GRADES 1 to 12 School TBOLI NATIONAL HIGH SCHOOL Grade Level GRADE 8

DAILY LESSON LOG Teacher JONAH M. MAGNO Learning Area MATHEMATICS

Teaching Dates and Time Quarter FIRST QUARTER

Monday Tuesday Wednesday Thursday Friday

I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of key concepts of factors of polynomials, rational algebraic expressions, linear equations and inequalities in two variables
and linear functions.

B. Performance Standards 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 inequalities in two variables and linear functions, and solve these problems accurately using a variety of strategies.

C. Learning Competencies Performs Operations on Performs operations on Performs operations on Performs operations on Performs operations on
/Objectives Rational Algebraic Rational Algebraic Rational Algebraic Rational Algebraic Rational Algebraic
Write the LC Code for each Expressions. Expressions. Expressions. Expressions. Expressions.
*Discuss on how to multiply M8AL-Ic-d-1 M8AL-Ic-d-1 M8AL-Ic-d-1 M8AL-Ic-d-1
Rational Algebraic *Find the quotient of the given * Add or subtract the given
Expressions. rational algebraic expressions. rational algebraic expressions.
M8AL-Ic-d-1
Patterns and Algebra Patterns and Algebra Patterns and Algebra Patterns and Algebra Patterns and Algebra
Operations on Rational Operations on Rational Operations on Rational Operations on Rational Operations on Rational
Algebraic Expressions Algebraic Expressions Algebraic Expressions Algebraic Expressions Algebraic Expressions
II. CONTENT *Multiplication of Rational *Dividing Rational Algebraic *Addition and Subtraction of *Addition and Subtraction of *Multiplication, Division ,
Algebraic Expressions Expressions Rational Algebraic Rational Algebraic Addition, Subtraction of
Expressions. Expressions. Rational Algebraic
Expressions.
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages pp.
2. Learner’s Material Pages pp. 86- 89 pp. 90-92 pp. 93 –m97 pp. 97 –104 pp. 86-104
3. Textbook Pages Elementary Algebra. Elementary Algebra. 2000.p.8 Elementary Algebra. 2000.p.8 Elementary Algebra. 2000.p.8 Elementary Algebra. 2000.p.8
2000.p.8 BEAM II- Module 6: EASE BEAM II- Module 6: EASE BEAM II- Module 6: EASE BEAM II- Module 6: EASE
BEAM II- Module 6: EASE II- Module 3 and II- Module 3 and II- Module 3 and II- Module 3 and
II- Module 3 and Module 4 Module 4 Module 4 Module 4
Module 4
4. Additional Materials from Video Clips Video Clips
Learning Resource Portal

B. Other Learning Resources Visual aids, strips, Visual aids, strips, PowerPoint Visual aids, PowerPoint PowerPoint, Strips, Visual PowerPoint, Strips, Visual
PowerPoint Presentation Presentation Presentation Aids Aids

IV. PROCEDURES
A. Reviewing previous lesson or Let the students recall the Presentation and discussion of Review the previous topic by Orally answer the questions Let the students reiterate the
presenting the new lesson. process on how to simplify Assignment as a sort of means of a GAME. given of the previous concept of Operations on
(Review) simple fractions and Rational review. discussions. Rational Algebraic
Algebraic Expressions. Expressions.

B. Establishing a purpose for
the lesson
(Unlocking Difficulty)
C. Presenting examples
/instances of the new lesson
(Motivation)
D. Discussing new concepts and
practicing new skills #1
(Presentation of the Lesson)
E. Discussing the new concepts
and practicing new skills # 2
(Guide Question)
F. Developing Mastery
(Levels of Formative Assessment)
(Analysis)
*Vocabulary Drill
*Let the students multiply
simple fractions
Present a Video Clip
Activity 1 or Activity 2. LM
pp. 86-87
What are your basis in
deciding whether you agree
or disagree to a pair of
expressions given?
Activity 3: Picture Analysis
LM p. 87
Let the students describe
what they see and observe in
the picture.
Think-Pair-Share
*Give simple fractions that the
students may divide
Let the students arrange the
strips that will follow the steps
on how to divide rational
algebraic expressions.
Board Discussion.
Activity 7, LM p. 91-92
What is the difference between
multiplying and dividing
rational algebraic expressions?
Oral Recitation.
What values you develop
while answering the activity?
Using the strips provided, let
the students identify the
similar or dissimilar fractions.
Let the students explain how
to add/subtract similar
fractions.
Activity 10 LM p.p. 93-94
*Introduce the topic by giving
clear ideas on
similar/dissimilar Rational
Algebraic Expressions.
Let the students give their
ideas in adding/subtracting
similar rational algebraic
expressions?
Is it difficult to add similar
rational algebraic expressions?
Let somebody write dissimilar State the various techniques
fractions on the board. and procedures on how to
perform the indicated
operations,
Allow students to identify and Use a game to group our
put in an appropriate column teachers.
the given rational algebraic
expressions.
Emphasize to students the Summarize the lesson for the
denominator of the given week.
expression that make an
expressions dissimilar rational
algebraic expressions.
What are the steps to follow in In what particular topic did
order to make operations of you find difficulty?
rational algebraic expressions
easy specifically
adding/subtraction Rational
Algebraic Expressions?
Relate Adding/Subtracting
Rational Algebraic
Expressions in real life
MATH TRAIL
situation.

G. Finding practical
applications of concepts and
skills in daily living
(Activity)
H. Making generalizations and
abstractions about the lesson.
(Abstraction)
I. Evaluating learning
(Evaluation)
J. Additional activities for
application or remediation
(Assignment/Enrichment)
Group Activity
Let the students give
illustrations in real life
situation that demonstrates
multiplication of Rational
Algebraic Expressions.
-Deepen the concept by
giving additional Examples.
Group Activity:
MOVING QUIZ
Exercises
Group Assignment. Make a
concept map that will
illustrate the steps on how to
multiply Rational Algebraic
Expressions.
Make a slogan that will
summarize the topic.
The teacher may facilitate in
the generalization of the topic
through additional Board
discussion.
Group Quiz.
(Quiz Bowl)
Compose 3 stanzas of poem
that could express your
experiences while learning the
topic.
Group Game
*Let the students group their
selves according to the similar
physical ability/appearance
they possesses.
Allow the students reiterate
the concept of the discussion.
Pen and Pare activity.
Exercises:
#’s93-94
How to add/subtract dissimilar
rational algebraic expressions.
Make a three stanza song that
will portray the importance of
the lesson in real life scenario.
Let the students give their
generalizations to the lesson.
Peer Tutoring.
Answer Exercises p. 97
Activity 12. Flow Chart.
LM p. 97
Let each group give their
insights about the lesson.
Allow the students to reiterate
all the concepts discuss with
examples.
Result of MATH TRAIL
Make a concept web for the
Operations of Rational
Algebraic Expressions.
V. REMARKS

VI. REFLECTION

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 4 A’s
strategies worked well? Why did Cooperative learning
these work?
F. What difficulties did I
encounter which my principal or
supervisor can help me solve?
G. What innovation or localized -Big Books
materials did I use/discover which -strips
I wish to share with other
teachers?

DLL in
OPERA
TIONS
OF
RATIO