GRADE 8 School Dalanguiring Integrated School Grade Level 8

Teacher GENEVEE P. RESULTAY Learning Area MATH

DAILY LESSON Teaching Dates and Time August 29- September 1 Quarter I
LOG
Monday Tuesday Wednesday Thursday Friday
I. OBJECTIVES
A. Content Standards The learner demonstrates 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 Standards The learner is able to 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 Factors completely different Factors completely different Factors completely different Factors completely different
Competencies/Objectives types of polynomials types of polynomials types of polynomials types of polynomials
(polynomials with common (polynomials with common (polynomials with common (polynomials with common
monomial factor , difference of monomial factor , difference monomial factor , difference monomial factor , difference of
two squares, sum and difference of two squares, sum and of two squares, sum and two squares, sum and difference
of two cubes, perfect square difference of two cubes, difference of two cubes, of two cubes, perfect square
trinomials and general perfect square trinomials and perfect square trinomials trinomials and general
trinomials) general trinomials) and general trinomials) trinomials)
(M8AL-Ia-b-1) (M8AL-Ia-b-1) (M8AL-Ia-b-1) (M8AL-Ia-b-1)

a. Define factoring and greatest a. What is the meaning of a. What do you mean by a. Identify a perfect square
common monomial factor. perfect square? perfect cubes? trinomial.
b. Factor polynomials with b. Completely factor a b. Completely factor a b. Factor a perfect square
common monomial factor polynomial involving polynomial involving the trinomial
c. Appreciate the concept about difference of two squares. sum and difference of two c. Develop positive attitude
factoring out the common factor c. Find pleasures in working cubes. towards work.
in polynomials. with numbers. c. Find pleasures in working
with numbers.
II. CONTENT Factor of Polynomials With Factoring the Difference of Factoring the Sum or Factoring a Perfect Square
Common Monomial Two Squares Difference of Two Cubes Trinomial
Factor(CMF)
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials Math 8 Quarter 1 Module 1A Math 8 Quarter 1 Module 1A Math 8 Quarter 1 Module Math 8 Quarter 1 Module 1B
pp 4-11 pp 12-18 1A pp 18-25 pp4-10
 3. Textbook’s pages
4. Additional Materials
from Learning Resources
(LR) portal
B. Other Learning Laptop and TV, Chalk and Board Laptop and TV, Chalk and Laptop and TV, Chalk and Laptop and TV, Chalk and Board
Resources Board Board
IV. PROCEDURES
A. Reviewing previous Ask the students to do the Ask the students to answer Ask the students to do the Recall the pattern to square
lesson or presenting the following thru game. the activity below. activity by group with 3 a binomial as this is very
new lesson Find the difference of the members. important in understanding this
Form 3 pairs. Ask them to write following: 1. Draw a square and a factoring technique. Do the
the factors of the given 1. 25 and 16 cube. following activity to refresh your
numbers. The pair who will give 2. 45 and 30 2. Compare the square and learning in squaring a binomial.
the most number of factors in a 3. 7x and 2x the cube according to the
given time wins. 4. 8y and 3y drawing. Patterns in squaring binomial 1.
5. 5y and 2x 3. What is the square of 5? (a + b) 2 = a 2 + 2ab + b 2
1. List down the factors of 12. 4. What is the cube of 5? 2. (a − b) 2 = a 2 − 2ab + b 2
2. List down the factors of 64. Find the squares of the 5. What is the cube of (-5)?
3. Write the factors of 1600. following: Answer the following:
1. 5 1. (x+5)2
2. 6 2. (m+4)2
3. (-7)
4. x
5. 3x
B. Establishing a purpose Factoring is the reverse process Factoring is the reverse Factoring is the reverse Factoring a perfect square
for the lesson of multiplication. One of the process of multiplication. One process of multiplication. trinomial is the reverse process
different techniques in factoring of the different techniques is One of the different of square o binomial.
is by the use of GCMF or by factoring difference of two techniques is by factoring (x + y)2 = x2 + 2xy + y2
greatest common monomial squares. sum and difference of two (x - y)2 = x2 - 2xy + y2
factor. cubes.
C. Presenting Let the students answer the Let the students answer the Let the students answer the Study the trinomials and their
examples/instances of the activity: Pieces of my life activity: Powerful 2. activity: Power of 3! corresponding binomial factors.
new lesson 1. x2 + 10x + 25 = ( x + 5)2
2. 49x2 – 42x + 9 = ( 7x – 3)2
a. Relate the first term in the
trinomial to the first term in the
binomial factors.
 b. Compare the second term in
the trinomial factor and the sum
of the product of the inner
terms and outer terms of the
binomials.

c. Observe the third term in the

trinomial and the product of the
second terms in the binomials.
D. Discussing new concepts Discuss the “What’s New” part Discuss the “What’s New” part Discuss the “What’s New” Let the students answer the
and practicing new skills #1 of the module by answering the of the module by answering part of the module by activity: Remember me!
essential questions. the essential questions. answering the essential
questions.
E. Discussing new concepts Discuss the “What is it?” part of Discuss the “What is it?” part Discuss the “What is it?” Discuss the “What is it?” part of
and practicing new skills #2 the module by showing to the of the module by showing to part of the module by the module.
class how to do factoring by the class how to do factoring showing to the class how to
GCMF in step by step manner by GCMF in step by step do factoring by GCMF in
and let the students answer the manner and let the students step by step manner and let
other examples. answer the other examples. the students answer the
other examples.
F. Developing mastery Let the students answer the Let the students answer the Let the students answer the Answer the activity: Am I
(Leads to Formative activity: Break the Great! activity: Tell me! activity: Cube to the left, perfect?
Assessment 3) cube to the right.

G. Finding practical Factoring is often a key skill for Factoring is often a key skill Factoring is often a key skill Factoring is often a key skill for
applications of concepts solving problems in which you for solving problems in which for solving problems in solving problems in which you
and skills in daily living need to find a value for x. you need to find a value for x. which you need to find a need to find a value for x.
value for x.
H. Making generalizations What is factoring using GCMF? What is perfect square? What is perfect cube? When does a trinomial a perfect
and abstractions to the How to factor polynomials using How to factor polynomials by How to factor the sum and square?
lesson GCMF? difference of two squares? difference of two cubes? How to factor perfect square
trinomial?
I. Evaluating learning Directions: Write a polynomial Directions: The factors of the Factor each completely. Directions: Supply the missing
factor in the blank to complete following polynomials are Write your answers on your term of the factor of the given
each statement. Write the given below. Choose the right answer sheet. perfect trinomials below. Write
answers on your answer sheet. factors that correspond to your answers on a separate
 1. 7𝑝 2 − 7𝑝 = 7𝑝 ( _____) each given polynomial and 1. 𝑥 3 + 27 sheet of paper.
write your answers on your
2. 18𝑥𝑦 + 3𝑦 = ( ____) (6𝑥 + 1) answer sheet. 2. 8𝑦 3 – 27

3. 15𝑡 3 − 15𝑡 2 + 20𝑡 = 5𝑡 (____) 3. 1 + 𝑥 3 𝑦 3 Directions: Factor the following

completely by writing each of
4. 17𝑥 5 − 51𝑥 4 − 34 𝑥 = 4. 64 – 𝑝 6 the perfect square trinomial as
( ____) (𝑥 4 − 3𝑥 3 − 2) the square of a binomial.
5. −2𝑚 5 +250𝑚 2 4. y 2 + 20y + 100
5. 35𝑥 5𝑦 2 + 21𝑥 4𝑦 + 14𝑥 3𝑦 2 = 5. 16m2 + 48m + 36
7𝑥 3𝑦 (_________)
1. 𝑥 2 − 81 = _________
2. 4𝑥 2 − 49 = _________
3. 16𝑥 2 − 81𝑦 2 = _________ 4.
25𝑥 2 − 1 = _________
5. 81𝑥 2 − 400𝑦 4 = _________
J. Additional activities for
application and
remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 80% in the
evaluation
B. No. of learners who
require additional activities
for remediation who
scored below 80%
C. Did the remedial lessons
work? No. of learners who
have caught up with the
lesson
D. No. of learners who
continue to require
remediation?
E. Which of my teaching
strategies worked well?
Why did these work?
F. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
G. What innovation or
localized materials did I
use/discover which I wish
to share with other
teachers?

Prepared by: Checked by: Approved by:

GENEVEE P. RESULTAY ARMANDO B. RESQUIR JR. WINNIEFLOR D. ADVIENTO, Ed.D

Subject Teacher Head Teacher I Principal III