The National

6 School Teachers College Grade Level Grade 8

DAILY LESSON
LOG Teacher Mr. Phil Harold Nera Learning Area Mathematics
Teaching Dates
Quarter First
and Time

Days 1ST DAY

I. OBJECTIVES 1. Identify the steps in factoring difference of two squares;
2. Factor difference of two squares;
3. Relate the concept of factoring in real life situations.
Demonstrates understanding of key concepts of factoring the difference of two
A. Content Standards squares.

Formulate real-life problems involving factors of polynomials, rational algebraic

B. Performance Standards expressions, and solve these problems accurately using variety of strategies.

M8AL-Ia-b-1
C. Learning Competencies/ Factors completely different types of polynomials (polynomials with common
Objectives monomial factor, difference of two squares, sum and difference of two cubes, perfect
Write the LC code for each square trinomials, and general trinomials).

II. CONTENT Factoring the Difference of Two Squares

III. LEARNING RESOURCES

Grade 8 Mathematics ( Pattern and Practices)
Author: Alexander g. Lopez
A. References
K to 12 Conceptual Math & Beyond 8
Author: Marc Paul G. Fulgencio

1. Teacher’s Guide pages

2. Learner’s Materials
pages
3. Textbook pages pp. 16-20; pp. 45-48
 4. Additional Materials
from Learning Resource
(LR) portal
B. Other Learning Projector, Laptop
Resources
IV. PROCEDURES
A. Reviewing previous lesson “Arrange me”
or presenting the new lesson
The teacher will give polynomials to be factored, and answer but in the rumble
form in order to answer it, they need to arrange the ramble answers.

1. 2𝑥 + 12 = ( ), 𝑥, 6, 2, +
2. 𝑥 3 + 𝑥 2 + 2𝑥 + 2 = 2, +, +, ( ), ( ), 1, 𝑥, 𝑥 2
3. 𝑥 3 − 2𝑥 2 + 5𝑥 − 10 = ( ), +, −, ( ), 𝑥 2 , 𝑥, 2, 5,

Answer:
1. 2(𝑥 + 6)
2. (𝑥 2 + 2) (𝑥 + 1)
3. (𝑥 − 2)(𝑥 2 + 5)
B. Establishing a purpose for 4 Pics in One Word
the lesson

Answer:
Factor Radical Multiplication
C. Presenting For our lesson today, the concept of multiplying the sum and the difference of the
examples/instances of the same two terms, will be extended to Factoring the Difference of Two Squares.
new lesson
I. We can say if the polynomial is a difference of two squares if it satisfies these
two conditions:
 It is a binomial and each term is a square.
 There is a minus sign between the two terms.

II. We can use the special multiplication pattern

(𝑎 + 𝑏)(𝑎 − 𝑏) = 𝑎2 − 𝑏 2
𝑎2 − 𝑏 2 = (𝑎 + 𝑏)(𝑎 − 𝑏)

III. In factoring difference of two square we need to follow this two steps:
 Take the positive square roots of each of two squares.
 Form the two factors, using the square roots. One factor is the sum and the
other factor is the difference of the square roots.

IV. It is possible to factor out a common monomial factor and using the pattern of
difference of two squares on the same polynomial.

D. Discussing new concepts Let us consider our first example. Which of the following is a difference of two
and practicing new skills #1 squares?
a. 9𝑥 2 − 64 b. -4 + 36𝑥 2 c. 8𝑥 2 − 1 d. 𝑥 3 − 9
Solution:
a. The first term is a square.
The second term is a square.
There is a minus sign between them.
Yes, this is a difference of two squares.
b. -4 + 36𝑥 2 can be rewritten as 36𝑥 2 - 4 and 36𝑥 2 = (6𝑥)2 and 4= 22 . Since there is
a minus sign between the rems, it is a difference of two squares.
c. 8𝑥 2 is not a perfect square. Thus, 8𝑥 2 − 1 is not a difference of two squares
 𝑥 3 is not a perfect square since the exponent of the variables is an odd number. So,
𝑥 3 − 9 is not a difference of two squares.

E. Discussing new concepts Example 2

and practicing new skills #2 Factor the following difference of two square.
1
a. 𝑥2 − 9 b. 4𝑥 2 − 25 c. 36𝑥 6 𝑥 4 − 4

Solutions:
a. Find the square roots of the terms.
√𝑥 2 = 𝑥 since x * x = 𝑥 2
√9 = 3 since 3 * 3 = 9
Substitute in the pattern.
𝑥 2 − 9 = (𝑥)2 − (3)2
= (x + 3) (x – 3)
b. Find the square roots of the terms.
√4𝑥 2 = 2𝑥 since 2x * 2x = 4𝑥 2
√25 = 5 since 5 * 5 = 25
Thus, 4𝑥 − 25 = (2𝑥)2 − (5)2
2

= (2x + 5) (2x – 5)
c. Find the square roots of the terms.
√36𝑥 6 𝑥 4 = 6𝑥 3 𝑥 2 since 6𝑥 3 𝑥 2 * 6𝑥 3 𝑥 2 = 36𝑥 6 𝑥 4
1 1 1 1 1
√ = since * =
4 2 2 2 4
1 1
Thus, 36𝑥 𝑥 − 4
6 4
= (6𝑥 𝑥 ) − (2)2
3 2 2

1 1
= ((6𝑥 3 𝑥 2 )2 + 2) ((6𝑥 3 𝑥 2 )2 – 2)
Example 3
Factor completely.
a. 18𝑥10 − 32 b. 81𝑥 3 𝑦 2 − 49𝑥𝑦 4 c. (2x − 1)2 − 16
Solutions:
a. 18𝑥10 − 32 = 2(9𝑥10 + 16) Factor out 2
 =2 (3𝑥 5 + 4) (3𝑥 5 − 4) Factor the resulting difference
of two squares.

b. 81𝑥 3 𝑦 2 − 49𝑥𝑦 4 = 𝑥𝑦 2 (81𝑥 2 − 49𝑦 2 ) Factor out 𝑥𝑦 2

= 𝑥𝑦 2 (9𝑥 − 7𝑦)(9𝑥 + 7𝑦) Factor the resulting difference of
two squares.

c. The square root of (2x − 1)2 is 2x – 1

2
√(2x − 1)2 = (2x − 1)2 = 2x-1

Thus, (2x − 1)2 – 16 = (2x − 1)2 − (4)2

= [ (2x -1) + 4 ] [(2x -1) - 4 ]
= (2x + 3) (2x – 5)

F. Developing mastery Seatwork:

(Leads to Formative Assessment
3) Factor completely.
1. 5𝑥 3 − 5𝑥 4. 8𝑥 2 − 32

2. 36𝑥 3 𝑦 5 − 𝑥𝑦𝑧 6 5. 𝑥 3 − 25𝑥

3. (3𝑚 − 4)2 − 64

Answer:
1. 5x (x+1)(x-1)
2. 𝑥𝑦 (6𝑥𝑦 2 + 𝑧 3 )(6𝑥𝑦 2 − 𝑧 3 )
3. ((3𝑚 − 4) + 8) ((3𝑚 − 4) − 8)
4. 8(𝑥 + 2)(𝑥 − 2)
5. 𝑥( 𝑥 + 5)(𝑥 − 5)
1. Finding practical Factoring refers to the separation of a formula, number or matrix into its component
applications of concepts and factors. Factoring polynomials is a useful skill in life. It can be used when dividing
skills in daily living something into equal pieces, exchanging money, or even calculating your travel time.
In finance, This is used in accounting when the present value of assets must be
determined. It is used in asset (stock) valuation.

2. Making generalizations I. We can say if the polynomial is a difference of two squares if it satisfies
and abstractions about the these two conditions:
lesson  It is a binomial and each term is a square.
 There is a minus sign between the two terms.

II. We can use the special multiplication pattern

(𝑎 + 𝑏)(𝑎 − 𝑏) = 𝑎2 − 𝑏 2
𝑎2 − 𝑏 2 = (𝑎 + 𝑏)(𝑎 − 𝑏)

III. In factoring difference of two square we need to follow this two steps:
 Take the positive square roots of each of two squares.
 Form the two factors, using the square roots. One factor is the sum and the
other factor is the difference of the square roots.

IV. It is possible to factor out a common monomial factor and using the pattern
of difference of two squares on the same polynomial.

3. Evaluating learning
V. REMARKS
VI. REFLECTION
A. No. of learners who earned
80% in the evaluation
B. No. of learners who
require additional activities
for remediation
C. Did the remedial lessons
work? No. of learners who
 have caught up in the
lesson
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well? Why
did this work?
F. What difficulties did I
encounter which my principal
or supervisor can help me
solve?
G. What innovation or
localized materials did I
used/discover which I wish to
share with other teachers?