School SBCA Grade Level: GRADE 8

Teacher: MR. SALVADOR S. EMNIL Learning Areas: MATHEMATICS

DAILY LESSON LOG
Teaching Dates and Time: JUNE 18-22, 2018 Quarter: FIRST

Monday Tuesday Wednesday Thursday Friday

I. OBJECTIVES: At the end of the period, students should be At the end of the lesson, students At the end of the lesson, students should be able to
 Well-informed and understood the school policies and should be able to:
guidelines Apply the laws involving
 Familiar of the classroom procedures and routines, positive integral exponents to
classroom rules, and expectations. zero and negative integral
exponents.
II. CONTENT Students’ orientation Lesson 1 : Zero and Negative
Exponents
A. Learning E-Math, Work text in Math 9 by Orlando A. Orense and Marilyn O. Mendoza
Resources
B. Learning Chart
Materials
III. PROCEDURE
A. Drill Assess students’ prior knowledge
using the pre-test below.
Simplify and express the
following in terms of positive
integral exponents.
1. x-4/x-7 2. 4a2b/2a-3b-2
3. (x +1)0 4. 15x-5y0/-3x3y--2z0
5. (2c-3/d)(4d4/6c-3)(5dc)0
B. Review Review the rules involving
positive integral exponents.
C. Motivation Using Exploration on page 2,
guide the students in making
conjectures involving negative
and zero exponents
D. Presentation of Conduct a discussion on zero and
the Lesson negative exponents. See
Extension on pp. 4-5.
1. illustrate expressions with rational exponents
2. simplify expressions with rational exponents
3. Write expressions with rational exponents as radicals and vice
versa.
Lesson 2: Rational Exponents
Calculator, internet on-line activity, video
Assess students’ prior Check assignment. Do a quick
knowledge using Exploration check response of the on-line
on p. 10. activity
CARD 1: 4 – Understand fully
CARD 2: 3 – Demonstrate an
understanding
CARD 3: 2 – Minimal
understanding
CARD 4: 1 – No understanding
Review the rules involving
positive integral exponents.
Discuss the definition of rational Extend the discussion on rational
exponents. See Extension on p. exponents of the form m/n
11.
Demonstrate to class how to For remediation, watch with
simplify expression with rational students a video on fractional
exponents of the form 1/n. exponent;
https://www.khanacademy.org/ma
th/algebra/exponent-
equations/fractional-exponents-
tut/v/basic-fractional-exponents
 E. Analysis/Activity Using examples, demonstrate to
class how these rules work in
simplifying expressions with zero
and negative integral exponents.
In pairs, ask students to do Try It
1and 2.
F. Generalization . In general, we have this rule:
1. Any number, excluding zero,
with an exponent of zero is equal
to one. In symbols, x0 = 1, where
x≠0
2. x-n = 1/xn and xn = 1/xn, where
x≠0 and n is a counting number.
G. Application
I. EVALUATION As for enrichment, ask the
students to do Practice and
Application V on p.7.
II. ASSIGNMENT For individual work, ask students
to answer Practice and
Application on pp.6-8..
III. REFLECTION
A. No. of learners earned
In small groups, ask the students As for enrichment, ask the
to do Try It 1 on p. 11 students to an on-line quiz.
https://www.khanacademy.org/ma
th/algebra/exponent-
equations/fractional-exponents-
tut/e/manipulating-fractional-
exponents
As a rule, to write equivalent
exponential expression of a
radical expression, write the
radicand as the base of the
exponential expression. The
reciprocal of the index becomes
the exponent.
Ask the students to do Try It 3
and 4 on p. 13.
For skill building, administer a As a concluding activity, conduct a
Do-Now activity using spin of 3-2-1 activity
Vocabulary and Concepts and Identify…
Practice and Application I on p. 3 important concepts that interest
16. you;
2 questions that you want to ask;
1 idea that you need clarification.
For individual work, ask students
Ask students to do an on-line to answer Practice and
activity on fractional activity Application II-VI on pp.17-18..
https://www.khanacademy.org/
math/algebra/exponent-
equations/fractional-exponents-
tut/e/understanding-fractional-
exponents
print the result of your activity
for checking.
80% in the evaluation
B. No. of learners who
required additional
activities for remediation
who scored below 80%
 School SBCA Grade Level: GRADE 8
Teacher: MR. SALVADOR S. EMNIL Learning Areas: MATHEMATICS
DAILY LESSON LOG
Teaching Dates and JULY 2-6, 2018
Quarter: FIRST
Time: Two Times Per Week

Monday Tuesday Wednesday Thursday Friday

I. OBJECTIVES: Multiply polynomials. Solve problems Uses models and algebraic methods to find the product of two binomials Divide polynomials
involving algebraic expressions

II. CONTENT Product of Monomials
B.Learning Materials
III. PROCEDURE
C. Introduction 1. Identify the context of the lesson in
the unit.
2. Present to class lesson objectives.
3. review the product rule of exponents
4. assess students’ prior knowledge
using the Frayer Model
Rules
Product with monomials
Examples
F. Presentation of the 1. Model to class multiplication of
Lesson monomials.
2. Demonstrate to class the application
of the laws of exponents related to
product in multiplying monomials.
3. In pairs, ask students to perform Try
It 2-5 on pp 12-14.
4. Use Thumbs Up/Sideways/Down to
Product of Two or More Polynomials
1. Administer a review exercises on
multiplying monomials and
polynomials.
.2. Ask the students to answer a 5-
item pre-test to check their prior
knowledge on multiplying two or
more polynomials.
Pre-test
Multiply.
1.(x – 2)(3x + 4) 2. (x–3)(x+2)(x-1)
3. (2x + 1)(x2- 3x + 4)
4. (x + y)(x2 – xy + y2)
5. (x + 2y + 1)(x + 2y + 1)
1. Model to class multiplication of
two or more polynomials using
algebraic tiles.
2. Demonstrate to class how to
multiply two or more polynomials
using FOIL method or by using
distributive property.
3. In small groups, ask the students
1. Identify the context of the
lesson in the unit.
2. Present to class lesson
objectives.
3. ask the students to answer
exercises from Practice and
Application on pages 25-26
Formative Test (Quiz)
Division by Monomials
1. Identify the context of the
lesson in the unit.
2. Present to class lesson
objectives.
3. Review laws of exponents
for quotients.
4. Assess students’ prior
knowledge on dividing a
polynomial by a monomial
using the pre-test below.
Pre-Test: Simplify
1. 2x6/12x2
2. -8x6/-12x10
3. 54a3b2 + 24a2b – 3ab/ 3ab
4. -9c2- 27c – 3/ 3
5. X6/5x3(15x/3x)
1. Demonstrate how to
divide a polynomial by a
monomial. Help students
visualize the application of
the rules for division.
2. Conduct guided practice
using Try It on page 29-31.
3. Using a spin off everyone
Division of Polynomial
by Another Polynomial
1. Identify the context of
the lesson in the unit.
2. Present to class lesson
objectives.
3. Review division of a
polynomial by a
monomial.
4. Assess students’ prior
knowledge on dividing a
polynomial by another
polynomial using the pre-
test below.
Pre-Test: Simplify
1. (2x3 + 7x2 + 10x + 8)
/(x +2)
2. (x2 + 8x + 15)/(x + 5)
3. (x3 – 2x2 + x + 6)/(x –
2)
4. 6x3 + 4xy2+3y2+13x2y
/ (2x + 3y)
1. discuss how to divide a
polynomial by another
polynomial using the
example presented on
page 36
2. Tell students that they
can check the correctness
of their answer using
 check students understanding of the
lesson.
5. discuss illustrative examples
involving multiplication of monomial
and a polynomial
6. For individual work, ask the
students to answer Try It 6-8 on pp 14-
15.
7. For reinforcement ask the students
to answer exercises from Practice and
Application pp 16-18.
IV. EVALUATION
to perform Try It on pp 22-23.
4. Discuss sample word problems as
seen on example 5.
5. Conduct a quick check using
Thumbs Up/Sideways/Down to
check students understanding of the
lesson.
As concluding activity, conduct
a spin of 3-2-1 activity
Identify…
3 important concepts that interest
you;
2 questions that you want to ask;
1 idea that you need
clarification.
is a teacher here activity, ask
students to collaborate with
each other in answering
Practice and Application
I,II,and IV.
Process students’ output and
learning experiences.
Ask the students to submit
an Exit Slip.
I learned…
I am unsure about……
division algorithm.
3. Conduct guide
discussion illustrative
examples.
4. Using example 2,
discuss application of the
lesson in geometry. Then
ask students to work in
pairs in answering Try It
on page 41
Conduct a spin off Ticket
to Leave activity.
What are the things
that you will share
with your parents
about dividing
polynomials?

V. ASSIGNMENT For assignment, ask students to answer As assignment asks students to .

Vocabulary and Concepts on page 8
and Writing on page 9.
watch instructional videos related to
the topic. (sample site:
http://www.khanacademy.org/math/
algebra/multiplying-factoring-
expression/multiplying_polynomials
/v/multiplying-polynomials)
I. OBJECTIVES: At the end of the lesson, students should be able to:
1. define directed angle, angles in standard position, coterminal angles
2. illustrate an angle in standard position at the different quadrants in the Cartesian coordinate system
3. illustrate coterminal angles and obtain values of angles coterminal to given angle.
4. define quadrantal angles and give examples
II. CONTENT Patterns and Algebra Patterns and Algebra

C. Learning Basic Trigonometry for Secondary Basic Trigonometry for Secondary

Resources Schools Schools
D. Learning protractor Library books or the internet
Materials
III. PROCEDURE
H. Drill Start by drawing a circle in a
Cartesian coordinate system with
center at the origin, and moving
the radius counterclockwise. Then
you are able to visualize what
happens to the ordinate and
 abscissa for the angles in 1st, 2nd,
3rd, and 4th quadrant.

I. Review
J. Motivation Start the lesson with an illustration of an Explain the position of the
angle in a standard position. Explain the terminal side determine the
terminal side and initial side quadrant the angle lies.
K. Presentation of Define and illustrate coterminal angles. Discuss the important reasons why
the Lesson Teach them that any angle in the standard some ratios are positive while
position is determined by the quadrant others are negative or undefined.
where the terminal side lies
L. Analysis/Activity Answer Exercise 1. 5 page 26
M. Generalization
N. Application
VI. EVALUATION Use Exercise 1.6 on page 29 as a
quiz to measure how much they
have learned about the topic.
VII. ASSIGNMENT Let them distinguish between quadrantal .
angles and reference angles.
VIII. REFLECTION
A. No. of learners earned
80% in the evaluation
B. No. of learners who
required additional
activities for remediation
who scored below 80%