Based on DepEd Order no.42, s.

2016 POLICY GUIDELINES ON DAILY LESSON PREPARATION FOR THE KTO 12 BASIC EDUCATION PROGRAM

School SAN BARTOLOME HIGH SCHOOL Grade Level 8

GRADES 1 to 12
DAILY LESSON LOG Teacher Learning Area MATHEMATICS

Teaching Dates and Time September 25-29, 2023, 12:30-6:30 pm Quarter FIRST

I. OBJECTIVES. Objectives must be met over the week and connected to the curriculum standards. To meet the necessary procedures must be followed and if needed,
additional lessons, exercises and remedial activities may be done for developing content 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 lesson. Weekly objectives shall be
delivered from the curriculum guides.
The learner demonstrates understanding of key concepts of factors of polynomials, rational algebraic expressions,
A. Grade Level
linear equations, and inequalities in two variables, systems of linear equations and inequalities in two variables and
Standard
linear functions.
The learner is able to formulate real life problems involving factors of polynomials, rational algebraic expressions, linear
B. Performance
equations and inequalities in two variables, systems of linear equations and inequalities in two variables and linear
Standards
functions and solve these problems accurately using a variety of strategies.
Illustrates rational algebraic expressions (M8AL-Ic-1)
C. Learning Simplifies rational algebraic expressions (M8AL-Ic-2)
Competencies/ Objectives:
Objectives (Write  To translate phrases into mathematical expressions
the LC code for  To illustrate rational algebraic expressions
each)  To simplify rational algebraic expressions using factoring and cancellation
 To enthusiastically learn the lesson and work with numbers.
II. CONTENT. Content is what the lesson all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be tackled in a week or two.
Seatwork: Factoring General Trinomial (Day 1)
Summative Test: Factoring Polynomial (Day 2)
Defines and illustrates rational algebraic expressions (Day 3)
Simplifies rational algebraic expressions (with common monomial factor) (Day 4 and 5)
III. LEARNING RESOURCES. 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.
A. References
1. Teacher’s Guide MELC and Definitive Budget of Work (DBOW)
2. Learner’s Materials
Mathematics Learner’s Material 8. Merden L. Bryant, et al.
and pages

3. Textbook pages Self-Learning Module. Victoria C. Babiera, Marissa S. Penaflor

4. Additional Materials
from Learning
Teacher-made power point presentation
Resource (LR)
Portal
III. PROCEDURES. These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by the students which
you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question
their learning process, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
A. Reviewing the (Day 3)
previous lesson or
presenting the new Activity 1: Translate each phrase into mathematical
lesson expressions.
1.) “the sum of x and y” = x + y
2.) “twice the sum of x and y” = 2(x + y )
x y
3.) “half of x added to 1/3 of y” = +
2 3
x+ y
4.) “half the sum of x and y” =
2
3
5.) “three over the square of x” = 2
x

B. Establishing a (Day 3)
purpose for the lesson
Fractions that are the quotient of two integers are rational
numbers.

3 6 2
, ,
4 20 5

Fractions that are the quotient of two polynomials are

rational expressions.

2 2
3 2x y x +9
, 3
, 2
x 5 xy z x −x−6

Rational Expression
 is an algebraic fraction whose numerator and
denominator are polynomials.
A
 it is on the form where A and B are both
B
polynomials and B does not equal to zero ( B≠ 0 )
o If the denominator becomes zero ( A0 ) then the
rational is undefined, meaning we cannot
obtain an answer.
C. Presenting Factor the following polynomials completely:
examples/ instance of
the new lesson 1.) x 2+ 3 x +2; a=1
2.) 2 x 2+ 9 x +9 ; a>1
D. Discussing new (Day 3) (Days 4 and 5)
concepts and
practicing new skills Factoring a General Trinomial where a=1 Factoring a General Trinomial where a>1
2
a x ± bx ± c
2
x ± bx ± c
Example: Factor 2 x 2+ 9 x +9
2
Example: Factor x + 3 x +2 Solution:
List all the pair of factors of both FIRST TERM and
Solution: LAST TERM.
Find the pair of factors of the LAST TERM whose sum FIRST TERM: 2 x 2 = (2x, x)
equals the coefficient of the MIDDLE TERM. LAST TERM: 15 = (1,9), (3,3)
* Things to remember:
Last Pair of Sum of Coefficient of 1.) If the last term is POSITIVE, then observe the sign of
Term Factors Factors Middle term the middle terms.
2 (1,2) 1+2= 3 o If the middle term is positive, then the factors
3 are both positive.
o If the middle term is negative, then the factors
Using the form ¿, fill this in with the two factors found in are both negative.
2.) If the last term is NEGATIVE, then use the conjugate
step 1.
factors (+)(-). For each pair of factors of the last term,
* Things to remember:
observe middle term.
1.) If the last term is POSITIVE, then observe the sign of the
o If the middle term is positive, then put the
middle terms.
positive sign to a larger factor and the negative
o If the middle term is positive, then the factors are
sign to a smaller factor.
both positive.
o If the middle term is negative, then put the
o If the middle term is negative, then the factors are
negative sign to a larger factor and the positive
both negative.
sign to a smaller factor.
2.) If the last term is NEGATIVE, then use the conjugate
factors (+)(-). For each pair of factors of the last term,
List all the possible factored forms:
observe middle term. ( 2 x+1 )( x +9 )
o If the middle term is positive, then put the positive ( 2 x+ 9 ) ( x +1 )
sign to a larger factor and the negative sign to a ( 2 x+3 )( x +3 )
smaller factor. Multiply the inner and outer terms then add. Then
o If the middle term is negative, then put the negative
choose the factored forms on which the sum is the
sign to a larger factor and the positive sign to a
smaller factor.
same of the MIDDLE TERM of the given
polynomial.
(x +1)( x+2)
( 2 x+1 )( x +9 ) =x+18=3 x
Thus, x 2+ 3 x +2=( x +1)(x+ 2)
( 2 x+ 9 ) ( x +1 ) =9 x+2 x=11 x
( 2 x+3 )( x +3 ) =3 x +6 x=9 x
  Thus, 2 x 2+ 9 x +9=(2 x +3)( x+ 3)
E. Developing mastery (Day 3)
(Leads to Formative
Assessment 3) Activity 2: Factor completely each general trinomial where Answers:
a=1.
1.) (x +7)(x +2)
1.) x 2+ 9 x+14=¿ 2.) (x +5)(x−1)
2.) x 2+ 4 x−5=¿ 3.) (x +1)( x−12)
3.) x 2−11 x−12=¿
F. Developing mastery (Day 4)
(Leads to Formative
Assessment 4) Activity 3: Factor completely each general trinomial where Answers:
a>1.
1.) (2 x−3)(x−5)
2
1.) 2 x −13 x +15=¿ 2.) (x−2)(3 x+ 5)
2.) 3 x 2−x−10=¿

Factoring Common Monomial Factor…

1. Find the greatest common factor (GCF) of the terms
in the polynomial. This is the first factor and also the
common monomial factor of the polynomial.
G. Making
2. Divide each term by the GCF to get the other factor.
generalization and
abstractions about the
lesson Factoring Difference of Two Squares…
1. Get the square root of the first term.
2. Get the square root of the last term.
3. Write the factors as a pair of conjugates.

H. Additional Activities Activity 4: Factor the trinomial completely.

for application for
remediation 1.) a 2−1
2.) 36 x 2 y 2 +9 z 2
3.) x 2−25
4.) m 4 −9
5.) 64 z−z 3

V. REMARKS
VI. REFLECTION.
Reflection on your
teaching and assess
yourself as a teacher.
Think about your
student’s progress this
week. 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.
A. Number of learners who earned 80% in the evaluation
B. No. of learners who
requires additional
activities for
remediation who scored
below 80%
C. Did the remedial
lessons work? No. of
learners who caught up
with the lessons
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 innovations or
localized materials did I
used/discover which I
wish to share with
other teachers?