Slope of a Line

1. Daily Lesson Log in Mathematics 8
Date: August06, 2019
Grade& Section:GradeVIII - Caparoso
I. OBJECTIVES KRA w/
Objectives
A. Learning
Competencies
Illustrates the slope of a line
(M8AL – Ie-4)
B. Learning
Objectives
By the end of lesson students should be able to:
a) describe the trends of the graph by the
value of the slope;
b) find the slope of a line; and
c) relate the lesson in real life setting.
II. CONTENT Slope of a Line
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages Page 198 - 200
2. Learner’s Materials pages Page 183 -185
3. Additional Materials from
Learning Resource (LR)portal
None
B. Other Learning Resource Google sites:
file:///C:/Users/HP/Desktop/MATH8/
Slope%20From%20Two%20Points.pd.
com
file:///C:/Users/HP/Desktop/slope/gu
ide_to_teaching_slope.pdf
C. Instructional Materials Graphing Papers
Highlighters
Clip arts Pictures
Manila Papers
Scotch Tape
Chalk
D. Teaching Strategies *Deductive Method of Teaching
*Paired Learner Model Strategy
*Modelling and Experimentation
(Hands-On Activities)
*Stand and Deliver Activity
*Reporting
Selects, develops,
organizes and uses
appropriate
teaching and
learning resources,
including ICT, to
address learning
goals
Uses a range of
teaching strategies
that enhance
learner achievement
in literacy and
numeracy skills
IV. LEARNING
PROCEDURES
i. Prayer
ii. Greetings
iii. Setting House Rules
iv. Checking of Attendance

2. A. Reviewing
previous lesson
The teacher will let the students recall the parts of the
Cartesian Plane
1. 1. What do you call the central point in the Cartesian
plane? ORIGIN
2. 2. The vertical axis in the Cartesian plane. Y-AXIS
3. 3. The horizontal axis in the Cartesian plane. X-AXIS
4. 4. The four regions in the Cartesian plane. QI, QII,
QIII, and QIV.
5. 5. The first coordinate of the point is called the x-
coordinate or. ABSCISSA
6. 6. The second coordinate of the point is called the y –
axis or. ORDINATE
Designs, selects,
organizes, and uses
diagnostic,
formative and
summative
assessment
strategies
consistent with
curriculum
requirements
B. Establishing a
purpose for the
lesson
The teacher will let the students plot the following
points then connect it in the Cartesian Coordinate
Plane:
1. A(3,-1) and B(3,-5)
2. A(-5,1) and B(-1,1)
3. A(-5,-1) and B(-1,4)
4. A(1,2) and B(4,3)
Then asked them the trends of the four different
graph.
1.The graph is a vertical line
2.The graph is a horizontal line
3.The graph is increasing
4.The graph is decreasing
Designs, selects,
organizes, and uses
diagnostic,
formative and
summative
assessment
strategies
consistent with
curriculum
requirements
C. Presenting
examples/
instances of the
new lesson
Preparing Studentsfor New Learningusing Paired
Learner Model: Students will be asked to recall memories
and experiences with steep hills, as they relate to roads,
mountain slopes, bike rides, etc.
Students will be asked to intuitively select a number that
represents the steepness of their hill.
Hook: Recall a personal story related to slope.
Let one student to read the sample situation:
When I was a child, my sister and I walked 2 kilometers
each day for school. Part of that walk included a very
steep hill. One rainy day, we were walking down the
slippery hill and my sister slipped and fell. Her school
books came out of her hands and slid all the way down
the hill and into a storm sewer. When we arrived at
school, we told our teacher about our ordeal. To this
day, I remember that very steep hill.
(Teacher talking to students) Was there a time
when you experienced a very steep hill? Maybe your
experience involved a bicycle, skis, a car, etc. How
steep was the hill in your story? Why does steepness
matter?
Uses differentiated,
developmentally
appropriate
learningexperiences
to address learners’
gender, needs,
strengths, interests
and experiences
D. Discussing new
concepts and
practicing new
skills
The teacher will introduce the topic which is about
the slope of a line.
Applies knowledge
of content within
and across

3. (Applying New Learning Graduated Difficulty: Students will
experience connections between slope and real-world
applications. Students will be encouraged to work at the level
that feels right to them. Students will be encouraged to
determine what they need to be ready to solve the higher level
problems.)
Slope – refers to the steepness of a line which can be
solved using the formulae:
m =
𝑦2− 𝑦1
𝑥2 − 𝑥1
The teacherwill let the students find the slopeofa line
using the same points they have graph earlier.
Example: find the slope of a line.
1. A(3,-1) and B(3,-5)
2. A(-5,1) and B(-1,1)
3. A(-5,-1) and B(-1,4)
4. A(1,2) and B(4,3)
curriculum teaching
areas
E. Developing
Mastery
The teacher will divide the class into four groups. And
assign each student what points they are going to
solve using the slope formula.
(Each studentswill show their solutionsin their activity
notebook and will be given 10 points if they have the
correct answer.)
(Modeling and Experimentation: Students will experience a
hands-on activity where they solve to find the slope of a line,
generating lines with various slopes. Students will also learn
how to determine the(slope) of a line given the coordinates of
any two points on the line.)
5 minutes will be given to solve.
Row 1: A(3,-1) and B(3,-5)
m =
𝑦2− 𝑦1
𝑥2 − 𝑥1
m =
−5−(−1)
3−3
m =
−5+1
0
m =
−4
0
m = undefined
(if the slope is undefined then the graph is a
vertical line.)
Row 2: A(-5,1) and B(-1,1)
m =
𝑦2− 𝑦1
𝑥2 − 𝑥1
m =
1−1
−1−(−5)
m =
0
4
m = 0
(if the slope is zero, then the graph is horizontal
line)
Row 3: A(-5,-1) and B(-1,4)
Manages classroom
structure to engage
learners,
individually or in
groups, in
meaningful
exploration,
discovery and
hands-on activities
within a range of
physical learning
environments
Uses a range of
teaching strategies
that enhance
learner achievement
in literacy and
numeracy skills

4. m =
𝑦2− 𝑦1
𝑥2 − 𝑥1
m =
4−(−1)
−1−(−5)
m =
5
4
m = positive
(if the slope is positive, then the graph is
increasing from left to right)
Row 4: A(1,-2) and B(4,-3)
m =
𝑦2− 𝑦1
𝑥2 − 𝑥1
m =
−3−(−2)
4−1
m =
−1
3
m = negative
(if the slope is negative, then the graph is
decreasing from left to right)
The teacher will select a student to show their
solutionson the board andexplaintheir solution, then
let the other student to describe the graph.
(Students will learn that the slope of a line can be calculated
using the ratio of rise over run as it relates to any two points
on a line.)
F. Finding Practical
Applications of
Concepts
The teacher will show four pictures related to the
topic and just let the students react on the pictures
and describe each.
1. Staircase
2. Roof
3. Ladder
4. Little Girl Biking
Applies a range of
teaching strategies
to develop critical
and creative
thinking, as well as
other higher-order
thinking skills

5. G. Making
generalizations
and Abstractions
about the lesson
The teacher will use a stand and deliver strategy (Individual
students will have the opportunity to stand and answer
questions from the teacher. The questions will address the
concepts and skills students learned in the lesson. The teacher
will congratulate students as they demonstrate their new
knowledge and understandings. The Stand and Deliver
session will also provide the teacher with opportunities to
uncover and correct any misconceptions some students might
have.)
The students can generalize 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.
Plans, manages and
implements
developmentally
sequenced teaching
and learning
processes to meet
curriculum
requirements and
varied teaching
context
H. Evaluating
Learning
In your Activity notebook: Direction: Find the slope of
a line given two points then graph the points in the
Cartesian Plane. Show your solutions.
1. A(-2,-4) and B(0,3)
2. A(0,3) and B(2,1)
3. A(1,1) and B(5,1)
4. A(2,4) and B(2,1)
Manages
classroom
structure to
engage learners,
individually or in
groups, in
meaningful
exploration,
discovery and
hands-on activities
within a range of
physical learning
environments
Designs, selects,
organizes, and
uses diagnostic,
formative and
summative
assessment
strategies
consistent with
curriculum
requirements

6. I. Additional
Activities for
Application or
Remediation
Assignment:
The students will answer the worksheet:
Applies a range of
teaching strategies
to develop critical
and creative
thinking, as well as
other higher-order
thinking skills
V. REFLECTIONS
No. of learners within mastery level
No. of learners needing reinforcement/remediation
Did the remedial works?
No. of learners who have caught up
No. of learners who continue to require remediation
Which of the strategies worked well?
Why did these work?
What difficulties did I encounter which my principal or
supervisor can help me solve?
What innovations or localized materials did I
use/discover which I wish to share with other teachers
Preparedby: Checkedby:
ROSELYN L. ONTOLAN
Teacher I
GLORIA M. PARAGUYA
Principal III
Observedby:
GLORIAO. ARGOS
Master Teacher III