SCHOOL: PATIN-AY NATIONAL HIGH SCHOOL GRADE LEVEL: EIGHT (8)

GRADES 1 TO 12
TEACHER: CLIFFORD P. FLORES LEARNING AREA: MATHEMATICS 8
DAILY LESSON LOG TEACHING DATES & TIME: Four Times Per Week QUARTER: FIRST QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES 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.
A. Content Standards: Demonstrates understanding of key Demonstrates understanding Demonstrates understanding of Demonstrates understanding of Demonstrates understanding of
concepts of factors of polynomials, of key concepts of factors of key concepts of factors of key concepts of factors of key concepts of factors of
rational algebraic expressions, polynomials, rational algebraic polynomials, rational algebraic polynomials, rational algebraic polynomials, rational algebraic
linear equations and inequalities in expressions, linear equations expressions, linear equations expressions, linear equations expressions, linear equations
two variables, systems of linear and inequalities in two and inequalities in two and inequalities in two and inequalities in two variables,
equations and inequalities in two variables, systems of linear variables, systems of linear variables, systems of linear systems of linear equations and
variables and linear functions. equations and inequalities in equations and inequalities in equations and inequalities in inequalities in two variables and
two variables and linear two variables and linear two variables and linear linear functions.
functions. functions. functions.
B. Performance Standards: is able to formulate real-life is able to formulate real-life is able to formulate real-life is able to formulate real-life is able to formulate real-life
problems involving factors of problems involving factors of problems involving factors of problems involving factors of problems involving factors of
polynomials, rational algebraic polynomials, rational algebraic polynomials, rational algebraic polynomials, rational algebraic polynomials, rational algebraic
expressions, linear equations and expressions, linear equations expressions, linear equations expressions, linear equations expressions, linear equations
inequalities in two variables, and inequalities in two and inequalities in two and inequalities in two and inequalities in two variables,
systems of linear equations and variables, systems of linear variables, systems of linear variables, systems of linear systems of linear equations and
inequalities in two variables and equations and inequalities in equations and inequalities in equations and inequalities in inequalities in two variables and
linear functions, and solve these two variables and linear two variables and linear two variables and linear linear functions, and solve these
problems accurately using a variety functions, and solve these functions, and solve these functions, and solve these problems accurately using a
of strategies. problems accurately using a problems accurately using a problems accurately using a variety of strategies.
variety of strategies. variety of strategies. variety of strategies.
C. Learning Competencies/ 1. Classroom orientation 1. Conduct a 20 items pre- 1. Identify polynomials which 1. Identify polynomials which 1. Identify polynomials which
Objectives: Write the LC 2. Setting of standards assessment are special products through are special products through are special products through
code for each 2. Checking of paper pattern recognition. pattern recognition. pattern recognition.
At the end of the period, at least 2. Find Special products of 2. Find Special products of 2. Find Special products of
75% of the students will to: certain polynomials. certain polynomials. certain polynomials.
3. Apply special products in 3. Apply special products in 3. Apply special products in
solving geometric problems. solving geometric problems. solving geometric problems.
4. Solve problems involving 4. Solve problems involving 4. Solve problems involving
polynomials and their polynomials and their polynomials and their
products. products. products.
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.
II. CONTENT Algebra
III. LEARNING RESOURCES List the materials to be used in different days. Varied resources of materials sustain children’s 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.
A. References
1. Teacher’s Guide Pages 7-12 13-28 13-28 13-28 13-28
2. Learner’s Materials Pages 3-7 8-26 8-26 8-26 8-26
3. Text book Pages
4. Additional Materials from Math Learner’s Module Math Learner’s Module Math Learner’s Module Math Learner’s
Learning resources(LR)Portal
Test paper
Module
B. Other Learning Resources Internet Internet Internet Internet

Prepared by: Submitted to: Noted:

CLIFFORD P. FLORES ELENA Y. SUMANDO ARLIN M. BATAUSA

Subject Teacher JHS-Academic Head Designate Principal III
 SCHOOL: PATIN-AY NATIONAL HIGH SCHOOL GRADE LEVEL: EIGHT (8)
GRADES 1 TO 12
TEACHER: CLIFFORD P. FLORES LEARNING AREA: MATHEMATICS 8
DAILY LESSON LOG TEACHING DATES & TIME: Four Times Per Week QUARTER: FIRST QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES 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.
A. Content Standards: Demonstrates understanding of Demonstrates Demonstrates understanding Demonstrates understanding Demonstrates understanding
key concepts of factors of understanding of key of key concepts of factors of of key concepts of factors of of key concepts of factors of
polynomials, rational algebraic concepts of factors of polynomials, rational polynomials, rational polynomials, rational
expressions, linear equations polynomials, rational algebraic expressions, linear algebraic expressions, linear algebraic expressions, linear
and inequalities in two variables, algebraic expressions, linear equations and inequalities in equations and inequalities in equations and inequalities in
systems of linear equations and equations and inequalities in two variables, systems of two variables, systems of two variables, systems of
inequalities in two variables and two variables, systems of linear equations and linear equations and linear equations and
linear functions. linear equations and inequalities in two variables inequalities in two variables inequalities in two variables
inequalities in two variables and linear functions. and linear functions. and linear functions.
and linear functions.
B. Performance Standards: is able to formulate real-life is able to formulate real-life is able to formulate real-life is able to formulate real-life is able to formulate real-life
problems involving factors of problems involving factors problems involving factors of problems involving factors of problems involving factors of
polynomials, rational algebraic of polynomials, rational polynomials, rational polynomials, rational polynomials, rational
expressions, linear equations algebraic expressions, linear algebraic expressions, linear algebraic expressions, linear algebraic expressions, linear
and inequalities in two variables, equations and inequalities in equations and inequalities in equations and inequalities in equations and inequalities in
systems of linear equations and two variables, systems of two variables, systems of two variables, systems of two variables, systems of
inequalities in two variables and linear equations and linear equations and linear equations and linear equations and
linear functions, and solve these inequalities in two variables inequalities in two variables inequalities in two variables inequalities in two variables
problems accurately using a and linear functions, and and linear functions, and and linear functions, and and linear functions, and
variety of strategies. solve these problems solve these problems solve these problems solve these problems
accurately using a variety of accurately using a variety of accurately using a variety of accurately using a variety of
strategies. strategies. strategies. strategies.
C. Learning Competencies/ factors completely different 1. Identify polynomials 2. Find Special products of 3. apply special products in 4. solve problems involving
Objectives: Write the LC types of polynomials which are special certain polynomials solving geometric polynomials and their
code for each (polynomials with common products through pattern problems products.
At the end of the period, at least monomial factor, difference of recognition.
75% of the students will to: two squares, sum and difference
of two cubes, perfect square
trinomials, and general
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.
II. CONTENT Algebra
III. LEARNING RESOURCES List the materials to be used in different days. Varied resources of materials sustain children’s 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.
A. References
5. Teacher’s Guide Pages 86 86 86 86 86
6. Learner’s Materials Pages 1-57 1-57 1-57 1-57 1-57
7. Text book Pages
8. Additional Materials from
Learning resources(LR)Portal
Graphing papers, ruler Math Learner’s Math Learner’s Module Math Learner’s Math Learner’s
and pencil Module Module Module
B. Other Learning Resources

SCHOOL: GRADE LEVEL: EIGHT (8)

GRADES 1 TO 12
TEACHER: LEARNING AREA: MATHEMATICS 8
 TEACHING DATES & TIME: Four Times Per Week QUARTER: SECOND QUARTER
DAILY LESSON LOG

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 Lesson or Graphs linear Write the steps in Recall on finding equation Perform the activity
Perform the
Presenting New Lesson equation given any graphing linear of a line given two points that enable to find the
activity 19 on page
two points equations using equation of a line using
198 that enable to
the different slope intercept form
solve problems by
methods following the steps
B. Establishing a Purpose for the Graph linear Finding the Finding equation of a line Finding equation of a Solving Problems
Lesson equation using equation of the using a slope and a point line using slope involving linear
slope and y line using the two intercept form equations in two
intercepts points variables
C. Presenting Examples/Instances Give a linear Find the equation Give an illustrative example Give an illustrative Discuss the given
of the Lesson equation and of the line that of finding equation of a line example of finding problem with
identify the slope passes through the given a slope and a point equation of a line using illustration
and the y intercept pairs of two points slope intercept form
of the equation
D. Discussing New Concepts and Discuss the Discuss the Discuss the formula of point Discuss the formula of Answer the guide
Practicing New Skills#1 methods of formula of two slope form slope intercept form question on page
graphing linear point form 197
equation using the
slope and y
intercepts
SCHOOL: GRADE LEVEL: EIGHT (8)
GRADES 1 TO 12
TEACHER: LEARNING AREA: MATHEMATICS 8
DAILY LESSON LOG TEACHING DATES & TIME: Four Times Per Week QUARTER: SECOND QUARTER
 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 Given the linear Illustrate the given Illustrate the given example Determine the slopes Solve more
Practicing New Skills#2 equation, identify example of finding of point slope form and y intercepts of the problems by
the slope and the y equation using two given equation of a line showing solutions
intercept then plot point form and graphs
F. Developing Mastery Graph each linear recall the formula Perform the activity on Give more exercises on Recall on
(Leads To Formative Assessment 3) equation ,given the of the slope page 194 finding equation of a translating
slope and y line using slope mathematical
intercept intercept form phrases and
sentences to
mathematical
symbol
G. Finding Practical Application of Draw a graph of Differentiate the Practice skills on problem Answering worksheets Formulate a word
Concepts and Skills in Daily linear equation and point slope form solving on finding equation problem involving
Living
describe slope and and two point of a line linear equations
y intercept slope form then solve

SCHOOL: GRADE LEVEL: EIGHT (8)

GRADES 1 TO 12
TEACHER: LEARNING AREA: MATHEMATICS 8
DAILY LESSON LOG TEACHING DATES & TIME: Four Times Per Week QUARTER: SECOND QUARTER
 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
and Abstractions about the
lesson

I. Evaluating Learning

J. Additional Activities for

Application or Remediation

VI- REMARKS

SCHOOL: GRADE LEVEL: EIGHT (8)

GRADES 1 TO 12
TEACHER: LEARNING AREA: MATHEMATICS 8
DAILY LESSON LOG TEACHING DATES & TIME: Four Times Per Week QUARTER: SECOND GRADING

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.

VII - REFLECTION
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?
SCHOOL: GRADE LEVEL: EIGHT (8)
GRADES 1 TO 12 TEACHER: LEARNING AREA: MATHEMATICS 8
TEACHING DATES & TIME: Four Times Per Week QUARTER: SECOND GRADING
DAILY LESSON LOG
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I. OBJECTIVES 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.
A. Content Standards: Demonstrates Demonstrate
 understanding of key understanding of the key
concepts of systems of concepts of linear
linear equations in two equations in two
variables variables
B. Performance Standards: Is able to formulate real Is able to formulate
life problems involving problems involving
systems of linear system of linear
equations in two equations in two
variables variables
C. Learning Competencies/ Solves a system of linear Solve problems involving
Objectives: Write the LC equations by elimination systems of linear
code for each
At the end of the period, at least
equations in two
75% of the students will to: variables
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.
II. CONTENT System of linear System of linear equation
equation in two variables in two variables
III. LEARNING RESOURCES List the materials to be used in different days. Varied resources of materials sustain children’s 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.
A. References
9. Teacher’s Guide Pages
10. Learner’s Materials Pages 280 -281 285 - 286
11. Text book Pages
12. Additional Materials from
Learning resources(LR)Portal
Math Learner’s module Math Learner’s Module
B. Other Learning Resources

SCHOOL: GRADE LEVEL: EIGHT (8)

GRADES 1 TO 12
TEACHER: LEARNING AREA: MATHEMATICS 8
DAILY LESSON LOG TEACHING DATES & TIME: Four Times Per Week QUARTER: SECOND GRADING

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. Reviewing Previous Lesson or Calculating Recall on solving

Presenting New Lesson unknown values of systems of linear
mathematical equation by any
expression algebraic method
I. Establishing a Purpose for the Finding the solution Solving real life
Lesson of the systems of problems involving
linear equation in systems of linear
two variables by equation in two
elimination variables
J. Presenting Examples/Instances Determine whether Illustrating
of the Lesson an ordered pair is a mathematical
solution of the concept previously
given system learned through
illustration made
K. Discussing New Concepts and Explaining how to Explain how to
Practicing New Skills#1 obtain the solution check or verify
by elimination results obtain

SCHOOL:
GRADES 1 TO 12
TEACHER: LEARNING AREA: MATHEMATICS 8
DAILY LESSON LOG TEACHING DATES & TIME: Four Times Per Week QUARTER: SECOND GRADING

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.

L. Discussing New Concepts and Find the solution Formulation and

Practicing New Skills#2 the solution set of solving problems
the systems by involving linear
elimination equations in two
variables
M. Developing Mastery Describing the Citing situations
(Leads To Formative Assessment 3) solution set of the involving linear
system of linear equations in two
equation in two variables
variables by
elimination
N. Finding Practical Application of Explaining why Describing the
Concepts and Skills in Daily solving systems of advantages and
Living
linear equation, disadvantages of
have one solution using different
or infinite number methods of solving
of solutions systems of linear
equations

SCHOOL: GRADE LEVEL: EIGHT (8)

GRADES 1 TO 12
TEACHER: LEARNING AREA: MATHEMATICS 8
DAILY LESSON LOG TEACHING DATES & TIME: Four Times Per Week QUARTER: SECOND GRADING
 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
and Abstractions about the
lesson

I. Evaluating Learning

J. Additional Activities for

Application or Remediation

VI- REMARKS

SCHOOL: GRADE LEVEL: EIGHT (8)

GRADES 1 TO 12
TEACHER: LEARNING AREA: MATHEMATICS 8
DAILY LESSON LOG TEACHING DATES & TIME: Four Times Per Week QUARTER: SECOND GRADING

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.
VII - REFLECTION
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?
SCHOOL: GRADE LEVEL: EIGHT (8)
GRADES 1 TO 12
TEACHER: LEARNING AREA: MATHEMATICS 8
DAILY LESSON LOG TEACHING DATES & TIME: Four Times Per Week QUARTER: SECOND QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES 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.
A. Content Standards: Demonstrates Demonstrate Demonstrate understanding of Demonstrate Demonstrate
understanding of key understanding of the the key concepts of linear understanding of the understanding of
concepts of systems of key concepts of linear equations in two variables key concepts of linear the key concepts of
 linear equations in two equations in two equations in two linear equations in
variables variables variables two variables
B. Performance Standards: Is able to formulate Is able to formulate Is able to formulate problems Is able to formulate Is able to formulate
real life problems problems involving involving linear equations in two problems involving problems involving
involving systems of system of linear variables and solve these linear equations in two linear equations in
linear equations in two equations in two problems accurately using a variables two variables
variables variables variety of strategies
C. Learning Competencies/ Illustrate systems of Graphs a system of Categorizes when a given system Solves a system of linear Solves a system of
Objectives: Write the LC linear equations in two linear equation in two of linear equation in two variables equations in two linear equations in
code for each variables variables has graphs that are parallel, variables two variables by
At the end of the period, at least
75% of the students will to:
intersecting and coinciding substitution
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.
II. CONTENT System of linear System of linear Systems of linear equation in two Solving systems of linear Systems of linear
equation in two equation in two variables equation in two equations solved by
variables variables variables substitution
III. LEARNING RESOURCES List the materials to be used in different days. Varied resources of materials sustain children’s 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.
A. References
13. Teacher’s Guide Pages
14. Learner’s Materials Pages 253 - 255 256- 257 257 - 259 268 - 271 272- 274
15. Text book Pages
16. Additional Materials from
Learning resources(LR)Portal
Graphing papers, Math Learner’s Math Learner’s Module Math Learner’s Math Learner’s
ruler and pencil Module Module Module
B. Other Learning Resources

SCHOOL: GRADE LEVEL: EIGHT (8)

GRADES 1 TO 12
TEACHER: LEARNING AREA: MATHEMATICS 8
DAILY LESSON LOG TEACHING DATES & TIME: Four Times Per Week QUARTER: SECOND GRADING

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.

O. Reviewing Previous Lesson or Draw the graph of Graph each pair of Illustrate the different Perform the activity 1 Perform the
Presenting New Lesson the linear equation linear equation systems of linear equation on page 268 and activity 3 on page
in a Cartesian plane answer the guide 271 that enable to
questions solve problems by
following the steps
P. Establishing a Purpose for the Describe the graphs Describe the graph Categorize the given system Solving systems of Solving Problems
Lesson of two linear of each pair of of linear equation linear equation by involving linear
equations in the linear equation graphing equations in two
same coordinate variables
plane
Q. Presenting Examples/Instances Perform activity 2 Give more Determine whether each Recall on graphing Discuss the given
of the Lesson on page 254 exercises on system of linear equations using slope intercept problem with
graphing systems is consistent, dependent or form illustration
of linear equation inconsistent
R. Discussing New Concepts and Discuss the answers Determine the Perform activity 3 on page Give an illustrative Follow procedures
Practicing New Skills#1 of the follow up systems when two 258 example in solving system
questions in the lines intersect by substitution
activity

SCHOOL: GRADE LEVEL: EIGHT (8)

GRADES 1 TO 12
TEACHER: LEARNING AREA: MATHEMATICS 8
DAILY LESSON LOG TEACHING DATES & TIME: Four Times Per Week QUARTER: SECOND QUARTER

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.

S. Discussing New Concepts and Read and Determine the Graph the system and tell Discuss the concept of Solve more
Practicing New Skills#2 understand some system when two whether each is consistent, finding solution of problems by
important note on lines do not dependent or inconsistent system of linear showing solutions
systems of linear intersect equation in the and graphs
equation intersecting point
T. Developing Mastery Differentiate the Differentiate the Determine the system of Draw the graphs of Compare the
(Leads To Formative Assessment 3) three systems of slopes of the two linear equation through each system and give method of solving
linear equations systems when two slopes and y intercepts the coordinates of the systems by
lines intersect and point of intersection graphing and
do not intersect substitution
U. Finding Practical Application of Compare the slopes Represent Do the activity in the Solve real life problems Formulate a word
Concepts and Skills in Daily of the lines defined problems systems worksheets using graphing method problem involving
Living
by linear equation of linear equation system of linear
that involves equations then
finding values of solve
two quantities

SCHOOL: GRADE LEVEL: EIGHT (8)

GRADES 1 TO 12
TEACHER: LEARNING AREA: MATHEMATICS 8
DAILY LESSON LOG TEACHING DATES & TIME: Four Times Per Week QUARTER: SECOND GRADING

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
and Abstractions about the
lesson

I. Evaluating Learning

J. Additional Activities for

Application or Remediation

VI- REMARKS