Contingency Lesson Plan

Subject: MATH Grade Level: 8

The learner demonstrates understanding of key concepts
of factors of polynomials, rational algebraic expressions,
linear equations and inequalities in two variables, systems
Content Standard
of linear equations and inequalities in two variables and
linear functions.

The learner is able to formulate real-life problems

involving factors of polynomials, rational algebraic
expressions, linear equations and inequalities in two
Performance Standard variables, systems of linear equations and inequalities in
two variables and linear functions, and solve these
problems accurately using a variety of strategies.

Competency 2. Solves problems involving factors of

Competency polynomials (M8AL-Ib-2)

I. OBJECTIVES
Knowledge Recognizes the concepts involving factors of
polynomials.
Skill Solves problems involving factors of polynomials.
Attitude Develops patience in solving problems involving factors
of polynomials.
II. CONTENT Solving Problem involving Factors of Polynomials

III. LEARNING RESOURCES

A. References

1. Teacher’s Guide Teacher’s Guide (TG) in Math 8, pp. 49 - 53

Pages

2. Learner’s Learner’s Module (LM)in Math 8, pp. 49 -58.

Materials Pages

3. Textbook Pages Elementary Algebra I. 2000. pp. 212-216*

4. Additional
Materials
 5. Learning Resources
(LR) portal

B. Other Learning
Resources

IV. PROCEDURES
A. Reviewing or ACTIVITY: This activity will check how well students
presenting the new can associate between product and its factors.
lesson
1. Your classmate asserted that x2 – 4x – 12 and 12 – 4x
– x2 has the same factors. Is your classmate correct?
Prove by showing your solution.
Note to the Teacher:
No, the factors of x2 – 4x – 12 are (x – 6)(x + 2),
while 12 – 4x – x2 has (2 – x)(6 + x) as its factors.
B. Establishing a
purpose for the lesson 1. Students can familiarize how to solve problems
algebraically.

C. Presenting examples ACTIVITY 1: Solve the following word problems and

of the new lesson answer the questions that follow.

1. The length of a rectangular garden is 2x – 3 meters and

its with is x - 1 meters. What is the total area of the
rectangular garden?
Solution: Length (l) = 2x – 3; Width (w) = x – 1
Area of a Rectangle = l x w
  2 x  3 x  1
 2 x 2  2 x  3x  3
 2 x 2  5x  3
 The total area of the rectangular garden is 2 x  5 x  3.
2

2. The area of square garden is x2 – 14x + 49, find its

dimension.
Solution: Area of a Square = s2
s2 = Area of a Square
s = area of a square
 x 2  14 x  49
 ( x  7)( x  7)
  x  7 2
 x7

 The garden has side of x – 7 meters in order to have an

 area of x2 - 14x + 49. Therefore its dimension is x – 7
meters by x – 7 meters.
D. Discussing new Solve the following below.
concepts and 1. What is the area of a square garden if it has a side of 2x
practicing new skills – 5 meters?
#1 Solution:
Area of Square = s2
  2 x  5
2

  2 x  5 2 x  5
 4 x 2  20 x  25
The area of the square garden is 4 x 2  20 x  25.

2. The area of a rectangular field is x2 +x – 6 meters and

its length is x – 2 meters. How long is its width?
Solution: Find the width(w)
Area of a Rectangle = l x w
Area of rec tan gle
w
l
x  x6
2
w
x2
w x3

 The width of a rectangular field of x2 +x – 6 meters is

x+3.

E. Discussing new ACTIVITY: Solving Problems

concepts and
practicing new skills 1. What is the area of a square garden if it has a side of 3a
#2 + 6 meters? (9a2 + 30x +25)
2. The area of a rectangular field is x2 +14x + 49 meters
and its length is x +7 meters. How long is its width? (x +
7)

F. Developing Mastery Solve the following below.

1. What is the area of a square garden if it has a side of 3x
+ 5 meters? (9x2 + 30x + 25)
2. The area of a rectangular field is x2 +3x + 2 meters and
its length is x +1 meters. How long is its width? (x + 2)
G. Finding practical How special product is applied to real life problems?
applications of Is it important to you as a student? In what particular
concepts and skills in way?
daily living (Expected answer)
Special product and factoring techniques are important
 tools for solving real life problems such as finding the
dimension of an enclosed field or box, sharing a cost,
finding average speed or average time covered, and
solving mixture or work problems.
H. Making (The answers may vary)
Generalizations and (Expected answer) – In solving problems involving
abstractions about factors of polynomials, it must be solved algebraically. It
the lesson needs time and great patience so that you will be able to
value its contributions to life such as finding the
dimension of an enclosed field or box, sharing a cost,
finding average speed or average time covered, and
solving mixture or work problems.
I. Evaluating learning Solve Me.
1. Your classmate factored x2 + 36 using difference of two
squares. How will you make him realize that his answer is
not correct?
(Difference of two squares is only applied if the middle
operation is minus.)
2. The length and width of a rectangular rice field is 7x –
8 meters and 7x + 8 meters respectively. What is its area?
(49x2 – 64)

J. Additional Make a generalization for the errors found in the

Activities for following polynomials.
application or a. x2 + 4 = (x + 2)(x + 2)
remediation b. 1.6x2 – 9 = (0.4x – 3)(0.4x + 3)
c. 4x2y5 – 12x3 y6 + 2y2 = 2y2 (2x 2y3 – 6x3y4)
d. 3x2 – 27 is not factorable or prime
(Expected Answers)
a. (x + 2)(x + 2) = x2 + 4x + 4
b. (0.4x – 3)(0.4x + 3) = (0.16x2 – 9)
c. 4x2 y5 – 12x3y6 + 2y2 = 2y2 (2x2y3 – 6x3y4 + 1)
d. 3x2 - 27 = 3 (x2 – 9) = 3 (x + 3)(x – 3)
V. REMARKS

VI. REFLECTION

A. No. of learners who A. ____No. Of learners who earned 80% in the

earned 80% in the evaluation.
evaluation
B. No. of learners who B. ____No. Of learners who require additional activities
require additional for remediation.
activities for remediation
 C. Did the remedial C. Did the remedial lessons work? ____No. of Learners
lessons work? No. of who have caught up the lesson.
learners who have caught
up the lesson
D. No. of learners who D. ____No. of learners who continue to require
continue to require remediation
remediation
E. Which of my teaching Stragegies used that work well:
strategies worked well? ___Group collaboration
Why did these work? ___Games
___Powerpoint Presentation
___Answering preliminary activities/exercises
___Discussion
___Case Method
___Think-Pair-Share(TPS)
___Rereading of Paragraphs/Poems/Stories
___Differentiated Instruction
___Role Playing/Drama
___Discovery Method
___Lecture Method
Why?
___Complete Ims
___Availability of Materials
___Pupil’s eagerness to learn
___Group member’s Cooperation in doing their tasks
F. What difficulties did I ___Bullying among pupils
encounter which my ___Pupil’s behavior/attitude
principal and supervisor ___Colorful Ims
help me solve? ___Unavailale Technology
Equipment (AVR/LCD)
___Science/Computer/Internet Lab
G. What innovation or
localized I used/discover
which I wish to share
with other teacher?
 ATTACHMENT
Session: 1 (1 day)

Content: Solving Problems Involving Factors of Polynomials

DISCUSSIONS:

Description: Perform the activity (Group Activity)

In response to the school’s environmental advocacy, you are required to

make cylindrical containers for your trash. This is in support of the “I
BRING MY TRASH HOME!” project of our school. You will present
your output to your teacher and it will be graded according to the
following criteria: explanation of the proposal, accuracy of computations,
and utilization of the resources and appropriateness of the models.
SUPPLEMENTARY ACTIVITIES

Note: The activities included here will be used only when needed.

Factor the following below using the common monomial factor.

1. 13a2b - 26ab2 (13ab)(a – 2b)

2. 25x3y2 - 55x2y3 (5x2y2)(5x – 10y)
3. 10x3 + 9x2 + 4x (x)(10x2 + 9x +4)
4. 3x3y3 + 5x2y3 + 2xy5 (xy3)(3x2 + 5x + 2y2)
5. 9x2y3z4 + 12xy4z2 - 15xyz (3xyz)(3xy2z3 + 4y4z – 5)

Factor the following quadratic trinomials.

1. x2 + 5x + 6 (x + 3) (x + 2)
2. 2x2 - x – 1 (x -1) (2x + 1)
3. x2 + 4x + 4 (x + 2)2
4. b2 + 16b + 64 (b + 8)2
5. 8x2 + 6x -20 (4x - 5) (2x + 4)

Factor the following below.

1. n2 - p2 (n + p)(n – p)
2. 4x2 - 25 (2x + 5) (2x – 5)
3. b2 – 49 (b + 7) (b - 7)
4. 16b2 - 81d2 (4b + 9d) (4b - 9d)
5. 64b4 -144c4 (8b2 + 12c2) (8b2 - 12c2)

Factor the following below.

1. 5t( r + s) + 6(r + s) (r + s) (5t + 6)

2. 6xp + 2xs + 3yp + ys (3p + s) (2 + y)
3. 4ax + 14bx - 6ay - 21by (2a + 7b) (2x – 3y)
 REFERENCES

A. DepEd INSTRUCTIONAL MATERIALS: Mathematics Learners Module 8

Pasig City: DepEd-IMCS

Elementary Algebra I. 2000. pp. 212-216*

KEY ANSWER