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 October 2-6, 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 define and illustrate rational algebraic expressions.
each)  To simplify rational algebraic expressions with common monomial factor.
 To evaluate learner’s understanding in the lesson.
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) (Day 4 and 5)
previous lesson or
presenting the new Activity 1: Translate each phrase into mathematical Activity 1: Reduce the given fraction to its lowest term.
lesson expressions.
1.) “the sum of x and y” = x + y 8 2 ∙ 2∙ 2 2
1.) = =
2.) “twice the sum of x and y” = 2(x + y ) 12 2 ∙2 ∙ 3 3
x y
3.) “half of x added to 1/3 of y” = +
2 3 16 2∙ 2∙ 2 ∙2 4
2.) = =
x+ y 100 2 ∙ 2∙ 5 ∙5 25
4.) “half the sum of x and y” =
2
3
5.) “three over the square of x” = 2
x

B. Establishing a
purpose for the lesson In simplifying rational expressions, learnings acquired
Fractions that are the quotient of two integers are rational from factoring polynomials is a great help. It will help us
numbers. to easily simplify a rational expression and reduce it to
its simplified term.
3 6 2
, , Example:
4 20 5
3
Fractions that are the quotient of two polynomials are 21 x y 3 ∙7 ∙ x ∙ x ∙ x ∙ y 3 x
= =
rational expressions. 2 2
14 x y 2∙ 7 ∙ x ∙ x ∙ y ∙ y 2 y
2 2
3 2x y x +9 Instead, of listing all the prime factors of both numerator
, , 2
3
x 5 xy z x −x−6 and denominator then cancel that have the same prime
factor and finally to multiply the remaining prime factors.
Rational Expression
 is an algebraic fraction whose numerator and We can use here the common monomial factor.
denominator are polynomials.
2
A 21 x 3 y 7 x y (3 x ) 3 x
 it is on the form where A and B are both = =
B 14 x 2 y 2 7 x 2 y (2 y) 2 y
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 Activity 2: Classify the given expressions below whether it
examples/ instance of is a Rational Algebraic Expression (RAE) or not (N). (More examples)
the new lesson
2 Example 2: Example 3:
1.) 2 = RAE
x
y
2.) = RAE
x−3
3.) 12 x2 = RAE
9 a−4
4.) = RAE
9 a+ 4
5.)
√x = N
4 y2
1

6.) x2 =N
2
3 x +2 x+1

What do you notice?

 Radical / fractional exponents is NOT rational.

D. Discussing new
concepts and Some real-life applications of Rational Algebraic Steps on Simplifying Rational Expressions (with
practicing new skills Expressions: common monomial factors)
The rate or the speed of a car. Rate is distance over the
d 1.) Factor the numerator and denominator completely
time and that would be r = .
t using their common monomial factor.
If the consumed electricity is to be divided into the 2.) Divide their common monomial factor.
number of consumers based on the reading of their 3.) Multiply the remaining quotient to the other factor.
electric meters.

E. Developing mastery
(Leads to Formative Activity 3: Classify the given expressions below whether it Activity 2: Simplify the rational expression.
Assessment 3) is a Rational Algebraic Expression. If it is, write RAE.
Otherwise, write N and provide the reason why it is NOT. 8 a+10 a
2
1.)
2a
1.) 3 x = RAE 2
6 n −9 n
1 2.)
2.) 6 = RAE
2 n−3
a 6
32 a +8 ab−80 b
2

3.)
√ x = N; because of the radical 3.) 6
8 a +2 ab−20 b
2
5x 5 3
6 x y +2 x y −6
4.) 5 2
3 x + x y −3
 1 12 2 8 9 3
20 a b + 6 a b−20 a b
2 x 2 + x−1 5.) 2 8
4.) 1
= N; because of the fractional exponent 4 a b−6 a b
x +1 2

c
5.) = RAE
a−c
3 m−6
6.) = RAE
3 m+ 6
Rational Expression
 is an algebraic fraction whose numerator and Steps on Simplifying Rational Expressions (with
denominator are polynomials. common monomial factors)
A
F. Making  it is on the form where A and B are both 1.) Factor the numerator and denominator completely
generalization and B
abstractions about the polynomials and B does not equal to zero ( B≠ 0 ) using their common monomial factor.

( A0 ) then the 2.) Divide their common monomial factor.

lesson
o If the denominator becomes zero
3.) Multiply the remaining quotient to the other factor.
rational is undefined, meaning we cannot
obtain an answer.
 if the expression contains radical / fractional
exponents then it is NOT a rational expression.

G. Additional Activities Activity 4: Given the following algebraic expressions, select Activity 3: Simplify the rational expression.
for application for and combined them to be able to show the specified
remediation Rational Algebraic Expression as stated below. 2
1.)
14 x +7 x
14 x
1.) Twice the sum of a number and one all over y.
2.) The quotient of the sum and the difference of x and 5. 3 2
3.) The product of three numbers divided by twelve.
17 z +17 z
2.) 3 2
4.) The ratio of three times a number increased by ten 34 z −51 z
and 2b.
3
5.) x squared plus 2x plus 1 all over two times the 25 m +5 m
3.)
quantity a plus 1. 2
10 m −5 m
2
32m n −48 mn+ 24 m
4.) 2 2
24 n +16 m −40
4 2 2
24 p +24 p q−27 q
5.) 4 2 2
8 p +8 p q−9 q

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?