UNIT: SPECIAL PRODUCTS AND FACTORS

Stage 1- Desired Results (General Objectives)

Established Goals:

By the end of Grade8,

Students will develop knowledge, skills and understanding in patterning, generalization and algebraic
reasoning.
 Analyze, create and generalize numeric and visual patterns.
 Demonstrates understanding of the key concepts of special products and factors.
 Formulates real-life problems involving special products and factors and solves these
using a variety of strategies with utmost accuracy.

Essential Understanding:

Students will understand that:

 Patterns in finding the product of two binomials facilitate the solutions of real-life
problems.
 Factoring quadratic trinomials facilitate the solution of real-life problems.

Essential Questions:

 How are patterns used to solve real-life problems involving the product of two
binomials?
 How does factoring quadratic trinomial facilitate solving real-life problems?

Key knowledge and skills to be acquired

Students will know the …

1. factors and methods of factoring

2. common monomial factor
3. square of a binomial
4. multiplying binomials
5. factoring trinomials
6. factoring polynomials completely

Students will be able to…

1. factor out the greatest common factor of a polynomials

2. factor a trinomial in the form of x 2+ bx+ c∧a x 2 +bx +c where b and c are integers
3. factor special products such as perfect trinomial square
4. square a binomial sum or difference
5. find the product of the sum and difference of two cubes
 Stage 2- Acceptable Evidence

Approaches to Learning/Values Formation (How will this unit contribute to the overall development of
subject-specific and general approaches to learning skills?)

Organization

Prepared for class: necessary materials

Communication
Listens with focus
Ask questions to enhance learning

Transfer

Cooperates effectively in a team

Uses problem solving strategies

Personal Learning
Shows positive attitude towards learning which will be applied in real=life
problems.
Students are prepared with necessary materials such as papers and men. While discussions are
going on and when tasks are given, they are expected to stay focused and ask questions for
clarifications. During group activities, they are expected to cooperate with others and use
problem solving strategies. Positive attitude towards learning is very important in order to get
the most of the lesson.

Performance Tasks/ Other Evidence

Pre-Assessment:

Pre-test: to be given before the unit will be introduced. This is to check how much of the
needed skills (such as knowledge on laws of exponent, addition and subtraction of polynomial
expression, the product of two monomials, a monomial and polynomial and two binomials, the
quotient when polynomial is divided by a monomial) which are supposed to be previously
learned already, have been mastered.

Pre-Assessment: Investigation

Students in pairs do investigation 1 and the activity on page__ of Mathematics

Students 8.To b given at the start of the unit. (See under attachment)

Formative Assessments:

Practice Exercises. Students answer worksheets for each subtopic. (See under attachment)
Board work. Items will be written on strip of paper, the students take turn to solve
assigned item on the board and explain their work.
Worksheets from textbook.

Summative Assessments:

Project: by group (See under attachment)

To be graded using Rubrics.

Unit Test: (Individual activity). Students answer the unit test. (See under attachment)
 Stage 3- Plan Learning Experiences

(Sequence of teaching and learning experiences)

Teaching and Learning Activities

W (Where are we going? Why? What is expected?)

Inform the students what the goals are for this unit, the essential questions that they
need to keep in mind and answer while studying the unit and the summative tasks.

H ( How will we hook and hold student interest?)

 Let students do the investigation.
 Discuss output of the investigation by groups/ in pairs.
 Use result of investigation activity as springboard in introducing
the lesson.
 Ask the students to answer the following question based on the activity.
 What is/are the importance/ use / significance of the greatest
common factor?

E ( How will we equip students for expected performances?)

Each subtopic in the unit will be discussed using an incorporating different strategy.
 Cooperative Learning Strategies for discussions
 Direct Teaching
 Practice Exercise
 Project Making

R ( How will we help students rethink and revise?)

Students will always be given practice exercises related to each concept and / or skill
and review exercises at the end of the unit. More exercises will be given to students
until they get a good grasp of the lesson.

E (How will students self-evaluate and reflect on their own learning?)

 Revisit essential understanding and essential questions every meeting.

T (How will we tailor learning to varied needs, interests and styles?)

Students who will struggle with the content will be given extra exercises to work on,
and/or more cooperative learning activities will be done where “peer tutoring” can be
utilized.

The students who have a strong background on special product and factoring or who
will quickly learn the content will be given more complex exercises and/or will be asked
to work on a section of the unit that’s ahead of the rest of the class and then be able to
coach non-advanced classmates.

See attachment:
Lesson: Greatest Common Factor

Preparations:
A. Divide the class into 3 groups
B. Prepare visual aid (Manila Paper)
C. Using the manila paper, show the following questions ONE AT A TIME.
(The questions that follow are called essential questions.)

GREATEST COMMON FACTOR

common
 What does it tell us? What does it represent?
 How does it relates in real-life?

A. Investigation: Let each group

a. Write down the traits/ character traits of each member of the group.
b. List down all the character traits of each member of the group and identify what
character traits common/similar to all members of the group.
c. Guide the students into looking at the common/similarities. You may then elaborate
on this aspect, throwing guide questions that would lead students realize that
COMMON FACTOR REPRESENT SIMILARITIES.

With the pattern, guide the student into realizing one significance of COMMON FACTOR.

B. Introduction: Conceptual Understanding

Still in groups, students discuss and come up with one possible answer to each of the
essential questions listed above.
 The questions shall be shown and answered ONE AT A TIME in 3 minutes.
 Once time is up:
Each group shares answers to other groups by rotating the paper in
counter-clockwise.
The teacher asks for the “common answer” from the three groups.
 Repeat the process for each of the questions above.
 Each group write a “summary/ generalization” about the concept and
significance of greatest common factor.

C. Grouping based on students’ needs question: What other things do you want to know or
learn about greatest common factor? Name at least two.
 To be answered individually
 Each one gives his/her answer very quickly; the teacher takes note of each
answer for regrouping purposes.
 Regroup based on individual’s need

D. Goals for the day:

 Demonstrates a common understanding of greatest common factor: what do
they represent, their significance.
 Acquire and show mastery in factoring polynomials by greatest common factor.
 Determine/ identify the greatest common factor of each polynomial.
 Factor the polynomial by GCF.

Activities (tasks to be given are based on individual’s need.) Sample activities/ exercises includes:
a. Hand out - summary of the lesson
b. Worksheets for practice - to be done individually
 Pre-Assessment

Card-Sort Technique:
Direction: Ask the students to get three sheets of paper. On each sheet, write the
following in capital and bold letters:

THOROUGH UNDERSTANDING
LIMITED UNDERSTANDING
NO UNDERSTANDING

The teacher will show the topics that should be mastered by the students before proceeding to the
discussion of special products and factors. Each time the topic is presented, the students will select the
sheet that will identify their level of understanding and show it to the teacher. The teacher will then,
assess the level of understanding of the majority of the students.

NO LIMITED THOROUGH
TOPIC
UNDERSTANDING UNDERSTANDING UNDERSTANDING
1.Explain and apply the
exponent laws for powers
with integral exponent.
2. Perform the addition and
subtraction of a polynomial
expression.
3. Find the product of two
monomials, a monomial
and polynomial and two
binomials.
4. Find the quotient when a
polynomial is divided by a
monomial.

Investigation 1.

The students are provided with a Tic Tac sheet to help them discover the relationship / pattern
between two numbers. After doing this, they would have uncovered the pattern on how to
locate the appropriate factors of a given trinomial.

TIC TAC BUT NO TOE

In the following Tic Tac’s, there are four numbers. Find the relationship that the two
numbers on the right have with the two numbers on the left.

-90 10 36 -6 Observation:
1 -9 -12 -6
1.What pattern is illustrated by Tic Tac on the chart?Did it follow the
-6 -3 -30 -6 pattern everytime?
-1 2 -1 -6

-49 7 12 30
0 -7 0
34 4
-81 -9 24 -6
0 9 -10 -4
Greatest Common Factor:

Check your understanding:

Factor out the greatest common factor:

1. 5 x 2 y +7 xy
2. 21 k 5+ 35 k 4−14 k 3
3. 15 a2 c 3+ 25 ac 2−5 a 2c

Factoring Polynomials of the form x 2+ bx+ c :

Check your understanding:

Fill in the blanks.

1. To factor x 2−10 x+ 25, find two numbers whose product is _______ and whose
sum is ______.
2. To factor x 2+ 8 x+7 , find two numbers whose product is _______ and whose sum is
_______.
3. What clues in y 2−7 y −8 tell which signs should be used in the factored form?

Factoring Polynomials of the form ax 2 +bx +c :

Check your understanding:

Factor the given polynomials.

1. 2 x 2−3 x −5
2. 3 x 2+ x −4
3. 5 x 2−15 x+10

Factoring Perfect Square Trinomial:

Check your understanding:

Factor the following.

1. 4 x 2−20 x+25
2. 9 x 2+ 6 xy+ y 2
3. x 2−8 xy +16 y 2

Factoring the Difference of Two Squares: Factoring Completely:

Check your understanding: Check your understanding:

Factor the following. Factor it completely.

1. a 2−81 1. 7 x 2−28
2. x 2−100 y 2 2. x 4 − y 4
3. 9 x 2−1 3. 8 b 2+24 b+18
4. −4 x 2+ 9 x 2y
Factoring the Sum and Difference of Two Cubes: 5. 3 x 2−18 x−48

Check your understanding:

Factor the following.

1. x 3−8
2. 27 x 3 + y 3
3. 125 a3 −64 b3
Quizzes:

A. Factor the following pplynomials.

1. by Greatest Common Factor

1.1)4x- 8y+4
1.2) x 3 +5 x 2
1.3) 5 x 2+10 x
1.4) 10 xy−15 x 2

2. factoring x 2+ bx+ c

2.1) y 2−7 y −8
2.2) x 2+ 3 x −10
2.3) a 2−a−12
2.4) b 2+10 b+ 24

3. factoring ax 2 +bx +c

3.1) 2 x 2+7 x +5
3.2) 3 x 2−8 x+ 4
3.3) 5 x 2−8 x−4
3.4) 6 x 2+ 7 x−10

4. factoring Perfect Square Trinomials

4.1) 4 x 2−20 xy+ 25 y 2

4.2) 9 x 2+ 6 x+1
4.3) x 2−10 x+ 25
4.4) 25 x 2+10 xy + y 2

5. factoring the Difference of Two Squares

5.1) a 2−100 b2
5.2) 4 x 2−121
5.3) 9 x 2−25 y 2
5.4) 16 x 2−1

6. factoring the Sum and Difference of Two Cubes

6.1) x 3−8
6.2) x 3 +125 y 3
6.3) 8 a 3−1
6.4) 27 a 3+ 64 b3

7. factoring completely

7.1) 50 x 2−8 y 2
7.2) 8 x 2+ 24 x+ 18
7.3) 3 a3 +24
UNIT TEST:

FUN WITH MATH

Guest what!
It is the only 15-letter word that can be spelled without repeating a letter. To find the
word, solve the polynomials below. Choose the correct answer from the table and write
the appropriate letter on the corresponding number. Show your solution on the other
sheet of paper.

__ __ __ __ __ __ __ __ __ __ __ __ __ __ __
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

A E I O
3(5y-4)(5y-4) 2 2
(4x-y)(16 x + 4 xy + y ) (5+y)(5-y) (x+7)(x-2)
U B C G
(x+2)(x-2) (2a-1)(2a+1) 8a(b-c) (5 x 2)(1+2 x 4)
H L N P
(a-9)(a-3) (a+2b)(a 2−2 ab+ 4 b2 ¿ (2 x+ 3)
2
(x+5)( x 2−5 x+ 25 ¿
R T Y D
(2x+3)(x-2) (3a+1)(2a+1) (a-b)(a + ab+b 2)
2
¿ ¿)(2 x 4)

2
1. x −4
2
2. 4 x +12 x+ 9
3. 8 ab−24 a
2
4. x + 5 x −14
3
5. x +125
3 3
6. a −b
2
7. 2 x −x−6
2
8. 25− y
2 6
9. 5 x +10 x
2
10. a −12 a+27
2
11. 6 a +1+5 a
2
12. 75 y −48
2
13. 4 a −4 a+ 1
3 3
14. a +8b
3 3
15. 64 x − y
 MAKE ME AN APPLICATION PROBLEM

Goal:
The goal is to create at least three application problems using the skills learned in special
product and factoring.

Role:
You are creator of application problems using the skills learned in the unit.

Audience:
The target audience is the math teachers.

Situation:
You have been asked to create at least three application problems using the skills learned in
special products and factoring.

Product Performance and Purposes:

At least three word problems in application to the skills learned in the unit.
You need to study and analyze the problem you make. Check the skills applied. Have this in
visual aid.

Standards and Criteria for Success:

Your problem must be organized, stated clearly in visuals; word/s must be spelled out. Skills and
content knowledge must be there.

WORD PROBLEM RUBRIC:

Criteria 35 30 20 15 Points
Information is Information is Same but not Sequence of
logical and presented in a all information information is
ORGANIZATION interesting to logical is presented in difficult to
follow sequence a logical follow
sequence
Drawing Drawing is Minimal effort No drawing is
VISUALS reinforces the related to is given to included
word problem word problem drawing
No math 1 to 2 math 3 to 4 math 5 or more
MECHANICS and/or spelling and/or spelling and/or spelling math and/or
errors errors errors spelling errors
Student Student is at Student is able Student does
demonstrates ease with to not
full knowledge content but demonstrate understand
CONTENT of content. has some basic concepts the content.
KNOWLEDGE difficulty with but is
the content. uncomfortable
with the
content.
Students go Student meets Student hardly Student does
REQUIREMENT
beyond the the meets the not meet the
S
requirements. requirements. requirements. requirement.