GRADE/SECTION 8 - APACIBLE, MABINI, BONIFACIO LEARNING AREA MATHEMATICS

DAILY
LESSON
TEACHING DATES/TIME October 14 - 18, 2024 QUARTER SECOND
LOG

DAYS OF THE WEEK Monday Tuesday Wednesday Thursday Friday

Actual Teaching Time:

12:10 – 12:45 Apacible Apacible Apacible Apacible Apacible
12:45 – 1:20 Bonifacio Bonifacio Bonifacio Bonifacio Bonifacio
1:20 – 1:55
2:15 – 2:50
2:50 – 3:25
3:25 – 4:00
4:00 – 4:35 Mabini Mabini Mabini Mabini Mabini
4:35 – 5:10

I. OBJECTIVES Monday Tuesday Wednesday Thursday Friday

The learner demonstrates an understanding of key concepts of factors of polynomials, rational algebraic expressions, linear
Content Standards
equations and inequalities in two variables, systems of linear equations and inequalities in two variables, and linear functions
The learner can formulate real-life problems involving factors of polynomials, rational algebraic expressions, linear equations and
Performance Standards inequalities in two variables, systems of linear equations and inequalities in two variables, and linear functions, and solve these
problems accurately using various strategies.
Learning Competencies / Illustrate the slope of a Find the slope of a line Graph a linear equation Graph a linear equation Describe the graph of a
Objectives line. given two points, given (a) any two given (a) any two linear equation in terms
(MBAL-Ie-4) equation, and graph. points; (b) the x – and y points; (b) the x– and y– of its intercepts and
M8AL-Ie-5 – intercepts; (c) the intercepts; and (c) the slope. (M8AL-If-3)
a. Illustrate the slope of slope and a point on the slope and a point on the
a line. a. Recall the slope- line. line. (M8AL-If-2) a. Describe the graph of
b. Differentiate positive intercept form of the M8AL-If-2 the linear equation in
and negative slope. equation of a line. a. Define the x and y- terms of its
undefined and zero slope b. Write the linear a. Recall point plotting intercepts. intercepts and slope
of a line. equation in the form Ax in a Cartesian Plane. b. Determine the x- b. Draw a graph of
c. Appreciate the + By = C and vice versa. b. Draw a line between intercept/y-intercept linear equation
concept of slope in real- c. Appreciate the two points. given an equation c. Show accuracy in
life situations. concept of slope in real- c. Evaluate the and show its graph one’s work
life situations. characteristics of a line c. Graph linear equation
given the slope and a
point
d. Appreciate the
concept of x and y-
 intercepts in real-life
situations.

Graph of Linear
Describing the Graph
Equation by (b)using
of Linear Equation in
II. CONTENT Slope of a Line Slope of a Line Intercept of a Line x and y-intercepts
terms of its
and (c) the slope and
intercepts and slope
a point on the line
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
pages 144-151 pages 152-163 pages 170-176 pages 202-203 pages 203-204
Pages
2. Learner’s
pages 183-186 pages 183-190 pages 187-188 pages 188-189
Materials pages
C.M. De Leon and J.G. Oronce, Orlando A. Oronce, Orlando A.
Bernabe, Elementary et.al., Mathematics II et.al., Mathematics II
Algebra Textbook for Concepts, Structures Concepts, Structures
3. Textbook pages
first year p. 153 and Methods for High and Methods for High
School pages 187-190 School pages 190-195

4. Additional http:// ttp:// https:// https://

Materials from Learning lrmds.deped.gov.ph/. lrmds.deped.gov.ph/. www.youtube.com/ www.youtube.com/
Resources watch?v=EcGk2c3imFI watch?v=ZV3SGp2SJuU
Grade 8 LCTG by DepEd LED TV, Laptop, Grade 8 LCTG by DepEd Grade 8 LCTG by Dep Grade 8 LCTG by Dep
Cavite Mathematics Cavite Ed Cavite Mathematics Ed Cavite Mathematics
2016, Laptop, LED TV, 2016, Graphing board, 2016, Laptop, LCD
B. Other Learning
Powerpoint graphing paper, meter Projector, geogebra,
Resources
stick, ruler, geogebra, printed materials, Graph
laptop, LCD projector board, Graph paper,
Ruler
IV. PROCEDURES
A. Reviewing Optimism and Pessimism Tagaytay is known for its Give the coordinates of Take a look on these….. Plot the following pairs
previous lesson (Ask your seatmate). cool weather, hotels, each point. 1. In x + y = 3, of points on a Cartesian
or presenting Powerpoint presentation restaurants coffee if x=0, y=____ Plane. Connect them
the new lesson Optimism - a feeling or shops, and scenic spots if y=0, x=____ and determine the
belief that good things like the Taal Volcano, slope.
will happen in the future: suppose we want to find 2. In 2x – y = 4, 1. (0, 2) (3, 4)
a feeling or belief that the steepness of the if x=0, y=___ 2. (0, 3) (-4, 6)
what you hope for will volcano, what are we if y=0, x=___ 3. (2, 5) (0, 7)
happen. going to do?
Pessimism - a feeling or 3. In 3x + 2y = 6,
belief that bad things will if x=0, y=___
happen in the future: a if y=0, x=____
feeling or belief that
 what you hope for will 4. In 3x + 5y = -15,
not happen. Meriam if x=0, y=____
Webster android if y=0, x=____
application.
5. In y = 2x + 3,
if x =1, y= ______
What is its slope?

Try to answer the Plot the following points As you practiced how to Recall how to graph
following: in a Cartesian Plane. solve an equation, you linear equations using
1. (3, 2) now have your different methods.
1. 5-3= 2. (2, 3) knowledge in finding
2. 3 -5 = 3. (-4, -3) the x and y- intercepts.
3. -5 - 3 = 4. (-3, -4) If you let x = 0, you can
4. 5 - (-3) = 5. (1,-3) find y-intercept.
5. -5 - (-3) = If you let y = 0, you can
Who wants to go to the find x-intercept.
top of the mountain? Is it
an optimistic or a
pessimistic person?

Optimistic (climbing up) –

a person who wanted to
B. Establishing a
go top and see things
purpose for the
above.
lesson
Pessimistic (going down)
– a person who wants to
go down because
something might happen
on the top.

In mathematics which is
positive or negative? An
optimistic person who
wanted to go up or the
pessimistic who wanted
to go down?

Optimism - Positive
Pessimistic - Negative
C. Presenting We can graph a linear Given the equation, x + Example 1: Draw the
line of y=2 x +5 .
Examples/insta Given two points equation given two 3y = 3, we can find the
nces of new points by connecting x-intercept by letting y
We need to find two
lesson each point. Take note = 0, then solve for x.
points on the line, then
that a line must have x + 3y = 3
draw the line through
Example: (5,0) and (0,5) arrowheads on each x+0 =3
them. The first point is
5 0 5 end. x = 3 (3,0)
easy, since the
  1 Therefore, 3 is the x-
0 5  5 intercept is 5, we can
intercept.
immediately plot a point
Example #2: (-3,-1) and at ( x = 0, y = 5 ).
To find the y-intercept,
(-5,2) For a second point,
let x = 0, then solve for
2  ( 1) 5 5 from the y-intercept,
  y.
plot the slope by
 5  ( 3)  2 2 x + 3y = 3
counting the vertical
0 + 3y = 3
change and the
Given the slope and y 3y=3
horizontal change.
intercept form y = 1 (0,1)
Since the slope is 2,
y mx+b, where m is the Therefore, 1 is the y-
from the point (0,5),
intercept.
= count 2 units upward
slope of the line. and 1 unit to the right.
The graph of x + 3y
Example
= 3 intersect the x-axis
Example: y=-x+5, -1 is
at (3,0) and the y-axis
the slope
at (0,1). Three (3) is
Example # 2: y = 5x +
called the x – intercept
3; 5 is the slope.
and 1 is called the y –
intercept.

 How can you

describe the
Meet Mr. Piggy
graph?
Given the equation,
2x – 7y = 14, find the x- Example 2. Draw the
intercept by letting y=0,
then solve for x. line of y=−3 x+7 .
2x – 7y = 14 We need to find two
2x - 7(0)= 14 points on the line, then
2x = 14 draw the line through
x = 7 (7, 0) them. The first point is
Therefore, 7 is the x- easy, since the
intercept. intercept is 7, we can
To find the y- immediately plot a point
intercept, let x = 0, at (x = 0, y = 7).
then solve for y. For a second point,
2x - 7y = 14 from the y-intercept,
0 - 7y = 14 plot the slope by
-7y= 14 counting the vertical
y = -2 (0, -2) change and the
Therefore, -2 is the y- horizontal change.
intercept. Since the slope is -3,
The graph of 2x -7y = from the point (0,7),
14 intersect the x-axis count 3 units downward
at (7,0) and the y-axis and 1 unit to the right.
at (0,-2). Seven (7) is
called the x – intercept
and (-2) is called the y –
intercept.

How can you

describe the
graph?
Example 3. Draw the
Given the equation, y = 3
2x + 3, if x = 1, how y= x+ 4 .
line of 7
can you graph this?
Since, x = 1, solve first We need to find two
for y. points on the line, then
y = 2x + 3 draw the line through
y =2(1)+3 them. The first point is
y = 2+3 easy, since the
y=5 intercept is 4, we can
So the point obtained immediately plot a point
was (1,5). at (x=0, y=4).
Plot first the obtained For a second point,
point, then use the from the y-intercept,
slope to find the second plot the slope by
point. counting the vertical
change and the
horizontal change.
3
Since the slope is 7 ,
 from the point (0,4),
count 3 units upward
and 7 units to the right.
or if you will use the
slope and an intercept,
it may be graph by
plotting first the y-
intercept b, then use
the slope for the second
point.

How can you describe

the graph?

D. Discussing new Plot and connect. By Pair Plot the following points  How did you find  Did you
concepts and Find the slope of a line. and connect to form a the activity? encounter any
practicing new Make 4 Cartesian Plane Given two points. graph.  Is the graph of difficulties in
skills #1 on your graphing 1. (-2, 3) and (-4, 6) 1. (2, -3) and (-3, 5) linear equation in graphing linear
notebook with the 2. (1, -4) and (-1, -4) 2. (-2, 3) and (3, -5) two variables equations using
highest x and y values of 3. (2, 1) and (4, 2) 3. (-4, 3) and (4, 3) using any two slope intercept?
5 and lowest value of -5, points and using  How did you
then graph the following x and y- overcome these?
points and connect them intercepts the
to form a line. same?
 At what point
Cartesian Plane1. does the graph
(-1,0) (1,2) (3,4) cross the x-axis?
Give the
Cartesian Plane 2. coordinates of
(-4,3) (-2,1) (1,-1) this point.
 At what point
Cartesian Plane 3. does the graph
(-2,2) (0,2) (4,1) cross the y-axis?
What are the
 Cartesian Plane 4.
(3, -2) (3, 0) (3, 4)
coordinates of
Is there a slope or
these points?
steepness of a line
formed in each cartesian
plane?
If we look at each line Find the slope of a line. 1. Did everyone put Given the following Show the graph of the
from left to right, what Given a Graph of a line. arrowheads on each equations, determine linear equation if the
can we say about each graph? the x and y-intercepts. slope and y-intercept
slope? 2. Any difficulty from are given respectively.
previous activity? 1. m = 6 ; b = -4
Cartesian Plane 1 - (Rises 3. Consider wrong each 2
from left to right) graph when the line is
Cartesian Plane 2 - (Goes not straight. 2. m = 3 ; b = 5
down from left to right). 3. m = - 4 ; b = 8
E. Discussing new 4. m = 5 ; b = 2
Cartesian Plane 3 -
concepts and −2
(neither rises nor goes
practicing new
skills #2
down). 5. m = 5 ; b = 2
Cartesian Plane 4 -
(cannot be determined or
undefined)

Label each Cartesian Find the slope of a line. Give Me Using the equations Graph the following
Plane with a Positive Given the slope Direction: The facilitator above, graph each of linear equations and
slope, negative slope, intercept form equation. will give characteristic them in different set of describe the graph.
zero slope or undefined Take note that there of a slope and the axes. 1. y = 5x – 2
F. Developing
slope. must no numerical learner will give 2 points −2
mastery (Leads
coefficient for y (or 1 that will satisfy the
to Formative
only). given characteristic. 2. y = 7 x – 5
Assessment)
1. y=-2x+5 a. Negative Slope
2. y=x+4 b. Positive Slope
2y=6x+4 c. Undefined Slope
Zero Slope
 Meet Mr. Piggy who run Soldiers are known for The x and y –axis are Graph the following
going to the right. using coordinates for drawn within the Map of linear equations and
their location. Cavite, which describe the graph.
Enemy at (-4,4) municipality can be 1. y = -7x + 4
Battalion 1 at (2,1) seen in the x-intercept? 1
Reinforcement Battalion y-intercept?
at (-4, -4) 2. y = 4 x + 2
Consider the soldiers
and their enemy is
facing at the positive
side of y axis.

Should battalion 1 keep

on moving ahead or
should they go back?
G. Finding Why or why not?
Practical
applications of
concepts and Choose a partner and
skills ask your partner where
he wants to go in Cavite
and why. Find the slope
of each municipality
where you and your
partner want to go (find
another partner if you
have the same
municipality)

H. Making Generalization: Generalization: The x-intercept a is the Steps in graphing linear

generalizations If the line rises to the The steepness of a line x- coordinate of a point equations using the
and right, the trend of the can be measured by the where a line crosses the slope intercept method:
abstractions slope is positive and if ratio of the change in x axis. The y-intercept b
about the the line rises to the left the vertical distance to is the y-coordinate of
1. Write the equation in
lesson the slope is negative, if it the change of the the point where a line
forms a vertical line, it horizontal distance, crosses the y axis. the slope-intercept
has an undefined slope, between any two points Given these intercepts y=mx+b .
if it forms a horizontal on the line. This Graph are formed when represented by the form
 line, it has a zero slope. numerical value is called we connect two distinct points (a , 0) and (0 ,b) ,
2. Determine the slope
the slope of a line points in a cartesian respectively, the graph
Meet Mr. Right or Slope denoted by m plane. of the linear equation m and the y-
Man. Mr. Right because can be drawn. intercept b.
he can only walk To find the x-
sideways and on his intercept, let y=0, and 3. Plot the y-intercept at
right. solve for x. To find the (0, b).
y-intercept, let x=0, and
solve for y. 4. Use m to determine
After finding the x and the second point.
y-intercepts, graph
them and draw a line 5. Draw the line passing
If the line rises to the through the x and y- through the two
right, the trend of the intercepts.
slope is positive and if points.
the line rises to the left
the slope is negative, if Note: The points on the
it forms a vertical line it
has an undefined slope, line of the graph are
if it forms a horizontal solutions of the given
line it has a zero slope.
equation.

The value of 𝑚

graph. If the value of 𝑚

affects the trend of the

is positive, it is an
increasing function
because as x increases

value of 𝑚 is negative,
y also increases. If the

it is a decreasing
function because as x
increases, y decreases.
The higher the slope,
the steeper the graph.

I. Evaluating Direction: number your Find the slope of a line Direction: Write the Answer the following Graph the equations
Learning paper from 1 to 5 and given two points, characteristic of the using illustrations. using slope-intercept
determine whether each equation and graph. slope of the graph 1. Draw the graph given form then describe the
illustration of the slope is formed by the given two a = 4 and b= 6. graph.
positive, negative, zero points. Positive, 2. In the equation, 4x + 1. 2x + 3y = 15
undefined. Negative, Zero Slope, or 3y = 16, if x = 1, 2. 2x – 3y = 3x + 6
1. Undefined. draw its graph.
1. (2,0) and (4,3)
 2. (0,4) and (3,-3)
3. (5,-2) and (5,4)
4. (-2,5) and (4,5)
(2017, 1989) and (-
1989, -2017)

2.

3. y=-x+5
4. ( 3, 2 ) ( 10, 10 )
(6, 2 ) ( 4 , 1 )

4.

5.
 Do it RIGHT. Always look To stay optimistic or Assignment: Graph the following Read about finding the
into heaven and Pray to positive we must. Bring the following; equations by using equation of a line.
God to stay positive. Show a.Ruler slope-intercept and give Reference: Mathematics
J. Additional
1. Read and say Love b.Graphing Paper one point that is a Learner’s Module 8 192-
activities for
something about On our c.Pencil solution of the given 195
application or
the quotes. Parents Color equation.
remediation
Everyday
1. 5x + 2y = 10
2. 5x – 7y = 14
___Lesson carried. Move ___Lesson carried. Move ___Lesson carried. Move ___Lesson carried. Move ___Lesson carried. Move
V. REMARKS on to the next objective. on to the next objective. on to the next objective. on to the next objective. on to the next objective.
___Lesson not carried. ___Lesson not carried. ___Lesson not carried. ___Lesson not carried. ___Lesson not carried.
VI. REFLECTION
A. No. of learners
who earned 80% Apacible Apacible Apacible Apacible Apacible
on the formative Bonifacio Bonifacio Bonifacio Bonifacio Bonifacio
assessment Mabini Mabini Mabini Mabini Mabini
B. No. of Learners
who require Apacible Apacible Apacible Apacible Apacible
additional Bonifacio Bonifacio Bonifacio Bonifacio Bonifacio
activities for Mabini Mabini Mabini Mabini Mabini
remediation
C. Did the remedial
lessons work? No. Apacible Apacible Apacible Apacible Apacible
of learners who Bonifacio Bonifacio Bonifacio Bonifacio Bonifacio
have caught up Mabini Mabini Mabini Mabini Mabini
with the lesson.
D. No. of learners
who continue to Apacible Apacible Apacible Apacible Apacible
require Bonifacio Bonifacio Bonifacio Bonifacio Bonifacio
remediation Mabini Mabini Mabini Mabini Mabini
E. Which of my Strategies used that Strategies used that Strategies used that Strategies used that Strategies used that
teaching work well: work well: work well: work well: work well:
strategies worked ___ Group collaboration ___ Group collaboration ___ Group collaboration ___ Group collaboration ___ Group collaboration
well? Why did this ___ Games ___ Games ___ Games ___ Games ___ Games
work? ___ Solving ___ Solving ___ Solving ___ Solving ___ Solving
Puzzles/Jigsaw Puzzles/Jigsaw Puzzles/Jigsaw Puzzles/Jigsaw Puzzles/Jigsaw
___ Answering ___ Answering ___ Answering ___ Answering ___ Answering
preliminary preliminary preliminary preliminary preliminary
activities/exercises activities/exercises activities/exercises activities/exercises activities/exercises
___ Carousel ___ Carousel ___ Carousel ___ Carousel ___ Carousel
___ Diads ___ Diads ___ Diads ___ Diads ___ Diads
___ Think-Pair-Share ___ Think-Pair-Share ___ Think-Pair-Share ___ Think-Pair-Share ___ Think-Pair-Share
(TPS) (TPS) (TPS) (TPS) (TPS)
 ___ Rereading of ___ Rereading of ___ Rereading of ___ Rereading of ___ Rereading of
Paragraphs/Poems/Storie Paragraphs/Poems/Stori Paragraphs/Poems/Stori Paragraphs/Poems/Stori Paragraphs/Poems/Stori
s es es es es
___ Differentiated ___ Differentiated ___ Differentiated ___ Differentiated ___ Differentiated
Instruction Instruction Instruction Instruction Instruction
___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama
___ Discovery Method ___ Discovery Method ___ Discovery Method ___ Discovery Method ___ Discovery Method
___ Lecture Method Why? ___ Lecture Method ___ Lecture Method ___ Lecture Method ___ Lecture Method
___ Complete IMs Why? Why? Why? Why?
___ Availability of ___ Complete IMs ___ Complete IMs ___ Complete IMs ___ Complete IMs
Materials ___ Availability of ___ Availability of ___ Availability of ___ Availability of
___ Pupils’ eagerness to Materials Materials Materials Materials
learn ___ Pupils’ eagerness to ___ Pupils’ eagerness to ___ Pupils’ eagerness to ___ Pupils’ eagerness to
___ Group member’s learn learn learn learn
cooperation in doing ___ Group member’s ___ Group member’s ___ Group member’s ___ Group member’s
their tasks cooperation in doing cooperation in doing cooperation in doing cooperation in doing
their tasks their tasks their tasks their tasks
__ Bullying among pupils __ Bullying among pupils __ Bullying among __ Bullying among __ Bullying among
__ Pupils’ behavior/ __ Pupils’ behavior/ pupils pupils pupils
attitude attitude __ Pupils’ behavior/ __ Pupils’ behavior/ __ Pupils’ behavior/
__ Colorful IMs __ Colorful IMs attitude attitude attitude
F. What difficulties
__ Unavailable __ Unavailable __ Colorful IMs __ Colorful IMs __ Colorful IMs
did I encounter
Technology Equipment Technology Equipment __ Unavailable __ Unavailable __ Unavailable
which my principal
(AVR/LCD) (AVR/LCD) Technology Equipment Technology Equipment Technology Equipment
or supervisor can
__ Science/ __ Science/ (AVR/LCD) (AVR/LCD) (AVR/LCD)
help me solve?
Computer/Internet Lab Computer/Internet Lab __ Science/ __ Science/ __ Science/
__ Additional Clerical __ Additional Clerical Computer/Internet Lab Computer/Internet Lab Computer/Internet Lab
works works __ Additional Clerical __ Additional Clerical __ Additional Clerical
works works works
Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations:
__ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos
G. What innovation __ Making big books from __ Making big books __ Making big books __ Making big books __ Making big books
or localized views of the locality from views of the from views of the from views of the from views of the
materials did I __ Recycling of plastics locality locality locality locality
use/discover to be used as __ Recycling of plastics __ Recycling of plastics __ Recycling of plastics __ Recycling of plastics
which I wish to instructional materials to be used as to be used as to be used as to be used as
share with other __ local poetical instructional materials instructional materials instructional materials instructional materials
teachers? composition __ local poetical __ local poetical __ local poetical __ local poetical
__ ppt presentation composition composition composition composition
__ ppt presentation __ ppt presentation __ ppt presentation __ ppt presentation

PREPARED BY: NOTED:

JESAMIE M. RECON ROBERTO B. RODRIGUEZ, PhD
Teacher I Principal III