Republic of the Philippines

Department of Education
Region III – Central Luzon
SCHOOLS DIVISION OFFICE OF BALANGA CITY

ACTIVITY SHEETS IN MATHEMATICS 8

Week 1 1st Quarter

Lesson 1: Factoring with Common Monomial Factor
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 2𝑥 2 are 1, 2, 𝑥, 𝑥 2, 2𝑥, 2𝑥 2 as these can divide 2𝑥 2 evenly.
Consider the rectangle below. 𝑳=𝒙+𝟑

W=𝟐

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

Coefficient Factors Common Factors GCF
3 1,3 1,3 3
6 1,2,3

Step 2. Determine the GCF of the variables. The GCF of the variables is the one with the least
exponent.
(,𝑥2)=𝑥
Step 3. 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 4. Find the other factor, by dividing each term of the polynomial 6𝑥 + 3𝑥 2 by the GCMF 3𝑥.
→ 6𝑥 + 3𝑥2
3𝑥 3𝑥 Divide each term by the GCMF
→ 3𝑥 ∙ 2 + 3𝑥 ∙ 𝑥
3𝑥 3𝑥 Rewrite each term as a product
→𝟐+𝒙
Step 5. Write the complete factored form
6𝑥 + 3𝑥2 = 𝟑𝒙 (𝟐 + 𝒙)
Example 2. Write 28𝑥3𝑧2 − 14𝑥2𝑦3 + 36𝑦𝑧4 in complete factored form.
Step 1. Determine the number of terms.
There are three terms in the expression 28𝑥3𝑧2 − 14𝑥2𝑦3 + 36𝑦𝑧4 ∶ 28𝑥3𝑧2, 14𝑥2𝑦3, and 36𝑦𝑧4

1ST QUARTER | MATHEMATICS 8 | PAGE 1

 Step 2. Determine the GCF of the numerical coefficient.
Coefficient Factors Common Factors GCF
28 1,2,4,7,14,28
14 1,2,7,14 1,2 2
36 1,2,3,4,6,9,12,18,36

Determine the GCF of the variables.

The GCF of the variables is the one with the least exponent and is common to every term.
( x 3𝑧2 , 𝑥2𝑦3 , 𝑦𝑧4 ) = 1
Note that there are no factors common to all the three terms, this means that
𝑥3𝑧2, 𝑥2𝑦3, 𝑎𝑛𝑑 𝑦𝑧4 are relatively prime.
Hence, the GCF is 1.
Step 3: Find the product of GCF of the numerical coefficient and the variables.
(2)(1) = 2
Hence, 2 is the GCMF of 12𝑥3, 18𝑥𝑦, and 24𝑥.
Step 4. Find the other factor, by dividing each term of the polynomial
28𝑥3𝑧2 − 14𝑥2𝑦3 + 36𝑦𝑧4 by the GCMF 2.
→ 28𝑥3𝑧2 − 14𝑥2𝑦3 + 36𝑦𝑧4
2 2 2
→ 2 • 14𝑥 𝑧 – 2 • 7𝑥 𝑦 + 2 •18𝑦𝑧4
3 2 2 3
2 2 2
→ 14𝑥3𝑧2 −7𝑥2 𝑦 3+ 18𝑦𝑧4
Step 5: Write the complete factored form.
28𝑥3𝑧2 − 14𝑥2𝑦3 + 36𝑦𝑧4 = 𝟐 (𝟏𝟒𝒙𝟑𝒛𝟐 − 𝟕𝒙𝟐𝒚𝟑 + 𝟏𝟖𝒚𝒛𝟒)

Keep in Mind
Steps of factoring the Greatest Common Monomial Factor
1. Determine the number of terms.
2. Find the greatest common factor of the numerical coefficients.
3. Find the variable with the least exponent that appears in each term of the polynomial.
It serves as theGCF of the variables.
4. Get the product of the greatest common factor of the numerical coefficient and the
variables. It serves as the greatest common monomial factor of the given polynomial.
5. Find the other factor by dividing the given polynomial by its greatest common monomial
factor.
6. Write the final factored form of the polynomial.

Activity 1: A. Break the Great!

Determine the Greatest Common Factor (GCF) of each polynomial and write its factored form.
Write the answers on your answer sheet.
Polynomial GCMF Factored Form

1. x2 + 2x
2. 5x2 – 10x 3
3. 25x2 + 55xy3

B. You Complete Me
Write a polynomial factor in the blank to complete each statement. Write the answers on your
answer sheet.
1. 7p2 -7p = 7p ( )
2. 18xy + 3y =( ) (6x + 1)
3. 15t3 – 15t2 + 20t = 5t ( )

1ST QUARTER | MATHEMATICS 8 | PAGE 2

 Lesson 2: Factoring Difference of Two Squares

Perfect squares are numbers or expressions that can be expressed to the power
of 2.Examples:
1. 4 = 2 ∙ 2 = 22 Thus, 4 and 9𝑥2 are perfect
square. 2. 9𝑥 = 3𝑥 ∙ 3𝑥 = (3𝑥)
2 2
Recall the topic about special product particularly the product of the sum and difference of two
terms.
(𝒂 + 𝒃) (𝒂 − 𝒃) = 𝒂𝟐 − 𝒃𝟐
It states that the product of (𝑎 + 𝑏) and (𝑎 – 𝑏) is equal to the difference of two squares which is 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.

In order to use this factoring technique, recall the concept of perfect squares.
For example, 16, 𝑥2, 25𝑎, 9𝑦4, and 4. These are all perfect squares.
Why? Look and study the illustrations below.
16 = 4•4 = (4)2
x2 = x•x = (x)2
25a2 = 5a • 5a =
(5a)2
9y4 = 3y2 • 3y2 = (3y2)2
You have noticed 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 the examples below.

Example 1: Write 𝑥2 − 9 in completely factored form.

Solution:
Step 1. Express the first and the second terms in exponential form with a
power of 2. 𝑥2 – 9
x2 = x•x = (x)2
9 = 3•3 = (3)2 x • x–3 • 3 [Step 1]

(x)2 − (3)2 [Step 2]

Step 2: Subtract the two terms in exponential form 𝑎 2 − 𝑏 2
(𝑥 + 3)(𝑥 – 3) [Step 3]
Step 3: Factor completely following the pattern 𝑎 2 − 𝑏 2 = (𝑎 + 𝑏)(𝑎 – 𝑏)
Hence, the complete factored form is,
𝑥2 − 9 = (𝑥)2 − (3)2 = (𝑥 + 3)(𝑥 – 3)

Example 2: Write 16𝑎6 − 25𝑏2 in completely factored form.

Solution:
Step 1. Express the first and the second terms in exponential form with a
power of 2. 16𝑎6 − 25𝑏 2
16𝑎6 = 4𝑎3 • 4𝑎3 = (4𝑎3)2
4𝑎3 • 4𝑎3– 5𝑏 • 5b [Step 1]
25𝑏2 = 5𝑏 • 5b = (5b)2
Step 2: Subtract the two terms in exponential form 𝑎 2 − 𝑏 2 (4𝑎3)2 − (5𝑏)2 [Step 2]

Step 3: Factor completely following the pattern 𝑎 2 − 𝑏 2 = (𝑎 + 𝑏)(𝑎 – 𝑏) ( 4𝑎3 + 5𝑏) ( 4𝑎3 − 5𝑏) [Step 3]

Hence, the complete factored form is,

16𝑎6 − 25𝑏2 = (4𝑎3)2 − (5𝑏)2 = ( 4𝑎3 + 5𝑏) ( 4𝑎3 − 5𝑏)

Example 3: Write 3𝑤2 – 48 in completely factored form.

Solution:
At seems like the given binomial is not factorable using sum and difference of two termssince the terms are
not perfect squares. However, that the first and second terms of the binomial have a common factor of 3.
Hence, the binomial can be factored using a combination of GCMF and the sum and difference of two
terms.
Find the GCF of the terms and write it in factored form
3𝑤2 − 48 = 3 (𝑤2 − 16)
Observe that 𝑤2 − 16 is a difference of two squares.
Hence, it can be factored as 𝑤2 − 16 = (𝑤)2 − (4)2 3𝑤2 − 48 = 3 (𝑤)2 − (4)2
𝑤2 − 16 = (𝑤)2 − (4)2 = (𝑤 + 4)(𝑤 – 4)
3𝑤2 − 48 = 3 (𝑤 + 4)(𝑤 – 4)

Thus, the complete factored form of 3𝑤2 − 48 is 3𝑤2 − 48 = 3 (𝑤 + 4)(𝑤 – 4)

1ST QUARTER | MATHEMATICS 8 | PAGE 3

 Activity 2: Tell Me!
Tell whether or not the given binomial is a difference of two squares.
If it is, write D.If it is not, write N. Write your answer on your
answer sheet.
1. 𝑎2 − 81
2. 𝑐2 − 18
3. 𝑑2 − 25
4. 25𝑒2 − 16
5. 𝑟2 + 9𝑠4

Lesson 3: 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 = 𝑎𝑚∙𝑛 or the Power Rule.

Thus, it follows that 8𝑥6 can be expressed as 8𝑥6 = (23)(𝑥2)3 𝑜𝑟 (2𝑥2 )3

To illustrate the product of a binomial and a trinomial which could be a sum or difference of two
cubes. Let us have the example below:
(x -2)(x 2 + 2x + 4) = x2(x -2) + 2x(x – 2) + 4(x -2)
= x3 – 2x2 + 2x2 – 4x + 4x – 8
= x3 – 8 Difference of two cubes

To get the factored form of the difference of cubes, reverse the process as shown below.
𝑥3 − 8 = 𝑥3 − 23 = (𝑥 – 2)(𝑥 2 + 2𝑥 + 4)

To get the binomial factor, subtract the base of the first term by the base of the second
termFirst term: 𝑥3 its base is 𝑥
Second term: 23 its base is
2Binomial 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 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. 𝒂𝟑 − 𝒃𝟑 = ( 𝒂 − 𝒃)( 𝒂𝟐 + 𝐚𝐛 + 𝒃𝟐 )
Let us now use the pattern in the examples below.
Example 1: Factor 𝑦3 – 27. Solution
𝑦 3 – 27
Step 1. Look for the two terms 𝑎 and 𝑎 by expressing every term to the
power of 3. (𝑦)3 – ( 3)3 [Step 1]

𝑦3 = (𝑦)3 and27 = (3)3 𝑎

(𝑦)3 – ( 3)3 b
Step 2: Using the pattern, 𝑎 = 𝑦 and 𝑏 = 3.
By substituting to 𝑎3 − 𝑏3 = ( 𝑎 − 𝑏)( 𝑎2 + ab + 𝑏2 ) Substitute
y3 − 33 = ( y − 3)( y2 + 3y + 32 ) 𝑎 3 − 𝑏 3 = ( 𝑎 − 𝑏)( 𝑎 2 + ab + 𝑏 2 )
a=y b=3
Step 3: Factor completely following the pattern 𝑎 2 − 𝑏 2 = (𝑎 + 𝑏)(𝑎 – 𝑏)
y3 − 33 = ( y − 3)( y2 + 3y + 32 ) [Step 2]

𝑦 3 – 27 = ( y − 3)( y 2 + 3y + 3 2 ) [Step 3]

Hence, the complete factored form of 𝑦 3 – 27 is ( y − 3)( y 2 + 3y + 3 2 )

1ST QUARTER | MATHEMATICS 8 | PAGE 4

 Example 2: Factor 8𝑥3 – 64. Solution
Yes. GCMF: 8
Examine if the terms have a greatest common monomial factor
(GCMF). 8𝑥3 – 64 = 8(𝑥3 – 8)
Step 1. Look for the two terms 𝑎 and 𝑎 by expressing every term to the 8𝑥3 – 64 = 8(𝑥3 – 8)
power of 3.
𝑎 (x)3 – ( 2)3 [Step 1]
x3 = (x)3 and 8 = (2)3 b

Step 2: Using the pattern, 𝑎 = 𝑦 and 𝑏 = 3. 8𝑥3 – 64 = 8[(𝑥)3 – (2)3 ]

By substituting to 𝑎3 − 𝑏3 = ( 𝑎 − 𝑏)( 𝑎2 + ab + 𝑏2 ) Substitute
y3 − 33 = ( y − 3)( y2 + 3y + 32 ) 𝑎 3 − 𝑏 3 = ( 𝑎 − 𝑏)( 𝑎 2 + ab + 𝑏 2 )
a=x b=2
Step 3: Factor completely following the pattern 𝑎 2 − 𝑏 2 = (𝑎 + 𝑏)(𝑎 – 𝑏)
8𝑥3 – 64= 8 ( x − 2)( x2 + 2x + 22 )[Step 2
8𝑥 3 – 64= 8 (x − 2)( x 2 + 2x + 4 ) [Step 3]
Hence, the complete factored form of 8𝑥 3 – 64is 8 (x − 2)( x 2 + 2x + 4 )

Example 3: Factor 27𝑚4 – 8𝑚𝑛6

Examine first whether the terms 27𝑚4 𝑎𝑛𝑑 8𝑚𝑛6 contain a GCMF. Notice that the given binomial
cannot be factored directly using difference of two cubes since there is a variable 𝑚 in both terms
which is not a perfect cube. Hence, factoring by taking out the GCMF must be applied first.
27𝑚4 – 8𝑚𝑛3= (27𝑚3 – 8𝑛6)

The factor 27𝑚3 – 8𝑛3 is a difference of two cubes. Hence, the pattern can be applied.
27𝑚3= (3𝑚)3 𝑎𝑛𝑑 8𝑛6=(2𝑛2)3

Using the pattern, a = 3m and b = 2n2. By substituting to a3 – b3 = (a-b)(a2 + ab +b2), we have:

27𝑚3 – 8𝑛6 = (3𝑚)3 - (2𝑛2)3 = (3𝑚−2𝑛2)((3𝑚)2+3𝑚 (2𝑛2)+(2𝑛2)2
= (𝟑𝒎−𝟐𝒏𝟐)( 𝟗𝒎𝟐+𝟔𝒎𝒏𝟐+𝟒𝒏𝟒)
Putting all the factors together, the complete factored form 27𝑚3 – 8𝑚𝑛6 is:
27𝑚3 – 8𝑚𝑛6 = 𝑚 (27𝑚3 – 8𝑛6) = 𝒎 (𝟑𝒎−𝟐𝒏𝟐)( 𝟗𝒎𝟐+𝟔𝒎𝒏𝟐+𝟒𝒏𝟒)

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:
(𝑥+ 2)(𝑥2 − 2𝑥 + 4) = 𝑥2(𝑥+ 2) − 2𝑥 (𝑥+ 2) + 4 (𝑥+ 2)
= 𝑥3+2𝑥2−2𝑥2 – 4𝑥 + 4𝑥 + 8
= 𝑥3+ 8 Sum of two cubes

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, 𝑥3+ 8= 𝑥3+23= (𝑥+ 2)(𝑥2 − 2𝑥 + 4)

To get the binomial factor, add the base of the first term to the base of the second term.
First term: 𝑥3 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 : 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.

𝒂𝟑+ 𝒃𝟑 = ( 𝒂+𝒃)( 𝒂𝟐−𝐚𝐛+𝒃𝟐 )

Activity 3: Break the Cubes

Factor each completely. Write your answers on your answer sheet. Show your solution.

1. 𝑥3 + 27 2. 8𝑦3 – 27

1ST QUARTER | MATHEMATICS 8 | PAGE 5

 Lesson 4: Factoring Perfect Square Trinomials
Patterns in squaring binomial
1. (a + b)2 = a2 + 2ab + b2
2. (a − b)2 = a2 − 2ab + b2
Following the pattern in squaring a binomial, fill-in the missing term. Write your answer on your answer
sheet.
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, (a + b) 2 = a2 + 2ab + b2 or (a − b) 2 = a2 − 2ab + b2

To fully understand the process, consider the following examples.

Example 1: Factor n2 + 16n + 64 Solution:
First Term: n2 = n • n = (n)2
Step 1. Examine whether the first term and the last term are perfect squares. Last Term: 64 = 8 • 8 = (8)2
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: If conditions 1 and 2 were satisfied then, the expression
n2 + 16n + 64 is a perfect square trinomial. n2 + 16n + 64 = (𝑛 + 8)2
Step 4: Factor completely the given trinomial following the pattern 𝑜𝑟
a2 + 2ab + b2 = (a + b) 2 or (a + b)(a + b). n2 + 16n + 64 = (𝑛 + 8)(𝑛 + 8)
Similarly, a2 − 2ab + b2 = (a − b) 2 or (a − b)(a − b).

Example 2: Factor 3x2 − 18xy + 27y2

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 1: Factor 3x2 − 18xy + 27y2 by GCF. 3x2 − 18xy + 27y2 = 3(x2 − 6xy + 9y)

Step 2: Determine whether the trinomial is a perfect square.

The first term and the last term should beperfect squares.
First Term: x2 = x ∙ x = (x)2
Both are perfect squares
Last Term: 9y = 3y ∙ 3y = (3y)
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 x2 − 6xy + 9y2 is a perfect square trinomial.
Step 5: Factor completely 3x2 − 18xy + 27y2 you have,
3x2 − 18xy + 27y2 = 3(x − 3y) 2 or 3(x − 3y)(x − 3y)
Example 4: Factor 9𝑥2 + 12𝑥𝑦 + 16𝑦2

Step 1: Determine whether the trinomial is a perfect square. The first term and the last term should be
perfect squares.
First Term: 9x2 = 3x ∙ 3x = (3x)2 Both are perfect squares
Last Term: 16𝑦2 = 4𝑦 ∙ 4𝑦 = (4𝑦) 2
Step 2: Determine whether the middle term is twice the product of the square root of the first term and
the last term. 12xy ≠ 2(3x)(4y) , as 2(3x)(4y) = 24xy
This means that the trinomial is not a perfect square. Thus, you don’t have to proceed to factoring.

Activity 4: Who is he?

Supply the missing term so that the expression will be a Perfect Square Trinomial. Write the letter that
corresponds to the missing term on the blank provided to spell out a prominent name in the field of
mathematics. Who is he?

1. 𝑥 2 + 12𝑥 + ____ S 81
2. 𝑥 2 − ____ + 81 I 18𝑥 1 2 3 4 5 6 7 8 9 10
3. ____ + 8𝑥 + 4 N 16𝑥
4. 9𝑥 2 + _____ + 25 T 9
5. ____ + 20𝑥 + 100 D 36
6. 9𝑥 2 + 24𝑥 + ____ U 36𝑥 2
7. 𝑥 2 − ____ + 64 O 4𝑥 2
8. 16𝑥 2 + 24𝑥 + ____ H 𝑥2
9. ____ − 48𝑥 + 16 P 30𝑥
10.| MATHEMATICS
1ST QUARTER 4𝑥 2 + 36𝑥 8+ ____ A 16 | PAGE 6

E 10𝑥
 Lesson 5: Factoring General Trinomials

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

1. Trinomial in the form ax2 + bx + c, where a = 1; and
2. Trinomial in the form of ax2 + 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 form ax2 + bx + c, where a = 1.
x2 + 5x + 6 x2 − 7x + 12 x2 + 2x – 15

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.

F O I L
(𝑥 + 1)(𝑥 + 2) = 𝑥 + 2𝑥 + 𝑥 + 2
2

= x2 + 3x + 2
Product of
2 and 1
Sum of
2 and 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 ax2 + 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
themiddle 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 following examples using Product and Sum Technique.

Example 1: Factor x2 + 8x + 15. Find two numbers that when

Product: (First Numerical Term) (1) (15) = 4 P:15 = _____ x _______ you MULTIPLY the answer is 64.

Sum: (Middle Numerical Term) (8) S: 8 = _____ + _______

but when you ADD the answer is
16.

Then, put this in the format (a + b)(a + b). Answer. P: 4 = __5___ x ___3____
where a= variable and b= is the number from PS. (x + 5) (x+3) S: 4 = __5___ + ___3____

Hence, the complete factored form of x2 + 8x + 15 is (x + 5) (x+3).

Find two numbers that when

Example 2: Factor n2 + 2n + 1.
you MULTIPLY the answer is 64.
Product: (First Numerical Term) (1) (1) = 1 P: 1 = _____ x _______
Sum: (Middle Numerical Term) (2) S: 2= _____ + _______
but when you ADD the answer
is 16.

Then, put this in the format (a + b)(a + b). Answer. P: 1 = __1___ x ___1____
where a= variable and b= is the number from PS. (n +1) (n+1) S: 2 = __1___ + ___1____

Hence, the complete factored form of n2 + 2n + 1 is (n + 1) (n+1)

However, there are NO two numbers having a product of 14 and the sum of 6.
Thus, the given polynomial, x2 + 6x + 14, is a PRIME.
However, it can be factored using different method to be discussed in other lesson.
Let us discuss the second classification of general trinomial ax2 + bx + c, where a ≠ 1.
Consider now factoring trinomials in which the coefficient of the squared term is other than one.

Example 1: Factor 6𝑥2 − 5𝑥 − 6. Find two numbers that when

Step 1. Product: (First Numerical Term) (6) (-6) = -36 P: -36 = _____ x _______ you MULTIPLY the answer is 64.

Sum: (Middle Numerical Term) (-5) S: -5 = _____ + _______

but when you ADD the answer
is 16.

1ST QUARTER | MATHEMATICS 8 | PAGE 7

 Because a ≠ 1, then the format will change from previous one. Answer. P: -36 = __-9___ x ___4____
Step 2 Replace the middle term (bx) by the two factors. S: -5 = __-9___ + ___4____
ax2 + bx + c = ax2 + nx + mx + c n m

ax2 + bx + c = ax2 + nx + mx + c
Step 3. Group ax2 + nx + mx + c as follows, 6𝑥2 − 5𝑥 – 6 = 6𝑥2 – 9x + 4𝑥 – 6
(𝑎𝑥2 +
𝑛𝑥) + (𝑚𝑥 + 𝑐) (6𝑥2 – 9x) + (4𝑥 – 6)
Step 4. Factor out the greatest common monomial factor
of each group such that you can obtain the same binomial factor.
Find the GCMF: 3𝑥 and 2 3𝑥 (2𝑥 – 3) + 2(2𝑥 – 3)

Step 5. Combine the greatest common monomial factor of each group

and multiply it to same binomial factor obtained in step 5. (3𝑥 + 2 )(2𝑥 – 3)

Hence, the complete factored form of 6𝑥2 − 5𝑥 − 6 is (3𝑥 + 2 )(2𝑥 – 3)

𝑥 2 + 13𝑥 − 12
− −12

𝑥 2 − 𝑥 − 42 4𝑥 2 + 13𝑥 − 12

Activity 5
Write the factors of the
given polynomial on the
circle connected by the
arrows.

𝑥 2 − 𝑥 + 30 4𝑥 2 − 11𝑥 + 6

𝑥 2 + 3𝑥 − 10

ACTIVITY SHEETS IN MATHEMATICS 8

Week 2 1st Quarter

Lesson 6: Solving Problems Involving Factors of Polynomials

1ST QUARTER | MATHEMATICS 8 | PAGE 8

 Activity 6. Performance Task with Science (Week 1) and English (Week 1)
Solve the following Acceleration problems. Then, determine the meaning of the highlighted words using the types
of context clues. Show your solution.
1. Your father is driving you from your home to vaccination site, the car he is driving is weighing (𝑥 + 1)
kilogram and the force exerted to start it moving forward is 𝑥 2 + 3𝑥 + 2. What is the rate of acceleration
given the situation?
2. You were asked to be part of Bataan Freedom Ride, an organization composed of cyclist living here at Bataan.
But before you can join you need to reach an acceleration rate of (𝑥 + 3) 𝑚⁄ 2 . If you are weighing (𝑥 − 3)
𝑠
kilogram how much force, you need to reach the target rate?
3. As you are waiting in the line to receive your vaccine you bring a marble with you. You are playing it on the
4th floor then accidentally it slips in your hands. What is the force of it if it weighs (𝑥 + 5) kilogram and it is
falling freely under the acceleration of (𝑥 + 5) 𝑚⁄ 2 ?
𝑠

1ST QUARTER | MATHEMATICS 8 | PAGE 9

 Republic of the Philippines
Department of Education
Region III – Central Luzon
SCHOOLS DIVISION OFFICE OF BALANGA CITY

ACTIVITY SHEETS IN MATHEMATICS 8

Week 3 1st Quarter

Lesson 7: Illustrate Rational Algebraic Expressions

Rational Algebraic Expressions

• An expression whose numerator and denominator are polynomials.
𝑷
• Can be written in the form , where P and Q are polynomials and Q must not be equal to 0. 𝑄 ≠ 0.
𝑸
• The denominator cannot be zero because a division of 0 is undefined or meaningless.

Examples of Rational Expressions NOT Rational Expressions

𝟔 𝒚𝟐 − 𝟏 𝟑𝒙 − √𝒚 𝟐𝒙−𝟐 − 𝟑
𝒙−𝟑 𝒚𝟑 − 𝟑 𝟓√𝒙 𝒙 + 𝟔

𝟏𝟖𝒏 + 𝟏 𝟓𝒙𝟐 + 𝟔𝒙 − 𝟏𝟏 𝟐𝒙−𝟐 − 𝟑 𝟏

𝟑+𝟐−𝒙
𝟐
𝒏 + 𝒏 − 𝟐 𝟏 𝟓√𝒙 𝒛−𝟐 + 𝟓

In rationalalgebraic 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.

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.

6
Example 1: Identify the value of x that will make x−3 undefined.
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 3 to both sides by Addition Property of Equality
𝑥+0=3 Simplify

𝒙=𝟑

1ST QUARTER | MATHEMATICS 8 | PAGE 10

 18n+1
Example 2: Identify the value of x that will make 𝑛2 +𝑛−2 undefined.

Step 1: Let the expression in the denominator be equal to 0.

𝑛2 + 𝑛 − 2 = 0
Step 2: Solve the equation to determine the value/s of the variable.

This means that 𝑛 cannot be −2 nor 1. What happens if you substitute that values to the expression?

Since division of any number by 0 is undefined, therefore −2 and 1 are excluded values forthis rational
algebraic expression.

You can verify that if the excluded value/s is substituted in the expression, it always endsup to division
by 0. You have to bear in your mind that there are some values that will make the expression defined,
too. How are you going to inspect it? The process is called evaluating the expression.
Example 1: Example 2:

Application in Real-life situation.

Vannessa can finish writing a module in 𝑥 hours, while his brother Ryan can finishwriting 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:

There are many ways to illustrate real-life situations depending on what technique interestsyou most. You need to develop your
understanding about illustrating rational algebraic expression through accomplishing the succeeding activities of this module.

1ST QUARTER | MATHEMATICS 8 | PAGE 11

 Activity 7: A. You Belong with Me
Classify the different expressions bellow into Rational Algebraic Expression or Not Rational Algebraic
Expression. Write the expression into the appropriate column.

𝑘 1−𝑚 𝑦+2 𝑎−2 𝑚+2

2
3𝑘 − 6𝑘 𝑚−3 𝑦−2 𝑏 √2

Rational Algebraic Expressions Not Rational Algebraic Expressions

B. “Excluded” Part of Me
What value/s of the variable will make each of the following rational expressions undefined?
7 5 3
_____1. _____2. _____3.
𝑥 𝑚 𝑦−4

C. Know My Value
Simplify the following rational expressions then, write the letter corresponding to the expressions
in the box below containing the answer.

𝟗𝒙 − 𝟑𝟔 𝟗𝒙 − 𝟏𝟖
𝒙𝟐 − 𝟖𝒙 + 𝟏𝟔 𝒙𝟐 − 𝟒
n h
𝟑𝒙𝟐 + 𝟏𝟓𝒙
𝒙𝟐 + 𝟏𝟎𝒙 + 𝟐𝟓 𝟓𝒙𝟐 + 𝟏𝟎𝒙
e 𝒙𝟐 − 𝟒
z
𝒙𝟐 − 𝟗
𝒙𝟐 − 𝟔𝒙 + 𝟗
p
𝒙𝟐 + 𝟑𝒙 + 𝟐
𝒙𝟐 − 𝟑𝟔 𝒙𝟐 + 𝟒𝒙 + 𝟑
𝒙𝟐 + 𝟒𝒙 − 𝟏𝟐 a
i

𝟓𝒙 𝟑𝒙 𝒙+𝟑 𝟗 𝒙+𝟐 𝟗 𝒙−𝟔 𝒙+𝟐 𝟗

𝒙−𝟐 𝒙+𝟓 𝒙−𝟑 𝒙+𝟐 𝒙+𝟑 𝒙−𝟒 𝒙−𝟐 𝒙+𝟑 𝒙+𝟐

1ST QUARTER | MATHEMATICS 8 | PAGE 12

 ACTIVITY SHEETS IN MATHEMATICS 8
1st Quarter
Lesson 8: Simplify Rational Algebraic Expressions

Recall that a rational number is a number that can be written as one integer divided by another integer,
1
such as 1 ÷ 2 𝑜𝑟 . We usually use the word fraction to mean ½. this idea can be extended to algebraic
2
expression. a rational expression is a polynomial divided by another polynomial, such as
𝑥+1
(𝑥 + 1) ÷ (2𝑥 + 3) 𝑜𝑟 .
𝑥+3
In your previous grade level, you learned the concept of similar fractions, equivalent fractions, and
simplifying fractions.
15 3
You know that a fraction, is equivalent to and can be simplified in the following manner
20 4

15 3 ∙ 5 3 3
= = ∙1=
20 4 ∙ 5 4 4

A fraction is said to be in simplified form when all pair of factors common to the numerator and
denominator have been removed.
To simplify a fraction, we remove a factor equal to 1. This can be done in two ways.

Similarly, a rational expression is said to be in simplified form when its numerator and
denominator have no common factor other than 1.
The process of simplifying rational algebraic expressions is similar to simplifying fractions.
That is, we write the rational algebraic expressions so that the numerator and denominator have no
common factors other than 1.

Example 1:

1ST QUARTER | MATHEMATICS 8 | PAGE 13

 Example 2:

Example 3:

Example 4:

In some instance, you may encounter certain situations where a factor in the numerator is in
opposite sign of a factor in the denominator. To proceed with this kind of problem, factor out negative
one (−1) or a negative number so that the factors will become equivalent.

Example 5:

1ST QUARTER | MATHEMATICS 8 | PAGE 14

 Example 6:

Example 7:

Activity 8: A. Simplest or Not Simplest, that is the Question

Identify the given rational expressions is in simplest form or not.
Write S if the given is in simplest form otherwise write NS.
Write your answer on a separate sheet of paper.

B. The Simplest them of All.

Express the given algebraic expression to its simplest form.
Write your answer on a separate sheet of paper. Show your solution.

1ST QUARTER | MATHEMATICS 8 | PAGE 15

 Republic of the Philippines
Department of Education
Region III – Central Luzon
SCHOOLS DIVISION OFFICE OF BALANGA CITY

ACTIVITY SHEETS IN MATHEMATICS 8

Week 4 1st Quarter

Perform Operations on Rational Algebraic Expressions.

Lesson 9: Multiplying Rational Algebraic Expressions

Rational algebraic expressions

are multiplied the same way as you would multiply regular fractions. So, let us recall
multiplication of fractions.

1ST QUARTER | MATHEMATICS 8 | PAGE 16

1ST QUARTER | MATHEMATICS 8 | PAGE 17
 Lesson 10: Dividing Rational Algebraic Expressions

Keep in Mind
In multiplying and dividing rational algebraic expressions, either before or after
multiplying, always divide out the common factors to attain the product in reduced form.

Easy Rules in Multiplying and Dividing Integers. FOUR FACES

SAME sign = Positive Product DIFFERENT sign = NEGATIVE product

1ST QUARTER | MATHEMATICS 8 | PAGE 18

 Activity 9: What is Draculas’ favorite sport?

Multiply the following rational expressions.

Copy the MAGIC BOXES below on your answer sheet then write the letter of each expression on top of
the given answers in the boxes to solve the puzzle.
Show your solution.

𝟕𝒙𝟐 𝒂𝟐 𝒂+𝟐 𝒂+𝟐 𝟔𝒎 𝟓𝒏

∙ ∙ ∙
𝟐𝒂 𝒙𝟐 𝒃+𝟑 𝒃+𝟑 𝟓𝒏 𝟔𝒎
I B O

𝟐𝒔 + 𝟐𝒕 𝒔𝟐 − 𝒕𝟐 𝒑𝟐 − 𝟐𝟓 𝟑𝒑 − 𝟗 𝒎𝟐 − 𝟒𝒎𝒏 + 𝟒𝒏𝟐 𝒎 + 𝟐𝒏
∙ ∙ ∙
𝒔+𝒕 𝟐 𝒑𝟐 − 𝟗 𝟓𝒑 − 𝟐𝟓 𝒎 + 𝟐𝒏 𝒎 − 𝟐𝒏
N N T

𝒙𝟐 + 𝒙 − 𝟐 𝒙𝟐 − 𝟏𝟑𝒙 + 𝟒𝟐 𝒃𝒄𝟐 𝟏𝟓 𝟓𝒂 + 𝟓𝒃 𝒂𝟐 − 𝒃𝟐
∙ ∙ ∙
𝒙𝟐 − 𝟕𝒙 𝒙𝟐 + 𝟐𝒙 𝟏𝟎 𝒄 𝒂−𝒃 𝟏
A D M

MAGIC BOXES

(𝒂 + 𝟐)𝟐 𝒙𝟐 − 𝟕𝒙 + 𝟔 𝟑𝒃𝒄 𝟕𝒂 𝟑(𝒑 + 𝟓)

𝟓(𝒂 + 𝒃)𝟐 𝒎 − 𝟐𝒏 𝟏 (𝒔 + 𝒕)(𝒔 − 𝒕)
(𝒃 + 𝟑)𝟐 𝒙𝟐 𝟐 𝟐 𝟓(𝒑 + 𝟑)

Activity 10: What name is given to words that are formed to imitate sounds?

Find the quotient.

Copy the MAGIC BOXES below on your answer sheet then write the letter of each expression on top of
the given answers in the boxes to solve the puzzle. Show your solution.

𝟐𝒎𝟐 − 𝟕𝒎 + 𝟑 𝟔𝒎𝟐 − 𝟓𝒎 + 𝟏
𝟓𝒙𝟒 𝟓𝒙𝟐 −𝟔 + 𝟑𝒙 𝟒𝒙 − 𝟖 ÷
÷ ÷ 𝟐𝒎𝟐 + 𝟑𝒎 − 𝟐 𝟑𝒎𝟐 + 𝟓𝒎 − 𝟐
𝟑 𝟔 𝟓 𝟐𝟓
N T C

𝟔𝒎𝟒 𝒙𝟐 − 𝟒 𝒙 − 𝟐 𝒙𝟐 + 𝟏𝟑𝒙 + 𝟏𝟐
÷ 𝟐𝒎 ÷ ÷ (𝒙 + 𝟏)
𝟓 𝒙 𝒙+𝟐 𝒙+𝟐
P E A

𝟓𝒙 − 𝟓 𝒙 − 𝟏 𝒄𝟐 + 𝟑𝒄 𝒄 𝒄𝟐 + 𝟏𝟎𝒄 + 𝟐𝟏
÷ ÷ ÷ (𝒄𝟐 + 𝟐𝒄 − 𝟑𝟓)
𝟏𝟔 𝟔 𝒄𝟐 + 𝟐𝒄 − 𝟑 𝒄 + 𝟏 𝒄𝟐 − 𝟐𝒄 − 𝟏𝟓
I O M

MAGIC BOXES

𝒄+𝟏 𝒄+𝟏 𝟏 𝒙 + 𝟏𝟐 𝟏𝟓 𝒄 + 𝟏 𝟑𝒎𝟑 𝒄 + 𝟏 ( 𝒙 + 𝟐) 𝟐 𝟏𝟓 𝒎 − 𝟑

𝟐𝒙𝟐
𝒄−𝟏 𝒄−𝟏 ( 𝒄 − 𝟓) 𝟐 𝒙+𝟐 𝟒 𝒄−𝟏 𝟓 𝒄−𝟏 𝒙 𝟖 𝟐𝒎 − 𝟏

1ST QUARTER | MATHEMATICS 8 | PAGE 19

 Lesson 11A: Adding and Subtracting
Similar Rational Algebraic Expressions

1ST QUARTER | MATHEMATICS 8 | PAGE 20

 Lesson 11B: Adding and Subtracting Dissimilar Rational Algebraic Expressions

𝒙+𝟏 ?
Now, we do the same method for the second term =
𝒙+𝟑 (𝒙 + 𝟐)(𝒙 + 𝟑)

1ST QUARTER | MATHEMATICS 8 | PAGE 21

 Activity 11: A. WHAT’s BLACK AND YELLOW AND GOES “ZZUB ZZUB’?
Simplify the ff. expressions then write the
𝟏 𝟐 letter corresponding to it in the box below
+ =
𝒂 𝒃
A containing the answer
𝟔 𝟐 𝟐𝒙 − 𝟏 𝒙 − 𝟐
+
𝒃−𝟑 𝒃+𝟕
= B 𝟖
−
𝟏𝟔
= F
𝟐𝒂 𝟑𝒂 𝒃 𝒃
𝟓
−
𝟖
= S + =
𝟑 𝟒
G
𝟐𝒂 − 𝟏 𝟑𝒂 − 𝟒 𝒃+𝟏 𝒃+𝟑
𝟑
−
𝟒
= K 𝟐
+
𝟑
= I
𝟐 𝟏 𝟏 𝟏
+ =
𝒂 𝟐
D −
𝒂+𝟐 𝒂+𝟑
= E
𝟐𝒎 + 𝟏 𝟑𝒎 − 𝟏 𝟗 𝟒
𝟒
+
𝟑
= R − =
𝟐𝒂 − 𝟏 𝒂
Y
𝟑𝒂 + 𝟐 𝟑 − 𝟐𝒂 𝟑+𝒅 𝟒−𝒅
𝟑
+
𝟒
= C 𝟒
−
𝟓
= N
𝟑 𝟐 𝟒 𝒑+𝟒 𝒑−𝟓
+ +
𝒂 𝒃 𝟑𝒂
= W 𝟓
−
𝟕
= L
𝒃 + 𝟐𝒂 𝟖𝒃 + 𝟑𝟔 𝟏 𝟏
𝒂𝒃 (𝒃 − 𝟑)(𝒃 + 𝟕) (𝒂 + 𝟐)(𝒂 + 𝟑) (𝒂 + 𝟐)(𝒂 + 𝟑)

𝟑𝒙 𝟐𝒑 + 𝟓𝟑 𝒂+𝟒 𝟓𝒃 + 𝟗 𝟗𝒅 − 𝟏 𝟕𝒃
𝟏𝟔 𝟑𝟓 𝒂(𝟐𝒂 − 𝟏) 𝟔 𝟐𝟎 𝟏𝟐

𝟖𝒃 + 𝟑𝟔 𝒃 + 𝟐𝒂 𝟔𝒂 + 𝟏𝟕 𝟖−𝒂 𝟔𝒂 + 𝟏𝟑𝒃 𝒃 + 𝟐𝒂 𝟏𝟖𝒎 − 𝟏 𝟒+𝒂 𝒂

(𝒃 − 𝟑)(𝒃 + 𝟕) 𝒂𝒃 𝟏𝟐 𝟏𝟐 𝟑𝒂𝒃 𝒂𝒃 𝟏𝟐 𝟐𝒂 𝟒𝟎

1ST QUARTER | MATHEMATICS 8 | PAGE 22

 Lesson 12: Solving Problems Involving Rational Algebraic Expressions

1ST QUARTER | MATHEMATICS 8 | PAGE 23

1ST QUARTER | MATHEMATICS 8 | PAGE 24
1ST QUARTER | MATHEMATICS 8 | PAGE 25
 Activity 12: What do you call a chicken who eats clay?
Solve each problem and find your answer in the rectangle below. Cross out the box containing
your answer. When you finish write the letters from the remaining boxes in the spaces at the
bottom of the page. Show your solution.
1. Harry can paint a room in 3 hours, and Kerry can paint it in 4 hours. How long will it take if they
work together?
2. Jaja can build a block wall in 3 days. Coleen can build the wall in 5 days. How long will it take if Jaja
and Coleen work together?
3. Pump A can fill a tank in 8 hours. Pump B can fill the tank in 6 hours. How long will it take to fill the
tank using both pumps?
4. To do a job alone, it would take Jennifer 5 hours, Bob 8 hours, and George 10 hours. How long would
it take if they will work all together?
5. Susan and Mary working together can rake a lawn in 2 hours. Susan can do a job alone in 3 hours.
How long would it take Mary to rake the lawn alone?
6. Pipe A can empty a pool in 8 hours. If pipe B is also used, the pool can be emptied in 3 hours. How
long would it take Pipe B, by itself, to empty the pool?
7. Noah can build an ark in 40 days. Together, Noah and his wife can build the ark in 24 days. How
long would it take Noah’s wife working alone?

CH AB AD IG R OP IC
6 58 DAYS 1 5/7 60 DAYS 2 11/17 1 7/8 7 HOURS
HOURS HOURS HOURS DAYS

H KL A TE YE GG R
3 3/7 4 7/8 1 2/3 4 4/5 75 DAYS 2 6/17 3 7/10
HOURS HOURS DAYS HOURS HOURS HOURS

1ST QUARTER | MATHEMATICS 8 | PAGE 26

 Republic of the Philippines
Department of Education
Region III – Central Luzon
SCHOOLS DIVISION OFFICE OF BALANGA CITY

ACTIVITY SHEETS IN MATHEMATICS 8

Week 5 1st Quarter

Lesson 13: Illustrates the Rectangular Coordinate System and its Uses

Historically, maps played a vital role for travelers and explorers. This map contains vertical and
horizontal lines called longitude and latitude, respectively. In this modern day, map applications
and the Global Positioning System (GPS) in your mobile phone still utilize the use of horizontal
and vertical lines to give you the exact location or coordinate of the place you are looking for.

In this lesson, you will learn the concept of Rectangular Coordinate System, plotting points, and locating
coordinates which may help you in understanding maps, distance, economics, research and other daily activity.

Keep in Mind
➢ The number associated with a point on the number line is called the coordinate
of that point.
➢ The coordinate of the origin is zero.
➢ The coordinates of the points to the right of the origin on a horizontal number
line and above the origin on a vertical number line form the set of positive
integers.
➢ The coordinates of the points to the left of the origin on a horizontal number
line and below the origin on a vertical number line form the set of
negative integers.

The Identify the Location activity allows you to write the horizontal and vertical location of the
objects in ordered pair. In similar manner, points in the Rectangular Coordinate System are also
written in ordered pair.

A Rectangular Coordinate System or also known as a Cartesian plane is named after the French
mathematician René Descartes (1596 – 1650), who is known as the “Father of Modern
Mathematics”. It is composed of two perpendicular number lines, typically called the 𝑥−𝑎𝑥𝑖𝑠 and
the 𝑦−𝑎𝑥𝑖𝑠, respectively, that meet at a point of origin (0, 0) and divide the plane into four regions
called quadrants which are numbered in sequence as Quadrant I, Quadrant II, Quadrant III, and
Quadrant IV moving in a counter-clockwise direction starting from the upper right.

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 Activity 13: PERFORMANCE TASK

Subject Integration: Math, Science, English and TLE

Search about the importance and use of Rectangular Coordinate Planes in Real Life.
Write a paragraph explaining further and giving some examples about the use of Rectangular Coordinate
Planes in Real life.

In gathering information, secure the sources for your citation (bibliography). Observe the correct use of
punctuation marks and proper indentation. Arrange the list of your bibliography in alphabetical order.

1ST QUARTER | MATHEMATICS 8 | PAGE 29

 Lesson 1 4 : Illustrates Linear Equations in Two Variables

Anna and Peter’s combined score in an exam is 19. Can we write this algebraically? Is it
possible to find their individual score?

Problems like the one above can be solved and modelled using linear equations in two variables.
Finding their individual score can be confusing but as long as one score is given you can find the
other score.

Let us start this lesson by reviewing some properties of real numbers you have learned in your Mathematics 7.

Consider the situation about Anna and Peter’s combined score. Complete the table below by finding the score of one
student given the score of the other student, then answer the questions that follow.
ANNA’S SCORE PETER’S SCORE ANNA + PETER’S SCORE
1 19
8 19
5 19
7 19
17 19

In your previous activity, the combined scores of Anna and Peter can be written as follow:
𝐴𝑛𝑛𝑎’𝑠 𝑆𝑐𝑜𝑟𝑒 + 𝑃𝑒𝑡𝑒𝑟’𝑠 𝑆𝑐𝑜𝑟𝑒 = 19
Replacing Anna’s score by a variable 𝑥 and Peter’s score by a variable 𝑦, respectively, the equation becomes:
𝑥 + 𝑦 = 19
This is an example of a linear equation in two variables.

The equation 𝑥 + 𝑦 = 19 is written in standard form where 𝐴 = 1, 𝐵 = 1, and 𝐶 = 19. So, when can we say that a linear
equation is in its standard form?

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 Activity 14:
A. YES or NO

B. Put me into your standard!

Write each of the following linear equations in two variables in standard form.
1. 4y -12 =3x
2. 3 + x =y
3. 7x + 5y + 25 = 0

C. Find My Pair

Lesson 15: Illustrates and Finds the Slope of a Line

Given Two Points, Equation and Graph

Have you experienced climbing a hill, a mountain, stairs or

ladders? How about pushing someone on a wheelchair down the
ramp? Which do you think is difficult to climb, a very slanting
ladder or a less slanting ladder? Do you think there would be
difference in speed when you walk on a flat ground than walking
down a hilly road? Would it be possible to walk on the wall?
What danger would it cause?

In this lesson, you will find out the answers to these

questions and determine the importance of learning the slope of a line and its applications.

Directions: Complete the table below by locating each point on

the graph and describing the location of the abscissa (𝑥−coordinate)
and the ordinate (𝑦−coordinate) with respect to the origin. Point S is
provided as your guide. Then answer the questions that follow.

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 Activity 15: A. Rise over Run

B. Direction: Find the slope of the line given the following equations.
Choose the letter of the correct answer. Show your solution

1ST QUARTER | MATHEMATICS 8 | PAGE 36

 Republic of the Philippines
Department of Education
Region III – Central Luzon
SCHOOLS DIVISION OFFICE OF BALANGA CITY

ACTIVITY SHEETS IN MATHEMATICS 8

Week 6 1st Quarter

Lesson 16: Writes the Linear Equation Ax + By = C
in the Form y = mx + b and Vice Versa

The standard form of a linear equation in two variables is written as 𝐴𝑥 + 𝐵𝑦 = 𝐶, where 𝐴, 𝐵, 𝑎𝑛𝑑 𝐶 are
real numbers, 𝐴 and 𝐵 are not both zero. Also, the slope-intercept form of the equation of a line is written in the
form 𝑦 = 𝑚𝑥 + 𝑏, where 𝑚 is the slope and 𝑏 is the y-intercept, 𝑚 and 𝑏 are real numbers.

Activity: Let’s Begin…

Rewrite the following linear equations in specified form. Supply the missing terms
in each of the items below. Write your answer on a separate sheet of paper.

1. Rewrite the equation −4𝑥 + 𝑦 = 12 in slope-intercept form.

Solution:
−4𝑥 + 𝑦 = 12 Given
−4𝑥 + 𝑦 + ___ = 12 + ___ Addition Property of Equality
𝑦 + (−4𝑥 + ___) = 12 + ___ Associative Property for Addition
𝑦 + 0 = 12 + ___ Additive Inverse
___ = 12 + ___ Identity Property for Addition
𝒚 = 𝟒𝒙 + 𝟏𝟐 Commutative Property of Equality/Slope-Intercept Form

2. Rewrite the equation 𝑦 = −3𝑥 + 9 in standard form.

Solution:
𝑦 = −3𝑥 + 9 Given
𝑦 + ___ = −3𝑥 + ___ + 9 Addition Property of Equality
𝑦 + ___ = (−3𝑥 + 3𝑥) + 9 Associative Property for Addition
𝑦 + ___ = ___ + 9 Additive Inverse
𝑦 + ___ = 9 Identity Property for Addition
𝟑𝒙 + 𝒚 = 𝟗 Commutative Property for Addition/Standard Form
The equation of the form 𝐴𝑥 + 𝐵𝑦 = 𝐶 can be rewritten in the form 𝑦 = 𝑚𝑥 + 𝑏 and vice versa.

Example 1
Rewrite the following equations in the form 𝑦 = 𝑚𝑥 + 𝑏. Determine the slope and 𝑦-intercept.
a. −3𝑥 + 𝑦 = 7
b. 20𝑥 − 10𝑦 = 30

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 Example 2:
Rewrite the following equations in the form Ax + By = C.
1. y = -x + 4
2
2. y = 3 x + 5

1ST QUARTER | MATHEMATICS 8 | PAGE 38

 Activity 16: Re-Match! (Rewrite and Match)

Lesson 17: Graphing a Linear Equation Given (a) Any Two Points;
(b) the 𝒙- and 𝒚 – Intercepts; (c) the Slope and a Point on the Line

A first-degree polynomial equation in two variables is said to be a linear equation. The graph of linear
equation is a line. It can be drawn in the coordinate plane using different methods such as using any two points
on the line, x and y-intercepts on the line, and a slope and a given point.

Recall that, the Cartesian Plane is consist of two perpendicular number lines intersecting at the origin. The
position, direction and distance of all points in the plane relative to the origin are given by its coordinates, the
ordered pair (x, y). The 𝑥- coordinate or abscissa of a point is its horizontal distance from the origin.

1ST QUARTER | MATHEMATICS 8 | PAGE 39

 The 𝑦-coordinate or the ordinate of a point is its vertical distance from the origin. Hence, divided the plane
into four regions, Quadrant I, II, III, and IV. Then, we can describe any point of the plane using ordered pair of
numbers. Thus, the ordered pair (4, 3) is located at quadrant I as it is shown below.

A linear equation in two variables can be written either in the form 𝐴𝑥 + 𝐵𝑦 = 𝐶 or 𝑦 = 𝑚𝑥 + 𝑏 where A, B, and C
are real numbers, and A and B are not equal
to zero. Graphing linear equations can be done using any of the three methods:
1. Using any two points on the line
2. Using 𝑥 and 𝑦- intercepts
3. Using the slope and a point
Using Any Two Points
One method of graphing a linear equation is using any two points. Remember that two points are enough to draw
the graph of a linear equation.

Example 1
Graph the linear equation 𝑦 = 2𝑥 − 3.
Solution:
You may assign any two arbitrary values of 𝑥, say 0 and 1, and then solve for the corresponding
value of 𝑦.
By substitution,
𝑦 = 2𝑥 − 3 When 𝑥 = 1
𝑦 = 2(0) − 3 𝑦 = 2𝑥 − 3
𝑦 = 0 − 3 𝑦 = 2(1) − 3
𝒚 = −𝟑 𝑦 = 2 − 3
𝒚 = −𝟏

The solution shown above implies that if 𝑥 = 0, then 𝑦 = −3. Also,

if 𝑥 = 1, then 𝑦 = −1. Thus, the ordered pairs are (0, −3) and
(1, −1), respectively. This means that the line passes through these
points.
Plot these points and draw a line through them.

Using 𝒙 and 𝒚-intercept

Another way of graphing a linear equation in two variables is by using the 𝑥- intercept 𝒂 and the 𝑦-intercept 𝒃. The
𝑥 and 𝑦- intercepts of the line could represent two points, which are (𝒂, 𝟎) and (𝟎, 𝒃). So, the intercepts
are enough to draw the graph of a linear equation.

1ST QUARTER | MATHEMATICS 8 | PAGE 40

 Activity 17:
A. USING TWO POINTS. Graph each linear equation that passes through the given pair of
points. Use graphing paper.

1. (2, 2) and (4, 5) 2. (-5, -3) and (-3, 5)

B. USING X-INTERCEPT AND Y-INTERCEPT. Using a graphing paper, graph each linear equation whose x-intercept
a and y-intercept b are given below.
3. a = -2 and b = -4 4. a = 1 and b =3

C. USING SLOPE AND ONE POINT

Graph each linear equation in a graphing paper, given slope m and a point.

5. (3, 1) and m = 2 6. (-1, 4) and m = -1

1ST QUARTER | MATHEMATICS 8 | PAGE 41

 Lesson 18: Describing the Graph of a Linear Equation
in Terms of its Intercepts and Slope
A line can be described by its slope. The slope of a line is a number that measures its "steepness",
usually denoted by the letter 𝑚. It is the change in 𝑦 for a unit change in 𝑥 along the line.

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 Activity 18. PERFORMANCE TASK
Subject Integration: Math, Science, English and TLE

Topic: Determine the effect of temperature on the speed of sound.

Note: Your score in this activity is depends on your score on Week 2 of Science.

1ST QUARTER | MATHEMATICS 8 | PAGE 44

 Republic of the Philippines
Department of Education
Region III – Central Luzon
SCHOOLS DIVISION OFFICE OF BALANGA CITY

ACTIVITY SHEETS IN MATHEMATICS 8

Week 7 1st Quarter

Lesson 19: Find the Equation of a Line

1ST QUARTER | MATHEMATICS 8 | PAGE 45

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 Activity 19:

Lesson 20: Solves Problems involving Linear Equations in Two Variables

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 Activity 20: WATCH YOUR STEPS

1ST QUARTER | MATHEMATICS 8 | PAGE 49

 Republic of the Philippines
Department of Education
Region III – Central Luzon
SCHOOLS DIVISION OFFICE OF BALANGA CITY

ACTIVITY SHEETS IN MATHEMATICS 8

Week 8 1st Quarter

Lesson 21: Illustrates a System of Linear Equations in Two Variables

1ST QUARTER | MATHEMATICS 8 | PAGE 50

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 Activity 21: PICK ME!

1ST QUARTER | MATHEMATICS 8 | PAGE 52

 Lesson 22: Graphs a System of Linear Equations in Two Variables

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 Activity 22: EQUAL OR NOT!

Lesson 23: Categorizes when a Given System of Linear Equations in Two Variables
has Graphs that are Parallel, Intersecting, and Coinciding
Recall in Module 15: Graphs a System of Linear Equations in Two Variables, when you solve the system by
graphing, it may produce different graphs of system of linear equation. The table below shows how the graphs of the system
of linear equation can be categorized:

Activity 23: I CAN DO IT!

1ST QUARTER | MATHEMATICS 8 | PAGE 57