_

GRADES 1 to 12 School Grade Level 8

DAILY LESSON LOG Teacher Learning Area MATH 8

Teaching Dates and Time Quarter 1st QUARTER ( 6TH week )

DAY 1 DAY 2 DAY 3 DAY 4 DAY 5

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
I. OBJECTIVES 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 curriculum guides.

Demonstrates understanding of key concepts of factors of polynomials, rational algebraic expressions, linear equations and equalities in two
A. Content Standards
variables, system of linear equations and inequalities in two variables and linear function.

B. Performance Standards
C. Learning Competencies/
Objectives.
Is able to formulate real – life problems involving factors of polynomials, rational algebraic expressions, linear equation and linear inequalities in
two variables, system of linear equation and inequalities in two variables and linear functions, and solve these problems accurately using a variety
of strategies.
11. The learner write the linear 12. The learner graphs the linear equation given: any two points, 13. The learner describe
equation ax + by = c in the form the graph of a linear
x – Intercepts and y – intercepts and the slope and the point on the line. equation in terms of its
y = mx + b and vice versa. intercepts and slope.
(M8AL – If – 2)
(M8AL – If – 1) (M8AL – If – 3)

12.1. The learner graphs the linear 12.2. The learner graphs the The learner describe the
equation using two points and x - linear equation using slope and graphs of linear equation
intercepts and y – intercepts. one point. in term of its intercepts
and slope.

II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for the lesson
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.
PATTERNS AND ALGEBRA
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.
Mathematics Learner’s Mathematics Learner’s Mathematics Learner’s
Module ,pages: 187- 188 Module ,pages: 189 - 190 Module ,pages: 191
Advanced Algebra, Trigonometry
and Trigonometry, Soledad Jose
Dilao, et al. pages 31 - 33
DLP ACTIVITIES
DAY 1 DAY 2 DAY 3 DAY 4
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.
Short overview of linear equations What does linear mean? Ask the students to graph linear Ask students to graph
in two variables; its slope and Interpreting a graph? What is linear equation whose line passes to the linear equation with a
graph. equation? points (-2, -5) and (3, 4 ). positive and negative
slope.
Let the students give few examples In geometry two points determine a In the graph pinpoint the slope of Determine the difference

C. Presenting examples/ instances of
the new lesson
D. Discussing new concepts and
practicing new skills #1
E. Discussing new concepts and practicing
new skills #2
F. Developing mastery
(Leads to Formative Assessment 3)
G. Finding practical applications of
concepts and skills in daily living
H. Making generalizations and
abstractions about the lesson
I. Evaluating learning
of linear equations in two variables.
Let them compare the given
examples from the form ax + by =c
to y = mx + b.
Teach students on how to transform
linear equation from standard form
to slope intercept form and vice
versa.
Do a board work activities.
Any linear equation can be
transform into slope intercept form.
Answering DLP exercises.
( Activity 1.21 )
line. Since the graph of a linear
equation is a line, thus two points
are enough to draw a graph of a
linear equation.
Illustrate to the students on how to
determine two points from the
linear equation.
Plot the two points in the cartesian
plane then connect them with a
straight line.
Instil to the students that x and y –
intercepts could also represents two
points.
Let the students determine two
points from the linear equation y =
2x + 1 then ask them to graph it in a
Cartesian plane.
Two points can represent a line.
Answering DLP exercises.
( Activity 1.22)
a line. Display to the students that
we can determine another point if
we know the slope of a line and
one point.
Determine the slope and one
point of the linear equation y = 2x linear equation which is
+ 1, then graph.
Identifying the slope and y –
intercept in the slope intercept
form equation. (fill to the student
mind that y – intercept is a point)
Do some board work activities.
Two points can represent a line.
Answering DLP exercises.
( Activity 1.23)
between the two graphs.
Show another graphs of
in opposite direction.
Ask student about their
observation of the
graphs? Illustrates the
trend of the graph
according to their slopes.
Do an oral exam in
determining the trend of
the graphs according to
their slope.
The value of the slopes
tells the trend of the
graph.
Answering DLP
exercises.
 ( Activity 1.24 )
J. Additional activities for application or
Remediation

V. 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
VI. REFLECTION instructional supervisors can provide for you so when you meet them, 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?
 GRADES 1 to 12 School Grade Level 8

DAILY LESSON LOG Teacher Learning Area MATH 8

Teaching Dates and Time Quarter 1st QUARTER ( 7th week )

DAY 1 DAY 2 DAY 3 DAY 4 DAY 5

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
I. OBJECTIVES 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 curriculum guides.

Demonstrates understanding of key concepts of factors of polynomials, rational algebraic expressions, linear equations and equalities in two
A. Content Standards
variables, system of linear equations and inequalities in two variables and linear function.

Is able to formulate real – life problems involving factors of polynomials, rational algebraic expressions, linear equation and linear inequalities in
B. Performance Standards two variables, system of linear equation and inequalities in two variables and linear functions, and solve these problems accurately using a
variety of strategies.

C. Learning Competencies /
Objectives.
14. The learner finds the equation of a line given: two points, the slope and a point, the slope and its 15. The learner solves
intercepts. problems involving linear
function in two variables.
M8AL – Ig - 1
M8AL – Ig – 2
14. 1. The learner finds the 14.2. The learner finds the 14.3. The learner finds the
equation of a line given two points. equation of a line given the slope equation of a line given the slope
and a point. and its intercepts.

II. CONTENT 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.

III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for the lesson
PATTERNS AND ALGEBRA
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.
Advanced Algebra, Trigonometry Advanced Algebra, Trigonometry Advanced Algebra, and Algebra I Workbook, page:
and Trigonometry, Soledad Jose and Trigonometry, Soledad Jose Trigonometry, Soledad Jose 123
Dilao, et al. pages 45 Dilao, et al. pages 44 Dilao, et al. pages 42
DLP ACTIVITIES
DAY 1 DAY 2 DAY 3 DAY 4
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.
Draw a line passes to two points on Ask students to graph a line which Ask students to graph a line Ask the ff. questions: Do
the board then ask the students if has a given slope and one point. which has a given slope and its y- you have problems? How
they can determine the equation of Test if they can determine the intercepts. Test if they can did you solve your
that line. equation of that line. determine the equation of that problem? Did you follow
line. some steps? What are the
steps?
Introduce the method in finding Introduce the method in finding Introduce the method in finding Introduce real – life
equation of a line using two point equation of a line using slope and equation of a line using slope and problem/s involving
form. one point. its y - intercepts. linear functions and

C. Presenting examples/ instances of
the new lesson
D. Discussing new concepts and
practicing new skills #1
E. Discussing new concepts and practicing
new skills #2
F. Developing mastery
(Leads to Formative Assessment 3)
G. Finding practical applications of
concepts and skills in daily living
H. Making generalizations and
abstractions about the lesson
I. Evaluating learning
J. Additional activities for application or
Remediation
V. REMARKS
VI. REFLECTION
patterns.
Determine the equation of the line Determine the equation of the line Determine the equation of the line Answer the problem by
using two point form method. using slope and one point method. using slope and y – intercept steps.
method.
Illustrates another examples in Illustrates another examples in Illustrates another examples in Show another problems
determining equation of a line using determining equation of a line using determining equation of a line if necessary.
two point form method. slope and one point method. using slope and y – intercept
method.
Do a board work activities. Do a board work activities. Do a board work activities. Let the students answer it
by pair.
We can use two point form in Equation of a line can be determine There are 3 ways in finding We can associate linear
finding equation of a line if the if we know the slope and one point. equation of a line. function to real life
given is only the two points of a problems.
line.
Answering DLP exercises. Answering DLP exercises. Answering DLP exercises. Answering DLP
exercises.(by pair )
( Activity 1.25 ) ( Activity 1.26 ) ( Activity 1.27 )
( Activity 1.28 )
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, 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?
 GRADES 1 to 12 School Grade Level 8

DAILY LESSON LOG Teacher Learning Area MATH 8

Teaching Dates and Time Quarter 1st QUARTER ( 8th week )

DAY 1 DAY 2 DAY 3 DAY 4 DAY 5

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
I. OBJECTIVES 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 curriculum guides.

Demonstrates understanding of key concepts of factors of polynomials, rational algebraic expressions, linear equations and equalities in two
A. Content Standards
variables, system of linear equations and inequalities in two variables and linear function.

Is able to formulate real – life problems involving factors of polynomials, rational algebraic expressions, linear equation and linear inequalities in
B. Performance Standards two variables, system of linear equation and inequalities in two variables and linear functions, and solve these problems accurately using a variety
of strategies.

16. The learner illustrates a system 17. The learner graphs a system of linear equation in two variables. 18. The learner
of linear equation in two variables. categorizes when a given
(M8AL – Ih – 2) system of linear equation
(M8AL – Ih – 1) in two variables has
17.1. The learner graphs system of 17.2. The learner graph and
C. Learning Competencies / linear equations in two variables. identify the kinds of system of graphs that are parallel,
Objectives.
linear equations in two variables intersecting and
according to the number of coinciding.
solutions. (M8AL – Ih – 2)

II. CONTENT 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.
 PATTERNS AND ALGEBRA

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.
III. LEARNING RESOURCES Hands-on learning promotes concept development.

A. References

1. Teacher’s Guide pages

Mathematics Learner’s Module,

2. Learner’s Materials pages
pages: 256 - 257

Mathematics II , Orlando A. Mathematics II , Orlando A. Mathematics II , Orlando

3. Textbook pages Oronce et.al, pages: 220 - 223 Oronce et.al, pages: 219 - 220 A. Oronce et.al, pages:
219 - 220
4. Additional Materials from
Learning Resource (LR) portal

B. Other Learning Resources DLP ACTIVITIES

DAY 1 DAY 2 DAY 3 DAY 4

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
IV. PROCEDURES 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.

Review on how to graph linear Review on how to graph linear Review on how to graph system Review on how to
A. Reviewing previous lesson or equations in two variables. equations in two variables. linear equations in two variables. determine the slope and y
presenting the new lesson – intercepts of a linear
equation.

Discuss definition of the system of Talk over the steps on how to graph Discuss on how to graph and Confer to the students
linear equation. system of linear equation in two identify the kinds of system of that the slopes and y –
B. Establishing a purpose for the lesson
variables. linear equation according to their intercept of a line plays
solution/s. important role in

C. Presenting examples/ instances of
the new lesson
D. Discussing new concepts and
practicing new skills #1
E. Discussing new concepts and practicing
new skills #2
F. Developing mastery
(Leads to Formative Assessment 3)
G. Finding practical applications of
concepts and skills in daily living
H. Making generalizations and
abstractions about the lesson
I. Evaluating learning
Graph different types of system of
linear equation and determine each
types.
Show the different features of the
system of linear equation according
to each type.
Do a board work activities
Sights a place which is commonly
keep on the students of your school.
Collect students’ ideas of the
discussion.
Answer DLP activities
( Activity 1.29 )
Illustrates examples on how to
graph system of linear equation in
two variables.
Illustrates another examples in
graphing system of linear equation
whether it is intersecting, parallel,
and coinciding.
Do a board work activities
Asking any clarification in
graphing system of linear equation.
Answer DLP activities
( Activity 1.30 )
Presents examples of different
kinds of system of linear equation
and identify them according to
their solution/s.
Elaborate to the students that
upon looking the graph of the
system of linear equation we can
identify the kinds of that system.
Do a board work activities
Asking any clarification in
graphing and identifying system
of linear equation.
Answer DLP activities
( Activity 1.31 )
identifying the graphs of
the system of linear
equation, whether it is
parallel, intersecting, and
coinciding.
Display the different
system of linear equation,
determine their slope and
y – intercepts; then graph
the system.
Ask students observation
of the graphs?
Do a board work
activities
Examining students
learning of the
discussion.
Answer DLP activities
( Activity 1.32 )
J. Additional activities for application or
Remediation

V. 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
VI. REFLECTION instructional supervisors can provide for you so when you meet them, 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?
 GRADES 1 to 12 School Grade Level 8

DAILY LESSON LOG Teacher Learning Area MATH 8

Teaching Dates and Time Quarter 1st QUARTER ( 9th week)

DAY 1 DAY 2 DAY 3 DAY 4 DAY 5

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
I. OBJECTIVES 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 curriculum guides.

Demonstrates understanding of key concepts of factors of polynomials, rational algebraic expressions, linear equations and equalities in two
A. Content Standards
variables, system of linear equations and inequalities in two variables and linear function.

Is able to formulate real – life problems involving factors of polynomials, rational algebraic expressions, linear equation and linear inequalities in
B. Performance Standards two variables, system of linear equation and inequalities in two variables and linear functions, and solve these problems accurately using a variety
of strategies.

19. The learner solve system of linear equations in two variables by graphing, substitution and elimination.

(M8AL – Ii - j – 1)

C. Learning Competencies /
Objectives.
19.1. The learner Solve system of 19.2. 19.3. The learner Solve system of 19.4. The learner Solve
linear equation in two variables by linear equation in two variables system of linear equation
graphing. The learner solve system of linear by substitution method. in two variables by
equation in two variables by elimination method.
substitution method.

II. CONTENT 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.

III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for the lesson
PATTERNS AND ALGEBRA
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.
Mathematics Learner’s Module, Mathematics II , Orlando A. Oronce Mathematics Learner’s Module, Mathematics II , Orlando A.
pages: 249 - 250 et.al, pages: 2224 - 225 pages: 258 Oronce et.al, pages: 228 -
229
DLP ACTIVITIES
DAY 1 DAY 2 DAY 3 DAY 4
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.
Review on how to graph system of Recall on how to determine Recall on how to determine Recall on how to
linear equation in two variables. solution of a system of linear solution of a system of linear determine solution of a
equation by graphing. equation by substitution method. system of linear equation
by substitution method.
Presents two system of linear Discuss to the students that not all Review the steps in finding Introduce elimination
equation. system of linear equation can get a solution set of the system of method in finding the
precise solution set by graphing linear equation by using solution set of the system
especially those having a common substitution method. of linear equation.
point which is a fraction.

C. Presenting examples/ instances of
the new lesson
D. Discussing new concepts and
practicing new skills #1
E. Discussing new concepts and practicing
new skills #2
F. Developing mastery
(Leads to Formative Assessment 3)
G. Finding practical applications of
Graph the two system of linear
equation on the board and
determine that the solution set of
that system is the point/s that is
common to them.
Confer to the students that the
point/s that is common to the two
equation is the solution set of the
system.
Do a board work activities
Use the school as the solution set of
the students.
Present the steps in
finding solution set of the
system using elimination
method.
Ask the student to draw a graph for Present example in finding the Solve system of linear
the ff system & find the solution solution set of the system of equation
set. linear equation using substitution
method 4x – 3y = 8 and 3x + 2y
1.) 2x+y=4 = 23 using elimination
2x-4y=4 method.
2.) 3x-y=1
9x+2y=9
a.graphing takes time Show another examples
b. If the point of intersection does for the students
not consist of integer as in the 2nd familiarize the methods.
examples, it is quite difficult to
determine the coordinates
accurately by graphing.
Introduce substitution method in
finding the solution set of the
system.
Presents the steps in solving system
of linear equations by substitution.
Have a seat work and ask the Do a board work activities Do a board work
students to do it by pair. activities
Define substitution to the students.
concepts and skills in daily living

Clarification about the discussion Asked students difficulties in the Input some techniques in finding The basic idea in the
topic? solution set of system of linear elimination method is
equation using substitution that we can add two
H. Making generalizations and
abstractions about the lesson
method. equations together so that
one of the variables will
sum up to zero, hence
can be eliminated.

Answer DLP activities Answer DLP activities Answer DLP activities Answer DLP activities
I. Evaluating learning
( Activity 1.33 ) ( Activity 1.34 ) ( Activity 1.35 ) ( Activity 1. 36 )
J. Additional activities for application or
Remediation

V. 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
VI. REFLECTION instructional supervisors can provide for you so when you meet them, 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?

GRADES 1 to 12 School Grade Level 8

DAILY LESSON LOG Teacher Learning Area MATH 8

Teaching Dates and Time Quarter 1st QUARTER (10TH WEEK)

DAY 1 DAY 2 DAY 3 DAY 4 DAY 5

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
I. OBJECTIVES 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 curriculum guides.

Demonstrates understanding of key concepts of factors of polynomials, rational algebraic expressions, linear equations and equalities in two
A. Content Standards
variables, system of linear equations and inequalities in two variables and linear function.

Is able to formulate real – life problems involving factors of polynomials, rational algebraic expressions, linear equation and linear inequalities in
B. Performance Standards two variables, system of linear equation and inequalities in two variables and linear functions, and solve these problems accurately using a variety
of strategies.

19. The learner solve system of 20. The learner solves problems involving system of linear equations in two variables.
linear equations in two variables by
graphing, substitution and (M8AL – Ij - 2)
C. Learning Competencies/ elimination.
Objectives.
20.1. The learner solve geometrical 20.2. The learner solve number 20.3. The learner solve
(M8AL – Ii - j – 1) problems involving system of linear relations involving system of age problem involving
equation. linear equations. system of linear
19.5. The learner solve system of equation.
linear equation in two variables by
 elimination method.

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 PATTERNS AND ALGEBRA

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.
III. LEARNING RESOURCES Hands-on learning promotes concept development.

A. References

1. Teacher’s Guide pages

Mathematics Learner’s Module,

2. Learner’s Materials pages
pages: 259 - 260

Exploring Math II, Orlando A. Oronce Exploring Math II, Orlando A. Oronce Exploring Math II, Orlando
3. Textbook pages et. Al, pages: 28 - 29 et. Al, pages: 22 - 23 A. Oronce et. Al, pages: 30
- 31

4. Additional Materials from

Learning Resource (LR) portal

B. Other Learning Resources DLP ACTIVITIES

DAY 1 DAY 2 DAY 3 DAY 4

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
IV. PROCEDURES 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 on how to determine Recall on how to solve linear Recall on how to eliminate linear Recall on how to
A. Reviewing previous lesson or solution of a system of linear equation involving substitution. equations in two variables. eliminate linear
presenting the new lesson equation by substitution method. equations in two
variables.

B. Establishing a purpose for the lesson
C. Presenting examples/ instances of
the new lesson
D. Discussing new concepts and
practicing new skills #1
E. Discussing new concepts and practicing
new skills #2
F. Developing mastery
(Leads to Formative Assessment 3)
G. Finding practical applications of
concepts and skills in daily living
Recall the steps in finding the
solution set of the system of linear
equation using elimination method.
Show examples in the class on how
to use elimination methods in
finding solution set of the system.
Do a board work activities
Let the students cite an example
problem about geometric relations.
The teacher discuss more examples
of problems involving system of
linear equation in two variables.
( geometrical problems )
Solve the following geometric
problems using two variables.
Group students into 5 groups and
let them share their ideas in solving
one problems.
Begin by presenting simple Present problems
number problem on the board. involving system of
Example. linear equation.
Find the two numbers whose
difference is 15 and whose sum is
53.
Guide the students to identify the Illustrates students on
two linear equations which can be how to solve age
used to solve the problem after problems involving
making the appropriate system of linear
representation. equation.
And for finding the two numbers,
we can use either of the two (2)
methods:
( substitution or elimination)
( students would be the one to
solve it )
Group students into 5 groups and Group students into 5
let them share their ideas in groups and let them
solving one problems. share their ideas in
solving one problems.
The teacher discuss more
examples of problems involving
system of linear equation in two
 variables.

The basic idea in the elimination The power of our mind are so The power of our mind are so In solving a word
method is that we can add two mysterious do what is what you mysterious do what is what you problem involving two
equations together so that one of think is true and good. think is true and good or more unknowns, we
H. Making generalizations and the variables will sum up to zero, can form a system of
abstractions about the lesson hence can be eliminated. linear equations. The
solutions of the problem
can be obtain by solving
the system.

Answer DLP activities Answer DLP activities Answer DLP activities Answer DLP activities
I. Evaluating learning
( Activity 1.37 ) ( Activity 1.38 ) ( Activity 1.39 ) ( Activity 1.40 )
J. Additional activities for application or
Remediation

V. 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
VI. REFLECTION instructional supervisors can provide for you so when you meet them, 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?