Math 8 DLL Week5
Math 8 DLL Week5
DAILY
LESSON
TEACHING DATES/TIME October 21 - 25, 2024 QUARTER SECOND
LOG
The learner demonstrates an understanding of key concepts of factors of polynomials, rational algebraic expressions, linear
Content Standards
equations and inequalities in two variables, systems of linear equations and inequalities in two variables, and linear functions.
The learner can formulate real-life problems involving factors of polynomials, rational algebraic expressions, linear equations and
Performance Standards inequalities in two variables, systems of linear equations and inequalities in two variables, and linear functions, and solve these
problems accurately using various strategies.
Find the equation of a Find the equation of a Find the equation of a Solve problems
line given two points line given two points line given the slope and involving linear
(M8AL-Ig-1) (M8AL-Ig-1) a point, and the slope equations in two
and its intercepts. variables.
a. Recall the formula for a. Recall the formula for (M8AL-Ig-1) (M8AL-Ig-2)
finding the slope finding the slope
given two points given two points a. Find the equation of a. Analyze and rewrite
b. Find the equation of b. Find the equation of the line given the statements into
Learning Competencies / the line given two the line given two slope and a point mathematical
Objectives points points b. Find the equation of a sentences.
c. Show accuracy in c. Show accuracy in line given the slope b. Solve problems
solving and recalling the solving and recalling the and its intercepts involving linear
rules on integers rules on integers c. Show accuracy in equations in two
finding the equation of variables.
the line and recall the c. Appreciate the
rules on integers importance of
transformation in real
life.
Quiz and Performance Finding the Equation Solving Problems
Task of Graphing Finding the Equation Finding the Equation of a Line Given the Involving Linear
II. CONTENT Linear Equation in of a Line Given Two of a Line Given Two Slope and a Point Equations in Two
Two Variables Points Points and Given the Slope Variables. Equations
and its Intercepts in Two Variables
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
pages 209-210 pages 209-210 pages 207-209 pages 53 – 55
Pages
2. Learner’s
pages 194-195 pages 194-195 pages 192-194
Materials pages pages 140 – 142
Oronce, Orlando A. Oronce, Orlando A. Oronce, Orlando A. Gafur Taskin, Pre-
et.al.,Mathematics II et.al., et.al., Algebra 2, pages 2 –
Concepts, Structures Mathematics II Mathematics II 5
and Methods for High Concepts, Structures, Concepts, Structures, Intermediate Algebra,
3. Textbook pages
School pages 207-210 and Methods for High and Methods for High pages 23-27
School School
pages 207-210 pages 204-207,210-213
4. Additional
Materials from Learning
Resources
Grade 8 LCTG by Dep Ed Grade 8 LCTG by
Cavite Mathematics Grade 8 LCTG by Dep Grade 8 LCTG by Dep DepEd Cavite,
B. Other Learning 2016,Laptop, LCD Ed Cavite Mathematics Ed Cavite Mathematics Mathematics 2016
Resources projector 2016 2016, laptop, LCD Projector, PowerPoint
Laptop, LCD projector projector presentation, and
laptop
IV. PROCEDURES
Find the slope of the Find the slope of the What is the slope? Find two numbers
following points. following points. MATCH ME…. whose difference is 15
1. (2, 6) and (3, 9) 1. (2, 6) and (3, 9) and whose sum is 53.
2. (-1, -3) and (7, 3) 2. (-1, -3) and (7, 3)
A. Reviewing
3. (2, 5) and (1, 3) 3. (2, 5) and (1, 3)
previous lesson
or presenting
the new lesson
B. Establishing a To find the equation of To find the equation of a Review the students 1. What is the first
purpose for the a line given two points, line given two points, it about the rules on equation? Second
lesson it is important that you is important that you signed numbers equation?
have the mastery in have the mastery in because that is very 2. How will you find the
finding the slope of a finding the slope of a useful to find the value of the first
line that we have line that we have equation of the line. number? The second
discussed in our discussed in our number?
previous topic. previous topic.
C. Presenting If two points are given, If two points are given, Find an equation of a The teacher will guide
Examples/insta the two-point formula the two-point formula line passing through students to come up
nces of new y 2− y 1 y2− y 1 (6,5) and has a slope 2. with the answer for
lesson y− y 1=
x 2 −x1 ( x−x1 ) y− y 1=
x 2 −x1 (
x−x1 ) the given problem.
Using the point-slope
can be used. can be used. ( 1) ,
y− y =m x−x a. The sum of two
Example 1. (3, 1) and Example 1. (3, 1) and form 1
numbers is 100 and
(5, 9) ( 5, 9 ) linear equation can be their difference is
Substitute the Substitute the found. 28.
coordinates of the points coordinates of the Solution: What are the
(3, 1) and (5, 9) for the points (3, 1) and (5, 9) y− y 1=m ( x−x 1 ) numbers?
coordinates ( 1 1 ) and
x ,y for the coordinates y−5=2 ( x−6 ) Steps:
( x 2 , y 2 ) respectively in ( x 1 , y 1 ) and ( x 2 , y 2 ) y−5=2 x−12
1. Form an equation
Let x + y = 100
the formula. respectively in the y=2 x−7 (eq.1)
y 2− y 1 formula.
x – y = 28
y2− y 1
x 2 −x1 (
y− y 1= x−x1 ) If you want to write the (eq.2)
x 2 −x1 (
, y− y 1= x−x1 )
equation in standard
we have , form, you may use this: 2. Eliminate one
9−1 we have
y−1= ( x−1 ) 7 variable from both
9−1 m=−
5−3 y−1= ( x−1 ) 2 and the point is equation by adding or
8 5−3 subtracting the two
y−1= ( x−1 ) 8 (−4 , 3 ) equations
2 y−1= ( x−1 ) y− y 1=m ( x−x 1 ) (Here we add the two
2
y−1=4 ( x −1 ) →Use equations)
y−1=4 ( x −1 ) →Use 7
y−3=− ( x −(−4 ) ) x + y = 100
distributiv
e property distributiv 2 + x – y = 28
e property 7 2x + 0 = 128
y−1=4 x−4 →Write the y−3=− ( x + 4 )
y−1=4 x −4 →Write the 2
equation
[ ]
equation 7 2x = 128
in y−3=− x−14 2 2 2
standard in 2
standard x = 64
form. 2 y−6=−7 x−28 3. Substitute x by its
form.
−4 x+ y=−4 +1 7 x +2 y=−28+6 value to determine the
−4 x+ y=−4 +1
−4 x+ y=−3 7 x +2 y=−22 → standard value of y.
−4 x+ y=−3 (Here we try both
4 x− y=3 4 x− y=3 form
Example 2. equations to verify if
Example 2. If the slope and an the value of y is true
(2, -2) and (-5, 6)
(2, -2) and (-5, 6) for both equations)
Substitute the intercept are given you
Substitute the Equation 1:
coordinates of the points
coordinates of the can also use, (64) + y = 100
(2, -2) and (-5, 6) for the
coordinates ( 1 1 ) and
x ,y points (2, -2) and (-5, 6) y− y 1=m ( x− x 1 ) y = 100 – 64
for the coordinates or y = 36
respectively in the
formula. ( x 1 , y 1 ) and respectively y=mx+b Equation 2:
. (64) – y = 28
y 2− y 1 in the formula. – y = 28 – 64
y− y 1=
x 2 −x1
( x−x1 ) y2− y 1 Example 1: If m = 4; x- – y = - 36
x 2 −x1 (
, y− y 1= x−x1 )
we have intercept is 5. -1 -1
,
y = 36
6−(−2) we have Solution: Since the x-
y−(−2)= ( x −2 ) 6−(−2)
−5−2 y−(−2)= ( x −2 ) intercept is 5, it may be Therefore y = 36 from
6+ 2 −5−2 both equations.
y +2= ( x−2 ) 6+ 2 (5,0)
−7 y +2= ( x−2 ) y− y 1=m ( x−x 1 )
8 −7
y +2=− ( x−2 ) 8 y−0=4 ( x−5 )
7 → y +2=− ( x−2 )
Multiply both sides of 7 → y=4 x−20
the equation by the LCD. Multiply both sides of
7 y+14=−8 x+16 the equation by the Example 2: If m = -2; y-
→Simplify the equation LCD.
intercept is 8.
and write in the 7 y +14=−8 x +16
standard form. Solution: Since the y-
8 x +7 y=2 →Simplify the equation intercept is 8, it may be
and write in the
standard form. (0, 8).
8 x +7 y=2 y− y 1=m ( x−x 1 )
y−8=−2 ( x−0 )
y−8=−2 x
y=−2 x +8
or simply
y=mx+b
y=−2 x +8
D. Discussing new 1. How did you find the 1. How did you find the 1. How did you find the Solve the following
concepts and activity? activity? activity? problem:
practicing new 2. Is it easy to find the 2. Is it easy to find the 2. Is it easy to find the A rectangular field is
skills #1 equation of the line equation of the line equation of the line to be enclosed with
given two points? given two points? given the slope and a exactly 66 meters of
3. Is it necessary to 3. Is it necessary to point? fencing materials. If the
memorize the formula memorize the formula 3. What if you have length is 3 meters more
for finding the slope? for finding the slope? a slope in the form of than the width, what
4. Is knowledge of rules 4. Is knowledge of rules a fraction? are the dimensions of
on integers important? on integers important? 4. What concept will you the field?
apply?
5. Is it easy to find
the equation of the line
given the slope and its
intercepts?
6. What are the points
to remember for you to
find the equation of the
line?
Find the equation of the Find the equation of the Find the equation of the Solve the following
line given two points in line given two points in line with the given problem:
the form Ax+ By=C . the form Ax+ By=C . conditions. Write the Joshua has a set of
1. (2,1) and (-2, 2) 1. (2,1) and (-2, 2) equation in standard 1-peso coins and 5-peso
2. (3, -5) and (-4, -1) 2. (3, -5) and (-4, -1) form. coins with a total value
3. (2, 9) and (8, -2) 3. (2, 9) and (8, -2) of P43.00. How many of
E. Discussing new
1. m=3; ( 1,3 ) each kind does he have
concepts and if he has 19 coins in all?
practicing new 3
m=− ;(3 ,5 )
skills #2 2. 4
3. m=−3 ; x-intercept =
-3
2
m=
4. 3 ; y-intercept =8
Find the equation of the Find the equation of the Find the equation of the Solve the following
line given two points in line given two points in line with the given problems:
the form y=mx+b . the form y=mx+b . conditions. Write the
1. (0, 0) and (1, 5) 1. (0, 0) and (1, 5) equation in slope- 1. Angles C and D are
2. (8, 2) and (1, 0) 2. (8, 2) and (1, 0) intercept form. supplementary, and
3. (2, 3) and (-2, 0) 3. (2, 3) and (-2, 0) angle C is 48 degrees
1. m=−4 ;(−2 ,−3 ) more than D. Find C and
F. Developing
D.
mastery (Leads 3
to Formative
m=− ;(−5 ,−7 )
2. 2
Assessment)
1
m=
3. 2 ; x-intercept =
-6
4. m=3 ; y-intercept
is -5
Find the equation of the Find the equation of the Find the equation of the The base of the statue
line given two points in line given two points in line with the given of Dr. Jose Rizal in
standard form and standard form and conditions. Write the Luneta is a rectangle
slope-intercept form, slope-intercept form, equation in slope- whose perimeter is 5.4
respectively. respectively. intercept form. meters. The length is
1. (3, -2) and (-2, -1) 1. (3, -2) and (-2, -1) 1. m=5 ;(2 , 5 ) 0.3 meters more than
G. Finding 2. (4, 2) and (-2, -3) 2. (4, 2) and (-2, -3) the width. Find the
Practical 2. m=1 ;(2 ,−6) length and the width.
applications of 3
concepts and m=
3. 4 ; y-intercept =1
skills
The two-point formula of The two-point formula Point-slope form of the Generalizations:
the equation of the line of the equation of the equation of a line: In solving problems
y 2− y 1 line is y− y 1=m ( x−x 1 ) involving linear
.
x 2 −x1 (
y− y 1= x−x1 ) y2− y 1 equations, use the
H. Making is . y− y 1= ( x−x1 ) Slope-intercept substitution or
generalizations The equation of the line x 2 −x1 . y=mx+b . elimination method to
form:
and can be written in The equation of the line find the exact values.
abstractions standard form, Intercept form:
can be written in
about the x y
Ax+By=C or in the standard form, + =1
lesson
slope-intercept form, Ax+By=C or in the a b
y=mx+b . slope-intercept form,
y=mx+b .
I. Evaluating (GROUP ACTIVITY) (GROUP ACTIVITY) Find the equation of the Solve the following
Learning Write the equation in Write the equation in line with the given problem:
the slope-intercept form the slope-intercept form conditions. The odd
that passes through the that passes through the columns of the class will The sum of the
given points. Write the given points. Write the write the equation in measures of the two
letter that corresponds letter that corresponds slope-intercept form angles is 180 degrees.
to each answer in the to each answer in the and the even columns Three times the
boxes below. boxes below. will write the equation measure of one angle is
in standard form. 24 less than the
D (5, 2) and (7, D (5, 2) and (7, 1. m=3 ;(3 ,−2) measure of the other
6) 6) angle. What is the
1
E (3, 10) and (1, E (3, 10) and (1, m= ;(4 ,5 ) measure of each angle?
2) 2) 2. 3
O (-1, 3) and (-2, O (-1, 3) and (-2, 3. x and y-intercepts are
4 and 1 respectively
7) 7)
V (5, 5) and (2, V (5, 5) and (2,
3) 3)
A (-3, 1) and (-2, A (-3, 1) and (-2,
4) 4)
C (-8, -2) and (1, C (-8, -2) and (1,
7) 7)
M (4, 6) and (-1, - M (4, 6) and (-1,
4) -4)
I (-3, -2) and (4, I (-3, -2) and (4,
5) 5)
T (-2, 5) and (2, T (-2, 5) and (2,
7) 7)
DECODER: DECODER:
y=3 x +10 y=3 x +10
y=2 x−2 y=2 x−2
y=3 x +10 y=3 x +10
y=2 x−8 y=2 x−8
y=4 x−2 y=4 x−2
y=−4 x+1 y=−4 x+1
y=x −6 y=x −6
y=3 x +10 y=3 x +10
2 5 2 5
y= x + y= x +
3 3 3 3
y=x +1 y=x +1
1
1 y= x +6
y= x +6 2
2
y=4 x−2
y=4 x−2
J. Additional Give the equation of the Give the equation of the Complete the table. Solve the following
activities for line in standard form. line in standard form. problem:
application or 1. (2, 6) and (-3, 4) 1. (2, 6) and ( -3, 4)
remediation 2. (3, 6) and (-4, 3) 2. (3, 6) and ( -4, 3) 1. Find the numbers
whose difference is 20
and their sum is 30.
2. The difference
between the ages of
Marie and Alpha is 3
years. Alpha will be
twice as old as Marie is
ten years from now.
How is each at
present?
3. A boat covers 45
kilometers upstream in
9 hours and the same
distance for 6 hours
downstream. Find the
rate of the boat in still
water and the rate of
the water current.
___Lesson carried. Move ___Lesson carried. Move ___Lesson carried. Move ___Lesson carried. Move ___Lesson carried. Move
V. REMARKS on to the next objective. on to the next objective. on to the next objective. on to the next objective. on to the next objective.
___Lesson not carried. ___Lesson not carried. ___Lesson not carried. ___Lesson not carried. ___Lesson not carried.
VI. REFLECTION
A. No. of learners
who earned 80% Apacible Apacible Apacible Apacible Apacible
on the formative Bonifacio Bonifacio Bonifacio Bonifacio Bonifacio
assessment Mabini Mabini Mabini Mabini Mabini
B. No. of Learners
who require Apacible Apacible Apacible Apacible Apacible
additional Bonifacio Bonifacio Bonifacio Bonifacio Bonifacio
activities for Mabini Mabini Mabini Mabini Mabini
remediation
C. Did the remedial
lessons work? No. Apacible Apacible Apacible Apacible Apacible
of learners who Bonifacio Bonifacio Bonifacio Bonifacio Bonifacio
have caught up Mabini Mabini Mabini Mabini Mabini
with the lesson.
D. No. of learners
who continue to Apacible Apacible Apacible Apacible Apacible
require Bonifacio Bonifacio Bonifacio Bonifacio Bonifacio
remediation Mabini Mabini Mabini Mabini Mabini
E. Which of my Strategies used that Strategies used that Strategies used that Strategies used that Strategies used that
teaching work well: work well: work well: work well: work well:
strategies worked ___ Group collaboration ___ Group collaboration ___ Group collaboration ___ Group collaboration ___ Group collaboration
well? Why did this ___ Games ___ Games ___ Games ___ Games ___ Games
work? ___ Solving ___ Solving ___ Solving ___ Solving ___ Solving
Puzzles/Jigsaw Puzzles/Jigsaw Puzzles/Jigsaw Puzzles/Jigsaw Puzzles/Jigsaw
___ Answering ___ Answering ___ Answering ___ Answering ___ Answering
preliminary preliminary preliminary preliminary preliminary
activities/exercises activities/exercises activities/exercises activities/exercises activities/exercises
___ Carousel ___ Carousel ___ Carousel ___ Carousel ___ Carousel
___ Diads ___ Diads ___ Diads ___ Diads ___ Diads
___ Think-Pair-Share ___ Think-Pair-Share ___ Think-Pair-Share ___ Think-Pair-Share ___ Think-Pair-Share
(TPS) (TPS) (TPS) (TPS) (TPS)
___ Rereading of ___ Rereading of ___ Rereading of ___ Rereading of ___ Rereading of
Paragraphs/Poems/Storie Paragraphs/Poems/Stori Paragraphs/Poems/Stori Paragraphs/Poems/Stori Paragraphs/Poems/Stori
s es es es es
___ Differentiated ___ Differentiated ___ Differentiated ___ Differentiated ___ Differentiated
Instruction Instruction Instruction Instruction Instruction
___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama
___ Discovery Method ___ Discovery Method ___ Discovery Method ___ Discovery Method ___ Discovery Method
___ Lecture Method Why? ___ Lecture Method ___ Lecture Method ___ Lecture Method ___ Lecture Method
___ Complete IMs Why? Why? Why? Why?
___ Availability of ___ Complete IMs ___ Complete IMs ___ Complete IMs ___ Complete IMs
Materials ___ Availability of ___ Availability of ___ Availability of ___ Availability of
___ Pupils’ eagerness to Materials Materials Materials Materials
learn ___ Pupils’ eagerness to ___ Pupils’ eagerness to ___ Pupils’ eagerness to ___ Pupils’ eagerness to
___ Group member’s learn learn learn learn
cooperation in doing ___ Group member’s ___ Group member’s ___ Group member’s ___ Group member’s
their tasks cooperation in doing cooperation in doing cooperation in doing cooperation in doing
their tasks their tasks their tasks their tasks
__ Bullying among pupils __ Bullying among pupils __ Bullying among __ Bullying among __ Bullying among
__ Pupils’ behavior/ __ Pupils’ behavior/ pupils pupils pupils
attitude attitude __ Pupils’ behavior/ __ Pupils’ behavior/ __ Pupils’ behavior/
__ Colorful IMs __ Colorful IMs attitude attitude attitude
F. What difficulties
__ Unavailable __ Unavailable __ Colorful IMs __ Colorful IMs __ Colorful IMs
did I encounter
Technology Equipment Technology Equipment __ Unavailable __ Unavailable __ Unavailable
which my principal
(AVR/LCD) (AVR/LCD) Technology Equipment Technology Equipment Technology Equipment
or supervisor can
__ Science/ __ Science/ (AVR/LCD) (AVR/LCD) (AVR/LCD)
help me solve?
Computer/Internet Lab Computer/Internet Lab __ Science/ __ Science/ __ Science/
__ Additional Clerical __ Additional Clerical Computer/Internet Lab Computer/Internet Lab Computer/Internet Lab
works works __ Additional Clerical __ Additional Clerical __ Additional Clerical
works works works
G. What innovation Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations:
or localized __ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos
materials did I __ Making big books from __ Making big books __ Making big books __ Making big books __ Making big books
use/discover views of the locality from views of the from views of the from views of the from views of the
which I wish to __ Recycling of plastics locality locality locality locality
share with other to be used as __ Recycling of plastics __ Recycling of plastics __ Recycling of plastics __ Recycling of plastics
teachers? instructional materials to be used as to be used as to be used as to be used as
__ local poetical instructional materials instructional materials instructional materials instructional materials
composition __ local poetical __ local poetical __ local poetical __ local poetical
__ ppt presentation composition composition composition composition
__ ppt presentation __ ppt presentation __ ppt presentation __ ppt presentation