LESSON PLAN IN MATH 8
GRADE QUARTER/DOMAIN
8 1st Quarter
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning
Competencies/Objectives
(write the LC code)
II. CONTENT
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide Pages
2. Learner’s Materials
pages
3. Textbook Pages
4. Additional Learning
Materials from Learning
Resource (LR) Portal
5. Other Learning
Resources
IV. PROCEDURES
A. Reviewing previous
lesson or presenting
the new lesson
DATE & TIME
September 04 ,2023
After going through this lesson, the learner demonstrates understanding of key
concepts of factors of polynomials (Polynomials with common monomial factor
1. Understand the components of MAPEH
2. Enumerate ways on passing the subjects.
3. Appreciate the importance of MAPEH in our
daily living.
1. Understand the components of MAPEH
2. Enumerate ways on passing the subjects.
3. Appreciate the importance of MAPEH in our
daily living.
The learner is able to formulate real-life problems involving factors of
polynomials (with common monomial factor)
Conduct of Pre-
Assessment
Conduct of
Psychosoc
Factors completely different types of polynomials (polynomials with common
monomial factor), M8AL-Ia-b-1
Factoring Polynomials With Common Monomial Factor
Teacher’s Guide (TG) in Mathematics 8, pp. 32 – 34
Learner’s Module (LM) in Math 9, pp. 30 – 32
Our World of Math (Textbook) in math 8, pp. 10 – 13, Moving Ahead with
Mathematics 8, pp. 194 – 195Elementary Algebra, pp. 182 - 184
Pictures
Manila paper
PRELIMINARY ACTIVITIES (5mins)
1. Opening Prayer
2. Checking Attendance
ACTIVITY: PICTURE ANALYSIS
Note to the Teacher:
The teacher will provide at least three pictures.
Divide the class into five groups (each group will use
THINK, PAIR and SHARE strategy).
Provide each group with pictures.
Let the learners identify the difference of the pictures
 Guide the students to answer the following:
What is/are the picture?
What have you observed on the picture?
Did you find any common?
Process all groups’ answers
B. Establishing a Motive Questions:
purpose for the 1. What are the things common to these pictures?
lesson (Answers may vary)
2. Are there things that make them different?
3. What is/are the thing/s common to two pictures but not found on the
other? (Answers may vary)
Note: The teacher must lead the students to the concept of “Factoring with
the common monomial factor”
(Answers may vary)

ACTIVITY: Do we have a common?

C. Presenting Identify the common term of each polynomial through prime factorization.
examples / 1. 2ab + 2ac – 2a
instances of the new Ans. 2a
lesson 2. 20x2 – 12
Ans. 4
3. x(a-b) + y(a-b)
Ans. (a-b)
Ask the following:
What are the prime factors of each term?
What is the common factor?
How did you identify the common factor?

BIG IDEA!
The teacher will discuss this statement.
D. Discussing new
Common monomial factoring is the process of writing a polynomial as a
concepts and
product of two polynomials, one of which is a monomial that
practicing new skills
factors each term of the polynomial.
#1
Every expression has itself and the number 1 as a factor.
These are called the trivial factors. If a monomial is the product of two or
more variables or numbers, then it will have factors other than itself and 1.
Note: teacher will provide at least three examples.

ACTIVITY: Match it to me
E. Discussing new
Instructions: Match the polynomial in column A to its
concepts and
factors in column B.
practicing new skills
#2
A. B.
1. x3y2 +xy3 + 2x2y3 a. xy2(x2 + y + 2xy)
Ans. a
2. x3 + x2y + xy2 b. 3(y2 – 5y – 4)
Ans. c
3. 3y2 – 15y – 12 c. xy(x2 + x + y)
Ans. b
Teacher will discuss how the factors of the polynomials obtain

ACTIVITY: Group Activity

E. Developing Mastery
Cite one real-life situation that demonstrates polynomial with common
monomial factor.
 Note: The teacher may elaborate responses of the learners.

F. Finding practical
applications of concepts
and skills in daily living
Teacher will discuss how factoring applied in real-life situation.
Example: Find the area of a rectangle whose width is 2x –3 and the length is 5 more
than the width.
Ans. 20x2 – 60x + 45
Let the learners answer

G. Making generalizations Guide Questions for Generalization:

and abstractions about the
lesson
What is a polynomial?
(Expected answer: Polynomial is an expression of one or more algebraic terms.)
How can we obtain the factors of polynomials using common monomial factor?
(Expected answer: through the GCF.
What concepts have you learned from factoring that can be applied in your daily
living? (answer may vary)
Note: Teacher must correct immediately the wrong response of the learner

Individual Work
I.Evaluating learning Instructions:
Find the GCF of the following monomials.
1. ax4, -a2x6, a3x2 Ans. ax2
2. 56x2, -4x, -12 Ans. 4
3. abx2, -axz, bxy Ans. bx
Factor the following polynomials.
4. 5y2 + 10 Ans. 5(y2 + 2)
5. 14 p2 + 21 Ans. 7(2p2 + 3

I. Additional activities for Assignment:

application or remediation Teacher will ask the students:
What do you think is the amount of courage needed to make up for a
shortcoming? (Answer may vary).
Note: Process all responses.
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in the evaluation
B. No. of learners who require additional activities for
remediation
C. Did the remedial lessons work? No. of learners who have
caught up with the lesson
D. No. of learners who continue to require remediation
E. Which of my teaching strategies worked well? Why did these
work?
F. What difficulties did I encounter which my principal or
supervisor can help me solve?
G. What innovation or localized materials did I use/discover
which I wish to share with other teachers?

Prepared by: REYNALDO B. VARGAS

REALIZA B. BELCHEZ School Head

Teacher I
Noted:
 ATTACHMENT

ACTIVITY: MESSAGE FROM THE KING

(Product – Factor Association)
Directions:
This activity will give you an idea on how factors associated with products. You will match the
factors in column A with the products in column B to decode the secret message.