1

Daily Lesson School Elias P. Dacudao Gumalang School of Home Grade Level Grade 8
Log Industries
Teacher Mr. Julius G. Romano Learning Area MATHEMATICS

Teaching Dates and Time Quarter First Quarter (1st week)

Day 1 Day 2 Day 3 Day 4

Date: Date: Date: Date:
I. OBJECTIVES WEEK 1

The learner demonstrates understanding of key concepts of factors of polynomials, rational algebraic expressions, linear
A. Content standards equations and inequalities in two variables, systems of linear equations and inequalities in two variables and linear functions.

The learner is able to formulate real-life problems involving factors of polynomials, rational algebraic expressions, linear
B. Performance equations and inequalities in two variables, systems of linear equations and inequalities in two variables and linear functions, and
Standards solve these problems accurately using variety of strategies.

C. Learning 1. The learner factors completely different types of polynomials (polynomials with common monomial factor, difference of two
Competencies/ squares, sum and difference of two cubes, perfect square trinomial and general trinomial. M8AL-Ia-b-1
Objectives

I.1 Determine the greatest I.2 Find the factors of I.3 Find the factors of the 1.4 Give the factors of
common factor of binomial sum and difference of Perfect Square Trinomials
polynomial cubes

II. CONTENT Patterns and Algebra

III. LEARNING
RESOURCES

A. References
 2

1. Teacher’s Guide
pages

2. Learner’s Mathematics Learner’s Mathematics Learner’s Mathematics Learner’s Mathematics Learner’s

Materials pages Module pp. 37 - 38 Module pp. 37 - 38 Module pp. 37 - 38 Module pp. 37 - 38

3. Textbook pages

4. Additional
Materials from
Learning Resources
(LR)Portal

IV. PROCEDURES

A. Reviewing previous ● Recall to them the ● Give me an ● Give a short review in ● Review what is
lesson or presenting process of finding the example of a perfect finding the cube root perfect-square trinomial
the new lesson common factors of a square numbers and of perfect cube of
number. terms with their square numbers or terms.
roots.

B. Establishing a ● Can you give ● What have you observe ● What is the formula in ● Present examples
purpose for the common personalities in a square figure in getting the volume of a where perfect square
lesson among Filipinos compared terms of its sides? cube? trinomial is applicable
to other nationalities? ● How to solve for an ● How many dimensions
● What is the Area of a square? needed to solve for its
importance in identifying volume?
what is common among
the group?

C. Presenting ● Before looking at some ● How to factor the ● If the given expression ● Present the key
 3

examples/instances examples, break down difference between two is a sum or different of concept in giving the
of the new lesson the words: perfect squares? two cubes, how are we factors of perfect square
going to get its factors? of Trinomials
Greatest =Largest, ● Present the two special
Common=Shared,
Factor= Factored Piece formulas of the sum
and difference of cubes.

D. Discussing new ● Discuss the steps on how ● Discuss how find ● Is there a pattern that ● What is the result in
concepts and to factor polynomial by the square roots of two you have observed in squaring the binomial?
practicing new skill identifying its GCF. terms that are perfect the formula? ● What have you
#1 square with its ● How to get the first notice with the pattern
factorization as the sum factor? in the middle term of
and difference of the ● How to get the second perfect square
square roots. factor? trinomials?

E. Discussing new ● Given the polynomial, let ● Give an activity to be Think-pair-share Talking to learners/
concepts and the students work by answered by group ● Present the steps on Conferencing
practicing new skill group in determining the the board on how to ● Discuss the steps in
#2 greatest common find the factors of the giving the factors of
monomial factor, quotient sum and difference of Perfect Square
of polynomial and its cubes. Trinomial from the first
factored form ● Give exercises by pair term, middle term up to
to solve. the last term

F. Developing mastery ● Give board work to the ● Ask representative ● Hands on Activity ● Pen and paper test
(Leads to students about finding the among the groups to
Formative greatest common factor answer explain their
Assessment) of polynomial. answers on the board.

G. Finding practical ● What is the largest ● An algebraic term is a ● What is the factored ● Have the students
applications of common coin to represent perfect square when the form of the volume of a reflect about their
 4

concepts and skill P5, P10, P20 and P50? numerical coefficient is given cube figure with learning in factoring
in daily living a perfect square and the variable x and variable perfect square trinomial
exponents of each of the y?
variables are even
numbers.

H. Making ● Finding a greatest ● If subtraction separates ● Let the students ● Perfect-square

generalizations and common factor (GCF) is two squared terms, then summarize the lesson trinomials are
abstractions about the process of identifying the sum and the in finding the sum and quadratics that you got
the lesson what number and difference of the two difference of cubes by squaring a binomial.
variables are group of square roots factor the
terms has in common. binomial.

I. Evaluating learning ● Let the students answer ● Give a short seatwork on ● Answering the ● Create 2 problems
the Exercises in factoring giving the factors of the Formative Assessment in factoring perfect
found in Activity. I in following binomials. square trinomials with
DLP solution

J. Additional ● Reinforcement activity ● Give assignment if ● Give assignment if

activities for for the students about needed needed.
application or determining the greatest
remediation common factor of
polynomials

V. REMARKS

VI. REFLECTION

A…No. of learners who

earned 80% in the
 5

evaluation
B...No. of learners who
require additional activities
for remediation who scored
C…Did the remedial
lessons work? No of
learners who have caught
up with the lesson.
D…No. of learners who
continue to require
remediation.
E…Which of my teaching
strategies worked well?
Why did these work?
F...What difficulties did I
encounter which my
principal or supervisor can
help me solve?
G…What innovation or
other localized materials
did I use/discover which I
wish to share with
teachers?

Daily Lesson School Elias P. Dacudao Gumalang School of Home Grade Level Grade 8
Log Industries
Teacher Julius G. Romano Learning Area MATHEMATICS

Teaching Dates and Time Quarter First Quarter (2nd week)

Day 1 Day 2 Day 3 Day 4

Date: Date: Date: Date:
 6

I. OBJECTIVES WEEK 1
The learner demonstrates understanding of key concepts of factors of polynomials, rational algebraic expressions, linear
A. Content standards equations and inequalities in two variables, systems of linear equations and inequalities in two variables and linear
functions.
The learner is able to 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
B. Performance functions, and solve these problems accurately using variety of strategies.
Standards
C. Learning 1. The learner factors completely different types of 2. The learner solves problems involving factors of
Competencies/ polynomials (polynomials with common monomial polynomials. M8AL- Ib-2
Objectives factor, difference of two squares, sum and difference of
two cubes, perfect square trinomial and general
trinomial. M8AL-Ia-b-1
1.5 Find the factors of 1.6 2.1 Solve geometrical 2.2 Solve problems
trinomials problems using factoring using factoring
Factor polynomials of themethod
form a x² + bx + c with a 1
method

II. CONTENT Patterns and Algebra

III. LEARNING
RESOURCES

A. References
5. Teacher’s Guide
pages

6. Learner’s Materials Mathematics Learner’s

pages Module
pp. 39 - 40
7. Textbook pages Exploring Mathematics I Intermediate Algebra Intermediate Algebra pp.
 7

Elementary Algebra pp. pp.115 Fernando B. 111-115 Fernando B.

538-540 Oriones, et al Oriones, et al
8. Additional Materials
from Learning
Resources
(LR)Portal

IV. PROCEDURES
A. Reviewing previous ● Review: ● Recall to them how ● Review the past lesson ● Recall to them their
lesson or presenting the to factor numbers and in translating verbal learning in factoring
new lesson (x+2)(x+3) = x² + 5x + 6 terms sentences to Quadratic Equations.
(x- 2)(x+3) = x² + 5x - 6
mathematical
Recall also the sentences.
Distributive Property to
factor the polynomial
B. Establishing a ● There are ● There are ● Learning the ● Many problems in other
purpose for the lesson polynomials other than trinomials whose concepts in factoring fields can be solved by
perfect square leading coefficient is polynomials is means of quadratic
trinomials, these are not equal to 1, these are applicable in finding the equation.
trinomials whose called General measurements of some
leading coefficient is 1. Quadratic Trinomials. geometrical figures.

C. Presenting Factor x² + 5x + 6 Factor 2 x² + 11x + 5 ● Present an example Example:

examples/instances of ● List all possible ● List all possible factors of geometrical problems. ● The sum of two
the new lesson factors of 6 of 2 x² and 5 numbers is 22 and the
● Find the factor of 6 ● Test the possibilities to Express each given sum of their squares is
measurement into 250. Find the nu
whose sum is 5 see which arrangement
algebraic expressions
produces the correct
● mbers?
linear term, 11x.

D. Discussing new ● How did you factor ● How did your factor 2 ● How did you express ● What is the first step
concepts and practicing x² + 5x + 6? x² + 11x + 5 each measurement? in solving such
 8

new skill #1 ● What did you do to ● What property you ● What concepts you problem?
factor it? are using after grouping used to arrive the ● What concepts you
● Did you find any the possible factors? correct answer in the need to consider after
difficulty, why? ● How did find the given geometrical formulating the
● What are your correct linear term problem? equation?
difficulties? which serves as the
How did you arrive
middle term the
with your final answer?
trinomial?

E. Discussing new ● Talking to the ● Face to face interaction ● Problem based learning ● Brain Based
concepts and practicing learners/ Conferencing ● Interpersonal and ● Collaborative learning Activity
new skill #2 ● Inquiry-Guided small-group skills ● Critical Thinking
Learning Activity

F. Developing mastery ● Answering of DLP ● Answering of DLP ● Answering of DLP ● Hands On Activity
(Leads to Formative Exercises Exercises Exercises
Assessment)

G. Finding practical ● What are the ● What are the ● Cite real-life ● In solving problems
applications of concepts important concepts to concepts to remember situations where the quadratic equations, what
and skill in daily living remember in factoring in in factoring General knowledge of factoring possible method we can
trinomials? Quadratic Trinomials. is applicable. use?

H. Making ● Let the students ● Let them give a ● Each time we ● Let the students
generalizations and summarize on how to summary of the lesson. expand our equation- summarize the lesson
abstractions about the factor trinomial with 1 as solving capabilities, we about problem solving
lesson
the numerical coefficient gain more techniques using factoring method.
of the leading term. for solving word
problems.

I. Evaluating learning ● Oral Presentation ● Answering of ● Oral Presentation ● Answering of

Formative Assessment Formative Assessment
 9

J. Additional activities
for application or
remediation
V. REMARKS
VI. REFLECTION
A…No. of learners who
earned 80% in the
evaluation
B...No. of learners who
require additional activities
for remediation who scored
C…Did the remedial
lessons work? No of
learners who have caught up
with the lesson.
D…No. of learners who
continue to require
remediation.
E…Which of my teaching
strategies worked well?
Why did these work?
F...What difficulties did I
encounter which my
principal or supervisor can
help me solve?
G…What innovation or
other localized materials did
I use/discover which I wish
to share with teachers?

Daily Lesson School Grade Level Grade 8

Log
Teacher Elias P. Dacudao Gumalang School of Home Learning Area MATHEMATICS
Industries
Teaching Dates and Time Julius G. Romano Quarter First Quarter (3rd week)
 10

Day 1 Day 2 Day 3 Day 4

Date: Date: Date: Date:
I. OBJECTIVES WEEK 1
The learner demonstrates understanding of key concepts of factors of polynomials, rational algebraic expressions, linear
A. Content standards equations and inequalities in two variables, systems of linear equations and inequalities in two variables and linear
functions.
The learner is able to 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
B. Performance functions, and solve these problems accurately using variety of strategies.
Standards
C. Learning 3. The learner’s illustrates 4. The learner simplifies 5. The learner performs operations on rational algebraic
Competencies/ rational algebraic rational algebraic expressions. M8AL-1c-d-1
Objectives expressions. M8AL-1c-1 expressions. M8AL-1c-2

3.1 Classify rational 4.1Simplify rational 5.1 Find the sum and 5.2 Find the sum and the
algebraic expressions from algebraic expression. difference of similar difference of dissimilar
non-rational. rational algebraic algebraic expression.
expressions.

II. CONTENT Patterns and Algebra

III. LEARNING
RESOURCES

A. References
9. Teacher’s Guide
pages

10. Learner’s Materials Mathematics Learner’s Mathematics Learner’s Mathematics Learner’s Mathematics Learner’s
pages Module pp. 70-71 Module pp. 70-71 Module pp. 70-71 Module pp. 70-71

11. Textbook pages Mathematics III pp. 175-

176 By: Oronce, Orlando
 11

et.al
12. Additional Materials
from Learning
Resources
(LR)Portal

IV. PROCEDURES
A. Reviewing previous ● Review to them the ● Recall to them the ● Review them on ● Review to them the
lesson or presenting the concept of translating concepts in reducing or how to add and previous topic in adding
new lesson verbal phrases to simplifying rational subtract fractions. and subtracting similar
mathematical expressions numbers. algebraic expressions.

B. Establishing a ● There are ● Rational algebraic ● Why do we need to ● Like fractions, there
purpose for the lesson expressions in rational expressions can be learn how to add and is also dissimilar
or fractional form. reduced and simplified subtract similar algebraic expression.
like rational numbers. algebraic expressions?

C. Presenting ● Present an ● Present an example ● Give illustrative ● Present examples

examples/instances of expression on the board of rational algebraic examples in finding the on adding and
the new lesson with rational and non- expressions to be sum and difference of subtracting dissimilar
rational expressions. simplified. similar algebraic rational algebraic
expressions? expressions.

D. Discussing new ● What are rational ● What have you ● Discuss the steps in ● Discuss the steps in
concepts and practicing expressions and what are observed with the adding and subtracting adding and subtracting
new skill #1 non-rational expressions? expressions? rational expressions with dissimilar rational
● What makes an ● How to simplify like denominator. algebraic expression.
expression a non-rational rational expressions? ● What did you do in ● What concepts in
expression? ● What law of the numerator and the factoring you apply in
exponent you may apply denominator of the finding the LCD of the
in simplifying rational
 12

expressions? expression? expression?

● How to determine if
How did you arrive the How did you simplify
the expression is in
answer? the resulting rational
simplified form? expression?
E. Discussing new ● Brain Based ● Cooperative ● Discussion Strategy ● Discussion Strategy
concepts and practicing Strategy Learning Activity to ● Active Learning ● Active Learning
new skill #2 ● Logical Thinking ● Group Discussion
Activity Activity

F. Developing mastery ● Answering DLP ● Answering DLP ● Answering DLP ● Answering DLP
(Leads to Formative Exercises Exercises Exercises Exercises
Assessment)

G. Finding practical ● If the denominator ● ● What are the ● What are the
applications of concepts is zero, it is meaningless concepts that we must concepts that we should
and skill in daily living expression because consider
If A, B and C are polynomials, in adding
then and whereremember
CA/CB=A/B, B 0 and in
C adding
0.
division by zero is subtracting similar and subtracting
undefined. rational expressions? dissimilar rational
expressions?

H. Making ● ● The method of ● Let the students give ● Let the students
generalizations and simplifying rational the summary of the summarize the day’s
abstractions about the expressions is similar to topic discussed. lesson
lesson
that of reducing a
A rational expression (alsorational
called number.
an algebraic fraction) is an algebraic expression of the form p/q, where p and q are polynomials
 13

I. Evaluating learning ● Answering ● Answering ● Answering ● Answering

Formative Formative Formative Formative
Assessment Assessment Assessment Assessment

J. Additional activities
for application or
remediation
V. REMARKS
VI. REFLECTION
A…No. of learners who
earned 80% in the
evaluation
B...No. of learners who
require additional activities
for remediation who scored
C…Did the remedial
lessons work? No of
learners who have caught up
with the lesson.
D…No. of learners who
continue to require
remediation.
E…Which of my teaching
strategies worked well?
Why did these work?
F...What difficulties did I
encounter which my
principal or supervisor can
help me solve?
G…What innovation or
other localized materials did
I use/discover which I wish
to share with teachers?
 14

Daily Lesson School Elias P. Dacudao Gumalang School of Home Grade Level Grade 8
Log Industries
Teacher Julius G. Romano Learning Area MATHEMATICS

Teaching Dates and Time Quarter First Quarter (4th week)

Day 1 Day 2 Day 3 Day 4

Date: Date: Date: Date:
I. OBJECTIVES WEEK 1
The learner demonstrates understanding of key concepts of factors of polynomials, rational algebraic expressions, linear
A. Content standards equations and inequalities in two variables, systems of linear equations and inequalities in two variables and linear
functions.
The learner is able to 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
B. Performance functions, and solve these problems accurately using variety of strategies.
Standards
C. Learning 5. The learner performs operations on rational algebraic 6. The learner solves problems involving rational algebraic
Competencies/ expressions. M8AL-Ic-d-1 expressions. M8AL-Id-2
Objectives
5.3 Find the product of 5.4 Find the quotient of 6.1 Solve motion problems 6.2 Solve work problems
rational algebraic rational algebraic involving rational involving rational
expressions expressions expressions. expressions.

II. CONTENT Patterns and Algebra

III. LEARNING
RESOURCES

A. References
13. Teacher’s Guide
 15

pages

14. Learner’s Materials

pages

15. Textbook pages Intermediate Algebra II by: Intermediate Algebra II by: Exploring Mathematics I Exploring Mathematics I
Simon L. Chua pp. 86 - 87 Simon L. Chua pp. 90-91 Elementary Algebra pp. Elementary Algebra pp.
222-223 222-223
16. Additional Materials
from Learning
Resources
(LR)Portal

IV. PROCEDURES
A. Reviewing previous ● Review to them on ● Review to them on how ● Recall to them their ● Recall to them their
lesson or presenting the how to multiply fractions to divide fractions learning on how to solve learning on how to solve
new lesson and perform operations motion problem
involving rational involving rational
algebraic expressions algebraic expressions.

B. Establishing a ● Why do we need to ● Why do we need to ● What is the ● Relate the importance in
purpose for the lesson learn how to multiply learn how to divide importance in learning learning to solve motion
rational algebraic rational algebraic how to solve motion problem to work
expressions? expressions? problem? problem.

C. Presenting ● Present an ● Present an illustrative ● Present an illustrative ● Present an

examples/instances of illustrative example in example in dividing example on motion illustrative examples on
the new lesson multiplying rational rational algebraic problems involving work problems involving
algebraic expressions. expressions rational algebraic rational algebraic
expressions expressions

D. Discussing new ● Discuss the steps in ● Discuss the steps in ● Discuss with the ● Discuss with the
concepts and practicing finding the product of finding the quotient of students the concepts and students the concepts to be
 16

new skill #1 rational algebraic rational algebraic formula in getting the applied in solving work
expressions. expressions distance, rate and time in problems.
● How did you arrive ● How did you arrive motion problems. ● What type of
with your answer? with your answer? ● What type of equation you are
● What difficulties ● What difficulties equation you are formulating?
you encountered in you have encountered in formulating? ● What operations of
finding the product of finding the product of ● What operations of algebraic expressions
rational algebraic rational algebraic algebraic expressions involve in motion
expression? expressions? involve in motion problems?
problems? ● How did you arrive
● How did you arrive with your final answer?
with your final answer?

E. Discussing new ● Discussion Strategy ● Discussion Strategy ● Learner-centered ● Learner-centered

concepts and practicing ● Active Learning ● Active Learning Teaching Teaching
new skill #2 ● Lecture Strategy ● Lecture Strategy

F. Developing mastery ● Answering DLP ● Answering DLP ● Answering DLP ● Answering DLP
(Leads to Formative Exercises Exercises Exercises Exercises
Assessment)

G. Finding practical ● In finding the ● In finding the ● In solving motion ● In solving work
applications of concepts product of rational quotient of rational problems, what problems, what
and skill in daily living algebraic expressions, algebraic expressions, important in concepts important concepts in
what are the concepts what are the concepts rational algebraic rational algebraic
needed to solve it? needed to solve it? expression we need to expression we need to
apply? apply?

H. Making ● Students summarize ● Ask students to ● Students will give a ● Ask students to
generalizations and give a brief summary of brief summary of the give a brief summary of
 17

abstractions about the the lesson the discussion. lesson discussed the discussion
lesson

I. Evaluating learning ● Answering a ● Answering a ● Answering a ● Answering a

Formative Assessment Formative Assessment Formative Assessment Formative Assessment

J. Additional activities
for application or
remediation
V. REMARKS
VI. REFLECTION
A…No. of learners who
earned 80% in the
evaluation
B...No. of learners who
require additional activities
for remediation who scored
C…Did the remedial
lessons work? No of
learners who have caught up
with the lesson.
D…No. of learners who
continue to require
remediation.
E…Which of my teaching
strategies worked well?
Why did these work?
F...What difficulties did I
encounter which my
principal or supervisor can
help me solve?
G…What innovation or
other localized materials did
 18

I use/discover which I wish

to share with teachers?

Daily Lesson School Elias P. Dacudao Gumalang School of Home Grade Level Grade 8
Log Industries
Teacher Julius G. Romano Learning Area MATHEMATICS

Teaching Dates and Time Quarter First Quarter (5th week)

Day 1 Day 2 Day 3 Day 4

Date: Date: Date: Date:
I. OBJECTIVES WEEK 1
The learner demonstrates understanding of key concepts of factors of polynomials, rational algebraic expressions, linear
A. Content standards equations and inequalities in two variables, systems of linear equations and inequalities in two variables and linear
functions.
The learner is able to 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
B. Performance functions, and solve these problems accurately using variety of strategies.
Standards
C. Learning 7. The learner illustrates 8. The learner illustrates 9. The learner illustrates 10. The learner finds the
Competencies/ the rectangular linear equations in two the slope of a line. M8AL- slope of a line given two
Objectives coordinate system and its variables. M8AL- Ie-4 points, equation, and
10. The learner finds the graph.
uses. M8AL-Ie-1 Ie-3
slope of a line given two M8AL-Ie-5
points, equation, and graph
M8AL-Ie-5

7.1 Describe the 8.1Identify linear 9.1 Illustrates the slope of 10.1 Identify the slope of a
Rectangular Coordinate equations in two the line line represented by the
System and its uses variables. 10.1 Find the slope of a equations and graphs
line given two points
 19

II. CONTENT Patterns and Algebra

III. LEARNING
RESOURCES

A. References
17. Teacher’s Guide
pages

18. Learner’s Materials Mathematics Learner’s Mathematics Learner’s Mathematics Learner’s Mathematics Learner’s
pages Module pp. 122-123 Module pp. 181-183 Module pp. 181-183 Module pp. 183-184

19. Textbook pages

20. Additional Materials

from Learning
Resources
(LR)Portal

IV. PROCEDURES
A. Reviewing previous ● Recall to them their ● Show different ● Present a picture of ● Recall to them the
lesson or presenting the prior knowledge about the examples of linear and “Mount Mayon” concept in finding the
new lesson Cartesian coordinate non-linear equations in slope of a line?
plane. two variables then ask
which examples are
linear equations in two
variables.

B. Establishing a ● Introduce to them ● Show a picture of ● What can you say ● Can we find the
purpose for the lesson the name behind the graphs of linear about the picture? slope of line given
Cartesian plane, Rene equations in two ● What about its equation and the graph of
Descartes; and his variables steepness? a line?
contributions in the field
 20

of mathematics. ● Describe the picture

from top to bottom.

C. Presenting ● Present on the ● Present to the ● Present a different ● Present an example

examples/instances of board the illustration of students that linear graphs on the board and to solve for the slope of
the new lesson Cartesian coordinate plane equation defined by let the students identify a line given the graph
and what it composed of. y=mx+b can be whether the slope is and equation of a line.
represented by its equation positive, negative, zero
where m is the slope and b or undefined.
is the y-intercept.
● The highest degree
is 1.

D. Discussing new ● What is the Example: 3x + 2y = 6 ● How did you find ● Discuss to the
concepts and practicing Rectangular Coordinate ● Does the equation the activity? students on how to solve
new skill #1 System composed of? describe a linear? ● What is the trend of for the slope of a line
● Where do you see ● How did you the graph? Is it increasing given the graph.
the origin? identify if it’s a linear or or decreasing? ● What is the slope of
● What are the signs not? ● What is the slope of the line given the graph?
of coordinates of the ● If yes, determine each increasing graph?
the slope and the y- How did you arrive
points in each quadrant?
What is the slope of each with your answer?
● What is the use of intercept?
● How did you solve decreasing graph?
Rectangular Coordinate
System? for the slope and y-
intercept?

E. Discussing new ● Spatial Graphs ● Experiential ● Discuss the ● Discuss to the

concepts and practicing Observing Relationship learning concepts in finding the students on how to solve
new skill #2 slope of a line given two for the slope of a line
Logical/Mathematical points given the equation.
Activity
● Spatial Graphs ● What is the slope of
 21

Observing Relationship the line given the graph?

How did you arrive

with your answer?
F. Developing mastery Let the student ● Answering DLP ● Answering DLP ● Answering DLP
(Leads to Formative illustrate the Cartesian Exercises Exercises Exercises
Assessment) Coordinate Plane with
correct label
G. Finding practical ● What is the ● Does the graph of ● In what particular ● Is finding the slope
applications of concepts relevance in describing the linear equation forms a real life situation where of a line applicable in
and skill in daily living Cartesian coordinate line? we can apply finding the constructing buildings?
system and its uses? slope of given two points?
How about the non-
linear equation?
H. Making ● Let the students ● Linear equation ● A slope of a line ● Let the students
generalizations and describe Cartesian defined by y = mx + b can be computed by summarize the day’s
abstractions about the Coordinate plane and can be represented by its finding the quotient of discussion.
lesson
explain its uses. equation where m is the rise and run.
slope and b is the y-
intercept and the highest
degree is 1.

I. Evaluating learning ● Answering ● Answering ● Answering ● Answering

Formative Assessment Formative Assessment Formative Assessment Formative Assessment

J. Additional activities
for application or
remediation
V. REMARKS
VI. REFLECTION
A…No. of learners who
earned 80% in the
evaluation
 22

B...No. of learners who

require additional activities
for remediation who scored
C…Did the remedial
lessons work? No of
learners who have caught up
with the lesson.
D…No. of learners who
continue to require
remediation.
E…Which of my teaching
strategies worked well?
Why did these work?
F...What difficulties did I
encounter which my
principal or supervisor can
help me solve?
G…What innovation or
other localized materials did
I use/discover which I wish
to share with teachers?