1

Daily Lesson School Grade Level Grade 8

Log

Teacher Learning Area MATHEMATICS

Teaching Dates and Time Quarter First Quarter (1st week)

Day 1 Day 2 Day 3 Day 4

Date: Date: Date: Date:

I. OBJECTIVES WEEK 1

The learner demonstrates understanding of key concepts of factors of polynomials, rational algebraic expressions, linear
equations and inequalities in two variables, systems of linear equations and inequalities in two variables and linear functions.
A. Content standards

The learner is able to formulate real-life problems involving factors of polynomials, rational algebraic expressions, linear
B. Performance equations and inequalities in two variables, systems of linear equations and inequalities in two variables and linear functions, and
Standards solve these problems accurately using variety of strategies.

C. Learning 1. The learner factors completely different types of polynomials (polynomials with common monomial factor, difference of two
Competencies/ squares, sum and difference of two cubes, perfect square trinomial and general trinomial. M8AL-Ia-b-1

D. Objectives

I.1 Determine the greatest I.2 Find the factors of I.3 Find the factors of the 1.4 Give the factors of
common factor of binomial sum and difference of Perfect Square Trinomials
polynomial cubes
 2

II. CONTENT
Patterns and Algebra

III. LEARNING
RESOURCES

A. References

1. Teacher’s Guide
pages

2. Learner’s Mathematics Learner’s Mathematics Learner’s Mathematics Learner’s Mathematics Learner’s

Materials pages Module pp. 37 - 38 Module pp. 37 - 38 Module pp. 37 - 38 Module pp. 37 - 38

3. Textbook pages

4. Additional
Materials from
Learning Resources
(LR)Portal

IV. PROCEDURES

A. Reviewing previous
● Recall to them the ● Give me an example of a ● Give a short review in ● Review what is perfect-
lesson or presenting
the new lesson process of finding the perfect square numbers finding the cube root square trinomial
common factors of a and terms with their of perfect cube of
number. square roots. numbers or terms.

B. Establishing a
● Can you give common ● What have you observe ● What is the formula in ● Present examples where
purpose for the

lesson personalities among
Filipinos compared to
other nationalities?
● What is the importance in
identifying what is
common among the
group?
C. Presenting
● Before looking at some
examples/instances
of the new lesson examples, break down
the words:
Greatest =Largest,
Common=Shared,
Factor= Factored Piece
D. Discussing new
● Discuss the steps on how
concepts and
practicing new skill to factor polynomial by
#1 identifying its GCF.
E. Discussing new
● Given the polynomial, let
concepts and
practicing new skill the students work by
#2 group in determining the
3
in a square figure in getting the volume of a perfect square trinomial
terms of its sides? cube? is applicable
● How to solve for an ● How many dimensions
Area of a square? needed to solve for its
volume?
● How to factor the ● If the given expression ● Present the key concept
difference between two is a sum or different of in giving the factors of
perfect squares? two cubes, how are we perfect square of
going to get its factors? Trinomials
● Present the two special
formulas of the sum
and difference of cubes.
● Discuss how find ● Is there a pattern that ● What is the result in
the square roots of two you have observed in squaring the binomial?
terms that are perfect the formula?
● What have you notice
square with its
● How to get the first with the pattern in the
factorization as the sum
and difference of the factor? middle term of perfect
square roots. square trinomials?
● How to get the second
factor?
Think-pair-share Talking to learners/
● Give an activity to be
Conferencing
answered by group ● Present the steps on

greatest common
monomial factor, quotient
of polynomial and its
factored form
F. Developing mastery
● Give board work to the
(Leads to
Formative students about finding the
Assessment) greatest common factor
of polynomial.
G. Finding practical
● What is the largest
applications of
concepts and skill common coin to represent
in daily living P5, P10, P20 and P50?
H. Making
● Finding a greatest
generalizations and
abstractions about common factor (GCF) is
the lesson the process of identifying
what number and
variables are group of
terms has in common.
● Give exercises by pair
● Ask representative
among the groups to
answer explain their
answers on the board.
● An algebraic term is a
perfect square when the
numerical coefficient is
a perfect square and the
exponents of each of the
variables are even
numbers.
● If subtraction separates ● Let the students
two squared terms, then
the sum and the
difference of the two
square roots factor the
binomial.
4
the board on how to
● Discuss the steps in
find the factors of the
sum and difference of giving the factors of
cubes. Perfect Square
Trinomial from the first
term, middle term up to
to solve. the last term
● Hands on Activity ● Pen and paper test
● What is the factored ● Have the students
form of the volume of a reflect about their
given cube figure with learning in factoring
variable x and variable perfect square trinomial
y?
● Perfect-square
summarize the lesson trinomials are
in finding the sum and quadratics that you got
difference of cubes by squaring a binomial.
 5

I. Evaluating learning
● Let the students answer ● Give a short seatwork on ● Answering the ● Create 2 problems
the Exercises in factoring giving the factors of the Formative Assessment in factoring perfect
found in Activity. I in following binomials. square trinomials with
DLP solution

J. Additional
● Reinforcement activity ● Give assignment if ● Give assignment if
activities for
application or for the students about needed needed.
remediation determining the greatest
common factor of
polynomials

V. REMARKS

VI. REFLECTION

A…No. of learners who

earned 80% in the
evaluation

B...No. of learners who

require additional activities
for remediation who scored

C…Did the remedial

lessons work? No of
learners who have caught
 6

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

Daily Lesson School Grade Level Grade 8

Log

Teacher Learning Area MATHEMATICS

 7

Teaching Dates and Time Quarter First Quarter (2nd week)

Day 1 Day 2 Day 3 Day 4

Date: Date: Date: Date:

I. OBJECTIVES WEEK 1

The learner demonstrates understanding of key concepts of factors of polynomials, rational algebraic expressions, linear
equations and inequalities in two variables, systems of linear equations and inequalities in two variables and linear
A. Content standards functions.

The learner is able to formulate real-life problems involving factors of polynomials, rational algebraic expressions, linear
equations and inequalities in two variables, systems of linear equations and inequalities in two variables and linear
B. Performance functions, and solve these problems accurately using variety of strategies.
Standards

C. Learning 1. The learner factors completely different types of 2. The learner solves problems involving factors of
polynomials (polynomials with common monomial polynomials. M8AL- Ib-2
Competencies/ factor, difference of two squares, sum and difference of
Objectives two cubes, perfect square trinomial and general
trinomial. M8AL-Ia-b-1

1.5 Find the factors of 1.6 Factor 2.1 Solve geometrical 2.2 Solve problems
trinomials polynomials of problems using factoring using factoring
the form a x² + method method
bx + c with a ≠ 1

II. CONTENT
Patterns and Algebra
 8

III. LEARNING
RESOURCES

A. References

5. Teacher’s Guide
pages

6. Learner’s Materials Mathematics Learner’s

pages Module

pp. 39 - 40

7. Textbook pages Exploring Mathematics I Intermediate Algebra Intermediate Algebra pp.

Elementary Algebra pp. pp.115 Fernando B. 111-115 Fernando B.
538-540 Oriones, et al Oriones, et al

8. Additional Materials
from Learning
Resources
(LR)Portal

IV. PROCEDURES

A. Reviewing previous
● Review: ● Recall to them how ● Review the past lesson ● Recall to them their
lesson or presenting the
new lesson to factor numbers and in translating verbal learning in factoring
(x+2)(x+3) = x² + 5x + 6 terms sentences to Quadratic Equations.
(x- 2)(x+3) = x² + 5x - 6 mathematical
Recall also the sentences.
Distributive Property to
factor the polynomial

B. Establishing a
● There are polynomials
purpose for the lesson
other than perfect square
trinomials, these are
trinomials whose
leading coefficient is 1.
C. Presenting Factor x² + 5x + 6
examples/instances of
the new lesson ● List all possible factors
of 6
● Find the factor of 6
whose sum is 5
D. Discussing new
● How did you factor
concepts and practicing
new skill #1 x² + 5x + 6?
● What did you do to
factor it?
● Did you find any
difficulty, why?
● What are your
difficulties?
9
● There are trinomials ● Learning the concepts in ● Many problems in other
whose leading factoring polynomials is fields can be solved by
coefficient is not equal applicable in finding the means of quadratic
to 1, these are called measurements of some equation.
General Quadratic geometrical figures.
Trinomials.
Factor 2 x² + 11x + 5 Example:
● Present an example of
● List all possible factors geometrical problems. ● The sum of two
of 2 x² and 5 Express each given numbers is 22 and the
measurement into sum of their squares is
● Test the possibilities to
algebraic expressions 250. Find the nu
see which arrangement
produces the correct ● mbers?
linear term, 11x.
● How did your factor 2 ● How did you express ● What is the first step
x² + 11x + 5 each measurement? in solving such
problem?
● What property you ● What concepts you
are using after grouping used to arrive the ● What concepts you
the possible factors? correct answer in the need to consider after
given geometrical formulating the
● How did find the
problem? equation?
correct linear term
which serves as the How did you arrive
middle term the with your final answer?
trinomial?
 10

E. Discussing new
● Talking to the learners/
concepts and practicing
new skill #2 Conferencing
● Inquiry-Guided
Learning
● Face to face interaction ● Problem based learning ● Brain Based
Activity
● Interpersonal and ● Collaborative learning
small-group skills ● Critical Thinking
Activity

F. Developing mastery
● Answering of DLP ● Answering of DLP ● Answering of DLP ● Hands On Activity
(Leads to Formative Exercises Exercises Exercises
Assessment)

G. Finding practical
● What are the important ● What are the concepts ● Cite real-life situations ● In solving problems
applications of concepts
and skill in daily living concepts to remember to remember in in where the knowledge quadratic equations, what
in factoring trinomials? factoring General of factoring is possible method we can
Quadratic Trinomials. applicable. use?

H. Making
● Let the students
generalizations and
abstractions about the summarize on how to
lesson factor trinomial with 1 as
the numerical coefficient
of the leading term.
● Let them give a ● Each time we expand ● Let the students
summary of the lesson. our equation-solving summarize the lesson
capabilities, we gain about problem solving
more techniques for using factoring method.
solving word problems.

I. Evaluating learning
● Oral Presentation ● Answering of ● Oral Presentation ● Answering of
Formative Assessment Formative Assessment

J. Additional activities
for application or
remediation
 11

V. REMARKS

VI. REFLECTION

A…No. of learners who

earned 80% in the
evaluation

B...No. of learners who

require additional activities
for remediation who scored

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
other localized materials did
I use/discover which I wish
to share with teachers?
 12

Daily Lesson School Grade Level Grade 8

Log

Teacher Learning Area MATHEMATICS

Teaching Dates and Time Quarter First Quarter (3rd week)

Day 1 Day 2 Day 3 Day 4

Date: Date: Date: Date:

I. OBJECTIVES WEEK 1

The learner demonstrates understanding of key concepts of factors of polynomials, rational algebraic expressions, linear
equations and inequalities in two variables, systems of linear equations and inequalities in two variables and linear
A. Content standards functions.

The learner is able to formulate real-life problems involving factors of polynomials, rational algebraic expressions, linear
equations and inequalities in two variables, systems of linear equations and inequalities in two variables and linear
B. Performance functions, and solve these problems accurately using variety of strategies.
Standards

C. Learning 3. The learner’s illustrates 4. The learner simplifies 5. The learner performs operations on rational algebraic
rational algebraic rational algebraic expressions. M8AL-1c-d-1
Competencies/ expressions. M8AL-1c-1 expressions. M8AL-1c-2
Objectives

3.1 Classify rational 4.1Simplify rational 5.1 Find the sum and 5.2 Find the sum and the
algebraic expressions from algebraic expression. difference of similar difference of dissimilar
non-rational. rational algebraic algebraic expression.
 13

expressions.

II. CONTENT
Patterns and Algebra

III. LEARNING
RESOURCES

A. References

9. Teacher’s Guide
pages

10. Learner’s Materials Mathematics Learner’s Mathematics Learner’s Mathematics Learner’s Mathematics Learner’s
pages Module pp. 70-71 Module pp. 70-71 Module pp. 70-71 Module pp. 70-71

11. Textbook pages Mathematics III pp. 175-

176 By: Oronce, Orlando
et.al

12. Additional Materials

from Learning
Resources
(LR)Portal

IV. PROCEDURES

A. Reviewing previous
● Review to them the ● Recall to them the ● Review them on ● Review to them the
lesson or presenting the
new lesson concept of translating concepts in reducing or how to add and previous topic in adding
verbal phrases to simplifying rational subtract fractions. and subtracting similar
mathematical expressions numbers. algebraic expressions.

B. Establishing a
● There are expressions in
purpose for the lesson
rational or fractional
form.
C. Presenting
● Present an expression on
examples/instances of
the new lesson the board with rational
and non-rational
expressions.
D. Discussing new
● What are rational
concepts and practicing
new skill #1 expressions and what are
non-rational expressions?
● What makes an
expression a non-rational
expression?
● Rational algebraic
expressions can be
reduced and simplified
like rational numbers.
● Present an example
of rational algebraic
expressions to be
simplified.
● What have you
observed with the
expressions?
● How to simplify
rational expressions?
● What law of
exponent you may apply
in simplifying rational
expressions?
● How to determine if the
expression is in
simplified form?
● Why do we need to
learn how to add and
subtract similar
algebraic expressions?
● Give illustrative
examples in finding the
sum and difference of
similar algebraic
expressions?
● Discuss the steps in
adding and subtracting
rational expressions with
like denominator.
● What did you do in
the numerator and the
denominator of the
expression?
How did you arrive the
answer?
14
● Like fractions, there is
also dissimilar algebraic
expression.
● Present examples on
adding and subtracting
dissimilar rational
algebraic expressions.
● Discuss the steps in
adding and subtracting
dissimilar rational
algebraic expression.
● What concepts in
factoring you apply in
finding the LCD of the
expression?
How did you simplify
the resulting rational
expression?

E. Discussing new
● Brain Based
concepts and practicing
new skill #2 Strategy
● Logical Thinking
Activity
F. Developing mastery
● Answering DLP
(Leads to Formative Exercises
Assessment)
G. Finding practical
● If the denominator is
applications of concepts
and skill in daily living zero, it is meaningless
expression because
division by zero is
undefined.
H. Making
● A rational
generalizations and
abstractions about the expression (also
lesson called an
algebraic
fraction) is an
algebraic
expression of the
form p/q, where p
and q are
15
● Cooperative ● Discussion Strategy ● Discussion Strategy
Learning Activity to
● Active Learning ● Active Learning
● Group Discussion
Activity
● Answering DLP ● Answering DLP ● Answering DLP
Exercises Exercises Exercises
● If A, B and C are ● What are the ● What are the concepts
polynomials, then concepts that we must that we should
CA/CB=A/B, where consider in adding and remember in adding
B ≠ 0 and C ≠ 0. subtracting similar and subtracting
rational expressions? dissimilar rational
expressions?
● The method of ● Let the students give ● Let the students
simplifying rational the summary of the summarize the day’s
expressions is similar to topic discussed. lesson
that of reducing a
rational number.
 16

polynomials and q
≠ 0.

I. Evaluating learning
● Answering ● Answering ● Answering ● Answering
Formative Formative Formative Formative
Assessment Assessment Assessment Assessment

J. Additional activities
for application or
remediation

V. REMARKS

VI. REFLECTION

A…No. of learners who

earned 80% in the
evaluation

B...No. of learners who

require additional activities
for remediation who scored

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.
 17

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
other localized materials did
I use/discover which I wish
to share with teachers?
 18

Daily Lesson School Grade Level Grade 8

Log

Teacher Learning Area MATHEMATICS

Teaching Dates and Time Quarter First Quarter (4th week)

Day 1 Day 2 Day 3 Day 4

Date: Date: Date: Date:

I. OBJECTIVES WEEK 1

The learner demonstrates understanding of key concepts of factors of polynomials, rational algebraic expressions, linear
equations and inequalities in two variables, systems of linear equations and inequalities in two variables and linear
A. Content standards functions.

The learner is able to formulate real-life problems involving factors of polynomials, rational algebraic expressions, linear
equations and inequalities in two variables, systems of linear equations and inequalities in two variables and linear
B. Performance functions, and solve these problems accurately using variety of strategies.
Standards

C. Learning 5. The learner performs operations on rational algebraic 6. The learner solves problems involving rational algebraic
expressions. M8AL-Ic-d-1 expressions. M8AL-Id-2
Competencies/
 19

Objectives

5.3 Find the product of 5.4 Find the quotient of 6.1 Solve motion problems 6.2 Solve work problems
rational algebraic rational algebraic involving rational involving rational
expressions expressions expressions. expressions.

II. CONTENT
Patterns and Algebra

III. LEARNING
RESOURCES

A. References

13. Teacher’s Guide

pages

14. Learner’s Materials

pages

15. Textbook pages Intermediate Algebra II by: Intermediate Algebra II by: Exploring Mathematics I Exploring Mathematics I
Simon L. Chua pp. 86 - 87 Simon L. Chua pp. 90-91 Elementary Algebra pp. Elementary Algebra pp.
222-223 222-223

16. Additional Materials

from Learning
Resources
(LR)Portal

IV. PROCEDURES

A. Reviewing previous
● Review to them on ● Review to them on how ● Recall to them their ● Recall to them their
lesson or presenting the

new lesson how to multiply fractions
B. Establishing a
● Why do we need to learn
purpose for the lesson
how to multiply rational
algebraic expressions?
C. Presenting
● Present an
examples/instances of
the new lesson illustrative example in
multiplying rational
algebraic expressions.
D. Discussing new
● Discuss the steps in
concepts and practicing
new skill #1 finding the product of
rational algebraic
expressions.
● How did you arrive
with your answer?
● What difficulties
you encountered in
finding the product of
rational algebraic
expression?
to divide fractions learning on how to solve
and perform operations
involving rational
algebraic expressions
● Why do we need to ● What is the importance
learn how to divide in learning how to solve
rational algebraic motion problem?
expressions?
● Present an illustrative ● Present an illustrative
example in dividing example on motion
rational algebraic problems involving
expressions rational algebraic
expressions
● Discuss the steps in ● Discuss with the
finding the quotient of students the concepts and
rational algebraic formula in getting the
expressions distance, rate and time in
motion problems.
● How did you arrive
with your answer? ● What type of
equation you are
● What difficulties you
formulating?
have encountered in
finding the product of ● What operations of
rational algebraic algebraic expressions
expressions? involve in motion
20
learning on how to solve
motion problem
involving rational
algebraic expressions.
● Relate the importance in
learning to solve motion
problem to work
problem.
●Present an illustrative
examples on work
problems involving
rational algebraic
expressions
● Discuss with the
students the concepts to be
applied in solving work
problems.
● What type of
equation you are
formulating?
● What operations of
algebraic expressions
involve in motion
problems?
 21

problems?
● How did you arrive
● How did you arrive with your final answer?
with your final answer?

E. Discussing new
● Discussion Strategy ● Discussion Strategy ● Learner-centered ● Learner-centered
concepts and practicing
new skill #2 Teaching Teaching
● Active Learning ● Active Learning
● Lecture Strategy ● Lecture Strategy

F. Developing mastery
● Answering DLP ● Answering DLP ● Answering DLP ● Answering DLP
(Leads to Formative Exercises Exercises Exercises Exercises
Assessment)

G. Finding practical
● In finding the ● In finding the quotient ● In solving motion ● In solving work
applications of concepts
and skill in daily living product of rational of rational algebraic problems, what problems, what
algebraic expressions, expressions, what are important in concepts important concepts in
what are the concepts the concepts needed to rational algebraic rational algebraic
needed to solve it? solve it? expression we need to expression we need to
apply? apply?

H. Making
● Students summarize ● Ask students to give a ● Students will give a brief ● Ask students to give a
generalizations and
abstractions about the the lesson brief summary of the summary of the lesson brief summary of the
lesson discussion. discussed discussion
 22

I. Evaluating learning
● Answering a ● Answering a ● Answering a ● Answering a
Formative Assessment Formative Assessment Formative Assessment Formative Assessment

J. Additional activities
for application or
remediation

V. REMARKS

VI. REFLECTION

A…No. of learners who

earned 80% in the
evaluation

B...No. of learners who

require additional activities
for remediation who scored

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.
 23

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
other localized materials did
I use/discover which I wish
to share with teachers?
 24

Daily Lesson School Grade Level Grade 8

Log

Teacher Learning Area MATHEMATICS

Teaching Dates and Time Quarter First Quarter (5th week)

Day 1 Day 2 Day 3 Day 4

Date: Date: Date: Date:

I. OBJECTIVES WEEK 1

The learner demonstrates understanding of key concepts of factors of polynomials, rational algebraic expressions, linear
equations and inequalities in two variables, systems of linear equations and inequalities in two variables and linear
A. Content standards functions.

The learner is able to formulate real-life problems involving factors of polynomials, rational algebraic expressions, linear
equations and inequalities in two variables, systems of linear equations and inequalities in two variables and linear
B. Performance functions, and solve these problems accurately using variety of strategies.
Standards

C. Learning 7. The learner illustrates 8. The learner illustrates 9. The learner illustrates 10. The learner finds the
the rectangular linear equations in two the slope of a line. M8AL- slope of a line given two
Competencies/ coordinate system and its variables. M8AL- Ie-4 points, equation, and
uses. M8AL-Ie-1 Ie-3
 25

Objectives 10. The learner finds the graph.

slope of a line given two
points, equation, and graph M8AL-Ie-5
M8AL-Ie-5

7.1 Describe the 8.1Identify linear 9.1 Illustrates the slope of 10.1 Identify the slope of a
Rectangular Coordinate equations in two the line line represented by the
System and its uses variables. equations and graphs
10.1 Find the slope of a
line given two points

II. CONTENT
Patterns and Algebra

III. LEARNING
RESOURCES

A. References

17. Teacher’s Guide

pages

18. Learner’s Materials Mathematics Learner’s Mathematics Learner’s Mathematics Learner’s Mathematics Learner’s
pages Module pp. 122-123 Module pp. 181-183 Module pp. 181-183 Module pp. 183-184

19. Textbook pages

20. Additional Materials

from Learning

Resources
(LR)Portal
IV. PROCEDURES
A. Reviewing previous
● Recall to them their
lesson or presenting the
new lesson prior knowledge about the
Cartesian coordinate
plane.
B. Establishing a
● Introduce to them the
purpose for the lesson
name behind Cartesian
plane, Rene Descartes;
and his contributions in
the field of mathematics.
C. Presenting
● Present on the
examples/instances of
the new lesson board the illustration of
Cartesian coordinate plane
and what it composed of.
● Show different
examples of linear and
non-linear equations in
two variables then ask
which examples are
linear equations in two
variables.
● Show a picture of the
graphs of linear
equations in two
variables
● Present to the
students that linear
equation defined by
y=mx+b can be
represented by its equation
where m is the slope and b
is the y-intercept.
26
● Present a picture of ● Recall to them the
“Mount Mayon” concept in finding the
slope of a line?
● What can you say about ● Can we find the
the picture? slope of line given
equation and the graph of
● What about its
a line?
steepness?
● Describe the picture
from top to bottom.
● Present a different ● Present an example
graphs on the board and to solve for the slope of
let the students identify a line given the graph
whether the slope is and equation of a line.
positive, negative, zero
or undefined.
 27

● The highest degree

is 1.

D. Discussing new Example: 3x + 2y = 6

● What is the ● How did you find ● Discuss to the
concepts and practicing
new skill #1 Rectangular Coordinate ● Does the equation the activity? students on how to solve
System composed of? for the slope of a line
describe a linear? ● What is the trend of
given the graph.
● Where do you see the graph? Is it increasing
● How did you ● What is the slope of
the origin? or decreasing?
identify if it’s a linear or the line given the graph?
● What are the signs not? ● What is the slope of
of coordinates of the each increasing graph? How did you arrive
● If yes, determine
points in each quadrant? with your answer?
the slope and the y- What is the slope of each
● What is the use of intercept? decreasing graph?
Rectangular Coordinate ● How did you solve
System?
for the slope and y-
intercept?

E. Discussing new
● Spatial Graphs ● Experiential ● Discuss the ● Discuss to the
concepts and practicing
new skill #2 Observing Relationship learning concepts in finding the students on how to solve
slope of a line given two for the slope of a line
Logical/Mathematical points given the equation.
Activity
● Spatial Graphs ● What is the slope of
Observing Relationship the line given the graph?

How did you arrive

 28

with your answer?

F. Developing mastery Let the student

● Answering DLP ● Answering DLP ● Answering DLP
illustrate the Cartesian
(Leads to Formative Coordinate Plane with Exercises Exercises Exercises
Assessment) correct label

G. Finding practical
● What is the
applications of concepts
and skill in daily living relevance in describing the
Cartesian coordinate
system and its uses?
● Does the graph of ● In what particular ● Is finding the slope
linear equation forms a real life situation where of a line applicable in
line? we can apply finding the constructing buildings?
slope of given two points?
How about the non-
linear equation?

H. Making
● Let the students ● Linear equation ● A slope of a line ● Let the students
generalizations and
abstractions about the describe Cartesian defined by y = mx + b can be computed by summarize the day’s
lesson Coordinate plane and can be represented by its finding the quotient of discussion.
explain its uses. equation where m is the rise and run.
slope and b is the y-
intercept and the highest
degree is 1.

I. Evaluating learning
● Answering ● Answering ● Answering ● Answering
Formative Assessment Formative Assessment Formative Assessment Formative Assessment

J. Additional activities
for application or
remediation
 29

V. REMARKS

VI. REFLECTION

A…No. of learners who

earned 80% in the
evaluation

B...No. of learners who

require additional activities
for remediation who scored

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
other localized materials did
I use/discover which I wish
 30

to share with teachers?