Philippine Normal University Visayas

The National Center for Teacher Education

Center for Teaching and Learning
Cadiz City, Negros Occidental

PORTFOLIO IN
PROF-ED 15A
(On Campus)

Submitted By:

ANALYN GABUNILAS EREDEROS

Student Teacher

Submitted To:

DR. SANDRA E. MIRANDA

Supervising Instructor

A.Y 2019-2020
 TABLE OF CONTENTS

Introduction
Biography
Acknowledgement
Pre and Post Beliefs in Teaching and Learning
Observations
Reflections
Pre-Demonstration
Final Demonstration
Critical Analysis
Lesson Plans
Pre-Demonstration
Final Demonstration
Instructional Materials
Pre-Demonstration
Final Demonstration
Demo Teaching Evidences and Experiences
Pre-Demonstration
Final Demonstration
Evaluation Tools
Pre-Demonstration
Final Demonstration
Professional Readings
 INTRODUCTION

“True happiness comes from the joy of deeds well done, the zest of creating new things”.
This how I feel when I stand in front of the beautiful faces of my students, no happiness can
compare when I’m sharing learning with them. My on-campus journey has been mixed of
emotions a roller coaster ride of challenges and has been a bank of memories.

Almost 5 years of stay in the arms of Inang Pamantasan brought me so many lessons
while having my on campus training. I have learned the basics and fundamentals in teaching, I
know that this is not enough to face the field waiting for me out there but the rooms inside my
head are ready to be filled with knowledge and life-giving criticisms, critics that will mold and
improve my strengths and capabilities.

After the care of our dear teachers, the first flight of reality is now here. As young
educators, we will bring the impact, influence and inspiration that our teachers gave us. Will
persevere for now, the bright future awaits and the next generation is now at good hands.

I’ve entered the university as a weakling; my teachers pushed me to what I’ve become
now. Three more months left, many lessons and challenges lies ahead for me and I am now
prepared to face them, and to fill my heart’s content with more lessons and happiness. I am now
ready to become a teacher.

On campus training served as our training ground. All that experiences we’ve gathered,
we will apply it in the field of educating the beholders of the future. Three months had passed and
I have brought so many stories, brought good feelings, brought good companions, brought good
dispositions and good memories.

I am now ready.
 BIOGRAPHY

I am not a perfect person but I always striving to be better and I am always trying my all
to become better than who I was yesterday. I am a simple grown-up girl, a daughter and a mother
raised by a not perfect family, struggled with wrong decisions in life, and who always tried the
best of everything to be better.

In a remote area of Zamboanga peninsula we lived, I grew up together with my siblings

and life was so cruel for us back then. Money has become our greatest enemy but our parents
never failed to look on the brighter side of life. Money is a worldly thing but the intangible bond
our parents taught us is beyond precious.

I am a cheerful daughter, I do had all the praises and appreciation of my family since I
was their only daughter among their 5 children. I felt all the love and all the strictness of
everything. Being not be able to go out with friends alone, no 6pm onwards strolling outside the
house, be feminine and cautious, hide whenever we have male visitors are just a few things I do
not understand back then. Curiosity takes part of my mind and became rebellious to at
least try the those that are prohibited.

Years after I was married and got a child with a wrong person at 20. Despite all the
unpleasing things happened to me, my parents never forsake me and never stop loving me. They
supported me all throughout my decisions and plan, finances and advises. Thede are so much
enough to contain my gratitude to them. I believe that life is a process where we can experience
to be bent, tried, challenged, rejected, humbled and cleansed but I am optimistic where instead of
being blinded by the problems and hardships, I gather all the silver linings and surpass what life
has to offer.

I am 28 years old now and I am on my way on setting my life to achieve the goals where
I want to see myself before it ends. I usually don’t go with flow because I make my own paths to
track where I think the decision is attainable and practical with God as my compass.

I am a lobster, where the softness comes from the inside and brave enough to show
everyone that I am tough to paddle the sails even if it means going against the current and keeps
on pushing through the waves.

My goal has been long set and now I’m on my way towards making it happen. I am
motivated, inspired and blessed and I don’t see any negativity coming to break these dreams
shattered.

I am Analyn E. Gabunilas and I am serving God with all my heart’s content. Every
breadth is dedicated to Him for without him I am nothing. It is my choice to make him the center
of my living because I know He knows best, He can do more and he loves me dearly.
 ACKNOWLEDGEMENT

The completion of this undertaking could not have been possible without the participation
and assistance of so many people whose names may not all be enumerated. Their contributions
are sincerely appreciated and gratefully acknowledged. However, I would like to express my deep
appreciation and indebtedness particularly to the following:

To Dr. Sandra e. Miranda, my supervising instructor, for her endless support, kind and
understanding spirit during my on campus training.

To my critic teacher, Engr. Randy S. Recla for his guidance and remarkable effort in
supporting my internship journey.

To my family, and everyone who in one way or another shared their support either
morally, financially and physically, thank you.

To all my friends who motivate me and be with me throughout this training.

Above all, to the Great Almighty, the author of knowledge and wisdom, for his countless
love and embrace.

Thank you so much!

 Beliefs on Teaching and Learning
(PRE AND POST IN CAMPUS)

PRE
The thought of the on campus training brought me so many chills because the long wait is
over. For more than three years of learning, now is the time to apply everything that I have grasp.
This is me facing the real world of teaching right now; I know that every piece of my actions and
decisions should be accurate. I can’t hide the fact that I am nervous to face my students. All the
what-ifs flashed into my head. What if they won’t like me, what if I’m unaware that I am already
offended them, what if they won’t learn from me, what if they are the very hard to deal with.
What if after all these years I am not suited for teaching. So many things came into my mind but
positivity remains. If I make mistakes therefore I will learn. I shouldn’t be afraid; all I need to do
is to remember all my teachers taught me. I know that this training will provide fulfillment in
every empty rooms of knowledge in my head. The on campus training made me realize a bunch
of changes especially in the pedagogy of teaching. I’ve thought that every student has a common
attitude but while exploring teaching I learned that you cannot stereotype all the students, each is
diverse.

POST
Three months has gone by, everything seemed like an eclipse, everything happened in a
fast pace. This on campus training provided me hands on experiences and let me explore to know
myself well. This is considered as transitional phase between the role of being a student and the
future role of a full-time teacher.

I have experienced to be a student and a teacher at the same time. I have observed how a
teacher handles a class based on what year level he/she is teaching. We interns contribute a little
routine tasks which served as a stepping stone to handle, guide and instruct the students which is
under the supervision of our cooperating teacher.

Student teaching is memorable experience. My self-esteem increased and I have

overcome the rock bottom of my weaknesses. I enjoyed my life as a pre-service teacher and I am
looking forward for our next journey outside the campus. My mentors pushed me to what I have
succeeded and I have reflected that teaching is never really boring. A noble profession and
forever, happiness.
OBSERVATIONS

JUNE 17, 2019

The first day of internship brought me so many chills. Both excitement and nervousness
rules over me. The noises filled the air as I entered into the Grade 8 classroom, together with me
is Engr. Dr. Andrada who introduces me to the class. After the introduction of getting-to-know
with the students, few more minutes were left for the next subject, first day of internship is
already done. “First impression never last”, they say. More days are coming and I hope we could
get along more sharing learnings and fun. End of day 1.

REFLECTION

I have waited for more than 3 years for this day and it overwhelms me arriving to this
day. I have realized that being a teacher would not be an easy piece of cake. It will really examine
your temper and your voice modulation. I’ve realize that the real world, the field where I will be
working with will be that challenging and difficult. More ups and downs are coming. Every
student has their own diverse attitudes and that as a teacher you should really learn to hang your
temper high.

JULY 18, 2019

I was assigned to Grade 8 class under the advisory of Dr. Emelyn Batulat and the
Mathematics teacher is Engr. Recla. Today their adviser presents the class schedule. Since the
Math teacher is not around, I took over the class for first time in PNUV-CTL. I discussed with the
students the introduction of the subject, its importance and implication. I’m so glad that the
students cooperate with the discussion. I tasked them to make a slogan about mathematics that
would empower each learner that Mathematics is not a difficult subject. And after that I called
each students to come in front for a getting-to-know one by one session with me. They are so
friendly and I really admire them for treating me as their “ate or manang”.

REFLECTION

I have realized that being friendly to students could help in catching their interest in
learning especially when you embodied an elderly figure of the family to them.

JUNE 20, 2019

Today, Sir. Recla is still not around. As what I have tasked each student yesterday to
present their prepared slogan, I gave them 5 minutes to post their works on the board. The first
group of students started presenting their slogan, they memorize their lines well. The voices are
modulated enough and clear. Everyone in the first group participated but their classmates who
were watching are very noisy and distracting them. On the other hand the group 2 obviously
prepared for their presentation. They stated the advantages, pros and cons of studying
mathematics and why learning mathematics is fun.

REFLECTION

I have realized that in order to catch the students interest in learning, multiple diverse
activities must be presented to let them showcase what they are capable of and in what activity
they are standing out.

JUNE 21, 2019

Since Sir Recla is still not feeling well today, I took over again the class. The topic for
today is about factoring. I let them read their books and gave exercises on the board. I introduce
to them the FOIL method, I let them explain their works to the class. I repeatedly answered a lot
of questions from one of the students so that they will understand the process on how to factor
polynomials. To also review them on terms like monomial, binomial, trinomial and polynomials I
asked random students to give the meanings of the words and give 1 example at the same time. I
end the class with a short quiz, a 5 item test.

REFLECTION

Patience is really important virtue that should be practiced especially when dealing with
the students. Sometimes the students pushed us to our limits but we should also apply the third
law of motion, the more they try to test our temper the more we try to persevere to make them
better students for the future.

JUNE 24, 2019

Early before 9 am today, I was asked by Dr. Tiberio to handle his Grade 5 science class. I
got very excited because this will be my first time handling them. I know that they are kind of
stubborn but I am really looking forward to a positive and productive discussion with them.
Before we started, I first asked them to arrange their seats, to face at the front and keep their
mobile phones. I gave a short review about yesterday’s discussion and I asked them questions.
They answered fluently and it seems like they really understand their topic yesterday. As we go
along the topic, I gave them activity and good thing they participated. In the middle of the
discussion I divided the class and asked for their opinions, they did not stand up and just chose
the idea where they are already seated. I throw questions at both groups and they answered it well
but now they are noisy.
 Since it is almost running out of time I let them summarize the general discussion none of
them answered. I call one student and he answered me satisfyingly. I am confident that they
really captured and absorbed the lesson for today.

REFLECTION

It is very important to capture the attention of the students because they are easily
distracted by their classmate. Learning should be two-way communication not a teacher centered
learning. When they are being vocal about the insights they remember what they said. Once they
brought their ideas and opinions, brainstorming happens and also the perspective of their
classmates. I realized that being a teacher is going to be a tough profession but the noblest indeed.

JUNE 25, 2019

Today I took over Dr. Andradas’s Mathematics 7 and science 8 classes. The 2ns period
class is mathematics and we discussed about proper set and null set. After the discussion I gave
them 29 item test as per instructed to me by maam Andrada.
The next class after snack break is science with the Grade 8 students. Our topic was all
about Free Body Diagram of friction and using the formula in solving problems involving static
and kinetic friction.
The next class is Science with Grade 7 students. We had an activity which is the
presentation of the different topics assigned by their teacher to them. I made numbers and let each
group leaders picked a number to what order they are going to present their works. The reporting
was done and the students really give their all in explaining their respective topics. We only finish
3 groups, and the other group will report tomorrow since its already time for their next subject.

REFLECTION
It is really good to be prepared all the time. Being a teacher means flexible. Being a
junior/senior high school math teacher doesn’t mean you can’t handle lower grades and other
subjects as well. It’s a must to learn all the subject so that whether you are prepared or not, you
can be an efficient teacher, a good helper to your future co-worker. I must say, I conquered my
fears and doubts this time since one of the teacher handed me her classes which only means, she
trusted me that I can do more than what I expected.

JUNE 27, 2019

Today regular classes is still going on, and right after the first period class the school is
conducting an earthquake drill. Everyone went to the evacuation site located at the front of CTL
canteen and dormitory, and we had a complete attendance during the drill. After which, classes
continue.
JUNE 28, 2019
Dr.Andrada once again requested me to took over her Grade 7 Math class. I discussed
with them the answers on the test the test I had gave them last Tuesday since there are few of
them who got below the passing score. After answering it on the board I explained to them one by
one, and proceed to our next topic which is the universal set and the use of Venn diagram.
After the snack break I once again handled Grade 7 science. We continue on the
presentation of their topics to the class. I graded all the presenter by making a rubrics and
unfortunately one group had the score of 3 out of 5, and the rest scores 4 and 5 respectively.

REFLECTION
Flexibility doesn’t always mean being capable of multi-tasking things but it also means
being resourceful.

JULY 1, 2019
Sir Recla is now present and is feeling good right now, he discussed on the application of
Mathematics in real life situation. The topic is broad, many examples could be given and many
things can be talked about. The very essence of this topic as I have observed, is that students
should know the importance of mathematics in our daily life routine, how it helped us, and how
reliable it was. Students must know all these things to be motivated to embody the love of
mathematics.

REFLECTION
Not all things can be taught from the textbook itself, more lessons and knowledge can be
gain by the students by imparting the real life experiences that could bring about learning by
doing, or learning by experience.

JULY 2, 2019

The Grade 8 students had a cooking session with their TLE teacher, Sir Bolonia. They
had the whole day activity and spend it cooking. They let their subject teachers be their judges on
how their foods taste likes.

JULY 4 – JULY 29

Classes are shortened for the preparation of PNUV anniversary. By that, the students and
the PNUV community are preparing for the different activities. The Grade 8 students had their
Math time as their practice time since Sir Recla is still not feeling well, so I asked their adviser
that it would be okay if I will let the students had their practice on their math subject time. The
preparation for the different activities is still ongoing, students are busy practicing and making
props and costumes for their journalism, writing, literary and musical contests. Sports
competition is now held at the covered court every 3pm onwards.

REFLECTION

Students need to be enhanced by different modes of learning like sports and other
activities. The school plays an important role in allowing student to enjoy learning while having
extra-curricular activities as their way of showcasing their talents that are seldom be seen inside
the four walled classroom.

AUGUST 1, 2019

Since some of the teachers are not around today, I took over the class from morning to
afternoon. I was left with great responsibility since I will not be only teaching mathematics but
other subjects too. The students are behave and they listen to me as I instructed them not to make
noise for I will let them use their mobile phones for some topics that we will be discussing later.
Of course they were prohibited to use mobile phones inside the class, but as an intern I had to
make sure no one will go out and set a favorable decision for them to stay inside.

REFLECTION

Setting things to motivate students to learn, behave and get some learnings from you will
never be a bad thing even if you break the rules. It doesn’t always have to be a negative thing.

AUGUST 2, 2019

Today I was instructed by Sir Recla to conduct a test, he gave me the questionnaires and
administered it the class. I watched over the students as they answer the test and I also explain
few things which they didn’t understand. After the test we checked their papers and we all
answered it on the board.

AUGUST 5, 2019

Today is my pre-demonstration with Grade 8 students. I prepared a lot from visual aids
and instructional materials, as well as myself. Unfortunately I got no teacher to observe me
because the teachers of Mathematics department had a seminar in Ilo-ilo, so my supervising
Instructor instructed me to video record my demonstration and cheered me up because she
believes I can do it. I did not feel strange during my demonstration, I handled the class smoothly,
and I thanked God they cooperate. My co-intern Pinas and Alob did the recording and taking of
pictures during my demo. My topic is about special factor and I am proud to say that I delivered
my demonstration well as evidence for it is the very satisfied result of my evaluation.

REFLECTION

I realized that someone believes in you, you just don’t know that she did until she sets
you up into the success of your goal. Being a teacher doesn’t always need to be mentored by
someone superior, but yourself could be your greatest mentor. All the time you can’t assure that
someone will cheer you up, all you need to do is to cheer yourself alone. When Dr. Miranda says,
“I believe in you”, is already a success even if I haven’t started my demonstration yet. It’s a great
thing and inspiration for me.

SEPTEMBER 2, 2019

Today is my final demonstration, all thanks and glory to God because Dr. Miranda is now
with me to observe. Everything went exactly what I want it to be. Students participated and
exchanged their ideas and perspective with me. I thank the Grade 8 students for giving me the
opportunity to bring out the best in me and the memories that we’ve shared for the past three
months.
 Philippine Normal University Visayas

The National Center for Teacher Education

The Environment and Green Technology Education Hub

Cadiz City, Negros Occidental

A Detailed Lesson Plan

In

MATHEMATICS: GRADE 8

(Special Product)

Submitted By:

Analyn Gabunilas Erederos

Student Teacher

Submitted To:

Engr. Randy S. Recla

Critic Teacher
I. Objective:
At the end of a 60-minute discussion, the students are expected to;
1. identify polynomials which are special products: trinomials that are product
of two binomials, trinomials that are product of squares of a binomial, and
products of sum and difference of two terms;
2. Find special products of certain polynomials: product of two binomials, a
square of a binomial, and product of the sum and difference of two terms.

II. Subject Matter:

A. Topic: “Special Product”
B. Value Focus: Helpfulness
C. Materials: Visual Aids, Pictures, Manila Paper, Pen & Marker, Activity
Sheets, Envelope
D. References: Grade 8 Math Module 1, pp. 7 – 28;

III. Developmental Activities:

Teacher’s Activity Students Activity

A. Review
Good Morning class. Today we
will be having our new lesson. But
before that. Let’s have a recap on the Students pass the bottle around, and a number of
topic we have discussed last meeting. I students randomly pick a word and give their
have a bottle here which contains word
strips. We will pass this bottle around answers.
and whoever receives the bottle with a
count of random numbers that I will be
giving, will pick a word and give me
the answer. Is it clear?

 What is monomial?
 What is binomial?
 What is trinomial?
 What is Polynomial?

Very good! Let’s give ourselves 5

Students clap their hands.
claps.

B. Motivation
Now, let’s have a picture analysis.
I have 4 pictures here in front, look at
them closely.
Questions:

1. What have you observe in

the following pictures?

2. Can you see different

patterns in the given
pictures?
3. Why do you think God- the
creator includes patterns Answers:
around us?
 The pictures show patterns formed from
the petals of each flowers presented.
 Yes.
 Patterns allow us to see relationships,
4. What do you think our patterns allow someone to make
environment looks like if educated guesses, patterns can provide
there were no patterns? the basis for understanding algebra and
etc.
 Its messy, no arrangement and designs,
our environment is unpredictable and etc.

Look at the patterns in each row. Fill in the

blanks by drawing the shapes that continue
the pattern.

Follow up questions;

 How do you find the next

answers?  By following the pattern or the sequence
 Are patterns useful in finding your of the given.
answers?
 Do you know that patterns are also  Yes.
useful in finding products of  Answers may vary.
 polynomials? 
Yes ma’am.

Would you like to know the easy way in

finding products by using patterns?

Yes, ma’am.
Are you now ready to learn special
product?

Okay, very well!

C. Presentation

Now class, what do you think is our topic

for today?

Very good class. Our topic for today is

Special Products.

Let’s read our objective for today, all

together. .
Objectives:

At the end of the learning activities, the

students should be able to:

 identify polynomials which are special

products: trinomials that are product of
two binomials, trinomials that are
product of squares of a binomial, and
products of sum and difference of two
terms;
 Find special products of certain
 polynomials: product of two binomials,
product of the sum and difference of two
terms, and a square of a binomial.

Today, you will learn more about Special

Product. But first let me ask you, what do
you mean by special product?
Students raising their hands.

Very Good! And our special products are;

Special Product is the process of finding products

by following patterns or rules.
1. Trinomials that are product of two
binomials. Trinomials are in the
form x2 + bx + c can often be
factored as the product of
two binomials. 
Example.

(x + 2)(x + 5)= x2 + 7x +10

2. Trinomials that are product of

squares of a binomial. A perfect
square binomial is a trinomial that
when factored gives you the
square of a binomial. 
Example

( x + y )2 = x2 + 2xy + y2

3. Products of sum and difference of

two terms. The product of the
binomial sum and difference is
equal to the square of the first term
minus the square of the second
term.
Example

(a + b) (a – b) =  = a2 – b2

Okay, got it class? Is there any question or

clarification?
Answers may vary.

1. Activity
Now, we will have a group
activity. I will group you into three
groups. Count off!
Now go to your groups and settle
in. Work silently and everyone should
cooperate. You are given 10 minutes
only to finish the activity.

Group 1
Group 1
Directions: In your group, investigate,
discuss and complete the table below.
Then answer the questions and record your
group answers.

Expressi Solutions Steps Used

ons
Expressi Solutions Steps Used
= (4x2) Copy the ons
2 2
1. (4x ) (3x y) original
(3x2y) =? = 12x4y expression. = (4x2) Copy the
Multiply the 1. (4x2) (3x2y) original
terms. (3x2y) =? = 12x4y expression.
Multiply the
= 3(2x2 + Copy the terms.
2. 3(2x2 x - 4) original
+ x - 4) = 3(2x2) + expression. = 3(2x2 + Copy the
2
=? 3(x) – 3(4) Use the 2. 3(2x x - 4) original
=_______ distributive + x - 4) = 3(2x2) + expression.
________ property. =? 3(x) – 3(4) Use the
________ Multiply the =6x2 + 3x distributive
_ terms. - 12 property.
Multiply the
= (3k+m) terms.
3. (3k + (4k-m) Use the
m) (4k- = = (3k+m) Copy the
distributive
m) =? ________ 3. (3k + (4k-m) original
property.
________ m) (4k- = (3k)(4k) expression.
__________
___ m) =? – 3k(m) + Use the
__________
= 12k2 – m(-3k) + distributive
 3km + ____ m(-m) property.
2
4km – m Combine = 12k2 – Multiply
= similar 3km + the terms.
________ terms. 4km – m2 Combine
________ = 12k2 similar
____ +km – m2 terms.
= Copy the = . (x-2) Copy the
4. (x-2) ________ original 4. (x-2) (x+5) original
(x+5) =? ________ expression. (x+5) =? = x(x) + expression.
___ __________ x(5) -2(x) Use the
= x(x) + __________ -2(5) distributive
x(5) -2(x) ____ = x2 + x5 – property.
-2(5) Multiply the 2x - 10 Multiply
________ terms. = x2 + 3x the terms.
________ – 10 Combine
___ similar
= x2 + 3x terms.
– 10
5. (a + = (a + 3)(a Copy the
5. (a + = (a + 3)(a __________ 3)2 + 3) original
3)2 + 3) __________ = (a)(a) + expression.
= __ (a)(3) + Use
________ Use (3)(a)+ (3) distributive
________ distributive (3) property
___ property = a2 + 3a + Multiply the
= a2 + 3a + Multiply the 3a + 9 terms
3a + 9 terms = a2 + 6a Combine
________ __________ +9 similar
________ __________ terms.
___ __
6. (y – 4) = (y – 4)(y Copy the
6. (y – 4) = Copy the (y – 4) – 4) original
(y – 4) ________ original =(y)(y) – expression
________ expression (y)(-4) – (- Use
__ Use 4)(y) – (- distributive
=_______ distributive 4)(-4) property
________ property =y2 +4y Multiply the
____ Multiply the +4y +16 terms
= terms =y2+8y+1 Combine
________ Combine 6 similar
________ similar terms
__ terms
=_______
________
____

Questions:

1. Explain the distributive

 property. When do we apply Answers:
such property?
2. What pattern was used in
multiplying a monomial to a  The distributive property tells us how to
polynomial like the solve expressions in the form of a (b +
expressions in numbers 1 and c).  
2?  Distributive property.
3. What pattern/method of  FOIL method.
multiplying binomial to a
binomial was utilized in
finding the product of the
expressions in numbers 3 to 7?  a.) 3k and 4k
4. In (3k+m) (4k-m), what are: b.) 3k and –m
a. the first terms? c.) m and 4k
b. the outer terms? d.) m and –m
c. the inner terms?
d. the last terms?  a.) 12k
5. In (3k+m) (4k-m), what is the b.) -3km
product of its: c.) 4km
a. First terms? d.) m2
b. Outer terms?
c. Inner terms?  First, we will multiply the First terms in
d. Last terms? each bracket, second is multiply Outer
6. State and explain the pattern terms and Inner terms, and then add.
“FOIL” method of multiplying Lastly, multiply the Last terms in each
binomial to a binomial. bracket.

Group 2

Group 2
Product of Two Binomials
Direction: Multiply each expression using
FOIL METHOD.

Guide questions:

a) (2x + 3)(4x – 5) = 8x2 +2x - 15

c) (9m – 2n)(3m – n) =
a) (2x + 3)(4x – 5) = 8x2 +2x - 15
b) (2 – 7x)(9 + 2x) =
c) (9m – 2n)(3m – n) =
c) (5x – 3y)(2x + 9y) =
b) (2 – 7x)(9 + 2x) =
d) (xy + 1)(3xy – 1) =
__________________________
\
e) (2x + 3n)(2x – 3n) =
c) (5x – 3y)(2x + 9y) =

d) (xy + 1)(3xy – 1) =
_________________________

e) (2x + 3n)(2x – 3n) =

________________________

Group 3
 Squares of a Binomial Pattern

Direction: Perform the following by

squaring the binomials.
a) (x – 7) 2 = b) (3a – 2b) 2 =
c)To square 2 =
(2x + y) a binomial,d) (6a + 5b) 2 =

e) (2x  3 + 4) 2 = f) (3y – 5z) 2 =

 Square the first term
 Double the product of the 2nd term.
 Square the last term.
Note. Perfect squares are positive.

a) (x – 7) 2 = b) (3a – 2b) 2 =

c) (2x + y) 2 = d) (6a + 5b) 2 =
e) (2x  3 + 4) 2 = f) (3y – 5z) 2 =

Groups 4

Sum and Difference of Two

Terms Pattern

Direction: Multiply each expression using

FOIL METHOD. FOIL method simply
(2x + 7y) (2x – 7y) (x – 4)(x + 4)
means,

· Multiply the First terms in each

(ab – 5)(ab + 5) [5 + (a – b)][5 –
bracket.
(a – b)]
· Multiply Outer terms and Inner terms,
then add.
(3m2 – 2n2) ( 2m2 – (2m + 3t) (3m – 4t)
n2 )
· Multiply the Last terms in each 0

bracket.

(2x + 7y) (2x – 7y) (x – 4)(x + 4)

 Students execute an excellent clap.

(ab – 5)(ab + 5) [5 + (a – b)][5 –

(a – b)]
Students clap their hands 10 times.

(3m2 – 2n2) ( 2m2 – (2m + 3t) (3m – 4t)

n2 )
0
Students execute an excellent clap.

2. Analysis
Students clap their hands 10 times.
Let’s take a look at the work of group 1.

Okay thank you group 1. Let’s give them

excellent clap. Everybody.

How about group 2?

Okay thank you group 2. Let’s
give them 10 claps.

How about group 3?

Good job group 3, you also
deserve to get an excellent clap.

Let’s proceed to group 4. \

Very good group 4. Let’s also give
them 10 claps.

All of you had a correct answer.

You need to be proud of We can identify certain polynomials which are
yourselves.
special products if;
Okay very good class!
1. Trinomials that are product of two
3. Abstraction binomials are in the form x2 + bx + c can
often be factored as the product of
two binomials. 
2. A perfect square binomial is a trinomial
 How can you identify the;
that when factored gives you the square
product of a square of a
of a binomial. 
binomial, sum and
3. The product of the binomial sum and
difference of two terms, the
difference is equal to the square of the
product of two binomials?
first term minus the square of the second
term.

In finding the product of two binomials, we

 How can you find the
 special product of certain used the foil method.
polynomials:
 Multiply the First terms in each
bracket.
 Multiply Outer terms and Inner terms,
then add.
 Multiply the Last terms in each
 product of two bracket.
binomials,

To square a binomial, the steps are;

 Square the first term

 Double the product of the 2nd term.
 Square the last term.
 A square of a Note. Perfect squares are positive.
binomial.

In finding the sum and difference of two

terms, first square the first term, then minus
the square of the second term.

 Product of the sum

and difference of
two terms.
Students counting off.

4. Application
To check if you really understood
our discussion, I have here something
for you to work on. I will group you
again into two groups. Kindly count
off. Each group will have a
representative to present their answers
on the board.

Direction: Identify the binomials and

find the product of each polynomials.

1. (x2 + 3x) (x2 + 2x)=

1. (x2 + 3x) (x2 + 2x) = 6x2 + 12x +6

2. (w + 11) (w + 11) =
 2. (w + 11) (w + 11) = w2 + 22w + 22

3. (2x + 5)2 =
3. (2x + 5)2 = 2x2 + 10x + 25

4. (x – 2y)2 =

5. (5m + 7)(5m – 7) = 4. (x – 2y)2 = x2 – 2xy – y2

6. (2b + 3)(2b – 3) = 5. (5m + 7)(5m – 7) = 25m2 – 49

6. (2b + 3)(2b – 3) = 4b2 - 9

Very Good class! Is there any Answers may vary.

clarification or question regarding
our lesson today? Okay, if none
please answer the one that is
posted on the board.
The students answer the test.

5. Evaluation

A. Multiple Choice. Choose the

correct answer in each of the
following.
Answers
1. What is the product of x + y
and x – y?

A. Multiple Choice. Choose the

a. x2 – y2 b. x2 + 2xy + y2 correct answer in each of the
c. x2 – 2xy + y2 d. following.
1. What is the product of x + y and x – y?
2x – 2y

a. x2 – y2 b. x2 + 2xy + y2
c. x2 – 2xy + y2
2. Find the missing expression:
d. 2x – 2y
4(x + y2) = ________.

a. 4x + y2 b. 4x2 + 4xy2 + y2
c. 4x + 4y2 d.
2. Find the missing expression: 4(x + y2)
4x + 4y
= ________.

a. 4x + y2 b. 4x2 + 4xy2 + y2
c. 4x + 4y2
3. If y + 5 is multiply by itself,
 what is the product? d. 4x + 4y

a. y2 + 5y + 25 b. y2 + 5y
+ 10 c. y2 + 10y + 25 d.
y2 + 25 3. If y + 5 is multiply by itself, what is the
product?

a. y2 + 5y + 25 b. y2 + 5y + 10
4. Which expression is a perfect c. y2 + 10y + 25
square trinomial?
d. y2 + 25
a. x2 – 10x + 25 b. x2 + 8x
–9 c. a2 + a + ¼
d. both a and b
4. Which expression is a perfect square
trinomial?

5. Your classmate was asked to a. x2 – 10x + 25 b. x2 + 8x – 9

square (2x-3), he answered 4x2 – 9. Is his c. a2 + a + ¼ d. both a

answer correct? and b

a. Yes, because squaring a binomial

always produces a binomial product.
4. Your classmate was asked to square (2x-
3), he answered 4x2 – 9. Is his answer
b. Yes, because product rule is correctly correct?
applied.
a. Yes, because squaring a binomial always
produces a binomial product.
c. No, because squaring a binomial always
produces a trinomial product.
b. Yes, because product rule is correctly applied.

d. No, because the answer must be 4x2 +

c. No, because squaring a binomial always
9
produces a trinomial product.

d. No, because the answer must be 4x2 + 9

B. Provide an example of each of the

following.
B. Provide an example of each of the
1. Product of two
following.
binomials
1. Product of two binomials
2. Product of the square of
the sum of two terms 2. Product of the square of the
sum of two terms
3. Product of the square of
the difference of two terms 3. Product of the square of the
difference of two terms
4. Product of the sum and
difference of two terms 4. Product of the sum and
difference of two terms

V. Assignment/Agreement:

Directions: Write at least three application

problems using the skills learned in special
product.
 Philippine Normal University Visayas

The National Center for Teacher Education

The Environment and Green Technology Education Hub

Cadiz City, Negros Occidental

A Detailed Lesson Plan

In

MATHEMATICS: GRADE 8

(The Distance Formula)

Submitted By:

Analyn Gabunilas Erederos

Student Teacher

Submitted To:

Engr. Randy S. Recla

Critic Teacher
 I. Objective:
At the end of a 60-minute discussion, the students are expected to;
1. Determine the distance formula.
2. Apply the distance formula to find the distance between any two points.
3. Appreciate the use of distance formula in solving real-life problems.

II. Subject Matter:

A. Topic: The Distance Formula
B. Mathematical Concept: d= √( x 2¿−x 1 )2+ √( y 2¿ − y 1)2 ¿¿
C. Value Focus: Helpfulness
D. Materials: Manila paper, marker, worksheets, grid, Wi-fi connection,
wifi-capable, laptop/smartphone/table, copy of the story of a
Vegetable Garden, visual aids
E. References: Grade 8 Math TG pages 207-211, Math 10 LM pages 235
http://www.ixl.com/math/geometry/distance-formula
http://www.freelearningchannel.com/l/Content/Materials/Mathema
tics/Math_Grade_8/textbooks/CK12_Math_Grade_8/html/7/5.html
III. Developmental Activities:
Teacher’s Activity Students Activity

A. Review
Good Morning class. Today we will be having
our new lesson. But before that. Let’s have a recap
on the topic we have discussed last meeting.

I will be posting a grid on the board and you are

going to plot the corresponding points, and by using
the number line, find the length of each of the
following segments. I need 4 volunteers to plot the
points on the grid and another 3 volunteers to find
the length of the segments.

A. Plot the points in the Cartesian coordinate Plane.

A number of students come to the board and do

the task.

A(4,3) B(-2,5) C (0,2) D(3,4)

B. Using a number line as shown below, find the length

of each of the following segments.

5. AB 6. BD 7. CD
Very good! Let’s give ourselves a barangay clap.

B. Motivation
Now, I will show you a video clip and let’s play
the “Tanong Mo, Gets Ko” game. In this game, a set
of 4 questions will be flashed on the screen, and you
have to guess the answer of every questions. Note
that the answers can be found in the video that you
are going to watch. Are you ready?

Okay, very well! These are the questions.

1. What is the video all about?

2. What is the distance from Hobbiton to
Mt. Doom? Students execute the barangay clap.
3. What is the formula used by Frodo and
friends to calculate the distance between
Hobbiton and Mt. Doom?
4. Is it important for us to study distance?
Why?

C. Presentation

Now class, what do you think is our topic for today?

Yes ma’am.

Very good class. Our topic for today is The Distance

Formula.

Let’s read our objective for today, all together.

1. The video is all about the quest of
Frodo and friends to destroy the
donut by travelling from Hobbiton
to Mt. Doom.
2. 35 Leagues
3. d= √( x 2¿−x 1 )2+ √ ( y 2¿ − y 1)2 ¿¿
4. Answers may vary
 Our topic for today is about Distance Formula.

Today, you will learn more about distance formula.

The distance formula is derived from the Pythagorean

theorem. Given the two points (x1, y1) and (x2, y2), the
distance d between these points is given by the formula:
d= √( x 2¿−x 1 )2+ √( y 2¿ − y 1)2 ¿¿ Objectives:

At the end of a 60-minute discussion, the students

are expected to;

1. Determine the distance formula.

2. Apply the distance formula to find the distance

between any two points.

3. Appreciate the use of distance formula in

solving real-life problems.

1. Activity
Now, we will have a group activity. I will group
you into three groups. Each group shall be composed
of a leader secretary and 2 reporters. Count off!

Now, I will be providing you a KWL chart and fill-out

the “Know” and “Want to Know” columns while
leaving the “Learned” blank until you have finished
performing your 15-minute activity.

Each member of the group is given 1 minute to fill out

the KWL chart given in your group. Everyone must
answer and observe how the task is done.

I will be using a rubric to rate the presentation done. Is

it clear?
 Now go to your groups and settle in. Work
silently and everyone should cooperate. You are
given 15 minutes only to finish the activity.

Group 1

Directions: In your group, Solve the problem by using

the distance formula. Copy the problem and write your
answer on the manila paper provided.

1. Find the distance between the points 

(8, 4) and (5, 8).

Write your answer as a whole number or a fully

simplified radical expression. Do not  round.

Answers may vary

2. Find the distance between the points 

(10, 1) and (2, 7).

Write your answer as a whole number or a fully

simplified radical expression. Do not  round.

Yes maam.
 Group 1

Group 2

Directions: In your group, Solve the problem by using Answers:

the distance formula. Copy the problem and write your
answer on the manila paper provided.

1. The Lotto Mart is mapped on a coordinate grid 1. To find the distance between the points (8,
4) and (5, 8), use the distance formula.
with the origin being at the main entrance. The
chocolate bar is located at the point (-1, 3) and cake The first point is (8, 4). So, x1=8 and y1=4.
house is located at (1, 5).
The second point is (5, 8). So, x2=5 and y2=8.
How far is it from the chocolate bar to the cake
house?
Substitute these values into the distance formula.

2. The teaching building of a university is mapped d=√ (x2–x1)2+√ (y2–y1)2

on a coordinate grid with the origin being at library.
Math’s building is located at the point (1, 5) and d=√ (5–8)2+(8–4)2
History’s building is located at (4, 9). How far is it d=(-3)2+(4)2
from Math’s building to History’s building?
d=√9+16

d=√25

d=5
Group 3
The distance between (8, 4) and (5, 8) is 5 units.

Directions: In your group, write at least 2 problems in

real life situation involving distance. Write your answer
2. To find the distance between the points (10,
on the manila paper provided.
1) and (2, 7), use the distance formula.

The first point is (10, 1). 

So, x1=1 and y1=1.The second point is (2,

7). So, x2=2 and y2=7.
2. Analysis
Substitute these values into the distance formula.
Let’s take a look at the work of group 1.
d=(x2–x1)2+(y2–y1)2

d=(2-10)2+(7–1)2
Okay thank you group 1. Let’s give them excellent clap.
d=(-8)2+(6)2
Everybody.
d=64+36
How about group 2? d=100

d=10

Okay thank you group 2. Let’s give them 10 claps. The distance between (10,1) and (2,7) is 10 

units.

How about group 3?

Good job group 3, you also deserve to get a barangay

clap.

All of you did your best. You need to be proud of

yourselves. Group 2

Okay very good class!

1. The distance from the chocolate bar to the cake

3. Abstraction
house

 How did you find the activity?  = 

 Did you have any difficulty while performing the

activity? If yes, why?

 What have you realized from the activity?

 What is a distance formula?

2. The distance from the café to the bookstore

 = 
 What is the standard form of a distance formula?

 How do you solve problems involving distance

between two points?

 How do you apply the concept in a real-life situation?

4. Application
Group 3

Okay class I have another video for you to watch on,

I want you to take note of the problem being asked as well as
how it was solved. After which I would randomly ask for
volunteers to answer the questions that I will be asking later.
Answers may vary.
Question:
-What insights can you draw from the story?

Very Good class! Is there any clarification or question

regarding our lesson today? Okay, if none please answer
the one that is posted on the board.

5. Evaluation

Direction: Answer the following problem.

A. Find the distance between the two points.

1. Find the distance between the points (4, 4) and (7,8).

2. Find the distance between the points (8,3)and (0,9).

Students execute the excellent clap.

B. Solve the problem below using the distance formula:

The town of Newton is mapped on a coordinate grid
Students clap their hands.
with the origin being at City Hall. Evan’s house is
located at the point (-5, 7) and Billy’s house is located at
(-2, 3).
Students execute the barangay clap.
How far is it from Evan’s house to Billy’s house?

V. Assignment/Agreement:

Directions: Write at least three application problems

using the skills learned in special product.
Answers may vary.

Answers may vary.

Answers may vary.

The Distance Formula is a useful tool in finding

the distance between two points which can be
arbitrarily represented as points (x1, y1) and x2, y2)

d= √( x 2¿−x 1 )2+ √ ( y 2¿ − y 1)2 ¿¿

We used the distance formula by substituting the

values of x and y on the points given in the
problem, then we simplify.

Answers may vary.

Answers may vary.

Answers may vary.

A. Find the distance between the two points.

1. The distance between (4,4) and (7,8) is 5 units.

2. The distancebetween (8,3) and (0,9) is 10 units.

B. Solve the problem below using the distance

formula:

The distance from Evan’s house to Billy’s house

 = 
INSTRUCTIONAL MATERIALS (PRE-DEMO)
INSTRUCTIONAL MATERIALS (FINAL DEMO)
 EVALUATION TOOL (PRE-DEMO)

Name: __________________________________________________ Date:_________________

B. Multiple Choice. Choose the correct answer in each of the following.

5. What is the product of x + y and x – y?
a. x2 – y2 b. x2 + 2xy + y2 c. x2 – 2xy + y2 d. 2x – 2y

6. Find the missing expression: 4(x + y2) = ________.

a. 4x + y2 b. 4x2 + 4xy2 + y2 c. 4x + 4y2 d. 4x + 4y

7. If y + 5 is multiply by itself, what is the product?

a. y2 + 5y + 25 b. y2 + 5y + 10 c. y2 + 10y + 25 d. y2 + 25

8. Which expression is a perfect square trinomial?

a. x2 – 10x + 25 b. x2 + 8x – 9 c. a2 + a + ¼ d. both a and b

9. Your classmate was asked to square (2x-3), he answered 4x 2 – 9. Is his answer

correct?

a. Yes, because squaring a binomial always produces a binomial product.

b. Yes, because product rule is correctly applied.

c. No, because squaring a binomial always produces a trinomial product.

d. No, because the answer must be 4x2 + 9

B. Provide an example of each of the following.

1. Product of two binomials

2. Product of the square of the sum of two terms

3. Product of the square of the difference of two terms

4. Product of the sum and difference of two terms

 EVALUATION TOOL (FINAL DEMO)

Name: __________________________________________________ Date:_________________

Direction: Answer the following problem.

A. Find the distance between the two points.

1. Find the distance between the points (4, 4) and (7,8).

2. Find the distance between the points (8,3)and (0,9).

B. Solve the problem below using the distance formula:

The town of Newton is mapped on a coordinate grid with the origin being at City Hall. Evan’s
house is located at the point (-5, 7) and Billy’s house is located at (-2, 3).

How far is it from Evan’s house to Billy’s house?