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Math 8 Q1 Week 2.2

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Math 8 Q1 Week 2.2

1

Uploaded by

Allen Rose Aspe
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© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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GRADE 8 MATHEMATICS

WORKSHEET
Quarter 1
Week 2

Name: _________________________________________ Section: __________________


School: ___________________________________________________________________
Name of Teacher: ___________________________________________________________

1. Learning Competency: The learner solves problems involving factors


of polynomials.
(MELC – Week 1 to 2) Code: M8AL-Ib-2
Specific Objectives: The learner …

1. solves problems involving factors of polynomials.

Using the skills you have acquired in different types of factoring, let’s go deeper by moving
on to the next activity.

A. Activity 1. Model Making


Description: Creation of a solid figure out of a given plane figure and expressing it in
terms of factors of a polynomial.
Directions: Create a solid figure from the rectangular figure that was provided by
following the steps given. Then, answer the questions below.
1. Cut – Out 2 inches by 2 inches squares in all edges of 12 inches by 6 inches rectangle.
2. Fold all the sides upward.
3. Paste/tape the edges of the new figure.

Questions: a. What is the area of the original rectangle if its side is x units?

b. If the sides of the small squares are y, what expression represents its area?
c. How will you express the area in factored form of the new figure in terms of the
variables stated in letters a and b?

Hint: Area of the new figure = area of rectangle – area of 4 squares

d. What is the dimension of the new figure formed? How about the volume of the solid?
Dimension: length l = width w =
Volume = lwh

e. If the value of x = 4 cm and the value of y = 1 cm, what will be the dimension of the
new figure? Its area? Its volume?

f. How did factoring help you find the dimensions of the new figure formed? the area?
the volume?

g. What did you learn from this activity?

How can unknown quantities in geometric problems be solved?

A. Activity 2. Make It Real!


Look and observe.
Situation: An interior decorator is buying wallpaper for two square walls. One wall is 4
feet wider than the other. If he/she needs 170 square feet of wallpaper, what are the
dimensions of the wall?
Solution:
Sketch the walls:
Let x = the length of the smaller square,
Then x + 4 = the length of the larger square.

Area of the smaller square + Area of the larger square = 170 square feet of wallpaper
x2 + (x+4)2 = 170

Solve for x: x2 + (x+4)2 = 170


x2 + x2 + 8x +16 = 170 Square the binomial
2x2 + 8x +16 – 170= 0 Subtraction property of equality
2x2 + 8x – 154 = 0 Combine like terms
x2 + 4x – 77 = 0 Divide each term by 2
(x+11)(x– 7) = 0 Factor
x + 11 = 0 and x – 7 = 0 Equate each factor to 0.
x = -11 and x = 7 solve for x
Since the length is positive, we take 7 as the value of x. Thus, x = 7 or 7 feet, the length of the
side of the smaller square and the length of the side of the larger square is x + 4 equals 7+ 4
or 11 feet.
To check:

What new realizations do you have after doing the activity? What new connections have you
made for yourself?

II. Assessment:
Answer the following:
1. Use the figure on the right to answer the following:
a. Find the area of the larger square. Given: side = x

b. Find the area of the smaller square. Given: side = 3


c. If the smaller square is removed, what is the area of the shaded region?

d. Factor the polynomial that represents the area of the shaded region.

2. Find the length of a side of a square if its area is 4x2 + 12x + 9.

III. Enrichment (If necessary)


Illustrate then solve.
1. The side of a square is m meters long. The length of a rectangle is 3 meters longer than
the side of the square, and the width of the rectangle is 3 meters shorter than the side of
the square. Which has a greater area? By how much?

2. If a2 – b2 = 8 and a – b = 2, find the value of ( a + b )2 .

References:

Abuzo, Emmanuel P., Bryant, Merden L., Cabrella, Jem Boy B., Caldez, Belen P., Callanta,
Melvin M., Castro, Anastacia Proserfina I., Halabaso, Alicia R., Javier, Sonia P., Nocom,
Roger T., and Ternida, Concepcion S. 2013. Mathematics 8 Learner’s Module. First Edition.
Philippines: Department of Education.

Oronce, Orlando A., and Mendoza, Marilyn O. 2015. E – Math Grade 8. Revised Edition.
Rex Book Store.

Prepared by: ADELFA L. PATERES


SST-III
CCNHS
Validated by:

SEVERIANO D. CASIL
EPS – Mathematics
Cabadbaran City Division

Key Answer:

A. Activity 1:
a. x2 b. A = y2 ; A of 4 squares = 4y2 c. A = x2 – 4y2 = (x+2y)(x-2y)
d. length = x+2y; width = x-2y e. l = 4+2(1cm) = 6 cm & w = 4 – 2(1cm) = 2 cm
Volume = y (x+2y)(x-2y) A = 6 cm(2cm) = 12 cm2
V = 1cm(6cm)(2cm) = 12 cm3
B. Activity 2:
Try It. Solution: x2 + (x+3)2 = 89
2 2
x + x + 6x + 9 = 89
2x2 + 6x + 9 – 89 = 0
2x2 + 6x – 80 = 0
x2 + 3x – 40 = 0
(x+8)(x-5) = 0
x = - 8 and x = 5
Thus, the length of the side of the small square wall is 5 feet and the length of the side of the
larger square wall is 8 feet.
II. Assessment :
1. a. A = x2 b. A = 9 c. A = x2 – 9 d. A = (x+3)(x-3)
2
2. A = 4x + 16x + 9 = (2x+3) ; Thus, the length of the side is 2x + 3.
III. Enrichment:
1.

Solution: Area of square = m2 Area of rectangle = (m+3)(m-3) = m2 – 9


Thus, the square has a greater area by 9 meters.
2. If a – b2 = 8 and a – b = 2, find the value of ( a + b )2 .
2

Solution: a2 – b2 = 8
( a+b)(a-b) = 8
(a+b)(2) = 8
(a+b) = 4 (a+b)2 = 42
Therefore, the value of ( a + b )2 = 16.

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