Strategic Intervention Material

for Grade 8 - 2nd Quarter

“Solving Problems
Involving Factors of
Polynomials”

NAME:
________________________________
YEAR & SECTION: College of Education
________________________________ Caraga State University
November 2023
 author’s note
Good day friend! I am John and together
with me are Bebelyn and Jeamie. Come and
join with us to construct and build your skills
in solving problems involving factors of
polynomials.

Primary activity is provided to engage you

in our topic and help you develop your skills
and understanding. You can ask the teacher
to assist or guide you for better
understanding the topic. This module will
serve as your guide and it is highly
appreciated that your eagerness to learn,
actively engage in the activities.

Hi I am Bebelyn, the needed materials are

already identified and instructions must be
followed. Use this module with care and don’t
write any unnecessary marks of this module.
Provide a paper for your answers or any
scratch paper if needed.

Hello I am Jeamie, go on and take a step

towards your learning and don’t hesitate to
ask questions or raised any clarifications to
your teacher regarding to this topic. Let's
make your learning fun and bring a lot of
knowledge and understanding. Experience also
makes a better learning. Have fun.
 Tasks card
This SIM focuses on the skills of the students, including the
following subtasks:
Identify and differentiate various techniques of
factoring polynomials,
Develop a positive attitude towards overcoming
challenges encountered while learning and applying
factoring methods, and
Apply factoring methods to solve problems.

Your Journey
start here!
GUIDE CARD:
1

ACTIVITY
CARD 1 2

ASSESSMENT
CARD
ACTIVITY
CARD 2 3
4
finish!
ENRICHMENT
CARD
 Guide Card:
"Hey! Ever
"thought about how
math helps us
build?

Math ensures everything fits

perfectly, from measuring distances
to cutting angles. It's our secret tool
for building correctly! Justifying
each move, conquering challenges
effortlessly. Ready to learn about
the properties? Let's go!"

PROPERTIES
Zero Product Property. This simply states that if
ab = 0, then either a = 0 or b = 0 (or both).

Additive Inverse Property. The additive inverse (or

the opposite sign or the negative) of a number 𝒂 is
the number that, when added to 𝒂, yields zero. In
symbol, 𝒂 + (−𝒂) = 𝟎.
 Guide Card:
Additive Identity Property states that the sum of any number
and 0 is the given number. Zero, “0” is the additive identity. In
symbol, 𝑎 + 𝟎 = 𝒂

Multiplicative Inverse Property. The multiplicative inverse (or

the reciprocal) of a number 𝒂 is 𝟏 𝒂 that, when multiplied to 𝒂,
the product is one. In symbol, a · 𝟏 𝒂 = 1.

Multiplicative Identity Property states that the product of

any number and 1 is the given number, 𝑎 • 1 = 𝑎. One, “1” is the
multiplicative identity.

Commutative Property of Addition. The order of the addends

does not affect the sum. In symbol, 𝑎+𝑏 = 𝑏+𝑎.

Distributive Property of Multiplication states that when a

number is multiplied by the sum of two numbers, the first
number can be distributed to both of those numbers and
multiplied by each of them separately. In symbol, a(b + c) = ab
+ ac.

Addition Property of Equality (APE) states that if the same

number is added to both sides of an equation, then the
equality is still true. In symbol, if 𝑎 = 𝑏, then 𝑎 + 𝑐 = 𝑏 + 𝑐.

Multiplication Property of Equality (MPE) states that when we

multiply both sides of an equation by the same number, then
the two sides remain equal. That is if 𝑎, 𝑏, and 𝑐 are real
numbers such that 𝑎 = 𝑏, then 𝑎 x 𝑐 = 𝑏 x 𝑐.
 Guide Card:
Area Problem
Involves finding the amount of space within a defined boundary
or region.
Common shapes include rectangles, triangles, circles, and
irregular polygons.
Formulas like A = l × w for rectangle A = l × h for triangles may be
used.

Example: Find the area of a rectangular garden with a length of 10

meters and a width of 5 meters.
Solution:
The formula for the area of a rectangle is A = l × w
Substitute the given values: A = 10m × 5m = 50m²
Therefore, the area of the rectangular garden is 50m²

Perimeter Problem
Focuses on finding the total length of the boundary of a shape.
Involves adding up the lengths of all sides of a polygon or the
circumference of a circle.
Formulas vary based on the shape, such as P=2×(l+w) for
rectangles or P= π × d for circles.

Example: Determine the perimeter of a square with sides

measuring 8 centimeters each.
Solution:
The formula for the perimeter of a square is P = 4 × side
Substitute the given value: P = 4 × 8cm = 32cm
Therefore, the perimeter of the square is 32cm
 Guide Card:
Consecutive Integers Problem
Involves working with a sequence of integers where each number
follows the previous one.
Examples may ask you to find consecutive integers given certain
conditions or perform operations with them.

Example: If the sum of three consecutive integers is 45, find the

integers.
Solution.
Let n be the first integer.
The next two consecutive integers are n + 1 and n + 2.
The sum is n + (n + 1) + (n + 2) = 45.
Solve the equation: 3n + 3 = 45.
Simplify and find n = 14.
The consecutive integers are 14, 15, and 16.

Number Problem
Encompasses a broad category of problems related to arithmetic
operations, properties of numbers, and relationships between
numbers.
Examples may include finding the sum, product, difference, or
ratio of numbers, solving equations, and exploring number
patterns.

Example: If the product of two numbers is 24 and their sum is 10,

find the numbers.
Solution.
Let x and y be the two numbers.
The given conditions can be expressed as xy = 24 and x + y = 10.
Solve the system of equations to find that x = 4 and y = 6.
Therefore, the numbers are 4 and 6.
 Guide Card:
Example: The area of a square is numerically equal to fifty times
its perimeter. Find the length of a side of the square.
Solution:
Step 1. Choose a variable to represent what is unknown.
Let 𝒔 be the length of the side of a square

Step 2. Translate what you are representing in words into

Mathematical expressions.
Meaning, write the equation based on the given information. Note
that area of a square with side s is A = 𝑠² and its perimeter is 𝑃 = 4𝑠.
Hence, 𝒔² = 𝟓𝟎(𝟒𝒔).

Step 3. Simplify the expression and solve for the unknown.

𝑠² = 50(4𝑠) Equation obtained in Step 2

𝑠² = 200𝑠 Simplify

Place all polynomials on one side of

𝑠² − 200𝑠 = 0
the equation and set to 0.

𝑠 (𝑠 − 200) = 0 Addition Property of Equality

(𝑠− 10) (𝑠 + 2) = 0 Factor the polynomial

𝑠 – 10 = 0 𝑜𝑟 𝑠 + 2 = 0 Zero Product Property

𝑠 − 10 + 10 = 0 𝑜𝑟
Addition Property of Equality
𝑠+2−2=0−2

𝑠 = 10 𝑜𝑟 𝑠 = −2 Resulting Equations

Since there are two values of the unknown, then the numbers are −𝟐 𝒐𝒓 𝟏𝟎.
 Activity Card: Choose What You
Sow!

Good day, class! Read the given situation and

solve. Below the answer box are the steps to be
done to arrive at the correct answer. Arrange the
steps in logical order by placing the letter of your
choice on the shape provided in the Answer Box.
The first step is done for you. Write your answers
on a separate sheet of paper.

Suppose John asks you to make for him a

rectangular-shaped garden. The total area of the
garden is 84 square feet. She wants that the length
of the garden is 8 feet longer than the width. Can
you tell what is the length and the width of the
garden?

Answer Box

84 = 𝑥² + 8𝑥 0 = 𝑥² + 8𝑥 − 84

𝑥 + 14 = 0 or 𝑥 – 6 = 0 Let 𝑥 be the 𝑤𝑖𝑑𝑡ℎ

𝑥 + 8 be the 𝑙𝑒𝑛𝑔th

𝐴 = (𝑙𝑒𝑛𝑔𝑡ℎ)(𝑤𝑖𝑑𝑡ℎ)
84 = (𝑥 + 8)(𝑥) 0 = (𝑥 + 14)(𝑥 − 6)
 Activity Card: Make Me A Bridge!
We've got
some guide questions
to measure your mastery
in the task. Are you
ready?

Have
Fun!

Guide Questions:

1. How did you find the activity?

___________________________________________________________
___________________________________________________________
___________________________________________________________

2. What do you think is the width of the garden? What is its

length?
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________

3. How many values of 𝑥 can be found after solving the

equation? Why did you not consider the other value?
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
 Activity Card: Fill me!
Good day, class! Today, we have a task at hand.
You see this problem on the board? It's an
opportunity for you to apply what you've
learned. The steps to solve it are conveniently
laid out on the right side. Let's dive in and fill in
the blank spaces with the needed solution.

Begin by reading the steps on the right. They

guide you through the process. Identify the
information given and think about what solution
would fit in each blank. Remember, it's about
applying the concepts we've covered in class.
Give it a shot, and I'm here to help if you get
stuck.

Problem: The sum of the square of a number and 15 is the same as eight
times the number. What are the numbers?

Solution What To Do

Use a variable to represent the

Let 𝒙 be the number
unknown

Translate into mathematical

_____ + 𝟏𝟓 = _____
expression

Place polynomial on one side and set

𝒙² + 𝟏𝟓 − ______ = 𝟖𝒙 − _____ equation to zero by Addition Property
of Equality

𝒙² + 𝟏𝟓 – 𝟖𝒙 = _____ Write the resulting equation

 Activity Card: Fill me!

Arrange the terms in descending

𝐱² − 𝟖𝒙 + _____ = _____
order of its exponents

(_____)(_____) = 𝟎 Factor the polynomial

(𝒙 − _____) = 𝟎 𝒐𝒓 (𝒙 − _____) =
Apply the Zero Product Property
𝟎

𝒙– 𝟓 + ___ = 𝟎 + ___ 𝒐𝒓 Solve for the unknown by using

𝒙 ___ + 𝟑 = 𝟎 + ___ Addition Property of Equality

𝒙 = _____ 𝒐𝒓 𝒙 = _____ Write the resulting equation.

Final Statement: The numbers are ______________________.

Great job, everyone!

That was an awesome
start to our
adventure!
 Assessment Card
Team, we've got a challenge! . Formulate
two real-life problems involving factors of
polynomials. Choose two (2) of the
following situations:
Area Problem
Perimeter Problem
Consecutive Integers Problem
Number Problem
Assessment Card
 Enrichment Card

For sure by now, you are already familiar of how real-

life applications on factoring can be solved. You can
take the challenge of finding the right answers to the
problems found below

PROBLEM
Originally a rectangle was twice as long as its width. When 5
meters was subtracted from its length and 3 meters was
subtracted from its width, the new rectangle had an area of 55
meters. Find the dimensions of the original rectangle.

To start, assign a variable for the unknown. Say,

Let 𝒘 be the width of the original rectangle

𝟐𝒘 be the length of the original rectangle

Consider the questions that follow. You are given two choices
to each of the question. Place a Check mark (√) on the empty
box of your choice. Then, you have to support your answer why
you have chosen such. Are you ready?
 Enrichment Card
QUESTION 1
What will be the mathematical equation that you will obtain
based on the information given?

(𝟐𝒘 – 𝟓)(𝒘 − 𝟑) = 𝟓𝟓

(𝟐𝒘 – 𝟑)(𝒘 – 𝟓) = 𝟓𝟓

Support your choice:

QUESTION 2
What is the resulting equation when the polynomials are
multiplied?

𝟐𝒘² – 𝟏𝟏𝒘 + 𝟏𝟓 = 𝟓𝟓

𝟐𝒘² – 𝟏𝟏𝒘 − 𝟏𝟓 = 𝟓

You can show your solution to show your Answer:

 Enrichment Card

QUESTION 3
When the polynomials are placed on one side and the
equation is set to zero, what will be the resulting equation?

(𝟐𝒘 + 𝟓)(𝒘 – 𝟖) = 𝟎

(𝟐𝒘 – 𝟓)(𝒘 + 𝟖) = 𝟎

Support your choice:

 additional activity
Welcome, everyone, to our enchanting activity. Let
the magic unfold! Complete the 3-2-1 Chart about
A
your discoveries in solving word problems
involving factoring of polynomials.

Things I found out

1. _________________________________________________
2. __________________________________________________
3. __________________________________________________

Interesting things I learned

1. _____________________________________________
2. _____________________________________________

Thing that confused me

1. ________________________________________________
References
Department of Education – Caraga Region. (2020). Mathematics – Grade 8
Alternative Delivery Mode Quarter 1 – Module 1 Factoring Polynomials.
Published by the Department of Education. First Edition

Author's Biography

I am JOHN CARLO SEVENORIO LUCINO, a BSED - Math 3 of

Caraga State University. I served as the ...

/john.carlo.lucino

john.carlo.s.lucino@gmail.com

I am BEBELYN ESPAÑOLA MACALAM, a BSED - Math 3 of

Caraga State University. I served as the ...

/bebelynmacalam

macalam0228@gmail.com

I am JEAMIE CABALLARMARQUILLA , a BSED - Math 3 of

Caraga State University. I served as the ...

/jeamiemarquilla

jeamiemarquilla02@gmail.com