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Dlplessonplan

This document outlines a lesson plan for an 8th grade mathematics class taught by Amira E. Caludtiag at Alamada High School. The lesson focuses on factoring polynomials with a greatest common monomial factor and by grouping. The objectives, content standards, learning competencies, resources, procedures, and formative assessment are described in detail. The teacher reflects on students' progress, what teaching strategies worked well, and how the principal can provide further support to help students learn.

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Ami RA
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292 views4 pages

Dlplessonplan

This document outlines a lesson plan for an 8th grade mathematics class taught by Amira E. Caludtiag at Alamada High School. The lesson focuses on factoring polynomials with a greatest common monomial factor and by grouping. The objectives, content standards, learning competencies, resources, procedures, and formative assessment are described in detail. The teacher reflects on students' progress, what teaching strategies worked well, and how the principal can provide further support to help students learn.

Uploaded by

Ami RA
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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School ALAMADA HIGH SCHOOL Grade level Grade 8

Teacher AMIRA E. CALUDTIAG Learning Mathematics


Area
Teaching Date and Quarter First
Time
I. OBJECTIVES Objectives must be met over the week and connected to the curriculum standards. To meet the objectives,
necessary procedure must be followed and 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 Standards The learners demonstrate understanding of key concepts of factors of
polynomials
B. Performance The learners formulate real-life problems involving factors and solve these with
Standards utmost accuracy using a variety of strategies.
C. Learning Learning Competency: Factors completely different types of polynomials
Competencies/ (polynomials with common monomial factor, difference of two squares, sum
Objectives and difference of two cubes, perfect square trinomials, and general trinomials).
M8AL-Ia-b-1
Learning Objectives:
1. Factor completely polynomials whose terms have a common
monomial factor.
2. Factor completely polynomials by grouping.

II. CONTENT Factoring polynomials with greatest common monomial factor


III. LEARNING Curriculum guide, Teacher’s guide, Learner’s module
RESOURCES
A. References Mathematics 8
1. Teacher's Guide
2. Learner's Module 27-31
3. Textbook Pages
4. Additional
Materials From
Learning Resources
(LR) Portal
B. Other Learning
Resources
IV. 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 the learning, questions 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.
A. Review previous Review
lesson Or presenting
the new lesson  What is prime number, prime factorization and GCF? Cite an examples.
B. Establishing a Define factoring and to factor polynomials whose terms have a common
purpose for the lesson monomial factor and by grouping.
C. Presenting Common Monomial
examples/ instances Factoring
of the new lesson Illustrative examples
A. Factor completely
2x + 10
Solution:
Polynomial: 2x + 10
GCF: 2
Remaining Factor: x + 5
Factored Form: 2(x + 5)

(Note: Solutions can also be presented in tabular form.)

Factoring by Grouping
B. Factor xy+3x+6y +18
Solution:
xy+3x + 6y +18
The common factor is
x 6
x(y+3) + 6(y+3)
The common factor is
y+3
Thus, xy+3x+6y +18 =
(x+6)(y+3)

D. Discussing new Look for the common monomial factor present in a polynomial and write the
concepts and polynomial in factored form.
practicing new skills
#1
Complete this table.

1 2 3 4

1. Polynomial
2. Common Monomial Factor
3. Remaining Factor
4. Factored Form
Given: Polynomial

a) 6y – 18

b) 10x2 – 5x

c) m5n2 + mn

d) 4x(x + 3) + 5(x+3)

e) Are these equations


true?
-4m + 8 = -4(m + 2)
2 – x = -(x – 2)

E. Discussing new Factor


concepts and 1.(a+b)(a–3)+(a+b)(a–4)
practicing new skills 2.(y+3)(y–7)–(y+3)(y+1)
#2
3. Why do you have to change the signs of x and y when the expression is to be
preceded by a negative sign such as in
–x + y = -(x – y)?

4. Why can -5(1 – x) be rewritten as 5(x – 1)?


(The first integral coefficient of an expression should always be positive)

F. Developing mastery Factor completely.


( leads to formative a) 8m3n4 + 4m2n4
assessment) b) 4xz – 4yz – x + y
c) 6ab+a2b–6–3a
d) 3xy(3x–y) + 2(3x–y)
e) x2 – xy – 4x + 4y

G. Finding practical Give a situation that describes a polynomial and it can be factored by
applications of
concepts and skills in
daily living -common monomial or

-grouping
H. Making How did you factor polynomials whose terms have a common monomial
generalizations and factor?
abstractions about
the lesson -Determine the numerical and variable common factor of the polynomial.

-Rewrite the polynomial as a product of the common factor and the


remaining factor.

How did you factor polynomials by grouping?

-Rearrange the terms so that the first two terms have a common factor and
the second two terms have a common factor.

-Remove the common factor from each pair of terms.

-If the two parenthesis have a common factor, write the expression as a
product of this common factor and the remaining factor.

I. Evaluating Learning Factor each of the following completely.


1) 18y4 + 30y2 – 42y
2) 4m6 + 8m8 – 16m10
3) 5a3(a – 2) – (a – 2)
4) x2(x – 8) + 3(8 – x)
5) 10m3 + 25m - 4m2 - 10

J. Additional
Activities or
Remediation
V. REMARKS
VI. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress. What work?
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% of
the evaluation
B. No. Of learners who
require additional
activities for
remediation who
scored below 80%
C. Did the remedial
lesson work? No. Of
learners who have
caught up with the
lesson
D. No. Of learners who
continue to require
remwdiation
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

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