LP MATH 8doc2

ANTONIO R.
LAPIZ NATIONAL HIGH SCHOOL

Jaguimit, City of Naga, Cebu
LESSON PLAN IN MATHEMATICS 8

S. Y. 2015 - 2016
Target Date: November 21, 2016

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

S. Y. 2015 - 2016
Target Date: July 4, 2016 (Monday)


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.
B. Factor the following given using the difference of two squares.
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


S. Y. 2015 - 2016
Target Date: July 5, 2016 (Tuesday)


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.
D. Factor the following given using the difference of two squares.
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

S. Y. 2015 - 2016
Target Date: August 10, 2016 (Wedenesday)

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?
4. How can the rectangular coordinate system be used in real life?
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”

S. Y. 2015 - 2016
Target Date: August 11, 2016 (Thursday)

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:
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”

S. Y. 2016 - 2017
Target Date: November 21, 2016 (Monday)

I. OBJECTIVES: Pairs of Angles:

Within the one-hour period, the students are expected to: 1. Supplementary Angles – angles with a sum of 180 degrees
a. represent point, line, and plane using concrete and pictorial models; 2. Complementary Angles - angles with a sum of 90 degrees
b. illustrates subsets of a line; 3. Congruent Angles – angles that measure the same
c. classifies the different kinds of angles; 4. Vertical Angles – angles that are opposite each other and are equal
d. define supplementary angles, complementary angles, congruent angles, vertical 5. Adjacent Angles – angles that are next to each other
angles, adjacent angles, linear pair, perpendicular and parallel lines; and 6. Linear Pair – angles that lie in the same line and are supplementary
e. distinguish between theorem and postulates.
Pairs of Lines:
II. SUBJECT MATTER: 1. Perpendicular Lines – lines that intersect and form a right angle
Geometric Terms (defined and undefined) 2. Parallel Lines – lines that are in the same plane and do not intersect
Math Grade 7 Learner’s Module 3. Skew Lines - lines that are in different plane and do not intersect
Textbook, strips of paper
Theorems – statements that need proof before accepted as true.
Postulates – statements that are accepted as true even without proof
A. Motivation/Review:
Make a recap about the basic concepts in Geometry like lines, points, shapes, etc.
B. Exercises/Activities/Drills:
B. Discussion: Let the students answer the exercises A and B on pages 140-142 of the Learner’s
Introduce the topic then start the lesson by giving the undefined terms and their Material for Math grade 7.
description as well as other important terms and its definition.
Undefined Terms:
1. Point 2. Line 3. Plane IV. EVALUATION:
Let the students answer exercise C on page 143 of the Learner’s Material for Math
Subsets of a line: grade 7.
1. Ray 2. Line Segment
Kinds of Angles: V. ASSIGNMENT:

1. Acute – measures greater than 0 but less than 90 degrees Let the students answer activity 1 on page 144 of the Learner’s Material for Math
2. Right- measures exactly 90 degrees grade 7.
3. Obtuse – measures greater than 90 but less than 180 degrees
4. Straight – measures exactly 180 degrees
5. Reflex – measures greater than 180 but less than 360 degrees


S. Y. 2016 - 2017
Target Date: November 22, 2016 (Tuesday)

I. OBJECTIVES: Pairs of Angles:

Within the one-hour period, the students are expected to: 1. Supplementary Angles – angles with a sum of 180 degrees
a. represent point, line, and plane using concrete and pictorial models; 2. Complementary Angles - angles with a sum of 90 degrees
b. illustrates subsets of a line; 3. Congruent Angles – angles that measure the same
c. classifies the different kinds of angles; 4. Vertical Angles – angles that are opposite each other and are equal
d. define supplementary angles, complementary angles, congruent angles, vertical 5. Adjacent Angles – angles that are next to each other
angles, adjacent angles, linear pair, perpendicular and parallel lines; and 6. Linear Pair – angles that lie in the same line and are supplementary
e. distinguish between theorem and postulates.
Pairs of Lines:
II. SUBJECT MATTER: 1. Perpendicular Lines – lines that intersect and form a right angle
Geometric Terms (defined and undefined) 2. Parallel Lines – lines that are in the same plane and do not intersect
Math Grade 7 Learner’s Module 3. Skew Lines - lines that are in different plane and do not intersect
Textbook, strips of paper
Theorems – statements that need proof before accepted as true.
Postulates – statements that are accepted as true even without proof
A. Motivation/Review:
Make a recap about the basic concepts in Geometry like lines, points, shapes, etc.
B. Exercises/Activities/Drills:
B. Discussion: Let the students answer the exercises A and B on pages 140-142 of the Learner’s
Introduce the topic then start the lesson by giving the undefined terms and their Material for Math grade 7.
description as well as other important terms and its definition.
Undefined Terms:
1. Point 2. Line 3. Plane IV. EVALUATION:
Let the students answer exercise C on page 143 of the Learner’s Material for Math
Subsets of a line: grade 7.
1. Ray 2. Line Segment
Kinds of Angles: V. ASSIGNMENT:

1. Acute – measures greater than 0 but less than 90 degrees Let the students answer activity 1 on page 144 of the Learner’s Material for Math
2. Right- measures exactly 90 degrees grade 7.
3. Obtuse – measures greater than 90 but less than 180 degrees
4. Straight – measures exactly 180 degrees
5. Reflex – measures greater than 180 but less than 360 degrees


S. Y. 2015 - 2016
Target Date: August 18 - 19, 2016 (Thursday - Friday)

st
1 Periodical Test

S. Y. 2015 - 2016
Target Date: November 7 - 8, 2016 (Monday - Tuesday)

nd
2 Periodical
Test

S. Y. 2015 - 2016
Target Date: August 18 - 19, 2016 (Thursday - Friday)

Time Allocation: 60 minutes (G7Einstein at 10:00 – 11:00 & G7Edison at 1:00 – 2:00)
st
1 Periodical Test

S. Y. 2015 - 2016
Target Date: November 7 - 8, 2016 (Monday - Tuesday)

Time Allocation: 60 minutes (G7Einstein at 10:00 – 11:00 & G7Edison at 1:00 – 2:00)
nd
2 Periodical
Test

S. Y. 2016 - 2017
Target Date: November 23, 2016 (Wednesday)

I. OBJECTIVES: C. Exercises/Activities/Drills:
Within the one-hour period, the students are expected to: Let the students do Activity 3 on page 354, Activity 4 on page 355, and Activity 5 on
a. define and illustrate congruent triangles; and page 356 of the reference book.
b. state and illustrate the SAS, ASA, SSS congruence postulates
II. SUBJECT MATTER: IV. EVALUATION:

Triangle Congruence Let the students answer Exercise 2 on page 354, Exercise 3 on page 355, and
Mathematics Learner’s Module 8 by Emmanuel P. Abuzo, et. al. Exercise 4 on page 357 of the reference book.
Textbook, strips of paper, Charts
III. LEARNING PROCEDURE: V. ASSIGNMENT:

Let the students answer exercise 7 on pages 363 and 364 of Mathematics Learner’s
A. Motivation/Review: Module 8.
Activate students’ prior knowledge by raising the following questions:
1. What is the symbol for congruence?
2. What are the six pairs o corresponding congruent parts?
3. How do we measure an angle?
4. How can you draw an angle of specified measure?
5. What is the sum of the measures of the angles of a triangle?
B. Discussion:
Introduce the topic then start the lesson by letting students answer activity 2 (Find
Your Partner) on page 351 of the mathematics learner’s module 8.
Note: Two triangles are congruent if their vertices can be paired so that corresponding
sides are congruent and corresponding angles are also congruent.
Include Angle – is the angle between two sides of a triangle.
Included Side – is the side common to two angles in a triangle.


S. Y. 2016 - 2017
Target Date: November 24, 2016 (Thursday)



B. Discussion:


S. Y. 2016 - 2017
Target Date: November 25, 2016 (Friday)

c. define and illustrate congruent triangles; and page 356 of the reference book.
d. state and illustrate the SAS, ASA, SSS congruence postulates


B. Discussion:


S. Y. 2016 - 2017
Target Date: December 1, 2016 (Friday)



B. Discussion:


S. Y. 2016 - 2017
Target Date: December 5 & 6, 2016 (Monday & Tuesday)

I. OBJECTIVES: corresponding hypotenuse and an acute angle of another right triangle, then the triangles are
Within the one-hour period, the students are expected to: congruent.
a. apply the SAS, ASA, SSS congruence postulates
b. state, illustrate, and apply the LL, LA, HL, HA congruence theorem, & Isosceles C. Exercises/Activities/Drills:
triangle theorem Let the students do Activity 9 on page 364 of the reference book.
II. SUBJECT MATTER:

Triangle Congruence IV. EVALUATION:
Mathematics Learner’s Module 8 by Emmanuel P. Abuzo, et. al. Answer the following questions:
Textbook, strips of paper, Charts 1. What is the difference between an equilateral triangle and an isosceles triangle?
2. One angle of an isosceles triangle measures 600. What are the measures of the other
III. LEARNING PROCEDURE: two angles?
3. An angle of an isosceles triangle measures 500. What are the measures of the other
A. Motivation/Review: two angles? With this as given, how many possible triangles can you draw?
Make a review of the previous lesson by processing the assignment of the lesson dated Explain your answer.
December 1, 2016.
B. Discussion: V. ASSIGNMENT:
Introduce the topic then start the lesson by letting students answer Exercise 7 on page Let the students search about DEFINITIONS, POSTULATES, and THEOREMS on
363 of the mathematics learner’s module 8. POINTS, LINES, ANGLES, and ANGLE PAIRS
LL Congruence Theorem
If the legs of one right triangle are congruent to the legs of anther right triangle, then the
triangles are congruent.
LA Congruence Theorem
If a leg and an acute angle of one right triangle are congruent to a leg and an acute angle of
another right triangle, then the triangles re congruent.
HL Congruence Theorem
If the hypotenuse and a leg of one right triangle are congruent t the corresponding
hypotenuse and a leg of another triangle, then the triangles are congruent.
HA Congruence Theorem
If the hypotenuse and an acute angle of one right triangle are congruent to the


S. Y. 2016 - 2017
Target Date: February 20 – 24, 2017 (Monday to Friday)
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
a. finds the mean, median, & mode of a. discusses the meaning of variability; a. finds the mean. Median, & mode of a. defines experiment, outcomes, sample, a. counts the number of occurences of a n
ungrouped data; and b. calculates the different measures of grouped data; and space, & event; outcome in an experiment and organize
I. b. describe & illustrate the mean, variability of a given ungrouped data: b. describe and illustrate the mean, median, b. explains & interprets the probability of an them using a table, tree diagram, systematic
OBJECTIVES median, & mode of ungrouped data range, standard deviation, & variance; and & mode of grouped data event; and listing, & the fundamental counting
c. interpret data using measures of central c. differentiates between an experimental principles; and
tendency & measures of variability probability and a theoretical probability b. solve simple problems involving
probabilities of events.
- Measures of Central Tendency of - Measures of Variability - Measures of Central Tendency of Grouped - Basic Concepts of Probability - Probability of Events
II.
Ungrouped Data - Mathematics Learner’s Module 8 by Data - Mathematics Learner’s Module 8 by - Mathematics Learner’s Module 8 by
SUBJECT
- Mathematics Learner’s Module 8 Emmanuel P. Abuzo, et. al. - Mathematics Learner’s Module 8 Emmanuel P. Abuzo, et. al. Emmanuel P. Abuzo, et. al.
MATTER
- Textbook, strips of paper, Charts - Textbook, strips of paper, Charts - Textbook, strips of paper, Charts - Textbook, strips of paper, Charts
A. Motivation: A. Motivation: A. Motivation: A. Motivation: A. Motivation:

Do Activity 1 on page 491 of the Math Let the students do “ Which Tastes Make a review about summation Do the Activity 1 “Answer All You Can” on Make a review about the basic concepts of
Learner’s Module 8 Better?” on page 507 of the Math Learner’s page 562. probability.
B. Discussion: Module. B. Discussion:
Start the lesson by eliciting responses MEAN FOR GROUPED DATA: B. Discussion: B. Discussion:
about the Activity 1 then give what to B. Discussion: Formula: x = (fx)/f Start the lesson by tossing a coin. Then Start the lesson by laying down
process: RANGE – difference between the largest MEDIAN FOR GROUPED DATA unlock difficult terms. probability rules:
MEASURES OF CENTRAL TENDENCY: value and smallest value Formula: x =[ lb + f/2 - <cf ]i / f PROBABILITY – is a measure or estimation 1. The probability of any event ia s number
1. Mean – average of the given scores Formula: R = H – L MODE FOR GROUPED DATA: of how likely it is that an event will occur. (either a fraction, a decimal, , or a percent
III. MEAN DEVIATION – dispersion of a set of Formula: x = lb + [D1/(D1 + D2)] EXPERIMENTS – activities which have well from 0 to 1)
Formula: x = (x)/n
LEARNING data about the average defined results 2. If an event will never happen, then its
2. Median – the middlemost score
PRODCEDURE 3. Mode – appeared the most number Formula: MD = (x - x)/N OUTCOMES – results of the experiments probability is 0
C. Exercises: SAMPLE SPACE/PROBABILITY SPACE – 3. If an event is sure to happen, then the
of times STANDARD DEVIATION – differentiates
Let the students do Activity 4 “Let’s solve set of all possible outcomes of an probability is 1
sets of scores with equal averages
C. Exercises: It” on page 534 and Activity 5 “One More experiment. 4. The sum of the probabilities of all the
Formula: SD = (x - x)2/N
Let the students do Activities 3: 3.1 Try” on page 535. Let them write their SAMPLE POINT – an individual outcome outcomes in the sample space is 1
VARIANCE = (x - x)2/N activity on their activity notebook
and 3.2 on pages 494 & 495
C. Exercises: C. Exercises:
C. Exercises: Do the Activity 4 “Words Come Easy” on Let the students do Activity 6 “Let’s Take
Let the students do Activity 9 on page 520 page 566. An Activity Together” on page 570.
of the learner’s material.
I. Find the mean, median, and mode of I. Compute for the range, mean deviation, I. Refer to the data on page 535. Answer the I. Given: I. Solve the following carefully:
each of the ff. set of scores: standard deviation, & variance of the ff. ff. questions: Set R = {1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12} 1. Earl Darenz is asked to choose a day
1. 29, 34, 37, 22, 15, 38, 40 1. 12, 13, 14, 15, 16, 17, 18 1. What is the given interval of the given from a week. What is the probability of
Column A Column B choosing a day which starts with S?
2. 5, 6, 7, 7, 9, 9, 9, 10, 14, 16, 20 2. 7, 7, 8, 12, 14, 14, 14, 14, 15, 15 frequency distribution table?
2. How many pledges are there for the The probability of 2. Choosing a month from a year, what is
IV. II. Solve the ff. 3. 12, 12, 13, 13, 13, 13, 13, 15, 19, 20, 20
survivors of the typhoon? having: a. 1/12 the probability of selecting a month with 31
EVALUATION 1. The mean of 12 scores is 68. If 2 4. 12, 13, 17, 22, 22, 23, 25, 26
3. Determine the ff: ___ 1. a 10 b. 1/6 days?
scores, 70 & 63 are removed, what is the 5. 23, 25, 27, 27, 32, 32, 36, 38
a. class mark of the pledges having the ___ 2. a 13 c. ¼ 3. If a letter is chosen at random from the
mean of the remaining scores? II. The reaction times for a random sample
highest number of donors ___ 3. Odd nos. d. ½ word PERSEVERANCE, what is the
2. Athena got the ff. scores during the of 9 subjects to a stimulant were recorded as
b. median class ___ 4. Even nos. e. 1/12 probability that the letter chosen is E?
first quarter tests: 12, 10, 16, x, 13, & 9. 2.5, 3.6, 3.1, 4.3, 2.9, 2.3, 2.6, 4.1, & 3.4 sec.
c. modal class ___ 5. No. ÷ 3 f. 0
Calculate the range & standard deviation.
A. The mean weight of Loida, Jackie, & Jen A. Give what is asked. A. Construct a circle on a short bond paper A. Research about EXPERIMENTAL A. Give what is asked.
V. is 55 kg. (a) What is the total weight of 1. Differentiate the four measures of reflecting all its parts. Label them correctly. PROBABILITY 1.What is the probability of getting an 8
ASSIGNMENT these girls? (b) Julie weighs 60 kg. What is variability. Make it as creative as they can. from a deck of 52 cards?
the mean weight of the four girls?

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ANTONIO R.

LAPIZ NATIONAL HIGH SCHOOL

LESSON PLAN IN MATHEMATICS 8

Target Date: November 21, 2016

I. OBJECTIVES: IV. EVALUATION:

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

4x2 -16x 16 15x 25 49x2

25 14x 8x 40x 30x 10x

7x x2 12x 25x2 40 12x2

LESSON PLAN IN MATHEMATICS 8

Target Date: July 4, 2016 (Monday)

I. OBJECTIVES: IV. EVALUATION:

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

4x2 -16x 16 15x 25 49x2

25 14x 8x 40x 30x 10x

7x x2 12x 25x2 40 12x2

LESSON PLAN IN MATHEMATICS 8

Target Date: July 5, 2016 (Tuesday)

I. OBJECTIVES: IV. EVALUATION:

25x2 10x 81 18x X2 4

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

4x2 -16x 16 15x 25 49x2

25 14x 8x 40x 30x 10x

LESSON PLAN IN MATHEMATICS 8

Target Date: August 10, 2016 (Wedenesday)

III. LEARNING PROCEDURE:

LESSON PLAN IN MATHEMATICS 8

Target Date: August 11, 2016 (Thursday)

Give important concepts to discuss.

LESSON PLAN IN MATHEMATICS 8

Target Date: November 21, 2016 (Monday)

I. OBJECTIVES: Pairs of Angles:

Kinds of Angles: V. ASSIGNMENT:

ANTONIO R. LAPIZ NATIONAL HIGH SCHOOL

LESSON PLAN IN MATHEMATICS 8

Target Date: November 22, 2016 (Tuesday)

I. OBJECTIVES: Pairs of Angles:

Kinds of Angles: V. ASSIGNMENT:

ANTONIO R. LAPIZ NATIONAL HIGH SCHOOL

LESSON PLAN IN MATHEMATICS 8

Target Date: August 18 - 19, 2016 (Thursday - Friday)

LESSON PLAN IN MATHEMATICS 8

Target Date: November 7 - 8, 2016 (Monday - Tuesday)

LESSON PLAN IN MATHEMATICS 8

Target Date: August 18 - 19, 2016 (Thursday - Friday)

LESSON PLAN IN MATHEMATICS 8

Target Date: November 7 - 8, 2016 (Monday - Tuesday)

LESSON PLAN IN MATHEMATICS 8

Target Date: November 23, 2016 (Wednesday)

II. SUBJECT MATTER: IV. EVALUATION:

III. LEARNING PROCEDURE: V. ASSIGNMENT:

Include Angle – is the angle between two sides of a triangle.

Included Side – is the side common to two angles in a triangle.

ANTONIO R. LAPIZ NATIONAL HIGH SCHOOL

LESSON PLAN IN MATHEMATICS 8

Target Date: November 24, 2016 (Thursday)

II. SUBJECT MATTER: IV. EVALUATION:

III. LEARNING PROCEDURE: V. ASSIGNMENT:

Include Angle – is the angle between two sides of a triangle.

Included Side – is the side common to two angles in a triangle.

ANTONIO R. LAPIZ NATIONAL HIGH SCHOOL

LESSON PLAN IN MATHEMATICS 8