A DETAILED LESSON PLAN IN MATHEMATICS 7

Date: ______________

LADY LYN F. MERIDOR MARK JEROME N. DE LA PEÑA

Student-Teacher Instructor

I. OBJECTIVES

A. Content Standards

The learner demonstrates understanding of key concepts of factors of polynomials,

rational algebraic expression, linear equations and inequalities in two variables and linear
functions.

B. 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, and solve these problems
accurately using a variety of strategies.

C. Learning Competency

Solves a system of linear equations in two variables by graphing.

Code:(M8AL-Ii-j-1)

Specific Objectives

At the end of the lesson, the students will be able to do the following with at least
75% proficiency level;

a. Determine the solution to the system of linear equations in two variables by

graphing.
b. Solve systems of linear equation in two variables by graphing.
II. CONTENT

Topic/Title: Solving Systems of Linear Equations in Two Variables by Graphical

Method

III. LEARNING RESOURCES

A. References: Grade 8 Mathematics Learner’s Material

B. Other Learning Resources: Mathematics 8 Teacher’s Guide
C. Materials: Laptop, Projector, Chalkboard, Chalk

IV. PROCEDURES

Teacher’s Activities Students’ Activities

1. Routinary/Preliminary Activities
Classroom Routines
A. Prayer/ Greetings

May I request everyone to please stand Rochelle: Let us vow our heads and feel
for a prayer. Rochelle, please lead the the presence of the lord. In the name of
prayer.” the father , the son and the holy spirit.
“Good morning class!” Our father…Amen.,”
“Good morning Ma’am !”

B. Preparing the class

“Before you take your seat , please pick the Students are picking papers under their
pieces of papers under your chairs and put chairs)
it in the trash bin .”
“Are you done?” "Yes Ma’am “
“You may now take your seat” "Thank you Ma’am
“ good morning again, how are you today?” “We are fine Ma’am !”
" That's good to hear."

D. Checking of Attendance

“So let us check first your attendance. Class Class monitor: “I am happy to inform
monitor who are absent today?” you Ma’am that there are no absent
today.”
" Very good class. Keep it up!"
2. Lesson Proper
2.1 ELICIT
A. Reviewing previous lesson or presenting the new
lesson

Now, let us test your memory if you still remember our

topic last meeting. Prepare yourselves your pen and
scratch for it will be a race. The one who'll finish first
with a perfect score will receive a prize.
In this activity, you just need to identify if the graph of
the given system of linear equations is intersecting,
parallel or coinciding. Is it clear?

Raise your pens first. Yes, ma'am.

Start!

Type of me!
Direction: Identify if the graph of the given system of the
linear equations is parallel, intersecting or coinciding.

1.

2.

3.
Very good Angelica you've got the correct answers. Angelica: Finished ma'am!
Here's your prize. (She pass her paper)
How about you guy's are you all done? Yes ma'am.

What do you think is the answer for no. 1? Yes Mairene? Parallel ma'am.
Very good. How about the graph no. 2? Michelle.
The graph no. 3? Yes Karylle? Coinciding ma'am.
Intersecting ma'am.
Very good. It seems like you did really understand our
topic last meeting.

2.2 ENGAGE
B. Establishing a purpose for the lesson

Now, at this point let’s have an activity.

Graph the given system of linear equations on the
Cartesian plane.

How did you graph the system of equations? Yes By using the slope an the intercept of the
Jomari? equation ma'am.

Very good Jomari.

How do you describe the graph of each system of
equations? Jennelyn The lines of the system of equations are
intersecting ma'am.
Very good.
What are the coordinates of the point of intersection of
these lines? You know the answer Gemarie? (-2,5) ma'am.
That's correct.

C. Presenting examples/Instances of the new lesson

From the activity we just had, what dou you think does
the coordinates of the intersecting lines means? Sheena: It is the solution of the system of
linear equations ma'am.
That's correct Sheena. You remembered our topic last
meeting very good.

Before we go deeper into our topic let's go to our

objective first.

Jay can you please read the objectives.

At the end of the lesson, the students will

be able to do the following with at least
75% proficiency level;
a. Determine the solution to the system of
linear equations in two variables by
graphing.
b. Solve systems of linear equation in two
Thank you Jay. variables by graphing.
So our objectives for today's discussion is for you, the
learners will be able to do the following with at least
75% proficiency level;
a. Determine the solution to the system of linear
equations in two variables by graphing.
b. Solve systems of linear equation in two variables by
graphing.

2.3 EXPLORE
D. Discussing new concepts and practicing new skills #
1

What really is a solution of a system of linear

equations?
Before we go deeper on that question let us define first
system of linear equations.
Nerly can you please read it. When two or more linear equations are
grouped together, they form a system of
linear equations.
Thank you Nerly.
The two linear equations that we have graphed a while
ago is an example of system of linear equations.
Here is another example of system of linear equations

We use a brace to show the two equations are grouped

together to form a system of equations.

Now let's discuss what really is a solution of a system

of linear equations.

You read the definitions altogether

Solutions of a system of equations are the

Thank you class. values of the variables that make all the
equations true. A solution of a system of
To determine if an ordered pair is a solution to a system two linear equations is represented by an
of two equations, we substitute the values of the ordered pair (x, y).
variables into each equation. If the ordered pair makes
both equations true, it is a solution to the system.

Let's consider the system below

Is the ordered pair (2,−1) a solution?Yes Emilyn?

Why?

Very good Emilyn.

The ordered pair (2, −1) made both equations true.
Therefore (2, −1) is a solution to this system. Yes ma'am.
Is your answers class the same as Emilyn?

Very good class.

Let's have another example.

Determine whether the ordered pair is a solution to the

system: Yes ma'am (most students answered)

(-4,-3)

Is it a solution or not?
Who among you can show your solution on the board? Solution ma'am.
Jeson.

Can you tell us what makes it a solution to the system

Very good Jeson.

E. Discussing new concepts and practicing new skills #
2 (−4, −3) makes both equations true.
Therefore, (−4, −3) is a solution.
Since you're already know what is a solution to a
system of linear equations, let's proceed to finding the
solutions through graphing.

The graph of a linear equation is a line. Each point on

the line is a solution to the equation. For a system of
two equations, we will graph two lines. Then we can see
all the points that are solutions to each equation. And,
by finding what the lines have in common, we’ll find the
solution to the system.

Here are the steps to solve a system of linear equations

by graphing.

1. Graph the first equation.

 2. Graph the second equation on the same
rectangular coordinate system.
3. Determine whether the lines intersect, are
parallel, or are the same line.
4. Identify the solution to the system.
• If the lines intersect, identify the point of
intersection. Check to make sure it is a solution
to both equations. This is the solution to the
system.
• If the lines are parallel, the system has no
solution.
• If the lines are the same, the system has an
infinite number of solutions.
Let's have an example.

2.4 EXPLAIN
F. Developing mastery (leads to Formative Assessment
3)
Answer this another examples on a scratch and I'll call
2 people later to write and explain their answers in
front.
Try this!

Done class?
Okay Aljoe answer the system 1 and Marian for system The solution for system 1 is (1,6).
2
Very good Aljoe. You may now take your seat.
How about you Marian?

That's correct Marian. Very good.

2.5 ELABORATE
G. Finding practical application of concepts and skills
in daily living

Now, let's relate it to real life situations.

Can you read it altogether Example:

 Sondra is making 10 quarts of punch from
fruit juice and club soda. The number of
quarts of fruit juice is 4 times the number
of quarts of club soda. How many quarts of
So in solving problems we need to follow this steps. fruit juice and how many quarts of club
soda does Sondra need?
Solution

Step 1. Read the problem.

Step 2. Identify what we are looking for.
What are we looking for class?
We are looking for the number of quarts of
Very good now let’s proceed to step 3 fruit juice and the number of quarts of club
Step 3. Name what we are looking for. Choose variables soda that Sondra will need.
to represent those quantities.
Let f= number of quarts of fruit juice.
c= number of quarts of club soda

Step 4. Translate into a system of equations.

Step 5. Solve the system of equations using good

algebra techniques.

Step 6. Check the answer in the problem and make

sure it makes sense.
Does this make sense in the problem?
Yes, the number of quarts of fruit juice, 8 is
4 times the number of quarts of club soda,
2.

Very good. Yes, 10 quarts of punch is 8 quarts of fruit

Step 7. Answer the question with a complete sentence. juice plus 2 quarts of club soda.

That’s correct now let’s have another

Sondra needs 8 quarts of fruit juice and 2
Another example: quarts of soda.
Manny is making 12 quarts of orange juice from
concentrate and water. The number of quarts of water
is 3 times the number of quarts of concentrate. How
many quarts of concentrate and how many quarts of
water does Manny need?

H. Making generalizations and abstractions about the

lesson
Key Concepts
To solve a system of linear equations by graphing

1. Graph the first equation.

2.Graph the second equation on the same rectangular
coordinate system.
3. Determine whether the lines intersect, are parallel,
or are the same line.
4. Identify the solution to the system.
• If the lines intersect, identify the point of
intersection. Check to make sure it is a solution
to both equations. This is the solution to the
system.
• If the lines are parallel, the system has no
solution.
• If the lines are the same, the system has an
infinite number of solutions.
• Check the solution in both equations.

Do you have any questions and

clarifications class?
Okay get /2 sheet of paper an answer this.

2.6 EVALUATE (Short Quiz)

I. Evaluating Learning

Direction: Solve the following solutions for each

system.

Answer key

1. (3,2)
2. (2,3)
3. (-2,-2)

2.7. EXPAND (Assignment)

J. Additional activities for application or remediation

Assignment

Create at least 2 real life situations applying solving

systems of linear equations in two variables by
graphing. Include your solution to the problem you will
be making.

Rubric

Score Description
5- Excellent The real-life situation is
highly relevant and
relatable to students’
experiences. It is
engaging, interesting,
and requires a system of
linear equations to solve.
The graphical
representation is clear
and accurately
represents the
relationship between
variables. The problem is
solvable using the
method of graphing, and
the problem statement is
clear, precise, and
effectively defines the
variables and required
findings.

4- Good The real-life situation is

relevant and somewhat
relatable to students'
experiences. It is
generally engaging and
requires a system of
linear equations to solve.
The graphical
representation is mostly
clear and represents the
relationship between
variables. The problem is
mostly solvable using
the method of graphing,
and the problem
statement is mostly
clear and precise in
defining the variables
and required findings.
3- Satisfactory The real-life situation is
somewhat relevant and
relatable to students'
experiences. It is
 moderately engaging and
requires a system of
linear equations to solve
to some extent. The
graphical representation
is somewhat clear and
represents the
relationship between
variables to some extent.
The problem is
somewhat solvable
using the method of
graphing, and the
problem statement is
somewhat clear and
precise in defining the
variables and required
findings.
2- Needs Improvement The real-life situation
lacks relevance and is
not relatable to students'
experiences. It is not
engaging and does not
require a system of linear
equations to solve. The
graphical representation
lacks clarity and does
not effectively represent
the relationship between
variables. The problem is
not easily solvable using
the method of graphing,
and the problem
statement lacks clarity
and precision in defining
the variables and
required findings.
1-Unsatisfactory The real-life situation is
not relevant or relatable
to students' experiences.
It is not engaging and
does not require a
system of linear
equations to solve. The
 graphical representation
is unclear and does not
represent the
relationship between
variables. The problem is
not solvable using the
method of graphing, and
the problem statement
lacks clarity and
precision in defining the
variables and required
findings.

V. REMARKS

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VI. REFLECTS

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