FS 100 - OBSERVATION OF TEACHING-LEARNING IN ACTUAL SCHOOL

ENVIRONMENT

LESSON PLANNING

I. Introduction

After the second week of the observation was complete, we were given the task of
developing two lesson plans that would work well in both face-to-face classroom setting
and an online learning environment. These lesson plans must take the behavior and
academic level of the students.

The subject area for the lesson plans made is Mathematics of Grade 8 level. These
lesson plans contain lessons in Factoring the Quadratic Trinomial of the form ax2 + bx + c,
where a = 1 and Rational Algebraic Expression which comprises learning competencies: factors
completely different types of polynomials (polynomials with common monomial factor, difference
of two squares, sum and difference of two cubes, perfect square trinomials, and general trinomials)
(M8AL-Ia-b-1); illustrates rational algebraic expressions (M8AL-Ic-1).

This includes both the learnings that were made and the principle(s) that were taken
into consideration when creating each lesson plan.

II. Lesson Plans

(Face – to – Face Lesson Plan)

School DAVAO Grade Level 8

ORIENTAL
REGIONAL
SCIENCE
HIGH
GRADES 1 to 12 SCHOOL
Teacher KAREN Learning Area MATHEMATICS
DAILY LESSON PLAN MAE M.
MANGGOB
Teaching Dates Quarter FIRST
and Time QUARTER
 I. OBJECTIVES
A. Content The learner demonstrates understanding of the key concepts of factors of
Standards 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 real-life problems involving factors of

Standard polynomials, rational algebraic expressions, linear equations and inequalities
in two variables, systems of linear equations and inequalities in two variables
and linear functions, and solve these problems accurately using a variety of
strategies.

C. Learning The learner factors completely different types of polynomials (polynomials

Competencies with common monomial factor, difference of two squares, sum and difference
Write the LC code for of two cubes, perfect square trinomials, and general trinomials).
each (M8AL-Ia-b-1)
a. Factor quadratic trinomial of the form
ax2 + bx + c, where a = 1
b. Find pleasure in factoring quadratic trinomials.

CONTENT/TOPIC Factoring Quadratic Trinomials of the form

Ax2 + bx + c, where a = 1
III. LEARNING
RESOURCES
A. References

1. Teacher’s pp. 41 – 45
Guide pages
2. Learners pp. 41
Material pages
3. Textbook pages Nivera, Gladys C. et al., Making Connections in Mathematics, pp. 341-342
4. Additional
materials from
Learning
Resource (LR)
portal.
 B. Other Learning  Grade 8 LCTG by DepEd Cavite Mathematics 2016
Resource  Activity Sheets, Visual Aids, Laptop, LCD Projector

IV. PROCEDURES
A. Reviewing Preliminaries
previous lesson INSIDE-OUTSIDE
or presenting Pair the Quadratic Trinomial inside the circle into its corresponding factored
the new lesson
form outside the circle.

B. Establishing a Introduce to the students that:

purpose for the
lesson  The product of two binomials is called general quadratic trinomial; and
 The factors of a general quadratic trinomial are two binomials.

C. Presenting Illustrative Examples

examples/insta Study the trinomials and their corresponding binomial factors.
nces of the new 1. x² + 7x +10 = (x + 5) (x + 2)
lesson.
2. a² + 7a + 12 = (a + 4) (a + 3)
3. c² + 2c - 8 = (c + 4) (c – 2)

a. Relate the first term in the trinomial to the first term in the binomial
factors.
b. Compare the second term in the trinomial factor and the sum of the
product of the inner terms and outer terms of the binomials.
c. Observe the third term in the trinomial and the product of the second
terms in the binomials.
D. Discussing the
new concepts 1. What kind of polynomials are the resulting factors?
and practicing 2. How will you relate the first term in the trinomial with the first terms in
new skills #1
the binomial factors?
3. How will you compare the second term in the trinomial and the sum of
the inner and the outer product of the terms of binomials?
4. What have you observe about the third term in the trinomial and the
product of the second terms in the binomial factors

E. Discussing the Question: What specific municipality in Cavite is known as the CITY OF
new concepts CHARACTER? Factor the given expressions in Column A and locate the
and practicing answer in column B. Write the corresponding letter of the answer in the
new skills #2
boxes provided below.

F. Developing The teacher will present the concept of factoring quadratic trinomial
mastery ax2 + bx + c, where a = 1.
(Leads to formative
assessment 3)
Factor the following:
1. x2 + 8x + 15
2. a2 + 9a + 14
3. x2 – 5x + 6
G. Finding Factor the following:
practical
application of 1. x2 – 7x + 10
concepts and
2. b2 + 13b + 30
 skills in daily 3. x2 + 6x + 8
living 4. x2 – 8x + 12
5. x2 + x – 6

H. Making In factoring Quadratic Trinomials

generalization
and abstraction 1. Factor the first term of the trinomial and write these factors as the first
about the
terms of the factors;
lesson
2. List down all the factors of the last term;
3. Identify which factor pair sums up the middle term; then
4. Write each factor in the pairs as the last term of the binomial factors.

I. Evaluating A. Factor the following:

learning 1. m2 + 14m + 33
2. x2 – 13x – 14
3. a2 – 7x – 18

B. Answer the following:

4. One of the factors of x2 + 5x – 24 is (x + 8). What is the other factor?
5. Find the missing terms: x2 – 11x + 30 = (x - ___)(x - ___)

J. Additional A. Follow up
activities for Factor the following:
application or 1. x2 – 7x + 6
remediation
2. b2 – 6b – 27
3. x2 + 2x – 24
B. Study
4. Factoring quadratic trinomials ax2 + bx + c, where a > 1.
5. What are the steps in factoring quadratic trinomials given a > 1?

V. REMARKS

VI. REFLECTION
A. No. of learners
who earned
80% in the
evaluation
B. No. of learners
who require
additional
activities for
remediation
who scored
below 80%
C. Did the remedial
lesson worked?
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 this
work?
F. What difficulties
did I encounter
which my
principal or
supervisor can
help me solve?
G. What innovation
or localized
material did I
use/discover
which I wish to
share with other
teachers?
(ONLINE LESSON PLAN)
School DAVAO Grade Level 8
ORIENTAL
REGIONAL
SCIENCE
HIGH
GRADES 1 to 12 SCHOOL
Teacher KAREN Learning Area MATHEMATICS
DAILY LESSON PLAN MAE M.
MANGGOB
Teaching Dates Quarter FIRST
and Time QUARTER

I. OBJECTIVES
A. Content Standards
B. Performance Standard
C. Learning Competencies
Write the LC code for each
The learner demonstrates understanding of the 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.
The learner is able to formulate real-life problems involving 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, and solve these problems accurately
using a variety of strategies.
The learner illustrates rational algebraic expressions.
(M8AL-Ic-1)

a. Define rational expression.

b. Illustrate rational algeraic expression.
c. Develop the value of appreciating the nature

CONTENT/TOPIC RATIONAL ALGEBRAIC EXPRESSION

III. LEARNING
RESOURCES
A. References

1. Teacher’s Guide pages pp. 60 – 64

 2. Learners Material pp. 66 – 67
pages
3. Textbook pages
4, Additional materials from
Learning Resource (LR)
portal.
B. Other Learning LCTG Grade 8 by DepEd Cavite Mathematics, 2016
Resource PowerPoint Presentation and Worksheets

IV. PROCEDURES
A. Reviewing The teacher present the activity through PPT in Gmeet and will let the
previous lesson student answer it on their activity notebook.
or presenting the
new lesson Translate the following statements into symbols using the assigned code
for each popular fruit found in Tagaytay City.
Let a = pineapple
b = banana
m = avocado
n = papaya
1. The quotient of pineapple and banana.
2. The sum of “avocado” and “papaya" divided by their difference.
3. The reciprocal of the product of pineapple and banana.
4. The square of pineapple added to twice the pineapple
5. One-third of the square of “avocado”.

B. Establishing a The teacher will present the learning objectives through the PPT
purpose for the presentation.
lesson
At the end of 60-minute period, the students will be able to:

a. Define rational expression.

b. Illustrate rational algeraic expression.
c. Develop the value of appreciating the nature

C. Presenting The teacher will discuss the algebraic expression and will give examples.
examples/instances
of the new lesson. llustrative Example:
 Any algebraic expression, that is a quotient of two other algebraic
expressions, is called a rational algebraic expression. Thus if P and Q are
algebraic expressions and Q ≠ 0 then the
expression PQ is called a rational algebraic expression.

Each of the following is an example of a rational expresion:

2𝑐+𝑑

3𝑐+5𝑐−𝑑
7𝑥

2𝑦
−2
 5𝑎𝑥
3𝑎

𝑥−𝑦
3𝑦+5

𝑦+1

D. Discussing the new The teacher will ask the student to open their cameras and ask a random
concepts and student to answer the questions below.
practicing new Name whether each of the following is a rational algebraic expressions or
skills #1
not.
1. 3x + y
3
2. √3
𝑦−2
3. 𝑦+2
7
4. 𝑥2
5. −9𝑥 2

E. Discussing the new The teacher will then check the students' knowledge and provide
concepts and clarification by asking the following questions.
practicing new
skills #2
A. What name is given to an expression which can be written as the
quotient of two polynomials?
B. Is every polynomial a rational expression?
C. Is every rational expression a polynomial?
D. How will you describe a polynomial?
F. Developing The activity will be presented by the teacher via PowerPoint presentation,
mastery and the students will be ask to answer it in their notebooks and upload the
(Leads to formative pictures to Google Classroom.
assessment 3)
Tell whether or not each of the following is a rational expression.
8
1. 2𝑋
2. (2a+3b)-1
3. 3x+5y
6
4. 𝑋
3+𝑋
5.
3−𝑋

G. Finding practical CLASSIFY ME

application of Classify the different expressions into rational algebraic expression or not
concepts and skills rational algebraic expression, use the clue given in each box. Write the
in daily living
expressions into the appropriate column.
1
𝑘 2
𝑎 √𝑏 6
3𝑘 − 6𝑘 2 Anchors Away
Horse Back Riding
𝑎
𝑚+2
𝑦2
√2 Zip Line
Sky Eye

1𝑚
𝑚3
Cable Car

Rational Algebraic Not Rational Algebraic Expressions

Expresions (Ex:SkyRanch)
(Ex:Picnic Grove)
1. 1.
2. 2.
3. 3.
H. Making The teacher will review the important definition of algebraic expression.
generalization and
abstraction about Rational Algebraic Expression is a ratio of two other algebraic expressions
the lesson
provided that the numerator is not equal to zero. In symbols: PQ, where
Q≠0.

I. Evaluating learning The teacher will instruct the students to complete the quiz that has been
posted on their Google classroom.

Identify whether each of the following is a rational algebraic expressions or

not.
1. 5x+3y
2. √𝑥 2 + 𝑦
𝑥−5
3.
𝑥+5
7
4.
𝑥2
5. -16x4

J. Additional The following assignments must be completed by the students, as shown

activities for on the slide by the teacher.
application or
remediation Which of the following are rational expressions?
1. x-y
2. √𝑥 7 + 𝑦
𝑥−8
3. 𝑥+8
−2
4. 𝑥2
5. -6x9

V. REMARKS

VI. REFLECTION
A. No. of
learners who
earned 80%
 in the
evaluation
B. No. of
learners who
require
additional
activities for
remediation
who scored
below 80%
C. Did the
remedial
lesson
worked? 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 this
work?
F. What
difficulties
did I
encounter
which my
principal or
supervisor
can help me
solve?
G. What
innovation or
localized
material did I
use/discover
which I wish
to share with
other
teachers?
III. ANALYSIS

The Strategies that worked well during discussions and activities were as follows:
 Repetition
 Math Games
 Timed-Testing
 PowerPoint Presentation

IV. IMPLICATIONS/REFLECTIONS

Why did this work?

 Materials' Availability
 Student’s Cooperation
The difficulties that had been encounter during this lessons are:
 Student’s Readiness
 Student’s behavior

V. REFERENCES

Nivera, Gladys C. et al.,(2016).Patterns and Practicalities. Salesiana Books by Don

Bosco Press Inc.

LCTG Grade 8 by DepEd Cavite Mathematics, 2016

VI. APPENDICES