LESSON PLAN in SCHOOL: SEMIRARA NHS GRADE LEVEL: Eight

Mathematics 8 TEACHER: Reinabelle M. Marquez LEARNING AREA: Math

Teaching Time: Quarter: I
I. OBJECTIVES
A. CONTENT demonstrates understanding of key concepts of factors of polynomials,
STANDARDS rational algebraic expressions, linear equations and inequalities in two
variables, systems of linear equations and inequalities in two variables and
linear functions.
B. PERFORMANCE is able to formulate real-life problems involving factors of polynomials, rational
STANDARDS 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.
C. LEARNING factors completely different types of polynomials (polynomials with common
COMPETENCIES/ monomial factor, difference of two squares, sum and difference of two
OBJECTIVES cubes, perfect square trinomials, and general trinomials).
Write the code for M8AL-Ia-b-1
each

II. CONTENT Patterns and Algebra

III. LEARNING
RESOURCES
A. REFERENCES
1. Teacher’s Guide
Pages
2. Learner’s Materials p. 35,
Pages
3. Textbook Pages Exploring Mathematics 8 pp.37 – 42, 84
4. Additional Materials
from Learning
Resource (LR) portal
IV.PROCEDURES
Lyn Lyn Morales is a Facebook user who always updated her status. One
day, she posted different polynomial equations and concluded that each
equation is related with one another. Check out her timeline! Click like if you
think she related the given polynomial correctly and comment down if you
think it is not.

4x(3x – 5) to 12x2 – 20x

A. Reviewing previous
lesson or presenting 2a ( a + b + 2) to 2a2 + 2ab + 2ac
the new lesson
4a (ab + 2) to 4 ab + 8
xyz( 4x + y + 5) tp 4x2yz + xy2z+ 5xyz
3xy2(2x +y -1) to 3xy4 + 3xy3 + 3xy

Are the two expressions related?

Why is it important to know the reverse process of multiplication?
B. Establishing a purpose The students will identify the similarities in the sets of images flashed on the
for the lesson
screen. This will allow them to have an idea about the concept of getting the
greatest common factor in a given polynomial.

The students will answer the following questions:

1. What are the things common in these pictures?
2. Are there things that make them different?
3. Can you spot things that are found on one picture but not on the other
pictures?
The students will now have a clear vision about the topic. To further discuss
factoring using the GCF, the learners will look for the factor of the following:

Given Factors GCF Factored Form

1) 2x
4y

2) 5ab
20a2

3) 10xy2
25x2y

4) 12a2b
72a2b2
C. Presenting examples/
instances of the new 5) 120abc
lesson
72a2b3c

6) 15x4y3
36x2y3
39a3

7) 21a7b5
35a3b4
56a4b3

The "Greatest Common Factor" is the largest of the common factors (of two or
more numbers)
D. Discussing new Factoring polynomials with a common monomial factor (using GCF).
concepts and
**Always look for a GCF before using any other factoring method.
practicing new skills #1
To factor a polynomial, follow these steps:
 1. Determine the GCF of the terms of the polynomial
2. Factor out the GCF from each term of the polynomial. (That is divide
each term of the polynomial by the GCF)
3. Rewrite the polynomial in factored form.
4. Verify the result by getting the product of the factors.

(see attached PowerPoint Presentation)

E. Discussing new Factor completely.

concepts and 1. 12x2+8x3
practicing new skills 2. 18m4n3 – 45m3n2+36m2n2
#2. 21 5 15 24 2 30
3. 34x y - 51x y +85x y
4. 120z4+ 55xyz + 17 210xz
F. Developing mastery Create a group of 10 members. On a small sheet of paper, write down 4
(leads to Formative polynomial equations that can be factored using the GCF.
Assessment 3)
The first group will chose another group that would answer their given
equations.

If the chosen group can answer the equation given, they will have a score of
five points, if they cannot answer, score will be given to the host group.

The host group will again choose another group.

First group to reach a score of 50 will be declared as winner.

G. Finding practical
application of concepts A rectangular open topped box is to be constructed out of 20-cm by 12 cm
and skills in daily living rectangular sheets of thin cardboard by cutting 4x- inch squares out of each
corner and bending the sides up. What is the area of the cardboard after the
corners have been removed?
H. Making generalization
and abstractions about
the lesson
I. Evaluating learning Factor Completely
1. 12 x3 y 5−20 x 5 z
2. 12 x5 y 4 −16 x3 y 4 +28 x 6
3. 27 d 4 o 5 t 3 a6−18 d2 o3 t 6−15 d 6 o 4
4. 12 w i 3 n 5−16 win−20 winner
J. Additional Activities for Write at least two real life situations or problems where you apply the concept
application or of factoring polynomials with common monomial factor.
remediation
V. REMARKS
VI.REFLECTION
A. No of learners who
earned 80% in the
evaluation
B. No. of learners who
require additional
activities for
remediation who
scored below 80%
C. Did the remedial
 lessons work?
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
use/discover which I
wish to share with
other teachers?

Prepared by:

REINABELLE M. MARQUEZ
Teacher I, Semirara National High School

Checked:

MAY ROSE J. AWIT

Principal I