MATHEMATICS DAILY LESSON PLAN

QUARTER I
Week 1

Subject: MATH Grade Level: 8

Date:
Day 4
__________________
Demonstrates understanding of key concepts of factors of
Content Standard
polynomials (Polynomials with common monomial factor)
Can formulate real-life problems involving factors of polynomials
Performance Standard
(perfect square trinomial)
Factors completely different types of polynomials (perfect square
Competency
trinomial), M8AL-Ia-b-1
I. OBJECTIVES
 Identifies whether the given polynomial is a perfect square
Knowledge:
trinomial;
Skills:  Factors perfect square trinomial; and
Attitude:  Shows mastery in factoring perfect square trinomial.
II. CONTENT Factoring Perfect Square Trinomial

III. LEARNING RESOURCES

A. References
1. Teacher’s Guide Teacher’s Guide (TG) in Mathematics 8, pp. 32 – 34
Pages
2. Learner’s Learner’s Module (LM) in Math 9, pp. 30 – 32
Materials Pages
Our World of Math (Textbook) in math 8, pp. 10 – 13,
3. Textbook Pages Moving Ahead with Mathematics 8, pp. 194 – 195
Elementary Algebra, pp. 182 - 184
 Manila paper
4. Additional
 Cardboard
Materials
 placards
5. Learning
Resources (LR)
portal
B. Other Learning
Resources
IV. PROCEDURES
A. Elicit ACTIVITY: Let’s Recall!

The process of squaring a binomial.

Prepared by:
SALGIE P. SERNAL
Noted by:
DELIA S. SAYSON
 MATHEMATICS DAILY LESSON PLAN
(x + 4)2

= x2 + 2(4)(x) + 42
= x2 + 8x + 16

1. How many resulting terms when we square binomial? Ans.

three terms
2. State the steps in squaring a binomial.
Ans.
1. Square the first term
2. Twice the product of the first and the second term.
3. Square the last term.

Motive Questions:
1. What is the resulting product when we square a binomial?
Possible answer: the result when we square a binomial is always
a trinomial.
2. Did you observe any pattern?
B. Engage Possible answer: yes!
3. Is there a relation between squaring binomial and factoring
perfect square trinomial?
Ans. Yes
4. Does the pattern can be applied in real situations?
(Answers may vary)
ACTIVITY: Compare Us!

(x + 4)2 x2 + 8x + 16

= x2 + 2(x)(4) + 42 = ( x + 4) (x + 4)

= x2 + 8x + 16 = (x + 4)2
C. Explore
Guide Questions:
1. How many terms are there in the product when we square
binomial? How about when we factor perfect square trinomial?
2. What have you observe on the factor of a perfect square
trinomial?
(process all answers)

D. Explain The teacher discusses the definition and other concepts of factoring
perfect square trinomial. (Refer to Worksheet –Discusssion)
E. Elaborate ACTIVITY: GROUP ACTIVITY

Group the students into five.

1. Give a task card in every group containing a perfect square
trinomial and let them find the factor. (the teacher can also use
another technique/s)
2. Let the group perform the assigned task.
Prepared by:
SALGIE P. SERNAL
Noted by:
DELIA S. SAYSON
 MATHEMATICS DAILY LESSON PLAN
3. The group will present their output in a creative way.
(e.g. poem, hugot, acting, etc.)
Note: teacher will provide subtle coaching in every group activity.
ACTIVITY: Am I perfect?

Instructions: Tell whether the given below represent a perfect square

trinomial.

The teacher can use LCD projector/placards to show the trinomial

and then the group will write their answer on a cardboard. The group
will raise their answer.
F. Evaluate
1. a2 + 4a + 4 Ans. Perfect
2. p2 + 2p + 1 Ans. Perfect
3. y2 – 20y + 100 Ans. Perfect
4. x2 + 3x + 9 Ans. Perfect
5. 2x2 – 4x + 16 Ans. Not perfect

The teacher may elaborate responses of the learners.

Teacher will discuss how factoring applied in real-life situation.

Example: Your mother is planning to put-up fence in front of your

house. If the perimeter of the lot is x2 + 8x + 16. What is the measure
G. Extend
of the front side?

Ans. (x + 4)
Let the students answer.
Individual Work!

Instructions: Factor each of the following perfect square trinomials.

H. Assignment 1. x2 – 10x + 25 Ans. (x – 5) (x – 5)

2. 9x2 + 24x + 16 Ans. (3x + 4)(3x + 4)
3. 100a2 – 140ab + 49b2 Ans. (10a – 7b)(10a – 7b)
4. y2 – 8y + 16 Ans. (y – 4)(y – 4)
5. 16t2 – 40t + 25 Ans. (4t – 5) (4t – 5)
ACTIVITY: PERFECT HUNT
Directions: Look for the different perfect square trinomials found in
the box. Answers might be written diagonally, horizontally, or
vertically.

I. Additional suggestion

V. REMARKS

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

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
___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
 MATHEMATICS DAILY LESSON PLAN

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