DLP No.

:2 Learning Area: Math Grade Level:8Quarter: Duration: 60 minutes

1
Learning Competency/ies: Factors completely different types of polynomials
(polynomials with common monomial factor, difference of Code: M8AL-Ia-b-1
two squares, sum and difference of two cubes, perfect
square trinomials, and general trinomials).
Key Concepts/ In factoring difference of two squares:
Understandings to be (a2 −b 2 )=(a+b)( a−b )
Developed:
Steps:
1. Get the principal square root of each of the two squares.
2. Using these square roots, form two factors, one a sum and the other a
difference.

1. Objectives
Knowledge Explain the ways on how to factor out polynomials by difference of two squares.
Skills Factor out the difference of two squares completely.
Attitudes Demonstrate determination in factoring polynomials.
Values Demonstrate patience in working with the assigned task.
2. Content FactoringDifference of Two Squares.

3. Learning
Resources/ LM in Math 8, worktext page 3
Materials/Equipment
4. Procedures(indicate the steps you will undertake to teach the lesson and indicate the no. of minutes each
step will consume)
Preparation
10 minutes 1. Checking of yesterdays enrichment activities
2. Review the class on the following:
a. Previous lesson on factoring with common monomial factor.
b. The squares of a number or variables.
c. Positive factors or roots of a square (numbers or variables)

Presentation
20 minutes 1. Consider the expression below:
2
x −9
2. Discuss the rules of factoring difference of two squares.
3. Let the student factor out the first term ( x 2) which will be equal to ( x ∙ x ¿
4. Then let them factor out the second term (−9 ) which will be equal to (
3 ∙−3 )
5. Now following the pattern ( a 2−b2 ) =( a+b )( a−b )
6. Thus, (x ¿¿ 2−9)¿ = ( x +3 ) ( x−3)
7. Guide the student to check their answer using (bird’s peak method) or
(FOIL method) incorporating the application of distributive property. As the
teacher introduces the different methods in checking students answers,
s/he should explain thoroughly the proper steps to refresh and remember
these previous lessons back in their 7th grade.
8. The student will be given varied examples on how to factor out difference
of two squares that involves fractions, combination of fraction and
variables and etc..
9. Investigate the given below:

( )( )
2
b b b
−1= +1 −1
49 7 7
10. Let the student infer that in dealing with factoring the difference of two
squares, the factor is always the product of the sum and difference of the
binomial.
11. Hence, factoring the difference of two squares, means obtaining the sum
and difference of their square roots.

Practice
1. Let the class factor out the following difference of two squares completely
10 minutes
on their seats.
a. 25 m2−100 p 2
 b. f 4−121

2
16 a 6 10
c. 4
−c d
25 b

2. Let the class generalize the lesson by asking the following questions:
a. How will you factor out a difference of two squares?
b. What is the factor of the difference of two squares?
c. Is there any other way you can suggest on how to factor out a
difference of two squares?

5. Assessment (indicate whether it is thru Observation and/ or Talking/conferencing to learners and/or

Analysis of Learner’s Products and/or Tests)

Refer to worktext page 3, (even items only)

Teachers may give additional numbers if necessary.
Written Test
15 minutes 1. f 2−4
2. 100 b2−36 c 2
3. 2 x2 −18
4. 54 a 2−6 b2

49 c 4 d 6 2 8
5. −e f
64

6. Assignment (indicate whether it is for Reinforcement and/or Enrichment and/or Enhancement of the
day’s lesson or Preparation for a new lesson)
Enrichment
3 minutes In a ¼ sheet of paper, factor out completely
4 4
1. x −y
4
16 a 625
2. −
81 b4 c 8

7. Wrap-
up/Concluding Activity Close the period by wrapping – up the day’s lesson.
2 minutes