DAILY LESSON LOG OF M8AL-Ih-2 (Week Eight-Day Two)

School Grade Level Grade 8

Teacher Learning Area Mathematics
Teaching Date and
Quarter First
Time
Objectives must be met over the week and connected to the curriculum standards. To
meet the objectives, necessary procedures must be followed and if needed, additional
lessons, exercises and remedial activities may be done for developing content
I. OBJECTIVES knowledge and competencies. These are assessed using Formative Assessment
Strategies. Valuing objectives support the learning of content and competencies and
enable children to find significance and joy in learning the lessons. Weekly objectives
shall be derived from the curriculum guides.
A. Content Standards The learner demonstrates understanding of key concepts of factors of polynomials,
rational algebraic expressions, linear equations and inequalities in two variables,
systems of linear equations and inequalities in two variables and linear functions.
B. Performance
The learner is able to formulate and solve problems involving sequences.
Standards
Learning Competency: Graphs a system of linear equations in two variables.
(M8AL-Ih-2)
C. Learning
Learning Objectives:
Competencies/
1. define system of linear equations in two variables;
Objectives
2. Graph the system of linear equations in wo variables; and
3. Develop the value of belongingness.
II. CONTENT Graph System of Linear Equations in Two Variables
III. LEARNING teacher’s guide, learner’s module,
RESOURCES
A. References
1. Teacher’s Guide Pages 298-308
2. Learner’s
Pages 253-254
Materials
3. Textbook pages
4. Additional
Materials from
Learning Resource
(LR) portal
B. Other Learning
Resources
These steps should be done across the week. Spread out the activities appropriately so
that pupils/students will learn well. Always be guided by demonstration of learning by
the pupils/ students which you can infer from formative assessment activities. Sustain
IV. PROCEDURES learning systematically by providing pupils/students with multiple ways to learn new
things, practice the learning, question their learning processes, and draw conclusions
about what they learned in relation to their life experiences and previous knowledge.
Indicate the time allotment for each step.
A. Review previous Graph each pair of linear equation
lesson or y=4x – 9
presenting the y= x-3
new lesson
B. Establishing a The teacher lets the students describe the graph of a pair of linear equation.
purpose for the
lesson
The teacher lets the students answer individually the formative assessment.
Solve each system by graphing and give the point of intersection.
C. Presenting
“Think-Pair-Share”
examples/
instances of the
1. x-y = 3 2. 4x + y = 2
new lesson
7x – y = -3 x–y=3
D. Discussing new The teacher discusses with the students the process of arriving at the answer of each
concepts and exercise in Activity 1. Furthermore, he/she asks the students to determine the systems
practicing new when two lines intersect.
skills #1
E. Discussing new The teacher discusses and illustrates the system when two lines do not intersect.
concepts and
practicing new
skills #2
F. Developing Differentiate the slopes of the two systems when two lines intersect and do not
mastery (leads to intersect
formative
assessment 3)
G. Finding practical Represent problems of systems of linear equation that involves finding values of two
applications of quantities
concepts and skills
in daily living
The teacher summarizes the mathematical skills or principles in graphing systems of
linear equations in two variables through questions like:

1. How did you graph each pair of linear equations?

2. How would you describe the graphs of each pair?
H. Making 3. What statement/s can you make about the solution of the system in relation to the
generalizations slopes of the lines?
and abstractions
about the lesson Answers shall be drawn from the students. Possible response:
1. Using the different methods in graphing such as: using the intercepts, the
two-point method, point-slope and the slope-intercept form.
2. The graph may intersect or not.
3. If the slopes are not equal the lines do not intersect.

The teacher lets the students answer individually the formative assessment.
Solve each system by graphing and give the point of intersection.

I. Evaluating
Learning
 J. Additional
activities or
remediation
V. REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your students’
progress. What works? What else needs to be done to help the pupils/students learn?
VI. REFLECTION
Identify what help your instructional supervisors can provide for you so when you meet
them, you can ask them relevant questions.
A. No. of learners who
earned 80% of the
evaluation
B. No. of learners who
require additional
activities for
remediation who
scored below 80%
C. Did the remedial
lesson work? No. of
learners who have
caught up with the
lesson.
D. No. of learners who
continue to require
remediation
E. Which of my
teaching strategies
worked well? Why
did these work?
F. What difficulties
did I encounter
which my principal
or supervisor can
help me solve?
G. What innovation or
localized materials
did I use/ discover
which I wish to
share with other
teachers

Prepared by:
JOVILLE P. BANDILLO
Tingub NHS