Name: ___________________________ Barangay: ___________Date: _________

CLC: ____________________________ Level: Junior High School Score: _______

Learning Strand 3: Mathematical & Problem-Solving Skills
Module 2: Playing With Missing X’s

PRE-Test
Instructions: Choose the letter of the correct answer. Encircle the letter.

1. Which of the following is a polynomial?

a. 5x + 1 b. 3x−2 + 1 c. 2x − 1 d. 4 √x − 10

2. Which of the following is a binomial?

a. 2x2 + x b. 3x2 + x + 1 c. x3 + x − 2 d. 4x3

3. How many terms does 4x3 − 3x2 + x + 1 have?

a. 2x2 + x b. 3x2 + x + 1 c. x3 + x − 2 d. 4x3

4. What do you call a polynomial with exactly three terms?

a. trinomial b. binomial c. monomial d. multinomial

5. What do you call the highest sum of the exponents of the variables in a polynomial?
a. degree b. term c. variable d. exponent

6. What is the degree of x2 y3 + x4 − 2?

a. 2 b. 3 c. 4 d. 5

7. What is the sum of (7x2 − 4x + 3) + (x2 + 3x − 2)?

a. 8x2 + 7x + 1 b. x2 − x + 1 c. x2 + 7x + 1 d. 8x2 − x + 1

8. Find the difference of (5x − 3) − (2x + 6).

a. 3x + 3 b. 3x − 9 c. 7x − 9 d. 7x + 3

9. What is the product of x2 (x + 3)?

a. x3 − 3x2 b. 3x2 − x c. x3 + 3x2 d. x + 3x2

10. Multiply (x − 3) by (x + 2).

a. x2 + x + 6 b. x2 − x + 5 c. x2 − x − 6 d. x2 + x − 6
11. What is the quotient of (10x - 12) ÷ 2?
a. 20x − 24 b. 20x + 24 c. 5x − 6 d. 5x + 6

12. Divide (x2 + 7x + 12) by (x + 3).

a. x + 3 b. x + 4 c. x + 5 d. x + 6

13. Determine the sum of

a. b. c. d.

14. What is the difference of ?

a. b. c. d.

15. What the result if is added to ?

a. b. c. d.

II. A. Instructions: Find the product of the polynomials by distribution. Choose the
answer on the box below.

1. ____________________________
2. ____________________________
3. ____________________________
4. ____________________________
5. ____________________________

B. Instructions: Divide the polynomials by the given monomial. Choose the

answer on the box below.

1. ____________________________

2. ____________________________

3. ____________________________
4. ________________________

5. ________________________

III. A. Instructions: Add or subtract the given rational expressions. Choose the answer
on the box below.

1. _______________ 4. ________________

2. _______________ 5. ________________

3. _______________

B. Instructions: Apply the indicated operation to the given rational expressions .

Choose the answer on the box below.

1. _______________ 4. ________________

2. _______________ 5. ________________

3. _______________
_______________
Learner’s signature
Name: ___________________________ Barangay: ___________Date: _________
CLC: ____________________________ Level: Junior High School Score: _______
Learning Strand 3: Mathematical & Problem-Solving Skills
Module 2: Playing With Missing X’s

POST-
Test
I. Instructions: Classify the following polynomials as monomial, binomial, trinomial, or
multinomial.

1. ___________ 6. __________
2. 10 ___________ 7. __________
3. ___________ 8. – 4 __________
4. ___________ 9. __________
5. ___________ 10. __________

II. Instructions: Determine the product of the polynomials using the box method. Choose
the answer on box below.

1. Final Answer:

2. Final Answer:

3. Final Answer:
4. Final Answer:

5. Final Answer:

III. Instructions: Choose the letter of the correct answer by encircling it.
1. Which of the following are like terms?

2. Which is not a binomial?

3. Which of the following polynomial is written in descending order?

4. What is the sum of

5. Find the difference of

6. Perform the indicated operations:

7. What is the product of

8. What is the quotient of

9. Divide

10. Determine the quotient:

11. Perform the indicated operation:

12. What is the sum of

13. Jun can clean the garage in 5 hours while Pip can do the same job for 3 hours. How
much work will they finish in an hour if they work together

14. Find the quotient when the sum of is divided by 3.

15. May can paint the room in 6 hours. Kate can do the same job in 4 hours and Angel
in 3 hours. How much work will they finish if they work together for an hour?

__________________
Learner’s signature

PRE-TEST
I. 1. A 6. D 11. C
 2. A 7. D 12. B
3. B 8. B 13. D
4. A 9. C 14. C
5. A 10. C 15. B
II.A. 1.
2.
3.
4.
5.
B. 1.
2.
3.
4.
5.
III. A. 1. 2. 3. 4. 5.

B. 1. 2. 3. 4. 5.

POST-TEST
I. 1. MONOMIAL 6. MULTINOMIAL
2. MONOMIAL 7. MONOMIAL
3. BINOMIAL 8. MONOMIAL
4. TRINOMIAL 9. TRINOMIAL
5. BINOMIAL 10. BINOMIAL
II. 1.
2.
3.
4.
5.
III. 1. B 6. C 11. C
2. C 7. D 12. A
3. A 8. D 13. B
4. D 9. A 14. B
5. C 10. B 15. A

LEARNING STRAND 3 MATHEMATICAL & PROBLEM-SOLVING SKILLS

 MODULE 2: PLAYING WITH MISSING X’s

Lesson 1: To Combine or Not to Combine

Learning Competency:
define polynomials (LS3MP-PA-PSE-JHS-18);
classify algebraic expressions which are polynomials according to degree and
number of terms (LS3MP-PA-PSE-JHS-22); and
add and subtract polynomials (LS3MP-PA-PSE-AE-23).

REFERENCECS:
ALS Accreditation and Equivalency Program: Junior High School
Learning Strand 5: Mathematical & Problem-solving Skills
Module 2: Playing with Missing X’s
Published in 2020 by the United Nations Educational, Scientific and Cultural Organization
UNESCO Office, Jakarta
Jalan Galuh II No. 5, Kebayoran Baru, Jakarta, Indonesia and
Department of Education DepEd Complex, Meralco Avenue, Pasig City, Philippines
Copyright © UNESCO and DepEd 2022

 A variable is a letter that may represent a number whose value may vary or
change. A constant is a value that cannot change.
 A polynomial is the sum or difference of algebraic expressions (consisting of
constants and variables).
 Each algebraic expression in a polynomial is called a term.
 The degree of a polynomial is the degree of the term with the highest degree.
 Polynomials can be classified based on the number of terms.
a. A monomial is a polynomial that has exactly one term.
b. A binomial is a polynomial that has exactly two terms.
c. A trinomial is a polynomial that has exactly three terms.
d. A multinomial is a general name for a polynomial that has four or more
terms.
 When adding or subtracting polynomials, sort out and combine like terms. Then,
perform the indicated operation of addition or subtraction. Remember to only add
or subtract the coefficient (number) and copy the variable. For example,
 When multiplying polynomials, distribute each term in the first multiplier to each
term in the second multiplier. Then, combine like terms, if there are any. For
instance,

 Box method can also be used when multiplying polynomials with several terms to
see the distribution clearly. Write each term in the first polynomial above the first
row and write each term of the second polynomial on the left side of the first
column. For example,

 When dividing polynomial by a monomial, divide each term of the dividend by the
divisor. Do not forget to write all the resulting answers together. For instance,

Cancellation process is used in this solution . The exponent of the variable x in

the denominator is subtracted from the exponent of the variable x in the
denominator.

 When dividing polynomial by another polynomial, long division is often used. For
example,

 Rational Expressions are fractions whose either numerators or denominators

are polynomials. These expressions act the same way as fractions. The
denominator of a rational expression should not be zero (0)
 When adding or subtracting rational expressions with the same denominators
(similar), combine the numerators and copy the denominators
  When adding or subtracting rational expressions with different denominators
(dissimilar), find the least common denominator (LCD), then transform the
expressions into similar fractions. Proceed with addition or subtraction

To determine the number, we must first organize the items accordingly.

In mathematics, we can use variables to represent values which will help in simplifying
calculations. A variable is a letter that represents a number whose value may vary or
change.

We can replace each item in Table 1.1 with variables using different letters. We let

We use the “+” symbol to indicate that we are adding amount to each side dish. Each
representation of expenses for each week in Table 1.2 using variables is called a
polynomial.
For the sandwiches, the same items for each week must be identified to determine their
total as shown below:

Let us again use variables to represent the different items.

Represent egg sandwich and egg-cheese sandwich using:

= amount of each egg sandwich

= amount of each egg-cheese sandwich

Represent tuna sandwich and tuna-cheese sandwich using:

amount of each tuna sandwich

amount of each tuna-cheese sandwich

We use the "+" symbol to indicate that we are adding amount to each sandwich.
Moreover, in a technical sense and to avoid ambiguity, when a variable has a coefficient
of 1, it is not written.

From Table 1.4, we can see that the following are polynomials.
POLYNOMIALS

A polynomial is the sum or difference of algebraic expressions (consisting of constants

and variables). Common variables used are x and y. Each algebraic expression in a
polynomial is called a term. Some examples of terms are

Using as an example, we identify the coefficient, variable, and exponent as shown:

If there is no exponent written in the variable, the exponent is understood to be 1. For

instance,

If a term does not have a variable, then it is called a constant term. For example, in the
polynomial the constant term is 10.
Polynomials can be named based on the number of terms.

Examples

The degree of a term is the sum of the exponents of the variables. To determine the
degree of a term, we look at the exponents of the variables and add them.

Examples:

The degree of a polynomial is the degree of the term with the highest degree.
To determine the degree of a polynomial, add the exponents for each term and choose
the highest sum.
Examples:

As seen from the table, the degree of the polynomial is determined by the term with the
highest degree.

In writing a polynomial, the terms are placed in descending value of degree. Arranging
the terms in descending order means that the exponents of the variable in each term
decreases in value as you go from left to right.

For instance, is in descending order because the exponents go down

in value:3,2,1,0. Other polynomials in descending order are shown below.

Moreover, polynomials do not have negative exponents or variables in the denominator

in any of its terms.

ADDING AND SUBTRACTING POLYNOMIALS

The total expenses for side dishes consumed for the month in Table 1.2 is a result of
adding the polynomial for each week. Remember that the most important process you
did to get the answer is to group the same items together. This is the same process we
will follow in adding polynomials.

Terms that have the same exact variable and exponent are called like terms or similar
terms while terms that do not have the same exact variable and exponent are called
unlike terms or dissimilar terms. In adding and subtracting polynomials, we can only
add or subtract like/similar terms. Thus, before proceeding with the operation, make
sure to sort or align similar terms.

Make sure to line up the terms correctly. Here, are aligned because they are
similar terms; that is, they have the same variable x and exponent 2. Similarly, 4x and
−2x are aligned as well as 1 and 5 since they are like terms

Then, apply the indicated operation.

Therefore,

Sort out and line up the terms. Here, 7x and 4x are aligned because they are similar
terms; that is, they have the same variable x and exponent 1. Similarly, −3 and 5 are
aligned since they are both constants.

Then, apply the indicated operation.

Instructions: From the box of algebraic expressions, write the like terms together.
 LEARNING STRAND 3 MATHEMATICAL & PROBLEM-SOLVING SKILLS
MODULE 2: PLAYING WITH MISSING X’s

Lesson 2: Let’s Distribute and Share

Learning Competency:
perform operations on polynomials (LS3MP-PA-PSE-JHS-25)
multiply and divide polynomials (LS3MP-PA-PSE-JHS-24); and
factor polynomials using methods of factoring (LS3MP-PA-PSE-JHS-26).).

REFERENCECS:
ALS Accreditation and Equivalency Program: Junior High School
Learning Strand 5: Mathematical & Problem-solving Skills
Module 2: Playing with Missing X’s
Published in 2020 by the United Nations Educational, Scientific and Cultural Organization
UNESCO Office, Jakarta
Jalan Galuh II No. 5, Kebayoran Baru, Jakarta, Indonesia and
Department of Education DepEd Complex, Meralco Avenue, Pasig City, Philippines
Copyright © UNESCO and DepEd 2022

MULTIPLYING POLYNOMIALS
When you use items, the multiplier effect is distributed to the targeted stat for each hero
in the group.

The same process applies when we multiply polynomials. We must multiply each term
of the polynomial to the other polynomial.

Distribute (x) to each term in (x + 5). Use lines to connect the terms you are multiplying.
Then, simplify the terms. Recall that when we multiply two terms, we multiply the
coefficients of the variables and add the exponents. Hence, the product is.

Sometimes, using arrows to connect elements can become confusing if there are many
elements involved. A better way to do this is by using the box method.

Write the first polynomial horizontally and the other polynomial vertically, as shown
below. Use boxes to easily see which terms will be multiplied with each other.

Pair a term from one column with the corresponding term from one row as indicated by
the arrows shown below.

Then, multiply the terms and write the answer on the space. Do this until all spaces are
filled up. Again, when we multiply two terms, we multiply the coefficients of the variables
and add the exponents.

To get the final answer, add like terms (inside the box) diagonally, then add all the
terms.
Write the terms of the given polynomials accordingly.

Then multiply each pair of terms

To get the result, add the like terms (inside the box) diagonally, then add all the terms

Therefore,
DIVIDING POLYNOMIALS BY A MONOMIAL
To calculate the damage caused by the super skill of the heroes, we divide the damage
caused by each hero by the number of enemies. In number 1, Ruben encountered 6
enemies, so the SS damage must be divided equally to 6.
The process of dividing the damage caused by each hero to the number of enemies is
similar to the process done when we divide a monomial by a monomial.

If we are asked to simplify , this means that we are dividing each term
of by 2.

Look at the process below.

First, divide each term of the polynomial in the dividend by the divisor. In other words,
both terms will share the same divisor.

Then, simplify the quotient of each term.

Lastly, combine the terms with the appropriate operation.

Let us have another example.

Divide each term of the dividend by the divisor

Simplify the quotient of each term. Recall that when we divide two terms, we divide the
coefficients of the variables and subtract the exponents.

Combine the terms with the appropriate operation.

We can also determine the quotient of the previous example by using the common
monomial factor technique.

Using the same example look at the process below:

First, find the greatest common factor (GCF) of the coefficients and variables (with
exponents) in the dividend.

The coefficients are 21, −15, −9, and 30. Regardless of the sign, the GCF of these
numbers is 3.

The variables (with exponents) are and The GCF is x.

Combine the GCF of coefficients and variables to get the common monomial factor.
The common monomial factor is

Factor out the common monomial factor from the dividend. That is, we divide each term
of the dividend by the common monomial factor. Observe that it is the first step in the
previous example.

Lastly, divide the simplified factors by the divisor. Here, we cancel out 3x because it
appears in both numerator and denominator.

Let us have another example showing the common monomial factor technique.

Example: Divide 1
Get the common monomial factor.

GCF of coefficients 14 and 28 is 7.

GCF of variables (with exponents)
The common monomial factor is

Factor out the common monomial factor from the dividend.

Divide the simplified factors by the divisor.

DIVIDING POLYNOMIALS BY ANOTHER POLYNOMIAL

We use the long division method in dividing a polynomial by another polynomial. It is
clearly illustrated in the examples below:

Example 1: Divide

Thus, the quotient when is divided by

In the next example, we will learn how to divide polynomials that have missing terms. In
this case, we must write a placeholder for a term using a zero coefficient .

Example 2: Divide
Thus, the quotient will be written as

Instructions: Use long division to determine the quotient of the polynomials.

1.

2.

3.
4.

5.

LEARNING STRAND 3 MATHEMATICAL & PROBLEM-SOLVING SKILLS

MODULE 2: PLAYING WITH MISSING X’s

Lesson 3: Let’s Distribute and Share

Learning Competency:
illustrate rational algebraic expression (LS3MP-PA-PSE-JHS-27);
 perform addition of rational algebraic expressions (both with the same and
different denominators) (LS3MP-PA-PSE-JHS-34);
perform subtraction of rational algebraic expressions (both with the same and
different denominators) (LS3MP-PA-PSE-JHS-35); and
represent real-life situations using rational algebraic expressions (LS3MP-PA-
PSE-JHS-36).
 amount of work done per unit
 speed per unit

REFERENCECS:
ALS Accreditation and Equivalency Program: Junior High School
Learning Strand 5: Mathematical & Problem-solving Skills
Module 2: Playing with Missing X’s
Published in 2020 by the United Nations Educational, Scientific and Cultural Organization
UNESCO Office, Jakarta
Jalan Galuh II No. 5, Kebayoran Baru, Jakarta, Indonesia and
Department of Education DepEd Complex, Meralco Avenue, Pasig City, Philippines
Copyright © UNESCO and DepEd 2022

These expressions are simply fractions whose numerator and denominator are made up
of polynomials.

ADDITION AND SUBTRACTION OF RATIONAL EXPRESSIONS

Rational expressions act the same way as fractions. The same process for operations
on fractions apply to rational expressions.

Recall: For similar fractions (fractions with same denominators),

Addition:
 Subtraction:

Examples:

Recall: For dissimilar fractions (fractions with different denominators), we use the least
common denominator (LCD).

These rational expressions have different denominators. To add them, we get the LCD
of 5 and 3 which is 15. Thus,

This means that together,

Coach Rivo computed the difference in speed of two runners. First runner ran one
meter more than the other. First runner ran for 2 minutes, while the other ran for 5
minutes.

let = the distance the second runner ran

x + 1 = the distance the first runner ran

speed of the first runner

speed of the second runner

Computing the difference between their speed, we have:

These rational expressions have different denominators. To subtract them, we get the
LCD of 2 and 5 which is 10. Therefore,

This means that the difference in their speed is represented by

Let us have another example. Add

Since the denominators are different, we first get the LCD by multiplying the
denominators 2 and 3x. this will give us 2(3x) = 6x.

Next, we transform the given into similar rational expressions by dividing the LCD to the
denominator then multiplying its product to the numerator, as shown below.

Since the fractions are now similar, we proceed to the rule for adding similar rational
expressions. Therefore, as shown below.

Instructions: Solve the following word problems using rational expressions. Write your
answer at the back of this paper. Item 1 serves as an example.

1. Mang Abdul gave his daughter a quarter of his square farm with unknown length of
one side while his son received a fifth of the same land. Find the difference between the
area of the lands he gave to his children.
2. Totoy and Nene earned the same amount of money. If Nene only kept half of the
original amount, while Totoy’s money decreased by five and he only kept one-third of
what remained, how much of the original amount do they have in total?

3. Apo Lilia was able to finish weaving of the area of a fabric while her daughter,
Manang Banak, helped her finish of the same fabric. How much have they
finished weaving so far?

4. Pedro and Jose are runners. Pedro ran for 3 minutes while Jose ran for 5 minutes. If
Jose ran 4 more kilometers than Pedro, what is the difference between their speeds?

Name: ___________________________ Barangay: ___________Date: _________

CLC: ____________________________ Level: Junior High School Score: _______
Learning Strand 3: Mathematical & Problem-Solving Skills
Module 2: Playing With Missing X’s

Instructions: From the box of algebraic expressions, write the like terms together.
Name: ___________________________ Barangay: ___________Date: _________
CLC: ____________________________ Level: Junior High School Score: _______
Learning Strand 3: Mathematical & Problem-Solving Skills
Module 2: Playing With Missing X’s

Instructions: Use long division to determine the quotient of the polynomials.

1.

2.

3.

4.

5.

Name: ___________________________ Barangay: ___________Date: _________

CLC: ____________________________ Level: Junior High School Score: _______
Learning Strand 3: Mathematical & Problem-Solving Skills
Module 2: Playing With Missing X’s

Instructions: Solve the following word problems using rational expressions. Write your
answer at the back of this paper. Item 1 serves as an example.
1. Mang Abdul gave his daughter a quarter of his square farm with unknown length of
one side while his son received a fifth of the same land. Find the difference between the
area of the lands he gave to his children.

2. Totoy and Nene earned the same amount of money. If Nene only kept half of the
original amount, while Totoy’s money decreased by five and he only kept one-third of
what remained, how much of the original amount do they have in total?

3. Apo Lilia was able to finish weaving of the area of a fabric while her daughter,
Manang Banak, helped her finish of the same fabric. How much have they
finished weaving so far?

4. Pedro and Jose are runners. Pedro ran for 3 minutes while Jose ran for 5 minutes. If
Jose ran 4 more kilometers than Pedro, what is the difference between their speeds?