Grade

School Grade 8
Level
Learning Mathematic
DAILY LESSON PLAN Teacher
Area s
Teaching First
Quarter
Date Quarter

At the end of the session, at least 80% of the learners should be able
I. OBJECTIVES to:
Demonstrates understanding of key concepts of factors of polynomials,
rational algebraic expressions, linear equations and inequalities in two
A. Content Standards variables, systems of linear equations and inequalities in two variables and
linear functions.
Formulate real-life problems involving factors of polynomials, rational
algebraic expressions, linear equations and inequalities in two variables,
B. Performance Standards systems of linear equations and inequalities in two variables and linear
functions, and solve these problems accurately using a variety of strategies.
C. Learning Competencies Factors completely different types of polynomials (polynomials with
common monomial factor, difference of two squares, sum and difference of
(Write the LC code for two cubes, perfect square trinomials, and general trinomials). (M8AL-Ia-b-
each) 1)
 Knowledge (K)
Determine patterns in factoring polynomials
 Understanding (U)
D. Learning Objectives Factor the sum and difference of two cubes completely and
accurately.
 Do (D)
Solve problems involving factoring polynomials

II. CONTENT (Subject Factoring Sum and Difference of Two Cubes

Matter)

III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials
pages
3. Textbook pages
4. Additional Materials
from
Quarter 1-Mathematics 8 Module 1A-Factoring Polynomials (CO)
Learning Resources (LR)
portal
B. Other Learning
Powerpoint presentation, worksheet, flashcards
Resources

IV. PROCEDURES
A. Prayer
B. Greetings
C. Checking of Attendance
ACTIVITY: Powerful 3!
Recall: Perfect cubes are numbers or expressions that can be
A. Initial Activity expressed to the power of 3.
(Review of previous lesson/s or Questions:
Presenting the new lesson) 1. Which items are perfect cubes?
ENGAGE 2. Which items are not perfect cubes?
3. What did you do to determine whether the numbers are
perfect cubes?
ACTIVITY: GIVE THE CUBE ROOT
The students will identify in the given all expressions that are perfect
B. Motivation cubes. Afterward they will give the cube root of the identified perfect
(Establishing a purpose for the cubes.
lesson) ENGAGE 1. 4 3. 27
2. 25 4. 8x3 5. 64y6

C. Analysis Activity: See the Pattern

(Presenting examples / Given below are expressions in factored form in which one of
 the factors is a binomial and the other one is a trinomial. Follow the
process in multiplying them and compare the product to the factors
and give your observations.
Factored Form Steps Process
1 (x – 3)(x 2+ 3 x +9) x 2 (x – 3)+3 x (x – 3)+9( x – 3)Distributing
. (x−3) to each
of the terms in
the given
trinomial
(Distributive
property)
3 2 2
x – 3 x +3 x – 9 x+ 9 x −27 Distributing x 2
to ( x – 3 ¿, 3 x
to ( x – 3) , and
9 ¿ ( x – 3)
(Distributive
property)
Product 3 By
x −27
simplification

Factored Form Steps Process

Instances of the new lesson) 2 2
ENGAGE
2 (x +3)(x −3 x+ 9) x ( x +3 ) −3 x (x +3)+9(x +3) Distributing
. (x +3) to each
of the terms in
the given
trinomial
(Distributive
property)

3 2 2
x +3 x −3 x – 9 x +9 x+ 27 Distributing x 2
to ( x +3 ¿, −3 x
to ( x +3 ) , and 9
¿ ( x +3 )
(Distributive
property)

Product 3 By
x +27
simplification
2
Compare the product x 3−27 to its factors ( x – 3)( x + 3 x +9).
What are your observations?

Questions:
1. How did you get the product of the given?
2. Have you observed any pattern?
D. Discussing new concepts SUM AND DIFFERENCE OF TWO CUBES
and practicing new skills The Sum and difference of two cubes have these factors.
(sub-activity # 1) a 3+ b3=( a+b ) ( a 2−ab+ b2 )
EXPLORE 3 3
a −b =( a−b)¿
Example:
3
1. x +8=¿
¿(x +2) [(x )2−( x )( 2 ) +(2)2 ]
¿(x +2)( x ¿¿ 2−2 x+ 4)¿
3
2. 27 x −1=¿
¿(3 x−1) [(3 x )2−( 3 x ) ( 1 ) +(1)2 ]
¿(3 x−1)(9 x ¿¿ 2+3 x+ 1)¿

Activity: Cube to the Left, Cube to the Right

 Practice Exercises:
You learned in the previous activity about the sum and
difference of two cubes. Determine whether the following polynomials
are sum of two cubes (STC), difference of two cubes (DTC), or neither
sum nor difference of two cubes (NSND).
1. x 3 + y 3
2. x 3− y 3
3. a 3−8
4. m 3 +125
5. 64−b 3
Activity: Missing Parts
Supply the missing expression.
1. x 3− y 3=(¿¿ )( x 2 + xy + y 2 )
2. 125 a3 +1=(5 a+ 1)¿
3. m 3−27=( m−3)¿
4. 64−27 n3 =(¿ ¿ )(16−12 n+ 9 n2)
5. ¿¿ (2 p+ 5 q)(4 p 2−10 pq +25 q2 )

E. Discussing new concepts and Activity: The Missing Parts

practicing new skills (sub- Complete the following products. Write your answers on your answer
activity # 2) sheet.
EXPLORE 1. ¿)( x 2 – 3 x + 9)
= ( x +3 ) x2 – ( )3 x + ( )9
= x ³+ ¿−3 x – 9 x + ¿ + 27
2

= x 3 + ___
2. ( x – y )( x 2+ xy + y 2 )
= ()x 2 +() xy+( ) y 2
2 2 3
= ¿−x 2 y+ x y – x y + ¿− y
= x 3−¿ ¿
Directions: Read and answer the following questions.
1. How did you completely factor the sum and difference of two
cubes? Write the process of each and their rule or pattern.
2. There are cases in which the given expression cannot
immediately be factored using patterns in the sum and
difference of cubes. How will you utilize the patterns in the
sum and difference of two cubes in this case?
Steps in Factoring Sum and Difference of Two Cubes
The sum and difference of two cubes can be factored if the given
expression is a binomial and both terms have perfect cubes.
F. (Developing mastery) Step 1: Decide if the two terms have anything in common, called the
EXPLAIN greatest common factor or GCF. If so, factor out the GCF. Do not
forget to include the GCF as part of your final answer.
Step 2: Check if the two terms are perfect cubes. If yes, proceed to
the next steps.
Step 3: Rewrite the original problem as a sum/difference of two
perfect cubes
Step 4. “Write What you See” If you disregard the parenthesis and the
cubes in step 3. “Square-Multiply-Square. “Same, Different. End
on a Positive”
Step 5. Write the final answer.

G. (Finding practical ACTIVITY: Packing Breakables

applications of concepts and An online seller of glass water tumblers is about to ship
skills in daily living) the order of his client via a local courier service provider. To
ELABORATE ensure that the items will not be damaged during the shipping,
the tumblers were secured in a small box and is to be placed in
a larger box filled with styrofoam chips.

12
in.
 in.

in.
in.
Question:
1. Write a polynomial that describes the amount of space
in a larger box that must be filled with styrofoam
chips.
2. Factor the polynomial.
ACTIVITY: WHAT I HAVE LEARNED
Reflect on the activities you have done in this lesson by
completing the following statements. Write your answers on
H. (Making generalization your journal notebook.
about the The 3 things that I have learned are
lesson) ________________________________________________________
ELABORATE _________________________________________________________
_________________________________________________________
The one thing that I want to know more about is
_________________________________________________________
LET’S CHECK WHAT YOU’VE GOT
Find the factor of each sum and difference of two cubes in the box
below. Color the box with its corresponding color.

I. (Assessing learning)
EVALUATE

Activity: Break the Cube Part 2

Factor completely the polynomials below:
1. x 3 + y 3 6. r 3 +1
2. x 3− y 3 7. c 3−27
J. (Additional activities for 3. a 3−8 8. n3 +216
application 3
4. m +125 9. 1000− y 3
or remediation)
ELABORATE 5. 64−b 3 10. p3 +343

Factor each completely.

3 3 3 3
1. x +27 2. 8 y – 27 3. x y + 1
2. p6−64 5. m 6−125 n 3

____ Lesson carried. Move on to the next objective. ____ Lesson not
V. REMARKS carried.

VI. REFLECTION