1. The document is a lesson plan for teaching factoring perfect square trinomials in Math 8. It includes intended learning outcomes, learning content on factoring perfect square trinomials, sample learning activities involving tiles, and examples to factor. 2. Students will factor perfect square trinomials and find square roots. Learning activities involve using tiles to form squares and noticing patterns. Examples are provided to demonstrate factoring trinomials by getting square roots and forming sums or differences. 3. An evaluation section includes more examples for students to factor completely to check their understanding of factoring perfect square trinomials.

1. Republic of the Philippines
Department of Education
Region VII Central Visayas
Division of Cebu City
Quiot National High School
Bogo, Quiot, Cebu City
A Semi-Detailed Lesson Plan
In Math 8
___________________
Date of Teaching
____________________
Time of Teaching
Quiot National High School- Afternoon Session
Venue of Teaching
Prepared by:
LORIE JANE L. LETADA
Teacher 1
Observed by:
ELEANOR D. GALLARDO
ASSISTANT PRINCIPAL

2. I. Intended Learning Outcomes
Through varied learning activities, the grade 8 students with at least80 % ofaccuracy shall able to:
1. Find the square rootof each term
2. Factor perfectsquare trinomial
3. Relate the importance of factoring the sum and difference oftwo cubes in real life
sutuation
II. Learning Content
A. Subject Matter
Factoring Perfect Square Trinomial
B. Skill Focus
 factoring numerical expressions easily
 finding the square roots ofeach term
C. Reference
Diaz, Z., Mojica M. (2013) . Next Century Mathematics 8; Quezon City ; Phoenix
Publishing House , Inc; Escaner, J., Sepida, M., Catalla, D. (2013)., Spiral Math
8; Quezon Ciity; Trinita Publishing , Inc ; Mathematics 8 Learner’s Module K-12;
DepEd K-12 Modified Curriculum Guide and Teacher’s Guide for Mathematics 8
https://mathbitsnotebook.com/Algebra1/Factoring/FCPerfSqTri.html
https://www.onlinemathlearning.com/perfect-square-trinomial.html
D. Materials
Learners’ Module; Google Classroom; powerpointpresentation; google forms
III. Learning Experiences
A. Activity
Directions: Prepare the following:
1. 4 big squares measuring 4” × 4” and represent each square as x2.
2. 8 rectangular tiles with measures of 4” × 1” and represent it as x.
3. 16 small squares whose measures is 1” × 1” and represent this as 1.
Form squares using:
• 1 big square tile, 2 rectangular tiles and 1 small square.
• 1 big square tile, 4 rectangular tiles and 4 small squares.
• 1 big square tile, 6 rectangular tiles and 9 small squares.
• 4 big square tiles, 4 rectangular tiles and 1 small square.
• 4 big square tiles, 8 rectangular tiles and 4 small squares.
Let’s Tile it Up!

3. B. Analysis
1. How will you representthe total area ofeach figure?
2. Using the sides ofthe tiles, write all the dimensions ofthe squares.
3. What did you notice aboutthe dimensions ofthe squares?
4. Did you find any pattern in their dimensions? Ifyes, what are those?
5. How can unknown quantities in geometric problems be solved?
C. Abstraction
A Perfect Square Trinomial is created when a value is multiplied by itself. It is the
sum of two perfect squares and twice the product of the square roots of the squares.
Factor each expression.
𝟏. 𝒎 𝟐
+ 𝟖𝒎 + 𝟏𝟔
2. 𝒓 𝟐
− 𝟏𝟔𝒓 + 𝟔𝟒
𝟑. 𝒄 𝟐
+ 𝟏𝟐𝒄 + 𝟑𝟔
To factor a perfect
square trinomial,
you should know
how to get the
square roots of a
number or variable.
Examples:
√9 = 3 since 3*3=9
√𝑚2
= 𝑚 since
m*m = 𝑚2
𝒂 𝟐
+ 2ab + 𝒃 𝟐
= ( a + b ) ( a + b ) = (𝒂 + 𝒃 ) 𝟐
𝒂 𝟐
- 2ab + 𝒃 𝟐
= ( a - b ) ( a - b ) = (𝒂− 𝒃 ) 𝟐
Step 1
Getthe square root of each term.
First Term: √𝒎 𝟐 = m
Third Term: √ 𝟏𝟔 = 4
Step 2
Using m and 4, form the
sum ( m + 4) and (m + 4)
Thus, 𝑚2 + 8𝑚 + 16 =
(m + 4 ) (m + 4)=
(𝑚 + 4 )2
Step 1
Getthe square root of each term.
First Term: √𝒓 𝟐 = r
Third Term: √ 𝟔𝟒 = 8
You just noticed
that the
operation used
is now
subtraction
because the 2n d
term of the
trinomial 𝒓 𝟐
−
𝟏𝟔𝒓 + 𝟔𝟒 is -
16r or in minus
sign.
Therefore, the
operation used
in binomial
(𝒓 − 𝟖 ) 𝟐
is
minus sign.
Step 2
Using r and 8, form the
difference ( r – 8 ) and (r – 8)
Thus, 𝑟2 − 16𝑟 + 16 =
(r - 8 ) (r - 8) =
(𝑟 − 8 )2
Step 1
Getthe square root of each term.
First Term: √𝒄 𝟐 = ___
Third Term: √ 𝟑𝟔 =___
Step 2
Using ___ and ___, form the
sum _______and _______.
Thus, 𝑐2 + 12𝑐 + 36 =
_________________ =
(________ )2

4. D.Application
Factor each expression carefully.
𝟏. 𝟒𝟗𝒙 𝟐 − 𝟓𝟔𝒙𝒚+ 𝟏𝟔𝒚 𝟐
𝟐.. 𝟑𝟔𝒚 𝟐 − 𝟔𝟎𝒚𝒛 + 𝟐𝟓𝒛 𝟐
𝟑. 𝒙 𝟐 + 𝟏𝟒𝒙 + 𝟒𝟗
𝟒. 𝟗𝒂 𝟐 − 𝟔𝒂 + 𝟏
𝟓. 𝒗 𝟐 + 𝟒𝒗 + 𝟒
IV. Evaluation
Factor each expression completely.
𝟏. 𝟒𝒂 𝟐
+ 𝟏𝟐𝒂 + 𝟗 𝟒. 𝒖 𝟐
+ 𝟐𝟎𝒑 + 𝟏𝟎𝟎
𝟐. 𝒕 𝟐
− 𝟔𝒕− 𝟗 𝟓. 𝒉 𝟐
𝒊 𝟐
− 𝟖𝒉𝒊 + 𝟏𝟔
𝟑. 𝒌 𝟐
− 𝟏𝟎𝒌+ 𝟐𝟓 𝟔. 𝟏𝟒𝟒𝒔 𝟐
− 𝟕𝟐𝒔+ 𝟗
Skill Booster!
Step 1
Getthe square root of
each term.
First Term:
Third Term:
Step 2
Answer: (7𝑥 − 4𝑦 )2 Why?
Step 1
Getthe square root of
each term.
First Term:
Third Term:
Step 2
Step 1
Getthe square root of
each term.
First Term:
Third Term:
Step 2
Step 1
Getthe square root of
each term.
First Term:
Third Term:
Step 2
Step 1
Getthe square root of
each term.
First Term:
Third Term:
Step 2

5. V. Assignment
Perfect Hunt!