DAILY LESSON LOG
School SBCA Grade Level: GRADE 8
Teacher: MR. SALVADOR S. EMNIL Learning Areas: MATHEMATICS
Teaching Dates and Time: JUNE 18-22, 2018 Quarter: FIRST
Monday Tuesday Wednesday Thursday Friday
I. OBJECTIVES:
At the end of the period, students should be Well-informed and understood the school policies and guidelines
Familiar of the classroom procedures and routines, classroom rules, and expectations.
At the end of the lesson, students should be able to:
Apply the laws involving positive integral exponents to zero and negative integral exponents.
At the end of the lesson, students should be able to 1. illustrate expressions with rational exponents 2. simplify expressions with rational exponents
3. Write expressions with rational exponents as radicals and vice versa.
II. CONTENT
Students’ orientation Lesson 1 : Zero and Negative ExponentsLesson 2: Rational Exponents A. Learning
Resources
E-Math, Work text in Math 9 by Orlando A. Orense and Marilyn O. Mendoza B. Learning
Materials
Chart Calculator, internet on-line activity, video
III. PROCEDURE
A. Drill Assess students’ prior knowledge
using the pre-test below.
Simplify and express the following in terms of positive integral exponents.
1. x-4/x-7 2. 4a2b/2a-3b-2 3. (x +1)0 4. 15x-5y0/-3x3y--2z0 5. (2c-3/d)(4d4/6c-3)(5dc)0
Assess students’ prior
knowledge using Exploration on p. 10.
Check assignment. Do a quick check response of the on-line activity
CARD 1: 4 – Understand fully CARD 2: 3 – Demonstrate an understanding
CARD 3: 2 – Minimal understanding
CARD 4: 1 – No understanding
B. Review Review the rules involving
positive integral exponents.
Review the rules involving positive integral exponents.
C. Motivation Using Exploration on page 2,
guide the students in making conjectures involving negative and zero exponents
Discuss the definition of rational exponents. See Extension on p.
11.
Extend the discussion on rational exponents of the form m/n
D. Presentation of the Lesson
Conduct a discussion on zero and negative exponents. See
Demonstrate to class how to simplify expression with rational
For remediation, watch with students a video on fractional
Extension on pp. 4-5. exponents of the form 1/n. exponent;
https://www.khanacademy.org/ma th/algebra/exponent-
equations/fractional-exponents- tut/v/basic-fractional-exponents
E. Analysis/Activity Using examples, demonstrate to
class how these rules work in simplifying expressions with zero and negative integral exponents.
In pairs, ask students to do Try It 1and 2.
In small groups, ask the students to do Try It 1 on p. 11
As for enrichment, ask the students to an on-line quiz.
https://www.khanacademy.org/ma th/algebra/exponent-
equations/fractional-exponents- tut/e/manipulating-fractional- exponents
F. Generalization . In general, we have this rule:
1. Any number, excluding zero, with an exponent of zero is equal to one. In symbols, x0 = 1, where x≠0
2. x-n = 1/xn and xn = 1/xn, where x≠0 and n is a counting number.
As a rule, to write equivalent exponential expression of a radical expression, write the radicand as the base of the exponential expression. The reciprocal of the index becomes the exponent.
G. Application Ask the students to do Try It 3
and 4 on p. 13.
I. EVALUATION
As for enrichment, ask thestudents to do Practice and Application V on p.7.
For skill building, administer a Do-Now activity using
Vocabulary and Concepts and Practice and Application I on p.
16.
As a concluding activity, conduct a spin of 3-2-1 activity
Identify…
3 important concepts that interest you;
2 questions that you want to ask;
1 idea that you need clarification.
II. ASSIGNMENT
For individual work, ask studentsto answer Practice and Application on pp.6-8..
For individual work, ask students to answer Practice and
Application II-VI on pp.17-18..
Ask students to do an on-line activity on fractional activity https://www.khanacademy.org/
math/algebra/exponent-
equations/fractional-exponents- tut/e/understanding-fractional- exponents
print the result of your activity for checking.
IV. REFLECTION
A. No. of learners earned 80% in the evaluation B. No. of learners who required additional activities for remediation who scored below 80%
DAILY LESSON LOG
School SBCA Grade Level: GRADE 8
Teacher: MR. SALVADOR S. EMNIL Learning Areas: MATHEMATICS
Teaching Dates and Time:
JULY 2-6, 2018
Two Times Per Week Quarter: FIRST
Monday Tuesday Wednesday Thursday Friday
I. OBJECTIVES:
Multiply polynomials. Solve problems involving algebraic expressionsUses models and algebraic methods to find the product of two binomials Divide polynomials
II. CONTENT
Product of Monomials Product of Two or More Polynomials Division by Monomials Division of Polynomial by Another Polynomial B.Learning MaterialsIII. PROCEDURE
C. Introduction 1. Identify the context of the lesson in the unit.
2. Present to class lesson objectives.
3. review the product rule of exponents 4. assess students’ prior knowledge using the Frayer Model
1. Administer a review exercises on multiplying monomials and
polynomials.
.2. Ask the students to answer a 5- item pre-test to check their prior knowledge on multiplying two or more polynomials.
Pre-test Multiply.
1.(x – 2)(3x + 4) 2. (x–3)(x+2)(x-1) 3. (2x + 1)(x2- 3x + 4)
4. (x + y)(x2 – xy + y2) 5. (x + 2y + 1)(x + 2y + 1)
1. Identify the context of the lesson in the unit.
2. Present to class lesson objectives.
3. ask the students to answer exercises from Practice and Application on pages 25-26
1. Identify the context of the lesson in the unit.
2. Present to class lesson objectives.
3. Review laws of exponents for quotients.
4. Assess students’ prior knowledge on dividing a polynomial by a monomial using the pre-test below.
Pre-Test: Simplify 1. 2x6/12x2 2. -8x6/-12x10
3. 54a3b2 + 24a2b – 3ab/ 3ab 4. -9c2- 27c – 3/ 3 5. X6/5x3(15x/3x)
1. Identify the context of the lesson in the unit.
2. Present to class lesson objectives.
3. Review division of a polynomial by a monomial.
4. Assess students’ prior knowledge on dividing a polynomial by another polynomial using the pre- test below.
Pre-Test: Simplify 1. (2x3 + 7x2 + 10x + 8) / (x +2)
2. (x2 + 8x + 15)/(x + 5) 3. (x3 – 2x2 + x + 6)/(x – 2)
4. 6x3 +
4xy2+3y2+13x2y / (2x + 3y)
F. Presentation of the Lesson
1. Model to class multiplication of monomials.
1. Model to class multiplication of two or more polynomials using
Formative Test (Quiz) 1. Demonstrate how to divide a polynomial by a
1. discuss how to divide a polynomial by another Rules
Examples Product with monomials
2. Demonstrate to class the application of the laws of exponents related to product in multiplying monomials.
3. In pairs, ask students to perform Try It 2-5 on pp 12-14.
4. Use Thumbs Up/Sideways/Down to check students understanding of the lesson.
5. discuss illustrative examples involving multiplication of monomial and a polynomial
6. For individual work, ask the students to answer Try It 6-8 on pp 14- 15.
7. For reinforcement ask the students to answer exercises from Practice and Application pp 16-18.
algebraic tiles.
2. Demonstrate to class how to multiply two or more polynomials using FOIL method or by using distributive property.
3. In small groups, ask the students to perform Try It on pp 22-23.
4. Discuss sample word problems as seen on example 5.
5. Conduct a quick check using Thumbs Up/Sideways/Down to check students understanding of the lesson.
monomial. Help students visualize the application of the rules for division.
2. Conduct guided practice using Try It on page 29-31.
3. Using a spin off everyone is a teacher here activity, ask students to collaborate with each other in answering Practice and Application I,II,and IV.
Process students’ output and learning experiences.
polynomial using the example presented on page 36
2. Tell students that they can check the correctness of their answer using division algorithm.
3. Conduct guide discussion illustrative examples.
4. Using example 2, discuss application of the lesson in geometry. Then ask students to work in pairs in answering Try It on page 41
V. EVALUATION
As concluding activity, conducta spin of 3-2-1 activity Identify…
3 important concepts that interest you;
2 questions that you want to ask;
1 idea that you need clarification.
Ask the students to submit an Exit Slip.
Conduct a spin off Ticket to Leave activity.
VI. ASSIGNMENT
For assignment, ask students to answer Vocabulary and Concepts on page 8 and Writing on page 9.As assignment asks students to watch instructional videos related to the topic. (sample site:
http://www.khanacademy.org/math/
algebra/multiplying-factoring- expression/multiplying_polynomial s/v/multiplying-polynomials)
.
I learned…
I am unsure about……
What are the things that you will share with your parents about dividing polynomials?
I. OBJECTIVES:
At the end of the lesson, students should be able to:1. define directed angle, angles in standard position, coterminal angles
2. illustrate an angle in standard position at the different quadrants in the Cartesian coordinate system 3. illustrate coterminal angles and obtain values of angles coterminal to given angle.
4. define quadrantal angles and give examples
II. CONTENT
Patterns and Algebra Patterns and Algebra C. LearningResources
Basic Trigonometry for Secondary Schools
Basic Trigonometry for Secondary Schools
D. Learning Materials
protractor Library books or the internet
III. PROCEDURE
H. Drill Start by drawing a circle in a Cartesian coordinate system with center at the origin, and moving the radius counterclockwise. Then you are able to visualize what happens to the ordinate and abscissa for the angles in 1st, 2nd, 3rd, and 4th quadrant.
I. Review
J. Motivation Start the lesson with an illustration of an angle in a standard position. Explain the terminal side and initial side
Explain the position of the terminal side determine the quadrant the angle lies.
K. Presentation of the Lesson
Define and illustrate coterminal angles.
Teach them that any angle in the standard position is determined by the quadrant where the terminal side lies
Discuss the important reasons why some ratios are positive while others are negative or undefined.
L. Analysis/Activity Answer Exercise 1. 5 page 26 M. Generalization
N. Application
VII. EVALUATION
Use Exercise 1.6 on page 29 as a quiz to measure how much they have learned about the topic.VIII. ASSIGNMENT
Let them distinguish between quadrantal angles and reference angles..
IX. REFLECTION
A. No. of learners earned 80% in the evaluation B. No. of learners who required additional activities for remediation who scored below 80%
