St.

Josephs Academy
Mandaue City

High School Department

LEARNING PLAN
(Mathematics 8)
S.Y. 2013 2014

Stage 3: Learning Plan

Week No. : 7 (July 15-19, 2013)

Subject Matter: Factoring Polynomial Expressions

DAY 1: July 15, 2013 (Monday)

8C (8:40-9:40); 8A (11:00-12:00); 8B (3:10-4:10)
Objective/s:
To check their group work output Introduction of Factoring
To be acquainted with their Performance Task # 1 (Dairy Product Package)
I.

Introduction

Activity 1: Checking of Group Work Output

The students will be asked to check their group work output on the Introduction of
Factoring
Representatives of the expert groups will be asked to explain some answers especially
the trivial and difficult ones.
They will be asked to take note the correct answers to guide them when they study the
concepts in the chapter on factoring.
Process Questions:
1. Among all the factoring techniques which is the easiest to perform?
2. What are the indicators in using a specific factoring technique?
3. What have you learned as a group especially those groups whose members didnt did
their part as assigned expert in a specific topic?
4. What are the advantages and disadvantages in using Jigsaw Technique as a strategy in
learning a new topic?
Activity 2: Introduction of Performance Task # 1 (Dairy Product Package)
The students will be asked to write their Performance Task # 1 (Dairy Product Package).
They will be introduced on the meaning of G.R.A.S.P.S.
They will also be asked to write the criteria on how their product will be rated.
Remarks:
DAY 2: July 16, 2013 (Tuesday)
8A (7:40-8:40); 8B (12:30-1:30); 8C (3:10-4:10)
Objective/s:
To relate the concept of finding the GCF in common monomial factoring
To identify common monomial factor
To factor expressions with common monomial factor
To create their own expression with common monomial factor

II.

Interaction

Activity 1: Anticipation-Reaction Guide

Elicit students prior knowledge on factoring polynomials with common monomial factors
by asking them to accomplish the Response Before column on the ARG below.
Response Before
Statement
Response After
1. The GCF of the terms in a
polynomial expression is called the
common monomial factor.
2.
3.
4.
Get the statistics of the class.
Activity 2: Concept Revisit: GCF (Greatest Common Factor)
Let the students revisit the concept of GCF by answering series of questions.
Lead the class to the concept that the GCF of the terms in a polynomial expression is
called the common monomial factor.
Process Questions:
1. What is the meaning of GCF?
2. What is the GCF of 16 & 28?
3. What is the GCF of a3 & a5?
4. What is the GCF of 16a & 40ab?
5. How do we get the GCF of two or more terms?
Activity 3: Tutorial Video: Common Monomial Factoring
Let the students view a tutorial video on common monomial factoring.
Let them deduce the steps in common monomial factoring from the video.
Process Questions:
1. What factoring technique was presented in the video clip?
2. How was the process of factoring done?
3. How will it be useful in finding the factors of a certain polynomial?
Activity 4: Everyone is a Teacher Here
Ask the students to compose an expression with common monomial factor.
Collect all the questions and shuffle them. Then distribute the questions to the students.
Ask the students to read the question silently & figure out the answer.
Call on volunteers to read the expression aloud and its factored form.
To conclude the lesson, let the students review their answers on the ARG by answering
the Response After. Tell them that they can change their answers based from what
they have learned in the days lesson.
Assignment:
Answer P&A #s 1, 3, 5, 40, 42, & 44; pp. 47-48
Bring pair of scissors
Remarks:
DAY 3: July 17, 2013 (Wednesday)
8A (7:40-8:40); 8B (10:00-11:00); 8C (3:10-4:10)
Objective/s:

To recognize a difference of two squares

To relate the concept on special products multiplying sum & difference of two terms &
factoring difference of two squares
To factor difference of two squares

Activity 5: Special Products & Factoring Relation

Elicit students prior knowledge by asking them to determine two expressions that will
result to the indicated product.
x2 25
x2 49
s2 100

4. w2 - 121
5. z2 - 625

Ask them to share their answers and their bases to a partner.

Activity 6: Paper Algebra Tiles

Guide the students in performing Exploration on page 50 of their textbook.
Let the students make generalization on the factors of difference of two squares from
the modeling activity.
x
x

y
y

x2-piece of paper
y2-piece of paper
Ask the students to complete the table below.
Factors
Product
1. (x+3)(x-3)
2. (x+6)(x-6)
3.
4.

Process Questions:
1. What do you notice from the product?
2. What is the relationship of the expressions that you multiply (factors) to the product?
3. Describe the factors.
4. What is the relationship between the first term & the second term of the product?
5. How do we factor expressions of the form a2 b2?
Assignment: Answer P&A #s 1, 3, 5, 11, 14, 16, 20, & 24; pp. 53-54
Remarks:
DAY 4: July 18, 2013 (Thursday)
8A (7:40-8:40); 8C (8:40-9:40); 8B (11:00-12:00)
Objective/s:
To manifest understanding on finding the factors of polynomials by common monomial
factoring & difference of two squares through RCC Activities

Integration

Activity 1: RCC Time!

The RCC books will be distributed.
The students will be asked to answer their RCC Activities 1 & 2 on pp. 18-20 for 30

minutes.
Checking of the Activities will follow.

Process Questions:
1. How did you find the RCC Activities?
2. What are your common errors?
3. What will you do in order to refrain from committing the same errors?
4. Who are our top scorers?
5. Why do you think they were able to get big scores?
Activity 2: Concept Map
Let the students accomplish the concept map by filling out the first two factoring
techniques and their respective examples.
Different Techniques of
Factoring Polynomials

Common
Monomial
Factoring

Difference
of Two
Squares

Examples

Examples

Assignment: Bring
Remarks:
DAY 5: July 19, 2013 (Friday)
8A (7:40-8:40); 8B (12:30-1:30); 8C (1:30-2:30)
Objective/s:
To watch videos regarding scale drawing & model making
To practice creating a scale drawing & model of a packaging box
Activity 3: Scaffold for Transfer 1 (Scale Drawing & Model Making)
Tell the students that in preparation for their performance task, they will watch a tutorial
video on how to make a scale drawing & model making.
Process Questions:
1. What is a scale drawing?
2. How is a scale made?
3. How do you construct a scale drawing?
4. What model was constructed in the video?
5. What procedures used in the construction?
6. How did you find the scaffolding activities?
7. How did the task help you see the real world use of the topic?
Activity 4: Scaffold for Transfer 2 (Practice: Creating a Scale Drawing & Model Making)
Let the students prepare their materials.
Let them practice creating their own scale drawing & model that is fit to the packaging
box that they will create in their performance task.

Remarks:

Resources: (textbooks, websites, CD-ROMs

etc.)
Oronce, O. B. and Mendoza, M. O., emath 8. 1st edition. Sampaloc, Manila:
Rex Book Store, Inc., 2013
pp. 43 - 56
Bea, C. B., Telling and Re-telling the
Story of Jesus through Mathematics 8,
2nd edition. Quezon City: Rex Crown
Publications, Inc., 2013
pp. 18 20
http://www.youtube.com

Materials/ Equipment needed:

LCD Projector
Speakers
Activity Sheets
Pair of scissors
Ruler
Glue
Used folders / cartons

Date Submitted

July 16, 2013

Supervisors Signature

___________