School Poctoy National High School Grade Level 8

DAILY LESSON LOG Teacher Ms. Amelyn S. Olores Learning Area Mathematics
Teaching Date June 19, 2017 Quarter 1st
and Time 1:00- 2:00/ 2:00- 3:00
I. OBJECTIVES
A. Content Standard The learner demonstrates understanding of key concepts of factors of
polynomials, rational algebraic expressions, linear equations and inequalities in
two variables, systems of linear equations and inequalities in two variables and
linear functions.
B. Performance Standard The learner is able to formulate real-life problems involving factors of
polynomials, rational algebraic expressions, linear equations and inequalities in
two variables, systems of linear equations and inequalities in two variables and
linear functions, and solve these problems accurately using a variety of
strategies.
C. Learning M8AL-Ia-b-1
Competencies/ The learner factors completely different types of polynomials (polynomials with
Objectives common monomial factor, difference of two squares, sum and difference of two
cubes, perfect square trinomials, and general trinomials).
II. CONTENT Factoring the Sum and Difference of Two Cubes

III. LEARNING RESOURCES

A. Reference Elementary Algebra I pp. 189-190
Next Century Mathematics, The New Grade 8, pp. 62- 65
B. Other Learning
Resources
IV. PROCEDURES
A. Reviewing the previous Recall the process of factoring Quadratic Trinomials and the pattern of the
lesson or presenting special products.
the new lesson
B. Establishing a purpose The students should know the process of factoring the sum and difference of
for the lesson two cubes.
C. Presenting Present the steps in factoring the sum and difference of two cubes on page 63.
examples/instances of
the new lesson
D. Discussing new The students will study the illustrative examples A and B on page 189.
concepts and practicing They will try to explain the process of factoring the sum and difference of two
new skills # 1 cubes.
E. Discussing new The students will discuss in pair how the illustrative example C has been
concepts and practicing factored out.
new skills # 2
F. Developing mastery Using the steps given, let the students try to get the factor of the following
(Leads to Formative expressions:
Assessment 3) 1. 𝑦 3 − 27
2. 𝑥 3 − 8𝑦 3
G. Finding practical Group the students into five and let them find the factor of the following
applications of expressions:
concepts and skills in 1. 125𝑢3 − 𝑣 3
daily living 2. 64 − 𝑤 3
3. 8𝑤 3 − 𝑥12
 H. Making generalizations Ask: How can you get the factor of the sum and difference of two cubes?
and abstractions about
the lesson
I. Evaluating learning Factor the following completely.
1. 𝑎3 − 8𝑐 3
2. 216𝑐 3 − 1
3. 𝑢6 + 𝑣 12
4. 𝑡 6 − 1
5. ℎ6 − 𝑗 12
J. Additional activities for Factor the expressions 21- 25 on page 188.
application or
remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 80% in the
evaluation
B. No. of learners who
required additional activities
for remediation
C. Did the remedial lessons
work?
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies work well? Why
did this work?
F. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
G. What innovation or
localized materials did I
used/discover which I wish
to share with other teachers?
 School Poctoy National High School Grade Level 8
DAILY LESSON LOG Teacher Ms. Amelyn S. Olores Learning Area Mathematics
Teaching Date June 20, 2017 Quarter 1st
and Time 1:00- 2:00/ 2:00- 3:00
I. OBJECTIVES
A. Content Standard The learner demonstrates understanding of key concepts of factors of
polynomials, rational algebraic expressions, linear equations and inequalities in
two variables, systems of linear equations and inequalities in two variables and
linear functions.
B. Performance Standard The learner is able to formulate real-life problems involving factors of
polynomials, rational algebraic expressions, linear equations and inequalities in
two variables, systems of linear equations and inequalities in two variables and
linear functions, and solve these problems accurately using a variety of
strategies.
C. Learning M8AL-Ia-b-1
Competencies/ The learner factors completely different types of polynomials (polynomials with
Objectives common monomial factor, difference of two squares, sum and difference of two
cubes, perfect square trinomials, and general trinomials).
II. CONTENT Factoring by Grouping

III. LEARNING RESOURCES

A. Reference Elementary Algebra I pp. 190- 191

B. Other Learning Mathematics Learners Module, pp 44-46

Resources
IV. PROCEDURES
A. Reviewing the previous Recall the process of factoring sum and difference of two cubes and the
lesson or presenting Properties of Equality (Commutative and Associative Properties)
the new lesson
B. Establishing a purpose The students should know the process of factoring polynomials by grouping.
for the lesson
C. Presenting Present the steps in factoring polynomials by grouping on page 44 on LM.
examples/instances of
the new lesson
D. Discussing new The students will study the illustrative example on page 44 and explain the
concepts and practicing process.
new skills # 1
E. Discussing new The students will discuss in pair how the polynomial 18𝑙𝑣 + 6𝑙𝑒 + 24𝑜𝑣 + 8𝑜𝑒
concepts and practicing has been factored on page 45.
new skills # 2
F. Developing mastery Using the steps given, let the students try to get the factor of the following
(Leads to Formative expressions:
Assessment 3) 1. 4𝑤𝑡 + 2𝑤ℎ + 6𝑖𝑡 + 3𝑖ℎ
2. 15𝑡𝑒 − 12ℎ𝑒 + 10𝑡𝑦 − 8ℎ𝑦
G. Finding practical Group the students into five and let them find the factor of the following
applications of expressions:
concepts and skills in 1. ℎ𝑣 − 12ℎ𝑒 + 10𝑡𝑦 − 8ℎ𝑦
daily living 2. 10𝑡𝑖 − 8𝑡𝑠 − 15ℎ𝑖 + 12ℎ𝑠
3. 88𝑓𝑜 + 16𝑟𝑜 − 99𝑓𝑚 − 18𝑟𝑚
 H. Making generalizations Ask: How can you get the factor polynomial by grouping?
and abstractions about
the lesson
I. Evaluating learning Factor the following completely.
1. 7𝑠 + 35𝑜𝑚 + 9𝑠𝑒 + 45𝑜𝑒
2. 42𝑤𝑎 + 54𝑤𝑡 + 56ℎ𝑎 + 72ℎ𝑡
3. 36𝑦𝑢 − 24𝑟𝑜 + 12𝑜𝑢 − 72𝑦𝑟
4. 72ℎ𝑒 + 16𝑤𝑒 + 27ℎ𝑛 + 6𝑤ℎ
5. 26𝑤𝑟 − 91𝑜𝑟 + 25𝑜𝑑 − 10𝑤𝑑
J. Additional activities for Factor the expressions 6-10 on page 191.
application or
remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 80% in the
evaluation
B. No. of learners who
required additional activities
for remediation
C. Did the remedial lessons
work?
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies work well? Why
did this work?
F. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
G. What innovation or
localized materials did I
used/discover which I wish
to share with other teachers?
 School Poctoy National High School Grade Level 8
DAILY LESSON LOG Teacher Ms. Amelyn S. Olores Learning Area Mathematics
Teaching Date June 21, 2017 Quarter 1st
and Time 1:00- 2:00/ 2:00- 3:00
I. OBJECTIVES
A. Content Standard The learner demonstrates understanding of key concepts of factors of
polynomials, rational algebraic expressions, linear equations and inequalities in
two variables, systems of linear equations and inequalities in two variables and
linear functions.
B. Performance Standard The learner is able to formulate real-life problems involving factors of
polynomials, rational algebraic expressions, linear equations and inequalities in
two variables, systems of linear equations and inequalities in two variables and
linear functions, and solve these problems accurately using a variety of
strategies.
C. Learning M8AL-Ia-b-1
Competencies/ The learner solves problems involving factors of polynomials. (M8AL-Ib-2)
Objectives
II. CONTENT Problems involving Factors of Polynomials

III. LEARNING RESOURCES

A. Reference Next Century Mathematics, The New Grade 8, pp 34- 69

B. Other Learning
Resources
IV. PROCEDURES
A. Reviewing the previous Recall the different process of factoring polynomials.
lesson or presenting
the new lesson
B. Establishing a purpose The students should know how to solve problems involving factors of
for the lesson polynomials.
C. Presenting The students will think of this problem:
examples/instances of The radius of the circular base of a cone is (3𝑥 − 2) meters. If its slant
the new lesson height is (9𝑥 2 − 6𝑥) meters, express the cone’s surface area as product of
polynomial in x.
D. Discussing new The students will solve the given problem applying the process of factoring.
concepts and practicing 𝐿𝑂𝑉𝐸 and 𝑀𝐴𝑇𝐻 are squares. The area of 𝐿𝑂𝑉𝐸 is 𝑥 2 + 4𝑥 + 4. If the
new skills # 1, difference between their areas is 10𝑥 − 5, find the length of their sides.
E. Discussing new The students will think of this problem.
concepts and practicing The area of the four triangles are indicated in the figure below.
new skills # 2
2 square
8 square units
units

x square 4 square units

units
 F. Developing mastery Using the knowledge in factoring, the students will answer the problem in pair.
(Leads to Formative The area of a square is (25𝑎2 𝑥 2 − 30𝑎𝑥𝑦 + 9𝑦 2 ) square units. How long is
Assessment 3) its side?
G. Finding practical Group the students into five and let them solve the following problems.
applications of 1. The length of the rectangle is (5𝑥 + 2) cm and its width is 3𝑥 + 1 cm. Find
concepts and skills in its area.
daily living 2. The side of a square is 7𝑥 − 8𝑦 cm. What is the area?
3. What is the largest factor common to 9𝑥 3 𝑎𝑛𝑑 27𝑥 4 ?
H. Making generalizations Ask: Why is it important to know the process of factoring polynomials?
and abstractions about
the lesson
I. Evaluating learning Solve the problem.
One of the faces of s rectangular prism is a square. If the volume of the
prism is 32ℎ3 − 16ℎ2 + 2ℎ, what is the expression for the side of the square?
J. Additional activities for Answer the problems number 17- 19 on page 70.
application or
remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 80% in the
evaluation
B. No. of learners who
required additional activities
for remediation
C. Did the remedial lessons
work?
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies work well? Why
did this work?
F. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
G. What innovation or
localized materials did I
used/discover which I wish
to share with other teachers?
 School Poctoy National High School Grade Level 8
DAILY LESSON LOG Teacher Ms. Amelyn S. Olores Learning Area Mathematics
Teaching Date June 22, 2017 Quarter 1st
and Time 1:00- 2:00/ 2:00- 3:00
I. OBJECTIVES
D. Content Standard The learner demonstrates understanding of key concepts of factors of
polynomials, rational algebraic expressions, linear equations and inequalities in
two variables, systems of linear equations and inequalities in two variables and
linear functions.
E. Performance Standard The learner is able to formulate real-life problems involving factors of
polynomials, rational algebraic expressions, linear equations and inequalities in
two variables, systems of linear equations and inequalities in two variables and
linear functions, and solve these problems accurately using a variety of
strategies.
F. Learning M8AL-Ia-b-1
Competencies/ The learner solves problems involving factors of polynomials. (M8AL-Ib-2)
Objectives
II. CONTENT Problems involving Factors of Polynomials

III. LEARNING RESOURCES

C. Reference Next Century Mathematics, The New Grade 8, pp 34- 69

D. Other Learning
Resources
IV. PROCEDURES
K. Reviewing the previous Recall the different process of factoring polynomials.
lesson or presenting
the new lesson
L. Establishing a purpose The students should know how to solve problems involving factors of
for the lesson polynomials.
M. Presenting The students will think of this problem:
examples/instances of The radius of the circular base of a cone is (3𝑥 − 2) meters. If its slant
the new lesson height is (9𝑥 2 − 6𝑥) meters, express the cone’s surface area as product of
polynomial in x.
N. Discussing new The students will solve the given problem applying the process of factoring.
concepts and practicing 𝐿𝑂𝑉𝐸 and 𝑀𝐴𝑇𝐻 are squares. The area of 𝐿𝑂𝑉𝐸 is 𝑥 2 + 4𝑥 + 4. If the
new skills # 1, difference between their areas is 10𝑥 − 5, find the length of their sides.
O. Discussing new The students will think of this problem.
concepts and practicing The area of the four triangles are indicated in the figure below.
new skills # 2
2 square
8 square units
units

x square 4 square units

units
 P. Developing mastery Using the knowledge in factoring, the students will answer the problem in pair.
(Leads to Formative The area of a square is (25𝑎2 𝑥 2 − 30𝑎𝑥𝑦 + 9𝑦 2 ) square units. How long is
Assessment 3) its side?
Q. Finding practical Group the students into five and let them solve the following problems.
applications of 1. The length of the rectangle is (5𝑥 + 2) cm and its width is 3𝑥 + 1 cm. Find
concepts and skills in its area.
daily living 2. The side of a square is 7𝑥 − 8𝑦 cm. What is the area?
3. What is the largest factor common to 9𝑥 3 𝑎𝑛𝑑 27𝑥 4 ?
R. Making generalizations Ask: Why is it important to know the process of factoring polynomials?
and abstractions about
the lesson
S. Evaluating learning Solve the problem.
One of the faces of s rectangular prism is a square. If the volume of the
prism is 32ℎ3 − 16ℎ2 + 2ℎ, what is the expression for the side of the square?
T. Additional activities for Answer the problems number 17- 19 on page 70.
application or
remediation
V. REMARKS June 23, Friday is Quiz Day
VI. REFLECTION
A. No. of learners who
earned 80% in the
evaluation
B. No. of learners who
required additional activities
for remediation
C. Did the remedial lessons
work?
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies work well? Why
did this work?
F. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
G. What innovation or
localized materials did I
used/discover which I wish
to share with other teachers?