INSTRUCTIONAL PLAN

Lesson Title: Graph of Linear Equation in Two Variables DATE: December 13, 2018
References & Materials: Grade & Section:
 Grade 8 Mathematics Patterns and Practicalities pp. 158-164 TIME MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
7:40-8:40 St. Hildegard St. Hildegard St. Hildegard
 Power point presentation 8:40-9:40 St. Hildegard St. Aelred St. Hildegard St. Gertrude St. Mechtilde
10:10-11:10 St. Maur St. Mechtilde
11:10-12:10 St. Aelred St. Maur St. Gertrude St. Aelred St. Gertrude
12:50-1:50 St. Mechtilde St. Gertrude St. Aelred St. Mechtilde St. Aelred
1:50-2:50 St. Mechtilde St. Maur St. Maur
2:50-3:50 St. Gertrude St. Maur

Target Competencies  Define a linear equation in two variables: ax + by = c.

 Construct a table of values for x and y given a linear equation.
 Draw the graph of ax + by = c based on a table of values for x and y,
 Define x and y-intercepts.
 Graph the linear equation ax + by = c using the Intercept Method.
ASSESSMENT
LESSON OBJECTIVES TEACHING PROCEDURE/STRATEGIES
FORMATIVE SUMMATIVE
EXPLORE
Introduce Lesson Essential Question/s
How are ordered pair related to graphs of linear equation in two variables.
Motivation/Introductory Activity:
Goal: Acquire
Activity 1: Hook-Up Activity
Procedure:
 The students will be given a DRILL about ordered pair.
 The students will find an ordered pair from a point on a graph.
 Board work

Knowledge Recall the concept of ordered pair

 ASSESSMENT
LESSON OBJECTIVES TEACHING PROCEDURE/STRATEGIES
FORMATIVE SUMMATIVE
Processing Questions:
1. How did you get your answers?
Lesson Essential Question(s):
 How can you relate ordered pair to the graphs of Linear
Equation in two variables.
 What is a Linear Equation in Two Variables?

FIRM UP (Discussion; Give examples; Reinforce learning)

Input

A linear equation in two variables is an equation that can be written in the form:
ax + by = c where a, b, and c are real numbers, but a and b cannot both be zero.

Define Linear Equation in two The solution of linear equation in two variables is an ordered pair that makes a
variables
true mathematical statement of the equation.

Sometimes we are given an equation and one of the two coordinates in an

ordered pair and we are asked to find the other coordinate that makes the point  Building Understanding
Knowledge satisfy the equation.

Example: Complete the following ordered pairs so that they are solutions to the
equation 2x – y = 4.

1
a. (____, 0) b. (-1, _____) c. ( , _____)
2

Input

There are a number of ways to graph a line. It can be done using a table of values
Graph a Linear Equation using a
Table of Values for x and y, by the intercept method, or by the slope-intercept method. We will
begin with the Steps in Graphing Linear Equation.

Steps in Graphing Linear Equation

1. Find three ordered pairs that satisfy the equation.

2. Plot the point.

3. Draw a line through the points.

 ASSESSMENT
LESSON OBJECTIVES TEACHING PROCEDURE/STRATEGIES
FORMATIVE SUMMATIVE

DEEPEN (Extend to higher order thinking skills)

Graph the following linear equation using a table of values:  Building

Understanding
Example:

a. 2x + y = -4 b. 3x – y = -3 c. 2x – 3y = 6 d. x – 2y = 4

Input

Consider the graph:

Graph a Linear Equation using the

Intercept Method

Knowledge

If the line crosses the x-axis at the point (a, 0), then the number a is the x-intercept
of the line.

If the line crosses the y-axis at the point (0, b), then the number b is the y-intercept
of the line.

The x-coordinate of the point where a line intersects the x-axis is called the x-
intercept of the line.

The y-coordinate of the point where a line intersects the y-axis is called the y-
intercept of the line.
Steps in Graphing using the Intercept Method
1. Locate the x-intercept. Let (y = 0)
2. Locate the y-intercept. Let (x = 0)
3. As a check, find the third point by choosing a convenient
value for either x or y and then solving for the other variable.
4. Draw a straight line through the points.
 ASSESSMENT
LESSON OBJECTIVES TEACHING PROCEDURE/STRATEGIES
FORMATIVE SUMMATIVE

DEEPEN (Extend to higher order thinking skills)

Graph the following linear equation using the intercept method:

.
Example:

a. 3x - 4y = -12 b. 2x – 7y = 14 c. 3x + 2y = 9

Input

The equation y = b represents the horizontal line that intersects the y-axis at (0, b).
If b = 0, the line is the x-axis.
Graph Horizontal and Vertical Lines  Building
Understanding
The equation x = a represents the horizontal line that intersects the x-axis at (a, 0).
If a = 0, the line is the y-axis.

Knowledge

DEEPEN (Extend to higher order thinking skills)

Graph the following equation in a rectangular coordinate system.

Example:

a. x = 4 b. x = -3 c. y = -2
 ASSESSMENT
LESSON OBJECTIVES TEACHING PROCEDURE/STRATEGIES
FORMATIVE SUMMATIVE
Goal: Make Meaning
Activity 2: Interactive Learning

Procedure:
 The students will answer the given activity below.

 Board work
I. Complete the ordered pair so that each is a solution to the given linear equation.
Then graph the equation.

1. 3x + y = 6 2. 6x + 5y = 30 3. x – y = 4

(0, ____) (____, 6) ( 4, ____)

(____,0) (____, 4) (____, 1)
(3, ____) (5, ____) (-1, ____)

Determine the ordered pair to the

Skills given linear equation and graph the
equation

II. Make the table of values with three entries for each equation. Then graph each
equation.

1. x + 4y = -2 2. y = x – 5 3. 3x – y = -3
x x
x
Y Y
Y
 ASSESSMENT
LESSON OBJECTIVES TEACHING PROCEDURE/STRATEGIES
FORMATIVE SUMMATIVE

III. Find the x-intercept and y-intercept of each equation. Locate a checkpoint,
then graph the equation.

1. y = 3x -1 2. x + 4y = -2 3. 2x + y = -4

 Board work

Graph the given equations using the

table of values, intercept method
and horizontal and vertical lines IV. Graph each equation in a rectangular coordinate system. Simplify the equation
before graphing it.
Skills

1. x = 6 2. y = 3x 3. y = 0

LESSON OBJECTIVES
Answer the given questions about
graphing linear equation in two
variables independently
Attitudes
ASSESSMENT
TEACHING PROCEDURE/STRATEGIES
FORMATIVE SUMMATIVE
Goal: Make Meaning
Activity 3: Interactive Learning
Procedure:
 Seat work
 After the board work, the students will be given a seatwork in their book.
 Write it on a one whole size of paper.
 Checking will follow.
 Students with questions or clarifications will be entertained.
Values Integration
Goal: Comprehension Check
Activity 4: Complete each statement with the correct word or phrase ( to be
presented orally)
 Oral Recitation
1. Lines parallel to the y-axis are _____________ lines.
2. Lines parallel to the x-axis are _____________ lines.
3. The ___________ of a line is the point (0, b) where the line intersects the y-axis.
4. The ___________ of a line is the point (a, 0) where the line intersects the x-axis.
5. The graph of any linear equation in two variables is a _________ line.
Closure: The teacher will summarize the importance of graphing linear equations in
two variables
Graphing is an enormous topic in algebra I and algebra II. No matter what type
of equations you study in future algebra, you will probably need to know how to
graph them. Thus, it is important to understand the material in this introductory
chapter. Each method of graphing learned here will become useful in later topics
in algebra, pre- calculus, and even calculus.
Graphing also has practical applications. Chemists and physicists use graphs to
discover relationships between quantities. Graphs can be used to predict future
values of important figures like population and the national debt. Graphs are used
in almost every discipline, so it is important to develop an understanding of how to
use them.
 Reinforcing the Day’s Lesson:

The students will answer in their book.

Assignment

COMMENTS/REMARKS: