Grade 8 School: LAWAAN NATIONAL HIGH SCHOOL Grade Level

Teacher: MARILYN A. BATUCAN Learning Area

DAILY LESSON LOG Teaching Dates and Time: June 4- 8, 2018 ( 1:00-2:00 ) Quarter
MONDAY TUESDAY WEDNESDAY THURSDAY
I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of the key concepts of factoring polynomials.

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

M8AL-Ia-b-1 . Factors completely M8AL-Ia-b-1 . Factors completely M8AL-Ia-b-1 . Factors completely M8AL-Ia-b-1 . Factors completely
C. Learning Competencies different types of polynomials with different types of polynomials with different types of polynomials with different types of polynomials by with
common monomial factor common monomial factor difference of two square. perfect square trinomial

Factoring by Greatest Common Factoring by Greatest Common Factoring Difference of Two Factoring Perfect Square
II. CONTENT
Monomial Factor (GCMF) Monomial Factor (GCMF) Squares Trinomial
III. LEARNING RESOURCES
A. References
1. Teacher's Guide pages TG, Module 1, pp. 32 - 33 TG, Module 1, pp. 32 - 33 TG, Module 1, pp. 34 - 35 TG, Module 1, pp. 39

2. Learner's Materials pages
3. Textbook pages
4. Additional Materials from Learning
Resource (LR) portal
B. Other Learning Resources
IV. PROCEDURE
A. Reviewing previous lesson or presenting
the new lesson
LM, Module 1, pp. 30 - 31 LM, Module 1, pp. 30 - 31 LM, Module 1, pp. 32 - 33 LM, Module 1, pp. 37
None None None None
Look for additional materials at LR portals
Grade 8 Mathematics Patterns and
Practicalities, p. 45
Review the steps in finding the
Review the previous lesson. Review about perfect squares Identify perfect square trinomial
greatest common factor

Cite a situation about a perfect square

B. Establishing a purpose for the lesson
C. Presenting examples/instances of the new Perform Activity 4, "Finding Common",
lesson
D. Discussing the concepts and practicing
new skills 1
E. Discussing new concepts and practicing
new skills 2
Ask the student what they expect to
learn about factoring.
Give another set of examples
LM, p. 30
Give illustrative examples about
factoring by greatest common
monomial factor
Discuss the steps in factoring
polynomials by GCMF
Ask the student what they expect to and let the student to think if a
Let the student think on to find the
learn on how to factor a difference of polynonial is a perfect square trinonial
factor of a polynomial
two terms and let them to realize if it is
factorable
Perform Activity 5, "Investigation In Perform Activity 5, "Perfect Hunt", LM,
The Classroom", LM, p. 32 p. 37
Explain briefly the answers of the
Perform Activity 6, "Investigation In Let the student answer the question
given examples
Paper Folding", LM, p. 32 about Perfect Hunt.
Give illustrative examples about Give illustrative examples about
1. Presentation of the day’s target
factoring difference of two squares factoring perfect square trinomial
objective
2. Setting of standards during the test

F. Developing mastery (leads to formative
assessment)
G. Finding practical applications of concepts Ask the students to cite situations in
and skills in daily living
Grade 8 Mathematics Patterns and
Practicalities, Comprehension Check,
p. 45
real life involving factoring
1. Presentation of the day’s target
objective
2. Setting of standards during the test
Discuss the steps in factoring Discuss the steps in factoring perfect
difference of two squares square trinomial
3.Giving of directions/ instructions
Ask the students to cite situations in Ask the students to cite situations in
4. Raising of questions and
real life involving factoring real life involving factoring
clarifications

H. Making generalizations and abstractions How to find the factor of a polynomial When can you factor expressions When can you say that the given
How to factor polynomials by GCMF?
about the lesson with common monomial factor? using difference of two squares? expression is a PST?

I. Evaluating learning Give the prepared evaluation. Give the prepared test. Give the prepared evaluation. Give the prepared evaluation.

J. Additional activities for application or

None None None None
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
1. No. of learners who earned 80% in the evaluation
level during formative assessment level during formative assessment level during formative assessment level during formative assessment

2. No. of learners who require additional activities for

__ students need remediation. __ students need remediation. __ students need remediation. __ students need remediation.
remediation who score below 80%
3. Did the remedial lessons work? No. of learners who have __ 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
caught up with the lesson lesson lesson lesson lesson

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

5. Which of my teaching strategies worked well? Why did

these work?
6. What difficulties did I encounter which my principal or
superior can help me solve?

7. What innovation or localized materials did I use/discover

which I wish to share with other teachers
 Grade 8 School: LAWAAN NATIONAL HIGH SCHOOL Grade Level
Teacher: MARILYN A. BATUCAN Learning Area
DAILY LESSON LOG Teaching Dates and Time: JUNE 11 - 15 ( 1:00-2:00) Quarter
MONDAY TUESDAY WEDNESDAY THURSDAY
I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of the key concepts of factoring polynomials.

B. Performance Standard
C. Learning Competencies
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher's Guide pages
2. Learner's Materials pages
3. Textbook pages
4. Additional Materials from Learning
Resource (LR) portal
B. Other Learning Resources
IV. PROCEDURE
The learner is able to formulate real-life problems involving factoring polynomials and solves these with utmost accuracy using a variety of strategies.
M8AL-Ia-b-1 . Factors completely M8AL-Ia-b-1 . Factors completely
M8AL-Ia-b-1 . Factors completely M8AL-Ia-b-1 . Factors completely
different types of polynomials with different types of polynomials with
different types of polynomials different types of polynomials
sum and difference of two cubes sum and difference of two cubes
Factoring Sum and Diffference of Factoring Sum and Diffference of
Factoring Trinomials where a = 1 Factoring Trinomials where a = 1
Two Cubes Two Cubes
pp. 37-38 pp. 37 pp. 41 pp. 43
pp. 36 pp. 35 pp.39 pp.41
Elementary Algebra I. 2000. pp. 200- Elementary Algebra I. 2000. pp. 200-
211* 211*
http://lrmds.deped.gov.ph/detail/1851 http://lrmds.deped.gov.ph/detail/1851 http://lrmds.deped.gov.ph/detail/1851 http://lrmds.deped.gov.ph/detail/1851

Let the students perform an activity in

A. Reviewing previous lesson or presenting Let the students recall a number and Students recite the perfect cube of a
finding factors of a number and the Answer Activity in finding the factors
the new lesson expression with perfect cube number
sum of the factors

Ask the studenst what they expect to

Let the tudents answer the exercise Ask the students what they expect to
B. Establishing a purpose for the lesson learn in factoring the sum and Answer question in LM page 43
in finding the cuberoot learn in factoring general trinomial.
difference of two cubes.

Students find a two number whose

C. Presenting examples/instances of the new Let the students give a polynomial Discuss at least 2 examples of finding
Give and discuss more examples sum is the middle term and whose
lesson that is a perfect cube the factors
product is the last term of the trinomial

D. Discussing the concepts and practicing
new skills 1
E. Discussing new concepts and practicing
new skills 2
Give an example on how to find the
factor on sum and difference of two
cubes
Let the students answer the other
examples
Let the students rethink on how to
factor sum and difference of two
cubes
Discuss and let the students answer
the exercises
Discuss on how to determine the two
Explain answer in page 43
factors of a number
Discuss on how to find the factor of a Discuss the concept in findings the
general form of a trinomial factors of a general trinomial
 F. Developing mastery (leads to formative Perform Exercises on finding the Ask the students how to factor a
Students do the exercises Students answer the exercises given
assessment) factors polynomial

G. Finding practical applications of concepts Cite an application of factoring in real Let the students cite a situation which Cite a certain real application of Let the student cite a situation
and skills in daily living life situation factoring is applied factoring involving factoring

H. Making generalizations and abstractions How to factor the sum and difference How to find the factor of sum and How to find the factors of different
How to find the factors of a trinomial
about the lesson of two cube? difference of two cubes type of polynomial?

Students answers the exercises in Given 5 polynomials let the students

I. Evaluating learning Students answer the 10-item test Let the students answer the exersises
LM pp. 37 find the factors and explain

J. Additional activities for application or

Memorizing perfect cube numbers None None Give additional exercises for practice
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
1. No. of learners who earned 80% in the evaluation
level during formative assessment level during formative assessment level during formative assessment level during formative assessment

2. No. of learners who require additional activities for

__ students need remediation. __ students need remediation. __ students need remediation. __ students need remediation.
remediation who score below 80%
3. Did the remedial lessons work? No. of learners who have __ 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
caught up with the lesson lesson lesson lesson lesson

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

5. Which of my teaching strategies worked well? Why did

these work?
6. What difficulties did I encounter which my principal or
superior can help me solve?

7. What innovation or localized materials did I use/discover

which I wish to share with other teachers
 Grade 8 School: LAWAAN NATIONAL HIGH SCHOOL Grade Level
Teacher: MARILYN A. BATUCAN Learning Area
DAILY LESSON LOG Teaching Dates and Time: JUNE 18 - 22 ( 1:00-2:00) Quarter
MONDAY TUESDAY WEDNESDAY THURSDAY
I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of the key concepts of factoring polynomials.
B. Performance Standard The learner is able to formulate real-life problems involving factoring polynomials and solves these with utmost accuracy using a variety of strategies.

M8AL-Ia-b-1 . Factors completely M8AL-Ib-2. Solves problems involving M8AL-Ib-2. Solves problems involving M8AL-Ib-2. Solves problems involving
C. Learning Competencies
different types of polynomials factors of polynomials factors of polynomials factors of polynomials

Factoring Trinomials where a > 1/ Solving Word Problems Involving Solving Word Problems Involving Solving Word Problems Involving
II. CONTENT
Factoring by Grouping Factoring Polynomials Factoring Polynomials Factoring Polynomials
III. LEARNING RESOURCES
A. References
1. Teacher's Guide pages pp. 44-45, 47-48 pp. 53 pp. 53
2. Learner's Materials pages pp. 45 pp. 53 pp 53-54
Elementary Algebra I. 2000. pp. 200-
3. Textbook pages
211*
4. Additional Materials from Learning
Look for additional materials at LR portals
Resource (LR) portal

B. Other Learning Resources Grade 8- Mathematics Patterns and

Practicalities pp. 49
IV. PROCEDURE
A. Reviewing previous lesson or presenting Recall the step in factoring trinomials Recall the step in solving word Recall the step in solving word
Ask on how to solve a word problem
the new lesson in a form of ax2 +bx +c problem problem

Let the students feel the importance of

B. Establishing a purpose for the lesson
Answer the activity in LM pp 45
Student think the importance of the
concept on factoring to solve word
problem
Student feel the importance of the
the concept on factoring to solve
concept on factoring to solve word
word problem by performing the
problem
GRASPS

C. Presenting examples/instances of the new Discuss at least 2 examples of finding Perform the Activity 25 " I Bring My Let the studentts perform the activiy in
Present the word problem
lesson the factors Trash" in Lm pp. 53 26 Packaging Activity in Lm ppp. 53
 D. Discussing the concepts and practicing Let the student explain on how to Ask the student the guide question Ask the student the concept to be use Ask the student the concept to be use
new skills 1 obtain the factor of a trinomials base on the problem in solving the problem in solving the problem

Ask the students the to solve the Give the directions to the students
E. Discussing new concepts and practicing Let the student explain the process on
Discuss the concept of factoring problem applying the concept of how to solve the problem applying the
new skills 2 finding the dimension of the rectangle.
factoring concept of factoring
F. Developing mastery (leads to formative Let the student to solve another Let the students solve atleast 2 word Explain the studentsthe rubric in
Findinfg the factor of general trinomial
assessment) problem applying factoring. problems involving factoring performing the activity

G. Finding practical applications of concepts Let the student cite a situation Let the students cite a problem as Let the students cite a problem as Let the students cite a problem as
and skills in daily living involving factoring application in real life situation?" application in real life situation?" application in real life situation?"

H. Making generalizations and abstractions How to determine the factors of the Explain on how to solve a word What are the step in solving a word Explain on how to solve a word
about the lesson sum and difference of two cube? problem? problem? problem?
Let the students give a mathematical
Given 5 items exercises let the Let the students anwer one ( 1) word Let the students anwer atleast two reason on how the concept of
I. Evaluating learning
students determine factors problem ( 2) word problems factoring appplied in performing the
activity
J. Additional activities for application or
Factogon None None None
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
1. No. of learners who earned 80% in the evaluation
level during formative assessment level during formative assessment level during formative assessment level during formative assessment

2. No. of learners who require additional activities for

__ students need remediation. __ students need remediation. __ students need remediation. __ students need remediation.
remediation who score below 80%
3. Did the remedial lessons work? No. of learners who have __ 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
caught up with the lesson lesson lesson lesson lesson

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

5. Which of my teaching strategies worked well? Why did

these work?
6. What difficulties did I encounter which my principal or
superior can help me solve?

7. What innovation or localized materials did I use/discover

which I wish to share with other teachers
 Grade 8 School: LAWAAN NATIONAL HIGH SCHOOL Grade Level
Teacher: MARILYN A. BATUCAN Learning Area
DAILY LESSON LOG Teaching Dates and Time: JUNE 25 - 29 ( 1:00-2:00) Quarter
MONDAY TUESDAY WEDNESDAY THURSDAY
I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of the key concepts of factoring polynomials.

B. Performance Standard The learner is able to formulate real-life problems involving factoring polynomials and solves these with utmost accuracy using a variety of strategies.
M8AL-Ic-1 . Illustrates rational M8AL-Ic-2. Simplifies rational M8AL-Ic-d-1 . Performs operations on M8AL-Ic-d-1 . Performs operations on
C. Learning Competencies
algebraic expressions algebraic expressions rational algebraic expressions rational algebraic expressions
Illustrating Rational Algebraic Simplifying Rational Algebraic Multilpliying Rational Algebraic Multilpliying Rational Algebraic
II. CONTENT
Expressions Expressions Expression Expression
III. LEARNING RESOURCES
A. References
1. Teacher's Guide pages pp. 78-80 pp. 87-88 pp. 96-97 pp. 96-97
2. Learner's Materials pages pp. 66-69 pp. 77-78 pp. 88-89 pp. 88-89
3. Textbook pages
4. Additional Materials from Learning
Look for additional materials at LR portals
Resource (LR) portal
Grade 8 Mathematics Patterns and Grade 8 Mathematics Patterns and Grade 8 Mathematics Pattern and
B. Other Learning Resources
Practicalities pp. 69 Practicalities pp. 75-76 Practicalities pp. 65
IV. PROCEDURE

A. Reviewing previous lesson or presenting Perform Activity 16. Connect to my Recall the step on simplifying rational Perform the activity in multiplying
Perform the Activity in LM pp. 66
the new lesson Equivalent in LM pp. 77 algebraic expression fraction

Let the student think if the concept in Let the student think that the propduct
Let the students master the
Let the students answer the question reducing lowest terms can be applied of two rational expression is the the
B. Establishing a purpose for the lesson multication table and its purpose of
in LM pp. 67 in simplying rational algebraic product of the numerators divided by
mastering it.
expression the product of the denominators

Give example and discuss on how to Let the students express the
C. Presenting examples/instances of the new Let the students answer the activity in Give an example in reducing fraction
simplifying Rational Algebraic numerators and denominators into
lesson LM pp. 67 using cancellation
expression prime factors. LM pp. 87

Let the student explain on how to Let the students multiply rational Give and example and finding the
D. Discussing the concepts and practicing
Perform the Activity in LM pp. 68 simplify each rational algebraic algebraic expression using the laws of simplest form applying the laws of
new skills 1
axpression exponents. Lm pp. 88 exponents
 Let the students apply the factoring Let the students multiply each rational
E. Discussing new concepts and practicing Simplify each rational algebraic
Perform the Activity in LM pp. 69 techniques in multiplying rational expression then express in simplest
new skills 2 expression
algebraic expression. LM. Pp. 89 form.

F. Developing mastery (leads to formative Let the students simply each Answer the exercises no. 1-2 in LM Let the students multiply each rational
Let the students answer the exercises
assessment) expression to simplest form. pp. 89 algebraic expression

G. Finding practical applications of concepts Cite an application of rational Cite real- life problems especially rate
None None
and skills in daily living algebraic expression related problems

What is the difference of between

H. Making generalizations and abstractions rational algebraic expresssion from Explain on how to solve a word What are the steps on how to multiply How to multiply rational algebraic
about the lesson the other expression base on the problem? rational algebraic expression? expression?
example/s

Let the student identify which of the Answer the exercises in Grade 8
Simplify each rational algebraic Give the product of each rational
I. Evaluating learning following is a ratuiional algebraic Mathematics practical Patterns in pp.
expression algebraic expression
expression 75-76
Answer the exercises in Grade 8
J. Additional activities for application or Assignment in Grade 8 Mathematics
NONE Mathematics practical Patterns in pp. None
remediation practical Patterns in pp. 69
76
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
1. No. of learners who earned 80% in the evaluation
level during formative assessment level during formative assessment level during formative assessment level during formative assessment

2. No. of learners who require additional activities for

__ students need remediation. __ students need remediation. __ students need remediation. __ students need remediation.
remediation who score below 80%
3. Did the remedial lessons work? No. of learners who have __ 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
caught up with the lesson lesson lesson lesson lesson

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

5. Which of my teaching strategies worked well? Why did

these work?
6. What difficulties did I encounter which my principal or
superior can help me solve?

7. What innovation or localized materials did I use/discover

which I wish to share with other teachers
 Grade 8 School: LAWAAN NATIONAL HIGH SCHOOL Grade Level
Teacher: MARILYN A. BATUCAN Learning Area
DAILY LESSON LOG Teaching Dates and Time: JULY 02 - 06 ( 1:00-2:00) Quarter
MONDAY TUESDAY WEDNESDAY THURSDAY
I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of key concepts and principles of rational algebraic expressions and algebraic expressions with integral exponents.
The learner is able to formulate real – life problems involving rational algebraic expressions and algebraic expressions with integral exponents and solves these with utm
B. Performance Standard
variety of strategies.

M8AL-Ic-d-1 . Performs operations on M8AL-Ic-d-1 . Performs operations on M8AL-Ic-d-1 . Performs operations on M8AL-Id-2. Solves problems involving
C. Learning Competencies
rational algebraic expressions rational algebraic expressions rational algebraic expressions rational algebraic expressions

Adding and Subtracting Similar Adding and Subtracting Dissimilar Adding and Subtracting Dissimilar Application on Rational Algebraic
II. CONTENT
Rational Algebraic Expressions Rational Algebraic Expressions Rational Algebraic Expressions Expression

III. LEARNING RESOURCES

A. References
1. Teacher's Guide pages pp 101-102 pp. 101-103 pp. 104-106 pp. 112
2. Learner's Materials pages pp 93-94 pp. 95-96 pp. 97-99 pp. 106
3. Textbook pages
4. Additional Materials from Learning http://lrmds.deped.gov.ph/search?
Look for additional materials at LR portals
Resource (LR) portal filter=&search_param=all&query=855

B. Other Learning Resources Grade 8 Mathematics Patterns and

Practicalities pp. 85-86
IV. PROCEDURE

Give examples and recall on adding
A. Reviewing previous lesson or presenting
subtracting fraction with like
the new lesson
denominators
Give examples and recall on adding
Recall how to add and subtract Let the student perform the activity
subtracting fraction with unlike
dissimilar fraction 18 " Word Problem " in LM pp. 106
denominators

Ask the students on how to add Perform Activity " Flow Chart"| in LM Defining of terms word and phrase on
B. Establishing a purpose for the lesson Activity in Finding the LCD
fraction with like denominators pp. 97 the problem

Give example and discuss on how to

C. Presenting examples/instances of the new Give example of rational expression
lesson having the same denominators then
add
Ask the students on how to add
D. Discussing the concepts and practicing
rational algebraic expression with
new skills 1
similar denominators
Perform Activity " Flow Chart"| in LM Let the student determine the concept
add or subtract Rational Algebraic
pp. 97 use in solving the problem
expression
Let the students add or subtract Give example and discuss on how to
Ask the student the guide question
rational algebraic expression using add or subtract dissimilar rational
base on the problem
the laws of exponents. LM pp. 95 algebraic expression
 Let the students add or subtract Explain the students on how to
E. Discussing new concepts and practicing Perform the activity " Whats wrong
Give another example then explain rational algebraic expression using answer the question following the
new skills 2 with " in LM pp 98 ( only 1)
the laws of exponents. LM pp. 96 Learne, Affirmed and Challenge

Let the students find the sum or Let the student answer the question
F. Developing mastery (leads to formative Let the students answer at least two Perform the activity " Whats wrong
difference of a rational algebraic in activity 20 " Presentation" in LM pp.
assessment) (2) exercises in LM pp. 94 with " in LM pp 98 ( only 1)
expression 107
Ask the student to think a particular
G. Finding practical applications of concepts situation involving ading an Cite real- life problem s especially rate Cite real- life problem s especially rate Let the students cite a problem as
and skills in daily living subtarcting rational algebraic related problems related problems application in real life situation
expression
What is your realization on how to How to find the sum or difference of a Hhow to find the sum or difference of
H. Making generalizations and abstractions Explain on how to solve a word
add ratioal algebraic expression with rational algebraic expression with a rational algebraic expression with
about the lesson problem?
similar denominators unlike denominators unlike denominators
Answer the exercises in Grade 8
Perform the activity " Whats wrong Let the students anwer the word
I. Evaluating learning Perform exercise in LM pp. 94 Mathematics practical Patterns in pp.
with " in LM pp 98 ( only 1) problem
86
J. Additional activities for application or
None None
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
1. No. of learners who earned 80% in the evaluation
level during formative assessment level during formative assessment level during formative assessment level during formative assessment

2. No. of learners who require additional activities for

__ students need remediation. __ students need remediation. __ students need remediation. __ students need remediation.
remediation who score below 80%
3. Did the remedial lessons work? No. of learners who have __ 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
caught up with the lesson lesson lesson lesson lesson

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

5. Which of my teaching strategies worked well? Why did

these work?
6. What difficulties did I encounter which my principal or
superior can help me solve?

7. What innovation or localized materials did I use/discover

which I wish to share with other teachers
 Grade 8 School: PANTUKAN NATIONAL HIGH SCHOOL Grade Level
Teacher: DINDO D. RETIZA Learning Area
DAILY LESSON LOG Teaching Dates and Time: JULY 09 - 13 ( 7:30 - 8:30) Quarter
MONDAY TUESDAY WEDNESDAY THURSDAY
I. OBJECTIVES

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

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

M8AL-Ie-1. Illustrates rectangular M8AL-Ie-3. Illustrates linear equations M8AL-Ie-4. Illustrates the slope of a M8AL-Ie-5. Finds the slope of a line
C. Learning Competencies
coordinate system and its uses in two variables. line given two points, equation, and graph

Rectangular coordinate system and its Finding slope of a line given two
II. CONTENT Linear equations in two variables. Finding slope of a line given a graph
uses points
III. LEARNING RESOURCES
A. References
1. Teacher's Guide pages pp. 141 - 154 pp. 196 - 197 pp. 198 - 201 pp. 198 - 201
2. Learner's Materials pages pp. 122 - 136 pp. 181 - 182 pp. 183 - 186 pp. 183 - 186
Grade 8 Mathematics Patterns and Grade 8 Mathematics Patterns and Grade 8 Mathematics Patterns and
3. Textbook pages
Practicalities, pp. 136 - 196 Practicalities, pp. 158 - 169 Practicalities, pp. 158 - 169
4. Additional Materials from Learning
Look for additional materials at LR portals
Resource (LR) portal
IV. PROCEDURE
1. Reviewing previous lesson or presenting Illustrate the cartesian coordinate Present some examples of different Recall the steps in finding the slope
Give illustrative examples about slope
the new lesson plane. kinds of equations given a graph
Present the formula in finding the
Perform Act. 4, "Locate Your Ask the students about their slope given two points with the use of
2. Establishing a purpose for the lesson Start with formula m = rise/run
Classmate", LM, p. 124 observations about the equations process questions through oral
questioning
3. Presenting examples/instances of the new Perform Act. 5, "Meet Me At Thirdy's Give some examples of linear Present some graphs of linear
Give illustrative examples
lesson Residence" , LM, p. 125 equations in two variables equations
Perform Act. 6, "Human Rectangular
4. Discussing the concepts and practicing Discuss linear equations in two Discuss the steps in finding the slope Discuss the steps in finding the slope
Coordinate System", LM, pp. 125 -
new skills 1 variables given a graph given two points
126
Perform Act. 7, "Parts of the Building"
5. Discussing new concepts and practicing Give examples of equations that are
& Act. 8, "Objects' Position", LM, pp. Perform Exercise 6, LM, pp. 184 - 185 Perform Exercise 6, LM, pp. 184 - 185
new skills 2 not linear
126 - 128
 Give examples of equations and let Comprehension Check, Grade 8 Comprehension Check, Grade 8
6. Developing mastery (leads to formative Perform Exercises 3, 4, 5, LM, pp.
the students identify linear equations Mathematics Patterns and Mathematics Patterns and
assessment) 129 - 131
in two variables Practicalities, pp. 165 - 166, 168 Practicalities, p. 166
7. Finding practical applications of concepts How can the rectangular coordinate Cite examples in real life that appear Cite examples in real life that involves Cite examples in real life that involves
and skills in daily living system be used in real life to be linearly related rate of change rate of change

8. Making generalizations and abstractions How do you locate points on the How to identify linear eqautions in two How to find the slope of a line given a How to find the slope of a line given
about the lesson cartesian plane? variables? graph two points

Perform Act. 10, "Spotting Erroneous

9. Evaluating learning Give the prepared test. Give the prepared test. Give the prepared test.
Coordinates", LM, p. 133
Perform Act. 11, "Coordinart", LM, p.
10. Additional activities for application or
134; Act. 13, "Coordinart Making", LM, None None None
remediation
pp. 135 - 136
V. REMARKS
VI. REFLECTION

_ out of _ students belong to 80% mastery level _ out of _ students belong to 80% mastery level _ out of _ students belong to 80% mastery level _ out of _ students belong to 80% mastery level
1. No. of learners who earned 80% in the evaluation
during formative assessment during formative assessment during formative assessment during formative assessment

2. No. of learners who require additional activities for

_ students need remediation _ students need remediation _ students need remediation _ students need remediation
remediation who score below 80%
3. Did the remedial lessons work? No. of learners who have _ out of _ students have caught up with the _ out of _ students have caught up with the _ out of _ students have caught up with the _ out of _ students have caught up with the
caught up with the lesson lesson lesson lesson lesson

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

5. Which of my teaching strategies worked well? Why did

these work?
6. What difficulties did I encounter which my principal or
superior can help me solve?
7. What innovation or localized materials did I use/discover
which I wish to share with other teachers
 Grade 8 School: PANTUKAN NATIONAL HIGH SCHOOL Grade Level
Teacher: DINDO D. RETIZA Learning Area
DAILY LESSON LOG Teaching Dates and Time: JULY 16 - 20 ( 7:30 - 8:30) Quarter
MONDAY TUESDAY WEDNESDAY THURSDAY
I. OBJECTIVES

A. Content Standards The learner demonstrates understanding of key concepts of linear equations.

B. Performance Standard The learner is able to graph linear equations in two variables.

M8AL-If-2. Graphs a linear equation M8AL-If-2. Graphs a linear equation

M8AL-If-1. Writes the linear equation M8AL-If-1. Writes the linear equation given (a) any two points; (b) the x – given (a) any two points; (b) the x –
C. Learning Competencies ax + by = c in the form y = mx + b and ax + by = c in the form y = mx + b and and y – intercepts; (c) slope & y- and y – intercepts; (c) slope & y-
vice versa vice versa intercept; (d) slope and a point on the intercept; (d) slope and a point on the
line line
Writing linear equation ax + by = c in Writing linear equation y = mx + b in Graphs a linear equation given (a) any Graphs a linear equation given (b) the
II. CONTENT
the form y = mx + b the form two points x - and y - intercepts
III. LEARNING RESOURCES
A. References
1. Teacher's Guide pages pp. 197 - 198 pp. 197 - 198 p. 202 pp. 202 - 203
2. Learner's Materials pages pp. 182 - 183 pp. 182 - 183 p. 187 pp. 187 - 188
3. Textbook pages
4. Additional Materials from Learning
Look for additional materials at LR portals
Resource (LR) portal
IV. PROCEDURE
Ask the students to give an example
1. Reviewing previous lesson or presenting Review about the slope-intercept Ask the students to give exmaples of
of linear equations in the form y = mx Define x - and y - intercepts
the new lesson form. linear equations in two variables
+ b.
Discuss the steps on how to rewrite Discuss the steps on how to rewrite
Ask the students to give any two Ask the students to give examples of
2. Establishing a purpose for the lesson linear equations into the form y = mx + linear equations into the form ax + by
values for x linear equations in two variables
b =c
3. Presenting examples/instances of the new Perform Exercise 5, #'s 1 - 5, LM, p. Perform Exercise 4, #'s 1 - 5, LM, p. Let the students solve for the x -
Let the students solve the values of y
lesson 183 184 intercept

4. Discussing the concepts and practicing Let the students solve for the y -
Discuss Exercise 5, #'s 1 - 5 Discuss Exercise 4, #'s 1 - 5 Let the students plot the points
new skills 1 intercept
 5. Discussing new concepts and practicing Ask the students to give an example Ask the students to give an example Discuss the steps in graphing linear Plot the x - and y - intercepts on the
new skills 2 and let them discuss their answer and let them discuss their answer equations given any two points plane

6. Developing mastery (leads to formative Perform Exercise 5, #'s 6 - 10, LM, p. Perform Exercise 4, #'s 6 - 10, LM, p.
Perform Exercise 8, LM, p. 187 Perform Exercise 9, LM, p. 203
assessment) 183 183

7. Finding practical applications of concepts

None None None None
and skills in daily living
How to graph linear equations in two
8. Making generalizations and abstractions How to rewrite linear equations ax + How to rewrite linear equations y=mx How to graph linear equations in two
variables given the x - a nd y -
about the lesson by = c into the form y =mx + b? + b into the form ax + by =c? variables given any two points
intercepts

9. Evaluating learning Give the prepared test. Give the prepared test. Give the prepared test. Give the prepared test.

10. Additional activities for application or

None None None None
remediation
V. REMARKS
VI. REFLECTION

_ out of _ students belong to 80% mastery level _ out of _ students belong to 80% mastery level _ out of _ students belong to 80% mastery level _ out of _ students belong to 80% mastery level
1. No. of learners who earned 80% in the evaluation
during formative assessment during formative assessment during formative assessment during formative assessment

2. No. of learners who require additional activities for

_ students need remediation _ students need remediation _ students need remediation _ students need remediation
remediation who score below 80%
3. Did the remedial lessons work? No. of learners who have _ out of _ students have caught up with the _ out of _ students have caught up with the _ out of _ students have caught up with the _ out of _ students have caught up with the
caught up with the lesson lesson lesson lesson lesson

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

5. Which of my teaching strategies worked well? Why did

these work?
6. What difficulties did I encounter which my principal or
superior can help me solve?
7. What innovation or localized materials did I use/discover
which I wish to share with other teachers
 Grade 8 School: PANTUKAN NATIONAL HIGH SCHOOL Grade Level
Teacher: DINDO D. RETIZA Learning Area
DAILY LESSON LOG Teaching Dates and Time: JULY 23 - 27 ( 7:30 - 8:30) Quarter
MONDAY TUESDAY WEDNESDAY THURSDAY
I. OBJECTIVES

A. Content Standards The learner demonstrates understanding of key concepts of linear equations.

B. Performance Standard The learner is able to find the equation of the line.

M8AL-If-2. Graphs a linear equation

M8AL-Ig-1. Finds the equation of a M8AL-Ig-1. Finds the equation of a
given (a) any two points; (b) the x – M8AL-If-3. Describes the graph of a
line given (a) two points; (b) the slope line given (a) two points; (b) the slope
C. Learning Competencies and y – intercepts; (c) slope & y- linear equation in terms of its
and a point; (c) the slope and its and a point; (c) the slope and its
intercept; (d) slope and a point on the intercepts and slope
intercepts intercepts
line
Graphs a linear equation given (d) the Finding equation of a line given (a) Finding equation of a line given (b) the
II. CONTENT Determines the trend of the line
slope and a point on the line two points slope and a point
III. LEARNING RESOURCES
A. References
1. Teacher's Guide pages pp. 204 - 205 p. 201 pp. 209 - 210 p. 209
2. Learner's Materials pages pp. 189 - 190 p. 186 pp. 194 - 195 p. 193
3. Textbook pages
4. Additional Materials from Learning
Look for additional materials at LR portals
Resource (LR) portal
IV. PROCEDURE
1. Reviewing previous lesson or presenting Ask the students to give examples of Ask the students to give examples of Ask the students to give examples of Ask the students to give examples of
the new lesson linear equations in two variables linear equations in two variables any two points values of slope and a point

Let the students rewrite the equation Let the students rewrite the equation
2. Establishing a purpose for the lesson Discuss the two - point form Discuss the point - slope form
in slope-intercept form in slope-intercept form

3. Presenting examples/instances of the new Let the students identify the values of Let the students identify the values of
Give illustrative examples Give illustrative examples
lesson the slope the slope

Discuss the steps on how to find the

4. Discussing the concepts and practicing Ask the students to give any values Discuss the trend of the line whenever Discuss the steps on how to find the
equation of the line given the slope
new skills 1 for x and then solve for the value of y the slope is negative equation of the line given two points
and a point
 Discuss how to graph linear equations
5. Discussing new concepts and practicing Discuss the trend of the line whenever Perform the Activity, #'s 16 - 20, p. Give another set of examples and
in two variables given the slope and a
new skills 2 the slope is positive 178 discuss each
point
6. Developing mastery (leads to formative Perform Exercise 12, #'s 1 - 5, LM, p.
Perform Exercise 11, LM, p. 190 Give the prepared evaluation. Perform Exercise 13, #s 1 - 5, p. 195
assessment) 194
7. Finding practical applications of concepts
None None None None
and skills in daily living

8. Making generalizations and abstractions How to graph linear equations in two How does the sign of the slope affect How to find the equation of the line How to find the equation of the line
about the lesson variables given the slope and a point? the graph of the line? given two points? given the slope and a point?

9. Evaluating learning Give the prepared test. Give the prepared test. Give the prepared test. Give the prepared test.
10. Additional activities for application or
None None None None
remediation

V. REMARKS
VI. REFLECTION

_ out of _ students belong to 80% mastery level _ out of _ students belong to 80% mastery level _ out of _ students belong to 80% mastery level _ out of _ students belong to 80% mastery level
1. No. of learners who earned 80% in the evaluation
during formative assessment during formative assessment during formative assessment during formative assessment

2. No. of learners who require additional activities for

_ students need remediation _ students need remediation _ students need remediation _ students need remediation
remediation who score below 80%
3. Did the remedial lessons work? No. of learners who have _ out of _ students have caught up with the _ out of _ students have caught up with the _ out of _ students have caught up with the _ out of _ students have caught up with the
caught up with the lesson lesson lesson lesson lesson

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

5. Which of my teaching strategies worked well? Why did

these work?
6. What difficulties did I encounter which my principal or
superior can help me solve?
7. What innovation or localized materials did I use/discover
which I wish to share with other teachers
 Grade 8 School: PANTUKAN NATIONAL HIGH SCHOOL Grade Level
Teacher: DINDO D. RETIZA Learning Area
DAILY LESSON LOG Teaching Dates and Time: JULY 30 - AUG. 03 ( 7:30 - 8:30) Quarter
MONDAY TUESDAY WEDNESDAY THURSDAY
I. OBJECTIVES
The learner demonstrates understanding of key co
A. Content Standards The learner demonstrates understanding of key concepts of linear equations.
equations.
The learner is able to formulate real-life problems involving linear equations and solve these with utmost accuracy
B. Performance Standard Identifies systems of linear inequalities in two varia
using variety of strategies.

M8AL-Ig-2. Solves problems involving M8AL-Ig-2. Solves problems involving M8AL-Ih-1. Illustrates a system of M8AL-Ih-2. Graphs a system of linear
C. Learning Competencies
linear equations in two variables linear equations in two variables linear equations in two variables equations in two variables

Word Problems Involving Linear Word Problems Involving Linear Systems of Equations in Two Graphing Systems of Equations in
II. CONTENT
Equations in two variables Equations in two variables Variables Two Variables
III. LEARNING RESOURCES
A. References
1. Teacher's Guide pages pp. 211 - 213 pp. 211 - 213 p. 289 pp. 267 - 293

2. Learner's Materials pages
3. Textbook pages
4. Additional Materials from Learning
Resource (LR) portal
IV. PROCEDURE
1. Reviewing previous lesson or presenting
the new lesson
2. Establishing a purpose for the lesson
pp. 197 - 199 pp. 197 - 199 p. 256 pp. 253 - 270
Math Practicalities & Patterns, pp. 182 Math Practicalities & Patterns, pp. 182
- 190 - 190
Look for additional materials at LR portals
Reviewthe steps in solving word
Explore, Math Patterns & Ask students to give two examples of Ask the students to give pairs of linear
problems involving linear inequalities
Practicalities, p. 182 linear equations in two variables equations in two variables.
in two variables
Perform Activity 9, "German Perform Activity 18, "Riding a Taxi", Let the students graph the two Let the students graph some pairs of
Shepherd", LM, p. 198 LM, p. 197 equations in one cartesian plane. linear equations in one plane.

3. Presenting examples/instances of the new Discuss Activity 9, "German Discuss Activity 18, "Riding a Taxi", Let the students give some Ask the students about their
lesson Shepherd", LM, p. 198 LM, p. 197 observations about the graph. observations on the graph.

Discuss some strategies on how to

4. Discussing the concepts and practicing Discuss Example 1, Math Patterns & Discuss the graph ofa system of linear
solve word problem involving linear Discuss the graph.
new skills 1 Practicalities, pp. 183 - 184 equations in two variables.
inequalities in two variables.
 5. Discussing new concepts and practicing Give some examples and discuss Discuss Example 2, Math Patterns & Discuss about systems of linear Give some examples and discuss
new skills 2 each. Practicalities, pp. 184 - 185 equations in two variables. each.
Aswer, Problem Solving, #'s 6 - 9,
6. Developing mastery (leads to formative
Perform Activity 20, #1, LM, p. 199 Math Patterns & Practicalities, pp. 187 Give the prepared evaluation. Give the prepared evaluation.
assessment)
- 188
Ask the students to formulate word Ask the students to formulate word
7. Finding practical applications of concepts
problems in real life involving linear problems in real life involving linear None None
and skills in daily living
equations in two variables equations in two variables

8. Making generalizations and abstractions How to solve word problems involving How to solve word problems involving How to identify systems of linear How to graph systems of linear
about the lesson linar equation in two variables? linar equation in two variables? equations in two variables equations in two variables?

Perform Activity 20, #s 2 - 3, LM, p.

9. Evaluating learning Give the prepared test. Give the prepared test. Give the prepared test.
199

10. Additional activities for application or

None None None None
remediation

V. REMARKS
VI. REFLECTION

_ out of _ students belong to 80% mastery level _ out of _ students belong to 80% mastery level _ out of _ students belong to 80% mastery level _ out of _ students belong to 80% mastery level
1. No. of learners who earned 80% in the evaluation
during formative assessment during formative assessment during formative assessment during formative assessment

2. No. of learners who require additional activities for

_ students need remediation _ students need remediation _ students need remediation _ students need remediation
remediation who score below 80%
3. Did the remedial lessons work? No. of learners who have _ out of _ students have caught up with the _ out of _ students have caught up with the _ out of _ students have caught up with the _ out of _ students have caught up with the
caught up with the lesson lesson lesson lesson lesson

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

5. Which of my teaching strategies worked well? Why did

these work?
6. What difficulties did I encounter which my principal or
superior can help me solve?
7. What innovation or localized materials did I use/discover
which I wish to share with other teachers
 Grade 8 School: PANTUKAN NATIONAL HIGH SCHOOL Grade Level
Teacher: DINDO D. RETIZA Learning Area
DAILY LESSON LOG Teaching Dates and Time: AUG. 06 - 10 ( 7:30 - 8:30) Quarter
MONDAY TUESDAY WEDNESDAY THURSDAY
I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of key concepts of systems of linear equations in two variables.

B. Performance Standard The learner is able to formulate real-life problems involving systems of linear equations in two variables and solve these with utmost accuracy using variety of strategies.

M8AL-Ih-3. Categorizes when a given
system of linear equations in two
C. Learning Competencies
variables has graphs that are parallel,
intersecting, and coinciding
M8AL-Ii-j-1. solves a system of linear M8AL-Ii-j-1. solves a system of linear M8AL-Ii-j-1. solves a system of linear
equations in two variables by (a) equations in two variables by (a) equations in two variables by (a)
graphing; (b) substitution; (c) graphing; (b) substitution; (c) graphing; (b) substitution; (c)
elimination elimination elimination

Systems of Equations in Two Solving systems of linear equations in Solving systems of linear equations in Solving systems of linear equations in
II. CONTENT
Variables two variables by (a) graphing two variables by (b) substitution two variables by (c) elimination

III. LEARNING RESOURCES

A. References
1. Teacher's Guide pages pp. 267 - 293 pp. 300 - 313 pp. 300 - 313 pp. 300 - 313

2. Learner's Materials pages pp. 253 - 270 pp. 271 - 284 pp. 271 - 284 pp. 271 - 284

3. Textbook pages
4. Additional Materials from Learning
Look for additional materials at LR portals
Resource (LR) portal
IV. PROCEDURE
1. Reviewing previous lesson or presenting Ask the students to give pairs of linear Ask the students to give pairs of linear Perform Activity 3, #'s 1 - 5, "If I Were
Review about additive inverse
the new lesson equations in two variables. equations in two variables. You", p. 271
Let the students find the slopes and
Let the students graph some pairs of Let the students explain their answers Perform Activity 8, #'s 1 - 5, "Eliminate
2. Establishing a purpose for the lesson the y - intercepts of the graphs of
linear equations in one plane. in Activty 3 Me!", LM, p. 280
some pairs of linear equations.
Let the students graph each pair of Let the students describe the graph
3. Presenting examples/instances of the new Perform Activity 7, #'s 1 - 5, Perform Activity 9, #'s 1 -5, "Eliminate
linear equations in one palne using whether it's parallel, coinciding, or
lesson "Substitute Then Solve", LM, p. 280 The Solve", LM, p. 281
the slope and y - intercepts. intersecting.

4. Discussing the concepts and practicing Ask the students about the solution
Discuss examples a - c, LM, p. 273 Discuss Activity 7 Discuss Activity 9
new skills 1 set of each graph.
 Then let them compare the slopes
5. Discussing new concepts and practicing
and y - intercepts of each pair of linear
new skills 2
equations.
Perform Activity 3, #'s 1 - 5,
6. Developing mastery (leads to formative
"Consistent or Inconsistent", LM, p.
assessment)
258
Give another set of examples and
discuss each
Perform Activity 5, #'s 1 - 3, "What
Satisfies Both", LM, p. 278
Discuss the steps in solving systems Discuss the steps in solving systems
of linear equations using substitution of linear equations using elimination
method method
Perform Activity 7, #'s 6 - 10, Perform Activity 9, #'s 6 - 10,
"Substitute Then Solve", LM, p. 280 "Eliminate The Solve", LM, p. 281

7. Finding practical applications of concepts

None None None None
and skills in daily living

How are the slopes and y - intercepts

How will you identify the solution set
8. Making generalizations and abstractions of two lines related to the solution set How to solve systems of linear How to solve systems of linear
of a system of linear equations in two
about the lesson of the system of equations describing equations using substitution method? equations using elimination method?
variables through graphs?
the lines?

Perform Activity 5, #'s 4 - 6, "What Perform Activity 11, "How Substitution Perform Activity 12, "Eliminate One To
9. Evaluating learning Give the prepared test.
Satisfies Both", LM, pp. 278 - 279 Works…", LM, p. 284 Find The Other One", LM, p. 284

10. Additional activities for application or

None None None None
remediation
V. REMARKS
VI. REFLECTION

_ out of _ students belong to 80% mastery level _ out of _ students belong to 80% mastery level _ out of _ students belong to 80% mastery level _ out of _ students belong to 80% mastery level
1. No. of learners who earned 80% in the evaluation
during formative assessment during formative assessment during formative assessment during formative assessment

2. No. of learners who require additional activities for

_ students need remediation _ students need remediation _ students need remediation _ students need remediation
remediation who score below 80%
3. Did the remedial lessons work? No. of learners who have _ out of _ students have caught up with the _ out of _ students have caught up with the _ out of _ students have caught up with the _ out of _ students have caught up with the
caught up with the lesson lesson lesson lesson lesson

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

5. Which of my teaching strategies worked well? Why did

these work?
6. What difficulties did I encounter which my principal or
superior can help me solve?
7. What innovation or localized materials did I use/discover
which I wish to share with other teachers
 GRADE 8
MATHEMATICS
FIRST
FRIDAY

polynomials.

nomials and solves these with utmost accuracy using a variety of strategies.

M8AL-Ia-b-1 . Factors completely

different types of polynomials by with
perfect square trinomial

Factoring Perfect Square

Trinomial

TG, Module 1, pp. 40

LM, Module 1, pp. 38

None

Given a polynomial identify wether

perfect it is a square trinomial, or
difference of two cubes.

Ask the students what they expect to

learn about factoring a perefect
square trinomials

Give another set of examples

Answer Exercice 1, LM, p. 38

Give illustrative examples about

factoring perfect square trinomial
Discuss the steps in factoring perfect
square trinomial

Ask the students to cite situations in

real life involving factoring

When can you say that the given

expression is a PST?

Based on the stated situation

involving factoring of polynomial
formulate a problem then solve

None

___ out of __ students belong to 80% mastery

level during formative assessment

__ students need remediation.

__ out __ students have caught up with the

lesson

_ students need a follow up remediation

 GRADE 8
MATHEMATICS
FIRST
FRIDAY

polynomials.

nomials and solves these with utmost accuracy using a variety of strategies.

M8AL-Ia-b-1 . Factors completely

different types of polynomials

Factoring Trinomials where a > 1/

Factoring by Grouping

pp. 45- 46
pp. 43, 44
Grade 8- Mathematics Patterns and
Practicalities pp. 34-36

http://lrmds.deped.gov.ph/detail/1851

Perform the ctivity on finding the

product of a and c in a general
trinomials, sum of the factors of the
product of a and c.

Ask the students what they expect to

learn in factoring by grouping?

Giving examples and discuss

factoring by grouping

Give examples and let the students

discuss on how to factor trinomials.

Perform the exercises in finding the

factor of trinomials
Give at lest 5-item exercise in finding
the factor of general trinomial

Let the student cite a situation

involving factoring

How to determine the factors a

general polynonial/

Let the student cite a situation

involving factoring and let them
formulate 1 problem then solve.

Factogon

___ out of __ students belong to 80% mastery

level during formative assessment

__ students need remediation.

__ out __ students have caught up with the

lesson

_ students need a follow up remediation

 GRADE 8
MATHEMATICS
FIRST
FRIDAY

polynomials.
nomials and solves these with utmost accuracy using a variety of strategies.
M8AL-Ia-b-1 /M8AL-Ib-2. Factors
completely different types of
polynomials (polynomials with
common monomial factor, difference
of two squares, sum and difference of
two cubes, perfect square trinomials,
and general trinomials) and solves
problems involving factors of
polynomials

Factoring Polynomial

Test Papers

Students were given instructions

Students were reminded about the

do's and don’t's in factoring..

Cite an example on how to determine

what type of factoring tecnique will be
used
Students were reminded about the
activity on how they will be rated
according to the rubric and what skills
they shouyld be develop.

Presentation of rubic on howtheir

output on factoring they will be rated.

Students perform the given task

Students perform the given task

Students perform the given task

Presentation of students output

"GRASPS " on Sketch of a Miniture
Garden.

None

___ out of __ students belong to 80% mastery

level during formative assessment

__ students need remediation.

__ out __ students have caught up with the

lesson

_ students need a follow up remediation

 GRADE 8
MATHEMATICS
FIRST
FRIDAY

polynomials.

nomials and solves these with utmost accuracy using a variety of strategies.
M8AL-Ic-d-1 . Performs operations on
rational algebraic expressions
Dividing Rational Algebraic
Expression

pp. 99 -100
pp.91-92

Grade 8 Mathematics Patterns and

Practicalities pp. 77-78

Let the students recall on how to

multiply rationa; algebraic expression

Perform an activity on finding the

reciprocal and let the student recall in
dividing rational algebraic expression
get first the reciprocal

Give example and discuss on how to

divide Rational Algebraic expression

Let the students divide rational

algebraic expression using the laws of
exponents. Lm pp. 97
Let the students find the quotient

Answer the 5 items exercises

Cite real- life problem s especially rate

related problems

How to divide rational algebraic

expression?

Answer the exercises in LM pp. 98

None

___ out of __ students belong to 80% mastery

level during formative assessment

__ students need remediation.

__ out __ students have caught up with the

lesson

_ students need a follow up remediation

 GRADE 8
MATHEMATICS
FIRST
FRIDAY

of rational algebraic expressions and algebraic expressions with integral exponents.

ebraic expressions and algebraic expressions with integral exponents and solves these with utmost accuracy using a

M8AL-Id-2. Solves problems involving

rational algebraic expressions

Application on Rational Algebraic

Expression

pp. 113-115
pp. 108-109

http://lrmds.deped.gov.ph/search?
filter=&search_param=all&query=855

Recall : find or solve what is asked.

( refer lrmds)

Explain Rational Equations

Give example rational equation and

solve ( refer lrmds)

Give example rational equation and

solve ( refer lrmds)
Give problem involving rational
equations (refer lrmds)

Solve the problems involving rational

equations (refer lrmds)

Let the students cite their own

example involving rational expression

Hhow to solve the problem using

explore, plan and solve (refer lrmds)?

GRASPS ( Perform the activity "

Presentation in LM pp. 108)

___ out of __ students belong to 80% mastery

level during formative assessment

__ students need remediation.

__ out __ students have caught up with the

lesson

_ students need a follow up remediation

 GRADE 8
MATHEMATICS
FIRST
FRIDAY

ons in two variables.

pe.

M8AL-Ie-5. Finds the slope of a line

given two points, equation, and graph

Finding slope of a line given an

equation

pp. 198 - 201

pp. 183 - 186

Ask the students to give examples of

linear equations in two variables

Present the slope - intercept form of

an equation

Give illustrative examples

Discuss the steps on how to rewrite

equations in slope - intercept form and
identify the value of the slope

Give another set of illustrative

examples and discuss each
Perform Exercise 7, LM, p. 186

Cite examples in real life that involves

rate of change

How to find the slope of a line given

an equation?

Give the prepared test.

None

_ out of _ students belong to 80% mastery level

during formative assessment

_ students need remediation

_ out of _ students have caught up with the

lesson

_ students need a follow up remediation

 GRADE 8
MATHEMATICS
FIRST
FRIDAY

ons.

M8AL-If-2. Graphs a linear equation

given (a) any two points; (b) the x –
and y – intercepts; (c) slope & y-
intercept; (d) slope and a point on the
line
Graphs a linear equation given (c) the
slope and y - intercept

pp. 202 - 203

pp. 187 - 188

Ask the students to give examples of

linear equations in two variables

Let the students rewrite the equation

in slope-intercept form

Let the students identify the values of

the slope and y - intercept
Discuss the steps on how to graph
linear equations in two variables given
the slope and y - intercept
Give another set of illustrative
examples and discuss each

Perform Exercise 10, LM, p. 189

None

How to graph linear equations in two

variables given the slope and y -
intercept?

Give the prepared test.

None

_ out of _ students belong to 80% mastery level

during formative assessment

_ students need remediation

_ out of _ students have caught up with the

lesson

_ students need a follow up remediation

 GRADE 8
MATHEMATICS
FIRST
FRIDAY

ons.

M8AL-Ig-1. Finds the equation of a

line given (a) two points; (b) the slope
and a point; (c) the slope and its
intercepts

Finding equation of a line given (c) the

slope and its intercepts

p. 208
p. 183

Explore Activity 14, LM, p. 193

Discuss Activity 14, LM, p. 193

Present some illustrative examples

Discuss the steps on how to find the

equation of the line given the slope
and y - intercept
Give another set of examples and
discuss each

Give the prepared evaluation.

None

How to find the equation of the line

given the slope and its y - intercept?

Give the prepared test.

None

_ out of _ students belong to 80% mastery level

during formative assessment

_ students need remediation

_ out of _ students have caught up with the

lesson

_ students need a follow up remediation

 GRADE 8
MATHEMATICS
FIRST
FRIDAY

The learner demonstrates understanding of key concepts of systems of linear

equations.

Identifies systems of linear inequalities in two variables

M8AL-Ih-3. Categorizes when a given

system of linear equations in two
variables has graphs that are parallel,
intersecting, and coinciding

Systems of Equations in Two

Variables

pp. 267 - 293

pp. 253 - 270

Ask the students to give pairs of linear

equations in two variables.

Let the students graph some pairs of

linear equations in one plane.

Let the students describe the graph

whether it's parallel, coinciding, or
intersecting.

Perform Activity 2, "Meet Me At This

Point If Possible", LM, pp. 254 - 255
Discuss the solution set of a system of
linear equations in two variables.

Perform Activity 4, "How Do I Look?",

LM, p. 259

None

How will you identify the solution set

of a system of linear equations in two
variables through graphs?
Perform Activity 5, "Describe My
Solutions", pp. 260 - 261

None

_ out of _ students belong to 80% mastery level

during formative assessment

_ students need remediation

_ out of _ students have caught up with the

lesson

_ students need a follow up remediation

 GRADE 8
MATHEMATICS
FIRST
FRIDAY

near equations in two variables.

ear equations in two variables and solve these with utmost accuracy using variety of strategies.

M8AL-Ij-2. Solves problems involving

systems of linear equations in two
variables

Word problems involving systems of

linear equations in two variables

pp. 314 - 317

pp. 285 - 288

Perform Activity 1, #1, "How Much Is

The Fare?", LM, pp. 268 - 269
Perform Activity 1, #'s 2 - 3, "How
Much Is The Fare?", LM, pp. 268 -
269
Perform Activity 1, #'s 4 - 7, "How
Much Is The Fare?", LM, pp. 268 -
269

Perform Activity 13, #'s 1 - 2, "Solve

Then Decide", LM, p. 285
Discuss the answers of the previous
activity

Perform Activity 13, #'s 3 - 4, "Solve

Then Decide", LM, p. 285

Formulate real life problems involving

systems of linear equations in two
variables

How to solve word problems involving

systems of linear equations in two
variables?

Perform Activity 14, "Play The Role

Of…", LM, p. 286

None

_ out of _ students belong to 80% mastery level

during formative assessment

_ students need remediation

_ out of _ students have caught up with the

lesson

_ students need a follow up remediation