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I. OBJECTIVES:
1. Factor a polynomial with common monomial factor
1. Activity
Activity 1:
EXAMINE ME!
Directions: Examine the following and tell whether or not there is a
monomial factor which is common to every term. If there is any, give the
greatest common monomial factor.
________1. 2x2 – 24x _____6. 2a + 4b – 8c
________2. 12a2 – 6 _____7. x3 + 2x2 + 3x
________3. b3 + 8 _____8. a2 + 10ab + 25b2
2
________4. 13y + 26y _____9. 4x3y2 – 8x2y + 16xy – 12xy2
________5. 5x2 – 25y2 _____10. 6a2b + 3ab3 – 20c
2. Analysis
How do you find the activity?
How do we factor a polynomial with a common monomial factor?
3. Abstraction
DON’T FORGET!
4. Application
Activity 4: Factor Me! (LM 15)
Factor each of the following completely.
1. 4x + 28 6. 8a2 + 4a3 – 6a5
2. 16x + 28y 7. x2y – xy2
3. 5y – 9y2 8. 13m2n3 + 26m2n2
4. 18ab2 – 24a2b 9. 3x3y + 9xy2 + 36xy
5. 6x + 3y 10. 12ax + 20bx + 32cx
IV. EVALUATION:
Factor each of the following completely.
1. 6x + 42 6. 8x2 + 4x3 – 6x4
2. 15x + 55y 7. 10x2y – 30xy2
3. 7y – 11y2 8. 15a5b + 30a4b2 – 45a3b3
4. 16ab2 – 48a2b 9. 6x2b + 3xb3 – 20b4
5. 12x + 4y 10. 63x2y4 + 115x3y3 – 92x5y4
Index of Mastery
No. of Items / Score % AT
Section
Students 10-9 8-7 6-5 4-3 2-1 0
V. CLOSURE:
I. OBJECTIVE:
Factor difference of two squares
II. SUBJECT MATTER:
Topic: Factoring
Sub-topic:1.2Factoring Difference of Two Squares
References:Grade 8 Mathematics Learner’s Module, pp 32-33;
Mathematics Distance Learning
Module, Unit III-pp39. Mathematics III by Oronce, pp.124-126.
Materials:cartolina, pentel pen, activity sheets
4. Activity
Activity 1: Am I a DoTS ?
Directions: Tell whether each of the following binomials is the difference of
the squares.
________1. x2 – 25 _____6. x2 – 81y2
________2. y2 – 5 _____7. 2x2 – 16
________3. y – 64
2
_____8. x4 – y2
________4. a3 + 3 _____9. a2 – 9b2
________5. 64x – 1
2
_____10. 4x2 + 25
CASE 1: CASE 3:
CASE 2: CASE 4:
CASE 5:
9 4 1 2 6 3 1 3 1
x – 25y z = (4x2 + 5yz3)(4x2 – 5yz3)
16
Questions:
1. What is the first term of each polynomial?
2. What is the last term of each polynomial?
3. What is the middle sign of each polynomial?
4. How was the polynomial factored?
5. What pattern is seen in the factors of the difference of two squares?
6. Can all expressions be factored using the difference of two squares? Why or
why not?
7. When can you factor expressions using difference of two squares?
2.Analysis
How do you find the activity?
How do we factor a binomial which is a difference of two squares?
3. Abstraction
REMEMBER.
x2 – y2 = (x + y)(x – y)
4.Application
Activity 3: GROUP WORK
Directions: Factor each of the following completely.
1. x2 – 64 6. 1 – 64y2
2. y – 121
2
7. 36 – 4a2
3. 16 – x2
8. 81x4 – 64y6
4. 81 – a2 9. x8 – y8
5. 25x – 4
2
10. 5x4 – 5
IV. EVALUATION:
Directions: Factor each of the following completely.
1. x2 – 49 6. 81t4 – 16s8
2. y – 144
2
7. 49a b – 9c2
2 2
3. 1 – y 2
8. 2a3 – 8a
4. 64 – 4x2 9. m4 –n4
5. 16x – 25y
2 2
10. 5x y – 45y4
4 2
Index of Mastery
No. of Items / Score % AT
Section
Students 10-9 8-7 6-5 4-3 2-1 0
V. CLOSURE:
W. Clement Stone
I. OBJECTIVE:
Factor sum or difference of two cubes
II. SUBJECT MATTER:
Topic: Factoring
Sub-topic :1.3Factoring sum or difference of two cubes
References:Grade 8 Mathematics Learner’s Module, pp 33-35;
Mathematics III by Oronce, pp 127-130.
Materials :Cartolina, Pentel pen, Activity Sheets
III. LESSON PROPER:
PRIMING:
You have learned from the previous lesson how factoring the difference of two
squares is done and what expression is considered as the difference of two squares. Are
you now ready to find the factors of the sum or difference of two cubes? To answer this
question, find the indicated product and observe what pattern is evident.
a. (a + b)(a2 – ab + b2)
b. (a – b)(a2 + ab + b2)
1. Activity
2.Analysis
How do you find the activity?
How do we factor the sum or difference of two cubes?
3. Abstraction
DON’T FORGET!
4. Application
Directions: Factor each of the following completely.
1. x3 – y3 6. 125q3 + 27t3
2. m – n
3 3 3
7. 27k + 1
3. 8a – b
3 3
8. 27 – 8y3
4. g – 27h
3 3
9. a12 + b12
5. d3 + h3 10. x4 + xy3
IV. EVALUATION:
Directions: Factor each of the followingcompletely.
1. x3 + 8
2. 1 + b3
3. a3 – 64
4. 27 – 8x3
5. 64x3 + 27y6
Index of Mastery
No. of Items / Score % AT
Section
Students 5 4 3 2 1 0
V. CLOSURE:
I. OBJECTIVE:
Factor perfect square trinomials
1. Activity
Activity 1
Group the students into 5 groups. Each group will have a different
set of exercises similar to the ones given here to get varied
comparisons of the terms.
Let the students expand the following binomials. Tell them to put
the parts of the given product in appropriate columns.
Directions: Expand each of the following using the rule.
Product First Term Middle Last Term
Term
1. (x+2)2
2. (x – 5)2
3. (x – 3y)2
4. (2x – 3y)2
5. (4x + 3y)2
Questions:
1. Examine all the first and last terms of the product. What kind of
numbers are they?
12 | P a g e Learning Materials in Grade8 Mathematics
DepEd-Division of Rizal
LESSON PLAN IN MATHEMATICS 8
Activity 2
Directions: Decide whether each polynomial is a perfect square.
Factor, if it is a perfect square and write not a perfect square if it is not.
1. x2 + 10x + 25 6. a2b2 – 12ab + 36
2. x2 + 2x + 1 7. m4 – 14m2 + 49
3. x2 – 6x – 9 8. a2b2 – 12ab + 36
4. x2 – 5x + 25 9. 25x2 + 30xy + 9y2
5. x6 + 10x3 + 100 10. (x + 2)2 – 6(x + 2) + 9
Questions:
How many terms do the factors of a perfect square trinomial
contain?
Compare the perfect square trinomial(product) with its factors.
What is the relationship between the factors and the terms of their
product?
Do you see any pattern?
How did this pattern help you in factoring a perfect square
trinomial?
2. Analysis
How do you find the activity?
How do we factor a perfect square trinomial?
3. Abstraction
REMEMBER.
4. Application
Directions: Factor each of the following completely.
1. x2 +12x + 36 6. 25x2 + 10x + 1
2. x2 – 18x + 81 7. 16 – 40n + 25n2
2
3. x +22x + 121 8. 25x2 – 60xy+ 36y2
4. 64 +16a + a2 9. x3 +2x4 + x5
5. 1 + 8x + 16x2
10. 36x – 48x + 49a2
4 3
IV. EVALUATION:
Directions: Factor each of the followingcompletely.
1. x2 – 4x + 4
2. x2 +20x + 100
3. 9 – 30x + 25x2
4. 64 + 16x + x2
5. 3x8 + 48x5 + 192x2
Index of Mastery
No. of Items / Score % AT
Section
Students 5 4 3 2 1 0
V. CLOSURE:
I. OBJECTIVE:
Factor general trinomials
II. SUBJECT MATTER:
Topic: Factoring
Sub-topic: 1.5Factoring General trinomials
References:Grade 8 Mathematics Learner’s Module, pp 39-46;
PASMEP, PP 178-183; Mathematics III by Oronce, pp133-148
Materials: cartolina, pentel pen, activity sheets
III. LESSON PROPER:
5. Activity
COMPLETE THE TABLE
Directions: Complete the table by finding the integers with the sum
and product.
Sum Product Sum Product
Example 8 15 3+5=8 3 · 5 = 15
1. 9 8
2. 10 21
3. 20 36
4. –11 24
5. –6 8
6. –3 –10
7. 15 –6
8. –10 –24
9. 6 –40
10. 7 –18
i. Factor x2 + 7x + 12.
Solution:
a. List the pairs of the positive factors of 12 since the coefficient of the linear
term is positive.
Factors of 12 Sum of the Factors
1 12 13
2 6 8
3 4 7
i. Factor x2 + x – 20.
Solution:
a. List the pairs of the positive factors of –20.
Factors of –20 Sum of the Factors
1 –20 –19
– 1 20 19
2 –10 –8
–2 10 8
4 –5 –1
–4 5 1
b. Find the pair of factors with sum 1 : –4 and 5.
c. x2 + x – 20 = (x + 5)( x – 4)
ii. Factor b2 –19b – 20.
Solution:
a. The factoring pattern is (b + ?)(b – ?)
b. Find the pair of factors of –20 with sum –19: –20 and 1.
c. b2 –19b – 20 = (b +1)( b – 20)
2. Analysis
How do you find the activity?
How do we factor quadratic trinomials of the form x2 + bx + c where c
is positive?
How do we factor quadratic trinomials of the form x2 + bx + c where c
is negative?
How do we factor general quadratic trinomials of the form ax2 + bx + c
where the value of a is a number other than 1?
3. Abstraction
DON’T FORGET!
To factor trinomials of the form ax2 + bx + c, where a and b are the numerical
coefficients of the variables and c is a constant term, you may use:
a. Trial and error b. AC method
6. Application
Directions: Factor each of the following completely.
1. x2 +9x + 8 6. x2 + x – 6
2. x2 – 5x + 6 7. x2 – 6x – 7
2
3. x +9x + 20 8. x2 – 8x – 20
4. a2 – 14a + 24 9. 8x2 +34x+ 21
5. 12 + 7x + x 2
10. 5x2 – 6x – 2
IV. EVALUATION:
Directions: Factor each of the followingcompletely.
1. x2 – 9x +14
2. x2 +5x + 4
3. a2 – 5a – 24
4. 3x2 + 7x + 2
5. 2x2 – 15x + 7
Index of Mastery
No. of Items / Score % AT
Section
Students 5 4 3 2 1 0
V. CLOSURE:
- David Hilbert
I. OBJECTIVES:
1. To apply knowledge in factoring polynomials
2. To solve word problems involving factoring.
II. SUBJECT MATTER:
Topic: Factoring
Sub-topic: 1.6 Solving problem involving factors of polynomials
References: PASMEP; pp 200-204
Materials: 12cm by 16 cm rectangular pieces of cartolina, ruler,pair of
scissors, manila
paper, pentel pen, Worksheet A and Worksheet B
III. LESSON PROPER:
PRIMING: REVIEW
Have a review on how to find the volume of a rectangular solid, e.g. a shoe box.
1. Activity
Activity 1: Group work
Form groups of 5 and give each group a piece of cartolina, and let them do the
following:
Using the rectangular sheet,
measure the length and width in centimetres.
measure and cut out a 2cm by 2cm square on each corner
fold up the sides to have an open box.
determine the volume of the box.
Ask a representative from the groups to write or give the answer/explain how
the answer was obtained.
Activity 2: Solve the Problem in Pairs
Ask students to work in pairs to solve this problem.
A rectangular piece of tin is twice as long as it is wide. Squares of side 2cm
are cut out of each corner and the ends are turned up to make a box whose
volume is 192 cm3. What are the dimensions of the piece of tin?
2. Analysis
How do you find the activity?
What strategy/ies did you use in solving the problem?
Explain how the answer was obtained.
3. Abstraction
DON’T FORGET!
4. Application
Activity 3: Worksheet A
Worksheet A
A. For more able classes
Solve the following problems:
1. The Santoses are remodelling their square living room by tearing down one
wall and extending the room by 3 meters. The room will be rectangular with a
floor area of 180m2. What are the current dimensions of the living room?
2. A rectangular swimming pool with dimensions 11 m and 8 m is built in a
rectangular backyard. The area of the backyard is 460 m2. If the strip of yard
surrounding the pool is of uniform width, how wide is the strip?
3. A cement walk of constant width is built around a 10m by 20m rectangular
pool. The total area of the walk and the pool is 504 m2. Find the width of the
walk.
B. For less able classes
1. The width of a rectangular card is 2 cm less than the length. The area is 35
cm2. Find the length and width.
2. A flower bed is to be 3m longer than it is wide. The flower bed will have an
area of 70 m2. What will its dimensions be?
3. If the side of a square are lengthened by 5 cm, the area becomes 64 cm2.
Find the length of a side of the original square.
IV. EVALUATION:
Worksheet B
Directions: Solve the following problems
1. A decoratorplans to place a rug in a 9m by 12m room so that a uniform strip of
flooring around the rug will remain uncovered. How wide will this strip be if the
area of the rug is to be half the area of the room?
2. A box has a square bottom and top and is 5 cm high. Find its volume if its total
surface area is 192 cm2.
The length of a rectangle is 9 cm more than its width. The area of the rectangle is
90cm2. Find the dimensions of the rectangle.
Suggestion: 5 items, insert rubrics if needed
Index of Mastery
No. of Items / Score % AT
Section
Students 5 4 3 2 1 0
V. CLOSURE:
“Within the problem lies the solution”
- Milton Katselas
I. OBJECTIVES:
1. Define and illustrate rational algebraic expressions.
II. SUBJECT MATTER:
Topic: Rational Algebraic Expressions
Sub-topic: 2.1 Identifying Rational Algebraic Expressions
References: Grade 8 mathematics Learner’s Module, pp 66-71;
PASMEP, PP 211-215; Mathematics Distance Learning
Module, Unit IV-pp 1-2; Mathematics III by Oronce, pp173.
𝒙 𝒑𝒒 𝟐 𝟐
+𝟐 − 𝒂𝟐 + 𝟐𝒂
𝟒 𝟑 𝒙 𝒙𝟐
𝒃 𝟐 √𝟑𝒚
(𝒃+𝟐)
√𝟑𝒚 𝒚
𝟏 𝟑 𝒙𝟐 −𝟏
𝟗− 𝒃𝟐 − (𝒃 + 𝟐)
𝒘𝟐 𝒄𝟐 𝒙𝟐 −𝟐𝒙+𝟏
𝟑 𝟏𝟎
𝒘 − √𝟗 𝟏𝟎𝒙 + 𝟔 +𝟒 𝒛𝟑 − 𝟗 𝒉𝟒
𝒚
𝒄𝟐 𝟐 𝟏
𝟑 𝒛𝟑 𝒏𝟑
Questions:
1. What did you feel while translating verbal phrases to mathematical
expressions?
2. What must be considered in translating verbal phrases to
mathematical phrases?
3. Will you consider these mathematical phrases as polynomial? Why
or why not?
4. How will you describe a polynomial?
Questions:
1. What are the polynomials in the activity “Match It to Me?” List these
polynomials under set P.
2. Describe these polynomials.
3. In the activity, which are not polynomials? List these non-
polynomials under set R.
4. How do these non-polynomials differ from the polynomials?
5. Describe these non-polynomials.
POLYNOMIALS POLYNOMIALS
How Alike?
How Different?
In terms of……
2. Analysis
Activity 1
1. What did you feel while translating verbal phrases to mathematical
expressions?
2. What must be considered in translating verbal phrases to
mathematical phrases?
3. Will you consider these mathematical phrases as polynomial? Why
or why not?
4. How will you describe a polynomial?
Activity 2
1. What are the polynomials in the activity “Match It to Me?” List these
polynomials under set P.
2. Describe these polynomials.
3. In the activity, which are not polynomials? List these non-
polynomials under set R.
4. How do these non-polynomials differ from the polynomials?
5. Describe these non-polynomials.
Activity 3:
In the activity “Match It to Me”, the non-polynomials are called
rational algebraic expressions. Your observations regarding the
difference between polynomials and non-polynomials in activities 2 and
3 are the descriptions of rational expressions. Now, can you define
rational algebraic expressions?
3. Abstraction
DON’T FORGET!
4.Application
Activity 4: CLASSIFY ME (G8 LM, Activity 7 pp.70)
𝑚+2
0
𝑦+2
𝑦−2
𝑎
𝑦2 − 𝑥9
𝑘
1−𝑚
3𝑘 2 − 6𝑘
𝑚3
1
𝑐 𝑎6
𝑐4
𝑎−2 𝑚−𝑚
Questions:
1. How many expressions did you place in the column of rational
algebraic expressions?
2. How many expressions did you place under the column of not
rational algebraic expression column?
3. How did you differentiate a rational algebraic expression from a not
rational algebraic expression?
4. Were you able to place each expression in its appropriate column?
5. What difficulty did you encounter in classifying the expressions?
IV. EVALUATION:
Ask students to give 5 examples of rational algebraic expressions.
1.
2.
3.
4.
5.
Index of Mastery
No. of Items / Score % AT
Section
Students 5 4 3 2 1 0
V. CLOSURE
Life is 10% what happens to you and 90% how you react to it.
I. OBJECTIVES:
Simplify rational algebraic expressions.
II. SUBJECT MATTER:
Topic: Rational Algebraic Expressions
Sub-topic: 2.2 Simplifying of Rational Algebraic Expressions
References:Grade 8 mathematics Learner’s Module, pp 77-79;
Mathematics III by Oronce- pp176-178
Materials:Activity Sheets
III. LESSON PROPER:
7. Activity
Activity 1: CONNECT TO MY EQUIVALENT (Grade 8 Learner’s
Module, Activity 16 pp 77)
A B C D E F
Questions:
1. What is the first step in simplifying rational algebraic expressions?
2. What happens to the common factors in the numerator and the
denominator?
8. Analysis
Activity 1
1. How did you find the activity?
2. How did you find the equivalent fractions in column A?
3. Do you think you can apply the same concept in simplifying a
rational algebraic expression?
Activity 2
1. What is the first step in simplifying rational algebraic expressions?
2. What happens to the common factors in the numerator and the
denominator?
3. Abstraction
33 | P a g e Learning Materials in Grade8 Mathematics
DepEd-Division of Rizal
LESSON PLAN IN MATHEMATICS 8
DON’T FORGET!
Note: If you don’t see any common factors, look for opposites.
4. Application
IV. EVALUATION:
A. Simplify.
4x 8
6.
2 x
x y
7.
y2 x2
8. m 16
2
4m
9. 3x 7 x2 6
2
9 x
10. x 7 x 122
2
12 7 x x
Index of Mastery
No. of Items / Score % AT
Section
Students 5 4 3 2 1 0
V. CLOSURE:
“Order and simplification are the first steps towards mastery of a subject”
― Thomas Mann
I. OBJECTIVE:
34 | P a g e Learning Materials in Grade8 Mathematics
DepEd-Division of Rizal
LESSON PLAN IN MATHEMATICS 8
2. Activity
x2 2
1. •
6 x3
4a 2 35b 4
2. •
5b 6a3
3x + 12 64x
3. •
8 5x + 20
x2 - 4 8x 2 - 48x
4. 2 • 2
x x - 4x - 12
x+2 x2 + x - 6
5. •
x 2 + 4x + 3 2x 2 + 5x + 2
3. Analysis
Questions:
1. What are the mathematical conceptsapplied in multiplying rational
expressions?
2. Give the steps in multiplying rational expressions.
3. How do you avoid common errors in rational algebraic expressions?
3. Abstraction
4. Application
In three groups, one picture for each group will be given. Find the area
of the plane figures below.
IV. EVALUATION:
Multiply each. Express each product in simplest form.
(a - 1)2 6
1. •
30 a -1
2
4a - 1 2a + 1
2. 2 •
4a + 4a + 1 1 - 2a
c 2 + 6c + 8 c +5
3. • 2
c+4 c + 7c + 10
2
8 - 2x - x 1 - 9x 2
4. •
3x 2 - 7x + 2 3x 2 + 13 x + 4
y 2 + 2yz - 8z 2 3 y - 6z
5. •
y 2 - 4yz + 4z 2 y + 4z
Index of Mastery
No. of Items / Score % AT
Section
Students 5 4 3 2 1 0
I. OBJECTIVE:
Divide rational algebraic expressions.
37 | P a g e Learning Materials in Grade8 Mathematics
DepEd-Division of Rizal
LESSON PLAN IN MATHEMATICS 8
2. Activity
Apply the rules in dividing rational expressions in the following expressions.
6 7
1. ÷ 12x
6x
a5
2. ÷ 4a2
4
x2 −16 x−4
3. ÷
x2 +2x x2 −4
x2 −5x+6 x2 −2x
4. ÷
y2 y
2
a −a 4b+4 2
5. (a2 −1)( b+4 ÷ b+4)
3. Analysis
Questions:
1. Give the mathematical concepts in mathematics that have been applied in
dividing rational expressions.
2. State the step that has been added to multiplication of rational expression
to divide rational expressions.
3. Abstraction
4. Application
MISSING DIMENSION
21 x2
2. The base of the triangle is 3x−21
and the area is 35
. Find the height of the
triangle.
IV. EVALUATION:
Find each quotient. Simplify the result.
4g2 8g a2 +a−12 3−a
1. ÷ 12gh 4. a2 +3a−4 ÷ 1−a
6h2
Index of Mastery
V. CLOSURE:
“Art is the expression of the conviction that we can have a rational
relationship with the world and each other. It isn’t the faith or hope that we
can, it is the demonstration that we can.
- Edward Bond
I. OBJECTIVE:
Add and subtract similar rational algebraic expressions.
41 | P a g e Learning Materials in Grade8 Mathematics
DepEd-Division of Rizal
LESSON PLAN IN MATHEMATICS 8
2. Activity
x2 −2x−7 3x+1
Illustrative Example 1: Add and
x2 −9 x2 −9
x2 +x−6
= x2 −9
(x+3)(x−2)
= (x+3)(x−3)
x−2
= x+3
−10−6x−5x2 x2 +5x−20
Illustrative Example 2: Subtract from
3x2 +x−2 3x2 +x−2
x2 +5𝑥−20+10+6𝑥+5𝑥 2
=
3x2 +x−2
x2 +5𝑥2 +5𝑥+6𝑥−20+10
= 3x2 +x−2
42 | P a g e Learning Materials in Grade8 Mathematics
DepEd-Division of Rizal
LESSON PLAN IN MATHEMATICS 8
6x2 +11x−10
= 3x2 +x−2
(3x−2)(2x+5)
= (3x−2)(x+1)
2x+5
= x+1
3. Analysis
Questions:
1. Explain the rules in adding similar rational expressions.
4. Abstraction
5.Application
A. Lola Nidora wants to fence her mansion, if the length and width
9x2 25
measures and respectively, how long of fencing materials is
3x−5 3x−5
IV. EVALUATION:
Perform the indicated operation.
3a a+9 7m 6m
1. + 4. 2y+5 − 2y+5
2 2
2a+6 3a−9 4a−3b 2a+8b
2. + 5. −
4 4 a+b a+b
2a 3a
3. + x+5
x+5
Index of Mastery
No. of Items / Score % AT
Section
Students 5 4 3 2 1 0
V. CLOSURE:
Don’t let your emotions ruin your life. Think Rationally!!!
I. OBJECTIVE:
Add and subtract dissimilar rational algebraic expressions.
II. SUBJECT MATTER:
2. Activity
Perform the indicated operation. Express your answer in simplest form.
3 4 3 2
1. +x 4. x2 −x−2 − x2 −5x+6
x+1
x+8 3x−2 x+2 x+2
2. + x2 −4 5. −
x2 −4x+4 x 2
2x 3
3. − x−3
x2 −9
3. Analysis
Now that you have learned adding and subtracting rational algebraic
expressions, you are now able to fill the graphic organizer below. Write
each step in adding or subtracting rational algebraic in each box below.
Question:
Which do you think is more preferable: using the expanded form of an
LCD, or using its factored form? Explain your answer.
4. Abstraction
5. Application
Find the perimeter of the figure.
𝑥+9
𝑥 2
2
2x
+4
3
3(𝑥 + 1)
2
IV. EVALUATION:
Perform the indicated operation and simplify.
a 6 b+3 1
1. + 6−a 4. b2 −9 − b−3
a−6
4 5 j−7 2j+5
2. +d+1 5. j+6 − j2 +8j+12
d2
k−6 4−k
3. +
5 6
Index of Mastery
No. of Items / Score % AT
Section
Students 5 4 3 2 1 0
V. CLOSURE:
“To want to tackle everything rationally is irrational.”
― IlyasKassam, Reminiscence of the Present: Spiritual Encounters of the
Analytically Insane
I. OBJECTIVE:
Solve problems involving rational algebraic expressions.
II. SUBJECT MATTER:
Topic: Application of Rational Algebraic Expressions
Sub-topic: 2.4Problems Involving Rational Algebraic Expressions
References: Math 8 LM pp.
Materials: cartolina/powerpoint presentation; chalk and board
III. LESSON PROPER:
1. Priming
2. Activity
Read the problms below and answer the questions that follow.
1. Two vehicles travelled (x + 4) kilometers. The first vehicle travelled for
2
(x 2 − 16) hours while the second travelled for (x−4) hours.
3. Analysis
State all the concepts and principles needed/applied in solving
problems involving operations on rational algebraic expressions.
4. Abstraction
4. Application
PRESENTATION
Present and discuss to the class the process of answering the questions
below. Your output will be graded according to reasoning, accuracy, and
presentation.
Alex can pour concrete on a walkway in x hours alone while Andy Can pur
concrete on the same walkway in two more hours than Alex.
a. How fast can they pour concrete on the walkway if they work
together?
b. If Emman can pour concrete on the same walkway in one hour
less than Andy, who must work together to finish the job with the
least time?
IV. EVALUATION:
Solve:
25
1. If a number is added to its reciprocal the sum is . Find the number.
12
2. An express train travels 150km in the same time that freight travels 100
km. If the express train goes 20 km per hour faster than the freight train,
find the rate of each.
3. Alden can paint a room in 5 ½ hours. His girlfriend Maine can do the same
job in 7 ½ hours. How long will it take them to paint the room together?
Index of Mastery
No. of Items / Score % AT
Section
Students 5 4 3 2 1 0
V. CLOSURE:
I.OBJECTIVE:
Illustrate the rectangular coordinate system and its uses.
II.SUBJECT MATTER:
Topic: Rectangular Coordinate System
Subtopic: 3.1Plotting of Points
References: Math 8 LM pp.119
Materials: Graphing board/ chalk and board
III.LESSON PROPER:
1.Priming
BOWOWOW!!
Description: This game is in the form of a game which will help you
recall the concept of number line.
Directions: Do as directed.
1. Group yourselves into 9 0r 11 members.
2. Form a line facing your classmates.
3. Assign integers which are arranged from least to greates
to each group member from left to right.
4. Assign zero to the group member at the middle.
5. Recite the number assigned to you.
6. Bow as you recite and when the last member is done
reciting, all of you bow together and say bowowow!
7. When the assigned number was called say bowowow!
Questions: 1. What is the number line composed of?
III. What integers can be seen on the left side of zero? What about on the
right side of zero?
IV. Can you draw a number line?
2. Activity
Human Rectangular Coordinate System
Description: This activity is a game which will enable you to learn
the Rectangular Coordinate System.
Directions: Form two lines, 15 of you will form a horizontal line (x-
axis) and 14 for the vertical line (y-axis). These lines
51 | P a g e Learning Materials in Grade8 Mathematics
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LESSON PLAN IN MATHEMATICS 8
4. Abstraction
REMEMBER
The Cartesian plane is composed of two perpendicular number lines that meet at the
point of origin (0, 0) and divide the plane into four regions called quadrants. It is
composed of infinitely many points. Each point in the coordinate system is defined by an
ordered pair of the form (x, y), where x and y €R. The first coordinate of a point is called
the x-coordinate or abscissa and the second coordinate is called the y-coordinate or
ordinate. We call (x, y) an ordered pair because it is different from (y, x). The horizontal
and vertical lines, typically called the x-axis and the y-axis, respectively, intersect at the
point of origin whose coordinates are (0, 0). The signs of the first and second
coordinates of a point vary in the four quadrants as indicated below.
Quadrant I x > 0, or x is positive y > 0, or y is positive or (+, +);
Quadrant II x < 0, or x is negative y > 0, or y is positive or (−, +);
Quadrant III x < 0, or x is negative y < 0, or y is negative or (−, −);
Quadrant IV x > 0, or x is positive y < 0, or y is negative or (+, −).
There are also points which lie in the x- and y-axes. The points which lie in the x-axis
have coordinates (x, 0) and the points which lie in the y-axis have coordinates (0, y),
where x and y are real numbers.
4.Application
Object’s Position
Description: This activity will enable you to give the coordinates of the point
where the object is located.
Directions: Describe the location of each point below by completing the following
table. An example is done for you.
Objects Coordinates Quadrant/Axis
1. Spoon
2. Television Set
3. Laptop
4. Bag
5. Pillow
6. Camera
7. Table
Ex. ball (4,2) I
IV. EVALUATION:
Indicate the name of each point in the Cartesian plane. Name each
point writing the letter beside it. The coordinates are provided in the
box below. An example is done for you.
Index of Mastery
No. of Items / Score % AT
Section
Students 10 9 8 7 6 5 4 3 2 1 0
V. CLOSURE:
Draw a Cartesian plane. Plot and label the following points.
1. C(0,4)
2. A(3,-2)
3. R(-5,3)
4. T(0,7)
5. E(-3,6)
54 | P a g e Learning Materials in Grade8 Mathematics
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LESSON PLAN IN MATHEMATICS 8
I. OBJECTIVE:
Illustrate linear equations in two variables.
Illustrate the slope of a line.
II. SUBJECT MATTER:
Topic: Linear Functions
Subtopic: 3.2-3.3Linear Equations in Two Variables
References: Math 8 LM pp.173-183
Materials: cartolina, chalk and board, charts
III. LESSON PROPER:
1. Priming
EVALUATE ME!
Evaluate the following algebraic expressions.
1. 2xy when x=2 and y=1
2. 𝑥 2 − 4𝑦 when x=-1 and y=0
3. 𝑥 2 + 𝑦 when x=-5 and y=7
4. √3𝑥 + 2𝑦 when x=3 and y=-4
x+4 1
5. (8𝑦) when x=2 and y=2
x2 −30
2. Activity
Determine whether each is a linear function or not. Check Yes if it is a linear
function and No if it is not. Write the degree of the function. For linear functions,
identify the slope m and the y-intercept b.
3.Analysis
How would linear equations in two variables be identified?
What have you realized? State your realization by completing the
statement below.
The function is linear if first differences on x-coordinates are _______and the first
differences on y-coordinates are _______. However, the function is not linear if
the first differences on x-coordinates are equal and the first differences on y-
coordinates are ___________.
From a given equation, how can you identify the slope(m) and y-
intercept(b)?
4. Abstraction
REMEMBER
A linear equation is an equation in two variables which can be written in two forms:
Standard Form: Ax + By = C, where A, B, and C∈ℜ , A and B not both 0;and
Slope-Intercept Form: y = mx + b, where m is the slope and b is the y-intercept,
m and b∈ℜ .
SLOPE OF A LINE
A line can be described by its steepness or slope. The slope m of a
line can be computed by finding the quotient of the rise and the run. That
is,
𝑟𝑖𝑠𝑒
m = 𝑟𝑢𝑛
The rise refers to the vertical change or change in y-coordinate while the run is the
horizontal change or change in x-coordinate.
That is,
5.Application
REFIGURE THIS!
Rewrite the following equations in the form 𝐴𝑥 + 𝐵𝑦 = 𝐶
1. y = −x + 4
2. y = −2x + 6
3. y = 5x + 7
4. y = 3x − 8
1
5. y = x
2
IV. EVALUATION:
TRANSFORMATION
Rewrite the following equations in the form 𝑦 = 𝑚𝑥 + 𝑏 and identify the values
of m and b.
1. 2x − y = 14
2. 5𝑥 + 3𝑦 = 8
3. 𝑥 + 3𝑦 = −6
4. 5𝑥 − 8𝑦 = −10
5. −5𝑥 + 3𝑦 − 4 = 0
Index of Mastery
No. of Items / Score % AT
Section
Students 5 4 3 2 1 0
CLOSURE:
I. OBJECTIVE:
Find the slope of a line given two points and graph.
II. SUBJECT MATTER:
Topic: Linear Functions
Subtopic: 3.4 Slope of a Linear Function
References: Math 8 LM pp 184-186; Global Mathematics pp.157-163
Materials: graphing board/powerpoint presentation, chalk and board
III. LESSON PROPER:
1. Priming
You’re a Plotter
Plot each pair of points.
1. A(10,1) and F(8,-4)
2. B(8.-3) and G(0,0)
3. C(-1,-1) and H(0,-6)
4. D(-5,9) and I(0,13)
5. E(10,-12) and J(-3,-9)
2. Activity
SlopeMan
Find the slope of each line below.
3. Analysis
How did you find the slope of the line?
What is the trend of the graph? Is it increasing? Or decreasing?
What is the slope of each increasing graph? What are the signs of
the slopes?
What is the slope of the decreasing graph? What is the sign of the
slope?
Do the graphs represent linear functions? Why or why not?
What is the slope of the horizontal line? How about the vertical
line?
4. Abstraction
REMEMBER
The slope m of the line passing through two points P1(x1, y1) and P2(x2, y2) is given by
𝑦 −𝑦 𝑦 −𝑦
m = 𝑥2 −𝑥1or m =𝑥1 −𝑥2 , where x1 ≠x2.
2 1 1 2
Note that:
A basic property of a line, other than vertical line, is that its slope is constant.
The slope of the horizontal line is zero while that of the vertical line is undefined. A
vertical line does not represent a linear function.
The value of the slope m tells the trend of the graph.
• If m is positive, then the graph is increasing from left to right.
• If m is negative, then the graph is decreasing from left to right.
• If m is zero, then the graph is a horizontal line.
•If m is undefined, then the graph is a vertical line.
5.Application
Determine the slope of each table of values and pair of points.
1. X -5 1 7 13
Y 0 3 6 9
2.
X -8 -1 6 13
Y -1 9 19 29
IV. EVALUATION:
Find the slope of the following table of values and pair of points,
determine which of the following line is vertical or horizontal.
1. 2.
X -2 0 2 4 X -5 1 7 13
Y 0 4 6 8 Y 1 3 7 11
Index of Mastery
No. of Items / Score % AT
Section
Students 5 4 3 2 1 0
V. CLOSURE:
Assignment:
Plot the following pair points in a Cartesian plane and find its slope.
1. (1, -3) and (3, -1)
2. (0, 6) and (0, -4)
3. (-9, 3) and (9, 3)
4. (10, -5) and (12, -7)
5. (-8, -1) and (-1, 9)
I. OBJECTIVE:
Find the slope of a line given an equation.
II. SUBJECT MATTER:
Topic: Linear Functions
Subtopic: 3.4 Slope of a Linear Function
References: Math 8 LM pp. 183-184
Materials: Cartolina, powerpoint presentation, chalk and board
III. LESSON PROPER:
1. Priming
REWRITE
Rewrite the following equations into slope-intercept form.
1.−5𝑥 + 𝑦 − 4
3
2. 2 𝑥 + 𝑦 = 6
3. 3𝑥 + 2𝑦 = 6
4. 12𝑥 − 4𝑦 = 9
5. 8𝑥 − 12𝑦 − 5 = 0
2. Activity
SLOPE Me Whip
Determine the slope of each line, if any. Identify which of the lines is vertical
or horizontal.
1. 𝑓(𝑥) = 2𝑥 − 5 6. 2𝑥 − 𝑦 = 5
2. 𝑓(𝑥) = −3𝑥 + 7 7. 7𝑥 − 3𝑦 − 10 = 0
1 1
3. 𝑓(𝑥) = −3𝑥 + 7 8. 𝑥 + 4𝑦 −8 = 0
2
1
4. 𝑓(𝑥) = 𝑥 − 8 9. 𝑥 = 8
4
2 1
5. 𝑓(𝑥) = 3 𝑥 − 2 10. 2𝑦 + 1 = 10
3. Analysis
How does a slope can be found given an equation?
In what form of equation is easy to find the slope? Explain.
63 | P a g e Learning Materials in Grade8 Mathematics
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LESSON PLAN IN MATHEMATICS 8
4. Abstraction
REMEMBER
The slope of the function fdefined by f(x) = mx + b is the value
of m.
5.Application
FIND THE OBJECT
IV. EVALUATION:
Determine the slope of the following equations and tell whether the function is
increasing or decreasing.
1. 𝑓(𝑥) = 2𝑥 + 3
𝑥 3
2. 𝑦 = 5 + 5
3. 𝑥 − 8𝑦 = 16
4. 12𝑥 + 5𝑦 = −60
5. 3𝑥 − 9𝑦 = −10
Index of Mastery
No. of Items / Score % AT
Section
Students 5 4 3 2 1 0
V. CLOSURE:
I. OBJECTIVE:
Graph a linear equation given any two points.
II. SUBJECT MATTER:
Topic: Graphs of Linear Equation
Sub-topic: 3.6 Graphing linear equation given any two points.
References: 1. Dugopolski, Mark (2006). Algebra for College Students 4th
Edition p. 147. Quezon, City Philippines. McGraw-Hill
International Edition
2. Orines, Fernando B. (2007) Intermediate Algebra p. 5.
Quezon, City. Phoenix Corporation
3. Stewart James (2012). Algebra &Trigonometry Philippine
Edition 2nd Edition p.158. Congage Learning
Materials: Graphing board/papers, bond papers, markers, colored pens
Activity 1: Using your figure, draw dots following the distance written below:
A. 5 points above the center of bond paper
B. 3 points on the right of the center
C. 2 points below the center
D. 3 points on the left of the center
E. 3 points above the point on letter B going 3 to the right
F. 3 points above the point of letter A going 3 to the left
G. 6 points below point B going 2 to the right of point C
H. 6 points below point D going 2 to the left
66 | P a g e Learning Materials in Grade8 Mathematics
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LESSON PLAN IN MATHEMATICS 8
Questions:
1. How did you feel after doing the activity?
2. How many points have you drawn?
3. Connect point A to H passing through D
Connect point H to F passing through C & B
Connect point F to E
Connect point E to G passing through D & C
Connect point G to A passing through B
4. How many lines did you have?
5. What have you formed?
Activity 2:
Daniel jogs 3 meters everyday around Simona Subdivision to maintain his
good condition.
1. Graph a = 3d. Let a represent the number of meters jogged and d as
the number of days jogging.
2. Make a table that will show the number of days Daniel jogs.
3. Draw a Cartesian plane and plot your table.
4. Select 5 values for d and complete your table.
5. Connect your ordered pairs using a line.
2. ANALYSIS:
1. How did you feel after the activity?
2. What are the different concepts and skills you used in answering the
activity?
3. Using the numbers on your table, can you make an equation out of
them?
4. What kind of equation have you formed?
3. ABSTRACTION:
Points to Ponder!
Two points determine a line; 2 points are enough to draw
the graph of a linear equation. You may also use other
points to extend your graph. You may assign any two
values for the first coordinate and solve for the other.
4. APPLICATION:
Suppose Daniel wanted to jog 83 meters, how many days would it take
him to do so?
IV. EVALUATION:
Graph each of the following coordinates.
1. (-3, 0), (0, -3)
2. (2, 5), (5, -2)
3. (-7, -7), (0, 0)
4. (6, -3), (-3, 6)
5. (2, 7), (1, -2)
Index of Mastery
No. of Items / Score % AT
Section
Students 5 4 3 2 1 0
V. CLOSURE:
To achieve your goal, you must believe you can.
graceldanak
69 | P a g e Learning Materials in Grade8 Mathematics
DepEd-Division of Rizal
LESSON PLAN IN MATHEMATICS 8
3. ABSTRACTION:
Points to Ponder!
x-intercept is the abscissa of the point of intersection of the graph of a
linear equation and the x-axis having the coordinates (a, 0) while the y-intercept
is the ordinate of the point of intersection of the graph and the y-axis having (0, b)
as coordinates. Therefore, if we have the x & y-intercepts, we have already 2
points which are enough to graph a linear equation.
4. APPLICATION:
Determine the x and y-intercepts of the following equations.
1. 3x – 2y = 6
2. 12x +15y = 30
3. x + y = 4
4. x-y = 12
IV. EVALUATION:
Graph the following equations using the x & y-intercepts.
1. 2y = 3x -6
2. 4x + 5y = 10
3. 2x + 2y = 8
4. 3x – 3y = 36
Index of Mastery
V. CLOSURE:
You can only pass the road of your life once. Be wise enough to make the most
of it.
graceldanak
I. OBJECTIVE: Graph a linear equation given the slope and a point on the line.
II. SUBJECT MATTER:
Topic: Graphs of Linear Equation
Sub-topic: 3.8 Graphing linear equation given the slope and a point on the
line.
References: 1. Dugopolski, Mark (2006). Algebra for College Students 4th
Edition p. 161-164. Quezon, City Philippines. McGraw-Hill
International Edition
2. Grade 8 Math Learners’ Module pp 189
3. Orines, Fernando B. (2008) Advanced Algebra, Trigonometry &
Stattistics pp. 103-104, 117
Materials: graphing board/paper, markers, cartolina, & colored
paper/pens
III. LESSON PROPER:
1. Activity
Activity 1: Graph a linear equation which passes through (-1, -1) and has a
slope of 2.
Questions:
1. In what quadrant can (-1,-1) be found?
2. How did you use the slope in plotting the other point on the Cartesian plane?
How did you apply it?
3. What did you do with number 2?
4. How did you determine the number of movements along the x-axis?
Activity 2:
Taytay is known as the “Garment Capital of the Philippines. In the year 2000, it
was estimated that the average sale of garments amounted to Php 26 billion and it 2004,
it reached Php 34 billion.
Questions:
1. Find the rate of change in sales of garments within 4 years.
2. Predict the slope in 2008, 2012 & 2016.
3. Sketch the graph of sales. Use the answer in number 2 in sketching the graph
starting with the sale in the year 2000.
2. Analysis
1. How did you feel after the activity?
2. What are the different concepts and skills you used in answering the activity?
3. Going back to activity no. 1, are the given data sufficient enough to sketch the
graph of the equation?
4. How about in activity no. 2, were the sales for two years sufficient enough to
sketch its graph?
5. Is the sale for the year 2000, together with the rate of change in sales for 4
years adequate in drawing the graph of the equation?
3. Abstraction
Points to Ponder!
Another method of graphing linear equation is using the slope and a
point on the line. Simply plot the given point on the Cartesian plane and
identify another point using the given slope.
If the rise is less than zero (or negative) moves downward from
the first point to look for the second point, then, if the run is less than zero (or
negative) we move to the left from the point obtained from the rise. In
addition, a negative rational number , is the same as or but not .
4. Application
In the last election year 2004, there were an estimated 320,544 registered voters
in Taytay. In the last 2010 election, the rate of change in the number of registered voters
1
is .
6
a. predict the number of registered voters in 2010
b. sketch the graph of the given in terms of the numbers of registered voters.
c. using your graph, predict how many will vote in the next 2016 election.
d. use the slope in predicting how many will vote in 2016.
IV. EVALUATION:
Graph the linear equations given the point on the line and its slope.
1. (-4, 0), m = 5
2. (-2,-5), m = 1/2
2
3. (3, 4), m = − 3
4. (-4,-4), m = -2
5. (1,-1), m = -4
Index of Mastery
No. of Items / Score % AT
Section
Students 5 4 3 2 1 0
V. CLOSURE:
Always think of your positive thoughts, for your positive thoughts will raise you
up.
graceldanak
I. OBJECTIVE:
Describe the graph of a linear equation in terms of its intercepts.
II. SUBJECT MATTER:
Topic: Graphs of Linear Equation
Sub-topic: 3.9 Description of the graphs of a linear equation in terms of its
intercepts.
References: 1. Dugopolski, Mark (2006). Algebra for College Students 4th
Edition p. 171. Quezon, City Philippines. McGraw-Hill
International Edition
2. Grade 8 Math Learners’ Module pp 185, 191-192
3. Orines, Fernando B. (2008) Advanced Algebra, Trigonometry &
Stattistics pp. 103,111
4. Stewart James (2012). Algebra &Trigonometry Philippine
Edition 2nd Edition p.77. Congage Learning
Materials: graphing board/papers, cartolina, makers, colored pens
III. LESSON PROPER:
1. Activity
Activity 1:
MY STORY!
You live in Simona Subdivision which is near a cliff. Your place is somewhat far
from the market giving reasons for many households to have different kinds of stores;
sari-sari store, variety store and the likes. Using the graph above, create your own story
making use of the different stores near your place.
Questions:
1. What kind of equation is symbolized by the graph?
2. What can say about your values on the horizontal axis?
3. How will you described your values on your vertical axis?
4. Is there any difference with your values on horizontal and vertical lines?
5. Differentiate your values from each other.
6. Describe each value you have on the vertical & horizontal axis?
Activity 2:
Find the slope of each line below.
2. Analysis:
1. How did you find the slope of the lines?
2. How will you describe the trend of the graph? Is it increasing? Or decreasing?
3. What is the slope of each increasing graph? What are the signs of the slopes?
4. What is the slope of the decreasing graph? What is the sign of the slope?
5. Do the graphs represent linear functions? Explain your answer.
6. What is the slope of the horizontal line? How about the vertical line?
3. Abstraction:
Points to Ponder!
One of the basic properties of a line, except vertical line, is that its
slope is constant. The slope of a horizontal line is zero, while that of the
vertical line is undefined. A vertical line does not represent a linear function.
The value of the slope tells the trend of the graph.
∙ if m is positive, then the graph is increasing from left to right.
∙ If m is negative, then the graph is decreasing from left to right.
∙ if m is zero, then the graph is a horizontal line.
∙ If m is undefined, then the graph is a vertical line.
Points to Ponder!
4. Application:
Without graphing, find the slope and describe the graph of the following”
1. (4, 6), (3, 4)
2. (-4, 2), (-5, 4)
3. (3, 2), (-2, -1)
4. (-2, 3), (4, -1)
5. (0, 2), (3, -2)
IV. EVALUATION:
Complete the boxes below in such a way that m and b are slope and y-
intercept of the equation, respectively. You are allowed to write the numbers 1 to
10 once only.-PAIR-SHARE
a15
Index of Mastery
No. of Items / Score % AT
Section
Students 5 4 3 2 1 0
V. CLOSURE:
Erase negative thoughts in your mind, because these thoughts will bring you
down. Always think of the positive ones.
graceld
I. OBJECTIVE:
Describe the graph of a linear equation in terms of its slope and intercepts.
II. SUBJECT MATTER:
Topic: Graphs of Linear Equation
Sub-topic: 3.9 Description of the graph in terms of its slope and
intercepts.
References: 1. Dugopolski, Mark (2006). Algebra for College Students 4th
Edition p. 171. Quezon, City Philippines. McGraw-Hill
International Edition
2. Orines, Fernando B. (2007) Intermediate Algebra p. 5-6,
Quezon, City. Phoenix
3. Stewart James (2012). Algebra &Trigonometry Philippine
Edition 2nd Edition p.77. Congage Learning
4. Grade 8 Math Learners’ Module pp 185, 191-192
5. Orines, Fernando B. (2008) Advanced Algebra, Trigonometry &
Statistics pp. 103, 111
Materials: graphing board/paper, markers, cartolina, & colored paper
III. LESSON PROPER:
1. Activity
Activity 1:
DESCRIBE ME!
3. Abstraction:
Points to Ponder!
If the intercepts of a linear equation have the same signs, the slope is
negative, more so, the graph is decreasing from left to right.
If the intercepts have unlike signs, the slope of a linear function is
positive, more so, the graph is increasing from left to right.
4. Application:
Identify the x & y-intercepts of the following linear equations and use them to
graph the equation. 8
1. y = 3x + 5
2. y + 5 = 2( -x-1) 6
2
3. y + 6 = 3(x – 2) 4
4. 3x + 2y = -2
2
5. 3(x – 4) = y + 5
-10 -5 5 10
-2
-4
IV. EVALUATION:
Using the above equations in the previous activity, describe the graphs in
terms of their slopes and intercepts.
Index of Mastery
No. of Items / Score % AT
Section
Students 5 4 3 2 1 0
V. CLOSURE:
If you're feeling down, forget your negative ideas; replace them with positive
ideas so that you can continue living your life to the fullest.
graceldanak
83 | P a g e Learning Materials in Grade8 Mathematics
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LESSON PLAN IN MATHEMATICS 8
2. Analysis:
1. How did you feel after answering the activity?
2. Are the given data sufficient enough in determining the equation of the
linear equation?
3. How did you arrive at your answer?
4. Aside from the ones you used in solving for the equation, can you cite
other methods of finding the equation of the line?
1. What can you conclude about two points found on the graph of a linear
equation?
3. Abstraction:
Points to Ponder!
Two points determine a line; therefore two points on the graph of
a linear equation are enough to determine the equation of its line. Two-
Point form can be used to determine the equation of the line given 2
points.
TWO-POINT FORM:
4. Application:
Determine the equation of the line that passes through the given
IV. EVALUATION:
Symon is working at Tolentino's marketing in barangay San Juan, Taytay,
Rizal, which sells different sewing machines. He earns Php 150.00 for every
sewing machine he sells. Aside from it, he receives a monthly salary of Php
5,000.00.
a. What equation would best model Symon’s earnings?
b. What is his commission if he sells 15 sewing machines?
c. To have a commission of Php 1350.00, how many sewing machines
should he sells?
d. How many sewing machines should he sells in a month to earn
Php 15, 000.00?
Index of Mastery
No. of Items / Score % AT
Section
Students 5 4 3 2 1 0
V. CLOSURE:
Targeting a point in your life plus your positive attitude equals a life full of
happiness
I. OBJECTIVE:
Find the equation of a line given its slope and a point.
II. SUBJECT MATTER:
Topic: Equation of a Line
Sub-topic: 3.11 Point-Slope Form of the Equation of a Line.
References: 1. Dugopolski, Mark (2006). Algebra for College Students 4th
Edition p. 171, 177-179. Quezon, City Philippines. McGraw-Hill
International Edition
2. Grade 8 Math Learners’ Module pp 194
3. Orines, Fernando B. (2008) Advanced Algebra, Trigonometry &
Statistics pp. 120-121, 137
Materials: LCD projector, Cartolina, marker
III. LESSON PROPER:
1. Activity
Activity 1:
Determine an equation of the linear equation whose graph passes through
the points
(-1, 2) and has a slope of 2.
Questions:
1. Identify the given.
2. What is symbolized by (-1, 2)?
3. Where can you find it?
4. How will you use the given numbers in finding the equation of a line?
5. Do you know of a formula which could help you answer the activity?
Activity 2:
Many Taytayeňos are suffering from high blood pressure so, the June V.
Zapanta Emergency Hospital see to it t
That all Taytayeňos are all well-informed of the normal systolic blood pressure
(NSBP). An adult, 24 years of age is told to have a normal NSBP of 121, and the
1
rate of change to keep it maintained is .
3
3. Abstraction:
Points to Ponder!
POINT-SLOPE FORM:
The equation of a line through (x, y) with the slope m in point-
4.Application:
IV. EVALUATION:
The equation that expresses Fahrenheit temperature F in terms of Celsius
temperature C is linear. Waters freezes at 0ºC or 32ºF with a constant
9
rate of change equal to . Write an equation that shows the relation of Fahrenheit to
5
Celsius.
Index of Mastery
No. of Items / Score % AT
Section
Students 5 4 3 2 1 0
V. CLOSURE:
There will be some point in your life where the slopes of your achievements are at their
peaks. Grab the opportunity when these times come, you will never regret it.
I. OBJECTIVE:
Find the equation of a line given its slope and its intercepts.
II. SUBJECT MATTER:
Topic: Equation of a Line
Sub-topic: 3.12 Slope-Intercept Form of the Equation of a Line.
References: 1. Dugopolski, Mark (2006). Algebra for College Students 4th
Edition p. 173-174. Quezon, City Philippines. McGraw-
International Edition
2. Grade 8 Math Learners’ Module pp 192
3. Orines, Fernando B. (2008) Advanced Algebra, Trigonometry &
Statistics pp. 119
Materials: LCD projector, Cartolina, markers
III. LESSON PROPER:
1. Activity
Activity 1:
Write the slope-intercept form of the equation of the equation of a line shown in the
figure.
Questions:
1. Locate the given points.
2. Give their coordinates.
3. What is the y-intercept of the given figure?
4. How many movements have you made before you reach the second point?
5. What have you found in number 3?
6. What can you say about your answer in number 3 and your answer in number 4?
Activity 2:
Complete the table below by providing what is being asked
Questions:
1. What is the slope of each line?
2. What is the y-intercept of each line?
3. What can you say about the values of m and b in the equation y = mx + b
and the slope and the y-intercept of each line?
4. Consider the equation y = 7x + 1. Without plotting points and computing for m,
what would you expect the slope to be? How about the y-intercept? Check your
answer by graphing. Are your expectations about the slope and the y-intercept of
the line correct?
2. Analysis:
1. What are the given data provided by the given activities?
2. Were you able to make use of the given in determining the equation of
3. Abstraction:
Points to Ponder!
SLOPE-INTERCEPT FORM:
The equation of a line its slope and y-intercept is
,
where the slope and y-intercept is b.
4. Application:
Find the equation of the line whose slope is 3 and y-intercept is -5.
IV. EVALUATION:
Find the equation of a line given the following conditions.
1. m = -2 b = -3/4
2. m = ¾ b=2
3. m = -6 b=½
4. m = 5 b = 1/5
5. m = 6 b = -1/3
Index of Mastery
No. of Items / Score % AT
Section
Students 5 4 3 2 1 0
V. CLOSURE:
If at the first point of your life, you nearly succeed, try another point in time, locate
your positive slopes and connect these points for you to be contented.
I.OBJECTIVE
II.SUBJECT MATTER:
III.Lesson Proper:
1. Activity
Dhang often rides a taxi from one place to another. The standard fare in riding a
taxi is Php 40 as a flag down rate plus Php 5.50 for every 200 meters or a
fraction of it.
Complete the table below:
Distance
(in meters) 0 200 400 600 800 1000
x
Amount
(in Php)
y
2. Analysis
1. What is the dependent variable?
2. What is the independent variable?
3. Based on the completed table, would the relation represent a line?
4. What is the y – intercept?
5. What is the slope?
6. Write the linear equations.
3. Abstraction
4. Application
Solve the following. Show your solutions and graphs.
1. A rent a car company charges Php 1,500.00 per day plus Php 15.00
per kilometer. Find the cost of renting a car for a 2 day trip of 750
kilometers.
2. SM Taytay parking charges Php 30.00 for the first hour and Php 5.00
for each additional hour. What is the cost of parking for 12 hours?
3. A laborers’ wage varies directly as the number of days he works. If he
earns Php 1,750.00 for 5 days, how much will the labors earns in 12
days?
4. The speed of a free falling body is directly proportional to the time
elapsed. After 3 seconds, the speed is 29.4m/sec. Find the speed
after 7 seconds?
5. At constant speed, the distance traveled by a car is directly
proportional to the length of time travels. If the car travels 120 km in 1
½ hours, how far will it travel in 4 ½ hours?
IV.EVALUATION:
Ana earns Php 500.00 a week in a RTW store. In addition, she earns Php 20.00
for each item over 30 that she sells.
1. Write an equation for the weekly wage (W) of Ana for n items she sells.
2. If Ana sells 25 items a week, how much would her weekly pay?
3. How about if she sells 55 items a week?
4. If you were Ana, what could you say about the wage scheme?
5. Would you appreciate it? Explain.
Index of Mastery
V. CLOSURE:
Problem – solving becomes a very important part of our makeup as we grow into
maturity or move up the corporate ladder.
Zig Ziglar
I. OBJECTIVE
Illustrate a system of linear equations in two variables.
Drill:
Change the following equations to the form y = mx + b.
a. 2x – y = 6
b. x–y=4
c. 4x – 8y = 12
d. 2x + y = 2
e. 3x + y = 2
1. Activity
Consider these sets of equations. Get the slope and the y – intercepts of each.
Set A Set B Set C
𝑥 + 𝑦 = 10 𝑥 + 𝑦 = 10 𝑥+𝑦 =6
{ { {
2𝑥 − 𝑦 = 5 2𝑥 + 2𝑦 = 8 𝑥− 𝑦=2
2𝑥 + 2𝑦 = 10 𝑦 = 2𝑥 + 5 𝑦 = 2𝑥 + 5
{ { {
6𝑥 + 6𝑦 = −5 3𝑥 − 2𝑦 = −5 3𝑥 − 2𝑦 = −5
2. Analysis
a. Which set of equations has the same slope and the same y – intercept?
b. Study the equations in Set B and in Set C. What is observed about their slopes
and y – intercepts?
c. Give the characteristics of each set.
3. Abstraction
4. Application
Identify the system by inspection.
2𝑥 + 4𝑦 = 5
1. {
𝑥 − 2𝑦 = 2
𝑥 + 2𝑦 = −3
2. {
2𝑥 + 4𝑦 = 4
𝑥+𝑦=5
3. {
2𝑥 + 2𝑦 = 10
12𝑥 + 4𝑦 = −8
4. {
3𝑥 + 𝑦 = 6
4𝑥 − 𝑦 = 5
5. {
2𝑥 + 𝑦 = 1
IV. EVALUATION:
Determine the type of system in each pair of equations.
2𝑥 − 𝑦 = 1
1. {
3𝑥 + 𝑦 = −11
5𝑥 + 2𝑦 = 7
2. {
3𝑥 − 𝑦 = 3
𝑥 − 𝑦 = −4
3. {
3𝑥 + 2𝑦 = 12
7𝑥 − 3𝑦 = −6
4. {
3𝑥 − 𝑦 = −6
3𝑥 + 2𝑦 = 7
5. {
3𝑥 + 2𝑦 = 5
Index of Mastery
CLOSURE:
What is character but the determination of incident? What is incident but the
illustration of character?
Henry James
I. OBJECTIVE
To graphs a system of linear equations in two variables..
1. Activity
Example 1.
Solve the system of equations by graphing.
𝑥+𝑦 = 3
𝑥 − 2𝑦 = −6
Solution:
Get the x – and y – intercepts of each equation.
x+y=3
if x = 0 if y = 0
0+y=3 x+0=3
y =3 x=3
(0 , 3) (3 , 0)
x – 2y = - 6
if x = 0 if y = 0
0 – 2y = -6 x – 2(0) = -6
y=3 x = -6
(0 , 3) (-6 , 0)
Plot and draw the lines of each equation in the same coordinate plane.
2. Analysis
How did graph each system of linear equations in two variables?
How does the graph of each system look like?
Which system of linear equations has only one solution? Why?
How about the system of linear equations with no solution? Infinite number of
solutions? Explain your answer.
3. Abstraction
4. Application
Solve the solution by graphing.
𝑥+𝑦 =0 3𝑥 + 𝑦 = 5
1. { 2. {
𝑥−𝑦 = 4 2𝑥 − 𝑦 = 3
IV. EVALUATION:
Solve each of the following systems by graphing.
𝑥+𝑦 =4
6. {
𝑥− 𝑦=2
𝑥+𝑦 =3
7. {
𝑥 + 𝑦 = −2
𝑥+𝑦 =7
8. {
𝑥− 𝑦=5
2𝑥 − 𝑦 = 4
9. {
2𝑥 − 𝑦 = −2
2𝑥 + 2𝑦 = 6
10. {
2𝑥 − 2𝑦 = −4
Index of Mastery
CLOSURE:
Life is not a problem to be solved, but a reality to be experienced.
Saren Kierkegaard
I. OBJECTIVE
Categorizes when a given system of linear equations in two variables has graphs that
are parallel, intersecting and coinciding..
x – y = -1
x 1 -1 -3
y
Example 3
Draw the graph of x + y = 2 and x + y = -1, using the table of values
below.
x+y=2
x -1 0 3
y
x+y=-1
x -2 0 1
y
2. Analysis
1. What are the main step in determining the kind of system shown by
graphing
2. What kind of graph is formed by a dependent system? An inconsistent system? An
independent system?
3. Abstraction
1. Plot the points for each equation from the table of values.
2. Draw the lines containing the ordered pairs for each
equation in the same coordinate plane.
3. Determine the lines formed.
a. For a dependent system, the lines coincide.
b. For a consistent system, the lines intersect.
c. For an inconsistent system, the lines are parallel.
4. Application
Graph and tell whether the system is consistent, inconsistent or dependent.
2𝑥 + 𝑦 = 1
1. {
𝑥 + 2𝑦 = 8
2𝑥 − 3𝑦 = 6
2. {
6𝑥 − 9𝑦 = −18
4𝑥 + 2𝑦 = 2
3. {
2𝑥 + 4𝑦 = 16
IV. EVALUATION:
Graph and tell whether the system is consistent, inconsistent or dependent
𝑥 − 2𝑦 = 4
1. {
−3𝑥 + 𝑦 = −2
𝑥+𝑦=3
2. {
2𝑥 + 2𝑦 = 6
3𝑥 + 𝑦 = 1
3.{
2𝑥 − 𝑦 = 4
Index of Mastery
V. CLOSURE:
Never categorize yourself, society does that to you, don’t do it to yourself.
Jason Priestly
I. OBJECTIVE
Solves a system of linear equations in two variables by graphing.
1. 2x + 3y = 6
2. 4x + y = 8
3. 3x + 2y = 7
4. 2x – 3y = 4
1. Activity
Solve the system of equations graphically.
2𝑥 + 𝑦 = 8
{
𝑥+𝑦 =5
Solution:
Get the x – and y – intercepts of each equation.
2x + y = 8
If x = 0 if y = 0
2(0) + y = 8 2x + 0 = 8
0+y=8 2x = 8
y=8 x=4
(0,8) (4,0)
x+y=5
if x = 0 if y = 0
0+y=5 x+0=5
y=5 x=5
(0,5) (5,0)
Plot and draw the lines of each equations in the same coordinate plane.
2. Analysis
What are the main steps in the graphical solution of a system?.
3. Abstraction
4. Application
Solve the solution by graphing.
𝑥− 𝑦=2 𝑥+𝑦 =4
1. { 2. {
𝑥+𝑦 = 6 3𝑥 + 𝑦 = 2
IV. EVALUATION:
Find the solution of the following system of equations by graphing..
3𝑥 − 𝑦 = 3
1. {
𝑥+ 𝑦=2
3𝑥 + 2𝑦 = 12
2. {
7𝑥 − 2𝑦 = 8
Index of Mastery
CLOSURE:
Every dance is a kind of fever chart, a graph of the heart.
Martha Graham
I. OBJECTIVE
Find the solution of a system of linear equations in two variables by substitution.
1. Activity
Example 1.
Solve the system.
2𝑥 + 𝑦 = 7 (1)
{
𝑥=3 (2)
Solution: Check:
2x + y = 7 2x + y = 7
2(3) + y = 7 2(3) + 1 = 7
6+y=7 6+1=7
y=7–6 7=7
y=1
Example 2.
Solve the system.
2𝑥 + 𝑦 = 8 (1)
{
2𝑥 − 3𝑦 = 4 (2)
Solution:
2x + y = 8 (1)
y = 8 – 2x (3)
2x – 3(8 -2x) = 4
2x – 24 + 6x = 4 + 24
8x = 28
28
x= 8
𝟕
x=𝟐
y = 8 – 2x (3)
7
y = 8 – 2( 2 )
y=8–7
y=1
2. Analysis
a. What is the second equation in Example 1?
b. What is done with the first equation to get the value of one of the variable?
3. Abstraction
4. Application
Solve the system by substitution.
𝑥+𝑦 =8 3𝑥 + 𝑦 = 2
1. { 2. {
𝑦 =𝑥+6 9𝑥 + 2𝑦 = 7
IV. EVALUATION:
SUBSTITUTE THEN SOLVE!
Directions: Determine the resulting equation if one variable is solved in terms of the other
variable in one equation, and substitute this variable in the other equation.
𝑦 = 2𝑥
1{
4𝑥 + 3𝑦 = 20
4𝑥 + 𝑦 = 6
2{
𝑥 − 2𝑦 = 15
𝑦 = 2𝑥 + 5
3. {
3𝑥 − 2𝑦 = −5
2𝑥 + 𝑦 = 10
4. {
4𝑥 + 2𝑦 = 5
3𝑥 + 2𝑦 = 6
5. {
3𝑥 − 3𝑦 = −4
Index of Mastery
CLOSURE:
There’s no substitute for hardwork.
Thomas A. Edison
I. OBJECTIVE
Find the solution of systems of linear equations in two variables by elimination by
addition or subtraction.
Solution:
3( x + y = 6) (1) Multiply equation 1 by 3
3x + 3y = 18 Simplify
3x + 3y = 18 Subtract equation 2 from the result to eliminate y
2x + 3y = 14
x=4 value of x
4+y=6 Substitute 4 for x in the first equation
y=2
2. Analysis
a. What is done to one of the equations in the given system?
b. What is done to eliminate the variable x or y?
c. What is noted about the signs and the numerical coefficients of the eliminated
variable?
d. How is the value of the other variable found?
e. How can the solution be checked?
f. What are the steps in finding the solution using elimination by
addition/subtraction?
3. Abstraction
4. Application
Solve the system by elimination.
2𝑥 + 3𝑦 = 9 3𝑥 + 𝑦 = 13
1. { 2. {
3𝑥 − 𝑦 = 8 2𝑥 + 3𝑦 = 20
IV. EVALUATION:
4𝑥 + 6𝑦 = 0
3. {
3𝑥 − 2𝑦 = −13
3𝑥 − 2𝑦 = −9
4. {
𝑦 + 2𝑥 = 1
4𝑥 − 𝑦 = 10
5. {
2𝑥 + 3𝑦 = −2
Index of Mastery
CLOSURE:
Besides the noble art of getting things done, there is the noble art of leaving
things undone. The wisdom of life consists of in the elimination of non-essentials.
Len Yutang
Learning Competencies:
I.OBJECTIVE:
Illustrate linear inequalities in two variables.
II. SUBJECT MATTER:
Topic: Linear Functions
Sub-topic: 4.1 Linear Inequalities in two variables
References: w.w.wbistack.com,TG pp12-16 , E-Math Orlando A.Oroncep
Materials: meta cards, flash cards, bell, drill boards,chart with prepared activity
Strategies:Discovery approach, discussion, practice and consolidation
III PROCEDURE:
Motivation
A. Determine whether the picture shows equality or inequality.
Explain why or why not.
1. ACTIVITY
MATH n’ MATCH
Based on the result above, select the target of Cupid to regroup the mathematical statements
according to its group use the right and left column to regroup the mathematicalstatements
3 x – 8 y = 16 5x + y = 40
12𝑥
=3
𝑦
4x - 2y ≤ 18
1 x+10y = 25
𝑥 + 4𝑦 = 20
2
𝑥 𝑥
− 2𝑦 > 12 < 12
3 4𝑦
m ≥ 20 s ≤ 20
2. . ANALYSIS
Guide Questions
1. How do you describe the mathematical sentences in each set?
2. What do you call the left member and the right of each mathematical statement?
3. How do you differentiate 3x - 8y from 3x - 8y =16 ? How about 4x-2y and
4x - 2y ≤18 ?
4. How would you differentiate mathematical expressions from mathematical equations?
5. Give at least three examples of mathematical expressions and mathematical equations.
6. Compare the two sets of mathematical statements. What statements can you make?
7. Which of the given sets is the set of mathematical equations? How about the set of
inequalities?
3. ABSTRACTION
4. APPLICATION
TRIVIA
What do you call the tiny particles that can be combined in different ways to form
R. Gabriel must get at least 5 correct answers (a) to pass the quiz
A: Approximately the number of students inside the room is greater than 60 but less
than 70
Q: The number of members in choir competition is less than 70 but greater than 60 .
S: According to the NSO ,there are more female (f) Filipinos than male (m) Filipinos
DECODER
IVCLOSURE
“ T h e w o r st for m of
i n eq u a l i t y is to tr y
to ma k e u n eq u a l
t h i n g s eq u a l “
“Aristotle's axiom “
Index of Mastery
No. of Items / Score % AT
Section
Students 5 4 3 2 1 0
I.Objectives:
1.Differentiate linear equations and inequalities in twovariables
2.Draw a graph of linear equations and inequalities in two
variables.
II. Subject Matter:
Topic : Linear Functions
Sub-topic: 4.2 Differentiate linear equations and inequalities in two
variables
References: Worktxt in Math pp.27-33,Math II pp 23-24
Intermediate Algebra by Antonio Coronel
Materials: graphing board, meta cards, marker,bell,chart
with prepared activity
Strategies: Group activity, discussion
III PROCEDURE:
Review/Drill:
Classify the given mathematical statement below according
to its model
Y = 4x+1
3x – 4y < 12 2x +y > 6
3x – y > 9 2x + 3y < 6 3x – y = 9
2x + 3y = 6 2x + y = 6 3x – 4y = 12 Y>4x +1
1. ACTIVITY
Group Activity
Picture 1 Picture 2
2. ANALYSIS
Guide Questions :
Guide Questions :
2x-3y < 6 x 0 3
2x-3y = 6 y -2 0
Test Point
( 2,3 )2x-3y < 6
2(2) -3(3) < 6
4–9<6
– 5 <6 True
( -3 , -1) 2x-3y < 6
2(-3) – 3(-1) < 6
-6 +3 < 6
-3 <6 True
Does the test point satisfy the given inequality?
3. ABSTRACTION
To graph an equation in two variables with a solid line using any of the four different
methods:
1. Using two points
2. Using x-and y-intercept
3. Using slope and y-intercept
4. Using slope and one point.
5.
To graph an inequality in two variables, the following steps could be followed.
4. APPLICATION
Graph each inequality on a coordinate plane
1 . -3x + 4y ≥ 12
2 . 2x- 3y < 6
3 . 2y – 5x ≥ 𝟎
4 . y < 3x – 6
5 . 2x + y >8
IV ASSIGNMENT
Graph each inequality on a coordinate plane
1 . 3x – y > 9
2 . 2x + 3y < 6
3 . 2x + y < 8
4 .x + 4y ≤ 6
5 . 2x – 5y ≥ 1
VI CLOSURE
The teacher will ask students
to give their idea regarding
The picture “Inequality
Income “
Index of Mastery
No. of Items / Score % AT
Section
Students 5 4 3 2 1 0
I Objectives:
1.Draw the graph of linear inequalities in two variables.
2.Given the graph determine whetherthe givencoordinates
of points on the graph satisfy the inequality or not .
II Subject Matter:
Topic : Linear Functions
Sub- topic: 4.3 Graphing linear inequalities in two
variables
References: L.P. in Math pp.199-208,Math II pp 25-30
Intermediate Algebra by Antonio Coronel
Materials: graphing board, meta cards, marker, bell, chart
with prepared activity
Strategies: Group activity, discussion, guided discovery, practice
and consolidation
III PROCEDURE
Review/Drill:
A. Write the following word sentences into mathematical statements
And graph the mathematical statements.
1 .The abscissa of a point is equal or greater than 4 more than the
ordinate.
2 . The sum of twice the ordinate and the abscissa of a point is less
than 3.
3 . Twice the abscissa of a point decreased by thrice the ordinate is
less than or equal to 7.
4 . Thrice the abscissa of a point decreased by the ordinate is
at least 7.
5 . Twice the ordinate increased by the abscissa is at most 5.
ACTIVITY“MAKES ME GLAD”
Determine whether each given picture in column B is a solution to the picture in
column A .Justify or support your answer.
Column A Column B
Picture A Picture B
Guide Questions:
1. How did you determine if the given picture in column B is a solution with the
Picture in column A.
2. What did you do in justifying your answer?
Another example. Tell whether the given coordinates of points on the graph
Satisfy the inequality or not .Justify your answer.
1. y =≤ 2𝑥 + 3 2. 2x-3y < 6
a. (-2,4 ) b. (-3,4) c. ( -4,4) d.(3,2) a. (2,-1) b. (4,-5) c. (4,-4) d.(-2,-1)
ANALYSIS
Guide Questions:
1.How did you determine if the given ordered pair is a solution of the
inequality?
2. What did you do in justifying your answer?
3. ABSTRACTION
4. APPLICATION
1. x – y > 3 4. x - y ≥ -3
2. 2x + y < 8 5. 3x + 4y > 12
3. x+y> 5
IV ASSIGNMENT
Write an inequality for each graph. Give at least 2 solutions that satisfy the
Inequality.
1. 2.
3.4.
5.
Index of Mastery
No. of Items / Score % AT
Section
Students 5 4 3 2 1 0
I Objective:
Solve problems involving linear inequalities in two variables
II Subject Matter:
Topic : Linear Functions
Sub- topic: 4.4 Application of Systems of Linear Inequalities in Two
Variables
References: L.P. in Math pp.226 -231 ,Math II pp 31-38
Intermediate Algebra by Antonio Coronel
Materials: graphing board, meta cards, marker, bell, chart
with prepared activity
Strategies: Group activity, discussion, guided discovery, practice
and consolidation
III Procedure :
Review/Drill
Write a linear inequality whose graph is described by the shaded
region
1. 2.
3. 4.
w ≤ 12
The number of weeks that Paula can withdraw money from her account
12 or less.
Step VJustify
500 -25w ≥ 200
500 – 25(12)≥200
500 - 300≥ 200
200≥ 200
2. Blue Cab Taxi charges a Php 1.75 rate in addition to Php 0.65 per mile .Trisha
Has no more Php 10 to spend on a ride .
3.ABSTRACTION
4. APPLICATION
Solve the following problem.
1.Sarah is selling bracelets and earrings to make more money for summer vacation. The
bracelets costs Php 80 and earrings cost Php 120.She needs to make at least Php
1000.How many bracelets and earrings could Sarah sell?
I. OBJECTIVES
1. Demonstrate understanding of the basic concepts of system of linear inequalities
in two variables.
2. Draw the graph of systems of linear inequalities in two variables.
III. PROCEDURE
1. PRIMING
DRILL/ REVIEW/MOTIVATION:
Naalalamo pa ba!?
Write the possible solution set of the following inequalities. (Using Drill Boards)
1.𝑦 > 4 𝑦 = {5, 6, 7, … } 4. 𝑦 ≥ −3 𝑦 = {−3, −2, −1, … }
2.𝑥 ≤ −2 𝑥 = {−2, −3, −4, … } 5. 𝑦 ≤ 7 𝑦 = {7, 6, 5, … }
3. 5 < 𝑦 𝑦 = {6, 7, 8, … }
A. Activity
“Weh!, Di nga!?”
Group the students into five. Each group will be given a task card. As the group presenter
presents their answer the rest of the group will say “Weh!, Di nga?! Then the presenter
explains why they come up with their answers.
Solution: As the inequality of the line is >, use dashed line to represent y = 1. The origin
(0, 0) is not a solution and it lies below the line.The solution of the inequality is the other
half of the plane, which does not include the origin (0,0).Therefore, Graph 2 best suits the
inequality y > 1.
Solution: Graph the corresponding equation y = 1 with dashed line. [Since the inequality is
<.] The point (0, 0) is a solution to the inequality and it lies below the line. The graph of y <
1 is the half plane below the graph of y= 1.Therefore, Graph 2 best suits the inequality y <
1.
a. 2x + 6y = 0 c. 8𝑥 + 1 ≤ 6
b. x+6=0 d. 6𝑥 + 2𝑦 ≥ 6
Solution: A linear inequality in two variables will contain only two variables and an
inequality symbol like ≠, ≤, <, ≥ or >. Among the choices, 6x + 2y ≥ 6 is a linear inequality in
two variables x and y.
Group 4: Choose the ordered pair that is not the solution of the inequality whose graph is
shown.
Solution:
The y-intercept of the line is - 4 and the slope is 1. The equation of the line in slope-
intercept form is y = x - 4.[Substitute m = 1 and b = - 4 in the equation y = mx + b.] As the
boundary line is a dashed line and the region below the line is shaded, the inequality
should be y < x - 4. The ordered pair (- 2, 2) is not a solution for the inequality of the graph
shown.
Solution:
5𝑥 + 3𝑦 ≤ 0 5𝑥 − 3𝑦 ≤ 0
5(2) + 3(− 3) ≤ 0 5(2) − 3(− 3) ≤ 0
[Replace x with 2 and y with - 3.] [Replace x with 2 and y with - 3.]
B. Analysis
How did you find the activity? What did you feel while doing such?
Is there a shortest/easiest way on how to determine the possible solutions set?
Report your answers in front of the class.
C. Abstraction
REMEMBER
Steps for Graphing Inequalities
FOR INEQUALITIES:
< or > dashed line
> or < solid line
𝑦 ≥ −2𝑥 + 3 𝑦 ≥ −𝑥 − 1
𝑦 > −2 𝑥 + 3𝑦 > 6
Group 5.𝑥 + 𝑦 ≥ 2
4𝑥 + 𝑦 ≥ −1
IV. EVALUATION
Re-teach
ACTION TAKEN Proceed (75% - 100%) Enrich (51%-74%)
(0% - 50%)
V. CLOSURE
“The mind defines, decides, doubts and divides only the heart
trulybinds.”
-Rasheed Ugunlaru
I. OBJECTIVES
1. Demonstrate understanding of the basic concepts of system of linear
inequalities in two variables.
2. Draw the graph of systems of linear inequalities in two variables.
III. PROCEDURE
2. PRIMING
DRILL/ REVIEW/MOTIVATION:
Naalala mo pa ba!?
Write the possible solution set of the following inequalities. (Using Drill Boards)
1.𝑦 > 4 𝑦 = {5, 6, 7, … } 4. 𝑦 ≥ −3 𝑦 = {−3, −2, −1, … }
2.𝑥 ≤ −2 𝑥 = {−2, −3, −4, … } 5. 𝑦 ≤ 7 𝑦 = {7, 6, 5, … }
3. 5 < 𝑦 𝑦 = {6, 7, 8, … }
1. Activity
“Weh!, Di nga!?”
Group the students in to five. Each group will be given a task card. As the group presenter
presents their answer the rest of the group will say “Weh!, Di nga?! Then the presenter
explains why they come up with their answers.
Solution: As the inequality of the line is >, use dashed line to represent y = 1. The origin
(0, 0) is not a solution and it lies below the line.The solution of the inequality is the other
half of the plane, which does not include the origin (0,0).Therefore, Graph 2 best suits the
inequality y > 1.
Solution: Graph the corresponding equation y = 1 with dashed line. [Since the inequality is
<.] The point (0, 0) is a solution to the inequality and it lies below the line. The graph of y <
1 is the half plane below the graph of y= 1.Therefore, Graph 2 best suits the inequality y <
1.
c. 2x + 6y = 0 c. 8𝑥 + 1 ≤ 6
d. x+6=0 d. 6𝑥 + 2𝑦 ≥ 6
Solution: A linear inequality in two variables will contain only two variables and an
inequality symbol like ≠, ≤, <, ≥ or >. Among the choices, 6x + 2y ≥ 6 is a linear inequality in
two variables x and y.
Group 4: Choose the ordered pair that is not the solution of the inequality whose graph is
shown.
Solution:
The y-intercept of the line is - 4 and the slope is 1. The equation of the line in slope-
intercept form is y = x - 4.[Substitute m = 1 and b = - 4 in the equation y = mx + b.] As the
boundary line is a dashed line and the region below the line is shaded, the inequality
should be y < x - 4. The ordered pair (- 2, 2) is not a solution for the inequality of the graph
shown.
Solution:
5𝑥 + 3𝑦 ≤ 0 5𝑥 − 3𝑦 ≤ 0
5(2) + 3(− 3) ≤ 0 5(2) − 3(− 3) ≤ 0
[Replace x with 2 and y with - 3.] [Replace x with 2 and y with - 3.]
2. Analysis
What have you noticed about the graph?
Where can we locate the point that will satisfy inequalities?
When do we use dashed line? Solid line?
How did you find the activity? What did you feel while doing such?
Is there a shortest/easiest way on how to determine the possible solutions set?
Report your answers in front of the class.
C. Abstraction
REMEMBER
Steps for Graphing Inequalities
FOR INEQUALITIES:
< or > dashed line
> or < solid line
3. Application
𝑦 ≥ −2𝑥 + 3 𝑦 ≥ −𝑥 − 1
𝑦 > −2 𝑥 + 3𝑦 > 6
Group 5.𝑥 + 𝑦 ≥ 2
4𝑥 + 𝑦 ≥ −1
IV. EVALUATION
4. 𝑥 + 𝑦 ≥ −3
𝑥+𝑦 ≤3
INDEX OF MASTERY
No. of ITEM/SCORE % of ACTION
SECTION STUDENTS 5 4 3 2 1 0 MASTERY TAKEN
Re-teach
ACTION TAKEN Proceed (75% - 100%) Enrich (51%-74%)
(0% - 50%)
V. CLOSURE
I. OBJECTIVES
1. Define relation and function
2. lllustrates a relation and a function.
3. Verifies if a given relation is a function.
A. Activity
“Count me in!”
Description: This activity will enable you to write ordered pairs. Out of this activity, you can
describe the relation of an object to its common name.
Directions: Group the following objects in such a way they have common
Questions:
1. How many objects can be found in each column?
2. How did you classify the objects?
3. Based on the coordinates you have formulated, is there a repetition of the first coordinates?
What about the second coordinates?
“Oops.., be careful!?”
Have students come up to the front of the class. Choose males and females to pair up. Have
one male choose to be with two females and watch the reaction of the class.
By using students, you are modeling ordered pairs. To find out if the ordered pairs are a function,
you must link a male to a female. If the male is "cheating" on his woman...this situation is not
functioning properly in this relationship. Hence the pair cannot function. Not a function.
B. Analysis
C. Abstraction
REMEMBER
Relation is a correspondence between two sets (called the
domain and the range) such that to each element of the domain,
there is assigned one or more elements of the range. The set of all
the first coordinates is called the domainof the relation. The set of
all the second coordinates is called the range of the relation.
Function is a relation for which no two ordered pairs have the
same first element.
One-to-one correspondence and many-to-one
correspondence are called functions while one-to-many
correspondence is not.
But we can easily differentiate a function and relation with the help of each x values
or their input values. We know that in function every x value has one and only one y value
and if any one element is missing to map from domain to co-domain then it’s not a function.
Example:
Identify each if the given relations is a function or not and provide the reasons.
Solution:
(a) {(1,2), (2,4), (5,9), (4,3)} is a function because no ordered pairs have the same
first element.
(b) {(0,1), (1,1), (1,3), (4,2)} is not a function since second and third ordered pairs
have the same first coordinate 1.
(c) {(1,2), (2,3), (3,4), (4,5)} is a function since none ordered pairs have the same
first element.
(d) {(1,1), (2,1), (3,5)} is a function since none ordered pairs have the same first
element. Here ordered pairs first (1,1) and second (2,1) have the same second element 1,
but it is a function because it’s important that these ordered pairs have different first
elements i.e. 1 and 2.
The vertical line test is one way to determine whether a relation is a function or not
when given a graph. No two points of the graph of a relation must be contained on the
same vertical line, for it to be classified as a function.
Vertical
Line
Test
1. {(−𝟐, 𝟖), (−𝟏, 𝟔), (𝟎, 𝟒), (𝟏, 𝟐), (𝟐, 𝟎)}
2.
2
1
5
-3
8
x -5 -3 -1 1 3
3. y -2 0 2 4 6
4. {(𝟏, 𝟏), (𝟐, 𝟐), (𝟑, 𝟑), (𝟒, 𝟒), (𝟓, 𝟓)}
5.
IV. EVALUATION
“Real na Real!”
A. Determine whether the relation is a function or not.
Domain Correspondence Range
1. Students Birth Date Days of the year
Answer:_______________________________________
People in
Skin Complexion Set of colors
2. Taytay
Answer:_______________________________________
Student Grade in Math Positive integers
3.
Answer:_______________________________________
Set of
Double each number Set of integers
4. integers
Answer:_______________________________________
Set of
Square root of the number Set of real numbers
5. integers
Answer:_______________________________________
INDEX OF MASTERY
No. of ITEM/SCORE % of ACTION
SECTION STUDENTS 5 4 3 2 1 0 MASTERY TAKEN
Re-teach
ACTION TAKEN Proceed (75% - 100%) Enrich (51%-74%)
(0% - 50%)
B. Suppose you are working at “TaytayTiannge”. You earn Php 150 per day. Your
earnings are related to the number of days of work.
Questions:
1. How much will you earn if you work 3 days? 5 days? 1 week? 1 month?
2. Express each as an ordered pair.
3. Based on your answer in no.2, what is the domain? What is the range?
V. CLOSURE
The students will listen to a song entitled “Kapaligiran” popularized by: Asin.
What can you say about the song that you have heard?
What will happen to our environment if we continue such actions towards
surroundings?
Students will be shown a clip from the reality TV show “Eat Bulaga (Bulaga pa more,
Dabarkads pa more).” They will watch the performance and see the scores and
commentary of the judges after the performance.
After the clip, students will be asked, “Based on the judges’ comments and your prior
knowledge, what factors do you think influenced the performer’s score?” [e.g., what
variables does the score depend on? What factors will cause the score to increase?
Decrease?] (other
shows which illustrate cause-effect can be substituted. It will show students that
independent and dependent variables can be found in the world around us.
Activity
“Judge Me Not”
2 1.
+ _______ = __?___
2.
2 +___8___ = __10___
3.
In every example,
we changed one
number…
2 +4.__29___ = __31___
… and its affected
the answer
2 + 5.
___50____ = __52___
What can you say about the first strip of paper? On the second? On the third?
On the fourth?
What if, we replace x or any letter to the on the number that we changed?
What will happen to the equation problem?
What do you call to that letter? What do you call to the number that cannot
change?
3. Abstraction
DON’T FORGET!
A variable is… something that can be changed.
2 +___8___ = __10___
Independent: time
3. A veterinarian must weight an animal before determining the amount of medication.
Helpful Hint
There are several different ways to describe the variables of a function.
Independent Dependent
Variable Variable
x-values y-values
Domain Range
Input Output
x f(x)
4. Application
My Real World
Group Activity
A. Make a list of movies or songs which illustrate a cause-effect relationship
between two or more variables. Explain the relationships.
B. Analyze the following picture and summarize its message. Using the picture
as a model, create your own picture using different independent and dependent variables.
IV. EVALUATION
A. Identify the independent and dependent variablesin the situation.
1. Computer Shop charges P15 per hour to rent a Computer.
2. AlingNena buys k kilos of Pork at P260 per Kilo.
3. As the number of cigarettes a person smokes increases, his or her chance
of developing cancer increases.
4. As the number of stressful events in a teen’s life increases, his or her
chance of developing depression increases.
5. As the number of weekly hours a student spends participating in
Extracurricular activities increases, his or her chance of dropping out of high
school decreases.
B. Complete ONE of the following creative assignments, which you will present to the class. This
creative assignment must refer to your independent variables and it must explain or show how each
of these variables is related to high school dropout rates, in general terms.
Teach a lesson as if you are a teacher and your classmates are your students
INDEX OF MASTERY
No. of ITEM/SCORE % of ACTION
SECTION STUDENTS 5 4 3 2 1 0 MASTERY TAKEN
Re-teach
ACTION TAKEN Proceed (75% - 100%) Enrich (51%-74%)
(0% - 50%)
V. CLOSURE
I. OBJECTIVES:
1. Find the domain and range of a function.
II. SUBJECT MATTER:
Topic: Relations and Functions
Sub-topic: 5.4Finding the Domain and the Range
References :Grade 8 mathematics Learner’s Module, pp158-165;
E-Math 8 by Oronce and Mendoza- pp198-200
Materials: Activity Sheets, colored chalk, graphing paper
III. LESSON PROPER:
1. Priming:“TEXT TWIST”
The class will be divided into five groups. The teacher will flash a
jumbled letters on the screen. The group will rearrange the jumbled letters and
write their answer in their drill board. They will be given 15 seconds for each
jumbled letters. The group will gain one point for every correct answer. The group
score will be the score of every individual member.
1. ANGER
2. MINADO
3. LATINOSER
4. SUNCTIONF
5. RETREAG HTNA
6. SSEL HTNA
7. LEAQU
8. LEAUV
9. EEDDFINNU
10. EARL BMUENR
Identify the domain and range in the given set of ordered pairs.
Let X = {(-2, x), (-1, y), (0, z), (1, v), (2, w)}
Domain of X:
Range of X:
and range.
𝑥+3
Determine the domain and range of y = 𝑥−2 , Class let’s do it altogether by
Step 1: To find the domain, look for the values of x where x – 2 = 0. Thus, x
= 2. Do not include x = 2, this will make f(x) undefined.
Step 2: To find the range, solve for x in terms of y. Apply your skills in
algebraic manipulation, then find the restrictions on y, if the values of y will make
the denominator equal to zero, do not include.
𝑥+3
y= 𝑥−2
y (x – 2) = x + 3 By cross multiplication
xy – 2y = x + 3
xy – x = 2y + 3
𝑥 (𝑦−1) 2𝑦+3
= Dividing both sides by y - 1
𝑦−1 𝑦−1
2𝑦+3
X= The rational expression is defined
𝑦−1
for y ≠ 1.
3. Analysis
4. How did you find the activity 1 and 2?
5. What did you feel while doing such?
6. How did you come up with your answer in activity 1?
(Refer to activity 2 for the next questions)
7. Were you able to follow the step 1? Step 2?
8. What is the value of x in step 1 that will make f(x) undefined? Are you going
to include this value?
9. What are the domain of the given function?
10. Finding the range, you have to solve x in terms of y, what is x?
11. What is the value of y that will make the denominator zero? Are you going
to include this value?
12. What are the range of the given function?
13. What difficulty have you encountered answering the problem?
14. Can you now find for the domain and range of the function
ℎ(𝑥)
f(x) = 𝑔(𝑥)
4. ABSTRACTION
Activity No. 3
Complete the chart below
3-2-1
CHART
3 THINGS 2 1 QUESTION
YOU FOUND INTERESTING YOU STILL
OUT THINGS HAVE
5. Application
Given the domain for x = {-2, -1, 0, 1, 2}, determine five ordered pairs and the
range of each given function.
1. y = x + 5
2. y = 3x + 2
3. x + y = -2
2𝑥−7
4. y = 2𝑥
2𝑥−7
5. y = 2+𝑥
IV. EVALUATION
Determine the domain and range of the given function
Index of Mastery
No. of Items / Score % AT
Section
V. Students 5 4 3 2 1 0
CLOSURE:
“Occurrences in this domain are beyond the reach of exact prediction because of the
variety of factors in operation, not because of any lack of order in nature.”
Albert Einstein
I. OBJECTIVES:
1. Define linear functionof the formf(x) = mx + b.
2. Illustrate linear function of the formf(x) = mx + b.
3. Identify the slope mand y-intercept bin the given linear function.
2.Analysis
15. How did you find the activity?
16. What did you feel while doing such?
17. What is the highest degree of exponent in function 1?2? 3? 4? and 5?
18. Which of the five are linear functions? Which are not?
19. How did you identify if the given function is Linear or not?
20. If each function is in the form f(x) = mx + b? Identifym in each function? How
aboutb in each function?
21. What is the interesting part in the activity?
22. What difficulty have you encountered?
23. Can you identify/illustrate now a linear function?
24. What is a linear function?
In the functionf(x) = mx + b,mandb are real numbers. It’s graph is a line with slope m
and y-interceptb. The degree of the function is 1If m ≠ 0.
1. f(x) = 5x + 1
2. f(x) = -6x – 7
3. f(x) = 3x
4. f(x) = 2x -4
5. f(x) = 5x – 3
3. Abstraction
DON’T FORGET!
4. Application
The class will be divided into 5 groups, each group will create their own linear
function and will complete the table below.
1.
2.
3.
4.
5.
IV. EVALUATION:
1. f(x) = 2(x – 3)
2. f(x) = - (x + 5)
3. f(x) = -4x2
4. f(x) = 10x + 7
5. f(x) = 3x2 – 5x + 1
Index of Mastery
No. of Items / Score % AT
Section
V. Students 5 4 3 2 1 0
CLOSURE:
Read Aesop’s fable in front of the class entitled “THE CROW AND THE PITCHER”.
Let them reflect on how the fable is related to linear function.
I. OBJECTIVES:
1. Draw the graph of linear function given the table of values for x and y.
2. Describe the graph ofa linear function.
II. SUBJECT MATTER:
Topic: Relations and Functions
Sub-topic:5.6.1 Graph of linear function given the table of values.
References:Grade 8 mathematics Learner’s Module, pp 174-186;
E-Math 8 by Oronce and Mendoza- pp198-200
Materials:Activity Sheets
III. LESSON PROPER:
Priming: “ Where am I?”
Directions: Ask the students to describe their locations inside the classroom,
what row? What column?, ask also if they can identify the quadrant, above or
below the x-axis, to the left or to the right of y-axis.
1.Activity 1:“Find Me, Locate Me and Describe Me”
Find me: Complete the table of values by finding the value of the function at x.
f(x) = 2x -1
x -1 0 1 2
f(x)
Remember
The function notation y = f(x) tells you that y is a function of x, so we can also
write y = 2x -1 which yields that f(x) represent the range or y-coordinate of the
given function.
Locate me: Plot the domain and the range from the given table of values on
Cartesian coordinate plane, then connect the points with a line.
f(x) = 2x -1
x -1 0 1 2
f(x) -3 -1 1 3
2.Analysis
1.How did you find the activity?
2.What did you feel while doing such?
3.How did you find for the value of the function at x?
4.If x on the table of values represents the domain of the function, what f(x) represents?
5.Is f(x) = y or y = f(x)?justify your answer.
6.After completing the table of values what did you do next?
7.How are you going to describe the graph of the function?
8.What is the interesting part in the activity?
9.What difficulty have you encountered?
10.Can you graph a linear function given the domain and the range?
3. Abstraction
DON’T FORGET!
4. Application
Given the functions below, evaluate the following: f(-2), f(-1), f(0), f(1), f(2).
Complete the table of values for each function below. Graph it in Cartesian coordinate
plane.
1. f(x) = x + 5
x -2 -1 0 1 2
y
IV.EVALUATION
Given the functions below, evaluate the following: f(-1), f(0), f(1), f(2), f(3).
Complete the table of values for each function below. Graph it in Cartesian coordinate
plane.
f(x) = -x + 5( for 5 points)
x -1 0 1 2 3
y
Index of Mastery
No. of Items / Score % AT
Section
V. Students 5 4 3 2 1 0
CLOSURE:
To graph a linear function we need to complete first the table of values and to do
that, we have to substitute x to f(x), this is so essential. In life we need also to substitute or
place ourselves in the shoes of others for us to realize this quotation:
“I LEARNED TO GIVE NOT BECAUSE I HAVE MUCH, BUT BECAUSE I KNOW
EXACTLY HOW IT FEELS TO HAVE NOTHING”
I. OBJECTIVES:
1. Draw the graph of a linear function given the x- and y- intercepts.
II. SUBJECT MATTER:
Topic: Relations and Functions
Sub-topic: 5.6.2 Graph of a linear function given the intercepts.
References: Grade 8 mathematics Learner’s Module, pp174-186;
E-Math 8 by Oronce and Mendoza- pp198-200
Materials: Activity Sheets, colored chalk, graphing paper
III. LESSON PROPER:
Priming:“KNOW THEM”group activity
Choose the best answer from the box below.
(0, b) Intercepts
(a, 0) x-intercept
y-intercept
1. Are points where the graph of the function cuts each axis
2. It represents the x- intercept.
3. Is the abscissa of the coordinates of the point in which the graph intersect the
x – axis.
4. It represents the y- intercept.
5. Is the ordinate of the coordinates of the point in which the graph intersect the
x – axis.
Draw or give the illustration of each of the term, group presenter will explain
the work of the group.
2. Analysis
25. How did you find the activity 1 and 2?
26. What did you feel while doing such?
27. How did you come up with your answer in activity 1? Activity2?
28. What happen after connecting the points?
29. How are you going to describe the graph of the function?
30. What is the interesting part in the activity?
31. What difficulty have you encountered?
32. Can you graph a linear function given the x- and y- intercepts?
3. Abstraction
DON’T FORGET!
4. Application
The class will be divided into 5 groups, each group should create 5 problems
involving
graph of a linear function given the x- and y- intercepts. After 2 minutes the 5
groups will exchange their work to answer the problem made by the other group.
After 5 minutes, the group leader will present it in the class in 2 minutes.
IV. EVALUATION
Graph each linear function whose x- intercept a and y- intercept b
are given below.
5. a = 2 and b = 1
6. a = 4 and b = -1
7. a = -2 and b = -7
1
8. a = -4 and b = - 2
1
9. a = 2 and b = -2
Index of Mastery
No. of Items / Score % AT
Section
V. Students 5 4 3 2 1 0
CLOSURE:
I. OBJECTIVES:
1. Draw the graph of a linear function given the slope and y- intercept,
slope and one point.
II. SUBJECT MATTER:
Topic: Relations and Functions
Sub-topic: 5.6.3 Graph of a linear function given the slope and y- intercept, slope
and one point.
References: Grade 8 mathematics Learner’s Module, pp174-186;
E-Math 8 by Oronce and Mendoza- pp198-200
Materials: Activity Sheets, colored chalk, graphing paper
III. LESSON PROPER:
Priming: Let students work in pairs. Give them exercises on identifying slope and y-
intercept from the given equation. Have them recall concepts that involve slope and y-
intercept from the given equation.
3
B. Graph the line passing through (2, 4) with a slope of 4 .
Steps
Locate the point (2, 4).
Count 4 units to the right and 3 units upward to determine the second
point which is (6, 7).
Draw a line through the points.
2.Analysis
1.How did you find the activity 1 and 2?
2.What did you feel while doing such?
3.How did you come up with your answer in activity 1? Activity2?
4.How did you plot the y-intercept? The point? And the slope?
5.How is A differ from B in activity 2?
6.What happen after connecting the points?
7.How are you going to describe the graph of the function?
8.What is the interesting part in the activity?
9.What difficulty have you encountered?
10.Can you graph a linear function given the slope and y- intercepts? One point and a
slope?
3. Abstraction
DON’T FORGET!
DON’T FORGET!
14. m = 3 and b = -2
IV. EVALUATION:
Draw the graph of the linear function given the slope and a point.
1. a slope of 2 passing through (3, 6)
2. a slope of -3 passing through (4, 2)
3
3. a slope 4 passing through (8, 2)
Index of Mastery
No. of Items / Score % AT
Section
Students 5 4 3 2 1 0
V. CLOSURE:
Tell in front of the class “THE STORY OF THE DEAF FROG CLIMBING THE
TREE”. Let them reflect on how the fable is related to the lesson.
I. OBJECTIVES:
1. To apply knowledge in linear function.
2. To solve problems involving linear function.
II. SUBJECT MATTER:
Topic: Relations and Functions
Sub-topic:5.7 Solves problems involving linear functions.
References:Grade 8 mathematics Learner’s Module, pp 174-186;
E-Math 8 by Oronce and mendoza- pp198-200
Materials:Activity Sheets, colored chalk, graphing paper
III. LESSON PROPER:
1. Priming:“SHOW ME WHAT YOU’VE GOT”
Each group will be given 5 questions. The group should have one mini
white board/drill board and white board marker or chalk to be used. Once they
hear the word “GO“ They need to write the answer within 15 seconds in a mini
white board/drill board. The group who will get the correct answer will gain point.
The group score will be the individual score of each member.
Let students work in group. This activity will enable them to solve real-life problems
involving linear functions.Consider the situation below and answer the questions
that follows.
Allan often rides a jeepney from one place to another. The standard fare in
riding a jeepney is Php 8 as a flag-down rate plus Php 2 for every 200 meters or
a fraction of it.
3. Analysis
1.How did you find the activity 1 and 2?
2.What did you feel while doing such?
3. How did you come up with your answer in activity 1? Activity2? (refer to activity
2 for the next questions)
4. What is the dependent variable?
5. What is the independent variable?
6. Based on the completed table, would a relation represent a line?
7. What is the y-intercept? Explain your answer.
8. What is the slope? Explain your answer
9. What linear function represents the situation?
10. What will be Allan’s fare for 300m? 600m? 900m? 1200m? and 1500m?
11. What difficulty have you encountered answering the problem?
4. ABSTRACTION
Activity No.2
Complete the chart below
3-2-1
CHART
3 THINGS 2 1 QUESTION
YOU FOUND INTERESTING YOU STILL
OUT THINGS HAVE
5. Application
Consider the situation below and answer the questions that follows. (15 points)
Time
(in hours) 0 2 4 6 8 10
x
Quantity
(suman)
y
IV. EVALUATION:
5. How much will a caller have to pay if his call lasts for eight minutes?
Index of Mastery
No. of Items / Score % AT
Section
V. Students 5 4 3 2 1 0
CLOSURE:
“Never bring the problem solving stage into the decision making stage.
Otherwise, you surrender yourself to the problem rather than the solution.”
Robert H. Schuller
I. OBJECTIVE:
1. Determine the relationship between the hypothesis and conclusion of an if-then
statement.
II. SUBJECT MATTER:
Topic: Linear Inequalities in Two Variables
Sub-topic: 6.1Relationship between the hypothesis and conclusion of an if-then
statement.
References: Geometry pp. 59 (Soledad Jose-DilaoEd.D, Julietta G. Bernabe)
Geometry
Mathematics 8 Learner’s Module pp 322-324
Materials:Visual Aids, Manila paper/cartolina, Activity sheets
III. LESSON PROPER:
Priming:
What is common between the following pair of words?
(Let the student(s) explain the relation between the given words).
a. air and human
b. appliances and electricity
c. gas and car
d. sugar and coffee
e. man and woman
1.Activity
One Saturday night your mother asks you the question:
If it rains tomorrow what do you plan to do? (Answer the question in this format)
“If it rains tomorrow, then ______________.
2.Analysis
1. What have you observe about all the answers given?
2. At what word does the first phrase start? the second phrase?
3. What is the relationship of the first phrase that starts with “if” with the
phrase that starts with “then”?
3. Abstraction
DON’T FORGET!
.
LESSON PLAN IN MATHEMATICS 8
4.Application
Determine the hypothesis and the conclusion in each statement.
1. If a number is even, then it is divisible by two.
2. If you are a good citizen, then you obey rules and regulations.
3. If two lines intersect, then they have a common point.
4. If two angles are vertical angles, then they are congruent.
5. If two angles are complementary angles, then the sum of their measures is
900.
IV. EVALUATION:
1. If a quadrilateral is a rectangle, then it has two pairs of parallel sides.
2. If two angles are congruent, then they have the same measure.
3. If a polygon has three sides, then it is a triangle.
4. If the measure of the angle is 900, then it is a right angle.
5. If El Niño would prolong, then we might face water crisis.
Index of Mastery
No. of Items / Score % AT
Section
V. Students 5 4 3 2 1 0
CLOSURE:
Construct five if-then statement regarding risk reduction in your home or in
the community and underline the hypothesis and encircle the conclusion.
I. OBJECTIVE:
1. Transform a statement into an equivalent if-then statement.
II. SUBJECT MATTER:
Topic: Linear Inequalities in Two Variables
Sub-topic: 6.2 Transform a statement into an equivalent if-then statement.
References: Geometry pp. 59 (Soledad Jose-DilaoEd.D, Julietta G.Bernabe)
Mathematics 8 Learner’s Module pp 322-324
Materials: Visual Aids, Manila paper/cartolina, Activity sheets
III. LESSON PROPER:
Priming:
When do you usually use the word “if” and the word “if then”?
1. Activity
Transform the following statement to if-then statement.
DON’T FORGET!
To transform a statement into if-then statement
determine the hypothesis and the conclusion in the given
statement. Then follow the format “if” followed by the
hypothesis and “ then” followed by the conclusion”..
4. Application
Rewrite the following statement in if-then form
IV. EVALUATION:
V. CLOSURE:
Construct five statements and transform it in an if-then statement regarding
risk reduction in your home or in the community and underline the hypothesis and encircle
the conclusion
I. OBJECTIVE:
1.Determine the inverse, converse and the contrapositive of an if-then statement.
2.Analysis
1. In the statement what is the hypothesis? the conclusion?
2. If “p” represents the hypothesis and “q” represents the conclusion, what
happens with “p” and “q” in the converse, inverse, and in the contrapositive?
3. Abstraction
DON’T FORGET!
Conclusion-
. the part “q” of a conditional statement following the
word then.
Statement If p, then q.
Converse If q, then p.
Inverse If not p, then not q.
Contrapositive If not q, then not p.
4.Application
Determine which is the converse, inverse and the contrapositive of the given
statement.
degree angle.
triangle.
same length.
__________ If two segments are not congruent, then they have the
same length
__________ If two segments have the same length, then they are
congruent.
Statement: If you will not do your homework, then you will fail
Geometry.
__________ If you will do your homework, then you will not fail
Geometry.
IV. EVALUATION:
Index of Mastery
V. CLOSURE:
Write the inverse, converse and contrapositive of the given statement.
I. OBJECTIVE:
Illustratethe equivalences of the statement; its inverse, converse and
contrapositive
II. SUBJECT MATTER:
Topic: Linear Inequalities in Two Variables
Sub-topic: 6.4Equivalences of the statement; its inverse, converse and
Contrapositive.
References:Geometry pp. 59 (Soledad Jose-DilaoEd.D, Julietta G.Bernabe)
Mathematics 8 Learner’s Module pp 322-324
Materials: Visual Aids, Manila paper/cartolina, Activity sheets
III. LESSON PROPER:
Priming
Transform this sentence without changing its sense or meaning.
“Cainta is one of the municipalities in Rizal.”
1.Activity
Write the converse, inverse and contrapositive of the given
statement below.
1. If it is heavy, then I am strong
2. Some Bananas are yellow.
3. If cats like fish, dogs like beef.
2.Analysis
How do you distinguish statements which are converse, inverse and
contrapositive of a certain statement?
3.Abstraction
DON’T FORGET!
. Statement If p, then q.
Converse If q, then p.
Inverse If not p, then not q.
Contrapositive If not q, then not p.
4.Application
Determine the equivalent statement (inverse, converse, and contrapositive) of
the given statement.
1. The car is red and the pole is blue.
2. Peter does have A and Mary does not have C
3. If Mar wins then, Grace loses.
IV. EVALUATION:
Alternate interior
angles are
congruent
Philippines is
located in south
eastern part of
Asia
Index of Mastery
No. of Items / Score % AT
Section
Students 5 4 3 2 1 0
V. CLOSURE:
“Do unto others what you want others do unto you”
I. OBJECTIVE:
1.Use deductive reasoning in an argument
II. SUBJECT MATTER:
Topic: Linear Inequalities in Two Variables
Sub-topic: 6.5 Deductive Reasoning
References: Mathematics 8 Learner’s Module 329-331
Mathematics for the New Millennium (Geometry
3. Abstraction
DON’T FORGET!
Deductive Reasoning uses basic and/orgeneral statements
to arrive at a conclusion.
4. Application
Draw a conclusion from each situation given.
Index of Mastery
V. CLOSURE:
All Mathematics teachers are patient.
I am a mathematics teacher.
Therefore, I am patient
I. OBJECTIVE:
1.Use inductive reasoning in an argument
2.Analysis
5. What have you noticed about the questions given?
6. Was this pattern helping you to arrive at your answer?
7. What do you call the last statement or answer in each question?
3. Abstraction
DON’T FORGET!
Inductive reasoning is observing patterns to make generalization.
4. Application
Draw a conclusion from each situation given.
Index of Mastery
V. CLOSURE:
Find the next two terms of the sequence.
1. 1, 5, 14, 30, 55, __, __
1 2 1 4
2. , , , ,___, ___
8 7 2 5
I. OBJECTIVE:
Write a proof
II. SUBJECT MATTER:
Topic: Linear Inequalities in Two Variables
Sub-topic: 6.6 Direct Proof
References: Geometry (Joselito Pascual)
Mathematics 8 Learner’s Module
Mathematics for the New Millennium (Geometry)
Materials: Visual Aids, Manila paper/ cartolina, Activity sheets
III. LESSON PROPER:
Priming:
Detective Conan is famous at finding the right one who committed the
crime in the movie series “Detective Conan”. How does he do it?
1.Activity
Activity 1
Identify the properties of equality and congruence shown below.
1. If a = b and c = d, then a + c = b + d
2. If a = b, then “a” can be replaced anytime by “b”
3. a (b + c) = ab + ac
4. b = b
5. If a = b then ac = bc
6. If a = b, then b = a
7. If a = b and c = d, then a – c = b –d
8. If a = b and b = c, then a = c
9. If a = b and c ≠ o, then a/c = b/c
10. AB = AB
Activity 2
2.Analysis
a. What are the different properties of equality?
b. Why is it necessary for us to discuss the properties of equality in
the topic about proving?
c. What is a proof?
d. In how many ways can a proof be written?
e. What is direct proof?
3. Abstraction
DON’T FORGET!
Paragraph Form
Two- column Form
Flow Chart Form
4.Application
Proof can be written in several ways.
Given: ABC is an isosceles triangle with vertex A A
Paragraph Form
Prove: 1 and
Two- 2 Form
column are congruent.
Flow Chart Form
IV. EVALUATION:
Index of Mastery
V. CLOSURE:
People believe only when they see things by their naked eye.
But there are lots of things that we believe even without seeing them.
That is what we call FAITH.
I. OBJECTIVE:
Write a proof
Prove: 1 ≠ 3 C
1 2
A B
Statement Reason
1. Assume 1 = 3 1.Assumption leading to
contradiction
2. ABC is an isosceles 2.
triangle with vertex A
3. AB AC 3.
4. 4..If two sides of a triangle
are congruent, then the
angles opposite these sides
are also congruent.
5. 1 ≠ 3 5. Contradicts steps 2 and 4
3.Analysis
1. What is indirect proof?
DON’T FORGET!
An indirect proof is a method of reasoning usually
written in paragraph form. The opposite of the statement to be
proven is assumed true until assumption leads to
contradiction.
Steps in making indirect Proof
1. Assume that the opposite of what you are trying to prove is
true
2. From this assumption, see what conclusions can be drawn.
These conclusions must be base upon the assumption and
the use of valid statements.
3. Search for conclusion that is false because it contradicts
given or known information. Oftentimes you will be
contradicting a piece of given information.
4. Since assumption leads to a false conclusion, the
assumption must be false.
5. If assumption (which is opposite of what you are trying to
prove) is false, then you will know that what you are trying to
prove must be true.
4.Application
Given: AB II CD cut by a transversal.
A Y B
Prove: 1 ≠ 2 1 2
3
C X D
C
O
Index of Mastery
V. CLOSURE:
People believe only when they see things by their naked eye.
But there are a lot of things that we believe even without seeing them.
That is what we call FAITH.
I. OBJECTIVE:
1. Describe a point, line, and plane
2. Identify real objects that represent points, lines, and planes
3. Name and describe models of points, lines and planes
MOTIVATION You must already be familiar with the geometric terms: points, lines and planes.
These terms are accepted as intuitive ideas and are not defined. They are simply described. (Ask
students to describe points, lines and planes from the things they identified in the room. List them
separately on the board.)
1. Activity
Taytay is the "Woodworks and Garments Capital Of the Philippines"
2. Analysis
1. What are points, lines and planes? Why are they undefined?
2. Illustrate the notation used to denote each idea - point, line, line segment, ray and plane.
3. State the relationships among these ideas: collinear, coplanar, intersection and union.
3. Abstraction
DON’T FORGET!
4. Application
1. Group the students into four.
2. Each group gets five objects from their things and let another group identify whether the object
represents a point, a line or a plane.)
IV. EVALUATION:
Identify the following:
1. a flat surface having length and width but no thickness
2. a location in space
3. a path extending indefinitely in opposite directions
4. the intersection of two planes
5. the intersection of a line segment and a ray
V. CLOSURE:
“You can’t criticize Geometry. It’s never wrong.” –Paul Rand
I. OBJECTIVE:
4. Differentiate between a postulate and a theorem; and
5. Use properties in algebra and properties of congruence in proofs
1. Activity
Present an example of a proof.
Given: m MOP = M NOQ
Prove: m 1 = m 3
Proof:
Statements
1. m MOP =m NOQ
2. m MOP =m 1 + m 2 Reasons
m NOQ =m 2 + m 3 1. Given
2. Angle Addition Postulate
3. m 1 + m 2 =m 2 + m 3
4. m 2 =m 2
5. m 1 =m 3 3. Substitution property
4. Reflexive property
(Note: study other examples in the textbooks) 5. Subtraction property of
equality
2. Analysis
1. Why do you have to study proof in geometry?
2. What are the main parts of a proof?
3. What are used to support every statement in a proof?
4. Name some of these properties and principles.
3. Abstraction
DON’T FORGET!
4. Application
Given. In the figure, A, B, C, and
D are collinear points and AD = M N
CB.
Prove AC = DB.
A C D B
Proof:
Statements Reasons
1. A, B, C, and D are collinear 1.
points
2. AC + CD = AD 2.
CD + DB = CB
3. AD = CB 3.
4. AC + CD = CD + DB 4.
5. AC = DB 5.
IV. EVALUATION:
Complete the proof.
Given: CD MN
Prove: MN CD
Statements Reasons
1. CD MN 1.
2. CD MN 2.
3. MN CD 3.
4. MN CD 4.
Index of Mastery
No. of Items / Score % AT
Section
V. Students 5 4 3 2 1 0
ASSIGNMENT:
1. Write the given and provide the statements that you could use to prove the theorem. Draw
the figure and prove the theorem.
a. If an angle is a right angle, then its measure is 90.
b. If two angles are vertical, then they are congruent.
I. OBJECTIVE:
1.Define congruent triangles; and
2.Write the corresponding parts of a pair of triangles that are congruent.
II. SUBJECT MATTER:
Topic: Geometry
Sub-topic: 7.3Congruent Triangles
References:Geometry by Salita C. Benes p. 35-38
Materials: triangle, cut-outs, straightedge
III. LESSON PROPER:
PRIMING:
REVIEW What are the principal parts of a triangle?
MOTIVATIONWhat can you say about two segments or two angles with equal measures?
1. Activity
The idea of triangle congruence is based on the idea of pairing. Consider the two triangles
below. If your rice cake is cut like this
B E
A C D F
Then ΔABC is made to fit into ΔDEF, a one-to-one correspondence between their parts is
clearly established. The symbol is used to denote pairing.
Vertices Sides Angles
AD AB DE AD
BE BC EF CF
CF AC DF BE
For ΔABC and ΔDEF to be congruent, the corresponding angles and the corresponding
sides must be congruent.
PSQ RSQ .
P S R
2. Analysis
If you see that there is a one-to-one correspondence between the sides and between the
angles of two triangles, how then are congruent triangles defined?
3. Abstraction
DON’T FORGET!
4. Application
IV. EVALUATION:
1. ΔCAE ΔCBD C
2. ΔABD ΔBAE
D E
A B
Index of Mastery
No. of Items / Score % AT
Section
Students 5 4 3 2 1 0
V.
ASSIGNMENT:
Write the corresponding congruent parts of the following pairs of congruent triangles.
I. OBJECTIVES
1. Illustrates the SSS Congruence Postulate.
2. Give additional corresponding parts needed to make the triangle
congruent by SSS postulate.
III. PROCEDURE
Priming
Measure Me! Name me!
Measure each sides of each triangle and identify the kind of
triangle according to side.
1. Activity
Connect & Measure!
Prepare 3 straws of different lengths, 8 centimeters, 11 centimeters and 5
centimeters. Connect the tips to form a triangle. Measure the angles formed
using a protractor. Make another triangle using BBQ sticks with the same length as
of the straw. Join the endpoints of the sticks just the first triangle and measure the
angles formed.
2.Analysis
1. What can you say about the measures of the angles of the two triangles
formed?
2. Can we say that the two triangles are congruent? Explain your answer.
3. By which part of the triangles are first measured congruent?
4. Do we need all six corresponding parts to prove that two triangles are
congruent?
3.Abstraction
REMEMBER!
The SSS Congruence Postulate
If the three sides of one triangle are congruent to the three
sides of another triangle, then the triangles are congruent.
4. Application
Draw Me!
If EZ BP , ES BJ , CS PJ , then ESC BJP .
Draw the triangles and mark the congruent parts that illustrate the SSS Congruence
Postulate.
Snack Time!
Ester wants to have an extra income this coming summer. She will
sell her own version of tuna empanada. How can Ester be sure that she
will earn money in selling empanada?
IV. EVALUATION
Indicate the additional corresponding parts needed to make the triangles
congruent by SSS Congruence Postulate. State the congruence statement.
O U
1.
J Y L V
2. I N
K D
3.
4.
5.
INDEX OF MASTERY
No. of ITEM/SCORE % of ACTION
SECTION
STUDENTS 5 4 3 2 1 0 MASTERY TAKEN
Re-teach
ACTION TAKEN Proceed (75% - 100%) Enrich (51%-74%)
(0% - 50%)
V. CLOSURE
“ When troubles come always bear in mind that God is on our side. He
never leave us nor forsake us. “
MLT
I. OBJECTIVES
1. Illustrates the ASACongruence Postulate.
2. Give additional corresponding parts needed to make the triangle
congruent by ASA postulate.
III. PROCEDURE
Priming
Middle Side!
Given SON , answer the following questions :
S
1. Activity
Discovering Congruent Triangles LAB
Question: What do we need to know to prove triangles congruent?
Materials needed: straws, protractor or ruler, paper, and construction paper,
3. Measure the 3rd angle and the lengths of the 2 sides in each
triangle.
2.Analysis
3.Abstraction
REMEMBER
The ASA Congruence Postulate
If two angles and the included side of a triangle are congruent to
the corresponding parts of another triangle, then the two triangles
are congruent.
.
4.Application
More Triangles!
If A E , JA ME , J M , then JAY MEL .
Draw the triangles and mark the congruent parts that illustrate the ASA Congruence
Postulate.
Go Fly A kite!
Show how ASA congruence postulate works in the situation below. Assume that
you are one of the contestants.
Situation:
In the upcoming town festival in Cainta, there will be a contest on kite flying. As a
contestant, you are to submit the design of your kite and an instruction guide on how to
make and fly kite. You will also submit the mechanics on how you came up with your
design.
IV. EVALUATION
Indicate the additional corresponding parts needed to make the triangles
congruent by ASA Congruence Postulate.
1. O U
J Y L V
2.
I N
K D
3. Can we use ASA congruence to prove that thw two triangles are congruent? If
yes, mark the corresponding congruent parts. If no, mark the additional congruent parts
needed.
INDEX OF MASTERY
No. of ITEM/SCORE % of ACTION
SECTION
STUDENTS 5 4 3 2 1 0 MASTERY TAKEN
Re-teach
ACTION TAKEN Proceed (75% - 100%) Enrich (51%-74%)
(0% - 50%)
V. CLOSURE
I. OBJECTIVES
1. Illustrates the SAS Congruence Postulate.
2. Complete the congruence statement using SAS Postulate.
III. PROCEDURE
Priming
Between You & Me…
Given SON , answer the following questions :
N
What is the included angle between SN and SO ?
1. Activity
Discovering Congruent Triangles LAB
Question: What do we need to know to prove triangles congruent?
Materials needed: straws, protractor or ruler, paper, and construction paper,
2.Analysis
1. What is the length of the 3rd side for each triangle?
2. What are the measures of the remaining angles?
3. Are the two triangles congruent? Why?
4. Use any two straws and any angle of your choice.
Do you get the same result?
Will you always get the same result?
3.Abstraction
REMEMBER
The SAS Congruence Postulate
If two sides and an included angle of a triangle are congruent to
the corresponding parts of another triangle, then the two triangles
are congruent.
4.Application
Complete Me!
Given LET WIN , mark the congruent parts to illustrate SAS Congruence
Postulate.
E I
L T W N
IV. EVALUATION
Complete the congruence statement using the SAS Postulate.
1. BIG ____
I A
B G F T
2. DIN ____
D
I
T
S
3. PAT ____ A
P T S
BC ____
INDEX OF MASTERY
No. of ITEM/SCORE % of ACTION
SECTION STUDENTS 5 4 3 2 1 0 MASTERY TAKEN
Re-teach
ACTION TAKEN Proceed (75% - 100%) Enrich (51%-74%)
(0% - 50%)
V. CLOSURE
I. OBJECTIVE
Illustrate triangle congruence by AAS Congruence
2. Analysis
Guided Questions:
1.) What can you say about the two triangles?
2.) What is the measure of the third side?
3.) Is the two triangle congruent? Why?
4.) Prove that two triangles are congruent.
3. Abstraction
If two angles and a nonincluded side of one triangle are congruent to two angles and a
nonincluded side of another triangle, then the two triangles are congruent
4. Application
IV. EVALUATION
1.)
2.)
X T
Given: X LT , Y U
YZ UV
Proof:
Statements Reasons
1. YZ UV
2. X T
3. Y U
4. : XYZ TUV
C
Proof:
Statements Reasons
1. B is the midpoint
of CD
2. BD BC
3. A and E are right
angles
4. A E
5. ADB and ECB
are vertical angles
6. ADB ECB
7. ∆ADB ∆ECB
V.CLOSURE
I. OBJECTIVE
Illustrate triangle congruence by LL Congruence Theorem
b=?3
1.Activity
Draw me!
● Draw a two triangles with a condition of:
If the length of the shorter legs of the two triangles is 5 cm and the other leg is 12 cm.
A D
B C E F
2.Analysis
Guide Questions:
●What kind of triangle is ABC and DEF?
●How did you know that the figure is a right triangle?
●Compare the shorter side of the first triangle to the second
●How about the side BC and side EF?
● What can you say about the two triangles?
●What theorem satisfies the condition and illustration of the figure?
3. Abstraction
4. Application
Province of Rizal has a project of Ecosystem located going to C6. This project aims to
conserve and preserve the natural resources to have a green province. Trees are very
important to us, it can save our lives. But there are some trees needs our help by supporting
its trunks using a wire to support it to be able to stakes in the ground as shown below
A D
C
Suppose C is the midpoint of AD. Name the theorem or postulate you could use to show
that ABC DCB. Explain your reasoning.
IV. EVALUATION
B D
Given: BD CD
C is the midpoint of EF
Prove: : BEC DF
Proof: C F
Statements Reasons
5. 1.
6. 2.
7. 3.
8. 4.
9. 5.
10. 6.
V. CLOSURE
“ Congruence between what you say and what you do is te key to authentic
happiness”.
Paul TP Wong
I.OBJECTIVE
II .SUBJECT MATTER
Topic: Geometry
Sub-Topic: 7.4.2 LA Congruence Theorem
Reference: Worktext
Materials: cartolina
III.LESSON PROPER
Priming
A. Determine if each pair of right triangles is congruent by LL, HyL and HyA
Congruence Theorem
a.)
b.)
c.)
d.)
B. Observe
Consider the right triangle DAV and RCH below. Write your observations in terms of:
D R
MY OBSERVATION CHART
1. Leg of DAV compare to leg RCH
2. Angle A and angle C
3. DA and RC
4. Angle D and angle R
2. Analysis
Guided Questions:
5.) What can you say about the two triangles?
6.) What is the measure of angle A and angle C?
7.) Is the two triangle congruent? Why?
8.) Prove that two triangles are congruent.
3. Abstraction
4. Application
Construct/ make a triangle showing LA Congruence Theorem using recyclable materials
IV. EVALUATION
Prove tht ARC SHC by completing the table
A R
Given: AR I FH
C is the midpoint of RC C
1 2
H S
Statements Reasons
1.AR is perpendicular to FH 1.
2. 2. Definition of I
3. ARC and SHC are right triangles 3.
4. 4.Given
5. 5.Definition of midpoint
6.angle and angle 2 are vertical angles 6
7 7vertical angles
8. ARC AND CHS 8
V.CLOSURE
I.OBJECTIVE
II.SUBJECT MATTER
Topic: Right Triangle Congruence
Sub-Topic: 7.4.3 HyL Congruence Theorem
Reference: Worktext
Materials: cartolina, ruler, scissors
III.PROCEDURE
1.Activity
A. TRUE OR FALSE
Directions: Identify the following statement whether it is True or False.
1.) All right triangles have two legs.
2.) The legs of a right triangle meet at a right angle
3.) A triangle with a right angle is called a right triangle.
4.) The side opposite the right angle is called legs.
5.) The two other sides that intersect at the vertex of the right angle are called hypotenuse.
B. Construct Me!
Directions:
● Construct a right triangle such that one of its leg is 8 cm long and its hypotenuse is 10 cm.
long
● Cut out your triangle and compare it with your classmates
● Students seated on the odd column will name their triangle as QRS and students
seated on the even column will name the triangle as XYZ
● Form a triangle using the 2 right triangle
Complete the table to define the characteristics of the two right triangles.
Characteristics/ Comparison QRS / sides/ angles XYZ / sides/ angles
Hypotenuse
One leg
Transitive Property
Definition of right triangle
Definition of perpendicular
2.Analysis
Guided Questions:
What will be the size of the other side to make it a right triangle?
What seems to be true about the triangles?
What can you say about the hypotenuse of your cut out triangle compare to your
classmates?
How about the other leg?
Can you identify the theorem to be used in our activity about right triangle?
What kind of triangle formed when you connect the 2 right triangles?
What are some characteristics/ properties you can say about the triangle?
How about the side that is being coincide when we formed the triangle? What property is
being used?
Is the two triangle a right triangle? Explain, and name the two right triangle.
Can we say that QRS is congruent to XYZ?
3. Abstraction
3-2-1 Chart: Complete the chart below
4. Application
Directions
Hamba is one of the products of Taytay Rizal, what do you think can we formed if we
will draw a diagonal line on the center of the Hamba?
IV. EVALUATION
Directions: In which of the following figures could we use the
Hypotenuse- Leg Theorem to show that the triangles are
congruent?
a.) B.)
c.) D.)
Statements Reasons
1.FJ is Iof IH 1.
2. 2. Definition of I
3. IGH and HGF are right triangles 3.
4.IG HG 4.
5. 5.HL Theorem
V.CLOSURE
Explain: Love your neighbour as you love yourself.
I. OBJECTIVE/S:
Give additional congruent statement to make the statement true by HyA Congruent
Theorem.
PRIMING:
KEEP RIGHT B M
III. PROCEDURES:
D
A. ACTIVITY B C
T U Y Z
1. SVM JFW
S
F V
W J M
__________________________
2. IEG IEK
G
D.APPLICATION
_________________________
3. DCB ZYX Y
D
X
B
C Z
_________________________
4. MSN QRT
S R
M Q
N T
__________________________
5. ABC ADC
B
D
__________________________
PROFICIENCY LEVEL
Mastery Level
Instructional Decision
IV. CLOSURE State if the triangles are congruent or not. Justify your
answer.
D I
H N
I. OBJECTIVES
1. Illustrate isosceles triangle theorem and its converse.
2. Find the missing parts of isosceles triangle to illustrate isosceles triangle
theorem and its converse.
III. PROCEDURE
Priming
Sketch Me!
Construct a triangle with two sides measures 10 inches and third side
measure 8 inches.
a. What kind of triangle is formed? Explain you answer?
b. What do you call the congruent sides of the triangle?
c. What do you call the remaining side?
d. What do you call the included angle of the congruent side of the triangles?
e. What do you call the angles opposite the congruent sides of the triangle
1. Activit
Follow the Leader…
Materials: Prepare a ruler, a protractor, a pencil, and a bond paper.
Procedure:
a. Draw an 8 inches segment
b. Name it BC
c. Using your protractor, draw angle B equal to 500
d. From vertex B, draw BL measuring 8 inches long
e. Draw LC
f. What figure is formed?
g. Use protractor to find the measure of L and C
Meryenda Time!
A triangular “bibingka” from Cainta is an isosceles triangle whose
base is 8 inches with the base angles measures 400. Use ruler to find the measures of
its legs.
2.Analysis
3.Abstraction
REMEMBER
Isosceles Triangle Theorem ( ITT )
If two sides of a triangle are congruent, the angles opposite
these congruent sides are also congruent.
Converse of the Isosceles Triangle ( CITT )
If two angles of a triangle are congruent, then the sides
opposite these angles are also congruent.
3. Application
Isosceles Man
Directions: Solve for x and find the missing sides/ angles to illustrate the
Isosceles Triangle Theorem and its converse.
6x - 8 4x + 2
B C
2. Find B
(3x)0
(2x + 8)0 C
IV. EVALUATION
Directions: Answer each of the following problem.
A B
500
1
D C A
480
y
x
750
INDEX OF MASTERY
No. of ITEM/SCORE % of ACTION
SECTION STUDENTS 5 4 3 2 1 0 MASTERY TAKEN
Re-teach
ACTION TAKEN Proceed (75% - 100%) Enrich (51%-74%)
(0% - 50%)
V. CLOSURE
I. OBJECTIVE
Solve corresponding parts of congruent triangles.
III. PROCEDURE
Priming
True or False???
If KEM ACS , tell whether the statement is TRUE or FALSE, write your
E M C S
_____a. K C _____ d. M S
_____b. KM AS _____e. EK CA
_____c. EM CA
1.Activity
Examine and Analyze…
Each group will examine and analyze the following problem.
Find the indicated sides or angles of the following pairs of congruent triangles.
B E
6
8
C D
A 5 F
I K (6x – 4)0
(5x + 8)0 M
H
J L
2.Analysis
What can you say about the activity?
What difficulties did you encountered in answering the activity?
What Triangle Congruence Postulate illustrated in the pairs of congruent triangles?
How did you solve the missing parts of the triangles?
3.Abstraction
REMEMBER
To solve corresponding parts of congruent triangles,
apply the Corresponding Parts of Congruent Triangles are
Congruent ( CPCTC ).
4.Application
Find me!
Find: AC
16 B
A
6x + 14
Y X
3x + 13
b. Given: ADC EBC
C (6x – 8)0
D
B (2x +12)0
A
(3x – 3)0
B 5x - 3
D E
4x + 1
A C (12x – 3)0
3x + 7 F
INDEX OF MASTERY
No. of ITEM/SCORE % of ACTION
SECTION STUDENTS 5 4 3 2 1 0 MASTERY TAKEN
Re-teach
ACTION TAKEN Proceed (75% - 100%) Enrich (51%-74%)
(0% - 50%)
V. CLOSURE
III. PROCEDURE
PRIMING
I therefore conclude….
Supply the appropriate conclusion for the given hypothesis.
1.Activity
Let’s Do It!
Let each group analyze the figures and follow the given direction.
Directions:
A. List all the congruent parts.
B. Write a congruence statement.
C. State the Triangle Congruence Postulate used.
O L
Prove BEL LOB
Fig. 2 D B
R D
Prove DSB TSR
Fig. 3
D X
Y
Prove DZX YXZ Z
2..Analysis
How did you prove that each pairs of triangles are congruent?
How will you justify the congruence statement presented?
How do you derive the statement and the reasons?
What are the postulates that can be apply to prove that two triangles are
congruent?
In what form that a proof can be presented clearly and organize?
REMEMBER
Apply the different Triangle Congruence postulates/theorems to
prove two triangles are congruent.
SSS Postulates LL Theorems
4.Application
a. M A
R E
Statements Reasons
1. MR AE Given
2. _________ Given
3. AR AR _______
4. MRA EAR _______
R E
Prove AKP RKE
Statement Reasons
1. A R _______
2. ________ Given
3. PKA EKR _______
4. AKP RKE _______
IV. EVALUATION
Prove two triangles are congruent.
P R
S
Prove PQR PSR
Statement Reasons
Re-teach
ACTION TAKEN Proceed (75% - 100%) Enrich (51%-74%)
(0% - 50%)
V. CLOSURE
François de La Rochefoucauld
I. OBJECTIVE:
Prove statements on triangle congruence using two columns.
- Let the students look at the design of the rug that is made in Taytay.
-What are the pairs of congruent figures?
- Copy two or three pairs of congruent figures. Label the vertices of each figure.
- What special properties do the corresponding angles and sides have?
-Let the students draw at least four triangles on the board
2. Analysis
AB
AB = ________ A' B' = ___________ = ________
A' B '
AC
AC =________ A'C' =________ ___ = ________
A'C '
BC
BC = ________ B'C' = ___________ = ________
B 'C '
.
3. Abstraction
DON’T FORGET!
4. Application
A S
LESSON PLAN IN MATHEMATICS 8
Given:DN is a median of Δ DAS
DN⊥ AS
Prove: DA = DS
Statements Reasons
E
Given: 2≅ 4 J
1
3≅ 1 2
Prove: ET ≅ SJ 4
3
S
T
StatementsReasons
1. 2≅ 4 1. Given
2. 3≅ 1 2. ______________
3. ______________ 3. Reflexive Property
4. ∆JET ≅ ∆TSJ 4. ASA Postulate
5. ET ≅ SJ 5. ______________
IV. EVALUATION:
P L
1
4
Given: PL ≅ AG and 1≅ 3
2
Prove: PG ǁ LA 3
G A
Statements Reasons
CLOSURE:
Prove it to yourself that you can solve it….
I. OBJECTIVE:
P
2. Analysis
Given : A line segment RS
To construct : The perpendicular bisector of RS
R S
Step 1
With a straightedge, draw any segment RS.
Step 2
With R as center and radius of about more than ½ RS, draw a circle.
Q
Step 3
Using the same radius, draw a circle with S as center.
The two circles intersect in two points, P and Q
Step 4
3. Abstraction
DON’T FORGET!
If the angles in a linear pair have the same measure, then each of
them is a right angle.
Lines which form angles in a linear pair having the same measures
are called perpendicular lines
4. Application
Given: 1≅ 2
5≅ 6
Prove: LA ⊥ PN
Statements Reasons
1. _______________ 1. Given
2. 5≅ 6 2. _______________
3. PN ≅ PN 3. Reflexive Property
4. PLN ≅ PAN 4. _______________
5. PA ≅ PL 5. CPCTC
6. _______________ 6. Reflexive Property
7. PEA ≅ PEL 7. SAS Postulate
8. 3≅ 4 8. _______________
9. LA ⊥ PN 9. IF two line form≅ adjacent angles,
the lines are perpendicular
Statements Reasons
1. ES ≅ EV 1. ________________
2. AE ⊥ SV 2. Given
3. ________________ 3. Definition of Perpendicularity
4. AES ≅ AEV 4. ________________
5. ________________ 5. Reflexive Property
6. SEA = VEA 6. ________________
Index of Mastery
No. of Items / Score % AT
Section
V. Students 5 4 3 2 1 0
CLOSURE:
Those who can’t stand perpendicular shouldn’t blame those who are on the
horizontal position.
I. OBJECTIVE:
11 cm
5 cm
8 cm
cm
2. Form another triangle with the other set of straws.
11 cm
5 cm
8 cm
cm
Measure the angles of both triangles using a protractor.
Questions:
1. Take 2 of the straws, place them on a piece of paper, and form a 60 degree angle
between them.
11 cm
60°
5 cm
2. Take the 2 straws of the same length and also form a 60 degree angle between them.
11 cm
60°
5 cm
3. Draw a line to represent the 3rd side. Repeat the process for the 2nd triangle.
11 cm 11 cm
60° 60°
5 cm 5 cm
Measure the length of the 3rd side and the two remaining angles for each triangle.
Questions:
1. What is the length of the 3rd side?
2. What are the measures of the remaining angles?
3. Are the two triangles congruent?
4. Use any two straws and any angle of your choice. Do you get the same result?
Will you always get the same result?
2. Analysis
1. Measure three angles measuring 80, 60, and 40 degrees on the corners of 2 pieces of
construction paper or cardstock, cut them out, and label them.
80°
40° 60°
2. On a piece of paper, take one of the straws, and place two of the cut-out angles on each
end as shown. Repeat the process for the 2nd triangle.
11 cm 11 cm
3. Using a ruler, draw a segment along each of the angle. The two segments should
intersect forming the last angle. Repeat the process for the 2 nd triangle.
11 cm 11 cm
4. Measure the 3rd angle and the lengths of the 2 sides in each triangle.
Questions:
1. What is the measure of the 3rd angle for each triangle?
2. What are the measures of the remaining 2 sides for each triangle?
3. Are the triangles congruent?
4. What if you used the 5cm straw? The 8cm straw? A straw with a different length?
40° 40°
8 cm 8 cm
Place the second angle along this segment so that when a 2 nd segment is drawn, it will
connect with the end of the straw.
8 cm 8 cm
DON’T FORGET!
4. Application
1. Place two of the straws together forming an angle of any degree for one triangle, and
repeat the process for the 2nd triangle.
8 cm
8 cm
11 cm 11 cm
2. Use one of the pre-cut angles and place alongside the longer of the sides but not as the
included angle.
8 cm
8 cm
40°
40°
11 cm 11 cm
3. Draw a segment to connect the 3rd side to the other two sides.
8 cm
8 cm
40° 40°
11 cm 11 cm
4. Swing the 8cm straw so that it hits the 3rd side at a different spot in the 2nd triangle as in
the first.
Measure the 3rd side and the remaining 2 angles in each triangle.
Questions
1. What is the measure of the 3rd side for each triangle?
2. What are the measures of the remaining 2 angles for each triangle?
3. Are the two triangles congruent?
4. Do you think that you would get different results if you used a different
angle?
Place the 3 angles so that they can form a triangle without measuring the sides initially.
Draw segments connecting the angles. Repeat the process for the second triangle.
60° 60°
IV. EVALUATION: P
Given: PM is an altitude of PRO
R ≅ O, PM bisects RO at M
Prove: RPM ≅ OPM
R O
M
Statements Reasons
1. PM is an altitude of PRO 1. _________________
2. PM⊥RO 2. __________________
3. __________________ 3. Definition of perpendicularity
Index of Mastery
No. of Items / Score % AT
Section
V. Students 5 4 3 2 1 0
CLOSURE:
Determination, Patience and Hardship congruence to Success...
Draw four different scalene triangles. Label each as ∆SCL and number them 1 – 4.
Copy and complete the table below
Triangle SC SL CL m m m
1
2
3
4
1. In your table, put a square around the measure of the longest side of each
triangle and another square around the angle that lies opposite the longest side.
2. Next, put a circle around the measure of the shortest side of each triangle and
another circle around the angle that lies opposite it.
3. What have you observed about the measure of the longest side and the angle
opposite it?
4. What have you observed about the measure of the shortest side and the
angle opposite it?
Activity 2
Directions: Work in pairs then do the following:
1. Replicate the activity table on a piece of manila paper
2. Using a protractor, measure the angles opposite the sides with
given lengths. Indicate the measure in your table.
3. Discover the relationship that exists between the lengths of the
sides of a triangle and the angles opposite them. Write them on the
manila paper.
W R
3.5 5
I N Y T
4.5 6
10
N 5 E
2. Analysis
Questions:
1. What is the relationship between the longest side of a
triangle and the measure of the angle opposite it?
4.
of the third angles of the triangles in this activity? Explain how
3. Abstraction
Triangle Inequality Theorem 1 (Ss Aa)
5. Application
Directions: Study the different triangles below then answer the given
question to complete the table.
12
P E K S
11 13 5 13 24
19
T I 12 D U 18 N
IV. EVALUATION:
A. Name the smallest angle and the largest angle of the following triangles.
3. GEL
4. MAR
5. JPG
B. Using triangles in Test A, list down the sides and angles in order from the least to
the greatest measure.
Index of Mastery
No. of Items / Score % AT
Section
Students 10 9 8 7 6 5 4 3 2 1 0
V. CLOSURE:
Direction: Use the Triangle Inequality Theorem 1 to answer the problem below.
Your parents support you in your studies. One day, they find out that your topic in
Grade 8 Mathematics is on Inequalities in Triangles. To assist you, they attach a triangular
dart board on the wall with lengths of the sides given.
They say they will grant you three (3) 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.
Questions:
●Which region should you hit
M
soyour parents will grant you 16 14
three wishes?
O A
●Which region should you hit
so your parents will grant you
two wishes?
1. Activity
L Q
540 810
O
480
G 1030 290 M
4. Application
Directions: Use the given triangle to complete each table below.
T
L
380 5 50
IV. EVALUATION:
A. Name the shortest side and the longest side of the following triangle.
2. MAN
3. CRY
4. SET
5. HAT
Index of Mastery
No. of Items / Score % AT
Section
Students 10 9 8 7 6 5 4 3 2 1 0
V. CLOSURE:
Answer the questions in the table below
b c
C B
A
2. Analysis
Questions:
1. What pattern did you observe when you compared the sum of the
lengths of the two shorter straws with the length of the longest
straw? Write your findings by completing the phrases below:
2. What pattern did you observe with the sets of straws that form and
do not form a triangle? Complete the phrases below to explain your
findings:
● When the straws form a triangle, the sum of the lengths of
any two straws ___________________
3. Abstraction
3. Application
Directions: Check whether it is possible to form a triangle with lengths 8, 10, and 14
by accomplishing the table below.
Is the
Simplified Can a triangle be
Hints In Symbols simplified
Form formed? Justify
form true?
1 Is the sum of 8 and
10 greater than 14?
2 Is the sum of 8 and
14 greater than 10?
3 Is the sum of 10 and
14 greater than 8?
Which question should be enough to find out if a triangle can be formed?
IV. EVALUATION:
Directions: Check whether it is possible to form a triangle with lengths 7, 10,
and 13 by accomplishing the table below.
Is the Can a triangle
Simplified
Hints In Symbols simplified be formed?
Form
form true? Justify
1 Is the sum of 7 and
10 greater than 13?
2 Is the sum of 7 and
13 greater than 10?
3 Is the sum of 10 and
13 greater than 7?
Which question should be enough to find out if a triangle can be formed?
Index of Mastery
No. of Items / Score % AT
Section
Students 12 11 10 9 8 7 6 5 4 3 2 1 0
V. CLOSURE:
Use the Triangle Inequality Theorem 3 (S1 + S2 > S3) to solve the given
problem below:
The distance Marlon walks from home to school is 110 meters and 70 meters when
he goes to church from home. Elena estimates that the distance Marlon walks when he
goes directly to church, coming from school is 170 meters. Margot’s estimation is 200
meters.
Which estimation is feasible? Justify your answer
School
Church
110 m 70 m
Home
I.OBJECTIVE:
Illustrate the Exterior Angle Inequality Theorem
II. SUBJECT MATTER:
Topic: Theorems on Triangle Inequalities in One Triangle
Sub-topic: 8.1.4Exterior Angle Inequality Theorem
References:Geometry Metric Edition by Downs and Moise p. 217
Geometry by Joselito M. Pascual p. 154
Geometry Integration, Applications, Connections Teacher’s
Wraparound www.math.washington.edu-king/coursedir/m44a00/syl/
www.onlinemathlearning.com/exterior-angle-theorem.html
www.regentsprep.org/Regents/math/geometry/GP5/LExtAng.htm
http://www.math-
worksheet.org/phocadownload/congruent%20triangles-Edition p. 267
exterior-angle-theorem-easy.pdf
2. Analysis
Let ABC be a triangle and let D be a point on line AC so that A is between C and D.
Thus angle BAD is an exterior angle of the triangle at A.
C A D
1. What is the total measure of ∠A, ∠B, and ∠C?
2. How are ∠BAC and ∠BAD related?
3. Use the angle sum theorem and supplementary angles to write an equation
relating the measures of ∠B, ∠C, and ∠BAD.
4. What inequality relates these angles? ∠C ____ ∠BAD, ∠B _____∠BAD
3. Abstraction
4.Application
Use the figure only to explain notation and complete each statement on the basis of
the exterior angle theorem.
m REF m RIF
m FNE m FEI
m FNE m FEN
m FER m FEN
m FEN m FND
Index of Mastery
No. of Items / Score % AT
Section
Students 10 9 8 7 6 5 4 3 2 1 0
I.OBJECTIVE:
Illustrate the Hinge Theorem or SAS Inequality Theorem
II. SUBJECT MATTER:
Topic: Theorems on Triangle Inequalities in Two Triangles
Sub-topic: 8.2.1 Hinge Theorem or SAS Inequality Theorem
References: Geometry Metric Edition by Downs and Moise p. 232
Geometry by Joselito M. Pascual p. 162-163
Geometry Integration, Applications, Connections Teacher’s
Wraparound Edition p. 273
www.ceemrr.com/Geometry1/HingeTheorem/HingeTheorem.htmlhttp://
www.math.washington.edu/~king/coursedir/m444a00/syl/class/wk5/ins
cribedan%20g/
Materials: chalkboard, visual aids, ruler, protractor, ball-bearing compass, rubber
bands
III. LESSON PROPER:
1. Activity
1. Place a rubber band over the tips of ball-bearing compass. Imagine that the
sides of the compass and the rubber band form a triangle which we call
ΔPRT.
2. Measure ∠𝑅 and 𝑃𝑇.
3. Spread the compass arms farther apart to form a different triangle, ΔP’R’T’.
4. Measure ∠R’ and P’T’.
2. Analysis
1. Compare m ∠R to m ∠R’ and PT to P’T’.
2. Change the position of the compass arms again. Make a conjecture about
how m∠𝑅 and 𝑃𝑇 will change. Check your conjecture.
3. Suppose AB = DE and BC = EF in ΔABC and ΔDEF. If m ∠B > m ∠E, how
are AC and DF related?
3. Abstraction
Hinge Theorem or SAS Inequality states that if two sides of one
triangle are congruent to two sides of another triangle, and the
included angle in the first triangle is greater than the included
angle in the second, then the third side of the first triangle is
longer than the third side of the second.
4. Application
1. Jan and Jon are hikers. They start at the visitor center and walk in
opposite directions for 2 miles. Then Jan turns to her right at an angle
of 20° and Jon turns to his right at an angle of 30°. They each continue
hiking for another mile and a half when both stop to rest. Who is farther
from the visitor center?
2. Draw an isosceles triangle with legs 5 cm long and an included angle
of 50°. Then draw another isosceles triangle with legs 5 cm long and
an included angle of 75°. Measure the third side of the two triangles.
Which triangle has the longer side?
3. What theorem does this demonstrate?
4. What is a hinge? Explain why the SAS inequality is called the Hinge
Theorem.
IV. EVALUATION:
A. Use the symbol >, < or = to complete the statements about the figure below.
Index of Mastery
No. of Items / Score % AT
Section
Students 6 5 4 3 2 1 0
V. CLOSURE:
Use the SAS inequality or Hinge Theorem to complete the following. Write >,
<, or = in the space provided.
4. WX _____ ST
I. OBJECTIVE:
Illustrate the Converse of Hinge theorem or SSS triangle inequality theorem
2. Analysis
1. Compare m∠A to m∠M and EB to MD.
2. Change the position of the compass arms again. Make a conjecture about how
m∠𝐴 and 𝐸𝐵 will change. Check your conjecture.
3. Suppose ST = BN and TI = NH in ΔSTI and ΔBNH. If SI < BH, how are m∠𝑇
and m∠𝑁 related?
3. Abstraction
3. Application
Draw two triangles with sides that measures 7 cm and name it as ∆ABC and
∆DEF. If the third side of ∆ABC is 12 cm and ∆DEF is 10 cm, measure the included
angle of the two triangles and compare the angle of the triangle.
IV. EVALUATION:
C. Use the symbol >, < or = to complete the statements about the figure below.
Statements
1.If SE ME and AS AM,then m5 ____ m6
Index of Mastery
No. of Items / Score % AT
Section
Students 6 5 4 3 2 1 0
V. CLOSURE:
I.OBJECTIVE:
Apply theorems on triangle inequalities.
II. SUBJECT MATTER:
Topic: Theorems on Triangle Inequalities in Two Triangles
Sub-topic: 8.3 Application of Theorems onTriangle Inequalities
References :http://www.mathworksheetsland.com/6/1grade6-30.pdf
Materials:
III. LESSON PROPER:
1. Activity
Rapid City, Casper, and Cheyenne represent the vertices (the corners) of a triangle.
The distance between Rapid City and Cheyenne is approximately 295 miles and the
distance between Rapid City and Casper is approximately 260 miles. What is the
possible distance between Casper and Cheyenne?
2. Analysis
1. How can we solve the given?
2. What is the theorem to be used to be applied in the problem?
3. Abstraction
4. Application
Matthew has three different squares. He arranges the squares toform a
triangle as shown. Based onthe information, list the squares inorder from the
one with the smallest perimeter to the one with the largest perimeter.
IV. EVALUATION:
Solve the following.
V. CLOSURE:
Solve byapplying theorems on triangle inequalities.
The distance between Antipolo and San Mateo is 187 kilometers and the
distance between Antipolo andCainta is 97 kilometers.Cainta, San Mateo,and
Antipoloform a triangle on amap. What must the distance betweenSan Mateo and
Cainta be greater than?
I. OBJECTIVE:
Prove Triangle Inequality Theorem 1 (Ss Aa)
PRIMING:
Is it possible for a triangle to have sides with the indicated lengths?
a. 7cm, 7cm, 10cm?
b. 17cm, 12cm, 5cm?
c. 7cm, 6cm, 1cm?
d. 4cm, 6cm, 2cm?
e. 11cm, 8cm, 4cm?
1. Activity
State the smallest and largest angles of the given triangles.
1. ABC with AB= 3, BC= 4, and AC= 5
2. DEF with DE= 9, EF= 12 and DF= 16
3. GHI with GH= 14, HI= 20 and GI= 12
4. JKL with JK= 8, KL= 12 and perimeter= 36
5. MNO with MN= 4, NO= 9 and perimeter= 50
2. Analysis
Questions:
a. What have you notice on the measurement of the three sides of the triangle? What kind
of triangle is being formed?
b. Compare the measurement of a side to the sum of the other two sides? What have you
notice?
What can you say about the relationship of a side to the other two sides?
3. Abstraction
If one side of a triangle is longer than a second side, then the angle
opposite the longer side is larger than the angle opposite the
second side.
3. Application
Given: BET ; BT>BE
Prove: m/ E>m/ T
Proof:
Statements Reasons
1.Draw ES such that BE=BS
2. BE=BS
3. / 1 = / 2
4. m/ 1 = m/ 2
5. m/ E = m/ 2 + m/ 3
6. m/ E > m/ 2
7. m/ E > m/ 1
8. m/ 1 > m/ T
9. m/ E > m/ T
IV. EVALUATION:
Write the reasons to complete each proof.
Given: FC+CL
Prove: AG+GF>LA
Proof:
Statements Reasons
1. FC = CL
2. FA = FC +
CA
3. AG + GF >
FA
4. AG + GF >
FC + CA
5. AG + GF >
CL + CA
6. CL + CA >
LA
7. AG + GF >
LA
Index of Mastery
No. of Items / Score % AT
Section
Students 7 6 5 4 3 2 1 0
V. CLOSURE:
Write the complete proof of this triangle.
U Given: UPS
Prove: PS-UP<US
S P
I. OBJECTIVE:
Prove Triangle Inequality Theorem 2 (Aa Ss)
PRIMING:
You are given an 18- centimeter piece of wire. You want to form a triangle such that the length of
each side is a whole number of centimeters.
1. Name three ways to form an isosceles triangle.
2. Name a way to form an obtuse scalene triangle.
3. Name a way to form an acute scalene triangle.
4. Name two combinations that will not produce triangles.
1. Activity
Name the angles in ascending order.
2. Analysis
Questions:
1. What is the relationship of the shortest side to the angle opposite it?
2. What is the relationship of the longest side to the angle opposite it?
3. Abstraction
4. Application
Given: HIT; HT > HI
Prove: m/ I > m/ T
Proof:
Statements Reasons
1. Draw IS such that HI = HS
2. HI = HS
3. / 1 = / 2
4. m/ 1 = m/ 2
5. m / I = m/ 2 + m/ 3
6. m / I > m / 2
7. m / I > m / 1
8. m / 1 > m / T
9. m / I > m / T
IV. EVALUATION:
Write a complete proof.
1. Given: TONE is a parallelogram.
m/ NOT < m/ OTE
Prove : TN < OE
Index of Mastery
No. of Items / Score % AT
Section
Students 5 4 3 2 1 0
V. CLOSURE:
Supply the reasons to complete the proof.
1. Given: BE = CE, CU > BU
Prove: m/ CEU > m/ BEU
Proof:
Statements: Reasons
1. BE = CE ___________
2. EU = EU ___________
3. CU > BU ___________
4. m/ CEU > m/ BEU ___________
I. OBJECTIVE
Prove Triangle Inequality Theorem3 (S1 +S2>S3)
II. SUBJECT MATTER
Topic:ProvingInequalities in a Triangle
Sub-topic: 8.4.3 Triangle Inequality Theorem 3 (S1 +S2>S3)
References:Math Power in Geometry, A. O. Reyes pages 420-428,
E-Math by OrlandoOronce and Marilyn Mendoza pages 358- 363
Materials: chalk and board
III. LESSON PROPER
A. Priming
d. Complete the last three columns of the table. Discuss the results with your group.
e. Complete the following statement. Use less than, greater than or the same as. The sum of
the lengths of any two sides of a triangle must be _____________ the length of the third
side.
B. Activity
Tell whether a triangle can be constructed with segments having these lengths. If
2. 9,11, 15
3. 8, 10, 20
4. 1, 4, 6
5. 13, 10, 5
C. Analysis
Questions:
1. Is there a relationship between the length of a side of a triangle and the measure of the
angle opposite it?
2. What is the relationship between the longest side of a triangle and the measure of the angle
opposite it?
3. What is the relationship between the shortest side of a triangle and the measure of the angle
opposite it?
D. Abstraction
REMEMBER
Triangle Inequality Theorem 3 (S1 +S2>S3)
In a triangle, the sum of the lengths of any two sides is greater than
the length of the third side.
E. Application
1. Given B
(i) BC + AC = AB
(ii) BC + AB = AC C
(iii) AB + AC = BC A
Proof:
Statements Reasons
IV. EVALUATION
Write the reasons to complete each proof.
Given : G is the interior of FLA
Prove: AG + FG + LG > ½ (FL + LA + AF)
Proof :
Statements
1. G is the interior of FLA
2. FG + LG > FL
3. AG + LG > LA
4. AG + FG > AF
5. 2AG + 2FG + 2LG > FL + LA + AF
6. AG + FG + LG > ½ ( FL + LA + AF )
Reasons
1. ____________
2. ____________
3. ____________
4. ____________
5. ____________
6. ____________
Index of Mastery
No. of Items / Score % AT
Section
Students 6 5 4 3 2 1 0
V. CLOSURE
I.OBJECTIVE:
Prove Exterior Angle Inequality Theorem
II. SUBJECT MATTER:
Topic: Proving Inequalities in a Triangle
Sub-topic: 8.4.4 Proving the Exterior Angle Inequality Theorem
References: Grade 8 Teachers’ Guide and Learners’ Material pp.380-381
Materials:
III. LESSON PROPER
Priming:
Direction: Name the exterior angle/s of the triangles shown in the
figure.
1.
1.
2.
3.
4.
5.
RDN
RSI
SDN
INE
1. Activity
Given: LOV with exterior angle LVE
Prove: LVE > OLV
Proof:
Let us prove that LVE > OLV by constructing the following:
2.Analysis
Statements Reasons
1.
LS VS ; RS OS
4.Basing on statement 3,
OLV _______
5.Basing on the illustration,
Angle Addition Postulate
LVE _______
6. Basing on statement 5,
LVE> 1
7. Using statement 4 in statement 6, Substitution Property
3. Abstraction
4. Application
Given HOE is an exterior angle of EOP.
Prove that HOE > OEP.
IV. EVALUATION:
Given GME is an exterior angle of GMA.
Prove that GME > MGA.
Index of Mastery
No. of Items / Score % AT
Section
V. Students 5 4 3 2 1 0
CLOSURE:
Given 1 is an exterior angle of ODG.
Prove that m 1 > m 4.
I.OBJECTIVE:
Prove Hinge Theorem or SAS Inequality Theorem
II. SUBJECT MATTER:
Topic: Proving Inequalities in a Triangle
Sub-topic: 8.4.5 Hinge Theorem or SAS Inequality Theorem
References: Mathematics Learner’s Module 8, E – Math: Geometry by
Oronce
Materials: manila paper
1. Activity
Activity 1.Direction: Work in pairs then do the following
1. Replicate the activity table on a piece of manila paper
2. Study the faces of the clock shown at different hours one
afternoon and complete your copy of the activity table.
3. Write also your answers to the ponder questions on a piece of
Manila paper.
4. Compute for the measure of the angle formed by the hands of
the clock given that one revolution for each hand is equivalent to
3600
2. Analysis
1. In the activity, what do you observe about the measures of
the angles formed by the hands of the clock at different
hours?
3. Abstraction
Hinge Theorem or SAS Inequality Theorem
If two sides of one triangle are congruent to two sides
of another triangle, but the included angle of the first triangle is
greater than the included angle of the second, then the third side of
the first triangle is longer than the third side of the second.
4. Application
Prove: BC > CD
Proof:
Statement Reasons
1. AB is 1.
congruent to AD
2. AC is 2.
congruent to AC
3. m ﮮ1 > m ﮮ2 3.
4. Then, BC > 4.
CD
IV. EVALUATION:
Directions: Use the Hinge Theorem to write an if-then statement for the given triangles
below.
Prove: ML > NR
Proof:
Statement Reasons
1. EM is congruent to QN 1.
2. EL is congruent to QR 2.
3. m ﮮE > m ﮮQ 3.
4. Then, ML > NR 4. O
Prove: OT>TE
Proof:
Statement Reasons
1. PO is congruent to PE 1.
2. PT is congruent to PT 2.
3. m ﮮ1 > m ﮮ2 3.
4. Then, OT > ET 4.
Index of Mastery
No. of Items / Score % AT
Section
Students 8 7 6 5 4 3 2 1 0
V. CLOSURE:
Prove: UY > JL J U
Y L
Proof:
Statement Reasons
1. □JULY is a parallelogram 1.
2. JY congruent to UL 2.
3. JU is congruent to JU 3.
4. mﮮJ > mﮮU 4.
5. UY > JL 5.
I.OBJECTIVE:
Prove Converse of Hinge Theorem or SSS Inequality Theorem
II. SUBJECT MATTER:
Topic: Proving Inequalities in a Triangle
Sub-topic:8.4.6 Converse of Hinge Theorem or SSS Inequality Theorem
References:Mathematics Learner’s Module 8, E – Math: Geometry
Materials:Protractor, manila paper, ruler
III. LESSON PROPER:
PRIMING:
Hinges in Tools and Devices
Hinges are used to fasten two things together and allow
adjustment, rotation, twisting, or pivoting. Choose at least one of the following
hinged devices and explain how it works.
1. Activity
Directions: Work in pairs. Study the house models below and complete your copy
of the activity table. Write your answers on a piece of manila paper. Note
that the scale used in this drawing is 1 cm = 1 m
C F
4. Application
A B D E
Proof:
Statement Reasons
1. AC is congruent to DF, 1.
AB is
congruent to DE, and BC >
EF
2. mﮮA < mﮮD or mﮮA = 2.
mﮮD
or mﮮA > mﮮD
3. If mﮮA<mﮮD, then BC 3.
<EF
4. Thus, mﮮA is not <mﮮD 4.
5. If mﮮA = mﮮD, then 5.
∆ABC is
congruent to ∆DEF
6. Then BC = EF 6.
7. Thus, mﮮA ≠ mﮮD 7.
Therefore, mﮮA > mﮮD 8.
D O
N
Directions: Use the symbol < , > or = to complete the
IV.EVALUATION: statements about the figure shown. Justify your answer.
A 1 4 B
2 3
Statements Justification
1. If AC is congruent to AD and
mﮮ1 = BD
mﮮ2, then BC
2. If BC is congruent to BD and
AC > AD, mﮮ3
then mﮮ4
3. If AD is congruent to AC and
mﮮ2 < BC
mﮮ1, then BD
4.If BD is congruent to BC and
AD> AC, mﮮ4
then mﮮ3
Index of Mastery
No. of Items / Score % AT
Section
Students 8 7 6 5 4 3 2 1 0
V. CLOSURE:
Direction: Use the Converse Hinge Theorem to prove the
given below.
Prove: AT > AR T L R
N S
Proof:
Statement Reasons
1. L the midpoint of TR 1.
2. LT is congruent to LR 2.
3. RS is congruent to NT 3.
4. LS > LN 4.
5.mﮮR > mﮮT 5.
6. AT > AR 6
I. OBJECTIVE:
Define and illustrate parallel and perpendicular lines
1. ACTIVITY
Draw a rectangular Prism
A rectangular prism can be drawn using parallel lines and parallel planes.
C B
H E
G F
2. ANALYSIS
3. ABSTRACTION
The following diagram shows the locations of the houses of three friends.
PASAKALYE STREET
Jopet’s House
It can be seen that Jowel’s and Jopet's houses are situated in parallel streets, while Jhed's
house is on a street which is perpendicular to both these streets. This illustrates how the
relationship of two lines to a third line can lead to the relationshipbetween the two lines.
1. In a plane if two lines are perpendicular to the same line, then they are parallel to
each other.
2. If two lines are parallel to the same line, then they are parallel to each other.
Definition:
Parallel line. Lines are parallel if they are always the same distance apart
(called "equidistant"), and will never meet.
(They also point in the same direction).
Perpendicular Line. Two lines are Perpendicular if they meet at a right angle (90°).
4. APPLICATION
Refer to the photograph of the New Municipal Building of Taytay
1. Describe a pair of parallel lines found on the New Municipal Building of Taytay.
2. Find an example of parallel planes.
3. Locate a pair of perpendicular lines.
IV. EVALUATION
Concept Check:
1. Draw a solid figure with parallel planes. Describe which parts of the figure are
parallel.
2. Describe a real – life situation in which parallel lines seem to intersect.
V. ASSIGNMENT
I. OBJECTIVES:
Determine the relationship between pairs of angles formed by parallel lines cut by a
transversal.
Priming
1. ACTIVITY
Two parallel lines (lines l and m) cut by a transversal (line n) form eight angles. Measure
the eight angles using your protractor and list all inferences or observations in the activity.
m ∠1=_____ 1 2
l 3 4
m ∠2=_____ 3 4
m ∠3=_____ 5 6
m ∠4=_____ m
7 8
m ∠5=_____
m ∠6=_____ n
m ∠7=_____
m ∠8=_____
Observations:
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
___________________________________________________
2. ANALYSIS
Guide Questions:
1. What pairs of angles are formed when two lines are cut by a transversal?
2. What pairs of angles have equal measures? What pairs of angles are
supplementary?
3. Can the measures of any pair of angles guarantee the parallelism of lines?
4. How can the key concepts of parallel lines facilitate solving real – life problems using
deductive reasoning
3. ABSTRACTION
When two parallel lines are given in a figure, there are two main areas: the interior and
the exterior.
Exterior
Interior
Exterior
When two parallel lines are cut by a third line, the third line is called the transversal. In
the example below, eight angles are formed 1 2when parallel lines l and m are cut by a
transversal line, n.
3 4
l 3 4
m 5 6
7 8
n
There are several special pairs of angles formed from this figure.
a. The angles formed by the transversal with the two other lines are called:
4. APPLICATION
MUNISIPYO PAARALAN
IV. EVALUATION
Study the figure and answer the following questions as accurately as you can. The figure
below shows j││t with a as transversal.
1 2 t
3 4
5 6
j
7 8
Name:
1. 2 pairs of corresponding angles
2. 2 pairs of alternate interior angles
3. 2 pairs of alternate exterior angles
4. 2 pairs of interior angles on the same side of the transversal
5. 2 pairs of exterior angles on the same side of the transversal
No. of Students Items/Scores % AT
10 9 8 7 6 5 4 3 2 1 0
V. ASSIGNMENT
6 = 67O
8
7 9
10
8
11
12 13
m ∠7=_____
m ∠8=_____
m ∠9=_____
m ∠10=_____
m ∠11=_____ m ∠13=_____ m ∠14=____
I. OBJECTIVES:
Recognize angle conditions that occur with parallel lines.
Prove that two lines are parallel based on given angle relationship.
Priming
Have you ever been in a tall building and looked down at a parking lot? The
parking lot is full of line segments that appear to be parallel. The workers who paint
these lines must be certain that they are parallel.
Question: How do you know that the sides of the parking space are
parallel?
1.ACTIVITY
You are working in a furniture shop as a designer. One day, your immediate
supervisor asked you to make a design of a wooden shoe rack for a new client, who is well-
known artist in the film industry. In as much as you don’t want to disappoint your boss, you
immediately think of the design and try to research on the different designs available in the
internet.
2.ANALYSIS
1. Based on your design, how will you ensure that the compartments of the shoe rack are
parallel? Describe the different ways to ensure that the compartments are parallel.
2. Why is there a need to ensure a parallelism on the compartments?
What would happen if the compartments are not parallel?
3. How should the sides be positioned in relation to the base of the shoe rack? Does
positioning of the sides in relation to the base matter?
3.ABSTRACTION
Theorems Examples
Abbreviation
If corr. ∠’s are ││ then l
lines are ││.
m 1 2
2. If two lines in a plane If ∠1 ≅∠8 or if ∠2 ≅∠7, 3 4
are cut by a transversal then m││n.
so that a pair of
alternate exterior angle
is congruent, then the
lines are parallel.
Abbreviation n 5 6
If alt.ext∠’s are≅ then 7 8
lines are ││.
Abbreviation
If cons. int.∠’saresuppl.,
then lines are ││.
Abbreviation
If alt.int∠’s are≅ then
lines are ││.
Abbreviation
If 2 lines are ⏊ to the
same line, then lines n
are ││.
4.APPLICATION
A B
45O
D 65O F
70O
G H
The sum of the angle measures in a triangle must be 180, so m∠BDF = 180 – (45 +
65) or 70.
Since ∠BDF and ∠BGH have the same measure, they are congruent.
⃡ .
⃡ ││𝐺𝐻
Congruent corresponding angles indicates parallel lines. So, 𝐷𝐹
∠ABD ≅∠DBF, because 𝐵𝐺 ̅̅̅̅ bisects ∠ABH. So, m∠ABD = 45.
∠ABD and ∠BDF are alternate interior angles, but they have different measures so
they are not congruent.
Thus, ⃡𝐴𝐵 is not parallel to ⃡𝐷𝐹 or ⃡𝐺𝐻
IV. EVALUATION
Prove Lines Parallel. s l
Given: r ││s
∠5 ≅∠6 4 m
Prove: l ││m r 5 6
7
Proof:
Statements Reasons
1. r ││s, ∠5 ≅∠6 1.
7. l ││m 7.
V. ASSIGNMENT
The Hubbles Telescope gathers parallel light rays and directs them to a central focal
point. Use a protractor to measure several of the angles shown in the diagram. Are the lines
parallel? Explain how you know?
I.OBJECTIVES:
Verify sets of sufficient conditions which guarantee that a quadrilateral is a
parallelogram;
Apply the conditions to prove that a quadrilateral is a parallelogram.
II.SUBJECT MATTER:
TOPIC:Properties of Parallel Lines Cut By a Transversal
SUBTOPIC:8.7 Proving Quadrilaterals are Parallelograms
REFERENCE:
Mathematics Learner’s Module, pp. 460 -461
Worktext in Mathematics Geometry by de Leon et.al, pp. 163 - 166
http://www.mathplanet.com/education/geometry/quadrilaterals/properties-
of-parallelograms
1.ACTIVITY
Place a check mark in the boxes below if the quadrilateral listed along the top
row has the properties listed in the left column.
Parallelogram
Rectangle
Rhombus
Square
Properties
2.ANALYSIS
Guide Questions:
Key points
STATEMENTS REASONS
̅̅̅̅̅ ≅ ̅̅̅̅̅
1. 𝑅𝑂 𝐸𝑀 , ̅̅̅̅̅ ̅̅̅̅̅
𝑅𝐸 ≅ 𝑂𝑀 1. Given
2. ̅̅̅̅̅
𝑅𝑀 ≅ ̅̅̅̅̅
𝑅𝑀 2. Reflexive Property
3. ∆REM ≅ ∆ROM 3. SSS Postulate
4. ∠1 ≅ ∠2 ;∠3 ≅ ∠4 4. CPCTC
5. ̅̅̅̅̅
𝑅𝑂 ││ ̅̅̅̅̅ 𝑅𝐸 ││ ̅̅̅̅̅
𝐸𝑀 , ̅̅̅̅̅ 𝑂𝑀 5. If two lines are cut by a
transversal such that alternate
interior angles are congruent,
then the lines are parallel.
6. ROME is a parallelogram 6. If two sides of a quadrilateral are
parallel and congruent, then the
quadrilateral is parallelogram.
K I
1 Given: KITE is a quadrilateral
2
̅̅̅̅
𝐾𝐼 ││ ̅̅̅̅
𝑇𝐸 and ̅̅̅̅
𝐾𝐸 ││ ̅̅̅
𝑇𝐼
Prove: KITE is a parallelogram
4
3
E T
STATEMENTS REASONS
̅̅̅ ≅ 𝑇𝐸
1. 𝐾𝐼 ̅̅̅̅
1. Given
2. ̅̅̅̅
𝐾𝐼 ││ ̅̅̅̅
𝑇𝐸 2. Given
3. ∠1 ≅ ∠3 3. If two parallel lines are cut by a
transversal, then the alternate
J O
Given: JOEL is a quadrilateral
4
W ̅̅̅̅̅
𝐽𝑊 ≅ ̅̅̅̅̅
𝐿𝑊 , ̅̅̅̅̅̅
𝐸𝑊 ≅ 𝑂𝑊
1 2
Prove: JOEL is a quadrilateral is a
5 parallelogram
E L
STATEMENTS REASONS
1. JOEL is a quadrilateral
1. Given
̅̅̅̅̅ ≅ 𝐿𝑊
𝐽𝑊 ̅̅̅̅̅ , 𝐸𝑊
̅̅̅̅̅̅ ≅ 𝑂𝑊
4. APPLICATION
What value of x will make each quadrilateral a parallelogram?
1.
(3x – 70)O Solution:
(2x + 5)O
2.
(5x + 2)O Solution:
(3x + 14)O
VII. EVALUATION
Supply the missing statements or reasons to prove that if the opposite sides of a
quadrilateral are congruent, then the quadrilateral is a parallelogram.
B E
2 Given:BEAR is a quadrilateral.
𝐵𝐸 ≅ ̅̅̅̅
̅̅̅̅ ̅̅̅̅ ≅ ̅̅̅̅
𝑅𝐴 and𝐵𝑅 𝐸𝐴
1. 1. Given
2. 2. Given
3. Draw ̅̅̅̅
𝑅𝐸 3.
VIII. ASSIGNMENT
Challenge:
Solve: Gabby needs to replace a panel on her garage door. He found a rectangular sheet of
wood of the right size. He made a design by locating the midpoints of each side of the sheet
and connecting the points. Explain why XYZW is a parallelogram. If the length is twice the
width and the perimeter of the wood is 4.8 m, find the length of the following: ̅̅̅̅̅
𝐴𝑊 , ̅̅̅̅ ̅̅̅̅ ,
̅̅̅̅̅,𝐷𝐶
𝐵𝐶 ,𝑊𝑋
̅̅̅̅ .
and𝑍𝑋
A Z D
W Y
B X C
I. OBJECTIVE/S:
Tabulate data based on simple probability.
1. Define experiment, outcome, sample space and event.
2. List all the outcomes in a sample space.
II. SUBJECT MATTER
TOPIC: Probability
SUB-TOPIC: 9.1. Basic Concepts of Probability
REFERENCE Teaching Guide in Math Elem. Level by Marilyn U. Balagtas, et. al., pp.364-371
Lesson Plan in Math IV by Cynthia G. Arabit, et. al., pp.302-305
www.google.com
MATERIALS: Manila paper, pen, coins, dice
STRATEGIES Exposition, discussion, problem solving
PRIMING:
DRILL/ REVIEW/MOTIVATION:
List the elements of each set.
1. {a/a is an even number between 3 and 11}
2. {b/b is a course offered at the University of Rizal System}
3. {c/c is a tourist spot in Rizal}
4. {d/d is an occupation of a Rizaleno}
5. {e/e is a native delicacy of Cainta}
III. PROCEDURES:
A. ACTIVITY
Scenario A.
At 5:30 AM, what kind of a vehicle do you think would pass along
Manila East Road infront of PuregoldTaytay? (A car, A delivery truck, A
bus, A tricycle, A motorcycle, an E bike)
Scenario B.
In a family outing:
1. Will a homemade ice cream melt if it is not eaten quickly? (Sure to
happen, May happen, Cannot happen)
2. Will the pandan-lemon grass juice served on a table get warm if no
one drinks it after sometime?
(Sure to happen, May happen, Cannot happen)
Do the activity by group to find the answer. Follow the following steps.
A. Toss the coins at least 6 times.
B. Make a table and record the result.
C. Record the event on how many times a head or a tail came out.
Let the students compare their works with the prepared table.
2nd Coin
H T
H (H,H) (H,T)
T (T,H) (T,T)
1st Coin
B. ANALYSIS
Answer the following questions:
What kind of an activity was done?
How many times did you toss the coins to find the correct
results?
What do you call the activity in finding out the correct results?
How many possible results were expected from this activity?
What do you call these results?
How many possible results will there be to get a combination of
head and a tail?
What is the chance that a head and a tail will come out?
The event of having a combination of a head and a tail when a coin is
tossed is called probability.
The probability of a head and a tail to come out when 2 coins are
tossed is ¼.
C. ABSTRACTION
KEYPOINT:
D.APPLICATION
. Two dice are tossed. Complete the sample space in tabular form.
E. EVALUATION
Second Die
First Die
1 2 3 4 5 6
1 (1,1 (1,2 (1, (1,4) (1,5 (1,6)
) ) 3) )
2
3
4
5
6
IV. CLOSURE
“All life is an experiment. The more experiments you make the better.”
- Ralph Waldo Emerson
I. OBJECTIVE:
Count the number of occurrence of an outcome in an experiment .
- using a table
- using a tree diagram
- using a systematic listing
-using the fundamental counting principle
IIIIII. PROCEDURE:
1. Priming
2.Activty
WORKSHEET A
Complete the list below:
NN,NE,N__,N__
EE, E__,E__,ES
WW, __ , __, WS
__, SN, __, SW
WORKSHEET B
Complete the table below:
E X I T G A T E
ENTRANCE GATE N E W S
N NN NS
E EE EW
W WE WS
S SN SW
WORKSHEET C
Complete the tree diagram below:
N NN
E NE
N W NW
S NS
N EN
E ___
E W EW
S ___
START
N WN
E ___
W W ___
S ___
N NN
E NE
S W NW
S NS
WORKSHEET D
Supply the missing number.
Number of gates to enter the sports center n1 = ____; and
using the same for leaving; n2= ___ thus, n1 x n2 = ____
different ways.
3. Analysis
4. Abstraction
REMEMBER:
The number of occurrences of an outcome in an
experiment can be counted using any of the following:
a. Table
b. Tree diagram
c. Systematic listing
d. Fundamental counting principle
The fundamental counting principle states that we can
find the total number of ways that two or more
separate tasks can happen by multiplying the number
of ways each task can happen separately.
4.Application
IV. EVALUATION
Proficiency 5 4 3 2 1 0 Instructional
Level Decision
V. CLOSURE
I. OBJECTIVE:
Find the probability of simple event.
TOPIC: Probability
SUB-TOPIC: 9.3 Probability of Simple event
REFERENCE e-math by Orlando A. Oronce and Marilyn O. Mendoza pp.439-441
www. Algebra-class.com
www.google.com
MATERIALS: Cartolina, pen, die, deck of cards
STRATEGIES: Exposition, discussion, dyad
III. PROCEDURES:
PRIMING:
DRILL/ REVIEW/MOTIVATION:
Ask the students to identify the following from the given problem below (refer to no.1)
a. Experiment
b. Sample space (S)
c. Event (E)
A. ACTIVITY
BOUNDARIES ON PROBABILITY
If all outcomes are favorable for a certain event, its probability is 1.
B. ANALYSIS:
In a probability, when is an event considered simple?
C. ABSTRACTION:
A simple event is an event that consists of exactly one
outcome or we can say that, a simple event is the event of a
single outcome. A probability value is assigned to each simple
event using either relative frequency or personal probabilities.
The notation P(E) is used to denote the probability of the event E
to occur.
Each probability of simple events must be lying between 0
and 1.
The sum of the probabilities for all simple events in S equal to 1.
D.APPLICATION:
P(2) = 1/8
2. 2 out of the 14 balloons in a bunch are blue. What is the
probability that a randomly selected balloon will be blue? Express
your answer in fraction or whole number.
2-5
I. OBJECTIVE/S:
1. Define experimental probability.
2. Distinguish experimental probability from theoretical probability
II. SUBJECT MATTER:
TOPIC: Probability
SUB-TOPIC: 9.4 Experimental Probability versus Theoretical Probability
REFERENCE Teaching Guide in Math Elem. Level by Marilyn U. Balagtas, et. al.,
pp.368-374
Lesson Plan in Math IV by Cynthia G. Arabit, et. al., pp.302-305
www.google.com
MATERIALS: Coin, Dice, activity sheets, cartolina, pen
STRATEGIES: Discussion, group activity
PRIMING:
DRILL/ REVIEW/MOTIVATION:
QUICK AND EASY: Answer the following as quickly as you can.
1. Express as a ratio: the number of boys to the total number of students in
Grade 7-Camia.
2. Aldub bought 5 different styles of dress out of 10 choices in fractional form.
3. Express your answer in number 2 in simplest form.
4. Change your answer in number 3 in decimal form.
5. Express your answer in number 4 to percent
III. PROCEDURES:
A. ACTIVITY
EXPLORING PROBABILITY
1 2 3 4 5 6 7 8 9 10 Total Total/10
H
T
die.
B. ANALYSIS
Ask students to compare the results they obtained.
C.
ABSTRACTIO
N
D.APPLICATI
ON
Fill in the blanks.
1. Andrea spun a spinner 80 times obtaining the color
yellow 24 times. Based on this experiment, the
probability that the color yellow will be spun is ___
Out of ___ or ___ / ____ , or ____ %
2. Nicole tossed a dart 40 times and hit the bull’s eye twice.
Based on these numbers, the probability of her hitting the
Bull’s eye is ___ out of ___, or ___/___, or ___ %
s
1 2 3 4 5 6
Frequency (f)
Experimental
Probability P(n)
E. EVALUATION
Answer the following.
3. Two dice are rolled, find the probability that the sum is equal
to 5.
P(E) =4 / 36 = 1 / 9
IV. CLOSURE
I. OBJECTIVE:
Solve problems involving probabilities of simple events.
II. SUBJECT MATTER
TOPIC: Probability
SUB-TOPIC: 9.5 Problems Involving Probabilities of Simple Events
REFERENCE Lesson Plan in Math IV by Cynthia G. Arabit, et. al., p.304
Elem. Statistics with Computer Applications by Priscilla S.
Altares, et. al., pp. 169-170
www. Algebra-class.com
MATERIALS: Worksheet, manila paper, pen
STRATEGIES: Exposition, Group work
III. PROCEDURES:
PRIMING:
DRILL/ REVIEW/MOTIVATION:
QUICK & EASY:
A. Answer the following questions as quickly as you can.
1. 4 out of 8 slices of “bibingka” eaten by the visitors in fractional form.
2. Express your answer in number 1 in simplest form.
3. Change your answer in number 2 in decimal form.
4. Express your answer in number 3 to per cent
A. ACTIVITY
COLOR FREQUENCY
red 3
white 10
________________________________________________
P(E) =
= 10 / 20 = 1 / 2
B. ANALYSIS
How do we solve for the probability of simple events?
C. ABSTRACTION
P(E) = n(E)
n(S)
D.APPLICATION
GROUP FREQUENCY
A 50
O 70
AB 15
n(E) Frequency for O blood
________________________________________________
P(E) =
n(S) Total frequencies
= 70 / 200 = 0.35
P(E) = 4 / 52 = 1 / 13
E. EVALUATION
7
P(rock) =
17
oregano 8 8 2
P(oregano) = = = =
oregano + other 8 + 12 20 5
2
P(oregano) = 5
PROFICIENCY 5 4 3 2 1 0 Instructional
LEVEL decision
IV. CLOSURE
“The important thing is to never stop questioning.”
- ALBERT EINSTEIN