Name Grade and Section

Teacher Date

Activity No. 2

Instructions: In this activity the students will answer different types of questions.

1. 3 x+ 3 y
5 7
2. x +x
3 6
3. 12 x −16 x
4. 9 x 2 y 4 z 8−27 xy 3 z 4

Express the following as product of factors.

2
1. 4 x −12 x=¿ _______________
2 2
2. 9 m −16 n =¿________________
3. 4 n2 +12 a+9=¿_______________
2
4. 2 x +9 x−5=¿_______________
5. 27 x 3−8 y 3=¿ _______________
3 3
6. a +125 b =¿_______________
7. xm +hm−xn−hn=¿ ________
Activity No. 3A: Can You Identify Me?
Instructions: The students will identify the following special products.
___________________1. ( a+b ) ( a−b )=a2−b 2
___________________2. ¿
___________________3. (a+ b)3=a3 +3 a2 b+ 3 ab2 +b3
___________________4. ( a+ b ) ( a2−ab+b 2) =a3 + b3
___________________5. ¿
_____________________6. ( a−b ) ( a 2+ ab+b 2) =a3 −b3
_____________________7. (a−b)3=a3−3 a 2 b+3 ab2−b 3

Activity No. 3B: Message from the King

Instructions: This activity will give students an idea how factors are associated with
products. Students will match the factors in column A with the products in column B to
decode the secret message.

COLUMN A COLUMN B

1. 4x (3x – 5) A. 6x2y2 + 3xy3 – 3xy2

2. 3xy2 (2x + y – 1) F. x3 – 27
3. (x + y)(x – y) G. 4x2 - 9
4. (2x + 3)(2x – 3) R. 4x2 + 12x + 9
5. (x – 5y)(x + 5y) U. 12x2 – 20x
6. (x +y)2 E. 6x2 + x – 2
 7. (2x + 3)2 T. ac – ad + bc - bd
8. (x – 5y)2 S. mr – nr + ms – ns
9. (x + 4)(x – 3) C. x2 – y2
10. (2x – 1)(3x + 2) I. 2x2 – x – 10
11. (x + 2)(2x – 5) O. x2 – 10xy + 25y2
12. (x – 3)(x2 + 3x + 9) N. x2 + x – 12
13. (x + 3)(x2 – 3x + 9) H. x3 + 27
14. (a + b)(c – d) M. x2 + 2xy + y2
15. (m – n)(r + s) L. x2 – 25y2
16. (3x + 4)(3x – 4) P. 9x2 - 16
17. (3x – 4)2 V. 9x2 – 24x + 16

 Activity No. 4: Math Empowerment (Test A – Test D) pg. 7 – 8.

 Activity No. 5: Math Empowerment (Test A & B) pg. 14 – 15
Activity No. 6: Math Empowerment (Test A & E) pg. 24 – 25
Performance Task: Fencing Design Proposal (MATH for Innovative Minds 8: Math Challenge on pg. 30)

Subject Based in One Product

Instructions: This activity will showcase students learning. Students will assume that he/she is an
Agricultural Engineer will propose a design proposal to create a square fencing for a particular piece of
land that will used for cultivation of soil.

Technology advancement is an essential factor to make the agriculture industry successful. Agricultural
engineers take the responsibility of introducing and applying technological innovations to farming,
aquaculture, and other aspects of the industry. Suppose you are an agricultural engineer tasked by the
Department of Agriculture to make a square fencing for a particular piece of land that will be used for
cultivation of the soil. You are experimenting on the possible areas that your fencing will cover such that
of you increase the width by a certain amount, the length is decreased by the same amount. Propose
the possible designs consisting of the dimensions of the area that your fencing material will cover. Use
algebraic expressions to represent the dimensions of the adjusted areas, and the sizes of the different
areas you can cover with your fencing. In the end, you are to prove that the greatest area will be
covered when the piece of land is a square. Your written proposal has to be comprehensive and free
from errors to gain the approval of your client. Your proposal will be evaluated based on the following:
Accuracy, Clarity and Organization.

Analytic Rubric:

Criteria 5 3 1 Score

All information Some Most of the

presented in information information
Accuracy the proposal presented in presented in
are accurate the proposal the proposal
are inaccurate. are inaccurate.

The proposal is Some parts of The proposal is

very easy to the proposal difficult to
Clarity
understand. are difficult to understand.
understand.

Organization The contents of The contents of The contents of

the proposal the proposal the proposal
are complete are complete are incomplete
and logically but not and not
arranged. logically logically
 arranged. arranged.

Self-Assessment:

Self-Assessment Template with Learning Targets

Learning Targets: I can do this by I need help to do I cannot do this by

myself. I can talk this but I can talk myself and I cannot
I can…
about it to others. about it to others. talk about it to
others.

define polynomials.

classify/identify
different types of
polynomials.

state the degree of

the given
polynomials.

perform operations
on polynomials
especially compute
polynomials using
distributive property
and FOIL method.

indicate products
through the use of
patterns.

identify polynomials
which are special
products.

find special products

of a certain
polynomials.

find the relationship

between special
products and
factoring.

factor polynomials
with common
monomial.

factor polynomials
with difference of
two squares.

factor polynomials
with sum and
difference of two
cubes.

factor polynomials
with perfect square
trinomials.

factor polynomials
with general
trinomials.

represent problems
involving factors of
polynomials using
mathematical
models: geometric,
analytical and
numerical.

analyze and solve

real-life problems
involving factoring of
polynomials.

formulate real-life
problems or create a
proposal involving
factors of
polynomials and
solve these problems
accurately using a
variety of strategies.

Value Integration:
At the end of the performance task, the student will enhance critical thinking, logical thinking, reasoning
skills, active participation, creative skills and analytical thinking skills. They will also be intellectually
competent and ecologically conscious individual so that in the long run they will be Christ-centered.