School MALAWAG NATIONAL HIGH SCHOOL Grade Level GRADE 8

Teacher JEZA JOY M. MORADA Learning Area MATH 8

June 10,11,12,13, & 14, 2019 (9:45-10:45,
Teaching Dates and Time Quarter/Semester 1st Quarter
1:00-4:00PM)
Session 1 Session 2 Session 3 Session 4 Session 5
DAILY LESSON LOG Monday Tuesday Wednesday Thursday Friday
I. OBJECTIVES
A. Content Standard
Demonstrate understanding of key concepts of 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.

B. Performance Standard
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.

C. Learning Factor completely different Factor completely different Factors completely different To measure the mastery of
Competencies/Objectives types of polynomials types of polynomials (sum (HOLIDAY – types of polynomials the learners about the special
Write the LC code for (difference of two squares) and difference of two (perfect square trinomials) products.
M8AL-Ia-b-1 cubes) Independence Day) M8AL-Ia-b-1 Enrichment Activity
each.
M8AL-Ia-b-1 (Seatwork)

II. CONTENT
PATTERNS AND ALGEBRA
III. LEARNING RESOURCES

A. References
1. Teacher’s Guide pages
2. Learner’s Material pages
3. Textbook pages
4. Additional Material from
Learning Resource (LR) Portal
B. Other Learning Resources
34-35
32-34
http://www.coolmath.com/a
lgebra/04-factoring
https://www.lavc.edu/math/
library/math125/Worksheets
/factdiffsquares.pdf
36-37 38-41
34-35 36-38
http://www.coolmath.com/ http://www.coolmath.com/alg
algebra/04-factoring ebra/04-factoring
https://cdn.kutasoftware.co http://www.beaconlearningcen
m/Worksheets/Alg2/Factori ter.com/documents/1478_01.p
ng%20A%20Sum%20and df
%20Difference%20of%20C
ubes.pdf
 IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson.
B. Establishing a purpose for
the lesson
C. Presenting Examples/
instances of the new lesson
D. Discussing new concepts
and practicing new skills #1
E. Discussing new concepts and
practicing new skills #2
F. Developing mastery
(Leads to Formative
Assessment 3)
G. Finding practical
applications of concepts and
skills in daily living
Number Pattern
a. (11)(9)=(10+1)(10-
1)
b. (5)(3)=(4+1)(4-1)
c. (95)(85)=(90+5)(9
0-5)
How do you think the
products are obtained?
What are the different
techniques used to solve for
the products? What is the
relationship of the product
to its factor? Have you seen
any pattern in this activity?
Observe how the
expressions are factored.
Observe how each term
relates with each other.
What is the first term of
each polynomial? Last term?
Middle sign of the
polynomial? How was the
polynomial factored? What
pattern is seen in the
factors of difference of two
terms?
Can all expressions be
factored using difference of
two squares? Why or why
not? When can you factor
expressions using difference
of two squares?
Perform Activity 6
Investigation in Paper
Folding to help visualize the
pattern of difference of two
squares.
How do you apply this in
your daily life?
Find the indicated product
a. (a+b)(a2-ab+b2)
b. (a-b)(a2+ab+b2)
Observe what pattern is
evident.
What are the resulting
products? How are the
terms of the products
related to the terms of the
factors?
What if the process was
reversed and you were
asked to find the factors of
the products, how are you
going to get the factor?
Guide them to generate the
rule in factoring sum and
difference of two cubes.
Give some more examples.
Activity 8 Road to Map
Factor
Cite an instance where you
can apply this lesson in
factoring.
Activity 9 Let’s tile it up!
Form squares to model the
picture of perfect square
trinomials.
How will you reperesent the
total area of each figure?
Using the sides of the tiles,
write all the dimensions of the
squares, what did you notice
about the dimensions of the
squares?
Did you find any pattern in
their dimensions? If yes, what
are those?
Discuss how to factor a perfect
square trinomial.
Show some more examples.
Activity 10 Perfect Hunt
Look for the different perfect
square trinomials found in the
box.
How do you relate this lesson
in your any activity?
H. Making generalizations and
abstractions about the lesson
I. Evaluating learning
J. Additional activities for
application or remediation
V. REMARKS
Prepared by:
JEZA JOY M. MORADA
Teacher I
The factored form of a
polynomial that is a
difference of two squares is
the sum and difference of
the square roots of the first
and last terms.
Exercises
Factor the following:
1. m2-169
2. 144-x2
3. 9x2 – 1
4. 180m2 – 5
5. 125m4 − 20n4
Activity 7
Form difference of two
squares by pairing two
squared quantities, then
find their factors.
Use first factoring by Perfect square trinomial is the
greatest common monomial result of squaring a binomial.
factor before applying A perfect square trinomial has
factoring sum or difference first and last terms which are
of cubes. perfect squares and a middle
The sum ordifference of term which is twice the
two cubes can be factored product of the square root of
into a product of a binomial first and last terms.
times a trinomial.
Exercises Exercises Teacher will give a
1. x3 + 8 Factor the following: worksheets. The worksheets
2. a3 + 64 1. m2+12mm+36 comprised the special
3. 125a3 + 64b3 2. 16d2-24d+9 products and factoring.
4. 108 − 4x3 3. a4b2-6abc+9c2
5. 54x3 − 2
Factor the following: Determine whether each
a. a3 + 216 trinomial is a perfect square
b. x3 – 64 trinomial. If it is, factor it.
c. 32m3 + 500n3 a. a 2 + 4a + 4
d. 2m3 + 54n3 b. x 2 – 10x – 100
e. 375 − 81a3 c. 4x2 – 4x + 1
No classes due to Philippine
Independence Day
Celebration
Noted by:
ELEANOR B. MONTAÑA
Principal I