Grade

School CUYAPO NATIONAL HS 8

Level
Name of Learning
DAILY LESSON ELMABETH S. DELA CRUZ MATH
Teacher Area
LOG Teaching
JUNE 30, 2025 Quarter FIRST
Date
I. CURRICULUM, CONTENT STANDARDS AND COMPETENCIES
The learners demonstrate knowledge and understanding of algebraic
A. CONTENT
expressions and operations with monomials, binomials, and
STANDARD:
multinomials.

By the end of the quarter, the learners are able to add and subtract
B. PERFORMANCE
monomials, and multiply combinations of monomials, binomials, and
STANDARD:
multinomials.

Learning Competency
At the end of the lesson, the learners are able to
C. LEARNING 1. model real-life situations using algebraic expressions.
COMPETENCIES AND Lesson Objective: Use real-life situations to illustrate algebraic
OBJECTIVE: expressions.
2. add and subtract simple monomials.
Lesson Objective: Add and subtract monomials and multinomials.

D. CONTENT:
Addition and Subtraction of Monomials, Binomials and Multinomials
Subject Matter:

E. INTEGRATION:
II. LEARNING RESOURCES
Reference/s: Alferez, M. S. (2007). MSA Elementary Algebra (2007 ed.). MSA
Publishing House.
Dela Torre, S.T. (2021, April 5). Mathematics Quarter 3 – Module 4:
Representing Quantities in Real-life Situations Using Algebraic
Expressions and Equations. DepEd
Tambayan. [Link]
22/02/[Link]
Gloag, A. and Kramer, M. (2023). Addition and Subtraction of
Polynomials. CK-12
Flexbooks. [Link]
de-%C3%A1lgebra-nivel-b%C3%A1sico-en-espa%C3%B1ol/
section/9.2/related/lesson/addition-and-subtraction-of-
polynomials-bsc-alg/
III. TEACHING ANG LEARNING PROCEDURES
A. Daily Routine: Prayer/Checking of Attendance

B. Elicit (Activating
Prior Knowledge):

C. Establishing
Lesson Purpose

D. Developing and
Deepening
Understanding

1. Learners’
Takeaways
Use the Frayer Diagram to
E. Making show what you learned.
Generalizations 2. Reflection on Learning
Are there any challenges or
misconceptions you encountered
while studying the lesson? If
there are, what are those?
Evaluating Learning: [Link] Assessment( Remedial Activity)
A. Translate the following into mathematical expressions.
[Link] product of 2 less than a number 5
[Link] quotient of four more than a number, and 2
[Link] decrease by twice a number
[Link] student’s share of marbles if there are x marbles and y
students.
[Link] ratio of a number and six

B. Find the sum or difference of the following polynomials.

1. (5p 2 − 3) + (2p 2 − 3 p 3 )
2. (4 + 2n 3 ) + (5n 3 + 2)
3. (−4k 4 + 14 + 3k 2 ) + (−3k 4 − 14k 2 − 8)
4. (3a 2 + 1) − (4 + 2a 2 )
5. (a 3 − 2a 2 ) − (3a 2 − 4a 3 )
6. (4r 3 + 3r 4 ) − (r 4 − 5r 3 )
7. (12a 5 − 6a − 10a 3 ) − (10a − 2a 5 − 14a 4 )
8. (9r 3 + 5r 2 + 11r) + (−2r 3 + 9r − 8r 2 )
9. (−x 4 + 13x 5 + 6x 3 ) + (6x 3 + 5x 5 + 7x 4 )
10. (13a 2 − 6a 5 − 2a) − (−10a 2 − 11a 5 + 9a)
 Additional Activities
(If Applicable)

Remarks:

Reflection:

Prepared: Checked: Reviewed: Approved:

ELMABETH S. DELA LILIA R. DELO JUDILINE N. TANGUILIG MA. CECILIA P. PACOL

CRUZ Master Teacher II Head Teacher III Principal IV
Teacher II

School CUYAPO NATIONAL HS Grade Level 8

Name of Learning
DAILY LESSON ELMABETH S. DELA CRUZ MATH
Teacher Area
LOG
Teaching Date JULY 2, 2025 Quarter FIRST
I. CURRICULUM, CONTENT STANDARDS AND COMPETENCIES
A. CONTENT The learners demonstrate knowledge and understanding of algebraic
STANDARD: expressions and operations with monomials, binomials, and multinomials.

B. PERFORMANCE By the end of the quarter, the learners are able to add and subtract
STANDARD: monomials, and multiply combinations of monomials, binomials, and
 multinomials.

By the end of the lesson, the learners are able to

1. Multiply and divide simple monomials, leading to the derivation of
the laws of exponents

Lesson Objectives: 1. Derive the law of exponent use in multiplying and

dividing polynomials.
2. Multiply and divide monomials.

C. LEARNING 2. Multiply simple monomials and binomials with simple binomials

COMPETENCIES AND and multinomials, using the distributive property with various
OBJECTIVE: techniques and models.
Lesson Objectives: 1. Multiply and divide binomials and multinomials by a
monomial applying distributive property.
2. Use different ways in multiplying a binomial by a
binomial. (FOIL and Vertical Form)
* Division of Multinomial by a Binomial
Lesson Objective: 1. Divide a multinomial by a binomial.

D. CONTENT:
5.1 Use expanded form in Multiplication of Monomials to derive the laws of
exponents.
5.2 Use expanded form in Division of Monomials to derive the laws of
exponents.
Subject Matter: 6.1 Multiplication and Division of Binomials and Multinomials by Monomial.
6.2 Multiplication of Binomials using distributive property with various
techniques (FOIL and Vertical Form)
6.3 Division of Multinomial by a Binomial

E. INTEGRATION:
II. LEARNING RESOURCES
Reference/s: Alferez, M. S. (2007). MSA Elementary Algebra (2007 ed.). MSA Publishing
House.
CueMath. (n.d.). Exponent Rules | Laws of Exponents | Exponent Rules
Chart. Cuemath. [Link]
Estrabook, E. (n.d.). F.O.I.L. Bingo – Practice Multiplying Binomials. EdTech
Worlded.
[Link]
[Link]
Infinite Pre-Algebra - multiplying & dividing monomials. (2017).
Grade_8_Math_-_Multiplying___Dividing_Monomials, 1–4.
[Link]
 _multiplying___dividing_monomials.pdf
Laws of exponents. (n.d.). [Link]. [Link]
[Link]/[Link]
Let’stute. (2019, April 17). Introduction to Exponents | Exponents and
Powers | Algebra | Math | Letstute [Video]. YouTube.
[Link]
Oronce, O. A. (2007). E-math I' 2007 Ed.(elementary algebra) (1st ed.).
Rex Bookstore
III. TEACHING ANG LEARNING PROCEDURES
A. Daily Routine: Prayer/Checking of Attendance

1. Short Review
Activity 1: Multiplication Squares
Directions: Complete the entries by multiplying the integers. An example is
given as your guide to fill in the missing boxes.

B. Elicit (Activating Activity 2: Division Squares

Prior Knowledge):
Directions: Complete the entries by dividing the integers. The dividend is
the integers written in the row while the integers in the column are the
divisor. An example is given as your guide to fill in the missing boxes.
 2. Lesson Purpose
Space in the Place. An engineer presented the floor plan of a building with
the given dimensions as shown in the following figure. Find its floor area.

9x3y4

4x2y3
Questions:
1. What kind of polynomial is 9x3y4 and 4x2y3?
2. Is it possible for these polynomials to be multiplied?
C. Establishing 3. How do you find its floor area?
Lesson Purpose 3. Unlocking Content Vocabulary
 MONOMIAL – polynomial with one term
 NUMERICAL COEFFICIENT – the number that is the multiplier of the
variables. in an algebraic term
 LITERAL COEFFICIENT – the variable or letter part in an algebraic
term including its exponent
 BASE – the number or variable that needs to be multiplied repeatedly
 EXPONENT – the number of times the base needs to be multiplied
 POWER – expression representing the repeated multiplication of the
same factor
SIMILAR TERMS – terms that have the same variable and raised to the
same exponent.
SUB-TOPIC 1 (LC 5): Use expanded form in multiplication of
monomials to derive the laws of exponents
1. Explicitation
A. Expand the following monomials.
a) x2 b) x4 c) y6 d) 4m3
Question: How did you expand the given monomials?

B. From expanding x2 and x4, suppose that x2 is to be multiplied to x4. What

will be its product?
Given: (x2) (x4)
Solution: (x2) (x4)
D. Developing and
Deepening (x • x) (x • x • x • x)
Understanding
Questions:
1. Do the expressions have the same base?
2. How many times is “x” used as a factor?
3. What do you think is its product?

C) From expanding x4 and y6, suppose that x4 is to be multiplied to y6. What

will be its product?
Given: (x4) (y6)
Solution: (x4) (y6)
(x • x • x • x) (y • y • y • y • y • y)
2. Worked Example
 In the previous examples, you have derived the Product Rule.
Product Rule: xm • xn = xm+n
When multiplying powers having the same base, the exponents are added,
where x is a real number and m and n are real numbers.

Examples: Find the product of the following monomials.

1. x8 • x2 = x10 4. y4 • y = y5
2 3 5
2. a • a = a 5. (xy2)(x2y)(xy) = x1+2+1 • y2+1+1
3. 22 • 25 = 27 = x4y4
SUB-TOPIC 2 (LC5): Use expanded form in division of monomials to
derive the laws of exponents.
m
x
Quotient Rule: n
= xm-n
x
When dividing powers having the same base, the exponents are
subtracted, where x is a real number and m and n are real numbers.

m
x 1
Negative Exponents: n
= xm-n , where m<n, xm-n or n−m
x x
When dividing monomials with the same literal coefficient, and the
exponent of the divisor is greater than the exponent in the dividend, a
negative exponent can be its result. Negative exponents denote a
reciprocal value. A term raised to a negative exponent is equal to one over
the number raised to the positive opposite power.
1. Lesson Activity
Activity 4: “The Root of Joy”
Directions: Divide the given monomials. Write the letter that is paired with
the question and the correct answer below to decode the “Root of Joy”.

According to an Austrian American monk and author David Steindl-

Rast, the root of joy is __________.

E. Making 4. Learners’ Takeaways

Generalizations Use the Frayer Diagram to show what you learned.
 5. Reflection on Learning
Are there any challenges or misconceptions you encountered while studying
the lesson? What are those?
Evaluating Learning: 1. Formative Assessment
Perform the indicated operation.

1) (2n2)(8n5) 14) (12ab3)(-2a – 5a2b2 + 3a3b)

2) (6k5)(-11k2) 15) (4m3n)(-8m – 5n + 6)

3 2 2
3 3 −72 x y −48 x y
3) (-u )(3v ) 16) 2
−8 x y
8 6 5 3
a b +a b
4) (9x4y3z4)(2xy6z) 17) 3 3
a b
8 4 2 4 5 3 2 2 2
x y z + x y z −x y z
5) (-12mn4)(7m4n) 18) 2 2 2
x y z
5 8 9 5 4 3 6 6 3
−24 d e f −32b c −40 b c −8 b c
6) 2 7 3
19) 3 2
4d e f −8 b c
4 5 2 3 5 2 4 4
45 x y z 12 x y−18 x y +15 x y
7) 2 7
20) 2
9x y z 3x y
3 11
−63 a b
8) 6 8
21) (x+6)(x+8)
−9 a b
3 2 6
d e f
9) 3 2 6 22) (x – 1)(x-7)
d e f
4 7 9
−45 x y z
10) 2 7 10
23) (x – 8)(x+ 5)
5x y z
2
11) (-11a2b2c)(2abc – 5ab2c) 24)
x +10 x +21
x+3
2
12) (9j3k4l2)(-3j2k3l + 4jk) 25)
x +9 x−36
x−3
 13) (8x)(2xy + 5y – 4)
Additional Activities
(If Applicable)

Remarks:

Reflection:

Prepared: Checked: Reviewed: Approved:

ELMABETH S. DELA LILIA R. DELO JUDILINE N. TANGUILIG MA. CECILIA P. PACOL

CRUZ Master Teacher II Head Teacher III Principal IV
Teacher II

School CUYAPO NATIONAL HS Grade Level 8

Name of Learning
DAILY LESSON ELMABETH S. DELA CRUZ MATH
Teacher Area
LOG
Teaching Date JULY 4, 2025 Quarter FIRST
I. CURRICULUM, CONTENT STANDARDS AND COMPETENCIES
A. CONTENT The learners demonstrate knowledge and understanding of algebraic
STANDARD: expressions and operations with monomials, binomials, and multinomials.

By the end of the quarter, the learners are able to add and subtract
B. PERFORMANCE
monomials, and multiply combinations of monomials, binomials, and
STANDARD:
multinomials.

C. LEARNING By the end of the lesson, the learners are able to

COMPETENCIES AND
OBJECTIVE: 1. Multiply and divide simple monomials, leading to the derivation of
the laws of exponents

Lesson Objectives: 1. Derive the law of exponent use in multiplying and

dividing polynomials.
2. Multiply and divide monomials.
2. Multiply simple monomials and binomials with simple binomials
and multinomials, using the distributive property with various
 techniques and models.
Lesson Objectives: 1. Multiply and divide binomials and multinomials by a
monomial applying distributive property.
2. Use different ways in multiplying a binomial by a
binomial. (FOIL and Vertical Form)
* Division of Multinomial by a Binomial
Lesson Objective: 1. Divide a multinomial by a binomial.

D. CONTENT:
5.1 Use expanded form in Multiplication of Monomials to derive the laws of
exponents.
5.2 Use expanded form in Division of Monomials to derive the laws of
exponents.
Subject Matter: 6.1 Multiplication and Division of Binomials and Multinomials by Monomial.
6.2 Multiplication of Binomials using distributive property with various
techniques (FOIL and Vertical Form)
6.3 Division of Multinomial by a Binomial

E. INTEGRATION:
II. LEARNING RESOURCES
Alferez, M. S. (2007). MSA Elementary Algebra (2007 ed.). MSA Publishing
House.
CueMath. (n.d.). Exponent Rules | Laws of Exponents | Exponent Rules
Chart. Cuemath. [Link]
Estrabook, E. (n.d.). F.O.I.L. Bingo – Practice Multiplying Binomials. EdTech
Worlded.
[Link]
[Link]
Infinite Pre-Algebra - multiplying & dividing monomials. (2017).
Reference/s: Grade_8_Math_-_Multiplying___Dividing_Monomials, 1–4.
[Link]
_multiplying___dividing_monomials.pdf
Laws of exponents. (n.d.). [Link]. [Link]
[Link]/[Link]
Let’stute. (2019, April 17). Introduction to Exponents | Exponents and
Powers | Algebra | Math | Letstute [Video]. YouTube.
[Link]
Oronce, O. A. (2007). E-math I' 2007 Ed.(elementary algebra) (1st ed.).
Rex Bookstore
III. TEACHING ANG LEARNING PROCEDURES
A. Daily Routine: Prayer/Checking of Attendance
 1. Explicitation
A. Find the product of the following monomials.
1. (3x2 ) (4x4) 4. (xy2z3) (x2y2z2)
2. (-6ab) (2ab) 5. (5m2n) (-3m3n)
3. (-9d3e) (-2de3)

B. Find the quotient of the following monomials.

B. Elicit (Activating
3 3 2
Prior Knowledge): 45 x 56 m n
1. 4. 2
9x −7 mn
3 4 2 2
−42 a b 27 x y
2. 5. 2 2
6 ab −27 x y
4 2
−36 x y
3. 2
−4 x y

C. Establishing
Lesson Purpose

A. Multiplication of Binomials and Other Polynomials by a

Monomial.
1. Given: (2d) (d+5)
Questions:
1. What will you do if a monomial is multiplied to a polynomial?
2. How will you find its product?
Solution: (2d) (d+5)
= 2d(d) + 2d(5) Distribute 2d to the binomial (d+5)
= 2d2+ 10d Apply rules in multiplying monomials.
Therefore, (2d)(d+5) = 2d2+ 10d.
D. Developing and 2. Given: (-3x) (4x-2y+8)
Deepening
Understanding Solution:
(-3x) (4x-2y+8)
= (-3x)(4x) + (-3x)(-2y) + (-3x)(8) Distribute -3x to the trinomial
(4x-2y+8).
= -12x2 + 6xy – 24x Apply rules in multiplying
monomials.
Therefore, (-3x) (4x – 2y + 8) = -12x2 + 6xy – 24x
B. Division of Binomials and Multinomials by Monomial.
 2 3
8 x +4 x
1. Given:
4x
Solution:
2 3
8x 4x
+ = 2x+ x2 Each term in the dividend is divided to the
4x 4x
given divisor. Then follow the rules in dividing
monomials.
5 3 2 5 3 2
12 a −9 a + 6 a 12 a 9a 6a
2. Given: 2
Solution: 2
– 2
+ 2
= -
−3 a −3 a −3 a −3 a
4a3+3a-2
4 4 3 2 2 2 4 4 3 2 2 2
−36 x y −9 x x +27 x y −36 x y 9x x 27 x y
3. Given: 2
Solution: 2
– 2
+ 2
=-
9x y 9x y 9x y 9x y
4x2y3 –xy +3y
Multiplication of Binomials using distributive property with various
techniques (FOIL and Vertical Form)
1. Explicitation
Multiply (x+8)(x+3) using Distributive Property.
Solution:
(x+8)(x+3) Distribute (x) to each term of (x+3)
and (8) to each term of (x+3)
(x)(x) + (x)(3) + (8)(x) + 8(3)
= x2 + 3x + 8x + 24 Apply rules in multiplying
monomials.
= x2 + 11x + 24
Therefore, (x+8)(x+3) = x2 + 11x + 24.
Example 1. Multiply: (x+8)(x+3)
Solution: (x + 8)(x + 3)
2
F: (x)(x) = x
O: (x)(3) = 3x
I: (8)(x) = 8x
L: (8)(3) = 24
Therefore, (x+8)(x+3) = x2 + 11x + 24
2. Lesson Activity
Activity 5
A. Find the product of the following polynomials.
1. (6a) (5a + 2) 4. (-7c2d2) (-4cd + 6cd3 – 2d)
2
2. (-9x y) (3xy – 2x) 5. (–xyz) (-6xy + 2x2y2z – 4xy2)
3. (4) (-6c – 2d)
 B. Find the quotient of the following polynomials.
5 4 3 4 5 7 2 4 3
18 x +27 x 50 ab c +40 ab c −30 a b c
1. 2
4. 2 3
3x 10 ab c
6 4 3 3 5 4 4 5 3 3
−10 a b + 25 a b −m n +m n −m n
2. 2 3
5. 3 3
−5 a b −m n
3 3 2 5
16 m n −32m n
3. 2 2
4m n
C Find the product.
1. (x – 3) 4. (x + 2)
2. (x + 9) 5. (x – 4)
3. (x – 6) 6. (x + 8)

6. Learners’ Takeaways
Use the Frayer Diagram to show what you learned.

E. Making
Generalizations

7. Reflection on Learning
Are there any challenges or misconceptions you encountered while studying
the lesson? What are those?
Evaluating Learning: 2. Formative Assessment
Perform the indicated operation.

1) (2n2)(8n5) 14) (12ab3)(-2a – 5a2b2 + 3a3b)

2) (6k5)(-11k2) 15) (4m3n)(-8m – 5n + 6)

3 2 2
−72 x y −48 x y
3) (-u3)(3v3) 16) 2
−8 x y
8 6 5 3
a b +a b
4) (9x4y3z4)(2xy6z) 17) 3 3
a b
8 4 2 4 5 3 2 2 2
x y z + x y z −x y z
5) (-12mn4)(7m4n) 18) 2 2 2
x y z
 5 8 9 5 4 3 6 6 3
−24 d e f −32b c −40 b c −8 b c
6) 2 7 3
19) 3 2
4d e f −8 b c
4 5 2 3 5 2 4 4
45 x y z 12 x y−18 x y +15 x y
7) 2 7
20) 2
9x y z 3x y
3 11
−63 a b
8) 6 8
21) (x+6)(x+8)
−9 a b
3 2 6
d e f
9) 3 2 6 22) (x – 1)(x-7)
d e f
Additional Activities
(If Applicable)

Remarks:

Reflection:

Prepared: Checked: Reviewed: Approved:

ELMABETH S. DELA LILIA R. DELO JUDILINE N. TANGUILIG MA. CECILIA P. PACOL

CRUZ Master Teacher II Head Teacher III Principal IV
Teacher II
 School CUYAPO NATIONAL HS Grade Level 8
Name of Learning
DAILY LESSON ELMABETH S. DELA CRUZ MATH
Teacher Area
LOG
Teaching Date JULY 7, 2025 Quarter FIRST
I. CURRICULUM, CONTENT STANDARDS AND COMPETENCIES
A. CONTENT The learners demonstrate knowledge and understanding of algebraic
STANDARD: expressions and operations with monomials, binomials, and multinomials.

By the end of the quarter, the learners are able to add and subtract
B. PERFORMANCE
monomials, and multiply combinations of monomials, binomials, and
STANDARD:
multinomials.

C. LEARNING
COMPETENCIES AND * Division of Multinomial by a Binomial
OBJECTIVE:
Lesson Objective: 1. Divide a multinomial by a binomial.

D. CONTENT:
Division of Multinomial by a Binomial
Subject Matter:

E. INTEGRATION:
II. LEARNING RESOURCES
Reference/s: Alferez, M. S. (2007). MSA Elementary Algebra (2007 ed.). MSA Publishing
House.
CueMath. (n.d.). Exponent Rules | Laws of Exponents | Exponent Rules
 Chart. Cuemath. [Link]
Estrabook, E. (n.d.). F.O.I.L. Bingo – Practice Multiplying Binomials. EdTech
Worlded.
[Link]
[Link]
Infinite Pre-Algebra - multiplying & dividing monomials. (2017).
Grade_8_Math_-_Multiplying___Dividing_Monomials, 1–4.
[Link]
_multiplying___dividing_monomials.pdf
Laws of exponents. (n.d.). [Link]. [Link]
[Link]/[Link]
Let’stute. (2019, April 17). Introduction to Exponents | Exponents and
Powers | Algebra | Math | Letstute [Video]. YouTube.
[Link]
Oronce, O. A. (2007). E-math I' 2007 Ed.(elementary algebra) (1st ed.).
Rex Bookstore
III. TEACHING ANG LEARNING PROCEDURES
A. Daily Routine: Prayer/Checking of Attendance
1. Explicitation
Divide 736 by 23.
Solution: To check if the quotient is correct multiply 23 by 32.

23
B. Elicit (Activating 32
Prior Knowledge): 46
69__
736

Therefore, 736 ÷ 23 = 32.

C. Establishing
Lesson Purpose

D. Developing and Division of a multinomial by a binomial is similar to division of whole

Deepening numbers,
Understanding 2
x +7 x +12
Example 1: Divide
x+ 3

Solution:
Step 1: x Divide the first term of the dividend by the first
x+3 2 term of the divisor. Write the quotient above the
x + 7 x+12
second term in the dividend.
Step 2: x
2
x+3 x + 7 x+12 Multiply the quotient by the divisor
 - x2 + 3x
Step 3: x
2
Subtract the product obtained from the first 2
x+3 x + 7 x+12 terms in the dividend. Then bring down the next
- x2 + 3x_____ term in the dividend.

4x + 12
Step 4: x + 4
2
Divide the first term of the new dividend by the
x+3 x + 7 x+12 first term of the divisor.
- x2 + 3x_____
4x + 12

Step 5: x+ 4
2
Multiply the obtained quotient by the divisor.
x+3 x + 7 x+12
- x2 + 3x_____
4x + 12
4x + 12

Step 6: x+ 4
2
Subtract the product obtained in step 5 from the
x+3 x + 7 x+12 new dividend.
- x2 + 3x_____
4x + 12
- 4x + 12
0
Step 7:
(x+4)(x+3) = x2 +7x +12Check if the quotient is correct by multiplying
2 the quotient and the divisor.
Therefore,
x +7 x +12 = x+4
x+ 3
2. Lesson Activity
Activity 7: Find the quotient of the following polynomials.
2
x +5 x +6
1.
x +2
 2
x −2 x +1
2.
x−1
2
x +3 x−4
3.
x +4
2
x +11 x +10
4.
x +1
2
5.
x +8 x−20
x−2

8. Learners’ Takeaways
Use the Frayer Diagram to show what you learned.

E. Making
Generalizations

9. Reflection on Learning
Are there any challenges or misconceptions you encountered while studying
the lesson? What are those?
 3. Formative Assessment
Perform the indicated operation.

1) (2n2)(8n5) 14) (12ab3)(-2a – 5a2b2 + 3a3b)

2) (6k5)(-11k2) 15) (4m3n)(-8m – 5n + 6)

3 2 2
−72 x y −48 x y
3) (-u3)(3v3) 16) 2
−8 x y
8 6 5 3
a b +a b
4) (9x4y3z4)(2xy6z) 17) 3 3
a b
8 4 2 4 5 3 2 2 2
x y z + x y z −x y z
5) (-12mn4)(7m4n) 18) 2 2 2
x y z
5 8 9 5 4 3 6 6 3
−24 d e f −32b c −40 b c −8 b c
6) 2 7 3
19) 3 2
Evaluating Learning: 4d e f −8 b c
4 5 2 3 5 2 4 4
45 x y z 12 x y−18 x y +15 x y
7) 2 7
20) 2
9x y z 3x y
3 11
−63 a b
8) 6 8
21) (x+6)(x+8)
−9 a b
3 2 6
d e f
9) 3 2 6 22) (x – 1)(x-7)
d e f
4 7 9
−45 x y z
10) 2 7 10
23) (x – 8)(x+ 5)
5x y z
2
11) (-11a2b2c)(2abc – 5ab2c) 24)
x +10 x +21
x+3
2
12) (9j3k4l2)(-3j2k3l + 4jk) 25)
x +9 x−36
x−3
13) (8x)(2xy + 5y – 4)

Remarks:

Reflection:

Prepared: Checked: Reviewed: Approved:

ELMABETH S. DELA LILIA R. DELO JUDILINE N. TANGUILIG MA. CECILIA P. PACOL

CRUZ Master Teacher II Head Teacher III Principal IV
Teacher II
 School CUYAPO NATIONAL HS Grade Level 8
Name of Learning
ELMABETH S. DELA CRUZ MATH
DAILY LESSON Teacher Area
LOG Teaching Date JULY 8, 2025 Quarter FIRST

I. CURRICULUM, CONTENT STANDARDS AND COMPETENCIES

A. CONTENT The learners demonstrate knowledge and understanding of algebraic
STANDARD: expressions and operations with monomials, binomials, and multinomials.

By the end of the quarter, the learners are able to add and subtract
B. PERFORMANCE
monomials, and multiply combinations of monomials, binomials, and
STANDARD:
multinomials.

By the end of the lesson, the learners are able to

1. Multiply and divide simple monomials, leading to the
derivation of the laws of exponents

Lesson Objectives: 1. Derive the law of exponent use in multiplying and

dividing polynomials.
2. Multiply and divide monomials.

C. LEARNING 2. Multiply simple monomials and binomials with simple binomials

COMPETENCIES and multinomials, using the distributive property with various
AND OBJECTIVE: techniques and models.
Lesson Objectives: 1. Multiply and divide binomials and multinomials by a
monomial applying distributive property.
2. Use different ways in multiplying a binomial by a
binomial. (FOIL and Vertical Form)
* Division of Multinomial by a Binomial
Lesson Objective: 1. Divide a multinomial by a binomial.

D. CONTENT:
5.1 Use expanded form in Multiplication of Monomials to derive the laws of
exponents.
5.2 Use expanded form in Division of Monomials to derive the laws of
exponents.
Subject Matter: 6.1 Multiplication and Division of Binomials and Multinomials by Monomial.
6.2 Multiplication of Binomials using distributive property with various
techniques (FOIL and Vertical Form)
6.3 Division of Multinomial by a Binomial

E.
INTEGRATION:
II. LEARNING RESOURCES
Alferez, M. S. (2007). MSA Elementary Algebra (2007 ed.). MSA
Publishing House.
CueMath. (n.d.). Exponent Rules | Laws of Exponents | Exponent Rules
Chart. Cuemath. [Link]
Estrabook, E. (n.d.). F.O.I.L. Bingo – Practice Multiplying Binomials.
EdTech Worlded.
[Link]
_Bingo.html
Infinite Pre-Algebra - multiplying & dividing monomials. (2017).
Reference/s: Grade_8_Math_-_Multiplying___Dividing_Monomials, 1–4.
[Link]
-_multiplying___dividing_monomials.pdf
Laws of exponents. (n.d.). [Link]. [Link]
[Link]/[Link]
Let’stute. (2019, April 17). Introduction to Exponents | Exponents and
Powers | Algebra | Math | Letstute [Video]. YouTube.
[Link]
Oronce, O. A. (2007). E-math I' 2007 Ed.(elementary algebra) (1st ed.).
Rex Bookstore
III. TEACHING ANG LEARNING PROCEDURES
A. Daily Routine: Prayer/Checking of Attendance

B. Elicit (Activating
Prior Knowledge):

C. Establishing
Lesson Purpose

D. Developing
and Deepening
Understanding
E. Making
Generalizations
Learners’ Takeaways
Use the Frayer Diagram
to show what you learned.
 4. Formative Assessment
Perform the indicated operation.

1) (2n2)(8n5) 14) (12ab3)(-2a – 5a2b2 + 3a3b)

2) (6k5)(-11k2) 15) (4m3n)(-8m – 5n + 6)

3 2 2
−72 x y −48 x y
3) (-u3)(3v3) 16) 2
−8 x y
8 6 5 3
a b +a b
4) (9x4y3z4)(2xy6z) 17) 3 3
a b
8 4 2 4 5 3 2 2 2
x y z + x y z −x y z
5) (-12mn4)(7m4n) 18) 2 2 2
x y z
5 8 9 5 4 3 6 6 3
−24 d e f −32b c −40 b c −8 b c
6) 2 7 3
19) 3 2
Evaluating 4d e f −8 b c
Learning: 4 5 2
45 x y z
3 5 2
12 x y−18 x y +15 x y
4 4
7) 2 7
20) 2
9x y z 3x y
3 11
−63 a b
8) 6 8
21) (x+6)(x+8)
−9 a b
3 2 6
d e f
9) 3 2 6 22) (x – 1)(x-7)
d e f
4 7 9
−45 x y z
10) 2 7 10
23) (x – 8)(x+ 5)
5x y z
2
11) (-11a2b2c)(2abc – 5ab2c) 24)
x +10 x +21
x+3
2
x +9 x−36
12) (9j3k4l2)(-3j2k3l + 4jk) 25)
x−3
13) (8x)(2xy + 5y – 4)

Additional
Activities (If
Applicable)
Remarks:

Reflection:

Prepared: Checked: Reviewed: Approved:

ELMABETH S. DELA LILIA R. DELO JUDILINE N. TANGUILIG MA. CECILIA P. PACOL

CRUZ Master Teacher II Head Teacher III Principal IV
Teacher II
 School CUYAPO NATIONAL HS Grade Level 8
DAILY Name of Learning
ELMABETH S. DELA CRUZ MATH
LESSON LOG Teacher Area
Teaching Date JULY 9, 2025 Quarter FIRST
I. CURRICULUM, CONTENT STANDARDS AND COMPETENCIES
A. CONTENT The learners should have knowledge and understanding of special products for
STANDARD: binomials, and factorization of polynomials.

B.
By the end of the quarter, the learners are able to obtain special binomial
PERFORMANCE
STANDARD: products.

Learning Competency
1. The learners are able to use special product patterns to multiply
C. LEARNING binomials.
COMPETENCIES Learning Objectives
AND OBJECTIVE:
By the end of the lesson, the learners are expected to:
1. solve for the square of binomial

D. CONTENT:
Subject Special Products
Matter:
1. Square of Binomial
E.
INTEGRATION:
II. LEARNING RESOURCES
Marecek, L., Anthony-Smith, M., Mathis, A. H., (2020, April 22). 6.4 Special
Products - Elementary Algebra 2E | OpenStax.
[Link]
products
“Ex.1: Multiplying binomial to get difference of squares”. Khan Academy.
[Link]
Reference/s:
atics-multiplying-factoring/x2f8bb11595b61c86:special-product-
binomials/v/special-polynomials-products-1
“Ex.2: Finding the square of binomial with one variable”. Khan Academy.
[Link]
tics-multiplying-factoring/x2f8bb11595b61c86:special-product-
binomials/v/square-a-binomial
III. TEACHING ANG LEARNING PROCEDURES
A. Daily
Prayer/Checking of Attendance
Routine:
DAY 1
1. Short Review
Activity 1: Do You Remember?
B. Elicit Instruction: Let the learners multiply/divide the given polynomials.
(Activating
Prior a. ( x +3 ) ( x−4 )
Knowledge):
b. (x +3)(x 2−2 x +3)
4 3 2
12 x −16 x + 8 x
c. 2
4x

1. Lesson Purpose
Activity 2: Find the Area!
Instruction: Let the learners read and analyze the situation and answer the
questions that follow.

A contractor wants to extend a house

on two sides. The figure below shows the
layout of the plan.
C. Establishing Guide Questions:
Lesson Purpose
1. What is the original area of the
house?
2. Represent the area of the house
after it is extended and solve for the
product.
3. If x = 10, what is the area of the extension of the house?

2. Unlocking Content Vocabulary

Special Products is a Mathematical term in which factors are combined to
form products. It is called "special" because they do not need long solutions.
SUB-TOPIC 1: Square of Binomial
1. Explicitation
For the square of binomial, we have the following equation:
D. Developing 2 2 2
and (a ± b) =a ± 2 ab+b
Deepening
Understanding where a is the first term and b is the second term of the binomial. The result
of squaring a binomial is called a perfect square trinomial.
2. Worked Example
Example 1: From Activity 2, after extending the house by x ft, the area is
 represented as the square of (50+ x ) or ¿ and we can solve this by using the
patter for the square of a binomial.
Solution: Since the first term is 50 and the second term is x.
Square the first term 2
(50) =2500
Multiply the product of the first and
2(50) ( x )=100 x
second term by 2
Square the second term 2
(x ) =x
2

Hence, the answer is 2500+100 x + x 2 or x 2+ 100 x +2500 sq . ft .

3. Lesson Activity
Activity 3A: Square It to Solve It!
Instruction: Let the learners use the concept of square of binomial in solving
the following.
2
1. (x +3) 6. (−2 x−7)2
2
2. ( y−2) 7. (ab +3)2
3. (3 u−1)
2
8. ( xy−7 )2
2
4. (4 k +5) 9. (4 x−3 y)2
2
5. (−9 n+ 1) 10. (5 a+7 b)2

Learners’ Takeaways and Reflection on Learning

Activity 4: Closing the Loop!
E. Making Instruction: Let the learners answer the following questions.
Generalization
s 1. What are the key concepts of our lesson?
2. Which part of the lesson is the easiest for you? Why?
3. Which part of the lesson is the hardest for you? Why?
[Link] are we as a class today?
Activity 5: Let’s Solve It!
Instruction: Let the learners use special products in solving the following.
2
1. (3 x +5)
Evaluating
Learning:
2. ( 5 m2 +1 ) ( 5 m2 −1 )
3
3. (2 p−3)
2 2 3
4. (x + y )
2
5. (a+ 2b−3 c )

Additional
Activities (If
Applicable)
Remarks:

Reflection:

Prepared: Checked: Reviewed: Approved:

ELMABETH S. DELA LILIA R. DELO JUDILINE N. TANGUILIG MA. CECILIA P. PACOL

CRUZ Master Teacher II Head Teacher III Principal IV
Teacher II
 School CUYAPO NATIONAL HS Grade Level 8
Name of Learning
DAILY ELMABETH S. DELA CRUZ MATH
Teacher Area
LESSON LOG
Teaching Date JULY 10, 2025 Quarter FIRST
I. CURRICULUM, CONTENT STANDARDS AND COMPETENCIES
A. CONTENT The learners should have knowledge and understanding of special products for
STANDARD: binomials, and factorization of polynomials.

B.
By the end of the quarter, the learners are able to obtain special binomial
PERFORMANCE
STANDARD: products.

Learning Competency

C. LEARNING
[Link] learners are able to use special product patterns to multiply binomials.
COMPETENCIES Learning Objectives
AND OBJECTIVE:
By the end of the lesson, the learners are expected to:
[Link] for the product of sum and difference of two terms

D. CONTENT:
Subject Special Products
Matter:
[Link] of Sum and Difference of Two Terms
E.
INTEGRATION:
II. LEARNING RESOURCES
Reference/s: Marecek, L., Anthony-Smith, M., Mathis, A. H., (2020, April 22). 6.4 Special
Products - Elementary Algebra 2E | OpenStax.
[Link]
products
“Ex.1: Multiplying binomial to get difference of squares”. Khan Academy.
[Link]
atics-multiplying-factoring/x2f8bb11595b61c86:special-product-
 binomials/v/special-polynomials-products-1
“Ex.2: Finding the square of binomial with one variable”. Khan Academy.
[Link]
tics-multiplying-factoring/x2f8bb11595b61c86:special-product-
binomials/v/square-a-binomial
III. TEACHING ANG LEARNING PROCEDURES
A. Daily
Prayer/Checking of Attendance
Routine:
B. Elicit
(Activating
Prior
Knowledge):
In finding the product of the sum and difference of two terms, we can use:
( a+ b ) ( a−b )=a2−b 2
where a is the first term and b is the second term. The result of getting the
product of the sum and difference of two terms is a difference of two squares.
1. Worked Example
Example 1: ( x +3 ) ( x−3 )
Solution: Since the first term is x and the second term is 3
C. Establishing
Lesson Purpose
( x +3 ) ( x−3 )=( x )2−( 3 )2
Hence the answer is x 2−9
Example 2: ( 2 y−5 ) ( 2 y+ 5 )
Solution: Since the first term is 2y and the second term is 5
( 2 y +5 ) ( 2 y −5 )=( 2 y )2−( 5 )2
Hence the answer is 4 y 2−25

D. Developing 2. Lesson Activity

and Activity 3B: Finding Errors!
Deepening Instruction: Let the learners analyze the given problem and its solution. If the
Understanding solution and answer is correct, shade the smiley face emoji. Otherwise, shade
the sad face emoji and write the correct solution and answer in the space
provided.
2 2
¿( t ) −(7 )
1. ( t+ 7 ) ( t−7 ) 2
¿ t −49
2 2
¿(m) −(6)
2. ( m+6 )( m−6 ) 2
¿ m −12
2 2
¿( 4 x ) −(1)
3. ( 4 x−1 ) ( 4 x +1 ) 2
¿ 4 x −1
 2 2
¿(4) −(2 b)
4. ( 4−2 b )( 4+2 b ) 2
¿ 16−4 b
2 2
¿(3 k) −(5)
5. ( 3 k +5 )( 3 k −5 ) 2
¿ 9 k −25
2 2
¿( p) −(10 q)
6. ( p+10 q )( p−10 q ) 2 2
¿ p −100 q
2 2
¿(7 m) −(8 n)
7. ( 7 m+8 n ) ( 7 m−8 n )
¿ 49 m−64 n

()
2
12
¿(c) −
4
8. ( )( )
c+
1
4
c−
1
4
¿c −
2 2
4
2 2
¿(− y) −(4 )
9. (− y + 4 ) (− y−4 ) 2
¿ y −16
2 2
¿( 3 ab) −( xy )
10. ( 3 ab+ xy )( 3 ab−xy ) 2 2
¿ 9 ab −x y
Learners’ Takeaways and Reflection on Learning
Activity 4: Closing the Loop!
E. Making Instruction: Let the learners answer the following questions.
Generalization
s [Link] are the key concepts of our lesson?
[Link] part of the lesson is the easiest for you? Why?
[Link] part of the lesson is the hardest for you? Why?
[Link] are we as a class today?
 Activity 5: Let’s Solve It!
Instruction: Let the learners use special products in solving the following.
2
1.(3 x +5)
Evaluating
Learning: 2. ( 5 m2+1 ) ( 5 m2−1 )
3
3.(2 p−3)
2 2 3
4. ( x + y )
2
5.(a+2 b−3 c )

Additional
Activities (If
Applicable)

Remarks:

Reflection:

Prepared: Checked: Reviewed: Approved:

ELMABETH S. DELA LILIA R. DELO JUDILINE N. TANGUILIG MA. CECILIA P. PACOL

CRUZ Master Teacher II Head Teacher III Principal IV
Teacher II
 School CUYAPO NATIONAL HS Grade Level 8
DAILY Name of Learning
ELMABETH S. DELA CRUZ MATH
LESSON LOG Teacher Area
Teaching Date JULY 11, 2025 Quarter FIRST
I. CURRICULUM, CONTENT STANDARDS AND COMPETENCIES
A. CONTENT The learners should have knowledge and understanding of special products for
STANDARD: binomials, and factorization of polynomials.

B.
By the end of the quarter, the learners are able to obtain special binomial
PERFORMANCE
STANDARD: products.

C. LEARNING Learning Competency

COMPETENCIES
AND OBJECTIVE: [Link] learners are able to use special product patterns to multiply binomials.
 Learning Objectives
By the end of the lesson, the learners are expected to:
[Link] for the cube of binomial

D. CONTENT:
Subject Special Products
Matter:
Cube of Binomial
E.
INTEGRATION:
II. LEARNING RESOURCES
Marecek, L., Anthony-Smith, M., Mathis, A. H., (2020, April 22). 6.4 Special
Products - Elementary Algebra 2E | OpenStax.
[Link]
products
“Ex.1: Multiplying binomial to get difference of squares”. Khan Academy.
[Link]
Reference/s:
atics-multiplying-factoring/x2f8bb11595b61c86:special-product-
binomials/v/special-polynomials-products-1
“Ex.2: Finding the square of binomial with one variable”. Khan Academy.
[Link]
tics-multiplying-factoring/x2f8bb11595b61c86:special-product-
binomials/v/square-a-binomial
III. TEACHING ANG LEARNING PROCEDURES
A. Daily
Prayer/Checking of Attendance
Routine:
B. Elicit
(Activating
Prior
Knowledge):
C. Establishing
Lesson Purpose For the cube of binomial, we have the following equation:
( a+ b )3=a3 +3 a2 b+3 a b 2+ b3
( a−b )3 =a3 −3 a2 b−3 a b 2−b 3
where a is the first term and b is the second term.

Worked Example
Example 1: ( x +2 )3
Solution: Since the first term is x and the second term is 2
( x +2 )3=( x )3 +3 ( x )2 (2)+3(x )¿
Hence the answer is x 3 +6 x 2+12 x +8
 Example 2: ( 2 y−1 )3
Solution: Since the first term is 2y and the second term is 1
3 3 2
1. Lesson Activity ( 2 y−1 ) = (2 y ) −3 ( 2 y ) (1)+ 3(2 y)¿
Activity 3C: What’s the Product?
Instruction: Let the learners find the product of the following by using the
concept of cube of binomial.
D. Developing 1. 3
6. 3
(x−5) (5 x−6)
and 3 3
Deepening 2. ( y +3) 7.(x+ y)
3 3
Understanding 3. (m+1) 8.(3 p−4 q)
4. (3 x +7)
3
9.( 5 x+ 3 y )3
3
5. (2 a−2)3
1
10. (3 c 2− )
3

Learners’ Takeaways and Reflection on Learning

Activity 4: Closing the Loop!
E. Making Instruction: Let the learners answer the following questions.
Generalization
s 4. What are the key concepts of our lesson?
5. Which part of the lesson is the easiest for you? Why?
6. Which part of the lesson is the hardest for you? Why?
[Link] are we as a class today?
Activity 5: Let’s Solve It!
Instruction: Let the learners use special products in solving the following.

6. (3 x +5)2
Evaluating
Learning:
7. ( 5 m 2 +1 ) ( 5 m2 −1 )
8. (2 p−3)3
9. (x 2 + y 2)3
10. (a+ 2b−3 c )2

Additional
Activities (If
Applicable)

Remarks:

Reflection:
 Prepared: Checked: Reviewed: Approved:

ELMABETH S. DELA LILIA R. DELO JUDILINE N. TANGUILIG MA. CECILIA P. PACOL

CRUZ Master Teacher II Head Teacher III Principal IV
Teacher II

School CUYAPO NATIONAL HS Grade Level 8

DAILY Name of Learning
ELMABETH S. DELA CRUZ MATH
LESSON LOG Teacher Area
Teaching Date JULY 15, 2025 Quarter FIRST
I. CURRICULUM, CONTENT STANDARDS AND COMPETENCIES
A. CONTENT The learners should have knowledge and understanding of special products for
STANDARD: binomials, and factorization of polynomials.

B.
By the end of the quarter, the learners are able to obtain special binomial
PERFORMANCE
STANDARD: products.

Learning Competency
[Link] learners are able to use special product patterns to multiply binomials.
C. LEARNING Learning Objectives
COMPETENCIES
AND OBJECTIVE: By the end of the lesson, the learners are expected to:
[Link] for the cube of binomial

D. CONTENT:
 Subject Special Products
Matter:
Cube of Binomial
E.
INTEGRATION:
II. LEARNING RESOURCES
Marecek, L., Anthony-Smith, M., Mathis, A. H., (2020, April 22). 6.4 Special
Products - Elementary Algebra 2E | OpenStax.
[Link]
products
“Ex.1: Multiplying binomial to get difference of squares”. Khan Academy.
[Link]
Reference/s:
atics-multiplying-factoring/x2f8bb11595b61c86:special-product-
binomials/v/special-polynomials-products-1
“Ex.2: Finding the square of binomial with one variable”. Khan Academy.
[Link]
tics-multiplying-factoring/x2f8bb11595b61c86:special-product-
binomials/v/square-a-binomial
III. TEACHING ANG LEARNING PROCEDURES
A. Daily
Prayer/Checking of Attendance
Routine:
B. Elicit
(Activating
Prior
Knowledge):

For the cube of binomial, we have the following equation:

( a+ b )3=a3 +3 a2 b+3 a b 2+ b3
( a−b )3 =a3 −3 a2 b−3 a b 2−b 3
where a is the first term and b is the second term.

Worked Example
C. Establishing Example 1: ( x +2 )3
Lesson Purpose Solution: Since the first term is x and the second term is 2
( x +2 )3=( x )3 +3 ( x )2 (2)+3(x )¿
Hence the answer is x 3 +6 x 2+12 x +8

Example 2: ( 2 y−1 )3
Solution: Since the first term is 2y and the second term is 1
( 2 y−1 )3= (2 y )3−3 ( 2 y )2 (1)+ 3(2 y)¿
Hence the answer is 8 y 3−12 y 2 +6 y−1
D. Developing 2. Lesson Activity
and Activity 3C: What’s the Product?
Deepening Instruction: Let the learners find the product of the following by using the
 concept of cube of binomial.
3 3
6. (x−5) 6.(5 x−6)
3 3
7. ( y +3) 7.(x+ y)
3 3
Understanding 8. (m+1) 8.(3 p−4 q)
9. (3 x +7)
3
9.( 5 x+ 3 y )3
3
1
10. (2 a−2)3 10. (3 c 2− )
3

Learners’ Takeaways and Reflection on Learning

Activity 4: Closing the Loop!
E. Making Instruction: Let the learners answer the following questions.
Generalization
s 7. What are the key concepts of our lesson?
8. Which part of the lesson is the easiest for you? Why?
9. Which part of the lesson is the hardest for you? Why?
[Link] are we as a class today?
Activity 5: Let’s Solve It!
Instruction: Let the learners use special products in solving the following.

11. (3 x +5)2
Evaluating
Learning:
12. ( 5 m 2 +1 ) ( 5 m2 −1 )
13. (2 p−3)3
14. (x 2 + y 2)3
15. (a+ 2b−3 c )2

Additional
Activities (If
Applicable)

Remarks:

Reflection:

Prepared: Checked: Reviewed: Approved:

ELMABETH S. DELA LILIA R. DELO JUDILINE N. TANGUILIG MA. CECILIA P. PACOL

CRUZ Master Teacher II Head Teacher III Principal IV
Teacher II
 School CUYAPO NATIONAL HS Grade Level 8
Name of Learning
DAILY ELMABETH S. DELA CRUZ MATH
Teacher Area
LESSON LOG
Teaching Date JULY 14, 2025 Quarter FIRST
I. CURRICULUM, CONTENT STANDARDS AND COMPETENCIES
A. CONTENT The learners should have knowledge and understanding of special products for
STANDARD: binomials, and factorization of polynomials.

B.
By the end of the quarter, the learners are able to obtain special binomial
PERFORMANCE
STANDARD: products.

Learning Competency

C. LEARNING
[Link] learners are able to use special product patterns to multiply binomials.
COMPETENCIES Learning Objectives
AND OBJECTIVE:
By the end of the lesson, the learners are expected to:
[Link] for the product of sum and difference of two terms

D. CONTENT:
Subject Special Products
Matter:
[Link] of Sum and Difference of Two Terms
E.
INTEGRATION:
II. LEARNING RESOURCES
Reference/s: Marecek, L., Anthony-Smith, M., Mathis, A. H., (2020, April 22). 6.4 Special
Products - Elementary Algebra 2E | OpenStax.
[Link]
 products
“Ex.1: Multiplying binomial to get difference of squares”. Khan Academy.
[Link]
atics-multiplying-factoring/x2f8bb11595b61c86:special-product-
binomials/v/special-polynomials-products-1
“Ex.2: Finding the square of binomial with one variable”. Khan Academy.
[Link]
tics-multiplying-factoring/x2f8bb11595b61c86:special-product-
binomials/v/square-a-binomial
III. TEACHING ANG LEARNING PROCEDURES
A. Daily
Prayer/Checking of Attendance
Routine:
B. Elicit
(Activating
Prior
Knowledge):
In finding the product of the sum and difference of two terms, we can use:
( a+ b ) ( a−b )=a2−b 2
where a is the first term and b is the second term. The result of getting the
product of the sum and difference of two terms is a difference of two squares.
3. Worked Example
Example 1: ( x +3 ) ( x−3 )
Solution: Since the first term is x and the second term is 3
C. Establishing
Lesson Purpose
( x +3 ) ( x−3 )=( x )2−( 3 )2
Hence the answer is x 2−9
Example 2: ( 2 y−5 ) ( 2 y+ 5 )
Solution: Since the first term is 2y and the second term is 5
( 2 y +5 ) ( 2 y −5 )=( 2 y )2−( 5 )2
Hence the answer is 4 y 2−25

D. Developing 4. Lesson Activity

and Activity 3B: Finding Errors!
Deepening Instruction: Let the learners analyze the given problem and its solution. If the
Understanding solution and answer is correct, shade the smiley face emoji. Otherwise, shade
the sad face emoji and write the correct solution and answer in the space
provided.
2 2
¿( t ) −(7 )
11. ( t+ 7 ) ( t−7 ) 2
¿ t −49
2 2
¿(m) −(6)
12. ( m+6 )( m−6 ) 2
¿ m −12
 2 2
¿(4 x ) −(1)
13. ( 4 x−1 ) ( 4 x +1 ) 2
¿ 4 x −1
2 2
¿(4) −(2 b)
14. ( 4−2 b )( 4+2 b ) 2
¿ 16−4 b
2 2
¿(3 k) −(5)
15. ( 3 k +5 )( 3 k −5 ) 2
¿ 9 k −25
2 2
¿( p) −(10 q)
16. ( p+10 q )( p−10 q ) 2 2
¿ p −100 q
2 2
¿(7 m) −(8 n)
17. ( 7 m+8 n ) ( 7 m−8 n )
¿ 49 m−64 n

()
2
2 1
¿(c) −
4
( )( )
18. c+
1
4
c−
1
4
¿c −
2 2
4
2 2
¿(− y) −(4 )
19. (− y + 4 ) (− y−4 ) 2
¿ y −16
2 2
¿( 3 ab) −( xy )
20. ( 3 ab+ xy )( 3 ab−xy ) 2 2
¿ 9 ab −x y
Learners’ Takeaways and Reflection on Learning
Activity 4: Closing the Loop!
E. Making Instruction: Let the learners answer the following questions.
Generalization
s [Link] are the key concepts of our lesson?
[Link] part of the lesson is the easiest for you? Why?
[Link] part of the lesson is the hardest for you? Why?
[Link] are we as a class today?
 Activity 5: Let’s Solve It!
Instruction: Let the learners use special products in solving the following.
2
1.(3 x +5)
Evaluating
Learning: 2. ( 5 m2+1 ) ( 5 m2−1 )
3
3.(2 p−3)
2 2 3
4. ( x + y )
2
5.(a+2 b−3 c )

Additional
Activities (If
Applicable)

Remarks:

Reflection:

Prepared: Checked: Reviewed: Approved:

ELMABETH S. DELA LILIA R. DELO JUDILINE N. TANGUILIG MA. CECILIA P. PACOL

CRUZ Master Teacher II Head Teacher III Principal IV
Teacher II
 School CUYAPO NATIONAL HS Grade Level 8
DAILY Learning
Name of Teacher ELMABETH S. DELA CRUZ MATH
LESSON LOG Area
Teaching Date JULY 16, 2025 Quarter FIRST
I. CURRICULUM, CONTENT STANDARDS AND COMPETENCIES
A. CONTENT The learners should have knowledge and understanding of special products for
STANDARD: binomials, and factorization of polynomials.

B.
PERFORMANCE By the end of the quarter, the learners are able to obtain special binomial products.
STANDARD:

C. LEARNING Learning Competency

COMPETENCIES
AND OBJECTIVE: [Link] learners are able to use special product patterns to multiply binomials.
 Learning Objectives
By the end of the lesson, the learners are expected to:
[Link] for the square of trinomial

D. CONTENT:
Subject Special Products
Matter:
Square of Trinomial
E.
INTEGRATION:
II. LEARNING RESOURCES
Marecek, L., Anthony-Smith, M., Mathis, A. H., (2020, April 22). 6.4 Special
Products - Elementary Algebra 2E | OpenStax.
[Link]
products
“Ex.1: Multiplying binomial to get difference of squares”. Khan Academy.
[Link]
Reference/s:
s-multiplying-factoring/x2f8bb11595b61c86:special-product-binomials/v/
special-polynomials-products-1
“Ex.2: Finding the square of binomial with one variable”. Khan Academy.
[Link]
s-multiplying-factoring/x2f8bb11595b61c86:special-product-binomials/v/
square-a-binomial
III. TEACHING ANG LEARNING PROCEDURES
A. Daily
Prayer/Checking of Attendance
Routine:
B. Elicit
(Activating Prior
Knowledge):
C. Establishing In finding the square of a trinomial, we can use:
Lesson Purpose
2 2 2 2
(a+ b+c ) =a +b + c + 2ab +2 ac+ 2bc
where a is the first term, b is the second term and c is the third term.
1. Worked Example
Example 1: ¿
Solution: Since the first term is x, the second term is y and the third term is z
Square the first term 2
(x ) =x
2

Square of the second term 2

( y) =y
2

Square the third term 2

(z ) =z
2

Multiply the product of the first and

2 ( x )( y )=2 xy
second term by 2
 Multiply the product of the first and
2 ( x )( z )=2 xz
third term by 2
Multiply the product of the second and
2. Lesson Activity 2 ( y ) ( z ) =2 yz
Activity 3D: Complete It!
Instruction: Let the learners complete the solution for each square of trinomial.
1. ¿
Square the first term _______________
Square of the second term _______________
Square the third term _______________
Multiply the product of the first and
_______________
second term by 2
Multiply the product of the first and third
_______________
term by 2
Multiply the product of the second and
D. Developing _______________
third term by 2
and
Answer: _________________________________________
Deepening
Understanding
2. ¿
Square the first term _______________
Square of the second term _______________
Square the third term _______________
Multiply the product of the first and
_______________
second term by 2
Multiply the product of the first and third
_______________
term by 2
Multiply the product of the second and
_______________
third term by 2
Answer: _________________________________________

Learners’ Takeaways and Reflection on Learning

Activity 4: Closing the Loop!
E. Making Instruction: Let the learners answer the following questions.
Generalization
s [Link] are the key concepts of our lesson?
[Link] part of the lesson is the easiest for you? Why?
[Link] part of the lesson is the hardest for you? Why?
[Link] are we as a class today?
Evaluating Activity 5: Let’s Solve It!
Learning:
Instruction: Let the learners use special products in solving the following.

16. (3 x +5)2
17. ( 5 m 2 +1 ) ( 5 m2 −1 )
18. (2 p−3)3
19. (x 2 + y 2)3
 20. (a+ 2b−3 c )2

Remarks:

Reflection:

Prepared: Checked: Reviewed: Approved:

ELMABETH S. DELA LILIA R. DELO JUDILINE N. TANGUILIG MA. CECILIA P. PACOL

CRUZ Master Teacher II Head Teacher III Principal IV
Teacher II

School CUYAPO NATIONAL HS Grade Level 8

DAILY Name of Learning
ELMABETH S. DELA CRUZ MATH
LESSON LOG Teacher Area
Teaching Date JULY 18, 2025 Quarter FIRST
I. CURRICULUM, CONTENT STANDARDS AND COMPETENCIES
A. CONTENT The learners should have knowledge and understanding of special products for
STANDARD: binomials, and factorization of polynomials.

B.
By the end of the quarter, the learners are able to obtain special binomial
PERFORMANCE
STANDARD: products.

Learning Competency
[Link] learners are able to use special product patterns to multiply binomials.
Learning Objectives
C. LEARNING
COMPETENCIES By the end of the lesson, the learners are expected to:
AND OBJECTIVE:
1. solve for the square of binomial;
2. solve for the product of sum and difference of two terms;
3. solve for the cube of binomial; and
4. solve for the square of a trinomial.

D. CONTENT:
 Special Products

Subject 1. Square of Binomial

Matter: 2. Product of Sum and Difference of Two Terms
3. Cube of Binomial
[Link] of Trinomial
E.
INTEGRATION:
II. LEARNING RESOURCES
Marecek, L., Anthony-Smith, M., Mathis, A. H., (2020, April 22). 6.4 Special
Products - Elementary Algebra 2E | OpenStax.
[Link]
products
“Ex.1: Multiplying binomial to get difference of squares”. Khan Academy.
[Link]
Reference/s:
atics-multiplying-factoring/x2f8bb11595b61c86:special-product-
binomials/v/special-polynomials-products-1
“Ex.2: Finding the square of binomial with one variable”. Khan Academy.
[Link]
tics-multiplying-factoring/x2f8bb11595b61c86:special-product-
binomials/v/square-a-binomial
III. TEACHING ANG LEARNING PROCEDURES
A. Daily
Prayer/Checking of Attendance
Routine:
B. Elicit
(Activating
Prior
Knowledge):

C. Establishing
Lesson Purpose

D. Developing
and
Deepening
Understanding

Learners’ Takeaways and Reflection on Learning

Activity 4: Closing the Loop!
E. Making Instruction: Let the learners answer the following questions.
Generalization
s [Link] are the key concepts of our lesson?
[Link] part of the lesson is the easiest for you? Why?
[Link] part of the lesson is the hardest for you? Why?
[Link] are we as a class today?
 Activity 5: Let’s Solve It!
Instruction: Let the learners use special products in solving the following.

21. (3 x +5)2
Evaluating
Learning:
22. ( 5 m 2 +1 ) ( 5 m2 −1 )
23. (2 p−3)3
24. (x 2 + y 2)3
25. (a+ 2b−3 c )2

Additional
Activities (If
Applicable)

Remarks:

Reflection:

Prepared: Checked: Reviewed: Approved:

ELMABETH S. DELA LILIA R. DELO JUDILINE N. TANGUILIG MA. CECILIA P. PACOL

CRUZ Master Teacher II Head Teacher III Principal IV
Teacher II