MATHEMATICS DAILY LESSON PLAN

QUARTER I
Week 2 – Day 1

Subject: MATH Grade Level: 8

Date:
Session: 1
__________________
The learner demonstrates understanding of key
concepts of factors of polynomials, rational algebraic
expressions, linear equations and inequalities in two
Content Standard
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
Performance Standard variables, systems of linear equations and inequalities
in two variables and linear functions, and solve these
problems accurately using a variety of strategies.

Competency 2. Solves problems involving factors of

Competency polynomials (M8AL-Ib-2)

I. OBJECTIVES
Knowledge Recognizes the concepts involving factors of
polynomials.
Skill Solves problems involving factors of polynomials.
Attitude Develops patience in solving problems involving
factors of polynomials.
II. CONTENT Solving Problem involving Factors of Polynomials

III. LEARNING RESOURCES

A. References
1. Teacher’s Guide Teacher’s Guide (TG) in Math 8, pp. 49 - 53
Pages
2. Learner’s Learner’s Module (LM)in Math 8, pp. 49 -58.
Materials Pages
3. Textbook Pages Elementary Algebra I. 2000. pp. 212-216*

4. Additional
Materials

5. Learning
Resources (LR)
portal
B. Other Learning
Resources

Prepared by:
SALGIE P. SERNAL
Noted by:
DELIA S. SAYSON
 MATHEMATICS DAILY LESSON PLAN
IV. PROCEDURES
A. Reviewing or ACTIVITY: This activity will check how well students can associate
presenting the new between product and its factors.

lesson 1. Your classmate asserted that x2 – 4x – 12 and 12 –

4x – x2 has the same factors. Is your classmate
correct? Prove by showing your solution.
Note to the Teacher:
No, the factors of x2 – 4x – 12 are (x – 6)(x + 2),
while 12 – 4x – x2 has (2 – x)(6 + x) as its factors.
B. Establishing a
purpose for the 1. Students can familiarize how to solve problems
lesson algebraically.

C. Presenting examples ACTIVITY 1: Solve the following word problems and

of the new lesson answer the questions that follow.

1. The length of a rectangular garden is 2x – 3 meters

and its with is x - 1 meters. What is the total area of the
rectangular garden?
Solution: Length (l) = 2x – 3; Width (w) = x – 1
Area of a Rectangle = l x w

The total area of the rectangular garden is

2. The area of square garden is x2 – 14x + 49, find its

dimension.
Solution: Area of a Square = s2
s2 = Area of a Square
s=

The garden has side of x – 7 meters in order to have

an area of x2 - 14x + 49. Therefore its dimension is x –
7 meters by x – 7 meters.
D. Discussing new Solve the following below.
concepts and 1. What is the area of a square garden if it has a side of
practicing new skills 2x – 5 meters?
#1 Solution:
Area of Square = s2

Prepared by:
SALGIE P. SERNAL
Noted by:
DELIA S. SAYSON
 MATHEMATICS DAILY LESSON PLAN

2. The area of a rectangular field is x2 +x – 6 meters

and its length is x – 2 meters. How long is its width?
Solution: Find the width(w)
Area of a Rectangle = l x w

The width of a rectangular field of x2 +x – 6 meters

is x+3.

E. Discussing new ACTIVITY: Solving Problems

concepts and 1. What is the area of a square garden if it has a side of
practicing new skills 3a + 6 meters? (9a2 + 36a + 36)
#2 2. The area of a rectangular field is x2 +14x + 49
meters and its length is x +7 meters. How long is its
width? (x + 7)

F. Developing Mastery Solve the following below.

1. What is the area of a square garden if it has a side of
3x + 5 meters? (9x2 + 30x + 25)
2. The area of a rectangular field is x2 +3x + 2 meters
and its length is x +1 meters. How long is its width? (x
+ 2)
G. Finding practical How special product is applied to real life problems?
applications of Is it important to you as a student? In what way?
concepts and skills (Expected answer)
in daily living Special product and factoring techniques are important
tools for solving real life problems such as finding the
dimension of an enclosed field or box, sharing a cost,
finding average speed or average time covered, and
solving mixture or work problems.
H. Generalizing and (The answers may vary)
abstractions about (Expected answer) – In solving problems involving
the lesson factors of polynomials, it must be solved algebraically.
It needs time and great patience so that you will be able
to value its contributions to life such as finding the
dimension of an enclosed field or box, sharing a cost,
finding average speed or average time covered, and
solving mixture or work problems.

Prepared by:
SALGIE P. SERNAL
Noted by:
DELIA S. SAYSON
 MATHEMATICS DAILY LESSON PLAN
I. Evaluating learning Solve Me.
1. Your classmate factored x2 + 36 using difference of
two squares. How will you make him realize that his
answer is not correct?
(Difference of two squares is only applied if the middle
operation is minus.)
2. The length and width of a rectangular rice field is 7x
– 8 meters and 7x + 8 meters respectively. What is its
area?
(49x2 – 64)

J. Additional Make a generalization for the errors found in the

Activities for following polynomials.
application or a. x2 + 4 = (x + 2)(x + 2)
remediation b. 1.6x2 – 9 = (0.4x – 3)(0.4x + 3)
5 6 2 2 2 3 4
c. 4x2y – 12x3 y + 2y = 2y (2x y – 6x3y )
d. 3x2 – 27 is not factorable or prime
(Expected Answers)
a. (x + 2)(x + 2) = x2 + 4x + 4
b. (0.4x – 3)(0.4x + 3) = (0.16x2 – 9)
c. 4x2 y5 – 12x3y6 + 2y2 = 2y2 (2x2y3 – 6x3y4 + 1)
d. 3x2 - 27 = 3 (x2 – 9) = 3 (x + 3)(x – 3)
V. REMARKS

VI. REFLECTION
A. No. of learners who A. ____No. Of learners who earned 80% in the
earned 80% in the evaluation.
evaluation
B. No. of learners who B. ____No. Of learners who require additional
require additional activities for remediation.
activities for
remediation
C. Did the remedial C. Did the remedial lessons work? ____No. of Learners
lessons work? No. of who have caught up the lesson.
learners who have
caught up the lesson
D. No. of learners who D. ____No. of learners who continue to require
continue to require remediation
remediation
E. Which of my Stragegies used that work well:
teaching strategies ___Group collaboration
worked well? Why did ___Games
these work? ___Powerpoint Presentation
___Answering preliminary activities/exercises
___Discussion
___Case Method
___Think-Pair-Share(TPS)
Prepared by:
SALGIE P. SERNAL
Noted by:
DELIA S. SAYSON
 MATHEMATICS DAILY LESSON PLAN
___Rereading of Paragraphs/Poems/Stories
___Differentiated Instruction
___Role Playing/Drama
___Discovery Method
___Lecture Method
Why?
___Complete Ims
___Availability of Materials
___Pupil’s eagerness to learn
___Group member’s Cooperation in doing their tasks
F. What difficulties did ___Bullying among pupils
I encounter which my ___Pupil’s behavior/attitude
principal and supervisor ___Colorful Ims
help me solve? ___Unavailale Technology
Equipment (AVR/LCD)
___Science/Computer/Internet Lab
G. What innovation or
localized I
used/discover which I
wish to share with other
teacher?

ATTACHMENT

DISCUSSION

FACTORING GENERAL TRINOMIAL

To factor general trinomial, transform the expression as a product of two binomials.

Discuss on how to factor general trinomial.

Example: factor 4x2 + 5x – 6

Solutions:

1. Multiply the coefficient of x2 and the constant term.

4(-6) = -24
2. Find the factor pair whose product is the number obtained in step 1, and whose
sum is the coefficient of x, the middle term.

Prepared by:
SALGIE P. SERNAL
Noted by:
DELIA S. SAYSON
 MATHEMATICS DAILY LESSON PLAN
It can easily verified that by listing the factor pairs of -24 and finding the pair
whose sum is 5, the required number pair is 8 and -3 since 8(-3) = -24 and 8 + (-
3) = 5.
3. Rewrite the given expression by replacing the coefficient of x with the number
pair from step 2.
4x2 +5x – 6 becomes 4x2 + 8x – 3x – 6
4. Using the last expression, factor the first two terms and the last two terms. Note
that an expression with common binomial factor is obtained.

4X2 + 8x -3x – 6 = (4x2 + 8x) + (3x – 6)

= 4x(x + 4) - 3(x + 2)
= (x + 2) (4x - 3)

ATTACHMENT

DEVELOPING MASTERY

TEACHER…

To further develop the understanding of the leaner on this factoring technique,

you can do the bingo game. Write on a strip the polynomials below and place them
on container. Draw the strip and read it in class, give the students time to factor the
polynomials.

1. n2 – n – 20
2. n2 + 5n + 6
3. n2 – 4n – 32
4. n2 – n – 42
5. n2 + 9n + 18
6. n2 + 11n + 18
7. n2 + 17n + 72
8. n2 – 12n + 35
9. n2 – 8n – 48
10. n2 + 14n – 32
11. n2 – 17n + 72
12. n2 + 9n + 8
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DELIA S. SAYSON
 MATHEMATICS DAILY LESSON PLAN
13. n2 + 10n + 24
14. n2 – 2n – 48
15. n2 + 11n + 24

Note: this can only be used if needed.

ATTACHMENT

Prepared by:
SALGIE P. SERNAL
Noted by:
DELIA S. SAYSON
 MATHEMATICS DAILY LESSON PLAN
WORKSHEET

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SALGIE P. SERNAL
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DELIA S. SAYSON