School: BOLBOK INTEGRATED NHS Grade Level: 8

GRADES 1 to Teacher: DAHLIA L. CONTAOI Learning Area: MATHEMATICS

1 12 September 16-20,2024 (Week 8)
DAILY LESSON 6:10 – 6:45 -Hyacinth
LOG 6:45-7:20 Everlasting
7:20 – 7:55 Stargazer
Teaching Dates and 9:25 – 10:00 Rose
Time: 10:00 – 10:35 Orchid Quarter: FIRST
DAY 1 (Monday) DAY 2 (Tuesday) DAY 3 (Wednesday) DAY 4 (Thursday) DAY 5 (Friday)
Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures shall be
I. OBJECTIVES followed and if needed, additional lessons, expercises and remedial activities be done for developing content knowledge and competencies:
these are using Formative Assessment strategies, valuing objectives support the learning of content and competencies and enable children to
find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.
A. Content
The learner demonstrates understanding of key concepts of factors of polynomials, rational algebraic expressions, linear equations and
Standards:
inequalities in two variables, systems of linear equations and inequalities in two variables and linear functions.
B. Performance The learner is able to formulate real-life problems involving factors of polynomials, rational algebraic expressions, linear equations and
Standards: inequalities in two variables, systems of linear equations and inequalities in two variables and linear functions, and solve these problems
accurately using a variety of strategies
C. Learning The learner illustrates a The learner graphs a The learner categorizes Solves a system of linear At the end of the session,
Competencies/O system of linear system of linear equations when a given system of equations in two variables learners will be able to:
bjectives: equations in two in two variables. linear equations in two by (a) graphing; (b) a. graph systems of
variables. (M8AL-Ih-2) variables has graphs substitution; (c) linear equations in
(M8AL-Ih-1) that are parallel, elimination. (M8AL-Ii-j-1) two variables using
a. Determine the graphs intersecting, and slope and y-
a. Illustrate system of of the equation by coinciding. a. Determine the solution intercept;
linear equations in two using ordered pairs (M8AL-Ih-3) to the system of linear b. classify the graphs
variables. b. Graph the system of equations in two variables of the systems of
b. Draw the sketch of Linear Equation in two a. Solve system of by graphing. linear equations in
system of linear Variables linear b. Solve systems of linear two variables as
equations in two c. Value accumulated equations in two equation in two variables consistent and
variables. knowledge as means variables. by graphing. dependent,
c. Appreciate the of new understanding b. Identify the graphs c. Value accumulated consistent and
importance of system of knowledge base on new independent, or
of linear equations in systems of linear understanding. inconsistent; and
two variables in equations in two c. share insights on the
solving real-life variables as parallel, importance of noting
problems and in intersecting or details and drawing
making decisions. coinciding. conclusions from
c. Value accumulated graphical
knowledge and skills representations in
as means of new generating
understanding. strategies in disease
prevention and
control.

II. CONTENT System of Linear Graphing System of Identifying Systems of Solving Systems of Graphing Systems of
Equations in Two Linear Equations in Two Linear Equations in Linear Equations in Linear Equations in Two
 Two Variables by
Variables Variables Two Variables Variables
Graphing Method
III. LEARNING Materials to be used vary in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there
RESOURCES is a mix of concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References
1. Teacher’s
Guide Pages
56 – 59 60 – 62 63 – 65 297-315
2. Learner’s 143 – 145 146 – 149 150 – 155 Learner’s Module Mathematics - Grade 8
Materials Alternative Delivery Mode.
Pages pages Quarter 1 – Module 15:
274 – 280 Graphing Systems of Linear
Equations in Two Variables.
First Edition, 2020. Pp.10
3. Textbook Gafur Taskin, Pre-Algebra Gafur Taskin, Pre-Algebra Gafur Taskin, Pre-Algebra Bernabe Lucia D. et.al
Pages 2, pages 44 – 45 2, pages 46 – 50 2, pages 51 – 55 Intermediate Algebra,
pages 33 - 36
4. Additional www.presentationmaga www.presentationmaga www.presentationmag http://www.cavite.gov.ph
Materials from zine.com zine.com azine.com https://
Learning www.google.com.ph
Resource (LR) www.encryptedtbn2.gst www.encryptedtbn2.gst www.encryptedtbn2.gs
portal atic.com/images? atic.com/images? tatic.com/images?
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O_SCN04Ve9A O_SCN04Ve9A wiO_SCN04Ve9A

www.google.com.ph/ www.google.com.ph/ www.google.com.ph/

search? search? search?
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=isch&sa=1&btnG=Searc =isch&sa=1&btnG=Search =isch&sa=1&btnG=Searc
h&q=student+pencil+clip &q=student+pencil+clip+ h&q=student+pencil+clip
+art#imgrc=Ol8RPrcjOlOn art#imgrc=Ol8RPrcjOlOnE +art#imgrc=Ol8RPrcjOlO
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B. Other Learning Grade 8 LCTG by DepEd Grade 8 LCTG by DepEd Grade 8 LCTG by
Resources Cavite, Mathematics Cavite, Mathematics DepEd Cavite,
2016 2016 Mathematics 2016
Projector, PowerPoint Projector, PowerPoint Projector, PowerPoint
presentation, and laptop presentation, and laptop presentation, and laptop
IV. PROCEDURE These steps will be utilized across the week. Spread out the activities appropriately so that students will learn well. Always be guided by
S demonstration of learning by the students that can infer from formative assessment activities. Sustain learning systematically by providing
students with multiple ways to learn new things, practice their learning, question their learning processes, and draw conclusions about what they
learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
A. Reviewing Find the x- and y- Determine the graph of Determine the graph of WIKA RAMBULAN!  Give each group a
Previous Lesson intercepts of the the equations by using the equation by using The teacher will show the printed large piece
or Presenting following equations. ordered pair. ordered pair words in Wika Rambulan. of graph paper or a
the New Lesson 1. x+y = 4 2x-y = 5 2x-y = 5 Each group will be given whiteboard and
2. x-y = 5 4x+y = 4 4x+y = 4 ten seconds to answer markers.
each word. The group that  Hand out an
 has the highest score will equation card to
be the winner. each group.
 Ask each group to
1. INN CON CEASE TENT choose one card and
2. CONE INSECT SIDE read the equation
3. INNER TERSE SECTOR aloud.
TING EQUATION CARDS
4. GRRR ROUGH Equation: y = 2x + 3
5. LEAN ARE EKE WAY Equation: y = -x + 2
SHOW ON Equation: y = x – 3

B. Establishing a  What should be the 1. What 2 ordered  How are you able Group Activity
1. How did you graph
Purpose for the value of the pairs to determine the The class will be divided
the equations?
Lesson variable y in can be used to graph of the into four groups. Each
2. Did you have any
getting the x- determine the graph equations on the group will answer the
difficulties while
intercept of an of previous activity? given activity and present
doing the task? If so,
equation? equation 1? Of What can you observe their work in front of the
what were they and
What should be the value equation 2? with the value of y as you class.
how did you cope
of the variable x in getting 2. What is the solution change the value of x?
with them?
the y-intercept of an of 1.
equation? the system?
C. Presenting Find the x- and y- Determine the graph of Determine the graph of One way of finding the
Examples/Instan intercepts of the the equations by using the equation by using solution of a system of  Start the lesson by
ces of the following equations. ordered pair. ordered pair linear equations in two inviting students to
Lesson 1. x+y = 4 2x-y = 5 2x-y = 5 variables is by graphing participate in a quick
2. x-y = 5 4x+y = 4 4x+y = 4 both equations in a "Math Scavenger
Cartesian plane. Let us Hunt."
look at the following  Display a set of clues
example below. around the
classroom that
ILLUSTRATIVE EXAMPLE 1 relate to systems of

{ 𝑥+𝑦 =1 𝑒𝑞.(1)
Solve the system: linear equations,

𝑥−2𝑦 = −2 𝑒𝑞.
along with their
matching answers
(2), graphically. hidden in different
locations.
Solution: Student #1: I found the
By looking at the two clue: “They are
equations, both can be consistent and
easily graph by getting independent. Two
the two intercepts in each lines cross each
equation. other at exactly one
Eq. (1) x + y = 1 point."
If x = 0 Student #2: I got the answer
0+y=1 “Intersecting.”
y = 1 (0,1)
If y = 0 Student #3: I have the
x+0=1 “They are consistent
x = 1 (1, 0) and dependent. Two
 lines lie exactly on
each other, meaning
they intersect at all
points."
Student #4: “Coinciding” is
the answer.

Student #5: The clue is

“They are
inconsistent. Two
lines run side by side
and never intersect,
no matter how far
you extend them."
Student #6: The answer is
“Parallel.”
D. Discussing New Presentation of illustrative Given the values of x, The teacher will show DESCRIBE MY Reading and Health
Concepts and examples using the given find for the values of y. illustrative example. SOLUTIONS! Theme: Disease
Practicing New equations earlier. Graph the following Graph the following Directions. Graph each of Prevention and
Skills #1 1. x + y = 4 system of linear system of linear the following systems of
y – intercept: equations. equations linear equations in two Control
(0) + y = 4 1. 3x-2y = 6 1. x + y = 6 variables on the Sub-theme: General
when x = 0, y = 4 6x-4y = 4 3x-2y = 6 Cartesian coordinate methods of disease
therefore we have x -2 0 2 4 plane. Describe the prevention and
the x+y=6 solution set of each
coordinates: (0,4)
y
system based on the
control
x - 0 2
SCENARIO:
x – intercept: 2 graph drawn.
Over five weeks,
x + (0) = 4 y 8 6 4
Mainit City officials closely
when y = 0, x = 4 Group 1
3x – 2y = 6 monitored COVID-19 cases
therefore we have 3x-2y = 6 x+y=8
x -2 0 2 4 in each barangay and took
the coordinates: (4,0) x - 0 2 x + y = -3
steps to control the spread
y -6 -3 0 3 2 Group 2
of the virus.
To graph the equation: y - - 0 3x – y = 7
In Barangay
x+y=4 6 3 x + 3y = - 4
Masagana, the number of
2. x – y = 5y – intercept: 6x-4y = 4 2. x-4y = 6 Group 3
cases followed the equation
x -2 0 2 4 2x-8y = 16 x + 6y = 9
(0) – y = 5 when x = 0, y x-4y = 6 2x + 6y = 18 y=2 x +15. It began with 17
y -4 -1 2 5 Group 4 cases in the first week and
= -5 therefore we have
the coordinates: (0,-5) x – 2y = 12 went up by 2 cases each
2x-8y = 20
6x + 3y = -9 week, reaching 25 cases by
the fifth week. To manage
x – intercept:
this increase, officials
x – (0) = 5
enforced stay-at-home
when y = 0, x = 5
orders, conducted mass
therefore we have
testing, accelerated
the
vaccination drives, and
coordinates: (5,0)
launched public awareness
To graph the equation:
campaigns.
x–y=5
In Barangay Pag-
on the same plane as
 from the first equation. asa, the cases followed the
equation y=2 x−1 . They
started with 1 case in the
first week and increased by
2 each week, reaching 9
cases by the fifth week
despite efforts such as
contact tracing, health
checkpoints, community
support programs, and
regular sanitization.
Barangay Payapa
saw its cases decline
following the equation
y=− x+5 . It started with 4
cases in the first week and
went down by 1 case each
week, reaching zero cases
by the fifth week. This
success was attributed to
community-led initiatives,
home care kits, mental
health support, and strict
travel restrictions.
The overall trend for
Mainit City is represented by
2 y=4 x+ 30, which
simplifies to y=2 x +15.
The officials wanted to
reduce the number of cases
of COVID-19 by
implementing targeted
prevention measures
tailored to each barangay,
ensuring the safety and
well-being of the entire
community.
E. Discussing New Graph the following pair Graph the following Do as indicated. Analysis Reading and Health
Concepts and of linear equations in two system of linear 1. How do you graph Theme: Disease
Practicing New variables. equation. a. Find the values of y system of linear equations Prevention and Control
Skills #2 that makes each in two variables? Sub-theme: General
1. x + y = 3 1. x+y = 5 2. x-y = - equation true, give 2. When can you say that methods of disease
2x + 3y = 8 2 values of x. a graph has only one
x-y = 3 2x-2y = 6 b. Graph the following solution? What is the
prevention and control
1. What equation
system of linear solution to intersecting
represents the COVID-19
equation. lines?
cases in Barangay
c. Determine whether 3. What is the solution to
Masagana, Barangay Mainit,
the system of linear equations
Barangay Pag-asa, Barangay
 equations are Payapa, and Mainit City?
dependent or 2. How many cases
independent. were reported in the three
barangays in the first week?
that are equivalent? How
1. 3x+y = 1 2. x+2y 3. By how many cases
will you describe the
=3 did the number
graph?
-6x+2y = 3 3x-6y = 9 increase/decrease each
4. What can you say
week in Barangay
about the solution of the
Masagana, Barangay Pag-
systems of linear
asa, and Barangay Payapa?
equations with parallel
4. What measures did
lines as its graph?
officials implement to control
Discuss the kind of linear
the spread of the virus in
equations in two variables
Barangay Masagana,
with the given
Barangay Mainit, Barangay
relationships of the slopes
Pag-asa, Barangay Payapa?
and the y-intercepts.
When can you say that the
Discuss Desmos App
graph is consistent and
dependent, consistent and
independent, or
inconsistent?

F. Developing Graph the following pairs Graph the following Do as indicated. Use desmos app to check
Mastery of linear equations on system of linear the graph and let the
(Leads to different Cartesian equation. a. Find the values of y students identify the kind
Formative coordinate plane. that makes each of system of linear
Assessment 3) 1. 3x+y = 1 2. x+2y = equation true, give equation in two variables.
1. x – 2y = 2 3 values of x.
6x – 8y = 5 -6x+2y = 3 3x-6y = b. Graph the following
] 9 system of linear
equation.
c. Determine whether
2. 5x – 3y = -4 the equations are
2x = -y – 13 intersecting or not.
1. x+y = 5 2. x-y = -
2
x-y = 3 2x-2y =
6
G. Finding Practical Illustrate the following Graph the following Study the situation By partner:
Applications of system linear equations system of linear below: Given the equation,
Concepts and in two variables. equation. Jose wanted to rewrite the equation in
Skills in Daily construct a rectangular slope intercept form and
Living 1. 2x-3y = 6 1. 2x+2y = 8 2. 3x-y = garden such that its identify the slopes and y-
y = 3x+2 5 perimeter is 28m and its intercepts.
2. x-y = -2 x+y = 4 6x-2y = length is 6 times its Once identified,
x-y = 3 10 width. determine the kind of
3. x-4y = 8 systems of linear
2x-8y = 16 equation.
 a. What system of linear
equations represents
the given situation?
b. Suppose the system
of linear equations is
graphed. How would the
graphs look like?
c. Is the system
consistent and
dependent, consistent
and independent, or
inconsistent? Why?

H. Making Generalizations: Generalizations: Let's wrap up our lesson for

Generalizations To illustrate system of today:
and Abstractions linear equations in two 1. What are the steps
Generalizations:
about the variables we solve for the or things to consider when
The solution of the
Lesson x-intercept and y-intercept graphing systems of linear
system of linear equations
of the given equations. equations in two variables
are the set of ordered
using slope and y-intercept?
pairs (x,y) that will satisfy
2. How can you classify
the equation or that will
the graphs of the systems of
make the equations true.
linear equations in two
To find the solution of the
variables as consistent and
system of linear equations
dependent, consistent and
in two variables, we
independent, or
randomly get points from
inconsistent?
each portion of the graph
3. How does noting
and express each variable
details and drawing
to its values and then
conclusions from graphical
solve for the truth values
representations contribute
of the ordered pairs.
to generating effective
strategies in disease
prevention and control?
I. Evaluating Illustrate linear Identify the kind of Solve the following systems
Learning equations in two Graph the following Identify the kind of system based on the of linear equations by
variables. system of linear system graph for the following given slope and y- graphing, and then identify
equation. system of linear system intercept and graph.
1. x+y = 10 equation. the point of intersection.
1. 3x+4y =
15 2x-3y = 5 1. x+y = 3 1. 2x + 2y = 2 ; 2x + 3y = -
y = 5x+3 2x + 3y = 8 2
2. x+2y = 3 2. 4y-6x = 1 2. 5x – 3y = -4 2. 3x – 3y = 0 ; x – 3y = -2
3x-6y = 9 2y-3x = 4 2x = -y – 13 3. x = - y + 2 ; 2x – y = 4
3. x + 2y = 4. x + y = 8 ; x – y = 4
3.x+y=2 12
5. x + 2y = 4 ; x – 3y = -1
2x+2y = 4 -x + 2y = 0

J. Additional 1. Illustrate linear Bring the following Graph the following and
Activities for equations in two tomorrow: then answer the
 Application or variables questions that follows:
Remediation a. y = 5x+3 1. Graphing paper x+2y = 3
2. Ruler 3x-6y = 9
b. y = -2x+4 3. Pencil
. and coinciding
IV. REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works? What
else needs to be done to help the students learn?
VI. REFLECTION
Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant
questions.
Hyacinth _________________ Hyacinth _________________ Hyacinth _________________ Hyacinth _________________ Hyacinth _________________
Rose _____________________ Rose _____________________ Rose _____________________ Rose _____________________ Rose _____________________
A. No. of learners who Stargazer Stargazer _________________ Stargazer ________________ Stargazer ________________ Stargazer _________________
earned 80% in the _________________ Orchid ____________________ Orchid ___________________ Orchid ___________________ Orchid ____________________
evaluation Orchid ___________________ Everlasting Everlasting Everlasting Everlasting _________________
Everlasting ________________ _______________ _______________
________________
Hyacinth _________________ Hyacinth _________________ Hyacinth _________________ Hyacinth _________________ Hyacinth _________________
Rose _____________________ Rose _____________________ Rose _____________________ Rose _____________________ Rose _____________________
B. No. of learners who
Stargazer Stargazer _________________ Stargazer ________________ Stargazer ________________ Stargazer _________________
require additional
_________________ Orchid ____________________ Orchid ___________________ Orchid ___________________ Orchid ____________________
activities for
Orchid ___________________ Everlasting Everlasting Everlasting Everlasting _________________
remediation
Everlasting ________________ _______________ _______________
________________
Hyacinth _________________ Hyacinth _________________ Hyacinth _________________ Hyacinth _________________ Hyacinth _________________
C. Did the remedial Rose _____________________ Rose _____________________ Rose _____________________ Rose _____________________ Rose _____________________
lessons work? No. Stargazer Stargazer _________________ Stargazer ________________ Stargazer ________________ Stargazer _________________
of learners who _________________ Orchid ____________________ Orchid ___________________ Orchid ___________________ Orchid ____________________
have caught up Orchid ___________________ Everlasting Everlasting Everlasting Everlasting _________________
with the lesson Everlasting ________________ _______________ _______________
________________
Hyacinth _________________ Hyacinth _________________ Hyacinth _________________ Hyacinth _________________ Hyacinth _________________
Rose _____________________ Rose _____________________ Rose _____________________ Rose _____________________ Rose _____________________
D. No. of learners who Stargazer Stargazer _________________ Stargazer ________________ Stargazer ________________ Stargazer _________________
continue to require _________________ Orchid ____________________ Orchid ___________________ Orchid ___________________ Orchid ____________________
remediation Orchid ___________________ Everlasting Everlasting Everlasting Everlasting _________________
Everlasting ________________ _______________ _______________
________________
E. Which of my
teaching strategies
work well? Why did
these work?
F. What difficulties did
I encounter which
my principal or
supervisor can help
me solve?
G. What innovations or
 localized materials
did I used/discover
which I wish to
share with other
teachers?

Prepared by: Checked by:

DAHLIA L. CONTAOI GLORIA T. BATHAN

Teacher III Head Teacher III, Mathematics