LAOANG NATIONAL TECHNICAL HIGH SCHOOL

Laoang Northern Samar

Subject: MATH 8
Teacher: Mr. Jornal T. Tenedero
Schedule: 4 DAYS a week for 1 hour

I. Course Description:
E-Math 8 K to 122 Edition is in line with K to 12 Curriculum Guide Learning competencies and is enriched with topics that supplements the minimum
requirements. It brings out the basic idea and techniques as simply as clearly as possible. The important goals will be found in the challenging exercises, which
includes hundreds of problems aside from the necessary routine drills. It has a consistent organization and many recurring features.

II. Course Objectives:

At the end of this course students will be able to:

1. Determine how numeric expressions are similar with algebraic expression.

2. Applying rational expressions to numeric expressions.
3. Model relationship between quantities.
4. Determine how graphs are helpful.
5. Find a solution to a math problem.
6. Prove conjectures.
7. Determine congruence.
8. Relate inequalities to sides and angles of triangle.
9. Extend understanding of Geometry by proving theorems.
10. Describe data.
11. Predict outcomes of future events.
III. Grading System:

Components Breakdown
in Percent
Quarterly Test 20%
Seatwork 15%
Assignment 15%
Boardwork/Recitation 15%
Graded Recitation 15%
Project 10%
Conduct 10%
Total 100%

IV. References:
Book A, Oronce and Mendoza, E-Math 8, RBS Mathematics Series, Philippine Copyright 2015 by REX Book Store, Inc.
Book B, Oronce and Mendoza, E-Math 8, RBS Mathematics Series, Philippine Copyright 2013 by REX Book Store, Inc.
Book C, Pascasio, Ponsones, Ocampo, and Tresvalles, Math Ideas and Life Application 8, Philippine Copyright 2013 by ABIVA Publishing House Inc.,
Book D, Ogena et al. Math 8, Copyright 2013 by McGraw-Hill Education
Book E, Oronce and Mendoza, E-Math 10, REX Book store, Revised Edition
Book F,
Book G, Chua et al., Understanding Elementary Algebra, SIBS Publishing House, 2004 Edition
V. Budget of Work:

ENRICHMENT
QUARTER TIME FRAME CONCEPTS ACTIVITIES
34 DAYS
FIRST CHAPTER 1 : Special Products and Factoring
QUARTER 2 days Lesson 1.1 Polynomials
 Classifying Polynomials
Board Work

2 days Lesson 1.2 Product with Monomials Seatwork

 Laws of Exponents
 Product Rule for Exponents
 Power Rule for Exponents
 Power Rule of a Product

3 days Lesson 1.3 Product of Two or More Polynomials Seatwork

3 days Lesson 1.4 Dividing of Monomials Seatwork
 Quotient Rule for Exponents
 Quotient with a Monomial Divisor

3 days Lesson 1.5 Dividing Polynomials by Another Polynomials Board Work

4 days Lesson 1.6 Special Products Group Activity
 Perfect Square Binomial Pattern
 Cube of a Binomial Pattern
 Product of a Sum and Difference Pattern

1 day Lesson 1.7 Factoring Numbers Seatwork

4 days Lesson 1.7 Factoring polynomials Board Work
3 days Lesson 1.8 Difference of Two squares Board Work
3 days Lesson 1.9 Sum and Difference of Two Cubes Seatwork
3 days Lesson 1.10 Factoring Perfect Square Trinomials Group Activity
3 days Lesson 1.11 Factoring Quadratic Trinomials x² + bx + c Group Games
3 days Lesson 1.12 Factoring Trinomials ax² + bx + c Group Games
 36 DAYS *
SECOND Note: The remaining 6 days is allotted for Mathscore

QUARTER 2 days
CHAPTER 2:Rational Expression
Lesson 2.1 Rational Expressions Seatwork
3 days Lesson 2.2 Simplifying Rational Expressions Board Work
4 days Lesson 2.3 Multiplying and Dividing Rational Expressions Board Work
1 day Lesson 2.4 Finding LCD Seatwork
4 days Lesson 2.4 Adding and Subtracting Rational Expressions Seatwork
3 days Lesson 2.5 Complex Fraction Board Work
3 days Lesson 2.6 Equations Involving Rational Expressions Grouped Games

CHAPTER 3: Linear Equations In Two Variables and Linear Functions

2 day Lesson 3.1 Rectangular Coordinate System Grouped Activity
 Plotting a point

3 days Lesson 3.2 Linear Equations In Two Variables Grouped Activity

5 days Lesson 3.3 Relation and Function Grouped Games

 Characteristics of a Function
 Vertical Line Test
 Composition of a Functions
 Inverse of a Functions
 Horizontal Line Test For Inverse Functions

5 days Lesson 3.4 Graphing Linear Equations Board Work

 Determining Slope
 Graphing Linear Equations Using The Point-Plotting Method
 Intercepts of a Line
 Slope-intercept Form of a Line
 31 DAYS *
THIRD Note: The remaining 4 days is allotted for Mathscore

QUARTER 5 days Lesson 3.5 Writing Equations In Lines

 Slope-Intercept Form
Grouped Games

 Point-Slope Form
 Two-point Form
 Intercept Form

CHAPTER 4: Systems of Linear Equations and Inequalities

3 day Lesson 4.1 Systems of Linear Equations and Their Solutions Seatwork
2 days Lesson 4.2 Solving Linear Systems by Graphing Board Work
3 days Lesson 4.3 Solving Linear Systems by Substitution Board Work
3 days Lesson 4.4 Solving Linear Systems by Elimination Board Work
3 days Lesson 4.5 Solving Systems of Linear Inequalities Board Work

CHAPTER 5: Geometry
3 days Lesson 5.1 Logical Reasoning Grouped Games
 Deductive Reasoning
 Inductive Reasoning

3 days Lesson 5.2 Writing a Proof Seatwork

3 days Lesson 5.3 Congruent Triangles Seatwork
3 days Lesson 5.4 Proving Triangle Congruent (The SSS Postulate) Grouped Activity
 35 DAYS *
FOURTH Note: The remaining 6 days is allotted for Mathscore

QUARTER 4 days Lesson 5.5 The SAS and ASA Congruence Postulates and SAA
Theorem
Grouped Activity

3 days Lesson 5.6 Congruent Right Triangles Board Work

3 days Lesson 5.7 Theorems on Isosceles Triangles Grouped Games
3 days Lesson 5.8 Triangle Inequality Grouped Games
3 days Lesson 5.9 Conditions That Guarantee Parallelism Seatwork
2 days Lesson 6.0 Ways of Proving That Quadrilaterals Are Parallelogram Board Work

CHAPTER 6: Statistics and Probability

4 days Lesson 6.1 Measures of Central Tendency Grouped Activity
 Mean (Ungrouped Data)
 Median (Ungrouped Data)
 Mode (Ungrouped Data)

3 days Lesson 6.2 Measures of Variation and Dispersion Board Work

 Variance
 Standard Deviation of Grouped Data

3 days Lesson 6.1 Fundamental Principles of Counting Seatwork

4 days Lesson 6.2 Sample Space, Events, Outcomes, and Experiments Grouped Activity
3 days Lesson 6.3 Probability of an Events Grouped Activity
 FIRST QUARTER
Session Concept,
Generalization & Accomplishme
SPECIFIC Number/ Reference nt/
Procedure Application/ Evaluation and Follow up
Objectives Target and Remarks
Fixing Skills
Date Materials
I. Objectives: Chapter 1 I. Review I. Generalization I. Formative Test Date
At the end of the Day 1 SPECIAL Ask the students what is Polynomials.  Polynomial is an algebraic Accomplish
lesson the PRODUCTS expression that represents a sum of Tell whether each expression ed
students will be AND II. Motivation one or more terms containing whole is a polynomial. If it is
number exponents on the variables.
able to: FACTORIN -Show some examples of polynomial, identify it as
 Classification of polynomials are as
G polynomials on the board follows: monomial, binomial, or ___/___/___
1. Classify  Monomial- Polynomial with trinomial. Identify the terms
Algebraic Lesson 1.1: -Ask the students to identify if it is a one term. and give the coefficient of Test Results
Expression Classifying polynomials or not.  Binomial-Polynomial with each terms.
which are Polynomials two terms. FT
 Trinomial-Polynomial with
Polynomials III. Presentation three terms.  Do page no. 8 RESULTS:
according to References: 1. Define what is polynomials  Coefficients is the number (Practice and
degree and Book A, pp. 2. Discuss the classification of placed before a letter that Application) Roman BOYLE:
numbers of 2-10. polynomials (monomial, represents the variable I algebra. numeral IV.
terms. binomial, or trinomial). Give  Term is a mathematical
expression that forms part of a FARADAY:
example for better understanding. fraction or proportion. A part of a
2. Identify the 3. Ask the students to give examples series. II. Assignment
terms and of polynomials and let them Study the following EINSTEIN:
coefficient in classify if it is a monomial, polynomials below then
a given binomial, or trinomial. simplify.
polynomial 4. Discuss the terms and NEWTON:
coefficients. II. Application a.) 45a² + 12 + 100a²
II. Values/ 5. Give examples on the board and b.) x + 3x – 76 + 6
Bible Verse let the students identify the c.) 5y + y(3-y) -10y ARCHIMEDES:
Board work:
John 3:16 leading terms, and coefficients in Tell whether each expression is a d.) 15b² - 14b + 45b² + 10
For God so loved the the given polynomials. polynomial. If it is polynomial, identify it LEEUWENHOEK:
world that he gave his 6. Ask the students if they have as monomial, binomial, or trinomial.
one and only Son, that questions/clarifications. Identify the terms and give the
whoever believes in
him 7. Give a formative test then coefficient of each terms.
shall not perish but seatwork follows if the evaluation
have eternal life result is high.  Do page no. 8 (Practice and
-appreciate God’s love
for us. Application) Roman numeral I.
I. Objectives: Day 2 Chapter 1 I. Review I. Generalization I. Formative Test Date
At the end of the SPECIAL Answer assignment  The degree of a monomial is the . Simplify by combining like Accomplish
lesson the PRODUCTS sum of the exponents of the terms. ed
students will be AND II. Motivation literal symbols which are factors
of the monomial.
able to: FACTORIN Ask the students to give atleast one  Do page no. 8
 The degree of a polynomial is
G example of polynomial then le t them that of its term or terms of (Practice and ___/___/___
identify the number of degree. highest degree. Application), Roman
1. Simplify Lesson 1.1: numerals V. item no’s Test Results
polynomials. Polynomials III. Presentation 44-49.
 To simplify the polynomial, just
2. Arrange the 1. Ask what degree of a polynomial FT
combine like terms.
polynomials References: and a monomial is. RESULTS:
from Book A, pp. 2. Give examples and let them do it Write each in ascending order BOYLE:

ascending to 2-10. how to simplify. and give the degree of each

descending 3. Discuss then give more examples. II. Application polynomial. FARADAY:
order and This time, let the students arrange  Do page no. 8
vice versa. the given polynomials from Seat work: (Practice and
3. Identify the ascending to descending order. A. Simplify by combining like terms. Application), Roman EINSTEIN:
degree of 4. Ask the students to identify the numerals III. item no’s
each degree of each polynomials.  Do page no. 8 (Practice and 27-29.
polynomials. 5. Discuss to them how it is done. Application), Roman numerals V. NEWTON:

II. Values/ 6. Administer evaluation in a form item no’s 39-43.

Bible Verse FT.
B. Write each in ascending order and II. Assignment:
ARCHIMEDES:

Hebrews 12:1 give the degree of each polynomial.

 Do page no. 8 (Practice and Do page no. 9 (Writing) item LEEUWENHOEK:
Therefore, since we
are surrounded by
Application), Roman numerals no’s 1-4.
such a great cloud of III. item no’s 24-26.
witnesses, let us
throw off everything
that hinders and the
sin that
so easily entangles.
And let us run with
perseverance
the race marked out
for us
I. Objectives: Day 1 Lesson 1.2: I. Review I. Generalization: I. Formative Test Date
At the end of the Product with Answer assignments Laws of exponents Do page no. 16 (Practice and Accomplish
lesson the monomial xn . xm = xn +m Application), roman numeral ed
students will be II. Motivation 1. Product rule for exponents no. I, item no’s 5-8, and
able to: References: Ask the students to enumerate the  To multiply powers roman numeral no. II, item
having the same base,
Book A, pp. product rule of exponents. no’s 13-16. ___/___/___
keep the base and add
11-19. the exponents.
1. Solve III. Presentation 2. Power rule for exponents Test Results
problems 1. Review the product rule of (xn )m = xn m II. Assignment
involving exponents using spin off index FT
laws of card match.  To find the power of a Do page 14 (Try it.) RESULTS:
power of a base, keep BOYLE:
exponents. 2. Give examples on the board and
the base and multiply
let the students simplify by the exponents.
applying the product rule of 3. Power of a product rule FARADAY:
exponents. (xy)m = xmym
II. Values/ 3. Give more examples and discuss.
Bible Verse 4. Discuss then FT follows.  To find the power of a EINSTEIN:
product, find the power
Develop trust within of each factor then
the group. multiply the resulting
NEWTON:
powers.

ARCHIMEDES:
II. Application:
Do page no. 16 (Practice and
Application), roman numeral no. I, item LEEUWENHOEK:

no’s 1-4 and roman numeral no. II, item

no’s 9-12.

I. Objectives: Day 2 Lesson 1.2: I. Review I. Generalization I. Formative Test Date

At the end of the Product with Checking of assignment. Formula in finding the volume of a cube= Accomplish
lesson the monomial S3, where S, represents the side of a solid. Do page 17, Roman numeral ed
students will be II. Motivation Formula for area of a rectangle=L x W, V. item numbers 37-41.
able to: Ask the students how to find the area where L represents the length and W,
References: of a figures and the cube of a solid. presents the width. II. Assignment: ___/___/___
Book A, pp. Do page 17. Roman numerals
1. Solve 11-19. III. Presentation VIII. No. 52 letter a and b. Test Results
problems 1. Give examples on the board and
involving let the student answer it. FT
algebraic 2. Discuss the step by step II. Application RESULTS:
expressions process/solution. Board Work
2. Solve the 3. Give more examples then group BOYLE:

area of the activities follows. Do page 15, then answer (Try it!) no’s 7
shaded 4. Let the students discuss their and 8. FARADAY:
region of a answer on the board.
polygon. 5. Ask the students if they have
3. Solve the questions/clarifications. EINSTEIN:
volume of a 6. Give evaluation to evaluate
cube. student learning.
NEWTON:

II. Values/
Bible Verse ARCHIMEDES:

1Cor.12:12
Just as a body, though
LEEUWENHOEK:
one, has many parts,
but all its many parts
form one body, so it is
with
Christ.

I. Objectives: Day 1 Lesson 1.3: I. Review I. Generalization I. Formative Test Date

At the end of the Product of Checking of assignment Do page 24-25 (Practice and Accomplish
lesson the two or more Multiplication can be done Application) then, solve VI. ed
students will be Polynomials II. Motivation vertically as follows: item no’s 29-36.
able to: (Vertical form  Show example on the board 1. Arrange the terms in the
Method) and ask the student how they same order.(vertical) ___/___/___
 Multiply multiply. 2. Multiply II. Assignment
two or References:  Administer a review exercise 3. Add. Combine like terms. Do page 24(Vocabulary and Test Results
more Book A, pp. on multiplying monomials concepts) answer item
polynomi 20-27. and polynomials. numbers 1-5. FT
als using II. Application RESULTS:
the III. Presentation BOYLE:
Board Work:
vertical 1. Ask the students to answer a 5 Do page 24-25 (Practice and
form item pre-test to check their prior Application) then, solve V. item no’s 24- FARADAY:
method. knowledge on multiplying two or 28.
more polynomials.
2. Introduce the vertical form of EINSTEIN:
II. Values/ multiplying two or polynomials.
Bible Verse 3. Give examples and let the
students answer it on the board by NEWTON:
Genesis 1:27 applying the vertical form
So God created human method. ARCHIMEDES:
beings in his own 4. Ask the students if they have
image, questions/clarifications.
in the image of God he
created them; 5. FT follows. LEEUWENHOEK:

male and female he 6. Give examples as their seatwork.

created them.

I. Objectives: Day 2 Lesson 1.3: I. Review I. Generalization I. Formative Test Date

At the end of the Product of Checking of assignment Accomplish
lesson the two or more Do page 23(Try it!), answer ed
students will be Polynomials II. Motivation The outer and inner products in the no’s 1 and 2.
able to: (Horizontal  Ask the students if they are FOIL method are often like terms.
Method or the familiar with the FOIL Method. Hence, once you become proficient ___/___/___
 Multiply FOIL  Ask the students to answer page using he FOIL method, you can easily
two or Method) 24(Vocabulary and concepts), combine terms without writing them to Test Results
more item numbers 1-5. find the product of two binomials II. Assignment
polynomial References: mentally. Bring colored paper, scissor, FT
s using the Book A, pp. III. Presentation F-First paste, and band paper. RESULTS:
horizontal 20-27. 1. Give at least 1 example on the BOYLE:
O-Outer
method or board and let the students answer I-Inner
the FOIL it. L-Last FARADAY:
Method. 2. Encourage them to explain their
answer in front of the class.
II. Values/ 3. Discuss/review students answer. EINSTEIN:
Bible Verse 4. Give more examples and let the II. Application
whole class answer it using their Board Work:
Romans12:2 NEWTON:
own white board. Do page 23(Try it!), answer no’s 1 and 2.
Do not conform to the 5. Ask if they have
pattern of this world, questions/clarifications.
but be transformed by ARCHIMEDES:
the 6. FT follows.
renewing of your
mind. Then you will be LEEUWENHOEK:
able to
test and approve what
God’s will is—his
good,
pleasing and perfect
will.

I. Objectives: Day 1 Lesson 1.4: I. Review I. Generalization I. Formative Test Date

At the end of the Division by Checking of assignment  In dividing exponential For individual work, ask the Accomplish
lesson the monomials expressions having same base, students to answer Practice ed
students will be (Quotient II. Motivation just simply copy the common and Application I on pp. 32-
able to: Rule for Ask the students to answer the base then subtract the exponents. 33 numbers 1-10.
Exponents) following expressions below.  If the difference of the exponents ___/___/___
1. Divide equals zero, then the answer
monomials III. Presentation would be equal to 1, because any II. Assignment Test Results
References: 1. Ask for a volunteer to enumerate number raised to zero the answer Do page 32 (Vocabulary and
2. Apply the Book A, pp. the quotient rule for exponents. is always 1. Application) in roman FT
quotient rule 28-34. 2. Give some examples on the board numeral I, Item numbers 7-12. RESULTS:
for exponents and let the student answer it. Let BOYLE:

them explain their answer in front Study quotient with a

of the class. II. Application monomial Divisor. FARADAY:
II. Bible Verse 3. Ask for more examples and Board Work:
discuss the step by step process. For enrichment, ask the students to
2 Cor. 10:13 4. For enrichment, ask the students answer Try It 1- 2 on pp. 29. EINSTEIN:
We, however, will not to answer Try It 1- 2 on pp. 29.
boast beyond 5. For individual work, ask the
proper limits, but will students to answer Practice and NEWTON:
confine our boasting
to the sphere of service Application I on pp. 32-33
God himself has numbers 1-10. ARCHIMEDES:
assigned 6. Ask the students if they have
to us, a sphere that
also includes you. questions or clarifications. If
none, then give FT. LEEUWENHOEK:

-set your boundaries.

I. Objectives: Day 2 Lesson 1.4: I. Review I. Generalization I. Formative Test Date

At the end of the Division by Checking of assignments.  To divide a monomial by a For individual work, ask the Accomplish
lesson the monomials monomial, use the commutative students to answer Practice ed
students will be (Quotient II. Motivation and associative properties to and Application I on pp. 32-
able to: with a Ask the students to answer the rearrange factors. Simplify using 33 numbers 11-20.
Monomial following mentally. quotient rule for exponents. ___/___/___
8
1. Divide Divisor) −24 x  To divide a polynomial by a
monomia 1. II. Assignment
4x
4
monomial, divide each term of the
ls −35 a b
5 5 polynomial by the monomial. Answer Vocabulary and
References: 2. 2 3 Simplify using the quotient rule for Concepts I numbers 1-5. Test Results
2. Apply the Book A, pp. −7 a b
5 exponents. In symbols, when a, b,
quotient 28-34. −15 m FT
3. 5
and c are real numbers and c is
rule for −15 m not equal to 0, then RESULTS:
exponent BOYLE:

s a+b
III. Presentation c
= ac + b
c FARADAY:
1. Ask the students to explain their
II. Bible Verse answer to the questions given to
them a while ago. EINSTEIN:
2 Cor. 10:13 2. Give more examples and ask the II. Application
students to answer the questions 7. For enrichment, ask the students to
We, however, will not answer Try It 3 on pp. 31.
boast beyond given. NEWTON:
proper limits, but will 3. Discuss the steps by step process
confine our boasting
to the sphere of service of dividing expressions with
ARCHIMEDES:
God himself has monomial divisor.
assigned 4. Give board work activity using
to us, a sphere that
also includes you. their white board. LEEUWENHOEK:
5. For enrichment, ask the students
to answer Try It 3 on pp. 31.
-set your boundaries.
6. For individual work, ask the
students to answer Practice and
Application I on pp. 31-32
numbers 11-20.

I. Objectives: Day 3 Lesson 1.4: I. Review . Generalization I. Formative Test Date

At the end of the Division by Checking of assignments.  To divide a monomial by a For individual work, ask the Accomplish
lesson the monomials monomial, use the commutative students to answer Practice ed
students will be (Quotient II. Motivation and associative properties to and Application III on pp.
able to: with a Ask for volunteer to simplify this rearrange factors. Simplify using 33 numbers 28-30. For
Monomial expression and let them explain. additional items, see Warm ___/___/___
 1. Divide Divisor) quotient rule for exponents. up pp. 99 Elementary
monomials 3(12 x−10) 8(3 x−2)  To divide a polynomial by a Algebra Book.
+
6 4 monomial, divide each term of the
2. Apply the References: polynomial by the monomial. Test Results
quotient Book A, pp. III. Presentation Simplify using the quotient rule for II. Assignment
rule for 28-34. 1. Demonstrate the process of exponents. In symbols, when a, b, Simplify each expression. FT
3
exponents simplifying monomial. and c are real numbers and c is 6 x +10 x RESULTS:
1. (x-5)(x+5) +
2. Give more examples on the not equal to 0, then 2x
board for better understanding 2. (2x -3) - BOYLE:
II. Bible Verse of the topic. See Warm up a+b 4 3 2

pp. 99 Elementary Algebra c

= ac + b
c
12 xx −16 x + 8 x
4x
2
2 Cor. 10:13 FARADAY:
Book.
We, however, will not 3. For enrichment, ask the
boast beyond students to answer Practice II. Application EINSTEIN:
proper limits, but will
confine our boasting and Application III on pp. Board work
to the sphere of service 33 numbers 26-27. Ask the students to answer Practice and
God himself has 4. For individual work, ask the Application III on pp. 33 numbers 26-
NEWTON:
assigned
to us, a sphere that students to answer Practice 27.
also includes you. and Application III on pp.
ARCHIMEDES:
33 numbers 28-30. For
-set your boundaries. additional items, see Warm
up pp. 99 Elementary LEEUWENHOEK:
Algebra Book.

I. Objectives: Day 1 Lesson 1.5: I. Review I. Generalization I. Formative Test Date

At the end of the Division of Review of the past lesson. Checking To divide polynomial by another polynomial: Do page 42(Practice and Accomplish
lesson the Polynomials of assignments.  Arrange the terms of both dividend Application), answer roman ed
students will be by another II. Motivation and the divisor in either ascending or numeral number III, item
descending order.
able to: Polynomials. 62  Divide the first terms of the dividend
numbers 11-13.
12 753 by the first term of the divisor, and ___/___/___
1. Identify II. Assignment
 the parts References: write the results as the first term of Do page 43, answer Test Results
of a Book A, pp. Identify the parts of the given the quotient. (Enrichment) Letter A, item
division 35-43. division sentence above.  Multiply the entire divisor by the numbers 1-6. FT
number obtained in step 2 and
sentence. subtract the product from the
RESULTS:
III. Presentation BOYLE:
dividend.
2. Divide 1. Introduce the parts of division  Divide the new dividend by the first
polynomia sentence. term of the divisor as before, and
FARADAY:
l by 2. Introduce the concept of long continue to divide in this way until
the dividend is exact or until the
another division algorithm. remainder is of a lower degree than
polynomia 3. Ask the students to give at least the divisor. EINSTEIN:
l. one example then discuss to them  If there is a remainder, write it over
how to divide polynomial by the divisor and add the fraction to the
3. Write the another polynomial with one or part of the quotient previously NEWTON:
obtained.
solution of more term.
a long 4. Give at least two examples and let  The solution to a long division can be ARCHIMEDES:
division in the students answer it. written in the form:
the form 5. Encourage them to explain their
output in front of the class. remainder LEEUWENHOEK:
Quotient +
Quotient + 6. Ask them if they have divisor
remainder questions/clarifications.  Division of polynomials can be
divisor 7. Administer FT. Seatwork follows. checked in the same way as division
of real numbers.
II. Values/ Dividend = (divisor)(quotient) + remainder
Bible Verse

Matthew5:44 II. Application

Board Work
But I tell you, Board Work
love your enemies and
pray for those who Answer page 41-42(Vocabulary and
persecute Concepts), item numbers 8-10.
you,(converting anger
to love)

I. Objectives: Day 2 Lesson 1.5: I. Review I. Generalization I. Formative Test Date

At the end of the (Continuat Division of Checking of assignments. To divide polynomial by another polynomial: Do page 42(Practice and Accomplish
lesson the ion of the Polynomials  Arrange the terms of both dividend Application), answer roman ed
students will be previous by another II. Motivation and the divisor in either ascending or numeral number III, item
descending order.
able to: topic) Polynomials. Ask the students  Divide the first terms of the dividend
numbers 14-17.
by the first term of the divisor, and ___/___/___
 1. Identify When you divide a polynomial by write the results as the first term of
the parts References: another polynomial, when does the the quotient. II. Assignment Test Results
of a Book A, pp. division process end?  Multiply the entire divisor by the Do page 43, answer
number obtained in step 2 and
division 35-43. subtract the product from the
(Enrichment) Letter B, item FT
sentence. III. Presentation dividend. numbers 1-4. RESULTS:
2. Divide 1. Discuss the step by step process BOYLE:
 Divide the new dividend by the first
polynomi on how to divide polynomial by term of the divisor as before, and “bring colored paper, scissor,
al by another polynomial. continue to divide in this way until manila paper, and paste”
the dividend is exact or until the FARADAY:
another 2. Give some examples on the board remainder is of a lower degree than
polynomi and let the students answer it. the divisor.
al. 3. Give a board work activity sing  If there is a remainder, write it over EINSTEIN:
3. Write the their white board. the divisor and add the fraction to the
solution 4. Ask them if they have part of the quotient previously
obtained. NEWTON:
of a long questions/clarifications
division 5. Administer an evaluation is a The solution to a long division can be written
in the form of quiz (FT). in the form: ARCHIMEDES:
form 6. Seatwork follows.
remainder
Quotient +
Quotient + divisor LEEUWENHOEK:
remainder
divisor  Division of polynomials can be
checked in the same way as division
of real numbers.

II. Values/ Dividend = (divisor)(quotient) + remainder

Bible Verse
Matthew5:44

But I tell you, II. Application

love your enemies and Board Work
pray for those who
persecute Answer page 42(Practice and
you,(converting anger Application), roman numeral I, item
to love) numbers 1-5.

I. Objectives: Day 3 Lesson 1.5: I. Review I. Generalization I. Formative Test

At the end of the Division of Checking of assignments. To divide polynomial by another polynomial: For individual work, ask the
lesson the Polynomials  Arrange the terms of both dividend students to answer Warm-up
students will be by another II. Motivation and the divisor in either ascending or on pp. 99 numbers 13-17.
able to: Polynomials. Ask the students descending order.
 Divide the first terms of the dividend II. Assignment
1. Identify the What do you understand by the by the first term of the divisor, and Study next lesson on pp. 44-
write the results as the first term of
parts of a References: division of polynomial? the quotient.
49.
division Book A, pp.  Multiply the entire divisor by the
sentence. 35-43. III. Presentation number obtained in step 2 and
2. Divide 1. Recall the steps in dividing subtract the product from the
polynomial polynomials by another dividend.
 Divide the new dividend by the first
by another polynomial. term of the divisor as before, and
polynomial. 2. Give more examples to continue to divide in this way until
3. Write the demonstrate the process of the dividend is exact or until the
solution of a dividing. See Understanding remainder is of a lower degree than
long division Elementary Algebra I or more the divisor.
 If there is a remainder, write it over
in the form examples. the divisor and add the fraction to the
3. Ask the students to give part of the quotient previously
Quotient + examples and let them answer obtained.
remainder it.
divisor 4. In pairs, ask the students to The solution to a long division can be written
in the form:
answer this given polynomial.
(x3 -1) ÷ (x – 1). remainder
II. Values/ 5. For individual work, ask the Quotient +
Bible Verse divisor
students to answer Warm-up on pp.
Matthew5:44
99 numbers 13-17.  Division of polynomials can be
But I tell you, checked in the same way as division
love your enemies and of real numbers.
pray for those who
persecute Dividend = (divisor)(quotient) + remainder
you,(converting anger
to love)

II. Application
In pairs, ask the students to answer this
given polynomial.
(x3 -1) ÷ (x – 1).

I. Objectives: Day 1 Lesson 1.6: I. Review I. Generalization I. Formative Test Date

At the end of the Special Ask the students to enumerate the Perfect Square Binomial Pattern Do page 55 Practice and Accomplish
lesson the Products types of polynomial. (x + y)2 = x2 + 2xy + y2 Application II, item numbers ed
students will be 11-16
able to:  Perfect II. Motivation (x - y)2 = x2 - 2xy + y2
 Square  How many terms are there in II. Assignment ___/___/___
1. Find the Binomial a binomial? In words, the Square of a Binomial is Do pp. 54(Vocabulary and
product of Pattern  Study the given rectangular the square of the first term plus ( Concepts), answer item Test Results
the square of diagram below then find the or minus) twice the product of the two numbers 1-6.
binomial missing values. Write a terms plus the square of the last terms. FT
using squared binomial, and an RESULTS:
geometric equivalent trinomial that both BOYLE:
 The first term of the product is
tiles. References: represent the area of a always the square of the first term
2. Develop the Book A, pp. diagram. in the binomial. FARADAY:
character of 44-57. x ?  The middle term of the product is
sportsmansh x x 2
? always twice the product of the two
ip terms in the binomial. EINSTEIN:
? 16
4  The last term of the product is
always the square of the last term
II. Values/ ( )2 =_______________ in the binomial. NEWTON:

Bible Verse
Ezekiel34:26 III. Presentation ARCHIMEDES:
I will make them and 1. Discuss the application of II. Application
the places surrounding squaring a binomial. Group Activity
my hill a blessing. and 2. In triad, ask the students to LEEUWENHOEK:
I will send down Do pp. 52 Try it, a and b
showers in season; answer Try it a-c on pp. 47.
there will be showers 3. Ask the students if they have
of blessing. questions/clarifications.
4. For students who need
additional activities, let them
watch instructional videos on
squaring a binomial.
5. For enrichment, ask the
students to answer
Enrichment on pp. 57.
6. For individual work, ask the
students to answer Practice
and Application II on pp.
55.
I. Objectives: Day 2 Lesson 1.6: I. Review a. Generalization I. Formative Test Date
At the end of the Special Checking of assignment For all numbers x and y, Answer pp. 56, roman Accomplish
lesson the Products (x + y)(x – y) = x2 – y2 numeral VI, item numbers 53- ed
students will be II. Motivation 58.
able to:  Product Ask for a volunteer to multiply this,
 of Sum (x + y)(x – y) Two middle terms are opposites, so II. Assignment ___/___/___
1. Find the and their sum is 0. Do pp. 55 Practice and
product of Differenc III. Presentation Application I, item numbers Test Results
sum and e of Two 1. Discuss the product of sum In words, the product of the sum and 1-10.
difference of Terms and difference of two terms difference of the squares of those two FT
two terms. using algebraic tiles. terms. RESULTS:
2. Apply the 2. Ask the students to find the BOYLE:

algebraic product of the following using II. Application

tiles in References: FOIL method (See Teacher’s Group games: FARADAY:
finding the Book A, pp. Manual pp. 12(day 2)). (Three Groups)
sum and 44-57. 3. Guide the class in identifying Answer pp. 56, roman numeral VI, item
difference of patterns in product in sum and numbers 47-52. EINSTEIN:
two terms. difference of two terms.
4. In triad, ask the students to
answer Try it 6-8 on pp. 51- NEWTON:

II. Bible Verse 53.

Hebrews 12:1 5. Conduct a quick check using ARCHIMEDES:
Therefore, since we cards of different color.
are surrounded by  Red card-I am confused and
such a great cloud of need help to explain. LEEUWENHOEK:
witnesses, let us
throw off everything  Yellow card-I somewhat
that hinders and the understand and need more
sin that information to explain peers.
so easily entangles.
And let us run with  Green card-I comprehend and
perseverance can explain concept to peers.
the race marked out 6. For individual work, ask the
for us
students to answer Practice
and Application VI and VII
on pp. 56.

I. Objectives: Day 3 Lesson 1.6: I. Review I. Generalization I. Formative Test Date

At the end of the Special Checking of assignment For all numbers x and y, Do page 56 roman numeral V, Accomplish
lesson the Products (x + y)3 = x3 + 3x2y + 3xy2 + y3 item numbers 41-46. ed
students will be II. Motivation
able to:  Cube of (x – y)3 = x3 - 3x2y + 3xy2 - y3 II. Assignment
1. Find the Binomial Answer pp. 57 roman numeral ___/___/___
product III. Presentation The cube of a binomial (x + y) is the XII, item numbers 92-95.
using the 1. Discuss the cube of a Test Results
 cube of a binomial using models as seen sum of four terms where each term can
binomial References: in Exploration B pp. 45. be obtained as follows: FT
pattern. Book A, pp. 2. Guide the class in identifying  First term: The cube of x RESULTS:
2. Apply 44-57. patterns in finding the cube of BOYLE:
 Second term: Three times the
algebraic a binomial using Extension product of x2 and y.
tiles in on pp. 49.  Third term: Three times the FARADAY:
finding 3. Demonstrate to class how to product of x and y2.
the cube a binomial using  Fourth term: The cube of y.
product illustrative examples. EINSTEIN:
of a cube 4. Discuss the relationship II. Application
of a between Pascal’s Triangle and Board Work
binomial. the coefficients of the term in NEWTON:

a cube of a binomial. Answer pp. 56 roman numeral V, item

II. Values/ 5. In triad, ask the students to numbers 35-40. ARCHIMEDES:
Bible Verse answer Try it 4 and 5 on pp.
50.
Jeremiah6:16 6. Ask them if they have LEEUWENHOEK:

This is what the LORD question/clarifications using

says: their thumbs.
“Stand at the  Thumbs up-I understand and I
crossroads and look;
ask for the ancient can explain.
paths,  Thumbs sideways-I can explain
ask where the good most of the concepts.
way is, and walk in it,
and you will find rest  Thumbs down-I need assistance
for your souls. to explain.
But you said, ‘We will 7. For individual work, ask the
not walk in it.(follow
direction) students to answer Practice
and Application V on pp.
56.

I. Objectives: Day 4 Lesson 1.6: I. Review I. Generalization I. Formative Test Date

At the end of the Special Checking of assignment  To find the product of the square Answer pp. 56 Practice an Accomplish
lesson the Products of a trinomial, multiply first the Application VIII. ed
students will be II. Motivation first term to the second term then
able to:  Square of Why do we call square of binomial, multiply the product of first and II. Assignment
1. Find the a product of sum and difference of two second to the third term. Answer pp. 57 Writing 1-12 ___/___/___
product Trinomial terms, cube of a binomial, and square  You can use the horizontal method
of the of trinomial special products? in finding the product. Test Results
square of References:
 trinomial. Book A, pp. III. Presentation FT
2. Apply 44-57. 1. Model the process of squaring RESULTS:
algebraic a trinomial using algebraic BOYLE:

tiles in tiles as seen in Exploration C

finding on pp. 45. II. Application: FARADAY:
the 2. Demonstrate how to square a Board Work
product trinomial using illustrative Find the product
of a examples. 1. (a + 4b - 5c)2 EINSTEIN:
square of 3. In a small groups, ask the 2. (2x - y - z)2
trinomial. students to answer Try it 9 3. (9 + 3m + 7n)2
II. Values/ and 10 on pp. 54. NEWTON:

Bible Verse 4. Use thumbs up, sideways,

down to check the students’ ARCHIMEDES:
1Cor.10:13 understanding of the lesson.
No temptation has 5. For individual work, ask the
overtaken students to answer Practice LEEUWENHOEK:
you except what is and Application VIII on pp.
common to us all. And
God is 56.
faithful; he will not let
you be tempted a
beyond
what you can bear.
But when you are
tempted, a
he will also provide a
way out so that you
can endure
it.

I. Objectives: Day 1 Lesson 1.7: I. Review I. Generalization I. Formative Test Date

At the end of the Factoring Checking of assignment. Monomial- a number, a variable, or a Find the GCF of each pair of Accomplish
lesson the Polynomials product of a number and one or more monomials. ed
students will be II. Motivation variables 1. 24,48m
able to: (Factoring Post an expression on the board and Factor- a number means to write it as a 2. 32a,48b
1. Define GCF Linear let the students analyse: find the GCF product of its factors 3. 36k,144km ___/___/___
and Expressions) of 4x,12x GCF- the greatest monomial that is a
II. Assignment Test Results
monomials factor of both.
III. Presentation Answer pp. 63(Vocabulary
2. Find the GCF
 of monomials 1. Ask the students what the factors II. Application: and Concepts) I. FT
References: of each given monomials. Find the GCF of each pair of monomials. RESULTS:
Book A, pp. 2. Let the students locate the 1. 12, 28c BOYLE:
II. Bible Verse 58-67. common factors of the two 2. 25x,15xy
1Cor.10:13
monomials given. 3. 32x,18 FARADAY:
No temptation has 3. Give other examples for the 4. 27s,54st
overtaken students to answer on their 5. 18cd,30cd
you except what is
common to us all. And
notebooks. EINSTEIN:
God is 4. Ask for volunteers to give the
faithful; he will not let steps in finding the GCF of
you be tempted a NEWTON:
beyond
monomials
what you can bear.
But when you are
tempted, a ARCHIMEDES:
he will also provide a
way out so that you
can endure LEEUWENHOEK:
it.(God knows your
limitations)

I. Objectives: Day 2 Lesson 1.7: I. Review I. Generalization I. Formative Test Date

At the end of the Factoring Linear expressions is in factored form Answer pp. 64(Practice and Accomplish
lesson the Polynomials II. Motivation when it is expressed as the product of Application) I. ed
students will be Post a picture and let the students its factor
able to: analyse what are the common. II. Assignment
1. Define the References: Steps in factoring linear expressions: Answer pp. 63(Vocabulary ___/___/___
factored form Book A, pp. 1. Write the prime factorization of and Concepts) II.
of linear 58-67. each term of the given expression. Test Results
expressions 2. Circle the common factors
Book B, 18- FT
2. Factor linear 24. 3. Write each term as a product of RESULTS:
expressions BOYLE:
3. Appreciate the GCF and its remaining factors
the essence 4. Use the distributive property to FARADAY:

of factoring check
linear EINSTEIN:
expressions
II. Application:
Factor each expressions: NEWTON:
II. Values/ 1. 4x-28
Bible Verse III. Presentation 2. 3x+33y
1. Let the students give the common 3. 4x+35 ARCHIMEDES:
Socialize with others. between the three pictures 4. 36x+24
2. Give an example: 3x+9 and let
LEEUWENHOEK:
the students factor each term and
encircle what’s common.
3. Give other examples for the
students to answer on their
notebooks.
4. Ask for volunteers to give the
steps in factoring linear
expressions.

I. Objectives: Day 3 Lesson 1.7: I. Review I. Generalization I. Formative Test Date

At the end of the Factoring Checking of assignments. Factoring the GCF Answer pp. 64(Practice and Accomplish
lesson the Polynomials Application) II. ed
students will be II. Motivation Factoring is finding two or more
able to: References: How do you factor a polynomial? factors of a number or a polynomial. II. Assignment
Book A, pp. Answer pp. 66(Writing) II. ___/___/___
58-67. III. Presentation
 1. Model the class the idea of The greatest common factor (GCF) of Test Results
factoring polynomials with a two or more monomials is the common
II. Values/ common monomial factor using factor having the greatest numerical FT
Bible Verse Exploration on pp. 58. factors and with variables having the RESULTS:
2. Discuss the connection of GCF in BOYLE:
least degree. Thus, the term axn is the
Isaiah43:1 factoring polynomials. See GCF of the polynomial if
But now, this is what Extension on pp. 59-60.  A is the greatest integer that FARADAY:
the LORD says— 3. Demonstrate to class how to divides each of the coefficients
he who created you, factor polynomials with common
Jacob, of the polynomials, and
he who formed you, monomial factor using illustrative  n is the smallest exponent of x EINSTEIN:
Israel: examples. in all the terms of the
“Do not fear, for I 4. Discuss sample word problems
have redeemed you; polynomial.
that require application of NEWTON:
I have summoned you 
by name; you are factoring of polynomials.
mine. 5. In triad, ask the students to II. Application: ARCHIMEDES:
answer Try it 1-4 on p. 60-62. Group activity (in triad)
6. For enrichment, ask the students Answer try it 1-4 on pp. 60-62.
to study Example 6 on pp. 63 and LEEUWENHOEK:
try to perform Tyr it 5.

I. Objectives: Day 4 Lesson 1.7: I. Review I. Generalization I. Formative Test Date

At the end of the Factoring Checking of assignments. Factoring the GCF For individual work, ask the Accomplish
lesson the Polynomials students to answer Thinking ed
students will be II. Motivation Factoring is finding two or more Critically (Understanding
able to: References: Ask the students how to find the GCF factors of a number or a polynomial. Elementary Algebra I) pp.
Book A, pp. of the terms of a polynomial. 200, numbers 41-48. ___/___/___
58-67. The greatest common factor (GCF) of
III. Presentation II. Assignment Test Results
 1. Ask the students what they two or more monomials is the common
II. Values/ have learned about factoring factor having the greatest numerical Factor each expression FT
Bible Verse polynomials. factors and with variables having the completely. RESULTS:
2. Ask them to give example and BOYLE:
least degree. Thus, the term axn is the
Isaiah43:1 let them factor it. 1. 3a²x³y + 6a²y² - 12ax²y³
GCF of the polynomial if
But now, this is what 3. Give more examples to  A is the greatest integer that FARADAY:
the LORD says— demonstrate how to factor out divides each of the coefficients 1 2 n+1 1 2 n 5 2 n
he who created you, 2. - x + x - x
polynomial. See examples in of the polynomials, and 3 27 36
Jacob,
he who formed you, Understanding Elementary  n is the smallest exponent of x EINSTEIN:
Israel: Algebra I pp. 199 (Warm- in all the terms of the
“Do not fear, for I up).
have redeemed you; polynomial.
4. For enrichment, ask the NEWTON:
I have summoned you 
by name; you are students to answer Warm-up
mine. 26-32 on pp. 199. See ARCHIMEDES:
Understanding Elementary
Algebra I. (Board work)
5. For individual work, ask the II. Application:For enrichment, ask the LEEUWENHOEK:
students to answer Thinking students to answer Warm-up 26-32 on
Critically (Understanding pp. 199. See Understanding
Elementary Algebra I) pp. Elementary Algebra I. (Board work)
200, numbers 41-48.

I. Objectives: Day 1 Lesson 1.8: I. Review I. Generalization I. Formative Test Date

At the end of the Checking of assignments. For a binomial to be a difference of Answer Practice and Accomplish
lesson the Difference of II. Motivation two squares, two conditions must hold. Application III on pp. 73. ed
students will be Two Squares Tell whether each statements is True  There must be two terms that
able to: or False. are both square. Examples are
1. x2 – 16 can be factored into a 9a2 and 25a4 and 81 and x2. ___/___/___
1. Factor product of two binomials.  There must be a minus sign II. Assignment
completely 2. Difference of two squares has Bring band paper, scissor, and Test Results
 the different References: a middle term. between the two terms. paste.
types of Book A, pp. 3. The binomial x2 + 4 is equal FT
polynomials 68-76. to (x + 2)(x + 2). If x and y are real numbers, variables, RESULTS:
. 4. The complete factored form BOYLE:
or algebraic expressions, then
2. Develop of x4 – 16 is (x2 + 4)(x2 – 4).
sportsmansh 5. When x + 3 is multiplied by x2 – y2 = (x + y)(x – y) FARADAY:
ip in game. x – 3, the product is a perfect
square trinomial. In words: The difference of the square
II. Bible Verse of two terms is the product of the sum EINSTEIN:
2Corinthians10:12 III. Presentation and difference of those terms.
We do not dare to 1. Highlight the key points to
remember in factoring NEWTON:
classify or compare
ourselves difference of two squares. See
with some who II. Application:
commend themselves. Extension on pp. 69. Group Games(Triad) ARCHIMEDES:
When they measure 2. Discuss illustrative examples Answer Try it 1-2 on pp. 69-71.
themselves by to strengthen pattern
themselves
and compare recognition. LEEUWENHOEK:

themselves with 3. In triad, ask the students to

themselves, they answer Try it 1-2 on pp. 69-
are not wise.
71.
4. Ask the students if they have
questions/clarifications using
thumbs up/sideways/down.
5. For individual work, ask the
students to answer Practice
and Application III on pp.
73.

I. Objectives: Day 2 Lesson 1.8: I. Review I. Generalization I. Formative Test Date

At the end of the Checking of assignments. For a binomial to be a difference of Answer Practice and Accomplish
lesson the Difference of two squares, two conditions must hold. Application IV on pp. 73. ed
students will be Two Squares II. Motivation  There must be two terms that
able to: What do we do or find first in are both square. Examples are
factoring polynomial? 9a2 and 25a4 and 81 and x2. ___/___/___
3. Factor  There must be a minus sign II. Assignment
completely III. Presentation between the two terms. Bring band paper, scissor, and Test Results
the different References: 1. Ask the students to answer paste.
types of Book A, pp. their assignment and let them FT
 polynomials 68-76. explain their answer. If x and y are real numbers, variables, RESULTS:
. 2. Discuss illustrative examples BOYLE:
or algebraic expressions, then
4. Develop to strengthen pattern
sportsmansh recognition. x2 – y2 = (x + y)(x – y) FARADAY:
ip in game. 3. In triad, ask the students to
answer Try it 3-4 on pp. 69- In words: The difference of the square
71. of two terms is the product of the sum EINSTEIN:
4. Ask the students if they have and difference of those terms.
questions/clarifications using
II. Bible Verse thumbs up/sideways/down. NEWTON:
2Corinthians10:12 5. For individual work, ask the II. Application:
We do not dare to students to answer Practice Group Games(Triad) ARCHIMEDES:
classify or compare and Application IV on pp. Answer Try it 3-4 on pp. 69-71.
ourselves 73.
with some who
LEEUWENHOEK:
commend themselves.
When they measure
themselves by
themselves
and compare
themselves with
themselves, they
are not wise.

I. Objectives: Day 3 Lesson 1.8: I. Review I. Generalization I. Formative Test Date

At the end of the Checking of assignments. For a binomial to be a difference of For individual work, ask the Accomplish
lesson the Difference of two squares, two conditions must hold. students to answer Thinking ed
students will be Two Squares II. Motivation  There must be two terms that Critically numbers 45-50
able to: Ask the students if it is possible to are both square. Examples are (Understanding Elem.
factor a polynomial if the GCF of the 9a2 and 25a4 and 81 and x2. Algebra I) pp. 207. ___/___/___
5. Factor term is 1.  There must be a minus sign
completely between the two terms. Test Results
the different References:
types of Book A, pp. If x and y are real numbers, variables, FT
polynomials 68-76. or algebraic expressions, then RESULTS:
BOYLE:
 . III. Presentation II. Assignment
6. Develop 1. Ask the students how they 2 2
x – y = (x + y)(x – y) Analyse then answer the
sportsmansh understand by difference of problem. FARADAY:

ip in game. two square. In words: The difference of the square

2. Give an example on the board of two terms is the product of the sum The difference of two EINSTEIN:
and let them answer it to and difference of those terms. number is 3. If the difference
measure the extent of their of their squares is 15, what is
understanding. the sum of the numbers? NEWTON:
II. Bible Verse 3. Introduce the steps in II. Application:
2Corinthians10:12 factoring the difference of two In pairs, ask the students to answer the ARCHIMEDES:
We do not dare to square. Exercises 10-15 (Understanding Elem.
classify or compare 4. Discuss illustrative examples Algebra I) on pp. 207.
ourselves to strengthen pattern
with some who LEEUWENHOEK:
commend themselves. recognition. See
When they measure Understanding Elementary
themselves by Algebra I on pp. 206 for
themselves
and compare further examples.
themselves with 5. In pairs, ask the students to
themselves, they answer the Exercises 10-15
are not wise.
(Understanding Elem.
Algebra I) on pp. 207.
6. For individual work, ask the
students to answer Thinking
Critically numbers 45-50
(Understanding Elem.
Algebra I) pp. 207.
I. Objectives: Day 1 Lesson 1.9: I. Review I. Generalization I. Formative Test Date
At the end of the Sum and Checking of assignment If a binomial is expressed as the Questions Accomplish
lesson students Difference of difference of the cubes of two Find the product of each of ed
will be able to: two cubes II. Motivation numbers, one factor is the difference of the following.
1. Define sum Name the type of product (e.g. square the two numbers and the other factor is 1. ( m+2 ) ( m2−2 m+ 4 )
and of a binomial, product of sum and the square of the first number, plus the 2. (2 x− y )(4 x 2−2 xy + y 2 ) ___/___/___
difference of References: difference of two terms) in each product of the two numbers plus the 3. ( 3 x−1 ) ( 9 x 2+3 x +1 )
the same two Book A, pp. multiplication expression. Then square of the second number. Test Results
terms. 77-81. multiply. 4. (2 x+ y)( 4 x 2−2 xy+ y 2)
( a 3−b 3 )=(a−b)(a2 +ab +b2 ) 5.
2. Find the 1. (7x² - 2)² If a binomial is expressed as the sum 2 2
FT
product of Book F, p.263 2. (a – 4)(a² + 4a + 16) (5 c +2 y)(25 c −10 cy+ 4 y ) RESULTS:
of the cubes of two numbers, one
sum and factor is the sum of the two numbers
difference of II. Assignment BOYLE:
 the same two III. Presentation and the other factor is the square of the Answer Vocabulary and
terms. 1. Giving the pattern first number, minus the product of the concepts on pp. 80.
( a+ b ) ( a2 −ab+b 2 )=a 3+ b3 call for two numbers plus the square of the FARADAY:

II. Values/ volunteers to show her/his answer second number.

Bible Verse on the board. ( a 3+ b3 ) =(a +b)(a 2−ab+ b2) EINSTEIN:
Honesty 2. Check if the answer is correct and
give other examples for others to II. Application:
solve on their notebooks. Board Work
NEWTON:
3. Ask for volunteers to solve on the Find the product.
board the given problem.
ARCHIMEDES:
4. Check if it’s correct and ask for 1. ( x +3 ) ( x 2−3 x+ 9 )
students to give the steps in
finding the product of sum and 2. ( x−3)( x 2 +3 x+ 9)
LEEUWENHOEK:
difference of two cubes. 3. (x−5)(x 2 +5 x+25)

I. Objectives: Day 2 Lesson 1.9: I. Review I. Generalization I. Formative Test Date

At the end of the Sum and Checking of assignments. Let x and y be real numbers, variables, Answer Practice and Accomplish
lesson the Difference of or algebraic expressions. Application II and III on pp. ed
students will be Two Cubes II. Motivation Factoring Sum of Two Cubes 80.
able to: Explain how to factor m3 + n3. x3 + y3 = (x + y)(x2 – xy + y2)
1. Factor out II. Assignment ___/___/___
completely III. Presentation Factoring Difference of Two Cubes Answer Practice and
the different References: 1. Discuss to class how to factor x3 - y3 = (x - y)(x2 + xy + y2) Application II on pp. 73. Test Results
types of Book A, pp. sum and difference of two cubes.
polynomial 77-81. 2. Demonstrate the steps in factoring If we think of the um of two cubes as a FT
(Polynomials sum and difference of two cubes cube of a First quantity plus the cube RESULTS:
with common Book F, p.263 using Example and 2 0n pp. 79. BOYLE:
of a Last quantity, we have the
monomial 3. In triad, ask the students to formula
factors) answer Try it 1-2 on pp. 79-80. FARADAY:
 4. Use thumbs up to evaluate F3 + L3 = (F + L)(F2 – FL + L2).
students understanding about the
II. Values/ topic. EINSTEIN:

Bible Verse 5. For individual work, ask the II. Application:

students to answer Practice and Group Games(Triad)
Jeremiah 6:16 NEWTON:
Application II and III on pp. Answer Try it 1-2 on pp. 79-80.
This is what the LORD 80.
says:
ARCHIMEDES:
“Stand at the
crossroads and look;
ask for the ancient
paths, LEEUWENHOEK:
ask where the good
way is, and walk in it,
and you will find rest
for your souls.
But you said, ‘We will
not walk in it.’

I. Objectives: Day 3 Lesson 1.9: I. Review I. Generalization I. Formative Test Date

At the end of the Sum and Checking of assignments. Let x and y be real numbers, variables, For individual work, ask the Accomplish
lesson the Difference of or algebraic expressions. students to answer Refining ed
students will be Two Cubes II. Motivation Factoring Sum of Two Cubes 1-15 on pp. 25 Book C.
able to: x3 + y3 = (x + y)(x2 – xy + y2)
2. Factor out ___/___/___
completely III. Presentation Factoring Difference of Two Cubes II. Assignment
the different References: 1. Post some examples of x3 - y3 = (x - y)(x2 + xy + y2) Give at least 3 examples of Test Results
types of Book A, pp. multiplication expression. Let expressions that is perfect
polynomial 77-81. the students name the type of If we think of the um of two cubes as a square trinomial. FT
(Polynomials special product. See Book C pp. cube of a First quantity plus the cube RESULTS:
with common Book C, p. 25 24 letter B. BOYLE:
of a Last quantity, we have the
monomial 2. From the given example given, formula
factors) Book F, p.263 ask the students to multiply by
 applying the special product FARADAY:

formula. Let them explain their 3 3 2

F + L = (F + L)(F – FL + L ). 2

II. Values/ answer. EINSTEIN:

Bible Verse 3. For remediation, ask the students
to answer Establishing A. See II. Application: Dyad
Jeremiah 6:16
Book C pp. 24. For remediation, ask the students to NEWTON:
This is what the LORD 4. For individual work, ask the answer Establishing A. See Book C pp.
says: students to answer Refining 1-
“Stand at the 24. ARCHIMEDES:
crossroads and look; 15 on pp. 25 Book C.
ask for the ancient
paths,
ask where the good LEEUWENHOEK:
way is, and walk in it,
and you will find rest
for your souls.
But you said, ‘We will
not walk in it.’

I. Objectives: Day 1 Lesson 1.10: I. Review I. Generalization I. Formative Test Date

At the end of the Factoring Checking of assignments. Factoring Perfect Square Trinomials Answer selected items on Accomplish
lesson the Perfect II. Motivation x2 + 2xy + y2 = (x +y)2 Practice and Application on ed
students will be Square Which of the following is the perfect VI on p. 88.
able to: Trinomials square trinomial?
1. Factor perfect square trinomials factored ___/___/___
perfect General 1. x2 + 18x + 81 form II. Assignment
square Form of 2. a2 + 5a + 6 Test Results
trinomial in Trinomial 3. y2 + 20y + 100 Discuss how will you factor
general (x2 + bx + c ) x2 + 2xy + y2 = (x +y)2 25x2 – 60xy2 + 36y4? FT
form. III. Presentation RESULTS:
2. Develop 1. Discuss the steps in factoring BOYLE:

leadership in References: perfect square trinomial. See II. Application:

a group Book A, pp. Extension on p. 83. In triad, ask the students to answer Try it
 activity. 82-89. 2. Demonstrate the steps in on pp. 84-86. FARADAY:

factoring sum and difference of

II. Values/ two cubes using Examples 1-4 EINSTEIN:
Bible Verse on pp. 84-86.
3. In triad, ask the students to
patience answer Try it on pp. 84-86. NEWTON:
4. Do a quick check using a
response cards.
5. For enrichment, ask the students ARCHIMEDES:

to answer selected items on

Practice and Application on VI LEEUWENHOEK:
on p. 88.
6. For individual work, ask the
students to answer selected items
on Practice and Application
III-V on pp. 87-88.

I. Objectives: Day 2 Lesson 1.10: I. Review I. Generalization I. Formative Test Date

At the end of the Factoring Checking of assignment. The following will help you recognize a Answer selected items from Accomplish
lesson the Perfect perfect square trinomial. Practice and Application III ed
students will be Square II. Motivation and VI on pp. 97-98.
 Two of the terms must be perfect
able to: Trinomials Factor 25x2 – 60xy2 + 36y4. squares, x2 and y2.
1. Factor  There must be no minus sign before ___/___/___
perfect 2
(ax + bx + c) III. Presentation x2 or y2. II. Assignment
square 1. Discuss how to factor trinomial  If you multiply x and y and double Answer Enrichment on pp. Test Results
trinomial of of the form the result, you get the third term, 89.
ax2 + bx + c 2xy, or its additive inverse, -2xy.
the form References: FT
ax2 + bx + Book A, 2. Discuss examples on pp. 92-95 For example, 4x2 + 20x + 25 is a perfect RESULTS:
c. pp.82-89. to demonstrate the steps in square trinomial because BOYLE:

2. Develop factoring general trinomial of the  The first term 4x2 is the square of 2x:
leadership form ax2 + bx + c (2x)2 = 4x2.
 The last term 25 is the square of 5: 5 2 FARADAY:
 in group 3. In pairs, ask the students to = 25.
activity. answer Try it 1-7 on pp. 92-96.  There is no minus sign before 4x2
4. Conduct a quick check using and 25. EINSTEIN:
 The middle term 20x is he twice the
II. Values/ Red/Green/yellow cards. product of 2x and 5.
Bible Verse 5. For enhancement, ask the Thus, NEWTON:
students to answer selected items 4x2 + 20x + 25 = (2x) 2 + 2(2x)(5) + 52 = (2x +
Mark 12:31 in Enrichment on pp. 99. 5)2.
6. For individual work, ask the ARCHIMEDES:
The second students to answer selected items
is this: ‘Love your from Practice and Application II. Application
neighbor as yourself.’
III and VI on pp. 97-98. In pairs, ask the students to answer Try it LEEUWENHOEK:

1-7 on pp. 92-96.

Day 3 Lesson 1.10: I. Review I. Generalization I. Formative Test

Factoring Checking of assignment. The following will help you recognize a For individual work, ask the
Perfect perfect square trinomial. students to answer Exercise
Square II. Motivation 15-28 Understanding Elem.
 Two of the terms must be perfect
Trinomials Find each product by inspection squares, x2 and y2.
Alg. I on pp. 215.
1. (x + 1)(x + 4)  There must be no minus sign before
Gain mastery 2. (x + 3)(x + 1) x2 or y2.
3. (a + 1)(a + 2)  If you multiply x and y and double II. Assignment
the result, you get the third term, The measure of the area of a
III. Presentation 2xy, or its additive inverse, -2xy.
References: rectangle is 7.5x² + 15.5x² -
Book A, 1. Ask for a volunteer to answer For example, 4x2 + 20x + 25 is a perfect 12, here x is a positive
pp.82-89. and explain the given square trinomial because integer. If the measure of the
expressions above.  The first term 4x2 is the square of 2x: height of the triangle is 3x +
2. Give more examples to (2x)2 = 4x2. 8, what is the least possible
measure the extent of their  The last term 25 is the square of 5: 5 2
 Book G, p. understanding. See Exercise = 25. measure of its base?
215 on pp. 215 Understanding  There is no minus sign before 4x2
Elem. Alg. I. and 25.
 The middle term 20x is he twice the
3. In pairs, ask the students to product of 2x and 5.
answer Exercises 30-40. Thus,
Understanding Elem. Alg. I 4x2 + 20x + 25 = (2x) 2 + 2(2x)(5) + 52 = (2x +
on pp. 215. 5)2.
4. For individual work, ask the
students to answer Exercise
15-28 Understanding Elem. II. Application
Alg. I on pp. 215. In pairs, ask the students to answer
Exercises 30-40. Understanding Elem.
Alg. I on pp. 215.

I. Objectives: Day 1 Lesson 1.11: I. Review I. Generalization I. Formative Test Date

At the end of the Factoring Checking of assignment. Factoring x2 + bx + c, c is positive Answer selected items from Accomplish
lesson the Quadratic 1. List all pairs of integers whose Practice and Application III ed
students will be Trinomials in II. Motivation product is c. and IV on pp. 97-98.
2. Choose a pair, m and n, whose sum is
able to: x2 + bx + c How can you use factoring b, that is, m + n = b.
1. Factor form quadratic trinomials to solve real-life 3. The factorization of x2 + bx + c is ___/___/___
quadratic problems? x2 + bx + c = (x + m)(x + n). II. Assignment
trinomial. Answer Practice and Test Results
2. Develop III. Presentation 4. If there are no such integers m and n Application V and VI on pp.
such that m + n = b, the trinomial
leadershi 1. Discuss the examples on pp. cannot be factored and is called
98. FT
p in a References: 92-95 to demonstrate the steps prime RESULTS:
group Book A, in factoring general trinomial BOYLE:

activity. pp.90-99. of the form x2 + bx + c. b. Application:

2. In pairs, ask the students to In pairs, ask the students to answer Try it FARADAY:
answer Try it 1-7 on pp. 92- 1-7 on pp. 92-96.
II. Values/ 96.
Bible Verse 3. Conduct a quick check using EINSTEIN:
Red/Greed/Yellow cards/
Mark 12:31 4. For enhancement, ask the
students to answer NEWTON:
The second Enrichment on pp. 99.
is this: ‘Love your 5. For individual work, ask the
neighbor as yourself.’ ARCHIMEDES:
students to answer selected
items from Practice and
Application III and IV on LEEUWENHOEK:
pp. 97-98.

I. Objectives: Day 2 Lesson 1.11: I. Review I. Generalization I. Formative Test Date

At the end of the Factoring Checking of assignment Factoring x2 + bx + c, c is positive For individual work, ask the Accomplish
lesson the Quadratic 5. List all pairs of integers whose students to answer Practice ed
students will be Trinomials in II. Motivation product is c. and Application V and VI
able to: x2 + bx + c How will you define quadratic 6. Choose a pair, m and n, whose on pp. 98
1. Factor form expression? sum is b, that is, m + n = b. ___/___/___
quadratic 7. The factorization of x2 + bx + II. Assignment Test Results
trinomial III. Presentation c is Answer Enrichment on pp. FT
using 1. Model the class using algebraic x2 + bx + c = (x + m)(x + n). 99. RESULTS:
geometric tiles how to factor general BOYLE:

model, References: trinomial of the form x2 + bx + c. 8. If there are no such integers m

2. Develop Book A, See Exploration on pp. 90. and n such that m + n = b, the FARADAY:
leadership in pp.90-99. 2. Using Example 6-7, discuss trinomial cannot be factored
group sample word problems to show and is called prime.
activity. application of the lesson. EINSTEIN:
 3. In group activity, ask the students
II. Bible Verse to answer Practice and II. Application:
Application VII on pp. 98. NEWTON:
Matthew 7:8 Group Activity
4. For individual work, ask the Answer Practice and Application VII
For everyone who asks students to answer Practice and on pp. 98. ARCHIMEDES:
receives; those Application V and VI on pp. 98.
who seek find; and to
those who knock, the
door LEEUWENHOEK:
will be opened.

I. Objectives: Day 3 Lesson 1.11: I. Review I. Generalization I. Formative Test Date

At the end of the Factoring Checking of assignment Factoring x2 + bx + c, c is positive For individual work, instruct Accomplish
lesson the Quadratic 9. List all pairs of integers whose them to answer Thinking ed
students will be Trinomials in II. Motivation product is c. Critically 72-75 on pp. 216-
able to: x2 + bx + c How will you factor a trinomial 10. Choose a pair, m and n, whose 217 From Understanding
3. Factor form whose leading coefficient is 1? sum is b, that is, m + n = b. Elem. Algebra I. ___/___/___
quadratic 11. The factorization of x2 + bx +
trinomial III. Presentation c is Test Results
using 1. Introduce the steps in x2 + bx + c = (x + m)(x + n). II. Assignment
geometric factoring a Trinomial whose Analyse then answer. FT
model, References: leading coefficient is 1. 12. If there are no such integers m RESULTS:
4. Develop Book A, 2. Give examples to demonstrate The measure of the area of a BOYLE:
and n such that m + n = b, the
leadership in pp.90-99. how to factor trinomial with trinomial cannot be factored square is 81 – 90x + 25x²,
group leading coefficient of 1. and is called prime. where x is a positive integer. FARADAY:
activity. 3. Ask students to give example. What is the smallest possible
 Book G, pp. 4. Ask for a volunteer to answer perimeter measure of this
II. Bible Verse 216-217 the given example. Let them II. Application: square? EINSTEIN:
explain their answer. For enrichment, ask them to answer
Matthew 7:8
5. For enrichment, ask them to Thinking Critically 64-71 on pp. 216-
For everyone who asks answer Thinking Critically NEWTON:
receives; those
217 From Understanding Elem.
64-71 on pp. 216-217 From Algebra I.
who seek find; and to
those who knock, the Understanding Elem. ARCHIMEDES:
door Algebra I.
will be opened. 6. For individual work, instruct
them to answer Thinking LEEUWENHOEK:
Critically 72-75 on pp. 216-
217 From Understanding
Elem. Algebra I.

I. Objectives: Day 1 Lesson 1.12: I. Review I. Generalization I. Formative Test Date

At the end of the Factoring Checking of assignment. Points to Remember in Factoring ax + bx + c.
2
Answer selected items from Accomplish
lesson the Quadratic Practice and Application on ed
students will be Trinomial II. Motivation  If the terms of a trinomial do have a pp. 110-111.
able to: (ax2 + bx + c) Ask the students how they are going common factor, then a terms of a 3
1. Factor to factor 2x2 + 24x + 35. binomial factor cannot have a common II. Assignment ___/___/___
quadratic factor. Answer Practice and
trinomial of III. Presentation  If the constant term of a trinomial is: Application I on pp. 110. Test Results
a. Positive, the constant terms of the
the ax2 + bx 1. Using illustrative examples,
binomials have the same signs as the
+ c. demonstrate the steps in FT
coefficient of x in the trinomial.
2. To develop factoring general trinomial of RESULTS:
b. Negative, the constant terms of the
the References: the form ax2 + bx + c. BOYLE:
binomials have the opposite signs.
leadership Book A, pp. 2. In pairs, ask the students to
and 100-112. answer Try it 1-3 on pp. 104- FARADAY:
sportsmansh 106.
ip in a group 3. Use thumbs up/Sideways/down
activity. to check the students’ II. Application: EINSTEIN:
 understanding the lesson. Answer Try it 1-3 on pp. 104-106.
II. Values/ 4. For individual work, ask the
Bible Verse students to answer selected NEWTON:

items from Practice and

Patience and Application I on pp. 110-111. ARCHIMEDES:
honest.

LEEUWENHOEK:

I. Objectives: Day 2 Lesson 1.12: I. Review I. Generalization I. Formative Test Date

At the end of the Factoring Checking of assignment. Quadratic Trinomials- an algebraic Answer selected items from Accomplish
lesson the Quadratic expression of the forma x 2 +bx +c , where a, Practice and Application II. ed
students will be trinomial II. Motivation b, c, are constants and a ≠ 0 , is called On p. 110.
able to: Analyze how factoring a2 + a – 6 help quadratic trinomial in x.
3. Factor ax2 + bx + c us use mathematical thinking. II. Assignment: ___/___/___
Steps in Factoring Quadratic Trinomials
quadratic Answer Vocabulary and
1. Multiply the coefficient of x 2 and the
trinomial of III. Presentation Concepts on pp. 109 item Test Results
constant term.
the ax2 + bx 1. Model to class using algebraic 2. Find the pair of factors whose product is numbers 1-10.
+ c. tiles how to factor genera the number obtained in step 1, and FT
4. To develop trinomial of the form ax2 + bx whose sum is the coefficient of x, the RESULTS:
the + c. See Exploration on pp. middle term. BOYLE:

leadership 100. 3. Rewrite the given expression by

replacing the coefficient of x with the
and References: 2. Using Example 3, discuss pair of numbers from step 2. FARADAY:
sportsmansh Book A, pp. sample word problems to 4. Using the last expression group the first
ip in a group 100-112. show application of lessons in two terms and the last two terms.
activity. geometry. EINSTEIN:
3. For enhancement, ask the
II. Values/ students to answer Writing
Bible Verse on pp. 111. II. Application: NEWTON:
4. For individual work, ask the Board Work
Patience and students to answer selected Answer Writing on pp. 111.
honest. items from Practice and ARCHIMEDES:

Application II. On p. 110.

LEEUWENHOEK:

I. Objectives: Day 3 Lesson 1.12: I. Review I. Generalization I. Formative Test Date

At the end of the Factoring Checking of assignment. To factor a trinomial whose leading coefficient For individual work, instruct Accomplish
lesson the Quadratic is greater than 1 them to answer Thinking ed
students will be trinomial II. Motivation Critically 81-85 on pp. 216-
Arrange the trinomial in descending power.
able to: How will you factor a trinomial 1. Make a blank outline and fill in all
217 From Understanding
5. Factor ax2 + bx + c whose leading coefficient is greater obvious information. Elem. Algebra I. ___/___/___
quadratic than 1? 2. List all pairs of factors of the
trinomial of coefficient of the first term and the last II. Assignment: Test Results
the ax2 + bx III. Presentation term of the trinomial.
3. Select the correct pairs of factors so
+ c. 1. Introduce the steps in that the sum of the inner and the outer
FT
6. To develop References: factoring a Trinomial whose products equals the middle term of the RESULTS:
the Book A, pp. leading coefficient is greater BOYLE:
trinomial.
leadership 100-112. than 1.
and 2. Give examples to demonstrate Check your factoring by multiplying
the binomial factors to see if their FARADAY:
sportsmansh how to factor trinomial with product is the original trinomial.
ip in a group Book G, pp. leading coefficient greater
activity. 216-217 than 1. EINSTEIN:
3. Ask students to give example.
II. Application:
II. Values/ 4. Ask for a volunteer to answer
Bible Verse the given example. Let them For enrichment, ask them to answer NEWTON:

explain their answer. Thinking Critically 76-80 on pp. 216-

Patience and 5. For enrichment, ask them to 217 From Understanding Elem. ARCHIMEDES:
honest. answer Thinking Critically Algebra I.
76-80 on pp. 216-217 From
Understanding Elem. LEEUWENHOEK:
Algebra I.
6. For individual work, instruct
them to answer Thinking
Critically 81-85 on pp. 216-
217 From Understanding
Elem. Algebra I.

END OF FIRST QUARTER