 80% in the evaluation. learners who have caught up with the lesson.
B.   No. of learners who require additional activities for D.  No. of learners who continue to require
remediation. remediation.
E.   Which of my learning 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:
Name: PRISCILLA S. ROSELL School: MAYA NATIONAL HIGH SCHOOL
Position/
Designatio TEACHER I Division: CEBU PROVINCE
n:
Contact Email
Number: 09778249488 address: [email protected]

DLP 18

APPENDICES:

I. ACTIVITY
FIND THE PRODUCT OF THE FOLLOWING:

1. (X + 3) (X + 3)= X2 + 6X + 9

2. (X - 2) (X - 2) = X2 -4X + 4

3. (2X + 1) (2X + 1) = 4X2 +4X + 1

4. (2X - 1) (2X - 1) = 4X2 - 4X + 1

II. APPLICATION: ANSWER KEY

1. (X + 5)2 = X2 + 10X + 25
2. (X - 5)2 = X2 - 10X + 25
3. (X + 4)2 = X2 + 8X + 16
4. (X - 4)2 = X2 - 8X + 16
5. (2X + 3)2 = 4X2 + 12X + 9
6. (3X - 2)2 = 9X2 -12X +4
7. (4 - 5X)2 = 25X2 -40X + 16
8. (1 + 9X)2 = 81X2 + 18X + 1
9. (X2 + 3Y)2 = X4 + 6X2Y + 9Y2
10. (3X3 - 4Y2)2 = 9X6 - 24X6Y4 + 16Y4
mat

Date:

September 19, 2018

Code:

M7AL-II-e-g-1

OBJECTIVES:

re of a binomial;

square of the sum of two terms from the square of the

erity and honesty.

vity sheet

number. Provide variuos examples to be answered by

udents do the activity using algebra tiles. Teacher

udents. They will present in front their outputs

g: 1.What is the other method of expressing the

are there? Will these can be the case with all square

nimial? 2.What is the difference between the square of

nce of the same two terms?
arners material.

on their active involvement in doing the assigned task

al and look for its square.

ATIONAL HIGH SCHOOL

OVINCE

[email protected]