Daily Lesson Log of M8AL-Ia-b-1 (Week 1 Day 2)

School Grade level Grade 8

Teacher Learning Mathematics

Area

Teaching Date and Quarter First

Time

I. OBJECTIVES Objectives must be met over the week and connected to the curriculum standards. To
meet the objectives, necessary procedure must be followed and needed, additional
lessons, exercises and remedial activities may be done for developing content
knowledge and competencies. These are assessed using Formative Assessment
Strategies. Valuing objectives support the learning of content and competencies and
enable children to find significance and joy in learning the lessons. Weekly objectives
shall be derived from the curriculum guides.
A. Content Standards The learners demonstrate understanding of key concepts of the factors of polynomials
B. Performance The learners formulate real-life problems involving factors and solve these with utmost
Standards accuracy using a variety of strategies.
C. Learning Learning Competency: Factors completely different types of polynomials (polynomials
Competencies/ with common monomial factor, difference of two squares, sum and difference of two
Objectives cubes, perfect square trinomials, and general trinomials). M8AL-Ia-b-1
Learning Objectives:
1. Identify the expression that can be factored
2. Determine the process of factoring polynomials with difference of two squares
3. Show appreciation in factoring
4. Find factors of a given polynomials

II. CONTENT Factoring polynomials with difference of two squares

III. LEARNING Curriculum guide, Teacher’s guide, Learner’s module
RESOURCES
A. References
1. Teacher's Guide Module 1: Pages 34-35
2. Learner's Module Page 32-33
3. Textbook Pages
4. Additional
Materials From
Learning Resources
(LR) Portal
B. Other Learning
Resources
IV. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so
that students will learn well. Always be guided by demonstration of learning by the
students which you can infer from formative assessment activities. Sustain learning
systematically by providing students with multiple ways to learn new things, practice
 the learning, questions their learning processes, and draw conclusions about what they
learned in relation to their life experiences and previous knowledge. Indicate the time
allotment for each step.
A. Review previous The teacher lets the students recall the definition of factoring and the first type of
lesson Or presenting factoring introduced to them.
the new lesson
Possible response:
Factoring is the reverse of multiplication. The first type was factoring by greatest
common monomial factor

He/she then ask the students if the given polynomial below has a common monomial
factor and let them also describe the given polynomial

1. abc + abd 2. 24m2-12m 3. X2-y2 4. 25-b2

Possible response:
- numbers 1 and 2 have a common monomial factor
- numbers 3 and 4 don’t have any common monomial factor
- The given polynomials are binomials
- terms in numbers 3 and 4 are perfect squares
- numbers 3 and 4 are polynomial with difference of two squares

B. Establishing a The teacher lets the students realize that factoring by common monomial factor is not
purpose for the lesson applicable to all polynomials but it is necessary that greatest common monomial factor
should be use first before applying any type of factoring.
C. Presenting The teacher lets the students , in group of two do the Activity 5 on page 32 of the
examples/ instances Learner’s Module and answer the following questions:
of the new lesson 1. How do you think the products are obtained?
2. What are the different techniques used to solve for the products?
3. What is the relationship of the product to its factor?
4. Have you seen any pattern in this activity?

Possible responses :

1. the product are obtain by making the given numbers into sum and difference
of binomials
2. by multiplying the sum and difference of binomials
3. the factors of difference of two squares are sum and difference of binomials.
4. Students give varied answers
D. Discussing new The teacher discusses with students using the given number pattern of activity 5 to see
concepts and the relationship of factors to product. He/she may bring back the students to
practicing new skills multiplying sum and difference of binomials in special product to see how factors may
be obtained. Students should realize that factors of difference of two squares are sum
#1
and difference of binomials.
E. Discussing new The teacher illustrate now on how to obtain the factors of polynomials with difference
concepts and of two squares. He/she can use the examples found in learner’s module at page 33.
practicing new skills
#2
F. Developing mastery
( leads to formative The teacher lets the students match polynomials of column A to its corresponding
assessment) factors in column B.

Column A Column B
1. X2-16 a. (9+m)(9-m)
2. 9-m2 b. (x-3)(x+3)
3. X2-4 c. (x+4)(x-4)
4. 81-m2 d. (3-m)(3+m)
5. x2- 9 e. (x+2)(x-2)

Answer key:

1. X2-16 ------- c. (x+4)(x-4)

2. 9-m2 ------- d. (3-m)(3+m)
3. X2-4 --------- e. (x+2)(x-2)
4. 81-m2 -------- a. (9+m)(9-m)
5. x2- 9 -------- b. (x-3)(x+3)

G. Finding practical
applications of
concepts and skills in
daily living
H. Making The teacher summarizes the concept of factoring polynomials with difference of two
generalizations and squares by asking the following questions:
abstractions about the 1. What are the factors of polynomials with difference of two squares?
lesson 2. How to find the factors of a given polynomial with difference of two squares?
Answers shall be drawn from the students.

Possible responses:
1. It is the sum and difference of binomials
2. Get the square roots of the two squares, then write the product of the sum
and difference of the square roots

Remember:
The factored form of a polynomial that is a difference of two squares is the sum and
difference of the square roots of the first and last terms.

I. Evaluating Learning The teacher lets the students answer individually the formative assessment.
Find the factors of the given polynomials.

1. c2-25
2. w4-1
3. 36-h6
4. k4-100
5. 1-r10

Answer key:
 1. (c-5)(c+5)
2. (w2-1) (w2+1)
3. (6-h3) (6+h3)
4. (k2-10) (k2+10)
5. (1-r5) (1+r5)

J. Additional Activities The teacher may let the students answer Activity 7 on page 34 of the Learner’s Module
or Remediation to enhance more their skills in factoring polynomials with difference of two squares.
V. REMARKS
VI. REFLECTION
A. No. Of learners
who earned 80% of
the evaluation
B. No. Of learners who
require additional
activities for
remediation who
scored below 80%
C. Did the remedial
lesson work? No. Of
learners who have
caught up with the
lesson
D. No. Of learners who
continue to require
remwdiation
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 use / discover which I
wish to share with
other teachers