CURRICULUM MAP OF STANDARDS, LEARNING COMPETENCIES, AND

ASSESSMENTS
NEXT CENTURY MATHEMATICS GRADE 8

LEARNING AREA STANDARD

The learner demonstrates understanding and appreciation of key concepts and
principles of mathematics as applied – using appropriate technology – in problem
solving, critical thinking, communicating, reasoning, making connections,
representations, and decisions in real life.

GRADE 8 LEVEL STANDARDS

The learner demonstrates understanding of key concepts and principles
of patterns and algebra (factors of polynomials, rational algebraic expressions,
linear equations and inequalities in two variables, system of linear equations and
inequalities of two variables); geometry (axiomatic structure of geometry,
triangle congruence, inequalities in a triangle, and parallel and perpendicular
lines); and statistics and probability (probability of simple events) as applied –
using appropriate technology – in critical thinking, problem solving, reasoning,
communicating, making connections, representations, and decision in real life.

QUARTER: FIRST QUARTER

UNIT NUMBER: Unit 1

UNIT TITLE: Factors of Polynomials Number of Meetings: 13 days

CONTENT STANDARD PERFORMANCE STANDARD

The learner demonstrates The learner is able to formulate
understanding of key concepts of real-life problems involving factors of
factors of polynomials polynomials and solve these problems
accurately using a variety of strategies.

CONTENT/RESOURCES
Unit 1: Factors of
Polynomials
1.1 Common Monomial
Factors
CORE UNDERSTANDING
CORE QUESTIONS
Essentials Questions
The learner will keep considering
the following questions:
1. What are patterns without
polynomials?
2. Why are patterns important in
life?
SKILLS
The learner will be able to…
1. Factor completely polynomials
with common monomial
factors; and
2. Solve problems involving
factors of polynomials.

Core Understandings
The learners will understand that…
1. Patterns can make life easy;
and
2. Patterns, rules, observations,
or methodologies facilitate the
solutions to real-life problems.

ASSESSMENT
The teacher will…
a. Diagnose learner’s prior
knowledge and skills in
common monomial
factoring;
b. Administers different
formative assessment
activities to explore, firm
up, deepen, and transfer
understanding of common
monomial factoring; and
c. Conduct different
summative assessment
procedures to determine
the level of understanding
of common monomial
factoring, the result of
which will be made part
of the bases for reporting
learner’s performances.
VALUES/SUBJECT
ACTIVITIES
INTEGRATION
The teacher will… The learner will be able to…
a. Unlock possible difficulties by a. Show focus in assigned tasks
discussing the meaning of in order to concentrate on a
some terminology and particular activity and give it
reviewing prerequisite his/her full attention, and
lessons; discuss with the class “zero in”
b. Provide the learners with on a particular outcome, more
exploratory activities on often than not he/she will be
multiplying polynomials and successful;
its reverse operations to b. Manifest steadfastness in doing
introduce the concepts of assigned tasks in solving
factoring; problems involving factors of
c. Use class discourse in polynomials despite difficulty or
illustrating common monomial delay in achieving success.
factoring;
d. Use guide questions in firming
up skills in common monomial
factoring, and in discussing its
application to measurement
of physical quantity;
e. Encourage the learners to
research on Euclid’s Algorithm
as enrichment;
f. Conduct individual and
cooperative seatwork exercise
activities on common
monomial factoring to check
for understanding;
g. Provide for homework
activities to follow up
learnings on common
monomial factoring; and

CONTENT/RESOURCES
1.2 Factors of Difference of
Two Squares
ASSESSMENT
The teacher will…
a. Diagnoses learner’s prior
knowledge and skills in
factoring difference of two
squares;
b. Administers different
formative assessment
activities to explore, firm
up, deepen, and transfer
understanding factoring
difference of two squares;
and
c. Conduct different
summative assessment
procedures to determine
the level of understanding
of common monomial
factoring, the result of
which will be made part
of the bases for reporting
larner’ performances.
h. Conduct mental math
activities to firm up
understanding of common
monomial factoring.
CORE UNDERSTANDING
SKILLS
CORE QUESTIONS
The learner will be able to…
1. Factor completely polynomials
that are difference of two
squares; and
2. Solve problems involving
factors of polynomials
VALUES/SUBJECT
ACTIVITIES
INTEGRATION
The teacher will… The learner will be able to…
a. Pose a real-life problem a. Absorb the idea that making a
related to factoring lot of difference has a good
difference of two squares effect on a person or situation
and use a set of guide b. Show respect by giving
questions in processing the particular attention to a
activity; discussant.
b. Conduct exploratory
activities to reinforce The teacher will…
understanding of factoring a. Wrap up the discussion on
difference of two squares; factoring completely
c. Encourage the learners to do polynomials that are difference
math communication by of two squares by asking them
formulating their own word to try website interactive
problem with solution exercises.
involving factoring difference
of two squares;
d. Conduct individual and
cooperative seatwork
exercise activities in
factoring difference of two
squares to check for
understanding;
e. Provide homework activities
to follow up learning
difference of two squares;
and
f. Conduct mental math
activities to firm up
understanding factoring
difference of two squares.

CONTENT/RESOURCES
1.3 Factors of Perfect
Square Trinomials
ASSESSMENT
The teacher will…
a. Diagnoses learner’s prior
knowledge and skills in
factoring completely
polynomials involving
perfect square
trinomials;
b. Administers different
formative assessment
activities to explore, firm
up, deepen, and transfer
understanding in roots of
quadratic equations; and
c. Conduct different
summative assessment
procedures to determine
the level of
understanding of roots of
quadratic equations, the
results of which will be
made part of the bases
for reporting learner’s
performances
CONTENT/RESOURCES
1.4 Factors of Quadratic
Trinomials
CORE UNDERSTANDING
SKILLS
CORE QUESTIONS
The learner will be able to…
1. Factor completely polynomials
involving perfect square
trinomials; and
2. Solve problems involving
factors of polynomials.
VALUES/SUBJECT
ACTIVITIES
INTEGRATION
The teacher will… The learner will be able to…
a. Lead the class in recalling a. Value the idea of teamwork –
how to square a binomial, that the combination of all
encourage them to describe team members is stronger
the product in relation to the than any individual working
two factors and vice versa, alone can be, and that if one
and then ask them to give group member is unable to
more examples of trinomials understand, it is the group’s
resulting from squaring a responsibility to help him/her.
binomial;
b. Deepen learners The teacher will be…
understanding of factoring a. Use ICT instructional materials
perfect square trinomial by in facilitating understanding of
exposition and providing factoring completely
more illustrative examples. polynomials involving perfect
c. Level up the discussion on square trinomials.
factoring perfect square
trinomial by modeling the use
of two or more techniques in
factoring;
d. Conduct individual and
cooperative seatwork exercise
activities in factoring perfect
square trinomial to check for
understanding;
e. Provide for homework
activities to follow up
learnings in factoring perfect
square trinomial; and
f. Conduct mental math
activities to firm up
understanding of factoring
perfect square trinomial.
CORE UNDERSTANDING
SKILLS
CORE QUESTIONS
The learner will be able to…
1. Factor completely
trinomials; and
2. Solve problems involving
factors of polynomials.
 ASSESSMENT
The teacher will…
a. Diagnoses learner’s prior
knowledge and skills in
factoring trinomials
completely
b. Administers different
formative assessment
activities to explore, firm
up, deepen, and transfer
understanding factoring
trinomials completely;
and
c. Conduct different
summative assessment
procedures to determine
the level of
understanding factoring
trinomials completely,
the results of which will
be made part of the
bases for reporting
learner’s performances.
CONTENT/RESOURCES
1.5 Factors of Sum or
Difference of Two Cubes
ACTIVITIES
The teacher will…
a. Provide a flashcard drill on
multiplying trinomials and use
this activity as springboard
the discussion of factoring
quadratic trinomial;
b. Pose a geometric area
problem to firm up
understanding on factoring
quadratic trinomials;
c. Lead the class in reviewing
the FOIL method in
multiplying product of two
binomials, show the reverse
process and encourage the
learners to describe the
results, and use these
descriptions in factoring
quadratic trinomials;
d. Discuss how to determine if a
given trinomial is factorable
or not;
e. Conduct individual and
cooperative seatwork exercise
activities in factoring
quadratic trinomials to check
for understanding
f. Provide for homework
activities to follow up
learnings in factoring
quadratic trinomials; and
g. Conduct mental math
activities to firm up
understanding of factoring
quadratic trinomials.
CORE UNDERSTANDING
CORE QUESTIONS
VALUES/SUBJECT
INTEGRATION
The learner will be able to…
a. Practice honesty when
taking paper-and-pencil
test; and
b. Discuss the value of non-
discrimination against any
person on the basis of
race, color, national
origin, sex, age, religion,
or disability and associate
this idea to the lesson on
factorability of quadratic
of trinomials, and that
they should consider the
people around them.
The teacher will be…
a. Integrate ICT
presentations in
developing the concepts
and skills of solving
problems involving factors
of polynomials.
SKILLS
The learner will be able to…
1. Factor completely
polynomials involving sum
or difference