UNION NATIONAL HIGH SCHOOL

SEMI-DETAILED LESSON PLAN

ACTIVITY # 26

TEACHER: CHARLITO B. BOISER MAJOR SUBJECT: MATHEMATICS SCHOOL: UNION NHS

LEARNING AREA: MATHEMATICS 8 CODE: M8AL-Ie-3 GRADE LEVEL: 8 DURATION: 1-2 HOURS
LEARNING COMPETENCY: Illustrates linear equations in QUARTER: 1 TEACHING DATES: September 9-10,
two variables 2019
1. CONTENT/TOPIC Linear Equation in Two Variables
2. OBJECTIVES A. Knowledge: Identify linear equation in two variables. Identify Linear equation in two
variables.
B. Skill: Rewrite linear equations in standard form or in slope-intercept form or vice
versa. Determine if the given order pair is a solution of linear equation.
C. Attitude: Show interest in rewriting equations from standard form to slope-intercept
form or vice versa
D. Values: Show confidence rewriting linear equations
3. LEARNING RESOURCES Mathematics 8 Teacher’s Guide, Mathematics 8 Learner’s Materials
` A. INTRODUCTORY ACTIVITIES: (10 minutes)
 Word recognition:
Coordinate - make parts move together
Horizontal - lying down
Locate - find something
Origin - intersection of axes
Plot - mark something on chart
Quadrant - quarter of plane surface
4. PROCEDURES Set - collection considered as unit
Vertical - at right angle to horizon
 Motivation: Group activity

 Review: Review on how to complex rational algebraic expressions.

1. What are the coordinates of the fourth vertex of the square if three of its
vertices are at (4, 1), (-1, 1) and (-1, -4)?
2. What are the coordinates of the fourth vertex of the rectangle if three vertices
are located at (-2, -7), (3, -7) and (3, 5)?

 Presentation: Presenting the topic which is the rectangular coordinate system.

B. Activities: (10 minutes)
Concept notes:
A relation is any set of ordered pairs. The set of all first coordinates is called
the domain of the relation. The set of all second coordinates is called the range of
the relation.
Linear Equations
Aside from the sets of ordered pairs and the graph, a linear function f defined by f(x)
= mx + b can also be represented by its equation.

A linear equation is an equation in two variables which can be written in two

forms:
 Standard Form: Ax + By = C, where A, B and C∈ℜ, A ≠ 0 and B ≠ 0; and
Slope-Intercept Form: y = mx + b, where m is the slope and b is the y-intercept, m
and b∈ℜ, and m ≠ 0.

Any equation of the form ax  by  c where A, B and C are real numbers and A & B
are not both zero, is called a linear equation in two variables x and y.

C. Application: (10 minutes)

EXAMPLES:
Illustrative Example 1
How do we rewrite the equation 3x – 5y = 10 in the form y = mx + b? Determine its slope
and y-intercept.
Solution:
3x – 5y = 10 Given
3x – 5y + (-3x) = 10 + (-3x) Addition Property of Equality
-5y = -3x + 10 Simplification
-1/5(-5y) = -1/5(-3x + 10) Multiplication Property of Equality
y = 3/5x – 2 Simplification
The slope is 3/5 and the y-intercept is -2.

Illustrative Example 2
How do we rewrite the equation y = 1/2 x + 3 in the form Ax + By = C?
Solution:
y = 1/2x + 3 Given
2(y) = 2(1 2x + 3) Multiplication Property of Equality
2y = x + 6 Simplification
2y + (-x) = x + 6 + (-x) Addition Property of
Equality
-x + 2y = 6 Simplification
(-1)(-x + 2y) = (-1)(6) Multiplication Property of
Equality
x – 2y = -6 Simplification

D. Analysis: (10 minutes)

Questions:
. Give this examples:
2 x 1  y (1,3), (2,-2), (3, 3)
6x  5 y  1 (-4,-5), ( 1,1), (5,1)
7. Illustrate the steps in determining if the ordered pair is a solution of the
given linear equation.
8. Emphasize to the students that if the point satisfies the equation, this means
that the point lies on the graph of the said linear equation.

E. Abstraction: (10 minutes)

Board work activity:

Say “Hurray” if the mathematical statement is a linear equation in two variables

and “ Hep Hep” if it’s not.
 a. 10𝑥 + 3𝑦 = 5
b. 𝑦 = −𝑥 + 6
c. 𝑦 3 = 8
d. 3𝑥 2 = 5𝑦 − 1
e. x  1
2

Questions:
1. What is the difference between the expression in (a) and (e)?
2. What makes an equation linear?
3. Observe equation a and b, what can you say between the two equations?
• Let the students work independently to complete the table of values
below.

1. 2x-y=5

x -2 6
y 5 0 8

F. Generalization:
Your goal in this section is to learn and understand the key concepts of
Representations of Relations and Functions. A Linear equation in two variables can
be written in two forms:
STANDARD FORM : Ax + By = C
SLOPE – INTERCEPT FORM: y = mx + b

G. Assessment: (5 minutes)
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 values of m
and b.
1. 2x + y = 9
2. 5x – 7y = 2
Do the following with your group with confidence and patience.
Rewrite the following equation in to slope-intercept form
1. 3𝑥 + 2𝑦 = 6
2. 3𝑥 − 4𝑦 = 15
Rewrite the following equation into the standard form
3. 𝑦 = 5𝑥 − 7
4. 𝑦 = −4𝑥 + 2

A. Write LE if the mathematical statement is a linear equation in two variables and

NLE if it is not

1. x  49
2

2. x  5 y  1

B. Determine if the ordered pair is a solution of the linear equation 2 x  3 y  7

1. 11,5
 2. 0,7 

H. Assignment: (3 minutes)
Rewite the given equations to standard form and slope-intercept form respectively.
1. y = 2/3x 2. y = 5/4x + 3/8
3. -3x + 3y – 1 = 0 4. 2/3 x- 1/5 y= 3/5

I. Concluding Activity: ( 2 minutes)

REMARKS
A. Number of learners who earned 75%
in the evaluation
B. Number of learners who require
additional activities for remediation
C. Did the remedial lessons work?
Number of learners who have caught
up with the lesson
REFLECTIONS D. Number of learners who continue to
require remediation
E. Which of my learning strategies
worked 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 use/discover which I
wish to share with other teachers?