Republic of the Philippines

Department of Education
REGIONAL OFFICE V
SCHOOLS DIVISION OFFICE OF NAGA CITY
CAMARINES SUR NATIONAL HIGH SCHOOL

MATHEMATICS 7
DETAILED LESSON PLAN
I. Objectives
A. Content Standard The learner demonstrates understanding of key Concepts of algebraic expressions, the
properties of real numbers as applied in linear equations in one variable.
B. Performance The learner is able to model situations using oral, written, graphical, and algebraic
Standard methods in solving problems involving algebraic expressions, and linear equation in
one variable.
C. Most Essential Evaluates algebraic expressions for given values of the variables. (M7ALIIc-4)
Learning
competencies/ At the end of the 60-minute discussion, the learner should be able to:
Objectives a. Identify similar or like terms
b. Subtract Polynomials; and
c. Solve real-life problems involving subtraction of polynomials
II. Subject Matter Mathematics 7
A. Topic Algebraic Expression
B. Sub-topic Subtracting Polynomials
C. Materials Strips of paper, manila paper, chalk and board
D. Reference E-Math Worktext in Mathematics pp. 173 - 177
E. Values Integration Honesty, Cooperation, Positive view on life
III. Learning Procedures
A. Teaching Strategies Direct Instruction, Inductive Method
BEFORE THE LESSON
Teacher’s Activity Student’s Activity
A. Preliminary ✓ Classroom Cleanliness ✓ Arrange their chairs,
Activity cleaners will clean the room
“Good morning, Class, cleaners please clean
the room”.
“sir” raised hand and leads the
✓ Prayer prayer
"Who wants to volunteer to lead the prayer”

✓ Attendance “None sir”

“Are there any absents today?”
B. Reviewing Previous Simplify. (1/2 Crosswise)
Lesson/ Presenting Direction: Perform addition of polynomials.
New Lesson
1. 3a2 + a + 5a
2. a + b + (a – b) 1. 3a2 + 6a
3. 4x + 10xy + 2x + 4yx 2. 2a
4. 18m + 16m + (-12m) 3. 6x + 10xy + 4yx
5. 11f + 8 + 3f + (-3) 4. 22m
5. 14f + 5
“Alright on the board”
*Call 5 Names
C. Establishing a Let us try to subtract integers.
Purpose for the
New Lesson Flash Card

8 – (-2) -6 – (12) 10 -18

7 – (-7) 5 – (-10) 14 15

2 – (5) -3

Quotation:
Every time you subtract negative from your
life, you make more room for more positive.

DURING THE LESSON

D. Presenting Guide Questions: Raised hand and answer
Examples/Instances 1. Which is the subtrahend in the “The value to be subtracted from”
of the New Lesson expression?
2. What did you notice to it’s sign when “The sign change”
you perform subtraction?

E. Discussing New
Concept and Subtraction of Polynomials The student will listen
Practicing New
Skills #1 To subtract polynomials, we
simply change the sign of the
subtrahend and proceed to
addition of polynomials

Steps in Subtracting Polynomials

C – Change the sign of the

Subtrahend
C - Combine similar/like Terms
A – Add the numerical
coefficient
C – Copy the literal coefficient

Example 1:
(2x2 – 3x + 2) – (3x2 + 5x + 2)

Method 1:
(2x2 – 3x + 2) – (3x2 + 5x + 2) The student will listen
2x2 – 3x + 2 – 3x2 – 5x – 2
2x2 – 3x2 – 3x – 5x + 2 – 2
- x2 – 8x

Method 2:
2x2 – 3x + 2
– 3x2 – 5x – 2
- x2 – 8x
 Example 2:
(-3x2 – 10x + 6) – (9x2 – 12x + 3)

Method 1:
(-3x2 – 10x + 6) – (9x2 – 12x + 3)
-3x2 – 10x + 6 – 9x2 + 12x – 3
-3x2 – 9x2 – 10x + 12x + 6 – 3 The student will listen
-12 x2 + 2x + 3

Method 2
- 3x2 – 10x + 6
- 9x2 + 12x – 3
-12 x2 + 2x + 3

(Using the same solution)

Example 3:
(-5x3 – 15x + 2) – (-8x2 – 7x + 4)

Example 4:
2(4x + 6) – (-3x2 – 6x – 2)

Example 5:
4(-2x2 – 9x + 6) – 3(-10x2 – 8x + 5)

Example 6:
Subtract -7x2 – 5x – 3 from the sum of 4x2 + 5
and 6x2 – 10x + 3

AFTER THE LESSON

F. Developing Activity 2: Subtract as Indicated Answer in their notebook
Mastery (Leads to
Formative 1. (a – 2) – (a – 9) 1. 7
Assessment) 2. (2x2 – 3y) – (3x2 – 5y) 2. -x2 + 2y
3. (-3x3 + 8x – 10) – (-2x3 + 5x + 3) 3. -x3 + 3x -13
G. Finding Practical Fernando is planning to plant sunflowers with
Concepts and Skills a perimeter of (15a + 9) m. What is the length Perimeter is the sum of all sides
in Daily Living of the fourth side as shown in the figure
below? 2a + 9
4a + 5
2a + 9 3a + 7
9a + 21

15a + 9
?
4a + 5

-9a – 21
6a – 12

The last side is 6a – 12m

3a + 7

Guide Questions: 15a + 9 when a = 3

1. What strategies did you do to solve the 15a + 9 = 15(3) + 9
problem? = 45 + 9
2. If a = 3, what are the dimensions of the plot? 15a + 9 = 54
What is its perimeter?
Therefore, the perimeter is 54m.
 H. Making How do we subtract polynomials?
Generalization and
Abstractions
I. Evaluating
Learning
J. Remarks
K. Assignment Assignment: ½ crosswise
Show your solution (any method)

Louie saves 3x2 + 6x + 9 pesos from his

allowance. How much did he have after
buying a gift worth 10x + 3 for his father’s
birthday?

Prepared By:
Jelo V. Clavel
Submitted To:
STUDENT TEACHER Liza Quintela
COOPERATING TEACHER
TEACHER 1