lesson log for math

1. GRADE 8
DAILY LESSON LOG
School Grade Level 8
Teacher Learning Area MATHEMATICS
Teaching Dates and Time Quarter First
Session 1 Session 2 Session 3 Session 4
I. OBJECTIVES
1. Content
Standards
Demonstrates understanding of key concept of linear equation.
2. Performance
Standards
Learner is able to formulate real life problems involving linear equation.
3. Learning
Competencies
Illustrate the slope of a line.
(MBAL-Ie-4)
a. Illustrate the slope of a
line.
b. Differentiate positive and
negative slope. undefined
and zero slope of a line.
c. Appreciate the concept of
slope in real life situation.
Find the slope of a line given
two points, equation and
graph.
M8AL-Ie-5
a. Recall the slope-y
intercept form of equation of
a line.
b. Write the linear equation
in the form Ax + By = C and
vice versa.
Appreciate the concept of
slope in real life situation.
Writes the linear equation in
the form Ax + By = C in the
form y = mx + b.
M8AL-If-1
a. Recall the slope-y
intercept form of equation of
a line.
b. Write the linear equation
in the form Ax + By = C and
vice versa.
c. Appreciate the concept of
slope in real life situation.
Graphs a linear equation
given (a) any two points;
(b) the x – and y –
intercepts; (c) the slope
and a point on the line.
M8AL-If-2
a. Recall point plotting in a
Cartesian Plane.
b. Draw a line between two
points.
c. Evaluate the
characteristic of a line
II. CONTENT
Slope of a Line Slope of a Line Equation of a Line Intercept of a Line
III. LEARNING
RESOURCES
A. References
1. Teacher’s
Guide p. 144-151 p. 152-163 p. 164-167 p. 170-176

2. 2. Learner’s
Materials
p. 183-186 p. 183-190 p. 183-190
3. Textbook C.M. De Leon and J.G.
Bernabe, Elementary
Algebra Textbook for first
year p. 153
4. Additional
Materials
from Learning
Resource
(LR) portal
http://lrmds.deped.gov.ph/. ttp://lrmds.deped.gov.ph/.
B. Other Learning
Resources
Grade 8 LCTG by DepEd
Cavite Mathematics 2016,
Laptop, LED TV, Powerpoint
LED TV, Laptop,
Grade 8 LCTG by DepEd
Cavite 2016
Grade 8 LCTG by DepEd
Cavite
IV. PROCEDURES
A. Reviewing previous
lesson or
presenting the new
lesson
Optimism and Pessimism
(Ask your seatmate).
Power point presentation
Optimism - a feeling or belief
that good things will happen in
the future: a feeling or belief
that what you hope for will
happen.
Pessimism - a feeling or belief
that bad things will happen in
the future: a feeling or belief
that what you hope for will not
happen. Meriam Webster
android application.
Tagaytay is known for its
cool weather . hotels.
restaurants coffee shops and
scenic spots like the Taal
Volcano , suppose we want
to find the steepness of the
volcano , what are we going
to do?
Direction: Write the
equation of a line in the
form of slope and y intercept.
Slope y intercept Equation
m=6 (0,10) (e.g.)
y=6x+10
m=2 (0,2)
m=9 (0,-18)
m=-1 (0,-1)
Give the coordinates of
each point.

3. B. Establishing a
purpose for the
lesson
Who want to go to the top of
the mountain? Is it the
optimistic or the pessimistic
person?
Optimistic (climbing up) - who
wanted to go top and see
things above.
Pessimistic (going down) -
who want to go down because
something might happen bad
on the top.
In mathematics which is
positive or negative?
Optimistic person who wanted
to go up or the pessimistic
who wanted to go down?
Optimism - Positive
Pessimistic - Negative
Try to answer the following:
1. 5 - 3 =
2. 3 -5 =
3. -5 - 3 =
4. 5 - (-3) =
5. -5 - (-3) =
Write YES if the equation is
in slope-y intercept form and
NO if not.
1. x + 3y = 8
2. 15x + 5y = 75
3. y = 3x + 4
4. 5x + 4y = 8
5. y = 3x – 3
6. 3x – y = - 2
7. y = -x + 8
8. y = -2/3 x + 6
9. x - 2y = - 6
10. 3x – 6y = 18
Plot the following points in
a Cartesian Plane.
1. (3,2)
2. (2,3)
3. (-4,-3)
4. (-3,-4)
5. (1,-3)

4. C. Presenting
examples/
instances of the
lesson
Meet mr. Piggy
Given two points
Example: (5,0) and (0,5)
Example #2: (-3,-1) and (-
5,2)
Given the slope and y
intercept form
y
=
mx+b, where m is the
slope of the line. Example
Example: y=-x+5, -1 is the
slope
Example # 2: y = 5x + 3; 5 is
the slope.
Teaching Modeling
If A , B and C are constants
and A and B are not both 0,
then the graph of any
equation of the form Ax +
By = C is a straight line. If B
≠ 0 it can be solved for y
as follows
If we choose the variable m
to represent
−A/B and the variable b to
represent C/B, these
equation takes the form y =
mx + b, wherein m is the
slope and b is the y-
intercept
We can graph a linear
equation given two points
by connecting each point.
Take note that a line must
have arrow heads on each
end.
1
5
5
5
0
0
5






2
5
2
5
)
3
(
5
)
1
(
2










5. D. Discussing new
concepts and
practicing new skills
#1
Plot and Connect.
Make 4 Cartesian Plane on
your graphing notebook with
highest x and y value of 5 and
lowest value of -5, then graph
the following points and
connect to form a line.
Cartesian Plane1.
(-1,0) (1,2) (3,4)
Cartesian Plane 2.
(-4,3) (-2,1) (1,-1)
Cartesian Plane 3.
(-2,2) (0,2) (4,1)
Cartesian Plane 4.
(3,-2) (3,0) (3,4)
Is there a slope or steepness
of a line formed in each
cartesian plane?
By Pair
Find the slope of a line.
Given two points
1. (-2,3) and (-4,6)
2. (1,-4) and (-1,-4)
(2,1) and (4,2)
Developmental Activity
Change the equation in
Standard Form or to Slope-y
intercept form.
Given Standard
form
Slope y-
intercept
form
4x + 5y – 20=
0
3/5x = y + 12
7x + 5y + 42
=0
Plot the following points
and connect to form a
graph.
1. (2,-3) and (-3,5)
2. (-2,3) and (3,-5)
(-4,3) and (4,3)
E. Discussing new
concepts and
practicing new skills
#2
If we look at each line from
left to right, what can we say
about each slope?
Cartesian Plane 1 - (Rises
from left to right)
Cartesian Plane 2 - (Goes
down from left to right).
Cartesian Plane 3 - (neither
rise nor goes down).
Find the slope of a line.
Given a Graph of a line.
(Help students with this
guide question while
checking the previous
activity).
1.How did you find the
activity?
2. How can you rewrite the
equations in the form Ax +
By = C
3. How can you rewrite
equations in y = mx+b
1. Did everyone put arrow
heads on each graph?
2. Any difficulty from
previous activity?
3. Consider wrong each
graph when the line is not
straight.

6. Cartesian Plane 4 - (cannot
be determined or undefined)
F. Developing mastery
(Leads to Formative
Assessment 3)
Label each Cartesian Plane
with Positive slope, negative
slope, zero slope or undefined
slope.
Find the slope of a line.
Given the slope intercept
form equation.Take note that
there must no numerical
coefficient for y (or 1 only).
1. y=-2x+5
2. y=x+4
2y=6x+4
Complete the table below.
Slope and
y intercept
form
Standard
form
2x + y = 5
y = -4x + 2
4x - 2y = 0
y = -3/4x - 1
Give Me
Direction: The facilitator
will give characteristic of a
slope and the learner will
give 2 points that will
satisfy the given
characteristic.
a. Negative Slope
b. Positive Slope
c. Undefined Slope
d. Zero Slope

7. G. Finding practical
applications of
concepts and skills
in daily living
Meet Mr. Piggy who run going
to the right.
Choose a partner and ask
your partner where did he
want to go in Cavite and
why. Find the slope of each
municipality where you and
your partner did wanted to
go (find another partner if
you had the same
municipality)
Express the following in
Standard Form to Y-Form
and vice versa by matching
the equations with the “Much
Awaited Festival in Cavite” to
its municipality.
Column A
Soldier are known for
using coordinates for their
location.
Enemy at (-4,4)
Battalion 1 at (2,1)
Reinforcement Battalion at
(-4,-4)
Consider the soldiers and
their enemy is facing at the
positive side of y axis.
Should battalion 1 keep on
moving ahead or should
they go back? Why or why
not?

8. Column B
H. Making
generalizations and
abstractions about
the lesson
Generalization:
If the lines rises to the right ,
the trend of the slope is
positive and if the lines rises
to the left the slope is
negative, if it forms a vertical
line it has an undefined slope,
if it forms a horizontal line it
has a zero slope.
Meet mr. Right or slope man.
Mr. Right because he can
only walk sideways and on his
right only.
Generalization:
The steepness of a line can
be measured by the ratio of
the change in the vertical
distance to the change of the
horizontal distance, between
any two points on the line.
This numerical value is
called the slope of a line
denoted by m
Generalization:
A linear equation in two
variables is an equation that
can be written in standard
form Ax + By = C where A ,
B or C are real numbers ,
and A and B are both
nonzero. An equation takes
the form y = mx + b, wherein
m is the slope and b is the y-
intercept.
Graph are formed when we
connect two distinct points
in a cartesian plane.

9. If the lines rises to the
right , the trend of the slope
is positive and if the lines
rises to the left the slope is
negative, if it forms a vertical
line it has an undefined
slope, if it forms a horizontal
line it has a zero slope.
I. Evaluating learning
Direction: number your paper
from 1 to 5 and determine
whether each illustration of
the slope is positive, negative,
zero undefined.
1.
2.
Find the slope of a line given
two points, equation and
graph.
Direction: Rewrite the
following equations in the
form Ax + By = C to y =
mx + b and vice versa.
1. 2x + y = 13
2. y = 3x – 3
3. 5x + 3y = 30
4. 5x – 4y = - 16
5. y = -x + 8
Direction: Write the
characteristic of the slope
of the graph formed by the
given two points. Positive,
Negative, Zero Slope or
Undefined.
1. (2,0) and (4,3)
2. (0,4) and (3,-3)
3. (5,-2) and (5,4)
4. (-2,5) and (4,5)
5. (2017, 1989) and (-
1989, -2017)

10. 3
4.
5.
3. y=-x+5
4. ( 3, 2 ) ( 10, 10 )
(6, 2 ) ( 4 , 1 )

11. J. Additional activities
for application or
remediation
Do it RIGHT. Always look into
heaven and Pray to God to
stay positive.
Read and say something
about the quotes.
To stay optimistic or positive
we must.
Show
Love
On our
Parents
Everyday
Assignment: Rewrite the
following equations in the
form Ax + By = C to y =
mx + b and vice versa.
1. 3x – 6y = 18
2. y = 4x - 15
Assignment:
Bring the following;
a.Ruler
b.Graphing Paper
c.Pencil
d.Color
V. REMARKS
VI. REFLECTION
1. No.of learners who
earned 80% on the
formative
assessment
2. No.of learners who
require additional
activities for
remediation.
3. Did the remedial
lessons work? No.of
learners who have
caught up with the
lesson.
4. No.of learners who
continue to require
remediation
5. Which of my
teaching strategies
worked well? Why
did these work?
6. What difficulties did I
encounter which my
principal or

12. supervisor can help
me solve?
7. What innovation or
localized materials
did I use/discover
which I wish to share
with other teachers?