School Nueva Vida High School
GRADE 8 Teacher
DAILY
LESSON
PLAN
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies/
Objectives (Write the LC
code for each)
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR)
Portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing Previous lesson
or presenting the new
lesson.
B. Establishing a purpose for
the lesson.
C. Presenting examples/
instances of the new lesson.
D. Discussing new concepts
and practicing new skills #1.
E. Discussing new concepts
and practicing new skills #2.
Grade Level GRADE 11
JESSEL P. PALERMO Learning Area GEN. MATH
Teaching Dates
AUGUST 6, 2018
and Time 7:30-8:30 AM;1:00-2:00 PM
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 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.
The learner demonstrates understanding of key concepts key concepts of
rational functions.
The learner is able to accurately formulate and solve real-life problems
involving rational functions.
The learner finds the domain and range of a rational function. (M11GM-Ib-5)
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the
content can be tackled in a week or two.
Functions and Their Graphs
List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in
learning. Ensure that there is a mix of concrete and manipulative materials as well as paper-based materials. Hands-on
learning promotes concept development.
CG of General Mathematics
pp.74-75
These steps should be done across the week. Spread out the activities appropriately so that students will learn well.
Always be guided by demonstration of learning by the students which you can infer from formative assessment
activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their
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 on how to find the domain and range of a function
Ex. f ( x )=x−5 f ( x )=2 x−8
N ( x)
Rational Function can be written in the form f ( x )= where N ( x )
D ( x)
and D ( x ) are polynomials and D ( x ) is not the zero polynomial.
N (x)
The domain of a rational function f ( x )= is all the values of x that
D(x)
will not make D ( x ) equal to zero.
Present how to find for the domain and range of a rational function.
1
Ex. f ( x )=
x
The form of the function f is a constant divided by a linear function.
The range is easier to find using the inverse of the function and determining
the domain.
The domain of f is a set whose elements are all the real numbers except 0.
Using visual written material, present how to find the domain and
range of the rational function.
Group Activity and Discussion: Group students into 4 groups
Choose a Leader and create a cheer before reporting.
 Discuss that the process of finding for the domain and range of the
rational function.
 Find the domain and range of the rational function: (Refer to visual
materials for detailed solution)
x
1. g ( x )= 2
x −9
 x2 +1
2. h ( x )=
x−1
F. Developing mastery (Leads  Let students and show their answers on the board and explain their
to formative Assessment 3)
work each group.

ANALYSIS:
 What are the prerequisites in finding the domain and range of
the rational function?
 How are you going to find the domain and range of the rational
function?
 What are the restrictions in finding for the domain and range of
the rational function?
ABSTRACTION: Refer to page 74 for the abstraction of the lesson.
G. Finding practical Application:
applications of concepts and
skills in daily living.
H. Making generalizations and Let the students explain the process of finding for the domain and range of
abstractions about the a rational function.
lesson.
I. Evaluating learning. (Pair) (Formative)
Direction: Give the domain of the following rational functions. (Give
the range when finding the inverse of f works.)
2
1. f ( x )=
x
x
2. g ( x )=
x −1
ASSIGNMENT:
Give the domain and range of the rational function:
x+ 1
h ( x )= 2
x −4
J. Additional activities for
application or remediation.
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80%
in the evaluation.
B. No. of learners who require
additional activities for
remediation.
C. Did the remedial lessons work?
No. of learners who have
caught up 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?

Prepared and Submitted by: Checked:

JESSEL P. PALERMO EUGENE P. ARAPOC

Subject Teacher Master Teacher I/Rater
 GRADE 8
DAILY
LESSON
PLAN
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies/
Objectives (Write the LC
code for each)
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR)
Portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing Previous lesson
or presenting the new
lesson.
B. Establishing a purpose for
the lesson.
C. Presenting examples/
instances of the new lesson.
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)
School Nueva Vida High School Grade Level GRADE 11
Teacher JESSEL P. PALERMO Learning Area GEN. MATH
Teaching Dates FIRST
AUGUST 14, 2018
and Time Quarter
7:30-8:30 AM;1:00-2:00 PM SEMESTER
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 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.
The learner demonstrates understanding of key concepts key concepts of
rational functions.
The learner is able to accurately formulate and solve real-life problems
involving rational functions.
The learner determines the: (a) intercepts (b) zeroes; and (c)
asymptotes of rational functions.
M11GM-Ic-1
To solve the intercepts of a rational function.
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the
content can be tackled in a week or two.
Functions and Their Graphs
List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in
learning. Ensure that there is a mix of concrete and manipulative materials as well as paper-based materials. Hands-on
learning promotes concept development.
CG of General Mathematics
General Mathematics pp.81-82
These steps should be done across the week. Spread out the activities appropriately so that students will learn well.
Always be guided by demonstration of learning by the students which you can infer from formative assessment
activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their
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.
Recall how to solve for the intercepts of the given equation.
Present example to students.
2 x+ y =8 ( 0,8 ) ( 4,0)
TRY: Solve for the intercepts of the given rational equation.
x +8
f ( x )=
x−2
Refer to the visual material for the solution.
Definition:
Intercepts are x- or y-coordinates of the points at which a graph crosses the x-axis
or y-axis, respectively.
y-intercept is the y-coordinate of the point where the graph crosses the y-axis.
x-intercept is the x-coordinate of the point where the graph crosses the x-axis.
TRY:
5 x−8
3
0, (
−8 5
( , 0)
3 3 )
Activity: Pair
Solve the x- and y-intercept of the rational equation.
2 2
x −5 x+ 6 x +9
1. f ( x )= 2 2. f ( x )= 2
x −2 x+ 3 x −3
 G. Finding practical Analysis:
applications of concepts and
skills in daily living.  How did you solve the given rational functions?
 What are the rules in solving for the x- and y-intercepts of the
rational function?
H. Making generalizations and Abstraction:
abstractions about the RULE:
lesson. 1. To find the y-intercept, substitute 0 for x and solve for y or f(x).
2. To find the x-intercept, substitute 0 for y and solve for x.
I. Evaluating learning. Application:
3 x−4
Give the x-intercept of the graph of the function f ( x )= . Which
x+2
function did you use to determine the x-intercept? Why?
J. Additional activities for Evaluation:
application or remediation. Direction: In a ½ CW, solve the intercepts of the ff. rational functions.
x +2
1. f ( x )= 2
x −3 x+ 2
x−2
2. f ( x )= 2
x + 3 x +2
2
( ) x −9
3. f x= 2
x −x−6
x −5
4. f ( x )= 2
x −25
x +10
5. f ( x )=
x−5
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80%
in the evaluation.
B. No. of learners who require
additional activities for
remediation.
C. Did the remedial lessons work?
No. of learners who have
caught up 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?

Prepared and Submitted by: Checked:

JESSEL P. PALERMO EUGENE P. ARAPOC

Subject Teacher Master Teacher I/Rater
 GRADE 8
DAILY
LESSON
PLAN
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies/
Objectives (Write the LC
code for each)
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR)
Portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing Previous lesson
or presenting the new
lesson.
B. Establishing a purpose for
the lesson.
C. Presenting examples/
instances of the new lesson.
School Nueva Vida High School Grade Level GRADE 11
Teacher JESSEL P. PALERMO Learning Area GEN. MATH
Teaching Dates FIRST
AUGUST 15, 2018
and Time Quarter
7:30-8:30 AM;1:00-2:00 PM SEMESTER
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 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.
The learner demonstrates understanding of key concepts key concepts of
rational functions.
The learner is able to accurately formulate and solve real-life problems
involving rational functions.
The learner determines the: (a) intercepts (b) zeroes; and (c)
asymptotes of rational functions.
M11GM-Ic-1
Determine the zeros of the rational function
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the
content can be tackled in a week or two.
Functions and Their Graphs
List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in
learning. Ensure that there is a mix of concrete and manipulative materials as well as paper-based materials. Hands-on
learning promotes concept development.
CG of General Mathematics
General Mathematics pp.79-81
These steps should be done across the week. Spread out the activities appropriately so that students will learn well.
Always be guided by demonstration of learning by the students which you can infer from formative assessment
activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their
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.
Recall how to solve for the intercepts of the given rational function.
Present example to students.
x +8
f ( x )=
x−2
N
In the fraction , D must not be equal to zero since division by zero is
D
7 −53 0
undefined. Thus, , are all undefined. However, in the same fraction
0 0, 0
N
, if N=0 and D≠ 0, then the fraction is equal to zero. For example,
D
0 0 0
, , are all equal to zero.
7 53 12
 D. Discussing new concepts
and practicing new skills #1.
Present and Discuss:
STEPS in Finding the Zeros of Rational Functions:
1. Factor the numerator and the denominator of the rational function f if
possible.
2. Identify the restrictions of the rational function f. (The restrictions are the
values of the independent variable that make the denominator equal to
zero.)
3. Identify the values of the independent variable that make the numerator
equal to zero.
4. The zeros of the rational function f are the values of the independent
variable that make the numerator zero but are not restrictions of the rational
function f.

E. Discussing new concepts Discuss

and practicing new skills #2. 2
( ) x + 6 x+ 8
Find the zeros of the rational function f x = 2 .
x − x−6
STEPS:
1. Factor the numerator and (x +2)(x+ 4)
f ( x )=
denominator ( x +2)( x−3)
2. Identify the restrictions x=2∧x=3make the denominator
equal to zero and are restrictions.
3. Identify the values of x x=−2∧x=−4 both make the
that make the numerator numerator equal to zero.
equal to zero
4. Identify the zero of f x=−2 will not be a zero of f
because it is also a restriction.
x=−4 will be a zero of f.
Check:

F. Developing mastery (Leads Application:

to formative Assessment 3)
Activity: By Pair
x 2−4 x+ 4
Find the zeros of the rational function f ( x )=
x 2−4
G. Finding practical Analysis:
applications of concepts and How can you determine the values/zeros of the rational function?
skills in daily living.
What are the steps to find for the zeros of the rational function?
H. Making generalizations and Let students explain the process in finding the zeros of the rational function.
abstractions about the
lesson.
I. Evaluating learning. Evaluation: Ina 1 whole sheet of paper, determine the zeros of the rational
function by following the steps.
x−5
1. y=
x +2
( x−4)(x +2)
2. y=
( x−3)(x−1)
x−1
3. y= 2
x −4
x 2−4
4. y=
x
x−5
5. y=
( x+10)( x−6)
J. Additional activities for
application or remediation.
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80%
in the evaluation.
 B. No. of learners who require
additional activities for
remediation.
C. Did the remedial lessons work?
No. of learners who have
caught up 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?

Prepared and Submitted by: Checked:

JESSEL P. PALERMO EUGENE P. ARAPOC

Subject Teacher Master Teacher I/Rater
GRADE 8 School Nueva Vida High School Grade Level GRADE 11
DAILY Teacher JESSEL P. PALERMO Learning Area GEN. MATH
LESSON Teaching Dates FIRST
AUGUST 16, 2018
PLAN and Time Quarter
7:30-8:30 AM;1:00-2:00 PM SEMESTER

I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies/
Objectives (Write the LC
code for each)
II. CONTENT
III. LEARNING RESOURCES
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 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.
The learner demonstrates understanding of key concepts key concepts of
rational functions.
The learner is able to accurately formulate and solve real-life problems
involving rational functions.
The learner determines the: (a) intercepts (b) zeroes; and (c)
asymptotes of rational functions.
M11GM-Ic-1
Determine the zeros of the rational function
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the
content can be tackled in a week or two.
Functions and Their Graphs
List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in
learning. Ensure that there is a mix of concrete and manipulative materials as well as paper-based materials. Hands-on
learning promotes concept development.

A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR)
Portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing Previous lesson
or presenting the new
lesson.
CG of General Mathematics
General Mathematics pp.79-81
These steps should be done across the week. Spread out the activities appropriately so that students will learn well.
Always be guided by demonstration of learning by the students which you can infer from formative assessment
activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their
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.
Recall how to determine the zeros of the rational function.
Present example to students.
2
x + 6 x+ 8
f ( x )= 2
x − x−6

B. Establishing a purpose for

 the lesson.

C. Presenting examples/
instances of the new lesson.

D. Discussing new concepts Review:

and practicing new skills #1.
STEPS in Finding the Zeros of Rational Functions:
5. Factor the numerator and the denominator of the rational function f if
possible.
6. Identify the restrictions of the rational function f. (The restrictions are the
values of the independent variable that make the denominator equal to
zero.)
7. Identify the values of the independent variable that make the numerator
equal to zero.
8. The zeros of the rational function f are the values of the independent
variable that make the numerator zero but are not restrictions of the rational
function f.

E. Discussing new concepts

and practicing new skills #2.

F. Developing mastery (Leads Application:

to formative Assessment 3)
Activity: By Pair
2
( ) x −4 x+ 4
Find the zeros of the rational function f x = 2
x −4
G. Finding practical Analysis:
applications of concepts and How can you determine the values/zeros of the rational function?
skills in daily living.
What are the steps to find for the zeros of the rational function?
H. Making generalizations and Let students explain the process in finding the zeros of the rational function.
abstractions about the
lesson.
I. Evaluating learning. Evaluation: In a 1 whole sheet of paper, determine the zeros of the rational
function by following the steps.
x−5
6. y=
x +2
( x−4)(x +2)
7. y=
( x−3)(x−1)
x−1
8. y= 2
x −4
2
x −4
9. y=
x
x−5
10. y=
( x+10)( x−6)
J. Additional activities for
application or remediation.
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80%
in the evaluation.
B. No. of learners who require
additional activities for
remediation.
C. Did the remedial lessons work?
No. of learners who have
caught up 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?

Prepared and Submitted by: Checked:

JESSEL P. PALERMO EUGENE P. ARAPOC

Subject Teacher Master Teacher I/Rater

School Nueva Vida High School Grade Level GRADE 11

DAILY Teacher JESSEL P. PALERMO Learning Area GEN. MATH
LESSON Teaching Dates AUGUST 20, 2018
PLAN and Time 7:30-8:30 AM;1:00-2:00 PM
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 assessed using Formative
I. OBJECTIVES 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.
The learner demonstrates understanding of key concepts key concepts of
A. Content Standards
rational functions.
The learner is able to accurately formulate and solve real-life problems
B. Performance Standards
involving rational functions.
C. Learning Competencies/
Objectives (Write the LC The learner finds the domain and range of a rational function. (M11GM-Ib-5)
code for each)
Find the asymptotes of the rational function.
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the
CG, the content can be tackled in a week or two.
II. CONTENT
Functions and Their Graphs
List the materials to be used in different days. Varied sources of materials sustain children’s interest in the
III. LEARNING lesson and in learning. Ensure that there is a mix of concrete and manipulative materials as well as paper-
RESOURCES based materials. Hands-on learning promotes concept development.
A. References
1. Teacher’s Guide pages CG of General Mathematics
2. Learner’s Materials pages
3. Textbook pages pp. 76-79
4. Additional Materials from
Learning Resource (LR)
Portal
B. Other Learning
Resources
IV. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will
learn well. Always be guided by demonstration of learning by the students which you can infer from formative
assessment activities. Sustain learning systematically by providing students with multiple ways to learn new

A. Reviewing Previous lesson
or presenting the new
lesson.
B. Establishing a purpose for
the lesson.
C. Presenting examples/
instances of the new
lesson.
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.
things, practice their 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:
How to solve for the zeros of the rational function?
Activity 1.
Present an example of a graph and let the students identify its parts
(Use Visual material for the graph of the Asymptotes on page 77)
Analysis:
 What have you noticed from the graph of the rational function?
 What do you call of the two parts of the graph?
 What can you conclude based on the tail of its graph as it reaches
infinity?
Abstraction:
 An asymptote is a line (or curve) that the graph of a function gets close
to but does not touch.
 The line x=a is a vertical asymptote of the graph if f ( x ) → ∞ or
f ( x ) →−∞ as x → a , either from right or left.
 The line y=b is a horizontal asymptote of the graph if f ( x ) →b as x → ∞
or →−∞ .
Group Discussion:
Finding Asymptote
1. On Vertical Asymptote
2. On Horizontal Asymptote
3. On Oblique or Slant Asymptote
Activity: Think Pair Share
Find the asymptote of the graph of the rational function. And identify its
asymptote.
1
1. f ( x )=
x +1

H. Making generalizations Let the students generalize the topics discussed using their own words
and abstractions about the
lesson.
I. Evaluating learning. (Individual)
Graph each rational function and identify its asymptote.
4x
1. f ( x )=
2 x+1
2
x
2. f ( x )=
x−1
J. Additional activities for
application or remediation.
V. REMARKS
VI. REFLECTION
A. No. of learners who earned
80% in the evaluation.
B. No. of learners who require
additional activities for
remediation.
C. Did the remedial lessons
work? No. of learners who
have caught up 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?

Prepared and Submitted by: Checked:

JESSEL P. PALERMO EUGENE P. ARAPOC

Subject Teacher Master Teacher I/Rater
 GRADE 8 School Nueva Vida High School Grade Level GRADE 11
DAILY Teacher JESSEL P. PALERMO Learning Area GEN. MATH
LESSON Teaching Dates FIRST
AUGUST 21, 2018
PLAN and Time Quarter
7:30-8:30 AM;1:00-2:00 PM SEMESTER

I. OBJECTIVES
A. Content Standards
B. Performance Standards
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 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.
HOLIDAY

C. Learning Competencies/
Objectives (Write the LC
code for each)
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the
content can be tackled in a week or two.
II. CONTENT

List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in
III. LEARNING RESOURCES learning. Ensure that there is a mix of concrete and manipulative materials as well as paper-based materials. Hands-on
learning promotes concept development.

A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
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 students will learn well.
Always be guided by demonstration of learning by the students which you can infer from formative assessment
IV. PROCEDURES activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their
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. Reviewing Previous lesson
or presenting the new
lesson.

B. Establishing a purpose for

the lesson.

C. Presenting examples/
instances of the new lesson.

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.
 I. Evaluating learning.

J. Additional activities for

application or remediation.

V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80%
in the evaluation.
B. No. of learners who require
additional activities for
remediation.
C. Did the remedial lessons work?
No. of learners who have
caught up 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?

Prepared and Submitted by: Checked:

JESSEL P. PALERMO EUGENE P. ARAPOC

Subject Teacher Master Teacher I/Rater
 GRADE 8
DAILY
LESSON Teaching Dates
PLAN
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies/
Objectives (Write the LC
code for each)
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR)
Portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing Previous lesson
or presenting the new
lesson.
B. Establishing a purpose for
the lesson.
C. Presenting examples/
instances of the new lesson.
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)
School Nueva Vida High School Grade Level GRADE 11
Teacher JESSEL P. PALERMO Learning Area GEN. MATH
FIRST
AUGUST 22, 2018
and Time Quarter
7:30-8:30 AM;1:00-2:00 PM SEMESTER
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 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.
The learner demonstrates understanding of key concepts key concepts of
rational functions.
The learner is able to accurately formulate and solve real-life problems
involving rational functions.
The learner determines the: (a) intercepts (b) zeroes; and (c)
asymptotes of rational functions.
M11GM-Ic-1
Determine the asymptote of rational function.
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the
content can be tackled in a week or two.
Functions and Their Graphs
List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in
learning. Ensure that there is a mix of concrete and manipulative materials as well as paper-based materials. Hands-on
learning promotes concept development.
CG of General Mathematics
General Mathematics pp.76-79
These steps should be done across the week. Spread out the activities appropriately so that students will learn well.
Always be guided by demonstration of learning by the students which you can infer from formative assessment
activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their
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:
What are the three location of asymptotes that was discussed yesterday?
1. Vertical Asymptotes
2. Horizontal Asymptotes
3. Slant/Oblique Asymptotes
ACTIVITY: By Pair
2
( ) x
1. f x=
x−1
x 2−4 x+3
2. f ( x )=
x 2−5 x
Analysis:
How can you determine the asymptote of a rational function?
Abstraction:
Finding Asymptote (Refer to page 77 written in a Manila paper)
 G. Finding practical Application:
applications of concepts and Name the vertical asymptote of the rational function:
skills in daily living.
3 x−4
y=
x+2

H. Making generalizations and

abstractions about the
lesson.
I. Evaluating learning. Evaluation: Find the location of the rational function. Use ½ sheet of paper.
x−3
1. y=
x +1
( x−2)(x+ 3)
2. y=
( x−4)(x +2)
x 2−9
3. y=
x+ 2
x
4. y= 2
x −1
J. Additional activities for
application or remediation.

V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80%
in the evaluation.
B. No. of learners who require
additional activities for
remediation.
C. Did the remedial lessons work?
No. of learners who have
caught up 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?

Prepared and Submitted by: Checked:

JESSEL P. PALERMO EUGENE P. ARAPOC

Subject Teacher Master Teacher I/Rater

DAILY
LESSON
PLAN
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies/
Objectives (Write the LC
code for each)
II. CONTENT
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR)
Portal
B. Other Learning
Resources
IV. PROCEDURES
A. Reviewing Previous lesson
or presenting the new
lesson.
B. Establishing a purpose for
the lesson.
C. Presenting examples/
instances of the new
lesson.
D. Discussing new concepts
and practicing new skills
#1.
School Nueva Vida High School Grade Level GRADE 11
Teacher JESSEL P. PALERMO Learning Area GEN. MATH
Teaching Dates AUGUST 23, 2018
and Time 7:30-8:30 AM;1:00-2:00 PM
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 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.
The learner demonstrates understanding of key concepts key concepts of
rational functions.
The learner is able to accurately formulate and solve real-life problems
involving rational functions.
The learner finds the domain and range of a rational function. (M11GM-Ib-5)
Find the asymptotes of the rational function.
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the
CG, the content can be tackled in a week or two.
Functions and Their Graphs
List the materials to be used in different days. Varied sources of materials sustain children’s interest in the
lesson and in learning. Ensure that there is a mix of concrete and manipulative materials as well as paper-
based materials. Hands-on learning promotes concept development.
CG of General Mathematics
pp. 75-76
These steps should be done across the week. Spread out the activities appropriately so that students will
learn well. Always be guided by demonstration of learning by the students which you can infer from formative
assessment activities. Sustain learning systematically by providing students with multiple ways to learn new
things, practice their 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:
Find the domain and the range of the rational function.
x
1. g ( x )=
x −1
Answer: The domain is the set of all real numbers excluding 1.
Vocabulary:
Asymptotes Vertical
Branch Horizontal
Activity 1.
Present an example of a graph and let the students identify its parts
(Use Visual material for the graph of the Asymptotes on page 77)
Analysis:
 What have you noticed from the graph of the rational function?
 What do you call of the two parts of the graph?
 What can you conclude based on the tail of its graph as it reaches
infinity?
Abstraction:
 An asymptote is a line (or curve) that the graph of a function gets close
to but does not touch.
 The line x=a is a vertical asymptote of the graph if f ( x ) → ∞ or
f ( x ) →−∞ as x → a , either from right or left.
  The line y=b is a horizontal asymptote of the graph if f ( x ) →b as x → ∞
or →−∞ .

E. Discussing new concepts Group Discussion:

and practicing new skills
#2.
F. Developing mastery (Leads
to formative Assessment 3)
G. Finding practical
applications of concepts
and skills in daily living.
Finding Asymptote
4. On Vertical Asymptote
5. On Horizontal Asymptote
6. On Oblique or Slant Asymptote
Activity: Think Pair Share
Find the asymptote of the graph of the rational function. And identify the
location of its asymptote.
1
2. f ( x )=
x +1

H. Making generalizations Let the students generalize the topics discussed using their own words
and abstractions about the
lesson.
I. Evaluating learning. (Individual)
Graph each rational function and identify its asymptote.
4x
3. f ( x )=
2 x+1
x2
4. f ( x )=
x−1
J. Additional activities for
application or remediation.
V. REMARKS
VI. REFLECTION
A. No. of learners who earned
80% in the evaluation.
B. No. of learners who require
additional activities for
remediation.
C. Did the remedial lessons
work? No. of learners who
have caught up 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?

Prepared and Submitted by: Checked:

JESSEL P. PALERMO EUGENE P. ARAPOC

Subject Teacher Master Teacher I/Rater
 GRADE 8 School Nueva Vida High School Grade Level GRADE 11
DAILY Teacher JESSEL P. PALERMO Learning Area GEN. MATH
LESSON Teaching Dates FIRST
AUGUST 24, 2018
PLAN and Time Quarter
7:30-8:30 AM;1:00-2:00 PM SEMESTER

I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies/
Objectives (Write the LC
code for each)
II. CONTENT
III. LEARNING RESOURCES
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 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.
The learner demonstrates understanding of key concepts key concepts of
rational functions.
The learner is able to accurately formulate and solve real-life problems
involving rational functions.
The learner determines the: (a) intercepts (b) zeroes; and (c)
asymptotes of rational functions.
M11GM-Ic-1
Determine the zeros of the rational function
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the
content can be tackled in a week or two.
Functions and Their Graphs
List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in
learning. Ensure that there is a mix of concrete and manipulative materials as well as paper-based materials. Hands-on
learning promotes concept development.

A. References
1. Teacher’s Guide pages CG of General Mathematics
2. Learner’s Materials pages
3. Textbook pages General Mathematics pp.81-82
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 students will learn well.
Always be guided by demonstration of learning by the students which you can infer from formative assessment
IV. PROCEDURES activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their
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. Reviewing Previous lesson Recall how to solve for the intercepts of the given rational function.
or presenting the new
lesson. Present example to students.

x +8
f ( x )=
x−2

B. Establishing a purpose for

the lesson.

C. Presenting examples/
instances of the new lesson.
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.
I. Evaluating learning.
 J. Additional activities for
application or remediation.

V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80%
in the evaluation.
B. No. of learners who require
additional activities for
remediation.
C. Did the remedial lessons work?
No. of learners who have
caught up 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?

Prepared and Submitted by: Checked:

JESSEL P. PALERMO EUGENE P. ARAPOC

Subject Teacher Master Teacher I/Rater
 GRADE 8 School Nueva Vida High School Grade Level GRADE 11
DAILY Teacher JESSEL P. PALERMO Learning Area GEN. MATH
LESSON Teaching Dates FIRST
AUGUST 27, 2018
PLAN and Time Quarter
7:30-8:30 AM;1:00-2:00 PM SEMESTER

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
I. OBJECTIVES developing content 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
HOLIDAY

B. Performance Standards

C. Learning Competencies/
Objectives (Write the LC
code for each)
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the
content can be tackled in a week or two.
II. CONTENT

List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in
III. LEARNING RESOURCES learning. Ensure that there is a mix of concrete and manipulative materials as well as paper-based materials. Hands-on
learning promotes concept development.

A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
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 students will learn well.
Always be guided by demonstration of learning by the students which you can infer from formative assessment
IV. PROCEDURES activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their
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. Reviewing Previous lesson
or presenting the new
lesson.

B. Establishing a purpose for

the lesson.

C. Presenting examples/
instances of the new lesson.
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.
I. Evaluating learning.

J. Additional activities for

application or remediation.
V. REMARKS

VI. REFLECTION
A. No. of learners who earned 80%
in the evaluation.

B. No. of learners who require

additional activities for
remediation.
C. Did the remedial lessons work?
No. of learners who have
caught up 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?

Prepared and Submitted by: Checked:

JESSEL P. PALERMO EUGENE P. ARAPOC

Subject Teacher Master Teacher I/Rater
 GRADE 8
DAILY
LESSON
PLAN
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies/
Objectives (Write the LC
code for each)
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR)
Portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson
or presenting the new
lesson.
B. Establishing a purpose for
the lesson.
C. Presenting examples/
instances of the new lesson.
D. Discussing new concepts
and practicing new skills #1.
E. Discussing new concepts
and practicing new skills #2.
School Nueva Vida High School Grade Level GRADE 11
Teacher JESSEL P. PALERMO Learning Area GEN. MATH
Teaching Dates FIRST
AUGUST 28, 2018
and Time Quarter
7:30-8:30 AM;1:00-2:00 PM SEMESTER
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 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.
The learner demonstrates understanding of key concepts key concepts of
rational functions.
The learner is able to accurately formulate and solve real-life problems
involving rational functions.
The learner graphs rational functions.
Sketch the graph of a rational function.
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the
content can be tackled in a week or two.
Functions and Their Graphs
List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in
learning. Ensure that there is a mix of concrete and manipulative materials as well as paper-based materials. Hands-on
learning promotes concept development.
CG of General Mathematics
General Mathematics pp.86-92
These steps should be done across the week. Spread out the activities appropriately so that students will learn well.
Always be guided by demonstration of learning by the students which you can infer from formative assessment
activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their
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.
Recall:
 What are the three locations of asymptotes?
 How can you locate each location?
Motivation Activity: Ask volunteers to graph each function. Give
them 5 minutes to do the task.
Function Graph
1. f ( x )=2
2. f ( x )=2 x=¿
3. f ( x )=x 2 +2
4. f ( x )=−x 2 +2
GROUP ACTIVITY: Group students into 5 groups and let them do the
activity on page 88. Let them do the task for 5 minutes.
Do reporting per group.
1
The graph of the rational function f ( x )= is a hyperbola as shown in the graph
x
and has the ff. properties:
 The y-axis is the vertical asymptote
 The x-axis is the horizontal asymptote
 The domain is the set of real numbers excluding zero
 The range is the set of all real numbers excluding zero
 The graph has two symmetrical parts called branches where for each point
(x,y) on one branch, there is a corresponding point (-x,-y) on the other
branch (see the marked parts in the figure)
Analysis:
 How can you graph the given rational function?

F. Developing mastery (Leads
to formative Assessment 3)
 What are the steps/procedures in graphing the rational
function?
 What can you observe about its graph?
Abstraction:
Procedure: Guidelines in Graphing the Rational Function
1. Factor the numerator and the denominator.
2. Find the intercepts:
x-intercepts: zeros of the numerator
y-intercepts: f(0)
3. Find the vertical asymptotes
Determine the zeros of the denominator
4. Find the horizontal asymptote or oblique (slant)
asymptotes
5. Plot the points to the left, to the right, and between the
vertical asymptotes
6.

G. Finding practical
applications of concepts and
skills in daily living.
H. Making generalizations and
abstractions about the
lesson.
I. Evaluating learning.
J. Additional activities for
application or remediation.

V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80%
in the evaluation.
B. No. of learners who require
additional activities for
remediation.
C. Did the remedial lessons work?
No. of learners who have
caught up 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?

Prepared and Submitted by: Checked:

JESSEL P. PALERMO EUGENE P. ARAPOC

Subject Teacher Master Teacher I/Rater
 GRADE 8 School Nueva Vida High School Grade Level GRADE 11
DAILY Teacher JESSEL P. PALERMO Learning Area GEN. MATH
LESSON Teaching Dates FIRST
AUGUST 13, 2018
PLAN and Time Quarter
7:30-8:30 AM;1:00-2:00 PM SEMESTER

I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies/
Objectives (Write the LC
code for each)
II. CONTENT
III. LEARNING RESOURCES
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 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.
The learner demonstrates understanding of key concepts key concepts of
rational functions.
The learner is able to accurately formulate and solve real-life problems
involving rational functions.
The learner determines the: (a) intercepts (b) zeroes; and (c)
asymptotes of rational functions.
M11GM-Ic-1
Determine the zeros of the rational function
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the
content can be tackled in a week or two.
Functions and Their Graphs
List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in
learning. Ensure that there is a mix of concrete and manipulative materials as well as paper-based materials. Hands-on
learning promotes concept development.

A. References
1. Teacher’s Guide pages CG of General Mathematics
2. Learner’s Materials pages
3. Textbook pages General Mathematics pp.81-82
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 students will learn well.
Always be guided by demonstration of learning by the students which you can infer from formative assessment
IV. PROCEDURES activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their
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. Reviewing Previous lesson Recall how to solve for the intercepts of the given rational function.
or presenting the new
lesson. Present example to students.

x +8
f ( x )=
x−2

B. Establishing a purpose for

the lesson.

C. Presenting examples/
instances of the new lesson.
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.
I. Evaluating learning.
 J. Additional activities for
application or remediation.

V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80%
in the evaluation.
B. No. of learners who require
additional activities for
remediation.
C. Did the remedial lessons work?
No. of learners who have
caught up 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?

Prepared and Submitted by: Checked:

JESSEL P. PALERMO EUGENE P. ARAPOC

Subject Teacher Master Teacher I/Rater