8 Q1 Week#1 5

1
Daily Lesson School Bicos National High School Grade Level Grade 8
Log
Teacher Eric B. Bernabe Learning Area MATHEMATICS
Teaching Dates and Time Quarter First Quarter (1st week)
Day 1 Day 2 Day 3 Day 4

Date: Date: Date: Date:
I. OBJECTIVES WEEK 1
The learner demonstrates understanding of key concepts of factors of polynomials, rational algebraic expressions, linear equations and
A. Content standards 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
B. Performance inequalities in two variables, systems of linear equations and inequalities in two variables and linear functions, and solve these problems
Standards accurately using variety of strategies.
C. Learning 1. The learner factors completely different types of polynomials (polynomials with common monomial factor, difference of two squares, sum
Competencies/ and difference of two cubes, perfect square trinomial and general trinomial. M8AL-Ia-b-1
Objectives
I.1 Determine the greatest I.2 Find the factors of I.3 Find the factors of the 1.4 Give the factors of
common factor of binomial sum and difference of Perfect Square Trinomials
polynomial cubes
II. CONTENT Patterns and Algebra
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
pages
2. Learner’s Mathematics Learner’s Mathematics Learner’s Mathematics Learner’s Mathematics Learner’s
Materials pages Module pp. 37 - 38 Module pp. 37 - 38 Module pp. 37 - 38 Module pp. 37 - 38
3. Textbook pages
4. Additional
Materials from
Learning Resources
2
(LR)Portal
IV. PROCEDURES
A. Reviewing previous  Recall to them the  Give me an example of a  Give a short review in  Review what is perfect-
lesson or presenting process of finding the perfect square numbers finding the cube root square trinomial
the new lesson common factors of a and terms with their of perfect cube of
number. square roots. numbers or terms.
B. Establishing a  Can you give common  What have you observe  What is the formula in  Present examples where
purpose for the personalities among in a square figure in getting the volume of a perfect square trinomial
lesson Filipinos compared to terms of its sides? cube? is applicable
other nationalities?  How to solve for an  How many dimensions
 What is the importance in Area of a square? needed to solve for its
identifying what is volume?
common among the
group?
C. Presenting  Before looking at some  How to factor the  If the given expression is  Present the key concept
examples/instances examples, break down difference between two a sum or different of in giving the factors of
of the new lesson the words: perfect squares? two cubes, how are we perfect square of
Greatest =Largest, going to get its factors? Trinomials
Common=Shared,  Present the two special
Factor= Factored Piece formulas of the sum
and difference of cubes.
D. Discussing new  Discuss the steps on how  Discuss how find the  Is there a pattern that  What is the result in
concepts and to factor polynomial by square roots of two you have observed in squaring the binomial?
practicing new skill identifying its GCF. terms that are perfect the formula?  What have you notice
#1 square with its  How to get the first with the pattern in the
factorization as the sum factor? middle term of perfect
and difference of the  How to get the second square trinomials?
square roots. factor?
E. Discussing new  Given the polynomial, let  Give an activity to be Think-pair-share Talking to learners/
concepts and the students work by answered by group  Present the steps on Conferencing
practicing new skill group in determining the the board on how to  Discuss the steps in
#2 greatest common find the factors of the giving the factors of
monomial factor, quotient sum and difference of Perfect Square
of polynomial and its cubes. Trinomial from the first
factored form  Give exercises by pair term, middle term up to
3
to solve. the last term

F. Developing mastery  Give board work to the  Ask representative  Hands on Activity  Pen and paper test
(Leads to students about finding the among the groups to
Formative greatest common factor answer explain their
Assessment) of polynomial. answers on the board.
G. Finding practical  What is the largest  An algebraic term is a  What is the factored  Have the students
applications of common coin to represent perfect square when the form of the volume of a reflect about their
concepts and skill P5, P10, P20 and P50? numerical coefficient is given cube figure with learning in factoring
in daily living a perfect square and the variable x and variable perfect square trinomial
exponents of each of the y?
variables are even
numbers.
H. Making  Finding a greatest  If subtraction separates  Let the students  Perfect-square
generalizations and common factor (GCF) is two squared terms, then summarize the lesson trinomials are
abstractions about the process of identifying the sum and the in finding the sum and quadratics that you got
the lesson what number and difference of the two difference of cubes by squaring a binomial.
variables are group of square roots factor the
terms has in common. binomial.
I. Evaluating learning  Let the students answer  Give a short seatwork on  Answering the  Create 2 problems in
the Exercises in factoring giving the factors of the Formative Assessment factoring perfect square
found in Activity. I in following binomials. trinomials with solution
DLP
J. Additional  Reinforcement activity for  Give assignment if  Give assignment if

activities for the students about needed needed.
application or determining the greatest
remediation common factor of
polynomials
V. REMARKS
VI. REFLECTION
A…No. of learners who
earned 80% in the
4
evaluation
B...No. of learners who
require additional activities
for remediation who scored
C…Did the remedial
lessons work? No of
learners who have caught
up with the lesson.
D…No. of learners who
continue to require
remediation.
E…Which of my teaching
strategies worked well?
Why did these work?
F...What difficulties did I
encounter which my
principal or supervisor can
help me solve?
G…What innovation or
other localized materials
did I use/discover which I
wish to share with
teachers?
Prepared by: Checked by: Noted:
ERIC B. BERNABE RUBY P. DELA CRUZ, PhD LAARNI L. VILLAROSA, PhD

Teacher I Head Teacher III School Principal II
Log
5
Teaching Dates and Time Quarter First Quarter (2nd week)

C. Learning 1. The learner factors completely different types of 2. The learner solves problems involving factors of polynomials. M8AL- Ib-
Competencies/ polynomials (polynomials with common monomial 2
Objectives factor, difference of two squares, sum and difference of
two cubes, perfect square trinomial and general
trinomial. M8AL-Ia-b-1
1.5 Find the factors of 1.6 Factor polynomials of 2.1 Solve geometrical 2.2 Solve problems
trinomials the form a x² + bx + c problems using factoring using factoring
with a ≠ 1 method method
III. LEARNING
RESOURCES
A. References
pages
6. Learner’s Materials Mathematics Learner’s
pages Module
pp. 39 - 40
7. Textbook pages Exploring Mathematics I Intermediate Algebra Intermediate Algebra pp.
Elementary Algebra pp. pp.115 Fernando B. 111-115 Fernando B.
538-540 Oriones, et al Oriones, et al
8. Additional Materials
6
from Learning
Resources
(LR)Portal
IV. PROCEDURES
A. Reviewing previous  Review:  Recall to them how to  Review the past lesson  Recall to them their
lesson or presenting the (x+2)(x+3) = x² + 5x + 6 factor numbers and terms in translating verbal learning in factoring
new lesson (x- 2)(x+3) = x² + 5x - 6 Recall also the sentences to Quadratic Equations.
Distributive Property to mathematical
factor the polynomial sentences.
B. Establishing a  There are polynomials  There are trinomials  Learning the concepts in  Many problems in other
purpose for the lesson other than perfect square whose leading factoring polynomials is fields can be solved by
trinomials, these are coefficient is not equal applicable in finding the means of quadratic
trinomials whose to 1, these are called measurements of some equation.
leading coefficient is 1. General Quadratic geometrical figures.
Trinomials.
C. Presenting Factor x² + 5x + 6 Factor 2 x² + 11x + 5  Present an example of Example:
examples/instances of  List all possible factors  List all possible factors geometrical problems.  The sum of two
the new lesson of 6 of 2 x² and 5 Express each given numbers is 22 and the
 Find the factor of 6  Test the possibilities to measurement into sum of their squares is
whose sum is 5 see which arrangement algebraic expressions 250. Find the numbers?
produces the correct
linear term, 11x.
D. Discussing new  How did you factor  How did your factor 2  How did you express  What is the first step in
concepts and practicing x² + 5x + 6? x² + 11x + 5 each measurement? solving such problem?
new skill #1  What did you do to  What property you  What concepts you  What concepts you
factor it? are using after grouping used to arrive the need to consider after
 Did you find any the possible factors? correct answer in the formulating the
difficulty, why?  How did find the given geometrical equation?
 What are your correct linear term problem? How did you arrive
difficulties? which serves as the with your final answer?
middle term the
trinomial?
7
E. Discussing new  Talking to the learners/  Face to face interaction  Problem based learning  Brain Based Activity
concepts and practicing Conferencing  Interpersonal and small-  Collaborative learning  Critical Thinking
new skill #2  Inquiry-Guided Learning group skills Activity
F. Developing mastery  Answering of DLP  Answering of DLP  Answering of DLP  Hands On Activity
(Leads to Formative Exercises Exercises Exercises
Assessment)
G. Finding practical  What are the important  What are the concepts  Cite real-life situations  In solving problems
applications of concepts concepts to remember to remember in in where the knowledge quadratic equations, what
and skill in daily living in factoring trinomials? factoring General of factoring is possible method we can
Quadratic Trinomials. applicable. use?
H. Making  Let the students  Let them give a  Each time we expand  Let the students
generalizations and summarize on how to summary of the lesson. our equation-solving summarize the lesson
abstractions about the factor trinomial with 1 as capabilities, we gain about problem solving
lesson the numerical coefficient more techniques for using factoring method.
of the leading term. solving word problems.
I. Evaluating learning  Oral Presentation  Answering of  Oral Presentation  Answering of
Formative Assessment Formative Assessment
J. Additional activities
for application or
remediation
V. REMARKS
VI. REFLECTION
earned 80% in the
evaluation
lessons work? No of
learners who have caught up
with the lesson.
continue to require
8
remediation.
Why did these work?
encounter which my
help me solve?
other localized materials did
I use/discover which I wish
to share with teachers?

9
Log
Teaching Dates and Time Quarter First Quarter (3rd week)

10

C. Learning 3. The learner’s illustrates 4. The learner simplifies 5. The learner performs operations on rational algebraic expressions. M8AL-
Competencies/ rational algebraic rational algebraic 1c-d-1
Objectives expressions. M8AL-1c-1 expressions. M8AL-1c-2
3.1 Classify rational 4.1Simplify rational 5.1 Find the sum and 5.2 Find the sum and the
algebraic expressions from algebraic expression. difference of similar difference of dissimilar
non-rational. rational algebraic algebraic expression.
expressions.
III. LEARNING
RESOURCES
A. References
pages
10. Learner’s Materials Mathematics Learner’s Mathematics Learner’s Mathematics Learner’s Mathematics Learner’s
pages Module pp. 70-71 Module pp. 70-71 Module pp. 70-71 Module pp. 70-71
11. Textbook pages Mathematics III pp. 175-
176 By: Oronce, Orlando
et.al
from Learning
Resources
(LR)Portal
IV. PROCEDURES
A. Reviewing previous  Review to them the  Recall to them the  Review them on how to  Review to them the
11
lesson or presenting the concept of translating concepts in reducing or add and subtract previous topic in adding
new lesson verbal phrases to simplifying rational fractions. and subtracting similar
mathematical expressions numbers. algebraic expressions.
B. Establishing a  There are expressions in  Rational algebraic  Why do we need to  Like fractions, there is
purpose for the lesson rational or fractional expressions can be learn how to add and also dissimilar algebraic
form. reduced and simplified subtract similar expression.
like rational numbers. algebraic expressions?
C. Presenting  Present an expression on  Present an example of  Give illustrative  Present examples on
examples/instances of the board with rational rational algebraic examples in finding the adding and subtracting
the new lesson and non-rational expressions to be sum and difference of dissimilar rational
expressions. simplified. similar algebraic algebraic expressions.
expressions?
D. Discussing new  What are rational  What have you observed  Discuss the steps in  Discuss the steps in
concepts and practicing expressions and what are with the expressions? adding and subtracting adding and subtracting
new skill #1 non-rational expressions?  How to simplify rational rational expressions with dissimilar rational
 What makes an expressions? like denominator. algebraic expression.
expression a non-rational  What law of exponent  What did you do in the  What concepts in
expression? you may apply in numerator and the factoring you apply in
simplifying rational denominator of the finding the LCD of the
expressions? expression? expression?
 How to determine if the How did you arrive the How did you simplify
expression is in answer? the resulting rational
simplified form? expression?
E. Discussing new  Brain Based Strategy  Cooperative Learning  Discussion Strategy  Discussion Strategy
concepts and practicing  Logical Thinking Activity to  Active Learning  Active Learning
new skill #2 Activity  Group Discussion
Activity
F. Developing mastery  Answering DLP  Answering DLP  Answering DLP  Answering DLP
(Leads to Formative Exercises Exercises Exercises Exercises
Assessment)
G. Finding practical  If the denominator is  If A, B and C are  What are the concepts  What are the concepts
applications of concepts zero, it is meaningless polynomials, then that we must consider in that we should
and skill in daily living expression because CA/CB=A/B, where B ≠ adding and subtracting remember in adding
12
division by zero is 0 and C ≠ 0. similar rational and subtracting

undefined. expressions? dissimilar rational
expressions?
H. Making  A rational expression  The method of  Let the students give  Let the students
generalizations and (also called an algebraic simplifying rational the summary of the summarize the day’s
abstractions about the fraction) is an algebraic expressions is similar to topic discussed. lesson
lesson expression of the form that of reducing a
p/q, where p and q are rational number.
polynomials and q ≠ 0.
I. Evaluating learning  Answering Formative  Answering Formative  Answering Formative  Answering Formative
Assessment Assessment Assessment Assessment
for application or
remediation
V. REMARKS
VI. REFLECTION
earned 80% in the
evaluation
lessons work? No of
with the lesson.
continue to require
remediation.
Why did these work?
encounter which my
help me solve?
13

Log
Teaching Dates and Time Quarter First Quarter (4th week)

14
C. Learning 5. The learner performs operations on rational algebraic 6. The learner solves problems involving rational algebraic expressions. M8AL-
Competencies/ expressions. M8AL-Ic-d-1 Id-2
Objectives
5.3 Find the product of 5.4 Find the quotient of 6.1 Solve motion problems 6.2 Solve work problems
rational algebraic rational algebraic involving rational involving rational
expressions expressions expressions. expressions.
III. LEARNING
RESOURCES
A. References
pages
14. Learner’s Materials
pages
15. Textbook pages Intermediate Algebra II by: Intermediate Algebra II by: Exploring Mathematics I Exploring Mathematics I
Simon L. Chua pp. 86 - 87 Simon L. Chua pp. 90-91 Elementary Algebra pp. Elementary Algebra pp.
222-223 222-223
from Learning
Resources
(LR)Portal
IV. PROCEDURES
A. Reviewing previous  Review to them on how  Review to them on how  Recall to them their  Recall to them their
lesson or presenting the to multiply fractions to divide fractions learning on how to solve learning on how to solve
new lesson and perform operations motion problem
involving rational involving rational
algebraic expressions algebraic expressions.
15
B. Establishing a  Why do we need to learn  Why do we need to  What is the importance  Relate the importance in
purpose for the lesson how to multiply rational learn how to divide in learning how to solve learning to solve motion
algebraic expressions? rational algebraic motion problem? problem to work
expressions? problem.
C. Presenting  Present an illustrative  Present an illustrative  Present an illustrative  Present an illustrative

examples/instances of example in multiplying example in dividing example on motion examples on work
the new lesson rational algebraic rational algebraic problems involving problems involving
expressions. expressions rational algebraic rational algebraic
expressions expressions
D. Discussing new  Discuss the steps in  Discuss the steps in  Discuss with the  Discuss with the
concepts and practicing finding the product of finding the quotient of students the concepts and students the concepts to be
new skill #1 rational algebraic rational algebraic formula in getting the applied in solving work
expressions. expressions distance, rate and time in problems.
 How did you arrive with  How did you arrive with motion problems.  What type of equation
your answer? your answer?  What type of equation you are formulating?
 What difficulties you  What difficulties you you are formulating?  What operations of
encountered in finding the have encountered in  What operations of algebraic expressions
product of rational finding the product of algebraic expressions involve in motion
algebraic expression? rational algebraic involve in motion problems?
expressions? problems?  How did you arrive with
 How did you arrive with your final answer?
your final answer?
E. Discussing new  Discussion Strategy  Discussion Strategy  Learner-centered  Learner-centered

concepts and practicing  Active Learning  Active Learning Teaching Teaching
new skill #2  Lecture Strategy  Lecture Strategy
F. Developing mastery  Answering DLP  Answering DLP  Answering DLP  Answering DLP
(Leads to Formative Exercises Exercises Exercises Exercises
Assessment)
G. Finding practical  In finding the product of  In finding the quotient of  In solving motion  In solving work
applications of concepts rational algebraic rational algebraic problems, what problems, what
16
and skill in daily living expressions, what are the expressions, what are important in concepts important concepts in
concepts needed to solve the concepts needed to rational algebraic rational algebraic
it? solve it? expression we need to expression we need to
apply? apply?
H. Making  Students summarize the  Ask students to give a  Students will give a brief  Ask students to give a
generalizations and lesson brief summary of the summary of the lesson brief summary of the
abstractions about the discussion. discussed discussion
lesson
I. Evaluating learning  Answering a Formative  Answering a Formative  Answering a Formative  Answering a Formative
for application or
remediation
V. REMARKS
VI. REFLECTION
earned 80% in the
evaluation
lessons work? No of
with the lesson.
continue to require
remediation.
Why did these work?
encounter which my
help me solve?
17

Daily Lesson School Grade Level Grade 8

Log
Teacher Learning Area MATHEMATICS
Teaching Dates and Time Quarter First Quarter (5th week)

18
C. Learning 7. The learner illustrates 8. The learner illustrates 9. The learner illustrates 10. The learner finds the
Competencies/ the rectangular linear equations in two the slope of a line. M8AL- slope of a line given two
Objectives coordinate system and its variables. M8AL- Ie-4 points, equation, and
uses. M8AL-Ie-1 Ie-3 10. The learner finds the graph.
slope of a line given two M8AL-Ie-5
points, equation, and graph
M8AL-Ie-5
7.1 Describe the 8.1Identify linear 9.1 Illustrates the slope of 10.1 Identify the slope of a
Rectangular Coordinate equations in two the line line represented by the
System and its uses variables. 10.1 Find the slope of a equations and graphs
line given two points
III. LEARNING
RESOURCES
A. References
pages
18. Learner’s Materials Mathematics Learner’s Mathematics Learner’s Mathematics Learner’s Mathematics Learner’s
pages Module pp. 122-123 Module pp. 181-183 Module pp. 181-183 Module pp. 183-184
19. Textbook pages
from Learning
Resources
(LR)Portal
IV. PROCEDURES
A. Reviewing previous  Recall to them their  Show different  Present a picture of  Recall to them the
19
lesson or presenting the prior knowledge about the examples of linear and “Mount Mayon” concept in finding the
new lesson Cartesian coordinate non-linear equations in slope of a line?
plane. two variables then ask
which examples are
linear equations in two
variables.
B. Establishing a  Introduce to them the  Show a picture of the  What can you say about  Can we find the slope of
purpose for the lesson name behind Cartesian graphs of linear the picture? line given equation and
plane, Rene Descartes; equations in two  What about its the graph of a line?
and his contributions in variables steepness?
the field of mathematics.  Describe the picture
from top to bottom.
C. Presenting  Present on the board the  Present to the students  Present a different  Present an example to
examples/instances of illustration of Cartesian that linear equation graphs on the board and solve for the slope of a
the new lesson coordinate plane and what defined by y=mx+b can be let the students identify line given the graph and
it composed of. represented by its equation whether the slope is equation of a line.
where m is the slope and b positive, negative, zero
is the y-intercept. or undefined.
 The highest degree is 1.
D. Discussing new  What is the Rectangular Example: 3x + 2y = 6  How did you find the  Discuss to the students
concepts and practicing Coordinate System  Does the equation activity? on how to solve for the
new skill #1 composed of? describe a linear?  What is the trend of the slope of a line given the
 Where do you see the  How did you identify if graph? Is it increasing or graph.
origin? it’s a linear or not? decreasing?  What is the slope of the
 What are the signs of  If yes, determine the  What is the slope of each line given the graph?
coordinates of the points slope and the y-intercept? increasing graph? How did you arrive
in each quadrant?  How did you solve for What is the slope of each with your answer?
 What is the use of the slope and y-intercept? decreasing graph?
Rectangular Coordinate
System?
E. Discussing new  Spatial Graphs  Experiential learning  Discuss the concepts in  Discuss to the students
concepts and practicing Observing Relationship Logical/Mathematical finding the slope of a line on how to solve for the
new skill #2 Activity given two points slope of a line given the
 Spatial Graphs equation.
Observing Relationship  What is the slope of the
20
line given the graph?

How did you arrive
with your answer?
F. Developing mastery Let the student  Answering DLP  Answering DLP  Answering DLP
(Leads to Formative illustrate the Cartesian Exercises Exercises Exercises
Assessment) Coordinate Plane with
correct label
G. Finding practical  What is the relevance in  Does the graph of linear  In what particular real  Is finding the slope of a
applications of concepts describing the Cartesian equation forms a line? life situation where we can line applicable in
and skill in daily living coordinate system and its How about the non- apply finding the slope of constructing buildings?
uses? linear equation? given two points?
H. Making  Let the students describe  Linear equation defined  A slope of a line can be  Let the students
generalizations and Cartesian Coordinate by y = mx + b can be computed by finding the summarize the day’s
abstractions about the plane and explain its uses. represented by its quotient of rise and run. discussion.
lesson equation where m is the
slope and b is the y-
intercept and the highest
degree is 1.
I. Evaluating learning  Answering Formative  Answering Formative  Answering Formative  Answering Formative
for application or
remediation
V. REMARKS
VI. REFLECTION
earned 80% in the
evaluation
lessons work? No of
21
with the lesson.

continue to require
remediation.
Why did these work?
encounter which my
help me solve?


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1

Teaching Dates and Time Quarter First Quarter (1st week)

Day 1 Day 2 Day 3 Day 4

II. CONTENT Patterns and Algebra

to solve. the last term

J. Additional  Reinforcement activity for  Give assignment if  Give assignment if

Prepared by: Checked by: Noted:

ERIC B. BERNABE RUBY P. DELA CRUZ, PhD LAARNI L. VILLAROSA, PhD

Teaching Dates and Time Quarter First Quarter (2nd week)

Day 1 Day 2 Day 3 Day 4

II. CONTENT Patterns and Algebra

Prepared by: Checked by: Noted:

ERIC B. BERNABE RUBY P. DELA CRUZ, PhD LAARNI L. VILLAROSA, PhD

Teaching Dates and Time Quarter First Quarter (3rd week)

Day 1 Day 2 Day 3 Day 4

II. CONTENT Patterns and Algebra

division by zero is 0 and C ≠ 0. similar rational and subtracting

Prepared by: Checked by: Noted:

ERIC B. BERNABE RUBY P. DELA CRUZ, PhD LAARNI L. VILLAROSA, PhD

Teaching Dates and Time Quarter First Quarter (4th week)

Day 1 Day 2 Day 3 Day 4

II. CONTENT Patterns and Algebra

C. Presenting  Present an illustrative  Present an illustrative  Present an illustrative  Present an illustrative

E. Discussing new  Discussion Strategy  Discussion Strategy  Learner-centered  Learner-centered

Prepared by: Checked by: Noted:

ERIC B. BERNABE RUBY P. DELA CRUZ, PhD LAARNI L. VILLAROSA, PhD

Daily Lesson School Grade Level Grade 8

Teaching Dates and Time Quarter First Quarter (5th week)

Day 1 Day 2 Day 3 Day 4

II. CONTENT Patterns and Algebra

line given the graph?

with the lesson.

Prepared by: Checked by: Noted:

ERIC B. BERNABE RUBY P. DELA CRUZ, PhD LAARNI L. VILLAROSA, PhD

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