School: DICNHS-Aplaya Extension High Extension Grade Level: VIII

GRADES 1 to 12
Teacher: Marichel P. Dandoy Learning Area: MATHEMATICS
DAILY LESSON LOG Teaching Dates and
Time: September 25 – 29, 2017 / 10:45 - 11:45 Quarter: 2nd Quarter

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standards Understand the key concepts of Understand the key concepts Understand the key concepts Understand the key concepts of Understand the key concepts of
factors of polynomial, rational of factors of polynomial, of factors of polynomial, factors of polynomial, rational factors of polynomial, rational
expressions, linear equations, rational expressions, linear rational expressions, linear expressions, linear equations, expressions, linear equations, and
and inequalities in two equations, and inequalities in equations, and inequalities in and inequalities in two inequalities in two variables,
variables, systems of linear two variables, systems of two variables, systems of variables, systems of linear systems of linear equation and
equation and inequalities in linear equation and linear equation and equation and inequalities in two inequalities in two variables and
two variables and linear inequalities in two variables inequalities in two variables variables and linear functions. linear functions.
functions. and linear functions. and linear functions.
B. Performance Formulate real-life problems Formulate real-life problems Formulate real-life problems Formulate real-life problems Formulate real-life problems
Standards involving factors of involving factors of involving factors of involving factors of involving factors of polynomials,
polynomials, rational algebraic polynomials, rational algebraic polynomials, rational polynomials, rational algebraic rational algebraic expressions and
expressions and inequalities in expressions and inequalities in algebraic expressions and expressions and inequalities in inequalities in two variables,
two variables, systems of linear two variables, systems of inequalities in two variables, two variables, systems of linear systems of linear equations and
equations and inequalities in linear equations and systems of linear equations equations and inequalities in inequalities in two variables and
two variables and linear inequalities in two variables and inequalities in two two variables and linear linear functions, and solve these
functions, and solve these and linear functions, and solve variables and linear functions, functions, and solve these problems accurately using a
problems accurately using a these problems accurately and solve these problems problems accurately using a variety of strategies.
variety of strategies. using a variety of strategies. accurately using a variety of variety of strategies.
strategies.
C. Learning M8AL-Ie-5 M8AL-If-1 M8AL-If-2 M8AL-If-2 M8AL-If-2
Competencies/ Determines the trend of the Writes the linear equation in Graphs a linear equation Graphs a linear equation using Graphs a linear equation using
Objectives graph given the slope of the ax + by = c in the form y = mx + given two points. the x- and y- intercepts. slope m and y-intercept b.
line. b and vice versa.
II. CONTENT Patterns and Algebra Patterns and Algebra Patterns and Algebra Patterns and Algebra Patterns and Algebra
LEARNING RESOURCES
A. References
1. Teacher’s Guides 200-202 202 202 202-203 203-204
2. Learner’s Material 185-186 187 187 187-188 188-189
pages
3. Textbook Pages none none none none none
4. Additional none none none none none
Reference from
Learning Resource
B. Other Learning none none none none none
Resources
III. PROCEDURES
A. Reviewing previous Review about slope of a line. Review about the trends of the Review plotting of points in Review on the meaning of Review about the application of
lesson or presenting graphs given the slope. the Rectangular Coordinate intercepts. the rise and run of the slope.
the new lesson Plane.
B. Establishing a purpose Tell the students the purpose of Tell the students the purpose Tell the students the purpose Tell the students the purpose of Tell the students the purpose of
for the lesson determining the trends of the of writing the linear equation of graphing linear equations graphing linear equations given graphing linear equations given
graphs given the slope of the in ax + by = c in the form y = given two points. the x- and y- intercepts. the slope y- intercept.
line. mx + b and vice versa.
C. Presenting Present to the class the basic Write 2x - y = 5 in the form y = Plot the given points. The x- and y- intercepts of the
examples/instances of properties of a line. mx + b Ex.#1: (1, 2) and (3, 4) line could represent two points,
the new lesson Ex. The slope of the horizontal which are (a, 0) and (0, b). Thus,
line is zero. Sol’n. 2x - y = 5 the intercepts are enough to
 y  2 x  5 4 graph the linear equation.
3
 y  2 x  5
2
1 1
y  2x  5
1 2 3 4

D. Discussing new If m is positive, then the graph Write 7x -3 y = 10 in the form Graph the given points. Graph the linear equation y = 2x Graph the linear equation given
concepts and is increasing from left to right. y = mx + b Ex.#2: (5, 6) and (0, 7) +1 the slope and y-intercept.
practicing new skill #1 If m is negative, then the graph Let x = 0 1. m = 2 and b = 3
is decreasing from left to right. Sol’n: y = 2(0) + 1
 3 y  7 x  10 y=1 (0, 1)
3
7 10 Let y = 0 (-1/2, 0)
y  x 0  2x  1
3 3  2x 1

2 2
1
x
2

4
3
2
1
-1 -1 1 2 3 4

E. Discussing new If m is zero, then the graph is a Transform y = 2x - 9 in the Graph the given points. Graph the linear equation: Graph the linear equation given
concepts and horizontal line. form ax + by = c Ex.#3: (-4, 0) and (-3, -8) a = 2 and b = 1 the slope and y-intercept.
practicing new skill #2 If m is undefined, then the 1. m = 1 and b = 6
graph is a vertical line. Sol’n:
 2 x  y  9
F. Developing mastery Determine the the trends of the Write the following linear Graph each linear equation Graph the linear equation: Graph the linear equation given
(Leads to Formative graph given the following equation in ax + by = c in the that passes through the given 1. a = 4 and b = -1 the slope and y-intercept.
 Assessment) slopes of a line. form y = mx + b and vice versa. pair of points. 2. a = 5 and b = 2 1. m = 1/2 and b = 3
1. m = -3 1. 2y + 1 = 0 1. (12, 15) and (3, 2) 3. a = -3 and b = -4 2. m = 2/3 and b = -4
2. m = 0 2. x = 0 2. (-2, -5) and (-6, -6)
3. m = 2/3 3. -4y + 8 = -12x 3. (-1, 3) and (3, -1)
4. m = 7/0 4. y = 5x - 1 4. (3, -4) and (4, -3)
5. - 10.…. 5. f (x) = x + 6
G. Finding practical none none none none none
applications of
concepts and skills in
daily living

H. Making generalizations
and abstractions about
the lesson
I. Evaluating learning
What are the basic properties of How does rewriting of ax + by
a line? = c in the form y = mx + b can
be done? How about vice
versa?
Determine the the trends of the Write the following linear
graph given the following equation in ax + by = c in the
slopes of a line. form y = mx + b and vice versa.
1. m = 1 1. f(x) = 4x + 12
2. m = 0/3 2. f(x) = -2/3 x - 7
3. m = -1/2 3. 3/4 x - y = 5
4. m = 5/0 4. 3y + 6 = 6x
5. -10.…… 5. -2x + 2y = -2
What are the ways you
applied in graphing linear
equation using two points?
Graph each linear equation
that passes through the given
pair of points.
1. (-2, 12) and (-3,-10)
2. (9, 5) and (6, -6)
3. (3, -3) and (13, -11)
4. (7, 4) and (-4, -13)
What are the ways to be used in
graphing linear equation using
intercepts?
Graph each linear equation
using the intercepts.
1. a = 1 and b = -6
2. a = -4 and b = 3
3. a = -10 and b = -7
4. a = 13 and b = 16
5. a = 0 and b = -8
How did you plot/graph the linear
equations given the slope and y-
intercepts?
Graph the following linear
equation given the slope and y-
intercept.
1. m = -1/3 and b = -6
2. m = 2/5 and b = 2

J. Additional activities for none none Try this at home! Try this out! Study topics about slopes and
application or Graph each linear equation Graph each linear equation graphing of linear equations given
remediation that passes through the given using the intercepts. two points, x- and y- intercepts
pair of points. 1. a = -1/2 and b = -2 and slope and y-intercept for the
1. (-2, 5/3) and (1/2, -1/3) 2. a = 1/4 and b = 3/4 long quiz on Monday.
2. (-1/3, -1/5) and (3/2, 1/2)

IV. REMARKS

V. REFLECTION

A. No. of learners who

earned 80% on the
formative assessment

Prepared by Checked by

MARICHEL P. DANDOY FELIPE E. DEGAMO JR.

Math Teacher School In-Charge