Republic of the Philippines
Department of Education
REGION ______
SCHOOLS DIVISION OFFICE OF _______________
DETALYADONG BANGHAY ARALIN SA ______________________
DETAILED LESSON PLAN IN ________________________________
School: MOUNTAIN HEIGHTS HIGH SCHOOL Grade Level: Grade 8
Teacher: Karl Christopher A. Aquino Learning Area: MATHEMATICS
Observation Date: November 22-27, 2024 Quarter: SECOND
I. Layunin (Objectives)
A. Pamantayang Pangnilalaman (Content Standard)
Demonstrates understanding of key concepts of 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.
B. Pamantayang Pagganap (Performance Standard)
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. Mga Kasanayan sa Pagkatuto/ (Most Essential Learning Competencies)
Illustrates a system of linear equations in two variables.
D. Layunin (Objectives)
At the end of the lesson, learners should be able to:
1. Find the slope and y-intercept given the equation.
2. Illustrates a system of linear equations in two variables.
3. Graphs a system of linear equations in two variables.
4. Determine a system of linear equations in two variables using slope and y-intercept.
5. Solves problems involving systems of linear equations in two variables by elimination.
II. CONTENT (Nilalaman)
❖ SYSTEM OF LINEAR EQUATION
III. LEARNING RESOURCES (Kagamitang Pangturo)
A. References
● Teacher’s Guide pages: MATH BUILDERS BOOK 8 (K TO 12 CURRICULUM)
● Learner’s Materials pages: 109 to 121
B. Materials
● TV
● Laptop
● Videos
● Ppt (PowerPoint)
● Whiteboard
● Marker
● Visual aids
IV. Pamamaraan (Procedure)
Indicators (Objectives)
Procedure
1. Prayer
2. Greetings
3. Checking of attendance 1,4 and 5
4. Energizer (Singing MATH song)
5. Setting of the Classroom Standard
6. Passing of Assignments
A. Balik-aral sa nakaraang aralin at/o pagsisimula ng bagong aralin Indicators/Objectives
(Reviewing previous lesson or presenting the new lesson)
B. Paghahabi sa layunin ng aralin (Establishing a purpose for the Indicators/Objectives
lesson)
At the end of the lesson, learners should be able to:
● Find the slope and y-intercept given the equation.
● Illustrates a system of linear equations in two variables.
● Graphs a system of linear equations in two variables. 1,2 and 3
● Determine a system of linear equations in two variables using
slope and y-intercept.
● Solves problems involving systems of linear equations in two
variables by elimination.
C. Pag-uugnay ng mga halimbawa sa bagong aralin (Presenting Indicators/Objectives
examples/ instances of the new lesson)
What is y-intercept?
● The solution to a system of linear equations in two variables is an
ordered pair that makes both equations true.
SYSTEM OF CONSISTENT AND DEPENDENT
Coinciding Lines
y = 2x - 4
4y = 8x - 16
Find the slope and y-intercept.
x - 2y = -2
3x + 2y = 10
To find the unique solution to a system of linear equations, we need to
find a set of numerical values for each variable that simultaneously
satisfies all equations in the system. There are several methods to
achieve this. Let's explore a few:
1. Substitution Method:
This method involves solving one equation for one variable in terms of
the other variables, and then substituting that expression into the other
equation(s). This process is repeated until a single equation with one
variable is obtained, which can then be solved. The solution for this
variable is then substituted back into the previous equations to find the
values of the other variables.
Example:
Consider the system:
x+y=5
x-y=1
1. Solve for one variable: From the first equation, we can solve for x: x
=5-y
2. Substitute: Substitute this expression for x into the second equation:
(5 - y) - y = 1
3. Solve: Simplify and solve for y: 5 - 2y = 1 => 2y = 4 => y = 2
4. Back-substitute: Substitute y = 2 back into either of the original
equations (let's use the first one): x + 2 = 5 => x = 3
Therefore, the unique solution is x = 3, y = 2.
2. Elimination Method (also called Gaussian Elimination):
1,2,3,4,5 and 7
This method involves manipulating the equations by adding or
subtracting multiples of one equation from another to eliminate one
variable at a time. This process continues until a single equation with
one variable remains, which can then be solved. The solution is then
back-substituted to find the values of the other variables.
Example: Using the same system as above:
x+y=5
x-y=1
1. Eliminate a variable: Add the two equations together: (x + y) + (x - y)
= 5 + 1 => 2x = 6 => x = 3
2. Solve for the other variable: Substitute x = 3 into either of the original
equations (let's use the first one): 3 + y = 5 => y = 2
Therefore, the unique solution is x = 3, y = 2.
3. Matrix Method (using inverse matrices):
This method is particularly useful for larger systems of equations. The
system is represented in matrix form as AX = B, where A is the
coefficient matrix, X is the column vector of variables, and B is the
column vector of constants. The solution is then given by X = A ⁻¹B,
where A⁻¹ is the inverse of matrix A. This requires finding the inverse of
the coefficient matrix, which can be computationally intensive for
larger matrices. However, software and calculators easily handle this.
Example: For the same system:
A = [[1, 1],
[1, -1]] X = [[x],
[y]] B = [[5],
[1]]
Calculating A⁻¹ and then performing the matrix multiplication A ⁻¹B will
yield the solution x = 3 and y = 2.
Conditions for a Unique Solution:
A system of linear equations has a unique solution only if the number of
equations is equal to the number of variables, and the equations are
linearly independent (meaning no equation can be obtained by a
linear combination of the others). If the equations are linearly
dependent, there will either be infinitely many solutions or no solution
at all. Geometrically, a unique solution represents the intersection
point of the lines (in 2D) or planes (in 3D) represented by the
equations.
D. Pagtalakay ng bagong konsepto at paglalahad ng bagong
kasanayan #1 (Discussing new concepts and practicing new skills #1)
What is Slope-intercept form?
x - 2y = -1
3x + 2y = 5
SYSTEM OF CONSISTENT AND DEPENDENT
Coinciding Lines
y = 2y - 4
6,7 and 9
4y = 8x - 16
Find the slope and y-intercept.
y = 2y - 4
4y = 8x - 16
For a linear system to have a unique solution, it can be solved
graphically and algebraically (through substitution and elimination).
E. Pagtalakay ng bagong konsepto at paglalahad ng bagong
konsepto #2 (Discussing new concepts and practicing new skills #2)
Find the value of slope and y-intercept of the following.
y = 2x - 4
y = 8x - 16
3x + y = 5
6x + 2y = 4 6,7 and 9
SYSTEM OF INCONSISTENT AND INDEPENDENT
Parallel lines
3x + y = 5
6x + 2y = 4
Find the slope and y-intercept.
3x + y = 5
6x + 2y = 4
Solve the following word problems, Show your complete solution using
elimination methods.
F. Paglinang sa Kabihasaan (Developing Mastery) Indicators/Objectives
Find the value of slope and y-intercept of the following.
x - 2y = -1
3x + 2y = 5
y = 2x - 4
y = 8x - 16
Determine the type of system of linear equation. 4,7 and 9
x + 2y = 4
2x + 3y = 3
Find the slope and y-intercept.
x - 2y = -1
3x + 2y = 5
A quiz has 15 questions worth 45 points. The test consists of multiple
choice questions worth 2 points each and essay questions worth 5
points each. How many essay questions are on the test?
G. Paglalapat ng aralin sa pang-araw-araw na buhay (Finding Indicators/Objectives
practical applications of concepts and skills in daily living; values
integration)
Find the value of slope and y-intercept of the following.
3x + y = 5
6x + 2y = 4
4,7 and 9
Describe the system of linear equations in two variables.
Describe the graph of the system of linear equation.
How can we identify the system of linear equation using slope and y-
intercept?
You sell overripe Banana for 12 pesos each and fresh banana for 18
pesos each. You collect 252 pesos selling a total of 17 pieces of
banana. How many of each type of banana did you sell?
H. Paglalahat ng Aralin (Generalization and abstractions about the Indicators/Objectives
lesson)
How do we find slope and y-intercept in the given linear equation?
When do we said that the ordered pair is a solution of the given linear
equation?
What are the graphs of the system of linear equation?
Describe system of linear equation using slope and y-intercept.
1,3 and 4
What is elimination method?
I. Pagtataya ng Aralin (Evaluation)
Find the value of slope and y-intercept of the following.
x-y=5
3x + y = 3
Tell whether the given ordered pair is a solution of the given linear equation.
(2,-3)
x-y=5
3x + y = 3
2,7 and 9
Graph and identify the type of system of linear equation
x+y=7
2x - y = -1
In a bakeshop, a customer bought six cups of coffee and four loaves of bread.
He paid 156 pesos. Another customer bought four cups of coffee and two
loaves of bread and paid 120 pesos. How much is a cup of coffee? How about
a loaf of bread?
J. Karagdagang Gawain at Remediation (Additional Activities for
Application/ Remediation)
Study about the graph of the system of linear equation.
Study about describing a slope.
Study about problem solving involving system linear equation. 1 and 3
Study about linear in equation.
Prepared by:
KARL CHRISTOPHER A. AQUINO
Name and Signature of Teacher Applicant
(Pangalan at Lagda ng Guro)
__________________________ __________________________
Name and Signature of Observers Name and Signature of Observers
(Pangalan at Lagda ng Nagmasid) (Pangalan at Lagda ng Nagmasid)
Indicator 1 Applied knowledge of content within and across curriculum teaching areas
Within Curriculum:
Across Curriculum:
Indicator 2 Used a range of teaching strategies that enhance learner achievement in literacy and numeracy skills.
Indicator 3 Applied a range of teaching strategies to develop critical and creative thinking, as well as other higher-order thinking
skills.
Indicator 4 Managed classroom structure to engage learners, individually or in groups, in
meaningful exploration, discovery, and hands-on activities within a range of physical
learning environments
Indicator 5 Managed learner behavior constructively by applying positive and non-violent discipline to ensure learning-focused
environments.
Indicator 6 Used differentiated, developmentally appropriate learning experiences to address
learners’ gender, needs, strengths, interests, and experiences.
Indicator 7 Planned, managed and implemented developmentally sequenced teaching and learning processes to meet
curriculum requirements and varied teaching contexts.
Indicator 8 Selected, develops, organizes, and uses appropriate teaching and learning resources,
including ICT, to address learning goals.
Indicator 9 Designed, selected, organized, and used diagnostic, formative, and summative assessment strategies consistent with
curriculum requirements.
Facilitating Learner-Centered Teaching
Karl Christopher A. Aquino
BSED MATHEMATICS 3rd year 3A
Angelica Rose Velonza
