SCHOOL LEON GARCIA SR.

NHS Grade level 8

DAILY LESSON LOG Teacher JUN REY M. ETULLE learning Area Mathematics
Teaching Dates July 22-26, 2019 Quarter 1st

DAY 1 DAY 2 DAY 3 DAY 4

I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of the key concepts of factoring polynomials.

The learner is able to formulate real-life problems involving factoring polynomials and solves these with utmost accuracy using a variety of strategies.
B. Performance Standards

C.Learning Competencies/Objects M8AL-Ib-2. Solves problems involving M8AL-Ib-2. Solves problems involving M8AL-Ic-1 . Illustrates rational M8AL-Ic-2. Simplifies rational
with the LC Code for each factors of polynomials factors of polynomials algebraic expressions algebraic expressions

Solving Word Problems Involving Solving Word Problems Involving Illustrating Rational Algebraic Simplifying Rational Algebraic
II. CONTENT Factoring Polynomials Factoring Polynomials Expressions Expressions

III. LEARNING RESOURCES

A. References
1. Teacher's guide pages pp. 53 pp. 78-80 pp. 87-88
2. Learner's Materials pages pp. 53 pp. 66-69 pp. 77-78
3. Textbook pages
4. Additional Resources from Look for additional materials Look for additional materials Look for additional materials Look for additional materials
Learning Resources (LR) portal at LR portals at LR portals at LR portals at LR portals
Grade 8- Mathematics Patterns and Grade 8 Mathematics Patterns and Grade 8 Mathematics Patterns and Grade 8 Mathematics Patterns and
B. Other Learning Resources Practicalities pp. 49-60 Practicalities pp. 49-60 Practicalities pp. 69 Practicalities pp. 69
IV PROCEDURES

Recall the step in solving word Perform Activity 16. Connect to my

Ask on how to solve a word problem Perform the Activity in LM pp. 66
problem Equivalent in LM pp. 77
A. Reviewing previous lessons or
presenting the new lesson
Let the student think if the concept in
Student think the importance of the Student feel the importance of the
Let the students answer the question reducing lowest terms can be applied
concept on factoring to solve word concept on factoring to solve word
B. Establishing a purpose for the in LM pp. 67 in simplying rational algebraic
problem problem
lesson expression
Give example and discuss on how to
Perform the Activity 25 " I Bring My Let the students answer the activity in
Present the word problem simplifying Rational Algebraic
C. Presenting examples/instances of Trash" in Lm pp. 53 LM pp. 67
the new lesson expression
Let the student explain on how to
Ask the student the guide question Ask the student the concept to be use
D. Discussing new concepts and Perform the Activity in LM pp. 68 simplify each rational algebraic
practicing new skills base on the problem in solving the problem
axpression
E. Developing mastery leads to Let the student to solve another Let the students solve atleast 2 word Let the students simply each
Let the students answer the exercises
formative assessment problem applying factoring. problems involving factoring expression to simplest form.
F. Finding practical applications of Let the students cite a problem as Let the students cite a problem as Cite an application of rational
None
concepts & skills in daily living application in real life situation?" application in real life situation?" algebraic expression
What is the difference of between
Explain on how to solve a word What are the step in solving a word rational algebraic expresssion from Explain on how to solve a word
problem? problem? the other expression base on the problem?
G. Making generalizations example/s
Let the student identify which of the
Let the students anwer one ( 1) word Let the students anwer atleast two ( Simplify each rational algebraic
following is a ratuiional algebraic
problem 2) word problems expression
H. Evaluating Learning expression

Assignment in Grade 8 Mathematics

I. Additional Activities for application None None NONE
practical Patterns in pp. 69
or remediation

V. REMARKS

VI. REFLECTION
___ out of __ students belong to 80% mastery ___ out of __ students belong to 80% mastery ___ out of __ students belong to 80% mastery ___ out of __ students belong to 80% mastery
a. No. of learners who earned 80% level during formative assessment level during formative assessment level during formative assessment level during formative assessment
on the formative assessment

b. No. of learners who require __ students need remediation. __ students need remediation. __ students need remediation. __ students need remediation.
additional activities for remediation

c. did the remedial lessons work? No. __ out __ students have caught up with the __ out __ students have caught up with the __ out __ students have caught up with the __ out __ students have caught up with the
of learnerswho have caught up with lesson lesson lesson lesson
the lesson

_ students need a follow up remediation _ students need a follow up remediation _ students need a follow up remediation _ students need a follow up remediation
d. No. of learners who continue to
require remediation

e. which of my teaching strategies

worked well? Why did those work?

f. what diffulties did I encounter

which my principal or supervisor can
me resolve?

g. What innovation or

Prepared by: Checked by: Noted by:

JUN REY M. ETULLE EVELYN S. VIRADOR TESSIE A FERNANDEZ

Teacher Acting Academic Coordinator Principal II
 SCHOOL LEON GARCIA SR. NHS Grade level 8
DAILY LESSON LOG Teacher JUN REY M. ETULLE learning Area Mathematics
Teaching Dates September 16-20, 2019 Quarter 2nd

DAY 1 DAY 2 DAY 3 DAY 4

I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of key concepts of linear equations in two variables.

The learner is able to identify linear equations in two variables and its slope.
B. Performance Standards

M8AL-If-1. Writes the linear equation ax +

M8AL-Ie-5. Finds the slope of a line given M8AL-Ie-5. Finds the slope of a line given
C.Learning Competencies/Objects M8AL-Ie-4. Illustrates the slope of a line by = c in the form y = mx + b and vice
two points, equation, and graph two points, equation, and graph
with the LC Code for each versa
Writing linear equation ax + by = c in the
Finding slope of a line given a graph Finding slope of a line given two points Finding slope of a line given an equation
II. CONTENT form y = mx + b

III. LEARNING RESOURCES

A. References
1. Teacher's guide pages pp. 198 - 201 pp. 198 - 201 pp. 198 - 201 pp. 197 - 198
2. Learner's Materials pages pp. 183 - 186 pp. 183 - 186 pp. 183 - 186 pp. 182 - 183
Grade 8 Mathematics Patterns and Grade 8 Mathematics Patterns and
3. Textbook pages Practicalities, pp. 158 - 169 Practicalities, pp. 158 - 169
4. Additional Resources from Look for additional materials at LR Look for additional materials at LR Look for additional materials at LR Look for additional materials at LR
Learning Resources (LR) portal portals portals portals portals
Grade 8 Mathematics Pattern and Practicalities Grade 8 Mathematics Patterns and Grade 8 Mathematics Patterns and Grade 8 Mathematics Patterns and
B. Other Learning Resources pp. 76-77 Practicalities pp. 77-78 Practicalities pp. 79-81 Practicalities pp. 81-83
IV PROCEDURES

A. Reviewing previous lessons or Recall the steps in finding the slope given a Ask the students to give examples of linear
Give illustrative examples about slope Review about the slope-intercept form.
presenting the new lesson graph equations in two variables
Present the formula in finding the slope
Present the slope - intercept form of an Discuss the steps on how to rewrite linear
B. Establishing a purpose for the Start with formula m = rise/run given two points with the use of process
equation equations into the form y = mx + b
lesson questions through oral questioning
C. Presenting examples/instances of Present some graphs of linear equations Give illustrative examples Give illustrative examples Perform Exercise 5, #'s 1 - 5, LM, p. 183
the new lesson
Discuss the steps on how to rewrite
D. Discussing new concepts and Discuss the steps in finding the slope given a Discuss the steps in finding the slope given
practicing new skills equations in slope - intercept form and Discuss Exercise 5, #'s 1 - 5
graph two points
identify the value of the slope
Comprehension Check, Grade 8
E. Developing mastery leads to Comprehension Check, Grade 8 Mathematics
formative assessment Mathematics Patterns and Practicalities, p. Perform Exercise 7, LM, p. 186 Perform Exercise 5, #'s 6 - 10, LM, p. 183
Patterns and Practicalities, pp. 165 - 166, 168
166
F. Finding practical applications of Cite examples in real life that involves rate of Cite examples in real life that involves rate Cite examples in real life that involves rate
concepts & skills in daily living None
change of change of change
 How to find the slope of a line given two How to find the slope of a line given an How to rewrite linear equations ax + by =
G. Making generalizations How to find the slope of a line given a graph
points equation? c into the form y =mx + b?

H. Evaluating Learning Give the prepared test. Give the prepared test. Give the prepared test. Give the prepared test.

I. Additional Activities for application None None None None

or remediation

V. REMARKS

VI. REFLECTION
___ out of __ students belong to 80% mastery level during ___ out of __ students belong to 80% mastery level ___ out of __ students belong to 80% mastery level ___ out of __ students belong to 80% mastery level
a. No. of learners who earned 80% formative assessment during formative assessment during formative assessment during formative assessment
on the formative assessment

b. No. of learners who require __ students need remediation. __ students need remediation. __ students need remediation. __ students need remediation.
additional activities for remediation

c. did the remedial lessons work? No. __ out __ students have caught up with the lesson __ out __ students have caught up with the lesson __ out __ students have caught up with the lesson __ out __ students have caught up with the lesson
of learnerswho have caught up with
the lesson

_ students need a follow up remediation _ students need a follow up remediation _ students need a follow up remediation _ students need a follow up remediation
d. No. of learners who continue to
require remediation

e. which of my teaching strategies

worked well? Why did those work?

f. what diffulties did I encounter

which my principal or supervisor can
me resolve?

g. What innovation or

Prepared by: Checked by: Noted by:

JUN REY M. ETULLE EVELYN S. VIRADOR TESSIE A FERNANDEZ

Teacher Acting Academic Coordinator Principal II