DAILY LESSON LOG OF M8AL-Ib-2 ( Week 2 Day 3)

School MCSFA Grade Level Grade 8

Teacher Katherine Z. Labalan Learning Area Mathematics
Teaching Date and Time Quarter First
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 knowledge and competencies. These are
I. OBJECTIVES 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.
B. Performance Standards The learner is able to formulate real-life problems involving factors of
polynomials.
Learning Competency: Solve problems involving factors of polynomials.
(M8AL-Ib-2)
Learning Objectives:
1. Recall the steps to solve problems involving factors of polynomials using
C. Learning Competencies/
Polya’s Method;
Objectives
2. Solve problems involving factors of polynomials; and
3. Demonstrate appreciation of solve problems involving factors of polynomials
as important skills needed to formulate real-life problems involving factors of
polynomials
II. CONTENT Problems on Factors of Polynomials
III. LEARNING RESOURCES teacher’s guide, learner’s module,
A. References
1. Teacher’s Guide Pages
2. Learner’s Materials Pages 51-53
Grade 8 Mathematics Patterns and Practicalities pp. 68-75
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 learning systematically by providing
IV. PROCEDURES 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.
Review previous lesson by letting the students answer the exercise.

Read, analyze and solve the problem below.

A. Review previous lesson Can the difference of two squares be applicable to 3x3 – 12x? If yes, how?
or presenting the new If no, why?
lesson
Answer Key:

Yes, 3x(x2 – 4), thus, 3x3 – 12x = 3x (x – 2)(x + 2).

The teacher lets the students realize that the different techniques in factoring
B. Establishing a purpose polynomials is an important skill needed to formulate real-life problems involving
for the lesson factors of polynomial.

C. Presenting examples/ The teacher lets the students, in groups of four do the Activity below.
instances of the new
lesson Activity:
Read, analyze and solve the problem below. Show your solution.

1. The length of a floor in the classroom is two more than twice its width. If
the area of the floor is 24 square meters. What are its dimensions?

Answer Key:

D. Discussing new concepts
and practicing new skills
#1
E. Discussing new concepts
and practicing new skills
#2
F. Developing mastery
(leads to formative
assessment 3)
G. Finding practical
applications of concepts
and skills in daily living
H. Making generalizations
and abstractions about
the lesson
A. Understand the problem
Let w be the width of the floor.
2w + 2 be the length
B. Devise a plan
A = length x width
24 = (2w + 2)w
C. Carry out a plan
24= 2w2 + 2w
0= 2w2 + 2w – 24
0= w2 + w – 12
0= (w - 3)(w + 4) Factor
w–3=0 w+8=0 Equate each factor to 0 and solve for w.
w=3 w = -4
Since the dimensions cannot be negative, the width is 3 meters and the length is
8 meters by substituting 3 to w in 2w + 2.
The teacher discusses with the students the process of arriving at the answer of
each exercise in Activity given. Furthermore, he/she asks the students about the
mathematical skills or principles that they used to solve the problem. He/She tells
them the steps to solve the problems involving factors of polynomials.
The teacher discusses and illustrates thoroughly the steps to solve problems
involving factors of polynomials on page 10 of the Learner’s Module.
Working in pairs, the teacher lets the students answer the following exercise.
Read, analyze and solve the problem. Show your solution.
A square mirror is surrounded by a 1-inch wide frame.
If the total area of the mirror plus frame is 144 square
inches, what are the dimensions of the mirror?
Answer Key:
A. Understanding the problem:
s+2 s
Let s = the length of each side of the mirror
s + 2= the length of each side of the frame
s
B. Devise a plan:
Area of a square = s2 s+2
144 = (s + 2)2
C. Carry out a plan
(s + 2)2 = 144
s2 + 4s + 4 = 144
2
s + 4s + 4 – 144 = 0
s2 + 4s – 140 = 0
(s + 14)(s – 10) = 0
s + 14 = 0 s – 10=0
s = -14 s = 10
The length of the side cannot be negative, hence we discard s = -14.
Hence, the length of each side of the mirror is 10 inches.
The teacher summarizes the mathematical skills or principles used to solve
problems involving factors of polynomials.
1. What did you do to arrive at the answer?
2. Where there mathematical skills or principles used to solve the
problem?
3. What are the steps to solve problems involving factors of polynomials
using Polya’s Method?
Answers shall be drawn from the students.
 The teacher lets the students answer individually the formative assessment.

Read, analyze and solve the problem below. Show your solution.

A square painting is surrounded by a 1-inch wide frame.

If the total area of the mirror plus frame is 100 square
inches, what are the dimensions of the painting?

Answer Key:
A. Let s = the length of each side of the painting
s + 2= the length of each side of the frame
B. Write the equation:
Area of a square = s2 s+2 s
100 = (s + 2)2
C. Solve the equation. s
(s + 2)2 = 100
2
s + 4s + 4 = 100 s+2
s2 + 4s + 4 – 100 = 0
s2 + 4s – 100 = 0
(s + 12)(s – 8) = 0
s + 12 = 0 s – 8=0
s = -12 s=8

The length of the side cannot be negative, hence we discard s = -12.

Hence, the length of each side of the painting is 8 inches.

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? Identify what help your
VI. REFLECTION 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 It is in the development of the lesson and evaluation the localization and contextualization is done.
materials did I use/ discover
which I wish to share with other
teachers

Prepared by:
KATHERINE Z. LABALAN
MCSFA