Department of Education

Region VI - Western Visayas

Schools Division of Capiz
SAPIAN NATIONAL HIGH SCHOOL
Sapian, Capiz

MATHEMATICS DEPARTMENT

WEEKLY LEARNING PLAN

Quarter 1 Grade Level 8

Week 1 Learning Area Mathematics
MELCs 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)

Performance Standard(PS) Is able to formulate real-life problems involving factors of polynomials, rational algebraic expressions, linear equations and
inequalities in two variables, systems of linear equations and inequalities in two variables and linear functions, and solve these
problems accurately using a variety of strategies.
Day Objectives Topic/s Classroom Based-Activities Home Based-Activities
Monday HOLIDAY
Tuesday . Factor polynomials with Factor of Polynomials With A. Reviewing previous lesson or presenting the Let the learner answer the additional
common monomial factor. Common Monomial new lesson. activity.
Factor(CMF) 1. Asking the common physical features/
b. Apply the theorems in behavioural traits among siblings in the family. Factor the following:
proving inequalities in triangle.
1. 10x + 10y + 10z
c. Appreciate the concept
about factoring out the
2. bx + by + bz
common factor in
polynomials.
3. 3x³ + 6x² + 9x
2. What are the things common to each set of
pictures? 4. 10x + 5y –20z
B. Establishing a purpose for the lesson.
Factoring the common monomial factor is
5. 7a³ + 14a² + 21
the reverse process of monomial to polynomials.
a(b + c) = ab + ac
C. Presenting examples/instances of the new
lesson.
a. Factor xy + xz Ask the learner to read the Math 8
Get the CMF, x SLM: Lesson 2 Factoring the
Divide xy + xz by x Difference of Two Squares pages 12 -
Quotient: y + z 17.
Thus xy + xz = x( y + z)
b. Factor 5n² + 15n
Get the CMF, 5n
 Divide 5n² + 15 n by 5n
Quotient: n + 3
Thus 5n² + 15n
= 5n (n + 3)
c. Factor 27y² + 9y -18
The CMF is 9
Divide 27y² + 9y -18 by 9
The quotient is 3y² + y -2
Thus 27y² + 9y -18
= 9 ( 3y² + y -2)
D. Developing mastery
(Leads to Formative Assessment)
Factor the following:
1. 10x + 10y + 10z
2. bx + by + bz
3. 3x³ + 6x² + 9x
4. 10x + 5y –20z
5. 7a³ + 14a² + 21
E. Finding practical applications of concepts and
skills in daily living.
Factor the following
1. 16a² + 12a
2. 12am + 6a²m
3. 72x² + 36xy – 27x
4. 5a³ + a³b
5. 30a + 5ay - 25 az
F. Making generalizations and abstractions about
the lesson.
Common Monomial Factor
To factor polynomial with common monomial
factor, expressed the given polynomial as a product
of the common monomial factor and the quotient
obtained when the given polynomial is divided by
the common monomial factor.
G. Evaluating learning.
Factor the following:
1. 5x + 5y + 5z
2. ax + ay + az
3. 4x³ + 8x² + 12x
4. 6x + 18y – 9z
5. 3a³ + 6a² + 12

Wednesday  Factor the difference of Factoring the Difference of A. Establishing a purpose for the lesson. Let the learner answer the additional
two squares. Two Squares Factoring the difference of two squares is activity.
 Solve equations by the reverse process of the product of sum and Fill in the blanks to make the sides of
factoring the difference of difference of two terms. each equation equivalent.
 two squares. (x + y)(x – y) = x2 – y2 1. ( _____ ) ( x – 9) = x² -81
 Find pleasures in working 2. ( 20 + 4) ( _____ ) = 20² -4²
with numbers. B. Presenting examples/instances of the new 3. ( _____ ) (2a +3 ) = 4a² - 9
lesson. 4. ( 6x²y + 3ab)(6x²y -3ab)
Factor 4y2 - 36y6 = (_____ ) - 9a²b²
•There is a common factor of 4y2 that can be 5. ( 13 + x ) (13 – x) = _____ - x²
factored out first in this problem, to make the
problem easier.
4y2 (1 - 9y4)
•In the factor (1 - 9y4), 1 and 9y4 are perfect
squares (their coefficients are perfect squares and
their exponents are even numbers). Since
subtraction is occurring between these squares, this
expression is the difference of two squares.
•What times itself will give 1?
•What times itself will give 9y4?
•The factors are (1 + 3y2) and (1 - 3y2).
•Answer:
4y2 (1 + 3y2)(1 - 3y2) or
4y2 (1 - 3y2) (1 + 3y2)
C. Developing mastery
(Leads to Formative Assessment). Factorize the
following by taking the difference of squares:
1. x2 – 100
2. a2 – 4
3. ab2 – 25
4. 36𝑥2 – 81
5. 54𝑥2 – 6y2
D. Finding practical applications of concepts and
skills in daily living.
Factor the following.
1. 100a2 – 25b2
2. 1 – 9a2
3. 81x2 – 1
4. – 64a2 + 169 b2
5. x2 – 144

E. Making generalizations and abstractions about

the lesson.
The factors of the difference of two squares are the
sum of the square roots of the first and second
terms times the difference of their square roots.
*The factors of 𝑎2 − 𝑏2
=𝑎𝑟𝑒 ( 𝑎 + 𝑏 ) 𝑎𝑛𝑑 ( 𝑎 −𝑏 ).

Thursday  Find the factors of the sum
or difference of two cubes.
 Completely factor a reverse process of product of binomial and
polynomial involving the
sum and difference of two
cubes.
 Find pleasures in working
with numbers.
Friday  Find the factors of the sum
or difference of two cubes.
 Completely factor a Example
polynomial involving the
sum and difference of two
cubes.
 Find pleasures in working
F. Evaluating learning.
Factorize the following by taking the difference of
squares:
1. x2 – 9
2. a2 – 1
3. ab2 – 16
4. 16𝑥2 – 49
5. 54𝑥2 – 6y2
Factoring the Sum or Presenting examples/instances of the new lesson. Let the learner answer the additional
Difference of Two Cubes Factoring the sum or difference of two cubes is the activity.
Supply the missing expression.
trinomial. 1. 𝑚3 - 27
(x + y)(x2 – xy + y2)
= x3 + y3 = (m – 3) _________
(x + y)(x2 + xy + y2)
= x 3 - y3 2. 64 + 27𝑛3
1: Factor x3 + 27
= ____(16 – 12n + 9𝑛2 )
Currently the problem is not written in the
form that we want. Each term must be written as 3. _______
cube, that is, an expression raised to a power of 3.
The term with variable x is okay but the 27 should = ( 2p + 5q ) ( 4𝑝2 – 10pq + 25𝑞2 )
be taken care of. Obviously we know that 27 = (3)
(3) (3) = 33. 4. 𝑥6 + 1000
Rewrite the original problem as sum of two = _____𝑥4 - 10𝑥2 + 100 )
cubes, and then simplify. Since this is the "sum"
case, the binomial factor and trinomial factor will 5. ________
have positive and negative middle signs, = ( 6x – 7y ) ( 36𝑥2 + 42xy + 49𝑦2 )
respectively.
x3 + 27 = (x)3 + (3)3
= (x+3)[{x)2 –(x)(3)+(3)2]
=(x+3)(x2-3x+9)
Let the learner answer the exercises.
Factor the following:
1. x3 – 8
2. 27x3 + 1
3. x3y6 – 64
4. m³ + 125
5. x³ + 343
Factoring the Sum or A. Developing mastery Let the learner answer the additional
Difference of Two Cubes (Leads to Formative Assessment). activity.
Factor each completely.
Factor y3 - 8 1. x³ + 125
This is a case of difference of two cubes since 2. a³ + 64
the number 8 can be written as a cube of a number, 3. x³ – 64
where 8 = (2)(2)(2) = 23.
 with numbers. Apply the rule for difference of two cubes, 4. u³ + 8
and simplify. Since this is the "difference" case, the
binomial factor and trinomial factor will have
negative and positive middle signs, respectively.

Let the learner answer the exercises.

Complete the factoring.
1. t3 - w3
= (t – w) ( )
2. m3 + n3
= (m + n) ( )
3. x3 + 8
= (x + 2) ( )
4. y3 - 27
= (y – 3) ( )
5. 8- v3
= (2 – v) ( )

Prepared by: Checked by:

CHEROSE C. LUMBO FELSIE D. OBUYES

Teacher III Head Teacher IV – Mathematics Department