School National Teachers College Grade Level Eight (8)

GRADE 8
Teacher Nera, Phil Harold P. Learning Area Mathematics
DAILY LESSON LOG
Teaching Dates & Time Quarter First

Days DAY 1
 Identify how to factor difference of two squares.
I. OBJECTIVES  Follow the steps in factoring difference of two squares.
 Show their ability to factor difference of two squares.

A. Content Standards The learner demonstrates understanding of key concepts of factoring the difference of two squares.

B. Performance Standards The learner is able to formulate real-life problems involving factoring the difference of two squares.

M8AL-Ia-b-1
C. Learning Competencies/ Factors completely different types of polynomials (polynomials with common monomial factor,
Objectives difference of two squares, sum and difference of two cubes, perfect square trinomials, and general
Write the LC code for each trinomials).

II. CONTENT Factoring the Difference of Two Squares

III. LEARNING RESOURCES

A. References Grade 8 Mathematics ( Pattern and Practices)

1. Teacher’s Guide pages

2. Learner’s Materials pages

3. Textbook pages 16-20

4. Additional Materials from Projector, Laptop

Learning Resource (LR) portal
K to 12 Conceptual Math & Beyond 8
B. Other Learning Resources Pages (45-48)

IV. PROCEDURES
A. Reviewing previous lesson or Determine the product of the following:
presenting the new lesson

B. Establishing a purpose for the
lesson
1. (x + 6) (x – 6)
2. (5x + 2y) (5x – 2y)
3. (3𝑥 2 + 1) (3𝑥 2 − 1)
When multiplying the sum and the difference of the same two terms, the result will be the square of
the first term minus the square of the second term, without middle term. Let’s try our example.
1. (x + 6) (x – 6) = 𝑥 2 − 36
2. (5x + 2y) (5x – 2y) = 25𝑥 2 − 4𝑦 2
3. (3𝑥 2 + 1) (3𝑥 2 − 1) = 9𝑥 4 − 1
Recall that the product of the sum and difference of two terms equals to Difference of the squares of
the terms.
In mathematical symbol :
(𝑎 + 𝑏)(𝑎 − 𝑏) = 𝑎2 − 𝑏 2
𝑎2 − 𝑏 2 = (𝑎 + 𝑏)(𝑎 − 𝑏)

For our lesson today, the concept of multiplying the sum and the difference of the same two terms,
will be extended to Factoring the Difference of Two Squares.
We can say if the polynomial is a difference of two squares if it satisfies these two conditions:

 It is a binomial and each term is a square.

 There is a minus sign between the two terms.

C. Presenting examples/instances of Let us consider our first example. Which of the following is a difference of two squares?
the new lesson
a. 9𝑥 2 − 64 b. -4 + 36𝑥 2 c. 8𝑥 2 − 1 d. 𝑥 3 − 9
Solution:
a. The first term is a square.
The second term is a square.
There is a minus sign between them.
Yes, this is a difference of two squares.
 b. -4 + 36𝑥 2 can be rewritten as 36𝑥 2 - 4 and 36𝑥 2 = (6𝑥)2 and 4= 22 . Since there is a minus
sign between the rems, it is a difference of two squares.
c. 8𝑥 2 is not a perfect square. Thus, 8𝑥 2 − 1 is not a difference of two squares

𝑥 3 is not a perfect square since the exponent of the variables is an odd number. So, 𝑥 3 − 9 is not a
difference of two squares.

We can now proceed to our main topic how we factor the difference of two square.
𝑎2 − 𝑏 2 = (𝑎 + 𝑏)(𝑎 − 𝑏)
In factoring difference of two square we need to follow this two steps:
 Take the positive square roots of each of two squares.
 Form the two factors, using the square roots. One factor is the sum and the other factor is
the difference of the square roots.

Example 2
Factor the following difference of two square.
1
a. 𝑥 2 − 9 b. 4𝑥 2 − 25 c. 36𝑥 6 𝑥 4 − 4

D. Discussing new concepts and Solutions:

practicing new skills #1 a. Find the square roots of the terms.
√𝑥 2 = 𝑥 since x * x = 𝑥 2
√9 = 3 since 3 * 3 = 9
Substitute in the pattern.
𝑥 2 − 9 = (𝑥)2 − (3)2
= (x + 3) (x – 3)
b. Find the square roots of the terms.
√4𝑥 2 = 2𝑥 since 2x * 2x = 4𝑥 2
√25 = 5 since 5 * 5 = 25
Thus, 4𝑥 2 − 25 = (2𝑥)2 − (5)2
= (2x + 5) (2x – 5)
c. Find the square roots of the terms.
 √36𝑥 6 𝑥 4 = 6𝑥 3 𝑥 2 since 6𝑥 3 𝑥 2 * 6𝑥 3 𝑥 2 = 36𝑥 6 𝑥 4
1 1 1 1 1
√ = since 2 * 2 = 4
4 2
1 1
b. Thus, 36𝑥 6 𝑥 4 − = (6𝑥 3 𝑥 2 )2 − ( )2
4 2
1 1
= ((6𝑥 𝑥 ) + 2) ((6𝑥 3 𝑥 2 )2 – 2)
3 2 2

The order of writing the factors is not important since the multiplication is commutative.

It is possible to factor out a common monomial factor and using the pattern of difference of two
squares on the same polynomial.
Example 3
Factor completely.

a. 18𝑥10 − 32 b. 81𝑥 3 𝑦 2 − 49𝑥𝑦 4 c. (2x − 1)2 − 16

Solutions:
a. 18𝑥10 − 32 = 2(9𝑥10 + 16) Factor out 2

=2 (3𝑥 5 + 4) (3𝑥 5 − 4) Factor the resulting difference of two squares.

E. Discussing new concepts and
practicing new skills #2
b. 81𝑥 3 𝑦 2 − 49𝑥𝑦 4 = 𝑥𝑦 2 (81𝑥 2 − 49𝑦 2 ) Factor out 𝑥𝑦 2
= 𝑥𝑦 2 (9𝑥 − 7𝑦)(9𝑥 + 7𝑦) Factor the resulting difference of two
squares.

c. The square root of (2x − 1)2 is 2x – 1

2
√(2x − 1)2 = (2x − 1)2 = 2x-1

Thus, (2x − 1)2 – 16 = (2x − 1)2 − (4)2

= [ (2x -1) + 4 ] [(2x -1) - 4 ]

F. Developing mastery
(Leads to Formative Assessment 3)
H. Finding practical applications of
concepts and skills in daily living
I. Making generalizations and
abstractions about the lesson
J. Evaluating learning
K. Additional activities for
application or remediation
V. REMARKS
VI. REFLECTION
= (2x + 3) (2x – 5)
Seatwork:
Factor completely.
1. 5𝑥 3 + 5𝑥
2. 36𝑥 3 𝑦 5 − 𝑥𝑦𝑧 6
3. (3𝑚 − 4)2 − 64
Factoring refers to the separation of a formula, number or matrix into its component factors.
Factoring polynomials is a useful skill in life. It can be used when dividing something into equal
pieces, exchanging money, or even calculating your travel time. In finance, This is used in
accounting when the present value of assets must be determined. It is used in asset (stock)
valuation.
In factoring the difference of two squares:
 We can use the special multiplication pattern
(𝑎 + 𝑏)(𝑎 − 𝑏) = 𝑎2 − 𝑏 2
𝑎2 − 𝑏 2 = (𝑎 + 𝑏)(𝑎 − 𝑏)
 We can use both factoring out the common monomial factor and difference of two squares
pattern on the same polynomial
 The sum of two squares, 𝑎2 + 𝑏 2 , is not factorable using integers.
Factor each polynomial completely.
1. 8𝑥 2 + 32
2. 𝑥 3 − 25𝑥
3. 45𝑥 2 − 36𝑥𝑦
4. 𝑥 4 − 81
1. 3𝑥 3 + 48𝑥
A. No. of learners who earned 80%
in the evaluation
B. No. of learners who require
additional activities for remediation
C. Did the remedial lessons work?
No. of learners who have caught up
in 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 used/discover which I
wish to share with other teachers?