School: BIRBIRA HIGH SCHOOL
GRADES 1 to 12
DAILY LESSON LOG
I. OBJECTIVES
*-A. Content Standards
B.Performance Standards
C. Learning
Competencies/Objectives
Write the LC code for each
II. CONTENT (Subject Matter)
III. Learning Resources
A.References
1.Teacher’s Guide Pages
2.Learner’s Materials Pages
3.Textbook Pages
4. Additional Materials from Learning
Resources (LR) Portal)
B.Other Learning Resources
IV.PROCEDURES
A.Review Previous Lessons
Grade Level: 8
Teacher: AGOSTO C. BUNSAY Learning Area: MATHEMATICS
Teaching Dates and Time: September 24-28, 2023 (Week 5) Quarter: 1ST QUARTER
SESSION 1 SESSION 2 SESSION 3 SESSION 4
The learners demonstrate understanding of key concepts of 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
1. Identify the factors of general trinomial
2. Recall techniques in factoring
3. Solve problems involving factors of polynomials using Polya’s Method
4. Show interest in factoring
5. Demonstrate cooperation during activity
M8AL-Ia-b-1 M8AL-Ia-b-1 M8AL-Ia-b-1 M8AL-Ia-b-1
Factoring of general trinomial Factoring of general trinomial Solve problems involving factors of Solve problems involving factors of
polynomials polynomials
Curriculum guide, Teacher’s guide, Curriculum guide, Teacher’s guide, Curriculum guide, Teacher’s guide, Curriculum guide, Teacher’s guide,
Learner’s module Learner’s module Learner’s module Learner’s module
•Gives a short recapitulation about •Gives a short recapitulation about last ask the students to give different Review previous lesson by letting the
last meetings discussion. meetings discussion. examples of factoring. students answer the exercise.
•Ask the students: “How do you factor •Ask the students: “How do you factor
perfect square trinomial?” perfect square trinomial?” Note: Always perform factoring using Read, analyze and solve the problem
greatest common monomial factor first below.
Possible responses: Possible responses: before applying any type of factoring
1. Factor out first the greatest 1. Factor out first the greatest common Can the difference of two squares be
common monomial factor before monomial factor before factoring the applicable to 3x3 – 12x? If yes, how? If
factoring the perfect square trinomial. perfect square trinomial. no, why?
2. a. Get the square root of the first 2. a. Get the square root of the first
and last terms. and last terms. Answer Key:
b. List down the square root as b. List down the square root as
sum/difference of two terms as the sum/difference of two terms as the Yes, 3x(x2 – 4), thus, 3x3 – 12x = 3x
case may be. case may be. (x – 2)(x + 2).
B. Establishing purpose for the
Lesson
C. Presenting examples /instances
of the new lessons
•Let the students see the association
of products to factors.
•Ask the student, “Are all trinomials
perfect? How do we factor trinomials
that are not perfect squares?
Possible responses:
1.No
2.Get the greatest common monomial
factor
Discuss the process of arriving at the
answer from the exercises.
Furthermore, ask the students the
mathematical skills or principle that
they used to arrive at the certain
answer. Also explain that the
polynomials formed are called
general trinomial.
Discuss and illustrate thoroughly the
definition of a general trinomial, and
present again the steps on how to
factor general trinomial.
Let the students realize that the
different techniques in factoring
polynomials is an important skill
needed to formulate real-life problems
involving factors of polynomial.
let the students do suggested Activity Let the students, in groups of four do
Answer by group, let the students do the Activity below.
Activity 19 nos. 1-3 (Spotting Errors)
found on pg. 49 of LM. Activity:
Read, analyze and solve the problem
Do as directed. below. Show your solution.
1. Your classmate asserted that x2 -4x-
12 and 12-4x- x2 has the same factors. Is 1. The length of a floor in the
your classmate correct? Prove by classroom is two more than twice its
showing your solution. width. If the area of the floor is 24
square meters. What are its
2. Can the difference of two squares be dimensions?
applicable to 3x3 -12x? If yes, how? If no,
why? Answer Key:
A. Understand the problem
3. Your classmate factored x2+36 using Let w be the width of the floor.
the difference of two squares. How will 2w + 2 be the length
you make him realize that his answer is B. Devise a plan
not correct? A = length x width
24 = (2w + 2)w
Possible responses: C. Carry out a plan
1. No, the factors of x2 -4x-12 are (x-6) 24= 2w2 + 2w
(x+2), while 12-4x- x2 has (2-x) (6+x) as 0= 2w2 + 2w – 24
its factors 0= w2 + w – 12
2. Yes, 3x(x2-4), thus 3x3-12x = 3x(x-2) 0= (w - 3)(w + 4)
(x+2) Factor
3. Difference of two squares is only w–3=0 w+8=0 Equate
applied if the middle operation is minus. each factor to 0 and solve for w.
w=3 w = -4
Since the dimensions cannot be
negative, the width is 3 meters and the
length is 8 meters by substituting 3 to
w in 2w + 2.
D. Discussing new concepts and
practicing new skills #1.
E. Discussing new concepts &
practicing and concern to new skills
#2
F.Developing Mastery (Leads to
Formative Assesment 3
G. Finding Practical Applications of
concepts and skills in daily living
H. Making Generalizations &
Abstractions about the lessons
Present more examples for further
wxploration of the lesson.
Summarize the discussion (Factoring
general trinomial) through questions
like:
1. How do you factor trinomial?
2. What will you consider in factoring?
Possible responses:
1. To factor trinomial with 1 as the
numerical coefficient of the leading
term:
a.Factor the leading term of the
trinomial and write these factors as
the leading terms of the factors;
b.List down all the factors of the last
term;
c.Identify which factor pair sums up to
the middle term; then
d.Write each factor in the pairs as the
last term of the binomial factors.
Work in pairs, Let the students answer
Activity 12 (Factor Bingo Game) on
page 41 of learner’s material. The
teacher should see to it that the
students understand Instruction and
determine the factor accurately and
with accuracy.
Summarize the discussion (Factoring
general trinomial) through questions
like:
1. How do you factor trinomial?
2. What will you consider in factoring?
Possible responses:
1. To factor trinomial with 1 as the
numerical coefficient of the leading
term:
a.Factor the leading term of the
trinomial and write these factors as the
leading terms of the factors;
b.List down all the factors of the last
term;
c.Identify which factor pair sums up to
the middle term; then
d.Write each factor in the pairs as the
last term of the binomial factors.
Work in pairs, let the students answer the
following.
If the area of a frame is 4a2 - 12a +9
square units, is it possible to solve its
side?
Possible responses:
1. Yes, the area is a perfect square
trinomial.
Summarize the discussion through
questions like:
What new realizations do you have
about the topic?
Possible responses:
Knowledge in factoring is very useful
and can be apply in real life situations.
Discusse and illustrate thoroughly the
steps to solve problems involving
factors of polynomials.
Summarize the mathematical skills or
principles used to solve problems
involving factors of polynomials.
1. What did you do to arrive at
the answer?
2. Where there mathematical
skills or principles used to solve the
problem?
3. What are the steps to solve
problems involving factors of
polynomials using Polya’s Method?
Answers shall be drawn from the
students.

I.Evaluating Learning
J. Additional activities for application
or remediation
V.REMARKS
VI. Reflection
A.No. of learners who earned 80% in
the evaluation
B. No. of learners who requires
additional acts.for remediation who
scored below 80%
C. Did the remedial lessons work?
No. of learners who caught up with
the lessons
D. No. of learners who continue to
require remediation
E. Which of my teaching strategies
worked well? Why did this work?
Note: Always perform factoring using
greatest common monomial factor
first before applying any type of
factoring.
Factor the following.
1. r2+rn+n2
2. c4+6c2+9
Strategies used that work well:
___ Group collaboration
___ Games
___ Power Point Presentation
___ Answering preliminary
activities/exercises
___ Discussion
___ Case Method
___ Think-Pair-Share (TPS)
___ Rereading of Paragraphs/
Poems/Stories
___ Differentiated Instruction
___ Role Playing/Drama
Note: Always perform factoring using
greatest common monomial factor first
before applying any type of factoring.
Let the students answer individually
the formative assessment.
Determine the factors of the following
trinomials.
1. a2+2ab+b2
2. x2-3x-4
2. x2+4x+4
Answer Key:
1. (a+b) (a+b)
1. (x-4)(x+1)
2. (x+2)(x+2)
Strategies used that work well:
___ Group collaboration
___ Games
___ Power Point Presentation
___ Answering preliminary
activities/exercises
___ Discussion
___ Case Method
___ Think-Pair-Share (TPS)
___ Rereading of Paragraphs/
Poems/Stories
___ Differentiated Instruction
___ Role Playing/Drama
let the students answer individually the
formative assessment.
Do what is asked. Use Polya’s method in
solving.
1. The side of a square is (2x-1) cm.
What is the area of the square? (2 points)
2. The area of a rectangular garden is
(12x2 -8x -15)m2, what are its
dimensions?
Answer Key:
1. 4x2 – 4x +1
2. (6x+5)m by (2x-3)m
Strategies used that work well:
___ Group collaboration
___ Games
___ Power Point Presentation
___ Answering preliminary
activities/exercises
___ Discussion
___ Case Method
___ Think-Pair-Share (TPS)
___ Rereading of Paragraphs/
Poems/Stories
___ Differentiated Instruction
___ Role Playing/Drama
Read, analyze and solve the problem
below. Show your solution.
A square painting is surrounded by a
1-inch wide frame.
If the total area of the mirror plus frame
is 100 square
inches, what are the dimensions of the
painting?
Strategies used that work well:
___ Group collaboration
___ Games
___ Power Point Presentation
___ Answering preliminary
activities/exercises
___ Discussion
___ Case Method
___ Think-Pair-Share (TPS)
___ Rereading of Paragraphs/
Poems/Stories
___ Differentiated Instruction
___ Role Playing/Drama

F. What difficulties did I encounter
which my principal/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:
AGOSTO C. BUNSAY
T-III
___ Discovery Method ___ Discovery Method ___ Discovery Method ___ Discovery Method
___ Lecture Method ___ Lecture Method ___ Lecture Method ___ Lecture Method
Why? Why? Why? Why?
___ Complete IMs ___ Complete IMs ___ Complete IMs ___ Complete IMs
___ Availability of Materials ___ Availability of Materials ___ Availability of Materials ___ Availability of Materials
___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn
___ Group member’s ___ Group member’s ___ Group member’s ___ Group member’s
Cooperation in doing their tasks Cooperation in doing their tasks Cooperation in doing their tasks Cooperation in doing their tasks
__ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils
__ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude
__ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs
__ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology
Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD)
__ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/
Internet Lab Internet Lab Internet Lab Internet Lab
__ Additional Clerical works __ Additional Clerical works __ Additional Clerical works __ Additional Clerical works
__Reading Readiness __Reading Readiness __Reading Readiness __Reading Readiness
__Lack of Interest of pupils __Lack of Interest of pupils __Lack of Interest of pupils __Lack of Interest of pupils
Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations:
__ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos
__ Making use big books from __ Making use big books from __ Making use big books from __ Making use big books from
views of the locality views of the locality views of the locality views of the locality
__ Recycling of plastics to be used as __ Recycling of plastics to be used as __ Recycling of plastics to be used as Instructional __ Recycling of plastics to be used as
Instructional Materials Instructional Materials Materials Instructional Materials
__ local poetical composition __ local poetical composition __ local poetical composition __ local poetical composition
__Fashcards __Fashcards __Fashcards __Fashcards
__Pictures __Pictures __Pictures __Pictures
Checked by: Noted:
JOHN HENRY B. SOLOMON FERDINAND J. GREGORIO, Ph.D.
T-III/OIC Dept.Head in Math Principal II