GRADE 8 School OMNHS Grade Level 8

DAILY LESSON LOG Teacher NANCY A. INFANTADO Learning Area Mathematics

Teaching Dates and Time October 17-21,2022 Quarter FIRST

DAY 1 DAY 2 DAY 3 DAY 4

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/ Objectives Objectives Illustrate and find the slope of a line Writes the linear equation in the form Graphs a linear equation given (a)
M8AL-Ie-3 given two points, equation and graph. Ax + By = C in the form y = mx + b. any two points; (b) the x – and y –
M8AL-Ie-3 M8AL-If-1 intercepts; (c) the slope and a point
a. Determine the solution of Linear on the line.
Equation in two variables a. Recall the slope-y intercept form of a. Recall the slope-y intercept form of M8AL-If-2
b. Illustrate linear equation in two equation of a line. equation of a line. a. Recall point plotting in a
variables b. Write the linear equation in the b. Write the linear equation in the Cartesian Plane.
form Ax + By = C and vice versa. form Ax + By = C and vice versa. b. Draw a line between two points.
Appreciate the concept of slope in real c. Appreciate the concept of slope in c. Evaluate the characteristic of a
life situation. real life situation. line

1. CONTENT Linear Equations in Two Variables Slope of a Line Equation of a Line Intercept of a Line
2. LEARNING RESOURCES
A. References Mathematics 8 Mathematics 8 Mathematics 8 Mathematics 8
1. Teacher’s Guide pages
2. Learner’s Materials pages 119 - 120
3. Textbook pages
4. Additional Materials from
Learning Resource (LR)portal
5. Other Learning Resource
3. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of
learning by the students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to
learn new things, practice their learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences and
previous knowledge. Indicate the time allotment for each step.
A. Reviewing previous lesson or Check the ordered pair that is a Tagaytay is known for its cool Direction: Write the equation of a Give the coordinates of each point.
presenting the new lesson solution to the given linear weather . hotels. restaurants coffee line in the form of slope and y
equation. shops and scenic spots like the Taal intercept.
1. x− y=8 (9,1) (-9,1) Volcano , suppose we want to find Slope y intercept Equation
2. 4 x−9 y=−3 (5,2) (2,5) the steepness of the volcano , what are m=6 (0,10) (e.g.)
3. 2 x+ y=8 (2,4) (-2,4) we going to do? y=6x+10
4. x + y=6 (4,2) (-4,2) m=2 (0,2)
m=9 (0,-18)
5. 7 x−2 y=10 (0,-5) (5,0)
m=-1 (0,-1)

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B. Establishing a purpose for the Questions: Try to answer the following: Write YES if the equation is in slope- Plot the following points in a
lesson y intercept form and NO if not. Cartesian Plane.
1. How will you find the value of x? 1. 5 - 3 = 1. x + 3y = 8 1. (3,2)
2. How will you find the value of y? 2. 3 -5 = 2. 15x + 5y = 75 2. (2,3)
3. -5 - 3 = 3. y = 3x + 4 3. (-4,-3)
4. 5 - (-3) = 4. 5x + 4y = 8 4. (-3,-4)
5. -5 - (-3) = 5. y = 3x – 3 5. (1,-3)

C. Presenting examples/Instances of Determine the solution of linear Teaching Modeling We can graph a linear equation
the new lesson equation in two variables. given two points by connecting
1. 5 x – y=−1 If A , B and C are constants and A and each point. Take note that a line
B are not both 0, then the graph of any must have arrow heads on each
x 1 2 equation of the form Ax + By = C is end.
y a straight line. If B ≠ 0 it can be solved
for y as follows
2. 4 x+5 y =10
x 5 10
y
3. y=3 x +2 Given two points

x 2 4 If we choose the variable m to

y Example: (5,0) and (0,5) represent
5 0 5 −A/B and the variable b to represent
  1
0 5  5 C/B, these equation takes the
Example #2: (-3,-1) and (-5,2) form y = mx + b, wherein m is
2  ( 1) 5 5 the slope and b is the y-intercept
 
 5  ( 3)  2 2
Given the slope and y intercept
form
y =mx+b, where m is the slope of the
line.
Example: 1. y =-x+5, -1 is the slope
Example 2: y = 5x + 3; 5 is the slope.
D. Discussing new concepts and In example no. 1, how will you By Pair Developmental Activity Plot the following points and
practicing new skills # 1 determine the value of x and y? Find the slope of a line. Given two Change the equation in Standard connect to form a graph.
points Form or to Slope-y intercept form. 1. (2,-3) and (-3,5)
In example no. 2, which is easy to 1. (-2,3) and (-4,6) Given Standard form 2. (-2,3) and (3,-5)
get, the value of x or y? 2. (1,-4) and (-1,-4) (-4,3) and (4,3)
(2,1) and (4,2) 4x + 5y – 20= 0
In example no. 3, how will you 3/5x = y + 12
determine the value of x and y? 7x + 5y + 42 =0

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E. Discussing new concepts and Illustrate linear equations in two Find the slope of a line. Given a 1. Did everyone put arrow heads
practicing new skills # 2 variables. Graph of a line. (Help students with this guide on each graph?
1. y=4 x +1 question while checking the previous 2. Any difficulty from previous
activity). activity?
x -2 -1 1.How did you find the activity? 3. Consider wrong each graph
y 2. How can you rewrite the equations when the line is not straight.
in the form Ax + By = C
2. y=−2 x +6 3. How can you rewrite equations in y
x 2 4 = mx+b
y
F. Developing mastery Illustrate linear equations in two
(leads to Formative Assessment ) variables. Complete the table below. Give Me
Find the slope of a line. Given the Direction: The facilitator will give
1. y ¿5 x – 3 slope intercept form equation.Take Slope and y Standard form characteristic of a slope and the
note that there must no numerical intercept form learner will give 2 points that will
x 1 2 coefficient for y (or 1 only). 2x + y = 5 satisfy the given characteristic.
y 1. y=-2x+5 a. Negative Slope
y = -4x + 2
2. 3 x+ y=9 2. y=x+4 b. Positive Slope
2y=6x+4 4x - 2y = 0 c. Undefined Slope
y = -3/4x - 1 d. Zero Slope
x 1 3
y
G. Finding practical application of Illustrate linear equations in two Express the following in Standard Soldier are known for using
concepts and skills in daily living variables. Form to Y-Form and vice versa by coordinates for their location.
1. 2 x – 3 y=6 matching the equations with the Enemy at (-4,4)
“Much Awaited Festival in Cavite” to Battalion 1 at (2,1)
2. y=3 x +2 its municipality. Reinforcement Battalion at (-4,-4)
Consider the soldiers and their
x 2 3
Column A Column B enemy is facing at the positive side
yx 2 4 of y axis.
y
Should battalion 1 keep on moving
ahead or should they go back?
Why or why not?

Choose a partner and ask your partner

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 where did he want to go in Cavite and
why. Find the slope of each
municipality where you and your
partner did wanted to go (find another
partner if you had the same
municipality)

H. Making generalizations and The solution of a linear equation If the lines rises to the right , the trend Generalization:
abstractions about the lesson Ax+By=C, where a, b and c are of the slope is positive and if the lines A linear equation in two variables is
constants are the set of ordered pair rises to the left the slope is negative, if an equation that can be written in
(x,y) that will satisfy the equation it forms a vertical line it has an standard form Ax + By = C where A ,
or that will make the equation true. undefined slope, if it forms a B or C are real numbers , and A and B
To find the solution of a linear horizontal line it has a zero slope. are both nonzero. An equation takes
equation in two variables, we the form y = mx + b, wherein m is the
usually express one variable in slope and b is the y-intercept.
terms of the other variable

The steepness of a line can be

measured by the ratio of the change in
the vertical distance to the change of Graph are formed when we
the horizontal distance, between any connect two distinct points in a
two points on the line. This numerical cartesian plane.
value is called the slope of a line
denoted by m

I. Evaluating learning Illustrate linear equations in two Direction: Rewrite the following Direction: Write the characteristic
variables. Find the slope of a line given two equations in the form Ax + By = C to of the slope of the graph formed by
points, equation and graph. y = mx + b and vice versa. the given two points. Positive,
1. 3 x+ 4 y =15 Negative, Zero Slope or
1. 2x + y = 13 Undefined.
x 1 2 2. y = 3x – 3 1. (2,0) and (4,3)
y 3. 5x + 3y = 30 2. (0,4) and (3,-3)
4. 5x – 4y = - 16 3. (5,-2) and (5,4)
5. y = -x + 8 4. (-2,5) and (4,5)
2. y=5 x +3
1. y=-x+5 5. (2017, 1989) and (-1989, -2017)
x -1 1 2. ( 3, 2 ) ( 10, 10 )
y 3. (6, 2 ) ( 4 , 1 )

J. Additional activities for application 1. ollow Up To stay optimistic or positive we Assignment: Rewrite the following Assignment:
or remediation Illustrate linear equations in must. equations in the form Ax + By = C to Bring the following;
two variables Show y = mx + b and vice versa. a.Ruler
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 a. y=5 x +3
b . y=−2 x +4
x 1 2
y
2. How will you illustrate the Love
b.Graphing Paper
slope of a line? On our 1. 3x – 6y = 18
c.Pencil
3. Give an example of Parents 2. y = 4x - 15
d.Color
Everyday
x -1 1
y
illustration of slope of a line.

4. REMARKS
5. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the
students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
A. No. of learners who earned 80% in
the evaluation
B. No. of learners who require
additional activities for remediation
who scored below 80%
C. Did the remedial lessons work? No.
of learners who have caught up
with the lesson
D. No. of learners who continue to
require remediation
E. Which of my teaching strategies
worked well? Why did these work?
F. What difficulties did I encounter
which my principal 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: Checked by:

NANCY A. INFANTADO MARIA JOSSELL A. LOGMAO

MT-II OIC – Mathematics Department

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