A DETAILED LESSON PLAN IN MATHEMATICS 8

(Quarter 1, Week 1)
I. Objectives:
A. Content Standards The learner demonstrates understanding of key concepts of
factors of polynomials (Polynomials with common monomial
factor)
B. Performance The learner is able to formulate real-life problems involving
Standards factors of polynomials (with common monomial factor)
C. Learning  Identifies the common monomial factor of the given
Competencies/ polynomials
Objectives  Factors polynomial with common monomial factor
 Appreciates the importance of factoring in real-life
situation
II. Content Factoring polynomials with common monomial factor
III. Learning Resources
A. References
B. Teacher’s Guide Teacher’s Guide (TG) in Mathematics 8, pp 32-34
Pages
C. Learner’s Material Learner’s Module (LM) in Math 8, pp 30-32
Pages
D. Textbook Pages Our World of Math (Textbook) in Math 8, pp 10-13, Moving
Ahead with Mathematics 8, pp 194-195, Elementary Algebra,
pp 182-184
E. Additional Materials  Pictures
 Manila Paper
F. Other Learning
Resources
IV. Procedures
A. Reviewing previous Class, let’s have a group
lesson or presenting activity, the title is “Analyze
the new lesson Me!”
You will be grouped into 3
and what are you going to do
is to analyze the following
pictures given to each group
and then answer the
following guide questions.

GUIDE QUESTIONS:
1. What is/are the
picture?
2. What have you
observed on the
picture?
 3. Did you find any
common?

Group 1: Group 1 Answer:

1. The pictures are of 2
babies, a dog, and a
woman.
2. We observed that the
4 pictures illustrate
the action of sleeping.
3. Yes, they have
something in
common.

Group 2: Group 2 Answers:

1. The pictures are of 2
women, a baby, and
an illustration of a
brain.
2. We have observed
that all the images
illustrate the capacity
of someone to think.
3. Yes, they have
something in
common.

Group 3: Group 3 Answers:

1. The pictures are of 2
babies, a man, and a
woman.
2. We have observed
that the 4 pictures
illustrate someone
who is crying.
3. Yes, they have
something in
common.

B. Establishing a purpose Class, with our previous

for the lesson activity, let me ask each (A representative of each
group some questions. group will answer)
1. What are the things Group 1: The pictures show
common to these the action of sleeping.
pictures? Group 2: The pictures
illustrate the capacity of
 someone to think.
Group 3: The pictures show
the action of crying.

Okay, very good class. For

the next question, Group 1: Yes, ma’am.
Group 2: Yes, ma’am.
2. Are there things that Group 3: Yes, ma’am.
make them different?

Okay, good. And for our last

question, Group 1: The two pictures
show babies but the other two
3. What is/are the thing/s is not.
common to two Group 2: The two pictures
pictures but not found show women thinking while
on the other? the other two is not.
Group 3: The two pictures
illustrate two babies while the
other two are not.

Our lesson for today is related

to what we have done a while
ago. As you can notice, there
is something common in the
given four pictures in each
group. So, our lesson today is
finding the common
monomial as a factor of a
given polynomial. (A student raises her hand to
answer)
Who among the class can Polynomial is an expression
define what is a polynomial? of one or more algebraic
terms, ma’am.

Okay, very good.

C. Presenting Class, let’s look with the
examples/instances of following examples:
the new lesson
Example 1:
1. x 3−7 x=x∗x 2 + x (−7 )
= x ( x 2−7)
2.5 x 3−5 x2 −5 x
 =5 x (x 2−x−1)
3.−4 x 5+2 x 3−6 x 2
=2 x 2( 2 x 3−x +3)

Based on the given example,

let’s have an activity which is
called “Do We Have
Something in Common”

Instruction: Identify the

common term of each
polynomial through prime
factorization. (expected answers of
1. 2ab=2ac=2a students)
2. 20 x 2−12 1. 2a
2. 4
3. x(a-b) + y(a-b)
3. (a-b)
 What are the prime
1. 2a, ma’am
factors of each term?
2. 4, ma’am
3. (a-b), ma’am
D. Discussing new Common monomial factoring
concepts and is the process of writing a
practicing new skills polynomial as a product of
#1 two polynomials, one of
which is a monomial that
factors each term of the
polynomial.

When two or more numbers

are multiplied, the result is a
single number. Factoring is
the reverse process. In
factoring, we begin with a
single number and express it
as the product of two or more
numbers. For example, the
product of 7 and 4 is 28. So,
factoring 28, we get 28 = 7 ·
4.

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.
Let’s take this example.

Example 1: What are the

factors of 49 x 3?
Solution:
The factors of 49 are 1, 7, and
49. The monomial factors of
3 2 3
x are 1, x, x , and x . The
factors of 49 x 3 are the 12
products of a factor of 49
with a factor of x: 1, 7, 49, x,
7x, 49x, x 2, 7 x 2, 49 x 2, x 3,
3 3
7 x , and 49 x .
Not that clear, ma’am. Can
Is it clear class?
you provide another example
ma’am?

Okay, class. Let’s have

another example.

Example 2:
Find the greatest common
factor of 6 xy 2 and 18y.
Solution:
The GCF of 6 and 18 is 6.
The GCF of xy 2and y is y.
Because the factor x does not
appear in all terms, it does not
appear in the GCF. So, the
GCF of 6 xy 2 and 18y is 6∗y ,
which is 6y.

Class, as you can notice, the

GCF of the monomials
includes the GCF of the
coefficients of the
monomials. It also includes
any common variables raised
to the least exponent of that
variable found in the terms.
Yes, ma’am.
 Is it clear now class?
E. Discussing new Let’s have another activity.
concepts and This activity is called “Match
practicing new skills me to my Partner”
#2
Instructions: Match the
polynomial in column A to its
factor in column B.
A B
2
1. a. xy ¿ ¿+ y
3 2 3 2 3
x y + xy +2 x +2xy)
y (Students will answer)
1. a
2. 2. c
3 2 2
x y + x y+ xy b. 3( 3. b
2
y −5 y−4
3.
2
3 y +15 y+ 12 c. xy (
2
x + x+ y)

To further explain this

activity, listen as I’m going to
elaborate how does the
factors of the polynomials
obtain.

When factoring a polynomial,

the first step is to find the
GCF of all the terms in one
factor. After finding the GCF,
you divide it to the given
polynomial.
Yes, ma’am.
Did you get it, class?
F. Developing mastery Class, count of from 1-3, we (Students count from1 to 3
(leads to Formative will have a group activity. and they grouped themselves
Assessment 3) according to their number)

GROUP ACTIVITY: (written

in the manila paper)
 Cite one real-life (Each group presents their
situation that output)
demonstrates
polynomial with
common monomial
factor.
 If there’s something you
cannot understand, feel free
to ask me, class.
G. Finding practical Factoring is a useful skill in
applications of real life. Common
concepts and skills in applications include:
daily living  dividing something
into equal pieces
 exchanging money
 comparing prices
 understanding time
 making calculations
during travel

Let’s try to answer this

problem
 Find the area of a
rectangle whose width
is 2x-3 and the length
is 5 more than the
width. (Students try to answer)

Let’s look at the solution.

SOLUTION:
Let:
width(w)=(2x-3)

length(l)= w+5

= (2x-3)+5

Length(l)= 2x+2

Now, area of rectangle

(A)=length x width

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

A=4 x 2–6x+4x-6

Therefore, A=4 x 2–2x-6

square units.
H. Making Let’s check whether you have
generalizations and learned something in our
abstractions about the discussion.
lesson.
  What is a polynomial? Polynomial is an expression
of one or more algebraic
terms.

 How can we obtain Through the use of Greatest

the factors of Common Factor/GCF
polynomials using
common monomial
factor?

 What concepts have (Student’s answer may vary)

you learned from
factoring that can be
applied in your daily
living?
I. Evaluating learning Class, answer this activity
individually.
Instructions:
Find the GCF of the
following polynomials.
1. 16 x 3 ,24 x 4 , 12 x
2. cd 2 , ad 3 ,bd 5
3. 25 y 5 ,∧40 y 2
Factor the following
polynomials.
4. 2 x 2−8 x
5. 33a - 33b + 33ab

J. Additional activities
for application or
remediation
V. Remarks
VI. Reflections
A. No. of learners who ____No. of learners who earned 80 % in the evaluation.
earned 80 % in the
evaluation
B. No. of learners who ____ No. of learners who require additional activities for
require additional remediation.
activities for
remediation
C. Did the remedial ____Did the remedial lesson work?
lesson work? No. of ____No. of learners who have caught up with the lesson.
learners who have
caught up with the
lesson
D. No. of learners who ____ No. of learners who continue to require remediation.
 continue to require
remediation
E. Which of my teaching Strategies used that work well:
strategies worked ___Group collaboration
well? Why did these ___Answering Preliminary activities/exercises
work? ___Discussion
___Picture Analysis
___Lecture Method
Why?
___Complete IMs
___Availability of Materials
___Student’s eagerness to learn
___Group member’s cooperation in doing their tasks
F. What difficulties did I ___Bullying among students
encounter which my ___Student’s Behavior/attitude
principal or supervisor ___Colorful IMs
can help me solve?
G. What innovation or
localize materials did
I used/discover which
I wish to share with
other teachers?

Prepared By:
Alcantara, Darell Kaye T.
(BSED MATH 3)