Republic of the Philippines
Department of Education
Region III – Central Luzon
Schools Division of Bulacan
Guiguinto National Vocational High School
Poblacion, Guiguinto, Bulacan
(044) 794 – 2725
DAILY LESSON LOG IN MATHEMATICS 8
Name: Jennifer B. Balinagay Quarter: 1 Observation
No. 1
Grade Level & Section: Grade 8 – Camia Date/Time: August 2, 2018 /
9:00 – 10:00
I. OBJECTIVES
A. Content Standard
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 Standard
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.
C. Learning Competency
i. The learner simplifies rational algebraic expressions.
ii. The learner applies simplifying of rational algebraic expressions in
solving real life problems.
II. CONTENT
Subject Matter: Simplifying Rational Algebraic Expressions
III. LEARNING RESOURCES
A. References
Curriculum Guide: page 86
Teacher’s Guide: pages 25-26
Learners Module: pages 76-79
Others: E-Math; pages 94-100
B. Instructional Materials
Worksheets/Activity Sheets; Powerpoint Presentation
IV. PROCEDURES
A. Review/Motivation/Presentation of New Lesson: (Indicator
#1,2,3,5)
Activity 1: “Solve the Riddle”
(Game Based Strategy)
Divide the class into four groups.
Give each group a 10-second to answer the questions (simplifying
fractions) flashed on the screen.
The first team that can solve the riddle wins the game.
Guide Questions:
a. How did you find the equivalent fractions from the activity?
b. Do you think you can apply the same concept in simplifying a rational
algebraic expressions?
B. Establishing a Purpose for the Lesson
Let the students explain their answers to Guide Questions.
C. Presenting Examples/Instances of the New Lesson (Indicator
#1,2,3,4,5)
Present this example given below and work on by pair.
Activity 2: “Follow the Steps”
(Discovery Approach)
12 m
a. Simplify
16 m
2
Procedure:
STEP 1:
Factor both the numerator and
denominator of the fraction. Remember to
write the expressions in descending order,
to factor out a negative number if the
leading coefficient is a negative number,
and use various factoring techniques to
factor each expression.
STEP 2:
Reduce the fraction. To reduce the fraction,
cancel out expressions in the numerator
and denominator that are exactly the
same.
STEP 3:
Rewrite any remaining expressions in the
numerator and denominator.
4 a+8 b
b. Simplify
12
Procedure:
STEP 1:
Factor both the numerator and
denominator of the fraction. Remember to
write the expressions in descending order,
to factor out a negative number if the
leading coefficient is a negative number,
and use various factoring techniques to
factor each expression.
STEP 2:
Reduce the fraction. To reduce the fraction,
cancel out expressions in the numerator
and denominator that are exactly the
same.
STEP 3:
Rewrite any remaining expressions in the
numerator and denominator.
x2 +3 x +2
c. Simplify
x 2−1
Procedure:
STEP 1:
Factor both the numerator and
denominator of the fraction. Remember to
write the expressions in descending order,
to factor out a negative number if the
leading coefficient is a negative number,
and use various factoring techniques to
factor each expression.
STEP 2:
Reduce the fraction. To reduce the fraction,
cancel out expressions in the numerator
and denominator that are exactly the
same.
STEP 3:
Rewrite any remaining expressions in the
numerator and denominator.
2
x −6 x +8
d. Simplify 2
x +3 x−24
2
x −5 x +6
e. Simplify 2
x +2 x−15
D. Discussing New Concepts and Practicing New Skills (1)
(Indicator #1,2,3,5)
Present more examples and answer through Group Activity.
E. Discussing New Concepts and Practicing New Skills (2).
Present more examples and answer through Inquiry-Based Instruction
1. Daniel can paint the wall in 5 hours. What part of the wall is painted
in 3 hours?
2. If Dielle needs P 43.50 to buy 6 pencils, how much money does she
need to buy 9 pencils?
3. Pipe A can fill a tank in 30 minutes. Pipe B can fill the tank in x
minutes. What part of the tank is filled if either of the pipes are
opened in 20 minutes?
F. Developing Mastery (Indicator #2,3,4,5)
Answer the following questions. Show your solution. (Think-Pair-Share)
G. Finding Practical Applications of Concepts and Skills in Daily
Living
Guide Questions:
1. What are the real life applications of rational expressions?
2. How will this lesson help you in making decisions in your life?
H. Making Generalizations and Abstractions about the Lesson
Guide Questions:
1. What are the procedures in reducing a rational algebraic expression
to its simplest form?
I. Evaluating Learning
J. Additional Activities for Applications or Remediation.
A. Simplify the following.
2
2x+6 x +9 x +20 6 x 24
4 x−12 2 x+8 3. x 7 x 12
2
1. 2.
3 x +18 3 x−12
4. x 2+ 6 x 5. 3 x 2 −12 x
B. Solve the given problem
Mary and Ruby are assigned a work. Mary takes 6 hours to work
alone and Ruby takes 8 hours to do the same work alone. How long
will it take for them to complete the job, if they work together?
V. REMARKS
Each group is asked to practice LMNOP Management of Learning
VI. REFLECTION
A. No. of Learners who earned 80 43
% in the evaluation
B. No. of Learners who require 5
additional activities for
remediation who scored below
80%
C. Did the remedial lesson work? Yes, 5
No. of learners who have
caught up with the lesson.
D. No. of learners who continue to 0
require remediation
E. Which of my teaching Group Activity
strategies worked well? Why
did these work?
F. What difficulties did I Students’ knowledge in factoring
encounter which my principal binomials and trinomials.
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:
JENNIFER B. BALINAGAY
Master Teacher I
Checked and Reviewed by:
KAHRYZ D. MANINANG
HT III, Math Department
Recommending Approval:
DAISY DJ. MIRANDA
Assistant Principal, JHS
Approved:
ROMAN M. CARREON
Secondary School Principal IV
Republic of the Philippines
Department of Education
Region III – Central Luzon
Schools Division of Bulacan
Guiguinto National Vocational High School
Poblacion, Guiguinto, Bulacan
(044) 794 – 2725
CLASSROOM OBSERVATION TOOL – RPMS (Teacher I – III)
PRE-OBSERVATION CHECKLIST
OBSERVER: __________________________________________________ DATE ____________________
TEACHER OBSERVED: _________________________________________ QUARTER:
_______________
SUBJECT & GRADE LEVEL TAUGHT:
_______________________________________________________
DIRECTIONS FOR THE TEACHER:
Put a check mark ( √ ) on the box provided for each indicator that you think is
observable during your classroom teaching.
The Teacher: Observable Indicators
1. Applies knowledge of content within
and across curriculum teaching areas
2. Uses a range of teaching strategies
that enhance learner achievement in
literacy and numeracy skills
3. Applies a range of teaching strategies
to develop critical and creative
thinking, as as other high-order
thinking skills.
4. Manages classroom structure to
engage learners, individually or in
groups, in meaningful exploration,
discovery and hands-on activities with
a range of physical learning
environments.
5. Manages learner behaviour
constructively by applying positive and
non-violent discipline to ensure
learning-focused environments.
6. Uses differentiated, developmentally
appropriate learning experiences to
address learners’ gender, needs,
strengths, interests and experiences.
7. Plans, manages, and implements
developmentally sequenced teaching
and learning processes to meet
curriculum requirements and varied
teaching contexts.
8. Selects, develops, organizes, and uses
appropriate teaching and learning
resources, including ICT, to address
learning goals
9. Designs, selects, organizes, and uses
diagnostic, formative and summative
assessment strategies consistent with
curriculum requirements.
_________________________________________
Signature over Printed Name of the Teacher
Republic of the Philippines
Department of Education
Region III – Central Luzon
Schools Division of Bulacan
Guiguinto National Vocational High School
Poblacion, Guiguinto, Bulacan
(044) 794 – 2725
CLASSROOM OBSERVATION TOOL – RPMS (Teacher I – III)
RATING SHEET
OBSERVER: _____________________________________________________________ DATE: _________________
TEACHER OBSERVED: ____________________________________________________ QUARTER: _____________
SUBJECT & GRADE LEVEL TAUGHT: _______________________________________________________________
DIRECTIONS FOR THE OBSERVER:
1. Rate each item on the checklist according to how well the teacher performed
during the classroom observation. Mark the appropriate column with a ( √ ) mark.
2. Each indicator is assessed on an individual basis, regardless of its relationship to
other indicators.
3. Attach your Observation Notes Form to this completed rating sheet.
The Teacher: 3 4 5 6 7 NO
1. Applies knowledge of content within and
across curriculum teaching areas
2. Uses a range of teaching strategies that
enhance learner achievement in literacy and
numeracy skills
3. Applies a range of teaching strategies to
develop critical and creative thinking, as as
other high-order thinking skills.
4. Manages classroom structure to engage
learners, individually or in groups, in
meaningful exploration, discovery and
hands-on activities with a range of physical
learning environments.
5. Manages learner behaviour constructively
by applying positive and non-violent
discipline to ensure learning-focused
environments.
6. Uses differentiated, developmentally
appropriate learning experiences to address
learners’ gender, needs, strengths, interests
and experiences.
7. Plans, manages, and implements
developmentally sequenced teaching and
learning processes to meet curriculum
requirements and varied teaching contexts.
8. Selects, develops, organizes, and uses
appropriate teaching and learning
resources, including ICT, to address learning
goals
9. Designs, selects, organizes, and uses
diagnostic, formative and summative
assessment strategies consistent with
curriculum requirements.
OTHER COMMENTS:
Note: for schools with only one observer (Principal), this form will serve as the final
rating.
________________________________________ ______________________________________
Signature over Printed Name of the Observer Signature over Printed Name of the
Teacher
Republic of the Philippines
Department of Education
Region III – Central Luzon
Schools Division of Bulacan
Guiguinto National Vocational High School
Poblacion, Guiguinto, Bulacan
(044) 794 – 2725
CLASSROOM OBSERVATION TOOL – RPMS (Teacher I – III)
INTER – OBSERVER AGREEMENT FORM
OBSERVER 1: _____________________________________ NAME OF THE TEACHER OBSERVED:
OBSERVER 2: _____________________________________ ______________________________________
OBSERVER 3: _____________________________________ SUBJECT & GRADE LEVEL TAUGHT:
DATE: _____________________ QUARTER: ____________
______________________________________
DIRECTIONS FOR THE OBSERVER:
1. Indicate your individual ratings for each indicator
2. Discuss within the group your reason for such rating. In case of different ratings,
the observers must resolve the differences and concur on an agreed rating. The
final rating is not necessarily an average; it is a final rating based on reasoned and
consensual judgment.
3. Attach all individual Ratung Sheets to this Inter-Observer Agreement Form.
The Teacher: Observ Observ Observ AGREED
er er er RATING
1 2 3
1. Applies knowledge of content within
and across curriculum teaching areas
2. Uses a range of teaching strategies
that enhance learner achievement in
literacy and numeracy skills
3. Applies a range of teaching strategies
to develop critical and creative
thinking, as as other high-order
thinking skills.
4. Manages classroom structure to
engage learners, individually or in
groups, in meaningful exploration,
discovery and hands-on activities with
a range of physical learning
environments.
5. Manages learner behaviour
constructively by applying positive and
non-violent discipline to ensure
learning-focused environments.
6. Uses differentiated, developmentally
appropriate learning experiences to
address learners’ gender, needs,
strengths, interests and experiences.
7. Plans, manages, and implements
developmentally sequenced teaching
and learning processes to meet
curriculum requirements and varied
teaching contexts.
8. Selects, develops, organizes, and uses
appropriate teaching and learning
resources, including ICT, to address
learning goals
9. Designs, selects, organizes, and uses
diagnostic, formative and summative
assessment strategies consistent with
curriculum requirements.
______________________________ ______________________________ ______________________________
Signature over Printed Signature over Printed Signature over Printed
Name of Observer 1 Name of Observer 2 Name of Observer 3
______________________________________________
Signature over Printed Name of the Teacher
Republic of the Philippines
Department of Education
Region III – Central Luzon
Schools Division of Bulacan
Guiguinto National Vocational High School
Poblacion, Guiguinto, Bulacan
(044) 794 – 2725
CLASSROOM OBSERVATION TOOL – RPMS
OBSERVATION NOTES FORM
OBSERVER:__________________________________________________ DATE: ____________________
TEACHER OBSERVED: ________________________________________QUARTER:
_________________
SUBJECT & GRADE LEVEL TAUGHT: TIME STARTED:
_____________
____________________________________________________________TIME ENDED: _______________
GENERAL OBSERVATIONS:
______________________________________________
Signature over Printed Name of the Observer
