MATHEMATICS DAILY LESSON PLAN

QUARTER I
Week 1

Subject: MATH Grade Level: 8

Date:
Day 3
__________________
Demonstrates understanding of key concepts of factors of
Content Standard
polynomials
Is able to formulate real-life problems involving factors of
Performance Standard
polynomials
Factors completely different types of polynomials (difference of two
Competency
cubes), M8AL-Ia-b-1
I. OBJECTIVES
Knowledge:  Describes sum and difference of two cubes
Skills:  Factors polynomial using sum and difference of two cubes
Attitude:  Gives importance in the presence of every individual in a group.
II. CONTENT Factoring Difference of Two Cubes

III. LEARNING RESOURCES

A. References
1. Teacher’s Guide Teacher’s Guide (TG) in Mathematics 8, pp. 36 – 37
Pages
2. Learner’s Learner’s Module (LM) in Math 9, pp. 34 – 35
Materials Pages
Elementary algebra, pp. 189 – 190
3. Textbook Pages
Our World of Math 8, pp. 18 – 20
 Task card
4. Additional
 Manila paper
Materials
 Marking pen
5. Learning
Resources (LR)
portal
B. Other Learning
Resources
IV. PROCEDURES
A. Elicit ACTIVITY: LOOK AT ME!

The teacher will guide the students to analyze the given illustration below.

Prepared by:
SALGIE P. SERNAL
Noted by:
DELIA S. SAYSON
 MATHEMATICS DAILY LESSON PLAN

QUESTIONS:
1. What have you observe on the factor?
Ans. The factors are binomial and trinomial.
2. What about the sign of the second term in trinomial?
Ans. the sign is opposite on the original polynomial.
3. Did you find any pattern?
Ans. Yes

The teacher will discuss the topic of the sum of two

cubes and difference of two cubes side by side. The reason is that
they are similar in structure. The key is to “memorize” or remember
B. Engage the patterns involved in the formulas.
Teacher must guide the learner to familiarize the concept.
ACTIVITY: Let’s Analyze!
Note: Let the learners analyze how factors of sum and difference two
cubes obtained.

x3 - y3 = (x - y) (x2 + xy + y2)

cube root cube root negative of the

of x3 3
-y product of x and -y
square of (x) square of (-y)
C. Explore
1. What are the factors of x3 - y3?
Ans. (x-y) (x2 + xy + y2)
2. How many terms are there in the second factor?
Ans. Three terms
3. How are factors obtained?
Ans. The factors obtained through extracting the positive cube
root of each term and squared the roots for the first and the
last term of the trinomial while the middle term is the product
of first and the last term of the first factor..
(Teacher must guide the learners.)
D. Explain ACTIVITY:
LOOK AT
ME TOO!

Prepared by:
SALGIE P. SERNAL
Noted by:
DELIA S. SAYSON
 MATHEMATICS DAILY LESSON PLAN

QUESTIONS:
1. What have you observe on the factors? Are the factors similar to
the first example?
Ans. The factors are closely related to the first example however,
the sign of the second term in trinomial is different.
2. Did you find any pattern? Is the pattern similar from the figure
above?
Ans. Yes, the pattern is similar.

ACTIVITY: Lets try this!

Group the students into five. Every group is given a task card
containing polynomials. Let the group factors the polynomial
assigned to them.
Group 1 Group 2 Group 3 Group 4 Group 5

E. Elaborate 8x3 + 1 1 – 27y3 8y3 - 64 27x3 + 8 1 – 125x3

Guide Questions:
1. What are the factors?
2. How many terms are there in the second factor?
3. How did you factor the polynomial?

(process the response of the learners)

Teacher can choose any volunteer from the class to answer the given
below. Let the volunteer write his/her answer on the board.

F. Evaluate 1. Factor x3 + 27. Ans. (x + 3) (x2 – 3x + 9)

3
2. Factor y – 8. Ans. (y – 2) (y2 + 2y + 4)
3. Factor 8x3 + 8y3 Ans. ( 2x + 2y) (4x2 – 4xy + 4y2)
(Process student’s answer)
ACTIVITY: GROUP ACTIVITY
Let the group cite some example where the concepts of factoring
G. Extend polynomial using difference of two cubes is applied.

Note: Teacher will provide subtle coaching.

H. Assignment Self-check!

Instructions: Factor each of the following polynomials:

1. a2 – 16 = (a + 4) (a – 4)
2. 9x2 – 4 = (3x + 2) (3x – 2)
3. 64c2 – 1 = (8c + 1) (8c – 1)
Prepared by:
SALGIE P. SERNAL
Noted by:
DELIA S. SAYSON
 MATHEMATICS DAILY LESSON PLAN
4. 100y2 – 49z2 = (10y + 7z) (10y – 7z)
5. y2 – 81 = (y + 9) (y – 9)

FIND MY FACTOR!
Let the learners do the task in pair.

I. Additional suggestion 1. a3 + 8 Ans. (a+2) (a2 – 2a + 4)

2. 8x3 + 27y3 Ans. (2x + 3y) (4x2 – 6xy + 9y2
3. 64x3 – y3 Ans. (4x – y) (16x2 + 4xy + y2)
Note: Teacher can give additional activities depending on the level of
understanding of the learners.

V. REMARKS

VI. REFLECTION
A. No. of learners who A. ____No. Of learners who earned 80% in the evaluation.
earned 80% in the
evaluation
B. No. of learners who B. ____No. Of learners who require additional activities for
require additional remediation.
activities for
remediation
C. Did the remedial
lessons work? No. of C. Did the remedial lessons work? ____No. of Learners who have
learners who have caught up with the lesson.
caught up with the
lesson
D. No. of learners who D. ____No. of learners who continue to require remediation
continue to require
remediation
Strategies used that work well:
___Group collaboration
___Games
___Powerpoint Presentation
___Answering preliminary activities/exercises
___Discussion
___Case Method
E. Which of my ___Think-Pair-Share(TPS)
teaching strategies ___Rereading of Paragraphs/Poems/Stories
worked well? Why did ___Differentiated Instruction
this work? ___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

Prepared by:
SALGIE P. SERNAL
Noted by:
DELIA S. SAYSON
 MATHEMATICS DAILY LESSON PLAN
___Bullying among pupils
F. What difficulties did
___Pupil’s behavior/attitude
I encounter that my
___Colorful Ims
principal and
___Unavailable Technology
supervisor helped me
Equipment (AVR/LCD)
solve?
___Science/Computer/Internet Lab
G. What innovation or
localized I
used/discover which I
wish to share with
other teacher?

Prepared by:
SALGIE P. SERNAL
Noted by:
DELIA S. SAYSON