aaaaa Region XI Grade Level Grade 8

GRADE 8
DAILY Teacher JUADJIE B. PARBA Learning Area MATHEMATICS

LESSON Teaching
PLAN October 08, 1:00-2:00
Dates and Quarter First
2019 P.M
Time

I.OBJECTIVES
A. Content Standard
B. Performance Standard
C. Learning
Competencies/Objectives
(Write the LC Code)
II.CONTENT
III.LEARNING RESOURCES
A. References
1. Teacher’s Guide
pages
2. Learner’s Materials
pages
3. Textbook Pages
4. Additional Materials
from Learning
Resource (LR) portal
B. Other Learning Resources
IV.PROCEDURES
A. Reviewing previous
lesson or presenting the
new lesson
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.
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.
The learners should be able to…
1. writes the linear equation ax + by = c in the form y = mx + b and
vice versa.
(M8AL-If-1)
2. 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)
3. describes the graphs of a linear equation in terms of its
intercepts and slope.
(M8AL-If-3)
Patterns and Algebra
pages196-198
pages 181-183
Manila Paper, Marker, Ruler
Elicit (English)
So we will be having an activity and I need your participation okay?
I want you to arrange the rumble letters to find the words which is connected to
our topic for today. Do you understand?

B. Establishing a purpose for Engage (English)

the lesson
C. Presenting First we have.....
examples/instances of the
new lesson ELAINR
What is the word?
The students are expected to answer the word linear.

Second we have….

IRWTERE
What is the word?
The students are expected to answer the word rewrite.

Last we have…….

D. Discussing new concepts
and practicing new skills
#1
E. Discussing new concepts
and practicing new skills
#2
F. Developing Mastery
(leads to Formative
Assessment 3)
G. Finding practical
applications of concepts
and skills in daily living
H. Making generalizations
and abstractions about the
lesson
I. Evaluating learning
B. Additional activities for
application or mediation
V.REMARKS
VI.REFLECTION
A. No. of learners who earned
80% in the evaluation
B. No. Of learners who require
additional activities for
remediation
C. Did the remedial lessons
work? No. Of learners who
have caught up with the
UNEA Q OTI
What is the word?
The students are expected to answer the word equation.
Lesson objective:
1. Rewriting linear equation.
Explore (English)
The teacher will introduce to the students the two forms in writing linear
equations in two variables.
1. Standard Form: Ax + By = C
2. Slope Intercept Form: y = mx + b
Explain (English)
The teacher will give illustrative examples on how to rewrite the linear equation
in standard form and slope – intercept form.
Illustrative Example 1. How do we rewrite the equation 3x – 5y = 10 in the
form of y = mx + b? Determine its slope and y – intercept.
Illustrative Example 2. How do we rewrite the equation y = 1/2x + 3 in the
form Ax + By = C?
Elaborate (English)
Seatwork.
Let the students answer the following practical application.
Rewrite the following equations in the form y = mx + b and identify the value of
m and b.
1. 2x + y = 9
2. x + 2y = 4
3. 3x + 1/2y = 4
4. -3x + 3y – 1 = 0
5. 3x – y = 2
The teacher will call a student to write their answer in the board.
Evaluation (English)
½ crosswise.
Rewrite the following equations in the form Ax + By = c
1. y = -x + 4
2. y = 5x + 7
Rewrite the following equations in the form y = mx + b and identify the value of
m and b.
1. 2/3x – 1/5y = 3/5
2. 5x-7y = 2
Extend
 lesson
D. No. of learners who require
remediation
E. Which of teaching strategies
worked well?
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: Observed By:

JUADJIE B. PARBA HERMINIGILDO M. MATIS, Ed. D

Teacher I HT I/ School-in-Charge
 aaaaa Region XI Grade Level Grade 8
GRADE 8
DAILY Teacher JUADJIE B. PARBA Learning Area MATHEMATICS

LESSON Teaching
PLAN October 09- 1:00-2:00
Dates and Quarter First
10, 2019 P.M
Time

I.OBJECTIVES
D. Content Standard
E. Performance Standard
F. Learning
Competencies/Objectives
(Write the LC Code)
II.CONTENT
III.LEARNING RESOURCES
C. References
5. Teacher’s Guide
pages
6. Learner’s Materials
pages
7. Textbook Pages
8. Additional Materials
from Learning
Resource (LR) portal
D. Other Learning Resources
IV.PROCEDURES
J. Reviewing previous
lesson or presenting the
new lesson
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.
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.
The learners should be able to…
1. writes the linear equation ax + by = c in the form y = mx + b and
vice versa.
(M8AL-If-1)
2. 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)
3. describes the graphs of a linear equation in terms of its
intercepts and slope.
(M8AL-If-3)
Patterns and Algebra
Pages 202-205
pages 187-190
Manila Paper, Marker, Ruler
Elicit (English)
The teacher will call a student to have a review on the past lesson.

K. Establishing a purpose for Engage (English)

the lesson
L. Presenting The teacher will give the student an activity called my story.
examples/instances of the
new lesson Activity 11. My Story ( Mathematics Learner’s module page 191)

After the activity the teacher will ask the following questions

1. Do you have the same story with your classmate?

2. Is your story realistic? Why?

Lesson Objective:

 Graphs a linear equation given (a) any two points; (b) the x – and y –
intercepts; (c) the slope and a point on the line.
M. Discussing new concepts Explore (English)
and practicing new skills
#1 The teacher will introduce the 4 methods of Graphing Linear Equations.
N. Discussing new concepts
and practicing new skills 1. Using two points
 #2 2. Using x and y intercepts
3. Using the slope and the y intercept
4. Using the slope and a point
O. Developing Mastery Explain (English)
(leads to Formative
Assessment 3) The teacher will give illustrative examples on the different methods of graphing
linear equations. Further, explain each example.

1.Using Two Points

 In, Geometry two points determine a line. Since the graph of linear
equation is a line, thus two points are enough to draw a graph of a linear
equation.

Example: Graph the equation y = 2x + 1 using two points

2.Using x – intercept and y – intercept

 Linear equation can be graphed by using the x-intercept a and the y-

intercept b. The x – and y – intercepts of the line could represent two
points, which are (a,0) and (0,b). Thus, the intercepts are enough to
graph the linear equation.

Example: Graph the equation y = 2x + 1 using x – intercept and y – intercept

3.Using slope and y – intercept

 This can be done by identifying the slope and the y-intercept of the
linear equation.

Example: Graph the equation y = 2x + 1 using slope and y – intercept

4.Using slope and one point

 This can be done by plotting first the given point, then finding the other
point using the slope.

Example: Graph the equation y = 2x + 1 using slope and one point

P. Finding practical Elaborate (English)

applications of concepts
and skills in daily living Activity. Groupings
B. Making generalizations Let the group answer the following practical application and explain their
and abstractions about the answers afterwards.
lesson
Group 1. Graph each linear equation that passes through the given pair of
points.
1. (1, 2) and (3, 4)
2. (5, 6) and (0 , 11)
Group 2. Graph each linear equation whose x-intercept a and y-intercept b are
given below.
1. a = 2 and b = 1
2. a = 4 and b = -1
Group 3. Graph each linear equation given slope m and y-intercept b.
1. m = 2 and b = 3
2. m = 1 and b = 5
Group 4. Graph the following equations given slope m and a point.
1. m = 3 and (0, -6)
2. m = -2 and (2, 4)

The teacher will call a representative from each group to explain their answer.
C. Evaluating learning Evaluation (English)

½ crosswise.

C. Additional activities for
application or mediation
Graph each linear equation using two points, x- and y-intercepts, slope
and the y-intercept, slope and a point.
1. (-2, 5/3) and (1/2 , (-1/3)
2. a = -2 and b = -7
3. m = ½ and 3
4. m = ½ and (0, 4)
Extend (English)
Assignment.

Do Activity 10. Write the Steps (Mathematics Learner’s Module, page 190.)
Answer questions 1 and 2.

Do Activity 12. Describe me (Part III) (Mathematics Learner’s Module, page

191.)
Answer questions 1 to 8.
V.REMARKS
VI.REFLECTION
H. No. of learners who earned
80% in the evaluation
I. No. Of learners who require
additional activities for
remediation
J. Did the remedial lessons
work? No. Of learners who
have caught up with the
lesson
K. No. of learners who require
remediation
L. Which of teaching strategies
worked well?
M. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
N. What innovation or
localized materials did I
use/discover which I wish to
share with other teachers?

Prepared By: Observed By:

JUADJIE B. PARBA HERMINIGILDO M. MATIS, Ed. D

Teacher I HT I/ School-in-Charge