School DAMPOL 2ND NATIONAL HIGH SCHOOL Grade Level GRADE 8

Teacher CHESTER MARIE G. VILLAREAL Learning Area MATHEMATICS

GRADES 1 TO 12
DAILY LESSON LOG Teaching Dates and Time AUGUST 22-26, 2022    

  SESSION 1 SESSION 2 SESSION 3 SESSION 4

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
I. OBJECTIVES remedial activities may be done for 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.
A. Content Standards The learner demonstrates understanding of key concepts of factors of polynomials, rational algebraic expressions, linear equations and inequalities in two variables, systems of linear equations and
inequalities in two variables and linear functions.
The learner is able to formulate real-life problems involving factors of polynomials, rational algebraic expressions, linear equations and inequalities in two variables, systems of linear equations and
B. Performance Standards
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
Subject Orientation Factors completely different types of Factors completely different types of
Factors completely different types of polynomials.
Distribution of Books polynomials. polynomials.
M8AL-Ia-b-1
Psychosocial support-Activity M8AL-Ia-b-1 M8AL-Ia-b-1

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
Patterns and Algebra: 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
III. LEARNING RESOURCES as paper-based materials. Hands-on learning promotes concept development.
A. References    
1. Teacher's Guide pages pp. 1-75 pp. 1-75 pp. 1-75
2. Learner's Materials pages pp. 1-57 pp. 1-57 pp. 1-57
3. Textbook pages
4. Additional Materials from Learning Resource
(LR) portal
B. Other Learning Resources Crisostomo, de Sagun, et.al. Our world of MAth. Vibal Crisostomo, de Sagun, et.al. Our world of MAth. Vibal Crisostomo, de Sagun, et.al. Our world of MAth. Crisostomo, de Sagun, et.al. Our world of MAth. Vibal
2013 2013 Vibal 2013 2013
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
IV. PROCEDURES from formative assessment 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.

Present briefly the topics that they are expected

A. Reviewing previous lesson or presenting the new lesson to learn for the quarter and also for the whole What are special products? Drill: Multiplying polynomials
year.

Ask students to study the pictures on p. 1.

Discuss specific class rules. Perform Activity 1, “Like, Unlike” on page 27.
B. Establishing a purpose for the lesson What does the picture show?

Identify the technique to be used in multiplying

Ask students to write their basic personal 2 What are the factors of , 45, 16, 28?
C. Presenting examples/instances of the new lesson the following: a. ( x +5 ) b: (x+3)(x-3)
information.
  SESSION 3 SESSION 4 SESSION 4
SESSION 2

D. Discussing new concepts and practicing new skills #1 What are the different forms of special products? Administer the Pre-Test. What is a Common monomial?

How do you know when to use a specific form of How do you get common monomial of
E. Discussing new concepts and practicing new skills #2 Check students’ test papers.
special product in multiplying polynomials? polynomials?
F. Developing mastery Katie decided to expand her tulip flower garden
(Leads to Formative Assessment 3) which is in the shape of a square by increasing
the length of its side by 5 feet. If x represents the
length of the present garden, which of the
following expressions represents the difference
between the area of her new garden and the
area of the present garden?
G. Finding practical applications of concepts and skills in
Have you at a certain time asked yourself how a
daily living basketball court was painted using the least Explain that their scores indicate how much
number of paints? With the use of special more they should learn to be able to fully
products, Architects were able to maximize the understand quadratic equations.
space of a building and were able to place all
amenities the owners want.
H. Making generalizations and abstractions about the lesson There are different techniques in multiplying
polynomials, they are called special products as
follows: a. Common monomial, Square of
Binomial, Square of Trinomial, Sum and
Difference of two terms, Cube of Binomial.
I. Evaluating learning Identifying what type of special products were
given.
J. Additional activities for applications or remediation

V. REMARKS Mathematics 8 subject is taken only four (4) times a week with one (1) hour per meeting. Schedule of sessions are not fixed.
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?
VI. REFLECTION
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% in the evaluation  
B. No. of learners who require additional activities for
 
remediation who scored below 80%
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: Noted by: Approved by:

CHESTER MARIE G. VILLAREAL ANTONIETA C. FLAMEÑO BIENVENIDO L. GUEVARRA JR.

Mathematics Teacher HT I/Mathematics Coordinator School Principal III