Republic of the Philippines

Department of Education
REGION VII – CENTRAL VISAYAS
SCHOOLS DIVISION OF BOHOL
AGUINING NATIONAL HIGH SCHOOL
AGUINING, PRES. CARLOS P. GARCIA, BOHOL

Lesson Plan in Mathematics 8 Eight for Demonstration

Mid-Year INSET 2024

School AGUINING NATIONAL HIGH SCHOOL Grade Level Grade 8

Teacher CHONA M. PADILLO Learning Area Mathematics

Date January 25, 2024 Quarter First

Basiao High School

Time 1:00-2:00 PM Venue Basiao, Pres. Carlos P.
Garcia, Bohol

I. OBJECTIVES
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 linear equations in two
variables.
Learning Competency: Illustrates the slope of a line (M8A L- Annotation
Ie-4)
KRA 4: Objective 16
Learning Objectives: Applied a personal philosophy that is
learner-centered.
C. Learning Competencies/ The teacher adheres to Bloom’s
1. Define slope of a line; Taxonomy-based objectives-cognitive,
Objectives 2. Illustrate the different types of slope; and affective and the psychomotor domain
3. Demonstrate appreciation of slope as an important
skill needed to understand graphs of linear
equations.

Slope of a line
II. CONTENT
III.LEARNING RESOURCES

A. References

Pages 131 and198 (soft copy)

1. Teacher’s Guide
Learners’ Modules
2. Learner’s Materials
Pages 183
3. Textbook pages
4.
Additional Materials None
from Learning
Resource (LR) portal
B. Other Learning Resources Plan A: LCD Projector/Television (Power Point
Presentation) PPST 1.1.2
Plan B: Visual Aids, Manila Papers, Markers (Integration)
Subject Integration: Araling Panlipunan, MAPEH, EsP
Values to be Developed: Cooperation, Appreciation, Self-
Confidence, Awareness, Team Work
IV.PROCEDURES
 Begin by having a Prayer KRAs 2 and 4: Objectives 5, and 14
 Greetings (Article 8, Section 2 of the Code of
 Checking of Attendance Ethics for Professional Teachers)
 Setting Class Rules and Reminders Establish a safe and secure learning
environment to enhance learning
 Motivational Song
through the consistent
implementation of policies, guidelines
and procedures and to maintain
A. Preliminary Activities
learning environments that promote
fairness, respect and care to
encourage learning.
KRA 1 Objective 4:
Use effective verbal and non-verbal
communication strategies to support
learner understanding, participation,
engagement, and achievement.
Given the following expressions below, let the students KRA 1: Objective 2
determine which expression represents a linear equation and The teacher used research-based
which does not represent to recall the previous lesson. knowledge and principles of teaching
Expression Linear Equation Not and learning to enhance professional
practice.
y=x+3
5y = 1 The teacher reminds acquired
y = -x + 2 knowledge from the previous lesson to
y = -3x + 5 kick off the class discussion.
B. Review previous lesson
x2 + y 2 = 1
Answer Key:
Expression Linear Equation Not
y=x+3 √
5y = 1 Χ
y = -x + 2 √
y = -3x + 5 √
2
x +y =12
Χ
C. Establishing a purpose for
the lesson
Let the learners observe and make comments on the pictures KRA 1: Objective 2
shown or projected on the board. (Localization and The teacher used research-based
knowledge and principles of teaching
Contextualization)
and learning to enhance professional
practice

-Localization and Contextualization

helps teachers and students
comprehend concepts by relating and
presenting lesson on the context of
prevailing local environment, culture
and resources. Allow students to use
C. Lesson Opener/ and share also the skills they acquired
Presentation of the New from their locality in order for them to
Lesson easily adopt, cope and understand the
lesson.
The teacher ask the following guide questions:
1. Describe each picture.
2. What are the things common to these pictures?
3. How are we going to relate this to our topic?
Possible responses for the given questions :
1. Varied answers will be drawn from the students.
2. Gather varied responses from the learners.
3. There could be lines that will be formed and there
are steepness of lines. So our topic may be about
slope of a line.
D. Presenting examples/
instances of the new lesson
The slope of a line is defined as the change in y coordinate PPST 1.4.2
with respect to the change in x coordinate of that line. The net Literacy and Numeracy Skills
change in y coordinate is Δy, while the net change in the x
coordinate is Δx. So the change in y coordinate with respect to
the change in x coordinate can be written as,
y2-y1 rise

m= x2-x1 = run

Examples:
1.

2.

3.

4.

Types of Slopes:
 The teacher discusses with the students the answers of the
given questions. Furthermore, she asks the students about the
E. Discussing new concepts
mathematical skills or principles that they used to arrive at
and practicing new skills #1
their answers. She tells them definition of slope.

Group Activity: KRA 2: Objective 8

F. Discussing new concepts
and practicing new skills #2
Group the students into three. Each group will be given one Applied a range of successful
strategies that maintain learning
item to answer. Let them select a leader, a secretary and a
environment that motivate learners to
reporter. After five minutes, the reporter will present their work productively by assuming
output before the class. responsibility for their own learning.
Find the slope of line using the given information. The teacher facilitates the activity
while allowing students to work on their
1. (2,3), (-3,3) own given enough time to finish.
2. (2,2), (0,-4)
3. (0,6), (3,3)
4. (1,5) , (1,-3)

Let all the students participate the game: KRA 1: Objective 2

G. Developing mastery (leads
to formative assessment 3)
Play a Game; The Boat is Sinking.
The teacher will show colored strips with given sets of
points. Let the students solve for the slope of the given points.
Have them group themselves according to the value of the
slope they have solved. The number of learners that will
exceed in the grouping will be eliminated.
The teacher used research-based
knowledge and principles of teaching
and learning to enhance professional
practice.
A game-based introduction to the
lesson will elicit the interest of the
students to learn about the new topic.

-Effect of the steepness of a mountain to the speed of a KRA 1: Objective 2

H. Finding practical
applications of concepts
and skills in daily living
I. Making generalizations and
abstractions about the
lesson
mountaineer The teacher used research-based
knowledge and principles of teaching
and learning to enhance professional
-Effect of the number of hours in studying to the grades of the
practice
students
-Localization and Contextualization
helps teachers and students
comprehend concepts by relating and
presenting lesson on the context of
prevailing local environment, culture
and resources. Allow students to use
and share also the skills they acquired
from their locality in order for them to
easily adopt, cope and understand the
lesson.
The students summarizes the mathematical skills or principles KRA 1: Objective 2
used to find the slope and also the definition of a slope This is a pre-discussion activity where
through questions like: HOTS and Probing Questions are
utilized.
1. How do you define slope?
Higher Order Thinking Skills (HOTS) is
2. What did you do to arrive at the answer? a new concept of education reform
3. Were there mathematical skills or principles used to find based on Bloom’s Taxonomy.
the slope?

3. Why is it important to know about slope of a line? How is it

important to our daily lives?

Varied answers shall be drawn from the students.

J. Evaluation Let the students answer individually the formative PPSTO 5.1.2
assessment. Formative Assessment
Find the slope of a line using the given information. KRA 4: Objective 14
The teacher reminds the learners that
1. (-2,4), (1,6) their grades shall be based on the
2. (-3,-1), (5,5) evaluation of their work only in merit
3. (3,3) , (1,4) and quality of academic performance.
4. (4,1) , (4,0)
KRA 1: Objective 2
 The teacher utilizes questions that
suite in assessing students’ level of
knowledge and understanding of the
topic.
Find the slope of line using the given information. Use ½ size
of paper (Crosswise) KRA 4: Objective 16
The teacher applies Constructivism
K. Assignment 1. Rise=3 Run= 5 Philosophy of Education to enrich
2. The vertical change is 7 and horizontal change is 5 students’ learning.
3. The lines rises 3 units as it moves 2 units to the left

Write down the number of learners mastered the

competencies. May also include notes of teacher for not
achieving the lesson target if any.

L. Reflection
___________________________________________________

Prepared by:

CHONA M. PADILLO
T III-Mathematics Teacher
Observed by:

Name: ______________________________
Designation: _________________________
Date: _________________________________