MATHEMATICS DAILY LESSON PLAN

QUARTER I
Week 1

Subject: MATH Grade Level: 8

Date:
Day 5
__________________
Demonstrates understanding of key concepts of factors of
Content Standard
polynomials (general polynomial)
Is able to formulate real-life problems involving factors of
Performance Standard
polynomials (general polynomial)
Factors completely different types of polynomials (general
Competency
polynomial), M8AL-Ia-b-1
I. OBJECTIVES
Knowledge:  Illustrates general polynomial
Skills:  Factors completely general polynomial
Attitude:  Displays cooperation in group work activity
II. CONTENT Factoring with Common Monomial Factor

III. LEARNING RESOURCES

A. References
1. Teacher’s Guide Teacher’s Guide (TG) in Mathematics 8, pp. 32 – 34
Pages
2. Learner’s Learner’s Module (LM) in Math 9, pp. 30 – 32
Materials Pages
Our World of Math (Textbook) in math 8, pp. 15 - 17,
3. Textbook Pages Moving Ahead With Mathematics 8, pp. 202 - 206
Elementary Algebra, pp. 185 - 187
4. Additional Cardboard
Materials
5. Learning
Resources (LR)
portal
B. Other Learning
Resources
IV. PROCEDURES
A. Elicit ACTIVITY: TILE ONCE MORE!
The teacher will:
a. Group the students into five.
b. Prepare cut outs of cardboard with the following measure 3x3
(4pcs) and labeled x2 as its area, 3inx1in (8pcs) and labeled x
as its area, and 1x1 (10pcs) labeled 1 to represents its area.
Instructions:
Form a rectangle using the algebra tiles. Use only tiles that are
required in your group.

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

GROUP 1: 1 big tile, 5 rectangular tiles, and 6 small square tiles.

GROUP 2: 1 big tile, 6 rectangular tiles, and 8 small square tiles
GROUP 3: 2 big tiles, 7 rectangular tiles, and 5 small square tiles.
GROUP 4: 3 big tiles, 7 rectangular tiles, and 4 small square tiles
GROUP 5: 4 big tiles, and 7 rectangular tiles, and 3 small tiles.

Questions:
1. How did you find the activity?
(Answers may vary)
2. What is the total area of each figure?
(Answer may vary)
3. Using the sides of the tiles, write all the dimensions of the
rectangles.
(Answer may vary)
Motive Questions:
Based on the previous activity;
1. What is being formed when you combined all the dimensions of
each tile?
Ans. Three
B. Engage 2. What have you observe on the figure formed?
Ans. The figure forms a square.
3. What is the degree of the polynomial formed?
4. Is it possible to find the unknown quantities in geometric
problems?
(Answer may vary)
C. Explore ACTIVITY: Let’s Analyze.
Note: teacher will guide the learner.

Factor x2 + 7x + 12

Solution

We need to fill in the blanks with two numbers whose sum is 7 and
whose product is12.
(x __ ___)(x ___ __)
This can be done by setting up a table showing possible numbers.
Product Sum
1(12) = 12 1 + 12 = 13
2(6) = 12 2+6=8
3(4) = 12 3+4=7
Questions:
1. What are the two numbers?
Ans. 7 and 12
2. How the two terms obtain?
Ans. through finding the product and sum of the two numbers.
3. What have you observe on the numerical coefficient of the
quadratic term?
Ans. the numerical coefficient of the quadratic term is1.

Prepared by:
SALGIE P. SERNAL
Noted by:
DELIA S. SAYSON
 MATHEMATICS DAILY LESSON PLAN
What about if the numerical coefficient of the quadratic term
is greater than 1?

ACTIVITY: HELP!

John factored 3x2 – 12x – 15 as (x + 1)(x-5). Edwin told him that her
answer is wrong.

Help John find the correct factors.

(Note: teacher will guide the students to find the correct answer.)

Questions:
1. Where did John’s solution go wrong?
Ans. Factors must not be ommitted
2. What is the correct answer?
Ans. 3(x + 1)(x – 5)
3. How factors of general trinomial obtain?
DISCUSSION

The teacher will discuss the definition and other concepts of

D. Explain
factoring perfect general trinomial. (Refer to Worksheet –
Discusssion)

For developing the mastery of the learner please refer worksheet-

E. Elaborate developing mastery

The teacher may elaborate responses of the learners.

ACTIVITY: INDIVIDUAL WORK

Factors each expressions. Possible Answer

1. x2 - 16x + 64 = (x – 8) (x – 8)
F. Evaluate 2. 16x2 - 56x + 49 = (4x -7) (4x-7)
3. 25x2 + 20xy + 4y2 = (5x + 2y) (5x +2y)
4. 2x2 + 12x + 10 = 2(x + 5)(x + 1)
5. 3x2 - 6x - 72. = 3(x + 4) (x – 6)

Questions:
1. Illustrates general trinomial?
G. Extend 2. How general trinomial factored?
3. In real life situation, does the concept of factoring general
trinomial can be applied?
H. Assignment
Pease refer to attachment worksheets.

Ask each group to give example where the concepts of factoring

I. Additional suggestion
applied in real situations.
Note: teacher must lead the student’s concept.

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

V. REMARKS

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

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.

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)

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

Prepared by:
SALGIE P. SERNAL
Noted by:
DELIA S. SAYSON