Instructional Planning

(The process of systematically planning, developing, evaluating and managing the instructional
process by using principles of teaching and learning - D.O. 42, s. 2016)
Detailed Lesson Plan (DLP) Format

DLP No.: Learning Area: Grade Level: Quarter: Duration: Date:

Day 4, June 8,
4 Mathematics 8 First 60 2017
Learning Competency/ies: Code:
Factors completely different types of polynomials ( polynomials with
common monomial factor, difference of two squares, sum and difference
(Taken from the Curriculum Guide)
of two cubes, perfect square trinomials, and general trinomials.) M8AL-Ia-b-1

Key Concepts / Understandings to be Factoring Polynomials with common monomial factor, difference of two squares, sum and difference of two
Developed cubes, perfect square trinomilas and general trinomials.

Adapted Cognitive Process Dimensions (D.O. No. 8, s.

Domain 2015)
OBJECTIVES:

Knowledge The Remembering Identify sum and difference of two cubes

fact or condition of knowing something with
familiarity gained through experience or
association Understanding

Applying
Factor completely polynomials with sum or difference of two cubes
Skills
The ability and capacity acquired through Analyzing
deliberate, systematic, and sustained effort to
smoothly and adaptively carryout complex
activities or the ability, coming from one's Evaluating
knowledge, practice, aptitude, etc., to do
something
Creating

Attitude Valuing Be patience in factoring polynomials completely with sum or differene of two
cubes.
Values Valuing Alertness in factoring completely.
2. Content Factoring Polynomial as Sum and difference of two cubes
3. Learning Resources CG, TG,Reference book, Learner's Module p. 35, E- Math, Math-aids.com
4. Procedures
4.1 Introductory Activity Teacher posts a special product on the board. Ex. x³ + 27, a³ - 8. Call volunteer to name what special
5 minutes product is being illustrated?
4.2 Activity ROAD MAP TO FACTOR ACTIVITY: The teacher posts Special product on the board such as x³ + 27, a³ -
10 minutes 8. Answer the following problems by using the map as a guide. ( see appendix 1 )
4.3 Analysis How do we determine the trinomial factor? How many factors are there for the sum and difference of two
5 minutes cubes.
4.4 Abstraction
LECTURETTE: The teacher demonstrates how to factor a sum and difference of two cubes?
10 minutes
4.5 Application Conduct a THINK-PAIR-SHARE-ACTIVITY. Ask the student to answer: (see appendix 2). After answering,
10 minutes they are goingto sharetheir answers to a partner.
4.6 Assessment Let the students to anwer the expressions.( See
Anlysis of Learners' Products
10 minutes appendix 3 )
4.7 Assignment
5 minutes
Preparing for the new lesson Study about factoring perfect square trinomial.
4.8 Concluding Activity
In your journal, write a letter of inspiration in factoring completely with the sums or difference of cubes.
5 minutes
5.      Remarks
6.      Reflections
C.   Did the remedial lessons work? No. of learners who
A.  No. of learners who earned 80% in the evaluation. have caught up with the lesson.
B.   No. of learners who require additional activities for
D.  No. of learners who continue to require remediation.
remediation.
E.   Which of my learning strategies worked well? Why did these
work?
F.   What difficulties did I encounter which my principal or
supervisor can help me solve?
G.  What innovation or localized materials did I use/discover which I
wish to share with other teachers?
Prepared by:
Name: JUVY A. GIDUQUIO School: SANTAFE NHS
Position/
Designatio Division:
n: TEACHER 1 CEBU PROVINCE
Contact
Number: 09327558148 Email address:
ROAD MAP TO FACTOR

Is the given expression a sum or a difference If No

of two cubes? Use other factoring technique/meth

If 1. What are the cube roots of the fir

Yes 2. Write their difference as the first
3. For the second factor, get the trin
a. Squaring the first term of the first
Are the binomials sums or b. Adding the product of the first an
difference of two cubes? first factor;
c. Squaring the last term of the first
4. Write them in factored form.
( x - y ) ( x2 + xy + y2)

1. What are the cube roots of the first and last terms?
2. Write their sum as the first factor. ( x + y ).
3. Factor the second factor, get the trinomial factor by:
a. Squaring the first term of the first factor;
b. Subtracting the product of the first and second terms of the
first factor;
c. Squaring the last term of the first factor.
4. Write them in factored form.
( x + y ) ( x2 - xy + y2)
factoring technique/method

re the cube roots of the first and last terms?

heir difference as the first factor. ( x-y).
second factor, get the trinomial facto by:
g the first term of the first factor;
the product of the first and second terms of the

g the last term of the first factor.

hem in factored form.
APPENDIX 3 ANSWER KEY: APPENDIX
Factor completely.
1. ( s + 9p ) ( s2 - 9ps + 81p

2. ( x + 2s ) ( x2 - 2sx + 4s2

3. ( r + 8 ) ( r2 - 8r + 64r2 )

4. ( y - 2p ) ( y2 + 2py + 4p

5. ( c - 3z ) ( c2 + 3cz + 9 z2

6. ( s + 5 ) ( s2 - 5s + 25s2 )

7. ( k + 9 ) ( k2 - 9k + 81k2

8. ( s + 2 ) ( s2 - 2s + 4s2 )

9. ( p - 7b ) ( p2 + 7bp + 49

10. ( g - 8h ) ( g2 + 8gh + 6
ANSWER KEY: APPENDIX 3

1. ( s + 9p ) ( s2 - 9ps + 81p2 )

2. ( x + 2s ) ( x2 - 2sx + 4s2 )

3. ( r + 8 ) ( r2 - 8r + 64r2 )

4. ( y - 2p ) ( y2 + 2py + 4p2 )

5. ( c - 3z ) ( c2 + 3cz + 9 z2 )

6. ( s + 5 ) ( s2 - 5s + 25s2 )

7. ( k + 9 ) ( k2 - 9k + 81k2 )

8. ( s + 2 ) ( s2 - 2s + 4s2 )

9. ( p - 7b ) ( p2 + 7bp + 49b2 )

10. ( g - 8h ) ( g2 + 8gh + 64h2 )

APPENDIX 2 Answer Key:
Factor each expression: APPENDIX 2

1. y3 + 64 1. ( y + 4 ) ( y2 - 4y + 16 )

2. a3 - 125 2. ( a - 5 ) ( a2 + 5a + 25 )

3. x3 - 8y3 3. ( x - 2y ) ( x2 + 2xy + 4y2 )

4. 1 + 8x3 4. ( 1 + 2x ) ( 1 - 2x + 4x 2 )

5. x3+ 216 5. (x + 6 ) ( x2 - 6x + 36 )