I.

OBJECTIVES

A. Content Standards

 The learner demonstrates understanding of key concepts of of factors of polynomials, rational

algebraic expressions, linear equations and inequalities in two variables, systems of linear
equations andinequalities in two variables and linear functions, and solve tgese problems
accurately using variety of strategies.

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.

C. Learning Competencies / Objectives

 To illustrates the rectangular coordinate system and its uses.(M8AL-Ie-1)

II. CONTENT

Patterns and Algebra

(Rectangular Coordinate System)

III. LEARNING RESOURCES

A. References

Learner's module

B. Materials:

Chalk, chalkboard, visuals materials ,power point presentation, grid board

 Teacher's Task Learner's Task

Preparations

Good evening everyone Good evening ma'am!

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)

Is there anyone whose absent today?

No, ma'am

A. Reviewing previous lesson or presenting new

lesson

Okay class, who can recall our lesson last time?

Yes,name of student
Very Good, (name of student)

Rectangular Coordinate System is introduced using

the concept of sets. You have learned binary
operations of sets:union and interaction. Recall that Our lesson last time was all about Rectangular
A∪B and A∩B are defned as follows: Coordinate System introduced using the
A∪B={x|x∈A or x∈B} concept of sets.

A∩B={x|x∈A and x∈B}

The product set or Cartesian product of nonempty

sets A and B, written as AxB and read "A cross B", is
the set of all ordered pairs (a,b) such that a ∈A and
b∈B. In symbols,

Illustrative Examples:

Let A={2,3,5} and B={0,5}. Find a) AxB and b) BXA.

Solution:

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)}

Okay lets continue our lesson last time.

Let R be the set of real numbers. The notation R² is

the set of ordered pairs (x,y), where x and y ∈ R; that
is

R²= RxR={(x,y)|x∈R,y∈R}

R² is also called the xy-plane or Cartesian plane in

honor of the Frencg mathematician Rene Descartes
(1596-1650), who is known as the "Father of Modern
Mathematics"

The student listening to our discussion after that

they will need to answer the activity that I
prepared

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.

Quadrant 1 x>0, or x is positive y>0, or y is positive or

(+,+);

Quadrant 11 x <0,or x is negative y>0, or y is positive

or (-,+);

Quadrant 111 x <0, or x is negative y <0 or y is

negative or (-,-);

Quadrant 1v 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.

Illustrated below is Cartesian Plane

How do
you think
can we
apply
this in
real life?
Let's try
the activity.
Example:

Suppose Mara and Clara belong to a class with the

following seating arrangement.

Question:

1. Using ordered pairs, how do we describe Mara's

seat? How about Clara's seat?

2. Using ordered pairs, how do we locate the seat of

any classmate of Mara and Clara?

3. Can we make a set of ordered pairs? If yes,state so.

Solutions:

1. Mara's seat is at the intersection of column 2 and

row 3. Clara's seat is at the intersection of column 4
and 2. In symbols, we can write (2,3) and (4,2)
respectively, if we take the column as the x-axis and
the row as y-axis.

2. We locate the seat of Mara's and Clara's classmate

by using column and row. We can use ordered pair
(column# , row#) to locate it.

3. Here is the set of ordered pairs:

{(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)}

Did you get it class?

Yes, ma‘am

B. Establishing a purpose for the lesson

The purpose of this lesson, the student are able to

learn how to locate/plot the point on the grid board
and let the students experience describing the
coordinates of location in real life by performing the
activity in D.E and F

C. Presenting examples/instances of the new lesson

Description: Finding a particular point such (1,4) in

the grid board is similar to fnding a particular place
on the map. In this activity, you will learn how to plot
points on the grid board.
Direction: With the fgure above, fnd the following
locations and label each with letters as indicated.

a. Mabini 4th corner Aurora 1st Streets -A

b. Mabini 2nd corner Aurora 2nd Streets -B

c. Mabini 3rd corner Aurora 5th Streets -C

d. Mabini 5th corner Aurora 4th Streets -D

e. Mabini 1st corner Aurora 1st Streets -E

A student called to answer

Question:
(He/She will locate/plot the point on the grid
1. How do you fnd each lication? board)

2. Which axis do you consider frst? Next?

3. If (1,4) represents Mabini 1st Street corner Aurora

4th Street, then how could these points be
represented?

a. (3,1) b. (4,5)

c. (1,2) d. (4,2)

e. (5,3)

4. If you are asked to plot these points mention in

item number 3 in the Cartesian plane ,can you do it?
If yes, plot them.

After the student located/plotted the point

he/she answering the question

D.E Discussing new concepts and practicing new

skills

Now lets try class

LOCATE YOUR CLASSMATE!

Description: This activity will enable you to locate the

seat of your classmate in your classroom using
ordered pairs. This can be done by group of fve
members.

Direction: Locate your seat and the seats of

groupmates in the classroom. Complete the table
below:

Name Location
The student perform this activity in the class

F. Developing mastery

Description: This activity is a form of a game which

will enable you to learn the Rectangular Coordinate
System.
The student perform this activity in the class
Direction: From two lines. 15 of you will frm
horizontal line (x-axis) and 14 for the vertical line (y-
axus). These line should intersect at the middle.
Others may stay at any quadrant seperated by the
lines. You may sit down and will only stand when the
coordinates of the point, the axis or the quadrant you
belong is called.
G. Finding practical applications of concept and skill
in daily living

Describe the location of each point below by the

completing the following table.

Object Coordinates Quadrant/

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

H. Making generalizations and abstractions about

the lesson

How can the Rectangular Coordinate System be used

in real life?

I. Evaluating learning

Write the coordinates of each point l. Identify the

quadrant / axis where eachpoint lies. Complete the
table

Coordinates Quadrant/ axis Quadrant IVQuadrant Quadrant/ axis

IIQuadrant Iy-
1.B (_,_) axisQuadrant IX-
2.C (_,_) axisCoordinates

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:

Try to learn how cartesian plane used in drawing.

V. REMARKS

VI. REFLECTION

A. No.of learners who earned 80% in the evaluation

B. No.of learners who require additional activities for remediation.

C. Did the remedial lessons work? No.of learners who have caught up with the lesson.

D. No.of learners who continue to require remediation

E. Which of my teaching strategies worked well?

Why did these work?

F. What difficulties did I encounter which me

Principal or supervisor can help me solve?

G. What innovation or localized materials did I use/discover which I wish to share with other

Teachers?

Prepared by:

Roanne R. Bernardo