Subject: MATH Grade Level: 8

Date: __________________ Quarter : I Week : 6 Day : 1

Demonstrates understanding of key concepts of factors of
polynomials, rational algebraic expressions , linear
Content Standard
equations and inequalities in two variables, systems of
linear equations in two variables and linear functions
Is able to formulate real – life problems involving factors
of polynomials, rational algebraic expressions, linear
equations and inequalities in two variables, systems of
Performance Standard
linear equations and inequalities in two variables and
linear functions, and solve these problems accurately
using a variety of strategies
Competency 11. Writing Linear Equation Ax + By = C
Competency in the form y = mx + b and vice versa ( M8AL – If – 1 )

I. OBJECTIVES
Knowledge: ● identifies the linear equation as standard form or
slope-intercept form
Skills: ● rewrites the equation in the form Ax + By = C to
= mx + b and vice versa
Attitude: ● demonstrates accuracy in rewriting the equation
II. CONTENT Rewriting Ax + By = C into y = mx + b or vice versa

III. LEARNING RESOURCES

A. References
1. Teacher’s Guide Teacher’s Guide (TG) in Mathematics 8, pp. 196 – 197
Pages
2. Learner’s Materials Learner’s Module (LM) in Math 8, pp. 181 – 182
Pages
3. Textbook Pages ● Elementary Algebra pp 160-162

4. Additional ● flash cards of linear equations

Materials ● Manila Paper

5. Learning Resources
(LR) portal
B. Other Learning 1) Advanced Algebra, Trigonometry & Statistics pp. 31 – 33
Resources 2) Algebra 1 Functional Approach Workbook pp 118
IV. PROCEDURES
A. Reviewing or Activity: Identifying Forms of Linear Equations
presenting the new Note to the Teacher:
lesson ● Divide the class into groups of five.
● Distribute each group flash cards containing five
linear equations
● Determine whether the equation is standard or
slope-intercept form
● Post their answers on the board.
● Process all groups’ answers.
B. Establishing a purpose Motive Questions:
for the lesson 1. How did you determine the forms of linear equations?
( By inspection)
2. What are the forms of linear equation? ​( Standard form,
that is Ax + By = C and slope-intercept form that is y =
mx + b )
2. Can you rewrite Ax + By = C into y = mx + b or vice
versa? ​( Yes )

C. Presenting examples ACTIVITY 2: Rewriting the equation

of the new lesson 1. What is the equation of 7x – 6y = - 42 in the form
y = mx + b?
Solution : (Long Method)
7x – 6y = - 42
(-7x) + 7x – 6y = -42 + 7x ​ ​( Addition Property)
- 16 ( - 6y) = (-7x – 42) - 16 ​( Multiplication
Property)
y = - 76 x+ 7

Solution 2: ( Short Method )

7x – 6y = - 42
- 6y = - 7x – 42 ( Solve y in terms of x )
- 6 ( - 6y ) = ( - 7x – 42 ) - 16 ( Multiplication Property
1

)
y = - 76 x - 7
2. What is the equation y = - 23 x + 24 in the form
Ax + By = C?
Solution: y = - 23 x + 24
2
3
x + y = - 23 x + 23 x + 24 ​(Addition Property)
2
3 ( 3 x + y ) = (24) 3​ ​(Multiplication Property)
2x + 3y = 72
D. Discussing new The teacher discusses the different forms of linear
concepts and equation with corresponding examples (Refer to
practicing new skills Worksheet –Discusssion)
#1

E. Discussing new
concepts and ● To rewrite the equation Ax + By = C into y = mx + b,
practicing new skills add the additive inverse of the variable x to both sides,
#2 then solve for y in terms of x.
● To rewrite y = mx + b into Ax + By = C, add the
additive inverse of the variable x to both sides of the
equation then simplify.

F. Developing Mastery ACTIVITY:Group Activity

1. Rewrite 3x – 7y = -21 into y = mx + b

​( Answer : y = 37 x + 3 )

2. Rewrite y = - 35 x + 4 into Ax + By = C
(Answer : 3x + 5y = 20)

G. Finding practical Analyze and answer accurately the question:

applications of “ Luisa is selling hotdogs and mineral water in the
concepts and skills in basketball game. The hotdog is worth 5 pesos each while
daily living the mineral water is 10 pesos each. At the end of the
games, she earns 200 pesos. What equation can be used to
determine the number of hotdogs and mineral water sold?
Rewrite the equation in another form?
Note: Let x represent the number of hotdogs and y as the
number of mineral water.

H. Making ​Guide Questions for Generalization:

Generalizations and
abstractions about ● What is the slope-intercept form of linear equation? (
the lesson y = mx + b)
● What is the standard form of the equation?
(Ax + By = C)
● How do you write the equation in the form y = mx + b
into Ax + By = C? ( Add the additive inverse of the
variable x to both sides and solve for y in terms of x)
 ● How do you write the equation in the form Ax + By =
C into y = mx + b? ( ​Add the additive inverse of the
variable x to both sides of the equation then simplify)
I. Evaluating learning
I. Identifies whether the equation is standard or
slope-intercept form?
a) 3x – 2y = 12 ​(Answer : standard)
b) y = 5x – 40 ​(Answer: slope-intercept form)
c) 15 x – 3y = - 30 ​(Answer: standard form)
d) y = -8x + 48 ​(Answer: slope-intercept form)
II. a) Rewrite y = 34 x – 16 in the form Ax + By = C
​( 3x – 4y = 84 )
b) Rewrite 7x + 10 y = 8 in the form y = mx + b
7
​( y = - 10 x + 45 )

J. Additional Pls see attachment 2 on suggested activities

Activities for
application or
remediation
V. REMARKS

VI. REFLECTION
A. No. of learners who A. ____ No. of learners who earned 80% in the
earned 80% in the evaluation
evaluation
B. No. of learners who B. _____ No. of learners who require additional activities
require additional for remediation
activities for remediation
C. Did the remedial lessons C. Did the remedial lesson work? ______ No. of learners
work? No. of learners who have caught up the lesson
who have caught up the
lesson
D. No. of learners who D. _____ No. of learners who continue to require
continue to require remediation
remediation
E. Which of my teaching Strategies used that work well:
strategies worked well? _____ Group collaboration
Why did these work? _____ Games
 _____ Powerpoint presentation
_____ Answering preliminary activities/exercises
_____ Discussion
_____ Case Method
_____ Think-Pair-Share (TPS)
_____ Rereading of Paragraphs/Poems/Stories
_____ Differentiated Instruction
_____ Role Playing/Drama
_____ Discovery Method
_____ Lecture Method
Why?
_____ Complete Ims
_____ Availability of Materials
_____ Pupil’s eagerness to learn
_____ Group member’s Cooperation in doing their tasks
F. What difficulties did I _____ Bullying among pupils
encounter which my _____ Pupil’s behavior/attitude
principal and supervisor _____ Colorful IM’s
help me solve? _____ Unavailable Technology Equipment (AVR/LCD)
_____ Science/Computer/Internet Lab
_____ Additional Clerical works
_____ Reading Readiness
G. What innovation or
localized I used/discover
which I wish to share
with other teacher?
 ATTACHMENT 1
Session: ​1 (1 day)

Content: Transforming Ax + By = C into y = mx + b and vice versa

DISCUSSIONS:
 ATTACHMENT 2

​SUPPLEMENTARY ACTIVITIES

Note: The activities included here will be used only when needed.

Know Me !!!

Directions: Identify whether the equation is standard

or slope-intercept form

a) y = 54 x
b) 5x – 7y = 2
c) y = 3x – 8
d) y = 53 x - 34
5 3
e) 3 x - 8 y = 18

View Me In Another Way?

DIRECTION: Rewrite the equation into the form y = mx + b

a) 9x – 8y = 72
b) 6x – 20 y = 48
c) 13 x + 25 y = 17
d) 3x + 8y = 36
e) 7x – 5y = - 35

​DIRECTION: Rewrite the equation into the form Ax + By = C

a) y = -4x – 36
b) y = 13 x - 23
c) y = 3x – 15
d) y = - 7x + 24
 e) y = 2x + 10

REFERENCES

A. DepEd INSTRUCTIONAL MATERIALS:

Abuso, Emmanuel P, & et al. (2013), ​Mathematics 8 Learners Module​, pp. 181 –
pp.183

Bryant, Merden L.& et al. (2013), ​Mathematics Teachers Guide​, pp. 197-198

B. BOOKS AND OTHER REFERENCES

Dilao, Soledad Jose et. al (2009). Advanced Algebra, Trigonometry & Statistics pp.
31 – 32

Buenavista, Regina C. ,et al. Algebra I, Functional Approach Workbook pp. 118

De Leon, Cecile , et. al. (2002) Elementary Algebra pp.160 - 162

K to 12 Curriculum Guide Mathematics​. (2016). Department of Education,

Philippines;

C. INTERNET SOURCES

Linear equations , ​http://www.algebra-class.com/word-problems.html