Detailed Lesson Plan in Mathematics III

Geometry

Time Frame: 1 hour (1 session)

I. OBJECTIVES
At the end of the lesson, the students are expected to:
1. state the definition of the slope of a line;
2. compute for the slope of a line;
3. determine the slope of the following:
a. a line which rises from left to right
b. a line which falls from left to right
c. a horizontal line
d. a vertical line; and
4. relate the concept of slope in real life situation.

II. SUBJECT MATTER

a. Topic: Slope of a Line

b. References: Geometry III (Textbook for 3rd Year) by Cecile M. De Leon, et al. pp. 225-228
http://www.purplemath.com/modules/slope.htm
http://www.mathwarehouse.com/algebra/linear_equation/interactive-slope.php

c. Materials: Computers, Projector, White Board & Marker

Instructional Materials: Illustration of Coordinate Plane, Slide & Video Presentations
Interactive Slope of a Line (through Internet), Impress

d. Skills to be developed: Defining, Computational Skills, Determining, Relating &

Analytical Thinking Skills
e. Concepts:
1. Slope of a line - is the measure of the steepness of a line
rise
- is the ratio of the rise to the run, written as .
run
rise
run
- is the ratio of the vertical change (∆y) to the horizontal change (∆x).
- may be computed using the formula:

2. The slope of a line, given its graph, can be determined in two ways:
a. Using a grid – analyze the relationship between the “rise” and the “run”
b. Identifying two points on the line – find the coordinates and compute the slope
byusing the formula.
3. The slope is positive when the line rises from left to right.
4. The slope is negative when the line falls from left to right.
5. The slope of a horizontal line is zero. It does not rise or fall.
6. The slope of a vertical line is undefined.

f. Values to be integrated: Teamwork & Being Optimistic(Try to be positive in dealing

with problems. No matter how “steep it has risen, there's always a way to simplify it.”)

g. Subject to be integrated: ICT

h. Methodology: Inductive Method (4 A's & Practical Work Approach)

III. Lesson Procedure

 Time
Frame Teaching Hint Teacher's Activity Student's Activity IM's

A. Preliminary
Activity
3 min. 1. Greetings Good morning class! Good morning ma'am!

2. Opening “Star of the day” kindly lead the “Star of the day” leads the
Prayer prayer. prayer.

3. Securing of Before you take your seats, please
Cleanliness and make sure that there are no pieces of
Orderliness dirt on the floor. Also, arrange the
chairs properly and see to it that you
are sitting on your assigned seats.
The students will pick up the
pieces of dirt and arrange their
chairs.

4. Checking of Class beadles who are absent today? None ma'am!

attendance

5. Checking of Last meeting, I told you to have an

Assignment advance research of the terms which
we will encounter for today's lesson. Slope, rise, run,
What are those terms which I asked change/difference and
you to research? steepness.

Were you able to look for the

mathematical meaning and other
meanings of those words? Yes ma'am!

Very good!

That will serve as your reference for

our lesson today.

4 min. 6. Recall Before we start with our lesson today,

let us first review about plotting
points in the Cartesian coordinate
Plotting
plane.
Points on
a
Let us open the UNESCO material Students will open the Coordina
and briefly discuss how to plot points material. te
in the Cartesian coordinate plane. System.s
wf
5 min. B. Motivation Let us analyze how engineers build
bridges.

Here are some pictures (the teacher Slide

will show several pictures of bridges Present-
and roads). ation

What did you notice about the roads The roads and bridges that we
and bridges that we can see in flat see in flat areas are straight.
areas?

Nice observation!

What about those in mountainous

areas? Do you think the roads and/or
bridges are always straight? No ma'am!
That's right!
 Now, using the drawing toolbar of the The students will create
OpenOffice.org Impress, try to illustrations of bridges and Impress
illustrate the roads and/or bridges that roads that can be seen in
can be seen in mountainous areas. mountainous areas.

Nice job!

What did you notice in the Roads and bridges may have
illustrations? different degrees of steepness.

Exactly!

C. Lesson
Proper
1 min. 1. Presentation Just like roads and bridges, lines have
of the lesson different degrees of steepness too!
That steepness of a line is what we
call the slope. And we shall learn
more about this topic as we go on
with our lesson today.

1 min. 2. Presentation Here are our objectives for today's

of objectives lesson (please read): 1. state the definition of the
slope of a line;
2. compute for the slope of a
line; Slide
3. determine the slope of the present
following: ation
a. a line which rises fromleft
to right
b. a line which falls from
left to right
c. a horizontal line
d. a vertical line; and
4. relate the concept of slope
in real lifesituation.

7 min. 3. Unlocking of Let us first discuss how we can find

Difficulty the slope of a line, so that you will be
able to perform our activity today.

“Star of the day,” based from the

objectives presented, kindly give an
What is slope?
opener question for our lesson today.

Thank you!

Now, who can answer the opener Slope is the ratio of rise to the
question? run.
Slide
Very good! present
ation
This ratio can be written as rise
run .
What does the rise represent? Rise represents the change in
y or the vertical change
(denoted by ∆y).
Precisely!
Run represents the change in
What about the run? x or the horizontal change
(denoted by ∆x).

Change is the difference

In mathematics, what do we mean by between two quantities.
change?
The ∆y can be determined by
Hence, if we have two points, P1 finding the difference in y-
(x1,y1) and P2 (x2,y2), how can we coordinates and the ∆x can be
calculate the ∆y and the ∆x? determined by finding the
difference in x-coordinates.

Very good! rise Δ y

Slope = =
run Δ x
How do we represent that in
mathematical equation? y 2− y 1
m= x 2−x 1

Precisely!

Here are some examples for you to

understand the definition more fully.

2
rise 4
4 m= =
run 2
=2

This time, let us try to find the slope

of a line drawn in a coordinate plane.
To do this, we can do either of the
following methods:
1. Using a grid
2. Identifying two points 1. Using a grid – analyze the
on the line relationship between the rise
and the run.

2. Identifying two points on

the line – find the coordinates
and compute the slope using
the formula.
Here are some examples:
Example 1:
1st method: analyze the relationship
between the rise and the run. m= 1/2
 1−0
2nd method: find the coordinates and m= y 2− y 1 m= =
1
compute the slope using the formula. x 2−x 1 0−(−2) 2

Example 2:
1st method: analyze the relationship m=3/4
between the rise and the run.

y 2− y 1
m= x 2−x 1
2nd method: find the coordinates and
compute the slope using the formula. 3−0 3 3−0
m= =
2−(−2) 4 2−(−2)
Nice job!
3 min. 4. Activity Slide
a. Pre-Activity For your next activity, you will be present
working in groups, which I ation
previously assigned. We have 4
groups and each group will work on a Impress
specific problem.
Interact
You need to choose a leader/slope ive
solver, point plotter 1, point plotter 2, slope of
encoder, and reporter. a line

Please read and take note of your Coordin

task. The leader will be the one to atePlan
facilitate the group and at the e
same time, compute for the (visual
slope. aid)
The point plotter 1 will be the
one to plot the given points
using the interactive slope of
a line.

The point plotter 2 will be the

one to plot the given points
using the coordinate plane
which I have prepared.

The encoder will be the one to

make the presentation of the
solution using the Impress.
Also, you need to include the
graph of the line which you
made using the interactive
slope of a line.

The reporter will be the one to

discuss the group's output.
 Here's the rubric for grading your
output:
Criteria:
 Accuracy –4
 Cooperation – 2
 Creativity – 2
 Presentation – 2
Total – 10 pts.

Your activity is already saved in the

computer desktop. The interactive
slope of a line is already bookmarked
in your web browser. You just have
to open it.

I will just give you 5 minutes to

accomplish the task. Don't worry
because I will guide you in making
the activity. I will give you traffic
light cups.
 Green cup (Go) – means you
know how to perform the task.
 Yellow cup (wait for a while)
– means you know something
but you need assistance.
 Red cup (stop) – means you
don't know how to perform
the task and you really need
my assistance.
What you need to do is to raise the
cup which corresponds to the status
of your group.

Are you now ready? Yes ma'am!

5 min. b. Activity
Proper
For group 1:
Graph and find the slope of a line that 2−(−2) 4
passes through (0,-2)and(2, 2). m= = =2
2−0 2

For group 2:
Graph and find the slope of a line that 2−0 2
passes through (0, 2) and (3,0). m= =-
0−3 3

For group 3:
Graph and find the slope of a line that m= 2−2 = 0 =0
passes through (-1, 2) and (3,2). 3−(−1) 4
 For group 4: 3−(−3) 66
Graph and find the slope of a line that m= =
−2−(−2) 0 0
passes through (-2, 3) and (-2,-3). m=undefined

5 min. c. Post-activity
Reporters, kindly present the group Reporters will present their
outputs. outputs.
3 min. 5. Analysis Illustrat
At this juncture, we shall analyze the ion&
computed slope and the direction of Slide
the line found by each group. present-
ation
In group 1, what is the direction of The line rises from left to
the graph of the line?
right.
What is the sign of the slope? The sign of the slope is
positive!
Very good!

How about in group 2? The line falls from left to

right, and the slope is
negative.
In group 3, what kind of line was
formed? A horizontal line!

What is the computed slope? 0

In the work of group 4, what kind of

line was formed and what is their We have formed a vertical
computed slope? line and the slope is
3 min. 6. Abstraction undefined.
Let us now make our conclusion
about the slope of the lines which we
were able to identify.

What can you conclude about the The slope is positive when the
slope of the line which rises from left line rises from left to right.
to right?

Very good!

What can you conclude about the The slope is negative when
slope of the line which falls from left the line falls from left to right.
to right?

Great!

What about the slope of a horizontal The slope of a horizontal line

line? is zero. It does not rise or fall.

Very good!

What about the slope of a vertical The slope of a vertical line is

line? undefined.
 You got it right!
5 min. 7. Application
Determine the slope of the line which White
passes through the following points: board
1. (5,1) & (1,8) &
2. (2,5) & (1,5) Interact
3. (0,2) & (5,4) ive
4. (1,3) & (1,6) slope of
a line
Tell whether the line rises/falls from
left to right, a horizontal or a vertical
line.

Cite some practical applications of Our knowledge about slope

slope in our lives. can be applied in construction
of roads (answers may vary).

8.
6 min. Generalization Who can summarize our discussion
and share some learning insights?
Thank you so much for sharing your
learning insights.
Today, we have discussed the
slope of a line. We have
learned how we can compute
the slope of a line and
determine the slope of some
lines (vertical, horizontal,
etc.). We also realized the
importance of slope in our
lives.

To formally end our discussion, let us Video

watch a video about slope. Students will watch a video. present-
ation
I do hope that you have learned
something about what we have
discussed today. Also, I hope that
just like the slope of a line which
rises from left to right (positive
slope), you will be positive in dealing
with problems in life. No matter how
steep it has risen, there's always a
way to simplify it.
IV. Evaluation
Students will answer the slope formula quizlet and slope sign quizlet.
A. SLOPE FORMULA QUIZLET
Find the slope of the line passing through the points (–1, 1) and (–2, –3).

B. SLOPE SIGN QUIZLET

Choose the correct description of the slope for each graph:
 C. PRACTICAL APPLICATION OF SLOPE
Mara Clara would like to place a book in the shelf. Which of the following illustrations of
ladder should be used for her to safely place the book in the shelf?

a. b. c.
b b b
o o o
o o o
k k k
s s s
h h h
e e e
l l l
f f f

V. Assignment
1. Determine the slope of the line which passes through the points:
a. (1, 9) & (-8, 3).
b. (2, 3) & (1, 5)
2. Look for the definition of linear equation.
3. Give some examples of linear equation.

Reference: Geometry III (Textbook for 3rd Year) by Cecile M. De Leon

Prepared by:

MENCHIE N. CHRISTY