9

NATIONAL MATHEMATICS PROGRAM

Lesson Script in Mathematics

Quarter 1 Week 6
National Mathematics Program
Lesson Script in Mathematics
Quarter 1: Week 6
SY 2024-2025

This material is intended exclusively for the use of teachers in the implementation of the MATATAG K to 10 Curriculum. It aims to assist in delivering the curriculum
content, standards, and lesson competencies.

The Intellectual Property Code of the Philippines states that “No copyright shall subsist in any work of the Government of the Philippines. However, prior approval of the
government agency or office wherein the work is created shall be necessary for exploitation of such work for profit. Such agency or office may, among other things, impose as
a condition the payment of royalties.”

Borrowed materials (e.g., texts, illustrations, musical notations, photos, and other copyrightable, patentable contents) included in this learning resource are owned by their
respective copyright and intellectual property right holders. Where applicable, DepEd has sought permission from these owners specifically for the development and printing of
this learning resource. As such, using these materials in any form other than agreed framework requires another permission and/or licensing.

No part of this material, including its original and borrowed contents, may be reproduced in any form without written permission from the Department of Education.

Every care has been taken to ensure the accuracy of the information provided in this material. For inquiries or feedback, please call the Office of the Director of the Bureau of
Learning Delivery via telephone numbers (02) 8636-6540 and (02) 6540 or send an email to [email protected].

Published by the Department of Education

Development Team

Writer: Giovanni C. Lumakang, Bernardo M. Boloron, Veronica T. Delima, Marlon G. Tayug

Reviewers: Michael B. Dodongan, Donna Marie M Señedo, Arnulfo S. Masong, Arlene U. Lastimoso
Layout Artist: Althea L. Baguio, Russellier C. Matas

Management Team: Allan G. Farnazo Alona C. Uy Rommel R. Jandayan

Rebonfamil R. Baguio Niel Michael A. De Asis Ramel M. Pilo
Mary Jeanne B. Aldeguer Christine C. Bagacay Felix I. Antecristo
Herminia A. Bantiding Charlyn Y. Emata Ernie E. Agsaulio
Analiza C. Almazan

Herminia A. Bantiding Ernie E. Agsaulio

 LESSON SCRIPT IN NMP 9

Week 6 DAY 1
I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES
A. Content The learners demonstrate knowledge and understanding of
Standards ● graphs of linear functions, and the identification of domain and range, slope, intercepts, and zeros.
B. Performance By the end of the quarter, the learners are able to:
Standards ● graph a linear function and identify the domain and range, intercepts, slope, and zeros.
C. Learning ● graph a linear function and determine its: a. domain, b. range, c. intercepts, and d. slope.
Competencies
D. Learning At the end of the lesson, the learners are able to:
Objectives ● graph a linear function using intercepts.
II. CONTENT: Graphing linear function using intercepts
III. LEARNING RESOURCES
A. References Department of Education. Mathematics 8: Learner’s Module. Pasig City: Department of Education, 2016
B. Other Learning
Resources
IV. TEACHING AND LEARNING PROCEDURES
Before/Pre-Lesson Proper
Good morning/afternoon, class! Today, we have this ordered pairs.
(0, 4), (1, 2), (2, 0), (4, -2)

Expected answers of the students

(0, 4)

Activating Prior (1, 2)

Knowledge
(5 minutes) (2, 0)

(4,-2)

After plotting the graph, answers the questions below.

1
 LESSON SCRIPT IN NMP 9

Intervention Group Consolidation Group Enhancement Group

1. Count how many points are there. 1. Count how many points are there. 1. Count how many points are there.
2. What ordered pair is located in the 2. What ordered pair is located in the 2. What ordered pair is located in the
x axis? x axis? x axis?
3. What ordered pair is located in the 3. What ordered pair is located in the 3. What ordered pair is located in the
y axis? y axis? y axis?
4. What is the value x in the ordered 4. What is the value x in the ordered
pair (0, 4)? pair (0, 4)?
Expected answers 5.What is the value y in the ordered 5. What is the value y in the ordered
1. 4 pair (2, 0)? pair (2, 0)?
2. (2, 0) 6. Describe the points located along
3. (0, 4) the X and Y axis
Expected answers
1. 4
2. (2, 0) Expected answers
3. (0, 4) 1. 4
4. 0 2. (2, 0)
5. 0 3. (0, 4)
4. 0 1. 1
5. 0 2.
6. Answer
3. ( may vary
0
,
(After posting the answers, process the learner’s output, and give appropriate feedback.)
Say, “let us see if you got them right.”
Yesterday, we graph the given linear functions using two points. This time, we will graph the given linear functions
Lesson
using x and y intercepts.
Purpose/Intention
(1 minute)
Let us do it!
Lesson Language Let us recall the meaning of the following terminologies before we go further to our discussion.
Practice X intercepts - the value of x when y is equal to zero in the given function.
(1 minute) Y intercepts - the value of y when x is equal to zero in the given function.

2
 LESSON SCRIPT IN NMP 9

During/Lesson Proper
Alberto is given a piece of paper with the plot of the different points.

A
B
C
D
Reading the Key E
Idea/Stem

After plotting the graph answers the questions below.

Very good! Now you are ready to graph linear function using the intercepts
Intervention Group Consolidation Group Enhancement Group
1. Count how many points are there. 1. Count how many points are there. 1. Count how many points are there i
2. What ordered pair is located in the 2. What ordered pair is located in the 2. What ordered pair is located in the
x axis? x axis? x axis?
3. What ordered pair is located in the 3. What ordered pair is located in the 3. What ordered pair is located in the
y axis? y axis? y axis?
4. What is the value of x in the 4. What is the value of x in the ordered
Expected answers ordered pair (0, 4)? pair (0, 4)?
4. 5 5.What is the value y of the ordered 5. What is the value y of the ordered
5. (2, 0) pair (2, 0)? pair (2, 0)?
6. (0, 2) 6. Describe the points located along
Expected answers the X and Y axis
1. 5
Expected answers
3 minutes 2. (2, 0)
1. 5
3. (0, 2)
2. (2, 0)
4. 0
3. (0, 2)
5. 0
4. 0
1. 1
5. 0
2. located in x axis, the value of
6. point
3. equal to zero, point located y
y is
axis, the value of y is equal to zero
3
 LESSON SCRIPT IN NMP 9

In the following activity, we will graph the linear functions using the intercepts. First, we are going to solve the
intercepts of the given linear function y = x + 2.

Steps in solving the “x and y intercept” of y = x+ 2

1. Set y equal to zero. (y = 0)
2. Rewrite the equation. 0=x+2
3. Isolate x by subtracting 2 from both sides. 0-2=x+2–2
x = -2
Therefore, x intercept= -2

1. Set x equal to zero. (x = 0)

2. Rewrite the equation. y=0+2
3. Solve the equation for “y intercept”. y=2

Therefore, “y intercept” = 2
Developing
Understanding of the Graph the linear function of y = x + 2 with the following given, “x intercept” is -2 and “y intercept” is 2
Key Idea/Stem Follow the following steps in graphing linear functions using intercepts.
1. Plot the “x intercept” along the x axis and locate -2.
10 minutes 2. Plot the “y intercept” along the y axis and locate 2.
3. Draw a line through the “x and y intercepts”.

y intercept = 2
y intercept = -2 y=x+2

4
 LESSON SCRIPT IN NMP 9

Intervention Group Consolidation Group Enhancement Group

Let’s Practice… Let’s Practice… Let’s Practice…

Plot the line using the graph's “x- Graph the linear function with the Graph the linear function of
intercept” and “y-intercept” given intercepts. y = -2x+ 4 using “x and y
coordinates. Label the x and y- “x intercept” = 2 intercepts”.
intercepts on the graph. “y intercept” = 4
Deepening
Understanding of the Plot the line using
Key Idea/Stem the graph's x-
intercept and y-
5 minutes intercept
coordinates. Label
the x and y-
intercepts on the
graph

After/Post-Lesson Proper
You did a great job! You have demonstrated a solid understanding of graph linear function using the intercepts
1. How will you solve the intercept of a linear function?
2. How will you graph the “x intercept”?
2. How will you graph the y intercept?
3. How will you graph the linear function using intercepts?
Making 4. How do you compare the numbers?
Generalizations and
Abstractions Expected answers:
1. In solving the “x intercept”, assume the value of y equal to zero then solve for. In solving “y intercept”, assume the
2 minutes value of x equal to zero then solve.
2. “X intercept” it is located along x axis, the positive “x intercept” located to the right of the origin, otherwise to the
left of the origin.
3. “Y intercept” is located along y axis, the positive “y intercept” located above the origin, otherwise below the origin.
4. draw a line passing through the “x and y intercepts”.

5
 LESSON SCRIPT IN NMP 9

Now, we will test your understanding of graph linear function using the intercepts. Write your answers on the activity
sheet.

Intervention Group Consolidation Group Enhancement Group

Graph the linear function Graph the linear function Graph the linear function
𝑥
y = x + 1 using the intercepts. y = 2x - 4 using the intercepts. 𝑦 = − 2 using the intercepts.
2

Expected answer
Expected answer Expected answer
Evaluating Learning

4 minutes

Additional Activities for

Application or
Remediation (if
applicable)
Remarks
Reflection

6
 LESSON SCRIPT IN NMP 9

Week 6 DAY 2

I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES

The learners demonstrate knowledge and understanding of

A. Content
Standards ● graphs of linear functions, and the identification of domain and range, slope, intercepts, and zeros
By the end of the quarter, the learners can be able to:
B. Performance
Standards ● graph a linear function and identify the domain and range, intercepts, slope, and zeros. (NA)

C. Learning The learners will be able to:

Competencies ● graph a linear function and determine its: a. domain, b. range, c. intercepts, and d. slope

D. Learning At the end of the lesson, the learners can be able to:
Objectives ● graph a linear function given a slope, a point, and intercepts.

II. CONTENT: Graphing Linear functions given a slope, point, and intercepts

III. LEARNING RESOURCES

Cena, Shara Mariz A. and Sharyl Lou B. Abubo. Mathematics 8 Quarter 2 - Module 3 “Find the Domain and Range
of a Function. Graphs and illustrates a Linear Function and its (a) domain; (b) range; (c) table of values; (d)
A. References intercepts; and slope; and Solves Problems Involving Linear Functions”. Davao City. Department of Education,
2020, 5-7.

B. Other Learning Graphing Paper, Ruler, pencil, and Activity sheets

Resources

IV. TEACHING AND LEARNING PROCEDURES

Before/Pre-Lesson Proper

Activating Prior Good morning/afternoon, class! Are you excited about our National Mathematics Program class today?
Knowledge
Let us recall the graph of linear function using intercepts.
(5 minutes)

7
 LESSON SCRIPT IN NMP 9

Activity I. GRAPH ME!

Graph the linear function y=2x + 4.

Intervention Group Consolidation Group Enhancement Group

Task 1 Task 2 Task 3
1. Fill-up the table below. 1.Fill-up the table below. 1. Fill-up the table below.
Linear x y Linear x y Linear x y
Function intercept intercept Function intercept intercept Function intercept intercept
y = 2x+4 y = 2x+4 y = 2x+4

2. Give the two points (ordered 2. Give the two points (ordered 2. Give the two points( ordered
pairs) pairs) pairs)
3. What is the slope of the linear 3. What is the slope of the linear 3. What is the slope of the linear
function y = 2x +4? (Hence y= mx+b, function y = 2x +4? (Hence y= mx+b, function y = 2x +4? (Hence y= mx+b,
where m is the slope). where m is the slope). where m is the slope).
4. What is the value of y if the point 4. What is the value of y if the point 4. What is the value of y if the point
is P(-1, y ) of a function y =2x + 4? is P(-1, y ) of a function y =2x + 4? is P(-1, y ) of a function y =2x + 4?
5. Plot, connect, and label the three 5. Plot, connect, and label the three 5. Plot, connect, and label the three
points on the cartesian plane.(Use points on the cartesian plane.(Use points on the cartesian plane.(Use
graphing paper). graphing paper). graphing paper).
6. What is the graph of a linear 6. What is the graph of a linear
function? function?
Expected answers: 7. From the pairs of x and y
1. x-intercept is -2 Expected answers: Intercept, and using the slope
𝑦 𝑦
y-intercept is 4 1. x-intercept is -2 formula m= 𝑥 2−− 𝑥1 ,
2. The two points are (-2,0) and (0,4) y-intercept is 4 2 1
𝑥2 − 𝑥1 ≠ 0. Did you get 2 as
3. m= 2 2. The two points are (-2,0) and (0,4)
its slope? (Show your solution)
4. y= 2 3. m= 2
4. y= 2
Expected answers:
1. x-intercept is -2
y-intercept is 4
2. The two points are (-2,0) and (0,4)
3. m= 2
4. y= 2
8
 LESSON SCRIPT IN NMP 9

5. 5. 5.

𝑃2 (0,4) 𝑃2 (0,4) 𝑃2 ( 0,4)

𝑃3 (-1,2) 𝑃3 (-1,2) 𝑃3 ( -1,2) y = 2x +4

y= 2x +4 y= 2x +4
𝑃1 (-2,0) 𝑃1 ( −2,0)
𝑃1 (-2, 0)

6. straight line
6. straight line
𝑦 𝑦 (4−0) 4
7. Yes, m= 𝑥 2−− 𝑥1 = (0−−2)
= 2
=2
2 1

(After the answers were posted, process the learner’s output and give appropriate feedback.) Say, “let us see if you got
them right.”

In the previous discussion we have already graph linear equations using x and y intercepts. This time we will graph
Lesson
the given linear equation using the slope, a point, and intercepts.
Purpose/Intention
(1 minute)
Let us do it class!

Lesson Language
Practice To remind everyone, let us recall the meaning of the terminologies and formulas before we go further to our
discussion.
(1 minute)

9
 LESSON SCRIPT IN NMP 9

1. Slope is the coefficient of x of a linear function. (Given slope-intercept form y= mx + b, where m is the slope).
𝑦2− 𝑦1
Slope is also rise over run, m= 𝑥2 − 𝑥1
, 𝑥2 − 𝑥1 ≠ 0.

2. Rise is the distance from an x-axis point to a perpendicular line’s intersecting point.
Rise is also the change of y, (𝑦2 - 𝑦1 ).
3. Run is the distance from the intersection of perpendicular lines to the point of y–axis.
Run is also the change of x, (𝑥2 - 𝑥1 ).

During/Lesson Proper

Reading the Key Activity 2. IT’S YOUR TURN!!

Idea/Stem
A. Transform the equation 3x +y = -2 into a slope intercept form y= mx + b.
Determine the slope, y-intercept, and graph the linear function that was being transformed.
B. What is the linear function if the slope of a line is 2, and passing through a point 𝑃1 ( 1,4)?

Intervention Group Consolidation Group Enhancement Group

Encircle the letter of the correct Encircle the letter of the correct Encircle the letter of the correct
answer. answer. answer.

Nos. 1-5, refer to question A. Nos. 1-5, refer to question A. Nos. 1-5, refer to question A.
1. The slope is 1. The slope is 1. The slope is
a.- 2 b. -3 c. 3 a.- 2 b. -3 c. 3 a.- 2 b. -3 c. 3
2. What is the y-intercept? 2. What is the y-intercept? 2. What is the y-intercept?
a.- 2 b. -3 c. 3 a.- 2 b. -3 c. 3 a.- 2 b. -3 c. 3
3. Therefore, the ordered pair based 3. Therefore, the ordered pair based 3. Therefore, the ordered pair based
in no.2 is in no.2 is in no.2 is
a. (-2,0) b. (0, -2) c. (3,0) a. (-2,0) b. (0, -2) c. (3,0) a. (-2,0) b. (0, -2) c. (3,0)
4. If x = -1, what is y in the equation 4. If x = -1, what is y in the equation 4. If x = -1, what is y in the equation
3x+y = -2? 3x+y = -2? 3x+y = -2?
a. -1 b. -5 c. 1 a. -1 b. -5 c. 1 a. -1 b. -5 c. 1

10
 LESSON SCRIPT IN NMP 9

5. Graph the linear function that 5. Graph the linear function that 5. Graph the linear function that
was being formed in the cartesian was formed in the cartesian plane was formed in the cartesian plain
plane and label its part. and label its part. and label its part.
(use graphing paper) (use graphing paper) (use graphing paper)
Refer to question B. Nos. 6-7, refer to question B. Nos. 6-8, refer to question B.
𝑦 𝑦 𝑦 𝑦 𝑦 𝑦
6. Based on m= 2− 1 , which of the 6. Based on m= 2− 1 , which of the 6. Based on m= 2− 1 , which of the
𝑥2 − 𝑥1 𝑥2 − 𝑥1 𝑥2 − 𝑥1
following is true? following is true? following is true?
𝑦 1 𝑦 2 𝑦−2 𝑦 1 𝑦 4 𝑦−4 𝑦 1 𝑦 2 𝑦 2
a. 2= 𝑥−− 2 b. 2= 𝑥−− 1 c. 2= a. 2= 𝑥−− 4 b. 2= 𝑥−− 1 c. 2= 𝑥+1 a. 2= − b. 2= − c. 2= −
𝑥+1 𝑥− 2 𝑥− 1 𝑥+1
7. Therefore the linear function is 7. Therefore the linear function is
a. y= 2x+2 b. 2x-2 c. y= 2x+1 a. y= 2x+2 b. 2x-2 c. y= 2x+1
Expected answers: 8. How did you derived it? Show
1. b your solution.
Expected answers:
2. a
1. b
3. b Expected answers:
2. a
4. c 1. b
3. b
5. 2. a
4. c
3. b
5.
4. c
5.

y = -3x-2 y=-3x -2

(-1, 1) (-1,1) y =-3x-2

(-1,1)
3 minutes

(0,2) (0,-2)
(0, -2)

6. b 6.b
7. a 7.a
6. b

11
 LESSON SCRIPT IN NMP 9

Excellent! Now you are ready to graph linear function by:

a. using a slope and intercept.
b. slope and a point

a. Graph the linear function y = -2x + 1 using a slope and intercept.

• To graph the function, let us complete the table by supplying the missing number.

x o -1 2 Solution: y = -2x + 1, x=-1 y = -2x + 1, x=2

y = -2(-1) +1 y = -2(2)+1
y 1 y= 2+1 y = -4+1
y= 3 y = -3

y-intercept

3 units
Developing
Understanding of the 𝑃2 (−1, , 3)
Key Idea/Stem

10 minutes (0,1)

6 units
y=-2x+1

𝑃1 ( 2,-3)

12
 LESSON SCRIPT IN NMP 9

• To find the slope of a linear function y= -2x + 1, using the slope- intercept form which is y = mx + b, where m is
the slope and b is the y-intercept. Therefore m= -2, and y intercept is 1.

𝑟𝑖𝑠𝑒.
• To find the slope based on the graph, use the formula m = . The rise is 6, positive since the arrow
𝑟𝑢𝑛
6
goes upward and the run is -3, negative since the arrow is going to the left. Then m= −3
= -2.

𝑦2− 𝑦1
• To find the slope using the two points form, m= 𝑥2 − 𝑥1
, 𝑥2 − 𝑥1 ≠ 0
Consider 𝑃1 (2, -3) and 𝑃2 (-1,3)
𝑦2− 𝑦1
m=
𝑥2 − 𝑥1

3−(−3) 6
m= −1−2
=−3 = -2

b. Graph the function if the slope of a line m= 3, and passing through a point P(-2,-1).

• To graph the function, let us find the value of rise and run. Considering m= 3,
3
in which m = 1, then the is rise = 3 , and run = 1 .

• To find another point on the graph, count 3 units going upward (rise) and 1 unit to the right (run).

13
 LESSON SCRIPT IN NMP 9

1 (run)

3 (rise)
y = 3x +5

(-2, -1)

𝑦− 𝑦1
• To find the linear function, use the m= 𝑥− 𝑥1
, 𝑥 − 𝑥1 ≠ 0, considering P(-2,-1).
𝑦− 𝑦1
Then m= 3x+6 = y+1
𝑥− 𝑥1

3x +6 -1 =y
𝑦−(−1)
3= 𝑥−(−2)
3x + 5 = y or

y =3x + 5 linear function

𝑦+1
3=
𝑥+2

3(x+2) = y+1

14
 LESSON SCRIPT IN NMP 9

Intervention Group Consolidation Group Enhancement Group

Let us Practice… Let us Practice… Let us Practice…

1. Find another point of a linear 1. Find another point of a linear 1. Find another point of a linear
function y= 2x -3 passing function y= 2x -3 passing through function y= 2x -3 passing
through a point (1,4) and graph. a point (1,4) and graph. through a point (1,4) and graph.
What is the slope and y-intercept What is the slope using the What is the slope using the
using the formula y = mx + b? formula rise over run? formula rise over run?
2. Graph the function of a line 2. Graph the function of a line 2. Find another point of a linear
passing through point ( -1,2) and passing through point ( -1,2) and function passing through a point
the slope m = -2. the slope m = -2. 𝟑
(-2,-3) and the slope (m) = 𝟒 and
(Use graphing paper). (Use graphing paper).
graph.

Deepening
Understanding of the
Key Idea/Stem

5 minutes

15
 LESSON SCRIPT IN NMP 9

After/Post-Lesson Proper

You did a great job! You've performed well in graphing linear function by using slope, point, and intercepts.
1. How can you graph the linear function described by slope and intercept?
2. How can you graph the function described by slope and point?
Generalizing and
Abstractions
Expected answers:
1. To graph the linear function described by slope and intercepts, we will find another point by letting x be any number
2 minutes and substitute it to the given linear function. We can easily find the point of y-intercept. Plot the two points, connect it
on the cartesian plane.
2. To graph the function of a given slope and a point, be sure that we are going to graph the point in the cartesian plane
then locate the other point by counting the units of rise and run of the given slope. Plot and connect the two points.
Remember that the graph of the linear function is a straight line.

Now, we will test our understanding of graphing the linear equation using the slope, a point, and intercepts by
answering the following tasks. Use graphing paper for the graph.

Intervention Group Consolidation Group Enhancement Group

Encircle the letter of the correct Encircle the letter of the correct Encircle the letter of the correct
answer. answer. answer.
1. Transform the equation 2x+y =-1 1. Transform the equation 2x+y =-1 1. Transform the equation 2x+y =-1
Evaluating Learning in the form of y=mx+b, what is the in the form of y=mx+b, what is the in the form of y=mx+b, what is the
slope, and y-intercept? slope, and y-intercept? slope, and y-intercept?
a. y= -2x-1, m=-2 and y-intercept a. y= -2x-1, m=-2 and y-intercept a. y= -2x-1, m=-2 and y-intercept
is -1 is -1 is -1
4 minutes b. y= 2x-1, m=2 and y-intercept b. y= 2x-1, m=2 and y-intercept b. y= 2x-1, m=2 and y-intercept
is -1 is -1 is -1
c. y= 2x+1, m=2 and y-intercept c. y= 2x+1, m=2 and y-intercept c. y= 2x+1, m=2 and y-intercept
is 1 is 1 is 1
2. What should be the ordered pair 2. What should be the ordered pair 2. What should be the ordered pair
(1, ___) of 2x+y = -1? (1, ___) of 2x+y = -1? (1, ___) of 2x+y = -1?
a. (1,1) b. (1, -3) c. (1, -1) a. (1,1) b. (1, -3) c. (1, -1) a. (1,1) b. (1, -3) c. (1, -1)

16
 LESSON SCRIPT IN NMP 9

3. Graph the equation 2x+y=-1. Plot, 3. Graph the equation 2x+y=-1. Plot, 3. Graph the equation 2x+y=-1. Plot,
connect the points, and label the connect the points, and label the connect the points, and label the
parts in the cartesian plane. parts in the cartesian plane. parts in the cartesian plane.
4. What is the linear function of
m= -3 and point P 2, -3)?

Expected answer: Expected answer: a. y= -3x -3 b. y= 3x-3

1. a 2. b 1. a 2. b c. y= -3x +3
3. graph 3. graph

Expected answer:
1. a
2. b
3. graph
4. c

(0, -1) y= -2x-1 (0, -1) y= -2x -1

(1, -3) (1, -3)

(0,-1) y= -2x -1

(1, -3)

17
 LESSON SCRIPT IN NMP 9

Additional Activities
for Application or
Remediation (if
applicable)

Remarks

Reflection

18
 LESSON SCRIPT IN NMP 9

Week 6 DAY 3

I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES

A. Content The learners demonstrate knowledge and understanding of

Standards ● graphs of linear functions, and the identification of domain and range, slope, intercepts, and zeros.
B. Performance By the end of the quarter, the learners are able to:
Standards ● graph a linear function and identify the domain and range, intercepts, slope, and zeros. (NA)
C. Learning The learners will be able to:
Competencies ● graph a linear function and determine its: a. domain, b. range, c. intercepts, and d. slope
D. Learning At the end of the lesson, the learners are able to:
Objectives ● determine the domain, range, intercepts, and slope of a given graph.
II. CONTENT: Graphs of linear function

III. LEARNING RESOURCES

Department of Education. Mathematics 8: Learner’s module. Pasig City: Department of Education,

A. References
2013, 206-207
B. Other Learning
Resources
IV. TEACHING AND LEARNING PROCEDURES

Before/Pre-Lesson Proper

Good morning, everyone! Welcome to our National Learning Camp class. Who is absent today?
Now that you are proficient at graphing linear functions, it is the time to determine a particular graph’s domain,
Activating Prior range, intercepts, and slope of a particular graph. But before doing so, let’s do this activity reflected on a task
Knowledge card.

(2 minutes) Kindly proceed to your group assign to you. You are given 10 seconds to do so.
I need representative from each group to get your task card.
Work the task as fast as you can and assign one representative from your group to write your answer on the board.

19
 LESSON SCRIPT IN NMP 9

Intervention Group Consolidation Group Enhancement Group

Task card 1 Task Card 2 Task Card 3
Which of the two graphs has these Which of the two graphs has x- Which of the two graphs has a slope
two points (-1, 1) (0,3)? intercept 2 and y-intercept 4? of -5 and a point (-1,4)?

A B B B
A A

Are you done? Write your answer on the board. Let us examine your answer, and please be open-minded about
my remarks.
A big hand to those who got the correct answer. Great!

Expected Answer:
Task Card 1- A, Task Card 2 - B, Task Card 3- A

NOTES TO THE TEACHER: This activity will serve as a review for the grade 9 competency on graphing linear function. The teacher will
write the question on a task card. The teacher will give time for each group to answer and explain why do they come up that answer.

Given the domain and range, intercepts, and slope and a point, you were told to graph linear function in the past
three days. At this time, the graph will be given already and all you have to do is to determine its:
Lesson
Purpose/Intention a. domain b. range c. intercepts d. slope
(1 minute)
NOTES TO THE TEACHER: This part of the lesson presents the objective to complete the cycle of the 9 th learning competencies in quarter 1. The
teacher will ensure that students are already master in graphing.

20
 LESSON SCRIPT IN NMP 9

Match the word from column A to the corresponding statements in column B

Column A Column B
__1. Domain A. Steepness of a line
Lesson Language
Practice __2. Range B. The Set of second coordinates of the ordered pairs.

(1 minute) __3. Intercepts C. The Set of first coordinates of the ordered pairs.
__4. Slope D. The point where the line crosses the axes of the graph
Answer Key: 1. C 2. B 3. D 4. A

NOTES TO THE TEACHER: This part introduces the key terms to be used in the lesson or terms that are new in the lesson.

During/Lesson Proper

Koko is a grade 9 student who used to sell candies. One day, he charges Php 3 for each chocolate candy bar. The
graph below displays the quantity of chocolate candy bars (x) and their price (y). How much amount did he get
Reading the Key after he sold three chocolate candy bars?
Idea/Stem
price

6 minutes

Number of chocolate bars

21
 LESSON SCRIPT IN NMP 9

Anyone from you could answer the question?

How do you derive the answer?
Expected answer: 1 chocolate bar costs 3
2 chocolate bars cost 6
3 chocolate bars cost 9
How will you write your answer in ordered pairs?
Expected answer:
(1,3), (2,6), (3,9)

Very Good! You have made it.

Answer your next activity:

Intervention Group Consolidation Group Enhancement Group

Using the graph of Koko that is Using the graph of Koko that is Using the graph of Koko that is
mirrored below, write the ordered mirrored below, determine the x- mirrored below, determine the
pairs of the emphasized points intercept and y-intercept. slope of the line.
and determine its domain and
range.

22
 LESSON SCRIPT IN NMP 9

Possible Answer: Possible answer: Possible Answer:

(1,3), (2,6), (3,9) x-intercept is 0 𝑟𝑖𝑠𝑒 3
Slope: 𝑟𝑢𝑛 = 1 = 3
D= {𝟏, 𝟐, 𝟑} y- intercept is 0
R= {𝟑, 𝟔, 𝟗} since the graph passes through the
origin.

Post your answer on the board and explain it.

Very Good what an amazing explanation!
Any questions so far? If there is a question, please raise your hand.
(The teacher will explain further the lesson by means of processing the correct answer of the activity given)

NOTES TO THE TEACHER: The activity helps the learners in determining the domain, the intercepts and slope
given a graph.

Based on your answers, you have an idea but then this will be more explained using some concepts in math.
For now, I want to ask you some questions and answer them orally.
Developing 1. What did you do to distinguish the domain and range in a given graph?
Understanding of the (The teacher will call one student to answer the question asked.)
Key Idea/Stem Thank you for your good answer.

10 minutes

23
 LESSON SCRIPT IN NMP 9

Look at this graph again: • Know the ordered pair of point A, B, and C
(1,3), (2,6), (3,9)
• Write the domain and range of the ordered pairs
in rooster method.
D = {1, 2, 3} x-values in points A, B, C
R = {3, 6, 9} y-values in points A, B, C

• Remember that our graph is a straight line.

So, the domain and range of the graph are
set of all real numbers and can be written in
rooster method or in set builder notation as
illustrated below.
D = {… 1,2,3 … } D = {𝑥/𝑥 ∈ ℝ}
R = {… 3, 6, 9 … } R = {𝑦/𝑦 ∈ ℝ}

Here is my second question.

2. How do you determine the x and y intercepts of the graph?

Look at again this graph:
• Where does the graph pass through the x-axis?
It passes through the point of origin; therefore, the x-intercept is
(0,0)
• Where does the graph pass through the y-axis?
As we know that it passes the origin, therefore the y-intercept is (0,0).

24
 LESSON SCRIPT IN NMP 9

• Take a look at this other graph below of which the graph does not pass the
origin.

The graph passes the y-

axis at point B. Therefore,
the y-intercept is (0,6).

The graph passes the x-

axis at point A.
Therefore, the x-
intercept is (2,0)

25
 LESSON SCRIPT IN NMP 9

3. How do you find the slope of a certain graph of a linear function?

To answer this question, look at the graph again:

• Select any two points on the graph, and compute the

𝑟𝑖𝑠𝑒
slope using the formula
𝑟𝑢𝑛
Is the point of view here, correct?
Select point A and B or B and C
Rise Pick point A (1,3) and point B (2,9) by drawing the
3 units vertical line as rise and horizontal line as run as
illustrated on the graph.
The rise has 3 units and run has 1 unit. So, by using
the formula rise/run, we can say that the slope is
Run 3
or 3 in lowest form and it will carry the positive sign.
1 unit 1

Take a look on this graph:

• How many units is the rise and run?
Again, select the two points and use the
formula.

By imagination, you can now see that the

rise is equal to 6 units, and the run is 2
units. Therefore, the slope is computed as
𝑟𝑖𝑠𝑒 6
𝑟𝑢𝑛
= - 2 = -3 since the position of the
graph is rising to the left.

Any clarification on the illustrative examples? If none we will proceed to the next level.
Let us do the next activity with your pair to check your comprehension,

NOTES TO THE TEACHER: These part provides more examples to ensure that learners are equipped with more knowledge and skills in determining the
domain, range, intercepts and slope of the given graph of the linear functions.

26
 LESSON SCRIPT IN NMP 9

Intervention Group Consolidation Group Enhancement Group

Let’s Practice… Let’s Practice… Let’s Practice…

A. A. A

Deepening
Understanding of the
Key Idea/Stem
Given the graph, determine its:
Given the graph, determine its: Given the graph, determine its:
5 minutes A. Domain and write it in set
A. Domain from two identified builder notation
A. Domain from two identified
points and write it in rooster B. Range set builder notation)
points and write it in rooster
method. C. Intercepts
method.
B. Range from the identified points D. Slope
B. Range from the identified points
and write it in rooster method. and write it in rooster method.
C. Intercepts C. Intercepts
D. Slope D. Slope

Expected Answers:
Intervention Group: A. D = {0,3} B. R = {3,0} C. x-intercept = (3,0), y-intercept = (0,3) D. −1
Consolidation Group: A. D = {−1, 0} B. R = {1, −3} C. x-intercept = (0.8,0), y-intercept = (0,-3) D. −4
3
Enhancement: A. D = {𝑥/𝑥 ∈ ℝ} B. R = {𝑦/𝑦 ∈ ℝ} C. x-intercept = (0.1,0), y-intercept = (0,-0.1) D. 4

27
 LESSON SCRIPT IN NMP 9

After/Post-Lesson Proper

You did it! Now, let’s wrap up everything!

Are you ready to answer my questions? Of course, you are.
1. How did you determine the domain and range of the graph of a linear function?
Making 2. What is the best way of determining the x and y-intercept of the graph of linear function?
3. What is your secret way of determining the slope of the graph?
Generalizations and
Abstractions
Expected answers:
1. First, find at least three points from the graph. Then, identify the domain by writing all possible x-values and
2 minutes for range, write all possible y-values.
2. To find the x-intercept, look up the point where the graph passes the x-axis.
To find for y-intercept, trace the point where the graph passes the y-axis.
𝑟𝑖𝑠𝑒
3. Just simply count the rise and run of the graph and follow the formula of the slope m=
𝑟𝑢𝑛

Class, it seems you are now ready to test yourself. Look at the graph of linear functions carefully and determine its
domain, range, intercepts, and slope. Write your answer on the activity sheets provided for you.

Intervention Group Consolidation Group Enhancement Group

Look at the graph and determine Look at the graph and determine Look at the graph and determine
what is asked. what is asked. what is asked.

Evaluating Learning

4 minutes

28
 LESSON SCRIPT IN NMP 9

Given the graph, determine its: Given the graph, determine its: Given the graph, determine its:

A. Domain from two identified A. Domain from two identified A. Domain and write it in set
points and write it in rooster points and write it in rooster builder notation. _____________
method. _____________________ method. ______________________ B. Range and write in set builder
B. Range from the identified points B. Range from the identified points notation. _____________________
and write it in rooster method. and write it in rooster method. C. Intercepts. ____________________
_________________________________ ____________________________ D. Slope. ____________________
C. Intercepts. ____________________ C. Intercepts. ___________________
D. Slope. ___________________ D. Slope. _____________________

Expected Answers:
1
Intervention Group: A. D = {0,2} B. R = {0, −1} C. x-intercept = (2,0), y-intercept= (0,-1) D.
2

Consolidation Group: A. D = {−10, 0} B. R = {0, −20} C. x-intercept = (-1,0), y-intercept = (0,-20) D. −3

1
Enhancement: A. D = {𝑥/𝑥 ∈ ℝ} B. R = {𝑦/𝑦 ∈ ℝ} C. x-intercept = (40,0), y-intercept = (-20,0) D. 2

Additional Activities for

Application or
Remediation (if
applicable)

Remarks

Reflection

29
 LESSON SCRIPT IN NMP 9

Week 6 DAY 4

I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES

The learners demonstrate knowledge and understanding of

A. Content
Standards ● relations and functions.
● graphs of linear functions, and the identification of domain and range, slope, intercepts, and zeros
By the end of the quarter, the learners are able to:
B. Performance
Standards ● identify relations and functions. (NA)
● graph a linear function and identify the domain and range, intercepts, slope, and zeros. (NA)
The learners will be able to:
C. Learning
Competencies . represent linear relationships found in real-life situations using different representation (NA)

At the end of the lesson, the learners are able to:

D. Learning
Objectives ● . solve problems that represent linear relationships found in real-life situations using different
representation (NA)
II. CONTENT: Number and Algebra

III. LEARNING RESOURCES

Department of Education. Basic Education Assistance for Mindanao Third Year - Mathematics III Geometry of Shape
A. References and Size Module 1 - Points, Lines, Planes and Angles Learning Guide. Accessed July 4, 2024.
https://lrmds.deped.gov.ph/detail/7374

B. Other Learning
Resources
IV. TEACHING AND LEARNING PROCEDURES

Before/Pre-Lesson Proper

Activating Prior Good morning/afternoon, class! Are you excited about our National Mathematics Program class today?
Knowledge
Today, we are going to represent linear relationships found in real-life situations using different representations
(5 minutes) (NA)

30
 LESSON SCRIPT IN NMP 9

I have prepared two boxes for each group. You will going to describe or solve the given objects or equations of a
linear function, You will post your work on the board.
(Sample activities/boxes harvested from the NLC materials for Grade 2-Intervention Camp).
Sample questions/instructions for the learners.

Intervention Group Consolidation Group Enhancement Group

Draw a Cartesian Plane. Label the x Plot the following coordinate points Analyze the given Cartesian plane.
and y axis on the Cartesian plane:

1. (5, 3)
2. (-2, 6)
3. (3, -4)
4. (-5, -7)
1.Draw a Cartesian Plane.
2. Label the x and y axis and put the
coordinate.

P1 (5, 3)
P2 (-2, 6)
P3 (3, -4)
P4 (-5, -7)

1. How do we locate that the value

of ___is positive?

2.How do we know the value of _____

is negative?

31
 LESSON SCRIPT IN NMP 9

If we are going to connect P1 and P2

what can we form? How about P3
and P4?

Connect the points of 1 and 4.

Connect the points of 2 and 3.

What type of line was formed.?

(After posting the answers, process the learner’s output and give appropriate feedback.) Say, “Let us see if you got
them right.”

NOTES TO THE TEACHER: This activity will serve as a review for the grade 9 competency on graph of a linear functions. The teacher must prepare the
boxes containing real objects before the class with the board work. Use the most convenient example of groups for this. Problems may vary according to
the learners needs. The teacher may have more than 1 group per learner classification 3-4 learners per group is recommended.

Can we represent linear relationship found in real-life situations using different representation.?
Let us do it!
Lesson
Purpose/Intention
Let us explore, in real-life situations…
(1 minute)

NOTES TO THE TEACHER: This lesson part introduces the competency to be mastered which is represent linear relationship found in real-life situations
using different representation. An example on a situation that the learners can relate to is presented for learners to be interested in the next part of the
lesson.

32
 LESSON SCRIPT IN NMP 9

To everyone, let us describe the following pictures before we go further to our discussion.

Lesson Language
Practice
(1 minute)

Can we apply this in real-life situations ?

NOTES TO THE TEACHER: This part introduces the key terms to be used in the lesson or terms that are new in the lesson.

During/Lesson Proper

Reading the Key Myla’s Beach Resort has feast facilities to accommodate a maximum of 250 people. When the manager quotes a
Idea/Stem price for a feast she includes the cost of renting the room plus the cost of the meal. A banquet for 70 people costs
$1300. For 120 people, the price is $2200.

Before we can answer the question on Myla’s Beach Resort situation, we need to know how to identify the data and
how to compute.
This time, let us look into Myla’s Beach Resort situation.
1. Can we plot a graph of cost versus the number of people?
2. From the graph, we can estimate the cost of a banquet for 150 people.
3. Can we determine the slope of the line? What quantity does the slope of the line represent?
4. Can we write an equation to model this real-life situation?
Expected answers:
1. yes
2. yes
3. yes
4. yes
33
 LESSON SCRIPT IN NMP 9

Intervention Group Consolidation Group Enhancement Group

Myla’s Beach Resort has feast Myla’s Beach Resort has feast
facilities to accommodate a facilities to accommodate a
maximum of 250 people. When the maximum of 250 people. When the
manager quotes a price for a feast manager quotes a price for a feast
she includes the cost of renting the she includes the cost of renting the
room plus the cost of the meal. A room plus the cost of the meal. A
banquet for 70 people costs $1300. banquet for 70 people costs $1300.
For 120 people, the price is $2200. For 120 people, the price is $2200.

From the graph, what is on the From the data, what points will be From the data, calculate the slope
value of x-axis? used to calculate the slope of the of the line.
What is on the y-axis? line.

3 minutes

● In the cartesian plane, what is known to be abscissa? Ordinate?

● What are the coordinate points in the cartesian plane?
● What is the formula in finding the slope of a line given two points?

The expected answer

x and y
(x,y)
𝑦2−𝑦1
m= 𝑥2−𝑥1

Very good! Now you are ready to solve real-life situations.

NOTES TO THE TEACHER: The activity helps the learners visualize through the situation/problem presented based on their context.

34
 LESSON SCRIPT IN NMP 9

Myla’s Beach Resort has feast facilities to accommodate a maximum of 250 people. When the manager quotes a
price for a feast she includes the cost of renting the room plus the cost of the meal. A banquet for 70 people costs
$1300. For 120 people, the price is $2200.

a. Identify the coordinates of the points that you can use, then plot points and connect.
b. From the graph, estimate the cost of a banquet for 150 people.
c. How do we write coordinates of a point in a cartesian plane?
d. Write an equation to model this real-life situation.

Expected Answers:

a. On the 𝑥-axis is the number of people, and on the 𝑦-axis is the banquet of cost.
Developing
Understanding of the
Key Idea/Stem

10 minutes

b. The approximate cost of a banquet for 150 people is $2700.

c. The two data points (70, 1300) and (120, 2200) will be used to calculate the slope of the line.
𝑦2−𝑦1
𝑚=𝑥
2−𝑥1

2200−1300
m= 120−70
900
m= 50

𝑚=18

35
 LESSON SCRIPT IN NMP 9

The slope represents the cost of the banquet for each person. The cost is $18 per person. When a linear
function is used to model a real-life situation, the equation can be written in the form or in the form 𝑦=𝑚𝑥+𝑏 or in
the form 𝐴𝑥+𝐵𝑦+𝐶=0

d.
𝑦=𝑚𝑥+𝑏
1300=18(70)+𝑏
1300=1260+𝑏
1300−1260=𝑏
40=𝑏
The 𝑦-intercept is (0, 40)
The equation to model the real-life situation is 𝑦=18𝑥+40. The variables should be changed to match the labels on
the axes. The equation that best models the situation is 𝑐=18𝑛+40 where ‘𝑐’ represents the cost and ‘𝑛’ represents
the number of people.

Let us try another example.

An MGT company has produced a new hand radio called the BLACKMOLLY. The company sold 10 BLACKMOLLY
in one location for Php 1950.00 and 15 in another for Php 2850. 00. The number of computers and cost form a
linear relationship.
a. State the dependent and independent variables.
b. Sketch a graph.
c. Find an equation expressing cost in terms of the number of hand radios.
d. State the slope of the line and tell what the slope means to the problem.
e. State the cost-intercept and tell what it means to this problem.
f. Calculate the number of the hand radios you could get for Php 6000 using your equation.

NOTES TO THE TEACHER: These items were given to provide more examples to the learners.

36
 LESSON SCRIPT IN NMP 9

Intervention Group Consolidation Group Enhancement Group

Let’s Practice… Let’s Practice… Let’s Practice…
An MGT company has produced a An MGT company has produced a An MGT company has produced a
new hand radio called the new hand radio called the new hand radio called the
BLACKMOLLY. The company sold BLACKMOLLY. The company sold BLACKMOLLY. The company sold
10 BLACKMOLLY in one location 10 BLACKMOLLY in one location 10 BLACKMOLLY in one location
for Php 1950.00 and 15 in another for Php 1950.00 and 15 in another for Php 1950.00 and 15 in another
for Php 2850. 00. The number of for Php 2850. 00. The number of for Php 2850. 00. The number of
computers and cost forms a linear computers and cost forms a linear computers and cost forms a linear
relationship. relationship. relationship.

a. State the dependent and a. Find an equation expressing cost a. State the cost-intercept and tell
independent variables. in terms of the number of hand me what it means to this problem.
radio.
b. Sketch a graph. b. State the slope of the line and b. Using your equation, calculate
Deepening the number of hand radio you
tell what the slope means to the
Understanding of the problem. could get for Php 6000.
Key Idea/Stem

a. The number of peso in sales c. Use the data values (10, e. The cost intercept is
from the hand radio depends 1950) and (15, 2850) to the 𝑦-intercept. The𝑦-
5 minutes
upon the number of hand calculate the slope of the intercept is (0, 150). This
radio sold. The dependent line. 𝑚=180. Next determine could represent the cost
variable is the peso in sales the 𝑦-intercept of the graph. of renting the location
and the independent 𝑦=𝑚𝑥+𝑏 where the sales are
variable is the number of 1950=180(10)+𝑏
hand radio sold. 150=𝑏 𝑐=180𝑛+150
The equation of the line that models 6000=180𝑛+150
b. On the 𝑥-axis is the number the relationship is 6000−150=180𝑛
of hand radio and on the 𝑦- 𝑦=180𝑥+150 n=32
axis is the cost of the hand To make the equation match the With Php6000 you could
radio. variables of the graph the equation get 32 HAND RADIO.
is
𝑐=180𝑛+150
d. The slope is 180. This means
that the cost of one computer
is Php180.00.
37
 LESSON SCRIPT IN NMP 9

After/Post-Lesson Proper

You did a great job! You've demonstrated an understanding of analyzing and solving REAL-LIFE SITUATIONS,
though linear function.

Making 1. What is a linear function?

Generalizations and 2. When is can we relate linear function in real-life situations as an example?
Abstractions
3.. How do linear functions affect real-life situations in our daily lives?

2 minutes
Expected answers:

1. A relationship between two variables

2. In terms of sale, distance, time, and wages, problem can be solve.
3. when an inputted value has a specific output value.

We will test our understanding of solving rea-life situations, though linear function.
Write your answers on the activity sheet.

Intervention Group Consolidation Group Enhancement Group

A BSED-Mathematics graduate A BSED-Mathematics graduate A BSED-Mathematics graduate

Evaluating Learning decided to set up a tutoring service decided to set up a tutoring service decided to set up a tutoring service
for high school math students. One for high school math students. One for high school math students. One
student was charged Php25 for 3 student was charged Php25 for 3 student was charged Php25 for 3
4 minutes hours of tutoring. Another student hours of tutoring. Another student hours of tutoring. Another student
was charged Php55 for 7 hours of was charged Php55 for 7 hours of was charged Pp55 for 7 hours of
tutoring. The relationship between tutoring. The relationship between tutoring. The relationship between
the cost and time is linear. the cost and time is linear. the cost and time is linear.

a. What is the independent variable? a. Determine an equation to model a. What is the cost-intercept?
b. What is the dependent variable? the situation. b. What does the cost-intercept
c. Draw a graph of cost versus time. b. What is the significance of the represent?
slope?

38
 LESSON SCRIPT IN NMP 9

Additional Activities for

Application or
Remediation (if
applicable)

Remarks

Reflection

39
For inquiries or feedback, please write or call:

Department of Education – Region XI

Office Address: F. Torres St., Davao City

Telefax: (082) 291-1665; (082) 221-6147
E-mail Address: [email protected] | [email protected]