School Grade Level

Teacher Learning Area

Teaching
GRADE 8
DAILY LESSON
Date and Quarter
PLAN 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 knowledge and
I. OBJECTIVES 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 Standards The learner demonstrates understanding of key concepts of systems of linear
equations in two variables.
B. Performance Standards The learner is able to formulate real-life problems involving systems of linear
equations in two variables and solve these problems accurately using a variety of
strategies.
LEARNING COMPETENCY: determines the relationship between the hypothesis
and the conclusion of an if – then statement. (M8GE-IIf-1)
K: define if – then statements, hypothesis, and conclusion.
C. Learning Competencies/ : identify the parts of the if – then statement.
Objectives S: determine the relationship between the hypothesis and the conclusion of an if –
then statement.
A: demonstrate learning through organized solution and correct answer to the
given problems involving linear function.
II. CONTENT If – then Statements
Teacher’s Guide, Learner’s Module, Activity Sheets for Dependent Learning, Worksheets for Independent Learning, Reference Books
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages 350 - 354
2. Learner’s Materials pages 321 - 324
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 learning
IV. PROCEDURES 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.
Introductory Activity
The teacher will show two pictures and create their own conditional statements.

A. Review previous lesson

or presenting the new
lesson
Make a cause and effect statement
Possible Answer:
 If you are a drug user, then you may be put in jail. (VALID)
 If you cut trees, then there will be flood. (VALID)
The teacher will use students responses to introduce
A. Establishing a purpose The teacher lets the students realize that every time one express an argument,
for the lesson statements are used to support the idea being point raised or discussed.
B. Presenting examples/ The teacher will present pictures with guide questions for the students to work in
instances of the new groups of three for brainstorming,
lesson
Picture 1 Picture 2

Process Questions:
1. Who among you have read or heard about the issue?
 2. What do you know about RH Bill/War on drugs?
3. What is your stand about RH bill/ War on drugs? Are you pro RH bill/ war on
drugs or against? Why?
The teacher will facilitate the discussion of student’s argument and statement on
the activity given. Furthermore, the teacher will introduce conditional statement.

Conditional Statements
C. Discussing new concepts
 Is also known as “if – then statement”
and practicing new skills
 Is a statement with two clauses: if-clause and the then clause. The if-clause
#1
represents the hypothesis while the then-clause refers to the conclusion.
The conclusion is the result of the hypothesis.
 The if clause is represented by p while the then-clause is represented by q.
 Is written in the form “If p, then q”.
The teacher will ask learners to work in pairs to do the activity.
Instruction: Underline the hypothesis and ring the conclusion in each statement.
2. Discussing new concepts
and practicing new skills 1. If the weather is nice, then I will play outside.
#2 2. If I study, then I will pass the subject.
3. If today is Monday, then tomorrow is Tuesday.
4. If a number is even, then it is divisible by 2.
The teacher will ask the learners to do the activity below.

Instruction: Given statements not in if-then form, identify the hypothesis by

underlining and ring the conclusion.
3. Developing mastery
(leads to formative 1. National Disaster Risk Reduction Council volunteers are busy during calamities.
assessment 3) 2. An eighteen year- old Filipino can cast his/her vote during election.
3. All right angles are congruent.
4. Three non-collinear points determine a plane.
5. Perpendicular lines are intersecting lines.
Note: Review the subject – predicate relationship in sentence construction.
1. Finding practical Statements are used in every day to day activities as we support or prove our
applications of concepts arguments.
and skills in daily living
The teacher summarizes the mathematical skills or principles used to understand
3. Making generalizations the concepts of if-then statement by asking the following guide questions:
and abstractions about 1. Are we dealing with statements every day?
the lesson 2. In what real-life situation the if-then statement is used?
3. Do you find the lesson useful? Why?
The teacher will ask the students to answer the following exercises.

A. Instruction: Choose the best answer. Underline the hypothesis and ring the
conclusion.
1. What is the correct statement of if-then form, “Parallel lines never
intersect”?
A. If two line intersect, then they are parallel.
B. If two lines are parallel, then they never intersect.
C. If two lines are not parallel, then they intersect.
D. If two lines intersect, then they are not parallel.
2. Which of the following if – then statement is true? Given: “All right angles
4. Evaluating Learning
are equal”.
A. If two angles are right angles, then they are equal.
B. If two angles are equal, then they are right angles.
C. If two angle are right angles, then they are not equal.
D. If two angles are not equal, then they are right angles.
3. Which of the following is the if-then form of the statement; “A triangle is a
polygon”?
A. If a shape is a triangle, then it is a polygon.
B. If a shape is a polygon, then it is a triangle.
C. If a shape is not triangle, then it is not a polygon.
D. If a shape is not a polygon, then it is not a triangle.
 3. Additional activities or
remediation
V. REMARKS
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
VI. REFLECTION instructional supervisors can provide for you so when you meet them, you can ask them relevant
questions.
A. MPS
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 or localized Presentation and Discussion
materials did I use/ discover
which I wish to share with other
teachers

Prepared by:

Checked by:

Observed by:
________________________