Subject: MATH Name of Teacher: AMELITA N.

TUPAZ-EDERIO Grade Level: 8

Date: April 19, 2022 Quarter I Week 5 Day: 1

Demonstrates understanding of key concepts of factors of polynomials,

Content Standard rational algebraic expressions, linear equations and inequalities in two
variables, systems of linear equations in two variables and linear functions

Is able to formulate real – life problems involving factors of polynomials,

rational algebraic expressions, linear equations and inequalities in two
Performance
variables, systems of linear equations and inequalities in two variables and
Standard
linear functions, and solve these problems accurately using a variety of
strategies

Competency Competency 10. Find the slope of a line given the equation (M8AL–Ie–5)

I. OBJECTIVES
Knowledge: classifies whether the equation is in standard form or y-intercept form
Skills: finds the slope of a line given the linear equation
Attitude: demonstrates accuracy in finding the slope of a linear equation

II. CONTENT FINDING THE SLOPE OF A LINE GIVEN THE LINEAR EQUATIONS

III. LEARNING RESOURCES

A. References
1. Teacher’s Teacher’s Guide (TG) in Mathematics 8, pp. 201
Guide Pages
2. Learner’s Learner’s Module (LM) in Math 8, pp. 186
Materials
Pages
3. Textbook  Advanced Algebra, Trigonometry & Statistics pp. 35-36
Pages
4. Additional  flashcards of different forms of linear equations
Materials  manila paper
 pentel pen
5. Learning
Resources
(LR) portal
B. Other Learning  Elementary Algebra pp. 158 - 159
Resources  Algebra 1, Functional Approach Workbook pp.117

IV. PROCEDURES
Teacher’s Activity Student’s Activity
A. Preparatory 1. Prayer
Good morning class. Good morning teacher Amy!

Before we start our lesson, may I The students will stand up and
request Vina to lead the prayer? pray.

2. Cleaning and Greeting

Before you sit down, please pick up The students will pick up
pieces of paper and other trash. pieces of paper and trash.

Please be seated. Thank you, ma’am.

 How are you today? We are fine, ma’am!

3. Checking of Attendance
Are there any absents today? None, ma’am.

Very good class. I really like it every

time you are all complete.

4. Passing of Assignments
How about assignment, do you have None, ma’am.
one?

Since none, I want you to brace

yourselves for our new lesson today.

5. Setting of Standards
Before we will start, let us have our
house rules first.
a. Be prepared for class.
b. Respect and listen to your teacher
and classmates.
c. When you have question/s, raise
your hand to speak.
d. Be quite when your
teacher/classmate is talking.
e. Respect one’s opinion/ideas.
f. Help the classroom tidy.
g. Use positive language at all times
and have a good attitude.
h. Be participative, cooperative, kind,
creative and honest.
i. When you wish to go out, raise your
hand and ask permission to the
teacher.
j. Always do your best and be proud of
your work.

Can I expect that from you class? Yes, ma’am.

Very good, class!

(INDICATOR 4: Establish safe and secure learning

environments to enhance learning through the
consistent implementation of policies, guidelines
and procedures)
(INDICATOR 5: Maintain learning environments
that promote fairness, respect and care to
encourage learning)
(INDICATOR 6: Maintain learning environments
that nurture and inspire learners to participate,
cooperate and collaborate in continued learning)

B. Reviewing or (Visualization and Active Learning Yes, ma’am.

presenting the Strategy)
new lesson (INDICATOR 7: Apply a range of successful strategies
that maintain learning environments that motivate
learners to work productively by assuming
responsibility for their own learning)

ACTIVITY: Review

Do you want a game class?

Yes, ma’am.
I will divide the class into three
 groups. Each group will be given 10 (Sample students outputs).
strips of paper with different linear Standard Form
equations. All you have to do is to x+y=2
classify the equations as standard 2x+3y=5
form or slope-intercept form. Paste 4x+7y=12
your answers on a manila paper 9x+y=-7
provided and post it on the board. And x-2y=3
assign 1 (one) reporter per group. You
will be given 10 minutes to do the task. Slope-intercept Form
y=-2x+6
After that, say “Hurray” as long as y=5x+3
you are done. The last group to finish y=6x+9
will be the first group to discuss their y=3x-2
answer. 1
Am I understood class? y=- x-4
3
Okay, let’s begin.
1 ,2, 3 Let’s Go!

Let us give a Let’s Go clap for everyone.

C. Establishing a (Inquiry-based)
purpose for the Motive Questions:
lesson 1. What are the two forms of linear Ans: standard form and slope
equations? – intercept form

2. How did you classify the forms of Ans: By following Ax+ By = C

linear equations for standard form and y=mx+b
for slope-intercept form

3. Can you find the slope of this Ans: Yes

equation?
Ans: For slope-intercept form,
4. How to find the slope of a line given the the number written beside x is
slope-intercept form? In standard form? the slope while for the
standard form, use the formula
A
m=-
B

D. Presenting (Inquiry-based)
examples of ACTIVITY 1: Finding the slope of an
the new lesson equation

1. What is the slope of a line of whose Solution: m = -3

 equation is y = - 3x + 2?

2. What is the slope of the line whose Solution 1: A = 2 ; B = 5

equation is 2x + 5y = - 30 ?
A
m =-
B
2
m = -
5
3. What is the slope of a line whose
3 2 3 3 2
equation is x - y= - ? Solution : A = ; B =-
4 5 2 4 5

A
m =-
B
3
4
m =-
−2
5
3 5
m = (- ) (- )
4 2
15
m =
8
E. Discussing (Explicit Teaching)
new concepts The standard form of a linear equation is Ax + By = C while the slope-
and practicing intercept form of a linear equation is y = mx + b.
new skills #1 The following are examples of the two forms, to add some twist you will
do the hand sign “HEART” for standard form and “LIKE” hand sign for
SLOPE-INTERCEPT FORM.
(INDICATOR 3: Use effective verbal and non-verbal classroom communication strategies to
support learner understanding, participation, engagement and achievement)
(INDICATOR 8* Design, adapt and implement teaching strategies that are responsive to
learners with disabilities, giftedness and talents)

Standard form Slope-intercept form

5 7 3
x- y = 8 y=- x – 16
6 3 4
5
4x + 7y = -28 y = 2x +
8
8x + 9y = 34 y = -6x – 10
3 3 9
2x - y = - 9 y =- x+
5 8 4

To find the slope of a slope-intercept form y=mx+b, the numerical

coefficient of x is the slope.

F. Discussing (Explicit Teaching)

new concepts To find the slope of a line given the slope-intercept form, detects the
and practicing number written beside the variable x while to find the slope given the
new skills #2 A
standard form use the formula m = - . To derive the formula here is a
B
step-by-step process.
Step 1. From the standard form that is Ax+By=C, rewrite it to y=mx+b. So,
Ax + By = C
Ax-Ax+By=-Ax+C
By = - Ax + C
 By A C
= - x +
B B B
A C
y = - x +
B B

Step 2: Relating it to the slope intercept form y = mx + b, thus the slope is m=-
A
.
B
(INDICATOR 9: Adapt and use culturally appropriate teaching strategies to address the needs of
learners from indigenous groups)

G. Developing Directions: Find the slope of the line with the

Mastery given equations.

5 5
1. y = - x+7 (Ans: m = - ¿
4 4
2. y = 5x – 25 ( Ans: m = 5 )
3. 3x – 6y = - 18 1
2 7 4 (Ans: m = )
4. x+ y = 2
3 2 5 4
5. 10x + 5y = 50 (Ans: m = - )
21
( Ans: m = 2 )
H. Finding (Inquiry-based)
practical In general, how can we apply the concept
applications of slope (Tagalog-Dalisdis, Cebuano-Bakilid) in
concepts and real-life scenario?
skills in daily (INDICATOR 2: Display proficient use of Mother Tongue,
Filipino and English to facilitate teaching and learning)
living

(INDICATOR 8* Design, adapt

and implement teaching strategies
that are responsive to learners with
disabilities, giftedness and talents)

(INDICATOR 1: Apply knowledge of

content within and across curriculum
teaching areas)

Trivia
Indigenous local farmers in the
Philippines and all over the
world cultivate a wide variety
of crops that are adapted to a
range of different elevations,
slope conditions and
microclimates. Moreover, in
mountains around the world
have explicitly designed their
agricultural systems to protect
the soil from erosion, conserve
water resources and reduce
the risks of disasters triggered
by natural hazards. These
agricultural systems contribute
to the protection of
ecosystems, with tangible
benefits also for communities
downstream. In fact, it is
widely recognized that while
indigenous peoples only make
up 5% of the world’s
population, they are
 I. Making (Inquiry-based)
Generalization Guide Questions for Generalization:
s and
abstractions  How do you find the slope of a line of a ( Ans: The slope of a line of a
about the standard form of the equation? standard form is equal to m = -
lesson A
)
B
 How do you find the slope of a line of a
slope-intercept form of the equation?
( Ans: The slope of a line of
slope-intercept form of the
equation is the numerical
coefficient of variable x )

J. Evaluating (10 minutes)

learning Directions: What is the slope of a line of the
given equations
4 3 −4
1. y=- x+ ? (Ans: m = )
5 8 5
2. 7x – 21 y = - 35 ? 1
(Ans: m = - )
3. y = 5x – 8 3
4. 2x – 18y = 28 (Ans: m = 5 )
3 2 1 1
5. x+ y= (Ans: m = )
4 5 8 9
2 15
6. y= x −15 (Ans: m = )
3 8
2
7. y=-3x + 1 (Ans: m = ¿
3
8. 4x+2x=5
(Ans: m = -3 )
2 1
9. y=x − (Ans: m =- ¿
3 2
10. x+y=9 (Ans: m = 1 ¿
(Ans: m = −1 ¿
K. Additional SUPPLEMENTARY ACTIVITIES: FIND ME!!!
Activities for
application or Note: The activities included here will be
remediation used only when needed.

Directions: Find the slope of the linear

equations?

1. y = -2x – 5
2. 3x – 2y = 12
3. 9x – 3y = - 5
4. y = - 5x + 1
2
5. x – y = 15
3

V. REMARKS

VI. REFLECTION
A. No. of learners
who earned 80% A. _____ No. of learners who earned 80% in the evaluation
in the evaluation
B. No. of learners
who require
additional B. _____ No. of learners who require additional activities for remediation
activities for
remediation
C. Did the
remedial lessons
work? No. of C. Did the remedial lessons work? _____ No. of learners who have caught up
learners who have the lesson
caught up the
lesson
D. No. of learners
who continue to
D. _____ No. of learners who continue to require remediation
require
remediation
E. Which of my Strategies used that work well:
teaching strategies _____ Group collaboration
worked well? Why _____ Games
did these work? _____ Powerpoint Presentation
_____ Answering preliminary activities/exercises
_____ Discussion
_____ Case Method
_____ Think-Pair-Share (TMS)
_____ Rereading of Paragraphs/Poems/Stories
_____ Differenetiated Instruction
_____ Role Playing/Drama
_____ Discovery Method
_____ Lecture Method
Why?
_____ Complete IM’s
_____ Availability of Materials
_____ Pupil’s eagerness to learn
_____ Group member’s Cooperation in doing their tasks
F. What difficulties _____ Bullying among pupils
did I encounter _____ Pupil’s behavior/attitude
which my _____ Colorful IM’s
principal and _____ Unavailable Technology Equipment (AVR/LCD)
supervisor help me _____ Science/Computer/Internet Lab
solve? _____ Additional Clerical works
_____ Reading Readiness
G. What
innovation or
localized I
used/discover
which I wish to
share with other _____________________________________________________________________________
teacher?

Prepared by: Checked by:

AMELITA N. TUPAZ-EDERIO LORNA G. CAMIGUING

SST – III MT-I
 REFERENCES

A. DepEd INSTRUCTIONAL MATERIALS:

Abuso, Emmanuel P, & et al. (2013), Mathematics 8 Learners Module, pp. 181 – pp.183

Bryant, Merden L.& et al. (2013), Mathematics Teachers Guide, pp. 197-198

B. BOOKS AND OTHER REFERENCES

Dilao, Soledad Jose et. al (2009). Advanced Algebra, Trigonometry & Statistics pp. 35 – 36

Buenavista, Regina C. ,et al. Algebra I, Functional Approach Workbook pp. 118

De Leon, Cecile , et. al. (2002) Elementary Algebra pp. 117

K to 12 Curriculum Guide Mathematics. (2016). Department of Education,

Philippines;

C. INTERNET SOURCES
https://prezi.com/8q5czopcujx9/history-of-mathematics-slope-of-a-line/#:~:text=Renee
%20Descartes%20was%20the%20person,write%20ups%20on%20this%20formula.
https://www.fao.org/mountain-partnership/our-work/focusareas/indigenouspeople/en/?
page=3&ipp=6