San Jose Integrated Grade 8

Department of Education School Grade Level

High School
Learning
Division of San Pablo City Teacher Irene D. Filart Mathematics
Area
Daily Lesson Log Teaching Dates 1st Term
June 29-July 3, 2026 Term
and Time

Session 1 Session 2 Session 3 Session 4

I. OBJECTIVES
The learner demonstrates understanding of fractions, ratio, proportion, and percent as applied in
A. Content Standard
routine and real-life problem situations
The learner is able to apply operations on fractions and concepts of percentage in solving routine and
B. Performance Standard
non-routine problems accurately and logically.
At the end of the At the end of the The learners will take a
session, learners are session, learners are At the end of the long test covering
C. Learning Competencies/ able to solve routine able to solve routine session, learners are addition and
Objectives problems involving problems involving able to solve routine subtraction of similar
(Write the LC code for each) addition and addition and problems involving and dissimilar fractions
subtraction of similar subtraction of dissimilar percentages. and problems involving
fractions. fractions. percentages.
Solving Problems Solving Problems
Involving Addition and Involving Addition and Solving Problems
II. CONTENT Long Test
Subtraction of Similar Subtraction of Involving Percentages
Fractions Dissimilar Fractions
III. LEARNING RESOURCES
A. Reference
Numeracy Teaching Numeracy Teaching Numeracy Teaching
1. Teacher’s Guide pages Guide / Teacher-made Guide / Teacher-made Guide / Teacher-made N/A
lesson notes lesson notes lesson notes
2. Learner’s Materials pages N/A N/A N/A N/A
3. Textbook pages N/A N/A N/A N/A
[Link] materials from Learning
N/A N/A N/A N/A
Resource (LR) portal
Fraction strips, fraction
Fraction strips, LCM Percent cards, hundred Long test
circles, flash cards,
B. Other Learning Resources chart, activity sheets, grid, shopping/sale questionnaire, answer
activity sheets, board
board work tags, activity sheets sheets
work
IV. PROCEDURES
Activity: “Fraction Activity: “Same or Activity: “Percent Teacher gives
Recall!” Different?” Around Us!” reminders and test-
Learners answer: Learners classify the Learners identify taking instructions.
1. Identify the pairs as similar or examples of Learners prepare
numerator and dissimilar fractions: percentages in daily answer sheets and
denominator in 3/8. 1) 1/4 and 3/4 life: writing materials.
A. Reviewing the previous lesson or 2. Are 2/7 and 5/7 2) 2/3 and 1/6 1. Discounts
presenting the new lesson. similar fractions? 3) 5/8 and 1/8 2. quiz scores
Why? 3. attendance
3. Simplify 4/8. Ask: What must be 4. surveys
4. What happens to the done before adding or 5. savings
denominator when subtracting dissimilar
similar fractions are fractions? Ask: What does
added or subtracted? percent mean?
Let the learners read Let the learners read Let the learners read Explain that the long
the objective: “Today, the objective: “Today, the objective: “Today, test will measure
we will solve routine we will solve routine we will solve routine mastery of Sessions 1–
B. Establishing a purpose for the
problems involving problems involving problems involving 3.
lesson.
addition and addition and percentages.”
subtraction of similar subtraction of dissimilar
fractions.” fractions.”
Example 1: Ana ate Example 1: Ben drank Example 1: A store Long Test Proper.
2/8 of a pizza and her 1/2 liter of water in the gives a 20% discount
brother ate 3/8. How morning and 1/4 liter in on a ₱500 bag. How
much pizza did they eat the afternoon. How much is the discount?
altogether? much water did he
drink? Solution: 20% of 500
Solution: 2/8 + 3/8 = = 0.20 × 500 = ₱100.
5/8. Solution: 1/2 + 1/4 =
C. Presenting examples/ instances of
2/4 + 1/4 = 3/4. Example 2: A learner
the lesson.
Example 2: A ribbon is got 45 correct answers
7/10 meter long. Liza Example 2: A cake has out of 50 items. What is
used 3/10 meter. How 5/6 remaining. If 1/3 the percentage score?
much ribbon was left? was eaten, how much
cake was left? Solution: 45/50 ×
Solution: 7/10 − 3/10 100 = 90%.
= 4/10 = 2/5. Solution: 5/6 − 1/3 =
5/6 − 2/6 = 3/6 = 1/2.
Activity: “Same Activity: “Find the Activity: “Percent Learners answer Items
D. Discussing new concepts and
Denominator, Easy Common Practice” 1–10 of the 20-item
practicing new skills #1.
Solver” Denominator” multiple-choice long
 Direction: Solve. test.
Direction: Solve and Direction: Solve and
simplify answers when simplify answers when 1) 10% of 80 = ____
possible. possible.
2) 25% of 200 = ____
1) 3/9 + 4/9 = ____ 1) 1/3 + 1/6 = ____
3) 50% of 36 = ____
2) 8/12 − 5/12 = ____ 2) 3/4 − 1/2 = ____
4) 75% of 40 = ____
3) 2/5 + 1/5 = ____ 3) 2/5 + 1/10 = ____

4) 9/10 − 4/10 = ____ 4) 5/6 − 1/4 = ____

Activity: “Fraction Activity: “Read, Activity: “Real-Life Learners answer Items
Word Problems” Rename, Solve” Percent Problems” 11–20 of the 20-item
multiple-choice long
1) Mica finished 3/6 of 1) A farmer planted 1) A shirt costs ₱400. It test.
her homework in the vegetables in 2/3 of his is on sale at 15% off.
E. Discussing new concepts and morning and 2/6 in the garden and flowers in How much is the
practicing new skills #2. afternoon. What part 1/6. What part of the discount?
did she finish? garden was used? 2) In a class of 40
2) A water jug was 9/12 2) A rope is 3/4 meter learners, 30% are boys.
full. The class drank long. If 1/8 meter is cut How many boys are in
4/12 of it. What part off, how much rope the class?
remained? remains?
F. Developing Mastery (Leads to Seatwork: Perform the Seatwork: Perform the Seatwork: Perform the Teacher collects
formative assessment #3). indicated operation. indicated operation. indicated operation. answer sheets and
Simplify answers when Simplify answers when 1. A shirt costs ₱400 checks completeness of
possible. possible. and has a 15% names, sections, and
1. Carla read 2/7 of a 1. Liza walked 1/2 km discount. How much answers.
book on Monday and to the market and 1/4 is the discount?
3/7 on Tuesday. km to school. How far 2. A bag costs ₱800. If
What part of the did she walk in all? the discount is 10%,
book did she read in 2. A cake had what is the sale
all? 5/6 remaining. If 1/3 price?
2. A bottle had 8/9 liter was eaten, what part of 3. In a class of 40
of juice. Mark drank the cake was left? learners, 30% are
2/9 liter. How much 3. Joy used 2/5 kg of boys. How many
juice was left? flour for bread and 3/10 boys are in the
3. Mother used 3/10 kg kg for cookies. How class?
of flour for bread and many kilograms of flour 4. A learner answered
4/10 kg for cake. did she use? 36 out of 40 items
How much flour was 4. A pail was 3/4 full of correctly. What is
 used in all? water. If 1/6 of the pail the percentage
4. A class painted 5/12 was used, what score?
of a mural in the part remained full? 5. A club has 60
morning and 4/12 in 5. A ribbon was 7/8 members. If 45%
the afternoon. What meter long. Maria used joined the clean-up
part of the mural 1/4 meter. drive, how many
was painted? How much ribbon members joined?
5. A rope was 11/15 was left?
meter long. Jenny
cut 6/15 meter from
it. How much rope
remained?
Teacher asks: “How Teacher asks: “Why is Teacher asks: “How Teacher reminds
do we use addition and finding a common can percentages help learners that results
subtraction of similar denominator important us compute discounts, will be used for
G. Finding practical applications of
fractions when sharing when solving real-life test scores, savings, remediation and
concepts and skills in daily living.
food, measuring fraction problems?” and survey results?” enrichment.
ingredients, or
recording distances?”
Learners complete: “To Learners state: “To add Learners state: Learners review their
add or subtract similar or subtract dissimilar “Percent means per answers before
fractions, add or fractions, rename the hundred. To solve submitting.
H. Making generalizations and subtract the fractions using a percent problems,
abstractions about the lesson. numerators and keep common denominator, change percent to
the same denominator. then add or subtract decimal or fraction,
Simplify the answer and simplify.” then multiply or use
when possible.” proportion.”
Question: Question: Question: 20-item Multiple Choice
A group of learners ate A ribbon is 5/6 meter A pair of shoes costs Long Test.
3/12 of a cake during long. Maria used 1/4 ₱1,200 and has a 15%
recess and 5/12 during meter for an art discount. Jessa says
lunch. Another group project. She says that she needs to pay
said that only 1/4 of the more than 1/2 meter of ₱1,000 because the
I. Evaluating Learning. cake was left. Is the ribbon is left. Is Maria discount is about ₱200.
group correct? Justify correct? Prove your Is her estimate
your answer by answer using a reasonable? Compute
showing your solution common denominator the exact sale price
and explaining your and explain your and explain your
reasoning. reasoning answer.

J. Additional activities for application

N/A N/A N/A N/A
or remediation.
V. REMARKS

VI. REFLECTION
A. No. of learners who earned 80% in
the evaluation.
B. No. of learners who require
additional activities for remediation.
C. Did the remedial lessons work?
D. No. of learners who have caught
up with the lessons.
E. No. of learners who continue to
require remediation.

F. Which of my teaching strategies

worked well? Why did this work?

G. What difficulties did I encounter

which my principal or supervisor can
help me solve?

H. What innovation or localized

materials did I use/discover which I
wish to share with other teachers?

Prepared by: Checked by: Approved by:

IRENE D. FILART ROLITO G. ASOMBRA LINA M. LAGURAS, Ed.D

Teacher III Teacher VI SS Principal IV