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1. 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
Exponents
Lesson 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. 4a2
b/2a-3
b-2
3. (x +1)0
4. 15x-5
y0
/-3x3
y--2
z0
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
Extension on pp. 4-5.
Demonstrate to class how to
simplify expression with rational
exponents of the form 1/n.
For remediation, watch with
students a video on fractional
exponent;
https://www.khanacademy.org/ma
th/algebra/exponent-
equations/fractional-exponents-
tut/v/basic-fractional-exponents

2. 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 the
students 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 students
to 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.
III. REFLECTION
A. No. of learners earned
80% in the evaluation

3. B. No. of learners who
required additional
activities for remediation
who scored below 80%

4. 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 expressions
Uses 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 Materials
III. 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. 54a3
b2
+ 24a2
b – 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
+13x2
y
/ (2x + 3y)
F. Presentation of the
Lesson
1. Model to class multiplication of
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
1. Model to class multiplication of
two or more polynomials using
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
Formative Test (Quiz) 1. Demonstrate how to
divide a polynomial by a
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
1. discuss how to divide a
polynomial by another
polynomial using the
example presented on
page 36
2. Tell students that they
can check the correctness
of their answer using
Rules
Examples
Productwithmonomials

5. 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.
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.
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.
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
IV. EVALUATION As 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.
Ask the students to submit
an Exit Slip.
Conduct a spin off Ticket
to Leave activity.
V. 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_polynomials
/v/multiplying-polynomials)
.
I learned…
I am unsure about……
What are the things
that youwill share
withyourparents
aboutdividing
polynomials?

7. 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 PatternsandAlgebra PatternsandAlgebra
C. Learning
Resources
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

8. 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
VI. EVALUATION Use Exercise 1.6 on page 29 as a
quiz to measure how much they
have learned about the topic.
VII. ASSIGNMENT Let them distinguish between quadrantal
angles and reference angles.
.
VIII. REFLECTION
A. No. of learners earned
80% in the evaluation
B. No. of learners who
required additional
activities for remediation
who scored below 80%