DAILY LESSON LOG OF M8AL-Ie-4 (Week Five-Day Four)
School SAPANG NHS Grade Level Grade 8
Teacher JESSIE B. Learning Area Mathematics
ROMBAOA
Teaching Date and Time 17/10/2022 Quarter First
Objectives must be met over the week and connected to the curriculum standards. To meet the
objectives, necessary procedures must be followed and if needed, additional lessons, exercises and
remedial activities may be done for developing content knowledge and competencies. These are
I. OBJECTIVES assessed using Formative Assessment Strategies. Valuing objectives support the learning of
content and competencies and enable children to find significance and joy in learning the lessons.
Weekly objectives shall be derived from the curriculum guides.
A. Content Standards The learner demonstrates understanding of key concepts of linear equations in
two variables
B. Performance Standards The learner is able to formulate and solve real-life problems involving linear
equations in two variables.
Learning Competency: Illustrates the slope of a line (M8A L-Ie-4)
Learning Objectives:
C. Learning Competencies/ 1. Define slope
Objectives 2. Illustrate the slope of a line ; and
3. Actively participate during the discussion
4. Demonstrate appreciation of slope as an important skill needed to
understand graphs of linear equations.
II. CONTENT Slope of a line
III. LEARNING RESOURCES teacher’s guide, learner’s module,
A. References
1. Teacher’s Guide Pages 131 and198 (soft copy)
2. Learner’s Materials Pages 183
3.
Textbook pages
4.
Additional Materials
from Learning
Resource (LR) portal
B. Other Learning Resources
These steps should be done across the week. Spread out the activities appropriately so that
pupils/students will learn well. Always be guided by demonstration of learning by the pupils/
students which you can infer from formative assessment activities. Sustain learning systematically
IV. PROCEDURES by providing pupils/students with multiple ways to learn new things, practice the learning,
question their learning processes, and draw conclusions about what they learned in relation to
their life experiences and previous knowledge. Indicate the time allotment for each step.
A. Review previous lesson The teacher asks the students: “Have you ever asked yourself how the
or presenting the new steepness of a mountain affects the speed of a car?”
lesson
The teacher lets the students realize that understanding the concept of slope
B. Establishing a purpose is a very important skill to better understand rate of change in real-life
for the lesson
situations.
C. Presenting examples/ The teacher lets the students answer the following:
1. What are the things that you can relate word slope to?
2. What is the meaning of this sign?
instances of the new
lesson a. Icy Road Ahead
b. Steep Road Ahead
c. Curvy Road Ahead
d. Trucks Entering Highway Ahead
3. What does the 7% mean?
It means the road drops 7 feet vertically for every 100 feet horizontally
The teacher discusses with the students the answers of the given questions.
D. Discussing new concepts Furthermore, he/she asks the students about the mathematical skills or
and practicing new skills
principles that they used to arrive at their answers. He/She tells them
#1
definition of slope.
E. Discussing new The teacher discusses and illustrates thoroughly the definition of slope using
concepts and practicing the given illustration from the given activity and as presented on page 183 of
new skills #2 the Learner’s Module.
Working in pairs, the teacher lets the students answer the following exercise.
Find the slope of line using the given information.
1. Rise=3 Run= 5
2. The vertical change is 7 and horizontal change is 5
3. The lines rises 3 units as it moves 2 units to the left
F. Developing mastery Answer Key
(leads to formative
3
assessment 3) 1.
5
7
2.
5
−3
3.
2
G. Finding practical -Effect of the steepness of a mountain to the speed of a mountaineer
applications of concepts -Effect of the number of hours in studying to the grades of the students
and skills in daily living
The teacher summarizes the mathematical skills or principles used to find the
slope and also the definition of a slope through questions like:
H. Making generalizations 1. What did you do to arrive at the answer?
and abstractions about
2. Were there mathematical skills or principles used to find the slope?
the lesson
3. How do you define slope?
Answers shall be drawn from the students.
I. Evaluating Learning The teacher lets the students answer individually the formative assessment.
Find the slope of a line using the given information.
1. Rise= 4 Run= -2
2. Vertical Change= 12 Horizontal Change= -5
3. There is no vertical change
4. The line rises 6 units as it moves 4 units to the right.
Answer Key:
1. -2
−12
2.
5
3. 0
3
4.
2
J. Additional activities or
remediation
V. REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress.
What works? What else needs to be done to help the pupils/students learn? Identify what help
VI. REFLECTION your instructional supervisors can provide for you so when you meet them, you can ask them
relevant questions.
A. No. of learners who earned 80%
of the evaluation
B. No. of learners who require
additional activities for
remediation who scored below
80%
C. Did the remedial lesson 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?
G. What innovation or localized
materials did I use/ discover
which I wish to share with other
teachers
Prepared by:
JESSIE B. ROMBAOA
CHECKRD BY;
MANUELITO P. YANGCP
SSP-I
