1

MATHEMATICS8 TERM-1 WEEK-3 LESSON PLAN

Lesson 3.1 Multiplying Monomials and Binomials Using the Distributive Property
3.2 Special Products of Binomials
Learning Area/s Mathematics 8
Teacher-Developer/s 3.1 Gyd Lester H. Cañaliso/Cheryl C. Llantino/Christianme P. Mabini
3.2 Early Bless Joy J. Jasangas/ Arthur M. Ramo Jr./ Christianme P. Mabini
Grade Level and
Grade 8
Section
No. of Sessions Week 3 – Sessions 1 and 4 (60 minutes each session)
References 3.1 DepEd Mathematics Learner’s Module; K to 12 Curriculum Guide in Mathematics

Video References for Teachers:

● Brian McLogan. (2014). Applying the Distributive Property to Multiply a Monomial by a
Binomial. YouTube. Applying Distributive Property
● Multiply a Monomial by a Polynomial Using Distributive Property
● Multiplying Binomials Using FOIL Method

Digital and Educational Website References:

● PowerPoint (Math8-Term1-Week3)
● Khan Academy. (n.d.). Introduction to Polynomials
● Pierce, R. (n.d.). Multiplying Polynomials
● Stapel, E. (n.d.). Polynomial Basics

3.2 Books & Curriculum:

• DepEd Math 8 Learner's Module pp. 36-54

Digital Resources:
● PowerPoint (Math8-Term1-Week4)
 2

● Khan Academy – Special Products;

● Corbettmaths – Expanding Brackets;
● Math is Fun – Special Products
Declaration of AI Use This lesson plan was developed with the assistance of Claude AI (Anthropic) for lesson structuring,
(DO 3 s. 2026 Annex A) activity design, and differentiation suggestions. All content has been reviewed, adapted, and
validated by the teacher-developer to ensure alignment with DepEd curriculum standards and
learner needs. No confidential learner information was shared with the AI platform. (Ref: DO 3 s.
2026, Annex A)

INTENTIONS
Content Standard:
3.1 The learners should have knowledge and understanding of algebraic expressions and operations with
monomials, binomials, and multinomials.
3.2 The learners should have knowledge and understanding of special products for binomials.
Performance Standard
Learning 3.1 By the end of the term, the learners are able to add and subtract monomials, and multiply
Competency combinations of monomials, binomials, and multinomials.
3.2 By the end of the term, the learners are able to obtain special products of binomials.
Number and Algebra
● Multiply simple monomials and binomials with simple binomials and multinomials, using the
distributive property with various techniques and models. (Math8 T1 LC6)
● Use special product patterns to multiply binomials. (Math8 T1 LC7)
Learning Objectives Week 3 Session 1: Week 3 Session Week 3 Session 3 Week 3 Session 4
2:
At the end of the session, At the end of the At the end of the session,
80% of the learners should At the end of the session, 80% of the 80% of the students
be able to: session, 80% of the students should be should be able to:
 3

learners should be able to:

1. identify the steps on able to: 1. state the pattern for
how to multiply a 1. describe the the product of sum
monomial by a 1. identify the patterns for (a+ b)² and difference
binomial using steps in and (a−b)² , (a+ b)(a−b)=a ²−b ²,
distributive correctly
property, multiplying a 2. expand (a+ b)² and 2. apply the difference of
binomial by a two squares pattern to
(a−b)² using the
2. demonstrate the binomial or find products of the
special product
distributive property multinomial form (a+ b)(a−b), and
pattern, and
using algebra tiles using the
or area models, and distributive 3. demonstrate
3. appreciate how
property (FOIL perseverance by
mathematical
3. show persistence in and extended attempting all items
patterns simplify
completing distribution), independently and
computation.
algebraic tasks by correcting mistakes
participating 2. present a step- based on the pattern.
actively in all by-step
activities without solution of
giving up when binomial-by-
faced with difficulty. multinomial
multiplication
clearly and
accurately on
their
worksheets,
and

3. demonstrate
respect for
peers'
solutions and
the value of
 4

checking one's
work by
completing a
peer-review
task with
constructive
written
feedback.

Learner Context
Write your observations of your
learners, and how they have been
performing or responding to learning
experiences recently. Include
strengths, interests, and possible
barriers to learning.

LEARNING EXPERIENCE (4A’s Framework)

Week 3 Session 1 Week 3 Session 2 Week 3 Session 3 Week 3 Session 4

Pre-Lesson Beat the Bell: Predict & Win –
Quick Review: “Flash & Quick Review: “Algebra
(5 minutes) FOIL Race Vanishing: Term Duel
Answer” Tiles”

Instructions: Flash 4–5 "Last session we used Learners will be The expressions;
expressions on the board one at algebra tiles to model group and each 1. (x +7)(x−7)
a time. Tell learners to raise a multiplication. Who can member will be given 2. (x−3)(x +3)
thumbs up silently when they remind us — what does a “Beat the Bell”
each tile represents?"
This will be posted on
have an answer. Call on a ticket and the board. Hand a
volunteer before flashing the immediately start the
next expression. YES/NO voting card to
Warm-Up Task: Monomial 60-second countdown the learners or share a
x Binomial Tiles: timer on the screen. QR code that links to a
# Expression Answer 1. Write x (x +3) on the Each ticket contains live poll. Pose this
 5

board. Ask learners to one task which is to question to the class:

1 x ²× x ³=? x⁵
model it with tiles on get the product of a "After we expand this
2 (x ²)³=? x⁶ their desk or binomial using FOIL expression, will a
whiteboard sketch. with a complete middle term survive —
3 x ⁵ ÷ x ²=? x³ 2. One row of width x, solution. Once YES or NO?
divided into one x -tile finished, students
4 x ⁰=? 1 and three unit-tiles drop their completed Each learner decides an
across the top. The area tickets into their answer and casts their
team’s Pass Box at vote. If you are using
produces x ²+3 x .
5 x ¹× x=? x² the teacher’s table. cards, they drop their
3. Call on 2 learners to
The first three correct card into either the YES
describe what they built answers per team box or the NO box. If
and how it connects to earns that team 1 you are using the
Briefly confirm the rule used multiplying x by each
after each expression. Maintain a
point on the class digital option, they tap
term inside the leaderboard. their choice in the live
quick pace. This is just a review,
not a full lesson. parentheses. poll. As votes come in,
Tech Option tally them in front of
• Product Rule: When
multiplying same-base (Optional): the class so everyone
variables, add the As an alternative to can watch the
exponents. (Items 1 & 5) paper tickets, run a 3- "prediction duel" unfold
• Power Rule: When item FOIL speed quiz in real time. Once all
raising a power to a on Quizizz, Blooket, or votes are cast, the side
power, multiply the Wayground. The that predicted correctly
exponents. (Item 2) fastest students with earns team points.
• Quotient Rule: When correct answers
dividing same-base automatically receive Tech Option: Instead
variables, subtract the a badge on the of physical cards, you
exponents. (Item 3) leaderboard. may run the vote
• Zero Exponent Rule: through a live polling
Any non-zero base raised Guide Question: tool such as
to zero equals 1. (Item 4) Is there a faster way Wayground,
Closing Statement: “The than FOIL to square a Mentimeter, or Quizizz.
exponent rules you just binomial? When voting closes,
 6

practiced will be your key tool reveal the bar graph so

today — every time you multiply students get instant
a monomial by terms inside the visual feedback on how
parentheses, those rules will tell the class predicted.
you what happens to the Expected Result:
variable.” Leave the question x (x +3) → one x ²- tile +
open and let Activity 1 provide
(Guide Question):
three x -tiles ¿ x ²+3 Reveal the answer by
the answer.
leading a quick choral
Motivation (5 min) FOIL expansion
Motivation: Bridging Tiles together as a class.
to Binomial x Binomial Then ask the discovery
Write: 3 x ×(x +2) question:
Tile model for (x +2)(x+3) 1. Which term
Allow learners a moment to look
Draw or project the following disappeared, and
at the expression before
tile grid on the board
speaking. why?"
Ask the Hook Question: “We This sets up the lesson
know how to multiply x × x using on the difference of two
the laws of exponents — but squares.
what if a term is multiplying a
whole group? How do we handle
each part?”

Pair Discussion (1–2 minutes)

Have learners turn to a partner
and discuss the question. Do not
confirm or correct any ideas
during this phase.
• Circulate and listen to
responses.
• Take note of interesting
ideas or common
misconceptions to
address later.
 7

• After 1–2 minutes, call on

2–3 pairs to share their
thinking.
Important: Accept all responses
without confirming or correcting.
This builds anticipation and
investment in finding the right
answer.
Closing Bridge Statement: “The
exponent rules you just practiced
will be your key tool today — Area regions:
every time you multiply a
monomial by the terms inside the 1 x ²-tile + 2 tall x -tiles + 3
parentheses, those rules will tell wide x -tiles + 6 unit-tiles
you what happens to the ¿ x ²+5 x+6
variable.”
Discussion prompts (Elicit
— do not confirm yet)
Leave the question open. Let ● "Look at your tile
Activity 1 provide the answer. rectangle. How many
different regions did you
Teacher’s Note: Do not solve
get? Can you see where
3 x ×(x +2) at this point. The each region came from?"
open question is intentional. It
● "We multiplied one
creates a knowledge gap that
motivates learners to engage binomial by another.
with Activity 1. The answer What is different about
serves as the payoff of the this compared to x ¿)?"
exploration.
Teacher Facilitation Notes:
(Teacher may Click the
● Let 2–3 learners
interactive video link)
share
Teacher Video Reference: observations
Before Session 1, watch: Brian without
McLogan – Applying the confirming or
 8

Distributive Property to Multiply correcting.

a Monomial by a Binomial ● Bridge: "The tile
[Link] model shows us
watch?v=VwCkqzqt_lE
exactly which
Also recommended: Multiplying
Polynomials with Algebra Tiles pairs of terms
(Brainingcamp) were multiplied.
[Link] Today we
watch?v=qRpM0O5QCFc formalize that
into a reliable
algebraic method
— so we can
work without
tiles and never
miss a term."
● Do not name
FOIL yet. Leave
curiosity open.

(Teacher may Click the

interactive video link:)

Teacher Video Reference:

Before Session 2, watch:
Professor Dave Explains –
Multiplying Binomials by the
FOIL Method
https://
[Link]/watch?
v=RTC7RIwdZcE
Also recommended: Mashup
Math – Multiplying
Binomials Using FOIL
Method Math Lesson
https://
 9

[Link]/watch?
v=BxyIYVBGn20

"Tile It Out!" – Algebra Tile "Distributive Stations" – Pattern Hunters What Disappears?
Exploration Carousel Activity
Activity 1: Pattern Activity Sheet 1:
Materials: Printed algebra tile Materials: 4 posted station Hunters
cut-outs (from Worksheet 1-A), cards (on the board or What Disappears
Expansion using (Group Activity)
scissors, tape/glue. walls), Worksheet 2-A.
FOIL (Pair Activity)
Worksheet 1-A: Algebra Tile Worksheet 2-A: Carousel 1. (x +3)(x−3)
ACTIVITY Cut-Outs Station Activity Recording Each pair will be
(15 minutes) Sheet given an activity 2. (2 a+5)(2 a−5)
Directions: Cut out the algebra sheet (Attached 3. (4 m−1)(4 m+1)
tiles below. Use them to model Instructions: worksheet below). 4. (3 y +7)(3 y−7)
the given multiplication 1. Post 4 stations
problems. 5. (5 x−2)(5 x+2)
cards around the
room, each card
Instructions: consists of a Guide Question:
1. Distribute Worksheet 1-A binomial × binomial 1. Which term always
(algebra tiles). or binomial × disappears?
2. Learners cut out tile sets trinomial problem. Guide Question: 2. Why does it
representing x and 1 2. Learners (in groups 1. What do you notice disappear?
(units). of 4–5) rotate or go about the middle 3. What pattern do you
3. In pairs, learners use the to the next station term? see?
tiles to model: every after 3
• 2(x +3) → form 2 rows of minutes. Differentiation:
After 12 min, post work
(x +3) 3. Each station, Advanced pairs
and run a 2-min gallery
2
• 3(2 x +1) → form 3 rows learners record the attempt ( 2 x+3 y ) . walk.
of (2 x+ 1) problem on Struggling learners
4. Learners record the total Worksheet 2-A and use pre-filled first Differentiation:
tiles used and write the attempt a solution. rows as a scaffold. Struggling learners
resulting polynomial. 4. All members expand step-by-step using
5. Groups share their models contribute an a FOIL template scaffold.
and answers with the answer – each
 10

class. person writes at Advanced learners try

least one step. (x ²+ y )(x ²− y ).
Teacher Video Reference: 5. After answering all
For visual modeling tips, watch: the problems in
Multiplying Polynomials using each station,
Algebra Tiles (mathispower4u)
rotation, groups
[Link]
watch?v=1CSP7xkLMGE
return to seats and
compare answers
across stations.
ANALYSIS Discussion Questions (teacher- Guided Discussion Gallery Share & Socratic Discussion
led): Questions: Guided Questions (10 min)
• "What did you notice • "How many pairs of (10 minutes)
when you arranged 2 terms did you Class discusses the
rows of (x +3)? How multiply at each
Call 3 pairs to write Expanded form:
many x-tiles? How many station? Is there a
systematic way to
their completed
unit tiles?"
ensure all pairs are tables on the board. 1. Which terms always
• "When you multiplied 3
by ¿), how did the covered?" disappear? (The two
number of groups affect • "What happens to Guide Questions: middle terms are
your total?" the exponents when 1. What do ALL always canceled
• "Can you see a pattern in you multiply x × x ? middle terms because they are
how the monomial x × x ² ?" have in additive inverses.)
affected each term inside • "Did any group get common? 2. What remains
the parentheses?" different answers for 2. (All are [a ²−b ²] ?
the same station? If 2 ab∨−2 ab)
Learners discuss in pairs first
(First term squared
yes, let’s see where 3. Why does the
(Think-Pair-Share), then share the difference came minus last term
sign changed squared.)
insights with the whole class. from."
when the 3. Why is this called
Teacher records key observations Compare answers across binomial uses the difference of two
on the board, leading toward the stations. Invite one group a negative squares? (The result
formal statement of the per station to present their sign? is always
distributive property. solution. Class checks for (Because
a ²−b ² )
errors and discusses. 2(a)(−b)=−2 ab
4. Can you write the
 11

) rule using variables

4. Can you a and b? (Class
predict collaboratively
(5 x−2)² writes:
without (a+ b)(a−b)=a ²−b ² ¿.
expanding?
How? Share the real-world
connection (mental math for
(Use the pattern) pricing).

Real-World
Connection: 'If a store
discounts P50 from a
P300 item:
(300+50)(300−50)=300²−50²
This trick helps mental
Teacher records the math! — links to
generalization the Consumer Math / TLE.
class discovers on the
board:
(a+ b)²=a ²+2 ab+b ²
(a−b)²=a ²−2 ab+b ²
ABSTRACTION Teacher formalizes the concept: Teacher formalizes extended Mini-Lecture + Direct Instruction +
(15 minutes) • State the Distributive distributive property, foil Pattern Card Worked Examples:
Property: method, and distributive Creation
a (b+ c)=ab+ac property (multiplying
• Show worked examples binomial to a multinomial). State the pattern
Model 3 worked
step-by-step: formally:
2 Given the example
examples on the
• 4 x ( 2 x+ 5 )=8 x + 20 x board with labeled (a+ b)(a−b)=a ²−b ²
(x +3)(x+ 2) we solve this . Model 3 examples
• −3 y ( y−4)=−3 y ²+ 12 y problem by;
parts: First² | Twice
the Product | Last². with think-aloud:
1. Extended Distributive
Emphasize: Step 1—identify a and
 12

• Multiply the coefficient Property Think aloud each b;

and apply the law of step. Distribute index
exponents to variables. Write this on the board to Step 2—square each;
cards. Explain the
• Keep track of signs make it visual: Pattern Card Step 3—write the
(especially negatives). (x +2)(x+3) requirements: difference.
"Think of it this way — the formula, area model
Learners copy the steps in their first binomial has two terms:
diagram, and 1 self- Examples:
notes and highlight the pattern. x and 2. Each of them needs
to do their own distribution
chosen example. (3 x +4)(3 x−4)=9 x ²−16
into the second parenthesis." (5 y +2 z)(5 y−2 z)=25 y ²−4 z ²
Step 1: Distribute x across ( Note: the teacher may
x +3 ¿: use the link to explain (ab +7)(ab−7)=a ² b ²−49
further the formula of .
x · x + x · 3=x ²+3 x
Step 2: Distribute 2 across the Square of Instruct learners to
(x + 3): binomial using write 1 new example
2 · x +2 ·3=2 x+6 Geogebra. and verify with a
Step 3: Combine everything: [Link] partner.
x ²+3 x+ 2 x +6 [Link]/m/mBuuPD8k
Step 4: Collect like terms: Example 1
x ²+5 x+ 6 ✅ Each learner will (3 x +4)(3 x−4)=(3 x)²−4²=9 x ²−
have a “Pattern Card” Example 2
Key Takeaway to Tell (index card) showing
Students: (5 y +2 z)(5 y−2 z)=25 y ²−4 z ²
the formula, a
diagram (area model), Example 3
"This is the Extended (ab +7)(ab−7)=a ² b ²−49
and one personal
Distributive Property in
action. We simply extended
example they chose
themselves. These are Learners add the rules and
what we already know — examples to their Math
instead of one term posted on the
Journal. Pair check: each
distributing, now two terms classroom bulletin learner writes 1 new
distribute. The process is the board. example; partner verifies.
same; there's just more of it."
Note: Teachers may
2. FOIL Method: use/print the “Pattern
"Because multiplying Card tracker” for
 13

binomial × binomial always students, also the

produces exactly four pairs Exit Card.
of multiplication,
mathematicians came up
with a shortcut to help you
remember all four pairs
without missing one. That
shortcut is called FOIL —
and we'll look at that next."

F O

First × First Outer × Outer

● F (First):
x · x=x ²
● O (Outer):
x · 2=2 x
● I (Inner):
3 · x =3 x
● L (Last):
3 ·2=6
● Combine like
terms:
x ²+5 x+ 6
Both methods give the same
answer:
(x +3)(x+ 2)=x ²+5 x +6

3. Distributive Property;
Binomial x Multinomial
When one factor has
more than two terms,
FOIL alone is not
 14

enough. We extend the

distributive property:
every term in the first
factor multiplies every
term in the second.

Example:

BINOMIAL × TRINOMIAL
EXAMPLE 1: (X + 3) (X²
+ 2X + 1)
= x(x² + 2x + 1) +
3(x² + 2x + 1)
= x³ + 2x² + x + 3x²
+ 6x + 3
→ combine like
terms
= x³ + 5x² + 7x + 3
BINOMIAL × TRINOMIAL
EXAMPLE 2: (X + 4) (X²
− X + 2)
= x(x² − x + 2) +
4(x² − x + 2)
= x³ − x² + 2x + 4x²
− 4x + 8
→ combine like
terms
= x³ + 3x² − 2x + 8

Learners copy examples and

 15

note the pattern of

combining like terms after
distribution.

APPLICATION Individual Work – Worksheet 1- Peer-Review Task – Speed Pattern True or False?
B: Monomial × Binomial Worksheet 2-B: Binomial × Individual Drill + Defend!— Individual +
Practice Problems Binomial / Multinomial Exit Ticket Pair
Practice + Peer Review (10 minutes) (10 minutes)
Learners solve 5 problems
applying monomial-by-binomial 1. Learners solve 4 Distribute Activity
multiplication independently.
The teacher will Sheet 2: True or
problems (binomial ×
distribute Activity False, Defend!.
binomial or
Sample problems: Sheet 2: Speed Instruct: 'Answer the
multinomial)
1. 5 x (x+ 3)=¿ individually on Pattern Drill. true/false items
2. −2 a(3 a−7)=¿ Worksheet 2-B. Students will be given individually. For FALSE
3. 4 m(2 m+ n)=¿ 2. After solving, learners 7 minutes to do the items, show the correct
4. (6 x )(x−5)=¿ exchange papers with activity WITHOUT answer.'
5. Find the area of a a partner. using FOIL method. Read the open-ended
rectangle with length ( 2. Using the Answer Key task aloud. Administer
2 x+3 ¿ and width4 x. provided after DIRECTIONS: Use Exit Ticket: 'Expand
submission (or the shortcut formula (7m−n)(7m+n) and write
Accommodation: Learners with teacher-guided (a ± b)²=a ² ± 2ab +b ² one real-life use of this
difficulty may use algebra tile reveal), partners for each item. Show pattern.'
cut-outs and may refer to the check and give your work. Do NOT
sample steps on the board. use FOIL.
written feedback on: B2. True or False —
Early finishers: Solve a challenge correctness, Defend your answer:
completeness of 1. (x + 7)²
problem (monomial × trinomial). 1.
steps, and neatness. 2. (5 m−2)² (5 x−3)(5 x+ 3)=25 x ²+ 9
3. Papers are returned. 3. (3 a+ 4 b)² [TRUE/FALSE]
Learners correct 4. (2 x−9)² 2. (a+ b)(a−b)=a ²−b ²
errors. 5. (6 y +1)² [TRUE/FALSE]
Accommodation: A step-by- 3.
step template is available on ( 2 m−7 ) ( 2 m+ 7 )=4 m ²−49
 16

the back of the worksheet [TRUE/FALSE]

for learners who need
additional structure.

Learning Resources • Worksheet 1-A: Algebra • Worksheet 2-A: Videos: Videos:

Tile Cut-Outs (see Carousel Station
1. Khan Academy: [Link] Academy:
Learning Resources Activity Recording
Special Products of Difference of Squares
section below) Sheet (see
• Worksheet 1-B: Monomial Learning Binomials (Video, – Video (~6 min)
× Binomial Practice Resources section ~8 min) 2. Math Antics: Special
Problems (see Learning below) 2. Corbettmaths: Products – Difference
Resources section below) • Worksheet 2-B: Expanding Two of Squares (YouTube)
• Answer Key – Session 1 Binomial × Brackets (Video)
(see Learning Resources Binomial / Interactive Interactive Activities:
section below) Multinomial
Activities: 3.[INTERACTIVE] Khan
• Printed area model Practice + Peer
diagrams for motivation Review (see 3. [INTERACTIVE] Academy: Difference
activity Learning GeoGebra: Square of Squares – Practice
• Board and markers Resources section of a Binomial – Exercises — Adaptive
below) Area Model exercise set with hints
• Answer Key – Explorer — Drag and step-by-step
Session 2 (see sliders to see solutions; aligns to
Learning (a+ b)² as a SKILL objective (4 out
Resources section of 5 accuracy).
geometric area;
below)
• Peer Review Rubric https://
(see Learning [Link]/
Resources section m/mBuuPD8k Note: The teacher may
below) aligns to use “Wayground” to
• 4 printed station KNOWLEDGE have an interactive
cards posted on objective Quiz with the learners.
the walls
(identifying the [INTERACTIVE] Quizizz:
• Board and
 17

markers pattern visually). Sum and Difference of

4. [INTERACTIVE] Binomials Quiz —
Math is Fun: Competitive game-
Special Binomial based quiz aligns to
Products – Try It SKILL & ATTITUDE
Yourself — In-page objectives.
worked examples Print / Offline:
with interactive Activity Sheet 2-B1 &
input boxes; aligns B2 (printed, with
to KNOWLEDGE & Answer Key) — see
SKILL objectives. Appendix B
5. Activity Sheet 1- Manila paper, markers,
A1 & A2 (printed, tape for gallery posting
with Answer Key
on reverse) — see
Appendix A
6. Index cards for
Pattern Cards;
chalk/whiteboard
markers; Math
Journal (learner's
notebook)
Opportunities for Geometry: Computing the area of rectangles with algebraic GEOMETRY: Area of TLE / CONSUMER
Integration dimensions reinforces the geometric meaning of squares — physical MATH: Mental math
polynomial multiplication. model of (a+ b)². shortcut for pricing
Science: Formulas involving products of variables (e.g., calculations.
distance = rate × time in algebraic form) can be ARTS: Pattern Card
contextualized using distribution. design integrates SCIENCE: Physics —
Technology: If available, learners may use GeoGebra or visual art elements. kinetic energy formula
Desmos to visualize area models dynamically. simplification.
4C's: Collaboration
(pair work), Critical
4C's: Collaboration
 18

Thinking (pattern (group discovery),

prediction), Critical Thinking
Communication (pattern analysis),
(gallery share + Communication (gallery
Socratic Q&A), walk + true-or-false
Creativity (Pattern defense), Creativity
Card). (learner-generated
examples).

ASSESSMENT
Week 3 Session 1 Week 3 Session 2 Week 3 Session 3 Week 3 Session 4
Formative Assessment Exit Ticket (5 minutes): Open ended & Exit Formative Check! Formative Check!
Learners solve 1 problem Ticket (5 min) (5 min)
on a small slip of paper 1. Quick Solve
before leaving: Multiply and simplify. Directions: On a ¼ sheet,
"Use the distributive Show your steps. Directions: On a ¼
sheet, answer all 3 answer all 3 items in 5
property to simplify 3x(2x (2 x+ 3)(x ²−4 x +2) minutes. Show your work.
- 4)." items in 5 minutes.
In one sentence, explain Show your work. 1. (Critical Thinking) True
2. The Biggest "Aha!"
what the distributive Moment 1. (Critical Thinking) or False:
property means in your Write one thing you Expand (3 x−4)² (5 x−3 ¿(5 x +3)=25 x ²+9 ?
own words. understood better by Give the correct answer.
using the pattern.
the end of this session 2. (Communication) In 2. (Communication) In one
Teacher reviews slip after that you didn't fully
one sentence, why is sentence, why do the
class to plan Session 2. get at the start.
the middle term 2 ab two middle terms
Accommodation: Learners and not just ab ? disappear?
may draw an area model Learners may ask for 3. (Creativity) Write one 3. (Critical Thinking)
alongside their algebraic teacher or peer (a ± b)² of your Expand
solution. support at any point (7 m−n)(7 m+ n).
own and expand it.
by placing a question
Exit Ticket (1 min):
card on their desk (red
 19

= need help, green = Write the pattern for Exit Ticket (1 min): Write
okay). (a−b)² , then rate how the pattern for
carefully you checked (a+ b)(a−b),
your work: 1 – 2 – 3. then rate your
perseverance today: 1 – 2 –
Accommodation 3.
Area-model template /
sentence frame for Accommodation
support; (2 x+ 3 y)² FOIL scaffold for support;
for advance learners; two-variable products for
oral option. advanced; oral option.

WAYS FORWARD (Meaningful learning can also happen beyond the classroom. Pause and reflect on what happened today.
Extended Learning
Opportunities
Suggest other learning experiences
outside the classroom/class hours
that learners may want to access to
reinforce what they have learned, to
spark their curiosity further, or to
provide support in areas of difficulty.

Reflections
Think about what you need to change
for the next session based on what
happened today. Is there something
the learners are interested in
exploring?

Are there things you would like to

share with your co-teachers, parents,
or school leaders about your
classroom experience? What support
would you like from your instructional
coach?
 20

WORKSHEETS:

Worksheet 1-A: Algebra Tile Cut-Outs

Directions: Cut out the algebra tiles below. Use them to model the given
multiplication problems.

Tiles Key:
• A long rectangle labeled "x" = 1 unit of x
• A small square labeled "1" = 1 unit (constant)

Model the following using your tiles and record your answers:

# Expression Tile Arrangement (describe or draw) Simplified Product

1. 2(x +3)

2. 3(2 x +1)

3. 4 (x +2)

4. 5(x +0)

5. 2(3 x +4 )

Worksheet 1-B: Monomial × Binomial Practice Problems

 21

Name: ________________________________ Date: ____________ Section: _________

Directions: Apply the distributive property to simplify each expression. Show all
steps.

1. 5 x (x+ 3)
Solution:

2. -2 a(3 a−7)
Solution:

3. 4 m(2 m+ n)
Solution:

4. 6 x (x−5)
Solution:

5. Find the area of a rectangle with length ¿) and width 4 x.

Solution:

Worksheet 2-A: Carousel Station Activity Recording Sheet

 22

Name: ________________________________ Group: ____________ Date: _________

Directions: At each station, write the problem, your solution, and the simplified
product.

Station Problem Solution (show steps) Simplified Product

1 (x +2)(x+5)

2 (2 x−1)( x+ 4)

3 (x +3)(x ²+ 2 x +1)

4 (2 x+ 1)(x ²−x +3)

Worksheet 2-B: Binomial × Binomial / Multinomial Practice + Peer Review

Name: ________________________ Partner: ______________________ Date: _________

 23

Part A: Solve the following. Show all steps.

1. (x +4 )(x+ 6)
Solution:

2. (3 x−2)( x+ 5)
Solution:

3. (x +1)( x ²+3 x +2)

Solution:

4. (2 x−3)( x ²−x +4 )
Solution:

Part B: Peer Review (to be filled by your partner)

Partner’s Name: ________________________________

Feedback (use the rubric):

• Correctness of final answer: ___ / 4
• Completeness of steps: ___ / 4
• Neatness and organization: ___ / 2
Total: ___ / 10

Written Comment: _______________________________________________________________

______________________________________________________________________________

Answer Key – Session 1

Worksheet 1-A:
1) 2 ( x+3 )=2 x+ 6
2) 3(2 x +1)=6 x+ 3
3) 4 (x +2)=4 x+ 8
4) 5(x +0)=5 x
5) 2(3 x +4 )=6 x+ 8

Worksheet 1-B:
 24

1) 5 x (x+ 3)=5 x ²+15 x

2) −2 a(3 a−7)=−6 a ²+14 a
3) 4 m(2 m+ n)=8 m²+ 4 mn
4) 6 x (x−5)=6 x ²−30 x
5) Area=4 x (2 x +3)=8 x ²+12 x

Answer Key – Session 2

Worksheet 2-A (Carousel Stations):

1) (x +2)(x+5)=x ²+7 x +10
2) (2 x−1)(x+ 4)=2 x ²+7 x−4
3) (x +3)(x ²+ 2 x +1)=x ³+5 x ²+7 x+ 3
4) (2 x+ 1)(x ²−x +3)=2 x ³−x ²+7 x +3

Worksheet 2-B:
1) (x +4 )(x+ 6)=x ²+ 10 x +24
2) (3 x−2)(x+ 5)=3 x ²+13 x−10
3) (x +1)( x ²+3 x +2)=x ³+ 4 x ² +5 x +2
4) (2 x−3)(x ²−x +4 )=2 x ³−5 x ² +11 x−12
5)
Peer Review Rubric – Session 2

4 – Exceeds 3 – Meets 2 – Partially 1 – Does Not

Criteria
Standard Standard Meets Meet
Correctness of
All 4 answers 3 answers 2 answers 0-1 answers are
Final Answer
are correct. are correct. are correct. correct.
(4 pts)
All distribution
Most steps Some steps Steps are
steps are shown
Completeness shown; missing; largely absent;
and all like
of Steps (4 pts) minor partial work only final
terms are
omissions. shown. answer written.
combined.
Work is
Work is very Work is
Neatness & N/A (3-point somewhat
clearly disorganized
Organization scale not messy but
organized and and hard to
(2 pts) used here) mostly
easy to follow. follow.
readable.
TOTAL ___ / 10

SUMMATIVE ASSESSMENT (WITHIN THE TERM FOR TEACHERS)

 25

TERM 1 WEEK 3 (3.1)

Directions: Read each question carefully. Choose the letter of the best answer. Write
your chosen letter on your answer sheet

1. Which of the following is a MONOMIAL?

A. 3 x+ 2 B. 5 x ² y ³ C. x ²−4 x +1 D. 2 a+b−c

2. A public market stall sells soap bars packed in boxes of x³ bars each. A delivery
truck carries x⁵ boxes. Using the Product Rule of Exponents, how many soap bars are
in the truck?
A. x ⁸ B. x ¹⁵ C. 2 x ⁸ D. x ²

3. A teacher wrote on the board: 3 x (2 x +5). What is the simplified product using the
distributive property?
A. 6 x +15 C. 6 x ²+15 x
B. 6 x ²+15 D. 5 x ²+ 15 x

4. An engineer computes the AREA of a rectangular lot. One side is 2x meters and the
adjacent side is (x + 3) meters. What is the area of the lot?
A. 2 x ²+ 3 C. 2 x ²+ 6
B. 2 x ²+ 6 x D. 3 x ² +6 x

5. Which expression is the correct expanded form of (x +2)(x+3)?

A. x ²+5 x+ 6 B. x ²+6 x +5 C. x ²+5 x+5 D. x ²+6

6. Liza is tiling her bedroom floor. The floor is (x + 3) meters long and (x + 2) meters
wide. She wants to find the total area of the floor. Which expression correctly
represents the area, and what is its simplified form?
A. Area=(x +3)+(x +2)=2 x+ 5; addition gives the area of a rectangle.
B. Area=(x +3)( x +2)=x ²+ 5 x +6 ; multiply length by width using FOIL.
C. Area=(x +3)(x +2)=x ²+ 6; only the first and last terms are multiplied.
D. Area=(x +3)( x +2)=x ²+ 2 x +3 x ; the middle terms cannot be combined.

7. A barangay health worker computed the volume of two medicine containers.

Container A has a volume of (2 x+ 1) cubic cm and Container B have a volume of (3 x +1)
cubic cm . The worker needs to find the product of the two volumes AND verify if the
middle terms can be combined. Which answer correctly does BOTH tasks?
A. Product = 6 x 2+ 3 x +2 x +1=6 x 2 +5 x +1; middle terms 3 x and 2 x are like
terms, so they combine.
B. Product = 6 x 2+ 3 x ; only the first terms multiply, the rest are dropped.
C. Product = 6 x 2+ 3 x +2 x +1=6 x 2 +5 x 2 +1; exponents are added when
combining like terms.
D. Product = 6 x 2+ 5 x +1; middle terms 3 x and 2 x are unlike terms, so they
 26

cannot combine.

8. A math teacher asked the class: ‘Expand (x +1)( x ²+ x +1) using the distributive
property. Who is correct, and why?
Student A answered: x ³+ x ²+ x + x ²+ x+1=x ³+2 x ²+ 2 x +1.
Student B answered: x³ + 2x² + 1.

A. Neither — you cannot expand a binomial with a trinomial.

B. Student A — correctly distributed each term of (x + 1) across the trinomial and
combined like terms.
C. Student B — the x terms disappear because they are in the middle.
D. Both are correct because you get the same number of terms either way.

9. A school garden is divided into sections. One section has dimensions of (2x +1)
meters by (x +4 ) meters. Which of the following are correct steps in finding the area
using FOIL?
I. First: (2 x)(x )=2 x ² III. Outer: (2 x)(4)=8 x
II. Inner: (1)(x)=2 x IV. Last: ( 1 ) ( 4 )=4

A. I only C. I, III, and IV only

B. I and III only D. I, II, III, and IV

10. A market vendor sells bags with the following dimensions below. Which
statements about the area are correct?
Length:(3 x+2)dm, Width :2 x dm

I. Area=6 x ²+ 4 x III. The degree of the product is 2

II. Area=6 x ²+ 2 x IV. The product has 2 terms

A. I, II, and III C. II and IV

B. I, III, and IV D. I and II
 27

Answer Key
(For Teacher Use Only)

ANSWER KEY (Teacher’s Copy)

1. B — 5 x2 y3

2. A — x⁸; Product Rule: x³ × x⁵ = x^(3+5) = x⁸.

3. C — 6x² + 15x; distribute 3x across (2x + 5).
4. B — 2x² + 6x; distribute 2x across (x + 3): 2x × x = 2x², 2x × 3 = 6x.
5. A — x² + 5x + 6; FOIL: x² + 3x + 2x + 6 = x² + 5x + 6.
6. B — (x+3)(x+2) = x² + 5x + 6; area = length × width, use FOIL and combine like
terms.
7. A -(2 x+ 1)(3 x +1)=6 x 2+2 x +3 x+1=6 x 2+5 x +1.
The middle terms 2 x and 3 x are like terms and can be combined.
8. B — Student A: x(x²+x+1) = x³+x²+x; 1(x²+x+1) = x²+x+1; total = x³+2x²+2x+1.
Student B dropped the x terms incorrectly.
9. C — I is correct: ( 2 x )( x )=2 x 2 , II is incorrect because (1)(x)=x
, not 2 x , III is correct: ( 2 x )( 4 )=8 x , IV is correct: ( 1 ) ( 4 )=4.
Thus, the correct statements are I, III, and IV only.
10. B — I is correct because the area is 6 x 2+ 4 x , II is incorrect because
2
6 x +2x is the wrong product, III is correct because the highest exponent
is 2, IV is correct because the expression has 2 terms (a binomial).
 28

TERM 1/WEEK 3/SESSION 3

MATHEMATICS 8
Special Products — Activity Worksheet Packet 1

Session Topic Worksheets in this packet

DAY 1 Square of a Binomial (a ± b)² Activity 1: Pattern Hunters ·
Activity 2: Speed Pattern Drill
DAY 2 Sum & Difference (a+ b)(a−b) Activity 1 What Disappears? ·
Activity 2: True or False, Defend!
DAY 3 Cube of a Binomial (a ± b)³ Activity 1: Expand to Discover ·
Activity 2: Spot My Error!
DAY 4 Mixed Practice & Synthesis Activity 1: Pattern Sort · Activity
2: Correct Pattern · Activity 3:
Word Problems

How to use this packet. Each session has its student worksheet(s) followed by a
red Teacher Answer Key page. Print the student pages double-sided; keep or omit
the answer-key pages as you wish. Exit Tickets and the 5-Minute Formative Check
are at the end of each day and can be printed as quarter-sheets to save paper.
 29

TERM 1· WEEK 3 SESSION 3 · WORKSHEET ACTIVITY 2 · PAIR WORK

Pattern Hunters: Square of a Binomial

Name: Grade & Section: Date:

Partner: ____________ Time: 15 minutes

LEARNING TARGET I can expand (a ± b)² using the FOIL method and discover the
pattern.

INSTRUCTION GUIDE — Follow these steps

Step 1. Read each binomial square in the table. A square such as (x +4 )²

means (x +4 )(x+ 4).
Step 2. Expand it using FOIL (First, Outer, Inner, Last) on scratch space or in
your notebook.
Step 3. Fill the table: write the First term squared (a²), the Middle term (after
combining the Outer + Inner), and the Last term squared (b²). Then write
the final expansion.
Step 4. Look down at each column. With your partner, complete the hypothesis
sentence at the bottom.
Step 5. Be ready to share your pattern in the Gallery Share.

Expand each square using FOIL, then complete the table

First term Middle term Last term
Binomial Final expansion
squared (a²) (2ab) squared (b²)

(x +4 )² x²

(x +5)²

(m+6) ²

(x−3)²

( y−2) ²

Our Hypothesis
We notice that the middle term is always __________________________________ and
the last term is always ______________________________.
 30

Guide Question
What do you notice about every middle term? Explain in one sentence.
CHALLENGE (Advanced pairs): Expand and add to the pattern: (2 x+ 3 y) 2

Term 1 · WEEK 3 SESSION 3 · WORKSHEET ACTIVITY SHEET 2 · INDIVIDUAL

DRILL
Speed Pattern Drill — Shortcut Only!

Name: Grade & Section: Date:

Time: 7 minutes Score: ____ / 5

LEARNING TARGET I can expand (a ± b)² quickly using the shortcut

pattern, with at least 4 of 5 correct.

THE PATTERN: (a + b)2 = a2 + 2ab + b2 (a − b)2 = a2 − 2ab + b2

INSTRUCTION GUIDE — Follow these steps

Step 1. Use the shortcut formula ONLY. Do NOT use FOIL.

Step 2. For each item, identify a and b, then write a², the doubled middle term
2ab, and b².
Step 3. Watch the sign: a minus inside the binomial makes the middle term
negative.
Step 4. Show your work on the line, then box your final answer. When time is
called, exchange and check against the board.

Expand using the shortcut formula

1. (x + 7)2 =

2. ¿) 2 =

3. (3 a+ 4 b) 2 =
 31

4. ¿) 2 =

5. (6 y +1) 2 =

TERM 1 · WEEK 3 SESSION 3 · EXIT TICKET & 5-MINUTE FORMATIVE

CHECK
Square of a Binomial — Check for Understanding

5-MINUTE FORMATIVE CHECK (¼ sheet — show your work)

Directions: Answer all 3 items in 5 minutes.
1. (Critical Thinking) Expand (3x − 4)2 using the pattern.

2. (Communication) In one sentence, why is the middle term 2ab and not just ab?

3. (Creativity) Write one square of a binomial of your own and expand it.

EXIT TICKET (1 minute)

Write the pattern for (a − b)2 = ___________________________________________
Rate how carefully you checked your work: 1—2—3
 32

TEACHER ANSWER KEY

WEEK 3 SESSION 3 — Square of a Binomial (A1, A2, Formative & Exit)

A1 · Pattern Hunters
First term Middle term Last term
Binomial Final expansion
squared (a ² ) (2 ab ) squared (b ² )

(x +4 )² x² 8x 16 x ²+8 x+ 16

(x +5)² x² 10 x 25 x ²+10 x+ 25

(m+6)² m² 12 m 36 m ²+12 m+ 36

(x−3)² x² −6 x 9 x ²−6 x +9

( y−2)² y² −4 y 4 y ²−4 y + 4

Hypothesis: the middle term is always twice the product of the two terms (2ab); the
last term is always the square of the second term (b²).
Challenge: (2 x+ 3 y)2=4 x 2+12 xy +9 y 2

A2 · Speed Pattern Drill

1.(x +7)2=x ²+14 x +49
2.(5 m−2)2=25 m ²−20 m+ 4
3.(3 a+ 4 b)2=9 a ²+24 ab+16 b 2
4. (2 x−9)2=4 x ²−36 x +81
5.(6 y +1)2=36 y ²+12 y+ 1

Formative Check & Exit Ticket

1. (3x − 4)2 = 9x2 − 24x + 16
2. Accept: the two equal cross-products (Outer and Inner) are each ab, so ab + ab =
2ab when combined.
3. Answers vary — any correct square such as (x + 2)² = x² + 4x + 4.
Exit: (a − b)2 = a2 − 2ab + b2
 33

TERM 1 · WEEK 3 SESSION 4 · WORKSHEET 1 · GROUP OF 4

What Disappears? — Sum and Difference

Name: Grade & Section: Date:

Group No.: ____________ Members: ____________

LEARNING TARGET I can apply and verify the difference-of-two-squares pattern, (a

+ b)(a − b) = a² − b².

INSTRUCTION GUIDE — Follow these steps

Step 1. On your manila paper, expand each of the 5 conjugate pairs below using
FOIL. Show every term (First, Outer, Inner, Last).
Step 2. After each expansion, circle the two middle terms (the Outer and Inner
products).
Step 3. As a group, discuss what happens to the circled terms and write your
group answer to the Guide Questions.
Step 4. Tape your manila paper to the wall for the 2-minute Gallery Walk and
read another group's work.

Expand using FOIL, then verify with the pattern

1.(x +3)(x−3)=¿

2. (2 a+5)(2 a−5)=¿

3. (4 m−1)(4 m+1)=¿

4. (3 y +7)(3 y−7)=¿

5. (5 x−2)(5 x+2)=¿
 34

Group Guide Questions

a. Which term always disappears? __________________________________________
b. Why does it disappear?
c. What single pattern do you see? (a+ b)(a−b) =
__________________

2
CHALLENGE (Advanced): Expand ( x 2 + y ¿( x − y )
 35

TERM 1 · WEEK 3 SESSION 4 · WORKSHEET ACTIVITY 2 · INDIVIDUAL +

PAIR
True or False? — Defend Your Answer

Name: Grade & Section: Date:

Partner: ____________ Score: ____ / 5

LEARNING TARGET I can examine a given product and judge whether the
difference-of-squares pattern was applied correctly.

INSTRUCTION GUIDE — Follow these steps

Step 1. Read each statement. Decide whether it is TRUE or FALSE and circle your
choice.
Step 2. For every FALSE item, write the correct product on the line.
Step 3. Answer individually first, then compare with your partner and defend any
item you disagree on.

B2. True or False — show the correction for every FALSE item
1. (5x − 3) (5x + 3) = 25x2 + 9 TRUE / FALSE
Correction (if FALSE): ___________________________________________________________
2. (a + b) (a − b) = a2 − b2 TRUE / FALSE
Correction (if FALSE): ___________________________________________________________
3. (2m − 7) (2m + 7) = 4m2 − 49 TRUE / FALSE
Correction (if FALSE): ___________________________________________________________
4. (x + 6) (x − 6) = x2 − 36 TRUE / FALSE
Correction (if FALSE): ___________________________________________________________
5. (3p + 1) (3p − 1) = 9p2 + 1 TRUE / FALSE
Correction (if FALSE): ___________________________________________________________

EXIT TICKET (1 minute)

Expand (7m − n) (7m + n) = _______________________
Write one real-life use of this pattern:
 36

TEACHER ANSWER KEY

WEEK 3 SESSION 4 — Sum & Difference (B1, B2, Formative & Exit)

B1 · What Disappears?
1. (x + 3) (x − 3) = x2 − 9
2. (2a + 5) (2a − 5) = 4a2 − 25
3. (4m − 1) (4m + 1) = 16m2 − 1
4. (3y + 7) (3y − 7) = 9y2 − 49
5. (5x − 2) (5x + 2) = 25x2 − 4

Guide Qs: The two middle terms disappear because the Outer and Inner products
are additive inverses (e.g. +3x and −3x), so they cancel. What remains is the first
term squared minus the last term squared: (a + b) (a − b) = a2 − b2.
Challenge: (x2 + y)(x2 − y) = x4 − y2

B2 · True or False — Defend

1. (5x − 3) (5x + 3) = 25x2 + 9 → FALSE. Correct: 25x2 − 9
2. (a + b) (a − b) = a2 − b2 → TRUE.
3. (2m − 7) (2m + 7) = 4m2 − 49 → TRUE.
4. (x + 6) (x − 6) = x2 − 36 → TRUE.
5. (3p + 1) (3p − 1) = 9p2 + 1 → FALSE. Correct: 9p2 − 1

Formative Check & Exit Ticket

1. FALSE — (5x − 3) (5x + 3) = 25x2 − 9 (not + 9).
2. The two middle terms are additive inverses, so they add to zero and cancel.
3. (7m − n) (7m + n) = 49m2 − n2
Exit: (7m − n) (7m + n) = 49m2 − n2; pattern (a + b) (a − b) = a² − b². Real-life: fast
mental math for products like 47×53 = 50² − 3².
 37

SUMMATIVE ASSESSMENT (WITHIN THE TERM FOR TEACHERS)

TERM 1 WEEK 3

Directions: Read each question carefully. Choose the letter of the best answer. Write
your chosen letter on your answer sheet

C. (𝑎 + 𝑏) ² = 𝑎² + 2𝑎𝑏 + 𝑏²
1. Which expression represents the Square of a Sum pattern?
A. (a+ b)²=a ²+b ²
B.(a+b)²=a ²−2 ab +b ² D. (a+ b)²=a ²−b ²

C. 𝑥² − 25
2. What is the product of (x − 5) (x + 5)?
A. x ²−10 x +25
B. x ²+25 D. x ²+ 10 x −25

3. Which of the following is the simplified form of (3 y−4) ²?

A. 9 y ²+16 C. 9𝑦² − 24𝑦 + 16
B. 9 y ²−12 y +16 D. 9 y ²+24 y+16

4. A square garden plot has a side length of (2 x+ 3) meters. Using a special product
pattern, what is the area of the garden?
A. 4 x ²+ 9 C. 4𝑥² + 12𝑥 + 9
B. 4 x ²+ 6 x+ 9 D. 2 x ²+ 12 x +9

5. A tile maker cuts square tiles with side (5a − 2b) cm. Which expression correctly
gives the area of one tile?
A. 25 a ²−4 b ² C. 25 a ²−20 ab+ 4 b ²
B. 25 a ²−10 ab+ 4 b ² D. 5 a ²−20 ab+2 b ²

6. Nico is solving (x +7)² for his homework. He shows his work to his
classmate Reena. Reena says Step 1 is WRONG. Who is correct, and what is the
RIGHT answer? His solution reads:
Step 1: (x +7)²=x ²+7²
Step 2: ¿ x ²+49

A. Nico is correct — squaring distributes to each term separately.

B. Reena is correct — the middle term 2(𝑥) (7) = 14𝑥 is missing; correct answer
is x² + 14x + 49.
C. Reena is correct — the correct answer is x ²−14 x + 49 because subtraction
is used.
D. Both are correct because (x +7)²=x ²+ 49 when x=0 .

7. A market vendor sells two types of square trays. A buyer asks: 'What is the
DIFFERENCE in area between Tray A and Tray B? Which solution correctly finds the
difference in area using special products?
 38

Tray A has side (m+4 )dm and Tray B has side (m−4)dm

A. Area A − Area B = (m+4 )²−(m−4 )²=(m²+ 8 m+16)−(m ²−8 m+ 16)=16 m

B. Area A − Area B = (m+4 )²−(m−4 )²=2 m²+ 32
C. Area A − Area B = (m+4 )(m−4)=m ²−16
D. Area A − Area B = m ²+16−(m ²−16)=32

8. A math teacher presented this problem to the class: The length of a rectangle is
(3 x +2) and its width is (3 x−2). .. Which student(s) are correct, and
which method is most efficient for finding the area?
Student A says: 'Use FOIL — answer is 9 x ²−4. '
Student B says: 'Use product of sum and difference — answer is 9 x ²−4 .'
Student C says: 'Use square of a sum — answer is 9 x ²+12 x + 4 .'

A. Only Student A is correct; FOIL is always the most efficient.

B. Students A and B are both correct; Student B's method is more efficient
because it directly applies to the special product pattern.
C. Only Student C is correct; square of a sum applies here.
D. Students A and C are correct; both methods are equally efficient.

9. An architect designs a square room with side (4 p +q) meters. She later enlarges the
design so that both dimensions increase by the same amount r . The new side becomes
(4 p +q+ r) meters. She claims: 'The new area minus the old area equals r ²+2 r (4 p+q) .'
Is the architect's claim CORRECT, and which special product property supports it?
A. Incorrect — the difference in areas cannot be expressed using special
products.
B. Correct — using the square of a sum:
(4 p +q+ r)²−(4 p+q)²=[(4 p+q )²+ 2(4 p+ q)r+ r ²]−(4 p +q)²=2(4 p+ q)r + r ².
C. Correct — but the formula should use the product of sum and difference.
D. Incorrect — the new area is simply (4 p +q)²+r .

10. A school canteen sells two sizes of square pizza boxes. The canteen owner claims:
'The sum of both areas equals 8 n ²+18 . Is the canteen owner’s claim correct?
Which explanation best justifies your answer?
Box 1 has side (2 n+3) inches
Box 2 has side (2 n−3) inches

A. Correct (2 n+3)²+(2n−3)²=(4 n ²+12 n+9)+(4 n ²−12 n+9)=8 n ²+18 . The

middle terms cancel.
B. Incorrect — the two squares cannot be added because they have different signs.
C. Correct — (2 n+3)²+(2n−3)²=4 n ²+ 4 n ²+ 9+9=8 n ²+18
because inner terms are ignored.
D. Incorrect — the sum is 8 n ²+36 n+18 because all terms must be kept.
 39

Answer Key
(For Teacher Use Only)

ANSWER KEY (Teacher's Copy)

1. C — (a+ b)²=a ²+2 ab+b ². The middle term 2ab is the

defining feature of the square of a sum.

2. C — (x−5)(x +5)=x ²−25 Product of sum and

difference: (a+ b)(a−b)=a ²−b ².

3. C — (3 y−4) ²=(3 y )²−2(3 y )(4)+ 4²=9 y ²−24 y +16 . Square of a difference.

4. C — (2 x+ 3)²=4 x ²+2(2 x )(3)+ 9=4 x ²+12 x +9 . Square of a sum.

5. C — (5 a−2 b)²=25 a ²−2(5 a)(2 b)+4 b ²=25 a ²−20 ab+ 4 b ²

. Square of a difference.

6. B — Reena is correct. (x +7)²=x ²+2(x )(7)+49=x ²+ 14 x+ 49

. Nico omitted the 2 ab middle term.

7. A — (m+4 ¿ ²−(m−4)²=(m ²+8 m+16)−( m²−8 m+16)=16 m

. Both squares must be fully expanded first.

8. B — Students A and B are both correct (9x²−4). Student B's method (product of
sum and difference) is more efficient as it bypasses FOIL entirely.

9. B — (4 p +q+ r)²=(4 p+q)²+2 (4 p+ q)r + r ²

. Subtracting the original area leaves 2(4p+q) r + r², confirming the architect's
claim.

10. A — (2 n+3)²+(2n−3)²=(4 n ²+12 n+9)+(4 n ²−12 n+9)=8 n ²+18

.
The +12 n and −12 n middle terms cancel, demonstrating the pattern
of special products.