Anda di halaman 1dari 21

SCHOOL: ASTORGA NATIONAL HIGH SCHOOL GRADE LEVEL: EIGHT (8)

GRADES 1 TO 12 TEACHER: DAISYREE JEAN R. MEDINO LEARNING AREA:


DAILY LESSON LOG MATHEMATICS 8
TEACHING DATES & TIME: 3:00-4:00 QUARTER: SECOND QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY


I. OBJECTIVES Objective over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be follo wed and if needed, additional lessons
exercises and remedial activities maybe done for developing content knowledge and competencies. These are using Formatives Assessment Strategies. Valuing objectives
support the
learning of content and competencies and enable children to find significance and joy in learning the lesson. Weekly objectiv es shall be derived from the curriculum guide.
A. Content Standards: Demonstrates Demonstrate Demonstrate understanding Demonstrate Demonstrate
understanding of understanding of of the key concepts of understanding of understanding of
key concepts of the key concepts linear equations in two the key concepts of the key concepts
linear equations in of linear equations variables linear equations in of linear equations
two variables in two variables two variables in two variables
B. Performance Standards: Is able to formulate Is able to formulate Is able to formulate Is able to
real life problems problems involving Is able to formulate problems involving formulate
involving linear linear equations in problems involving linear linear equations in problems involving
equations in two two variables equations in two variables two variables linear equations in
variables and solve these problems two variables
accurately using a variety of
strategies
C. Learning Competencies/ Describes the graph of 1.finds the 1. finds the equation of a 1.finds the equation Solve problems
Objectives: Write the LC
linear equation in equation of a line line given the slope and a of a line given the involving linear
code for each
At the end of the period, at least terms of its intercepts of two given point slope and its equation in two
75% of the students will to: and slope points. intercepts variables
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content in a week or two.
II. CONTENT Algebra
III. LEARNING RESOURCES List the materials to be used in different days. Varied resources of materials sustain children’s interest in the lesson an i n learning. Ensure that there is a mix of concrete
and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References
1. Teacher’s Guide Pages
2. Learner’s Materials Pages 187 - 188 194 - 195 193 - 194 192 - 193 197 - 199
3. Text book Pages
4. Additional Materials from Graphing papers,
Learning resources(LR)Portal
Math Learner’s Math Learner’s Module Math Math Learner’s
ruler and pencil Module Learner’s Module
B. Other Learning Module
Resources
SCHOOL: GRADE LEVEL: EIGHT (8)
GRADES 1 TO 12 TEACHER: LEARNING AREA: MATHEMATICS
8
DAILY LESSON LOG TEACHING DATES & QUARTER: THIRD QUARTER
TIME: 3:00-
4:00

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY


IV These steps should be done across the week. Spread out the activities appropriately so that the students will learn will learn well. Always be guided by
PROCEDURES demonstration of learning the by the students which you can infer from formative assessment activities. Sustain learning systematically by providing the students
with multiple
ways to learn new things, practice their learning, question their learning processes and draw conclusion about what they lear ned in relation to their life
experiences and previous knowledge. Indicate the time allotment for each step.

A. Reviewing Previous Lesson or Graphs linear equation using the Write the steps in Recall on finding Discuss the formula
Presenting New Lesson equation given slope and y graphing linear equations equation of a line of point slope form
any two points intercepts using the different given two points
methods
Finding the equation of
B. Establishing a Purpose for the Graph linear the line using the two
Lesson
equation points Finding equation of
using slope Find the equation of the a line using a slope
and y line that passes through and a point
C. Presenting Examples/Instances
intercepts the pairs of two points
of the Lesson
Give a linear
equation and Discuss the formula of Give an illustrative
identify the slope two point form example of finding
and the y equation of a line
D. Discussing New Concepts and
Practicing New Skills#1 intercept of the given a slope and a
equation Discuss point
the methods of
graphing linear
Perform the activity that Perform the
enable to find the equation of activity 19 on
a line using slope intercept page
form 198 that enable
to solve
Finding equation of a line problems by
using slope intercept form following the
steps Solving
Give an illustrative example Problems
of finding equation of a line involving linear
using slope intercept form equations in two
variables
Discuss the formula of slope Discuss the
intercept form given problem
with
illustration

Answer the
guide question
on page
197
SCHOOL: GRADE LEVEL: EIGHT (8)
GRADES 1 TO 12 TEACHER: LEARNING AREA: MATHEMATICS
DAILY LESSON LOG 8
TEACHING DATES & TIME: Four Times Per Week QUARTER: SECOND QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY


IV FRIDAY
PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that the students will learn will learn well. Always be guided by
demonstration of learning the by the students which you can infer from formative assessment activities. Sustain learning systematically by providing the students
with multiple
ways to learn new things, practice their learning, question their learning processes and draw conclusion about what they lear ned in relation to their life
experiences
and previous knowledge. Indicate the time allotment for each step.

E. Discussing New Concepts and Given the linear Illustrate the given Illustrate the given Determine the slopes Solve more
Practicing New Skills#2 equation, identify example of finding example of point slope and y intercepts of problems by
the slope and the equation using two form the given equation ofshowing
y intercept then point form a solutions and
F. Developing Mastery plot Graph each recall the line graphs
(Leads To Formative Assessment 3) Perform the activity
linear equation formula of the Give more exercises Recall on
,given the slope slope on page 194 on finding equation of
translating
and y intercept a line using slope mathematica
intercept form l phrases and
sentences to
mathematica
l symbol
G. Finding Practical Application of Draw a graph of Differentiate the Practice skills on problem Answering worksheets Formulate a
Concepts and Skills in Daily linear equation point slope solving on finding word problem
Living
and describe slope form and two equation of a line involving linear
and point slope form equations then
y intercept solve
SCHOOL: GRADE LEVEL: EIGHT (8)
GRADES 1 TO 12 TEACHER: LEARNING AREA: MATHEMATICS
DAILY LESSON LOG 8
TEACHING DATES & TIME: Four Times Per Week QUARTER: SECOND QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY


IV These steps should be done across the week. Spread out the activities appropriately so that the students will learn will lear n well. Always be guided by demonstration of
PROCEDURES learning the by the students which you can infer from formative assessment activities. Sustain learning systematically by providing the students with multiple ways to learn
new things, practice their learning, question their learning processes and draw conclusion about what they learned in relation to their life experiences and previous
knowledge. Indicate the
time allotment for each step.

H. Making Generalization
and Abstractions about the
lesson

I. Evaluating Learning

J. Additional Activities for


Application or Remediation

VI- REMARKS
SCHOOL: GRADE LEVEL: EIGHT (8)
GRADES 1 TO 12 TEACHER: LEARNING AREA: MATHEMATICS
DAILY LESSON LOG 8
TEACHING DATES & TIME: Four Times Per Week QUARTER: SECOND GRADING

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY


IV These steps should be done across the week. Spread out the activities appropriately so that the students will learn will lear n well. Always be guided by demonstration of
PROCEDURES learning the by the students which you can infer from formative assessment activities. Sustain learning systematically by providing the students with multiple ways to learn
new things, practice their learning, question their learning processes and draw conclusion about what they learned in relation to their life experiences and previous
knowledge. Indicate the
time allotment for each step.

VII - REFLECTION
A. No. of learners who
earned 80% in the
evaluation
B. No. of learners who
required additional
activities for remediation
C. Did the remedial lessons
work?

D. No. of learners who


continue to require
remediation
E. Which of my teaching
strategies work well? Why
did this work?
F. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
G. What innovation or
localized materials did I
used/discover which I wish
to share with other
teachers?
SCHOOL: GRADE LEVEL: EIGHT (8)

GRADES 1 TO 12 TEACHER: LEARNING AREA: MATHEMATICS


8
DAILY LESSON LOG TEACHING DATES & TIME: Four Times Per Week QUARTER: SECOND GRADING

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY


I. OBJECTIVES Objective over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed, additional lessons
exercises and remedial activities maybe done for developing content knowledge and competencies. These are using Formatives Assessment Strategies. Valuing objectives
support the
learning of content and competencies and enable children to find significance and joy in learning the lesson. Weekly objectiv es shall be derived from the curriculum guide.
A. Content Standards: Demonstrates Demonstrate
understanding of key understanding of the
concepts of systems key concepts of linear
of linear equations in equations in two
two variables variables
B. Performance Standards: Is able to formulate Is able to
real life problems formulate
involving systems of problems involving
linear equations in two system of linear
variables equations in two
variables
C. Learning Competencies/ Solves a system of Solve problems
Objectives: Write the LC linear equations by
code for each
involving systems of
At the end of the period, at least
elimination linear equations in two
75% of the students will to: variables
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content in a week or two.
II. CONTENT System of linear System of linear equation
equation in two in two variables
variables

III. LEARNING RESOURCES List the materials to be used in different days. Varied resources of materials sustain children’s interest in the lesson an i n learning. Ensure that there is a mix of concrete
and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References
5. Teacher’s Guide Pages
6. Learner’s Materials Pages 280 -281 285 - 286
7. Text book Pages
8. Additional Materials from
Learning resources(LR)Portal
Math Learner’s module Math Learner’s Module
B. Other Learning
Resources
SCHOOL: GRADE LEVEL: EIGHT (8)
GRADES 1 TO 12 TEACHER: LEARNING AREA: MATHEMATICS
DAILY LESSON LOG 8
TEACHING DATES & TIME: Four Times Per Week QUARTER: SECOND GRADING

MONDAY TUESDAY WEDNESDAY THURSDAY


IV FRIDAY
PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that the students will learn will learn well. Always be guided by
demonstration of learning the by the students which you can infer from formative assessment activities. Sustain learning systematically by providing the students
with multiple
ways to learn new things, practice their learning, question their learning processes and draw conclusion about what they lear ned in relation to their life
experiences
and previous knowledge. Indicate the time allotment for each step.

H. Reviewing Previous Lesson or Calculating solution by elimination


Presenting New Lesson unknown values
of mathematical
expression
I. Establishing a Purpose for the Finding the
Lesson
solution of the
systems of linear
equation in two
variables by
J. Presenting Examples/Instances
of the Lesson
elimination
Determine
whether an
ordered pair is a
K. Discussing New Concepts and
solution of the
Practicing New Skills#1 given system

Explaining how to
obtain the
R u g real life
e a problems
c t involving systems
a i of linear equation
l o in two variables
l n Illustrating
o b mathematical
n y concept
s a previously learned
o n through
l y illustration made
v a Explain how to
i l check or verify
n g results obtain
g e
s b
y r
s a
t i
e c
m m
s e
o t
f h
l o
i d
n S
e o
a l
r v
e i
q n
SCHOOL:
GRADES 1 TO 12 TEACHER: LEARNING AREA: MATHEMATICS 8
DAILY LESSON LOG TEACHING DATES & TIME: Four Times Per Week QUARTER: SECOND GRADING

MONDAY TUESDAY WEDNESDAY THURSDAY


IV FRIDAY
PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that the students will learn will learn well. Always be guided by
demonstration of learning the by the students which you can infer from formative assessment activities. Sustain learning systematically by providing the students
with multiple
ways to learn new things, practice their learning, question their learning processes and draw conclusion about what they lear ned in relation to their life
experiences
and previous knowledge. Indicate the time allotment for each step.

L. Discussing New Concepts and Find the solution Formulation and


Practicing New Skills#2 the solution set solving
of the systems by problems
elimination involving linear
equations in
M. Developing Mastery Describing the two variables
(Leads To Formative Assessment 3)
solution set of Citing situations
the system of involving linear
linear equation in equations in
two variables by two variables
elimination
N. Finding Practical Application of
Concepts and Skills in Daily
Explaining why
Living solving systems Describing the
of linear advantages and
equation, have disadvantages of
one solution or using different
infinite number methods of
of solutions solving systems of
linear equations
SCHOOL: GRADE LEVEL: EIGHT (8)
GRADES 1 TO 12
TEACHER: LEARNING AREA: MATHEMATICS
DAILY LESSON LOG 8
TEACHING DATES & TIME: Four Times Per Week QUARTER: SECOND GRADING

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY


IV These steps should be done across the week. Spread out the activities appropriately so that the students will learn will learn well. Always be guided by demonstration of
PROCEDURES learning the by the students which you can infer from formative assessment activities. Sustain learning systematically by providing the students with multiple ways to learn
new things, practice their learning, question their learning processes and draw conclusion about what they learned in relation to their l ife experiences and previous
knowledge. Indicate the
time allotment for each step.

H. Making Generalization
and Abstractions about the
lesson

I. Evaluating Learning

J. Additional Activities for


Application or Remediation

VI- REMARKS
SCHOOL: GRADE LEVEL: EIGHT (8)
GRADES 1 TO 12 TEACHER: LEARNING AREA: MATHEMATICS
DAILY LESSON LOG 8
TEACHING DATES & TIME: Four Times Per Week QUARTER: SECOND GRADING

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY


IV PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that the students will learn will learn well. Always be guided by demonstration of
learning the by the students which you can infer from formative assessment activities. Sustain learning systematically by providing the students with multiple ways to learn
new things, practice their learning, question their learning processes and draw conclusion about what they learned in relation to their l ife experiences and previous
knowledge. Indicate the
VII - REFLECTION time allotment for each step.
A. No. of learners who
earned 80% in the
evaluation
B. No. of learners who
required additional
activities for remediation
C. Did the remedial lessons
work?
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies work well? Why
did this work?
F. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
G. What innovation or
localized materials did I
used/discover which I wish
to share with other
teachers?
SCHOOL: GRADE LEVEL: EIGHT (8)
GRADES 1 TO 12 TEACHER: LEARNING AREA: MATHEMATICS
DAILY LESSON LOG 8
TEACHING DATES & TIME: Four Times Per Week QUARTER: SECOND QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY


I. OBJECTIVES Objective over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be follo wed and if needed, additional lessons
exercises and remedial activities maybe done for developing content knowledge and competencies. These are using Formatives Assessment Strategies. Valuing objectives
support the
learning of content and competencies and enable children to find significance a nd joy in learning the lesson. Weekly objectives shall be derived from the curriculum guide.
A. Content Standards: Demonstrates Demonstrate Demonstrate understanding Demonstrate Demonstrate
understanding of key understanding of the of the key concepts of linear understanding of the understanding of
concepts of systems of key concepts of equations in two variables key concepts of the key concepts of
linear equations in linear equations in linear equations in linear equations in
two variables two variables two variables two variables
B. Performance Standards: Is able to formulate Is able to Is able to formulate problems Is able to formulate Is able to
real life problems formulate involving linear equations in problems involving formulate
involving systems of problems involving two variables and solve these linear equations in two problems involving
linear equations in system of linear problems accurately using a variables linear equations in
two variables equations in two variety of strategies two variables
variables

C. Learning Competencies/ Illustrate systems of Graphs a system of Categorizes when a given system Solves a system of Solves a system of
Objectives: Write the LC linear equations in linear equation in of linear equation in two linear equations in two linear equations in
code for each
At the end of the period, at least
two variables two variables variables has graphs that are variables two variables by
75% of the students will to: parallel, intersecting and substitution
coinciding

Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content in a week or two.
II. CONTENT System of linear System of linear Systems of linear equation in Solving systems of Systems of linear
equation in two equation in two two variables linear equation in two equations solved
variables variables variables by substitution

III. LEARNING RESOURCES List the materials to be used in different days. Varied resources of materials sustain children’s interest in the lesson an in learning. Ensure that there is a mix of concrete and
manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References
9. Teacher’s Guide Pages
10. Learner’s Materials Pages 253 - 255 256- 257 257 - 259 268 - 271 272- 274
11. Text book Pages
12. Additional Materials from
Learning resources(LR)Portal
Graphing Math Learner’s Math Learner’s Module Math Math Learner’s
papers, ruler Module Learner’s Module
B. Other Learning and pencil Module
Resources
SCHOOL: GRADE LEVEL: EIGHT (8)
GRADES 1 TO 12 TEACHER: LEARNING AREA: MATHEMATICS
DAILY LESSON LOG 8
TEACHING DATES & TIME: Four Times Per Week QUARTER: SECOND GRADING

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY


IV These steps should be done across the week. Spread out the activities appropriately so that the students will learn will lear n well. Always be guided by
PROCEDURES demonstration of learning the by the students which you can infer from formative assessment activities. Sustain learning systematically by providing the students
with multiple
ways to learn new things, practice their learning, question their learning processes and draw conclusion about what they learned in relation to their life experiences
and previous knowledge. Indicate the time allotment for each step.

O. Reviewing Previous Lesson or Draw the graph of Graph each pair Illustrate the different Perform the activity Perform the
Presenting New Lesson the linear equation of linear equation systems of linear 1 on page 268 and activity 3 on
in a Cartesian equation answer the guide page
plane questions 271 that enable to
solve problems by
P. Establishing a Purpose for the Describe the Solving systems of following the
Lesson graph of each pair Categorize the given steps Solving
Describe the linear equation by
graphs of two of linear equation system of linear equation graphing Problems
linear equations in involving linear
the same equations in two
Q. Presenting Examples/Instances Give more variables
of the Lesson
coordinate plane Recall on graphing
Perform activity exercises on Determine whether each using slope
2 on page 254 graphing systems system of linear equations intercept form Discuss the
of linear equation is consistent, dependent given problem
R. Discussing New Concepts and or inconsistent
Determine the Give an with illustration
Practicing New Skills#1
Discuss the systems when Perform activity 3 on page illustrative
answers of the two lines 258 example Follow
follow up questions intersect procedures in
in the activity solving system by
substitution
SCHOOL: GRADE LEVEL: EIGHT (8)
GRADES 1 TO 12 TEACHER: LEARNING AREA: MATHEMATICS
DAILY LESSON LOG 8
TEACHING DATES & TIME: Four Times Per Week QUARTER: SECOND QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY


IV FRIDAY
PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that the students will learn will learn well. Always be guided by
demonstration of learning the by the students which you can infer from formative assessment activities. Sustain learning systematically by providing the students
with multiple
ways to learn new things, practice their learning, question their learning processes and draw conclusion about what they learned in relation to their life experiences
and previous knowledge. Indicate the time allotment for each step.

S. Discussing New Concepts and Read and Determine the Graph the system and tell Discuss the concept Solve more
Practicing New Skills#2 understand some system when whether each is of finding solution of problems by
important note two lines do not consistent, dependent or system of linear showing
on systems of intersect inconsistent equation in the solutions and
linear equation intersecting point graphs
T. Developing Mastery Differentiate the Differentiate the Draw the graphs of
(Leads To Formative Assessment 3)
three systems of slopes of the two Determine the system each system and give Compare the
linear equations systems when of linear equation the coordinates of method of solving
two lines through slopes and y the point of systems by
intersect and do intercepts intersection graphing and
U. Finding Practical Application of
Concepts and Skills in Daily
Compare the not intersect substitution
Living slopes of the lines Represent Solve real life Formulate a
defined by linear problems systems Do the activity in problems using word problem
equation of linear equation the worksheets graphing method involving system
that involves of linear
finding values of equations then
two quantities solve
SCHOOL: GRADE LEVEL: EIGHT (8)
GRADES 1 TO 12 TEACHER: LEARNING AREA: MATHEMATICS
DAILY LESSON LOG 8
TEACHING DATES & TIME: Four Times Per Week QUARTER: SECOND GRADING

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY


IV These steps should be done across the week. Spread out the activities appropriately so that the students will learn will learn well. Always be guided by demonstration of
PROCEDURES learning the by the students which you can infer from formative assessment activities. Sustain learning systematically by providing th e students with multiple ways to learn
new things, practice their learning, question their learning processes and draw conclusion about what they learned in relation to their life experi ences and previous
knowledge. Indicate the
time allotment for each step.

H. Making Generalization
and Abstractions about the
lesson

I. Evaluating Learning

J. Additional Activities for


Application or Remediation

VI- REMARKS
SCHOOL: GRADE LEVEL: EIGHT (8)
GRADES 1 TO 12 TEACHER: LEARNING AREA: MATHEMATICS
DAILY LESSON LOG 8
TEACHING DATES & TIME: Four Times Per Week QUARTER: SECOND QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY


IV PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that the students will learn will learn well. Always be guided by demonstration of
learning the by the students which you can infer from formative assessment activities. Sustain learning systematically by providing th e students with multiple ways to learn
new things, practice their learning, question their learning processes and draw conclusion about what they learned in relation to their l ife experiences and previous
knowledge. Indicate the
VII - REFLECTION time allotment for each step.
A. No. of learners who
earned 80% in the
evaluation
B. No. of learners who
required additional
activities for remediation
C. Did the remedial lessons
work?
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies work well? Why
did this work?
F. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
G. What innovation or
localized materials did I
used/discover which I wish
to share with other
teachers?

Anda mungkin juga menyukai