DETAILED LESSON PLAN IN MATHEMATICS

GRADE 7

Student Teacher :
Cooperating Teacher : GEMARIE E. BACQUILLER
Date : September 25, 2014

I. Objectives
At the end of the lesson, the students are expected to:
a. define what is a factor;
b. differentiate trinomials with perfect square to the trinomial without perfect square.
c. perform factoring for trinomial without a perfect square.
II. Subject Matter
Lesson

Strategies




KBI
Integration
References
Materials
: Factoring Trinomials without a Perfect Square
Activity 9, Lets Tile Up
: Visualizing
Asking and Answering Question
Total Physical Response(TPR)
Graphic organizers
: Listen and follow the instructions carefully.
: MAPEH, Arts, Values Education
: Module: Special Products: Rational Algebraic Expression and
Algebraic Expression with Integral Components.
: Power Point Slides, Projector, Laptop, paper cut into different
shapes and size.

III. Procedure
Teachers Activity Students Activity
A. Preparation
Good afternoon, class.
Before we are going to start our lesson
this afternoon, let us have a prayer first.
Pastor, kindly lead the prayer.
1. Setting of Behavioural Standards
Class, how are you this afternoon?
Wow! Meaning to say, you are ready
for our lesson this afternoon. But
before that, let us set an agreement
to follow as we go on with our
discussion.
Alright. Jesa, what will you do when
someone is talking?
Good!
What will you do during the group
activities, Kenworth?
Absolutely Correct! Those are our
agreements today.
B. Motivation
Now! Who among here in this class, can
still recall what multiplication is, Jayson?
Very Good!
Talking about multiplication, what do we
call the two numbers to be multiplied,
Danny?
Good!
How about the result of the
multiplication, what do we call those
numbers, Jay Marie?

Good afternoon, sir.

Classmates, please stand up. Let us bow down
our heads and pray.

Were fine, sir.





We should listen carefully and attentively, sir.


We should follow the instructions given and
participate actively, sir.



It is shorter process of adding numbers, sir.


They were called factors, sir.



We call them, Product, sir.


Very Good!
Now, we are going to have a guessing
game. I will have to give the product and I
will call somebody to give the factors. Is it
clear?
Good!
What are the factors of 6, Rowell?
Correct!
Florecito, what are the factors of 24?
Very Good!
How about 25, Analyn?
Absolutely Correct.
C. Presentation
In our previous discussion we tackled
trinomials with a perfect square such as
4r
2
-12r+9. We call it perfect square
because its factor is a binomial in which if
it is multiplied by itself the trinomial will
be formed. (Showing the PowerPoint
slides.)Now, how about x
2
+5x+6? Can we
consider it as a perfect square trinomial,
Leah?
Very Good!
It is not perfect squared trinomial
because its factors are not like. Now my
question is, how are we going to factor
trinomial without a perfect square?
Anybody from the class who knows how
to do it?
This afternoon we will discuss factoring of
trinomials without a perfect square but
before that we will have an activity first.
I will divide the class into three groups.
This side will be the group one while that
side would be the group two. On the
other hand, this side will be the group
three. Now, choose your leader,
secretary, reporter, material manager and
time keeper.
D. Lesson Proper
1. Activity
I will give each group the
materials needed for the activity.
The instruction is just simple.
Based on the given material and
within 3 minutes, you will have to
form a rectangle and paste the
rectangle in the given white
cartolina paper.
Based on the rectangular shape
that you had formed and in a
vertical direction, how many
square and small rectangular tiles
are there? In horizontal direction,
how many square and small
rectangular tiles are there? Label
it by writing your answers at its
sides. (Show a sample using slide

Yes, sir.




3 and 2, sir.

8 and 3, 6 and 4, sir.

5 and 5, sir.










No, sir.




































presentation.)
Is it clear?
(Call the material managers to get
the materials and signal the class
to start the activity.)
2. Discussion
(Call the reporter in each group to
post their outputs in the board.)
Now, we will go back to the given
example of trinomial without a
perfect square. (Showing the
presentation slides.) Using your
activity, we will now determine
what are the factors of x
2
+5x+6.
The different shapes that I had
given represent the trinomial
x
2
+5x+6. The square represents
x
2
, while the rectangle and small
square represents 5x and 6. In
order to know its factor using the
given materials, I let you create a
rectangle. The square and
rectangular tiles in vertical and
horizontal direction would
represent its factors. The
question is how? In vertical and
horizontal direction, the number
of square tiles will represent x
while the number of rectangular
lines including the small squares
will represent a number value.
Then add the counted number of
x with counted number of
number value. Reporters from
each group re-label your
rectangle and write down what
are the factors being formed in
the vacant space of the cartolina
paper.
Aside from forming rectangle in
identifying the factors of a
trinomial without a perfect
square, there is also another way
on how to do it. Lets try to
consider this trinomial v
2
+4v-21.
In order to solve for its factors,
the first step that you are going to
consider is to list down the
factors of -21 out from the
binomial 4v-21. Leah, can you
give me a factor?
Good!
(Write the answer in tabular
form)
Factors of -21
-3 +7
Give me another factor, Joseph?
Very Good!

Yes, sir.
(Do the activity.)



(Do the posting of outputs.)































(Reporter will re-label and write down the
formed factors.)











-3 and 7, sir.




-7 and 3, sir.

(Write and add the answer in the
table.)
Factors of -21
-3 +7
-7 +3
Is there another factor, Danny?
Absolutely correct!
(Write and add the answer in the
table.)
Factors of -21
-3 +7
-7 +3
-21 +1
Who can give me the last factor
of -21, Jason?
(Write and add the answer in the
table.)
Factors of -21
-3 +7
-7 +3
-21 +1
-1 +21
Lets move into the second step.
Based on the given factors, which
pairs in will give a sum of 4, Felix?
Your right!
Therefore, the factors of v
2
+4v-21
is (v-3)(v+7)
E. Generalization
As your observation based on the activity
that you did and based on our discussion,
What are the ways on factoring trinomial
without perfect square, Kenworth?
Your right!

F. Application
Now, we will have another activity in title
Trinomial Hunting.
Regroup yourselves.
I will give you a sheet of paper with a
table of different binomials. Based on the
given trinomials, find the factors in the
table, encircle it and affixed the
corresponding letter. After, 2 minutes
submit the sheet and I will show you the
answers using the slide. Points
accumulated from this activity will be
added in your quiz.





-21 and 1, sir.








-1 and 21, sir.








-3 and 7, sir.






The first way is to create a rectangle out of the
square, rectangular and small square tiles. While
the second way is to identify the possible factors
of the last value of the trinomial and determine
which of the factors when added together will
form the value of the binomial it preceded, sir.






(Students will do the activity and submit the
sheet. Teacher will show the correct answers
and announce the scores gain by each group.)

IV. Evaluation
Give the factors of the following trinomials:
a. n
2
-n-20
b. n
2
+5n+6
c. n
2
-4n-32
V. Assignment
Give the factors of the following trinomials:
1. n
2
+ 11n + 24
2. n
2
+ 2n + 48