Daily Lesson Log of M8AL-Ia-b-1 (Week 1 Day 3)

School Grade level Grade 8

Teacher Learning Area Mathematics

Teaching Date and Time Quarter First

I. OBJECTIVES 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.
A. Content Standards The learners demonstrate understanding of key concepts of the factors of polynomials

B. Performance The learners formulate real-life problems involving factors and solve these with utmost
Standards accuracy using a variety of strategies.

C. Learning Learning Competency: Factors completely different types of polynomials (polynomials

Competencies/ with common monomial factor, difference of two squares, sum and difference of two
Objectives 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 sum and difference of two
cubes
3. Show appreciation in factoring
4. Find factors of a given polynomials

II. CONTENT Factoring polynomials with sum and difference of two cubes

III. LEARNING Curriculum guide, Teacher’s guide, Learner’s module

RESOURCES

A. References

1. Teacher's Guide Module 1: Pages 36-37

2. Learner's Module Pages 34-35

3. Textbook Pages

4. Additional Materials
From Learning
Resources (LR) Portal

B. Other Learning
Resources

IV. PROCEDURES 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 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. Review previous Review previous lesson by letting the students answer the exercises.
lesson Or presenting
the new lesson 1. What are the two types of factoring being discussed and introduced to you?
2. What type of factoring can be applied if you are given 49-n 2? What are the
factors?
3. How about if you are given 36t2-8t? What are the factors?

Possible responses:
1. Factoring polynomial with greatest common monomial factor and difference
of two squares
2. Difference of two squares, (7+n)(7-n)
3. Factoring with greatest common monomial factor, 4t(9t-2)

Then the teacher now ask the student :

If given this kind of 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 lets the students realize that there are many types of factoring that we
purpose for the lesson need to consider in finding the factors of a given polynomials.

C. Presenting The teacher lets the students observe the given and answer the questions that follows.
examples/ instances of
the new lesson (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 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
D. Discussing new The teacher lets the students find the factors of the given polynomials below by using
concepts and the road map in Activity 8 found on page 35 of the learner’s module.
practicing new skills #1
 1. x3-y3 2. x3+ y3

Answers to problem:
1. x3-y3= (x-y)(x2+xy+y2)
2. x3+ y3 = (x+y)(x2-xy+y2)
E. Discussing new The teacher discusses and illustrates thoroughly the steps in finding the factors of a
concepts and polynomial with sum and difference of two cubes.
practicing new skills #2
Give examples:
1. 8-d3
2. k6+125

Answer key:

1. (2-d)(4+2d+d2)
2. (k2+5) (k4-5k2+25)
F. Developing mastery The teacher let the students find the factors of the given polynomials.
( leads to formative
assessment) 1. m3+n3
2. g3- 1

Answer key:
1. (m+n)(m2-mn+n2)
2. (g-1) (g2+g+1)

G. Finding practical
applications of
concepts and skills in
daily living

H. Making The teacher summarizes the steps in finding the factors of a given polynomial with sum
generalizations and and difference of two cubes through questions like:
abstractions about the A. What are the steps in finding the factor of polynomial with sum of two cubes?
B. What are the steps in finding the factor of polynomial with difference of two
lesson
cubes?

Answers shall be drawn from the students.

Possible response:

A. Steps in finding the factor of polynomial with sum of two cubes

Step 1: Find the cube root of the first and last terms.
Step 2: Write their sum 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. Subtracting the product of the first and second terms of the first
factor.
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
factor.
c. Squaring the last term of the first factor
Step 4: write them in factored form

I. Evaluating Learning The teacher lets the students answer individually the formative assessment.

Find the factors of the given polynomials.

1. c3-d3
2. w6+1
3. 216-h9
Answer key:
1. (c-d)(c2+cd+d2)
2. (w2+1)(w4-w2+1)
3. (6-h3)(36+6h3+h6)

J. Additional Activities
or Remediation

V. REMARKS

VI. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress. What work?
What else needs to be done to help the 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% of
the evaluation

B. No. Of learners who

require additional
activities for
remediation who
scored below 80%

C. Did the remedial

lesson 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
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