DETAILED LESSON PLAN in

MATHEMATICS 8
QUARTER I
Week 1

Subject: MATH Grade Level: 8

Date: ________________ Day 2
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
squares), M8AL-Ia-b-1
I. OBJECTIVES
Knowledge:  Tells whether the given polynomials can be factored using sum and
difference of two squares or not.
Skills:  Factors polynomial using sum and difference of two squares
Attitude:  Appreciates the importance of other people in everyone’s success.
II. CONTENT Factoring Sum and Difference of Two Squares
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Teacher’s Guide (TG) in Mathematics 8, pp. 34 - 35
Pages
2. Learner’s Learner’s Module (LM) in Math 8, pp. 32 - 33
Materials Pages
3. Textbook Pages Moving Ahead With Mathematics, pp. 196 - 19
4. Additional  Marker
Materials  Manila paper
5. Learning
Resources (LR)
portal
B. Other Learning
Resources
IV. PROCEDURES
A. Reviewing or ACTIVITY: REMEMBER ME?
presenting the new
lesson The teacher will guide the students to answer the following;

Recall finding the special product in this form:

( x + 8) ( x – 8 ) = x2 – 64

( 2x + 4) ( 2x – 4) = 4x2 – 16
( 3a + 5) ( 3a – 5) = 9a2 – 25

QUESTIONS:
1. What have you observe on the product?
Expected answer: when we multiply two binomials with positive and
negative signs in between the product has two terms.
2. What do you call this product?
Ans. Binomial

Prepared by: MARISSA B. CUIZON, MST-MATH

 DETAILED LESSON PLAN in
MATHEMATICS 8
3. Is there a relation between the special product and sum and difference
of two squares based on the given above?
Ans. Yes!
Teacher will process the different responses of the learners.
B. Establishing a ACTIVITY: FIND MY PRODUCT!
purpose for the Note: Let the learners identify the pattern.
lesson a. (x + 1) (x – 1)
= x2 – 1
b. (x + y) (x – y)
= x2 – y2

1. What is the product of the binomials?

Ans. x2 – 1 and x2 – y2
2. Did you observe any pattern?
Ans. Yes!
3. If we are going to reverse the process, is it possible to find any
pattern?
Ans. Yes, it is possible.

Teacher must process the responses of the learners.

C. Presenting examples ACTIVITY: Let’s EXPLORE!
of the new lesson Examples of Factoring polynomials using sum and difference of
two squares.
1. x2 – 1
= (x + 1) (x – 1)
2. x2 – y2
=
(x + y) (x – y)
3. x2 – 4
= (x + 2)(x – 2)

QUESTIONS:
1. How many factors did you obtain?
Ans. Two factors
2. What are your observations based on the factors?
Expected ans. The factors are the positive square roots of each
term.
3. What is the operation on the first factor? How about the second
factor?
Ans. First factor- positive, second- negative

(Teacher must guide every responses of the learner and discuss the
topic)
D. Discussing new ACTIVITY: COMPARE US!
concepts and
practicing new skills Take a look of the following:
#1
(x + 1)(x-1) = x2 – 1 = (x+1)(x-1)

1. What is being shown on the first arrow?

Ans. Showed the product of two binomials.

Prepared by: MARISSA B. CUIZON, MST-MATH

 DETAILED LESSON PLAN in
MATHEMATICS 8
2. How about the second arrow?
Ans. Showed the factors of the product
3. What are your observation/s?
Expected ans. The factors are the positive square roots of each
term.
Teacher must guide the different responses of the learner.
E. Discussing new ACTIVITY: Tell Me What I am?
concepts and
practicing new skills Teacher will group the learners into five. Allow the learners find their
#2 own group members but the leader are choosen by the teacher.

Instructions: Using the pattern you have learned, tell whether the
following can be factored using sum and difference of two squares.

1. x2 + 9 Ans. No Teacher must correct

2. x2 – 9 Ans. Yes immediately every wrong
3. 4x2 – 25 Ans. Yes
responses of the learner.
4. y2 – 16 Ans. Yes
5. 36y2 + 121 Ans. No
F. Developing Mastery ACTIVITY: CREATE YOUR OWN!

Let the learners formulate their own given binomials that can be
factored using sum and difference of two terms. Let them solve on the
board. (Answers may vary)

Teacher will select volunteer from the class.

G. Finding practical ACITIVITY: GIVE YOUR OWN!
applications of
concepts and skills in Teacher will guide the students to give real situation that relates factoring
daily living sum and difference of two squares.

Example:
A 5m x 5m landscaping is to be done in one corner of a 20m x
20m garden. Find the area of the field that was not affected by the
project.

(teacher will guide the learner in leading the correct answer)

H. Making Guide Questions for Generalization:
Generalizations and
abstractions about  Describe a polynomial that can be factored using sum and difference
the lesson of two squares?
Ans. The sign in between is negative.
 What have you observed on the first term? How about the second
term?
Ans. First term- Perfect square, second term- perfect square
 What can you conclude based on your observation?
(First term)2 – (Second term)2 =(First term + Second term) (First
term – Second term)

Possible answer:

Prepared by: MARISSA B. CUIZON, MST-MATH

 DETAILED LESSON PLAN in
MATHEMATICS 8
I. Evaluating learning Self-check!
Instructions: Factor each of the following polynomials:

1. a2 – 16 = (a + 4) (a – 4)
2. 9x2 – 4 = (3x + 2) (3x – 2)
3. 64c2 – 1 = (8c + 1) (8c – 1)
4. 100y2 – 49z2 = (10y + 7z) (10y – 7z)
5. y2 – 81 = (y + 9) (y – 9)

J. Additional ACITIVITY: NUMBER PATTERN!

Activities for
application or Instructions: Investigate the number pattern by comparing the products.
remediation
a. (11)(9) = (10 + 1)(10 – 1) = 100 – 1 = Ans. 99
b. (5)(3) = (4 + 1)(4 – 1) = 16 – 1 = Ans. 15
c. (101)(99) = (90 + 5)(90 – 5) = 10000 – 1 = Ans. 9,999
 What is the product?
 How do you think the products are obtained?
 Have you seen any pattern?
 What is the relationship of the product to its factor?
Note: Teacher will guide the students in doing the activity.
V. REMARKS

VI. REFLECTION
A. No. of learners who A. ____No. Of learners who earned 80% in the evaluation.
earned 80% in the
evaluation
B. No. of learners who
require additional B. ____No. Of learners who require additional activities for remediation.
activities for
remediation
C. Did the remedial
lessons work? No. of C. Did the remedial lessons work? ____No. of Learners who have caught
learners who have up the lesson.
caught up the lesson
D. No. of learners who
continue to require D. ____No. of learners who continue to require remediation
remediation
E. Which of my teaching Stragegies used that work well:
strategies worked well? ___Group collaboration
Why did these work? ___Games
___Powerpoint Presentation
___Answering preliminary activities/exercises
___Discussion
___Case Method
___Think-Pair-Share(TPS)

Prepared by: MARISSA B. CUIZON, MST-MATH

 DETAILED LESSON PLAN in
MATHEMATICS 8
___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?

Prepared by: MARISSA B. CUIZON, MST-MATH

 DETAILED LESSON PLAN in
MATHEMATICS 8
ATTACHMENT

ASSIGNMENT

Instructions: Factor each completely. Example is done for you.

Factor: m2 – n2

Solution:
1. Is m2 a perfect square? Yes! m2 = m ˑ m
2. Is n2 a perfect square? Yes! -n2 = -n ˑ n
3. The factors of m – n are (m + n) and (m – n)
2 2

4. M2 – n2 = (m + n)(m – n)

1. n2 – p2
2. e2 – x2
3. b2 – 49
4. c2 – 25
5. d2 – 16
6. x2 – 36
7. y2 – 81
8. 16c2 – 64
9. 4r2 – s2
10. m – 64m3

Prepared by: MARISSA B. CUIZON, MST-MATH