DAILY LESSON
PLAN
School Cagbayang Integrated School
Teacher Jennielyn A. Bacarra
Date September 11 – 12
7:30 – 8:00
Grade Level
8
Learning Area Mathematics
Quarter 1st
I. OBJECTIVES
A. Content Standard
B. Performance Standard
C. Learning Competencies/
Objectives
II. CONTENT
The learners demonstrate understanding of key concepts of key concepts of factors of
polynomials.
The learner is able to formulate real-life problems involving factors of polynomials and
solve these problems accurately using a variety of strategies.
1. factors completely different types of polynomials (polynomials with difference of
two squares, sum and difference of two cubes, and perfect square trinomials).
2. Identify if the polynomial is a perfect square, sum and difference of two cubes or
sum and difference of two cube.
Factoring Special Product
III. LEARNING
RESOURCES
A. References
1.Teacher’s Guide page
2. Learner’s Materials
page
3. Textbook page
4. Additional Materials
from Learning Resource
(LR) portal
B. Other Learning
Resources
Realistic Math 8 Wraparound, pp. 7-17
Realistic Math 8, pp. 7-13
Realistic Math 7, pp. 7-17
Laptop, markers, monitor, bond papers
IV. PROCEDURE
A. Reviewing previous
lesson or presenting the
new lesson
B. Establishing a purpose
for the lesson
 Prayer
 Greetings
 Checking of Attendance
 Classroom rules
ACTIVITY: Math Quiz
Multiply the following. The group that answers correctly gets a point. The Group which has
the most number of points wins the game.
(y + 2)2
(y + 2)(y – 2)
Motive Questions:
1. What do you observe with the factors and their product?
C. Presenting
examples/instances of
new lesson
D. Discussing new concepts
and practicing new skills
E. Discussing new concepts
and practicing new skills
#2
Watch the video presentation.
Watch the video presentation.
ACTIVITY: Match it to me!
Instructions: Match the polynomial in column A to its
factors in column B. Choose a presenter to discuss your answer.
1. x2 + 6x + 9
2. x2 – 25
3. 8x3 + 1
4. 27x3 – 8
a. (2y + 1) (4y2 – 2y + 1)
b. (x + 5) (x – 5)
c. (x + 1) (x – 1)
d. (3u – 1) (9u2 + 2y + 1)
e. (x +3)2
F. Developing mastery
(Leads to Formative
Assessment)
G. Finding practical
application of the
concept in daily living
H. Making generalization
about the lesson
I. Evaluating learning
J. Additional activities for
application or
remediation
V. REMARKS
VII. REFLECTION
A. No. of learners who
earned 80% in the
evaluation.
B. No. of learners who
require additional
activities for
remediation
C. Did the remedial
lessons work? No. of
learners who caught up
with the lesson.
D. No. of learners who
continue to require
remediation.
1. The height of a cube furniture piece is x + 10 inches. If the volume of cube is x3 + 1000
cubic inches, how much area does each face of the cube?
2. a small square is cut from the corner of a square piece of paper. If the side of the bigger
square is twice as large as the side of the small square, what expression could represent
the area of the remaining paper?
Guide Questions for Generalization:
 What is a polynomial?
 How can we obtain the factors of polynomials using common monomial factor?
 What concepts have you learned from factoring that can be applied in your daily
living?
Factor the following completely.
1. a2 + 20a +100
2. f2 – 4
3. n3 + 8
4. u4 – v4
What value(s) of h is x2 – 5x + h a factor of x3 + 125?
E. Which of my teaching
strategies worked well?
Why did these work?
F. What difficulties did I
encounter which my
principal or supervisor
can help me solve?
G. What innovation or
localized materials did I
used/discover which I
wish to share with
other teacher?