DLL MATH 8

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DLL MATH 8

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DAILY LESSON LOG

Teaching Dates and Time: JUNE 18-22, 2018 Quarter: FIRST

I. OBJECTIVES: At the end of the period, students should be At the end of the lesson, students At the end of the lesson, students should be able to

Well-informed and understood the school policies and should be able to: 1. illustrate expressions with rational exponents

guidelines Apply the laws involving 2. simplify expressions with rational exponents

Familiar of the classroom procedures and routines, positive integral exponents to 3. Write expressions with rational exponents as radicals and vice

classroom rules, and expectations. zero and negative integral versa.

exponents.

II. CONTENT Students’ orientation Lesson 1 : Zero and Negative Lesson 2: Rational Exponents

Exponents

A. Learning E-Math, Work text in Math 9 by Orlando A. Orense and Marilyn O. Mendoza

Resources

B. Learning Chart Calculator, internet on-line activity, video

Materials

III. PROCEDURE

A. Drill Assess students’ prior knowledge Assess students’ prior Check assignment. Do a quick

using the pre-test below. knowledge using Exploration check response of the on-line

Simplify and express the on p. 10. activity

following in terms of positive CARD 1: 4 – Understand fully

integral exponents. CARD 2: 3 – Demonstrate an

1. x-4/x-7 2. 4a2b/2a-3b-2 understanding

3. (x +1)0 4. 15x-5y0/-3x3y--2z0 CARD 3: 2 – Minimal

5. (2c-3/d)(4d4/6c-3)(5dc)0 understanding

CARD 4: 1 – No understanding

B. Review Review the rules involving Review the rules involving

positive integral exponents. positive integral exponents.

C. Motivation Using Exploration on page 2, Discuss the definition of rational Extend the discussion on rational

guide the students in making exponents. See Extension on p. exponents of the form m/n

conjectures involving negative 11.

and zero exponents

D. Presentation of Conduct a discussion on zero and Demonstrate to class how to For remediation, watch with

the Lesson negative exponents. See simplify expression with rational students a video on fractional

Extension on pp. 4-5. exponents of the form 1/n. exponent;

https://www.khanacademy.org/ma

th/algebra/exponent-

equations/fractional-exponents-

tut/v/basic-fractional-exponents

E. Analysis/Activity Using examples, demonstrate to In small groups, ask the students As for enrichment, ask the

class how these rules work in to do Try It 1 on p. 11 students to an on-line quiz.

simplifying expressions with zero https://www.khanacademy.org/ma

and negative integral exponents. th/algebra/exponent-

In pairs, ask students to do Try It equations/fractional-exponents-

1and 2. tut/e/manipulating-fractional-

exponents

F. Generalization . In general, we have this rule: As a rule, to write equivalent

1. Any number, excluding zero, exponential expression of a

with an exponent of zero is equal radical expression, write the

to one. In symbols, x0 = 1, where radicand as the base of the

x≠0 exponential expression. The

reciprocal of the index becomes

2. x-n = 1/xn and xn = 1/xn, where

the exponent.

x≠0 and n is a counting number.

G. Application Ask the students to do Try It 3

and 4 on p. 13.

I. EVALUATION As for enrichment, ask the For skill building, administer a As a concluding activity, conduct a

students to do Practice and Do-Now activity using spin of 3-2-1 activity

Application V on p.7. Vocabulary and Concepts and Identify…

Practice and Application I on p. 3 important concepts that interest

16. you;

2 questions that you want to ask;

1 idea that you need clarification.

II. ASSIGNMENT For individual work, ask students For individual work, ask students

to answer Practice and Ask students to do an on-line to answer Practice and

Application on pp.6-8.. activity on fractional activity Application II-VI on pp.17-18..

https://www.khanacademy.org/

math/algebra/exponent-

equations/fractional-exponents-

tut/e/understanding-fractional-

exponents

print the result of your activity

for checking.

III. REFLECTION

A. No. of learners earned

80% in the evaluation

B. No. of learners who

required additional

activities for remediation

who scored below 80%

School SBCA Grade Level: GRADE 8

Teacher: MR. SALVADOR S. EMNIL Learning Areas: MATHEMATICS

DAILY LESSON LOG

Teaching Dates and JULY 2-6, 2018

Quarter: FIRST

Time: Two Times Per Week

I. OBJECTIVES: Multiply polynomials. Solve problems Uses models and algebraic methods to find the product of two binomials Divide polynomials

involving algebraic expressions

II. CONTENT Product of Monomials Product of Two or More Polynomials Division by Monomials Division of Polynomial

by Another Polynomial

B.Learning Materials

III. PROCEDURE

C. Introduction 1. Identify the context of the lesson in 1. Administer a review exercises on 1. Identify the context of the 1. Identify the context of the 1. Identify the context of

the unit. multiplying monomials and lesson in the unit. lesson in the unit. the lesson in the unit.

2. Present to class lesson objectives. polynomials. 2. Present to class lesson 2. Present to class lesson 2. Present to class lesson

3. review the product rule of exponents .2. Ask the students to answer a 5- objectives. objectives. objectives.

4. assess students’ prior knowledge item pre-test to check their prior 3. ask the students to answer 3. Review laws of exponents 3. Review division of a

using the Frayer Model knowledge on multiplying two or exercises from Practice and for quotients. polynomial by a

more polynomials. Application on pages 25-26 4. Assess students’ prior monomial.

Rules Pre-test knowledge on dividing a 4. Assess students’ prior

Multiply. polynomial by a monomial knowledge on dividing a

Product with monomials 1.(x – 2)(3x + 4) 2. (x–3)(x+2)(x-1) using the pre-test below. polynomial by another

3. (2x + 1)(x2- 3x + 4) Pre-Test: Simplify polynomial using the pre-

Examples 4. (x + y)(x2 – xy + y2) 1. 2x6/12x2 test below.

5. (x + 2y + 1)(x + 2y + 1) 2. -8x6/-12x10 Pre-Test: Simplify

3. 54a3b2 + 24a2b – 3ab/ 3ab 1. (2x3 + 7x2 + 10x + 8)

4. -9c2- 27c – 3/ 3 /(x +2)

5. X6/5x3(15x/3x) 2. (x2 + 8x + 15)/(x + 5)

3. (x3 – 2x2 + x + 6)/(x –

2)

4. 6x3 + 4xy2+3y2+13x2y

/ (2x + 3y)

F. Presentation of the 1. Model to class multiplication of 1. Model to class multiplication of Formative Test (Quiz) 1. Demonstrate how to 1. discuss how to divide a

Lesson monomials. two or more polynomials using divide a polynomial by a polynomial by another

2. Demonstrate to class the application algebraic tiles. monomial. Help students polynomial using the

of the laws of exponents related to 2. Demonstrate to class how to visualize the application of example presented on

product in multiplying monomials. multiply two or more polynomials the rules for division. page 36

3. In pairs, ask students to perform Try using FOIL method or by using 2. Conduct guided practice 2. Tell students that they

It 2-5 on pp 12-14. distributive property. using Try It on page 29-31. can check the correctness

4. Use Thumbs Up/Sideways/Down to 3. In small groups, ask the students 3. Using a spin off everyone of their answer using

check students understanding of the to perform Try It on pp 22-23. is a teacher here activity, ask division algorithm.

lesson. 4. Discuss sample word problems as students to collaborate with 3. Conduct guide

5. discuss illustrative examples seen on example 5. each other in answering discussion illustrative

involving multiplication of monomial 5. Conduct a quick check using Practice and Application examples.

and a polynomial Thumbs Up/Sideways/Down to I,II,and IV. 4. Using example 2,

6. For individual work, ask the check students understanding of the Process students’ output and discuss application of the

students to answer Try It 6-8 on pp 14- lesson. learning experiences. lesson in geometry. Then

15. ask students to work in

7. For reinforcement ask the students pairs in answering Try It

to answer exercises from Practice and on page 41

Application pp 16-18.

IV. EVALUATION As concluding activity, conduct Ask the students to submit Conduct a spin off Ticket

a spin of 3-2-1 activity an Exit Slip. to Leave activity.

Identify…

3 important concepts that interest I learned… What are the things

you; that you will share

2 questions that you want to ask;

I am unsure about…… with your parents

1 idea that you need

clarification. about dividing

polynomials?

Vocabulary and Concepts on page 8 watch instructional videos related to

and Writing on page 9. the topic. (sample site:

http://www.khanacademy.org/math/

algebra/multiplying-factoring-

expression/multiplying_polynomials

/v/multiplying-polynomials)

I. OBJECTIVES: At the end of the lesson, students should be able to:

1. define directed angle, angles in standard position, coterminal angles

2. illustrate an angle in standard position at the different quadrants in the Cartesian coordinate system

3. illustrate coterminal angles and obtain values of angles coterminal to given angle.

4. define quadrantal angles and give examples

II. CONTENT Patterns and Algebra Patterns and Algebra

Resources Schools Schools

D. Learning protractor Library books or the internet

Materials

III. PROCEDURE

H. Drill Start by drawing a circle in a

Cartesian coordinate system with

center at the origin, and moving

the radius counterclockwise. Then

you are able to visualize what

happens to the ordinate and

abscissa for the angles in 1st, 2nd,

3rd, and 4th quadrant.

I. Review

J. Motivation Start the lesson with an illustration of an Explain the position of the

angle in a standard position. Explain the terminal side determine the

terminal side and initial side quadrant the angle lies.

K. Presentation of Define and illustrate coterminal angles. Discuss the important reasons why

the Lesson Teach them that any angle in the standard some ratios are positive while

position is determined by the quadrant others are negative or undefined.

where the terminal side lies

L. Analysis/Activity Answer Exercise 1. 5 page 26

M. Generalization

N. Application

VI. EVALUATION Use Exercise 1.6 on page 29 as a

quiz to measure how much they

have learned about the topic.

VII. ASSIGNMENT Let them distinguish between quadrantal .

angles and reference angles.

VIII. REFLECTION

A. No. of learners earned

80% in the evaluation

B. No. of learners who

required additional

activities for remediation

who scored below 80%

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