GRADE 8 MATH School SDO Palawan Grade Level 8

DAILY LESSON LOG Teacher Learning Area Mathematics

Teaching Dates and Time Week 5 Quarter FIRST

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES 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.
A. Content Standard The learner demonstrates understanding of key concepts of factors of polynomials, rational algebraic expressions, linear equations and
inequalities in two variables, systems of linear equations and inequalities in two variables and linear functions.
B. Performance Standard The learner is able to formulate real-life problems involving factors of polynomials, rational algebraic expressions, linear equations and
inequalities in two variables, systems of linear equations and inequalities in two variables and linear functions, and solve these problems
accurately using a variety of strategies.
C. Learning Competencies Objectives

The learner… M8AL-Ie-1 M8AL-Ie-3 M8AL-Ie-4 M8AL-Ie-5 SUMMATIVE TEST

7. illustrates the Rectangular At the end of the session, 1. Illustrate linear 1. 1. Describe and illustrate 3. Find the slope of a on Rectangular
coordinate system and its learners will be able to: equations in two 2. slope of a line. line given an Coordinate System
uses.*** M8AL-Ie-1 1. Define and illustrate variables. equation. and Slope
8. illustrates linear equations the rectangular a. Determine if an M8AL-Ie-5 1. 100% of the class
in two variables. coordinate system ordered pair is a 1. Find the slope of a will be able to get
M8AL-Ie-3 and its uses. solution of a given line given a graph. 75% correct items
9. illustrates the slope of a line. a. Plot points on the linear equation in the test.
M8AL-Ie-4 coordinate system. I. 2. Find the slope 2. Appreciate the
10. finds the slope of a line b. Name points on the J. of a line given two value of honesty.
given two points, equation, coordinate system. K. points.
and graph. M8AL-Ie-5
II. CONTENT Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be
tackled in a week or two.
LINEAR EQUATIONS IN TWO VARIABLES
Rectangular Coordinate Linear equations in Two Slope of a Line Slope of a Line
System Variables
III.LEARNING RESOURCES

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A. References Mathematics 8
1. Teacher’s Guide pages
2. Learner’s Materials pages 119 – 137 119 – 137 183 – 187 186
3. Textbook pages
4. Additional Materials from http://www.onlinemath- MTAP review materials http:// MTAP review materials MTAP review materials
Learning Resource (LR)portal learning.com/rectangular- wonderfulworldreview.bl
coordinate-system.html ogspot.com,2011/05/
mayon-olcano-albay-
philippines.html
B. Other Learning Resource Grade 8 Mathematics (P&P) Patterns & Practicalities by Gladys C. Nivera, Ph.D.
136 – 143 144 – 145 158 – 161 166 - 167
E-Math (Worktext in Mathematics) by Orlando A. Oronce & Marilyn O. Mendoza
184 – 191 192 – 201 242 – 263
IV.PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by
demonstration of learning by the students which you can infer from formative assessment activities. Sustain learning systematically by
providing students with multiple ways to learn new things, practice their 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.
A. Reviewing previous lesson or Recall the concept of * Check the assignment. * Check the assignment.  Recall the formula  Recall key concepts
presenting the new lesson number line. on how to find slope on
* Exploration * Explore activity: m of a straight line - Rectangular
Activity 2 “Bowowow” A technical pen x cost Show the picture of that passes through Coordinate
LM page 119 ₱15.00 and a regular pen Mount Mayon and two points. System
Directions: y cost ₱5.00. Determine discuss its shape. - Linear Equation
1. Group yourselves into 9 how many of each kind Or  Check the assignment in two variables,
or 11 members. of pens Jessa can buy for and
2. Form a line facing your ₱75.00. The World’s Slowest Fish - Slope.
classmates. Use the equation (P&P p.158)
3. Assign integers which 15x+5y=75, write as A sea horse moves
are arranged from least y=15 – 3x. around the ocean at just
to greatest to each group 1. Complete the table to 15 meters per hour. At
member from left to find how many of each this rate, how far will the
right. kind of pens Jessa can sea horse be able to travel
4. Assign zero to the group buy for ₱75.00. in 2 hours? 3 hours? 4
member at the middle. hours? 5 hours?
5. Recite the number
assigned to you.

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 6. Bow as you recite and
when the last member is
done reciting, all of you
bow together and say
Bowowow! For situations like
this, it is often helpful to
2. On a coordinate plane, calculate a rate of
graph the ordered pairs increase (called rate of
(x, y). Then connect change). It is found by
the points. getting the slope of the
3. Interpret (0, 15) in the line of the equation
table.
B. Establishing a purpose for the Tell the students that as To learn and understand Tell the students that To learn and Motivate the students
lesson they go through the lesson, the key concepts of learning the key understand the to get 100% correct
they have to think of this linear equations in two concepts of slope or concepts on finding items in the test.
key question. WHEN IS A variables. steepness of a line will the slope of a
COORDINATE SYSTEM enable them to easily line given an equation. Inculcate the value of
USED IN REAL LIFE? understand the next honesty.
lesson.
C. Presenting examples/Instances Work on the activity/ies in The equation 15x+5y=75 Present the definition of a Two forms of Linear Administer the test.
of the new lesson the LM contains x and y. This slope of a line. Equations.
Activity 5 “Meet Me at type of equation with two The slope m of a line is Standard Form:
Thirdy’s Residence” different variables is the ratio of the change Ax + By = C,
page 125 called a linear equation in the y-coordinates to where A, B, and C ∈ R ,
- Plotting of points in two variables. the corresponding A and B not both 0.
change in the x- −A
Activity 6 “ Human Slope m =
Definition: coordinates. B
Rectangular Coordinate A linear equation in rise
m=
System” page 125 two variables is an run Slope-Intercept Form:
- Parts of Rectangular equation that can be y=mx+b ,
vertical change
Coordinate System written in the standard ¿ where m is the slope
horizontal change and b is the y-intercept,
form Ax + By = C.
Activity 7 “ Parts of the change∈ y−coordinate m and b ϵ ℜ.
¿
Building” p. 126 Solutions of a linear change i n x−coordinate
- Naming of points equation are ordered
pairs that make the The slope of a line
equation true. passing through two
points P1 (x 1 , y 1) and

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 P2 ( x 2 , y 2 ) is given by
y 2− y 1
m= or
x 2−x 1
y 1− y 2
m= where x 1 ≠ x 2
x 1−x 2
.

D. Discussing new concepts and Define and illustrate the Determine whether or Determine the slope of Discuss how to find the
practicing new skills # 1 parts of the Rectangular not each equation is a each line. slope of each line and
Coordinate System. linear equation in two identify which of the
variables. If so, identify lines is vertical or
Discuss how to name the A, B, and C. horizontal.
coordinates and location of a. 5x = 10 + 3y 1) y=x −1
the point. b. y = 4x + 9 2
- Activity 8 “Objects’ 2) y= x +2
c. 3x2 – y = 9 3
Position” LM p. 128 5 3) y=−2 x +5
d. + y=8
x 4) 5x – y = 7
Discuss how to plot each e. xy=10 5) x = 9
point on a coordinate plane. 6) 6y + 7 = 0
a) (4, 3) Solution: Solution:
b) (-3, 2) 2
a. Standard form a. m = (m>0) Answer:
c) (-5, -4) 5x – 3y = 10 3 1. m = 1
d) (6,-3) (LE) A=5, B= –3, C=10 −3 2. m = 2/3
b. m = (m<0)
b. Standard form 4 3. m = -2
–4y + y=9 or 4x – y= -9 0 4. m = 5
c. m = =0
(LE) A=4, B= –1, C=-9 3 5. m is undefined
c. The exponent of x is 2, 3 (vertical line)
d. m = =¿
this is not a LE. 0 6. m is zero
d. Not a LE because a undefined (horizontal line)
variable appears in Note:
the denominator of a 1. The graph in a is
fraction. increasing from left to
e. Not a LE because the right, slope is positive.
two variables are part 2. The graph in b is
of the same term. decreasing from left to
right, slope is negative
3. The graph in c is a
horizontal line and has
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 a slope of 0.
4. The graph in d is a
vertical line and its
slope is undefined.

E. Discussing new concepts and Discuss on how to Discuss on how to find

practicing new skills # 2 determine if the given the slope of the line that
ordered pair is a solution passes through;
of x + 3y = 8. a. (4, 5) and (2, 1)
a. (2, 2) b. (-3, 4) and (1, -2)
b. (– 1, 3) c. (-4, 3) , (-4, 1)
c. (– 2, – 2)
y 2− y 1
Answer: Formula: m=
x 2−x 1
a. Solution Using the two methods
b. Solution Method 1
c. Not a solution Let (4, 5) = ¿, y 1) and
(2, 1) = ¿, y 2)
Method 2
Let (2, 1) = ¿, y 1) and
(4, 5) = ¿, y 2)
It does not matter which
ordered pair is selected
as ¿, y 1).
F. Developing mastery For naming of points Determine whether or * Determine the slope Determine the slope of
(leads to Formative Assessment ) - Answer Exercise 3, not each equation is a of each line each line, if any.
LM p. 129 or Exercise linear equation in two Identify which of the
4, p. 130 variables. If so, identify lines is vertical or
A, B, and C. horizontal.
For plotting of points a. 2x = 5 + y a. b. 1) y=4 x
- Answer Exercise 5, b. y = 5x + 3 3
LM p. 131 2) y= x−1
c. 4x2 – 9 = y 4
5 3) y=−9
d. y−3= c. d.
x 3
4) 8y + = 0
e. xy=7 5
or 5) 6x – y – 23
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 Determine if the given Answer Exercise 6 on
ordered pair is a solution page 184, LM
of x + 4y = 7.
a. (3, 1)
b. (– 1, 2)
c. (2, – 1)  Find the slope of the
or line containing each
Complete the following pair of points.
ordered pairs so that they 1) (-2, 1) and (4, 6)
are solutions to the 2) (-1, 5) and (2, 5)
equation 2x – y = 4.
a. ( ___, 0)
b. ( -1, ___ )
c. ( ½ , ___ )

G. Finding practical application In their respective groups, Many things in life Find any inclined object There is a strong
of concepts and skills in daily pose a situation where operate like a linear or location that you positive relationship
living Rectangular Coordinate equation in two could see in the school between the strength of
System can be used in real variables where certain and then determine its a nation and a people’s
life. inputs result in particular steepness. attitude towards it. As
Or outputs. By investing in (Activity 9 “Steep Up!”, Salvador H. Laurel puts
As a journal entry, let friendships, we reap LM page 186 it, ”A nation is only a
them do Reflect 1 activity. happiness. By working strong as its people’s
Process the question: Is hard, we reap success. pride in their country.”
there a liability in your life Can you cite other What other situations
that you could turn into an examples in life that in real life have strong
asset? What is it? Ask appear to be linearly positive relationship?
volunteers to share what related? P&P, page 165
they have written. P&P, page 146

H. Making generalizations and How did you plot a point? When is an equation How would you How would you find
abstractions about the lesson To graph or plot a point called a linear equation in illustrate the slope of a for the slope of a line
given its coordinates: two variables? line? given an equation?
1. Begin at the origin (0, 0), When it contains two The value of the slope
move to the right or left different variables and m tells the trend of the The slope of the line
along the x-axis using the defined by
can be written in the graph.
number indicated by the y=mx+b
form Ax + By = C.  If m is positive, then
absolute value of the first
coordinate. the graph is is the value of m.

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2. From that position on the x- How will you determine increasing from left to Ax + By = C,
axis, move up or down if an ordered pair is a right. −A
using the number indicated Slope m =
solution of a linear  If m is negative, then B
by the absolute value of the equation in two variables? the graph is decreasing
second coordinate. m = 0, horizontal line
An ordered pair is a from let to right.
3. Draw a dot to represent the
solution of a linear  If m is zero, then the m is undefined, vertical
point described by the
coordinates. equation if it makes the graph is a horizontal line
How did you name/identify equation true. line.
the coordinates of a point?  If m is undefined, then
Identifying the Coordinates the graph is a vertical
of a Point line.
To determine the
coordinates of a given point How will you find for
in the rectangular system: the slope of the line
1. Draw a vertical line given a graph?
passing through the point Slope is obtained by
and the x-axis. The
finding the ratio of the
number associated to the
point on the x-axis is the change in y (vertical
first coordinate. rise) to the change in x
2. Draw a horizontal line (horizontal run).
passing through the point
and the y-axis. The How will you find for
number associated to the the slope of the line
point on the y-axis is the passing through two
second coordinate. points?
y 2− y 1
m= or
x 2−x 1
y 1− y 2
m=
x 1−x 2

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I. Evaluating learning A. Complete each Which of the following a. Which line shown Find the slope of each
statement with the are linear equations in line.
correct word or phrase. two variables? If not, 1) y=2 x−5
(See questions written state the reason. 2) y=−3 x +7
below) 1. 4x + 3y = 2x – 5 3) y=x +6
2. 3x = 6xy – 4 1
B. Find the coordinates of 4) y= x−8
3. 5(x + 3) = 10y – 2x 4
the points P, I, N, O, Y, 4. 28y + 4 = 3y2 2 1
and S. 1 b. has a positive slope? 5) y= x −
3 2
5. 4x = c. has a negative slope?
3y
d. has an undefined 1) 2 x− y=5
Determine whether the slope? 2) 7 x−3 y−10=0
given ordered pair is a e. has zero slope? 1 1
solution of the given f. is the steepest? 3) x+ y −8=0
2 4
equation. 4) x=8
1. y = 3x + 4 ; (2, 10) g. Find the slope of a 5) 2y + 1 =0
2. 5x + 4y = 8; (4, –3) straight line that
3. 7x – 4y = 13; (3, 2) passes through the
4. 2x – 3y = 8; (-3, -8) given pair of points,
C. Plot the following points 5. x – 6y = 18; (0, -3) if possible.
on the coordinate plane. h. (3, 4) , (1, 2)
1. F(6, 4) i. (-6, 0) , (5, -3)
2. A(3, -3) j. (7, 2) , (-1, 2)
3. C(-10, -3) k. (-5, 3) , (-5, 1)
4. E(3, 0)
1. Additional activities for Assignment Assignment: Assignment:
application or remediation For the uses of the Write each linear Activity 11, LM p. 191
Rectangular Coordinate equation in standard
System, perform one of the form.
tasks in the LM; 1. 3x – 4y = 8 – 4x
- Activity 11 2. 5(x – y) = 3x + 2y
“Coordinart” p. 134 3. 3x – 7 + 8y = 9 – 3y
- Activity 13 4. 3y –5 + 4(x – y) = 6x
“Coordinart Making” x y 1
5. − − =0
p. 135 3 4 2
- Activity 14
“Constellation Art” p.
136
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 a. REMARKS

b. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs
to be done to help the students learn? Identify what help 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% in the evaluation
B. No. of learners who require
additional activities for
remediation who scored below
80%
C. Did the remedial lessons
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?
This material has been formulated for the benefit of the teachers and learners as reference to ease preparation of learning plan, yet you are given the right to make some modification as
needed but not the competencies. Thank you!

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Complete each statement with the correct word or phrase.
1. The point with coordinates (-5, 3) can be graphed on the Cartesian coordinate system.
2. The coordinates of the origin is (0, 0).
3. The vertical axis of the Cartesian plane is also called the y-axis.
4. The pair of numbers (2, 4) is called a/an ordered pair.
5. In the ordered pair (7, -8), the -8 is called the y-coordinate or ordinate.
6. The x-coordinate is also called the abscissa.
7. The four regions formed by the coordinate axes are called the quadrants.
8. The intersection of the coordinate axes is called the origin.
9. To plot the point with coordinates (4, -6), start at the origin and move 4 units to the right and then move 6 units downward.
10. To plot the point with coordinates (-5, 3), start at the origin and move 5 unit to the left and then move 3 units upward.

REFLECTION
1) Sometimes the same thing that makes one-person bitter makes another better. Rene Descartes, being sickly, could have resigned himself to a less remarkable, even
miserable life. Instead, he used those times in his sick bed to reflect on life and mathematical relationships, thereby making some of the most profound discoveries
in mathematics.
Reflect on your life. Is there a “liability” in your life that you could turn into an asset? What is it? P&P, page 141

2) Have you noticed how the computer and television have taken our time away from doing physical exercise every day?
Consider this: We squander Health in search of Wealth
We Toil, we sweat, we Save
Then squander our Wealth in search of Health
And only find the Grave. P&P, page 162

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