Math8 Q1 Mod 1A Factoring Polynomials PDF 2020

Mathematics Quarter 1– Module 1A Factoring Polynomials Mathematics – Grade 8 Alternative Delivery Mode Quarter 1 – Module 1 Factoring Polynomials First Edition, 2020 Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the Government of the Philippines. How...

Mathematics Quarter 1– Module 1A Factoring Polynomials Mathematics – Grade 8 Alternative Delivery Mode Quarter 1 – Module 1 Factoring Polynomials First Edition, 2020 Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the Government of the Philippines. However, prior approval of the government agency or office wherein the work is created shall be necessary for exploitation of such work for profit. Such agency or office may, among other things, impose as a condition the payment of royalties. Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks, etc.) included in this book are owned by their respective copyright holders. Every effort has been exerted to locate and seek permission to use these materials from their respective copyright owners. The publisher and authors do not represent nor claim ownership over them. Published by the Department of Education Secretary: Leonor M. Briones Undersecretary: Diosdado M. San Antonio Development Team of the Module Writer: Lee C. Apas, Clint R. Orcejola Language Editor: Merjorie G.Dalagan Content Evaluator: Isabelita R. Lindo Layout Evaluator: Jake D. Fraga Reviewers: Rhea J. Yparraguirre, Nilo B. Montaño, Lilibeth S. Apat, Liwayway J. Lubang, Rhodora C. Luga, Jenny O. Pendica, Vincent Butch S. Embolode, Emmanuel S. Saga Illustrator: Fritch A. Paronda Layout Artist: Clint R. Orcejola Management Team: Francis Cesar B. Bringas Isidro M. Biol, Jr. Maripaz F. Magno Josephine Chonie M. Obseñares Josita B. Carmen Celsa A. Casa Regina Euann A. Puerto Bryan L. Arreo Elnie Anthony P. Barcena Leopardo P. Cortes Printed in the Philippines by Department of Education – Caraga Region Office Address: Learning Resource Management Section (LRMS) J.P. Rosales Avenue, Butuan City, Philippines 8600 Telefax Nos.: (085) 342-8207/ (085) 342-5969 E-mail Address: [email protected]  8 Mathematics Quarter 1 – Module 1A Factoring Polynomials Introductory Message For the facilitator: Welcome to the Mathematics 8 Alternative Delivery Mode (ADM) Module on Factoring Polynomials! This module was collaboratively designed, developed and reviewed by educators both from public and private institutions to assist you, the teacher or facilitator in helping the learners meet the standards set by the K to 12 Curriculum while overcoming their personal, social, and economic constraints in schooling. This learning resource hopes to engage the learners into guided and independent learning activities at their own pace and time. Furthermore, this also aims to help learners acquire the needed 21st century skills while taking into consideration their needs and circumstances. As a facilitator, you are expected to orient the learners on how to use this module. You also need to keep track of the learners' progress while allowing them to manage their own learning. Furthermore, you are expected to encourage and assist the learners as they do the tasks included in the module. For the learner: Welcome to the Mathematics 8 Alternative Delivery Mode (ADM) Module on Factoring Polynomials! This module was designed to provide you with fun and meaningful opportunities for guided and independent learning at your own pace and time. You will be enabled to process the contents of the learning resource while being an active learner. ii This module has the following parts and corresponding icons: What I Need to Know This will give you an idea of the skills or competencies you are expected to learn in the module. What I Know This part includes an activity that aims to check what you already know about the lesson to take. If you get all the answers correct (100%), you may decide to skip this module. What’s In This is a brief drill or review to help you link the current lesson with the previous one. What’s New In this portion, the new lesson will be introduced to you in various ways; a story, a song, a poem, a problem opener, an activity or a situation. What is It This section provides a brief discussion of the lesson. This aims to help you discover and understand new concepts and skills. What’s More This comprises activities for independent practice to solidify your understanding and skills of the topic. You may check the answers to the exercises using the Answer Key at the end of the module. What I Have Learned This includes questions or blank sentence/paragraph to be filled in to process what you learned from the lesson. What I Can Do This section provides an activity which will help you transfer your new knowledge or skill into real life situations or concerns. Assessment This is a task which aims to evaluate your level of mastery in achieving the learning competency. Additional Activities In this portion, another activity will be given to you to enrich your knowledge or skill of the lesson learned. Answer Key This contains answers to all activities in the module. iii At the end of this module you will also find: References This is a list of all sources used in developing this module. The following are some reminders in using this module: 1. Use the module with care. Do not put unnecessary mark/s on any part of the module. Use a separate sheet of paper in answering the exercises. 2. Don’t forget to answer What I Know before moving on to the other activities included in the module. 3. Read the instruction carefully before doing each task. 4. Observe honesty and integrity in doing the tasks and checking your answers. 5. Finish the task at hand before proceeding to the next. 6. Return this module to your teacher/facilitator once you are through with it. If you encounter any difficulty in answering the tasks in this module, do not hesitate to consult your teacher or facilitator. Always bear in mind that you are not alone. We hope that through this material, you will experience meaningful learning and gain deep understanding of the relevant competencies. You can do it! iv  What I Need to Know This module is designed and written to help you factor polynomials completely using different techniques. In all lessons, you are given the opportunity to use your prior knowledge and skills in multiplying and dividing polynomials. Activities are also given to process your knowledge and skills acquired, deepen and transfer your understanding of the different lessons. The scope of this module enables you to use it in many different learning situations. The lessons are arranged to follow the standard sequence of the course. But the order in which you read them can be changed to correspond with the textbook you are now using. This module contains the following lessons: Lesson 1: Factoring with common monomial factor Lesson 2: Factoring difference of two squares Lesson 3: Factoring the Sum and Difference of Two Cubes After going through this module, you are expected to: 1. determine patterns in factoring polynomials; and 2. factor polynomials completely and accurately using the greatest common monomial factor (GCMF); 3. factor the difference of two squares; and 4. factor the sum and difference of two cubes. 1  What I Know Choose the letter of the correct answer. Write your answer on a separate sheet of paper. 1. What is the Greatest Common Factor of 24 and 54? A. 1 C. 3 B. 2 D. 6 2. What is the GCF of 20, 24, and 40? A. 1 C. 8 B. 4 D. 20 3. What is the GCF of 𝑥2 and 𝑥9 ? A. 𝑥 2 C. 𝑥 11 B. 𝑥 7 D. 𝑥 18 4. What is the GCF of 𝑥𝑦10 ,𝑥 4 𝑦 6, 𝑥 9 𝑦 9 , and 𝑥 10 𝑦10 ? A. 𝑥𝑦 C. 𝑥 4 𝑦 4 B. 𝑥𝑦 6 D. 𝑥 4 𝑦 6 5. What are the complete factors of the polynomial 7𝑥 − 7? A. 7(𝑥 − 1) C. 7𝑥 – 1 B. 7(1 − 𝑥) D. 7(𝑥 − 7) 6. What are the complete factors of 2𝑥 6 - 12𝑥 4 ? A. 2(𝑥 4 - 6𝑥 4 ) C. 2𝑥 4 (𝑥 2 − 6) B. 2𝑥 5 (𝑥 − 6𝑥) D. 𝑥 6 (2𝑥 2 − 12) 7. Which of the following is a perfect square expression? A. 3𝑥 2 C. 9𝑥 3 B. 4𝑥 D. 16𝑥 4 8. If one factor of the difference of two squares is x + 2, what is the other factor? A. 𝑥 − 2 C. 𝑥 2 – 22 B. 𝑥 2 – 2 D. (𝑥 − 2)2 9. What is the complete factored form of 𝑧 2 − 1 6? A. (𝑧 − 4)2 C. (𝑧 − 4) (𝑧 − 4) B. (𝑧 − 8)2 D. (𝑧 + 4) (𝑧 − 4) 2 10. What is the complete factored form of the expression 𝑦 4 − 49? A. (𝑦 2 )2 − (72 )2 C. (𝑦 2 + 7)2 B. (𝑦 2 − 7)2 D. (𝑦 2 − 7) (𝑦 2 + 7) 11. Which of the following polynomials has factors (𝑥𝑦 – 1)(𝑥𝑦 + 1)? A. 𝑥 2 𝑦 − 1 C. 𝑥𝑦 2 − 1 B. 𝑥 2 𝑦 2 − 1 D. 𝑥 2 𝑦 2 + 1 12. Which of the following expressions is a perfect cube? A. 8𝑥 C. 64𝑥 6 B. 27𝑥 2 D. 125𝑥 4 13. Which of the following is the complete factored form of the cubic polynomial 𝑥 3 − 8? A. (𝑥 − 2)(𝑥 2 + 2𝑥 + 4) C. (𝑥 − 2)(𝑥 2 + 2𝑥 − 4) B. (𝑥 + 2)(𝑥 2 − 2𝑥 + 4) D. (𝑥 − 2)(𝑥 2 − 2𝑥 + 4) 14. Factor completely: 27𝑥 3 + 64𝑦 3 A. (3𝑥)3 + (4𝑦)3 B. (3𝑥 + 4𝑦)(9𝑥 2 − 12𝑥𝑦 + 16𝑦 2 ) C. (3𝑥 + 4𝑦)(3𝑥 2 − 3𝑥𝑦 + 16𝑦 2 ) D. (3𝑥 + 4𝑦)(3𝑥 2 − 12𝑥𝑦 + 4𝑦 2 ) 15. Your classmate was asked to square (2𝑥 – 3), he answered 4𝑥 2 − 9. Is his answer correct? A. Yes, because product rule is correctly applied. B. Yes, because squaring a binomial always produces a binomial product. C. No, because the answer must be 4𝑥 2 + 9. D. No, because squaring a binomial always produces a trinomial product. Les 3  Lesson Factoring by Greatest 1 Common Monomial Factor One of the factoring techniques that you are going to learn in this module is factoring by greatest common monomial factor (GCMF). Concepts such as factors, factoring, and prime factorization have been discussed and have been used in many instances in your previous math classes. Let us try to reactivate what you previously learned by answering the activity below. What’s In 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. 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. 2 x a 10 z y 6 b 5 4 3 Number/Expression Factors 1. 8 __________ 2. 2x __________ 3. 5ab __________ 4. 12z __________ 5. 20xy __________ 4  What’s New Consider the rectangle below. 𝑳 = 𝒙 + 𝟑 𝑾 = 𝟐 The area of a rectangle is the product of the length and the width, or 𝐴𝑟𝑒𝑐𝑡𝑎𝑛𝑔𝑙𝑒 = 𝐿 ∙ 𝑊. Questions: 1. What is the area of the rectangle? 2. Is the area of the rectangle a polynomial? 3. What is the relationship between the area of the rectangle and its sides? 4. What can you say about the width of the rectangle comparing it to the area? 5. What do you call the process of rewriting the polynomial as a product of polynomial factors? What is It 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, Note! When you factor, see to it the product 2(𝑥 + 3) = 2𝑥 + 6 of these factors is always the original expression or polynomial. 5  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. 4𝑥 3 𝑎𝑛𝑑 8𝑥 2 b. 15𝑦 6 𝑎𝑛𝑑 9𝑧 Solution: a. 4𝑥 3 𝑎𝑛𝑑 8𝑥 2 Step 1. Factor each monomial. 4𝑥 3 = 2 ∙ 2 ∙ 𝑥 ∙ 𝑥 ∙ 𝑥 8𝑥 2 = 2 ∙ 2 ∙ 2 ∙ 𝑥 ∙ 𝑥 Step 2. Identify the common factors. 4𝑥 3 = 2 ∙ 2 ∙ 𝑥 ∙ 𝑥 ∙ 𝑥 8𝑥 2 = 2 ∙ 2 ∙ 2 ∙ 𝑥 ∙ 𝑥 Step 3. Find the product of the common factors. 2 ∙ 2 ∙ 𝑥 ∙ 𝑥 = 4𝑥 2 Hence, 4𝑥 2 is the GCMF of 4𝑥 3 𝑎𝑛𝑑 8𝑥 2. b. 15𝑦 6 𝑎𝑛𝑑 9𝑧 Step 1. Factor each monomial. 15𝑦 6 = 3 ∙ 5 ∙ 𝑦 ∙ 𝑦 ∙ 𝑦 ∙ 𝑦 ∙ 𝑦 ∙ 𝑦 9𝑧 = 3 ∙ 3 ∙ 𝑧 Step 2. Identify the common factors. 15𝑦 6 = 3 ∙ 5 ∙ 𝑦 ∙ 𝑦 ∙ 𝑦 ∙ 𝑦 ∙ 𝑦 ∙ 𝑦 9𝑧 = 3 ∙ 3 ∙ 𝑧 Step 3. Find the product of the common factors. Note that 3 is the only common factor. Hence, 3 is the GCMF of 15𝑦 6 𝑎𝑛𝑑 9𝑧 Notice that in the examples above, prime factorization is used to find the GCMF of the given pair of monomials. The next examples illustrate how the GCMF is used to factor polynomials. 6 Example 2. Write 6𝑥 + 3𝑥 2 in factored form. Step 1. Determine the number of terms. In the given expression, we have 2 terms: 6𝑥 and 3𝑥 2. 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. 𝐺𝐶𝐹(𝑥, 𝑥 2 ) = 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 3𝑥 2. Step 4. Find the other factor, by dividing each term of the polynomial 6𝑥 + 3𝑥 2 by the GCMF 3𝑥. 6𝑥 3𝑥 2 → + Divide each term by the GCMF 3𝑥 3𝑥 3𝑥 ∙ 2 3𝑥 ∙ 𝑥 → + Rewrite each term as a product 3𝑥 3𝑥 → 𝟐+𝒙 Step 5. Write the complete factored form 6𝑥 + 3𝑥 2 = 𝟑𝒙 (𝟐 + 𝒙) Example 3: Write 12𝑥 3 𝑦 5 − 20𝑥 5 𝑦 2 𝑧 in complete factored form. Step 1. Determine the number of terms. There are two terms in the given expression 12𝑥 3 𝑦 5 − 20𝑥 5 𝑦 2 𝑧, 12𝑥 𝑦 𝑎𝑛𝑑 20𝑥 5 𝑦 2 𝑧. 3 5 Step 2. Determine the GCF of the numerical coefficient. coefficient factors common factors GCF 12 1, 2, 3, 4, 6, 12 1, 2, 3, 4 4 20 1, 2, 4, 5, 10, 20 Step 2. Determine the GCF of the variables. The GCF of the variables is the one with the least exponent and is common to every term. 𝐺𝐶𝐹(𝑥 3 𝑦 5 , 𝑥 5 𝑦 2 𝑧) = 𝑥 3 𝑦 2 7 Step 3. Find the product of GCF of the numerical coefficient and the variables. 4 ∙ 𝑥3 𝑦2 = 4 𝑥3 𝑦2 This means that, 4 𝑥 3 𝑦 2 is the GCMF of the two terms 12𝑥 3 𝑦 5 𝑎𝑛𝑑 20𝑥 5 𝑦 2 𝑧. Step 4. Find the other factor, by dividing each term of the polynomial 12𝑥 3 𝑦 5 − 20𝑥 5 𝑦 2 𝑧 by the GCMF 4 𝑥 3 𝑦 2. 12𝑥 3 𝑦 5 20𝑥 5 𝑦 2 𝑧 → − 4 𝑥3 𝑦2 4 𝑥3 𝑦2 4𝑥 3 𝑦 2 ∙ 3𝑦 3 4𝑥 3 𝑦 2 ∙ 5𝑥 2 𝑧 → − 4 𝑥3 𝑦2 4 𝑥3 𝑦2 → 3𝑦 3 − 5𝑥 2 𝑧 Step 5. Write the complete factored form 12𝑥 3 𝑦 5 − 20𝑥 5 𝑦 2 𝑧 = 𝟒 𝒙𝟑 𝒚𝟐 (𝟑𝒚𝟑 − 𝟓𝒙𝟐 𝒛) Example 4: Write 12𝑥 3 − 18𝑥𝑦 + 24𝑥 in complete factored form. Step 1. Determine the number of terms. There are three terms in the expression 12𝑥 3 − 18𝑥𝑦 + 24𝑥: 12𝑥 3 , 18𝑥𝑦, 24𝑥 Step 2. Determine the GCF of the numerical coefficient. coefficient factors common factors GCF 12 1, 2, 3, 4, 6, 12 18 1, 2, 3, 6, 9, 18 1, 2, 3, 6 6 24 1, 2, 3, 4, 6, 8, 12, 24 Step 2. Determine the GCF of the variables. The GCF of the variables is the one with the least exponent and is common to every term. 𝐺𝐶𝐹( 𝑥 3 , 𝑥𝑦, 𝑥) = 𝑥 Step 3: Find the product of GCF of the numerical coefficient and the variables. (6)(𝑥) = 6𝑥 Hence, 6𝑥 is the GCMF of 12𝑥 3 , 18𝑥𝑦, 24𝑥. Step 4. Find the other factor, by dividing each term of the polynomial 12𝑥 3 − 18𝑥𝑦 + 24𝑥 by the GCMF 6𝑥. 12𝑥3 18𝑥𝑦 24𝑥 → − + 6𝑥 6𝑥 6𝑥 6𝑥 ∙ 2𝑥2 6𝑥 ∙ 3𝑦 6𝑥 ∙ 4 → − + 6𝑥 6𝑥 6𝑥 8  → 2𝑥 2 − 3𝑦 + 4 Step 5: Write the complete factored form. 12𝑥 3 − 18𝑥𝑦 + 24𝑥 = 𝟔𝒙 (𝟐𝒙𝟐 − 𝟑𝒚 + 𝟒) Example 5. Write 28𝑥 3 𝑧 2 − 14𝑥 2 𝑦 3 + 36𝑦𝑧 4 in complete factored form. Step 1. Determine the number of terms. There are three terms in the expression 28𝑥 3 𝑧 2 − 14𝑥 2 𝑦 3 + 36𝑦𝑧 4 ∶ 28𝑥 3 𝑧 2 , 14𝑥 2 𝑦 3 , 𝑎𝑛𝑑 36𝑦𝑧 4. 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 Step 2. Determine the GCF of the variables. The GCF of the variables is the one with the least exponent and is common to every term. 𝐺𝐶𝐹( 𝑥 3 𝑧 2 , 𝑥 2 𝑦 3 , 𝑦𝑧 4 ) = 1 Note that there are no factors common to all the three terms, this means that 𝑥 3 𝑧 2 , 𝑥 2 𝑦 3 , 𝑎𝑛𝑑 𝑦𝑧 4 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 12𝑥 3 , 18𝑥𝑦, 24𝑥. Step 4. Find the other factor, by dividing each term of the polynomial 28𝑥 3 𝑧 2 − 14𝑥 2 𝑦 3 + 36𝑦𝑧 4 by the GCMF 2. 28𝑥 3 𝑧 2 14𝑥 2 𝑦 3 36𝑦𝑧 4 → − + 2 2 2 2 ∙ 14𝑥 3 𝑧 2 2 ∙ 7𝑥 2 𝑦 3 2 ∙ 18𝑦𝑧 4 → − + 2 2 2 → 14𝑥 𝑧 − 7𝑥 2 𝑦 3+ 18𝑦𝑧 4 3 2 Step 5: Write the complete factored form. 28𝑥 3 𝑧 2 − 14𝑥 2 𝑦 3 + 36𝑦𝑧 4 = 𝟐 (𝟏𝟒𝒙𝟑 𝒛𝟐 − 𝟕𝒙𝟐 𝒚𝟑 + 𝟏𝟖𝒚𝒛𝟒 ) 9  Below is the summary of the 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 the GCF 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. 5. Write the final factored form of the polynomial. What’s More Activity 1: 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 2 1. 𝑥 + 2𝑥 2. 5𝑥 2 − 10𝑥 3 3. 25𝑥 2 𝑦 3 + 55𝑥𝑦 3 4. 10𝑐 3 − 80𝑐 5 − 5𝑐 6 + 5𝑐 7 5. 12𝑚5 𝑛2 − 6𝑚2 𝑛3 + 3𝑚𝑛 Questions: 1. How did you find the GCF of the numerical coefficients of each term? 2. How did you find the GCF of the variables in each term? 3. What did you do to the obtained GCF of the numerical coefficients and the GCF of the variables? 4. How did you find the remaining factors? 5. Did you have any difficulty in finding the GCF of the terms? 6. Did you have any difficulty in finding the remaining factor/s of polynomials after GCF is obtained? If so, why? If none, what helped you factors those expressions correctly? 10 Activity 2: 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. 15𝑡 3 − 15𝑡 2 + 20𝑡 = 5𝑡 ( _________________________) 4. 17𝑥 5 − 51𝑥 4 − 34 𝑥 = ( ________________) (𝑥 4 − 3𝑥 3 − 2) 5. 35𝑥 5 𝑦 2 + 21𝑥 4 𝑦 + 14𝑥 3 𝑦 2 = 7𝑥 3 𝑦 ( _________________________) Questions: 1. Which was easier: finding the remaining factor given the GCF, or finding the GCF given the other factor? Why? 2. What did you do to find the GCF given the remaining factors? What I Have Learned Reflect on the activities you have done in this lesson by completing the following statements. Write your answers on your journal notebook. I learned that I … I was surprised that I … I noticed that I … I discovered that I … I was pleased that I … 11  Lesson 2 Factoring Difference of Two Squares This lesson emphasizes another factoring technique which is factoring the difference of two squares. For you to be well guided on this lesson, recall first the topics about perfect square and special product of sum and difference of two terms in Grade 7. What’s In Powerful 2! Recall: Perfect squares are numbers or expressions that can be expressed to the power of 2. Examples: 1. 4 = 2 ∙ 2 = 22 Thus, 4 and 9𝑥 2 are perfect square. 2. 9𝑥 2 = 3𝑥 ∙ 3𝑥 = (3𝑥)2 Determine which of the following is a perfect square. Write P if it is a perfect square and N if it is not. Write your answer on your answer sheets. 1. 16 2. 12 3. 25 4. 8𝑥 2 5. 36𝑦 4 Questions: 1. Which items are perfect squares? 2. Which items are not perfect squares? 3. What did you do to determine whether the numbers are perfect squares? 12  What’s New Squares of Plus and Minus Determine the product of each sum and difference of two terms. Write your answers on your answer sheet. 1. (𝑥 + 1)(𝑥 – 1) 2. (𝑥 + 4)(𝑥 – 4) 3. (𝑥 + 3)(𝑥 – 3) 4. (𝑥 + 7)(𝑥 – 7) 5. (𝑥 + 9)(𝑥 – 9) Questions: 1. How did you get the product of sum and difference of two terms? 2. Have you observed any pattern? 3. How did you find the activity? 4. Were you able to get the correct answers? If not, what difficulty did you encounter? What is It 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 − 𝑏 2. (𝑎 + 𝑏)(𝑎 – 𝑏) = 𝑎2 − 𝑏 2 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 − 𝑏 2 = (𝑎 + 𝑏)(𝑎 – 𝑏) In order to use this factoring technique, recall the concept of perfect squares. For 1 example, 16, 𝑥 2 , 25𝑎, 9𝑦 4 , and 4. These are all perfect squares. Why? Look at and study the illustration below. 13  16 = 4∙4 = (4)2 𝑥2 = 𝑥∙𝑥 = (𝑥)2 25𝑎2 = 5𝑎 ∙ 5𝑎 = (5𝑎)2 9𝑦 4 = 3𝑦 2 ∙ 3𝑦 2 = (3𝑦 2 )2 1 = 1 1 = 1 2 ∙ ( ) 4 2 2 2 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 𝑥 2 − 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 − 𝑏 2. (𝑥)2 − (3)2 Step 3: Factor completely following the pattern 𝑎2 − 𝑏 2 = (𝑎 + 𝑏)(𝑎 – 𝑏) (𝑥 + 3)(𝑥 – 3) Hence, the complete factored form is, 𝑥 2 − 9 = (𝑥)2 − (3)2 = (𝑥 + 3)(𝑥 – 3). Example 2: Write 16𝑎6 − 25𝑏 2 in completely factored form. Step 1. Express the first and the second terms in exponential form with a power of 2. 16𝑎6 = 4𝑎3 ∙ 4𝑎3 = (4𝑎3 )2 25𝑏2 = 5𝑏 ∙ 5𝑏 = (5𝑏)2 Step 2. Subtract the two terms in exponential form following the pattern 𝑎2 − 𝑏 2. (4𝑎3 )2 − (5𝑏)2 Step 3: Factor completely following the pattern 𝑎2 − 𝑏 2 = (𝑎 + 𝑏)(𝑎 – 𝑏) ( 4𝑎3 + 5𝑏) ( 4𝑎3 − 5𝑏) Hence, the complete factored form of 16𝑎6 − 25𝑏 2 is, 16𝑎6 − 25𝑏 2 = (4𝑎3 )2 − (5𝑏)2 = ( 4𝑎3 + 5𝑏) ( 4𝑎3 − 5𝑏) 14 Example 3: Write 𝑎2 𝑏 4 − 81 in completely factored form. Step 1: Express the first and the second terms in exponential form with a power of 2. 𝑎2 𝑏 4 = 𝑎𝑏 2 ∙ 𝑎𝑏 2 = (𝑎𝑏 2 )2 81 = 9∙ 9 = (9)2 Step 2: Subtract the two terms in exponential form following the pattern 𝑎2 − 𝑏 2. (𝑎𝑏 2 )2 − (9)2 Step 3: Factor completely following the pattern 𝑎2 − 𝑏 2 = (𝑎 + 𝑏)(𝑎 – 𝑏) (𝑎𝑏 2 + 9)(𝑎𝑏 2 − 9) Thus, the complete factored form of 𝑎2 𝑏 4 − 81 is, 𝑎2 𝑏 4 − 81 = (𝑎𝑏 2 )2 − (9)2 = (𝑎𝑏 2 + 9)(𝑎𝑏 2 − 9) 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 − 𝑏 2. Step 3: Factor completely following the pattern 𝑎2 − 𝑏 2 = (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. Consider the following examples: Example 4: Write 𝑥 4 − 81 in completely factored form. Solution: 𝑥 4 − 81 = (𝑥 2 )2 − (9)2 = (𝑥 2 + 9)(𝑥 2 – 9) The two factors are (𝑥 2 + 9)(𝑥 2 – 9). Notice the second factor 𝑥 2 – 9 is a difference of two squares, thus, it can still be factored out. That is, 𝑥 2 − 9 = (𝑥)2 − (3)2 = (𝑥 + 3)(𝑥 – 3). This means that, the complete factored form of 𝑥 4 − 81 is 𝑥 4 − 81 = (𝑥 2 )2 − (9)2 = (𝑥 2 + 9)(𝑥 2 – 9) = (𝑥 2 + 9)(𝑥 + 3)(𝑥 – 3). In the example above, 𝑥 2 + 9 is called the sum of two squares. It cannot be factored! 15 Example 5: Write 3𝑤 2 − 48 in completely factored form. Solution: At first glance, it seems like the given binomial is not factorable using sum and difference of two terms since the terms are not perfect squares. Note 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. 3𝑤 2 − 48 = 3 (𝑤 2 − 16) Observe that 𝑤 2 − 16 is a difference of two squares. Hence, it can be factored as 𝑤 2 − 16 = (𝑤)2 − (4)2 = (𝑤 + 4)(𝑤 – 4) Thus, the complete factored form of 3𝑤 2 − 48 is 3𝑤 2 − 48 = 3 (𝑤 + 4)(𝑤 – 4) Based on the examples presented above, can you now completely factor difference of two squares independently? What’s More Activity 1: 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. 𝑐 2 − 18 3. 𝑑2 − 25 4. 25𝑒 2 − 16 5. 𝑟 2 + 9𝑠 4 Activity 2: Missing You Find the missing terms of the factors. Write your answer on your answer sheet. 1. 𝑎2 − 81 = (𝑎 + ____)(𝑎 − ____) 2. 𝑝2 − 𝑞 2 = (_______ + ____)(𝑝 − 𝑞) 3. 𝑐 2 − 𝑑2 = (𝑐 + 𝑑)(_______ − ____) 4. 49𝑒 2 − 81𝑓 2 = (7𝑒 + _______)(______ − 9𝑓) 5. 100𝑔2 − 121ℎ2 = (_______ + 11ℎ)(10𝑔 − ____) 16 Activity 3: Whole to Parts The factors of the following polynomials are given below. Choose the right factors that correspond to each given polynomial and write your answers on your answer sheet. (𝑥 − 9) (5𝑥 − 1) (4𝑥 – 9𝑦) (9𝑥 + 20𝑦2) (2𝑥 – 7) 4𝑥 2 − 9 (4𝑥 + 9𝑦) (2𝑥 + 7) (𝑥 + 9) (5𝑥 + 1) (9𝑥 – 20𝑦2) 1. 𝑥 2 − 81 = ____________________ 2. 4𝑥 2 − 49 = ____________________ 3. 16𝑥 2 − 81𝑦 2 = ____________________ 4. 25𝑥 2 − 1 = ____________________ 5. 81𝑥 2 − 400𝑦 4 = ____________________ Activity 4: When I broke It, I found It! Supply the missing terms to factor the given polynomials completely. Write your answer on your answer sheet. 1. 3𝑥 2 – 12𝑦 2 = 3(𝑥 2 − _______) (𝑥 + _____)(_____ − 2𝑦) Final Factors: ______________________ 2. 1 – 16𝑥 8 = (1 + _____)(_____ − 4𝑥 4 ) (1 + _____)(_____ − 2𝑥 2 ) Final Factors: ______________________ 3. 𝑎4 – 625𝑏8 = (_____ + 25𝑏4)(𝑎2 − _____) (𝑎 + _____)(____ − 5𝑏 2 ) Final Factors: ______________________ 17  What I Have Learned Read and answer as directed. Write your answers on your answer sheet. 1. How will you factor difference of two squares? Write the step–by – step process. 2. Give an example of binomial where the resulting factors after using the pattern for sum and difference of two squares are still factorable using the same method. Outline your step-by-step process in getting the complete factored form. Lesson Factoring Sum and difference of 3 Two Cubes In this lesson, you will learn how to factor the sum and difference of two cubes. However, for you to do that, you must recall the concept of perfect cube and how to express mathematical expression to the power of 3 when you were in Grade 7. To refresh your learning on this matter, try to answer the following activity. What’s In Perfect cubes are numbers or expressions that can be expressed to the power of 3. Say, 8𝑥 6. There are two things that we need to manipulate, the constant 8 and the variable 𝑥 6. The constant 8 can be expressed as 8 = 2 ∙ 2 ∙ 2 𝑜𝑟 23 and the variable 𝑥 6 can be rewritten as 𝑥 6 = (𝑥 2 )3 using the law of exponent ((𝑎𝑚 )𝑛 = 𝑎𝑚∙𝑛 or the Power Rule. Thus, it follows that 8𝑥 6 can be expressed as 8𝑥 6 = (23 )(𝑥 2 )3 𝑜𝑟 (2𝑥 2 )3. Activity: Power of 3! Express the following in exponential form with a power of 3. Write your answers on you answer sheet. 1. 27 3. 64𝑦 3 1 2. 4. 125𝑥 3 8 5. 27𝑥 6 𝑦12 18  Questions: 1. How did you find the activity? 2. Were you able to correctly express each expression as a power of 3? 3. Did you encounter any difficulty in performing the activity? If so, what did you do to overcome this difficulty? What’s New Activity: See the Pattern Given below are expressions in factored form in which one of the factors is a binomial and the other one is a trinomial. Follow the process in multiplying them and compare the product to the factors and give your observations. Write your answer on your answer sheet. Factored Form Steps Process 1. (𝑥 – 3)(𝑥 2 + 3𝑥 + 9) 2 𝑥 (𝑥 – 3) + 3𝑥(𝑥 – 3) + 9(𝑥 – 3) Distributing (𝑥 − 3) to each of the terms in the given trinomial (Distributive property) 𝑥 3 – 3𝑥 2 + 3𝑥 2 – 9𝑥 + 9𝑥 − 27 Distributing 𝑥 2 to (𝑥 – 3), 3𝑥 to (𝑥 – 3), and 9 𝑡𝑜 (𝑥 – 3) (Distributive property) Product 𝑥 3 − 27 By simplification Compare the product 𝑥 3 − 27 to its factors (𝑥 – 3)(𝑥 2 + 3𝑥 + 9). What are your observations? Factored Form Steps Process 2. (𝑥 + 3)(𝑥 2 − 3𝑥 + 9) 𝑥 2 (𝑥 + 3) − 3𝑥(𝑥 + 3) + 9(𝑥 + 3) Distributing (𝑥 + 3) to each of the terms in the given trinomial (Distributive property) 𝑥 3 + 3𝑥 2 − 3𝑥 2 – 9𝑥 + 9𝑥 + 27 Distributing 𝑥 2 to (𝑥 + 3), −3𝑥 to (𝑥 + 3), and 9 𝑡𝑜 (𝑥 + 3) (Distributive property) Product 𝑥 3 + 27 By simplification Notice that the operation of the binomial factor was changed to plus (+) and also the first operation in the trinomial factor was changed to minus (−). Compare the product 𝑥 3 + 27 to its factors(𝑥 + 3)(𝑥 2 − 3𝑥 + 9). What are your observations? 19  What is It The activity above deals with the product of a binomial and a trinomial which could be a sum or difference of two cubes. To illustrate, let us have the example below: (𝑥 – 2)(𝑥 2 + 2𝑥 + 4) = 𝑥 2 (𝑥 – 2) + 2𝑥 (𝑥 – 2) + 4 (𝑥 – 2) = 𝑥 3 − 2𝑥 2 + 2𝑥 2 – 4𝑥 + 4𝑥 − 8 = 𝑥 3 − 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)(𝑥 2 + 2𝑥 + 4) 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: 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 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 ) Let us now use the pattern in the examples below. Example 1: Factor 𝑦 3 – 27. Look for the two terms 𝑎 and 𝑏 by expressing every term to the power of 3. 𝑦 3 = (𝑦)3 and 27 = (3)3 20 Using the pattern, 𝑎 = 𝑦 and 𝑏 = 3. By substituting to 𝑎3 − 𝑏 3 = ( 𝑎 − 𝑏)( 𝑎2 + ab + 𝑏 2 ): 𝑦 3 – 27 = 𝑦 3 – 33 = (𝑦 – 3)( 𝑦 2 + 3𝑦 + 32 ) = (𝑦 – 3)( 𝑦 2 + 3𝑦 + 9) , Example 2: Factor 8𝑥 3 – 64. First, examine if the terms have a greatest common monomial factor (GCMF). Note that 8𝑥 3 𝑎𝑛𝑑 64 have a GCMF of 8. Hence, we can rewrite the expression as: 8(𝑥 3 – 8), where 𝑥 3 – 8 is a difference of two cubes. Look for the two terms 𝑎 and 𝑏 by expressing every term to the power of 3. 𝑥 3 = (𝑥)3 and 8 = 23 Following the pattern, 𝑎 = 𝑥 and 𝑏 = 2, by substituting this to 𝑎3 − 𝑏 3 = ( 𝑎 − 𝑏)( 𝑎2 + ab + 𝑏 2 ), we have: 8𝑥 3 – 64 = 8[(𝑥)3 – (2)3 ] = 8(𝑥 − 2)(𝑥)2 + 2(𝑥) + 22 ) = 𝟖(𝒙 − 𝟐)( 𝒙𝟐 + 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 = 𝑚 (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 − 𝑏 3 = ( 𝑎 − 𝑏)( 𝑎2 + 2 ab + 𝑏 ), 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 27𝑚4 – 8𝑚𝑛6 is: 27𝑚4 – 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)(𝑥 2 − 2𝑥 + 4) = 𝑥 2 (𝑥 + 2) − 2𝑥 (𝑥 + 2) + 4 (𝑥 + 2) = 𝑥 3 + 2𝑥 2 − 2𝑥 2 – 4𝑥 + 4𝑥 + 8 = 𝑥 3 + 8 → Sum of two cubes 21  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, 𝑥 3 + 8 = 𝑥 3 + 23 = (𝑥 + 2)(𝑥 2 − 2𝑥 + 4) 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 : 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 ) Example 4: Factor 1 + 8𝑘 3 Look for the two terms 𝑎 and 𝑏 by expressing every term to the power of 3. 3 3 1 = (1) and 8𝑘 3 = (2𝑘) So, 𝑎 = 1 and 𝑏 = 2𝑘, substituting it to 𝑎3 + 𝑏 3 = ( 𝑎 + 𝑏)( 𝑎2 − ab + 𝑏 2 ), we have: 1 + 8𝑘 3 = (1 + 2𝑘)[(1)2 − 1 (2𝑘) + (2𝑘)2 ] = (𝟏 + 𝟐𝒌)(𝟏 − 𝟐𝒌 + 𝟒𝒌𝟐 ) 3 Example 5: Factor 5ℎ + 40ℎ𝑘 In this case you need to consider factoring the greatest common monomial factor to determine the sum of cubes. 5ℎ + 40ℎ𝑘 3 = 5ℎ ( 1 + 8𝑘 3 ) Note that 1 + 8𝑘 3 is already factored in Example 4 as (1 + 2𝑘)(1 − 2𝑘 + 4𝑘 2 ). Hence, the final factored form of 5ℎ + 40ℎ𝑘 3 = 5ℎ (1 + 2𝑘)(1 − 2𝑘 + 4𝑘 2 ). 22  What’s More Activity 1: Cube to the Left, Cube to the Right You learned in the previous activity about the sum and difference of two cubes. Determine whether the following polynomials are sum of two cubes (STC), difference of two cubes (DTC), or neither sum nor difference of two cubes (NSND). Write your answers on your answer sheet. 1. 16 + 𝑎3 4. 1000 − 𝑦 3 2. 27𝑏 3 − 64 5. 1 + 𝑎3 𝑏 3 3. 125 + 𝑣 6 Activity 2: The Missing Parts Complete the following products. Write your answers on your answer sheet. 2 1. (𝑥 + 3)(x – 3x + 9) 3. (𝑥 + 𝑦)(x2 – 𝑥𝑦 + y2) 2 = (𝑥 + 3)(x – ( )3x + ( )9 = (𝑥 + 𝑦)__ − ( )𝑥𝑦 + (𝑥 + 𝑦)__ = 𝑥3 + __ − 3x2 – 9𝑥 + __ + 27 = x3 + __ − x2𝑦 − __ + 𝑥y2 + __ 3 3 = x + ___ = __ + y 4. (𝑥 – 𝑦)(𝑥2 + 𝑥𝑦 + 𝑦2) 2. (𝑥 – 3)(x2 + 3𝑥 + 9) = ( )𝑥2 + ( )𝑥𝑦 + ( )𝑦2 = ( )x2 + (𝑥 – 3)3𝑥 + (𝑥 – 3)__ = __ − 3x2 + 3x2 − __ + 9𝑥 – 27 = __ − 𝑥2𝑦 + 𝑥2𝑦 – 𝑥𝑦2 + __ − 𝑦3 = __ − 27 = 𝑥3 − __ Activity 3: Break the Cubes Factor each completely. Write your answers on your answer sheet. 3 6 1. 𝑥 + 27 4. 64 – 𝑝 3 2. 8𝑦 – 27 5. −2𝑚5 + 250𝑚2 3 3 3. 1 + 𝑥 𝑦 23  What I Have Learned Read and answer the following questions. Write your answer on your answer sheet. 1. How did you completely factor the sum and difference of two cubes? Write the process of each and their rule or pattern. 2. There are cases in which the given expression cannot immediately be factored using patterns in the sum and difference of cubes. How will you utilize the patterns in the sum and difference of two cubes in this case? What I Can Do Packing Breakables An online seller of glass water tumblers is about to ship the order of his client via a local courier service provider. To ensure that the items will not be damaged during the shipping, the tumblers were secured in a small box and is to be placed in a larger box filled with styrofoam chips. 12 in. 𝑥 in. 12 in. 𝑥 in. 12 in. 𝑥 in. Question: 1. Write a polynomial that describes the amount of space in a larger box that must be filled with styrofoam chips. 2. Factor the polynomial. 24  Assessment Choose the letter of the correct answer. Write your answer on a separate sheet of paper. 1. What is the process of finding the factors of an expression which is the reverse process of multiplication? A. factoring C. rationalization B. special product D. continuous division 2. What is the Greatest Common Factor of 12 and 24? A. 2 B. 4 C. 12 D. 24 3. Which of the following pair of numbers has a GCF of 6? A. 2 and 3 B. 8 and 12 C. 6 and 10 D. 12 and 18 4. What is the GCF of 2a3 and a6? A. a3 B. 2a3 C. a6 D. 2a6 5. What is the GCF of a5b8, a4b6, a3b9, and a12b10? A. a5b8 B. a3b6 C. a12b8 D. a12 b6 6. All of the following are factors of 12x 2 Except one. What is it? A. 12 B. 12x C. 12x2 D. 12x3 7. What is the GCF of the expression 4x4 + 6x? A. 2 B. x C. 2x D. 2x4 8. If one factor of 4x2 + 6 is 2, what is the other factor? A. 2x + 3 B. 4x + 6 C. 2x + 6 D. 2x2 + 3 9. If one factor of 6ab2 – 12 a2b3 is 1 – 2ab, what is the other factor? A. 6ab B. 6a2b C. 6ab2 D. 6a2b2 10. Which of the following is a perfect square? A. 12x4 B. 16x2y2 C. 25x5y6 D. 36x6y7 11. Which of the following expressions has factors (2x - y) and (2x + y)? A. 2x2 + y2 B. 2x2 – y2 C. 4x2 + y2 D. 4x2 – y2 12. Using the pattern for factoring the sum of cubes, we know that factoring 8 + 𝑏 3 gives A. (2 − 𝑏)(4 − 2𝑏 + 𝑏 2 ) C. (2 + 𝑏)(4 − 2𝑏 + 𝑏 2 ) B. (2 − 𝑏)(4 + 2𝑏 + 𝑏 2 ) D. (2 + 𝑏)(4 + 2𝑏 + 𝑏 2 ) 13. What is the complete factored form of 9𝑥3 – 64𝑦3? A. (3x – 4y)(9x2 + 12xy + 16y2) C. (3x – 4y)(9x2 - 12xy + 16y2) B. (3x + 4y)(9x2 + 12xy + 16y2) D. (3x + 4y)(9x2 - 12xy + 16y2) 25 14. What is the complete factored form of 10 + 270y3? A. 10(1 + 3y)(1 + 3y +9y2) C. 10(1 - 3y)(1 + 3y +9y2) B. 10(1 + 3y)(1 - 3y +9y2) D. 10(1 - 3y)(1 - 3y +9y2) 2 15. The area of a rectangular garden is 9t – 64 square units. If one side is 3t – 8, what is the other side? A. 3t – 8 B. 3t + 8 C. t- 8 D. t + 8 Additional Activities Activity: Do More! Factor completely each of the given expressions and look for the answers in the rectangle. Write your answer on your answer sheet. 3 2 2 4 8 4 1. 27a b – 9a b 6. x y – z 5 3 7 2 8 5 4 8 2. 39a b – 27a b + 54a b 7. x - 121y 2 6 6 3. a (a + 1) + a(a + 1) + 3(a + 1) 8. b – 27c 3 6 9 4. 12x – 27x 9. 8h + 27j 4 3m 6n 5. 128 – 200m 10. f –g 26  27 Lesson 1: Factoring with common monomial factor What I know What’s In What’s More 1. D Activity: Act. 1: Break the Great 1. 2 and 4 1. GCF: x ; Factored Form: x(x+2) 2. B 2. 2 and x 2. GCF: 5x2 ; Factored Form: 5x2(1 – 2x) 3. A 3. GCF: 5xy3; Factored Form: 5xy3(5x + 11) 3. 5, a, and b 4. B 4. GCF: 5c3; Factored form 5c3(2 -16c2 -c3 + c4) 4. 2, 3, 4, 6, and z 5. A 5. GCF: 3mn; Factored Form 3mn(4m4n – 2mn2 + 1) 5. 2, 5, 10, x, and y 6. C Act. 2: You Complete Me 7. D What’s New 1. 𝑝 – 1 8. A 1. Yes 2. 3𝑦 9. D 2. The product of the sides is 3. 3t2 – 3t + 4 10. D the area of the rectangle 4. 17x 3. The width of the rectangle is 5. 5x2y + 3x + 2y 11. B 12. C a factor of its area. What I have Learned 4. Factoring Answers may vary 13. A 14. B Lesson 2: Factoring difference of two squares Lesson 3: Factoring sum and difference of two cubes What’s In What’s In Act. 2: Missing You 1. 33 Act. 1: Power of 2! 1. (a + 9)(a – 9) 1 2. (p + q)(p – q) 2. 3 1. P 2 2. N 3. (c + d)(c – d) 3. (4y)3 3. P 4. (7e + 9f)(7e – 9f) 4. (5x)3 4. N 5. (10g + 11h)(10g – 11h) 5. (3x2y4)3 5. P Act. 3: Whole to Parts What’s More What’ New 1. (𝑥 − 9)(𝑥 + 9) Act. 1: Cube to the Left, Cube to the Right 1. x2 – 1 2. (2x – 7)(2x + 7) 1. NSND 2. x2 – 16 3. (4x - 9y)(4x + 9y) 2. DTC 3. x2 – 9 4. (5x – 1)(5x + 1) 3. STC 4. x2 – 49 5. (9x + 20y2)(9x – 20y2) 4. DTC 5. x2 – 81 5. STC Act. 4: When I broke It, I Found It. What’s More 1. 3x2 – 12y2 = 3(x2 – 4y2) Act. 2: Missing Parts Act. 1. Tell Me = 3(x + 2y)(x – 2y 1. (x + 3)x2 – (x + 3)3x + (x + 3)9 1. D 2. 1 – 16x8 = (1 + 4x4)(1 – 4x4) 𝑥 3 + 3x2 – 3x2 – 9x + 9x + 27 2. N = (1 + 4x4)(1 + 2x2)(1 – 2x2) 𝑥 3 + 27 3. D 3. a4 – 625b8 = (a2 + 25b4)(a2 – 25b4) 4. D = (a2 + 25b4)(a – 5b2)(a + 5b2) 2. (x - 3)x2 + (x - 3)3x + (x - 3)9 5. N What I have Learned 𝑥 3 - 3x2 + 3x2 – 9x + 9x - 27 𝑥 3 - 27 Answers may vary 3. (x + y)x2 – (x + y)xy + (x + y)y2 x3 + x2y – x2y – xy2 + xy2 + y3 x3 + y3 4. (x - y)x2 + (x - y)xy + (x - y)y2 x3 - x2y + x2y – xy2 + xy2 - y3 x3 - y3 Answer Key  28 Lesson 3: Factoring sum and difference of two cubes What’s More Additional Activity Act. 3: Break the Cube 1. 9a2 b(3ab − 1) 1. (x + 3)(x2 – 3x + 9) 2. (2y – 3)(4y2 + 6y + 9) 2. 3a5 b2 (13b − 9a2 + 18a3 b3 ) 3. (1 + xy)(1 – xy + x2y2) 3. (𝑎 + 1)(𝑎2 + 𝑎 + 3) 4. ( 2 + 𝑝) (2 − 𝑝)(16 + 4p2 + p4) 4. 3𝑥(2𝑥 − 3)(2𝑥 + 3) 5. -2 m2 (m - 5)(m2 + 5m + 25) 5. 8(4 − 5𝑚2 )(4 + 5𝑚2 ) 6. (𝑥𝑦 2 − 𝑧)(𝑥𝑦 2 + 𝑧)(𝑥 2 𝑦 4 + 𝑧 2 ) 7. (𝑥 2 − 11𝑦 4 )(𝑥 2 + 11𝑦 4 ) 8. (𝑏 2 − 3𝑐 2 )(𝑏4 + 3𝑏 2 𝑐 2 + 9𝑐 4 What I Can Do 9. 2ℎ2 + 3𝑗 3 )(4ℎ4 − 6ℎ2 𝑗 3 + 9𝑗 6 ) 10. (𝑓 𝑚 − 𝑔2𝑛 )(𝑓 2𝑚 + 𝑓 𝑚 𝑔2𝑛 + 1. 1,728 − 𝑥 3 2. (12 − 𝑥)(144 + 12𝑥 + 𝑥 3 ) 𝑔4𝑛 ) Assessment 1. A 2. C 3. D 4. A 5. B 6. D 7. C 8. D 9. C 10. B 11. D 12. C 13. A 14. B 15. B  References Alferes, M.S., Duro, M.A. (2004). MSA Intermediate Algebra. Quezon City. Quezon City MSA Academic Advancement Institute Glorial, C.J., et.al. (2010). 21st Century Mathematics. Quezon City. Phoenix Publishing House Inc. Oronce O.A and Mendoza M.O. (2014). e – Math Algebra. Metro Manila. Rex Books Store Rees K.R., Sparks. F.W., and Rees C.S. (1990). College Algebra Tenth Edition. Pennsylvania Plaza.McGraw-Hill Publishing Company Links Interactive Mathematics (2018). Special Products. Retrived from http://www.intmath.com/factoring-fractions/1-special-products.php Math Planet (nd). Special products of polynomials. http://www.mathplanet.com/education/algebra-1/factoring-and- polynomials/special-products-of-polynomial Paul’s Online Notes (2003). Factoring Polynomials. Retrieved from http://tutorial math.lamar.edu/Classes/Alg/Factoring.aspx Purple Math (nd). Factoring Polynomials. Retrieved from http://www.purplemath.com/modules/rtnladd2.htm 29 For inquiries or feedback, please write or call: Department of Education – Bureau of Learning Resource Ground Floor, Bonifacio Building, DepEd Complex Meralco Avenue, Pasig City, Philippines 1600 Telefax. Nos.: (632) 8634-1072; 8634-1054; 8631-4985 Email Address: [email protected] * [email protected]