DETAILED LESSON PLAN in

MATHEMATICS 8
QUARTER I
Week 1

Subject: MATH Grade Level: 8

Date: ________________ Day 4
Demonstrates understanding of key concepts of factors of polynomials
Content Standard
(Polynomials with common monomial factor)
Is able to formulate real-life problems involving factors of polynomials
Performance Standard
(perfect square trinomial)
Factors completely different types of polynomials (perfect square
Competency
trinomial), M8AL-Ia-b-1
I. OBJECTIVES
Knowledge:  Identifies whether the given polynomial is a perfect square trinomial;
Skills:  Factors perfect square trinomial; and
Attitude:  Shows mastery in factoring perfect square trinomial.
II. CONTENT Factoring Perfect Square Trinomial
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Teacher’s Guide (TG) in Mathematics 8, pp. 32 – 34
Pages
2. Learner’s Learner’s Module (LM) in Math 9, pp. 30 – 32
Materials Pages
3. Textbook Pages Our World of Math (Textbook) in math 8, pp. 10 – 13,
Moving Ahead With Mathematics 8, pp. 194 – 195
Elementary Algebra, pp. 182 - 184
4. Additional  Manila paper
Materials  Cardboard
 placards
IV. PROCEDURES
A. Reviewing or ACTIVITY: Let’s Recall!
presenting the new
lesson The process of squaring a binomial.

(x + 4)2

= x2 + 2(4)(x) + 42
= x2 + 8x + 16

1. How many resulting terms when we square binomial? Ans. three

terms
2. State the steps in squaring a binomial.
Ans.
1. Square the first term
2. Twice the product of the first and the second term.
3. Square the last term.

Prepared by: MARISSA B. CUIZON, MST-MATH

 DETAILED LESSON PLAN in
MATHEMATICS 8
B. Establishing a
purpose for the Motive Questions:
lesson 1. What is the resulting product when we square a binomial?
Possible answer: the result when we square a binomial is always a
trinomial.
2. Did you observe any pattern?
Possible answer: yes!
3. Is there a relation between squaring binomial and factoring perfect
square trinomial?
Ans. Yes
4. Does the pattern can be applied in real situations?
(Answers may vary)

C. Presenting examples of ACTIVITY: Compare Us!

the new lesson
(x + 4)2 x2 + 8x + 16

= x2 + 2(x)(4) + 42 = ( x + 4) (x + 4)

= x2 + 8x + 16 = (x + 4)2

Guide Questions:
1. How many terms are there in the product when we square binomial?
How about when we factor perfect square trinomial?
2. What have you observe on the factor of a perfect square trinomial?

(process all answers)

D. Discussing new ACTIVITY: GROUP ACTIVITY
concepts and practicing
new skills #1 Group the students into five.
1. Give a task card in every group containing a perfect square
trinomial and let them find the factor.
(the teacher can also use another technique/s)
2. Let the group perform the assigned task.
3. The group will present their output in a creative way.
(e.g. poem, hugot, acting, etc.)

Note: teacher will provide subtle coaching in every group activity.

E. Discussing new
The teacher discusses the definition and other concepts of factoring
concepts and practicing
perfect square trinomial. (Refer to Worksheet –Discusssion)
new skills #2
F. Developing Mastery ACTIVITY: Am I perfect?

Instructions: Tell whether the given below represent a perfect square

trinomial.

The teacher can use LCD projector/placards to show the trinomial and
then the group will write their answer on a cardboard. The group will
raise their answer.

1. a2 + 4a + 4  Ans. Perfect

2. p2 + 2p + 1 Ans. Perfect

Prepared by: MARISSA B. CUIZON, MST-MATH

 DETAILED LESSON PLAN in
MATHEMATICS 8
3. y2 – 20y + 100 Ans. Perfect
4. x + 3x + 9
2
Ans. Perfect
5. 2x2 – 4x + 16          Ans. Not perfect

The teacher may elaborate responses of the learners.

G. Finding practical Teacher will discuss how factoring applied in real-life situation.
applications of
concepts and skills Example: Your mother is planning to put-up fence in front of your
in daily living house. If the perimeter of the lot is x2 + 8x + 16. What is the measure of
the front side?

Ans. (x + 4)
Let the students answer.
H. Making Guide Questions for Generalization:
Generalizations and
abstractions about 1. How will you describe perfect square trinomial?
the lesson Ans. The first and last terms are both perfect square.
2. What have you observe on the first term of the factor?
Ans. It is the square root of the first term in the given trinomial.
3. How about the second term?
Ans. It is the square root of the second term in the given trinomial.
4. How will you identify that the given trinomial is a perfect square
trinomial?
Ans. If the first and the last term is perfect square.
Note: Teacher must correct immediately the wrong response of the
learner.
I. Evaluating learning Individual Work!

Instructions: Factor each of the following perfect square trinomials.

1. x2 – 10x + 25    Ans. (x – 5) (x – 5)

2. 9x2 + 24x + 16      Ans. (3x + 4)(3x + 4)
3.  100a2 – 140ab + 49b2 Ans. (10a – 7b)(10a – 7b)
 4. y2 – 8y + 16    Ans. (y – 4)(y – 4)
5. 16t  – 40t + 25  
2
Ans. (4t – 5) (4t – 5)

J. Additional ACTIVITY: PERFECT HUNT

Activities for Directions: Look for the different perfect square trinomials found in the
application or box. Answers might be written diagonally, horizontally, or vertically.
remediation

V. REMARKS

VI. REFLECTION
A. No. of learners who earned A. ____No. Of learners who earned 80% in the evaluation.

Prepared by: MARISSA B. CUIZON, MST-MATH

 DETAILED LESSON PLAN in
MATHEMATICS 8
80% in the evaluation
B. No. of learners who B. ____No. Of learners who require additional activities for remediation.
require additional activities
for remediation
C. Did the remedial lessons C. Did the remedial lessons work? ____No. of Learners who have
work? No. of learners who caught up the lesson.
have caught up the lesson
D. No. of learners who D. ____No. of learners who continue to require remediation
continue to require
remediation
E. Which of my teaching Stragegies used that work well:
strategies worked well? ___Group collaboration
Why did these work? ___Games
___Powerpoint Presentation
___Answering preliminary activities/exercises
___Discussion
___Case Method
___Think-Pair-Share(TPS)
___Rereading of Paragraphs/Poems/Stories
___Differentiated Instruction
___Role Playing/Drama
___Discovery Method
___Lecture Method
Why?
___Complete Ims
___Availability of Materials
___Pupil’s eagerness to learn
___Group member’s Cooperation in doing their tasks
F. What difficulties did I ___Bullying among pupils
encounter which my ___Pupil’s behavior/attitude
principal and supervisor ___Colorful Ims
help me solve? ___Unavailale Technology
Equipment (AVR/LCD)
___Science/Computer/Internet Lab
G. What innovation or
localized I used/discover
which I wish to share with
other teacher?

Prepared by: MARISSA B. CUIZON, MST-MATH

 DETAILED LESSON PLAN in
MATHEMATICS 8

ATTACHMENT

DISCUSSION: PERFECT SQUARE TRINOMIAL

Note: Teacher will discuss the figure below.

To sum it up:

A perfect square trinomial is the result of squaring a binomial. A perfect square

trinomial has first and last terms which are perfect squares and a middle term which is
twice the product of the square root of the first and the last term.

Prepared by: MARISSA B. CUIZON, MST-MATH

 DETAILED LESSON PLAN in
MATHEMATICS 8

ATTACHMENT

EVALUATION

Supply the missing term to make a true statement.

a. m2 + 12m + 36 = (m + ___)2

b. 16d2 – 24d + 9 = (4d - ____)2

c. a4b2 - 6abc + 9c2 = (a2b ___ ___)2

d. 9n2 + 30nd + 25d2 = (___ ___ 5d)2

e. 49g2 – 84g + 36 = (___ __ ___)2

f. 121c4 + 66c2 + 9 = (___ __ ___)2

g. 25r2 + 40rn + 16n2 = (___ __ ___)2

1 2 1 4
h. x + x+ = (___ __ ___)2
16 3 9

i. 18h2 + 12h + 2 = 2(__ __ ___)2

j. 20f4 – 60f3 + 45f2 = __(2f __ ___)2

Note: this activity will only be used if needed.

Prepared by: MARISSA B. CUIZON, MST-MATH