Rafael B.

Lacson Memorial High School Grade/Section: Grade 8 Gumamela

Date: November 20, 2023 Time: 11:00 – 12:00
Quarter: First Learning Area: Mathematics 8

Lesson Plan in Grade 8 Mathematics

I. LEARNING At the end of the lesson, students shall be able to:
OBJECTIVES
 Identify the three methods of graphing a linear equation;
 Graph a linear equation given any two points, x-intercepts and y-intercepts, the
slope and a point; and
 Apply graphing linear equations in real life problems.

II. CONTENT Graphing Linear Equations

III. LEARNING
RESOURCES
A. References M8AL-If-2
B. Materials Manila paper
Double sided tape
Marker
Graphing Paper
IV. PROCEDURES Teacher’s Activity Student’s Activity
A. Review (Prayer and checking of attendance)

Good morning class! Good morning, Sir!

How are you today? we’re doing great Sir!

It’s good to hear that. Are you excited for Yes Sir!
today’s lesson?

All right! before we begin with our

discussions, may I request everyone to (A student will lead the prayer)
please stand for a short prayer. Who wants
to lead us a prayer? Yes?

Before taking your seats, see to it that your (The students will do as told.)
chair is properly aligned and pick up pieces
of paper under them.

You may now take your seats.

Is everyone here today? Yes Sir!

Impressive.

Last time we tackled about Rectangular Last meeting, we tackled about It

coordinate system or Cartesian Plane can Rectangular coordinate system or Cartesian
anyone give me the concepts of what plane. It is composed of two perpendicular
we’ve discussed? number lines, typically called the 𝑥 – 𝑎𝑥𝑖𝑠
and the 𝑦 – 𝑎𝑥𝑖𝑠, respectively, that meet at a
point of origin (0, 0).

Very good!
 So, for a review, I have here the general
instructions for our first activity.
(Students will do the task)
Let’s see how much you have learned from
our previous discussion.

Is everyone ready?
Yes sir!
Okay so, our activities for today are to plot
the following ordered pairs on the
Cartesian plane.

1. (2,1)
2. (1,0) Sequence
3. (3,2) Sequence
4. (-1,-2) Not Sequence
5. (-3,-4) Sequence
Not Sequence
Great job! It seems that you have really Sequence
mastered our previous lesson. Not Sequence
Not Sequence
Sequence
Sequence

B. Motivation Since you’ve been great in our activity in

our previous lesson, I think it would be
better to introduce our new lesson with
new activity that I’m sure you would
enjoy.
Yes sir!
Is everyone excited?

It is important for you to know or

remember those topics that we have
reviewed earlier because we will be using
it in todays’ discussion. But before we
proceed, can you solved the following
question and if you answer it correctly it
will give you words to complete the
sentence below.

What's Next?
 Respective words every number;
1. Determines
2. Arithmetic Means
3. Nth term
4. Arithmetic Sequence

Determines arithmetic means and nth term of

an arithmetic sequence.

_____1______ the _____2_____ and

_____3_____ of an ______4_____.

Very good class!

C. Presentation So, everyone, our topic for todays’

Discussion is to determines the arithmetic
mean and the nth term of an arithmetic
sequence.

D. Unlocking the Is everyone know how get the mean? To get the mean, you have to add all the
difficulties anyone? terms and divide the sum in the number of
terms.

Very good! However, in finding the

arithmetic means, we only get the terms
between the two given terms.

We can solve the arithmetic neans by using

the formula;

a n=a1 + ( n − 1 ) d

where;
a n is the?
Nth term
a 1 is the? First term

n is the? And how about d? Number of term

Common difference.
 So how now, we will move on in finding
the nth term of arithmetic sequence. In
finding the nth term we can also use the
formula.
Identify the given
So what do you think is the first step? Substitute to the formula
And then? Solve.
After that we?
Yes sir!
Impressive! So everyone understood the
formula?

Great!
E. Activity So, for this moment, I have prepared a next
activity. Since, there are 20 of you, let me
divide you into 4 groups start by counting
1 to 4.
Okay group 1 sit here, group 2, group 3,
and group 4. I need representative in each
group to get the materials. Are all of you (Students will do the task)
have the materials now? Good, you have 5
minutes to finish your activities. Make sure
that all of the members must contribute.
Leaders please don’t be hesitate to tell me
the members who didn’t contribute okay?

General Instructions;
1. Every group must get the
materials.
2. Each group must assign a leader, a
secretary, a reporter and two
checkers.
3. Answer the given question for 5
minutes in manila paper provided
and another 5 minutes to explain
your answer.

Group 1.
Instructions: Find the TWO arithmetic (Representative of each will report each
means of the following; show your work)
solutions.
1. 4 and 34 Solutions;
Step 1: Make a visual presentation
4, _, _, 34
Step 2: Get the common difference by letting
a 1=4 , a4 =34 ,∧n=4

34=4 + ( 4 −1 ) d
34=4 +3 d
34 − 4=3 d
30=3 d
 d=10
Step 3: Use the formula a n=a1 + ( n − 1 ) d
and solve for a 2∧a3

a 2=4 + ( 2− 1 ) 10

¿ 4 +1(10)
¿ 4 +10
¿ 14
a 3=4 + ( 3 −1 ) 10

a 3=4 +20

a 3=24

Therefore, the two arithmetic means are 14,

and 24.
Group 2.
Instruction: Answer the problem
completely.
1. Find the common difference of the
arithmetic sequence with a 1=−5
and a 11=45.

Solutions:
Step 1. Use the formula.

a n=a1 + ( n − 1 ) d

Step 2. Substitute the value.

45=−5+ ( 11−1 ) d
45=−5+ 10 d
45+ 5=10 d
50=10 d
Group 3.
Instruction: Solve what is asked. d=5
1. Find the 40th term for arithmetic
sequence in which any of two
successive terms differ by 3 and
whose first term is 5.

Solutions:
 Step 1. Evaluate the given.

n=40
a 1=5

d=3

Step 2. Substitute and solve using the

formula.

a 40=5+ ( 40− 1 ) 3
Group 4
Instruction: Solve what is asked. a 40=5+39(3)
1. What is the 90th term of arithmetic
sequence in which any two a 40=5+117
successive terms differ by 3 and
a 40=122
whose first term is -10.

Solutions:
Step 1. Evaluate the given

n=90
a 1=−10

d=3

Step 2. Substitute and solve using the

formula.
Congratulations everyone for wonderful
presentations. Please clap our hands for our a 90=−10+ ( 90− 1 ) 3
four reporters.
a 90=5+89(3)
Thank you.
a 90=5+267

a 90=272

F. Analysis So, for this moment, I have prepared some

questions about on your activities.

1. How did you get you answer? is By using the formula. And yes, there is a
there any steps or method on step.
solving those problem?

2. Group 1 what was your first step? We make a virtual representation so we can
determine how many means are there in the
given.
 3. How about group 2 what was your We substitute the value to the given formula.
Second step?
Subtract the present term to the previous
4. How did you find the common term.
difference (d)? how about the next
term? We first identify the given and we substitute
5. Group 3 and 4 how did you get to the formula.
your final answer?
a n=a1 + ( n − 1 ) d
6. Again, what is the formula for the
nth term in arithmetic sequence?
Okay very good.
G. Abstraction 1. What do you think is the purpose of For us to determine the arithmetic means and
having this kind of activity? the nth term of a sequence as well as the
common difference.

2. Is it important for us to find the Yes sir, in order for us to determine the next
common difference? Why? term.

3. Why is it important for us to learn Knowing the nth term of an arithmetic

this lesson? sequence is another way of saying that you
know the function that defines the sequence.
If you know the nth term, then you know (or
can calculate) all of the terms. Thus, you
know the sequence.

Wonderful! I’m so happy that you have

learned from our lesson.
4. Application Ramil is the track and field representative Solutions:
of the Don Simplicio Lizares National Given:
High School for the Larong Pambansa. He a 1=5
begins training by running 5 miles during a 2=7.5
first week, 7.5 during the second week, and a 3=10
10 miles on the third week. Assume this
pattern continues, answer the following; d = 7.5 – 5 = 2.5
1. How far will he run on the fifth
week? a n=a1 + ( n − 1 ) d
a 5=5+ ( 5 −1 ) 2.5
a 5=5+(4)2.5
a 5=15 miles
2. What is his arithmetic mean for the
3 weeks
5, 7.5, 10
Therefore, the arithmetic mean is 7.5
3. How far will he run in 10th week?
a n=a1 + ( n − 1 ) d
a 10=5+ ( 10 −1 ) 2.5
a 10=5+(9)2.5
a 10=27.5 miles
5. Evaluation Let us further assess your knowledge by
trying this activity. Answer in ½ crosswise.
1. Give the arithmetic sequence of 5
terms if the first term is 8 and the
last term is 100.
2. The third term of an arithmetic
sequence is -12 and the seventh
term is 8. Find those arithmetic
means.
6. Assignment Instructions: Solve for the following
questions in a long size bond paper. Copy
and answer. (5 points each)
.
Use the nth term formula of an arithmetic
sequence to solve the following;
1. Find the common difference of the
arithmetic sequence with
a 4=10∧a11 =45
2. How many terms are in arithmetic
sequence whose first term is -3,
common difference is 2, and last
term is 23?

Prepared by:

JOHN LLOYD A. FEROLINO