Republic of the Philippines

Department of Education
Region V – Bicol
Schools Division Office Ligao City
LIGAO CITY NATIONAL TECHNICAL-VOCATIONAL HIGH SCHOOL
Nasisi, Ligao City

DAILY School Ligao City National Technical-Vocational High School Grade Level Grade 8
LESSON Teacher Catherine Joyce B. Valladolid Learning Area Mathematics
LOG Teaching Dates & Time September 30-October 4, 2024 11:05-11:55 AM Quarter Second

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

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.
The learner is able to formulate real-life problems involving factors of polynomials, rational algebraic expressions, linear equations and
Performance
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.
Illustrates the rectangular Illustrates linear equations Illustrates and finds the NO CLASSES
coordinate system and its in two variables (M8AL-Ie- slope of a line given two
MELC:
uses. (M8AL-Ie-1) 3) points, equation, and graph
(M8AL-Ie-4)
Objective: INTRODUCTION AND At the end of the lesson, At the end of the lesson, At the end of the lesson,
ESTABLISHING learners should be able learners should be able learners should be able
CLASSROOM RULES to: to: to:
AND REGULATION 1. define the rectangular 1. define and illustrate 1. illustrate how to find the
coordinate system linear equation in two slope of a line given two
2. identify parts of the variables points
rectangular coordinate 2. create a table of values
system (x-axis, y-axis, for x and y given a
origin, quadrants) linear equation
3. locate points on the 3. determine the solutions
rectangular coordinate of linear equation in two
plane variables
 4. describe the
significance of the
coordinate system in
real-life situations
Graphing board, Chalk, manila paper, marker
Materials/ Whiteboard marker, Chalk,
References: manila paper, marker,
graphing paper
PROCEDURES
Recall: Recall: Review:
 What is a number line?  Parts of rectangular  What was lesson
 How do we plot coordinate system yesterday?
numbers on a number  How do we locate and  Give an example of
A. Reviewing line? plot points on the linear equation in two
previous rectangular coordinate variables
lesson or
presenting
The teacher introduces plane?
the new the lesson by drawing Today, we will learn
lesson: basic number line (x- about how to find slope
axis) and vertical number between two points.
line (y-axis) intersecting
at 0 to form rectangular
coordinate plane
Have you ever used Have you ever walked up
Google Maps to find a a very steep ramp? The
location? steepness can be
Have you ever seen a described as a slope.
map with grid?

B. Establishin The teacher posts a

g a purpose picture of a map with
for the grid.
lesson:
These maps use grid to
help locate places. Same
with rectangular
coordinate system which
helps us locate and plot
points.
C. Presenting The rectangular A linear equation in two Slope of a line is a
examples/ coordinate plane is also variables is an equation number that denotes the
instances of called the xy-plane or the that can be written in the steepness of the line.
the new ‘coordinate plane’. The general form: It is also called a
lesson: horizontal number line is ax + by = c; rise over the run.
called the x-axis. The where a, b, and c are real
vertical number line is numbers, a ≠ 0 and b ≠ 0. Slope of a line given
called the y-axis. They two points
intersect at The origin a and b are the The slope of any
(0,0). The x-axis and the coefficients of the nonvertical straight line
y-axis together form the equation containing the points with
rectangular coordinate c is the constant of the coordinates (x1, y1) and
system. equation (x2, y2) is define by the
formula:
The rectangular Tell whether the following rise
coordinate plane is is a linear equation in two
slope=
run
divided into four parts variables or not. y 2− y 1
(quadrants). 1. -2x + y = 1 m=
2. 2x = 4y – 2 x 2−x 1
Teacher labels the four 3. 5x – 3 = 12 where x 2 ≠ x 1
quadrants by asking the 4. 12 = 2x + 3y
students to locate: 5. x2 – 3y = -5
 positive x values 1
 negative x values 6. y = - x+4
2
 positive y values
 negative y values A linear equation in two
 + x and + y values variable shows the
(Quadrant I) relationship between x
 - x, and + y vales and y.
(Quadrant II)
 A positive slope means
 - x and - y values What do you think will the line is rising.
(Quadrant III) happen to y when x  A negative slope
 + x and – y values increases? means the line is falling.
(Quadrant IV)

The teacher locates the

origin and labels it (0, 0).
 Example 1: Example 1: -2x + y = 1 Example 1:
Locate and plot point A Create a table of values Find the slope of the line
(3, 2): Let’s create a table of that passes through (6, 7)
values by: and (4, 3) and interpret it.
Every point is written as  Selecting random x
(x,y), where the first values (6, 7)
X1 Y1
number corresponds to X -1 0 1 2 3
the movement along the Y (4, 3)
x-axis, and the second  Substituting the X2 Y2

number corresponds to selected x values to the

the movement along the equations y 2− y 1 3−7 −4
y-axis. Let x= -1 m= = = =2
x 2−x 1 4−6 −2
x y -2(-1) + y = 1
D. Discussing (3, 2) 2+y=1
new +, +
y = 1-2 For every 1 unit we move
concepts & to the right, the line rises
practicing Method 1: y = -1
by 2 units.
new skills  Mark the value of x on
#1 x-axis by putting line Let x= 0
(6, 7)
perpendicular to the -2(0) + y = 1 X2 Y2
axis 0+y=1
(4, 3)
 Mark the value of y on y = 1 X1 Y1
y-axis by putting line
Let x= 1
perpendicular to the y 2− y 1 7−3 4
-2(1) + y = 1
axis m= = = =2
-2 + y = 1 x 2−x 1 6−4 2
 Determine which y = 1+2
quadrant the lines will y = 3
It does not matter which
intersect point in labelled (x1, y1)
 Plot and label the point Let x= 2 and (x2, y2).
formed on the -2(2) + y = 1
-4 + y = 1
 intersection of the lines y = 1+4 Example 2:
with the letter or the x y = 5 Find the slope of the line
and y coordinates that passes through (-2,
Let x= 3 4) and (3, 1) and interpret
Method 2: -2(3) + y = 1 it.
 Start from the origin -6 + y = 1
 Move x units to the y = 1+6 (-2, 4)
X1 Y1
direction of the sign y = 7
along x-axis (3, 1)
 Move y units to the From the created table of X2 Y2

direction of the sign values, we can have

along y-axis some ordered pairs on y 2− y 1 1−4 −3
the linear equations. m= = =
x 2−x 1 3−(−2) 5
Plot and label the point `
with the letter or the x X -1 0 1 2 3 For every 5 units we
and y coordinates Y -1 1 3 5 7 move to the right, the line
(-1,-1) (0,1) (1,3) (2,5) (3,7) falls by 3 units.
Example 2:
Locate & plot pt (-4, 5): Example 3:
Solution is an ordered
Find the slope of a line
x y pair that makes a true
passing through points E
(-4, 5) mathematical statement
-, + (1, 2) and F (4, 8) and
of the equation.
interpret it.
Method 1:
 Mark -4 on x-axis by Let’s check one random
putting line ordered pair from the
perpendicular to the table of values if it is a
axis solution of the linear
 Same with 5 on y-axis equation -2x + y = 1.
 Determine which
To check:
quadrant the line will
-2(2) + (5) ≟ 1
(2,5)
intersect
-4 + 5 ≟ 1
 Plot and label the point
formed on the 1 ¿´ 1
intersection of the lines (2,5) is a solution of the
with (-4, 5) equation -2x + y = 1

Method 2: What about ordered pair

 Move 4 units to the left -2(1) + (1) ≟ 1

 Start from the origin (1,1)?
 (negative direction) -2 + 1 ≟ 1
along x-axis -1 ≠ 1
 Move 5 units up (1,1) is a NOT solution of
(positive direction along the equation -2x + y = 1
y-axis)
Example 2: 2x = 4y – 2
 Plot and label the point
with (-4,5) Create a table of values
X 2 3 4 5 6
Locate and plot the Y
following points on the Let x=2
board using any method: 2(2) = 4y – 2
(0, 5) (4, -5) (1, 3) 4 = 4y –2
(-2, -1) (3, 0) (0,0) 2+4 = 4y
6 4y
=
4 4
3
=y
2

Let x=3
2(3) = 4y – 2
6 = 4y – 2
2+6 = 4y
8 4y
=
4 4
2=y

Let x=4
2(4) = 4y – 2
8 = 4y – 2
2+8 = 4y
10 4 y
=
4 4
5
=y
2

Let x=5
2(5) = 4y – 2
10 = 4y – 2
2+10 = 4y
 12 4 y
=
4 4
3=y

Let x=6
2(6) = 4y – 2
12 = 4y – 2
2+12 = 4y
14 4 y
=
4 4
7
=y
2

X 2 3 4 5 6
Y 3 2 5 3 7
2 2 2
3
(2, ) (3,2) 5
(4, ) (5,3) 7
(6, )
2 2 2

Select a random ordered

pair and check if it is a
solution of the equation
2x = 4y – 2
If a hill has a high slope,
what does that tell you
E. Discussing about walking or driving
new up it?
concepts &
practicing
What if the line of the hill
new skills # passes through the points
2 E (1, 2) and F (4, 8)? Do
you think you can walk up
it?
F. Developing Board work: Board word: Board work:
mastery: Locate and plot the Create a table of values Find the slope of the lines
following points using any of the linear equation x = that passing through:
method to form a shape: 2y + 4 and check if the all 1. (-2, 4) and (1, 10)
H (-4, -1) E (-3, 1) ordered pairs formed are 2. (5, 5) and (10, 0)
A (0, 0) R (3, 1) solutions of the equation. Discussion:
T (4, -1) (0, -5)  What do positive slopes
 tell us about the
direction of the line
between the points?
 What about negative
slopes?
The teacher shows the Why do you think finding
map with grid again. slope is important?
Compare the map with
rectangular coordinate
G. Finding system:
practical  How is longitude and
applications
of concepts
latitude similar to the
and skills in rectangular coordinate
daily living: system?

Think of other situations

where we might use the
coordinate plane.
1. Define and illustrate 1. Define linear equation 1. How do we find the
rectangular coordinate in two variables slope of a line given two
plane 2. Give an example of points?
H. Making 2. Label the parts of the linear equation in two 2. Write the slope formula
generalizati rectangular coordinate variables on the board
ons and plane (x-axis, y-axis, 3. How do we create a
abstraction origin, quadrants) table of values?
s about the 3. How do you locate 4. How do we determine is
lesson: points on the an ordered pair is a
rectangular coordinate solution of an equation?
plane? Explain two
methods.
Activity: Activity: Activity:
Locate and plot the 1. Create a table of values Find the slope lines
following points on one of the equation y = x – passing through the
rectangular coordinate 2 for x = 0, 1, 2. following pairs of points
I.Evaluating plane each. Identify 2. Determine if (2,3) is a and interpret it:
learners: which quadrant each solution of y = x – 2. 1. P (1, 2) and Q (3, 8)
point is located. 2. R (-3, 5) and S (2, 1)
1. A (3, 4) 3. B (-2, -5)
2. (10, -6) 4. (0, 0)
 Assignment: Assignment: Assignment:
Research and read Locate and plot the Find the slope lines
about: following points on one passing through the
J. Additional 1. number line rectangular coordinate following pairs of points
activities 2. definition of plane each. Identify and interpret it:
for rectangular coordinate which quadrant each 1. (1, 3) and (4, 6)
application system point is located. 2. (-2, -2) and (2, -3)
or 3. parts of rectangular 1. (2, 1) 3. J (-5, -6)
remediation coordinate system 2. (-3, 4) 4. H (0, -2)
Bring the following:
1. pencil
2. ruler

Prepared Reviewed by: Approved by:

CATHERINE JOYCE B. VALLADOLID JALIN L. OBIASCA MARJORIE R. PLAZO

Subject Teacher Learning Area Coordinator School Head