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Grade 8 Math Module 2 - Mathematics Learning Material

Secondary Education Math (Eastern Visayas State University)

Studocu is not sponsored or endorsed by any college or university

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8
Mathematics
Quarter 1 – Module 2:
Problem Solving Involving
Factors of Polynomials

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Mathematics – Grade 8
Self-Learning Module (SLM)
Quarter 1 – Module 2: Problem Solving Involving Factors of Polynomials
First Edition, 2020

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over them.

Development Team of the Module

Writers: Lou Welah B. Ducena
Printed in the Philippines by Department of Education – SOCCSKSARGEN Region
Editor: Margie T. Javier
Office Address:
Reviewers: Mark R.Regional Center,
Bubungan, Brgy.
Marjohn C.Carpenter
Mantawil Hill, City of Koronadal
Telefax: (083) 2288825/ (083) 2281893
Illustrators: Ivy E. Manisan
E-mail Address: [email protected]
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Management Team: Allan G. Farnazo, CESO IV – Regional Director
Fiel Y. Almendra, CESO V – Assistant Regional Director
Romelito G. Flores, CESO V - Schools Division Superintendent
Mario M. Bermudez, CESO VI – Assist. Schools Division Superintendent
Gilbert B. Barrera – Chief, CLMD
Arturo D. Tingson Jr. – REPS, LRMS
Peter Van C. Ang-ug – REPS, ADM
Jade T. Palomar – REPS, Mathematics
Juliet F. Lastimosa - CID Chief
Sally A. Palomo - Division EPS In- Charge of LRMS
Gregorio O. Ruales - Division ADM Coordinator
Zaida N. Abiera – Division EPS, Mathematics

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Mathematics
Quarter 1 – Module 2:
Problem Solving Involving
Factors of Polynomials

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Introductory Message
For the facilitator:

Welcome to the Mathematics 8 Self-Learning Module (SLM) on Problem

Solving Involving Factors on Polynomials!

This module was collaboratively designed, developed and reviewed by

educators both from public and private institutions to assist you, the teacher or
facilitator in helping the learners meet the standards set by the K to 12 Curriculum
while overcoming their personal, social, and economic constraints in schooling.

This learning resource hopes to engage the learners into guided and
independent learning activities at their own pace and time. Furthermore, this also
aims to help learners acquire the needed 21st century skills while taking into
consideration their needs and circumstances.

In addition to the material in the main text, you will also see this box in the
body of the module:

Notes to the Teacher

This contains helpful tips or strategies that
will help you in guiding the learners.

As a facilitator you are expected to orient the learners on how to use this
module. You also need to keep track of the learners' progress while allowing them to
manage their own learning. Furthermore, you are expected to encourage and assist
the learners as they do the tasks included in the module.

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For the learner:

Welcome to the Mathematics 8 Self-Learning Module (SLM) on Problem

Solving Involving Factors on Polynomials!

The hand is one of the most symbolized part of the human body. It is often
used to depict skill, action and purpose. Through our hands we may learn, create
and accomplish. Hence, the hand in this learning resource signifies that you as a
learner is capable and empowered to successfully achieve the relevant competencies
and skills at your own pace and time. Your academic success lies in your own hands!

This module was designed to provide you with fun and meaningful
opportunities for guided and independent learning at your own pace and time. You
will be enabled to process the contents of the learning resource while being an active
learner.

This module has the following parts and corresponding icons:

What I Need to Know This will give you an idea of the skills or
competencies you are expected to learn in the
module.

What I Know This part includes an activity that aims to

check what you already know about the
lesson to take. If you get all the answers
correct (100%), you may decide to skip this
module.

What’s In This is a brief drill or review to help you link

the current lesson with the previous one.

What’s New In this portion, the new lesson will be

introduced to you in various ways such as a
story, a song, a poem, a problem opener, an
activity or a situation.

What is It This section provides a brief discussion of the

lesson. This aims to help you discover and
understand new concepts and skills.

What’s More This comprises activities for independent

practice to solidify your understanding and
skills of the topic. You may check the
answers to the exercises using the Answer
Key at the end of the module.

What I Have Learned This includes questions or blank

sentence/paragraph to be filled in to process
what you learned from the lesson.

What I Can Do This section provides an activity which will

help you transfer your new knowledge or skill
into real life situations or concerns.

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Assessment This is a task which aims to evaluate your

level of mastery in achieving the learning
competency.

Additional Activities In this portion, another activity will be given

to you to enrich your knowledge or skill of the
lesson learned. This also tends retention of
learned concepts.

Answer Key This contains answers to all activities in the

module.

At the end of this module you will also find:

References This is a list of all sources used in developing

this module.

The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any part of the
module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other activities
included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.
If you encounter any difficulty in answering the tasks in this module, do not
hesitate to consult your teacher or facilitator. Always bear in mind that you are not
alone.

We hope that through this material, you will experience meaningful learning
and gain deep understanding of the relevant competencies. You can do it!

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What I Need to Know

This module was designed and written with you in mind. It is here to help you
master the problem solving involving factors of polynomials. The scope of this module
permits it to be used in many different learning situations. The language used
recognizes the diverse vocabulary level of students. The lessons are arranged to follow
the standard sequence of the course. But the order in which you read them can be
changed to correspond with the textbook you are now using.

In this module you will be able to:

 solve problems involving factors of polynomials.
M8AL-Ib-2

Specifically, you are expected to:

1. solve problems involving factors of polynomials; and,
2. formulate real-life problems on factors of polynomials.

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What I Know

Let us check your prior knowledge about problem solving involving factors of
polynomials by answering the questions below.

Direction: Encircle the letter of the correct answer.

1. Which of the following strategies will help you solve word problems?
a. Draw an illustration
b. Make a table
c. Solve algebraically
d. All of the above

For item numbers 2 - 5, refer to the problem below.

Nathan has a rectangular picture frame with an area of
(𝑥 2 + 5𝑥 + 6) 𝑖𝑛2 . If the length is (x + 3) inches, what is the measure of the
width?

2. Which of the following is the correct representation of the

area using algebra tiles, x2, x and 1, shown at the right? 𝑥2 𝑥
1

a.

b.

c.

d.

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3. Which of the following are the correct dimensions of the area?

a.

𝑥+3

𝑥+2
b.

𝑥+1

𝑥+2

c.

x+3

x+1

d.
𝑥+1

𝑥+1

4. Which of the following gives correct factors of the area?

a. (𝑥 + 1) (𝑥 + 1)
b. (𝑥 + 1) (𝑥 + 2)
c. (𝑥 + 1)(𝑥 + 3)
d. (𝑥 + 2)(𝑥 + 3)

5. What is the correct answer to the problem?

a. (𝑥 + 1) in
b. (𝑥 + 2) in
c. (𝑥 + 3) in
d. (𝑥 + 5) in

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For item numbers 6 – 7, refer to the problem below.

If the area of a square is (𝑥 2 + 6𝑥 + 9) sq. units, what is the measure

of its side?

6. What type of factoring must be applied in the given problem?

a. difference of squares
b. difference of cubes
c. perfect square trinomial
d. general trinomial

7. By factoring, what is the measure of its side?

a. (𝑥 + 1) units
b. (𝑥 + 3) units
c. (𝑥 + 6) units
d. (𝑥 + 9) units

8. The product of Ivan and Ethan’s ages is (2𝑥 2 − 𝑥 − 1). If Ethan is (𝑥 − 1)

years old, how old is Ivan?
a. 𝑥 + 1
b. 𝑥 + 2
c. 2𝑥 + 1
d. 2𝑥 + 3

For item numbers 9 – 12, refer to the problem below.

Betty is twice as old as Lala. Three years ago, the product of their
ages is four more than twice the age of Lala now. How old are they?

9. Which of the following tables gives correct representation of the problem?

a. Present Age Age 3 years ago

Betty 𝑥 𝑥−3
Lala 𝑥+2 𝑥+2−3

b. Present Age Age 3 years ago

Betty 𝑥+2 𝑥+2−3
Lala 𝑥 𝑥−3

c. Present Age Age 3 years ago

Betty 2𝑥 2𝑥 − 3
Lala 𝑥 𝑥−3

d. Present Age Age 3 years ago

Betty 𝑥 𝑥−3
Lala 2𝑥 2𝑥 − 3

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10. How old is Betty at present?

a. 4
b. 6
c. 8
d. 10

11. How old is Lala at present?

a. 2
b. 3
c. 5
d. 8

12. Three years ago, what was the product of their ages?
a. 10
b. 12
c. 14
d. 16

13. William needs to ride a bicycle in order to reach the school. The distance
he needs to travel is (𝑥 2 + 3𝑥 − 10) km and the time taken by the bike to
covered the distance is (𝑥 − 2) h, for him not to be late. Find the speed of
the bike in km/h?
a. 2𝑥 − 5
b. 𝑥 − 5
c. 𝑥 + 5
d. 2𝑥 + 5

For item numbers 14 – 15, refer to the problem below.

In a big square field with side 𝑥 meters, Rose plans to design a 10 m
× 10 m landscape in one corner. Find the area of the field which is not
affected by the project.

14. Which of the following is the correct illustration of the problem?

a. 10 m

𝑥m

b. 10 m

𝑥m

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c. 𝑥m

10 m

d. 𝑥m

10 m

15. What is the answer to the problem?

a. (𝑥 2 + 10) 𝑚2
b. (𝑥 2 + 100) 𝑚2
c. (𝑥 2 − 100) 𝑚2
d. (100 − 𝑥 2 ) 𝑚2

Nice try! You are now ready for the next set of activities.

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Lesson
Problem Solving Involving
1 Factors of Polynomials

This new lesson will help you relate factors of polynomials into real-life
applications focusing on the different ways of solving word problems involving
number relations, age, distance, and areas of polygons such as rectangles and
squares.

What’s In

Let us review your previous lesson related to factors of polynomials.

Activity 1: You’re My Match

Directions: Match the following polynomials in column A to its corresponding
factors in column B. Write the letter of the correct answer on space provided.

A B.

_____ 1. 2𝑥 2 + 8𝑥 a. (𝑥 + 4)(𝑥 − 4)

_____ 2. 𝑥 2 − 16 b. (𝑥 + 4)(𝑥 + 4)

_____ 3. 𝑥 2 + 8𝑥 + 16 c. (𝑥 + 4)(𝑥 2 − 4𝑥 + 16)

_____ 4. 𝑥 3 + 64 d. 2𝑥(𝑥 + 4)

_____ 5. 2𝑥 2 − 11𝑥 + 12 e. (𝑥 − 4)(2𝑥 + 3)

f. (𝑥 − 4)(2𝑥 − 3)

Thumbs up for you still be able to recall what you have learned in your
previous lesson! You are now ready to discover more about factoring polynomials.

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What’s New

The discussions below are pre-requisites before we begin to solve word

problems involving factors of polynomials. Let us get started!

Euhan and his sister Eulah want to have worthwhile

activities during the community quarantine. Let us help
them accomplish the following tasks:

Activity 2: Translate Me!

Directions: Encircle the correct mathematical symbols of the given statements.

The first is done for you as an example.

Statement Mathematical symbols

1. two more than a number x 2

2𝑥 𝑥+2
𝑥

2. three less than a number x 𝑥−3 𝑥+3 3𝑥

3. product of four and a number x 4𝑥 4+𝑥 4−𝑥

4. two less than 3 times a number x 2𝑥 − 3 3𝑥 − 2 3𝑥 + 2

5. the product of one more than x (𝑥 + 1)(𝑥 + 4) = 12 (𝑥 − 1)(𝑥 + 4) = 12 (𝑥 + 1)(𝑥 − 4) = 12

and four less than x is twelve

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Activity 3. Create and Find Me!

Directions: Create a desired geometric figure of the given area and find the measures
of its sides. Prepare the algebra tiles with the following dimensions. Item
number 1 is done for you as an example.

x2 x
1

Big square Rectangular tile small tile

4" 𝑥 4" 4" 𝑥 1" 1" 𝑥 1"

1. A square with an area of (𝑥 2 + 2𝑥 + 1) 𝑖𝑛2

𝑥+1

𝑥+1

2. A square with an area of (4𝑥 2 + 4𝑥 + 1) 𝑖𝑛2

3. A rectangle with an area of (𝑥 2 + 5𝑥 + 6) 𝑖𝑛2

Probing Questions:

Direction: Based on the Activity 3, answer the following questions. Write your
answer on the space provided below each number.

1. How did you find the dimensions of square and rectangle using algebra tiles?
__________________________________________________________________________

2. Do you have other ways in finding the measure of the sides without using algebra
tiles?
_________________________________________________________________________________

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What is It

In the previous lesson, we focused on the factors of polynomials. By this time,

let us explore the strategies and steps in solving word problems in the following
examples:

Example 1

Angelo has a rectangular garden at home with an area

of (𝑥 2 + 4𝑥 + 3) 𝑚2 . If the length is (𝑥 + 3) m, what is the
width of the garden?

A. Strategy: Model/ Illustration

Step 1: Illustrate the rectangular garden using algebra tiles

length

width

Step 2: Determine the measure of the sides.

𝑥+3
x 1 1 1

x
𝑥+1

The illustration shows that the width is (𝑥 + 1) m.

B. Strategy: Factoring

Step 1: Write the formula of area of a rectangle and substitute the given.
Area = (length)(width)
𝑥 2 + 4𝑥 + 3 = (𝑥 + 3) (_______)

Step 2: Factor the area or trinomial to get the measure of the other side.
𝑥 2 + 4𝑥 + 3 = (𝑥 + 3) (𝑥 + 1)

By factoring, the width is (𝑥 + 1) m.

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Let’s try this!

Direction: Read and solve the problem provided below.

1. Lala has a square shaped picture frame measuring (𝑥 2 + 4𝑥 + 4) 𝑖𝑛2 . Find its
side.

Example 2

Andrea used a 10 in. by 10 in. paper for the poster making

contest. She placed a small square with side x at the right corner
below for her name and signature. Find the dimensions of the
paper allotted for her drawings.

Strategy: Model/ Illustration

10 in
Step 1: Make an illustration.

𝑥 in

Step 2: Find the dimensions by forming a rectangle.

(10 − 𝑥) in

10 in
(10 + 𝑥) in

𝑥 in

The dimensions are (10 + 𝑥) in and (10 − 𝑥) in.

Strategy: Factoring

Step 1: Find the area allotted for drawings.

Area allotted for drawings = Area paper – Area small square
= (102 − 𝑥 2 ) 𝑖𝑛2
Step 2: Factor the area
(102 − 𝑥 2 ) = (10 + 𝑥) (10 − 𝑥)

Therefore, the dimensions are (10 + 𝑥) in and (10 − 𝑥) in.

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Let’s try this!

Direction: Read and solve the problem provided below.

2. A 7 m by 7 m landscaping is to be done in one corner of a big square field with

side x m. Find the area and dimensions of the field which is not affected by
the project.

Example 3

The product of Euhan and Eulah’s ages is (2𝑥 2 − 𝑥 − 3). If

Euhan is (2𝑥 − 3) years old, how old is Eulah?

C. Strategy: Making a Table

Step 1: Make a table for their ages

Euhan’s age Eulah’s Age Product of their ages
2𝑥 − 3 ? 2𝑥 2 − 𝑥 − 3

Step 2: Factor the product of their ages to find Eulah’s age.

2𝑥 2 − 𝑥 − 3= (2𝑥 − 3) (𝑥 + 1)

Eulah’s (𝑥 + 1) years old.

Let’s try this!

Direction: Read and solve the problem provided below.

3. A balloon flies at a speed of (𝑥 − 1) per hour. At this rate, how long will it take
to fly (𝑥 2 + 9𝑥 − 10) miles? Note: distance = rate x time

Example 4
Euhan and Eulah want to know the numbers. The square of
a number decreased by 20 is equal to 44.

D. Strategy: Representation
Step 1: Make a representation.
Let 𝑥 = the number
𝑥 2 = the square of the number

Step 2: Translate into mathematical symbols.

𝑥 2 − 20 = 44 (The square of a number decreased by 20 is equal to 44)

Step 3: Factor the trinomial.

𝑥 2 − 20 = 44
2
𝑥 − 20 + (−44) = 44 + (−44) (Addition Property of Equality/ APE)

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𝑥 2 − 64 = 0
(𝑥 + 8)(𝑥 − 8) = 0 (Factor difference of 2 squares)

𝑥 + 8 = 0 = 0, 𝑥 − 8 = 0
𝑥 = −8, 𝑥=8
The numbers are -8 and 8.

Let’s try this!

Direction: Read and solve the problem provided below.

4. The square of a number increased by 5 is equal to 21. Find the numbers.

Example 5 (Combination of strategies)

Jess and Mina are medical frontliners in the city.

Mina is twice as old as Jess. Twenty years ago, the
product of their ages is 9 more than thrice the age of
Jess now. How old are these modern time heroes?

Steps
1. Know Given:
 Determine what is  Mina is twice as old as Jess
asked.
 Twenty years ago, the product of their ages is 9 more
 Formula of concept
than thrice the age of Jess now
needed to solve the
problem
Representation:
Let 𝑥 = age of Jess at present
2𝑥 = age of Mina at present
1. Plan
 Represent the x − 20 = age of Jess 20 years ago
unknown using
variables and 2x – 20 = age of Mina 20 years ago
translate
statements into
Table of ages:
symbols Present Age Age 20 years ago
Jess 𝑥 x − 20
Mina 2𝑥 2x – 20
Twenty years ago, the product of their ages is 9 more than
(x – 20) (2x – 20) =
thrice the age of Jess now.
3x + 9
2. Solve
 Solve for (𝑥 – 20) (2𝑥 – 20) = 3𝑥 + 9
unknown 2𝑥 2
– 20𝑥 – 40𝑥 + 400 = 3𝑥 + 9
2𝑥 2 – 60𝑥 + 400 = 3𝑥 + 9
2
2𝑥 – 60𝑥 + (−3𝑥) + 400 + (−9) = 3𝑥 + (−3𝑥) + 9 + (−9) (APE)
2𝑥 2 – 63𝑥 + 391 = 0
(𝑥 − 23) (2𝑥 − 17) = 0 (Factor trinomial)

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𝑥 − 23 = 0, 2𝑥 − 17 = 0
17
𝑥 = 23, 𝑥=
2
(rejected)
Therefore,
𝑥 = 23 age of Jess at present
2𝑥 = 2(23) = 46 age of Jess at present
3. Check (𝑥 – 20) (2𝑥 – 20) = 3𝑥 + 9
 Verify if the 23 – 20) [2(23) – 20] = 3(23) + 9
answer satisfies (3) (46 – 20) = 69 + 9
all conditions in (3) (26) = 78
the problem 78 = 78

Let’s try this!

Direction: Read and solve the problem provided below.

5. Lowel is 1 year older than Euhan. Two years ago, the product of their ages is 2
more than 5 times the age of Euhan. How old are they now?

What’s More

Now that you have learned how to solve problems involving factors of
polynomials, let us apply these skills in real-life situation.

Activity 4: Find Me!

Direction: Apply any strategies in solving the word problem provided below.
Problem:
The basketball court of Barangay Tambler,
is converted into a distribution area for relief
goods due to Covid-19 pandemic. The area is
40 𝑚2 and the length is 3 meters longer than the
width. Find the dimensions.

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Solution:

How Wide?

What I Have Learned

Activity 5: Complete Me!

Direction: To sum up what you have learned from the lesson, complete the charts
below.

Chart 1 3 Important Things to Remember in Solving Word

Problems

Chart 2
Strategies/Methods in Solving Word Problems
Involving Factoring

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What I Can Do

Now, it’s time for you to apply what you have learned from our lesson related
to factors of polynomials. Are you now ready? Then, let’s begin!

Activity 6: We salute you, our dear frontliners!

Directions: Read the situation provided below and apply the

factors of polynomials.

Your Grade 8 Math teacher asks you to create a poster

dedicated to all frontliners as modern time heroes in fighting
against Covid-19 pandemic. She instructed you to be
resourceful and creative where the length of the rectangular
poster is 2 feet less than three times the width and with an area
of 65 𝑖𝑛2 .

Your performance is rated using the scoring rubric below.

Criteria 5 3 1
The computations
The computations The computations
done are
done are accurate done are accurate
erroneous and do
Accuracy of and show and show some
not show wise
Computation understanding of use of the
use of the
the concepts of concepts of
concepts of
factoring. factoring.
factoring.
Presented Presented
Presentation of
Presented correct incorrect incorrect
Poster
poster dimensions dimension (any of dimension (both of
Dimensions
the dimensions) the dimensions)
Design is limited
and shows
Design is complex,
repetition of single
Creativity and detailed and
ideas. Few No design at all
Design shows imagination
concepts and
and creativity
solutions are
included.

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Assessment

Let us check how far have you learned from the very start of our lesson.

Direction: Encircle the letter of the correct answer.

For item numbers 1-4, refer to the problem below.

The rectangular urban garden has an area of (2𝑥 2 + 7𝑥 + 5)𝑚2 . Its

length is (2𝑥 + 5) meters. Find the dimensions.

1. What type of factoring must be applied in the given problem?

a. difference of squares
b. sum of cubes
c. common monomial
d. general trinomial

2. What is the length of the rectangular urban garden if x represents the width?
a. (2𝑥 − 5) m
b. (2𝑥 + 5) m
c. (5𝑥 + 2) m
d. (5𝑥 − 2) m

3. Which of the following gives correct factors of the area?

a. (2𝑥 − 5)(𝑥 − 1)
b. (2𝑥 − 5)(𝑥 + 1)
c. (2𝑥 + 5)(𝑥 − 1)
d. (2𝑥 + 5)(𝑥 + 1)

4. In which of the following is the correct representation of the dimensions?

a.

b.

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c.

d.

5. Which of the following is the correct illustration of the problem?

A 5 ft by 5 ft landscaping is to be done at the center of a square mini
park with side x ft.

a. 5 ft

𝑥 ft

5 ft
b.

𝑥 ft

c. 𝑥 ft

5 ft

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d. 𝑥 ft

5 ft

For item numbers 6 – 7, refer to the problem below.

The square of a number decreased by 20 is 16. Find the numbers.

6. What is the correct representation of the problem if x be the number?

a. 𝑥 2 + 20 = −16
b. 𝑥 2 − 20 = 16
c. 𝑥 2 + 20 = 16
d. 𝑥 2 − 20 = 16

7. What is the correct answer to the problem?

a. 3 and -3
b. 4 and -4
c. 5 and -5
d. 6 and -6

8. Joward and Ruby would like to spend their summer vacation in Samal Island
but, they need to travel the (𝑥 2 + 10𝑥 + 16) kilometers distance from Davao
wharf to the island using a boat. What would be the speed in kph of the boat
in order for them to reach their destination for (𝑥 +2) hours?
a. (𝑥 + 4)
b. (𝑥 + 8)
c. (𝑥 + 9)
d. (𝑥 + 12)

For item numbers 9 – 12, refer to the problem below.

Gina is 4 years older than Joshua. Two years ago, the product of
their ages is thrice the age of Joshua now. How old are they?

9. In which of the following tables gives correct representation of the problem?

a. Present Age Age 2 years ago

Joshua 𝑥+4 𝑥+2
Gina 𝑥 𝑥−2

b. Present Age Age 2 years ago

Joshua 𝑥 𝑥−2
Gina 𝑥+4 𝑥+2

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c. Present Age Age 2 years ago

Joshua 4𝑥 4𝑥 − 2
Gina 𝑥 𝑥−2

d. Present Age Age 2 years ago

Joshua 𝑥 𝑥−2
Gina 4𝑥 4𝑥 − 2

10. How old is Joshua at present?

a. 4
b. 6
c. 8
d. 10

11. How old is Gina at present?

a. 4
b. 8
c. 10
d. 12

12. Three years ago what was the product of their ages?
a. 10
b. 12
c. 14
d. 16

For item numbers 13 – 15, refer to the problem below.

A rectangle has a length that is 3 feet longer that its width. The area of
the rectangle is 54 sq. ft. What is the measure of the width?

13. What is the length of the rectangle if x represents the width?

a. (3𝑥) ft
b. (3 − 𝑥) ft
c. (𝑥 + 3) ft
d. (3𝑥 + 1) ft

14. Which of the following is the correct mathematical statement of the problem?
a. (𝑥)(𝑥 − 3) = 54
b. (𝑥)(3 − 𝑥) = 54
c. (𝑥)(𝑥 + 3) = 54
d. (𝑥)(3𝑥 + 1) = 54

15. What is the answer to the problem?

a. 3 ft.
b. 6 ft.
c. 9 ft.
d. 12 ft.

Congratulations! You are now finally done with your assessment. Now, do
the activity as your assignment.

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Additional Activities

Direction: Formulate one real-life problem involving factors of polynomials based

on your own experiences.

Your performance is rated using the scoring rubric below.

Score Descriptors
10 Formulates a clear and real-life problem based on learner’s
experiences and finishes all significant parts of the solutions and
communicates ideas clearly.
8 Formulates a clear and real-life problem based on learner’s
experiences and finishes 80% of the significant parts of the solutions
and communicates ideas clearly.
6 Formulates a clear and real-life problem based on learner’s
experiences and finishes 60% of the significant parts of the solutions
and communicates ideas clearly.
4 Formulates real-life problem based on learner’s experiences but
finishes 40% of the significant parts of the solutions and not being
able to communicate clearly.
2 Formulates real-life problem based on learner’s experiences but
finishes incorrect solutions and not being able to communicate
clearly.

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What I Know What’s In What’s New
1. d 9. c 1. d Activity 1
2. a 10. d 2. a
3. a 11. c 3. b
4. d 12. c 4. c

1. 𝑥 + 2
5. b 13. c 5. f

2. 𝑥 − 3
6. c 14. c
3. 4𝑥
7. b 15. c
4. 3𝑥 − 2
8. c
5. (𝑥 + 1)(𝑥 − 4) =
12
What is It What’s More Assessment
1. The length is 8 m 1. d 9. b
and width is 5 m. 2. b 10. a
3. d 11. b

1. (𝑥 + 2) in
4. a 12. b

2. Area: 𝑥 2 − 49 𝑚2
5. d 13. c

Sides: (𝑥 + 7) m
6. d 14. c

and (𝑥 − 7) m
4. 4 and -4
7. d 15. b

3. (𝑥 + 10) hours
5. Euhan’s age is 8
and Lowell’s age 8. b
is 9.
Answer Key
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lOMoARcPSD|27734992

References
Mathematics 8 Learner’s Module p. 51 – 54

EASE Factoring Module 17 p. 9-24

EASE Factoring Module 18 p. 1-18

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This Self-Learning Module (SLM) was developed by DepEd SOCCSKSARGEN

with the primary objective of preparing for and addressing the new normal.
Contents of this module were based on DepEd’s Most Essential Learning
Competencies (MELC). This is a supplementary material to be used by all
learners of Region XII in all public schools beginning SY 2020-2021. The
process of LR development was observed in the production of this module.
This is version 1.0. We highly encourage feedback, comments, and
recommendations.

For inquiries or feedback, please write or call:

Department of Education – SOCCSKSARGEN

Learning Resource Management System (LRMS)

Regional Center, Brgy. Carpenter Hill, City of Koronadal

Telefax No.: (083) 2288825/ (083) 2281893

Email Address: [email protected]

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