UNION SCHOOL INTERNATIONAL

Second Term (S.Y. 2020-2021)

Mathematics 8 Module 1

I. Topic/s: Expansion and Factorization of Algebraic Expressions

II. Objectives: At the end of the lessons, students are expected to:
a. explain the concept of algebraic terms in more than one variable;
b. expand and simplify algebraic expressions; and
c. value learned lessons from algebraic expression as motivation for daily lives.

III. Lesson and Learning Activities

A. Motivation
Factorization of Quadratic Expressions of the form: x 2+ bx+ c

Method 1: Using multiplication frame Method 2:

2
m −9 m+8
Factor: x + 8 x+12
2
find for the factor of 8
and if you add, it will result to -9
x 6 probably the factor would be
x x
2
6x -1 and -8
2 2x 12
(m−1)(m−8) - answer
(x +2)(x+ 6)-answer

B. Lesson
Product of Algebraic Terms in More Than One Variable
In the previous lesson, we have learnt that when we multiply an algebraic term by another algebraic term
containing the same variable, the coefficients and variable are multiplyied separately,
e.g. 2 x ×3 x= (2 ×3 ) × ( x × x ) =6 x2
In general, when we multiply an algebraic term by another algebraic term, the coefficients and the
variables are multiplied separately,
e.g. 2 x ×3 y =( 2× 3 ) × ( x × y )=6 xy
Finding the Product of Algebraic Terms involving More Than One-Variable
Find each of the following products.
(a) 4 x ×(−7 y ) (b) 2 x y 2 ×3 x y 2
Solutions:
(a) 4 x × (−7 y )=[ 4 × (−7 ) ] × ( x × y )
rearrange thecoefficients∧the variables accordingly
¿−28 xy
(b) 2 x y ×3 x y 2=¿ ( 2 × x × y × y ) × ( 3 × x × y × y )
2

2 4
¿ ( 2 ×3 ) × ( x × x ) × ( y × y × y × y )=6 x y
Activity 1: Find each of the following products.
a.) 5 x × 6 y b.) (−8 x ) × 2 y

c.) x 2 yz × y 2 z d.) (−xy ) ×(−11 x 3 y 2 )

Expansion and Simplification of Simple Algebraic Expressions of the Form a (b+ c)

Example:
(a) −3 x ( y + z )−4 x ( 2 y −5 z )
(b) 2 x ( x +2 y )+ ¿
Solution:
(a) −3 x ( y + z )−4 x ( 2 y −5 z ) =−3 xy−3 xz−8 xy +20 xz (use distributive law)
¿−3 xy−8 xy−3 xz +20 xz (group like terms)
¿−11 xy +17 xz
(b) 2 x ( x +2 y )+ ¿
2 2
¿ 2 x +6 x +4 xy−9 xy
2
¿ 8 x −5 xy
Activity 2: Expand and simplify each of the following expressions.
a.) 4 x (3 y −5 z ) −5 x ( 2 y−3 z ) b.) x (2 x− y ) +3 x ( y−3 x )
Expanding Algebraic Expressions of the Form (a+ b)(c +d )
Example:
(a) ( x−2 y ) ( 2 x + y )− (3 x + y ) ( 5 x −4 y )
Solution:
( x−2 y ) ( 2 x + y )− (3 x + y ) ( 5 x −4 y )=x ( 2 x+ y )−2 y (2 x + y )−[ 3 x (5 x−4 y ) + y ( 5 x−4 y ) ]
multiply the expression in the second bracket by each term in the
first bracket; do not forget to include the square brackets for the expansion of (3x+y) (5x-4y).
¿ 2 x2 + xy −4 xy −2 y 2 −( 15 x2−12 xy +5 xy−4 y 2 )
use distributive law
¿ 2 x2 −3 xy −2 y 2−( 15 x 2−7 xy−4 y 2 )
2 2 2 2
¿ 2 x −3 xy −2 y −15 x +7 xy + 4 y
simplify to get negative of expression
2 2 2 2
¿ 2 x −15 x −3 xy +7 xy −2 y + 4 y (group like terms)
2 2
¿−13 x + 4 xy +2 y

Activity 3: Expand and simplify the expression

a.) 2 x ( 3 x−4 y )−(x− y )(x+3 y )

Reference/s: New Syllabus Mathematics 2 by Dr. Joseph Yeo et. al

 Mathematics 8 Module 2

I. Topic/s: Expansion Using Special Algebraic Identities

II. Objectives: At the end of the lessons, students are expected to:
a. explain the concept of special algebraic identities;
b. solve problems involving special algebraic identities; and
c. value the use of special algebraic identities.

III. Lesson and Learning Activities

A. Motivation
Special Algebraic Identities
Complete each of the following.

1. ( a+ b )2=( a+b ) ( a+ b ) 2. ( a−b )2=( a−b ) ( a−b ) 3. ( a+ b ) ( a−b )

¿ a ( a +b ) +b ( a+b ) ¿ a ( a−b )−b ( a−b ) ¿ a ( a−b )+ b ( a−b )
2
¿ a + ab+ab+ b
2
= ____________________ = ____________________
= ____________________ = ____________________ = ____________________

B. Lesson
Expansion Using Special Algebraic Identities
( a+ b )2=a2+ 2 ab+b 2
( a−b )2=a2−2 ab +b2
( a+ b ) ( a−b )=a2−b 2

These algebraic identities are useful for expanding algebraic expressions which are of similar forms.
( a+ b ) ∧( a−b )2 are known as perfect squares while ( a+ b ) ( a−b ) is called the difference of two squares.
2

Expanding Algebraic Expressions

Examples:
(a) ( x +3 )2=x 2 +2 ( x ) ( 3 ) +32 apply ( a+ b )2=a2+ 2 ab+b 2, where a=x∧b=3.
2
¿ x + 6 x+ 9

(b) ( 6−x )2=62−2 ( 6 )( x ) + x 2 apply ( a−b )2=a2−2 ab +b2, where a=6∧b=x

2
¿ 36−12 x + x

(c) ( x +2 ) ( x −2 )=x 2−22 apply ( a+ b ) ( a−b )=a2−b 2, where a=x∧b=2

2
¿ x −4
Activity 1: Expand each of the following expressions.
1.) ( x +7 )2 2.) ( 2 x+7 )2

3.) ( 4− y )2 4.) ( 4 x−3 y )2

5.) (x +3)(x−3) 6.) (3 x +2 y)(3 x−2 y )

Problem involving the use of Special Algebraic Identities

a.) Without using a calculator, evaluate each of the following:
(a) 1022 (b) 497 2 (c) 201 x 199
Activity 2:
a.) Without using a calculator, evaluate each of the following:
(a) 1022 (b) 497 2 (c) 201 x 199

Problem involving the use of Special Algebraic Identities

(b) If ( x + y )2=361 and x y=−120, find the value of x 2+ y 2.

Activity 3: Solve the following problems.

b.) If ( x− y )2=441 and xy=46, find the value of b.) If ( x− y )2=882 and xy=92, find the value of
2 2 2 2
x +y x +y
Reference/s: New Syllabus Mathematics 2 by Dr. Joseph Yeo et. al
Mathematics 8 Module 3

I. Topic/s: Factorization Using Special Algebraic Identities

Factorization by Grouping

II. Objectives: At the end of the lessons, students are expected to:
a. factorize special algebraic identities;
b. solve problems involving special algebraic identities; and
c. harmoniously use of special algebraic identities.

III. Lesson and Learning Activities

A. Motivation
In module 2, we have learnt how to expand certain algebraic expressions using the three special
algebraic identities:

( a+ b )2=a2+ 2 ab+b 2
( a−b )2=a2−2 ab +b2
( a+ b ) ( a−b )=a2−b 2

Since factorization is the reverse of expansion, we have:

Complete each of the following.

1. a 2+2 ab +b2 2. a 2−2 ab+b 2 3. a 2−b2

= ____________________ = ____________________ = ____________________

B. Lesson
Factorization Using Special Algebraic Identities
Factorizing Algebraic Expressions
Examples:
(a) x 2+ 18 x +81=x 2+2 ( x ) ( 9 ) +92=(x +92 )
apply a 2+2 ab +b2= ( a+b )2, where a=x∧b=9

(b) 49−84 x +36 x 2=7 2−2 (7 ) (6 x ) +6 x 2=( 7−6 x )2

apply a 2−2 ab+b 2=( a−b )2=¿, where a=7∧b=6 x

(c) 4 x 2−25 y 2=( 2 x )2− (5 y )2=(2 x+ 5 y )(2 x−5 y)

apply a 2−b2= ( a+b )( a−b ), where a=2 x∧b=5 y
Activity 1: Factorize each of the following expressions completely.
1.) x 2+ 12 x +36 2.) 9 x 2+ 24 x+ 16

3.) 4−36 x +81 x 2 4.) 9 x 2−30 xy +25 y 2

5.) 36 x 2−121 y 2 6.) 8 x 2−18 y 2

Factorization by Grouping
1.) Form ax +ay
Example: 3 x 2+ 9 xy =3 x ( x+3 y )

2.) Form a (x+ y)+b (x+ y)

Example: a ( 2 x+ 3 ) +2 ( 3+2 x )=(2 x+ 3)(a+2)

3.) Form ax +bx +kay + kby

Example: ax−bx+ 2 ay−2 by=( ax−bx )+ ( 2 ay−2 by ) arrange the terms into two groups
¿ x ( a−b ) +2 y ( a−b ) factorize each group
¿ ( a−b )( x +2 y ) factorize the two groups
Activity 2: Factorize each of the following expressions completely.
1.) 8 x 2 y + 4 x 2.) 2 π r 2 +2 πrh

3.) 2 ( x+1 )+ a(1+ x ) 4.) 2 b ( 5 x+2 )−(5 x +2)

5.) xy +4 x+3 y +12 6.) 6 ax +12 by +9 bx +8 ay

Problem involving the use of Special Algebraic Identities

Example: Without using a calculator, evaluate 1032 and b=3
Activity 3: Without using a calculator, evaluate the following:
1.) 2562 −156 2 2.) 592−412

3.) 144 2+225 2 4.) 812 +2892

5.) 49 2+ 642 6.) 484 2−1 212

7.) 6252−1562 8.) 1002−10 2

Reference/s: New Syllabus Mathematics 2 by Dr. Joseph Yeo et. al

 Mathematics 8 Module 4

I. Topic/s: Solving Quadratic Equations by Factorization

Application of Quadratic Equations in Real-World Contexts

II. Objectives: At the end of the lessons, students are expected to:
a. recall arithmetic;
b. factorize quadratic equations; and
c. apply quadratic equations in real-world contexts.

III. Lesson and Learning Activities

A. Motivation
In arithmetic, we have learnt that the product of any number and zero is equal to zero. For
example, 2 ×0=0 , 0 ×8=0 ,−6 × 0=0 ,0 × (−7 )=0 , etc .
Similarly, in algebra, if two factors P and Q are such that P ×Q=0 , then either P=0∨Q=0 or both P and Q are
equal to 0. We shall use this principle to solve quadratic equations of the form
2
ax +bx +c=0 , wherea ,b∧c are constants∧a≠ 0.
Preliminary Activity: Find the product of the following

1.) −1 ×0=¿ ¿
2.) 3 ×0=¿ ¿ 3.) −4578× 0=¿ ¿
4.) 0 × 4578=¿ ¿
5.) 0 ×616=¿ ¿ 6.) 0 ×−1=¿ ¿

B. Lesson
Solving Quadratic Equations by Factorization
Examples:
(a) x ( x −1 )=0 (b) ( x−2 ) ( x+ 3 )=0 (c) 2 x 2+6 x=0
x=0 or x−1=0 ( x−2 ) =0 or ( x +3 )=0 2 x ( x +3 )=0 (factor 2x)
∴ x=0 or ∴ x=1 ∴ x=2 or ∴ x=−3 ∴ 2 x =0 or ∴ ( x+ 3 )=0

(d) 2 x 2+5 x−12=0 (e) x 2−3 x−28=0 (f) x ( x +6 )=−5

( 2 x−3 ) ( x+ 4 )=0 ( x +4 ) ( x −7 )=0 (factor) 2
x + 6 x=−5
( 2 x−3 )=0 or ( x +4 )=0 ( x +4 )=0 or ( x−7 )=0 2
x + 6 x+5=0
2 x=−3 ∴ x=−4 or ∴ x=7 ( x +1 ) ( x +5 ) =0
 1 x +1=0 or x +5=0
∴ x=1 or ∴ x=−4
2 ∴ x=−1 or ∴ x=−5

Activity 1: Solve each of the following equations.

1.) 2 x ( x +1 )=0 2.) ( x +5 ) ( x−7 )=0

3.) 3 x 2−15 x=0 4.) 3 x 2−17 x +10=0

5.) x 2+ 8 x+16=0 6.) x ( x +1 )=6

Application of Quadratic Equations in Real-World Contexts

The height, y-meters, of an object projected directly upwards from the ground can be modelled by
2
y=45 t−5 t , where t is the time in seconds after it leaves the ground.
(i) Calculate the height of the object 5 seconds after it leaves the ground.
(ii) At what time will the object strike the ground again?
Solution:
(i) When t=5
y=45 ( 5 )−5 ( 52 ) =100
∴ The height of the object 5 seconds afterleaves the ground=100 m
(ii) Let y=0
2
45 t−5 t =0
5 t ( 9−t )=0
5 t=0 or ( 9−t )=0
∴ t=0 or ∴ t=9
∴ The object will strike the ground again 9 seconds afterleaves the ground .

Activity 2: Solve each worded problem.

1.) The height, y meters, of a model rocket launched directly upwards from the ground can be modelled by
2
y=96 t−4 t , where t is the time in seconds after it leaves the ground.
(i) Find the height of the rocket 12 seconds after it leaves the ground.
(ii) At what time will the rocket strike the ground again?

2.) A ball is thrown vertically upwards from the top of a school building. Its height, h meters, above the ground,
can be modelled by h=18+6 t−4 t 2 , where t is the time in seconds after it leaves the top of the building.
(i) How tall is the school building?
(ii) At what time will the ball strike the ground?
Activity 3: Application: Post 2 pictures of real-life example of standard deviation. Either from your own
environment or search.
Reference/s: New Syllabus Mathematics 4 by Dr. Joseph Yeo et. al