DAILY LESSON LOG OF M8AL-If-1 (Week Six-Day 1)
School SAPANG NHS
Teacher
Teaching Date and Time
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies/
Objectives
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide
2. Learner’s Materials
3. Textbook pages
4. Additional Materials
from Learning
Resource (LR) portal
B. Other Learning Resources
IV. PROCEDURES
A. Review previous lesson
or presenting the new
lesson
B. Establishing a purpose
for the lesson
C. Presenting examples/
instances of the new
lesson
Grade Level Grade 8
JESSIE B. Learning Area Mathematics
ROMBAOA
19/10/2022 Quarter First
Objectives must be met over the week and connected to the curriculum standards. To meet the
objectives, necessary procedures must be followed and if needed, additional lessons, exercises and
remedial activities may be done for developing content knowledge and competencies. These are
assessed using Formative Assessment Strategies. Valuing objectives support the learning of
content and competencies and enable children to find significance and joy in learning the lessons.
Weekly objectives shall be derived from the curriculum guides.
The learner demonstrates understanding of key concepts of linear equations in
two variables
The learner is able to formulate and solve real-life problems involving linear
equations in two variables.
Learning Competency: Writes the linear equation ax+by=c in the form y=mx+b
(M8AL-If-1)
Learning Objectives:
1. Identify linear equations written in standard form and in slope-
intercept form.
2. Writes a linear equation ax+by=c in the form y=mx+b and vice versa ;
and
3. Demonstrate appreciation of knowing the standard and slope-
intercept form of a line as an important skill needed to understand on
how to graph linear equations.
Linear Equations
teacher’s guide, learner’s module,
Pages 201 (soft copy)
Pages 181-182
These steps should be done across the week. Spread out the activities appropriately so that
pupils/students will learn well. Always be guided by demonstration of learning by the pupils/
students which you can infer from formative assessment activities. Sustain learning systematically
by providing pupils/students with multiple ways to learn new things, practice the learning,
question their learning processes, and draw conclusions about what they learned in relation to
their life experiences and previous knowledge. Indicate the time allotment for each step.
Let the students group the given equations of exercise 7 on page 186 of the
Learner’s Module according to their form.
The teacher lets the students realize that understanding the concept of
rewriting a linear equation from standard form to slope-intercept form and
vice versa is a very important skill to better understand the ways on how to
graph a linear equation.
The teacher lets the students, in groups of three, rewrite the equations below
to standard form or slope-intercept form.
1. y= 2x-5
2. y=-3x+7
3. 2x-y=5

D. Discussing new concepts
and practicing new skills
#1
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
H. Making generalizations
and abstractions about
the lesson
I. Evaluating Learning
4. 7x-3y-10=0
The teacher discusses with the students the answers of the given questions.
Furthermore, he/she asks the students about the mathematical skills or
principles that they used to arrive at their answers. He/She tells them on how
to write the linear equations ax+by=c in the form y=mx+b and vice versa.
The teacher discusses and illustrates thoroughly the steps on how to rewrite a
linear equation from standard form to slope-intercept form and vice versa as
shown on page 182 of the Learner’s Module.
Working in pairs, the teacher lets the students answer the even items of
exercises 4 and 5 on page 183 of the Learner’s Module
The teacher summarizes the mathematical skills or principles used to write the
linear equations ax+by=c in the form y=mx+b and vice versa .
1. What did you do to arrive at the answer?
2. Were there mathematical skills or principles used to rewrite the linear
equations ax+by=c in the form y=mx+b and vice versa?
Answers shall be drawn from the students.
The teacher lets the students answer individually the odd items of exercises 4
and 5 on page 183 of the Learner’s Module.

J. Additional activities or
remediation
V. REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress.
What works? What else needs to be done to help the pupils/students learn? Identify what help
VI. REFLECTION your instructional supervisors can provide for you so when you meet them, you can ask them
relevant questions.
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.

Prepared by:

JESSIE B. ROMBAOA

CHECKED BY;

MANUELITO P. YANGCP
SSP-I