School FORT MAGSAYSAY NATIONAL HIGH SCHOOL Grade Level 8

DAILY Teacher JOEMARD C. FRANCISCO Learning Area MATHEMATICS

LESSON LOG
Date & Time OCTOBER 13, 2022 │1:00 P.M. – 2:00 P.M. Quarter FIRST

I. OBJECTIVES

A. Content Standard The learner demonstrates key 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 and linear functions, and solve these
problems accurately using a variety of strategies.
C. Learning Competency / The learner illustrates the rectangular coordinate system and its uses (M8AL-Ie-1).
Objectives
(Write the LC code for each.) Specifically, the learner:
a. names the coordinates of a point;
b. plots a point on the coordinate plane given an ordered pair; and
c. appreciates the practical uses of plotting points on the coordinate plane.
II. CONTENT Plotting of Points on the Coordinate Plane
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages pages 138-156
2. Learner’s Materials pages pages 119-131
3. Textbook pages Making Connections in Mathematics (Geometry Worktext) by Gladys C. Nivera, et al., pages 250-257
Next Century Mathematics III (Geometry) by Fernando B. Orines, et al., pages 502-507
4. Additional Materials from Learning
no material available
Resource (LR) Portal
B. Other Learning Resource slideshow presentation (downloaded from https://slideshare.net/joeyvaldriz) activity sheets
(downloaded from https://deped.academia.edu/JoeyValdriz)
IV. PROCEDURES
A. Reviewing previous lesson or 1. SETTLING DOWN
presenting the new lesson
a. Prepare the class by asking learners to arrange their chairs and to pick up any piece of paper scattered
 on the floor; check room ventilation making sure that is set to body’s normal temperature; and that the
Classroom is free from any noise or other disturbances.

b. Check the attendance of learners.

2. REVIEW

Using “Taxonomy Building”, have the learners answer the following questions related to their previous lesson on “Illustrating the
Rectangular Coordinate Plane”:

a. Who invented the coordinate plane?

b. What is the term for the horizontal line?

c. What is the term for the vertical line?

d. What is the intersection of these two lines?

e.What is the term used for each of the four regions formed through the intersection of the two perpendicular
number lines?

f. What are used in naming these regions?

g. What is the direction of naming these regions?

h. How many points can be plotted on the coordinate plane?

i. In an ordered pair of numbers (𝑥, 𝑦), what is the term for the first number 𝑥?

j. What is the term for the first number 𝑦?

B. Establishing a purpose for the lesson 1. MOTIVATION

a. Conduct a preliminary activity entitled “Let’s See NE!” Show the following pictures OF THE tourist attractions or landmarks in
the Nueva Ecija, Philippines.
 b. Ask the learners to name the tourist attraction or landmark being shown.

c. Let the learners identify the place where it is found.

d. Ask the learners what they have learned in the activity.

2. UNLOCKING OF DIFFICULTIES

Give the definition of the word “plot” in Mathematics:

plot (used as a verb)

– to draw on a graph or map
– to place a point on a coordinate plane by using 𝑥- and 𝑦-coordinates
References:
https://www.mathisfun.com/definitions/plot.html
https://www.icoachmath.com/math_dictionary/plot.html
C. Presenting PRESENTATION
 examples/Instances of the new
lesson 1. Relate the activity on naming the tourist attraction or landmark and its location to point plotted on a coordinate plane
and its location.

2. Show the figure below. Tell the class that every point corresponds to only one ordered pair of numbers (𝑥, 𝑦). Emphasize that
every ordered pair has coordinates, and these coordinates are used in determining the location of the point.

D. Discussing new concepts and DISCUSSION 1:

practicing new skills # 1
Discuss how to name the coordinates of the points plotted on the coordinate plane.

E. Discussing new concepts and DISCUSSION 2:

practicing new skills # 2
Discuss how to plot the points whose coordinates are given:
1. (1,4) 2. (−6,1) 3. (−5, −2) 4. (2, −4) 5. (4,0) 6. (0, −5)
F. Developing mastery APPLICATION
(leads to Formative
Assessment 1. Conduct a group work entitled “Onward Together We Go!”. Tell the class that a group will be working on any of these three
tasks:

Using a coordinate plane with the map of the City of San Fernando, La Union as backdrop, perform one of the tasks given:

a. Identify the coordinates of the point plotted on the map where the barangay is located.
b. Name the barangay where the point whose coordinates on the map are given is found.
c. Name the barangay where the point whose location is being described is plotted.

2. Divide the class into nine (7) groups where each group is composed of five (5) members. Give a name for each group using a
mathematics-related term, word, or symbol. Then, assign each group with one of the three (3) tasks prepared.

3. Have the groups with the same task exchange their answer sheets for checking. Present the correct answers.
 4. Have each of the nine (7) groups present their scores.

5. Ask the learners what difficulty or problem they have encountered in doing the activity. Share to them how these problems are
properly addressed.

G. Finding practical application of VALUING

concepts and skills in daily living
1. Pose this question: “What are some practical uses of plotting points on a coordinate plane?”

2. Supplement the responses, if any, with the following practical uses of plotting points on a coordinate plane:
a. Statisticians use graphed trend lines to show important information such as how a business is performing and
how profit can be maximized.
b. Physicists and economists use coordinate planes to show the connection between two factors.
c. Geographers used coordinate planes in mapping.
d. In archaeology and lab biology, coordinate planes are used in sectioning.
e. Telephone companies charge long distance calls to their subscribers through making use of the phone listing
coordinates which help them calculate easily the distance between two cities.

3. Tell the class that coordinates can be seen in finding the location of a learner’s seat inside the classroom.
Show the seating arrangement of the class. Then, have the learners perform the following tasks:

a. Find the location of the seat of your classmate using the ordered pair (𝑟𝑜w, 𝑐𝑜𝑙𝑢𝑚𝑛).
a.1. Angelo
a.2. Mac Leigh
a.3. Princess
a.4. Adzmar
 a.5. Santino
b. Name your classmate whose location of seat using ordered pair (𝑟𝑜w, 𝑐𝑜𝑙𝑢𝑚𝑛) is given. b.1. (1,4)
b.2. (4,4)
b.3. (2,4)
b.4. (3,5)
b.5. (2,2)

H. Making generalizations and GENERALIZATION

abstractions about the lesson
Using the template given for making metacognition statements, have the learners tell how to plot a point on the coordinate plane.

I. Evaluating learning EVALUATION

a. Name the ordered pair of the plotted point.

 a. 𝐴 __ _ c. 𝐶 __ _ e. 𝐸 __ _
b. 𝐵 __ _ d. 𝐷 __ _ f. 𝐹 ___

2. Graph the point whose coordinates are given.

a. (7, −6) c. (−6,0) e. (−2,5)

b. (−5, −4) d. (0, −5) f. (4,3)

J. Additional activities for ASSIGNMENT

application or remediation
Have the learners create a profile of a point on the coordinate plane given this template:

1. Write an ordered pair that corresponds to a point found in any of the quadrants.
2. In what quadrant it is found?
3. What is its 𝑥-coordinate or abscissa?
4. What is its 𝑦-coordinate or ordinate?
5. How far is the point from the 𝑥-axis?
6. How far is the point from the 𝑦-axis?
7. Give two points non-collinear to that point.
8. If you connect the first point from the second point given, connect the second point to the third point given, and
connect the third point to the first point, is there a figure formed? What is the figure formed?
Is it a triangle? If yes, what type of triangle is formed?
9. Give a fourth point. If you, instead, connect the third point to the fourth point, and connect the fourth
point to the first point, is there a figure formed? If yes, what is it?
Is it a quadrilateral? If yes, what type of quadrilateral it is?
10. Is there any other information you can add to this profile?

V. REMARKS In today’s class, we delved into the basics of plotting points on the Cartesian Plane. Students practiced graphing points in all four quadrants.
VI. REFLECTION The students seemed to have a solid grasp of the basics, and their active participation indicated their interest in the topic.

Prepared by: Observed by:

JOEMARD C. FRANCISCO JOHNNY P. BACANI
Teacher II Principal II