School Grade Level 8

GRADE 8
DAILY LESSON LOG Teacher Learning Area MATHEMATICS
Teaching Dates and Time Quarter First

Session 1 Session 2 Session 3 Session 4

I. OBJECTIVES
1. Content Demonstrates understanding of key concept of linear equation.
Standards
2. Performance Learner is able to formulate real life problems involving linear equation.
Standards
3. Learning Illustrate the slope of a line.
Find the slope of a line given Writes the linear equation in Graphs a linear equation
Competencies two points, equation and the form Ax + By = C in the given (a) any two points;
(MBAL-Ie-4) graph. form y = mx + b. (b) the x – and y –
M8AL-Ie-5 M8AL-If-1 intercepts; (c) the slope
a. Illustrate the slope of a and a point on the line.
line. a. Recall the slope-y a. Recall the slope-y M8AL-If-2
b. Differentiate positive and intercept form of equation of intercept form of equation of
a line. a line. a. Recall point plotting in a
negative slope. undefined
b. Write the linear equation b. Write the linear equation Cartesian Plane.
and zero slope of a line. in the form Ax + By = C and in the form Ax + By = C and b. Draw a line between two
c. Appreciate the concept of vice versa. vice versa. points.
slope in real life situation. Appreciate the concept of c. Appreciate the concept of c. Evaluate the
slope in real life situation. slope in real life situation. characteristic of a line

II. CONTENT
Slope of a Line Slope of a Line Equation of a Line Intercept of a Line

III. LEARNING
RESOURCES
A. References
1. Teacher’s
Guide p. 144-151 p. 152-163 p. 164-167 p. 170-176
 2. Learner’s
p. 183-186 p. 183-190 p. 183-190
Materials
3. Textbook C.M. De Leon and J.G.
Bernabe, Elementary
Algebra Textbook for first
year p. 153
4. Additional http://lrmds.deped.gov.ph/. ttp://lrmds.deped.gov.ph/.
Materials
from Learning
Resource
(LR) portal
B. Other Learning Grade 8 LCTG by DepEd LED TV, Laptop, Grade 8 LCTG by DepEd
Grade 8 LCTG by DepEd
Resources Cavite Mathematics 2016, Cavite
Cavite 2016
Laptop, LED TV, Powerpoint
IV. PROCEDURES
A. Reviewing previous Optimism and Pessimism Tagaytay is known for its Give the coordinates of
lesson or (Ask your seatmate). cool weather . hotels. each point.
presenting the new Power point presentation restaurants coffee shops and
lesson Direction: Write the
Optimism - a feeling or belief scenic spots like the Taal equation of a line in the
that good things will happen in Volcano , suppose we want form of slope and y intercept.
the future: a feeling or belief to find the steepness of the Slope y intercept Equation
that what you hope for will volcano , what are we going
to do? m=6 (0,10) (e.g.)
happen.
y=6x+10
Pessimism - a feeling or belief
m=2 (0,2)
that bad things will happen in
m=9 (0,-18)
the future: a feeling or belief
that what you hope for will not m=-1 (0,-1)
happen. Meriam Webster
android application.
B. Establishing a Try to answer the following: Write YES if the equation is Plot the following points in
purpose for the in slope-y intercept form and a Cartesian Plane.
lesson 1. 5 - 3 = NO if not. 1. (3,2)
2. 3 -5 = 2. (2,3)
3. -5 - 3 = 1. x + 3y = 8 3. (-4,-3)
4. 5 - (-3) = 2. 15x + 5y = 75 4. (-3,-4)
5. -5 - (-3) = 3. y = 3x + 4 5. (1,-3)
4. 5x + 4y = 8
Who want to go to the top of
5. y = 3x – 3
the mountain? Is it the
6. 3x – y = - 2
optimistic or the pessimistic
7. y = -x + 8
person?
8. y = -2/3 x + 6
Optimistic (climbing up) - who
9. x - 2y = - 6
wanted to go top and see
10. 3x – 6y = 18
things above.
Pessimistic (going down) -
who want to go down because
something might happen bad
on the top.

In mathematics which is
positive or negative?
Optimistic person who wanted
to go up or the pessimistic
who wanted to go down?

Optimism - Positive
Pessimistic - Negative
C. Presenting Teaching Modeling We can graph a linear
examples/ equation given two points
instances of the If A , B and C are constants by connecting each point.
lesson and A and B are not both 0, Take note that a line must
then the graph of any have arrow heads on each
equation of the form Ax + end.
By = C is a straight line. If B
≠ 0 it can be solved for y
as follows

Given two points

Example: (5,0) and (0,5)

50 5
  1
05 5
If we choose the variable m
Example #2: (-3,-1) and (- to represent
5,2) −A/B and the variable b to
2  (1) 5 5 represent C/B, these
  equation takes the form y =
 5  (3)  2 2
mx + b, wherein m is the
Given the slope and y slope and b is the y-
intercept form intercept
y mx+b, where m is the
=
slope of the line. Example
Example: y=-x+5, -1 is the
slope
Example # 2: y = 5x + 3; 5 is
Meet mr. Piggy the slope.
D. Discussing new Plot and Connect. By Pair Developmental Activity Plot the following points
concepts and Find the slope of a line. Change the equation in and connect to form a
practicing new skills Make 4 Cartesian Plane on Given two points Standard Form or to Slope-y graph.
#1 your graphing notebook with 1. (-2,3) and (-4,6) intercept form. 1. (2,-3) and (-3,5)
highest x and y value of 5 and 2. (1,-4) and (-1,-4) Given Standard 2. Slope
(-2,3) and
y- (3,-5)
lowest value of -5, then graph (2,1) and (4,2) form (-4,3) and (4,3)
intercept
the following points and form
connect to form a line. 4x + 5y – 20=
0
Cartesian Plane1. 3/5x = y + 12
(-1,0) (1,2) (3,4) 7x + 5y + 42
=0
Cartesian Plane 2.
(-4,3) (-2,1) (1,-1)

Cartesian Plane 3.
(-2,2) (0,2) (4,1)

Cartesian Plane 4.
(3,-2) (3,0) (3,4)

Is there a slope or steepness

of a line formed in each
cartesian plane?
E. Discussing new Find the slope of a line. (Help students with this 1. Did everyone put arrow
If we look at each line from
concepts and guide question while heads on each graph?
left to right, what can we say Given a Graph of a line.
practicing new skills checking the previous 2. Any difficulty from
about each slope?
#2 activity). previous activity?
1.How did you find the 3. Consider wrong each
Cartesian Plane 1 - (Rises
activity? graph when the line is not
from left to right)
2. How can you rewrite the straight.
Cartesian Plane 2 - (Goes
equations in the form Ax +
down from left to right).
By = C
Cartesian Plane 3 - (neither
3. How can you rewrite
rise nor goes down).
equations in y = mx+b
 Cartesian Plane 4 - (cannot
be determined or undefined)

F. Developing mastery Give Me

(Leads to Formative Label each Cartesian Plane Complete the table below. Direction: The facilitator
Find the slope of a line.
Assessment 3) with Positive slope, negative will give characteristic of a
Given the slope intercept Slope and Standard
slope, zero slope or undefined slope and the learner will
form equation.Take note that y intercept form
slope. give 2 points that will
there must no numerical form satisfy the given
coefficient for y (or 1 only). 2x + y = 5 characteristic.
1. y=-2x+5
y = -4x + 2 a. Negative Slope
2. y=x+4
4x - 2y = 0 b. Positive Slope
2y=6x+4
y = -3/4x - 1 c. Undefined Slope
d. Zero Slope
G. Finding practical Express the following in Soldier are known for
applications of Meet Mr. Piggy who run going Standard Form to Y-Form using coordinates for their
concepts and skills to the right. and vice versa by matching location.
in daily living the equations with the “Much Enemy at (-4,4)
Awaited Festival in Cavite” to Battalion 1 at (2,1)
its municipality. Reinforcement Battalion at
(-4,-4)
Column A Consider the soldiers and
their enemy is facing at the
positive side of y axis.

Should battalion 1 keep on

moving ahead or should
they go back? Why or why
not?

Choose a partner and ask

your partner where did he
want to go in Cavite and
why. Find the slope of each
municipality where you and
your partner did wanted to
go (find another partner if
you had the same
municipality)
 Column B

H. Making Generalization: Generalization: Generalization:

generalizations and If the lines rises to the right ,
The steepness of a line can A linear equation in two
abstractions about the trend of the slope is be measured by the ratio of variables is an equation that
the lesson positive and if the lines rises
the change in the vertical can be written in standard
to the left the slope is distance to the change of the form Ax + By = C where A ,
negative, if it forms a vertical
horizontal distance, between B or C are real numbers ,
line it has an undefined slope,
any two points on the line. and A and B are both
if it forms a horizontal line it
This numerical value is nonzero. An equation takes
has a zero slope. called the slope of a line the form y = mx + b, wherein
denoted by m m is the slope and b is the y-
Graph are formed when we
Meet mr. Right or slope man. intercept.
connect two distinct points
Mr. Right because he can
in a cartesian plane.
only walk sideways and on his
right only.
 If the lines rises to the
right , the trend of the slope
is positive and if the lines
rises to the left the slope is
negative, if it forms a vertical
line it has an undefined
slope, if it forms a horizontal
line it has a zero slope.

I. Evaluating learning Direction: Rewrite the

Direction: number your paper Find the slope of a line given following equations in the
from 1 to 5 and determine
whether each illustration of
the slope is positive, negative,
zero undefined.
1.
2.
two points, equation and form Ax + By = C to y = Direction: Write the
graph. mx + b and vice versa. characteristic of the slope
of the graph formed by the
1. 2x + y = 13 given two points. Positive,
2. y = 3x – 3 Negative, Zero Slope or
3. 5x + 3y = 30 Undefined.
4. 5x – 4y = - 16 1. (2,0) and (4,3)
5. y = -x + 8 2. (0,4) and (3,-3)
3. (5,-2) and (5,4)
4. (-2,5) and (4,5)
5. (2017, 1989) and (-
1989, -2017)
3

3. y=-x+5
4. ( 3, 2 ) ( 10, 10 )
(6, 2 ) ( 4 , 1 )

4.

5.
 J. Additional activities Assignment: Rewrite the
To stay optimistic or positive
for application or following equations in the Assignment:
Do it RIGHT. Always look into we must.
remediation form Ax + By = C to y = Bring the following;
heaven and Pray to God to Show
mx + b and vice versa. a.Ruler
stay positive. Love
b.Graphing Paper
Read and say something On our
1. 3x – 6y = 18 c.Pencil
about the quotes. Parents
2. y = 4x - 15 d.Color
Everyday
V. REMARKS

VI. REFLECTION
1. No.of learners who
earned 80% on the
formative
assessment
2. No.of learners who
require additional
activities for
remediation.
3. Did the remedial
lessons work? No.of
learners who have
caught up with the
lesson.
4. No.of learners who
continue to require
remediation
5. Which of my
teaching strategies
worked well? Why
did these work?
6. What difficulties did I
encounter which my
principal or
 supervisor can help
me solve?
7. What innovation or
localized materials
did I use/discover
which I wish to share
with other teachers?