Module 2: Problem Solving Involving Factors of

Polynomials

8
Mathematics
First Quarter – Module 2:

Problem Solving Involving Factors

of Polynomials

Grade 8 Mathematics 1
 Module 2: Problem Solving Involving Factors of
Polynomials

Mathematics - Grade 8
Alternative Delivery Mode
Quarter 1 – Module 2: Problem Solving Involving Factors of Polynomials
First Edition, 2020
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Published by the Department of Education
Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio

Development Team of the Module

Writers : Edwin P. Cuizon

Editors : Pamela A. Rodemio

Reviewers: Dr. Anecita U. Mendez (Moderator)

Mr. Carmelito M. Lauron Sr.
Illustrators and Layout Artist: Myrna P. Soco

Management Team
Schools Division Superintendent:
Dr. Marilyn S. Andales, CESO V
Assistant Schools Division Superintendent:
Dr. Cartesa M. Perico
Dr. Ester A. Futalan
Dr. Leah B. Apao
Chief, CID: Dr. Mary Ann Flores
EPS in LRMDS: Mr. Isaiash T. Wagas
EPS in Math: Dr. Pamela A. Rodemio

Printed in the Philippines by:

Department of Education – Region VII, Division of Cebu Province Office
Office Address: IPHO Bdlg. Sudlon, Lahug, Cebu City
Telefax: (032) 255-6405
Email Address: cebu.province@deped.gov.ph

Grade 8 Mathematics 2
 Module 2: Problem Solving Involving Factors of
Polynomials

8
Mathematics
First Quarter – Module 2:

Problem Solving Involving

Factors of Polynomials

Grade 8 Mathematics 3
 Module 2: Problem Solving Involving Factors of
Polynomials

Introductory Message

This module is carefully designed to continually facilitate learners to achieve

mastery on the Most Essential Learning Competencies and develop their 21st
century skills. This module consists of essential components developed
appropriately for self-instructional mode of learning. The components come in
various developmental purposes that are designed to diagnose (pretest), recall
and associate (review), discuss, explain and even provide practice activities,
enrichment tasks, assessments and answer keys.

Upon taking the pretest, determine whether you need to take or skip this
module. At 100% accuracy, you possess the mastery of the topic in the module;
hence, you don’t need to take it and you may choose to proceed to the next
module. At 99% and below, you are recommended to undertake the module to
acquire the necessary skills.

Though allowed, adult supervision is limited only to aid in

accomplishing this module. It is highly recommended that YOU, the learner,
should try to engage independently in doing the different tasks for you to
become a critical thinker and problem solver which are the twin goals of
Mathematics.

May this module be utilized to its fullest extent in the purpose of

learning the competencies construed as Most Essential for a learner in this level.

God bless and enjoy learning!

PAMELA A. RODEMIO
Education Program Supervisor – MATH
Grade 8 Mathematics 4

Grade 8 Mathematics 4
 Module 2: Problem Solving Involving Factors of
Polynomials

Problem Solving Involving Factors of

Polynomials

Most Essential Learning Competency:

Solves problems involving factors of polynomials M8AL-Ib-2.

What I Need to Know

In this lesson the learner:

1. discusses the steps in problem solving;
2. solves the problem applying the steps; and
3. shows determination in solving word problems.

What I know

Directions: Analyze each item and choose the letter of the correct answer.

1. Which of the following is the first step in solving a word problem?

a. Carry out the plan (Solve) c. Devise a plan (Translate)
b. Understand the problem d. Look back (Check and interpret)
2. Which is the correct sequence in solving word problems?
i. Devise a plan ii. Look back iii. Carry out the plan
a. i, ii, iii b. ii, i, iii c. i, iii, ii d. iii, I, ii
3. What step should be done before carrying out the plan in solving word problems?
a. Carry out the plan (Solve) c. Devise a plan (Translate)
b. Understand the problem d. Look back (Check and interpret)
4. What will you do, if one of the values of the variable is negative?
a. neglect b. considers as answer c. double check d. None of these

Use the statement below to answer numbers 5 & 6.

The product of two consecutive even integers is 528.

5. Which of the following equations below can be used to solve the problem?
a. n(2n) =528 b. n(n2) =528 c. n (n+1) =528 d. n(n+2) =528
6. What are the two consecutive even numbers?
a. 22 & 24 b. 24 & 25 c. 24 & 26 d. 22 & 26
7. The area of a rectangle is x2 - 3x -10. If the side’s length is x − 5, what expression can
represent the width?
a. x − 5 b. x − 2 c. x + 5 d. x + 2
8. The product of two consecutive integers is 5 less than 5 times their sum. What
are these two integers?
a. 0, 1 b. 9, 10 c. 0, 1 or 10, 11 d. 0, 1 or 9, 10

Grade 8 Mathematics 1
 Module 2: Problem Solving Involving Factors of
Polynomials

9. The length of a rectangle is 2 ft more than twice the width. The area of the
rectangle is 40 ft2. Find the length and the width of the rectangle.
a. 8 ft & 5 ft b. 6 ft & 7 ft c. 4 ft & 10 ft d. 2 ft & 20 ft.
10. One number is three times the other number and their product is 108. What is the
larger number?
a. 3 b. 5 c. 18 d. 36
11. Which of the following trinomials can be represented by a rectangle?
a. y 2 + 3y + 12 c. y 2 + 8y + 15
b. y 2 + 12y + 5 d. y 2 + 14y + 3
12. If the area of the square is x2 -10x +25 sq. meter, which of the following below could
be the side?
a. x-2 b. x-5 c. x+5 d. x-10
13. The side of a square is (2x – 1) cm. What is its area?
a. (2x2 – 4x+1) cm2 c. (4x2 – 4x + 1) cm2
2
b. (4x + 4x + 1) cm 2
d. (4x2 + 4x – 1) cm2
14.The area of a square is represented by the trinomial 9a2 + 12ab + 4b2. Determine
the expression for the perimeter of the square.
a. 3a + 2b b. 12a +8b c. 9a + 4b d. 36a + 16b
15. A rectangle has length of 5x and a width of 2x. Strips of width x - 2 are cut
from the rectangle as shown. Write an expression that can represent the
area of the remaining rectangle.

a. 4x2 +10x +4 sq.units c. 18x2 -18x +4 sq.units

b. 4x2 -10x +4 sq.units 2
d. 18x +18x +4 sq.units

Grade 8 Mathematics 2
 Module 2: Problem Solving Involving Factors of
Polynomials

Lesson: Problem Solving involving Factors of

Polynomials
What’s In

Factors the following

1. 4x2 – 14x
2. S2 – 16
3. 4p2-12p +9
4. d3 + 64
5. a2 -2a - 24

What’s New

Solve the following problems

1. The difference of two numbers is 3. Their product is 10. What are the two
numbers?
2. Find three consecutive integers such that the product of the first two is 20 less
than the product of the last two.
3. The length of a rectangle is 6cm more than its width. The area of the rectangle is
55 cm².
4. A photocopier manufacturer finds that the revenue R in thousands of pesos from
the sale of “x” photocopiers is given by R(x) = 5x² + x. If the cost C, in thousands
of pesos, of producing “x” photocopiers is given by C(x) = 4x² + 13x + 16, how
many photocopiers must be produced and sold in order for the manufacturer to
break even?

What is It

In this section, we are going to apply the techniques you learned from the previous
lessons about solving word problems. In solving problems, some steps can be followed in order
to get the correct answer. Here are sample steps you may follow;

Steps in Solving Math Problems:

1. Understand the problem; this is an important step in solving word problem that will help
you figure out what you need to solve. To understand the problem, you must read the
word problem carefully and analyze it.

2. Devise a plan (Translate); these are the probable options you may use to solve the problem
based on your understanding.

3. Carry out the plan (Solve);you will now perform your plans or selected options to solve the
problem.

4. Look back (Check and interpret)- This is the step where you can check or validate if you
have understood and applied the given in the problem.

Grade 8 Mathematics 3
 Module 2: Problem Solving Involving Factors of
Polynomials

Number Problem 1. The difference of two numbers is 3. Their product is 10. What
are these numbers?
Problem
Solutions.

Step 1: Understand the problem.

Let x = first number

Then x + 3 = second number Since their difference is 3.

Step 2: Devise a plan (translate).

Their product is 10. Remember, it is incorrect to say that x = 10 or x + 3 = 10.
x(x + 3) = 10
Step 3: Carry out the plan (solve).

x(x + 3) =10
x2 + 3x = 10
2
x + 3x -10 = 0
(x -2) (x + 5) = 0
x – 2= 0 x + 5 =0
x=2 x = -5

Therefore, the first number is 2 and the second number is 2 + 3= 5. Thus, the first number is -5
and the second number is -5 + 3 = -2

Step 4: Look back (check and interpret).

If we subtract 5 and 2 the difference is 3 and when we multiply 5 and 2 the

product is 10.
Therefore, if we subtract -2 and -5 the difference is 3 and when we multiply
-2 and -5 the product is 10

Therefore, the two numbers are 5 and 2, and the other pair is -2 and – 5.

Problem 2. Find three consecutive integers such that the

Consecutive
product of the first two numbers is 20 less than the product
Integer Problem of the last two numbers.

Solution.
Step 1: Understand the problem.

Let x, x + 1, x + 2 represents the three consecutive integers.

Then x (x+1) represents the product of the first two
integers and (x + 1) (x + 2) represent the product of the
last two integers.

Grade 8 Mathematics 4
 Module 2: Problem Solving Involving Factors of
Polynomials
Step 2: Devise a plan (translate).

Grade 8 Mathematics 5
 Module 2: Problem Solving Involving Factors of
Polynomials

The product of IS 20 less the product of the

the first two than last two

Step 3: Carry out the plan (solve). Step 4: Look back (check and interpret).
x ( x + 1) = ( x + 1) ( x + 2) – 20 The product of the first two (9)(10)=
90,
x² + x = x² + 3x + 2 – 20 while the product of the second two
-2x = -18 (10) (11) =110 and their difference is 20.
x=9 Therefore the consecutive numbers
x=9 First Number are 9, 10, and 11.
x + 1 = 10 Second umber
x + 2 = 11 Third Number

Geometry The following is a collection of facts about geometric figures that

Problem can be applied to solve the word problems in this lesson.

Rectangle Square
Area = lw Area = s²
Perimeter = 2l + 2w Perimeter = 4s

Triangle
Area = 1 bh
2
Perimeter = a + b + c

In solving word problems about geometric figures, draw the figures and label the given
information on them.

Problem 3. The length of a rectangle is 6 cm more than its width. The area of the rectangle is 55
cm². What are their dimensions?

Solution:
Step 1: Understand the problem.

There are two unknown numbers, the width and the length.

Area = 55 w Step 2: Devise a plan (translate).

The area of the rectangle is 55 cm²
w(w + 6) = 55
w+6

Step 3: Carry out the plan (solve).

w² + 6w = 55
w² + 6w – 55 = 0
(w – 5)(w + 11) = 0
width w = 5 cm w = -11 Disregard -11, since there is no
negative dimension.
length = w + 6 = 5 + 6 = 11 cm
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 Module 2: Problem Solving Involving Factors of
Polynomials

Step 4: Look back (check and interpret).

The length and width of the rectangle are 11cm and 5cm which has an area of 55 cm2.

Problem 4. A photocopier manufacturer finds that the revenue R in

Real- life thousands of pesos from the sale of “x” photocopiers is given by R(x) = 5x²
Problem + x. If the cost C, in thousands of pesos, of producing “x” photocopiers is
given by C(x) = 4x² + 13x + 64, how many photocopiers must be produced
and sold in order for the manufacturer to break even?
Solutions:
Step 1: Understand the problem.
“Break even” means that the revenue is equal to the cost.
Let “x” = the number of photocopiers that need to be produced and be sold to break even.

Step 2: Devise a plan (translate).

Revenue = Cost

5x² + x = 4x² + 13x + 64

Step 3: Carry out the plan (solve).

5x² + x = 4x² + 13x + 64
5x² - 4x² + x – 13x – 64 = 0
x² - 12x – 64 = 0
(x – 16)(x + 4) = 0 Factor,
x – 16 = 0 x+4=0 Equate each factor to zero and solve for “x”
x = 16 x = -4
Since the number of photocopiers cannot be negative, the number of photocopiers
that were produced and sold was 16.

Step 4: Look back (check and interpret).

R(x) = 5x² + x C(x) = 4x² + 13x + 64

R(16) = 5(16)2 +16 C(16) = 4(16)2 +13(16) +64
= 1, 280 +16 = 1, 024 + 203 + 64
= 1, 296 = 1, 296

“Break even” means that the revenue is equal to the cost.

What’s More

A. Independent Activity 1
Analyze and solve the following:
1. The market stalls were renovated. Previously, the space was divided into square
stalls. The new plan for each stall is 40 cm greater in length and 40 cm shorter in width.
a. Write an expression that shows the new area of each stall.

Grade 8 Mathematics 7
 Module 2: Problem Solving Involving Factors of
Polynomials

b. Write your expression as a polynomial.

c. If the dimensions of each old market stall were 2 meters by 2 meters, what would be
the area of the new space?

B. Independent Assessment 1
Analyze and solve this problem.

1. The area of a rectangle is expressed as 4x² + 5x – 6.

a. What is the length of the rectangle if its width is x + 2?

b. If x = 8 cm, find the length, width, and area of the rectangle.

C. Independent Activity 2
Analyze and solve the following.
1. What are these 2 numbers whose difference is 6 and their product is 27?

2. Find three consecutive integers such that the product of the first two is 12 more than the
product of the last two.

D. Independent Assessment 2
Solve the given problem.

1. One square has a side of 2 m longer than the side of the second square. The area of
the larger square is 16 times bigger than the area of the smaller square. What is the
length of the sides of each square?

E. Independent Activity 3
Directions: Analyze each item and choose the letter of the correct answer.
Use the given problem to answer numbers 1 to 4.
The length of a rectangle is four more than twice its width. Find the dimensions if its area is
160 square centimeters.
1. Which of the following represent the first step?
a. Width = w, Length = 2w +4 c. Width = w, Length = 4w +2
b. Width = 2w+4, Length = w d. Width = 4w + 2, Length = w
2. Which of the following is the second step?
a. Area = 160 cm2, w(2w+4)=160 c. Area = 160 cm2, w(4w+2)=160
2
b. Area = 160 cm , (2w+4)(2w+4)=160 d. Area = 160 cm2, (w)(w)=160
3. Which of the following is the correct sequence of the solution?
i. w2 +2w -80=0 ii. 2w2+4w =160 iii. (w-8)(w+10)
iv. w(2w+4) =160
a. I, ii, iii, iv b, iv, ii, i, iii c. ii, iv, I, iii d. iii, I, ii, iv
4. What is the length and the width of the rectangle?
a. L=10 cm, W=16 cm c. L= 8cm, W= 20cm
b. L=16 cm, W=10 cm d. L=20 cm, W= 8 cm
5. The sum of two consecutive even number is 86, what are these numbers?
a. 2 and 43 b. 42 and 44 c. 43 and 45 d. 40 and 46

Grade 8 Mathematics 8
 Module 2: Problem Solving Involving Factors of
Polynomials

F. Independent Assessment 3
Directions: Analyze each item and choose the letter of the correct answer.
Use the given problem to answer numbers 1 to 3.
One number is three more than the other number and their product is 88. What
are these numbers?
1. Which of the following expressions represent the two numbers?
a. n, n+1 b. n, n+3 c. n, 2n d. 2n, 2n +3
2. Which of the following represents equation to solve the problem?
a. (n) (n+1) = 88 b. (n) (n+3) = 88 c. (n) (n2) = 88 d. (2n) (2n+3) = 88
3. What are the two numbers?
a. 8 and 11 b. 4 and 22 c. 2 and 44 d. 1 and 88
4. A rectangle has a length of x + 2 and a width of x – 2 and has an area of 60 square
units. Find the length and width of the rectangle.
a. width = 4 units; length = 15 units c. width = 6 units; length = 10 units
b. width =3 units; length = 20 units d. width =5 units; length = 12 units
5. The product of two consecutive integers is 19 more than their sum. Find the integers.
a. 5, 6 b. -4, -3 c. 4 , 5 or -4, -3 d. 5 , 6 or -4, -
3

What I Have Learned

Reflect on the activities of this lesson and complete the following statement.
I learned that I…
I was surprised that I…
I noticed that I…
I discovered that I…

Cite an experience of resolving a personal problem applying the steps in

solving word problems. Express your experience in 3-5 sentences.

Grade 8 Mathematics 9
 Module 2: Problem Solving Involving Factors of
Polynomials

Assessment

Directions: Analyze each item carefully and choose the letter of the correct answer.

1. What step should be done first before looking back in solving problem?
a. Carry out the plan (Solve) c. Devise a plan (Translate)
b. Understand the problem d. Look back (Check and interpret)
2. If the area of the square is x2 -10x +25 sq. meter, which of the following below could be
the side of the square?
a. x-2 b. x-5 c. x+5 d. x-10
Use the statement below to answer numbers 3 & 4.
The product of two consecutive odd integers is 399.
3. Which of the following equations below can be used to solve the problem?
a. n(2n) = 399 b. n (n2) = 399 c. n (n+1) = 399 d. n(n+2) =399
4. What are these integers?
a. 17 &19 b. 19 & 21 c. 7 & 57 d. 3 & 133

Use the statement below to answer numbers 5 & 6.

The length of a rectangle is 3 ft more than the width. The area of the
rectangle is 40 ft2. Find the length and the width of the rectangle.
5. Which of the following equations can be used to solve the problem?
a. (w) (w+1) = 40 c. (w) (w2) = 40
b. (w) (w+3) = 40 d. (2L) (2L+3) =40
6. What are the dimensions of the rectangle??
a. 8 and 5 b. 4 and 10 c. 2 and 20 d. 1 and 40
7. Which of the expressions below represent three consecutive odd integers?
a. n, n+1, n+2 b. n, n+2, n+4 c. n, 2n, 3n d. n, 2n, 4n
8. A rectangle has a length of x + 2 and a width of x – 2 and has an area of 60 square
units. Find the length and width of the rectangle. (A = LW)
a. width = 4 units; length = 15 units c. width = 6 units; length = 10 units
b. width = 3 units; length = 20 units d. width = 5 units; length = 12 units
9. A triangle has a base of length 2x + 3 and a height of x + 3 and has an area of 27
square units. Find the length of base and height.
a. base = 18 units; height = 3 units c. base = 3 units; height = 9 unit
b. base = 9 units; height = 3 units d. base = 9 units; height = 6 units
10. The product of two consecutive integers is 19 more than their sum. Find the integers.
a. 5, 6 b. -4, -3 c. 4, 5 or -4, -3 d. 5, 6 or -4, -3

Use the statement below to answer numbers 11 & 13.

The example we will work with is a hypothetical cell phone manufacturer
whose cost to manufacture x number of phones is C=2000x+750,000, and the Revenue
generated from manufacturing x number of cell phones is R=−0.09x2 +7000x.

11. Which of the following expressions below describe the profit of the cell
phones manufacturer? ( Note Profit =Revenue - Cost)
a. P=−0.09x2 +5000x−750,000 c. R=−0.09x2 +7000x.
b. C=2000x+750,000 d. P=0.09x2 - 5000x−750,000

Grade 8 Mathematics 10
 Module 2: Problem Solving Involving Factors of
Polynomials

12. Which of the following number of phones will the cellphone manufacturer can
have a positive profit?
a. 100 phones b. 500 phones c. 25, 000 phones d. 60, 000 phones
13. Find the profit of 25, 000 phones for the cellphone manufacturer.
a. P 181,130,000 b. P 118, 130, 00 c. P 811, 130, 000 d. P 130, 000
14. The length of a rectangle is 8 inches more than its width. If 4 inches are taken from
the length and added to the width, the figure becomes a square with an area of 324
square inches. What are the dimensions of the original figure?
a. 14 in. by 22 in. b. 14 in. by 18 in. c. 10 in. by 18 in. d. 18 in. by 18 in.
15. One number is 1 more than three times the other number. What are the numbers if
their product is equal to 30?
a. 5 & 6 b. 2 & 15 c. 3 & 10 d. 1 & 30

A picture and its frame have dimensions as shown below.

a) Find an expression for the area of the frame, in factored form.
b) Determine the area of the frame when s = 15 cm.

Grade 8 Mathematics 11
 Module 2: Problem Solving Involving Factors of
Polynomials

Key to Correction

REFERENCE:
Mathematics Learner’s Module 8
Grade 8 Mathematics Patterns and Practicalities
Mathematics for the 21st Century Learner
Grade 8 Mathematics (Updated Edition) pp 6-7
Grade 8 Mathematics Learner’s Module
Grade 8 Mathematics Patterns and Practicalities
Mathematics for the 21st Century Learner
http://www2.hawaii.edu/~bebi/math/study%20guides/MATH%2025/Math%2025-
%20Study%20Guide%20-%20Chapter%206.pdf
https://sciencing.com/do-math-activities-real-life-8489684.html
https://www.wtamu.edu/academic/anns/mps/math/mathlab/int_algebra/int_alg_tut8_probsol.htm

Grade 8 Mathematics 12
 Module 2: Problem Solving Involving Factors of
Polynomials

For inquiries and feedback, please write or call:

Department of Education, Region VII, Division of Cebu Province

IPHO Bldg. Sudlon, Lahug, Cebu City
Telefax: (032) 255 6405
Email Address: cebu.province@deped.gov.ph

Grade 8 Mathematics 13