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QUARTER I
Week 1

Subject: MATH Grade Level: 8

Date: __________________ Day 5
Demonstrates understanding of key concepts of factors of
Content Standard
polynomials (general polynomial)
Is able to formulate real-life problems involving factors of
Performance Standard
polynomials (general polynomial)
Factors completely different types of polynomials
Competency
(general polynomial), M8AL-Ia-b-1
I. OBJECTIVES
Knowledge:  Illustrates general polynomial
Skills:  Factors completely general polynomial
Attitude:  Displays cooperation in group work activity
II. CONTENT Factoring with common monomial factor

III. LEARNING RESOURCES

A. References

1. Teacher’s Guide Teacher’s Guide (TG) in Mathematics 8, pp. 32 – 34

Pages

2. Learner’s Learner’s Module (LM) in Math 9, pp. 30 – 32

Materials Pages

3. Textbook Pages Our World of Math (Textbook) in math 8, pp. 15 - 17,

Moving Ahead With Mathematics 8, pp. 202 - 206
Elementary Algebra, pp. 185 - 187
4. Additional Cardboard
Materials
5. Learning Resources
(LR) portal

B. Other Learning
Resources

IV. PROCEDURES
A. Reviewing or ACTIVITY: TILE ONCE MORE!
presenting the new The teacher will:

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lesson a. Group the students into five.

b. Prepare cut outs of cardboard with the following
measure 3x3 (4pcs) and labeled x2 as its area,
3inx1in (8pcs) and labeled x as its area, and 1x1
(10pcs) labeled 1 to represents its area.
Instructions:
Form a rectangle using the algebra tiles. Use only
tiles that are required in your group.

GROUP 1: 1 big tile, 5 rectangular tiles, and 6 small

square tiles.
GROUP 2: 1 big tile, 6 rectangular tiles, and 8 small
square tiles
GROUP 3: 2 big tiles, 7 rectangular tiles, and 5 small
square tiles.
GROUP 4: 3 big tiles, 7 rectangular tiles, and 4 small
square tiles
GROUP 5: 4 big tiles, and 7 rectangular tiles, and 3 small
tiles.

Questions:
1. How did you find the activity?
(Answers may vary)
2. What is the total area of each figure?
(Answer may vary)
3. Using the sides of the tiles, write all the
dimensions of the rectangles.
(Answer may vary)
B. Establishing a
purpose for the lesson Motive Questions:
Based on the previous activity;
1. What is being formed when you combined all the
dimensions of each tile?
Ans. Three
2. What have you observe on the figure formed?
Ans. The figure forms a square.
3. What is the degree of the polynomial formed?
4. Is it possible to find the unknown quantities in
geometric problems?
(Answer may vary)
C. Presenting examples ACTIVITY: Let’s Analyze.
of the new lesson Note: teacher will guide the learner.

Factor x2 + 7x + 12

Solution

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We need to fill in the blanks with two numbers whose

sum is 7 and whose product is12.
(x __ ___)(x ___ __)
This can be done by setting up a table showing possible
numbers.
Product Sum
1(12) = 12 1 + 12 = 13
2(6) = 12 2+6=8
3(4) = 12 3+4=7
Questions:
1. What are the two numbers?
Ans. 7 and 12
2. How the two terms obtain?
Ans. through finding the product and sum of the
two numbers.
3. What have you observe on the numerical
coefficient of the quadratic term?
Ans. the numerical coefficient of the quadratic
term is1.
4. What about if the numerical coefficient of the
quadratic term is greater than 1?
D. Discussing new ACTIVITY: HELP!
concepts and
practicing new skills John factored 3x2 – 12x – 15 as (x + 1)(x-5). Edwin told
#1 him that her answer is wrong.

Help John find the correct factors.

(Note: teacher will guide the students to find the correct
answer.)

Questions:
1. Where did John’s solution go wrong?
Ans. Factors must not be ommitted
2. What is the correct answer?
Ans. 3(x + 1)(x – 5)
3. How factors of general trinomial obtain?
E. Discussing new DISCUSSION
concepts and
practicing new skills
#2 The teacher will discuss the definition and other concepts
of factoring perfect general trinomial. (Refer to
Worksheet –Discusssion)

F. Developing Mastery
For developing the mastery of the learner please refer
worksheet-developing mastery

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The teacher may elaborate responses of the learners.

G. Finding practical
applications of Ask each group to give example where the concepts of
concepts and skills in factoring applied in real situations.
daily living Note: teacher must lead the student’s concept.

H. Making Questions:
Generalizations and 1. Illustrates general trinomial?
abstractions about
2. How general trinomial factored?
the lesson
3. In real life situation, does the concept of
factoring general trinomial can be applied?
I. Evaluating learning ACTIVITY: INDIVIDUAL WORK

Factors each expressions. Possible Answer

1. x2 - 16x + 64 = (x – 8) (x – 8)
2. 16x2 - 56x + 49 = (4x -7) (4x-7)
3. 25x2 + 20xy + 4y2 = (5x + 2y) (5x +2y)
4. 2x2 + 12x + 10 = 2(x + 5)(x + 1)
5. 3x2 - 6x - 72. = 3(x + 4) (x – 6)

J. Additional
Activities for Note: For additional activities, please refer to attachment
application or worksheets.
remediation

V. REMARKS

VI. REFLECTION

A. No. of learners who A. ____No. Of learners who earned 80% in the

earned 80% in the evaluation.
evaluation
B. No. of learners who B. ____No. Of learners who require additional activities
require additional for remediation.
activities for remediation
C. Did the remedial C. Did the remedial lessons work? ____No. of Learners
lessons work? No. of who have caught up the lesson.
learners who have caught
up the lesson
D. No. of learners who D. ____No. of learners who continue to require
continue to require remediation
remediation

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E. Which of my teaching Stragegies used that work well:

strategies worked well? ___Group collaboration
Why did these work? ___Games
___Powerpoint Presentation
___Answering preliminary activities/exercises
___Discussion
___Case Method
___Think-Pair-Share(TPS)
___Rereading of Paragraphs/Poems/Stories
___Differentiated Instruction
___Role Playing/Drama
___Discovery Method
___Lecture Method
Why?
___Complete Ims
___Availability of Materials
___Pupil’s eagerness to learn
___Group member’s Cooperation in doing their tasks
F. What difficulties did I ___Bullying among pupils
encounter which my ___Pupil’s behavior/attitude
principal and supervisor ___Colorful Ims
help me solve? ___Unavailale Technology
Equipment (AVR/LCD)
___Science/Computer/Internet Lab
G. What innovation or
localized I used/discover
which I wish to share
with other teacher?

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ATTACHMENT

DISCUSSION

FACTORING GENERAL TRINOMIAL

To factor general trinomial, transform the expression as a product of two binomials.

Discuss on how to factor general trinomial.

Example: factor 4x2 + 5x – 6

Solutions:

1. Multiply the coefficient of x2 and the constant term.

4(-6) = -24
2. Find the factor pair whose product is the number obtained in step 1, and whose sum
is the coefficient of x, the middle term.

It can easily verified that by listing the factor pairs of -24 and finding the pair
whose sum is 5, the required number pair is 8 and -3 since 8(-3) = -24 and 8 + (-3)
= 5.
3. Rewrite the given expression by replacing the coefficient of x with the number pair
from step 2.
4x2 +5x – 6 becomes 4x2 + 8x – 3x – 6
4. Using the last expression, factor the first two terms and the last two terms. Note
that an expression with common binomial factor is obtained.

4X2 + 8x -3x – 6 = (4x2 + 8x) + (3x – 6)

= 4x(x + 4) - 3(x + 2)

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= (x + 2) (4x - 3)

ATTACHMENT

DEVELOPING MASTERY

TEACHER…

To further develop the understanding of the leaner on this factoring technique,

you can do the bingo game. Write on a strip the polynomials below and place them on
container. Draw the strip and read it in class, give the students time to factor the
polynomials.

1. n2 – n – 20
2. n2 + 5n + 6
3. n2 – 4n – 32
4. n2 – n – 42
5. n2 + 9n + 18
6. n2 + 11n + 18
7. n2 + 17n + 72
8. n2 – 12n + 35
9. n2 – 8n – 48
10. n2 + 14n – 32
11. n2 – 17n + 72
12. n2 + 9n + 8
13. n2 + 10n + 24
14. n2 – 2n – 48
15. n2 + 11n + 24

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Note: this can only be used if needed.

ATTACHMENT

WORKSHEET

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