School: MANDILI HIGH SCHOOL Grade Level: 8

GRADES 7-10
DAILY LESSON LOG Teacher: MELJIM SANGALANG REYES Learning Area: MATHEMATICS
Teaching Dates and AUGUST 29-September 2, 2022/ 7:30 – 8:30 AM, 11:00
Time: -12:00 AM, 2:00 – 3:00 PM Quarter: 1

SESSION 1 SESSION 2 SESSION 3 SESSION 4

I. OBJECTIVES
A. Content Standards:
B. Performance Standards:
C. Learning
Competencies/Objectives:
Write the LC Code for each
Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedure must be followed and needed,
additional lessons, exercises and remedial activities may be done for developing content knowledge and competencies. These are assessed using Formative
Assessment Strategies. Valuing objectives support the learning of content and competencies and enable children to find significance and joy in learning the lessons.
Weekly objectives shall be derived from the curriculum guides.
The learner demonstrates
understanding of how world literatures
and other text types serve as vehicles
of expressing and resolving conflicts
among individuals or groups; also how
to use strategies in critical reading,
listening, and viewing, and affirmation
and negation markers to deliver
impromptu and extemporaneous
speeches.
The learner proficiently delivers an
argumentative speech emphasizing
how to resolve conflicts among
individuals or groups.
Learning Competency: Factors
completely different types of
polynomials (polynomials with
common monomial factor,
difference of two squares, sum and
difference of two cubes, perfect
square trinomials, and general
trinomials).
M8AL-Ia-b-1
Learning Objectives:
1. Identify the expression that can
be factored
2. Determine the process of
factoring using greatest common
monomial factor
3. Show appreciation in factoring
4. Find factors of a given
polynomials
The learners demonstrate
understanding of key concepts of
the factors of polynomials
The learners formulate real-life
problems involving factors and
solve these with utmost accuracy
using a variety of strategies.
Learning Competency: Factors
completely different types of
polynomials (polynomials with
common monomial factor,
difference of two squares, sum and
difference of two cubes, perfect
square trinomials, and general
trinomials). M8AL-Ia-b-1
Learning Objectives:
1. Identify the expression that can
be factored
2. Determine the process of
factoring polynomials with
difference of two squares
3. Show appreciation in factoring
4. Find factors of a given
polynomials
The learners demonstrate The learner demonstrates
understanding of key concepts of the
understanding of key
factors of polynomials
concepts of factors of
polynomials.
The learners formulate real-life The learner is able to
problems involving factors and solve
formulate real-life problems
these with utmost accuracy using a
variety of strategies.
involving factors of
polynomials.
Learning Competency: Factors Learning competency: Factors
completely different types of completely different types of
polynomials (polynomials with
common monomial factor, difference polynomials. M8AL-Ia-b-1
of two squares, sum and difference
of two cubes, perfect square 1. Illustrates perfect square
trinomials, and general trinomials). trinomial
M8AL-Ia-b-1 2. factor perfect square
Learning Objectives: trinomial
1. Identify the expression that can be 3. Show interest in factoring
factored 4. Demonstrate cooperation
2. Determine the process of factoring
polynomials with sum and difference during activity
of two cubes
3. Show appreciation in factoring
4. Find factors of a given polynomials
1
 Factoring polynomials with sum and
Factoring polynomials with Factoring polynomials with Factoring ( Perfect square
II. CONTENT difference of two cubes
greatest common monomial factor. difference of two squares trinomial)
Curriculum Guide, Teacher’s
Curriculum guide, Teacher’s guide, Curriculum guide, Teacher’s guide, Curriculum guide, Teacher’s guide, Guide, Learner’s Material,
III. LEARNING RESOURCES
Learner’s module Learner’s module Learner’s module Suggested Localization and
Contextualization
A. References
1. Teacher’s Guide Pages Module 1: Pages 29-33 Module 1: Pages 34-35 Module 1: Pages 36-37 Pg. 38 - 40

2. Learner’s Materials Pages Pages 27-31 Page 32-33 Pages 34-35 Pg. 37-38

3. Textbook Pages

4. Additional Materials from

Learning Resource (LR) portal
B. Other Learning Resources Pictures of Filipino celebrities

SESSION 1 SESSION 2 SESSION 3 SESSION 4

These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which you can infer from
IV. PROCEDURES formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice the learning, questions their learning processes, and draw conclusions
about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
A. Reviewing Previous The teacher lets the students recall about finding the greatest common factor The teacher lets the Review previous lesson  The teacher
Lesson or (GCF) of the given numbers using flash cards. students recall the definition by letting the students
Presenting the New
gives a short
of factoring and the first answer the exercises. recapitulation
Lesson 1. 3 , 6 type of factoring introduced 1. What are the
about last
2. 4, 6 to them. two types of
3. 24, 36 factoring being
meetings
4. 14, 28, 35 Possible response: discussed and discussion.
5. 9, 12, 24 Factoring is the reverse of introduced to  The teacher asks
multiplication. The first type you? the students:
Possible responses: was factoring by greatest 2. What type of “How do you
1. 3 common monomial factor factoring can be factor sum and
2. 2 applied if you difference of two
3. 12 He/she then ask the are given 49-n2? cubes?”
4. 7 students if the given What are the
5. 3 polynomial below has a factors?
common monomial factor 3. How about if you
Possible responses:
and let them also describe are given 36t2- 1. Get the cube roots
the given polynomial 8t? What are the of the first and the
factors? last terms of the
2
 1. abc + abd 2. given and write their
24m2-12m 3. Possible responses: sum as the first
X2-y2 4. 1. Factoring factor.
25-b2 polynomial with 2. For the second
greatest
factor, get the
Possible response: common
- numbers 1 and 2 monomial factor trinomial factor by:
have a common and difference of a. Squaring the first
monomial factor two squares term of the first
- numbers 3 and 4 2. Difference of two factor;
don’t have any squares, (7+n) b. Subtracting the
common monomial (7-n) product of the first
factor 3. Factoring with and the second
- The given greatest terms of the first
polynomials are common factor;
binomials monomial factor,
c. Squaring the last
- terms in numbers 3 4t(9t-2)
term of the first factor
and 4 are perfect
squares Then the teacher now
- numbers 3 and 4 ask the student :
are polynomial with
difference of two If given this kind of
squares polynomial a3+b3, can we
find the factor using
greatest common
monomial factor or
difference of two
squares? Why?

Possible responses:
No, because the given
has no GCMF and is not
a difference of two
squares. Also, It is a
sum two cubes.
B. Establishing a The teacher states that after studying polynomials in grade 7 which are special Question: The teacher lets the
Purpose for the products, that is, polynomials which are the results of multiplying polynomials The teacher lets the students realize that Ask:
Lesson of particular forms, we can now take a look at how to determine the factors of students realize that there are many types of Can conflict be prevented?
these special products. factoring by common factoring that we need to
The teacher then will ask the student to recall what they have learned before monomial factor is not consider in finding the
about factors. applicable to all polynomials factors of a given
He/she will state that factoring is the process of obtaining the factors of a but it is necessary that polynomials.
product. It is the reverse of the process of finding the product. greatest common monomial
factor should be use first

3
 before applying any type of
factoring.
C. Presenting the teacher lets the students observe the pictures of the famous Filipino The teacher lets the
Examples/Instances celebrities that are posted or projected on the board.(Localization and students , in group of two
of the Lesson Contextualization) do the Activity 5 on page 32
of the Learner’s Module and
answer the following
questions:
1. How do you think the
products are
obtained?
2. What are the
different techniques
used to solve for the
products?
3. What is the
relationship of the
The teacher ask the following guide questions: product to its
factor?
1. What are the things common to these pictures? 4. Have you seen any
2. Are there things that make them different? pattern in this
3. Can you spot things that are found on one picture but not on the other two? activity?
4. What are the things common to two pictures but not on the other?
Possible responses :
Possible responses for the given questions : 1. the product are
1. The persons on the pictures are actors/ heroes/ good citizens. obtain by making the
2. The person on the first picture is a police man while the other is a given numbers into
sum and difference of
super hero; Cardo uses gun, Victor uses hummer while Lakas uses
binomials
sword.
3. Cardo uses a gun and his own strength while Victor and Lakas are 2. by multiplying the
using super powers. sum and difference of
4. Cardo and Lakas are kapamilya actors while Victor is a Kapuso actor. binomials
3. the factors of
difference of two
squares are sum
and difference of
binomials.
Students give varied
answers
The teacher lets the Let the students find a
students observe the pair, and let them do
given and answer the Activity 9 (Let us tile it
questions that follows. up!) found on pg. 36 of
LM.
(a3+b3)= (a+b) (a2-
ab+b2)
(a3-b3)= (a-b)
(a2+ab+b2)
Guide questions:
1. What have you
observe on the two
examples?
2. Do they have
similarities on their
answers?
3. What differences have
you observed?
4. How will we get the
factors if the given is a
sum of two cubes?
5. How will we get the
factors if the given is
difference of two cubes?
Possible responses:
1. the two given are sum
and difference of two
cubes
2. there process are
similar, the signs are the
only different
3. If the given is sum of
two cubes the first factor
has a positive sign, and
if the given is difference
of two cubes, the first
factor has a negative
sign
4. Find the cube root of
4

D. Discussing New The teacher starts the study of factoring with a discussion of Greatest Common The teacher discusses with
Concepts and Monomial Factor. The activity presented will be a springboard in the discussion of students using the given
Practicing New
factoring by greatest common monomial factor. He/she tells the students when to number pattern of activity 5 to
Skills #1
use and not to use this type of factoring. Emphasize that this type of factoring should see the relationship of factors
be use first before applying any type of factoring. to product. He/she may bring
back the students to
multiplying sum and
difference of binomials in
special product to see how
factors may be obtained.
Students should realize that
factors of difference of two
squares are sum and
difference of binomials.
E. Discussing New The teacher illustrate now on how to obtain the greatest common monomial The teacher illustrate now
Concepts and factor of a given polynomial. He/she can use the examples found in learner’s on how to obtain the factors
Practicing New module at page 31. of polynomials with
Skills #2
difference of two squares.
He/she can use the
the first and last terms.
Write their sum as the
first factor.
For the second factor: a.
Squaring the first term of
the first factor; b.
Subtracting the product
of the first and second
terms of the first factor.
c. Squaring the last term
of the first factor
5. Find the cube root of
the first and last terms.
Write their difference as
the first factor. For the
second factor: a.
Squaring the first term of
the first factor; b. Adding
the product of the first
and second terms of the
first factor. c. Squaring
the last term of the first
factor
The teacher lets the The teachers discusses
students find the factors the process of arriving at
of the given polynomials
the answer of each
below by using the road
exercise in activity 9.
map in Activity 8 found
Furthermore, he/she
on page 35 of the
learner’s module. asks the students the
mathematical skills or
principle that they used
1. x3-y3
2. x3+ y3 to arrive at the certain
answer. He/She also
Answers to problem: explains that the
1. x3-y3= (x-y)(x2+xy+y2) polynomials formed are
2. x3+ y3 = (x+y)(x2- called perfect square
xy+y2) trinomial.
The teacher discusses The teacher discusses
and illustrates thoroughly and illustrates thoroughly
the steps in finding the
the definition of a perfect
factors of a polynomial square trinomial as
with sum and difference
5
 examples found in learner’s of two cubes. presented on page 36 of
module at page 33. Give examples: the learner’s material,
1. 8-d3 and he/ she presented
2. k6+125 the steps on how to
factor
Answer key:

1. (2-d)(4+2d+d2)
(k +5) (k4-5k2+25)
2

F. Developing The teacher lets the students complete the table. The teacher lets the The teacher let the 10 (Perfect Hunt) on
Mastery students match polynomials students find the factors page 37 of learner’s
(Leads to Formative of column A to its of the given polynomials.
Assessment 3) material. The teacher
corresponding factors in 1. m3+n3 should see to it that the
column B. 2. g3- 1
students understand
Column A Answer key: perfect square trinomial
Column B 1. (m+n)(m2- through answering the
Answer Key: 1. X2-16 mn+n2) activity.
a. (9+m)(9-m) 2. (g-1) (g2+g+1)
2. 9-m2
b. (x-3)(x+3)
3. X2-4
c. (x+4)(x-4)
4. 81-m2
d. (3-m)(3+m)
5. x2- 9
e. (x+2)(x-2)

Answer key:

1. X2-16 ------- c.
(x+4)(x-4)
2. 9-m2 ------- d. (3-
m)(3+m)
3. X2-4 --------- e.
(x+2)(x-2)
4. 81-m2 -------- a.
(9+m)(9-m)
5. x2- 9 -------- b.
(x-3)(x+3)

G. Finding Practical
Applications of
Concepts and Skills

6
 in Daily Living

H. Making The teacher summarizes the lesson through questions like: The teacher summarizes The teacher summarizes The teachers
Generalizations 1. What is factoring? the concept of factoring the steps in finding the summarizes the
and Abstractions polynomials with difference factors of a given
2. What is the first type of factoring that you’ve learn? discussion (Factoring
about the Lesson of two squares by asking polynomial with sum and
3. How to get the factors of a given polynomial with common monomial perfect square trinomial)
the following questions: difference of two cubes
factor? through questions like:
1. What are the through questions like:
factors of A. What are the 1. How do you factor
Answers shall be drawn from the students. polynomials with steps in finding the perfect square trinomial?
difference of two factor of polynomial 2. What will you consider
Possible responses: squares? with sum of two in factoring?
1. Factoring is the process of obtaining the factors of a product. 2. How to find the cubes? 3. How do you define
It is the reverse of the process of finding the product. factors of a given B. What are the perfect square trinomial?
2. Factoring polynomials with greatest common monomial factor polynomial with steps in finding the
3. Obtain the greatest common monomial factor of the terms of the difference of two factor of polynomial
polynomial. The greatest common monomial factor is the first factor of Possible responses:
squares? with difference of 1. a. Get the square root
the polynomial. The second factor of the polynomial is obtained by Answers shall be drawn two cubes?
dividing each term of the polynomial by the greatest common factor of the first and last
from the students.
(GCF). Answers shall be drawn terms.
Possible responses: from the students. b. List down the
The teacher gives another example to illustrate for the learners to better 1. It is the sum and square root as
understand the concept of factoring polynomials with common monomial difference of Possible response: sum/difference of two
factors. binomials terms as the case may
Example: 2. Get the square A. Steps in be.
roots of the two finding the factor 2. Factor out first the
3x +18x y -24xy
3 2 5
squares, then write of polynomial
GCF: 3x greatest common
the product of the with sum of two monomial factor before
Quotient: x2+6xy5-8y sum and difference cubes
Factors: 3x(x2+6xy5-8y) factoring the perfect
of the square roots Step 1: Find the
The teacher lets the students answer individually the formative assessment. cube root of the square trinomial.
Find the factors of the given polynomials first and last 3. A perfect square
Remember:
1. 7r4h5+14rh6 terms. trinomial is the result of
The factored form of a
2. 32m3-24mn5-64m2n Step 2: Write squaring a binomial.
polynomial that is a
3. 120a2b4c7+50abc10 their sum as the first ….
difference of two squares is
the sum and difference of factor
Answer key:
the square roots of the first Step 3: For the
1. 7rh5(r3+2h)
and last terms. second factor, get the
2. 8m(4m2-3n5-8mn)
trinomial factor by:
10abc7(12ab3+5c3)
a.

7
 Squaring the first
term of the first
factor;
b.
Subtracting the
product of the first
and second terms
of the first
fact
or.
c.
Squaring the last term of
the first factor
Step 4: write
them in factored form

B. Steps in finding
the factor of
polynomial with
difference of two
cubes
Step 1: Find the
cube root of the
first and last
terms.
Step 2: Write
their difference as the
first factor
Step 3: For the
second factor, get the
trinomial factor by:
a.
Squaring the first
term of the first
factor;
b.
Adding the
product of the first
and second terms
of the first
fa
ctor.
c.
Squaring the last term of
8
 the first factor
Step 4: write
them in factored form

I. Evaluating The teacher lets the students answer individually the formative assessment. The teacher lets the The teacher lets the The teacher let the
Learning Find the factors of the given polynomials students answer individually students answer students answer
4. 7r4h5+14rh6 the formative assessment. individually the formative individually the formative
5. 32m3-24mn5-64m2n Find the factors of the given assessment. assessment.
6. 120a2b4c7+50abc10 polynomials. Find the factors of the Supply the missing term to
given polynomials. make a true statement.
Answer key: 1. c2-25 1. x2+2xy+y2
3. 7rh5(r3+2h) 2. w4-1 1. c3-d3 = (x + ____)2
4. 8m(4m2-3n5-8mn) 3. 36-h6 2. w6+1 2
2. d -6d+9
10abc7(12ab3+5c3) 4. k4-100 3. 216-h9 = (d -
5. 1-r10 Answer key: ____)2
1. (c-d)(c2+cd+d2) 3. 9n +30nd+25d2
2

Answer key: 2. (w2+1)(w4-w2+1) = (____

3. (6-h3) ____ 5d)2
1. (c-5)(c+5) (36+6h3+h6)
2. (w2-1) (w2+1) . Answer Key:
3. (6-h3) (6+h3) 1. y
4. (k2-10) (k2+10) 2. 3
5. (1-r5) (1+r5) 3. 3n +

J. Additional The teacher may let the Factor the following.

Activities for students answer Activity 7
Application or on page 34 of the Learner’s 1. s2+6s+9
Remediation Module to enhance more 2. 25+10rn+n2
their skills in factoring
polynomials with difference
of two squares.
IV. REMARKS

Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works? What else needs to be done to help the
V. REFLECTION students learn?
Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
A. No. of learners who earned 80% in
the evaluation

B. No. of learners who require

additional activities for remediation

9
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

work well? Why did these work?

F. What difficulties did I encounter

which my principal or supervisor can
help me solve?

G. What innovations or localized

materials did I used/discover which I
wish to share with other teachers?

Prepared by: Noted:

MELJIM S. REYES RUNILO T. SANGUYO, PhD

Subject Teacher School Head

10