School: MANDILI HIGH SCHOOL Grade Level: 8

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

SESSION 1 SESSION 2 SESSION 3 SESSION 4

Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedure must be followed and needed,
I. OBJECTIVES additional lessons, exercises and remedial activities may be done for developing content knowledge and competencies. These are assessed using Formative
Assessment Strategies. Valuing objectives support the learning of content and competencies and enable children to find significance and joy in learning the lessons.
Weekly objectives shall be derived from the curriculum guides.
A. Content Standards: The learner demonstrates understanding of key concepts of The learner demonstrates understanding of key concepts of factors of
factors of polynomials. polynomials.

B. Performance Standards: The learner is able to formulate real-life problems involving The learner is able to formulate real-life problems involving factors of
factors of polynomials. polynomials.
C. Learning Learning competency: Factors completely different types of Learning competency: Solves problems involving factors of polynomials.
Competencies/Objectives: M8AL-Ib-2
Write the LC Code for each polynomials. M8AL-Ia-b-1
1. Recall techniques in factoring
1. Illustrate general trinomial 2. Solve problems involving factors of polynomials using Polya’s Method
2. Identify the factors of general trinomial 3. Show interest in factoring
3. Show interest in factoring 4. Demonstrate cooperation during the activity
4. Demonstrate cooperation during activity
Factoring (General trinomial) Problems on Factors of Polynomials
II. CONTENT

Curriculum Guide, Teacher’s Guide, Learner’s Material, Suggested Curriculum Guide, Teacher’s Guide, Learner’s Material, Suggested
III. LEARNING RESOURCES Localization and Contextualization
Localization and Contextualization
A. References
1. Teacher’s Guide Pages
Pg. 40 – 46 Pg. 40 – 46 Pg. 49 - 53 Pg. 49 - 53
2. Learner’s Materials Pages
Pg. 39 - 44 Pg. 39 - 44 Pg. 49 - 53 Pg. 49 - 53
3. Textbook Pages
NA NA NA
4. Additional Materials from NA NA NA NA
Learning Resource (LR) portal
B. Other Learning Resources Factoring (General trinomial) NA NA NA

SESSION 1 SESSION 2 SESSION 3 SESSION 4

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 These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which you can infer from
IV. PROCEDURES formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice the learning, questions their learning processes, and draw conclusions
about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
A. Reviewing Previous  The teacher gives a short recapitulation about last meetings  The teacher gives a short recapitulation about last meetings discussion.
Lesson or  The teacher asks the students to give different examples of factoring.
Presenting the New
discussion.
Lesson  The teacher asks the students: “How do you factor perfect square
trinomial?” Note: Always perform factoring using greatest common monomial factor first before
applying any type of factoring.
Possible responses:
1. Factor out first the greatest common monomial factor before
factoring the perfect square trinomial.
2. a. Get the square root of the first and last terms.
b. List down the square root as sum/difference of two terms as the
case may be.
B. Establishing a  The teacher let the students see the association of products to  The teacher let the students see the association of products to factors.
Purpose for the  He /She will also ask the student, “Are all polynomial expressions
Lesson
factors.
 He /She will also ask the student, “Are all trinomials perfect? How factorable?
do we factor trinomials that are not perfect squares?
Possible responses:
1. Yes
Possible responses:
1. No
2. Get the greatest common monomial factor
C. Presenting Answer by group, let the students do Activity 19 nos. 1-3 (Spotting Errors) found on
Examples/Instances Let the students find a pair, and let them do Activity 11 (Tile once more!) pg. 49 of LM.
of the Lesson
found on pg. 39 of LM.
Do as directed.
1. Your classmate asserted that x 2 -4x-12 and 12-4x- x 2 has the same factors. Is
3x 3x 3x 3x your classmate correct? Prove by showing your solution.
3 3 3 3
2. Can the difference of two squares be applicable to 3x 3 -12x? If yes, how? If no,
why?

3. Your classmate factored x2+36 using the difference of two squares. How will you
3x1 3x1 3x1 make him realize that his answer is not correct?

3x1 3x1 3x1 Possible responses:

1. No, the factors of x2 -4x-12 are (x-6) (x+2), while 12-4x- x 2 has (2-x) (6+x) as its
factors
3x1 3x1 2. Yes, 3x(x2-4), thus 3x3-12x = 3x(x-2)(x+2)
3. Difference of two squares is only applied if the middle operation is minus.

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 Form squares using:
 1 big square tile, 5 rectangular tiles, and 6 small square.
 1 big square tile, 6 rectangular tiles, and 8 small squares.
 2 big square tile, 7 rectangular tiles, and 5 small squares.
 3 big square tiles, 7 rectangular tiles, and 4 small square.
 4 big square tiles, 7 rectangular tiles, and 3 small squares.

Ex. Possible responses:

1. A=LxW
A = (X+2)( X+3)
2. X2 +5X +6
3. By adding all the tiles
4. No

D. Discussing New The teachers discusses the process of arriving at the answer of each The teacher discusses the process of arriving at the answer of each exercise in
Concepts and exercise in activity 11. Furthermore, he/she asks the students the activity 19. Furthermore, he/she asks the students the mathematical skills or
Practicing New principle that they used to arrive at the certain answer. He / She also explains that
Skills #1 mathematical skills or principle that they used to arrive at the certain
answer. He/She also explains that the polynomials formed are called factoring is very useful in solving some problems. He/She also introduces the
Polya’s method in solving word problems to students.
general trinomial.
1. Understanding the problem
2. Devise a plan
3. Carry out a plan
4. Look back

E. Discussing New The teacher discusses and illustrates thoroughly the definition of a
Concepts and general trinomial as presented on page 39-44 of the learner’s material,
Practicing New
Skills #2 and he/ she presented the steps on how to factor general trinomial as
shown on page 41
.
F. Developing Work in pairs, the teacher let the students answer Activity 12 (Factor Work in pairs, the teacher let the students answer the following.
Mastery Bingo Game) on page 41 of learner’s material. The teacher should see to
(Leads to Formative If the area of a frame is 4a2 - 12a +9 square units, is it possible to solve its side?
Assessment 3) it that the students understand Instruction and determine the factor
accurately and with accuracy.
Possible responses:
1. Yes, the area is a perfect square trinomial

G. Finding Practical NA What is the surface area of the Rubics cube below given the measure of one of its
Applications of side?
3
 Concepts and Skills
in Daily Living
(x +3y)cm

Possible responses:
1. A= 6s2 ( 6x2+26xy+54y2)cm2

H. Making The teachers summarizes the discussion (Factoring general trinomial) The teacher summarizes the discussion through questions like:
Generalizations through questions like: What new realizations do you have about the topic?
and Abstractions
about the Lesson 1. How do you factor trinomial?
2. What will you consider in factoring? Possible responses:
Knowledge in factoring is very useful and can be apply in real life situations.
Possible responses:
1. To factor trinomial with 1 as the numerical coefficient of the leading
term:
a. Factor the leading term of the trinomial and write these factors as
the leading terms of the factors;
b. List down all the factors of the last term;
c. Identify which factor pair sums up to the middle term; then
d. Write each factor in the pairs as the last term of the binomial
factors.

Note: Always perform factoring using greatest common monomial factor

first before applying any type of factoring.

I. Evaluating The teacher let the students answer individually the formative The teacher let the students answer individually the formative assessment.
Learning assessment.
Determine the factors of the following trinomials. Do what is asked. Use Polya’s method in solving.
1. a2+2ab+b2
1. The side of a square is (2x-1) cm. What is the area of the square? (2
2. x2-3x-4
points)
2. x2+4x+4
2. The area of a rectangular garden is (12x 2 -8x -15)m2, what are its
Answer Key: dimensions?
1. (a+b) (a+b)
1. (x-4)(x+1) Answer Key:
2. (x+2)(x+2) 1. 4x2 – 4x +1
2. (6x+5)m by (2x-3)m

J. Additional Factor the following.  The teacher gives a short recapitulation about last meetings discussion.
Activities for  The teacher asks the students to give different examples of factoring.
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 Application or 1. r2+rn+n2
Remediation 2. c4+6c2+9 Note: Always perform factoring using greatest common monomial factor first before
applying any type of factoring.

IV. REMARKS

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

B. No. of learners who require

additional activities for remediation

C. Did the remedial lessons work? No.

of learners who have caught up with
the lesson

D. No. of learners who continue to

require remediation

E. Which of my teaching strategies

work well? Why did these work?

F. What difficulties did I encounter

which my principal or supervisor can
help me solve?

G. What innovations or localized

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

Prepared by: Noted:

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MELJIM S. REYES RUNILO T. SANGUYO, PhD
Subject Teacher School Head