Republic of the Philippines

Department of Education
Region III
Division of Cabanatuan City

Demonstration Lesson Plan

Learning Area: Mathematics School Year: 2020 - 2021 Date: June 02, 2020
Grade Level & Section: Grade 7 Quarter: Second Time: 2:00 P.M. – 3:00 P.M.

Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed, additional lessons,
I. OBJECTIVES exercises and remedial activities may be done for developing content knowledge and competencies. These are assessed using Formative Assessment strategies. Valuing objectives
support the learning of content and competencies and enable children to find significance joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.

A. Content Standard The learner demonstrates understanding of key concepts of algebraic expressions.
The learner is able to model situations using oral, written, graphical, and algebraic methods in solving
B. Performance Standard
problems involving algebraic expressions.
The learner adds polynomials. (M7AL-IId-2)

C. Learning Competency / Specifically, the learner:

Objectives  identify like or unlike terms of given polynomials;
(Write the LC code for each.)  add the given polynomials; and
 appreciate polynomials as used in real-life situations.

II. CONTENT Adding Polynomials

III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages pages 165-169
2. Learner’s Materials pages pages 130-133
Practical Mathematics, pg. 198 - 200
3. Textbook pages

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4. Additional Materials from
no material available
Learning Resource (LR) Portal

slideshow presentations and the online article used as references for the lesson were downloaded or read
from these sites:
B. Other Learning Resource
https://www.slideshare.net/chulitt/adding-polynomials-13059897
https://www.katesmathlessons.com/adding-and-subtracting-polynomials
IV. PROCEDURES Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can
be tackled in a week or two.
A. Reviewing previous lesson or REVIEW: (2 minutes)
presenting the new lesson
1. Ask the class what they have learned the previous meetings.
(Answer: Recall what is Polynomial, Kinds of Polynomials).

2. To test what they remember about the previous lesson, show the class some questions using the
Power Point Presentation. The learner will be promptly given feedback if the answer is correct or wrong just
after saying his or her answer.

Tell what kind of polynomial is.

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B. Establishing a purpose for MOTIVATION: (5 minutes)
the lesson
a. Conduct the activity entitled “Math-bebenta”. The following steps are carried out:

a.1. Have five learners choose an order posted on the board.

Hamburger or “H” Cheeseburger or “C”

Double Cheeseburger or “C 2” Soft

Bottled
Drinks
Water
or “SD”
or
“BW”

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 a.2. Ask all learners to summarize all the orders of their classmate
- How many H?
- How many C?
- How many C 2?
- How many BW?
- How many SD?

- Ask how the summarize orders is gotten.

(Answer: Add all the same order.)

- Ask the class with a follow-up question: “Based on the anticipatory set, what do you think is our
topic for today? (Answer: Adding Polynomials)

C. Presenting PRESENTATION: (3 minutes)

examples/Instance
s of the new  Based on the table, what have you noticed?
lesson

 What is like terms?

 Can you give me another example of like terms?

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  How about unlike terms?
 Can you give me another example of like terms?

ACTIVITY 1 (15 minutes)

1. Divide the learners into 4 groups for an activity.

2. Give each group an example of added polynomials using any of the following methods: (a) using Shape
method, (b) using the Algebra tiles, (c) using the horizontal method and (d) Using the Vertical Method.

Group 1 (Using Shape Method): Group 2 (Using Algebra Tiles):

5ab + 𝟐b + 3ab + 4b 3 3 x 2- 2x + 1 + x 2 + 4x - 3

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 Group 3 (Using the Horizontal Method): Group 4 (Using the Vertical Method):
(𝟑𝒙 + 4)+(6𝒙 - 1) 4 x2 - 5x + 3
+ 2 x2 + 2x + 1

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3. All the groups will be asked to study how the sum is obtained through the method used.

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 DISCUSSION: (10 minutes)

1. Give these two binomials to be added by the same groups using the method that they have studied:

(𝟑𝒙 + 𝟐) (𝟐𝒙 − 𝟒)

2. The groups are asked to post on the board their work. Each group through a selected representative
D. Discussing new concepts and will explain before the class how the method on adding polynomials given to them for studying works.
practicing new skills no. 1
3. After one group reported, the class will be asked to raise any question for clarification. In case that the
group representative is not able to clearly answer the question raised, any member of the group stands and
does the task. And in any case any of the members cannot answer, the teacher addresses the questions
posed.

4. Summarize how the four methods are used in adding polynomials.

E. Discussing new concepts and

(not applicable)
practicing new skills no. 2
APPLICATION: (10 minutes)

Conduct a group activity using the game-based platform

1. Form pairs among the learners.

F. Developing mastery 2. Have each pair of learners name themselves using a vegetable (as a simple way of reminding them of
(leads to Formative
celebrating July (next month) as the year’s Nutrition Month).
Assessment)
3. Using Android or IOS phones, have the pairs answer each of the 10 questions to be given. Let them
compete for getting the highest score through answering with accuracy and speed the 10 questions posted
online. Ask them to log in to kahoot.it. Then, have them enter the game PIN provided by the teacher’s
account and the name of their pair.

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G. Finding practical application VALUING: (5 minutes)
of concepts and skills in daily
living Ask the following questions:

1. What are some uses of polynomials?

(Engineers design a roller coaster will use polynomials to model the curves. Civil engineers
use polynomials to design roads, buildings and other structures. Polynomials are an essential
tool in describing and predicting traffic patterns so appropriate traffic control measures, such
as traffic lights, can be implemented.)

2. Responding to the question of many learners on what the use of polynomials is when they go to the
market to buy goods, tell them that they are using polynomials unconsciously.

(T.L.E.)(Example you might want to know how much 2 kilos of rabong (bamboo shoots), 3
bunches of saluyot (jute leaves), 1 atado (a small quantity) of dukep (edible vine flowerettes)
and 1 kilo of paltat (catfish). Before you check the prices, construct a simple polynomial,𝑟 letting
denote the price of 1 kilo of bamboo shoots,
𝑠 denote the price of 1 bunch of jute leaves, 𝑑 for
the price of 1 atado of the edible vine flowerettes, and
𝑝 for the cost of 1 kilo of catfish. It looks
like this: 𝟐𝒓 + 𝟑𝒔 + 𝒅 + 𝒑.)

+ + 𝑑 + 𝑝
2𝑟 3𝑠
- Chemists use polynomials to determine the composition of certain compounds and molecules. Statistical
formulas use polynomials to ascertain future values of animal birth and death rates, monetary flow and
population growth. (Science)

Ask the learners: “In what situations can you apply the learnings you had especially in this time of pandemic?”
- Nasusuri kung nakikita sa mga gawi ng kabataan ang kalayaan. Ano-anu ang mga dapat gawin at hindi dapat gawin ng

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 isang kabataan sa panahon ngayon ng pandemya? (E.S.P)
3.

H. Making generalizations and GENERALIZATION: (5 minutes)

abstractions about the lesson
Using the template given for making metacognition statements, have the learners tell how to add polynomials.

TEMPLATE
I know that I know how to _______________________.
First, _______________________________________.
Next, _______________________________________.
After that, ____________________________________.
Then, _______________________________________.
Finally, ______________________________________.

EVALUATION: (5 minutes)

Have the learners find the sum of the polynomials given.

I. Evaluating learning ANSWERS:

1) 3a, -8a, 9a
1. 4a 4. 12 a2 b
2) 3x+5, 12+x, 8x+15
2. 12x + 32 5. −3 a2 b
3) 7mn, -8ab, 12mn, -5ab
2 2
4) −4 a b, 10 a b, 6 a b 2 3. 19mn, -13ab
2 2 2 2
5) 2 a b , -5 a b

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 ASSIGNMENT:

Let the learners answer the following problems.

1. The length of the rectangle below is (2𝑥 − 3) and the width is (𝑥 + 7). Find the perimeter of the
rectangle in terms of .

Figure Solution

J. Additional activities for

application or remediation

2. Find the Perimeter of the space between the two rectangles.

Figure Solution

V. REMARKS

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 Reflect on your teaching and assess yourself as a teacher. Think about your learners’ progress this week. What works? What else needs to be done to help the learners learn? Identify what
VI. REFLECTION help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.

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 lessons work?
No. of learners who have
caught up 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. 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:
JOSHUA G. SERVITO
Teacher applicant

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