School: TBOLI NATIONAL HIGH SCHOOL Grade: GRADE 8

GRADES 1 TO 12 Teacher: JONAH M. MAGNO Learning Areas: MATHEMATICS 8

DAILY LESSON LOG Teaching Dates and Quarter: 2ND quarter
Time:
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
1. OBJECTIVES/LAYUNIN
A. Content Standards Demonstrates key concepts of linear inequalities in two variables, systems of linear inequalities in two variables and linear functions.
B. Performance Objective Is able to formulate and solve accurately real-life problems involving linear inequalities in two variables, systems of linear inequalities in two
variables, and linear functions.
C. Learning Solves a system of linear
Competencies/Objectives inequalities in two variables
(Write the LC code for each) M8AL-IIb-1
II. CONTENT SOLVING SYSTEMS OF
(Subject Matter) LINEAR INEQUALITIES IN
TWO VARIABLES
III. LEARNING RESOURCES
A. References
1. Teachers Guide pages
2. Learners Material Pages pp. 290 - 300
3. Textbook pages
4. Additional Materials from
LRMDS
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or Recall situations and how to
presenting the new lesson solve systems of linear
equations in two variables
using elimination and
substitution method.
B. Establishing a purpose for the
lesson GAME:
Motivation CROSSWORD PUZZLE
C. Presenting examples/Instances
of the new lesson unlocking of (Terminologies related to
difficulties systems of linear inequalities
Unlocking of difficulties in two variables.
D. Discussing new concepts and
practicing new skills #1, Activity #1
Activity Summer Job!
pp. 290 - 291
E. Discussing new concepts and Activity #2
practicing new skills #2, A Line or Half of A Plane?
Analysis pp. 292
Group Collaboration
F. Developing mastery (leads to Discussion on how to solve Activity #3-Do I Satisfy
Formative Assessment) systems of linear inequalities You?
Abstraction in two variables. pp. 295
(PowerPoint Presentation) Activity #4-Region In A
Plane?
pp. 296
G. Finding practical application of Activity #5-Am I In That
concepts and skills in daily living Region?
Application/Valuing pp. 297-299
Group Collaboration
H. Making generalizations and
abstactions about the lesson pp. 305
Generalization
I. Evaluating learning QUIZ: Activity #6
Looking Carefully At The
Region
pp. 299-300
J. Additional activities for
application or remediation
Assignment
REMARKS

REFLECTION

A. No. of learners who earned 80% in

the evaluation. ______ of Learners who earned 80% ______ of Learners who earned 80% ______ of Learners who earned 80%
above above above

B. No. of learners who require additional

activities for remediation who scored below 80% ______ of learners who require ______ of learners who require ______ of learners who require
additional activities for remediation additional activities for remediation additional activities for remediation
C. Did the remedial lessons work? No. of
learners who have caught up with the lesson ______ Yes _____No ______ Yes _____No ______ Yes _____No
______ of Learners who caught up the _____ of Learners who caught up the _____ of Learners who caught up the
lesson lesson lesson

D. No. of Learners who continue to

require remediation. _______of learners who continue to _______of learners who continue to _______of learners who continue to
require remediation require remediation require remediation
E. Which of my teaching strategies Strategies used that work well: Strategies used that work well: Strategies used that work well:
worked well? Why did these work? ___ Group collaboration ___ Group collaboration ___ Group collaboration
___ Games ___ Games ___ Games
___ Power Point presentation ___ Power Point presentation ___ Power Point presentation
 ___ Answering preliminary ___ Answering preliminary ___ Answering preliminary
activities/exercises activities/exercises activities/exercises
___ Discussion ___ Discussion ___ Discussion
___ Case Method ___ Case Method ___ Case Method
___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS)
___ Rereading of ___ Rereading of ___ Rereading of
Paragraphs/Poems/Stories Paragraphs/Poems/Stories Paragraphs/Poems/Stories
___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction
___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama
___ Discovery Method ___ Discovery Method ___ Discovery Method
___ Lecture Method ___ Lecture Method ___ Lecture Method
Why? Why? Why?
___ Complete IMS ___ Complete IMS ___ Complete IMS
___ Availability of materials ___ Availability of materials ___ Availability of materials
___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn
___ Group member’s Cooperation in ___ Group member’s Cooperation in ___ Group member’s Cooperation in
doing their tasks doing their tasks doing their tasks
F. What difficulties did I encounter which ___ Bullying among pupils ___ Bullying among pupils ___ Bullying among pupils
my principal or supervisor can help me solve? ___ Pupil’s behavior/attitude ___ Pupil’s behavior/attitude ___ Pupil’s behavior/attitude
___ Colorful IMs ___ Colorful IMs ___ Colorful IMs
___ Unavailable Technology ___ Unavailable Technology ___ Unavailable Technology
Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD)
___ Science/Computer/Internet Lab ___ Science/Computer/Internet Lab ___ Science/Computer/Internet Lab
___ Additional Clerical works ___ Additional Clerical works ___ Additional Clerical works
___ Reading Readiness ___ Reading Readiness ___ Reading Readiness
___ Lack of interest of pupils ___ Lack of interest of pupils ___ Lack of interest of pupils

G. What innovation or localized materials Planned Innovations: Planned Innovations: Planned Innovations:
did I use/discover which I wish to share with ___ Localized Videos ___ Localized Videos ___ Localized Videos
other teachers? ___ Making use big books from views of ___ Making use big books from ___ Making use big books from
the locality views of the locality views of the locality
___ Recycling of plastics to be used as ___ Recycling of plastics to be used ___ Recycling of plastics to be used
instructional Materials as instructional Materials as instructional Materials
___ Local poetical composition ___ Local poetical composition ___ Local poetical composition
___ Flashcards ___ Flashcards ___ Flashcards
___Pictures ___Pictures ___Pictures

JONAH M. MAGNO JONAH M. MAGNO JONAH M. MAGNO

Prepared by: TEACHER 1 TEACHER 1 TEACHER 1

Checked by: BENJIE G. ESPINA, Ph.D. BENJIE G. ESPINA, Ph.D. BENJIE G. ESPINA, Ph.D.
Master Teacher I Master Teacher I Master Teacher I
 GRADES 1 TO 12
DAILY LESSON LOG School: TBOLI NATIONAL HIGH SCHOOL Grade: GRADE 8
Teacher: JONAH M. MAGNO Learning Areas: MATHEMATICS 8
Teaching Dates and Quarter: 2nd quarter
Time:
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
1. OBJECTIVES/LAYUNIN 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 curriculum guides.
A. Content Standards Demonstrate Understanding of Key Concepts of Logic and Reasoning
B. Performance Objective Is able to communicate Mathematical thinking with coherence and clarity in formulating and analyzing agruments
C. Learning Determines between the
Competencies/Objectives Hypothesis and Conclusion of an
IF-THEN statements

(Write the LC code for each) M8GE-IIf

II. CONTENT
(Subject Matter) IF – THEN STATEMENTS Biconditional Statement
Conditional Statement
III. LEARNING RESOURCES

A. References
1. Teachers Guide pages
2. Learners Material Pages PP 321-324 pp. 325-
3. Textbook pages
4. Additional Materials from
LRMDS
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or Let the students to answer Activity REVIEW: If-then Statement
presenting the new lesson 1. ( 10 minutes.)

B. Establishing a purpose for the Discuss: The output of their works Show the: TABLE OF TRUTH
lesson
Motivation
C. Presenting examples/Instances Discuss: Conditional Statement (If- What can you observe the table
of the new lesson unlocking of Then Statement) of truth?
difficulties
Unlocking of difficulties
D. Discussing new concepts and Activity 2 Activity 3 page 325
practicing new skills #1, Discuss: Activity 2;pp.322 Do it by group.
Activity
E. Discussing new concepts and How will you determine What can you observe in
practicing new skills #2, Hypothesis to Conclusion constructing your sentence
Analysis (Converse, Inverse,
Contrapositive)
F. Developing mastery (leads to Let the student answer Item 6 Let the student answer Exercise
Formative Assessment) justify their answer. 2 A.
Abstraction
G. Finding practical application of What have you noticed about the Discuss the pattern on how to
concepts and skills in daily living statements? make biconditional statement
Application/Valuing
H. Making generalizations and Every Hypothesis there is a Define: Converse, Inverse and
abstactions about the lesson Conclusion Contrapositive
Generalization
I. Evaluating learning REWRITE them into if-then By group Answer Activity 4
statement on page323 (1-5) Page 327
K. Additional activities for Assignment
application or remediation Let the student answer Exercise 1
Assignment (1-10) page 324
REMARKS

REFLECTION

A. No. of learners who earned 80% in

the evaluation. ______ of Learners who earned 80% ______ of Learners who earned 80%
above above

B. No. of learners who require additional

activities for remediation who scored below 80% ______ of learners who require ______ of learners who require
additional activities for remediation additional activities for remediation
C. Did the remedial lessons work? No. of
learners who have caught up with the lesson ______ Yes _____No ______ Yes _____No
______ of Learners who caught up the _____ of Learners who caught up the
lesson lesson
D. No. of Learners who continue to
require remediation. _______of learners who continue to _______of learners who continue to
require remediation require remediation
E. Which of my teaching strategies Strategies used that work well: Strategies used that work well:
worked well? Why did these work? ___ Group collaboration ___ Group collaboration
___ Games ___ Games
___ Power Point presentation ___ Power Point presentation
___ Answering preliminary ___ Answering preliminary
 activities/exercises activities/exercises
___ Discussion ___ Discussion
___ Case Method ___ Case Method
___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS)
___ Rereading of ___ Rereading of
Paragraphs/Poems/Stories Paragraphs/Poems/Stories
___ Differentiated Instruction ___ Differentiated Instruction
___ Role Playing/Drama ___ Role Playing/Drama
___ Discovery Method ___ Discovery Method
___ Lecture Method ___ Lecture Method
Why? Why?
___ Complete IMS ___ Complete IMS
___ Availability of materials ___ Availability of materials
___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn
___ Group member’s Cooperation in ___ Group member’s Cooperation in
doing their tasks doing their tasks
F. What difficulties did I encounter which ___ Bullying among pupils ___ Bullying among pupils
my principal or supervisor can help me solve? ___ Pupil’s behavior/attitude ___ Pupil’s behavior/attitude
___ Colorful IMs ___ Colorful IMs
___ Unavailable Technology ___ Unavailable Technology
Equipment (AVR/LCD) Equipment (AVR/LCD)
___ Science/Computer/Internet Lab ___ Science/Computer/Internet Lab
___ Additional Clerical works ___ Additional Clerical works
___ Reading Readiness ___ Reading Readiness
___ Lack of interest of pupils ___ Lack of interest of pupils

G. What innovation or localized materials Planned Innovations: Planned Innovations:

did I use/discover which I wish to share with ___ Localized Videos ___ Localized Videos
other teachers? ___ Making use big books from views of ___ Making use big books from
the locality views of the locality
___ Recycling of plastics to be used as ___ Recycling of plastics to be used
instructional Materials as instructional Materials
___ Local poetical composition ___ Local poetical composition
___ Flashcards ___ Flashcards
___Pictures ___Pictures

JONAH M. MAGNO JONAH M. MAGNO

Prepared by:
TEACHER 1 TEACHER 1

Checked by: BENJIE G. ESPINA, Ph.D. BENJIE G. ESPINA, Ph.D.

Master Teacher I Master Teacher I
 School: TBOLI NATIONAL HIGH SCHOOL Grade: GRADE 8
GRADES 1 TO 12 Teacher: JONAH M. MAGNO Learning Areas: MATHEMATICS 8
DAILY LESSON LOG Teaching Dates and Quarter: 4th quarter
Time:
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
1. OBJECTIVES/LAYUNIN
A. Content Standards The learner
The learner demonstrates understanding of key concepts of inequalities in a triangle, and parallel and perpendicular lines.
B. Performance Objective The learner
is able to communicate mathematical thinking with coherence and clarity in formulating, investigating, analyzing, and solving real-life
problems involving triangle inequalities, and parallelism and perpendicularity of lines using appropriate and accurate representations.
C. Learning The learner determines the The learner determines the The learner determines the The learner determines the
Competencies/Objectives conditions under which lines and conditions under which lines conditions under which lines conditions under which lines
segments are parallel or and segments are parallel or and segments are parallel or and segments are parallel or
perpendicular. perpendicular. perpendicular. perpendicular.
M8GE-IVe-1 M8GE-IVe-1 M8GE-IVe-1 M8GE-IVe-1
(Write the LC code for each) PARRARELISM AND CONDITIONS THAT CONDITIONS THAT CONDITIONS THAT
PERPENDICULARITY GUARANTEE GUARANTEE GUARANTEE
PARRARELISM PERPENDICULARITY PERPENDICULARITY
II. CONTENT
(Subject Matter)
III. LEARNING RESOURCES
A. References
1. Teachers Guide pages 448-45 451-453 454-456 457-458
2. Learners Material Pages
3. Textbook pages
4. Additional Materials from
LRMDS
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or Review the properties of parallel Review the previous Review on how to know Review on the basic terms
presenting the new lesson lines cut by a transversal lesson that two lines are parallel if of perpendicularity and their
cut by a transversal line representation.
B. Establishing a purpose for the Let the students answer Let the students answer Answer activity 7, numbers What is the representation
lesson Activity 1 on page 448 of the activity 5 on page 451 1-2 on page 454 of the figure?
Motivation LM
C. Presenting examples/Instances Let the students answer the Based on activity 5 get the Introduce to the class the Present o the class how the
of the new lesson unlocking of Before-Lesson column of the opinion of the students by new lesson by answering different theorems in
difficulties Anticipation-Reaction Guide questioning the questions numbers 1-3 on activity 8 proving that two lines are
Unlocking of difficulties on page 449 on page 452 on page 455 perpendicular
D. Discussing new concepts and Discuss what are parallel Discuss to the class the Get the opinion of the Discuss to the class the five
practicing new skills #1, lines that are cut by a different theorems or class by discussing postulates or theorems in

IC
Activity transversal line and its postulate in proving that numbers 4-5 of activity 8 proving that two lines are
corresponding parts two lines are parallel perpendicular.

E. Discussing new concepts and Answer Activity 5 on page Deepen the discussion on Discuss the basic terms Let the students answer
practicing new skills #2, 450. page 452 by giving about perpendicularity and activity 9 number 1 page
Analysis examples their 457
representations(p.456)
F. Developing mastery (leads to Identify the corresponding Answer Activity 6 on page Given a figure identify what Activity 9: Draw me right
Formative Assessment) parts if two parallel lines are 453 numbers 1-2 is asked numbers 2-3 in page 458
Abstraction cut by a transversal line
G. Finding practical application of Give example of things that Answer Activity 6 on page How useful is the Answer activity 10 in page
concepts and skills in daily living you can see around that is 453 numbers 3-6 knowledge on 458
Application/Valuing made up of parallel lines perpendicularity in real
life? Cite an example in
which perpendicularity is
important in real life.
H. Making generalizations and How to identify the How can you say that two When are lines said to be
abstactions about the lesson corresponding parts of two How do we know that two lines are perpendicular? perpendicular to each
Generalization parallel lines that is cut by a lines are parallel? other?
transversal line

I. Evaluating learning Given a figure let the students Given the figure, let the Given a figure prove that Identify the missing part that
identify the corresponding students prove that the two two lines are will prove that the two lines
parts lines are parallel perpendicular. are perpendicular
L. Additional activities for
application or remediation
Assignment
REMARKS

REFLECTION

A. No. of learners who earned 80% in

the evaluation. ______ of Learners who earned 80% ______ of Learners who earned 80% ______ of Learners who earned 80% ______ of Learners who earned 80%
above above above above

B. No. of learners who require additional

activities for remediation who scored below 80% ______ of learners who require ______ of learners who require ______ of learners who require ______ of learners who require
additional activities for remediation additional activities for remediation additional activities for remediation additional activities for remediation
C. Did the remedial lessons work? No. of
learners who have caught up with the lesson ______ Yes _____No ______ Yes _____No ______ Yes _____No ______ Yes _____No
______ of Learners who caught up the _____ of Learners who caught up the _____ of Learners who caught up the _____ of Learners who caught up the
lesson lesson lesson lesson
 D. No. of Learners who continue to
require remediation. _______of learners who continue to _______of learners who continue to _______of learners who continue to _______of learners who continue to
require remediation require remediation require remediation require remediation
E. Which of my teaching strategies Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well:
worked well? Why did these work? ___ Group collaboration ___ Group collaboration ___ Group collaboration ___ Group collaboration
___ Games ___ Games ___ Games ___ Games
___ Power Point presentation ___ Power Point presentation ___ Power Point presentation ___ Power Point presentation
___ Answering preliminary ___ Answering preliminary ___ Answering preliminary ___ Answering preliminary
activities/exercises activities/exercises activities/exercises activities/exercises
___ Discussion ___ Discussion ___ Discussion ___ Discussion
___ Case Method ___ Case Method ___ Case Method ___ Case Method
___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS)
___ Rereading of ___ Rereading of ___ Rereading of ___ Rereading of
Paragraphs/Poems/Stories Paragraphs/Poems/Stories Paragraphs/Poems/Stories Paragraphs/Poems/Stories
___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction
___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama
___ Discovery Method ___ Discovery Method ___ Discovery Method ___ Discovery Method
___ Lecture Method ___ Lecture Method ___ Lecture Method ___ Lecture Method
Why? Why? Why? Why?
___ Complete IMS ___ Complete IMS ___ Complete IMS ___ Complete IMS
___ Availability of materials ___ Availability of materials ___ Availability of materials ___ Availability of materials
___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn
___ Group member’s Cooperation in ___ Group member’s Cooperation in ___ Group member’s Cooperation in ___ Group member’s Cooperation in
doing their tasks doing their tasks doing their tasks doing their tasks
F. What difficulties did I encounter which ___ Bullying among pupils ___ Bullying among pupils ___ Bullying among pupils ___ Bullying among pupils
my principal or supervisor can help me solve? ___ Pupil’s behavior/attitude ___ Pupil’s behavior/attitude ___ Pupil’s behavior/attitude ___ Pupil’s behavior/attitude
___ Colorful IMs ___ Colorful IMs ___ Colorful IMs ___ Colorful IMs
___ Unavailable Technology ___ Unavailable Technology ___ Unavailable Technology ___ Unavailable Technology
Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD)
___ Science/Computer/Internet Lab ___ Science/Computer/Internet Lab ___ Science/Computer/Internet Lab ___ Science/Computer/Internet Lab
___ Additional Clerical works ___ Additional Clerical works ___ Additional Clerical works ___ Additional Clerical works
___ Reading Readiness ___ Reading Readiness ___ Reading Readiness ___ Reading Readiness
___ Lack of interest of pupils ___ Lack of interest of pupils ___ Lack of interest of pupils ___ Lack of interest of pupils

G. What innovation or localized materials Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations:
did I use/discover which I wish to share with ___ Localized Videos ___ Localized Videos ___ Localized Videos ___ Localized Videos
other teachers? ___ Making use big books from views of ___ Making use big books from ___ Making use big books from ___ Making use big books from views
the locality views of the locality views of the locality of the locality
___ Recycling of plastics to be used as ___ Recycling of plastics to be used ___ Recycling of plastics to be used ___ Recycling of plastics to be used
instructional Materials as instructional Materials as instructional Materials as instructional Materials
___ Local poetical composition ___ Local poetical composition ___ Local poetical composition ___ Local poetical composition
___ Flashcards ___ Flashcards ___ Flashcards ___ Flashcards
___Pictures ___Pictures ___Pictures ___Pictures

JONAH M. MAGNO JONAH M. MAGNO JONAH M. MAGNO JONAH M. MAGNO

Prepared by:
TEACHER 1 TEACHER 1 TEACHER 1 TEACHER 1

Checked by: BENJIE G. ESPINA, Ph.D. BENJIE G. ESPINA, Ph.D. BENJIE G. ESPINA, Ph.D. BENJIE G. ESPINA, Ph.D.
Master Teacher I Master Teacher I Master Teacher I Master Teacher I
 School: TBOLI NATIONAL HIGH SCHOOL Grade: GRADE 8
GRADES 1 TO 12 Teacher: JONAH M. MAGNO Learning Areas: MATHEMATICS 8
DAILY LESSON LOG Teaching Dates and Quarter: 1st quarter
Time:
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
1. OBJECTIVES/LAYUNIN
A. Content Standards The learner demonstrates understanding of key concepts of factors of polynomials, rational algebraic expressions, linear equations and inequalities in two variables and linear functions.

B. Performance Objective 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 functions, and solve these problems accurately using a variety of strategies.

C. Learning Performs Operations on Rational Performs operations on Rational Performs operations on Rational Performs operations on Rational Performs operations on Rational
Competencies/Objectives Algebraic Expressions. Algebraic Expressions. Algebraic Expressions. Algebraic Expressions. Algebraic Expressions.
*Discuss on how to multiply Rational M8AL-Ic-d-1 M8AL-Ic-d-1 M8AL-Ic-d-1 M8AL-Ic-d-1
Algebraic Expressions. *Find the quotient of the given * Add or subtract the given rational
M8AL-Ic-d-1 rational algebraic expressions. algebraic expressions.
(Write the LC code for each) Patterns and Algebra Patterns and
Algebra Patterns and Algebra
Patterns and Algebra Patterns and
Algebra
II. CONTENT Operations on Rational Algebraic Operations on Rational Algebraic Operations on Rational Algebraic Operations on Rational Algebraic Operations on Rational Algebraic
(Subject Matter) Expressions Expressions Expressions Expressions Expressions
*Multiplication of Rational Algebraic *Dividing Rational Algebraic *Addition and Subtraction of *Addition and Subtraction of *Multiplication, Division ,
Expressions Expressions Rational Algebraic Expressions. Rational Algebraic Expressions. Addition, Subtraction of Rational
Algebraic Expressions.
III. LEARNING RESOURCES

A. References
1. Teachers Guide pages pp.
2. Learners Material Pages pp. 86- 89 pp. 90-92 pp. 93 –m97 pp. 97 –104 pp. 86-104
3. Textbook pages Elementary Algebra. 2000.p.8 Elementary Algebra. 2000.p.8 Elementary Algebra. 2000.p.8 Elementary Algebra. 2000.p.8 Elementary Algebra. 2000.p.8
BEAM II- Module 6: EASE II- Module BEAM II- Module 6: EASE II- BEAM II- Module 6: EASE II- BEAM II- Module 6: EASE II- BEAM II- Module 6: EASE II-
3 and Module 3 and Module 3 and Module 3 and Module 3 and
Module 4 Module 4 Module 4 Module 4 Module 4
4. Additional Materials from Video Clips Video Clips
LRMDS
B. Other Learning Resources Visual aids, strips, PowerPoint Visual aids, strips, PowerPoint Visual aids, PowerPoint PowerPoint, Strips, Visual Aids PowerPoint, Strips, Visual Aids
Presentation Presentation Presentation
IV. PROCEDURES
A. Reviewing previous lesson or Let the students recall the process on Presentation and discussion of Review the previous topic by means Orally answer the questions given of Let the students reiterate the
presenting the new lesson how to simplify simple fractions and Assignment as a sort of review. of a GAME. the previous discussions. concept of Operations on Rational
Rational Algebraic Expressions. Algebraic Expressions.

B. Establishing a purpose for the Think-Pair-Share Using the strips provided, let the Let somebody write dissimilar State the various techniques and
*Vocabulary Drill *Give simple fractions that the students identify the similar or fractions on the board. procedures on how to perform the
lesson *Let the students multiply simple students may divide dissimilar fractions. indicated operations,
Motivation fractions
C. Presenting examples/Instances Let the students arrange the strips Let the students explain how to Allow students to identify and put in Use a game to group our teachers.
of the new lesson unlocking of Present a Video Clip that will follow the steps on how to add/subtract similar fractions. an appropriate column the given
divide rational algebraic rational algebraic expressions.
difficulties expressions.
Unlocking of difficulties
D. Discussing new concepts and Activity 1 or Activity 2. LM pp. 86-87 Board Discussion. Activity 10 LM p.p. 93-94 Emphasize to students the Summarize the lesson for the
practicing new skills #1, Activity 7, LM p. 91-92 *Introduce the topic by giving clear denominator of the given expression week.
ideas on similar/dissimilar Rational that make an expressions dissimilar
Activity Algebraic Expressions. rational algebraic expressions.
E. Discussing new concepts and What are your basis in deciding whether What is the difference between Let the students give their ideas in What are the steps to follow in order In what particular topic did you
practicing new skills #2, you agree or disagree to a pair of multiplying and dividing rational adding/subtracting similar rational to make operations of rational find difficulty?
expressions given? algebraic expressions? algebraic expressions? algebraic expressions easy
Analysis specifically adding/subtraction
Rational Algebraic Expressions?
F. Developing mastery (leads to Activity 3: Picture Analysis LM p. 87 Oral Recitation. Is it difficult to add similar rational Relate Adding/Subtracting Rational
Formative Assessment) Let the students describe what they see What values you develop while algebraic expressions? Algebraic Expressions in real life
and observe in the picture. answering the activity? situation. MATH TRAIL
Abstraction
G. Finding practical application of Group Activity Make a slogan that will summarize Group Game Make a three stanza song that will Let each group give their insights
concepts and skills in daily living Let the students give illustrations in real the topic. *Let the students group their selves portray the importance of the lesson about the lesson.
life situation that demonstrates according to the similar physical in real life scenario.
Application/Valuing multiplication of Rational Algebraic ability/appearance they possesses.
Expressions.
H. Making generalizations and The teacher may facilitate in the Allow the students reiterate the Let the students give their Allow the students to reiterate all
abstactions about the lesson -Deepen the concept by giving generalization of the topic through concept of the discussion. generalizations to the lesson. the concepts discuss with
additional Examples. additional Board discussion. examples.
Generalization
I. Evaluating learning Group Activity: Group Quiz. Pen and Pare activity. Peer Tutoring. Result of MATH TRAIL
MOVING QUIZ (Quiz Bowl) Exercises: Answer Exercises p. 97
Exercises #’s93-94
M. Additional activities for Group Assignment. Make a concept Compose 3 stanzas of poem that How to add/subtract dissimilar Activity 12. Flow Chart. Make a concept web for the
application or remediation map that will illustrate the steps on how could express your experiences rational algebraic expressions. LM p. 97 Operations of Rational Algebraic
to multiply Rational Algebraic while learning the topic. Expressions.
Assignment Expressions.
REMARKS

REFLECTION

A. No. of learners who earned 80% in

the evaluation. ______ of Learners who earned 80% ______ of Learners who earned 80% ______ of Learners who earned 80% ______ of Learners who earned 80% ______ of Learners who earned
above above above above 80% above

B. No. of learners who require additional

activities for remediation who scored below 80% ______ of learners who require ______ of learners who require ______ of learners who require ______ of learners who require ______ of learners who require
additional activities for remediation additional activities for remediation additional activities for remediation additional activities for remediation additional activities for remediation
C. Did the remedial lessons work? No. of
learners who have caught up with the lesson ______ Yes _____No ______ Yes _____No ______ Yes _____No ______ Yes _____No ______ Yes _____No
______ of Learners who caught up the _____ of Learners who caught up the _____ of Learners who caught up the _____ of Learners who caught up the _____ of Learners who caught up
 lesson lesson lesson lesson the lesson
D. No. of Learners who continue to
require remediation. _______of learners who continue to _______of learners who continue to _______of learners who continue to _______of learners who continue to _______of learners who continue
require remediation require remediation require remediation require remediation to require remediation
E. Which of my teaching strategies Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well:
worked well? Why did these work? ___ Group collaboration ___ Group collaboration ___ Group collaboration ___ Group collaboration ___ Group collaboration
___ Games ___ Games ___ Games ___ Games ___ Games
___ Power Point presentation ___ Power Point presentation ___ Power Point presentation ___ Power Point presentation ___ Power Point presentation
___ Answering preliminary ___ Answering preliminary ___ Answering preliminary ___ Answering preliminary ___ Answering preliminary
activities/exercises activities/exercises activities/exercises activities/exercises activities/exercises
___ Discussion ___ Discussion ___ Discussion ___ Discussion ___ Discussion
___ Case Method ___ Case Method ___ Case Method ___ Case Method ___ Case Method
___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS)
___ Rereading of ___ Rereading of ___ Rereading of ___ Rereading of ___ Rereading of
Paragraphs/Poems/Stories Paragraphs/Poems/Stories Paragraphs/Poems/Stories Paragraphs/Poems/Stories Paragraphs/Poems/Stories
___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction
___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama
___ Discovery Method ___ Discovery Method ___ Discovery Method ___ Discovery Method ___ Discovery Method
___ Lecture Method ___ Lecture Method ___ Lecture Method ___ Lecture Method ___ Lecture Method
Why? Why? Why? Why? Why?
___ Complete IMS ___ Complete IMS ___ Complete IMS ___ Complete IMS ___ Complete IMS
___ Availability of materials ___ Availability of materials ___ Availability of materials ___ Availability of materials ___ Availability of materials
___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn
___ Group member’s Cooperation in ___ Group member’s Cooperation in ___ Group member’s Cooperation in ___ Group member’s Cooperation in ___ Group member’s Cooperation
doing their tasks doing their tasks doing their tasks doing their tasks in doing their tasks
F. What difficulties did I encounter which ___ Bullying among pupils ___ Bullying among pupils ___ Bullying among pupils ___ Bullying among pupils ___ Bullying among pupils
my principal or supervisor can help me solve? ___ Pupil’s behavior/attitude ___ Pupil’s behavior/attitude ___ Pupil’s behavior/attitude ___ Pupil’s behavior/attitude ___ Pupil’s behavior/attitude
___ Colorful IMs ___ Colorful IMs ___ Colorful IMs ___ Colorful IMs ___ Colorful IMs
___ Unavailable Technology ___ Unavailable Technology ___ Unavailable Technology ___ Unavailable Technology ___ Unavailable Technology
Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD)
___ Science/Computer/Internet Lab ___ Science/Computer/Internet Lab ___ Science/Computer/Internet Lab ___ Science/Computer/Internet Lab ___ Science/Computer/Internet
___ Additional Clerical works ___ Additional Clerical works ___ Additional Clerical works ___ Additional Clerical works Lab
___ Reading Readiness ___ Reading Readiness ___ Reading Readiness ___ Reading Readiness ___ Additional Clerical works
___ Lack of interest of pupils ___ Lack of interest of pupils ___ Lack of interest of pupils ___ Lack of interest of pupils ___ Reading Readiness
___ Lack of interest of pupils
G. What innovation or localized materials Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations:
did I use/discover which I wish to share with ___ Localized Videos ___ Localized Videos ___ Localized Videos ___ Localized Videos ___ Localized Videos
other teachers? ___ Making use big books from views of ___ Making use big books from ___ Making use big books from ___ Making use big books from views ___ Making use big books from
the locality views of the locality views of the locality of the locality views of the locality
___ Recycling of plastics to be used as ___ Recycling of plastics to be used ___ Recycling of plastics to be used ___ Recycling of plastics to be used ___ Recycling of plastics to be
instructional Materials as instructional Materials as instructional Materials as instructional Materials used as instructional Materials
___ Local poetical composition ___ Local poetical composition ___ Local poetical composition ___ Local poetical composition ___ Local poetical composition
___ Flashcards ___ Flashcards ___ Flashcards ___ Flashcards ___ Flashcards
___Pictures ___Pictures ___Pictures ___Pictures ___Pictures

JONAH M. MAGNO JONAH M. MAGNO JONAH M. MAGNO JONAH M. MAGNO JONAH M. MAGNO
Prepared by:
TEACHER 1 TEACHER 1 TEACHER 1 TEACHER 1 TEACHER 1

Checked by: BENJIE G. ESPINA, Ph.D. BENJIE G. ESPINA, Ph.D. BENJIE G. ESPINA, Ph.D. BENJIE G. ESPINA, Ph.D. BENJIE G. ESPINA,
Master Teacher I Master Teacher I Master Teacher I Master Teacher I Ph.D.
Master Teacher I