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• Jeanny Bhie

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DETAILED LESSON PLAN I.

Date

OBJECTIVES

BACAN NATIONAL HIGH SCHOOL JEANNY BHIE A. GARI

Grade Level Learning Area

September 2-6, 2019

Quarter

8 MATHEMATICS 8 Second Quarter S.Y. 2019-2020

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. III.

CONTENT LEARNING RESOURCES

FINDING THE EQUATION OF THE LINE References: 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. 148158. Phoenix Publishing House, Inc.

Materials: laptop, projector, books, manila paper, pen, chalk, colored papers, glue, cutter, scissors

IV.

LEARNING PROCEDURES

A. Preliminary Activities (5 mins) 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 xintercept, 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