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QUARTER I
Week 8 – Day 2

Subject: MATH Grade Level: 8

Date:
Session: 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 and inequalities 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 17: Graphs a system of linear equations in
Competency
two variables. (M8AL-Ih-1)
I. OBJECTIVES
Knowledge:  Differentiates the graph of the systems of linear
equations in two variables;

Skills:  Draws the graph of systems of linear equations in

two variables;

Attitude: Shows patience in graphing systems of linear

equations in two variables.
SYSTEMS OF LINEAR EQUATIONS IN TWO
II. CONTENT
VARIABLES AND THEIR GRAPHS

III. LEARNING RESOURCES

A. References
1. Teacher’s Guide Teacher’s Guide (TG) in Mathematics 8, 286-288
Pages
2. Learner’s Learner’s Module (LM) in Math 8, pp. 254 - 260
Materials Pages
3. Textbook Pages Intermediate Algebra for Second Year, pp. 5-6.
Distance Learning Module, Mathematics 2. pp. 9 – 18.
4. Additional Moving Ahead With Mathematics II, 1999. P 55*
Materials Distance Learning Module
Graphing Board
Meterstick
Ruler

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5. Learning Resources
(LR) portal
B. Other Learning https: //www.google.com
Resources
IV. PROCEDURES
A. Reviewing or ACTIVITY: Exploration
presenting the new
lesson Note to the Teacher:
 Review on determining the quadrant and
coordinates of the given points.
- Students will be given Cartesian coordinate
plane with letters on corresponding points. See
page 4 of the Intermediate Algebra textbook.
( the activity will consume 3 mins.)
B. Establishing a
purpose for the lesson 1. Group the students into 3.
2. Each group will have to construct their own
coordinate plane and graph each point on it. See page 4
letter B of test yourself.
3. Every group will have to discuss their answer/s in
front

Note: Lead the students to the concept of “straight

line.”

C. Presenting examples ACTIVITY: GRAPHING LINEAR EQUATIONS

of the new lesson IN TWO VARIABLES

Consider the equation 2x + y = 4. Ordered pairs that

satisfy the equation can be found. For example , if y =
0, a value for x by substituting 0 for y in the equation.
2x + 0 = 4
2x = 4
x=2
The ordered pair (2,0) is one of the solutions.
Other ordered pairs found in the same manner are (1,2),
(0,4),(3,-2),(4,-4). Plot and connect the points.
- You can form table of values then graph.
- Graph the result (see table of values)
- Guided questions will follow

D. Discussing new The teacher will instruct the students to do this:

concepts and Find three points that satisfy the equation y = 2x – 3
practicing new skills and graph the equation by drawing a line through these
#1 points.

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If x = 0 if y = 0
y = 2x – 3 y = 2x – 3
y = 2(0) – 3 0 = 2x – 3
y=0–3 2x = 3
3
y = -3 x=
2
3
(0, -3) ( , 0)
2
If x = 2
then y = 2x – 3
y = 2(2) – 3 Have a Cartesian
plane
y=4–3 on the board or graph
y=1 (2,1) board.

This time students will be given a system of equations

like:
2x – y = 4
x – 2y = 1
then let them graph,

x – 2y = 1

2x – y = 4

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E. Discussing new ACTIVITY: Solving systems of equation/s by

concepts and GRAPHING
practicing new skills
#2 Note: the class will be given system of linear equations
in two variables for them to solve and graph.
a. x – y = 9
x - y = -7 (key answer at the bottom)

Differentiates the previous graph with the 2nd graph.

The first graph intersect at one point while the
other do not- it is parallel.
F. Developing Mastery Consider the following systems of linear equations.
Graph each systems. Compare the resulting graph.
a. 2x – y = 1 b. 4x + y = -2
-2x + y = -1 x–y=5
x 0 1/
2
y - 0
1
x 0 1/
2
y - 0
1

x 0 -1/2
y - 0
2
x 0 5
y - 0
5

( key answer at the bottom)

G. Finding practical Linear equations use one or more variables where one
applications of variable is dependent on the other. Almost any situation
concepts and skills in where there is an unknown quantity can be represented
daily living by a linear equation, like figuring out income over time,
calculating mileage rates, or predicting profit. Many
people use linear equations every day, even if they do
the calculations in their head without drawing a line
graph.

Example:
Imagine that you are taking a taxi while on vacation.
You know that the taxi service charges P9 to pick your

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family up from your hotel and another P0.5 per mile for
the trip. Without knowing how many miles it will be to
each destination, you can set up a linear equation that
can be used to find the cost of any taxi trip you take on
your trip. By using "x" to represent the number of miles
to your destination and "y" to represent the cost of that
taxi ride, the linear equation would be: y = 0.5x + 9.
H. Making Guide Questions for Generalization:
Generalizations and To solve linear equations graphically, find at least
abstractions about two points in each equation and connect.
the lesson
I. Evaluating learning Do the following:
A. Graph each of the following equations. Use graph
Paper.
1. 2x – y = 4 and y = 2x

J. Additional Let’s Check Your Understanding

Activities for Draw the graphs of the system below.
application or a. y = x + 1 and y = x – 2
remediation
In what way are the three graphs alike?
In what aspect are they different?

V. REMARKS
VI. REFLECTION
A. No. of learners who A. __ No. Of learners who earned 80% in the evaluation
earned 80% in the
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 C. Did the remedial lessons work? __ No. Of learners
lessons work? No. of who have caught up the lesson.
learners 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

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__ 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 Ims
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?

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ATTACHMENT
Session: 1 (1 day)

Content: Graphing a Linear Equation in Two Variables.

DISCUSSIONS:
 Exactly one point in the plane is named by a given ordered pair of numbers.
 Exactly one ordered pair of numbers names a given point in the plane.
 With at least three points on the Cartesian plane can form a straight line.

 A system of linear equations consists of two or more linear equations

made up of two or more variables such that all equations in the system are
considered simultaneously. You will find systems of equations in every
application of mathematics. They are a useful tool for discovering and
describing how behaviors or processes are interrelated. It is rare to find,
for example, a pattern of traffic flow that that is only affected by weather.
Accidents, time of day, and major sporting events are just a few of the
other variables that can affect the flow of traffic in a city. In this section,
we will explore some basic principles for graphing and describing the
intersection of two lines that make up a system of equations.

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SUPPLEMENTARY ACTIVITIES

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

Graph the following systems of linear equations and differentiate the

result. result.

a. x – 3y = 4 b. 6x + 4y = - 3
2x – y = -2 10y + 25x = 15

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KEY ANSWER

Discussing new concepts and practicing new skills #2

Note: the class will be given a system of linear equations in two variables for them to
solve and graph.
a. x–y=9 b. x - y = -7
(no solution)

Developing Mastery
a. 2x – y = 1 b. 4x + y = -2
-2x + y = -1 x–y=5

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Evaluating Learning

A. Graph each of the following equations. Use graph Paper.

1. 2x – y = 4 and y = 2x

y = 2x

2x – y = 4

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Let’s Check Your Understanding

Draw the graphs of the following on one set of axes.

a. y = x + 1 and y = x – 2

y=x+1

y=x–2

In what way are the three graphs alike?

- The 3 graphs rises to the right; their slopes are positive.
In what aspect are they different?
- They differ on the value of their slopes, the bigger the slope/s the steeper the line.

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Graph the following systems of linear equations and differentiate the result.

a. x – 3y = 4 b. 6x + 4y = - 3
2x – y = -2 10y + 25x = 15

2x – y = -2 10y + 25x = 15

x – 3y = 4

6x + 4y -3

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REFERENCES

A. DepEd INSTRUCTIONAL MATERIALS:

Intermediate Algebra for Second Year, pp. 5-6.

Distance Learning Module, Mathematics 2. pp. 9 – 18.
Mathematics Learner’s Module in Grade 8 (LM) in Math 8, pp. 254 - 260

B. INTERNET SOURCES:

www.google.ph.com
 Linear Equations Solved by Graphing,

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