Republic of the Philippines

Department of Education
Region VII, Central Visayas
Division of Bohol
City of Tagbilaran

LESSON PLAN IN MATHEMATICS

GRADE: 8 QUARTER: 2 WEEK: 5 DAY: 1

COMPETENCY  The learner graphs and illustrates a linear function and its (a) domain; (b)
& range; (c) table of values; (d) intercepts; and (e) slope (M8AL-IId-e-1);
OBJECTIVES :  At the end of the lesson the learners are expected to:
a. graph linear functions using two points of the line;
b. graph linear functions using the x and y intercepts.
CONTENT : Graphing Linear Functions (With Any Two Points and With x and y Intercepts)
LEARNING SLM, Quarter 2, Module 5
:
RESOURCES Mathematics 8 Learner’s Module pages 187-191
PROCEDURE A. Preparation
: Routinary activities
 Prayer
 Checking of the attendance

B. Motivation
Plot the following points in five separate Cartesian Plane.
1. (1 , 4) and (2 , 6)
2. (−1 ,−5) and (3 , 1)
3. (−3 , 0) and (0 , 4 )
4. (−2 , 0) and (0 ,−2)
5. (5 , 0) and (0 , 3)

Questions:
1. Can we form a line from the given two points?
2. What observations did you make from the given points on item numbers 3-
5?

C. Presentation
One method of graphing a linear equation is using two points. In Geometry, you
learned that two points determine a line. Since the graph of the linear equation is a
line, thus two points are enough to draw a graph of a linear equation.

Another method of graphing linear equation is by using the x -intercept a and the y -
intercept b . The x - and y -intercepts of the line could represent two points, which
are (a ,0) and (0 , b). Thus, the intercepts are enough to graph the linear equation.

D. Discussion/Abstraction
Now, plot the x - and y -intercepts, and then connect them.
E. Exercises

F. Generalization
Ask the following questions:
1. What are steps in graphing a linear equation using two points?
2. In your own words, define the x -intercept.
3. In your own words, define the y -intercept.
4. What are the steps in graphing a linear equation using the x - and y -
intercepts?
5. How did you identify the x -intercept and y -intercept?

G. Application
Divide the students into 5 groups. Let each group answer the activity below.

My Story (Activity 11, page 191, LM)

Description: This activity will enable the students to analyze the graph and connect it
to real life situations.

Directions: Create a story out of the graph of the linear equation below. Share the
story to your classmates.

Follow up Questions:
1. Does your group have the same story as the other groups?
2. Is your story realistic? Why?

H. Evaluation
A. Directions: Graph the linear equation that passes through the given pair of points.
 1. ( 5 , 6 ) and (0 , 11)

B. Graph the linear equation whose x -intercept a and y -intercept b are given below.
1. a =2 and b =1

I. Agreement/Assignment
Read in advance the concept notes in Mathematics - Quarter 2, Module 5, Lesson 2
of the SLM.

Prepared by:

LOUIE JOY R. LAGUROS

Math Writer
 Republic of the Philippines
Department of Education
Region VII, Central Visayas
Division of Bohol
City of Tagbilaran

LESSON PLAN IN MATHEMATICS

GRADE: 8 QUARTER: 2 WEEK: 5 DAY: 2

COMPETENCY  The learner graphs and illustrates a linear function and its (a) domain; (b)
& OBJECTIVES range; (c) table of values; (d) intercepts; and (e) slope (M8AL-IId-e-1).

:  At the end of the lesson the learners are expected to:

a. graph linear functions using slope and one point;
b. graph linear functions using slope and y intercept.

CONTENT Graphing Linear Functions (With Slope and One Point and With Slope and y-
:
Intercept)
LEARNING SLM, Quarter 2, Module 3
:
RESOURCES Mathematics 8 Learner’s Module pages 187-191
PROCEDURE A. Preparation
: Routinary activities
 Prayer
 Checking of the attendance

B. Motivation
Review:
Find the slope of each line.

1. 2.
 3. 4.

5. 6.

Questions:
1. How did you find the slope of the line?
2. What is the trend of the graph? Is it increasing? Or decreasing?
3. What is the slope of each increasing graph? What are the signs of the
slopes?
4. What is the slope of the decreasing graph? What is the sign of the slope?
5. Do the graphs represent linear functions? Why or why not?
6. What is the slope of the horizontal line? How about the vertical line?

C. Presentation
Another method of graphing linear equation is using the slope and one point. This
can be done by plotting first the given point, then finding the other point using the
slope.

The fourth method in graphing linear equation is by using the slope and y -
intercept. This can be done by identifying the slope and the y -intercept of the
linear equation.

D. Discussion/Abstraction
E. Exercises
Directions: Identify the indicated graph of the following. The choices are found in
the box below. Write the letter of the correct answer.
2
1) The graph containing the slope m= and point(−3 , 1).
3
−3
2) The graph containing the slope m= and y -intercept b=1.
5
F. Generalization
Ask the following questions:
1) How will you identify the slope of the line?
2) How will you identify the rise and the run?
3) What are the steps in graphing a linear equation using the slope and one
point?
4) What are the steps in graphing a linear equation using the slope and y -
intercept?

G. Application
By pair, let the students answer the following:

Describe Me!
Directions: Given the graph at the right,
find the following:
1. Rise
2. Run
3. Slope
4. Trend

Follow Up Questions:
1. Is the graph increasing or decreasing
from left to right?
2. Have you observed a pattern?
3. What happens to the value of y as the value of x increases?
4. How can the value of a quantity given the rate of change be predicted?

H. Evaluation
A. Graph the following equation given the slope m and a point.
1. m=3 and (0 ,−6)
1
2. m= and (0 , 4 )
2

B. Graph the following linear equation given the slope m and y -intercept b .
1. m=2 and b=3
1
2. m= and b¿ 3
2

I. Agreement/Assignment
Read in advance the concept notes in Mathematics - Quarter 2, Module 5, Lesson 3
of the SLM.

Prepared by:

LOUIE JOY R. LAGUROS

Math Writer
 Republic of the Philippines
Department of Education
Region VII, Central Visayas
Division of Bohol
City of Tagbilaran

LESSON PLAN IN MATHEMATICS

GRADE: 8 QUARTER: 2 WEEK: 5 DAY: 3

COMPETENCY  The learner graphs and illustrates a linear function and its (a) domain; (b)
& OBJECTIVES range; (c) table of values; (d) intercepts; and (e) slope (M8AL-IId-e-1);
:
 At the end of the lesson the learners are expected to solve word problems
involving linear functions.
CONTENT : Problems Involving Linear Functions
LEARNING SLM, Quarter 2, Module 4
RESOURCES : Mathematics 8 Learner’s Module pages 197-201

PROCEDURE A. Preparation
: Routinary activities
 Prayer
 Checking of the attendance

B. Motivation
What are the steps that you do in solving word problems?

C. Presentation
Linear relationships are often used to model real-life situations.

D. Discussion/Abstraction
Example:

1) Jocie works as a crew in a fast-food center where she earns P50 per hour.
Make a table that relates the number of hours that she works (x ) and her pay
( y ). Write an equation representing this relation then draw the graph that
shows the relationship.
E. Exercises
Directions: Answer the following:
1. Suppose that a pay phone service charge is P7 per minute. Let x
represent the number of minutes that a caller uses the payphone, and
let y represent the total amount to be paid. Write the function that
shows the relationship. Tabulate and graph the function.

F. Generalization
What do you think is the importance of linear function in solving rea-life word
problems?

G. Application
By pair, let the students answer the following:

Riding a Taxi (Activity 18, page 197, LM)

Description: This activity will enable the students to solve real life problems
involving linear functions.
Directions: Consider the situation below and answer the questions that follow.

Emman often rides a taxi from one place to another. The standard fare in
riding a taxi is P40 as a flag-down rate plus P3.50 for every 200 meters or a
fraction of it.

Complete the table below:

Distance
(in meters) 0 200 400 600 800 1000
x
Amount
(in Pesos)
y
Follow-up Questions:
1. What is the dependent variable? Explain your answer.
2. What is the independent variable? Explain your answer.
3. Based on the completed table, would the relation represent a line?
4. What is the y -intercept? Explain your answer.
5. What is the slope? Explain your answer.
6. Write the linear function and answer the following questions:
a. If Emman rides a taxi from his work place to the post office with
an approximate distance of 600 meters, how much will he pay?
b. If he rides a taxi from his residence to an airport with an
approximate distance of 6 kilometers, how much will he pay?
c. If Emman pays P68, how many kilometers did he travel? How
about P75? P89? P92.50?

H. Evaluation
Let the students answer the following:

Solve the following problem.

1. Laena earns P45 an hour in a dress factory with an additional of Php 50
for her daily meal allowance.

a. Write an equation for her earning for one day. Use y for her
total earning and x for the number of hours.
b. Suppose she earned a total of Php 275 on a Monday, how long
did she work for that day?

I. Agreement/Assignment
Read in advance the concept notes on SLM Math 8,Q2 - Module 6, Lesson 1.

Prepared by:

LOUIE JOY R. LAGUROS

Math Writer