dll math 8 q2

GRADES 1 TO 12 DAILY LESSON LOG

SCHOOL: ASTORGA NATIONAL HIGH SCHOOL GRADE LEVEL: EIGHT (8)TEACHER: DAISYREE JEAN R. MEDINO LEARNING AREA: MATHEMATICS 8

TEACHING DATES & TIME: 3:00-4:00 QUARTER: SECOND QUARTER

I. OBJECTIVESMONDAY 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.

A. Content Standards: Demonstrates understanding of key concepts of linear equations in two variables

Demonstrate understanding of the key concepts of linear equations in two variables




B. Performance Standards: Is able to formulate real life problems involving linear equations in two variables

Is able to formulate problems involving linear equations in two variables

Is able to formulate problems involving linear equations in two variables and solve these problems accurately using a variety of strategies



C. Learning Competencies/

Objectives: Write the LC code for eachAt the end of the period, at least 75% of the students will to:

Describes the graph of linear equation in terms of its intercepts and slope

1.finds the equation of a lineof two given points.

1. finds the equation of a line given the slope and a point

1.finds the equation of a line given the slope and its intercepts

Solve problems involving linear equation in two variables

II. CONTENTContent 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.

AlgebraIII. 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

2. Learner’s Materials Pages 187 - 188 194 - 195 193 - 194 192 - 193 197 - 1993. Text book Pages

4. Additional Materials from Learning resources(LR)Portal

Graphing papers, ruler and pencil

Math Learner’s Module

Math Learner’s Module Math Learner’s Module


B. Other Learning Resources


SCHOOL: GRADE LEVEL: EIGHT (8)TEACHER: LEARNING AREA: MATHEMATICS 8

TEACHING DATES & TIME:3:00-4:00

QUARTER: THIRD QUARTER

IV PROCEDURESMONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

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 Presenting New Lesson

Graphs linear equation given any two points

Write the steps in graphing linear equations using the different methods

Recall on finding equation of a line given two points

Perform the activity that enable to find the equation of a line using slope intercept form

Perform the activity 19 on page 198 that enable to solve problems by following the steps

B. Establishing a Purpose for the Lesson

Graph linear equation using slope and y intercepts

Finding the equation of the line using the two points

Finding equation of a line using a slope and a point

Finding equation of a line using slope intercept form

Solving Problems involving linear equations in two variables

C. Presenting Examples/Instances of the Lesson

Give a linear equation and identify the slope and the y intercept of the equation

Find the equation of the line that passes through the pairs of two points

Give an illustrative example of finding equation of a line given a slope and a point

Give an illustrative example of finding equation of a line using slope intercept form

Discuss the given problem with illustration

D. Discussing New Concepts and Practicing New Skills#1

Discuss the methods of graphing linear equation using the slope and y intercepts

Discuss the formula of two point form

Discuss the formula of point slope form

Discuss the formula of slope intercept form

Answer the guide question on page 197

GRADES 1 TO 12 SCHOOL: GRADE LEVEL: EIGHT (8)TEACHER: LEARNING AREA: MATHEMATICS 8

DAILY LESSON LOG TEACHING DATES & TIME: Four Times Per Week QUARTER: SECOND QUARTER



E. Discussing New Concepts and Practicing New Skills#2

Given the linear equation, identify the slope and the y intercept then plot

Illustrate the given example of finding equation using two point form

Illustrate the given example of point slope form

Determine the slopes and y intercepts of the given equation of a line

Solve more problems by showing solutions and graphs

F. Developing Mastery(Leads To Formative Assessment 3)

Graph each linear equation ,given the slope and y intercept

recall the formula of the slope

Perform the activity on page 194

Give more exercises on finding equation of a line using slope intercept form

Recall on translating mathematical phrases and sentences to mathematical symbol

G. Finding Practical Application of Concepts and Skills in Daily Living

Draw a graph of linear equation and describe slope and y intercept

Differentiate the point slope form and two point slope form

Practice skills on problem solving on finding equation of a line

Answering worksheets Formulate a word problem involving linear equations then solve


DAILY LESSON LOG TEACHING DATES & TIME: Four Times Per Week QUARTER: SECOND QUARTER



H. Making Generalization and Abstractions about the lesson

I. Evaluating Learning

J. Additional Activities for Application or Remediation

VI- REMARKS


DAILY LESSON LOG TEACHING DATES & TIME: Four Times Per Week QUARTER: SECOND GRADING



VII - REFLECTIONA. No. of learners who earned 80% in the evaluationB. No. of learners who required additional activities for remediationC. Did the remedial lessons work?

D. No. of learners who continue to require remediationE. 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?



TEACHING DATES & TIME: Four Times Per Week QUARTER: SECOND GRADING



A. Content Standards: Demonstrates understanding of key concepts of systems of linear equations in two variables


B. Performance Standards: Is able to formulate real life problems involving systems of linear equations in two variables

Is able to formulate problems involving system of linear equations in two variables



Solves a system of linear equations by elimination

Solve problems involving systems of linear equations in two variables

II. CONTENTContent 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.

System of linear equation 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. References5. Teacher’s Guide Pages

6. Learner’s Materials Pages 280 -281 285 - 2867. Text book Pages


Math Learner’s module Math Learner’s ModuleB. Other Learning Resources





H. Reviewing Previous Lesson or Presenting New Lesson

Calculating unknown values of mathematical expression

Recall on solving systems of linear equation by any algebraic method

I. Establishing a Purpose for the Lesson

Finding the solution of the systems of linear equation in two variables by elimination

Solving real life problems involving systems of linear equation in two variables

J. Presenting Examples/Instances of the Lesson

Determine whether an ordered pair is a solution of the given system

Illustrating mathematical concept previously learned through illustration made

K. Discussing New Concepts and Practicing New Skills#1

Explaining how to obtain the solution by elimination

Explain how to check or verify results obtain


SCHOOL:TEACHER: LEARNING AREA: MATHEMATICS 8




L. Discussing New Concepts and Practicing New Skills#2

Find the solution the solution set of the systems by elimination

Formulation and solving problems involving linear equations in two variables

M. Developing Mastery(Leads To Formative Assessment 3)

Describing the solution set of the system of linear equation in two variables by elimination

Citing situations involving linear equations in two variables

N. Finding Practical Application of Concepts and Skills in Daily Living

Explaining why solving systems of linear equation, have one solution or infinite number of solutions

Describing the advantages and disadvantages of using different methods of solving systems of linear equations








VI- REMARKS






VII - REFLECTIONA. No. of learners who earned 80% in the evaluationB. No. of learners who required additional activities for remediationC. Did the remedial lessons work?

D. No. of learners who continue to require remediationE. 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?



TEACHING DATES & TIME: Four Times Per Week QUARTER: SECOND QUARTER



A. Content Standards: Demonstrates Demonstrate Demonstrate understanding of Demonstrate Demonstrate

understanding of key concepts of systems of linear equations in two variables

understanding of the key concepts of linear equations in two variables

the key concepts of linear equations in two variables



B. Performance Standards: Is able to formulate real life problems involving systems of linear equations in two variables

Is able to formulate problems involving system of linear equations in two variables

Is able to formulate problems involving linear equations in two variables and solve these problems accurately using a variety of strategies





Illustrate systems of linear equations in two variables

Graphs a system of linear equation in two variables

Categorizes when a given system of linear equation in two variables has graphs that are parallel, intersecting and coinciding

Solves a system of linear equations in two variables

Solves a system of linear equations in two variables by substitution

II. CONTENTContent 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. System of linear equation in two variables


Systems of linear equation in two variables

Solving systems of linear equation in two variables

Systems of linear equations solved by 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. References9. Teacher’s Guide Pages

10. Learner’s Materials Pages 253 - 255 256- 257 257 - 259 268 - 271 272- 27411. Text book Pages


Graphing papers, ruler and pencil


Math Learner’s Module Math Learner’s Module


B. Other Learning Resources




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 Presenting New Lesson

Draw the graph of the linear equation in a Cartesian plane

Graph each pair of linear equation

Illustrate the different systems of linear equation

Perform the activity 1 on page 268 and answer the guide questions

Perform the activity 3 on page 271 that enable to solve problems by following the steps

P. Establishing a Purpose for the Lesson

Describe the graphs of two linear equations in the same coordinate plane

Describe the graph of each pair of linear equation

Categorize the given system of linear equation

Solving systems of linear equation by graphing

Solving Problems involving linear equations in two variables

Q. Presenting Examples/Instances of the Lesson

Perform activity 2 on page 254

Give more exercises on graphing systems of linear equation

Determine whether each system of linear equations is consistent, dependent or inconsistent

Recall on graphing using slope intercept form

Discuss the given problem with illustration

R. Discussing New Concepts and Practicing New Skills#1

Discuss the answers of the follow up questions in the activity

Determine the systems when two lines intersect

Perform activity 3 on page 258

Give an illustrative example

Follow procedures in solving system by substitution




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 Practicing New Skills#2

Read and understand some important note on systems of linear equation

Determine the system when two lines do not intersect

Graph the system and tell whether each is consistent, dependent or inconsistent

Discuss the concept of finding solution of system of linear equation in the intersecting point

Solve more problems by showing solutions and graphs

T. Developing Mastery(Leads To Formative Assessment 3)

Differentiate the three systems of linear equations

Differentiate the slopes of the two systems when two lines intersect and do not intersect

Determine the system of linear equation through slopes and y intercepts

Draw the graphs of each system and give the coordinates of the point of intersection

Compare the method of solving systems by graphing and substitution

U. Finding Practical Application of Concepts and Skills in Daily Living

Compare the slopes of the lines defined by linear equation

Represent problems systems of linear equation that involves finding values of two quantities

Do the activity in the worksheets

Solve real life problems using graphing method

Formulate a word problem involving system of linear equations then solve









VI- REMARKS






VII - REFLECTIONA. No. of learners who earned 80% in the evaluationB. No. of learners who required additional activities for remediationC. Did the remedial lessons work?D. No. of learners who continue to require remediationE. 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?

dll math 8 q2

Education