School BACAN NATIONAL HIGH SCHOOL Grade Level 8

Teacher JEANNY BHIE A. GARI Learning Area MATHEMATICS 8

DETAILED
Date September 2-6, 2019 Quarter Second Quarter
LESSON PLAN S.Y. 2019-2020

I. OBJECTIVES A. CONTENT STANDARDS

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.

B. PERFORMANCE STANDARDS
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.

C. LEARNING COMPETENCIES
Learners are expected to graph 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

Specific Objectives
1. graph a linear equation given (a) any two points; (b) the x – and y –
intercepts; (c) the slope and a point on the line; and
2. appreciate the importance of graphing a linear equation given (a)
any two points; (b) the x – and y – intercepts; (c) the slope and a
point on the line.

II. CONTENT FINDING THE EQUATION OF THE LINE

III. LEARNING References:
RESOURCES 1. K to 12 Mathematics Curriculum Guide, revised August 2016
2. K to 12 Grade 8 Teaching Guide in Mathematics – Module 3
3. Abuzo, Emmanuel P., et. al (2013). Mathematics 8 Learner’s
Module. pp. 119-137. Book Media Press, Inc.
4. Orines, Fernando B. (2013). New Century Mathematics 8. pp. 148-
158. Phoenix Publishing House, Inc.

Materials:
laptop, projector, books, manila paper, pen, chalk, colored papers, glue,
cutter, scissors
IV. LEARNING A. Preliminary Activities (5 mins)
PROCEDURES Opening Prayer
-Students’ Prayer
Checking of Attendance
-According to seat plan
Energizer
-Multimedia Presentation
B. Review
Description: This activity will enable you to analyze the graph
and connect this to real life.
Direction: Create a story out of the graph of the linear
equation at the right. Share this to your classmate.

Note:
Assess students’ knowledge about the steps on drawing the graph
of the linear equation using the four methods. Allow them to go
back to how these methods are done.
Allow the students to create their own story about the given graph
in performing Activity 11. Varied answers to this activity are
expected.
Let the students describe the graph of the linear function using its x-
intercept, y-intercept, slope, trend and equation. You may give
additional graph for further practice.

C. Establishing a purpose for the lesson (2 mins)

At the end of the lesson, you should be able to:

1. graph a linear equation given (a) any two points; (b) the x – and y –
intercepts; (c) the slope and a point on the line; and
2. appreciate the importance of graphing a linear equation given (a)
any two points; (b) the x – and y – intercepts; (c) the slope and a
point on the line.
D. Motivation (5 mins)

A. Lesson Proper (15 mins)

Analysis
 B. Application

C. Generalizations and Abstractions (5 mins)

-Today, I was able to 1. graph a linear equation given (a) any

two points; (b) the x – and y – intercepts; (c) the slope and a point
on the line.

-I learned that we must have to appreciate the importance of graph

a linear equation given (a) any two points; (b) the x – and y –
intercepts; (c) the slope and a point on the line

V. EVALUATION Direction:
 VI. ASSIGNMENT Description: This activity will enable you to solve more word problems
involving linear functions.
Direction: Solve the following. Show your solutions and graphs.

1. A pay phone service charges Php 5 for the first three minutes and Php 1
for every minute additional or a fraction thereof. How much will a caller
have to pay if his call lasts for 8 minutes? Write a rule that best describes
the problem and draw its graph using any method.

2. A motorist drives at a constant rate of 60 kph. If his destination is 240

kilometers away from his starting point, how many hours will it take him to
reach the destination? Write a rule that best describes the problem and
draw its graph using any method.

3. Jolli Donuts charges Php 18 each for a special doughnut plus a fixed
charge of Php 5 for the box which can hold as many as 24 donuts. How
many doughnuts would be in a box priced at Php 221? Write a rule that best
describes the problem and draw its graph. In your graph, assume that only
1 to 24 doughnuts are sold.

Answers:
1. A caller will have to pay Php 10. Let x be the time that exceeds after 3
minutes and let y be the charge. The rule is y = x + 5.

2. The formula to be used in solving this problem is t = d/r or t = 1/r (d),

where t is time, r is rate and d is distance. Given in this problem are r = 60
kph, which is constant, and d = 240 kilometers. So, the rule in this problem
is t = 1/60(d). If d = 240 kilometers, then t = 4 hours.

3. Let x be the number of donuts sold and let y be the total price. The rule
that best describes the function is y = 18x + 5. It is assumed that there are
1 to 24 donuts sold; thus, the domain of the relation is the {x|1 ≤ x ≤ 24}.
There would be 12 donuts in the box whose price is Php 221.
ML = ___________%
I D = Proceed / Re-teach / Continue
Prepared by:

JEANNY BHIE A. GARI

Teacher I