Grade 8 math factoring polynomials

Grade 8 School: VINAPOR NATIONAL HIGH SCHOOL Grade Level GRADE 8
Teacher: CHARISMA M. MANIGOS Learning Area MATHEMATICS

DAILY LESSON LOG Teaching Dates and Time: JUNE 4-8, 2018 & Mendel 7:30-8:30,Fleming 8:30-9:30,Darwin 9:45-10:45 AM Quarter FIRST
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of the key concepts of factoring polynomials.
B. Performance Standard The learner is able to formulate real-life problems involving factoring polynomials and solves these with utmost accuracy using a variety of strategies.
M8AL-Ia-b-1 . Factors completely M8AL-Ia-b-1 . Factors completely M8AL-Ia-b-1 . Factors completely M8AL-Ia-b-1 . Factors completely M8AL-Ia-b-1 . Factors completely
C. Learning Competencies different types of polynomials with different types of polynomials with different types of polynomials with different types of polynomials by with different types of polynomials by with
common monomial factor common monomial factor difference of two square. perfect square trinomial perfect square trinomial
Factoring by Greatest Common Factoring by Greatest Common

II. CONTENT Factoring Difference of Two Squares Factoring Perfect Square Trinomial Factoring Perfect Square Trinomial
Monomial Factor (GCMF) Monomial Factor (GCMF)
III. LEARNING RESOURCES
A. References
1. Teacher's Guide pages TG, Module 1, pp. 32 - 33 TG, Module 1, pp. 32 - 33 TG, Module 1, pp. 34 - 35 TG, Module 1, pp. 39 TG, Module 1, pp. 40
2. Learner's Materials pages LM, Module 1, pp. 30 - 31 LM, Module 1, pp. 30 - 31 LM, Module 1, pp. 32 - 33 LM, Module 1, pp. 37 LM, Module 1, pp. 38
3. Textbook pages None None None None None
4. Additional Materials from Learning
Look for additional materials at LR portals
Resource (LR) portal
Grade 8 Mathematics Patterns and
B. Other Learning Resources
Practicalities, p. 45
IV. PROCEDURE
Given a polynomial identify wether
A. Reviewing previous lesson or presenting Review the steps in finding the
Review the previous lesson. Review about perfect squares Identify perfect square trinomial perfect it is a square trinomial, or
the new lesson greatest common factor
difference of two cubes.
Cite a situation about a perfect square

Ask the student what they expect to Ask the students what they expect to
Ask the student what they expect to Let the student think on to find the and let the student to think if a
B. Establishing a purpose for the lesson learn on how to factor a difference of learn about factoring a perefect square
learn about factoring. factor of a polynomial polynonial is a perfect square trinonial
two terms trinomials
and let them to realize if it is factorable
C. Presenting examples/instances of the new Perform Activity 4, "Finding Common", Perform Activity 5, "Investigation In Perform Activity 5, "Perfect Hunt", LM,
Give another set of examples Give another set of examples
lesson LM, p. 30 The Classroom", LM, p. 32 p. 37
Give illustrative examples about Explain briefly the answers of the
D. Discussing the concepts and practicing Perform Activity 6, "Investigation In Let the student answer the question
factoring by greatest common given examples Answer Exercice 1, LM, p. 38
new skills 1 Paper Folding", LM, p. 32 about Perfect Hunt.
monomial factor
E. Discussing new concepts and practicing Discuss the steps in factoring Give illustrative examples about Give illustrative examples about Give illustrative examples about
1. Presentation of the day’s target
new skills 2 polynomials by GCMF factoring difference of two squares factoring perfect square trinomial factoring perfect square trinomial
objective
2. Setting of standards during the test
1. Presentation of the day’s target
objective
Grade 8 Mathematics Patterns and 2. Setting of standards during the test
F. Developing mastery (leads to formative Discuss the steps in factoring Discuss the steps in factoring perfect Discuss the steps in factoring perfect
Practicalities, Comprehension Check,
assessment) difference of two squares square trinomial square trinomial
p. 45
3.Giving of directions/ instructions
G. Finding practical applications of concepts Ask the students to cite situations in Ask the students to cite situations in Ask the students to cite situations in Ask the students to cite situations in
4. Raising of questions and
and skills in daily living real life involving factoring real life involving factoring real life involving factoring real life involving factoring
clarifications
H. Making generalizations and abstractions How to find the factor of a polynomial When can you factor expressions When can you say that the given When can you say that the given
How to factor polynomials by GCMF?
about the lesson with common monomial factor? using difference of two squares? expression is a PST? expression is a PST?
Based on the stated situation involving

I. Evaluating learning Give the prepared evaluation. Give the prepared test. Give the prepared evaluation. Give the prepared evaluation. factoring of polynomial formulate a
problem then solve
J. Additional activities for application or
None None None None None
remediation
V. REMARKS
VI. REFLECTION
___ out of __ students belong to 80% mastery ___ out of __ students belong to 80% mastery ___ out of __ students belong to 80% mastery ___ out of __ students belong to 80% mastery ___ out of __ students belong to 80% mastery
1. No. of learners who earned 80% in the evaluation
level during formative assessment level during formative assessment level during formative assessment level during formative assessment level during formative assessment
2. No. of learners who require additional activities for

__ students need remediation. __ students need remediation. __ students need remediation. __ students need remediation. __ students need remediation.
remediation who score below 80%
3. Did the remedial lessons work? No. of learners who have __ out __ students have caught up with the __ out __ students have caught up with the __ out __ students have caught up with the __ out __ students have caught up with the __ out __ students have caught up with the
caught up with the lesson lesson lesson lesson lesson lesson
4. No. of learners who continue to require remediation _ students need a follow up remediation _ students need a follow up remediation _ students need a follow up remediation _ students need a follow up remediation _ students need a follow up remediation
5. Which of my teaching strategies worked well? Why did

these work?
6. What difficulties did I encounter which my principal or
superior can help me solve?
7. What innovation or localized materials did I use/discover

which I wish to share with other teachers
Grade 8 School: MT. OLIVE NATIONAL HIGH SCHOOL Grade Level GRADE 8
Teacher: NECO C. RENDON Learning Area MATHEMATICS
DAILY LESSON LOG Teaching Dates and Time: JUNE 12-16, 2017 & 3:00 - 4:00 PM Quarter FIRST
I. OBJECTIVES
M8AL-Ia-b-1 . Factors completely M8AL-Ia-b-1 . Factors completely
M8AL-Ia-b-1 . Factors completely M8AL-Ia-b-1 . Factors completely M8AL-Ia-b-1 . Factors completely
C. Learning Competencies different types of polynomials with sum different types of polynomials with sum
different types of polynomials different types of polynomials different types of polynomials
and difference of two cubes and difference of two cubes
Factoring Sum and Diffference of Two Factoring Sum and Diffference of Two Factoring Trinomials where a > 1/
II. CONTENT Factoring Trinomials where a = 1 Factoring Trinomials where a = 1
Cubes Cubes Factoring by Grouping
A. References
1. Teacher's Guide pages pp. 37-38 pp. 37 pp. 41 pp. 43 pp. 45- 46
2. Learner's Materials pages pp. 36 pp. 35 pp.39 pp.41 pp. 43, 44
Elementary Algebra I. 2000. pp. 200- Elementary Algebra I. 2000. pp. 200- Grade 8- Mathematics Patterns and
3. Textbook pages
211* 211* Practicalities pp. 34-36
Resource (LR) portal http://lrmds.deped.gov.ph/detail/1851 http://lrmds.deped.gov.ph/detail/1851 http://lrmds.deped.gov.ph/detail/1851 http://lrmds.deped.gov.ph/detail/1851 http://lrmds.deped.gov.ph/detail/1851
IV. PROCEDURE
Perform the ctivity on finding the
Let the students perform an activity in
A. Reviewing previous lesson or presenting Let the students recall a number and Students recite the perfect cube of a product of a and c in a general
finding factors of a number and the Answer Activity in finding the factors
the new lesson expression with perfect cube number trinomials, sum of the factors of the
sum of the factors
product of a and c.
Ask the studenst what they expect to
Let the tudents answer the exercise in Ask the students what they expect to Ask the students what they expect to
B. Establishing a purpose for the lesson learn in factoring the sum and Answer question in LM page 43
finding the cuberoot learn in factoring general trinomial. learn in factoring by grouping?
Students find a two number whose

C. Presenting examples/instances of the new Let the students give a polynomial that Discuss at least 2 examples of finding Giving examples and discuss factoring
Give and discuss more examples sum is the middle term and whose
lesson is a perfect cube the factors by grouping
product is the last term of the trinomial
Give an example on how to find the

D. Discussing the concepts and practicing Let the students rethink on how to Discuss on how to determine the two Give examples and let the students
factor on sum and difference of two Explain answer in page 43
new skills 1 factor sum and difference of two cubes factors of a number discuss on how to factor trinomials.
cubes
E. Discussing new concepts and practicing Let the students answer the other Discuss and let the students answer Discuss on how to find the factor of a Discuss the concept in findings the Perform the exercises in finding the
new skills 2 examples the exercises general form of a trinomial factors of a general trinomial factor of trinomials
F. Developing mastery (leads to formative Perform Exercises on finding the Ask the students how to factor a Give at lest 5-item exercise in finding
Students do the exercises Students answer the exercises given
assessment) factors polynomial the factor of general trinomial
G. Finding practical applications of concepts Cite an application of factoring in real Let the students cite a situation which Cite a certain real application of Let the student cite a situation Let the student cite a situation
and skills in daily living life situation factoring is applied factoring involving factoring involving factoring
H. Making generalizations and abstractions How to factor the sum and difference How to find the factor of sum and How to find the factors of different type How to determine the factors a general
How to find the factors of a trinomial
about the lesson of two cube? difference of two cubes of polynomial? polynonial/
Let the student cite a situation

Students answers the exercises in LM Given 5 polynomials let the students
I. Evaluating learning Students answer the 10-item test Let the students answer the exersises involving factoring and let them
pp. 37 find the factors and explain
formulate 1 problem then solve.
Memorizing perfect cube numbers None None Give additional exercises for practice Factogon
remediation
V. REMARKS
VI. REFLECTION


these work?

I. OBJECTIVES
M8AL-Ia-b-1 /M8AL-Ib-2. Factors
completely different types of
polynomials (polynomials with
common monomial factor, difference of
M8AL-Ia-b-1 . Factors completely M8AL-Ib-2. Solves problems involving M8AL-Ib-2. Solves problems involving M8AL-Ib-2. Solves problems involving
C. Learning Competencies two squares, sum and difference of
different types of polynomials factors of polynomials factors of polynomials factors of polynomials
two cubes, perfect square trinomials,
and general trinomials) and solves
problems involving factors of
polynomials
Factoring Trinomials where a > 1/ Solving Word Problems Involving Solving Word Problems Involving Solving Word Problems Involving
II. CONTENT Factoring Polynomial
Factoring by Grouping Factoring Polynomials Factoring Polynomials Factoring Polynomials

A. References
1. Teacher's Guide pages pp. 44-45, 47-48 pp. 53 pp. 53
2. Learner's Materials pages pp. 45 pp. 53 pp 53-54
Elementary Algebra I. 2000. pp. 200-
3. Textbook pages
211*
B. Other Learning Resources Grade 8- Mathematics Patterns and

Practicalities pp. 49 Test Papers
IV. PROCEDURE
A. Reviewing previous lesson or presenting Recall the step in factoring trinomials Recall the step in solving word Recall the step in solving word
Ask on how to solve a word problem Students were given instructions
the new lesson in a form of ax² +bx +c problem problem
Student think the importance of the Student feel the importance of the Let the students feel the importance of
Students were reminded about the
B. Establishing a purpose for the lesson Answer the activity in LM pp 45 concept on factoring to solve word concept on factoring to solve word the concept on factoring to solve word
do's and don’t's in factoring..
problem problem problem by performing the GRASPS
Cite an example on how to determine
C. Presenting examples/instances of the new Discuss at least 2 examples of finding Perform the Activity 25 " I Bring My Let the studentts perform the activiy in
Present the word problem what type of factoring tecnique will be
lesson the factors Trash" in Lm pp. 53 26 Packaging Activity in Lm ppp. 53
used
Students were reminded about the
D. Discussing the concepts and practicing Let the student explain on how to Ask the student the guide question Ask the student the concept to be use Ask the student the concept to be use activity on how they will be rated
new skills 1 obtain the factor of a trinomials base on the problem in solving the problem in solving the problem according to the rubric and what skills
they shouyld be develop.
Ask the students the to solve the Give the directions to the students
E. Discussing new concepts and practicing Let the student explain the process on Presentation of rubic on howtheir
Discuss the concept of factoring problem applying the concept of how to solve the problem applying the
new skills 2 finding the dimension of the rectangle. output on factoring they will be rated.
factoring concept of factoring
F. Developing mastery (leads to formative Let the student to solve another Let the students solve atleast 2 word Explain the studentsthe rubric in
Findinfg the factor of general trinomial Students perform the given task
assessment) problem applying factoring. problems involving factoring performing the activity
G. Finding practical applications of concepts Let the student cite a situation Let the students cite a problem as Let the students cite a problem as Let the students cite a problem as
Students perform the given task
and skills in daily living involving factoring application in real life situation?" application in real life situation?" application in real life situation?"
H. Making generalizations and abstractions How to determine the factors of the Explain on how to solve a word What are the step in solving a word Explain on how to solve a word
Students perform the given task
about the lesson sum and difference of two cube? problem? problem? problem?
Let the students give a mathematical Presentation of students output

Given 5 items exercises let the Let the students anwer one ( 1) word Let the students anwer atleast two
I. Evaluating learning reason on how the concept of factoring "GRASPS " on Sketch of a Miniture
students determine factors problem ( 2) word problems
appplied in performing the activity Garden.
Factogon None None None None
remediation
V. REMARKS
VI. REFLECTION


these work?

DAILY LESSON LOG Teaching Dates and Time: AUGUST 27 -31, 2018/Fleming 8:45-9:45,Darwin 10:00-11:00 AM Quarter SECOND
I. OBJECTIVES
M8AL-Ic-1 . Illustrates rational M8AL-Ic-2. Simplifies rational M8AL-Ic-d-1 . Performs operations on M8AL-Ic-d-1 . Performs operations on M8AL-Ic-d-1 . Performs operations on
C. Learning Competencies
algebraic expressions algebraic expressions rational algebraic expressions rational algebraic expressions rational algebraic expressions
Illustrating Rational Algebraic Simplifying Rational Algebraic Multilpliying Rational Algebraic Multilpliying Rational Algebraic
II. CONTENT Dividing Rational Algebraic Expression
Expressions Expressions Expression Expression
A. References
1. Teacher's Guide pages pp. 78-80 pp. 87-88 pp. 96-97 pp. 96-97 pp. 99 -100
2. Learner's Materials pages pp. 66-69 pp. 77-78 pp. 88-89 pp. 88-89 pp.91-92
3. Textbook pages

Elementary Algebra Elementary Algebra Elementary Algebra Elementary Algebra
IV. PROCEDURE
A. Reviewing previous lesson or presenting Perform Activity 16. Connect to my Recall the step on simplifying rational Perform the activity in multiplying Let the students recall on how to
Perform the Activity in LM pp. 66
the new lesson Equivalent in LM pp. 77 algebraic expression fraction multiply rationa; algebraic expression
Let the student think if the concept in Let the student think that the propduct Perform an activity on finding the
Let the students answer the question reducing lowest terms can be applied of two rational expression is the the Let the students master the multication reciprocal and let the student recall in
B. Establishing a purpose for the lesson
in LM pp. 67 in simplying rational algebraic product of the numerators divided by table and its purpose of mastering it. dividing rational algebraic expression
expression the product of the denominators get first the reciprocal
Give example and discuss on how to Let the students express the
C. Presenting examples/instances of the new Let the students answer the activity in Give an example in reducing fraction Give example and discuss on how to
simplifying Rational Algebraic numerators and denominators into
lesson LM pp. 67 using cancellation divide Rational Algebraic expression
expression prime factors. LM pp. 87
Let the student explain on how to Let the students multiply rational Give and example and finding the Let the students divide rational
D. Discussing the concepts and practicing new
Perform the Activity in LM pp. 68 simplify each rational algebraic algebraic expression using the laws of simplest form applying the laws of algebraic expression using the laws of
skills 1
axpression exponents. Lm pp. 88 exponents exponents. Lm pp. 97
Let the students apply the factoring Let the students multiply each rational
E. Discussing new concepts and practicing Simplify each rational algebraic
Perform the Activity in LM pp. 69 techniques in multiplying rational expression then express in simplest Let the students find the quotient
new skills 2 expression
algebraic expression. LM. Pp. 89 form.
F. Developing mastery (leads to formative Let the students simply each Answer the exercises no. 1-2 in LM Let the students multiply each rational
Let the students answer the exercises Answer the 5 items exercises
assessment) expression to simplest form. pp. 89 algebraic expression
G. Finding practical applications of concepts Cite an application of rational algebraic Cite real- life problems especially rate Cite real- life problem s especially rate
None None
and skills in daily living expression related problems related problems
What is the difference between

H. Making generalizations and abstractions rational algebraic expresssion from the Explain on how to solve a word What are the steps on how to multiply How to multiply rational algebraic How to divide rational algebraic
about the lesson other expression base on the problem? rational algebraic expression? expression? expression?
example/s
Let the student identify which of the

Simplify each rational algebraic Answer the exercises in Elementary Give the product of each rational
I. Evaluating learning following is a rational algebraic Answer the exercises in LM pp. 98
expression Algebra algebraic expression
expression
The wall of Vinapor Blue Water Resort's

J. Additional activities for application or Convention Hall can be painted by Jose in
five hours. What part of the wall is painted
Elementary Algebra Elementary Algebra None None
remediation
in 3 hrs.
V. REMARKS
VI. REFLECTION


these work?

DAILY LESSON LOG Teaching Dates and Time: JULY 3-7, 2017 & 3:00 - 4:00 PM Quarter FIRST
I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of key concepts and principles of rational algebraic expressions and algebraic expressions with integral exponents.
The learner is able to formulate real – life problems involving rational algebraic expressions and algebraic expressions with integral exponents and solves these with utmost accuracy using a variety
B. Performance Standard
of strategies.
M8AL-Ic-d-1 . Performs operations on M8AL-Ic-d-1 . Performs operations on M8AL-Ic-d-1 . Performs operations on M8AL-Id-2. Solves problems involving M8AL-Id-2. Solves problems involving
rational algebraic expressions rational algebraic expressions rational algebraic expressions rational algebraic expressions rational algebraic expressions
Adding and Subtracting Similar Adding and Subtracting Dissimilar Adding and Subtracting Dissimilar Application on Rational Algebraic Application on Rational Algebraic
II. CONTENT
Rational Algebraic Expressions Rational Algebraic Expressions Rational Algebraic Expressions Expression Expression

A. References
1. Teacher's Guide pages pp 101-102 pp. 101-103 pp. 104-106 pp. 112 pp. 113-115
2. Learner's Materials pages pp 93-94 pp. 95-96 pp. 97-99 pp. 106 pp. 108-109
3. Textbook pages
4. Additional Materials from Learning http://lrmds.deped.gov.ph/search? http://lrmds.deped.gov.ph/search?
Resource (LR) portal filter=&search_param=all&query=855 filter=&search_param=all&query=855
B. Other Learning Resources Grade 8 Mathematics Patterns and

Practicalities pp. 85-86
IV. PROCEDURE
Give examples and recall on adding Give examples and recall on adding
A. Reviewing previous lesson or presenting Recall how to add and subtract Let the student perform the activity Recall : find or solve what is asked.
subtracting fraction with like subtracting fraction with unlike
the new lesson dissimilar fraction 18 " Word Problem " in LM pp. 106 ( refer lrmds)
denominators denominators
Ask the students on how to add Perform Activity " Flow Chart"| in LM Defining of terms word and phrase on
B. Establishing a purpose for the lesson Activity in Finding the LCD Explain Rational Equations
fraction with like denominators pp. 97 the problem
Give example and discuss on how to

C. Presenting examples/instances of the new Give example of rational expression Perform Activity " Flow Chart"| in LM Let the student determine the concept Give example rational equation and
add or subtract Rational Algebraic
lesson having the same denominators then pp. 97 use in solving the problem solve ( refer lrmds)
expression
add
Ask the students on how to add Let the students add or subtract Give example and discuss on how to
D. Discussing the concepts and practicing Ask the student the guide question Give example rational equation and
rational algebraic expression with rational algebraic expression using the add or subtract dissimilar rational
new skills 1 base on the problem solve ( refer lrmds)
similar denominators laws of exponents. LM pp. 95 algebraic expression
Let the students add or subtract Explain the students on how to answer
E. Discussing new concepts and practicing Perform the activity " Whats wrong Give problem involving rational
Give another example then explain rational algebraic expression using the the question following the Learne,
new skills 2 with " in LM pp 98 ( only 1) equations (refer lrmds)
laws of exponents. LM pp. 96 Affirmed and Challenge
Let the students find the sum or Let the student answer the question in
F. Developing mastery (leads to formative Let the students answer at least two Perform the activity " Whats wrong Solve the problems involving rational
difference of a rational algebraic activity 20 " Presentation" in LM pp.
assessment) (2) exercises in LM pp. 94 with " in LM pp 98 ( only 1) equations (refer lrmds)
expression 107
Ask the student to think a particular
G. Finding practical applications of concepts situation involving ading an Cite real- life problem s especially rate Cite real- life problem s especially rate Let the students cite a problem as Let the students cite their own
and skills in daily living subtarcting rational algebraic related problems related problems application in real life situation example involving rational expression
expression
What is your realization on how to How to find the sum or difference of a Hhow to find the sum or difference of a
H. Making generalizations and abstractions Explain on how to solve a word Hhow to solve the problem using
add ratioal algebraic expression with rational algebraic expression with rational algebraic expression with
about the lesson problem? explore, plan and solve (refer lrmds)?
similar denominators unlike denominators unlike denominators
Answer the exercises in Grade 8
Perform the activity " Whats wrong Let the students anwer the word GRASPS ( Perform the activity "
I. Evaluating learning Perform exercise in LM pp. 94 Mathematics practical Patterns in pp.
with " in LM pp 98 ( only 1) problem Presentation in LM pp. 108)
86
None None
remediation
V. REMARKS
VI. REFLECTION


these work?

DAILY LESSON LOG Teaching Dates and Time: NOVEMBER 12 - 16 , 2018/Fleming 8:45 - 9:45AM & Darwin 10:00 - 11:00 AM Quarter THIRD
I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of key concepts of linear equations in two variables.
B. Performance Standard The learner is able to identify linear equations in two variables and its slope.
M8AL-Ie-1. Illustrates rectangular M8AL-Ie-3. Illustrates linear equations M8AL-Ie-4. Illustrates the slope of a M8AL-Ie-5. Finds the slope of a line M8AL-Ie-5. Finds the slope of a line
coordinate system and its uses in two variables. line given two points, equation, and graph given two points, equation, and graph
Rectangular coordinate system and its Finding slope of a line given an

II. CONTENT Linear equations in two variables. Finding slope of a line given a graph Finding slope of a line given two points
uses equation
A. References
1. Teacher's Guide pages pp. 141 - 154 pp. 196 - 197 pp. 198 - 201 pp. 198 - 201 pp. 198 - 201
2. Learner's Materials pages pp. 122 - 136 pp. 181 - 182 pp. 183 - 186 pp. 183 - 186 pp. 183 - 186
3. Textbook pages Elementary Algebra Elementary Algebra Elementary Algebra

IV. PROCEDURE
1. Reviewing previous lesson or presenting Illustrate the cartesian coordinate Present some examples of different Recall the steps in finding the slope Ask the students to give examples of
Give illustrative examples about slope
the new lesson plane. kinds of equations given a graph linear equations in two variables
Present the formula in finding the
Perform Act. 4, "Locate Your Ask the students about their slope given two points with the use of Present the slope - intercept form of
2. Establishing a purpose for the lesson Start with formula m = rise/run
Classmate", LM, p. 124 observations about the equations process questions through oral an equation
questioning
3. Presenting examples/instances of the new Perform Act. 5, "Meet Me At Thirdy's Give some examples of linear Present some graphs of linear
Give illustrative examples Give illustrative examples
lesson Residence" , LM, p. 125 equations in two variables equations
Discuss the steps on how to rewrite
4. Discussing the concepts and practicing new Perform Act. 6, "Human Rectangular Discuss linear equations in two Discuss the steps in finding the slope Discuss the steps in finding the slope
equations in slope - intercept form and
skills 1 Coordinate System", LM, pp. 125 - 126 variables given a graph given two points
identify the value of the slope
Perform Act. 7, "Parts of the Building"
5. Discussing new concepts and practicing Give examples of equations that are Give another set of illustrative
& Act. 8, "Objects' Position", LM, pp. Perform Exercise 6, LM, pp. 184 - 185 Perform Exercise 6, LM, pp. 184 - 185
new skills 2 not linear examples and discuss each
126 - 128
Give examples of equations and let
6. Developing mastery (leads to formative Perform Exercises 3, 4, 5, LM, pp. 129 Comprehension Check, Elementary Comprehension Check, Elementary
the students identify linear equations Perform Exercise 7, LM, p. 186
assessment) - 131 Algebra Algebra
in two variables
7. Finding practical applications of concepts How can the rectangular coordinate Cite examples in real life that appear Cite examples in real life that involves Cite examples in real life that involves Cite examples in real life that involves
and skills in daily living system be used in real life to be linearly related rate of change rate of change rate of change
8. Making generalizations and abstractions How do you locate points on the How to identify linear equAtions in two How to find the slope of a line given a How to find the slope of a line given How to find the slope of a line given an
about the lesson cartesian plane? variables? graph two points equation?
Perform Act. 10, "Spotting Erroneous
9. Evaluating learning Give the prepared test. Give the prepared test. Give the prepared test. Give the prepared test.
Coordinates", LM, p. 133
Perform Act. 11, "Coordinart", LM, p.
10. Additional activities for application or
134; Act. 13, "Coordinart Making", LM, None None None None
remediation
pp. 135 - 136
V. REMARKS
VI. REFLECTION
_ out of _ students belong to 80% mastery level _ out of _ students belong to 80% mastery level _ out of _ students belong to 80% mastery level _ out of _ students belong to 80% mastery level _ out of _ students belong to 80% mastery level
during formative assessment during formative assessment during formative assessment during formative assessment during formative assessment

_ students need remediation _ students need remediation _ students need remediation _ students need remediation _ students need remediation
3. Did the remedial lessons work? No. of learners who have _ out of _ students have caught up with the _ out of _ students have caught up with the _ out of _ students have caught up with the _ out of _ students have caught up with the _ out of _ students have caught up with the

these work?
DAILY LESSON LOG Teaching Dates and Time: JULY 17-21, 2017 & 3:00 - 4:00 PM Quarter FIRST
I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of key concepts of linear equations.
B. Performance Standard The learner is able to graph linear equations in two variables.
M8AL-If-2. Graphs a linear equation M8AL-If-2. Graphs a linear equation M8AL-If-2. Graphs a linear equation
M8AL-If-1. Writes the linear equation M8AL-If-1. Writes the linear equation given (a) any two points; (b) the x – given (a) any two points; (b) the x – given (a) any two points; (b) the x –
C. Learning Competencies ax + by = c in the form y = mx + b and ax + by = c in the form y = mx + b and and y – intercepts; (c) slope & y- and y – intercepts; (c) slope & y- and y – intercepts; (c) slope & y-
vice versa vice versa intercept; (d) slope and a point on the intercept; (d) slope and a point on the intercept; (d) slope and a point on the
line line line
Writing linear equation ax + by = c in Writing linear equation y = mx + b in Graphs a linear equation given (a) any Graphs a linear equation given (b) the Graphs a linear equation given (c) the
II. CONTENT
the form y = mx + b the form two points x - and y - intercepts slope and y - intercept
A. References
1. Teacher's Guide pages pp. 197 - 198 pp. 197 - 198 p. 202 pp. 202 - 203 pp. 202 - 203
2. Learner's Materials pages pp. 182 - 183 pp. 182 - 183 p. 187 pp. 187 - 188 pp. 187 - 188
3. Textbook pages
IV. PROCEDURE
Ask the students to give an example of
1. Reviewing previous lesson or presenting Ask the students to give exmaples of Ask the students to give examples of
Review about the slope-intercept form. linear equations in the form y = mx + Define x - and y - intercepts
the new lesson linear equations in two variables linear equations in two variables
b.
Discuss the steps on how to rewrite Discuss the steps on how to rewrite
Ask the students to give any two Ask the students to give examples of Let the students rewrite the equation in
2. Establishing a purpose for the lesson linear equations into the form y = mx + linear equations into the form ax + by
values for x linear equations in two variables slope-intercept form
b =c
3. Presenting examples/instances of the new Perform Exercise 5, #'s 1 - 5, LM, p. Perform Exercise 4, #'s 1 - 5, LM, p. Let the students solve for the x - Let the students identify the values of
Let the students solve the values of y
lesson 183 184 intercept the slope and y - intercept
Discuss the steps on how to graph
4. Discussing the concepts and practicing new Let the students solve for the y -
Discuss Exercise 5, #'s 1 - 5 Discuss Exercise 4, #'s 1 - 5 Let the students plot the points linear equations in two variables given
skills 1 intercept
the slope and y - intercept
5. Discussing new concepts and practicing Ask the students to give an example Ask the students to give an example Discuss the steps in graphing linear Plot the x - and y - intercepts on the Give another set of illustrative
new skills 2 and let them discuss their answer and let them discuss their answer equations given any two points plane examples and discuss each
6. Developing mastery (leads to formative Perform Exercise 5, #'s 6 - 10, LM, p. Perform Exercise 4, #'s 6 - 10, LM, p.
Perform Exercise 8, LM, p. 187 Perform Exercise 9, LM, p. 203 Perform Exercise 10, LM, p. 189
assessment) 183 183
7. Finding practical applications of concepts

and skills in daily living
How to graph linear equations in two How to graph linear equations in two
8. Making generalizations and abstractions How to rewrite linear equations ax + by How to rewrite linear equations y=mx + How to graph linear equations in two
variables given the x - a nd y - variables given the slope and y -
about the lesson = c into the form y =mx + b? b into the form ax + by =c? variables given any two points
intercepts intercept?
9. Evaluating learning Give the prepared test. Give the prepared test. Give the prepared test. Give the prepared test. Give the prepared test.

remediation
V. REMARKS
VI. REFLECTION


these work?
I. OBJECTIVES
B. Performance Standard The learner is able to find the equation of the line.
M8AL-If-2. Graphs a linear equation

given (a) any two points; (b) the x – M8AL-If-3. Describes the graph of a M8AL-Ig-1. Finds the equation of a line M8AL-Ig-1. Finds the equation of a line M8AL-Ig-1. Finds the equation of a line
C. Learning Competencies and y – intercepts; (c) slope & y- linear equation in terms of its given (a) two points; (b) the slope and given (a) two points; (b) the slope and given (a) two points; (b) the slope and
intercept; (d) slope and a point on the intercepts and slope a point; (c) the slope and its intercepts a point; (c) the slope and its intercepts a point; (c) the slope and its intercepts
line
Graphs a linear equation given (d) the Finding equation of a line given (a) two Finding equation of a line given (b) the Finding equation of a line given (c) the
II. CONTENT Determines the trend of the line
slope and a point on the line points slope and a point slope and its intercepts
A. References
1. Teacher's Guide pages pp. 204 - 205 p. 201 pp. 209 - 210 p. 209 p. 208
2. Learner's Materials pages pp. 189 - 190 p. 186 pp. 194 - 195 p. 193 p. 183
3. Textbook pages
IV. PROCEDURE
1. Reviewing previous lesson or presenting Ask the students to give examples of Ask the students to give examples of Ask the students to give examples of Ask the students to give examples of
Explore Activity 14, LM, p. 193
the new lesson linear equations in two variables linear equations in two variables any two points values of slope and a point
Let the students rewrite the equation in Let the students rewrite the equation in
2. Establishing a purpose for the lesson Discuss the two - point form Discuss the point - slope form Discuss Activity 14, LM, p. 193
slope-intercept form slope-intercept form
3. Presenting examples/instances of the new Let the students identify the values of Let the students identify the values of
Give illustrative examples Give illustrative examples Present some illustrative examples
lesson the slope the slope
Discuss the steps on how to find the Discuss the steps on how to find the
4. Discussing the concepts and practicing new Ask the students to give any values for Discuss the trend of the line whenever Discuss the steps on how to find the
equation of the line given the slope equation of the line given the slope
skills 1 x and then solve for the value of y the slope is negative equation of the line given two points
and a point and y - intercept
Discuss how to graph linear equations
5. Discussing new concepts and practicing Discuss the trend of the line whenever Give another set of examples and Give another set of examples and
in two variables given the slope and a Perform the Activity, #'s 16 - 20, p. 178
new skills 2 the slope is positive discuss each discuss each
point
6. Developing mastery (leads to formative Perform Exercise 12, #'s 1 - 5, LM, p.
Perform Exercise 11, LM, p. 190 Give the prepared evaluation. Perform Exercise 13, #s 1 - 5, p. 195 Give the prepared evaluation.
assessment) 194
8. Making generalizations and abstractions How to graph linear equations in two How does the sign of the slope affect How to find the equation of the line How to find the equation of the line How to find the equation of the line
about the lesson variables given the slope and a point? the graph of the line? given two points? given the slope and a point? given the slope and its y - intercept?
9. Evaluating learning Give the prepared test. Give the prepared test. Give the prepared test. Give the prepared test. Give the prepared test.
remediation
V. REMARKS
VI. REFLECTION


these work?
DAILY LESSON LOG Teaching Dates and Time: JULY 31-AUG 4, 2017 & 3:00 - 4:00 PM Quarter FIRST
I. OBJECTIVES
The learner demonstrates understanding of key concepts of systems of linear
equations.
The learner is able to formulate real-life problems involving linear equations and solve these with utmost accuracy
B. Performance Standard Identifies systems of linear inequalities in two variables
using variety of strategies.
M8AL-Ih-3. Categorizes when a given

M8AL-Ig-2. Solves problems involving M8AL-Ig-2. Solves problems involving M8AL-Ih-1. Illustrates a system of M8AL-Ih-2. Graphs a system of linear system of linear equations in two
linear equations in two variables linear equations in two variables linear equations in two variables equations in two variables variables has graphs that are parallel,
intersecting, and coinciding
Word Problems Involving Linear Word Problems Involving Linear Graphing Systems of Equations in
II. CONTENT Systems of Equations in Two Variables Systems of Equations in Two Variables
Equations in two variables Equations in two variables Two Variables
A. References
1. Teacher's Guide pages pp. 211 - 213 pp. 211 - 213 p. 289 pp. 267 - 293 pp. 267 - 293
2. Learner's Materials pages pp. 197 - 199 pp. 197 - 199 p. 256 pp. 253 - 270 pp. 253 - 270
Math Practicalities & Patterns, pp. 182 Math Practicalities & Patterns, pp. 182
3. Textbook pages
- 190 - 190
IV. PROCEDURE
Reviewthe steps in solving word
1. Reviewing previous lesson or presenting Explore, Math Patterns & Practicalities, Ask students to give two examples of Ask the students to give pairs of linear Ask the students to give pairs of linear
problems involving linear inequalities
the new lesson p. 182 linear equations in two variables equations in two variables. equations in two variables.
in two variables
Perform Activity 9, "German Perform Activity 18, "Riding a Taxi", Let the students graph the two Let the students graph some pairs of Let the students graph some pairs of
2. Establishing a purpose for the lesson
Shepherd", LM, p. 198 LM, p. 197 equations in one cartesian plane. linear equations in one plane. linear equations in one plane.
Let the students describe the graph

3. Presenting examples/instances of the new Discuss Activity 9, "German Discuss Activity 18, "Riding a Taxi", Let the students give some Ask the students about their
whether it's parallel, coinciding, or
lesson Shepherd", LM, p. 198 LM, p. 197 observations about the graph. observations on the graph.
intersecting.
Discuss some strategies on how to
4. Discussing the concepts and practicing new Discuss Example 1, Math Patterns & Discuss the graph ofa system of linear Perform Activity 2, "Meet Me At This
solve word problem involving linear Discuss the graph.
skills 1 Practicalities, pp. 183 - 184 equations in two variables. Point If Possible", LM, pp. 254 - 255
inequalities in two variables.
5. Discussing new concepts and practicing Give some examples and discuss Discuss Example 2, Math Patterns & Discuss about systems of linear Give some examples and discuss Discuss the solution set of a system of
new skills 2 each. Practicalities, pp. 184 - 185 equations in two variables. each. linear equations in two variables.
Aswer, Problem Solving, #'s 6 - 9,
6. Developing mastery (leads to formative Perform Activity 4, "How Do I Look?",
Perform Activity 20, #1, LM, p. 199 Math Patterns & Practicalities, pp. 187 Give the prepared evaluation. Give the prepared evaluation.
assessment) LM, p. 259
- 188
Ask the students to formulate word Ask the students to formulate word
problems in real life involving linear problems in real life involving linear None None None
equations in two variables equations in two variables
How will you identify the solution set of
8. Making generalizations and abstractions How to solve word problems involving How to solve word problems involving How to identify systems of linear How to graph systems of linear
a system of linear equations in two
about the lesson linar equation in two variables? linar equation in two variables? equations in two variables equations in two variables?
variables through graphs?
Perform Activity 20, #s 2 - 3, LM, p. Perform Activity 5, "Describe My
9. Evaluating learning Give the prepared test. Give the prepared test. Give the prepared test.
199 Solutions", pp. 260 - 261

remediation
V. REMARKS
VI. REFLECTION


these work?
DAILY LESSON LOG Teaching Dates and Time: AUG 7-11, 2017 & 3:00 - 4:00 PM Quarter FIRST
I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of key concepts of systems of linear equations in two variables.
B. Performance Standard The learner is able to formulate real-life problems involving systems of linear equations in two variables and solve these with utmost accuracy using variety of strategies.
M8AL-Ih-3. Categorizes when a given M8AL-Ii-j-1. solves a system of linear M8AL-Ii-j-1. solves a system of linear M8AL-Ii-j-1. solves a system of linear
M8AL-Ij-2. Solves problems involving
system of linear equations in two equations in two variables by (a) equations in two variables by (a) equations in two variables by (a)
C. Learning Competencies systems of linear equations in two
variables has graphs that are parallel, graphing; (b) substitution; (c) graphing; (b) substitution; (c) graphing; (b) substitution; (c)
variables
intersecting, and coinciding elimination elimination elimination
Solving systems of linear equations in Solving systems of linear equations in Solving systems of linear equations in Word problems involving systems of
II. CONTENT Systems of Equations in Two Variables
two variables by (a) graphing two variables by (b) substitution two variables by (c) elimination linear equations in two variables

A. References
1. Teacher's Guide pages pp. 267 - 293 pp. 300 - 313 pp. 300 - 313 pp. 300 - 313 pp. 314 - 317
2. Learner's Materials pages pp. 253 - 270 pp. 271 - 284 pp. 271 - 284 pp. 271 - 284 pp. 285 - 288
3. Textbook pages
IV. PROCEDURE
1. Reviewing previous lesson or presenting Ask the students to give pairs of linear Ask the students to give pairs of linear Perform Activity 3, #'s 1 - 5, "If I Were Perform Activity 1, #1, "How Much Is
Review about additive inverse
the new lesson equations in two variables. equations in two variables. You", p. 271 The Fare?", LM, pp. 268 - 269
Let the students find the slopes and
Let the students graph some pairs of Let the students explain their answers Perform Activity 8, #'s 1 - 5, "Eliminate Perform Activity 1, #'s 2 - 3, "How
2. Establishing a purpose for the lesson the y - intercepts of the graphs of
linear equations in one plane. in Activty 3 Me!", LM, p. 280 Much Is The Fare?", LM, pp. 268 - 269
some pairs of linear equations.
Let the students graph each pair of Let the students describe the graph
3. Presenting examples/instances of the new Perform Activity 7, #'s 1 - 5, "Substitute Perform Activity 9, #'s 1 -5, "Eliminate Perform Activity 1, #'s 4 - 7, "How
linear equations in one palne using the whether it's parallel, coinciding, or
lesson Then Solve", LM, p. 280 The Solve", LM, p. 281 Much Is The Fare?", LM, pp. 268 - 269
slope and y - intercepts. intersecting.
4. Discussing the concepts and practicing new Ask the students about the solution set Perform Activity 13, #'s 1 - 2, "Solve
Discuss examples a - c, LM, p. 273 Discuss Activity 7 Discuss Activity 9
skills 1 of each graph. Then Decide", LM, p. 285
Then let them compare the slopes and Discuss the steps in solving systems Discuss the steps in solving systems
5. Discussing new concepts and practicing Give another set of examples and Discuss the answers of the previous
y - intercepts of each pair of linear of linear equations using substitution of linear equations using elimination
new skills 2 discuss each activity
equations. method method
Perform Activity 3, #'s 1 - 5,
6. Developing mastery (leads to formative Perform Activity 5, #'s 1 - 3, "What Perform Activity 7, #'s 6 - 10, Perform Activity 9, #'s 6 - 10, Perform Activity 13, #'s 3 - 4, "Solve
"Consistent or Inconsistent", LM, p.
assessment) Satisfies Both", LM, p. 278 "Substitute Then Solve", LM, p. 280 "Eliminate The Solve", LM, p. 281 Then Decide", LM, p. 285
258
Formulate real life problems involving
None None None None systems of linear equations in two
variables
Howare the slopes and y - intercepts
How will you identify the solution set of How to solve word problems involving
8. Making generalizations and abstractions of two lines related to the solution set How to solve systems of linear How to solve systems of linear
a system of linear equations in two systems of linear equations in two
about the lesson of the system of equations describing equations using substitution method? equations using elimination method?
variables through graphs? variables?
the lines?
Perform Activity 5, #'s 4 - 6, "What Perform Activity 11, "How Substitution Perform Activity 12, "Eliminate One To Perform Activity 14, "Play The Role
9. Evaluating learning Give the prepared test.
Satisfies Both", LM, pp. 278 - 279 Works…", LM, p. 284 Find The Other One", LM, p. 284 Of…", LM, p. 286

remediation
V. REMARKS
VI. REFLECTION


these work?
Start here 2018 - 2019

I. OBJECTIVES
M8AL-Ia-b-1 . Factors completely M8AL-Ia-b-1 . Factors completely M8AL-Ia-b-1 . Factors completely M8AL-Ia-b-1 . Factors completely
C. Learning Competencies different types of polynomials with different types of polynomials with different types of polynomials by with different types of polynomials by with
difference of two square. difference of two square. perfect square trinomial perfect square trinomial
II. CONTENT Factoring Difference of Two Squares Factoring Difference of Two Squares Factoring Perfect Square Trinomial Factoring Perfect Square Trinomial

A. References
1. Teacher's Guide pages TG, Module 1, pp. 34 - 35 TG, Module 1, pp. 34 - 35 TG, Module 1, pp. 39 TG, Module 1, pp. 40
2. Learner's Materials pages LM, Module 1, pp. 32 - 33 LM, Module 1, pp. 32 - 33 LM, Module 1, pp. 37 LM, Module 1, pp. 38
3. Textbook pages None None None None
IV. PROCEDURE
Given a polynomial identify wether
A. Reviewing previous lesson or presenting
Review about perfect squares Review about perfect squares Identify perfect square trinomial perfect it is a square trinomial, or
the new lesson
Cite a situation about a perfect square

Ask the student what they expect to Ask the student what they expect to Ask the students what they expect to
and let the student to think if a
B. Establishing a purpose for the lesson learn on how to factor a difference of learn on how to factor a difference of learn about factoring a perefect square
polynonial is a perfect square trinonial
two terms two terms trinomials
and let them to realize if it is factorable
C. Presenting examples/instances of the new Perform Activity 5, "Investigation In Perform Activity 5, "Investigation In Perform Activity 5, "Perfect Hunt", LM,
Give another set of examples
lesson The Classroom", LM, p. 32 The Classroom", LM, p. 32 p. 37
D. Discussing the concepts and practicing Perform Activity 6, "Investigation In Perform Activity 6, "Investigation In Let the student answer the question
Answer Exercice 1, LM, p. 38
new skills 1 Paper Folding", LM, p. 32 Paper Folding", LM, p. 32 about Perfect Hunt.
E. Discussing new concepts and practicing Give illustrative examples about Give illustrative examples about Give illustrative examples about Give illustrative examples about
new skills 2 factoring difference of two squares factoring difference of two squares factoring perfect square trinomial factoring perfect square trinomial
F. Developing mastery (leads to formative Discuss the steps in factoring Discuss the steps in factoring Discuss the steps in factoring perfect Discuss the steps in factoring perfect
assessment) difference of two squares difference of two squares square trinomial square trinomial
G. Finding practical applications of concepts Ask the students to cite situations in Ask the students to cite situations in Ask the students to cite situations in Ask the students to cite situations in
and skills in daily living real life involving factoring real life involving factoring real life involving factoring real life involving factoring
H. Making generalizations and abstractions When can you factor expressions When can you factor expressions When can you say that the given When can you say that the given
about the lesson using difference of two squares? using difference of two squares? expression is a PST? expression is a PST?
Based on the stated situation involving
I. Evaluating learning Give the prepared evaluation. Give the prepared evaluation. Give the prepared evaluation. factoring of polynomial formulate a
problem then solve
None None None None
remediation
V. REMARKS
VI. REFLECTION
___ out of __ students belong to 80% mastery ___ out of __ students belong to 80% mastery ___ out of __ students belong to 80% mastery ___ out of __ students belong to 80% mastery
level during formative assessment level during formative assessment level during formative assessment level during formative assessment

__ students need remediation. __ students need remediation. __ students need remediation. __ students need remediation.
3. Did the remedial lessons work? No. of learners who have __ out __ students have caught up with the __ out __ students have caught up with the __ out __ students have caught up with the __ out __ students have caught up with the
caught up with the lesson lesson lesson lesson lesson
4. No. of learners who continue to require remediation _ students need a follow up remediation _ students need a follow up remediation _ students need a follow up remediation _ students need a follow up remediation

I. OBJECTIVES

C. Learning Competencies different types of polynomials with sum different types of polynomials with sum
different types of polynomials different types of polynomials
and difference of two cubes and difference of two cubes
Factoring Sum and Diffference of Two Factoring Sum and Diffference of Two
Cubes Cubes
III. LEARNING RESOURCES Look for additional materials at LR portals

A. References
1. Teacher's Guide pages pp. 37-38 pp. 37 pp. 41 pp. 43
2. Learner's Materials pages pp. 36 pp. 35 pp.39 pp.41
Elementary Algebra I. 2000. pp. 200- Elementary Algebra I. 2000. pp. 200-
3. Textbook pages
211* 211*
IV. PROCEDURE
A. Reviewing previous lesson or presenting Let the students recall a number and Students recite the perfect cube of a
the new lesson expression with perfect cube number
sum of the factors
Ask the studenst what they expect to

Let the tudents answer the exercise in Ask the students what they expect to
B. Establishing a purpose for the lesson learn in factoring the sum and Answer question in LM page 43
finding the cube root learn in factoring general trinomial.

C. Presenting examples/instances of the new Let the students give a polynomial that Discuss at least 2 examples of finding
Give and discuss more examples sum is the middle term and whose
lesson is a perfect cube the factors
Give an example on how to find the

D. Discussing the concepts and practicing Let the students rethink on how to Discuss on how to determine the two
factor on sum and difference of two Explain answer in page 43
new skills 1 factor sum and difference of two cubes factors of a number
cubes
E. Discussing new concepts and practicing Let the students answer the other Discuss and let the students answer
Discuss on how to find the factor of a Discuss the concept in findings the
new skills 2 examples the exercises general form of a trinomial factors of a general trinomial
F. Developing mastery (leads to formative Perform Exercises on finding the Ask the students how to factor a
Students do the exercises Students answer the exercises given
assessment) factors polynomial
G. Finding practical applications of concepts Cite an application of factoring in real Let the students cite a situation which Cite a certain real application of Let the student cite a situation
and skills in daily living life situation factoring is applied factoring involving factoring
H. Making generalizations and abstractions How to factor the sum and difference How to find the factor of sum and How to find the factors of different type
about the lesson of two cube? difference of two cubes of polynomial?
Students answers the exercises in LM Given 5 polynomials let the students
I. Evaluating learning Students answer the 10-item test Let the students answer the exersises
pp. 37 find the factors and explain
Memorizing perfect cube numbers None None Give additional exercises for practice
remediation
V. REMARKS
VI. REFLECTION


these work?
DAILY LESSON LOG Teaching Dates and Time: JULY 22-25, 2019 & Mendel 7:45-8:45,Fleming 8:45-9:45,Darwin 11:00-12:00 AM Quarter FIRST
I. OBJECTIVES
M8AL-Ia-b-1 . Factors completely M8AL-Ia-b-1 . Factors completely M8AL-Ia-b-1 . Factors completely M8AL-Ia-b-1 . Factors completely
different types of polynomials different types of polynomials different types of polynomials different types of polynomials
Factoring Trinomials where a > 1/ Factoring Trinomials where a > 1/

Factoring by Grouping Factoring by Grouping
III. LEARNING RESOURCES Look for additional materials at LR portals

A. References
1. Teacher's Guide pages pp. 41 pp. 43 pp. 45- 46 pp. 44-45, 47-48
2. Learner's Materials pages pp.39 pp.41 pp. 43, 44 pp. 45
Elementary Algebra I. 2000. pp. 200- Elementary Algebra I. 2000. pp. 200- Elementary Algebra I. 2000. pp. 200- Elementary Algebra I. 2000. pp. 200-
3. Textbook pages
211* 211* 211* 211*
IV. PROCEDURE
Perform the ctivity on finding the

A. Reviewing previous lesson or presenting product of a and c in a general Recall the step in factoring trinomials
the new lesson trinomials, sum of the factors of the in a form of ax² +bx +c
sum of the factors
product of a and c.
Ask the students what they expect to Ask the students what they expect to
B. Establishing a purpose for the lesson Answer question in LM page 43 Answer the activity in LM pp 45
learn in factoring general trinomial. learn in factoring by grouping?

C. Presenting examples/instances of the new Discuss at least 2 examples of finding Giving examples and discuss factoring Discuss at least 2 examples of finding
sum is the middle term and whose
lesson the factors by grouping the factors
D. Discussing the concepts and practicing Discuss on how to determine the two Give examples and let the students Let the student explain on how to
Explain answer in page 43
new skills 1 factors of a number discuss on how to factor trinomials. obtain the factor of a trinomials
E. Discussing new concepts and practicing Discuss on how to find the factor of a Discuss the concept in findings the Perform the exercises in finding the
Discuss the concept of factoring
new skills 2 general form of a trinomial factors of a general trinomial factor of trinomials
F. Developing mastery (leads to formative Perform Exercises on finding the Ask the students how to factor a Give at lest 5-item exercise in finding
Findinfg the factor of general trinomial
assessment) factors polynomial the factor of general trinomial
G. Finding practical applications of concepts Cite a certain real application of Let the student cite a situation Let the student cite a situation Let the student cite a situation
and skills in daily living factoring involving factoring involving factoring involving factoring
H. Making generalizations and abstractions How to find the factors of different type How to determine the factors of a How to determine the factors of the
about the lesson of polynomial? general polynomial. sum and difference of two cube?
Let the student cite a situation

Given 5 polynomials let the students Given 5 items exercises let the
I. Evaluating learning Let the students answer the exersises involving factoring and let them
find the factors and explain students determine factors
formulate 1 problem then solve.

None Give additional exercises for practice Give additional exercises for practice
remediation
V. REMARKS
VI. REFLECTION


these work?
DAILY LESSON LOG Teaching Dates and Time: SEPTEMBER 24 -27, 2018/Fleming 8:45-9:45,Darwin 10:00-11:00 AM Quarter SECOND
MONDAY TUESDAY WEDNESDAY THURSDAY
I. OBJECTIVES
M8AL-Ic-2. Simplifies rational M8AL-Ic-d-1 . Performs operations on M8AL-Ic-d-1 . Performs operations on M8AL-Ic-d-1 . Performs operations on
algebraic expressions rational algebraic expressions rational algebraic expressions rational algebraic expressions
Simplifying Rational Algebraic Multilpliying Rational Algebraic Multilpliying Rational Algebraic
II. CONTENT Dividing Rational Algebraic Expression
Expressions Expression Expression
A. References
1. Teacher's Guide pages pp. 87-88 pp. 96-97 pp. 96-97 pp. 99 -100
2. Learner's Materials pages pp. 77-78 pp. 88-89 pp. 88-89 pp.91-92
3. Textbook pages
B. Other Learning Resources Elementary Algebra Elementary Algebra Elementary Algebra Elementary Algebra
IV. PROCEDURE
A. Reviewing previous lesson or presenting Perform Activity 16. Connect to my Recall the step on simplifying rational Perform the activity in multiplying Let the students recall on how to
the new lesson Equivalent in LM pp. 77 algebraic expression fraction multiply rationa; algebraic expression
Let the student think if the concept in Let the student think that the propduct Perform an activity on finding the
reducing lowest terms can be applied of two rational expression is the the Let the students master the multication reciprocal and let the student recall in
B. Establishing a purpose for the lesson
in simplying rational algebraic product of the numerators divided by table and its purpose of mastering it. dividing rational algebraic expression
expression the product of the denominators get first the reciprocal
Let the students express the

C. Presenting examples/instances of the new Give example and discuss on how to Give an example in reducing fraction Give example and discuss on how to
numerators and denominators into
lesson simplify Rational Algebraic expression using cancellation divide Rational Algebraic expression
prime factors. LM pp. 87
Let the student explain on how to Let the students multiply rational Give and example and finding the Let the students divide rational
D. Discussing the concepts and practicing new
simplify each rational algebraic algebraic expression using the laws of simplest form applying the laws of algebraic expression using the laws of
skills 1
axpression exponents. Lm pp. 88 exponents exponents. Lm pp. 97
Let the students apply the factoring Let the students multiply each rational
E. Discussing new concepts and practicing Simplify each rational algebraic
techniques in multiplying rational expression then express in simplest Let the students find the quotient
new skills 2 expression
algebraic expression. LM. Pp. 89 form.
F. Developing mastery (leads to formative Let the students simply each Answer the exercises no. 1-2 in LM Let the students multiply each rational
Answer the 5 items exercises
assessment) expression to simplest form. pp. 89 algebraic expression
G. Finding practical applications of concepts Cite real- life problems especially rate Cite real- life problem s especially rate
None None
and skills in daily living related problems related problems
H. Making generalizations and abstractions Explain on how to solve a word What are the steps on how to multiply How to multiply rational algebraic How to divide rational algebraic
about the lesson problem? rational algebraic expression? expression? expression?
Simplify each rational algebraic Answer the exercises in Elementary Give the product of each rational
I. Evaluating learning Answer the exercises in LM pp. 98
expression Algebra algebraic expression
Elementary Algebra Elementary Algebra None None
remediation
V. REMARKS
VI. REFLECTION


these work?


which I wish to share with other teachers?
Prepared by: Checked by:

CHARISMA M. MANIGOS LEO WILFREDO A. GAPAS
SST - II School Head
DAILY LESSON LOG Teaching Dates and Time: OCTOBER 1 -4, 2018/Fleming 8:45-9:45,Darwin 10:00-11:00 AM Quarter SECOND
I. OBJECTIVES
of strategies.
M8AL-Ic-d-1 . Performs operations on M8AL-Ic-d-1 . Performs operations on M8AL-Ic-d-1 . Performs operations on M8AL-Id-2. Solves problems involving
rational algebraic expressions rational algebraic expressions rational algebraic expressions rational algebraic expressions
Adding and Subtracting Similar Adding and Subtracting Dissimilar Adding and Subtracting Dissimilar Application on Rational Algebraic
II. CONTENT
Rational Algebraic Expressions Rational Algebraic Expressions Rational Algebraic Expressions Expression

A. References
1. Teacher's Guide pages pp 101-102 pp. 101-103 pp. 104-106 pp. 112
2. Learner's Materials pages pp 93-94 pp. 95-96 pp. 97-99 pp. 106
3. Textbook pages
IV. PROCEDURE
A. Reviewing previous lesson or presenting Recall how to add and subtract Let the student perform the activity
the new lesson dissimilar fraction 18 " Word Problem " in LM pp. 106
Ask the students on how to add Perform Activity " Flow Chart"| in LM Defining of terms word and phrase on
B. Establishing a purpose for the lesson Activity in Finding the LCD
fraction with like denominators pp. 97 the problem

C. Presenting examples/instances of the new Give example of rational expression Perform Activity " Flow Chart"| in LM Let the student determine the concept
add or subtract Rational Algebraic
lesson having the same denominators then pp. 97 use in solving the problem
expression
add
Ask the students on how to add Let the students add or subtract Give example and discuss on how to
D. Discussing the concepts and practicing Ask the student the guide question
rational algebraic expression with rational algebraic expression using the add or subtract dissimilar rational
new skills 1 base on the problem
similar denominators laws of exponents. LM pp. 95 algebraic expression
Let the students add or subtract Explain the students on how to answer
E. Discussing new concepts and practicing Perform the activity " Whats wrong
Give another example then explain rational algebraic expression using the the question following the Learne,
new skills 2 with " in LM pp 98 ( only 1)
laws of exponents. LM pp. 96 Affirmed and Challenge
Let the students find the sum or Let the student answer the question in
F. Developing mastery (leads to formative Let the students answer at least two Perform the activity " Whats wrong
difference of a rational algebraic activity 20 " Presentation" in LM pp.
assessment) (2) exercises in LM pp. 94 with " in LM pp 98 ( only 1)
expression 107

G. Finding practical applications of concepts situation involving adding and Cite real- life problem s especially rate Cite real- life problem s especially rate Let the students cite a problem as
and skills in daily living subtarcting rational algebraic related problems related problems application in real life situation
expression
What is your realization on how to How to find the sum or difference of a How to find the sum or difference of a
H. Making generalizations and abstractions Explain on how to solve a word
add ratioal algebraic expression with rational algebraic expression with rational algebraic expression with
about the lesson problem?
similar denominators? unlike denominators? unlike denominators?
Perform the activity " Whats wrong Let the students anwer the word
I. Evaluating learning Perform exercise in LM pp. 94 Answer the additional exercises
with " in LM pp 98 ( only 1) problem
None None
remediation
V. REMARKS
VI. REFLECTION


these work?



DAILY LESSON LOG Teaching Dates and Time: OCTOBER 15 -19, 2018/Fleming 8:45-9:45,Darwin 10:00-11:00 AM Quarter SECOND
I. OBJECTIVES
of strategies.
M8AL-Ic-d-1 . Performs operations on M8AL-Ic-d-1 . Performs operations on
rational algebraic expressions rational algebraic expressions
Adding and Subtracting Similar Adding and Subtracting Dissimilar REVIEW FOR SECOND PERIODIC
II. CONTENT SECOND PERIODIC EXAMINATION SECOND PERIODIC EXAMINATION
Rational Algebraic Expressions Rational Algebraic Expressions EXAMINATION

A. References
1. Teacher's Guide pages pp 101-102 pp. 101-103
2. Learner's Materials pages pp 93-94 pp. 95-96
3. Textbook pages
IV. PROCEDURE
A. Reviewing previous lesson or presenting
the new lesson
Ask the students on how to add
B. Establishing a purpose for the lesson Activity in Finding the LCD
fraction with like denominators
C. Presenting examples/instances of the new Give example of rational expression
having the same denominators then add or subtract Rational Algebraic
lesson
add expression
Ask the students on how to add Let the students add or subtract
D. Discussing the concepts and practicing
rational algebraic expression with rational algebraic expression using the
new skills 1
similar denominators laws of exponents. LM pp. 95
Let the students add or subtract
E. Discussing new concepts and practicing
Give another example then explain rational algebraic expression using the
new skills 2
laws of exponents. LM pp. 96
Let the students find the sum or
F. Developing mastery (leads to formative Let the students answer at least two
difference of a rational algebraic
assessment) (2) exercises in LM pp. 94
expression
G. Finding practical applications of concepts situation involving adding and Cite real- life problem s especially rate
and skills in daily living subtarcting rational algebraic related problems
expression
What is your realization on how to How to find the sum or difference of a
H. Making generalizations and abstractions
add ratioal algebraic expression with rational algebraic expression with
about the lesson
similar denominators? unlike denominators?
I. Evaluating learning Perform exercise in LM pp. 94 Answer the additional exercises
None
remediation
V. REMARKS
VI. REFLECTION
___ out of __ students belong to 80% mastery ___ out of __ students belong to 80% mastery
level during formative assessment level during formative assessment

__ students need remediation. __ students need remediation.
3. Did the remedial lessons work? No. of learners who have __ out __ students have caught up with the __ out __ students have caught up with the
caught up with the lesson lesson lesson
4. No. of learners who continue to require remediation _ students need a follow up remediation _ students need a follow up remediation
these work?

Grade 8 math factoring polynomials

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Grade 8 math factoring polynomials

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Grade 8 School: VINAPOR NATIONAL HIGH SCHOOL Grade Level GRADE 8

Teacher: CHARISMA M. MANIGOS Learning Area MATHEMATICS

Factoring by Greatest Common Factoring by Greatest Common

Cite a situation about a perfect square

Based on the stated situation involving

2. No. of learners who require additional activities for

5. Which of my teaching strategies worked well? Why did

7. What innovation or localized materials did I use/discover

Students find a two number whose

Give an example on how to find the

Let the student cite a situation

2. No. of learners who require additional activities for

5. Which of my teaching strategies worked well? Why did

7. What innovation or localized materials did I use/discover

III. LEARNING RESOURCES

B. Other Learning Resources Grade 8- Mathematics Patterns and

Let the students give a mathematical Presentation of students output

2. No. of learners who require additional activities for

5. Which of my teaching strategies worked well? Why did

7. What innovation or localized materials did I use/discover

B. Other Learning Resources

What is the difference between

Let the student identify which of the

The wall of Vinapor Blue Water Resort's

2. No. of learners who require additional activities for

5. Which of my teaching strategies worked well? Why did

7. What innovation or localized materials did I use/discover

III. LEARNING RESOURCES

B. Other Learning Resources Grade 8 Mathematics Patterns and

Give example and discuss on how to

2. No. of learners who require additional activities for

5. Which of my teaching strategies worked well? Why did

7. What innovation or localized materials did I use/discover

Rectangular coordinate system and its Finding slope of a line given an

3. Textbook pages Elementary Algebra Elementary Algebra Elementary Algebra

4. Additional Materials from Learning

2. No. of learners who require additional activities for

5. Which of my teaching strategies worked well? Why did

7. Finding practical applications of concepts

10. Additional activities for application or

2. No. of learners who require additional activities for

5. Which of my teaching strategies worked well? Why did

M8AL-If-2. Graphs a linear equation

2. No. of learners who require additional activities for

5. Which of my teaching strategies worked well? Why did

M8AL-Ih-3. Categorizes when a given

Let the students describe the graph

10. Additional activities for application or

2. No. of learners who require additional activities for

5. Which of my teaching strategies worked well? Why did

III. LEARNING RESOURCES

10. Additional activities for application or

2. No. of learners who require additional activities for

5. Which of my teaching strategies worked well? Why did

Start here 2018 - 2019

III. LEARNING RESOURCES

Cite a situation about a perfect square

2. No. of learners who require additional activities for

Grade 8 School: VINAPOR NATIONAL HIGH SCHOOL Grade Level GRADE 8

M8AL-Ia-b-1 . Factors completely M8AL-Ia-b-1 . Factors completely

III. LEARNING RESOURCES Look for additional materials at LR portals

Ask the studenst what they expect to

Students find a two number whose