GRADE 8 School Mahongkog High School Grade Level 8

DAILY LESSON LOG Teacher Jonathan G. Canonigo Learning Area MATHEMATICS

Teaching Dates and Time August 12 -15, 2019 Quarter FIRST

Session 1 Session 2 Session 3 Session 4

I. OBJECTIVES
1. Content The learner demonstrates understanding of key concepts of factors of polynomials, rational algebraic expressions,
Standards linear equations and inequalities in two variables and linear functions.
The learner is able to formulate real-life problems involving factors of polynomials, rational algebraic expressions,
2. Performance
linear equations and inequalities in two variables, systems of linear equations and inequalities in two variables and
Standards
linear functions, and solve these problems accurately using a variety of strategies.
3. Learning The learner solves The learner solves The learner illustrates the The learner illustrates
Competencies / problems involving rational problems involving rectangular coordinate linear equations in two
Objectives algebraic expression. rational algebraic system and its uses. variables.
(M8AL-Id-2) expression. (M8AL-Ie-1) (M8AL-Ie-3)
(M8AL-Id-2)
a. Perform operations in a. Describe and illustrate a. Determine the solution of
solving word problem a. Perform operations in rectangular coordinate Linear Equation in two
involving Rational solving word problem system. variables
Expressions involving Rational b. Give the coordinates of a b. Illustrate linear equation
b. Analyze and solve word Expressions point on the plane and in two variables
problems involving b. Analyze and solve plot points on the c. Find pleasure in working
Rational Expressions. word problems Cartesian plane. with linear equation in
c. Appreciate the value involving Rational c. Appreciate the concept two variables.
and importance of Expressions. of rectangular coordinate
Rational Expression in c. Appreciate the value system in real-life
real life situation. and importance of situation.
Rational Expression in
real life situation.
Problems involving Problems involving
Rectangular Coordinate Linear Equations in Two
II. CONTENT Rational Algebraic Rational Algebraic
System and its Uses variables
Expression Expression
III. LEARNING
RESOURCES
A. References

1. Teacher’s Guide
138 – 154
pages
2. Learner’s Materials
106 - 108 106 - 108 119 - 136 119 - 120
pages
Alferez M., Alferez, M.,
MSA Intermediate MSA Intermediate
Algebra pages 159 Algebra pages 159 Crisostomo, R. et.al.
Sabangan, L. et.al.,
3. Textbook pages Our World of Math 8,
Math Time pages 39-42
Bernabe, J., Bernabe, J., pages 93 – 99
Intermediate Algebra Intermediate Algebra
pages 88-94 pages 88-94
4. Additional
Materials from
Learning Resource
(LR) portal
Laptop, projector, Visual Laptop, projector, Visual Laptop, Projector, visual Laptop, Projector, Visual
B. Other Learning aids, Grade 8 LCTG by aids, Grade 8 LCTG by aids, Grade 8 LCTG by aids, Grade 8 LCTG by
Resources DepEd Cavite DepEd Cavite DepEd Cavite DepEd Cavite
Mathematics, 2016 Mathematics, 2016 Mathematics, 2016 Mathematics, 2016
IV. PROCEDURES
Preliminaries: Preliminaries Preliminaries
Let’s travel!!! Pick a Pair
Can you cross your Check the ordered pair
A. Reviewing previous Two vehicles travelled arms? What happened that is a solution to the
lesson or presenting ( x +4 )kilometers. when you cross your given linear equation.
the new lesson The first vehicle travelled arms horizontally and
for ( x 2−16 ) hours while vertically? How do you 1. x− y =8
the second travelled for describe your arms? (9,1) (-9,1)
 ( x−4
2
) hours. Given the following grid, 2. 4 x−9 y=−3
can you complete its
(5,2) (2,5)
Complete the table label to illustrate the
below. parts and terms involve
in Rectangular 3. 2 x+ y =8
Coordinate System? (2,4) (-2,4)
(Answers are being jot
down on the board.) 4. x + y=6
(4,2) (-4,2)
From the box above, pick
the correct rational
expression to be placed 5. 7 x−2 y=10
on the spaces provided (0,-5) (5,0)
to make the equation
How did you compute true.
the speed of the two
vehicles? x+ 6 2 x +7
1. +¿
3 x −6 3 x−6

3 4
2. + =¿
x+7 x−8 ¿

x+3 y −1
3. ¿¿ − 3
= 3
6x y x

3 x 2 y 12 ax
4. 2 ab
∙¿
5y

x2 −4 x +4
5. ÷ x−2=¿ ¿
2 x−4
B. Establishing a Guide Questions: Guide Question: Developmental Activity: Questions:
purpose for the 1. Do you think rational
lesson How did you compute the expression can be 1. What do you call the two 1. How will you find the
speed of the two vehicles? applied in solving real intersecting number value of x?
What method did you word problems? How? lines? the point of 2. How will you find the
use to find the speed of intersection? value of y?
the two vehicles?
2. Into how many parts or
regions is the plane
divided? How do we call
these regions?

3. How can you describe a

quadrant? How are you
going to label/name these
quadrants?

4. How do you describe now

a Cartesian plane? How
about a point in the
Cartesian plane?

5. How is a point plotted in

the plane?

6. Are the coordinates

( 0, 2 ) and ( 2, 0 ) the
same? Why?

7. Can you plot these points

in the plane?

8. How do we call now the

first component of an
ordered pair? How about
the second component?
C. Presenting Think-Pair-Share Determine the solution of
examples/ instances linear equation in two
of the lesson Pancho and Bruce were variables.
asked to fill the tank with
water. Pancho can fill the 1. 5 x – y=−1
tank in x minutes alone,
while Bruce is slower by x 1 2
two minutes compared to y
Pancho.
2. 4 x+5 y =10
 What part of the job can
Pancho finish in one x 5 10
minute? y
 Illustrative Example 1
3. y=3 x +2
 What part of the job can
Alden and Maine were x 2 4
bruce finish in one
dusting the garage. In y
minute?
an hour, Alden dusted

 Pancho and Bruce can 4 Referring to the
finish filling the tank of the garage and illustration above, in what
x−5
together within y quadrant will you locate
minutes. the following points?
Maine dusted the
 remaining. How much 1. P ( 3, 4 )
 How will you represent portion of the garage did 2. R ( -2, -6)
algebraically, in simplest Maine dust in an hour? 3. A ( 1, -5 )
form, the job done by the 4. Y ( -4, 3 )
two if they worked Solution: 5. S ( 0, 5 )
together?
Alden dusted in an hour
4
One side of the triangle = x−5
is 2cm longer than the
second side. The third is Maine dusted in an hour
3/5 as long as the first 4
side. If the perimeter of = 1− x−5
D. Discussing new Solve the following 1. What is being asked in Analysis: In example no. 1, how
concepts and practicing problems. the given problems How do you describe will you determine the
new skills #1 above? the Cartesian value of x and y?
Pipe A can fill a tank in 2. What operation is to be Coordinate System?
40 minutes. Pipe B can used to solve the State the steps in In example no. 2, which
fill the tank in x minutes. problem? plotting of points. is easy to get, the value
What part of the tank is 3. Give the steps in adding of x or y?
filled if either of the pipes similar and dissimilar Is it possible that when
is opened in ten rational expression? you plot points, you In example no. 3, how
minutes? Multiplying rational became creative and will you determine the
expression? you are ready for future value of x and y?
orientation on how to
use resources wisely?
E. Discussing new Solve the following Solve the following Illustrate linear equations
concepts and practicing problems. problems. in two variables.
new skills #2
1. If Anna’s height in terms 1. Joshua can wash a car 1. y=4 x +1
of x is ()
7
3
cm and
in 3 hours if the works
alone while Caleb can do x -2 -1
Corazon’s height in the same job in 4 hours. y
How long will it take them
terms of x is ( 8
12 x−8 ) to wash the car if they
work together? Group the class into 5. 2. y=−2 x +6
cm. What is the Present five Cartesian
difference in their height? planes. In each plane, x 2 4
2. What number must be
added to both the give the coordinates of y
numerator and each point and arrange
14 the letters to form the
denominator of to magic word. From the
11
magic word, create an
make the result equal to
7 acrostic or use in a
? sentence and whoever
2
finished the work first will
get a prize.
3. If Anna’s height in
7
(
terms of x is 3 ) cm and
Corazon’s height in terms
8
of x is ( ) cm.
12 x−8

What is the difference in

their heights?
F. Developing mastery Solve the following Solve the following Determine the Illustrate linear equations
(Leads to Formative problems. problems. quadrant where the in two variables.
Assessment 3) following points are
1. Find two located. 1. y ¿ 5 x – 3
2. Mae took ( )
3
x+ 6
hours consecutive even
integers if one fourth of 1. M ( -4, 5 ) x 1 2
3. y
the smaller is equal to 2. L ( -3, 1 )
4. in reading wattpad story
one fifth of the larger 3. N ( -3, -6 )
in the morning and
one. 4. K ( -4, -1 )
continue reading ( )7
x−2
2. Bryan can paint the
room in five hours
5. R ( -2, -5 )
6. J ( 5, -1 )
5. while Andrei can do the 7. S ( 5, 3 ) 2. 3 x+ y=9
6. hours in the afternoon. same job in four hours 8. A ( 3, -2 )
How many hours did if both of them work 9. T ( 7, -2 ) x 1 3
Mae take to finish together, how long will 10. F ( 2, -4 ) y
reading a story for the it take them to finish it?
whole day?
G. Finding practical Solve the following Solve the following PLOTTING OF POINTS Illustrate linear equations in
applications of problem. problem. IN CARTESIAN PLANE two variables.
concepts and skills 1. Wally drives his
in daily living Kim can sew a scarf in 4 Hammer 260 kilometers Plot and label the 1. 2 x – 3 y =6
hrs. if she works alone. in the same time that following points. Then
Cheska finish the same Jose drives his BMW 290 connect each of them x 2 3
job 6 hrs. if they works kilometer. If Wally consecutively to form a y
together, how long will it averages 5 kms per figure.
take them to finish the hours faster than Jose,
job? Find their rates. 2. y=3 x +2

x 2 4
y
 Points
A(-7,7) F(7,3) K(-5,-9)
B(-5,9) G(7,-3 L(-7,-7)
C(0,9 H(7,-7) M(-7,-3)
D(5,9 I(5,-9 N(-7,3)
E(7,7 J(0,-9)

H. Making For word problems with For word problems with The rectangular The solution of a linear
generalizations and rational expression. rational expression. coordinate system is a equation Ax+By=C,
abstractions about two-dimensional system where a, b and c are
the lesson 1. Read through the 1. Read through the consists of two number constants are the set of
problem and set up a problem and set up a lines drawn ordered pair (x,y) that will
word equation — that is, word equation — that is, perpendicular to each satisfy the equation or
an equation that contains an equation that other on a plane. that will make the
words as well as contains words as well Another name for this equation true. To find the
numbers. as numbers. system is the Cartesian solution of a linear
2. 2. Plug in numbers in Coordinate System, equation in two variables,
3. Plug in numbers in place place of words wherever attributed to the French we usually express one
of words wherever possible to set up a mathematician and variable in terms of the
possible to set up a regular equation. philosopher Rene other variable
regular equation. 3. Solve the rational Descartes ( 1576-1650).
4. Solve the rational expression. The horizontal line is
expression. 4. Answer the the x-axis and the
5. question the problem vertical line is the y-axis.
6. Answer the question the asks. The point of intersection
problem asks. of the two coordinate
axes is called the origin
whose coordinates are
( 0, 0 ). The x and y axes
divide the plane into 4
quadrants named in
counterclockwise
direction starting at the
upper right. They are
Quadrant I, Quadrant II,
Quadrant III and
Quadrant IV.
Each point in the
plane corresponds to
exactly one ordered pair
( x, y ), where x is the
abscissa, which is the
directed distance of the
point from the y- axis,
while y is the ordinate,
which is the directed
distance of the point from
the x – axis.
Any point in Quadrant
I is to the right of the y-
axis and above the x-
axis, hence the
coordinates are both
positive, ( +, + ). Any
point in Quadrant II is to
the left of the y-axis and
above the x-axis, the
coordinates are ( -, + ).
Any point in Quadrant III
is to the left of yaxis and
below the x-axis, the
coordinates are ( -, - ).
Lastly, any point in
Quadrant IV, is to the
right of y-axis and below
the x-axis, the
coordinates are ( +, - ).
Any point on the x- axis
or on the y-axis is not in
any of the quadrants.
 The origin, usually
named by the letter O,
has coordinates ( 0, 0 ).

I. Evaluating learning Solve the following Solve the following Plot the following sets of Illustrate linear equations
problem. problem. points. Connect the points in two variables.
and determine the
Kevin wants to calculate 1. The denominator of geometric figure formed. 1. 3 x+ 4 y =15
the perimeter of her a fraction is 5 more than 1.
rectangular garden, the the numerator. If both the2. P ( -2, 3 ), Q ( 8, 3 ),
length of rectangular numerator and 3. R ( 6, -2 ) S ( -4, -2 )
garden in terms of x is denominator of the 4. F ( -4, 4 ), O ( 4, 4 ),
x+2 fraction are increase by 5. U ( 4, -4 ), R ( -4, -4 ) x 1 2
, and the width is
y 2, the resulting fraction 6. S ( -3, 2 ), C ( 0, 3 ), y
x−2 equal 1/3 . Find the 7. O ( 3, 2 ), R ( 3, -2 ),
. fraction. 8. E ( -3, -2 )
y 2. y=5 x +3
x -1 1
y
 J. Additional activities Follow up: Follow up: In Santiago, General 1. Follow Up
for application or Trias, Cavite, the Gen. Illustrate linear
remediation Solve the following. Solve the following. Trias Dairy Raisers Multi- equations in two
Purpose Cooperative was variables
Alex can do a piece of Alex can do a piece of located where dairy
work in 6 days. When work in 6 days. When she products are being made. a. y=5 x +3
she and Toni work and Toni work together, it These are kesong puti,
together, it takes only 4 takes only 4 day. How fresh carabao’s milk,choco x -1 1
day. How long will it take long will it take Toni to do milk, strawberry milk, and b. y
Toni to do the work if she the work if she works pastillas de leche. These y=−2 x +4
works alone? alone? products are arranged in
freezer with their own
x 1 2
Study: Look for the designation so that the
meaning of the following: seller will be able to locate y
1. Cartesian plane the products easily. Using
2. x - axis the figure that follows, the 2. How will you illustrate
3. y – axis seller can determine the the slope of a line?
4. function location of each dairy 3. Give an example of
product. Can you also illustration of slope of
determine the location of a line.
the dairy products?

V. REMARKS
VI. REFLECTION
1. No.of learners who
earned 80% on the
formative assessment
2. No.of learners who
require additional
activities for
remediation.
3. Did the remedial
lessons work? No.of
learners who have
caught up with the
lesson.
4. No.of learners who
continue to require
remediation
5. Which of my teaching
strategies worked
well? Why did these
work?
6. What difficulties did I
encounter which my
principal or
supervisor can help
me solve?
7. What innovation or
localized materials
did I use/discover
which I wish to share
with other teachers?