DAILY LEARNING MAP

Mathematics 8
A.Y. 2024-2025
The learner demonstrates an understanding of key concepts of factors of polynomials, rational algebraic expressions, linear equations, and inequalities in
Content Standard two variables, systems of linear equations and inequalities in two variables and linear functions, logic and reasoning, the axiomatic structure of geometry
and triangle congruence, inequalities in a triangle, parallel and perpendicular lines, and probability.
The learner can formulate real-life problems involving factors of polynomials, rational algebraic expressions, linear equations and inequalities in two
variables, systems of linear equations and inequalities in two variables, and linear functions, and solve these problems accurately using various strategies.
Performance Standard
The learner can communicate mathematical thinking with coherence and clarity in formulating, investigating, analyzing, and solving real-life problems
involving congruent triangles using appropriate and accurate representations.
Dates: November 4-8 Quarter and Week No.: Quarter 2 Week 13 Teacher: Jenrick Kyle P. Badua
Days 1st Meeting 2nd Meeting 3rd Meeting 4th meeting 5th meeting
Learning Outcomes At the end of the lesson, the students can: At the end of the lesson, the students can:
a. describe the characteristics of a linear equation a. describe a slope of a line;
in two variables.; b. solve for the slope of the line; and
b. determine whether an ordered pair satisfies a c. recite a reflection on slopes.
given linear equation;
c. solve for one variable given the other in a linear
equation; and
d. analyze a graph and describe its real-world
implications. ASSESSMENT ASSESSMENT
Topic/s Linear Equations in Two Variables FOR Slope of a Line FOR
Resources Urgena, J. N. A., & Canlapan, R. B. (2018). Practical LEARNING Urgena, J. N. A., & Canlapan, R. B. (2018). Practical LEARNING
Math 8 (pp. 74-86). Diwa Learning Systems Inc. Math 8 (pp. 87). Diwa Learning Systems Inc.
Teaching strategies  Lecture-Discussion  Lecture-Discussion
 Discovery Learning  Discovery Learning
 Inquiry-based Learning  Inquiry-based Learning
Review Introduction
Activity 1: Plotting points in a Cartesian Coordinate - Review Cartesian Plane and Linear Equations:
Procedure System - Briefly review key terms (like coordinate points, x-axis,
Motivation y-axis, etc.) to ensure students are ready to discuss lines
Activity 2: This graph shows the relation between salary and slopes.
and the number of working days. - Introduce the concept of slope to describe the
"steepness" or "tilt" of a line, showing its direction and
rate of change.
-Review simplifying fractions
Example Question:
"Think of slope as a measure of a hill’s steepness—if
you're biking, would you prefer a steep hill or a flat
path?"

Motivation
- Real-World Connection:
- Show an image of a steep road and a flat road. Explain
how slopes are found in everyday situations.
- Ask students to think of other places they encounter
 What is the total salary if you worked for 20 slopes (ramps, roads, stairs).
days?
 What is the total salary if you worked 10 and a Discussion:
half days? - Why is the steepness of a ramp important for
Lesson proper accessibility?
Activity 3: - How does a steeper hill affect the difficulty of climbing
Guide questions it?
1. How can you describe linear equations?
Examples: Definition and Formula:
 4x+3y=13 1. Define Slope:
 y=-5x+2 - Introduce the slope formula:
 x+4=0
 y-6=0 y 2− y 1
m=
Tip: If there is one variable, it is a linear equation. x 2−x 1
2. How can you show that an ordered pair is a
solution for a linear equation? where ( x 1 , y 1 ) and ( x 2 , y 2 )are two points on a line, and
3. If the variable is missing, what will be its ( m) represents the slope.
coefficient?
 Manipulate the equation to where the missing 2. Interpreting Slope:
variable is left alone - Positive Slope: Line rises from left to right.
 Addition Property of Equality - Negative Slope: Line falls from left to right.
 Multiplication Property of Equality - Zero Slope: Line is horizontal.
 Addition inverse is subtraction - Undefined Slope: Line is vertical.
 Multiplication inverse is division
4. How can you solve for the missing value of a Guided Example:
linear equation given with one variable? - Calculate the slope between two points, e.g., (2, 3) and
5. How can you graph an equation? (5, 7)
6. What if the value of x is 0? What will be the y? - Substitute into the formula:
 Introduce x-intercept as where the line
intersects the x-axis 7−3 4
m= =
7. What if the value of y is 0? What will be the x? 5−2 3
 Introduce y-intercept as where the line
intersects the y-axis Graph the Result:
1. Graph using the intercepts - Plot the points on a graph and draw the line. Emphasize
how the line "rises" as it moves from left to right,
confirming the positive slope.

4. Guided Practice

Work through Additional Examples:

- Divide students into pairs, giving each pair different sets
of points. Have them:
- Calculate the slope.
- Plot the points and draw the line on graph paper.
- Identify whether the slope is positive, negative, zero, or
undefined.

Example Points:
1. (4, 2) and (6, 6) → Positive slope
2. (-3, -5) and (2, -5) → Zero slope (horizontal line)
3. (1, 1) and (1, 4) → Undefined slope (vertical line)
 5. Independent Practice
- Provide a worksheet with several pairs of points and
have students calculate the slopes independently.
- Example:
- (0, 0) and (3, 6)
- (2, -1) and (-3, 4)

6. Conclusion and Wrap-Up

- Review the key points:
y 2− y 1
- Slope formula: ( m= )
x 2−x 1
- Types of slopes: positive, negative, zero, undefined.
P- Preferential Option for the poor If the graph rises, what does that mean for these different
Valuing You are the mayor of a city, where x is the number of professions?
days, and y is the total number of people struggling.
1. Business man's profits
If you are given an equation y=300x+10, what will be 2. Scientist's monitor for a disease death rate
your reaction as the mayor? 3. Teacher's workload
4. Psychologist's patient's level of joy.
Assessment/Application Graph the following equations in one cartesian plane Graph and find the slope of the given points for each
1. y=2x+5 number and label them if it's rising, falling, zero, or
2. y=3x-1 undefined.
3. x+2y=4 1.
4. 6x-24y=18 x -5 -3 -1
1. 8x=24 y -2 6 14
2. A line that passess through (-7,3) and (-6, -1)
3. A line that passes through (5,5) and (1,1)
4. A line that passes through (4,5) and (0,-12)
Assignment - Assign a few practice problems with pairs of points to
find the slope.
- Have students plot points and identify whether the line
rises, falls, or is horizontal or vertical.
 Remarks

NOTE:
Prepared by: Noted by:
JENRICK KYLE P. BADUA CRISANTO S. MAGAOAY, Ph.D.
Teacher Principal