School Grade 8 Teacher MATHEMATICS DAILY LESSON LOG Teaching Dates and Time AUGUST 29, 2022 RIZAL NATONAL HIGH SCHOOL Grade Level 8 Learning Area FLORENCE P. ROLLO WEEK 1 (AUG. 30- SEP. 2, 2022)7 AUGUST 30, 2022 (SET B) MATHEMATICS Quarter AUGUST 31, 2022 (SET B) 1st SEPTEMBER 1, 2022 (SET SEPTEMBER 2, 2022 (SET A) A) Objectives must be met 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 may be done for I. OBJECTIVES developing content knowledge and competencies. These are assessed using Formative Assessment strategies. Valuing objectives support the learning of content and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides. 1. The demonstrates understanding of key concepts of factors of polynomials, rational algebraic expressions, linear equations and inequalities in two variables, systems of linear equations A. Content Standards and inequalities in two variables and linear functions. 1. The student is able to formulate reallife problems involving factors of polynomials, rational algebraic expressions, linear equations and inequalities in two variables, systems of linear B. Performance Standards equations and inequalities in two variables and linear functions, and solve these problems accurately using a variety of strategies. C. Learning Competencies / Objectives Write the LC code for each NATIONAL HOLIDAY At the end of the session, learners At the end of the session, learners are At the end of the session, learners are At the end of the session, learners are expected to: expected to: expected to: are expected to: A. factors completely different types factors completely different types of factors completely different types of factors completely different types of of polynomials (polynomials with polynomials (polynomials with polynomials (polynomials with polynomials (polynomials with common factor, common monomial factor, difference common monomial factor, difference common monomial factor, difference of two squares, sum and of two squares, sum and difference of of two squares, sum and difference of difference of two squares, sum and difference of two cubes, perfect two cubes, perfect square trinomials, two cubes, perfect square trinomials, difference of two cubes, perfect square and general trinomials). and general trinomials). square trinomials, and general monomial trinomials, and general trinomials). trinomials). 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 can be tackled in a week or two. II. CONTENT Factoring Polynomials NATIONAL HOLIDAY III. LEARNING RESOURCES Factoring Polynomials Factoring Polynomials Factoring Polynomials List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and 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 NATIONAL HOLIDAY K to 12 BEP TG-Math 8, LM Math 8, K to 12 BEP TG-Math 8, LM Math 8, K to 12 BEP TG-Math 8, LM Math 8, K to 12 BEP TG-Math 8, LM Math 8, Quarter 1: Math 8 - Module 1 Quarter 1: Math 8 - Module 1 Quarter 1: Math 8 - Module 1 Quarter 1: Math 8 - Module 1 1. Teacher’s Guide pages NATIONAL HOLIDAY Page 1-5 Page 1-5 Page 1-5 Page 1-5 2. Learner’s Materials pages NATIONAL HOLIDAY Module 1 Module 1 Module 1 Module 1 3. Textbook pages NATIONAL HOLIDAY None None None None 4.Additional Materials from NATIONAL HOLIDAY None None None None Learning Resource (LR) portal B. Other Learning Resources NATIONAL HOLIDAY MELCs MELCs MELCs MELCs These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which you can infer from formative assessment IV. PROCEDURES activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step. A. Reviewing previous lesson or NATIONAL HOLIDAY presenting the new lesson B. Establishing a purpose for the NATIONAL HOLIDAY lesson C. Presenting examples/ instances of the new lesson NATIONAL HOLIDAY Begin with some interesting and To check students understanding on Begin with some interesting and To check students understanding on challenging activities that will enable factoring difference of two squares, ask challenging activities that will enable the factoring difference of two squares, the students to see the association of them to make pairs of square terms and students to see the association of ask them to make pairs of square products to factors and activate their factor it after. Students can give as many products to factors and activate their terms and factor it after. Students can prior knowledge on factoring. pairs of difference of two square as they prior knowledge on factoring. give as many pairs of difference of two can create. square as they can create. (Note: Teachers must see to it that (Note: Teachers must see to it that students must form difference of two students must form difference of two squares) squares) To start the lesson perform Activity 1 Ask the process question to the To start the lesson perform Activity 1 by Ask the process question to the by distributing thumbs up icon to the students and help them see the distributing thumbs up icon to the students and help them see the students and allow them to paste it pattern in factoring sum or difference students and allow them to paste it pattern in factoring sum or under the response column. Thumbs of two cubes. Guide them to generate under the response column. Thumbs difference of two cubes. Guide up means a student has little the rule in factoring sum or difference up means a student has little mastery them to generate the rule in mastery on the skills described and of two cubes. on the skills described and a thumbs factoring sum or difference of two a thumbs down signifies that the down signifies that the student has cubes. student has already mastered the already mastered the skills. This will skills. This will serve as your guidance serve as your guidance into the skills into the skills students still needed in students still needed in this lesson. You this lesson. You can add another can add another row for skills if row for skills if necessary necessary To activate prior knowledge of the Use (Road Map to Factor) as guide in To activate prior knowledge of the Use (Road Map to Factor) as guide in students on the skills they will use in factoring sum or cubes of binomials, this students on the skills they will use in factoring sum or cubes of binomials, this lesson perform Activity 3, at this will give the students steps in factoring this lesson perform Activity 3, at this this will give the students steps in point students should realize the such expression. Give more examples of point students should realize the factoring such expression. Give more association of factors and products, sum or difference of two cubes and association of factors and products, examples of sum or difference of two and observe the different pattern factor it to firm – up the understanding of and observe the different pattern that cubes and factor it to firm – up the that will exist. Use the questions the students in factoring this expression. will exist. Use the questions found after understanding found after the activity.. Note: Remind the students to use first the activity.. factoring this expression. Note: Remind of the students in factoring by greatest common monomial the students to use first factoring by factor before applying this type of greatest common monomial factor factoring if necessary before applying this type of factoring if necessary D. Discussing new concepts NATIONAL HOLIDAY Discussion and perform What I Have Discussion and perform What Is It Learned and practicing new skills #1 E. Discussing new concepts NATIONAL HOLIDAY Discussion and perform What I Have Discussion and perform What Is It Learned Discussion and perform What I Can Discussion and perform What’s More Discussion and perform What I Can do Discussion and perform What’s More Emphasize that the greatest common Group Sharing of Activities (to promote Emphasize that the greatest common Group Sharing of Activities (to promote monomial factor should be divided to socialization and friendly environment. monomial factor should be divided to all socialization and friendly environment. do and practicing new skills #2 F. Developing mastery (Leads NATIONAL HOLIDAY to Formative Assessment 3) all terms of the expression and not only terms of the expression and not only to its to its first term and that the number of first term and that the number of terms of terms of the other factor is equal to the the other factor is equal to the number of number terms the polynomial contains. of terms the polynomial contains. G. Finding practical NATIONAL HOLIDAY Application of the activity relating it Perform/Answer What I Have Learned Application of the activity relating it to Perform/Answer Learned applications of concepts and to daily living (presentation in front: daily skills in daily living individual, group) individual, group) H. Making generalizations and NATIONAL HOLIDAY abstractions about the lesson I. Evaluating learning J. Additional activities for For paper cutting, students must Perform/Answer What I Have Learned living (presentation in front: For paper cutting, students must realize Perform/Answer realize that the area of the new that the area of the new figure formed Learned figure formed is the difference of the is the difference of the area of the two area of the two squares, which is squares, which is (a2 – b2) and that the dimensions of (a2 – b2) and that the dimensions of the rectangle formed are (a + b) x the rectangle formed are (a + b) x (a – (a – b). This activity may be done by b). This activity may be done by pair or pair or as a group. as a group. What I Have What I Have NATIONAL HOLIDAY Assessment/Evaluation (25 points) Answer What I Can Do Assessment/Evaluation (25 points) Answer What I Can Do NATIONAL HOLIDAY Paper cutting activity Answer Assessment Paper cutting activity Answer Assessment application or remediation V. REMARKS VI. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions. A. No. of learners who earned 80% on the formative assessment B. No. of learners who require additional activities for remediation. 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 localized materials did I use/discover which I wish to share with other teachers? Prepared by: Checked by: FLORENCE P. ROLLLO Teacher 1 GEREL V. BAIÑO School Head School Grade 8 Teacher MATHEMATICS DAILY LESSON LOG Teaching Dates and Time SEPT. 5, 2022 (SET A) RIZAL NATONAL HIGH SCHOOL Grade Level 8 Learning Area FLORENCE P. ROLLO WEEK 3 (SEPT 5 - SEPT 9, 2022)7 SEPT. 6 2022 (SET A) MATHEMATICS Quarter 1st SEPT. 7, 2022 (SET A) SEPT. 8, 2022 (SET B) SEPT. 9, 2022 (SET B) Objectives must be met 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 may be done for I. OBJECTIVES developing content knowledge and competencies. These are assessed using Formative Assessment strategies. Valuing objectives support the learning of content and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides. 1. The demonstrates understanding of key concepts of factors of polynomials, rational algebraic expressions, linear equations and inequalities in two variables, systems of linear equations A. Content Standards and inequalities in two variables and linear functions. 1. The student is able to formulate reallife problems involving factors of polynomials, rational algebraic expressions, linear equations and inequalities in two variables, systems of linear B. Performance Standards equations and inequalities in two variables and linear functions, and solve these problems accurately using a variety of strategies. At the end of the session, learners At the end of the session, learners At the end of the session, learners At the end of the session, learners At the end of the session, learners Objectives Write the LC code for are expected to: are expected to: are expected to: are expected to: are expected to: each A. factors completely different B. factors A. factors completely different types A. factors completely different A. factors completely different types types of polynomials (polynomials types of polynomials (polynomials of polynomials (polynomials with types of polynomials (polynomials of polynomials (polynomials with with common monomial factor, with common monomial factor, common monomial factor, with common monomial factor, common monomial factor, difference of two squares, sum and difference of two squares, sum difference of two squares, sum and difference of two squares, sum difference of two squares, sum and difference of two cubes, perfect and difference of two cubes, difference of two cubes, perfect and difference of two cubes, difference of two cubes, perfect square trinomials, and general perfect square trinomials, and general perfect square trinomials, and square trinomials, and general trinomials). general trinomials). trinomials). general trinomials). trinomials). C. Learning Competencies / completely square different trinomials, and 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 can be tackled in a week or two. II. CONTENT Factoring Polynomials Factoring Polynomials III. LEARNING RESOURCES Factoring Polynomials Factoring Polynomials Factoring Polynomials List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and 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. K to 12 BEP TG-Math 8, LM Math 8, K to 12 BEP TG-Math 8, LM Math 8, K to 12 BEP TG-Math 8, LM Math 8, K to 12 BEP TG-Math 8, LM Math 8, K to 12 BEP TG-Math 8, LM Math 8, Quarter 1: Math 8 - Module 1 Quarter 1: Math 8 - Module 1 Quarter 1: Math 8 - Module 1 Quarter 1: Math 8 - Module 1 Quarter 1: Math 8 - Module 1 1. Teacher’s Guide pages Page 1-5 Page 1-5 Page 1-5 Page 1-5 Page 1-5 2. Learner’s Materials pages Module 1 Module 1 Module 1 Module 1 Module 1 3. Textbook pages None None None None None 4.Additional Materials from None None None None None A. References Learning Resource (LR) portal B. Other Learning Resources MELCs MELCs MELCs MELCs MELCs These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which you can infer from formative assessment IV. PROCEDURES activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step. A. Reviewing previous lesson or Begin with some interesting and Begin with some interesting and To check students understanding on Begin with some interesting and To check students understanding on presenting the new lesson challenging activities that will enable challenging activities that will enable factoring difference of two squares, challenging activities that will factoring difference of two squares, the students to see the association of the students to see the association of ask enable the students to see the ask them to make pairs of square products to factors and activate their products to factors and activate their them to make pairs of square terms association of products to factors terms and factor it after. Students can prior knowledge on factoring. prior knowledge on factoring. and factor it after. Students can give and activate their prior knowledge give as many pairs of difference of two as many pairs of difference of two on factoring. square as they can create. square as they can create. (Note: Teachers must see to it that (Note: Teachers must see to it that students must form difference of two students must form difference of two squares) squares) B. Establishing a purpose for the To start the lesson perform Activity To start the lesson perform Activity Ask the process question to the To start the lesson perform Activity Ask the process question to the lesson 1 by distributing thumbs up icon to 1 by distributing thumbs up icon to students and help them see the 1 by distributing thumbs up icon students and help them see the the the pattern in factoring sum or to the pattern in factoring sum or students and allow them to paste it students and allow them to paste it difference of two cubes. Guide students and allow them to paste difference of two cubes. Guide under the response column. under the response column. them to generate the rule in it under the response column. them to generate the rule in Thumbs Thumbs factoring sum or difference of two Thumbs factoring sum or difference of two up means a student has little up means a student has little cubes. up means a student has little cubes. mastery on the skills described and mastery on the skills described and mastery on the skills described a thumbs down signifies that the a thumbs down signifies that the and a thumbs down signifies that student has already mastered the student has already mastered the the student has already mastered skills. This will serve as your skills. This will serve as your the skills. This will serve as your guidance into the skills students still guidance into the skills students still guidance into the skills students needed in this lesson. You can add needed in this lesson. You can add still needed in this lesson. You can another row for skills if necessary another row for skills if necessary add another row for skills if necessary C. Presenting examples/ instances of the new lesson To activate prior knowledge of the To activate prior knowledge of the Use (Road Map to Factor) as guide in To activate prior knowledge of Use (Road Map to Factor) as guide in students on the skills they will use in students on the skills they will use in factoring sum or cubes of the students on the skills they will factoring sum or cubes of binomials, this lesson perform Activity 3, at this this lesson perform Activity 3, at this this will give the students steps in use in this will give the students steps in point students should realize the point students should realize the factoring such expression. Give more this lesson perform Activity 3, at factoring such expression. Give more association of factors and association of factors and examples of sum or difference of two this point students should realize examples of sum or difference of two binomials, products, and observe the products, and observe the cubes and factor it to firm – up the the different pattern that will exist. Use different pattern that will exist. Use understanding association the questions found after the the questions found after the factoring this expression. Note: Remind products, activity.. activity.. cubes and factor it to firm – up the factors and observe the factoring this expression. Note: Remind the students to use first factoring by different pattern that will exist. Use the students to use first factoring by greatest common monomial factor the questions found after the greatest common monomial factor before applying this type of factoring if activity.. before applying this type of factoring if of the students in of and necessary understanding of the students in necessary D. Discussing new concepts Discussion and perform What I Discussion and perform What I Discussion and perform What Is It Discussion and perform What I Discussion and perform What Is It and practicing new skills #1 Have Learned Have Learned E. Discussing new concepts Discussion and perform What I Can Discussion and perform What I Can and practicing new skills #2 do do F. Developing mastery (Leads Emphasize that the greatest common Emphasize greatest Group Sharing of Activities (to promote Emphasize greatest Group Sharing of Activities (to promote to Formative Assessment 3) monomial factor should be divided common monomial factor should be socialization and friendly environment. common monomial factor should socialization and friendly environment. to all terms of the expression and not divided to all terms of the expression be divided to all terms of the only to its first term and that the and not only to its first term and that expression and not only to its first number of terms of the other factor is the number of terms of the other term and that the number of terms equal to the number of terms the factor is equal to the number of terms of the other factor is equal to the polynomial contains. the polynomial contains. number of terms the polynomial Have Learned Discussion and perform What’s More Discussion and perform What I Discussion and perform What’s More Can do that the that the contains. practical Application of the activity relating Application of the activity relating Perform/Answer applications of concepts and it to daily living (presentation in it to daily living (presentation in Learned skills in daily living front: individual, group) front: individual, group) G. Finding What I Have Application of the relating to daily it activity living Perform/Answer What I Have What I Have Learned (presentation in front: individual, group) H. Making generalizations and For paper cutting, students must For paper cutting, students must Perform/Answer abstractions about the lesson realize that the area of the new realize that the area of the new Learned figure formed is the difference of figure formed is the difference of figure formed is the difference of the area of the two squares, which the area of the two squares, which the area of the two squares, is is which is (a2 – b2) and that the dimensions (a2 – b2) and that the dimensions (a2 – b2) and that the dimensions of the rectangle formed are (a + b) of the rectangle formed are (a + of the rectangle formed are (a + x (a – b). This activity may be done b) x (a – b). This activity may be b) x (a – b). This activity may be by pair or as a group. done by pair or as a group. done by pair or as a group. Assessment/Evaluation (25 points) Assessment/Evaluation (25 points) I. Evaluating learning What Answer What I Can Do I Have For paper cutting, students must Perform/Answer realize that the area of the new Learned Assessment/Evaluation (25 points) Answer What I Can Do J. Additional activities for application or remediation Begin with some interesting and Paper cutting activity Answer Assessment Paper cutting activity Answer Assessment challenging activities that will enable the students to see the association of products to factors and activate their prior knowledge on factoring. V. REMARKS VI. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions. A. No. of learners who earned 80% on the formative assessment B. No. of learners who require additional activities for remediation. 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 localized materials did I use/discover which I wish to share with other teachers? Prepared by: Checked by: FLORENCE P. ROLLLO Teacher 1 GEREL V. BAIÑO School Head School Grade 8 RIZAL NATONAL HIGH SCHOOL Teacher MATHEMATICS DAILY LESSON LOG SEPT. 12, 2022 (SET B) 8 Learning Area FLORENCE P. ROLLO Teaching Dates and Time Grade Level WEEK 4 (SEPT 12 - SEPT 16, 2022)7 SEPT. 13, 2022 (SET B) MATHEMATICS Quarter 1st SEPT. 14, 2022 (SET B) SEPT. 15, 2022 (SET A) SEPT. 16, 2022 (SET A) Objectives must be met 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 may be done for I. OBJECTIVES developing content knowledge and competencies. These are assessed using Formative Assessment strategies. Valuing objectives support the learning of content and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides. 1. The demonstrates understanding of key concepts of factors of polynomials, rational algebraic expressions, linear equations and inequalities in two variables, systems of linear equations A. Content Standards and inequalities in two variables and linear functions. 1. The student is able to formulate reallife problems involving factors of polynomials, rational algebraic expressions, linear equations and inequalities in two variables, systems of linear B. Performance Standards equations and inequalities in two variables and linear functions, and solve these problems accurately using a variety of strategies. At the end of the session, learners At the end of the session, learners At the end of the session, learners At the end of the session, learners At the end of the session, learners Objectives Write the LC code for are expected to: are expected to: are expected to: are expected to: are expected to: each A. factors completely different C. factors B. factors completely different types B. factors completely different B. factors completely different types types of polynomials (polynomials types of polynomials (polynomials of polynomials (polynomials with types of polynomials (polynomials of polynomials (polynomials with with common monomial factor, with common monomial factor, common monomial factor, with common monomial factor, common monomial factor, difference of two squares, sum and difference of two squares, sum difference of two squares, sum and difference of two squares, sum difference of two squares, sum and difference of two cubes, perfect and difference of two cubes, difference of two cubes, perfect and difference of two cubes, difference of two cubes, perfect square trinomials, and general perfect square trinomials, and general perfect square trinomials, and square trinomials, and general trinomials). general trinomials). trinomials). general trinomials). trinomials). C. Learning Competencies / completely square different trinomials, and 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 can be tackled in a week or two. II. CONTENT Factoring Polynomials Factoring Polynomials III. LEARNING RESOURCES Factoring Polynomials Factoring Polynomials Factoring Polynomials List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and 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. K to 12 BEP TG-Math 8, LM Math 8, K to 12 BEP TG-Math 8, LM Math 8, K to 12 BEP TG-Math 8, LM Math 8, K to 12 BEP TG-Math 8, LM Math 8, K to 12 BEP TG-Math 8, LM Math 8, Quarter 1: Math 8 - Module 1 Quarter 1: Math 8 - Module 1 Quarter 1: Math 8 - Module 1 Quarter 1: Math 8 - Module 1 Quarter 1: Math 8 - Module 1 1. Teacher’s Guide pages Page 1-5 Page 1-5 Page 1-5 Page 1-5 Page 1-5 2. Learner’s Materials pages Module 1 Module 1 Module 1 Module 1 Module 1 3. Textbook pages None None None None None 4.Additional Materials from None None None None None A. References Learning Resource (LR) portal B. Other Learning Resources MELCs MELCs MELCs MELCs MELCs These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which you can infer from formative assessment IV. PROCEDURES activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step. A. Reviewing previous lesson or Begin with some interesting and Begin with some interesting and To check students understanding on Begin with some interesting and To check students understanding on presenting the new lesson challenging activities that will enable challenging activities that will enable factoring difference of two squares, challenging activities that will factoring difference of two squares, the students to see the association of the students to see the association of ask enable the students to see the ask them to make pairs of square products to factors and activate their products to factors and activate their them to make pairs of square terms association of products to factors terms and factor it after. Students can prior knowledge on factoring. prior knowledge on factoring. and factor it after. Students can give and activate their prior knowledge give as many pairs of difference of two as many pairs of difference of two on factoring. square as they can create. square as they can create. (Note: Teachers must see to it that (Note: Teachers must see to it that students must form difference of two students must form difference of two squares) squares) B. Establishing a purpose for the To start the lesson perform Activity To start the lesson perform Activity Ask the process question to the To start the lesson perform Activity Ask the process question to the lesson 1 by distributing thumbs up icon to 1 by distributing thumbs up icon to students and help them see the 1 by distributing thumbs up icon students and help them see the the the pattern in factoring sum or to the pattern in factoring sum or students and allow them to paste it students and allow them to paste it difference of two cubes. Guide students and allow them to paste difference of two cubes. Guide under the response column. under the response column. them to generate the rule in it under the response column. them to generate the rule in Thumbs Thumbs factoring sum or difference of two Thumbs factoring sum or difference of two up means a student has little up means a student has little cubes. up means a student has little cubes. mastery on the skills described and mastery on the skills described and mastery on the skills described a thumbs down signifies that the a thumbs down signifies that the and a thumbs down signifies that student has already mastered the student has already mastered the the student has already mastered skills. This will serve as your skills. This will serve as your the skills. This will serve as your guidance into the skills students still guidance into the skills students still guidance into the skills students needed in this lesson. You can add needed in this lesson. You can add still needed in this lesson. You can another row for skills if necessary another row for skills if necessary add another row for skills if necessary C. Presenting examples/ instances of the new lesson To activate prior knowledge of the To activate prior knowledge of the Use (Road Map to Factor) as guide in To activate prior knowledge of Use (Road Map to Factor) as guide in students on the skills they will use in students on the skills they will use in factoring sum or cubes of the students on the skills they will factoring sum or cubes of binomials, this lesson perform Activity 3, at this this lesson perform Activity 3, at this this will give the students steps in use in this will give the students steps in point students should realize the point students should realize the factoring such expression. Give more this lesson perform Activity 3, at factoring such expression. Give more association of factors and association of factors and examples of sum or difference of two this point students should realize examples of sum or difference of two binomials, products, and observe the products, and observe the cubes and factor it to firm – up the the different pattern that will exist. Use different pattern that will exist. Use understanding association the questions found after the the questions found after the factoring this expression. Note: Remind products, activity.. activity.. cubes and factor it to firm – up the factors and observe the factoring this expression. Note: Remind the students to use first factoring by different pattern that will exist. Use the students to use first factoring by greatest common monomial factor the questions found after the greatest common monomial factor before applying this type of factoring if activity.. before applying this type of factoring if of the students in of and necessary understanding of the students in necessary D. Discussing new concepts Discussion and perform What I Discussion and perform What I Discussion and perform What Is It Discussion and perform What I Discussion and perform What Is It and practicing new skills #1 Have Learned Have Learned E. Discussing new concepts Discussion and perform What I Can Discussion and perform What I Can and practicing new skills #2 do do F. Developing mastery (Leads Emphasize that the greatest common Emphasize greatest Group Sharing of Activities (to promote Emphasize greatest Group Sharing of Activities (to promote to Formative Assessment 3) monomial factor should be divided common monomial factor should be socialization and friendly environment. common monomial factor should socialization and friendly environment. to all terms of the expression and not divided to all terms of the expression be divided to all terms of the only to its first term and that the and not only to its first term and that expression and not only to its first number of terms of the other factor is the number of terms of the other term and that the number of terms equal to the number of terms the factor is equal to the number of terms of the other factor is equal to the polynomial contains. the polynomial contains. number of terms the polynomial Have Learned Discussion and perform What’s More Discussion and perform What I Discussion and perform What’s More Can do that the that the contains. practical Application of the activity relating Application of the activity relating Perform/Answer applications of concepts and it to daily living (presentation in it to daily living (presentation in Learned skills in daily living front: individual, group) front: individual, group) G. Finding What I Have Application of the relating to daily it activity living Perform/Answer What I Have What I Have Learned (presentation in front: individual, group) H. Making generalizations and For paper cutting, students must For paper cutting, students must Perform/Answer abstractions about the lesson realize that the area of the new realize that the area of the new Learned figure formed is the difference of figure formed is the difference of figure formed is the difference of the area of the two squares, which the area of the two squares, which the area of the two squares, is is which is (a2 – b2) and that the dimensions (a2 – b2) and that the dimensions (a2 – b2) and that the dimensions of the rectangle formed are (a + b) of the rectangle formed are (a + of the rectangle formed are (a + x (a – b). This activity may be done b) x (a – b). This activity may be b) x (a – b). This activity may be by pair or as a group. done by pair or as a group. done by pair or as a group. Assessment/Evaluation (25 points) Assessment/Evaluation (25 points) I. Evaluating learning What Answer What I Can Do I Have For paper cutting, students must Perform/Answer realize that the area of the new Learned Assessment/Evaluation (25 points) Answer What I Can Do J. Additional activities for application or remediation Begin with some interesting and Paper cutting activity Answer Assessment Paper cutting activity Answer Assessment challenging activities that will enable the students to see the association of products to factors and activate their prior knowledge on factoring. V. REMARKS VI. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions. A. No. of learners who earned 80% on the formative assessment B. No. of learners who require additional activities for remediation. 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 localized materials did I use/discover which I wish to share with other teachers? Prepared by: Checked by: FLORENCE P. ROLLLO Teacher 1 GEREL V. BAIÑO School Head School Grade 8 Teacher MATHEMATICS DAILY LESSON LOG Teaching Dates and Time NOV. 07, 2022 Grade Level RIZAL NATONAL HIGH SCHOOL 8 Learning Area FLORENCE P. ROLLO Quarter WEEK 1 (Nov 7 - Nov 11, 2022)7 NOV. 08, 2022 MATHEMATICS 2nd NOV. 09, 2022 NOV. 10, 2022 NOV. 11, 2022 Objectives must be met 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 may be done for I. OBJECTIVES developing content knowledge and competencies. These are assessed using Formative Assessment strategies. Valuing objectives support the learning of content and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides. 1. The demonstrates understanding of key concepts of factors of polynomials, rational algebraic expressions, linear equations and inequalities in two variables, systems of linear equations A. Content Standards and inequalities in two variables and linear functions. 1. The student is able to formulate reallife problems involving factors of polynomials, rational algebraic expressions, linear equations and inequalities in two variables, systems of linear B. Performance Standards equations and inequalities in two variables and linear functions, and solve these problems accurately using a variety of strategies. formulate differentiates linear differentiates linear inequalities in differentiates linear inequalities in Objectives Write the LC code for inequalities in two variables from two variables from linear equations two variables from linear equations in two variables from linear two variables from linear equations each linear equations in two variables.. in two variables.. in two variables.. equations in two variables.. in two variables.. C. Learning Competencies / differentiates linear inequalities differentiates linear inequalities in 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 can be tackled in a week or two. II. CONTENT III. LEARNING RESOURCES Linear Inequalities in two Linear Inequalities in two Linear Inequalities in two Linear Inequalities in two Linear Inequalities in two variables variables variables variables variables List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and 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. K to 12 BEP TG-Math 8, LM Math 8, K to 12 BEP TG-Math 8, LM Math 8, K to 12 BEP TG-Math 8, LM Math 8, K to 12 BEP TG-Math 8, LM Math 8, K to 12 BEP TG-Math 8, LM Math 8, Quarter 2: Math 8 - Module 1 Quarter 2: Math 8 - Module 1 Quarter 2: Math 8 - Module 1 Quarter 2: Math 8 - Module 1 Quarter 2: Math 8 - Module 1 1. Teacher’s Guide pages Page 1-5 Page 1-5 Page 1-5 Page 1-5 Page 1-5 2. Learner’s Materials pages Module 1 Module 1 Module 1 Module 1 Module 1 3. Textbook pages None None None None None 4.Additional Materials from None None None None None MELCs MELCs MELCs MELCs MELCs A. References Learning Resource (LR) portal B. Other Learning Resources These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which you can infer from formative assessment IV. PROCEDURES activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step. A. Reviewing previous lesson or Begin with some interesting and Begin with some interesting and Give an activity to the students (by Checking of the activity and Quiz #1 presenting the new lesson challenging activities that will enable challenging activities that will enable pair) evaluate if the students the students to see the association of the students to see the association of products to factors and activate their products to factors and activate their prior knowledge on linear inequalities prior knowledge on factoring. B. Establishing a purpose for the To start the lesson, let the students Review the lesson to refresh Give an activity to the students (by Discuss lesson answer ‘What’s In” student’s knowledge pair) answer student’s confusion about understand the lesson the lesson again to Quiz #1 the lesson C. Presenting examples/ Discuss “What’s New” Will ask question about the topic. instances of the new lesson Give an activity to the students (by Discuss the lesson again to pair) answer student’s confusion about Quiz #1 the lesson D. Discussing new concepts Discuss “What is it” Let the students answer “What I Have Learned” and practicing new skills #1 Give an activity to the students (by Discuss the lesson again to pair) answer student’s confusion about Quiz #1 the lesson E. Discussing new concepts Collaborative discussion will be Discussion and perform What I Can Give an activity to the students (by Discuss and practicing new skills #2 obseved do pair) answer student’s confusion about the lesson again to Quiz #1 the lesson F. Developing mastery (Leads Application of the activity relating Let the students write a reflection Give an activity to the students (by Discuss to Formative Assessment 3) it to daily living (presentation in about the lesson. pair) answer student’s confusion about front: individual, group) the lesson again to the lesson practical Application of the activity relating Let the students write a reflection Give an activity to the students (by Discuss applications of concepts and it to daily living (presentation in about the lesson. pair) answer student’s confusion about skills in daily living front: individual, group) H. Making generalizations and Let the students answer What’s Let the students write a reflection Give an activity to the students (by Discuss abstractions about the lesson More” about the lesson. pair) answer student’s confusion about G. Finding Quiz #1 the lesson again to Quiz #1 the lesson the lesson again to Quiz #1 the lesson I. Evaluating learning Application of the activity relating Let the students write a reflection Give an activity to the students (by Discuss it to daily living (presentation in about the lesson. pair) answer student’s confusion about front: individual, group) J. Additional activities application or remediation for the lesson again to Quiz #1 the lesson Paper cutting activity Give an activity to the students (by Discuss the lesson again to pair) answer student’s confusion about Quiz #1 the lesson V. REMARKS VI. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions. A. No. of learners who earned 80% on the formative assessment B. No. of learners who require additional activities for remediation. 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 localized materials did I use/discover which I wish to share with other teachers? Prepared by: FLORENCE P. ROLLLO Teacher 1 Checked by: GEREL V. BAIÑO School Head School Grade 8 Teacher MATHEMATICS DAILY LESSON LOG Teaching Dates and Time NOV. 14, 2022 RIZAL NATONAL HIGH SCHOOL Grade Level Learning Area FLORENCE P. ROLLO Quarter WEEK 1 (Nov 7 - Nov 11, 2022)7 NOV. 15, 2022 NOV. 16, 2022 8 MATHEMATICS 2nd NOV. 17, 2022 NOV. 18, 2022 Objectives must be met 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 may be done for I. OBJECTIVES developing content knowledge and competencies. These are assessed using Formative Assessment strategies. Valuing objectives support the learning of content and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides. 1. The demonstrates understanding of key concepts of factors of polynomials, rational algebraic expressions, linear equations and inequalities in two variables, systems of linear equations A. Content Standards and inequalities in two variables and linear functions. 1. The student is able to formulate reallife problems involving factors of polynomials, rational algebraic expressions, linear equations and inequalities in two variables, systems of linear B. Performance Standards equations and inequalities in two variables and linear functions, and solve these problems accurately using a variety of strategies. formulate differentiates linear differentiates linear inequalities in differentiates linear inequalities in Objectives Write the LC code for inequalities in two variables from two variables from linear equations two variables from linear equations in two variables from linear two variables from linear equations each linear equations in two variables.. in two variables.. in two variables.. equations in two variables.. in two variables.. C. Learning Competencies / differentiates linear inequalities differentiates linear inequalities in 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 can be tackled in a week or two. Linear Inequalities in two II. CONTENT variables III. LEARNING RESOURCES Slope of the Line Linear Inequalities in two Slope of the Line Slope of the Line variables List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and 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. K to 12 BEP TG-Math 8, LM Math 8, K to 12 BEP TG-Math 8, LM Math 8, K to 12 BEP TG-Math 8, LM Math 8, K to 12 BEP TG-Math 8, LM Math 8, K to 12 BEP TG-Math 8, LM Math 8, Quarter 2: Math 8 - Module 1 Quarter 2: Math 8 - Module 1 Quarter 2: Math 8 - Module 1 Quarter 2: Math 8 - Module 1 Quarter 2: Math 8 - Module 1 1. Teacher’s Guide pages Page 1-5 Page 1-5 Page 1-5 Page 1-5 Page 1-5 2. Learner’s Materials pages Module 1 Module 1 Module 1 Module 1 Module 1 3. Textbook pages None None None None None 4.Additional Materials from None None None None None MELCs MELCs MELCs MELCs MELCs A. References Learning Resource (LR) portal B. Other Learning Resources These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which you can infer from formative assessment IV. PROCEDURES activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step. A. Reviewing previous lesson or Checking of the activity and presenting the new lesson Quiz #1 Show a picture of a mountain and Discussion of Finding slope using evaluate if the students let the student identify where the an equation understand the lesson slope is located B. Establishing a purpose for the Discuss the lesson again to answer lesson student’s confusion about Quiz #1 Discuss what slope is. the Discussion of Finding slope using QUIZ #2 QUIZ #2 an equation lesson C. Presenting examples/ Discuss the lesson again to answer student’s instances of the new lesson confusion about Quiz #1 the lesson Discuss the three ways to find the Discussion of Finding slope using slope using a point, a graph and an an equation QUIZ #2 equation D. Discussing new concepts Discuss the lesson again to answer and practicing new skills #1 student’s confusion about Quiz #1 Application of Finding the slope Discussion of Finding slope using using two points an equation Given a tow points and let the Discussion of Finding slope using student solve for the slope (by pair) an equation Quiz #1 Answer What’s More Give an activity about the lesson QUIZ #2 Quiz #1 Answer What’s More Give an activity about the lesson QUIZ #2 Quiz #1 Answer What I can do Give an activity about the lesson QUIZ #2 Quiz #1 Answer What I can do Give an activity about the lesson QUIZ #2 Quiz #1 Answer What I can do Give an activity about the lesson QUIZ #2 the QUIZ #2 lesson E. Discussing new concepts Discuss the lesson again to answer and practicing new skills #2 student’s confusion about Quiz #1 the QUIZ #2 lesson F. Developing mastery (Leads Discuss the lesson again to answer to Formative Assessment 3) student’s confusion about the lesson G. Finding practical Discuss the lesson again to answer applications of concepts and student’s confusion skills in daily living lesson H. Making generalizations and Discuss the lesson again to answer abstractions about the lesson student’s confusion about about the the lesson Discuss the lesson again to answer I. Evaluating learning student’s confusion about the lesson J. Additional activities application or remediation for Discuss the lesson again to answer student’s confusion about the lesson V. REMARKS VI. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions. A. No. of learners who earned 80% on the formative assessment B. No. of learners who require additional activities for remediation. 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 localized materials did I use/discover which I wish to share with other teachers?