School QUEZON NATIONAL HIGH SCHOOL Grade Level GRADE 8

GRADE 8
DAILY Teacher RONAMEL R. RECON Learning Area MATHEMATICS
LESSON LOG
Teaching Dates October 9 – 13, 2023 Quarter FIRST QUARTER (W6)

Monday Tuesday Wednesday Thursday Friday

I. OBJECTIVES
The learner demonstrates understanding of key concepts of factors of polynomials, rational algebraic expressions, linear equations,
A. Content Standards
and inequalities in two variables, systems of linear equations and inequalities in two variables and linear functions.
The learner is able to formulate real-life problems involving factors of polynomials, rational algebraic expressions, linear equations
B. Performance Standards 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.
Learners are expected to:
illustrate and find the slope of a line given two points, equation and graph
C. Learning Competencies write the linear equations ax +by = c in the form y=mx + b and vice versa. (M8AL-If-1)
graphs a linear equation given(a) any two points; (b) the x – and y – intercepts; (c) the slope and a point on the line. (M8AL-If-2)
describes the graph of a linear equations in terms of its intercepts and slope. (M8AL-If-3)
II. CONTENT
Rewriting Ax + By = C Graphs of a Linear
Graphs of a Written Task &
Topics into y = mx + b or vice Slope of a Line Equations
Linear Equations PT
versa
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide pages 196-197 198-201 202-204 202-204
2. Learner’s Materials pages 181-182 183-185 187-188 187-188
3. Textbook pages Grade 8 Mathematics Patterns & Practicalities pages 135-159
4. Additional Materials from
Learning Resources (LR)
portal
IV. PROCEDURES
A. Reviewing previous REVIEW: REVIEW: You have learned that a linear You have graphed Approach – Activity
lesson or presenting the Activity 1: Use word(s) that will describe function can be described by linear equation Based – 3A’s
new lesson Pick and Answer Me! following: its equation, either in the form using the two Activity
(Strip of rolled papers) y=mx+b or Ax + By= C. methods
1.What are the two forms of Routinary Activities
linear equations? A linear equation can also be 1. Using Two  Classroom
2. Identify whether the described by its graph. Points management
given equation is in Graphing linear equations can 2. Using the x-
standard or slope intercept be done using any of the four and y- Attendance
form. methods: intercept
a. 2x + y = 9 Let us use the two
1 1. Using two points remaining methods
b. y= x 2. Using x- and y-intercepts
2 3. Using the slope and the y- 3. Using the
 intercepts slope and the
4. Using the slope and a y-intercept
point 4. Using the
slope and
point

1. steep staircase
2. slope of a hill
3. pitch of a roof
4. tilt of the face

Write the linear equations Illustrate and find the slope of a Graph a linear equation Graph a linear
ax +by = c in the form line given two points, equation and given (a) any two points; (b) equation using the
B. Establishing a purpose y=mx + b and vice versa graph
for a lesson
the x – and y – intercepts (1)slope and y-
intercept (2) slope
and point
C. Presenting DIRECT INSTRUCTIONS DIRECT INSTRUCTIONS DIRECT INSTRUCTIONS DIRECT
examples/instances of Let us see how we can Words like steep, slope, pitch, and One method is USING TWO INSTRUCTIONS
the new lesson rewrite equation in tilt are used to describe objects POINTS.
standard form to slope that are not perfectly flat or In using the slope
intercept form. Two points determine a line. and y-intercept, we
perfectly upright. The slope of an
Since the graph of linear have to identify the
1. 3x-5y=10 in the object may be steep or gradual. equation is a line, thus two slope and y-
form y=mx+b points are enough to draw the intercept of the
And how we can rewrite the graph of a linear equation. linear equation..
equation in slope-intercept
form to standard form. Illustrative Example 1:
1 Using y=2x+1
2. y= x +3 Graph the function y=2x+1. The slope m is 2 and
2 the y-intercept b is 1
The slope of a ramp is the ratio of First assign any two values for
the vertical change to the x, say 0 and 1 1. Plot first the
horizontal change. y-intercept
then use the
By Substitution slope to find
the other
y=2x+1 point
y=2(0)+1 2. Note that 2
y=0+1 means 2/1,
y=1 which
means
if x =0, then y=1; so the ordered rise=2 and
pairs are (0,1) run=1

The slope of any non-vertical y=2(1)+1

straight line containing the points y=2+1
with coordinates (x1,y1) and y=3
(x2,y2)is defined by the formula:
if x =1, then y=3; so the ordered
 y 2− y 1 pairs are (1,3)
m= where x2 ≠ x1 After finding the ordered pairs of
x 2−x 1 the two points, plot and connect
them.
The coordinates of the first point
are given a subscript of 1, thus
(x1,y1)

The coordinates of the second point

are given a subscript of 2, thus
(x2,y2)

D. Discussing new concepts Illustrative Example 1 Plot the graph of Discussion of the
and practicing new skill Rewrite the equation 3x- Exercise: y=2x+1 directions for the
#1 5y=10 in the form y=mx+b? activity
Determine its slope and y- Graph the linear equation that
intercept too. passes through the given pair of Note that if the rise
points. is less than zero ( or
Solution: negative), we move
3x-5y=10 Given (1,2) and (3,4) downward from the
3x-5y+(-3x)= 10 + (-3x) APE first point to look for
-5y=-3x+10 Example 1: the second point.
−1 −1 Similarly if the run
(−5 y )= (−3 x +10 ) Find the slope of the line that
is less than zero (or
5 5 passes through (4,5) and (2,1) negative), we move
MPE to the left from the
Solution:
3 first point to look for
y= x −2 the second point.
5 Let (4,5) be (x1,y1) and (2,1) be
===================== (x2,y2)
SLOPE-INTERCEPT FORM:
y= mx + b ; m is the slope
b is the y-intercept y 2− y 1 1−5 −4
====================== m= = = =2
x 2−x 1 2−4 −2
3
The slope is and the y-
5 What happens if we let (2,1) be
intercept is -2. (x1,y1) and (4,5) be (x2,y2)

y 2− y 1 5−1 4
m= = = =2
x 2−x 1 4−2 2

Clearly it does not matter which

 point is called (x1,y1) and which is
called (x2,y2)

Note that a line whose slope is 2

moves 2 units upward with every
unit moved to the right.

E. Discussing new concepts Illustrative Example 2: Guided Practice: Secondly the linear equation can The fourth method is Activity Proper
and practicing new skill How do we rewrite the be graphed by using x-intercept by using slope and a *See attached
#2 1 Since you know how to get the a and the y-intercept b. point. worksheet
equation y= x +3 in the slope given two points then
2 It could represent two points
form Ax + By = C? Try These… which are (a,0) and (0,b) Use the equation
y=2x+ 1, illustrate
Solution: Find the slope of the line. Refer to Thus the intercepts are enough and explain.
1 the coordinates of the points on to graph the linear equation.
y= x +3 Given the graph.
2
To graph the equation

(
1
2 ( y )=2 x +3
2 ) MPE y=2x+1 using the x- and y-
intercepts, you need to solve for
the x-intercept by letting y=0
2y=x+6
2y+(-x)=x+6+(-x) APE and the y -intercept by letting
-x+2y=6 x=0
(-1)(-x+2y)=(-1)(6) MPE
x-2y=-6 Letting y=0, the equation y=2x+1
becomes

0=2x+1
-2x=1
−1
x=
2
−1
x-intercept a is
2
Letting x=0
y=2x+1
y=2(0)+1
y=0+1

y-intercept b is 1
 What did you notice about the
graph and its slope?

Collaborative Approach Try This! Graph Graph

Drill: (Group Activity) Determine the slope of the line. A. Using Two Points 1. m=2 and
1. Rewrite the 1. (2,3) (-2,-2) b=3
following equation 1. (2,3) and (-1,2) 2. y=2x-5 2. m=3 and (0,-
in the form Ax + 2. y=2x-5 6)
By=C 3.
F. Developing mastery y= -x + 4
(Leads to formative 2. Rewrite the
assessment 3) following equation
in the form y= mx
+b
5x+2y=7

G. Finding practical Real-Life Application

applications of concepts 1. Fruits,vegetables, fish,poultry, and meat are weighed
and skills in daily living electronically in supermarkets. Suppose a kilogram of
bananas costs Php60. How much will you pay for ½ kg?
1 kg? 1 ½ kg? 2 kg? Is it possible to get a bunch of
 bananas that weighs 1.25 kg? How much will it cost?
Let x = weight of the bananas in kilograms
y=cost of the bananas
2. ACCESS FOR ALL: All public buildings must have
wheelchair accessibility. The government requires that
no ramp may have a slope greater than 1/12.
a. Find ramps in your school or in your community.
b. Does the ramp you found comply with the
requirement that no ramp must have slope greater
than 1/12.
3.

 To rewrite the Inquiry-Based Approach – Write the steps

equation Ax +By Guide Questions for
=C into form y= mx Generalization: 1. Using slope
+b, add the 1. How did you graph and y-
additive inverse of linear equation using two- intercept
the variable x to points form? 2. Using slope
both sides, then 2. How did you graph and a point
solve for y in terms linear equation using x and y-
H. Making generalization
of x intercepts?
and abstraction about
 To rewrite y=mx +b
the lesson
into Ax +By= C,
add the additive
inverse of the
variable x to both
sides of the
equation then
simplify.

I. Evaluating learning A. Rewrite the Quick Assessment: Graph using two points Checking and
following equations 1. Find the slope of a straight 1. (-3,4) (5,-5) evaluation of the
in the form line that passes through 2. (4,5)(-3,2) activity.
Ax+By=C the given pair of points. Graph using x- and y-intercept
1. y=3x-8 (3,4) (1,2) 3. a=-2; b=-7
2. y=5x + 7 2. What is the slope of the 4. a=1/2; b=-2
5 3 given equation?
3. y= x + y=x + 4
2 2
B. Rewrite the 3. Determine the slope of a
following equations line from its graph.
in the form
y=mx+b and
identify the values
of m and b.
4. 9x − 7y = −7
5. x − 3y = 6
 WebLink
J. Additional activities for See attached drillsheet For more interactive practice on
Do Act 13 (LM page
application or Boys (odd #s only) concept of slopes, check out this
192)
remediation Girls (even #s only) site
www.funtrivia.com/playquiz/quiz
V. REMARKS

VI. REFLECTION
Jambola Jambola Jambola Jambola Jambola
A. No of learners who Lanzones Lanzones Lanzones Lanzones Lanzones
earned 75% in the Lemon Lemon Lemon Lemon Lemon
evaluation Lychee Lychee Lychee Lychee Lychee
Melon Melon Melon Melon Melon
Jambola Jambola Jambola Jambola Jambola
B. No. of learners who
Lanzones Lanzones Lanzones Lanzones Lanzones
require additional
Lemon Lemon Lemon Lemon Lemon
activities for remediation Lychee Lychee Lychee Lychee Lychee
who scored below 75% Melon Melon Melon Melon Melon
C. Did the remedial
sessions 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 this work?
F. What difficulties did I
encounter which my
principal or supervisor
can help me solve?
G. What innovation or
localized materials did I
used/discover which I
wish to share with other
teachers?

Prepared by: Checked by

MARIA TERESA J. MACATANGAY

Master Teacher I

RONAMEL R. RECON

Secondary School Teacher III

Noted: Approved by:

REMEDIOS M. CABUNGCAL JESSIE V. VASQUEZ

SSHT VI- Mathematics Department Principal IV