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QUARTER I
Week 8 – Day 3

Subject: MATH Grade Level: 8

Date:
Session: 2
__________________
Demonstrates understanding of key concepts of factors of
polynomials, rational algebraic expressions, linear equations
Content Standard
and inequalities in two variables, systems of linear equations
and inequalities in two variables and linear functions.
Is able to formulate real-life problems involving factors of
polynomials, rational algebraic expressions, linear equations
Performance
and inequalities in two variables, systems of linear equations
Standard
and inequalities in two variables and linear functions, and
solve these problems accurately using a variety of strategies.
Competency 17: Graphs a system of linear equations in two
Competency
variables. (M8AL-Ih-3)
I. OBJECTIVES
Knowledge:  Describes the graph of systems of linear equations in two
variables.

Skills:  Draws the graph of systems of linear equations in two

variables.

Attitude:  Appreciates the importance of knowing the solution of

systems of linear equations in two variables.
SYSTEMS OF LINEAR EQUATIONS IN TWO
II. CONTENT
VARIABLES AND THEIR GRAPHS

III. LEARNING RESOURCES

A. References
1. Teacher’s Teacher’s Guide (TG) in Mathematics 8, 286-288
Guide Pages
2. Learner’s Learner’s Module (LM) in Math 8, pp. 254 - 260
Materials
Pages
3. Textbook Intermediate Algebra for Second Year, pp. 12-13.
Pages Distance Learning Module, Mathematics 2. pp. 9 – 18.
4. Additional Moving Ahead With Mathematics II, 1999. P 55*
Materials Graphing Board, Meterstick, Ruler
5. Learning Adobe Reader of Distance Learning Module
Resources
(LR) portal
B. Other Learning https: //www.google.com

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Resources
IV. PROCEDURES
A. Reviewing or ACTIVITY: Exploration
presenting the
new lesson Note to the Teacher:
 Review on graphing linear equations.
- Students will be given an equation/s in two variables.
 Writing the slope-intercept form of linear equations.
-Identify the slope and the y-intercept of:
3
a. y = -x + 3 c. y= - + 4
2
b. 2x – 2y = 4 d. 2x – 3y = 14
rise
* Let them explain the .
run
B. Establishing a
purpose for the 1. Group the students into 3.
lesson 2. Each group will be given 1 system of equation/s.
3. Every group will have to discuss their answer/s in front

Note: Lead the students to the concept of “systems of linear

equations.”

C. Presenting ACTIVITY: SYSTEMS OF LINEAR EQUATIONS IN

examples of the TWO VARIABLES BY GRAPHING
new lesson
Two or more equations such as x + y = 10 and x – y = 2 form a
system of linear equations. To solve such a system, we find the
ordered pair that makes both equations true. To solve a system
of linear equations graphically, graph each equation on the
same set of coordinate axes. For two lines that intersect at a
point, the coordinates of that point are the solution of the
system.
Graph: x + y = 10
x–y=2
- You can form table of values then graph.
- Graph the result (see table of values)
- Guided questions will follow
a. did the graph intersect? If yes, then what is the point of
intersection.
b. check the solution (known as the point of intersection)
D. Discussing new The teacher discusses the systems of linear equations in two
concepts and variables. Refer to the learners’ manual
practicing new a. Consistent system
skills #1 b. Inconsistent system
 Give 3 systems of equations

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E. Discussing new ACTIVITY: Solving systems of equation/s by GRAPHING

concepts and
practicing new Note: the class will be given 2 systems of linear equations for
skills #2 them to solve and graph.
a. x – y = 9 b. 3x + y = -7
1
2x + y = 5 y= x
2
F. Developing Mastery ACTIVITY: Group Activity
Consider the following examples: Graph each system on the
same set of coordinate axes.
a. 2x – y = 1 and 2x + y =3
b. -2x + y = -1 and -6x + 3y = 12
c. 4x + y = -2 and 8x + 2y = -4
Guided questions will follow.
G. Finding practical Identify one problem in real-life that demonstrates systems of
applications of linear equations in two variables.
concepts and Sample:
skills in daily In the recent achievement test Jose has 6 fewer
living mistakes than Maria. Twice the number Maria’s
mistakes is 5 more than three times the number
Jose has. How many mistakes does each have?
x–y=6
2x = 3y + 5
Support your answer.
H. Making Guide Questions for Generalization:
Generalizations To solve a system of linear equations
and abstractions graphically, graph each equation on the same set of
about the lesson coordinate axes. For two lines that intersect at a
point, the coordinates of that point are the solution
I. Evaluating Do the following:
learning A.
1. Describe the graphs and slopes of a system of equations
with no solution.
2. Describe the graphs, slopes and y – intercepts of a system of
equations with an infinite
number of solutions.
3. Describe the graphs of a system of equations that has one
solution.
4. What is the difference between consistent and inconsistent
systems of equations?
5. What do you mean when you say a system of equations is
dependent or independent?
B. Graph the following system and find the solution if any.
Determine whether the system is consistent or inconsistent.

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a. x + 2y = 7 b. y = - x - 1
y – 1 = 2x 4x – 3y = 24

J. Additional Let’s Check Your Understanding

Activities for Fill the blanks with the correct word or group of words that
application or will make the statement true.
remediation 1. The graphs of a system of equations with no solutions are
__________________.
2. A consistent system of linear equations has
______________ solution.
3. A system of linear equations in two variables which has an
infinite number if solutions is
called a/ an ________________ system.
4. The slope of parallel lines are _______________.
5. The graphs of a dependent system are
____________________ lines.
V. REMARKS

VI. REFLECTION
A. No. of learners A. __ No. Of learners who earned 80% in the evaluation
who earned 80% in
the evaluation
B. No. of learners B. __ No. Of learners who require additional activities for
who require remediation
additional activities
for remediation
C. Did the remedial C. Did the remedial lessons work? __ No. Of learners who
lessons work? No. have caught up the lesson.
of learners who have
caught up the lesson
D. No. of learners D. __ No. Of learners who continue to require remediation.
who continue to
require remediation
E. Which of my Strategies used that work well:
teaching strategies __ Group collaboration
worked well? Why __ Games
did these work? __ Powerpoint Presentation
__ Answering preliminary activities/exercises
__ Discussion
__ Case Method
__ Think-Pair-Share (TPS)
__ Rereading of Paragraphs/Poems/Stories
__ Differentiated Instruction
__ Role Playing/Drama
__ Discovery Method
__ Lecture Method

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Why?
__ Complete Ims
__ Availability of Materials
__ Pupil’s eagerness to learn
__ Group member’s Cooperation in doing their tasks
F. What difficulties __ Bullying among pupils
did I encounter __ Pupil’s behavior/attitude
which my principal __ Colorful Ims
and supervisor help __ Unavailable technology
me solve? Equipment (AVR/LCD)
__ Science/Computer/Internet Lab
__ Additional Clerical works
__ Reading Readiness
G. What innovation
or localized I
used/discover which
I wish to share with
other teacher?

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ATTACHMENT
Content: Solving Systems of Linear Equations Graphically

DISCUSSIONS:
The system of linear equations model many problems in agriculture, business,
engineering industry and Science. Most of these linear systems have single solution. A system
that has at least one solution is called consistent. If the system has only one solution, the
system is independent. This is illustrated in Example 1.
In Example 2 the lines do not intersect, so the system has no solution. A system with no
solution is called inconsistent. What have you noticed about the slopes of the lines? Let us
have some more examples y = -x + 6 and y = -x + 10 can you identify the slope of each
equation? How about this system : -2x + y = -1 and -6x + 3y = 12. What can you conclude
about the slopes of parallel lines?
In Example 3 when each equation is written in slope – intercept form, the equations are
identical. Every solution for one equation is also a solution for the other equation. The system
is consistent because the system has at least one solution. In fact, the system has infinite
solutions. The system is dependent because all the solutions are the same.

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SUPPLEMENTARY ACTIVITIES

Activity 1 ( Refer to PIZZAZZ ALGEBRA.pdf.p.161)

Title: What Were the Headlines After a Mad Scientist Trained to Eggs to
Attack a Candy Store With Sharp Sticks?

Note: The activities included here will be used only when needed.

State whether the system is

A. Consistent and Independent
B. Consistent and Dependent
C. Inconsistent

1. x – y = 4 2. 2x – y = 4 . 3x + 2y = 2 4. 5x + 2y – 3 = 0
x – 3y = 4 2x – y = -2 6x + 4y = - 3 10y + 25x = 15

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KEY ANSWER
Evaluating Learning:

A.

1. Describe the graphs and slopes of a system of equations with no solution.

- the graph does not intersect; graph is parallel
- equal slopes but different y-intercepts
2. Describe the graphs, slopes and y – intercepts of a system of equations with an infinite
number of solutions.
- The slopes are equal; y-intercepts are also equal; and their graphs coincide.
3. Describe the graphs of a system of equations that has one solution.
- The slopes are not equal; their y-intercepts maybe equal or not; and their
graphs intersect.
4. What is the difference between consistent and inconsistent systems of equations?
- Consistent is divided into two (dependent system-with infinite number of
solutions and independent system-with only one solution). While inconsistent
system has no solution.
5. What do you mean when you say a system of equations is dependent or independent?
- Dependent (graph that coincide)
- independent (graph that intersect at exactly one point)
B. Graph the following system and find the solution if any. Determine whether the
system is consistent or inconsistent.

a. x + 2y = 7 b. y = - x – 1

y – 1 = 2x 4x – 3y = 24

a. (1,3) b. (3,-4)

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A. SUPPLEMENTARY ACTIVITIES

Note: The activities included here will be used only when needed.

State whether the system is

A. Consistent and Independent
B. Consistent and Dependent
C. Inconsistent

1. x – y = 4 2. 2x – y = 4 3. 3x + 2y = 2 4. 5x + 2y – 3 = 0
x – 3y = 4 2x – y = -2 6x + 4y = - 3 10y + 25x = 15

Consistent and Independent Inconsistent Consistent and Dependent Consistent and Dependent

B. SUPPLEMENTARY ACTIVITIES

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Note: The activities included here will be used only when needed.

State whether the system is

A. Consistent and Independent
B. Consistent and Dependent
C. Inconsistent

1. Inconsistent 2. Consistent and Ind.

3. Con. and Dependent 4. Con. and Ind.

REFERENCES

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A. DepEd INSTRUCTIONAL MATERIALS:

Intermediate Algebra for Second Year, pp. 12-13.

Distance Learning Module, Mathematics 2. pp. 9 – 18.

B. INTERNET SOURCES:

www.google.ph.com.
Pizzazz Algebra

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