8TH

GRADE

MATHVENTU
RE 8
Consolidation Camp
JUMELYN D. PALAGANAS
S
it-up straight.

T
rack the speaker.

A
sk / answer question/s.

R espect everyone.
ESSON ROADMAP
Lesson Purpose /
Intention Lesson Activity

Short Review Lesson Language Lesson Conclusion

Practice
SHORT REVIEW
1. Factorize 2𝑥 + 4.
2. Factorize 3𝑥2+ 9x.
3. Factorize 𝑥2 + 4𝑥 + 3.
4. Factorize 𝑥 – 4.
2

5.Factorize 4𝑏2-1.
SHORT REVIEW
1. Factorize 3𝑥 + 12.
2. Factorize 4𝑥2+ 20x.
3. Factorize 𝑥2 + 5𝑥 + 6.
4. Factorize 𝑥 – 9.
2

5.Factorize 9𝑏2-4.
PURPOSE / INTENTION
This lesson is about factorizing. This is an
important process that helps us understand
more about algebraic expressions which will
eventually assist in solving equations.
Factorizing enables us to rewrite polynomials
in a simpler and more useable form in which
to do other things.
LANGUAGE PRACTICE
LANGUAGE PRACTICE

pra duck

produc
t
LANGUAGE PRACTICE

fac tour

facto
r
LANGUAGE PRACTICE

is queers

square
s
LANGUAGE PRACTICE

x pond

expan
d
LANGUAGE PRACTICE

fak tou ray sing

factorizin
g
product
factor
squares
expand
factorizing
FACTORS OF
TRINOMIALS
LESSON ACTIVITY

The square of a number equals 9

times that number. What is the
number?
 LESSON ACTIVITY
The square of a number equals 9 times that number.
What is the number?
Component 4B
1.Write an equation to show the
information in the problem.
2. Simplify the expression.
3. Solve the problem.
LESSON ACTIVITY

The square of a number equals 16

times that number. What is the
number?
 LESSON ACTIVITY
The square of a number equals 16 times that number.
What is the number?
Component 4B
1.Write an equation to show the
information in the problem.
2. Simplify the expression.
3. Solve the problem.
LESSON CONCLUSION
1. What were the key mathematical concepts addressed in this
lesson?
2. Your level of understanding of the material in this lesson is high,
moderate, or low?
3. Has the lesson helped you to gain further insight into aspects of
the material covered? 
4. Describe any issue to your progress and achievement in relation
to the topic area?
5. What would best assist your progress and achievement in this
topic area?
 PROBLEMS
WITH
POLYNOMIALS
SHORT REVIEW
1. Expand
2. Factorize
3. Expand and collect the like terms to
simplify .
4. Factorize 𝑥 +7x+6.
2

5.Expand (3b-5)2.
PURPOSE / INTENTION
The lesson is about the manipulations of
polynomials to solve problems. Polynomials are often
called the ‘language’ of mathematics and algebra.
They are used in nearly every type of mathematics to
show numbers and expressions as a result of
different mathematical operations. The manipulation
of polynomials allows us to simplify mathematical
expressions to make them more useable to solve
problems.
LANGUAGE PRACTICE

WHO AM I?
LANGUAGE PRACTICE

ESSONXPEIR

EXPRESSION
LANGUAGE PRACTICE

STISMPEL OFMR

SIMPLEST FORM
LANGUAGE PRACTICE

NTREEEPRS

REPRESENT
LANGUAGE PRACTICE

REMEIETPR

PERIMETER
LANGUAGE PRACTICE

AERA

ARE
A
LESSON ACTIVITY
Jose is planting a garden full of vegetables for the
summer. He wants to plant bitter gourds,
eggplants, lady’s fingers and sweet potatoes. He
has to have a field that is broken up into different
sections for each type of vegetable to be planted
as each vegetable has its own growing needs. He
is unsure how big a plot of land he will be able to
use. The plan of the field is shown below.
 LESSON ACTIVITY
Jose is planting a garden full of
vegetables for the summer. He
wants to plant bitter gourds,
eggplants, lady’s fingers and sweet
potatoes. He has to have a field
that is broken up into different
sections for each type of vegetable
to be planted as each vegetable has
its own growing needs. He is
unsure how big a plot of land he
will be able to use. The plan of the
field is shown below.
 LESSON ACTIVITY
Component 4B
Read the above and answer the four questions below.
Q1. Write an expression to represent the south side
of the garden in its simplest form.
Q2. Write an expression to represent the perimeter
of the garden in its simplest form.
Q3. Why would this expression be useful for Joe?
Q4. Write a polynomial expression for the area of
the bitter gourds plot?
 
LESSON ACTIVITY
Joe is planting a garden full of flowers for the
summer. He wants to plant carnations, roses,
lilies, and violets. He has to have a field that is
broken up into different sections for each type of
flower to be planted as each flower has its own
growing needs. He is unsure how big a plot of
land he will be able to use. The plan of the field is
shown below.
 LESSON ACTIVITY
Joe is planting a garden full
of flowers for the summer.
He wants to plant
carnations, roses, lilies, and
violets. He has to have a
field that is broken up into
different sections for each
type of flower to be planted
as each flower has its own
growing needs. He is unsure
how big a plot of land he will
be able to use. The plan of
the field is shown at the
right side.
 LESSON ACTIVITY
Component 4B
Read the above and answer the four questions below.
Q1. Write an expression to represent the south side
 
𝑥 + 3 + 2𝑥 − 4
3x - 1
 LESSON ACTIVITY
Component 4B
Q2. Write an expression to represent the perimeter
of the garden in its simplest form.
𝑥 + 3 + 2𝑥 − 4 + x + 3 +2x – 4 + x + 1+ 2x + 5 + 2x + 4 +x + 2
12x + 10
 LESSON ACTIVITY
Component 4B
Read the above and answer the four questions below.
Q3. Why would this expression be useful for Joe?
Q4. Write a polynomial expression for the area of
the carnations plot?

 
(x +3) (x +2)
+𝟓 𝒙 +𝟔
LESSON CONCLUSION
1. What were the key mathematical concepts addressed in this
lesson?
2. Your level of understanding of the material in this lesson is high,
moderate, or low?
3. Has the lesson helped you to gain further insight into aspects of
the material covered? 
4. Describe any issue to your progress and achievement in relation
to the topic area?
5. What would best assist your progress and achievement in this
topic area?
 Simplifies Rational
Algebraic Expressions
SHORT REVIEW
Simplify these expressions as far as possible:
Q1.
Q2.
Q3.
Q4.
PURPOSE / INTENTION
The lesson is about simplifying algebraic
fractions. An algebraic fraction is a fraction where the
numerator and/or the denominator are algebraic
expressions. If a problem involves solving an
expression that involves algebraic fractions, then it is
necessary to have the skills to be able to
manipulate and simplify these expressions.
LANGUAGE PRACTICE

YORME?
LANGUAGE PRACTICE

FYPLISIM

SIMPLIFY
LANGUAGE PRACTICE

SSIONPREEX

EXPRESSION
LANGUAGE PRACTICE

CELCAN

CANCE
L
LANGUAGE PRACTICE

MONCOM TORFAC

COMMON FACTOR
LESSON ACTIVITY
Jane wants to practice her algebraic
fraction skills. Her teacher suggested she
do some extra problems to help her
consolidate her skills. Jane practiced and
practiced lots of questions until she could
confidently simplify a few algebraic
fractions into their simplest form.
 LESSON ACTIVITY
Simplify each algebraic fraction:
Q1. Q2. Q3.
Q4.
Q5.
LESSON CONCLUSION
1. What were the key mathematical concepts addressed in this
lesson?
2. Your level of understanding of the material in this lesson is high,
moderate, or low?
3. Has the lesson helped you to gain further insight into aspects of
the material covered? 
4. Describe any issue to your progress and achievement in relation
to the topic area?
5. What would best assist your progress and achievement in this
topic area?
SHORT REVIEW

SIMPLIFY RATIONAL
ALGEBRAIC
EXPRESSION
A or B
 1. Simplify

A. B.
 2. Simplify

A. B.
 3. Simplify

A. B.
 4. Simplify

A. B.
PURPOSE / INTENTION

AT THE END OF THE LESSON, I CAN:

1. find solutions to the real-world

problem.
1. It reduce the SIMPLIFY
expression into
simpler form.
SIMPLIFLY
2. A set of terms EXPERSSION
combined using
four operations.
EXPRESSION
3. It simplify a
fraction by CANCELL
dividing both top
and bottom by the
same amount.
CANCEL
4. The numbers or
terms that divide
COMMUN
exactly into FACTOR
another number or
expression. COMMON
FACTOR
LESSON ACTIVITY
Q1. Simplify .
Q2. There are 51 people booked into the
restaurant that night. If each person has carrot
soup, how many boxes of carrots will Joe
require?
Q2. There are 51 people booked into the
restaurant that night. If each person has carrot
soup, how many boxes of carrots will Joe
require?
Q3. On a previous night, Joe purchased 125
boxes of carrots. How many people was he
expecting at the restaurant?
LESSON CONCLUSION
1. What were the key mathematical concepts addressed in this
lesson?
2. Your level of understanding of the material in this lesson is high,
moderate, or low?
3. Has the lesson helped you to gain further insight into aspects of
the material covered? 
4. Describe any issue to your progress and achievement in relation
to the topic area?
5. What would best assist your progress and achievement in this
topic area?