Community SMEIS Program Accreditation and
Learning STA. ROSA ES Equivalency (A&E)
Center
Learning MEENA B. PEREZ Literacy Level JHS
ALTERNATIVE Facilitator
LEARNING SYSTEM
Quarter Learning LEARNING STRAND
DAILY LESSON LOG Strand 3:MATHEMATICAL &
PROBLEM-SOLVING
SKILLS
I. OBJECTIVES
A. Content Standard
This Is Where We Draw the Line!
B. Performance Standards
· Slope of a line
· Intercepts of a line
C. Learning Competencies/
Objectives the LC code for
1. Find the slope of linear equations.
each. 2. Find both the x- and y- intercepts of linear equations.
3. Describe the slope and intercepts of linear equation based
on the graph.
4. Express satisfaction in mastery of new ways of thinking
through application of mathematics
II. CONTENT(Subject
Matter) LESSON 3: WATCH YOUR STEEP
III. LEARNING
RESOURCES LEARNING STRAND3:MATHEMATICAL & PROBLEM-SOLVING SKILLS
A. References
1. Session Guides pages Pages 15 - 21
2. Module pages Pages 30 - 48
B. Other Learning
Resources
IV. PROCEDURES
A. Springboard/Motivation
(Establishing a purpose for
the lesson)
B. Activity (Review of
previous lesson/s or
1. Ask the learners to help Mang Neho to come up with the
Presenting the new lesson) best decision in the given scenarios by making comparisons.
The activity is designed to practice and show the applications
of graphing linear equations learned in the previous lesson.
Problem number 1 specifically highlights the slope of a line
which is the main idea tackled in this lesson.
Use graphing of linear equations in each scenario to make
comparisons.
1. Mang Neho has to choose between two uphill roads.
Which road is more dangerous to drive on and that
he must avoid? Compare by graphing.
C. Analysis (Presenting
examples/instances of the
Based on the activity, ask this question: What kind of lines were you
new lesson) able to graph in each item?
· Point out that the lines in the equations are diagonals which
are sloped. These slopes can be mathematically described
and can be used to interpret what set of points in an
equation represent or mean.
What comes into mind when you say slope? Where can
you see slopes in nature or around you?
· Explain, as introduction, that slopes are naturally
observed in mountains. This can be used as
introduction to the notation of
the slope of the line (𝒎).
D. Abstraction (Making 1. Slope of a line:
generalizations about the
lesson) The measure pf steepness of a line is called the slope
Show the definition of 𝑥− and 𝑦−intercepts. Emphasize that these
2. Intercepts of a linear equation:
intercepts can be obtained based on the equation and graph of
the line.
The 𝑥−intercept is the point where the graph intersects the
𝑥−axis. The 𝑦−intercept is the point where the graph crosses the
𝑦−axis.
· Explain that the 𝑥−intercept is the value of 𝑥 when 𝑦 =
0 and the 𝑦−intercept is the value of 𝑦 when 𝑥 = 0.
· Emphasize that intercepts can also be used to graph a linear
equation.
Example: The line shown has an 𝑥−intercept of (3, 0) and
𝑦−intercept of (0, 5).
E. Application
1. Ask the learners to define the slope and intercept of a line.
2. Ask them how to solve for the slope and intercepts of a line.
3. Ask the learners how they can use the slope and intercepts to
graph linear equations.
4. Present the Sharpening Your Skills and Treading the Road to
Mastery assessments which aim to further develop their skills on
distinguishing 𝑥 and 𝑦 and using the ordered pairs
a. substituting correct values in the formula of a slope by
to graph the line.
b. graphing the line and describing the slope based on the graph
c. determining the 𝑥− and 𝑦−intercepts of a linear
equation and using these intercepts to graph a line
F. Valuing
G. Evaluation (Assessing End the session by reviewing the key understandings
learning)
developed and relating the concepts of slopes and intercepts in
real-life scenario.
H. Agreement (Additional
activities for application or
remediation)
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 lessons
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 these work?
F. What difficulties did I
encounter which my principal
or supervisor can help me
solve?
What innovation or localized
materials did I use/discover
which I wish to share with
other teachers?
Prepared by:
MEENA B. PEREZ
Teacher III/ALS Teacher
Checked by:
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