ANTONIO R.

LAPIZ NATIONAL HIGH SCHOOL

Jaguimit, City of Naga, Cebu

LESSON PLAN IN MATHEMATICS 8

S. Y. 2015 - 2016

Target Date: June 30, 2016 (Thursday)

Time Allocation: 60 minutes (G8Archimedes at 7:40 – 8:40 & G8Aristotle at 11:00 – 12:00)
Teacher: Mrs. Cherrie Mae P. Aquino

I. OBJECTIVES: IV. EVALUATION:

Within the one-hour period, the students are expected to:
a. factor completely different types of polynomials using different methods of factoring LONG QUIZ 1.1
(common monomial factoring, difference of two squares, sum and difference of two FACTORING ( CMF, DOTS, SDOTC)
cubes)
A. Factor the following given using the common monomial factoring.
II. SUBJECT MATTER: 1. 4x2 – 12x
Factoring 2. 4a2 + 12a + 9a3
Mathematics Learner’s Module 8 by Emmanuel P. Abuzo, et. al. 3. xm + hm
Textbook, scientific calculator, strips of paper
B. Factor the following given using the difference of two squares.
III. LEARNING PROCEDURE: 1. 9m2 – 16n2
2. 4x2 – 9
A. Motivation/Review: 3. a2 b4 – 81
Recall the process of factoring using the three methods mentioned in the objectives.
2. Factor the following given using the sum and difference of two squares.
B. Activities: 1. 27x3 – 8y3
Give activity 1.3 (PERFECT HUNT) 2. a3 + 125b3
Look for the different perfect square trinomials found in the bx. Answers might be 3. m3 + 729p3
written diagonally, horizontally, or vertically.

V. ASSIGNMENT:
25x2 10x 81 18x X2 4 Research on how to factor a GENERAL TRINOMIAL and how to factor by GROUPING.

15x 16x2 -24x 9 10x 28x

4x2 -16x 16 15x 25 49x2

16x2 49 8x 16 24x2 9

25 14x 8x 40x 30x 10x

7x x2 12x 25x2 40 12x2

 ANTONIO R. LAPIZ NATIONAL HIGH SCHOOL
Jaguimit, City of Naga, Cebu

LESSON PLAN IN MATHEMATICS 8

S. Y. 2015 - 2016

Target Date: July 4, 2016 (Monday)

Time Allocation: 60 minutes (G8Archimedes at 7:40 – 8:40 & G8Aristotle at 11:00 – 12:00)
Teacher: Mrs. Cherrie Mae P. Aquino

I. OBJECTIVES: IV. EVALUATION:

Within the one-hour period, the students are expected to:
a. factor completely different types of polynomials using different methods of factoring LONG QUIZ 1.1
(common monomial factoring, difference of two squares, sum and difference of two FACTORING ( CMF, DOTS, SDOTC)
cubes)
A. Factor the following given using the common monomial factoring.
II. SUBJECT MATTER: 1. 4x2 – 12x
Factoring 2. 4a2 + 12a + 9a3
Mathematics Learner’s Module 8 by Emmanuel P. Abuzo, et. al. 3. xm + hm
Textbook, scientific calculator, strips of paper
B. Factor the following given using the difference of two squares.
III. LEARNING PROCEDURE: 1. 9m2 – 16n2
2. x2 – 9
A. Motivation/Review: 3. a2 b4 – 81
Recall the process of factoring using the three methods mentioned in the objectives.
C. Factor the following given using the sum and difference of two squares.
B. Activities: 1. 27x3 – 8y3
Give activity 1.3 (PERFECT HUNT) 2. a3 + 125b3
Look for the different perfect square trinomials found in the bx. Answers might be 3. m3 + 729p3
written diagonally, horizontally, or vertically.

V. ASSIGNMENT:
25x2 10x 81 18x X2 4 Research on how to factor a GENERAL TRINOMIAL and how to factor by GROUPING.

15x 16x2 -24x 9 10x 28x

4x2 -16x 16 15x 25 49x2

16x2 49 8x 16 24x2 9

25 14x 8x 40x 30x 10x

7x x2 12x 25x2 40 12x2

 ANTONIO R. LAPIZ NATIONAL HIGH SCHOOL
Jaguimit, City of Naga, Cebu

LESSON PLAN IN MATHEMATICS 8

S. Y. 2015 - 2016

Target Date: July 5, 2016 (Tuesday)

Time Allocation: 60 minutes (G8Archimedes at 7:40 – 8:40 & G8Aristotle at 11:00 – 12:00)
Teacher: Mrs. Cherrie Mae P. Aquino

I. OBJECTIVES: IV. EVALUATION:

Within the one-hour period, the students are expected to:
a. factor completely different types of polynomials using the methods of factoring LONG QUIZ 1.1
general FACTORING ( CMF, DOTS, SDOTC)
trinomial.
C. Factor the following given using the common monomial factoring.
II. SUBJECT MATTER: 4. 4x2 – 12x
Factoring 5. 4a2 + 12a + 9a3
Mathematics Learner’s Module 8 by Emmanuel P. Abuzo, et. al. 6. xm + hm
Textbook, scientific calculator, strips of paper
D. Factor the following given using the difference of two squares.
III. LEARNING PROCEDURE: 1. 9m2 – 16n2
E. 4x2 – 9
A. Motivation/Review: F. a2 b4 – 81
Give the students strips of paper to answer with time limit (strips of paper must
contain items that includes factoring using common monomial factoring, difference of D. Factor the following given using the sum and difference of two squares.
two squares, and sum & difference of two cubes) 1. 27x3 – 8y3
2. a3 + 125b3
B. Activities: 3. m3 + 729p3
Give activity 1.3 (PERFECT HUNT)
Look for the different perfect square trinomials found in the bx. Answers might be
written diagonally, horizontally, or vertically. V. ASSIGNMENT:
Research on how to factor a GENERAL TRINOMIAL and how to factor by GROUPING.

25x2 10x 81 18x X2 4

15x 16x2 -24x 9 10x 28x

4x2 -16x 16 15x 25 49x2

16x2 49 8x 16 24x2 9

25 14x 8x 40x 30x 10x

 7x x2 12x 25x2 40 12x2
ANTONIO R. LAPIZ NATIONAL HIGH SCHOOL
Jaguimit, City of Naga, Cebu

LESSON PLAN IN MATHEMATICS 8

S. Y. 2015 - 2016

Target Date: August 10, 2016 (Wedenesday)

Time Allocation: 60 minutes (G8Archimedes at 7:40 – 8:40 & G8Aristotle at 11:00 – 12:00)
Teacher: Mrs. Cherrie Mae P. Aquino

I. OBJECTIVES: CARTESIAN PLANE – composed of 2 perpendicular number lines that meet at the point of
Within the one-hour period, the students are expected to: origin.
a. Describe and illustrate the Rectangular Coordinate System and its uses; and ORIGIN – the intersection of the 2 axes with coordinates (0,0)
b. Describe and plot positions on the coordinate plane using the coordinate axes. QUADRANTS – the regions that were made when 2 number lines intersect
ORDERED PAIR- the pair of points in a plane
II. SUBJECT MATTER:
Rectangular Coordinate System
Mathematics Learner’s Module 8 by Emmanuel P. Abuzo, et. al.
Textbook, srips of paper, graphing notebook

III. LEARNING PROCEDURE:

A. Motivation/Review: C. Exercises/Activities/Drills:
Let the students play a game entitled BOWOWOW! Let the students do the activity on page 130 of the reference material. Let them write
DIRECTIONS: the said activity on their activity notebook.
- Group of yourselves into 8 members.
- Form a line facing your classmates IV. EVALUATION:
- Assign integers which are arranged from least to greatest to each group member from
left to right Draw a Cartesian Plane. Plot and label the following points.
- Assign zero to the group member at the middle 1. C (0, 4) 6. S (1/2, 6)
- Recite the number assigned to you 2. A (3, -2) 7. I (5/2, 4)
- Bow as you recite and when the last member is done reciting, all of you bow together 3. R (-5, 3) 8. N (7, ¼)
and say BOWOWOW! 4. T (0, 7) 9. P (-1/2, -1/2)
5. E (-3, 6) 10. L (-8, ½)
B. Presentation:
Start the lesson by giving the following questions:
1. What is the number line composed of?
2. Where is zero found on the number line? V. ASSIGNMENT:
3. What integers can be seen on the left side of zero? What about on the right side of zero? Answer the following questions.
4. Can you draw a number line? 1. What is a rectangular coordinate system?
2. What are the different parts of the rectangular coordinate system?
Give important concepts to discuss. 3. How do you locate points on the Cartesian plane?
RECTANGULAR COORDINATE PLANE – is also called the xy-plane or the Cartesian plane in 4. How can the rectangular coordinate system be used in real life?
honor of the French Mathematician Rene’ Descartes who is known as the” Father of Modern
Mathematics”
ANTONIO R. LAPIZ NATIONAL HIGH SCHOOL
Jaguimit, City of Naga, Cebu

LESSON PLAN IN MATHEMATICS 8

S. Y. 2015 - 2016

Target Date: August 11, 2016 (Thursday)

Time Allocation: 60 minutes (G8Archimedes at 7:40 – 8:40 & G8Aristotle at 11:00 – 12:00)
Teacher: Mrs. Cherrie Mae P. Aquino

I. OBJECTIVES: CARTESIAN PLANE – composed of 2 perpendicular number lines that meet at the point of
Within the one-hour period, the students are expected to: origin.
a. Describe and illustrate the Rectangular Coordinate System and its uses; and ORIGIN – the intersection of the 2 axes with coordinates (0,0)
b. Describe and plot positions on the coordinate plane using the coordinate axes. QUADRANTS – the regions that were made when 2 number lines intersect
ORDERED PAIR- the pair of points in a plane
II. SUBJECT MATTER: C. Exercises/Activities/Drills:
Rectangular Coordinate System Let the students do the activity on page 130 of the reference material. Let them write
Mathematics Learner’s Module 8 by Emmanuel P. Abuzo, et. al. the said activity on their activity notebook.
Textbook, srips of paper, graphing notebook
IV. EVALUATION:
III. LEARNING PROCEDURE:
Make a sketch of your house using the rectangular coordinate plane. On your
A. Motivation/Review: Rectangular Coordinate Plane, your house and the school must be present. Write your sketch
Let the students play a game entitled BOWOWOW! on a one whole graphing paper mounted on a long bond paper. Make your work creative.
DIRECTIONS:
- Group of yourselves into 8 members. V. ASSIGNMENT:
- Form a line facing your classmates Answer the following questions.
- Assign integers which are arranged from least to greatest to each group member from 1. What is a rectangular coordinate system?
left to right 2. What are the different parts of the rectangular coordinate system?
- Assign zero to the group member at the middle 3. How do you locate points on the Cartesian plane?
- Recite the number assigned to you 4. How can the rectangular coordinate system be used in real life?
- Bow as you recite and when the last member is done reciting, all of you bow together
and say BOWOWOW!

B. Presentation:
Start the lesson by giving the following questions:
1. What is the number line composed of?
2. Where is zero found on the number line?
3. What integers can be seen on the left side of zero? What about on the right side of zero?
4. Can you draw a number line?

Give important concepts to discuss.

RECTANGULAR COORDINATE PLANE – is also called the xy-plane or the Cartesian plane in
honor of the French Mathematician Rene’ Descartes who is known as the” Father of Modern
Mathematics”
ANTONIO R. LAPIZ NATIONAL HIGH SCHOOL
Jaguimit, City of Naga, Cebu

LESSON PLAN IN MATHEMATICS 8

S. Y. 2016 - 2017

Target Date: September 14, 2016 (Wednesday)

Time Allocation: 60 minutes (G8Archimedes at 7:40 – 8:40 & G8Aristotle at 11:00 – 12:00)
Teacher: Mrs. Cherrie Mae P. Aquino

I. OBJECTIVES: B. Rewrite the following equations in the form y = mx + b (slope-intercept form) and
Within the one-hour period, the students are expected to: identify the values of m and b.
c. Rewrite linear equations in the form Ax + By = C and y = mx + b; and 1. y = 3x – 8 (it is already the slope – intercept form)
d. Identify the values of m and b after having a slope – intercept form. m = 3 ; b = -8

II. SUBJECT MATTER: 2. 2/3x – 1/3y = 1 sol’n:

Linear Equations (Slope – Intercept) Form 2x + 1y = 3
Mathematics Learner’s Module 8 by Emmanuel P. Abuzo, et. al. y = -2x + 3 (m = -2 ; b = 3)
Textbook, strips of paper, graphing notebook, charts
3. 5/2x + 2/3y – 5 = 0 sol’n:
III. LEARNING PROCEDURE: 15x + 4y = 5
4y = -15x + 5
A. Motivation/Review: y = -15/4 x + 5/4 (m = -15/4 ; b = 5/4)
Give a recap about linear equations as to when and how to know that the equations
given are linear. IV. EVALUATION:

B. Presentation: Let the students make their own linear equations. Five are in the standard form and
Start the lesson by giving the following examples: the other five are in the slope _ intercept form

A. Rewrite the following equations in the form Ax + By = C. V. ASSIGNMENT:

1. 3x + 2y = 6 (it is already the standard form of the linear equation) Answer the following questions.
5. What is a rectangular coordinate system?
6. What are the different parts of the rectangular coordinate system?
2. y = ½ x + 3 sol’n: 7. How do you locate points on the Cartesian plane?
2y = 1x + 6 8. How can the rectangular coordinate system be used in real life?
-x + 2y = 6

3. y = 5/4 x + 3/2 sol’n:

4y = 5x + 6
-5x + 4y = 6

* Let the students try doing the rest of the given equations on their own.
1. y = 2x + ¼
2. y = 2/3 x – 1/5