School CUYAPO NATIONAL HS Grade Level 8
DAILY LESSON LOG Name of Learning
ELMABETH S. DELA CRUZ MATH
Teacher Area
Date August 4, 2025 Quarter FIRST
7:20 – 8:20 8- Philippians
Time 8:20 – 9:10 Section 8- Genesis
1:00 – 1:50 8- SPA
I. CURRICULUM, CONTENT STANDARDS AND COMPETENCIES
A. CONTENT The learners have knowledge and understanding of special products for
STANDARD: binomials, and factorization of polynomials.
B. PERFORMANCE By the end of the quarter, the learners are able to factorize different types of
STANDARD: polynomials.
C. LEARNING Learning Competency
COMPETENCIES AND At the end of the lesson, the learners are able to
OBJECTIVE: Solve problems involving factoring polynomials.
D. CONTENT:
Subject Matter: Solve problems involving factoring polynomials
Algebra: Multiplication of Polynomials and Special Products of Polynomials
Geometry: Finding the area of a square and rectangle.
E. INTEGRATION: Engineering and Architecture: Landscaping, Construction, and Design
Work
II. LEARNING RESOURCES
Khan Academy. (n.d.). Difference of squares | factoring quadratics
(article). Khan Academy.
[Link]
dratics-multiplying-factoring/x2f8bb11595b61c86:factor-difference-
squares/a/factoring-quadratics-difference-of-squares
Khan Academy. (n.d.). Factoring polynomials by taking a common factor
(article). Khan Academy.
[Link]
y-factor/x2ec2f6f830c9fb89:common-factor/a/taking-common-factors
Reference/s: Monomial factors of polynomials - algebra: Socratic. [Link]. (n.d.).
[Link]
factors-of-polynomials
Polynomial Equation Calculator. (n.d.).
[Link]
Sum and difference of cubes. (n.d.).
[Link]
difference-of-cubes
The mathematical playground. Polypad. (n.d.).
[Link]
III. TEACHING ANG LEARNING PROCEDURES
A. Daily Routine: Prayer/Checking of Attendance
B. Activating Prior
Knowledge
(Mind and Mood)
C. Establishing Lesson
Purpose
D. Developing and SUB-TOPIC 6: Solve problems involving factoring polynomials
Deepening
Understanding (Task 1. Explicitation
and Thought) We usually use the Polya's method in problem solving consists of four
essential phases:
Understanding the problem
Devising a plan
Executing the plan
Critically evaluating the results or looking back and reflecting on the
solution.
Always remember to solve a polynomial factoring problem, you need
to write the polynomial into equation in standard form, factor it, and set
each factor to zero. Once you have factored the polynomial equation,
solve each factor to find the solutions of the polynomial equation.
Remember that not all polynomial equations can be solved by factoring.
2. Worked Example
Mandy’s calculator is powered by solar energy. The area of the solar
panel is (7 x 2 + x) cm2. Factor this polynomial to find possible expressions for
the dimensions of the solar panel.
Possible expressions for the dimensions of the solar panel are:
x cm and (7 x +1)cm .
= x (7x + 1)
1. Learners’ Takeaways
How is the area of the of the polynomial when model as square or
rectangle related to its factors?
2. Reflection on Learning
Teachers may use this self-assessment activity by asking students to rate
E. Making
their level of understanding.
Generalizations
(Abstraction)
Fully Understand Confused No Mastery
Solve the following problems involving factoring of polynomials using POLYA Method.
1. The area of a square is 25𝑦 2 − 100𝑦 + 100 square units. What is the length of the
side?
Evaluating Learning
(TEST)
2. The square of a number is 20 more than 8 times the number. Find the number.
Additional Activities
(If Applicable)
Teachers’ Remarks or
Annotations
Reflection:
Prepared by: Checked: Reviewed: Noted:
ELMABETH S DELA CRUZ LILIA R. DELO JUDILINE N. TANGUILIG MA. CECILIA P.
PACOL
Teacher II Master Teacher II Head Teacher III
Principal IV
School CUYAPO NATIONAL HS Grade Level 8
Name of Learning
ELMABETH S. DELA CRUZ MATH
DAILY LESSON LOG Teacher Area
Date August 5, 2025 Quarter FIRST
7:20 – 8:20 8- Philippians
Time 8:20 – 9:10 Section 8- Genesis
1:00 – 1:50 8- SPA
I. CURRICULUM, CONTENT STANDARDS AND COMPETENCIES
A. CONTENT The learners should have knowledge and understanding of rational algebraic
STANDARD: expressions and equations.
B. PERFORMANCE By the end of the lesson, the learners are able to simplify, and operate with,
STANDARD: rational algebraic expressions and solve simple rational algebraic equations.
Learning Competency
C. LEARNING At the end of the lesson, the learners are able to
COMPETENCIES AND 1. Accurate determine if a rational algebraic expression can be simplified.
OBJECTIVE: 2. Correctly simplify a rational algebraic expression.
D. CONTENT:
Simplifying Rational Algebraic Expression
Subject Matter:
E. INTEGRATION:
II. LEARNING RESOURCES
Brainly. (2024, June 2). “What is the rational algebraic expressions and not
rational algebraic expressions.” [Link]
Freepik (2024, June 3). Math Graphic Images. [Link]
photos-vectors/math-graphic
Helping with Math (2024, June 3). Addition of Rational Algebraic
Expressions with Same Denominators.
[Link]
Reference/s: expressions-with-same-denominators-school-themed-worksheets/
Houghton Mifflin Harcourt (2024, June 3). Guiding Student Research with a
KWL Chart Template. [Link]
graphic-organizer-template
IXL Learning Inc (2024, June 1). Add and subtract rational expressions.
[Link]
expressions
III. TEACHING ANG LEARNING PROCEDURES
A. Daily Routine: Prayer/Checking of Attendance
A. Simplifying Fractions: Give the learners a short recap about the basic concept of simplifying fractions by
Image Source: Scaffolded Math and Science
B. Adding and Subtracting Fractions: Use the prepared activity below to recall the addition and subtractio
1. Draw lines to match the fraction pairs to their LCM.
B. Activating Prior
Knowledge
(Mind and Mood)
2. Solve the following fractions. Write your answer in simplest form.
3. There is a sale on at Bitoy’s Sleeves. The number on each long sleeve
show what fraction of the original quantity of that color long sleeve is left in
stock.
a. What fraction of the orange and blue long sleeves are left in stock?
b. What fraction of the green and white long sleeves are left in stock?
c. What fraction of the pink and black long sleeves have been sold?
d. What fraction of the red and pink long sleeves have been sold?
1. Lesson Purpose
Essential Questions:
1. How do you know whether a rational algebraic expression can still be
simplified?
2. How do you simplify a rational algebraic expression?
C. Establishing Lesson
Purpose 3. How will you add or subtract rational algebraic expressions with the
same denominators? With no the same denominators?
2. Unlocking Content Vocabulary
A rational algebraic expression is an algebraic expression that can be
written as a fraction, where both the numerator and the denominator are
polynomials, and the denominator is not zero.
D. Developing and SUB-TOPIC 1: Simplifying Rational Algebraic Expression.
Deepening
Understanding (Task 1. Explicitation
and Thought) Classify Me! Using the definition let the learners classify the expressions
below to share their understanding of the content.
2. Worked Example
A. Simplify the following in its simplest form.
4a
1)
102b
Solution:
2
4w
2) 2
6 w−8 w
Solution:
1. Learners’ Takeaways
1. How do you know whether a rational algebraic expression can still be
E. Making simplified?
Generalizations 2. How do you simplify a rational algebraic expression?
(Abstraction) 3. How will you add or subtract rational algebraic expressions with the
same denominators? With no the same denominators?
Evaluating Learning 1. Formative Assessment
(TEST) A. On the space before each number, write TRUE if the statement is
correct; otherwise, write FALSE.
2 2
8x y
1. The expression 5
is simplest form.
9z
2
x −9
2. The expression is in simplest form.
x−3
The complete factorization of
x −16 ( x−4)(x+ 4)
2
3.
is .
x−4 x−4
The complete factorization of
4. x +3 (x +3)
is .
x +27 (x+3)(x 2 +3 x+ 9)
3
3
x −8
5. The expression is in simplest form.
x +2
6 x+18
6. The expression is in simplest form.
9 x −3
2
x −8 x+15
The complete factorization of is
x−3
7.
( x−3)(x−5)
x−3
2
The complete factorization of
x + x−6 is
x +3
Additional Activities
(If Applicable)
Teachers’ Remarks or
Annotations
Reflection:
Prepared by: Checked: Reviewed: Noted:
ELMABETH S DELA CRUZ LILIA R. DELO JUDILINE N. TANGUILIG MA CECILIA P.
PACOL
Teacher II Master Teacher II Head Teacher III
Principal IV
School CUYAPO NATIONAL HS Grade Level 8
DAILY LESSON LOG Name of Learning
ELMABETH S. DELA CRUZ MATH
Teacher Area
Date August 6, 2025 Quarter FIRST
7:20 – 8:20 8- Philippians
Time 8:20 – 9:10 Section 8- Genesis
1:00 – 1:50 8- SPA
I. CURRICULUM, CONTENT STANDARDS AND COMPETENCIES
A. CONTENT The learners should have knowledge and understanding of rational algebraic
STANDARD: expressions and equations.
B. PERFORMANCE By the end of the lesson, the learners are able to simplify, and operate with,
STANDARD: rational algebraic expressions and solve simple rational algebraic equations.
Learning Competency
C. LEARNING At the end of the lesson, the learners are able to
COMPETENCIES AND Accurately add or subtract similar algebraic expressions.
OBJECTIVE:
D. CONTENT:
Addition or Subtraction of Similar Rational Algebraic Expressions
Subject Matter:
E. INTEGRATION:
II. LEARNING RESOURCES
Brainly. (2024, June 2). “What is the rational algebraic expressions and not
rational algebraic expressions.” [Link]
Freepik (2024, June 3). Math Graphic Images. [Link]
photos-vectors/math-graphic
Helping with Math (2024, June 3). Addition of Rational Algebraic
Expressions with Same Denominators.
[Link]
Reference/s: expressions-with-same-denominators-school-themed-worksheets/
Houghton Mifflin Harcourt (2024, June 3). Guiding Student Research with a
KWL Chart Template. [Link]
graphic-organizer-template
IXL Learning Inc (2024, June 1). Add and subtract rational expressions.
[Link]
expressions
III. TEACHING ANG LEARNING PROCEDURES
A. Daily Routine: Prayer/Checking of Attendance
B. Activating Prior
Knowledge Review about simplifying Rational Algebraic Expression.
(Mind and Mood)
C. Establishing Lesson
Purpose
SUB-TOPIC 2: Addition or Subtraction Similar Denominator Rational
Algebraic Expression.
1. Explicitation
To add or subtract rational expressions with similar denominators, add
or subtract the numerators of the rational algebraic expressions and copy
the denominator. Provided the denominator is not equal to zero, then…
2. Worked Example
A. Perform the indicated operations.
3 1
1) +
5 5
Solution:
D. Developing and
Deepening
Understanding (Task
3 x +2 4 x
and Thought) 2) +
x +5 x +5
Solution:
3)
5 r+ 2 10 r
−
r+4 r+4
Solution:
E. Making 2. Reflection on Learning
Generalizations Let’s Hear From
(Abstraction) You!
Add the following and simplify if possible.
Evaluating Learning
(TEST)
Additional Activities
(If Applicable)
Teachers’ Remarks or
Annotations
Reflection:
Prepared by: Checked: Reviewed: Noted:
ELMABETH S DELA CRUZ LILIA R. DELO JUDILINE N. TANGUILIG MA CECILIA P.
PACOL
Teacher II Master Teacher II Head Teacher III
Principal IV
School CUYAPO NATIONAL HS Grade Level 8
DAILY LESSON LOG Name of Learning
ELMABETH S. DELA CRUZ MATH
Teacher Area
Date August 7, 2025 Quarter FIRST
7:20 – 8:20 8- Philippians
Time 8:20 – 9:10 Section 8- Genesis
1:00 – 1:50 8- SPA
I. CURRICULUM, CONTENT STANDARDS AND COMPETENCIES
A. CONTENT The learners should have knowledge and understanding of rational algebraic
STANDARD: expressions and equations.
B. PERFORMANCE By the end of the lesson, the learners are able to simplify, and operate with,
STANDARD: rational algebraic expressions and solve simple rational algebraic equations.
Learning Competency
C. LEARNING At the end of the lesson, the learners are able to
COMPETENCIES AND Accurately add or subtract dissimilar algebraic expressions.
OBJECTIVE:
D. CONTENT:
Addition or Subtraction of Dissimilar Rational Algebraic Expressions
Subject Matter:
E. INTEGRATION:
II. LEARNING RESOURCES
Brainly. (2024, June 2). “What is the rational algebraic expressions and not
rational algebraic expressions.” [Link]
Freepik (2024, June 3). Math Graphic Images. [Link]
photos-vectors/math-graphic
Helping with Math (2024, June 3). Addition of Rational Algebraic
Expressions with Same Denominators.
[Link]
Reference/s: expressions-with-same-denominators-school-themed-worksheets/
Houghton Mifflin Harcourt (2024, June 3). Guiding Student Research with a
KWL Chart Template. [Link]
graphic-organizer-template
IXL Learning Inc (2024, June 1). Add and subtract rational expressions.
[Link]
expressions
III. TEACHING ANG LEARNING PROCEDURES
A. Daily Routine: Prayer/Checking of Attendance
B. Activating Prior Review about Adding and Subtracting Similar Rational Algebraic
Knowledge Expression.
(Mind and Mood)
C. Establishing Lesson
Purpose
D. Developing and
Deepening
Understanding (Task SUB-TOPIC 3: Addition or Subtraction Dissimilar Denominator of
and Thought) Rational Algebraic Expression.
1. Explicitation
To add or subtract rational algebraic expressions with dissimilar
denominators, first find their LCD, then rewrite them as expressions with
similar denominators using their LCD, and then add or subtract them.
Provided that the denominators are not equal to zero, then…
2. Worked Example
Perform the following operation and simplify if possible.
1 2
1) +
2r 3 s
Solution:
2 x
2) +
r +1 r −1
Solution:
3. Reflection on Learning
E. Making
Generalizations
(Abstraction)
Let’s Hear From You!
Perform the following operation and simplify if possible.
3 x −1 2 x +2
Evaluating Learning 1) +
(TEST) x x+1
2 x−4 3 x
2) −
x −4 x +2
2
Additional Activities
(If Applicable)
Teachers’ Remarks or
Annotations
Reflection:
Prepared by: Checked: Reviewed: Noted:
ELMABETH S DELA CRUZ LILIA R. DELO JUDILINE N. TANGUILIG MA CECILIA P.
PACOL
Teacher II Master Teacher II Head Teacher III
Principal IV
School CUYAPO NATIONAL HS Grade Level 8
DAILY LESSON LOG Name of Learning
ELMABETH S. DELA CRUZ MATH
Teacher Area
Date August 8, 2025 Quarter FIRST
7:20 – 8:20 8- Philippians
Time 8:20 – 9:10 Section 8- Genesis
1:00 – 1:50 8- SPA
I. CURRICULUM, CONTENT STANDARDS AND COMPETENCIES
A. CONTENT The learners should have knowledge and understanding of rational algebraic
STANDARD: expressions and equations.
B. PERFORMANCE By the end of the lesson, the learners are able to simplify, and operate with,
STANDARD: rational algebraic expressions and solve simple rational algebraic equations.
Learning Competency
C. LEARNING At the end of the lesson, the learners are able to
COMPETENCIES AND Accurately add or subtract dissimilar algebraic expressions.
OBJECTIVE:
D. CONTENT:
Addition or Subtraction of Dissimilar Rational Algebraic Expressions
Subject Matter:
E. INTEGRATION:
II. LEARNING RESOURCES
Brainly. (2024, June 2). “What is the rational algebraic expressions and not
rational algebraic expressions.” [Link]
Freepik (2024, June 3). Math Graphic Images. [Link]
photos-vectors/math-graphic
Helping with Math (2024, June 3). Addition of Rational Algebraic
Expressions with Same Denominators.
[Link]
Reference/s: expressions-with-same-denominators-school-themed-worksheets/
Houghton Mifflin Harcourt (2024, June 3). Guiding Student Research with a
KWL Chart Template. [Link]
graphic-organizer-template
IXL Learning Inc (2024, June 1). Add and subtract rational expressions.
[Link]
expressions
III. TEACHING ANG LEARNING PROCEDURES
A. Daily Routine: Prayer/Checking of Attendance
B. Activating Prior Review about Adding and Subtracting Dissimilar Rational Algebraic
Knowledge Expression.
(Mind and Mood)
C. Establishing Lesson
Purpose
D. Developing and
Deepening
Understanding (Task 2 x
2) +
and Thought) r +1 r −1
Solution:
Note: You can only add or subtract if they have the same variables and
exponents regardless of their numerical coefficients.
3)
2 x−4 3
−
2
x −1 x +1
Solution:
E. Making 4. Reflection on Learning
Let’s Hear From You!
Generalizations
(Abstraction)
Perform the following operation as indicated.
1. 2.
Solution: Solution:
Evaluating Learning
(TEST)
3. 4.
Solution: Solution:
Additional Activities
(If Applicable)
Teachers’ Remarks or
Annotations
Reflection:
Prepared by: Checked: Reviewed: Noted:
ELMABETH S DELA CRUZ LILIA R. DELO JUDILINE N. TANGUILIG MA CECILIA P.
PACOL
Teacher II Master Teacher II Head Teacher III
Principal IV