GRADES 1 TO 12 SCHOOL: Malinao National High School GRADE 8

LEVEL:
DAILY LESSON LOG
STUDENT VERONICA B. BONDOC LEARNING MATHEMATICS
TEACHER: AREA:

TEACHING DATES March 20, 2024 QUARTER: 3

& TIME:

I. OBJECTIVES

A. Content Standards: The learner demonstrates understanding of key concepts of linear equations and inequalities in two variables and linear
functions.

B. Performance Standards: The learner is able to formulate real-life problems involving linear equations and inequalities in two variables and solve these
problems accurately using a variety of strategies.

C. Learning Competencies/ At the end of the period, at least 75% of the students will be able to:
Objectives: Write the LC code
for each Find The Slope of a Line Given the Graphs (M8AL-Ie-5).

II. CONTENT
Slope of a line

III. LEARNING RESOURCES List the materials to be used in different days. Varied resources of materials sustain children’s interest in the lesson an in
learning. Ensure that there is a mix of concrete and manipulative materials as well as paper-based materials. Hands-on learning
promotes concept development.

A. References

1. Teacher’s Guide Pages

2. Learner’s Materials Pages Grade 8 Mathematics Module, pg. 183-187

3. Text book Pages

4. Additional Materials from

Learning resources
(LR)Portal
B. Other Learning Resources https://www.pinterest.com/pin/372250725420409492/
C. Values Integration https://daily.jstor.org/her-bounty-is-boundless/

Khan Academy: https://www.khanacademy.org › math › slope-of-a-line-2

https://depedtambayan.net/wp-content/uploads/2021/10/math8_q1_mod8_illustrating-the-slope-of-a-line_v2.pdf

https://www.quora.com/What-is-a-positive-slope-What-are-some-examples

https://www.geogebra.org/graphing?lang=en

These steps should be done across the week. Spread out the activities appropriately so that the students will learn well. Always
be guided by demonstration of learning by the students which you can infer from formative assessment activities. Sustain
IV PROCEDURES learning systematically by providing the students with multiple ways to learn new things, practice their learning, question their
learning processes and draw conclusion about what they learned in relation to their life experiences and previous knowledge.
Indicate the time allotment for each step.

TEACHER’S ACTIVITY STUDENT’S ACTIVITY

A. Preliminary or/and (The teacher asks somebody to lead the prayer) Leader: Classmates, are you ready to pray?
Motivational Activities
Class: Yes, we are …
(Prayer proper)

Good morning class! (Students respond.)

Please take your seats. Thank you.
Are there any absentees?

A. Reviewing Previous Lesson Who among you here loves to go biking?

or Presenting New Lesson
Today, we will be having a new lesson. But before that, I
have some questions for you.
Have you ever experienced hiking on a steep mountain or
riding a bicycle on a steep road upward and down-ward? - Yes Ma’am.

Would it be possible to ride on a straight wall? - No.

To answer those questions. Let us first do this activity

entitled LABEL ME.
I have here ordered pairs that need to plot to the Cartesian
Plain. Locate the points that the teacher provides and write
on the board in which quadrant the points assigned to you
are located. I need 8 students to place the points to its
respective area.

(x, y)
Line Color Quadrants
Coordinate

Ex. Line Grey (5, 4) Quadrant I

Questions:
1. How did you find its partner?
2. What struggles you to find the point?
3. Did you find difficulty in finding the placement of the 1. We find it by plotting the ordered pairs.
points? 2. Nothing, as long as you know on how to plot the ordered
4. What color of the lines are the horizontal line and pair/s.
vertical line? 3. Not much because I know where the points are.
5. What color of the lines are rising from left to right and 4. The horizontal lines are colors Red and Blue; the vertical
the lines that are falls from left to right? lines are colors Brown and Violet.
6. In the lines Green and Pink, which one is steeper? 5. The lines that are rising from left to right are the colors
7. In the lines Red and Brown, which one is impossible Green and Pink. The lines that are falls from left to right is
to ride on? the color Orange.
6. The line that is steeper is the line, Pink.
7. The line Brown.
That’s great. Very good class!
Now to deepen our understanding. Let us hear a short story.
I have here a story that well-known as the greatest Love
Story of all time. It was first performed in the year 1597 at
the theatre in London. The Romeo and Juliet Love Story by
William Shakespear.

Once upon a time…

Scenario #1:
Romeo and Juliet are planning to have their bonding
together this coming weekend and they’re planning to try
something new. They both agree to go up-hill. On their
barangay, it has two kinds of hill, a slanting hill and less
slanting hill.

Scenario #1.1Steep-hill Scenario #1.2 Less steep-hill

Which hill is easy to ride?

Yes, Mr. Dela Cruz.

Ok. Thank you for answering.

Let’s have the next scenario. - Ma’am, the scenario #1.2

Scenario #2

Romeo and Juliet arrived to the top of a hill. They need to go

down.

Scenario #2.1 Less steep-hill Scenario #2.2 Steep- hill

Which scenario do you think can build so much speed that

might cause accident?
Ms. Rodiguez.
- Ma’am the scenario #2.2 because it is too steep.
Alright!

B. Establishing a Purpose for
the Lesson
Scenario #3
They have safely descended from the hill. Now they’re riding
calmly.
Can they start chatting and laughing after passing through
the hill?
Ms. Villanueva.
Ok. Very good. - Yes Ma’am. Because they’re on a safe road.
Scenario #4
Romeo and Juliet continue to ride until they saw a beautiful
castle with large walls. They want to get in but theres a lot of
armed guards. They are planning to ride on a wall.
Is it possible to ride on a wall? Or even walk on a wall?
Why?
Mr. De Guzman. - No, Ma’am it is not possible ride on a wall or to walk.
Because the wall is straight.
Alright. Very good answer.
Did you understand the story? - Yes Ma’am.
That’s great!
Our story is related to our topic for today. Go back to our
story, I mentioned earlier about the steepness of a hill that

C. Presenting
Examples/Instances of the
Lesson
D. Discussing New Concepts
and Practicing New Skills#1
Romeo and Juliet visited.
In mathematics, the steepness of something is called Slope,
which means a line that is near perpendicularity.
In the story of Romeo and Juliet, the slope represented the
surface which is the steep-hill and less steep-hill.
For further explanation, I have here the meaning of slope
(teacher pastes a visual aid)
Slope - a surface of which one end or side is at a higher
level than another; a rising or falling surface.
Be inclined from a horizontal or vertical line; slant up or
down. In mathematics, the slope represented by the variable
m, it is a measure of its steepness. Mathematically, slope is
rise
calculated as "rise over run" m= or (change in y divided
run
change ∈ y
by change in x) m= .
change∈ x
In our scenario #1, Romeo and Juliet are biking up on a less (the students are listening)
steep-hill, since it is going up, the slope is positive and it
requires more strength.
6 Run = 4 6
5 5
4 4
3 3 Run = 6
Rise = 5 2 2
 Rise = 2

Scenario #1.1Steep-hill Scenario #1.2 Less steep-hill

rise rise
m= m=
run run
5 2 1
m=
4
m=
6
or 3

Lines that have positive slope, rise from the lower

left to the upper right on the axes. They go "up-hill".

In our scenario #2, Romeo and Juliet need to go down. The

steeper the hill, the more the bike builds up speed that might
cause an accident. Since the surface is going downhill, the
slope is negative.

1 2 3 4 5 6

1 2 3 4 5 6 -1
-2
-1 -3
-2 -4
-3 -5
-4

Scenario #2.1 Less steep-hill Scenario #2.2 Steep- hill

rise rise
m= m=
run run
−2 −1 5
m= ∨ m=
6 3 4

Lines that have negative slope, decline from the

upper left to the lower right on the axes. They go
"down-hill".
In our scenario #3, Romeo and Juliet are happily chatted to
each other. They traveling calmly because there is no steep-
hill anymore. Since the surface is a straight road, therefore
the slope is zero.

rise
m=
run
0
m= =0
8

Lines that are horizontal have a slope of zero.

(There is no "rise" which creates a zero numerator.)

In our scenario #4, Romeo and Juliet saw a castle,

they want to get in but there’s a lot of armed
guards, they want to ride or walk on a thick wall. Do
you think it is possible to get in?
 Of course, not. No one can ride or even walk on a thick wall.

Lines that are vertical have no slope (undefined

slope).
(There is no "run" which creates a zero
denominator.)
Does everyone understand the discussion? - Yes Ma’am.
(the teacher entertains the questions of the students if there
is any)
Alright. You have learnt on how to find the slope of a line by
using the rise over run, if the graph is given.

E. Discussing New Concepts Let’s try another example in finding the slope of a line from
and Practicing New Skills#2 the given the graph.
Example #1.

rise −5
m= =
run 6

Example #2
 rise 6
m= = ∨6
run 1

F. Developing Mastery Let’s have a board work activity.

(Leads To Formative
Assessment 3) (the teacher instructs on the placement of the groups)
Each group will send at least two representatives to answer
on the board.
Activity #1:
Give the rise and the run of the given figure below.
1. 2.

3. 4.
Rise 6 3
1. m= Run = 8∨4
Rise −7
2. m=
Run = 6
 Rise 0
3. m= Run =7
Rise 6
4. m=
Run = 0

I. Finding Practical You and your friends are decorating the classroom with
Application of Concepts posters about teamwork and positivity. To make it more
and Skills in Daily Living interesting, you decided to place the posters on the wall with
a slight slant. The height from the floor to where the poster
start is 4 ft, and the distance from the starting point to the
end of the poster is 5 ft.
Let’s calculate the slope.
Height (rise) : 4
Distance (run) : 5
Rise 4
m= =
Run 5
4
 The posters are arranged with the slope of ,
5
meaning for every 5 feet along the wall, the posters
rise by 4 feet.

Does everybody understand the discussion? - Yes Ma’am.

V. PROCEDURES

H. Making Generalization and What is the variable that the Slope represented? - Answer: m
Abstractions about the lesson
What is the trend of the graph if it is increasing from left to - Positive
right?
How about if the trend is decreasing?
- Negative
If the line on the graph is a horizontal, what is the trend? - Zero slope

How about if the line is vertical line? - It is undefined

What formula are we going to use to find the slope if the
 graph is given? Rise
- m=
Run

What formula are we going to use if the points are given? y 2− y 1

- m=
x 2−x 1

If Romeo and Juliet are going to choose the steep-down-hill. - Yes.

Are they build up more speed?

If they choose to ride up on a steep-hill, are they require to

- Yes.
give some strength?
Very good. It seems that you have learnt to our discussion.
Is there any questions from the class? - None Ma’am. (the questions of the students will be
entertained)

I. Evaluating Learning Please get ½ crosswise and answer this.

I. Find the rise and the run of this figure.

1.
 2.

II. Find the slope of a line given two points.

1. (7, 6) and (1,-3)

2. (5, 7) and (-1, -4)
3. (-1, -5) and (-3, -6)

J. Assignment Have some research of the following:

1. Slope of a line given the equation
2. Give at least 3 examples of standard form.
Goodbye Ma’am!
That’s all for today. Have a good day. Goodbye Class!
VI- REMARKS

VII - REFLECTION

A. No. of learners who earned

80% in the evaluation

B. No. of learners who required

additional activities for
remediation

C. Did the remedial lessons

work?

D. No. of learners who continue

to require remediation
E. Which of my teaching
strategies work well? Why did
this work?

F. What difficulties did I

encounter which my principal or
supervisor can help me solve?

G. What innovation or localized

materials did I used/discover
which I wish to share with other
teachers?

Prepared by:

VERONICA B. BONDOC
BSEd-Mathematics-IV