School: BOLBOK INTEGRATED NHS Grade Level: 8

GRADES 1 to
Teacher: DAHLIA L. CONTAOI Learning Area: MATHEMATICS
1 12
DAILY LESSON Teaching Dates and August 5 - 9, 2024
LOG Time: Week 2 – 7:20AM – 2:40PM Quarter: FIRST
DAY 1 (Monday) DAY 2 (Tuesday) DAY 3 (Wednesday) DAY 4 (Thursday) DAY 5 (Friday)
I. OBJECTIVES Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures shall be followed and if needed, additional lessons, expercises and
remedial activities be done for developing content knowledge and competencies: these are 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.
B. Performance 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
Standards: equations and inequalities in two variables and linear functions, and solve these problems accurately using a variety of strategies
C. Learning Factors completely different Factors completely different Factors completely different Factors completely different
Competencies/Objecti types of polynomials types of polynomials types of polynomials types of polynomials
ves: (polynomials with common (polynomials with common (polynomials with common (polynomials with common By the end of the session, learners
monomial factor , difference monomial factor , difference monomial factor , difference monomial factor , difference
will be able to:
of two squares, sum and of two squares, sum and of two squares, sum and of two squares, sum and
difference of two cubes, difference of two cubes, difference of two cubes, difference of two cubes, 1. apply factoring technique like
perfect square trinomials and perfect square trinomials and perfect square trinomials and perfect square trinomials and factoring trinomials (quadratic
general trinomials) general trinomials) general trinomials) general trinomials) polynomials) in solving problems
(M8AL-Ia-b-1) (M8AL-Ia-b-1) (M8AL-Ia-b-1) (M8AL-Ia-b-1) involving factors of polynomials;
a. Factor polynomials with a. Factor the difference of two a. Find the factors of the sum 2. solve public order and safety
common monomial factor. squares . or difference of two cubes. 1. Identify a perfect square related word problems involving
b. Apply the theorems in b. Solve equations by b. Completely factor a trinomial.
proving inequalities in factoring the difference of polynomial involving the 2. Get the square of the
factors of polynomials; and
triangle. two squares. sum and difference of two numbers. 3. cite ways of promoting public
c. Appreciate the concept c. Find pleasures in working cubes. 3. Factor a perfect square order and safety by fostering peace
about factoring out the with numbers. c. Find pleasures in working trinomial within the community.
common factor in with numbers.
polynomials.
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 discussed in a week or two.
Factor of Polynomials With Factoring the Difference of Factoring the Sum or Factoring a Perfect
II. CONTENT Common Monomial Two Squares Difference of Two Cubes Square Trinomial Solving Problems Involving
Factor(CMF) Factoring Polynomials

III. LEARNING Materials to be used vary 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
RESOURCES paper-based materials. Hands-on learning promotes concept development.
A. References
1. Teacher’s Guide pages 29-33 pages 34-35 pages 36-37 pages 38-39
pages 38-39
Pages
2. Learner’s Materials pages 27-31 pages 32-33 pages 34-35 pages 36-38
pages 36-38
Pages
3. Textbook Pages Intermediate Algebra UBD Mathematics Activity Mathematics Activity Intermediate Algebra UBD Intermediate Algebra UBD pages
pages 22-23 Sourcebook pages 22-23 Sourcebook pages 25- 26 pages 24-25 24-25
4. Additional Materials http://lmrds.deped.gov.ph. http://lmrds.deped.gov.ph. http://lmrds.deped.gov.ph. http://lmrds.deped.gov.ph. http://lmrds.deped.gov.ph.
from Learning
Resource (LR)
portal
B. Other Learning Grade 8 LCTG by Dep Ed Grade 8 LCTG by Dep Ed Grade 8 LCTG by Dep Ed Grade 8 LCTG by Dep Ed Grade 8 LCTG by Dep Ed Cavite
Resources Cavite Mathematics 2016 Cavite Mathematics 2016 Cavite Mathematics 2016 Cavite Mathematics 2016 Mathematics 2016
 laptop, LCD laptop, LCD laptop, LCD laptop, LCD laptop, LCD
These steps will be utilized across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students that can infer from formative assessment
IV. PROCEDURE 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
S experiences and previous knowledge. Indicate the time allotment for each step.
A. Reviewing Previous Activity: Pieces of My Life Square Plus and Minus Play, Stop and Pause!
Lesson or Presenting Find the possible factors of Find the product of the Identify the words related to the
the New Lesson the given number or polynomials by applying
expression below. Choose given definitions.
the FOIL method.
you answers from the box
and write it on your answer.

B. Establishing a Purpose for Questions: How did you get the product Questions: 1. How did you Questions: 1. What did you
the Lesson 1. What is the area of the of sum and difference of two find the activity? do to find the first term of the
rectangle? terms? 2. Were you able to product? the second term?
2. Is the area of the rectangle 2. Have you observed any the last term?
correctly express each
a polynomial? pattern? 2. How will you determine
3. What is the relationship 3. How did you find the expression as a power of the sign of the middle term?
between the area of the activity? 3? 3. What do you call the
rectangle and its sides? 4. Were you able to get the 3. Did you encounter any product of squaring a Which term is unclear to you?
4. What can you say about correct answers? If not, what difficulty in performing binomial?
the width of the rectangle difficulty did the activity? If so, what
comparing it to the area? you encounter? did you do to overcome
5. What do you call the this difficulty?
process of rewriting the
polynomial as a product of
polynomial factors?
C. Presenting Present the given. Activity 1: Tell Me! Tell Activity: See the Pattern From the given activity let’s READING
Examples/Instances of the Example 1. Find the GCF of whether or not the Given below are have the given Lately, our community has
Lesson
3 𝑎𝑛𝑑 8𝑥 2 b. 15𝑦 6 𝑎𝑛𝑑 9�
each pair of monomials. a. 4𝑥 given binomial is a expressions in product and find the seen more accidents
difference of two factors.
factored form in because kids are
squares. If it is, write
D. If it is not, write N. which one of the playing
Write your answer on factors is a on the streets. This is
your answer sheet. binomial and the happening because
other one is a there is no park for
trinomial. Follow them to play in
the process in safely. People are
multiplying them worried about the
and compare the children's safety.
product to the To fix this problem, the
factors and give Sangguniang
your Kabataan (SK) has a
observations. plan. They want to
Write your answer build a new
on your answer community park and
sheet. have policemen
patrol it to keep
everyone safe. The
 park will be a
rectangular shape

by the polynomial 𝑥2
with an area given

+ 6𝑥 + 8 square
meters. The park will
have four different
areas for different
activities.
The SK officials are trying to
figure out the length
and width of the
park.
They know that one part,
the playground, is
square in shape and
has an area of x2
square meters.
Another part, the
open field, has an
area of 8 square
meters.
This new park will give kids
a safe place to play
and make our
community
a better place!

D. Discussing New Concepts Factor each of the following: Factor the following: Supply the missing term to
and Practicing New Skills 1. c² - d² 1. x3 – 8 make a true statement.
#1 2. 1 - a² 1. m2 + 12m + 36
2. 27x3 + 1
3. ( a + b )² - 4c² = (m + ___)2
3. x3y6 – 64
4. 16x² - 4 2. 16d2 – 24d + 9
5. a²b² - 144 4. m³ + 125 = (4d – ___)2
5. x³ + 343 PEACE and HEALTH
3. a4b2 – 6abc + 9c2
= (a2b ___)2
Integration
4. 9n2 + 30nd + 25d2 Question 1: What social
= (____ 5d)2 issue was tackled in the
5. 49g2 – 84g +36 scenario?
= ( ______)2 Question 2: How did the
Sangguniang Kabataan (SK)
address the issue?
Question 3: What
polynomial represents the
area of the proposed
rectangular park?
E. Discussing New Concepts See visual aids See visual aids
and Practicing New Skills Question 4: What is the area
#2 of the playground? How
about the area of the open
See visual aids
field?
(see the activity sheets for
the other questions)
F. Developing Mastery By Group By Group By Group Questions: 1. How did you
(Leads to Formative Suppose that y 2 +2 y−15
Factor the following: Factorize the following by Factor each completely. determine whether the given
Assessment 3) 1. 10x + 10y + 10z taking the difference of a) x ³ + 125 expression is a perfect square meters is the
2. bx + by + bz squares: b) a ³ + 64 square trinomial? polynomial that represents
3. 3x³ + 6x² + 9x 1. x2 – 100 c) x ³ – 64 2. Did you encounter the area of the community
4. 10x + 5y –20z 2. a2 – 4 d) u ³ + 8 difficulties in determining it? park enclosed by the
5. 7a³ + 14a² + 21 3. ab2 – 25 3. Do you see pattern in perimeter fence. How will
4. 36𝑥2 – 81 determining perfect square
you determine the possible
5. 54𝑥2 – 6y2 trinomials?
4. What are your dimensions of the perimeter
observations on the terms of fence without using
a perfect square trinomial? geometric representation?
G. Finding Practical Activity 2: Missing You Find Show the procedures in factoring
Applications of Concepts the missing terms of the
and Skills in Daily Living factors. Write your answer on
the given trinomials. Write your
your answer sheet. answer in your notebook.

H. Making Generalizations and Factoring is an inverse

Abstractions about the process of multiplication.
Lesson Through factoring, we write
polynomials in simpler form Factoring the sum or
How do you factor trinomials
and use it as a way of solving difference of two cubes is the
the roots of an equation. Factoring the difference of (quadratic polynomials)?
reverse process of product of Factoring a perfect square
There are different ways of two squares is the reverse How do you solve problems
factoring depending on the binomial and trinomial. trinomial is the reverse
process of the product of involving factoring polynomials?
type of polynomials being (x + y)(x2 – xy + y2) process of square o binomial.
factored. Lesson D 1. First sum and difference of two As a student, how can you
terms. = x 3 + y3 (x + y)2 = x2 + 2xy + y2
determine if a common promote public order and safety
(x + y)(x – y) = x2 – y2 (x + y)(x + xy + y )
2 2
(x - y)2 = x2 - 2xy + y2
monomial factor (Greatest to ensure peace within your
Common Factor) exists. =x -y
3 3

Factor trees may be used to

community? (PEACE)
find the GCF of difficult
numbers to any of the
expressions.
I. Evaluating Learning See activity sheet. Activity 3: Whole to Parts See activity sheet
Directions: The factors of
the following polynomials
are given below. Choose
the right
factors that correspond to
each given polynomial and
write your answers
 on your answer sheet.
J. Additional Activities for See visual aid.
Application or Remediation Study about polynomials. Study factoring Sum and Study factoring Perfect
Study solving problems Study illustrating rational
Factoring difference of Difference of Two cubes Square Trinomial
involving factoring of algebraic expressions.
polynomials
polynomials
IV. REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your student’s 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.
Hyacinth _________________ Hyacinth _________________ Hyacinth _________________ Hyacinth _________________ Hyacinth _________________
Rose _____________________ Rose _____________________ Rose _____________________ Rose _____________________ Rose _____________________
A. No. of learners who earned
Stargazer _________________ Stargazer _________________ Stargazer _________________ Stargazer _________________ Stargazer _________________
80% in the evaluation Orchid ____________________ Orchid ____________________ Orchid ____________________ Orchid ____________________ Orchid ____________________
Everlasting _________________ Everlasting _________________ Everlasting _________________ Everlasting _________________ Everlasting _________________
Hyacinth _________________ Hyacinth _________________ Hyacinth _________________ Hyacinth _________________ Hyacinth _________________
B. No. of learners who require Rose _____________________ Rose _____________________ Rose _____________________ Rose _____________________ Rose _____________________
additional activities for Stargazer _________________ Stargazer _________________ Stargazer _________________ Stargazer _________________ Stargazer _________________
remediation Orchid ____________________ Orchid ____________________ Orchid ____________________ Orchid ____________________ Orchid ____________________
Everlasting _________________ Everlasting _________________ Everlasting _________________ Everlasting _________________ Everlasting _________________
Hyacinth _________________ Hyacinth _________________ Hyacinth _________________ Hyacinth _________________ Hyacinth _________________
C. Did the remedial lessons
Rose _____________________ Rose _____________________ Rose _____________________ Rose _____________________ Rose _____________________
work? No. of learners who
Stargazer _________________ Stargazer _________________ Stargazer _________________ Stargazer _________________ Stargazer _________________
have caught up with the Orchid ____________________ Orchid ____________________ Orchid ____________________ Orchid ____________________ Orchid ____________________
lesson Everlasting _________________ Everlasting _________________ Everlasting _________________ Everlasting _________________ Everlasting _________________
Hyacinth _________________ Hyacinth _________________ Hyacinth _________________ Hyacinth _________________ Hyacinth _________________
D. No. of learners who Rose _____________________ Rose _____________________ Rose _____________________ Rose _____________________ Rose _____________________
continue to require Stargazer _________________ Stargazer _________________ Stargazer _________________ Stargazer _________________ Stargazer _________________
remediation Orchid ____________________ Orchid ____________________ Orchid ____________________ Orchid ____________________ Orchid ____________________
Everlasting _________________ Everlasting _________________ Everlasting _________________ Everlasting _________________ Everlasting _________________
E. Which of my teaching
strategies work well? Why
did these work?
F. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
G. What innovations or
localized materials did I
used/discover which I wish
to share with other
teachers?

Prepared by: Checked by: Noted by:

DAHLIA L. CONTAOI GLORIA T. BATHAN ALVIN J. SABIDO
Teacher III Head Teacher III, Mathematics Principal II