Mathematics 8 Weekly DLL (June)

School MALABANIAS INTEGRATED SCHOOL Grade Level GRADE 8
Teacher CARLO JUSTINO J. LUNA Learning Area MATHEMATICS

Grades 1-12 Teaching Dates June 03 – 07, 2019 Quarter FIRST (1st)
Daily Lesson Log Time 6:10 – 6:55 8-Amos Checked by MARIKO M. PAMINTUAN
(Pang-araw-araw na Pagtuturo) 6:55 – 7:40 8-Baruch
7:40 – 8:25 8-Corinthians
8:45 – 9:30 8-Daniel
June 03, 2019 June 04, 2019 June 05, 2019 June 06, 2019 June 07, 2019
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I. OBJECTIVE
A. Content Standards 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 Standards 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 Competencies/ The learner The teacher The teacher
Objectives  acquaints oneself to the  familiarizes the students  finds out the strengths and weaknesses of the students in
(Write the LC code for each) school rules and with the rules inside the math lessons in order to determine the necessary tools to
regulation classroom, grading be used to improve their understanding of the lessons
 participates in the system, lessons to be  identifies the least and most learned lessons
conceptualization of class discussed the whole
house rules quarter, schedule of
 values the importance of classes and the
school rules and materials/requirements for
regulation the 1st quarter
II. CONTENT ** ORIENTATION ** ** ORIENTATION ** ** NO CLASSES ** ** NUMERACY TEST **
Advisory Class Other Sections Eidul Fitar
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
B. Other Learning Resources
/ Materials
IV. PROCEDURES
A. Reviewing previous lesson Getting to know Getting to know Students will answer the
or presenting the new lesson School Rules and Regulation Rules inside the classroom numeracy test
Creation of Class House Rules
B. Establishing a purpose for
the lesson
C. Presenting examples /
instances of the new lesson
D. Discussing new concepts Students will be given a copy Discuss the grading system
and practicing new skills #1 of the DepEd Vision, Mission, and the requirements for the
and Core Values for them to subject
memorize.
E. Discussing new concepts Election of Class Officers Introduction of the 1st
and practicing new skills #2 Quarter topics
F. Developing Mastery Checking of papers.
(Leads to Formative
Assessment) Identify the least and most
learned lessons.
G. Finding practical
application of concepts and
skills in daily living
H. Making generalizations
and abstractions about the
lesson
I. Evaluating learning
J. Additional activities for
application or remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 8-Amos: ____ 8-Amos: ____ 8-Amos: ____ 8-Amos: ____ 8-Amos: ____
80% on this formative 8-Baruch: ____ 8-Baruch: ____ 8-Baruch: ____ 8-Baruch: ____ 8-Baruch: ____
assessment 8-Corinthians: ____ 8-Corinthians: ____ 8-Corinthians: ____ 8-Corinthians: ____ 8-Corinthians: ____
8-Daniel: ____ 8-Daniel: ____ 8-Daniel: ____ 8-Daniel: ____ 8-Daniel: ____
B. No. of learners who require 8-Amos: ____ 8-Amos: ____ 8-Amos: ____ 8-Amos: ____ 8-Amos: ____
additional activities for 8-Baruch: ____ 8-Baruch: ____ 8-Baruch: ____ 8-Baruch: ____ 8-Baruch: ____
remediation 8-Corinthians: ____ 8-Corinthians: ____ 8-Corinthians: ____ 8-Corinthians: ____ 8-Corinthians: ____
C. Did the remedial lessons ____ YES _____ NO ____ YES _____ NO ____ YES _____ NO ____ YES _____ NO ____ YES _____
work? NO
No. of learners who have 8-Amos: ____ 8-Amos: ____ 8-Amos: ____ 8-Amos: ____
caught up the lesson 8-Baruch: ____ 8-Baruch: ____ 8-Baruch: ____ 8-Baruch: ____ 8-Amos: ____
8-Corinthians: ____ 8-Corinthians: ____ 8-Corinthians: ____ 8-Corinthians: ____ 8-Baruch: ____
8-Daniel: ____ 8-Daniel: ____ 8-Daniel: ____ 8-Daniel: ____ 8-Corinthians: ____
8-Daniel: ____
D. No. of learners who 8-Amos: ____ 8-Amos: ____ 8-Amos: ____ 8-Amos: ____ 8-Amos: ____
continue to require 8-Baruch: ____ 8-Baruch: ____ 8-Baruch: ____ 8-Baruch: ____ 8-Baruch: ____
remediation 8-Corinthians: ____ 8-Corinthians: ____ 8-Corinthians: ____ 8-Corinthians: ____ 8-Corinthians: ____
E. Which of my teaching strategies worked well?
Why did these work?
F. What difficulties did I encounter which my principal or supervisor 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:
CARLO JUSTINO J. LUNA MARIKO M. PAMINTUAN

Secondary School Teacher I Math Coordinator / SST-I
(Pang-araw-araw na Pagtuturo) 6:55 – 7:40 8-Baruch
8:45 – 9:30 8-Daniel
I. OBJECTIVE
C. Learning Competencies/ The learner The learner The learner The learner
Objectives  identifies prior knowledge  identifies polynomials  identifies polynomials  identifies polynomials
(Write the LC code for each) through a Pre-Assessment which are special which are special which are special
 utilizes prior knowledge in products: trinomials that products: trinomials that products: products of
answering the Pre- are products of two are squares of a binomial the sum and difference
Assessment binomials of two terms
 values honesty in
answering the Pre-
Assessment
II. CONTENT ** PRE-ASSESSMENT ** Special Products ** NO CLASSES ** Special Products Special Products
Product of Two Binomials Independence Day Square of a Binomial Sum and Difference of
Two Terms
A. References
2. Learner’s Materials pages Mathematics Learner's Mathematics Learner's Mathematics Learner's
Module 8, pages 11 - 13 Module 8, pages 11 - 13 Module 8, pages 15 - 16
3. Textbook pages
/ Materials
IV. PROCEDURES
A. Reviewing previous lesson Assess the learner’s prior Review the difficult items from Have a brief review of the
or presenting the new lesson knowledge of multiplication of the seatwork. previous special products
polynomials using the discussed.
distributive property and the
FOIL method.
B. Establishing a purpose for Tell the learners that this pre- Analyze the structure of Have the learners find the
the lesson assessment is a measure to products of binomials to come product of two binomials
know their prior knowledge up with shortcuts, in with the same terms using
the FOIL method.
multiplying them. These
products, which occur
frequently in Algebra, are
called special products.
C. Presenting examples / Give the rules in taking the Present two binomials with the Present the next special
instances of the new lesson test. same terms and ask the product to learners
students to find the product
D. Discussing new concepts Administer the pre-test Discuss the step by step Discuss the step by step Discuss the step by step
and practicing new skills #1 procedure in identifying procedure in identifying procedure in identifying
polynomials which are special polynomials which are special polynomials which are
product of trinomials that are product of the squares of a special product of the sum
product of two binomials. binomial and difference of two terms .
E. Discussing new concepts Apply the steps in answering Have the learners answer
and practicing new skills #2 the given. an activity about finding the
product of the sum and
difference of two terms
F. Developing Mastery Seatwork Seatwork Recitation / Board work
(Leads to Formative
Assessment)
G. Finding practical Ask the learners the Emphasize the concept of Integrate the value of
application of concepts and importance of following the having a sense of direction in determination and focus
skills in daily living rules solving problems
H. Making generalizations Ask the students to recite the Have the learners summarize Let the learners make an
and abstractions about the steps in solving the trinomials getting the special product of abstraction of the special
lesson that are product of two the square of a binomial product tackled
binomials.
I. Evaluating learning Pre-Assessment in Math 8 Evaluate learning based on Evaluate learners’ learning Learning will be evaluated
the learners’ answers in the based on the seatwork given based on the recitation and
seatwork board work presented

V. REMARKS
VI. REFLECTION
A. No. of learners who earned 8-Amos: ____ 8-Amos: ____ 8-Amos: ____
80% on this formative 8-Baruch: ____ 8-Baruch: ____ 8-Baruch: ____
assessment 8-Corinthians: ____ 8-Corinthians: ____ 8-Corinthians: ____
8-Daniel: ____ 8-Daniel: ____ 8-Daniel: ____
B. No. of learners who require 8-Amos: ____ 8-Amos: ____ 8-Amos: ____
additional activities for 8-Baruch: ____ 8-Baruch: ____ 8-Baruch: ____
remediation 8-Corinthians: ____ 8-Corinthians: ____ 8-Corinthians: ____
C. Did the remedial lessons ____ YES _____ NO ____ YES _____ NO ____ YES _____
work? NO
No. of learners who have 8-Amos: ____ 8-Amos: ____
caught up the lesson 8-Baruch: ____ 8-Baruch: ____ 8-Amos: ____
8-Corinthians: ____ 8-Corinthians: ____ 8-Baruch: ____
8-Daniel: ____ 8-Daniel: ____ 8-Corinthians: ____
8-Daniel: ____
D. No. of learners who 8-Amos: ____ 8-Amos: ____ 8-Amos: ____

continue to require 8-Baruch: ____ 8-Baruch: ____ 8-Baruch: ____
Why did these work?


(Pang-araw-araw na Pagtuturo) 6:55 – 7:40 8-Daniel
7:40 – 8:25 8-Baruch
I. OBJECTIVE
C. Learning Competencies/ The learner The learner The learner
Objectives  identifies polynomials which are special products: products  identifies polynomials which are special products: products  identifies polynomials
(Write the LC code for each) of the cube of a binomial of the square of a trinomial which are special
products in the form of
Jeopardy game
II. CONTENT Special Products Special Products Game: Jeopardy
Cube of a Binomial Square of a Trinomial
A. References
2. Learner’s Materials pages Mathematics Learner's Module 8, pages 16 - 18 Mathematics Learner's Module 8, pages 13 - 14
3. Textbook pages
/ Materials
IV. PROCEDURES
A. Reviewing previous lesson Recall the previous special Have a brief review of the Have a brief review of the
or presenting the new lesson products discussed previously discussed special special products
products.
B. Establishing a purpose for GAME: Wer Na U? Have the learners do Activity Give some reminders and
the lesson 5 (page 13). the mechanics of the game
C. Presenting examples / Provide an example of finding Ask learners some follow-up
instances of the new lesson the square of a binomial questions regarding the initial
activity.
D. Discussing new concepts Discussion on finding the cube Discuss the step by step Activity: Jeopardy Game on
and practicing new skills #1 of a binomial procedure in identifying Special Products
polynomials which are special
product of the cube of a
trinomials.
E. Discussing new concepts Let the learners do an activity Have the learners accomplish
and practicing new skills #2 on finding special products an activity on finding the
special product of the cube of
a trinomial
F. Developing Mastery Seatwork Recitation / Seatwork Group game
(Leads to Formative
Assessment)
G. Finding practical Integrate the value of Integrate the value of
application of concepts and determination and focus determination and focus
skills in daily living
H. Making generalizations Have the learners summarize Let the learners make an
and abstractions about the the rules in finding the cube of abstraction of the special
lesson a binomial product tackled
I. Evaluating learning Evaluate learning based on Learning will be evaluated Evaluate learning based on
the seatwork based on the recitation and the game played
seatwork
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 8-Amos: ____ 8-Amos: ____ 8-Amos: ____
80% on this formative 8-Baruch: ____ 8-Baruch: ____ 8-Baruch: ____
assessment 8-Corinthians: ____ 8-Corinthians: ____ 8-Corinthians: ____
B. No. of learners who require 8-Amos: ____ 8-Amos: ____ 8-Amos: ____
additional activities for 8-Baruch: ____ 8-Baruch: ____ 8-Baruch: ____
C. Did the remedial lessons ____ YES _____ NO ____ YES _____ NO ____ YES _____
work? NO
No. of learners who have 8-Amos: ____ 8-Amos: ____
caught up the lesson 8-Baruch: ____ 8-Baruch: ____ 8-Amos: ____
8-Corinthians: ____ 8-Corinthians: ____ 8-Baruch: ____
8-Daniel: ____ 8-Daniel: ____ 8-Corinthians: ____
8-Daniel: ____
D. No. of learners who 8-Amos: ____ 8-Amos: ____ 8-Amos: ____

continue to require 8-Baruch: ____ 8-Baruch: ____ 8-Baruch: ____
Why did these work?


(Pang-araw-araw na Pagtuturo) 6:55 – 7:40 8-Daniel
7:40 – 8:25 8-Baruch
I. OBJECTIVE
C. Learning Competencies/ The learners The learner
Objectives  give their own examples of  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) M8AL-Ia-b-1
(Write the LC code for each) special products through a
gallery walk
II. CONTENT SPECIAL PRODUCTS Factoring Techniques: Factoring Techniques: Factoring Techniques:
** Gallery Walk ** Common Monomial Factor Difference of Two Squares Sum and Difference of
Two Cubes
A. References
1. Teacher’s Guide
2. Learner’s Materials Mathematics Learner's Mathematics Learner's Module 8, pages 32 - 33 Mathematics Learner's
Module 8, pages 30 - 31 Module 8, pages 34 - 35
3. Additional Materials from NFE Accreditation and Equivalency Learning Material. Special Products and Factoring. 2001. pp. 11-18
Learning Resource (LR)
portal
B. Other Learning Resources cartolina, construction papers, Grade 8 Mathematics: Grade 8 Mathematics: Patterns and Practicalities, by G.C. Grade 8 Mathematics:
/ Materials markers, scissors, scotch tape Patterns and Practicalities, by Nivera, Ph.D., pages 16 - 18 Patterns and Practicalities,
G.C. Nivera, Ph.D., pages 5 - by G.C. Nivera, Ph.D.,
8 pages 25 - 27
IV. PROCEDURES
A. Reviewing previous lesson Have a brief recall of the Initially, begin with some Briefly recall factoring Recall of factoring common
or presenting the new lesson special products. interesting and challenging common monomial factor. monomial factor, and
activities that will enable the difference of two squares.
students to see the
association of products to
factors and activate their prior
knowledge on factoring.
B. Establishing a purpose for Tell the learners to work with As a review on basic concepts Before doing the activity for To start with factoring sum
the lesson their group and create of factoring, have the learners factoring difference of two or difference of two cubes,
problems identifying give the GCF of a given squares, ask the students why allow students to multiply
polynomials which are special algebraic expression. the difference of two squares (𝑎 + 𝑏)(𝑎2 − 𝑎𝑏 + 𝑏 2 ) and
products. was given such name.
(𝑎 − 𝑏)(𝑎2 + 𝑎𝑏 + 𝑏 2 ). They
should get (𝑎3 + 𝑏 3 ) and
(𝑎3 − 𝑏 3), respectively, as

the product.
C. Presenting examples / Start the discussion by Use number pattern to see the Ask the process question to
instances of the new lesson defining factoring, use the relationship of factors to the students and help them
questions found in learning product. see the pattern in factoring
modules. sum or difference of two
cubes. Guide them to
generate the rule in
factoring sum or difference
of two cubes.
D. Discussing new concepts Allow the students to perform Ask students to generate rule Use ACTIVITY 8 (Road Map
and practicing new skills #1 Activity 4, and use this as in factoring difference of two to Factor) as guide in
springboard in the discussion squares. factoring sum or cubes of
of factoring by greatest binomials, this will give the
common monomial factor. students steps in factoring
The students will present their such expression.
outputs in front.
E. Discussing new concepts Use the examples found in
and practicing new skills #2 learning module for the
discussion.
F. Developing Mastery Have the learners post their Have the learners complete Board work
(Leads to Formative work on the wall and have the table on the LM to practice
Assessment) them roam around the this type of factoring
classroom to check the work
of the other groups.
G. Finding practical Learners learn the importance To check students

application of concepts and of teamwork and understanding on factoring
skills in daily living perseverance. difference of two squares, ask
them to make pairs of square
terms and factor it after.
Students can give as many
pairs of difference of two
square as they can create.
H. Making generalizations Summarize factoring the Make a summary of the
and abstractions about the greatest common monomial lesson tackled
lesson factor.
I. Evaluating learning Gallery walk (output) Evaluate learning based on Evaluate learning through the
the activity given to the board work.
learners.
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 8-Amos: ____ 8-Amos: ____ 8-Amos: ____ 8-Amos: ____
80% on this formative 8-Baruch: ____ 8-Baruch: ____ 8-Baruch: ____ 8-Baruch: ____
assessment 8-Corinthians: ____ 8-Corinthians: ____ 8-Corinthians: ____ 8-Corinthians: ____
8-Daniel: ____ 8-Daniel: ____ 8-Daniel: ____ 8-Daniel: ____
B. No. of learners who require 8-Amos: ____ 8-Amos: ____ 8-Amos: ____ 8-Amos: ____
additional activities for 8-Baruch: ____ 8-Baruch: ____ 8-Baruch: ____ 8-Baruch: ____
remediation 8-Corinthians: ____ 8-Corinthians: ____ 8-Corinthians: ____ 8-Corinthians: ____
C. Did the remedial lessons ____ YES _____ NO ____ YES _____ NO ____ YES _____ NO ____ YES _____
work? NO
8-Amos: ____ 8-Amos: ____ 8-Amos: ____
No. of learners who have 8-Baruch: ____ 8-Baruch: ____ 8-Baruch: ____ 8-Amos: ____
caught up the lesson 8-Corinthians: ____ 8-Corinthians: ____ 8-Corinthians: ____ 8-Baruch: ____
8-Daniel: ____ 8-Daniel: ____ 8-Daniel: ____ 8-Corinthians: ____
8-Daniel: ____
D. No. of learners who 8-Amos: ____ 8-Amos: ____ 8-Amos: ____ 8-Amos: ____
continue to require 8-Baruch: ____ 8-Baruch: ____ 8-Baruch: ____ 8-Baruch: ____
remediation 8-Corinthians: ____ 8-Corinthians: ____ 8-Corinthians: ____ 8-Corinthians: ____
Why did these work?



Mathematics 8 Weekly DLL (June)

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Mathematics 8 Weekly DLL (June)

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School MALABANIAS INTEGRATED SCHOOL Grade Level GRADE 8

Teacher CARLO JUSTINO J. LUNA Learning Area MATHEMATICS

E. Which of my teaching strategies worked well?

Why did these work?

F. What difficulties did I encounter which my principal or supervisor help me solve?

G. What innovation or localized materials did I use/discover which I wish to share

Prepared by: Checked by:

CARLO JUSTINO J. LUNA MARIKO M. PAMINTUAN

J. Additional activities for

D. No. of learners who 8-Amos: ____ 8-Amos: ____ 8-Amos: ____

Why did these work?

F. What difficulties did I encounter which my principal or supervisor help me solve?

G. What innovation or localized materials did I use/discover which I wish to share

Prepared by: Checked by:

CARLO JUSTINO J. LUNA MARIKO M. PAMINTUAN

D. No. of learners who 8-Amos: ____ 8-Amos: ____ 8-Amos: ____

E. Which of my teaching strategies worked well?

Why did these work?

F. What difficulties did I encounter which my principal or supervisor help me solve?

G. What innovation or localized materials did I use/discover which I wish to share

Prepared by: Checked by:

CARLO JUSTINO J. LUNA MARIKO M. PAMINTUAN

(𝑎3 − 𝑏 3), respectively, as

G. Finding practical Learners learn the importance To check students

E. Which of my teaching strategies worked well?

Why did these work?

F. What difficulties did I encounter which my principal or supervisor help me solve?

G. What innovation or localized materials did I use/discover which I wish to share

Prepared by: Checked by:

CARLO JUSTINO J. LUNA MARIKO M. PAMINTUAN

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