SCHOOL: NASECO INTEGRATED SCHOOL
GRADES 1 TO 12
DAILY LESSON LOG
I. OBJECTIVES
A. Content Standards:
B. Performance Standards:
C. Learning Competencies/
Objectives: Write the
LC code for each
At the end of the period, at
least 75% of the students
will to:
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages
2. Learner’s Materials
Pages
3. Text book Pages
4. Additional Materials
from Learning
resources(LR)Portal
B. Other Learning Resources
GRADE LEVEL: EIGHT (8)
TEACHER: JESSA MAE M. LICERA LEARNING AREA: MATHEMATICS 8
TEACHING DATES: JUNE 17-21, 2019 QUARTER: FIRST QUARTER
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
Objective over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed,
additional lessons exercises and remedial activities maybe done for developing content knowledge and competencies. These are using Formatives
Assessment Strategies. Valuing objectives support the learning of content and competencies and enable children to find significance and joy in learning
the lesson. Weekly objectives shall be derived from the curriculum guide.
Demonstrate 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.
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.
M8AL-Ia-b-1 M8AL-Ia-b-1 M8AL-Ia-b-1 M8AL-Ia-b-1
M8AL-Ia-b-1
Factor completely different Factor completely different factors completely different factors completely
Factor completely different
types of polynomials types of polynomials (sum and types of polynomials different types of
types of polynomials
(difference of two squares) difference of two cubes) (perfect square trinomials) polynomials
(polynomials with common
(general trinomials)
monomial factor)
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 in a week or two.
Patterns and Algebra
List the materials to be used in different days. Varied resources of materials sustain children’s interest in the lesson an in learning. Ensure that there is a mix
of concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
IV PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that the students will learn will learn well. Always be guided by
demonstration of learning the by the students which you can infer from formative assessment activities. Sustain learning systematically by providing the
students with multiple ways to learn new things, practice their learning, question their learning processes and draw conclusion about what they learned in
relation to their life experiences and previous knowledge. Indicate the time allotment for each step.

A. Reviewing Previous Ask the students to
Lesson or Presenting rearrange the tiles to create
New Lesson a rectangle, having the
same area as the original
square.
Number Pattern
a. (11)(9)=(10+1)(10-1)
b. (5)(3)=(4+1)(4-1)
c. (95)(85)=(90+5)(90-5)
Find the indicated product Activity 9 Let’s tile it up!
a. (a+b)(a2-ab+b2) Form squares to model the
b. (a-b)(a2+ab+b2) picture of perfect square
Observe what pattern is trinomials.
evident.

B. Establishing a Purpose How many such rectangles
for the Lesson can you create? What are
your considerations in
looking for the other
dimensions? What
mathematical concepts did
you consider in forming
different dimensions?
How do you think the
products are obtained? What
are the different techniques
used to solve for the
products? What is the
relationship of the product to
its factor? Have you seen any
pattern in this activity?
What are the resulting
products? How are the terms
of the products related to the
terms of the factors?
How will you reperesent the
total area of each figure?
Using the sides of the tiles,
write all the dimensions of the
squares, what did you notice
about the dimensions of the
squares?

C. Presenting Perform activity 1
Examples/Instances of Like!Unlike!
the Lesson
D. Discussing New Define factoring.
Concepts and Perform Activity 4 Finding
Practicing New Skills#1 Common
Identify common things
that are present in the
pictures.
Observe how the expressions
are factored. Observe how
each term relates with each
other.
What is the first term of each
polynomial? last term? middle
sign of the polynomial? How
was the polynomial factored?
What pattern is seen in the
factors of difference of two
terms?
What if the process was
reversed and you were asked
to find the factors of the
products, how are you going
to get the factor?
Guide them to generate the
rule in factoring sum and
difference of two cubes.
Did you find any pattern in
their dimensions? If yes, what
are those?
Discuss how to factor a
perfect square trinomial.

IV PROCEDURES
E. Discussing New Concepts and
Practicing New Skills#2
F. Developing Mastery
(Leads To Formative Assessment 3)
G. Finding Practical Application of
Concepts and Skills in Daily Living
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
These steps should be done across the week. Spread out the activities appropriately so that the students will learn will learn well. Always be
guided by demonstration of learning the by the students which you can infer from formative assessment activities. Sustain learning
systematically by providing the students with multiple ways to learn new things, practice their learning, question their learning processes and
draw conclusion about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
Discuss the first type of Can all expressions be Give some more examples. Show some more Through the examples
factoring – Factoring factored using difference of examples. shown explain it well to
the greatest common two sqaures? Why or why the class.
monomial factor. not? When can you factor
Show some examples. expressions using difference
of two squares?
Complete the table to Perform Activity 6 Activity 8 Road to Map Factor Activity 10 Perfect Hunt
practice this type of Investigation in Paper Look for the different
factoring. Folding to help visualize the perfect square trinomials
pattern of difference of two found in the box.
squares
How would you apply How do you apply this in Cite an instance where you How do you relate this
factoring in your daily your daily life? can apply this lesson in lesson in your any activity?
life situations? factoring.
 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
IV PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that the students will learn will learn well. Always be guided by
demonstration of learning the by the students which you can infer from formative assessment activities. Sustain learning systematically by providing the
students with multiple ways to learn new things, practice their learning, question their learning processes and draw conclusion about what they learned in
relation to their life experiences and previous knowledge. Indicate the time allotment for each step.

H. Making Generalization Factoring is the process
and Abstractions about the of finding the factors of
lesson an expression.
The first type of factoring
I Factoring the Greatest
Common Monomial
Factor.
The factored form of a
polynomial that is a difference
of two squares is the sum and
difference of the square roots
of the first and last terms.
Use first factoring by greatest
common monomial factor
before applying factoring
sum or difference of cubes.
The sum ordifference of
two cubes can be factored
into a product of a binomial
times a trinomial.
Perfect square trinomial is
the result of squaring a
binomial . A perfect square
trinomial has first and last
terms which are perfect
squares and a middle term
which is twice the product
of the square root of first
and last terms.

I. Evaluating Learning Exercises Exercises Exercises Exercises

Factor the following: Factor the following: 1. x3 + 8 Factor the following:
1. 3x+6 1. m2-169 2. a3 + 64 1. m2+12mm+36
2. 4m-12 2. 144-x2 3. 125a3 + 64b3 2. 16d2-24d+9
3. 24ab+8b 3. 9x2 – 1 4. 108 − 4x3 3. a4b2-6abc+9c2
4. 3x2-12xy 4. 180m2 – 5 54x3 − 2
5. 21x+14y-35z 5. 125m4 − 20n4
J. Additional Activities for Factor the following: Activity 7 Factor the following: Determine whether each
Application or Remediation a. 7x-21y Form difference of two a. a3 + 216 trinomial is a perfect square
b. 15x2-5x squares by pairing two b. x3 – 64 trinomial. If it is, factor it.
c. 10x+25y squared quantities, then find c. 32m3 + 500n3 a. a 2 + 4a + 4
d. 20a2+36a3 their factors. d. 2m3 + 54n3 b. x 2 – 10x – 100
e. -18m2n+27mn2 e. 375 − 81a3 c. 4x2 – 4x + 1

VI- REMARKS

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

IV PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that the students will learn will learn well. Always be guided by
demonstration of learning the by the students which you can infer from formative assessment activities. Sustain learning systematically by providing the
students with multiple ways to learn new things, practice their learning, question their learning processes and draw conclusion about what they learned in
relation to their life experiences and previous knowledge. Indicate the time allotment for each step.

VII - REFLECTION
A. No. of learners who earned
80% in the evaluation

B. No. of learners who

required additional activities
for remediation
C. Did the remedial lessons
work?

D. No. of learners who

continue to require
remediation
E. Which of my teaching
strategies work well? Why did
this work?
F. What difficulties did I
encounter which my principal
or supervisor can help me
solve?
G. What innovation or
localized materials did I
used/discover which I wish to
share with other teachers?