A SEMI-DETAILED LESSON PLAN IN MATHEMATICS 8

Name: Ronnel Bryan M. Tiberio, LPT Date: September 18, 2019

I. Learning Objectives
At the end of the 60-minute lesson, learners are expected to attain the following
with 80% of proficiency:
A. Write the equation of the line given (a) the slope and y-intercept and (b) the
slope and a point.
B. Solve problems involving linear equations in two variables.
C. Appreciate the significance of slope in real life situation.
II. Subject Matter
Topic: Writing Equations of Lines
Reference: E-Math
Author: Orlando A. Oronce
Page/s: 149-157
Materials: board, chalk
III. Learning Activity
A. Preparatory Activities
1. Review
Process Questions:
a. What is slope?
b. How do we get the slope given (a) the graph (b) two points (c) linear equation?
2. Motivation
The concept of slope enters into a person's life in many ways. Whether viewing
the change in the value of an investment, assessing the difficulty of climbing a
mountain path or estimating the time required driving from one city to another,
slope comes into play. Parallel and perpendicular lines show up on street maps and
form the basis of the Cartesian Coordinate System.
B. Presentation of the lesson
The Slope-intercept form of a line is the most common form of a line. It is used
to describe a line and all of the points containing that particular line. Another reason
why it is the most common is because it allows you to quickly identify the slope and
the place where the line intercepts the y-axis. This is known as the y-intercept.
The following lines are in slope-intercept form:
2 6
1. 𝑦 = − 3 𝑥 + 6 3. 𝑦 = 7 𝑥
2. 𝑦 = 5𝑥 − 7 4. 𝑦 = −3
The following are not in slope-intercept form:
1. 3𝑦 = −7𝑥 + 12 3. 7𝑥 + 3𝑦 = 4
2. 𝑥 = 5𝑦 + 2 4. – 𝑦 = −3
An equation which is in the form y = mx + b is said to be in the slope-intercept
form. Each of the variables represents a number found on the line. Where m is the slope
and b is the y-intercept.
Examples:
Write an equation of the line with the given slope and y-intercept. Express the
equation in the form y=mx+b.
a. m=4, b=7
2
b. m=5, b=-8
Activity 1: (by partner, non-graded)
Write an equation of the line with the given slope and y-intercept. Express the
equation in the form y=mx+b.
c. m=-6, b=4
3
d. m= , b=-3
4
 The equation of the line passing through (𝑥1 , 𝑦1 ) with slope m is given by 𝑦 −
𝑦1 = 𝑚(𝑥 − 𝑥1 ).
Examples:
Find the equation of the line that:
a. passes through (5,8) and with slope 4;
b. contains the point (3,4) and parallel to y-3x=6; and
c. contains the point (3,4) and perpendicular to 5x-2y=8.
Activity 2: (by partner, non-graded)
Find the equation of the line that:
a. passes through (4,7) and with slope 5;
b. contains the point (4,5) and parallel to y-4x=8; and
c. contains the point (4,5) and perpendicular to 3x-4y=12.
C. Generalization
Process Questions:
a. What is the Slope-Intercept form?
b. What is the Point-Slope form?
D. Fixation of Skills
Activity 3: (by partner, non-graded)
During the first quarter of the year a company had sales of P3.4 million. During
the second quarter, the same company had sales of P3.7 million. Use the point-slope
form to write and equation of a line. (Hint: How do we find slope when we aren't given
it directly?)
E. Valuing
Process Question:
a. What is the significance of knowing how to write the equation of a line in real
life?
IV. Evaluation
Directions:
Answer Practice and Application, Test I. A 1-6, in your E-Math book on page 156-
157.
V. Assignment
Directions:
Do an advance reading on how to write the equation of a line given (c) two
points and (d) the intercepts.