8

MATHEMATICS
FIRST QUARTER – MODULE 2
Problem Solving Involving
Factors of Polynomials

Laboratory High School |

What I Need to Know

This module was designed and written with you in mind. It is here to help you
master the problem solving involving factors of polynomials. The scope of this module
permits it to be used in many different learning situations. The language used
recognizes the diverse vocabulary level of students. The lessons are arranged to follow
the standard sequence of the course. But the order in which you read them can be
changed to correspond with the textbook you are now using.

In this module you will be able to:

solve problems involving factors of polynomials.

Specifically, you are expected to:
1. solve problems involving factors of polynomials; and,
2. formulate real-life problems on factors of polynomials.

What I Know

Let us check your prior knowledge about problem solving involving factors of
polynomials by answering the questions below.

Direction: Encircle the letter of the correct answer.

1. Which of the following strategies will help you solve word problems?
a. Draw an illustration
b. Make a table
c. Solve algebraically
d. All of the above

For item numbers 2 - 5, refer to the problem below.

Nathan has a rectangular picture frame with an area of (𝑥2 + 5𝑥 + 6)

𝑖𝑛2. If the length is (x + 3) inches, what is the measure of the width?

2. Which of the following is the correct representation of the

area using algebra tiles, x2, x and 1, shown at the right? 𝑥2 𝑥
1
 a.

b.

c.

d.

3. Which of the following are the correct dimensions of the area?

4. Which of the following gives correct factors of the area?
a. (𝑥 + 1) (𝑥 + 1)
b. (𝑥 + 1) (𝑥 + 2)
c. (𝑥 + 1)(𝑥 + 3)
d. (𝑥 + 2)(𝑥 + 3)

5. What is the correct answer to the problem?

a. (𝑥 + 1) in
b. (𝑥 + 2) in
c. (𝑥 + 3) in
d. (𝑥 + 5) in

For item numbers 6 – 7, refer to the problem below.

If the area of a square is (𝑥2 + 6𝑥 + 9) sq. units, what is the measure

of its side?

6. What type of factoring must be applied in the given problem?

a. difference of squares
b. difference of cubes
c. perfect square trinomial
d. general trinomial

7. By factoring, what is the measure of its side?

a. (𝑥 + 1) units
b. (𝑥 + 3) units
c. (𝑥 + 6) units
d. (𝑥 + 9) units

8. The product of Ivan and Ethan’s ages is (2𝑥2 − 𝑥 − 1). If Ethan is (𝑥 − 1) years
old, how old is Ivan?
a. 𝑥 + 1
b. 𝑥 + 2
c. 2𝑥 + 1
d. 2𝑥 + 3

For item numbers 9 – 12, refer to the problem below.

Betty is twice as old as Lala. Three years ago, the product of their
ages is four more than twice the age of Lala now. How old are they?

9. Which of the following tables gives correct representation of the problem?

a. Present Age Age 3 years ago

Betty 𝑥−3
Lala 𝑥+2 𝑥+2−3
 b. Present Age Age 3 years ago
Betty 𝑥+2 𝑥+2−3
Lala 𝑥−3

c. Present Age Age 3 years ago

Betty 2𝑥 2𝑥 − 3
Lala 𝑥−3

d. Present Age Age 3 years ago

Betty 𝑥−3
Lala 2𝑥 2𝑥 − 3

10. How old is Betty at present?

a. 4
b. 6
c. 8
d. 10

11. How old is Lala at present?

a. 2
b. 3
c. 5
d. 8

12. Three years ago, what was the product of their ages?
a. 10
b. 12
c. 14
d. 16

13. William needs to ride a bicycle in order to reach the school. The distance
he needs to travel is (𝑥2 + 3𝑥 − 10) km and the time taken by the bike to
covered the distance is (𝑥 − 2) h, for him not to be late. Find the speed of
the bike in km/h?
a. 2𝑥 − 5
b. 𝑥 − 5
c. 𝑥 + 5
d. 2𝑥 + 5

For item numbers 14 – 15, refer to the problem below.

In a big square field with side meters, Rose plans to design a 10 m landscape in one
corner. Find the area of the field which is not affected by the project.
14. Which of the following is the correct illustration of the problem?

15. What is the answer to the problem?

a. (𝑥2 + 10) 𝑚2
b. (𝑥2 + 100) 𝑚2
c. (𝑥2 − 100) 𝑚2
d. (100 − 𝑥2) 𝑚2

Nice try! You are now ready for the next set of activities.
 Lesson
Problem Solving Involving
1 Factors of Polynomials

This new lesson will help you relate factors of polynomials into real-life
applications focusing on the different ways of solving word problems involving number
relations, age, distance, and areas of polygons such as rectangles and squares.

What’s In
Let us review your previous lesson related to factors of polynomials.

Activity 1: You’re My Match

Directions: Match the following polynomials in column A to its corresponding factors
in column B. Write the letter of the correct answer on space provided.

A B.

_____ 1. 2𝑥2 + 8𝑥 a. (𝑥 + 4)(𝑥 − 4)

_____ 2. 𝑥2 − 16 b. (𝑥 + 4)(𝑥 + 4)

_____ 3. 𝑥2 + 8𝑥 + 16 c. (𝑥 + 4)(𝑥2 − 4𝑥 + 16)

_____ 4. 𝑥3 + 64 d. 2𝑥(𝑥 + 4)

_____ 5. 2𝑥2 − 11𝑥 + 12 e. (𝑥 − 4)(2𝑥 + 3)

f. (𝑥 − 4)(2𝑥 − 3)

Thumbs up for you still be able to recall what you have learned in your previous
lesson! You are now ready to discover more about factoring polynomials.

What’s New
 Statement Mathematical symbols

1. two more than a number x 2𝑥

𝑥−3
2. three less than a number x

3. product of four and a number x

4𝑥 4+𝑥 4−𝑥

4. two less than 3 times a number x

2𝑥 − 3 3𝑥 − 2 3𝑥 + 2

5. the product of one more than x (𝑥 + 1)(𝑥 + 4) = 12 (𝑥 − 1)(𝑥 + 4) = 12 (𝑥 + 1)(𝑥 − 4) = 12

and four less than x is twelve

Activity 3. Create and Find Me!

Directions: Create a desired geometric figure of the given area and find the measures
of its sides. Prepare the algebra tiles with the following dimensions. Item
number 1 is done for you as an example.

x2 x

Big square Rectangular tile small tile

4" 𝑥 4" 4" 𝑥 1" 1" 𝑥 1"

1. A square with an area of (𝑥2 + 2𝑥 + 1) 𝑖𝑛2

𝑥+1
 𝑥+1

2. A square with an area of (4𝑥2 + 4𝑥 + 1) 𝑖𝑛2

3. A rectangle with an area of (𝑥2 + 5𝑥 + 6) 𝑖𝑛2

Probing Questions:

Direction: Based on the Activity 3, answer the following questions. Write your answer
on the space provided below each number.

1. How did you find the dimensions of square and rectangle using algebra tiles?
__________________________________________________________________________

2. Do you have other ways in finding the measure of the sides without using algebra
tiles?
_________________________________________________________________________________
What is It

In the previous lesson, we focused on the factors of polynomials. By this time,

let us explore the strategies and steps in solving word problems in the following
examples:

Example 1

Angelo has a rectangular garden at home with an area of

(𝑥2 + 4 𝑥 + 3) 𝑚2. If the length is (𝑥 + 3) m, what is the width
of the garden?
 A. Strategy: Model/ Illustration

Step 1: Illustrate the rectangular garden using algebra tiles

length

width

Step 2: Determine the measure of the sides.

𝑥+3
x 1 1 1

x
𝑥+1
1

The illustration shows that the width is (𝑥 + 1) m.

B. Strategy: Factoring

Step 1: Write the formula of area of a rectangle and substitute the given.
Area = (length)(width)
𝑥 + 4𝑥 + 3 = (𝑥 + 3) (_______)
2

Step 2: Factor the area or trinomial to get the measure of the other side.
𝑥2 + 4𝑥 + 3 = (𝑥 + 3) (𝑥 + 1)

By factoring, the width is (𝑥 + 1) m.

Let’s try this!

Direction: Read and solve the problem provided below.

1. Lala has a square shaped picture frame measuring (𝑥2 + 4𝑥 + 4) 𝑖𝑛2. Find its side.

Example 2

Andrea used a 10 in. by 10 in. paper for the poster making

contest. She placed a small square with side x at the right corner
below for her name and signature. Find the dimensions of the
paper allotted for her drawings.

Strategy: Model/ Illustration

10 in
Step 1: Make an illustration.
 𝑥 in

Step 2: Find the dimensions by forming a rectangle.

(10 − 𝑥 ) in

10 in
(10 + 𝑥 ) in

𝑥 in

The dimensions are (10 + 𝑥) in and (10 − 𝑥) in.

Strategy: Factoring

Step 1: Find the area allotted for drawings.

Area allotted for drawings Area small square

= (10 − 𝑥 ) 𝑖𝑛
Step 2: Factor the area
(102 − 𝑥2) = (10 + 𝑥) (10 − 𝑥)

Therefore, the dimensions are (10 + 𝑥) in and (10 − 𝑥) in.

Let’s try this!

Direction: Read and solve the problem provided below.

2. A 7 m by 7 m landscaping is to be done in one corner of a big square field with

side x m. Find the area and dimensions of the field which is not affected by the
project.
Example 3

The product of Euhan and Eulah’s ages is (2𝑥 2 − 𝑥 − 3). If

Euhan is (2𝑥 − 3) years old, how old is Eulah?

C. Strategy: Making a Table

Step 1: Make a table for their ages

Euhan’s age Eulah’s Age Product of their ages
2𝑥 − 3 ? 2𝑥 2 − 𝑥 − 3

Step 2: Factor the product of their ages to find Eulah’s age.

2𝑥2 − 𝑥 − 3= (2𝑥 − 3) (𝑥 + 1)

Eulah’s (𝑥 + 1) years old.

Let’s try this!

Direction: Read and solve the problem provided below.

3. A balloon flies at a speed of (𝑥 − 1) per hour. At this rate, how long will it take
to fly (𝑥2 + 9𝑥 − 10) miles? Note: distance = rate x time

Euhan and Eulah want to know the numbers. The square of a

number decreased by 20 is equal to 44.

Example 4

D. Strategy: Representation

Step 1: Make a representation.

Let = the number
𝑥2 = the square of the number

Step 2: Translate into mathematical symbols.

𝑥2 − 20 = 44 (The square of a number decreased by 20 is equal to 44)

Step 3: Factor the trinomial.

𝑥2 − 20 = 44
𝑥2 − 20 + (−44) = 44 + (−44) (Addition Property of Equality/ APE)
𝑥2 − 64 = 0
(𝑥 + 8)(𝑥 − 8) = 0 (Factor difference of 2 squares)

𝑥 + 8 = 0 = 0, 𝑥 − 8 = 0
𝑥 = −8, 𝑥=8

The numbers are -8 and 8.

Let’s try this!

Direction: Read and solve the problem provided below.

4. The square of a number increased by 5 is equal to 21. Find the numbers.

Example 5 (Combination of strategies)

Jess and Mina are medical frontliners in the city.

Mina is twice as old as Jess. Twenty years ago, the
product of their ages is 9 more than thrice the age of
Jess now. How old are these modern time heroes?
Steps
1. Know Given:
• Determine what is • Mina is twice as old as Jess
asked.
• Twenty years ago, the product of their ages is 9
• Formula of concept
needed to solve the more than thrice the age of Jess now
problem
Representation:
Let 𝑥 = age of Jess at present
2𝑥 = age of Mina at present
1. Plan
Represent the x − 20 = age of Jess 20 years ago
unknown using 2x – 20 = age of Mina 20 years ago
variables and
translate
statements Table of ages:
into symbols Present Age Age 20 years ago
Jess x − 20
Mina 2𝑥 2x – 20

Twenty years ago, the product of their ages is 9 more than

(x – 20) (2x – 20) = thrice the age of Jess
now.
3x + 9
2. Solve
Solve for (𝑥 – 20) (2𝑥 – 20) = 3𝑥 + 9
unknown
2𝑥 2 – 20𝑥 – 40𝑥 + 400 = 3𝑥 + 9
2𝑥2– 60𝑥 + 400 = 3𝑥 + 9
2𝑥2– 60𝑥 + (−3𝑥) + 400 + (−9) = 3𝑥 + (−3𝑥) + 9 + (−9) (APE)
2𝑥2– 63𝑥 + 391 = 0
(𝑥 − 23) (2𝑥 − 17) = 0 (Factor trinomial)

𝑥 − 23 = 0, 2𝑥 − 17 = 0

(rejected)
Therefore,
𝑥 = 23 age of Jess at present
 2𝑥 = 2(23) = 46 age of Jess at present

3. Check (𝑥 – 20) (2𝑥 – 20) = 3𝑥 + 9

Verify if the answer 23 – 20) [2(23) – 20] = 3(23) + 9
satisfies all (3) (46 – 20) = 69 + 9
conditions in the (3) (26) = 78
problem 78 = 78

Let’s try this!

Direction: Read and solve the problem provided below.

5. Lowel is 1 year older than Euhan. Two years ago, the product of their ages is
2 more than 5 times the age of Euhan. How old are they now?

What’s More

Now that you have learned how to solve problems involving factors of polynomials,
let us apply these skills in real-life situation.

Activity 4: Find Me!

Direction: Apply any strategies in solving the word problem provided below. Write your
answer on a separate sheet of paper

Problem:
The basketball court of Barangay Tambler,
is converted into a distribution area for relief
goods due to Covid-19 pandemic. The area is 40
𝑚2 and the length is 3 meters longer than the
width. Find the dimensions.

Solution:

How Wide?
What I Can Do
Now, it’s time for you to apply what you have learned from our lesson related
to factors of polynomials. Are you now ready? Then, let’s begin!

Activity 6: We salute you, our dear frontliners!

Directions: Read the situation provided below and apply the

factors of polynomials.

Your Grade 8 Math teacher asks you to create a poster

dedicated to all frontliners as modern time heroes in fighting
against Covid-19 pandemic. He instructed you to be resourceful
and creative where the length of the rectangular poster is 2 feet
less than three times the width and with an area of 65 𝑖𝑛2.

Your performance is rated using the scoring rubric below.

Criteria 5 3 1
The computations The computations The computations
done are accurate done are accurate done are
Accuracy of and show and show some erroneous and do
Computation understanding of use of the not show wise use
the concepts of concepts of of the concepts of
factoring. factoring. factoring.
Presented Presented
Presentation of
Presented correct incorrect incorrect
Poster
poster dimensions dimension (any of dimension (both of
Dimensions
the dimensions) the dimensions)
Design is limited
and shows
Design is complex,
repetition of single
Creativity and detailed and shows
ideas. Few No design at all
Design imagination and
concepts and
creativity
solutions are
included.
Assessment
Let us check how far have you learned from the very start of our lesson.

Direction: Encircle the letter of the correct answer.

For item numbers 1-4, refer to the problem below.

The rectangular urban garden has an area of (2𝑥2 + 7𝑥 + 5)𝑚2. Its

length is (2𝑥 + 5) meters. Find the dimensions.

1. What type of factoring must be applied in the given problem?

a. difference of squares
b. sum of cubes
c. common monomial
d. general trinomial
2. What is the length of the rectangular urban garden if x represents the width?
a. (2𝑥 − 5) m
b. (2𝑥 + 5) m
c. (5𝑥 + 2) m
d. (5𝑥 − 2) m
3. Which of the following gives correct factors of the area?
a. (2𝑥 − 5)(𝑥 − 1)
b. (2𝑥 − 5)(𝑥 + 1)
c. (2𝑥 + 5)(𝑥 − 1)
d. (2𝑥 + 5)(𝑥 + 1)
4. In which of the following is the correct representation of the dimensions?

a.

b.
 c.

d.

5. Which of the following is the correct illustration of the problem?

A 5 ft by 5 ft landscaping is to be done at the center of a square mini
park with side x ft.

a. 5 ft

𝑥 ft

5 ft
b.

𝑥 ft

𝑥 ft

c.

5 ft
 d.

𝑥 ft

5 ft

For item numbers 6 – 7, refer to the problem below.

The square of a number decreased by 20 is 16. Find the numbers.

6. What is the correct representation of the problem if x be the number?

a. 𝑥2 + 20 = −16
b. 𝑥2 − 20 = 16
c. 𝑥2 + 20 = 16
d. 𝑥2 − 20 = 16

7. What is the correct answer to the problem?

a. 3 and -3
b. 4 and -4
c. 5 and -5
d. 6 and -6

8. Joward and Ruby would like to spend their summer vacation in Samal Island
but, they need to travel the (𝑥2 + 10𝑥 + 16) kilometers distance from Davao wharf
to the island using a boat. What would be the speed in kph of the boat in order
for them to reach their destination for (𝑥 +2) hours?
a. (𝑥 + 4)
b. (𝑥 + 8)
c. (𝑥 + 9)
d. (𝑥 + 12)

For item numbers 9 – 12, refer to the problem below.

Gina is 4 years older than Joshua. Two years ago, the product of their
ages is thrice the age of Joshua now. How old are they?

9. In which of the following tables gives correct representation of the problem?

Present Age Age 2 years ago
a.

Joshua 𝑥+4 𝑥+2

Gina 𝑥−2
b. Present Age Age 2 years ago
Joshua 𝑥−2
Gina 𝑥+4 𝑥+2
 c. Present Age Age 2 years ago
Joshua 4𝑥 4𝑥 − 2
Gina 𝑥−2

d.
Present Age Age 2 years ago
Joshua 𝑥−2
Gina 4𝑥 4𝑥 − 2
10. How old is Joshua at present?
a. 4
b. 6
c. 8
d. 10

12. Three years ago what was the product of their ages?
a. 10
b. 12
c. 14
d. 16

For item numbers 13 – 15, refer to the problem below.

A rectangle has a length that is 3 feet longer that its width. The area of
the rectangle is 54 sq. ft. What is the measure of the width?

13. What is the length of the rectangle if x represents the width?

a. (3𝑥) ft
b. (3 − 𝑥) ft
c. (𝑥 + 3) ft
d. (3𝑥 + 1) ft

14. Which of the following is the correct mathematical statement of the problem?
a. (𝑥)(𝑥 − 3) = 54
b. (𝑥)(3 − 𝑥) = 54
c. (𝑥)(𝑥 + 3) = 54
d. (𝑥)(3𝑥 + 1) = 54

15. What is the answer to the problem?

a. 3 ft.
b. 6 ft.
c. 9 ft.
d. 12 ft.

References
Mathematics 8 Learner’s Module p. 51 – 54

EASE Factoring Module 17 p. 9-24

EASE Factoring Module 18 p. 1-18