School: PALSONG NATIONAL HIGH SCHOOL Grade Level: 8

GRADES 1 to 12 Teacher: JUDY ANN R. BERMIDO & MA. BELINDA B. DAMOT Learning Area: MATHEMATICS
DAILY LESSON LOG Teaching Dates and
Time: SEPTEMBER 4-8, 2023 (FIRST QUARTER-WEEK 2) Quarter: 1ST QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standard The learner demonstrates an understanding of critical concepts of factors of polynomials.
B. Performance Standard The learner is able to formulate real-life problems involving factors of polynomials and solve these problems accurately using a variety of strategies.
C. Learning
Factors Completely Different Types of Polynomials (polynomials with common monomial factor, difference of two squares, sum and difference of two
Competencies /
cubes, perfect square trinomials, and general trinomials) M8AL-Ia-b-1
Objectives
II. CONTENT LESSON 2 LESSON 3 LESSON 4
Factoring difference of Factoring Sum or Factoring Perfect Square WEEKLY TRASLACION
two squares. Difference of Two Cubes Trinomial QUIZ/RECITATION/HAND (PEÑ AFRANCIA)
S ON ACTIVITY NO CLASSES
quiz List the materials to be used in different days. Varied sources of materials sustain children's interest in the lesson and in learning. Ensure that there is a
mix of concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References
1. Teacher’s Guide pages
2. Learner’s Materials 32-34 Pages 34-35 Page 37-38
pages
3. Textbook pages
4. Additional Materials
from Learning
Resource (LR) Portal
B. Other Learning
Resources
IV. PROCEDURES
A. Reviewing previous The teacher lets the students Review previous lesson by -CHECKING OF
lesson or presenting the recall the definition of letting the students answer the ASSIGNMENT
new lesson factoring and the first type of exercises.
factoring introduced to them. -The teacher will ask the
1. What are the two
types of factoring students to remember the
Possible response: characteristics of a perfect
Factoring is the reverse of being discussed and
introduced to you? square trinomial.)
multiplication. The first type
was factoring by greatest 2. What type of factoring Activity 1
common monomial factor can be applied if you “Square Me!”
are given 49-n ? What
2
Square the following
 He/she then ask the students are the factors? binomials:
if the given polynomial below 3. How about if you are 1) (a+1)2
has a common monomial given 36t -8t? What
2
2) (b – 2)2
factor and let them also are the factors? 3) (2x + 3)2
describe the given
polynomial Possible responses: Questions:
1. Factoring polynomial
1. abc + abd 1. Is it easy or difficult to
with greatest common
2. 24m -12m
2
monomial factor and
square a binomial?
3. 2 2
difference of two 2. How do you square a
x −y
2 squares binomial?
4. 25−b
2. Difference of two 3. What do you call the
squares, (7+n)(7-n) product of a square of a
Possible response: 3. Factoring with binomial?
 numbers 1 and 2 greatest common 4. How do you describe a
have a common monomial factor,
monomial factor perfect square trinomial?
4t(9t-2)
 numbers 3 and 4
don’t have any
Then the teacher now ask the
common monomial
student :
factor
 The given
If given this kind of polynomial
polynomials are
a +b , can we find the factor
3 3

binomials
 terms in numbers 3
and 4 are perfect
squares
 numbers 3 and 4 are
polynomial with
difference of two
squares
B. Establishing a purpose After studying this
for the lesson lesson, you should be
able to:
• identify a difference of
two squares
• factor a difference of
two squares
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.
After studying this lesson, After studying this lesson,
you should be able to: you should be able to:
• find the cube root of an • determine a perfect
algebraic expression square trinomial
• factor the sum or • factor the perfect square
difference of two cubes trinomial

C. Presenting The teacher lets the The teacher lets the students (The teacher will divide the
Examples/Instances of students , in group of two do observe the given and answer students into five groups).
new lesson the Activity 5 on page 32 of the questions that follows. Activity 2
the Learner’s Module and “Let’s Tile it Up!”
answer the following Each group will be provided
questions: by the following materials:
1. How do you think a) 4 big squares measuring
the products are Guide questions:
1. What have you observe on 4”x4”, represent each
obtained?
2. What are the the two examples? square as x2
different techniques 2. Do they have similarities on b) 8 rectangular tiles
used to solve for the their answers? measuring 4”x1”, represent
products? 3. What differences have you each rectangle as x
3. What is the observed?
relationship of the 4. How will we get the factors if c) 16 small squares
product to its factor? the given is a sum of two
measuring 1”x1”, represent
4. Have you seen any cubes?
5. How will we get the factors if
each square as 1
pattern in this
activity? the given is difference of two
cubes? Each group will be asked to
form square(s) using:
Possible responses :
Possible responses: Group 1:
1. the two given are sum and 1 big square tile
difference of two cubes 2 rectangular tiles
1. the product are
obtain by making the
2. there process are similar, the 1 small square
signs are the only different Group 2:
given numbers into
3. If the given is sum of two 1 big square tile
sum and difference
cubes the first factor has a 4 rectangular tiles
of binomials
positive sign, and if the given is
2. by multiplying the 4 small squares
difference of two cubes, the
sum and difference Group 3:
first factor has a negative sign
of binomials 1 big square tile
4. Find the cube root of the first
3. the factors of 6 rectangular tiles
and last terms. Write their sum
difference of two 9 small squares
as the first factor.
squares are sum and
For the second factor: a. Group 4:
difference of
binomials.
Squaring the first term of the 4 big square tiles
first factor; b. Subtracting the 4 rectangular tiles
4. Students give varied
product of the first and second 1 small square
answers
terms of the first factor. c. Group 5:
Squaring the last term of the 4 big square tiles
first factor
8 rectangular tiles
4 small squares

The group members shall

discuss on how to form a
square.
A representative from each
 group shall be asked to
report the output
(maximum of 2 minutes
each).
The teacher processes the
activity using these
questions:
1. How will you represent
the total area of each figure?
2. Using the sides of the
tiles, write all the
dimensions of the squares.
3. What did you notice about
the dimensions of the
squares?
4. Did you find any pattern
in their dimensions? If yes,
what are those?
D. Discussing new The teacher will (The teacher will emphasize (The teacher will emphasize
concepts and practicing emphasize the steps in the steps in factoring the the steps in factoring a
new skills #1 factoring difference of two sum and difference of two perfect square trinomial).
E. Discussing new squares. cubes). Steps in Factoring Perfect
concepts and practicing Steps in Factoring Sum and Square Trinomial:
new skills #2 Step 1: Get the principal Difference of Two Cubes:
square root of each of the Step1: Get the cube root Step1: Get the square roots
two squares. of each cube. of the first and last terms.
Step 2: Using the square Step2: Taking the
roots, form two factors, operation between Step2: Use the sign of the
one a sum and the other a the cubes, obtain middle term between the
difference. a binomial factor roots.
using the cube Step3: Square the binomial
roots in Step1. obtained in Step2.
Step3: Form the second
trinomial factor as
follows:
a) Square the first cube root
b) Take the negative
product of the cube root
c) Square the second cube
root
F. Developing mastery The teacher will discuss The teacher will discuss (The teacher will discuss
(Leads to Formative other examples in other examples in factoring examples in factoring a
Assessment) factoring difference of two sum and difference of two perfect square trinomial).

squares

cubes.

G. Finding practical
applications of concepts A. The picture of A. A surveyor’s map shows a
and skills in daily living Mayon Volcano is plan for a square
enclosed in a sampaguita garden whose
square figure area is (x2 + 18x + 81)
frame made up of square units. Find an
bamboo. The area algebraic expression for the
of a picture of side of the square
Mayon Volcano is sampaguita garden.
16 square units
and the area of a
square picture
frame made up of
bamboo is x2
square units.
Write a
polynomial in
factored form to
represent the
difference of two
areas.
B. Find the value of k
so that kx2-36 will
have the factors of
(5x+6)(5x-6).
C. Find the value of k so
that 25n2-kp2 will have
 the factors of (5n+9p)(5n-
9p).
H. Making generalizations How do you factor the
and abstractions about difference of two squares?
the lesson
I. Evaluating Learning Which of the following
binomials represents a
difference between two
squares? Choose your
answer from the box and
write the letter
corresponding to the
number to answer the
question “What do you call
the delicacy made of
malagkit rice with coconut
milk and salt?”
After answering, let the
students factor the
difference of two squares.
(Worksheet 1.)
J. Additional activities for
application and
remediation/
assignment
The teacher summarizes the
steps in finding the factors of a
given polynomial with sum and
difference of two cubes
through questions like:
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 cubes?
Factor the following sum
and difference of two cubes.
Choose your answer from
the choices and write the
letter corresponding to the
numbers in the box below.
(worksheet 2)
The teacher lets the students
answer individually the
formative assessment.
Find the factors of the given
polynomials.
The teachers summarize the
discussion (Factoring
perfect square trinomial)
through questions like:
1. How do you factor
perfect square trinomial?
2. What will you consider in
factoring?
3. How do you define perfect
square trinomial?
The teacher let the students
answer individually the
formative assessment.
Supply the missing term to
make a true statement.
Answer problems under
Exercises on page 38 on
Grade 8 Math Learner’s
Module.
 1. c -d
3 3

2. w +16

3. 216-h 9

Answer key:
1. (c-d)(c +cd+d ) 2 2

2. (w +1)(w -w +1)
2 4 2

3. (6-h )(36+6h +h )
3 3 6

V. REMARKS
VI. REFLECTIONS
A. No. of learners who
earned 80% on the
formative assessment
B. No. of learners who
require additional
activities for
remediation who scored
below 80%
C. Did the remedial
lessons 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 this work?
F. What difficulties did I
encountered 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?

PREPARED BY:
 JUDY ANN R. BERMIDO
Mathematics 8 Teacher

MA. BELINDA B. DAMOT

Mathematics 8 Teacher

CHECKED BY:

MARY GRACE N. SERMONA

Mathematics Coordinator

NOTED:

JIM B. GUARNES
Principal I