Republic of the Philippines
Department of Education
SCHOOLS DIVISION OFFICE OF CAMARINES SUR
SCHOOL: Malawag National High School
TEACHER: Jeza Joy M. Morada
DATE:
I. OBJECTIVES
A. Content Standard
B. Performance Standard
C. Learning
Competencies/Objectives
Write the LC code for each.
c.1. Sub-competencies
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Material pages
3. Textbook pages
4. Additional Material from
Learning Resource (LR) Portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson.
Region V
MALAWAG NATIONAL HIGH SCHOOL
Malawag, Nabua, Camarines Sur
GRADE: 8
LEARNING AREA: Mathematics
QUARTER: 2nd
Annotation
The learner demonstrates understanding of
key concepts of factors of polynomials,
rational algebraic expressions, linear
equations, and inequalities in two variables
and linear functions.
The learner is able to formulate real-life
problems involving factors of polynomials,
rational algebraic expressions, linear equations
and inequalities in two variables, systems of
linear equations and inequalities in two
variables and linear functions, and solve these
problems accurately using a variety of
strategies.
The learner graphs a linear equation given the
slope and its intercept
(M8AL-If-2)
a. Identify the slope and y-intercept of a
given linear equation;
b. Graph a linear equation given the slope
and its intercept; and
Cite a real-life situation involving slope and y-
intercept.
pp. 202 – 203
Mathematics Learners Module for Grade 8,
page 187 – 188
E – Math 8, Worktext in Mathematics, page 141
– 143
https://lmrds.deped.gov.ph
Graphing paper, ruler, yarn, manila paper,
white board marker, laptop, projector
Advanced learners Average Learners
Write the equation in the slope-intercept form Objective 2. The teacher
(𝑦 = 𝑚𝑥 + 𝑏) reviewed the learner’s prior
knowledge by writing the
1. 𝑥 − 𝑦 = 2
equation in the slope-intercept
2. 2𝑥 + 𝑦 = 4 form that they can applied in
3. 3𝑥 + 2𝑦 = 6 the new lesson to build new
4. 𝑥 + 4𝑦 = −16 knowledge.
5. 4𝑥 − 3𝑦 = 18

B. Establishing a purpose for the
lesson
C. Presenting examples/instances
of the new lesson
D. Discussing new concepts and
practicing new skills #1
6. 2𝑥 − 𝑦 = −9
Slope is the steepness of the line that is
denoted by m.
What is “m”?
MONTER which means ‘to climb’
(The steepness of the Mt. Asog.)
OBJECTIVE 10 (INDICATOR
9). The strategy used in this
Mt. Asog, also known as Mt. Iriga, is an old activity is culture-based activity.
volcano in the Bicol Region. You can find here This strategy aims to capture
some Indigenous people living in the the interest of the IP students
mountain. At the onset of the trail, you will pass in class as well as to make the
by Inagta villages; the Inagta are an lesson more culture-sensitive
and relevant to IP students.
indigenous people related to the Aetas of
Zambales and Quezon. Later during the way, I
would interact with them regarding their
medical knowledge.
To answer the question, determine the slope
and the y-intercept of each linear equation.
Write the letter that corresponds to the answer
below.
O 𝑥−𝑦 = 2
N 2𝑥 + 𝑦 = 4
E 3𝑥 + 2𝑦 = 6
T 𝑥 + 4𝑦 = −16
M 4𝑥 − 3𝑦 = 18
R 2𝑥 − 𝑦 = −9
Answer:
m=4/3 m=1 m=-2 m=-1/4 m=-3/2 m=2
b=-6 b=-2 b=4 b=-4 b=3 b=9
OLIVER’S Mnemonic Device
A way to remember what “m” and “b” mean
in slope-intercept form is
“m” for “move”
“b” for “begin”
BEGIN by graphing the y-intercept, then MOVE
the slope, that is rise/run.
Remember:
Positive slope – run to the right
Negative slope – run to the left
Graph each linear equation using the slope OBJECTIVE 3 (INDICATOR
and the y-intercept. 2). The teacher displayed
proficient use of the English
1. 𝑥 − 𝑦 = 2 BLUE
language in presenting the
2. 2𝑥 + 𝑦 = 4 GREEN lesson and in asking some
3. 3𝑥 + 2𝑦 = 6 RED questions to check learners’
4. 𝑥 + 4𝑦 = −16 VIOLET understanding of the problem.
5. 4𝑥 − 3𝑦 = 18 ORANGE

E. Discussing new concepts and
practicing new skills #2
F. Developing mastery (Leads to
Formative Assessment 3)
G. Finding practical applications
of concepts and skills in daily
living
6. 2𝑥 − 𝑦 = −9 SKY BLUE Meanwhile, teacher use Filipino
and Mother tongue to those
slow learners for them to fully
Questions:
understand the problem.
1. From the examples that we had, how will
you graph a linear equation using the slope OBJECTIVE 9 (INDICATOR
and the y-intercept? 8). HOTs questions is the
2. How can you describe the graph of a linear strategy used for gifted and
equation considering the given slope that is talented learners in the
Assimilation or Assessment
a. positive? that apply understood
b. negative? principles in one area to
questions where the answer is
not always explicitly presented.
Group Activity: OBJECTIVE 7 (INDICATOR
1. Teacher will give the linear equation to be 6). The learners engaged in a
cooperative and collaborative
graphed by each group. Graph the given
learning by solving the given
linear equation using the slope-intercept form. tasks by group.
Group 1. 𝑥 + 4𝑦 = −4
Group 2. 3𝑥 − 2𝑦 = 4 OBJECTIVE 16. The teacher
Group 3. 2𝑥 − 3𝑦 = −3 let the learners worked by
2. They need to finish the task for 5 minutes groups and let them share their
knowledge with the class.
only.
3. Explain your output to the class by using the OBJECTIVE 4 (INDICATOR
Carousel Feedback/Brainstorming 3). The teacher appreciates the
thoughts of the learners about
Appreciate their thoughts then ask: the activity.
How did you solve the given
OBJECTIVE 5 (INDICATOR
problem/equations? 4). The teacher showed
appreciation of learners’
Approach: Cooperative Learning (Carousel thought about the activity to let
Feedback/Brainstorming) them have the confidence to
Procedure of Carousel Feedback: express themselves.
1. Teams stand in front of their assigned
OBJECTIVE 6 (INDICATOR
projects. The presenter of the team will stay on 5). The teacher let the learners
their assigned projects to present it on the express their thoughts about
other groups. the activity freely.
2. Teams will rotate clockwise to the next
project. OBJECTIVE 8 (INDICATOR
7). The teacher used Carousel
3. For a specified time (1 min. to present and 1 Feedback/Brainstorming to
min. feedback), team discuss their reactions to give the learners a motivation
the other teams’ project in the comment box. to learn and collaboratively
4. Students are encouraged to include positive deepen their understanding
comments. about the lesson.
5. Teacher will call time. The teams will rotate,
observe, discuss, and give feedback on next
project.
6. Teams continue until each team rotate
back to its own project. Teams review the
feedback they received from other teams.
Graph each of the following given the slope
and y-intercept. Then, write the equation of
each linear equation in slope-intercept form.
Write your answer on your graphing notebook.
1. 𝑚 = 2/3 𝑏 = −6
2. 𝑚 = −3 𝑏 = 3
Values Integration: INDICATOR 1. The teacher
Life is like a slope that is full of ups and downs used the prior knowledge in
ESP.
or positivity’s and negativities.
OBJECTIVE 5 (INDICATOR
4). The teacher showed

H. Making generalizations and
abstractions about the lesson
I. Evaluating learning
J. Additional activities for
application or remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who earned
80% in the evaluation
B. No. of learners who required
additional activities for
remediation
C. Did the remedial lessons work?
D. No. of learners who continue to
require remediation
E. Which of my teaching
strategies work well? Why did this
work?
F. What difficulties did I encounter
which my principal or supervisor
can help me solve?
G. What innovation or localized
materials did I used/discover
which I wish to share with other
teachers?
Prepared by:
How these things help you in life? Cite appreciation of learners’
examples or situations. thought about the activity to let
them have the confidence to
express themselves.
OBJECTIVE 16. The teacher
used constructivism philosophy
of teaching. The problems
given were related to learners
lives and interest in the aspects
of life for them to understand
the lesson and have a
motivation to learn.
To graph a linear equation using slope and its
intercept:
1. Write the equation in slope-intercept form
(𝑦 = 𝑚𝑥 + 𝑏) then, identify the slope and y-
intercept.
2. Plot the y-intercept (b)
3. From that point, use the slope to find the
other point using the formula rise/run.
4. Draw a line through the points.
Graph each linear Graph each linear OBJECTIVE 2. The teacher
equation. Write your equation. Write your assessed the learners’
performance to determine their
answer on your answer on your
understanding of the lesson
graphing notebook. graphing notebook. (Assessing Performance)
1. 2𝑥 + 𝑦 = 6 1. 𝑥 + 𝑦 = 6
2. 𝑥 − 𝑦 = 3 2. 𝑥 − 𝑦 = 3 OBJECTIVE 9 (INDICATOR
3. 3𝑥 + 4𝑦 = 8 3. 2𝑥 + 𝑦 = 8 8). The teaches gives separate
assessment for the advanced
learners (gifted with talents)
and the average learners.
Answer the Exercise 10 in your graphing
notebook.
Reference: Mathematics Learners Module for
Grade 8, page 189
 JEZA JOY M. MORADA
Teacher 1

Corroborated by:

AIZA L. DANCALAN RAQUEL L. EXPECTACION

Math 9 Teacher Math 10 Teacher

SHERYL R. NAGALES ANGELINA Q. GALON

Math Coordinator/Math 7 Teacher SHS Math Teacher

Observed by:

IRENIA L. SAYSON
Principal 1