DAILY LESSON LOG OF M8AL-If-2 (Week six-day Two of Three)

School SAPANG NHS Grade Level Grade 8

Teacher JESSIE B. ROMBAOA Learning Area Mathematics

Teaching Date and Time 21/10/2022 Quarter 1

I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of key concepts of linear functions.

B. Performance Standards The learner is able to formulate real-life problems involving linear functions and
solve these with utmost accuracy using variety of strategies.

graphs a linear equation given (a) any two points; (b) the x – and y–intercepts;
(c) the slope and a point on the line.*** M8AL-If-2
C. Learning
 Identify the ways on how to graph the linear equation.
Competencies/
 Graph a linear equation using the a.) a slope and a point b.) using a
Objectives
slope and y intercepts.
 Demonstrate understanding through graphing linear equations given
any two points and using x and y intercepts..
II. CONTENT Graphs of Linear Equations

III. LEARNING RESOURCES Curriculum Guide, Teachers Guide and Learners Module

A. References

pp. 202-204
1. Teacher’s Guide
pp.187-188
2. Learner’s Materials

3. Textbook pages
4.
Additional
Materials from
Learning Resource
(LR) portal
B. Other Learning https://www.mathbootcamps.com/graphing-linear-equations/
Resources
IV. PROCEDURES
A. Review previous lesson The teacher will review previous lessons on graphing linear equations
or presenting the new 1. Using two points
lesson 2. Using x- and y-intercepts
And continue the competency on
3. Using the slope and a point or
4. using a slope and y- intercept
 The students are already given the initial ideas on how to make conclusions based on
B. Establishing a purpose given situations wherein it is important needed to understand the concepts of reasoning
for the lesson conclusion

The teacher will present the same example or equation using the slope and a
point

3.Using the slope and a point

The linear equation y = 2x + 1 has a slope of 2 and a point (-1,-1).

Let’s say, x = -1. The value of y could be computed in the following manner:

y = 2x + 1

Given y = 2(-1) + 1 Substitution

Y = -2 + 1 Simplification

Y = -1 Simplification
C. Presenting examples/
instances of the new
lesson

Analysis?

1. How do you identify the slope?

2. What letter represents the slope?
3. Can we assign any values of x to get the value of y, to arrive at a certain
point?

D. Discussing new The teacher will present the same example or equation using the slope and y-
concepts and practicing intercept.
new skills #1
 4.Using Slope and y-Intercept

In the same equation y = 2x + 1,

the slope m is 2 and y-intercept b is 1. Plot first the y-

intercept, then use the slope to find the other point.
Note that 2 means 2/ 1 , which means rise = 2 and

run = 1. Using the y-intercept as the starting point, we move 2 units upward
since rise = 2, and 1 unit to the right since run = 1.

Analysis:

1. How do you identify the y- intercept?

2. What letter represents the y- intercept?
3. What value can we assign to x to get the y intercept?

The teacher will give similar equations but with a negative slope.

Graph the linear equation:

E. Discussing new y= −2x+1

concepts and practicing
new skills #2 Solution

The y-intercept here is 1, so plot this point first.

The slope is –2.

slope=−2

=−2/1

In other words:

−2/1=down two units for every 1 unit right

Finally, connect the points to sketch the graph of the linear equation.
 Board Work: The teacher will give formative assessment using the slope and y-
intercept in graphing the equation.

Graph the linear equation y=2/3x+4

Solution

Since this equation is in the form y=mx+b, you know that:

The slope is:
m=2/3
The y-intercept is:
b=4
F. Developing For this example:
mastery (leads to slope=2/3=change in y/change in x
This can be translated to:
formative
2/3=up 2 units/ for every 3 units right
assessment 3)
 Connect the points, and you have the graph of your linear function!

G. Finding practical
applications of
concepts and skills in
daily living
The Teacher summarizes the following:

3. Using the slope and a point

A linear equation written in the form y=mx+b is said to be in slope-intercept

form. This form shows the slope m and the y-intercept b of the graph
slope=rise/run
=change in y/change in x

4.Using the slope and y-intercept

H. Making generalizations
and abstractions about A linear equation written in the form y=mx+b is said to be in slope-intercept
the lesson form. This form shows the slope m and the y-intercept b of the graph
slope=rise/run
=change in y/change in x

*The y-intercept is the point where the graph crosses the y-axis (the vertical axis
*Which method you use depends on the form of the linear equation you have
and which method you are most comfortable with.

I. Evaluating Learning The teacher evaluates the learners through paper and pencil.

Graph the equation y=3x -6

m=______
 b = ______

Answer key

m= 3 , b= (0, -6)

J. Additional activities or
remediation
5. REMARKS
.
6. REFLECTION
A. No. of learners who earned
80% of the evaluation
B. No. of learners who require
additional activities for
remediation who scored
below 80%
C. Did the remedial lesson work?
No. of learners who have
caught up with the lesson.
D. No. of learners who continue
to require remediation
E. Which of my teaching
strategies worked well? Why
did these work?
F. What difficulties did I
encounter which my principal
or supervisor can help me
solve?
G. What innovation or localized
materials did I use/ discover
which I wish to share with
other teachers

Prepared by:
JESSIEB. ROMBAOA
MATH 8 Teacher

CHECKED BY;
MANUELITO P. YANGCO
SSP-I