A SEMI-DETAILED LESSON PLAN IN MATHEMATICS

Date: August 22, 2024 Subject: Mathematics Time: 8:00 AM – 9:50 AM

Quarter: 1st Quarter Grade Level: 8 Duration: 1 hour and 50 minutes
The learner demonstrates understanding of the key concepts of and
Content Standards:
factors of polynomials.
1. Factor completely different types of polynomials (polynomials
with common monomials, difference of two squares, sum &
difference of two cubes, perfect square trinomials, and general
Learning Competencies:
trinomials). M8AL–la–b–1

2. Solve problems involving factors of polynomials M8AL-lb-2

The learner is able to formulate real-life problems involving factors of
Performance Standards: polynomials and solve these problems accurately using a variety of
stages.

I. LEARNING OBJECTIVES
At the end of the lesson, the learners should be able to:
A. factor completely different types of polynomials (polynomials with common monomials,
difference of two squares, sum & difference of two cubes, perfect square trinomials, and
general trinomials).
B. solve problems involving factors of polynomials.

II. SUBJECT MATTER

A. Topic Factors of Polynomials
• Common Monomial Factors
• Factors of Difference of Two Squares
B. Sub-topics • Factors of Perfect Square Trinomials
• Factors of Quadratic Trinomials
• Factors of Sum & Difference of Two Cubes
• PowerPoint
C. Materials • Meta Card
• Chalk
• Next Century Mathematics 8 – Second Edition
• Smart Class Math 8
• https://byjus.com/maths/factoring-polynomials/
D. References
• https://www.wtamu.edu/academic/anns/mps/math/mathlab
/col_algebra/col_alg_tut7_factor.htm
 To help students develop a deeper understanding of algebraic
expressions and enhance their problem-solving skills. Specifically, this
E. Purpose of the Lesson
lesson aims to help students recognize the structure of polynomials and
help them become prepared for higher level math topics.
• What patterns can we look for in a polynomial that might
help us factor it?
• What does it mean to "factor" a polynomial?
• Why is factoring important?
F. Essential Questions
• Why might we want to express a polynomial as a product of
its factors?
• What is a polynomial?
• What is factoring?

III. PROCEDURE

First Day of Discussion

Teacher Behaviors: Expected Student Behaviors:

What will you be doing? What will the students be doing?
A. CLASSROOM MANAGEMENT
I. Start of the class period:
A. Greetings
B. Opening prayer
C. Attendance
D. Engaging students to be ready for the
day.

B. INTRODUCTION/REVIEW
The teacher opens the lesson by posing a question
and recalling previous lessons. Asking students
their prior knowledge about polynomials.
Expected Answer:
Guided Questions:
A polynomial is an algebraic expression that consists of
• What is a polynomial? Can you
variables, coefficients, and exponents that are combined
give an example?
using addition, subtraction, and multiplication.
After a student gives an example:
• Can you tell me what are the Expected Answers:
different kinds of polynomial? Monomial, Binomial, Trinomial
• Can you tell me what is the form of
a square of a binomial? Product of Expected Answers:
a Sum and Difference? Cube of a (𝑥 + 𝑦)2 , (𝑎 + 𝑏)(𝑎 − 𝑏), (𝑥 + 𝑦)3 , (𝑎 + 𝑏 + 𝑐)2
Binomial? Square of a Trinomial?
In the past, we are used to expand these different
kinds of expressions to get an answer. For
example, we have (𝑥 + 𝑦)2 = 𝑥 + 2𝑥𝑦 + 𝑦

• Now, do you think there is a way of how

we will reverse the process of expanding
Expected Answer:
the polynomials?
• Yes
• What do you think is the name of that • Factoring
process? • Factor is a number or quantity that when multiplied
• Can anyone tell me what is factoring? will produce a given number or expression.

Just like the expression on the board, polynomials

can be broken down into simpler terms called
"factors." Today, we are going to explore how to
find factors of polynomials by learning Factoring
of Polynomials.

Objectives
By the end of this lesson, each one of you should
be able to:
A. factor completely different types of
polynomials and
B. solve problems involving factors of
polynomials.

Purpose of the Lesson

The purpose why you need to learn this lesson I
to help you develop a deeper understanding of
algebraic expressions and enhance your
problem-solving skills. Specifically, this lesson
aims to help everyone recognize the structure of
polynomials and help you become prepared for
higher level math topics.

C. PRESENTATION
The teacher opens the discussion of the topic and
the five sub-topics. Namely, the Common
Monomial Factors, Factors of Difference of
Two Squares, Factors of Perfect Square
Trinomials, Factors of Quadratic Trinomials
and Factors of Sum & Difference of Two
Cubes.
Factoring of Polynomials
Factoring is the reverse process of multiplication
of polynomial. When a number or polynomial is
factored, it is written as a product of two or more
factors.

A polynomial is said to be factored into prime

factors if it is expressed as the product of two or
more irreducible or prime polynomials of the same
type.

There are five techniques to factor a polynomial

namely:
• Common Monomial Factors
• Factors of Difference of Two Squares
• Factors of Perfect Square Trinomials
• Factors of Quadratic Trinomials
• Factors of Sum & Difference of Two
Cubes
Common Monomial Factor – a polynomial
that is factored completely if each of its factors
can no longer be expressed as a product of two
other polynomials of lower degree and that the
coefficients have no common factor.

Greatest Common Factor (GCF) – The

greatest common factor is the largest integer,
monomial, or multinomial that a set of numbers
or polynomials have in common.

Example:
8x + 28 = 4 ⋅ 2 ⋅ 𝑥 + 4 ⋅ 7
= 4 (2x + 7)

Guided Questions:
1. What factor is common between the first two
terms? Between the second two terms?
2. What did you notice with the results? Were
they common factors?

Example 2:
14b2, 28b, 35b3

14𝑏2 = 2 ⋅ 7 ⋅ 𝑏 ⋅ 𝑏
28𝑏 = 4 ⋅ 7 ⋅ 𝑏
35𝑏3 = 5 ⋅ 7 ⋅ 𝑏 ⋅ 𝑏 ⋅ 𝑏
Things to Remember for Common
Monomial Factoring:
1. Find the greatest common factor (GCF) of
the terms in the polynomial. This is the first
factor.
2. Divide each term by the GCF to get other
factor.
Expected Answer:
Example 3:
a. 7𝑥 2 − 7𝑦 a. 7(𝑥 2 − 𝑦)
b. 8𝑥 3 − 16𝑥 4 + 48𝑥 7 b. 8𝑥 3 (1 − 2𝑥 + 6𝑥 4 )
c. 9𝑥 4 + 27𝑥 2 𝑦 − 63𝑥 5 𝑦 2 c. 9𝑥 2 (𝑥 2 + 3𝑦 − 7𝑥 3 𝑦 2
d. 16t (s + v) + 40 (s + v) d. 8(s + v) (2t + 5)

Factors of Difference of Two Squares

Factoring the difference of two squares is a

special type of factoring. Recall the following
formula for the product of a sum and difference
of two terms.

(𝑥 + 𝑦)(𝑥 − 𝑦) = 𝑥 2 − 𝑦 2

The product of 𝑥 2 − 𝑦 2 is called a difference of

two squares. Its factors are a + b and a – b.

Conversely, the difference of two squares is the

product of the sum and difference of two
numbers.

Therefore, to factor a difference of two squares,

the process is reversed.

To factor the difference of two squares, you

need to identify a and b and construct the sum
or difference factors.

Follow these steps:

A. Factor out the common monomial factor.
B. Get the square root of the first term of the
binomial
C. Get the square root of the second term of the
binomial.
D. Express the factors as a product of the sum
and difference of the results in steps 1 and 2.

Factor the following:

1. 25m4 – 81n2
2. 27b2 – 3bc2

Solution:
1. 25m4 – 81n2
Skip step 1 and proceed to step 2:
√25𝑚4 = 5𝑚2
Proceed to step 3:
√81𝑛2 = 9𝑛
Proceed to Step 4:
(5𝑚2 + 9𝑛)(5𝑚2 − 9𝑛)
2. 27b2 – 3bc2
Step 1:
3𝑏(9𝑏4 − 𝑐 2 )
Step 2:
√9𝑏4 = 3𝑏2
Step 3:
√𝑐 2 = 𝑐
Step 4:
3𝑏(3𝑏2 + 𝑐)(3𝑏2 − 𝑐)

3. 243x4 – 48y4
Step 1:
3(81𝑥 4 − 16𝑦 4 )
Step 2:
√81𝑥 4 = 9𝑥 2
Step 3:
√16𝑦 4 = 4𝑦 2
Step 4:
3(9𝑥 2 + 4𝑦 2 )(9𝑥 2 − 4𝑦 2 )

Since (9𝑥 2 − 4𝑦 2 ) is a difference of two

squares, we need to factor this one out

Skip step 1 and proceed to step 2:

√9𝑥 2 = 3𝑥
Step 3:
√4𝑦 2 = 2𝑦
Step 4:
3(9𝑥 2 + 4𝑦 2 )(3𝑥 + 2𝑦)(3𝑥 − 2𝑦)

Factors of Perfect Square Trinomial

Recall that the square of a binomial results in a

perfect square trinomial (PST). That is,

(𝑥 + 𝑦)2 = 𝑥 2 + 2𝑥𝑦 + 𝑦 2 𝑎𝑛𝑑

(𝑥 − 𝑦)2 = 𝑥 2 − 2𝑥𝑦 + 𝑦 2

Remember that a trinomial is a perfect square

if:
A. The first and last terms are perfect squares,
and
B. Twice the product of the square root of the
first and the square root of the last term is equal
to the middle term.

Consider the trinomial 𝑥 2 + 6𝑥 + 9. Is this a Answer: Yes

perfect square trinomial? Explanation: Because the first term and the last term are
prefect squares which is: √𝑥 2 = 𝑥 and √9 = 3
These are the steps to follow in factoring
perfect square trinomials:
Then twice the product of x and 3 is: 2[(3)(𝑥)] = 6𝑥
1. Get the square root of the first term.
2. Get the square root of the last term.
3. Express the result ad the square of binomial.

Following the steps, we get:

The first and last terms are perfect squares:
√𝑥 2 = 𝑥 and √9 = 3

The middle term is twice the product of x and

3:
6𝑥 = 2(𝑥)(3)
Hence, the trinomial is in the form of 𝑎2 +
2𝑎𝑏 + 𝑏2 = (𝑎 + 𝑏)2 , where a = x and b = 3.

Therefore, 𝑥 2 + 6𝑥 + 9 = (𝑥 + 3)2

Examples:
Expected Answer:
1. 𝑚4 − 10𝑚2 + 25
1. (𝑚2 − 5)(𝑚2 − 5)
2. 25𝑚2 𝑛6 + 20𝑚𝑛4 + 4𝑛2
2. (5𝑚𝑛3 + 2𝑛)(5𝑚𝑛3 + 2𝑛)
Factors of Quadratic Trinomials

A quadratic trinomial is a second-degree

polynomial with three terms. This is of the form
𝑎𝑥 2 + 𝑏𝑥 + 𝑐, where a, b, and c are nonzero
integral.

Factoring by Grouping
Factoring by grouping is a method used to
group terms that have a common monomial
factor. This is a four-term polynomial
expression with descending exponent order that
can be grouped into two binomials separated by
a plus or minus sign.

Example:
𝑎𝑥 − 𝑎𝑦 + 𝑏𝑥 − 𝑏𝑦 = (𝑎𝑥 − 𝑎𝑦) + (𝑏𝑥 − 𝑏𝑦)
= 𝑎(𝑥 − 𝑦) + 𝑏(𝑥 − 𝑦)
= (𝑥 − 𝑦) + (𝑎 + 𝑏)
Steps:
1. Group the terms that have a common
monomial factor. Sometimes terms must be
rearranged.
2. Factor out the GCF from each group.

Introduction to Two Cases:

Case 1: A quadratic trinomial where a =1
Case 2: A quadratic trinomial where 𝑎 ≠ 1
………………………………………………….
Case 1: A quadratic trinomial where a =1

Factoring Trinomials of the form 𝑥 2 + 𝑏𝑥 + 𝑐

1. Find two factors of c whose sum equals to
the coefficient b.
2. Using the form (x + ___) (x + ___), fill this
in with the two factors found in step 1.

Example: Factoring the following trinomials

a. 𝑥 2 − 3𝑥 − 18
b. 𝑥 2 + 5𝑥 − 6

Solution:
In x2 – 3x – 18, c = –18 and b = –3
Using the Trial-And-Error method, find the
factors of c whose sum equals the coefficient b.
Factors of -18 Sum of the factors
(1) (–18) 1 + (−18) = −17
(2) (–9) 2 + (−9) = −7
(3) (–6) 3 + (−6) = −3
(6) (–3) 6 + (−3) = 3
(9) (–2) 9 + (−2) = 7
(18) (–1) 18 + (−1) = 17

Since 3 and –6 is equal to –3, that will be the

factors we are going to use.

Now, rewrite the expression,

𝑥 2 + 3𝑥 − 6𝑥 − 18
Using the method Factoring by Grouping,
group the similar terms,
(𝑥 2 + 3𝑥) − (6𝑥 + 18)
Factor out the GCF from each group,
𝑥(𝑥 + 3) − 6(𝑥 + 3)
Group the common factor
(𝑥 + 3) − (𝑥 − 6)

b. 𝑥 2 + 5𝑥 − 6
Factors of -6 Sum of the factors
(1) (–6) 1 + (−6) = −5
(2) (–3) 2 + (−3) = −1
(3) (–2) 3 + (−2) = 1
(6) (–1) 6 + (−1) = 5

Since 6 and –1 is equal to 5, that will be the

factors we are going to use.

Now, rewrite the expression,

𝑥 2 + 6𝑥 − 𝑥 − 6
𝑥 2 − 𝑥 + 6𝑥 − 6
(𝑥 2 − 𝑥) + (6𝑥 − 6)
𝑥 (𝑥 − 1) + 6(𝑥 − 1)
(𝑥 − 1)(𝑥 + 6)

Case 2: A quadratic trinomial where 𝑎 ≠ 1

Factoring Trinomials of the form 𝑥 2 + 𝑏𝑥 + 𝑐,
𝑎 ≠ 1.
1. Factor out any common monomial factor.
2. Multiply a and c.
3. Try and check the combinations of the
factors of the product a and c until the correct
middle term, bx, is obtained.
4. Perform Factoring by Grouping

Example: Factor 8x2 – 14x + 3

Solution:
a = 8x2
b = 14x
c=3

𝑎 ∙ 𝑐 = 24𝑥 2
Factor of 24:
±1, ±2, ±3, ±4, ±6, ±8, ±12, ±24

The factors that give the middle term –14x are

–2x and –12x
Rewrite:
8𝑥 2 – 2𝑥 − 12𝑥 + 3
(8𝑥 2 – 2𝑥) − (12𝑥 − 3)
2𝑥(4𝑥 – 1) − 3(4𝑥 − 1)
(4𝑥 – 1)(2𝑥 − 3)

Hence, 8x 2 – 14x + 3 = (4𝑥 − 1) (2𝑥 − 3)

Factors of Sum or Difference of Two Cubes

The following patterns are applied in factoring

the sum and difference of two cubes.

Sum of cubes: a3 + 𝑏3 = (𝑎 + 𝑏)(𝑎2 − 𝑎𝑏 +

𝑏2 )
Difference of cubes: a3 − 𝑏3 = (𝑎 − 𝑏)(𝑎2 +
𝑎𝑏 + 𝑏2 ).

To factor the sum and difference of two cubes,

we have to get the binomial and trinomial
factors.

A. To get the binomial factor,

1. Get the cube of the first term of the
sum/difference.
2. Get the cube of the last term of the
sum/difference.
3. Express the result in steps 1 and 2 as a
binomial

B. To get the trinomial factor,

1. Square the first term of the binomial factor.
2. Add the additive inverse of the product of
the first and last term of the binomial factor.
3. Add the square of the last term of the
binomial factor.
4. Simplify the result

Example:
1. 8 – m3

Solution:
Step 1: Get the cube of the first term
3
√8 = 2
Step 2: Get the cube of the last term
3
√−𝑚3 = −𝑚
Step 3: Express as a binomial
(2 − 𝑚)
Trinomial Factor:
(2 − 𝑚)[22 + (2)(𝑚) + (−𝑚)2 ]
(2 − 𝑚)(4 + 2𝑚 − 𝑚2 )

Other examples: Expected Answer:

1. 𝑥 3 + 8 1. (𝑥 + 2)(𝑥 2 − 2𝑥 + 4)
2. 8𝑦 3 − 27 2. (2𝑦 − 3)(4𝑦 2 + 6𝑦 + 9)

D. GUIDED PRACTICE
At this section, in between the discussion of
each technique, the teacher will provide
more examples to the students.

• Common Monomial Factors

1. 60𝑥 3 𝑦 2 + 45𝑥 3 𝑦 3 − 90𝑥𝑦 4
2. 9𝑥 2 + 15𝑥
3. 5𝑚3 − 25𝑚4 + 30𝑚2
4. 11𝑥 2 𝑦 3 + 22𝑥 3 𝑦 2 − 44𝑥 4 𝑦 4
5. 12y(x + y) + 32(x + y)
 • Factors of Difference of Two Squares
1. 𝑥 2 − 81
2. 2𝑎3 − 8𝑎𝑏2
3. 24𝑦 2 − 54
4. 144 − 𝑏8
5. 64𝑥 2 − 81𝑧 10
• Factors of Perfect Square Trinomials
1. 𝑦 2 + 8𝑦 + 16
2. 4𝑥 2 − 6𝑥𝑦 + 9𝑦 2
3. 𝑥 2 + 14𝑥 + 49
4. 12𝑥 + 1 + 36𝑥 2
5. 𝑥 2 + 22𝑥 + 121
• Factors of Quadratic Trinomials
1. 𝑥 2 + 9𝑥 + 14
2. 10𝑎𝑥 2 − 15𝑎𝑥 − 25𝑎
3. 2𝑥 2 + 14𝑥 + 12
4. 𝑥 2 + 8𝑥 + 12
5. 𝑦 2 − 14𝑦 + 49
• Factors of Sum or Difference of Two
Cubes
1. 128𝑗 6 − 250𝑘 3
2. 𝑥 6 − 1
3. (27𝑥 6 + 𝑦 3 )
4. 343 − 𝑦 6
5. 𝑥 12 − 64𝑦 6
E. INDEPENDENT PRACTICE
Instructions: Factor the following
polynomials:

Set 1
1. 21𝑏 + 63𝑏2
2. 𝑢3 + 2𝑢2 + 𝑢 + 2
3. 12 − 75𝑢6
4. 20𝑤 4 − 405𝑘3
5. 12𝑘 + 60𝑘 2 + 75𝑘 3
6. 49𝑚2 − 56𝑚 + 16
7. 25𝑒 4 − 30𝑒 2 𝑓 + 9𝑓 2
8. 187𝑥 + 765
9. 368𝑥 + 552
10. 𝑎3 + 2𝑎2 − 𝑎 − 2

Set 2
11. 𝑥 6 − 64𝑦 12
12. 𝑥 3 − 8𝑦 3 − 6𝑦 2 + 3𝑥𝑦
13. 𝑥 3 + 3𝑥 2 𝑦 + 3𝑥𝑦 2 + 𝑦 3 − 64
14. 10𝑤 2 − 29𝑤 − 3
15. 11𝑥 2 − 85𝑥𝑦 − 24𝑦 2
16. 21𝑏 + 63𝑏2
17. 144𝑟 2 − 49𝑠 4
18. 𝑛4 + 10𝑛2 𝑝 + 25𝑝2
19. 9𝑣 2 + 71𝑣 − 8
20. 𝑥 3 + 𝑥 2 − 𝑥𝑦 + 𝑦 2 + 𝑦 3

F. FEEDBACK/APPLICATION
In this section, the learners make use of the
concepts, skills, and principles learned and apply
it to real life situations independently.

Instructions: Answer the following word

problems using the concept of factoring a
polynomial.
Expected Answers:
1. The product of one more than a number
and 4 less than the number is 36. Find the 1. (x + 5) (x – 8) = 0
number. X = -5 or 8

2. Find the area of the shaded region. 2. 4 (4 + t) (4 – t)

Express your answer in factored form.

t t
t
t 8 meters

3. 𝑃 = 𝑎𝑑𝑑 𝑎𝑙𝑙 𝑠𝑖𝑑𝑒𝑠

3. The sides of a scalene triangle are as
2𝑎3 − 4𝑎𝑏 − 5𝑏3
follows: (2𝑎3 − 4𝑎𝑏 − 5𝑏3 )𝑐𝑚, (𝑎3 +
𝑎3 + 3𝑎𝑏 + 3𝑏3
3𝑎𝑏 + 3𝑏 𝑐𝑚, 𝑎𝑛𝑑 (3𝑏3 + 𝑎𝑏 −
3)
−3𝑎3 + 𝑎𝑏 + 3𝑏3
3𝑎3 )𝑐𝑚. Express its perimeter in factored
b3
form.
𝑃 = 𝑏. 𝑏. 𝑏
 C. GENERALIZATION/CLOSURE
The teacher will wrap up today’s meeting by
letting the students fill the table. They will be
given 5 minutes to answer.

Activity: Fill Me!

Instructions: Fill in the table below:

What are the

things I learned
today?
Things that I
need more
practice.
Write three
things about the
lessons.

D. END OF CLASS PERIOD

On this part, during the first day, teacher will recall
what the students have learned today.
Expected Answers:
Questions: • Answer may vary
• What have you learned today? • Common Monomial Factors
• Can you tell me what are the different Factors of Difference of Two Squares
methods of factoring a polynomial? Factors of Perfect Square Trinomials
• What are the steps of the different Factors of Quadratic Trinomials
methods? / How do we factor a Factors of Sum & Difference of Two Cubes
polynomial using ____ method? • The steps are found according to what method is
mentioned.
Provide Assignments for students to answer:
Instructions: On a white long bond paper solve
at least three problems on the following pages.

Page 6 – No. 11
Page 11 – No. 23
Page 17 – No. 33
Page 27 – No. 31
Page 32 – No. 31
On the second day, the teacher will need to
inform students to study what we have
discussed. Practice with the different examples
found in the book and be ready for the long
quiz tomorrow.
 IV. ASSESSMENT/EVALUATION

Long Quiz

I. Find the greatest common monomial factor of the following numbers:

1. 3𝑎, 6𝑎𝑏2 , 12𝑏2

2. 32𝑚𝑛2 , 12𝑚2 𝑛2 , 28𝑚𝑛
3. 30𝑐 2 𝑑, 20𝑑, 50𝑐𝑑 3

II. Match the product in Column A to the factors in Column B.

A B

____________ 1. 4𝑚2 − 4𝑚 a. 2𝑚(4𝑚3 − 1)

____________ 2. 8𝑚4 − 2𝑚 b. 4𝑚(𝑚 − 1)
____________ 3. 4𝑚2 − 𝑚 c. 𝑚(4𝑚 − 1)
____________ 4. 49𝑚2 − 7𝑚4 d. 7(𝑚2 − 7)
____________ 5. 7𝑚2 − 49 e. 7𝑚2 (7𝑚 − 𝑚2 )

III. Factor each polynomials. Write prime if it is not factorable. Check your answer.

1. 49𝑚2 − 27𝑚4 + 49𝑚2 − 7

2. 12𝑐 3 𝑑 − 15𝑐 2 𝑑 + 3𝑐𝑑

3. 10𝑟 3 𝑠 2 − 25𝑟 2 𝑠 2 − 15𝑟 2 𝑠 3

4. 𝑥 2 − 13𝑥 − 40

5. 𝑦 2 − 16𝑦 + 64

6. 6𝑧 2 + 17𝑧 + 5

7. 54𝑛21 − 2

8. 196 − 𝑦 2

9. 𝑎2 − 6𝑎𝑏 + 9𝑏2 − 25

10. 2𝑚𝑥 + 2𝑛𝑥 + 3𝑚𝑦 + 3𝑛𝑦

Performance Task
IV. Answer the following word problems using the concept of factoring a polynomial.

1. Wilma is planning a rectangular garden in which the width will be 12 feet less than its length.
She has decided to put a birdbath within the garden, occupying a space 8 feet by 4 feet. How many
square feet are now left for planting? Express the answer in factored form.

2. The area of a rectangle is (16𝑚2 + 4𝑚) square feet. If the width is 4m feet, find the length.

3.Find the area of the shaded region if the length of the side of the larger square is (x + 3)
centimeters and the length of the side of the smaller square is (x – 3) centimeters.

4. Wilma is planning a rectangular garden in which the width will be 5 feet less than its length. She
has decided to put a birdbath within the garden, occupying a space 4 feet by 6 feet. How many
square feet are now left for planting? Express the answer in factored form.

PREPARED BY: APPROVED BY:

Michael Jay C. Angco Dr. Melanie Silva

DATE: DATE:

August 22, 2024 August 22, 2024

Rubric on Math Problem Solving

CRITERIA EXCELLENT VERY GOOD GOOD FAIR SCORE

(4) (3) (2) (1)
Understands Identifies Understands Understands Doesn’t
the Problem special factors the problem. enough to understand
that influence solve part of enough to get
the approach the problem started or
before starting or part of the make
the problem. solution. progress.
Uses Explains why Uses all Uses some Uses
Information certain appropriate appropriate inappropriate
Appropriately information is information information information.
essential to correctly. correctly.
the solution.
Applies Explains why Applies Applies some Applies
Appropriate procedures are completely appropriate inappropriate
Procedures appropriate appropriate procedures. procedures.
for the procedures.
problem.
Uses Uses a Uses a Uses a Uses a
Representations representation representation representation representation
that is unusual that clearly that gives that gives
in its depicts the some little or no
mathematical problem. important significant
precision. information information
about the about the
problem. problem.
Answers the Correct Correct Copying No answer or
Problem solution of solution. error, wrong answer
problem and computational based upon
made a error, partial inappropriate
general rule answer for plan.
about the problems with
solution or multiple
extended the answers, no
solution to a answer
more statement,
complicated answer
solution. labeled
incorrectly.
Total: