GRADE 8 DAILY School SDO Palawan Grade Level 8

LESSON LOG
Teacher Learning Area Mathematics

Teaching Dates and Time Week 1 Quarter FIRST

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES Objectives must be met over the week and connected to the curriculum standards. To meet the objectives necessary procedures
must be followed and if needed, additional lessons, exercises, and remedial activities may be done for developing content
knowledge and competencies. These are assessed using Formative Assessment strategies. Valuing objectives support the learning
of content and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be
derived from the curriculum guides.
A.Content Standard 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.
B. Performance Standard The learner 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.
C.Learning Objectives Objectives Objectives Objectives Objectives
Competency/Objectives
M8AL-Ia-b-1 M8AL-Ia-b-1 M8AL-Ia-b-1 M8AL-Ia-b-1 M8AL-Ia-b-1
1. The learner factors At the end of the
completely different types of session, learners will be 2. Factor completely 4. Determine whether the 6. Factor completely 7. At least 25% of the
polynomials (polynomials able to: polynomials whose polynomial is a perfect square learners will be
with common monomial terms have a difference of two trinomials. given remediation
factor, difference of two 1. Describe and illustrate common monomial squares. on factoring
squares, sum and factoring. factor. 5. Factor completely 8. At least 75% of the
difference of two cubes, binomials that are learners will be
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 perfect square 3. Factor completely difference of two given enrichment
trinomials, and general polynomials by squares. activity on factoring.
trinomials). grouping.
M8AL-Ia-b-1
II. CONTENT Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be
tackled in a week or two.
FACTORING
Factoring Factoring Polynomials Difference of Two Perfect Square Enrichment/
Squares Trinomials Remediation

V. LEARNING RESOURCES

A. References Mathematics 8 Mathematics 8 Mathematics 8 Mathematics 8 Mathematics 8

1. Teacher’s Guide pages

2. Learner’s Materials pages 27 - 31 27 - 31 32 - 34 35- 38

3. Textbook pages

4. Additional Materials from MTAP review materials MTAP review materials MTAP review materials MTAP review materials MTAP review
Learning Resource (LR)portal materials
B. Other Learning Resource Grade 8 Mathematics (P&P) Patterns & Practicalities E-Math (Worktext in Mathematics)
by Gladys C. Nivera, Ph.D. by Orlando A. Oronce & Marilyn O. Mendoza pages
4 – 15 pages 58 - 115
VI.PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be
guided by demonstration of learning by the students which you can infer from formative assessment activities. Sustain learning
systematically by providing students with multiple ways to learn new things, practice their learning, question their learning
processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the
time allotment for each step.

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A. Reviewing previous lesson or Explore Review Explore Recall that the square of
presenting the new lesson Factoring Using Algebra Multiply. Find the product. a binomial gives a
Tiles (P&P,p. 5) A. Use the distributive 1) 4 • 4 = ______ perfect square trinomial.
Discuss the possible property. 2) 2x • 2x = ______ (a+b)2=a2+2ab+b2
dimensions of a 1) 5x2(3x2 – xy – 6y2) 3) 8x2y3 • 8x2y3 = ___ (a−b)2=a2−2ab+b2
rectangle whose area is
12 sq units. 1
2) −3y(y2+ y−4) Find the positive square Review
root. Complete each product
Demonstrate the 3
1) = ___ by writing the missing
possible dimensions of a (Common monomial
2) = ___ terms.
rectangle whose area are factoring is the reverse
a) x2 – 4x of multiplying a 3) 1) (x+9)2 = x2+___+ 81
b) x2 + 6x + 8 polynomial by a = ___ 2) (3x – 4)2
using the algebra tiles. monomial.) Relate the square of x = ___ - 24x + ___
with the square root of 3) (x y – 3z)2
2

Explain how to use the B. Using the FOIL x2. = x4y2 -___+9z2
distributive property to method.
complete the following: 1) (x + 6)(y + 3) Match the factors in
a) x2 + 2x = x(___+ Column A with their
___) products in Column B.
b) 4x2+6x = Column A
2x(___+___) __1) (x+6)(x – 6)
__2) (y2 – 8)(y2+8)

__3) (5x – 2y)(5x+2y)

__4) (3x4 – 1)(3x4+1)
__5) (xy3 – z)(xy3+z)
Column B
a) 9x8 – 1
b) x2 – 36
c) x2y6 – z2
d) y4 – 64
e) 25x2 – 4y2

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C. Establishing a purpose for the To describe and illustrate To factor polynomials To be able to identify Motivation:
lesson factoring. whose terms have a that the difference of Verify the factors of a
common monomial two squares is the perfect square trinomials
factor and by grouping. product of the sum and by doing this activity.
difference of two terms. “Factoring the Perfect
Square Trinomial”
P&P, page 21

or
Activity 9 “Let’s tile it
up!”, LM p.36
D. Presenting examples/Instances of To factor a number Common Monomial Example 1 Work on Activity 10
the new lesson means to write it as a Factoring Which of the following “Perfect Hunt”, LM p. 37
product of two or more Illustrative examples is a difference of two
numbers. A. Factor completely squares? Discuss illustrative
12 = (6) (2) 2x + 10 a. 9x 2
– 64 examples in LM pages
Product factors Solution: b. – 4 + 36x 2 37-38
Polynomial: 2x + 10 c. 8x – 1
2

Factoring a polynomial GCF: 2 d. x3 – 9 Solution:

means writing it as a Remaining Factor: x + 5 a. -The first & second
product of other Factored Form: 2(x + 5) term is a square. -
polynomials. It is the There is a minus sign
reverse process of (Note: Solutions can between them.
multiplication. also be presented in -Yes, this is a
x2+6x+8=(x+4)(x+2) tabular form.) difference of two
product factors squares.
Factoring by Grouping b. Yes, – 4 + 36x2 can
Any polynomial that B. Factor xy+3x+6y +18

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 cannot be written as the Solution: be rewritten as 36x2– 4.
product of two other xy+3x + 6y +18 c. 8x2 is not a perfect
polynomials, except 1 The common factor is square. Thus, 8x2 – 1 is
and -1, is said to be x 6 not a difference of two
prime. x(y+3) + 6(y+3) squares.
The common factor is d. x3 – 9 is not a
A polynomial is said to y +3 difference of two
be factored completely Thus, xy+3x+6y +18 = squares.
when it has been written (x+6)(y+3)
as a product consisting
Example 2
only of prime factors.
Factor x2 – 9
Examples:
5, 11, x, 3x, x+4 Solution:
-Find the square
roots of the
terms = x
=3 -
Substitute in the pattern
a2 – b2 = (a + b) (a – b)
x2 – 9 = (x)2 – (3)2
= (x+3)(x – 3)
E. Discussing new concepts and Modelling: Look for the common Try This Practice Exercises Do
practicing new skills # 1 monomial factor present A. State whether each Exercises on page 38 of
Show using algebra tiles in a polynomial and expression is a the LM and answer the
that 3x and x – 1 are the write the polynomial in difference of two questions that follow.
factors of 3x2 – 3x. factored form. squares. (Modify if you wish)
Draw the tiles here. 1) x2 – 1
Complete this table. 2) 25y2 – 10
Show using algebra tiles 1 2 3 4 3) x2 + 36
that2x and 3x + 2 are the
4) 4x2 – y4
factors of 6x2 + 4x.
5) 9x3 – 16
Draw the tiles here. 1. Polynomial
2. Common Monomial
B. Factor.
Factor
1) x2 – y2
3. Remaining Factor
2) 9x2 – 100
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 4. Factored Form 3) x8y2−1 z2
Given: Polynomial 9
a) 6y – 18 C. Factor completely
b) 10x2 – 5x 1) 18x10 – 32
c) m5n2 + mn 2) 81x3y3 – 49y4x
d) 4x(x + 3) + 5(x+3)

e) Are these equations

true?
-4m + 8 = -4(m + 2)
2 – x = -(x – 2)
F. Discussing new concepts and Fill in the blank with the Factor Group Discussion Determine whether
practicing new skills # 2 missing factor that 1.(a+b)(a–3)+(a+b)(a–4) • Is 9x3y6 – 1 a these are perfect square
produces the required 2.(y+3)(y–7)–(y+3)(y+1) difference of two trinomials. If yes, factor
product. squares? Explain. the trinomial.
1) ___ (3x – 7)= 3. Why do you have • Is x4 –1= (x2+1)(x2–1) 1. y2 + 2y + 1
-15x+35 to change the signs of x completely factored? 2. 4m2 + 12m + 36
2) ___ (8a – 7b) = and y when the 3. 9x6 – 60x3y4 + 100y3
Explain.
16a2b – 14ab2 expression is to be
preceded by a negative Discuss why must the
Factor each of the sign such as in –x + y = - first and last terms of a
following completely. If (x – y)? perfect square trinomial
the expression is not be both positive.
factorable, write prime. 4. Why can -5(1 – x)
1) 4a + 28 be rewritten as 5(x – 1)?
2) 9y – 45 (The first integral
3) 5y + 27 coefficient of an
expression should always
be positive)

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G. Developing mastery Answer Activity 3, Factor completely. Work on Activity 7 Find the missing term in
(leads to Formative Assessment ) Message From The King a) 8m3n4 + 4m2n4 “Pair Mo Ko Nyan!”, each case so that the
(Product-Factor b) 4xz – 4yz – x + y LM page 34 expression forms a
Association), c) 6ab+a2b–6–3a Directions: perfect square trinomial
LM, page 29 d) 3xy(3x–y) + 2(3x–y) Form difference of two and give the factor.
squares problems by 1) m4 + ___ + 121n2
e) x2 – xy – 4x + 4y
(Note: Modify if pairing two squared 2) a6b8 – 4a3b4c2 +___
needed) quantities, then find
their factors. Factor completely.
a. x2 – 24xy + 144y2
b. 16x4 + 49y6 + 56x2y3
c. 36x10y18 – 8x5y9z +
4/9z2
e. 2x3 + 28x2 + 98x
H. Finding practical application of Cite real-life situation Give a situation that Give your own Do you think there is

concepts and skills in daily that describes factoring. describes a polynomial example of a difference such a thing as a perfect
living and it can be factored by of two squares from the life or a perfect person?
-common monomial or things you see inside (Sharing - learner’s
-grouping the classroom or at answer may vary)
home.

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I. Making generalizations and When can you say that How did you factor How do you know When is a trinomial a
abstractions about the lesson an expression is polynomials whose terms when a polynomial is a perfect square?
factored? have a common difference of two -When two of the
monomial factor? - squares? terms are perfect
An expression is Determine the numerical A polynomial is a squares, and both are
factored when it is and variable common difference of two positive. -When the
written as a product of factor of the polynomial. squares if it satisfies third term, usually the
two or more -Rewrite the these two conditions: - middle term, is twice
numbers/expressions. polynomial as a product It is a binomial and the product of the
of the common factor each term is a square. quantities that were
and the remaining -there is a minus sign squared.
factor. between the two terms.
How do you know when
How did you factor How would you factor the factors of a perfect
polynomials by a difference of two square trinomial is a
grouping? -Rearrange squares? square of a sum or
the terms so that the first To factor a difference difference of two terms?
two terms have a of two squares, write
common factor and the the product of the sum a2+2ab+b2¿(a+b)2
second two terms have a and the difference of
common factor. - a2−2ab+b2=(a−b)2
the two quantities
Remove the common - (a + b)2 , if the
being squared.
factor from each pair of middle sign is positive.
terms. - (a – b)2, if the
-If the two parenthesis middle sign is negative.
have a common factor,
write the expression as a
product of this common
factor and the remaining
factor.

J. Evaluating learning A. Complete each Factor each of the Factor each of the Factor completely.
statement with the following completely. following expressions a. x12 + 10x6y2 + 25y4

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correct term or phrase. 1) 18y4 + 30y2 – 42y completely. If an b. 3m4 – 6m3 + 3m2
1) In 2x(x + 3) = 2) 4m6 + 8m8 – 16m10 expression is not c.
2x2+6x, 2x2+6x is called 3) 5a3(a – 2) – (a – 2) factorable, write
the ____ prime. x6y3−6 x3y4z2+ 9 z4
4) x2(x – 8) + 3(8 – x)
2) In the expression 5) 10m3 + 25m - 4m2 - 10 1) t2 – 49 5 25
-5y(2y – 1), 5y and 2y – 2) r2 + 4
1 are called ______ 3) 16x2y2 – 81
4) 7ab4 – 7ac2
B. Fill in the blank with 5) 2x2 – 50
the missing factor that
produces the required
product.
1) ___ (4x + 8)=-
x +2x
2

2) ___ (2x2 – 3x
+6)= -8x4 + 12x3 – 24x2

C. Factor each of the

following completely. If
the expression is not
factorable, write prime.
1) 28m + 42
2) 3x – 24
3) 3x +6y – 2c

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 K. Additional activities for Assignment Factor Assignment Assignment: Assignment:
application or remediation these polynomials 1. What is wrong with Factor completely
using algebra tiles. the following? 64x2 – 16y2.
Draw the tiles below 5x3 – 5x2 – x – 1
each polynomial. = 5x2(x – 1) – 1(x – 1)
a) 8x2 – 4x = (x – 1)(5x2 – 1)
b) 2x2 + 10x 2. Does the expression
2m(m – 1) + 3(1 – m)
have a common
factor? Why do you
say so?
VII. REMARKS

Footnote:

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 VIII. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else
needs to be done to help the students learn? Identify what help your instructional supervisors can provide for you so when you
meet them, you can ask them relevant questions.
A. No. of learners who earned 80%
in the evaluation
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 these
work?
F. What difficulties did I encounter
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?
This material has been formulated for the benefit of the teachers and learners as reference to ease preparation of learning plan. Yet, you are given the right to make
some changes as your locality/learners need but not the competencies. Thank you.

REFLECT
Have you watched the movie “A Perfect Life”? Do you think there is such a thing as a perfect life or a perfect person? Contentment comes when you realize that true happiness
does not depend on material conditions. It comes when you accept yourself for who you are, when you are thankful for what you have, and when you value people above things. Are you a
contented and happy person? If not, what is it that you still want? P&P, page 27

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