School TOMINJAO NATIONAL HIGH SCHOOL Grade Level VIII

Teacher ODESSA NIÑA V. PILAPIL Learning Areas MATHEMATICS

Teaching Dates and Time JULY 29, 2019 --- 1:00-2:00 Quarter FIRST

I. OBJECTIVE
A. Content Standards The learners demonstrates understanding of key concepts of
factors of polynomials.
B. Performance The learner is able to formulate real life problems involving
Standards factors of polynomials.
C. Learning Knowledge: Identify if a binomial is a sum or difference KRA 3, OBJ. # 7
Competencies/Objectives of two cubes. INDICATOR 7
-Plans, manages and implements
Skill : Factor the sum or difference of two cubes.
developmentally sequenced teaching
Attitude : Describe the resulting factor of the sum or and learning processes to meet
difference of two cubes. curriculum requirements through
various contexts.
MOV --- Knowledge, skill and attitude
Code: M8AL-Ia-b-1 or KSA is applied in lesson planning
objectives in order to meet curriculum
requirements based on the Curriculum
Guide/ CG. Parts of the DLP are based
on the PPST Modules.
II. CONTENT/TOPIC FACTORING THE SUM OR DIFFERENCE OF TWO CUBES
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide CG in Mathematics 8 (internet)
pages
2. Textbook pages Learner’s Module in Mathematics 8 p13-14
B. Other Learning
Resources
IV. PROCEDURES
4.1 Introductory Activity
--- 7 minutes
A. Reviewing How do we factor the difference of two squares? KRA 1, OBJ# 2
Previous Lesson (The teacher will call one student.) INDICATOR 2
and Unlocking of - Applies a range of teaching
strategies that enhance learner
Difficulties Unlocking of difficult Words
achievement in literacy and
numeracy skills.
Monomial --- a polynomial which has only one term. MOV --- Literacy in giving and
Polynomial --- is an expression consisting of variables and understanding the meaning of words
coefficients, that involves only the operations of addition, is shown during the Unlocking of
Difficulties.
subtraction, multiplication, and non-negative integer
exponents of variables. KRA 1, OBJ. # 1
Binomial --- a polynomial with two terms. INDICATOR 1
- Applies knowledge of content
Cube --- is a third power.
within and across curriculum
Sum --- the addition of a sequence of numbers. teaching areas.
Difference --- the result of subtracting one number from MOV --- English integration are visible
another. in the text content found in the
Unlocking of Difficulties.
Factor --- numbers we can multiply together to get another
number.
A. Establishing a The teacher will give series of drills to be answered by KRA 1, OBJ.# 3
purpose for the the students orally. INDICATOR 3
lesson/ - Applies range of teaching
(The flash cards contain the following)
strategies to develop critical and
motivation/ 3 3 3 3 3 3 3 3 3
√8 ; √𝑎3 ; √64; √1000; √1;√27; √𝑥 3 𝑦 6 ; √𝑧 9 ; √𝑦 3 ; creative thinking as well as other
motive questions 3
and √𝑎9 𝑏12. high-order thinking skills.
MOV --- English integration is
observable in the manner of
 How did you get the cube root of a variable raised in questioning.
certain power?
 How can we know if a monomial raised in certain
power is a perfect cube?
B. Presentation of
the Lesson
4.2 Activity --- 22 Group Activity KRA 2, OBJ. # 5
minutes  The students will be grouped into five groups. INDICATOR 5
- Manages learner behavior
 Each group choose a leader to facilitate the task to be
constructively by applying
done.
positive and non-violent
  House rules/ standards/ guidelines are set for the group discipline to ensure learning –
to follow. focused environment.
MOV --- To avoid and prevent
 Rating each group presentation is based on a rubric.
misbehavior house rules/ standards/
 Groups are given 15 minutes to present their work. guidelines are set before doing the
 Groups should have their yells. Once they’re done in activity.
their activity, they’re going to shout for their yells so MOV --- Learners are given positive
that the teacher will acknowledge them that they’re feedback after the activity.
finished.
Group Guidelines KRA 2, OBJ. # 6
G – give each member a chance to participate. INDICATOR 6
R – respect others and their ideas. - uses differentiated,
developmentally appropriate
O – on task all the time.
learning experiences to address
U – used soft voices. learners’ gender, needs,
P – participate actively. strengths, interests and
S – stay with your groups. experiments
Rubrics in Participation/ Group Activities MOV --- The learners are given the
Points INDICATORS chance to participate the activities to
30 - shows eagerness and cooperation to do be able to mingle with other students.
the task. Does not need much help. All MOV --- By participating the activities,
members participate actively. learners are ensured of their active
participation.
25 - show eagerness and cooperation to do the
task. Does not need much help. Some are KRA 2, OBJ. # 4
not working. INDICATOR 4
20 - Participated but late; with teacher’s - Manages classroom structure to
assistance. engage learners, individually or in
15 - Activity can done but does not show groups in meaningful exploration,
eagerness discovery and hands-on activities
to cooperate. within a range of physical
10 - no interest; gives up quickly learning environments.
MOV --- The utilization of learning
environment such as the room
Directions: structuring arrangement for group
 Rewrite the monomials inside the table horizontally activity purposes as observed.
on the space provided to create six term polynomial
and simplify.
 Fill the blank boxes by the GCMF of the aligned
column or row.
 Write the factors of the polynomial inside the
parentheses.

x3 x2y 8y3 -4y2

-x2y -xy2 4y2 -2y
xy2 y3 2y -1

a3 -5a2 a3 5a2b
5a2 -25a -5a2b -25ab2
25a -125 25ab2 125b3

27x3 -36x2
36x2 -48x
48x -64
4.3 Analysis --- 10  When you rewrite the monomials horizontally to
minutes make six term polynomial on your activity, what kind
of polynomial did you get?
 Why did you think so?
 Aside from being a binomial, what other things did
you observe?
 Since we are on factoring. What do you think is our
lesson for today?
  How can we know if a binomial is a sum or
difference of two cubes?
 Going back to your activity, describe the resulting
factors of the sum or difference of the cubes.
 a3 + b3 = (a + b)(a2 – ab + b2)
a3 – b3 = (a – b)(a2 + ab + b2)
Is this familiar with you?
 On what lesson did you encounter these formulas?
 How are the terms of the product related to the terms
of the binomial factor?
 How do you relate your binomial factor to your
trinomial factor?
 All in all, how do we factor sum or difference of
cubes?
 Example: Factor x6 + y6
 Is this a sum of two cubes?
 How did you say so?
 What is the cube root of x6?
 How about y6?
 What is next?
 What is the binomial factor?
 How about the trinomial factor?
 What are the factors of x6 + y6?
 Example 2: Factor x3 – 125
 Is this a difference of two cubes?
 Why?
 What is the binomial factor?
 How did you say so?
 What is the trinomial factor?
 What are the factors of x3 – 125?
4.4 ABSTRACTION/  How can we identify if a binomial is a sum or KRA 4, OBJ. # 10
GENERALIZATION --- 3 difference of two cubes? INDICATOR 9
- Designs, selects, organizes and
minutes  What are the resulting factors of the sum or uses diagnostic, formative and
difference of two cubes? summative assessments
 How do we factor the sum or difference of two strategies consistent with
cubes? curriculum requirements.
MOV --- Formative questions are
raised to learners to diagnose how far
they have learned or if the objective of
the lesson are carried.

4.5 APPLICATION --- 5  x6y9 + 8z12 KRA 2, OBJ. # 5

INDICATOR 5
minutes  27 + 64x3
- Manages learner behavior
 125 – x12 constructively by applying
 x3- 216 positive and non-violent
(The teacher will ask the four students to factor the sum discipline to ensure learning –
or difference of two cubes on the board.) focused environment.
(The teacher will choose four students to answer.) MOV --- Learners are given positive
feedback after answering.
(The teacher will verify the answers.)
4.6 ASSESSMENT --- 10 What did the bee say to the rose? KRA 4, OBJ. # 10
minutes To answer the question stated, just factor the given sum INDICATOR 9
of two cubes in column A. Find the answer in column B - Designs, selects, organizes,
and write the corresponding letter on the box. and uses diagnostic, formative
COLUMN A COLUMN B and summative assessment
1. x3 + 27 B (x2y3 -5z4)(x4y6 + 5x2y3z4 + 25z8) strategies consistent with
2. 8x3 + 125y6 H (x - y)(x2 + xy + y2) curriculum requirements.
3. x6y9 + z12 D (2x + 5y2)(4x2 – 10xy2 + 25y4) MOV --- Interpret the result of
4. 64x9 - 729y3 ! (x2y3 + z4)(x4y6 – x2y3z4 + z8) performance assessment.
5. 27x3-1 I (x + 4)(x – 4x + 16 )
6. x 3 - y3 , (3x -1)(9x2 + 3x + 1)
7. x6y9 – 125z12 U (x+3)(x2 - 3x + 9)
8. x3 + 64 “ (4x – 9y)(16x6 + 36x3y + 81y2)
3

DECODER

4 6 8 5 7 1 2 3 4
4.7 ASSIGNMENT --- 2
minutes
4.8 CONCLUDING
ACTIVITY --- 1 minute
 For your assignment, Make a creative Strategic
Intervention Material (SIM) for the Sum and
Difference of Two Cubes. (see examples on google in
making a SIM)
"Life is the theorem of
MATHEMATICS
Once you understand it deeply,
You’ll definitely able to
Solve the problems related to it."
KRA 1, OBJ. # 1
INDICATOR 1
- Applies knowledge of content
within and across curriculum
teaching areas.
MOV --- MAPEH integration are
visible in the text content found in
the given direction.
KRA 1, OBJ. # 1
INDICATOR 1
- Applies knowledge of content
within and across curriculum
teaching areas.
MOV --- VALUES integration are
visible in the text content.

--MAHESWARI TARAI
(The teacher will explain the meaning of the quotation to
the class.)
4.9 REMARKS

4.10 REFLECTIONS

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 learning
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?