Name of Teacher: HERMINIO N. FACTOR, JR.

School: CABUCBUCAN NATIONAL HIGH SCHOOL

Date: Jul 30 - Aug 03, 2018 Section: A, B &C Quarter: 1ST

Subject: Mathematics 8 Subject: Mathematics 8

Day: 1 Day: 2
I. OBJECTIVES I. OBJECTIVES
1. relate product of binomials into factors of trinomial; 1. write trinomial as factors;
2. write trinomial as factors; 2. illustrates factoring trinomial with coefficient greater than
3. particpate actively in the activity. 1 on the highest degree.
II. CONTENTS II. CONTENTS
A. Subject Matter: FACTORING TRINOMIAL WITH 1 AS THE A. Subject Matter: FACTORING TRINOMIALS WITH
COEFFICIENT ON THE HIGHEST DEGREE COEFFICIENT GREATER THAN 1 ON HIGHEST DEGREE
B. Reference: MATHEMATICS 8 TG B. Reference: MATHEMATICS 8 TG

Materials: chalk, chalkboard, ppt, module Materials: chalk, chalkboard, module

III. PROCEDURE III. PROCEDURE

A. Class Routine: Prayer, Greetings, Classroom Management A. Class Routine: Prayer, Greetings, Classroom Management

B. Review: Factoring Perfect Square Trinomial B. Review: Factoring Trinomial (Previous lesson)

C. Lesson Proper: Discuss the lesson through multiplication C. Lesson Proper: Let students answer multiplication of
of binomials that will reslt in trinomial with 1 as the coefficient binomials that will result in trinomial, let them discover and
on the highest degree. relate the terms of trinomial to their factors.
D. Application: How such trinomials can be factored? D. Application: Why this factoring technique also called
trial and error?
IV. EVALUATION IV. EVALUATION
Factor Bingo Game see Activity on page 39 of LM Write each polynomials as factors.
1. 6x²+9x+6 2. 10m²-2m-15
V. HOMEWORK V. HOMEWORK
Write each trinomial in factored form. Factor the given polynomial completely.
1. x²+6x+5 2. m²-2m-24 3. 2k³+14k²-36k 30n³+12n²-18n
Reflection: Reflection:
students show enjoyment upon doing the bingo game "Classes Suspended due to heavy rain"
Subject: Mathematics 8 Subject: Mathematics 8
Day: 3 Day: 4
I. OBJECTIVES I. OBJECTIVES
1. write trinomial as factors; 1. recall skills in factoring polynomials using common mono-
2. illustrates factoring trinomial with coefficient greater than mial factor and relate it to factoring by grouping;
1 on the highest degree. 2. apply factoring by grouping to factors polynomials with more than 3 terms.
II. CONTENTS II. CONTENTS
A. Subject Matter: FACTORING TRINOMIALS WITH A. Subject Matter: FACTORING BY GROUPING
COEFFICIENT GREATER THAN 1 ON HIGHEST DEGREE
B. Reference: MATHEMATICS 8 TG B. Reference: MATHEMATICS 8 TG

Materials: chalk, chalkboard, module Materials: Chalk, chalkboard, ppt, module

III. PROCEDURE III. PROCEDURE

A. Class Routine: Prayer, Greetings, Classroom Management A. Class Routine: Prayer, Greetings, Classroom Management

B. Review: Factoring Trinomial (Previous lesson) B. Review: Gretest Common Monomial Factoring

C. Lesson Proper: Let students answer multiplication of C. Lesson Proper: Let students observe illustrative examples
binomials that will result in trinomial, let them discover and on their modules, then use questioning for them to
relate the terms of trinomial to their factors. arrive at the conclusion.
D. Application: Why this factoring technique also called D. Application: How can we apply grouping to factor
trial and error? polynomials?
IV. EVALUATION IV. EVALUATION
Write each polynomials as factors. Use grouping to factor each polynomial.
1. 6x²+9x+6 2. 10m²-2m-15 1. 6mh+9mt+4at-2ah 2. 14x²-11x-15
V. HOMEWORK V. HOMEWORK
Factor the given polynomial completely. No Entry
30n³+12n²-18n
Reflection: Reflection:
Remind the students that CMF are sometimes needed

Checked:

RENATO P. CARREON
School Principal II
Name of Teacher: HERMINIO N. FACTOR, JR. School: CABUCBUCAN NATIONAL HIGH SCHOOL
Date: August 06-10, 2018 Section: A, B &C Quarter: 1ST

Subject: Mathematics 8 Subject: Mathematics 8

Day: 1 Day: 2
I. OBJECTIVES I. OBJECTIVES
1. recall skills/knowledge in factoring polynomials; 1. illustrate rational algebraic expression;
2. get 75% and above score in the quiz; 2. differentiate polynomial and rational algebraic expression;
3. show honesty in taking the quiz. 3. recall knowledge about laws of exponent.
II. CONTENTS II. CONTENTS
A. Subject Matter: QUIZ: FACTORING POLYNOMIALS A. Subject Matter: RATIONAL ALGEBRAIC EXPRESSION

B. Reference: MATHEMATICS 8 TG B. Reference: MATHEMATICS 8 TG

Materials: chalk, chalkboard, ppt Materials: chalk, chalkboard, ppt

III. PROCEDURE III. PROCEDURE

A. Class Routine: Prayer, Greetings, A. Class Routine: Prayer, greetings, classroom mangement
Classroom Management
B. Review/Motivation: Dos and donts in taking a quiz B. Review: polynomials

C. Lesson Proper: C. Lesson Proper: Discuss the lesson by letting the students
The teacher will flash the questions in the quiz, let the students classify polynomials and nonpolynomial expressions.
answer the quiz. Discuss Law of Exponents through question & answer.
D. Application: Quiz proper D. Application: When can we say that a rational expression is
already in standard form?
IV. EVALUATION IV. EVALUATION
Checking of papers Simplify: apply the laws of exponent.
(3x²y³)⁰(2x²y⁰z⁰)/6x
V. HOMEWORK V. HOMEWORK
Give three examples of rational algebraic expression. Simplify.
5⁰xy(7x²y⁰z⁰)/(2xy)⁰
Reflection: Reflection:
students are better in multiple choice than solving let the students discuss the laws of exponent and how to use it
Subject: Mathematics 8 Subject: Mathematics 8
Day: 3 Day: 4
I. OBJECTIVES I. OBJECTIVES
1. recall and apply factoring teachniques in simplifying Rational 1. relate multiplication and division of frations to multiplication and division of
Algebraic Expression; Rational Algebraic Expressions;
2. write RAE in simplified form. 2. find product/quotient of rational algebraic expressions.
II. CONTENTS II. CONTENTS
A. Subject Matter: SIMPLIFYING RATIONAL ALGEBRAIC A. Subject Matter: OPERATION ON RATIONAL ALGEBRAIC
EXPRESSION EXPRESSION: MULTIPLICATION AND DIVISION
B. Reference: MATHEMATICS 8 TG B. Reference: MATHEMATICS 8 TG

Materials: chalk, chalkboard, ppt Materials: chalk, chalkboard, ppt

III. PROCEDURE III. PROCEDURE

A. Class Routine: Prayer, greetings, classroom mangement A. Class Routine: Prayer, greetings, classroom management

B. Review: rational algebraic expression B. Review: Simplifying Rational Algebraic Expression

C. Lesson Proper: show illustrative example on how to C. Lesson Proper:

simplify RAE, let them discover how factoring is applied. Discuss the lesson through illustrative examples, let the
students explain each processes involve.
D. Application: Drills D. Application: How can rational expression be multiplied?

IV. EVALUATION IV. EVALUATION

Simplify each RAE. See pages 97 and 100 of Teachers Guide
1. x²-9/x²+7x+12 2. 3x+15/x²+10x+25
V. HOMEWORK V. HOMEWORK
Simplify. No Entry
(3x+4)(x-2)/x²-4
Reflection: emphasize to the students that only common factors Reflection:
can be cancelled and not common terms.

Checked:

RENATO P. CARREON
School Principal II
Name of Teacher: HERMINIO N. FACTOR, JR. School: CABUCBUCAN NATIONAL HIGH SCHOOL
Date: August 13-17, 2018 Section: A, B &C Quarter: 1ST

Subject: Mathematics 8 Subject: Mathematics 8

Day: 1 Day: 2
I. OBJECTIVES I. OBJECTIVES
1. relate addition and subtraction of fraction to addition and subtraction 1. determine the mental ability of the students regarding the
of rational;
algebraic expression; lessons tackled;
2. add or subtract rational algebraic expression. 2. show honesty in taking examination
II. CONTENTS II. CONTENTS
A. Subject Matter: ADDITION AND SUBTRACTION OF A. Subject Matter: FIRST PERIODICAL TEST
RATIONAL ALGEBRAIC EXPRESSION
B. Reference: MATHEMATICS 8 TG B. Reference: MATHEMATICS 8 TG

Materials: chalk, chalkboard, ppt Materials: chalk, chalkboard, test papers

III. PROCEDURE III. PROCEDURE

A. Class Routine: Prayer, Greetings, A. Class Routine: Prayer, greetings, classroom mangement
Classroom Management
B. Review/Motivation: Addition and subtraction of fraction B. Review: Do's and don’t's in taking an exam

C. Lesson Proper: C. Lesson Proper:

Discuss the lesson through illustrative examples. Discuss the direction for multiple choice

D. Application: How addition and subtraction of fractions D. Application:

related to addition and subtraction of RAEs? Test Proper
IV. EVALUATION IV. EVALUATION
See activity on page 103 of LM Checking of Test Papers

V. HOMEWORK V. HOMEWORK
Review for the examination Review for the graded recitation

Reflection: emphasize to the students that adding/subtracting Reflection:

RAEs with similar and dissimilar denominators are different.
Subject: Mathematics 8 Subject: Mathematics 8
Day: 3 Day: 4
I. OBJECTIVES I. OBJECTIVES
1. determine the mental ability of the students regarding the 1. determine the mental ability of the students regarding the
lessons tackled; lessons tackled;
2. show honesty in taking examination 2. answer the questions fluently.
II. CONTENTS II. CONTENTS
A. Subject Matter: FIRST PERIODICAL TEST A. Subject Matter: GRADED RECITATION

B. Reference: MATHEMATICS 8 TG B. Reference: MATHEMATICS 8 TG

Materials: chalk, chalkboard, test papers Materials: chalk, chalkboard, ppt

III. PROCEDURE III. PROCEDURE

A. Class Routine: Prayer, greetings, classroom mangement A. Class Routine: Prayer, greetings, classroom management

B. Review: Do's and don’t's in taking an exam B. Review: Do's and don’t's in recitation

C. Lesson Proper: C. Lesson Proper:

Discuss the direction for multiple choice Students will pick a number and the questions will be
flashed, let the students answer the question.
D. Application: D. Application: Recitation proper
Test Proper
IV. EVALUATION IV. EVALUATION
Checking of Test Papers Clear - 100 with many mistakes - 80
 With some mistakes - 90 did not answer the question - 70
V. HOMEWORK V. HOMEWORK
Review for the graded recitation No Entry

Reflection: Reflection:

Checked:

RENATO P. CARREON
School Principal II
 DAILY LESSON LOG
NAME: HERMINIO N. FACTOR, JR. SCHOOL: CABUCBUCAN NATIONAL HIGH SCHOOL
DATE: AUGUST 27-31, 2018 SUBJECT: MATHEMATICS 8 SECTION: A, B, C

DAY 1 DAY 2 DA
I. OBJECTIVES
1. represent relation in various form; set of ordered pairs, 1. determine if a given relation is a function using ordered 1. differentiates between dep
table, diagram, graph and rule. pairs, graphs and equation. variables;
2. make tables, diagram, graph and rule of a relation. 2. define function. 2. state reasons why a variable
II. CONTENTS
A. Subject Matter: REPRESENTATION OF RELATION AND FUNCTION REPRESENTTION OF RELATION AND FUNCTION REPRESENTATION OF RELA

B. Reference: Mathematics 8 TG Mathematics 8 TG Mathematics 8 TG

Materials: PPT, Chalk, Chalkboard, Module PPT, Chalk, Chalkboard, Module PPT, Chalk, Chalkboard, M

III. PROCEDURE
A. Class Routine: Prayer, Greetings, Clasroom Management Prayer, Greetings, Clasroom Management Prayer, Greetings, Clasroo
B. Review/Motivation:
Classroom Management
Addition and subtraction relation, paper folding representing a relation function
of fraction
C. Lesson Proper: Show a reletion in various forms and let the Discuss function. Do activity 7: Minds-on p.
students discover how they can represent a Present a relation in various forms then let the Discussion
relation in different forms. determine if the retion is a function,
D. Application: Discuss how a relation be represented through How can we determine if a relation is a function? Why x is considered as ind
table, graph, diagram and rule. y as dependent variable?
IV. EVALUATION
Present the relation in fifferent forms. See activity: Identify Me! Activity: DEPENDENT OR I
{(6, -6), (5, -6), (8, 5), (0, -5)}
V. HOMEWORK
Present the relation in fifferent forms. determine if the retion is a function. Think of 5 relations then s
(the given here is a table of values) (give relations in various forms) and independent variable
Reflection:

Prepared by: Checked:

HERMINIO N. FACTOR, JR. RIZA G. JULIO, Ph.D.

Subject Teacher Head Teacher III
GH SCHOOL
QUARTER: 2ND

DAY 3 DAY 4

. differentiates between dependent and independent 1. assess students' understanding;

variables; 2. get 75% above score in the quiz.
. state reasons why a variable dependent and independent.

EPRESENTATION OF RELATION AND FUNCTION QUIZ NUMBER 1

Mathematics 8 TG Mathematics 8 TG

PT, Chalk, Chalkboard, Module PPT

rayer, Greetings, Clasroom Management Prayer, Greetings, Clasroom Management

unction dos and donts in taking a quiz.

Do activity 7: Minds-on p. 172 let students answer the quiz

Discussion

Why x is considered as independent variable and Quiz proper

as dependent variable?

Activity: DEPENDENT OR INDEPENDENT? Checking of papers

hink of 5 relations then state the dependent no entry

nd independent variables.

Noted:

RENATO P. CARREON
School Principal II
 DAILY LESSON LOG
NAME: HERMINIO N. FACTOR, JR. SCHOOL: CABUCBUCAN NATIONAL HIGH SCHOOL
DATE: MARCH 4 - 8, 2019 SUBJECT: MATHEMATICS 8 SECTION: A, B, C

DAY 1 DAY 2 DA
I. OBJECTIVES
1. use measure of variability in choosing/ making 1. compute mean deviation of ungrouped data; 1. compute variance and sta
decision; 2. follow procedure in every situation. ungrouped data;
2. compute range of ungrouped data. 2. discover the reationship betw
II. CONTENTS
A. Subject Matter: MEASURES OF VARIABILITY (RANGE) MEASURES OF VARIABILITY (MEAN DEVIATION) MEASURES OF VARIABILIT
STANDARD DEVIATION)
B. Reference: Mathematics 8 TG Mathematics 8 TG Mathematics 8 TG

Materials: PPT, Chalk, Chalkboard, Module PPT, Chalk, Chalkboard, Module PPT, Chalk, Chalkboard, M

III. PROCEDURE
A. Class Routine: Prayer, Greetings, Clasroom Management Prayer, Greetings, Clasroom Management Prayer, Greetings, Clasroo
B. Review/Motivation:
Classroom Management
Addition and subtraction Which Tastes Better? (see p. 507 of TG) Finding mean of ungrouped data Finding the mean deviatio
of fraction
C. Lesson Proper: Let students discover how to solve range through Let students study the illustrative examples on Let students compare two
examples. pages 511-512. Ask how each steps are done. Show examples on how to
standard deviation.
D. Application: How range of a set of data computed? Why is it important to follow procedures in How variance and SD are r
every situation?
IV. EVALUATION
See page 510 of TG (Activity 3: Try This!) Solve the mean deviation. Find variance and SD of sc
1. Science achievement test scores:60, 75,…, 95 16, 17, and 18.
V. HOMEWORK
Compute the range of each set of numbers. Compute the mean deviation. Review for the quiz.
1. {23, 25, 27, 27, 32, 32, 36, 38} . . . Cholesterol level of middle-aged persons:147,154, …, 336.
Reflection:

Prepared by: Checked:

HERMINIO N. FACTOR, JR. RIZA G. JULIO, Ph.D.

Subject Teacher Head Teacher III
GH SCHOOL
QUARTER: 4TH

DAY 3 DAY 4

. compute variance and standard deviation 1. assess students' understanding;

ngrouped data; 2. get 75% above score in the quiz.
. discover the reationship between variance and SD

MEASURES OF VARIABILITY (VARIANCE & QUIZ NUMBER 2 (MEASURES OF VARIABILITY)

STANDARD DEVIATION)
Mathematics 8 TG Mathematics 8 TG

PT, Chalk, Chalkboard, Module PPT

rayer, Greetings, Clasroom Management Prayer, Greetings, Clasroom Management

inding the mean deviation dos and donts in taking a quiz.

et students compare two formula. let students answer the quiz

how examples on how to compute variance and
tandard deviation.
How variance and SD are related? Quiz proper

ind variance and SD of scores; 12, 13, 14, 15, Checking of papers
6, 17, and 18.

eview for the quiz. no entry

Noted:

RENATO P. CARREON
School Principal II
 DAILY LESSON LOG
NAME: HERMINIO N. FACTOR, JR. SCHOOL: CABUCBUCAN NATIONAL HIGH SCHOOL
DATE: JUNE 03-07, 2019 SUBJECT: MATHEMATICS 8 SECTION: A, B, C, D QUARTER: 1ST

DAY 1 DAY 2 DAY 3 DAY 4

I. OBJECTIVES
The learner demonstrates understanding of fitness and 1. have overview of the lessons for the first quarter of 1. recall and apply knowledge about operation on integers,
exercise in optimizing one’s health as a habit; as requisite mathematics 8; Holiday: integers;
for PA performance, and as a career opportunity 2. set/make rules for the mathematics class. EID AL 2. recall and apply knowledge on the operation on polynomials.
II. CONTENTS
A. Subject Matter: ORIENTATION ABOUT THE PE CLASS ORIENTATION ABOUT THE MATHEMATICS CLASS
FITR OPERATION ON INTEGERS AND OPERATION ON
POLYNOMIALS (DIAGNOSTIC TEST)
B. Reference: HOPE Vol. 2 Mathematics 8 TG E-Math 7

Materials: Chalk, Chalkboard Chalk, Chalkboard Chalk, chalkboard

III. PROCEDURE
A. Class Routine: Prayer, Greetings, Clasroom Management Prayer, Greetings, Clasroom Management Prayer, Greetings, Clasroom Management
B. Review/Motivation:
Classroom Management
Addition and subtraction Share to the class the story of a carpenter Share to the class the story of a carpenter Holiday: Do's and donts' in taking an exam
of fraction
EID AL
C. Lesson Proper: Enumerate to the class the lessons to be tackled Enumerate to the class the lessons to be tackled Explain to the class the reason behin conducting
for the first quarter, for the first quarter,
FITR an early test, the direction and the number of
Together with the class set rules for the class Together with the class set rules for the class items.
D. Application: Review the rules maked by the class. Review the rules maked by the class. Test Proper
Why setting rules was important?
IV. EVALUATION
Recitation Recitation Checking of papers

V. HOMEWORK
Review about operation on integers. Review about operation on integers and no entry
operation on polynomials.
Reflection/Remarks: Not done, Sectioning Students cited the importance of stting rules many students got low score in the test, thus, discussing
again the lessons are needed.

Prepared by: Checked: Noted:

HERMINIO N. FACTOR, JR. RIZA G. JULIO, Ph.D. RENATO P. CARREON

Subject Teacher Head Teacher III School Principal II
 DAILY LESSON LOG
NAME: HERMINIO N. FACTOR, JR. SCHOOL: CABUCBUCAN NATIONAL HIGH SCHOOL
DATE: JUNE 10 - 14, 2019 SUBJECT: MATHEMATICS 8 SECTION: A, B, C, D QUARTER: 1ST

DAY 1 DAY 2 DAY 3 DAY 4

I. OBJECTIVES
1. recall and perform the four fundamental operations 1. recall and perform simplifying polynomials; 1. recall and apply skills in multiplication of polynomials;
on integers; 2. find product of given polynomials; Holiday: 2. finds pattern in each group of products in the activity;
2. state and apply each rules on operation of integers. 3. participate actively in the discussion. INDEPEN 3. participate actively in the group activity.
II. CONTENTS
A. Subject Matter: OPERATION ON INTEGERS (A RECALL) SIMPLIFYING POLYNOMIALS AND MULTIPLICATION
DENCE GALLERY WALK:
OF POLYNOMIALS DAY
B. Reference: E-MATH 7 E-MATH 7 CELEBRAT Mathematics 8 LM p.
ION
Materials: PPT, Chalk, Chalkboard PPT, Chalk, Chalkboard PPT, Module, Chalk, and chalkboard

III. PROCEDURE
A. Class Routine: Prayer, Greetings, Clasroom Management Prayer, Greetings, Clasroom Management Prayer, Greetings, Clasroom Management
B. Review/Motivation:
Classroom Management
Addition and subtraction Integers Addition of integers and multiplication of Holiday: Multiplication of polynomials
of fraction integers INDEPEN
C. Lesson Proper: Recall the rules through boardworks and let Discuss like terms, and show examples of combi- Divide the class into eight groups.
students generate the rule by observing the ning like terms let them conclude on their own.
DENCE Discuss to the students what they need to do.
correct answers. Show examples on multiplication of polynomials. DAY
D. Application: State the rules in adding, subtracting, How can we multiply polynomials? CELEBRAT Activity Proper
multiplying, dividing integers. Relate combining like terms in our life. ION
IV. EVALUATION
See activity on ppt. See activity on ppt. Presentation of works

V. HOMEWORK
Give more activity about the operation on Give more polynomials to be multiplied no entry
integers. (for mastery)
Reflection/Remarks: improvements on the skills of students were observed emphasize that when multiplying we need to add
exponets, in combining like terms we don't.

Prepared by: Checked: Noted:

HERMINIO N. FACTOR, JR. RIZA G. JULIO, Ph.D. RENATO P. CARREON

Subject Teacher Head Teacher III School Principal II