SCHOOL: TUBORAN NATIONAL HIGH SCHOOL GRADE LEVEL: SEVEN (7)

GRADES 1 TO 12
TEACHER: TITO S. FERNANDEZ LEARNING AREA: MATHEMATICS 7
DAILY LESSON LOG TEACHING DATES & TIME: Four Times Per Week QUARTER: THIRD QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES Objective over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed, additional lessons exercises
and remedial activities maybe done for developing content knowledge and competencies. These are using Formatives Assessment Strategies. Valuing objectives support the
learning of content and competencies and enable children to find significance and joy in learning the lesson. Weekly objectives shall be derived from the curriculum guide.
A. Content Standards: Demonstrates the key Demonstrates the key Demonstrates the key concepts Demonstrates the key concepts Demonstrates the key
concepts of geometry of concepts of geometry of of geometry of shapes and sizes, of geometry of shapes and concepts of geometry of
shapes and sizes, geometric shapes and sizes, geometric construction and sizes, geometric construction shapes and sizes, geometric
construction and application geometric construction and application of measurements in and application of construction and
of measurements in geometric application of geometric figures measurements in geometric application of
figures measurements in figures measurements in
geometric figures geometric figures
- ICL RUBY - ICL SAPPHIRE
B. Performance Is able analyze and investigate Is able analyze and Is able analyze and investigate in Is able analyze and investigate Is able analyze and
in a more formal environment investigate in a more a more formal environment the in a more formal environment investigate in a more
Standards: the basic concepts in formal environment the basic concepts in geometry the basic concepts in geometry formal environment the
geometry basic concepts in geometry basic concepts in geometry
- ICL RUBY - ICL SAPPHIRE
C. Learning Competencies/ -Represents a point, line and -Illustrates, names, -Derives relationships of -Derives relationships of - Derives relationships
plane using concrete and identifies and defines the geometric figures using geometric figures using between vertical angles
Objectives: Write the LC pictorials models different kinds of angles measurements and by inductive measurements and by and among angles formed
code for each -Defines, identifies and names reasoning: supplementary inductive reasoning: by parallel lines cut by a
At the end of the period, at the subsets of a line - ICL RUBY angles, complementary angles, supplementary angles, transversal using
least 75% of the students will adjacent angles, linear pairs, complementary angles, measurement and by
to: perpendicular lines and parallel adjacent angles, linear pairs, inductive reasoning
lines. perpendicular lines and parallel - ICL SAPPHIRE
lines.
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content in a week or two.
II. CONTENT Geometry
III. LEARNING RESOURCES List the materials to be used in different days. Varied resources of materials sustain children’s interest in the lesson an in learning. Ensure that there is a mix of concrete and
manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References GRADE 8 BOOK
1. Teacher’s Guide Pages
2. Learner’s Materials Pages
3. Text book Pages
4. Additional Materials from RULERS, PROTACTOR, PENCIL Math Learner’s Module Math Learner’s Module Math Learner’s Module Math Learner’s Module
Learning resources(LR)Portal MATH BOOKS RULERS, PROTACTOR, PENCIL RULERS, PROTACTOR, PENCIL RULERS, PROTACTOR, PENCIL RULERS, PROTACTOR,
 MATH BOOKS MATH BOOKS MATH BOOKS PENCIL
MATH BOOKS
B. Other Learning Resources

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

IV PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that the students will learn will learn well. Always be guided by demonstration of learning
the by the students which you can infer from formative assessment activities. Sustain learning systematically by providing the students with multiple ways to learn new things,
practice their learning, question their learning processes and draw conclusion about what they learned in relation to their life experiences and previous knowledge. Indicate the
time allotment for each step.

A. Reviewing Previous Graphs linear equation Write the steps in Recall on finding Perform the activity that Perform the activity
Lesson or Presenting given any two points graphing linear equation of a line given enable to find the 19 on page 198 that
New Lesson
equations using the two points equation of a line using enable to solve
different methods slope intercept form problems by
following the steps
B. Establishing a Purpose Graph linear equation Finding the equation of Finding equation of a Finding equation of a Solving Problems
for the Lesson using slope and y the line using the two line using a slope and a line using slope involving linear
intercepts points point intercept form equations in two
variables
C. Presenting Give a linear equation Find the equation of Give an illustrative Give an illustrative Discuss the given
Examples/Instances of and identify the slope the line that passes example of finding example of finding problem with
the Lesson
and the y intercept of through the pairs of equation of a line given equation of a line using illustration
the equation two points a slope and a point slope intercept form
D. Discussing New Discuss the methods of Discuss the formula of Discuss the formula of Discuss the formula of Answer the guide
Concepts and graphing linear two point form point slope form slope intercept form question on page 197
Practicing New Skills#1
equation using the
slope and y intercepts

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

IV PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that the students will learn will learn well. Always be guided by demonstration
of learning the by the students which you can infer from formative assessment activities. Sustain learning systematically by providing the students with multiple ways
to learn new things, practice their learning, question their learning processes and draw conclusion about what they learned in relation to their life experiences and
previous knowledge. Indicate the time allotment for each step.

E. Discussing New Concepts and Given the linear Illustrate the given Illustrate the given example Determine the slopes Solve more
Practicing New Skills#2 equation, identify example of finding of point slope form and y intercepts of the problems by
the slope and the y equation using two given equation of a line showing solutions
intercept then plot point form and graphs
F. Developing Mastery Graph each linear recall the formula Perform the activity on Give more exercises on Recall on
(Leads To Formative Assessment 3) equation ,given the of the slope page 194 finding equation of a translating
slope and y line using slope mathematical
intercept intercept form phrases and
sentences to
mathematical
symbol
G. Finding Practical Application of Draw a graph of Differentiate the Practice skills on problem Answering worksheets Formulate a word
Concepts and Skills in Daily linear equation and point slope form solving on finding equation problem involving
Living
describe slope and and two point of a line linear equations
y intercept slope form then solve

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

V REMARKS These steps should be done across the week. Spread out the activities appropriately so that the students will learn will learn well. Always be guided by demonstration of learning
the by the students which you can infer from formative assessment activities. Sustain learning systematically by providing the students with multiple ways to learn new things,
practice their learning, question their learning processes and draw conclusion about what they learned in relation to their life experiences and previous knowledge. Indicate the
time allotment for each step.

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

 VI REFLECTION These steps should be done across the week. Spread out the activities appropriately so that the students will learn will learn well. Always be guided by demonstration of learning
the by the students which you can infer from formative assessment activities. Sustain learning systematically by providing the students with multiple ways to learn new things,
practice their learning, question their learning processes and draw conclusion about what they learned in relation to their life experiences and previous knowledge. Indicate the
time allotment for each step.

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?
EVALUATED BY:
PREPARED BY:

ROGELIO A. GONO, MAED

TITO S. FERNANDEZ
HT – 1/ SIC
Teacher – 1
 SCHOOL: GRADE LEVEL: EIGHT (8)
GRADES 1 TO 12 TEACHER: LEARNING AREA: MATHEMATICS 8
TEACHING DATES & TIME: Four Times Per Week QUARTER: SECOND GRADING
DAILY LESSON LOG
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I. OBJECTIVES Objective over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed, additional lessons exercises
and remedial activities maybe done for developing content knowledge and competencies. These are using Formatives Assessment Strategies. Valuing objectives support the
learning of content and competencies and enable children to find significance and joy in learning the lesson. Weekly objectives shall be derived from the curriculum guide.
A. Content Standards: Demonstrates Demonstrate
understanding of key understanding of the key
concepts of systems of concepts of linear
linear equations in two equations in two
 variables variables
B. Performance Standards: Is able to formulate real Is able to formulate
life problems involving problems involving
systems of linear system of linear
equations in two equations in two
variables variables
C. Learning Competencies/ Solves a system of linear Solve problems involving
Objectives: Write the LC equations by elimination systems of linear
code for each
At the end of the period, at least
equations in two
75% of the students will to: variables
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content in a week or two.
II. CONTENT System of linear System of linear equation
equation in two variables in two variables
III. LEARNING RESOURCES List the materials to be used in different days. Varied resources of materials sustain children’s interest in the lesson an in learning. Ensure that there is a mix of concrete and
manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References
5. Teacher’s Guide Pages
6. Learner’s Materials Pages 280 -281 285 - 286
7. Text book Pages
8. Additional Materials from
Learning resources(LR)Portal
Math Learner’s module Math Learner’s Module
B. Other Learning Resources

SCHOOL: GRADE LEVEL: EIGHT (8)

GRADES 1 TO 12
TEACHER: LEARNING AREA: MATHEMATICS 8
DAILY LESSON LOG TEACHING DATES & TIME: Four Times Per Week QUARTER: SECOND GRADING

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

IV PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that the students will learn will learn well. Always be guided by demonstration
of learning the by the students which you can infer from formative assessment activities. Sustain learning systematically by providing the students with multiple ways
to learn new things, practice their learning, question their learning processes and draw conclusion about what they learned in relation to their life experiences and
previous knowledge. Indicate the time allotment for each step.

H. Reviewing Previous Lesson or Calculating Recall on solving

Presenting New Lesson
 unknown values of systems of linear
mathematical equation by any
expression algebraic method
I. Establishing a Purpose for the Finding the solution Solving real life
Lesson of the systems of problems involving
linear equation in systems of linear
two variables by equation in two
elimination variables
J. Presenting Examples/Instances Determine whether Illustrating
of the Lesson an ordered pair is a mathematical
solution of the concept previously
given system learned through
illustration made
K. Discussing New Concepts and Explaining how to Explain how to
Practicing New Skills#1 obtain the solution check or verify
by elimination results obtain

SCHOOL:
GRADES 1 TO 12
TEACHER: LEARNING AREA: MATHEMATICS 8
DAILY LESSON LOG TEACHING DATES & TIME: Four Times Per Week QUARTER: SECOND GRADING

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

IV PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that the students will learn will learn well. Always be guided by demonstration
of learning the by the students which you can infer from formative assessment activities. Sustain learning systematically by providing the students with multiple ways
to learn new things, practice their learning, question their learning processes and draw conclusion about what they learned in relation to their life experiences and
previous knowledge. Indicate the time allotment for each step.

L. Discussing New Concepts and Find the solution Formulation and

Practicing New Skills#2 the solution set of solving problems
the systems by involving linear
 elimination equations in two
variables
M. Developing Mastery Describing the Citing situations
(Leads To Formative Assessment 3) solution set of the involving linear
system of linear equations in two
equation in two variables
variables by
elimination
N. Finding Practical Application of Explaining why Describing the
Concepts and Skills in Daily solving systems of advantages and
Living
linear equation, disadvantages of
have one solution using different
or infinite number methods of solving
of solutions systems of linear
equations

SCHOOL: GRADE LEVEL: EIGHT (8)

GRADES 1 TO 12
TEACHER: LEARNING AREA: MATHEMATICS 8
DAILY LESSON LOG TEACHING DATES & TIME: Four Times Per Week QUARTER: SECOND GRADING

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

IV PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that the students will learn will learn well. Always be guided by demonstration of learning
the by the students which you can infer from formative assessment activities. Sustain learning systematically by providing the students with multiple ways to learn new things,
practice their learning, question their learning processes and draw conclusion about what they learned in relation to their life experiences and previous knowledge. Indicate the
time allotment for each step.
H. Making Generalization
and Abstractions about the
lesson

I. Evaluating Learning

J. Additional Activities for

Application or Remediation

VI- REMARKS

SCHOOL: GRADE LEVEL: EIGHT (8)

GRADES 1 TO 12
TEACHER: LEARNING AREA: MATHEMATICS 8
DAILY LESSON LOG TEACHING DATES & TIME: Four Times Per Week QUARTER: SECOND GRADING

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

IV PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that the students will learn will learn well. Always be guided by demonstration of learning
the by the students which you can infer from formative assessment activities. Sustain learning systematically by providing the students with multiple ways to learn new things,
practice their learning, question their learning processes and draw conclusion about what they learned in relation to their life experiences and previous knowledge. Indicate the
time allotment for each step.
VII - 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: GRADE LEVEL: EIGHT (8)
GRADES 1 TO 12
TEACHER: LEARNING AREA: MATHEMATICS 8
DAILY LESSON LOG TEACHING DATES & TIME: Four Times Per Week QUARTER: SECOND QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES Objective over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed, additional lessons exercises
and remedial activities maybe done for developing content knowledge and competencies. These are using Formatives Assessment Strategies. Valuing objectives support the
learning of content and competencies and enable children to find significance and joy in learning the lesson. Weekly objectives shall be derived from the curriculum guide.
A. Content Standards: Demonstrates Demonstrate Demonstrate understanding of Demonstrate Demonstrate
understanding of key understanding of the the key concepts of linear understanding of the understanding of
concepts of systems of key concepts of linear equations in two variables key concepts of linear the key concepts of
linear equations in two equations in two equations in two linear equations in
variables variables variables two variables
B. Performance Standards: Is able to formulate Is able to formulate Is able to formulate problems Is able to formulate Is able to formulate
real life problems problems involving involving linear equations in two problems involving problems involving
involving systems of system of linear variables and solve these linear equations in two linear equations in
linear equations in two equations in two problems accurately using a variables two variables
variables variables variety of strategies
C. Learning Competencies/ Illustrate systems of Graphs a system of Categorizes when a given system Solves a system of linear Solves a system of
Objectives: Write the LC linear equations in two linear equation in two of linear equation in two variables equations in two linear equations in
code for each variables variables has graphs that are parallel, variables two variables by
At the end of the period, at least
75% of the students will to:
intersecting and coinciding substitution
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content in a week or two.
II. CONTENT System of linear System of linear Systems of linear equation in two Solving systems of linear Systems of linear
equation in two equation in two variables equation in two equations solved by
variables variables variables substitution
III. LEARNING RESOURCES List the materials to be used in different days. Varied resources of materials sustain children’s interest in the lesson an in learning. Ensure that there is a mix of concrete and
manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References
9. Teacher’s Guide Pages
10. Learner’s Materials Pages 253 - 255 256- 257 257 - 259 268 - 271 272- 274
11. Text book Pages
12. Additional Materials from
Learning resources(LR)Portal
Graphing papers, Math Learner’s Math Learner’s Module Math Learner’s Math Learner’s
ruler and pencil Module Module Module
B. Other Learning Resources

SCHOOL: GRADE LEVEL: EIGHT (8)

GRADES 1 TO 12
TEACHER: LEARNING AREA: MATHEMATICS 8
DAILY LESSON LOG TEACHING DATES & TIME: Four Times Per Week QUARTER: SECOND GRADING

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

IV PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that the students will learn will learn well. Always be guided by demonstration
of learning the by the students which you can infer from formative assessment activities. Sustain learning systematically by providing the students with multiple ways
to learn new things, practice their learning, question their learning processes and draw conclusion about what they learned in relation to their life experiences and
previous knowledge. Indicate the time allotment for each step.

O. Reviewing Previous Lesson or Draw the graph of Graph each pair of Illustrate the different Perform the activity 1 Perform the
Presenting New Lesson the linear equation linear equation systems of linear equation on page 268 and activity 3 on page
in a Cartesian plane answer the guide 271 that enable to
questions solve problems by
following the steps
P. Establishing a Purpose for the Describe the graphs Describe the graph Categorize the given system Solving systems of Solving Problems
 Lesson of two linear of each pair of of linear equation linear equation by involving linear
equations in the linear equation graphing equations in two
same coordinate variables
plane
Q. Presenting Examples/Instances Perform activity 2 Give more Determine whether each Recall on graphing Discuss the given
of the Lesson on page 254 exercises on system of linear equations using slope intercept problem with
graphing systems is consistent, dependent or form illustration
of linear equation inconsistent
R. Discussing New Concepts and Discuss the answers Determine the Perform activity 3 on page Give an illustrative Follow procedures
Practicing New Skills#1 of the follow up systems when two 258 example in solving system
questions in the lines intersect by substitution
activity

SCHOOL: GRADE LEVEL: EIGHT (8)

GRADES 1 TO 12
TEACHER: LEARNING AREA: MATHEMATICS 8
DAILY LESSON LOG TEACHING DATES & TIME: Four Times Per Week QUARTER: SECOND QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

IV PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that the students will learn will learn well. Always be guided by demonstration
of learning the by the students which you can infer from formative assessment activities. Sustain learning systematically by providing the students with multiple ways
to learn new things, practice their learning, question their learning processes and draw conclusion about what they learned in relation to their life experiences and
previous knowledge. Indicate the time allotment for each step.

S. Discussing New Concepts and Read and Determine the Graph the system and tell Discuss the concept of Solve more
Practicing New Skills#2 understand some system when two whether each is consistent, finding solution of problems by
important note on lines do not dependent or inconsistent system of linear showing solutions
systems of linear intersect equation in the and graphs
equation intersecting point
T. Developing Mastery Differentiate the Differentiate the Determine the system of Draw the graphs of Compare the
(Leads To Formative Assessment 3) three systems of slopes of the two linear equation through each system and give method of solving
 linear equations systems when two slopes and y intercepts the coordinates of the systems by
lines intersect and point of intersection graphing and
do not intersect substitution
U. Finding Practical Application of Compare the slopes Represent Do the activity in the Solve real life problems Formulate a word
Concepts and Skills in Daily of the lines defined problems systems worksheets using graphing method problem involving
Living
by linear equation of linear equation system of linear
that involves equations then
finding values of solve
two quantities

SCHOOL: GRADE LEVEL: EIGHT (8)

GRADES 1 TO 12
TEACHER: LEARNING AREA: MATHEMATICS 8
DAILY LESSON LOG TEACHING DATES & TIME: Four Times Per Week QUARTER: SECOND GRADING

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

IV PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that the students will learn will learn well. Always be guided by demonstration of learning
the by the students which you can infer from formative assessment activities. Sustain learning systematically by providing the students with multiple ways to learn new things,
practice their learning, question their learning processes and draw conclusion about what they learned in relation to their life experiences and previous knowledge. Indicate the
time allotment for each step.

H. Making Generalization
and Abstractions about the
lesson

I. Evaluating Learning
J. Additional Activities for
Application or Remediation

VI- REMARKS

SCHOOL: GRADE LEVEL: EIGHT (8)

GRADES 1 TO 12
TEACHER: LEARNING AREA: MATHEMATICS 8
DAILY LESSON LOG TEACHING DATES & TIME: Four Times Per Week QUARTER: SECOND QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

IV PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that the students will learn will learn well. Always be guided by demonstration of learning
the by the students which you can infer from formative assessment activities. Sustain learning systematically by providing the students with multiple ways to learn new things,
practice their learning, question their learning processes and draw conclusion about what they learned in relation to their life experiences and previous knowledge. Indicate the
time allotment for each step.
VII - 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?