DETAILED LESSON PLAN IN MATHEMATICS

GRADE 8

I. Objectives
At the end of the lesson, the students are expected to:
a. define what is a factor;
b. differentiate trinomials with perfect square to the trinomial without perfect square.
c. perform factoring for trinomial without a perfect square.
II. Subject Matter
Lesson : Factoring Trinomials without a Perfect Square
Activity 9, Let’s Tile Up
Strategies : Visualizing
Asking and Answering Question
Total Physical Response(TPR)
Graphic organizers
: Listen and follow the instructions carefully.
KBI : MAPEH, Arts, Values Education
Integration : Module: Special Products: Rational Algebraic Expression and
References Algebraic Expression with Integral Components.
Materials : Power Point Slides, Projector, Laptop, paper cut into different
shapes and size.

III. Procedure
Teacher’s Activity Students’ Activity
A. Preparation
Good morning, class. Good morning, Ma’am.
Before we are going to start our
lesson this morning, let us have a Classmates, please stand up. Let us bow
prayer first. down our heads and pray.
Marian Rivera, kindly lead the prayer.
1. Setting of Behavioural
Standards
Class, how are you this morning? We’re fine, Ma’am.
Wow! Meaning to say, you are
ready for our lesson for today. But
before we start, let us set an
agreement to follow as we go on
with our discussion.
Alright. Jenelyn Mercado, what We should listen carefully and attentively,
will you do when someone is Ma’am.
talking?
Good!
What will you do during the We should follow the instructions given
group activities, Dingdong and participate actively, Ma’am.
Dantes?
Absolutely Correct! Those are our
agreements today.
B. Motivation It is shorter process of adding numbers,
Now! Who among here in this class, Ma’am.
can still recall what multiplication is,
Jayson Dee?
Very Good!
Talking about multiplication, what do They were called factors, Ma’am.
we call the two numbers to be
multiplied, Julia Baretto?
Good!
How about the result of the
 multiplication, what do we call those We call them, Product, Ma’am.
numbers, Andrea Brillantes?
Very Good!
Now, we are going to have a guessing
game. I will have to give the product
and I will call somebody to give the Yes, Ma’am.
factors. Is it clear?
Good!
What are the factors of 6, Franzine
Diaz? 3 and 2, Ma’am.
Correct!
Seth Fedilin, what are the factors of 8 and 3, 6 and 4, Ma’am.
24?
Very Good! 5 and 5, Ma’am.
How about 25, Mc Coy De Leon?
Absolutely Correct.
C. Presentation
In our previous discussion we tackled
trinomials with a perfect square such
as 4r2-12r+9. We call it perfect square
because its factor is a binomial in
which if it is multiplied by itself the
trinomial will be formed. (Showing
the PowerPoint slides.) Now, how No, Ma’am.
about x2+5x+6? Can we consider it as
a perfect square trinomial, Lea
Salonga?
Very Good!
It is not perfect squared trinomial
because its factors are not like. Now
my question is, how are we going to
factor trinomial without a perfect
square? Anybody from the class who
knows how to do it?
This afternoon we will discuss
factoring of trinomials without a
perfect square but before that we will
have an activity first.
I will divide the class into three
groups. This side will be the group
one while that side would be the
group two. On the other hand, this
side will be the group three. Now,
choose your leader, secretary,
reporter, material manager and time
keeper.
D. Lesson Proper
1. Activity
I will give each group the
materials needed for the
activity. The instruction is just
simple. Based on the given
material and within 3 minutes,
you will have to form a
rectangle and paste the
rectangle in the given white
cartolina paper.
 Based on the rectangular
shape that you had formed and
in a vertical direction, how
many square and small
rectangular tiles are there? In Yes, Ma’am.
horizontal direction, how (Do the activity.)
many square and small
rectangular tiles are there?
Label it by writing your (Do the posting of outputs.)
answers at its sides. (Show a
sample using slide
presentation.)
Is it clear?
(Call the material managers to
get the materials and signal
the class to start the activity.)
2. Discussion
(Call the reporter in each
group to post their outputs in
the board.)
Now, we will go back to the
given example of trinomial
without a perfect square.
(Showing the presentation
slides.) Using your activity,
we will now determine what
are the factors of x2+5x+6.
The different shapes that I had
given represent the trinomial
x2+5x+6. The square
represents x2, while the
rectangle and small square
represents 5x and 6. In order
to know its factor using the
given materials, I let you
create a rectangle. The square
and rectangular tiles in
vertical and horizontal
direction would represent its (Reporter will re-label and write down the
factors. The question is how? formed factors.)
In vertical and horizontal
direction, the number of
square tiles will represent x
while the number of
rectangular lines including the
small squares will represent a
number value. Then add the
counted number of x with
counted number of number
value. Reporters from each
group re-label your rectangle
and write down what are the
factors being formed in the
vacant space of the cartolina
paper.
Aside from forming rectangle
in identifying the factors of a
 trinomial without a perfect -3 and 7, Ma’am.
square, there is also another
way on how to do it. Let’s try
to consider this trinomial
v2+4v-21. In order to solve for
its factors, the first step that
you are going to consider is to
list down the factors of -21 -7 and 3, Ma’am.
out from the binomial 4v-21.
Vice Ganda, can you give me
a factor?
Good!
(Write the answer in tabular
form)
Factors of -21
-3 +7 -21 and 1, Ma’am.
Give me another factor,
Joseph Marco?
Very Good!
(Write and add the answer in
the table.)
Factors of -21
-3 +7
-7 +3 -1 and 21, Ma’am.
Is there another factor,
Kathryn Bernardo?
Absolutely correct!
(Write and add the answer in
the table.)
Factors of -21
-3 +7
-7 +3 -3 and 7, Ma’am.
-21 +1
Who can give me the last
factor of -21, Daniel Padilla?
(Write and add the answer in
the table.)
Factors of -21
The first way is to create a rectangle out of
-3 +7
the square, rectangular and small square
-7 +3
tiles. While the second way is to identify
-21 +1 the possible factors of the last value of the
-1 +21 trinomial and determine which of the
Let’s move into the second factors when added together will form the
step. Based on the given value of the binomial it preceded, sir.
factors, which pairs in will
give a sum of 4, Felix?
Your right!
Therefore, the factors of
v2+4v-21 is (v-3)(v+7)
E. Generalization
As your observation based on the (Students will do the activity and submit
activity that you did and based on our the sheet. Teacher will show the correct
discussion, what are the ways on answers and announce the scores gain by
factoring trinomial without perfect each group.)
square, Catriona Gray?
Your right!
 F. Application
Now, we will have another activity in
title Trinomial Hunting.
Regroup yourselves.
I will give you a sheet of paper with a
table of different binomials. Based on
the given trinomials, find the factors
in the table, encircle it and affixed the
corresponding letter. After, 2 minutes
submit the sheet and I will show you
the answers using the slide. Points
accumulated from this activity will be
added in your quiz.

IV. Evaluation
Give the factors of the following trinomials:
a. n2-n-20
b. n2+5n+6
c. n2-4n-32
V. Assignment
Give the factors of the following trinomials:
1. n2 + 11n + 24
2. n2 + 2n + 48