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B. Performance Standards:
Formulate real-life problems involving factors of polynomials, rational algebraic expressions, linear equations and inequalities in two variables, systems of
linear equations and inequalities in two variables and linear functions, and solve these problems accurately using a variety of strategies.
A. Reviewing Previous Ask the students to rearrange Number Pattern Find the indicated product Activity 9 Lets tile it up!
Lesson or Presenting the tiles to create a rectangle, a. (11)(9)=(10+1)(10-1) a. (a+b)(a2-ab+b2) Form squares to model the
New Lesson having the same area as the b. (5)(3)=(4+1)(4-1) b. (a-b)(a2+ab+b2) picture of perfect square
original square. c. (95)(85)=(90+5)(90-5) Observe what pattern is trinomials.
evident.
B. Establishing a Purpose How many such rectangles How do you think the What are the resulting How will you reperesent the
for the Lesson can you create? What are products are obtained? What products? How are the terms total area of each figure?
your considerations in looking are the different techniques of the products related to the Using the sides of the tiles,
for the other dimensions? used to solve for the terms of the factors? write all the dimensions of the
What mathematical concepts products? What is the squares, what did you notice
did you consider in forming relationship of the product to about the dimensions of the
different dimensions? its factor? Have you seen any squares?
pattern in this activity?
C. Presenting Perform activity 1 Observe how the expressions What if the process was Did you find any pattern in
Examples/Instances of Like!Unlike! are factored. Observe how reversed and you were asked their dimensions? If yes, what
the Lesson each term relates with each to find the factors of the are those?
other. products, how are you going
to get the factor?
D. Discussing New Define factoring. What is the first term of each Guide them to generate the Discuss how to factor a
Concepts and Perform Activity 4 Finding polynomial? last term? middle rule in factoring sum and perfect square trinomial.
Practicing New Skills#1 Common sign of the polynomial? How difference of two cubes.
Identify common things that was the polynomial factored?
are present in the pictures. What pattern is seen in the
factors of difference of two
terms?
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
IV PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that the students will learn will learn well. Always be
guided by demonstration of learning the by the students which you can infer from formative assessment activities. Sustain learning systematically
by providing the students with multiple ways to learn new things, practice their learning, question their learning processes and draw conclusion
about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
E. Discussing New Concepts and Discuss the first type of Can all expressions be Give some more examples. Show some more
Practicing New Skills#2 factoring Factoring the factored using difference of examples.
greatest common monomial two sqaures? Why or why
factor. not? When can you factor
Show some examples. expressions using difference
of two squares?
F. Developing Mastery Complete the table to Perform Activity 6 Activity 8 Road to Map Activity 10 Perfect Hunt
(Leads To Formative Assessment 3) practice this type of Investigation in Paper Folding Factor Look for the different
factoring. to help visualize the pattern perfect square
of difference of two squares. trinomials found in the
box.
G. Finding Practical Application of How would you apply How do you apply this in your Cite an instance where you How do you relate this
Concepts and Skills in Daily Living factoring in your daily life daily life? can apply this lesson in lesson in your any
situations? factoring. activity?
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
IV PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that the students will learn will learn well. Always be guided by
demonstration of learning the by the students which you can infer from formative assessment activities. Sustain learning systematically by providing the
students with multiple ways to learn new things, practice their learning, question their learning processes and draw conclusion about what they learned in
relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
H. Making Generalization Factoring is the process of The factored form of a Use first factoring by Perfect square trinomial is the
and Abstractions about the finding the factors of an polynomial that is a greatest common result of squaring a binomial . A
lesson expression. difference of two squares is monomial factor before perfect square trinomial has
The first type of factoring I the sum and difference of the applying factoring sum or first and last terms which are
Factoring the Greatest square roots of the first and difference of cubes. perfect squares and a middle
Common Monomial Factor. last terms. The sum ordifference of term which is twice the product
two cubes can be factored of the square root of first and
into a product of a binomial last terms.
times a trinomial.
I. Evaluating Learning Exercises Exercises Exercises Exercises
Factor the following: Factor the following: 1. x3 + 8 Factor the following:
1. 3x+6 1. m2-169 2. a3 + 64 1. m2+12mm+36
2. 4m-12 2. 144-x2 3. 125a3 + 64b3 2. 16d2-24d+9
3. 24ab+8b 3. 9x2 1 4. 108 4x3 3. a4b2-6abc+9c2
4. 3x2-12xy 4. 180m2 5 5. 54x3 2
5. 21x+14y-35z 5. 125m4 20n4
J. Additional Activities for Factor the following: Activity 7 Factor the following: Determine whether each
Application or Remediation a. 7x-21y Form difference of two a. a3 + 216 trinomial is a perfect square
b. 15x2-5x squares by pairing two b. x3 64 trinomial. If it is, factor it.
c. 10x+25y squared quantities, then find c. 32m3 + 500n3 a. a 2 + 4a + 4
d. 20a2+36a3 their factors. d. 2m3 + 54n3 b. x 2 10x 100
e. -18m2n+27mn2 e. 375 81a3 c. 4x2 4x + 1
VI- REMARKS
VII - REFLECTION
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
IV PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that the students will learn will learn well. Always be guided by
demonstration of learning the by the students which you can infer from formative assessment activities. Sustain learning systematically by providing the
students with multiple ways to learn new things, practice their learning, question their learning processes and draw conclusion about what they learned in
relation to their life experiences and previous knowledge. Indicate the time allotment for each step.