UNIT I – FACTORING POLYNOMIALS

MODULE 1.1 – GETTING COMMON MONOMIAL FACTOR

I. OBJECTIVES
At the end of this module, the learners are expected to:
1. Factors completely different types of polynomials (polynomials with common
monomial factor, difference of two squares, sum and difference of two cubes,
perfect square trinomials, and general trinomials)
2. Solve problems involving factors of polynomials.

II. OVERVIEW
This unit builds upon students’ knowledge of polynomials learned in the previous review. They will learn how
to use the distributive property and greatest common factors to find the factored form of binomials and how to factor
trinomials by grouping. Students will also learn how to recognize and quickly factor special products (perfect square
trinomials, difference of squares, and the sum and difference of two squares). Finally, they’ll get experience
combining these techniques and using them to solve quadratic equations.
Understanding polynomials along with how to factor them lays the ground work for a multitude of different
topics. To fully understand any higher level Math one must have a firm background in Algebra.

Essential Understanding:
Factoring provides alternative ways of doing certain mathematical task or computation.

Essential Questions:
1. Why is mathematics referred to as the study of patterns and relationships?
2. How do we apply pattern in real life?
3. Which factoring techniques are most appropriate to use?

III. LESSON PROPER

A. ACTIVITY 1: END IN COMMON

Your task in this activity is to identify common things that are present in the pictures.

Picture 1 Picture 2 Picture 3 Picture 4

Write the answer on the space provided below:

Picture 1 Picture 2 Picture 3 Picture 4

 ACTIVITY 2: OPPOSITES DO NOT ATTRACT!

Fill out the venn-diagram by getting the factors of the numbers. Place the common factors in the center part
of the diagram and then put the rest of the factors on their own sides. Multiply the numbers in the middle to find
the greatest common factor. The first one is done for your reference.

2.

21 56

GCF: _________________

3. 4.

36 135 60 135

GCF: _________________ GCF: _________________

B. DISCUSSION

We already have an idea with what Greatest Common Monomial Factor means. Let us study the following
examples on how the Greatest Common Monomial Factoring is being done.

Example 1. Factor 12x3y5 – 20x5y2z

STEP 1: Find the greatest common factor of the numerical coefficients.

The GCF of 12 and 20 is 4

STEP 2: Find the variable with the least exponent that appears in each term of the
polynomial.
x and y are both common to all terms and 3 is the smallest exponent for x and 2 is the
smallest exponent of y, thus x3y2 is the GCF of the variables. Take note that z is not included in the
GCF as not both of the given terms in the expression consists variable z.

STEP 3: The product of the greatest common factor in (1) and (2) is the GCF of the polynomial.
Hence, 4x3y2 is the GCF of 12x3y5 – 20x5y2z
 STEP 4: To completely factor the given polynomial, divide the polynomial by its GCF, the
resulting quotient is the other factor
Thus the factored form of 12x3y5 – 20x5y2z is 4x3y2(3y3 -6x2z)

Example 2: Factor 8x2 + 16x

= 8x (x + 2)

Example 3: 12x5y4 – 16x3y4 +28x5

= 4x3 (3x2y4 – 4y4 + 7x2)

Example 4: -8m -12

= -4 (2m + 3)

IV. ASSESSMENT

A. FORMATIVE ASSESSMENT
Complete the table below.
Polynomial GCMF Factored
Form
1. 6m + 8
2. 27d4v5t3a8 – 18d2v3t6 –15d8a4
3. 12x3y5 – 20x5y2z
4. 12x5y4 – 16x3y4 +28x5
5. 8m -12

B. SUMMATIVE ASSESSMENT

V. LEARNING RESOURCES
You can visit the following links to strengthen your understanding of the lesson:

UNIT I – FACTORING POLYNOMIALS

MODULE 1.2 – FACTORING DIFFERENCE OF TWO SQUARES

I. OBJECTIVES
At the end of this module, the learners are expected to:
1. Factors completely different types of polynomials (polynomials with common
monomial factor, difference of two squares, sum and difference of two cubes,
perfect square trinomials, and general trinomials)
2. Solve problems involving factors of polynomials.

II. OVERVIEW
This unit builds upon students’ knowledge of polynomials learned in the previous review. They will learn how
to use the distributive property and greatest common factors to find the factored form of binomials and how to factor
trinomials by grouping. Students will also learn how to recognize and quickly factor special products (perfect square
trinomials, difference of squares, and the sum and difference of two squares). Finally, they’ll get experience
combining these techniques and using them to solve quadratic equations.
Understanding polynomials along with how to factor them lays the ground work for a multitude of different
topics. To fully understand any higher level Math one must have a firm background in Algebra.

Essential Understanding:
Factoring provides alternative ways of doing certain mathematical task or computation.

Essential Questions:
1. Why is mathematics referred to as the study of patterns and relationships?
2. How do we apply pattern in real life?
3. Which factoring techniques are most appropriate to use?

III. LESSON PROPER

A. ACTIVITY 1: INVESTIGATIVE DIARY: CASE NO. 1

Investigate the number pattern by comparing the products then write your generalizations afterwards.

a. (11)(9) = (10 + 1) (10 – 1) = 100 – 1 = 99

b. (5)(3) = ( 4+ 1) (4 – 1) = 16 – 1= 15
c. (101) (99) = (100 + 1) (100 – 1) = 10000 – 1 = 9999
d. (95) (85) = (90 + 5)(90 – 5) = 8100 – 25 = 8075

Guide Questions:
1. How are the products obtained?
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2. What can you say about the pattern used in obtaining the product?
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3. What is your observed relationship between the first and the second factors of the given number pattern?
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ACTIVITY 2: SQUARE NUMBER DIFFERENCES

FACTORING DIFFERENCE OF TWO SQUARES

There are cases wherein certain binomials have no common monomial factors yet they are not
prime. For you to have a better understanding about this lesson, observe how the expressions below are factored and
observe the relationships of the term with each other.

a. x2 - y2 = (x + y) (x – y)
 b. 4x2 – 36 = (2x + 6) (2x – 6)
c. a2b4 - 81 = (ab2 -9) (ab2 + 9)
d. 16a6 – 25b2 = (4a3 – 5b) ( 4a3 +5b)
9 4 1 2 6 3 2 1 3 3 2 1 3
e.
16 25 4 (
r − t n = r + tn
5 4
r − tn
5 )( )
A polynomial is a difference of two squares if it satisfies these two conditions:

1. It is a binomial and each term is a square

2. There is a minus sign between the two terms.

State whether each expression is a difference of two squares.

a. x2 – 1 b. 25y2 – 10 c. x2 + 36 d. 4x2 – y4 e. 49x6 – 100

REMEMBER:

The factored form of the polynomial that is the difference of two squares is the sum and difference
of the square roots of the first and second terms.

Examples:

Factor the following:

1. 4x2 – 36y2 = (2x + 6y) (2x – 6y)

2. m10n8 – 49 = (m5n4 + 7) (m5n4 – 7)

3. 144m6 – 625 = (12m3 + 25) (12m3 – 25)

4. (3x)2 –(5y)2 = (3x + 5y) (3x – 5y)

5. -4a4b6 + 16b6 = (2a2b3 + 4b3) (-2a2b3 + 4b3

6. The area of a rectangle is

(16 x y − 254 z )
2 2 2

. Find its dimensions.

2 2
The dimensions are 4 xy+ z and 4 xy− z units
5 5

7. 18x10 – 32 = 2( 3x5 – 4 )(3x5 + 4)

8. m4 – 16 = (m2 + 4) (m + 2) (m – 2)
 UNIT I – FACTORING POLYNOMIALS

MODULE 1.3 – FACTORING SUM AND DIFFERENCE OF TWO CUBES

I. OBJECTIVES
At the end of this module, the learners are expected to:
1. Factors completely different types of polynomials (polynomials with common
monomial factor, difference of two squares, sum and difference of two cubes,
perfect square trinomials, and general trinomials)
2. Solve problems involving factors of polynomials.

II. OVERVIEW
This unit builds upon students’ knowledge of polynomials learned in the previous review. They will learn how
to use the distributive property and greatest common factors to find the factored form of binomials and how to factor
trinomials by grouping. Students will also learn how to recognize and quickly factor special products (perfect square
trinomials, difference of squares, and the sum and difference of two squares). Finally, they’ll get experience
combining these techniques and using them to solve quadratic equations.
Understanding polynomials along with how to factor them lays the ground work for a multitude of different
topics. To fully understand any higher level Math one must have a firm background in Algebra.

Essential Understanding:
Factoring provides alternative ways of doing certain mathematical task or computation.

Essential Questions:
1. Why is mathematics referred to as the study of patterns and relationships?
2. How do we apply pattern in real life?
3. Which factoring techniques are most appropriate to use?
III. LESSON PROPER

A. ACTIVITY 1: INVESTIGATIVE DIARY: CASE NO. 2

Look closely to the table below. Investigate the cube of a number and variable by completing the table.
Number Perfect cube Cube root of a Cube root of a
number variable
1 13= 1 3 3 3
√ 1=1 √ x =x
2 23=8 3 3
√ 8=2 √ x12=x 4
3 3 15
√x =
4 3 18
√x =
5 3 5
√x =
10 3 10
√x =
Guide Questions:
1. What is your observed pattern under the perfect cube column?
2. How do we get a cube root of a number?
3. When can we say that a number is a perfect cube?
4. How do we get a cube root of a number or a variable?

ACTIVITY 2: INVESTIGATIVE DIARY: CASE NO. 3

Investigate the number pattern to answer the following questions.

Guide Questions:
1. How is the difference obtained?
2. Focusing on the second step of the solution, how is the second factor obtained?

B. DISCUSSION

In algebra class, the teacher would always discuss the topic of sum of two cubes and difference of two
cubes side by side. The reason is that they are similar in structure. The key is to “memorize” or remember the patterns
involved in the formulas.
 Case 1: The polynomial in the form a3 + b3 is called the sum of two cubes because two cubic terms are being
added together.
 Case 2: The polynomial in the form a3 – b3 is called the difference of two cubes because two cubic terms are
being subtracted.

So here are the formulas that summarize how to factor the sum and difference of two cubes. Study them
carefully.

Case 1: Sum of Two Cubes

  For the “sum” case, the binomial factor on the right side of the equation has a middle sign that is positive.
 In addition to the “sum” case, the middle sign of the trinomial factor will always be opposite the middle sign
of the given problem. Therefore, it is negative.

Consider the following examples:

1. y3 + 27 = (y + 3) (y2 – 3y + 9)
Step 1: Start with the binomial factor by getting the cube roots of each term. Take note that the cube roots
will be separated by a plus sign since the given is a sum of two cubes.

Step 2: For the trinomial factor,

a. Square the first term of the binomial factor.
b. Subtract the product of the first term and the second term of the binomial factor.
c. Add the square of the second term of the binomial factor.

2. 8x3 + 64 = (2x + 4) (4x2 – 8x + 16)

Step 1: The cube root of 8x3 is 2x and the cube root of 64 is 4.
Step 2: a. The square of 2x is 4x2.
b. The product of 2x and 4 is 8x. Take not that the middle sign of the trinomial factor will
always be opposite the middle sign of the given problem.
c. The square of 4 is 16.

Case 2: Difference of Two Cubes

 For the “difference” case, the binomial factor on the right side of the equation has a middle sign that
is negative.
 In addition to the “difference” case, the middle sign of the trinomial factor will always be opposite the middle
sign of the given problem. Therefore, it is positive.

Consider the following examples:

1. m3 – 8 = (m – 2) (m2 + 2m + 4)
Step 1: Start with the binomial factor by getting the cube roots of each term. The cube root of m3 is m
and the cube root of 8 is 2. Take note that the cube roots will be separated by a minus sign since the given
is a difference of two cubes.

Step 2: For the trinomial factor,

a. Square the first term of the binomial factor. The square of m is m 2.
 b. Add the product of the first term and the second term of the binomial factor. The
product of m and 2 is 2m. The middle sign of the trinomial factor will always be opposite the
middle sign of the given problem.
c. Add the square of the second term of the binomial factor. The square of 2 is 4.

2. 27x3 – 64y3 = (3x – 4y) (9x2 + 12xy + 16y2)

Step 1: The cube root of 27x3 is 3x and the cube root of 64y3 is 4y.

Step 2: a. The square of 3x is 9x2.

b. The product of 3x and 4y is 12xy. Again, the middle sign of the trinomial factor will
always be opposite the middle sign of the given problem.
c. The square of 4y is 16y2.

IV. ASSESSMENT
A. FORMATIVE ASSESSMENT
I. Find the binomial factor of the following sum and difference of two cubes.
1. 8x3 + 27y3
2. 64x3 +1
3. u3 + 1
4. a3 – 8c3
5. x3 – 27

I. Determine the trinomial factor of the sum and difference of 2 cubes whose binomial factors are as follows:
1. 2y + 3
2. 5x – 4y
3. 2x – 4
4. 0.3 – 0.5m2
5. x + 2y

II. Factor the following completely

1. x3 + 64
2. 216m3 – n3
3. 0.027x3 + 0.512y3
4. x6y3 – 8z9

B. SUMMATIVE ASSESSMENT
I. Factor the following completely.
1. 8x3 +27y3
2. 64m6 -729n9
3. 0.216x12 +0.027y3
1 3 1 3
x− y
4. 1000 125
5. a3 - 8c3

II. Answer the following questions.

1. Is 27x3y6 + z9 a sum of 2 cubes? Explain.

2. How do you know when a term is a perfect cube?
3. How do you check if the factors of the sum and difference of two cubes is correct?

III. Problem Solving

1. If the area of a rectangular frame is (27x3 – 1) square centimeters and the width is 3x – 1, find the length.
2. The area of a rectangle is 6a3 + 125 and the length is 16a2 – 20a + 25, find the width.
 UNIT I – FACTORING POLYNOMIALS

MODULE 1.4 – FACTORING QUADRATIC TRINOMIALS

I. OBJECTIVES
At the end of this module, the learners are expected to:
1. Factors completely different types of polynomials (polynomials with common
monomial factor, difference of two squares, sum and difference of two cubes,
perfect square trinomials, and general trinomials)
2. Solve problems involving factors of polynomials.

II. OVERVIEW
This unit builds upon students’ knowledge of polynomials learned in the previous review. They will learn how
to use the distributive property and greatest common factors to find the factored form of binomials and how to factor
trinomials by grouping. Students will also learn how to recognize and quickly factor special products (perfect square
trinomials, difference of squares, and the sum and difference of two squares). Finally, they’ll get experience
combining these techniques and using them to solve quadratic equations.
Understanding polynomials along with how to factor them lays the ground work for a multitude of different
topics. To fully understand any higher level Math one must have a firm background in Algebra.

Essential Understanding:
Factoring provides alternative ways of doing certain mathematical task or computation.

Essential Questions:
1. Why is mathematics referred to as the study of patterns and relationships?
2. How do we apply pattern in real life?
3. Which factoring techniques are most appropriate to use?

III. LESSON PROPER

A. ACTIVITY 1: INVESTIGATIVE DIARY: CASE NO. 4

Imagine a square with sides of length (a + b).
Guide Questions:
1. What is the area of the square?
2. What is the sum of the areas inside the square?

ACTIVITY 2: COMPLETE ME, I’M BROKEN!

2 2 2
Given the polynomials x +10 x+24 , x +3 x−10 , and x −9 x−36 , complete the table below.

1. Give the factors of 24 and its 2. Give the factors of -10 and its 3. Give the factors of -36 and its
sum. sum. sum.

Factors of 24 Sum Factors of Sum Factors of Sum

1, 24 25 -10 -36
2,12 1, -10 -9 36, -1 35
3, 8
4, 6
-1,- 24
-2,-12
-3,- 8
-4, -6

B. DISCUSSION

For this entire discussion, let us use a method I call “The Criss-Cross Method”. It is actually a trial-and-error
method but this somehow simplifies the traditional way of factoring quadratic trinomials.

PERFECT SQUARE TRINOMIALS

A perfect square trinomial is a trinomial that can be written as the square of a binomial. Recall that when a
binomial is squared, the result is the square of the first term added to twice the product of the two terms and the square
of the last term.

a2 + 2ab + b2 = (a + b)2

and

a2 - 2ab + b2 = (a + b)2

We can use these equations to factor any perfect square trinomial.

Consider the following examples:

1. x2 + 2xy + y2 = (x + y)2
 Take note that x2 and y2 are both perfect squares. Respectively, their roots are x and y. The middle term should
always be the sum of the roots of the first and second terms. The solution below shows how the criss-cross method is
applied.

+
x +
y (x+ y) Step 1: Write the factors of x2 and y2 vertically. Since you already
have the idea that both terms are perfect squares, the factors
+ that
+ make them both perfect squares are x and y respectively.
x y (x + y)
Step 2: Diagonally multiply the terms. The product of x and y is
xy + xy = 2xy
xy.

Step 3: Add the two products. Make sure that it is equal to the
second term of the given trinomial. The sum of xy and xy is 2xy.

Step 4. Combine the terms that are in the same row. Be mindful
of the signs. The sum of x and y is x + y. The obtained factors are
(x + y) (x + y) which can also be written as (x + y) 2.

2. 25x2 + 20x + 4 = (5x + 2)2

+ +
5x 2 (5x + 2)

+ +
5x 2 (5x + 2)

10x + 10x = 20x

3. 49x2 – 14x + 1 = (7x – 1)2

+ + + -
7x 1 (7x + 1) 7x 1 (7x - 1)

+ + + -
7x 1 (7x + 1) 7x 1 (7x - 1)

- -
7x + 7x = 14x 7x + 7x = -14x

The sum we are looking for is
-14x and not 14x. Therefore,
there is a need to do another
trial.
You have an idea that aside
from +1 x +1, -1 x -1 also gives a
product of +1. You can use
these factors to obtain the
required sum. Since you came
up with a sum of -14x, factored
form of the given trinomial is
(7x – 1)2.

QUADRATIC TRINOMIALS, a = 1

A "quadratic" is a polynomial that looks like "ax2 + bx + c", where "a", "b", and "c" are just numbers (and
either of b and c, but never a, might be zero). Let us still use the criss-cross method in factoring quadratic trinomials.

Consider the following examples where a is equal to 1.

1. x2 + 7x + 10 = (x + 2) (x + 5)
 + + Step 1. Write the factors of x2 and 10 vertically. Take note
x 2 (x + 2) that 10 has a lot of factors. It can be 1 x 10, 2 x 5, -1 x -10,
+ +
and -2 x -5.
x 5 (x + 5)
Step 2. Diagonally multiply the terms.
5x + 2x = 7x
Step 3. Add the two products. Make sure that the sum is
equivalent to the middle term of the given trinomial. If
you obtained a different sum, deal with the other factors. this
case, while 2 and 5 gives a product of 10, it also gives a sum of 10.

Step 4. Combine the terms that are in the same row. Be

mindful of the signs. The sum of 5x and 2x is 7x. Therefore,
the factored form of x2 + 7x + 10 is (x + 2) (x + 5).

2. x2 + 7x + 6 = (x + 1) (x + 6)
+ + + +
x 2 (x + 2) x 1 (x + 1)

+ + + +
x 3 (x + 3) x 6 (x + 6)

3x + 2x = 5x 6x + x = 7x

Since the obtained sum is 5x, The obtained sum is 7x.

you need to conduct another Therefore, the factored form of
trial. x2 + 7x + 6 is (x + 1) (x + 6).

3. x2 – 5x + 6 = (x – 2) (x – 3)
+ -
+
x +
2 (x + 2) +
x -
2 (x - 2) x 2 (x - 2)

+ -
+
x +
3 (x + 3) +
x 3 (x + 3) x 3 (x - 3)

3x + 2x = 5x 3x + (-2x) = x -2x + (-3x) = -5x

Since the obtained sum is 5x,
you need to conduct another
trial. The required sum is -5x.
The sum is x. It is not the Take note that while the
factored form of the given product of -2 and -3 is 6, their
trinomial. sum is -5. Therefore, the
factored form of x2 – 5x + 6 is
(x – 2) (x – 3).
4. x2 – x – 12 = (x – 4) (x + 3)
+ -
x 2 (x - 2) +
x -
3 (x - 3) +
x 3 (x - 2)

+
x 6 (x + 6) +
x 4 (x + 4) +
x -4 (x + 6)

6x + (-2x) = 4x 4x + (-3x) = x -4x + 3x = -x

The product of -2 and 6 is -12 The product of -3 and 4 is -12 The product of 3 and -4 is -12
but the sum is 4. It will not give but the sum is 1. Still, it will and the sum is -1. It gives us (x
us the factored version of the not give us the factored version + 3) (x – 4) as the factored form
given trinomial. of the given trinomial. of the trinomial x2 – x – 12.