Grade 8 School: LORETO NATIONAL HIGH SCHOOL

Teacher: DONITA JANE G. PACUDAN-LAUREL

DAILY LESSON LOG Teaching Dates and Time: JULY 29,2024-AUGUST 2,2024
MONDAY TUESDAY WEDNESDAY
I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of the key concepts of factoring polynomials.

B. Performance Standard The learner is able to formulate real-life problems involving factoring polynomials and solves these with utmost accuracy using a variety of stra

M8AL-Ia-b-1 . Factors completely M8AL-Ia-b-1 . Factors completely M8AL-Ia-b-1 . Factors completely

C. Learning Competencies different types of polynomials with different types of polynomials with different types of polynomials with
common monomial factor common monomial factor difference of two square.

Factoring by Greatest Common Factoring by Greatest Common

II. CONTENT Factoring Difference of Two Squares
Monomial Factor (GCMF) Monomial Factor (GCMF)
III. LEARNING RESOURCES
A. References
1. Teacher's Guide pages TG, Module 1, pp. 32 - 33 TG, Module 1, pp. 32 - 33 TG, Module 1, pp. 34 - 35

2. Learner's Materials pages LM, Module 1, pp. 30 - 31 LM, Module 1, pp. 30 - 31 LM, Module 1, pp. 32 - 33
3. Textbook pages None None None
4. Additional Materials from Learning
Look for additional materials at LR portals
Resource (LR) portal
Grade 8 Mathematics Patterns and
B. Other Learning Resources
Practicalities, p. 45
IV. PROCEDURE
A. Reviewing previous lesson or presenting Review the steps in finding the
Review the previous lesson. Review about perfect squares
the new lesson greatest common factor

Ask the student what they expect to

Ask the student what they expect to Let the student think on to find the
B. Establishing a purpose for the lesson learn on how to factor a difference of
learn about factoring. factor of a polynomial
two terms

C. Presenting examples/instances of the new Perform Activity 4, "Finding Common", Perform Activity 5, "Investigation In
Give another set of examples
lesson LM, p. 30 The Classroom", LM, p. 32
Give illustrative examples about Explain briefly the answers of the
D. Discussing the concepts and practicing Perform Activity 6, "Investigation In
factoring by greatest common given examples
new skills 1 Paper Folding", LM, p. 32
monomial factor
E. Discussing new concepts and practicing Discuss the steps in factoring Give illustrative examples about
1. Presentation of the day’s target
new skills 2 polynomials by GCMF factoring difference of two squares
objective
Grade 8 Mathematics Patterns and 2. Setting of standards during the test
F. Developing mastery (leads to formative Discuss the steps in factoring
Practicalities, Comprehension Check,
assessment) difference of two squares
p. 45
3.Giving of directions/ instructions
G. Finding practical applications of concepts Ask the students to cite situations in Ask the students to cite situations in
4. Raising of questions and
and skills in daily living real life involving factoring real life involving factoring
clarifications

H. Making generalizations and abstractions How to find the factor of a polynomial When can you factor expressions
How to factor polynomials by GCMF?
about the lesson with common monomial factor? using difference of two squares?

I. Evaluating learning Give the prepared evaluation. Give the prepared test. Give the prepared evaluation.

J. Additional activities for application or

None None None
remediation
V. REMARKS
VI. REFLECTION

1. No. of learners who earned 80% in the evaluation

2. No. of learners who require additional activities for

remediation who score below 80%
3. Did the remedial lessons work? No. of learners who have
caught up with the lesson
 4. No. of learners who continue to require remediation

5. Which of my teaching strategies worked well? Why did

these work?
6. What difficulties did I encounter which my principal or
superior can help me solve?

7. What innovation or localized materials did I use/discover

which I wish to share with other teachers
 Grade 8 School: LORETO NATIONAL HIGH SCHOOL
Teacher: DONITA JANE G. PACUDAN-LAUREL
DAILY LESSON LOG Teaching Dates and Time: AUGUST 5,2024- AUGUST 9,2024
MONDAY TUESDAY WEDNESDAY
I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of the key concepts of factoring polynomials.

B. Performance Standard The learner is able to formulate real-life problems involving factoring polynomials and solves these with utmost accuracy using a variety of stra
M8AL-Ia-b-1 . Factors completely M8AL-Ia-b-1 . Factors completely
M8AL-Ia-b-1 . Factors completely
C. Learning Competencies different types of polynomials with sum different types of polynomials with sum
different types of polynomials
and difference of two cubes and difference of two cubes
Factoring Sum and Diffference of Two Factoring Sum and Diffference of Two
II. CONTENT Factoring Trinomials where a = 1
Cubes Cubes
III. LEARNING RESOURCES
A. References
1. Teacher's Guide pages pp. 37-38 pp. 37 pp. 41
2. Learner's Materials pages pp. 36 pp. 35 pp.39
Elementary Algebra I. 2000. pp. 200-
3. Textbook pages
211*
4. Additional Materials from Learning
Resource (LR) portal http://lrmds.deped.gov.ph/detail/1851 http://lrmds.deped.gov.ph/detail/1851 http://lrmds.deped.gov.ph/detail/1851
B. Other Learning Resources
IV. PROCEDURE

Let the students perform an activity in

A. Reviewing previous lesson or presenting Let the students recall a number and Students recite the perfect cube of a
finding factors of a number and the
the new lesson expression with perfect cube number
sum of the factors

Ask the studenst what they expect to

Let the tudents answer the exercise in Ask the students what they expect to
B. Establishing a purpose for the lesson learn in factoring the sum and
finding the cuberoot learn in factoring general trinomial.
difference of two cubes.

Students find a two number whose

C. Presenting examples/instances of the new Let the students give a polynomial that
Give and discuss more examples sum is the middle term and whose
lesson is a perfect cube
product is the last term of the trinomial

Give an example on how to find the

D. Discussing the concepts and practicing Let the students rethink on how to Discuss on how to determine the two
factor on sum and difference of two
new skills 1 factor sum and difference of two cubes factors of a number
cubes
E. Discussing new concepts and practicing Let the students answer the other Discuss and let the students answer Discuss on how to find the factor of a
new skills 2 examples the exercises general form of a trinomial

F. Developing mastery (leads to formative Perform Exercises on finding the

Students do the exercises Students answer the exercises given
assessment) factors

G. Finding practical applications of concepts Cite an application of factoring in real Let the students cite a situation which Cite a certain real application of
and skills in daily living life situation factoring is applied factoring

H. Making generalizations and abstractions How to factor the sum and difference How to find the factor of sum and
How to find the factors of a trinomial
about the lesson of two cube? difference of two cubes

Students answers the exercises in LM

I. Evaluating learning Students answer the 10-item test Let the students answer the exersises
pp. 37

J. Additional activities for application or

Memorizing perfect cube numbers None None
remediation
V. REMARKS
VI. REFLECTION

___ out of __ students belong to 80% mastery ___ out of __ students belong to 80% mastery ___ out of __ students belong to 80% mastery
1. No. of learners who earned 80% in the evaluation
level during formative assessment level during formative assessment level during formative assessment

2. No. of learners who require additional activities for

__ students need remediation. __ students need remediation. __ students need remediation.
remediation who score below 80%
3. Did the remedial lessons work? No. of learners who have __ out __ students have caught up with the __ out __ students have caught up with the __ out __ students have caught up with the
caught up with the lesson lesson lesson lesson
 4. No. of learners who continue to require remediation _ students need a follow up remediation _ students need a follow up remediation _ students need a follow up remediation

5. Which of my teaching strategies worked well? Why did

these work?
6. What difficulties did I encounter which my principal or
superior can help me solve?

7. What innovation or localized materials did I use/discover

which I wish to share with other teachers
 Grade 8 School: LORETO NATIONAL HIGH SCHOOL
Teacher: DONITA JANE G. PACUDAN-LAUREL
DAILY LESSON LOG Teaching Dates and Time: AUGUST 12,2024-AUGUST 16,2024
MONDAY TUESDAY WEDNESDAY
I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of the key concepts of factoring polynomials.
B. Performance Standard The learner is able to formulate real-life problems involving factoring polynomials and solves these with utmost accuracy using a variety of stra

M8AL-Ia-b-1 . Factors completely M8AL-Ib-2. Solves problems involving M8AL-Ib-2. Solves problems involving
C. Learning Competencies
different types of polynomials factors of polynomials factors of polynomials

Factoring Trinomials where a > 1/ Solving Word Problems Involving Solving Word Problems Involving
II. CONTENT
Factoring by Grouping Factoring Polynomials Factoring Polynomials
III. LEARNING RESOURCES
A. References
1. Teacher's Guide pages pp. 44-45, 47-48 pp. 53
2. Learner's Materials pages pp. 45 pp. 53
Elementary Algebra I. 2000. pp. 200-
3. Textbook pages
211*
4. Additional Materials from Learning
Look for additional materials at LR portals
Resource (LR) portal

B. Other Learning Resources Grade 8- Mathematics Patterns and

Practicalities pp. 49
IV. PROCEDURE
A. Reviewing previous lesson or presenting Recall the step in factoring trinomials Recall the step in solving word
Ask on how to solve a word problem
the new lesson in a form of ax2 +bx +c problem

Student think the importance of the Student feel the importance of the
B. Establishing a purpose for the lesson Answer the activity in LM pp 45 concept on factoring to solve word concept on factoring to solve word
problem problem

C. Presenting examples/instances of the new Discuss at least 2 examples of finding Perform the Activity 25 " I Bring My
Present the word problem
lesson the factors Trash" in Lm pp. 53

D. Discussing the concepts and practicing Let the student explain on how to Ask the student the guide question Ask the student the concept to be use
new skills 1 obtain the factor of a trinomials base on the problem in solving the problem

Ask the students the to solve the

E. Discussing new concepts and practicing Let the student explain the process on
Discuss the concept of factoring problem applying the concept of
new skills 2 finding the dimension of the rectangle.
factoring
F. Developing mastery (leads to formative Let the student to solve another Let the students solve atleast 2 word
Findinfg the factor of general trinomial
assessment) problem applying factoring. problems involving factoring

G. Finding practical applications of concepts Let the student cite a situation Let the students cite a problem as Let the students cite a problem as
and skills in daily living involving factoring application in real life situation?" application in real life situation?"

H. Making generalizations and abstractions How to determine the factors of the Explain on how to solve a word What are the step in solving a word
about the lesson sum and difference of two cube? problem? problem?

Given 5 items exercises let the Let the students anwer one ( 1) word Let the students anwer atleast two
I. Evaluating learning
students determine factors problem ( 2) word problems

J. Additional activities for application or

Factogon None None
remediation
V. REMARKS
VI. REFLECTION
 ___ out of __ students belong to 80% mastery ___ out of __ students belong to 80% mastery ___ out of __ students belong to 80% mastery
1. No. of learners who earned 80% in the evaluation
level during formative assessment level during formative assessment level during formative assessment

2. No. of learners who require additional activities for

__ students need remediation. __ students need remediation. __ students need remediation.
remediation who score below 80%
3. Did the remedial lessons work? No. of learners who have __ out __ students have caught up with the __ out __ students have caught up with the __ out __ students have caught up with the
caught up with the lesson lesson lesson lesson

4. No. of learners who continue to require remediation _ students need a follow up remediation _ students need a follow up remediation _ students need a follow up remediation

5. Which of my teaching strategies worked well? Why did

these work?
6. What difficulties did I encounter which my principal or
superior can help me solve?

7. What innovation or localized materials did I use/discover

which I wish to share with other teachers
 Grade 8 School:
Teacher:
DAILY LESSON LOG Teaching Dates and Time:
MONDAY TUESDAY WEDNESDAY
I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of the key concepts of factoring polynomials.

B. Performance Standard The learner is able to formulate real-life problems involving factoring polynomials and solves these with utmost accuracy using a variety of stra
M8AL-Ic-1 . Illustrates rational M8AL-Ic-2. Simplifies rational M8AL-Ic-d-1 . Performs operations on
C. Learning Competencies
algebraic expressions algebraic expressions rational algebraic expressions
Illustrating Rational Algebraic Simplifying Rational Algebraic Multilpliying Rational Algebraic
II. CONTENT
Expressions Expressions Expression
III. LEARNING RESOURCES
A. References
1. Teacher's Guide pages pp. 78-80 pp. 87-88 pp. 96-97
2. Learner's Materials pages pp. 66-69 pp. 77-78 pp. 88-89
3. Textbook pages
4. Additional Materials from Learning
Look for additional materials at LR portals
Resource (LR) portal
Grade 8 Mathematics Patterns and Grade 8 Mathematics Patterns and
B. Other Learning Resources
Practicalities pp. 69 Practicalities pp. 75-76
IV. PROCEDURE

A. Reviewing previous lesson or presenting Perform Activity 16. Connect to my Recall the step on simplifying rational
Perform the Activity in LM pp. 66
the new lesson Equivalent in LM pp. 77 algebraic expression

Let the student think if the concept in Let the student think that the propduct
Let the students answer the question reducing lowest terms can be applied of two rational expression is the the
B. Establishing a purpose for the lesson
in LM pp. 67 in simplying rational algebraic product of the numerators divided by
expression the product of the denominators

Give example and discuss on how to Let the students express the
C. Presenting examples/instances of the new Let the students answer the activity in
simplifying Rational Algebraic numerators and denominators into
lesson LM pp. 67
expression prime factors. LM pp. 87

Let the student explain on how to Let the students multiply rational
D. Discussing the concepts and practicing new
Perform the Activity in LM pp. 68 simplify each rational algebraic algebraic expression using the laws of
skills 1
axpression exponents. Lm pp. 88

Let the students apply the factoring

E. Discussing new concepts and practicing Simplify each rational algebraic
Perform the Activity in LM pp. 69 techniques in multiplying rational
new skills 2 expression
algebraic expression. LM. Pp. 89

F. Developing mastery (leads to formative Let the students simply each Answer the exercises no. 1-2 in LM
Let the students answer the exercises
assessment) expression to simplest form. pp. 89

G. Finding practical applications of concepts Cite an application of rational algebraic Cite real- life problems especially rate
None
and skills in daily living expression related problems

What is the difference of between

H. Making generalizations and abstractions rational algebraic expresssion from the Explain on how to solve a word What are the steps on how to multiply
about the lesson other expression base on the problem? rational algebraic expression?
example/s

Let the student identify which of the Answer the exercises in Grade 8
Simplify each rational algebraic
I. Evaluating learning following is a ratuiional algebraic Mathematics practical Patterns in pp.
expression
expression 75-76
Answer the exercises in Grade 8
J. Additional activities for application or Assignment in Grade 8 Mathematics
NONE Mathematics practical Patterns in pp.
remediation practical Patterns in pp. 69
76
V. REMARKS
VI. REFLECTION

___ out of __ students belong to 80% mastery ___ out of __ students belong to 80% mastery ___ out of __ students belong to 80% mastery
1. No. of learners who earned 80% in the evaluation
level during formative assessment level during formative assessment level during formative assessment
 2. No. of learners who require additional activities for
__ students need remediation. __ students need remediation. __ students need remediation.
remediation who score below 80%
3. Did the remedial lessons work? No. of learners who have __ out __ students have caught up with the __ out __ students have caught up with the __ out __ students have caught up with the
caught up with the lesson lesson lesson lesson

4. No. of learners who continue to require remediation _ students need a follow up remediation _ students need a follow up remediation _ students need a follow up remediation

5. Which of my teaching strategies worked well? Why did

these work?
6. What difficulties did I encounter which my principal or
superior can help me solve?

7. What innovation or localized materials did I use/discover

which I wish to share with other teachers
 Grade 8 School:
Teacher:
DAILY LESSON LOG Teaching Dates and Time:
MONDAY TUESDAY WEDNESDAY
I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of key concepts and principles of rational algebraic expressions and algebraic expressions with integ
The learner is able to formulate real – life problems involving rational algebraic expressions and algebraic expressions with integral exponents
B. Performance Standard
of strategies.

M8AL-Ic-d-1 . Performs operations on M8AL-Ic-d-1 . Performs operations on M8AL-Ic-d-1 . Performs operations on

C. Learning Competencies
rational algebraic expressions rational algebraic expressions rational algebraic expressions

Adding and Subtracting Similar Adding and Subtracting Dissimilar Adding and Subtracting Dissimilar
II. CONTENT
Rational Algebraic Expressions Rational Algebraic Expressions Rational Algebraic Expressions

III. LEARNING RESOURCES

A. References
1. Teacher's Guide pages pp 101-102 pp. 101-103 pp. 104-106
2. Learner's Materials pages pp 93-94 pp. 95-96 pp. 97-99
3. Textbook pages
4. Additional Materials from Learning
Look for additional materials at LR portals
Resource (LR) portal

B. Other Learning Resources Grade 8 Mathematics Patterns and

Practicalities pp. 85-86
IV. PROCEDURE

Give examples and recall on adding Give examples and recall on adding
A. Reviewing previous lesson or presenting Recall how to add and subtract
subtracting fraction with like subtracting fraction with unlike
the new lesson dissimilar fraction
denominators denominators

Ask the students on how to add Perform Activity " Flow Chart"| in LM
B. Establishing a purpose for the lesson Activity in Finding the LCD
fraction with like denominators pp. 97

Give example and discuss on how to

C. Presenting examples/instances of the new Give example of rational expression Perform Activity " Flow Chart"| in LM
add or subtract Rational Algebraic
lesson having the same denominators then pp. 97
expression
add
Ask the students on how to add Let the students add or subtract Give example and discuss on how to
D. Discussing the concepts and practicing
rational algebraic expression with rational algebraic expression using the add or subtract dissimilar rational
new skills 1
similar denominators laws of exponents. LM pp. 95 algebraic expression

Let the students add or subtract

E. Discussing new concepts and practicing Perform the activity " Whats wrong
Give another example then explain rational algebraic expression using the
new skills 2 with " in LM pp 98 ( only 1)
laws of exponents. LM pp. 96

Let the students find the sum or

F. Developing mastery (leads to formative Let the students answer at least two Perform the activity " Whats wrong
difference of a rational algebraic
assessment) (2) exercises in LM pp. 94 with " in LM pp 98 ( only 1)
expression
Ask the student to think a particular
G. Finding practical applications of concepts situation involving ading an Cite real- life problem s especially rate Cite real- life problem s especially rate
and skills in daily living subtarcting rational algebraic related problems related problems
expression
What is your realization on how to How to find the sum or difference of a Hhow to find the sum or difference of a
H. Making generalizations and abstractions
add ratioal algebraic expression with rational algebraic expression with rational algebraic expression with
about the lesson
similar denominators unlike denominators unlike denominators
Answer the exercises in Grade 8
Perform the activity " Whats wrong
I. Evaluating learning Perform exercise in LM pp. 94 Mathematics practical Patterns in pp.
with " in LM pp 98 ( only 1)
86
J. Additional activities for application or
None
remediation
V. REMARKS
VI. REFLECTION
 ___ out of __ students belong to 80% mastery ___ out of __ students belong to 80% mastery ___ out of __ students belong to 80% mastery
1. No. of learners who earned 80% in the evaluation
level during formative assessment level during formative assessment level during formative assessment

2. No. of learners who require additional activities for

__ students need remediation. __ students need remediation. __ students need remediation.
remediation who score below 80%
3. Did the remedial lessons work? No. of learners who have __ out __ students have caught up with the __ out __ students have caught up with the __ out __ students have caught up with the
caught up with the lesson lesson lesson lesson

4. No. of learners who continue to require remediation _ students need a follow up remediation _ students need a follow up remediation _ students need a follow up remediation

5. Which of my teaching strategies worked well? Why did

these work?
6. What difficulties did I encounter which my principal or
superior can help me solve?

7. What innovation or localized materials did I use/discover

which I wish to share with other teachers
 Grade 8 School:
Teacher:
DAILY LESSON LOG Teaching Dates and Time:
MONDAY TUESDAY WEDNESDAY
I. OBJECTIVES

A. Content Standards The learner demonstrates understanding of key concepts of linear equations in two variables.

B. Performance Standard The learner is able to identify linear equations in two variables and its slope.

M8AL-Ie-1. Illustrates rectangular M8AL-Ie-3. Illustrates linear equations M8AL-Ie-4. Illustrates the slope of a
C. Learning Competencies
coordinate system and its uses in two variables. line

Rectangular coordinate system and its

II. CONTENT Linear equations in two variables. Finding slope of a line given a graph
uses
III. LEARNING RESOURCES
A. References
1. Teacher's Guide pages pp. 141 - 154 pp. 196 - 197 pp. 198 - 201
2. Learner's Materials pages pp. 122 - 136 pp. 181 - 182 pp. 183 - 186
Grade 8 Mathematics Patterns and Grade 8 Mathematics Patterns and
3. Textbook pages
Practicalities, pp. 136 - 196 Practicalities, pp. 158 - 169
4. Additional Materials from Learning
Look for additional materials at LR portals
Resource (LR) portal
IV. PROCEDURE
1. Reviewing previous lesson or presenting Illustrate the cartesian coordinate Present some examples of different
Give illustrative examples about slope
the new lesson plane. kinds of equations

Perform Act. 4, "Locate Your Ask the students about their

2. Establishing a purpose for the lesson Start with formula m = rise/run
Classmate", LM, p. 124 observations about the equations

3. Presenting examples/instances of the new Perform Act. 5, "Meet Me At Thirdy's Give some examples of linear Present some graphs of linear
lesson Residence" , LM, p. 125 equations in two variables equations

4. Discussing the concepts and practicing new Perform Act. 6, "Human Rectangular Discuss linear equations in two Discuss the steps in finding the slope
skills 1 Coordinate System", LM, pp. 125 - 126 variables given a graph

Perform Act. 7, "Parts of the Building"

5. Discussing new concepts and practicing Give examples of equations that are
& Act. 8, "Objects' Position", LM, pp. Perform Exercise 6, LM, pp. 184 - 185
new skills 2 not linear
126 - 128
Give examples of equations and let Comprehension Check, Grade 8
6. Developing mastery (leads to formative Perform Exercises 3, 4, 5, LM, pp. 129
the students identify linear equations Mathematics Patterns and
assessment) - 131
in two variables Practicalities, pp. 165 - 166, 168
7. Finding practical applications of concepts How can the rectangular coordinate Cite examples in real life that appear Cite examples in real life that involves
and skills in daily living system be used in real life to be linearly related rate of change
8. Making generalizations and abstractions How do you locate points on the How to identify linear eqautions in two How to find the slope of a line given a
about the lesson cartesian plane? variables? graph
Perform Act. 10, "Spotting Erroneous
9. Evaluating learning Give the prepared test. Give the prepared test.
Coordinates", LM, p. 133
Perform Act. 11, "Coordinart", LM, p.
10. Additional activities for application or
134; Act. 13, "Coordinart Making", LM, None None
remediation
pp. 135 - 136
V. REMARKS
VI. REFLECTION

_ out of _ students belong to 80% mastery level _ out of _ students belong to 80% mastery level _ out of _ students belong to 80% mastery level
1. No. of learners who earned 80% in the evaluation
during formative assessment during formative assessment during formative assessment

2. No. of learners who require additional activities for

_ students need remediation _ students need remediation _ students need remediation
remediation who score below 80%
3. Did the remedial lessons work? No. of learners who have _ out of _ students have caught up with the _ out of _ students have caught up with the _ out of _ students have caught up with the
caught up with the lesson lesson lesson lesson
 4. No. of learners who continue to require remediation _ students need a follow up remediation _ students need a follow up remediation _ students need a follow up remediation

5. Which of my teaching strategies worked well? Why did

these work?
6. What difficulties did I encounter which my principal or
superior can help me solve?
7. What innovation or localized materials did I use/discover
which I wish to share with other teachers
 Grade 8 School:
Teacher:
DAILY LESSON LOG Teaching Dates and Time:
MONDAY TUESDAY WEDNESDAY
I. OBJECTIVES

A. Content Standards The learner demonstrates understanding of key concepts of linear equations.

B. Performance Standard The learner is able to graph linear equations in two variables.

M8AL-If-2. Graphs a linear equation

M8AL-If-1. Writes the linear equation M8AL-If-1. Writes the linear equation given (a) any two points; (b) the x –
C. Learning Competencies ax + by = c in the form y = mx + b and ax + by = c in the form y = mx + b and and y – intercepts; (c) slope & y-
vice versa vice versa intercept; (d) slope and a point on the
line
Writing linear equation ax + by = c in Writing linear equation y = mx + b in Graphs a linear equation given (a) any
II. CONTENT
the form y = mx + b the form two points
III. LEARNING RESOURCES
A. References
1. Teacher's Guide pages pp. 197 - 198 pp. 197 - 198 p. 202
2. Learner's Materials pages pp. 182 - 183 pp. 182 - 183 p. 187
3. Textbook pages
4. Additional Materials from Learning
Look for additional materials at LR portals
Resource (LR) portal
IV. PROCEDURE
Ask the students to give an example of
1. Reviewing previous lesson or presenting Ask the students to give exmaples of
Review about the slope-intercept form. linear equations in the form y = mx +
the new lesson linear equations in two variables
b.
Discuss the steps on how to rewrite Discuss the steps on how to rewrite
Ask the students to give any two
2. Establishing a purpose for the lesson linear equations into the form y = mx + linear equations into the form ax + by
values for x
b =c
3. Presenting examples/instances of the new Perform Exercise 5, #'s 1 - 5, LM, p. Perform Exercise 4, #'s 1 - 5, LM, p.
Let the students solve the values of y
lesson 183 184

4. Discussing the concepts and practicing new

Discuss Exercise 5, #'s 1 - 5 Discuss Exercise 4, #'s 1 - 5 Let the students plot the points
skills 1

5. Discussing new concepts and practicing Ask the students to give an example Ask the students to give an example Discuss the steps in graphing linear
new skills 2 and let them discuss their answer and let them discuss their answer equations given any two points

6. Developing mastery (leads to formative Perform Exercise 5, #'s 6 - 10, LM, p. Perform Exercise 4, #'s 6 - 10, LM, p.
Perform Exercise 8, LM, p. 187
assessment) 183 183

7. Finding practical applications of concepts

None None None
and skills in daily living

8. Making generalizations and abstractions How to rewrite linear equations ax + by How to rewrite linear equations y=mx + How to graph linear equations in two
about the lesson = c into the form y =mx + b? b into the form ax + by =c? variables given any two points

9. Evaluating learning Give the prepared test. Give the prepared test. Give the prepared test.

10. Additional activities for application or

None None None
remediation
V. REMARKS
VI. REFLECTION

_ out of _ students belong to 80% mastery level _ out of _ students belong to 80% mastery level _ out of _ students belong to 80% mastery level
1. No. of learners who earned 80% in the evaluation
during formative assessment during formative assessment during formative assessment

2. No. of learners who require additional activities for

_ students need remediation _ students need remediation _ students need remediation
remediation who score below 80%
 3. Did the remedial lessons work? No. of learners who have _ out of _ students have caught up with the _ out of _ students have caught up with the _ out of _ students have caught up with the
caught up with the lesson lesson lesson lesson

4. No. of learners who continue to require remediation _ students need a follow up remediation _ students need a follow up remediation _ students need a follow up remediation

5. Which of my teaching strategies worked well? Why did

these work?
6. What difficulties did I encounter which my principal or
superior can help me solve?
7. What innovation or localized materials did I use/discover
which I wish to share with other teachers
 Grade 8 School:
Teacher:
DAILY LESSON LOG Teaching Dates and Time:
MONDAY TUESDAY WEDNESDAY
I. OBJECTIVES

A. Content Standards The learner demonstrates understanding of key concepts of linear equations.

B. Performance Standard The learner is able to find the equation of the line.

M8AL-If-2. Graphs a linear equation

given (a) any two points; (b) the x – M8AL-If-3. Describes the graph of a M8AL-Ig-1. Finds the equation of a line
C. Learning Competencies and y – intercepts; (c) slope & y- linear equation in terms of its given (a) two points; (b) the slope and
intercept; (d) slope and a point on the intercepts and slope a point; (c) the slope and its intercepts
line
Graphs a linear equation given (d) the Finding equation of a line given (a) two
II. CONTENT Determines the trend of the line
slope and a point on the line points
III. LEARNING RESOURCES
A. References
1. Teacher's Guide pages pp. 204 - 205 p. 201 pp. 209 - 210
2. Learner's Materials pages pp. 189 - 190 p. 186 pp. 194 - 195
3. Textbook pages
4. Additional Materials from Learning
Look for additional materials at LR portals
Resource (LR) portal
IV. PROCEDURE
1. Reviewing previous lesson or presenting Ask the students to give examples of Ask the students to give examples of Ask the students to give examples of
the new lesson linear equations in two variables linear equations in two variables any two points

Let the students rewrite the equation in Let the students rewrite the equation in
2. Establishing a purpose for the lesson Discuss the two - point form
slope-intercept form slope-intercept form

3. Presenting examples/instances of the new Let the students identify the values of Let the students identify the values of
Give illustrative examples
lesson the slope the slope

4. Discussing the concepts and practicing new Ask the students to give any values for Discuss the trend of the line whenever Discuss the steps on how to find the
skills 1 x and then solve for the value of y the slope is negative equation of the line given two points

Discuss how to graph linear equations

5. Discussing new concepts and practicing Discuss the trend of the line whenever
in two variables given the slope and a Perform the Activity, #'s 16 - 20, p. 178
new skills 2 the slope is positive
point
6. Developing mastery (leads to formative
Perform Exercise 11, LM, p. 190 Give the prepared evaluation. Perform Exercise 13, #s 1 - 5, p. 195
assessment)
7. Finding practical applications of concepts
None None None
and skills in daily living

8. Making generalizations and abstractions How to graph linear equations in two How does the sign of the slope affect How to find the equation of the line
about the lesson variables given the slope and a point? the graph of the line? given two points?

9. Evaluating learning Give the prepared test. Give the prepared test. Give the prepared test.
10. Additional activities for application or
None None None
remediation

V. REMARKS
VI. REFLECTION

_ out of _ students belong to 80% mastery level _ out of _ students belong to 80% mastery level _ out of _ students belong to 80% mastery level
1. No. of learners who earned 80% in the evaluation
during formative assessment during formative assessment during formative assessment

2. No. of learners who require additional activities for

_ students need remediation _ students need remediation _ students need remediation
remediation who score below 80%
3. Did the remedial lessons work? No. of learners who have _ out of _ students have caught up with the _ out of _ students have caught up with the _ out of _ students have caught up with the
caught up with the lesson lesson lesson lesson
 4. No. of learners who continue to require remediation _ students need a follow up remediation _ students need a follow up remediation _ students need a follow up remediation

5. Which of my teaching strategies worked well? Why did

these work?
6. What difficulties did I encounter which my principal or
superior can help me solve?
7. What innovation or localized materials did I use/discover
which I wish to share with other teachers
 Grade 8 School:
Teacher:
DAILY LESSON LOG Teaching Dates and Time:
MONDAY TUESDAY WEDNESDAY
I. OBJECTIVES

A. Content Standards The learner demonstrates understanding of key concepts of linear equations.

The learner is able to formulate real-life problems involving linear equations and solve these with utmost accuracy
B. Performance Standard
using variety of strategies.

M8AL-Ig-2. Solves problems involving M8AL-Ig-2. Solves problems involving M8AL-Ih-1. Illustrates a system of
C. Learning Competencies
linear equations in two variables linear equations in two variables linear equations in two variables

Word Problems Involving Linear Word Problems Involving Linear Systems of Equations in Two
II. CONTENT
Equations in two variables Equations in two variables Variables
III. LEARNING RESOURCES
A. References
1. Teacher's Guide pages pp. 211 - 213 pp. 211 - 213 p. 289

2. Learner's Materials pages pp. 197 - 199 pp. 197 - 199 p. 256
Math Practicalities & Patterns, pp. 182 Math Practicalities & Patterns, pp. 182
3. Textbook pages
- 190 - 190
4. Additional Materials from Learning
Look for additional materials at LR portals
Resource (LR) portal
IV. PROCEDURE
Reviewthe steps in solving word
1. Reviewing previous lesson or presenting Explore, Math Patterns & Ask students to give two examples of
problems involving linear inequalities
the new lesson Practicalities, p. 182 linear equations in two variables
in two variables
Perform Activity 9, "German Perform Activity 18, "Riding a Taxi", Let the students graph the two
2. Establishing a purpose for the lesson
Shepherd", LM, p. 198 LM, p. 197 equations in one cartesian plane.

3. Presenting examples/instances of the new Discuss Activity 9, "German Discuss Activity 18, "Riding a Taxi", Let the students give some
lesson Shepherd", LM, p. 198 LM, p. 197 observations about the graph.

Discuss some strategies on how to

4. Discussing the concepts and practicing new Discuss Example 1, Math Patterns &
solve word problem involving linear Discuss the graph.
skills 1 Practicalities, pp. 183 - 184
inequalities in two variables.
5. Discussing new concepts and practicing Give some examples and discuss Discuss Example 2, Math Patterns & Discuss about systems of linear
new skills 2 each. Practicalities, pp. 184 - 185 equations in two variables.
Aswer, Problem Solving, #'s 6 - 9,
6. Developing mastery (leads to formative
Perform Activity 20, #1, LM, p. 199 Math Patterns & Practicalities, pp. 187 Give the prepared evaluation.
assessment)
- 188
Ask the students to formulate word Ask the students to formulate word
7. Finding practical applications of concepts
problems in real life involving linear problems in real life involving linear None
and skills in daily living
equations in two variables equations in two variables

8. Making generalizations and abstractions How to solve word problems involving How to solve word problems involving How to identify systems of linear
about the lesson linar equation in two variables? linar equation in two variables? equations in two variables

Perform Activity 20, #s 2 - 3, LM, p.

9. Evaluating learning Give the prepared test. Give the prepared test.
199
10. Additional activities for application or
None None None
remediation

V. REMARKS
VI. REFLECTION

_ out of _ students belong to 80% mastery level _ out of _ students belong to 80% mastery level _ out of _ students belong to 80% mastery level
1. No. of learners who earned 80% in the evaluation
during formative assessment during formative assessment during formative assessment

2. No. of learners who require additional activities for

_ students need remediation _ students need remediation _ students need remediation
remediation who score below 80%
 3. Did the remedial lessons work? No. of learners who have _ out of _ students have caught up with the _ out of _ students have caught up with the _ out of _ students have caught up with the
caught up with the lesson lesson lesson lesson

4. No. of learners who continue to require remediation _ students need a follow up remediation _ students need a follow up remediation _ students need a follow up remediation

5. Which of my teaching strategies worked well? Why did

these work?
6. What difficulties did I encounter which my principal or
superior can help me solve?
7. What innovation or localized materials did I use/discover
which I wish to share with other teachers
 Grade 8 School:
Teacher:
DAILY LESSON LOG Teaching Dates and Time:
MONDAY TUESDAY WEDNESDAY
I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of key concepts of systems of linear equations in two variables.

B. Performance Standard The learner is able to formulate real-life problems involving systems of linear equations in two variables and solve these with utmost accuracy

M8AL-Ih-3. Categorizes when a given M8AL-Ii-j-1. solves a system of linear M8AL-Ii-j-1. solves a system of linear
system of linear equations in two equations in two variables by (a) equations in two variables by (a)
C. Learning Competencies
variables has graphs that are parallel, graphing; (b) substitution; (c) graphing; (b) substitution; (c)
intersecting, and coinciding elimination elimination

Systems of Equations in Two Solving systems of linear equations in Solving systems of linear equations in
II. CONTENT
Variables two variables by (a) graphing two variables by (b) substitution

III. LEARNING RESOURCES

A. References
1. Teacher's Guide pages pp. 267 - 293 pp. 300 - 313 pp. 300 - 313

2. Learner's Materials pages pp. 253 - 270 pp. 271 - 284 pp. 271 - 284

3. Textbook pages
4. Additional Materials from Learning
Look for additional materials at LR portals
Resource (LR) portal
IV. PROCEDURE
1. Reviewing previous lesson or presenting Ask the students to give pairs of linear Ask the students to give pairs of linear Perform Activity 3, #'s 1 - 5, "If I Were
the new lesson equations in two variables. equations in two variables. You", p. 271
Let the students find the slopes and
Let the students graph some pairs of Let the students explain their answers
2. Establishing a purpose for the lesson the y - intercepts of the graphs of
linear equations in one plane. in Activty 3
some pairs of linear equations.
Let the students graph each pair of Let the students describe the graph
3. Presenting examples/instances of the new Perform Activity 7, #'s 1 - 5,
linear equations in one palne using the whether it's parallel, coinciding, or
lesson "Substitute Then Solve", LM, p. 280
slope and y - intercepts. intersecting.

4. Discussing the concepts and practicing new Ask the students about the solution set
Discuss examples a - c, LM, p. 273 Discuss Activity 7
skills 1 of each graph.

Then let them compare the slopes and Discuss the steps in solving systems
5. Discussing new concepts and practicing Give another set of examples and
y - intercepts of each pair of linear of linear equations using substitution
new skills 2 discuss each
equations. method
Perform Activity 3, #'s 1 - 5,
6. Developing mastery (leads to formative Perform Activity 5, #'s 1 - 3, "What Perform Activity 7, #'s 6 - 10,
"Consistent or Inconsistent", LM, p.
assessment) Satisfies Both", LM, p. 278 "Substitute Then Solve", LM, p. 280
258

7. Finding practical applications of concepts

None None None
and skills in daily living

Howare the slopes and y - intercepts

How will you identify the solution set of
8. Making generalizations and abstractions of two lines related to the solution set How to solve systems of linear
a system of linear equations in two
about the lesson of the system of equations describing equations using substitution method?
variables through graphs?
the lines?

Perform Activity 5, #'s 4 - 6, "What Perform Activity 11, "How Substitution

9. Evaluating learning Give the prepared test.
Satisfies Both", LM, pp. 278 - 279 Works…", LM, p. 284

10. Additional activities for application or

None None None
remediation
V. REMARKS
VI. REFLECTION
 _ out of _ students belong to 80% mastery level _ out of _ students belong to 80% mastery level _ out of _ students belong to 80% mastery level
1. No. of learners who earned 80% in the evaluation
during formative assessment during formative assessment during formative assessment

2. No. of learners who require additional activities for

_ students need remediation _ students need remediation _ students need remediation
remediation who score below 80%
3. Did the remedial lessons work? No. of learners who have _ out of _ students have caught up with the _ out of _ students have caught up with the _ out of _ students have caught up with the
caught up with the lesson lesson lesson lesson

4. No. of learners who continue to require remediation _ students need a follow up remediation _ students need a follow up remediation _ students need a follow up remediation

5. Which of my teaching strategies worked well? Why did

these work?
6. What difficulties did I encounter which my principal or
superior can help me solve?
7. What innovation or localized materials did I use/discover
which I wish to share with other teachers
 Grade Level GRADE 8
Learning Area MATHEMATICS
Quarter FIRST
THURSDAY FRIDAY

ey concepts of factoring polynomials.

s involving factoring polynomials and solves these with utmost accuracy using a variety of strategies.

M8AL-Ia-b-1 . Factors completely M8AL-Ia-b-1 . Factors completely

different types of polynomials by with different types of polynomials by with
perfect square trinomial perfect square trinomial

Factoring Perfect Square Trinomial Factoring Perfect Square Trinomial

TG, Module 1, pp. 39 TG, Module 1, pp. 40

LM, Module 1, pp. 37 LM, Module 1, pp. 38

None None

Given a polynomial identify wether

Identify perfect square trinomial perfect it is a square trinomial, or
difference of two cubes.

Cite a situation about a perfect square

Ask the students what they expect to
and let the student to think if a
learn about factoring a perefect square
polynonial is a perfect square trinonial
trinomials
and let them to realize if it is factorable

Perform Activity 5, "Perfect Hunt", LM,

Give another set of examples
p. 37

Let the student answer the question

Answer Exercice 1, LM, p. 38
about Perfect Hunt.

Give illustrative examples about Give illustrative examples about

factoring perfect square trinomial factoring perfect square trinomial

Discuss the steps in factoring perfect Discuss the steps in factoring perfect
square trinomial square trinomial

Ask the students to cite situations in Ask the students to cite situations in
real life involving factoring real life involving factoring

When can you say that the given When can you say that the given
expression is a PST? expression is a PST?

Based on the stated situation involving

Give the prepared evaluation. factoring of polynomial formulate a
problem then solve

None None
 Grade Level GRADE 8
Learning Area MATHEMATICS
Quarter FIRST
THURSDAY FRIDAY

ey concepts of factoring polynomials.

s involving factoring polynomials and solves these with utmost accuracy using a variety of strategies.

M8AL-Ia-b-1 . Factors completely M8AL-Ia-b-1 . Factors completely

different types of polynomials different types of polynomials
Factoring Trinomials where a > 1/
Factoring Trinomials where a = 1
Factoring by Grouping

pp. 43 pp. 45- 46

pp.41 pp. 43, 44
Elementary Algebra I. 2000. pp. 200- Grade 8- Mathematics Patterns and
211* Practicalities pp. 34-36

http://lrmds.deped.gov.ph/detail/1851 http://lrmds.deped.gov.ph/detail/1851

Perform the ctivity on finding the

product of a and c in a general
Answer Activity in finding the factors
trinomials, sum of the factors of the
product of a and c.

Ask the students what they expect to

Answer question in LM page 43
learn in factoring by grouping?

Discuss at least 2 examples of finding Giving examples and discuss factoring

the factors by grouping

Give examples and let the students

Explain answer in page 43
discuss on how to factor trinomials.

Discuss the concept in findings the Perform the exercises in finding the
factors of a general trinomial factor of trinomials

Ask the students how to factor a Give at lest 5-item exercise in finding
polynomial the factor of general trinomial

Let the student cite a situation Let the student cite a situation
involving factoring involving factoring

How to find the factors of different type How to determine the factors a general
of polynomial? polynonial/

Let the student cite a situation

Given 5 polynomials let the students
involving factoring and let them
find the factors and explain
formulate 1 problem then solve.

Give additional exercises for practice Factogon

___ out of __ students belong to 80% mastery ___ out of __ students belong to 80% mastery
level during formative assessment level during formative assessment

__ students need remediation. __ students need remediation.

__ out __ students have caught up with the __ out __ students have caught up with the
lesson lesson
_ students need a follow up remediation _ students need a follow up remediation
 Grade Level GRADE 8
Learning Area MATHEMATICS
Quarter FIRST
THURSDAY FRIDAY

ey concepts of factoring polynomials.

s involving factoring polynomials and solves these with utmost accuracy using a variety of strategies.
M8AL-Ia-b-1 /M8AL-Ib-2. Factors
completely different types of
polynomials (polynomials with
common monomial factor, difference
M8AL-Ib-2. Solves problems involving
of two squares, sum and difference of
factors of polynomials
two cubes, perfect square trinomials,
and general trinomials) and solves
problems involving factors of
polynomials
Solving Word Problems Involving
Factoring Polynomial
Factoring Polynomials

pp. 53
pp 53-54

Test Papers

Recall the step in solving word

Students were given instructions
problem

Let the students feel the importance of

Students were reminded about the
the concept on factoring to solve word
do's and don’t's in factoring..
problem by performing the GRASPS

Cite an example on how to determine

Let the studentts perform the activiy in
what type of factoring tecnique will be
26 Packaging Activity in Lm ppp. 53
used
Students were reminded about the
Ask the student the concept to be use activity on how they will be rated
in solving the problem according to the rubric and what skills
they shouyld be develop.
Give the directions to the students
Presentation of rubic on howtheir
how to solve the problem applying the
output on factoring they will be rated.
concept of factoring
Explain the studentsthe rubric in
Students perform the given task
performing the activity

Let the students cite a problem as

Students perform the given task
application in real life situation?"

Explain on how to solve a word

Students perform the given task
problem?

Let the students give a mathematical Presentation of students output

reason on how the concept of factoring "GRASPS " on Sketch of a Miniture
appplied in performing the activity Garden.

None None
___ out of __ students belong to 80% mastery ___ out of __ students belong to 80% mastery
level during formative assessment level during formative assessment

__ students need remediation. __ students need remediation.

__ out __ students have caught up with the __ out __ students have caught up with the
lesson lesson

_ students need a follow up remediation _ students need a follow up remediation

 Grade Level GRADE 8
Learning Area MATHEMATICS
Quarter FIRST
THURSDAY FRIDAY

ey concepts of factoring polynomials.

s involving factoring polynomials and solves these with utmost accuracy using a variety of strategies.
M8AL-Ic-d-1 . Performs operations on M8AL-Ic-d-1 . Performs operations on
rational algebraic expressions rational algebraic expressions
Multilpliying Rational Algebraic
Dividing Rational Algebraic Expression
Expression

pp. 96-97 pp. 99 -100

pp. 88-89 pp.91-92

Grade 8 Mathematics Pattern and Grade 8 Mathematics Patterns and

Practicalities pp. 65 Practicalities pp. 77-78

Perform the activity in multiplying Let the students recall on how to

fraction multiply rationa; algebraic expression

Perform an activity on finding the

Let the students master the multication reciprocal and let the student recall in
table and its purpose of mastering it. dividing rational algebraic expression
get first the reciprocal

Give an example in reducing fraction Give example and discuss on how to

using cancellation divide Rational Algebraic expression

Give and example and finding the Let the students divide rational
simplest form applying the laws of algebraic expression using the laws of
exponents exponents. Lm pp. 97

Let the students multiply each rational

expression then express in simplest Let the students find the quotient
form.

Let the students multiply each rational

Answer the 5 items exercises
algebraic expression

Cite real- life problem s especially rate

None
related problems

How to multiply rational algebraic How to divide rational algebraic

expression? expression?

Give the product of each rational

Answer the exercises in LM pp. 98
algebraic expression

None None

___ out of __ students belong to 80% mastery ___ out of __ students belong to 80% mastery
level during formative assessment level during formative assessment
__ students need remediation. __ students need remediation.

__ out __ students have caught up with the __ out __ students have caught up with the
lesson lesson

_ students need a follow up remediation _ students need a follow up remediation

 Grade Level GRADE 8
Learning Area MATHEMATICS
Quarter FIRST
THURSDAY FRIDAY

concepts and principles of rational algebraic expressions and algebraic expressions with integral exponents.
ms involving rational algebraic expressions and algebraic expressions with integral exponents and solves these with utmost accuracy using a variety

M8AL-Id-2. Solves problems involving M8AL-Id-2. Solves problems involving

rational algebraic expressions rational algebraic expressions

Application on Rational Algebraic Application on Rational Algebraic

Expression Expression

pp. 112 pp. 113-115

pp. 106 pp. 108-109

http://lrmds.deped.gov.ph/search? http://lrmds.deped.gov.ph/search?
filter=&search_param=all&query=855 filter=&search_param=all&query=855

Let the student perform the activity Recall : find or solve what is asked.
18 " Word Problem " in LM pp. 106 ( refer lrmds)

Defining of terms word and phrase on

Explain Rational Equations
the problem

Let the student determine the concept Give example rational equation and
use in solving the problem solve ( refer lrmds)

Ask the student the guide question Give example rational equation and
base on the problem solve ( refer lrmds)

Explain the students on how to answer

Give problem involving rational
the question following the Learne,
equations (refer lrmds)
Affirmed and Challenge

Let the student answer the question in

Solve the problems involving rational
activity 20 " Presentation" in LM pp.
equations (refer lrmds)
107

Let the students cite a problem as Let the students cite their own
application in real life situation example involving rational expression

Explain on how to solve a word Hhow to solve the problem using

problem? explore, plan and solve (refer lrmds)?

Let the students anwer the word GRASPS ( Perform the activity "
problem Presentation in LM pp. 108)

None
___ out of __ students belong to 80% mastery ___ out of __ students belong to 80% mastery
level during formative assessment level during formative assessment

__ students need remediation. __ students need remediation.

__ out __ students have caught up with the __ out __ students have caught up with the
lesson lesson

_ students need a follow up remediation _ students need a follow up remediation

 Grade Level GRADE 8
Learning Area MATHEMATICS
Quarter FIRST
THURSDAY FRIDAY

concepts of linear equations in two variables.

two variables and its slope.

M8AL-Ie-5. Finds the slope of a line M8AL-Ie-5. Finds the slope of a line
given two points, equation, and graph given two points, equation, and graph

Finding slope of a line given an

Finding slope of a line given two points
equation

pp. 198 - 201 pp. 198 - 201

pp. 183 - 186 pp. 183 - 186
Grade 8 Mathematics Patterns and
Practicalities, pp. 158 - 169

Recall the steps in finding the slope Ask the students to give examples of
given a graph linear equations in two variables
Present the formula in finding the
slope given two points with the use of Present the slope - intercept form of
process questions through oral an equation
questioning

Give illustrative examples Give illustrative examples

Discuss the steps on how to rewrite

Discuss the steps in finding the slope
equations in slope - intercept form and
given two points
identify the value of the slope

Give another set of illustrative

Perform Exercise 6, LM, pp. 184 - 185
examples and discuss each

Comprehension Check, Grade 8

Mathematics Patterns and Perform Exercise 7, LM, p. 186
Practicalities, p. 166
Cite examples in real life that involves Cite examples in real life that involves
rate of change rate of change
How to find the slope of a line given How to find the slope of a line given an
two points equation?

Give the prepared test. Give the prepared test.

None None

_ out of _ students belong to 80% mastery level _ out of _ students belong to 80% mastery level
during formative assessment during formative assessment

_ students need remediation _ students need remediation

_ out of _ students have caught up with the _ out of _ students have caught up with the
lesson lesson
_ students need a follow up remediation _ students need a follow up remediation
 Grade Level GRADE 8
Learning Area MATHEMATICS
Quarter FIRST
THURSDAY FRIDAY

concepts of linear equations.

wo variables.

M8AL-If-2. Graphs a linear equation M8AL-If-2. Graphs a linear equation

given (a) any two points; (b) the x – given (a) any two points; (b) the x –
and y – intercepts; (c) slope & y- and y – intercepts; (c) slope & y-
intercept; (d) slope and a point on the intercept; (d) slope and a point on the
line line
Graphs a linear equation given (b) the Graphs a linear equation given (c) the
x - and y - intercepts slope and y - intercept

pp. 202 - 203 pp. 202 - 203

pp. 187 - 188 pp. 187 - 188

Ask the students to give examples of

Define x - and y - intercepts
linear equations in two variables

Ask the students to give examples of Let the students rewrite the equation in
linear equations in two variables slope-intercept form

Let the students solve for the x - Let the students identify the values of
intercept the slope and y - intercept
Discuss the steps on how to graph
Let the students solve for the y -
linear equations in two variables given
intercept
the slope and y - intercept
Plot the x - and y - intercepts on the Give another set of illustrative
plane examples and discuss each

Perform Exercise 9, LM, p. 203 Perform Exercise 10, LM, p. 189

None None

How to graph linear equations in two How to graph linear equations in two
variables given the x - a nd y - variables given the slope and y -
intercepts intercept?

Give the prepared test. Give the prepared test.

None None

_ out of _ students belong to 80% mastery level _ out of _ students belong to 80% mastery level
during formative assessment during formative assessment

_ students need remediation _ students need remediation

_ out of _ students have caught up with the _ out of _ students have caught up with the
lesson lesson

_ students need a follow up remediation _ students need a follow up remediation

 Grade Level GRADE 8
Learning Area MATHEMATICS
Quarter FIRST
THURSDAY FRIDAY

concepts of linear equations.

M8AL-Ig-1. Finds the equation of a line M8AL-Ig-1. Finds the equation of a line
given (a) two points; (b) the slope and given (a) two points; (b) the slope and
a point; (c) the slope and its intercepts a point; (c) the slope and its intercepts

Finding equation of a line given (b) the Finding equation of a line given (c) the
slope and a point slope and its intercepts

p. 209 p. 208
p. 193 p. 183

Ask the students to give examples of

Explore Activity 14, LM, p. 193
values of slope and a point

Discuss the point - slope form Discuss Activity 14, LM, p. 193

Give illustrative examples Present some illustrative examples

Discuss the steps on how to find the Discuss the steps on how to find the
equation of the line given the slope equation of the line given the slope
and a point and y - intercept

Give another set of examples and Give another set of examples and
discuss each discuss each

Perform Exercise 12, #'s 1 - 5, LM, p.

Give the prepared evaluation.
194
None None

How to find the equation of the line How to find the equation of the line
given the slope and a point? given the slope and its y - intercept?

Give the prepared test. Give the prepared test.

None None

_ out of _ students belong to 80% mastery level _ out of _ students belong to 80% mastery level
during formative assessment during formative assessment

_ students need remediation _ students need remediation

_ out of _ students have caught up with the _ out of _ students have caught up with the
lesson lesson
_ students need a follow up remediation _ students need a follow up remediation
Grade Level GRADE 8
Learning Area MATHEMATICS
Quarter FIRST
THURSDAY FRIDAY

The learner demonstrates understanding of key concepts of systems of linear

equations.

Identifies systems of linear inequalities in two variables

M8AL-Ih-3. Categorizes when a given

M8AL-Ih-2. Graphs a system of linear system of linear equations in two
equations in two variables variables has graphs that are parallel,
intersecting, and coinciding

Graphing Systems of Equations in Systems of Equations in Two

Two Variables Variables

pp. 267 - 293 pp. 267 - 293

pp. 253 - 270 pp. 253 - 270

Ask the students to give pairs of linear Ask the students to give pairs of linear
equations in two variables. equations in two variables.

Let the students graph some pairs of Let the students graph some pairs of
linear equations in one plane. linear equations in one plane.

Let the students describe the graph

Ask the students about their
whether it's parallel, coinciding, or
observations on the graph.
intersecting.

Discuss the graph ofa system of linear Perform Activity 2, "Meet Me At This
equations in two variables. Point If Possible", LM, pp. 254 - 255

Give some examples and discuss Discuss the solution set of a system of
each. linear equations in two variables.

Perform Activity 4, "How Do I Look?",

Give the prepared evaluation.
LM, p. 259

None None

How will you identify the solution set of

How to graph systems of linear
a system of linear equations in two
equations in two variables?
variables through graphs?
Perform Activity 5, "Describe My
Give the prepared test.
Solutions", pp. 260 - 261

None None

_ out of _ students belong to 80% mastery level _ out of _ students belong to 80% mastery level
during formative assessment during formative assessment

_ students need remediation _ students need remediation

_ out of _ students have caught up with the _ out of _ students have caught up with the
lesson lesson

_ students need a follow up remediation _ students need a follow up remediation

 Grade Level GRADE 8
Learning Area MATHEMATICS
Quarter FIRST
THURSDAY FRIDAY

concepts of systems of linear equations in two variables.

s involving systems of linear equations in two variables and solve these with utmost accuracy using variety of strategies.

M8AL-Ii-j-1. solves a system of linear

M8AL-Ij-2. Solves problems involving
equations in two variables by (a)
systems of linear equations in two
graphing; (b) substitution; (c)
variables
elimination

Solving systems of linear equations in Word problems involving systems of

two variables by (c) elimination linear equations in two variables

pp. 300 - 313 pp. 314 - 317

pp. 271 - 284 pp. 285 - 288

Perform Activity 1, #1, "How Much Is

Review about additive inverse
The Fare?", LM, pp. 268 - 269

Perform Activity 8, #'s 1 - 5, "Eliminate Perform Activity 1, #'s 2 - 3, "How

Me!", LM, p. 280 Much Is The Fare?", LM, pp. 268 - 269

Perform Activity 9, #'s 1 -5, "Eliminate Perform Activity 1, #'s 4 - 7, "How

The Solve", LM, p. 281 Much Is The Fare?", LM, pp. 268 - 269

Perform Activity 13, #'s 1 - 2, "Solve

Discuss Activity 9
Then Decide", LM, p. 285

Discuss the steps in solving systems

Discuss the answers of the previous
of linear equations using elimination
activity
method

Perform Activity 9, #'s 6 - 10, Perform Activity 13, #'s 3 - 4, "Solve

"Eliminate The Solve", LM, p. 281 Then Decide", LM, p. 285

Formulate real life problems involving

None systems of linear equations in two
variables

How to solve word problems involving

How to solve systems of linear
systems of linear equations in two
equations using elimination method?
variables?

Perform Activity 12, "Eliminate One To Perform Activity 14, "Play The Role
Find The Other One", LM, p. 284 Of…", LM, p. 286

None None
_ out of _ students belong to 80% mastery level _ out of _ students belong to 80% mastery level
during formative assessment during formative assessment

_ students need remediation _ students need remediation

_ out of _ students have caught up with the _ out of _ students have caught up with the
lesson lesson

_ students need a follow up remediation _ students need a follow up remediation