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DLL 7

The lesson plan teaches factoring the difference of two cubes in math grade 8. It includes objectives, content standards, learning competencies, and procedures. The lesson introduces formulas to factor the difference of two cubes. Examples are provided to demonstrate factoring expressions like x3 + 27 by rewriting it as the sum of two cubes and using the formulas. Students then practice factoring additional problems involving the difference of two cubes. The lesson evaluates learning through an activity factoring expressions and aims to help students master the concept.

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REALIZA B. BELCHEZ
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63 views4 pages

DLL 7

The lesson plan teaches factoring the difference of two cubes in math grade 8. It includes objectives, content standards, learning competencies, and procedures. The lesson introduces formulas to factor the difference of two cubes. Examples are provided to demonstrate factoring expressions like x3 + 27 by rewriting it as the sum of two cubes and using the formulas. Students then practice factoring additional problems involving the difference of two cubes. The lesson evaluates learning through an activity factoring expressions and aims to help students master the concept.

Uploaded by

REALIZA B. BELCHEZ
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
You are on page 1/ 4

LESSON PLAN IN MATH 8

GRADE QUARTER/DOMAIN DATE & TIME


8 1st Quarter September 19,2023
I. OBJECTIVES
A. Content Standards After going through this lesson, the learner demonstrates understanding of key
concepts of factors of polynomials (Factoring Difference of Two Cubes )

B. Performance Standards 1. Understand the components of MAPEH


2. Enumerate ways on passing the subjects.
3. Appreciate the importance of MAPEH in our
daily living.
C. Learning 1. Understand the components of MAPEH
Competencies/(write the LC 2. Enumerate ways on passing the subjects.
code) 3. Appreciate the importance of MAPEH in our
daily living.
D. Objectives The learner is able to formulate real-life problems involving factors of
polynomials (Factoring the Difference of Two Cubes

Conduct of Pre-
Assessment
Conduct of
Psychosoc

Factors completely different types of polynomials (polynomials with common


monomial factor, difference of two squares, sum and difference of two
cubes, perfect square trinomials and general trinomials) (M8AL-Ia-b-1)

a. The student will identify what formula will be used to factor the difference
of two cubes
b. Students will use the formula of difference of two cubes to find its factor
c. Find pleasures in working with numbers.

II. CONTENT
Factoring the Difference of Two Cubes
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide Pages Teacher’s Guide (TG) in Mathematics 8, pp. 36-37

2. Learner’s Materials Learner’s Module (LM) in Math 8, pp. 34-35


pages
Moving Ahead With Mathematics, pp. 198-199
3. Textbook Pages

4. Additional Learning Pictures


Materials from Learning Manila paper
Resource (LR) Portal

5. Other Learning
Resources
IV. PROCEDURES Priming Activities:
1.Prayer
2.Checking of Attendance
3. Drill: Give the cube of the following number:
1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15.
A. Reviewing previous Review simple mathematical problems.
lesson or presenting Simplify the following:
the new lesson

B. Establishing a Purpose Setting Activity


purpose for the So here are the formulas that summarize how to factor the sum of two
lesson cubes. Study them carefully using the following diagrams.

_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

C. Presenting Factor x3 + 27
examples / Currently the problem is not written in the form that we want. Each
instances of the new term must be written as cube, that is, an expression raised to a power
lesson of 3. The term with variable x is okay but the
27 should be taken care of. Obviously, we know that 27 = (3)(3)(3) = 33.
Rewrite the original problem as sum of two cubes, and then
simplify. Since this is the "sum" case, the binomial factor and trinomial factor
will have positive and negative middle signs, respectively.
x3 + 27 = (x)3 + (3)3
= (x+3)[{x)2 –(x)(3)+(3)2]
=(x+3)(x2-3x+9

D. Discussing new Factor each completely.


concepts and a) x ³ + 125
practicing new skills b) a ³ + 64
#1 c) x ³ + 64
d) u ³ + 8

E. Discussing new Complete the factoring.


concepts and 1. m3 + n3 = (m + n ) ( )
practicing new skills 2. x3 + 8 = ( x + 2 ) ( )
#2

E. Developing Mastery Factor each completely.


a) x ³ + 125
b) a ³ + 64
c) x ³ + 64
d) u ³ + 8

F. Finding practical
applications of concepts
and skills in daily living

G. Making generalizations The sum of the cubes of two terms is equal to the sum of the two terms multiplied
and abstractions about the by the sum of the squares of these terms minus the product of these two terms.
lesson a³ + b³ = ( a + b ( a² - ab + b² )

I. Evaluating learning Factor the following


1. x3 + 8
2. y3 + 27
3. 27y3 + 729x3
4. 27x3 + 64
5. 125x3 + 8y3
6. 216y3 + 27
7. 27x3 + 8y3
8. 64x3 + 216a3
9. 343a3 + 8b3
10. 64y3 + 729x

I. Additional activities for Assignment:


application or remediation
Solve the following:
1. The product of two consecutive even integers is 528. Find the value of
each integer.
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in the evaluation
B. No. of learners who require additional activities for
remediation

Prepared by: Noted:

REALIZA B. BELCHEZ REYNALDO B. VARGAS


Teacher I School Head
ATTACHMENT

ACTIVITY: MESSAGE FROM THE KING


(Product – Factor Association)
Directions:
This activity will give you an idea on how factors associated with products. You will match the
factors in column A with the products in column B to decode the secret message.

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