CURRICULUM MAP OF STANDARDS, LEARNING COMPETENCIES, AND ASSESSMENTS

GRADE 8 MATHEMATICS
CORE LEARNING AREA STANDARDS
The student demonstrates understanding and appreciation of key concepts and principles of mathematics as applied – using appropriate technology – in problem
solving, critical thinking, communicating, reasoning, making connections, representations, and decisions in real life.

GRADE 8 LEVEL STANDARD

The student demonstrates understanding of key concepts and principles of patterns and algebra (sequences, series, polynomials, polynomial equations, and polynomial functions);
geometry (circles and coordinate geometry); and statistics and probability (combinatorics and probability, and measures of position) as applied – using appropriate technology – in
critical thinking, problem solving, reasoning, communicating, making connections, representations, and decisions in real life.

QUARTER: FIRST QUARTER

UNIT NUMBER: 1

UNIT TITLE: SEQUENCES AND SERIES Number of Meetings: 35 meetings

PERFORMANCE STANDARD
CONTENT STANDARD
The student is able to formulate and solve problems involving sequences,
The student demonstrates understanding of key concepts of sequences,
polynomials, and polynomial equations in
polynomials, and polynomial equations.
different disciplines through appropriate and accurate representations.
 Core Understanding and Values and Subject
Content/Resources Skills Assessment Activities and Strategies
Core Questions Integration

Sequences and Series Core Questions The student… Preassessment A1–A2. For The importance of
A. Sequences and Students will keep A1. generates patterns. A1–G2. Administer a Sequences and cooperation when doing a
Series considering the following M8AL-Ia-1 diagnostic test to Series. group work.
questions: determine the 1. Group Discussion
A2. defines and
CQ1. Where are sequences illustrates a mastery level of Give each group a
found? sequence and a students in working search- for-a-pattern
series. with sequences and activity. Give sets of
CQ2. How important series.
are Enrichment numbers where
sequences? each group is asked
Formative Assessment to search for a
A1–G2. Processing pattern. Use the
Questions activity to introduce
Core Understandings the term sequence.
Ask questions to
Students will understand
determine whether Provide a related
that…
the students homework activity.
CU1. the concepts of understand the Tell the students to
sequences are lesson use Google search
manifested in nature on sequences and and ask them to
series before moving look for the topic
CU2. sequences can be
to the next topic. sequences.
used in solving real-
Follow this procedure
life problems
for the remaining 2. Classroom
topics. Discussion
In every topic on Introduce the
sequences and recursive form of a
series, ask the sequence on pages
students to 6–8. Discuss with
formulate their own the class examples
 questions to 4 and 5 on pages 6–
be able to assess 8.
their thinking Introduce another
A1–G2. Seatwork form of a sequence
During seatwork, – the explicit form.
move around the Discuss examples 6
class to check the and 7 on pages 8–
students’ work. 10.
This way, you will Tell the students to
know who are do some of the
doing their work exercises of Mental
and at the same Math of
time, whether they Exercise 1.1 on page 14.
are ready for the
next lesson.
A1–G2. Small Group Activity
Divide the class
into small groups.
Ask each group to
analyze the lesson
on sequences and
series.
Listen to what they are
discussing during small
group activity to gauge what
they know about the lesson.
B. Arithmetic Sequence The student… A1–G2. Peer assessments B1–B3. For Arithmetic The importance of being
B1. defines, After group work, Sequences attentive during classroom
illustrates, and each group will be 1. Class Activity discussions.
graphs an asked to present Provide the class a
 arithmetic their work to the karaoke lesson.
sequence. whole class. The Post the lyrics on
M8AL-Ib-1 other groups will the board and play
B2. determines assess the the song “12 Days
arithmetic presentation. of Christmas.” Use
means and nth Provide Peer the song as a
of an arithmetic Assessment Rubric springboard to the
sequence. for the students. lesson on
M8AL-Ib-c-1 A1–G2. Math Journals sequences.
B3. solves problems Encourage students 2. Classroom
involving arithmetic to create a Discussion
sequence. composition about
sequences and Discuss examples 1–
M8AL-If-2 6. on pages 18–23.
series. Read their
journals after class Show how to graph
to determine what an arithmetic
they have learned sequence.
about the day’s Explain the meaning
lesson on of
sequences and arithmetic means.
series.
A1–G2. Classroom 3. Individual Work
Discussion Answer the odd
Encourage students numbered exercises
participation in the of Mental Math of
discussion through Exercise 1.2 on
recitation. page 26.
Assess the
students’
understanding of
the lesson by
 listening to their
responses carefully.
A1–G2. Exit Slips
Ask the students to write
what they have learned and
what they don’t understand
about the lesson on
sequences and series.
C. Arithmetic Series The student… Summative Assessment C1–C2. For Arithmetic
C1. finds the sum of A1–G2. Teacher-made Test Series
terms of a given Teacher-made test 1. Classroom
arithmetic on sequences and Discussion
sequence. series. Incorporate Introduce the term
M8AL-Ic-2 some of the arithmetic series.
C2. solves problems questions in the 1st Explain the
involving arithmetic Unit test to derivation of the
series. encourage students formula for
M8AL-If-2 to practice solving arithmetic series.
the exercises and Discuss the
problems at the end illustrative examples
of the unit. on pages 30–38.

Self-assessment 2. Working in Pairs

A1–G2. Rubric Ask the students to work in
pairs in answering the odd
Make a Self-
numbered exercises of the
Assessment Rubric
Written Math of Exercise 1.3
that will assess the on page 39.
students’
understanding of the
lesson. This rubric
 can be used for other
lessons.

Other ways to assess

students’ understanding of
the lesson on sequences
and series:
1. Responses to Mental
Math
Exercises
2. Assignments using
Written Math
Exercises
3. Submitted written
solutions to
Math Challenge
Problems
4. Results of Quizzes
Periodic Tests
D. Geometric Sequences The student… D1–D4. For Geometric Show a photo of
D1. defines, Sequences Shewanella oneidensis to
illustrates, and 1. Classroom Discussion be able to relate the
graphs a Relate the lesson to health.
geometric lesson to
sequence. current
M8AL-Id-1 events on
D2. differentiates a world-wide
geometric health and
sequence from an medical issues
(Photo taken from
arithmetic such as the
http://www.
 sequence. MERSCOV, abc.net.au/science/photos/
M8AL-Id-2 H1N1 virus, and mathsinnature/photo14.htm)
other related
D3. differentiates a diseases. Lead
finite geometric the class in
sequence from an discussing how The need to be cooperative.
infinite geometric some bacteria
sequence. such as
M8AL-Id-3 Shewanella
D4. determines oneidensis
geometric means behaves.
and the nth term of a
geometric These
sequence. microorganisms
M8AL-Ie-1 multiply by
doubling their
population in 40
minutes. If in a
laboratory
experiment, a group
of Shewanella
oneidensis was
initially counted at
2, ask the students
to tabulate its
population every 2
hours for one day.
Process the activity.
Discuss examples 1
and 2
on pages 42–44.
 Illustrate how to
find the common
ratio of the
geometric
sequence and
how to graph the
sequence and also
how to find the
geometric means.

2. Small Group
Activity
Divide the class into
small groups and
distribute the
exercises of the
Written Math of
Exercise 1.4 on
pages 52–54.
E. Geometric Series The student… E1–E2. For Geometric
E1. finds the sum of a Series
given finite or 1. Classroom
infinite geometric Discussion
sequence. Discuss the solution
M8AL-Ie-2 of the following
problem: Substance
E2. solves problems decays in such a
involving geometric way that it loses half
series. of its mass every 3
M8AL-If-2 hours. In how many
hours will 256 grams
of the substance be
reduced to 16
 grams? How much
substance was lost
after 12 hours? How
much of the
substance is left
after a day?
Show how to derive
the formula for
geometric series and
explain how to use it
in solving exercises.
2. Pair Work
Ask each pair to
study the solutions
of examples 1 and 2
on pages 56 and 57.
3. Classroom Activity
Answer orally
Mental Math 1–10 of
Exercise 1. 5 on page
62. Follow up with a
seatwork exercises
using Written Math A
11–13,
B 21–22, C 27–31,
D 37, and E 41 of
Exercise 1.5 on
pages 62
and 63.
Present the paradox
where a race
“cannot be finished”
by a runner. Tell the
class that if a
 sprinter is to run the
100-m dash, he has
to hurdle the first
half of the distance
which is 50 m. Then,
hurdle
half of the remaining
distance which is 25
m. Then, hurdle half
of the remaining
distance which is
12.5 m, and so on. If
this line of thinking is
to follow, can you
explain why the
runner “cannot finish”
the race?
F. Fibonacci Sequence The student… F1. For Fibonacci
F1. defines and Sequence
illustrates the 1. Watching a Movie
Fibonacci Start the lesson
sequence. with a movie on
M8AL-If-1 numbers,
geometry, and
nature.
Download and
show the film
Nature by
Numbers. Refer
to
www.youtube.c
om/
 watch?
v=kkGeOWYOFoA.
Ask the class to write
a reaction paper
regarding the movie.

2. Classroom
Discussion
Discuss Fibonacci’s
problem about a
herd of rabbit. This
can be found on
page 67.
Discuss examples
1–5 on pages 67–
69. Mention about
Lucas sequence.
Read Math FYI on
page 69.

3. Seatwork
Ask the students
to answer
Written Math of
Exercise 1.6 on
page 70.
G. Harmonic Sequence The student… G1.-G2. For Harmonic
G1. defines and Sequence
illustrates a 1. Review of
harmonic Arithmetic
sequence. Sequence
Other Resources: M8AL-If-1 2. Classroom
PowerPoint Presentations of G2. gives examples of Discussion
the topics discussed harmonic sequence. Discuss examples 1
Enrichment and 2
on pages 71 and 72.
3. Individual Work
Ask the students
to do Written Math
of Exercise 1.7 on
page 73
and 74.

CORE LEARNING AREA STANDARDS

The student demonstrates understanding and appreciation of key concepts and principles of mathematics as applied – using appropriate technology – in problem
solving, critical thinking, communicating, reasoning, making connections, representations, and decisions in real life.
 GRADE 8 LEVEL STANDARD
The student demonstrates understanding of key concepts and principles of patterns and algebra (sequences, series, polynomials, polynomial equations, and polynomial functions);
geometry (circles and coordinate geometry); and statistics and probability (combinatorics and probability, and measures of position) as applied – using appropriate technology – in
critical thinking, problem solving, reasoning, communicating, making connections, representations, and decisions in real life.

QUARTER: FIRST QUARTER

UNIT NUMBER: 2

UNIT TITLE: POLYNOMIAL EQUATIONS,

FUNCTIONS AND INEQUALITIES

CONTENT STANDARD CONTENT STANDARD

The student demonstrates understanding of key concepts of polynomial function. The student demonstrates understanding of key concepts of polynomial function.

Core Understanding and Values and Subject

Content/Resources Skills Assessment Activities and Strategies
Core Questions Integration

Polynomial Equations, Core Question The student… Preassessment H1–H2. For Polynomials The importance of
Functions and Students will keep H1. recalls how to H1–M1. Administer a 1. Group Work cooperation within the
Inequalities considering the following perform diagnostic test to group
H. Polynomials question: fundamental determine the Ask the students The importance of being
operations on mastery level of to do the activity
CQ1. How important are attentive during class
polynomials. students in working called Word
polynomial discussion
Enrichment with algebraic Parade.
equations,
functions and H2. performs division expressions, Instructions: Write The importance of being
of polynomials polynomials, and honest
inequalities? each of the letters of
using long polynomial the phrase MY MINI The importance of friendly
division and functions. APOLO ROBOT competition
synthetic on 16 bond
Core Understandings division. Formative Assessment papers in three
Students will understand
M8AL-Ig-1 H1–M1. Processing sets. Form three
that…
Questions 16-member
CU1. The concepts and Ask questions groups.
skills of polynomial about polynomials Provide each group
equations, to assess one set of letters.
functions and students’ Instruct each group
inequalities develop understanding of to form the word
personal virtues. the lesson. This is to be described by
CU2. Polynomials and necessary to the teacher. The first
polynomial functions determine their group to parade the
can be used in degree of correct word earns a
solving real-life readiness for the point. Provide
problems. next lesson. incentives to the
group who can earn
Encourage students the most number of
to ask questions points.
especially when the
lesson is not clear Example: The
to them. This way, teacher says: “A
you can informally polynomial of two
assess their terms” (The
understanding of expected answer is
 the lesson on BINOMIAL.)
polynomials and to
facilitate discussion. 2. Classroom
H1–M1. Seatwork Discussion
During seatwork Discuss
always move around example 1 on
the class to check page 79 and 80.
their work. Discussion on
H1–M1. Small Group what makes an
Activity algebraic
expression
Monitor the small polynomial, and
group activity to the difference
see who between similar
are participating and dissimilar
in the discussion terms.
of the lesson
Use examples 2–8 on pages
within the group.
81–87 to recall how to
H1–M1. Peer assessments perform the fundamental
Ask the students to operations on polynomials.
exchange papers.
Allow them to check
each other’s work.
H1–M1. Math Journals 3. Class Activity
Tell the students to Prepare 50 sheets
write in their journal of paper. In each
what content and piece, write a
skills they learned polynomial –
about the topic. monomial, binomial,
Read their journals trinomial, or
to determine what multinomial. Put
 they have learned these pieces of
and what they have paper on a bowl or a
not learned in the box. Tell the class
topic discussion. that each one of
them will get two
H1–M1. Classroom pieces of papers.
Discussion Then, ask them to
This can be give the sum and
done after difference
group work. of these two
polynomials orally.
Each group will be
asked to present its For multiplication
output to the whole draw a
class. Discussion rectangular solid
follows. with
polynomial length,
Assess the height and width. Ask
students’ students to find the
understanding volume.
of the lesson by
listening 4. Recalling Lattice
carefully to their method of
output multiplication
presentations.
5. Classroom
H1–M1. Exit Slips discussion on
how to do
Ask the students to
synthetic
write what they
division
have learned and
what they have not
6. Seatwork
understood in the
Have them answer
 lesson on independently
polynomials. Written Math A 11–
Reteach the lesson 20 of Exercise
if needed.
2.1 on page 93.
Summative Assessment

H1–M1. Teacher
made test on
polynomials
and
polynomial
functions
. Incorporate
some of the
questions in the
2nd Unit Test to
encourage the
students to
practice
solving the exercises
and problems at the
end of the unit.

Self-assessment
H1–M1. Rubric
Make Self-
Assessment Rubric
that will be used to
assess their
understanding of the
lesson.
I. The Remainder The student… Other ways to assess I1–I2. For the Remainder Other ways to assess
students’ Theorem and the students’
Theorem and The I1. proves and understanding of the lesson Factor understanding of the lesson
Factor Theorem on Theorem on
applies the polynomials and polynomial polynomials and polynomial
1. Class Activity
Remainder functions functions
Theorem. M8AL- 1. Responses to Mental Sustain students’ 1. Responses to Mental
Ig-2 Math interest with a Math
Exercises mathematics trick. Exercises
I2. proves and applies Tell the class that you
the Factor 2. Assignments using can immediately 4. Assignments using
Theorem and its Written Math give the remainder Written Math
converse. Exercises when a 3-digit Exercises
M8AL-Ig-2 3. Submitted written number is divided 5. Submitted written
solutions to by 9. Tell them to solutions to
Math Challenge think any Math Challenge
Problems 3-digit number. Ask Problems
them
4. Results of Quizzes first to divide the 5. Results of Quizzes
Periodic Tests number by 9 and Periodic Tests
determine the
remainder. Then, ask
for
the number. The
teacher
mentally computes
the
sum of the digits of
the
number. If the sum is
a
single digit, that digit
is
the remainder.
Otherwise,
add the digits until a
single digit is
obtained.
Example: What is the
remainder when 982
is
divided by 9?
 9 + 8 + 2 = 19
1 + 9 = 10
1+0=1
Thus, 982 divided by
9 will
yield a remainder of
1.
Then, pose these
questions: Why does
it
work? How does it
work?
2. Small Group Activity
Divide the class into
small groups. Ask
them
to divide a polynomial
by
a monomial. Ask
leading
questions until they
are able to see that
the
computation in finding
the remainder when
the
polynomial p(x) is
divided
by -c can be easily
determined by simply
evaluating p(x) for x =
c.
J. Factoring The student… 3. Classroom Discussion
Polynomials J1. factors polynomials. Discuss example 1
M8AL-Ih-1 on page 97 and
the proof of the
Remainder
Theorem on page
98.
 Give a polynomial
that is exactly
divisible by a
binomial and
another
polynomial that is
not exactly
divisible a
binomial. Ask:
When are
polynomials similar
to the examples?
Present the proof of
the Factor Theorem.
Refer to page 101.
Discuss the
examples.
Let them do Exercise
2.2 on pages 104–
107.
J1. For Factoring
Polynomials
1. Classroom
Discussion
Recall and discuss
the procedures
and show them
how to apply these
procedures in
factoring
polynomials.
 2. Group Work
Let them solve odd-
numbered exercises
of the Written Math of
Exercise 2.3 on
pages 116 and 117.
K. Polynomial The student… K1–K4. For
Equations K1. illustrates Polynomial
polynomial Equations
equations. 1. Classroom
M8AL-Ii-1 Discussion
K2. proves and Firm up students’
applies the understanding of
Rational Root polynomial
Theorem. M8AL- equations by
Ii-2 presenting and
K3. solves discussing example
polynomial 3 on page 121–123.
equations. Emphasize the use
M8AL-Ij-1 of representation
technique in solving
K4. applies the such type of
Quadratic Surd polynomial
Roots Theorem equations
and the Complex
Conjugate Roots Present example
Theorem. 4 on pages 123
Enrichment and 124. In this
example,
K5. solves problems introduce in detail
involving the idea of
polynomials and multiplicity of
polynomial roots.
equations. Use example 5 on
M8AL-Ij-2 pages 124–126 to
illustrate how
synthetic division is
used in solving
polynomial
equations.
2. Seatwork
Provide the class
seat work exercises
by asking the class
to work on Written
Math C 56–60 of
Exercise 2.4 on
page 139.
3. Classroom
Discussion
Present the
Rational Roots
Theorem and its
proof. Refer to
pages 123 and
124. Then, discuss
a corollary to the
theorem on page
124.
Illustrate the theorem
using examples 6–8 on
 pages 124–128. Let the
class apply the theorem
by telling them to work on
Written Math C 61–70 of
Exercise 2.4 on page 139.
L. Polynomial The student… 4. Classroom
Functions L1. illustrates Discussion
polynomial Discuss the
functions. Quadratic Surd
M8AL-IIa-1 Roots Theorem and
L2. solves problems the Complex
involving polynomial Conjugate Theorem.
functions. Discuss example 9
M8AL-IIb-2 on page 133 and
example 10
on page 135.
5. Group Work
Ask the
students to do
the odd
numbered
exercises of Written
Math of
Exercise 2.4 on
pages 138–
140.
L1–L2. For Polynomial
Functions
1. Classroom Discussion
Discussion on what
 polynomial functions
are.
Illustrate how
polynomial functions
are written
in standard
form and how
their degrees
are
determined.
Use examples
1 and 2 on
pages 142 and 143.
Then, ask the class to
answer Mental Math
A 1–14 of Exercise
2.5 on page 154.
Discuss how to
evaluate
polynomial
functions using
examples 3–5 on
pages 143–146.
M. Graphing Polynomial The student… Discuss the
Functions M1. graphs Fundamental
polynomial Theorem of Algebra
functions. and the Number of
Zeroes Theorem.
M8AL-IIa-b-1 Discuss Examples
6 and 7 on
Other pages 147 and 148.
Resources: 2. Class Activity
PowerPoint An activity which
Presentations of is the reverse of
the topics the previous task:
discussed Determining the
polynomial
function if its
zeroes are given.
Discuss example 11
and 12 on page 153.
3. Seatwork
Ask the students to
do Written Math E
90–91 of Exercise 2.5
on page 157.
M1. For Graphing
Polynomial
Functions
1. Classroom
Discussion
Conduct a review
lesson on
Cartesian
coordinate system
and graphing
of curves by plotting
of points.
Discussion on the
Bounds of the
Zeroes Theorem.
(Refer to pages
159–161).
 Discussion on the
Descartes’ Rule of
Signs Discussion on
Approximating roots
And the
Intermediate
Value Theorem
for Polynomials
Discussion on
the Graph of
Odd-degree
Polynomials and
Even degree
polynomials
2. Seatwork
Ask the students to
answer the odd
numbered exercises
of Written Math of
Exercise 2.6 on
pages 174 and 175.

CORE LEARNING AREA STANDARDS

The student demonstrates understanding and appreciation of key concepts and principles of mathematics as applied – using appropriate technology – in problem
solving, critical thinking, communicating, reasoning, making connections, representations, and decisions in real life.
 GRADE 8 LEVEL STANDARD
The student demonstrates understanding of key concepts and principles of patterns and algebra (sequences, series, polynomials, polynomial equations, and polynomial functions);
geometry (circles and coordinate geometry); and statistics and probability (combinatorics and probability, and measures of position) as applied – using appropriate technology – in
critical thinking, problem solving, reasoning, communicating, making connections, representations, and decisions in real life.

QUARTER: SECOND QUARTER

UNIT NUMBER: 3

UNIT TITLE: CIRCLES

CONTENT STANDARD CONTENT STANDARD

The student demonstrates understanding of key concepts of circles. The student demonstrates understanding of key concepts of circles.

Core Understanding and Values and Subject

Content/Resources Skills Assessment Activities and Strategies
Core Questions Integration

Circles Core Questions The student… Preassessment N1. For Circle: The importance of
N. Circle Students will keep N1. derives inductively N1–T4. Give a teacher- 1. Small Group cooperation in doing a given
considering the following the relationships prepared pre-test to Discussion task with their group mate.
questions: among center, determine what the Difference between
CQ1. How are lengths of radius, chord, and students already circles and other
tangent segments, diameter. know about circles. geometric figures,
secant segments, Enrichment and the definitions of
and chords releted Formative Assessment center, radius, chord
and applied? N1–T4. Processing and diameter.
CQ2. How are angles and Questions
2. Classroom
intercepted arcs of Ask questions to Discussion on the
circles related and determine whether proofs of Theorems
applied? or not students 104–108.
understand the
Core Understanding lesson on circles 3. Seatwork:
Students will understand before proceeding to
that… the next topic. Ask the students to
answer the odd
CU1. relationships exist Elicit questions numbered exercises
among angles, from the students of Written Math of
segments, lengths, to be able to Exercise 3.1 on
circumference and assess their pages 193–197.
area of circles. thinking.
N1–T4. Seatwork
During seatwork,
move around the
class to check their
work. This way, you
will know who are
doing their work and
at the same time, be
able to know
whether they are
ready for the next
lesson.
 N1–T4. Small Group
Discussion
Divide the class
into small groups.
Ask each group to
analyze the proofs
of the given
theorems. Encourage
discussion. Listen to
what they are
discussing to gauge
the level of their
mastery of the
lesson.
N1–T4. Peer assessments
After the group work
each group will be
asked to present their
work to the whole
class. The other
groups will assess
the presentation.
(Provide a Peer
Assessment Rubric
for this.)
O. Arcs, Central The student… N1–T4. Math Journals O1–O2. For Arcs, The importance of
Angles, and Inscribed Angles O1. derives inductively Encourage students Central Angles, carefulness in proving
the relations to write about their and Inscribed theorems.
among chords, learning about the Angles:
Remind students that
arcs, central lesson. Read their 1. Classroom proving theorems will
angles, and journals to determine Discussion help them think
 inscribed angles. what they have Discuss the logically.
M8GE-IIc-1 learned about the definitions of the part
The importance of being
O2. proves theorems lesson on circles. of a circle, degree
attentive during classroom
related to chords, N1–T4. Classroom measures of parts of
discussion.
arcs, central Discussion a circle, and the arc
angles, and addition postulate
This can be done including the
inscribed angles. after the group examples from
M8GE-IIc-d-1 work. Assess the pages 199–204
students’
understanding of 2. Group Work
the lesson by Ask the students to
listening carefully to make the on the
their responses. proofs of the theorem
N1–T4. Exit Slips related to arcs,
central angle, and
Ask the students
inscribed angles and
to write what they the exercises.
have learned and
what they have not
understood in the
lesson.

Summative Assessment
N1–T4. Teacher-made Test
Create a teacher-
made test on
circles. Incorporate
some of the
questions
in the 3rd Unit
test to encourage
 the students to
practice solving
the
exercises and
problems at the end
of the unit.

Self-assessment
N1–T4. Rubric
Make a Self-
Assessment Rubric
that will assess
students’
understanding of the
lesson.
P. Tangent Lines and The student… Other ways to assess P1–P2. Tangent The importance of being
Tangent Circles P1. illustrates students’ understanding of Lines and friendly.
tangent lines and the lesson on circles. Tangent
Circles Tell the students to treat
tangent circles. 1. Responses to Mental their partners as their
M8GE-IIe-1 Math 1. Pairing Activity friends.
P2. proves the Exercises Let the students Show pictures of iron gates
theorems on 2. Assignments using pair up and have and windows where there
tangent lines and Written Math them study and are circles and irons that
tangent circles. Exercises prove the are tangent to the circles.
M8GE-IIe-f-1 3. Submitted written theorems related
solutions to to tangent lines
Math Challenge and tangent
Problems circles.
4. Results of Quizzes 2. Classroom
Periodic Tests Discussion
 Create a responsive
class by
discussing
examples on
pages 225–228.
Q. Angles Formed by The student… Q1. Angles Formed The need to be
Tangents and Secants Q1. illustrates and by Tangents and responsible.
proves theorems on Secants.
tangents and 1. Classroom
secants. Discussion
M8GE-IIe-f-1 Create a responsive
class by
discussing the
proofs of
Theorems 120–
124 and how to
apply these
theorem in
problem
solving.
R. Power of a Point The student… R1. For Powers of a The need to be
Theorem R1. illustrates and Point Theorems cooperative.
proves theorems 1. Pair Activity
related to products Ask each pair to
of lengths and analyze the proofs
segments of theorems 125–
associated with 127.
circles.
M8GE-IIe-f-1 2. Seatwork
Ask the students to do
 Written Math of
Exercise 3.5 on
pages 254–258.
S. Sectors and Segments of The student… S1. For Sectors The importance of
a Circle S1. illustrates the and Segments showing concern for
segment and the of a Circle others
sector of a circle. 1. Classroom Discussion The importance of a joint
M8GEe-lle-1 Discuss the examples. effort in doing a task.
Then, ask the
students to do
the exercises as
their seatwork.

CORE LEARNING AREA STANDARDS

The student demonstrates understanding and appreciation of key concepts and principles of mathematics as applied – using appropriate technology – in problem
solving, critical thinking, communicating, reasoning, making connections, representations, and decisions in real life.
 GRADE 8 LEVEL STANDARD
The student demonstrates understanding of key concepts and principles of patterns and algebra (sequences, series, polynomials, polynomial equations, and polynomial functions);
geometry (circles and coordinate geometry); and statistics and probability (combinatorics and probability, and measures of position) as applied – using appropriate technology – in
critical thinking, problem solving, reasoning, communicating, making connections, representations, and decisions in real life.

QUARTER: SECOND QUARTER

UNIT NUMBER: 4

UNIT TITLE: PLANE COORDINATE

GEOMETRY

CONTENT STANDARD
CONTENT STANDARD
The student demonstrates understanding of key concepts of coordinate
The student demonstrates understanding of key concepts of coordinate geometry.
geometry.

Core Understanding and Values and Subject

Content/Resources Skills Assessment Activities and Strategies
Core Questions Integration

Plane Coordinate Geometry Core Questions The student… Preassessment V1–V2. For Slope of a Line The importance of
V. Slope of a Line Students will keep V1. explains the V1–AB2. Teacher-made 1. Small Group cooperation
considering the following concepts Test Discussion Show pictures of slopes in
questions:
CQ1. How can coordinate
geometry help me
understand the
geometric
properties of some V2.
figures?
CQ2. How useful is
coordinate geometry
in our lives?
Core Understandings
Students will understand
that…
CU1. different calculations
involving coordinate
geometry can be a
useful tool for
investigating and
understanding
geometric shapes
and properties
CU2. coordinate geometry
can be used to solve
math problems as
well as problems in
real life.
associated to Give a teacher Create a responsive the real world such as
the Cartesian prepared pretest to class by discussing pictures of mountains, roads,
Coordinate determine what the Cartesian Coordinate driveways, and many others.
System. students already System, definition of
Enrichment know about lines, slope, the position of
applies the slope of slopes, the the line when slope is
a line formula to distance formula, positive, negative,
some geometric the midpoint zero, and undefined.
formula, and
problems.
Enrichment circles in the 2. Classroom
coordinate plane. Discussion
Discuss Mental
Formative Assessment Math of Exercise
V1–AB2. Processing 4.1 on pages 324
Questions and 325.
Ask questions about
the lesson on line 3. Seatwork:
and its slope to Ask the students to
determine whether do Written Math of
the students Exercise 4.1 on
understand the topic pages 326 and 327.
before taking up
another topic.
Encourage
students to ask
questions
whenever they are
confused or when
the lesson is not
clear to them. This
way, you can
 informally assess
their understanding
of the
lesson on plane
coordinate
geometry.
V1–AB2. Seatwork
Ask them to do the
Written Math A and
B of Exercise
4.1. During
seatwork, move
around the class to
check their work.
V1–AB2. Small Group
Activity
Divide the class
into small groups.
Ask each group to
do Exercise 4.1
Written Math C and
D

V1–AB2. Peer Assessments

Ask the students to
exchange papers.
Allow them to check
each other’s work.
X. Distance Formula The student… Other ways to assess X1–X2. For Distance
students’ understanding of Formula
 X1. derives the the lesson on Plane 1. Classroom
distance Coordinate Geometry Discussion
formula. Create a
1. Responses to Mental
M8GE-IIg-1 responsive class by
Math
X2. finds the distance Exercises discussing the
between two given derivation of the
2. Assignments using
points between a Distance
Written Math
line and and Formula. Encourage
Exercises
a point, and between some students to do
two lines. 3. Submitted written board work.
solutions to
Enrichment
Math Challenge 2. Group Work
Problems Have the students do
4. Results of Quizzes Exercises 4.3 on
Periodic Tests pages 353 and 354.
Z. Coordinate Proofs of The student… Z1. For Coordinate
Geometric Theorems Z1. applies the Proofs of
distance and the Geometric
midpoint formula Theorems
to prove 1. Classroom
geometric Discussion
properties Create a responsive
M8GE-IIg-2 class by discussing
examples of the
topic.
2. Small Group Activity
Divide the class
into small groups
and let them do
Exercises 4.5 on
 pages 366 and
367
cooperatively.
Have each group
present their
accomplished
exercises.
Encourage queries to
strengthen their
acquired knowledge
and to correct the
misconception about
the topic.
AA. Circles in the The student… AA1–AA4. For Circles in the
Coordinate Plane AA1. illustrates the Coordinate Plane
center- radius 1. Pair Activity
form of the Ask the students to do
equation of a Written Math of Exercise 4.6
circle. M8GE- on pages 376 and 377.
IIh-1
AA2. determines the center
and radius of a circle
given its equation,
and vice versa.
M8GE-IIh-2
AA3. graphs a circle and
other geometric
figures on the
coordinate plane.
M8GE-IIi-1
 AA4. solves problems
involving geometric
figures on the
coordinate plane.
M8GE-IIi-j-1

CORE LEARNING AREA STANDARDS

The student demonstrates understanding and appreciation of key concepts and principles of mathematics as applied – using appropriate technology – in problem
solving, critical thinking, communicating, reasoning, making connections, representations, and decisions in real life.
 GRADE 8 LEVEL STANDARD
The student demonstrates understanding of key concepts and principles of patterns and algebra (sequences, series, polynomials, polynomial equations, and polynomial functions);
geometry (circles and coordinate geometry); and statistics and probability (combinatorics and probability, and measures of position) as applied – using appropriate technology – in
critical thinking, problem solving, reasoning, communicating, making connections, representations, and decisions in real life.

QUARTER: THIRD QUARTER

UNIT NUMBER: 5

UNIT TITLE: COUNTING TECHNIQUES AND PROBABILITY Number of Meetings: 35 meetings

CONTENT STANDARD CONTENT STANDARD

The student demonstrates understanding of key concepts of combinatorics and The student demonstrates understanding of key concepts of combinatorics and
probability. probability.

Core Understanding and Values and Subject

Content/Resources Skills Assessment Activities and Strategies
Core Questions Integration

Counting Techniques Core Question The student… Preassessment AB1–AB2. For the The importance of
and Probability Students will keep AB1. illustrates the AB1–AF5. Teacher-made Fundamental being attentive
AB. The Fundamental considering the following fundamental principle Test Principles of during classroom
Principle of Counting question: of counting Give a teacher-
CQ1. How important are Enrichment made pretest to 1. Classroom
combinatorics and determine what the
AB2. solves problems using
probability in real life? students already
the fundamental
know about
principle of counting.
combinatotics and
Enrichment probability.
Core Understandings
Students will understand Formative Assessment
that…
AB1–AF5. Probing
CU1. the concept of Questions
combinatorics and 1. Ask probing
probability are used questions to
in formulating determine how
conclusions and much the
making decisions. students know 2. Classroom
about
CU2. combinatorics and combinatorics
probability are used and probability.
in solving real –life 2. Elicit questions
problems. from the students
to be able to
assess their
thinking and their
understanding of
the lesson on
3. Seatwork
combinatorics and
probability
AB1–AF5. Seatwork
During seatwork,
move around the
Counting discussion.
The importance of
Discussion
cooperation when doing
Discuss how to a group work.
count the number of
The importance of
occurrences of an
carefulness when
event using:
counting the number of
a. table; occurrences of events.
b. tree diagram; and
The importance of being
c. systematic listing. friendly.
Discuss examples 1–
3 on pages 381 and Tell the students to treat
382 their partners as their
friends.
The need to be responsible.
Discussion
Discuss on the
Fundamental
Principle of
Counting
Discuss example 4
on pages 383 and
384.
Let them do the
odd numbered
exercises of
Written Math of
 class to check the Exercise
students’ work. This 5.1 on pages 386–389.
way, you will be
able to know
whether they are
ready for the next
lesson.
AB1–AF5. Small Group
Activity
Divide the class
into small groups.
Encourage the
members to work
with the other
members. Listen to
what they are
discussing to
gauge what they
know about the
lesson.
AB1–AF5. Peer
assessments
When all groups are
done with their work,
each group will be
asked to present its
work to the whole
class.
The other groups will
assess the
presentation.
AC. Permutation The student… AB1–AF5. Math Journals AC1–AC3. For Permutation Concern for others
AC1. illustrates the Encourage 1. Classroom The importance of a joint
permutation of students to Discussion effort in doing a task.
objects write their Discuss the meaning The need to be
M8SP-IIIa-1 learning on of Permutation and
permutation independent.
AC2. derives the formula the 6 permutations of
for finding the and the 3 letters F, B, and
number of combinations. Read O taken 2 at a time.
permutations of n their journals to See page 390.
objects taken r at a determine what they
have learned about Discuss examples 1
time. and 2
M8SP-IIIa-2 these topics.
on pages 391 and
AC3. solves problems AB1–AF5. Classroom 392.
involving permutation. Discussion
Discuss n Factorial,
M8SP-IIIb-1 This can be done Permutation of n
after the group Things Not all
work. Assess the Different, and
students’ Circular
understanding of Permutations.
the lesson by
listening 2. Group Work
carefully to their
Have them do the odd
responses to
numbered
questions asked
exercises of
during the
Written Math of
discussion.
Exercise 5.2 on
AB1–AF5. Exit Slips pages 403–405.
Ask the students
to write what they
have learned and
what they have not
 understood in the
lesson.

Summative Assessment
AB1–AF5. Teacher-made
Test
Give a test on
combinatorics
and probability.
Incorporate
some of the
questions in the
5th Unit test to
encourage
students
to practice solving the
exercises and
problems at the end
of the unit.

Self-assessment
AB1–AF5. Rubric
Make a Self-
Assessment Rubric
that will
assess student’s own
understanding of the
lesson.
AD. Combination The student… Other ways to assess AD1–AD4. For Combination
AD1. illustrates the students’ understanding of 1. Classroom Discussion
 combination of the lesson on Compare
objects. combinatorics and Permutation with
M8SP-IIIc-1 probability: Combination and
AD2. differentiates discuss the
1. Responses to Mental illustration on page
permutation from Math
combination of n 407 and the
Exercises
objects taken r at a illustration on
2. Assignments using pages 408 and
time. M8SP-IIIc-2
Written Math 409.
AD3. derives the formula Exercises
for finding the Unlock the
3. Submitted written meaning of
number of
solutions to combination
combination of n
Math Challenge through the use of
objects taken r at
Problems examples. Use
a time.
M8SP-IIId-1 4. Results of Quizzes examples 1–5
Periodic Tests pages
AD4. solves problems 410–415.
involving
permutations and 2. Classroom Discussion
combinations. Discuss
M8SP-IIId-e-1 Combination of n
Objects Taken One
or More at a Time
as well as its proof.
Discuss example 6
on page 415.
3. Individual Work
Ask the students to
answer the odd
numbered exercises
of Written Math of
 Exercise 5.3 on
pages 416–418.
AE. Events and Their The student… AE1–AE2. For Events and
Operations AE1. illustrates events, Their Operations
union, and 1. Classroom
intersection of events. Discussion
M8SP-IIIf-1 Discuss the
AE2. finds the cardinality of meaning of sample
the union of two sets A space by using an
and B. Enrichment experiment of
tossing a single
coin. Show the
possible outcomes
using a tree
diagram.
Discuss mutually
exclusive event by
rolling a die and
letting event
A be the event that
an even number
turns up and event
B be the event that
an odd number
appears. Determine
the possible
outcomes sand
draw a Venn
diagram to illustrate
they are mutually
exclusive.
 Illustrate union and
Intersection of
events using Venn
diagrams
Discuss
Cardinality of
sets:
a. Cardinality of the
union of two finite
disjoint sets.
b. Cardinality of
the union of two
finite sets that
are not disjoint.
Discuss examples 8–
13
on pages 424–429.

2. Seatwork
Ask the
students to do
the odd
numbered
exercises of Written Math of
Exercise 5.4 on pages 431–
433.
AF. Probability of The student… AF1–AF6. For Probability of
Compound Events AF1. solves the probability Compound Events
Other Resources: of simple events as a 1. Classroom
PowerPoint review. Enrichment Discussion
Presentations of AF2. illustrates the Recall Probability
the topics probability of a of an event.
discussed union of two
Discuss Probability of
events. M8SP-IIIg-
the Complement of
1
an Event, and the
AF3. finds the
probability of Mutually
probability of (A
∪ B) and (A ∩ Exclusive Events.
B) . M8SP-IIIg- Discuss examples 6–
h-1 8 on pages 438–442.
AF4. illustrates Discuss the
independent Probability of
events and Mutually Inclusive
dependent Events.
events.
Enrichment Discuss example 10
on page 444.
AF5. illustrates and solves
conditional Discuss the
probability. Probability of
Enrichment Independent
Events,
AF6. solves problems Conditional
involving probability. Probability and
M8SP-IIIi-j-1 Probability of
Dependent
Events.
Discuss examples
11–16
on pages 445–450.

2. Seatwork
Ask the students to answer
 odd numbered
exercises of Written
Math of Exercise 5.5
on pages 452 and
453.

CORE LEARNING AREA STANDARDS

The student demonstrates understanding and appreciation of key concepts and principles of mathematics as applied – using appropriate technology – in problem
solving, critical thinking, communicating, reasoning, making connections, representations, and decisions in real life.
 GRADE 8 LEVEL STANDARD
The student demonstrates understanding of key concepts and principles of patterns and algebra (sequences, series, polynomials, polynomial equations, and polynomial functions);
geometry (circles and coordinate geometry); and statistics and probability (combinatorics and probability, and measures of position) as applied – using appropriate technology – in
critical thinking, problem solving, reasoning, communicating, making connections, representations, and decisions in real life.

QUARTER: FOURTH QUARTER

UNIT NUMBER: 6

UNIT TITLE: MEASURES OF POSITION Number of Meetings: 15 meetings

CONTENT STANDARD
CONTENT STANDARD
The student demonstrates understanding of key concepts of measures of
The student demonstrates understanding of key concepts of measures of position.
position.

Core Understanding and Values and Subject

Content/Resources Skills Assessment Activities and Strategies
Core Questions Integration

Measures of Position Core Question The student… Preassessment AG1–AG4. For Quartiles The importance of
AG. Quartiles Students will keep AG1. illustrates quartiles. AG1–AH5. Teacher-made 1. Classroom cooperation when doing
considering the following M8SP-IVa-1 Test Discussion a group work.
question: AG2. calculates a Give a Discussion on The importance of
CQ1. How important are specified quartile teacher-made sorting out the given carefulness in sorting out
measures of of a set of data. pre-test to data and the three given data.
position in our M8SP-IVb-1 determine quartiles.
life? AG3. interprets quartiles. what the students Illustrate how to find The importance of
M8SP-IVc-1 already know quartiles of ungroup being attentive
about quartiles and data. during classroom
AG4. solves problems percentiles. discussion.
Core Understandings involving quartiles. Illustrate the cases
Students will understand M8SP-IVd-e-1 Formative Assessment to consider in The importance of being
that… AG5. uses solving for the friendly. (Tell the students to
AG1–AH5. Probing quartiles of treat their partners as their
appropriate Questions
CU1. the concepts of ungrouped data. friends.)
measures of
measures of 1. Ask probing The need to be responsible.
position and 2. Classroom
position are used in questions to
other statistical Discussion
formulating determine how
conclusions and in methods in much the Revisit Constructing
making decisions. analyzing and students know Frequency
interpreting about measures Distribution table.
CU2. measures of positions
research data. of positions. Discuss how to find
can be used in
M8SP-IVj-1 the quartiles of
solving real-life 2. Elicit questions from
problems. the students to be grouped data.
able to assess their Explain formula on
understanding of page 471.
measures of Discuss examples 5–
positions. 7 on pages 471–477.
AG1–AH5. Seatwork 3. Pair Work
During group work, Ask the students to answer
pair work, and odd numbered exercises of
individual work, Written Math of Exercise 6.1
move around the on pages 479 and 480.
room to check the

AH. Deciles and Percentiles
students’ work. This
way you will be able
to know whether
they are ready for
the next lesson.
AG1–AH5. Small Group
Activity
Divide the class
into small groups.
Encourage the
members to work
with the other
members. Listen to
what they are
discussing to
gauge what they
know about the
lesson.
AG1–AH5. Peer
assessments
When all groups are
done with their work,
each group will be
asked to present its
work to the whole
class.
The other groups will
assess the
presentation.
The student… AG1–AH5. Math AH1–AH5. For The importance of
AH1. illustrates Journals Deciles and showing concern for
deciles and Encourage Percentiles others.
percentiles. students to write 1. Classroom The importance of a joint
M8SP-Iva-1 their learning Discussion effort in doing a task.
AH2. calculates specified about Differentiate deciles
measures of The need to be independent.
deciles and from percentiles.
positions. (They should not always
percentiles of a set.
Read their Discuss deciles depend on others.)
M8SP-IVb-1
journals after for grouped
AH3. interprets class to data.
deciles and determine what Discuss examples 2
percentiles. they have learned and 3
M8SP-IVc-1 about these on pages 484–487.
AH4. solves problems topics.
Discuss
involving deciles AG1–AH5. Classroom
percentiles for
and percentiles. Discussion Assess grouped data
M8SP-IVd-e-1 the students’ and
AH5. uses understanding of the example 4 on page
appropriate lesson by listening 488.
measures of carefully to their
position and responses to 2. Seatwork
other statistical questions asked
Ask the students to
methods in analyzing and during the
answer odd
interpreting research data. discussion.
numbered exercises
M8SP-IVj-1 AG1–AH5. Exit Slips of Written Math of
Ask the students Exercise 6.2 on
to write what they pages 493–495.
have learned and
what they don’t EXTRA:
understand in the
Box-and-whisker Plot
lesson.
Discuss the five-
Summative Assessment number summary.
AG1–AH5. Teacher-made Construct box-
test on measures of and- whisker-plots
positions for ungrouped and
Incorporate some grouped data.
of the Comparison of
questions in the 6th two or more sets
Unit of data using
test to encourage Box-and-whisker
students to practice plots
solving the exercises
and problem at the Discuss box-and- whisker
end of the unit. plots with skewed
distributions.
Self-assessment
AG1–AH5. Rubric
Make a Self-
Assessment Rubric
that will
assess student’s
own understanding
of the lesson.

Other ways to assess

students’ understanding of
the lesson on measures of
positions:
1. Responses to Mental
Math
Exercises
2. Assignments using
Written Math
 Exercises
3. Submitted written
solutions to
Math Challenge
Problems
4. Results of Quizzes
Periodic Tests