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OBJECTIVES
A. Content Standards
B. Performance Standards
The learner is able to formulate real-life problems involving factors of polynomials, rational
algebraic expressions, linear equations and inequalitis in two variables, system of linear
equations and inequalities in two variables and linear functions, and solve these problems
accurately using a variety of strategies.
II. CONTENT
A. References
Learner's module
B. Materials:
Preparations
Let us all stand for our opening prayer (one student will lead the prayer)
Before you seat, please pick up the pieces of paper (students will pick up the piece of trash thaw
and then arrange your chairs they see, and they will arrange their chairs)
(checking of attendance)
No, ma'am
Illustrative Examples:
AxB={(2,0),(2,5),(3,0),(3,5),(5,0),(5,5)}
BxA={(0,2),(5,2),(0,3),(3,5),(0,5),(5,5)}
R²= RxR={(x,y)|x∈R,y∈R}
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
infnitely many points. Each poin in the coordinate
system is defned by an ordered pair of the form (x,y)
where x and y ∈R. The frst 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 frst and second coordinates of a point vary in
the four quadrants as indicated below.
How do
you think
can we
apply
this in
real life?
Let's try
the activity.
Example:
Question:
Solutions:
{(C1,R1),(C2,R1),(C3,R1),(C4,R1),(C5,R1),(C6,R1),
(C1,R2),(C2,R2),(C3,R2),(C4,R2),(C5,R2),(C6,R2),
(C1,R3),(C2,R3),(C3,R3),(C4,R3),(C5,R3),(C6,R3),
(C1,R4),(C2,R4),(C3,R4),(C4,R4),(C5,R4),(C6,R4),
(C1,R5),(C2,R5),(C3,R5),(C4,R5),(C5,R5),(C6,R5)}
Yes, ma‘am
a. (3,1) b. (4,5)
c. (1,2) d. (4,2)
e. (5,3)
Name Location
The student perform this activity in the class
F. Developing mastery
Axis
Ex.Ball (4,2) 1
1. Spoon
2.
Television
set
3. Laptop
4. Bag
5. Pillow
6. Camera
7. Table
(-2,2)II Coordinates Quadrant/
(0,0)X-axis
ang y-axis Axis
(1,5)I(-4,-
3)III(2,-4)IV (-
5,6)II(6,-
5)IVIObject
7. Table
6. Camera
5. Pillow
4. Bag
3. Laptop
2. Television
set
1. Spoon
(4,2)
Ex.
Ball
I. Evaluating learning
3. F (_,_)
7. K(4,-1)
4. G (_,_)
5. H (_,_) 6. L(1,-4)
6. L(_,_) 5. H (1,2)
7. K(_,_) 4. G (0,3)
3. F (1,4)
2.C (-2,0)
Quadrant III
1.B (-4,-1)
Quadrant IVQuadrant Quadrant/ axis
IIQuadrant Iy-
axisQuadrant IX-
axisCoordinates
7. K(4,-1)
6. L(1,-4)
5. H (1,2)
4. G (0,3)
3. F (1,4)
2.C (-2,0)
J. Additional activities for application or remediation
Assignment:
V. REMARKS
VI. REFLECTION
C. Did the remedial lessons work? No.of learners who have caught up with the lesson.
G. What innovation or localized materials did I use/discover which I wish to share with other
Teachers?
Prepared by:
Roanne R. Bernardo