DAILY LESSON LOG OF M8AL-Ih-3 (Week Eight-Day Three)

School Grade Level Grade 8

Teacher Learning Area Mathematics
Teaching Date and
Quarter First
Time
Objectives must be met 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 may be done for developing content
I. OBJECTIVES knowledge and competencies. These are assessed 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 The learner demonstrates understanding of key concepts of factors of polynomials,
Standards 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 and solve problems involving sequences.
Standards
Learning Competency: Categorizes when a given system of linear equations in two
variables has graphs that are parallel, intersecting, and coinciding. (M8AL-Ih-3)
Learning Objectives:
C. Learning
1. Recall the graphs of a system of linear equations in two variables;
Competencies/
2. Categorize the given system of linear equation; and
Objectives
3. Develop accuracy in graphing as needed in categorizing the graph of linear
equations.

II. CONTENT System of Linear Equations in Two Variables

III. LEARNING teacher’s guide, learner’s module,
RESOURCES
A. References
1. Teacher’s Guide Pages 298-308
2. Learner’s
Pages 258-260
Materials
3. Textbook pages
4. Additional
Materials from
Learning
Resource (LR)
portal
B. Other Learning
Resources
These steps should be done across the week. Spread out the activities appropriately so
that pupils/students will learn well. Always be guided by demonstration of learning by
the pupils/ students which you can infer from formative assessment activities. Sustain
IV. PROCEDURES learning systematically by providing pupils/students with multiple ways to learn new
things, practice the learning, question their learning processes, and draw conclusions
about what they learned in relation to their life experiences and previous knowledge.
Indicate the time allotment for each step.
Let the students name some of their favorite celebrities of different status like:
Single Parent, Married, and Divorced.
Relate and describe what pair of lines best represents: Single Parent, Married, and
A. Review previous Divorced. Justify.
lesson or
presenting the Possible answers:
new lesson A. Single Parent describes a coincident lines
B. Married describes intersection
C. Divorced describes parallel

B. Establishing a Categorize the given system of linear equation

purpose for the
lesson
C. Presenting
examples/ The teachers shows/ mounts on the board the 3 kinds of graphs and discuss it one-by-
 one.

The following figure will give clear picture of what we have learnt above.

instances of the
new lesson

A system of linear equations is a collection of two or more linear equations with the
same set of variables in all the equations.

Consistent and independent if the graph of the equations intersects each other at a
point, the system will have exactly one solution.

Consistent and dependent if the graph of the equations coincides, then all the points
on the line will be the solution to that system.

Inconsistent if the graphs of the equations are parallel, then the system of equations
will have no solution. Because parallel lines never intersect each other.

Determine whether each system of linear equations is consistent and dependent,

consistent and independent or inconsistent.

“In groups of 5”
Do Activity 3 found on page 258 of the Learner’s Module.

D. Discussing new
concepts and
practicing new
skills #1

E. Discussing new
concepts and The teacher discusses with the students the process of arriving at the answer of each
practicing new exercise in Activity 3.
skills #2
F. Developing Think-Pair-Share
mastery (leads to
formative The teacher asks the students to tell whether each is consistent, dependent or
assessment 3) inconsistent.
The system of equations is:
1. 4x - 6y = -4
8x + 2y = 48
2. 3x + 3y = 15
2y = -2x + 6

3. y = 3x + 2
 6x - 2y + 4 = 0

G. Finding practical Mostly, the system of equations can be used by the business people to predict their
applications of future events. They will model a real world situation in to system of equations to find
concepts and the solution and manage their business. We can make an accurate prediction by using
skills in daily system of equations.
living
The teacher summarizes the mathematical skills or principles in graphing systems of
linear equations in two variables through questions like:

1. How did you categorize the graph of given systems of linear equations?
2. What statement/s can you make about the graph of the system in relation to their
slopes and intercepts?

H. Making
generalizations
Answers shall be drawn from the students.
and abstractions
Possible response:
about the lesson
1. By comparing their slopes and intercepts
2. m1 = m2 and b1=b2, the graph coincides
m1 = m2 and b1≠b2, the graph is parallel
m1 ≠ m2 and b1=b2 or b1≠b2, the graph intersects

The teacher lets the students answer individually the formative assessment.

Perform activity 5 (DESCRIBE MY SOLUTIONS!) on page 260.

Describe the solution set of each system.

I. Evaluating
Learning

J. Additional
activities or
remediation
V. REMARKS
VI. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students’
 progress. What works? What else needs to be done to help the pupils/students learn?
Identify what help your instructional supervisors can provide for you so when you meet
them, you can ask them relevant questions.
A. No. of learners
who earned 80%
of the evaluation
B. No. of learners
who require
additional
activities for
remediation who
scored below 80%
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
these work?
F. What difficulties
did I encounter
which my
principal or
supervisor can
help me solve?
G. What innovation Localization and contextualization is found at the review.
or localized
materials did I
use/ discover
which I wish to
share with other
teachers

Prepared by:
JOVILLE P. BANDILLO
Tingub NHS