LIRIO M.

ESCAÑO NATIONAL
School Grade Level 8
HIGH SCHOOL

DAILY Teacher ERLIZA OTICO-PEREZ Learning Area MATHEMATICS

LESSON Teaching Dates October 21, 2022

Quarter I
PLAN and Time 9:45- 10:45 AM

I. OBJECTIVES
1. Content Standards
2. Performance Standards
3. Most Essential Learning
Competency (MELC)
The learner is able demonstrates understanding of key concepts of factors of
polynomials, rational algebraic expressions, linear equations and inequalities in two
variables, systems of linear equations and inequalities in two variables and linear
functions.
The learner is able to formulate real life problems involving factors of polynomials,
rational algebraic expressions, linear equations and inequalities in two variables,
systems of linear equations and inequalities in two variables and linear functions, and
solve these problems accurately using a variety of strategies.
M8AL-Ia-b-1- factors completely different types of polynomials
(polynomials with common monomial factor)

At the end of the lesson, the students should be able to:

a. Express verbally the importance of finding common things and idea in a
4. Objectives person to build relationship
b. Identify the common monomial factor of the given polynomial
c. Factor polynomials completely with common monomial factor

II. CONTENT Factoring the Greatest Common Monomial Factor

III. LEARNING RESOURCES
A. References
1. Learner’s Materials pages Pages 30- 32
2. Others
Laptop. LED TV, PowerPoint presentation, activity sheets, manila paper, marker,
B. Other Learning Resources
flash cards
IV. PROCEDURES
Teacher’s Activity Student’s Activity
A. PRELIMINARY ACTIVITIES

1. Prayer
Let’s have our prayer, who’s turn today?
It’s my turn ma’am.
(Student will lead the prayer)
2. Greetings
Good morning everyone!
Good morning Ma’am Liza!
Before we begin our day, may I remind all of you to please
follow strictly our health protocols such as wearing of
facemask at all times, practice social distancing, sanitize
your hands frequently and dispose your trash in the proper
trash bins or if possible bring it at home to avoid
contamination. Do you understand?
Yes, ma’am.
How are you today?

3. Checking of Attendance (Answer may vary)

Who is absent today?

(Note: The teacher will use popsicle sticks with the No one is absent today ma’am.
student’s names for recitation so each student will get an
equal chance to be called. Doing this will also make the
students more attentive during the discussion.)
(The teacher already identified the student who has visual
impairment. He will be provided with printed slides and
activity sheets to cater his needs. He will also be provided a
chair near on the front in case he needs to see better the
writings in the board or flashed in the TV.)
4. Drill
Let’s have our drill, so please bring out your drill
notebook. Each item will be given 30 seconds for you to
answer.
1. −5+ (−1 )
2. 3+(−2)
3. −4+(−3)
4. 3+(−3)
5. −8+(−2)
1. −6
2. 1
3. −7
4. 0
5. −10

Good job guys. For some, let’s do better next time.

A. ACTIVITY

Let’s play a game. A game I know you are all familiar

with. 4 pics 1 word. You will identify what is being
shown by answering one question. “What do these
pictures have in common?”

You will be grouped into five. Prepare a sound of an

animal so you will be recognized. You will be given at
least 30 seconds to Think and Share your answers with
the group. If I said go, you will shout your sound and
the first one will have the chance to answer. If incorrect,
another group will steal the chance. The group with
most score will be the winner and will be given a prize.
B. ANALYSIS

How did you come up with the answer in each picture?

We answered by looking at the pictures and finding out
what are the common things or idea in the picture.
Good job.

How about in people, what does having something in

common make you feel? It’s easier to build relationship and we can talk about
something that is similar to both of us.

It’s easier to be friends with them if we have something in

common to talk about.
That is right. Just like the sayings “Birds with the same
feather, flock together.”

Are there things in the pictures that makes them different?

Yes, ma’am. The people who are sleeping, drinking and
crying are different. The cans are of different sizes.

Very good observation.

How about those people who has different ideas or traits

with you, how does it make you feel? It’s okay because each person is unique and different from
each other.

Good job guys. It’s just a matter of respecting each other’s

differences.

Just like in our lesson today, there are things that are
common but also there are things that are different.

These are our objectives for today.

At the end of the lesson, the students should be able to:

a. Express verbally the importance of finding common
things and idea in a person to build relationship
b. Identify the common monomial factor of the given
polynomial
c. Factor polynomials completely with common monomial
factor

Based in your Grade 7 Science lesson, what kind of mixture

is being shown in the picture and why?

Both of them are heterogeneous mixture because we can

Very good. easily identify the components and more than one phase can
be seen by the naked eyes.
In the first picture, what are the components or factors to
make the mixture?

How about in the second picture, what are the components

or factors to make the mixture?
Oil and water.
Do they have something in common? And what is that?
Sand and water.
Very good observation class.

This time let’s identify the common factor of each term in Yes, they do and it is water.
the polynomial given through prime factorization.

1. 4 x+2

2. 20 x 2−12

Common factor = 2

3. 12 x3 y 5−20 x 5 y 2 z

Common factor = 2 ∙2=4

This time let us identify what is left from the polynomials

after getting the common monomial factor by filling out the
table below.
Common factor = 2 ∙2 ∙ x ∙ x ∙ x ∙ y ∙ y=4 x3 y 2

1. 4 x+2

2 x+1

2. 20 x 2−12

5 x−3

3 5 5 2
3. 12 x y −20 x y z
 3 2
3 y −5 x z

This time to check if the complete factored form is correct,

we should apply what you have learned from your math 7
class about properties of equalities, the Distributive property
and the answer should be the same as the original
expression.

2(2 x+ 1) Multiply 2 to 2x
Multiply 2 to 1

4 x+2 Correct factored form

Your turn.

Excellent students. You were able to completely factor the

polynomial by factoring the common monomial factor
correctly.

2 2
4 (5 x −3) = 20 x −12

4 x y (3 y ¿ ¿ 3−5 x z )¿ = 12 x3 y 5−20 x 5 y 2 z
3 2 2

C. ABSTRACTION

How do we Identify the common monomial factor of the We identify the common monomial factor by getting the
given polynomial? greatest common factor of each term in a given polynomial
through prime factorization.

How to completely factor the polynomial?
How to check if the factored form is correct?
D. Application
To completely factor a polynomial, first find the common
factor and the other factor and simply combine the two
through multiplication.
To check if the factored form is correct just apply the
distributive property and it should be the same as the
original polynomial.

Factor the polynomial completely in your notebook as your

seatwork. I will check you work individually together with
my teacher assistants.

1. 5 y 2+ 10
2. 3 x 3−6 x 2 1. 5( y 2 +2)
2. 3 x 2( x−2)
 E. EVALUATION
Encircle the letter of the best answer. (You may use scratch papers.)

1. What is the common factor of 4 x+2 ?

A. 2 x B. 2 C. x D. 2 x2
2. What is the factored form of 4 x+2 ?
A. 2(x +2) B. 2( x−2) C. 2(2 x+ 1) D. 4 (x−1)
3. What is the common factor of 2 x2 +10 x ?
A. 2 B. 2 x C. 2 x2 D. 5 x
4. What is the factored form of 2 x2 +10 x ?
A. 2 x(x +5) B. 2(x 2 +5 x ) C. 2 x2 (1+5 x) D. x (2 x +5)
5. Liza and Randy met in a regional training for teachers teaching Mathematics from Region VI. Liza is from Patnongon,
Antique and Randy is from Pandan, Antique. What are the reasons for them to be friends?
A. They are both Mathematics teachers and from Antique.
B. They are opposite sex.
C. They are from the same school.
D. They live in different towns in Antique.

B. ASSIGNMENT
Factor completely the following polynomials.
1. 18 b3 −30 b2
2. 8 x 2+ 12 x
3. 3 a 4 b9 +12 a2 b3
4. 6 a+ 8 a2 b−14 a3 b2
5. 12 x3 y 5−20 x 5 y 2 z
VI. REMARKS
VI. REFLECTION
1. No. of learners who earned 80%
on the formative assessment

2. No. of learners who require

additional activities for
remediation.

3. Did the remedial lessons work?

No. of learners who have caught
up with the lesson.

4. No. of learners who continue to

require remediation

5. Which of my teaching strategies

worked well? Why did these
work?

6. What difficulties did I encounter

which my principal or supervisor
can help me solve?

7. What innovation or localized

materials did I use/discover which
I wish to share with other
teachers?

Prepared by:

ERLIZA OTICO-PEREZ
Mathematics Teacher