GRADE 1 to 12 School ALIMSOG INTEGRATED SCHOOL Grade Level 7, 8, 9 & 10

DAILY LESSON LOG Teacher MA. FRANCIA B. BALMAS Learning Area Math and MAPEH
Teaching Dates and Time SEPTEMBER 9, 2022 Quarter FIRST QUARTER
MATHEMATICS 8 MATHEMATICS 10 MAPEH 9 MAPEH 7
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
I. OBJECTIVES curriculum guides.
The learner demonstrates understanding of The learner demonstrates understanding of
A. Content Standard key concepts of factors of polynomials, The learner demonstrates understanding of guidelines and principles in exercise program
rational algebraic expressions, linear key concepts of sequences, polynomials and design to achieve personal fitness.
equations and inequalities in two variables, polynomial equations.
systems of linear equations and inequalities
in two variables and linear functions.
The learner is is able to formulate real life The learner is able to formulate and solve The learner designs an individualized exercise
B. Performance Standard problems involving factors of polynomials, problems involving sequences, polynomials program to achieve personal fitness.
rational algebraic expressions, linear equations
and polynomial equations in different
and inequalities in two variables, systems of
linear equations and inequalities in two variables disciplines through appropriate and accurate
and linear functions, and solve these problems representations.
accurately using a variety of strategies.
Performs operation on rational algebraic Determines the nth term of a geometric Discusses the nature of environmental issues. Describes the nature and background of the
C. Learning Competency (MELC) expressions. sequence. H9CE-Ib-d-11 sport. PE7GS-Id-5
M8AL-Ic-d-1 M10AL-Ie-1 Analyzes the effects of environmental issues on
Write the LC code for each.
people’s health. H9CE-Ib-d-12
PE topic 5 friday
Knowledge:  Familiarizes the rule in subtraction of  Identifies and classifies a geometric  Identifies and describes the environmental  Traces the history of athletics.
fraction. sequence. problems in the Philippines.
Objectives Skills:  Subtracts Rational Algebraic Expression.  Determines the nth term of a geometric  Analyzes the impact of the environmental  Name and identifies the different facilities
sequence. problems on people’s health. and equipment used in athletics.
Attitude:  Poses patience and accuracy in  Observes the value of accuracy.  Realizes the value of environmental  Appreciate the significance of participation
subtracting rational algebraic expression protection and conservation. in sport in their lives.
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 Rational Algebraic Expressions Patterns and Algebra Athletics

IV. LEARNING RESOURCES 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 - pp. 24 - -

2. Learner’s Materials pages pp. 97-99 pp. 29-30 - pp.37-40
3. Textbook pages - - -

4. Additional Materials from Learning  Activity Sheets  Videos and audios  Videos and audios
Resource (LR) portal  Pictures and flashcards  Pictures and flashcards
B. Other Learning Resource

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

V. 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
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: RECALL: RECALL: RECALL:
Subtract the following fractions: Ask the students: 1. Let the students identify the basic strokes
Ask the students to give their own examples  What are the different perennial in swimming.
of a geometric sequence. Let them explain community health problems? 2. Then, if possible, let them demonstrate
why they classify it as geometric sequence. each stroke.
Motive Questions:  From the examples given by the students, Ask some students to name at least one Ask the students to share their ideas about
1. How did you solve the activity? ask them on how they’re going to find the typhoon that hit the Philippines. Then ask: the following:
2. How to subtract fractions with the same next terms of the geometric sequences.  Can we prevent typhoons from 1. baton
denominator? happening? 2. discus
3. How about if the denominator is  How can we prepare against this 3. shot put
different? natural phenomenon? 4. hammer ball
Note: Lead the students to the concept of  How can you relate the effects of these 5. starting gun
“subtracting a rational algebraic phenomena from human activities? 6. spiker shoes
expression” 7. starting block
Like fractions, rational algebraic expression
can also be subtracted. The rule in
subtracting a rational algebraic expression
is the same as in subtracting fraction.
Subtract the following ACTIVITY: Got It! GROUP ACTIVITY: Show the students a timeline with the
Group the class into four. Give one geometric Group the class into 7. Assign one of the important dates and places in athletics history.
sequence for each group. Ask each group to following topics to each group and let them
find the nth term of the sequence. Any discuss.
method can be used as long as they can 1. Deforestation 2. Flash
explain it afterwards. Floods
Guide Questions: 3. Coral Reef Degradation 4. Oil Spill
 How did you subtract the item 1 & 2?
1. How did you find your answer? 5. Illegal Mining 6. Soil Erosion
2. Can you find the nth term of a geometric 7. Pollution
 How about item 3-5? sequence using your technique?
 How did you obtain its LCD? 3. Is there another way to solve for the nth term of
a geometric sequence? How?
To subtract rational algebraic expressions The teacher will discuss how to find the nth DISCUSSION: DISCUSSION:
follow the rule in adding of fraction. That is; term of a geometric sequence. Discuss with the students the most Let the students trace the history of athletics
 To subtract with the same Present as many examples as needed. pressing problems of environment today using the given timeline.
denominator, direct subtract the new and their effects on people’s health.
numerator and copy the denominator. Let them identify the facilities and equipment
 Simplify the result. used in athletics.

E. Discussing new concepts and
practicing new skills # 2
F. Developing mastery
(leads to Formative Assessment
3)
G. Finding practical application of
concepts and skills in daily
living
H. Making generalizations and
abstractions about the lesson
I. Evaluating learning
To subtract with different denominator, find
the LCD and simplify the result.
Group Activity
Subtract the following:
Ask:
 What is the significance of studying
rational algebraic expressions?
 Why do you think so?
Guide Questions for Generalization:
 How to subtract algebraic expression
with the same denominator?
 How about if the denominator is
different?
 How to find the LCD?
INDIVIDUAL WORK
Subtract the following:
Pair Activity:
Let the students answer the activity below.
Find the indicated term of each geometric
sequence.
a) a1 = -2 ; r = 2/3; a10 = ?
b) a1 = 0; r =1/2; a6 = ?
c) a1 = 6; r = -2; a12 = ?
Board work:
Write the first four terms of the geometric
sequence:
a) a1 = -1/2 ; r = -2 b) a1 = 24; r =1/2
c) a1 = 1/8; r =3
Solve the problem:
A student saved P10 on Sunday and doubled his
savings each day thereafter. How much did he
save on the 7th day? What was his total savings for
the week?
Guide Questions for Generalization:
 What are geometric sequences?
 How do you find the nth term of a given
geometric sequence?
Individual Activity:
Find the nth term of a geometric sequence.
1. seventh term of 5, 10, 20, 40, ...
2. tenth term of 2, -6, 18, …
3. fourth term of a geometric sequence whose
first term is 3 and common ratio 4.
Let the students identify different Group the class into five. Assign one of the
environmental laws combating the different following strokes to each group. Let them
environmental problems in the Philippines. explain.
Group 1: Phases of Running
Group 2: Phases of Sprinting: Starting Phase
Group 3: Phases of Sprinting: Acceleration
Phase
Group 4: Phases of Sprinting: Deceleration
Phase
Interpret the data on page 251 by writing a Pair Activity:
news story. Present the info. in detail and Let each group simulate/perform the different
suggest intervention programs to improve phases of running and sprinting.
the statistics. Present your report to the
class.
Ask:
Let the students perform Activity 21: An 1. Were you able to participate in any athletics
Experiment: Snare that Air, page 248-249. competition?
2. What benefits did you gain from it?
3. Is it helpful? How?
Allow the students to sum up what they Ask:
have learned using activity 23, page 250- a. What are the different facilities and
251. equipment used in athletics?
b. When and where did athletics competition
started?
Answer the following questions: Individual Activity (Performance Task):
1. What are the most pressing problems of a. Ask each student to identify the different
environment in the Philippines today? facilities and equipment used in athletics.
Describe each. b. Let the student create their own timeline
2. What is/are the effects of these of the history of athletics.
problems on people’s health?
3. How will you help in combating these
environmental problems?
 Additional worksheets will be given to learners Additional worksheets will be given to learners who Group Activity: Conduct a case study on Let the students perform Activity 2: Contraction in
J. Additional activities for application or who need remediation for them to practice at need remediation for them to practice at home. the different typhoons experienced I the Action page 47-49.
remediation home. Philippines. Use Activity 25, page 251-252
as your guide.

VI. REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the students learn? Identify what help your instructional supervisors can provide for you so when you meet them,
VII. REFLECTION you can ask them relevant questions.
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 lessons work? No. of
learners who have caught up with the
lesson
D. No. of learners who continue to require
remediation

E. Which of my teaching strategies worked

well? Why did these work?

F. What difficulties did I encounter which my

principal or supervisor can help me solve?

G. What innovation or localized materials did I

use/discover which I wish to share with
other teachers?