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Lesson Plan (Polynomials) Final

This document outlines a 60-minute lesson plan for 7th-grade mathematics focused on multiplying and dividing polynomials. It includes objectives, content, learning resources, and detailed procedures for group activities and assessments. The lesson aims to enhance students' understanding and skills in polynomial operations while promoting teamwork and collaboration.

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jan eunicia adalid
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0 views

Lesson Plan (Polynomials) Final

This document outlines a 60-minute lesson plan for 7th-grade mathematics focused on multiplying and dividing polynomials. It includes objectives, content, learning resources, and detailed procedures for group activities and assessments. The lesson aims to enhance students' understanding and skills in polynomial operations while promoting teamwork and collaboration.

Uploaded by

jan eunicia adalid
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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DLP No.

: Learning Area: Mathematics Grade Level: 7 Quarter: 2 Duration: 60 mins


Learning
Competency: Multiplies and divides polynomials. Code: M7AL-IIe-2
Key Steps in Multiplying Polynomials.
Concepts / ● Multiply each term in one polynomial by each term in the other
Understandi polynomial by using different methods.
ngs to be ● Add the powers of the same variables using the exponent rules.
Developed: ● Then, simplify the resulting polynomial by adding or subtracting the
like terms.
Steps in Dividing Polynomials.
● Arrange terms in descending order
● Rewrite the problem using long division notation
● Divide the first term of the dividend by the first term of the divisor
● Multiply the divisor by the result from step 3
● Subtract the product from the dividend
● Bring down the next term
● Repeat steps 2–4 until you get a remainder
1. Objectives
Knowledge Understand the steps in multiplying and dividing polynomials.
Skills Perform multiplying and dividing polynomials.
Attitudes Show enthusiasm in understanding different steps in multiplying and dividing
polynomials.
Values Encourage collaboration and teamwork when solving polynomial multiplication and
division exercises.
2. Content Multiplying and Dividing Polynomials
3. Learning
Resources/ PowerPoint presentation, projector/TV, laptop, marker, cell phone, and Kahoot
Materials/ website.
Equipment
4. Procedures (indicate the steps you will undertake to teach the lesson and indicate the no. of minutes
each
step will consume)
Stimulating Introductory Activity
Activity  Prayer
5 minutes  Attendance and Physical Arrangement Check
 Motivation

"Multiplication and division are two sides of the same coin."

Affirmative Team: Students will argue for the statement, emphasizing the strong links
between multiplication and division.
Negative Team: These students will argue against the statement, highlighting the
differences in techniques, approaches, and applications of multiplication and division.

Actual GROUP ACTIVITY: “ROLL THE DICE FOR ME!”


Activity
25 minutes Instruction: Split students into five groups. Each group will be given one piece of
paper.

Direction:
a) Each group member rolls their two polynomial dice to generate two
expressions.
b) Roll the operation die to determine whether to multiply or divide the two
expressions.
c) Once finished, groups can compare answers within their group.
d) Continue rolling the dice and performing operations until a set time limit is
reached.

Guide questions:
a. What are like terms? How do you combine them?
b. How does distributive property apply to multiplying and dividing a
monomial by a polynomial?
c. What happens to the exponents of the variables when you multiply
and divide polynomials?

ANALYSIS:

 How would you describe your overall experience with the activity?
 What challenges, if any, did you encounter during the game, and how did you
address them?
 Which techniques or methods for multiplying and dividing polynomials (e.g.,
FOIL, the distributive property, the area model) did you find most helpful?
Explain why.
 Were there any techniques your group tried that weren't as effective? If so, why
do you think they were ineffective?

ABSTRACTION:

1. How to multiply polynomials?


● Multiply each term in one polynomial by each term in the other
polynomial by using different methods.
● Add the powers of the same variables using the exponent rules.
● Then, simplify the resulting polynomial by adding or subtracting the
like terms.
2. How to divide polynomials?
● Arrange terms in descending order
● Rewrite the problem using long division notation
● Divide the first term of the dividend by the first term of the divisor
● Multiply the divisor by the result from step 3
● Subtract the product from the dividend
● Bring down the next term
● Repeat steps 2–4 until you get a remainder

Practice GROUP ACTIVITY: “IT'S KAHOOT TIME!”


10 minutes
Instruction: Students will be divided into 4 groups and each group chooses a team
leader to submit the answers using one device per group. The problem will be shown,
and each team will be given 60 seconds to answer.

Direction:
a) Each group will use one device to access the Kahoot website.
https://tinyurl.com/kszs78n2
b) They will be given a set of polynomial multiplication and division problems
(displayed on the laptop).
c) The group will calculate polynomial multiplication and dividing problems and
select their answers on the website.

1. 6 (9s + 7b)
▲ 15s - 13b
● 54s + 42b
◆ 15s + 13b
■ 54s - 42b

2. 9 (8z² - 5z + 4)
▲ 72z² - 45z + 36
⬤ 72z² - 45z -36
◆ 72z² + 45z + 36
■ 72z² + 45z - 36

3. 4q (3q + 5)
▲ 12q² + 20q + 5
⬤ 12q² - 20q
◆ 12q + 20
■ 12q² + 20q

4. 4n (9n² + 5nx + 8x²)


▲ 36n² + 20nx + 32x²
⬤ 36n² + 20nx² + 32xn²
◆ 36n³ + 20n²x + 32x²n
■ 36x² - 20nx + 32n

5. 9c² (8c² + 4ck - 5k²)


▲ 72c² + 36ck - 45kc
⬤ 72c⁴ - 36c³k + 45k²c²
◆ 72c⁴ + 36c³k - 45k²c²
■ 72c⁴ + 36c³k + 45k²c²

6. (z + 4) (z - 4)
▲ z² + 8z + 16
⬤ z² + 16
◆ z² - 8z - 16
■ z² - 16

7. (p - 8)²
▲ p² - 16p + 64
⬤ p² + 64
◆ p² + 16p - 64
■ p² - 64

8. (z + 2)²
▲ z² + 4z + 4
⬤ z² + 4
◆ z² - 4z + 4
■ z² - 4

9. (5b + 6)²
▲ 25b² + 36
⬤ 25b² + 60b + 36
◆ 25b² - 36
■ 25b² - 60b + 36

10. (3d + 9) (3d - 9)


▲ 9d² + 81
⬤ 9d² + 54d - 81
◆ 9d² - 81
■ 9d² - 54d - 81

11. (-2n³ + 18n² - 12n - 8) ÷ (n - 5)


▲ -2n² + 8n + 28 + 132/(n - 5)
⬤ 2n³ + 8n² + 28n + 132/(n - 5)
◆ -2n³ + 8n² + 28n + 132
■ 2n³ + 8n² + 28n + 132

12. (4y² + 5y + 3) ÷ (y - 3)
▲ 4y² + 17y + 54
⬤ 4y² - 7y - 54
◆ 4y + 17 + 54/(y - 3)
■ 4y² - 17y + 54/(y - 3)
13. (k² - 17) ÷ (k + 8)
▲ k + 8 + 47/(k + 8)
⬤ k - 8 + 47/(k - 8)
◆ k + 8 - 47/(k + 8)
■ k - 8 + 47/(k + 8)

5. Assessment
Conferencin In a one-whole sheet of paper, find the quotient and product of the given polynomials.
g/Writing
15 minutes 1. (x⁴-3x³+5x²-7x+2) ÷ (x-1)
2. (x²+10x+5) ÷ (x-5)
3. (x³+16x²-4x+2) ÷ (x+2)
4. (8x+9) (2x-12)
5. (6y+13) (8y²-3x+14y)
6. (x+8)²

6. Assignment
Enhancement Instruction: In a one-whole sheet of paper, analyze and solve the following problem.
3 minutes
Mang Ruben is analyzing his new bought rectangular shaped land. The width of the land
is represented as (x+5) m and the length of the land is (x+11) m. What is the area of
Mang Ruben's newly bought land?

7.Wrap- "The essence of mathematics is not to make simple things complicated, but to make
up/ complicated things simple"
Concluding ~Mr. Stan Gudder
Activity
2 minutes

Prepared by:
Eñaga, Alvin T.
Lagare, Richel Ann B.
Adalid, Jan Eunicia V.
Sernal, Michael Stevens G.

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