Detailed Lesson Plan No.

1
Learning Area: Mathematics
Quarter: First Quarter
Week: 1-2
Grade Level: 8
Duration: 1 hour and 30 minutes
The learner demonstrates understanding of key concepts of factors of
Content Standard
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
Performance Standard
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.
Learning Competency and its Factors completely different types of polynomials (polynomials with common
Code monomial factor, difference of two squares, sum and difference of two cubes,
perfect square trinomials, and general trinomials). M8AL-Ia-b-1
Key Concept Polynomials, Special Products, Perfect square
At the end of the lesson, students will be able to:
I. LEARNING OBJECTIVES 1. identify the steps on how to factor difference of two squares
2. factor difference of two squares completely
3. manifest perseverance in factoring difference of two squares
II. CONTENT Factoring Difference of Two Squares

Mathematics 8 Learner's Material. Department of Education, 2013.

References Mathematics 8 Teacher’s Guide. Department of Education, 2013.
Nivera, Gladys C. Essay. In Grade 8 Mathematics Patterns and Practicalities.
Makati: Don Bosco Press, 2014.
Resources

III. LEARNING PROCEDURES

A. Preliminary Activities

1. Drill Drill: (Flash cards) PERFECT SQUARE OR NOT

81 49 10x2 36y4
2. Review Do you still remember your Mathematics lessons in grade 7 about perfect
square and special product of sum and difference of two terms?
Recall: Perfect squares are numbers or expressions that can be expressed
to the power of 2.
Examples:
a. 9 = 3 . 3 = 32 Thus, 9 and 4x2 are perfect square.
b. 4x2 = 2x . 2x = (2x)2

Product of the sum and difference of two terms

Symbols/Pattern: (a + b) (a – b) = a2 – b2
3. Motivation GROUP TASK. Group the students in 5 members in each group. Each
group is given a puzzle. Each group assembles the puzzle to reveal the
topic of the day.
B. Developmental Activities

1. Activity Activity 1: Squares of Plus and Minus

Determine the product of each sum and difference of two terms.
(Group the students in 5 members in each group)
1. (x + 1) (x – 1) 4. (x + 7) (x – 7)
2. (x + 8) (x – 8) 5. (x + 3) (x – 3)
3. (x + 4) (x – 4)
2. Analysis The students will answer the following questions.

a. How did you get the product of sum and difference of two terms?
b. Have you observed any pattern?
c. How did you find the activity?
d. Were you able to get the correct answers? If not, what difficulty did you
encounter?

3. Abstraction Remember your Grade 7 Mathematics lesson about the special product specifically
the product of sum and difference of two terms. It says that the product of (a + b)
and (a – b) equals the difference of two squares which is a2 – b2.

(a + b) (a – b) = a2 – b2

Note that when the sum and product of two terms are multiplied (it means, the first
term and second term of the factors are the same but they are different with the
operation, one is + while the other one is –), the answer or result will always be
the difference of two squares of the two terms (square the first term, square the last
term and the operation in between them is –). Therefore, factoring difference of
two squares, you just have to reverse the pattern.

a2 – b2 = (a + b) (a – b)

In using this factoring technique, remember or recall your lesson about the concept
of perfect squares. For example, 81, x2, 49a, and 4y4. These are all perfect square.
Let’s look and learn at the illustration below.

81 = 9.9 = (9)2
x2 = x.x = (x)2
49a2 = 7a . 7a = (7a)2
4y4 = 2y2 . 2y2 = (2y2)2

Let us now know and learn how to factor difference of two squares by examining at
the given examples below.

Example 1: Write x2 – 4 in completely factored form.

Step 1: Express the first and the second term in exponential form with a
power of 2.

x2 = x.x = (x)2
4 = 2.2 = (2)2

Step 2: Subtract the two terms in exponential form following the pattern
a2 – b2.

(x)2 – (2)2

Step 3: Factor completely following the pattern a2 – b2 = (a + b) (a – b)

 (x+2)(x–2)

So, the complete factored form is, x2 – 4 = (x)2 – (2)2 = (x+2)(x–2).

Example 2: Write 25a2 –16b2 in completely factored form.

Step 1: Express the first and the second term in exponential form with a
power of 2.

25a2 = 5a . 5a = (5a)2
16b2 = 4b . 4b = (4b)2

Step 2: Subtract the two terms in exponential form following the pattern
a2 – b2.

(5a)2 – (4b)2

Step 3: Factor completely following the pattern a2 – b2 = (a + b) (a – b)

(5a +4b)( 5a –4b)

So, the complete factored form of 25a2 –16b2 is,

25a2 –16b2 = (5a)2 – (4b)2 =(5a +4b)( 5a –4b)

Example 3: Write a4b2 –49 in completely factored form.

Step 1: Express the first and the second term in exponential form with a
power of 2.

a4b2 = a2b . a2b = (a2b)2

49 = 7.7 = (7)2

Step 2: Subtract the two terms in exponential form following the pattern
a2 – b2.

(a2b)2 – (7)2

Step 3: Factor completely following the pattern a2 – b2 = (a + b) (a –b)

(a2b + 7)( a2b –7)

So, the complete factored form of a4b2 –49 is,

a4b2 –49 = (a2b)2 – (7)2 =(a2b + 7)( a2b –7)

Based on the examples illustrated, these are the steps in factoring difference of two
squares:

Step 1: Express the first and the second term in exponential form with a
power of 2.

Step 2: Subtract the two terms in exponential form following the pattern
a2 – b2.

Step 3: Factor completely following the pattern a2 – b2 = (a + b) (a –b)

Notice that there are cases where after expressing each term as a power 2, the resulting
numbers or expressions can still be factored further. This is when the results or answers
are still perfect squares. Thus, there is a need to inspect or examine thoroughly and
 ensure that all terms are completely factored.

Consider the example below.

Example 4: Write 3w2 –48 in completely factored form.

Solution:
Apparently, it seems like the given binomial is not factorable using sum and
difference of two terms since the terms are not perfect squares. Notice that the first
and second terms of the binomial have a common factor of 3. Therefore, the
binomial can be factored using a combination of Greatest Common Monomial Factor
(GCMF) and the sum and difference of two terms.

Find the GCF of the terms and write it in factored form.

3w2 –48 = 3(w2 –16)

Observe that w2 –16 is a difference of two squares. Thus, it can be factored

as

(w2 –16) = (w)2 –(4)2 = (w+4) (w–4)

Thus, the complete factored form of 3w2 –48 is

3w2 –48 = 3 (w+4) (w–4)

Based on the examples presented, can you now independently factor difference of
two squares?

How will you factor the difference of two squares? Write the step-by-step process.
What are the things we need to remember in factoring difference of two squares?

4. Application The groupings in the Activity 1 are the same in this activity.
The task of every group is to
One representative in each group will present their answer in front
of the class.

Activity 2: FACTOR STEP BY STEP

Write the following in completely factored form.

1. 9x2 – 4
2. x2 – y2
3. e2 – 121d2
4. w2 – 36

Problem Solving:
The combined area of two squares is 20 square centimeters. Each side of
one square is twice as long as a side of the other square. Find the lengths
of the sides of each square.

IV. EVALUATION Quiz Part 1: Turn Whole into Parts

(x–9) ( 5x – 1) ( 4x– 9y) (9x+20y2) ( 2x– 7 ) ( 4x2 – 9 )

( 4x+9y) ( 2x + 7 ) (x+9) ( 5x + 1) (9x–20y2) ( 4x2 + 9 )

1. x2 – 81 = __________________________________
2. 4x2 – 49 = __________________________________
 3. 16x2 – 81y2 = __________________________________
4. 25x2 – 1 = __________________________________
5. 81x2 – 400y4 = __________________________________

Quiz Part 2: Factor Completely

1. 4x2 – 9
2. 36x6 –25
3. x2 – 36
4. 169n2 – 64
5. 144p2 – 100q2

V. ASSIGNMENT/AGREEMENT Mr. L. Torino has just recently decided to buy a piece of land in Barangay
Talomo Proper, Davao City. According to the land surveyor, the lot is in a
rectangular shape with an actual area of 9x2 – 64 square meters. Mr. JL
Torino wants to know the actual possible dimensions of the lot but the land
owner only claims that the length of the rectangular lot is more than 16
meters of its width. You are going to present to Mr. L. Torino about the
actual possible dimensions of the lot by showing the mathematical details
accurately and compare it against the claim of the land owner.
Your presentation will be judged by the following criteria:
• Accuracy of Computations (10 points)
• Explanation (10 points)
• Neatness, Clarity and Organization (10 points)
VI. REFLECTION

A. Number of learners who earned 80% in the evaluation.

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B. Number of learners who require additional activities for remediation who scored below 80%.

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C. Did the remedial lessons work? Number of learners who have caught up with the lesson.

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D. Number of learners who needs to continue to remediation.

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E. Which of my teaching strategies works well? Why did these work?
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JOHN ERIC A. TORINO

BSED-MATHEMATICS