DAILY School Grade Level 7

LESSON Teacher Learning Area MATHEMATICS

LOG Teaching Dates and Time Quarter SECOND

Session 1 Session 2 Session 3 Session 4

I. OBJECTIVES
1. Content The learner demonstrates understanding of key concepts algebraic expressions, the properties of real numbers as
Standards applied in linear equations and inequalities in one variable.
2. Performance The learner is able to model situations using oral, written, graphical and algebraic methods in solving problems
Standards involving algebraic expressions, linear equations and inequalities in one variable.
3. Learning
Competencies /
Objectives The learner derives the laws The learner derives the laws The learner multiplies and The learner multiplies and
of exponent of exponent Divides Polynomial Divides Polynomial
(M7AL-IId-e-1) (M7AL-IId-e-1) (M7AL-IIe-2) (M7AL-IIe-2)
a. Interpret the meaning of a. Interpret the meaning of a. Multiply polynomials a. Divide polynomials
an where n is a positive an where n is a positive b. Solve problems involving b. Solve problems involving
integer integer multiplying polynomials dividing polynomials
b. Evaluate the given using b. Evaluate the given using c. Apply multiplying c. Apply dividing
the laws of exponents the laws of exponents polynomials in real life polynomials in real life
c. Apply the concept of c. Apply the concept of situation situation
exponents in real life exponents in real life
situation situation
II. CONTENT Laws of Exponent Laws of Exponent Multiplying Polynomials Dividing Polynomials
III. LEARNING
RESOURCES
A. References
 1. Teacher’s pp. 104 - 105 pp. 104 - 105 pp. 112 - 116 pp. 112 - 116
Guide pages
2. Learner’s pp. 126 – 129 pp. 126 – 129 pp. 134 - 139 pp. 134 - 139
Materials
pages
3. Textbook Grade 7 Grade 7 Grade 7 Grade 7
pages Patterns and Practicalities Patterns and Practicalities Patterns and Practicalities Patterns and Practicalities
pp. 220-221 pp. 220-221 pp. 221 - 229 pp. 229 - 241
Elementary Algebra Elementary Algebra Elementary Algebra Elementary Algebra
pp.19 -21 pp.19 -21 pp. 19 - 21 pp. 19 - 21
4. Additional http://www.rcsdk12.org/cms/l http://www.rcsdk12.org/cms/ https://www.google.com.ph/ http://www.studyzone.org/mt
Materials from ib04/NY01001156/Centricity/ lib04/NY01001156/Centricit search? estprep/math8/e/compdec6l.
Learning .../Exponents_Quiz_QUEX.p y/.../Exponents_Quiz_QUEX q=evaluation+of+algebraic+ cfm
Resource (LR) df .pdf expression&espv=2&biw=13
http://study.com/academy/le
portal 66&bih=667&source=lnms&
https://www.youtube.com/w sson/graphing-rational-
tbm=isch&sa=X&ved=0ahU
atch?v=1p5kpP7C_CE numbers-on-a-number-
KEwixjO7Wmr_MAhXF
line.html
B. Other Learning Grade 7 LCTG by DepEd Grade 7 LCTG by DepEd Grade 7 LCTG by DepEd Grade 7 LCTG by DepEd
Resources Cavite Mathematics, 2016 Cavite Mathematics, 2016 Cavite Mathematics, 2016 Cavite Mathematics, 2016
/Materials Powerpoint, Tarp Papel Powerpoint, Tarp Papel Powerpoint, Tarp Papel Powerpoint, Tarp Papel
Flash Cards Flash Cards
IV. PROCEDURES

A. Reviewing previous Drill: Drill: Drill: Developmental Activity

lesson or presenting Perform the indicated Recall the rules in Recall the rules in Recall the rules in dividing
the new lesson operation. multiplying and dividing Multiplying integers through integers through flashcards.
1. 23 + 12 = ____ integers through flashcards. flashcards.
2. 12 x 5 = ____ 1. (-5) (4)
3. 23 x 10 = ____ 2. (9) (8)
4. 48 + 22 = ____ 3. (-7) (6)
5. 9 x 8 = ____ 4. (-75) ÷ (15)
 5. (-5) ÷ (4)

B. Establishing a Motivation Motivation Recall the laws of exponent

purpose for the WORD HUNT The students will watch the using flashcards by giving
lesson Encircle the following words video. the product. It can be done
given. The students who in a form of game to get the
identify the most numbered https://www.youtube.com/w attention of the students.
words in 1 minute will atch?v=1p5kpP7C_CE
received a prize and 1. ( x ¿¿ 5)6 ¿
additional 2 points in the
2. a a
7 9
performance. Those students
who has less numbered will 3. (3 x ¿¿ 2) ¿ ( 4 x¿ ¿3)2 ¿
dance to the tune of
“Running Man”.

Raised Minus Add

Exponent Power Zero
Multiply Squared
Factors Cubed

C.Presenting examples/ Teaching/ Modelling A. Give the product of the Teaching/ Modelling Dividing a polynomial by a
instances of the lesson A. Give the product of the following as much as you Illustrative examples monomial
following as much as you can by following the Consider the following 24 x 3−16 x 2 +32 x
examples 1.
can by following the example example number 1. 8x
number 1. a. (-8x2y3)(-9xy8) = 72x3y11
b. -5x2y3 (2x2y – 3x + 4y5) =
 1. 2 x 2 x 2 = 23 = 8 1. 2 x 2 x 2 = 23 = 8 -10x4y4 + 15x3y3 – 20x2y8 2
18 y −27 y
3

c. 2.
2. 3 x 3 x 3 x 3= _____ 2. 3 x 3 x 3 x 3= _____ −9 y 2
Dividing polynomial by a
3. 4 x 4 x 4 x4 x 4 = _____ 3. 4 x 4 x 4 x4 x 4 = _____ binomial
4. 5 x 5 x 5 x 5 x 5 x 5 = 4. 5 x 5 x 5 x 5 x 5 x 5 =
_____ _____
B. Observe the following B. Observe the following
examples examples
d. (x + 3)(x2 – 2x + 3) = x(x2
1. (23)2 = 23 • 23 = 2 • 2 • 2 • 2 1. (23)2 = 23 • 23 = 2 • 2 • 2 •
– 2x + 3) – 3(x2 – 2x + 3)
• 2 • 2 = 64 2 • 2 • 2 = 64
= x3 – 2x2 + 3x – 3x2 + 6x –
2. (x4)3 = x4 • x4 • x4 = x • x • x 2. (x4)3 = x4 • x4 • x4 = x • x • 9
3 2
• x • x • x • x • x • x • x • x • x x • x • x • x • x • x • x • x • x • = x – 5x + 9x – 9
2.
= x12 x = x12
3. (23)(22) = 2 • 2 • 2 • 2 • 2 = 3. (23)(22) = 2 • 2 • 2 • 2 • 2
25 = 32 = 25 = 32

27 27
4. 3 = 2 = 2 x 2 x 2 x 2 = 16 4. 3 = 24 = 2 x 2 x 2 x 2 =
4
2 2
16
5. a0 = 1
5. a0 = 1

D. Discussing new THINK PAIR SHARE THINK PAIR SHARE THINK PAIR SHARE THINK PAIR SHARE
concepts and 1. Give a short meaning on 1. Give a short meaning on Answer the following Answer the following
practicing new skills the words found in the word the words found in the word questions: questions:
#1 hunt. hunt. 1. Using the examples how 1. Using the examples how
2. Using the example on 2. Using the example on do we multiply polynomials? do we divide polynomials?
letter A, how to express letter A, how to express a. monomial by another 2. What are the steps in
repeated multiplication in repeated multiplication in monomial long division?
simplified form? simplified form? b. monomial by a
3. What is exponent? 3. What is exponent? polynomial
 4. On letter B, how to simplify 4. On letter B, how to c. binomial by another
the given exponential form? simplify the given binomial
exponential form? d. polynomial by polynomial

E. Discussing new Complete the table. Fill in the missing term.

concepts and
Given Solution Product
practicing new skills (3x3) (4x)
1 (3•4) 12 x4
#2 (x3 • x )
2 (X2)4 X 2•4
3 32•34 729
4 ( 80) (x0) 1
5 𝑥10𝑥3 X10 - 3
6 ( x2 y3) x3 y7
(xy4)
F. Developing mastery Multiply the polynomials. Divide the polynomials.
(Leads to Formative 1. (-3u + 3) x (u3 – 1) Show the complete solution.
Assessment 3) 2. (-10u – 3) x (3u + 1)
3. (3y3 + 9y + 27) x (-3y2)
4. (a2 + 3a) x (-a2 + 2a)
5. (-b3 + 4b + 3) x (2b2)

G. Finding practical GROUP ACTIVITY Simplify: Think – Pair – Share GROUP ACTIVTY
applications of “POWER BINGO”
1.
 3a 2b   6ab 4c   Match Column A to Column 1. The distance covered by
concepts and skills in The teacher will prepare B. Show the complete car in 3x hours is 27x3 + 9x2
2. d  d 
7 9
daily living given to be answered by the solution. – 3x. Find thee rate of the
students and will play just __ 1. (4x + 2)(6x2 − x + 2) car.
like the usual bingo but only 3.
yd  
4 6 8

one pattern will be formed A. 35x2 + 12x − 36 2. The length of a rectangle

based on the correct 4.
 14a b   a c 
4 6 2 6 3 7

__ 2. (5x + 6)(5x−5) is 3x – 5. Its area is 6x2 – 7x
answers. If the students get 40s 6 – 5. Find its width.
the pattern then he/she has 3
 B. 2x3+ 8x2− 32x + 16
the correct answer. The 5. 20 s 3. The volume of a
teacher will not give the __ 3. (6x + 3)(6x − 4) rectangular soild is x3 + 3x +
pattern because the student C. 48x2+ 4x − 4 x – 2. Find the area of its
will be the one to discover base.
based on their answers __ 4. (6x + 5)(5x + 5)
D. 25x2+ 5x − 30
__ 5. (6x + 8)(5x − 8)
E. 6x2− 20x + 6
 __ 6. (7x − 6)(5x + 6)
F. 24x3+ 8x2+ 6x+4
__ 7. (8x + 1)(6x −3)
G. 30x2 + 55x + 25
__ 8. (8x − 2)(6x + 2)
H. 48x2 − 18x − 3
__ 9. (x2 + 6x −4)(2x−4) I.
30x2− 8x − 64
__ 10. (x−3)(6x−2)
J. 36x2− 6x – 12

H. Making Rules in Multiplying Rules in Dividing

generalizations and Polynomials Polynomials
abstractions about A. To multiply a monomial 1. To divide polynomial by a
the lesson by another monomial, monomial, simply divide
simply multiply the each term of the polynomial
numerical by the given divisor.
coefficients then multiply the 2. To divide polynomial by a
literal coefficients by polynomial with more than
applying the basic laws of one term (by long division),
exponent. Simply follow the procedure
B. To multiply monomial by in dividing numbers by long
Laws of Exponent a polynomial, simply apply division.
Laws of Exponent 1. n times the distributive property and These are some suggested
1. n times 2. Power of powera follow the rule in multiplying steps to follow:
2. Power of powera 3. Product of a Power monomial by a monomial. 1) Check the dividend and
3. Product of a Power 4. Quotient of a Power C. To multiply binomial by the divisor if it is in standard
4. Quotient of a Power 5. Law of zero Exponent another binomial, simply form.
 5. Law of zero Exponent distribute the first term of 2) Set-up the long division
the first binomial to each by writing the division
term of the other binomial symbol where the divisor is
then distribute the second outside the division symbol
term to each term of the and the dividend inside it.
other binomial and simplify 3) You may now start the
the results by combining Division, Multiplication,
similar terms. This Subtraction and Bring Down
procedure is also known as cycle.
the F-O-I-L method or Smile 4) You can stop the cycle
method. Another way is the when:
vertical way of multiplying a) the quotient (answer) has
which is the conventional reached the constant term.
one. b) the exponent of the
D. To multiply a polynomial divisor is greater than the
with more than one term by exponent of the dividend
a polynomial with three or
more terms, simply
distribute 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.
I. Evaluating learning Identify the choice that best Identify the choice that best Solve the following Solve the following
completes the statement or completes the statement or problems. problems.
answer the question. answer the question.
1. Simplify 2-3 1. Simplify 2-3 1) Give the product of each 1) Give the quotient of each
−1 −1 of the following. of the following.
a. c. 8 a. c. 8
8 8
a) (12x2y3z) (-13ax3z4) a) 30x3y5 divided by -5x2y5
1 1
b. -6 d. b. -6 d.
8 8 b) 2x2(3x2 – 5x – 6) b) Divide x3 + 7x – 6 by x –
2. Simplify (-4)0 2. Simplify (-4)0 2
a. 1 c. -4 a. 1 c. -4 2) What is the area of the
 1 1 square whose side 2) If I spent (x3 + 5x2 – 2x –
b. d. 0 b. d. 0
4 4 measures (2x – 5) cm? 24) pesos for (x2 + x – 6)
3. The planet Mars has an 3. The planet Mars has an (Hint: Area of the square = pencils, how much does
average distance from the average distance from the s2) each pencil cost?
sun for about 141, 600, 000 sun for about 141, 600, 000
miles. Write this number in miles. Write this number in 3) Find the volume of the 3) If 5 is the number needed
scientific notation scientific notation rectangular prism whose to be multiplied by 9 to get
a. 14.16 x 107 a. 14.16 x 10 7
length, width and height are 45, what polynomial is
b. 1.416 x 107 b. 1.416 x 107 (x + 3) meter, (x – 3) meter needed to be multiplied to x
c. 14.16 x 108 c. 14.16 x 108 and (2x + 5) meter. (Hint: + 3 to get 2x2 + 3x – 9?
d. 0.1416 x 109 d. 0.1416 x 10 9
Volume of rectangular prism
4. Simplify m3•y6• m2 4. Simplify m3•y6• m2 4) The length of the
= l x w x h)
a. m5• y6 c. m5• y6 5
a. m • y 6 5
c. m • y 6 rectangle is x cm and its
5
b. m • y 6
d. m5• y6 5
b. m • y 6 5
d. m • y 6
4) If I bought (3x + 5) area is (x3 – x) cm2. What is
5. Which expression 5. Which expression pencils which cost (5x – 1) the measure of its width?
2 x3 8 x5 3
2x 8x 5
pesos each, how much will I
represents in represents in pay for it?
4 x6 6
4x
simplest form? simplest form?
a. x2 b. 4x2 a. x2 b. 4x2
9
b. x d. 4x9 b. x 9
d. 4x9
J. Additional activities Simplify. Your answer should Multiplication of Polynomials Division of Integers 1. Follow Up
for application or contain only positive Reference: Learners Reference: Learners Divide:
remediation exponents. Module Module pp. 140 - 144
1. 2m2 • 2m3
2. m4 • 2m-3
3. 4r-3 • 2r2 2. Study
4. 4n4 • 2n-3 Special Products
5. 2k4 • 4k Reference: Learners Module
pp. 145 - 151
V. REMARKS

VI. REFLECTION
1. No.of learners who
earned 80% on the
formative assessment
2. No.of learners who
require additional
activities for
remediation.
3. Did the remedial
lessons work? No.of
learners who have
caught up with the
lesson.
4. No.of learners who
continue to require
remediation
5. Which of my teaching
strategies worked
well? Why did these
work?
6. What difficulties did I
encounter which my
principal or
supervisor can help
me solve?
7. What innovation or
localized materials
did I use/discover
which I wish to share
with other teachers?