QUARTER PLAN

2nd Quarter
SUBJECT: MATHEMATICS 8 GRADE 8
UNIT TITLE: PATTERNS AND ALGEBRA TOTAL NUMBER OF SESSIONS: 40
I.TOPIC COVERAGE:
1. Linear Inequalities in Two Variables;
2. Systems of Linear Inequalities in Two Variables

II. CONTENT STANDARDS:

The learner demonstrates key concepts of linear inequalities in two variables, system of linear inequalities in two variables and linear functions.

III. LEARNING ENDSTATES FOR THIS UNIT

A. ACADEMIC
Learning to THINK: Understands the key concept of linear inequalities in two variables, systems of linear inequalities in two variables and linear
function.
Learning to DO: Applies learned concept and skills in formulating problems with corresponding appropriate solutions.
Learning to FEEL: Upholds critical and creative thinking in determining the most appropriate solutions.
Learning to COMMUNICATE: Explains solutions of mathematical problems based on proofs and patterns.
Learning to INTUIT: Reflects importance of using appropriate technology in solving problems.
Learning to LEAD: Encourages innovation in problem-solving.
Learning to BE: Critical thinker
B. HOW WILL THE LEARNING PROMOTE:
SOCIAL RESPONSIVENESS/ GLOBAL AWARENESSS: Strengthens uprightness and justice to others.
MORAL/ETHICAL FORMATION: Upholds truth and honesty in solving life’s problems.
IV. ACHIEVING THE ENDSTATES FOR THIS UNIT
A. Essential Questions:
1. How can problems involving two quantities bounded by conditions, restraints and constraints be solved?
2.How do systems of linear equations and inequalities in two variables facilitate finding solutions to real-life problems and making decisions?

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 B. Materials, Methods and Activities to achieve the ENDSTATES
Materials Methods Activities
Activity Sheets Group work Role Playing
Graphing Board Lecture Discussion Graphing Activities
Graphing Papers Graph Analyis
Manila Papers Spotting Eroneous Coordinates
Gallery Walk
Using GRASPS Method
C. Performance/Product/Outputs
1. Written woks
2. Graded group work outputs
3. Linear Graphs
4. When Does Less Become More
V. CHUNKING/ OUTLINING THE UNIT
Lesson 1: Inequalities in Two Variables
Lesson 2: Graphs of Linear Inequalities in Two Variables
Lesson 3: Problems Involving Linear Inequalities in Two Variables
Lesson 4: Systems of Linear Inequalities and their Graphs
Lesson 5: Representation of Relation and Function
Lesson 6: Linear Function
Lesson 7: If-then Statements
Lesson 8: Inductive and Deductive Reasoning
Lesson 9: Writing Proof
VI. ASSESSMENT DESIGN
A. ASSESSMENT TOOLS
Pre-Assessment: Diagnostic Test
Formative Assessment: Quizzes, Graphing Activities, Written Works, Oral Exercises
Summative Assessment: Post-test, Goals Audience Situation Products Standards (GRASPS) Assessment
Self-assessment: Journal Writing, Sketch Plan of the School Vegetable Garden
Post Assessment: Quarterly Exam

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B. RUBRICS IN PROBLEM SOLVING
CRITERIA Outstanding 4 Satisfactory 3 Developing 2 Beginning 1 RATING
Interpretation of the Interpretations and Interpretations and Interpretations and Interpretations and
solutions of Linear presentation of the presentation of the presentation of the presentation of the
Inequalities (30%) region is detailed and region is clear. region is a little region is difficult to
clear difficult to understand and is
understand but missing several
includes critical components.
components.
Accuracy in Graphing Graphing is accurate Shows appropriate Accuracy in graphing Can present a graph
the Inequalities and shows skills in graphing. The is not given much but not the desired
(30%) appropriate skills in type of lines used as attention. graph of the solution.
graphing. There is an boundary is not much
explanation in the of a concern.
choice of lines in the
boundary of the
regions.
Utilization of Shows 100% skills in Needs assistance in Manifest interest in Have minimal skills in
Technology (20%) graphing with the use using technology in using technology in using computers but
of technology. graphing. graphing but lacks expresses interest in
skills in using using it in graphing.
computers.
Speed (10%) Can graph the Can graph the Can graph the Can start the graph
inequalities and inequalities and inequalities and but cannot finish it
systems of systems of systems of
inequalities before inequalities in the inequalities but
the period ends. duration of 1 hour needs to extend the
period. period to finish the
work.
OVERALL RATING

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Rubrics on Problems Formulated and Solved
Score Descriptors
6 Poses a more complex problem with 2 or more correct possible solutions
and communicates ideas unmistakably, shows in-depth comprehension
of the pertinent concepts and/or processes and provides explanations
wherever appropriate.
5 Poses a more complex problem and finishes all significant parts of
the solution and communicates ideas unmistakably, shows in-depth
comprehension of the pertinent concepts and/or processes.
4 Poses a complex problem and finishes all significant parts of the solution
and communicates ideas unmistakably, shows in-depth comprehension
of the pertinent concepts and/or processes.
3 Poses a complex problem and finishes most significant parts of the
solution and communicates ideas unmistakably, shows comprehension
of major concepts although neglects or misinterprets less significant
ideas or details.
2 Poses a problem and finishes some significant parts of the solution
and communicates ideas unmistakably but shows gaps on theoretical
comprehension.
1 Poses a problem but demonstrates minor comprehension, not being
able to develop an approach.

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RUBRICS: DESIGN/SKETCH PLAN OF THE SCHOOL VEGETABLE GARDEN
CRITERIA Excellent Satisfactory Developing Beginning
4 3 2 1
Content The design or the sketch plan The design or the sketch plan of The design or the sketch plan The design or the sketch plan
of the school vegetable the school vegetable garden of the school vegetable garden of the school vegetable garden
garden reveals student’s reveals student’s exemplary reveals student’s exemplary reveals student’s exemplary
exemplary understanding of understanding of the key understanding of the key understanding of the key
the key concepts of systems concepts of systems of linear concepts of systems of linear concepts of systems of linear
of linear equations and equations and inequalities in equations and inequalities in equations and inequalities in
inequalities in two variables. two variables. The main topic two variables. The main topic two variables. The main topic
The main topic systems of systems of linear equations and systems of linear equations systems of linear equations and
linear equations and inequalities in two variables are and inequalities in two inequalities in two variables are
inequalities in two variables illustrated appropriately with variables are illustrated but fairly illustrated and with major
are illustrated appropriately, minor errors. with considerable errors. errors.
flawlessly, and elegantly.
Clarity of Presentation Supporting statements Supporting statements pertinent Supporting statements Supporting statements
pertinent to the design or to the design or sketch plan of pertinent to the design or pertinent to the design or
sketch plan of the school the school garden are relevant, sketch plan of the school sketch plan of the school
garden are highly relevant, clearly presented, convincing garden are relevant, clearly garden are slightly relevant,
clearly presented, convincing, and fairly accurate. Ideas are presented, slightly convincing and barely accurate. Ideas are
and accurate. Ideas are well developed and organized. and fairly accurate. Ideas are slightly developed but not well-
thoroughly developed and developed but not well- organized.
well-organized. organized.
Accuracy of Measure- Measurements of the different Measurements of the parts of Measurements of the different Measurements of the different
ments parts of the design or sketch the design or sketch plan of the parts of the design or sketch parts of the design or sketch
plan of the school garden are school garden are fairly plan of the school garden are plan of the school garden are
of utmost accuracy. accurate. of minimal accuracy barely accurate.
Diversity of Plants The design shows different The design shows different The design only shows a few The design only shows a few
varieties of plants that are varieties of plants. However, the varieties of plants that are well- varieties of plants and are not
well-organized and properly plants are not well-organized organized and properly well-organized and not properly
situated. and not properly situated. situated. situated.

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RUBRICS FOR ROLE PLAYING

POINTS
4 3 2 1
The situation is clear, realistic and The situation is clear and the use of The situation is clear and the use of The situation is clear and the use of
the use of linear inequalities in two linear inequalities in two variables linear inequalities in two variables linear inequalities in two variables
variables and other mathematical is not illustrated. The problem is not illustrated. The problem is not illustrated. The problem
statements are properly illustrated. formulated is related to the formulated is related to the formulated is not related to the
The problem formulated is relevant situation and the answer is correct. situation and the answer is situation and the answer is
to the given situation and the incorrect incorrect
answer is accurate.

RUBRICS FOR REFLECTION

Standard 5 POINTS
Demonstrate a substantial
understanding of the content
which is very applicable to the
Content topic, processes and demands
of the task.
4 POINTS 3 POINTS 2 POINT
Demonstrate understanding of Demonstrate gaps in their Demonstrate minimal
the content, even though some understanding of the understanding of the
supporting ideas may have content. content.
been misunderstood.

Uses correct grammar with Confined to simpler sentences Errors frequently affect Message is largely
Grammatical Accuracy very few errors. with some errors. comprehensibility or very incomprehensible due to
basic types of errors. inaccurate grammar.

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RUBRICS FOR INFORMATIVE LEAFLET
CRITERIA Exemplary Satisfactory Developing Beginning
4 3 2 1

Required The leaflet includes all All required elements All but 1 or 2 of the Several required
Elements Required elements as are included in the required elements are not elements are missing.
well as additional leaflet. included in the leaflet.
information.

Graphics - All graphics are related All borrowed graphics All graphics relate to the Graphics do not relate
Relevance / to the topic and make have a source citation. topic. One or two to the topic or several
Color it easier to All graphics are related borrowed graphics are not borrowed graphics are
understand. to the topic. All cited. not cited.
borrowed graphics
have a source citation.

Attractiveness/ The leaflet is The leaflet is attractive The leaflet is acceptably The leaflet is
Formatting exceptionally in terms of design, attractive though it may distractingly messy or
attractive in terms of layout, and be a bit messy. very poorly designed. It
design, layout, and neatness. is not
neatness. attractive.

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RUBRICS FOR PERFORMANCE TASKS
(Simple Survey Report and Brochure)

Standards 5 POINTS 4 POINTS 3 POINTS 2 POINTS

Understanding of Demonstrates a substantial Demonstrates understanding Demonstrates gaps in their Demonstrates minimal
Task understanding of the content, of the content and task, even understanding of the content understanding of the
(Accuracy) processes and demands of though some supporting and task. content.
the task. ideas or details may have
been overlooked or
misunderstood.
Completion of Fully achieves the purpose of Accomplishes the task. Completes most of the task. Attempts to accomplish the
Task the task, including thoughtful, task, but with little or no
(Quality) insightful interpretations and success.
conjectures.
Communication Communicates their ideas Communicates their findings Communicates their ideas Does not finish the
of Findings and findings effectively, effectively. and findings. investigation and/or were
( Presentation) raised interesting and not able to communicate
provocative questions, and ideas very well.
went beyond what was
expected.
Group Process Uses all their time Works well together most of Works together some of the Does not work very
(Cooperation) productively. the time. time. productively as a group.
Everyone is involved and They usually listen to each Not everyone contributes Not everyone contributes to
contributed to the group other and used each other’s equal efforts to the task. the group effort.
process and product. ideas.

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 RUBRICS FOR ASSESING MATHEMATICS JOURNAL
Level/Dimension 4 3 2 1
No error in the writing Has 1 to 5 errors in the writing Has 6 or 10 errors in the Has made more than 10 errors
mechanics ( spelling, mechanics writing mechanics in the writing mechanics
Writing
punctuations, grammar,
Conventions
usage and sentence
structure)
Concise, well-organized, Well-organized and sufficient Adequately organized, Not adequately organized and
consistent complete, clear detail and make sense present basic ideas and make has sufficient detail,
Organization
and make sense sense for most part attempted but not make
sense
Answered all questions Answered 1 question Answered 1 question Answered 1 question with
Quality of completely and correctly completely and/or extensively completely some details only
Reflection answered the 2 questions with
some details

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