Name of Teacher DONNA RIA V.

CERENO Grade Level 8

K to 12 Curriculum
Date SEPTEMBER 23-24, 2024 Learning Area MATHEMATICS
LESSON PLAN
Quarter FIRST Week 1
CITY OF BACOOR NATIONAL HIGH SCHOOL GEORGETOWN
GEORGETOWN HEIGHTS, MOLINO IV, CITY OF BACOOR, CAVITE

TIME SECTION TIME SECTION

11:00-2:30 WALING-WALING 12:00-4:30 WALING-WALING

The learner is able to respond the need for an

assessment and evaluation system that truly reflects
I. LEARNING COMPETENCIES student performance, issues the following guidelines
in the assessment and reporting of students’
progress.
The learners must be able to:
II. LEARNING OBJECTIVES 1. Answer the questions correctly.
2. Observe the proper behavior in taking the test.
III. LEARNING CONTENT
TOPIC 1st PERIODICAL TEST
SKILLS ANALYZATION & CRITICAL THINKING
REFERENCES 1. PIVOT Mathematics 8 module
2. https://www.onemathematicalcat.org/
MATERIALS Test papers
SUBJECTS
INTEGRATED
VALUES Perseverance
FOCUSED
A. PREPARATORY ACTIVITY
1. DAILY ROUTINE
Begin with classroom routine:
a. Prayer
b. Reminder of the classroom health and safety protocols
c. Checking of attendance
d. Quick “kamustahan”
2. MOTIVATION

3. GENERALIZATION
The learner, in his/her respective notebook, journal, or portfolio write
his/her personal insights about the lesson learned by completing the
phrases.

I understand that __________________________.

I realized that _____________________________.

B. EVALUATION
Choose the best letter of your answer and write your answer on the answer
sheet.
C. ASSIGNMENT

Read something on how to graph linear inequalities in two variables.

Note observations on
REMARKS Problems
any of the following Effective Practices
Encountered
areas:
 Strategies explored

Materials used
Learner
engagement/interactio
n
Others
Reflection guide or prompt can be on:
• principles behind the teaching
What principles and beliefs informed my lesson?
Why did I teach the lesson the way I did?
REFLECTIO • students
N What roles did my students play in my lesson?
What did my students learn? How did they learn?
• ways forward
What could I have done differently?
What can I explore in the next lesson?

Index of Mastery

C. Did the
B. No. of learners D. No. of
A. No. of learners remedial lessons
who require learners who
who earned 80% work? No. of
SECTIONS additional continue to
in the learners who
activities for require
evaluation. have caught up
remediation. remediation.
the lesson.

Prepared by: Checked by: Noted by:

DONNA RIA V. CERENO DONNA MAY A. CANALETA RACHEL R.

SOLIS
Subject Teacher Master Teacher I OIC/Head Teacher IV
 CITY OF BACOOR NATIONAL HIGH SCHOOL GEORGETOWN
GEORGETOWN HEIGHTS, MOLINO IV, CITY OF BACOOR, CAVITE
Name of Teacher DONNA RIA V. CERENO Grade Level 8
K to 12 Curriculum
Date SEPTEMBER 25, 2024 Learning Area MATHEMATICS
LESSON PLAN
Quarter SECOND Week 1

TIME SECTION TIME SECTION

12:40-1:25 WALING-WALING 3:10-3:55 SAMPAGUITA
1:25-2:10 DAHLIA 4:40-5:25 ZINYA
2:10-2:55 DAISY

The learner is able to demonstrates key concepts of

I. LEARNING COMPETENCIES linear inequalities in two variables, systems of linear
inequalities in two variables and linear functions.
The learners must be able to:
1. Differentiates linear inequalities in two variables
from linear equations in two variables. Determine if
an ordered pair is a solution to a system of linear
II. LEARNING OBJECTIVES equations in two variables.
2. Illustrates and graphs linear inequalities in two
variables.
3. Differentiate between mathematical equations
and inequalities.
III. LEARNING CONTENT
TOPIC LINEAR INEQUALITIES
SKILLS CONVERSION OF LINEAR EQUATION
REFERENCES 1. PIVOT Mathematics 8 module
2. https://www.onemathematicalcat.org/
MATERIALS 1. Powerpoint presentation
2. Worksheets
SUBJECTS
INTEGRATED
VALUES Perseverance
FOCUSED
A. PREPARATORY ACTIVITY
1. DAILY ROUTINE
Begin with classroom routine:
a. Prayer
b. Reminder of the classroom health and safety protocols
c. Checking of attendance
d. Quick “kamustahan”
2. MOTIVATION

1. y>x+2 2. y>x+ 1 3. y<x+3

Tell whether the following linear inequality or linear equation.

4. x+y=1 5. 2x− y>3 6. y=x+3

B. ACTIVITY PROPER
1. PRESENTATION/INTRODUCTION
(Relating to previous lesson and explaining the importance of the lesson)
Linear Inequality in Two Variables

Follow these steps: Graph the linear inequality

Rearrange the equation so "y" is on the left and everything else on the
right.
Plot the "y=" line (make it a solid line for y≤ or y≥, and a dashed line
 for y< or y>).
Shade above the line for a "greater than" (y> or y≥)
or below the line for a "less than" (y< or y ≤).

Example: Graph y>4x−2.

2. MODELLING (I DO)
Zoey has 500 pesos and wants to rent a scooter. The scooter costs 100
pesos to unlock and 20 pesos for each minute of use. Write an expression
for the total cost in dollars of renting the scooter if Zoey uses it
for x minutes.
Translation: 100 + 20x ≤ 500 Answer: x ≤ 20
3. GUIDED PRACTICE (WE DO)
Answer whether the point (0,0) in following linear inequality is true or

1. y>x+2 2. y>x+ 1 3. y<x+3

false.

4. x+y<1 5. 2x− y>3

4. INDEPENDENT PRACTICE (YOU DO)
Write the linear inequality given the graph.

1. 2.

5. GENERALIZATION
The learner, in his/her respective notebook, journal, or portfolio write
his/her personal insights about the lesson learned by completing the
phrases.

I understand that __________________________.

I realized that _____________________________.
C. EVALUATION
Identify the linear inequality based on the graph, write whether ≥, ≤, <, or
>.
1. y ____x + 1 2. y___ -x + 1 3. y ____ 6x + 4

D. ASSIGNMENT
Read more about linear inequality in two variables.
REMARKS
Note observations on
Problems
any of the following Effective Practices
Encountered
areas:
Strategies explored

Materials used
Learner
 engagement/interactio
n
Others
Reflection guide or prompt can be on:
• principles behind the teaching
What principles and beliefs informed my lesson?
Why did I teach the lesson the way I did?
REFLECTIO • students
N What roles did my students play in my lesson?
What did my students learn? How did they learn?
• ways forward
What could I have done differently?
What can I explore in the next lesson?

Index of Mastery

C. Did the
B. No. of learners D. No. of
A. No. of learners remedial lessons
who require learners who
who earned 80% work? No. of
SECTIONS additional continue to
in the learners who
activities for require
evaluation. have caught up
remediation. remediation.
the lesson.

Prepared by: Checked by: Noted by:

DONNA RIA V. CERENO DONNA MAY A. CANALETA RACHEL R.

SOLIS
Subject Teacher Master Teacher I OIC/Head Teacher IV
 Name of Teacher DONNA RIA V. CERENO Grade Level 8
K to 12 Curriculum
Date SEPTEMBER 26, 2024 Learning Area MATHEMATICS
LESSON PLAN
Quarter SECOND Week 1
CITY OF BACOOR NATIONAL HIGH SCHOOL GEORGETOWN
GEORGETOWN HEIGHTS, MOLINO IV, CITY OF BACOOR, CAVITE

TIME SECTION TIME SECTION

12:40-1:25 WALING-WALING 3:10-3:55 SAMPAGUITA
1:25-2:10 DAHLIA 4:40-5:25 ZINYA
2:10-2:55 DAISY

The learner is able to factors completely different

I. LEARNING COMPETENCIES
types of polynomials
The learners must be able to:
1. Differentiates linear inequalities in two variables
from linear equations in two variables. Determine if
an ordered pair is a solution to a system of linear
II. LEARNING OBJECTIVES equations in two variables.
2. Illustrates and graphs linear inequalities in two
variables.
3. Differentiate between mathematical equations
and inequalities.
III. LEARNING CONTENT
TOPIC LINEAR INEQUALITIES
SKILLS CONVERSION OF LINEAR EQUATION
REFERENCES 1. PIVOT Mathematics 8 module
2. Lesson plan on Linear inequalities in two
variables (slideshare.net)
MATERIALS 1. Powerpoint presentation
2. Worksheets
SUBJECTS
INTEGRATED
VALUES FOCUSED Perseverance
A. PREPARATORY ACTIVITY
1. DAILY ROUTINE
Begin with classroom routine:
a. Prayer
b. Reminder of the classroom health and safety protocols
c. Checking of attendance
d. Quick “kamustahan”
2. MOTIVATION

1. y>x+2 2. y>x+ 1 3. y<x+3

Tell whether the following linear inequality or linear equation.

4. x+y=1 5. 2x− y>3 6. y=x+3

j B. ACTIVITY PROPER
3. PRESENTATION/INTRODUCTION
(Relating to previous lesson and explaining the importance of the lesson)
Linear Inequality in Two Variables

Linear equation in two variables can be written as Ax + By =C where A, B, C

 are real numbers and has only one solution and ordered pairs while, a linear
inequality in two variables in inequality can be written as follows:
Ax + By < C Ax + By > C Ax + By ≤ C Ax + By ≥ C
Where A, B, C are real numbers and A, B, C are not equal to zero.
Examples:

4x - y > 1 2. x + 5y ≤ 9 3. 3x + 7y < 2
4. MODELLING (I DO)
Write the statement as in linear inequality in two variables.
The sum of 20 peso bills (t) and 50 peso bills (f) is greater that Php 420.

5. GUIDED PRACTICE (WE DO)

1. y>x+2 2. y>x+ 1 3. y<3

Answer whether the following is in linear inequality or not.

4. x+y<1 5. 2x− y=3

6. INDEPENDENT PRACTICE (YOU DO)
Tell whether the following is a linear inequality in two
variables.
1. 3x -12 > 12 3. 9(x-2) < 15
2. 19 > y 4. 13x + 6 < 10 - 7
7. GENERALIZATION
The learner, in his/her respective notebook, journal, or portfolio write
his/her personal insights about the lesson learned by completing the
phrases.

I understand that __________________________.

I realized that _____________________________.
C. EVALUATION
Tell whether the statement is linear inequality and show if the ordered
pair is a solution or not a solution.
1. y < x + 1 : (1,1) 2. y > -x + 1 : (1, 2) 3. y ≥ x + 2 : (2, 4)
D. ASSIGNMENT
Bring crayons and ruler tomorrow.

Note observations on
Problems
any of the following Effective Practices
Encountered
areas:
Strategies explored
REMARKS
Materials used
Learner
engagement/interactio
n
Others
Reflection guide or prompt can be on:
• principles behind the teaching
What principles and beliefs informed my lesson?
Why did I teach the lesson the way I did?
REFLECTIO • students
N What roles did my students play in my lesson?
What did my students learn? How did they learn?
• ways forward
What could I have done differently?
What can I explore in the next lesson?

Index of Mastery
 C. Did the
B. No. of learners D. No. of
A. No. of learners remedial lessons
who require learners who
who earned 80% work? No. of
SECTIONS additional continue to
in the learners who
activities for require
evaluation. have caught up
remediation. remediation.
the lesson.

Prepared by: Checked by: Noted by:

DONNA RIA V. CERENO DONNA MAY A. CANALETA RACHEL R.

SOLIS
Subject Teacher Master Teacher I OIC/Head Teacher IV
 CITY OF BACOOR NATIONAL HIGH SCHOOL GEORGETOWN
GEORGETOWN HEIGHTS, MOLINO IV, CITY OF BACOOR, CAVITE

TIME SECTION TIME SECTION

12:40-1:25 WALING-WALING 3:10-3:55 SAMPAGUITA
1:25-2:10 DAHLIA 4:40-5:25 ZINYA
2:10-2:55 DAISY
Name of Teacher DONNA RIA V. CERENO Grade Level 8
K to 12 Curriculum
Date September 27, 2024 Learning Area MATHEMATICS
LESSON PLAN
Quarter SECOND Week 1

The learner is able to demonstrates key concepts of

I. LEARNING COMPETENCIES linear inequalities in two variables, systems of linear
inequalities in two variables and linear functions.
The learners must be able to:
1. Illustrates and graphs linear inequalities in two
variables.
II. LEARNING OBJECTIVES 2. Differentiate between mathematical equations and
inequalities.
3. Integrate reading comprehension by analyzing a
text related to real-life applications of inequalities.
III. LEARNING CONTENT
TOPIC LINEAR INEQUALITIES
SKILLS CONVERSION OF LINEAR EQUATION
REFERENCES 1. PIVOT Mathematics 8 module
2. https://www.onemathematicalcat.org/
MATERIALS 1. Powerpoint presentation
2. Worksheets
SUBJECTS Reading
INTEGRATED
VALUES Perseverance
FOCUSED
A. PREPARATORY ACTIVITY
1. DAILY ROUTINE
Begin with classroom routine:
a. Prayer
b. Reminder of the classroom health and safety protocols
c. Checking of attendance
d. Quick “kamustahan”
2. MOTIVATION
Introduce the concept of linear inequalities as a way to represent
constraints in real life (ex. budget limits, time constraints).
B. ACTIVITY PROPER
3. PRESENTATION/INTRODUCTION
(Relating to previous lesson and explaining the importance of the lesson)
Linear Inequality in Two Variables
The region of shade in linear inequality illustrates as follows:
Shade above the line for a "greater than" (y> or y≥)
Shade below the line for a "less than" (y< or y ≤)
1. MODELLING (I DO)
Write the linear inequality in two variables given the graph.
 4. GUIDED PRACTICE (WE DO)

2. y=3x + 2
Determine the slope and y-intercept, and graph it.
1. y = 2x +1
5. INDEPENDENT PRACTICE (YOU DO)
Shade the region where linear inequality describes on the

1. y>2x+1 2. y<3x + 2
statement.

3. 4.
6. GENERALIZATION
The learner, in his/her respective notebook, journal, or portfolio write his/her
personal insights about the lesson learned by completing the phrases.

I understand that __________________________.

I realized that _____________________________.
C. EVALUATION
Tell whether the shaded region of the statement describes in linear
inequality. State if it’s above or below.
1. y < x + 1 2. y > -x + 1 3. y ≥ x + 2 4. y ≥ 3x - 2 5. y ≤ 4 x -
4
D. ASSIGNMENT
Bring a ruler and pencil for tomorrow for the performance task next meeting.

Note observations on
Problems
any of the following Effective Practices
Encountered
areas:
Strategies explored
REMARKS
Materials used
Learner
engagement/interacti
on
Others
REFLECTION Reflection guide or prompt can be on:
• principles behind the teaching
What principles and beliefs informed my lesson?
Why did I teach the lesson the way I did?
• students
What roles did my students play in my lesson?
What did my students learn? How did they learn?
• ways forward
What could I have done differently?
 What can I explore in the next lesson?

Index of Mastery

C. Did the
B. No. of learners D. No. of
A. No. of learners remedial lessons
who require learners who
who earned 80% work? No. of
SECTIONS additional continue to
in the learners who
activities for require
evaluation. have caught up
remediation. remediation.
the lesson.

Prepared by: Checked by: Noted by:

DONNA RIA V. CERENO DONNA MAY A. CANALETA RACHEL R.

SOLIS
Subject Teacher Master Teacher I OIC/Head Teacher IV
 CITY OF BACOOR NATIONAL HIGH SCHOOL GEORGETOWN
GEORGETOWN HEIGHTS, MOLINO IV, CITY OF BACOOR, CAVITE

Name of Teacher DONNA RIA V. CERENO Grade Level 8

K to 12 Curriculum
Date SEPTEMBER 27, 2024 Learning Area MATHEMATICS
LESSON PLAN
Quarter SECOND Week 1

TIME SECTION TIME SECTION

12:40-1:25 WALING-WALING 3:10-3:55 SAMPAGUITA
1:25-2:10 DAHLIA 4:40-5:25 ZINYA
2:10-2:55 DAISY
The learner is able to demonstrates key concepts of
I. LEARNING COMPETENCIES linear inequalities in two variables, systems of linear
inequalities in two variables and linear functions.
The learners must be able to:
1. Integrate peace principles (Personal, Empathy,
Action, Community, and Environment) into the
learning process.
II. LEARNING OBJECTIVES
2. Illustrates and graphs linear inequalities in two
variables.
3. Differentiate between mathematical equations
and inequalities.
III. LEARNING CONTENT
TOPIC LINEAR INEQUALITIES
SKILLS CONVERSION OF LINEAR EQUATION
REFERENCES 1. PIVOT Mathematics 8 module
2. https://www.onemathematicalcat.org/
MATERIALS 1. Powerpoint presentation
2. Worksheets
SUBJECTS Peace
INTEGRATED
VALUES Perseverance
FOCUSED
A. PREPARATORY ACTIVITY
1. DAILY ROUTINE
Begin with classroom routine:
a. Prayer
b. Reminder of the classroom health and safety protocols
c. Checking of attendance
d. Quick “kamustahan”
2. MOTIVATION
Discuss how inequalities represent real-world constraints and how solving
them can lead to positive action in the community.
B. ACTIVITY PROPER
3. PRESENTATION/INTRODUCTION
(Relating to previous lesson and explaining the importance of the lesson)
Linear Inequality in Two Variables
The region of shade in linear inequality illustrates as follows:
Shade above the line for a "greater than" (y> or y≥)
Shade below the line for a "less than" (y< or y ≤)
4. MODELLING (I DO)
Write the linear inequality in two variables given the graph.
 5. GUIDED PRACTICE (WE DO)

2. y=3x + 2
Determine the slope and y-intercept, and graph it.
1. y = 2x +1
6. INDEPENDENT PRACTICE (YOU DO)
Shade the region where linear inequality describes on the

2. y>2x+1 2. y<3x + 2
statement.

3. 4.
7. GENERALIZATION
The learner, in his/her respective notebook, journal, or portfolio write
his/her personal insights about the lesson learned by completing the
phrases.

I understand that __________________________.

I realized that _____________________________.

C. EVALUATION
Tell whether the shaded region of the statement describes in linear
inequality. State if it’s above or below.
1. y < x + 1 2. y > -x + 1 3. y ≥ x + 2 4. y ≥ 3x - 2 5. y ≤ 4 x -
4
D. ASSIGNMENT
Bring a ruler and pencil for tomorrow for the performance task next meeting.

Note observations on
Problems
any of the following Effective Practices
Encountered
areas:
Strategies explored
REMARKS
Materials used
Learner
engagement/interactio
n
Others
REFLECTIO Reflection guide or prompt can be on:
N • principles behind the teaching
What principles and beliefs informed my lesson?
Why did I teach the lesson the way I did?
• students
 What roles did my students play in my lesson?
What did my students learn? How did they learn?
• ways forward
What could I have done differently?
What can I explore in the next lesson?

Index of Mastery

C. Did the
B. No. of learners D. No. of
A. No. of learners remedial lessons
who require learners who
who earned 80% work? No. of
SECTIONS additional continue to
in the learners who
activities for require
evaluation. have caught up
remediation. remediation.
the lesson.

Prepared by: Checked by: Noted by:

DONNA RIA V. CERENO DONNA MAY A. CANALETA RACHEL R.

SOLIS
Subject Teacher Master Teacher I OIC/Head Teacher IV
 CITY OF BACOOR NATIONAL HIGH SCHOOL GEORGETOWN
GEORGETOWN HEIGHTS, MOLINO IV, CITY OF BACOOR, CAVITE

TIME SECTION TIME SECTION

12:40-1:25 WALING-WALING 3:10-3:55 SAMPAGUITA
1:25-2:10 DAHLIA 4:40-5:25 ZINYA
2:10-2:55 DAISY
Name of Teacher DONNA RIA V. CERENO Grade Level 8
K to 12 Curriculum
Date SEPTEMBER 27, 2024 Learning Area MATHEMATICS
LESSON PLAN
Quarter SECOND Week 1

The learner is able to demonstrates key concepts of

I. LEARNING COMPETENCIES linear inequalities in two variables, systems of linear
inequalities in two variables and linear functions.
The learners must be able to:
1. Integrate health-related scenarios to explore the
application of inequalities in making healthy lifestyle
choices.
II. LEARNING OBJECTIVES
2. Illustrates and graphs linear inequalities in two
variables.
3. Differentiate between mathematical equations
and inequalities.
III. LEARNING CONTENT
TOPIC LINEAR INEQUALITY
SKILLS CONVERSION OF LINEAR INEQUALITY
REFERENCES 1. PIVOT Mathematics 8 module
2. https://www.onemathematicalcat.org/
MATERIALS 1. Powerpoint presentation
2. Worksheets
SUBJECTS Health
INTEGRATED
VALUES Perseverance
FOCUSED
A. PREPARATORY ACTIVITY
1. DAILY ROUTINE
Begin with classroom routine:
a. Prayer
b. Reminder of the classroom health and safety protocols
c. Checking of attendance
d. Quick “kamustahan”
2. MOTIVATION
How will you distribute a health-related scenario, such as a character
trying to manage their daily calorie intake while planning meals or
exercise routines?

B. ACTIVITY PROPER
3. PRESENTATION/INTRODUCTION
(Relating to previous lesson and explaining the importance of the lesson)
Linear Inequality in Two Variables
The region of shade in linear inequality illustrates as follows:
Shade above the line for a "greater than" (y> or y≥).
Shade below the line for a "less than" (y< or y ≤).

4. MODELLING (I DO)
Write the linear inequality in two variables given the graph.
 5. GUIDED PRACTICE (WE DO)

2. y=3x + 2
Determine the slope and y-intercept, and graph it.
1. y = 2x +1
6. INDEPENDENT PRACTICE (YOU DO)
Shade the region where linear inequality describes on the

3. y>2x+1 2. y<3x + 2
statement.

3. 4.
7. GENERALIZATION
The learner, in his/her respective notebook, journal, or portfolio write
his/her personal insights about the lesson learned by completing the
phrases.

I understand that __________________________.

I realized that _____________________________.

C. EVALUATION
Tell whether the shaded region of the statement describes in linear
inequality. State if it’s above or below.
1. y < x + 1 2. y > -x + 1 3. y ≥ x + 2 4. y ≥ 3x - 2 5. y ≤ 4 x -
4
D. ASSIGNMENT
Bring a ruler and pencil for tomorrow for the performance task next meeting.

Note observations on
Problems
any of the following Effective Practices
Encountered
areas:
Strategies explored
REMARKS
Materials used
Learner
engagement/interactio
n
Others
REFLECTIO Reflection guide or prompt can be on:
N • principles behind the teaching
What principles and beliefs informed my lesson?
Why did I teach the lesson the way I did?
• students
 What roles did my students play in my lesson?
What did my students learn? How did they learn?
• ways forward
What could I have done differently?
What can I explore in the next lesson?

Index of Mastery

C. Did the
B. No. of learners D. No. of
A. No. of learners remedial lessons
who require learners who
who earned 80% work? No. of
SECTIONS additional continue to
in the learners who
activities for require
evaluation. have caught up
remediation. remediation.
the lesson.

Prepared by: Checked by: Noted by:

DONNA RIA V. CERENO DONNA MAY A. CANALETA RACHEL R.

SOLIS
Subject Teacher Master Teacher I OIC/Head Teacher IV
 CITY OF BACOOR NATIONAL HIGH SCHOOL GEORGETOWN
GEORGETOWN HEIGHTS, MOLINO IV, CITY OF BACOOR, CAVITE

TIME SECTION TIME SECTION

12:40-1:25 WALING-WALING 3:10-3:55 SAMPAGUITA
1:25-2:10 DAHLIA 4:40-5:25 ZINYA
2:10-2:55 DAISY

Name of Teacher DONNA RIA V. CERENO Grade Level 8

K to 12 Curriculum
Date AUGUST 5, 2024 Learning Area MATHEMATICS
LESSON PLAN
Quarter FIRST Week 1

The learner is able to factors completely different

types of polynomials (polynomials with common
I. LEARNING COMPETENCIES monomial factor, difference of two squares, perfect
square trinomial, sum and difference of two squares,
and general trinomials.
The learners must be able to:
II. LEARNING OBJECTIVES 1.
2.
III. LEARNING CONTENT
TOPIC
SKILLS
REFERENCES 1. PIVOT Mathematics 8 module
2. https://www.onemathematicalcat.org/
MATERIALS 1. Powerpoint presentation
2. Worksheets
SUBJECTS Peace
INTEGRATED
VALUES Perseverance
FOCUSED
A. PREPARATORY ACTIVITY
1. DAILY ROUTINE
Begin with classroom routine:
a. Prayer
b. Reminder of the classroom health and safety protocols
c. Checking of attendance
d. Quick “kamustahan”
2. MOTIVATION
Introduce Factoring by Grouping: Explain the steps involved:

1. Group terms with common factors.

2. Factor out the greatest common factor (GCF) from each
group.
3. If the remaining binomials are identical, factor them out.

B. ACTIVITY PROPER
2. PRESENTATION/INTRODUCTION
(Relating to previous lesson and explaining the importance of the lesson)

3. MODELLING (I DO)
 3. GUIDED PRACTICE (WE DO)

4. INDEPENDENT PRACTICE (YOU DO)

5. GENERALIZATION
The learner, in his/her respective notebook, journal, or portfolio write
his/her personal insights about the lesson learned by completing the
phrases.

I understand that __________________________.

I realized that _____________________________.

C. EVALUATION

D. ASSIGNMENT

Note observations on
Problems
any of the following Effective Practices
Encountered
areas:
Strategies explored
REMARKS
Materials used
Learner
engagement/interactio
n
Others
Reflection guide or prompt can be on:
• principles behind the teaching
What principles and beliefs informed my lesson?
Why did I teach the lesson the way I did?
REFLECTIO • students
N What roles did my students play in my lesson?
What did my students learn? How did they learn?
• ways forward
What could I have done differently?
What can I explore in the next lesson?

Index of Mastery

C. Did the
B. No. of learners D. No. of
A. No. of learners remedial lessons
who require learners who
who earned 80% work? No. of
SECTIONS additional continue to
in the learners who
activities for require
evaluation. have caught up
remediation. remediation.
the lesson.
Prepared by: Checked by: Noted by:

DONNA RIA V. CERENO DONNA MAY A. CANALETA RACHEL R.

SOLIS
Subject Teacher Master Teacher I OIC/Head Teacher IV