8
Quarter 3
Learning Activity Lesson
Sheet for Mathematics 7
PILOT IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM
Learning Activity Sheet for Mathematics Grade 8
Quarter 3: Lesson 7 (Week 7)
SY 2024-2025
This material is intended exclusively for the use of teachers participating in the pilot
implementation of the MATATAG K to 10 Curriculum during the School Year 2024-2025. It
aims to assist in delivering the curriculum content, standards, and lesson competencies. Any
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designated scope is strictly prohibited and may result in appropriate legal actions and
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Borrowed content included in this material are owned by their respective copyright
holders. Every effort has been made to locate and obtain permission to use these materials
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nor claim ownership over them.
Development Team
Writer:
• Yahweh M. Pasahol (Pedro Guevara Memorial National High School)
Validator:
• Ysmael V. Caballas (Philippine Normal University – South Luzon)
Management Team
Philippine Normal University
Research Institute for Teacher Quality
SiMERR National Research Centre
Every care has been taken to ensure the accuracy of the information provided in this
material. For inquiries or feedback, please write or call the Office of the Director of the Bureau
of Learning Resources via telephone numbers (02) 8634-1072 and 8631-6922 or by email at
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PILOT IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM
LEARNING ACTIVITY SHEET
Learning Area: Mathematics Quarter: 3
Lesson No.: 7 Date:
Lesson Title/ Topic: Review on Systems of Linear equations In Two variables
Name: Grade & Section:
I. Activity No.1: (5 minutes)
II. Objective(s): To recall solving systems of linear equations in two variables.
III. Materials Needed: Activity sheet, pen
IV. Instructions:
A. Identify the kind of system of linear equation based on the given graphs.
B. Solve the systems of linear equations algebraically. Match the system of equations in
Column A with their corresponding solution in Column B.
Column A Column B
1. -6x + 5y = 21
A. (2,4)
6x + 4y = 6
2. 2x – 3y = -8
B. (2,-3)
x+y=6
3. -4x – 2y = 30
C. (4,2)
4x – 8y = -20
4. 3x – y = 10
D. (-1,3)
2x + 2y = 12
5. 5x + 2y = 4
E. (-1,-7)
4x – 3y = 17
F. (-7,-1)
G. (3, -1)
Mathematics 8 Quarter 3 1
PILOT IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM
V. Synthesis:
1. Were you able to recall your lessons about solving systems of linear equations in two
variables?
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2. How did you find the activity? Can you share and describe your experience?
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Mathematics 8 Quarter 3 2
PILOT IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM
LEARNING ACTIVITY SHEET
Learning Area: Mathematics Quarter: 3
Lesson No.: 7 Date:
Lesson Title/ Topic: Solving Number Problems and Geometric Problems
Name: Grade & Section:
I. Activity No. 2: (15 minutes)
II. Objective(s): At the end of the lesson, the students are able to:
a. translate real-life problems into systems of linear equations;
b. use systems of linear equations in two variables to solve word problems; and
c. apply different methods of solving systems of linear equations in two variables to solve
word problems.
III. Materials Needed: activity sheet, pen
IV. Instructions: Solve the following problems.
A. Number Problem
1. The sum of two numbers is 55. The larger number is 3 more than twice the smaller. Find
the numbers.
2. The difference between two numbers is 30. One of the numbers is four more than thrice
the other. Find the numbers.
3. The sum of two consecutive numbers is 17. Find the numbers.
4. One number exceeds another number by 5. If the sum of the two numbers is 41, find
the smaller number.
5. If one number is three times as large as another number and the smaller number is
increased by 17, the result is 4 less than twice the larger number. What is the larger
number?
Mathematics 8 Quarter 3 3
PILOT IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM
B. Geometric Problem
1. The perimeter of a rectangle is 80 meters. Find its length and width if the length is 10
meters longer than the width.
2. Mang Berto’s farm is 36 acres smaller than Mang Lito’s farm. Together, the farm
measures 144 acres. How large is each farm?
3. A lab technician cuts a 27 cm piece of tubing into two pieces such that one piece is two
times longer than the other. How long are the pieces?
4. The supplement of an angle is one-fourth of the measure of the angle. Find the measure
of the angles.
5. The measure of an angle is twelve more than twice the measure of its complement. Find
the measure of the larger angle.
V. Synthesis:
1. How were you able to form the needed systems of linear equations for each word
problem?
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2. Which part of the plotting activity is challenging to you?
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3. How did you find the activity? Can you share and describe your experience?
_____________________________________________________________________________________
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Mathematics 8 Quarter 3 4
PILOT IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM
LEARNING ACTIVITY SHEET
Learning Area: Mathematics Quarter: 3
Lesson No.: 7 Date:
Lesson Title/ Topic: Solving Uniform Motion Problems
Name: Grade & Section:
I. Activity No. 3: (10 minutes)
II. Objective(s): At the end of the lesson, the students are able to:
a. translate real-life problems into systems of linear equations;
b. use systems of linear equations in two variables to solve word problems; and
c. apply different methods of solving systems of linear equations in two variables to solve
word problems.
III. Materials Needed: activity sheet, pen
IV. Instructions: Solve the following problems.
1. Car A and Car B move towards each other that is 225 kilometers apart. If the rate of Car
A is 40kph while Car B has a rate of 35kph, in how many hours will they meet?
2. Two cars travel toward each other from points 300 kilometers apart. The two cars meet
in 4 hours. What is the average speed of each car if one car travels 15kph faster than
the other?
3. A barge travels 32 kilometers up in a river in 8 hours. The return trip takes 4 hours.
What is the rate of the barge in still water? What is the rate of the current?
4. A train leaves Station1 and travels north at 50 kilometers per hour. Another train leaves
at the same time and travels south at 60 kilometers per hour. How long will it take before
they are 275 kilometers apart?
Mathematics 8 Quarter 3 5
PILOT IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM
5. From a common starting position, Axel and Gelo ride their bikes in opposite directions.
Axel rides 2 kilometers faster than Gelo. In 2 hours, the two are 20 kilometers apart.
Find the average speed of each biker.
V. Synthesis:
1. How were you able to form the needed systems of linear equations for each word
problem?
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_____________________________________________________________________________________
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2. Which part of the plotting activity is challenging to you?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
3. How did you find the activity? Can you share and describe your experience?
_____________________________________________________________________________________
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Mathematics 8 Quarter 3 6
PILOT IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM
LEARNING ACTIVITY SHEET
Learning Area: Mathematics Quarter: 3
Lesson No.: 7 Date:
Lesson Title/ Topic: Solving Mixture Problems and Investment Problems.
Name: Grade & Section:
I. Activity No. 4: (15 minutes)
II. Objective(s): At the end of the lesson, the students are able to:
a. translate real-life problems into systems of linear equations;
b. use systems of linear equations in two variables to solve word problems; and
c. apply different methods of solving systems of linear equations in two variables to solve
word problems.
III. Materials Needed: activity sheet, pen
IV. Instructions: Solve the following problems.
A. Mixture Problem
1. A farmer has two types of milk, one that is 26% butterfat and another which is 22%
butterfat. How much of each should he use to end up with 50 gallons of 24% butterfat?
2. A syrup manufacturer has some pure maple syrup and some which is 85% maple syrup.
How many liters of each should be mixed to make 180L which is 90% maple syrup?
3. A candy mix sells for Php 35 per kilogram. It contains chocolates worth Php 40 per
kilogram and other candy worth Php 25 per kilogram. How much of each are in 15
kilograms of the mixture?
4. A chemist wants to make 50ml of a 16% acid solution by mixing a 13% acid solution
and an 18% acid solution. How many milliliters of each solution should the chemist use?
Mathematics 8 Quarter 3 7
PILOT IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM
5. Andrea’s coin bank contains Php 450 which consists of Php 5 coins and Php 10 coins.
If there are 64 coins in all, how many coins of each kind does she have?
B. Investment Problem
1. A total of Php 40000 is invested, part at 5% and the rest at 6% per year. If the annual
return on these investments is Php 2170, how much is invested at each rate?
2. Tricia invests Php 1000. A part of it earns 12% annual interest and the rest earns 9%
annual interest. After a year, she earned Php 1650 from her investments. How much is
invested at each rate?
3. Mrs. Reyes deposited Php 28000 in two separate accounts. One account has 8% annual
interest and the remaining amount is at 9% annual interest rate. If at the end of a year,
the interest gained from both accounts was Php 2400, how much did she invest at each
rate?
4. Mirianee wants to invest Php 60000 in corporate bonds paying 12% per year and the
rest in a certificate of deposit paying 6% per year. If she wants to have an overall return
of 10% per year, how much should she place in each investment?
5. Mr. Tan invested a sum of money at 7%. He invested a second sum, Php 10000 more
than the first sum, at 8%. The annual income from the two investments is Php
3600. Find the amount he invested at each rate.
Mathematics 8 Quarter 3 8
PILOT IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM
V. Synthesis:
1. How were you able to form the needed systems of linear equations for each word
problem?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
2. Which part of the plotting activity is challenging to you?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
3. How did you find the activity? Can you share and describe your experience?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
Mathematics 8 Quarter 3 9
