DAILY LESSON LOG OF M8AL-Ig-2 (Week Seven-Day Three)

School Grade Level Grade 8

Teacher Learning Area Mathematics
Teaching Date and Time Quarter First
Objectives must be met over the week and connected to the curriculum standards. To meet the
objectives, necessary procedures must be followed and if needed, additional lessons, exercises and
remedial activities may be done for developing content knowledge and competencies. These are
I. OBJECTIVES 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 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 The learner 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.
Learning Competency:
Solves problems involving linear equations in two variables. (M8AL-Ig-2)

C. Learning Competencies/ Learning Objectives:

Objectives
II.CONTENT
III.
LEARNING RESOURCES
A. References
1. Teacher’s Guide
2. Learner’s Materials
3. Textbook pages
4. Additional Materials
from Learning Resource
(LR) portal
B. Other Learning
Resources
IV. PROCEDURES
A. Review previous lesson
or presenting the new
lesson
B. Establishing a purpose
for the lesson
1. Determine the steps of solving problems involving linear equations in two
variables using Polya’s method.
2. Solve problems involving linear equations in two variables.
3. Demonstrate learning through organized solution and correct answer to the
given problems involving linear equations in two variables.
Problem Solving involving Linear Equations in Two Variables
teacher’s guide, learner’s module,
Module 3 page 211
Module 3 page 197
Polya’s method: https://math.berkeley.edu/~gmelvin/polya.pdf
These steps should be done across the week. Spread out the activities appropriately so that
pupils/students will learn well. Always be guided by demonstration of learning by the pupils/ students
which you can infer from formative assessment activities. Sustain learning systematically by providing
pupils/students with multiple ways to learn new things, practice the learning, question 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.
The teacher asks the students:
1. What have we done last meeting?
2. What are the different methods of determining the equation of the line?
3. When do each method of determining equation of the line being used?
Possible responses:
1. We were able to determine the equation of the line using two points.
2. The methods are the following; Slope-intercept form, Point-slope form, and
Two point form.
3. We use; Slope-Intercept form if the given is a y-intercept and a slope, Point-
slope form if the given is any point and a slope, and Two-point form if the
given is any two points.
The teacher lets the students realize the importance of linear equation as it is
applied to some real life scenarios.
 The teacher divides the class into 5 groups and let them answer;
Learner’s Module page 197, ACTIVITY 19: RIDING A TAXI.numbers 1-7 only.
Instruction:
C. Presenting examples/ The students will discuss the problem in their group and write their answers
instances of the new directly on the provided manila paper . Only 20 minutes are given to collaborate
lesson and finish the work. After the time, finish or not, each group post their answers on
the board. They will assign a checker to check the other groups’ work.
(The time allocation will motivate the students to collaborate and participate on
their group task.)
Checking and Discussion:
With the teacher’s help, the students will read each question and then
D. Discussing new check each group’s work simultaneously. Corrections and clarifications are made
concepts and practicing especially to the questions/items that are answered wrongly. Furthermore,
new skills #1 incorporate the Polya’s method of solving the word problems.

Answer Key: Teacher’s Guide page 211.

The teacher illustrates the graph of the given scenario after asking the following
questions:
1. What are the methods of graphing the given problem?
2. Why there is a need to only use the 1st Quadrant of the Rectangular plane?
E. Discussing new Possible Responses:
concepts and practicing 1. The problem (RIDING A TAXI) can be graphed by the following method;
new skills #2 - Plotting the points in the table of values and connect all the points.
- Using the equation of the line, plot the y-intercept, determine the second
point using the slope , then connect the two points.
2. Real life problem such as RIDING a TAXI has no negative concept since there is
no negative fare and negative distance.
Working with pair, the teacher lets the students solve the following problem using
the Polya’s method.
F. Developing mastery
Jolly Donuts charges Php 18 each for a special doughnut plus a fixed charge of Php
(leads to formative
5 for the box which can hold as many as 24 doughnuts. How many doughnuts
assessment 3)
would be in a box priced at Php 221?

Answer key: Teacher’s Guide page 212.

The teacher will ask the following:
1. What other real life scenarios involves linear equations in real life?
G. Finding practical Possible Responses:
applications of concepts 1. Transportation, water bills, electric bills, internet bills, data consumption,
and skills in daily living hiking scenarios, Kite flying, and many more. Provided that each scenario has
a constant increase or decrease/ change , as it show a straight line when
graphed.
Let the teacher summarize by pointing out the necessary things to be noted in
solving problems involving linear equations. These are:
1. It is important to determine the dependent and independent variables.
H. Making generalizations
2. Complete the table of values correctly.
and abstractions about
3. Graphs help visualizing the problem.
the lesson
4. Graphing problems in real life scenarios should be illustrated in quadrant I
only since distance, fare, salary, etc, does not have negative values.
5. Linear equations are only involved in scenarios with constant change.
Answer the following:
I. Solve the following word problem using POLYA’S METHOD.

A pay phone service charges Php 5 for the first three minutes and Php 1 for
every minute additional or a fraction thereof. How much will a caller have to pay if
I. Evaluating Learning
his call lasts for 8 minutes? Write a rule that best describes the problem and draw
its graph using any method.
Answer key:
A caller will have to pay Php 10. Let x be the time that exceeds after 3 minutes and
let y be the charge. The rule is y = x + 5.
J. Additional activities or
remediation
V. REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress. What
works? What else needs to be done to help the pupils/students learn? Identify what help your
VI. REFLECTION instructional supervisors can provide for you so when you meet them, you can ask them relevant
questions.
A. No. of learners who earned
80% of the evaluation
B. No. of learners who require
additional activities for
remediation who scored
below 80%
C. Did the remedial 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

Prepared by:

GERALDINE M. BETONIO
Tabok NHS - SST1