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    DLP Math-8 - Q1 Performance-Task

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    Johnlloyd Homeres

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    DLP Math-8 - Q1 Performance-Task

    Uploaded by

    Johnlloyd Homeres
    14 views4 pages

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    DLP_Math-8_-Q1_Performance-task

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    14 views4 pages

    DLP Math-8 - Q1 Performance-Task

    Uploaded by

    Johnlloyd Homeres

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    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
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    School DRGMNHS Quarter 1

    Grade Level 8 Date 10/04/24


    Learning Areas MATHEMATICS Time Lotus - 7:25 - 8:10
    Water lily - 1: 00 – 1:45
    Hyacinth - 2:30 -3:15

    I. OBJECTIVES
    A. Content The learner demonstrates understanding of the key concept of rational algebraic
    Standard expression, linear equations and inequalities in two variables, systems of linear
    equations and inequalities in two variables and linear functions.
    B. Performance The learner is able to solve polynomials rational algebraic expression, linear
    Standard equations and inequalities in two variables, system of linear equations and
    inequalities in two variables and linear functions, and solve these problems
    accurately using a variety of strategies.
    C. Learning At the end of the session, the students will be able to:
    Competency
    1. translate word problems into linear equations;
    2. solve problems involving linear equations in two variables;
    and
    3. Apply the concepts of solving linear equations in dealing with real-life
    Problems.
    II. CONTENT Solving Problems involving Linear Equation in Two Variables
    III. LEARNING
    RESOURCES
    IV.
    PROCEDURES
    Before the Lesson
    Teacher Activity Student Activity
    A. Preliminar  Greetings
    ies  Opening Prayer
     Checking of Attendance

    I. Review of the Previous Lesson


    What is the five step of finding an equation of a Step 1. Identify the slope
    line? Step 2. Substitute the given
    values on the formula:
    Step 3. Simplify
    Step 4. Apply Distributive
    Property
    Step 5. Apply Addition
    Property

    1. Slope-Intercept Form
    What are the three formula of finding an
    equation of a line? y = mx + b
    2. Point-Slope Form
    y – y1 = m(x - x1)
    3. Two-Point Form
    y 2− y 1
    y− y 1= ( x−x 1 )
    x2− x1

    II. Motivation
    Write the Correct Equation!
    Directions: Translate the following verbal
    statements into mathematical equations.
    Write your answer on a separate sheet of paper.
    Let x represents a number.

    1. Twice a number is 6.
    2. Four added a number gives ten.
    3. If thrice a number is added to seven, the
    sum is ninety-eight.
    4. Twenty-five decreased by twice a number is
    twelve.
    5. The sum of a number x and 3 yields 25.
    6. The difference between thrice a number and
    nine is 100.
    During the Lesson
    A. Presenting 1. What are the common terms used to represent 1. is
    Instances of the “=” sign?
    the new lesson 2. +
    2. What symbol/s represent the word “sum”,
    3. What about “difference”? 3. –

    4. Is/are there any difficulty/ies in translating Answer mayvary


    verbal statement into mathematical equations?
    B. Discussion Today we will going to discuss solving problems
    involving linear equations in two variables
    Applications of Linear Equation in Two
    Let us recall that a solution of
    Variables
    an equation in two variables x
    and y is any ordered pair (x, y)
    that makes the equation true. To
    determine whether an ordered
    pair (x, y) is a solution of an
    equation, we will just substitute
    the values of x and y into the
    equation. On the other hand,
    equations in two variables
    usually have infinitely many
    solutions.
    Students will answer the Performance task on the
    following lessons.
    1. Slope of a line
    2. Writing the linear Equation Ax + By = C in the
    form y = mx + b and vice versa
    3. Graphing linear equations
    4. Describing the graph of a linear equations

    (See attached file)


    C. Discussion Students will answer the Performance task on the
    following lessons.
    5. Slope of a line
    6. Writing the linear Equation Ax + By = C in the
    form y = mx + b and vice versa
    7. Graphing linear equations
    8. Describing the graph of a linear equations

    (See attached file)


    D. Application
    E. Generalizatio
    n
    After the Lesson
    H. Evaluation Checking of the Performance task.
    I. Assignment

    J. Remarks
    K. Reflection
    a. No. of learners
    who earned
    80% on the
    formative
    assessment.
    b. No. of learners
    who require
    additional
    activities for
    remediation.
    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 this
    work?
    f. What
    difficulties did
    I encounter
    which my
    principal or
    supervisor can
    help me solve?

    Prepared by: Checked by:


    JOHN LLOYD HOMERES JONALYN G. LEAÑO
    BSEd Student-Teacher Cooperating Teacher
    ISPSC – Main

    Reviewed by: Approved by:

    JUSTINE G. VALLEJOS ANNALYN G. GALANTO


    Head Teacher III School Principal IV

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