# DLL - MATH 8

```School
Teacher
MATHEMATICS
DAILY LESSON LOG
Teaching Dates and Time
AUGUST 29, 2022
RIZAL NATONAL HIGH SCHOOL
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
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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
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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
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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
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Page 1-5
Page 1-5
Page 1-5
Page 1-5
2. Learner’s Materials pages
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Module 1
Module 1
Module 1
Module 1
3. Textbook pages
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None
None
None
None
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None
None
None
None
Learning Resource (LR) portal
B. Other Learning Resources
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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
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presenting the new lesson
B. Establishing a purpose for the
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lesson
C.
Presenting
examples/
instances of the new lesson
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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.
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
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Discussion and perform What I Have
Discussion and perform What Is It
Learned
and practicing new skills #1
E. Discussing new concepts
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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
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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
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Application of the activity relating it
Application of the activity relating it to
Learned
applications of concepts and
to daily living (presentation in front:
daily
skills in daily living
individual, group)
individual, group)
H. Making generalizations and
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I. Evaluating learning
J.
activities
for
For paper cutting, students must
living
(presentation
in
front:
For paper cutting, students must realize
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
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Assessment/Evaluation (25 points)
Assessment/Evaluation (25 points)
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Paper cutting activity
Paper cutting activity
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
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. BAI&Ntilde;O
School
Teacher
MATHEMATICS
DAILY LESSON LOG
Teaching Dates and Time
SEPT. 5, 2022 (SET A)
RIZAL NATONAL HIGH SCHOOL
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
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
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
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
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
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
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
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
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
I
Have
For paper cutting, students must
realize that the area of the new
Learned
Assessment/Evaluation (25 points)
J.
activities
for
application or remediation
Begin with some interesting and
Paper cutting activity
Paper cutting activity
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
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. BAI&Ntilde;O
School
RIZAL NATONAL HIGH SCHOOL
Teacher
MATHEMATICS
DAILY LESSON LOG
SEPT. 12, 2022 (SET B)
8
Learning Area
FLORENCE P. ROLLO
Teaching Dates and Time
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
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
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
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
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
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
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
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
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
I
Have
For paper cutting, students must
realize that the area of the new
Learned
Assessment/Evaluation (25 points)
J.
activities
for
application or remediation
Begin with some interesting and
Paper cutting activity
Paper cutting activity
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
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. BAI&Ntilde;O
School
Teacher
MATHEMATICS
DAILY LESSON LOG
Teaching Dates and Time
NOV. 07, 2022
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
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
student’s knowledge
pair)
understand the lesson
the
lesson
again
to
Quiz #1
the lesson
C.
Presenting
examples/
Discuss “What’s New”
instances of the new lesson
Give an activity to the students (by
Discuss
the
lesson
again
to
pair)
Quiz #1
the lesson
D. Discussing new concepts
Discuss “What is it”
Let
Have Learned”
and practicing new skills #1
Give an activity to the students (by
Discuss
the
lesson
again
to
pair)
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)
the
lesson
again
to
Quiz #1
the lesson
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
pair)
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
pair)
skills in daily living
front: individual, group)
H. Making generalizations and
Let the students write a reflection
Give an activity to the students (by
Discuss
More”
pair)
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
pair)
front: individual, group)
J.
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)
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
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. BAI&Ntilde;O
School
Teacher
MATHEMATICS
DAILY LESSON LOG
Teaching Dates and Time
NOV. 14, 2022
RIZAL NATONAL HIGH SCHOOL
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
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
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
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
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
Give an activity about the lesson
QUIZ #2
Quiz #1
Give an activity about the lesson
QUIZ #2
Quiz #1
Give an activity about the lesson
QUIZ #2
Quiz #1
Give an activity about the lesson
QUIZ #2
Quiz #1
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
Quiz #1
the
QUIZ #2
lesson
Discuss the lesson again to answer
to Formative Assessment 3)
student’s
confusion
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
student’s
confusion
the
the
lesson
Discuss the lesson again to answer
I. Evaluating learning
student’s
confusion
the
lesson
J.
activities
application or remediation
for
Discuss the lesson again to answer
student’s
confusion
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
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?
```