GRADE 8 School PIAT NATIONAL HIGH SCHOOL Grade Level 8

DAILY LESSON LOG Teacher ARLENE G. PASCUA Learning Area MATHEMATICS

Teaching Dates and Time August 29 – 31,2023 Quarter FIRST

August 29,2023 August 30,2023 August 31,2023 September 1,2023

I. OBJECTIVES TUESDAY WEDNESDAY THURSDAY FRIDAY
(Remedial/Enrichment)
1. Content Standards The learner demonstrates understanding of key concepts of 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.
2. Performance The learner is able to formulate real-life problems involving factors of polynomials, rational algebraic expressions,
Standards 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
3. Learning Factors completely different Factors completely different Factors completely different
Competencies / types of polynomials types of polynomials types of polynomials
Objectives (polynomials with common (polynomials with common (polynomials with common
monomial factor , difference monomial factor , difference monomial factor , difference
of two squares, sum and of two squares, sum and of two squares, sum and
difference of two cubes, difference of two cubes, difference of two cubes,
perfect square trinomials perfect square trinomials perfect square trinomials
and general trinomials) and general trinomials) and general trinomials)
(M8AL-Ia-b-1) (M8AL-Ia-b-1) (M8AL-Ia-b-1)

a. Factor the difference of a. Find the factors of the 1. Identify a perfect square
two squares . sum or difference of two trinomial.
b. Solve equations by cubes. 2. Get the square of the
factoring the difference of b. Completely factor a numbers.
two squares. polynomial involving the 3. Factor a perfect square
c. Find pleasures in sum and difference of two trinomial
working with numbers. cubes.
 c. Find pleasures in working
with numbers.

II. CONTENT Factoring the Factoring the Sum or Factoring a Perfect

Difference of Two Difference of Two Square Trinomial
Squares Cubes
III. LEARNING
RESOURCES
A. References
1. Teacher’s pages 34-35 pages 36-37 pages 38-39
Guide

2. Learner’s pages 32-33 pages 34-35 pages 36-38

Materials
3. Textbook Mathematics Activity Mathematics Activity Intermediate Algebra UBD
Sourcebook pages 22-23 Sourcebook pages 25- 26 pages 24-25

4. Additional http://lmrds.deped.gov.ph. http://lmrds.deped.gov.ph. http://lmrds.deped.gov.ph.

Materials from
Learning
Resource (LR)
portal
B. Other Learning Grade 8 LCTG by Dep Ed Grade 8 LCTG by Dep Ed Grade 8 LCTG by Dep Ed
Resources Cavite Mathematics 2016 Cavite Mathematics 2016 Cavite Mathematics 2016
laptop, LCD laptop, LCD laptop, LCD

IV. PROCEDURES
A. Reviewing previous SECRET MESSAGE Purpose Setting Activity Find the square of the
lesson or presenting Find the square roots and So here are the formulas following:
solve the secret message. that summarize how to
the new lesson 4 = ___ 16 = ___ factor the sum and 1. 1 6. 36
16 = ___ 81 = ___ difference of two cubes. 2. 4 7. 49
49 = ___ 9 = ___ 3. 9 8. 81
81 = ___ 25 = ___ Study them carefully using 4. 16 9. a2
16 = ___ 100 = ___ the following diagrams. 5. 25 10. x4
9 = ___ 36 = ___
121= ___ 16 = ___
25 = ___ 9 = ___
144 = ___ 64 = ___
81= ___ 289 = ___
225 = ___ 49 =___
9 = ___ 81 = ___
25= ___ 16 =___
100 = ___ 9 =___

A B C D
16 16 25 1000

E F G H
299 100 400 4

I J K L
36 81 64 81

Observations:
M N O P •For the “sum” case, the
144 100 9 64
binomial factor on the right
side of the equation has a
Q R S T middle sign that is positive.
49 900 121 4 •In addition to the “sum”
case, the middle sign of the
U V W X trinomial factor will always
24 9 81 225 be opposite the middle sign
of the given problem.
 Y X Therefore, it is negative.
8 9
•For the “difference” case,
the binomial factor on the
right side of the equation
has a middle sign that is
negative.
•In addition to the
“difference” case, the middle
sign of the trinomial factor
will always be opposite the
middle sign of the given
problem. Therefore, it is
positive.

B. Establishing a Factoring the difference of Factoring the sum or Factoring a perfect square
purpose for the two squares is the reverse difference of two cubes is trinomial is the reverse
lesson process of the product of the reverse process of process of square o
sum and difference of two product of binomial and binomial.
terms. trinomial. (x + y)2 = x2 + 2xy + y2
(x + y)(x – y) = x2 – y2 (x + y)(x2 – xy + y2) (x - y)2 = x2 - 2xy + y2
3 3
=x +y
(x + y)(x2 + xy + y2)
= x 3 - y3

C. Presenting examples/ a. Factor xy + xz Factor 4y2 - 36y6 1: Factor x3 + 27 Study

instances of the Get the CMF, x •There is a common factor Currently the their co
lesson Divide xy + xz by x of 4y2 that can be factored problem is not written in the factors
Quotient: y + z out first in this problem, to form that we want. Each 1. x2 +
Thus xy + xz = ( y + z) make the problem easier. term must be written as 2. 49x2
4y2 (1 - 9y4) cube, that is, an expression = ( 7x
b. Factor 5n² + 15n •In the factor (1 - 9y 4), 1 raised to a power of 3. The 3. 36 +
Get the CMF, 5n and 9y4 are perfect squares term with variable x is okay = (6 +
Divide 5n² = 15 n by 5n (their coefficients are but the 27 should be taken 4. 64x2
Quotient: n + 3 perfect squares and their care of. Obviously we know = (8x
 Thus 5n² + 15n exponents are even that 27 = (3)(3)(3) = 33.
= 5n (n + 3) numbers). Since Rewrite the original a. Rela
subtraction is occurring problem as sum of two trino
c. Factor 27y² + 9y -18 between these squares, this cubes, and then simplify. in th
The CMF is 9 expression is the difference Since this is the "sum" case, b. Com
Divide 27y² + 9y -18 by 9 of two squares. the binomial factor and term
The quotient is 3y² + y -2 trinomial factor will have facto
Thus 27y² + 9y -18 positive and negative middle prod
= 9 ( 3y² + y -2) •What times itself will give signs, respectively. and
1? 3 3
x + 27 = (x) + (3) 3
bino
•What times itself will give 2 2
= (x+3)[{x) –(x)(3)+(3) ] c. Obse
9y4 ? =(x+3)(x2-3x+9) the t
•The factors are (1 + 3y2) prod
and (1 - 3y2). Example 2: Factor y3 - 8 term
•Answer: This is a case of
4y2 (1 + 3y2)(1 - 3y2) or difference of two cubes
4y2 (1 - 3y2) (1 + 3y2) since the number 8 can be
written as a cube of a
number, where 8 = (2)(2)(2)
= 23.
Apply the rule for
difference of two cubes, and
simplify. Since this is the
"difference" case, the
binomial factor and trinomial
factor will have negative and
positive middle signs,
respectively.

D. Discussing new Question : What fruit is the Factor each of the following: Factor the following: Supply
concepts and main product of Tagaytay 1. c² - d² 1. x3 – 8 make a
practicing new skills City? You will match the 2. 1 - a² 2. 27x3 + 1 1. m2 +
#1 products in Column A with 3. ( a + b )² - 4c² = (m +
3. x3y6 – 64
the factors in Column B to 4. 16x² - 4 2. 16d2
decode the answer. 5. a²b² - 144 4. m³ + 125 = (4d
 5. x³ + 343 3. a4b2
= (a2b
4. 9n2 +
= (___
5. 49g2
= ( ___

E. Discussing new Factor the following Fill in the blanks to make Complete the factoring. Factor
concepts and 1. a²bc + ab²c + abc² the sides of each equation 1. t3 - w3 trinomi
practicing new skills 2. 4m²n² - 4mn³ equivalent. =(t–w)( ) 1. x2 +
#2 3. 25a + 25b 1. ( _____ ) ( x – 9) 2. m3 + n3 2. x2 - 1
4. 3x² + 9xy = x² -81 =(m+n)( ) 3. 4a2 +
5. 2x²y + 12xy 2. ( 20 + 4) ( _____ ) 3. x3 + 8 4. 25m
= 20² -4² = (x+2)( ) 5. 9p2 –
3. ( _____ ) (2a +3 ) 4. y3 - 27
= 4a² - 9 =(y–3)( )
4. ( 6x²y + 3ab)(6x²y -3ab) 5. 8- v3
= ( _____ ) - 9a²b² =(2–v)( )
5. ( 13 + x ) (13 – x)
= _____ - x²

F. Developing mastery Factor the following: Factorize the following by Factor each completely. Factor
(Leads to Formative 1. 10x + 10y + 10z taking the difference of a) x ³ + 125 1. x2 –
Assessment 3) 2. bx + by + bz squares: b) a ³ + 64 2. b2 -1
3. 3x³ + 6x² + 9x 1. x2 – 100 c) x ³ – 64 3. 36b2
4. 10x + 5y –20z 2. a2 – 4 d) u ³ + 8 4. 49p2
5. 7a³ + 14a² + 21 3. ab2 – 25 5. 49k2
4. 36𝑥2 – 81
5. 54𝑥2 – 6y2
G. Finding practical Factor the following Factor the following. Directions. Find the cube Comple
applications of 1. 16a² + 12a 1. 100a2 – 25b2 roots. Then, match each trinomi
concepts and skills in 2. 12am + 6a²m 2. 1 – 9a2 solution to the numbers at 1. ___
daily living 3. 72x² + 36xy – 27x 3. 81x2 – 1 the bottom of the page. 2. x2 - _
4. 5a³ + a³b 4. – 64a2 + 169 b2 Write the corresponding 3. x2 +
5. 30a + 5ay - 25 az 5. x2 – 144 letter in each blank to the 4. x2 +
question.In the survey, Best 5. ___
place for family picnic in
Tagaytay City?
No 1 2 3 4
27 512 343 216
C R G O

5 6 7 8
1728 8 1 729
P 2 1 1

9 10 11
1331 1000 219
I C V

12 13 14
0 64 125
0 E N

12 11 3 5 9

10 7 8 6 13

4
H. Making Common Monomial Factor The factors of the difference 1. The sum of the cubes of In facto
generalizations and of two squares are the sum two terms is equal to trinomi
To factor polynomial with of the square roots of the the sum of the two terms should
abstractions about
common monomial factor, first and second terms times multiplied by the sum 1. The
the lesson
expressed the given the difference of their of the squares of these with lik
polynomial as a product of square roots. terms minus the product whe
the common monomial *The factors of 𝑎2 − 𝑏2 of these two terms. squa
factor and the quotient =𝑎𝑟𝑒 ( 𝑎 + 𝑏 ) 𝑎𝑛𝑑 ( 𝑎 −𝑏 ). a³ + b³ and
obtained when the given = ( a + b ( a² - ab + b² ) trino
polynomial is divided by the 2. The
common monomial factor. 2. The difference of the term
cubes of two terms is facto
equal to the difference of the s
the two terms multiplied term
by the sum of the
squares of these two
terms plus the product of
these two terms.
a³ - b³
= ( a - b ( a² + ab + b² )
I. Evaluating learning Factor the following: Factorize the following by Supply the missing Factor
1. 5x + 5y + 5z taking the difference of expression. 1. x2 –
2. ax + ay + az squares: 1. 𝑚3 - 27 2. b2 -1
3. 4x³ + 8x² + 12x 1. x2 – 9 = (m – 3) _________ 3. 4b2 –
4. 6x + 18y – 9z 2. a2 – 1 2. 64 + 27𝑛3 4. 49p2
5. 3a³ + 6a² + 12 3. ab2 – 16 = ____(16 – 12n + 9𝑛2 ) 5. 49k2
4. 16𝑥2 – 49 3. _______
5. 54𝑥2 – 6y2 = ( 2p + 5q ) ( 4𝑝2 – 10pq +
25𝑞2 )
4. 𝑥6 + 1000
= _____𝑥4 - 10𝑥2 + 100 )
 5. ________
= ( 6x – 7y ) ( 36𝑥2 + 42xy +
49𝑦2 )
J. Additional activities A. Follow up Factorize the following by Solve the following: Comple
for application or taking the difference of 1. The product of two trinomi
remediation Supply the missing term squares: consecutive even 1. ___
1. 3a + 3b = ____ (a + b) 1. x2 – 9 integers is 528. Find the 2. x2 - _
2. bx + by + bz 2. a2 – 1 value of each integer. 3. x2 +
= _____ (x + y + z) 3. ab2 – 16 4. x2 +
3. a²b - ab² = ab (_____ 4. 16𝑥2 – 49 5. ___
4. 4x + 6y = ____(2x + 3y ) 5. 54𝑥2 – 6y2
5. m³ - m = ____(m² - 1)

B. Study Factoring
Polynomials
1. What is a common
monomial factor?
2. How will you factor
polynomial by grouping?

Reference: G8 Mathematics
Learner’s Module pages
45-46
V. REMARKS

VI. REFLECTION
1. No.of learners who
earned 80% on the
formative assessment
2. No.of learners who
require additional
 activities for
remediation.
3. Did the remedial
lessons work? No.of
learners who have
caught up with the
lesson.
4. No.of learners who
continue to require
remediation
5. Which of my teaching
strategies worked
well? Why did these
work?
6. What difficulties did I
encounter which my
principal or supervisor
can help me solve?
7.