GRADES 8 School Garrita National High School Grade Level 8
DAILY LESSON LOG
Teacher BABY JANE G. HUMILDE Learning Area Mathematics
October 2 - 6, 2023 /
Teaching Dates and Time Quarter and Week Quarter 1 Week 6
7:30 -8:30 a.m.
Monday Tuesday Wednesday Thursday Friday
I. OBJECTIVES 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 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.
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 can be tackled in a week or two.
A. Content Standards The learner demonstrates understanding of the key concepts of quadratic equations, inequalities and functions, and rational algebraic equations.
B. Performance The learner is able to investigate thoroughly mathematical relationships in various situations, formulate real-life problems involving quadratic equations, inequalities
Standards and functions, and rational algebraic equations and solve them using a variety of strategies.
factors completely different types of factors completely different types factors completely different types of factors completely factors completely different types
C. Learning polynomials (quadratic trinomial) of polynomials (quadratic trinomial) polynomials (quadratic trinomial) different types of of polynomials (quadratic
Competencies polynomials trinomial)
/Objectives (quadratic trinomial)
Write the LC code for
each
II. CONTENT Factoring Quadratic Trinomial Factoring Quadratic Trinomial Factoring Quadratic Trinomial Factoring Factoring Quadratic Trinomial
Quadratic
Trinomial
III. LEARNING List the materials to be used in different days. Varied sources or materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of
RESOURCES concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References
1. Teacher’s
Guide
2. Learner’s pp. 34 – 35 pp. 36 pp. 37-38 pp. 39 –40 pp. 40-41
Materials
3. Textbook Math III SEDP Series 21st Century Math III Math PACE (Algebra II – 8)
Capalad, Lanniene, et., al. pp. 167-172 pp. 7
Ho, Ju Se T. et., al Accelerated Christian
Education, Inc.
4. Additional
Materials http://math.tutorvista.com/algebra/
from quadraticequation.htm http://
Learning www.purplemath.com/
http://library.thinkquest.org/20991/ http://www.purplemath.com/ https://
Resource moduleiquadraticform.htm
alg2/quad.htm modules/solvquad.html cdn.kutasoftware.com/
(LR) portal worksheets/Alg1/Solving
http://www.algebrahelp.com/
http://www.webmath.com/quadri.html %20Quadratic
lessons/equation/quadratic
%20Factoring.pdf
B. Other
Learning
Resources
IV. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning
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 processes, 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
previous lesson
or presenting the
new lesson
B. Establishing a Exploration Activity . Try it 2 (page 37) LONG QUIZ ( PAGE 41 (PRACTICE
purpose for the APPLICATION II & III)
lesson
C. Presenting Discuss the students’ responses on Exploration Explain /Discuss Foil Method. Discuss the students’ responses on Try it 2 Try it 4 (page 39)
examples/ Activity . (page 37)
instances of the
lesson
D. Discussing new Discuss the definition of quadratic trinomial and Discussion on Factoring Discuss the
concepts and its characteristics. Discuss also the difference positive trinomial. students’
practicing new between quadratic trinomial which are not responses on
skills #1 perfect with perfect one. Try it 4 (page
39)
E. Discussing new Present examples of quadratic trinomials Present examples of quadratic trinomials
concepts and
practicing new
skills #2
F. Developing
mastery
Board Work ( Try
(Leads to Formative it 5 , Page 40)
Assessment 3)
G. Finding practical
applications of
concepts and
skills in daily
living
H. Making Let the students generalize the lesson/activity. Let the students generalize the Let the students generalize the Let the students Let the students generalize the
generalizations lesson/activity. lesson/activity. generalize the lesson/activity.
and abstractions lesson/activity.
about the lesson
I. Evaluating Let the students list down 10 examples of Board Work. Try it 3 (page 38) Try it 6(Page 40)
learning quadratic trinomials.
J. Additional
activities for
application or
remediation
V. REMARKS
VI. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? 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.
1. No. of learners who
earned 80% on the
formative
assessment
2. No. of learners who
require additional
activities for
remediation.
3. Did the remedial
lessons work? No. of
learners who have
caught up with the
lesson.
4. No. of learners who
continue to require
remediation
5. Which of my
teaching strategies
worked well? Why
did these work?
6. What difficulties did
I encounter which
my principal or
supervisor can help
me solve?
7. What innovation or
localized materials
did I use/discover
which I wish to
share with other
teachers?
Prepared by: Noted:
BABY JANE G. HUMILDE EDGAR C. ORPERIA
Teacher I Principal II
Date:
