DLP Math 8 Quarter 1

Instructional Planning
(The process of systematically planning, developing, evaluating and managing the instructional
process by using principles of teaching and learning - D.O. 42, s. 2016)
Daily Lesson Plan (DLP) Format

Learning Area:
DLP No.: Grade Level: Quarter: Duration: Date:
Mathematics 8 1 60
Learning Competency/ies: 1. The learner factors completely different types of polynomials Code:
(polynomials with common monomial factor, difference of two squares,
(Taken from the Curriculum Guide) sum and difference of two cubes, perfect square trinomials, and general M8AL-Ia-b-1
trinomials).
Key Concepts / Understandings to be

Factors of Polynomials.
Developed
Adapted Cognitive Process
Domain Dimensions (D.O. No. 8, s. 2015) OBJECTIVES:
Knowledge The fact or

Remembering
condition of knowing something with
familiarity gained through experience Understanding determine factors of polynomials with its Greatest Common Factor,
or association
Skills The ability and capacity

acquired through deliberate, Applying factor completely polynomials with common monomial factor
systematic, and sustained effort to
smoothly and adaptively carryout Analyzing
complex activities or the ability,
coming from one's knowledge,
Evaluating
practice, aptitude, etc., to do Creating
something
Attitude Valuing perform factoring with patience and accuracy.
Values Valuing
2. Content 1.a Factoring Polynomials with Common Monomial Factor
Teachers Guide, Learners Manual pp.30-31 and Elementary Alg I. 2000. pp. 200-211*
3. Learning Resources https://www.khanacademy.org/math/algebra/polynomial-factorization/factoring-polynomials-1-common-
factors/e/factoring-polynomials
4. Procedures
4.1 Introductory Activity The teacher randomly picks three students. The teacher asks the class to identify the common characteristics
5 minutes of the three students.
4.2 Activity The teacher elicits the following from the class:
1. Give the prime factors of 8 and 12.
2. Find the GCF of 12 and 15.
5 minutes 3. Find the GCF of
4ab +
〖 12� 〗 ^2b-
4.3 Analysis
〖 10��
1. What have you noticed about〗the^2.
prime factors of 8 and 12?
2. How did you find the GCF of 12 and 15?
5 minutes 3. How about the activity number 3?
Giving of additional input about getting the GCF.
4.4 Abstraction Processing and discussing the solutions of the given activity.
GCF of 8;12 GCF of 12 and 15 GCF of 4ab + 12a 2 _ 10ab2
8= 2 X 2 x 2 12 =2 x 2 x 3 GCF = 2ab
10 minutes 12= 2x 2 x 3 15= 3 x 5 Factored Form: 2ab (2+6a-5b)
GCF =4 GCF = 3
4.5 Application Determine the GCF of the following expresions and factor out the common monomial.
1. ) 3x -6y +12z = 3(x-2y+4z) 3.)
2.) 4��𝑐− 〖 6� 〗 ^2b𝑐^2-
15 minutes 8�^3 �^2 𝑐^3=
− 〖 4� 〗 ^2y -8x�^2-16xy= 4xy(x -2y-
8) 2abc(2 -3ac-4�^(2 )b𝑐^2)
4.6 Assessment A. Determine the greatest common factors.
1.)
-3a²b + 6a³b² GCF:3a²b
2.)
3.) 〖 20� 〗 ^4 - 30x + 30
B.〖 GCF:
Factor 10〗
out
30� common monomials.GCF: 5
the^9+5ab−15a²
1.)
Tests 2.)
18 minutes 3.) 8�³ �² + 4x³ = 4x³ (2y +1)
12�^3 �^5 - 〖 20� 〗 ^5 �^2z = 4x³�^2 (3 +
5x²y³z)
〖 15� 〗 ^2 �^2- 〖 20� 〗 ^3 �^2+25�^2 �^2 =
5x²�² (3−4�+5)
4.7 Assignment Give 5 items. Factor the following polynomials.
Enhancing / improving the 1. −7𝑚^2−10𝑚+17 3. 18𝑝^3−63𝑝^2−9𝑝

2. 4. 36𝑟𝑠^2−108𝑟^2 𝑠^3
2 minutes day’s lesson 100𝑧^9+50𝑧^6−75𝑧^5
5. 18�^2−50�^2
4.8 Concluding Activity Summarize the lesson by asking the students about what they have learned today.
minutes
5. Remarks
6. Reflections
C. Did the remedial lessons work? No. of learners who have caught up with the
A. No. of learners who earned 80% in the evaluation.
lesson.
B. No. of learners who require additional activities for
D. No. of learners who continue to require remediation.
remediation.
E. Which of my learning 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 localized materials did I

use/discover which I wish to share with other teachers?
Prepared by:
Name: ZEBA L. BACUS School: ZEBA L. BACUS
Position/
Division: CEBU PROVINCE
Designation:
Contact
Email address:
Number:

Learning Area:
DLP No.: Grade Level: Quarter: Duration:
5 Mathematics 8 1 60
Learning Competency/ies:
1. The learner factors completely different types of
polynomials (polynomials with common monomial factor,
(Taken from the Curriculum Guide) difference of two squares, sum and difference of two cubes,
perfect square trinomials, and general trinomials).

Developed

Remembering
Knowledge The
fact or condition of knowing
something with familiarity gained Understanding
through experience or association
Applying factor completely general trinomials of the form 〖 ��〗 ^� +bx +c

Analyzing where a=1
Skills
The ability and capacity acquired
through deliberate, systematic, and
sustained effort to smoothly and Evaluating
adaptively carryout complex
activities or the ability, coming from
one's knowledge, practice, aptitude,
etc., to do something
Creating
Attitude Valuing display patience and accuracy of work in the assesment.
Values Valuing
2. Content 1.e Factoring General Trinomial of the form 〖��〗 ^� +bx +c

where a=1
Teachers Guide, Learners Manual pp. 42-47
3. Learning Resources https://cdn.kutasoftware.com/Worksheets/Alg1/Factoring%202.pdf
4. Procedures
4.1 Introductory Activity The teacher will randomly pick a student to identify values of a, b and c in a given general trinom
1. �^2−2�−3
2. 〖 5� 〗 ^2+13�−6
8 minutes 3. �^2−5�+6
4. 〖 2� 〗 ^2−15�+18
4.2 Activity Brainstorming by pair. Identify the numbers that will give the following sum and product:
1. Sum = 3, Product = -10
2. Sum = -2, Product = 3
12 minutes 3. Sum = 6, Product = 8
4. Sum = 7, Product = 12
4.3 Analysis How did you come up with your answers?

What lesson that you have learned in the past is applied in the process?
3 minutes
Here are the steps required for factoring a trinomial when the leading coefficient is 1:
Step 1: Make sure that the trinomial is written in the correct order; the trinomial must be written
order from highest power to lowest power.
Step 2 : Decide if the three terms have anything in common, called the greatest common factor
factor out the GCF. Do not forget to include the GCF as part of your final answer.
4.4 Abstraction Step 3 : Multiply the leading coefficient and the constant, that is multiply the first and last numbe
Step 4 : List all of the factors from Step 3 and decide which combination of numbers will combin
number next to x.
Step 5 : After choosing the correct pair of numbers, you must give each number a sign so that w
combined they will equal the number next to x and also multiply to equal the number found in S
Step 6 : Rewrite the original problem with four terms by splitting the middle term into the two nu
in step 5.
Step 7 : Now that the problem is written with four terms, you can factor by grouping.
�^2−2�−15
5 minutes Product of a and c = (1)(-15) = -15
Factors of ac Sum of the factors of ac
--5 x 3 -5 + 3 = -2
5 x -3 5 + -3 = 2
15 x -1 15 + (-1) = 14
-15 x 1 -15 + 1 = - 14
= (x -5)(x + 3)
4.5 Application Let the students answer the excersice by dyad.

Practice Exercise:Factor the following trinomials
1.) 2.)
�^2 + 16x+ �^2 + 16x+
3.) 4.) 63
15 minutes 63
Checking �^2 + 13y+ of answers after the given time. 𝑝^2 −4p −12
and discussing
40
4.6 Assessment Factor completely.

1.) �^2+� −12 (x+4) (x−3)
2.)
�^2+8y+15 (y+5) (y+3)
3.)
Tests 4.) �^2 −7y+10 (y−5)(y−2)
15 minutes 5.) 𝑚^2 −5m −14 (m−7) (m+2)
Checking and processing of answers.
�^2+5x −24 (x+8) (x−3)
4.7 Assignment Read and study Math learners Module pp. 43-44
Factor completely.
1.)
〖 2� 〗 ^2+9x
Preparing for the new lesson 2.) −35
2 minutes
3.)〖 6� 〗 ^2 −y
−2
Checking
〖 5� 〗 and^2+7a
proceesing of answers.
+2
4.8 Concluding Activity
Wrap up of the lesson by allowing the students to recall the rule in factoring trinomials of the for
minutes
5. Remarks
6. Reflections
C. Did the remedial lessons work? No. of learners who have caught up with the
lesson.

remediation.
E. Which of my learning strategies worked well? Why did
these work?


Prepared by:
Name: Math Department School: Consolacion National High School- Day C
Position/
Designation:
Contact
Email address:
Number:
ng and managing the instructional
ng - D.O. 42, s. 2016)
mat
Duration: Date:
60 June 13, 2017
Code:
M8AL-Ia-b-1
OBJECTIVES:
the form 〖 ��〗 ^� +bx +c

where a=1
in the assesment.
f the form 〖��〗 ^� +bx +c

where a=1
pp. 42-47
ksheets/Alg1/Factoring%202.pdf
y values of a, b and c in a given general trinomial.

ill give the following sum and product:
applied in the process?

al when the leading coefficient is 1:
he correct order; the trinomial must be written in descending
n common, called the greatest common factor or GCF. If so,

CF as part of your final answer.
nstant, that is multiply the first and last numbers together.
ide which combination of numbers will combine to get the
s, you must give each number a sign so that when they are
d also multiply to equal the number found in Step 3.
ms by splitting the middle term into the two numbers chosen
terms, you can factor by grouping.
2.)
�^2 + 16x+
4.) 63
en time. 𝑝^2 −4p −12
12 (x+4) (x−3)
+15 (y+5) (y+3)
+10 (y−5)(y−2)
−14 (m−7) (m+2)
essing of answers.
24 (x+8) (x−3)
ath learners Module pp. 43-44
eesing of answers.
recall the rule in factoring trinomials of the form ax2 + bx + c.
s work? No. of learners who have caught up with the
inue to require remediation.
Consolacion National High School- Day Class
CEBU PROVINCE
〖��〗 ^� +bx +c
where a = 1
attitude
Receiving Phenomena
Responding to Phenomena
Valuing
Organization
Internalizing values
assignment
Reinforcing / strengthening the

day’s lesson
Enriching / inspiring the day’s
lesson
Enhancing / improving the day’s
lesson
Preparing for the new lesson
assessment
Observation
Talking to Learners/
Conferencing
Anlysis of Learners' Products
Tests

Learning Area:
1. The learner factors completely different types of
polynomials (polynomials with common monomial factor,
(Taken from the Curriculum Guide) difference of two squares, sum and difference of two cubes,
perfect square trinomials, and general trinomials).

Developed

Remembering identify the value of a ,b and c in the form of 〖��〗 ^� +

Knowledge bx + c ;
The fact or condition of knowing
Applying find the factors of polynomials in the form 〖��〗 ^� + bx + c where

Analyzing a≠�
Skills
The ability and capacity
acquired through deliberate, Evaluating
smoothly and adaptively carryout
complex activities or the ability,
coming from one's knowledge,
practice, aptitude, etc., to do
something
Creating
Attitude Valuing show willingness and patience which leads to accuracy of work.
Values Valuing
2. Content 1.e Factoring General Trinomial of the form 〖��〗 ^� + bx + c where

a≠�
3. Learning Resources http://www.khanacademy.org/math/algebra/polynomials/e/factoring_polyno
4. Procedures
4.1 Introductory Activity In the given polynomial let the students identify numbers which corresponds to the value of a,b
form
〖��〗 ^� +
8 minutes bx〖��〗
+c. ^� +
17x + 8
〖��〗 ^� +
17x + 8
Divide the class into 8 groups.
4.2 Activity Find the value of ac in each quadratic expression and identify the two numbers that will give the
value of ac and the sum will give the middle term.
1.)
2.) 〖��〗 ^� + x
15 minutes -6
3.) 〖��〗 ^� +
13x + 5
〖��〗 ^� -
23y + 15
4.3 Analysis How did you answer the activity?
What lesson in the past did you apply to be able to answer the activity?
10 minutes
Here are the steps required for factoring a trinomial when the leading coefficient is not 1:
Step 1: Make sure that the trinomial is written in the correct order; the trinomial must be written
order from highest power to lowest power.
Step 2 : Decide if the three terms have anything in common, called the greatest common factor
factor out the GCF. Do not forget to include the GCF as part of your final answer.
Step 3 : Multiply the leading coefficient and the constant, that is multiply the first and last numbe
Step 4 : List all of the factors from Step 3 and decide which combination of numbers will combin
number next to x.
Step 5 : After choosing the correct pair of numbers, you must give each number a sign so that w
4.4 Abstraction combined they will be equal to the number next to x and also multiply to equal the number foun
Step 6 : Rewrite the original problem with four terms by splitting the middle term into the two nu
step 5.
Step 7 : Now that the problem is written with four terms, you can factor by grouping.
2�^2−3�+1
Product of ac = 2(1) = 2
Factors of ac Sum of the factors of ac
2(1) 3
-2(-1) -3
5 minutes
=
= (�−2/2)(�−1/2)
= (�−1)(2�−1)
4.5 Application Identify the value of a,b and c then, find the factors of each trinomial.
1.)
〖��〗
a = ____ ^� - cx = ____
b = ____ factors :
+1
2.)
10 minutes a = ____ b = ____
〖��〗 ^� + c = _____ factors :
4x -1
4.6 Assessment Identify the value of a,b and c then, find the factors of each trinom
a = 8 b = - 14 c = - 15 factors : ( x - 20
Anlysis of Learners' Products 2.) 〖��〗 ^� a = 3 b = 22 c = 35 factors : (
10 minutes -14x -15^� +
〖��〗
22x +35
4.7 Assignment Factor completely:
Enhancing / improving the 〖��〗 ^� - 27

day’s lesson
Factor completely:
Enhancing / improving the 〖��〗 ^� - 27

2 minutes day’s lesson 〖��〗 ^�
-30x + 9
〖��〗 ^� - 〖��〗 ^� -
〖��〗 ^� +2x
minutes
5. Remarks
6. Reflections
C. Did the remedial lessons work? No. of learners who have caught up with
the lesson.
remediation.
E. Which of my learning strategies worked well? Why

did these work?
F. What difficulties did I encounter which my principal

or supervisor can help me solve?

Prepared by:
Name: Math Department School: Consolacion National High School- Day C
Position/
Designation:
Contact
Email address:
Number:
ng - D.O. 42, s. 2016)
mat
Duration: Date:
60 June 14, 2018
Code:
M8AL-Ia-b-1
OBJECTIVES:
he form of 〖��〗 ^� +
bx + c ;
he form 〖��〗 ^� + bx + c where

a≠�
eads to accuracy of work.
f the form 〖��〗 ^� + bx + c where

a≠�
/algebra/polynomials/e/factoring_polynomials_1
umbers which corresponds to the value of a,b,and c of the

and identify the two numbers that will give the product of the
to answer the activity?
al when the leading coefficient is not 1:

he correct order; the trinomial must be written in descending
n common, called the greatest common factor or GCF. If so,

CF as part of your final answer.
nstant, that is multiply the first and last numbers together.
ide which combination of numbers will combine to get the
s, you must give each number a sign so that when they are
x and also multiply to equal the number found in Step 3.
ms by splitting the middle term into the two numbers chosen in
terms, you can factor by grouping.
s of each trinomial.
f a,b and c then, find the factors of each trinomial. 1.)

a = 8 b = - 14 c = - 15 factors : ( x - 20 ) ( x + 6 )
a = 3 b = 22 c = 35 factors : ( 3x + 7 ) ( x + 15 )
〖��〗 ^� -
+2x
ns work? No. of learners who have caught up with
ntinue to require remediation.
CEBU PROVINCE
attitude
Receiving Phenomena
Valuing
Organization
assignment

day’s lesson
lesson
lesson
assessment
Observation
Conferencing
Tests

Learning Area:
9 MATHEMATICS 8 1 60
Learning Competency/ies: 2. The learner solves problems involving factors of Code:
(Taken from the Curriculum polynomials M8AL-Ib-2
Guide)
Key Concepts / Understandings to
be Developed
Remembering
Knowledge
The fact or condition of
knowing something with
familiarity gained through Understanding
experience or association
Applying solve problems involving factors of polynomials;

Analyzing
Skills
acquired through deliberate,
systematic, and sustained Evaluating
effort to smoothly and
activities or the ability, coming
from one's knowledge,
something
Creating
Attitude Valuing perform the process in problem solving with patience and accuracy.
Values Valuing
2. Content Problem Solving involving Factors of Polynomials
3. Learning Resources Elem. Algebra 2010; p. 220-221, Moving Ahead II, p. 210-212
4. Procedures
The teacher asks the students to give the 6. quotient
4.1 Introductory Activity symbol that represents the following phrases: 7. difference
1. less than 8. thrice
2. greater than 8. twice
3. diminished by 9. squared
5 minutes 4. the sum 10. subtracted by
5. product
By pair:
4.2 Activity Translate the verbal phrases to mathematical phrases.
1. 5 less than a number x
2. the product of the sum of a and b and the difference of c and d
3. twice the sum of a number
10 minutes 4. the square of a
4.3 Analysis How did you answer the activity?

5 minutes What words can be translated to mathematical operation?
Let's try this:
The length of rectangular garden is 5 meters more than its width. If its area is 230 .Find its
dimensions.
Solution: Checking:
4.4 Abstraction Given: �=𝑙� A= LW
w=? 230 = (w+5) w = (15)(20)
L= w+5 230 =�^2+5 230 = 230
A = 234 230−5=�^2+5−5
𝑚^2 Therefore, the length of the
225=�^2
√225=� rectangular garden is 20 m and the
�=15 m width is 15 m.
�=�+5
=15+5
10 minutes �=20 𝑚
4.5 Application Solve the problem. Show your solution.

The width of the rectangle is 7 cm less than twice its length. Its area is 30 square centimeters. Find
11 minutes dimensions of the rectangle.
4.6 Assessment Solve the problem. Show your solution.
The length of a rectangle is 4 ft more than twice the width. The area
Talking to Learners/ rectangle is 48 .Find the length and the width of the rectangle
L = 12 ft, W = 4 〖 � 〖� 〗
ft ^2
15 minutes Conferencing
4.7 Assignment Enhancing / improving the A water tank is (y) meter wide, (3y + 1) meter long, and (4y - 1) mete
2 minutes day’s lesson How much water can it hold?
4.8 Concluding Activity Present this quotation to the class : "The formulation of a problem is often more essential that its s
2 minutes which may be merely a matter of mathematical or experimental skills." - Albert Einstein
5. Remarks
6. Reflections
A. No. of learners who earned 80% in the C. Did the remedial lessons work? No. of learners who have caught up with
evaluation. the lesson.
B. No. of learners who require additional

activities for remediation.
E. Which of my learning strategies worked well?
Why did these work?
F. What difficulties did I encounter which my

principal or supervisor can help me solve?
use/discover which I wish to share with other
teachers?
Prepared by:
Name: Math Department/APRIL JEAN P. GEVANA School: Consolacion National High School- Day Clas
Position/
Designatio Division: CEBU PROVINCE
n:
Contact
Email address:
Number:
Date:
June 20, 2018
Code:
M8AL-Ib-2
d accuracy.
p. 210-212
f its area is 230 .Find
𝑚^2its
g:
5)(20)
30
re, the length of the

ular garden is 20 m and the
15 m.
is 30 square centimeters. Find the
n.
han twice the width. The area of the
h and the width of the rectangle.
) meter long, and (4y - 1) meter deep.
s often more essential that its solution,

mental skills." - Albert Einstein
onal High School- Day Class
E
attitude
Receiving Phenomena
Valuing
Organization
assignment

day’s lesson
lesson
lesson
assessment
Observation
Conferencing
Tests

Learning Area:
Learning Competency/ies: Code:
3. The learner illustrates rational algebraic expressions.
(Taken from the Curriculum Guide) M8AL-Ic-1

Rational Algebraic Expressions.
Developed

Remembering define a rational algebraic expression;

Knowledge The
fact or condition of knowing
Applying illustrate rational algebraic expressions;

Analyzing
Skills
through deliberate, systematic,
and sustained effort to smoothly
Evaluating
and adaptively carryout complex
from one's knowledge, practice,
aptitude, etc., to do something
Creating
Attitude Valuing work willingly and cooperatively with others.

Values Valuing
2. Content Rational Algebraic Expressions
3. Learning Resources Learner's Materials pp. 70
4. Procedures
4.1 Introductory Activity Review concepts such as rational expression and algebraic expression through prompting. Who c
5 minutes an examples of a rational expressions? Algebraic expressions?
Group Work: In a group of 5 members, combining the concept of rational expressions and algebr
4.2 Activity
1/5,⅕,5/6,
expressions.i.e. ⅚, ⅖(�+�)/(�^2−�^2
and a + b/ a2 - b2; 5y),-1/2.
2/5 Create a rational algebraic expression.
(5�−1)/2
10 minutes
4.3 Analysis How do you define a rational agebraic expression?
5 minutes What composes a rational algebraic expression?
Processing the answers of the group.
A rational algebraic expresssion is a ratio of two polynomials
4.4 Abstraction provided that the denominator is not equal to zero. In symbols: P/Q ,where P and Q are polynomi
and Q ≠ 0. �/�
10 minutes 1/2�, 4��/(2+�)
4.5 Application Practice Exercises: A. Define a rational algebraic expression. 1. (𝑚+2)/0

B. Identify if it is a rational algebraic expression or not.
3. (�−2)/(�+2)
10 minutes C. Illustrate a rational algebraic expression.
4.6 Assessment Orally:

Talking to Learners/ A. Define a rational algebraic expression.
10 minutes Conferencing B. Illustrate a rational algebraic expression.
4.7 Assignment
Give 5 examples of rational algebraic expressions and 5 expressio
Reinforcing / strengthening
cannot be considered rational algebraic expressions with an explan
2 minutes the day’s lesson
why?

Make up a short song describing rational algebraic expressions by group.
8 minutes
5. Remarks
6. Reflections
B. No. of learners who require additional activities

for remediation.
Why did these work?

teachers?
Prepared by:
Name: Math Department/APRIL JEAN P. GEVANA School: Consolacion National High School- Day Cl
Position/
Designation:
Contact
Email address:
Number:
Date:
June 22, 2018
Code:
M8AL-Ic-1
on through prompting. Who can give
onal expressions and algebraic

algebraic expression.
where P and Q are polynomials
1. (𝑚+2)/02. 𝑘/(3𝑘^2−6𝑘)
not.
3. (�−2)/(�+2)
4. 𝑐^4/( 𝑚−𝑚)
on.
ssion.
expressions and 5 expression that

ic expressions with an explanation
roup.
E
attitude
Receiving Phenomena
Valuing
Organization
assignment

day’s lesson
lesson
lesson
assessment
Observation
Conferencing
Tests

Learning Area:
5. The learner performs operations on rational algebraic
(Taken from the Curriculum Guide) expressions. M8AL-Ic-d-1

Rational Algebraic Expression
Developed

Remembering
Knowledge
Applying find the sum or difference of the given rational algebraic expressions;
Analyzing
Skills
through deliberate, systematic,
and sustained effort to smoothly Evaluating
and adaptively carryout complex
from one's knowledge, practice,
aptitude, etc., to do something
Creating
Responding to perform the process in adding and subtracting rational algebraic expresion with patien
Attitude
Phenomena accuracy
Values Valuing
2. Content 5a. Adding and Subtracting Similar Rational Algebraic Expressions
3. Learning Resources http://www.youtube.com/watch?v=jliapp_4HA / LM pp. 95-98
4. Procedures
4.1 Introductory Activity
The teacher will let the students identify pair of rational algebraic expression if they are similar an
3 minutes dissimilar.
4.2 Activity Board-work activity on adding and subtracting similar rational algebraic expression.
Process the solutions

Board-work activity on adding and subtracting similar rational algebraic expression.
9/15�+2/15�=11/15� 5/6�−3/6�= 2/6�
10 minutes Process the solutions
4.3 Analysis
How did you add similar rational algebraic expressions?
5 minutes How did you subtract similar rational algebraic expressions?
4.4 Abstraction Discussing on the steps in adding and subtracting similar rational algebraic expression.
1. Add the numerators if their algebraic signs are the same.Subtract one numerator from another
have unlike signs,and copy the sign of the numerator that has a greater value.
10 minutes 2.Divide the resulting numerator with the common denominator.
3. Reduce the resulting rational expression to lowest term.
4.5 Application Perform the indicated operation.

1. 5/5�−2/10� 2. 7/(�−5)−4/(�−5) 3. 3�/10�+2�/10� 4. 2/�+4/8�
10 minutes
4.6 Assessment Perform the indicated operation. Simplify your answer.
"1. " (𝑢−�)/8� " + " (6𝑢−3�)/8� " = " (7𝑢−4�)/8�
"2. " (𝑚−3�)/(6𝑚^3 �) " − " (𝑚+3)/(6𝑚^3 �) " = − " 1/𝑚^3

Tests
15 minutes "3. " 5/(�^2+3�+2) " + " (5�+1)/(�^2+3�+2) " = " (6+5�)/(�^
4.7 Assignment Enhancing / improving the View and understand the video:
6 minutes day’s lesson http://www.youtube.com/watch?=_ jliapp_4HA
0 minutes
5. Remarks
6. Reflections

for remediation.

Why did these work?


teachers?
Prepared by:
Name: Math Department School: Consolacion National High School- Day Cl
Position/
Designation:
Contact
Email address:
Number:
Date:
June 26, 2018
Code:
M8AL-Ic-d-1
expressions;
gebraic expresion with patience and
aic Expressions
p_4HA / LM pp. 95-98
ression if they are similar and
aic expression.
ebraic expression.
one numerator from another if they
ter value.
4. 2/�+4/8�
lify your answer.
4�)/8�
�) " = − " 1/𝑚^3
+2) " = " (6+5�)/(�^2+3�+2) " "
pp_4HA
E
Learning Area:
(Taken from the Curriculum Guide) expressions. M8AL-Ic-d-1

Rational Algebraic Expression.
Developed

Remembering
Knowledge
The fact or condition of
knowing something with
familiarity gained through Understanding
Applying solve for the product on the given rational algebraic expression
Skills Analyzing
The ability and capacity Evaluating
systematic, and sustained
effort to smoothly and
from one's knowledge, Creating
something
Attitude Valuing show willingness to answer the given activity and test.
Values Valuing
2. Content 5.c Multiplying Rational Algebraic Expression
Learners Manual pp. 88-89

3. Learning Resources
http://www.onlinelearning.com/multiplying-rational-expressions-help.html
4. Procedures
4.1 Introductory Activity Recall Me!
The teacher will randomly ask the students about what they can recall on Multiplying Fractions.
8 minutes Processing of Answers
4.2 Activity
Think-Pair-Share Activity
The students will be grouped by dyad. Each dyad will answer the given review box (1-5) on pp.88
the learners manual, involving multiplying fractions.
Checking of Answers.
Think-Pair-Share Activity
The students will be grouped by dyad. Each dyad will answer the given review box (1-5) on pp.88
10 minutes the learners manual, involving multiplying fractions.
Checking of Answers.
The teacher will give additional input in Multipying rational algebraic expression.
Illustrative Examples: Solve for the product.
4.3 Analysis 1.) 2.)2�/5� " "∙ 4�/7� " = ______"
3�/4 " "∙ 8/9� " = ______"
10 minutes
4.4 Abstraction Processing and discussing of answers.
3�/41.)" "∙ 8/9� " = " 〖 8� 〗 ^2/ 2.)

2�/5� " "∙ 4�/7� " = " 24�/36� "
〖 35� 〗 ^2 = " 2/3
10 minutes Checking and discussing of answers.
Giving of input on the steps in Multiplying Rational Expressions.
4.5 Application Solve for the product ,simplify your final answer if possible.
1.) 4.)
(10 〖��〗 ^2)/(3��^2 ) " "∙ ( 〖 6� 〗 ^2 �^2)/(" 〖
" (�^(2
5𝑢 〗−)^2�^2)/2��
�^2 ) " ="" 4�/𝑢
"∙ �^2/(�−�)=(�+�)/2�
2.) 5.)
10 minutes " " 2�/� " "∙ �/4�(�^(2
" =" )+2�+1)/(�^2−2�+1)
�^2/𝑢^2 " "∙ (�^(2 )−1)/(�^2 −1) " =
3.)
" " 5/7� " "∙ 28�/45 " = " 4/9
Presentation and analyzing of answers.

Two students will be randomly picked to write their answer on the b
4.6 Assessment Anlysis of Learners' Products
Observation and discussion of answers will follow with additional in
multiplying rational algebraic expression.
10 minutes
4.7 Assignment
Reinforcing / strengthening Answer Activity No. 5 What's my area?
2 minutes the day’s lesson Refer to Learners Manual page 90 a-c and answer the given quest

minutes
5. Remarks
6. Reflections

for remediation.

Why did these work?

teachers?
Prepared by:
Name: Math Department/CERENIA C. VILLAMOR School: Consolacion National High School- Day Cla
Position/
Designation:
Contact
Email address:
Number:
Date:
June 27, 2018
Code:
M8AL-Ic-d-1
S:
ession
-expressions-help.html
all on Multiplying Fractions.
en review box (1-5) on pp.88 that is found on

expression.
2x/5y ∙ 4x/7y = ______
/7� " = " 24�/36� "
�^2/(�−�)=(�+�)/2�
^(2 )−1)/(�^2 −1) " =" ((�+1)(�+1))/((�−1)(�−1))
rs.
to write their answer on the board.
rs will follow with additional input on
on.
a?
c and answer the given questions .
E
attitude
Receiving Phenomena
Valuing
Organization
assignment
day’s lesson
lesson
lesson
assessment
Observation
Conferencing
Tests

Learning Area:
(Taken from the Curriculum Guide) expressions.

Rational Algebraic Expressions.
Developed

Knowledge Remembering
something with familiarity gained
Understanding
Applying divide rational algebraic expression;

Skills
through deliberate, systematic, and
sustained effort to smoothly and Analyzing
activities or the ability, coming from
one's knowledge, practice,
aptitude, etc., to do something Evaluating
Creating
Attitude Receiving Phenomena show patience and alertness in answering the given test.
Values Valuing
2. Content 5.d Dividing Rational Algebraic Expressions
http://www.purplemath.com/modules/rtnlmult2.htm
https://cdn.kutasoftware.com/Worksheets/.../Dividing%20Rational
%20Expressions.pd..
4. Procedures
The teacher will present a simple fraction division problem similar to those the students studied
Elementary school.
At this point this type of problem should be fairly automatic and the students do not think of eac
8 minutes involved. I will encourage them to try to explain the problem to me as if I had never seen such a
including the simplification processes.
4.2 Activity The teacher will group the students by triad and let them answer the following:
Divide the given fractions . Simplify your final answer.
1. 1/9
) " "÷ 3/5 3.)7/8 " "÷ 1/4
12 minutes
2.)
8/10 " "÷ 2/9
How do you divide fraction?

4.3 Analysis What are the steps in dividing Fractions?
4.4 Abstraction
The teacher will discuss the procedure in dividing rational algebraic expression.
What are the steps in Dividing Rational Algebraic Expressions?
Step 1: Completely factor both the numerators and denominators of all fractions.
Step 2: Change the division sign to a multiplication sign and flip (or reciprocate) the fraction afte
division sign; essential you need to multiply by the reciprocal.
5 minutes
Step 3: Cancel or reduce the fractions. Remember that to reduce fractions; you can cancel som
numerator with something in the denominator, but in order to cancel something in the numerato
denominator the two factors must be EXACTLY the same.
Step 4: Rewrite the remaining factor. Notice that you do NOT need to actually multiply anything
numerator or denominator.
4.5 Application Through boardwork activity.

Find the qoutient.
1.) 2.)
10 minutes (4−�)/ 10�/(2�−4) ÷
〖� +� 〗 ^2 5�/(�^2 −4) =
÷ (4−�^2)/(4
− �^2 ) = Divide the following.Simplify your answer if possible.
6 w2 10 2
w+5
4.6 Assessment a. � 9 w = 6w � 10 (multiply by the reciprcal of the d
2w + 10 w + 5 2 w + 10 9w
2 �3 w2 �( w + 5) (cancel factors that appear
=
3 w2 w8
2 ( w + 5) �3 � numerator and the denom
1
= , for w �-5
3w8
Tests
t 2 - 9 t 2 + t - 6 t 2 - 9 2t - 2
b. � = � (multiply by the reciprcal of t
4t - 4 2t - 2 4t - 4 t 2 + t - 6
(t + 3)(t - 3) 2(t - 1)
10 minutes = � (factor expression
2�2(t - 1) (t + 3)(t - 2)
(t + 3) (t - 3) �2 (t - 1) (cancel factors tha
=
2 �2 (t - 1) �(t + 3) (t - 2) numerator and de
t -3
= , for t �-3, t �1
2(t - 2)
4.7 Assignment Find the qoutient: Complex Rational Algebraic Expression
Enhancing / improving the

day’s lesson
Find the qoutient: Complex Rational Algebraic Expression
(6+3/�)/
Enhancing / improving the (�/4+
2 minutes day’s lesson 1/8) =
4.8 Concluding Activity The teacher will ask students to compare their initial reaction to the idea of working with rationa
expressions (last week) to how they feel now. I have sensed in the last few days that the studen
becoming more confident, and I would like to point this out to them as positive reinforcement.
3 minutes
5. Remarks
6. Reflections
the lesson.

remediation.
did these work?


Prepared by:
Name: Math Department/CERENIA G. VILLAMOR School: Consolacion National High School- Day C
Position/
Designation:
Contact
Email address:
Number:
ng - D.O. 42, s. 2016)
at
Duration: Date:
60 June 28, 2018
Code:
M8AL-1c-d-1
OBJECTIVES:
ering the given test.
pressions
es/rtnlmult2.htm
ksheets/.../Dividing%20Rational
problem similar to those the students studied in
automatic and the students do not think of each step

e problem to me as if I had never seen such a problem -
et them answer the following:
wer.
rational algebraic expression.

braic Expressions?
d denominators of all fractions.
n sign and flip (or reciprocate) the fraction after the
e reciprocal.
r that to reduce fractions; you can cancel something in the
in order to cancel something in the numerator and
e same.
ou do NOT need to actually multiply anything in the
g.Simplify your answer if possible.
6 w2 w+5
= � (multiply by the reciprcal of the divisor)
5 2w + 10 9w10
2 �3 w2 �( w + 5) (cancel factors that appear in both the
=
3 w2 w8
2 ( w + 5) �3 � numerator and the denominator)
1
= , for w �-5
3w8
t 2 - 9 2t - 2
6
= � (multiply by the reciprcal of the divisor)
2 4t - 4 t 2 + t - 6
(t + 3)(t - 3) 2(t - 1)
= � (factor expressions)
2�2(t - 1) (t + 3)(t - 2)
(t + 3) (t - 3) �2 (t - 1) (cancel factors that appear in
=
2 �2 (t - 1) �(t + 3) (t - 2) numerator and denominator)
t-3
= , for t �-3, t �1
2(t - 2)
Complex Rational Algebraic Expression

ial reaction to the idea of working with rational
ve sensed in the last few days that the students are
t this out to them as positive reinforcement.
CEBU PROVINCE
attitude
Receiving Phenomena
Valuing
Organization
assignment
day’s lesson
lesson
lesson
assessment
Observation
Conferencing
Tests
Detailed Lesson Plan (DLP) Format

Learning Area:
9. The learner iIllustrates the slope of a line.
(Taken from the Curriculum Guide)
Slope of a line
Developed

Knowledge Remembering define slope of a line;

something with familiarity gained through
experience or association Understanding
Skills Applying
The ability and
capacity acquired through deliberate, Analyzing determine the slope of a line;
smoothly and adaptively carryout complex Evaluating
activities or the ability, coming from one's
knowledge, practice, aptitude, etc., to do
something
Creating
Attitude Valuing work with speed and accuracy.
Values Valuing
2. Content Illustrating Slope of a Line
CG p.183, TG pp198-201., LM pp.183-186

3. Learning Resources Elementary Algebra I. 2000. pp. 157-159*
2. Moving Ahead With Mathematics II. 1999. pp. 32-34*
4. Procedures
Show a picture of Mount Mayon (students may say something about the picture).
3 minutes
4.2 Activity
Discuss the relevance of Mount Mayon in connection to the topic.Elicit ideas from the stu
10 minutes
4.3 Analysis How is rise = 2 arrived at? Explain.
How is run = 1 arrived at? Explain.
10 minutes
4.4 Abstraction
Discuss slope of a line. Then, give examples. Start with formula m = rise over run and let
formula for two points with the use of process questions through oral questioning.(Derive
finding the slope)
Discuss slope of a line. Then, give examples. Start with formula m = rise over run and let
formula for two points with the use of process questions through oral questioning.(Derive
10 minutes finding the slope)
4.5 Application
Ask the students to perform Activity 9. Allow them to go out of the classroom and look for
15 minutes object. Let them find its slope. This will enable them to see the connection of the concept
4.6 Assessment Determine the slope of each line, if any. Identify which of th
Anlysis of Learners' Products or horizontal.
10 minutes
1. f(x) = 2x – 5 6. 2x – y = 5
4.7 Assignment
Preparing for the new lesson Study in advance the graphs of linear equations
2 minutes
0 minutes
5. Remarks
6. Reflections
the lesson.

remediation.
E. Which of my learning strategies worked well? Why did these

work?

G. What innovation or localized materials did I use/discover

which I wish to share with other teachers?
Prepared by:
Name: MARY JANE A. TALINGTING School: TUGBONGAN NHS
Position/
Designation Division:
: TEACHER 1 CEBU
Contact
Email address:
Number: 9231687493 raynejohn2015@gmail.com
NO ATTACHMENT
ng - D.O. 42, s. 2016)
Duration: Date:
60 July 5, 2018
Code:
M8AL-Ie-4
OBJECTIVES:
-186 1.
59*
1999. pp. 32-34*
y something about the picture).
tion to the topic.Elicit ideas from the students
rt with formula m = rise over run and let them derive the
stions through oral questioning.(Derive the formula in
to go out of the classroom and look for any inclined
m to see the connection of the concept to real life.
e of each line, if any. Identify which of the lines is vertical
6. 2x – y = 5
he graphs of linear equations
TUGBONGAN NHS
CEBU
raynejohn2015@gmail.com
attitude
Receiving Phenomena
Valuing
Organization
assignment

day’s lesson
lesson
lesson
assessment
Observation
Talking to Learners/ Conferencing
Tests
Detailed Lesson Plan (DLP) Format

Learning Area:
22 Mathematics 8 First 60
The learner describes the graph of a linear equation in terms of its
(Taken from the Curriculum Guide) intercepts and slopes.

DESCRIBES THE GRAPH OF A LINEAR EQUATION
Developed

Remembering determine the type of slopes(positive, negative, zero or undefined);

Knowledge
The fact or
condition of knowing something
with familiarity gained through Understanding
Applying illustrate the graph of a linear equation given the slope of a line;
Skills
Analyzing
systematic, and sustained effort Evaluating
to smoothly and adaptively
carryout complex activities or the
ability, coming from one's
knowledge, practice, aptitude,
etc., to do something Creating
Attitude Valuing communicate mathematical thinking coherently;
Values Valuing
2. Content Describing the Graph of Linear Equation
3. Learning Resources imathworksheets.com/coordinate-graph-worksheets/interpreting-points
4. Procedures
The teacher will show two pictures , (A) Man climbing at the ladder and (B) Man going down the
5 minutes
4.2 Activity
Oral Recitation: Describe and analyze the given picture on the board.
10 minutes
4.3 Analysis In what direction does the man take in order to reach the top of the ladder?
In what direction does the man take in order to reach the ground?
In what direction does the man take in order to reach the top of the ladder?
5 minutes In what direction does the man take in order to reach the ground?
The students will be able to know on how to determine the postive and negative slopes by lookin
4.4 Abstraction a linear equation through a short lecture and giving of some illustrative examples.
Positive Slope
When a line slopes up from left to right, it has a positive slope. This means that a positive chang
associated with a positive change in x. The steeper the slope, the greater the rate of change in y
change in x.
Negative Slope
When a line slopes down from left to right, it has a negative slope. This means that a negative c
associated with a positive change in x. When you are dealing with data points plotted on a coord
negative slope indicates a negative correlation and the steeper the slope, the stronger the negat
10 minutes Zero Slope
When there is no change in y as x changes, the graph of the line is horizontal. A horizontal line h
zero.
Undefined Slope
When there is no change in x as y changes, the graph of the line is vertical. You could not comp
this line, because you would need to divide by 0. These lines have undefined slope.
4.5 Application
Oral Recitation. Describe a real-life situation that uses a positive and negative slopes.
5 minutes
4.6 Assessment The students will complete the worksheet in determining the slope
Tests
10 minutes positive, negative, zero or undefined. (See attachment)
4.7 Assignment Enhancing / improving the Write a reflection on your journal about the mathematical concep
5 minutes day’s lesson learned.
Oral Recitation: Students will answer questions from the lesson being discussed.
10 minutes
5. Remarks
6. Reflections
the lesson.

remediation.

did these work?


teachers?
Prepared by:
Name: School: NANGKA NATIONAL HIGH SCH
Position/
Designation:
Contact
Email address:
Number:
positive negative zero
positive negative zero

ng - D.O. 42, s. 2016)
ormat
Duration: Date:
60 July 7, 2018
Code:
M8AL-If-3
UATION
OBJECTIVES:
negative, zero or undefined);
n given the slope of a line;
oherently;
on
ph-worksheets/interpreting-points
bing at the ladder and (B) Man going down the ladder.
icture on the board.
ach the top of the ladder?

take in order to reach the ground?
mine the postive and negative slopes by looking at the graph of
ng of some illustrative examples.
ositive slope. This means that a positive change in y is

er the slope, the greater the rate of change in y in relation to the
a negative slope. This means that a negative change in y is

are dealing with data points plotted on a coordinate plane, a
d the steeper the slope, the stronger the negative correlation.
raph of the line is horizontal. A horizontal line has a slope of
raph of the line is vertical. You could not compute the slope of
These lines have undefined slope.
uses a positive and negative slopes.
omplete the worksheet in determining the slopes of a line if it is

zero or undefined. (See attachment)
on your journal about the mathematical concepts you have
om the lesson being discussed.
NANGKA NATIONAL HIGH SCHOOL
CEBU PROVINCE
attitude
Receiving Phenomena
Valuing
Organization
assignment
day’s lesson
lesson
lesson
assessment
Observation
Conferencing
Tests
(The process of systematically planning, developing, evaluating and managing the
instructional process by using principles of teaching and learning - D.O. 42, s. 2016)

Learning Area:
Grade
DLP No.: Quarter: Duration:
Level:
16. The learner illustrates a system of linear equations in
(Taken from the Curriculum Guide) two variables. M8Al-Ih-1

Systems of Linear Equations inTwo Variables
Developed
Domain Dimensions (D.O. No. 8, s. OBJECTIVES:
2015)
Remembering identify the slope and y - intercept of the given linear equation
Knowledge
The fact or
with familiarity gained through Understanding
Applying illustrate whether the given linear equation is consistent and independent , consistent an
dependent , inconsistent.
Skills Analyzing
acquired through deliberate, Evaluating
systematic, and sustained effort
to smoothly and adaptively
etc., to do something Creating
Attitude Valuing participate actively during class discussion and group activities;
Values Valuing
2. Content TYPES OF SYSTEMS OF LINEAR EQUATIONS IN TWO VARIABLES
3. Learning Resources Learner's Material, multimedia set, graphing paper
4. Procedures
Simple recall on how to get the slope and y-intercept of any linear function.
3 minutes y = mx + b m = slope b = y - intercept

y = mx + b
The teacher will present series of linear equations in the form of graphs to the class. The studen
4.2 Activity
be asked to identify the slope and the y - intercept of the linear functions.
1. line AB m = 1 b = 3 2. line AB m = -3/2 b = 2 3. line AB m = 1 b = 0
-----line FG m = 1 b = 2 line M
= 2/5 b = 3 line HG m = 1 b = 0
5 minutes
* What have you observed about the slope and y - intercepts in number 1? slope and y - interce
4.3 Analysis
number 2? slope and y - intercepts in number 3?
5 minutes * Sharing of Observations
Introduction to systems of Linear equations.
4.4 Abstraction
20 minutes
Tagboard Game : the teacher will show series of systems of linear equations. The students hav
4.5 Application
identify if the given system is consistent and independent , consistent and dependent , inconsis
5 minutes
4.6 Assessment I. Instructions: Find the slope and y - intercepts of the given systems of linea
equations and Identify if its consistent and independent , consistent and dep
, inconsistent.
Tests
I. Instructions: Find the slope and y - intercepts of the given systems of linea
equations and Identify if its consistent and independent , consistent and dep
, inconsistent.
Tests
15 minutes
4.7 Assignment Preparing for the

Study ahead on how to graph systems of linear equations.
2 minutes new lesson
Relate the graph of the linear function into real life situation and share it to the class.
5 minutes
5. Remarks
6. Reflections
the lesson.

for remediation.

Why did these work?


teachers?
Prepared by:
Name: AIRA G. VILLANUEVA School: TAYUD NATIONAL HIGH SCHOOL
Position/
Division:
Designation:
TEACHER I CEBU PROVINCE
Contact
Email address:
Number: 0932-3263284 germina12_aira@yahoo.com
Date:
July 13, 2018

Code:
M8Al-Ih-1
s inTwo Variables
VES:
ear equation
sistent and independent , consistent and
roup activities;
IN TWO VARIABLES
er
ny linear function.
lope b = y - intercept
orm of graphs to the class. The students will
near functions.
2 3. line AB m = 1 b = 0
---line FG m = 1 b = 2 line MN m
pts in number 1? slope and y - intercepts in
s of linear equations. The students have to

, consistent and dependent , inconsistent.
ntercepts of the given systems of linear

and independent , consistent and dependent
s of linear equations.
n and share it to the class.
L HIGH SCHOOL
ahoo.com
attitude
Receiving Phenomena
Valuing
Organization
assignment
day’s lesson
lesson
lesson
assessment
Observation
Conferencing
Tests

Learning Area:
19. The learner solves a system of linear equations in two
(Taken from the Curriculum Guide) variables (a.) by graphin (b.) by substitution (c.) elimination. M8AL-Ii-j-1

System of Linear Equations in Two Variables(Graphing Method)#19a
Developed

Knowledge Remembering identify the solution of system of linear equations in two variables by graphing;
The fact or
condition of knowing
something with
familiarity gained Understanding discuss the steps or process of solving systems of linear equations in two variables by
through experience or
association
Applying solve a given system of linear equations in two variables algebraically by graphing me
Skills
The ability and Analyzing

capacity acquired
through deliberate,
systematic, and
sustained effort to
smoothly and adaptively Evaluating
carryout complex
activities or the ability,
coming from one's
knowledge, practice,
aptitude, etc., to do
Creating
something
Responding to
Attitude participate actively in the class discussion;
Phenomena
Receiving
Values instill in their hearts and minds the process or steps in solving linear equations in tw
Phenomena
2. Content 19.a. Solving System of Linear Equations in Two Variables by Graphing
Learning Material in Mathematics Grade 8 page 268-273

https://cdn.kutasoftware.com/Worksheets/Alg1/Systems%20of%20Equations%20G
4. Procedures
Have a review on graphing linear equations in two variables using the slope and y-intercept.
5 minutes 1. y = x + 7 2. 3x + 8y = 12 3. x - y = 6
4.2 Activity
Given two linear equations, x + y = 2 and 2x - y = 5, let the students graph the system in one car
10 minutes
4.3 Analysis How does the graph of the two linear equations look like?And what is the solution of the system
7 minutes equations in two variables given in the activity?
4.4 Abstraction
The teacher will then emphasize the process or steps in solving linear equations in two variables
10 minutes
4.5 Application
The teacher will give another set of system of linear equations in two variables and let the studen
give the solution(ordered pair). 1.) 2x + y = 7 and -x + y = 1 2.) 3x + y = 4 and 3x - y = -5
10 minutes 3.) x - 2 = -5 and 2x - 4y = -10
4.6 Assessment
Tests See attached activity sheet.
10 minutes
4.7 Assignment Preparing for the new What are the procedures in solving a system of linear equa
3 minutes lesson SUBSTITUTION METHOD?
4.8 Concluding Activity The teacher will say:"Never bring the problem solving stage into the decision making stage. Othe
5 minutes surrender yourself to the problem rather than the solution." (by Robert H. Schuller)
5. Remarks
6. Reflections
the lesson.
remediation.

Why did these work?


teachers?
Prepared by:
Name: MAREVIC A. LIGAN School: Jugan National High School
Position/
Division:
Designation: Teacher 1 Cebu Province
Contact
Email address: marvic_ligan@gmail.com
Number: 9333044384
Appendices/Attachment(For Assessment)
Answers:
Date:
July 25, 2018
Code:
M8AL-Ii-j-1
s(Graphing Method)#19a
S:
variables by graphing;
equations in two variables by graphing;
algebraically by graphing method;
n solving linear equations in two variables.
ariables by Graphing
Grade 8 page 268-273

ms%20of%20Equations%20Graphing.pdf
he slope and y-intercept.
s graph the system in one cartesian plane.
is the solution of the system of linear
ear equations in two variables by graphing.
wo variables and let the students graph and

3x + y = 4 and 3x - y = -5
hed activity sheet.
olving a system of linear equations by

UTION METHOD?
e decision making stage. Otherwise, you
ert H. Schuller)
igh School
mail.com
attitude
Receiving Phenomena
Valuing
Organization
assignment
day’s lesson
lesson
lesson
assessment
Observation
Conferencing
Tests
(The process of systematically planning, developing, evaluating and managing the
instructional process by using principles of teaching and learning - D.O. 42, s. 2016)

Learning Area:
19. The learner solves a system of linear equations in two variables
(Taken from the Curriculum Guide) (a.) by graphin (b.) by substitution (c.) elimination. M8AL-Ii-j-1

System of Linear Equations in Two Variables(Substitution Method)#19b
Developed

Remembering identify the solution of system of linear equations in two variables by substitution;
Knowledge
The fact or
with familiarity gained through Understanding discuss the steps or process of solving systems of linear equations in two variables by
solve a given system of linear equations in two variables algebraically by using the sub
Applying
method;
Skills
Analyzing
systematic, and sustained effort
to smoothly and adaptively Evaluating
Creating
Responding to
Attitude participate actively in the class discussion;
Phenomena
Receiving
Values instill in their hearts and minds the lessons discussed.
Phenomena
2. Content 19.b. Solving System of Linear Equations in Two Variables by Substitution Method
3. Learning Resources Learning Material in Mathematics Grade 8 page 274-276
4. Procedures
4.1 Introductory Activity The students are asked to tell whether the given ordered pair/s is/are solution of the given system
be given is 4x + y = 24 and 2x-3y =-2. The ordered pairs are the following:
5 minutes 1.) (0, 5)-Not solution because point does not satisfy to the system 2.)(-2,1)- Not solution
3.) ( -2, 0)-Not solution
4.2 Activity The students are grouped into three and are given one system of linear equations to be solved b
For the first group-solve the system 4x +y = 24 and y = -4x +24 Ans: Solution is (5,4);
group is 3x + 2y = 16 and 7x + y = 19, the solution is (2, 5) and the third group is 2x + 3y = 5 an
and the solution is (10, -5)
The students are grouped into three and are given one system of linear equations to be solved b
For the first group-solve the system 4x +y = 24 and y = -4x +24 Ans: Solution is (5,4);
10 minutes group is 3x + 2y = 16 and 7x + y = 19, the solution is (2, 5) and the third group is 2x + 3y = 5 an
and the solution is (10, -5)
4.3 Analysis The students are asked:How did you find the solution of the system of linear equations in two va
7 minutes substitution?
4.4 Abstraction The teacher will then emphasize the process or steps in solving linear equations in two variables
method.The steps are the following:
1.) Solve for one variable in terms of the other variable in one of the e
of the equations already gives the value of one variable, you may proceed to the next step.
2) Substitute the value of the variable found in the first ste
10 minutes equation.Simplify then solve the resulting equation.
3. Substitute the value obtained in (b) to any of the original equations
of the other variable.
4. Check the values of the variables obtained against the linear equations in the system.
4.5 Application
The teacher will give a drill on solving system of linear equation in two variables by substitution t
the board. 1.)2x + y = 5 and -x + 2y = 5 Answer:(1, 3) 2.) 3x + y = 7 and 2x - 5y = 16 Answer: (
10 minutes let the students explain or discuss how they got the answer or solution.
4.6 Assessment
Solve the following system of linear equations by substitution in a o
Tests paper. 1.) 2x - 3y =14 and x = 5y Answer: (10,2) 2.) 5x + 2y = 16 an
10 minutes 5) 3.) 3x + 2y = -10 and x + y = 2 Ans: (-38/3, 4)
4.7 Assignment
Reinforcing / strengthening Solve the system of linear equations by substitutions. Show your so
3 minutes the day’s lesson 1.) 3x + y = 2 and 9x + 2y = 7 2.) 4x + y = 6 and x - 2y = 15

The class will be grouped into 5 and assigned the group as Group A, B, C, D and E respectively.
song Leron leron sinta by substituting the vowel letters of the lyrics as to the their group name. L
5 minutes santa…
5. Remarks
6. Reflections
C. Did the remedial lessons work? No. of learners who have
caught up with the lesson.

remediation.

Why did these work?


teachers?
Prepared by:
Name: MAREVIC A. LIGAN School: Jugan National High School
Position/
Division:
Designation: Teacher 1 Cebu Province
Contact
Email address: marvic_ligan@gmail.com
Number: 9333044384
Date:
July 27, 2018
Code:
M8AL-Ii-j-1
ion Method)#19b
CTIVES:
n two variables by substitution;
linear equations in two variables by substitution;
iables algebraically by using the substitution
sed.
ariables by Substitution Method

74-276
r/s is/are solution of the given system. The system to

the following:
system 2.)(-2,1)- Not solution
m of linear equations to be solved by substitution.

24 Ans: Solution is (5,4); second
nd the third group is 2x + 3y = 5 and x+y=5
system of linear equations in two variables by
ing linear equations in two variables by substitution
of the other variable in one of the equations. If one

may proceed to the next step.
e of the variable found in the first step of the second
n (b) to any of the original equations to find the value
ear equations in the system.
ion in two variables by substitution to be solved on

+ y = 7 and 2x - 5y = 16 Answer: ( 3, -2). And
or solution.
near equations by substitution in a one-half sheet of

y Answer: (10,2) 2.) 5x + 2y = 16 and y=5 Ans:(6/5,
= 2 Ans: (-38/3, 4)
tions by substitutions. Show your solutions.

= 7 2.) 4x + y = 6 and x - 2y = 15
Group A, B, C, D and E respectively. Let them sing a

e lyrics as to the their group name. Like Laran,laran
onal High School

nce
n@gmail.com
attitude
Receiving Phenomena
Valuing
Organization
assignment
day’s lesson
lesson
lesson
assessment
Observation
Conferencing
Tests

Learning Area:
Learning Competency/ies: 19. The learner solves a system of linear equations in two variables Code:
(a.) by graphing (b.) by substitution (c.) elimination
(Taken from the Curriculum Guide) M8AL-Ii-j-1

SOLVING SYSTEM OF LINEAR EQUATIONS
be Developed

The fact or
something with familiarity Understanding State the steps in solving system of linear equations by elimination method.
gained through experience or
association
Applying Solve system of linear equations using elimination method.
Skills Analyzing
The ability and Evaluating

capacity acquired through
Check the solutions by replacing the variables in the equations.
deliberate, systematic, and
sustained effort to smoothly
and adaptively carryout
complex activities or the
ability, coming from one's Creating
Attitude Valuing Participate actively in the discussion.

Values Valuing
2. Content 19.c. Solving System of Linear Equations in Two Variables by Elimination Method
Mathematics Learners Module 8 pages 280-281, video clip (WHY

U.org)http://whyu.org/mobile/whyuplayer.php?
youtubeid=Tkrqrfkznoo&chapterhead=37.%20Solving%20Systems%20of%20Equation
%20Elimination&sequence=37&bookname=Algebra&prefix=AL&currentbook=4
4. Procedures
4.1 Introductory Activity Review on solving systems of linear equations using substitution method by asking a student to sol
on the board:2x+3y=11 & 5x-2y=3. Check the student's answer with the whole class.
8 minutes
4.2 Activity Present to the class the prepared video clip on solving system of linear equations by elimination me
(WHY U.org. Chapter 37)
Present to the class the prepared video clip on solving system of linear equations by elimination me
(WHY U.org. Chapter 37)
12 minutes
4.3 Analysis Based from the video presentation, students will be asked to share their learnings. The teacher wil
around to encourage students to share.
5 minutes
4.4 Abstraction Students will be asked to formulate the steps in solving system of linear equations by elimination m
The teacher will provide examples to the class: 3x-y=9 & x+5y=19.
5 minutes
4.5 Application The teacher will call a student to answer this item on the board: x-4y=-8 & 3x+2y=4. The teacher w
10 minutes another student to check the answer by solving on the board.
4.6 Assessment A.Give this item to be solved by the students: Solve and check, 5x+y
3x+2y=9. B. State the steps in solving systems of linear equations b
Tests
15 minutes elimination.
4.7 Assignment Reinforcing / strengthening

Solve and check: 9x+2y=-4 & 5x-4y=8
4.8 Concluding Activity Share the Law of Bad Apple: If there's a rotten apple in a basket, eliminate or take that apple away
2 minutes it can damage all the apples in the basket.
5. Remarks
6. Reflections

Why did these work?


teachers?
Prepared by:
Name: ROGELIO A. CANTAGO JR. School: JUGAN NATIONAL HIGH SCHOOL
Position/
Designatio Division:
n: TEACHER 1 CEBU PROVINCE
Contact
Email address:
Number: 5642405/09323354822 rogercantago@yahoo.com
ATTACHMENTS/APPENDICES:
Answers of the Assessment:
A. x=1, y=3
Checking: 5(1)+3=8, 5+3=8, 8=8
3(1)+2(3)=9, 3+6=9, 9=9
B. Steps in Solving Systems of Linear Equations by Elimination Method.
Another way of solving a linear system is to use the elimination method. In the elimination method you either add or subtract the equatio
to get an equation in one variable.
When the coefficients of one variable are opposites you add the equations to eliminate a variable and when the coefficients of one variab
are equal, you subtract the equations to eliminate a variable.
Date:
Code:
M8AL-Ii-j-1
limination method.
d.
ations.
es by Elimination Method
ip (WHY
0Systems%20of%20Equations%20by
fix=AL&currentbook=4
thod by asking a student to solve this

the whole class.
ar equations by elimination method.

heir learnings. The teacher will roam
ear equations by elimination method.
=-8 & 3x+2y=4. The teacher will call
udents: Solve and check, 5x+y=8 &

systems of linear equations by
minate or take that apple away because
AL HIGH SCHOOL
ahoo.com
her add or subtract the equations

n the coefficients of one variable
attitude
Receiving Phenomena
Valuing
Organization
assignment

day’s lesson
lesson
lesson
assessment
Observation
Conferencing
Tests

Learning Area:
Learning Competency/ies: 20. The learner solves system of linear equations in two variables Code:
by elimination method
(Taken from the Curriculum Guide) M8AL-Ii-j-1

SOLVING SYSTEM OF LINEAR EQUATIONS
be Developed

The fact or
something with familiarity Understanding state the steps in solving system of linear equations by elimination method;
gained through experience or
association
Applying solve system of linear equations using elimination method;

Skills Analyzing
The ability and

capacity acquired through Evaluating
deliberate, systematic, and
check the solutions by replacing the variables in the equations;
sustained effort to smoothly
and adaptively carryout
complex activities or the
knowledge, practice, aptitude, Creating
Attitude Valuing participate actively in the discussion.

Values Valuing
2. Content Solving System of Linear Equations in Two Variables by Elimination Method
3. Learning Resources Mathematics Learners Module 8 pages 280-281, video clip (WHY U.org)
4. Procedures
4.1 Introductory Activity Review on solving systems of linear equations using substitution method by asking a student to sol
board:2x+3y=11 & 5x-2y=3. Check the student's answer with the whole class.
8 minutes
4.2 Activity Present to the class the prepared video clip on solving system of linear equations by elimination me
U.org. Chapter 37)
12 minutes
4.3 Analysis Based from the video presentation, students will be asked to share their learnings. The teacher wil
to encourage students to share.
5 minutes
4.4 Abstraction Students will be asked to formulate the steps in solving system of linear equations by elimination m
teacher will provide examples to the class: 3x-y=9 & x+5y=19.
Students will be asked to formulate the steps in solving system of linear equations by elimination m
teacher will provide examples to the class: 3x-y=9 & x+5y=19.
5 minutes
4.5 Application The teacher will call a student to answer this item on the board: x-4y=-8 & 3x+2y=4. The teacher w
student to check the answer by solving on the board.
10 minutes
4.6 Assessment A.Give this item to be solved by the students: Solve and check, 5x+y
Tests 3x+2y=9. B. State the steps in solving systems of linear equations b
15 minutes
4.7 Assignment Reinforcing / strengthening

Solve and check: 9x+2y=-4 & 5x-4y=8
4.8 Concluding Activity Share the Law of Bad Apple: If there's a rotten apple in a basket, eliminate or take that apple away
can damage all the apples in the basket.
2 minutes
5. Remarks
6. Reflections


Why did these work?


teachers?
Prepared by:
Name: ROGELIO A. CANTAGO JR. School: JUGAN NATIONAL HIGH SCHOOL
Position/
Designatio Division:
n: TEACHER 1 CEBU PROVINCE
Contact
Email address:
Number: 5642405/09323354822 rogercantago@yahoo.com
Date:
July 27, 2018
Code:
M8AL-Ii-j-1
S:
limination method;
d;
ations;
Elimination Method
ip (WHY U.org)
thod by asking a student to solve this on the

ole class.
ar equations by elimination method. (WHY
heir learnings. The teacher will roam around
ear equations by elimination method. The

=-8 & 3x+2y=4. The teacher will call another
udents: Solve and check, 5x+y=8 &

systems of linear equations by elimination.
minate or take that apple away because it
AL HIGH SCHOOL
ahoo.com
attitude
Receiving Phenomena
Valuing
Organization
assignment
day’s lesson
lesson
lesson
assessment
Observation
Conferencing
Tests

DLP Math 8 Quarter 1

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Instructional Planning

Daily Lesson Plan (DLP) Format

Key Concepts / Understandings to be

Knowledge The fact or

Skills The ability and capacity

4.7 Assignment Give 5 items. Factor the following polynomials.

Enhancing / improving the 1. −7𝑚^2−10𝑚+17 3. 18𝑝^3−63𝑝^2−9𝑝

F. What difficulties did I encounter which my principal or

G. What innovation or localized materials did I

Daily Lesson Plan (DLP) Format

Key Concepts / Understandings to be

Adapted Cognitive Process

Applying factor completely general trinomials of the form 〖 ��〗 ^� +bx +c

Attitude Valuing display patience and accuracy of work in the assesment.

2. Content 1.e Factoring General Trinomial of the form 〖��〗 ^� +bx +c

4.3 Analysis How did you come up with your answers?

4.5 Application Let the students answer the excersice by dyad.

4.6 Assessment Factor completely.

B. No. of learners who require additional activities for

F. What difficulties did I encounter which my principal or

G. What innovation or localized materials did I

the form 〖 ��〗 ^� +bx +c

f the form 〖��〗 ^� +bx +c

y values of a, b and c in a given general trinomial.

applied in the process?

he correct order; the trinomial must be written in descending

n common, called the greatest common factor or GCF. If so,

terms, you can factor by grouping.

recall the rule in factoring trinomials of the form ax2 + bx + c.

s work? No. of learners who have caught up with the

inue to require remediation.

Consolacion National High School- Day Class

Reinforcing / strengthening the

Daily Lesson Plan (DLP) Format

Key Concepts / Understandings to be

Adapted Cognitive Process

Remembering identify the value of a ,b and c in the form of 〖��〗 ^� +

Applying find the factors of polynomials in the form 〖��〗 ^� + bx + c where

2. Content 1.e Factoring General Trinomial of the form 〖��〗 ^� + bx + c where

Enhancing / improving the 〖��〗 ^� - 27

Enhancing / improving the 〖��〗 ^� - 27

E. Which of my learning strategies worked well? Why

F. What difficulties did I encounter which my principal

G. What innovation or localized materials did I

he form 〖��〗 ^� + bx + c where

eads to accuracy of work.

f the form 〖��〗 ^� + bx + c where

umbers which corresponds to the value of a,b,and c of the

to answer the activity?

al when the leading coefficient is not 1:

n common, called the greatest common factor or GCF. If so,

terms, you can factor by grouping.

f a,b and c then, find the factors of each trinomial. 1.)

ns work? No. of learners who have caught up with

ntinue to require remediation.

Consolacion National High School- Day Class

Reinforcing / strengthening the

Daily Lesson Plan (DLP) Format

Applying solve problems involving factors of polynomials;

4.3 Analysis How did you answer the activity?

4.5 Application Solve the problem. Show your solution.

B. No. of learners who require additional

F. What difficulties did I encounter which my