School BUENAVISTA NATIONAL HIGH Grade Level 8

SCHOOL
Teacher BERNADETTE T. ROCHA Learning Area Mathematics
Module Module 5 Learning Delivery Modular Distance
GRADE 1 to 12 Modality Modality
DAILY Teaching March 08, 2022 Quarter First Quarter
LESSON Dates and
Time
LOG

Session 1
I. OBJECTIVES
The learner demonstrates an understanding of how to get the slope of a line
A. Content Standard
using graphs, two points, and slope and a point.

Demonstrates understanding of key concepts of linear equations in two

B. Performance Standard
variables, and solve accurately using a variety of strategies.

C. Learning The learner

Competency/Objectives 1. Illustrates and finds the slope of a line given the graphs. M8ALIe-3

II. CONTENT Illustrating Slope of a Line Given the Graph

III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
pages
2. Learner’s Materials
Modules, illustrations of graphs, visual aids, Cartesian Plane, flash cards
pages
3. Textbook pages
4. Additional Materials
https://www.youtube.com/watch?v=iQF7Gul3he0
from Learning
https://www.youtube.com/watch?v=SD8Vb8A-kKE&t=56s
Resource (LR)portal
B. Other Learning
Resource
IV. PROCEDURES Remarks
A. Reviewing previous
lesson or presenting I. Preliminaries
the new lesson Prayer
Checking of attendance
Setting of House Rules

II. Drill / Review of the Past Lesson

 Simplifying signed numbers (Using flashcards)

1. 81 2. -11 3. -3
9 -121 9
4. 52 5. 6 6. -168
-4 -36 -12

 Directions: Complete the table below by locating

each point on the graph and describing the
location of the abscissa (𝑥−coordinate) and the
ordinate (𝑦−coordinate) with respect to the origin.
Point S is provided as your guide. Then answer
the questions that follow.
 Location of Location of Ordinate
Coordinates Abscissa from from the Origin
Point
(x, y) the Origin (units
(units left/right) above/below)
S (-8, 2) 8 units to the left 2 units above
L
O
P
E
F
A
M
I
N
Ref: Module 5, SLM page 6

III. Pre-quiz. 1-5 items.

Find out on how much you already know about the

module. Write only the letter that corresponds to the
best answer on the blank provided.

_____ 1. The steepness of the line also commonly known

as rise over run is called
A. linear equation C. linear inequality
B. linear function D. slope

_____ 2. Which formula is used in finding the slope of a

line given the graph?
rise −rise
A. m = C. m =
run run
run run
B. m = D. m =
−rise rise

_____ 3. Find the slope of a line illustrated in the

graph below.
 A. -1 B. 0 C. 1 D. undefined

_____ 4. Determine the slope of a line that passes through

the points (8,3) and (-3,3).
A. -8 B. 0 C. 1 D. undefined

_____ 5. Which of the following graphs below describes a

positive slope?
A.

B.

C.

D.
 Ref: Module 5, SLM page 2-4 (Selected Numbers only)
Who among you knows how to bike?
Do you enjoy biking?
In which places here in Buenavista have you reached
already?

Showing pictures of bikers, biking in different altitudes.

Localization –
The students
have a
II. Establishing a background
purpose for the knowledge about
lesson the place here in
Buenavista.
Describe the location and probable motion of bikers in each
picture.

Do you know Bancoro to Tipo bridge? What kind of road is

that?
Assuming that,
On the first picture, the biker is biking from Bancoro
to Tipo bridge.
On the second picture, the biker is biking from
Buenavista town proper to Escolta wherein the road is going
steeper than the first picture.
On the third picture, the biker is biking from the
Buenavista town proper to Bagacay where the road is
steeper than the second picture.

“Who among the bikers exert more effort? Why?

What do you think is our lesson for today?

- Presentation of objectives of the lesson.
III. Presenting
examples/ Which is the steepest among the given pictures? Arrange Across the
instances of the them according to its steepness, 1 as the steepest. curriculum – The
new lesson 1. activity is dealt on
AP where
students will
identify in what
region the
mountain/volcano
can be found.
Mt. Mayon Mt. Apo
English where
students will
identify the
degree of
comparison of
Mt. Malindig adjective.
 Are you familiar with these mountains/volcanoes? Arranging them
Where are those mountains/volcanoes located? In what according to its
region? steepness shows
also numeracy.
Another examples:
Localization –
2. The students
have a
background
knowledge about
Mt. Malindig

Road 1 Road 2

Road 3

3.

Line 1 Line 2 Line 3

Video Presentation about the Topic Use of ICT

https://www.youtube.com/watch?v=iQF7Gul3he0
IV.Discussing new https://www.youtube.com/watch?v=SD8Vb8A-kKE&t=56s Video clips will be
concepts and send to students
practicing new skills who has no
Guide Questions:
#1 access online.
1. What is the video all about?
2. How to find the slope of a line?
3. How will you relate the slope to its graph?
V. Discussing new
concepts and Group Activity: Online
practicing new skills Students will be grouped into 4. Each group will be given an presentation of
#2 activity for them to answer. Presentation of output will outputs.
follow.

Group 1: (Positive Slope) Group 2: (Negative Slope)

 Group 3: (Zero Slope) Group 4: (Undefined Slope)

Guide Questions:
1. What is the rise? run?
2. What is the slope of the line?
3. How did you find the slope?
4. Describe the line as it moves from left to right of the
Cartesian Plane.
5. Relate the slope to its line.

Find the slope of the following lines. Some of the

students will
passed their
Slope of
answers through
Blue line = __________
messenger or txt
VI. Developing mastery
on my cp number
(leads to Formative Green line = _________
09089836936
Assessment 3)
Red line = __________

Violet line = _________

Orange line = ________

Find the slope of each blue highlighted part of the roof.

A. B.
Some students
can present their
VII. Finding practical
output online.
application of
Others can pass
concepts and skills
their answer
in daily living
C. D. through
messenger or txt.

VIII. Making Slope describes and measures the steepness of the line.
generalizations Slope is represented by m and equal to the quotient of the
and abstractions rise and the run.
about the lesson rise
That is, m =
run
Rise means how many units you move up or down from
point to point.
Run means how far left or right you move from point to
point.
 The value of the slope m tells that
If m is positive, then the graph is increasing from left
to right.
If m is negative, then the graph is decreasing from
left to right.
If m is zero, then the graph is a horizontal line.
If m is undefined, then the graph is a vertical line.

QUIZ
Find the slope of the line given the graphs.

I. Evaluating learning

J. Additional activities for

application or
remediation

Prepared by:

BERNADETTE T. ROCHA
Secondary School Teacher - III

Checked and Observed by:

JOSIAS T. SALVACION JR.

Master Teacher I - Mathematics

Observed by:

THELMA M. SALVACION
Principal I
Links for slope using rise over run

https://www.youtube.com/watch?v=9bm1_IJ00lQ

https://www.youtube.com/watch?v=8XtrOWpGez0

https://www.youtube.com/watch?v=zihsQC0IUd8