PEAC MATH INSET 2023 SLRP FOR MEANING MAKING E

STANDARDS-BASED LEARNING RECOVERY PLAN (SLRP) FOR MAKING MEANING

Directions: Make a plan for undertaking learning recovery in your school by completing the table below. Check your plan
for alignment across columns and review other indicators given for the rubric of this plan.
SUBJECT: Mathematics 8 GRADE: 8 QUARTER: 1
TOPIC: Factoring Polynomials TEACHER(S): Nova Renieta N. Bernabe, Flora U. Kinnud, Mileyn A.
Sarac, Jovencio L. Tomas, Jerico D. Orpilla

1 2 3 4 5 6 7 8 9 10
Missed Current Existing Stand Mastery Mastery Rubric Interventio Plan For Timeline
Standard Standard Curricular Alone or Expectations & Expectations & Focus n or Curricular for
and LCs and LCs Materials Layered Skill Skill Remediatio Materials Teaching
In Breakdown Breakdown n Strategies
*Standards/ *Standards/ and Action
LCs that are LCs that are
stand alone merged
(as stated in (as stated in
column 1) column 4)

Content Content In order for The previous n/a The student is Distinguished Tier 1 Universal Existing materials The partially
Standard: Standard: the students to grade level’s expected to be able : I can justify Instruction will show the use covered and
The learner The learner solve the real- competency to: the validity of involves the use of the CER current LC will
demonstrates demonstrates life problems can be 1. find the: product the solutions of of the CER scaffold. be covered in 5
understandin understanding involving merged in of (a) two real-life scaffold from Differentiation class meetings
g of key of key factors of the teaching binomials; (b) problems most to least will be done by in quarter 1.
concepts of concepts of polynomials, of the product of the sum involving using different content (students
algebraic factors they need to current and difference of special sets of real-life will choose from Meeting 1:
expressions, of polynomials, be able to grade level’s two terms; (c) products and problems. several real-life Modeling on
the acquire the competency. square of a factoring problems how to solve
properties of Performance skills in solving binomial; (d) cube polynomials. involving special problems
real Standard: real-life Possible of a binomial; products and involving
numbers as The learner is problems Merged LC: (e) product of a factoring) and special product.
applied able to involving The learner binomial and a Proficient: environment
in linear formulate real- special solves real- trinomial. I can solve (group, pair and Guided practice
equations, life problems products. life problems real-life individual) 1: Solving word
and involving Hence, it is involving 2. factors problems problems
inequalities in factors of important that special completely different involving Student will be involving
one variable. polynomials. the partially products and types of special checked on their special products
 covered LC is factoring polynomials products and mastery by to be done in
Performanc Learning already done polynomial. (polynomials with factoring looking at the groups.
e Standard: Competencie well by the common monomial polynomial. rubric scores on
The learner s: students. factor, difference of exercises Meeting 2:
is able to 1. solves real- two squares, sum involving group, Guided
model life problems and difference of Developing: pairs and Practice 2:
situations involving two cubes, perfect I can identify individual work. Solving word
using factors of square trinomials, solutions to Technology may problems
oral, written, polynomials. and general problems be used in the involving
graphical, trinomials). involving scaffold such as special products
and special PPT presentation to be done in
algebraic 3. solves real-life products and of real-life pair.
methods in problems involving factoring problems
solving special products. polynomial. involving special
problems products and Meeting 3:
involving 4. solves real-life Emerging: factoring. Modeling on
algebraic problems involving I can illustrate how to solve
expressions, factoring special The C-E-R problems
linear polynomial. products and scaffold will be involving
equations, factoring done most to factoring
and Learning Targets: polynomials semi and on to polynomials.
inequalities in 1. I can find the: least on different
one variable. (a) product sets of problems Guided practice
of (a)two binomials; involving real-life 1: Solving word
Learning (b) product of the problems. problems
Competenc sum and difference involving
y: of factoring
two terms; (c) polynomials to
1. solve real- square of a be done in
life problems binomial; (d) cube groups.
involving of a binomial;
special (e) product of a
products. binomial and a Meeting 4:
trinomial. Guided Practice
2:
2. I can factor Solving word
completely different problems
types of involving
polynomials factoring
(polynomials with polynomials to
common monomial be done in pair.
factor, difference of
two squares, sum
and difference of Meeting 5:
two cubes, perfect Independent
square trinomials, practice on
and general solving
trinomials). problems
involving
3. I can solve real- special products
 life problems and factoring of
involving special polynomials to
products. be done
individually.
4. I can solve real-
life problems
involving factoring
polynomial.

*adapted from National Institute for Excellence in Teaching (NIET)

Rubric for Scoring Criteria:

Performance 1 2 3 4
Indicators
Emerging Developing Proficient Distinguished

Solves real-life problems I can illustrate special I can identify solutions to I can solve real-life I can justify the validity of
involving special products products and factoring problems involving special problems involving special the solutions of real-life
polynomials. products and factoring products and factoring problems involving special
and factoring polynomial.
polynomial. polynomial. products and factoring
polynomials.

CER Rubric:

Component 2 1 0
Acceptable Partially Acceptable Not Acceptable

Claim
A statement that answers
the question or the problem
posed
 Evidence
Text from article or problem
cited to support the claim

Reasoning
Explanation of how or why
the cited texts support the
claim

SYSTEMATIC AND EXPLICIT INTERVENTION PROCEDURES WITH SCAFFOLDING AND

DIFFERENTIATION:

MEETING 1: MODELLING
1. Distribute a one-paragraph text that shows a real life problem that involves special products.
2. Before reading, say: We will read this text together and as we read, keep these questions in mind: What is asked
in the problem? What do we mean by revenue? How do we compute for revenue?
3. Again, the questions to answer are: What is asked in the problem? What do we mean by revenue? How do we
compute for revenue? How will you compare the revenues of the two shops? Let me first share how I think about
the questions. I will now share with you my thoughts about the problem regarding the revenue earned by the two
shops by selling the shirts. As I analyze the different situations related to revenue of the shops, I will CLAIM that
the shop with higher revenue is shop A. When we say revenue, we refer to the total sales of a certain
business.
4. I will now write this claim in the first box of the organizer labelled CLAIM.

TEXT/ARTICLE/PROBLEM: The number of shirts sold by the shop A is given by the expression 3x – 5 and the price
for each shirt is given by the expression 2x +1 while the number of shirts sold by shop B is 2x + 6 and their price for
each shirt is 3x - 2. Which shop has a greater revenue if x is 5 (in thousand)?

CLAIM: The shop with higher revenue is shop A.

EVIDENCE:

REASONING:

5. Then say: How do I support my claim? We have to compare the revenue of the two shops by computing the total
revenue of each shop. My EVIDENCE for my claim is based on the given data which are: Shop A sold 3x – 5
number of shirts at 2x+ 1 per shirt while shop B sold 2x +6 number of shirts at a price of 3x – 2 per shirt and by
using the given value of the variable x which is 5(thousands).
6. To remind myself that shop A has a higher revenue basing on the given facts, I will write these in the second box
of the organizer labelled EVIDENCE.

TEXT/ARTICLE/PROBLEM: The number of shirts sold by the shop A is given by the expression 3x – 5 and the price
for each shirt is given by the expression 2x +1 while the number of shirts sold by shop B is 2x + 6 and their price for
each shirt is 3x - 2. Which shop has a greater revenue if x is 5 (in thousand)?

CLAIM: The shop with higher revenue is shop A.

EVIDENCE: Shop A sold 3x – 5 number of shirts at 2x+ 1 per shirt while shop B sold 2x +6 number of shirts at a price
of 3x – 2 per shirt and by using the given value of the variable x which is 5(thousands).

REASONING:

7. Next say: Why do I say that shop A has a higher revenue than shop B? What is my REASONING? My reasoning
goes this way: The word higher revenue refers to the shop with a higher total sale, with these the given data
must be computed. Hence, using the given value of x which is equal to 5(thousand) the computed revenue for
both shops lead me to claim that shop A has a higher revenue than shop B.
8. To remember my reasoning, I will now write these ideas in the third box of the organized labelled REASONING.
TEXT/ARTICLE/PROBLEM: The number of shirts sold by the shop A is given by the expression 3x – 5 and the price
for each shirt is given by the expression 2x +1 while the number of shirts sold by shop B is 2x + 6 and their price for
each shirt is 3x - 2. Which shop has a greater revenue if x is 5 (in thousand)?

CLAIM: The shop with higher revenue is shop A.

EVIDENCE: Shop A sold 3x – 5 number of shirts at 2x+ 1 per shirt while shop B sold 2x +6 number of shirts at a price
of 3x – 2 per shirt and by using the given value of the variable x which is 5(thousands).

REASONING:
The word higher revenue refers to the shop with a higher total sale, with these the given data must be
computed. Hence, using the given value of x which is equal to 5(thousand) the computed revenue for both
shops lead me to claim that shop A has a higher revenue than shop B.

9. So to determine which shop has a higher revenue, I did the following steps shown in our organizer and you can do
the same:
a. First, I read and understand the problem with the question in mind. And the question is which shop has a
higher revenue?
b. Second, I made a claim that answers the question. And the claim I wrote is the shop with higher revenue is
shop A.
c. Third, I looked for parts of the problem that can serve as evidence to support my claim. So, the evidence I
wrote are the given facts in the problem which are: Shop A sold 3x – 5 number of shirts at 2x+ 1 per shirt
while shop B sold 2x +6 number of shirts at a price of 3x – 2 per shirt and by using the given value of the
variable x which is 5(thousands).
d. Fourth, I gave my reason why shop A has a higher revenue compared to shop B as the evidence. To do
reasoning, I first restated my claim and then defined what the question is looking for such is the meaning of
higher revenue. Next, I applied the definition of higher revenue which is to compute the total sales of each
shop. From the computed revenues, I concluded that the evidence, I cited help support the claim. The
reasoning that I wrote in the organizer says that The word higher revenue refers to the shop with a higher
total sale, with these the given data must be computed. Hence, using the given value of x which is equal to
5(thousand) the computed revenue for both shops lead me to claim that shop A has a higher revenue than
 shop B.
10. So now we will try these steps again with another text.

Guided Practice 1 – MOST SCAFFOLDED/Differentiation by Environment

11. Give students a real-life problem 2 involving special products. Answer the questions in each situation.

12.Divide the class into groups with 5 members. Distribute to each group a copy of the CER Worksheet.

Texts/Articles/Problems: Ana has a square table with a side of 2x + 1 m which she will be painting while John has
also square table which sides measure 3x – 7 m. Who among them needs more paint if x is equal to 3?

Question: Who needs more paint if x is equal to 3, Ana or John?

CLAIM (Circle ONE of the following which answers the question.)

A. Ana needs more paint.
B. John needs more paint.
C. Both Ana and John needs the same amount of paint.

EVIDENCE (Circle TWO of the following facts from the data that support your claim.)
A. Ana’s square table has a side of 2x + 1, wherein x = 3.
B. John’s square table has a side of 3x – 7 wherein x = 3.
C. Ana and John’s table measures (2x + 1) (3x -7) wherein x = 3

REASONING
A. To determine who needs more paint, the given data must be computed. Hence, using the formula of finding the
Area of square and given value of x, the computed Area of both squares leads me to claim that Ana needs more
paint than John.
B. To determine who needs more paint, the given data must be computed. Hence, using the formula of finding the
Area of square and given value of x, the computed Area of both squares leads me to claim that John needs
 more paint than Ana.
C. To determine who needs more paint, the given data must be computed. Hence, using the formula of finding the
Area of square and given value of x, the computed Area of both squares leads me to claim that Ana and John
needs the same amount of paint.

13. Ask the question: Who needs more paint if x is equal to 3, Ana or John?

14. Students will keep in mind this question when reading the assigned real-life problem involving special products.
Then have students read and understand.

15. For problem: Ana has a square table with a side of 2x + 1 m which she will be painting while John has also square
table which sides measure 3x – 7 m. Who among them needs more paint if x is equal to 3? students will study the
table provided. The students will be guided in pointing out that the problem suggest an application of special
products in real-life situations which involves geometric problems.

16. Ask randomly from every group to state the CER steps. Then ask each group to do the CER steps by answering
below the text prewritten claim and let them encircle their answer in the question for the Claim,
students will encircle the corresponding texts that support their claim for Evidence and encircle the
targeted sentence starter for Reasoning.

17.Ask students to explain their choices for Claim, Evidence and Reasoning to the whole class during the activity
processing. In their explanations, have students discuss how they selected the Claim, chose and marked the
Evidence and picked on the Reasoning. Ask students to also identify the flow of the Reasoning part beginning with
a restatement of the claim, a definition of key terms in the question, the application of the definition to the
evidence, and conclusion of how evidence supports the claim.

MEETING 2: Guided Practice 2 – SEMI-SCAFFOLDED/ Differentiation by Content and Environment

1. Distribute Worksheet 2 containing 2 problems involving special products.

 2. Ask a question that students will keep in mind when reading the problems: (for problem A) Who receives
more commission? How will you compare the commission of the two salesman? (for problem B) Who works
faster in cutting the patterns of textile with given number of employees and days of working?

3. Pair up (Group) the students and randomly ask each pair to state the CER steps. Then have pairs answer
below the text multiple choice questions for Claim and Evidence and write their Reasoning with corresponding
text highlights.

4. Ask students to explain their choices for Claim and Evidence. In their explanations, have students discuss how
they selected the Claim, wrote and marked the Evidence and picked on the Reasoning. Ask students to also
identify the flow of the Reasoning part beginning with a restatement of the claim, a definition of key terms in
the question, the application of the definition to the evidence, and conclusion of how evidence supports the
claim.

(Choose only one option.)

Option 1 Option 2

Texts/Articles/Problems: Mr. Santos and Mr.
Amare are both engaged in selling cars. Mr. Santos
receives (2x+5)% commission for every sales he
makes while Mr. Amare receives (6x+1)% for every
2000 of sales he makes. If both made a sale of 3.5
million, who receives more commission? Let the value
of x = 5.
Texts/Articles/Problems: In a textile company, the owner
hired 13 employees to work in two groups to cut patterns.
Group A has 6 members and Group B has 7 members. They
were given the same 2000 m textile each to work for at least
5 days. Group A was able to cut 15x+3 patterns in 5 days
while Group B has done 7x-2. Who works faster if the value of
x=40?

Question: If both made a sale of 3.5 million, who Question: Who works faster if the value of x=40?
receives more commission?

Claim Claim
Evidence: Mr. Santos receives (2x+5)% commission Evidence
for every sales he makes while Mr. Amare receives
(6x+1)% for every 2000 of sales he makes.

Reasoning Reasoning: To determine who works faster, the given data

must be computed. Hence, using the concept on how to solve
work problems, the computed work rate for each group leads
me to claim that Group B works faster than Group A.

MEETING 3: MODELLING
1. Distribute a one-paragraph text that shows a real life problem that involves factoring.
2. Before reading, say: We will read this text together and as we read, keep these questions in mind: What is asked
in the problem? How do we compare the length of barbed wire needed for each garden?
3. Again, the questions to answer are: What is asked in the problem? How do we compare the length of wire needed
for each garden? Let me first share how I think about the questions. I will now share with you my thoughts about
the problem regarding the length of the wire needed for each garden. As I analyze the different situations related
to length of the wire needed, I will CLAIM that the Pedro needs more barbed wire than Juan. I will now
write this claim in the first box of the organizer labelled CLAIM.

TEXT/ARTICLE/PROBLEM: Pedro has rectangular garden with an area of x2+ 3x – 10 m2 to be fenced by barbed
wire while Juan also wants to fenced his rectangular garden with an area of x 2 - 7x + 12 m2. Which garden needs
more barbed wire if the value of x = 10

CLAIM: Pedro needs more barbed wire than Juan.

EVIDENCE:

REASONING:

4. Then say: How do I support my claim? We have to compare the length of the barbed wire needed by computing
 the dimensions and perimeter of the gardens. My EVIDENCE for my claim is based on the given data which Pedro’s
garden area is x2+ 3x – 10 m2 , while Juan’s garden’s Area is x2 - 7x + 12 m2 and the given value of x is 10.

5. To remind myself that Pedro needs more wire than Juan, I will write these in the second box of the organizer
labelled EVIDENCE.

TEXT/ARTICLE/PROBLEM: Pedro has rectangular garden with an area of x2+ 3x – 10 m2 to be fenced by barbed
wire while Juan also wants to fenced his rectangular garden with an area of x 2 - 7x + 12 m2. Which garden needs
more barbed wire if the value of x = 10

CLAIM: Pedro needs more barbed wire than Juan.

EVIDENCE: Pedro’s garden area is x2+ 3x – 10 m2, while Juan’s garden’s Area is x 2 - 7x + 12 m2 and the given value
of x is 10.

REASONING:

6. Next say: Pedro needs more barbed wire than Juan. What is my REASONING? My reasoning goes this way: To
determine which garden needs more barbed wire, we need to solve for the dimensions and perimeter of the
garden so the given data must be computed. Hence, using the given value of x which is equal to 10, the computed
perimeter for both gardens lead me to claim that Pedro’s garden needs more barbed wire than Juan’s garden.

7. To remember my reasoning, I will now write these ideas in the third box of the organized labelled REASONING.

TEXT/ARTICLE/PROBLEM: Pedro has rectangular garden with an area of x2+ 3x – 10 m2 to be fenced by barbed
wire while Juan also wants to fenced his rectangular garden with an area of x 2 - 7x + 12 m2. Which garden needs
more barbed wire if the value of x = 10

CLAIM: Pedro needs more barbed wire than Juan.

EVIDENCE: Pedro’s garden area is x2+ 3x – 10 m2, while Juan’s garden’s Area is x 2 - 7x + 12 m2 and the given value
of x is 10.
REASONING:
To determine which garden needs more barbed wire we need to solve for the dimensions and perimeter of the garden
so the given data must be computed. Hence, using the given value of x which is equal to 10 the computed perimeter
for both gardens lead me to claim that Pedro’s garden needs more barbed wire than Juan’s garden.

8. So to determine which garden needs more wire, I did the following steps shown in our organizer and you can do
the same:
a. First, I read and understand the problem with the question in mind. And the question is which garden needs
more barbed wire?
b. Second, I made a claim that answers the question. And the claim I wrote is Pedro’s garden needs more
barbed wire than Juan’s garden.
c. Third, I looked for parts of the problem that can serve as evidence to support my claim. So, the evidence I
wrote are the given facts in the problem which are: Pedro’s garden area is x2+ 3x – 10 m2, while Juan’s
garden’s Area is x2 - 7x + 12 m2 and the given value of x is 10.
d. Fourth, I gave my reason why Pedro’s garden needs more barbed wire than Juan’s garden. To do
reasoning, I first restated my claim and then defined what the question is looking for such as who needs
more barbed wire. Next, I applied the definition of perimeter in order to compute the length of the barbed
wire needed. From the computed perimeters, I concluded that the evidence, I cited help support the claim.
The reasoning that I wrote in the organizer says that: To determine which garden needs more barbed wire
we need to solve for the dimensions and perimeter of the garden so the given data must be computed.
Hence, using the given value of x which is equal to 10 the computed perimeter for both gardens lead me to
claim that Pedro’s garden needs more barbed wire than Juan’s garden.
9. So now we will try these steps again with another text.

Guided Practice 1 – MOST SCAFFOLDED/Differentiation by Environment

1. Give students a real-life problem 2 involving factoring polynomials. Answer the questions in each situation.

2. Divide the class into groups with 5 members. Distribute to each group a copy of the CER Worksheet.
Texts/Articles/Problems: Kulas runs a total distance of 4x3 – 8x2 + 12x meters in 4x minutes while Tony runs x 3 – 8
meters at x -2 minutes. Who runs faster between Kulas and Tony if the value of x is equal to 4?

Question: Who runs faster between Kulas and Tony if the value of x is equal to 4?

CLAIM (Circle ONE of the following which answers the question.)

A. Kulas runs faster than Tony.
B. Tony runs faster than Kulas.
C. Both Kulas and Tony have the same speed.

EVIDENCE (Circle TWO of the following facts from the data that support your claim.)
A. Kulas runs a distansce of 4x3 – 8x2 + 12x meters in 4x minutes.
B. Tony runs a distance of x3 – 8 meters at x -2 minutes.
C. Tony runs a distance of 4x3 – 8x2 + 12x meters in x-2 minutes.

REASONING

A. To determine who runs faster, the given data must be computed. Hence, using the formula of finding the rate,
the computed rate for runners leads me to claim that Kulas runs faster than Tony.
B. To determine who runs faster, the given data must be computed. Hence, using the formula of finding the rate,
the computed rate for runners leads me to claim that Tony runs faster than Kulas.
C. To determine who runs faster, the given data must be computed. Hence, using the formula of finding the rate,
the computed rate for runners leads me to claim that Kulas and Tony run at the same rate.

3. Ask the question: Who runs faster between Kulas and Tony if the value of x is equal to 4?

4. Students will keep in mind this question when reading the assigned real-life problem involving factoring
polynomials. Then have students read and understand.

5. For problem: Kulas runs a total distance of 4x 3 – 8x2 + 12x meters in 4x minutes while Tony runs x 3 – 8 meters at
x -2 minutes. Who runs faster between Kulas and Tony if the value of x is equal to 4? students will study the table
provided. The students will be guided in pointing out that the problem suggest an application of factoring
 polynomials in real-life situations which involves distance problems.

6. Ask randomly from every group to state the CER steps. Then ask each group to do the CER steps by answering
below the text prewritten claim and let them encircle their answer in the question for the Claim,
students will encircle the corresponding texts that support their claim for Evidence and encircle the
targeted sentence starter for Reasoning.

7. Ask students to explain their choices for Claim, Evidence and Reasoning to the whole class during the activity
processing. In their explanations, have students discuss how they selected the Claim, chose and marked the
Evidence and picked on the Reasoning. Ask students to also identify the flow of the Reasoning part beginning with
a restatement of the claim, a definition of key terms in the question, the application of the definition to the
evidence, and conclusion of how evidence supports the claim.

MEETING 4: Guided Practice 2 – SEMI-SCAFFOLDED/ Differentiation by Content and Environment

1. Distribute Worksheet 2 containing 2 problems involving special products.

2. Ask a question that students will keep in mind when reading the problems: (for problem A) Who receives
more commission? How will you compare the commission of the two salesman? (for problem B) Who works
faster in cutting the patterns of textile with given number of employees and days of working?

3. Pair up (Group) the students and randomly ask each pair to state the CER steps. Then have pairs answer
below the text multiple choice questions for Claim and Evidence and write their Reasoning with corresponding
text highlights.

4. Ask students to explain their choices for Claim and Evidence. In their explanations, have students discuss how
they selected the Claim, wrote and marked the Evidence and picked on the Reasoning. Ask students to also
identify the flow of the Reasoning part beginning with a restatement of the claim, a definition of key terms in
the question, the application of the definition to the evidence, and conclusion of how evidence supports the
claim.
(Choose only one option.)

Option 1 Option 2

Texts/Articles/Problems: XYZ store has a total Texts/Articles/Problems:

sales of 27 y 3−64 in selling 3 y−4 per pair of shoes
while ABC store has a total sales of 27 y 3 +64 in selling
3 y +4 per pair of shoes. Which store sold more pair of
shoes if the given value of y is 200 ?

Question: Which store sold more pair of shoes if the Question:

given value of y is 200 ?

Claim Claim

Evidence: XYZ store has a total sales of 27 y 3−64 in Evidence

selling 3 y−4 per pair of shoes while ABC store has a
total sales of 27 y 3 +64 in selling 3 y +4 per pair of
shoes given that the value of y is 200.

Reasoning Reasoning: To determine who works faster, the given data

must be computed. Hence, using the concept on how to solve
work problems, the computed work rate for each group leads
me to claim that Group B works faster than Group A.
MEETING 5: Independent Work – LEAST SCAFFOLDED/ Differentiation by Content and Environment

1. Distribute Worksheet 3 with 5 Real-life problems. Let the students read the problems and choose 3 problems to
work on.

2. Ask questions that students will keep in mind when reading problems involving special products and factoring
polynomials. Then have students read.

22.Ask students to work individually and answer below the text on the blanks their Claim, Evidence and Reasoning.
For the Evidence part, students will highlight the corresponding text.

TEXT/ARTICLE/PROBLEM:

CLAIM:

EVIDENCE:

REASONING:

23.Ask students to explain their answers for Claim, Evidence and Reasoning. Ask students to also identify the flow of
their Reasoning part beginning with a restatement of the claim, a definition of key terms in the question, the
application of the definition to the evidence, and conclusion.
1