School: PALSONG NATIONAL HIGH SCHOOL Grade Level: 8

GRADES 1 to 12 Teacher: JUDY ANN R. BERMIDO & MA. BELINDA B. DAMOT Learning Area: MATHEMATICS
DAILY LESSON LOG Teaching Dates and
Time: SEPTEMBER 11-15, 2023 (FIRST QUARTER-WEEK 3) Quarter: 1ST QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standard The learner demonstrates an understanding of critical concepts of factors of polynomials.
B. Performance Standard The learner is able to formulate real-life problems involving factors of polynomials and solve these problems accurately using a variety of strategies.
C. Learning
Factors Completely Different Types of Polynomials (polynomials with common monomial factor, difference of two squares, sum and difference of two
Competencies /
cubes, perfect square trinomials, and general trinomials) M8AL-Ia-b-1
Objectives
II. CONTENT LESSON 4 LESSON 4 LESSON 5
Factoring Perfect Square Factoring General Factoring Trinomials in the WEEKLY (PEÑ AFRANCIA)
Trinomial trinomial Form 𝑎𝑥2+𝑏𝑥+𝑐 QUIZ/RECITATION/HAND NO CLASSES
S ON
ACTIVITY/REMEDIAL
quiz List the materials to be used in different days. Varied sources of materials sustain children's interest in the lesson and in learning. Ensure that there is a
mix of concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References Curriculum Guide, Teacher’s
Guide, Learner’s Material,
Suggested Localization and
Contextualization
1. Teacher’s Guide pages Pg. 40 – 46
2. Learner’s Materials Page 37-38
Pg. 39 – 44
pages
3. Textbook pages
4. Additional Materials SLM 1.1 -PAGE 18-30 SLM 1.1 -PAGE 18-30
from Learning
Resource (LR) Portal
B. Other Learning
Resources
IV. PROCEDURES
A. Reviewing previous -CHECKING OF  The teacher gives a Puzzle: Magic Squares
lesson or presenting the ASSIGNMENT short recapitulation (Note: This activity can be
new lesson about last meetings performed by pair following
-The teacher will ask the discussion. the PAL Approach.)
students to remember the  The teacher asks the Instructions: Think of two
characteristics of a perfect students: “How do numbers whose products of
square trinomial.) you factor perfect each will give the number
Activity 1 square trinomial?” on top and across.
“Square Me!”
Square the following Possible responses:
binomials:
1) (a+1)2 1. Factor out first the
2) (b – 2)2 greatest common
3) (2x + 3)2 monomial factor before
factoring the perfect
Questions: square trinomial.
1. Is it easy or difficult to 2. a. Get the square root
square a binomial? of the first and last
2. How do you square a terms.
binomial? b. List down the
3. What do you call the square root as
product of a square of a sum/difference of two
binomial? terms as the case may
4. How do you describe a be.
perfect square trinomial?

Recall: Factoring Trinomials

in the form x2+bx+c
Factor the following
trinomials:
1. 𝑥2+3𝑥+2
2. 𝑥2+𝑥−12
Verify your answer using
the FOIL Method
B. Establishing a purpose After studying this The teacher let the students After studying this lesson,
for the lesson lesson, you should be see the association of you should be able to:
able to: products to factors. - factor general
• determine a perfect  He /She will also ask trinomial in the form
square trinomial the student, “Are all
trinomials perfect? of 𝑎𝑥2+𝑏𝑥+𝑐 when
• factor the perfect a≠1
How do we factor
square trinomial
trinomials that are
not perfect squares?

Possible responses:
1. No
2. Get the greatest
common monomial
factor

C. Presenting (The teacher will divide Let the students find a pair, Problem Opener: Find the
Examples/Instances of the students into five and let them do Activity 11 factors of the trinomial, 2𝑥2
new lesson groups). (Tile once more!) found on + 9𝑥 + 4 .
Activity 2 pg. 39 of LM.
“Let’s Tile it Up!”
Each group will be
provided by the following
materials:
a) 4 big squares measuring
4”x4”, represent each
square as x2
b) 8 rectangular tiles
measuring 4”x1”,
represent each rectangle
as x

c) 16 small squares
measuring 1”x1”,
represent each square as 1

Each group will be asked

to form square(s) using:
Group 1:
1 big square tile
2 rectangular tiles
1 small square
Group 2:
1 big square tile
4 rectangular tiles
4 small squares
Group 3:
1 big square tile
6 rectangular tiles
9 small squares
Group 4:
4 big square tiles
4 rectangular tiles
1 small square
Group 5:
4 big square tiles
8 rectangular tiles
4 small squares

The group members shall

discuss on how to form a
square.
A representative from
each group shall be asked
to report the output
(maximum of 2 minutes
each).
The teacher processes the
activity using these
questions:
1. How will you represent
the total area of each
figure?
2. Using the sides of the
tiles, write all the
dimensions of the squares.
3. What did you notice
about the dimensions of
the squares?
 4. Did you find any
pattern in their
dimensions? If yes, what
are those?
D. Discussing new (The teacher will
concepts and practicing emphasize the steps in
new skills #1 factoring a perfect square
E. Discussing new trinomial).
concepts and practicing Steps in Factoring Perfect
new skills #2 Square Trinomial:
Step1: Get the square
roots of the first and last
terms.
Step2: Use the sign of the
middle term between the
roots.
Step3: Square the binomial
obtained in Step2.
The teachers discusses the
process of arriving at the
answer of each exercise in
activity 11. Furthermore,
he/she asks the students the
mathematical skills or
principle that they used to
arrive at the certain answer.
He/She also explains that
the polynomials formed are
called general trinomial.
The teacher discusses and
illustrates thoroughly the
definition of a general
trinomial as presented on
page 39-44 of the learner’s
material, and he/ she
presented the steps on how
to factor general trinomial
as shown on page 41
. The teacher will discuss
the step-by-step process.
Steps in factoring general
trinomial 𝒂𝒙𝟐+𝒃𝒙+𝒄
when 𝒂≠𝟏
Step 1: Factor out the
greatest common factor
other than one, if there is
any.
Step 2: Determine the sign
pattern for the binomial
factors.
Step 3: Find two first
terms whose product is
𝑎𝑥2.
Step 4: Find two last terms
whose product is 𝑐.
Step 5: Repeat steps 2 and
3 until a combination is
found for which the sum of
the outer and inner is 𝑏𝑥.

F. Developing mastery The teacher will discuss Work in pairs, the teacher The teacher will discuss
(Leads to Formative examples in factoring a let the students answer more examples.
Assessment) perfect square trinomial). Activity 12 (Factor Bingo
Game) on page 41 of
learner’s material. The
teacher should see to it that
the students understand
Instruction and determine
the factor accurately and
with accuracy.
G. Finding practical A. A surveyor’s map shows Integration: The Factors of
applications of concepts a plan for a square Climate Change
and skills in daily living sampaguita garden whose Instructions: Find the
area is (x2 + 18x + 81) factors of the following
square units. Find an trinomial to know some
algebraic expression for facts of Climate Change and
the side of the square to know how you can be an
sampaguita garden. agent of control.
Materials: cardboard (front
cover bears the questions,
the inside reveals the

answers)

H. Making generalizations The teachers summarize The teachers summarizes How do you factor general
and abstractions about the discussion (Factoring the discussion (Factoring trinomials in the form
the lesson perfect square trinomial) general trinomial) through 𝑎𝑥2+𝑏𝑥+𝑐 where 𝑎≠1 ?
through questions like: questions like:
1. How do you factor
1. How do you factor trinomial?
perfect square trinomial? 2. What will you consider in
2. What will you consider factoring?
in factoring?
3. How do you define Possible responses:
perfect square trinomial? 1. To factor trinomial with 1
as the numerical coefficient
of the leading term:
a. Factor the leading
term of the trinomial
and write these
factors as the
leading terms of the
factors;
 b. List down all the
factors of the last
term;
c. Identify which factor
pair sums up to the
middle term; then
d. Write each factor in
the pairs as the last
term of the binomial
factors.

Note: Always perform

factoring using greatest
common monomial factor
first before applying any
type of factoring.

I. Evaluating Learning The teacher let the The teacher let the students Factor the following
students answer answer individually the trinomials:
individually the formative formative assessment. 1. 5𝑥2+13𝑥+8
assessment. Determine the factors of 2. 7𝑥2+18𝑥−9
Supply the missing term the following trinomials. 3. 3𝑥2−7𝑥−10
to make a true statement. 1. a2+2ab+b2
2. x2-3x-4
3. x2+4x+4

Answer Key:
1. (a+b) (a+b)
2. (x-4)(x+1)
3. (x+2)(x+2)
J. Additional activities for Answer problems under Factor the following. Worksheet 1.e.2 (see
application and Exercises on page 38 on attached)
remediation/ Grade 8 Math Learner’s 1. r2+rn+n2
assignment Module. 2. c4+6c2+9

V. REMARKS
VI. REFLECTIONS
A. No. of learners who
earned 80% on the
formative assessment
B. No. of learners who
require additional
activities for
remediation who scored
below 80%
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 this work?
F. What difficulties did I
encountered 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:

JUDY ANN R. BERMIDO

Mathematics 8 Teacher

MA. BELINDA B. DAMOT

Mathematics 8 Teacher

CHECKED BY:
MARY GRACE N. SERMONA
Mathematics Coordinator

NOTED:

JIM B. GUARNES
Principal I