A SEMI-DETAILED LESSON PLAN IN MATHEMATICS

Date: August 14, 2024 Subject: Mathematics Time: 8:00 AM – 9:50 AM

Quarter: 1st Quarter Grade Level: 8 Duration: 1 hour and 50 minutes
The learner demonstrates understanding of the key concepts of and
Content Standards:
factors of polynomials.
1. Factor completely different types of polynomials (polynomials
with common monomials, difference of two squares, sum &
difference of two cubes, perfect square trinomials, and general
Learning Competencies:
trinomials). M8AL–la–b–1

2. Solve problems involving factors of polynomials M8AL-lb-2

The learner is able to formulate real-life problems involving factors of
Performance Standards: polynomials and solve these problems accurately using a variety of
stages.

I. LEARNING OBJECTIVES
At the end of the lesson, the learners should be able to:
A. factor completely different types of polynomials (polynomials with common monomials,
difference of two squares, sum & difference of two cubes, perfect square trinomials, and
general trinomials).
B. solve problems involving factors of polynomials.

II. SUBJECT MATTER

A. Topic Factors of Polynomials
 Common Monomial Factors
 Factors of Difference of Two Squares
B. Sub-topics  Factors of Perfect Square Trinomials
 Factors of Quadratic Trinomials
 Factors of Sum & Difference of Two Cubes
 PowerPoint
C. Materials  Meta Card
 Chalk
 Next Century Mathematics 8 – Second Edition
D. References
 Mathematics 8
To help students develop a deeper understanding of
algebraic expressions and enhance their problem-solving
E. Purpose of the Lesson skills. Specifically, this lesson aims to help students
recognize the structure of polynomials and help them
become prepared for higher level math topics.
  What patterns can we look for in a polynomial
that might help us factor it?
 What does it mean to "factor" a polynomial?
F. Essential Questions  Why is factoring important?
 Why might we want to express a polynomial as a
product of its factors?
 What is a polynomial?

III. PROCEDURE

First Day of Discussion

Teacher Behaviors: Expected Student Behaviors:

What will you be doing? What will the students be doing?
A. CLASSROOM MANAGEMENT
I. Start of the class period:
A. Greetings
B. Opening prayer
C. Attendance
D. Engaging students with a mathematics
problem.

B. INTRODUCTION/REVIEW
The teacher discusses the Pre-Activity then
discusses what is Factoring.
Expected Answers:
Pre-Activity: Find the Factors 1 ×36
Instructions: Write all pairs of numbers that 2 ×18
multiply to give 36. After 1 minute ask the 3 ×12
students to share their list and write their answer 4 ×9
on the board. 6×6
Discussion:
Answers may vary but students should give a keyword such
What have you noticed with the given activity?
as “factors of 36” and “listing pairs that when multiplied
Just like the numbers on the board, polynomials gives 36”.
can also be broken down into simpler "factors."
Today, we are going to explore how to find
factors of polynomials, similar to finding factors
of numbers.

Factoring of Polynomials
Factoring is the reverse process of multiplication
of polynomial. When a number or polynomial is
factored, it is written as a product of two or more
factors.

A polynomial is said to be factored into prime

factors if it is expressed as the product of two or
more irreducible or prime polynomials of the
same type.

There are five techniques to factor a

polynomial namely:
 Common Monomial Factors
 Factors of Difference of Two Squares
 Factors of Perfect Square Trinomials
 Factors of Quadratic Trinomials
 Factors of Sum & Difference of Two
Cubes
C. PRESENTATION
The teacher opens the discussion of the sub-
topics. Namely, the Common Monomial
Factors, Factors of Difference of Two Squares,
and Factors of Perfect Square Trinomials.

Common Monomial Factor – a polynomial

that is factored completely if each of its factors
can no longer be expressed as a product of two
other polynomials of lower degree and that the
coefficients have no common factor.

Greatest Common Factor (GCF) – The

greatest common factor is the largest integer,
monomial, or multinomial that a set of
numbers or polynomials have in common.

Example:
8x + 28 = 4 ⋅2⋅ x + 4 ⋅7
= 4 (2x + 7)

Guided Questions:
1. What factor is common between the first
two terms? Between the second two terms?
2. What did you notice with the results? Were
they common factors?

Example 2:
14b2, 28b, 35b3
 2
14 b =2 ⋅7 ⋅b ⋅b
28 b=4 ⋅7 ⋅ b
3
35 b =5⋅7 ⋅ b ⋅b ⋅b

Things to Remember for Common Monomial

Factoring
1. Find the greatest common factor (GCF) of
the terms in the polynomial. This is the first
factor.
2. Divide each term by the GCF to get other
factor. Expected Answer:

Example 3: a. 7 ( x 2− y )
a. 7 x 2−7 y b. 8 x 3 ( 1−2 x +6 x 4 )
b. 8 x 3−16 x 4 + 48 x 7 c. 9 x 2 ¿
c. 9 x 4 +27 x 2 y−63 x 5 y 2

Factors of Difference of Two Squares

Factoring the difference of two squares is a

special type of factoring. Recall the following
formula for the product of a sum and
difference of two terms.

( x + y ) ( x − y )=x 2− y 2

The product of x 2− y 2 is called a difference of

two squares. Its factors are a + b and a – b.

Conversely, the difference of two squares is

the product of the sum and difference of two
numbers.

Therefore, to factor a difference of two

squares, the process is reversed.

To factor the difference of two squares, you

need to identify a and b and construct the sum
or difference factors.

Follow these steps:

A. Factor out the common monomial factor.
B. Get the square root of the first term of the
binomial
C. Get the square root of the second term of
the binomial.
D. Express the factors as a product of the sum
and difference of the results in steps 1 and 2.

Factor the following:

1. 25m4 – 81n2
2. 27b2 – 3bc2

Solution:
1. 25m4 – 81n2
Skip step 1 and proceed to step 2:
√ 25 m4=5 m2
Proceed to step 3:
√ 81 n2=9 n
Proceed to Step 4:
2 2
(5 m + 9 n)(5 m −9 n)
2. 27b2 – 3bc2
Step 1:
3 b ( 9 b 4−c 2)
Step 2:
√ 9 b 4=3 b2
Step 3:
√ c 2=c
Step 4:
2 2
3 b(3 b +c)(3 b −c )

3. 243x4 – 48y4
Step 1:
3 ( 81 x 4−16 y 4 )
Step 2:
√ 81 x 4=9 x 2
Step 3:
√ 16 y 4 =4 y 2
Step 4:
3 ( 9 x 2+ 4 y 2 ) ( 9 x 2−4 y 2 )

Since ( 9 x 2−4 y 2 ) is a difference of two

squares, we need to factor this one out

Skip step 1 and proceed to step 2:

 √ 9 x 2=3 x
Step 3:
√ 4 y 2=2 y
Step 4:
3 ( 9 x 2+ 4 y 2 ) ( 3 x+ 2 y ) (3 x−2 y )

Factors of Perfect Square Trinomial

Recall that the square of a binomial results in a

perfect square trinomial (PST). That is,
( x + y )2=x 2+ 2 xy + y 2 ∧( x− y )2=x 2−2 xy+ y 2

Remember that a trinomial is a perfect square

if:
A. The first and last terms are perfect squares,
and
B. Twice the product of the square root of the
first and the square root of the last term is
equal to the middle term.

Consider the trinomial x 2+ 6 x+ 9. Is this a Answer: Yes

perfect square trinomial? Explanation: Because the first term and the last term are
prefect squares which is: √ x 2=x and √ 9=3

Then twice the product of x and 3 is: 2[ ( 3 ) ( x ) ]=6 x

These are the steps to follow in factoring

perfect square trinomials:
1. Get the square root of the first term.
2. Get the square root of the last term.
3. Express the result ad the square of binomial.

Following the steps, we get:

The first and last terms are perfect squares:
√ x 2=x and √ 9=3
The middle term is twice the product of x and
3:
6 x=2(x )(3)
Hence, the trinomial is in the form of
2 2 2
a +2 ab +b = ( a+b ) , where a = x and b = 3.

Therefore, x 2+ 6 x+ 9=( x +3 )2
Examples:
1. m4 −10 m2 +25
2. 25 m2 n 6+ 20 mn 4 +4 n2
 GUIDED PRACTICE
At this section, in between the discussion of
each technique, the teacher will provide
more examples to the students.

 Common Monomial Factors

More examples:

 Factors of Difference of Two Squares

 Factors of Perfect Square Trinomials
C.INDEPENDENT PRACTICE
Instructions: Factor the following
polynomials:

1. 21 b+63 b 2
2. u3 +2 u2 +u+2
3. 12−75 u6
4. 20 w 4−405 k 3
5. 12 k +60 k 2 +75 k 3
6. 49 m2−56 m+16
7. 25 e 4−30 e2 f + 9 f 2
8. 187 x +765
9. 368 x+ 552
10. a 3+ 2a 2−a−2
C.FEEDBACK/APPLICATION
In this section, the learners make use of the
concepts, skills, and principles learned and
apply it to real life situations independently.

Instructions: Answer the following word Expected Answers:

problems using the concept of factoring a
polynomial. 1. (x + 5) (x – 8) = 0
X = -5 or 8
1. The product of one more than a number
and 4 less than the number is 36. Find the 2. 4 (4 + t) (4 – t)
number.

2. Find the area of the shaded region.

Express your answer in factored form.
 t t

C.GENERALIZATION/CLOSURE
The teacher will wrap up today’s meeting by
letting the students fill the table. They will be
given 5 minutes to answer.

Activity: Fill Me!

Instructions: Fill in the table below:

What are the

things I learned
today?
Things that I
need more
practice.

D. END OF CLASS PERIOD

On this part, the teacher will give an assignment to
be submitted next meeting.

Assignment
I. Instructions: Determine whether the following
trinomial is a perfect square trinomial or not

1. 4 + 4a + a2
2. 4b2 + 6b + 9
3. c2 – 2cd + d2
4. 16e4 – 24e2 + 9
5. f2 + 4fg + g2
II. Factor each polynomial completely.

6. 9 a 2−4 b2 +20 bc−25 c 2

7. 5 a3 −2 a2 x−5 a x 2 +2 x3
8. 8 v3 +2 v 2+12 v +3
 9. 2 ax−4 bx +2 ay−4 by
10. a 3+ 2a 2−a−2

Second Day of Discussion

Teacher Behaviors: Expected Student Behaviors:
What will you be doing? What will the students be doing?
CLASSROOM MANAGEMENT
I. Start of the class period:
E. Greetings
F. Opening prayer
G. Attendance
H. Recall yesterday’s lesson
Expected Answers:
Pre-Activity
1. How do we factor the common monomial 1. Using GCF
factors?
2. How do we factor the difference of two 2. Follow these steps:
squares? A. Factor out the common monomial factor.
3. How do we factor the perfect square B. Get the square root of the first term of the
trinomials? binomial
C. Get the square root of the second term of the
binomial.
D. Express the factors as a product of the sum and
difference of the results in steps 1 and 2.

3. Follow these steps:

A. The first and last terms are perfect squares, and
B. Twice the product of the square root of the first
and the
square root of the last term is equal to the middle
term.

C. INTRODUCTION/REVIEW
The teacher discusses the Pre-Activity then discusses the
last two processes of Factoring a Polynomial

D. PRESENTATION
The teacher opens the discussion of the sub-topics.
Namely, Factors of Quadratic Polynomials and
Factors of Sum or Difference of Two Cubes.

Factors of Quadratic Trinomials

A quadratic trinomial is a second-degree polynomial

with three terms. This is of the form a x 2 +bx +c ,
where a, b, and c are nonzero integral.

Introduction to Two Cases:

Case 1: A quadratic trinomial where a =1
Case 2: A quadratic trinomial where a ≠ 1
………………………………………………….
Case 1: A quadratic trinomial where a =1

Factoring Trinomials of the form x 2+ bx+ c

1. Find two factors of c whose sum equals to the
coefficient b.
2. Using the form (x + ___) (x + ___), fill this in with
the two factors found in step 1.

Example: Factoring the following trinomials

a. x 2−3 x−18
b. x 2+ 5 x −6

Solution:
In x2 – 3x – 18, c = –18 and b = –3

Using the Trial-And-Error method, find the factors of

c whose sum equals the coefficient b.
Factors of -18 Sum of the factors
(1) (–18) 1+ (−18 ) =−17
(2) (–9) 2+ (−9 )=−7
(3) (–6) 3+ (−6 )=−3
(6) (–3) 6+ (−3 )=3
(9) (–2) 9+ (−2 )=7
(18) (–1) 18+ (−1 ) =17

b. x 2+ 5 x −6
Factors of -6 Sum of the factors
(1) (–6) 1+ (−6 )=−5
(2) (–3) 2+ (−3 )=−1
 (3) (–2) 3+ (−2 )=1
(6) (–1) 6+ (−1 )=5

Case 2: A quadratic trinomial where a ≠ 1

Factoring Trinomials of the form x 2+ bx+ c , a ≠ 1.
1. Factor out any common monomial factor.
2. List all factors of a and c.
3. Try and check combinations of the factors of a and
c until the correct middle term, bx, is obtained.

Example: Factor 8x2 – 14x + 3

Solution:
List all possible factors of a = 8 and c = 3. Then using
the Trial-And-Error Method, test which of these pairs
of factors will give the coefficient of the middle term.

Factors of 8 Factors of 3
±8 ±3
±4 ±1
±2
±1

The sign of c will reduce the number of possible

factors. Since c > 0, the second terms of the binomial
factors must have the same sign.

Possible Factors of Product Product Middle

8x2 – 14x + 3 of Outer of Term
Terms Inner [Sum of
(O) Terms the
(I) Products
of (O)
and (I)]
(8 x +3)(x+ 1) 8x 3x 11x
(8 x−3)( x−1) -8x -3x -11x
(8 x +1)( x+3) 24x x 25x
(8 x−1)( x−3) -24x -x -25x
(4 x+ 3)(2 x +1) 4x 6x 10x
(4 x−3)(2 x −1) -4x -6x -10x
(4 x+ 1)(2 x+ 3) 12x 2x 14x
(4 x−1)(2 x−3) -12x -2x -14x
 The factors that give the middle term –14x are
( 4 x−1 )∧( 2 x−3 ) .
Hence, 8 x 2 – 14 x+3=(4 x−1)(2 x−3)

Factors of Sum or Difference of Two Cubes

The following patterns are applied in factoring the

sum and difference of two cubes.

Sum of cubes: a 3+ b3=( a+b ) ( a 2−ab+ b2 )

Difference of cubes: a 3−b3 =( a−b ) ( a2 + ab+b2 ) .

To factor the sum and difference of two cubes, we

have to get the binomial and trinomial factors.

A. To get the binomial factor,

1. Get the cube of the first term of the
sum/difference.
2. Get the cube of the last term of the
sum/difference.
3. Express the result in steps 1 and 2 as a binomial

B. To get the trinomial factor,

1. Square the first term of the binomial factor.
2. Add the additive inverse of the product of the
first and last term of the binomial factor.
3. Add the square of the last term of the binomial
factor.
4. Simplify the result
Example:
1. 8 – m3
Solution:

Step 1: Get the cube of the first term

√3 8=2
Step 2: Get the cube of the last term
√3 −m3=−m
Step 3: Express as a binomial
(2−m)
Trinomial Factor:
( 2−m ) ¿
 C.GUIDED PRACTICE
At this section, after discussion, the teacher will
provide more examples to the students.

Instructions: Factor out the following expressions:

1. 2 a2−5 a−12
2. w 4−24 w 2+144
3. q 6−169 k 4
4. a 6 b 6−8 c 3
5. 24 a9−81 b 3

D. INDEPENDENT PRACTICE
Instructions: Factor each polynomial
completely:

1. 10 w 2−29 w−3
2. 11 x 2−85 xy−24 y 2
3. 12 z2 −26 z+10
4. 15 a2 −13 ab+2 b2
5. 5 n2−10 n+ 5
6. x 6−64 y 12
7. x 3−8 y 3−6 y 2+3 xy
8. x 3 +3 x 2 y +3 x y 2 + y 3−64
9. x 3 + x 2− y 2− y 3
10. x 3 + x 2−xy+ y 2+ y 3
D. FEEDBACK/APPLICATION
In this section, the learners make use of the concepts,
skills, and principles learned and apply it to real life
situations independently.

Instructions: Answer the following word Expected Answers:

problems using the concept of factoring a
polynomial. 1. P=add all sides
3 3
2 a −4 ab−5 b
3 3
1. The sides of a scalene triangle are as follows: a +3 ab+3 b
( 2 a3 −4 ab−5 b 3 ) cm, ( a 3+ 3 ab+3 b3 ) cm ,∧( 3 b3 +ab−3 a3 ) cm . 3
−3 a + ab+3 b
3

Express its perimeter in factored form. b3

P=b .b .b

E. GENERALIZATION/CLOSURE
The teacher will wrap up today’s meeting by letting
the students fill the table. They will be given 5
minutes to answer.

Activity: Fill Me!

Instructions: Fill in the table below:

What are the things I

learned today?
Things that I need more
practice.

F. END OF CLASS PERIOD

On this part, the teacher will give an assignment to be
submitted next meeting.
Answer:
Assignment To solve the problem, let l be the length of the original
I. Instructions: Understand the word problem given and rectangle. l – 4 be the width of the original rectangle.
express the answer in factored form.
Find the area of the rectangular garden.
Wilson is planning a rectangular garden in which the A = length × width
width will be 4 feet less than its length. He has = l(l – 4)
decided to put a birdbath within the garden occupying
a space 3 feet by 4 feet. How many square feet are A = 2
l −4 l
now left for planting? Express the answer in factored
form.
Find the area of the birdbath.
A = length × width
= 4 (3) = 12 square feet

Find the remaining area of the garden by subtracting the

area of the birdbath from the area of the rectangular
garden.

Remaining area = (Area of the garden – Area of the

birdbath)
= l 2−4 l−12

Express your answer in factored form.

2 2
l −4 l−12 = l +2l−6 l−12
= l ( l+2 )−6 ( l+2 )
= ( l+2 ) ( l−6 )

Therefore, the remaining area is ( l+2 ) ( l−6 ) square feet.

 IV. ASSESSMENT/EVALUATION

Long Quiz

I. Find the greatest common monomial factor of the following numbers:

1. 3 a , 6 a b 2 , 12 b2
2. 32 mn 2 , 12 m2 n2 , 28 mn
3. 30 c 2 d , 20 d ,50 c d 3

II. Match the product in Column A to the factors in Column B.

A B

____________ 1. 4 m2−4 m a. 2 m(4 m3 −1)

____________ 2. 8 m4 −2 m b. 4 m ( m−1 )
____________ 3. 4 m2−m c. m(4 m−1)
____________ 4. 49 m2−7 m4 d. 7( m 2−7)
____________ 5. 7 m2−49 e. 7 m2 (7 m−m2 )

III. Factor each polynomials. Write prime if it is not factorable. Check your answer.

1. 49 m2−27 m4 +49 m2−7

2. 12 c 3 d −15 c 2 d +3 cd

3. 10 r 3 s 2−25 r 2 s 2−15 r 2 s 3

4. x 2−13 x−40

5. y 2−16 y +64

6. 6 z 2 +17 z+5

7. 54 n 21−2

8. 196− y 2

9. a 2−6 ab+ 9 b2−25

10. 2 mx+2 nx +3 my+3 ny

PREPARED BY: APPROVED BY:

Michael Jay C. Angco Dr. Melanie Silva

DATE: DATE:

August 15, 2024 August 15, 2024