Cagayan de Oro Network of Archdiocesan Schools

Holy Child High School, Inc.

Poblacion, Kinoguitan Misamis Oriental
DAILY LEARNING PLAN
MATH 7

NAME: _______________________________________ SECTION: _______________________SCORE: _____

LESSON 1: SETS AND SUBSETS
In this lesson, you will learn to:
a. define a well-defined set;
b. illustrate a subset, universal set, null set, cardinality of set; and
c. analyze union, intersection, and the difference of two sets.

Reference: E-MATH Work Text in Mathematics 7

Next Century Mathematics 7
Values: Dedication and Critical Thinking
WHAT’S NEW!
A. In the following collection of objects, identify and encircle the object/s that does not belong to the
group.
1. Boat, kalesa, car, bus, airplane
2. Carabao, chicken, cow, pig, goat
3. Hexagon, quadrilateral, rectangle, rhombus, square
B. Write down at least two of each of the following sets, if possible:
4. The set of even numbers
5. The set of prime numbers

CONCEPT NOTES!
SETS
The groups are called sets. Set maybe thought as a collection of objects.
EXAMPLE:

The Set of Books The Set of Mountains The Set of Buildings

WELL – DEFINED SET

In mathematics, set is a well-defined group or collection of objects that share common characteristics. The
objects contained in the set are called elements.
A set can be named using capital letters like A, B, C, D,…Z and we use braces { } to group the elements of set
separated by commas.
If a set contains many elements, we often use three dots, …, called ellipsis.

*Note: In listing the elements of the set, each distinct element is listed once and the order of the element does
not matter.

Example of well-defined sets

1. The set of primary colors M = {𝑟𝑒𝑑, 𝑦𝑒𝑙𝑙𝑜𝑤, 𝑏𝑙𝑢𝑒} Y = {5, 10, 15, …}
2. The set of all even numbers. E = {2, 4, 6, …}
3. The set of all multiples of 5. Y= {5,10,15…}
4. The set of letter in the word “arrange”. O = {𝑎, 𝑟, 𝑛, 𝑔, 𝑒}

Example of not well-defined sets

1. The set of famous dancers. 2. The set of punctual students in your class.
3. The set of honest people

*Note: The sets given above are not well-defined since people will have different point of views on
famous dancers, punctual students and honest people.
ACTIVITY 1
State whether each of the following sets is well-defined or not. Write BLACK if it is well-defined and PINK if it’s
not. Write your answer on the space provider.

____________1. The set of young politicians. ____________6. The set of tasty food.

____________2. The set of types of matter. ____________7. The set of planets in our solar system.

___________3. The set of versatile actress. ____________8. The set of durable bags.

___________4. The set of all oceans of the earth. _______9. The set of consonants in the English Alphabet.

___________5. The set of months containing 31 days. __________10. The set of even counting numbers.

SUBSETS

Given any two sets A and B, if every element in A is also an element in B, then A is a subset of B. The
symbol “A  B” is read A is a subset of B.

*Note: Every set is a subset of itself and empty set is also a subset of every set.
Example:
1. R = {1, 2}
The possible subsets are;
Two Elements One Element Zero Element
{1,2} {1} {} or { ∅}
{2}
2. S = {3, 6, 9, 12}
The possible subsets of set S are;
Four Elements Three Elements Two Elements One Element Zero Element
{3, 6, 9, 12} {3, 6, 9} {3,6} {3} {} or ∅
{3,6,12} {3,9} {6}
{3,9,12} {3,12} {9}
{6,9,12} {6,9} {12}
{6,12}
{9,12}

NULL SET
A set with no element is an empty set or null set. The symbol for empty set is { } or ∅.
Example:
1. Set T is the set of counting numbers between 1 and 2.
T = { } or T = ∅
2. Set I is the set of months with 35 days.
I = { } or I = ∅
3. Set M is the set of cars with 60 doors.
M = { } or M = ∅
CARDINALITY OF SETS
The cardinal number of set A, denoted by n(A), is the number of elements in set A.
Thus, in A = {1, 3, 5, 7}, n(A) = 4 because set A contains 4 elements.
Examples:
Find the cardinality of the following sets.
1. Set D is the set of vowels in English alphabet.
Solution: D = {𝑎, 𝑒, 𝑖, 𝑜, 𝑢}
Answer: n(D) = 5
2. Set R is the set of letters in the word “difficulty”.
Solution: R = {𝑑, 𝑖, 𝑓, 𝑐, 𝑢, 𝑙,, 𝑦}
Answer: n(R) = 8
3. Set M is the set of odd numbers between 1 and 3.
Solution: M = { } or M = ∅
Answer: n(M) = 0

ACTIVITY 2
I. Find the cardinality of the following sets.
___________________1. Set A is the set of days in a week.
___________________2. Set B is the set of letters in the word “recognition”.
___________________3. Set C is the set of even numbers less than 2.
 ___________________4. Set D is the set of odd numbers between 3 and 9.
___________________5. Set E is the set of factors of 12.
II. Tell whether each statement is True or False. Write BTS if the statement is true and EXO
if it’s false.
_____________1. {3, 5, 7}  {1, 2, 3, … } ___________4. {𝑏, ℎ, 𝑟, 𝑞}  {ℎ, 𝑟}
_____________2. {3, 12, 5, 19}  {19, 3, 5, 12} ___________5. {4}  {2, 4, 6, 10}
_____________3. ∅  {1, 3, 5, 7}

OPERATION OF SETS
NAME SYMBOL DEFINITION
Union ∪ Is the set containing all
elements that are in A or in B.
Intersection ∩ The set that consist of all
elements that are both in A and
B.
Difference - Is a set of elements in A that
are not in B.

UNION OF SETS
The union of sets A and B, written as A ∪ B, is the set of elements that are members of A, or
members of B, or members of both A and B.
Example:
1. If A = {1, 2, 3} and B = {1, 2, 4, 5, 6},
then A ∪ B = {1, 2, 3, 4, 5, 6} 2.
2. If A = {a, b, c, d, e} and B = {a, e, i, o, u},
then A ∪ B = {a, b, c, d, e, i, o, u}
3. 3. If A = {Monday, Tuesday, Wednesday, Thursday, Friday} and B = {Saturday, Sunday},
then A∪B = {Monday, Tuesday, Wednesday, Thursday, Friday, Saturday, Sunday}

INTERSECTION OF SETS
The intersection of two sets A and B, written as A ∩ B, is the set of all elements common to
both sets A and B.
Example:
1. If A = {1, 2, 3} and B = {1, 2, 4, 5, 6},
then A ∩ B = {1, 2}
2. 2. If A = {a, b, c, d, e} and B = {a, e, i, o, u},
then A ∩ B = {a, e}
3. If A = {Monday, Tuesday, Wednesday, Thursday, Friday} and B = {Saturday, Sunday},
then A∩B = { } or ∅
DIFFERENCE OF TWO SETS
The difference of set A and B, written as A – B, is a set of elements in A that are not in B.
Example:
1. If A = {1, 2, 3} and B = {1, 2, 4, 5, 6},
then A – B = {3} while, B – A = {4, 5, 6}.
2. 2. If A = {a, b, c, d, e} and B = {a, e, i, o, u},
then A – B = {b, c, d}, while B – A = {i, o, u}.
3. 3. If A = {Monday, Tuesday, Wednesday, Thursday, Friday} and B = {Saturday, Sunday},
then A – B = {Monday, Tuesday, Wednesday, Thursday, Friday} while B – A = {Saturday,
Sunday}.
ACTIVITY 3
I. Perform the following operations on sets.
Given: A = {1, 2, 3, 4, 5, 6, 7, 8, 9, 10} B = {2, 4, 6, 8, 10} C = {1, 3, 5, 7, 9}
1. A ∩ C =__________________________________________________________________
2. B ∩ C =__________________________________________________________________
3. A ∩ B =__________________________________________________________________
4. A ∪ B =__________________________________________________________________
5. B ∪ C =__________________________________________________________________
6. A ∪ C = _________________________________________________________________
7. A – C = _________________________________________________________________
8. B – C =
__________________________________________________________________
9. A – B =
__________________________________________________________________
10.C – A = _________________________________________________________________
 SYMBOLS TO REMEMBER!!!

Symbol Name
ϵ Elements
… Ellipsis
 Subset
{ } or ∅ Empty or Null Set
∪ Union of Sets
∩ Intersection of Sets
- Difference

PROCESSING SKILLS
DIRECTION: Express your answers 2- 3 sentences.
1. How do you determine whether a set is well defined and not?
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
2. Why is it important for a set to be well defined?
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
3-2-1 SUMMARY
3 Things I learned:
 __________________________________________________________________
 __________________________________________________________________
 __________________________________________________________________

2 Things I found interesting:

 __________________________________________________________________
 __________________________________________________________________

1 Question I have:
 __________________________________________________________________
 Cagayan de Ore Network of Archdiocesan Schools
Holy Child High School, Inc.
Poblacion, Kinoguitan Misamis Oriental
DAILY LEARNING PLAN
MATH 7

NAME: _______________________________________ SECTION:_______________________SCORE: ______

LESSON 2: PROBLEM INVOLVING SETS
In this lesson, you will learn to:
a. solve problems involving sets using Venn diagram; and
b. apply set operations to solve a variety of word problems

Reference: E-MATH Work Text in Mathematics 7

Next Century Mathematics 7
Values: Dedication and Critical Thinking
WHAT’S NEW!
Try solving the following problem:
In a group of 120 students, 68 had ridden a bus, 78 had ridden the LRT, 33 had ridden a jeep,
while 40 had ridden both the bus and the LRT, 20 had ridden the bus and the jeep,19 had
ridden the LRT and the jeep and 15 had ridden the bus, the LRT and the jeep.
a. How many had ridden the bus only?
b. How many had ridden the LRT only?
c. How many had ridden the jeep only?
d. How many did not ride on any of the three modes of transportation?

*NOTE: Find the solution using any method.

CONCEPT NOTES
Venn diagram is a principal way of showing sets diagrammatically. This method consists primarily of
entering the elements of a set into a circle or circles. It can be used to solve word problems involving
union and intersection of sets.
In solving set operations using the Venn diagram, the following are the steps to be followed:
 Step 1. Determine what is given and what are being asked.
 Step 2. Illustrate using the Venn diagram.
 Step 3. Determine what operations to be used.
 Step 4. Use the operations.
 Step 5. Answer the questions being asked.
Here are some worked out examples:
Example 1.
Let A and B be two finite sets such that n(A) = 20, n(B) = 28 and n(AUB)=36.
Find n(A∩B).
Solution:
Step 1. Determine what is given and what are being asked.
Given :
n(A) = 20,
n(B) = 28
n( A U B ) = 36.
Asked:
Find n( A∩ B)
Step 2. Illustrate using the Venn diagram if possible.
The Venn diagram is shown below

U
A A∩B B
Step 3. Determine what operations to be used.

Using the formula n(A U B ) = n(A) + n(B) – n( A ∩ B).

then,
n( A ∩ B ) = n(A) + n( B) - n( A U B )
n( A ∩ B ) = 20 + 28 – 36
n( A ∩ B ) = 48 – 36
n( A ∩ B) = 12
Step 4. Use the operations.

U
12
8 16

Step 5. Answer the questions being asked.

Find n (A∩ B) = 12
Example 2:
A group of 25 high school students were asked whether they used either Facebook or Twitter or both.
Fifteen (15) of these students used Facebook, and twelve (12) used Twitter.
a. How many students used Facebook only?
b. How many students used Twitter only?
c. How many students used both Social networking sites?
SOLUTION:
Step 1. Determine what is given and what are being asked.
Given: 25 high school students who were asked whether they use either Facebook or Twitter or both
15 students who used Facebook
12 students who used Twitter
Asked:
a. How many used Facebook only?
b. How many used Twitter only?
c. How many used both Social networking sites?
Step 2. Illustrate using the Venn diagram.
Let F = set of students who used Facebook only
T = set of students who used Twitter only
B = set of students who used both social networking sites
The Venn diagram is shown below

U
F
B T

Step 3. Determine what operations to be used.

1. To obtain B, B = (F + T) – 25 sums of F and T minus 25 (total number of high school
students)
B = (15 + 12) – 25 by substitution
B = 27 – 25 by simplifying
 B=2 set of students who used both social networking site
2. To obtain F, F = 15 – B students who used Facebook minus
B F = 15 – 2 by substitution
F = 13 set of students who used Facebook only
3. To obtain T, T = 12 – B set of students who used Twitter only minus
B T = 12 – 2 by substitution
T = 10 set of students who used Facebook only
Step 4. Use the operations.
The number of elements in each region is shown below:

U
13 2 10

Step 5. Answer the questions being asked.

a. How many used Facebook only? 13 students
b. How many used Twitter only? 10 students
c. How many used both Social networking sites? 2 students

ACTIVITY!
Do the following. Represent the sets and draw a Venn Diagram.
1. Among the 70 residents in Barangay General P. Santos, 53 liked eating in Restaurant A while 42
liked eating in Restaurant B. How many liked eating both in Restaurant A and Restaurant B? In
Restaurant A only? In Restaurant B only?
2. The 150 Grade 7 students participated in school’s Math Olympics. 64 students registered in Math
Trail, 78 students registered in Amazing Race and 28 students registered in both Math Trail and
Amazing Race. How many students registered in Math Trail only and in Amazing Race only? Are
there students who did not registered in both events, how many?

PROCESSING SKILLS
DIRECTION: Express your answers 2- 3 sentences
1. Why is it important that we need to use Venn diagram in solving problems?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
2. How do you perform problem solving using Venn diagram?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________

3-2-1 SUMMARY
3 Things I learned:
 __________________________________________________________________
 __________________________________________________________________
 __________________________________________________________________

2 Things I found interesting:

 __________________________________________________________________
 __________________________________________________________________

1 Question I have:
 __________________________________________________________________
 Cagayan de Oro Network of Archdiocesan Schools
Holy Child High School, Inc.
Poblacion, Kinoguitan Misamis Oriental
DAILY LEARNING PLAN
MATH 7

NAME: _______________________________________SECTION:_______________________SCORE: ______

LESSON 3: ABSOLUTE VALUE AND OPERATIONS ON INTEGERS
In this lesson, you will learn to:
a. represent absolute value of a number on a number line;
b. find the sum of integers and solve problems involving addition of integers;
c. find the difference of integers and solve problems involving subtraction of integers;
d. find the product of integers and solve problems involving multiplication of integers; and
e. find the quotient of two integers and solve problems involving division of integers.
Reference: E-MATH Work Text in Mathematics 7
Next Century Mathematics 7
Values: Dedication and Critical Thinking
WHAT’S NEW!
In your previous lesson, you learned that the subsets of real number can be represented using a
number line wherein zero is the center of a number line. The numbers having the same distance from 0
on a number line but are in opposite directions are called opposites. Let’s check your learnings!
A. Identify the opposite of the following numbers.
1. 10 = _______________ 6. -18 = ______________
2. 45 = _______________ 7. -27 = ______________
3. 50 = _______________ 8. -84 = ______________
4. 67 = _______________ 9. -90 = ______________
5. 96 = _______________ 10. –99 = ______________
CONCEPT NOTES

The absolute value of a number is the distance of a number from zero. Remember distance itself is
always positive. The absolute value of a number n is written as |𝑛|.
 If x is a positive integer, then the absolute value of x is x.
In symbol: |𝑥| = x, if x > 0
Example: |7| = 7 since 7 is a positive integer, then the absolute value of 7 is 7.
 If x is equal to zero, then the absolute value of x is x.
In symbol: |𝑥| = x, if x = 0
Example: |0| = 0 since 0 is equal to 0, then the absolute value of 0 is 0.
 If x is a negative integer, then the absolute value of x is the opposite of x.
In symbol: |−𝑥| = x, if x < 0
Example: |−10| = 10 since -10 is a negative integer, then its opposite integer is 10.
NOTE: In writing the absolute value of a number, just write the numerical part.
The absolute value of 5 is 5, in symbol |5| = 5
The absolute value of -5 is 5, in symbol |−5| = 5
Let’s Illustrate!
Represent the following absolute value of a number on a number line.
ACTIVITY 1
A. Represent the following value of a number on a number line.
1. |7| = 4. |−6| =
2. |10| = 5. |−8| =
3. |12| =
B. Give the absolute value of the following number lines.

A. Addition Using Number Line

1. Use the number line to find the sum of 6 & 5.

On the number line, start with point 6 and count 5 units to the right. At what point on the number
line does it stop? It stops at point 11; hence, 6 + 5 = 11.

ADDITION OF INTEGERS USING THE RULES:

Rule 1: When the integers have like signs, add the numbers and copy the common sign.
Example:
1. 8 + 5 = 13 Notice that 8 is positive and 5 is also positive, they have like signs. So add 8 and
5 then copy the common positive sign. Therefore, the answer is positive 13 or
13.
2. (-10) + ( -9) = -19 Notice that 10 is negative and 9 is also negative, they have like signs. So
add 10 and 9 then copy the common negative sign. Therefore, the answer is
negative 19 or -19.
Rule 2: When the integers have unlike signs, subtract the numbers and use the sign of the
number with the greater absolute value.
Example:
1. (-2) + 4 = 2 Notice that 2 is negative while 4 is positive, they have unlike signs. So
subtract 2 from 4 then copy the sign of 4 since it has the greater absolute
value. Therefore, the answer is positive 2 or 2.

Let’s do more!
a. 38 + (-20) = (38 – 20) Subtract the numbers
= 18 since the sign of the number with the greater absolute value is positive,
the answer is positive.
b. (-42) + 16 = (42 -16) Subtract the number
= -26 Since the sign of the number with the greater absolute number with the
greater absolute value is negative. The answer is negative.
c. -44 +22 + (-16) +8

= -14+(-16) +22+8 Combine the numbers with like signs

= -30+30 Subtract the numbers with unlike signs.

=0
ACTIVITY 2
Add the following integers.
1. (-5) + (-11) = 4. -8 + 6 = 9. (50) + (-13) + (-12) =
2. (6) + (-9) = 5. (18) + (-11) + (3) =
3. -4 + (-4) =

Subtraction Rule
-To subtract two integers, add the opposite or additive inverse of the subtrahend to the minuend.
That is, if an and b are any two integers, then a – b = a + (-b). Then, follow the rules for addition of
integers.
1. Keep Change Change (KCC)
• Keep the 1st integer the same
• Change the subtraction sign to addition
• Change the sign of the second integer
2. Keep Change Change (KCC)
• Keep the 1st integer the same
• Change the subtraction sign to addition
• Change the sign of the second integer

ACTIVITY 3
A. Subtract the following integers.
1. 16 - 12 = 4. 19 – (-7) =
2. (−21) − (−5) = 5. 20 - 16 =
3. (-8) – 10 =
MULTIPLICATION OF INTEGERS
We will learn about the multiplicand and multiplier. The number to be multiplied is called the
multiplicand. The number with which we multiply is called the multiplier. The numbers to be multiplied
are called factors.
Example: Multiply 20 by 2
20 → Multiplicand
x2 → Multiplier
40 → Product The result obtained is called product.
We learned that with whole numbers, multiplication is repeated addition. Now, let us start our
discussion on the rules in multiplying integers.

The following examples illustrate further how integers are multiplied.

Example 1:
Multiply (6) (9)
Solution:
(6) (9) = 54
The product is positive because the sign of the factors is the same.
Example 2:
Multiply (-7) (-6)
Solution:
(-7) (-6) = 42
The product is positive because the sign of the factors is the same.
Example 3:
Multiply (-8) (5)
Solution:
(-8) (5) = -40
The product is negative because the sign of the factors is different.
ACTIVITY 4
Find the product of the following integers.
1. -6 (-4) = 4. (5) (-30) =
2. (-12) (-8) = 5. -11 (20) =
3. -8 (0) =
DIVISION OF INTEGERS
We have learned that Subtraction is the inverse operation of Addition, In the same manner, Division is
the inverse operation of Multiplication. Now, let us start our discussion on division of integers.
Example 1:
Find the quotient of 45 ÷ 5.
Solution:
Since division is the inverse of multiplication, determine what number multiplied by (5)
produces (45). Hence (5) (9) = 45 Therefore: 45 ÷ 5 = 9
Example 2:
Find the quotient of (-51) ÷ (-3).
Solution:
Since division is the inverse of multiplication, determine what number multiplied by (-3)
produces (-51). If we ignore the signs for the meantime, we know that (3) (17) = 51
We also know that in order to get a negative product, the factors must have different signs.
Hence (-3) (17) = -51 Therefore: (-51) ÷ (-3) = 17
ACTIVITY 5
Find each quotient.
1. (63) ÷ 9 = 4. (125) ÷ (-5) =
2. 0 ÷ (50) =
3. (-88) ÷ (-8) = 5. (-144) ÷ (16) =

PROCESSING SKILLS
Direction: Express your answer in 2 – 3 sentences.
1. How do you add integers with like sign?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
2. Why do you need to apply the rules of addition when subtracting integers?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
3. How do you multiply and divide integers with unlike signs?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

3-2-1 SUMMARY
3 Things I learned:
 __________________________________________________________________

 __________________________________________________________________

 __________________________________________________________________

2 Things I found interesting:

 __________________________________________________________________

 __________________________________________________________________

1 Question I have:
 __________________________________________________________________

Cagayan de Oro Network of Archdiocesan Schools

 Holy Child High School, Inc.
Poblacion, Kinoguitan Misamis Oriental
DAILY LEARNING PLAN
MATH 7

NAME: _______________________________________SECTION:_______________________SCORE: ______

LESSON 4: PROPERTIES OF OPERATIONS ON THE SET OF INTEGERS
In this lesson, you will learn to:
a. illustrate the different Properties of Operations on the set of integers;
a. closure b. commutative c. associative d. distributive e. identity f. inverse
b. identify the properties of operations on the set of integers used in the given
statement.
Reference: E-MATH Work Text in Mathematics 7
Next Century Mathematics 7
Values: Dedication and Critical Thinking
WHAT’S NEW!
This module is a continuation of the concepts on the Operations on Integers.
Mastering the rules in the previous module will help speed you up in completing this
module.

Perform the indicated operations. Apply the rules of the Operations on Integers
1. 12 + 15 = ______ 6. -25-(-11) = ____________
2. 2. -21 + (-13) = _______ 7. 36 – (-20) = ___________
3. 3. 14 + ( -7) = _______ 8. (13) (5) = _____________
4. 4. (-16) + 9 = _______ 9. (-8) (-6) = _____________
5. 5. 26 - 13 = _______ 10. (12) (-7) = ___________
CONCEPT NOTES
Throughout the discussion, assume that the numbers represented by the letters a
and b are integers. Now, let us start our discussion on the different Properties.

1. Closure Property
Two integers that are added and multiplied remain as integers. The set of
integers is closed under addition and multiplication.
 The Closure Property of Addition for real numbers states that if a and b are real
numbers, then a + b is a unique real number.
Example 1:
Adding two real numbers produces another real number.
15 + 16 = 31 The number "31" is a real number
 The Closure Property of Multiplication for real numbers states that if a and b
are real numbers, then a × b is a unique real number.
Example 2:
Multiplying two real numbers produces another real number
26 x 12 = 312 The number "312" is a real number
2. Commutative Property
Changing the order of two numbers that are either being added or multiplied
does not change the value.
a+b=b+a
ab = ba
Examples:
1. 2 + 3 = 3 + 2, since 2 + 3 = 5 and also 3 + 2 = 5.
2. (-16) +( -5) = (-5) + (-16)
3. 100 + 99 = 99 + 100
Note: Subtraction and Division are not commutative.
3. Associative Property
Changing the grouping of numbers that are either being added or multiplied
does not change its value.
(a + b) + c = a + (b + c)
(ab) c = a (bc)

Examples:
 1. (2 + 3) + 4 = 2 + (3 + 4) Checking: (2 + 3) + 4 = 2 + (3 + 4)
5+4=2+7
9=9
2. (4 x 3) x 5 = 4 x (3 x 5) Checking: (4 x 3) x 5 = 4 x (3 x 5)
12 x 5 = 4 x 15
60 = 60
Note: Subtraction and Division are not associative.
4. Distributive Property
When two numbers have been added/subtracted and then multiplied by a
factor, the result will be the same when each number is multiplied by the
factor and the products are then added / subtracted.
a (b + c) = ab + ac
a (b - c) = ab – ac

Examples:
1. 2(3 + 4) = (2)(3) + (2)(4) Checking: 2(3 + 4) = (2)(3) + (2)(4)
2(7) = 6 + 8
14 = 14
2. 5(8 - 3) = (5)(8) - (5)(3) Checking: 5(8 - 3) = (5)(8) - (5)(3)
5(5) = 40 - 15
25 = 25
5. Identity Property
A. Additive Identity - states that the sum of any number and 0 is the given
number. Zero is the additive identity.
a+0=a
Examples:
1. 4 + 0 = 4 2. -10 + 0 = -10 3. 99 + 0 = 99
B. Multiplicative Identity - states that the product of any number and 1 is
the given number, a • 1 = a. One is the multiplicative identity.
a•1=a
Examples:
1. 12 x 1 = 12 2. -32 x 1 = -32 3. 99 x 1 = 99
6. Inverse Property
A. Additive Inverse - states that the sum of any number and its additive
inverse is zero. The additive inverse of a positive number is the negative of that
number, that is
a + (-a) = 0.
And the additive inverse of a negative number is the positive of that number, that is (-a
+ a = 0).
Examples:
1. 9 + (-9) = 0 2. -58 + 58 = 0 3. 99
+ (-99) = 0
B. Multiplicative Inverse Property - states that the product of any number
and its multiplicative inverse or reciprocal is 1. The multiplicative inverse of the
1
number 𝑎 is .
a
1
a =1
a
Examples:
1 4 7 28
1. 6 x =1 3. x = =1
6 7 4 28
−1 5 8 40
2. -22 x ( ¿=1 4. x = =1
22 8 5 40
ACTIVITY

A. Identify the property used in each of the statements below.

1. (-7) + 0 = -7 __________________________ 6. 2 x (4 x 7) = (2 x 4) x 7___________________

2. 6 (3 - 5) = 6(3) - 6(5) ______________________ 7. 11 + (-11) = 0__________________________

3. (-8) + (-7) = (-7) + (-8) __________________ 8. 3(5) = 5(3) ____________________________

4. (-13) x 1 = -13 ________________________ 9. 2 5 • 5 2 = 1___________________________

5. -4 x - 1 4 = 1 _________________________ 10. (-3) (5 + 9) = (-3) (5) + (-3) (9) ____________

B. Rewrite the following expressions using the given property.

1. 8 (2 + 5) Distributive Property __________________

2. (7 x 4) x 3 Associative Property __________________

3. 8 + 5 Commutative Property __________________

4. -4 (1) Identity Property __________________

5. 25 + (-25) Inverse Property ___________________

PROCESSING SKILLS
Direction: Express your answer in 2-3 sentences.
1. What is the imprtance of the different properties of operations on the set of
integers?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
_____________________________________________
2. Why do you need to learn the different properties of operations?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
3-2-1 SUMMARY
3 Things I learned:
 __________________________________________________________________

 __________________________________________________________________

 __________________________________________________________________

2 Things I found interesting:

 __________________________________________________________________

 __________________________________________________________________

1 Question I have:
 __________________________________________________________________
 Cagayan de Oro Network of Archdiocesan Schools
Holy Child High School, Inc.
Poblacion, Kinoguitan Misamis Oriental
DAILY LEARNING PLAN
MATH 8

NAME:__________________________________SECTION:___________________SCORE: ______
LESSON 1: FACTORING POLYNOMIALS
In this lesson, you will learn to:
a. determine patterns in factoring polynomials;
b. factor polynomials completely and accurately using the greatest common monomial factor
(GCMF);
c. factor the difference of two squares; and
d. factor the sum and difference of two cubes.
Reference: E-MATH Work Text in Mathematics 8
Empowering Through Math 8
Values: Dedication and Critical Thinking
WHAT’S NEW!
Recall that factor is a number or algebraic expression that divides another number or expressions
evenly, that is with no remainder.
Examples:
1. The factors of 4 are 1, 2, and 4 as these can divide 4 evenly.
2. The factors of 2𝑥2 are 1,2,𝑥,𝑥2,2𝑥,2𝑥2 as these can divide 2𝑥2 evenly.
Activity: Pieces of My Life
Find the possible factors of the given number or expression below. Choose you answers from the box
and write it your answer sheet.

Number/Expression Factors
1. 8 __________________
2. 2x __________________
3. 5ab __________________
4. 12z __________________
5. 20xy __________________

CONCEPT NOTES
FACTORING BY GREATEST COMMON MONOMIAL FACTOR
Suppose we will make use of the area of the rectangle in the previous section, which is 2𝑥 + 6. Now,
working backward, we have to find the length and the width of the rectangle.
Notice that 2𝑥 + 6 can be written as:
2 ∙𝑥+2 ∙3
Notice also that 2 is common to both terms. So, by rewriting it we have,
2𝑥 + 6 = 2 ∙𝑥+2 ∙3 = 2(𝑥 + 3)
Recall that by distributive property, 2(𝑥+3) will go back to its original form
2𝑥 + 6. Hence,
2(𝑥 + 3) = 2𝑥 + 6
*Note: When you factor, see to it the product of these factors is always the original expression or
polynomial.

This means that, 2(𝑥 + 3) is the completely factored form of 2𝑥 + 6.

Based on the example above, you have noticed that the method of factoring used is finding a number
or expression that is common to all the terms in the original expression, that is, 2 is a common factor
to both 2𝑥 and 6. Since there is no other factor, other than 1, which is common to all terms in the
given expression, 2 is called the greatest common monomial factor (GCMF).

To further illustrate the concept of GCMF, try to explore the following examples:
Example 1:
Find the GCF of each pair of monomials.
a. 4𝑥3 𝑎𝑛𝑑 8𝑥2 b. 15𝑦6 𝑎𝑛𝑑 9𝑧
Solution:
a. 4𝑥3 and 8𝑥2
Step 1. Factor each monomial.
4𝑥3=2 ∙2 ∙𝑥 ∙ 𝑥 ∙𝑥 8𝑥2=2 ∙2 ∙2 ∙ 𝑥 ∙𝑥
Step 2. Identify the common factors.
 Step 3. Find the product of the common factors.
2 ∙2 ∙𝑥 ∙ 𝑥=4𝑥2
Hence, 4𝑥 is the GCMF of 4𝑥3 𝑎𝑛𝑑 8𝑥2.
2

Example 2:
Write 6𝑥+ 3𝑥2 in factored form.
Step 1. Determine the number of terms.
In the given expression, we have 2 terms: 6𝑥 and 3𝑥2.
Step 2. Determine the GCF of the numerical coefficients.

Step 3. Determine the GCF of the variables. The GCF of the variables is the one with
the least exponent.
(𝑥,2) = 𝑥
Step 4. Find the product of GCF of the numerical coefficient and the variables.
(3)(𝑥) = 3𝑥
Hence, 3𝑥 is the GCMF of 6𝑥 and 3𝑥2.
Step 5. Find the other factor, by dividing each term of the polynomial 6𝑥+ 3𝑥2 by the

Step 6. Write the complete factored form

6𝑥+ 3𝑥2 = 𝟑𝒙 (𝟐 + 𝒙)
ACTIVITY 1: Break the Great!
Determine the Greatest Common Factor (GCF) of each polynomial and write its factored form.
Polynomial GCMF Factored Form
1. x 2 2 x
2. 5 x 2−10 x3
3. 25 x 2 y 3 +55 x y 3
FACTORING DIFFERENCE OF TWO SQUARES
Recall the topic about special product particularly the product of the sum and difference of two terms.
It states that the product of (𝑎 + 𝑏) and (𝑎 – 𝑏) is equal to the difference of two squares which is 𝑎2− 𝑏2.
(𝑎 + 𝑏)(𝑎 – 𝑏)= 𝑎2− 𝑏2
Notice that when the sum and product of two terms are multiplied (meaning, the first and second term
of the factors are the same but they differ with the operation, one is + while the other is −), the result
will always be the difference of the squares of the two terms (that is, you square the first term, square
the second term and the operation between them is −). Thus, to factor the difference of two squares,
you just have to reverse the pattern.
𝑎2− 𝑏2= (𝑎 + 𝑏)(𝑎 – 𝑏)
In order to use this factoring technique, recall the concept of perfect squares. For example, 16, 𝑥2,
1
25𝑎, 9𝑦4, and . These are all perfect squares. Why? Look at and study the illustration below.
4

You see from the examples that a perfect square is a number or expression, which can be written as
an exact square of a rational quantity.
Let us now see how to factor difference of two squares by examining at the given examples below.
Example 1:
Write 𝑥2−9 in completely factored form.
 Step 1: Express the first and the second terms in exponential form with a power of 2.
𝑥2 = 𝑥∙𝑥 = (𝑥)2
9 = 3∙3 = (3)2
 Step 2: Subtract the two terms in exponential form following the pattern 𝑎2− 𝑏2.
(𝑥)2− (3)2
 Step 3: Factor completely following the pattern 𝑎2− 𝑏2= (𝑎 + 𝑏)(𝑎 – 𝑏)
(𝑥 + 3)(𝑥 – 3)
Hence, the complete factored form is, 𝑥2−9= (𝑥)2− (3)2 = (𝑥 + 3)(𝑥 – 3).

Based on the examples above, these are the steps in factoring difference of two squares:
Step 1: Express the first and the second terms in exponential form with a power of 2.
Step 2: Subtract the two terms in exponential form following the pattern 𝑎2− 𝑏2.
Step 3: Factor completely following the pattern 𝑎2− 𝑏2= (𝑎 + 𝑏)(𝑎 – 𝑏).
Note that there are cases where after expressing each term as a power of 2, the resulting numbers or
expressions can still be factored further. This is when the results are still perfect squares. Hence, there
is a need to inspect thoroughly and ensure that all terms are completely factored.

Example 2:
Write 𝑥4−81 in completely factored form.
Solution:
𝑥4−81= (𝑥2)2− (9)2= (𝑥2 + 9)(𝑥2 – 9)
The two factors are (𝑥 + 9)(𝑥 – 9). Notice the second factor 𝑥2 – 9 is a difference of two squares,
2 2

thus, it can still be factored out. That is,

𝑥2−9= (𝑥)2− (3)2 = (𝑥 + 3)(𝑥 – 3).
This means that, the complete factored form of 𝑥4−81 is
𝑥4−81= (𝑥2)2− (9)2= (𝑥2 + 9) (𝑥2 – 9)
= (𝑥2+ 9)(𝑥 + 3)(𝑥 – 3).
In the example above, 𝑥 + 9 is called the sum of two squares. It cannot be factored!
2

ACTIVITY 2: Missing You!

Find the missing terms of the factors. Write your answer on the space provided.
1 a 2−81 = (𝑎+ ______)(𝑎− ______)
.
2. p2−q2 = (_______+ ______)(𝑝−𝑞)
3. 2
c −d
2 = (𝑐+𝑑)(_______−_______)
4. 49 e2−81 f 2 = (7𝑒+_______)(______−9𝑓)
5. 100 g2−121 h2 = (_________+11ℎ)(10𝑔− ________)
FACTORING SUM AND DIFFERENCE OF TWO CUBES
Perfect cubes are numbers or expressions that can be expressed to the power of 3.
Say, 8𝑥6. There are two things that we need to manipulate, the constant 8 and the variable 𝑥6. The
constant 8 can be expressed as 8= 2∙2∙2 𝑜𝑟 23 and the variable 𝑥6 can be rewritten as 𝑥6 = (𝑥2)3 using
the law of exponent ((𝑎m) n=a m.n or the Power Rule.
Thus, it follows that 8x 6 can be expressed as 8𝑥6= (23)(𝑥2)3 𝑜𝑟 (2𝑥2)3.

To illustrate the factoring sum and the difference of two cubes, let us have the example below:
( x−2)¿
3 2 2
¿ x −2 x +2 x −4 x + 4 x−8
3
x −8 → Difference of two cubes
To get the factored form of the difference of cubes, reverse the process as shown below.
x 3−8=x 3−23=( x−2)¿
To get the binomial factor, subtract the base of the first term by the base of the second term.
First term: x 3 its base is 𝑥
Second term: 23its base is 2
Binomial Factor: (𝑥 – 2)

To get the trinomial factor:

First term: Square the first term of the binomial factor 𝑥 – 2 → x 2
Second term: Multiply the terms of the binomial factor 𝑥 – 2. →2𝑥
Third term: Square the second term of the of the binomial factor 𝑥 – 2. →22=4

Hence, the trinomial factor is x 2+2𝑥+4. (Note that since the binomial factor is connected by a −, then,
the middle term should be its additive inverse or + and in factoring sum or difference of two cubes, the
operation of the third term of the trinomial factor is always +).

This suggests the following rule for factoring a difference of cubes.

3 3 2 2
a −b =( a−b ) a +ab−b
Let us now use the pattern in the examples below.
Example:
Factor y 3−27 .
Look for the two terms 𝑎 and 𝑏 by expressing every term to the power of 3.

In the same manner, the sum of two cubes can be factored using a pattern similar to the
difference of cubes. It is the result of a multiplication like the following:
This means that in order to get the complete factored form of the sum of cubes, we will just
do the reverse process and we have,

To get the binomial factor, add the base of the first term to the base of the second term.
First term: x 3 its base is 𝑥
Second term: 23 its base is 2
Binomial Factor: (𝑥 + 2)
To get the trinomial factor:
First term: Square the first term of the binomial factor 𝑥 + 2. →𝑥2
Second term: Multiply the terms of the binomial factor 𝑥 + 2. →2𝑥
Third term: Square the second term of the binomial factor 𝑥 + 2. →22=4

Hence, the trinomial factor is : 𝑥2−2𝑥+4 . (Note that since the binomial factor is connected by
a +, then, the middle term should be its additive inverse or − and in factoring sum or
difference of two cubes, the operation of the third term of the trinomial factor is always +).

This suggests the following rule for factoring a

difference of cubes.

ACTIVITY 3: THE MISSING PART

Complete the following products. Write your answers on your answer sheet.
1. ( x +3 ) ( x2 −3 x +9 )
¿ ( x+ 3 ) ¿
¿ ( x 3 +¿ x 2−9 x +¿ +27 )
¿¿

2.

PROCESSING SKILLS
Directions: Express your answer in 2 – 3 sentences.
1. How do you perform factoring sum and difference of integers?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
2. Why do we need to follow the given steps in factoring polynomials?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
3-2-1 SUMMARY
3 Things I learned:
 __________________________________________________________________

 __________________________________________________________________

 __________________________________________________________________

2 Things I found interesting:

 __________________________________________________________________

 __________________________________________________________________

1 Question I have:
 __________________________________________________________________

Cagayan de Oro Network of Archdiocesan Schools

Holy Child High School, Inc.
Poblacion, Kinoguitan Misamis Oriental
DAILY LEARNING PLAN
 MATH 8
NAME: _______________________________________SECTION:_______________________SCORE: _____
LESSON 3: SOLVING PROBLEMS INVOLVING FACTORS OF POLYNOMIALS
In this lesson, you will learn to:
a. recall the different methods of factoring polynomials;
b. apply the concept of factoring in solving related problems; and
c. describe the importance of understanding factoring and its application to real-life.
Reference: E-MATH Work Text in Mathematics 8
Empowering Through Math 8
Values: Dedication and Critical Thinking
What’s New!
At this point, you are going to take everything you have learned about polynomials, factoring and
polynomial equations and apply it to real-life situations.

Directions: Read the given situation and solve. Below the answer box are the steps to be done to arrive
at the correct answer. Arrange the steps in logical order by placing the letter of your choice on the
shape provided in the Answer Box. The first step is done for you.

Suppose your mother asks you to make for her a rectangular-shaped garden. The total area of
the garden is 84 square feet. She wants that the length of the garden is 8 feet longer than the width. Can
you tell what is the length and the width of the garden?

CONCEPT NOTES!
The above activity illustrates how factoring can be used in solving real-life situations. In doing so,
some helpful tips will guide you on how to successfully come up with the correct solution.

1. Write an equation that represents the given information. To help you figure it out, draw a
picture or a diagram.
2. Follow the rules of polynomial equation by factoring. This means that you need to place all
polynomials on one side of the equation and set it equal to zero, following the Zero Product
Property.
The Zero Product Property simply states that if ab = 0, then either a = 0 or b = 0 (or
both).
3. Check the reasonableness of answers. This means that you have to discard solutions that do
not make sense; say for example; time and distance cannot be negative.
4. Further, let us add up in our list of things to remember the following properties, which will
help you, justify in the manipulation of your solutions.
o Additive Inverse Property. The additive inverse (or the opposite sign or the
negative) of a number 𝒂 is the number that, when added to 𝒂, yields zero. In
symbol, 𝒂 + (−𝒂) = 𝟎.
o Additive Identity Property states that the sum of any number and 0 is the
given number. Zero, “0” is the additive identity. In symbol, 𝑎+𝟎=𝒂.
o Multiplicative Inverse Property The multiplicative inverse (or the reciprocal)
of a number 𝒂 is 𝟏𝒂 that, when multiplied to 𝒂, the product is one. In symbol, a ·
1
= 1.
a
o Multiplicative Identity Property states that the product of any number and 1
is the given number, 𝑎 • 1 = 𝑎. One, “1” is the multiplicative identity.
o Commutative Property of Addition. The order of the addends does not affect
the sum. In symbol, 𝑎+𝑏=𝑏+𝑎.
o Distributive Property of Multiplication states that when a number is
multiplied by the sum of two numbers, the first number can be distributed to
both of those numbers and multiplied by each of them separately. In symbol, a(b
+ c) = ab + ac.
Consider the following examples:
Problem 1:
The area of a square is numerically equal to fifty times its perimeter.
Find the length of a side of the square.
Solution:
Step 1: Choose a variable to represent what is unknown.
Let 𝒔 be the length of the side of a square
Step 2: Translate what you are seeing in words into Mathematical expressions.
Meaning, write the equation based on the given information.
Note that area of a square with side s is A = s2 and its perimeter is 𝑃 = 4𝑠. Hence,
s2= 𝟓𝟎(𝟒𝒔)
Step 3: Simplify the expression and solve for the unknown.

Equation obtained in Step 2

2
s = 200s Simplify
2
s - 200s = 0 Place all polynomials on one side of the equation and set to 0
s(s-200) = 0 Factor the polynomials
𝑠 = 0 𝑜𝑟 𝑠−200 = 0 Zero Product Property
𝑠=0 𝑜𝑟 𝑠−200+200=0+ 200 Additive Inverse Property
𝑠=0 𝑜𝑟 𝑠=200 Resulting Equations
Since the length of a square could not be zero hence, the length of the side of the square is 200 units.

Problem 2
The square of a number is 20 more than 8 times the number. Find the number.
Solution:
Step 1: Choose a variable to represent what is unknown.
Let 𝒛 be the number.
Step 2: Translate what you are seeing in words into Mathematical expressions.
Meaning, write the equation based on the given information.
z 2 = 𝟖𝒛 + 𝟐𝟎
Step 3: Simplify the expression and solve for the unknown.

Since there are two values of the unknown, then the numbers are −𝟐 𝒐𝒓 𝟏𝟎.
ACTIVITY: I CAN FILL IT
Below is a problem where you can solve by simply following the steps that can be found at the right
side. Fill in the blank spaces with the needed solution.
Problem:
The sum of the square of a number and 15 is the same as eight times the number.
What are the numbers?
Solution What To Do
Let x be the number Use a variable to represent the unknown
_____+ 15 = _________ Translate into mathematical expression
Place polynomial on one side and set
2
x + 15−¿ ¿ 8x -________ equation to zero by Additive Inverse
Property

x 2+ 15−8 x =¿ ¿ Write the resulting equation

x 2−8 x +¿ ¿_______ Arrange the terms in descending order of
its exponents
(_____)(_____) = 𝟎 Factor the polynomial
(𝒙 − _____) = 𝟎 𝒐𝒓 (𝒙 − _____) = 𝟎 Apply the Zero Property
x-5 + ____=0+_____ or 𝒙 ___+ 𝟑= 𝟎 + ___ Solve for the unknown by using Additive
Inverse Property

𝒙 = _____ 𝒐𝒓 𝒙 = _____ Write the resulting equation.

Final Statement: The numbers are _____________

ACTIVITY 2: GET THE ORDER!

To solve the next problem, solutions are already presented but they are in disarray. So, what you are
going to do now is to re-arrange the solution by placing each beside the appropriate hints/guides cited
in the box below.
Problem:
A rectangle has a base that is ten meters longer than its height. The area of the rectangle is 24
square meters. What are the dimensions of the rectangle?
To represent the unknown, you use the variable 𝒉.
Hint/Guides Place Your Order Here
Choose a variable to represent the unknown.
Translate into mathematical expressions using the
formula 𝑨 = 𝒃𝒉
Apply the Distributive Property of Multiplication.
Place polynomials in one side and set the equation to
zero by using Additive Inverse property.
Factor the polynomial.
Set to zero each of the factors by Zero Product
Property.
Simplify equations by using Additive Inverse Property.

PROCESSING SKILLS
DIRECTIONS: Express your answer 2 – 3 sentences.
1. How do you apply the concept of factoring in problem solving?
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
2. How do you describe the importance of understanding factoring and its application to real-life?
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________

3-2-1 SUMMARY
3 Things I learned:
 __________________________________________________________________

 __________________________________________________________________

 __________________________________________________________________

2 Things I found interesting:

 __________________________________________________________________

 __________________________________________________________________

1 Question I have:
 __________________________________________________________________

Cagayan de Oro Network of Archdiocesan Schools

Holy Child High School, Inc.
 Poblacion, Kinoguitan Misamis Oriental
DAILY LEARNING PLAN
MATH 8
NAME:__________________________________SECTION:___________________SCORE: ______
LESSON 4: ILLUSTRATING RATIONAL ALGEBRAIC EXPRESSION
In this lesson, you will learn to:
a. define rational algebraic expressions;
b. identify rational algebraic expressions;
c. evaluate rational algebraic expressions; and
d. relate rational algebraic expressions in real-life situation.
Reference: E-MATH Work Text in Mathematics 8
Empowering Through Math 8
Values: Dedication and Critical Thinking
WHAT’S NEW!
Below are the lists of expressions grouped into columns. Pair expressions in column A and column B
to illustrate a ratio of two expressions. The answer of the first item is provided.

CONCEPT NOTES!

P
A rational algebraic expression is an expression that can be written in the form where 𝑷
Q
and 𝑸 are polynomials and 𝑸 must not be equal to 0 (Q ≠ 0). In other words, a rational algebraic
expression is an expression whose numerator and denominator are polynomials. From the previous
activity, expressions formed in items 1, 2 and 3 are rational algebraic expressions because the
numerator and the denominator are both polynomials. On the other hand, expressions formed in
items 4, 5, and 6 are not rational algebraic expressions because the numerator and denominator of
the expressions are not polynomials.
How will you know that the expression is a rational algebraic expression? For you to recognize
rational algebraic expressions, examine the following examples.

Presentation 1:
Check these expressions.

All of the expressions here are rational algebraic expressions since these contain polynomial
expressions in both numerator and denominator, respectively.

Presentation 2:
Check these expressions:

All of the expressions here are not rational algebraic expressions since the expressions contain
irrational numbers (√𝑥 and √𝑦) and variables having negative exponents ( x−2∧z−3 ), which are not
polynomials.

Here’s a useful checklist in identifying whether the expression is a rational algebraic expression:

 The expression must be in fraction form.

ACTIVIITY 1: YOU BELONG WITH ME
Classify the different expressions below as to which set of expressions they belong. Write the
expression in the appropriate column.

RATIONAL ALGEBRAIC EXPRESSION NOT RATIONAL ALGEBRAIC EXPRESSION

Recall that the rational algebraic expression is a fraction containing polynomials in both
numerator and denominator, provided that the denominator must not be equal to zero. The
denominator cannot be zero because a division of 0 is undefined or meaningless. In rational
algebraic expressions, you need to pay attention to what values of the variables that will make the
denominator equal to 0. These values are called excluded values. How are you going to determine the
excluded value/s in a rational algebraic expression?

Steps in Determining the Excluded Values:

(Study Tip: Just pay attention to the denominator of the expression to determine the excluded values.)
 Step 1: Let the expression in the denominator be equal to 0.
 Step 2: Solve the equation to determine the value/s of the variable.

Below are the illustrative examples that will help you understand it better.

Example 1:
6
Identify the value of 𝑥 that will make undefined.
x−3
Solution:
Step 1: Let the expression in the denominator be equal to 0.
𝑥−3=0
Step 2: Solve the equation to determine the value/s of the variable.
x−3=0 (Given)

x−3+3=0+3 (add both sides by 3 by addition property of

equality)
x +0=3 (By simplifying)
x=3

6
This means that when 𝑥=3, the expression is undefined. Thus, 𝑥=3 is an excluded value in the
x−3
given rational algebraic expression, or in other words, 𝑥 cannot be 3. What happens if you substitute
3 to the expression?
6 6 6
= =
x−3 x−3 0
Since division of any number by 0 is undefined, therefore 3 is an excluded value for this rational
algebraic expression.
ACTIVITY 2: KNOW MY VALUE
Directions: Evaluate the rational algebraic expressions.
 5X
1. ; x=4
3 X−9
y 2+ 4 y +1 ❑
2. ; y =−2
y 2−1
Try applying rational algebraic expression in real-life situation. Consider these illustrative examples:

Example 1:
Vannessa can finish writing a module in 𝑥 hours, while his brother Ryan can finish writing
the same module in 𝑦 hours. Write an expression that will illustrate their rate of work to finish
writing the module.
This can be illustrated using a table:
Time( in Hours) Part of work
Hour
Vannessa x 1
x
Ryan y 1
y
1
You can represent for Vannessa to accomplish a work per hour since she can finish writing one
x
1
module alone in 𝑥 hours. On the other hand, you can represent for Ryan to accomplish a work per
y
hour since he can finish writing one module alone in 𝑦 hours.

There are many ways to illustrate real-life situations depending on what technique interests you most.
You need to develop your understanding about illustrating rational algebraic expression through
accomplishing the succeeding activities of this module.
ACTIVITY 3: REPRESENT ME
Represent the given phrases and statements into rational algebraic expression.
1. Represent the given phrases and statements into rational algebraic expression.
2. The sum of 3 and one third of a number 𝑛 divided by the sum of thrice a number 𝑛 and 7.
PROCESSING SKILLS
DIRECTION: Express your answer in 2- 3 sentences.
1. How do you differentiate rational and irrational expressions?
_____________________________________________________________________________________________
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2. Why do we need to relate rational algebraic expression in real life situation?
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3-2-1 SUMMARY
3 Things I learned:
 __________________________________________________________________

 __________________________________________________________________

 __________________________________________________________________

2 Things I found interesting:

 __________________________________________________________________

 __________________________________________________________________

1 Question I have:
 __________________________________________________________________
 Cagayan de Oro Network of Archdiocesan Schools
Holy Child High School, Inc.
Poblacion, Kinoguitan Misamis Oriental
DAILY LEARNING PLAN
MATH 8
NAME:__________________________________SECTION:___________________SCORE: _____________
LESSON 2: FACTORING PERFECT SQUARE TRINOMIALS AND GENERAL TRINOMIALS
In this lesson, you will learn to:
a. determine patterns in factoring trinomials; and
b. factor perfect square trinomials and general trinomials completely.
Reference: E-MATH Work Text in Mathematics 8
Empowering Through Math 8
Values: Dedication and Critical Thinking
WHAT’S NEW!
Recall that squaring a binomial is a perfect square trinomial. Say, (2 x+1)2= 4 x2 + 4 x+ 1thus,
2
4 x + 4 x+ 1 is a perfect square trinomial. The following activity will test your ability in determining
perfect square trinomial.

ACTIVITY 1: AM I PERFECT?
Determine whether the given expressions are perfect square trinomials. Write OKAY if it is a perfect
square trinomial and KAAYO if not.

_________________

_______________

_______________

_______________

_______________
CONCEPT NOTES!

Perfect Square Trinomial is the result of squaring a binomial. A perfect square trinomial has first
and last terms, which are perfect squares, and the middle term is twice the product of the first and
last terms.
That is,

To factor the given trinomial,

1. Examine whether the first term and last term are perfect squares.
2. Look at the middle term. Check whether it is twice the product of the square root of the
first term and last term.
3. If conditions 1 and 2 were satisfied then, the expression is a perfect square trinomial.
4. Factor completely the given trinomial following the pattern
a 2+2 ab+ b2=(a−b)2∨( a+ b ) ( a+b ) . Similarly, a 2−2 ab+b 2=(a−b)2∨ ( a−b )( a−b ) .
The steps given above are applicable for perfect square trinomial. If what is to be factored is not a
perfect square trinomial then other possible techniques may be applied.
To fully understand the process, consider the following examples.
Example 1:
Factor n2 +16 n+ 64.
Solution:
 Step 1: Determine whether the first term and the last term are perfect squares.

 Step 2: Determine whether the middle term is twice the product of the square root of the first
term and the last term.
 16n=2(n) (8)
 Step 3: Since the conditions are satisfied then n2+16n+64 is a perfect square trinomial.
 Step 4: Factor completely
2
n +16 n+ 64.

Example 2:
Factor x 2+ 14 xy+ 49 y 2.
Solution:
 Step 1: Determine whether the first term and the last term are perfect squares.

 Step 2: Determine
whether the middle term is twice the product of the square root of the first term and the
last term.
14xy=2(x) (7y)
 Step 3: Since the conditions are satisfied then x 2+ 14 xy+ 49 y 2is a perfect square
trinomial.
 Step 4: Factor completely x 2+ 14 xy+ 49 y 2 you have,

There are some cases in which you need to factor out first the greatest common monomial factor
before factoring the perfect square trinomial. To fully understand this, take the example.

Example 3:
Factor 3 x 2−18 xy+ 27 y 2 .
Solution:
At first glance, we can’t find the perfect square trinomial in it. But if we factor out its
greatest common monomial factor, like the following:

Step 2: Determine whether the trinomial is a perfect square. The first term and
the last term should be perfect squares.

Step 3: Determine whether the middle term is twice the product of the square
root of the first term and the last term.
−6xy= −2(x) (3y)
Step 4: Since the conditions are satisfied then x 2−6 xy +9 y 2 is a perfect square
trinomial.
Step 5: Factor completely 3 x 2−18 xy+ 27 y 2 you have,

ACTIVITY 2: BREAK IT PERFECTLY!

Factor the following completely by writing each of the perfect square trinomial as the square of a
binomial. Use another sheet of paper if needed.
Factoring General Trinomials
Recall that FOIL method is a method in multiplying binomial to the other binomial. FOIL stands for:
F - first terms
O – Outer terms
I – Inner terms
L – last terms

General trinomials can be classified into two (2) ways:

 Trinomial in the form ax 2 +bx +c , where a = 1; and

 Trinomial in the form of ax 2 +bx +c , where a ≠ 1.
In this lesson you will first learn factoring general trinomial where a = 1. The following are some
examples of trinomials of the formax 2 +bx +c , where a = 1.

Trinomials of this form are the product of two binomials having leading coefficients of 1. Consider the
illustration below where the FOIL method is being applied in multiplying two binomials having
leading coefficients of 1.

Notice that the coefficient of the middle term is the sum of the last terms of the two binomials and the
third term is the product of the last terms of the two binomials. If you are going to factor trinomials of
the form ax 2 +bx +c , where a = 1, you will reverse the FOIL method. These are the steps in factoring
this trinomial.

1. Find two factors with a product equal to the last term (c) of the trinomial and a sum equal to the
middle term (b) of the trinomial.
2. Write the factored form of the trinomial following the pattern:
(𝑥± 𝑓𝑖𝑟𝑠𝑡 𝑓𝑎𝑐𝑡or) (𝑥± 𝑠𝑒𝑐𝑜𝑛𝑑 𝑓𝑎𝑐𝑡𝑜𝑟)
The sign in the last term of the binomial factors can be minus signs, depending on the signs of b and
c.
Let us take the example.
Factor x 2+ 7 x +10.
Solution:
Step 1: Find two factors with a product equal to the last term (c) of the trinomial and
a sum equal to the middle term (b) of the trinomial.
Here, you are going to find two factors whose product is 10 (last term) and
whose sum is 7 (middle term).
Refer to the illustration below.

Step 2: Write the factored form of the trinomial following the pattern (x+ first factor)
(x+ second factor).

The following are the steps in factoring trinomials of the form ax 2 +bx +c ,where a ≠ 1.
Example:
Factor 6 x 2−5 x−6.
Solution:
Step 1: Multiply the first term and the last term.

Step 2: Get the possible factors of the product of the first term and the last term of the
trinomial in such a way that the sum will be equal to the second term of the
trinomial.
Here, the product is −36 x 2 and the sum is −5x which is the middle term. Since
the product is negative, the two numbers must have different signs. And since
the sum is also negative, the bigger number (number with the greater absolute
value) must be negative.
Refer to the table below.
 Step 3: Replace the middle term in such a way that ax2+bx+c= ax2+nx+mx+c, where nx and mx
are the factors. Here, the factors are 4x and -9x

Step 4: Group ax2+nx+mx+c in this pattern (ax2+nx)+(mx+c).

Note: Notice that the operation used in the second group was changed. This will happen if the
operation between the two groups is minus (-). Always do this if you encounter this case. In this case -
9x - 6 becomes 9x + 6.
Step 5: Factor out the greatest common monomial factor of each group such that you can
obtain the same binomial factor.

2𝑥 and −3 are the GCF and 3x+2 and 3x+2 are the two same binomial factors.
Step 6: Combine the greatest common monomial factor of each group and multiply it to
same binomial factor obtained in step 5. The result serves as the factors of the trinomial.

ACTIVITY 3:
A. Fill in the blank of the given equation.

PROCESSING SKILLS
Direction: Express your answer 2 – 3 sentences.
1. How do you factor a perfect square trinomial and general trinomials?
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2. Why is it important to follow the steps in factoring trinomials?
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3-2-1 SUMMARY
3 Things I learned:
 __________________________________________________________________

 __________________________________________________________________

 __________________________________________________________________

2 Things I found interesting:

 __________________________________________________________________

 __________________________________________________________________

1 Question I have:
 __________________________________________________________________
 Cagayan de Oro Network of Archdiocesan Schools
Holy Child High School, Inc.
Poblacion, Kinoguitan Misamis Oriental
DAILY LEARNING PLAN
ARTS 8
NAME: __________________________________SECTION:___________________SCORE: ______
LESSON 1: SOUTHEST ASIAN ART
In this lesson, you will learn to:
a. identify the characteristics of arts and crafts in specific countries in Southeast Asia:
(Indonesia, Malaysia, Thailand, Cambodia, Singapore,) etc.
b. analyzes art elements (color, line, shape,etc.) and principles (texture, proportion, emphasis,
harmony, etc.) in the production of arts and craft inspired by the cultures of Southeast Asia
Reference:
o [Link]
o [Link]

Values: Dedication and Critical Thinking

WHAT’S NEW!
ACTIVITY 1
Find a word or Name of places in the Puzzle. Write your answer below.

CONCEPT NOTES!

Thailand

Thai silk is produced from the cocoons of Thai silkworms. It is

mainly produced in Khorat, which is the center of the silk
industry in Thailand. Thai weavers from this region raise the
caterpillars on a steady diet of mulberry leaves.
Today, Thai silk making is considered to be one of the finest
arts in the world, a product of a unique manufacturing
process and bearing unique patterns and colors.

Cambodia
Silk weaving in Cambodia dates to as early as the first century
since textiles were used for trading. Modern textiles have
traces of motifs imitating clothing details on ancient stone sculptures.
There are two main types of Cambodian weaving:
3. ikat technique (Khmer term: chongkiet) - To create patterns, weavers tie and dye
portions of weft yarn before weaving begins. Patterns are diverse and vary by region;
common motifs include lattice, stars, and spots.
 4. uneven twill - It yields single or two-color fabrics, which are produced by weaving three
threads so that the "color of one thread dominates on one side of the fabric, while the two
others determine the color on the reverse side."
Traditionally, Cambodian textiles have employed natural dyes coming from:
a. insect nests - Red dye
b. indigo - Blue dye
c. prohut bark- Yellow and Green dye
d. ebony bark- Black dye
Cambodia's modern silk-weaving centers are Takeo, Battambang, BeanteayMeanchey, Siem
Reap, and Kampot provinces.
Silk weaving has been revived in the past ten years and now provides employment for many
rural women. Cambodian silk is generally sold domestically, where it is used in sampot (wrap skirts),
furnishings, and pidan (pictoral tapestries). Now, it has seen an increase in export viability.
Cotton textiles have also played a significant role in Cambodian culture. Though today,
Cambodia imports most of its cotton, traditionally woven cotton remains popular. Rural women often
weave homemade cotton fabric, which is used in garments and for household purposes. Krama, the
traditional check scarves worn almost universally by Cambodians, are made of cotton.
Vietnam

Vietnam Golden Thread Silks were born in Vietnam. Many of our

Vietnamese fabrics originated from Ha Dong, the center of weaving and
sericulture (silkworm production) for centuries. Old jacquard looms are
still used, weaving patterns containing centuries-old symbols and
characters.
Golden Thread Silks were born in Vietnam. Many of our Vietnamese
fabrics originated from Ha Dong, the center of weaving and sericulture (silk
worm production) for centuries. Old jacquard looms are still used, weaving
patterns containing centuries-old symbols and characters.
Some popular Vietnamese fabric ranges are:
[Link] taffeta
2. Bengaline weave
3. Ebony satin - an all-natural lustrous silk hand-woven in southern Vietnam and naturally
dyed using ebony fruit pods. The fabric dates back over a century, but was only
recently revitalized by the designer Vo Viet Chung.
Indonesia, Malaysia& Singapore

The fabric most common to both countries is the Batik.

The term “batik” is an Indonesian Malay word, believed to
be related to the Malay word “titik”, which means
‘point’,‘dot’ or‘drop’. The “drop” action refers to the
process of dyeing the fabric by making use of a Resist
technique: covering areas of cloth with a dye resistant
substance (usually hot wax) to prevent them from
absorbing colors.
This technique is has been taught for over a thousand
years.

There are two categories of batik design

1. geometric motifs
2. free form designs
Modern batik designs depend on the creativity of their
designers. Naturalistic motifs like leaves, flowers and birds
have been utilized to create elaborate and intricate design.
Modern designs also include more colors, courtesy of
chemical dyes, as artists are not bounded by the strict
guidelines of traditional practices, when craftsmen were
dependent on natural dyes.
In Malaysia, the states of Kelantan and Terengganu are
considered the cradle where batik first flourished, reaching
even Singapore’s shores.

Two main types of batik are produced there:

1. Handpainted- the artist uses the canting, a small
copper container with one or more different-sized
pipes.
2. Blockprinted- done by welding together strips of metal
to form a metal lock. The metal block is then dipped
into molten wax and pressed against the fabric in
order to make a pattern.
Leaves and flowers in Malaysian batiks are
incorporated to avoid the interpretation of human and
animal images as idolatry, in accordance with local
Islamic doctrine. This makes their batik look similar to that of Indonesia. However, the
Malaysian batik is famous for its geometrical designs or spirals. The method of Malaysian batik
making is also different from those of Indonesian Javanese batik. Their patterns are larger and
simpler. More brush painting is applied to be able to put lighter and more vibrant colors than
deep colored Javanese batik.
In Singapore, the existence and use of batik has been recorded since the 12th century but has
receded in popularity through the years. Nowadays, batik is featured in 6 as the uniform of
flight attendants for the official flag carrier airlines of Singapore, Indonesia, and Malaysia.

Brunei
Brunei's traditional textile is also called batik but it is uniquely
different from Indonesia, Malaysia, and Singapore. Its designs
have their national flower simpur, sumboi-sumboi (pitcher plant),
and Brunei's traditional design of air muleh.
Different techniques are used in Brunei’s batik like airbrushing,
cracking, bubble, rainbow, sprinkle, geometry, and marble. These
techniques are applied on the fabrics like cotton, chiffon, linen,
and brocade. Hand-made batik designs are created through the art of layering and mixing of
colors injected with creativity. Hand-made batik designs are created through the art of layering
and mixing of colors injected with creativity.

Batik can be done in four different ways:

1. hand-drawn 3. screen printing
2. using metal blocks 4. digital printing
ACTIVITY 2: FILL – OUT THE TABLE
Southeast Asian Art Description Art Influences Your View About
Countries the Art

Brunei

Cambodia

Indonesia

Singapore

Thailand

Vietnam

ACTIVITY 3: FIND THE SIMILARITY

 Question: Is there a similarity of Art work/design between Philippines and the
Southeast Asian countries?
Write your answer in the diagram.

PHILIPPINE ART SOUTHEAST ASIAN

ART

SIMILARITIES

PROCESSING SKILSS
Direction: Express your answer in 2 -3 sentences.
1. How important the contribution of arts in uplifting our country?
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__________________________________________________________________________________
__________________________________________________________________________________

3-2-1 SUMMARY
3 Things I learned:
 _________________________________________________________________
_

 _________________________________________________________________
_

 _________________________________________________________________
_

2 Things I found interesting:

 _________________________________________________________________
_

 _________________________________________________________________
_

1 Question I have:
 _________________________________________________________________
_
 Cagayan de Oro Network of Archdiocesan Schools
Holy Child High School, Inc.
Poblacion, Kinoguitan Misamis Oriental
DAILY LEARNING PLAN
PHYSICAL EDUCATION 7
NAME:__________________________________SECTION:___________________SCORE: _____________
LESSON 1: PHYSICAL FITNESS TEST
In this lesson, you will learn to:
a. set goals based on assessment results (PE7PF-Ia-24)
b. undertakes physical activity and physical assessments (PE7PF-Ia-h-23)
Reference:
 Department of Education, Physical Education and Health-Grade 7
Pasig: Department of Education 2017

Values: Dedication and Critical Thinking

What’s New!
In this activity, you will undergo an assessment in order for you to determine your own level of fitness.
Par Q and You
Please read the questions carefully and answer each one honestly.
Directions: Check (YES or NO) in the box provided.

CONCEPT NOTES
Physical Fitness is the ability of the muscles to function effectively and efficiently without
undue fatigue in work and daily activities.
According to Dr. Aparicio H. Mequi, consultant for physical fitness, Physical Fitness Testing is
not an end in itself. It is a part of the process to create educated Filipino citizenry that is acutely aware
of the importance of holistic wellness-fitness of body, mind and spirit. The skills we learned from
physical fitness will enable us to be more aware of living a healthy lifestyle to become physically fit.
The Physical Fitness Test (PFT) is a set of measure designed to determine a student’s level of
physical fitness. It is intended to two categories of physical fitness commonly referred to “health-
related and “skill-related components as refer to those physical attributes which enable a person to
cope with the requirement daily living such as cardiovascular endurance or stamina, muscular
strength and endurance, flexibility and the appropriate body mass index (BMI). Skill- related
components are physical abilities that show potential for good performance in certain skills like
running speed, agility, reaction time or quickness, balance and coordination.
The administration and implementation of the testing program shall be treated as essential
component of the Physical Education and Sports Programs for elementary (grades 4, 5, and 6) and
secondary levels.
Factors to be considered for you to be physically fit:
1. Ability to perform daily activity without getting tired or fatigue. These daily activities are:
 Walking
 Shopping
 Going to market
 Doing household chores
 Going to school
 Participating in school/ classroom activities
2. Recreational Activity- having a personal time to do activities that an individual love to do in
spare time after doing their normal daily routine. This activity is what we called Leisure that
may include the following:
  Disco dancing
 Reading books/listening music
 Playing your favorite sports
 Chatting and updating with your friends and relatives
3. Meeting Emergencies- Emergency are the unexpected event that need to use our strength and
energy unexpectedly, these include:
 Community involvement during calamities
 Grieving
 Facing/solving issues within the family and the community
ACTIVITY 1
PART 1: HEALTH RELATED FITNESS
PHYSICAL FITNESS SCORE CARD
NAME:___________________________________SEX:_________________AGE:_________________
A. BODY COMPOSITION Body Mass Index (BMI)
Height (meters) Weight (kg) BMI Classification

B. CARDIOVASCULAR ENDURANCE- 3 MINUTE STEP TEST

Heart Rate per Minute
Before the Activity After the Activity

C. STRENGHT
1. Push Up 2. Basic Plank
Number of Push UP Time (Seconds)

D. FLEXIBILITY
1. Zipper Test
Overlap (score in centimeter)
Right Hand Left Hand

2. Sit and Reach

Score in Centimeters
1st 2nd 3rd

PART II: SKILL RELATED FITNESS

A. Coordination:
Juggling Score:__________
B. Agility Hexagonal Agility Test
Clockwise Time Counter Clockwise Average

C. Speed: 40 meter sprint Score: __________________

D. Power: Standing Long Jump
Distance (Centimeters)
First Trial Second Trial

E. Balance: Stork Balance Stand Test

Right Foot (00:00) Left Foot(00:00)

F. Reaction Time: Stick Drop Test

1st Trial 2nd Trial 3rd Trial 4th Trial

TIPS: SEARCH ON YOUTUBE EVERY FITNESS BEFORE YOU PERFORM.

ACTIVITY 2: FIT FOR HEALTH

Here’s how we do it: The statement below are facts and flaws, write PACK if the statement is
True and GANERN if the statement does not state a fact.

___________1. Skipping meals will help you lost weight.

___________2. A balance diet and regular exercise need to be together to become fit

___________3. No pain No gain.

___________4. Drink more water to have healthy skin

___________5. Less sleep will cause stress.

PERFORM TASK
Do some Zumba moves using your choice of music and take a video on it. (at least 3-5
minutes).