8

Mathematics
Quarter 1 - Module 1:
Factoring the Common
Monomial Factor
Mathematics - Grade 8
Alternative Delivery Mode
Quarter 1 - Module 1: Factoring the Common Monomial Factor
First Edition, 2020

Republic Act 8293, section 176 states that: No copyright shall subsist in any work of
the Government of the Philippines. However, prior approval of the government agency or office
wherein the work is created shall be necessary for exploitation of such work for profit. Such
agency or office may, among other things, impose as a condition the payment of royalties.

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
trademarks, etc.) included in this module are owned by their respective copyright holders.
Every effort has been exerted to locate and seek permission to use these materials from their
respective copyright owners. The publisher and authors do not represent nor claim ownership
over them.

Published by the Department of Education

OIC-Schools Division Superintendent: Carleen S. Sedilla CESE
OIC-Assistant Schools Division Superintendent: Brian E. Ilan EdD

Development Team of the Module

Writer: Editha P. Cuenco

Editor: Patricia Ulynne F. Garvida
Reviewer: Michael R. Lee
Layout: Ma. Fatima D. Delfin
Management Team: Angelita S. Jalimao
Chief, Curriculum Implementation Division

Neil Vincent C. Sandoval

Education Program Supervisor, LRMS

Michael R. Lee
Education Program Supervisor, Mathematics

Printed in the Philippines by the Schools Division Office of Makati City through the
support of the City Government of Makati (Local School Board)

Department of Education - Schools Division Office of Makati City

Office Address: Gov. Noble St., Brgy. Guadalupe Nuevo

City of Makati, Metropolitan Manila, Philippines 1212
Telefax: (632) 882 5861 / 882 5862
E-mail Address: makati.city@deped.gov.ph
 8

Mathematics
Quarter 1 - Module 1:
Factoring the Common
Monomial Factor
Introductory Message
For the facilitator:

Welcome to the Grade 8 Mathematics Alternative Delivery Mode (ADM) Module on

Factoring the Common Monomial Factor!

This module was collaboratively designed, developed and reviewed by educators both
from public and private institutions to assist you, the teacher or facilitator in helping
the learners meet the standards set by the K to 12 Curriculum while overcoming
their personal, social, and economic constraints in schooling.

This learning resource hopes to engage the learners into guided and independent
learning activities at their own pace and time. Furthermore, this also aims to help
learners acquire the needed 21st century skills while taking into consideration their
needs and circumstances.

In addition to the material in the main text, you will also see this box in the body of
the module:

Notes to the Teacher

This contains helpful tips or strategies
that will help you in guiding the learners.

As a facilitator, you are expected to orient the learners on how to use this module.
You also need to keep track of the learners' progress while allowing them to manage
their own learning. Furthermore, you are expected to encourage and assist the
learners as they do the tasks included in the module.
For the learner:

Welcome to the Mathematics 8 Alternative Delivery Mode (ADM) Module on Factoring

the Common Monomial Factor!

This module was designed to provide you with fun and meaningful opportunities for
guided and independent learning at your own pace and time. You will be enabled to
process the contents of the learning resource while being an active learner.

This module has the following parts and corresponding icons:

What I Need to Know This will give you an idea of the skills or
competencies you are expected to learn in the
module.

What I Know This part includes an activity that aims to

check what you already know about the
lesson to take. If you get all the answers
correct (100%), you may decide to skip this
module.

What’s In This is a brief drill or review to help you link

the current lesson with the previous one.

What’s New In this portion, the new lesson will be

introduced to you in various ways; a story, a
song, a poem, a problem opener, an activity
or a situation.

What is It This section provides a brief discussion of the

lesson. This aims to help you discover and
understand new concepts and skills.

What’s More This comprises activities for independent

practice to solidify your understanding and
skills of the topic. You may check the answers
to the exercises using the Answer Key at the
end of the module.

What I Have Learned This includes questions or blank

sentence/paragraph to be filled in to process
what you learned from the lesson.

What I Can Do This section provides an activity which will

help you transfer your new knowledge or skill
into real life situations or concerns.

Assessment This is a task which aims to evaluate your

level of mastery in achieving the learning
competency.
 Additional Activities In this portion, another activity will be given
to you to enrich your knowledge or skill of the
lesson learned.

Answer Key This contains answers to all activities in the

module.

At the end of this module you will also find:

References This is a list of all sources used in developing

this module.

The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any part of the
module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other activities
included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.

If you encounter any difficulty in answering the tasks in this module, do not
hesitate to consult your teacher or facilitator. Always bear in mind that you are
not alone.

We hope that through this material, you will experience meaningful learning and
gain deep understanding of the relevant competencies. You can do it!
 What I Need to Know

This module was designed and written with you in mind. It is here to help you master
the nature of factoring of polynomials . The scope of this module permits it to be used
in many different learning situations. The language used recognizes the diverse
vocabulary level of students. The lessons are arranged to follow the standard
sequence of the course. But the order in which you read them can be changed to
correspond with the textbook you are now using.

The module is divided into three lessons, namely:

 Lesson 1 - Factoring the Greatest Common Factor of a Polynomial
 Lesson 2 - Factoring The Difference of Two Squares and The Sum and the
Difference of Two Cubes

After going through this module, you are expected to:

1. find the greatest common factor of two or more expressions;
2. factor the greatest common factor from a polynomial;
3. identify and factor the difference of two perfect squares; and
4. identify and factor the sum or difference of two cubes.

What I Know

Choose the letter of the best answer. Write the chosen letter on a separate sheet of
paper.

1. What is the greatest common factor of 27x3 y and 9x4y ?

A. 3xy B. 9x3y C. 3x3y D. 9x2

2. What are the factors of 4x2 – 16y2 ?

A. ( 2x – 4y )2 ( 2x – 4y ) C. ( 2x – 4y ) ( 2x + 4y )
B. 4 ( x – 2y ) ( x +2y ) D. ( 2x + 4y ) ( 2x + 4y )

3. What is the common factor of ( 3x2 – 9x ) and ( x2 – 9 ) ?

A. 3x ( x – 3 ) C. ( x + 3 ) ( x – 3 )
B. ( x – 3 ) D. 3x2

4. Which expressions is equivalent to ( 2x – 4y )2 – ( x + 2y )2 ?

A. ( x – 6y ) ( 3x – 2y) C. ( x – 3y ) ( 6x – 2y)
B. ( x + 6y ) ( 3x + 2y) D. ( x – 3y ) ( 6x – 2y)
5. If 5𝑥 2 𝑦 4 is one of the factors of 10 𝑥 3 𝑦 4 − 25𝑥 2 𝑦 5 ,what is the other factor?
A. 2x – 5y B. 2𝑥 5 𝑦 8 − 5𝑥 4 𝑦 9 C. 5𝑥 2 − 2𝑦 D. 5𝑥 2 𝑦 − 2𝑦

6. For what expression must (𝑥 2 + 6) be multiplied to get 𝑥 4 − 36?

A. 𝑥 − 6 B. 𝑥 + 6 C. 𝑥 2 + 6 D. 𝑥 2 − 6

7. Which of the following is/are not a factor of 16𝑥 4 − 81𝑦 4 ?

I. 2x – 3y II. 2x + 3y III. 4x – 9y IV. 4𝑥 2 + 9𝑦 2
A. I only B. III only C. II and IV only D. I and IV only

8. Which of the polynomials below does not belong to the group?

A. 4x2 + 20x +25 C. 25x2 - 35x + 49
B. 9x2 – 24x + 16 D. 36x2 + 60x + 2

9. One of the factors of 8𝑥 3 + 1 is is 2𝑥 + 1. What is the other factor?

A. 4𝑥 2 − 2𝑥 + 1 B. 4𝑥 2 + 2𝑥 + 1 C. 4𝑥 2 − 4𝑥 + 1 D. 4𝑥 2 + 4𝑥 + 1

10. What should be multiplied to 2𝑦 − 3 to get 8𝑦 3 − 27?

A. 4𝑦 2 − 6𝑦 + 9 B. 4𝑦 2 + 6𝑦 − 9 C. 4𝑦 2 + 6𝑦 + 9 D. 4𝑦 2 − 6𝑦 − 9

11. Which expression(s) is/are equivalent to y4 - 16 ?

I. ( y2 – 4) (y2 + 4) II. (y2 + 4) ( y – 2) ( y + 2) III. ( y2 – 4) ( y – 2) ( y - 2)
A. I only B. II only C. I and II only D. I, II, and II

12. Which of the following binomials are a difference of two squares?

I. 6𝑚2 − 36 II. 9𝑥 2 + 25 III. 𝑐 2 − 49 IV. 49𝑛2 − 64
A. I only B.III and IV C. III only D. II, III, and IV

13. Which is another way of correctly expressing ( 𝑥 − 3)(𝑥 2 + 3𝑥 + 9)?

A. 𝑥 2 + 27 B. 𝑥 2 − 9 C. 𝑥 2 − 27 D. 𝑥 2 + 9

14. What is the GCF of the terms of the polynomial 8𝑥 6 + 32𝑥 3 ?

A. 𝑥 3 B. 8𝑥 3 C. 4𝑥 3 D. 8𝑥 6

15. Is 9𝑥 6 − 25𝑦 4 a difference of two squares? If so, factor it. If not, explain why?
A. ( 3𝑥 3 + 5𝑦 2 ) ( 3𝑥 3 − 5𝑦 2 )
B. ( 3𝑥 6 + 5𝑦 4 ) (3𝑥 6 − 5𝑦 4 )
C. (3𝑥 3 − 5𝑦 2 )(3𝑥 3 − 5𝑦 2 )
D. Not a different of squares because −25𝑦 4 is not a perfect square.
 Lesson
Factoring the Greatest Common
1 Factor of a Polynomial

The process of factoring is essential to the simplification of many algebraic

expressions and is a useful tool in solving higher degree equations. In fact, the
process of factoring is so important that very little of algebra beyond this point can
be accomplished without understanding it.

Let’s start out by talking a little bit about just what factoring is. Factoring is
the process by which we go about determining what we multiplied to get the given
quantity. We do this all the time with numbers. For instance, here are a variety of
ways to factor 18:
1
18 = (2)(9) 18 = (2) (36)
18 = (3)(6) 18 = (−3)(−6)
18 = (2)(3)(3) 18 = (−3)(2)(−3)

There are many more possible ways to factor 18, but these are representative
of many of them. To facilitate understanding of factoring and to make it more logical,
it’s taught correspondingly with the cases of special products. In this section, we will
be interested only in numerical coeefficients which are integers.

What’s In

Let’s have a review on PRIME NUMBERS and COMPOSITE NUMBERS.

Can you still recall the difference between a prime number and a composite number?

A prime number is a
whole number greater
than 1 which has two
positive factors only, 1
and itself.
For example, 2, 3, 5, 7, 11, 13, 17, 19, 23, and 29 are prime numbers, why? Take
a look on the factors of 2, 2 is obtained by multiplying the two numbers 1 and 2
which are said to be the factors of 2. Likewise, 3 is equal to 3 x 1, so on.

A composite number is
a number that can be
written as the product
of two positive integers
other than 1 and the
number itself

Every composite number can be written as a unique product of primes. This is called
the prime factorization of a number. When we write the prime factorization of a
number, we are rewriting the number as a product of primes.

For example, let’s find the prime factorization of 45. We can start with any factor
pair, such as 5 and 9. We write 5 and 9 below 45 with branches connecting them.

The prime factorization is

45 the product of the circled
primes.

9 5
So, the prime factorization of 45 are 3 ● 3 ● 5 or
32 ● 5 .

3 3
 What’s New

Let us have another example, what is the prime factorization of 48?

So, the prime factorization of

48 is 2 ● 2 ● 2 ● 2 ● 3 or
24 ●3 .

Prime factorization is also very useful in finding the greatest common factor (GCF) of
two or more numbers. Remember, GCF is the product of all the common prime
factors. For example, what is the greatest common factor of 24 and 36? To do this,
first, express each number into their prime factorization. Then, align similar factors.

The product of the common prime

24 = 2 ● 2 ● 2 ● 3 factors is 12. Therefore, the greatest
common factor ( GCF) of 24 and 36
36 = 2 ● 2 ● 3 ●3 is 12.
GCF = 2●2●3

GCF = 12

Notes to the Teacher

Make sure that the learners should know on what’s the
difference between prime and composite numbers before they
proceed to the next lesson. In the next lesson, the learners will
use prime factorization in finding the factors of any whole
numbers or polynomials.
How are factors involved in the following scenario?

Aaron has 20
ballpens and 16 pencils. He
wants to sell common sized
packages containing both
ballpens and pencils. What
is the greatest number of
packages he can sell with no
left over ballpens or pencils?

We use factors to search for solutions to the above problem.

1 · 20 = 20 and 1 ·16 = 16 One package with 20 ballpens and 16 pencils.

2 · 10 = 20 and 2 · 8 = 16 Two packages each with 10 ballpens and 8 pencils.
4 · 5 = 20 and 4 · 4 = 16 Four packages each with 5 ballpens and 4 pencils.

The question can be answered by finding the greatest common factor. If Aaron
wants to divide the ballpens and pencils into packages with each package containing
the same number of ballpens, then we are looking for a number that is a factor of
both. This is what we would call a common factor. The above illustration shows that
Aaron has three options for packaging the ballpens and pencils with one, two, or four
packages. If we want to create as many packages as possible then we are looking for
the greatest common factor.
Example:
Set of factors of 20 is {1, 2, 4 , 5, 10, 20}
Set of factors of 16 is {1, 2, 4 , 8, 16}

From these two lists, we see that the greatest common factor of 20 and 16 is 4.
So, Aaron would be able to sell four packages each containing four pencils and
five ballpens.

From the previous activity, prime factorization can be used to find the GCF of 20 and
16 . Factor each number into primes and align similar factor.

20 = 2 ∙ 2 ∙ 5
So, the GCF of 20 and 16 is 4.
16 = 2 ∙ 2 ∙ 2 ∙ 2

GCF = 2 ∙ 2 = 4
 What is It

In the examples above, the greatest common factor was a number. In the next two
examples, we will get variables in the greatest common factor. Finding the greatest
common factor of group of numbers is also similar in polynomials. For example,
8x2y5, 24x3y2, 42x6 y4 are group of monomials whose GCF can be obtained as follows:

8x2 y 5 = 2∙ 2 ∙ 2. x∙x∙y∙ y. y. y. y
24 x3 y 2 = 2∙ 2∙ 2 ∙ 3 ∙ x. x .x. y. y
42x6 y4 = 2∙ 3 ∙ 7∙ x∙ x∙ x ∙ x ∙ x∙ x∙ y∙ y. y. y

GCF = 2 ∙ x ∙ x ∙ y ∙ y = 2𝒙𝟐 𝒚𝟐

So, the GCF of 8𝑥 2 𝑦 5, 24𝑥 3 𝑦 2 , and 42𝑥 6 𝑦 4 is 2𝒙𝟐 𝒚𝟐 .

A polynomial may also be factored. When the terms of a polynomial have a greatest
common factor or common monomial factor greater than one, the polynomial is
factored as the product of that GCF and a polynomial.

Examples:

1. Factor : 12𝑥 2 𝑦 2 + 8𝑥𝑦 3 + 24𝑥 3 𝑦 4 + 4𝑥𝑦 2

Solution:

Step 1: Identify the GCF of all the terms. In this case, the GCF (12, 8, 24, 4) = 4, and
the common variable factor with the smallest exponent are 𝑎𝑛𝑑 𝑦 2 . The GCF of the
polynomial is 4xy2.
12𝑥 2 𝑦 2 + 8𝑥𝑦 3 + 24𝑥 3 𝑦 4 + 4𝑥𝑦 2 = 4xy2( ? )

Step 2: Determine the terms of the missing factor by dividing each term of the
original expression by the GCF.
12𝑥 2 𝑦 2 8𝑥𝑦 3 24𝑥 3 𝑦 4 4𝑥𝑦 2
= 𝟑𝒙 , = 𝟐𝒚 , = 𝟔𝒙𝟐 𝒚𝟐 , =𝟏
4𝑥𝑦 2 4𝑥𝑦 2 4𝑥𝑦 2 4𝑥𝑦 2
Step 3: Apply the distributive property (in reverse) using the terms found in the
previous step.
12𝑥 2 𝑦 2 + 8𝑥𝑦 3 + 24𝑥 3 𝑦 4 + 4𝑥𝑦 2 = 4𝑥𝑦 2 ( 𝟑𝒙 + 𝟐𝒚 + 𝟔𝒙𝟐 𝒚𝟐 + 𝟏)

Step 4: As a check, multiply using the distributive property to verify that the product
equals the original expression.

𝟒𝒙𝒚𝟐 (𝟑𝒙 + 𝟐𝒚 + 𝟔𝒙𝟐 𝒚𝟐 + 𝟏) = 12𝑥 2 𝑦 2 + 8𝑥𝑦 3 + 24𝑥 3 𝑦 4 + 4𝑥𝑦 2

Answer : 𝟒𝒙𝒚𝟐 (𝟑𝒙 + 𝟐𝒚 + 𝟔𝒙𝟐 𝒚𝟐 + 𝟏)

2. Factor: 6𝑚3 𝑛3 + 45𝑚2 𝑛2 + 21𝑥𝑦
Solution:
Follow the steps in example number 1.
6𝑚3 𝑛3 + 45𝑚2 𝑛2 + 21𝑥𝑦 First, find the GCF of the polynomial.
The GCF is 3𝑎2 . Then, divide each
term by the GCF.
= 3mn ( 𝟐𝒎𝟐 𝒏𝟐 + 𝟏𝟓𝒎𝒏 + 𝟕) Write the factored polynomial as
the product of the GCF and the
quotient.

3. Factor: (𝑥 − 3) (𝑥 + 4) − (𝑥 − 3) (2𝑥 + 5)
Solution:

This one looks a little odd in comparison to the others. However, it works in the
same way. Doing the factoring for this problem gives,

Step 1: Identify the GCF of all the terms. There is a (𝑥 − 3) in each term. Since,
(𝑥 − 3) is enclosed by parenthesis, then it is considered as monomial.

(𝑥 − 3)(𝑥 + 4)- (𝑥 − 3)(2x+5) = ( x – 3 )( ? )

Step 2: Determine the terms of the missing factor by dividing each term of the
original expression by the GCF.
1 1
(𝑥−3)(𝑥+4) (x−3)(2x+5)
(𝑥−3)
= 𝑥+4 , = 2𝑥 + 5
(𝑥−3)
1 1
Step 3: Express GCF and the quotient obtained from the previous step as a
product. Then, apply the distributive property and simplify by combining similar
terms.

(𝑥 − 3) [(𝑥 + 4) − (2𝑥 + 5)] = (𝑥 − 3 ) ( x + 4 – 2x – 5)

= (𝑥 − 3) (−𝑥 − 1)
Answer : (𝒙 − 𝟑) (−𝒙 − 𝟏)

4. Factor: 15𝑦 2 (3𝑦 + 7) − 12𝑦(3𝑦 + 7)

Solution:
Step 1: There is 3𝑦 in each term and there is also (3𝑦 + 7) in each term and so
that can also be factored out. So, the GCF is 3𝑦(3𝑦 + 7).

15𝑦 2 (3𝑦 + 7) − 12𝑦(3𝑦 + 7) = 3𝑦(3𝑦 + 7)( ? )

Step 2: Determine the terms of the missing factor by dividing each term of the
original expression by the GCF.
5y 1 4 1
15𝑦 2 (3𝑦+7) 12𝑦(3𝑦+7)
= 5y , = 4
3𝑦(3𝑦+7) 3𝑦(3𝑦+7)
1 1 1
 Step 3: Express GCF and the quotient obtained from the previous step as a
product. Then, apply the distributive property and simplify by combining similar
terms.
15𝑦 2 (3𝑦 + 7) − 12𝑦(3𝑦 + 7) = 3𝑦(3𝑦 + 7) [(5𝑦) − (4)]
= 3𝑦(3𝑦 + 7) (5𝑦 − 4)
Answer : 3𝑦(3𝑦 + 7) (5𝑦 − 4)

5. Factor: 27𝑎2 ( 𝑥 + 𝑦)3 − 36𝑎 ( 𝑥 + 𝑦)2

Solution:

First, write the prime factorization of each term.

27𝑎2 ( 𝑥 + 𝑦)3 = 3 ∙ 3 ∙ 3 ∙ 𝑎 ∙ 𝑎 ∙ (𝑥 + 𝑦) ∙ (𝑥 + 𝑦) ∙ (𝑥 + 𝑦)

36𝑎 ( 𝑥 + 𝑦)2 = 3 ∙ 3 ∙ 2∙2∙𝑎∙ (𝑥 + 𝑦) ∙ (𝑥 + 𝑦)

GCF = 3∙3 ∙ 𝑎 ∙ (𝑥 + 𝑦) ∙ (𝑥 + 𝑦)

GCF = 9𝑎(𝑥 + 𝑦)

So the GCF is 9𝑎(𝑥 + 𝑦)2 , then divide each term of the polynomial by the GCF.

27𝑎2 ( 𝑥 + 𝑦)3 − 36𝑎 ( 𝑥 + 𝑦)2 = 9𝑎(𝑥 + 𝑦)2 ( ? )

Determine the terms of the missing factor by dividing each term of the original
expression by the GCF.

27𝑎2 ( 𝑥+𝑦)3 36𝑎 ( 𝑥+𝑦)2

= 3a(𝑥 + 𝑦) , =4
9𝑎(𝑥+𝑦)2 9𝑎(𝑥+𝑦)2

Express GCF and the quotient obtained from the previous step as a product.
Then, apply the distributive property and simplify by combining similar terms.

27𝑎2 ( 𝑥 + 𝑦)3 − 36𝑎 ( 𝑥 + 𝑦)2 = 9𝑎(𝑥 + 𝑦)2 [3a(𝑥 + 𝑦) − 4 ]

= 9𝑎(𝑥 + 𝑦)2 (3𝑎𝑥 + 3𝑎𝑦 − 4)

Answer: 𝟗𝒂(𝒙 + 𝒚)𝟐 (𝟑𝒂𝒙 + 𝟑𝒂𝒚 − 𝟒)

 What’s More

Assessment: Factoring the Greatest Common Factor of a Polynomial

A. Find the GCF of each set of monomials.
1. 52 , 48
2. 36, 42, 98
3. 5𝑎3 b, 25𝑎2 c
4. 9𝑥 5 𝑦 4 𝑧 3 , - 21𝑥 2 𝑦 3 𝑧 4
5. 16𝑚3 (2𝑥 − 1)3 , 30𝑚5 (2𝑥 − 1)4

B. Match the polynomials in Column A with its corresponding factors in

Column B by placing the letter of the factors in the space preceding the
polynomial.
COLUMN A COLUMN B

4𝑥 2 𝑦 3 − 12𝑥 3 𝑦 2 + 16𝑥 3 𝑦 3 A. 4𝑥(𝑥 2 + 2𝑥 − 6)

𝑎𝑥 2 − 4𝑎𝑦 2 + 8𝑎2 𝑥 B. 5𝑥𝑦 3 (3𝑥𝑦 2 + 2𝑦 − 4)

C. 2𝑥𝑦𝑧(6𝑥 − 7𝑦 − 11𝑧)
6𝑥 4 − 9𝑥 3 + 15𝑥 2

4𝑥 3 + 8𝑥 2 − 24𝑥 D. 𝑎(𝑥 2 − 4𝑦 2 + 𝑎𝑥)

𝑥 (3𝑥 − 2) − 5(3𝑥 − 2) E. 5𝑝2 𝑟 3 (5 − 3𝑝2 𝑟 2 − 25𝑝3 𝑟 3

25𝑝2 𝑟 3 − 15𝑝4 𝑟 5 − 50𝑝5 𝑟 6 F. 4𝑥 2 𝑦 2 (𝑦 − 3𝑥 + 4𝑥𝑦)

G. 3𝑥 2 (2𝑥 2 − 3𝑥 + 5)
35𝑥 3 𝑦 3 + 56𝑥 4 𝑦 3 − 42𝑥 5 𝑦 6

12𝑥 2 𝑦𝑧 − 14𝑥𝑦 2 𝑧 − 22𝑥𝑦𝑧 2

H. (3𝑥 − 2)(𝑥 − 5)
I. 7𝑥 3 𝑦 3 (5 + 8𝑥 − 6𝑥 2 𝑦 3
14𝑚3 − 28𝑚5 + 63𝑚2 𝑛2
J. 7𝑚2 (2𝑚 − 4𝑚3 + 9𝑛2 )
15𝑥 2 𝑦 5 + 10𝑥𝑦 7 − 20𝑥𝑦3 K. 2𝑥𝑦𝑧(6 − 7𝑦 − 11𝑧)
L.
 What I Have Learned

A factor is a number that evenly divides the given number. A factor need not be a
constant. In fact, any integer, variable, or polynomial that can be multiplied by an
integer, a variable, or a polynomial to produce the given expression is a factor of the
given expression.

The greatest common factor (GCF) of polynomials is the largest polynomial that
divides evenly into the polynomials.

To find the GCF, write the prime factorization of each coefficient and write all
powers of variables as products. Then find the product of the common factors.

Steps in finding the GCF

1. Find the prime-factored form of each monomial.

2. Identify the prime factors and variable factors that are common to each
monomial.
3. Find the product of the factors found in step 2 with each factor raised to
be smallest power that occurs in any monomial.

What I Can Do

I. Factor each polynomial. Assume all exponents are positive integers.

1. 4𝑥 𝑛+3 + 6𝑥 𝑛 4. 24𝑎2𝑛−1 𝑏 𝑚+2 − 54𝑎𝑛+3 𝑏 3𝑚−1

2. 3𝑎𝑛+𝑦 + 5𝑎 𝑦+1 5. 63𝑥 𝑎−3 𝑦 3𝑏+2 + 81𝑥 3𝑎+2 𝑦 𝑏+3
3. 24𝑥 4 𝑦 7 + 64𝑥 2 𝑦 8 − 72𝑥 5 𝑦 6

II. Find the factors of the following polynomials.

1.15𝑥 2 𝑦(𝑥 − 1)2 − 18𝑥 3 𝑦 3 (𝑥 − 1) 4. (4𝑥 − 3)(2𝑥 + 1) − (2𝑥 + 1)(7𝑥 + 2)

2. 18𝑚3 𝑛5 − 12𝑚5 𝑛7 + 36𝑚4 𝑛8 5. 3𝑝3 − 27𝑝6 𝑟 − 60𝑝4 𝑟 3
3. 108𝑎5 𝑏 2 𝑐 4 − 48𝑎2 𝑏 3 𝑐 2 − 36𝑎4 𝑏4 𝑐 7
 Additional Activities

The total surface area of a right circular cylinder is given by the formula =
2𝜋𝑟 2 + 2𝜋𝑟ℎ , where r represents the radius of a base, and h represents the height of
the cylinder. For computational purposes, it may be more convenient to change the
form of the right side of the formula by factoring it.
𝐴 = 2𝜋𝑟 2 + 2𝜋𝑟ℎ = 2𝜋𝑟(𝑟 + ℎ)

Use 𝐴 = 2𝜋𝑟(𝑟 + ℎ) to find the total surface area of each of the following cylinders. Use
22
as an approximation for 𝜋.
7
1.r = 8 cm , h = 13 cm 3. r = 5 ft , h = 7 ft
2. r = 50mm , h = 45mm
 What I Know
1. B 9. A What's More
What's I Can Do A. 1. 4
2. B 10. C
I. 2. 2
1. 2𝑥 𝑛 (2𝑥 3 + 3) 3. B 11. C 3. 5a
2. 𝑎 𝑦 (3𝑎𝑛 + 5𝑎) 4. 3𝑥 2 𝑦 3 𝑧 3
3. 8𝑥 2 𝑦 5 (3𝑥 3 𝑦 2 + 8𝑦 3 − 9𝑥 3 𝑦) 4. A 12. B 5. 2𝑚3 (2𝑥 − 1)3
4. 2𝑎𝑛−1 𝑏 𝑚−1 ( 12𝑎𝑛 𝑏3 − B.
5. A 13. C
−27𝑎4 𝑏2𝑚 ) 1. F
5. 9𝑥 𝑎−3 𝑦 𝑏+2 ( 7𝑦 2𝑏 + 9𝑥 2𝑎+5 𝑦) 6. D 14. B 2. D
3. G
II. 7. B 15. A 4. A
5. H
1. 3𝑥 2 𝑦(𝑥 − 1)(−6𝑥𝑦 2 + 5𝑥 − 5) 8. C
6. E
2. 3𝑚3 𝑛5 (12𝑚𝑛3 − 4𝑚2 𝑛2 + 6) Additional Activity 7. I
1. 1056 8. C
3. 12𝑎2 𝑏 2 𝑐 2 (9𝑎3 𝑐 2 − 4𝑏 − 3𝑎2 𝑏 2 𝑐 5 ) 2. 29857.14 9. J
377.14 10. B
4. (2𝑥 + 1)(−3𝑥 − 5)
3𝑝3 (1 − 9𝑝3 𝑟 − 20𝑝𝑟 3 )
Answer Key
 The Difference of Two Squares
Lesson
and The Sum and Difference of
2 Two Cubes

Have you ever had to find the difference between two things? For example,
find the difference between a crocodile and a snake? Hmmm… The difference
between them is that snakes don't have legs and ears. Still, most things aren't
completely different. Both animals have something in common, they both belong in
a family of reptiles… In math, 'different' and 'common' can be like 'minus' and 'plus',
and we may use both when finding the difference.

Sometimes, a difficult calculation can be simplified and a complicated math

expression can be made smaller with factoring formulas. In many ways, factoring is
about patterns—if you recognize the patterns that numbers make when they are
multiplied together, you can use those patterns to separate these numbers into their
individual factors. Some interesting patterns arise when you are working with cubed
quantities within polynomials. Specifically, there are three more special cases to
consider: a3 + b3, a3 – b3, and 𝑎2 − 𝑏 2 .

What’s In

What is a Perfect Cube?

A perfect cube is a number that is the cube of an integer.

For example, 8 is a perfect cube since 8 = 2 × 2 × 2= 23
Some examples of perfect cubes are 1, 27, 64, 125, 216, 343, …

What is a Cube Root?

The opposite of cubing a number is finding the cube root. Since 53 = 125, the cube
root of 125 is 5. The cube root of a perfect cube is an integer.

It is possible to get the cube root of a negative number. For example, the cube root
of −8 is −2.

The following table shows some perfect cubes and cube roots.
 Perfect Cubes and Cube Root

Square and Square Roots

The product of a number and itself is the square of the number. Numbers like 4, 25,
and 2.25 are called perfect squares because they are squares of rational numbers.
The factors multiplied to form perfect squares are called square roots.. A radical
sign, , is the symbol used to indicate the positive square root of a number. So, √36
= 6.
Perfect Squares

Notes to the Teacher

Make sure that the learners should know how to get the cube root and the square
root of a number. Before they proceed to the next lesson. In the next lesson, the
learners will use extracting the cube root and square root skills.
 What’s New
Joel has discovered
an interesting
pattern.

He chooses 9 as his starting number.

He then goes up and down by 1 to get 8 and 10.

6 7 8 9 10

Next, he works out the products of these two numbers: 8 x 10 = 80

He then works out the square of her starting number: 9 x 9 = 81
When he compares the two answers he notices that 80 is 1 less than 81.

 Notice that the product of

the sum and difference of
Joel is trying to explain what the same two terms equals
happens with the numbers in the difference between the
his pattern. He writes squares of those terms.
Let’s say a = 9 and b = 1
(9 - 1) x (9 + 1) = 92 – 1.
which can be expressed as
(𝒂 − 𝒃)(𝒂 + 𝒃) = 𝒂𝟐 − 𝒃𝟐 .
This is a method for
factoring a polynomial
called the difference of two
squares.
Friends, can you help
me to find the product of
(𝑎 + 𝑏)(𝑎2 − 𝑎𝑏 + 𝑏 2 )?
(𝑎 − 𝑏)(𝑎2 + 𝑎𝑏 + 𝑏2 ) = 𝑎(𝑎2 + 𝑎𝑏 + 𝑏2 ) − 𝑏(𝑎2 + 𝑎𝑏 + 𝑏2 )
(𝑎 − 𝑏)(𝑎2 + 𝑎𝑏 + 𝑏 2 )?
= 𝑎3 + 𝑎2 𝑏 + 𝑎𝑏2 − 𝑎2 𝑏 − 𝑎𝑏2 − 𝑏3

= 𝒂𝟑 − 𝒃𝟑

(𝑎 + 𝑏)(𝑎2 − 𝑎𝑏 + 𝑏2 ) = 𝑎(𝑎2 − 𝑎𝑏 + 𝑏2 ) + 𝑏(𝑎2 − 𝑎𝑏 + 𝑏2 )

The product is = 𝑎3 − 𝑎2 𝑏 + 𝑎𝑏2 + 𝑎2 𝑏 − 𝑎𝑏2 + 𝑏3

called the sum of
= 𝒂𝟑 + 𝒃𝟑
two cubes.
The product is called
the difference of two
cubes.
You can use these patterns to factor binomials in the form a3 + b3 and 𝑎3 − 𝑏 3 ,
otherwise known as “the sum of cubes and difference of two cubes.”

What is It

If the polynomial to be factored is a binomial, check to see if it the difference of two

squares. A polynomial in the form 𝑎2 − 𝑏 2 is called a difference of two squares. The
difference of two squares is obtained by multiplying a pair of conjugates (conjugate
is where you change the sign, + to −, or − to +, in the middle of two terms). It can be
factored as follows:

𝑎2 − 𝑏 2 = (𝑎 + 𝑏)(𝑎 − 𝑏) or (𝑎 − 𝑏)(𝑎 + 𝑏)
Using the above identity, we can express any difference of two squares as an
indicated product.
Examples:

1. Factor : 36𝑥 2 − 49𝑏 2

Solution:
Step 1: Decide if the two terms have anything in common, called the greatest
common factor or GCF. If so, factor out the GCF. In this case, the two terms
only have a 1 in common which is of no help.
36𝑥 2 − 49𝑏 2

Step 2: To factor this problem into the form (𝐴 + 𝐵)(𝐴 − 𝐵) , you need to
determine the square root of each term.

√36𝑥 2 = 6𝑎 , √49𝑏 2 = 7𝑏
a = 6x. , B = 7b

36𝑥 2 − 49𝑏 2 = (6𝑥 − 7𝑏)(6𝑥 + 7𝑏) or (6𝑥 + 7𝑏)(6𝑥 − 7𝑏)

Step 3: Determine if any of the remaining factors can be factored further, in
this case they cannot.

Answer: (𝟔𝒙 − 𝟕𝒃)(𝟔𝒙 + 𝟕𝒃) or (𝟔𝒙 + 𝟕𝒃)(𝟔𝒙 − 𝟕𝒃)

2. Factor : 12𝑥 3 − 27𝑥

Solution:
Step 1: Decide if the two terms have anything in common, if so, factor out
the GCF. In this case the GCF is 3𝑥.
12𝑥 3 − 27𝑥 = 3𝑥(4𝑥 2 − 9)
Step 2: To factor this problem into the form (𝐴 + 𝐵)(𝐴 − 𝐵) , you need to
determine the square root of 4𝑥 2 and 9.
 √4𝑥 2 = 𝟐𝒙 , √𝟗 = 3
a= 2𝑥 , b=3
12𝑥 − 27𝑥 = 3𝑥(2𝑥 − 3)(2𝑥 + 3) or 3𝑥(2𝑥 + 3)(2𝑥 − 3)
3

Step 3: Determine if any of the remaining factors can be factored further, in

this case they cannot.

Answer: 3𝑥(2𝑥 − 3)(2𝑥 + 3) or 3𝑥(2𝑥 + 3)(2𝑥 − 3)

3. Factor: 𝑎8 − 1
Solution:

√𝑎8 = 𝑎4 , √1 = 1
𝑎8 − 1 = (𝑎4 − 1)(𝑎4 + 1)
Determine if any of the remaining factors can be factored further. In this case,
one of the factors is a difference of two squares, (𝑎4 − 1) and the other factor
is a sum of squares which is a prime factor. So,

𝑎8 − 1 = (𝑎4 − 1)(𝑎4 + 1)
= (𝑎2 − 1) (𝑎2 + 1) (𝑎4 + 1)

Again, determine if any of the remaining factors can be factored further. In this case,
one of the factors is a difference of two squares, (𝑎2 − 1) and the other factors are sum
of squares which are prime factor. So,

𝑎8 − 1 = (𝑎4 − 1)(𝑎4 + 1)
= (𝑎2 − 1) (𝑎2 + 1) (𝑎4 + 1)
= (𝑎 + 1)(𝑎 − 1) (𝑎2 + 1) (𝑎4 + 1)

Answer: (𝑎 + 1)(𝑎 − 1) (𝑎2 + 1) (𝑎4 + 1)

4. Factor: (2a + 5b)2 − 9

Solution:
(2a + 5b)2 − 9
Let x = (2a + 5b) and y = 3, Then, (2a + 5b)2 – ( 3)2 = 𝑥 2 − 𝑦 2 = (𝑥 − 𝑦)(𝑥 + 𝑦) =
[( 2a + 5b ) – 3 ] [( 2a + 5b ) + 3] = ( 2a + 5b – 3 ) ( 2a + 5b + 3 )

Answer: (𝟐𝒂 + 𝟓𝒃 − 𝟑)(𝟐𝒂 + 𝟓𝒃 + 𝟑)

Another special case of factoring is the sum or difference of two cubes. It can be
factored as the product of a binomial and a trinomial. A polynomial in the
form a 3 + b 3 is called a sum of cubes. A polynomial in the form a 3 – b 3 is called
a difference of cubes.

Both of these polynomials have similar factored patterns:

 A sum of cubes: A difference of cubes:
Examples:

1. Factor: 𝑚3 + 125 .
Solution:

Step 1: Get the cube root of each term, 𝑚3 and 125 = (5)3 .
3 3
√𝑚3 = m , √(5)3 = 5

so, a = m , b=5
Step 2: Use the sum of two cubes formula

𝑚3 + 125 = (𝑚 + 5)[𝑚2 − (𝑚)(5) + 52 ]

= (𝑚 + 5) ( 𝑚2 − 5𝑚 + 25)

Answer: (𝑚 + 5) ( 𝑚2 − 5𝑚 + 25)

2. Factor: 8𝑐 3 − 27
Solution:
Step 1: Get the cube root of each term, 8𝑐3 = (2𝑐)3 and 27=(3)3
𝟑 𝟑
√(𝟐𝒄)𝟑 = 2c , √(3)3 = 3

so, a = 2c , b=3
Step 2: Use the difference of two cubes formula

8𝑐3 − 27 = (2𝑐 − 3) [ (2𝑐)2 + (2𝑐)(3) + 32 ]

= (2𝑐 − 3) (4𝑐 2 + 6𝑐 + 9)

Answer: (2𝑐 − 3) (4𝑐 2 + 6𝑐 + 9)

3. Factor: 2𝑚3 + 128𝑛3

Solution:
Step 1: Since 2 and 128 are not perfect cube but these two coefficients have
a common factor. So find the GCF of these two numbers.

2𝑚3 + 128𝑛3 = 2(𝑚3 + 64𝑛3 )

Step 2: Get the cube root of each term of the binomial, 𝑚3 = m and 64𝑛3 =
4n

2𝑚3 + 128𝑛3 = 2(𝑚3 + 64𝑛3 )

= 2 (𝑚 + 4𝑛)[ (𝑚2 − (𝑚)(4𝑛) + (4𝑛)2 ]

= 2 (𝑚 + 4𝑛) (𝑚2 − 4𝑚𝑛 + 16𝑛2 )
Answer: 2 (𝑚 + 4𝑛) (𝑚2 − 4𝑚𝑛 + 16𝑛2 )
 What’s More

Direction: Factor out each polynomial completely.

1. 𝑏 3 + 216 7. (𝑥 + 𝑦)2 − 9𝑦 2 13. 2𝑑3 − 16

2. 343𝑎3 − 27𝑦 3 8. 25𝑥 4 − 16(𝑥 + 𝑦)2 14. 36𝑝8 𝑟12 − 4𝑦10 𝑧16

3. 32𝑚3 − 108𝑛3 9. 121𝑎2 𝑏8 𝑐 6 − 1

4, 3 + 81𝑐 3 𝑑3 10. 4 − 25(𝑥 − 𝑦)2

5. 4𝑎6 𝑏12 − 108 11. 128𝑥 6 − 54𝑦12

6. 𝑎4 𝑏 6 − 16 12. 20𝑎2𝑘 − 80𝑏2𝑘

What I Have Learned

Factoring: Special Cases

1. The Difference of Two Squares

𝒂𝟐 − 𝒃𝟐 = (𝒂 + 𝒃)(𝒂 − 𝒃) or (𝒂 − 𝒃)(𝒂 + 𝒃)

2. Sum or Difference of Two Cubes

Both of these polynomials have similar factored patterns:
sum of two cubes: difference of two cubes:
 What I Can Do

1. Factor each polynomial completely.

a. 144 (2a + b − c)2 − 9 d. 100 − 4(𝑥 2 − 𝑦 2 )2

b. ( 2𝑥 + 3 )3 – ( 3x – 2)3 e. 4(𝑎 − 𝑏)3 − 4
c. 4 (𝑥 + 𝑦)2 − 81(2𝑥 − 𝑦)2 f. (𝑐 + 𝑑)3 + 27

2. Let a + b = 8 , ab = 3. Find the numerical value of:

a. a2 + b2 b. a3 + b3

Assessment

Multiple Choice. Choose the letter of the best answer. Write the chosen letter on a
separate sheet of paper.
1. Which of the following is a difference of two squares?
A. 𝑥 2 + 4 B. 2𝑥 2 − 9 C. 𝑥 4 𝑦 3 − 100 D. 4𝑥 8 𝑦 2 − 49

2. What should be multiplied to (𝑥 2 + 5) to get 𝑥 4 − 25?

A. 𝑥 2 + 5 B. 𝑥 2 − 5 C. 𝑥 + 5 D. 𝑥 − 5

3. What are the factors of 5(3𝑥 + 1) − 8(3𝑥 + 1)?

A. (3𝑥 + 1)(5𝑥 − 8) C. (3𝑥 − 1)(5𝑥 + 8)
B. (3𝑥 − 1)(5𝑥 − 8) D. (3𝑥 + 8)(5𝑥 − 1)

4. What is the greatest common factor of 64𝑚4 𝑛5 𝑝11 and 36𝑚2 𝑛3 𝑝7 ?

A. 4𝑚2 𝑛3 𝑝7 C. 4𝑚4 5𝑝11
B. 2𝑚2 𝑛3 𝑝7 D. 8𝑚2 𝑛3 𝑝7

5. What are the factors of 3𝑎2 − 75𝑏 2 ?

A. 3(𝑎2 − 25𝑏 2 ) C. 3(𝑎 + 5𝑏)(𝑎 + 5𝑏)
B. 3(𝑎 − 5𝑏)(𝑎 + 5𝑏) D. 3(𝑎 − 5𝑏)(𝑎 − 5𝑏)

6. What should be multiplied to 5𝑦 − 7 to get 125𝑦 3 − 243?

A. 25𝑦 2 − 35𝑦 + 49 C. 25𝑦 2 + 35𝑦 + 49
B. 25𝑦 2 + 35𝑦 − 49 D. 25𝑦 2 − 35𝑦 − 49

7. One of the factors of 8𝑥 3 + 1 is a binomial which is 2𝑥 + 1, what kind of

polynomial is the other factor?
A. Constant B. Monomial C. Binomial D. Trinomial
8. What is the binomial factor of 27𝑥 3 − 64 ?
A. 3𝑥 − 4 B. 3 𝑥 + 4 C. 3𝑥 + 8 D. 3𝑥 − 8

9. What should be multiplied to 4𝑥 2 + 6𝑥 + 9 to get 8𝑥 3 − 27 ?

A. 2𝑥 + 3 B. 2𝑥 − 3 C. (2𝑥 − 3)2 D. (2𝑥 + 3)2

10. Riley wants to determine the prime factors of 𝑥 16 − 1. He factored it by

performing series of steps as shown below. At the end of his solution, he
realized that there was an error in his solution. In which step did Riley commit
his first mistake?
Step 1: 𝑥 16 − 1
Step 2: (𝑥 8 − 1)(𝑥 8 + 1)
Step 3: (𝑥 4 + 1)(𝑥 4 − 1)(𝑥 8 + 1)
Step 4: (𝑥 2 + 1)(𝑥 2 − 1)(𝑥 2 + 1)(𝑥 2 − 1)(𝑥 4 + 1)(𝑥 8 + 1)
Step 5: (𝑥 + 1)(𝑥 − 1)(𝑥 + 1)(𝑥 − 1) (𝑥 2 + 1)(𝑥 4 + 1)(𝑥 8 + 1)
A. Step 3 B. Step 4 C. Step 5 D. Step 6

11. What is the greatest common factor of 64𝑚4 𝑛5 𝑝11 and 36𝑚2 𝑛3 𝑝7 ?
A. 4𝑚2 𝑛3 𝑝7 C. 4𝑚4 5𝑝11
B. 2𝑚 𝑛 𝑝
2 3 7
D. 8𝑚2 𝑛3 𝑝7

12. If 5a2 – 3b is a factor of 50a4 – 18b2, what is/ are the other factor/s?
A. 2 ( 5a2 – 3b ) C. ( 5a2 – 3b )
B. 2 ( 5a2 + 3b ) D. ( 5a2 – 3b )2

13. Which of the expressions does/do not belong to the group?

I. 𝑥 9 − 𝑦 9 III. 𝑥 16 − 𝑦 4
II. 𝑥 − 𝑦
8 8
IV. 𝑥 4 − 𝑦10
A. I only B. II only C. I and II only D. III and IV only

14. Which of the following is/are not a factor of 16𝑥 4 − 81𝑦 4 ?

I. 2x – 3y III. 4x – 9y
II. 2x + 3y IV. 4𝑥 2 + 9𝑦 2
A. I only B. III only C. II and IV only D. I and IV only

15. What is the greatest common factor of 64𝑚4 𝑛5 𝑝11 and 36𝑚2 𝑛3 𝑝7 ?
A. 4𝑚2 𝑛3 𝑝7 C. 4𝑚4 5𝑝11
B. 2𝑚2 𝑛3 𝑝7 D. 8𝑚2 𝑛3 𝑝7
 Additional Activities

Solve Equations by Factoring the Difference of Two Squares

Each time we learn a new factoring technique, we also develop more power for solving
equations. Let’s consider how we can use the difference-of-squares factoring pattern
to help solve certain kinds of equations.
1. Solve: 𝑥 2 = 36
Solution:
𝑥 2 = 36
𝑥 2 − 36 = 0
(𝑥 − 6)(𝑥 + 6) = 0
(𝑥 − 6) = 0 𝑜𝑟 (𝑥 + 6) = 0 equate each factor to zero
and solve
𝑥=6 𝑜𝑟 𝑥 = −6 , The solution set is {6, -6}.

2. Solve : 16𝑎2 = 25
Solution:
16𝑎2 = 25
16𝑎2 − 25 = 0
(4𝑎 − 5)(4𝑎 + 5) = 0
(4𝑎 − 5) = 0 𝑜𝑟 (4𝑎 + 5) = 0 equate each factor to zero
and solve
5 5 𝟓 𝟓
𝑎=4 𝑜𝑟 𝑥 = − 4 ,The solution set is { 𝟒, - 𝟒 }.

Exercises: Find the solution set of each equation.

1. 49𝑑2 − 100 = 0
2. 121𝑥 2 = 81
3. 36𝑦 3 = 9𝑦
What's More
𝟏. (𝒃 + 𝟔)(𝒃𝟐 − 𝟔𝒃 + 𝟑𝟔)
2. (7𝑎 − 3𝑦)(49𝑎2 + 21𝑎𝑦 + 9𝑦 2)
3. 4(2𝑚 − 3𝑛)(4𝑚2 + 6𝑚𝑛 + 9𝑛2 )
4. 3(1 + 3𝑐𝑑)(1 − 3𝑐𝑑 + 9𝑐 2𝑑 2 What I Can Do
5. 4(𝑎2 𝑏4 − 3)(𝑎4𝑏8 + 3𝑎2 𝑏4 + 9) 1. 9(8𝑎 + 4𝑏 − 4𝑐 −
Assessment 1)((8𝑎 + 4𝑏 − 4𝑐 + 1
6. (𝑎2 𝑏3 − 4) (𝑎2 𝑏3 + 4) 1. D 2. (−𝑥 + 5)(19𝑥 2 +
2. B 5𝑥 + 7)
7. (𝑥 − 2𝑦)(𝑥 + 4𝑦) 3. A 3. (−16𝑥 + 11𝑦)(20𝑥 −
4. A 7𝑦)
8. (5𝑥 2 − 4𝑥 − 4𝑦) (5𝑥 2 + 4𝑥 + 4𝑦) 5. B 4. 4(5 − 𝑥 2 + 𝑦 2 )(5 +
6. C 𝑥2 − 𝑦2)
9. (11𝑎𝑏4 𝑐 3 − 1) (11𝑎𝑏4 𝑐 3 + 1) 7. D 5. 4(𝑎 − 𝑏 − 1)(𝑎2 −
8. A 2𝑎𝑏 + 𝑏 2 − 𝑎 − 𝑏 + 1)
10. (2 − 5𝑥 + 5𝑦)( 2 + 5𝑥 − 5𝑦) 9. B 6. (𝑐 + 𝑑 + 3)(𝑐 2 +
10.B 2𝑐𝑑 + 𝑑2 − 3𝑐 − 3𝑑 +
11. 2(4𝑥 2 − 3𝑦 4) (16𝑥 4 + 12𝑥 2 𝑦 4 + 9𝑦 8 11.A 9)
12.B
12.20(𝑎𝑘 − 2𝑏𝑘 )( 𝑎𝑘 + 2𝑏𝑘 ) 13.A Additional Activities
10 10
14.B 1. 𝑑 = { 7
,− 7
}
13. 2(𝑑 − 2)(𝑑 2 + 2𝑑 + 4) 15.D 9 9
2. 𝑥 = { ,− }
11 11
1 1
14. 4(3𝑝4 𝑟 6 − 𝑦 5 𝑧 8 ) (3𝑝4𝑟 6 + 𝑦 5 𝑧 8 ) 3. 𝑦 = { 0 , 2
,− 2
}
Answer Key
References
Hall, B. C., Fabricant, M. ( 1993). Prentice Hall Algebra 2 with Trigonometry :
Orogem Int’l Publishing Co., Inc.

Ho, J. T., et.,al (1996). 21st Century Mathematics Third Year : Phoenix
Publishing House, Inc.

Rees, P. K.,et.,al (2003). College Algebra Tenth Edition: McGraw-Hill.

http://web.mnstate.edu/peil/MDEV102/U2/S18/S18.html
https://www.sparknotes.com/math/algebra1/polynomials/section5/
https://www.onlinemathlearning.com/perfect-cubes.html
https://corbettmaths.files.wordpress.com/2013/02/difference-between-two-
squares-worksheet-pdf.pdf
https://cpb-us-
e1.wpmucdn.com/cobblearning.net/dist/5/1342/files/2016/08/factoring-
and-distributive-hard-1jfr5rz.pdf
https://math.libretexts.org/Bookshelves/Pre-
Algebra/Book%3A_Prealgebra_(OpenStax)/02%3A_Introduction_to_the_Lang
uage_of_Algebra/2.09%3A_Prime_Factorization_and_the_Least_Common_Mu
ltiple_(Part_1)#Example+2.5

https://www.pngfuel.com/free-png/oudgp

https://freesvg.org/team-work

https://www.pngfuel.com/free-png/apgpr

https://www.pngfuel.com/free-png/avyjp

https://www.pngfuel.com/search?q=students
For inquiries or feedback, please write or call:

Department of Education - Bureau of Learning Resources (DepEd-BLR)

Ground Floor, Bonifacio Bldg., DepEd Complex

Meralco Avenue, Pasig City, Philippines 1600

Telefax: (632) 8634-1072; 8634-1054; 8631-4985

Email Address: blr.lrqad@deped.gov.ph * blr.lrpd@deped.gov.ph