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QUARTER I
Week 1

Subject: MATH Grade Level: 8

Date: __________________ Day 3

Content Standard Demonstrates understanding of key concepts of factors of polynomials

Performance Standard Is able to formulate real-life problems involving factors of polynomials

Factors completely different types of polynomials (difference of two

Competency
cubes), M8AL-Ia-b-1
I. OBJECTIVES
Knowledge:  Describes sum and difference of two cubes
Skills:  Factors polynomial using sum and difference of two cubes
Attitude:  Gives importance in the presence of every individual in a group.
II. CONTENT Factoring Difference of Two Cubes

III. LEARNING RESOURCES

A. References
1. Teacher’s Guide Teacher’s Guide (TG) in Mathematics 8, pp. 36 – 37
Pages
2. Learner’s Materials Learner’s Module (LM) in Math 9, pp. 34 – 35
Pages
3. Textbook Pages Elementary algebra, pp. 189 – 190
Our World of Math 8, pp. 18 – 20
4. Additional  Task card
Materials  Manila paper
 Marking pen
5. Learning Resources
(LR) portal
B. Other Learning
Resources
IV. PROCEDURES
A. Reviewing or ACTIVITY: LOOK AT ME!
presenting the new
lesson The teacher will guide the students to analyze the given illustration below.

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QUESTIONS:
1. What have you observe on the factor?
Ans. The factors are binomial and trinomial.
2. What about the sign of the second term in trinomial?
Ans. the sign is opposite on the original polynomial.
3. Did you find any pattern?
Ans. Yes

B. Establishing a purpose
for the lesson The teacher will discuss the topic of sum of two cubes and difference of
two cubes side by side. The reason is that they are similar in structure.
The key is to “memorize” or remember the patterns involved in the
formulas.
Teacher must guide the learner to familiarize the concept.
C. Presenting examples of ACTIVITY: Let’s Analyze!
the new lesson Note: Let the learners analyze how factors of sum and difference two
cubes obtained.

x3 - y3 = (x - y) (x2 + xy + y2)

cube root cube root negative of the

of x3 -y3 product of x and -y
square of (x) square of (-y)

1. What are the factors of x3 - y3?

Ans. (x-y) (x2 + xy + y2)
2. How many terms are there in the second factor?
Ans. Three terms
3. How are factors obtained?
Ans. The factors obtained through extracting the positive cube
root of each term and squared the roots for the first and the last
term of the trinomial while the middle term is the product of first
and the last term of the first factor..

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(Teacher must guide the learners.)

D. Discussing new ACTIVITY: LOOK AT ME TOO!
concepts and
practicing new skills
#1

QUESTIONS:
1. What have you observe on the factors? Are the factors similar to the
first example?
Ans. The factors are closely related to the first example however, the
sign of the second term in trinomial is different.
2. Did you find any pattern? Is the pattern similar from the figure above?
Ans. Yes, the pattern is similar.

E. Discussing new ACTIVITY: Lets try this!

concepts and
practicing new skills Group the students into five. Every group is given a task card
#2 containing polynomials. Let the group factors the polynomial assigned
to them.
Group 1 Group 2 Group 3 Group 4 Group 5

8x3 + 1 1 – 27y3 8y3 - 64 27x3 + 8 1 – 125x3

Guide Questions:
1. What are the factors?
2. How many terms are there in the second factor?
3. How did you factor the polynomial?

(process the response of the learners)

F. Developing Mastery Teacher can choose any volunteer from the class to answer the given
below. Let the volunteer write his/her answer on the board.

1. Factor x3 + 27. Ans. (x + 3) (x2 – 3x + 9)

2. Factor y  – 8.
3
Ans. (y – 2) (y2 + 2y + 4)
3. Factor 8x + 8y
3 3
Ans. ( 2x + 2y) (4x2 – 4xy + 4y2)
(Process student’s answer)
G. Finding practical ACTIVITY: GROUP ACTIVITY
applications of Let the group cite some example where the concepts of factoring
concepts and skills in polynomial using difference of two cubes is applied.
daily living
Note: Teacher will provide subtle coaching.

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H. Making
Generalizations and
abstractions about the
lesson
I. Evaluating learning
J. Additional Activities
for application or
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
C. Did the remedial
lessons work? No. of
learners who have caught
up the lesson
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well?
Why did these work?
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Guide Questions for Generalization:
1. What are your observations on “sum” case?
(Possible answer: the binomial factor on the right side of the
equation has a middle sign that is positive).
2. How about on “difference” case?
(Possible answer: the binomial factor on the right side of the
equation has a middle sign that is negative)
3. What can you say about the sign of the second term in the second
factor?
(Possible answer: the sign of the middle term in the second factor is
opposite to the sign of the original given.)
Self-check!
Factor each of the following:
1. 8y3 – 64 Ans. (2y – 4) (4y2 + 8y + 16)
2. 125x + 8y
3 3
Ans. (5x + 2y) (25x2 – 10xy + 4y2)
3. 27x3 – 125y3 Ans. (3x – 5y) (9x2 + 15xy + 25y2)
4. a b - x
3 6 3
Ans. (ab – x) (a2b2 + abx + a2b2)
5. 64a3 – b3 Ans. (4a – b) (16a2 + 4ab + b2)
FIND MY FACTOR!
Let the learners do the task in pair.
1. a3 + 8 Ans. (a+2) (a2 – 2a + 4)
2. 8x + 27y
3 3
Ans. (2x + 3y) (4x2 – 6xy + 9y2
3. 64x3 – y3 Ans. (4x – y) (16x2 + 4xy + y2)
Note: Teacher can give additional activities depending on the level of
understanding of the learners.
A. ____No. Of learners who earned 80% in the evaluation.
B. ____No. Of learners who require additional activities for remediation.
C. Did the remedial lessons work? ____No. of Learners who have
caught up the lesson.
D. ____No. of learners who continue to require remediation
Stragegies used that work well:
___Group collaboration
___Games
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___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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ATTACHMENTS

GROUP ACTIVITY

Group 1 Group 2
8x3 + 1
1 – 27y3

Group 3 Group 4
8y3 - 64
27x3 + 8

Group 5
1 – 125x3

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Prepared by: MARISSA C. CAMINGAO

 MATHEMATICS RESOURCE PACKAGE

Prepared by: MARISSA C. CAMINGAO

 MATHEMATICS RESOURCE PACKAGE

Prepared by: MARISSA C. CAMINGAO