1) The weekly learning plan outlines lessons on factoring polynomials for Grade 8 students over 5 days. Topics include factoring using the distributive property, common monomial factoring, factoring by grouping, and determining if an expression is a difference of two squares.
2) Classroom activities include using algebra tiles to model factoring, completing factoring exercises, and exploring the relationship between squares and square roots. Home-based assignments involve factoring polynomials completely or identifying if an expression is prime.
3) The objectives are for students to be able to describe and illustrate factoring, factor polynomials with a common monomial factor, and factor completely polynomials that are differences of two squares or by grouping.
1) The weekly learning plan outlines lessons on factoring polynomials for Grade 8 students over 5 days. Topics include factoring using the distributive property, common monomial factoring, factoring by grouping, and determining if an expression is a difference of two squares.
2) Classroom activities include using algebra tiles to model factoring, completing factoring exercises, and exploring the relationship between squares and square roots. Home-based assignments involve factoring polynomials completely or identifying if an expression is prime.
3) The objectives are for students to be able to describe and illustrate factoring, factor polynomials with a common monomial factor, and factor completely polynomials that are differences of two squares or by grouping.
1) The weekly learning plan outlines lessons on factoring polynomials for Grade 8 students over 5 days. Topics include factoring using the distributive property, common monomial factoring, factoring by grouping, and determining if an expression is a difference of two squares.
2) Classroom activities include using algebra tiles to model factoring, completing factoring exercises, and exploring the relationship between squares and square roots. Home-based assignments involve factoring polynomials completely or identifying if an expression is prime.
3) The objectives are for students to be able to describe and illustrate factoring, factor polynomials with a common monomial factor, and factor completely polynomials that are differences of two squares or by grouping.
1) The weekly learning plan outlines lessons on factoring polynomials for Grade 8 students over 5 days. Topics include factoring using the distributive property, common monomial factoring, factoring by grouping, and determining if an expression is a difference of two squares.
2) Classroom activities include using algebra tiles to model factoring, completing factoring exercises, and exploring the relationship between squares and square roots. Home-based assignments involve factoring polynomials completely or identifying if an expression is prime.
3) The objectives are for students to be able to describe and illustrate factoring, factor polynomials with a common monomial factor, and factor completely polynomials that are differences of two squares or by grouping.
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Republic of the Philippines
Department of Education Region I SANTIAGO NATIONAL HIGH SCHOOL School ID No. 300078 Poblacion Norte, Santiago, Ilocos Sur Schools Curriculum Implementation Unit
WEEKLY LEARNING PLAN
Quarter: First Grade Level: 8 Week: 1 Date: August 22-26, 2022 Learning Area: Mathematics Mode of Delivery: In-person learning
MELCs: The learner 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 Day and Time Objectives Topic/s Classroom-Based Home-Based Activities Activities MONDAY M8AL-Ia-b-1 Factoring Explore Fill in the blank with the missing factor At the end of the Factoring Using Algebra that produces the required product. session, learners will Tiles (P&P,p. 5) 1) (3x – 7)= be able to: Discuss the possible -15x+35 dimensions of a 2) (8a – 7b) = 1. Describe and rectangle whose area is 16a2b – 14ab2 illustrate factoring. 12 sq units. Factor each of the following Demonstrate the completely. If the expression is not possible dimensions of a factorable, write prime. 1) 4a + 28 rectangle whose area are 2) 9y – 45 a) x2 – 4x 3) 5y + 27 b) x2 + 6x + 8 using the algebra tiles. Explain how to use the distributive property to complete the following: a) x2 + 2x = x( + ) b) 4x2+6x = 2x( + )
To factor a number means to write it
as a product of two or more numbers. 12 = (6) (2) Product factors
Factoring a polynomial means writing
it as a product of other polynomials. It is the reverse process of multiplication. x2+ 6 x+ 8=( x+ 4)( x +2) product factors
Any polynomial that cannot be written as
the product of two other polynomials, except 1 and -1, is said to be prime.
A polynomial is said to be factored
completely when it has been written as a product consisting only of prime factors. Examples: 5, 11, x, 3x, x+4
Modelling:
Show using algebra tiles that 3x and
x – 1 are the factors of 3x2 – 3x. Draw the tiles here.
Show using algebra tiles that2x and
3x + 2 are the factors of 6x2 + 4x. Draw the tiles here. TUESDAY M8AL-Ia-b-1 Factoring Polynomials Review Factor completely. a) 8m3n4 + Multiply. 4m2n4 2. Factor A. Use the distributive b) 4xz – 4yz – x + y completely property. c) 6ab+a2b–6–3a polynomials whose 1) 5x2(3x2 – xy – 6y2) d) 3xy(3x–y) + 2(3x–y) terms have a 2) −3 y ( y2+ 1 y−4) e) x2 – xy – 4x + 4y common monomial 3 factor. (Common monomial factoring is the reverse 3. Factor of multiplying a completely polynomial by a polynomials monomial.) by grouping. B. Using the FOIL method. 1) (x + 6)(y + 3)
Factoring by Grouping 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) Look for the common monomial factor present in a polynomial and write the polynomial in factored form.
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) WEDNESDAY M8AL-Ia-b-1 Difference of Two Explore Factor each of the following expressions Squares Find the product. completely. If an expression is not 4. Determine 1) 4 • 4 = factorable, write prime. whether the 2) 2x • 2x = 1) t2 – 49 polynomial is a 3) 8x2y3 • 8x2y3 = 2) r2 + 4 difference of two 3) 16x2y2 – 81 squares. Find the positive square root. 4) 7ab4 – 7ac2 5) 2x2 – 50 5. Factor 1) √16 = completely binomials 2) √100 x2 = that are difference of 3) √64 x3 y6 = Relate the two squares. square of x with the square root of x2.
Match the factors in Column A with
their products in Column B. Column A 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 Example 1 Which of the following is a difference of two squares? a. 9x2 – 64 b. – 4 + 36x2 c. 8x2 – 1 d. x3 – 9 Solution: a. -The first & second term is a square. - There is a minus sign between them. -Yes, this is a difference of two squares. b. Yes, – 4 + 36x2 can be rewritten as 36x2– 4. c. 8x2 is not a perfect square. Thus, 8x2 – 1 is not a difference of two squares. d. x3 – 9 is not a difference of two squares.
Example 2 Factor x2 – 9 Solution: -Find the square roots of the terms 2 √x =x √9 = 3 -Substitute in the pattern a2 – b2 = (a + b) (a – b) x2 – 9 = (x)2 – (3)2 = (x+3)(x – 3) Try This A. State whether each expression is a difference of two squares. 1) x2 – 1 2) 25y2 – 10 3) x2 + 36 4) 4x2 – y4 5) 9x3 – 16
B. Factor. 1) x2 – y2 2) 9x2 – 100 1 3) x8 y 2 − z2 9 C. Factor completely 1) 18x10 – 32 2) 81x3y3 – 49y4x THURSDAY M8AL-Ia-b-1 Perfect Square Recall that the square of a binomial Factor completely. Trinomials gives a perfect square trinomial. (a+ a. x12 + 10x6y2 + 25y4 6. Factor completely b)2=a2+2 ab+ b2 b. 3m4 – 6m3 + 3m2 perfect square (a−b)2=a2−2 ab+b2 trinomials. Review Complete each product by writing the missing terms. 1) (x+9)2 = x2+ + 81 2) (3x – 4)2 = - 24x + 3) (x2y – 3z)2 = x4y2 - +9z2
When is a trinomial a perfect
square? -When two of the terms are perfect squares, and both are positive. -When the third term, usually the middle term, is twice the product of the quantities that were squared.
How do you know when the factors of
a perfect square trinomial is a square of a sum or difference of two terms?
a2+2 ab+ b2 ¿(a+ b)2 a2−2
ab+b2=(a−b)2 - (a + b)2 , if the middle sign is positive. (a – b)2, if the middle sign is negative. FRIDAY M8AL-Ia-b-1 Enrichment/ Remediation 7. At least 25% of the learners will be given remediation on factoring 8. At least 75% of the learners will be given enrichment activity on factoring. Prepared by: LEILA M. PALACIO Approved by: Subject Teacher NATIVIDAD B. REYES, PhD Principal IV Republic of the Philippines Department of Education Region I SANTIAGO NATIONAL HIGH SCHOOL School ID No. 300078 Poblacion Norte, Santiago, Ilocos Sur Schools Curriculum Implementation Unit
WEEKLY LEARNING PLAN
Quarter: First Grade Level: 8 Week: 1 Date: August 22-26, 2022 Learning Area: Edukasyon sa Pagpapakatao Mode of Delivery: In-person learning
MELCs: Natutukoy ang mga gawain o karanasan sa sariling pamilya na kapupulutan ng aral o may positibong impluwensiya sa sarili. (EsP8PB-Ia-1.1) Nasusuri ang pag-iral ng pagmamahalan, pagtutulungan at pananampalataya sa isang pamilyang nakasama, naobserbahan o napanood. (EsP8PB-Ia-1.2)
Day and Time Objectives Topic/s Classroom-Based Home-Based
Activities Activities THURSDAY Natutukoy ang Impluwensiyang Balikan Gawain 7: Taglay ng Larawan 8-St.John mga gawain o Hatid ng Pamilya! Gawain 1: Alalahanin Mo! Humanap ng larawan ng iyong pamilya 8:30-9:30 karanasan sa Alalahanin mo kung ano ang at ipaliwanag ang larawan gamit ang sariling pamilya kontribusyon o aral ng bawat kasapi ng mga gabay na tanong. Idikit ito sa na kapupulutan iyong pamilya at ibahagi ang epekto sagutang papel. ng aral o may nito sa iyong sarili. Gabay na Tanong: 1. Ano ang ipinapakita sa larawan? positibong Tuklasin 2. Ano-ano ang positibong impluwensiya sa Gawain 2: Puso Ko, impluwensyang naidulot nito sa iyong sarili. Naimpluwensiyahan Mo! sarili? Tukuyin sa binasang salaysay ang 3. Paano mo isasabuhay nang lubos ang parirala na sa tingin mo ay mga positibong impluwensiya na nakuha nakapagbigay sa iyo ng positibong mula sa iba’t ibang karanasan kasama impluwensiya sa sarili. ang pamilya?
Pagyamanin Gawain 3: Ilista Mo! Tukuyin at ilista ang mga magagandang karanasan na naranasan kasama ang iyong pamilya.
Gawain 4: Mabuting Ehemplo!
Batay sa iyong mga naging sagot sa Gawain 1, tukuyin ang mga dahilan kung bakit naging positibong impluwensiya ang napiling karanasan sa iyong buhay.
Gawain 5: I-Akrostik Mo!
Gamit ang akrostik, bigyan ng pagpapakahulugan ang salitang PAMILYA sa kahalagahan nito sa paghubog ng positibong impluwensiya sa bawat kasapi. FRIDAY Nasusuri ang 3P’s Umiiral sa Balikan Isagawa 8-St.John pag-iral ng Pamilya Gawain 1: Kahon ng Impluwensiya Gawain 7: I-KONEK MO 8:30-9:30 pagmamahalan, Panuto: Piliin sa loob ng kahon ang Suriin ang kilos ng mga kasapi ng iyong pagtutulungan at aral o kilos na may positibong pamilya at alamin kung umiiral ang pananampalatay impluwensiya sa sarili na inilalarawan pagmamahalan, pagtutulungan at a sa isang ng bawat bilang. pananampalataya. pamilyang nakasama, Tuklasin naobserbahan o Gawain 2: Katangi-tanging Larawan! napanood. Suriin ang mga larawan at pagnilayan (EsP8PB-Ia-1.2) ang mga gabay na tanong.
Pagyamanin Gawain 3. Hula Salita Suriin ang mga pangungusap upang mabuo ang salitang naglalarawan sa mga birtud na umiiral sa isang pamilya mula sa pinaghalong letra.
Gawain 4: Kasabihan, Mauugnay Ko!
Suriin ang mga kasabihan at ilahad ang iyong pananaw kung ano ang kahinatnan sa pagpapairal ng pagmamahalan, pagtutulungan at pananampalataya sa isang pamilya. Prepared by: LEILA M. PALACIO Approved by: Subject Teacher NATIVIDAD B. REYES, PhD Principal IV
