DAILY LESSON LOG OF M8AL-Ig-1 (Week Seven-Day One)

School Grade Level Grade 8

Teacher Learning Area Mathematics
Teaching Date and Time Quarter First
Objectives must be met over the week and connected to the curriculum standards. To meet the
objectives, necessary procedures must be followed and if needed, additional lessons, exercises and
remedial activities may be done for developing content knowledge and competencies. These are
I. OBJECTIVES assessed 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 Standards The learner demonstrates understanding of key concepts of 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.
B. Performance Standards The learner is able to 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 a variety of strategies.
Learning Competency:

Finds the equation of a line given (a) two points; (b) the slope and a point; (c) the
slope and its intercepts. (M8AL-Ig-1)

C. Learning Competencies/ Learning Objectives:

Objectives
II.CONTENT
III.
LEARNING RESOURCES
A. References
1. Teacher’s Guide
2. Learner’s Materials
3. Textbook pages
4. Additional Materials
from Learning Resource
(LR) portal
B. Other Learning
Resources
IV. PROCEDURES
A. Review previous lesson
or presenting the new
lesson
1. Determine the process of finding the equation of the line given either a slope
and a point or slope and its intercepts.
2. Write the equation of the line given either a slope and a point or slope and its
intercepts.
3. Demonstrate appreciation of determining the equation of the line through
active participation in an activity.
Slope-Intercept Form and Point-Slope form of the Equation of the Line
teacher’s guide, learner’s module,
Module 3 pages 207 - 209
Module 3 pages 192-194
These steps should be done across the week. Spread out the activities appropriately so that
pupils/students will learn well. Always be guided by demonstration of learning by the pupils/ students
which you can infer from formative assessment activities. Sustain learning systematically by providing
pupils/students with multiple ways to learn new things, practice the 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.
The teacher asks the students:
1. What have we done lost meeting?
2. What are the different trends of the graph of a linear equation?
3. How can we write the equation of the line?
Possible responses:
1. We were able to describe the graph of a line in terms of its intercepts and slope.
2. The trends of the linear equation are determined by the slope and these are;
- If the slope is positive, then the graph is increasing from left to right.
- If the slope is negatie, then the graph is decreasing from left to right.
- If the slope is zero, then the graph is horizontal.
- If the slope is undefined, then the graph is horizontal.
3. We can write the equation line in Standard form or in Slope-intercept form.

B. Establishing a purpose The teacher lets the students realize the importance of determining the equation
for the lesson of a line in some scenarios in real life.
 The teacher posts the following linear equations and ask the questions that
follow:

y = 2x + 3 y = -2x - 4 2x + y = 1
QUESTIONS:
1. What can you say about the values of m and b in the equation y=mx + b?
C. Presenting examples/ 2. When do we use the slope-intercept form in determining the equation of the
instances of the new line?
lesson 3. What if the given is a slope and a point? How can we determine the equation
of the line?
Possible responses:
1. The value of m is the slope of the line y = mx + b and the value of b is its y-
intercept.
2. We use the slope-intercept form if the given are only slope and y-intercepts.
3. The students will determine the concept with the next given activity.
Working in pairs, the teacher will let the students answer page 193:
D. Discussing new
ACTIVITY 15; THINK PAIR-SHARE
concepts and practicing
Answers are in Teachers’ guide page 208.
new skills #1
The teacher processes the students’ answers.
The teacher will discuss and illustrate thoroughly the concepts of Slope-intercept
E. Discussing new form as well as the Point- Slope form and their examples using numbers 2,4, and 6
concepts and practicing in Learners’ Module, page 194.
new skills #2
Answers are in Teachers’ guide page 209.
THINK PAIR SHARE:
The students will try to determine the equation of the line by partners given the
F. Developing mastery following:
(leads to formative 1. m=2 ; (0,3) 2. m=3 ; (4,0) 3. m=2 ; ( 2,5)
assessment 3)
Answer Key:
1. y =2x + 3 2. y = 3x - 12 3. y=2x+1
G. Finding practical
applications of concepts
and skills in daily living
The students will generalize the concept by answering the questions asked by the
teacher;
1. When do we use Slope-Intercept form in determining the equation of the
line?
2. What is the process of using the Slope-Intercept form?
3. When do we use Point-Slope form in determining the equation of the line?
H. Making generalizations 4. What is the process of using the Point-Slope form?
and abstractions about
the lesson Possible Responses:
1. When the given is a slope and a y-intercept “b” or (o,b).
2. We simply use the formula of Slope-Intercept form: y=mx + b and substitute
the values of m and b.
3. When the given is a slope and a point (x,y).
4. We simply use the formula of Slope-point form: y - y1 = m (x-x1) and substitute
the values of m and the point (x1, y1).
I. Give what is needed.

1. What is the equation of the line if the slope is 2 and it passes

through the y-intercept 4?
2. What is the equation of the line if the slope is 1/2 and passes
I. Evaluating Learning through the x-intercept -6?
3. What is the equation of the line that passes through the
point (5,-2) and the slope of 1?

Answer key:
1. y= 2x + 4 2. y = 1/2 x + 3 3. y= x -7
J. Additional activities or
remediation
V. REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress. What
works? What else needs to be done to help the pupils/students learn? Identify what help your
VI. REFLECTION instructional supervisors can provide for you so when you meet them, you can ask them relevant
questions.
A. No. of learners who
earned 80% of the
evaluation
B. No. of learners who
require additional
activities for remediation
who scored below 80%
C. Did the remedial lesson
work? No. of learners who
have caught up with the
lesson.
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well?
Why did these work?
F. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
G. What innovation or
localized materials did I
use/ discover which I wish
to share with other
teachers

Prepared by:

GERALDINE M. BETONIO
Tabok NHS - SST1