DAILY LESSON LOG OF M8AL-Ie-5(Week Five-Day Five)

School SAPANG NHS Grade Level Grade 8

Teacher JESSIE B. Learning Area Mathematics

ROMBAOA

Teaching Date and Time 18/10/2022 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
I. OBJECTIVES 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.

A. Content Standards The learner demonstrates understanding of key concepts of linear equations in
two variables

B. Performance Standards The learner is able to formulate and solve real-life problems involving
sequences.

Learning Competency: Illustrates the slope of a line (M8A L-Ie-4)

Learning Objectives:
C. Learning Competencies/
Objectives 1. Illustrates the slope of a line
2. Finds the slope of a line given two points, equation, and graph.
3. Demonstrate appreciation of slope as an important skill needed to
graph a line and find the equation of a line.
II. CONTENT Slope of a Line

III. LEARNING RESOURCES teacher’s guide, learner’s module,

A. References

Pages 198-201 (soft copy)

1. Teacher’s Guide
Pages 183-186
2. Learner’s Materials

3. Textbook pages
4.
Additional Materials
from Learning
Resource (LR) portal
B. Other Learning Resources

IV. PROCEDURES 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.

Review previous lesson by letting the students answer the following

1. What is the slope of a line if its falls 3 units as it move 2 units to the
A. Review previous lesson −3
left?
or presenting the new 2
lesson 2. What is the slope of a horizontal line? 0
3. What is slope of a line if its vertical change is 4 units for every 5 units
of horizontal change?
The teacher lets the students realize that understanding the concept of slope
B. Establishing a purpose
is a very important skill to better understand the graph and equation of a line.
for the lesson
The teacher lets the students, in groups of three, do Exercises 6 and 7 on
pages 184-186 of the Learner’s Module.

Answer Key:
Exercise 6
C. Presenting examples/ 7 1
instances of the new 1. 2. -1 3. 0 4. 5. Undefined
2 2
lesson Exercise 7
1 2
1. 2 2. -3 3. 1 4. 5.
4 3
7
5. 2 7. 8. -2 9. Undefined 10. 0
3
The teacher discusses with the students the answers of the given questions.
D. Discussing new concepts Furthermore, he/she asks the students about the mathematical skills or
and practicing new skills principles that they used to arrive at their answers. He/ she then discusses on
#1 how to find the slope of a line given two points, graph and equation of a line.

E. Discussing new concepts

and practicing new skills
#2
F. Developing mastery Working in pairs, the teacher lets the students answer the following exercise.
(leads to formative
assessment 3) Find the slope of a line given the following

1.

2.
3. (0,4) & (6,-4)
4. (3,2) & (5,6)
5. 3x-4y=8-4x
6. 3x-7+8y=9-3y
Answer Key
 −2 −4 7 −3
1. 2. 0 3. 4. 2 5. 6.
3 6 4 11
G. Finding practical
applications of concepts
and skills in daily living
The teacher summarizes the mathematical skills or principles used to find the
slope through questions like:

1. How did you find the slope of the line?

H. Making generalizations 2. In finding the slope of a line given two points, can we just choose any points
and abstractions about on the line?
the lesson
3. Does the value of the slope change?

4. What is the sign of the slopes of the graphs falling from left to right?

5. What is the sign of the slopes of the graphs rising from left to right?

The teacher lets the students answer individually the formative assessment.

Find the slope of the line given the following:

1. 3x + 2y = 8
2. 4x + 5y = 12
3. (1,5) and (6,-2)
4. (7,3) and (-1,-5)

I. Evaluating Learning

5.

6.
Answer Key
−3 −4 −7 2 −2
1. 2. 3. 4. 1 5. 6.
2 5 5 3 3
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.
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:

JESSIE B. ROMBAOA

CHECKED BY;

MANUELITO P. YANGCP
SSP-I
CLIFFORD Z. BULAN
Math Teacher