GRADE 1 to 12
Sandoval Memorial National High School
DAILY LESSON LOG
I. OBJECTIVES
A. Content Standard
B. Performance Standard
C. Learning
Competency/Objectives
Write the LC code for each.
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)
School Anselmo A.
Grade Level 8
Teacher Noemi Lyn G. Rondina Learning Area Mathematics
Teaching Dates July 29, 2019 – August 2, 2019 Quarter First
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
(8:00 – 9:00 Mendel) (9:20 – 10:20 Linnaeus) (9:20 – 10:20 Linnaeus) (7:00 -8:00 Harvey) ((7:00 -8:00 Harvey)
(9:20 – 10:20 Linnaeus) (8:00– 9:00 Brown) (1:00– 2:00 Brown) (8:00 – 9:00 Mendel) (8:00 – 9:00 Mendel)
(1:00– 2:00 Brown) WEDNESDAY (12:00– 1:00 Fleming) (9:20 – 10:20 Linnaeus)
TUESDAY (7:00 -8:00 Harvey) (12:00– 1:00 Fleming)
(7:00 -8:00 Harvey) (8:00 – 9:00 Mendel) THURSDAY
(12:00– 1:00 Fleming) (12:00– 1:00 Fleming) (1:00– 2:00 Brown)
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.
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.
M8AL-Ic-d-1 M8AL-Ic-d-1 M8AL-Ie -1 M8AL-Ie -1 M8AL-Ie -1
Performs operations on rational Performs operations on rational Illustrates the Rectangular Illustrates the Rectangular Illustrates the Rectangular
algebraic expressions algebraic expressions Coordinate System and its uses Coordinate System and its uses Coordinate System and its uses
• Find the sum and difference of • Find the sum and difference of ● Define Rectangular ● Define Rectangular ● Define Rectangular
dissimilar rational algebraic expressions dissimilar rational algebraic Coordinate System Coordinate System Coordinate System
expressions ● Identify the different parts ● Identify the different parts of ● Identify the different parts of
of the Rectangular Coordinate the Rectangular Coordinate the Rectangular Coordinate
System System System
Rectangular Coordinate Rectangular Coordinate Rectangular Coordinate
Operations on Rational Operations on Rational
System System System
Algebraic Expressions Algebraic Expressions
pp.101 – 105 pp.101 – 105 pp. 138 – 149 pp. 138 – 149 pp. 138 – 149
pp. 93 – 97 pp. 93 – 97 pp. 119 – 130 pp. 119 – 130 pp. 119 – 130
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B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for the
lesson
C. Presenting
examples/instances of the
new lesson
D. Discussing new concepts and
practicing new skills # 1
E. Discussing new concepts and
practicing new skills # 2
F. Developing mastery
(Leads to Formative
Assessment 3)
G. Finding practical applications
of concepts and skills in daily
living
H. Making generalizations and
abstractions about the lesson
DLP/LED TV, Localized Module 8
laptop Chalk and board
Short Review how to add and
subtract dissimilar rational numbers
(Tell)
Perform Activity 11 (first part ) in LM.
p. 95 - 96 .(Tell and Guide)
Show examples in Localized
Module page 87 -88 nos.1-3 (Guide)
The teacher discusses about adding
and subtracting dissimilar rational
algebraic expression.
Add:
5 2
a. 18𝑎4 𝑏 and 27𝑎3 𝑏2 𝑐
Subtract :
𝑡+3 8𝑡−24
a. 𝑡 2 −6𝑡+9 and 𝑡 2 −9 .(Act)
How are we going to relate our topic
in our daily lives?
How do you add and subtract
dissimilar rational algebraic
expressions?
DLP/LED TV, Localized Module 8
laptop Chalk and board
Recall how to add and subtract
dissimilar rational expressions
The teacher present another
examples before answering the
activity
How are we going to relate our
topic in our daily lives?
How do you add and subtract
dissimilar rational algebraic
expressions?
DLP/LED TV, Localized Module
8 laptop Chalk and board
Introduction and History of
Rectangular Coordinate System
(Tell)
Perform Activity 3 in LM. p.
120(Tell and (Guide)
The teacher presents and
shows examples in the
prepared power point.
The teacher discusses the key
concepts of Rectangular
Coordinate System ( defining
R.C.S., identifying the different
parts of the R.C.S.
Perform Activity 8 Object’s
Position in LM p. 128 Guide
How can the Rectangular
Coordinate System be used in
real life?
What is a Rectangular
Coordinate System?
What are the different parts of
the Rectangular Coordinate
System?
DLP/LED TV, Localized Module 8 DLP/LED TV, Localized Module 8
laptop Chalk and board laptop Chalk and board
Introduction and History of Review the definition of Cartesian
Rectangular Coordinate System Plane or Rectangular Coordinate
(Tell) System and the different parts of
the Cartesian Plane
Perform Activity 3 in LM. p.
120(Tell and (Guide)
The teacher presents and shows
examples in the prepared power
point.
The teacher discusses the key
concepts of Rectangular
Coordinate System ( defining
R.C.S., identifying the different
parts of the R.C.S.
Perform Activity 8 Object’s Position
in LM p. 128 Guide
How can the Rectangular
Coordinate System be used in real
life?
What is a Rectangular Coordinate What is a Rectangular Coordinate
System? System?
What are the different parts of the What are the different parts of the
Rectangular Coordinate System? Rectangular Coordinate System?

I. Evaluating learning
J. Additional activities for
application or remediation
V. REMARKS
Answer Exercises in LM p. 97 all
odd nos.(Act)
Answer Exercises in LM p. 97 all
even nos.(Act)
This lesson is entitled for 2 hours
Answer Exercises in LM p. 97 all
odd nos.(Act)
Answer Exercises in LM p. 97 all
even nos.(Act)
This is the continuation of the
Construct Cartesian Coordinate
Plane with proper label. Act
Do Activity: Mom’s
Paraphernalia! in Localized
Math Book G8 pp. 122-123 Act
The lesson is entitled for two (2)
Construct Cartesian Coordinate
Plane with proper label. Act
Do Activity: Mom’s Paraphernalia!
in Localized Math Book G8 pp.
122-123 Act
The lesson is entitled for two (2)
Construct Cartesian Coordinate
Plane with proper label. Act
Do Activity: Mom’s Paraphernalia!
in Localized Math Book G8 pp.
122-123 Act
This lesson is the continuation of

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 previous lesson
VI. REFLECTION
A. No. of learners who earned 80% in 39 out of 48 pupils got 80% in the
the evaluation evaluation (G8 - Harvey)
40 out of 48 pupils got 80% in the
evaluation (G8 - Mendel)
40 out of 49 pupils got 80% in the
evaluation (G8 - Linnaeus)
41 out of 49 pupils got 80% in the
evaluation (G8 - Fleming)
41 out of 48 pupils got 80% in the
evaluation (G8 – Brown)
B. No. of learners who require 9 pupils need remedial lesson in
additional activities for remediation (G8 – Harvey)
who scored below 80% 8 pupils need remedial lesson in
(G8 - Mendel)
9 pupils need remedial lesson in
(G8 – Linnaeus)
8 pupils need remedial lesson in
(G8 - Fleming)
7 pupils need remedial lesson in
(G8 - Brown)
C. Did the remedial lessons work? No. 9 out of 9 pupils in (G8 - Harvey)
of learners who have caught up with 8 out of 8 pupils in (G8 –
the lesson Mendel)
9 out of 9 pupils in (G8 –
Linnaeus)
8 out of 8 pupils in (G8 -
Fleming)
7 out of 7 pupils in (G8 - Brown)
D. No. of learners who continue to NONE
require remediation
E. Which of my teaching strategies Constructivism Approach: Direct Constructivism Approach: Direct
worked well? Why did these work? Instruction (The TGA Activity) Instruction (The TGA Activity)
Prepared by Noted by:
NOEMI LYN G. RONDINA TEOFILO R. GARIBAY
Teacher I Principal IV
hours hours the previous lesson.
45 out of 48 pupils got 80% in the
evaluation (G8 - Harvey)
43 out of 48 pupils got 80% in the
evaluation (G8 - Mendel)
44 out of 49 pupils got 80% in the
evaluation (G8 - Linnaeus)
45 out of 49 pupils got 80% in the
evaluation (G8 - Fleming)
42 out of 48 pupils got 80% in the
evaluation (G8 – Brown)
3 pupils need remedial lesson in
(G8 – Harvey)
5 pupils need remedial lesson in
(G8 - Mendel)
5 pupils need remedial lesson in
(G8 – Linnaeus)
4 pupils need remedial lesson in
(G8 - Fleming)
6 pupils need remedial lesson in
(G8 - Brown)
3 out of 3 pupils in (G8 - Harvey)
5 out of 5 pupils in (G8 – Mendel)
5 out of 5 pupils in (G8 –
Linnaeus)
4 out of 4 pupils in (G8 - Fleming)
6 out of 6 pupils in (G8 - Brown)
NONE
Constructivism Approach: Direct
Instruction (The TGA Activity)
Checked by:
MELINDA D. DE MESA
Head Teacher I
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