DLP December 7, 2022

School ANAO HIGH SCHOOL Grade Level 8
Learning
Teacher JOHN LEO G. CLAUS MATHEMATICS
Daily Lesson Log Area
Date & Time December 7, 2022 Quarter Second
I. OBJECTIVES
The learner demonstrates key concepts of linear inequalities in two
A. Content Standards variables, systems of linear inequalities in two variables and linear
functions.
The learner is able to formulate and solve accurately real-life problems
B. Performance Standards involving linear inequalities in two variables, systems of linear
inequalities in two variables, and linear functions.
C. Learning Competencies Graphs a linear function’s (a) domain; (b) range; (c) table of values; (d)
Write the LC code for each intercepts; and (e) slope. (M8AL-IId-e-1 )
a. Define a linear function.
D. Objectives b. Graph a linear function’s (c) table of values; (d) intercepts
c. Appreciate new understanding about linear function.
II. CONTENT LINEAR FUNCTION AND ITS GRAPH
III. LEARNING RESOURCES
A. References
1. Teacher's Guide Pages 187 – 192
2. Learner's Materials Pages 172 – 177
3. Textbook Pages
4. Additional Materials from http://www.analyzemath.com/Graphing/

Learning Resource (LR) portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson Preliminaries
or presenting the new lesson A. Using the table of values,
identify the domain and
range then sketch the graph
of the linear function.
B. Identify the x- intercepts of x + 2y = 4 if y=0.

B. Establishing a purpose for 1. How can you identify x and y- intercept of a given equation?
the lesson 2.How can you identify if the given function is a linear or not?
3. What are the different ways of identifying the domain and
range of a linear function?
C. Presenting examples / A function defined by f (x) = mx + b is called a linear function,
instances of the new lesson where 𝑚 is the slope of the line and 𝑏 is the 𝑦-intercept. This can
also be written in the form y = mx + b. A linear function can be
described using its graph.
Example 1:
Complete the table of values for the linear function y=−6 x+3
.
x -1 0 1
y
Example 2:
Identify the intercepts of a linear function f (x )=2 x+7

.
x -1 0 1
y
D. Discussing new concepts 1. How can you graph linear function by table of values?
and practicing new skills #1 2. How can you graph linear function by its intercept?
3. Which method in graphing linear function is easy for you?
E. Discussing new concepts Given the function f (x) = 6x - 7, find 𝑓(2), 𝑓(1), 𝑓(0), 𝑓(-1)𝑎𝑛𝑑 𝑓(-2).
and practicing new skills #2 Then, complete the table below and draw the graph on a graphing
paper
x -2 - 0 1 2
1
f(x
)
F. Developing Mastery (Leads Using intercepts, sketch the graph of each linear function.
to Formative Assessment 3) 1. x - 3y = 6
2. 4x +5y = 40
G. Finding practical “Think-Pair-Share Activity”
applications of concepts and Work with your seatmate, you will use different technique in
skills in daily living graphing linear function (one will use table of value, and the
other one will use intercepts). After you done with your work,
compare it with your partner and identify both similarities and
differences of your graph.
f (x )=2 x+6
H. Generalizing and Generalization:
abstractions about the lessons In a given function, we have to take note that as x increases,
the value of the function may either increase or decrease. The
value of 𝑚 affects the trend of the function. If the value of 𝑚 is
positive, it is an increasing function because as x increases y also
increases. If the value of 𝑚 is negative, it is a decreasing function
because as x increases, y decreases .The graph of a linear
function is a
straight line.
Using the intercepts is also an aid to sketch the graph of a
function. Let x= 0, to find 𝑦-intercept, and
let y = 0, to find the 𝑥-intercept. The 𝒙-intercept is the abscissa of
the point where the graph crosses
the 𝑥 − 𝑎𝑥𝑖𝑠. This point is represented by ( x, 0 ). The 𝒚-intercept
is the ordinate
of the point where the
graph crosses the 𝑦 − 𝑎𝑥𝑖𝑠. This point is represented by ( 0, y ).
I. Evaluating Learning
1. Determine the intercepts of the linear function
3 x+8 y=24 .
2. Complete the table of value of the linear function
1
f (x )= x−2
2
x -1 0 1
y
J. Additional Activities for Follow up:
application or remediation By completing the table of values, sketch the graph of f x x2 
V. REMARKS
VI. REFLECTION
A. No. of learners who earned
80% on the formative
assessment
B. No. of learners who require
additional activities for
remediation
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 works?
F. What difficulties did I
encounter which my principal
or supervisor can help me solve?
G. What innovation or
localized materials did I used /
discover which I wish to share
with other teachers?
Prepared by:
JOHN LEO G. CLAUS

Teacher III
Checked by:
JOEL L. LACAMBRA, PhD.

Head Teacher III
Noted:
RAQUEL G. BAUTISTA, PhD.

Sec. School Principal I

DLP December 7, 2022

Uploaded by

Copyright:

Available Formats

DLP December 7, 2022

Uploaded by

Document Information

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

DLP December 7, 2022

Uploaded by

Copyright:

Available Formats

School ANAO HIGH SCHOOL Grade Level 8

2. Learner's Materials Pages 172 – 177

4. Additional Materials from http://www.analyzemath.com/Graphing/

B. Identify the x- intercepts of x + 2y = 4 if y=0.

Identify the intercepts of a linear function f (x )=2 x+7

JOHN LEO G. CLAUS

JOEL L. LACAMBRA, PhD.

RAQUEL G. BAUTISTA, PhD.

You might also like

Pfad - The Proxy pFad of © 2024 Garber Painting. All rights reserved.