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 holistic health and its management of health
rational algebraic expressions, linear key concepts of sequences, polynomials and concerns, the growth and development of
equations and inequalities in two variables, polynomial equations. adolescents and how to manage its
systems of linear equations and inequalities challenges.
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 appropriately manages concerns
B. Performance Standard problems involving factors of polynomials, problems involving sequences, polynomials and challenges during adolescence to achieve
rational algebraic expressions, linear equations holistic health.
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.
C. Learning Competency (MELC) expressions. sequence. H9CE-Ib-d-11
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
Knowledge:  Familiarizes the rule in subtraction of  Identifies and classifies a geometric  Identifies and describes the environmental  Explains the proper health appraisal
fraction. sequence. problems in the Philippines. procedures. H7GD-Ii-j-22
Objectives Skills:  Subtracts Rational Algebraic Expression.  Determines the nth term of a geometric  Analyzes the impact of the environmental  Demonstrates health appraisal
sequence. problems on people’s health. procedures during adolescence in order to
achieve holistic health. H7GD-Ii-j-23
Attitude:  Poses patience and accuracy in  Observes the value of accuracy.  Realizes the value of environmental  Realizes the importance of submitting to a
subtracting rational algebraic expression protection and conservation. screening test. H7GD-Ii-j-24
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 HEALTH APPRAISAL
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.244-248
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

V. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which you can infer from formative assessment activities. Sustain learning systematically
by providing students with multiple ways to learn new things, practice their learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
RECALL: RECALL: RECALL: Ask:
Subtract the following fractions: Ask the students: What are the different health concerns
Ask the students to give their own examples  What are the different perennial common among adolescents especially in the
of a geometric sequence. Let them explain community health problems? physical changes?
why they classify it as geometric sequence.

B. Establishing a purpose for the
lesson
C. Presenting examples/Instances
of the new lesson
D. Discussing new concepts and
practicing new skills # 1
Motive Questions:
1. How did you solve the activity?
2. How to subtract fractions with the same
denominator?
3. How about if the denominator is
different?
Note: Lead the students to the concept of
“subtracting a rational algebraic
expression”
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
 How did you subtract the item 1 & 2?
 How about item 3-5?
 How did you obtain its LCD?
To subtract rational algebraic expressions
follow the rule in adding of fraction. That is;
 To subtract with the same
denominator, direct subtract the new
numerator and copy the denominator.
 Simplify the result.
 From the examples given by the students, Ask some students to name at least one Ask:
ask them on how they’re going to find the typhoon that hit the Philippines. Then ask:  How can we manage these health
next terms of the geometric sequences.  Can we prevent typhoons from concerns?
happening?  Do you visit your barangay health center?
 How can we prepare against this  Can you identify the medical test that you
natural phenomenon? had since you were in elementary grade?
 How can you relate the effects of these  What are the reasons why you had those
phenomena from human activities? medical tests?
ACTIVITY: Got It! GROUP ACTIVITY:  Post on the board example of pictures of the
Group the class into four. Give one geometric Group the class into 7. Assign one of the following common health concerns:
sequence for each group. Ask each group to following topics to each group and let them o Height and weight measurement
find the nth term of the sequence. Any discuss. o Breast self-examination (BSE) for girls
method can be used as long as they can 1. Deforestation 2. Flash o Hearing test
explain it afterwards. Floods
o Vision screening
Guide Questions: 3. Coral Reef Degradation 4. Oil Spill
1. How did you find your answer? 5. Illegal Mining 6. Soil Erosion  Give the students 2 minutes to analyze and
identify each of the pictures.
2. Can you find the nth term of a geometric 7. Pollution
sequence using your technique?  Ask them about their thoughts they had
3. Is there another way to solve for the nth term of observed from the pictures posted.
a geometric sequence? How?
The teacher will discuss how to find the nth DISCUSSION: DISCUSSION:
term of a geometric sequence. Discuss with the students the most Based from the students’ analysis, introduce
Present as many examples as needed. pressing problems of environment today and give the definition of health appraisal
and their effects on people’s health.  Ask them to give examples based from their
own experiences.
 Introduce the different health appraisal

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.
procedures.
Let the students identify different Group Activity: Divide the class into 4. Assign
environmental laws combating the different one picture of health appraisal procedure in
environmental problems in the Philippines. each group. Based from the picture, be able to
explain how each health appraisal procedure is
being done. Each group will be given 5 minutes
to analyze each picture and 5 minutes to
discuss their assigned topic among their
classmates.
Group 1 – Height and weight measurement
Group 2 – Breast self-examination (BSE) for
girls (with the use of a doll)
Group 3 – Hearing test
Group 4 – Vision screening
Interpret the data on page 251 by writing a Every after the discussion of each group,
news story. Present the info. in detail and demonstration and performance activity of
suggest intervention programs to improve each health appraisal procedure will be
the statistics. Present your report to the conducted.
class.
Ask:
Let the students perform Activity 21: An Why is it important to understand and perform
Experiment: Snare that Air, page 248-249. the height and weight measurement, breast
self-examination (BSE) for girls, hearing test
and vision screening test procedures in our
lives?
Allow the students to sum up what they Ask:
have learned using activity 23, page 250- What is a health appraisal procedure?
251. What are the four common health appraisal
procedures?
Answer the following questions: Group Presentation:
1. What are the most pressing problems of Call each group to demonstrate the four health
environment in the Philippines today? appraisal procedures discussed.
Describe each.
2. What is/are the effects of these
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 Interview your friend or classmate who
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 experienced those health appraisal
remediation home. Philippines. Use Activity 25, page 251-252 procedures done about their experiences and
as your guide. reason for having such test.

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?