Republic of the Philippines

Department of Education
Region VII, Central Visayas
DIVISION OF MANDAUE CITY
Plaridel St., Centro, Mandaue City

Localization and Contextualization

of Learning Competencies
in Mathematics 8

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HOW HOW

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COMPETENCIES CODE
(Tell how and/or what part of the lesson may (Tell how and/or what part of the lesson

FIRST QUARTER
1. Factors completely different types of
polynomials (polynomials with
common monomial factor, difference
of two squares, sum and difference
of two cubes, perfect square
trinomials, and general trinomials).
2. Solves problems involving factors of
polynomials.
COMPETENCIES
be localized)
M8AL-Ia-b-1 In the development of the lesson (dependent
learning) and assessments (formative and
summative tests), any of the following
materials can be used in the formulation of
activities and/ or problems:
a. Pictures of celebrities and other known
personnel.
M8AL-Ib-2 In the development of the lesson (dependent
learning) and assessments (formative and
summative tests), any of the following
materials can be used in the formulation of
activities and/ or problems:
a. Picture frame
b. Rubics cube
c. Books
d. Tables
e. School Facilities
f. Pictures of barangay facilities such as
gymnasium.
HOW
CODE
(Tell how and/or what part of the lesson may
may be contextualized)
The teacher may formulate questions that
would relate factoring polynomials with
common monomial factor to real-life
situations by sighting commonalities of the
pictures.
1. What are the things common to these
pictures?
2. Are there things that make them
different?
3. Can you spot things that are found on
one picture but not on the other two?
4. What are the things common to two
pictures but not on the other?
(Note: Refer to grade 8 LM page 32)
The teacher may formulate the
activity/problem using real life situations in
factoring different types of polynomials such
as:
1. Determining the dimension of the
school quadrangle given the area.
2. Identifying the dimensions of the rubics
cube given the volume.
3. Identifying the width and/or length of
any school materials.
4. Questions formulated must develop
the following skills:
a. Measuring of dimensions of the
materials utilized.
b. Using of variables to represent
unknown measurements.
c. Factoring polynomials.
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HOW
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(Tell how and/or what part of the lesson

3. Illustrates rational algebraic
expressions.
4. Simplifies rational algebraic
expressions.
5. Performs operations on rational
algebraic expressions.
be localized)
M8AL-Ic-1 In the development of the lesson (dependent
learning) and assessments (formative and
summative tests), any of the following concepts
and/or pictures can be used in the formulation
of activities and/ or problems:
a. Work scenarios
b. Ratio of mixtures in baking
c. Pictures of bibingka and other local delicacies.
M8AL-Ic-2 In the development of the lesson (dependent
learning) and assessments (formative and
summative tests), the importance of the
simplifying would be related to real life. Note
that some things which are difficult are just
simply easy to understand.
M8AL-Ic-d-1 In the development of the lesson (dependent
learning) and assessments (formative and
summative tests), any of the following concepts
can be applied in the formulation of activities
and/ or problems:
a. Work problems in relation to the
different work industries in the
community.
may be contextualized)
The teacher may formulate the
activity/problem by applying ratio and work
related word problems. This could be done
in the following manner:
1. Translate or illustrate the following
sentences into rational algebraic
expressions:
a. The ratio of sugar in 5 kilos of rice
flour in making bibingka.
b. Jona’s rate in printing the project
if she can finish it in 30 minutes
alone.
c. The ratio of flour in every bibingka
to be made.
The teacher may relate the significance of
simplification in real life, such as:
1. Making difficult situations simple to
avoid confusion.
The teacher may formulate the
activity/problem by applying work related
word problems. This could be done in the
following manner:
1. Mrs. Lopez wants to repaint the
classroom walls and ask John and
Joseph to do the task. John can finish
the task in 3 days alone while Joseph
can do it alone within 5 days. What
part of the classroom walls would be

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HOW HOW

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COMPETENCIES CODE (Tell how and/or what part of the lesson may (Tell how and/or what part of the lesson
be localized) may be contextualized)
Continuation (5) . . .
6. Solves problems involving rational
algebraic expressions.
M8AL-Id-2 In the development of the lesson (dependent
learning) and assessments (formative and
summative tests), any of the following
materials can be used in the formulation of
activities and/ or problems:
a. Pictures showing the different work
industries in the community such as
rattan making, furniture making,
carpentry, baking, painting, and others.
painted within 2 days?
The teacher may formulate the
activity/problem by applying work related
word problems. This could be done in the
following manner:
1. Jem Boy and Roger were asked to fill
the tank with water. Jem Boy can fill
the tank in x minutes alone while Roger
is slower by 2 minutes compared to
Jem Boy if working alone.
a. What part of the job can Jem Boy
finish in 1 minute?
b. What part of the job can Roger
finish in 1 minute?
c. Jem Boy and Roger can finish filling
the tank together within certain
number of minutes. How will you
represent algebraically, in simplest
form, the job done by the two if
they worked together?
2. Alex can pour a concrete walkway in x hours alone
while Andy can pour the same walkway in two more
hours than Alex.
a. How fast can they pour together the
walkway?
b. If Emman can pour the same
walkway in one more hours than
Alex and Roger can pour the same
walkway in one hour less than Andy,
who must work together to finish
the job with the least time?

HOW HOW
COMPETENCIES CODE (Tell how and/or what part of the lesson may (Tell how and/or what part of the lesson

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be localized) may be contextualized)
7. Illustrates the rectangular coordinate M8AL-Ie-1 In the development of the lesson (dependent The teacher may formulate the
 system and its uses.*** learning) and assessments (formative and activity/problem in the following manner:
summative tests), any of the following The students will apply the concept of
materials can be used in the formulation of rectangular coordinate system through:
activities and/ or problems: giving of directions in a known origin within
a. Simple map of the barangay and/ or the the community to a stranger
community locate houses with major streets as x and y
b. Classroom seat plan in rectangular coordinate axis.
system format
For the assessment, the students may
illustrate a map with their house as the
point of origin do the following:
a. make a legend below the illustrated map by
using the coordinates as the indicator of
certain important facilities in the
community.
8. Illustrates linear equations in two M8AL-Ie-3 In the development of the lesson (dependent The teacher may formulate the activity/
variables. learning), Application (independent learning), problem in this manner:
and Assessments (formative and summative 1. The prize per kilo of Bangus in
tests) any of the following materials can be Mandaue City Public Market is ₱ 150 .
used in the formulation of activities and/or a. Suppose Juan bought one and a half
problems: kilos of bangus, how much will he
a. Picture of fish with it corresponding pay to the fish vendor?
price. b. If he bought one half kilo of bangus,
b. Gasoline station with the how much will he pay?
corresponding price of different c. What have you observed with the
gasoline amount paid as Juan decreases the
c. Picture of any commodity with its number kilos of bangus he bought?
corresponding price d. What relationship exists between
d. the number of kilos of bangus
e. bought and amount paid to the fish
vendor?
HOW HOW
COMPETENCIES CODE (Tell how and/or what part of the lesson may (Tell how and/or what part of the lesson
be localized) may be contextualized)

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9. Illustrates the slope of a line. M8AL-Ie-4 In the development of the lesson (dependent To contextualize the competency the
learning), Application (independent learning), teacher may use the situation below:

10. Finds the slope of a line given two
points, equation, and graph.
11. Writes the linear equation
ax + by = c in the form y = mx + b
and vice versa.
COMPETENCIES
Continuation (11) . . .
and Assessments (formative and summative 1. Suppose you place the ladder against
tests) the material can be used in the the classroom wall, such that its base is
formulation of activities and/or problems: a foot away from the wall.
a. Ladder a. What can you say about the slant of
the ladder?
b. If I will move the base of the ladder
2 feet away from the wall, what
happens to the slant of the ladder?
c. How important is the slant of the
ladder in using it to climb
something?
M8AL-Ie-5 In the development of the lesson (dependent The teacher may formulate the
learning), Application (independent learning), activity/problem in this manner:
and Assessments (formative and summative 1. Suppose you are an engineer and you
tests) the following materials can be used in the wanted to measure how steep/slant is
formulation of activities and/or problems: the stairs at home.
a. Stairs of their house to the second floor a. How high is your stair from the
b. Stairs of the school ground?
c. b. How far is the base of the stairs
from the wall?
c. What is the slope of the stairs?
d. What mathematical concept did you
use in solving the problem?
M8AL-If-1 In the evaluation part of the lesson The teacher may formulate the activity/
(independent learning), Application problem in this manner:
(independent learning), and Assessments 1. During summer vacation, Divina helps
(formative and summative tests) the following augment the income of her mother by
materials can be used in the formulation of selling Halo-Halo. Divina’s Special Halo-
activities and/or problems: Halo is only ₱ 15 and an additional of
a. Picture of Halo-Halo ₱ 5 for the Choco bits toppings of the
b. Picture of Choco bits for add-ons Halo-Halo if the costumer wishes to.
HOW HOW
CODE (Tell how and/or what part of the lesson may (Tell how and/or what part of the lesson
be localized) may be contextualized)
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a. If the customer bought two Halo-
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Halo with no add-ons how much will

12. Graphs a linear equation given (a)
any two points; (b) the x– and y–
intercepts; (c) the slope and a point
on the line.***
COMPETENCIES
13. Describes the graph of a linear
equation in terms of its intercepts
the customer pay?
b. If the customer bought three Halo-
Halo, and only two Halo-Halo must
have choco bits as add-ons. How
much will the customer pay?
c. Write a Mathematical equation
illustrating the amount paid for
Halo-Halo with Add-ons and Halo-
Halo with no add-ons.
M8AL-If-2 In the development of the lesson (dependent The teacher may formulate the
learning), Application (independent learning), activity/problem in this manner:
and Assessments (formative and summative 1. During the Bibingkahan Festival in
tests) any of the following materials can be Mandaue City, Mrs. Ruth De Letran
used in the formulation of activities and/or instructed her participants to have a
problems: mixture of 1 kilo of rice flour for every
a. Rice flour 1.5 liters of coconut milk to create the
b. Coconut milk (if possible) best Bibingka in town.
c. water a. If Mrs. De Letran bought two kilos of
rice flour, how much liter of coconut
d. milk must be used?
e. b. If Mrs. De Letran bought six liters of
coconut milk, how many kilos of rice
flour is needed?
c. Construct a graph on a cartesisan
plane showing the relationship
between the number of kilos of rice
flour and the amount of coconut
milk used in making the best
bibingka.
HOW HOW
CODE (Tell how and/or what part of the lesson may (Tell how and/or what part of the lesson
be localized) may be contextualized)
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M8AL-If-3 In the development of the lesson (dependent The teacher may formulate the activity/
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learning), Application (independent learning), problem in this manner:
 and slope.***
14. Finds the equation of a line given (a)
two points; (b) the slope and a
point; (c) the slope and its
intercepts.
COMPETENCIES
Continuation (14) . . .
and Assessments (formative and summative
tests) the following materials can be used in
the formulation of activities and/or problems:
a. Ladder
b. 5 frames
c.
M8AL-Ig-1 In the evaluation part of the lesson (dependent The
learning), Application (independent learning), activity/problem in this manner:
and Assessments (formative and summative 1. The Minimum fare in Cebu as amended
tests) the following materials can be used in the
formulation of activities and/or problems:
a. Picture of Fare Matrix from the LTFRB
(may be downloaded from the net)
b. Picture of SM City Cebu and
Consolacion (downloaded from the net)
c.
HOW
CODE (Tell how and/or what part of the lesson may
be localized)
1. Mike had to hang 5 different frames on
a classroom wall. The farthest frame is
9 feet from the ground and the nearest
is 6 feet from the ground.
a. What have you observed with the
slope of the ladder as Mike hang the
frame 9 feet from the ground?6 feet
from the ground?
b. What is the relationship of the
distance of the frame and the slant
of the ladder used to climb?
teacher may formulate the
by the Board en banc of LTFRB is ₱7 for
the first 3 kilometers, and An additional
of 50 centavos in every succeeding
kilometer travelled by the PUJ. A 20%
discount will still be given to the
Students and Senior Citizens
a. In going to school, Jane who is a
student has to travel 6 kilometers
from home.(Assuming that Jane has
to take one ride along the way).
How much is her fare?
b. Jane went to SM City Cebu which is
4 kilometers away from home and
from SM City Cebu she went to SM
Consolacion which is 13 kilometers
away from each other. How much is
the fare of Jane?
HOW
(Tell how and/or what part of the lesson
may be contextualized)
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c. How did you solve the problem?
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d. Write a Mathematical equation

15. Solves problems involving linear
equations in two variables.
16. Illustrates a system of linear
equations in two variables.
COMPETENCIES
Continuation (16) . . .
M8AL-Ig-2 In the development of the lesson (dependent
learning) and assessments (formative and
summative tests), any of the following concepts
can be used in the formulation of activities and/
or problems:
a. Transportation in the locality
b. school allowance
c. electric bills
d. water consumption
M8AL-Ih-1 In the development of the lesson (dependent
learning) and assessments (formative and
summative tests), any of the following
materials can be used in the formulation of
HOW
CODE (Tell how and/or what part of the lesson may
be localized)
activities and/ or problems:
showing the relationship of the Fare
and the distance travelled by the
PUJ.
The teacher may formulate the
activity/problem in this manner:
1. Many of the problems that are
encountered in our daily life involve
linear relations. Consider this problem.
Transportation is at a flat rate of Php 8
for the first four kilometers and an
additional Php 0.50 for each kilometer
(or a fraction of it) traveled thereafter.
a. How much will you be charged if
you take an 8 km ride? a 10 km
ride?
b. What equation can you formulate to
represent this situation ? Use d to
represent the distance traveled (in
kilometer ).
2. Word problems are formulated that
would satisfy some questions in real-
life situations such as:
a. How much allowance will the
siblings receive weekly?
b. How much would be the next
month’s electric bill?
The teacher may formulate the
activity/problem in this manner:
1. Word problems are formulated with
the application of the entrance fees of
the
HOW
(Tell how and/or what part of the lesson
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may be contextualized)
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different beach resorts in the locality.

17. Graphs a system of linear equations
in two variables.***
18. Categorizes when a given system of
linear equations in two variables
has graphs that are parallel,
intersecting, and coinciding.
19. Solves a system of linear equations
in two variables by (a) graphing; (b)
substitution; (c) elimination.
COMPETENCIES
a. Pictures of the beach resorts in the
locality.
M8AL-Ih-2 In the development of the lesson (dependent
learning) and assessments (formative and
summative tests), any of the following concepts
can be used in the formulation of activities and/
or problems:
a. The distance of the student A’s and B’s
(name two of your students) house
from the school.
M8AL-Ih-3 In the development of the lesson (dependent
learning) and assessments (formative and
summative tests), any of the following
materials can be used in the formulation of
activities and/ or problems:
a. Pictures of the different celebrities in
local TV
M8AL-Ii-j-1 In the development of the lesson (dependent
learning) and assessments (formative and
summative tests), any of the following
materials can be used in the formulation of
activities and/ or problems:
a. Pictures of Gaisano Grand Mall, a
mother breastfeeding and a mother
bottle feeding her baby and a picture of
the 16th president
HOW
CODE (Tell how and/or what part of the lesson may
a. Adult entrance fee vs. child
entrance fee
The teacher may formulate the
activity/problem in this manner:
1. Make or draw a graph of each student
(A & B) in one Cartesian plane using the
sketch of their house to the school.
The teacher may formulate the
activity/problem in this manner:
1. Let the students name some of their
favourite celebrities of different status
like: Single Parent, Married, and
Divorced.
a. Relate and describe what pair of
lines best represents: Single Parent,
Married, and Divorced. Justify.
The teacher may formulate the
activity/problem in this manner:
1. Name two different ways of reaching
Gaisano Grand mall. Graph each route
to Gaisano Grand mall.
2. Who among you are breast feeds of
your mother?...using bottle feeds?
Most working mothers use bottle feed
to substitute breastfeeding. Bottle
feeding is a substitution to
HOW
(Tell how and/or what part of the lesson

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be localized) may be contextualized)
Continuation (19) . . . breastfeeding for the working mothers

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while the non-working moms do

20. Solves problems involving systems
of linear equations in two variables.
SECOND QUARTER
21. Illustrates linear inequalities in two
variables.
COMPETENCIES
M8AL-Ij-2 In the development of the lesson (dependent
learning) and assessments (formative and
summative tests), any of the following
materials can be used in the formulation of
activities and/ or problems:
a. Pictures of Pacific Mall , traffic lights
and jeepneys or cars showing heavy
traffic with traffic lights at the center
M8AL-IIa-1 In the development of the lesson (dependent
learning), application (independent learning),
assessment (summative and formative) the
following materials/terms can be used in the
formulation of the activity:
a. pork
b. soy sauce
c. vinegar
d. garlic
e. onion
f. black
HOW
CODE (Tell how and/or what part of the lesson may
breastfeeding. Cite instances in real life
situations that manifest substitution.
Relate in solving systems of linear
equations using substitution method.
3. Who is our 16th president? What made
him famous?(He punishes or eliminates
the criminals…)
4. Relate the word elimination to the
problem presented from the LM using
elimination method.
The teacher may formulate the
activity/problem in this manner:
In going to Pacific Mall riding a jeep let you
pass different traffic lights. What
possibilities will happen if both direction
from the east and west will go at the same
time? … how about the north with the east?
The teacher may formulate the
problem/activity in this manner:
1. Use the situation below to answer the
questions that follow:
a. Terry was given by her mother ₱450
to buy some ingredients for”pork
adobo”. She made sure that it is
good for 5 people. Suppose you are
Terry. Complete the following table
with the needed data.
HOW
(Tell how and/or what part of the lesson

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be localized) may be contextualized)
Continuation (21) . . . g. Pepper

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h. salt Ingredients Quantity Cost per Estimated
 unit cost

Pork

Soy sauce

Vinegar

Garlic

Onion

Black pepper

Salt

a.1 How did you estimate the

cost of each ingredient?
1. a.2 Was the money given to you
2. enough to buy all
3. ingredients? Justify.
4. a.3 Suppose you do not know yet
5. the cost per piece or unit of
6. each ingredient. How will
7. you represent this
8. algebraically?
9. a.4 Suppose there are two items
10. that you still need to buy.
11. What mathematical
12. statement would represent
13. the total cost of the two
14. items?
22. Differentiates linear inequalities in M8AL-IIa-2 In the development of the lesson (dependent The teacher may formulate the
two variables from linear learning), application (independent learning), problem/activity in this manner:
equations in two variables. assessment (summative and formative) the Identify the situations which illustrate
following materials/terms can be used in the inequalities. Write the inequality model in
HOW HOW
COMPETENCIES CODE (Tell how and/or what part of the lesson may (Tell how and/or what part of the lesson

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be localized) may be contextualized)

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Continuation (22) . . . formulation of the activity: the appropriate column.
Real-Life Classification Inequality
 a. bus Situations
(Inequality or
Model
b. school allowance Not)
c. teachers 1. To get a
d. food passing mark
e. clothing in school, a
f. Philippine population student must
have a grade
(g) of at least
75.
2. The
expenses for
food are
greater than
the expenses
for clothing
(c).
3. The daily
school
allowance of
Marco (m) is
less than the
daily
allowance of
Carlo (c).
4. Four times
the number
of male
teachers (m)
is the
Continuation (22) . . . number of
female

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teachers.
COMPETENCIES CODE HOW HOW

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(Tell how and/or what part of the lesson may (Tell how and/or what part of the lesson

23. Graphs linear inequalities in two
variables.
24. solves problems involving linear
inequalities in two variables
COMPETENCIES
25. Solves a system of linear
inequalities in two variables.
be localized) may be contextualized)
M8AL-IIa-3 In the development of the lesson (dependent The teacher may formulate the
learning), application (independent learning) problem/activity in this manner:
and assessment (summative and formative)the 1. Kara is using two mobile networks to
following terms can be used in the formulation make phone calls. One network
of the activity/problem: charges her ₱ 6.50 for every minute to
a. Mobile networks other networks. The other network
b. Phone calls charges her ₱ 8 for every minute of call
c. to other networks. In a month, she
spends more than 500 for these calls.
Suppose she wants to model the total
costs of her mobile calls to other
networks using a mathematical
statement. What could be the
mathematical statements? What would
be the possible graph of the equation?
M8AL-IIa-4 In the development of the lesson (dependent The teacher may formulate the
learning), application (independent problem/activity in this manner:
learning)and assessment (summative and 1. Kassy can purchase a pair of ice
formative)the following terms can be used in skates for ₱ 1 595. It cost her ₱160
the formulation of the activity/problem: to spend a pair each time she goes
a. Ice skates to the rink. How many times would
she need to use the skates to make
purchasing them more attractive
than renting them?
HOW HOW
CODE (Tell how and/or what part of the lesson may (Tell how and/or what part of the lesson
be localized) may be contextualized)
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M8AL-IIb-1 The teacher may formulate the problem /
activity in this manner:
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1. Determine whether the given point is a
 solution to the given system of linear
equations.

a. ( 3,2 ) ; {yy≥−x
≤ x +3
+3

{
y >−x +5
b. ( 5,0 ) ; 3
y ≤ x −2
4
c. (−3 ,−2 ) ; {
y <−3 x+ 4
y ≥ 2 x−1
26. Solves problems involving systems M8AL-IIb-2 In the development of the lesson (dependent The teacher may formulate the
of linear inequalities in two learning), application (independent learning) problem/activity in this manner:
variables. and assessment (summative and formative) the 1. The boys and girls basketball teams are
following terms can be used in the formulation trying to raise money for new uniforms.
of the activity/problem: The boys’ basketball team is selling
a. Masareal masareal for ₱ 25 per piece and the
b. bibingka girls’ basketball team is selling bibingka
for ₱ 50. They must raise more than
c. ₱ 8300.
a. Write an inequality to express the
income from the two fundraisers.
b. The girls expect to sell at least 50
bibingka . Write an inequality to
represent this situation.
c. Graph both inequalities on a grid
and shade the intersection.
d. Give two possible solutions to this
system.

HOW HOW

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COMPETENCIES CODE (Tell how and/or what part of the lesson may (Tell how and/or what part of the lesson
be localized) may be contextualized)

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27. Illustrates a relation and a function. M8AL-IIc-1 In the development of the lesson (dependent The teacher may formulate the

28. Verifies if a given relation is a
function.
learning), application (independent learning) activity/problem in this manner:
and assessments (formative and summative 1. Ask ten of your classmates the
tests), any of the following materials/terms can following information: Set A, number of
be used in the formulation of activities and/or siblings and Set B, their school
problems: allowance. You may write it in ordered
a. number of siblings, school allowance pair, table, mapping diagram or graph.
b. sitio, way of transportation going to Guide the students with the following
school questions:
c. number of teleserye watched from a. Does each of the elements of Set A
6-11 pm assigned to the elements of Set B?
d. number of sleeping hours in a day b. Is there a repetition of the elements
of Set A? Set B?
c. How are the number of siblings and
the school allowance related to
each other? Explain.
M8AL-IIc-2 In the development of the lesson(dependent The teacher may formulate the
learning), application(independent learning) activity/problem in this manner:
and assessments (formative and summative 1. Start with one rectangle. The width
tests), any of the following materials can be may be considered as 1 unit and the
used in the formulation of activities and/or length is 2 units. Place two rectangles
problems: together lengthwise and record the
a. rectangular paper cut outs changes using the table below. The first
b. drinking straws row is done for you.
c. popsicle sticks No. of Perimeter Ordered
Rectangles of Figure Pair
X P(x) (x,P(x))
1 6 (1,6)
2
Guide the students with the
following questions:
HOW HOW

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COMPETENCIES CODE (Tell how and/or what part of the lesson may (Tell how and/or what part of the lesson

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be localized) may be contextualized)

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Continuation (28) . . . a. How does adding rectangles affect

29. Determines dependent and
independent variables.
30. Finds the domain and range of a
function.
M8AL-IIc-3 In the development of the lesson(dependent
learning), application(independent learning)
and assessments (formative and summative
tests), any of the following materials/terms can
be used in the formulation of activities and/or
problems:
a. (selling, profit)
b. (fare, distance)
M8AL-IId-1 In the development of the lesson(dependent
learning), application(independent learning)
and assessments (formative and summative
tests), any of the following materials can be
used in the formulation of activities and/or
problems:
HOW
the perimeter?
b. Is the perimeter of the formed
figure a function to the number of
rectangles?
The teacher may formulate the
activity/problem in this manner:
1. Lerma wants to earn an extra
allowance by selling yema balls to her
classmates. She sells it at 5 php for
every four yema balls. If she spent 80
php in making the yema balls, how
many yema balls must she sold in order
to gain 50 php? Guide the students
with the following questions:
a. Does the number of yema balls sold
affect Lerma’s profit?
b. Is the profit a function to the
number of yema balls sold?
c. What is the dependent variable? the
independent variable?
The teacher may formulate the
activity/problem in this manner:
1. If 80 feet is to be used to fence a
rectangular school vegetable garden.
The area of the fenced lot is
represented by A = w(40 – w),
where w is the width of the rectangle.
Guide the students with the following
questions:
a. Is A a function of w?
HOW

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COMPETENCIES CODE (Tell how and/or what part of the lesson may (Tell how and/or what part of the lesson
be localized) may be contextualized)

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Continuation (30) . . . a. If A = A(x), find A(5) and A(30)
31. Illustrates a linear function M8AL-IId-2 In the development of the lesson(dependent The teacher may formulate the
learning), application(independent learning) activity/problem in this manner:
and assessments (formative and summative 1. Record the information needed using
tests), any of the following materials can be the table below.
used in the formulation of activities and/or No. of steps Pulse rate Ordered Pair
problems: X P(x) (x,P(x))
a. stopwatch
b. a step on a stair to stand on

32. Graphs a linear function’s (a)
domain; (b) range; (c) table of
values; (d) intercepts; and (e) slope
33. Solves problems involving linear
functions.
M8AL-IId-e- In the development of the lesson(dependent
1 learning), application(independent learning)
and assessments (formative and summative
tests), any of the following materials/terms can
be used in the formulation of activities and/or
problems:
a. (hours spent in an internet café,
amount paid)
M8AL-IIe-2
The teacher may formulate the
activity/problem in this manner:
1. Arlene saves from her daily school
allowance. She sets aside 120 php to
play his favorite computer game. An
hour in an internet café charges 15
php. If f(x) = -15x + 120 represents the
amount of money left in his budget
after x number of gaming hours, how
long will he spent in the internet café
before he runs out of budget?
The teacher may formulate the
activity/problem in this manner:
1. Joseph helps his parent in selling buko
juice. The following linear function
describes the profit P he makes when
he sells x buko juice. P(x) = 15x – 130
where P is in pesos.
a. What is the profit when he sells 10

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buko juice? 20 buko juice? 25? 40?

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b. At least how many buko juice must

34. Determines the relationship M8GE-IIf-1
between the hypothesis and the
conclusion of an if-then statement.
35. Transforms a statement into an M8GE-IIf-2
equivalent if-then statement.
36. Determines the inverse, converse, M8GE-IIg-1
and contrapositive of an if-then
statement.
COMPETENCIES
be sold in order to earn a profit?
In the development of the lesson (dependent The teacher may formulate the
learning, application (independent learning), activity/problem in this manner:
and assessment (formative and summative 1. During the development of the lesson,
tests) , any of the following materials can be the students will be given different
used in the formulation of activities and/or products and has to create a very short
problems: advertisement about it to convince the
a. shampoo consumers to buy their product (ex. If
b. bath soap/laundry soap you want straight and shiny hair, then
c. lotion use Creamsilk shampoo.)
d. toothpaste
e. Broom
In the development of the lesson (dependent The teacher may formulate the
learning, application (independent learning), activity/problem in this manner:
and assessment (formative and summative 1. Transform the following conditional
tests) , any of the following materials can be statements into if-then form.
used in the formulation of activities and/or a. Help save the environment by
problems: recycling bottles, cans and paper.
a. Bottles b. The disco will be stopped when it
b. Cans rains.
c. Paper c. Give her white roses to make her
d. roses smile.
The teacher may formulate the activity /
problem in this manner:
1. Write the converse, inverse and
contrapositive of each conditional
statement below:
a. If you are a native Cebuano, then
you are born in Cebu.
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HOW HOW
CODE (Tell how and/or what part of the lesson may (Tell how and/or what part of the lesson
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be localized) may be contextualized)
Continuation (36) . . .
37. Illustrates the equivalences of: (a)
the statement and its
contrapositive; and (b) the converse
and inverse of a statement.
38. Uses inductive or deductive
reasoning in an argument.
COMPETENCIES
b. If you have a fever, then you are
sick.
c. If today is Wednesday, then
tomorrow is Thursday.
M8GE-IIg-2 The teacher may formulate the
activity/problem in this manner:
1. Imagine a parent making the following
two statements:
Statement 1: If you do not do your
homework, then you
cannot watch TV.
Statement 2: You do your homework
or you cannot watch TV.
a. Do these statements mean the
same thing? Explain.
M8GE-IIh-1 To contextualize reasoning, the teacher may
relate it to real life experiences. For
example:
1. If you brush your teeth daily then you
will have fewer cavities. Marie brushes
her teeth daily. Thus, she will have
fewer cavities. (to illustrate deductive
reasoning)
2. Cedric and Allen came back from the
beach with sunburns. It must have
been a sunny day at the beach. (to
illustrate inductive reasoning)
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CODE HOW HOW
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(Tell how and/or what part of the lesson may (Tell how and/or what part of the lesson

39. Writes a proof (both direct and
indirect).
THIRD QUARTER
40. Describes a mathematical system
41. Illustrates the need for an axiomatic
structure of a mathematical system
in general, and in Geometry in
particular: (a) defined terms; (b)
undefined terms; (c) postulates;
and (d)theorems.
COMPETENCIES
be localized)
M8GE-IIi-j-1
M8GE-IIIa-1 In the motivation, teacher asks students to
present any objects in their possession like cell
phones, pencils, rulers, pen, etc. and compare
and contrast with each other to establish
different properties of congruency.
M8GE-IIIa-c-1 In the development of the lesson (dependent
learning), application (independent learning)
and assessment (formative or summative test):
Teacher will group students by telling them to
stay in a certain area that represents a point, a
line, a plane, … etc.
CODE HOW
(Tell how and/or what part of the lesson may
may be contextualized)
To contextualize proving, the teacher may
relate it to real life experiences. For
example:
1. A student had been absent from class
and told the teacher that he had a
fever, how will he prove that he is
telling the truth? (to illustrate direct
proof).
2. Thalia lost her wallet inside the
classroom. Her friend, Grace, said that
their classmate, Paul was the one who
took it. How should Paul prove that
their accusation was wrong? (to
illustrate indirect proof)
Generalization: Using the objects presented,
students will be able to state different
mathematical statements like:
1. Comparing a cell phone to itself.
(Reflexive property)
2. If pencil A has the same length with
pencil B, then pencil B has the same
length with pencil A. (Symmetric
property)
Activity: Each group of students will list
down different objects or materials
available in the classroom that represent
points, lines and planes.
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HOW
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(Tell how and/or what part of the lesson

42. Illustrates triangle congruence.
43. Illustrates the SAS, ASA, and SSS
Congruence postulate.
44. Solves corresponding parts of
congruent triangles
45. Proves two triangles are congruent.
46. Proves statement on triangle
congruence.
COMPETENCIES
be localized)
M8GE-IIId-1 In the motivation, teacher asks students to take
out objects similar with his/her classmate’s like
penny, wallet, handkerchief, etc.
M8GE-IIId- In the development of the lesson (dependent
e-1 learning), application (independent learning)
and assessment (formative or summative test )
Think-Pair Share. Each student will select a
partner and form triangles out of plastic straw
and group triangles with the same sizes.
M8GE-IIIf-1 In the motivation, students measure sides and
angles of their own handkerchief; to have an
estimation about 3 in. length, 5 in., 30 ° angle,
50° angle, etc.
M8GE-IIIg-1
M8GE-IIIh-1
CODE HOW
(Tell how and/or what part of the lesson may
may be contextualized)
Activity: Each group will select two identical
objects. Then, they will derive statements
that make two objects identical; like two
armchairs: similar length of legs, similar
height, similar width …
Activity: Think-Pair Share. Using ruler and
protractor, measure the sides and angles of
triangles that had been grouped;
establishing SSS, SAS, ASA postulates..
Activity: Teacher provides 1 scarf for each
group for them to measure each sides and
angles and let students find the other scarf
with the same measurements given to the
other group.
Application: An A-type tent is supported by
a piece of wood as illustrated below, reason
out that the tent will be balanced.
Application: Flying a paper plane.
1. Design at most three paper planes.
2. Fly the paper planes one at a time.
3. Record the flying time of each plane,
then choose the most stable one.
4. Point out the factors that affect the
stability of the plane.
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5. Explain why such principle works.
HOW
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(Tell how and/or what part of the lesson

47. Applies triangle congruence to
construct perpendicular lines and
angle bisectors.
FOURTH QUARTER
48. Illustrates theorems on triangle
inequalities (Exterior Angle
Inequality Theorem, Triangle
Inequality Theorem, Hinge
Theorem). ***
COMPETENCIES
be localized) may be contextualized)
M8GE-IIIi-j-1 In the development of the lesson(dependent Assessment: Students are made to answer
learning), application (independent learning) the following questions.
and assessment (formative or summative test) 1. What geometrical shape prevails in
Students are asked to make and fly a kite using designing a kite?
the following materials: 2. What is the function of the broom stick
a. broom stick as a framework of a kite.(perpendicular
b. plastic bag/paper lines and angle bisectors)
c. thread
d. scissors
e. paste
M8GE-Iva-1 In the development of the lesson(dependent The teacher may formulate the
learning), application (independent learning) activity/problem in this manner:
and assessments (formative and summative Materials: plastic straws, scissors,
tests), any of the following materials can be manila paper and ruler
used in the formulation of the activities and/or Procedures:
problems: 1. Cut pieces the straws with the
a. Plastic straws indicated measures in centimeters.
b. Broom Sticks There are three pieces in each set.
2. Replicate the table in this activity on
a piece of Manila paper.
3. With each set of straws, try to form
triangle LMN.
4. Write your findings on your table
and your responses to the ponder
m n questions on a piece of Manila
paper. L
5.
m n
N M
l
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CODE HOW HOW
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(Tell how and/or what part of the lesson may (Tell how and/or what part of the lesson
 be localized) may be contextualized)
Continuation (48) . . . 1 2 3

Sets of straw l 3 3 4
pieces
m 3 3 6

n 7 5 10

Do the straws YES

form a triangle
or not? NO

Compare the l+m

sum of the
lengths of <,>,=
shorter straws
(l+m) with that n
of the longest
n
m+n
Compare <,>,=
(m+n) and l
l

l+n
Compare (l+n) <,>,=
and m
m

HOW HOW
COMPETENCIES CODE (Tell how and/or what part of the lesson may (Tell how and/or what part of the lesson
be localized) may be contextualized)

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49. Applies theorems on triangle M8GE-IVb-1 In the development of the lesson (dependent The teacher may formulate the
inequalities. learning), application (independent learning) activity/problem in this manner:

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and assessments (formative and summative 1. Your parents support you in your
 tests), any of the following materials can be studies. One day, they find out that
used in the formulation of the activities and/or your topic in Grade 8 Mathematics is
problems: on Inequalities in Triangles. To assist
a. Triangular dart board you, they attach a triangular dart board
b. Triangular scarf on the wall with lengths of the sides
c.
given. They say they will grant you
three wishes if you can hit with an
arrow the corner with the smallest
region and two wishes if you can hit
the corner with the largest region.
a. Which region should you hit so your
parents will grant you three wishes?
b. Which region should you hit so your
parents will grant you two wishes?

Grant: Grant:
3 Wishes 2 Wishes
Region to hit
with an
Arrow

HOW HOW
COMPETENCIES CODE (Tell how and/or what part of the lesson may (Tell how and/or what part of the lesson
be localized) may be contextualized)

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50. Proves inequalities in a triangle. M8GE-IVc-1 To contextualize proving, the teacher may
introduce it by relating to real-life

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experiences. For instance, Kate and Eve

51. Proves properties of parallel lines
cut by a transversal. ***
M8GE-IVd-1 In the development of the lesson (dependent
learning), application (independent learning)
and assessments (formative and summative
tests), the following material can be used in the
formulation of the activities and/or problems:
a. Road map
were friends. Eve accused Kate that she
cheated in the exam. How would Kate
defend herself from the accusation of Eve?
To introduce the concept of proving of
properties of parallel lines cut by
transversal, the teacher may introduce it by
relating to real-life experiences. For
instance, refer to the road map.
1. Which roads intersect?
2. Which roads are parallel?
3. Which roads are perpendicular?

ROAD MAP

JOSE L. BRIONES STREET

P.J. BURGOS STREET

S.B. CABAHUG STREET

HOW HOW
COMPETENCIES CODE (Tell how and/or what part of the lesson may (Tell how and/or what part of the lesson
be localized) may be contextualized)
52. Determines the conditions under M8GE-IVe-1 In the development of the lesson(dependent The teacher may formulate the

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which lines and segments are learning), application (independent learning) activity/problem in this manner:

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parallel or perpendicular. and assessments (formative and summative 1. What do brick layers do to ensure that
tests), any of the following materials/terms can
 be used in the formulation of the activities the bricks on each row are parallel to
and/or problems: each other? What happens when one
a. deck of cards brick deviates from the line?
b. Coins
c. Spinning wheel
53. Illustrates an experiment, outcome, M8GE-IVf-1 In the development of the lesson(dependent The teacher may formulate the
sample space and event. *** learning), application (independent learning) activity/problem in this manner:
and assessments (formative and summative Complete the table below:
tests), any of the following materials can be
used in the formulation of the activities and/or EXPERIMENT POSSIBLE OUTCOME
problems: Tossing a die
a. deck of cards Flipping a coin
b. dice Drawing a card at
c. Coins random
d. Spinning wheel
54. Counts the number of occurrences M8GE-IVf-g- In the development of the lesson(dependent The teacher may formulate the
of an outcome in an experiment: (a) 1 learning), application (independent learning) activity/problem in this manner:
table; (b) tree diagram; (c) and assessments (formative and summative 1. In a cafeteria, the students may choose
systematic listing; and (d) tests), any of the following materials can be the following food and drinks for their
fundamental counting principle. used in the formulation of the activities and/or snack:
*** problems: FOOD DRINKS
a. Food and drinks Bibingka Sikwate
b. Clothes to wear Budbud pilit Milk
c. Shoes and socks Puto coffee
a. Draw a tree diagram on the
different combinations of food and
drinks. How many possible
HOW HOW
COMPETENCIES CODE (Tell how and/or what part of the lesson may (Tell how and/or what part of the lesson
be localized) may be contextualized)
outcomes if the students will

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choose a snack?
55. Finds the probability of a simple M8GE-IVh-1 In the development of the lesson(dependent The teacher may formulate the

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event. learning), application (independent learning) activity/problem in this manner:
 and assessments (formative and summative 1. A pack of Frutos Candy has 5 flavors, 10
tests), the material can be used in the orange, 8 strawberry, 7 lemon, 6
formulation of the activities and/or problems: grapes and 7 apples. A candy is picked
a. A pack of Candy at random, what is the probability that
b. A bag of marbles/balls the candy picked is:
c. Box of rubber band
a. Orange
b. Lemon
c. Grapes
d. Apple
e. Strawberry
56. Illustrates an experimental M8GE-IVi-1 In the development of the lesson (dependent The teacher may formulate the
probability and a theoretical learning), application (independent learning) activity/problem in this manner:
probability. and assessments (formative and summative 1. These are the results of their
tests), the material can be used in the experiment. Complete the table using
formulation of the activities and/or problems: three 5-peso coins.
a. Coins TRIAL
b. Dice COIN
1 2 3 4 5 6 7 8 9
c. Cards
d. Spinning wheel 1 H H T T H H T T T

e. Candies 2 T T T H T H T H T
f. Rubber band
3 T H T H T H H T T
g. Marbles/balls
Outcome HTT HTH

Is it {H H H}? NO NO
YES or NO

HOW HOW
COMPETENCIES CODE (Tell how and/or what part of the lesson may (Tell how and/or what part of the lesson
be localized) may be contextualized)
In order to find all the _________, they have

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to continue flipping the coins at least 30
times.

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 QUESTIONS:

a. Were you able to complete the

57. Solves problems involving
probabilities of simple events.
COMPETENCIES
Continuation (57) . . .
paragraph with the correct words?
b. Do the words come easy to you?
Why?
c. After 9 trials, Jayar and his friends
had 1 HHH event. Is the result of the
experiment close to what you have
expected? What would have they
done to make it closer to what is
expected?
d. In your group experiment, how
many HHH events did you have? Is
the result of your experiment close
to what is expected? Why?
e. What Jayar, his friends, and your
group had performed uses
Experimental Probability. In your
own understanding, how do you
define Experimental Probability?
M8GE-IVi-j- In the development of the lesson(dependent The teacher may formulate the
1 learning), application (independent learning) activity/problem in this manner:
and assessments (formative and summative 1. How many ways can Andy mix and
tests), any of the following materials can be match 5 skirts (red, blue, yellow, green,
used in the formulation of the activities and/or black) and 3 pairs of jeans (white, blue,
problems: black)?
a. Clothes
b. Food
HOW HOW
CODE (Tell how and/or what part of the lesson may (Tell how and/or what part of the lesson
be localized) may be contextualized)
c. Rubber band

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d. Candies
e. Cards

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f. Dice
 g. Coins

Prepared by:

Joel Baclohan - DGLLOMNHS

Nerissa Pilapil – Tipolo NHS
Geraldine Betonio – Tabok NHS
Mitchie Magpayo – Pagsabungan HS
Leah Ratilla – Paknaan NHS
Tiffany Ann Ruelan - Paknaan NHS
Anabelle Pineda – Canduman NHS
Ma. Cristina Lamparas – Banilad HS
Morley Alburo – DGLLOMNHS Night
Rhea Pedroza – Tabok NHS
Katherine Z. Labalan - MCSFA
Eva Leria Tamayo - Paknaan Night

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