GRADE 8 School SDO Palawan Grade Level 8

DAILY LESSON LOG Teacher Learning Area Mathematics

Teaching Dates and Time Week 1 Quarter FIRST

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standard
B. Performance Standard
C. Learning
Competency/Objectives
1. The learner factors
completely different types of
polynomials (polynomials
with common monomial
factor, difference of
two squares, sum and
difference of two cubes,
perfect square trinomials,
and general trinomials).
M8AL-Ia-b-1
Objectives must be met over the week and connected to the curriculum standards. To meet the objectives necessary procedures
must be followed and if needed, additional lessons, exercises, and remedial activities may be done for developing content
knowledge and competencies. These are assessed using Formative Assessment strategies. Valuing objectives support the learning
of content and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be
derived from the curriculum guides.
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.
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.
Objectives Objectives Objectives Objectives Objectives
M8AL-Ia-b-1 M8AL-Ia-b-1 M8AL-Ia-b-1 M8AL-Ia-b-1 M8AL-Ia-b-1
At the end of the
session, learners will be 2. Factor completely 4. Determine whether 6. Factor completely 7. At least 25% of the
able to: polynomials whose the polynomial is a perfect square learners will be
terms have a common difference of two trinomials. given remediation
1. Describe and illustrate monomial factor. squares. on factoring
factoring. 5. Factor completely 8. At least 75% of the
3. Factor completely binomials that are learners will be
polynomials difference of two given enrichment
by grouping. squares. activity on
factoring.

II. CONTENT Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be
tackled in a week or two.
FACTORING
Factoring Factoring Polynomials Difference of Two Perfect Square Enrichment/
Squares Trinomials Remediation

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 V. LEARNING
RESOURCES
A. References Mathematics 8 Mathematics 8 Mathematics 8 Mathematics 8 Mathematics 8
1. Teacher’s Guide pages
2. Learner’s Materials pages 27 - 31 27 - 31 32 - 34 35- 38
3. Textbook pages
4. Additional Materials from MTAP review materials MTAP review materials MTAP review materials MTAP review materials MTAP review
Learning Resource (LR)portal materials
B. Other Learning Resource Grade 8 Mathematics (P&P) Patterns & Practicalities E-Math (Worktext in Mathematics)
by Gladys C. Nivera, Ph.D. by Orlando A. Oronce & Marilyn O. Mendoza
pages 4 – 15 pages 58 - 115
VI.PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be
guided by demonstration of learning by the students which you can infer from formative assessment activities. Sustain learning
systematically by providing students with multiple ways to learn new things, practice their learning, question their learning
processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the
time allotment for each step.
A. Reviewing previous lesson or Explore Review Explore Recall that the square of
presenting the new lesson Factoring Using Algebra Multiply. Find the product. a binomial gives a
Tiles (P&P,p. 5) A. Use the distributive 1) 4 • 4 = ______ perfect square trinomial.
Discuss the possible property. 2) 2x • 2x = ______ (a+ b)2=a2 +2 ab+ b2
dimensions of a 1) 5x2(3x2 – xy – 6y2) 3) 8x2y3 • 8x2y3 = ___ (a−b)2=a2−2 ab+b 2
rectangle whose area is 2 1
2) −3 y ( y + y−4)
12 sq units. 3 Find the positive square Review
(Common monomial root. Complete each product
Demonstrate the factoring is the reverse 1) √ 16 = ___ by writing the missing
possible dimensions of a of multiplying a 2) √ 100 x 2 = ___ terms.
rectangle whose area are polynomial by a 3) 3 6
= ___ 1) (x+9)2 = x2+___+ 81
2
a) x – 4x
√ 64 x y
monomial.) Relate the square of x 2) (3x – 4)2
b) x2 + 6x + 8 with the square root of = ___ - 24x + ___
using the algebra tiles. B. Using the FOIL 2
x. 3) (x y – 3z)2
2

method. = x4y2 -___+9z2

Explain how to use the 1) (x + 6)(y + 3) Match the factors in
distributive property to Column A with their
complete the following: products in Column B.
a) x2 + 2x = x(___+ Column A
___) __1) (x+6)(x – 6)
b) 4x2+6x = __2) (y2 – 8)(y2+8)
2x(___+___)
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C. Establishing a purpose for the
lesson
D. Presenting examples/Instances
of the new lesson
__3) (5x – 2y)(5x+2y)
__4) (3x4 – 1)(3x4+1)
__5) (xy3 – z)(xy3+z)
Column B
a) 9x8 – 1
b) x2 – 36
c) x2y6 – z2
d) y4 – 64
e) 25x2 – 4y2
To describe and illustrate To factor polynomials To be able to identify Motivation:
factoring. whose terms have a that the difference of Verify the factors of a
common monomial two squares is the perfect square trinomials
factor and by grouping. product of the sum and by doing this activity.
difference of two terms. “Factoring the Perfect
Square Trinomial”
P&P, page 21
or
Activity 9 “Let’s tile it
up!”, LM p.36
To factor a number Common Monomial Example 1 Work on Activity 10
means to write it as a Factoring Which of the following “Perfect Hunt”, LM p. 37
product of two or more Illustrative examples is a difference of two
numbers. A. Factor completely squares? Discuss illustrative
2
12 = (6) (2) 2x + 10 a. 9x – 64 examples in LM pages
Product factors Solution: b. – 4 + 36x2 37-38
2
Polynomial: 2x + 10 c. 8x – 1
Factoring a polynomial GCF: 2 d. x3 – 9
means writing it as a Remaining Factor: x + 5 Solution:
product of other Factored Form: 2(x + 5) a. -The first & second
polynomials. It is the term is a square.
reverse process of (Note: Solutions can - There is a minus sign
multiplication. also be presented in between them.
2
x + 6 x+ 8=( x+ 4)(x +2) tabular form.) -Yes, this is a
product factors difference of two
Factoring by Grouping squares.
Any polynomial that B. Factor xy+3x+6y +18 b. Yes, – 4 + 36x2 can
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E. Discussing new concepts and
practicing new skills # 1
cannot be written as the Solution: be rewritten as 36x2– 4.
product of two other xy+3x + 6y +18 c. 8x2 is not a perfect
polynomials, except 1 The common factor is square. Thus, 8x2 – 1 is
and -1, is said to be x 6 not a difference of two
prime. x(y+3) + 6(y+3) squares.
The common factor is d. x3 – 9 is not a
A polynomial is said to y+3 difference of two squares.
be factored completely Thus, xy+3x+6y +18 =
when it has been written (x+6)(y+3) Example 2
as a product consisting Factor x2 – 9
only of prime factors. Solution:
Examples: -Find the square roots
5, 11, x, 3x, x+4 of the terms √ x 2 = x
√9 = 3
-Substitute in the
pattern
a2 – b2 = (a + b) (a – b)
x2 – 9 = (x)2 – (3)2
= (x+3)(x – 3)
Modelling: Look for the common Try This Practice Exercises
monomial factor present A. State whether each Do Exercises on page 38
Show using algebra tiles in a polynomial and expression is a of the LM and answer
that 3x and x – 1 are the write the polynomial in difference of two the questions that
factors of 3x2 – 3x. factored form. squares. follow.
Draw the tiles here. 1) x2 – 1 (Modify if you wish)
Complete this table. 2) 25y2 – 10
Show using algebra tiles 1 2 3 4 3) x2 + 36
that2x and 3x + 2 are the 4) 4x2 – y4
factors of 6x2 + 4x. 1. Polynomial 5) 9x3 – 16
Draw the tiles here. 2. Common Monomial
Factor B. Factor.
3. Remaining Factor 1) x2 – y2
4. Factored Form 2) 9x2 – 100
Given: Polynomial 8 2 1 2
3) x y − z
a) 6y – 18 9
b) 10x2 – 5x C. Factor completely
c) m5n2 + mn 1) 18x10 – 32
d) 4x(x + 3) + 5(x+3) 2) 81x3y3 – 49y4x
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F. Discussing new concepts and
practicing new skills # 2
G. Developing mastery
(leads to Formative Assessment )
H. Finding practical application of
e) Are these equations
true?
-4m + 8 = -4(m + 2)
2 – x = -(x – 2)
Fill in the blank with the Factor Group Discussion Determine whether
missing factor that 1.(a+b)(a–3)+(a+b)(a–4)  Is 9x3y6 – 1 a these are perfect square
produces the required 2.(y+3)(y–7)–(y+3)(y+1) difference of two trinomials. If yes, factor
product. squares? Explain. the trinomial.
1) ___ (3x – 7)= 3. Why do you have to  Is x4 –1= (x2+1)(x2–1) 1. y2 + 2y + 1
-15x+35 change the signs of x and completely factored? 2. 4m2 + 12m + 36
2) ___ (8a – 7b) = y when the expression is Explain. 3. 9x6 – 60x3y4 + 100y3
16a2b – 14ab2 to be preceded by a
negative sign such as in Discuss why must the
Factor each of the –x + y = -(x – y)? first and last terms of a
following completely. If perfect square trinomial
the expression is not 4. Why can -5(1 – x) be be both positive.
factorable, write prime. rewritten as 5(x – 1)?
1) 4a + 28 (The first integral
2) 9y – 45 coefficient of an
3) 5y + 27 expression should
always be positive)
Answer Activity 3, Factor completely. Work on Activity 7 Find the missing term in
Message From The King a) 8m3n4 + 4m2n4 “Pair Mo Ko Nyan!”, each case so that the
(Product-Factor b) 4xz – 4yz – x + y LM page 34 expression forms a
Association), c) 6ab+a2b–6–3a Directions: perfect square trinomial
LM, page 29 d) 3xy(3x–y) + 2(3x–y) Form difference of two and give the factor.
e) x2 – xy – 4x + 4y squares problems by 1) m4 + ___ + 121n2
(Note: Modify if pairing two squared 2) a6b8 – 4a3b4c2 +___
needed) quantities, then find
their factors. Factor completely.
a. x2 – 24xy + 144y2
b. 16x4 + 49y6 + 56x2y3
c. 36x10y18 – 8x5y9z +
4/9z2
e. 2x3 + 28x2 + 98x
Cite real-life situation Give a situation that Give your own Do you think there is
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 concepts and skills in daily
living
I. Making generalizations and
abstractions about the lesson
J. Evaluating learning
that describes factoring. describes a polynomial example of a difference such a thing as a perfect
and it can be factored by of two squares from the life or a perfect person?
-common monomial or things you see inside (Sharing - learner’s
-grouping the classroom or at answer may vary)
home.
When can you say that How did you factor How do you know When is a trinomial a
an expression is polynomials whose when a polynomial is a perfect square?
factored? terms have a common difference of two -When two of the terms
monomial factor? squares? are perfect squares, and
An expression is -Determine the A polynomial is a both are positive.
factored when it is numerical and variable difference of two -When the third term,
written as a product of common factor of the squares if it satisfies usually the middle term,
two or more polynomial. these two conditions: is twice the product of
numbers/expressions. -Rewrite the -It is a binomial and the quantities that were
polynomial as a product each term is a square. squared.
of the common factor -there is a minus sign
and the remaining between the two terms. How do you know when
factor. the factors of a perfect
How would you factor square trinomial is a
How did you factor a difference of two square of a sum or
polynomials by grouping? squares? difference of two terms?
-Rearrange the terms To factor a difference
so that the first two terms of two squares, write a 2+2 ab+ b2 ¿(a+ b)2
have a common factor the product of the sum a 2−2 ab+b2 =(a−b)2
and the second two terms and the difference of - (a + b)2 , if the middle
have a common factor. the two quantities sign is positive.
-Remove the common being squared. - (a – b)2, if the middle
factor from each pair of sign is negative.
terms.
-If the two parenthesis
have a common factor,
write the expression as a
product of this common
factor and the remaining
factor.
A. Complete each Factor each of the Factor each of the Factor completely.
statement with the following completely. following expressions a. x12 + 10x6y2 + 25y4
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 correct term or phrase. 1) 18y4 + 30y2 – 42y completely. If an b. 3m4 – 6m3 + 3m2
1) In 2x(x + 3) = 2) 4m6 + 8m8 – 16m10 expression is not c.
2x2+6x, 2x2+6x is called 3
3) 5a (a – 2) – (a – 2) factorable, write prime. 6 9
x6 y3 − x3 y 4 z2 + z4
the ____ 4) x2(x – 8) + 3(8 – x) 1) t2 – 49 5 25
3 2
2) In the expression 5) 10m + 25m - 4m - 10 2) r2 + 4
-5y(2y – 1), 5y and 2y – 3) 16x2y2 – 81
1 are called ______ 4) 7ab4 – 7ac2
5) 2x2 – 50
B. Fill in the blank with
the missing factor that
produces the required
product.
1) ___ (4x + 8)=-x2+2x
2) ___ (2x2 – 3x +6)=
-8x4 + 12x3 – 24x2

C. Factor each of the

following completely. If
the expression is not
factorable, write prime.
1) 28m + 42
2) 3x – 24
3) 3x +6y – 2c

K. Additional activities for Assignment Assignment Assignment: Assignment:

application or remediation Factor these 1. What is wrong with Factor completely
polynomials using the following? 64x2 – 16y2.
algebra tiles. Draw the 5x3 – 5x2 – x – 1
tiles below each = 5x2(x – 1) – 1(x – 1)
polynomial. = (x – 1)(5x2 – 1)
a) 8x2 – 4x 2. Does the expression
b) 2x2 + 10x 2m(m – 1) + 3(1 – m)
have a common
factor? Why do you
say so?

VII. REMARKS

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 VIII. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else
needs to be done to help the students learn? Identify what help your instructional supervisors can provide for you so when you
meet them, you can ask them relevant questions.
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?
Footnote:
This material has been formulated for the benefit of the teachers and learners as reference to ease preparation of learning plan. Yet, you are given the right to make
some changes as your locality/learners need but not the competencies.
Thank you.

REFLECT
Have you watched the movie “A Perfect Life”? Do you think there is such a thing as a perfect life or a perfect person? Contentment comes when you realize that true happiness
does not depend on material conditions. It comes when you accept yourself for who you are, when you are thankful for what you have, and when you value people above things. Are you a
contented and happy person? If not, what is it that you still want? P&P, page 27

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