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GRADE 8 MATHEMATICS
LEARNER’S MATERIAL

UNIT 1
Module 1: SPECIAL PRODUCTS and Factors
Lesson 1: Special Products
There are special forms of algebraic expressions whose products are readily seen.
These are called SPECIAL PRODUCTS.

A. Square of Binomial
 To find the square of a binomial of the form
(x+y)2
The square of a binomial consist of:
1. the square of the first term;
(x)2
2. twice the product of the first and last terms; and
2(x)(y)
3. the square of the last term.
(y)2
Hence, (x+y) = x2+2xy + y2
2

Examples:
1. 2.
= + 2(6r) + = + 2(-3u) +
= + 12r + 36 = -6u + 9

Exercises:
Square the following binomials using the pattern.
1. 4.

2. 5.

3. 6.

B. Square of a Trinomial
 To find the square of Trinomial of the form
(a+b+c)2
The square of a trinomial consist of:
1. the sum of the squares of the first, second and last terms;
(a)2 + (b)2 + (c)2
2. twice the product of the first and the second terms;
2(a)(b)
3. twice the product of the first and the last terms; and
2(a)(c)
4. twice the product of the second and the last terms.
2(b)(c)
Hence, (a+b+c) = a + b2 +c2 + 2ab + 2ac + 2bc
2 2

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Examples:
1. 2.
= + +2ab+2ac+2bc = + +2(2mn) + 2(-km) + 2(-2kn)
= + + 4mn - 2km - 4kn
Exercises:
Square the following trinomials using the pattern.
4.

5.

6.

C. Sum and Difference of Two Terms

The product of the sum and difference of two terms is the difference of the squares
of the terms. In symbols, (x + y) (x – y) = - . The product is always a binomial.
Examples:
2.
= - = -
= -81 = -9

Exercises:
Multiply the following binomials using the pattern.
4. (4r - 5k) (4r + 5d)

5. (12x – 3) (12x + 3)

6.

D. Cube of a Binomial
Steps:
1. Find the cube of each term to get the first and the last terms.
2. The second term is three times the product of the square of the first term and
the second term.
3. The third term is three times the product of the first term and the square of the
second term.

Examples:
2.
= +3 = +3
= +6 = -6

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Exercises:
Find the cube of binomial by following the steps above.
4.

5.

6.

Real-life Problem:
Apply your knowledge on special products on each situation.
1. Jemboy wants to make his 8-meter square pool into a rectangular one by
increasing its length by 2 m and decreasing its width by 2m. Jemboy asked your
expertise to help him decide on certain matters.
a. What will be the new dimensions of Jemboy’s pool?
b. What will be the new area of Jemboy’s pool? What special product will be
used?
c. If the sides of the square pool is unknown, how will you represent its area?
d. If Jemboy does not want the area of his pool to decrease, will he pursue his
plan? Explain your answer.

2. Emmanuel wants to tile his rectangular floor. He has two kinds of tiles to choose
from, one of which is larger than the other. Emmanuel hired your services to
help him decide which tile to use.
a. What area will be covered by the 8” x 8” tile? 16” x 16” tile?
b. If the rectangular floor has dimensions of 74” x 128”, how many small square
tiles are needed to cover it?
c. How many big square tiles are needed to cover the rectangular floor?
d. If each small tile costs Php 15.00 and each big tile costs Php 60.00, which tile
should Emmanuel use to economize in tiling his floor? Explain why.

Lesson 2: Factoring
The process of finding the factors of an expression is called factoring, which is the
reverse process of multiplication.

A. Common Monomial Factor

Steps:
1. Find the greatest common factor of the numerical coefficients.
The GCF of 16 and 24 is 4
2. Find the variable with the least exponent that appears in each term of the
polynomial.

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m and n are both common to all terms and 3 is the smallest exponent of m and
2 is the smallest exponent of n thus m3n2 is the GCF of the variables
3. Th5e product of the greatest common monomial factor in (1) and (2) is the GCF
of the polynomial.
Hence, 4m3n2 is the GCF of 16m3n5 – 24m5n2
4. To completely factor the given polynomial, divide the polynomial by its GCF, the
resulting quotient is the other factor.
Thus, the factored form of 16m3n5 – 24m5n2 is 4m3n2(4n3 – 6m2)

Exercises:
Complete the table to practice this type of factoring.
Greatest Common Quotient of
Polynomial Monomial Factor Polynomial and CMF Factored Form
(CMF)
Example: 6m + 8 2 3m + 4 2(3m + 4)
12WIN – 16WINNER 1. 2. 3.
12 + 20 r 4. 3 5.
6.

B. Difference of Two Squares

The factored form of a polynomial that is a difference of two squares is the sum and
difference of the square roots of the first term and last term, .
Examples:
2.
= =

Exercises:
Find the factor of the following using the pattern above.
4.

5.

6.

C. Perfect Square Trinomial

A perfect square trinomial is the result of squaring a binomial. A perfect Square
trinomial has first and last terms which are perfect squares and a middle term which is
twice the product of the square root of the first and last terms.

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Examples:
2.

Exercises:
Supply the missing term to make a true statement.
1.
2.
3.
4.
5.
6.

D. General Trinomial
Example: Factor
Steps:
1. Multiply the first and the last terms
(
2. Find the factors of answer’s number 1 whose sum is equal to the second term.
= -6y + 3y
3. Rewrite the trinomial as four-term expressions by replacing the middle term by
the sum factor.

4. Group the terms with a common factor.

5. Factor the groups using greatest common monomial factor.

6. Factor out the common binomial and write the remaining factor as sum or
difference of binomial.
(y – 3) (2y + 3)

Exercises:
Factor the following general trinomials:
1.

2.

3.

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E. Sum and Difference of Two Cubes

To find the factors of the sum and difference of two cubes observe what pattern is
evident.
a. (a + b)( =
b. (a - b)( =

Exercises:
Factor the following:
1. (m + 2)(

2. (2g - 3)(

3. (5h + 2k)(

F. Grouping
We can use factoring by grouping technique in finding the factors of a polynomial with
more than three terms.
Example: Factor 8mt – 12at + 10mh - 15ah
Steps:
1. Group the terms with a common factor.
(8mt – 12at) + (10mh - 15ah)
2. Factor out the greatest common monomial factor in each group.
4t (2m – 3a) +5h (2h - 3a)

3. Factor out the common binomial factor and write the remaining factor as a
sum or difference of the common monomial factors.
(2m - 3a) (4t + 5h)

Exercises:
This activity will reveal the most frequently used four-letter word ( no letter is
repeated) according to world – English.org through the use of factoring.
1. 7s + 35om + 9se + 45 0e 4. 36yu – 24ro + 12ou – 72yr

2. 15te – 12he + 10ty – 8hy 5. hv + av + he + ae

3. 4wt + 2wh + 6it + 3ih 6. 72he + 16we + 27hn + 6wn

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Module 2: RATIONAL ALGEBRAIC EXPRESSIONS AND ALGEBRAIC EXPRESSIONS

WITH INTEGRAL EXPONENTS

Lesson 1: Rational Algebraic Expressions

A rational algebraic expression is a ratio of two polynomials provided that the
denominator is not equal to zero. In symbols: , where P and Q are polynomials and Q≠ 0.

A. Zero and Negative Exponents

Examples:
1. = 3. = 1

2. 4. = 1

Exercises:
Rewrite each item to expressions with positive exponents.
1. 4.

2. 5.

3. k 6.

B. Evaluation of Algebraic Expressions

Examples:

= = = = =

2. 10 , y=5
= = ÷ =

Exercises:
Evaluate the following algebraic expressions.
1. 40 , b=5 3. ( , p=1

2. , h=2 4. , m = -8

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C. Simplification of Algebraic Expressions

Examples:

2.
= =
= =

Exercises:
Simplify the following rational algebraic expressions.

1. 3.

2. 4.

Real-life Problem:
1. Nimfa can paint the wall in five hours. What part of the wall is painted in three
hours?

2. Pipe A can fill a tank in 40 minutes. Pipe B can fill the tank in x minutes. What part of
the tank is filled if either of the pipes is opened in ten minutes?

Lesson 2: Operations on Rational Algebraic Expressions

A. Operations of Algebraic Expressions
1. Multiplying Rational Algebraic Expressions
The product of two rational expressions is the product of the numerators divided by
the product of the denominators. In symbols,

Examples:
2.
= =
= =
= =

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Exercises:
Find the product of the following rational algebraic expressions.

3.

4.

2. Dividing Rational Algebraic Expressions

The quotient of two rational algebraic expressions is the product of the dividend and
reciprocal of the divisor. In symbols,
Examples:

1. 2.
=
= =
= =
= =

Exercises:
Find the product of the following rational algebraic expressions.

3.

4.

3. Adding and Subtracting Similar Rational Algebraic Expressions

In adding or subtracting similar rational expressions, add or subtract the numerators
and write the answer in the numerator of the result over the common denominator.
In symbols,

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Examples:
2.
= =
= =
= =
= =
=

Exercises:
Perform the indicated operation. Express your answers in simplest from.
3.

4.

4. Adding and Subtracting Dissimilar Rational Algebraic Expressions

In adding or subtracting dissimilar rational expressions, change the rational algebraic
expressions into similar rational algebraic expressions using the least common
denominator or LCD and proceed as in adding similar fractions.

Examples:
2.
The LCD is 2 x =
= The LCD is (x+3)(x+1)(x+2)

= =

= =

= =
= =
=

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Exercises:
Perform the indicated operation. Express your answers in simplest from.
3.

4.

B. Complex Rational Algebraic Expressions

If the numerator or denominator, or both numerator and denominator of a rational
algebraic expression is also a rational algebraic expression, it is called a complex rational
algebraic expression.
Examples:

1. 2.

= =

= =

= =

= =

= =

= =

Exercises:
Simplify the following complex rational algebraic expressions.

3.

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4.

Problem Solving:
1. Two vehicles travelled (x + 4) kilometers. The First vehicle travelled for ( hours
while the second travelled for hours.
a. Complete the table bellow
Vehicles Distance Time Speed
Vehicle A
Vehicle B
b. How did you compute the speed of the two vehicles?
2. Pancho and Bruce were asked to fill the tank with water. Pancho can fill the tank in x
minutes alone, while Bruce is slower by two minutes compared to Pancho.
a. What part of the job can Pancho finish in one minute?
b. What part of the job can Bruce finish in one minute?
c. Pancho and Bruce can finish filling the tank together within y minutes. How will you
represent algebraically, in simplest form, the job done by the two if they work
together?

UNIT 2

Module 3: RELATIONS AND FUNCTIONS

Lesson 1: Rectangular Coordinate System

Rectangular Coordinate System is introduced using the concept of sets. The
binary operations of sets: union and intersection.
The product set or Cartesian product of nonempty sets A and B, written as A x B
and read “A cross B,” is the set of all ordered pairs (a,b) such that a ε A and b ε B.
Example:
Let A = {2, 3, 5} and B = {0, 5} . Find (a) A x B, (b) B x A and (c) n(A x B)
a. A x B = {(2,0),(2,5),(3,0),(3,5),(5,0),(5,5)
b. B x A = {(0,2),(5,2),(0,3),(5,3),(0,5),(5,5)
c. n(A x B) = 6

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Exercises:
Given that A= {4,7,8} and B +{5,6}, Find the following:
1. A x B 3. n (A x B)
2. B x A 4. n ( B x A)

The Cartesian plane is composed of two perpendicular number lines that

meet at the point of origin (0,0) and divided the plane into four regions called
quadrants. It is composed of infinitely many points. Each point in the coordinate
system is defined by an ordered pairs of the form (x,y).
Quadrant I x > 0, or x is positive y > 0, or y is positive or (+,+);
Quadrant II x < 0, or x is negative y > 0, or y is positive or (-,+);
Quadrant III x < 0, or x is negative y < 0, or y is negative or (-,-);
Quadrant IV x > 0, or x is positive y < 0, or y is negative or (+,-).

Examples:
1. (-1,3) Quadrant II
2. (3,-1) Quadrant IV
(-1,3)

(3,-1)

Exercises:
Draw a Cartesian plane. Plot and label the following points. Identify the
quadrants/axis where each point lies.
______1. C (0,4)
______2. A(3,-2)
______3. R(-5,3)
______4. T(0,7)
______5. E(-3,6)
______6. S( ,6)
______7.G (-3,-4)
______8. H(5,0)
______9. D(-6,2)
______10. I (1,2)

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Lesson 2: Slope of a Line

A slope of a line refers to its steepness. It can be solve by using:

a. m = if two points are given
b. m =m if the equation (y = mx + b) given;
c. m = if the graph is given.

A. Slope of a Line Given Two Points

Example:
Find the slope of the line passing through (0,3) and (2,1)
m = =

Exercises:
Find the slope of a line passing through the following points.
1. (8,3,) and (-1,2)
2. (4,-1) and (-1,-5)
3. (0,8) and (-3,0)
4. (5,1) and (2,3)
5. (-7,1) and (-1,-1)

B. Slope of a Line Given Equation

Examples: y = mx +b
1. Find the slope of y -2x = -1
y = 2x -1
m=2

2. Find the slope of 2y = 4x +6

y = 2x+3
m=2
Exercises:
Find the slope of the following equations.
1. 2y = 10x - 2
2. y - 4x = - 3
3. -3y = 9x + 3
4. y = 5x + 3
5. 5y = 2x -4

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C. Slope of a Line Given Graph

Example: Find the slope of the graph below.
run

m= (-1,3)
rise
m= = -1

(3,-1)

Exercises:
Determine the slope of the following graph.

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Lesson 3: Standard Form and Slope-Intercept Form

A. Rewriting from Standard Form to Slope-Intercept Form

STANDARD FORM: ax + by = c
SLOPE-INTERCEPT FORM: y = mx + b

Example: Change from standard form to slope-intercept form.

1. 3x – 5y = 10 2. 2x + y = 9
– 5y = 10 – 3x y = 9 – 2x
– 5y = – 3x + 10 y = – 2x + 9

Exercises: Change from standard form to slope-intercept form.

1. x + 2y = 4
2. 5x + 2y = 7
3. –3x + y = 2
4. 2x – 3y = 1
5. x+y=6

B. Rewriting from Slope-Intercept Form to Standard Form

SLOPE-INTERCEPT FORM: y = mx + b
STANDARD FORM: ax + by = c

Example: Change from slope-intercept form to standard form.

1. y = –x + 4 2.
x+y=4 ( )

3y = –2x + 9

2x + 3y = 9

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Exercises: Change from slope-intercept form to standard form.

1. y = –2x + 6
2. y = 5x + 7
3.
4.
5.

Lesson 4: Graphs of Linear Equations

Linear function can be described by its equation, either in the form y = mx + b or

Ax + By = C. A linear equation can also be described by its graph.

A. Graphing linear equations using two points

One method of graphing linear equation is using two points. Two points determine a
line. Since the graph of linear equation is a line, thus two points are enough to draw a graph of
linear equation.

Example:
Graph the function y = 2x + 1.

Assign any two values for x, say 0 and 1.

By substitution,

y = 2x + 1 y = 2x + 1
= 2(0) + 1 = 2(1) + 1 (1, 3)
=0+1 =2+1
=1 =3
(0, 1)
If x = 0, then y = 1. Furthermore, if x = 1, then y = 3.
So the ordered pairs are (0, 1) and (1, 3). This means
that the line passes through these points.

Plotting the ordered pairs of the two points is the

graph of the linear equation.

Exercises: Graph each linear equation that passes through the given pair of points.

1. (1, 2) and (3, 4) 3. (-2, ) and ( )

2. (5, 6) and (0, 11) 4. ( ) and ( )

B. Graphing linear equations using x-intercept and y-intercept

Finding the x- and y-intercepts

To find the x-intercept
1. Replace y with 0 in the given equation
2. Solve for x.
3. The point is (a, 0)

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To find the y-intercept

1. Replace x with 0 in the given equation
2. Solve for y.
3. The point is (0, b)

Example:
Graph the equation 3x – 2y = 6 using the intercepts method.

a. Find the x-intercept, let y = 0. b. Find the y-intercept, let x = 0.

3x – 2y = 6 3x – 2y = 6
3x – 2(0) = 6 3(0) – 2y = 6
3x = 6 –2y = 6
x=2 y = –3
x-intercept: (2, 0) y-intercept: (0, –3)

(2, 0)

(0, -3)

Exercises: Graph each linear equation whose x-intercepts a and y-intercepts b are given.

1. a = 2 and b = 1 3. a = –2 and b = –7

2. a = 4 and b = –1 4. a = and b = –2

C. Graphing linear equations using slope and one point

This can be done by plotting first the given point, then finding the other point using the
slope.

Example: Graph the equation y = 2x + 1 and given the point (-1, -1).

The slope is 2 and the given point is (-1, -1). From the given point, use the slope of the
line which is equal to that means rise of 2 points and run of 1 point to determine the next
coordinate.

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(0, 1)
rise of 2

(-1, -1)
run of 1

Exercises: Graph the following equations given slope m and a point.

1. m = 3 and (0, -5) 3. m = and (0, 4)

2. m = -2 and (2, 4) 4. m = and (2, -3)

Module 4: SYSTEM OF LINEAR EQUATIONS IN TWO VARIABLES

Lesson 1: Graph of a system of linear equations in two variables

There are three (3) kinds of system of linear equations in two variables according to the
number of solutions.

A. System of Inconsistent Equations (Parallel)

The system has no solution. The graphs are different and are parallel. They have the
same slopes but different y-intercepts.

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B. System of Consistent and Independent Equations (Intersecting)

The system has a single solution. The graphs are different and intersect at one point.
They have different slopes.

C. System of Consistent and Dependent Equations (Coinciding)

The system has an infinite number of solutions. The graphs are identical. They have the
same slope and the same y-intercept.

Illustrative Examples

x+y=4
2x + 2y = 8
x+y=4 (3, 1)
2x + 2y = 6 x+y=4

2x – y = 5

Figure 1 shows a System Figure 2 shows a System of Figure 3 shows a System

of Inconsistent Consistent and Independent of Consistent and
Equations Equations Dependent Equations

Exercises: Find the solutions of the following systems of linear equations graphically. Describe
the solution set based on its graph.

1. x + y = 8 4. x – 2y = 12
x + y = -3 6x + 3y = -9

2. 3x – y = 7 5. 3x + y = -2
x + 3y = -4 x + 2y = -4

3. x + 6y = 9
2x + 6y = 18

Lesson 2: Solving System of Linear Equations in Two Variables

A. Solving Linear Systems by Graphing

Steps in solving system of linear equations graphically:

1. Graph each equation.

If the lines intersect at a single point, then the coordinates of that point form the
solution.
If the lines are parallel, then there is no solution.
If the lines are identical, then there is an infinite number of solutions.

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2. Check the solution in both equations.

Example: Solve the system graphically.

x–y=2 (0, 6)
x+y=6

x–y=2 x+y=6 (4, 2)

x = 0: x = 0:
0–y=2 0+y=6
y = –2 y=6 (2, 0) (6, 0)
(0, -2) (0, 6)
y = 0: y = 0: (0, -2)
x–0=2 x+0=6
x=2 x=6
(2, 0) (6, 0)

The lines intersect at a single point (4, 2). Verify if it is the solution by substituting the
point into the equations.
(4, 2) (4, 2)
x–y=2 x+y=6
4–2=2 4+2=6
2 = 2 True 6 = 6 True
Because (4, 2) makes both equations true, then it is a solution.

Exercises: Solve the following linear systems by graphing.

1. x – y = 1 3. 2x – y = 4
x+y=3 2x + 3y = -4

2. 3x – 2y = 0 4. 3x – 7y = 0
x + 2y = 8 2x – y = -17

B. Solving Linear Systems by Substitution

Steps in solving a system of equations by substitution.

1. Solve for one variable in terms of the other.
2. Substitute.
3. Solve.
4. Find the other value.
5. Find the solution set.

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Example: Solve x + y = 7 by substitution.

3x + 2y = 16

a. Solve for x in the first equation. x+y=7 x=7–y

b. Substitute the expression 7 – y
for x in the second equation 3x + 2y = 16
to get an equation in terms of y. 3(7 – y) + 2y = 16
c. Solve for y. 21 – 3y + 2y = 16
–y = –5
y=5
d. Substitute the value of y in the x=7–y
first equation, then solve for x. x=7–5
x=2
e. Check the solution set (2, 5) in x+y=7 3x + 2y = 16
both equations. 2+5=7 3(2) + 2(5) = 16
7=7 6 + 10 = 16
16 = 16
Therefore the solution is (2, 5).

Exercises: Solve by using the substitution method.

1. y = 3x + 14 3. 2a + 2b = -2
4x + 3y = -17 4a + b = -10

2. 4a = b + 6 4. 2x – 5y = 19
3a – 2b = 2 3x + y = 3

C. Solving Linear Systems by Elimination

Steps in solving a system of equations by elimination.

1. Write equations in standard form.
2. Make one pair of coefficients opposite.
3. Add.
4. Solve.
5. Find the solution set.

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Example: Solve the system by elimination: 2x – 3y = 14 (Eq. 1)

x + 3y = –2 (Eq. 2)

Solution:
a. Both equations are already in standard form.
b. Eliminate y because the coefficients are opposite.
c. Align like terms then add.
2x – 3y = 14
x + 3y = –2
3x = 12
d. Solving 3x = 12, then x = 4
e. Substitute x = 4 into Eq. 1 and solve for y.
2x – 3y = 14
2(4) – 3y = 14
8 – 3y = 14
–3y = 6
y = –2
f. Check the solution set (4, –2) in the original equation.
2x – 3y = 14 x + 3y = –2
2(4) – 3(–2) = 14 4 + 3(–2) = –2
8 + 6 = 14 4 – 6 = –2
14 = 14 –2 = –2

Therefore the solution is (4, –2).

Exercises: Solve the following system of linear equations by elimination.

1. 2x – y = 2 3. 3x + 2y = 1
4x – 2y = 8 –3x – 2y = –1

2. 5x + 2y = 3 4. 3x + 5y = –7
2x + 3y = –1 5x + 4y = 10

A Simplified WORKBOOK in Grade 8 Mathematics aligned with K to 12 Basic Education 23

 Esperanza National High School
GRADE 8 MATHEMATICS
LEARNER’S MATERIAL

SIMPLIFIED
LEARNING
MODULE
IN
GRADE 8
MATHEMATICS

Prepared By:

A Simplified WORKBOOK in Grade 8 Mathematics aligned with K to 12 Basic Education 24

 Esperanza National High School
GRADE 8 MATHEMATICS
LEARNER’S MATERIAL

SIMPLIFIED LEARNING MODULE

IN
GRADE 8 MATHEMATICS

Prepared By:

HOPE M. ZAMORA
Master Teacher I

Validated By:

SAMSUDIN N. ABDULLAH, Ph.D. HENRY T. LEGASTE, Ed.D.

Regional Learning Resources Evaluator Regional Learning Resources Evaluator

A Simplified WORKBOOK in Grade 8 Mathematics aligned with K to 12 Basic Education 25