Republic of the Philippines

Department of Education
Region 4-A CALABARZON
DIVISION OF LUCENA CITY

LUCENA CITY NATIONAL HIGH SCHOOL

SILANGANG MAYAO EXTENSION

BUDGET OF WORK
Grade 8 Mathematics

FIRST QUARTER
PROGRAM STANDARD The learner 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 LEVEL The learner demonstrates understanding of key concepts and principles of patterns and algebra (factors of polynomials, rational algebraic expressions, linear equations and
STANDARD inequalities in two variables, systems of linear equations and inequalities in two variables); geometry (axiomatic structure of geometry, triangle congruence, inequalities in a
triangle, and parallel and perpendicular lines); and statistics and probability (probability of simple events) as applied - using appropriate technology - in critical thinking,
problem solving, reasoning, communicating, making connections, representations, and decisions in real life.
CONTENT STANDARD The learner demonstrates understanding of key concepts of factors of polynomials, rational algebraic expressions, linear equations and inequalities in two variables, systems
of linear equations and inequalities in two variables and linear functions.
PERFORMANCE The learner is able to formulate real-life problems involving factors of polynomials, rational algebraic expressions, linear equations and inequalities in two variables, systems
STANDARD of linear equations and inequalities in two variables and linear functions, and solve these problems accurately using a variety of strategies.

QUARTER First

NO.
FORMATIVE SUMMATIVE
CONTENT SUBJECT MATTER LEARNING COMPETENCIES OF
ASSESSMENT ASSESSMENT
DAYS
Patterns and Algebra  Special Products and Factors 1. Factors completely different types of polynomials (polynomials with  Written Exercises / Drills  Unit Test 1
 Rational algebraic common monomial factor). (Interpretation, (Interpretation,
Expression 2. Factors completely different types of polynomials (difference of two Explanation) Explanation, Self – 1
 Relations and Functions squares).  Quiz (Interpretation, knowledge,
3. Factors completely different types of polynomials (sum and Explanation) Application) 1
difference of two cubes).  IRF Worksheet  Packaging activity
4. Factors completely different types of polynomials (perfect square (Explanation, Self – (Self – knowledge, 1
trinomials). knowledge) Interpretation,
5. Factors completely different types of polynomials (general  Pattern finding in real Application, 1
trinomials). world (Application, Explanation)
6. Solves problems involving factors of polynomials. ( with common explanation,  Misconception 1
monomial facors) interpretation) checking (Spotting
7. Solves problems involving factors of polynomials. (difference of  Flash Card Drill Errors) (Self – 1
two squares) (Interpretation, Self – knowledge,
8. Solves problems involving factors of polynomials. (sum and knowledge) We have! Explanation, 1
difference of two cubes) (Oral Questioning) Empathy)
9. Solves problems involving factors of polynomials. (perfect square (Interpretation)  Summative Test 1
trinomial)  Decision Making (Interpretation,
10. Solves problems involving factors of polynomials. (general (Written exercises) Application, Self – 1
trinomial) (Interpretation, knowledge,
11. Use factoring procedure to solve problems the easy way Explanation, Empathy) 1
12. Illustrates rational algebraic expressions. Application, Perspective,
13. Simplifies rational algebraic expressions. Empathy) 1
 NO.
FORMATIVE SUMMATIVE
CONTENT SUBJECT MATTER LEARNING COMPETENCIES OF
ASSESSMENT ASSESSMENT
DAYS
14. Performs operations on rational algebraic expressions.  Debate (Interpretation, 1
15. Solves problems involving rational algebraic expressions. explanation, Application, 1
16. Illustrates the rectangular coordinate system .*** Empathy, Self –
17. Illustrates the uses of the rectangular coordinate system.*** knowledge, perspective) 1
18. Illustrates linear equations in two variables. Graphic Organizer (Self 1
19. Illustrates the slope of a line. – knowledge,
20. Finds the slope of a line given two points. Explanation, 1
21. Finds the slope of a line given the equation. interpretation) 1
22. Finds the slope of a line given a graph.  IRF Worksheet 1
23. Writes the linear equation ax + by = c in the form y = mx + b. (Interpretation, 1
24. Writes the linear equation y = mx + b in the form ax + by = c. Explanation) 1
25. Graphs a linear equation given (a) any two points.*** 1
26. Graphs a linear equation given (b) the x – and y – intercepts.***
27. Graphs a linear equation given (c) the slope .*** 1
28. Graphs a linear equation given (c) the slope and a point on the
line.*** 1
29. Describes the graph of a linear equation in terms of its 1
intercepts.***
30. Describes the graph of a linear equation in terms of its slope.*** 1
31. Finds the equation of a line given (a) two points. 1
32. Finds the equation of a line given (b) the slope and a point;.
33. Finds the equation of a line given (c) the slope and its intercepts.
34. Finds the equation of a line given its intercepts. 1
35. Solves problems involving linear equations in two variables.
36. Illustrates a system of linear equations in two variables. 1
37. Graphs a system of linear equations in two variables.***
38. Categorizes when a given system of linear equations in two 1
variables has graphs that are parallel. 1
39. Categorizes when a given system of linear equations in two
variables has graphs that are intersecting. 1
40. Categorizes when a given system of linear equations in two
variables has graphs that are coinciding. 1
41. Solves a system of linear equations in two variables by (a)
graphing.***
42. Solves a system of linear equations in two variables by (b) 1
substitution.*** 1
43. Solves a system of linear equations in two variables by (c) 1
elimination.***
44. Solves problems involving systems of linear equations in two 1
variables. 1
45. Create problems involving system of linear equations in two 1
variables.
1

1
 NO.
FORMATIVE SUMMATIVE
CONTENT SUBJECT MATTER LEARNING COMPETENCIES OF
ASSESSMENT ASSESSMENT
DAYS

1
TOTAL 45

SECOND QUARTER
PROGRAM STANDARD The learner 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 LEVEL The learner demonstrates understanding of key concepts and principles of patterns and algebra (factors of polynomials, rational algebraic expressions, linear equations and
STANDARD inequalities in two variables, systems of linear equations and inequalities in two variables); geometry (axiomatic structure of geometry, triangle congruence, inequalities in a
triangle, and parallel and perpendicular lines); and statistics and probability (probability of simple events) as applied - using appropriate technology - in critical thinking,
problem solving, reasoning, communicating, making connections, representations, and decisions in real life.
CONTENT STANDARD The learner demonstrates key concepts of linear inequalities in two variables, systems of linear inequalities in two variables and linear functions.
PERFORMANCE The learner is able to formulate and solve accurately real-life problems involving linear inequalities in two variables, systems of linear inequalities in two variables, and linear
STANDARD functions.

QUARTER Second

NO.
FORMATIVE SUMMATIVE
CONTENT SUBJECT MATTER LEARNING COMPETENCIES OF
ASSESSMENT ASSESSMENT
DAYS
Patterns and Algebra  Linear Inequalities in two 46. Illustrates linear inequalities in two variables.  Quiz  Pen and Paper Test 1
variables 47. Describe linear inequalities in two variables.  Drills 1
 System of Linear 48. Differentiates linear inequalities in two variables from linear  Written exercises 1
Inequalities in two variables equations in two variables.
49. Graphs linear inequalities in two variables. 1
50. Solves problems involving linear inequalities in two variables. 1
51. Solves a system of linear inequalities in two variables.***
52. Solves problems involving systems of linear inequalities in two 1
variables. 1
53. Illustrates a relation.
54. Illustrates a function. 1
55. Verifies if a given relation is a function. 1
56. Determines dependent variables. 1
57. Determines independent variables. 1
58. Finds the domain of a function. 1
59. Finds the range of a function. 1
60. Illustrates a linear function. 1
61. Graphs a linear function’s (a) domain. 1
62. Interpret the graph a linear function’s (a) domain. 1
63. Graphs a linear function’s (b) range. 1
64.interpret the graphs a linear function’s (b) range. 1
65. Graphs a linear function’s (c) table of values. 1
66. Interpret the graphs a linear function’s (c) table of values. 1
67. Graphs a linear function’s (d) intercepts. 1
68. Interpret the graphs of a linear function’s (d) intercepts.
69. Graphs a linear function’s (e) slope. 1
70. Interpret the graphs os a linear function's (slope) 1
 NO.
FORMATIVE SUMMATIVE
CONTENT SUBJECT MATTER LEARNING COMPETENCIES OF
ASSESSMENT ASSESSMENT
DAYS
71. Solves problems involving linear functions. 1
1
1

Geometry Reasoning and Proofs 72. Determines the relationship between the hypothesis of an if-then  Quiz  Pen and paper Test 1
statement.  Written exercises  Post test
73. Determines the relationship between the conclusion of an if-then  IRF Worksheet 1
statement.
74. Differentiates the relationship between the hypothesis and the 1
conclusion of an if-then statement.
75. Transforms a statement into an equivalent if-then statement. 1
76. Determines the inverse of an if-then statement.
77. Determines the converse of an if-then statement. 1
78. Determines the contrapositive of an if-then statement. 1
79. Illustrates the equivalences of: (a) the statement. 1
80. Describes the equivalences of: (a) the statement. 1
81. Illustrates the equivalences of: (a) its contrapositive of a 1
statement. 1
82. Describes the equivalences of: (a) its contrapositive of a
statement. 1
83. Illustrates the equivalences of: (b) the converse of a statement.
84. Describes the equivalences of: (b) the converse of a statement. 1
85. Illustrates the equivalences of: (b) the inverse of a statement.
86. Describes the equivalences of: (b) the inverse of a statement. 1
87. Uses inductive reasoning in an argument.
88. Uses deductive reasoning in an argument. 1
89. Writes a proof (direct).
90. Writes a proof (indirect). 1

1
1
1
1
TOTAL 45

THIRD QUARTER
PROGRAM STANDARD The learner 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 LEVEL The learner demonstrates understanding of key concepts and principles of patterns and algebra (factors of polynomials, rational algebraic expressions, linear equations and
STANDARD inequalities in two variables, systems of linear equations and inequalities in two variables); geometry (axiomatic structure of geometry, triangle congruence, inequalities in a
triangle, and parallel and perpendicular lines); and statistics and probability (probability of simple events) as applied - using appropriate technology - in critical thinking,
problem solving, reasoning, communicating, making connections, representations, and decisions in real life.
CONTENT STANDARD The learner demonstrates understanding of key concepts of axiomatic development of geometry.
PERFORMANCE The learner is able to communicate mathematical thinking with coherence and clarity in formulating, investigating, analyzing and solving real life problems.
STANDARD

QUARTER Third
 NO.
FORMATIVE SUMMATIVE
CONTENT SUBJECT MATTER LEARNING COMPETENCIES OF
ASSESSMENT ASSESSMENT
DAYS
Geometry  Reasoning and Proofs 91. Describes a mathematical system.  Written exercises  Pen and paper test 1
 Triangle congruence 92. Define a mathematical system.  Quiz  Post test 1
93. Illustrates the need for an axiomatic structure of a mathematical  IRF Worksheet
system in general in particular: (a) defined  Journal writing
terms.
94. Illustrates the need for an axiomatic structure of a mathematical 1
system in geometry in particular: (a) defined
terms.
95. Describe the need for an axiomatic structure of a mathematical 1
system in general and in geometry in particular:
(a) defined terms.
96. Illustrates the need for an axiomatic structure of a mathematical 1
system in general in particular: (b)
undefined terms.
97. Illustrates the need for an axiomatic structure of a mathematical 1
system in geometry in particular: (b)
undefined terms.
98. Describe the need for an axiomatic structure of a mathematical 1
system in general and in geometry in particular: (b) undefined terms.
99. Illustrates the need for an axiomatic structure of a mathematical
system in general in particular: (c) postulates. 1
100. Illustrates the need for an axiomatic structure of a mathematical
system in geometry in particular: (c) postulates.
101. Describe the need for an axiomatic structure of a mathematical 1
system in general and in geometry in particular: (c) postulates.
102. Illustrates the need for an axiomatic structure of a mathematical
system in general in particular: (d) theorems. 1
103. Illustrates the need for an axiomatic structure of a mathematical
system in geometry in particular: (d) theorems.
104. Describe the need for an axiomatic structure of a mathematical 1
system in general and in geometry in particular: (d) theorems.
105. Illustrates triangle congruence.***
106. Define triangle congruence.*** 1
107. Use the triangle congruence in problems involving triangle.***
108. Illustrates the sas congruence postulates.***
109. Define the sas congruence postulates.*** 1
110. Use the sas congruence postulates in problems involving
triangle.***
111. Illustrates the asa congruence postulates.*** 1
112. Define the asa congruence postulates.*** 1
113. Use the asa congruence postulates in problems involving 1
triangle.***
114. Illustrates the sss congruence postulates.*** 1
115. Define the sss congruence postulates.*** 1
116. Use the sss congruence postulates in problems involving 1
triangle.***
117. Solves corresponding parts of congruent triangles (sas) 1
 NO.
FORMATIVE SUMMATIVE
CONTENT SUBJECT MATTER LEARNING COMPETENCIES OF
ASSESSMENT ASSESSMENT
DAYS
118. Solves corresponding parts of congruent triangles (asa) 1
119. Solves corresponding parts of congruent triangles (sss) 1
120. Proves two triangles are congruent. (sas)
121. Use (sas) in problems involving two triangles are congruent. 1
122. Proves two triangles are congruent. (asa) 1
123. Use (asa) in problems involving two triangles are congruent 1
124. Proves two triangles are congruent. (sss)
125. Use (sss) in problems involving two triangles are congruent 1
126. Proves statements on triangle congruence. (sas) 1
127. Apply (sas) in problems involving triangle congruence.
128. Proves statements on triangle congruence. (asa) 1
129. Apply (asa) in problems involving triangle congruence 1
130. Proves statements on triangle congruence. (sss) 1
131. Apply (sss) in problems involving triangle congruence.
132. Applies triangle congruence to construct perpendicular lines. 1
133. Applies triangle congruence to describe perpendicular lines. 1
134. Applies triangle congruence to construct angle bisectors.
135. Applies triangle congruence to describe angle bisectors. 1
1

1
1
1
1
1
1
1

1
TOTAL 45

Prepared by: Noted by: Checked by:

Ma. Lourdes Moredo ROSALINDA A. CAALAMAN MA. CONSOLACION V. TEÑIDO

SST 1 – Mathematics Teacher in Charge PSDS