MATHEMATIC ADDING POLYOMIALS G7

Republic of the Philippines

Department of Education
Region VI – Western Visayas
Schools Division of Himamaylan City
HIMAMAYLAN NATIONAL HIGH SCHOOL
Himamaylan City, Negros Occidental

MATHEMATICS DEPARTMENT

LESSON PLAN – GRADE 7 – MATHEMATICS

Content Standard:
The learner demonstrates understanding of key concepts of Date:
algebraic
expressions, the properties of real numbers as applied in linear
equations, and inequalities in one variable.
Performance Standard:
The learner is able to model situations using oral, written, graphical, and algebraic
methods in solving problems involving algebraic expressions, linear equations, and
inequalities in one variable.
Learning Competency: Code:
The learner adds polynomials. unpacked from
M7ALIId-2
Topic: SCIENTIFIC NOTATION OF NUMBERS
OBJECTIVES:
At the end of the one-hour session, the students must have:
1. stated the steps in adding polynomials
2. added polynomials
3. shared their thoughts on the mathematical food-for-thought of the day

INSTRUCTIONAL MATERIALS:
PPT, Learning Activity Sheets, Chalk and Board
VALUE FOCUS: Organized Thinking

STUDENT’S TEACHER’S
ROUTINE ACTIVITIES:
ACTIVITY NOTES
1. PRELIMINARIES:

 Prayer Student assigned for Teacher checks

the day leads the attendance
 Checking of Attendance prayer. through the
seat plan.
A. DRILL:
Teacher flashes fifteen cards for numeracy Students answer in Teacher’s focus is
enrichment. unison. now on addition
of integers.

B. REVIEW: Students answer: Teacher may ask

Evaluate the expression in this problem: 3(3)2 – 5(3) + 3 one volunteer
Alice’s sales today can be expressed as 3x2 – 5x + = 3(9) – 5(3) + 3 from the class.
3 pesos, where x represents the candies sold. If = 27 – 15 + 3
each candy (x) costs 3 pesos, how much did she = 12 + 3
earn? = 15
Teacher may use
Students may share
C. MOTIVATION: this opportunity
some of their
Teacher presents a situation to the class. to relate to the
experiences with
students.
Jack and Jill love to collect holen (marbles), teks these items.
cards, and pogs.

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MATHEMATIC ADDING POLYOMIALS G7
S

Students guess and

may reach the
Based on the data above, how many pogs, teks, and correct answer:
marbles do they have if we are to add their 26 pogs, 25 teks, Teacher verifies
collections? and 14 marbles. the answer.

Teacher says, “Remember how your mind

processed this situation because it will be the same
with our tasks today.”
D. PRESENTATION: Teacher flashes
Teacher presents the tasks for the day. Male and female objectives/tasks
students read the on screen.
task alternately.

2. ACTIVITY: THE MISSING DIAGONAL.

“Before the activity, recall that a term is composed Teacher facilitates
of the literal coefficient and numerical coefficient. Students listen as the students in
For example in -7x5, -7 is the numerical coefficient teacher gives the activity.
and x5 is the literal coefficient.” instructions. They
INSTRUCTIONS. With the activity earlier in mind, may raise questions
analyze and identify patterns below to complete the for instructions that Teacher roams the
table. This activity simply aims to let you explore. are not clear to room:
Wrong answers will not be counted against you. them. complimenting
students, assisting
They will then go to them in their
their group activity difficulties.
chairs to accomplish
the activity.

Teacher may
rephrase questions
3. ANALYSIS: should the need
Teacher presents the following questions: Students responses arises.
 How did you find the activity? may somehow vary Students are
 What were the easy parts? in construction. The complimented for
 What were the difficult parts? first three questions their answers.
are open-ended.
Answers to Teacher completes
 What operation is mentioned in the activity? succeeding the table through
 What terms are aligned in the first column of questions are similar their responses.
terms? to these:
 What terms are aligned in the second  Addition.
column of terms?  +3x3 and 5x3 Teacher asks
 Based on your answers, how are the terms males and females
aligned? (May be rephrased: What was  +2x2 and -4x2 to read the
considered in aligning the terms?) writings on the
 Terms are board based on
aligned the analysis,
according to before the
 With this, what is your answer in the box the variables abstraction.
after -3x? and the
 Why is this so? exponents.
 Negative 5.

 What is your answer in the box after -4x2?  Like +1, it is

 Why? the only term
without x.
 Negative 5x.
 Like -3x, it is
 How do you think is 8x3 attained in the first the only term
column of terms? with x.

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MATHEMATIC ADDING POLYOMIALS G7
S exponents.
 By adding 3
 What is your answer in the last box? and 5, we get
 How did you get the numerical coefficient? 8. Then, we
copy x3.
 -2x2
 How did you get the literal coefficient?  By adding 2
and -4, we
get -2.
 Based on your answers, how do we add the  We copy the
aligned terms? literal
coefficient,
x2.
 Simply add
the numerical
coefficients
4. ABSTRACTION: and copy the
common
 Teacher says, “In the activity, you have literal
analyzed the steps in adding polynomials. coefficients.
Based on your responses that I have heard,
how do we add polynomials?” Students respond:
1. Align similar Teacher
terms in columns. compliments
2. Add the numerical students for their
coefficients per responses.
5. APPLICATION: column and copy the
The following tasks are group/pair activities. common literal
A. ALIGN AND ADD. Apply the learned steps in coefficients.
adding polynomials to answer the following Teacher flashes
items: the instructions on
1. Students work in the screen.
groups/pairs. Teacher roams the
Students comply room to redirect
with the instructions. students to the
task at hand.
2. (–4x2 + 5x + 3) + (2x3– 5x + 7) Teacher guides
2 2
3. (7x – 5x + 3) + (4x + 7x – 3) 1. the students in
checking their
answers. In Item 2,
2. 2x3 -4x2 + 10 the teacher
3. 11x2 + 2x mentions that if
there are no terms
similar to another,
one simply has to
B. Mathematical Food-For-Thought of the Day: copy such term.
Teacher shares:
“The importance of alignment/organization is One male and one Teacher respond
evident in today’s class. How important is it female give their accordingly to
for you to arrange or organize things? How answers. students’ povs.
does it help you?”
6. ASSESSMENT:(formative test)
ENUMERATE US! State the two basic steps in
adding polynomials.
1. ___________________ Students answer the
2. ___________________ assessment. Answers:
ALIGN AND ADD. Apply the learned steps in Items 1 and 2
adding polynomials to answer the following must have these
items: thoughts:
3. (3x – 5) + (4x – 3) 1. Align similar
3 4 3 terms in columns.
4. (4x – 2x – 7) + (5x – 3x + 2x + 1) 2. Add the
4 3
5. (10x – 3x + 7) + (7x + 6) numerical
coefficients per
column and copy
REFLECT. How do you observe the value of the common literal
organizing things every day? coefficients.
3. 7x – 8
4. 5x4 + x3 – 6

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MATHEMATIC ADDING POLYOMIALS G7
S 5. 10x4 + 7x3 – 3x
+ 13

7. ASSIGNMENT: Answer the item below:

(-3x5 + 4x4 – 9x3 + 4x2 – 5x – 3)
+ (5x5 + 5x4 – 10x3 – 2x2 +3x + 6) Students copy their
assignment. They
may raise questions
should they have
confusion.
INSTRUCTIONAL DECISION:
Grade & Section
80% and
From the evaluation,
above
no. of learners who
earned: below 80%

Did the remedial lessons work?

have caught up with
No. of the lesson
learners
who: continue to require
remediation
Which of my teaching strategies
worked well?
Why did this work?

What difficulties did I encounter

which my Principal/Supervisor can
help me solve?
What innovation or localized
materials did I use/discover which I
wish to share with other teachers?

Prepared by:

JERRY PINEDA
Math Teacher

JERRY PINEDA 4