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G8 MATH Q2 W16

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Perverted Side Of Moobie
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3K views4 pages

G8 MATH Q2 W16

Uploaded by

Perverted Side Of Moobie
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© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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DAILY LEARNING MAP

Mathematics 8
A.Y. 2024-2025
The learner demonstrates an understanding of key concepts of factors of polynomials, rational algebraic expressions, linear equations, and inequalities in
Content Standard two variables, systems of linear equations and inequalities in two variables and linear functions, logic and reasoning, the axiomatic structure of geometry
and triangle congruence, inequalities in a triangle, parallel and perpendicular lines, and probability.
The learner can formulate real-life problems involving factors of polynomials, rational algebraic expressions, linear equations, inequalities in two
variables, systems of linear equations and inequalities in two variables, and linear functions, and solve these problems accurately using various strategies.
Performance Standard
The learner can communicate mathematical thinking with coherence and clarity in formulating, investigating, analyzing, and solving real-life issues
involving congruent triangles using appropriate and accurate representations.
Dates: November 24-29 Quarter and Week No.: Quarter 2 Week 16 Teacher: Jenrick Kyle P. Badua
Days 1st Meeting 2nd Meeting 3rd Meeting 4th meeting 5th meeting
Learning Outcomes RATIONALIZATION At the end of the lesson, the students can: ASSESSMENT
a. describe the slope of a line; FOR
b. solve for the slope of the line; LEARNING
c. determine collinear points using the slope of a line;
d. graph a line using a point and a slope; and
e. recite a reflection on slopes.
Topic/s Slope of a Line
Resources Urgena, J. N. A., & Canlapan, R. B. (2018). Practical Math 8 (pp. 87). Diwa Learning Systems Inc.
Teaching strategies  Lecture-Discussion
 Discovery Learning
 Inquiry-based Learning
Introduction
- Review Cartesian Plane and Linear Equations:
Procedure - Briefly review key terms (like coordinate points, x-axis, y-axis, etc.) to ensure students are ready to discuss
lines and slopes.
- Introduce the concept of slope to describe the "steepness" or "tilt" of a line, showing its direction and rate
of change.
-Review simplifying fractions
Example Question:
"Think of slope as a measure of a hill’s steepness—if you're biking, would you prefer a steep hill or a flat
path?"

Motivation
- Real-World Connection:
- Show an image of a steep road and a flat road. Explain how slopes are found in everyday situations.
- Ask students to think of other places they encounter slopes (ramps, roads, stairs).
Discussion:
- Why is the steepness of a ramp important for accessibility?
- How does a steeper hill affect the difficulty of climbing it?

Definition and Formula:


1. Define Slope:
- Introduce the slope formula:

y 2− y 1
m=
x 2−x 1

where ( x 1 , y 1 ) and ( x 2 , y 2 )are two points on a line, and ( m)represents the slope.
2. Interpreting Slope:
- Positive Slope: Line rises from left to right.
- Negative Slope: Line falls from left to right.
- Zero Slope: The line is horizontal.
- Undefined Slope: The line is vertical.

Guided Example:
- Calculate the slope between two points, e.g., (2, 3) and (5, 7)
- Substitute into the formula:
7−3 4
¿ =
5−2 3

Graph the Result:


- Plot the points on a graph and draw the line. Emphasize how the line "rises" as it moves from left to right,
confirming the positive slope.

4. Guided Practice

Work through Additional Examples:


- Divide students into pairs, giving each pair different sets of points. Have them:
- Calculate the slope.
- Plot the points and draw the line on graph paper.
- Identify whether the slope is positive, negative, zero, or undefined.

Example Points:
1. (4, 2) and (6, 6) → Positive slope
2. (-3, -5) and (2, -5) → Zero slope (horizontal line)
3. (1, 1) and (1, 4) → Undefined slope (vertical line)

5. Independent Practice
- Provide a worksheet with several pairs of points and have students calculate the slopes independently.
- Example:
- (0, 0) and (3, 6)
- (2, -1) and (-3, 4)

6. Conclusion and Wrap-Up


- Review the key points:
y 2− y 1
- Slope formula: ( m= )
x 2−x 1
- Types of slopes: positive, negative, zero, undefined.
If the graph rises, what does that mean for these different professions? Explain.
Valuing 1. Business man's profits
2. Scientists monitor for a disease death rate
3. Teacher's workload
4. Psychologist's patient's level of joy.
Assessment/Application Graph and find the slope of the given points for each number and label them if it's rising, falling, zero, or
undefined.
1.
x -5 -3 -1
y -2 6 14
2. A line that passes through (-7,3) and (-6, -1)
3. A line that passes through (5,5) and (1,1)
A line that passes through (4,5) and (0,-12)
Assignment - Assign a few practice problems with pairs of points to find the slope.
- Have students plot points and identify whether the line rises, falls, or is horizontal or vertical.
Remarks
NOTE:

Prepared by: Noted by:

JENRICK KYLE P. BADUA CRISANTO S. MAGAOAY, Ph.D.


Teacher Principal

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