DAILY LESSON LOG OF M8AL-If-3 (Week Twelve-day Three of Three)
School
Teacher
Teaching Date and Time
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning
Competencies/Objectives
II. Content
III. Learning Resources
A. References
1. Teacher's Guide
2. Learner's Materials
3. Textbook Pages
4. Additional Materials from
Learning Resource (LR) Portal
B. Other learning Resources
IV. Procedures
A. Review previous lesson or
presenting the new lesson
B. Establishing a purpose for the
lesson
C. Presenting examples/Instances
of the new lesson
D. Discussing new concepts and
practicing new skills #1
Grade Level Grade 8
Learning Area Mathematics
Quarter Second
The learner demonstrates understanding of key concepts of linear equation.
The learner is able to formulate real-life problems involving linear equation.
Learning Competency: Describe the graph of a linear function in terms of its intercepts
and slope. (M8AL-If-3)
Learning Objectives:
1. describe the graph of a linear equation in terms of its intercepts and slope;
2. determine the trend of the graph of the linear equation using the sign of the slopes
and intercepts.
3. demonstrate appreciation in describing a graph as important skills needed to
understand concepts of finding the equation of a line.
Linear Equation
Curriculum Guide, Teacher's Guide, Learner's Material
Abuzo, et al, Mathematics Learner's Material
Pages 171
Pages 191
The teacher will review previous lessons in graphing the linear equations.
The teacher recalls the mathematical skills or principles used to recognize pattern and to
get the correct description of a graph through questions like:
Note: refer to the same linear equation y=2x +1 in graphing using 4 different
methods .
1. How did you identify the x-intercepts and the y-intercepts?
2. In your own words, define x-intercepts and y-intercepts
3. How did you find the rise and the run? How about the slope?
4. Have you observed a pattern?
5. What happens to the value of y as the value of x increases?
Answer shall be drawn from the students
The teacher let the students realize that in recalling the past lesson are very important skills
needed to understand the concepts in describing a graph.
The teacher presents the steps in graphing linear equations.
1. Use the y=mx+b formula
2 Draw your graphs.
3 Find the y- intercept (b) on your graph
4 Find the slope
6. Draw your line
Analysis:
1. What can you say about their graphs?
2. When can you say that the graph is slanting to the right? To the left?
Vertical line? and a horizontal line?
E. Discussing new concepts and
practicing new skills #2
F. Developing mastery (leads to
formative assessment)
Working in pairs, the teacher let the students answer the activity 12, found on
page 191 of learner’s module. The teacher should see to it that the students
understand and learn how to describe the graph of a linear functions in terms of
its intercepts, slope and a point.

Direction: Given the graph at the right, find the following.

1. x-intercept
2. y-intercept
3. rise
4. run
5. slope
6. trend

Complete the table below:

x
y

Answer key!
1. -2
2. -3
3. 3
4. 2
5. 3/2
6. Increasing

Complete the table below:

x 2 0
y 0 -3
G. Finding practical applications of
concepts and skills in daily living
H. Making generalizations and .The teacher summarizes the lesson and describes the graph given an equation in
Abstractions about the lesson

Slope–intercept form

where m is the slope of the line and b is the y-intercept, which is the y-coordinate
of the location where line crosses the y axis. This can be seen by letting x = 0,
which immediately gives y = b. It may be helpful to think about this in terms of y =
b + mx; where the line passes through the point (0, b) and extends to the left and
right at a slope of m.
Vertical lines, having undefined slope, cannot be represented by this form

I. Evaluating learning The teacher lets the students answer individually the formative assessment.
 Direction: Given the graph, find the following:

y
2
1
1 2 3-4 4-3 -2
5 x-1 0

-1
-2
-3
-4
-5

1. x-intercept
2. y-intercept
3. rise
4. run
5. slope
6. trend

Complete the table below:

x
y

J. Additional activities or
remediation
V. REMARKS
VI. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students' progress. What
works? What else needs to be done to help the pupils/students learn? Identity what help your
instructional supervisors can provide for you so when you meet them, you can ask them relevant
questions.
A. No. of learners who earned 80%
of the evaluation.
B. No. of learners who require
additional activities for remediation
who scored below 80%
C. Did the remedial lesson work?
No. of learners who have caught up
with the lesson.
D. No. of learners who continue to
require remediation.
E. Which of my teaching strategies
worked well? Why did these work?
F. What difficulties did I encounter
which my principal or supervisor
can help me solve?
G. What innovation or localized
materials did I use/discover which I
wish to share with other teachers.

Prepared by:

GAYE MAUREEN B. BAJO

STVS MATH 8 Teacher