Republic of the Philippines

DEPARTMENT OF EDUCATION
Region XII
KIDAPAWAN CITY DIVISION

Daily Lesson Log in Math 8

Quarter 1, Week 1
Date: _______________________
I – OBJECTIVES
A. Content The learner demonstrates understanding of key concepts of factors of
Standards polynomials, rational algebraic expressions, linear equations and inequalities
in two variables, systems of linear equations and inequalities in two variables
and linear functions.
B. Performance The learner is able to formulate real-life problems involving factors of
Standards 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.

C. Learning The learner is able to factor completely different types of polynomials

Competency/ies (polynomials with common monomial factor, difference of two squares, sum
and difference of two cubes, perfect square trinomials, and general
trinomials). M8AL-Ia-b-1
a. Difference of Two Squares
II - CONTENT PATTERNS AND ALGEBRA (Factoring Polynomials)
III - LEARNING RESOURCES
A. References
Additional 1. Elementary Algebra I. 2000. pp. 200-211
Teacher's Guide Materials from
Page/s Learning 2. Moving Ahead With Mathematics II. 1999. pp. 194-
Resources 209
Portal * 3. NFE Accreditation and Equivalency Learning
Learner's Materials Material. Special Products and Factoring. 2001. pp. 11-
Page/s 18
4. BEAM I – Module 16: Factoring
References: Worktext in Mathematics E-Math by Orlando Orence and Marilyn
B. Other Learning
O Mendoza pages 1-10, www://kutasoftware.com/elementaryalgebra,
Resources
www://mathisfun.com
Values Integration Critical Thinking, Creativity, Cooperation
 

IV – PROCEDURES
A. Reviewing The surface area of an Olympic swimming pool has
previous lesson or a surface area of 18x2 - 12x + 2. What will be the
presenting new dimensions of the pool?
lesson
According to the Olympic Commission, the Olympic-
size swimming pool must have a dimension of 50m by 25 m. What will
be the value of x to satisfy the condition of the Olympics Commission?
B. Establishing a Drill:
purpose for the The teachers will give basic arithmetic operations activity as drill.
lesson a. (40 + 1) (40 – 1) = _____ b. (25 + 2) (25 – 2) = _____
b. (30 + 3) (30 – 3) = _____ d. (15 + 4) (15 – 4) = _____

Motivation:

The teacher will show the students different number puzzle and allow them
to give their observation.
1 3 8 9 10
1 3 2
2 6 24 19
0
2
2 4 14
1
18
2
5 13 23 17
2
2 3 7 12 4
1
15 16
1
 Complete table of observation below

Figure No. of Units of Each Total Number of Units Number of Units

Side Occupied with number not occupied by a
number

1
2
3
4

Questions:

1. How many units per side of the squared number puzzle?

2. What is the total number of units occupied with number?
3. What is the total number of units not occupied by a number?

C. Presenting The teacher will show the students different tiles and allow them to give
illustrative examples / their observation.
instances of the
lesson
1 2

3 4

Complete table of observation below

Figure No. of Units Total Number of Number of No. of Total

of Each Side Units Units Units Number
Shaded shaded in of units
each side unshaded
1
2
3
4

Questions:

1. How many units per side in the tiles are there?

2. What is the total number of units in each tile are there?
3. How many units per side are shaded in each tile?
4. What is the total number of units are shaded in each tile?
5. What is to total number of units are unshaded in each tile?
6. Make a conjuncture on how to factor using difference of two
squares?

D. Discussing the DISCOVERY METHOD:

new concepts and  Group the students into 4 groups.
practicing new skills
#1 Activity
Distribute activity sheets containing a grid with a pixel art calligraphy.
The students are asked to find the area of the following in square
units:
a. grid
b. MATH pixel art calligraphy
 c. Not occupied by MATH

Above is sample of pixel art calligraphy. In this age, one of the

modern calligraphies is pixel art.

Complete the table.

grid MATH pixel art calligraphy Not occupied by MATH

1. What is the area of the grid? Math pixel art calligraphy?

2. How did you find the area of the grid? Math pixel art calligraphy?
3. What is the area of the gird not occupied by the Math pixel art
calligraphy?

 Let the students report their outputs.

 Process with questions

Analysis
 Using the same idea in the pixel art calligraphy, below are examples
of pixel art.

Pixel art is a form of digital art, created through the use of

software, where images are edited on the pixel level.
 Th

1 2
e students are asked to find the area of the following in square units:
1. Area of the grid in square units
2. Area of the pixel art in square units
3. Area of the space not occupied by the pixel art in square units

Figure MATH pixel art Not occupied by

grid
calligraphy MATH

1. What is the area of the grid? Pixel art?

2. How did you find the area of the grid? Math pixel art calligraphy?
3. What is the area of the gird not occupied by the pixel art?
4. Is there another way of finding the area not occupied by the pixel art?

 Let the students report their outputs.

 Process with questions
Abstraction:
The teacher will discuss what is factoring difference of two
squares:

Factoring using difference of two squares is finding the product of

the sum and difference of two binomials.
The two binomials is the factor of the two squares.

The teacher will discuss the rule in factoring the difference of

two squares.

If x and y are real numbers, variables, or algebraic expression,

then :
x2 – y2 = (x+y) (x-y)

To recognize a difference of two squares as two perfect square terms

separated by a minus sign. If any binomial is in the form of x2 - y2, then
the factors are in the form: (x+y) (x-y).

Orginal Polynomial written as a Factored Form

Difference of Two Squares
x2- 9 = x2 - 32 (x + 3) (x - 3)
x2 - y2

(x + y) (x - y)
4x2-81 = (2x)2 - 92 (2x + 9) (2x - 9)
x2 - y2

(x + y) (x - y)
25- 49x6 = 52 - (7x3)2 (5 + 7x3) (5 - 7x3)
x2 - y2

(x + y) (x - y)
 for a variable to be perfect square, it must be raised to an
even power.

E. Discussing the Factor 2u3 – 162 u7

new concepts and Steps
practicing new skills Investigate if the exponents are 2u3 – 162 u7
#2
even. No. The exponents are not even.
Investigate if there is a common 2u3 – 162 u5
monomial factor. Common Monomial factor : 2u3

Factor out the common 2u3 (1 – 81u4)

monomial factor
investigate again if there is an 2u3 (1 – 81u4)
even exponent. there is an even exponent

Investigate if there is a difference there is a difference of two

of two square. squares
Rewrite 2u3 (12 – 92u4)
Factor out the difference of two 2u3 (1 + 9u2) (1 - 9u2)
squares
Investigate further if there is a there is a difference of two
difference of two square. squares
Rewrite 2u3 (1 + 9u2) (12 - 32u2)
Factor out the difference of two 2u3 (1 + 9u2) (1 + 3u) (1 - 3u)
squares

2u3 – 162 u7 = 2u3 (1 + 9u2) (1 + 3u) (1 - 3u)

to factory completely means all factors are now in prime. An

example of prime factor is the sum of two squares.

F. Developing The teacher will ask to learners to go to their groups. Each group
mastery (guides to will be given another set of activity sheet containing expressions
formative for factoring using difference of two squares
assessment)
1st Set 2nd Set
1- 4x2 1-9X2
1- 27X3 1-8X3
a – 16b8
4
a – 256b16
8

625x4y8 – z8 256x8y12 – z4

G. Making The teacher will ask the learners to answer the following questions
generalizations and orally:
abstractions about 1. What is factoring?
the lesson 2. What is the rule in factoring using the difference of two
squares?
 How do you find the factors of the by its rule?
H. Finding practical A 1-hectare farm lot of is to be
applications of constructed with perimeter pathway
concepts and skills in around it of x m in width. What will be the
daily living dimensions of the remaining farm lot?

I. Evaluation of The teacher will ask the learners to answer the given worksheet: The
learning Square Envelop of Difference
(see attached worksheets)
J. Additional activities The area of one of the faces standing of a rectangular box is
for application or given by 125m2n4 – 9 square inches. If the height of the box
remediation 5mn2 – 3 inches, what is the area of the square bases?
x
 V. REMARKS

VI. REFLECTION
A. No. of learners who B. No. of learners who scored C. Did the remedial lessons work? D. No. of learners who
earned 80% in the below 80% who needs No. of learners who have caught continue to require
evaluation additional activities for up with the lesson remediation
remediation

E. Which of my teaching strategy/ies worked well? Why did these work?

F. What difficulties did I encounter which my principal or superior can help me solve?

Checked by:
Date:  
Principal

Republic of the Philippines

DEPARTMENT OF EDUCATION
Region XII
KIDAPAWAN CITY DIVISION
Mathematics for Grade 8

The Square Envelop of Difference

Name : ______________________________________________ Score: ________________

Grade and Section: ____________________________________ Date: _________________

Direction:
1. Find the factors of the polynomial given using difference of two squares.
2. Each triangle has respective points to sum up your scores after getting the correct
answer.
3. The legs of the triangle are the factors while its base is the polynomial being factored.

3
625a4 – 16b8

125x8- 45X12
2
25-9X

3 4
 16a4b8 – c8

4. Complete the table.

Factors
Polynomials

1.
2.
3.
4.