MATHEMATICS School School of the Infant Jesus/ EZEE Grade Level 8

DAILY LESSON LOG Teacher MALLARI, JIMMY C Learning Area MATHEMATICS

Teaching Dates and Time WEEKDAYS Quarter 1ST

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

LISZT MAHLER LISZT MAHLER LISZT AND MAHLER

I. OBJECTIVES
A. Content Standard The learner: The learner: Demonstrate The learner: Demonstrate The learner: Demonstrate The learner:
Demonstrate understanding of key understanding of key understanding of key Demonstrate
understanding of key concepts of factors of concepts of factors of concepts of factors of understanding of key
concepts of factors of polynomials, rational polynomials, rational polynomials, rational concepts of factors of
polynomials, rational algebraic expressions, linear algebraic expressions, linear algebraic expressions, linear polynomials, rational
algebraic expressions, equations and inequalities in equations and inequalities in equations and inequalities in algebraic expressions,
linear equations and two variables, systems of two variables, systems of two variables, systems of linear equations and
inequalities in two linear inequalities in two linear inequalities in two linear inequalities in two inequalities in two
variables, systems of variables and linear variables and linear variables and linear variables, systems of
linear inequalities in functions. functions. functions. linear inequalities in two
two variables and linear variables and linear
functions. functions.

B. Performance Standard The learner: The learner: The learner: The learner: The learner:

Is able to formulate real Is able to formulate real life Is able to formulate real life Is able to formulate real life Is able to formulate real
life problems involving problems involving factors of problems involving factors of problems involving factors of life problems involving
factors of polynomials, polynomials, rational polynomials, rational polynomials, rational factors of polynomials,
algebraic expressions, linear algebraic expressions, linear algebraic expressions, linear rational algebraic
rational algebraic
equations and inequalities in equations and inequalities in equations and inequalities in expressions, linear
expressions, linear two variables, systems of two variables, systems of two variables, systems of equations and
equations and linear equations and linear equations and linear equations and inequalities in two
inequalities in two inequalities in two variables inequalities in two variables inequalities in two variables variables, systems of
variables, systems of and linear functions, and and linear functions, and and linear functions, and linear equations and
linear equations and solve these problems solve these problems solve these problems inequalities in two
inequalities in two accurately using a variety of accurately using a variety of accurately using a variety of variables and linear
strategies strategies strategies functions, and solve
variables and linear
these problems

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 functions, and solve accurately using a
these problems variety of strategies
accurately using a
variety of strategies

C. Learning The learner… The learner… The learner… The learner… The learner…
Competency/Objectives  Illustrates the  Illustrates the   Performs operations  Performs
Write the LC code for each. rectangular rectangular on rational algebraic operations on
coordinates coordinates system expressions rational algebraic
system and its and its uses expressions
uses  Illustrates linear
 Illustrates linear equations in two
equations in two variables
variables
I. 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 Patterns and Algebra Patterns and Algebra Patterns and Algebra Patterns and Algebra
II. LEARNING RESOURCES List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson. Ensure that there is a mix of concrete and manipulative as well as paper- based materials.
Hands-on learning promote concept development.
A. References Interactive Mathematics Interactive Mathematics Interactive Mathematics Interactive Mathematics Interactive Mathematics
Grade 8 Grade 8 Grade 8 Grade 8 Grade 8

Catherine A. Aragon Catherine A. Aragon Catherine A. Aragon Catherine A. Aragon Catherine A. Aragon
Samara Janleen D. Samara Janleen D. Genova Samara Janleen D. Genova Samara Janleen D. Genova Samara Janleen D.
Genova Genova
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR)portal
B. Other Learning Resource
III. PROCEDURES 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.

A. Reviewing previous lesson or Review the previous Review the previous topic Review the rules of integers Review the rules of integers Review the rules of
presenting the new lesson topic about polynomials about polynomials before from the previous grade level from the previous grade level integers from the previous
before introducing introducing rational algebraic and apply it in solving rational and apply it in solving rational grade level and apply it in
rational algebraic expressions algebraic expressions algebraic expressions solving rational algebraic
expressions expressions
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B. Establishing a purpose for the lesson The students should be The students should be able The students should be able The students should be able The students should be
able to: to: to: to: able to:
 Simplify  Simplify algebraic  Execute the steps in  Execute the steps in  Execute the steps
algebraic expressions using simplifying algebraic simplifying algebraic in simplifying
expressions factoring expressions expressions algebraic
using factoring  Perform the basic  Perform the steps in  Perform the steps in expressions
 Perform the steps in computing simplifying algebraic simplifying algebraic  Perform the steps
basic steps in algebraic expressions expression expression in simplifying
computing  Solves problem  Solves problem algebraic
algebraic involving the operation involving the expression
expressions in manipulating operation in  Solves problem
algebraic expressions manipulating involving the
algebraic operation in
expressions manipulating
algebraic
expressions
C. Presenting examples/Instances of The teacher will do the a The teacher will do the a relay The teacher will give a puzzle The teacher will give a puzzle The teacher will give a
the new lesson relay drill to imply drill to imply problems about which will be solve by the which will be solve by the puzzle which will be solve
problems about simplifying algebraic students that involves the students that involves the by the students that
simplifying algebraic expressions procedure in simplifying procedure in simplifying involves the procedure in
expressions algebraic expressions algebraic expressions simplifying algebraic
expressions
D. Discussing new concepts and The students are group The students are group into The student are group into 5 The student are group into 5 The student are group into
practicing new skills # 1 into two and task to do a two and task to do a team and task to solve the problems and task to solve the 5 and task to solve the
team work in calculating work in calculating the given based on the subject matter in problems based on the problems based on the
the given problems that problems that involves simplifying algebraic subject matter in simplifying subject matter in
involves algebraic algebraic expressions. expressions algebraic expressions simplifying algebraic
expressions. expressions
E. Discussing new concepts and Each group will discuss Each group will discuss their Each group are task to create Each group are task to create Each group are task to
practicing new skills # 2 their answers in the class answers in the class to algebraic expressions and algebraic expressions and create algebraic
to promote collaborative promote collaborative learning exchange their work to others exchange their work to others expressions and exchange
learning within the within the classroom and solve them as a team and solve them as a team their work to others and
classroom solve them as a team
F. Developing mastery The teacher will provide The teacher will provide The teacher will provide The teacher will provide The teacher will provide
(leads to Formative Assessment 3) clarification of the topic clarification of the topic for the clarification of the topic for the clarification of the topic for clarification of the topic for
for the better better understanding of the better understanding of the the better understanding of the better understanding of
understanding of the topic topic the topic the topic
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G. Finding practical application of The teacher will provide The teacher will provide a 10 The teacher will provide more The teacher will provide more The teacher will provide
concepts and skills in daily living a 10 item drill for the item drill for the students examples of simplifying examples of simplifying more examples of
students algebraic expressions and algebraic expressions and simplifying algebraic
inculcate the value of patience inculcate the value of expressions and inculcate
within it patience within it the value of patience within
it
H. Making generalizations and The teacher will The teacher will generalize the The teacher will generalize the The teacher will generalize The teacher will generalize
abstractions about the lesson generalize the topic by topic by means of asking the topic by means of asking the the topic by means of asking the topic by means of
means of asking the students learning’s about students learning’s about the students learning’s about asking the students
students learning’s about simplifying algebraic simplifying algebraic simplifying algebraic learning’s about simplifying
simplifying algebraic expressions through a step by expressions through a step by expressions through a step algebraic expressions
expressions through a step process step process by step process through a step by step
step by step process process
I. Evaluating learning The teacher will provide The teacher will provide board The teacher will provide board The teacher will provide The teacher will provide
board works for the works for the student about works for the student about board works for the student board works for the student
student about simplifying simplifying algebraic simplifying algebraic about simplifying algebraic about simplifying algebraic
algebraic expressions expressions expressions expressions expressions
J. Additional activities for application or The teacher will give The teacher will give assignment The teacher will give assignment The teacher will give The teacher will give
remediation assignment to the students to the students about simplifying to the students about simplifying assignment to the students assignment to the students
about simplifying algebraic expressions algebraic expressions about simplifying algebraic about simplifying algebraic
algebraic expressions expressions expressions
IV. REMARKS
V. REFLECTION 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
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 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?

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