Lesson Plan in Math 7: Schools Division of Catbalogan City Samar National School Catbalogan City
Lesson Plan in Math 7: Schools Division of Catbalogan City Samar National School Catbalogan City
Lesson Plan in Math 7: Schools Division of Catbalogan City Samar National School Catbalogan City
Department of Education
REGION VIII – EASTERN VISAYAS
SCHOOLS DIVISION OF CATBALOGAN CITY
SAMAR NATIONAL SCHOOL
Catbalogan City
Recalling the seven SI units, can somebody tell the class what unit of
A. REVIEW
measurement is used to measure volume?
B. DRILL Direction: Select and encircle the most appropriate unit of measure.
2. weight of an apple
a. 100 mg b. 100 g c. 100 kg
3. weight of an egg
a. 28 g b. 28 kg c. 28 mg
Direction: Name the measuring devices by group and write your answer below.
Group A Group B
C. MOTIVATION
E. DEVELOPMENT OF
THE LESSON MEASURING VOLUME
Cylinder Cone
Triangular Prism
Pyramid
Rectangular Prism
Sphere
ACTIVITY
Let’s Measure!
Materials Needed:
Ruler/Steel tape measure
Different regularly-shaped objects (brick, cylindrical drinking glass)
Determine the dimension of the following using the specified metric units only.
Record your results in the table below and compute for each object’s volume
using the unit used to measure the object’s dimensions. Complete the table by
expressing/converting the volume using the specified units.
Drinking
Brick Classroom
Glass
Length Width Height Radius Height Length Width Height
Unit used*
Measurement
cm3
m3
in.3
ft.3
ANALYSIS
What was your reason for choosing which unit to use? Why?
How did you convert the volume from cc to the English units for volume?
ABSTRACTION/GENERALIZATION
What is volume?
APPLICATION
Step 1: V = l x w x h
= 3m x 4m x 5m
= 60 m3
1000 L
Step 2: 60 m3 x 3
=60 , 000 L
1m
V. AGREEMENT Solve.
A teaspoon holds about 5 ml of water What is the mass of 5 ml in grams? In
milligrams?
It’s mass is _________________ g.
It’s mass is _________________ mg.
VI. REMARKS
VII. REFLECTIONS
SUBMITTED BY AIRA MAE M. MARQUEZ
SUBMITTED TO EVANGELINA B. SAGADAL
Republic of the Philippines
Department of Education
REGION VIII – EASTERN VISAYAS
SCHOOLS DIVISION OF CATBALOGAN CITY
SAMAR NATIONAL SCHOOL
Catbalogan City
A. DRILL A cube is a rectangular prism with the same measurement for length, width, and
height. If a cube is 4 inches tall, what is its volume?
Based on the Metric System of measurement, what is the base unit in measuring
B. REVIEW
time?
1. 2.
Present the objectives.
D. PRESENTATION OF At the end of the lesson, students are expected to:
THE LESSON 1. Measure speed and time.
2. Solve problems involving speed and time.
ACTIVITY
Group Activity.
The class will be divided into two. They have 10 mins to solve the given problem.
An airplane bound for Beijing took off from the Ninoy Aquino
International Airport at 11:15 a.m. Its estimated time of arrival in Beijing is at
1550 hrs. The distance from Manila to Beijing is 2839 km.
1. What time (in standard time) is the plane supposed to arrive in Beijing?
3:50 pm
ANALYSIS
For group 1 and 2, how were you able to solve the problem?
ABSTRACTION/GENERALIZATION
MEASURING TIME
Primitive men used to tell time by the position of the sun, the stars and the moon,
and the behavior of animals. They used the sundial, the water clocks, and the hour
glass for hundreds of years until the invention of the mechanical clocks, the
stately grandfather clocks, the quartz and digital watches, and most recently, the
atomic clocks.
Currently, there are two types of notations in stating time, the 12-hr notation
(standard time) or the 24-hr notation (military or astronomical time). Standard
time makes use of a.m. and p.m. to distinguish between the time from 12:00
midnight to 12:00 noon (a.m. or ante meridiem) and from 12:00 noon to 12:00
midnight (p.m. or post meridiem). Military time prevents this ambiguity by using
the 24-hr notation where the counting of the time continues all the way to 24.
Example 1:
Express the following to military notation;
a. 2:00 p.m. – 1400 hrs.
b. 9:00 a.m. – 900 hrs.
Example 2:
What is the elapsed time of
A.M. P.M.
MEASURING SPEED
Speed is the rate of an object’s change in position along a line. Average speed is
determined by dividing the distance travelled by the time spent to cover the
distance d
distance ( S= or S= read as “distance per time”). The base SI unit
time t
m
for speed is meters per second ( ). The commonly used unit for speed is
s
Kilometers km mi
(kph or ) for the metric system and miles/hour (mph or ) for
hour hr hr
the English system.
APPLICATION
d
S=
t
35 km
S=
2 hrs
S=17.5 kph
F. ASSESSMENT
A. Express the following to military notation.
1. 1:24 pm =
2. 2:56 am =
3. 7:45 pm =
4. 5:16 am =
5. 3:56 pm =
1. 1341 hrs. =
2. 1750 hrs. =
3. 0432 hrs. =
4. 1236 hrs. =
5. 0051 hrs. =
A boy walks at a speed of 4 kph. How much time does he take to walk a
distance of 20 km?
II.CONTENT
SUBJECT MATTER Approximating Measurement
KEY BEHAVIOR
Attentiveness, Accuracy, Focus
INDICATOR
III.LEARNING RESOURCES
REFERENCES Learner’s Module Math 7 (Q1), Mathematics 7 Teacher’s Guide, Internet
MATERIALS Chalk, Visual aid, Meter stick/tape measure
OTHER LEARNING
RESOUCES
TEACHING STRATEGIES Explicit Teaching
IV.PROCEDURES
6. 6:24 pm =
7. 2:13 am =
8. 12:22 pm =
A. DRILL
B. Express the following into standard time.
6. 2040 hrs. =
7. 1850 hrs. =
8. 0120 hrs. =
In measuring degree, what unit is used when measuring angle?
B. REVIEW What is the tool used in measuring angle?
Complete Me!
Direction: Choose the word/number in the box to complete each sentence.
ACTIVITY
A. Let’s Measure!
Material needed: Protractor
Use your protractor to measure the angles given below. Write your answers on
your paper.
B. Let’s Estimate!
Estimate the measurement
of the angle below. Use your protractor to check your estimate.
Estimate ________________
E. DEVELOPMENT OF Measurement using the protractor ___________
THE LESSON
ANALYSIS
What difficulties did you meet in using your protractor to measure the angles?
ABSTRACTION/GENERALIZATION
MEASURING ANGLE
Derived from the Latin word angulus, which means corner, an angle is defined as
a figure formed when two rays share a common endpoint called the vertex.
Angles are measured either in degree or radian measures.
The measurement of an angle is the amount of opening between the sides of the
angle. An angle with the greater opening has the greater measure.
The figure below shows angle ABC (in symbols, ∠ ABC ¿ . The vertex of
∠ ABC is B. Rays are BA and BC are the sides of an angle.
To find the measure of an angle, place the center point of the protractor over the
vertex of the angle. Align the mark labeled 0 on either side of the scale with one
side of the angle. Then read the scale where the other side of the angle falls. This
has been done for ∠ BXC as shown below
Using the inner scale of the protractor, we can see that ∠ X is a 40 degree angle.
Thus, the degree measure of
∠ BXC IS 40, written as m∠ BXC = 40° .
APPLICATION
The time on the clock is shown as 3’oclock. Find the angle made by the hands of
the clock.
F. ASSESSMENT
Direction: Tell what angle do the hands of the clock forms.
1. 2.
3. 4.
V. AGREEMENT Have an advance study on measuring temperature.
VI. REMARKS
VII. REFLECTIONS
SUBMITTED BY AIRA MAE M. MARQUEZ
SUBMITTED TO EVANGELINA B. SAGADAL
Republic of the Philippines
Department of Education
REGION VIII – EASTERN VISAYAS
SCHOOLS DIVISION OF CATBALOGAN CITY
SAMAR NATIONAL SCHOOL
Catbalogan City
A. REVIEW F C
H B
A
Encircle the best measurement that describes the correct temperature.
B. DRILL 1. A person with fever 102℃ 40℃ 13℃
2. Inside the refrigerator 35℉ 3℉ 10℉
Encircle Me!
C. MOTIVATION Directions: Chose the estimate of temperature to the nearest degree.
1. A normal body temperature: 10℃ 20 ℃ 37 ℃
2. A rainy day: 60℉ 15℉ 20 ℉
3. Boiling water: 100℃ 75 ℃ 50 ℃
ACTIVITY
Zale, a Cebu resident, was packing his suitcase for his trip to New York City the nest day
for a 2-week vacation. He googled New York weather and found out the average
temperature there is 15℃ . Should he bring a sweater? What data should Zale consider
before making a decision?
ANALYSIS
APPLICATION
Maria was preparing the oven to bake brownies. The recipe’s direction was to pre-heat the
oven to 350℉ but her thermometer was in ℃ . What should be the thermometer reading
before Maria puts the baking pan full of the brownie mix in the oven?
H. DRILL
Solve My Ratio!
Direction: Express each statement as a ratio. Write your answer after each statement.
1. To mix a pitcher of orange juice, Beth used 3 glasses of water to 1 glass of juice
I. MOTIVATION concentrate. (3 glasses : 1 glass of juice)
2. Paulo finished a 320-page book in 3 ½ weeks. (320 pages : 3.5 weeks)
ACTIVITY
ANALYSIS
1. What is ratio?
2. How will you express an statement in terms of ratio?
ABSTRACTION/GENERALIZATION
K. DEVELOPMENT OF
THE LESSON - What have you learned from today’s lesson?
- What is ratio?
- How will you express an statement in terms of ratio?
- How will you solve problems involving ratio?
APPLICATION
Mel fills his gas tank up with 6 gallons of premium unleaded gas for a cost of Php81.
How much would it cost to fill an 18-gallon tank?
Php 81 x
=
6 18
6x = (18)(81)
6x = 1458
X = 243
L. ASSESSMENT A. Direction: Express each statement as a ratio. Write your answer after each statement.
1. A recipe requires the 4 cups flour to every 3 eggs added into the better.
2. In a class, there are 13 girls and 11 boys. What is the ratio of girls to boys?
3. Your school’s basketball team has won 7 games and lost 3 games. What is the
ratio of wins to losses?
B. Solve the problem.
30 girls and boys have planned for a picnic. There is a ratio of 3 girls to 7 boys. how
many boys are there?
Give My Ratio!
What is the ration of red shapes to white shapes?
N. DRILL
Solve My Ratio!
Direction: Express each statement as a ratio. Write your answer after each statement.
3. To mix a pitcher of orange juice, Beth used 3 glasses of water to 1 glass of juice
O. MOTIVATION concentrate. (3 glasses : 1 glass of juice)
4. Paulo finished a 320-page book in 3 ½ weeks. (320 pages : 3.5 weeks)
ACTIVITY
ANALYSIS
3. What is ratio?
4. How will you express an statement in terms of ratio?
ABSTRACTION/GENERALIZATION
Q. DEVELOPMENT OF
THE LESSON - What have you learned from today’s lesson?
- What is ratio?
- How will you express an statement in terms of ratio?
- How will you solve problems involving ratio?
APPLICATION
Mel fills his gas tank up with 6 gallons of premium unleaded gas for a cost of Php81.
How much would it cost to fill an 18-gallon tank?
Php 81 x
=
6 18
6x = (18)(81)
6x = 1458
X = 243
R. ASSESSMENT A. Direction: Express each statement as a ratio. Write your answer after each statement.
4. A recipe requires the 4 cups flour to every 3 eggs added into the better.
5. In a class, there are 13 girls and 11 boys. What is the ratio of girls to boys?
6. Your school’s basketball team has won 7 games and lost 3 games. What is the
ratio of wins to losses?
1. Length of a pencil
T. DRILL 2. Distance between two cities
3. Time it takes to write you name
4. Time it takes to complete a course in college
5. Weight of a sack of rice.
W. DEVELOPMENT OF
THE LESSON ACTIVITY
INSTRUCTION: Measure and record your height and other two of your group members
in meters. Convert it into feet (ft) and inches (in) and into centimeters (cm). copy the table
below in a separate sheet of paper for your answer. Show your solution.
ANALYSIS
1. How many centimeters taller or shorter are you from the shortest group member
indicated in your table?
2. What is the height difference between you and one of the group members in
terms of meters, inches, and centimeters?
3. Do you know now hot to convert meter and inches to centimeters? How did you
convert it?
ABSTRACTION/GENERALIZATION
APPLICATION
Viel bought 550 g of flour for their baking activity. Convert the weight of the flour into
kilograms.
1 kg
550 g x =0.55 kg
1000 g
Direction: Fill in the blank with the correct number to make it equal.
1. 5.93 km = ______________ m
X. ASSESSMENT 2. 75 cm = _______________ mm
3. 650 cm = _______________ m
4. 850 m = _______________ km
5. 282 in = ________________ ft
Convert the following.
1. 95 g = _____________ kg
V. AGREEMENT 2. 4200 o = _____________ gr
3. 150 000 mg = ____________ kg
4. 400 oz = _______________ lb
5. 45 mg = ________________ g
VI. REMARKS
VII. REFLECTIONS
SUBMITTED BY AIRA MAE M. MARQUEZ
SUBMITTED TO EVANGELINA B. SAGADAL
Republic of the Philippines
Department of Education
REGION VIII – EASTERN VISAYAS
SCHOOLS DIVISION OF CATBALOGAN CITY
SAMAR NATIONAL SCHOOL
Catbalogan City
Classify the following terms according to its corresponding mathematical symbol. List
them down under the symbol of your selection on your sheet.
B. DRILL + - X ÷
= ≠ > <
2. 3x + 2 = 5
a. _____________________________________________________________
b. _____________________________________________________________
ANALYSIS
ABSTRACTION/GENERALIZATION
APPLICATION
Give the number sentence or phrase in order to represent the following word problems.
1. Alfred carries a load of 12 kilograms. He finds it heavy, so he removes a weight
of 4 kilograms. What is the weight of the remaining load?
Number Sentences/Phrase:
_______________________________________________
2. Ana deposits Php 1,500.00 in her savings account. A week after, she decided to
add her extra money amounting to Php 800.00. how much money did she save?
Number Sentences/Phrases:
________________________________________________
Complete the table below by translating English/verbal phrases and sentences into
mathematical phrase and sentences and vice versa.
Classify the following terms according to its corresponding mathematical symbol. List
them down under the symbol of your selection on your sheet.
H. DRILL + - X ÷
Plus
Subtracted from
More than The product of
= ≠ > <
Is not equal to
Express the following Mathematical phrases and sentence into at least two English
phrases/sentences.
1. 2–x
_____________________________________________________________
_____________________________________________________________
2. 3x = 1
_____________________________________________________________
_____________________________________________________________
x
3.
2
_____________________________________________________________
_____________________________________________________________
ANALYSIS
ABSTRACTION/GENERALIZATION
APPLICATION
Give the number sentence or phrase in order to represent the following word problems.
1. Alfred carries a load of 12 kilograms. He finds it heavy, so he removes a weight
of 4 kilograms. What is the weight of the remaining load?
Number Sentences/Phrase:
_______________________________________________
2. Ana deposits Php 1,500.00 in her savings account. A week after, she decided to
add her extra money amounting to Php 800.00. how much money did she save?
Number Sentences/Phrases:
________________________________________________
Complete the table below by translating English/verbal phrases and sentences into
mathematical phrase and sentences and vice versa.
Using the above values, find the value of a name by adding the values of its digits.
B. MOTIVATION
For example: MARY = 13+1+18+25 = 57
ACE = 1+3+5 = 9
Change the expanded form into exponential form: an. Then, find the value.
For example: 6x6x6x6 = 64 = 1 296
1. 3 x3 =
2. 4x4x4=
3. 5x5=
4. 1x1x1x1x1x1x1=
5. 2x2x2x2x2x2=
ANALYSIS
ABSTRACTION/GENERALIZATION
APPLICATION
Identify the constant, variables, literal coefficient and numerical coefficient of each
expression. write your answer in the correct column.
Using the above values, find the value of a name by adding the values of its digits.
G. MOTIVATION
For example: MARY = 13+1+18+25 = 57
ACE = 1+3+5 = 9
Change the expanded form into exponential form: an. Then, find the value.
For example: 6x6x6x6 = 64 = 1 296
6. 3 x3 =
7. 4x4x4=
8. 5x5=
9. 1x1x1x1x1x1x1=
10. 2x2x2x2x2x2=
ANALYSIS
ABSTRACTION/GENERALIZATION
APPLICATION
Identify the constant, variables, literal coefficient and numerical coefficient of each
expression. write your answer in the correct column.
I. OBJECTIVE(S)
II. CONTENT
A. Topic/Subject Matter Terms related to Algebra
B. Key Behavioral Indicator Focus and cooperation
III. LEARNING RESOU7RCES
A. References
B. Materials Manila paper
C. Other Learning Resources
IV. PROCEDURES
- Prayer/greeting
- Short review
V. REMARKS
VI. REFELCTION
Prepared by:
AIRA MAE M. MARQUEZ
SST - I
Checked by:
EVANGELINA B. SAGADAL
SSHT – VI (MATH)
I. OBJECTIVE(S)
To administer a Summative Test for the 2nd Grading Period.
II. CONTENT
A. Topic/Subject Matter
B. Key Behavioral Indicator Focus and cooperation
III. LEARNING RESOU7RCES
A. References
B. Materials
C. Other Learning Resources
IV. PROCEDURES
Work plan
Prayer/greetings
Give directions for the test
V. REMARKS
VI. REFELCTION
Prepared by:
AIRA MAE D. MACALINGA
SST - I
Checked by:
EVANGELINA B. SAGADAL
SSHT – VI (MATH)
Find the answer to the following multi operation mathematical expression by connecting
the expression in column A to the corresponding answer in column B.
A B
1. (3)(8) – (14+10) 5
B. DRILL
2. (2+6)(2-3) 100
3. (2)(3) + 4 – 5 -8
4. (2 + 6)(2) – (-4) 3
5. (2)(3) / (3-1) 20
0
Tell whether each pair of terms is similar or not. Check (/) yes if similar and check (/) no
if not similar.
Terms Yes No
1. 5, -3
C. MOTIVATION
2. -2ab, 3ab
3. 8x2, 6x3
4. (m+2m), -(2n+m)
5. 2x, 2y
ANALYSIS
ABSTRACTION/GENERALIZATION
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.
Column A Column B
1. 8 + (-5) S -2
H. DRILL 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
Group Game
Students will be grouped into 2, each group will select one representative to answer
questions to be shown in a meta card. The first one to write and give the correct answer
on the board will be given points. (5rounds will be given)
I. MOTIVATION 2x + 12x
(9n+3)+(-3n-5)
(-5y+1)+13y
(a2+2a-3)+(2a2-2a+3)
4m-2+2m
Simplify each.
Group 1: (5a + 8b – 2c) + (8a + 7b – 8c)
Group 2: (4x + 10y – 6z) + (7x – 4y + 7z) + (3x + 9z)
ANALYSIS
ABSTRACTION/GENERALIZATION
Example.
1. 5x + 2x
2. 3x2 + 4x – x
3. (x – 1) + (x +2)
4. (x2 – 2x + 3) + (x2 + 2x – 5)
GENERALIZATION
Give a short generalization of what you have learned on our discussion today.
APPLICATION
The lengths of the sides of quadrilateral MATH are shown in the diagram.
Find the perimeter of the quadrilateral MATH.
Solution:
To find the perimeter, add the lengths of the sides.
P = (4a – b) + 93a) + 95a + 2b) + (4b)
= (4a + 3a + 5a) + (-b + 2b + 4b)
= (4 + 3 + 5)a + (-1 + 2 + 4)b
= 12a + 5b
Find the sum.
1. 5a + (2a +6)
2. (2x + 4) + (4x – 1)
3. (4a – 3b + 2c) + (5a + 8b – 10c) + (-12a + c)
L. ASSESSMENT 4. (13x4 – 20x3 + 5x – 10) + (-10x2 – 8x4 – 15x + 10)
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.
Column A Column B
8. 8 + (-5) S -2
9. (-12)+(-8) H -20
N. DRILL
10. (-2)+1 I -1
11. (4)(-7) P 3
12. (-5)÷(5) A 6
13. (-2)(-3) E -13
14. (-6)÷(3) D -28
V 28
Students will be grouped into 2, each group will select one representative to answer
questions to be shown in a meta card. The first one to write and give the correct answer
on the board will be given points. (5rounds will be given)
O. MOTIVATION 2x + 12x
(9n+3)+(-3n-5)
(-5y+1)+13y
(a2+2a-3)+(2a2-2a+3)
4m-2+2m
Q. DEVELOPMENT OF
THE LESSON ACTIVITY
ANALYSIS
ABSTRACTION/GENERALIZATION
a – b = a + (-b)
minuend subtrahend
Example:
1. (5x + 4) – (7x + 3)
2. (9x + 3) – (-4x + 5)
3. (6x2 – 4x + 8) – (3x2 – x – 5)
4. (8x3 - 2x2 + 2x – 2) – (3x2 + 4x + 7)
Generalization
Give a short generalization of what we have discussed for this day.
APPLICATION
If you have (100x3-5x+3) in your wallet and you spent (80x3-2x2+9) pesos in buying
foods. How much money is left in your pocket?
Solution:
(100x3 -5x+3)
+ (-80x3+2x2 -9)
(20x3+2x2-5x-6)pesos
A. Perform the operation.
1. 12y-18y
2. -5x3-4x
3. (6x2-5x-2) – (4x2-2x)
R. ASSESSMENT 4. 14x3 + (-16x3)
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.
Column A Column B
1. 8 + (-5) S -2
2. (-12)+(-8) H -20
B. DRILL
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
Students will be grouped into 2, each group will select one representative to answer
questions to be shown in a meta card. The first one to write and give the correct answer
on the board will be given points. (5rounds will be given)
C. MOTIVATION
1. -9x - (-18x) = 4. 3x2 - (-8x2) =
2. (-9a) – 4a = 5. (-4x2) - (-2x2) =
3. 6y – (-4y) =
D. PRESENTATION OF
THE LESSON Present the objectives.
At the end of the lesson, the students are expected to:
a. Identify rules in subtracting polynomial.
b. Subtract polynomial
c. Solve problem involving subtraction of polynomial
ACTIVITY
a. Students will add and subtract polynomials by taking orders from as a drive-thru
attendant as measured by closing activity.
b. Teacher pretends to be a customer in a drive-thru trying to feed a van of hungry
athletes and the students are the employees taking the order.
c. Give an order and allow the students to calculate the order using their own previous
knowledge.
i. 10 hamburgers, 6 cheeseburgers, 8 double hamburgers, 3 more
cheeseburgers, 5 double cheeseburgers, take away 2 hamburger, 5 double
hamburger and 4 cheeseburgers. What is the final order?
ii. 10h + 6c + 8h2 + 3c + 5c2 –2h – 5h2 – 4c
iii. 5c2 + 3h2 + 2c + 8h
ANALYSIS
ABSTRACTION/GENERALIZATION
a – b = a + (-b)
minuend subtrahend
Example:
1. (5x + 4) – (7x + 3)
2. (9x + 3) – (-4x + 5)
3. (6x2 – 4x + 8) – (3x2 – x – 5)
4. (8x3 - 2x2 + 2x – 2) – (3x2 + 4x + 7)
Generalization
Give a short generalization of what we have discussed for this day.
APPLICATION
If you have (100x3-5x+3) in your wallet and you spent (80x3-2x2+9) pesos in buying
foods. How much money is left in your pocket?
Solution:
(100x3 -5x+3)
+ (-80x3+2x2 -9)
(20x3+2x2-5x-6)pesos
F. ASSESSMENT A. Perform the operation.
1. 21y – (-7y)
2. -20x3 – (-3x3)
3. (9x2 + 16x + 12) – (14x2 + 2x – 7)
4. (10x2 + x + 16) – (3x – 4x2 + 10)
5. (3x2 – 2x – 6) – (3x2 – 2x + 6)