Quarter 1, Week 2

Learning Activity Sheets (LAS) No. 2

Name of Learner: _______________________ Grade and

Section:_______________
School: _______________________________ Date: ____________________________

Solving Problems Involving Factors of Polynomials

I – Learning Competency with code

Solves problems involving factors of polynomials ( M8AL-lb-2 )

II – Background Information for Learners

Problem solving is simply an application of the concepts that one has
learned. The last thing we want to do with polynomials is, of course, apply them to
real situations. There are a variety of different applications of polynomials that
we can look at. Several of them will not get treated until later in the text, when we
have more tools for solving than we do now.

Some helpful tips will guide you on how to successfully come up with the
correct solution.

1. Write an equation that represents the given information. To help you

figure it out, draw a picture or diagram.
2. Follow the rules of polynomial equation by factoring. This means that you
need to place all polynomials on one side of the equation and set it equal to
zero, following the Zero Product Property.

The Zero Product Property simply states that if ab = 0, then either a = 0

or b = 0 (or both).

3. Check the reasonableness of answers. This means that you must discard
solutions that do not make sense; say for example, time and distance
cannot be negative.

In the meantime, we still have plenty of applications to keep us busy. Let’s

look at some.

Example 1:

The area of a wall is 3x2 – x – 10. Its length is 3x + 5.

a. Find the width
b. If x = 8 m, find the actual dimensions of the wall.

Solution: Area = length x width

Hence,
area
a. Width =
length
3 x 2−x −10
=
3 x +5
( 3 x +5 ) (x−2)
= Factor the numerator.
3 x+ 5
( 3 x +5 ) ( x−2)
= Cancel the common factors.
3 x+ 5
 =x–2

b. The width is x – 2.
Length: 3(8) + 5 = 24 m
Width: 8 – 2 = 6m
Example 2:

The square of a number is 20 more than 8 times the number. Find

the number.

Solution:
a. Choose a variable to represent what is unknown. Let z be the
number.
b. Translate what you are seeing in words into Mathematical
expressions. Meaning, write the equation based on the given
information.
z2 = 8z + 20
c. Simplify the expression and solve for the unknown.

z2 = 8z + 20 Equation obtained in ‘a’

2
z - 8z – 20 = 0 Set to 0
2
z – 8z – 20 = 8z – 8z + 20 – 20 Additive Inverse Property
2
z – 8z – 20 = 0 Resulting Equation
(z – 10) (z + 2) = 0 Factor the polynomials
z – 10 = 0 or z + 2 = 0 Zero Product Property
z – 10 + 10 =0 or z + 2 – 2 = 0 – 2 Additive Inverse Property
z = 10 or z = - 2 Resulting Equations

Since there are two values of the unknown, then the numbers are – 2 or
10.

III – Directions:
This Learning Activity Sheet (LAS) provides an activity which will help you
transfer your new knowledge or skills into real life situation or concerns.
Do/Answers to all activities in the activity sheet. You can read another
mathematics books or watch YouTube tutorial about this activity.

IV – Activity Proper
Fill in the blank spaces with the needed solution of the problem below.
Activity 1

Problem: In a basketball league of x teams of which every team plays

every other twice, the total number of games played is x 2 – x.
a. How many teams are there in a league that plays a total of 72
games?
b. If there were 6 teams in the league, how many games in all would
be played?
Solution:
a. Equate x2 – x to 72 and solve for x.
x2 – x = ____
x2 – x – 72 = 0 Write in standard form.
(x - 9)( x + ___ ) = 0 Factor
x–9=0 x+8=0 Equate each factor to zero
x = ___ x = ____
 Since the number of teams in a league cannot be -8, we
discard
x = -8, Hence, there are 9 teams in the league.
b. Substitute 6 for x in x2 – x.
(6)2 – 6 = ____ - 6 = 30
Thirty (30) games in all will be played.

Activity 2
Problem:
The sum of the square of a number and 15 is the same as eight
times the number. What are the numbers?
Solution What to Do
Let x the number Use a variable to represent the unknown
____ + 15 = ____ Translate into mathematical expression
2
x + 15 - ____ = 8x - ____ Place the polynomial on one side and set
equation to zero by Additive Inverse Property
2
x + 15 – 8x = _____ Write the resulting equation
2
x – 8x + ____ = ______ Arrange the terms descending order of its
exponents
( ____ ) ( ____ ) = 0 Factor the polynomial
(x - ___) = 0 or (x - ___) = Apply the Zero Property
0
x – 5 + ___ = 0 + ___ or Solve for the unknown by using Additive
x - ___ + 3 = 0 + ____ Inverse
Property
x = ____ or x = _____ Write the resulting equation.
Final Statement: The numbers are ____________________________.

Activity 3
Solve the following problems.
1. The area of a square table top is 16x2 – 8x + 1. Find the length of
its side.

2. The square of a number equals five times that number. Find the
number.

V – Rubric for grading.

Points Indicators
5 The solution is clear, detailed and organized;
No grammatical issues; Choose an efficient
strategy that made sense; All the steps in the
solution are correct.
 4 The solution is clear and detailed; A few
grammatical issues; Choose a strategy that
made sense; A few steps in the solution are
correct.
3 The solution is not clear, not detailed and not
organized; Lots of grammatical issues; the
strategy doesn’t make sense; All of the
solutions are incorrect.

VI – Reflection:

In this lesson, I have understood that _________________________________

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

VII – Answer Key

Activity 1 Activity 2
X – x = 72
2
Let x be the number
X2 – x – 72 = 0 X22 + 15 = 8x
(x – 9)(x + 8) = 0 X2 + 15 -8x = 8x – 8x
x = 9 ӏ 2x = -8 X2 + 15 – 8x =0
(6) – 6 = 36 X – 8x 15 = 0
– 6 = 30 (x-3)(x-5) = 0
x-5 = 0 or x-3 = 0
x – 5 + 5 = 0 + 5 or x-3 + 3
=0+3
x = 5 or x = 3

Activity 3
16x2 – 8x + 1 2.) X2 = 5x
16x – 8x + 1 = 0
2
x – 5x = 0
2

(4x – 1)(4x – 1) = 0 x(x – 5) = 0

4x – 1 = 0 4x – 1 = 0 x=0 x–
5=0
4x = 1 4x = 1 x=5
4 4 4 4
X=4 x=4
4 is the length of its side

VIII – References:

Gladys C. Nivera, Ph.D., Grade 8 Mathematics Patterns and Practicalities

(2018)
Emmanuel P. Abuzo, et al, Mathematics Grade 8 Module First Edition,
2013.
 Published by the Department of Education
Merie Christ D. Luarez, et al, Mathematics 8. Published by the Department
of Education.
https://www.youtube.com/watch?v=PmDLcZfi2vI
https://www.youtube.com/watch?v=yppCdL0Nrok
https://www.youtube.com/watch?v=mmpuDZN4Az0

IX – Prepared by:
DANILO D. NARTE
Teacher I – Gabi National High School