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Grade

GRADES 1 to 12 School: Semirara NHS Level: Eight


DAILY LESSON LOG Learning
Reinabelle M. Marquez
Teacher: Area: MATHEMATICS
Teaching Dates
and Time: Quarter: 1st

I. OBJECTIVES
A. Content Standards demonstrates 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 is able to formulate real-life problems involving factors of polynomials, rational algebraic expressions, linear
equations and inequalities in two variables, systems of linear equations and inequalities in two variables and
linear functions, and solve these problems accurately using a variety of strategies.
C. Learning Competencies / factors completely different types of polynomials (polynomials with common monomial factor, difference of two squares,
Objective sum and difference of two cubes, perfect square trinomials, and general trinomials).
M8AL-Ia-b-1
II. CONTENT Patterns and Algebra ( Common Monomial Factoring)
III.LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials p. 35,
pages
3. Textbook pages Exploring Mathematics 8 pp.37 – 42, 84
4. Additional Materials
from Learning
Recourses (LR) portal
B. Other Learning Resource
IV. PROCEDURES
A. Reviewing previous
lesson or presenting the Lyn Lyn Morales is a Facebook user who always updated her status. One day, she posted different
new lesson
polynomial equations and concluded that each equation is related with one another. Check out her timeline!
Click like if you think she related the given polynomial correctly and comment down if you think it is not.
4x(3x – 5) to 12x2 – 20x
2a ( a + b + 2) to 2a2 + 2ab + 2ac
4a (ab + 2) to 4 ab + 8
xyz( 4x + y + 5) tp 4x2yz + xy2z+ 5xyz
3xy2(2x +y -1) to 3xy4 + 3xy3 + 3xy

Are the two expressions related?


Why is it important to know the reverse process of multiplication?
B. Establishing a purpose The students will identify the similarities in the sets of images flashed on the screen. This will allow them to
for the lesson
have an idea about the concept of getting the greatest common factor in a given polynomial.

The students will answer the following questions:


1. What are the things common in these pictures?
2. Are there things that make them different?
Can you spot things that are found on one picture but not on the other pictures?
C. Presenting examples/ The students will now have a clear vision about the topic. To further discuss factoring using the GCF, the
instances of the new
lesson learners will look for the factor of the following:
Given Factors GCF Factored Form
1) 2x
4y

2) 5ab
20a2
The "Greatest Common Factor" is the
3) 10xy2 largest of the common factors (of two or
25x2y more numbers)

4) 12a2b
72a2b2

5) 120abc
72a2b3c

6) 15x4y3
36x2y3
39a3

7) 21a7b5
35a3b4
56a4b3

D. Discussing new concepts Factoring polynomials with a common monomial factor (using GCF).
and practicing new skills
**Always look for a GCF before using any other factoring method.
#1
To factor a polynomial, follow these steps:
1. Determine the GCF of the terms of the polynomial
2. Factor out the GCF from each term of the polynomial. (That is divide each term of the polynomial by the
GCF)
3. Rewrite the polynomial in factored form.
4. Verify the result by getting the product of the factors.

(see attached PowerPoint Presentation)


E. Discussing new concepts Factor completely.
and practicing new skills 1. 12x2+8x3
#2 2. 18m4n3 – 45m3n2+36m2n2
3. 34x 21y5 - 51x15 y 24 + 85x 2 y30
4. 120z4+ 55xyz + 17 210xz

F. Developing Mastery Create a group of 10 members. On a small sheet of paper, write down 4 polynomial equations that can be
(Leads to Formative factored using the GCF.
Assessment 3)
The first group will chose another group that would answer their given equations.

If the chosen group can answer the equation given, they will have a score of five points, if they cannot answer,
score will be given to the host group.

The host group will again choose another group.

First group to reach a score of 50 will be declared as winner

G. Finding practical A rectangular open topped box is to be constructed out of 20-cm by 12 cm rectangular sheets of thin cardboard
application of concepts by cutting 4x- inch squares out of each corner and bending the sides up. What is the area of the cardboard after
and skills in daily living the corners have been removed?

H. Making generalizations
and abstractions about What are the steps in common monomial factoring?
the lessons

I. Evaluating Learning Factor Completely


1. 12𝑥 3 𝑦 5 − 20𝑥 5 𝑧
2. 12𝑥 5 𝑦 4 − 16𝑥 3 𝑦 4 + 28𝑥 6
3. 27𝑑 4 𝑜5 𝑡 3 𝑎6 − 18𝑑 2 𝑜3 𝑡 6 − 15𝑑 6 𝑜4
4. 12𝑤𝑖 3 𝑛5 − 16 𝑤𝑖𝑛 − 20 𝑤𝑖𝑛𝑛𝑒𝑟
J. Additional activities for Write at least two real life situations or problems where you apply the concept of factoring polynomials with
application or common monomial factor.
remediation
a. REMARKS
b. REFLECTIONS
A. No. of learners who
earned 80% in the
evaluation.
B. No of learners who
require additional
activities for remediation
who scored below 80%
C. Did the remediation
lesson work? No. of
learners who have caught
up with the lesson
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well?
Why did these work?
F. What difficulties did I
encounter which my
principal or supervisor
can help me solve?
G. What innovation or
localized materials did I
use / discover which I
wish to share with other
teachers?

Respectfully submitted by:

REINABELLE M. MARQUEZ , Teacher I

Checked by:
NOEL M. ENCARNACION , Principal I

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