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    CO 1 Math 8 Graphing of Linear Equations v1

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    Nikko Gorne
    1) The document outlines a lesson plan for teaching graphing linear equations using two points. It includes objectives, content, procedures, activities, and evaluation. 2) Students will learn to graph linear equations by plotting ordered pairs on a coordinate plane and connecting the points to form a line. 3) Examples are provided to demonstrate graphing linear equations from tables of values and using real-world distance-time graphs.

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    CO 1 Math 8 Graphing of Linear Equations v1

    Uploaded by

    Nikko Gorne
    6 views7 pages
    1) The document outlines a lesson plan for teaching graphing linear equations using two points. It includes objectives, content, procedures, activities, and evaluation. 2) Students will learn to graph linear equations by plotting ordered pairs on a coordinate plane and connecting the points to form a line. 3) Examples are provided to demonstrate graphing linear equations from tables of values and using real-world distance-time graphs.

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    1) The document outlines a lesson plan for teaching graphing linear equations using two points. It includes objectives, content, procedures, activities, and evaluation. 2) Students will learn to graph linear equations by plotting ordered pairs on a coordinate plane and connecting the points to form a line. 3) Examples are provided to demonstrate graphing linear equations from tables of values and using real-world distance-time graphs.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    6 views7 pages

    CO 1 Math 8 Graphing of Linear Equations v1

    Uploaded by

    Nikko Gorne
    1) The document outlines a lesson plan for teaching graphing linear equations using two points. It includes objectives, content, procedures, activities, and evaluation. 2) Students will learn to graph linear equations by plotting ordered pairs on a coordinate plane and connecting the points to form a line. 3) Examples are provided to demonstrate graphing linear equations from tables of values and using real-world distance-time graphs.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    of 7

    GRADES JESUS J.

    SORIANO NATIONAL HIGH Grade


    School:
    1 to 12 SCHOOL Level: 8
    Learning
    Teacher: Mathematics
    DAILY Area:
    LESSON LOG Teaching Dates and OCTOBER 20, 2023 1st
    Quarter:
    Time: 7:30 – 8:30 QUARTER

    I.OBJECTIVES
    A. Content Standards The learner demonstrates understanding of key concepts of linear functions.
    B. Performance Standards The learner is able to formulate real-life problems involving linear functions and
    solve these with utmost accuracy using variety of strategies.
    C. Learning Competencies/ Learning Competency: graphs a linear equation given (a) any two points; (b)
    Objectives the x – and y–intercepts; (c) the slope and a point on the line.
    M8AL-If-2

    Learning Objectives:
    1. Identify the ways on how to graph a linear equation using two points.
    2. Graphs a linear equation using two points.
    3. Relate graphing of linear equations in real-life situations.

    II.CONTENT Graphing Linear Equations


    III.LEARNING RESOURCES
    1.Teacher’s Guide pages N/A
    2.Learners’s Materials pages Self-Learning Module: Math 8 Quarter 1 Module 4
    pp. 2-23
    3.Textbook pages
    4.Additional materials from learning
    resource (LR) portal
    B. Other Learning Resource https://www.geeksforgeeks.org/distance-time-graphs/
    https://byjus.com/physics/distance-time-graph/

    Laptop, Projector, Chalks, Whiteboard Marker


    IV.PROCEDURES Preliminaries:
     Prayer
     Checking of Attendance
     House Rules
    A. Reviewing previous lesson or ACTIVITY
    presenting the new lesson
    Direction: Plot the given ordered pairs in a rectangular coordinate system
    then connect the points consecutively (A-B-C-D-E-A):

    B. Establishing a purpose for the lesson The teacher will ask the following questions:
    1. How do you plot the points in cartesian plane?
    2. What was the figure formed after connecting the points consecutively?
    3. What do you think is the connection of our activity in our discussion for
    this morning?

    After asking the questions, the teacher will present the TOPIC and the
    LESSON OBJECTIVES.

    C. Presenting Examples/ instances of ASK:


    the new lesson 1. Have you ever seen a linear equation graph in the books or in
    television?
    2. Do you have any idea on how we can graph a linear equation?

    D. Discussing new concepts and DIRECT INSTRUCTION: Graphing Linear Equations Given any Two Points
    practicing new skills #1
    The teacher gives approach in graphing linear equations using given two
    points instead of an equation.

    1. Graph a linear equation that passes through the given pair of points.
    (1, 2) and (3, 4)

    2. Graph a linear equation that passes through points (-4, 2) and (3, 1).

    E. Discussing new concepts and To graph linear equations:


    practicing new skills #2 1. Make a table of values. Using the given equation, assign values for x
    to solve for y.
    2. Plot at least two (2) ordered pairs in the cartesian plane.
    3. Connect the points to form a straight line.
    Example 1. Graph the equation x + 2y = 4.

    Solution: Make a table of values. Assign values for x to solve for y.


    To solve for y, substitute the chosen value of x to the given
    equation.

    Take note, to graph the equation we need at least two points. Plot the ordered
    pairs (0, 2) and (2, 1) in the rectangular coordinate system (Figure 1) and
    connect the points to form a straight line (Figure 2).

    The graph of the linear equation is a straight line (Figure 2).

    Example 2. Graph the equation 3x – y = 6

    Solution:

    Write the values of x and y in the table.


    Using the ordered pairs from the table of values, the graph will be:

    F. Developing Mastery INDIVIDUAL ACTIVITY

    The class will graph linear equations given two points on their notebook. After
    answering, volunteer students will graph it on the board.

    1. x + y = -3

    Solution:
    x=1 x=3
    1 + y = -3 3 + y = -3
    y = -3 – 1 y = -3 – 3
    y = -4 y = -6

    x y (x, y)
    1 -4 (1, -4)
    3 -6 (3, -6)

    2. (7, -3) and (2, -8)


    G. Finding Practical application of Presentation of Distance-Time Graph
    concepts and skills in daily living (S7FE-IIIa-1: The learners should be able to describe the motion of an object in
    terms of distance or displacement, speed or velocity, and acceleration.)

    A distance-time graph is a graphical representation of how far a body has


    traveled in a specified amount of time. It is used to depict the relationship
    between distance and time, where distance is plotted on the y-axis and time is
    plotted on the x-axis.

    Example:
    A bus driver drives at a constant speed which is indicated by the speedometer
    and the driver measures the time taken by the bus for every kilometer. The
    driver notices that the bus travels 1 kilometer every 2 minutes.

    Graphing the linear graph using the ordered pair (time, distance), we have:

    H. Making generalization and The teacher will ask the following questions:
    abstraction about the lesson
    1. How do we graph linear equations using two points if the points are
    already given?
    2. What are the steps in graphing linear equations using two points if the
    points are not given?
    3. Can you give a real-life example wherein we can apply the concept of
    graphing linear equation in real life?

    I. Evaluating learning Instruction: Complete the table and graph each equation using the ordered
    pairs.

    J. Additional activities for application or Instruction: In your notebook, create a linear graph that passes through the given pair
    remediation of points.

    (2 , 53 )∧( 12 ,− 13 )
    V.REMARKS
    VI.REFLECTION
    A. No. of learners who earned 80% in
    the evaluation
    B. No. of learners who require additional
    activities for remediation
    C. Did the remedial 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 this work?
    F. What difficulties did I encounter
    which my principal or supervisor can
    help me solve?
    G. What innovation or localized
    materials did use/discover which I wish
    to share with other teachers?
    Prepared by: Noted:

    CLYDE HAZEL V. INCEÑALES


    Subject Teacher Subject Coordinator

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