Republic of the Philippines

Department of Education
Region III
SCHOOLS DIVISION OF ZAMBALES
Zone 6, Iba, Zambales
Tel./Fax No. (047) 602 1391
E-mail Address: [email protected]
website: www.depedzambales.ph

Name: _________________________________ Grade/Section____________

School: _________________________________ Date: ____________________

LEARNING ACTIVITY SHEET

Mathematics 8
Quarter 1: Week 2

I. Introduction
In this Learning Activity Sheet you are expected to learn to factor
other types of polynomials: perfect square trinomials and general
quadratic trinomials. Your knowledge in the laws of exponent will be
applied so you need to review the laws if in case you have forgotten.
You will also learn how to apply the concept of factoring through
problem solving. In solving a problem your knowledge in translating
verbal phrase to Mathematical phrase is a must.

II. Learning Competency

Factors completely different types of polynomials (with common
monomial factor, difference of two squares, sum and difference of two
cubes, perfect square trinomials, and general trinomials).
(M8-AL-Ia-b-1)
Solves problems involving factors of polynomials. (M8-AL-Ia-b-2)

III. Objectives:
At the end of this learning activity sheet, you are expected to:
1. factor completely different types of polynomials:
a. perfect square trinomials
b. general trinomials; and
2. solve problems involving factors of polynomials.

1
IV. Discussion
Last time we have discussed four types of factoring. This time we will
discuss how to factor perfect square trinomials and general trinomials. Read
and understand the given examples so that you can factor the trinomials
easily.

 Perfect Square Trinomials

Factoring this kind of polynomial also follows a certain pattern. Perfect
square trinomial is the product of squaring a binomial. We can say that a
polynomial is a perfect square if the first and the last terms are perfect squares
and the middle term is twice the product of the square roots of the first and
the last terms. Exponents should be a multiple of 2.

The factors of a perfect square trinomial is just the square of the sum
or the difference of the square roots of the first and the last terms. Take
note of the sign to be used in the binomial. Whatever is the sign of the middle
term of the trinomial that will give you the hint that it is the sign to be
used in the binomial.
Follow this pattern so you can factor easily:
𝒙𝟐 + 𝟐𝒙𝒚 + 𝒚𝟐 = (𝒙 + 𝒚)𝟐
𝒙𝟐 − 𝟐𝒙𝒚 + 𝒚𝟐 = (𝒙 − 𝒚)𝟐
Illustrative examples:

1. 𝑎2 + 2𝑎𝑏 + 𝑏2 = (𝒂 + 𝒃)𝟐 (√𝑥 2 = 𝑥; √𝑦 2 = 𝑦)

2. 𝑎2 + 6𝑎𝑏 + 9𝑏 2 = (𝒂 + 𝟑𝒃)𝟐 (√𝑎2 = 𝑎; √9𝑏2 = 3𝑏)

3. 81𝑥 4 + 36𝑥 2 𝑦 + 4𝑦 2 = (𝟗𝒙𝟐 + 𝟐𝒚)𝟐 (√81𝑥 2 = 9𝑥 2; √4𝑦 2 = 2𝑦)

4. 25𝑥 2 − 10𝑥 + 1 = (𝟓𝒙 − 𝟏)𝟐 (√25𝑥 2 = 5𝑥; √1 = 1)

5. 9𝑎2 − 36𝑎𝑏 + 36𝑏 2 = (𝟑𝒂 − 𝟔𝒃)𝟐 (√9𝑎2 = 3𝑎; √36𝑏2 = 6𝑏)

6. 49𝑐 4 − 140𝑐 2 𝑏 + 100𝑏2 = (𝟕𝒄𝟐 − 𝟏𝟎𝒃)𝟐 (√49𝑐 4 = 7𝑐 2; √100𝑏2 = 10𝑏)

7. 169𝑙 8 𝑜 2 − 416𝑙 4 𝑜 2 + 216𝑣 4 𝑒 2

= (𝟏𝟑𝒍𝟒 𝒐 − 𝟏𝟔𝒗𝟐 𝒆)𝟐 (√169𝑙8𝑜2 = 13𝑙 4𝑜; √216𝑣 4 𝑒 2 = 16𝑔2 )

8. 121𝑟 6 + 330𝑟 3 𝑡 2 + 225𝑡 4
= (𝟏𝟏𝒓𝟑 + 𝟏𝟓𝒕𝟐 )2 (√121𝑟 6 = 11𝑟 3; √225𝑡 4 = 15𝑡 2)
9. 50𝑗 2 + 40𝑗𝑘 2 + 8𝑘 4 = 2 (25𝑗 2 + 20𝑗𝑘 2 + 4𝑘 4 )
= 2 (𝟓𝒋 + 𝟐𝒌𝟐 )2
10. 24ℎ6 + 24ℎ3 𝑖 3 + 6𝑖 6 = 6 (4ℎ6 + 4ℎ3 𝑖 3 + 𝑖 6 )
= 𝟔 (𝟐𝒉𝟑 + 𝒊𝟑 )2

2
 Have you observed example nos. 8-10? At first glance they are not
perfect square trinomials. In cases like this, look for the GCF of the numerical
coefficients and extract then proceed in factoring. Can you follow? Now let us
see if you can do it.

Self-Check 1

I. Direction: Identify which of the trinomials are perfect square. Put a (□)
if it is a perfect square trinomial and if not put a (○). Write your answer
on the space provided before each number.

________ 1. 𝑥 2 + 4𝑥𝑦 + 4𝑦 2
________ 2. 3𝑥 4 − 4𝑥2𝑦 + 12𝑦 2
________ 3. 24𝑥 2 + 24𝑥 + 6
________ 4. 36𝑥 8 + 84𝑥 4 + 49
________ 5. 𝑔6 − 100𝑔3 ℎ2 + 100ℎ4
________ 6. 25 − 140𝑚4 + 196𝑚8
________ 7. 𝑚2 + 7𝑚2 𝑤 5 + 49𝑤 10
________ 8. 𝑗 10 − 100𝑗 5𝑘 5 + 100𝑘 5
________ 9. 30𝑙 2 − 60𝑙𝑚4 + 90𝑚8
________ 10. ℎ2 𝑜 2 + 2ℎ𝑜𝑝𝑒 + 𝑝2 𝑒 2

Activity 1

Direction: Find the factors of the perfect square trinomials in I. For numbers
which are not perfect square trinomials just write N. Write your answer on
the space provided before each number.

1. _________________________ 6. _________________________
2. _________________________ 7. _________________________
3. _________________________ 8. _________________________
4. _________________________ 9. _________________________
5. _________________________ 10. _________________________

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  General quadratic trinomials
A quadratic trinomial is a second degree polynomial with three terms, that
can be written in the form ax2 + bx + c, where a, b, and c are real numbers
and non-zero.
ax 2 + bx + c

leading coefficient linear coefficient constant

 Factoring Quadratic Trinomials of the Form ax 2 + bx + c,

where a = 1
To factor quadratic trinomials where a = 1,
• remove the common monomial factors if possible
2
• x + bx + c = (x + n)(x+ m) where n and m
- when multiplied gives c
- when added gives b

Illustrative Examples:
Find the factors of the given trinomials.
2
a. x + 12x + 27
Solution:
Think of two integers whose sum is 12 and whose product is 27.
Possible factors of 27 Sum of the Factors
3 and 9 12
1 and 27 28
The factors that give a sum of 12 are 3 and 9.
2
Therefore, x + 12x + 27 = (x + 3)(x + 9).

b. x2 + 10x – 4
Solution:
Possible factors of (-4) Sum of the Factors
-4 and 1 -3
-1 and 4 3

Since the sum of the possible factors of (-4) cannot give the
numerical coefficient of the middle term, then x 2 + 10x – 4 is not
factorable.

4
c. x 2 - 5x – 14
Solution:
Possible factors of (-14) Sum of the Factors
(-7) and 2 -5
7 and (-2) 5
14 and (-1) 13
(-14) and 1 -13
The factors that give a sum of (-5) are 2 and (-7).
Therefore, x2 – 5x – 14 = (x – 7 )(x + 2).

d. x2 - 14x + 45.
Solution:
Possible factors of 45 Sum of the Factors
15 and 3 18
(-15) and (-3) -18
9 and 5 14
(-9) and (-5) -14
45 and 1 46
(-45) and (-1) -46

The factors that give a sum of -14 are -9 and -5.

Therefore, x 2 - 14x + 45 = (x - 9)(x - 5).

e. x2 - 8x - 65.
Solution:
Possible factors of -45 Sum of the Factors
13 and (-5) 8
(-13) and (5) -8
65 and (-1) 64
(-65) and (1) - 64

The factors that give a sum of -65 are -13 and 5.

Therefore, x 2 - 8x - 65 = (x - 13)(x + 5).

Note:

If there are no integers that will satisfy the product and

sum, the trinomial cannot be factored and the trinomial
is prime.

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 Self-check 2

Direction: Factor the following quadratic trinomials. Supply the missing

term.
2
1. x + 6x + 8 = (x + __ ) (x + __)
2
2. x - 8x + 15 = (x - __ ) (x - __ )
2
3. x + 7x - 18 = (x + __ ) (x - __ )
2
4. x - 10x + 16 = (x - __ ) (x - __ )
2
5. x - x - 20 = (x + __ ) (x - __ )
2
6. x - 2x – 15 = (x + __ ) (x - __ )
2
7. x - 5x – 24 = (x + __ ) (x - __ )
2
8. x + 8x – 20 = (x + __ ) (x - __ )
2
9. x + 11x + 28 = (x + __ ) (x + __)
2
10. x - 15x + 56 = (x - __ ) (x - __ )

 Factoring Quadratic Trinomials of the Form ax 2 + bx + c,

where a > 1
If the leading coefficient of the given trinomial is greater than 1,
you can use the same method you used in the previous topic or you can
use the ac test method in finding the factors. In ac test method,
(𝑎𝑥+𝑝)(𝑎𝑥+𝑞)
ax2 + bx + c = , where pq = ac and p + q = b.
𝑎

Illustrative Examples:
Find the factors of the following trinomials.
a. 2x 2 – x - 15
Solution:
a=2 b = -1 c = -15
• Get the product of a and c: (2)(-15) = -30
• Find the factors of -30 whose sum is -1: -6 + 5 = -1
• The resulting factors are p and q
(2𝑥−6)(2𝑥+5)
2x 2 – x - 15 =
2
2 (𝑥−3)(2𝑥+5)
= 2
= (𝒙 − 𝟑)(𝟐𝒙 + 𝟓)
Therefore the factors of 2x2 – x - 15 = (𝒙 − 𝟑)(𝟐𝒙 + 𝟓)

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 b. 3x 2 + 10x + 7
Solution:
a=3 b = 10 c=7
• Get the product of a and c: (3)(7) = 21
• Find the factors of 21 whose sum is 10: 3 + 7 = 10
(3𝑥+3)(3𝑥+7)
3x 2 + 10x + 7 =
3
3 (𝑥+1)(3𝑥+7)
= 3
= (x + 1)(3x + 7)
Therefore, the factors of 3x2 + 10x + 7 = (𝒙 + 𝟏)(𝟑𝒙 + 𝟕)

c. 2x 2 + 7x - 4
Solution:
a=2 b=7 c = -4
• Get the product of a and c: (2)(-4) = -8
• Find the factors of -8 whose sum is 7: -1 + 8 = 7
(2𝑥−1)(2𝑥+8)
2x 2 + 7x - 4 =
2
2(2𝑥−1)(𝑥+4)
= 2
= (2x − 1)(x + 4)
Therefore, the factors of 2x2 + 7x - 4= (𝟐𝐱 − 𝟏)(𝐱 + 𝟒)

Self-check 3
Direction: Factor each trinomial completely using the ac test method.
1. 6x 2 -7x -10 ____________________________________
_____________________________________
_____________________________________

2. 5x 2 + 8x – 4 _____________________________________
_____________________________________
_____________________________________

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 3. 3y2 + 13y + 10 ____________________________________
_____________________________________
_____________________________________

4. 6b2 + b – 12 _____________________________________
_____________________________________
_____________________________________

5. 9a2 + 41a + 20 _____________________________________

_____________________________________
_____________________________________

Activity 2
Direction: Factor each expression completely. If not factorable write
prime. Write your answer on the space provided for.

1. 2x2 - 11x + 5 ___________________

2. 2r2 - 3r - 20 ___________________

3. 3b2 + b - 2 ___________________

4. 2m2 + 7m + 5 ___________________

5. 12y2 + 17y - 5 ________________

6. 6x2 - 21x + 18 ___________________

7. 5s2 - 2s - 7 ___________________

8. 4a2 - 30a - 54 ___________________

9. 11c2 + 35c + 6 ___________________

10. 7g2 + 6g - 16 ___________________

8
Problem Solving Involving Factors of Polynomials
It is time to apply your knowledge in factoring polynomials for you to
solve some problems. Remember that most of the word problems are based
on real life situations so be sure that your answer makes sense. Problems
leading to quadratic equations produce two answers. Be careful if you are
going to choose either answers or both. Always ask yourself if your answer
satisfies what is asked in the problem.
Study the following examples. For Geometry problems, it is better if you
illustrate the given data because it is easier to understand the problem that
way.

Illustrative examples.
1. Two consecutive pages of a book have a product of 306. Find the
pages,
Given:
Let x – be the first page
x + 1 – be the second page
Asked: two consecutive pages
Solution:
(𝑥 )(𝑥 + 1) = 306
𝑥 2 + 𝑥 = 306 by DPMA

𝑥 2 + 2𝑥 – 306 = 0 by Addition Property of Equality

(𝑥 + 18)(𝑥 – 17) = 0 Factor

 𝑥 + 18 = 0 by Zero-Product Property

x = -18
 𝑥 – 17 = 0
𝒙 = 𝟏𝟕
Since we are looking for two consecutive pages then we choose x = 17.
Check: (𝑥 )(𝑥 + 1) = 306
(17)(17 + 1) = 306
(18)(17) = 306
306 = 306 √
The two consecutive pages are 17 and 18.

9
2. Find two consecutive positive odd numbers whose product is 195.
Given:
Let x – be the first positive odd number
x + 2 – be the second positive odd number
Asked: two consecutive positive odd numbers
Solution:
(𝑥 )(𝑥 + 2) = 195
𝑥 2 + 2𝑥 = 195 by DPMA

𝑥 2 + 2𝑥 – 195 = 0 by Addition Property of Equality

(𝑥 + 15)(𝑥 – 13) = 0 Factor

 𝑥 + 15 = 0 by Zero-Product Property
x= -15
 𝑥 – 13 = 0
𝒙 = 𝟏𝟑
Since we are looking for two consecutive positive odd numbers then
we choose x = 13.
Check: (𝑥 )(𝑥 + 2) = 195
(13)(13 + 2) = 195
(13)(15) = 195
195 = 195 √

The two consecutive positive odd numbers are 13 and 15.

3. The area of a rectangle is 560 square inches. The length is 3 more than
twice the width. Find the length and the width of the rectangle.
Given:
Let A – be the area of the rectangle A = 560 in2
w - be the width of the rectangle
l – be the length of the rectangle l = 2w + 3

l = 2w + 3

A = 560 in2
w

Asked: the length, the width

10
 Solution:
A = lw Formula for the area of a rectangle

560 = (2w + 3)(w) by Substitution

560 = 2w2 + 3w simplify by DPMA

2w2 + 3w – 560 = 0
(2w + 35)(w – 16) = 0 Factor

 2w + 35 = 0 by Zero-Product Property
𝟑𝟓
w=−
𝟐

 w – 16 = 0
w = 16
Checking:

a. 560 = 2w2 + 3w b. 560 = 2w2 + 3w

35 35
560 = 2(− )2 + 3(− ) 560 = 2(16)2 + 3(16)
2 2
1225 105
560 =2 ( )- 560 = 2(256) + 48
4 2
1225 105
560 = - 560 = 512 + 48
2 2
1120
560 = 560 = 560 √
2
560 = 560 √

Although both answers satisfied the equation we cannot accept

35
negative answer for dimensions. The first solution w = − 2
is an
extraneous solution. Therefore, we use the second solution w = 16.
l = 2w + 3 l = 2(16) + 3 l = 35

The width of the rectangle is 16in and its length is 35in.

4. Dale is 4 years older than her sister Erika. If the product of their ages is one
less than five times the sum of their ages, how old are Dale and Erika?
Given:
Let x– be the age of Erika
x+4- be the age of Dale 4 years older than Erika

product of their ages is one less than five times the sum of their ages

(x)(x+4) = 5 (x + x + 4) - 1

11
 Asked: age of Dale, age of Erika
Solution:
(x)(x + 4) = 4 (x + x + 4) - 4 Simplify
x2 + 4x = 4(2x + 4) - 4
x2 +4x = 8x + 16 – 4 Combine like terms
x2+4x – 8x -12 = 0
x2 – 4x – 12 = 0 Factor
(x + 2) (x - 6) = 0
 x+2=0 by Zero-Product Property
x=-2
 x–6 =0
x=6
Checking:
a. (x)(x + 4) = 4 (x + x + 4) - 4 b. (x)(x + 4) = 4 (x + x + 4) – 4
(-2)(-2 + 4) = 4 (-2 + (-2) + 4) - 4 (6)(6 + 4) = 4 (6 + 6 + 4) - 4
(-2)(2) = 4(0) - 4 (6)(10) = 4 (16) - 4
-4 = 0 - 4 60 = 64 - 4
-4 =-4 √ 60 = 60 √
By checking our answers, we have seen that both have satisfied
the equation but we cannot accept negative answer for ages. So we get
the value of x = 6.
x=6 age of Erika
x+4 age of Dale
Erika is 6 years old and Dale is 10 years old.

Remember:

 In solving a problem, you have to follow certain methods to come up with

a solution.
 Read and understand the word problem. If there are words that
you don’t understand look for it in a dictionary or in the internet.
 Identify what is asked in the problem.
 Translate the problem mathematically.
 Solve the equation systematically.
 Check your answer.
 Answer the question with a complete sentence.

 An important property of real numbers needed to solve problems in

factoring, the Zero-Product Property.

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 “For all real numbers a and b, ab = 0 if and only if a= 0 or b = 0.”
In simple words, if the product is zero then one of its factors is zero. We all
know that if we multiply any number to zero the product is zero.
(Multiplication Property of O)
 Never forget to check your answer. Not all answers are solutions to the
given problem. In some problems there are extraneous solution (cannot
satisfy the equation).
 There are no negative answers in measurement (dimensions are positive).

Self-check 4
Direction: Read and analyze the following problems. Solve it systematically
by filling up the blanks to guide you.

1. The area of a triangular piece of wood is 21 square inches. One side of

the triangle is 11 inches longer than the altitude to that side. Find the
length of one side and the length of the altitude to that side.
Given:
Let h – be the altitude to the side
________ - be the length of the side of the triangle
A = ________ (formula for the area of a triangle)

h + 11 +
Asked: ___________________ 3
Solution:
1
A = 𝑏ℎ
2
1
___ = ℎ ( ________) by substitution
2
1
21 = (h2 + 11h)
2
1
[21 = (ℎ2 + 11ℎ)] (2) by Multiplication Property of Equality
2

42 = ℎ2 + 11ℎ
0 = ____________
0 = (______)(______) by factoring
 h–3=0 by Zero-Product Property
h= 3
 __________
__________
Answer: The length of the altitude is _________ and the length of one
side to the altitude is __________.

13
 2. In a school building, a classroom contains 54 chairs. The number of chairs
per row is three less than twice the number of rows. Find the number of rows
and the number of chairs per row.
Given:
Let r – be the number of rows
________ - be the number of chairs per row

Asked: ________________________
Solution: 54
2r – 3 =
𝑟
54
[2r – 3 = ] (r) by Multiplication Property of Equality
𝑟
2r2 – 3r = 54
____________ = 0
(_____)(_____) = 0 by factoring
 by Zero -Product Property

Answer: The number of rows is ______ and the number of chairs per row
is __________.

Activity 3
Direction: Read and analyze the given problem. Solve it systematically by following
the Independent Activity 1 to guide you. Write your answer on your notebook.

1. The area of a triangular piece of wood is 15 square inches. One side of the
triangle is 7 inches longer than the altitude to that side. Find the length of one
side and the length of the altitude to that side.

Given: __________________________________________
__________________________________________
Illustration:

Asked: __________________________________________
Solution:

Answer: __________________________________________

14
2. In a school building, a classroom contains 60 chairs. The number of chairs
per row is three more than thrice the number of rows. Find the number of
rows and the number of chairs per row.

Given: __________________________________________
__________________________________________
Asked: __________________________________________

Solution:

Answer: __________________________________________

3. The width of a rectangle is 6 cm more than its length. Find the dimensions
of this rectangle if its area is 72 cm 2.

Given: __________________________________________
__________________________________________

Illustration:

Asked: __________________________________________

Solution:

Answer: __________________________________________

4. Four times the square of a number is 15 more than seven times the number.
What is the number?
Given: __________________________________________
__________________________________________

15
 Asked: __________________________________________

Solution:

Answer: __________________________________________

5. A rectangle of width (5a – 1)cm has an area of (15a2 – 28a + 5)cm2. Find the
length and perimeter of the rectangle.
Given: __________________________________________
__________________________________________

Asked: __________________________________________
Solution:

Answer: __________________________________________

V. Assessment
A. Direction: Factor the following quadratic trinomials of the form
ax2 + bx + c:
1. where a = 1
2
a. x + 5x + 6 _____________________
2
b. y + 10y + 24 _____________________
2
c. m -13m + 40 _____________________
2
d. a – 21a + 90 _____________________
2
e. p -15p + 56 _____________________

16
 2. where a > 1
a. 4x2 + 15x – 4 _____________________
b. 3y2 - 22y + 7 _____________________
c. 3m2 - 5m – 12 _____________________
d. 6a2 – 23a – 4 _____________________
e. 40p2 -58p + 21 _____________________

B. Solve the following problems systematically.

1. Find two consecutive positive even integers whose product is 224.

Given: __________________________________________
__________________________________________
Asked: __________________________________________
Solution:

Answer: __________________________________________

2. The product of two consecutive odd whole numbers is one less than five
times their sum. Find the numbers.

Given: __________________________________________
__________________________________________

Asked: __________________________________________

Solution:

Answer: __________________________________________

17
VI. Reflection
Direction: Read and understand each sentence. Draw a happy face if it is true
otherwise a sad face. Write your answer in your notebook.

___________ 1. Perfect square trinomial is the product of squaring a binomial.

___________ 2. All polynomials are factorable.

___________ 3. Consecutive numbers or consecutive odd/even numbers are the same.

___________ 4. In order to get the right answer there is a need to read and analyze
each problem.

___________ 5. All solutions that satisfy the equation are answers in the given
problem.

___________ 6. Extraneous solution is a solution that does not answer the given
problem.

___________ 7. We equate each factor to zero to get the value of the variable by using
the zero-product property.

___________ 8. Before you conclude be sure you have checked your solutions if they
satisfy and answers the given problem.

___________ 9. Dimensions accept all possible answers

___________ 10. Answer the problem in complete sentence.

18
References

Alferez, Merle S., et al. MSA Intermediate Algebra. Quezon City: MSA Publishing House
2007
De Leon, Cecile M., et al. Elementary Algebra I. Quezon City: JTW Corporation 2002
Dilao, Soledad S. et al. Intermediate Algebra II Revised Edition. Quezon City: SD Publications,
Inc. 2009
Pascua, Leonarda B., et al. High School Mathematics – Concepts and Operations 3. Makati
City: Diwa Scholastic Press Inc. 1995

Torreliza, Elizabeth A., et al. Moving Ahead with Mathematics II. Quezon City: FNB
Educational, Inc. 1999

Prepared by:

MAY P. BUNDANG
Master Teacher 1
Zambales National High School
Iba District

Content Editor:

GODOFREDO C. ANAQUE
Master Teacher 1
Zambales National High School
Iba District

19