School DRGMNHS Quarter 1

Grade Level 8 Date 10/02/24

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. Identify the three methods of graphing a linear equation;
2. Graph a linear equation given any two points, x- and y-intercepts, the
slope and a point; and
3. Select any method in graphing linear equations in dealing with real life
problems.
II. CONTENT Graphing a Linear Equation Given
(a)Any Two Points;
(b)the x- and y – Intercepts;
(c) the Slope and a Point on the Line
III. LEARNING CO_Q1_mathematics Module 10pp. 7-10
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

How do we rewrite linear equation in standard

In rewriting standard form of a
form into slope- intercept form?
Linear equation to slope
 intercept form, let us isolate the
variable y in the left side of the
equation.
What steps do we need to follow in rewriting linear To write slope intercept form y
equations in slope-intercept form into standard = mx + b to standard form Ax
form? A
+By = C, let m = collect all
B
terms on the left side of the
equation and multiply by the
denominator B to get rid of the
fraction.

II. Motivation
Activity 3: Graph Me!
Group 1. Plot the ordered pairs (-2, 3) and (3, 3) on
the Cartesian Plane. Draw a line that passes
through these points and label it.

Group 2. Plot the ordered pairs (2, 4) and (2, -2) on

the Cartesian Plane. Draw a line that passes
through these points and label it.

During the Lesson

A. Presenting How many points do you need to create a line? To draw a line we need two
Instances of points.
the new lesson

B. Discussion Today we will going to discuss Graphing a Linear

Equation Given
(a) Any Two Points;
(b) the x- and y –Intercepts;
(c) the Slope and a Point on the Line
How can we write a linear equation? A linear equation in two
variables can be written either
in the form Ax + By = C or y =
mx + b where A, B, and C are
real numbers, and A and B are
not equal to zero.

Graphing linear equations can be done using any

of the three methods. 1. Using any two points on the
line
2. Using x and y- intercepts
3. Using the slope and a point
Using any two points on the line
Example 1
Graph the linear equation y = 2x – 3.
You may assign any two arbitrary values of x, say By substitution,
0 and 1, and then solve for the corresponding
y = 2x – 3
value of y.
x=0
y = 2(0) – 3
y=0–3
y = −3
(0, −3)
When x = 1
y = 2x – 3
y = 2(1) – 3
y=2–3
y = −1
(1, −1)

The solution shown above implies that if x = 0,

then y = −3. Also, if x = 1, then y = −1. Thus, the
ordered pairs are (0, −3) and (1, −1), respectively.
This means that the line passes through these
points.
Plot these points and draw a line through them.

Let’s have another example

Graph the linear equation y = 3x – 4

You may assign any two arbitrary values of x, say
1 and 2, and then solve for the corresponding
By substitution,
value of y.
y = 3x – 4
x=1
y = 2(1) – 4
y=2–4
y = -2

When x = 2
y = 3x – 4
y = 2(2) – 4
y = 4– 4
y=0

The solution shown above implies that if x = 1,

then y = -2. Also, if x = 2, then y = 0. Thus, the
ordered pairs are (1, −2) and (2, 0), respectively.
This means that the line passes through these
points.

Using x and y-intercept

Another way of graphing a linear equation in two
variables 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). So, the intercepts are enough to draw the graph
of a linear equation.
NOTE: The x-intercept is the abscissa of the point
where the graph or line crosses the x-axis. This
implies that the point is on the x − axis then the
ordinate is 0, (x, 0). Similarly, since the y-intercept
is the ordinate of the point where the graph or line
crosses the y-axis, this implies that the point is on
the y-axis, hence, the abscissa is 0, (0, y).

Example 2 Solution:
Graph the linear equation y = 2x − 3.
To find the x-intercept of a line given its equation,
let y = 0, then solve for x.
To find the y-intercept, let x = 0, then solve for y. Letting y = 0,
y = 2x − 3
Substitute y by 0 0 = 2x − 3
0 + (−2x) = 2x − 3 + (−2x)
Apply Inverse Property for Addition
0 − 2x = 2x − 3 − 2x
Apply Distributive Property
0 − 2x = 2x − 2x – 3
Apply Commutative Property
0 − 2x = (2x − 2x) – 3
Apply Associative Property for Addition
0 − 2x = 0 − 3
Simplify the equation
−2x = −3
Apply Associative Property for Addition
1 1
Apply Inverse Property for Multiplication ( ¿−2x = −3( ¿−
2 2
Simplify
3
−x = -
2
Apply Multiplication Property
−3
(−1)(−x) = (−1)( )
2
3
x=
2
Hence, the x -intercept is In
3
symbol, a =
2
Then the point in the x - axis is
3
( , o ).
2

To find the y-intercept, let x =

0, then solve for y.
Letting x = 0,
y = 2x − 3 becomes;
 y = 2(0) − 3 Substitution
y = 0 − 3 Identity Property for
Addition
y = −3

Hence, the y-intercept is −3. In

symbol, b = −3. The point in the
y-axis is (0, −3).

3
Now, plot the x and y-intercepts, and then draw a The x-intercept a= ,while the
2
line that passes through them.
y-intercept b = -3.

Let’s have an Example

Given the equation x + y = −4. If you let x=0, what
is the value of y? On the other hand, if you let y=0,
what is the value of x? Plot these two points on a If x = 0 If y=0,
Cartesian Plane. Draw a line that passes through x + y = −4 x + y = −4
these points and label it 0 + y = −4 x + 0 = −4
y = −4 x = −4
(0, −4) (−4,0)

What do we call (-4, 0) and (0,-4)?

What conclusion can you make to find the value of (-4,0) is the x-intercept and (0,-
the x- and y- intercepts? 4) is the y-intercept.
To find the x-intercept using the
equation, let y be equal to zero.
To find the y-intercept, let x be
equal to zero.
 Why do we need to find the x- and y- intercepts?
The x- and y- intercepts will be
our points on the graph to make
a line.
Using Slope and One Point
Graphing linear equation can also be done using
the slope and one point.

Example
Graph the line whose slope is 2 and contains the Solution:
point (−1, −5). 1. Plot the given point. (−1, −5)
2. Use the slope formula
rise
m= to identify the rise and
run
the run.
The slope of the line is 2 which
2
is equal to
1
Note: If the slope is positive, the
graph moves upward; if the
slope is negative, the graph
moves downward.
3. Starting at the given point
(−1, −5), count out the rise
(2units up) and run
(1 unit to the right) to mark the
second point. (Note that the
slope is positive)
4. Draw a line passing the
points.

C. Application Activity 1: Using Two Points, x and y intercept,

slope and one point
Graph each linear equation use the three methods
 of graphing linear equation.
1 2
1. (0, ) and (2, )
2 3
2. a = 4 and b = 2
3. (2, 1) and m = 3
D. Generalizatio What are the three methods of graphing linear 1. Using any two points on the
n equations? line
2. Using x and y- intercepts
3. Using the slope and a point
After the Lesson
H. Evaluation Activity 1:
Graph each linear equation that passes through the
given pair of points. Use graph paper.

1. (2,3) and (5, 6)

2. (-1, 2) and (5, 0)
3. a = -2 and b = 3
4. (5, 4) m = 3
5. (3, 1) and m = 2
I. Assignment Graph each linear equation using the three methods
of graphing linear equation.
1. (-5, -3) and (-3, 5)
2. a = 1 and b = 3
3. (-1, 4) and m = -1
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