Republic of the Philippines
Department of Education
Region IV – A CALABARZON
Pedro Guevara Memorial National High School
Santa Cruz, Laguna
DAI
LY PL
Cla
LES AN
SO ssr
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Name: ROSEMARIE C. BACHAR
Room No./Section: RH 23/ BURNITE
m
Date/Time: JANUARY 11, 2024 / 3:20 – 4:05
Content Standard
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Ob
The learner demonstrates understanding of key concepts of factors of
polynomials, rational algebraic expressions, linear equations and inequalities in two
variables, systems of linear equations and inequalities in two variables and linear
functions.
Performance Standard
The learner is able to formulate real-life problems involving factors of
polynomials, rational algebraic expressions, linear equations and inequalities in two
variables, systems of linear equations and inequalities in two variables and linear
functions and solve these problems accurately using a variety of strategies.
Learning Competency
The learner solves problems involving systems of linear equations in two
variables by (a) graphing; (b) substitution; (c) elimination.
OBJECTIVES:
At the end of the lesson the students are expected to:
a. solve system of linear equation in two variables by elimination method; and
b. determine the solutions to system of linear equation in two variables.
a. graph a linear equation
given (a) any two points;
b. (b) the x – and y –
intercepts; (c) the slope
and a
c. point on the line; and
d. 3. appreciate the
importance of graphing
a linear
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e. function given (a) any
two points; (b) the x – and
y
f. – intercepts; (c) the
slope and a point on the
line.
I. SUBJECT MATTER
Topic : Solving Linear Equation in Two Variables by
Elimination Method
Learning Resources : Mathematics 8 Quarter 1 Learner’s Module 16 (ADM)
pages 9 – 15
: Mathematics 8 Learner’s Module First Edition 2013
pages 274 – 277
Instructional Materials : powerpoint presentation, television, laptop, visual
aids, and activity card
Values Integrated : cooperation, and determination
II. PROCEDURE
A. Preparatory Activities (Time Allotment: 5 minutes)
1. Prayer
2. Greetings
3. Classroom Management
4. Checking of Attendance
B. Review (Time Allotment: 5 minutes)
“Solve it!”
Solve for the system {¿2y=−3 x +6
x −5 y=4
by substitution method, write the missing
number to complete the solution.
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C. Priming (Time Allotment: 5 minutes)
“Guess What?”
Game Mechanics
1. Guess the person correctly.
2. There are questions behind the picture.
3. If your guess is correct, you can decide whether you answer or pass the question
to your classmate.
4. If your guess is wrong, you have no choice but to answer the question.
Identify the sum of the following polynomials.
1. -5 + 5 = 0 4. 2y + (-2y) = 0
2. 9 + (-9) = 0 5. -7x + 7x = 0
3. –3z + 3z = 0
Question: What have you noticed on the addends of the given?
What can you say about their sum?
D. Motivation (Time Allotment: 5 minutes)
“What is it?”
Direction: Observe the following pictures and fill in the blanks to identify the
Filipino trait that it portrays.
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Questions: What are the Filipino traits?
Are they positive traits or negative traits?
What will you do on the negative Filipino traits?
E. Lesson Proper
1. ACTIVITY (Time Allotment: 10 minutes)
Activity Rules:
1. Follow the instruction properly.
2. Follow the time allotment.
3. Be cooperative.
4. Enjoy doing one’s work.
5. Maintain orderliness and cleanliness.
“Use the Pattern”
MELC: The learner solves problems involving systems of linear equations in two
variables by elimination.
Objective: Solve system of linear equation in two variables by elimination method.
Time needed: 10 minutes
Materials: Activity card, cartolina, and marker
Instructions: Use the following steps to solve system of linear equation in two
variables by elimination method.
Group 1, 3, and 5
Solve the system {¿¿2xx−+ y=5
y=4
by elimination method.
STEPS: 1. Write equations in standard form (Ax + By = C).
2. Eliminate the terms with same coefficient but have different signs.
3. Add the resulting equations.
4. Solve the equation obtained in STEP 3.
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5. Substitute the value of x into one of the original equations and solve for the
variable y.
6. Check your solution in both equations.
Group 2, and 4
Solve the system {¿2x−x+y=−1
y=4
by elimination method.
STEPS: 1. Write equations in standard form (Ax + By = C).
2. Eliminate the terms with same coefficient but have different signs.
3. Add the resulting equations.
4. Solve the equation obtained in STEP 3.
5. Substitute the value of x into one of the original equations and solve for the
variable y.
6. Check your solution in both equations.
Guide Questions:
1. What is equation 1?
2. What is equation 2?
3. What is the value of x?
4. What is the value of y?
5. What ordered pair was formed based on your answer in #3 and #4?
6. Fill in the blanks. The solution to the system is ( __, __ ).
SCORING RUBRICS
POINTS ACCURACY of COOPERATION NEATNESS OF TIMELINESS
the Answers THE WORK
5 All answers are All members Neat and The activity
correct. shown accurate output was done on
cooperations. or before the
given time.
4 There are 2 to Some members Presentable The activity
3 mistakes. shown output needs was done 1
cooperations. revisions. minute after
the given
time.
3 There are 3 to No members Finished output The activity
4 mistakes. shown but needs a lot was done 2
cooperations. of revisions. minutes after
the given
time.
Maximum Points: 20
2. ANALYSIS (Time Allotment: 5 minutes)
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How will you identify what variable will you eliminate from the system?
How will you check if the solution to the system is correct?
How can you relate elimination in real-life situations?
3. ABSTRACTION (Time Allotment: 5 minutes)
Solving Systems of Linear Equations in Two Variables by Elimination Method
Another method of solving systems of linear equations in two variables is the
elimination method. The objective of this method is to eliminate one of the variables in
the equation to find the value of the other variable. This can be done by addition or
subtraction.
However, in some instances, addition or subtraction cannot be directly performed
to eliminate either of the variables. Hence, either one or both equations in the system
must be multiplied first with a number to obtain numerical coefficients of one variable
which are opposites or additive inverses. For your guide, consider the examples below.
STEPS IN SOLVING SYSTEMS OF LINEAR EQUATIONS BY ELIMINATION METHOD
1. Write equations in standard form (Ax + By = C).
2. Eliminate the terms with same coefficient and have different signs.
3. Add the resulting equations.
4. Solve the equation obtained in STEP 3.
5. Substitute the value of the variable obtained in STEP 4 into one of the original
equations and solve for the other variable.
6. Check your solution in both original equations.
Example:
Solve the given system of linear equations by elimination method.
{
2 x +3 y=15 Equation 1
1. Equation 2
x−3 y =3
4. APPLICATION (Time Allotment: 5 minutes)
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Solve the system {¿x−x+yy=7
=5
by elimination method.
III. EVALUATION (Time Allotment: 5 minutes)
“Let’s Solve!”
Analyze the given solution and identify the missing terms. Choose the letter of your
answer.
1. A method to solving a system of equations by getting rid of one of the variables first
to solve for the other variable is _____________________.
a. by solving c. by substitution
b. by graphing d. by elimination
Solve the system {¿62x−2
x +2 y=10
y=6
by elimination method.
2. What is the sum of the equation {¿62x−2
x +2 y=10 ?
y=6
a. 8x = 16 b. -8x = 16 c. 4x = 16 d. -4x = 16
3. What is the value of x in 8x = 16?
a. x = 1 b. x = 2 c. x = 3 d. x = 4
4. What is the value of y if x = 2 in the equation 2x + 2y = 10?
x=2
2x + 2y = 10
2(2) + 2y = 10
4 + 2y = 10
2y = 10 – 4
2y = 6
y = ___
a. 2 b. 3 c. 4 d. 5
5. What is the solution on the equation?
a. (-2, 3) b. (2, -3) C. (2, 3) d. (-2, -3)
IV. ASSIGNMENT
What number can be multiplied to the second equation to eliminate variable y?
{4 2x +2x− y=−6
y=4
Remarks:
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________________________________________________________________________________________
________________________________________________________________________________________
Reflection:
________________________________________________________________________________________
________________________________________________________________________________________
Number of learners who earned 80% of the formative assessment.
________________________________________________________________________________________
Prepared by:
ROSEMARIE C. BACHAR
Teacher I
Checked by:
YAHWEH M. PASAHOL
Master Teacher I
Observed by:
ANA LIZA D. DELA CRUZ
Head Teacher VI
Subject: Math
Grade Level: Grade 8
Objective: Graph a linear equation given the slope and a point on the line
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Learning across curriculum:
1) Science - In physics, the concept of motion can be related to graphing linear
equations. Students can explore how the slope of a line represents the speed of an
object, and how a point on the line represents the starting position. This connection
helps students understand the real-life applications of graphing linear equations.
2) Social Studies - In economics, students can analyze graphs of supply and demand
curves. They can relate the slope of these curves to the rate of change in prices or
quantities, and the points on the line to specific market scenarios. This connection
helps students understand how graphing linear equations is used to model economic
relationships.
3) English - In literature, students can analyze the plot of a story and identify the rising
action, climax, and falling action. They can create graphs that represent the tension or
conflict in the story, with the slope representing the intensity and the points on the line
representing significant events. This connection helps students understand how
graphing linear equations can visually represent the structure of a narrative.
Review Motivation:
1) Teaching Strategy: Interactive Quizzes
Instructional Materials: Whiteboard, markers, interactive quiz software
- Create a quiz with questions related to graphing linear equations given the slope and
a point on the line.
- Use the interactive quiz software to engage students in a fun and competitive activity.
- Display the quiz on the whiteboard and encourage students to participate actively.
2) Teaching Strategy: Real-Life Scenario
Instructional Materials: Real-life scenario cards
- Prepare cards with different real-life scenarios that involve graphing linear equations.
- Each student picks a card and explains how they would graph the equation based on
the given scenario.
- Encourage students to think critically and apply their knowledge to practical
situations.
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3) Teaching Strategy: Puzzles and Riddles
Instructional Materials: Puzzle worksheets, pencils
- Distribute puzzle worksheets that require students to solve equations and graph the
lines.
- The puzzles can be in the form of riddles or hidden message activities.
- Students work individually or in pairs to solve the puzzles and find the correct graph.
Activity 1: Graphing Linear Equations
Teaching Strategy: Cooperative Learning
Materials: Graphing paper, rulers, colored pencils
Significance: This activity allows students to practice graphing linear equations given
the slope and a point on the line.
Instructions:
1) Divide the class into pairs or small groups.
2) Provide each group with graphing paper, rulers, and colored pencils.
3) Give each group a set of linear equations, slopes, and points.
4) Instruct the groups to graph the equations using the given slopes and points.
5) Encourage students to discuss and collaborate on the correct graphing techniques.
Rubric:
- Accuracy of graph: 5 pts.
- Correct labeling of axes: 5 pts.
- Correct representation of slope and point: 5 pts.
Assessment Questions:
1) What is the slope-intercept form of a linear equation?
2) How does the slope of a line affect its steepness?
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3) Can two different linear equations have the same slope?
Activity 2: Real-Life Applications
Teaching Strategy: Problem-Based Learning
Materials: Real-life scenario cards, graphing paper, rulers, colored pencils
Significance: This activity allows students to apply their understanding of graphing
linear equations to real-life situations.
Instructions:
1) Provide each student with a real-life scenario card.
2) Instruct students to identify the slope and point given in the scenario.
3) Guide students to graph the linear equation based on the given information.
4) Encourage students to discuss and analyze the implications of the graph in the
context of the scenario.
Rubric:
- Accuracy of graph: 5 pts.
- Correct representation of slope and point: 5 pts.
- Explanation of the graph's significance in the scenario: 5 pts.
Assessment Questions:
1) How can graphing linear equations help us understand real-life situations?
2) What are some examples of real-life scenarios where graphing linear equations is
useful?
3) How can the graph of a linear equation help us make predictions or solve problems?
Activity 3: Graphing Challenge
Teaching Strategy: Inquiry-Based Learning
Materials: Graphing paper, rulers, colored pencils
Significance: This activity challenges students to graph linear equations given only the
slope and y-intercept.
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Instructions:
1) Provide each student with a set of equations that only include the slope and y-
intercept.
2) Instruct students to graph the equations using the given information.
3) Encourage students to explore different strategies for graphing without a specific
point.
4) Guide students to discover patterns and rules that can be applied to graph any linear
equation.
Rubric:
- Accuracy of graph: 5 pts.
- Correct labeling of axes: 5 pts.
- Application of patterns and rules in graphing: 5 pts.
Assessment Questions:
1) What is the relationship between the slope and y-intercept in a linear equation?
2) How can you determine the slope and y-intercept by looking at the equation?
3) Why is it important to understand the patterns and rules in graphing linear
equations?
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ANALYSIS:
Activity 1 - Students successfully graphed linear equations using the given slope and
point. They demonstrated accuracy in plotting the points and representing the slope on
the graph. This activity helps students develop their graphing skills and understand the
relationship between the slope and a point on the line.
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Activity 2 - Students effectively applied their knowledge of graphing linear equations to
real-life scenarios. They were able to identify the slope and point given in the scenarios
and graph the corresponding equations. This activity enhances students' ability to
connect mathematical concepts to practical situations.
Activity 3 - Students actively engaged in the process of graphing linear equations
without a specific point. They explored different strategies and discovered patterns and
rules that can be applied to graph any linear equation. This activity fosters students'
critical thinking and problem-solving skills.
ABSTRACTION:
The main objective of graphing a linear equation given the slope and a point on the line
is to visually represent the relationship between the variables. By understanding the
slope as the rate of change and the point as a starting position, students can graph
linear equations accurately. They can also identify patterns and rules that deepen their
understanding of the concept.
APPLICATION:
Task 1 - Teaching Strategy: Project-Based Learning
Students will create a poster or presentation showcasing real-life examples where
graphing linear equations is used. They need to explain the significance of the slope
and point in each example. This task encourages students to apply their knowledge to
concrete situations and communicate their understanding effectively.
Task 2 - Teaching Strategy: Role-Playing
Students will participate in a role-playing activity where they act as mathematicians
explaining the process of graphing linear equations to a group of younger students.
They need to demonstrate their understanding of the concept and provide clear
explanations. This task allows students to practice their communication skills and
reinforce their understanding of the topic.
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ASSESSMENT:
Teaching Strategy: Discussion
Instructional Materials: Whiteboard, markers
Question 1: How does the slope affect the steepness of a line?
Question 2: Can two linear equations with different slopes have the same graph?
Explain.
Question 3: How can graphing linear equations help us solve real-life problems?
Assignment:
1) Assignment Overview for the Teacher:
Students will research and write a short essay on the history and development of
graphing linear equations. They need to include key figures, important discoveries, and
real-life applications. This assignment encourages students to explore the background
of the topic and its relevance in various fields.
2) Assignment Question:
Explain how the concept of graphing linear equations can be applied in different
professions such as engineering, architecture, and finance. Provide specific examples
and discuss the importance of accurately graphing linear equations in these fields.
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