MATH-8-DLL_Q1_june13-16

GRADES 1 TO 12 DAILY LESSON LOG

I. OBJECTIVES

SCHOOL: TEACHER: TEACHING DATES:

VALERIANO E. FUGOSO MEMORIAL HIGH SCHOOL ZENAIDA B. SABATER JUNE 13-16, 2017

GRADE LEVEL: LEARNING AREA: QUARTER:

EIGHT (8) MATHEMATICS 8 FIRST QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY 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 do ne 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 objectives shall be derived from the curriculum guide.

A. Content Standards: Demonstrate understanding of key concepts of factors of polynomials, rational algebraic expressions, linear equations and inequalities in two variables, systems of linear equations and inequalities in two variables and linear functions. B. Performance Standards: Formulate real-life problems involving factors of polynomials, rational algebraic expressions, linear equations and inequalities in two variables, systems of linear equations and inequalities in two variables and linear functions, and solve these problems accurately using a variety of strategies. C. Learning Competencies/ Competencies/ Objectives: Write the LC code for each At the end of the period, at least 75% of the students will to:

M8AL-Ia-b-1 Factor completely different types of polynomials (polynomials with common monomial factor)

M8AL-Ia-b-1 Factor completely different types of polynomials (difference of two squares)

M8AL-Ia-b-1 factors completely different types of (HOLIDAY) polynomials (perfect square trinomials) Content is what the lesson is all about. It pertains to t he subject matter that the teacher aims to teach. In the CG, th e content in a week or two.

II. CONTENT III. LEARNING RESOURCES A. References 1. Teacher’s Guide Pages 2. Learner’s Materials Pages 3. Text book Pages 4. Additional Materials from Learning resources(LR)Portal

B. Other Learning Resources

M8AL-Ia-b-1 Factor completely different types of polynomials (sum and difference of two cubes)

Patterns and Algebra List the materials to be used in different days. Varied resources of materials sustain chil dren’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.

29-33 27-31

http://www.onlinemathlearn ing.com/algebra-factoring2.html http://users.humboldt.edu/b untina/Math105/HandoutsA ndExtras/FactoringGreatestC ommonFactor.pdf

34-35

36-37

38-41

32-34

34-35

36-38

http://www.coolmath.com/al gebra/04-factoring https://www.lavc.edu/math/li brary/math125/Worksheets/f  actdiffsquares.pdf

http://www.coolmath.com/al gebra/04-factoring https://cdn.kutasoftware.com /Worksheets/Alg2/Factoring% 20A%20Sum%20and%20Differ ence%20of%20Cubes.pdf

http://www.coolmath.co m/algebra/04-factoring http://www.beaconlearn ingcenter.com/documen ts/1478_01.pdf

IV PROCEDURES

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY 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.

A.

Reviewing Previous Lesson or Presenting New Lesson

Ask the students to rearrange the tiles to create a rectangle, having the same area as the original square.

Number Pattern a. (11)(9)=(10+1)(10-1) b. (5)(3)=(4+1)(4-1) c. (95)(85)=(90+5)(90-5)

Find the indicated product a. (a+b)(a2-ab+b2) b. (a-b)(a2+ab+b2) Observe what pattern is evident.

Activity 9 Let’s tile it up! Form squares to model the picture of perfect square trinomials.

B.

Establishing a Purpose for the Lesson

How many such rectangles can you create? What are your considerations in looking for the other dimensions? What mathematical concepts did you consider in forming different dimensions?

What are the resulting products? How are the terms of the products related to the terms of the factors?

How will you reperesent the total area of each figure? Using the sides of the tiles, write all the dimensions of the squares, what did you notice about the dimensions of the squares?

C.

Presenting Examples/Instances of the Lesson

Perform activity 1 Like!Unlike!

How do you think the products are obtained? What are the different techniques used to solve for the products? What is the relationship of the product to its factor? Have you seen any pattern in this activity? Observe how the expressions are factored. Observe how each term relates with each other.

Did you find any pattern in their dimensions? If yes, what are those?

D.

Discussing New Concepts and Practicing New Skills#1

Define factoring. Perform Activity 4 Finding Common Identify common things that are present in the pictures.

What if the process was reversed and you were asked to find the factors of the products, how are you going to get the factor? Guide them to generate the rule in factoring sum and difference of two cubes.

What is the first term of each polynomial? last term? middle sign of the polynomial? How was the polynomial factored? What pattern is seen in the factors of difference of two terms?

Discuss how to factor a perfect square trinomial.

IV PROCEDURES

E.

Discussing New Concepts and Practicing New Skills#2

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY 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.

Discuss the first type of factoring – Factoring the greatest common monomial factor. Show some examples.

F. Developing Mastery (Leads To Formative Assessment 3)

Complete the table to practice this type of factoring.

G.

How would you apply factoring in your daily life situations?

Finding Practical Application of Concepts and Skills in Daily Living

Can all expressions be factored using difference of two sqaures? Why or why not? When can you factor expressions using difference of two squares? Perform Activity 6 Investigation in Paper Folding to help visualize the pattern of difference of two squares.

Give some more examples.

Show some more examples.

Activity 8 Road to Map Factor

How do you apply this in your daily life?

Cite an instance where you can apply this lesson in factoring.

Activity 10 Perfect Hunt Look for the different perfect square trinomials found in the box. How do you relate this lesson in your any activity?

IV PROCEDURES

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY 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.

H. Making Generalization and Abstractions about the lesson

Factoring is the process of finding the factors of an expression. The first type of factoring I Factoring the Greatest Common Monomial Factor.

The factored form of a polynomial that is a difference of two squares is the sum and difference of the square roots of the first and last terms.

I. Evaluating Learning

Exercises Factor the following: 1. 3x+6 2. 4m-12 3. 24ab+8b 4. 3x2-12xy 5. 21x+14y-35z

Exercises Factor the following: 1. m2-169 2. 144-x2 3. 9x2 – 1 4. 180m2 – 5 5. 125m4 − 20n4

J. Additional Activities for Application or Remediation

Factor the following: a. 7x-21y b. 15x2-5x c. 10x+25y d. 20a2+36a3 e. -18m2n+27mn2

Activity 7 Form difference of two squares by pairing two squared quantities, then find their factors.

VI- REMARKS

Use first factoring by greatest common monomial factor before applying factoring sum or difference of cubes. The sum ordifference of two cubes can be factored into a product of a binomial times a trinomial. Exercises 1. x3 + 8 2. a3 + 64 3. 125a3 + 64b3 4. 108 − 4x3 5. 54x3 − 2

Perfect square trinomial is the result of squaring a binomial . A perfect square trinomial has first and last terms which are perfect squares and a middle term which is twice the product of the square root of first and last terms.

Factor the following: a. a3 + 216 b. x3 – 64 c. 32m3 + 500n 3 d. 2m3 + 54n3 e. 375 − 81a 3

Determine whether each trinomial is a perfect square trinomial. If it is, factor it. a. a 2 + 4a + 4 b. x 2 – 10x – 100 c. 4x2 – 4x + 1

Exercises Factor the following: 1. m2+12mm+36 2. 16d2-24d+9 3. a4b2-6abc+9c2

VII - REFLECTION IV PROCEDURES

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?

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY 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.