School: MANDILI HIGH SCHOOL Grade Level: 8

GRADES 7-10
DAILY LESSON LOG Teacher: MELJIM SANGALANG REYES Learning Area: MATHEMATICS
Teaching Dates and September 5-September 9, 2022/ 7:30 – 8:30 AM, 11:00
Time: -12:00 AM, 2:00 – 3:00 PM Quarter: 1

SESSION 1 SESSION 2 SESSION 3 SESSION 4

Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedure must be followed and needed,
I. OBJECTIVES 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.
A. Content Standards:
The learner demonstrates understanding of key concepts of factors of
Regional Diagnostic Assessment
polynomials.
B. Performance Standards: The learner is able to formulate real-life problems involving factors of
Regional Diagnostic Assessment
polynomials.
C. Learning Regional Diagnostic Assessment Learning Competency: Solve problems involving factors of polynomials.
Competencies/Objectives: (M8AL-Ib-2)
Write the LC Code for each Learning Objectives:
1. Recall the steps to solve problems involving factors of polynomials
using Polya’s Method;
2. Solve problems involving factors of polynomials; and
Demonstrate appreciation of solve problems involving factors of
polynomials as important skills needed to formulate real-life problems
involving factors of polynomials
Regional Diagnostic Assessment Problems on Factors of Polynomials
II. CONTENT

III. LEARNING RESOURCES Regional Diagnostic Assessment teacher’s guide, learner’s module,
A. References
1. Teacher’s Guide Pages
Pages 51-53 Pages 51-53
2. Learner’s Materials Pages
Pages 51-53 Pages 51-53
3. Textbook Pages Grade 8 Mathematics Patterns and Grade 8 Mathematics Patterns
Practicalities pp. 68-75 and Practicalities pp. 68-75
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources

SESSION 1 SESSION 2 SESSION 3 SESSION 4

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 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
IV. PROCEDURES formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice the learning, questions 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 Review previous lesson by letting the students answer the exercise.
Lesson or
Presenting the New Read, analyze and solve the problem below.
Lesson Regional Diagnostic Assessment
Can the difference of two squares be applicable to 3x3 – 12x? If yes, how? If
no, why?

Answer Key:

Yes, 3x(x2 – 4), thus, 3x3 – 12x = 3x (x – 2)(x + 2).

B. Establishing a The teacher lets the students realize that the different techniques in factoring
Purpose for the polynomials is an important skill needed to formulate real-life problems involving
Lesson Regional Diagnostic Assessment factors of polynomial.

C. Presenting The teacher lets the students, in groups of four do the Activity below.
Examples/Instances
of the Lesson Activity:
Read, analyze and solve the problem below. Show your solution.

1. The length of a floor in the classroom is two more than twice its width. If the
area of the floor is 24 square meters. What are its dimensions?

Regional Diagnostic Assessment Answer Key:

A. Understand the problem
Let w be the width of the floor.
2w + 2 be the length
B. Devise a plan
A = length x width
24 = (2w + 2)w
C. Carry out a plan
24= 2w2 + 2w
0= 2w2 + 2w – 24
0= w2 + w – 12
0= (w - 3)(w + 4) Factor
w–3=0 w+8=0 Equate each factor to 0 and solve for w.
w=3 w = -4
Since the dimensions cannot be negative, the width is 3 meters and the length is 8
meters by substituting 3 to w in 2w + 2.

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D. Discussing New The teacher discusses with the students the process of arriving at the answer of
Concepts and each exercise in Activity given. Furthermore, he/she asks the students about the
Practicing New Regional Diagnostic Assessment mathematical skills or principles that they used to solve the problem. He/She tells
Skills #1 them the steps to solve the problems involving factors of polynomials.

E. Discussing New The teacher discusses and illustrates thoroughly the steps to solve problems
Concepts and involving factors of polynomials on page 10 of the Learner’s Module.
Practicing New Regional Diagnostic Assessment
Skills #2

F. Developing
Mastery Read, analyze and solve the problem. Show your solution.
(Leads to Formative
Assessment 3) A square mirror is surrounded by a 1-inch wide frame.
If the total area of the mirror plus frame is 144 square
inches, what are the dimensions of the mirror?

Regional Diagnostic Assessment Answer Key:

A. Understanding the problem:

Let s = the length of each side of the mirrors + 2 s
s + 2= the length of each side of the frame
B. Devise a plan: s
Area of a square = s2
s+2
144 = (s + 2)2
C. Carry out a plan
(s + 2)2 = 144
s + 4s + 4 = 144
2

s2 + 4s + 4 – 144 = 0
s2 + 4s – 140 = 0
(s + 14)(s – 10) = 0
s + 14 = 0 s – 10=0
s = -14 s = 10

The length of the side cannot be negative, hence we discard s = -14.

Hence, the length of each side of the mirror is 10 inches.

G. Finding Practical
Applications of
Concepts and Skills Regional Diagnostic Assessment
in Daily Living

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H. Making The teacher summarizes the mathematical skills or principles used to solve
Generalizations problems involving factors of polynomials.
and Abstractions 1. What did you do to arrive at the answer?
about the Lesson 2. Where there mathematical skills or principles used to solve the problem?
Regional Diagnostic Assessment 3. What are the steps to solve problems involving factors of polynomials using
Polya’s Method?

Answers shall be drawn from the students.

I. Evaluating The teacher lets the students answer individually the formative assessment.
Learning
Read, analyze and solve the problem below. Show your solution.

A square painting is surrounded by a 1-inch wide frame.

If the total area of the mirror plus frame is 100 square
inches, what are the dimensions of the painting?

Answer Key:
Regional Diagnostic Assessment A. Let s = the length of each side of the painting
s + 2= the length of each side of the frame
B. Write the equation:
Area of a square = s2 s+ s
100 = (s + 2)2 2
C. Solve the equation. s
(s + 2)2 = 100
2
s + 4s + 4 = 100 s+
s2 + 4s + 4 – 100 = 0 2
s2 + 4s – 100 = 0
(s + 12)(s – 8) = 0
s + 12 = 0 s – 8=0
s = -12 s=8

The length of the side cannot be negative, hence we discard s = -12.

Hence, the length of each side of the painting is 8 inches.

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 J. Additional
Activities for
Application or Regional Diagnostic Assessment
Remediation

IV. REMARKS

Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works? What else needs to be done to help the
V. REFLECTION students learn?
Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
A. No. of learners who earned 80% in
the evaluation

B. No. of learners who require

additional activities for remediation

C. Did the remedial lessons work? No.

of learners who have caught up with
the lesson

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D. No. of learners who continue to
require remediation

E. Which of my teaching strategies

work well? Why did these work?

F. What difficulties did I encounter

which my principal or supervisor can
help me solve?

G. What innovations or localized

materials did I used/discover which I
wish to share with other teachers?

Prepared by: Noted:

MELJIM S. REYES RUNILO T. SANGUYO, PhD

Subject Teacher School Head