SCHOOL: VALERIANO E.
FUGOSO MEMORIAL HIGH SCHOOL
GRADES 1 TO 12
DAILY LESSON LOG
I. OBJECTIVES
A. Content Standards:
B. Performance Standards:
C. Learning Competencies/
Objectives: Write the
LC code for each
At the end of the period, at
least 75% of the students
will to:
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teachers Guide Pages
2. Learners Materials
Pages
3. Text book Pages
4. Additional Materials
from Learning
resources(LR)Portal
B. Other Learning Resources
GRADE LEVEL: EIGHT (8)
TEACHER: ZENAIDA B. SABATER LEARNING AREA: MATHEMATICS 8
TEACHING DATES: JUNE 13-16, 2017 QUARTER: FIRST QUARTER
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
Objective 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 maybe done for developing content knowledge and competencies. These are using Formatives
Assessment Strategies. Valuing objectives support the learning of content and competencies and enable children to find significance and joy in learning the
lesson. Weekly objectives shall be derived from the curriculum guide.
Demonstrate understanding of key concepts of factors of polynomials, rational algebraic expressions, linear equations and inequalities in two variables,
systems of linear equations and inequalities in two variables and linear functions.
Formulate real-life problems involving factors of polynomials, rational algebraic expressions, linear equations and inequalities in two variables, systems of
linear equations and inequalities in two variables and linear functions, and solve these problems accurately using a variety of strategies.
M8AL-Ia-b-1 M8AL-Ia-b-1 M8AL-Ia-b-1 M8AL-Ia-b-1
Factor completely different Factor completely different Factor completely different factors completely
types of polynomials types of polynomials types of polynomials (sum and different types of
(HOLIDAY)
(polynomials with common (difference of two squares) difference of two cubes) polynomials
monomial factor) (perfect square
trinomials)
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content in a week or two.
Patterns and Algebra
List the materials to be used in different days. Varied resources of materials sustain childrens interest in the lesson an 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.
29-33 34-35 36-37 38-41
27-31
32-34 34-35 36-38
http://www.onlinemathlearn http://www.coolmath.com/al http://www.coolmath.com/al http://www.coolmath.co
ing.com/algebra-factoring- gebra/04-factoring gebra/04-factoring m/algebra/04-factoring
2.html https://www.lavc.edu/math/li https://cdn.kutasoftware.com http://www.beaconlearn
http://users.humboldt.edu/b brary/math125/Worksheets/f /Worksheets/Alg2/Factoring% ingcenter.com/documen
untina/Math105/HandoutsA actdiffsquares.pdf 20A%20Sum%20and%20Differ ts/1478_01.pdf
ndExtras/FactoringGreatestC ence%20of%20Cubes.pdf
ommonFactor.pdf
 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
IV PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that the students will learn will learn well. Always be guided by
demonstration of learning the by the students which you can infer from formative assessment activities. Sustain learning systematically by providing the
students with multiple ways to learn new things, practice their learning, question their learning processes and draw conclusion about what they learned in
relation to their life experiences and previous knowledge. Indicate the time allotment for each step.

A. Reviewing Previous Ask the students to rearrange
Lesson or Presenting the tiles to create a rectangle,
New Lesson having the same area as the
original square.
Number Pattern
a. (11)(9)=(10+1)(10-1)
b. (5)(3)=(4+1)(4-1)
c. (95)(85)=(90+5)(90-5)
Find the indicated product
a. (a+b)(a2-ab+b2)
b. (a-b)(a2+ab+b2)
Observe what pattern is
evident.
Activity 9 Lets tile it up!
Form squares to model the
picture of perfect square
trinomials.

B. Establishing a Purpose How many such rectangles
for the Lesson can you create? What are
your considerations in looking
for the other dimensions?
What mathematical concepts
did you consider in forming
different dimensions?
C. Presenting Perform activity 1
Examples/Instances of Like!Unlike!
the Lesson
D. Discussing New Define factoring.
Concepts and Perform Activity 4 Finding
Practicing New Skills#1 Common
Identify common things that
are present in the pictures.
How do you think the
products are obtained? What
are the different techniques
used to solve for the
products? What is the
relationship of the product to
its factor? Have you seen any
pattern in this activity?
Observe how the expressions
are factored. Observe how
each term relates with each
other.
What is the first term of each
polynomial? last term? middle
sign of the polynomial? How
was the polynomial factored?
What pattern is seen in the
factors of difference of two
terms?
What are the resulting
products? How are the terms
of the products related to the
terms of the factors?
What if the process was
reversed and you were asked
to find the factors of the
products, how are you going
to get the factor?
Guide them to generate the
rule in factoring sum and
difference of two cubes.
How will you reperesent the
total area of each figure?
Using the sides of the tiles,
write all the dimensions of the
squares, what did you notice
about the dimensions of the
squares?
Did you find any pattern in
their dimensions? If yes, what
are those?
Discuss how to factor a
perfect square trinomial.
 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
IV PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that the students will learn will learn well. Always be
guided by demonstration of learning the by the students which you can infer from formative assessment activities. Sustain learning systematically
by providing the students with multiple ways to learn new things, practice their learning, question their learning processes and draw conclusion
about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.

E. Discussing New Concepts and Discuss the first type of
Practicing New Skills#2 factoring Factoring the
greatest common monomial
factor.
Show some examples.
F. Developing Mastery Complete the table to
(Leads To Formative Assessment 3) practice this type of
factoring.
G. Finding Practical Application of How would you apply
Concepts and Skills in Daily Living factoring in your daily life
situations?
Can all expressions be
factored using difference of
two sqaures? Why or why
not? When can you factor
expressions using difference
of two squares?
Perform Activity 6
Investigation in Paper Folding
to help visualize the pattern
of difference of two squares.
How do you apply this in your
daily life?
Give some more examples.
examples.
Activity 8 Road to Map
Factor
Cite an instance where you
can apply this lesson in
factoring.
Show some more
Activity 10 Perfect Hunt
Look for the different
perfect square
trinomials found in the
box.
How do you relate this
lesson in your any
activity?
 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
IV PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that the students will learn will learn well. Always be guided by
demonstration of learning the by the students which you can infer from formative assessment activities. Sustain learning systematically by providing the
students with multiple ways to learn new things, practice their learning, question their learning processes and draw conclusion about what they learned in
relation to their life experiences and previous knowledge. Indicate the time allotment for each step.

H. Making Generalization Factoring is the process of
and Abstractions about the finding the factors of an
lesson expression.
The first type of factoring I
Factoring the Greatest
Common Monomial Factor.
I. Evaluating Learning Exercises
Factor the following:
1. 3x+6
2. 4m-12
3. 24ab+8b
4. 3x2-12xy
5. 21x+14y-35z
The factored form of a Use first factoring by
polynomial that is a greatest common
difference of two squares is monomial factor before
the sum and difference of the applying factoring sum or
square roots of the first and difference of cubes.
last terms. The sum ordifference of
two cubes can be factored
into a product of a binomial
times a trinomial.
Exercises Exercises
Factor the following: 1. x3 + 8
1. m2-169 2. a3 + 64
2. 144-x2 3. 125a3 + 64b3
3. 9x2 1 4. 108 4x3
4. 180m2 5 5. 54x3 2
5. 125m4 20n4
Perfect square trinomial is the
result of squaring a binomial . A
perfect square trinomial has
first and last terms which are
perfect squares and a middle
term which is twice the product
of the square root of first and
last terms.
Exercises
Factor the following:
1. m2+12mm+36
2. 16d2-24d+9
3. a4b2-6abc+9c2

J. Additional Activities for Factor the following: Activity 7 Factor the following: Determine whether each
Application or Remediation a. 7x-21y Form difference of two a. a3 + 216 trinomial is a perfect square
b. 15x2-5x squares by pairing two b. x3 64 trinomial. If it is, factor it.
c. 10x+25y squared quantities, then find c. 32m3 + 500n3 a. a 2 + 4a + 4
d. 20a2+36a3 their factors. d. 2m3 + 54n3 b. x 2 10x 100
e. -18m2n+27mn2 e. 375 81a3 c. 4x2 4x + 1
VI- REMARKS
VII - REFLECTION
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
IV PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that the students will learn will learn well. Always be guided by
demonstration of learning the by the students which you can infer from formative assessment activities. Sustain learning systematically by providing the
students with multiple ways to learn new things, practice their learning, question their learning processes and draw conclusion about what they learned in
relation to their life experiences and previous knowledge. Indicate the time allotment for each step.

A. No. of learners who earned

80% in the evaluation

B. No. of learners who

required additional activities
for remediation
C. Did the remedial lessons
work?

D. No. of learners who

continue to require
remediation
E. Which of my teaching
strategies work well? Why did
this work?
F. What difficulties did I
encounter which my principal
or supervisor can help me
solve?
G. What innovation or
localized materials did I
used/discover which I wish to
share with other teachers?