Annex 2B.1 to DepEd Order No. 42 , s.

2016
School PANGAL SUR HIGH SCHOOL District ECHAGUE SOUTH Division ISABELA
DAILY LESSON Teacher MAENEL S. SANTIAGO Grade 8 Quarter FIRST
LOG School ID 300566 Learning Area MATHEMATICS Week 11

Time: 8:30–9:30 (M, T, W Th) MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

3:00–4:00 (M, T, Th, F) (Face–to–face Classes) (Face–to–face Classes) (Face–to–face Classes) (Face–to–face Classes) (Face–to–face Classes)

Date: OCTOBER 31, 2022 NOVEMBER 1, 2022 NOVEMBER 2, 2022 NOVEMBER 3, 2022 NOVEMBER 4, 2022
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,
systems of 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 HOLIDAY HOLIDAY HOLIDAY The learner graphs a linear The learner graphs a linear
(Code) equation given (a) any two equation given (a) any two
point; (b) the x– and point; (b) the x– and
y–intercepts; (c) the slope and y–intercepts; (c) the slope
a point on the line. and a point on the line.
(M8AL-If-2) (M8AL-If-2)

II. CONTENT GRAPHING LINEAR GRAPHING LINEAR

EQUATIONS EQUATIONS
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide Pages
2. Learner’s Materials pages
3. Textbook pages Exploring Math 8 Textbook Exploring Math 8
Pages 174–193 Textbook
Pages 174–193
4. Additional Materials from
Learning Resources Portal
B. Other Learning Resources
IV. PROCEDURE
A. Reviewing previous lesson TIME TO TRANSFORM! TIME TO TRANSFORM!
or presenting the new lesson. Guide the class to look for a Guide the class to look for a
ELICIT partner then, perform the partner then, perform the
given items about writing the given items about writing
linear equation ax + by = c in the linear equation
the form y = mx + b. ax + by = c in the form

B. Purpose of the lesson.
ENGAGE
C. Presenting
examples/instances of the new
lesson.
D. Discussing new concepts
and practicing new skills #1.
EXPLORE
E. Discussing new concepts
and practicing new skills #2.
F. Developing mastery.
EXPLAIN
G. Finding practical
applications of concepts and
skills in daily living.
ELABORATE
H. Making generalizations
and abstractions about the
lesson.
I. Evaluate Learning
EVALUATE
J. Additional activities for
application or remediation.
EXTEND
V. REMARKS
VI. Reflections
A No. of learners who earned
80% in the evaluation.
From the activity performed,
how did you arrive with the
correct answer?
COMPLETE ME. Stay with
your partner and make a table
of values on the linear
equations presented to the
class.
Discuss graphing a linear
equation given (a) any two
point; (b) the x– and
y–intercepts; (c) the slope and
a point on the line
Delve deeper for further
understanding and application
of the lesson.
GRAPH IT! Sketch the graph
of the given linear equation.
Relate concepts of the lesson
in real–life situations.
How do we graph linear
equation given (a) any two
point; (b) the x– and
y–intercepts; (c) the slope and
a point on the line?
EVALUATION. Perform and
solve the given exercises.
Have an advance reading on
illustrating systems of linear
equations in two variables.
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?
Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
y = mx + b.
From the activity
performed, how did you
arrive with the correct
answer?
COMPLETE ME. Stay with
your partner and make a
table of values on the linear
equations presented to the
class.
Discuss graphing a linear
equation given (a) any two
point; (b) the x– and
y–intercepts; (c) the slope
and a point on the line
Delve deeper for further
understanding and
application of the lesson.
GRAPH IT! Sketch the
graph of the given linear
equation.
Relate concepts of the
lesson in real–life situations.
How do we graph linear
equation given (a) any two
point; (b) the x– and
y–intercepts; (c) the slope
and a point on the line?
EVALUATION. Perform
and solve the given
exercises.
Have an advance reading on
illustrating systems of linear
equations in two variables.
B. No. of learners who require
additional activities for
remediation.
C. Did the remedial lesson
work? No. of learners who have
caught up with the lesson.
D. No. of learners who
continue to require remediation.
E. Which of my teaching
strategies worked well? Why
did this work?
F. What difficulties did I
encounter which my
principal/supervisor can help
me solve?
G. What innovation or
localized materials did I
use/discover which I wish to
share with other teachers?
Prepared by:
MAENEL S. SANTIAGO MAENEL S. SANTIAGO MAENEL S. SANTIAGO MAENEL S. SANTIAGO MAENEL S. SANTIAGO
Teacher III Teacher III Teacher III Teacher III Teacher III
Checked by:
PRECILLA S. ROMERO PRECILLA S. ROMERO PRECILLA S. ROMERO PRECILLA S. ROMERO PRECILLA S. ROMERO
School Principal II School Principal II School Principal II School Principal II School Principal II