7

Mathematics
Quarter 2 – Module 4:
Operations Involving
Polynomials
Mathematics– Grade 7
Alternative Delivery Mode
Quarter 2 – Module 5: Operations Involving Polynomials
First Edition, 2020

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Introductory Message
This Self-Learning Module (SLM) is prepared so that you, our dear learners, can
continue your studies and learn while at home. Activities, questions, directions,
exercises, and discussions are carefully stated for you to understand each lesson.

Each SLM is composed of different parts. Each part shall guide you step-by-step as
you discover and understand the lesson prepared for you.

Pre-test are provided to measure your prior knowledge on lessons in each SLM.
This will tell you if you need to proceed on completing this module, or if you need to
ask your facilitator or your teacher’s assistance for better understanding of the
lesson. At the end of each module, you need to answer the post-test to self-check
your learning. Answer keys are provided for each activity and test. We trust that
you will be honest in using these.

In addition to the material in the main text, Notes to the Teachers are also provided
to the facilitators and parents for strategies and reminders on how they can best
help you on your home-based learning.

Please use this module with care. Do not put unnecessary marks on any part of
this SLM. Use a separate sheet of paper in answering the exercises and tests. Read
the instructions carefully before performing each task.

If you have any questions in using this SLM or any difficulty in answering the tasks
in this module, do not hesitate to consult your teacher or facilitator.

Thank you.

iii
 What I Need to Know
This module was designed and written with you in mind. It is here to help you master the
Operations Involving Polynomials. The scope of this module permits it to be used in many
different learning situations. The language used recognizes the diverse vocabulary level of
students. The lessons are arranged to follow the standard sequence of the course. But the
order in which you read them can be changed to correspond with the textbook you are now
using.
This module is comprised of only one lesson:
• Lesson – Operations Involving Polynomials
After going through this module, you are expected to:
1. add and subtract polynomials;
2. solve problems involving addition and subtraction of polynomials;
3. derive the laws of exponents;
4. apply the laws of exponents in simplifying expressions;
5. multiply polynomials such as:
a. monomial by monomial;
b. monomial by polynomial with more than one term;
c. binomial by binomial;
d. polynomial with more than one term to polynomial with three
or more terms;
6. divide polynomials such as:
a. polynomial by a monomial;
b. polynomial by a polynomial with more than one term; and
7. solve problems involving multiplication and division of polynomials.

What I Know
Choose the letter of the best answer. Write the chosen letter on a separate sheet of paper.

1. Which of the following below are like terms?

A. 2𝑥, 3𝑥, 4𝑥, 5𝑥 C. 3𝑥, 𝑥 2, 𝑥3 , 𝑥 4
B. −4𝑎, −3𝑎, −2𝑎, 𝑎𝑏 D. 𝑥𝑦, 3𝑥𝑦, 5𝑦, 4𝑧
2. Which of the following would result to a sum of 5𝑎𝑏?
A. 2 + 3𝑏 C. 2ab + 3ab
B. 4 + 𝑏 D. 3a + 2b
3. What is the simplified term of 3𝑥 + 𝑥 2𝑥 + 5𝑥?
–

A. 6𝑥 B. 7𝑥 C. 8𝑥 D. 9𝑥
4. What must be subtracted from 8 + 3 to make a difference of 5𝑎 + 1?
A. 3𝑎 + 2 C. 3𝑎 + 4
B. 3𝑎 – 2 D. 3a - 4
5. Mark saved 15𝑥 + 8 from his allowance. How much did he have after
buying a gift worth 10𝑥 + 3 for his mother’s birthday?
A. 5𝑥 5 −

C. 5𝑥 – 11
B. 5𝑥 + 5 D. 5𝑥 + 11

iv
 5. Mark saved 15𝑥 + 8 from his allowance. How much did he have after
buying a gift worth 10𝑥 + 3 for his mother’s birthday?
A. 5𝑥 5 −

C. 5𝑥 – 11
B. 5𝑥 + 5 D. 5𝑥 + 11
6. Which of the following illustrates the law = 𝑎 ∙ 𝑎 ∙ 𝑎 ∙ 𝑎 … ∙ 𝑎 (𝑛 𝑡𝑖𝑚𝑒𝑠)?
5
A. =𝑥∙𝑥∙𝑥∙𝑥∙𝑥 C. 34 = 3 ∙ 4
B. 2 = 3 ∙ 3
3
D. 𝑥 5 = 𝑥 ∙ 5
7. Which of the following statements illustrates the law: 𝑎𝑛 ∙ 𝑎𝑚 = 𝑎𝑛+𝑚?
A. 23 ∙ 34 = 67 C. 23 ∙ 24 = 212
B. 33 ∙ 25 = 615 D. 32 ∙ 34 = 36

8. Which of the following is true?

A. 52 + 53 = 55 C. (32)9 = 918
22 1
B. = D. (43)2 = 45
23 2

9. Divide (4𝑥2 − 24𝑥 + 35) ÷ (2𝑥 − 5).

A. 2x – 7 C. 2x 12
B. 2x + 12 D. 2x + 7
10. The length of the rectangle is 2x – 3 and its width is equal to x – 1. Find
the area of the rectangle.
A. x – 2 C. 2x2 – x – 3
B. 3x – 4 D. 2x2 – 5x + 3
11. Which of the following is the result when (3𝑎2 𝑏3 ) is multiplied to (4𝑎3 𝑏2)?
A. 7𝑎5𝑏5 C. 12𝑎6 𝑏6
B. 7𝑎6𝑏6 D. 12𝑎5 𝑏5
12. Which of the following describes the product of (𝑏 + 5)(𝑏 + 5)?
A. a monomial C. a trinomial
B. a binomial D. a multinomial
13. Which of the following is the result when (𝑥 + 7) is multiplied to (𝑥 + 4)?
A. 𝑥2 + 11𝑥 + 28 C. 𝑥2 + 7𝑥 + 28
B. 𝑥2 + 28𝑥 + 11 D. 𝑥2 + 8𝑥 + 28
14. Divide 12𝑥3𝑦4 + 9𝑥2𝑦3 − 3𝑥5𝑦2 by 3𝑥2𝑦.
A. 6𝑥 2𝑦4 C. 3𝑥4 + 2𝑦4
B. 6𝑥𝑦3 + 𝑦2 − 𝑥 3𝑦 D. 4𝑥𝑦3 + 3𝑦2 − 𝑥3𝑦
15. The product of 4𝑥 2𝑦5 and a certain monomial is 28𝑥 7𝑦9𝑧 2. What is
the missing factor?
A. 7𝑥 5𝑦4 C. 7𝑥 5𝑦2𝑧2
B. 7𝑥 9 14 𝑧2
𝑦 D. 7𝑥 5𝑦4𝑧2
Very Good! You did a good job. You’re now ready for the next set of activities.

Lesson
Operations Involving
1 Polynomials
A great day to start with another module! Do you know that there are a lot of
real-life experiences that you can apply using operations of polynomials? Engineers
use it in designing roads, bridges, building and other structures. It is also applied in
predicting traffic patterns to design appropriate traffic control measure s, and even in
determining the best combination of grocery items and its quantity that will suit one’s
budget.
Simplifying expressions by making use of the laws of exponents is also an
exciting thing to do!
 What’s In

In order to add, subtract, multiply and divide polynomials, you need to review
the operations on integers.

Can you still remember these rules? Well, let’s see! Let’s apply these rules in doing
the next activity. Enjoy!

2
Activity 1: Who Am I?
Reveal who is being referred to in the statements above by performing the
indicated operation in Column A and matching it to the answers in Column B.
“I am the father of Archimedes. Do you know my
name?”
Find it out by decoding the hidden message below.
No. Column A Column B
1. −
8 + ( 5) S −2
2. (−12) + (−8) H 20
3. ( 2) + 1 I 1
4. (4)( 7) P 3
5. (−5) ÷ (5) A 6
6. (−2)(−3) E −13
7. (−6) ÷ (3) D −28
V 28

1 2 3 4 5 6 7

Great! The activity revealed who is the father of Archimedes. If you were able to
name him correctly, then you really have remembered the operations on
integers which is very useful in this module.

What’s New

Familiarize yourself with the tiles below:

Can you represent the following quantities using the above tiles?
a. 𝑥 2 –

b. 4𝑥 + 1
The tiles can make operations on polynomials easy to understand and follow. Look
and observe the following examples.
a. To represent 𝑥 – 2, we get one (+𝑥) and two (-1) tiles.

b. To represent 4𝑥 + 1, we get four (+𝑥) and one (+1) tiles.

Try this!
Use the tiles to perform the operations on the following polynomials.
1. 5𝑥 + 3𝑥 4. (3𝑥)(𝑥)
2. (3𝑥 4) 6𝑥
– –

5. (3 − 𝑥)(𝑥 + 2)
3. (2𝑥 2 − 5𝑥 + 2) + (3𝑥2 + 2𝑥) 6. (𝑥2 + 7x + 6) ÷ (x + 1)
3
4
7
8
 What is It
ADDITION AND SUBTRACTION OF POLYNOMIALS
It is important that we know what are like or similar terms before we proceed with
the addition and subtraction of polynomials. Terms with the same literal coefficients
are called like terms or similar terms.
2ab, 6ab and ab are similar terms because they have the same literal
-

coefficients which is ab.

2a, 3ab and -5b are not similar terms because their literal coefficients are
not
the same (the literal coefficients are a, ab, and b, respectively)
Try this! Write inside the box the terms that are similar. The first one is done for
you.

Given Similar terms

1 1
3𝑥𝑦, 6𝑥, 𝑥𝑦, 𝑥𝑦 3𝑥𝑦, 𝑥𝑦 and 𝑥𝑦
2 2
3 𝑎𝑏
1. −𝑎𝑏, 0.5𝑎𝑏, 8𝑏𝑦,
10
2. 4(𝑥 + 𝑦), −7𝑥𝑦, (𝑥 + 𝑦), 13(𝑥 + 𝑦)
3. 𝑎2𝑏3 , −𝑎2𝑏3 , −𝑎3𝑏2
3𝑎𝑏
From the exercise, the similar terms in Item No.1 are −𝑎𝑏, 0.5𝑎𝑏 10
and because
they have the same literal coefficient which is 𝑎𝑏. Meanwhile in Item No. 2, 4(𝑥 + 𝑦),
(𝑥 + 𝑦), and 13(𝑥 + 𝑦) are similar terms because they have the same literal
coefficient which
is (𝑥 + 𝑦). Furthermore, in Item No. 3 only 𝑎2𝑏3 and −𝑎2𝑏3 are similar terms
because they have common literal coefficient which is 𝑎2𝑏3. The term −𝑎3 𝑏2 is not
similar to
𝑎2 𝑏 3 and 𝑎2 𝑏 3 for the reason that their exponents are not the same.
−

Thus, for them to be called similar terms, they should have the same literal
coefficients including its exponents.

Rules for Adding Polynomials

To add polynomials, simply combine like terms or similar terms. To combine

similar terms, get the sum of the numerical coefficients and copy the same literal
coefficients. For convenience, write similar terms in the same column.

Example 1:
Find the sum.
a. 5𝑎 + (2𝑎 + 6) b. (2𝑥 + 4) + (4𝑥 1) –

Solution:
a. 5𝑎 + (2𝑎 + 6) = ( 5𝑎 + 2𝑎) + 6 Group like terms.
= (5 + 2)𝑎 + 6 Add the numerical coefficients of the
like terms, then simplify.
= 𝟕𝒂 + 𝟔

9
 b. (2𝑥 + 4) + (4𝑥 – 1) = (2𝑥 + 4𝑥) + (4 – 1) Group like terms.
= (2 + 4)𝑥 + (4 – 1) Add the numerical coefficients
of the like terms, then simplify.
Group like terms.
Combine the numerical
coefficients of each term,
Example 2: then simplify.
The lengths of the sides of quadrilateral MATH are shown in the diagram.
Find the perimeter of the quadrilateral MATH.
Solution: M A
To find the perimeter, add the lengths of the sides.
𝟒𝒃 𝟑𝒂
𝑃 = ( 4𝑎 𝑏) + (3𝑎) + (5𝑎 + 2𝑏) + (4𝑏)
–

= ( 4𝑎 + 3𝑎 + 5𝑎) + (− 𝑏 + 2𝑏 + 4𝑏) H 𝟓𝒂 + 𝟐𝒃 T
= (4 + 3 + 5)𝑎 + (−1 + 2 + 4)𝑏
= 12𝑎 + 5𝑏
Therefore, the perimeter is 12𝑎 + 5𝑏.
Example 3:
Vincent Vann saved (2x + 3y)pesos from his allow ance on Monday and
(6x – y)pesos on Tuesday. What is his total savings for two days?
Solution:
To find his savings for two days, add how much he has saved on Monday and
Tuesday.
Total Savings = (2x + 3y) + (6x y) –

= 2x + 6x + 3y + ( y) -

= 8x + 2y
Therefore, he has saved a total of (8x + 2y)pesos in two days.

Rule for Subtracting Polynomials

To subtract a polynomial from another polynomial, change the sign of the
subtrahend and proceed to addition. Keep in mind that in adding polynomials, you
can only add those that are similar or like terms.

𝑎 – 𝑏 = 𝑎 + (− 𝑏)

Example 1. minuend subtrahend

Example 1.
Subtract.
a. (5𝑥 + 4) (7𝑥 + 3)
b. (9𝑥 + 3) (−4𝑥 + 5)
c. (6𝑥 2 4𝑥 + 8) ( 3𝑥2 𝑥 5)
− − − −

d. (8𝑥 3 − 2𝑥 2 + 2𝑥 − 2) − (3𝑥2 + 4𝑥 + 7)
Solution:
a. ( 5𝑥 + 4) (7𝑥 + 3)
–

Given
= (5𝑥 + 4) + ( 7𝑥 −

3) Definition of Subtraction
−

= (5𝑥 7𝑥) + (4 3)
− −

Group like terms

= − 𝟐𝒙 + 𝟏 Simplify
b. (9𝑥 + 3) (−4𝑥 + 5)
–

Given
= (9𝑥 + 3 ) + (4𝑥 5) −

Definition of Subtraction
= (9𝑥 + 4𝑥) + (3 5) −

Group like terms

= 𝟏𝟑𝒙 − 𝟐 Simplify
a. Applying horizontal subtraction, we get
(6𝑥 2 − 4𝑥 + 8 ) − (3𝑥 2 − 𝑥 − 5) Given
minuend subtrahend

10
 = 6𝑥 2 − 4𝑥 + 8 − 3𝑥 2 + 𝑥 + 5 Remove the grouping symbols and change
the sign of the subtrahend
= 𝟑𝒙 𝟐 − 𝟑𝒙 + 𝟏𝟑 Simplify
Applying vertical subtraction, we get
(align like terms) (change the sign of the
subtrahend and proceed to addition)
6𝑥2 4𝑥 + 8
−

6𝑥2 4𝑥 + 8
−

− (3𝑥 2 − 𝑥 − 5) + − 3𝑥 2 + 𝑥 + 5
𝟑𝒙 𝟐 − 𝟑𝒙 + 𝟏𝟑
d. (8𝑥 3 − 2𝑥 2 + 2𝑥 − 2) − (3𝑥 2 + 4𝑥 + 7) Given
= (8𝑥 3 − 2𝑥 2 + 2𝑥 − 2) + (−3𝑥 2 − 4𝑥 − 7) Definition of Subtraction
= 8𝑥 3 + (− 2𝑥2 − 3 𝑥2 ) + (2𝑥 − 4𝑥) + (− 2 − 7) Group like terms
= 𝟖𝒙𝟑 𝟓𝒙𝟐 𝟐𝒙 𝟗
− − −

Simplify
Example 2:
There are 14𝑎2 + 2𝑎 + 16 children in a classroom. If the number of boys
2
is 5𝑎 − 9𝑎 + 7 , how many girls are in the classroom?

Solution:
In order to determine the number of girls in the classroom, we should
subtract the number of boys from the total number of children in the
classroom. Hence,
Number of girls = total number of children number of boys
–

= (14𝑎2 + 2𝑎 + 16) − (5𝑎2 − 9𝑎 + 7)

= 14𝑎2 + 2𝑎 + 16 − 5𝑎2 + 9𝑎 − 7
= 14𝑎2 − 5𝑎2 + 2𝑎 + 9𝑎 + 16 − 7
= 9𝑎2 + 11𝑎 + 9
Therefore, there are 9𝑎2 + 11𝑎 + 9 number of girls in the classroom.
Addition and subtraction of polynomials is just easy, right? Try this exercise
to check your understanding before proceeding to the next topic.
Exercise:
Simplify each of the given expressions.
1. (3𝑥 − 7) + (−4𝑥 − 2)
2. (9𝑥 2 − 2𝑥) − (8𝑥 2 + 4𝑥)
3. ( 3𝑥 2 − 2𝑥 + 5) + (5𝑥 2 + 2𝑥 − 8)
−

4. ( 8𝑥3 2𝑥 2 + 2𝑥 2) ( 3𝑥 2 + 4𝑥 + 7)
− − −

5. (3𝑥 2 − 7𝑥𝑦 + 2𝑦 2) + (5𝑥 2 + 6𝑥𝑦 − 4𝑦 2)

Now, let us derive the laws of exponents. These will be used in simplifying
expressions and in multiplying and dividing polynomials

LAWS OF EXPONENTS
Activity 3.1: Answer Me. Faster!
Give the product of each of the following as fast as you can. Write it on the
space provided. Do not forget to record the time you spent in answering.
1. 3 𝑥 3 = 4. 2 𝑥 2 𝑥 2 =
2. 4 𝑥 4 𝑥 4 = 5. 2 𝑥 2 𝑥 2 𝑥 2 =
3. 5 𝑥 5 𝑥 5 = 6. 2 𝑥 2 𝑥 2 𝑥 2 𝑥 2 =

Time Spent in Answering sec/mins

This leads us to the definition of exponents.

9
 LAW OF EXPONENTS
(n times)
A. 𝒂𝒏 = 𝒂 ∙ 𝒂 ∙ 𝒂 ∙ 𝒂 … ∙ 𝒂 where 𝑎 ≠ 0 and n is an integer
𝑛
In 𝑎 , 𝑎 is called the base and 𝑛 is called the exponent .
The exponent will tell how many times we are going to multiply the base by itself.
Examples:
1. Which of the following is/are correct?
Answers:
a. 42 = 4 𝑥 4 = 16 CORRECT
b. 24 = 2 𝑥 2 𝑥 2 𝑥 2 = 8 INCORRECT
5 =
c. 2 2 𝑥 5 = 10 INCORRECT
2. Give the value of each of the following as fast as you can.
Answers
a. 2 3 = 8
5
b. 2 = 32
c. 3 4 = 81
Note: Do not multiply the exponent by its base.
INCORRECT: 4 2 = 4 ∙ 2 CORRECT: 4 2 = 4 ∙ 4
Activity 3.2: Let’s Investigate!
Evaluate the following by applying the law that we have discussed. Investigate the
result. Make a simple guess on it after completing the table. The first two were done for
you. Factored Form Using
Given Long Process Result
the Previous Law
3 3 2 ∙2 ∙ 2∙ 2 ∙2 ∙ 2
1. (2 3) 2 2 ∙2 64
3 4 4 4
4
2. (𝑥 ) 𝑥 ∙𝑥 ∙𝑥 𝑥∙𝑥∙ 𝑥∙𝑥∙𝑥∙𝑥∙𝑥∙ 𝑥∙𝑥∙𝑥∙𝑥∙ 𝑥 x12
3. (32)2 3 2 ∙ 32
4. (22)3 2 ∙2 ∙ 2∙ 2 ∙2 ∙ 2
The activity leads us to the next law on exponents:
LAW OF EXPONENTS
(Power of Powers)
B. (𝒂𝒏)𝒎 = 𝒂𝒏𝒎
When a power is raised to another power or when an exponential
expression is raised to another exponent, multiply the exponents.
Examples:
1. ( 𝑥100 )3 = 𝑥 (100)(3) Using the Power of Powers Law, multiply the exponents.
= 𝑥 300 Simplify.
2. (𝑦12) 5 = 𝑦(12)( 5) Using the Power of Powers Law, multiply the exponents.
= 𝑦60 Simplify.
Activity 3.3: Can You Notice Something?
Evaluate the following by completing the table. Notice that the bases are the same.
The first example is done for you.
Given Long Form Exponential Form Result
3 2
1. (2 )(2 ) (2 ∙ 2 ∙ 2) ∙ (2 ∙ 2) 5 32
2
5
2. (𝑥 )(𝑥 )4
𝑥9
2 3
3. (3 )(3 ) (3 ∙ 3) ∙ (3 ∙ 3 ∙ 3)
4. (2 )(2 )
4 5 512
Did you notice something?
What can you conclude about 𝒂𝒏 ∙ 𝒂𝒎? What will you do with a, n and m?
10
 LAW O F EXPONENTS
(Product of a Power)
C. 𝒂𝒏 ∙ 𝒂𝒎 = 𝒂𝒏+𝒎
In multiplying exponential expressions whose bases are the same, just copy the
common base and then add its exponents.
Examples:
1. (𝑥 32)(𝑥 25) = 𝑥 32+35 Since they have common base which is “x”, copy
the common base and add the exponents
= 𝑥57 Simplify the result

2. (𝑦59)(𝑦51) = 𝑦59+51 Copy the common base “y” and add the
exponents.
= 𝑦110 Simplify the result.

Activity 3.4: Evaluate us!

Evaluate each of the following. Notice that the bases are the same. The first
example is done for you.
Given Solution Result Equivalent Exponential Form
27
1. 2∙2∙2∙2∙2∙2∙2
= 2∙2∙2
16 24
23
35
2. 9
33
43
3. 4∙4∙4 41
= 4∙4
42
Did you notice something?
𝑎𝑛
What can you conclude about ? What will you do with a, n and m?
𝑎𝑚

LAW OF EXPONENTS
(Quotient of a Power)
𝒂𝒏
D. = 𝒂𝒏 -𝒎
𝒂𝒎
Note: This is only applicable if the exponent on the numerator (denoted by n) is
greater than the exponent on the denominator (denoted by m).

In dividing exponential expressions with the same bases, copy the common base and
subtract its exponents.
Examples:
𝑥20
1. = 𝑥2 0 13
Copy the common base “x” and subtract the expon ents.
−

𝑥13
= 𝑥7 Simplify the result.
𝑦 105
2. = 𝑦105−87 Copy the common base “y” and subtract the exponents.
𝑦 87
= 𝑦18 Simplify the result.

Note: The law of exponent that we have just discussed applies only to expressions in which
the exponent on the numerator is greater than the exponent on the denominator.
There is another law that will be followed if the exponent on the numerator is lesser
than the exponent on the denominator. However, this law will be discussed when you
will be in Grade 9.
Notice what happens on the expressions inside the table.

11
 Give
Applying a law
No n Result Answer Reason
of exponent
(Star
5
1. t 51 1
50 1 Any
5
Here)
100 numbe
2. 1001 1000 1
100
𝑥 1 r
3. 𝑥 1 1
𝑥0 1 divided
𝑥
4. 𝑎5 1 by
𝑎5−5 𝑎0
𝑎5 itself is
equal
LAW OF EXPONENTS
(Law For Zero Exponent) to 1.

E. 𝒂𝟎 = 𝟏 𝒘𝒉𝒆𝒓𝒆 𝒂 ≠ 𝟎
Always take note that any nonzero number raised to a zero exponent is always
equal to 1.
Examples:
1. (7,654 ,321) 0 = 1 2. 3 0 + 𝑥 0 + ( 3𝑦)0 = 1 + 1 + 1
Let us summarize the laws of exponents discussed in this lesson.
LAWS ON EXPONENTS
For any real number 𝑎 ≠ 0 and positive integers 𝑚 and 𝑛:
1. (𝒂𝒏 )𝒎 = 𝒂𝒏𝒎 Power of Powers
𝒏 +𝒎
2. 𝒂𝒏 ∙ 𝒂𝒎 =𝒂 Product of a Power
𝒂𝒏 = 𝒂𝒏 𝒎, where 𝒏 > 𝒎 Quotient of a Power
3.
−

𝒂𝒎

4. 𝒂𝟎 = 𝟏 𝒘𝒉𝒆𝒓𝒆 𝒂 ≠ 𝟎 Law for Zero Exponent

There are still other Laws of Exponents which you will learn in Grade 9. For now,
you have to learn first the basic laws discussed above so that you will be able to
understand other laws to be discussed in higher grade level.

MULTIPLYING POLYNOMIALS
Unlike the processes of addition and subtraction, multiplication of
polynomials considers not only the numerical coefficients but also the
literal coefficients.
Rules in Multiplying Polynomials
A. Monomial by Monomial
To multiply a monomial with another monomial, simply multiply the
numerical coefficients then multiply the literal coefficients by applying
the basic laws of exponents.
Examples:
1. (𝑥 3)( 𝑥5) = 𝑥 3+5 Applying the law of exponent, copy the common
base “x” and add the exponents “3” and “5”
= 𝒙𝟖 Simplify the result.
2. ( 3𝑥 2)(−5𝑥 10 ) = (3 )(−5)( 𝑥2+10 ) Multiply the numerical coefficients “3”
and “-5” and copy the common base
“ x” then add the exponents “2 ” and
“10”
=− 𝟏𝟓𝒙𝟏𝟐 Simplify the result.

12
 B. Monomial by a Polynomial
To multiply a monomial with a polynomial, simply apply the distributive
property and follow the rule in multiplying monomial by a polynomial.
Multiplication of monomial by a polynomial could also be done vertically.
In the examples below, the solutions are presented into two ways:
Examples:
1. (3𝑥)(𝑥2 − 5𝑥 + 7)
Solutions:
Using the distributive Using the Vertical Solving,
property,
𝑥 2 − 5𝑥 + 7

( 3𝑥)(𝑥2 − 5𝑥 + 7 ) x 3𝑥
=(𝟑𝒙)(𝑥 2) + (𝟑𝒙)( 5𝑥) + (𝟑𝒙)(7)
𝟑𝒙𝟑 − 𝟏𝟓𝒙𝟐 + 𝟐𝟏𝒙
=( 3𝑥 1+2) + (−15𝑥1+1) + (21𝑥)
= 𝟑𝒙 𝟑 − 𝟏𝟓𝒙𝟐 + 𝟐𝟏𝒙

2. (−5𝑥2𝑦 3)(2𝑥2 𝑦 − 3𝑥 + 4𝑦 5)

Solutions:
Using the distributive property,

(− 5𝑥2𝑦 3)(2𝑥2𝑦 − 3𝑥 + 4 𝑦 5)
=(− 𝟓𝒙𝟐𝒚𝟑 )(2𝑥2𝑦 ) + (−𝟓𝒙𝟐 𝒚𝟑 )( −3𝑥) + (−𝟓𝒙 𝟐𝒚𝟑 )(4 𝑦 5)
=( 5)(2)(𝑥 2+2)(𝑦 3+1) + ( 5)( 3)(𝑥 2+1)(𝑦 3) + ( 5)(4)(𝑥2)(𝑦 3+5)
− − − −

= −𝟏𝟎𝒙𝟒 𝒚𝟒 + 𝟏𝟓𝒙 𝟑𝒚𝟑 − 𝟐𝟎𝒙 𝟐𝒚𝟖

C. Binomial by a Binomial
To multiply a binomial with another binomial, you can use F O I L Method or - - -

Smile Method. F O I L stands for F First, O Outer, I Inner, and L Last. This
- - - - - - -

acronym represents the order in which you should multiply the binomials’ terms
to get the product. You can draw arcs from the first to first terms and outer to
outer terms over the top of the expression and draw arcs from the inner to inner
terms and last to last terms on the bottom. When you do, you create a smiley
face!
Another way is the vertical way of multiplying which is the conventional one.
Examples:
1. (𝑥 + 3)(𝑥 + 5)
Solutions:
Using F O I L Method,
- - -

F-irst terms →(𝑥)(𝑥) = 𝑥2

First terms Last terms
O outer terms
-

→(𝑥)(5) = 5𝑥
(𝑥 + 3)(𝑥 + 5)
I nner terms
-

→(3)(𝑥) = 3𝑥
Inner terms
L ast terms
-

→(3)(5) = 15
Last terms
Since 5𝑥 and 3𝑥 are similar terms, we can combine them. →5x + 3x = 8x.
The final answer is 𝒙𝟐 + 𝟖𝒙 + 𝟏𝟓.
13
 Using the vertical way,
𝑥 + 3

x 𝑥 +
5
𝑥2 +
3𝑥 ⟶ Multiply 𝑥 to (𝑥 + 3)
+ 5𝑥 + 15 ⟶ Multiply 5 to (𝑥 + 3) . Align
𝒙𝟐 + 𝟖𝒙 + 𝟏𝟓 similar terms.
Notice that any of the two solutions will give you the same answer which is
𝒙𝟐 + 𝟖𝒙 + 𝟏𝟓.
2. (𝑥 + 6)2
Solution:
( 𝑥 + 6)2 = ( 𝑥 + 6)(𝑥 + 6) = 𝑥 2 + 6𝑥 + 6𝑥 + 36 Combine like terms:
“6x” and “6x”
= 𝒙𝟐 + 𝟏𝟐𝒙 + 𝟑𝟔
Therefore, (𝑥 + 6) 2 = 𝒙𝟐 + 𝟏𝟐𝒙 + 𝟑𝟔
3. (3𝑎 5𝑏 )(4𝑎 + 7)
−

Solutions:
Using the FOIL Method,

F O F O I L

(3𝑎 − 5𝑏)(4𝑎 + 7) = (3𝑎)(4𝑎) + (3𝑎)(7) + (−5𝑏)(4𝑎) + (−5𝑏)(7)

I L = 𝟏𝟐𝒂𝟐 + 𝟐𝟏𝒂 − 𝟐𝟎𝒂𝒃 − 𝟑𝟓𝒃

D. Polynomial with more than one term to Polynomial with three or more
terms To multiply a polynomial with more than one term to a polynomial with
three or more terms, simply apply the Distributive Property of Multiplication
over Addition. Multiply the first term of the first polynomial to each term of the
other polynomial. Repeat the procedure up to the last term and simplify the
results by combining similar terms.
Another way of multiplying this is using the vertical way which is the
conventional one.
Examples:

1. (𝑥 + 3)(𝑥2 2𝑥 + 3)
−

Solutions:
Using the Distributive Property, Using the vertical way,
(𝑥 + 3)(𝑥 2 − 2𝑥 + 3) 𝑥 2 2𝑥 + 3
−

2
= 𝒙(𝑥 2𝑥 + 3) + 𝟑(𝑥 2 2𝑥 + 3)
− −

= ( 𝑥 3 − 2𝑥 2 + 3𝑥) + (3𝑥 2 − 6𝑥 + 9) x 𝑥 +3
= 𝒙𝟑 + 𝒙𝟐 𝟑𝒙 + 𝟗
−

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

+ 3𝑥 2 − 6𝑥 + 9
𝟑
𝒙 + 𝒙𝟐 𝟑𝒙 + 𝟗
−

Solutions:
Using the distributive property,

(𝑥 2 + 3𝑥 − 4)(4𝑥3 + 5𝑥 − 1)
= 𝒙𝟐( 4𝑥 3 + 5𝑥 − 1) + 𝟑𝒙( 4𝑥 3 + 5𝑥 − 1) − 𝟒( 4𝑥 3 + 5𝑥 − 1)
= 4𝑥 5 + 5𝑥 3 𝑥 2 + 12𝑥4 + 15𝑥 2 3𝑥 16𝑥 3 20𝑥 + 4
− − − −

= 4𝑥 5 + 12𝑥4 + 5𝑥3 − 16𝑥 3 − 𝑥 2 + 15𝑥 2 − 3𝑥 − 20𝑥 + 4

= 𝟒𝒙𝟓 + 𝟏𝟐𝒙𝟒 𝟏𝟏𝒙 𝟑 + 𝟏𝟒𝒙 𝟐 𝟐𝟑𝒙 + 𝟒
− −

3. (2𝑥 3)(3𝑥 + 2)(𝑥 2 2𝑥 1)

− − −

Solution:
Multiply (2𝑥 − 3) and ( 3𝑥 + 2) first. By FOIL Method,
(2𝑥 3)(3𝑥 + 2) = 6𝑥2 + 4𝑥 9𝑥 6 = 𝟔𝒙𝟐 𝟓𝒙 𝟔
− − − − −

14
 The result will then be multiplied to (𝑥 2 − 2𝑥 − 1).
(6𝑥 2 5𝑥 6)(𝑥 2 2𝑥 1)
− − − −

= 𝟔𝒙 𝟐(𝑥 2 2𝑥 1 ) 𝟓𝒙(𝑥 2 2𝑥 1) 𝟔( 𝑥 2 2𝑥 1)
− − − − − − − −

= 6𝑥 4 − 12𝑥3 − 6𝑥2 − 5𝑥 3 + 10𝑥 2 + 5𝑥 − 6𝑥2 + 12𝑥 + 6

= 6𝑥4 12𝑥3 5𝑥3 6𝑥 2 + 10𝑥2 6𝑥2 + 5𝑥 + 12𝑥 + 6
− − − −

= 𝟔𝒙 𝟒 − 𝟏𝟕𝒙 𝟑 − 𝟐𝒙 𝟐 + 𝟏𝟕𝒙 + 𝟔
Alright! Let us apply the skills we have learned from multiplying polynomials into
solving real-life problems. Let’s study this!

Tina has a square garden with a side of length s feet. If she increased the
length by 5 feet and then decreased the width by 2 feet, what trinomial represents
the area of the new rectangular garden?
Solution:
The length of the new garden is 𝑠 + 5 and the width is 𝑠 – 2.

𝑠 −

𝑠+5
Multiply the length and width of the new garden by following the procedure in multiplying
binomials.
(𝑠 + 5)(𝑠 2) = (𝑠 2) + (𝑠 2) = 𝑠2 − 2𝑠 + 5𝑠 – 10 = 𝑠2 + 3𝑠 − 10
Therefore, the trinomial that represents the area of the new rectangular garden is
𝒔 𝟐 + 𝟑𝒔 𝟏𝟎.−

DIVIDING POLYNOMIALS
Like in multiplication, the division of polynomials applies the laws of
exponents.
Rules in Dividing Polynomials
A. Polynomial by Monomial
To divide a polynomial by a monomial, simply divide each term of the
polynomial by the given divisor.

Example:
1. Divide 12𝑥4 − 16𝑥3 + 8𝑥2 by 4𝑥2.
Solution:
12𝑥4 − 16𝑥3 + 8𝑥2 12𝑥 4 16𝑥 3 8𝑥 2
= −

+
4𝑥2 4𝑥 2 4𝑥2 4𝑥2
= 3𝑥24−2 4𝑥3−20+ 2𝑥 2−2
−

= 3𝑥 − 4𝑥 + 2𝑥
= 3𝑥2 − 4𝑥 + 2 (1)
= 𝟑𝒙 𝟐 − 𝟒𝒙 + 𝟐
B. Polynomial by a Polynomial with more than one term
To divide a polynomial by a polynomial with more than one term by long
division, simply follow the procedure in dividing numbers by long
division:
1. Check the dividend and the divisor to see if they are in standard
form.
2. Set up the long division by writing the division symbol where the
-

divisor is outside the division symbol and the dividend inside it.
3. You may now start the division process.
4. You can stop the cycle when:
a. The quotient (answer) has reached the constant term.
b. The exponent of the divisor is greater than the exponent of the
dividend.

16
 Doing great! Now, let us solve related problems on dividing polynomials.
1. There are 28𝑥2 + 36𝑥 16 oranges in a basket. Mother divides them equally
−

among 4 children. How many oranges does each child get?

Solution:
In order to determine how many oranges will each child get, we need to
divide the total number of oranges in a basket by 4 since it will divided
equally among 4 children. In doing so, we have
28𝑥2 +36𝑥 −16 28𝑥 2 36𝑥 16
4 = 4 + 4 − 4
28 2 36 16
= 4 𝑥 + 4 𝑥− 4
= 7𝑥2 + 9𝑥 − 4
Therefore, each child will get 7𝑥 2 + 9𝑥 − 4 of oranges equally.
2. The area of a parallelogram is 8𝑥2 + 10𝑥 − 3. If its base is 2𝑥 + 3, what is its height?
Solution:
𝐴 = 𝑏ℎ Area formula of a parallelogram h
ℎ =𝐴 Divide both sides by b.
𝑏
8𝑥 2+10𝑥−3 Substitute the values.
= 2𝑥+3
2x + 3
Use long division to solve for h.
4𝑥 1 −

2𝑥 + 3 ) 8𝑥2 + 10𝑥 − 3 → Divide 8𝑥2 by 2 𝑥

8𝑥 2 + 12𝑥 the result 4𝑥 to the divisor 2𝑥 + 3
→ Multiply
Subtract 8𝑥2 + 12𝑥 from 8𝑥 2 + 10𝑥 Remember to change the sign of
2𝑥 3
−

→ the subtrahend and proceed to addition. Then divide 2𝑥 by 2𝑥

−

2𝑥 3 → Multiply the result 1 to 2 𝑥 + 3.

−

0 Subtract −2𝑥 − 3 from −2𝑥 − 3. The remainder is 0.

Therefore, the height of the parallelogram is 𝟒𝒙 − 𝟏.

What’s More
Let us try to answer more challenging set of problem and activities about
performing operations involving polynomials.
A. Tell whether the given statement is True or False. Write True if the statement is
correct. Otherwise, write False. Write your answer on a separate sheet.
1. 32 ∙ 34 = 9 6 6. 72 = 49 − −

2. 42 ∙ 44 = 48 7. (𝑡3) 2 = 𝑡 9
3. ( 𝑥2 )3 = 𝑥 8 8. (2 2 ∙ 4) 3 = 212
4. (23 ∙ 32 ) 2 = 612 9. (4 + 5) = 34
5. (𝑚2)2 = (𝑚6) 3 10. (3 + 4) 2 = 32 + 42
16
 B. Perform the indicated operations. Choose your answer inside the box.
24𝑦6 2𝑥 + 1 𝑥 3
5 5 2 − 2− −
12𝑥 𝑦 𝑥 6𝑥 + 27 2𝑥 𝑥 6
2
𝑥 + 5𝑥 + 6 3 2
𝑥 − 4 36𝑥 − 61𝑥 − 72𝑥 − 15
2
8𝑥 𝑦 + 4𝑥𝑦2 2
𝑥 + 6𝑥 27 6𝑥5 21𝑥 4 24𝑥 3
1. (3𝑥 2 𝑦3)(4𝑥 3 𝑦2) 6. (4𝑥2 9𝑥 3)(9𝑥 + 5)
− −

2. (3𝑦2)(−2𝑦)(4𝑦3 ) 7. (2𝑥 2 3𝑥 2) ÷ ( 𝑥 2)
− − −

3. (3𝑥3)(2𝑥 2 7𝑥 8)
− −

8. (8𝑥 3 4𝑥2 24𝑥) ÷ 4𝑥

− −

4. (𝑥 + 3)(𝑥 + 2) 9. (𝑥 2 − 8𝑥 + 16) ÷ (𝑥 − 4)
5. (𝑥 3)(𝑥 + 9)
−

10. (𝑥2 9) ÷ (𝑥 + 3)
−

Good job! Get ready for another learning battle ahead!

What I Have Learned

Write the correct word or phrase make the statement true. Choose your answer
inside the box.
1 numerical coefficient general standard form
add Distributive Property literal coefficient subtract
Associative Property divisor positive subtrahend

1. To add likepolynomials, add their and copy the

.
2. To subtract a polynomial from another polynomial, change the sign of the
and proceed to addition.
3. To multiply powers having the same base, keep the base and
the exponents.
4. To divide powers having the same base, keep the base and
the exponents.
5. Any number, excluding zero, raised to zero is always equal to
.
6. To multiply a monomial by a polynomial with more than one terms, we will
make use of .
7. In dividing polynomials by a monomial, divide each term in the dividend by
the .
8. In dividing polynomial with more than one term by another polynomial with
more than one term, the first thing that we are going to do is to see to it that
both dividend and the divisor are in .
Nice work! Now you’re up for the next challenge of this lesson.

What I Can Do

Here is another activity that will let you apply what you have learned about
performing operations on polynomials by simplifying it to real life situations.
-

Solve the following problems.

1. The three sides of a triangle measures (3𝑥2 + 𝑥 − 2), (− 5𝑥 2 + 4) and (15𝑥 2 − 4𝑥 − 9)
respectively. What is the perimeter of the triangle?
2. There are (12𝑎2 + 4 𝑎 + 15) children in a classroom. If the number of boys is 4𝑎 2 − 9𝑎 +
8, how many girls are in the classroom?
25
3. John Ike made a layout of the garden where he planned to put his Aglonema and
Sanseveria Plants for business. In order to protect his plants from direct sunlight, he
needs to cover the garden with nets on top of it. To determine the dimensions of the
net he needs to buy to cover the top of a garden, he must be able to compute the area
of the garden first. The length of the garden is 𝑥 5 and its width is 𝑥3 . What expression
represents the area of the garden? (Hint: The area of a rectangle is A = lw)
4. Yvanna has a square garden with a side of length s feet. If she increases the length by
5 feet and then decreased the width by 2 feet, what trinomial represents the area of
the new rectangular garden?

Assessment

For you to determine how much you’ve learned, please answer the questions by choosing
the letter of the best answer.
1. What should be added to 5𝑎 + 2 to get a sum of 10𝑎2 + 4?
A. 5𝑎 + 2 B. 5𝑎2 + 2 C. 10𝑎 2 + 5𝑎 + 2 D. 10𝑎 2 − 5𝑎 + 2

2. What is the sum of 3𝑎2 − 5𝑎 + 2 and 𝑎2 − 2𝑎 + 4?

A. 3𝑎 2 + 7𝑎 + 6 B. 3𝑎2 −

7𝑎 + 6 C. 4𝑎 2 + 7𝑎 + 6 D. 4𝑎 2 −

7𝑎 + 6

3. What must be added to 5𝑏 − 3 to obtain 0?

A. 5𝑏 3− −

B. 5𝑏 + 3 C. 5𝑏
− −

3 D. 5𝑏 + 3

4. If the length of the rectangle in terms of x is 8𝑥 2 + 4𝑥 + 7 and its width is 7𝑥 + 8, what

is the perimeter of the rectangle?
A. 16𝑥2 + 22 𝑥 + 30 C. 5𝑏 − 3
4 2
B. 16𝑥 + 22𝑥 + 30 D. 16𝑥4 + 22𝑥2 + 15
5. What must be subtracted from 9𝑥 2 2𝑥 to make a difference of 5𝑥 2 + 3?
−

A. 4𝑥 2 − 2𝑥 – 3 B. 4𝑥2 + 2𝑥 + 3 C. 4𝑥2 𝑥 − 3 D. 4𝑥 2 + 𝑥 – 3
−

6. Which of the following illustrates the law (𝑎 𝑛)𝑚 = 𝑎 𝑛𝑚 ?

A. (2 3)8 = 224 B. (32) 4 = 32+4 C. (𝑥4)2 = 𝑥4−2 D. (22) 4 = 4 (2)(4)

7. Which of the following expressions when simplified is equal to 1 ?

A. (4 𝑎5)0 B. (5 𝑎0)2 C. D. 03

8. Which of the following statements follows the law: : ?

26
A. 4 = 6 2
3
23
B.
4
=2
2
34
C.
2
=9
32
3
D.
4
=9
9. Which of the following is the result when (3𝑎2 𝑏3) is multiplied to (4𝑎3𝑏2)?
A. 12𝑎6𝑏6 B. 12𝑎5𝑏5 C. 7𝑎5𝑏5 D. 7𝑎6𝑏6

10. Which of the following laws of exponents will be useful in simplifying the
𝑏5
expression: ( )33?
𝑏

28
A. I and II B. II and IV C. III and IV D. I and III
0 2 1 0
11. What is the simplified form of (4 )(5 )(6 )(100 )?
A. 1 B. 101 C. 25 D. 150
12. What is the result when (𝑥 − 5) is multiplied to (𝑥 + 5)?
A. a multinomial B. a trinomial C. a binomial D. a monomial

13. Which of the following is the quotient when (𝑥 2 + 8 𝑥 + 15) is divided by (𝑥 + 5)?
A. 𝑥 + 3
B. 𝑥 + 5
3
C. 𝑥 + 5 +
𝑥 +5
5
D. 𝑥 + 3 +
𝑥+3

14. The product of 4𝑥 2 𝑦5 and a certain monomial is 28𝑥7 𝑦9𝑧2 . What is the missing factor?
A. 7𝑥9𝑦14 𝑧2 B. 7𝑥5 𝑦2𝑧 2 C. 7𝑥5 𝑦4𝑧 2 D. 7𝑥5 𝑦4

15. The length and width of the top of the rectangular study table is represented
by the expression (𝑥 + 5) meter and (𝑥 + 3) meter, respectively. What is
the area of the top of the table?
A. 𝑥 2 + 15 m2 B. 9𝑥 + 15 m2 C. 𝑥 2 + 8𝑥 + 15 m2 D. 𝑥 2 + 15𝑥 + 8 m2

Good Job! You did well on this module! Keep going!

Additional Activities

This section includes supplementary activities related to ope rations involving

polynomials.
Do the following activities.
1. Use tiles to illustrate the sum of the following expressions.

a. 5𝑥 + 2𝑥 c. (𝑥 − 1) + (𝑥 + 2)
b. 3𝑥2 + 4𝑥 − 𝑥 d. (𝑥 2 − 2𝑥 + 3) + ( 𝑥2 + 2𝑥 − 5)
2. Write an expression for the area of the shaded region below. Choose the
answer inside the box opposite to the figure.
1

A. 8𝑚 2 + 2𝑚
B. 8𝑚 2 −

2𝑚
2m C. 8𝑚 2 + 4𝑚
D. 8𝑚2 −

4𝑚
4m
Answer:

29
Answer Key
References

1. Department of Education-Bureau of Learning Resources (DepEd- BLR)

(2016) Grade 7 Mathematics Teacher’s Guide. Lexicon Press Inc.,
Philippines

2. Oronce, Orlando A., et.al, E-Math I Elementary Algebra Revised

Edition 2010. Rex Book Store, Inc.

3. De Leon, Cecille M., et.al, Integrated Mathematics Textbook for First

Year. JTW Corporation 2000.

4. Mathematics – Grade 7 Learner’s Material First Edition, 2013,

ISBN: 978- 971-9990- 60-4, pp. 76-82.

5. Julieta G. Bernabe (2009). Elementary Algebra. JTW

Corporation., Quezon City, Philippines
 EDITOR’S NOTE
This Self-learning Module (SLM) was developed by DepEd
SOCCSKSARGEN with the primary objective of preparing for and
addressing the new normal. Contents of this module were based
on DepEd’s Most Essential Learning Competencies (MELC). This is
a supplementary material to be used by all learners of Region XII
in all public schools beginning SY 2020-2021. The process of LR
development was observed in the production of this module. This
is version 1.0. We highly encourage feedback, comments, and
recommendations.

For inquiries or feedback, please write or call:

Department of Education - Bureau of Learning Resources (DepEd-BLR)

Ground Floor, Bonifacio Bldg., DepEd Complex

Meralco Avenue, Pasig City, Philippines 1600

Telefax: (632) 8634-1072; 8634-1054; 8631-4985

Email Address: [email protected] * [email protected]