School: PALSONG NATIONAL HIGH SCHOOL Grade Level: 8

GRADES 1 to 12 Teacher: JUDY ANN R. BERMIDO & MA. BELINDA B. DAMOT Learning Area: MATHEMATICS
DAILY LESSON LOG Teaching Dates and AUGUST 29-SEPTEMBER 1, 2023 (FIRST QUARTER-
Time: WEEK 1) Quarter: 1ST QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standard The learner demonstrates understanding of key concepts of factors of polynomials.
B. Performance Standard The learner is able to formulate real-life problems involving factors of polynomials and solve these problems accurately using a variety of strategies.
C. Learning Factors Completely Different Types of Polynomials (polynomials with common monomial factor, difference of two
Competencies / squares, sum and difference of two cubes, perfect square trinomials, and general trinomials) M8AL-Ia-b-1
Objectives
HOLIDAY
II. CONTENT FIRST DAY- A REVIEW Day 1- The learner factors Day 2- The learner factors WEEKLY QUIZ
(AUGUST 28, 2023)
polynomials with common difference of two squares.
monomial factor.

quiz
A. References
1. Teacher’s Guide pages
2. Learner’s Materials
pages
3. Textbook pages
4. Additional Materials
from Learning
Resource (LR) Portal
B. Other Learning
Resources
IV. PROCEDURES
A. Reviewing previous
lesson or presenting the
new lesson
List the materials to be used 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 paper-based materials. Hands-on learning promotes concept development.
30-31 32-34
WORKSHEET
Activity 1 (The teacher will ask the (The teacher will present The teacher will give the
On a ¼ sheet of paper. Write students to remember the the activity about NUMBER WEEKLY QUIZ
a word or phrase that you following terms by PATTERN). 10 ITEMS.
remembered in Math 7 performing Activity 1): Activity 1
(This will serve as an  Prime numbers “Investigate Me!”
attendance of the class)  Factors Investigate the number
 Greatest Common factor pattern by comparing the
 Prime Factor products, and then give your
generalization afterwards.
Activity 1
 “What is the Message?”
Direction: Match Column A
with Column B to decode the
secret message. In Column A
are the numbers and
mathematical expressions
while in Column B are the
factors and the GCF
(Greatest Common Factor).
Column A Column B
1) 13 A - 5∙5
2) 25 C – 2∙2∙2∙
2∙𝑎∙𝑏
3) 16ab F- 1∙13
4) 28a2b2 O-9
5) 45 and 63 R-y
6) y and y2 M - y2
7) 2b and 8b2 I - 2b
8) 6c2 and 24c5 T – 2∙2∙7∙
𝑎∙𝑎∙𝑏∙𝑏
9) 35c2d3,7cd2 G-
7cd2

N - 6c2
S - 7cd
V - 6c5
Message: The reverse of
multiplying algebraic
expression is
__ __ __ __ __ __ __ __ __
1 23456789
B. Establishing a purpose To measure the student’s Questions: How do you think the
for the lesson prior knowledge in Algebra. a) Is it easy or difficult to products are obtained?
find the factors of a number
and algebraic expression? What is the relationship of
Why? the product to its factor?
b) Is it easy or difficult to
find the GCF of numbers? Have you seen any pattern
Why? GCF of mathematical in this activity?
expressions? Why?
C. Presenting Example: operations on Activity 2
Examples/Instances of integers. “I am Looking for my GCF!”
new lesson A. Students are grouped into
five.
B. Each group will be given a
polynomial and they will
find the Greatest Common
Factor(GCF).
C. The group members shall
discuss the possible GCF of
the given polynomial.
D. A representative from
each group shall be asked to
report their output
(maximum of 2 minutes
each).
Group1: 5𝑚+8
Group2: 4(3)−4(1)
Group3: 27𝑏𝑜𝑥+3𝑏2𝑜2𝑥2
Group4: 5𝑚2𝑎2𝑛2 – Group 3
25m3a3n3
Group5:12𝑠𝑖𝑛−16𝑠2𝑖2𝑛2+
20𝑠2𝑖3𝑛4
D. Discussing new The discussion will revolve (Teacher will emphasize the
concepts and practicing on the words/phrases steps in factoring
new skills #1 written on their papers. polynomial with GCF
E. Discussing new (Greatest Common Factor)
concepts and practicing
new skills #2
F. Developing mastery The teacher will give Teacher will discuss other The teacher will discuss
(Leads to Formative examples. examples in factoring other examples in factoring
Activity 2
“Describe Me!”
Students are grouped into
five. Each group will be
given an activity card with
the mathematical
expression in factored form.
The group members shall
answer the following:
a. what do you call the
given expression?
b. describe how each
term relates to each
other.
Group 1:
x2-y2 =(x+y)(x-y)
Group 2:
4x2-36 =(2x+6)(2x-6)
a2b4-81 =(ab2+9)(ab2-9)
Group 4:
16a6-25b2 =(4a3+5b)(4a3-
5b),
Group 5:
916𝑟4−125𝑡2𝑛6=(34𝑟2+15𝑡
𝑛3)(34𝑟2−15𝑡𝑛3)
The teacher will emphasize
the steps in factoring
difference of two squares.
Step 1: Get the principal
square root of each of the
two squares.
Step 2: Using the square
roots, form two factors, one
a sum and the other a
difference.
 Assessment) polynomials with GCMF). difference of two squares
G. Finding practical The teacher states the
applications of concepts importance about knowing A. Marta raises A. The picture of
and skills in daily living those topics in Mathematics puppies. She wants Mayon Volcano is
8. to place a enclosed in a square
rectangular pen for figure frame made
the dogs along the up of bamboo. The
wall. The area of the area of a picture of
pen is (24a+8) per Mayon Volcano is 16
square units. square units and the
Express the area of area of a square
the pen in factored picture frame made
form. up of bamboo is x2
square units. Write a
B. Factor the following polynomial in
polynomials if necessary. factored form to
1) xy2 – y represent the
2) 2a5 – 2a + 8 difference of two
3) 21m2 + 8n2 areas.
B. Find the value of k
so that kx2-36 will
have the factors of
(5x+6)(5x-6).
C. Find the value of k so that
25n2-kp2 will have the
factors of (5n+9p)(5n-9p).

H. Making generalizations How do you factor How do you factor the

and abstractions about polynomial with greatest difference of two squares?
the lesson common monomial factor?

I. Evaluating Learning Factor the following Which of the following

polynomials with greatest binomials represents a
common monomial factor. difference between two
1) 6x2 – 12 squares? Choose your
2) 15b5 + 18b3 answer from the box and
3) -8m8 – 12m5 write the letter
4) a2 + 3a + 5 corresponding to the
5) 4x4y2 – 8x2y4+ 16x3y3 number to answer the
question “What do you call
the delicacy made of
 malagkit rice with coconut
milk and salt?”
After answering, let the
students factor the
difference of two squares.

(Worksheet 1.)

J. Additional activities for Find the meaning of: Answer Activity 7 “Pair mo
application and 1. Prime numbers ‘ko n’yan!” on page
remediation/ 2. Factors 34(Grade 8-Learners
assignment 3. Greatest Common Module
factor
4. Prime Factor

V. REMARKS
VI. REFLECTIONS
A. No. of learners who
earned 80% on the
formative assessment
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
strategies worked well?
Why did this work?
F. What difficulties did I
encountered which my
principal or 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:

JUDY ANN R. BERMIDO

Mathematics 8 Teacher

MA. BELINDA B. DAMOT

Mathematics 8 Teacher

CHECKED BY:

MARY GRACE N. SERMONA

Mathematics Coordinator

NOTED:

JIM B. GUARNES
Principal I