Lesson Plan Gr. 8

Division of Pasig City
NAGPAYONG HIGH SCHOOL

Centennial II, Nagpayong, Pinagbuhatan, Pasig City
Date: June 13, 2016(Monday)
I. TOPIC: Opening of Classes

SUB TOPIC: Orientation
II. LEARNING OBJECTIVES

At the end of the lesson, the students should be able to:
1. Introduce theirslf
2. Apply the rules and regulations inside and outside the classroom
3. Understand the code of discipline
III. RESOURCES
Materials: notebook
References:
IV. PROCEDURE
A. PREPARATORY ACTIVITIES
 Prayer/Greetings
 Checking of Attendance
 Classroom Management
B. DEVELOPMENT OF THE LESSON

Activities
 Getting to know each other
 Know the Code of Discipline
 What are the Rules and Regulations inside the classroom
 What are the Requirements needed to pass the subject
V. ASSIGNMENT:
Prepare for a pre-test tomorrow.
Date: November 4, 2019( Monday)
I. TOPIC: Seat Plan and requirements for the Third Grading Period

1. Arrange the seat plan for the third grading period,
2. Recall the rules and requirements for the subject matter;
3. Appreciate the importance of being obedient and responsible.
III. RESOURCES
Materials: Visual aids
.
IV. PROCEDURE

Activity Proper
 Sitting arrangement
 Discussion of rules and requirements for the grading period
 Assigning leader and assistant leader for each group
V. ASSIGNMENT:
Take an advance study about Theorems and Postulates.
Prepared by: Checked by:

______________ ___________________
Mrs. Riassa P. Gloria Mrs. Deborah D. Margarejo
(Math Teacher) (Mentor, Master Teacher I)
_________________
Mrs. Cherry O. Nabos
( Head Teacher III, Mathematics Department )
Date: June 5, 2019 (Wednesday)- Holiday ( Eid’l Fitr )
Date: June 6, 2019 (Wednesday)
I. TOPIC: Diagnostic Test

1. Follow the directions carefully,
2. Answer the test independently;
3. Finish the test within the allotted time.
III. RESOURCES
Materials: Test paper, pen
References: Module in Math 7, TG Grade-7
e-math by Oronce and Mendoza
IV. PROCEDURE

Activity Proper
(See attached test paper)
1. Giving direction
2. Answering the pre-test
3. Retrieval of papers
V. ASSIGNMENT:
Prepare your requirements tomorrow for checking.

______________ ___________________
_________________
Date: June 7, 2019 ( Friday)
I. TOPIC: Diagnostic Test and requirements checking

1. Follow the directions carefully,
2. Check the test honestly;
3. Finish the requirement within the allotted time.
III. RESOURCES
IV. PROCEDURE

Activity Proper
1. Giving direction
2. Checking of test and requirement
V. ASSIGNMENT:
Review the Operations of Integers.

______________ ___________________
_________________
Date: June 3, 2015 (Wednesday)
I. TOPIC: PRE-ACHIEVEMENT TEST ( FIRST SEMESTER)

1. Answer the pre-achievement test independently
2. Follow the directions carefully
3. Finish the test within the allotted time
III. RESOURCES
IV. PROCEDURE

Activity Proper
1. Giving direction
2. Answering the pre-achievement test
V. ASSIGNMENT:
Study your lessons in advance
Date: June 10, 2019 ( Monday )

I. TOPIC: Operations of Integers

1. Recall the rules on the operations of integers,
2. Perform the different operations involving integers;
3. Participate actively in class discussion.
III. RESOURCES
Materials: show me board, chalk, cartolina, notebook, pen
References: Module in Math 8
IV. PROCEDURE

Activity :
Perform the indicated operation.
1. 24 + 44 6. (23) (10)
2. – 77 + (– 96) 7. (-18) (-5)
3. – 144 + 81 8. (-15) (3)
4. 64 – 23 9. -72 ÷ -8
5. – 56 – (– 18) 10. 120 ÷ -20
ANALYSIS
1. What are the operations involved in the given activity?
2. How did you came up with your answers?
3. Based on your answers, what are the rules on the different operations involving
integers?
ABSTRACTION
Important terms to remember:
1. Rules in Adding Integers
a. Addition of Integers having LIKE signs
- Add the numbers and copy the common signs.
b. Addition of Integers having UNLIKE signs.
- Subtract the numbers and copy the sign of the bigger number.
2. Rules in Subtracting Integers

a. To subtract integers, change the sign of the subtrahend then proceed to the
rule in adding integers.
3. Rules in Multiplying and Dividing Integers
a. Like signs – multiply/divide the numbers and affix positive sign.

b. Unlike signs – multiply/divide the numbers and affix negative sign.
APPLICATION
Perform the indicated operation of integers.
1. 15 + 69 6. (14) (-5)
2. -99 + 88 7. (-8) (-20)
3. (-42) + (-24) 8. (3)(5)(-2)
4. 19 – (-29) 9. -45 ÷ -9
5. -15 – ( -24 ) 10. -150 ÷ -30
EVALUATION
Analyze and solve the following problem.
1. A frog in a well is 16m below the ground level. If it jumps 8m and then falls back 5m, how far is the
frog from the ground level?
V. ASSIGNMENT:
Read and study about Polynomials.

______________ ___________________
_________________
Date: June 11, 2019 ( Tuesday)
I. TOPIC: Polynomials

1. Identify if the given Algebraic Expression is Polynomial or not a Polynomial,
2. Classify Polynomials as Monomial, Binomial, Trinomial or Multinomial,
3. Differentiate similar from dissimilar terms;
III. RESOURCES
Materials: show me board, chalk, cartolina, notebook, pen
IV. PROCEDURE
C. PREPARATORY ACTIVITIES
D. DEVELOPMENT OF THE LESSON

Activity by Group: Each member of the group has their number. Teacher will call the number
then he/she will represent the group to answer the given activity.
Classify the following as Monomial, Binomial or Trinomial.
1. 6x
2. – 5a2 + 3a
3. 2a2x – 7a + 1
4. 11a3b2
5. 5x2y – 8xy + y2
ANALYSIS
1. In the activity above, how may terms does monomial, binomial, and trinomial have?
2. What do you call a term that has the same literal coefficients? A term that has different
coefficients?
3. Can you differentiate polynomial from a not polynomial?
ABSTRACTION
Important things to remember:
1. Polynomial – Algebraic expression with nonnegative exponent and no variable in the
denominator.
– monomial, binomial, trinomial or multinomial with nonnegative exponents and no
variable in the denominator are examples of Polynomial.
2. Not Polynomial – Algebraic expression with negative and fractional exponent in the variable,
and has variable in the denominator and under radical sign.
a
Examples: 3x-3, 4b, 5√x, 15x1/2
3. Similar Terms- an expressions having exactly the same literal coefficients and exponents.
4. Dissimilar Terms- an expressions having different literal coefficients and exponents.
APPLICATION
A. Identify which of the following is a polynomial.
1. x² 4. 4a² - 2b²
2. 7 5. 3√x
X 6. 2x
3. 3x – 1 7. x² + 4x + 5
B. Determine whether the following is a monomial, binomial, trinomial, or multinomial.

1. -2x²yz 4. 7a²b + 8a³b² - 12b³c + 10
2. 5a -2b + 3c 5. 4m + 2nop
3. 4wx + 2ay
C. Tell whether the following is similar or dissimilar terms.

1. 2x , 3x, x 4. 3y³ , -y², 26y
2. -4ax, 2x, 3x 5. 19x, 14xy
3. -2ab, 5ab, -6ab
EVALUATION
1.Give an example of a polynomial. Classify whether it is monomial, binomial, trinomial, or
multinomial.
2. Complete the statement.
Similar terms is an expression having _____1_______ literal coefficients and ______2_______.
_____3_____ terms is a expression having ______4_______ literal _____5_________ and
exponents.
V. AGREEMENT
Read and study about Factoring Polynomials.

______________ ___________________
_________________
Date: June 21, 2019 ( Friday )

I. TOPIC: ICL ( Factoring )

1. Recall the steps in factoring the given polynomial,
2. Find the factors of the given expressions;
3. Show honestly in answering the activity.
III. RESOURCES
Materials: activity sheet, pen
IV. PROCEDURE
 Activity Proper
1. Giving direction
2. Activity proper
3. Checking ( if there is enough time )
4. Retrieval of paper
V. ASSIGNMENT
Read and study about Factoring Trinomials.

______________ ___________________
_________________
Date: June 17, 2019 ( Monday )
I. TOPIC: FACTORING

1. Define factoring,
2. Find the factor of the given polynomial;
III. RESOURCES
Materials: visual aids, chalk, chalkboard
IV. PROCEDURE
1. Prayer/Greetings
2. Checking of Attendance
3. Classroom Management

Activity:
Direction: This activity will give you an idea on how factors are associated with products. Find the
product.
1. 4x ( 3x – 5)
2. (x + y)(x – y)
3. (2x + 3) (2x – 3)
4. (x - 5y)(x + 5y)
5. (x + y )2
ANALYSIS
1. Based on your answers, what are your observations?
2. Do you see any pattern?
3. Are the two expressions related?
4. Why is it important to know the reverse process of multiplication?
ABSTRACTION
FACTORING is the process of finding the factors of an expression. It is also the reverse
process of multiplication.
APPLICATION
Give the factor/s of the following.
1. 30x2
2. 48b2
3. 100m4
4. 120n3
5. 45h2
EVALUATION
Factor the following.
1. 150y3
2. 28k3
3. 90d4
4. 75p2
5. 88s2
V. ASSIGNMENT:
What is Greatest common factor?

______________ ___________________
_________________
Date: June 18, 2019 (Tuesday)
I. TOPIC: FACTORING
SUB TOPIC: Greatest Common Monomial Factor of Polynomials

1. Determine the Greatest Common Monomial Factor of Polynomial,
2. Apply the steps in determining the greatest common monomial factor of the given
polynomial;
III. RESOURCES
IV. PROCEDURE
A. Prayer/Greetings
B. Checking of Attendance
C. Classroom Management
D. Review: Multiplication of Polynomials
A. DEVELOPMENT OF THE LESSON

Activity:
1. To factor a number, you write the number as a product of numbers

Ex: Factor 30
30 = 1 . 30
30 = 2 . 15
30 = 3 . 10
30 = 5 . 6
The numbers at the right are the numbers that can divide 30 with a remainder of 0.
These numbers are called factors.
2. The GCMF of two or more monomials can be determined by:
10x2 = 2 . 5 . x2
15x5 = 3 . 5 . x3 . x2
Because 5 and x2 are the greatest factors that are common to both monomials, the GCMF is
5x2 . Note that for the variable factor, we simply use the variable that has the least exponent.
ANALYSIS
To factor a Polynomial means to write it as a product of two or more polynomials. The step is
to determine whether the terms have a common factor other than 1 and -1.
Factoring out of a GCMF from a Polynomial
1. Determine the GCMF of the terms.

2. Factor out the GCMF of each term.
3. Use the distributive property to factor the polynomial with the GCMF as one of the
factors.
4. Verify the result by multiplying the factors. The product should equal the original
polynomial.
Ex: Factor the following completely:
1. 10x4 – 5x2
2. 6y5 + 9y7
ABSTRACTION
State the steps in Factoring out of a GCMF from a Polynomial
APPLICATION
A. Determine the GCMF in each set
1. 20, 60x
2. 21x, 49, 63y
3. 11a, 22b, 44c
B. Factor completely
1. -10xy + 5y = -5y (_______)
2. -12x2 + 9x = -3x (_______)
3. 21x2 + 14x + 21 = ___ ( 3x2 + 2x + 3)
EVALUATION
Factor the following polynomials:
1. -8m3 – 16m2
2. 6a4 + 8b4
3. 36x2y3 – 30xy3
4. 6r5 – 9r3 + 12r2
5. 4p4 + 8q3 – 28t2
V. ASSIGNMENT:
Take an advance study on how to factor the difference of two cubes.

______________ ___________________
_________________
NAGPAYONG INTEGRATED HIGH SCHOOL
Date: June 19, 2019 ( Wednesday)
I. TOPIC: Factoring the Sum and Difference of Two Cubes

1. Master the process of factoring the sum and difference of two cubes
2. Participate actively in class discussion
III. RESOURCES
Elementary Algebra by: J. Bernabe
IV. PROCEDURE
- Prayer/Greetings
- Checking of Attendance
- Classroom Management
- Drill: Identify which of the following is a perfect square.
1. 64p2 + 80pr + 25r2
2. 9 – 30x + 25x2
3. m2 + 24mn + 144n2
4. m2 + 2mp – 48p2
5. n2 – 16n + 28
Activity
Find the product of the following
1. (a + b)(a2 – ab + b2)
2. (a - b)(a2 + ab + b2)
Question: Based on the given expressions above, what do you observe? In terms of the products, Is
there a similarities/differences between them? What do you call the answer after you find the
product?
C. Analysis
Binomials like a3 + b3 and a3 – b3 known as the sum and difference of two cubes respectively, can be
factored by the following steps:
1. Extract the cube root of the first and the last terms of the given binomial to get the
binomial factor.
2. Write the two terms of the binomial factor with the same sign as either the sum or the
difference of the two cubes.
3. Square the first and the last terms of the binomial factor to get the first and the last
terms of the trinomial factor.
4. Take the product of the first and the last terms of the binomial factor with the opposite
sign of the given sum or difference of the two cubes for the middle term of the binomial
factor. Thus,
a3 + b3 = (a + b) (a2 – ab + b2)
a3 - b3 = (a - b) (a2 + ab + b2)
D. Abstraction
How do you factor the sum and difference of two cubes?
E. Application
Factor the following:
1. 8m3 + n3
2. 64k3-27
3. 1 – 1000r3
4. x3 + 125y3
5. p3–8q3
F. Evaluation
1. a3b3 – x3
2. 27f6 + 512g3
3. g3 + 396
1
4. h9 -
8
5. b6n + 729
V. ASSIGNMENT:
Take an advance study about factoring the sum and difference of two squares.

______________ ___________________
_________________
Date: June 20, 2019 (Thursday)
I. TOPIC: Factoring Perfect Square Trinomial

1. Factor trinomials which are square of binomials,
III. RESOURCES
IV. PROCEDURE
- Prayer/Greetings
- Drill: What is factoring?

Activity
Find the indicated product of the following expressions:
1. (x + y)2 2. (x - y)2
Question: Based on the expression, what do you observe? In terms of the products, is there
similarities/differences between them? What do you call the answer after you squared the
binomials?
Analysis
You just observed that x2 + 2xy + y2 is the square of x + y, hence x2 + 2xy + y2 is called a
perfect square trinomial. In a perfect square trinomial, the first term (x2) and the last term (y2)
are perfect squares and the middle term (2xy) is always twice the product of x and y.
Steps for Factoring a Trinomial Square

1. Extract the square root of the first term of the trinomial square to get the first term of
the two identical binomial factors.
2. Extract the square root of the last term of the trinomial square to get the last term of the
two identical binomial factors.
3. The sign between the two terms of the two identical binomial factors is the same as the
sign of the middle term of the trinomial square.
4. Two identical binomial factors which can be written as the square of one of them are the
factors of the trinomial square. Thus,
x2 + 2xy + y2 = (x + y)2
x2 - 2xy + y2 = (x - y)2
Abstraction
 How to factor perfect square trinomials?
 How to determine if the given expressions are perfect square trinomials?
 In a perfect square trinomial, the first and the last terms are perfect
squares and whose middle term is always twice the product of the first and
the last terms.
Application
Factor the following:
1. k2 + 2k + 1
2. w2 + 22w + 121
3. h2 – 6h + 9
4. 4n2 + 12nx + 9x2
5. 81y2 – 18yz + z2
Evaluation
Factor each expressions:
1. s2 - 2sw + w2
2. a2 – 20ac + 100c2
3. 64p2 + 80pr + 25r2
4. 9 – 30x + 25x2
5. m2 + 24mn + 144n2
V. ASSIGNMENT:
Read and study about Factoring Trinomials.

______________ ___________________
_________________
Date: June 25, 2019 ( Tuesday)
I. TOPIC: Factoring Trinomials of the form x2 + bx + c

1. Recognize and give examples of trinomials of the form x2 + bx + c
2. Discover the patterns for finding the factors of the trinomial x2 + bx + c
3. Gain proficiency in factoring trinomials of the form ax2 + bx + c, where a = 1
4. Participate actively in class discussions
III. RESOURCES
IV. PROCEDURE
- Prayer/Greetings
- Drill: Simplify.
1. 1² 2. 2² 3. 3² 4. 4² 5. 5² 6.6² 7. 7² 8. 8² 9. 9² 10. 10²
Activity
A Quadratic Trinomial is a second degree polynomial with three terms. This is in the form
ax2 + bx + c, where a, b, and c are nonzero integral coefficients.
Let us study how factoring trinomials whose leading coefficient is 1 being factored:
Example 1: Factor p2 + 5p + 6
Solution: a. List all the possible factors of 6.
Factors of 6
2 3
6 1
-2 -3
-6 -1
b. Find factors of 6 whose sum is 5.
 2+3=5
 6+1=7
 (-2) + (-3) = -5
 (-6) + (-1) = -7
c. Thus, the factor of p2 + 5p + 6 = (p + 2) (p + 3)
Example 2: Factor v2 + 4v – 21
Solution: a. List all the factors of -21
Factors of -21
-3 7
-7 3
-21 1
-1 21
b. Find factors of -21 whose sum is 4
 -3 + 7 = 4
 -7 + 3 = -4
 -21 + 1 = -20
 -1 + 21 = 20
c. Thus, the factors of v2 + 4v – 21 = (v - 3) (v + 7)
Analysis
Questions:
1. How did you factor the trinomials?
2. What did you do to factor the trinomials easily?
3. Did you find any difficulty in factoring the trinomials? Why?
Abstraction
Remember:
To factor trinomials with 1 as the numerical coefficient of the leading term:
a. Factor the leading term of the trinomial and write these as the leading term of the
factors.
b. List down all the factors of the last term.
c. Identify which factor pair sums up to the middle term; then
d. Write factor pairs as the last term of the binomial factors.
Application
Factor each of the following:
1. c2 – 11c – 12
2. x2+ 9x + 14
3. m2- 9m +20
4. b2+ 6b - 27
5. p2 – 17p+ 72
Evaluation
Find the factors of the following trinomials
6. a2 + 11ab + 30b2
7. y2 – 11yz + 24z2
8. k2 – 7kq – 30q2
9. m2 + 2mp – 48p2
10. n2 – 16n + 28
V. ASSIGNMENT:
The area of a rectangle is x2 – 3x – 28 units. If the length is x + 4 units, find the width.

______________ ___________________
_________________
Date: June 27, 2019 ( Thursday)
I. TOPIC: Factoring Trinomials of the form x2 + bx + c, where a = 1 and a > 1

- Continuation

1 . Recall the steps in factoring the given polynomial,
2. Factor the given trinomial;
3. Show honestly in answering the quiz.
III. RESOURCES
IV. PROCEDURE
*Prayer/Greetings
* Checking of Attendance
* Classroom Management

Reiew:
How to factor quadratic trinomials ax2 + bx + c using AC Test?
Application ( Checking )
Factor the following trinomials if possible
1. 3x2 + 7x + 2
2. 5m2 – 7m - 12
3. 8h2 – 22h + 9
4. 5v2 + 13v – 6
5. 3k2 + 8k + 4
Evaluation
V. ASSIGNMENT:
Read and study about Problems involving Factoring Trinomials.

______________ ___________________
_________________
Date; July 1, 2019 ( Monday )
I. TOPIC: Factoring
SUB TOPIC: LongTest # 1

2. Find the factors of the given expressions,
3. Show honesty in answering the test.
III. RESOURCES
Materials: test paper,cartolina, pen
References: Module in math 8
IV. PROCEDURE
- Prayer/Greetings
1. Giving direction
2. Test proper
3. Checking ( if there is enough time.)
V. ASSIGNMENT:
Take an advance study about Rational Algebraic Expressions.

______________ ___________________
_________________
Date: July 2,2018 ( Tuesday)- No classes ( Pasig Day )
Date; July 3, 2018 ( Wednesday )
I. TOPIC: Factoring
SUB TOPIC: Summative Test - ( Continuation )

2. Find the factors of the given expressions;
3. Answer the test independently.
III. RESOURCES
References: Module in math 8
IV. PROCEDURE
- Prayer/Greetings

Activity:
1. Giving direction
2. Test proper ( Continuation )
3. Checking
V. ASSIGNMENT:
Read and study about Integral Exponent.

______________ ___________________
_________________
Date: July 5, 2018 (Thursday)
I. TOPIC: Integral Exponent

SUB TOPIC: Zero and Negative Exponent

1. Rewrite expressions with negative exponents into expressions with positive
exponent,
2. Simplify expressions with zero and negative exponent;
III. RESOURCES
Materials: visual aids, flash cards, chalk, chalkboard
IV. PROCEDURE
- Prayer/Greetings
- Classroom management
- Drill: Perform the indicated operation:
1. 9-4 2. 5-7 3. 2-4
4 . 8-3 5. 5-5

Activity: Getting Ready:
Rewrite each expression with a single exponent by using the division property of exponent.
𝑥 10 𝑝4 𝑏9 42 38 92
1. 2. 3. 4. 5. 6. .
𝑥5 𝑝7 𝑏9 45 34 92
Analysis
What have you notice in your answers?
By simply looking at the original expression, how can you tell what type of exponent will result?
Abstraction
𝑎𝑚
Recall that 𝑛 = am – n for m> n, for any real number a and any positive integers m and n.
𝑎
What will happen if m = n? If m < n ?
Any nonzero real number raised to the zero power is equal to 1. In symbol, x0 = 1, where
x ≠ 0.
Examples:
1. 30
2. (9p2q5)0
3. (5n)0
Let us consider the case where m < n

Example:
𝑎4
1. = a4-10 = a-6
𝑎10
1
For any nonzero real number x and negative integer n, x-n =
𝑥𝑛
Application
Write each expression without using exponents.
𝑏4 1 7𝑥
1. 4 2.( )0 3. 𝑥 4. 4a0 5. (4a)0
𝑏 12 7
Write each expression without using negative exponents. Assume that no denominator is zero.
1. 4-3 2. X-5 3. (4a)-2 4. 4a-2 5. (b3b4)2
Evaluation
Simplify each.
1. (123456789)0 2. 4x-2x0 3. a10b-9
4. 8x-8y0 5. (-3x)-5 6. 6-1
114 0
7. 70 + 80 + 90 8. b7· b0 9. 7-2 10.( )
11−4
V. ASSIGNMENT:
Take an advance study about Rational Algebraic Expressions.

______________ ___________________
_________________
Date: July 6, 2018 (Friday)
I. TOPIC: Rational Expression

SUB TOPIC: Definition and Undefined Rational Expression

1. Define Rational Expression,
2. Evaluate a rational expression;
III. RESOURCES
Materials: flash cards, visual aids, chalk, chalkboard
References: Module in Math 8, e-math by Oronce and Mendoza
IV. PROCEDURE
- Prayer/Greetings
- Drill: Any nonzero real number raised to the zero power is equal to? _____

Activity 1:
Analysis
1. How many expressions did you place in the rational algebraic expression column?
2. How about in the not rational algebraic expressions column?
3. How did you classify a rational algebraic expression from not rational algebraic
expression?
Activity 2:
Analysis: Questions
1. What have you observed in the solution of the examples?
2. How did you find the value of the expression?
Abstraction
Important Terms to Remember
Rational algebraic expression is a ratio of two polynomials provided that the denominator is not
equal to zero. In symbols: P/Q ,where P and Q are polynomials and Q ≠ 0.
 In evaluating algebraic expressions, we replace the variables with the given values and then
simplify the resulting expression.
 To determine the value/s that makes a rational expression undefined set the denominator
to zero and solve the equation.
Application
𝑥2− 4
A. Evaluate the expression , when
𝑥−5
1. x=1 2. x = 2 3. x = 3
B. Find every value of that variable that make each expression undefined
7𝑦 5 5𝑟
1. 2. 3. 2
𝑦−9 𝑥+2 𝑟 −4
Evaluation
𝑢2 − 16
Evaluate the expression , when
𝑢+4
1. U = 1 2. U = -2 3. U = 4 4. U = 0
V. ASSIGNMENT:
Take an advance study on how to simplify Rational Algebraic Expressions

______________ ___________________
_________________

Date: July 12, 2018 ( Thursday)
I. TOPIC: Simplifying Rational Algebraic Expressions

1. Simplify Rational Expression,
2. Apply the steps in simplifying rational expressions;
III. RESOURCES
IV. PROCEDURE
- Prayer/Greetings
- Drill: Reduce the ff. to lowest term
1. 2/4 4. 4/16
2. 5/15 5. 3/21
3. 12/18 6. 2/10

Activity
Connect column A to its equivalent simplest fraction in column B
A B
5/20 1/3
8/12 ¼
4/8 ¾
5/15 ½
6/8 2/3
Analysis
How did you find the equivalent fractions in column A?
Do you think we can apply the same concept in simplifying rational algebraic expressions?
Abstraction
Simplifying Rational expressions
1. Factor the numerator and the denominator
2. Write a product of two rational expressions, one factor containing the GCF of the
numerator and denominator and the other containing the remaining factors.
3. Rewrite the factors containing the GCF as 1.
4. Multiply the remaining factors by 1.
Examples: Simplify the following rational algebraic expression

4𝑎+8𝑏 15𝑐 3 𝑑 4 𝑒 𝑥 2 +3𝑥+2
1. 2. 3.
12 12𝑐 2 𝑑 5 𝑤 𝑥 2 −1
Application
A. Reduce the following to its lowest term
1. 3x/9x2 2. 4ab/24b 3. 7p3q/ pq2
B. Simplify the following rational expressions

1. m2 – 64/ m + 8 2. 2n + 5/ 2n + 5 3. 5s2t/ st
Evaluation
Simplify:
1. y2 + 5y + 4 / y2 – 3x – 4
2. -21a2b2 /28a3b3
3. x2 – 9 / x2 – x + 12
4. m2 + 6m + 5 / m2 – m – 2
5. n2 – 5n – 14 / x2 + 4x + 4
V. ASSIGNMENT:
Take an advance study how to multiply Rational algebraic expression

______________ ___________________
_________________

Date: July 16, 2018 ( Monday)
I. TOPIC: Rational Algebraic Expressions

SUB TOPIC: Multiplying Rational Expressions

1. State the steps in multiplying rational expression,
2. Apply the steps in multiplying rational expression;
III. RESOURCES
IV. PROCEDURE
- Prayer/Greetings
- Drill: Simplify the given expression.
1. ( 3x )º 2. ab ² 3. 6m n³
8mn
Activity: Find the product of the following fractions

1. ½ · ½
2. 3/5 · 6/12
3. 4/5 · 9/3
4. 16/ 2 · 8
5. 18 / 7 · 3/9
Analysis
Based on the given examples, how did you multiply the given fractions? Do you think can we
do the same way in multiplying rational expressions?
What do you think are the steps in multiplying rational expressions?
Abstraction
The product of two rational expressions is the product of the numerators divided by the
product of the denominators. In symbol, a/b ·c/d = ac /bd, where a, b, c, and d are polynomial
expression and bd≠ 0
Steps in multiplying rational expressions
 Write each numerator and denominator in factored form
 Divide out any numerator factor with any matching denominator factor
 Multiply the numerator and also the denominator
 Simplify, if possible
Application
Evaluation
Find the product of the following rational expressions
1. 4m – 4n / m · m2 / m -n
2. 10uv2 / 3xy2 · 6x2y2 / 5u2v2
3. a2 – b2 /2ab · a2 / a – b
4. 2a + 4b / 5 · 25 / 6a + 8b
5. p2 – 4 / 4 · 6 / p – 2
V. ASSIGNMENT:
Study in advance how to divide Rational Algebraic Expression

______________ ___________________
_________________

Date: July 17, 2018 ( Tuesday)

SUB TOPIC: Dividing Rational Expressions

1. Determine the steps in dividing rational expression,
2. Apply the steps in finding the quotient of the rational expression;
III. RESOURCES
IV. PROCEDURE
- Prayer/Greetings
- Drill: Find the product.
1. 6ab² 10c²d 2. x² - 4 __3___
5cd² 3ab 2 x-2
Activity: Find the quotient of the following fractions

1 2 8 1
1.2
1 2.
5
4 3.
3
7 4. 2
3
4 12 3 4
Analysis
What are the steps in dividing fractions? Do you think we can apply the same concept in dividing
rational algebraic expressions?
Abstraction
The quotient of two rational algebraic expressions is the product of the dividend and the reciprocal
of the divisor. In symbol,
𝑎
𝑎 𝑑
𝑏
𝑐 =𝑏 · 𝑐, where bc≠ 0
𝑑
To divide Rational Algebraic Expression

 Write the equivalent multiplication statement using the reciprocal of the divisor.
 Factor the numerator and the denominator
 Divide out any numerator factor with any matching denominator factor
 Multiply the numerators and the denominators
 Simplify, if possible.
Examples: Divide the following rational expressions
7𝑥 28𝑥 3 6𝑎−30 3𝑎−15
1. ÷ 2. ÷
12𝑦 9𝑦 2 𝑎2 +2𝑎+1 𝑎2 +𝑎
Application
Find mother’s advice quoted by Michelle slung about friendship by finding the word next to
the correct quotient. Write the word on the blank that matches the letter of the problem.
4𝑎 8𝑎
a. / 5/2 friends
3𝑏 15𝑏
𝑎2 +2𝑎+1 𝑎+1
b. / 1/a family
2 2
6𝑎−30 3𝑎−15
c. / 2/a+1 and
𝑎2 +2𝑎+1 𝑎+1
𝑎+2 𝑎+2
d. / 9 / 2a your
𝑎2 𝑎
2𝑎+2𝑏 8
e. / a+1 like
𝑎2 + 𝑎𝑏 𝑎
9𝑎 𝑎2
f. / ¼ treat
12 6
e f a b d
c f d b a
Evaluation
Find the quotient of the following
1. 81xz3 / 36y ÷ 27x2z2 / 12xy 2. x – 1 / x + 1 ÷ x / x2 + 2x + 1
V. ASSIGNMENT:
Prepare for an activity tomorrow

______________ ___________________
_________________

Date: July 25, 2018 ( Wednesday)
I. TOPIC: Addition and subtraction of Similar and Dissimilar Rational Algebraic

Expressions
SUB TOPIC: ICL - Activity

1. Recall addition and subtraction of similar and dissimilar rational algebraic
expressions,
2. Answer the activity independently;
3. Show enthusiasm in doing the activity.
III. RESOURCES
Materials: cartolina, pen, 1 whole sheet of paper
IV. PROCEDURE
- Prayer/Greetings
1. Giving direction
2. Getting of 1 whole sheet of paper
3. Answering
V. ASSIGNMENT:
Take an advance study about complex fraction.

______________ ___________________
_________________
Activity # 3
Mathematics 8
Name:____________________________ Gr. & Sec.:____________________ Score:________
I. Simplify each.
6𝑥³
1.
12𝑥 2
6𝑥+12
2.
6𝑥−48
3. 4a- 12
4
II. Multiply each. Express each product in its simplest form.
6𝑥 𝑥
1. ∙
3 12
5𝑎−5𝑏 6
2. ⋅
18𝑎2 𝑏 𝑎2 −𝑏2
4𝑥 2 −1 𝑥 2 −4𝑥
3. ⋅
𝑥 2 −16 2𝑥+1
III. Find each quotient. Simplify the result.

3𝑥 𝑥
1. ÷ 2
𝑦 𝑦
5𝑥 15𝑥
2. ÷
3𝑦 2 9𝑦 3
𝑎2 −4 𝑎+2
3. ÷
3 12
IV. Perform the indicated operation and simplify each.
6 2
1. -
𝑥 𝑥
3𝑥 2𝑥
2. +
6 6
3. 2y 3x
5x² 4xy
4. 5 3
4ab 10bc

Date: July 23, 2018 ( Monday)- Classes Suspended
Date: July 24, 2018 ( Tuesday )

SUB TOPIC: Addition and Subtraction of Similar Rational Algebraic Expression

1. Determine the steps in adding and subtracting similar rational algebraic expressions,
2. Add/subtract similar rational algebraic expressions;
III. RESOURCES
IV. PROCEDURE
- Prayer/Greetings
- Drill: Give the factors of the following:
a. x² - 4 b. a² + 2ab + b² c. 4m² - 36
Activity: Add/Subtract the following:
1 3 7 3 13 14
1. + 3. + 5. -
2 2 15 15 20 20
4 5 28 25 25 23
2. + 4. - 6. -
11 11 12 12 15 15
Analysis
What are the steps in adding and subtracting similar fractions? Do you think we can apply the same
concept in adding and subtracting similar rational algebraic expressions?
Abstraction
Rule: Addition/Subtraction Rational expression
𝐴 𝐵
If and are any two rational expressions, then
𝐶 𝐶
𝐴 𝐵 𝐴+𝐵 𝐴 𝐵 𝐴−𝐵
+ = and - = , where C ≠ 0
𝐶 𝐶 𝐶 𝐶 𝐶 𝐶
Procedure:
Adding or Subtracting Rational Expressions with like denominators
1. Add or Subtract the numerators
2. Retain the common denominator
3. Simplify the result.
Examples:
5𝑥 𝑥 2𝑥 𝑧 𝑥 3 16𝑥 2 9
1. + 2.5𝑦 + 3.𝑥+4 - 4. -
7 7 5𝑦 𝑥+4 4𝑥+3 4𝑥+3
Application
Add/Subtract the following
𝑎 5 9𝑥−13 𝑥+4 𝑥 2 −3𝑥−12 5𝑥−23 4𝑥+3 3𝑥+2
1. - 2. + 3. + 4. -
𝑎−3 𝑎−3 7 7 𝑥−5 𝑥−5 𝑥−3 𝑥−3
Evaluation
Perform the indicated operation and simplify each.
6 2
1. -
𝑥 𝑥
3𝑥 2𝑥
2. +
6 6
7 3+𝑎
3. -
4−𝑎 4−𝑎
5𝑥+4𝑦 𝑥+2𝑦
4. +
2𝑥+2𝑦 2𝑥+2𝑦
3𝑥 12
5. +
𝑥 2 +3𝑥−4 𝑥 2 +3𝑥−4
V. ASSIGNMENT:
Take an advance study on how to add or subtract dissimilar rational algebraic
expressions.

______________ ___________________
_________________

Date: July 25, 2018 (Tuesday)

SUB TOPIC: Addition and Subtraction of Dissimilar Rational Algebraic Expression
1. Determine the steps in adding and subtracting dissimilar rational algebraic
expressions,
2. Add/subtract dissimilar rational algebraic expressions;
III. RESOURCES
IV. PROCEDURE
- Prayer/Greetings
- Drill: Complete the procedure: To add or subtract Rational Expressions with like
denominators
a. Add or Subtract the ___________.
b. Retain the ________ denominator.
c. Simplify the ________.
Activity: Add/Subtract the following:

1 3 4 1 9 5 17 3
1. + 2. + 3. - 4. − -
2 4 5 3 2 12 15 10
Analysis
What are the steps in adding and subtracting dissimilar fractions? Do you think we can apply the
same concept in adding and subtracting dissimilar rational expressions?
Abstraction
Procedure:
To add or subtract Rational Expression with different denominators
1. Find the least common denominator or (LCD)
2. Write the equivalent expression of each rational expression
3. Add or subtract the numerators and keep the LCD
4. Simplify the result, if possible
Application
Add or subtract as indicated
4𝑥 3 𝑥−6 2
1. . 2
- 4. +
9𝑦 4𝑥𝑦 𝑥 2 −3𝑥−18 𝑥+3
2𝑥 3 2𝑥 3𝑥−6
2. - 5. -
𝑥 2 −9 𝑥−3 𝑥 2 +4𝑥+3 𝑥 2 +5𝑥+6
3 4
3. +
𝑥+1 𝑥
Evaluation
Add or subtract the following:
𝑎+1 𝑎 12 10
1. - 4. +
4 6 3𝑥𝑦 5𝑥 2
2𝑎 𝑎+1 2𝑥 2
2. + 5. -
3 6 4𝑥 2 −9 4𝑥−6
𝑎+2 7
3. -
𝑎2 −1 3𝑎+3
V. ASSIGNMENT:
Study the topic about addition and subtraction rational algebraic expressions. Be
ready for an activity tomorrow.

______________ ___________________
_________________

Date: July 26, 2018 ( Thursday)

SUB TOPIC: Complex Rational Expression

1. define complex rational expression
2. determine the steps in simplifying complex rational expressions
3. simplify complex rational expressions
4. participate actively in class discussion
III. RESOURCES
IV. PROCEDURE
E. Prayer/Greetings
F. Checking of Attendance
G. Classroom Management
Activity
Getting Ready:
Simplify each.
3 5 3 3
+ 1−
3.
4 3 2 8
1. 1 2. 1 3 5
− 3+
2 2 3 8
Analysis
What are the steps you applied in simplifying the given problem in the activity?
What do you call this expression?
Define complex rational expression.
Do you think we can apply the same steps in simplifying complex rational expression?
Abstraction
Complex Rational Expressionis a rational expression that contains rational expression in the
numerator and denominator.
Rule in simplifying Complex Fraction
 Write the numerator as one fraction and the denominator as one fraction. Then
invert the denominator and multiply.
The General rule:

𝑎
𝑏 𝑎𝑑
𝑐 = 𝑏𝑐 , where a,b,c and d are polynomials and b,c and d ≠ 0
𝑑
Application
Simplify each.
4𝑥 2 4 3
1+𝑎 +
1. 3. 5.
3𝑦 𝑚+1 𝑚
8𝑥 4 𝑚 3
1− 2 −
5𝑦 𝑎 𝑚+1 𝑚
𝑎 3 1
+
2. 𝑏
𝑎2
4. 𝑥 2
1 𝑥
−
𝑏𝑐 𝑥 3
Evaluation
Write each complex fraction as a single fraction in reduced form
4𝑥 𝑥 1 1
𝑥+𝑦 +
1. 2. 3.
𝑎 𝑏2
6𝑦
7𝑥 1 1 1
1+𝑦 −
12𝑦2 𝑎2 𝑏
V. ASSIGNMENT:
Prepare for the second summative test tomorrow.

______________ ___________________
_________________

Date: August 1, 2018 ( Wednesday)
I. TOPIC: Cartesian Plane and Linear Equation

SUB TOPIC: ICL

1. Recall previous knowledge on Cartesian Plane and Linear Equation,
2. Answer the activity independently;
III. RESOURCES
Materials: paper/pen
IV. PROCEDURE
- Prayer/Greetings

 See attached test paper
1. Giving direction
2. Getting of 1 whole sheet of paper
3. Answering
4. Checking ( If there is enough time )
V. ASSIGNMENT:
Take an advance study about Slope of a Line.

______________ ___________________
_________________

Date: August 14, 2018 ( Tuesday)
I. TOPIC: Unit Test ( First Grading )

- Continuation and Checking

1. Recall previous knowledge about the topics in the first grading period,
3. Show honesty in answering the test.
III. RESOURCES
Materials: paper/pen
IV. PROCEDURE

 See attached test paper
1. Giving direction
2. Distribution of test paper
3. Answering
V. ASSIGNMENT:
Review all your lessons and be ready for the First Periodical Test.

______________ ___________________
_________________

Date: July 27, 2018 ( Friday)
I. TOPIC: Cartesian Coordinate System

SUB TOPIC: Parts of the Cartesian Plane

1. Describe Cartesian Coordinate Plane,
2. Identify the different parts of the Cartesian plane,
3. Plot the points in the Cartesian plane.
III. RESOURCES
References: module in Math 8
IV. PROCEDURE
- Prayer/Greetings
Activity
Analysis
Abstraction
The xy-plane or Cartesian plane is named after the French mathematician René
Descartes (1596 – 1650), who is known as the “Father of Modern Mathematics.”
The Cartesian plane is composed of two perpendicular number lines that meet at the point
of origin (0, 0) and divide the plane into four regions called quadrants.It is composed of
infinitely many points. Each point in the coordinate system is defined by an ordered pair
of the form (x, y), where x and y ∈ℜ. The first coordinate of a point is called the x-
coordinate or abscissa and the second coordinate is called the y-coordinate or ordinate.
Application
Name the coordinates on each point on the graph
1. P
2. E
3. A
4. R
5. L
Plot the following points on a Cartesian Plane
1. (4,9)
2. (-2,7)
3. (-8,-3)
4. (1,-5)
Evaluation
V. ASSIGNMENT:
Take an advance study about finding an equation of a line

______________ ___________________
_________________
Date: July 31, 2018 (Tuesday)
I. TOPIC: Linear Equation

SUB TOPIC: Introduction
Changing the equation in the form y=mx+b and ax+by=c

1. Define Linear equation
2. Change the equation in the form y=mx+b and ax+by=c
3. participate actively in class activity
III. RESOURCES
IV. PROCEDURE
- Prayer/Greetings
- Drill:
Activity: Plot the following points and connect them

1. (-2,1), (0,3), (2,5), (-1,2), (1,4)
2. (2,8), (3,5), (5,-1), (1,11), (4,2)
Analysis
1. What did you observe when you connect the given points?
2. Based on the activity what is linear equation?
Abstraction
Linear Equation an equation whose graph is a straight line. An equation is linear if

the variables occur to the first power only, there are no products of variable and no
variable appears in the denominator.
A linear equation is an equation in two variables which can be written in two forms:
Ax + By = C, where a, b and c are real numbers and A ≠ o and B ≠ 0.
Y = mx + b, where m is the slope and b is the y-intercept, m and b are the element of a real
number and m≠ 0.
Application
A. Determine whether the following equation is linear or not
1. Y = 3x + 2
2. 2x – 7y = 5
3. Y = x2 + 1
B. Rewrite the following equations in the form Ax + By = C

1. Y = -x = 4
2. Y = -2x + 6
3. Y = 5x + 7
1
4. Y = 2x + 3
C. Rewrite the following equations in the form y = mx + b

1. 2x + y = 9
2. 5x + 2y = 7
1
3. 3x + 2y = 4
4. 3x – y = 2
Evaluation
Write the following in linear equation given the slope and y-intercept
1. m = 4, b = 6
1
2. m = , b = -7
2
3. m = -5 , b = 9
V. ASSIGNMENT:
Take an advance study about finding the slope of a line.

______________ ___________________
_________________
Date: August 2, 2018 (Thursday)
I. TOPIC: Linear Equation

SUB TOPIC: Slope of a line

1. Define slope
2. Find the slope of a line given a graph and a pair of points
3. participate actively in class activity
III. RESOURCES
IV. PROCEDURE
- Prayer/Greetings
Activity: Getting ready: Do the following

1. Plot the points (2,3) and (4,6) on a coordinate plane. Draw a line through the two
points.
2. Use the ratio of rise to run to determine the slope of a line.
3. Find the difference between the y-coordinate of the first point and the y-
coordinate of the second point. What does this difference represent?
4. Find the difference between the x-coordinate of the first point and the x-
coordinate of the second point. What does this difference represent?
Analysis
Based on the given activity:
1. How did you get the slope of a line?
2. What is the formula to get the slope of a line?
3. What is slope?
Abstraction
SLOPE is the steepness of a line
𝑟𝑖𝑠𝑒 𝑦2 −𝑦1
m= m=
𝑟𝑢𝑛 𝑥2 −𝑥1
Note: The value of the slope m tells the trend of the graph
 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.
Application
Find the slope of a line containing each given pair of points.
1. (2,3) and (5,-1)
2. (3,0) and (-2,4)
3. (5,7) and (4,0)
4. (-4,-2) and (6,4)
5. (-5,-4) and (1,-2)
Evaluation
V. ASSIGNMENT:
Study your lesson about slope. Be ready for a quiz tomorrow.

______________ ___________________
_________________
I. TOPIC: First Grading Periodical Test

1. Answer the Periodical Test independently
2. Follow the direction carefully
3. Check the answer sheet honestly
III. RESOURCES
Materials: answer sheet, test paper, ball pen
IV. PROCEDURE
H. Prayer/Greetings
I. Checking of Attendance
J. Classroom Management
 Giving direction
 Distribution of answer sheet and test paper
 Test proper
 Checking
 Retrieval of answer sheet and test paper
V. ASSIGNMENT:
Prepare for your second day Periodical Test

______________ ___________________
_________________
Date: August 7, 2018 (Friday)
I. TOPIC: First Grading Periodical Test

III. RESOURCES
IV. PROCEDURE
K. Prayer/Greetings
L. Checking of Attendance
M. Classroom Management
 Test proper
 Checking
V. ASSIGNMENT:
No assignment every Friday

______________ ___________________
_________________
Date: August 10, 2015 (Monday)
I. TOPIC: Completion of Requirements

1. Identify the requirements needed in the first grading period
2. Pass all the requirements required for the grading period
3. Show eagerness to complete all the requirements
III. RESOURCES
Materials: notebook, portfolio, etc.
IV. PROCEDURE
N. Prayer/Greetings
O. Checking of Attendance
P. Classroom Management
 Passing and checking of notebooks, portfolio, etc.
V. ASSIGNMENT:
Take an advance study about System of Linear Equation

______________ ___________________
_________________
Date: August 11, 2015 (Tuesday)

Checking of Activity (Rectangular Coordinate System)

2. Check the activity correctly
3. Show enthusiasm in doing class activity
III. RESOURCES
Materials: notebook, portfolio, etc.
Activity paper/pen
IV. PROCEDURE
Q. Prayer/Greetings
R. Checking of Attendance
S. Classroom Management
 Checking of activity paper
V. ASSIGNMENT:

______________ ___________________
_________________
I. TOPIC: Item Analysis

Completion of Requirements

1. Analyze the items in the first grading period
3. Show enthusiasm in analyzing the test
III. RESOURCES
Materials: Test paper, notebook, portfolio, etc.
IV. PROCEDURE
T. Prayer/Greetings
U. Checking of Attendance
V. Classroom Management
 Passing of requirements
 Item analysis
V. ASSIGNMENT:

______________ ___________________
_________________
Date: August 12, 2015 (Wednesday)
I. TOPIC: Checking of Activity (Rectangular Coordinate System)

1. Name each point in the Cartesian Coordinate Plane
2. Plot and label the given points correctly on a Cartesian Plane
3. Check the activity correctly
III. RESOURCES
Materials: Activity paper/pen
IV. PROCEDURE
W. Prayer/Greetings
X. Checking of Attendance
Y. Classroom Management
 Checking of activity paper
 Recording
V. ASSIGNMENT:

______________ ___________________
_________________
I. TOPIC: Systems of Linear Equations


1. Form a system of equations that describes the problem
2. Determine whether an ordered pair is a solution of a system of linear equations
III. RESOURCES
IV. PROCEDURE
Z. Prayer/Greetings
AA. Checking of Attendance
BB. Classroom Management
CC. Review: Plot the points in a Cartesian plane
Activity
Getting Ready:
1. Complete the table below for x + y = 4
x 0 1 2 3 4 5
y
2. Complete the table below for 2x - y = 5

x 0 1 2 3 4 5
y
Analysis
Considering the equation x + y = 4, there are infinitely many pairs of numbers whose sum is
4 and will satisfy the given equations. Likewise, there are infinitely many pairs (x,y) that will
satisfy 2x – y = 5.
Although, there are infinitely many pairs that will satisfy equations x + y = 4 and 2x – y = 5,
only one pair (x,y) will satisfy both equations.
Can you name this pair?
Abstraction
The pair of equations x + y = 4 and 2x – y = 5 is called a system of linear equations. Since
the ordered pair (3,1) satisfies both equations, it is called a solution of the given system.
A system of linear equations is a set of two or more linear equations that have variables
in common.
A pair of equations of the form a1x + b1y = c1 and (a1, b1 not both 0)
a2x + b2y = c2 and (a2, b2 not both 0)
is called a system of linear equations in two variables.
A solution of a system of equations is an ordered set of numbers that makes all
equations in the system true.
Application
Form a system of equations that describes the problem below:
1. The sum of two numbers is 3. Thrice the first number plus twice the second number is 7.
2. The sum of two numbers is 27. Half the smaller number plus twice the larger number is 36.
3. The sum of two numbers is 50. The larger number is four less than twice the smaller.
4. Two angles are complementary. The measure of the larger angle is six degrees more than
twice the measure of the smaller angle.
5. The perimeter of a standard basketball court is 288ft. The width is 44 ft. shorter than the
length.
Evaluation:
Determine whether the given ordered pair is a solution to the given system of
equations.
1. (7,2) x-y=5 3. (3,4) x+y=7
x+y=9 2x – 2 = y
2. (3,-2) 2x – y = 8 4. (-4,-2) x=y-2

2x + 3y = 0 2x = 4y
V. ASSIGNMENT:
Take an advance study about Solving Linear Systems by Graphing

______________ ___________________
_________________

Date: August 10, 2018 (Friday)- continuation


1. Determine whether an ordered pair is a solution of a system of linear equations
2. Form a system of equations that describes the problem
III. RESOURCES
IV. PROCEDURE
DD. Prayer/Greetings
EE. Checking of Attendance
FF. Classroom Management
GG. Review: Plot the points in a Cartesian plane
Activity
Getting Ready:
1. Complete the table below for x + y = 4
x 0 1 2 3 4 5
y
2. Complete the table below for 2x - y = 5

x 0 1 2 3 4 5
y
Analysis
Considering the equation x + y = 4, there are infinitely many pairs of numbers whose sum is
4 and will satisfy the given equations. Likewise, there are infinitely many pairs (x,y) that will
satisfy 2x – y = 5.
Although, there are infinitely many pairs that will satisfy equations x + y = 4 and 2x – y = 5,
only one pair (x,y) will satisfy both equations.
Can you name this pair?
Abstraction
The pair of equations x + y = 4 and 2x – y = 5 is called a system of linear equations. Since
the ordered pair (3,1) satisfies both equations, it is called a solution of the given system.
A system of linear equations is a set of two or more linear equations that have variables
in common.
A pair of equations of the form a1x + b1y = c1 and (a1, b1 not both 0)
a2x + b2y = c2 and (a2, b2 not both 0)
is called a system of linear equations in two variables.
A solution of a system of equations is an ordered set of numbers that makes all
equations in the system true.
Application
A. Form a system of equations that describes the problem below:
1. The sum of two numbers is 50. The larger number is four less than twice the smaller.
2. Two angles are complementary. The measure of the larger angle is six degrees more
than twice the measure of the smaller angle.
3. The perimeter of a standard basketball court is 288ft. The width is 44 ft. shorter than
the length.
B. Determine whether the given ordered pair is a solution to the given system of equations.
1. (7,2) ; x-y=5 3. (3,4) ; x+y=7
x+y=9 2x – 2 = y
2. (3,-2); 2x – y = 8 4. (-4,-2); x=y-2

2x + 3y = 0 2x = 4y
Evaluation:
Determine whether the given ordered pair is a solution to the given system of equations.
1. (2, 2); x + 2y = 6
y–x=0
2. (5, -2); 2x + y = 8
3x + 2y = 4
3. (2, 5); x+y=7
y = 1 + 2x
4. (-2, -3); 2x + y + 4 = -3
x–y=1
5. (3, 4); 3x + 3y = 21
2x = 6y = 30
6. (-3, 2); 3x + y = -7
x – 2y = 7
V. ASSIGNMENT:
Take an advance study about Solving Linear Systems by Graphing

______________ ___________________
_______________

Date: August 10, 2018 ( Friday)

SUB TOPIC: Solving Systems of Linear Equations by Graphing

1. Identify three kinds of systems of linear equations in two variables according to the
number of solutions
2. Classify a system of linear equations using slope-intercept form
III. RESOURCES
IV. PROCEDURE
8
DEVELOPMENT OF THE LESSON
Activity: Getting Ready:
Graph each system of linear equations
1. x+y=4
2x – y = 5
Use the ordered pairs given in the table
x+y=4 2x – y = 5
x 1 2 3 x 1 2 3
y 3 2 1 y -3 -1 1
2. y = 2x – 3
y = 2x + 3
Use the slope-intercept method
For y = 2x -3 For y = 2x + 3
m = ____ m = ___
b = ____ b = ____
3. 3x + 6y = 12
6x + 12y = 24
Use the slope-intercept method
For 3x + 6y = 12 For 6x + 12y = 24
m = ____ m = ___
b = ____ b = ____
Analysis
1. How would you describe each graph?
2. Which pair of equations has graphs that are intersecting? How many points of intersection
do the graphs have? What are the coordinates of their point(s) of intersection?
3. Which pair of equations has graphs that are not intersecting? Why? How do you describe
these equations?
Abstraction
Application
Classify the system as consistent and independent, inconsistent and independent, or consistent and
dependent.
a. 2x + 4y = 5 b. 4x = 7 – 6y c. 2x = 6 – 2y
4x – 8 = 7y 3y = 2 -2x 3x + 3y = 9
Evaluation
Determine whether the given linear system has one solution, no solution, or an infinite number of
solutions.
1. 2x + 4y = 8 3. 4x + 2y = 6
4x + 8y = 16 12x + 8y = 18
2. 3x – 8y = 2 4. 2x – 4y = 6
4x + 4y = 32 12x – 24y = 9
V. ASSIGNMENT:
Solve each of the following linear systems by graphing
1. x–y=1 2. 3x – 2y = 0
x+y=3 x + 2y = 8

______________ ___________________
_________________



1. Identify three kinds of systems of linear equations in two variables according to the
number of solutions
2. Graph and classify a system of linear equations using slope-intercept form
III. RESOURCES
IV. PROCEDURE
8 DEVELOPMENT OF THE LESSON

Activity
Analysis
Abstraction
Application
Evaluation
V. ASSIGNMENT:
Study your lessons and be ready for a unit test next meeting.

______________ ___________________
_________________

I. TOPIC: Systems of Linear Equations (Quiz)


1. Describe the solution set of each system of linear equation based on the graph
2. Graph each system of linear equations using slope-intercept form on a Cartesian
plane
3. Show eagerness in answering the test
III. RESOURCES
Materials: visual aids,
IV. PROCEDURE
HH.Prayer/Greetings
II. Checking of Attendance
JJ. Classroom Management

QUIZ:
V. ASSIGNMENT:
Take an advance study on how to solve system of linear equations by substitution
______________ ___________________
_________________

I. TOPIC: Systems of Linear Equations (Checking)


1. Describe the solution set of each system of linear equation based on the graph
2. Graph each system of linear equations using slope-intercept form on a Cartesian
plane
3. Check the papers honestly
III. RESOURCES
Materials: visual aids,
IV. PROCEDURE
KK. Prayer/Greetings
LL. Checking of Attendance
MM. Classroom Management

Checking:
V. ASSIGNMENT:
Take an advance study on how to solve system of linear equations by substitution


No class (Holiday)

SUB TOPIC: Solving Systems of Linear Equations by Substitution

1. Identify the steps in solving a system of linear equations using substitution method
2. Solve a system of linear equations by substitution
III. RESOURCES
IV. PROCEDURE
NN. Prayer/Greetings
OO. Checking of Attendance
PP. Classroom Management

Activity
Getting ready:
1. Substitute the word “assignment” with the word “quiz” in the sentence below:
There will be an assignment on Friday and assignments are worth 15% of your grade.
2. If x = -2 and 4x – 3y = -14, then what is y? Explain how you solve for y.
3. If x = y + 4 and 2x + 3y = -17, what is the value of x and y?
Analysis
Based on the activity,
1. In problem 2 and 3, how did you solve for the value y?
2. What particular method did you applied to solve for the value of y?
3. What are the steps to be applied to solve for the value of a variables?
Abstraction
Application
Solve by using the substitution method.
1. x+y=8 3. 2x – 5y = 19 5. 3x + 2y = 27
y = 3x 3x + y = 3 x = 2y + 4
2. y = 3x + 14 4. y = x + 3 6. 3x + 5y = 25
4x + 3y = -17 4x + 5y = 30 x – 2y = 10
Evaluation
V. ASSIGNMENT:
Take an advance study on how to solve system of linear equations by elimination.

______________ ___________________
_________________


SUB TOPIC: Solving Systems of Linear Equations by Substitution - Continuation

III. RESOURCES
IV. PROCEDURE
QQ. Prayer/Greetings
RR. Checking of Attendance
SS. Classroom Management

Activity
Getting ready:
Analysis
Abstraction
Application
3. x + y = 8 3. 2x – 5y = 19 5. 3x + 2y = 27
y = 3x 3x + y = 3 x = 2y + 4
4. y = 3x + 14 4. y = x + 3 6. 3x + 5y = 25
4x + 3y = -17 4x + 5y = 30 x – 2y = 10
Evaluation
V. ASSIGNMENT:

______________ ___________________
_________________

No class (NCAE)

SUB TOPIC: Solving Systems of Linear Equations by Substitution - Continuation

III. RESOURCES
IV. PROCEDURE
TT. Prayer/Greetings
UU. Checking of Attendance
VV. Classroom Management

Activity
Getting ready:
Analysis
Abstraction
Application
1. x+y=8 3. 2x – 5y = 19 5. 3x + 2y = 27
y = 3x 3x + y = 3 x = 2y + 4
2. y = 3x + 14 4. y = x + 3 6. 3x + 5y = 25
4x + 3y = -17 4x + 5y = 30 x – 2y = 10
Evaluation
V. ASSIGNMENT:

______________ ___________________
_________________


SUB TOPIC: Solving Systems of Linear Equations by Elimination

1. Identify the steps in solving a system of linear equations using elimination method
2. Solve a system of linear equations by elimination
III. RESOURCES
IV. PROCEDURE
WW. Prayer/Greetings
XX. Checking of Attendance
YY. Classroom Management
Activity
Getting Ready:
Add the left-hand expressions and the right hand expressions of the given equations in each
system.
1. x + 2y = 5
3x – 2y = -1
a. Sum: ____________
b. Which variable was eliminated? _____________
c. Solve the remaining equation for the remaining variable: _______________
d. Substitute the value of the variable in any of the given equation. ____________
e. x = ______ and y = ______
2. 3x – 4y = 10
-3x + 2y = -8
a. Sum: ____________
b. Which variable was eliminated? _____________
c. Solve the remaining equation for the remaining variable: _______________
d. Substitute the value of the variable in any of the given equation. ____________
e. x = ______ and y = ______
Analysis
Questions:
1. Based on the activity, how did you find the value of x and y in the given system of linear
equations?
2. What are the steps you applied in solving the system of linear equation using elimination
method?
Abstraction
Steps in solving system of Linear Equation by Elimination Method
1. Write both equations in the standard form, ax + by = c.
2. Choose and decide which variable to eliminate.
3. Obtain an equivalent system where the coefficients of the variable you want to eliminate
are additive inverses. If necessary, multiply one or both equations in the system by a non-
zero number.
4. Solve the equivalent system by adding the two equations. Then solve the resulting equation
for the remaining variable and substitute the value of this variable into either of the two
equations in the equivalent or original equation to find the value of the other variable.
5. Check.
Application
Solve each of the following using elimination method:
1. x + y = 10 2. 4x = 3y + 6 3. x – 4y = 0
x–y=2 12 = 5x + 3y x + 3y = 7
4. x + 2y = 4 5. 2x – y = 7
-x – y = 3 2x + y = 13
Evaluation
Solve each system of equations by using the elimination method.
1. x – y = -6
x + y = 10
2. 5x – 3y = -20
-3x + 6y = 12
3. 4x – 5y = -23
y + 2x = 13
4. 5x – 2y = -16
2x + y = 8
5. 4m – 3n = -7
2m + 3n = 19
V. ASSIGNMENT:
Prepare for a quiz about solving system of Linear equations using substitution and
elimination method.

______________ ___________________
_________________

Name:_____________________________ Grade and section:________________Score:_____
Systems of Equations and a Mathematician

Activity no. 1
Use the graph and the systems of equation to decode the name of the mathematician given below.
1. x+y=1 6. x – 2y = 1
3x – y = -5 x+y=4
2. x–y=1 7. 2x + 3y = 4
2x + y = 5 x – y = -3
3. x + y = 1 8. x + 4y = -10
x + 2y = 0 x – 2y = 2
4. x + 3y = -6 9. 3x – y = 7
2x – y = -5 x + 2y = 0
5. 2x – y = -7 10. 2x – y = -5
x + 2y = -1 x + 4y = -7
_____ _____ _____ _____ _____ _____ _____ _____ _____ _____
1 2 3 4 5 6 7 8 9 10
was the mathematician who launched modern analytic geometry.


No class (Holiday)
Date: September 1, 2015 (Tuesday)


1. Identify the steps in solving a system of linear equations using elimination method
III. RESOURCES
IV. PROCEDURE
ZZ. Prayer/Greetings
AAA. Checking of Attendance
BBB. Classroom Management
Activity
Getting Ready:
Solve the following using elimination:
1. 2x + y = 12
2x – y = 0
2. 4x + 3y = 2
-4x – 3y = -27
3. 3x + 6y = 12
x + 2y = 4
Analysis
Questions:
1. Based on the activity, how did you find the value of x and y in no. 1 of the given system of
linear equations?
2. What are the steps you applied in solving the system of linear equation using elimination
method?
3. What have you observe in example 2 and 3
Abstraction
Steps in solving system of Linear Equation by Elimination Method
1. Write both equations in the standard form, ax + by = c.
2. Choose and decide which variable to eliminate.
3. Obtain an equivalent system where the coefficients of the variable you want to eliminate
are additive inverses. If necessary, multiply one or both equations in the system by a non-
zero number.
4. Solve the equivalent system by adding the two equations. Then solve the resulting equation
for the remaining variable and substitute the value of this variable into either of the two
equations in the equivalent or original equation to find the value of the other variable.
5. Check.
Note: 1. If the resulting equation is false(or a contradiction), the system is inconsistent and has no
solution.
2. If the resulting equation is true( an identity), the equations are dependent and the system
has infinitely many solutions.
Application
Solve each of the following using elimination method:
1. x + y = 10 3. 4x = 3y + 6 5. x – 4y = 0
x–y=2 12 = 5x + 3y x + 3y = 7
2. x + 2y = 4 4. 2x – y = 7
-x – y = 3 2x + y = 13
Evaluation
Solve each system of equations by using the elimination method.
1. x – y = -6
x + y = 10
2. 5x – 3y = -20
-3x + 6y = 12
3. 4x – 5y = -23
y + 2x = 13
4. 5x – 2y = -16
2x + y = 8
5. 4m – 3n = -7
2m + 3n = 19
V. ASSIGNMENT:
Prepare for an activity tomorrow

______________ ___________________
_________________
.
Date: September 2, 2015 (Wednesday)

SUB TOPIC: Solving Systems of Linear Equations by Elimination - Activity
1. Apply previous knowledge in solving system of linear equations using elimination
method
3. Show enthusiasm in doing the activity
III. RESOURCES
Materials: activity paper/pen
IV. PROCEDURE

Activity
(Please see attached test paper)
1. Giving direction
2. Distribution of activity paper
3. Checking
4. Retrieval of activity paper
V. ASSIGNMENT:
Read in advance about problem solving involving systems of linear equation in two variables.

______________ ___________________
_________________

Date: September 3, 2015 (Thursday)

(Checking of Activity)
1. Apply previous knowledge in solving system of linear equations using elimination
method
3. Show enthusiasm in doing the activity
4. Check the papers correctly
III. RESOURCES
IV. PROCEDURE

Activity
1. Giving direction
2. Checking of activity paper
3. Retrieval of activity paper
V. ASSIGNMENT:
Read in advance about problem solving involving systems of linear equation in two variables.

______________ ___________________
_________________

Date: September 4, 2015 (Friday)

SUB TOPIC: Word Problems Involving System of Linear Equation in Two Variables
1. Translate word problems to mathematical sentence/equations
2. Solve a system of linear equations
III. RESOURCES
IV. PROCEDURE
 Drill/Review
Transform the following phrases into mathematical statements
a. The sum of two numbers
b. The product of a and b
c. A number increased by three
d. The difference of x and y
e. One number is five more than the other

Activity
Mr. Real is raising chicks and piglets. By counting the heads I come up 20 while counting
their feet I have 50. How many chicks and piglets are there?
Analysis
1. How did you come up with your answer?
2. What are the things you need to solve the problem?
3. Do you have any strategy/method applied to solve the problem?
Abstraction
Steps in solving word problem
1. Analyze the problem
2. Represent the unknown
3. Translate the problem
4. Solve
5. Check
Application
Solve the following problems
1. The sum of two numbers is 77 and their difference is 17. Find the numbers.
2. The sum of two numbers is 1200. Three times the smaller plus twice the larger equals 2704.
What are the numbers?
3. A rope 200m long is cut into two parts such that one part is 12cm longer than the other. How
long is each part?
4. Two angles are supplementary. One angle is 20 0 less than four times the other. Find the
measures of the angles.
5. A man’s age is 2 years more than thrice his son’s age. Find the ages of both if the sum of their
ages is 46.
Evaluation
Solve:
1. James is 8 years older than Nadine. The sum of their ages is 32. How old is each now?
2. A customer goes to a bank and gets a change for his P50 bill consisting of 5-peso coins and 1-
peso coins. There are 22 coins in all. How many of each kind are there?
V. ASSIGNMENT:
Read in advance about Linear Inequalities.

______________ ___________________
_________________


SUB TOPIC: Word Problems Involving System of Linear Equation in Two Variables

1. Translate word problems to mathematical sentence/equations
2. Solve a system of linear equations
III. RESOURCES
IV. PROCEDURE
 Drill/Review
Transform the following phrases into mathematical statements
a. The sum of two numbers
b. The product of a and b
c. A number increased by three
d. The difference of x and y
e. One number is five more than the other

Activity
Mr. Real is raising chicks and piglets. By counting the heads I come up 20 while counting
their feet I have 50. How many chicks and piglets are there?
Analysis
1. How did you come up with your answer?
2. What are the things you need to solve the problem?
3. Do you have any strategy/method applied to solve the problem?
Abstraction
Steps in solving word problem
1. Analyze the problem
2. Represent the unknown
3. Translate the problem
4. Solve
5. Check
Application
Solve the following problems
1. The sum of two numbers is 77 and their difference is 17. Find the numbers.
2. The sum of two numbers is 1200. Three times the smaller plus twice the larger equals 2704.
What are the numbers?
3. A rope 200m long is cut into two parts such that one part is 12cm longer than the other. How
long is each part?
4. Two angles are supplementary. One angle is 20 0 less than four times the other. Find the
measures of the angles.
5. A man’s age is 2 years more than thrice his son’s age. Find the ages of both if the sum of their
ages is 46.
Evaluation
Solve:
1. James is 8 years older than Nadine. The sum of their ages is 32. How old is each now?
2. A customer goes to a bank and gets a change for his P50 bill consisting of 5-peso coins and 1-
peso coins. There are 22 coins in all. How many of each kind are there?
V. ASSIGNMENT:

______________ ___________________
_________________


SUB TOPIC: Summative Test
1. Answer the summative test independently
3. Answer the questions correctly
III. RESOURCES
IV. PROCEDURE

Test Proper
1. Giving direction
3. Answering
4. Retrieval of test paper
V. ASSIGNMENT:

______________ ___________________
_________________


SUB TOPIC: Summative Test – (Continuation and Checking)
3. Answer the questions correctly
III. RESOURCES
IV. PROCEDURE

Test Proper
1. Giving direction
3. Answering
4. Checking
V. ASSIGNMENT:

______________ ___________________
_________________

First Summative Test in Mathematics 8

Second Grading
Name:___________________________Grade and Sec:_________________ Score:_________
I. Direction: Fill in the blanks to make each statement true. Choose your answer on the box.
system ordered pair infinitely many
elimination additive inverse solution
substitution inconsistent dependent
1. The pair of equations x – y = -2 and 2x – y = 1 is called a ___________ of linear equations.

2. Because the ordered pair (4,5) satisfies both equations 2x – 3y = -7 and 3x + 2y = 22, it is
called a ____________ of the given system.
3. We can write a solution to a system of equations in two variables as an ________________
4. The addition method for solving a system of linear equations is sometimes called the
________________ method.
5. Adding two equations results in the elimination of a variable only when the variable that
appears in both equations has coefficients that are _______________.
6. The _______________ and the _______________ are both algebraic methods for
solving a system of linear equations.
7. If after adding the equations in a linear system, the equation obtained is false, then the
system is _________________ and has no solution.
8. If after adding the equations in a linear system, the equation obtained is an identity, then
the equations are _________________ and the system has ____________solutions.
II. Solve each of the following system of linear equations:

 By Graphing By Substitution By Elimination
1. x – y = 1 2. x + y = 20 3. x + y = 16
x+y=3 y = 4x x – y = -8
III. Problem Solving: ( 5pts. each)

1. The sum of two numbers is 50. The larger number is four less than twice the smaller. Find
the numbers.
2. A 30 ft. board is cut into two parts such that the shorter piece is 3 ft. more than one-half
of the longer piece. How long is each piece?
3. Ben is 3 years younger than Dan. The sum of their ages is 53. How old is each?

Date: September 11, 2015 (Friday)
I. TOPIC: Linear Inequalities in Two Variables

SUB TOPIC: Equations and Inequalities in Two Variables
1. Differentiate Mathematical Equations from Inequalities
2. Illustrate Linear Inequalities in Two Variables
III. RESOURCES
IV. PROCEDURE
 Drill/Review
Mathematical equation or Mathematical expression
1. 2x + 2 3. x – y = 5 5. 2x + 3y = 10
2. y = 3x – 4 4. x – 8 6. a + 5

Activity
Identify which of the following mathematical statements are mathematical equations and
which are Inequalities
Mathematical Equations Mathematical Inequalities
1. y = 2x + 1
2. 10 – 5y ≥ 7x
3. 3x + 4y < 15
4. 9y – 8 = 4x
5. y > 2x + 1
6. 3x + 5y = 15
7. y ≤ 6x + 12
8. y = 6x + 12
Analysis
Based on the activity:
1. What are the set of Mathematical equations? How about the set of Inequalities?
2. How do you differentiate mathematical equations from inequalities?
3. How do you write linear inequality in two variables?
Abstraction
Application
Evaluation
V. ASSIGNMENT:
Read in advance how to graph Linear Inequalities.
______________ ___________________
_________________

SUB TOPIC: Graphs of Linear Inequalities in Two Variables

1. Determine the steps in graphing Linear Inequalities in Two Variables,
2. Sketch the graph of Linear Inequalities in Two Variables;
III. RESOURCES
IV. PROCEDURE
 Drill
True or False
1. 2<3 3. -1 > 0 5. 0 > -1
2. 0 > 1 4. 10 ≤ 10

Activity
Tess can spend no more than P 12 of her weekly allowance on collecting accessories. The
cost of a hairpin is P 3 and the cost of an earring is P2. How many accessories of each type can Tess
buy?
Question: What mathematical statement would describe the number of hairpins and
earrings Tess can buy?
Analysis
What do you think is the graph of the inequality 3x + 2y ≤ 12? Is it a line or a region bounded by a
line?
a. 3x +2y ≤ 12
−3
 First we graph the boundary line y= x+6. Use a solid line if the inequality contains
2
≤ 𝑜𝑟 ≥ which means it is a part of the graph or it is included in the solutions of the
inequality.
 Choose a test point that is not on the boundary line, it is advisable to use (0, 0) and
substitute the coordinates in the inequality.
 If the coordinates of this point satisfy the inequality or make the inequality true,
shade the half-plane or the region where this point lies.
 If the test point gives a false inequality, shade the region or half-plane that does
not contain the test point.
Try these points (3.5), (4,-2), (-1,-4). If it satisfies the inequality, then they are the solutions of
the inequality.
a. Graph 2x + y > 6
What can you say about the inequality? Graph the boundary line, 2x + y = 6.
 Dashed or broken line is used if the inequality is < 𝑜𝑟 > which means it is not part of
the graph or not included in the solution of the inequality.
 Using the test point (0, 0). What do you think will be the shaded region?
 Give at least 3 points that satisfy the inequality to check if the correct half-plane is
shaded.
Try: b. y < x + 3 c. y ≥ x – 5
Abstraction
To graph Linear Inequalities in two variables, follow the following steps:
a. Graph the boundary line obtained by replacing the inequality sign with an equal sign. Use a
solid line if the inequality sign is ≤ 𝑜𝑟 ≥. Use a dashed or broken line if the inequality sign is
> 𝑜𝑟 <.
b. Choose a test point that is not on the boundary line and substitute it into the original
inequality.
c. If the result in step 2 is true, shade the half-plane that contains the test point. If the
result in step 2 is false, shade the half-plane that does not contain the test point.
Application
By group:
Graph the following inequalities in two variables. Give at least 3 solutions that satisfy the inequality.
Group 1: x + 2y > 4
Group 2: y ≤-2x + 1
Group 3: y ≥ 3x – 1
Group 4: 2x + 3y < 6
Evaluation
Sketch the graph of the following inequalities
1. 3x + 4y ≤ 12
1
2. y≥ x + 2
2
3. x + 3y < 9
4. y> 2x - 4
V. ASSIGNMENT:
Show the graph of y > x + 2

______________ ___________________
_________________
Date: August 29, 2018 ( Wednesday)

SUB TOPIC: Graphs of Linear Inequalities in Two Variables- ( ICL )

1. Determine the steps in graphing Linear Inequalities in Two Variables,
2. Explain their group activity on graphing linear Inequalities;
3. Listen attentively on the discussion.
III. RESOURCES
IV. PROCEDURE
Application ( Reporting by Group )

By group:
Graph the following inequalities in two variables. Give at least 3 solutions that satisfy the inequality.
Group 1: x + 2y > 4 Group 2: y ≤-2x + 1 Group 3: y ≥ 3x – 1
Group 4: 2x + 3y < 6 Group 5: x + y < 2
V. ASSIGNMENT:
Read and study about System of Linear Inequalities.

______________ ___________________
_________________
Date: August 30, 2018 ( Thurssday)

SUB TOPIC: System of Linear Inequalities in Two Variables - Continuation

1. Graph a system of Linear Inequalities in Two Variables,
2. Solve a system of linear inequalities in two variables by graphing;
III. RESOURCES
IV. PROCEDURE
Abstraction
To solve a system of Inequalities in Two Variables by Graphing:

1. Draw the graph of each inequality on the same coordinate plane. Shade the appropriate
half-plane. Recall that if all points on the line are included in the solution, it is a closed half-
plane, and the line is solid. On the other hand, if the points on the line are not part of the
solution of the inequality, it is an open half-plane and the line is broken.
2. The region where shaded areas overlap is the graphical solution to the system. If the
graphs do not overlap, then the system has no solution.
3. Pick a test point for the region to verify the solution.
Application
Solve the following system of inequalities graphically. Find three points that satisfy both
inequalities. Plot the points to show that they belong to the solution of the system.
1. 2x – y ≥ -2 2. x + y ≥ 7 3. y > 2x - 9
y<x+4 3x – y ≤ 10 y < 4x + 1
Evaluation
Solve the following systems of inequality graphically.

1. x + y < 12 2. x + 3y > 9
y< -3x + 5 x – 3y ≤ 9
V. ASSIGNMENT:
Read and study about

______________ ___________________
_________________
Date: September 17, 2015 (Thursday)- continuation

SUB TOPIC: System of Linear Inequalities in Two Variables

1. Graph a system of Linear Inequalities in Two Variables
2. Solve a system of linear inequalities in two variables by graphing
III. RESOURCES
IV. PROCEDURE
 Review
Graph Linear Inequality in Two variables

Activity
Determine if each ordered pair is a solution to the system of linear inequality 2x + 5y < 10
3x – 4y ≥ -8
1. (3, 5) 6. (2, 15)

2. (-2, -10) 7. (-6, 10)
3. (5, -12) 8. (-12, 1)
4. (-6, -8) 9. (0, 2)
5. (0,0) 10. (5, 0)
Analysis
1. How did you determine if the given ordered pair is a solution of the system?
2. How did you know if the given ordered pair is not a solution of the system?
3. How many solutions do you think the system of inequalities has?
Abstraction
To solve a system of Inequalities in Two Variables by Graphing:
1. Draw the graph of each inequality on the same coordinate plane. Shade the appropriate
half-plane. Recall that if all points on the line are included in the solution, it is a closed half-
plane, and the line is solid. On the other hand, if the points on the line are not part of the
solution of the inequality, it is an open half-plane and the line is broken.
2. The region where shaded areas overlap is the graphical solution to the system. If the
graphs do not overlap, then the system has no solution.
3. Pick a test point for the region to verify the solution.
Application
Solve the following system of inequalities graphically. Find three points that satisfy both
inequalities. Plot the points to show that they belong to the solution of the system.
1. 2x – y ≥ -2 2. x + y ≥ 7 3. y > 2x - 9
y<x+4 3x – y ≤ 10 y < 4x + 1
Evaluation
Solve the following systems of inequality graphically.
1. x + y < 12 2. x + 3y > 9
y< -3x + 5 x – 3y ≤ 9
V. ASSIGNMENT:
Prepare for an activity tomorrow.

______________ ___________________
_________________
I. TOPIC: System of Linear Inequalities in Two Variables

SUB TOPIC: Activity

1. Apply previous knowledge in solving system of linear inequalities by graphing,
2. Graph a system of Linear Inequalities in Two Variables on the same coordinate plane;
3. Show enthusiasm in doing classroom activity.
III. RESOURCES
Materials: activity paper/graphing paper, pen
IV. PROCEDURE

Activity:
Graph the following system of linear inequalities
1. y ≥ 1 + 3x 3. X + y < 12
y≤ 2x + 4 y < -3x + 5
2. x + 3y ≤ 12
4x + y < 12
V. ASSIGNMENT:
Read and study about Relation and Function.

______________ ___________________
_________________
Date: September 5, 2018 ( Wednesday)
I. TOPIC: Relations and Functions

SUB TOPIC: Activity ( ICL )

1. Find the domain and range of a relation,
2. Determine the ways to represent a relation;
3. Show enthusiasm in doing classroom activity
III. RESOURCES
Materials: activity paper/graphing paper, pen
IV. PROCEDURE

Activity Proper
1. Giving direction
2. Getting of paper
3. Answering
V. ASSIGNMENT:
Read and study about Classifications of Correspondence and Function.

______________ ___________________
_________________

No class (Pre-Evaluation of NAT)


1. Recall previous knowledge about Linear Inequalities in Two Variables
2. Solve system of linear inequalities in two variables
3. Answer the test independently
III. RESOURCES
Materials: Test paper, ballpen
IV. PROCEDURE
5. Prayer/Greetings

Test Proper
1. Giving direction
3. Answering
V. ASSIGNMENT:
Take an advance study about relation and function

______________ ___________________
_________________

SUB TOPIC: Summative Test( Continuation and Checking)

1. Recall previous knowledge about Linear Inequalities in Two Variables
2. Solve system of linear inequalities in two variables
3. Answer the test independently
III. RESOURCES
Materials: Test paper, ballpen
IV. PROCEDURE
8. Prayer/Greetings

Test Proper
1. Giving direction
3. Answering
4. Checking
V. ASSIGNMENT:
Take an advance study about relation and function

______________ ___________________
_________________

First Summative Test in Math 8
Name: __________________________ Grade & Sec:_________________ Score___________
I. Fill in the blanks to make each statement true.

1. A _______________________ in x and y is an inequality that can be written in one of the
following forms: 𝐴𝑥 + 𝐵𝑦 > 𝐶, 𝐴𝑥 + 𝐵𝑦 < 𝐶, 𝐴𝑥 + 𝐵𝑦 ≤ 𝐶, 𝐴𝑥 + 𝐵𝑦 ≥ 𝐶, where A, B and C are
real numbers and A and B are not both 0.
2. For a linear inequality involving the symbols < 𝑜𝑟 > in two variables, the ______________
is dashed.
3. A _______________________________ consists of two or more inequalities considered
simultaneously.
4. A ________________ of a system of inequalities is a pair of numbers that satisfies each
inequality of the system.
5. To graph the linear inequality x + y < 4, first graph the boundary line. Then pick a test
___________ to determine which half-plane to shade.
II. Verify if each ordered pair is a solution of the system of linear inequalities.
1. x – y< 4 2. x + 3y ≥ 0 3. 2x + 3y ≤ 6
x + 2y < 10 2x – y ≤ 0 8x – 3y > -1
a. (3, 2) a. (4, 3) a. (-1, -2)

b. (2, -3) b. (-2, 1) b. (2, -4)
III. Graph the following:

1. x+y≥3 2. y > 4x + 2
y< -2x – 3
IV. Problem Solving:

1. It cost Amy P3 to make a bracelet and P4 to make a necklace. Production cost cannot
exceed P24. Write an inequality that shows the possible combinations of bracelets (x) and
necklaces (y) that can be made and then graph.
Date: September 3, 2018 (Monday)
I. TOPIC: Relations and Function

SUB TOPIC: Representations of Relations and Functions

1. Define relation,
2. Find the domain and the range of a relation;
3. Cooperate actively in class discussion.
III. RESOURCES
IV. PROCEDURE
11. Prayer/Greetings

Activity
Form some ordered pairs using the format: (object, common name)
a. Column 1: ___________
b. Column 2: ___________
c. Column 3: ___________
Analysis
1. How many objects can be found in each column?
2. How did you classify the objects?
3. Based on the coordinates you have formulated, is there a repetition of the first
coordinates? What about the second coordinates?
4. Does the set of ordered pairs represent a relation?
Abstraction
A Relation is any set of ordered pairs. The set of all first coordinates is called the domain
of the relation. The set of all second coordinates is called the range of the relation.
Example 1: Suppose you are working in a fast food company. You earn Php 50 per hour. Your earnings
are related to the number of hours of work.
Questios:1. How much will you earn if you work 4hrs. a day? How about 5hrs.? 6 hours? 7 hours?
2. Express each in an ordered pair.
3. Based on your answer in no. 2, what is the domain? What is the range?
Application
A. Given the mapping diagram below. Write a set of ordered pairs.
A B
0 -2
-1
1 0
1
4 2
Set of ordered pairs:
{ (_____,_____), (_____,_____), (_____,_____), (_____,_____), (_____,_____) }
B. Suppose the bicycle rental at the Rizal Park is worth Php 20 per hour. Your sister would like to
rent a bicycle for amusement.
1. How much will your sister have to pay if she would like to rent a bicycle for 1 hour? 2 hours? 3
hours?
2. Based on your answers in item 1, write ordered pairs in the form (time, amount).
3. Based on your answers in item 2, what is the domain? What is the range?
Evaluation
Determine the domain and the range of the relation, given the set of ordered pairs.
1. { ( 0,2 ), (1,3),(2,4),(3,5), ( 4,6 ) }
2. { (0,2),(0,4),(0,6),(0,8 ),( 0,10 ) }
3. { (-5,-2), (-2,-2), (1,0 ), (4,2), (7,2) }
4. { ( 0,-2),(1, -3), (2, -4),(3,-5),(4,-6) }
5. { (0,2), (-1,3), ( -2, 4), (-3.5),(-4,6) }
V. ASSIGNMENT:
Have an advance reading about ways of representing/ expressing relations and functions.

______________ ___________________
_________________



1. Recall relation,
2. Determine the ways to represent a relation;
III. RESOURCES
IV. PROCEDURE
17. Drill:
1. Any set of ordered pair is called?
2. The set of all first coordinates of the relation is called?
3. The set of all second coordinates of the relation is called?

Activity
Analysis
1. How did you write the set of ordered pairs?
2. How did you make the table?
3. How did you graph?
4. Did you encounter any difficulty in making table, set of ordered pairs, and the graph?
Why?
5. Can you generate a rule? Explain your answer?
Abstraction
Application
Evaluation
The given diagram defines a relation. Represent the diagram into ordered pair, table,
graph and also generate a rule
1 3
2 6
3 9
4 12
5 15
V. ASSIGNMENT:
Study the lesson about Relations. Be ready for an activity tomorrow.

______________ ___________________
_________________


1. Recall relation
2. Determine the ways to represent a relation
III. RESOURCES
IV. PROCEDURE
21. Review
Find the domain and range of a relation

Activity
Analysis
1. How did you write the set of ordered pairs?
2. How did you make the table?
3. How did you graph?
4. Did you encounter any difficulty in making table, set of ordered pairs, and the graph?
Why?
5. Can you generate a rule? Explain your answer?
Abstraction
Application
Evaluation
The given diagram defines a relation. Represent the diagram into ordered pair, table,
graph and also generate a rule
1 3
2 6
3 9
4 12
5 15
V. ASSIGNMENT:
Read in advance about the classification of correspondence.

______________ ___________________
_________________
Date: October 1, 2015 (Thursday)

SUB TOPIC: Classifications of Correspondence and Function

1. Identify the three classification of correspondence
2. Define function
3. Determine if the given ordered pair is a function or not
III. RESOURCES
IV. PROCEDURE

Activity
Analysis
1. Based on the given mapping diagrams, what can you say about the first one? The second
one? How about the third?
2. How will you classify correspondence?
Abstraction
A correspondence may be classified as one-to-one, many-to-one or one-to-many. It is one-
to-one if every element in the domain is mapped to a unique element in the range; many-to-one if
any two or more elements of the domain are mapped to the same element in the range; or one-to-
many if each element in the domain is mapped to any two or more elements in the range.
A function is a special type of relation. It is a relation in which every element in the domain
is mapped to exactly one element in the range. Furthermore, a set of ordered pairs is a function if
no two ordered pairs have equal abscissas.
The Vertical Line Test
If every vertical line intersects the graph no more than once, the graph represents a
function.
Questions to Ponder
1. What type of correspondence is the mapping? Explain.
2. What type of correspondence is the table? Explain.
Application
Consider the sets of ordered pairs below.
Set A: {(3, 4), (4, 5), (5, 6), (6, 7), (7, 8)}
Set B: {(2, 2), (2, -2), (3, 3), (3, -3), (4, 4), (4, -4)}
Set C: {(0, 1), (1, 1), (2, 1), (3, 1), (4, 1), (5, 1)}
Questions to Ponder
1. What is the domain of each set of ordered pairs?
2. What is the range of each set of ordered pairs?
3. What type of correspondence is each set of ordered pairs? Explain.
4. Which set/sets of ordered pairs is/are functions? Explain.
Evaluation
Determine whether each set of ordered pairs represents a function or not.
V. ASSIGNMENT:
Take an advance study about Function Notation

______________ ___________________
_________________

Centennial II, NagpayongPinagbuhatan, Pasig City
Date: October 14, 2016(Friday)
I. TOPIC: Relations and Functions

SUB TOPIC: Evaluating Functions

1. Uses the notation f (x) for a function,
2. Evaluate functions correctly ; and
3. Show orderliness and accuracy in doing one’s work.
III. RESOURCES
Reference: Grade 8 Module ( Math)
E- Math IV by: Oronce et. al.
IV. PROCEDURE
CCC. Prayer/Greetings
DDD. Checking of Attendance
EEE. Classroom Management
FFF. Review
Review about classification of correspondence.
ACTIVITY :FUNCTION MACHINE
What will be the result in the second diagram using the first figure?
ANALYSIS
GGG. In the first figure, if x is the input, what do you call y?
HHH. In the second figure, if 45 is the input, what will be your output?
Example:
1. f(x)= 3x+1, find f(2)
f(2)= 3(2)+1
=6+1
=7
F is the name of the function, 2 is the input and 7 is the output.
TRY: a. f(3) b. f(4) c. f(5)
ABSTRACTION
The symbol f(x) is read as the “value of f at x” or simply “f of x”. Note that f(x) is another
name for y, hence they can be used interchangeably. To find f(x) for a given value of x is
to evaluatethe function f by substituting an input value into the equation and simplifying
when an equation is used to describe a function. The domain is the set of all x-values that
makes sense in the equation.
Remember that:
a. f(x) means “the value of f at x. It does not mean “f times x”.
b. letters other than f such as G and H or g and h can also be used.
c. F is the name of the function and f(x) is the value of the function at x.
APPLICATION
Evaluate the function at the indicated values and simplify the result.
1. f(x)= 9-6x
a. f( -1) b. f( 0) c. f(1)
2. g (x)= x -4
a. g (3) b. g( -2) c. g(-3)
3. h(x) = x + 7
a. h(3) b. h(-2) c. h(a+2)
EVALUATION
Solve the following:
1. h (x)= 4x - 5
a. h (3) b. h (4) c. h (5)
2. g (x)= x +2x-3
a. g (1) b. g(5) c. g(0) d. g(-2)
V. ASSIGNMENT:
Have an advance reading about Linear Functions.
Reference: Mathematics 8 Module pp.168-177

______________ ___________________
_________________
Date: September 13, 2018 ( Thursday)

SUB TOPIC: Linear Function

1. Define Linear Function,
2. Simplify equations by solving for y in terms of x
3. Graph the equation ; and
III. RESOURCES
IV. PROCEDURE

Activity
A. Determine whether each is a linear function or not. Check Yes if it is a linear function and
No if it is not. Write the degree of the function. For linear functions, identify the slope (m)
and the y-intercept (b).
FUNCTION DEGREE YES NO m b
1. f(x)=5x+1
2. f(x)=3x
3. f(x)= 2(x-3)
4. f(x)= -4x2
5. f(x)= 3x2-5x +1
Analysis
1. How did you complete the table above?
2. Did you find difficulty in completing the table?
3. How did you determine the degree of the function? How about the slope and the y-
intercept?
B. Determine the values of the function if f(x)= -2x+6 at x=-2, -1, 0, 1.
SOLUTION:
If x = -2 then f (x) = -2x +6 becomes
f(-2) = -2 ( -2 ) +6
f( -2 )= 4 +6
f( -2 ) = 10 which means the value of f at x = -2 is 10 or if x=-2,
Then y= 10 ; ordered pair ( -2, 10)
If x = -1 then f (x) = -2x +6 becomes

f(-1) = -2 ( -1 ) +6
f( -1 )= 2 +6
f( -1 ) = 8 which means the value of f at x = -1 is 8 or if x=-1,
Then y= 8 ; ordered pair ( -1, 8)
If x = 0 then f (x) = -2x +6 becomes

f(0) = -2 ( 0 ) +6
f( 0 )= 0 +6
f( 0 ) = 6 which means the value of f at x = 0 is 6 or if x=0,
Then y= 6 ; ordered pair ( 0, 6)
If x = 1 then f (x) = -2x +6 becomes

f(1) = -2 ( 1 ) +6
f( 1 )= -2 +6
f( 1 ) = 4 which means the value of f at x = 1 is 10 or if x=1,
Then y= 4 ; ordered pair ( 1, 4)
We can have the table;
x -2 -1 0 1
y 10 8 6 4
This implies that the graph of the function (f) will pass through the points (-2,10),(-1,8),(0,6),(1,4).
ABSTRACTION
A linear function is defined by f(x) = mx + b, where m is the slope and b is the y-intercept, m and b
∈ℜ and m ≠ 0. The degree of the function is one and its graph is a line.
APPLICATION
A. State whether or not each is a linear function.
𝑥
1. f (x)= 3x +7 4. f(x) = +4
2
2. g (x )= -2x3 +3 5. f (x) = x2 -16
3. h (x) = x2 +5x +7
B. Identify the slope (m) and the y- intercept if it is a linear function in test A.
EVALUATION
A. Complete the table below and illustrate the graph.
1. f(x) =x +5 2. f(x) =3x
x -2 -1 0 1 x -2 -1 0 1
y y
V. ASSIGNMENT:
Study more about Linear Function

______________ ___________________
_________________
Date: October 19,2016 (Wednesday)- Absent

Date: October 20, 2016 (Thursday) - No Classes due to Typhoon Lawin
Date: October 21, 2016(Friday)

SUB TOPIC: Linear Function (Continuation)

1. Define and identify Linear function,
III. RESOURCES
IV. PROCEDURE
28. Review
Evaluating functions

Activity
Determine whether each rule below represents a function or not.
1. y = 3x + 9
2. y = -2x – 7
3. x2 – y2 = -16
4. x + y = 10
5. 2x2 + y2= 9
Analysis
1. How did you know if the given rule is a function or not?
2. Is x2 + y = 2 function or not? But is it also a linear function? Why?
3. What is a linear function?
Abstraction
Linear Function
∈ℜand m ≠ 0. The degree of the function is one and its graph is a line.
Example:Determine the values of the function if f(x)= -2x + 6 at x = -2, -1, 0, 1 then graph.
Application
Answer the following:
1. Is the function fdefined by f(x) = 2x + 3 a linear function? If yes, determine the slope m and
the y-intercept b.
2. Is the function g defined by g(x) = -x a linear function? If yes, determine its slope and y-
intercept.
3. Is the function h defined by h(x) = x2+ 5x + 4 a linear function?
Evaluation
V. ASSIGNMENT:
Start reviewing your lessons now.

______________ ___________________
_________________
Date: October 8, 2015 (Thursday) - continuation

SUB TOPIC: Linear Function

1. Define and identify Linear function,
III. RESOURCES
IV. PROCEDURE
32. Review
Evaluating functions

Activity
Determine whether each rule below represents a function or not.
1. y = 3x + 9
2. y = -2x – 7
3. x2 – y2 = -16
4. x + y = 10
5. 2x2 + y2= 9
Analysis
1. How did you know if the given rule is a function or not?
2. Is x2 + y = 2 function or not? But is it also a linear function? Why?
3. What is a linear function?
Abstraction
Linear Function
∈ℜand m ≠ 0. The degree of the function is one and its graph is a line.
Example:Determine the values of the function if f(x)= -2x + 6 at x = -2, -1, 0, 1 then graph.
Application
1. Is the function fdefined by f(x) = 2x + 3 a linear function? If yes, determine the slope m
and the y-intercept b.
2. Is the function g defined by g(x) = -x a linear function? If yes, determine its slope and y-
intercept.
3. Is the function h defined by h(x) = x2+ 5x + 4 a linear function?
Evaluation
V. ASSIGNMENT:
Prepare for a Summative Test tomorrow.

______________ ___________________
_________________
Date: October 1, 2018 ( Monday)


1. Recall previous knowledge about relations and functions,
3. Follow the directions correctly.
III. RESOURCES
Materials: Test Paper/pen
IV. PROCEDURE

Test Proper
1. Giving direction
2. Getting of paper
4. Answering
V. ASSIGNMENT:
Read and study about inductive reasoning.

______________ ___________________
_________________
Date: October 2, 2018 (Tuesday)

SUB TOPIC: Summative Test – Continuation and Checking

1. Recall previous knowledge about relations and functions,
3. Check the papers honestly.
III. RESOURCES
Materials: Test Paper/pen
IV. PROCEDURE

Test Proper
1. Giving direction
3. Answering ( Continuation )
4. Checking
V. ASSIGNMENT:
Read and study about Inductive Reasoning.

______________ ___________________
_________________
I. TOPIC: Systems of Linear Equations , Relations and Functions,

SUB TOPIC: Unit Test

1. Recall the important concepts discussed in the second grading period,
2. Apply the concepts to answer the questions correctly
3. Participate actively in class discussion and review
III. RESOURCES
IV. PROCEDURE

Review Proper
Questions:
1. What is the graph of linear equation?
2. What is the graph of linear inequalities?
3. Define relation.
4. Define function.
5. Find the solution of the system x – y = 5 and x + y = 1?
6. Given f(x) = 5x – 2, find f(7).
7. If f(x) = 5x – 2 and f(x) = 38, find x.
8. Translate the statement “The sum of two numbers is at least 85”.
9. Translate: The cost of banana (B) and the cost of a chico (C) is at most Php18.
10. In graphing the equation 4x – 3y = 12, what is the x-intercept and the y-intercept?
11. Angelo bought a total of 25 big and small notebooks worth Php550. A big notebook costs
Php25 each while a small one costs Php20 each. How many small notebooks did she buy?
12. Is (5, -2) a solution to the system of linear inequalities 3x + 2y > 6 and 4x – 2y < −4 ?
2
13. Given the domain of f(x) = x + 5 as D = {3,6,9,12} , what is the range of the function?
3
14. If you let m be the larger number and n the smaller number, translate: If the smaller of two
numbers is added from 2 times the larger, the result is 25.
15. Identify the dependent and independent variable: The number of hours in the internet shop
and the total amount of rental.
16. Bea has 12 coins composed of 1-peso and 5-peso coins and amounted to Php32.00. How many
of each coin does she have?
17. What is the graph of equation of lines having the same slope but have different y-
intercept?
18. Tell whether each is a function or not.

a. b. c.
19. Find the domain and range of the following:
V. ASSIGNMENT:
Study your lessons and prepare for your second grading Periodical Test.
Date: October 16, 2018 ( Tuesday)
I. TOPIC: Systems of Linear Equations ,Relations and Functions, Writing Proof

SUB TOPIC: Unit Test

1. Recall the important concepts discussed in the second grading period,
2. Apply the concepts to answer the questions correctly;
3. Show honestly in answering the test.
III. RESOURCES
Materials: test paper, pen
IV. PROCEDURE

Unit Test (Please see attached test paper)
 Distribution of test paper
 Test proper
 Checking ( If there is enough time)
 Retrieval test paper
V. ASSIGNMENT:
Study your lessons and prepare for your second grading Periodical Test.

______________ ___________________
_________________
Date: October 18-19, 2018 (Thursday and Friday)
I. TOPIC: Second Grading Periodical Test

1. Follow the direction carefully,
2. Answer the Periodical Test independently;
III. RESOURCES
Materials: answer sheet, test paper, pencil
IV. PROCEDURE
 Test proper
V. ASSIGNMENT:
Review your lessons and be ready for your Post Test.

______________ ___________________
_________________

Date: October 16, 2015 (Friday)
I. TOPIC: Second Grading Periodical Test

III. RESOURCES
IV. PROCEDURE
III. Prayer/Greetings
JJJ. Checking of Attendance
KKK. Classroom Management
 Test proper
 Checking
V. ASSIGNMENT:
Date: October 19, 2015 (Monday)

No class due to Typhoon Lando

Rechecking of Periodical Test

2. Check the periodical test correctly
III. RESOURCES
Materials: Notebook, portfolio, etc.
Paper/pen
IV. PROCEDURE
LLL. Prayer/Greetings
MMM. Checking of Attendance
NNN. Classroom Management
 Rechecking of papers
V. ASSIGNMENT:
Take an advance study about If-Then Statements.
Date: November 5, 2018 ( Monday)
I. TOPIC: POST-TEST ( FIRST SEMESTER)

1. Answer the post-test independently,
2. Follow the directions carefully;
III. RESOURCES
Materials: Test paper, paper, pen
IV. PROCEDURE

Test Proper
1. Giving direction
2. Answering the post-test
4. Retrieval of papers and test papers
V. ASSIGNMENT:
Take an advance study about Triangle Congruence.

______________ ___________________
_________________
Date: October 22, 2015 (Thursday)
I. TOPIC: Checking of Post Test

Item Analysis of Second Periodical Test and Post Test

2. Analyze the items correctly
3. Show enthusiasm in doing classroom activity
III. RESOURCES
Materials: Paper, red ballpen
IV. PROCEDURE
OOO. Prayer/Greetings
PPP. Checking of Attendance
QQQ. Classroom Management
 Checking of papers
 Item analysis
V. ASSIGNMENT:

1. Identify all the requirements for the second grading period
III. RESOURCES
IV. PROCEDURE
RRR. Prayer/Greetings
SSS. Checking of Attendance
TTT. Classroom Management
V. ASSIGNMENT:
Date: October 19, 2015 (Monday)

No class due to Typhoon Lando
I. TOPIC: POST-TEST ( FIRST SEMESTER)

1. Answer the post-test independently
III. RESOURCES
IV. PROCEDURE
UUU. Prayer/Greetings
VVV. Checking of Attendance
WWW. Classroom Management

Test Proper
1. Giving direction
2. Answering the post-test
V. ASSIGNMENT:
Date: October 6, 2018 ( Tuesday)
I. TOPIC: Post Test ( Continuation and Checking )

1. Answer the test correctly,
2. Check the paper honestly;
3. Show enthusiasm in checking the test.
III. RESOURCES
IV. PROCEDURE
 Answering ( Continuation )
 Checking
 Retrieval of papers
V. ASSIGNMENT:

______________ ___________________
_________________
Date: October 22-26, 2018 ( Semestral Break )

1. Identify all the requirements for the second grading period,
2. Pass all the requirements required for the grading period;
3. Show enthusiasm in doing class activity .
III. RESOURCES
IV. PROCEDURE
 Passing and checking of notebook and activities.
 Recording
V. ASSIGNMENT:
Review the previous lessons and be ready for a Post-Test next meeting.

______________ ___________________
_________________

1. Identify all the requirements for the second grading period
III. RESOURCES
IV. PROCEDURE
XXX. Prayer/Greetings
YYY. Checking of Attendance
ZZZ. Classroom Management
 Recording
V. ASSIGNMENT:
Date: November 7, 2018 ( Wednesday)
I. TOPIC: PRE-TEST ( SECOND SEMESTER)

1. Answer the pre-test independently,
2. Follow the directions carefully;
III. RESOURCES
IV. PROCEDURE

Test Proper
1. Giving direction
2. Answering the pre-test
V. ASSIGNMENT:

______________ ___________________
_________________
Date: November 8, 2018 ( Thursday)
I. TOPIC: Checking of Pre -Test

1. Answer the test honestly,
2. Check the paper correctly;
3. Show enthusiasm in checking the paper.
III. RESOURCES
IV. PROCEDURE
AAAA. Prayer/Greetings
BBBB. Checking of Attendance
CCCC. Classroom Management
 Answering 9 Continuation )
 Checking of papers
 Retrieval of papers
V. ASSIGNMENT:

______________ ___________________
_________________

I. TOPIC: REASONING
SUB-TOPIC: If-Then Statements

1. Identify the hypothesis and the conclusion of if-then statements,
2. Convert the given statements into if-then form;
3. Show patience in transforming statements into if-then form.
III. RESOURCES
e-math III by Oronce and Mendoza
IV. PROCEDURE
8 Prayer/Greetings
9 Checking of Attendance
10 Classroom Management

ACTIVITY: Complete the statement and justify your answer.
1. Miss Earth candidates are environmentalists. Miss Jaybee is a candidate to the Miss Earth
search, therefore…
2. If you are at SM you got it all. Marie is at SM then…
3. If you bank with BDO they find ways. Vincent has deposit at BDO then ....
4. If you drink coke you find happiness. Jay is drinking coke then…
5. Globe connects people. Debbie is using globe sim card then...
ANALYSIS
Questions:
1. What composes the given statements?
2. What have you noticed about the preceding statements?
3. What is common to all of the statements?
ABSTRACTION
An if-then statement is composed of two clauses: the if-clause and the then-clause. We can
denote a letter for each clause, p for the if-clause and q for the then clause. The statement is in
the form, “if p then q”. Conditional statements are formed by joining two statements p and q using
the words if and then. The p statement is called the hypothesis and the q statement is called the
conclusion.
Example:
1. A quadrilateral has four sides.
If-then form:_____________________
Hypothesis:______________________
Conclusion:_______________________
2. A basketball player is at least 5’9” tall.

If-then form:_____________________
Hypothesis:______________________
Conclusion:_______________________
APPLICATION
1. Cigarette smoking is dangerous to your health.
If-then form ________________________________________
Hypothesis _______________________________________
Conclusion _______________________________________
2. A square has four equal sides:
If-then form ________________________________________
Hypothesis _______________________________________
Conclusion _______________________________________
3. A right angle measures 900:
If-then form ________________________________________
Hypothesis _______________________________________
Conclusion _______________________________________
EVALUATION
Convert each statement to if-then form, and then identify the hypothesis and the
conclusion.
1. Good citizens obey rules and regulations.
2. Filipinos are God-fearing people.
3. The sum of the measure of complimentary angles is 90 0.
4. Opposite sides of a rectangle are parallel.
5. A triangle is a polygon with three sides.
V. ASSIGNMENT:
Take an advance study about converse, inverse and contrapositive of the conditional
statement.

______________ ___________________
_________________

Date: September 24, 2018 (Monday)
I. TOPIC: REASONING
SUB-TOPIC: If-Then Statement (Activity)

1. Recall the concept of if-then statement,
2. Make a collage that shows an if-then statement of their future self;
3. Show patience in doing classroom activity.
III. RESOURCES
Materials: magazine, scissors, glue, oslo/bond paper
IV. PROCEDURE
11 Prayer/Greetings
14 Checking of assignment

ACTIVITY
How do you see yourself ten years from now?

Answer the question by making a collage of pictures that will illustrate yourself after ten years. On
the left part of the paper, place the pictures that shows the “if” statements, things you need to do
now to achieve your goals and dreams, and on the right part place the “then” statement, picture/s
of your future self.
Discuss the output with their classmates.
V. ASSIGNMENT:
Take an advance study about converse, inverse and contrapositive of the conditional
statement.

______________ ___________________
_________________

I. TOPIC: REASONING
SUB-TOPIC: If-Then Statement

1. Determine the hypothesis and the conclusions from the given statement
2. Write the statement as conditional, converse, inverse and contrapositive
3. Participate in class discussion actively
III. RESOURCES
IV. PROCEDURE
15 Prayer/Greetings
18 Review: Complete the statement.
An if-then statement is composed of two clauses: the if-clause and the then-clause. We can
denote a letter for each clause, p for the _____ and q for _____ clause. The statement is
in the form, “if p then q”. Conditional statements are formed by joining two statements p
and q using the words if and then. The p statement is called the _____ and the q statement
is called the _____.

ACTIVITY: Getting Ready
1. Ask the students to give examples of statements that consist of hypothesis and conclusions.
2. Let the students show to the class the hypothesis and conclusion in each statement.
3. Ask the student to reciprocate (order of hypothesis and conclusion) each of the given
statement.
Questions:
1. What are your observations or conjectures after you reciprocate the statement?
2. Is there a change of meaning of the statement?
ANALYSIS
Study the table below:
Statement If-Then Form Converse Inverse Contrapositive
A triangle is a If a shape is a If a shape is a If a shape is not If a shape is not
polygon. triangle, then it is polygon, then it is a triangle, then it a polygon, then it
a polygon. a triangle. is not a polygon. is not a triangle.
Questions:
1. What happens to p and q in the converse?
2. Compare the inverse and the original statement. What did you do with p? What did you do
with q?
3. Observe the changes in the converse and the contrapositive. What have you notice?
4. Summarize your observation in terms of p and q.
ABSTRACTION
 The converse of the conditional statement is formed by interchanging the hypothesis and
the conclusion.
 We can summarize how to convert the statement in terms of p and q. Study the table below.
Statement If p, then q
Converse If q, then p
Inverse If not p, then not q
Contrapositive If not q, then not p
APPLICATION
Complete the following statements
1. An even number is divisible by two.
If-then form:
Converse:
Inverse:
Contrapositive:
2. If two angles are congruent, then they have the same measure.
Converse:
Inverse:
Contrapositive:
EVALUATION
State the converse, inverse, contrapositive of each conditional statement.
1. Obtuse angles have measure more than 900.
2. Vertical angles are congruent.
3. If an angle measures 900 then it is right angle.
4. All rectangles are quadrilaterals.
V. ASSIGNMENT:
Study more about the topic. Be ready for an activity tomorrow.

______________ ___________________
_________________
Date: September 2, 2018 (wednesday)
I. TOPIC: REASONING
SUB-TOPIC: ICL/If-Then Statement, Converse, Inverse and Contrapositive Statement

1. Recall the concepts of if-then, converse, inverse and contrapositive statement,
2. Formulate the statement into if-then form, converse, inverse and contrapositive
statement;
3. Show perseverance while answering the activity.
III. RESOURCES
Materials: visual aids
References: TG pp:354
Learners Module PP:325-327
IV. PROCEDURE
19 Prayer/Greetings

ACTIVITY: Complete the table below given the following statements.
1. A quadrilateral has four sides.
2. Two points determine a line.
3. The intersection of two lines is a point.
4. Two intersecting lines lie in one plane.
5. The sum of angles forming a linear pair is 180 0.
6. If today is Monday then tomorrow is Tuesday.
7. If today is Saturday then it is a weekend day.
8. Vertical angles are congruent.
9. If a number is divisible by four then it is divisible by two.
10. If Mae lives in Nagpayong then she lives in Pasig City.
If-then statement Converse Inverse Contrapositive
V. ASSIGNMENT:
Take an advance study about inductive reasoning

______________ ___________________
_________________
Date: October 3, 2015 (Wednesday)
I. TOPIC: REASONING
SUB-TOPIC: Inductive Reasoning

1. Define Inductive Reasoning
2. Apply inductive reasoning to answer each question
3. Think critically in doing class activity.
III. RESOURCES
IV. PROCEDURE
DDDD. Prayer/Greetings
EEEE. Checking of Attendance
FFFF. Classroom Management
ACTIVITY
ANALYSIS
Question: How did you arrive at your answer? Did you agree?
What you have shown is inductive reasoning. Can you give your own examples?
Based on the activity, what is inductive reasoning?
ABSTRACTION
Inductive Reasoning
- a process of observing data, recognizing patterns and making generalizations from observations.
- method of forming generalizations from particular cases by observing data and recognizing
pattern.
Conjecture – it is a generalization in mathematics based on many examples or illustrations which
the author thinks is correct but cannot prove as yet.
APPLICATION
A. Use inductive reasoning to find the next two terms of each sequence.
1. 1, 2, 4, 8, 16, __, __
2. 1, 4, 9, 16, 25, __, __
3. O, T, T, F, F, S, S, E, __, __
4. J, F, M, A, M, J, J, __, __
5. 1, 10, 100, 1000, __, __
B. Answer the following.Draw conclusion from each given situation

1. 5, 10,15, 20. The next number is ___.
2. A child’s teacher in pre-school was a female, in his grades 1 and 2 his teachers were both
female. The child may say___________
3. This cat is black. That cat is black. The third cat is black. Therefore, ______.
EVALUATION
Study the given information. Then answer the next term.
1. 1∙1=1 2. 9∙0+1 = 1
11 11 = 121 9 1 + 2 = 11
111 111 = 12321 9 2 + 3 = 21
1111 1111 = 1234321 9 3 + 4 = 31
11111 11111 = ________ ___________
3 123, 456, 789 x 9 = 1, 111, 111, 101

123, 456, 789 x = 18 = 2, 222, 222, 202
123, 456, 789 x 27 = 3, 333, 333, 303
123, 456, 789 x __ = _____________
4. 9 x 1 -1 = 8
9 x 21 – 1 = 188
9 x 321 – 1 = 2, 888
9 x 4321 – 1 = 3, 888
9 x 54321 – 1 = ________
V. ASSIGNMENT:
Take an advance study about Inductive Reasoning.

______________ ___________________
_________________
Date: November 12, 2015 (Thursday)
I. TOPIC: REASONING
SUB-TOPIC: Deductive Reasoning

1. Define Deductive Reasoning
2. Apply deductive reasoning to answer each question
3. Show active participation in class discussion
III. RESOURCES
IV. PROCEDURE
GGGG. Prayer/Greetings
HHHH. Checking of Attendance
IIII. Classroom Management
ACTIVITY
Answer the following to reach a conclusion.
X: The area of a square is the square of the length of its sides.
Y: ABCD is a square whose side is 5 units.
Question: What is the area of ABCD?
ANALYSIS
Questions:
1. How did you arrive at your answer?
2. Did you agree at once on your answer?
What you have experience is deductive reasoning. Can you give your own examples of deductive
reasoning?
3. Based on the given activity, define deductive reasoning.
ABSTRACTION
Deductive Reasoning is a step-by-step logical approach to proving an idea by observation and
testing. It is reasoning from general premises which are known or presumed to be known, to move
specific, certain conclusions.
*In deductive reasoning, you assume the hypothesis is true and then write a series of statements
that leads to the conclusions. Each statement is supported by a reason that justifies.
* Simple Syllogism is an argument made up of these statements: a major premise, a minor premise
(both of which are accepted as true) and a conclusion.
Examples:
1. X: All football players are muscular
Y: Jude is a football player.
Z: what can you say about Jude?
APPLICATION
Write a general statement in (a) a particular statement in (b) and a conclusion in (c) as
required in each of the following:
1. A. Filipinos are hospitable. 6. X: All even numbers are divisible by 2.
B.Juan is Filipino. Y: 120 is an even number.
C.________________. Z: Therefore,________________.
2. A. Ilocanos are industrious. 7. X: Vertical angles are congruent.
B.Maria is an Ilocano. Y: Angle A and angle B are vertical angles.
C. ________________. Z: _______________________
3. A. Priest are religious. 8. X: All students in high school are between
B.________________ 12 and 18 years old.
C. Fr. Tarsi is religious. Y: Joel is in high school.
4. A. Every human being has rights Z: _________________________.
B. John is a human being. 9. X: A quadrilateral has four sides.
C. __________________ Y: ______________________.
5. A. A scalene triangle has no congruent sides. Z: A square has four sides.
B. ABC is scalene. 10. X: Good citizens pay their taxes.
C. __________________. Y: Teachers are good citizens.
Z: _____________________.
EVALUATION
Complete each syllogism. Write a general statement in (x) a particular statement in (y) and a
conclusion in (z) .
1. X:Filipinos are peace- loving people. 5. X: All trees have trunks.
Y: Julia is a Filipino. Y: Mango is a tree.
Z:_____________________ Z:Therefore, ____________.
2. X:If you quit smoking then you save your lungs. 6. X: Intelligent students love
Y:Karl quit smoking. Mathematics.
Z:_____________________ Y:_____________________
Z: ____________________.
3. X:Right angles are congruent. 7. X: Regular polygon is equilateral.
Y:____________________ Y: BELEN is a regular polygon.
Z:Angle 1 and angle 2 are congruent Z: _____________________
4. X:__________________ 8. X: A Quadrilateral is a polygon

Y:Amy and Andy are diligent students. of four sides.
Z:Amy and Andy do their homeworks. Y: ______________________
Z: ______________________
V. ASSIGNMENT:

______________ ___________________
_________________
Date: November 13, 2015 (Friday)
I. TOPIC: REASONING
SUB-TOPIC: Activity

1. Recall the concept of inductive and deductive reasoning
2. Apply inductive and deductive reasoning to answer each question
III. RESOURCES
Materials: activity paper, ball pen
IV. PROCEDURE
JJJJ. Prayer/Greetings
KKKK. Checking of Attendance
LLLL. Classroom Management
Activity Proper
(See attached activity paper)
1. Giving direction
2. Distribution of activity paper
3. Administering
4. Checking
5. Retrieving of papers
V. ASSIGNMENT:

______________ ___________________
_________________
Date: October 11, 2018 ( Thursday)
I. TOPIC: Writing Proof

SUB-TOPIC: Definition of Terms, Postulates and Properties of Equality

1. Define Geometric terms,
2. Familiarize the terms, postulates and properties of equality;
III. RESOURCES
Materials: visual aids, chalk, chakboard
e-math( Intermediate Algebra) by Oronce and Mendoza
Intermediate Algebra by Pascual
IV. PROCEDURE
22 Prayer/Greetings
A. DEFINITIONS IF-THEN FORM

1. Betweeness If A – B – C’
 AB + BC = AC
2. Midpoint If B is the midpoint of AC’
 AB = BC
3. Segment bisector If AB bisects PQ at B
 PB ≅ QB
4. Right angle If ∠A is a right ∠,
 m∠A = 90 or if ∠BAC is a right ∠,
 AB  AC
5. Acute angle If ∠A is an acute∠,
 m∠A < 90
6. Obtuse angle If ∠A is an obtuse∠,
 m∠A > 90
7. Perpendicular Line segments If AB  AC,
 ∠BAC is a right angle
8. Complementary angles If ∠A and ∠B are complementary ∠’s,
 m∠A + m∠B = 90
9. Supplementary angles If ∠A and ∠B are supplementary ∠’s
 m∠A + m∠B = 180
10. Linear pair

If PQ and PR are opposite rays and PT is
any other ray,
11. Angle bisector  ∠QPT and ∠TPR form a linear pair
If AD bisects ∠BAC,
12. Congruent segments  ∠BAD ≅∠DAC
If AB ≅ CD, or If AB = CD
 AB = CD AB ≅ CD
13. Congruent angles If ∠A ≅∠B, or If m∠ A = m
∠B
B. POSTULATES  m∠A = m∠ B ∠A ≅∠B
1. The Angle Addition Postulate (AAP)
If T is in the interior of ∠BAC,
2. The Supplement Postulate  m∠BAC = m∠BAT + m∠TAC
If ∠1 and ∠2 form a linear pair,
 ∠1 and ∠2 are supplementary angles
C. Properties of Equality
1. Addition Property of Equality
If a = b and c = d,
(APE)
 a+c=b+c
2. Multiplication Property of Equality
( MPE)
If a = b and c = d,
 ac = bc or ac = bd
3. Subtraction Property of Equality
(SPE)
If a = b and c = d
 a –c = b – c or a – c = b - d
4. Reflexive Property of Equality
For every a, a = a
5. Symmetric Property of Equality
If a = b,
 b=a
6. Transitive Property of Equality
If a = b and b = c,
7. Law of Substitution
 a=c
If a + b = c and b = x,
 a+x=c
V. ASSIGNMENT:
Take an advance study about writing proof.

______________ ___________________
_________________
Date: November 17, 2015 (Tuesday) – November 20, 2015 (Friday)

No class due to APEC
Date: November 23, 2015 (Monday)
I. TOPIC: Writing Proof


1. Define Geometric terms
2. Familiarize the terms, postulates and properties of equality
III. RESOURCES
IV. PROCEDURE
MMMM. Prayer/Greetings
NNNN. Checking of Attendance
OOOO. Classroom Management

 AB + BC = AC
 AB = BC
 PB ≅ QB
 AB  AC
 m∠A < 90
 m∠A > 90
 m∠A + m∠B = 90
 m∠A + m∠B = 180
10. Linear pair If PQ and PR are opposite rays and PT is

any other ray,
 ∠QPT and ∠TPR form a linear pair
If AD bisects ∠BAC,
11. Angle bisector  ∠BAD ≅∠DAC
If AB ≅ CD, or If AB = CD
12. Congruent segments  AB = CD AB ≅ CD
If ∠A ≅∠B, or If m∠ A = m
13. Congruent angles ∠B
 m∠A = m∠ B ∠A ≅∠B
If T is in the interior of ∠BAC,

B. POSTULATES  m∠BAC = m∠BAT + m∠TAC
1. The Angle Addition Postulate (AAP) If ∠1 and ∠2 form a linear pair,
2. The Supplement Postulate
If a = b and c = d,
C. Properties of Equality  a+c=b+c
1. Addition Property of Equality If a = b and c = d,
(APE)  ac = bc or ac = bd
2. Multiplication Property of Equality
( MPE) If a = b and c = d
 a –c = b – c or a – c = b - d
3. Subtraction Property of Equality
(SPE) For every a, a = a
4. Reflexive Property of Equality

If a = b,
 b=a
5. Symmetric Property of Equality If a = b and b = c,
 a=c
6. Transitive Property of Equality If a + b = c and b = x,
 a+x=c
7. Law of Substitution
V. ASSIGNMENT:

______________ ___________________
_________________
Date: November 24, 2015 (Tuesday)
I. TOPIC: Writing Proof - continuation


1. Identify each definitions, postulates and properties of equality in each if-then
statement.
2. Familiarize the terms, postulates and properties of equality
III. RESOURCES
IV. PROCEDURE
PPPP. Prayer/Greetings
QQQQ. Checking of Attendance
RRRR. Classroom Management

 AB + BC = AC
 AB = BC
 PB ≅ QB
 AB  AC
 m∠A < 90
 m∠A > 90
 m∠A + m∠B = 90
 m∠A + m∠B = 180
10. Linear pair If PQ and PR are opposite rays and PT is
any other ray,
 ∠QPT and ∠TPR form a linear pair
11. Angle bisector If AD bisects ∠BAC,
 ∠BAD ≅∠DAC
12. Congruent segments If AB ≅ CD, or If AB = CD
 AB = CD AB ≅ CD
13. Congruent angles If ∠A ≅∠B, or If m∠ A = m
∠B
 m∠A = m∠ B ∠A
≅∠B
B. POSTULATES
1. The Angle Addition Postulate (AAP) If T is in the interior of ∠BAC,
 m∠BAC = m∠BAT + m∠TAC
2. The Supplement Postulate If ∠1 and ∠2 form a linear pair,
C. Properties of Equality
1. Addition Property of Equality If a = b and c = d,
(APE)  a+c=b+c
2. Multiplication Property of Equality If a = b and c = d,
( MPE)  ac = bc or ac = bd
3. Subtraction Property of Equality If a = b and c = d

(SPE)  a –c = b – c or a – c = b - d
4. Reflexive Property of Equality For every a, a = a
5. Symmetric Property of Equality If a = b,

 b=a
6. Transitive Property of Equality If a = b and b = c,
 a=c
7. Law of Substitution If a + b = c and b = x,
 a+x=c
V. ASSIGNMENT:
Checked By:

Department Head
Date: October 12, 2018 ( Friday)
I. TOPIC: Logical Reasoning

SUB TOPIC: Writing Proof - Activity

1. Recall the different definitions, postulates and properties of equality,
2. Identify the definitions, postulates and properties of equality in each if-then
statement;
3. Answer the activity independently.
III. RESOURCES
References: e-math (Geometry) by Oronce and Mendoza
Module in Math 8
IV. PROCEDURE
 Review: Enumerate the different definitions, postulates and properties of equality
Activity
A. Identify the different definitions, postulates and properties of equality in each if-then
statement.
1. If A is the midpoint of BC, then AB ≅ AC __________________________

2. If X is a point between ZY, then XZ + YX = ZY _______________________
3. If P = H and I = A, then P + I = H + A __________________
4. If P = H and I = A, then PA = HI ______________________
5. If M = A and A = E, the M = E _____________________
6. If AX = YB, then YB = AX ___________________
7. If AX bisects ∠BAC, then ∠BAX = ∠XAC __________________
8. If XY bisect WZ at N, WN = NZ ______________________
9. If MN ⊥ MO , then ∠NMO is a right angle ________________________
10. If P = H and I = A, then P - I = H - I __________________
11. If AB = XY, then AB ≅ XY ______________________
12. If ∠1 ≅ ∠2 , then m∠1 = m∠2 ___________________
13. If x + y = z and x = w, then w + y = z __________________
14. If ∠F and ∠G are complementary angles, then m ∠F + m ∠G = 900 ______________
B. Complete each statement below and give your reason.
1. If f = g and g = k, then ________________/_________________

2. If a + b = c and c = 2, then _______________/_________________
3. If M is the midpoint of ______, then BM = MD / ___________________
4. If PR ⊥ RS, then ____________ is a right angle/____________________
5. If m∠1 + m ∠2 = _________, then they are supplementary/________________
6. If ∠W is an acute angle, then ___________________/___________________
7. If I is in the interior of ∠HKL, then ___________ = m ∠HKL/__________________
8. If Y is between Q and Z then __________= QZ/_________________
V. ASSIGNMENT:

______________ ___________________
_________________


1. Recall the different concepts related to logical reasoning,
2. Apply the concepts to answer each question;
3. Answer the summative test independently.
III. RESOURCES
Materials: Test paper, ball pen
Module in Math 8
IV. PROCEDURE

Test Proper
I. Matching Type: Choose the word from the list that correctly completes each statement.
A B
1. A statement accepted true without proof is a ______
2. A _______ is an educated guess based on patterns in a. deductive
data or figures.
3.The _______ of a conditional statement is formed by b. inductive
interchanging the hypothesis and conclusion.
4. A _______ is an example that shows a conjecture c. postulate
to be false.
5.________ reasoning is a process of reasoning logically d. conjecture
from an accepted hypothesis to show that a desired
conclusion must be true. e. counterexample
6.________reasoning is the process of looking for patterns
among a set of data and using these patterns to f. converse
make a generalization.
II. Underline the hypothesis once and the conclusion twice in each conditional statement.
1. If 4x + 1 = 9, then x = 2.
2. If you see lightning then you hear thunder.
3. If you are a basketball player, then you are at least 5’9” tall.
4. If three points lie on a line, then they are collinear.
5. If you are 13 years old, then you are a teenager.
III. Write the converse, inverse and contrapositive of each if-then statement.
1. If you are health conscious, then you eat balance diet.
Converse:
Inverse:
Contrapositive:
2. If you are in love, then you are inspired.
Converse:
Inverse:
Contrapositive:
3. If two angles are vertical, then they are congruent.
Converse:
Inverse:
Contrapositive:
IV. Use inductive reasoning to find the next two terms.

1 1 1 1
1. , , , , ,
2 4 8 16
V. Write a general statement in (a) a particular statement in (b) and a conclusion in (c) to
complete each set of syllogism.
1. a. Man has two legs.
b. Benjie is a man.
c. __________________.
2. a. A triangle is a polygon
b. ________________.
c. ABC is a polygon.
3. a. __________________.
b. Vince is a motorcycle rider.
c. Vince wear helmet.
V. ASSIGNMENT:

______________ ___________________
_________________
Remedial Activity in Math 8
Third Grading
Name:_______________________ Grade and Section:__________________ Score:_______
I. Matching Type: Choose the word from the list that correctly completes each statement.
A B
1. A statement accepted true without proof is a ______
2. A _______ is an educated guess based on patterns in a. deductive
data or figures.
3.The _______ of a conditional statement is formed by b. inductive
interchanging the hypothesis and conclusion.
4. A _______ is an example that shows a conjecture c. postulate
to be false.
5.________ reasoning is a process of reasoning logically d. conjecture
from an accepted hypothesis to show that a desired
conclusion must be true. e. counterexample
6.________reasoning is the process of looking for patterns
among a set of data and using these patterns to f. converse
make a generalization.
II. Underline the hypothesis once and the conclusion twice in each conditional statement.
1. If 4x + 1 = 9, then x = 2.
2. If you see lightning then you hear thunder.
3. If you are a basketball player, then you are at least 5’9” tall.
4. If three points lie on a line, then they are collinear.
5. If you are 13 years old, then you are a teenager.
III. Write the converse, inverse and contrapositive of each if-then statement.
1. If you are health conscious, then you eat balance diet.
Converse:
Inverse:
Contrapositive:
2. If you are in love, then you are inspired.
Converse:
Inverse:
Contrapositive:
3. If two angles are vertical, then they are congruent.
Converse:
Inverse:
Contrapositive:
IV. Use inductive reasoning to find the next two terms.

1 1 1 1
1. , , , , ,
2 4 8 16
V. Write a general statement in (a) a particular statement in (b) and a conclusion in (c) to
complete each set of syllogism.
1. a. Man has two legs.
b. Benjie is a man.
c. __________________.
2. a. A triangle is a polygon
b. ________________.
c. ABC is a polygon.
3. a. __________________.
b. Vince is a motorcycle rider.
c. Vince wear helmet.

SUB TOPIC: Second Summative Test

1. Recall the different concepts related to logical reasoning,
2. Apply the concepts to answer each question;
3. Check the test papers correctly.
III. RESOURCES
Module in Math 8
IV. PROCEDURE
V. ASSIGNMENT:
Checked By:

Department Head


SUB TOPIC: Writing Proof

1. Define proof,
2. Identify the different types of proof,
3. Apply the definitions, postulates and properties of equality in writing proof;
III. RESOURCES
Module in Math 8
IV. PROCEDURE
 Review: Enumerate the different definitions, postulates and properties of equality related
to proving
Activity: Getting Ready

Solve the equation 4X – 3 = 2X + 25by writing your solution under statements and
enumerate the process you applied in your solution under reasons.
STATEMENTS REASONS
4X – 3 = 2X + 25 Given
4X – 2X - 3 = 25 subtract 2x from both sides
2X - 3 = 28 combine like terms
2X = 28 add three to both sides
X = 14 divide both sides by 2
Analysis
From the given activity, answer the following questions:
1. How did you solve the given equation?
2. What do you call those statements under reasons that support the equations under
statements?
Abstraction
PROOF – a logical arguments in which each statement you make is a backed up by a statement that
is accepted as true.
Kinds of Proof:
1. Two-Column Proof or Formal Proof
2. Paragraph or Informal Proof
3. Flowchart Proof
Application
Prove the following:
1. Given: BE = ST
Prove: BS = ET
Two-Column Proof:
Statements Reasons
1. BE = ST 1. Given
2. ES = ES 2. Reflexive property
3. BE + ES = ES + ST 3. APE (add 1 and 2)
4. BS = BE + ES 4.Definition of betweenness (figure)
5. ET = ES + ST 5. Definition of betweenness (figure)
6. BS = ET 6. Transitive Property of Equality (3,4 and 5)
2. Given: A is the midpoint of MT

1
Prove: MT = MA
2
Use Two-Column Proof
Evaluation
Prove using two-column proof:
1. Given: PE = SO
Prove: PS ≅ EO
V. ASSIGNMENT:
Review your lessons in the second grading. Be ready for a unit test tomorrow.

______________ ___________________
_________________
Date: December 3, 2015 (Thursday)

SUB TOPIC: Writing Proof (Continuation of the discussion)

1. Write a formal or two column proof for a geometric statement
2. apply the definitions, postulates and properties of equality in writing proof
3. participate actively in class discussion
III. RESOURCES
Module in Math 8
IV. PROCEDURE
SSSS. Prayer/Greetings
TTTT. Checking of Attendance
UUUU. Classroom Management
VVVV. Review: Enumerate the different definitions, postulates and properties of equality
related to proving

Activity
Given: U is the midpoint of LV
1
Prove: LU = LV
2
Statements Reasons
1.
2.
3.
4.
Analysis
1. How did you arrive at your answer?
2. What type of proof did you use?
3. What are your steps/procedures in writing formal proofs?
Abstraction
Procedure for writing Formal Proofs:
1. Write the theorem or statement to be proven.
2. Draw a sketch or figure for the statement.
3. List the given and the statement to be proved.
4. Plan the proof that includes the definitions, postulates and theorems already proven that
relate to the theorem.
5. Design the two-column proof that contains the statements and reasons respectively written.
Application
Prove the following using two-column proof:
1. Given: ∠1 𝑎𝑛𝑑 ∠2 are right angles
Prove: ∠1 ≅ ∠2
Statements Reasons
2. Given: HA bisects ∠ NHS

1
Prove: ∠ NHA = ∠NHS
2
Statements Reasons
Evaluation
Prove using two-column proof:
1. Given: AB ⊥ BC
Prove: ∠ ABD and ∠ DBC are complementary angles
V. ASSIGNMENT:
Checked By:

Department Head
Date: December 4, 2015 (Friday)

SUB TOPIC: Writing Proof (ACTIVITY)

1. Recall the definitions, postulates and properties of equality use in writing proof
2. Apply the definitions, postulates and properties of equality in writing proof
3. Write a formal or two column proof for a geometric statement
III. RESOURCES
Materials: activity paper/ pen
Module in Math 8
IV. PROCEDURE
WWWW. Prayer/Greetings
XXXX. Checking of Attendance
YYYY. Classroom Management

Activity Proper
I. Complete the proof of each of the following:
1. Given: FA = ME
Prove: FM ≅ AE
F A M E
Statements Reasons
1. FA = ME 1. __________________
2. _______________ 2. Reflexive Property of Equality
3. FA + AM = ME + AM 3. __________________
4. FM = ___________ 4. Definition of Betweenness
5. AE = ___________ 5. __________________
6. FM = AE 6. __________________
7. _______________ 7. __________________
II. Make a Two- Column Proof:
1. Given: ∠A and ∠B are right angles
Prove: ∠A ≅ ∠B
V. ASSIGNMENT:

Date: November 13, 2018 ( Tuesday)
I. TOPIC: Triangle Congruence ( Continuation )

SUB TOPIC: Introduction and Definition of Triangle Congruence

1. Define Congruent Triangle,
2. Name the pairs of congruent corresponding parts of congruent triangles;
III. RESOURCES
Module in Math 8
IV. PROCEDURE

Abstraction
Two Triangles are Congruent if their vertices can be paired so that corresponding sides
are congruent and corresponding angles are congruent.
CPCTC – Corresponding Parts of Congruent Triangles are Congruent
Example:
ΔABC ≅ ΔDEF- Read as "triangle ABC is congruent to triangle DEF."
≅ symbol for congruency
Δ symbol for triangle.
The congruent corresponding parts are marked identically.

Can you name the corresponding congruent sides? Corresponding congruent angles?
Application
Given the figure answer the following:
1. ΔABD ≅ ΔCBD, Write down the six pairs of congruent corresponding parts
2. Which triangles are congruent if MA ≅KF, AX ≅FC, MX ≅KC; ∠M ≅ ∠K, ∠A ≅ ∠F, ∠X≅ ∠C. Draw
the triangles.
Evaluation
V. ASSIGNMENT:
Take an advance study about SSS, SAS, and ASA Postulates.

______________ ___________________
_________________
I. TOPIC: Triangle Congruence

SUB TOPIC: SAS Congruence Postulate ( M8GE- IIIe-4 3.2)

1. Illustrate the SAS congruence postulates,
2. Apply the SAS postulates in proving congruent triangles;
III. RESOURCES
Module in Math 8
IV. PROCEDURE
 Review: When can you say that the two triangles are congruent?
IV . DEVELOPMENT OF THE LESSON

Activity
Identify the parts of a triangle in terms of their relative positions.
Analysis
1. What are the parts of a triangle in terms of their relative positions?
2. What is an included angle?
3. What is an included side?
Abstraction
Included angle is the angle between two sides of a triangle.
Included side is the side common to two angles of a triangle.
Triangle Congruence Postulates
 SAS (Side-Angle-Side) Congruence Postulate

If the two sides and the included angle of one triangle are congruent to the corresponding
two sides and the included angle of another triangle, then the two triangles are congruent.
Application
Determine if the SAS Postulate can be used to prove that the triangles are congruent.
Indicate the congruent sides and the included angle.
a. Congruent sides: ____________________

b. Included Angle: _____________________
c. Postulate: _________________________
Evaluation
Use the given information to complete each statement.
* U is the midpoint of both FE and LT. Then FLU = ________
V. ASSIGNMENT:
Read and study about ASA Postulate.

______________ ___________________
Mr. Christopher R. Morante Mrs. Deborah D. Margarejo
_________________
Date: November 22, 2019 ( Friday)

SUB TOPIC: ASA Congruence Postulates ( M8GE- IIIe-43.2 )

1. Illustrate the ASA congruence postulate,
2. Apply the ASA postulates in proving congruent triangles;
III. RESOURCES
Module in Math 8
IV. PROCEDURE
PREPARATORY ACTIVITIES
 Review: Illustrate the SAS Postulate.
III . DEVELOPMENT OF THE LESSON
Activity: Identify the parts of a triangle in terms of their relative positions.
Analysis
1. What are the parts of a triangle in terms of their relative positions?
2. What angles are congruent?
3. What are the congruent sides?
Abstraction
ASA (Angle-Side-Angle) Congruence Postulate
If the two angles and the included side of one triangle are congruent to the corresponding
two angles and an included side of another triangle, then the triangles are congruent.
Application
Using the marked figures, can the ASA Postulate be used to show that the triangles are
congruent? Explain.
a. Congruent angles: ____________________

b. Included sides: _____________________
c. Postulate: _________________________
Evaluation
Use the given information to complete each statement.
* GIT = _______. Why? _______________
V. ASSIGNMENT:
Read and study about SSS Postulate.

______________ ___________________
Mr. Christopher R. Morante Mrs. Deborah D. Margarejo
_________________
Date: November 25, 2019 ( Monday)

SUB TOPIC: SSS Congruence Postulates ( M8GE- IIIe-43.3 )

1. Illustrate the SSS congruence postulate,
2. Apply the SSS postulates in proving congruent triangles,
III. RESOURCES
Module in Math 8
IV. PROCEDURE
 Review: Illustrate the ASA Postulate.

Activity
Study the two given triangles.
Analysis
 What can you say about the triangles?
 What are the congruent sides?
Abstraction
SSS (Side-Side-Side) Congruence Postulate

If the three sides of one triangle are congruent to the three sides of another triangle, then the
triangles are congruent.
Application
Use the diagram to show that the triangles are congruent.
 Give the congruent sides. ________________________

 What property of equality indicates LV = LV. ___________________
 What postulate apply in the given diagram? _____________________
Evaluation
Which triangles are congruent based on the markings in the given figure? Indicate all the
congruent sides.
V. ASSIGNMENT:
Take an advance study how to prove triangle congruence.

______________ ___________________
MrsMr. Christopher R. Morante Mrs. Deborah D. Margarejo
_________________

SUB TOPIC: ICL – Activity and Seatwork (Checking)

1. Recall the different concepts in triangle congruence,
2. Apply the different postulates in proving congruent triangles;
III. RESOURCES
Materials: activity paper/ballpen
Module in Math 8
Exploring Mathematics (Geometry) by Oronce and Mendoza
III. PROCEDURE
Activity Proper
1. Giving direction
2. Getting of paper and notebook
3. Checking
V. ASSIGNMENT:
Take an advance study how to solve corresponding parts of congruent triangles.

______________ ___________________
_________________
Date: January 8, 2019 (Tuesday) - Continuation

SUB TOPIC: Proving Triangles Congruence (M8GE-IIIf-IIIg-7)

1. Recall the different postulates in proving congruent triangles,
2. Prove that the two triangles are congruent;
III. RESOURCES
Module in Math 8
IV. PROCEDURE
 Review: Recall the different postulates in proving triangle congruence

Review:
To prove triangle congruence:
1. You have to read and understand the given information
2. Draw and label the parts which are congruent
3. Write the hypothesis under statement and the conclusion under reason
4. Prove that the two triangles are congruent
Application
Prove the following M
1. B 2.
R A T H
D
1. Given: A is the midpoint of BD and RO 2. Given: MT bisect ∠AMH

BO ≅ RD ∠MTA ≅ ∠MTH
Prove: BAO ≅ DAR Prove: MTA ≅ MTH
Evaluation E
Prove: L
1. 2.
M M C
O E E
I
V
1. Given: E is the midpoint of LV 2. Given: MI ≅ ME

∠LEO ≅ ∠VEO IC ≅ EC
Prove: LEO≅VEO Prove: MIC ≅ MEC
V. ASSIGNMENT:
Study more about proving triangle congruence.

______________ ___________________
_________________
Date: December 15, 2015 (Tuesday)- continuation

SUB TOPIC: Proving Triangles Congruence

1. Recall the different postulates in proving congruent triangles
2. Apply the different postulates in proving congruent triangles
III. RESOURCES
Module in Math 8
IV. PROCEDURE
ZZZZ. Prayer/Greetings
AAAAA. Checking of Attendance
BBBBB. Classroom Management
CCCCC. Review: Recall the different postulates in proving triangle congruence

Activity
Let’s find out how we can apply the Congruence Postulates to prove two triangles congruent. Study
the following example.
What have you observe from the above example?
Analysis
Questions:
1. What did you do to prove that the two triangles are congruent?
2. What are the steps you applied in proving triangle congruence?
Abstraction
Application
1. B 2.
R A T H
D

Prove: BAO ≅DAR Prove: MTA ≅ MTH
Evaluation E
Prove: L
1. 2.
M C
O E
I
V

V. ASSIGNMENT:

______________ ___________________
_________________
Date: December 11, 2018 ( Tuesday)

SSG Christmas Party – No Class
Date: December 12-13, 2018 ( Wednesday and

Thursday)
NCAE ( Grade 9 students )
Date: December 14, 2018 ( Friday)

Teacher’s Christmas Party
Date: December 15, 2018 ( Saturday)

Student’s Christmas Party
Date: December 16, 20158 – January 1, 2019

Christmas Vacation

Date: January 4, 2016 (Monday)–review/continuation of the lesson

SUB TOPIC: Proving Triangles Congruence

1. Recall the different postulates in proving congruent triangles
2. Apply the different postulates in proving congruent triangles
III. RESOURCES
Module in Math 8
IV. PROCEDURE
DDDDD. Prayer/Greetings
EEEEE. Checking of Attendance
FFFFF. Classroom Management
GGGGG. Review: Recall the different postulates in proving triangle congruence

Activity
Let’s find out how we can apply the Congruence Postulates to prove two triangles congruent. Study
the following example.
What have you observe from the above example?
Analysis
Questions:
1. What did you do to prove that the two triangles are congruent?
2. What are the steps you applied in proving triangle congruence?
Abstraction
Application
1. B 2.
R A T H
D
Prove: BAO ≅ DAR Prove: MTA ≅ MTH
Evaluation E
Prove: L
1. 2.
M C
O E
I
V

V. ASSIGNMENT:
Prepared By: Checked By:
Maye Pearl S. Torejo Mrs. Cherry O. Nabos

Teacher Department Head

Date: January 9, 2019 (Wednesday)

SUB TOPIC: Activity on Proving Triangles Congruence

1. Recall the different postulates in proving congruent triangles,
2. Apply the different postulates in proving congruent triangles;
III. RESOURCES
Materials: activity paper, ballpen
Module in Math 8
IV. PROCEDURE

Activity
1. Given: O is the midpoint of both ST and PR
SP ≅ TR
Prove: SPO ≅ TRO
Proof:
Statements Reasons
1. 1.
2. 2.
3. 3.
4. 4.
5. 5.
2. Given: BI and RN bisect each other at A

Prove: BAR ≅ IAN
Proof:
Statements Reasons
1. 1.
2. 2.
3. 3.
4. 4.
5. 5.
V. ASSIGNMENT:
Prepare for your second Summative Test tomorrow.

______________ ___________________

Date: January 14, 2019 ( Monday)


1. Recall the different concepts on Triangle Congruence,
2. Apply the different concepts in proving Triangle Congruence;
III. RESOURCES
Materials: test paper, ballpen
Module in Math 8
IV. PROCEDURE
Test Proper
1. Giving direction
3. Administering
4. Retrieving of test paper
V. ASSIGNMENT:
Study your lessons and prepare for your third grading periodical test.

______________ ___________________
_________________

Date: January 15, 2019 (Tuesday)

SUB TOPIC: Summative Test- Continuation

2. Apply the different concepts in proving Triangle Congruence;
III. RESOURCES
Materials: test paper, ballpen
Module in Math 8
IV. PROCEDURE
Test Proper
2. Administering - Continuation
3. Checking ( If there is enough time)
4. Retrieving of test paper
V. ASSIGNMENT:
Study your lessons and prepare for your Third Grading Periodical Test

______________ ___________________
_________________

Date: January 11, 2019 (Friday)
I. TOPIC: Project Making

2. Construct congruent triangles to make a hexagonal pyramid;
3. Show teamwork in doing the project.
III. RESOURCES
Materials: illustration board, carton,cutter, glue, colorful designs
Module in Math 8
IV. PROCEDURE
Project Proper
1. Giving direction
2. Getting of materials
3. Groupings
4. Retrieving of finished project
V. ASSIGNMENT:
Study your lessons and prepare for the Unit Test next meeting.

______________ ___________________
_________________

I. TOPIC: If-Then Statement, Logical Reasoning and Triangle Congruence

SUB TOPIC: Review

1. Recall the different concepts in Logical Reasoning and Triangle Congruence
2. Apply the different concepts to answer each questions
3. Participate actively in class review
III. RESOURCES
Module in Math 8
IV. PROCEDURE
HHHHH. Prayer/Greetings
IIIII. Checking of Attendance
JJJJJ. Classroom Management

Review
1. It is a kind of reasoning that uses a general statement to arrive at a conclusion.
2. A kind of reasoning that uses specific examples to arrive at generalizations or conclusion?
3. A kind of proof wherein writing a paragraph to explain a conjecture for a situation is true.
4. A kind of proof wherein the opposite of the statement is assumed true until the assumption
leads to contradiction.
5. What is the reason for the statement x = x?
6. What is the reason for the statement “ If a = b, b = c then a = c?
7. What property justifies 5(x + y) = 5x + 5y?
8. If ⊿MON ≅ ⊿SAT, which angle is congruent to ∠O?
9. If ⊿MON ≅ ⊿SAT, which segment is congruent to OM?
10. In the statement, “If a triangle is equilateral, then it is equiangular”. What is the
hypothesis? What is the conclusion?
11. What is the if-then form of the statement “Diligent students study hard”?
12. Which triangles are congruent if MA ≅ JU, AY ≅ UN , MY ≅ JN , ∠M ≅ ∠J,∠A ≅ ∠U,
∠𝑌 ≅ ∠𝑁.
13. Write the inverse, converse and contrapositive of the statement“ If you are industrious,
then you are responsible.”
14. ⊿MST≅ ⊿APL, if MS ≅ ST and m∠S = 80 , find m∠L.
15. If ⊿MID≅ ⊿NYT, and m∠M, m∠I, m∠D are in the ratio of 2:3:5 respectively, what is the
measure of ∠T?
V. ASSIGNMENT:
Study your lessons and prepare for your Third Grading Periodical Test.

______________ ___________________
_________________

Date: January 11, 2016 (Monday)
I. TOPIC: If-Then Statement, Logical Reasoning and Triangle Congruence

SUB TOPIC: Review

1. Recall the different concepts in Logical Reasoning and Triangle Congruence
2. Apply the different concepts to answer each questions
3. Participate actively in class review
III. RESOURCES
Module in Math 8
IV. PROCEDURE
KKKKK. Prayer/Greetings
LLLLL. Checking of Attendance
MMMMM. Classroom Management

Review
Rewrite each conditional statement into inverse, converse and contrapositive form
1. “ If you are industrious, then you are responsible.”
2. “If a triangle is equilateral, then it is equiangular”.
3. “If you can speak then you can hear”.
Answer the following
1. Dane knows that in ⊿COM≅ ⊿COD, ∠M ≅ ∠D, ∠MOC≅ ∠DOC. What other parts must be
congruent to prove that the two triangles are congruent by SAA?
2. Richie knows that in ⊿AHL≅ ⊿DUB, ∠A ≅ ∠D, AL ≅ DB and ∠L ≅ ∠B. Which postulate or
theorem can be used to prove that the two triangles are congruent?
3. If corresponding congruent parts are marked, how can you prove that ⊿GEM≅ ⊿GOM?
4. In the figure, ∠C and ∠E are right angles and ∠CAR ≅ ∠EAR. What statement is needed to
prove that ⊿CAR≅ ⊿EAR by HyA Congruence Theorem?
Solve the following:

1. ⊿MST≅ ⊿APL, if MS ≅ ST and m∠S = 80 , find m∠L.
2. If ⊿MID≅ ⊿NYT, and m∠M, m∠I, m∠D are in the ratio of 2:3:5 respectively, what is the
measure of ∠T?
3. In ⊿LAV≅ ⊿YOU, the corresponding sides LA and YO are congruent and whose measures are
(3x-4) cm and (x+8) cm respectively. How long is each of the congruent sides?
Complete the proof:

1. Given: RT and PS bisect each other at O
Prove: RS ≅ TP
Proofs:
Statements Reasons
1. RT and PS bisect each other at O 1. Given
2.RO ≅ TO , SO ≅ PO 2.
3. 3.Vertical Angles are congruent
4. ⊿ROS≅ ⊿TOP 4.
5. RS ≅ TP 5.
V. ASSIGNMENT:
Study your lessons and prepare for your Third Grading Periodical Test tomorrow.
______________ ___________________
_________________

Date: January 17-18, 2019 (Thursday and Friday)
I. TOPIC: Third Grading Periodical Test

1. Follow the direction carefully,
2. Answer the Periodical Test independently;
III. RESOURCES
IV. PROCEDURE
 Test proper
V. ASSIGNMENT:
Prepare for your second day Periodical Test.

______________ ___________________
_________________

I. TOPIC: Third Grading Periodical Test

(Science, Filipino, EsP)

III. RESOURCES
IV. PROCEDURE
NNNNN. Prayer/Greetings
OOOOO. Checking of Attendance
PPPPP. Classroom Management
 Test proper
 Checking
V. ASSIGNMENT:
Compose a Math Jingle.

______________ ___________________
_________________

Date: January 14, 2016 (Thursday)

Math Jingle Composition/Practice

2. Compose a Math Jingle and be ready to perform it in class
III. RESOURCES
Paper/pen
IV. PROCEDURE
QQQQQ. Prayer/Greetings
RRRRR. Checking of Attendance
SSSSS. Classroom Management
 Giving instruction
 Math jingle composition
 Practice
V. ASSIGNMENT:
Be ready to perform your math jingle presentation.


Date: January 22, 2019 ( Tuesday)

1. Pass all the requirements required for the grading period.
III. RESOURCES
IV. PROCEDURE
V. ASSIGNMENT:
Bring and cut straws into the following lengths: 1 in., 2in., 2in., 3in., 3in., 4in., 5in., and 6 in.

______________ ___________________
_________________

Date: January 23, 2019 ( Wednesday)
I. TOPIC: Triangle Inequality

ICL ( Activity )

1. Make a triangle using the straws,
2. Record the result by completing the table in your notebook;
3. Show enthusiasm in doing class activity .
III. RESOURCES
Materials: straws, ruler, pen, notebook, cartolina.
Module in Math 8
IV. PROCEDURE
 Groupings
 Activity Proper
 Presentation of the activity
V. ASSIGNMENT:
Read and study about Triangle Inequality.

______________ ___________________
_________________

I. TOPIC: Math Jingle Practice

1. Memorize the steps and lyrics for math jingle presentation
2. Practice a math jingle presentation
III. RESOURCES
Materials: Props, etc
IV. PROCEDURE
TTTTT. Prayer/Greetings
UUUUU. Checking of Attendance
VVVVV. Classroom Management
 Practice for math jingle presentation
V. ASSIGNMENT:
Be ready to perform your math jingle presentation.



Pinagbuhatan Fiesta
I. TOPIC: Math Jingle Presentation (Elimination by Section)

1. Express the ideas learned in Math 8 through Math Jingle
2. Present a 5-10 minutes Math Jingle in class
III. RESOURCES
Materials: PE uniform, Props, etc
IV. PROCEDURE
WWWWW. Prayer/Greetings
XXXXX. Classroom Management
YYYYY. Checking of Attendance

Activity
 Reading of Criteria
 Lyrics --------------------------------------- 30%
 Voice --------------------------------------- 25%
(Loud and Clear)
 Choreography ------------------------------ 25%
(Timing and Coordination)
 Originality ----------------------------------- 20%
Total : 100%
 Presentation
 Giving comments/suggestion
V. ASSIGNMENT:
Take an advance study about Triangle Inequality Theorem 3.


I. TOPIC: Triangle Inequalities

SUB TOPIC: Triangle Inequality Theorem 3

1. State the Triangle Inequality Theorem 3,
2. Apply the Triangle Inequality Theorem 3 to determine the possible measures of the
sides of a triangle;
III. RESOURCES
e-math (Geometry) by Oronce and Mendoza
IV. PROCEDURE
Activity:
 Discuss the result of the activity in their notebook.
Analysis
Questions: (Making Conjectures)
1. What pattern did you observe when you compared the sum of the lengths of the two
shorter straws with the length of the longest straw? Write your findings by completing
the phrases below:
• If the sum of the lengths of the two shorter straws is equal to the length of the longest
straw ____________________________.
• If the sum of the lengths of the two shorter straws is less than the length of the longest
straw ____________________________.
• If the sum of the lengths of the two shorter straws is greater than the length of the
longest straw ___________________________.
2. What pattern did you observe with the sets of straws that form and do not form a
triangle? Complete the phrases below to explain your findings:
• When the straws form a triangle, the sum of the lengths of any two straws __________.
• When the straws do not form a triangle, the sum of the lengths of any two
straws__________.
3. Your findings in this activity describe Triangle Inequality Theorem 3. State the theorem
by describing the relationship that exists between the lengths of any two sides and the
third side of a triangle.
• The sum of the lengths of any two sides of a triangle is ____________________.
Abstraction
Triangle Inequality Theorem 3

The sum of the lengths of any two sides of a triangle is greater than the length of the third side.
Application
Identify if the following is a possible side of a triangle or not:
1. 4, 5, 11
2. 2, 7, 9
3. 6, 8, 12
4. 7, 3, 15
5. 10, 11, 12
Evaluation
1. If two sides of a triangle have lengths 7cm and 10cm, what are the possible integral lengths
of the third side? Between what two numbers is the third side?
V. ASSIGNMENT:
______________ ___________________
_________________

Date: January 25, 2019 ( Friday)

SUB TOPIC: Triangle Inequality Theorem 3- Continuation

2. Apply the Triangle Inequality Theorem 3 to determine the possible measures of the
sides of a triangle;
III. RESOURCES
IV. PROCEDURE
Abstraction ( Review )
Triangle Inequality Theorem 3

The sum of the lengths of any two sides of a triangle is greater than the length of the third side.
Application
Identify if the following is a possible side of a triangle or not:
1. 4, 5, 11
2. 2, 7, 9
3. 6, 8, 12
4. 7, 3, 15
5. 10, 11, 12
Evaluation
1. If two sides of a triangle have lengths 7cm and 10cm, what are the possible integral lengths
of the third side? Between what two numbers is the third side?
V. ASSIGNMENT:

______________ ___________________
_________________

Date: January 28, 2018 ( Monday)


2. Apply the Triangle Inequality Theorem 1 to name the shortest and the longest side
of a triangle;
III. RESOURCES
Materials: ruler, protractor, cartolina/manila paper, visual aids, chalk, chalkboard
IV. PROCEDURE
Activity
Materials Needed: protractor, cartolina/manila paper, ruler
Procedures:
1. Replicate the activity table on a piece of cartolina/manila paper.
2. Measure using a protractor the angles opposite the sides with given lengths. Indicate the
measure in your table.
3. Discover the relationship that exists between the lengths of the sides of triangles and the
angles opposite them and write them on your piece of cartolina/manila paper.
Analysis
Questions
1. Is there a relationship between the length of a side of a triangle and the measure of the
angle opposite it?
Yes, there is. No, there isn’t.
2. Making Conjecture: What is the relationship between the sides of a triangle and the
angles opposite them?
• When one side of a triangle is longer than a second side, the angle opposite the
_________.
3. Your findings in no. 2 describe the Triangle Inequality Theorem 1. Write it in if-then
form.
• If one side of a triangle is longer than a second side, then
____________________________.
4. What is the relationship between the longest side of a triangle and the measure of the
angle opposite it?
5. What is the relationship between the shortest side of a triangle and the measure of the
angle opposite it?
Abstraction
Triangle Inequality Theorem 1 (Ss Aa)

If one side of a triangle is longer than a second side, then the angle opposite the first side is
larger than the angle opposite the second side.
Application
Directions: Name the smallest angle and the largest angle of the following triangles:
Evaluation
List down the sides and the angles in order from the least to the greatest measure.
V. ASSIGNMENT:

______________ ___________________
_________________


SUB TOPIC: Triangle Inequality Theorem 1 and 3 (Activity)

1. Recall Triangle Inequality Theorem 1 and 3
2. Apply Triangle Inequality Theorem 1 and 3 to answer each question
III. RESOURCES
IV. PROCEDURE
ZZZZZ. Prayer/Greetings
AAAAAA. Checking of Attendance
BBBBBB. Classroom Management
CCCCCC. Review: State Triangle Inequality Theorem 1 and 3
Activity
I. Tell whether a triangle can be constructed with segments having these lengths. Write
YES or No on the space provided.
______ 1.5, 6, 7
______ 2.9, 9, 18
______ 3.5, 10, 13
______ 4.8.3, 6.3, 2.3
______ 5.3, 8, 12
______ 6.10, 100, 100
______ 7. 21, 14, 8
______ 8. 16, 9, 25
______ 9. 3.6, 5.5, 7.1
______ 10. 33, 17, 14
II. The measures of two sides of a triangle are given. Between what two numbers must the
length of the third side fall?
11. 21 and 34 ______________

12. 3 and 98 ______________
13. 48 and 72 ______________
14. 117 and 104 ______________
15. 67 and 84 _______________
III. Refer to the figure below to answer each.

E T
14 X 10 16
20 18 R
12
A
16. Name the smallest angle in EXA. ________

17. Name the largest angle in XTR. ________
18. Name the greatest of the six angles in the two triangles.________
IV. Refer to the figure below to answer each.

D
24
L 20 36
28
A I
34
19-20. Name the smallest and the largest angles in DIA. _______ /_________
21. What is the smallest angle in LAD? ___________
D
V. Arrange the angles in descending order. (3pts each)
P B 14
a. b. c. 11 9
8 10 8 U
10
L A S A
6 7 M
______________ ________________ _______________
V. ASSIGNMENT:

______________ ___________________
_________________



2. Apply the Triangle Inequality Theorem 1 to name the smallest and the largest angle
of a triangle;
III. RESOURCES
Materials: ruler, protractor, cartolina/manila paper, visual aids, chalk, chalkboard
IV. PROCEDURE
 Review: State Triangle Inequality Theorem 1
Activity
B
A C
Measure of the angles Lengths of sides opposite the

angles
m∠𝑨 BC
ABC m∠𝑩 AC
m∠𝑪 AB
Analysis
Questions:
1. Is there a relationship between the size of an angle and the length of the side opposite it?
2. Making Conjecture: What is the relationship between the angles of a triangle and the sides
opposite them?
• When one angle of a triangle is larger than a second angle, the side opposite the
_______________________________.
3. Your findings in no. 2 describe Triangle Inequality Theorem 2. Write it in if-then form.
4. What is the relationship between the largest angle of a triangle and the side opposite it?
5. What is the relationship between the smallest angle of a triangle and the side opposite it?
Abstraction
Triangle Inequality Theorem 2 (Aa Ss)
If one angle of a triangle is larger than a second angle, then the side opposite the first angle is
longer than the side opposite the second angle.
Application
Name the shortest side and the longest side of the following triangles:
Evaluation
List down the sides in order from the longest to the shortest length.
V. ASSIGNMENT:
Take an advance study about Exterior Angle Inequality Theorem.

______________ ___________________
_________________
FEB 1 (Monday)-Activity
Name:_________________________ Grade and Sec:____________________ Score:_______
Materials Needed: ruler, cartolina/manila paper

Procedures:
1. Replicate the activity table on a piece of paper.
2. Measure using ruler the sides opposite the angles with given sizes. Indicate the lengths
(in mm) on your table.
3. Develop the relationship of angles of a triangle and the lengths of the sides opposite
them by answering the ponder question..
Questions:
1. Is there a relationship between the size of an angle and the length of the side opposite it?
2. Making Conjecture: What is the relationship between the angles of a triangle and the sides
opposite them?
• When one angle of a triangle is larger than a second angle, the side opposite the
________________________________________________________________.
3. Your findings in no. 2 describe Triangle Inequality Theorem 2. Write it in if-then form.
4. What is the relationship between the largest angle of a triangle and the side opposite it?
5. What is the relationship between the smallest angle of a triangle and the side opposite it?

Date: February 4, 2019 (Monday)
I. TOPIC: Inequalities in Two Triangles

SUB TOPIC: First Long Test (4th Grading)
1. Recall the important concepts about triangle inequalities,
2. Apply the concepts to answer each questions and to solve for the unknown;
3. Show enthusiasm in answering the test.
III. RESOURCES
Materials: Test paper/pen
IV. PROCEDURE

Test Proper (See attached test paper)
1. Giving direction
3. Administering
V. ASSIGNMENT:
Take an advance study about Parallelism and Perpendicularity.

______________ ___________________
_________________

Date: February 10, 2016 (Wednesday)
I. TOPIC: Triangle Inequalities (Theorem 1-3 and EAT)

SUB TOPIC: First Summative Test - Checking
1. recall the important concepts about triangle inequalities
2. apply the concepts to answer each questions and to solve for the unknown
3. check the test papers correctly
III. RESOURCES
Materials: Test paper/pen
IV. PROCEDURE
DDDDDD. Prayer/Greetings
EEEEEE. Checking of Attendance
FFFFFF. Classroom Management

Test Proper (See attached test paper)
1. Giving direction
3. Checking
V. ASSIGNMENT:
Take an advance study about Hinge Theorem

______________ ___________________
_________________

Date: February 1, 2019 ( Friday)
I. TOPIC: Inequality in Two Triangles

SUB TOPIC: The Hinge Theorem – M8-IVa- 1.4
Converse of the Hinge Theorem- M8-Iva- 1.5

1. Define the Hinge Theorem and its Converse,
2. Apply the Theorems in proving triangles;
III. RESOURCES
Materials: visual aids, chalk, chalkboard, ruler and protractor
IV. PROCEDURE
 Review: Recall the Exterior Angle Theorem
Activity:
Do the following:
1. Cut a straw into two unequal pieces.
2. Lay them on a sheet of paper so they may share a common endpoint. They determine two
sides and an included angle of a triangle. Call this angle the “straw angle.”
3. Find the length of the sides of the triangle opposite the “straw angle”.
4. Think of the vertex of the “straw angle” as a hinge and increase the measure of the angle.
Did the opposite side increase or decrease in length?
5. Next decrease the measure of the “straw angle”. What happened to the opposite side?
Questions:
1. What did you observe in the activity?
2. Make some conjecture about the relationship between the two sides opposite the two
“straw angles”.
Analysis
THE HINGE THEOREM
If two sides of one triangle are congruent to two sides of another triangle, but the
included angle of the first triangle is larger than the included angle of the second, then the third
side of the first triangle is longer than the third side of the second triangle.
CONVERSE OF THE HINGE THEOREM
If two sides of one triangle are congruent respectively to the other two sides of another
triangle, and the third side of the first triangle is longer than the third side of the second, then
the angle opposite the longer side is larger than the angle opposite the third side of the second
triangle.
Abstraction
Answer the following questions:
1. State the meaning of hinge theorem.
2. What is the difference between the hinge theorem and its converse?
Application
Evaluation
V. ASSIGNMENT
Study more about Hinge Theorem and its Converse.

______________ ___________________
_________________

Date: February 12, 2015 (Friday)

SUB TOPIC: The Hinge Theorem and the Converse of the Hinge Theorem
(Continuation)

1. Recall the Hinge Theorem and its Converse
2. Apply the hinge theorem and the converse of the hinge theorems in finding for the
unknowns
III. RESOURCES
IV. PROCEDURE
GGGGGG. Prayer/Greetings
HHHHHH. Checking of Attendance
IIIIII. Classroom Management
JJJJJJ. Review: Recall the Hinge Theorem and its Converse
Activity
Do the following:
1. Cut a straw into two unequal pieces.
2. Lay them on a sheet of paper so they may share a common endpoint. They determine two
sides and an included angle of a triangle. Call this angle the “straw angle.”
3. Find the length of the sides of the triangle opposite the “straw angle”.
4. Think of the vertex of the “straw angle” as a hinge and increase the measure of the angle.
Did the opposite side increase or decrease in length?
5. Next decrease the measure of the “straw angle”. What happened to the opposite side?
6. Cut a new piece of straw at a different part and repeat steps 1-5.
Questions:
1. What did you observe in the activity?
2. Make some conjecture about the relationship between the two sides opposite the two
“straw angles”.
Analysis
THE HINGE THEOREM
If two sides of one triangle are congruent to two sides of another triangle, but the
included angle of the first triangle is larger than the included angle of the second, then the third
side of the first triangle is longer than the third side of the second triangle.
CONVERSE OF THE HINGE THEOREM
If two sides of one triangle are congruent respectively to the other two sides of another
triangle, and the third side of the first triangle is longer than the third side of the second, then
the angle opposite the longer side is larger than the angle opposite the third side of the second
triangle.
Abstraction
Answer the following questions:
1. State the meaning of hinge theorem.
2. What is the difference between the hinge theorem and its converse?
Application
Complete the statement by riting <, > 𝑜𝑟 = in each blank.
1. 2. 3.
3. 5.
7.
AL _____CM
Evaluation
Using Hinge Theorem and its Converse , Solve for the possible values of m and x.
1. 2. 3.
V. ASSIGNMENT
Study more about Hinge Theorem and its Converse.

______________ ___________________
_________________


SUB TOPIC: The Hinge Theorem and the Converse of the Hinge Theorem
(Quiz)

1. Recall the Hinge Theorem and its Converse
2. Apply the hinge theorem and its converse in answering each questions
3. Answer the quiz independently
III. RESOURCES
IV. PROCEDURE
KKKKKK. Prayer/Greetings
LLLLLL. Checking of Attendance
MMMMMM. Classroom Management
NNNNNN. Review: Recall the definition of Hinge Theorem and its Converse
Quiz
A. Identify the postulate or theorem that makes each conclusion valid.
1. LS is a median and BL > LE
∴m∠BSL > m∠ESL
2. LS is a median and m∠BSL > m∠ESL

∴BL > LE
B. Complete the statement by writing >, < or = in each blank.

1. 3.
m∠ABD ______ m∠CBD

LO ___ LE
2.
4.
y ___ 20
m∠1 ___m∠2
C. Using Hinge Theorem and its converse, write a conclusion about each figure.
D. Write an inequality to describe the possible values of x.
1. 2.
V. ASSIGNMENT
Take an advance study about Parallelism and Perpendicularity.

______________ ___________________
_________________
Date: February 16, 2015 (Tuesday)

Field Trip
I. TOPIC: Parallelism and Perpendicularity

SUB TOPIC: Definitions of Parallel and Perpendicular Lines

1. Define Parallel and Perpendicular Lines
2. Identify parallel and perpendicular lines
III. RESOURCES
Materials: flashcard, visual aids, chalk, chalkboard
IV. PROCEDURE
OOOOOO. Prayer/Greetings
PPPPPP. Checking of Attendance
QQQQQQ. Classroom Management
RRRRRR. Review: Recall the Hinge Theorem and its converse
Activity
 Can you see straight lines in the picture?

 Do these lines meet/intersect?
 Are these lines parallel? Why?
 Are the segments on the faces of the prism below parallel? Why?
 What can you say about about the edges of the prism?
 Are these lines perpendicular? Why?
Analysis
Questions:
1. Based on the activity, what is parallel line?
2. What is perpendicular line?
3. Give some examples of parallel and perpendicular lines.
Abstraction
Parallel Lines - lines that are coplanar and do not intersect
Perpendicular lines - two lines that intersect to form right angles
Skew lines – lines that are noncoplanar and do not intersect
Note: Not all lines that do not intersect are parallel lines.
Application
A. Identify if the following is a parallel, skew or intersecting lines
1. The wall and ceiling of a room
2. The service lines on a tennis court
3. The sides of a shoe box
4. The upper and lower edges of a paper
5. The corners of a bulletin board
6. The opposite sides of a fresh milk
B. True or false
1. Skew lines do not intersect.
2. Coplanar lines cannot be skew lines.
3. Two coplanar lines are always parallel.
4. Two lines that are not skew and do not intersect are parallel.
Evaluation
1. Name all segments that intersect MT
2. Name all segments that are parallel to LA
3. Name all segments that are skew to LI
V. ASSIGNMENT
Take an advance study about transversals.

______________ ___________________
_________________

Date: February 18, 2015 (Thursday)

SUB TOPIC: Transversal and Special Angles

1. Define Transversal
2. Identify the special angles
3. Determine the postulates in transversal and special angles
III. RESOURCES
Materials: visual aids, chalk, chalkboard, protractor, ruler
IV. PROCEDURE
SSSSSS. Prayer/Greetings
TTTTTT. Checking of Attendance
UUUUUU. Classroom Management
VVVVVV. Review: Recall parallel lines
Activity
Getting Ready:
1. Work with a partner. Use a pad paper and a ruler.
2. Trace over a set of lines printed on the paper to create a set of parallel lines.
3. Draw a third line which intersects the two parallel lines at two different points.
4. Label the angles as shown in the right.
5. Find the measures of all the angles.

1. What do we call the third line that cut the parallel lines?
2. What pairs of angles have equal measure?
3. What pairs of angles are supplementary?
4. What is the relationship of each angle to each other?
5. In your own opinion or observation, what do we call those angles formed after the parallel
lines cut by a transversal?
Analysis
Based on the activity, answer the following questions:
1. What is a transversal?
2. What is alternate interior angle?
3. What is alternate exterior angle?
4. What is corresponding angle?
5. What is same side interior angle?
Abstraction
Transversal – a line which intersects two coplanar lines at two different points.
Alternate Interior Angles – a pair of nonadjacent interior angles on opposite sides of a
transversal.
Alternate Exterior Angles – a pair of nonadjacent exterior angles on opposite sides of a
transversal.
Corresponding Angles – a pair of nonadjacent interior and exterior angles on the same side of
a transversal.
Same Side Interior Angles – are interior angles on the sane side of a transversal.
 PCAC Postulate
o If two parallel lines are cut by a transversal, then the corresponding angles are congruent.
 PAIC Postulate
o If two parallel lines are cut by a transversal, then alternate interior angles are congruent.
 PAEC Postulate
o If two parallel lines are cut by a transversal, then alternate exterior angles are congruent.
 PSSIAS Postulate
o If two parallel lines are cut by a transversal, then same side interior angles are congruent.
 If a transversal is perpendicular to one of two parallel lines, then it is perpendicular to the
other line.
Application
Use the figure to answer each
1. Identify a transversal
2. Identify a pair of parallel lines
3. Identify a pair of corresponding angles
4. Identify two pairs of alternate interior angles
5. Identify two pairs of alternate exterior angles
6. Identify two pairs of same side interior angles
7. Identify four pairs of vertical angles
Evaluation
Find the measure of each numbered angles.
V. ASSIGNMENT
Study more about transversals and special angles

______________ ___________________
_________________


SUB TOPIC: Transversal and Special Angles

1. Define Transversal
2. Identify the angles formed by parallel lines cut by a transversal
3. Classify the angles as corresponding angles ,alternate interior and exterior angles
and same side interior and exterior angles
III. RESOURCES
Materials: visual aids, chalk, chalkboard, protractor, ruler,paper
IV. PROCEDURE
WWWWWW. Prayer/Greetings
XXXXXX. Checking of Attendance
YYYYYY. Classroom Management
ZZZZZZ. Review: Recall parallel lines
Activity
Getting Ready:
1. Work with a partner. Use a pad paper and a ruler.
2. Trace over a set of lines printed on the paper to create a set of parallel lines.
3. Draw a third line which intersects the two parallel lines at two different points.
4. Label the angles as shown in the right.
5. Find the measures of all the angles.

1. What do we call the third line that cut the parallel lines?
4. What is the relationship of each angle to each other?
5. In your own opinion or observation, what do we call those angles formed after the parallel
lines cut by a transversal?
Analysis
Based on the activity, answer the following questions:
1. What is a transversal?
2. What is alternate interior angle?
3. What is alternate exterior angle?
4. What is corresponding angle?
5. What is same side interior angle?
Abstraction
Transversal – a line which intersects two coplanar lines at two different points.
transversal.
transversal.
a transversal.
 PCAC Postulate
 PAIC Postulate
 PAEC Postulate
o If two parallel lines are cut by a transversal, then same side interior angles are
supplementary.
other line.
Application
Evaluation
Find the value of the following angles if l1∥ l2and t is a transversal.
a. If m∠ 1 = 97, then m∠ 5 =________
b. If m∠ 7 = 102, then m∠ 4= ________
c. If m ∠ 8 = 85, then m∠6= ________
d. If m∠ 4 = 4x-31, and m ∠7=2x+7
What is m∠4 𝑎𝑛𝑑 𝑚∠ 7?
V. ASSIGNMENT

______________ ___________________
_________________

SUB TOPIC: Special Angles – (Continuation)

1. Identify the relationships of angles formed by parallel lines cut by a transversal
2. Classify the angles as corresponding angles ,alternate interior and exterior angles and same
side interior and exterior angles
III. RESOURCES
Materials: visual aids, chalk, chalkboard, protractor, ruler
IV. PROCEDURE
AAAAAAA. Prayer/Greetings
BBBBBBB. Checking of Attendance
CCCCCCC. Classroom Management
DDDDDDD. Review: Recall parallel lines
Activity: Let’s Investigate

Two parallel lines when cut by a transversals form eight angles. Measure the eight
angles using your protractor and list all inferences or observations in the activity.
m∠1 =_____
m∠2 =_____
m∠3 =_____
m∠4 =_____
m∠5 =_____
m∠6 =_____
m∠7 =_____
m∠8 =_____
OBSERVATIONS:
____________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
________________________.
Analysis
1. What pairs of angles are formed when two lines are cut by a transversal?
4. Can the measures of any pair of angles (supplementary or equal) guarantee the parallelism of
lines
Abstraction
Remember
The pair of angles (special angles) formed by the transversal with the other two lines are:
transversal.
transversal.
a transversal.
Same side Exterior Angles- are exterior angles on the same side of a transversal.
 PCAC Postulate
 PAIC Postulate
 PAEC Postulate
o If two parallel lines are cut by a transversal, then same side interior angles are
supplementary.
other line.
Application
Evaluation
Find the value of the following angles l1∥ l2 , t is a transversal.
A. If m∠ 1 = 97, then m∠ 5 =________
B. If m∠ 7 = 102, then m∠ 4= ________
C. If m ∠ 8 = 85, then m∠ 6= ________
D. If m∠ 4 = 4x-31, and m ∠7=2x+7
what is m ∠4 𝑎𝑛𝑑 𝑚∠ 7?
V. ASSIGNMENT

______________ ___________________
_________________
Date: February 12, 2019 (Tuesday)

SUB TOPIC: Special Angles – (Solving)

1. Recall the important concepts discussed about parallelism,
2. Apply the concepts to find/solve for the unknown ;
III. RESOURCES
IV. PROCEDURE
 Review: Recall the concepts of parallel lines
Activity
In the diagram a//b. Complete the following statements.
1. If m ∠ 1 = 95, then m∠ 5 = _____
2. If m ∠2 = 85, then m∠ 6 = _____
3. If m ∠ 3 = 95, then m∠ 7 = _____
4. If m ∠ 4 = 85, then m∠ 8 = _____
The diagram shows two parallel lines and a transversal. Find the value of x and the measure of each
angle.
Analysis
Question:
1. How did you solve for the value of x?
2. What did you do to find the measure of each angle?
Abstraction
 Identify the angles formed by two parallel lines cut by a transversal
 Know the relationship that exist between each pair of angles
Application
Find the measure of each numbered angles:
1. 2.
Evaluation
Find the value of x that will make l1//l2
1. m ∠ b = 5x – 25 and m ∠f = 6x – 45
2. m ∠ d = 4x + 15 and m ∠e = 2x + 5
3. m ∠ c = 3x + 24 and m ∠e = 4x + 12
4. m ∠ a = 4x + 5 and m ∠h = 3x
V. ASSIGNMENT
Take an advance study about perpendicularity.

______________ ___________________
_________________
Date: February 20, 2019 ( Wednesday)

SUB TOPIC: Special Angles – (Activity)

1. Recall the important concepts about parallel lines,
2. Apply the concepts to answer each questions and to find for the unknown measures;
III. RESOURCES
Materials: activity paper/ballpen
IV. PROCEDURE
 Review: Recall the important concepts discussed in parallelism
Activity:
1. Giving direction
2. Getting of book and 1 whole sheet of paper
3. Answering
V. ASSIGNMENT:
Take an advance study about Perpendicularity.

______________ ___________________
_________________

SUB TOPIC: Perpendicularity

1. Define Perpendicular Lines
2. Identify the conditions that guarantee that the lines are perpendicular
III. RESOURCES
IV. PROCEDURE
EEEEEEE. Prayer/Greetings
FFFFFFF. Checking of Attendance
GGGGGGG. Classroom Management
HHHHHHH. Checking of activity
Activity
Analysis
Abstraction
What is a perpendicular line?
What are the conditions that guarantee that the lines are perpendicular?
Application
Evaluation
V. ASSIGNMENT
Study in advance about Probability.


No class (EDSA)

SUB TOPIC: Perpendicularity-continuation

1. Define Perpendicular Lines
2. Identify the conditions that guarantee that the lines are perpendicular
III. RESOURCES
IV. PROCEDURE
IIIIIII. Prayer/Greetings
JJJJJJJ. Checking of Attendance
KKKKKKK. Classroom Management
Activity
Analysis
Abstraction
What is a perpendicular line?
What are the conditions that guarantee that the lines are perpendicular?
Application
Evaluation
V. ASSIGNMENT
Study in advance about Probability.

I. TOPIC: Hinge Theorem and its Converse, Parallelism and Perpendicularity

SUB TOPIC: Second Summative Test

1. Recall the important concepts in the hinge theorem, parallelism and perpendicularity
2. Apply the concepts in answering each questions
III. RESOURCES
IV. PROCEDURE
LLLLLLL. Prayer/Greetings
MMMMMMM. Checking of Attendance
NNNNNNN. Classroom Management
Test proper
1. Giving direction/instruction
3. Administering the test
V. ASSIGNMENT:
Take an advance study about Probability.

Date: March 1, 2016 (Tuesday)
I. TOPIC: Hinge Theorem and its Converse, Parallelism and Perpendicularity

SUB TOPIC: Second Summative Test- (continuation and checking)

1. Recall the important concepts in the hinge theorem, parallelism and perpendicularity
2. Apply the concepts in answering each questions
III. RESOURCES
IV. PROCEDURE
OOOOOOO. Prayer/Greetings
PPPPPPP. Checking of Attendance
QQQQQQQ. Classroom Management
Test proper
1. Giving direction/instruction
4. Checking
V. ASSIGNMENT:
Take an advance study about Probability.

Date: March 1, 2019 ( Friday)
I.TOPIC: Probability
SUB TOPIC: Basic Concept of Probability- Continuation (M8SP-IVf-6)

1. Define probability,
2. Identify the basic concepts of probability;
III. RESOURCES
IV. PROCEDURE
Review:
Probability – is the possibility of occurrences, chance or likelihood of events in a man’s life

which can be expressed as a fraction, a decimal, or a percent.
Probability Experiment – is a chance process that leads to a well-defined result called an
outcome.
Outcome – is the result of a single trial of an experiment.
Sample space- is the set of all the possible outcomes or sample points
Sample Point – is just one of the possible outcomes
Event – is any set of one or more outcomes satisfying some given conditions
Application
Evaluation
V. ASSIGNMENT
Study about Fundamental Counting Principle.

______________ ___________________
_________________
Date: March 3, 2016 (Thursday)
I. TOPIC: Probability
SUB TOPIC: Fundamental Counting Principle

1. Define Fundamental Counting Principle
2. Determine the possible outcomes of an event
3. Enumerate the different ways in getting the sample space/outcomes
III. RESOURCES
e-math (Statistics) by Oronce and Mendoza
IV. PROCEDURE
RRRRRRR. Prayer/Greetings
SSSSSSS. Checking of Attendance
TTTTTTT. Classroom Management
UUUUUUU. Drill: Find the product of the ff:
1. 2.3 4. 1 .2 . 6
2. 5 . 4 5. 3 . 3. 3
3. 2 . 2

Activity
Analysis
Abstraction
Fundamental Counting Principles – is the method to find easily the total outcomes by multiplying
the outcomes for each individual event.
You can get the total no. of possible outcomes by using a listing method, a tree diagram or a
table. However, it is time consuming.
Application
Evaluation
Questions
1. How many brands are there?
2. How many colors are available?
3. How many models are given?
4. By doing simple calculation, how will you get the total no. of choices? Write the correct
expression, then solve for the total choices.
5. How many available cell phones could you choose from?
V. ASSIGNMENT
Define Experimental and Theoretical Probability.

Date: March 4, 2016 (Friday)

SUB TOPIC: Experimental and Theoretical Probability

1. Differentiate Experimental Probability from Theoretical Probability
2. Determine the probability of an event
III. RESOURCES
IV. PROCEDURE
VVVVVVV. Prayer/Greetings
WWWWWWW. Checking of Attendance
XXXXXXX. Classroom Management

Activity
Activity 1
Flip two coins simultaneously ten times and record the outcomes using a table.
Trial 1 Trial 2 Trial 3 Trial 4 Trial 5 Trial 6 Trial 7 Trial 8 Trial 9
Coin 1
Coin 2
Outcome
Questions
1. How did you find the activity?
2. What you had performed is an example of experimental probability. In your own
understanding, how do you define experimental probability?
Activity 2
Analysis
Abstraction
Experimental Probability is computed after performing an experiment on the actual situation.
The actual result of the experiment is used to determine the probability of an event.
Theoretical Probability isthe probability that is calculated using math formulas. This is the
probability based on math theory.
Application
Evaluation
V. ASSIGNMENT


Date: March 7, 2016 (Monday)
SUB TOPIC: Problem Solving

1. Recall the concepts of probability
2. Solve simple problems involving probabilities
III. RESOURCES
IV. PROCEDURE
YYYYYYY. Prayer/Greetings
ZZZZZZZ. Checking of Attendance
AAAAAAAA. Classroom Management
Activity
1. A couple has three children. Determine the probability that of these three children, two are
girls.
2. Two dice are rolled. What is the probability of having a sum of 8?
3. How many possible outcomes are there when a coin is toss and a die is rolled out at the same
time?
4. A pouch has coins composed of 1-peso, 5-peso and 10-peso coin. If you will draw a coin, the
probability of drawing a 1-peso coin is 1/5, 5-peso coin is 2/3 and 10-peso coin is 6/15. How
many coins are there in a pouch?
Question:
1. What do we call the statements or questions above?
Analysis
Questions:
1. What is meant by the word problem?
2. What is meant by the word solve?
3. How about problem solving?
Abstraction
Problem – a question raised for inquiry, consideration or solution.
- A proposition in mathematics or physics stating something to be done.
- Something that is difficult to deal with
Solve - to find a way to deal with and end (a problem)
- To find a solution, explanation, or answer for
- To find the correct answer to
Problem Solving – to find a solution or answer to a question
Application
1. A couple has three children. Determine the probability that of these three children, two are
girls.
2. Two dice are rolled. What is the probability of having a sum of 8?
3. How many possible outcomes are there when a coin is toss and a die is rolled out at the same
time?
4. A pouch has coins composed of 1-peso, 5-peso and 10-peso coin. If you will draw a coin, the
probability of drawing a 1-peso coin is 1/3, 5-peso coin is 3/5 and 10-peso coin is 1/15. How
many coins are there in a pouch?
5. The probability of drawing a red marble from a bag is 1/5. There are 12 red marbles in a bag.
How many marbles are there in all?
6. A box contains 4 violet balls, 5 pink balls and 7 red balls. What is the probability of drawing
pink or red balls?
From a standard deck of 52 cards, a card is drawn.
7. What is the probability of obtaining an ace card or a queen card?
8. What is the probability of obtaining a black card which is a multiple of 2?
9. What is the probability of obtaining a face card?
10. What is the probability of obtaining a black face card and a red ace card?
Evaluation:
The spinner may stop on any one of the eight numbered sectors of a circle. Use the spinner below to
find the following probability.
1. P(2)
2. P(white)
3. P(9)
4. P(not white)
5. P(black or white)
6. P (odd nos.)
7. P(red)
From a standard deck of 52 playing cards, find the probability of each outcome.
1. King of hearts
2. A red card
3. A heart or diamond
4. A queen
5. A red or black cards
6. A green or blue
7. A seven, eight or nine
8. A jack or an ace
9. King of diamond or an ace of spade
10. A red card and a heart
V. ASSIGNMENT
Study your lessons and prepare for the third summative test.



2. Apply the concepts of probability in solving simple problems
III. RESOURCES
IV. PROCEDURE
BBBBBBBB. Prayer/Greetings
CCCCCCCC. Checking of Attendance
DDDDDDDD. Classroom Management

Activity Proper
1. Giving direction
2. Distribution of test papers
V. ASSIGNMENT
Study your lessons and prepare for the post test.


Date: March 9, 2016 (Wednesday)
SUB TOPIC: Summative Test- continuation and checking

2. Apply the concepts of probability in solving simple problems
III. RESOURCES
IV. PROCEDURE
EEEEEEEE. Prayer/Greetings
FFFFFFFF. Checking of Attendance
GGGGGGGG. Classroom Management

Activity Proper
1. Giving direction
4. Checking
V. ASSIGNMENT
Study your lessons and prepare for the post test.


I. TOPIC: Post Test (Second Semester)

1. Answer the post test independently
III. RESOURCES
IV. PROCEDURE
HHHHHHHH. Prayer/Greetings
IIIIIIII. Checking of Attendance
JJJJJJJJ. Classroom Management

Activity Proper
1. Giving direction
3. Administering the post test
4. Retrieval of test papers and papers
V. ASSIGNMENT
Study your lessons and prepare for the post achievement test.


I. TOPIC: Post Achievement Test

1. Answer the post achievement test independently
III. RESOURCES
IV. PROCEDURE
KKKKKKKK. Prayer/Greetings
LLLLLLLL. Checking of Attendance
MMMMMMMM. Classroom Management

Activity Proper
1. Giving direction
3. Administering the post achievement test
4. Retrieval of test papers and papers
V. ASSIGNMENT
Study your lessons and prepare for the fourth grading periodical test.


I. TOPIC: Post Test (Second Semester) and Post Achievement Test

Checking and Item analysis

1. Check the post test and post achievement test honestly
2. Analyze the items correctly
3. Participate actively in class activity
III. RESOURCES
IV. PROCEDURE
NNNNNNNN. Prayer/Greetings
OOOOOOOO. Checking of Attendance
PPPPPPPP. Classroom Management

Activity Proper
1. Giving direction
2. Distribution of test papers
3. Checking the post test and post achievement test
4. Analyzing the items
V. ASSIGNMENT
Study your lessons and prepare for the Fourth Periodical Test.


I. TOPIC: Fourth Grading Periodical Test

SUB TOPIC: Day 1 (Math)

1. Read the direction carefully
2. Answer the Test independently
III. RESOURCES
Materials: Test paper, answer sheet, pencil, eraser
IV. PROCEDURE
QQQQQQQQ. Prayer/Greetings
RRRRRRRR. Checking of Attendance
SSSSSSSS. Classroom Management
Test Proper
1. Giving direction
2. Distribution of the Test Papers and Answer Sheets
3. Administering
4. Retrieval of the Test Papers and Answer Sheets
V. ASSIGNMENT
Prepare for the Day 2 Fourth Grading Periodical Test


Date: March 15, 2016(Tuesday)
I. TOPIC: Fourth Grading Periodical Test

SUB TOPIC: Day 2

1. Read the direction carefully
2. Answer the Test independently
III. RESOURCES
Materials: Test paper, answer sheet, pencil, eraser
IV. PROCEDURE
TTTTTTTT. Prayer/Greetings
UUUUUUUU. Checking of Attendance
VVVVVVVV. Classroom Management
Test Proper
1. Giving direction
2. Distribution of the Test Papers and Answer Sheets
3. Administering
4. Retrieval of the Test Papers and Answer Sheets
V. ASSIGNMENT
No assignment


I. TOPIC: Post Test (Second Semester) and Post Achievement Test

Sub Topic: Checking

1. Check the post test and post achievement test correctly
III. RESOURCES
Materials: Paper, pen
IV. PROCEDURE
WWWWWWWW. Prayer/Greetings
XXXXXXXX. Checking of Attendance
YYYYYYYY. Classroom Management

Activity Proper
1. Giving direction
2. Distribution of papers
3. Checking the post test and post achievement test
5. Recording
V. ASSIGNMENT
No assignment


Absent
Date: March 16, 2016 (Wednesday)

III. RESOURCES
Materials: Notebook, portfolio, project etc.
IV. PROCEDURE
ZZZZZZZZ. Prayer/Greetings
AAAAAAAAA. Checking of Attendance
BBBBBBBBB. Classroom Management
 Passing and checking of notebooks, portfolio, project etc.
 Recording
V. ASSIGNMENT:
No assignment



 Completion of Requirements
 General Cleaning of Classroom
 Signing of Clearance
 Completion of Requirements
 General Cleaning of Classroom
 Signing of Clearance
Prepared By:
Maye Pearl S. Torejo

Math Teacher
Checked By:
Elecer D. Salen Jr.

Math Teacher
Noted By:

Department Head

Lesson Plan Gr. 8

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Division of Pasig City

NAGPAYONG HIGH SCHOOL

Date: June 13, 2016(Monday)

I. TOPIC: Opening of Classes

II. LEARNING OBJECTIVES

B. DEVELOPMENT OF THE LESSON

Date: November 4, 2019( Monday)

II. LEARNING OBJECTIVES

B. DEVELOPMENT OF THE LESSON

Prepared by: Checked by:

Date: June 5, 2019 (Wednesday)- Holiday ( Eid’l Fitr )

Date: June 6, 2019 (Wednesday)

I. TOPIC: Diagnostic Test

II. LEARNING OBJECTIVES

B. DEVELOPMENT OF THE LESSON

Prepared by: Checked by:

Date: June 7, 2019 ( Friday)

I. TOPIC: Diagnostic Test and requirements checking

II. LEARNING OBJECTIVES

B. DEVELOPMENT OF THE LESSON

Prepared by: Checked by:

Date: June 3, 2015 (Wednesday)

I. TOPIC: PRE-ACHIEVEMENT TEST ( FIRST SEMESTER)

II. LEARNING OBJECTIVES

B. DEVELOPMENT OF THE LESSON

Date: June 10, 2019 ( Monday )

II. LEARNING OBJECTIVES

B. DEVELOPMENT OF THE LESSON

2. Rules in Subtracting Integers

3. Rules in Multiplying and Dividing Integers

a. Like signs – multiply/divide the numbers and affix positive sign.

Prepared by: Checked by:

Date: June 11, 2019 ( Tuesday)

II. LEARNING OBJECTIVES

D. DEVELOPMENT OF THE LESSON

B. Determine whether the following is a monomial, binomial, trinomial, or multinomial.

C. Tell whether the following is similar or dissimilar terms.

Prepared by: Checked by:

Date: June 21, 2019 ( Friday )

II. LEARNING OBJECTIVES

B. DEVELOPMENT OF THE LESSON

Prepared by: Checked by:

Date: June 17, 2019 ( Monday )

II. LEARNING OBJECTIVES

B. DEVELOPMENT OF THE LESSON

Prepared by: Checked by:

Date: June 18, 2019 (Tuesday)

II. LEARNING OBJECTIVES

A. DEVELOPMENT OF THE LESSON

1. To factor a number, you write the number as a product of numbers

1. Determine the GCMF of the terms.

Prepared by: Checked by:

Date: June 19, 2019 ( Wednesday)

I. TOPIC: Factoring the Sum and Difference of Two Cubes

II. LEARNING OBJECTIVES

B. DEVELOPMENT OF THE LESSON

Prepared by: Checked by:

Date: June 20, 2019 (Thursday)

I. TOPIC: Factoring Perfect Square Trinomial

II. LEARNING OBJECTIVES

B. DEVELOPMENT OF THE LESSON

Steps for Factoring a Trinomial Square

Prepared by: Checked by: