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Chapter 3 Lesson 1

This detailed lesson plan for Grade 8 Mathematics focuses on graphing systems of linear equations, aiming for students to achieve at least 80% accuracy in illustrating and categorizing these graphs. The lesson includes a review of previous topics, step-by-step examples, and interactive discussions to enhance understanding. Students will engage in enrichment activities and evaluations to solidify their learning outcomes.

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Marie Antoinette Cadorna Cadeliña
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14 views9 pages

Chapter 3 Lesson 1

This detailed lesson plan for Grade 8 Mathematics focuses on graphing systems of linear equations, aiming for students to achieve at least 80% accuracy in illustrating and categorizing these graphs. The lesson includes a review of previous topics, step-by-step examples, and interactive discussions to enhance understanding. Students will engage in enrichment activities and evaluations to solidify their learning outcomes.

Uploaded by

Marie Antoinette Cadorna Cadeliña
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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DETAILED LESSON PLAN IN

MATHEMATICS 8

DETAILED LESSON PLAN IN ENGLISH

School: Grade Level: 8

Teacher: Learning Area: Mathematics

Time & Dates: Quarter: 3rd Quarter

I. OBJECTIVES/ LEARNING OUTCOMES

A. Content Standard The learners demonstrate understanding of


key concepts of factors of polynomials,
rational algebraic expressions, linear
equations and inequalities in two variables
and linear functions, algebraic expressions,
the properties of real numbers as applied in
linear equations, and inequalities in one
variable.
B. Performance Standard The learners are able to formulate real-life
problems involving factors of polynomials,
rational algebraic expressions, linear
equations and inequalities in two variables,
systems of linear functions, and solve these
problems accurately using a variety of
strategies.
C. Learning Competencies At the end of 1 hour, the students are
expected to achieve at least 80% accuracy
level in the following behavior:
1. Illustrate a system of linear
equations in two variables.
2. Graph a system of linear equations
in two variables and categorize
graphs that are parallel, intersecting
and coinciding.
3. Participate actively in class
discussion.

II. Subject Matter


Topic: Graphing System of Linear Equations

References: Teacher’s Book pages 75-83


Mathematics 8 textbook pages 75-84

Materials:
 PowerPoint Presentation
 TV
 White board marker

d. Duration: 1 hour
IFVL:

III. PROCEDURE
TEACHER’S INSTRUCTION LEARNER’S RESPONSE
Greetings:
Good Morning class.
Good morning Ma’am
Prayer:
May request, Cyrene Faith to lead us in
prayer.

Before you take your sit, kindly look and pick (Students do so)
up piece of trash and arrange your chairs
properly.
(Students do so)
All right, you may now take your sits.

Checking of Attendance:

Secretary, kindly check the attendance.

B. SETTING OF STANDARDS

Our classroom rules spell MATH which


means:

M- inimize your voice


A-ll ideas count
T-ry your best .
H-ave fun

Have any problem with our rules? None, Ma’am


REVIEW/MOTIVATION It’s all about Determining the equation of a
What was our topic last meeting? line.

Let’s have a review.


When we determine the equation of a line, the
final answer should be in any of these form:
a. Ax + By = C
b. y = mx + b
x y
c. + =1
2 5

1. Two points on a line (x₁,y₁) and (x₂,


y₂) and using the two-point form
y-y₁= (
y₂❑ - y₁❑
❑
x₂ - x₁ )
❑ (x-x₁)

2. The slope m and a point on the line


(x₁,y₁) and using the point-slope form
y−y₁=m(x−x₁).
3. The x- intercept a and y-intercept b of
the line and using the intercept form
x y
+ =1.
a b
We can determine the equation of a line in
these given following information.
Example 1: Given the points (7, -1) and (8, 2)
on a line, determine the equation of the line in
slope- intercept form and standard form.

Solution:
y-y₁= (
y₂❑ - y₁❑
❑
x₂ - x₁ )
❑ (x-x₁)

y-(-1)= ❑ (
2❑ ₋(-1)
8 -7 )
(x-7)

( )
3❑
y+1= ❑ (x-7)
1
y= 3x- 21-1
y= 3x -22 -Slope-intercept form
-1(-3x + y = -22)
3x – y = 22 -Standard form
Find the equation of a line with slope m= -3
Example 2: Find the equation of a line with and passing through the point (-2, -1) and
slope m= -3 and passing through the point (- determine the standard form and slope-
2, -1) and determine the standard form and intercept form.
slope-intercept form. Solution:
y−y₁ = m (x−x₁)
Who wants to try? y- (-1) = -3 (x -(-2))
y +1 = -3(x +2)
y+1 = -3x-6
y = -3x-6-1
y= -3x -7 -Slope-intercept form
3x + y = -7 -Standard form

Let’s check if the answer is correct.


Solution:
y−y₁ = m (x−x₁)
y- (-1) = -3 (x -(-2))
y +1 = -3(x +2)
y+1 = -3x-6
y = -3x-6-1
y= -3x -7 -Slope-intercept form
3x + y = -7 -Standard form

Good job, I hope that you fully understand


our previous lesson.

D. DISCUSSION
Our lesson this morning is all about
Determining the equation of a line. By the end
of the lesson you must be able to:

1. Illustrate a system of linear equations


in two variables.
2. Graph a system of linear equations in
two variables and categorize graphs
that are parallel, intersecting and
coinciding.
3. Participate actively in class discussion.
Let us graph the examples of system of linear
equations in two variables.

Example number 1.
Equation 1: x +y = 5
Equation 2: 2x + 3y = 9

First, we will solve for y and find the slope


and y-intercept.
Eq. 1:
x+y = 5
y= -x +5
m = -1, b = 5

Eq. 2:

2x + 3y = 9
3y = -2x + 9 -Divide both sides by 3.
−2
y= x +3
3
−2
m= ,b=3
3

I have notice in the graph that they intersect


to each other.

What have you notice in the graph?

Yes, the graph of the system shows


intersecting lines.

Example number 2:

Eq. 1: 2x + 3y = 3
2x + 3y = 3
3y = -2x +3 -Divide both sides by 3
2
y = - x +3
3
2
m=- ,b=3
3
Eq. 2: 2x + 3y = -6
2x + 3y = -6
3y = -2x – 6 -Divide both sides by 3
2
y=- x–2
3
−2
m= , b = -2
3

The lines don’t intersect Ma’am

How about this graph, what have you notice?

Yes, the graph of the system shows parallel


lines that do not intersect.

Example number 3:
Eq. 1:
2x – y = 3
-y = -2x + 3 -Multiply both sides by -1
y = 2x + 3
m = 2, b = 3

Eq. 2:
4x – 2y = 6
-2y = -4x + 6 -Divide both sides by -2
y = 2x – 3
m = 2, b = 3
None, Ma’am

The graph of the system shows lines that


coincide.

Any clarifications regarding to our lesson this


morning?

E. ENRICHMENT ACTIVITIES
Try this in a one half sheet of paper.

Instruction: Write each equation in the given


system in slope-intercept form. Give the slope
and the y-intercept of each and graph the
system.

Slope- Slope and y-


Equation intercept intercept (b)
form
–x +3y = 3 Slope- Slope and y-
4x – 6y =- Equation intercept intercept (b)
12 form
2x + 3y = –x +3y = 3 3y= x + 3 m= 1/3
12 x b=1
x + 2y = 8 y= +1
3
2x – y = 4 4x – 6y =- -6y = -4x – −2
m=
12 12 3
Are you all done? Who wants to answer? −2 b=2
y= x +2
3
2x + 3y = 3y = -2x + 12 −2
−2 m=
12 3
y= x +4
3 b=4
x + 2y = 8 2y = -x + 8 −1
−x m=
2
y= +4
2 b=4

2x – y = 4 -y = -2x + 4 m=2
Let’s check your answer. y = 2x -4 b = -4

Slope- Slope and y-


Equation intercept intercept (b)
form
–x +3y = 3 3y= x + 3 m= 1/3
x b=1
y= +1
3
4x – 6y =- -6y = -4x – −2
m=
12 12 3
−2 b=2 IFVL:
y= x +2
3
2x + 3y = 3y = -2x + 12 −2
−2 m=
12 3 Yes, Ma’am
y= x +4
3 b=4 I have learned on how to graph of the system
x + 2y = 8 2y = -x + 8 −1 and categorize them as intersecting, parallel
−x m=
2 and coincide.
y= +4
2 b=4

2x – y = 4 -y = -2x + 4 m=2
y = 2x -4 b = -4

F. GENERALIZATION
Did you learn something today?
What have you learned in our lesson?

I am glad that you have learned something


today.

G. EVALUATION
Get 1 whole sheet of paper and answer the
following and I will give you 15 minutes to
answer.
Instruction: Graph each of the following
system of linear equations in two variables.
Categorize the graph as lines that are
intersecting, parallel and coincide.

1. Eq. 1: 5x + 2y = -6
Eq. 2: x + 2y = 2

2. Eq. 1: 6x – 2y = 4
Eq. 2: y – 3x = -5

3. Eq. 1: 8x – 4y = 12
Eq. 2: 4x- 2y = 6

4. Eq. 1: 3x – 6y = 15
Eq. 2: x – 2y = 2 Good bye and thank you Ma’am.

5. Eq. 1: 4x – 8y = 16
Eq. 2: 2x -4y = 12

Are you all done? Pass your papers forward.


That’s all for today class.
Good bye and thank you class.

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