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 Standards The learner is able to formulate real-life problems involving
factors of polynomials (with common monomial factor)
C. Learning Competencies/  Identifies the common monomial factor of the given
Objectives polynomials
 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 Pages Teacher’s Guide (TG) in Mathematics 8, pp 32-34
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 the activity, the title is “Analyze
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
Group 2:
something in common.

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 Answers:
1. The pictures are of 2
Group 3: 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 group
(A representative of each group
some questions.
will answer)
1. What are the things
Group 1: The pictures show the
common to these
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.
2. Are there things that
Group 2: Yes, ma’am.
make them different?
Group 3: Yes, ma’am.

Okay, good. And for our last

question,

3. What is/are the thing/s Group 1: The two pictures show

common to two pictures babies but the other two is not.
but not found on the
other? Group 2: The two pictures show
women thinking while 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.

Who among the class can

define what is a polynomial?

(A student raises her hand to

answer)
Polynomial is an expression of
one or more algebraic terms,
Okay, very good. ma’am.
C. Presenting Class, let’s look with the
examples/instances of following examples:
the new lesson

Example 1:
1. x3-7x=x*x2+x-7
=x(x2-7)
2. 5x3-5x2-5x
=5x(x2-x-1)
3.-4x5+2x3-6x2
=2x2(2x3-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.
1. 2ab=2ac=2a
2. 20x2-12
3. x(a-b) + y(a-b) (expected answers of students)
1. 2a
2. 4
 What are the prime
3. (a-b)
factors of each term?

1. 2a, ma’am
2. 4, ma’am
3. (a-b), ma’am
D. Discussing new Common monomial factoring is
concepts and practicing the process of writing a
new skills #1 polynomial as a product of 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 49x3?
Solution:
The factors of 49 are 1, 7, and
49. The monomial factors of x3
are 1, x, x2, and x3. The factors
of 49x3 are the 12 products of a
factor of 49 with a factor of x:
1, 7, 49, x, 7x, 49x, x2, 7x2,
49x2, x3, 7x3, and 49x3.

Is it clear class?
Okay, class. Let’s have another
example.

Example 2:
Find the greatest common
factor of 6xy2 and 18y.
Solution:
The GCF of 6 and 18 is 6. The
GCF of xy2and y is y. Because
the factor x does not appear in
all terms, it does not appear in
the GCF. So, the GCF of 6xy2
and 18y is 6*y, which is 6y.
Not that clear, ma’am. Can you
provide another example
Class, as you can notice, the ma’am?
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.

Is it clear now class?

 Yes, ma’am.
E. Discussing new Let’s have another activity.
concepts and practicing This activity is called “Match
new skills #2 me to my Partner”

Instructions: Match the

polynomial in column A to its
factor in column B.
A B
1. a.xy2(x2+ y
x3y2+xy3+2x
+2xy)
2y3
(Students will answer)
2.x3y+x2y+xy 1. a
2 b. 3(y2-5y-4 2. c
3. b

3. c. xy (x2+x+y)
3y2+15y+12

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.

Did you get it, class?

Yes, ma’am.
F. Developing mastery Class, count of from 1-3, we (Students count from1 to 3 and
(leads to Formative will have a group activity. 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 real
applications of concepts life. Common applications
 and skills in daily living include:
 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.

Let’s look at the solution.

SOLUTION:
Let:
width(w)=(2x-3) (Students try to answer)
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=4x2–6x+4x-6

Therefore, A=4x2–2x-6 square

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

Through the use of Greatest

 How can we obtain the
Common Factor/GCF
factors of polynomials
using common
monomial factor?

 What concepts have you

I. Evaluating learning
learned from factoring
that can be applied in (Student’s answer may vary)
your daily living?
Class, answer this activity
individually.
Instructions:
Find the GCF of the following
polynomials.
1. 16x3,24x4,12x
2. cd2,ad3,bd5
3. 25y5, and 40y2
Factor the following
polynomials.
4. 2x2-8x
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 lesson ____Did the remedial lesson work?
work? No. of learners
____No. of learners who have caught up with the lesson.
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 well?
___Group collaboration
Why did these work?
___Answering Preliminary activities/exercises
___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
can help me solve? ___Colorful IMs
G. What innovation or
localize materials did I
used/discover which I
wish to share with other
teachers?