SEBITANAN INTEGRATED

GRADES 1- SCHOOL GRADE LEVEL EIGHT

SCHOOL
12
DAILY TEACHER GENESIS 2 J. CORTEZ SUBJECT MATHEMATICS
LESSON DATE SEPTEMBER 09 – 13, 2024 GRADING PERIOD FIRST QUARTER
LOG
TIME 8:15- 9:00 WEEK 6

CONTENT Demonstrates understanding of key concepts of factors of polynomials, rational algebraic expressions,
STANDARD linear equations and inequalities in two variables, systems of linear equations in two variables and
linear functions.
PERFORMANCE Is able to formulate real – life problems involving factors of polynomials, rational algebraic expressions,
STANDARD 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.
LEARNING 1. Writing Linear Equation Ax + By = C in the form y = mx + b and vice versa (M8AL- If- 1)
COMPETENCIES 2. Graphs a linear equation given (a) two points (M8AL – If – 2)
3. Graphs a linear equation given c) slope and one point (d) slope and y - intercept

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

SEPTEMBER 09, 2024 SEPTEMBER 10, 2024 SEPTEMBER 11, 2024 SEPTEMBER 12, 2024 SEPTEMBER 13, 2024
LESSON Summative Test
OBJECTIVES a. Identifies the linear a. Locates the points on a. Identifies the slope a. Identifies the
equation as standard the cartesian plane and one point of the slope and one
form or slope-intercept b. Constructs the graph linear equations point of the linear
form Analyze and of the linear equation b. Constructs the graph equations
solve word problems given two points or of the linear b. Constructs the
involving Rational the intercepts of the equations given the graph of the linear
Expressions. graph c. Demonstrates equations given
b. Rewrites the equation c. Works patiently in accuracy and the
in the form Ax + By = graphing linear patience in c. Demonstrates
C to y = mx + b and equations using two constructing the accuracy and
vice versa points or the graph of linear patience in
c. Demonstrates intercepts of the equations constructing the
accuracy in rewriting graph graph of linear
the equation equations

Graphing Linear Graphing Linear

Rewriting Ax + By = C Graphing linear Equations Using Equations Using
SUBJECT MATTER into y = mx + b or vice equations given two Slope and a Point or Slope and a Point or
versa points slope and y - slope and y -
intercept intercept
LEARNING
RESOURCES
A. References
1. Teacher’s Teacher’s Guide (TG) in Teacher’s Guide (TG) in Teacher’s Guide (TG) Teacher’s Guide (TG) in
Guide Mathematics 8, pp. 196 – Mathematics 8, pp. 202 – in Mathematics 8, pp. Mathematics 8, pp.
pages 197 204 202-205 202-205
2. Learner’s Learner’s Module (LM) Learner’s Module (LM) Learner’s Module (LM)
Learner’s Module (LM) in
Materials in Math 8, pp. 187 – in Math 8, pp. 188 - in Math 8, pp. 188 -
Math 8, pp. 181 – 182
pages 189 190 190

Advanced Algebra, Graphing Board Graphing Board

3. Textbook Elementary Algebra pp
Trigonometry and Graphing Papers Graphing Papers
pages 160-162
Statistics, pp. Geo Board Geo Board

4. Additional
Materials
flash cards of linear Graphing Board
from
equations Graphing Papers
Learning
Manila Paper Geo Board
Resource
(LR) portal
Advanced Algebra,
Trigonometry Statistics Laptop, Projector, Laptop, Projector,
B. Other Learning pp. 31 – 33 visual aids, Grade 8 visual aids, Grade 8
Resources Algebra 1 Functional LCTG by DepEd Cavite LCTG by DepEd Cavite
Approach Workbook pp Mathematics, 2016 Mathematics, 2016
118
PROCEDURES
A. Reviewing Activity: Identifying Activity: Plotting the Activity: Identifying Activity: Identifying
previous lesson Forms of Linear points on the graph Note Slope, y – intercept and Slope, y – intercept and
or presenting Equations Note to the to the Teacher: one point given the one point given the
the new lesson Teacher: 1. Divide the class into equation Note to the equation Note to the
1. Divide the class into groups of five. Teacher: Teacher:
groups of five. 2. Distribute geoboard 1. Divide the class into 1. Divide the class into
2. Distribute each group and rubber bands to the groups of five. groups of five.
flash cards containing group 2. Distribute each group 2. Distribute each group
five linear equations. 3. Let them create a a small illustration a small illustration
3. Determine whether cartesian plane on the board, chalk and eraser board, chalk and eraser
the equation is standard geoboard for the quiz bee. for the quiz bee.
or slope- intercept form. 4. Flash the points and let 3. Flash the equations 3. Flash the equations
4. Post their answers on them plot it on the and let them identify and let them identify
 cartesian plane and put slope, y - intercept and slope, y - intercept and
markers using round one point of the graph one point of the graph
the board. colored papers 4. Let them write their 4. Let them write their
5. Process all groups’ 5. Process all groups’ answers on the answers on the
answers. answers. illustration board illustration board
5. Process all groups’ 5. Process all groups’
answers. answers.
A. Establishing Motive Questions: Motive Questions: 1. Motive Questions: 5. Motive Questions:
a purpose 1. How did you 1. How do you plot the 2. 1. How did you 6. 1. How did you
for the determine the forms of points on your cartesian determine the slope of determine the slope of
lesson linear equations? plane? the given equation? the given equation?
2. What are the forms of (By recalling the assigned (Ans: If the equation is (Ans: If the equation is
linear equation? quadrants for the points) in standard form, use in standard form, use
3. Can you rewrite Ax + 2. In what quadrant can m = - while in slope- m = - while in slope-
By = C into y = mx + b you locate the points intercept form, the intercept form, the
or vice versa? containing coordinates number beside x is the number beside x is the
that are all positive? (Ans: slope) slope)
1st quadrant). 3. 2. How do you 7. 2. How do you
3. In what quadrant can determine the y - determine the y -
you locate the points intercept? (If the intercept? (If the
containing coordinates equation is in standard equation is in standard
that are all negative? form, use while in form, use while in
(Ans: 3rd quadrant) slope- intercept form, slope- intercept form,
4. If the x – coordinate is the constant term is the constant term is
negative and the y- the y - intercept) the y - intercept)
coordinate is positive, in 4. 3. How do you find a 3. How do you find a
what quadrant can you point in the given point in the given
locate the points? equation? (By equation? (By
(Ans: 2nd quadrant) assigning a value of x assigning a value of x
5. If the x – coordinate is and then solve y in and then solve y in
positive and the y – terms of x) terms of x)
coordinate is negative, in
what quadrant can we
locate the points?
(Ans: 4th quadrant)
6. If the x – coordinate is
zero and y-coordinate is
greater than or less than
zero, where can you
locate the points?
(Along the y – axis)
7. If the x-coordinate is
 greater than or less than
zero and y-coordinate is
less than zero, where can
you locate the
points?
(Ans: along the x – axis)
8. How many points can
be used to create a line?
(Ans: two)
B. Presenting 1. What is the equation ACTIVITY 2: Graphing
examples/ of 7x – 6y = - 42 in the linear equations Constructing the graph Constructing the graph
instances of form 1. Construct the graph of the linear equation. of the linear equation.
the lesson y = mx + b? of the linear equations 1. Construct the graph 1. Construct the graph
Solution: (Long Method) that passes through the of the equation 7x – 6y of the equation 7x – 6y
7x – 6y = - 42 points (1, 2) and (- 3, 4) = - 42 using the slope = - 42 using the slope
(-7x) + 7x – 6y = -42 + and y – intercept and y – intercept
7x (Addition Property) Guide Questions: Guide Questions:
- (- 6y) = (-7x – 42) - 1. What is the slope of 1. What is the slope of
(Multiplication Property) the linear equation? the linear equation?
y = - x+ 7
Solution 2: (Short 2. Given the slope, 2. Given the slope,
Method) what is the rise and what is the rise and
7x – 6y = - 42 what is the run? (Ans: what is the run? (Ans:
- 6y = - 7x – 42 (Solve y rise = 7 and run = 6) rise = 7 and run = 6)
in terms of x) 3. What is the y- 3. What is the y-
- (- 6y) = (- 7x – 42) - 2. Construct the graph of intercept of the linear intercept of the linear
(Multiplication Property) the points given x- equation? (Ans: 6) equation? (Ans: 6)
y=-x–7 intercept = -2 and y – 4. At what 4. At what
intercept = 4. quadrant/axis can you quadrant/axis can you
locate the point given locate the point given
2. What is the equation y the y – intercept? the y – intercept?
= - x + 24 in the form (Ans: on the positive y (Ans: on the positive y
3. Construct the graph of
Ax + By = C? axis, (0,6) axis, (0,6)
the linear equation 2x – y
Solution: y = - x + 24 1. 5. How do you 3. 5. How do you
x + y = - x + x + 24 = 5 using two points. construct the graph of construct the graph of
(Addition Property) Solution: the given equation the given equation
3 (x + y) = (24) 3 using slope and y – using slope and y –
(Multiplication Property) Find first two points by intercept? intercept?
2x + 3y = 72 assigning two values of x2. 4.
to solve the values of y.
For example, x = 1 and x
2. Construct the graph of 2. Construct the graph of
 the equation y = 2x + 1 the equation y = 2x + 1
using slope and one using slope and one
= 2. So, point. point.
Guide Questions? Guide Questions?
1. What is the slope of 1. What is the slope of
the equation? the equation?
So, the points are (1, - 3)
2. What point can we 2. What point can we
and (2, -1) and the graph
derive from the given derive from the given
is shown below:
equation? equation?
3. How do you construct 3. How do you construct
the graph of the given the graph of the given
equation? equation?

C. Discussing new The teacher discusses In graphing linear In graphing linear In graphing linear
concepts and the different forms of equations given two equation using slope and equation using slope
practicing new linear equation with points, locate the two y-intercept, plot first the and y-intercept, plot
skills #1 corresponding points in the quadrant y – intercept, then use first the y – intercept,
examples (Refer to where they are located the slope to find the then use the slope to
Worksheet Discussion) then connect the two other point. Using the y – find the other point.
points. The line obtained intercept as the starting Using the y –
is the graph of the linear point, move 7 units intercept as the
equations. upward for the rise and starting point, move 7
move 6 units to the left. units upward for the
rise and move 6 units
to the left.
D. Discussing new 1. To rewrite the In graphing the linear In graphing linear In graphing linear
concepts and equation Ax + By = C equation given the equation using slope and equation using slope and
practicing new into y = mx + b, add equation, identify two one point, plot first the one point, plot first the
skills #2 the additive inverse of points then plot the point then uses the slope point then uses the slope
the variable x to both points on the cartesian to find the other point. to find the other point.
sides, then solve for y plane then connect the Using the point as the Using the point as the
in terms of x. points to form the line starting point, move starting point, move
units upward for the rise units upward for the rise
 2. To rewrite y = mx +
and moves units to the and moves units to the
b into Ax + By = C, add
left or right of the axis. left or right of the axis.
the additive inverse of
the variable x to both
sides of the equation
then simplify.
E. Developing Construct the graph of y 1. Construct the graph 1. Construct the graph
mastery ACTIVITY: Group = 2x -6. (Note: In finding of the linear equation of the linear equation
(Leads to Activity the points, answer may y = - 5x + 7 using y = - 5x + 7 using
Formative vary) slope and y – intercept slope and y – intercept
Assessment 1. Rewrite 3x – 7y = -21
3) into y = mx + b 2. Construct the graph 2. Construct the graph of
(Answer: y = x + 3) of the linear equation the linear equation 3x –
2. Rewrite y = - x + 4 3x – 8y = 10 using 8y = 10 using slope and
into Ax + By = C slope and one point. one point.
(Answer: 3x + 5y = 20)

F. Finding Analyze and answer Problem: Mike wants to

practical accurately the bake cake in oven for
applications question: “Luisa is Christmas eve. He
of concepts selling hotdogs and observed the following
and skills in mineral water in the readings: Temperature
daily living basketball game. The of oven was 180∘∘F
hotdog is worth 5 pesos after 2 minutes and its

∘F after 4 minutes.
each while the mineral temperature was 290∘
water is 10 pesos each.
At the end of the Show the graph of the
games, she earns 200 given problem.
pesos. What equation
can be used to
determine the number
of hotdogs and mineral
water sold? Rewrite the
equation in another
form? Note: Let x
represent the number
of hotdogs and y as the
number of mineral
water.
G. Making 1. Guide Questions for Guide Questions for Guide Questions for Guide Questions for
generalizatio Generalization: Generalization: Generalization: Generalization:
 ns and 2. 1. How do you graph 1. How do you 1. How do you
abstractions3. What is the slope- the linear equations construct the graph of construct the graph of
about the intercept form of linear given two points? a linear equation a linear equation
lesson equation? (y = mx + b) (Ans: Locate the using the slope and y using the slope and y
4. quadrants of the – intercept? – intercept?
5. What is the standard points then connect
form of the equation? the two points? 2. How do you 2. How do you
(Ax + By = C) 2. How do you graph construct the graph of construct the graph of
6. linear equations using the linear equation the linear equation
7. How do you write the two points? (Ans: Find using the slope and using the slope and
equation in the form y the two points by one point? one point?
= mx + b into Ax + By assigning values of x.
= C? (Add the additive Evaluate the equation
inverse of the variable by substituting the
x to both sides and value of x and solve
solve for y in terms of for the values of y.
x) Plot the points then
8. connect)
9. How do you write the
equation in the form Ax
+ By = C into y = mx +
b? (Add the additive
inverse of the variable
x to both sides of the
equation then simplify)
H. Evaluating I. Identifies whether the 1.
learning equation is standard or
slope- intercept form?
a) 3x – 2y = 12 Note. Use one whole
(Answer: standard) sheet of graphing paper.
b) y = 5x – 40 (Answer: 1. Plot the graph of the
slope-intercept form) linear equation given the
c) 15 x – 3y = - 30 following points.
(Answer: standard a) (1, -7) and (4, -1)
form) b) (-, ) and ( , )
d) y = -8x + 48
(Answer: slope-
intercept form)
II. a) Rewrite y = x – 16
in the form Ax + By = C
(3x – 4y = 84)
b) Rewrite 7x + 10 y =
 8 in the form y = mx +
b
(y = - x +)

I. Additional
activities for
application
or
remediation

REMARKS
REFLECTION
1. No. of
learners who
earned 80%
on the
formative
assessment
2. No.of
learners who
require
additional
activities for
remediation.
3. Did the
remedial
lessons work?
No. of
learners who
have caught
up with the
lesson.
4. No. of
learners who
continue to
require
remediation
5. Which of my
teaching
strategies
worked well?
Why did this
work?
6. What
difficulties
did I
encounter
which my
principal or
supervisor
can help me
solve?
7. What
innovation or
localized
materials did
I use/discover
which I wish
to share with
other
teachers?

Prepared by: Approved by:

GENESIS 2 J. CORTEZ RONALDO P. UMLAS
Subject Teacher School Head