GRADE 9 School GARING NATIONAL HIGH SCHOOL Grade Level 8

DAILY LESSON LOG Teacher JASON O. LAROA Learning Area MATHEMATICS

Teaching Dates and Time September 9 – 13, 2024 Quarter FIRST

Session 1 Session 2 Session 3 Session 4 Session 5

I. OBJECTIVES

1. Content Standards 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.
The learner s able to formulate real-life problems involving factors of polynomials, rational algebraic expressions, linear equations and inequalities in
2. Performance Standards two variables, systems of linear equations and inequalities in two variables and linear functions, and solve these problems accurately using a variety of
strategies.
3. Learning The learner…
Competencies / finds the equation of a line given (a) two points; (b) the slope and a point; (c) the slope and its intercepts. (M8AL – Ig – 1)
Objectives solves problems involving linear equations in two variables. (M8AL – Ig – 2)

4.

II. CONTENT
Finding the Equation of a
Finding the Equation of a Graphical Solution of Linear Graphing Linear Equations
Line Given the Slope and a LONG QUIZ
Line Given Two Points Equations Using a Table of Values
Point

III. LEARNING RESOURCES

A. References
Blitzer, R. (2013). Introductory Algebra for College Students. 6th Edition. Miami: Pearson Education, Inc.
California Algebra 1 Student Textbook
Kaufmann, J., & Schwitters, K. (2011). Algebra for College Students 9th Ed. Seminole State College of Florida: Brooks/Cole, Cengage Learning

B. Other Learning Resources

Mathematics 8 Module and Curriculum Guide

IV. PROCEDURES

Reviewing the previous lesson Introduce the concept of finding Begin with a brief review of the Quick review of single-variable Review graphing linear
or presenting the new lesson the equation of a line. concept of slope (m) and how it linear equations equations.
represents the steepness of a
line. Discuss what happens when
two lines intersect on a graph
Review the formula for slope- (i.e., the solution is the point of
intercept form of a linear intersection).
equation:
y=mx+b

Establishing a purpose for the Discuss the importance of Explain that today, students will Introduce the concept of linear Define a system of linear
lesson understanding line equations in learn how to find the equation equations in two variables, such equations as two or more linear
mathematics and real-world of a line when given the slope as y=2x+3. equations considered together.
applications. (m) and a point ( x 1 , y 1 ) on the Explain how these equations

two variables, 𝑥 and 𝑦.

line. describe a relationship between Explain that the solution to the
system is the point where both
equations are true (i.e., where

𝑎𝑥 + 𝑏𝑦 = 𝑐
Discuss the general form: the lines intersect).

Connect this with real-world

situations (e.g., cost
calculations, distance, speed,
etc.).

Presenting examples/ instances Lesson Presentation: Explain the Point-Slope Teach students how to graph a Show an example of two linear
of the lesson Formula: linear equation by finding the equations and graph them on
Review the slope formula intercepts: the same coordinate plane.

Find the 𝑥 and 𝑦 -intercepts by Identify the point of intersection

Introduce the point-slope form
y 2− y 1 of a linear equation:
m= setting one variable to zero and as the solution to the system.
x 2−x 1
y− y 1=m(x−x 1) solving for the other.
Discuss the meaning of no
Teach how to use the slope
where m is the slope and Demonstrate plotting these solutions (parallel lines) and
formula and point-slope form
points on a graph and drawing a infinite solutions (same line).
( x 1 , y 1 ) is a point on the line.
line through them.
y− y 1=m(x−x 1)

to find the equation of a line

given two points.

Discussing new concepts and Guided Practice: Demonstrate with an Example: Solve a few problems together Substitution: Solve one
practicing new skills #1 Provide an example to where students: equation for one variable and
 intercept form (𝑦 = 𝑚𝑥 + 𝑏)
Solve several example problems demonstrate how to use the Write the equation in slope- substitute into the other
together as a class, finding the point-slope form: equation.
equation of a line from two
points. Example: Identify the slope and y- Elimination: Add or subtract
Given the slope m=2 and a intercept. equations to eliminate one
point on the line (3 , 4) , find the variable and solve for the other.
equation of the line. Graph the equation.
Work through examples using
Start with the point-slope both methods.
formula:

y−4=2(x−3)

Simplify to get the equation in

slope-intercept form:

y−4=2 x−6
y=2 x−2

Discussing new concepts and Independent Practice: Students solve systems of linear
practicing new skills #2 equations using both graphical
Provide students with a and algebraic methods.
worksheet containing problems
requiring them to find the Problems include scenarios with
equation of a line given two sets one solution, no solution, and
of points. infinite solutions.

Developing mastery (Leads to Guided Practice

Formative Assessment)
Provide a few more examples
for students to solve together as
a class.

Examples

1. Slope m=−3 , point ( 1 ,5 )

1
2. Slope m= , point ( 4 ,−2 )
2
Work through the problems
step-by-step, encouraging
student participation and
 answering any questions.

Finding practical applications of Graph and solve 3–5 systems of

concepts and skills in daily linear equations.
living
Real-life application problems
(e.g., cost comparison between
two phone plans).
Making generalizations and
abstractions about the lesson

Evaluating learning Exit Ticket: Independent Practice (10 Students graph a set of 2–3 Have students reflect on the
minutes) linear equations in their methods they found easiest and
A quick formative assessment Distribute a handout with notebooks, identifying key why.
where students find the slope several practice problems for points and discussing results
and write the equation of a line students to solve on their own with a peer. Quick formative assessment:
for a given pair of points. or in pairs. Students explain in writing how
to solve a system of linear
Problems should vary in equations.
difficulty, including different
slopes (positive, negative, zero,
undefined) and points.

Example Problems:
1. Slope m=4 , point ( 0 , 1 )
−3
2. Slope m= , point
4
(−2 , 3 )
3. Slope m=0 , point ( 5 ,−7 )

Additional activities for Assign a set of problems for Review the connection between
application or remediation additional practice on finding the equation and the graph.
the equation of a line given two
points. Preview that in the next lesson,
they’ll solve systems of linear
equations graphically and
algebraically.
V. REMARKS Emphasize the importance of Assign additional practice Emphasize the importance of
carefully calculating the slope problems from the textbook or a carefully calculating the slope
to avoid mistakes in the to avoid mistakes in the
 equation. worksheet. equation.
Encourage students to find a
real-world scenario where they
could apply this concept.

VI. REFLECTION

1. No. of learners who earned

80% on the formative
assessment

2. No. of learners who require

additional activities for
remediation.

3. Did the remedial lessons

work? No. of learners who
have caught up with the
lesson.

4. No. of learners who continue

to require remediation

5. Which of my teaching
strategies worked well? Why
did these work?

6. What difficulties did I

encounter which my
principal or supervisor can
help me solve?