DAILY School Grade Level

LESSON LOG
Teacher Learning Area

Teaching Dates and Time Quarter

SESSION 1 SESSION 2 SESSION 3 SESSION 4

I. OBJECTIVES
1. Content Standards The learner demonstrates understanding of key concepts of special products, 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 Standards The learner is able to formulate real-life problems involving special products, 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.
3. Learning M8ALIa- b-1: Factor completely different types of polynomials (polynomials with common monomial factor, difference of two squares,
Competencies/Objectiv sum and difference of two cubes, perfect square trinomials, and general trinomials).
es
II. CONTENT Factoring Factoring Using Common Factoring Difference of Two Factoring Sum and Difference
Monomial Factor Squares of Two Cubes
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
pp.29-61 pp.29-61 pp.29-61 pp.29-61
pages
2. Learner’s Materials
pp. 27-58 pp. 27-58 pp. 27-58 pp. 27-58
pages
3. Textbook pages Elementary Algebra Elementary Algebra Elementary Algebra Elementary Algebra (Bernabe,)
(Bernabe,) pp.181-183 (Bernabe,) pp.183-184 (Bernabe,) pp.187-188 pp.189-190
4. Additional SLM Mathematics 8,
Materials from https://www.mathsisfun.com/algebra/factoring.html
Learning Resource
(LR) portal
 B. Other Learning Laptop, TV, Activity Sheet
Resources /
Materials

IV. PROCEDURES

A. Reviewing Review the students with the Review the previous lesson by Review the previous lesson by Review the previous lesson by
previous lesson or following concepts: answering the given answering the given answering the given assignment.
-Operations on Integers assignment. assignment.
presenting the new
-Laws of Exponent
lesson
B. Establishing a To describe and illustrate Unlocking Word Difficulty To factor the difference of two To identify whether or not an
purpose for the factoring. square. expression is a perfect cube or not.
1. GCF
lesson
2. Prime Factor To factor the sum and difference of
3. Monomial two cubes.
4. Polynomial
5. Standard Form

C. Presenting To factor a number means to A. Tell whether the following A. Tell whether the following
examples/ write it as a product of two or number is a perfect square or number is a perfect cube or not.
more numbers. Greatest Common Factor not. 1. 8 = Perfect cube
instances of the
-refers to the common factor 1. 25 = Perfect Square 2. 25 = Not
lesson 12 = (6) (2) 2. 75 = Not 3. 64 = Perfect cube
having the greatest numerical
Product factors factor and with variables 3. 81 = Perfect Square 4. 40 = Not
having the least degree. 4. 40 = Not 5. 27 = Perfect cube
Get the factors of the following 5. 144 = Perfect Square 6. 60 = Not
numbers: Example 1: 6x2 and 15x4 6. 60 = Not 7. 125 = Perfect cube
1. 6 7. 100 = Perfect Square 8. 72 = Not
2. 20 8. 64 = Perfect Square 9. 216 = Perfect cube
6 = 1,2,3,6, x2
3. 75 9. 88 = Not 10. 343 = Perfect cube
15 = 1,3,5,15, x4 10.121 = Perfect Square
4. 100 GCF = 3x2
5. 121 B. Evaluate each number in
B. Rewrite each number in exponential Form
Prime Factorization exponential Form 1. 23 = 2x2x2 = 8
6 = 2,3 x,x 1. 25 = 52 2. 33 = 3x3x3 = 27
15 = 3,5, x,x,x,x 2. 81 = 92 3. 43 = 4x4x4 = 64
GCF = 3x2 3. 144 = 122 4. 53 = 5x5x5 = 125
4. 100 = 102 5. 63 = 6x6x6 = 216
5. 64 = 82
D. Discussing new Factoring is the process Find the GCF of each pair of Difference of Two Squares Factoring the Sum of Two Cubes
concepts and of finding the factors. It is monomials. If x and y are real numbers,
Finding what to multiply 1. 6a and 18ab variables or algebraic x3 + y3 = (x + y) ( x2 - xy + y2 )
practicing new
together to get an expression. 2. 10a and 12a2b expression then,
skills #1 3. -8x2y and 16xy Example 1: a3 + 64
2 2
Example 1: factor 2y+6 4. 8ab3 and 10a2b2 x -y
Both 2y and 6 have a common The difference of two squares Rewrite as sum of two cubes:
factor of 2: Factoring Polynomial is the product of sum and (a) 3 + (4) 3
-rewriting a polynomial as a difference of those terms.
 2y is 2×y product of polynomials of Supply the missing terms:
 6 is 2×3 smaller degree. x2 - y2 = (x + y) (x – y)
x3 + y3 = (x + y) ( x2 - xy + y2 )
2
Polynomial: 4x + 6x Factoring the Difference of
So we can factor the whole a3 + 64 = (a + 4) (a2 – a4 + 42)
Two Squares
expression into:
GCF: 2x Factored Form
Example 1: 9x2 – 100
2y+6 = 2(y+3)
Factored Form: 2x (2x + 3) (a + 4) (a2 – a4 + 42)
Step 1: Rewrite as the
So 2y+6 has been "factored = (a + 4) (a2 – 4a + 16)
difference of two squares:
into" 2 and y+3
(3x)2 – (10)2 Example 2: 8b3 + 27c3
Take Note: Factoring is also
Step 2: Copy the first and Factoring the Difference of Two
the opposite of Expanding:
second term Cubes

(3x + 10) (3x – 10) = Factored x3 – y3 = (x – y) ( x2 + xy + y2 )

Form
x = first term
y = last term
Example 2: 4x2 – 81
Example 3: 27c3 - d3
Example 2: Factor 3y2 +12
Example 4: 8e3 - 125g3

E. Discussing new Group Activity Group Activity Group Activity Group Activity
concepts and Factored the following
Example 3: Factor 4x2 − 9 polynomials. Example 3: -49x8 +25 Example 5: 64 – p6
practicing new
skills #2 1. 3x2 + 6
2. 8x2 + 12x
3. 6x4 – 14x2
F. Developing Individual Activity Individual Activity Individual Activity Individual Activity
 mastery
(Leads to Formative Example 4: Factor 5x + 25 4. 6a + 8a2b Example 4: x2 - 49 Example 6: a3 + 8
Example 5: Factor 4y − 16 5. 18x5y + 12x4y Example 5: 9a2 – 25b3 Example 7: 64x3 – y3
Assessment 3)

G. Finding practical What advice can you give to Where can you apply the Discuss how important the pattern
applications of easily get a factor of a Why are factors important in process of factoring difference and factoring sum and difference
numbers? everyday life? of two squares? of two cubes.
concepts and skills
in daily living We are surrounded by When an expression can be In algebra class, the teacher would
The factored form is usually
numbers in each & every viewed as the difference of always discuss the topic of sum of
best.
sphere of our life. Factors & two perfect squares, i.e. a²-b², two cubes and difference of two
multiples are also commonly then we can factor it as (a+b) cubes side by side. The reason is
When trying to factor, follow (a-b). For example, x²-25 can
these steps: used in our everyday lives. that they are similar in structure.
We use factors when we be factored as (x+5)(x-5). This The key is to “memorize” or
want to arrange things in method is based on the pattern remember the patterns involved in
 "Factor out" any (a+b)(a-b)=a²-b², which can be
common terms different ways. For example, the formulas.
arranging books in rows & verified by expanding the
 See if it fits any of the parentheses in (a+b)(a-b)
identities, plus any columns, making groups of
more you may know children in different ways
 Keep going till you etc.
can't factor any more

H. Making Let the students answer the Let the learners generalize the Let the students answer the Let the learners generalize the
generalizations following questions. lesson by sharing their following questions. lesson by sharing their thoughts to
and abstractions thoughts to the whole class. the whole class.
1. What is factoring? 1. How can you know that the
about the lesson 2. How can you factor a given number is a perfect
number? square or not?
2. How can you factor the
difference of two square?

A. Evaluating learning Factor completely the Factor each expression. Factor each expression. Factor each expression.
expression 1. 4x + 2y 1. c2 – 25 1. y3 – 27
1. 30 2. 10b + 5c 2. n2 – p2 2. 8x3 + 27y3
2. 4y + 8 3. 16x2 – 12x 3. 64x2 – 169 3. a3 – 125
3. 5y2 + 15y 4. 15xy2 + 25xy 4. 81x4 – 16y4 4. 1 + 8x3
5. 2y2 + 20y 5. 125s2 – 36t2 5. x3 – 8y3
B. Additional activities Expand the following factors Factor each expression. Factor each expression. Factor each expression.
1. 15x4y2+ 25 x2y2 -75xy2 1. 16p8 – 81q4 1. 1000x3y3 + 27z6
 for application or a2 − b2 = (a+b)(a−b) 2. 10x3 + 9x2 + 4x 2.64b6 – 144a2 2. 125x6y6 – 8
remediation a2 + 2ab + b2 = (a+b)(a+b)

a2 − 2ab + b2 = (a−b)(a−b)
3 3
a +b = (a+b)(a2−ab+b2)

a3 − b3 = (a−b)(a2+ab+b2)

a3+3a2b+3ab2+b3 = (a+b)3

a3−3a2b+3ab2−b3 = (a−b)3

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.What innovation or
localized materials did I
use/discover which I wish
to share with other
teachers?