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global competitiveness.

Detailed Lesson Plan in Grade 8

Second Grading
S.Y. 2022-2023
Month: FEBRUARY
Subject: MATH 2
Schedule: THURSDAY 2:00 P.M. – 4:00 P.M.

I. Learning Objectives
At the end of this lesson, the student will be able to:
1. determine the changes in y- and x- values;
2. describe the graph of a line given the slope and;
3. find the slope of a line given a graph.
II. Subject Matter
a. Topic: 
 SLOPE OF A LINE
 Finding the slope of a line given a graph and an equation
b. Strategies to be used
 Inquiry Method
 Guided Discovery Teaching Style
 Cooperative Approach
c. Source of lessons
 Mathematics grade 8 book (Module 8 and 10)
 Intro to slope (article) | Slope(Khan Academy)
d. Materials
 Powerpoint Presentation
 Cartolina
 Marker
 Puzzle Pieces
 Cartesian Plane
 Laptop
 Art Materials
III. Learning Procedures
Teacher’s Activity Student’s Activity
A. DAILY ROUTINE
Prayer
Class, please all stands. Danica, kindly
lead us in prayer?
Yes, Ma’am. In the name of the Father,
and of the Son and of the Holy Spirit,
Amen. Dear Lord and Father of all,
Thank you for today. Thank you for ways
in which you provide for us all. For Your
protection and love we thank you. Help
us to focus our hearts and minds now on
what we are about to learn. Amen.

Greetings
Good afternoon, Class!
Good afternoon, Ma’am.
How are you doing today?
We are doing well, Ma’am.
Nice to hear that.
 Classroom Management
Before you take your seat, kindly pick-
up those pieces of trash under
and beside your chair.

Since we are still in pandemic,

wearing of face mask is a must,
always sanitize your hand and
observed social distancing.

Is it clear, Class? Yes, Ma’am.

Checking of Attendance
Miss class secretary, is everyone
present today?
Yes, Ma’am.
Good to hear that.

Checking of Assignment
Class, do you have an assignment last
meeting?
Yes, Ma’am.
Did everyone pass it already?
Yes, Ma’am.
Very good, class.

Recall
Before we proceed to our topic today,
let us recall first our topic last
discussion?

Anyone from the class who can share

the topic that we discussed last
meeting?

Can I hear it from you, Keisha? (Student raising their hands)

We learned about on how to plot a given

Very good, Keisha. points, ma’am.

Aside from that, anyone from the class

who also want to share what we
discuss last meeting?

Yes Louella? (Student raising their hands)

We can also know about what is

Very good, Louella. cartesian plane and its parts, ma’am.
Thank you for sharing class.

If there’s none, let’s have an activity.

B. Motivation
We will have a group activity first. Is
everyone here who knows about
jigsaw puzzle? Kindly raised your
hand.
 (Everyone is raising their hands)
That’s great! Good to know that. Our
activity will be named as “Build me
up, You will find out”. In this activity,
I have a puzzle piece and cardboard.
All you must do is to build those puzzle
pieces on the cardboard and after that
you will figure out or you will find out
what’s on the picture.

Are we clear?

Again, this is a group activity, and your Yes, Ma’am.

class will be divided into three groups.
Group number 1 will be from Princess
to Kyle, for group number 2 is from
Amber to Travis and the rest will be the
group number 3. In a count of three,
you will go to your respective group
and form a circle. Are we clear?

In 1, 2 and 3, go now to your Yes, Ma’am.

groupmates.

Now, I will distribute the puzzle pieces

and cardboard. And when your group
is done fixing all the puzzle pieces,
your group need to clap three times
and say your group number. Is it clear,
class?

In a count of three again, your group Yes, Ma’am.

can start now. In 1, 2 3 go!

(Student start fixing the puzzle pieces)

C. Lesson Proper

Based on those different pictures

in your activity earlier, what have
you observed? Any Idea? Anyone
from the class?

Yes, Audreylene? (Student raising their hands)

I can see a lot of slanting objects, Ma’am.

Very good idea, Audreylene.

Another idea for the topic today?

(Student raising their hands)
Yes, Jamilla?
I see that the pictures show the high and
low movement of slanting objects,
Good idea, Jamilla. Ma’am.
Thank you for sharing class.
Our topic is related with those
pictures and to those words that
have you said, which is our topic is
all about “THE SLOPE OF A
LINE”.

Before that, let’s have our lesson

objective first. Can we have Giana
to read our lesson objectives.

Lesson Objectives:
At the end of the lesson, the student will
be able to:
1. determine the changes in y- and
x- values;
2. describe the graph of a line given
the slope and;
Thank you, Giana.
3. find the slope of a line given a
Based on your own understanding,
graph.
what do you think is the word
slope?

Yes, Kandice?

(Student are raising their hand)

Exactly! Very good, Kandice.
For the meaning of slope of a line, Based on my own understanding, slope
can we have Leoj to read the is those lines in slanting form or in
posted chart. diagonal form, ma’am.

Thank you, Leoj. SLOPE OF A LINE

There are different ways on how to The slope of a line describes how steep
get the slope of a line. We will talk a line is. It is the changes in y-values
about first on how to get a slope divided by the changes in x values.
by a given graph.
But before that, do remember our
cartesian plane?

Yes, ma’am.

In the cartesian plane, if it’s going

to the left and downward, what it (Student raising their hand)
is?
It is negative numbers, ma’am.
Yes, James?

Very good, James.

And how about if its going to the (Student raising their hand)
right and upward?
It is positive numbers, ma’am.
Yes, Kyle?

Very good, Kyle.

It is important to know this for us to
have easier in determining the
slope.
We have here the formula in
getting the slope of a line given a
graph. SLOPE OF A LINE GIVEN A GRAPH

(Slope)
rise changes ∈ y−values
m= =
run changes∈x−values
For example, we have this graph.
 If the graph of the line
INCREASES/RISES from left to right.
Therefore, our slope is positive.
m>0

Look the first slope here. The

slope of the line here is from left to
right, what does it mean?
Geleen, kindly read this.

Thank you, Geleen.

Let see if it’s true that our slope is
positive. How are we going to get (Student raising their hands)
its slope. First is by getting its rise.
1
We are going count the steps from We will have m= , ma’am.
the point going upward. Let’s 2
count it rise, we have 2.

And for our run, we must count

from its rise up to the other point.
Let’s count its run, we have 2. Yes, Ma’am.

If we are going to write this in our

slope form, we will be having, m is
equal to what?

Yes, Alyssa?

Very good, Alyssa.

Therefore, the slope of the line
here is 1. Are clear, class?

Another example is:

If the graph of the line

DECREASES/FALLS from left to right.
Therefore, our slope is negative.
m<0
 (Student are raising their hands)

(Student illustrating the rise on the slope)

The rise is 7.

Look our second slope here. The

slope of the line here is from right
(Student are raising their hands)
to left, what does it mean?
Jeisa, kindly read this.
(Student illustrating the rise on the slope)
The run is -5.

Thank you, Jeisa.

(Student are raising their hands)
Let see if it’s true that our slope is
negative. How are we going to get
its slope again. First is by getting 7 −7
We will have m= = , ma’am.
its rise. −5 5

If we are going count the steps

from the point going upward. What
will be our rise? Can someone
show it the class?

Yes, Rhiane? Come here on the

front.

Very good, Rhiane.

And for our run, we must count
from its rise up to the other point.
What will be our run? Can
someone show it the class?

Yes, Kyrone?
(Student are raising their hands)
Very good, Kyrone.
If we are going to write this in our
slope form, we will be having, m is
equal to what? (Student illustrating the slope)
The rise here is 6 and the run is -2. So,
Yes, Zoe? 6
we have m= =−3 .
Very good, Zoe.
−2
Therefore, the slope of a line is
−7
.
5
How about to this slope?

(Student are raising their hands)

The graph doesn’t have a slope and its

graph is just a straight line in horizontal
way, ma’am.

Who wants to try to get its slope?

Anyone here from the class?

(Student are raising their hands)

Yes, Kristine? Come here to the
front. No, ma’am.

Because the given line does not rise to

the graph.

Excellent, Kristine.
How about for this slope? (Student are raising their hands)

I think it’s 7, ma’am.

(Student are raising their hands)

0
What have you observed about The slope is m= =0 , ma’am.
7
this slope?

Yes, Danica?

Excellent observation, Danica.

When the graph of the line is in
horizontal line, therefore our slope
is 0.
m=0
Let see if it’s true that our slope is
zero. First is by getting its rise. Do
you think we have the value of rise
here?
(Student raising their hand)
Yes, Dafne?
The line where vertically graphs to the
How do you say so? cartesian plane, ma’am.

Exactly! Therefore, the rise here is

0. And how about the run?
(Student raising their hand)
Yes, Nicole?
The rise of the slope is 6, ma’am.
Very good, Nicole.
Then for the value of slope of a
line here is what? (Student raising their hand)

Yes, Azriel?
It is only 0, ma’am.
Very good, Azriel.
And how about to this slope? Because the line is just in vertical way,
ma’am.

Yes, ma’am.

None, ma’am.

What have you observed about

this slope?

Yes, Isaiah?
Yes, ma’am.
Very good observation, Isaiah.
If the graph of a line is in vertical
line, therefore its slope is
undefined.
Let see. As we saw the graph,
what do you think is its rise?

Yes, Kandice?

Very good, Kandice. Yes, ma’am.

And for the run?

Yes, Ella?

Why do you think so?

Very good, Ella.

Are we clear now, on how to get
the slope given a graph?

Is there any question about the

(Student are listening)
 discussion?

D. Application
Since everyone understands the
lesson and there are no questions,
let’s have an activity again. Are you
ready?

This is a group activity and this

activity called “SLOPE’S HOUSE”.
In this activity, you need to find all
the slope of the line on Slope’s
House. After getting the slopes, it’s
your turn now to renovate and make
his house beautiful by using art
materials. Are we clear?

I have here the copy of Slope’s (Students going to their respective group)
House. Each group has its own
copy. And this activity will be
graded based on this rubric.

(Students start the activity)

(Students raising their hands)

Again, this is a group activity. And
your class will be divided into three We learned about on how to compute for
groups. Group number 1 will be the slope of a line, ma’am.
from Princess to Kyle, for group
number 2 is from Amber to Travis
and the rest will be the group We also learned on how to determine the
number 3. In a count of three, you slope of a line if its positive, negative,
will go to your respective group and zero or undefined by just looking at it,
form a circle. ma’am.

In 1, 2 and 3, go now to your

groupmates. (Students are raising their hands)
And I will distribute the copy of slope’s I learned how rise and run works in
house and once you received it you finding the slope of a line in the given
may start to answer it. graph.
E. Generalization Yes, ma’am.
A job well-done on the activity,
class!
It shows that everyone really
understood and enjoyed the
discussion today. Since all of you
made this activity great, anyone
who will state what did he or she
learned from today’s lesson?

Yes, Rose?

Very well said, Rose.

Another. I want to hear from
Angela. Answer:
rise 8
1) m= = =−8
run −1
rise 13
Very good, Angela. 2) m= = =13
Anyone who wants to share?
run 1
rise 0
3) m= = =0
Yes, Harold? run 5
rise 12
4) m= = =undefined
run 0
Excellent, Harold. rise 17
Do you understand it now class? 5) m= =
run 14

F. Evaluation
On a one-half sheet of paper,
crosswise. This will be your seat
work.

SLOPES OF MY CHANGES!
Find the rise, run and the slope of
the line given the following
illustration of the graph.
1.

2.

None. Ma’am.

3.
 (Start checking.)

(The students raising their hands)

None, Ma’am
4.

None, Ma’am.

5.

Is there any question?

If that’s the case. I’ll give you 10

minutes to do it. Your time starts
now.
Time is up, class. Please check
your own paper, be honest and let’s
check.

Who got a perfect score?

Who got lower than 5? None? Very

good.

Do you have any clarifications?

Question about the topic? Any
Violent reactions?

That’s good, you really understood

and learned the today’s discussion.

G. Assignment
On a one whole sheet of
intermediate pad. This will be your
assignment.

LET’S GET THIS REAL!

Read the problem below and
answer the questions that follows.

“Aya wanted to try mountain

climbing for the first time. It is one
thing that she has been waiting to
do ever since, but her having an
asthma that hinders her from doing
it for it might risk her health. She
has two options; mountain 1 and
 mountain 2 are both popular in their
province for their beautiful
sceneries, but she has to choose
only one that would less risk her
health; the one that is less inclined.
She knew that the steeper the
mountain, the risker it is, so she
gathered information of the two
mountains. She illustrates them as
shown below:”

Yes, Ma’am.

Goodbye, ma’am. See you tomorrow.

1. By just looking at the

illustration, which mountain
do you think is steeper?
2. Identify the rise and run of
(a) Mountain 1; (b)
Mountain 2.
3. Identify the slope of (a)
Mountain 1; (b) Mountain 2.
4. Which of these Mountains
would Aya most likely want
to try climbing? Why do you
think it is?
5. If you were Aya, would you
try doing new things even if
it’s meant risking your
health? Why? Why not?

You will be passing that next

meeting. Is it clear, class?

If that is, that is all for today. Thank

you for listening class. Goodbye,
Grade 8.

Prepared by:

Dannabeth P. Quintal
Practice Teacher
Checked and reviewed by:

MARIBE G. ABLES
Cooperating Teacher

Recommended by:

MARIA CRIZELDA VERTUDEZ, MAEd

Officer-in-charge, CvSU-SELSHS

Approved by:

ROSELYN A. YMANA, Ph.D.

Chairperson, Teacher Education Department