Lesson Plan in Mathematics

1. Contents Standards:
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.
2. Performance Standards:
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.
3. Code: M8AL-Ie-5

4. Objectives:
Cognitive: Define slope of a line given two points.
Psychomotor: Solve the slope of a line with given two points.
Affective: Applying the concepts in real life situation.

Unit Topic: Content: Patterns and Algebra

Sub Topic: Types of Relations
Learning Materials: Power Point, illustration board, Colored papers, manila paper,
chalk and board.

Teacher’s Activity Students’ Activity

A. Daily Routine
1. Prayer
2. Greetings
3. Classroom
Management
4. Checking of
Attendance Students will pray as the teacher leads them.
Oh God Add knowledge
1) Prayer
Subtract evil
“Class let us pray the mathematics prayer”
Multiply blessings and
Divide gifts to everyone. Amen

“Good morning Sir and good morning

teachers.”
2) Greetings
“Good morning Class”
Students arrange their chair and pick up the
3) Classroom management trash.
“Kindly arrange your chair in proper
positions and if there are any pieces of trash
underneath your chair pick it up and put it
into the trashcan” Class secretary will report who is absent for
the day.
4) Checking of Attendance
“Class secretary, who is absent today?”

B. Lesson Proper

1. Review
“Before we start our lesson let’s have a drill.
Let say we have an equation y = x + 2 what y=x+2
are the values of y if the value of x = {0, 1, 2, y=0+2
3,}. Who wants to try?” y=2
“What is the value of y if x = 0?”

“The value of y is 2 if x is 0.” y=x+2

y=1+2
y=3
“If the value of x = 1, what is the value of y?”

“So if the value x is 1, the value of y is 3.”

y=x+2
y=2+2
“If the value of x = 2, what is the value of y?” y=4
“Then if the value of x is 2, the value of y is
4.” y=x+2
y=3+2
y=5
“If the value of x = 3, what is the value of y?”

“Then y is 5 if x is 3.”

“Very good class. You’ve done well.”

2. Motivation The students will compare the height of two

(The teacher will show illustration of two coconut trees as what they have seen in the
coconut trees) illustration.
“Let us compare the height of this two “The coconut number 1 is higher than
coconut trees.” coconut number 2.”
“The first coconut is steeper than coconut
number 2.”

“Very good class, all your answers are

correct. The coconut 1 is the highest coconut
tree.” Students listen to the teacher’s instruction.

3. Activity

“Class for your activity you’re going to

determine which fire truck has the highest
ladder by labeling it 1-4, from highest fire
truck ladder to the lowest fire truck ladder.

(The teacher will distribute bond paper with

fire truck images)

Students answer their activity.

 “Yes sir.”

Students raised their hand and answer.

“Silangan fire truck has the highest ladder.”

“Nowhere fire truck has the second highest

ladder.”
“Class start your activity.”
“Mattic fire truck has the third highest
ladder.”
“Are you done class.”
“North fire truck has the lowest ladder.”

“Which fire truck has the highest ladder?”

“Very good.” Students raise their hand base on how many

right answer they’ve got.
“How about the fire truck with the second
highest ladder?”

“How about the fire truck with the third

highest ladder?”
Students listen to the teacher.
“How about the fire truck with the lowest
ladder?”

“Very good class. Who got all the right

answer? How about 2 right answers? And no
right answers?

“Well class you’ve done a great job in our

activity.”

4. Analysis

“Now class let us pick the two fire trucks and Student will raise their hand to answer.
consider the two fire trucks as a straight “Line 1 is the higher than line 2.”
line’s.”

(Teacher will present the graph of two

straight line assuming that the lines are the
two fire trucks.)

Student raise their hand to read.

“Which line is higher, line 1 or 2?”
“Slope is the term used to describe the
“After we compare one line to another line, steepness of the line. Slope is the ratio of
we can easily say that 1 is higher than line 2. change in y to the corresponding change in
The yellow and blue line that is called slope x.”
of a line. In mathematics, the steepness of a
line is called slope.”
A student will read again.
“Class before we proceed, I will give you
some definition of slope so that you can Slope is the term used to describe the
easily determine the formula in finding the steepness of the line. Slope is the ratio of
slope of a line.” change in y to the corresponding change in x.
(Teacher will show the meaning of slope.)

“Can someone read this.”

Slope is the term used to describe the
steepness of the line. Slope is the ratio of
change in y to the corresponding change in x.

“Who wants to read again?”

“Yes, sir.”

Slope m = change in y
corresponding change in x
or simply
m = Rise
Run

“Class we have learned from our previous

lesson that a graph of a linear function was a
straight line.”

“Class look here we have a graph with two

points (-1, 1) and (2, 4). To find the rise we
need to find the difference between the value
of y and to get the run we need the difference
m = y2 – y1
between the value of x and to find the slope
x2 – x1
of a line we need to divide rise to run.”
m=8–5
And
2–1
Obtaining from Tables of Values
m=3
m = y2 – y1
1
x2 – x1
m=3
“Let us have this example. Suppose that the
graph and the equation is not given, but
instead a table of values is shown. Try to find
the slope of a line.”

x 1 2 3 4 5 Student will raise their hand if they want to

y 5 8 11 14 17 answer.
m = y2 – y1 Solution:
x2 – x1 m = y2 – y1
m=8–5
 2–1 x2 – x1
m=3 m=3–2
1 1–0
m=3 m=1
1
Table of Values m=1

x 0 1 2 3 Solution:
y 2 3 4 5
m = y2 – y1
“Now class from the table let us take any two x2 – x1
points to find a slope. Let us choose (0,2) as m=2–5
P1 and (1, 3) as P2.” 0–3
x2 = 1, x1= 0, y2 = 3 and y1 = 2 m = -3
-3
m=1
m=1
1
m=1
“It’s the same as m = rise/run”
Students raise their hand to answer.
“Slope is defined as the steepness of a line by
“How about if we choose (3, 5) as P1 and (0, given two points.”
2) as P2. Let us find if the slope is equal to the “Slope is the term use to describe steepness
first pair.” of a line.”
x2 = 0, x1= 3, y2 = 2 and y1 = 5
Students will analyze and answer the
question by raising their hands.

Select any 2 pairs of points from the table of

values.

Name the first pair of point that you have

5. Abstraction chosen as Point1 which is (x1,y1) and the
second pair of point that you have chosen as
“Class what is the definition of slope in Point2 which is (x2,y2).
mathematics?”
Use the formula for finding the slope of a
line.

“Let us analyze the given example. What are

the steps to find the slope of a line where the
table of values was given?” Students clap their hands.

“Then the next one?”

Students listen to the instruction of the
teacher.

“Then after you named the two pairs what

would be the last step?

“Excellent class. You’ve done very well.

Give yourselves a round of applause.”

6. Application
“Class I will divide you into three groups. I
will tell you a situation and then you will
prove your answer and tell me what will be
the ending of the situation for every
character. You’re going to write the solutions
in the manila paper and the ending of the
situation. After everyone is done 4
representatives from each group will present
their group work. Your groups will be graded
or rated base in this rubrics.” None sir.
OUTSTANDING SATISFACTORY DEVELOPING BEGINNING
CRITERIA
4 3 2 1

Explanation shows Explanation shows

substantial Reasoning gap in reasoning Explanation
Explanation shows shows illogical
thorough reasoning reasoning.
Mathematical
and insightful
reasoning
justification
4
1
3 2

All computations are

All computations are
correct. Most of the Some of the
A student will raise their hands to read the
Accuracy
correct and show in
details
4
computations are
correct.
2
computations
are correct.
1
situation.
3

The presentation is

Who Climbed the Steepest Slope?

The
delivered in a clear The presentation is
The presentation is presentation
manner. delivered in a
delivered in a very is delivered in
Presentation disorganized

The Royal Mountaineering Society has a

convincing manner. a clear
manner.
4 manner.
2
3 1
Score

Grade
12-11

1.0
10-9

1.5
8

2.00
7

2.5
6

3.00
5

3.5
4-
Below
5.00
dilemma. This year, 3 climbers are competing
99 93 87 81 75 72 71-
Below for the Steepmeister Cup, an award given to the
person who climbs the steepest slope. The
Society’s membership has to determine who the
“Any questions class.?” winner is based on two points from each
member’s club. Determine which
mountaineer climbed the steepest slope. Bim
(The teacher will give a problem solving Sala Bim climbed Mount Umpa on the
situation titled as “Who climbed the Steepest Northern Range of the Tawawi Mountains.
Mountain) He ate only chocolate chip cookies during the
“Class who wants to read the situation?” climb. The coordinates of Mount Umpa are
(30,5) and (190,75).
Ta Chang climbed the mountain known only as
K8. His trusty yeti guide was the only company
he had during the long climb. They plan on
getting married after the award ceremony. The
coordinates of K13 are (16,9) and (88,63).
Kevin Delos Reyes climbed the perilous peaks
of Mount Penndot. Many of the paths were
blocked and in bad repair. He had to make many
detours to get to the top. The coordinates of
Mount Penndot are (7,15) and (105,155).
 Manila Paper
Group _
Solve for the slope of the line
Bim Sala Bim = 70/160
(30,5) and (190,75).
m = y2 – y1
x2 – x1
m = 75 – 5
190 – 30
m = 70
160
Ta Chang = 54/72
(16,9) and (88,63).
m = y2 – y1
x2 – x1
m = 63 – 9
88 – 16
m = 54
72
Kevin Delos Reyes = 140/98
(7,15) and (105,155).
“Now start your group work.” m = y2 – y1
(After every group is done they will present x2 – x1
their work) m = 155 – 15
105 – 7
m = 140
98
Who climb the highest mountain? Kevin Delos
Manila Paper Reyes
Group __ What happened to;
Solve for the slope of the line Bim Sala Bim- lost weight after he climb the
1. Bim Sala Bim mountain.
(30,5) and (190,75). Ta Chang – marries his yeti companion after
2. Ta Chang their climb and live happily.
(16,9) and (88,63).
Kevin delos Reyes- struggled to climb the
3. Kevin Delos Reyes
mountain but still he wins the completion.
(7,15) and (105,155).
Who climb the highest mountain?
What happened to; “Yes sir.”
Bim Sala Bim
Ta Chang First is Group 1
Kevin delos Reyes Second is Group 2
Third is Group 3

(Students Clap their hands.)

None sir.”
 Solution:
m = y2 – y1
x2 – x1

m = -4 – (-9)
-1 – (-2)
m=5
1
m=5

“Are you done class?”

“Now class let us first have Group 1 next is

Group 2 and last but not the least group 3.”

“Clap your hands for a job well done.”

Line Coordinate Slope
s
“Any question about our lesson?”
AE (-3, 2), (3,- -5/6
3)
7. Evaluation DB (-4, 1), (3, 2) 3/7
BC (3, 2), (1, 2) 2
“Class let us have a quiz find the slope of a
line from the table of values and find the
slope of these lines given two points.”

a) Find the slope of a line from the table

of values.
x - -1
2
y - -4
9

b) Find the slope of these lines.

Line Coordinate Slope

s
AE (-3, 2), (3,-
3)
DB (-4, 1), (3, 2)
BC (3, 2), (1, 2)
 8. Assignment

1. Read and Study the other ways to find

the slope of a line.
2. What are the four types of slope?
Give example for each type.

RUBRICS FOR APPLICATION

OUTSTANDING SATISFACTORY DEVELOPING BEGINNING
CRITERIA
4 3 2 1

Explanation shows Explanation shows Explanation shows

substantial Reasoning gap in reasoning Explanation shows
thorough reasoning illogical reasoning.
Mathematical
and insightful
reasoning
justification
4 1
3 2
All computations are All computations are Most of the Some of the
correct and show in correct. computations are computations are
Accuracy
details correct. correct.
4 3 2 1
The presentation is The presentation is
The presentation is delivered in a clear The presentation
delivered in a
delivered in a very manner. is delivered in a
Presentation disorganized
convincing manner. clear manner.
manner.
4 1
3 2
Score 12-11 10-9 8 7 6 5 4-Below
Grade 1.0 1.5 2.00 2.5 3.00 3.5 5.00
99 93 87 81 75 72 71-Below