GRADE 8 School OMNHS Grade Level 8

DAILY LESSON LOG Teacher NANCY A. INFANTADO Learning Area Mathematics

Teaching Dates and Time October 10-14,2022 Quarter FIRST

DAY 1 DAY 2 DAY 3 DAY 4

I. OBJECTIVES 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 Standard The learner demonstrates understanding of key concepts of 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.
B. Performance Standard 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 Competency/ Objectives Objectives Objectives Objectives
Objectives M8AL-Ic-d-1 M8AL-Ic-d-1 M8AL-Ie-1 M8AL-Ie-3
At the end of the session, 1. Add and subtract dissimilar a. Describe and illustrate
learners will be able to: rational algebraic expressions. rectangular coordinate a. Determine the solution of
1.Divide rational algebraic M8AL-Id-2 system. Linear Equation in two
expressions. 2.Solve problems involving b. Give the coordinates of a variables
2. Add and subtract similar rational algebraic expressions. point on the plane and plot b. Illustrate linear equation
rational algebraic expressions. points on the Cartesian in two variables
plane.

1. 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.
RATIONAL ALGEBRAIC EXPRESSIONS AND ALGEBRAIC EXPRESSIONS WITH INTEGRAL EXPONENTS
Division of Rational Addition/Subtraction of dissimilar Rectangular Coordinate System Linear Equations in Two
Addition/Subtraction of RAE and its Uses variables
similar RAE Solving Problems Involving
Rational Algebraic
Expressions
2. LEARNING
RESOURCES
A. References Mathematics 8 Mathematics 8 Mathematics 8 Mathematics 8

1
Jski.dv
 1.Teacher’s Guide pages
2.Learner’s Materials pages 91 - 98 93 - 98 119 - 136 119 - 120
3.Textbook pages
4.Additional Materials from
Learning Resource
(LR)portal
B. Other Learning Resource Grade 8 Mathematics (P&P) (Patterns & Practicalities) E-Math (Worktext in Mathematics)
By Gladys C. Nivera, Ph.D. by Orlando A. Oronce & Marilyn O. Mendoza
Page 77 - 113 pages 130 - 176
3. 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: Review: Given the following grid, Check the ordered pair
presenting the new lesson Perform the indicated Perform operations on the can you complete its label that is a solution to the
operations on the following following fractions. to illustrate the parts and given linear equation.
fractions and simplify if 5 9 terms involve in
1) +
possible. 4 5 Rectangular Coordinate 1. x− y =8
1 3 System? (Answers are (9,1) (-9,1)
1) ÷ 1 5
2 4 2) + being jot down on the
3 13 board.) 2. 4 x−9 y=−3
8 6
2) ÷ 3 9 (5,2) (2,5)
14 7 3) +
4 8
5 9 3. 2 x+ y=8
3) + 5 5 (2,4) (-2,4)
4 4 4) −
7 8
10 5 4. x + y=6
4) + A racehorse can run 540
13 13 (4,2) (-4,2)
meters in 30 seconds. At this
10 5 rate, how long will it take the
5) − 5. 7 x−2 y=10
17 17 horse to run a distance of 9
kilometers? (0,-5) (5,0)
9 2
6) − Answer:
11 11 It will take the horse 500 sec
or 8 1/3 minutes to run a
distance of 9 kilometers.

2
Jski.dv
B. Establishing a purpose for the To learn and understand key To learn and understand key Questions:
lesson concepts on dividing RAE and concepts on 1. How do you describe now a
adding /subtracting similar addition/subtraction. To Cartesian plane? How about 1. How will you find the
RAE relate the operations on a point in the Cartesian value of x?
rational expressions to real-life plane? 2. How will you find the
problems.dissimilar RAE. value of y?
2.
C. Presenting examples/Instances Discuss Illustrative Examples Discuss the following Determine the solution of
of the new lesson Activity 7, LM p 91 illustrative examples. linear equation in two
“Dividing Rational Activity 11, variables.
Algebraic Expressions “Adding or Subtracting 1. 5 x – y=−1
1. Procedure In Dividing RAE Dissimilar Rational Algebraic
Discuss the following Expressions” x 1 2
illustrative examples. LM p.95-96 y
Activity 10 Discuss Referring to the illustration
“Adding or Subtracting Activity 18, LM p.106 above, in what quadrant will
Similar Rational Algebraic “Word Problem” x 5 10
you locate the following
Expressions” y
points?
LM p.93-94 2. 4 x+5 y =10
1. P ( 3, 4 )
2. R ( -2, -6) x 2 4
3. A ( 1, -5 ) y
4. Y ( -4, 3 ) 3. y=3 x +2
5. S ( 0, 5 )

D. Discussing new concepts and By Pair LM page 97 Analysis: In example no. 1, how
practicing new skills # 1 Work on the given exercises Perform the indicated How do you describe the will you determine the
Finding quotient of RAE on operation. Express your Cartesian Coordinate value of x and y?
page 92, LM answers in simplest form. System?
Exercises: Solving State the steps in plotting In example no. 2, which
LM page 94 Number Problems of points. is easy to get, the value of
Perform the indicated If a certain number is added x or y?
operation. Express your to the product of 8 and the Is it possible that when you
answers in simplest form. reciprocal of 3 more than that plot points, you became In example no. 3, how
number, the result is 6. Find creative and you are ready for will you determine the
the number. Possible future orientation on how to value of x and y?
solutions are 5 and -2. use resources wisely?

3
Jski.dv
E. Discussing new concepts and Work on activity 8 Examine and analyze what is Present Cartesian Coordinate Illustrate linear equations
practicing new skills # 2 “Missing Dimension” wrong with the solution. with points. in two variables.
LM page 92 3x 2 3 x−2 1. y=4 x +1
− =
1 x−5 5−x x−5
Explain how to change
x−5 x -2 -1
4 Work on activity 13 “What is y
and into similar rational
5−x Wrong With
expressions. Me?” LM p.98-99 2. y=−2 x +6
Discuss additional problems x 2 4
on work, distance and others. y

F. Developing mastery Find each quotient. Simplify Perform the indicated Determine the quadrant Illustrate linear equations
(leads to Formative Assessment ) the result. operations and simplify. where the following in two variables.
2
4g 8g points are located.
1) 2
÷ a 6 1. y ¿ 5 x – 3
6 h 12 gh 1) +
a−6 6−a 1. M ( -4, 5 )
4 m−2n 2 m−n x 1 2
2) ÷ 7 1 2. L ( -3, 1 )
8 12 2) − y
3. N ( -3, -6 )
m−6 m
2n 4 4. K ( -4, -1 )
3) + Show your complete solutions 5. R ( -2, -5 ) 2. 3 x+ y=9
n+2 n+ 2
and check your answer. 6. J ( 5, -1 )
7 2+ n 1. A 5-foot tall woman 7. S ( 5, 3 ) x 1 3
4) − y
5−n 5−n casts a shadow of 6 feet. At 8. A ( 3, -2 )
the same time, a tree casts a 9. T ( 7, -2 )
shadow of 30 feet. How tall 10. F ( 2, -4 )
is the tree?

G. Finding practical application Cite real-life situations that In their respective groups pose PLOTTING OF POINTS Illustrate linear equations in
of concepts and skills in daily illustrates quotient of a real life problem related to IN CARTESIAN PLANE two variables.
living expressions. sum/difference of unlike Plot and label the following 1. 2 x – 3 y=6
Give as many examples of fractions. points. Then connect each
problems in real life that of them consecutively to
illustrates sum/difference of form a figure. x 2 3
things that have a common y
characteristics. 2. y=3 x +2

x 2 4
y

4
Jski.dv
 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 generalizations and How did you divide rational How did you find for the The rectangular coordinate The solution of a linear
abstractions about the lesson expressions? sum/difference of dissimilar system is a two-dimensional equation Ax+By=C,
How did you find for the rational expression? system consists of two number where a, b and c are
sum/difference of similar How did you solve problems lines drawn perpendicular to constants are the set of
rational expression? related to rational algebraic each other on a plane. ordered pair (x,y) that will
expression? satisfy the equation or that
Steps in solving problems will make the equation
1. Understand the problem. true. To find the solution
2. Write the equation and of a linear equation in two
solve. variables, we usually
Check express one variable in
terms of the other variable

I. Evaluating learning Perform the indicated Perform the indicated Plot the following sets of Illustrate linear equations
operations. operations and simplify. points. Connect the points and in two variables.
2
12 a 4 a
2
5 15 determine the geometric
1) ÷ 1) −
2
18 h 3 h 2e 4e
2 figure formed. 1. 3 x+ 4 y =15
1.
24 k 12 k 11 9 2. P ( -2, 3 ), Q ( 8, 3 ),
2) ÷ 2) +
2
5 m 15 m
3 3f 5 f2 3. R ( 6, -2 ) S ( -4, -2 )
5x 10 Solve and check. 4. F ( -4, 4 ), O ( 4, 4 ), x 1 2
3) + A homeowner estimates that5. U ( 4, -4 ), R ( -4, -4 ) y
x+2 x+2
it will take him 12 days to 6. S ( -3, 2 ), C ( 0, 3 ),
roof his house. A professional 7. O ( 3, 2 ), R ( 3, -2 ),
2
4x 4 x−3 2. y=5 x +3
4) − E ( -3, -2 )
2 x−3 2 x−3 roofer estimates that he could x -1 1
roof the house in 4 days. How y
long will it take if the
homeowner helps the roofer?

5
Jski.dv
J. Additional activities for Translate into a quotient of Assignment: In Santiago, General 1. Follow Up
application or remediation rational expressions, when Solve this problem. Show your Trias, Cavite, the Gen. Trias Illustrate linear
necessary. complete solutions and check Dairy Raisers Multi-Purpose equations in two
1.The quotient of (x2 – 9x + your answer. Cooperative was located variables
20)- 1 and thrice the The speed of a cargo where dairy products are
multiplicative inverse of x2 – train is 14 kph slower than being made. These are kesong a. y=5 x +3
16. the passenger train. If the puti, fresh carabao’s
2.Find the perimeter of the passenger train travels 120 milk,choco milk, strawberry x -1 1
figures. km in the time it takes the milk, and pastillas de leche. a. y
cargo train to travel 99 km, These products are arranged y=−2 x +4
find the speed of each train. in freezer with their own
designation so that the seller x 1 2
will be able to locate the y
products easily. Using the
figure that follows, the seller 2. How will you
can determine the location of illustrate the slope of
each dairy product. Can you a line?
also determine the location of 3. Give an example of
the dairy products? illustration of slope
of a line.

4. REMARKS
5. 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%
6
Jski.dv
 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?

Prepared by: Checked by:

NANCY A. INFANTADO MARIA JOSSELL A. LOGMAO

MT-II OIC – Mathematics Department

7
Jski.dv
 8
Jski.dv