Republic of the Philippines

Department of Education
SCHOOLS DIVISION OF ________________
<DISTRICT – NAME OF SCHOOL>

JJKKLM+BGNNNNNN B V
School: Grade Level: 8
DAILY LESSON LOG Teacher: . Learning Area: MATH
Teaching Dates and
Matatag BASED
Time: Quarter: 1

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I.CONTENT STANDARDS
AND LEARNING

A. Pamantayang Pangnilalaman 1. measures of central tendency of ungrouped data./ 2. algebraic expressions and operations with monomials, binomials, and
(Content Standards) multinomials. 3, special products for binomials, and factorization of polynomials. 4. rational algebraic expressions and equations. 5.
rules for obtaining terms in sequences.

B. Pamantayan sa Pagganap By the end of the quarter, the learners are able to … • determine measures of central tendency of ungrouped data and use the measures
(Perfomance Standards) to draw conclusions. (DP) • add and subtract monomials, and multiply combinations of monomials, binomials, and multinomials. (NA) •
obtain special binomial products. (NA) • factorize different types of polynomials. (NA) • simplify, and operate with, rational algebraic
expressions and solve simple rational algebraic equations. (NA) • obtain the rule for finding the next term in a sequence. (NA)
C. Pamantayan sa Pagkatuto 8. completely factor 9. solve problems involving 10. simplify rational
(Learning Competencies) different types of special products and algebraic expressions.
polynomials (polynomials factors of polynomials.
with common monomial
factor;
difference of two squares;
quadratic trinomials,
including perfect square
trinomials).

Layunin
Lesson Objective
 Republic of the Philippines
Department of Education
SCHOOLS DIVISION OF ________________
<DISTRICT – NAME OF SCHOOL>

The learner will be able to The learner will be able to The learner will be able to
The learner will be able to solve problems involving solve optimization problems The learner will be able to
factor polynomials with a
factor quadratic trinomials area and perimeter of involving maximizing or simplify rational algebraic
common monomial factor
in the form ax^2 + bx + c, geometric figures using minimizing area using expressions by factoring
and factor binomials that
including perfect square special product patterns special product patterns and and canceling common
represent the difference of
trinomials. and factoring. factoring. factors
two squares.
D. Nilalaman Area and Perimeter Simplifying Rational
(Content) Problems
Optimization Algebraic Expressions -
Problems Review of Introduction Definition of
special product patterns and a rational algebraic
factoring techniques. * expression (a fraction
Factoring Polynomials Understanding the concept where the numerator and
with a Common Factoring of optimization (finding the denominator are
Monomial Factor and Quadratic maximum or minimum polynomials). * Identifying
Difference of Two value). * Applying algebraic restrictions on the variable
Squares Trinomials techniques to solve (values that make the
optimization problems denominator zero). *
involving area. Simplifying by factoring
both the numerator and
denominator and canceling
common factors.
E. Integration Number sense: Connect Problem-solving: Connect Geometry: Connect Critical thinking: Number sense: Connect
factoring out the GCF to factoring quadratic algebraic concepts to Encourage students to simplifying rational
finding the greatest trinomials to solving geometric representations. analyze problems and algebraic expressions to
common factor of quadratic equations. * * Problem-solving: determine the appropriate simplifying fractions with
numbers. * Simplifying Patterns and Develop problem-solving strategy for finding the numbers. * Real-world
expressions: Show how relationships: Help skills by applying algebraic optimal solution. * Real- connections: Use
factoring can be used to students recognize patterns techniques to real-world world connections: examples like simplifying
simplify algebraic in perfect square scenarios. Explore real-life scenarios ratios or proportions in
 Republic of the Philippines
Department of Education
SCHOOLS DIVISION OF ________________
<DISTRICT – NAME OF SCHOOL>

where optimization is used

(e.g., maximizing the area
expressions. trinomials. real-life scenarios.
of a garden with a given
amount of fencing).
I.LEARNING RESOURCES

III. TEACHING AND

LEARNING PROCEDURE
a. Activating Prior Review area and perimeter Review special product
Language Review the distributive
formulas for rectangles and patterns and factoring
property and multiplying Review simplifying
Review factoring out the squares. * Have students techniques. * Have students
monomials by numerical fractions (e.g.,
GCF. * Have students calculate the area and practice factoring quadratic
polynomials. * Have 12/18 = 2/3). * Have
practice factoring simple perimeter of simple expressions.
students practice students practice factoring
expressions. figures. * Review special
expanding expressions like polynomials.
product patterns and
2x(x + 3).
factoring techniques.
b. Establishing purpose for Introduce factoring as the Explain how special Introduce the concept of Introduce rational algebraic
the lesson Explain that factoring
reverse process of products and factoring can optimization and its expressions as fractions
quadratic trinomials is an
multiplication (finding be used to solve real-world importance in real-world with polynomials. *
essential skill for solving
what was multiplied to get problems involving area applications. * Provide an Explain that simplifying
quadratic equations and
a given expression). * and perimeter. * Provide an example of an optimization these expressions is
simplifying expressions. *
Explain that factoring is a example of a garden design problem, such as finding the important for solving
Connect factoring to
crucial skill for simplifying problem or a picture frame dimensions of a rectangle equations and
finding the dimensions of a
expressions and solving problem. with the maximum area understanding
rectangle given its area.
equations. given a fixed perimeter. relationships.
c. Developing and Factoring out the GCF: Factoring when a = 1: Area Problems with Problem-Solving Defining Rational
Deepening Start with examples like Start with examples like Special Products: Present Strategies: Discuss Expressions: Clearly
Understanding 4x^2 + 6x. Demonstrate x^2 + 5x + 6. Demonstrate problems where the different approaches to define rational algebraic
how to identify the GCF how to find two numbers dimensions of a rectangle solving optimization expressions and provide
 Republic of the Philippines
Department of Education
SCHOOLS DIVISION OF ________________
<DISTRICT – NAME OF SCHOOL>

(2x) and factor it out: that add up to 'b' (5) and are given as binomials problems, such as using trial various examples. *
2x(2x + 3). * Difference of multiply to 'c' (6) to factor (e.g., length = (x + 3), and error, completing the Identifying Restrictions:
Two Squares: Review the the trinomial: (x + 2)(x + width = (x + 2)). Guide square, or finding the vertex Emphasize that the
pattern (a + b)(a - b) = a^2 3). * students to use the of a parabola. * Guided denominator cannot be
Factoring when a 1:
- b^2. Then, work through Introduce appropriate special product Practice: Work through zero and show how to find
examples like x^2 - 9, techniques like grouping or pattern to find the area. * examples on the board, the restrictions on the
showing how to recognize trial and error for factoring Perimeter Problems with demonstrating how to use variable. * Simplifying by
the difference of squares trinomials with a leading Factoring: Present special product patterns and Factoring: Demonstrate
and factor it: (x + 3)(x - 3). coefficient other than 1. * problems where the area of factoring to find the optimal how to factor both the
* Algebra Tiles: Perfect Square a rectangle is given as a solution in area problems. * numerator and
(Optional) Use algebra tiles Trinomials: Review the trinomial (e.g., area = x^2 Graphical Representation: denominator and cancel
to visually represent patterns (a + b)^2 = a^2 + + 5x + 6) and one (Optional) Use graph paper common factors to simplify
factoring, showing how to 2ab + b^2 and (a - b)^2 = dimension is given. Guide to plot the relationship the expression. * Guided
break down a polynomial a^2 - 2ab + b^2. Show how students to factor the between the dimensions and Practice: Work through
into its factors. * Guided to recognize perfect square trinomial to find the other the area of a rectangle, examples on the board,
Practice: Work through trinomials and factor them. dimension and then visually demonstrating the simplifying various
various examples on the * Guided Practice: Work calculate the perimeter. * concept of maximum area. * rational expressions. *
board, factoring out GCFs through various examples Visual Representations: Independent Practice: Independent Practice:
and factoring the difference on the board, factoring Use geometric figures Have students complete the Have students complete the
of two squares. * different types of quadratic cutouts or draw diagrams worksheet with optimization worksheet with
Independent Practice: trinomials. * Independent on the board to help problems, applying simplification problems,
Have students complete the Practice: Have students students visualize the algebraic techniques to find practicing the techniques
worksheet with factoring complete the worksheet problems. * Guided the maximum or minimum learned.
problems, practicing both with factoring problems, Practice: Work through area.
techniques. practicing all the various examples on the
techniques learned. board, solving different
types of area and perimeter
problems. * Independent
Practice: Have students
complete the worksheet
 Republic of the Philippines
Department of Education
SCHOOLS DIVISION OF ________________
<DISTRICT – NAME OF SCHOOL>

with problems, applying

special products and
factoring to find solutions.
d. Making Generalization Facilitate a class discussion Facilitate a class discussion
to summarize the key to summarize the key steps
strategies for solving area in solving optimization
Facilitate a class discussion and perimeter problems: * problems: * Define the
Identify the known and variables and write an Facilitate a class discussion
to summarize the key steps
unknown quantities. * equation representing the to summarize the key steps
in factoring: * For GCF:
Choose the appropriate quantity to be optimized. * in simplifying rational
Identify the GCF of all
formula and special Use special product patterns algebraic expressions: *
terms and factor it out
product pattern or factoring or factoring to rewrite the Factor the numerator and
using the distributive
Facilitate a class discussion totechnique.
summarize* the keyfor
Solve strategies
the for factoring
equation quadratic
in a suitable denominator
trinomials:
form. * Alwayscompletely.
check for a *GCF first
property. * For difference
unknown dimensions or * Apply appropriate Identify and state any
of two squares: Recognize
area. * Always check if the techniques (completing the restrictions on the variable.
the pattern and apply the
answer makes sense in the square, finding the vertex) * Cancel common factors
formula. * Always check if
context of the problem. to determine the optimal in the numerator and
the factored expression can
solution. * Interpret the denominator.
be further factored.
solution in the context of the
problem.

IV. EVALUATING
LEARNING
a. Evaluating Learning Observe student Observe student Observe student Observe student Observe student
participation and participation and participation and participation and participation and
engagement in activities. * engagement in activities. * engagement in problem- engagement in problem- engagement in activities. *
Collect and assess student Collect and assess student solving activities. * Collect solving activities. * Collect Collect and assess student
work on the worksheet. * work on the worksheet. * and assess student work on and assess student work on work on the worksheet. *
Conduct a short quiz with Conduct a short quiz with the worksheet. * Conduct a the worksheet. * Conduct a Conduct a short quiz with
 Republic of the Philippines
Department of Education
SCHOOLS DIVISION OF ________________
<DISTRICT – NAME OF SCHOOL>

problems requiring short quiz with problems short quiz with problems
problems requiring problems requiring
students to factor requiring students to apply requiring students to solve
students to factor different students to simplify
polynomials with a GCF special products and optimization problems
types of quadratic rational algebraic
and the difference of two factoring to solve area and involving area.
trinomials. expressions.
squares. perimeter problems.
b. Teacher Remarks Provide feedback on Provide feedback on Provide feedback on Provide feedback on student Provide feedback on
student work, highlighting student work, highlighting student work, highlighting work, highlighting strengths student work, highlighting
strengths and areas for strengths and areas for strengths and areas for and areas for improvement. strengths and areas for
improvement. * Address improvement. * Address improvement. * Address * Address any improvement. * Address
any misconceptions or any misconceptions or any misconceptions or misconceptions or any misconceptions or
difficulties observed during difficulties observed during difficulties observed during difficulties observed during difficulties observed during
the lesson. the lesson. the lesson. the lesson. the lesson.
c. Teacher Reflection Reflect on the effectiveness Reflect on the effectiveness Reflect on the effectiveness Reflect on the effectiveness
Reflect on the effectiveness
of the explanations and of the visual of the problem-solving of the explanations and
of the explanations and
examples used to teach representations and real- strategies and examples examples used to teach
examples used to teach
factoring quadratic world examples used in the used in the lesson. * simplifying rational
factoring. * Consider ways
trinomials. * Consider lesson. * Consider ways to Consider ways to enhance expressions. * Consider
to enhance student
ways to enhance student enhance student problem- student understanding of ways to enhance student
understanding, such as
understanding, such as solving skills, such as optimization, such as understanding, such as
incorporating more visual
providing differentiated providing differentiated providing real-world incorporating more visual
aids or real-world
instruction or using instruction or encouraging applications or using aids or real-world
applications. * Analyze
technology tools. * collaborative learning. * technology tools. * Analyze applications. * Analyze
student assessment data to
Analyze student Analyze student student assessment data to student assessment data to
identify areas where
assessment data to identify assessment data to identify identify areas where identify areas where
students need additional
areas where students need areas where students need students need additional students need additional
support.
additional support. additional support support. support
REFLECTION

a. Number of learners
who earned 80% of
 Republic of the Philippines
Department of Education
SCHOOLS DIVISION OF ________________
<DISTRICT – NAME OF SCHOOL>

the evaluation
b. Number of learners
who require
additional activities
for remediation who
scored below 80%
c. Did the remedial
lesson work?
d. Number of learners
who have caught up
with the lesson
e. Number of learners
who continue to
require remediation
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?