DETAILED LESSON PLAN IN MATHEMATICS

Table of Contents
ACKNOWLEDGMENT .................................................................................................. ii
Factors completely different types of polynomials (M8AL-Ia-b-1) .............................. 1
Polynomials with common monomial factor
Difference of two squares
Sum and difference of two cubes
Perfect square trinomials
General Trinomials
Factoring polynomials by grouping
Solves problems involving factors of polynomials (M8AL-Ib-2) .................................. 55
Illustrates rational algebraic expressions (M8AL-Ic-1) .............................................. 62
Simplifies rational algebraic expressions (M8AL-Ic-2) ............................................... 69
Performs operations on rational algebraic expressions (M8AL-Ic-d-1) ..................... 87
Finds the product of algebraic expressions
Finds the quotient of rational algebraic expressions
Finds the sum of similar rational algebraic expressions
Finds the difference of similar rational algebraic expressions
Finds the sum of dissimilar rational algebraic expressions
Finds the difference of dissimilar rational algebraic expressions
Solves problems involving rational algebraic expressions (M8AL-Id-2) ................... 111
Illustrates the rectangular coordinate system and its uses (M8AL-Ie-3) .................. 118
Illustrates linear equations in two variables (M8AL-Ie-3) .......................................... 125
Illustrates the slope of a line based from the graph (M8AL-Ie-4).............................. 131
Finds the slope of a line given: (M8AL-Ie-5) ............................................................. 138
two points
equation and graph
Writes the linear equation ax+by=c in the form y=mx+b and vice versa
(M8AL-If-1) .......................................................................................................... 152
Describes the graph of a linear equation in terms of its intercepts and slope
(M8AL-Ig-1) .......................................................................................................... 163
Graphs linear equation given: (M8AL-If-2) ................................................................ 167
any two points; the x- and y- intercepts
the slope and a point on the line
Finds the equation of a line given: (M8AL-Ig-1) ........................................................ 174
two points
the slope and a point
the slope and its intercepts
Solves problems involving linear equations in two variables (M8AL-Ig-2) ............... 190
Illustrates a system of linear equations in two variables (M8AL-Ih-1) ...................... 200
Graphs a system of linear equations in two variables (M8AL-Ih-2) .......................... 212
Categorizes when a given system (M8AL-Ih-3) ........................................................ 222
Solves a system of linear equations in two variables (M8AL-Ii-j-1) .......................... 228
graphing
substitution
elimination
Solves problems involving systems of linear equations in two variables
(M8AL-Ij-2) ................................................................................................................. 258
Pre-Test and Post -Test

i
 ACKNOWLEDGMENT
With deep appreciation and gratitude for the expertise and collaborative
efforts of various individuals as members of the Development Team on the
writing, editing, validating, and printing of the Contextualized Prototype Daily
Lesson Plans in Mathematics 8 (First Quarter)

WRITERS

Flocerpida B. Barias Ailyn B. Borbe Rowena B. Benoyo

Romer B. Brofas Vicky B. Bermillo Raquel De Mesa
Ruben B. Boncocan Jr. Ma. Elvira R. Estevez Rigor B. Bueno
Hilda J. Carlet Sylvia B. Sariola Efleda C. Dolz
Dioleta B. Borais

EDITORS

Marjorie J. Bueno Desiree B. Canicula

Dioleta B. Borais Efleda C. Dolz

VALIDATORS

Aladino B. Bonavente Sonia C. Buarao Nerissa A. Mortega

Clemencia G. Borais Dioleta B. Borais Efleda Dolz

DEMONSTRATION TEACHERS

Jim Bio Avegin Golingco Nelly N. Nocillado

Ranel Atun Jr. Senen Dolz, Jr. Herman B. Braga
Sarah Vibar Nancy A. Montealagre Jennifer B. Binasa
Christian B. Cid Jennylyn B. Cid Marlet D. Bongat

LAY-OUT ARTIST
Catherine B. Panti

DIOLETA B. BORAIS
Education Program Supervisor, Mathematics

MARVIN C. CLARINA
Chief , Curriculum Implementation Division

BERNIE C. DESPABILADERO
Asst. Schools Division Superintendent

MARIANO B. DE GUZMAN
OIC, Schools Division Superintendent

ii
i
(M8AL-Ia-b-1) Factors Completely Different Types of Polynomials
(polynomials with common monomial factor, difference of two
squares, sum and difference of two cubes, perfect square
trinomials, and general trinomials)

Day 1- Polynomials with Common Monomial Factor

School Grade 8
Level
Learning
Teacher Area MATHEMATICS
Time & Date Quarter I

I. OBJECTIVES
A. Content Standard The learner demonstrates understanding of key
concepts of factors of polynomials.

B. Performance The learner is able to formulate real-life problems

Standard involving factors of polynomials and solve these
problems accurately using a variety of strategies.

C. Learning Factors Completely Different Types of Polynomials

Competencies/ (polynomials with common monomial factor, difference
Objectives of two squares, sum and difference of two cubes,
perfect square trinomials, and general trinomials)
Write the LC code for
each M8AL-Ia-b-1
Day 1- The learner factors polynomials with common
monomial factor.

II. CONTENT Factoring Polynomials With Common Monomial Factor

III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide pp. 32-33
pages

2. Learner’s Materials pp. 30-31

pages

3. Textbook pages

4. Additional Materials
from Learning
Resource (LR)
portal

B. Other Learning
Resources

1
IV. PROCEDURE Advance Learners Average Learners
A. Preliminary Activity (The teacher will ask the (The teacher will ask the
students to remember the students to remember the
following terms by following terms by
performing Activity 1): performing Activity 1):
 Prime numbers  Prime numbers
 Factors  Factors
 Greatest Common  Greatest
factor Common factor
 Prime Factor  Prime Factor

Activity 1 Activity 1
“What is the Message?” “What is the Message?”
Direction: Match Column A Direction: Match Column
with Column B to decode A with Column B to
the secret message. In decode the secret
Column A are the numbers message. In Column A
and mathematical are the numbers and
expressions while in mathematical expressions
Column B are the factors while in Column B are the
and the GCF (Greatest factors and the GCF
Common Factor). (Greatest Common
Factor).
Column A Column B
1) 13 A -5∙5 Column A Column B
2) 25 C –2∙2∙2∙ 1) 7 A-3∙5
2∙𝑎∙𝑏 2) 15 C- 5∙7∙𝑚∙
3) 16ab F- 1 ∙ 13 𝑛
4) 28a2b2 O-9 3) 35mn F- 1 ∙ 7
5) 45 and 63 R-y 4) 20m2n2 O-1
6) y and y2 M - y2 5)7 and 15 R–5
7) 2b and 8b2 I - 2b 6)15 and 20 M-3
8) 6c2 and 24c5 T–2∙2∙7∙ 7)35mn and 5m2n2
𝑎∙𝑎∙𝑏∙𝑏 I - 5mn
9) 35c2d3,7cd2 G - 7cd2 8)20m3n3 and 35m2n2
N - 6c2 T – 2∙2∙5∙
S - 7cd 𝑚∙𝑚∙𝑛∙
V - 6c5 𝑛
9)5m2n2 and mn G - mn
Message: The reverse of N – 5m2n2
multiplying algebraic S – 5m3n3
expression is V – m2n2
__ __ __ __ __ __ __ __ __ Message: The reverse of
1 2 3 4 5 6 7 8 9 multiplying algebraic
expression is
Questions: __ __ __ __ __ __ __ __ __
a) Is it easy or difficult to 1 2 3 4 5 6 7 8 9
find the factors of a
number and algebraic Questions:
expression? Why? a) Is it easy or difficult to
b) Is it easy or difficult to find the factors of a
find the GCF of number and algebraic
numbers? Why? GCF expression? Why?
of mathematical b) Is it easy or difficult to
expressions? Why? find the GCF of

2
 c) What is the message numbers? Why? GCF
formed in the activity? of mathematical
expressions? Why?
c) What is the message
formed in the activity?

B. Presentation of the Activity 2 Activity 2

Lesson “I am Looking for my “I am Looking for my
GCF!” GCF!”
Group Activity A. Students are grouped A. Students are grouped
into five. into five.
B. Each group will be B. Each group will be
given a polynomial and given a polynomial and
they will find the they will find the
Greatest Common Greatest Common
Factor(GCF). Factor(GCF).
C. The group members C. The group
shall discuss the members shall discuss the
possible GCF of the possible GCF of the given
given polynomial. polynomial.
D. A representative from D. A representative
each group shall be from each group shall
asked to report their be asked to report their
output (maximum of 2 output (maximum of 2
minutes each). minutes each).

Group1: 5𝑚 + 8 Group1: 2𝑥 + 9
Group2: 4(3) − 4(1) Group2: 4𝑦 + 12
Group3: 27𝑏𝑜𝑥 + 3𝑏2 𝑜2 𝑥 2 Group3: 5𝑎𝑏 − 20
Group4: 5𝑚2 𝑎2 𝑛2 – 25m3a3n3 Group4: 3𝑥𝑦 + 12𝑥 2 𝑦 2
Group5: 12𝑠𝑖𝑛 − 16𝑠 2 𝑖 2 𝑛2 + Group5: 2𝑐𝑎𝑡 − 4𝑐 2 𝑎2 𝑡 2 +
20𝑠 2 𝑖 3 𝑛4 6𝑐 3 𝑎3 𝑡 3

(Teacher processes the

Processing the answer (Teacher processes the activity using these
activity using these questions):
questions):
 How did you find the
 How did you find the activity?
activity?  What are the GCF in
 What are the GCF in problems 1 to 5?
problems 1 to 5?  How did you find the
 How did you find the GCF in problems 1 to
GCF in problems 1 to 5? 5?
(Teacher will guide the (Teacher will guide the
students in completing the students in completing
table below). the table below).
G Quotient of Quotient
Factored
Polynomial C Polynomial Form
G of
Polynomial C Polynomi Factored Form
F and GCF F al and
1) 5𝑚 + 8 GCF
1) 2𝑥 + 9
2) 4(3) − 4(1)
2) 4𝑦 + 12
3) 27𝑏𝑜𝑥
+3𝑏2𝑜2𝑥 2 3) 5𝑎𝑏 − 20
4) 5𝑚2𝑎 2𝑛2 -
25m 3a3n3 4)3𝑥𝑦 +
5) 12𝑠𝑖𝑛 −
12𝑥 2𝑦 2
16𝑠 2 𝑖 2 𝑛2 + 5) 2𝑐𝑎𝑡 −
20𝑠 2 𝑖 3 𝑛4 4𝑐 2𝑎 2𝑡 2 +
6𝑐 3𝑎 3𝑡 3

3
 What are the quotients of
polynomials and GCF in  What are the quotients
problems 1 to 5? of polynomials and GCF
 What did you write in in problems 1 to 5?
Factored Form? How did  What did you write in
you find the factored Factored Form? How
form? did you find the factored
 What do you call form?
polynomials with factors  What do you call
of one and itself? polynomials with factors
 What is/are the prime of one and itself?
polynomial/s in the given  What is/are the prime
problems? polynomial/s in the
given problems?
(Teacher will emphasize
the steps in factoring (Teacher will emphasize
polynomial with the steps in factoring
GCF(Greatest Common polynomial with
Factor) GCF(Greatest Common
Factor)
Step1: Find the Greatest
Common Factor of Step1: Find the Greatest
the numerical Common Factor of the
coefficients. numerical coefficients.
Step2: Find the common Step2: Find the common
variable with the variable with the
least exponent that least exponent
appears in each that
term of the appears in each
polynomial. term of the
Step3: The product of the polynomial.
Greatest Common Step3: The product of the
Factor in Step1 Greatest Common
and Step2 is the Factor in Step1
GCMF of the and Step2 is the
polynomial. GCMF of the
Step4: To completely polynomial.
factor the given Step4: To completely
polynomial, divide factor the given
the polynomial polynomial, divide
by its GCMF, the the polynomial
resulting quotient is by its GCMF, the
the other factor. resulting quotient
is the other factor.
(Teacher will discuss
other examples in (Teacher will discuss
factoring polynomials with other examples in
GCMF). factoring polynomials with
GCMF).
Example #1:
Factor 4a2b+10a
Example #1:
Example #2: Factor 11y-33
Factor 5x2-15x+35
Example #2:

4
 Example #3: Factor 6x3y3-12x6y6
Factor 8c2d2-4c2d+c2 Example #3:
Factor x2y2-x3y3+x4y4
Reinforcing the Skills A. Marta raises puppies.
She wants to place a A. Marta raises puppies.
rectangular pen for the She wants to place a
dogs along the wall. rectangular pen for
The area of the pen is the dogs along the
(24a+8) per square wall. The area of the
units. Express the pen is (12b+3) square
area of the pen in units. Express the
factored form. area of the pen in
factored form.
B. Factor the following
polynomials if B. Factor the following
necessary. polynomials if
1) xy2 – y necessary.
2) 2a5 – 2a + 8 1) 7m + 14
3) 21m2 + 8n2 2) 3b2 – 6b + 9
3) 5k – 8
How do you factor
Summarizing the
polynomial with greatest How do you factor
lesson
common monomial factor? polynomial with greatest
common monomial
C. Assessment factor?
Factor the following
polynomials with greatest Factor the following
common monomial factor. polynomials with greatest
1) 6x2 – 12 common monomial factor.
2) 15b5 + 18b3 1) 5y – 5
3) -8m8 – 12m5 2) 6b2 + 12b3
4) a2 + 3a + 5 3) -4m2 – 8m4
5) 4x4y2 – 8x2y4+ 16x3y3 4) a2 + 2a + 2
5) 2y2x2 + 6y3x3 + 8y4x4
D. Agreement Complete the table on
page 31 of Grade 8 Complete the table on
Mathematics Learner’s page 31 of Grade 8
Module. Mathematics Learner’s
Module.

V. REMARKS

VI. REFLECTION

VII. OTHERS
A. No. of learners who
earned 80% on the
formative assessment
B. No. of learners who
require additional
activities for
remediation.
C. Did the remedial
lessons work? No. of
learners who have

5
 caught up with the
lesson.
D. No. of learners who
continue to require
remediation.
E. Which of my teaching
strategies worked
well? Why did it work?
F. What difficulties did I
encounter which my
principal or supervisor
can help me solve?
G. What innovation or
localized material/s
did I use/discover
which I wish to share
with other teachers?

6
(M8AL–Ia–b–1) Day 2: Factors Different Types of Polynomials -
Difference of Two Squares
School Grade Level 8

Teacher Learning Area MATHEMATICS

Time & Date Quarter I

I.OBJECTIVES

A. Content The learner demonstrates understanding of key concepts

Standard of factors of polynomials.

B. Performance The learner is able to formulate real-life problems involving

Standard factors of polynomials and solve these problems
accurately using a variety of strategies.

C. Learning Factors Completely Different Types of Polynomials

Competencies/ (polynomials with common monomial factor, difference of
Objectives two squares, sum and difference of two cubes, perfect
square trinomials, and general trinomials)
Write the LC
M8AL-Ia-b-1
Code for each.
Day 2- The learner factors difference of two squares.

II.CONTENT FACTORING THE DIFFERENCE OF TWO SQUARES

III.LEARNING
RESOURCES

A. References

1. Teacher’s Guide 34-36

Pages
2. Learner’s 32-34
Materials Pages

3. Textbook Pages

4. Additional
Materials from
Learning
Resource (LR)
portal
B. Other Learning Next Century Mathematics, Fernando B. Orines, Phoenix
Resources Publishing, pages 40 – 45.

IV.PROCEDURE Advance Learners Average Learners

7
A. Preliminary (The teacher will present the (The teacher will present
Activity activity about NUMBER the activity about
PATTERN). NUMBER PATTERN).

Activity 1 Activity 1

“Investigate Me!” “Investigate Me!”

Investigate the number Investigate the number

pattern by comparing the pattern by comparing the
products, and then give your products, and then give
generalization afterwards. your generalization
afterwards.
NUMBER PATTERN
NUMBER PATTERN
a) (11)(9)=(10+1)(10-1)=100
– 1=? a) (3)(1)=(2+1)(2-1)=?
b) (52)(48)=(50+2)(50- b) (11)(9)=(10+1)(10-
2)=2500 – 4=? 1)=?
c) (95)(85)=(90+5)(90- c) (9)(5)=(7+2)(7-2)=?
5)=8100 – 25=?
How do you think the products How do you think the
are obtained? products are obtained?

What is the relationship of the What is the relationship of

product to its factor? the product to its factor?

Have you seen any pattern in Have you seen any

this activity? pattern in this activity?
B. Presentation
of the Lesson (The teacher will help the (The teacher will help the
students visualize the pattern students visualize the
of difference of two squares). pattern of difference of
Activity 2 two squares).
Investigation in Paper Folding Activity 2
Directions: Investigation in Paper
1. Get a square paper and Folding
label the sides as a. Directions:
2. Cut out a small square in 1. Get a square paper
any of its corner and label and label the sides as a.
the sides of the small 2. Cut out a small square
square as b. in any of its corner and
3. Cut the remaining figure in label the sides of the
half. small square as b.
4. Form a rectangle. 3. Cut the remaining
figure in half.
A B 4. Form a rectangle.
A B

G F G
GGG F

C E D G
C E D

8
Questions: Questions:

1. What is the area of the 1. What is the area of

square ABDC? the square ABDC?
2. What is the area of the cut 2. What is the area of
out square GFDE? the cut out square
3. What is the area of the GFDE?
new figure formed? 3. What is the area of
4. What is the dimension of the new figure
the new figure formed? formed?
5. What pattern can you 4. What is the dimension
make in the given activity? of the new figure
formed?
5. What pattern can you
Activity 3 make in the given
activity?
“Describe Me!”
Activity 3
Students are grouped into
five. Each group will be given “Describe Me!”
an activity card with the
mathematical expression in Students are grouped into
factored form. The group five. Each group will be
members shall answer the given an activity card with
following: the mathematical
expression in factored
a. what do you call the given form. The group
expression? members shall answer
the following:
b. describe how each term
relates to each other. a. what do you call the
given expression?
A representative from each
group shall report their output b. describe how each
(maximum of 2 minutes each). term relates to each
other.

A representative from
each group shall report
their output (maximum of
2 minutes each).

Group 1: Group 1:

x2-y2 =(x+y)(x-y) m2-n2 =(m+n)(m-n)

Group 2: Group 2:

4x2-36 =(2x+6)(2x-6) y2-49 =(y+7)(y-7)

Group 3: Group 3:

9
 a2b4-81 =(ab2+9)(ab2-9) a2b2-25 =(ab+5)(ab-5)

Group 4: Group 4:

16a6-25b2 =(4a3+5b)(4a3-5b), 4x2-16y2 =(2x+4y)(2x-4y)

Group 5: Group 5:
9 1 3 1 2 1 1 1 1
𝑟 4 − 25 𝑡 2 𝑛6 = (4 𝑟 2 + 𝑘 − = ( 𝑘 + )( 𝑘 −
16 9 4 3 2 3
1 3 1 1
𝑡𝑛3 ) (4 𝑟 2 − 5 𝑡𝑛3 ) )
5
2

The teacher processes the The teacher processes

Processing the
activity using these questions. the activity using these
Answer
questions.
1. What is the first term of
each polynomial?
1. What is the first term
2. What is the last term of
of each polynomial?
each polynomial?
2. What is the last term
3. What is the middle sign of
of each polynomial?
the polynomial?
3. What is the middle
4. How was the polynomial
sign of the
factored?
polynomial?
5. What pattern is seen in
4. How was the
the factors of the
polynomial factored?
difference of two squares?
5. What pattern is seen
in the factors of the
difference of two
The teacher will emphasize
squares?
the steps in factoring The teacher will
difference of two squares. emphasize the steps in
Step 1: Get the principal factoring difference of two
square root of each of the two squares.
squares. Step 1: Get the principal
Step 2: Using the square square root of each of the
roots, form two factors, one a two squares.
sum and the other a Step 2: Using the square
difference. roots, form two factors,
The teacher will discuss other one a sum and the other
examples in factoring a difference.
difference of two squares. The teacher will discuss
Example#1: Factor 4x2-36y2 other examples in
factoring difference of two
Example#2: Factor 0.25m4- squares.
0.16
Example#1: 4x2-25y2
Example#3: Factor -36+r2 Example#2: 0.16n4-0.04
Example#3: -9+s

10
Reinforcing the Skills A. The picture of Mayon A. The picture of Mayon
Volcano is enclosed in a Volcano is enclosed
square figure frame made in a square figure
up of bamboo. The area of frame made up of
a picture of Mayon bamboo. The area of
Volcano is 16 square units a picture of Mayon
and the area of a square Volcano is 9 square
picture frame made up of units and the area of
bamboo is x2 square units. a square picture
Write a polynomial in frame made up of
factored form to represent bamboo is x2 square
the difference of two units. Write a
areas. polynomial in factored
B. Find the value of k so that form to represent the
kx2-36 will have the difference of two
factors of (5x+6)(5x-6). areas.
C. Find the value of k so that B. Find the value of k to
25n2-kp2 will have the make the statements
factors of (5n+9p)(5n-9p). true?
1. kx2-49=(2x+7)(2x-
7).
2. 4y2-
kx2=(2y+3x)(2y-
3x)

Summarizing the How do you factor the How do you factor the
Lesson difference of two squares? difference of two
squares?
C. Assessment Which of the following Which of the following
binomials represent a binomials represent a
difference of two squares?
difference of two
Choose your answer from the
box and write the letter squares? Choose your
corresponding to the number answer from the box and
to answer the question “What write the letter
do you call the delicacy made corresponding to the
of malagkit rice with coconut number to answer the
milk and salt?” question “What do you
After answering, let the
call the delicacy made of
students factor the difference
malagkit rice with coconut
of two squares.
milk and salt?”
1)
I(x2 - 1) A(x2 + 1) After answering, let the
students factor the
2) difference of two squares.
C(a2 + b3) B(25 – y2)
3) 1) I(a2 – b2) A(a2 + b2)
2 1 1
U(n - ) R(n2 - )
4 6 2)
C(x3 – y3) B(x2 – 1)
4)
K(100 - S(4x2 – 25)
k2)

11
 3)
U(4y2 – 9) R(4y2 – 8)
Answer:

_____ ______ ______ ______ 4)

K(49 - s3) S(49 – s2)
1 2 3 4

Answer:

_____ _____ _____ ____

1 2 3 4
Answer Activity 7 “Pair mo ‘ko
D. Agreement n’yan!” on page 34(Grade 8- Answer Activity 7 “Pair
Learners Module mo ‘ko n’yan!” on page
34(Grade 8-Learners
Module

V. REMARKS

VI. REFLECTION

VII. OTHERS
A. No. of learners
who earned 80%
on the formative
assessment
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 it work?
F. What difficulties
did I encounter
which my
principal or

12
 supervisor can
help me solve?
G. What innovation
or localized
material/s did I
use/discover
which I wish to
share with other
teachers?

13
(M8AL–Ia–b–1) Day 3: Factors Different Types of Polynomials –
Sum and Difference of Two Cubes
School Grade
8
Level
Learning
Teacher Area MATHEMATICS

Time & Date Quarter I

I. OBJECTIVES
A. Content Standard The learner demonstrates understanding of key
concepts of factors of polynomials.
B. Performance The learner is able to formulate real-life problems
Standard involving factors of polynomials and solve these
problems accurately using a variety of strategies.
C. Learning Factors Completely Different Types of Polynomials
Competencies/ (polynomials with common monomial factor,
Objectives difference of two squares, sum and difference of two
cubes, perfect square trinomials, and general
trinomials)
M8AL-Ia-b-1

Day 3- The learner factors sum and difference of two

cubes.
II. CONTENT Factoring Sum and Difference of Two Cubes
III.LEARNING
RESOURCES
A. References
1. Teacher’s Guide 36-37
Pages
2.Learner’s 34-35
Materials pages
3. Textbook pages
4. Additional Materials
from Learning
Resource (LR) portal
B. Other Learning Next Century Mathematics, Fernando B. Orines,
Resources Phoenix Publishing, pages 62 – 67.
IV. PROCEDURE Advance Learners Average Learners
A. Preliminary (The teacher will flash (The teacher will flash
Activity cards that will give a drill in cards that will give a
taking the cube and cube drill in taking the cube
root of numbers) and cube root of
numbers)
Activity 1
“Am I Your Cube or Your Activity 1
Cube Root?” “Am I Your Cube or
Find the cube of the Your Cube Root?”
following numbers: Find the cube of the
a) (1)3 following numbers:
3
b) (3) a) (1)3

14
 c) (-2)3 b) (2)3
1 c) (-1)3
d) ( )3
4 1
e) (0.5)3 d) ( )3
2
e) (0.2)3
Find the cube root of the
following numbers. Find the cube root of
3
a) √1 the following numbers:
3 3
b) √−8 a) √1
3 3
c) √64 b) √−1
3
3 1 c) √27
d) √
27 3 1
3 d) √
e) √0.125 8
3
f) e) √0.027

B. Presentation of the (The teacher will group the (The teacher will group
Lesson students using the different the students using the
Priority Traffic Signs and different Priority Traffic
Warning Signs.) Signs and Warning
Signs.)
Activity 2 Activity 2
“Looking for my Product?” “Looking for my
a) Students are grouped Product?”
into five. a) Students will be
𝑆𝑇𝑂𝑃 𝑠𝑖𝑔𝑛, 𝐺𝑂 𝑠𝑖𝑔𝑛, 𝑁𝑂 𝐸𝑁𝑇𝑅𝑌 𝑠𝑖𝑔𝑛,
{ }grouped into five.
𝑆𝑃𝐸𝐸𝐷 𝐻𝑈𝑀𝑃 𝑠𝑖𝑔𝑛, 𝑀𝐸𝑁 𝐴𝑇 𝑊𝑂𝑅𝐾 𝑠𝑖𝑔𝑛 𝑆𝑇𝑂𝑃 𝑠𝑖𝑔𝑛, 𝐺𝑂 𝑠𝑖𝑔𝑛, 𝑁𝑂 𝐸𝑁𝑇𝑅𝑌 𝑠𝑖𝑔𝑛,
b) Each group will be { }
𝑆𝑃𝐸𝐸𝐷 𝐻𝑈𝑀𝑃 𝑠𝑖𝑔𝑛, 𝑀𝐸𝑁 𝐴𝑇 𝑊𝑂𝑅𝐾 𝑠𝑖𝑔𝑛
given polynomials to be b) Each group will be
multiplied. given polynomials to
c) The group members be multiplied.
shall discuss the c) The group
possible product. members shall
d) A representative from discuss the possible
each group will be product.
asked to report the d) A representative
output (maximum of from each group will
two minutes each). be asked to report
the output (maximum
STOP sign: of two minutes
each).

STOP sign:
Multiply (x+y) by (x2-xy+y2)
GO sign:

Multiply (x+y) by (x2-

xy+y2)
Find the product of (x-y)
GO sign:
and (x2+xy+y2)

NO ENTRY sign:
Find the product of (x-
y) and (x2+xy+y2)

15
 Multiply (a+2b) by (a2- NO ENTRY sign:
2ab+4b2)
SPEED HUMP sign:

Multiply (a+2b) by (a2-

2ab+4b2)
Find the product of (a-2b) SPEED HUMP sign:
and (a2+2ab+4b2)
MEN AT WORK sign:

Find the product of (a-

2b) and (a2+2ab+4b2)
MEN AT WORK sign:
Given:
(x+y)(x2-xy+y2) = x3 + y3
(x-y)(x2+xy+y2) = x3 - y3

Given:
(x+y)(x2-xy+y2) = x3 +
y3
(x-y)(x2+xy+y2) = x3 - y3

Processing the What can you say about What can you say
Answer the product? about the product?
Describe the product. Describe the product.

 How did you find the  How did you find the
activity? activity?
 What can you say about  What can you say
the product in “Stop Sign about the product in
and No Entry Sign “Stop Sign and No
Group?” Entry Sign Group?”
 How about the product  How about the
in “Go Sign and Speed product in “Go Sign
Hump Sign Group? and Speed Hump
 How were you able to Sign Group?
arrive at your answer?  How were you able
 Consider the forms to arrive at your
below, observe how answer?
each term relates with  Consider the forms
each other. below, observe how
each term relates
(x3 + y3 )] = with each other.
( x + y ) (x2 - xy + y2 )
(x3 + y3 ) =
3 3
(x - y ) = ( x + y ) (x2 - xy + y2 )
( x - y ) (x2 + xy + y2 )
(x3 - y3 ) =
(i) How is the first term of ( x - y ) (x2 + xy + y2 )
the binomial factor related

16
 to the first term of the (i) How is the first term
product? of the binomial factor
(ii) How is the last term of related to the first term
the binomial factor related of the product?
to the last term of the (ii) How is the last term
product? of the binomial factor
(iii) How is the trinomial related to the last term
factor related to the of the product?
binomial factor? (iii) How is the
trinomial factor related
(The teacher will to the binomial factor?
emphasize the steps in
factoring the sum and (The teacher will
difference of two cubes). emphasize the steps in
factoring the sum and
Steps in Factoring Sum difference of two
and Difference of Two cubes).
Cubes:
Steps in Factoring
Step1: Get the cube root of Sum and Difference of
each cube. Two Cubes:
Step2: Taking the operation
between the cubes, Step1: Get the cube
obtain a binomial root
factor using the of each cube.
cube roots in Step1. Step2: Taking the
Step3: Form the second operation
trinomial factor as between
follows: the cubes,
a) Square the first obtain
cube root a binomial
b) Take the negative factor
product of the cube using the cube
root roots in Step1.
c) Square the second Step3: Form the
cube root second
trinomial factor
as
follows:
a) Square the first
cube root
b) Take the
negative
product of the
cube root
c) Square the
second cube
root

Reinforcing the (The teacher will discuss (The teacher will

Skills other examples in factoring discuss other
sum and difference of two examples in factoring
cubes.) sum and difference of
two cubes.)

17
 Example1: Factor y3 + 8 Example1: Factor y3 +
Example2: Factor 64 - n3 1
Example3: Factor 8s3 – Example2: Factor 27 -
125t3 m3
Example3: Factor 8s3
Factor each of the sum and – 64t3
difference of two cubes.
Factor each of the sum
a. a 3 + 64 and difference of two
b. a 3 – 64 cubes.
c. 8b3 + 27c3 a. b3 + 8
d. 8b3 – 27c3 b. b 3 – 8
e. 27e3 – 125q3 c. 27 + 8k3
f. 4c3 + 32 d. m 3 – n3
e. x3y3 – z3
f. 4c3 + 4
Summarizing the How do you factor sum and How do you factor sum
lesson difference of two cubes? and difference of two
cubes?

C. Assessment Factor the following sum Factor the following

and difference of two sum and difference of
cubes. Choose your two cubes. Choose
answer from the choices your answer from the
and write the letter choices and write the
corresponding to the letter corresponding to
numbers in the box below. the numbers in the box
below.
1.) b3 + 64
2.) 27 – z3 1.) b3 + 27
3.) m3 + 1000 2.) 1 – z3
4.) 125 – p6 3.) m3 + 216
5.) a3b3 -
1 4.) 64 – p6
27 1
6.) 1 + 0.008k3 5.) a3b3 -
8
7.) 729m3 – n6 6.) 1 + 0.008k3
7.) 512m3 – n6
R Z T
(a+4)(a2- (a+4)(a2+4a (m+10)(m
4a+16) +16) 2
- R Z T
10m+100 (b+3)(b2 (b+3)(b2+ (m+6)
) -3b+9) 3b+9) (m2-6m+36)
S O U S O U
(3+z)(9- (3- (5-p2) (1+z)(1- (1- (4-p2)
3z+z2) z)(9+3z+z2) (25+5p2+ z+z2) z)(1+z+z2 (16+4p2+p4)
p4) )
D N A D N A
1
(1+0.2k) 1 (9m-n2) (1+0.2k) (ab- ) (8m-n2)
(ab- ) (1- 2
(64m2+8mn2
3 1
(1- 1 1 (81m2+9 (a2b2+ ab
0.2k+0.4k (a2b2+ ab+ mn2+n4) 0.2k+0. 2 +n4)
3 9 1
2
) ) 4k2) +)
4

What is the other term of What is the other term

Roundabout as one of the of Roundabout as
service signs that indicates one of the service
a specific facility? signs that indicates a
specific facility?

1 2 3 4 5 6 7 1 2 3 4 5 6 7

18
 D. Agreement/ 1.) Factor 8a3 + (a + b) 3 1.) Factor 4b3 + 32
Assignment 2.) Explain the difference 2.) Is x3 + y3 = (x + y) 3
between ? Justify.
x3 + y3 and (x + y) 3 Is x3 – y3 = (x – y) 3
x3 – y3 and (x – y) 3 ? Justify.

V. REMARKS

VI. REFLECTIONS

VII. OTHERS
A. No. of learners who
earned 80% on the
formative
assessment
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 it work?
F. What difficulties did I
encounter which my
principal or
supervisor can help
me solve?

G. What innovation or
localized material/s
did I use/discover
which I wish to share
with other teachers?

19
(M8AL–Ia–b–1) Day 4: Factors Different Types of Polynomials –
Perfect Square Trinomials
School Grade 8
Level
Learning
Teacher Area MATHEMATICS
Time & Date Quarter I

I. OBJECTIVES
A. Content Standard The learner demonstrates understanding of
key concepts of factors of polynomials.
B. Performance Standard The learner is able to formulate real-life
problems involving factors of polynomials
and solve these problems accurately using a
variety of strategies.
C. Learning Competencies/ Factors Completely Different Types of
Objectives Polynomials (polynomials with common
monomial factor, difference of two squares,
Write the LC code for each
sum and difference of two cubes, perfect
square trinomials, and general trinomials)
M8AL-Ia-b-1

Day 4- The learner factors perfect square

trinomials.
II. CONTENT Factoring Perfect Square Trinomial
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages 38-40
2. Learner’s Materials 36-38
pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR)
Portal
B. Other Learning Next Century Mathematics, Fernando B.
Resources Orines, Phoenix Publishing, pages 46 – 51
IV. PROCEDURE Advance Learners Average Learners
A. Preliminary Activity (The teacher will ask (The teacher will ask
the students to the students to
remember the remember the
characteristics of a characteristics of a
perfect square perfect square
trinomial.) trinomial.)

Activity 1 Activity 1
“Square Me!” “Square Me!”
Square the following Square the following
binomials: binomials:
1) (a+2)2 1) (a+1)2
2) (b – 4)2 2) (b – 2)2
3) (2x + 5)2 3) (2x + 3)2

20
 1 1 1 1
4) ( y + )2 4) ( y + )2
4 3 2 3
5) (a2b2 – 5) (a2b2 – c2)2
c2)2
Questions:
Questions: 1. Is it easy or
1. Is it easy or difficult to square
difficult to square a binomial?
a binomial? 2. How do you
2. How do you square a
square a binomial?
binomial? 3. What do you call
3. What do you call the product of a
the product of a square of a
square of a binomial?
binomial? 4. How do you
4. How do you describe a perfect
describe a square trinomial?
perfect square
trinomial? (The teacher will
divide the students
into five groups).
B. Presentation of the Lesson
Activity 2
(The teacher will “Let’s Tile it Up!”
Group Activity
divide the students Each group will be
into five groups). provided by the
Activity 2 following materials:
“Let’s Tile it Up!” a) 4 big squares
Each group will be measuring 4”x4”,
provided by the represent each
following materials: square as x2
a) 4 big squares b) 8 rectangular tiles
measuring measuring 4”x1”,
4”x4”, represent represent each
each square as rectangle as x
x2 c) 16 small squares
b) 8 rectangular measuring 1”x1”,
tiles measuring represent each
4”x1”, represent square as 1
each rectangle
as x Each group will be
c) 16 small squares asked to form
measuring square(s) using:
1”x1”, represent
each square as Group 1:
1 1 big square tile
2 rectangular tiles
1 small square

Group 2:
Each group will be 1 big square tile
asked to form 4 rectangular tiles
square(s) using: 4 small squares
Group 3:
Group 1: 1 big square tile

21
 1 big square tile 6 rectangular tiles
2 rectangular tiles 9 small squares
1 small square Group 4:
4 big square tiles
Group 2: 4 rectangular tiles
1 big square tile 1 small square
4 rectangular tiles Group 5:
4 small squares 4 big square tiles
Group 3: 8 rectangular tiles
1 big square tile 4 small squares
6 rectangular tiles
9 small squares The group members
Group 4: shall discuss on how
4 big square tiles to form a square.
4 rectangular tiles A representative from
1 small square each group shall be
Group 5: asked to report the
4 big square tiles output (maximum of 2
8 rectangular tiles minutes each).
4 small squares
The teacher
The group members processes the activity
shall discuss on how using these
to form a square. questions:
A representative 1. How will you
from each group represent the total
shall be asked to area of each figure?
Processing the Answer report the output 2. Using the sides of
(maximum of 2 the tiles, write all the
minutes each). dimensions of the
squares.
3. What did you
The teacher notice about the
processes the dimensions of the
activity using these squares?
questions: 4. Did you find any
1. How will you pattern in their
represent the dimensions? If yes,
total area of each what are those?
figure?
2. Using the sides (The teacher will
of the tiles, write emphasize the steps
all the in factoring a perfect
dimensions of square trinomial).
the squares. Steps in Factoring
3. What did you Perfect Square
notice about the Trinomial:
dimensions of
the squares? Step1: Get the
4. Did you find any square roots of the
pattern in their first and last terms.
dimensions? If
yes, what are Step2: Use the sign
those? of the middle term
between the roots.

22
 (The teacher will
emphasize the steps Step3: Square the
in factoring a perfect binomial obtained in
square trinomial). Step2.
Steps in Factoring (The teacher will
Perfect Square discuss examples in
Trinomial: factoring a perfect
square trinomial).
Step1: Get the Example1: Factor n2
square roots of the + 16n + 64
first and last terms. Example2:Factor x2 +
14x + 49
Step2: Use the sign Example3:Factor 1 –
of the middle term 12m + 36m2
between the roots.
A. A surveyor’s map
Step3: Square the shows a plan for
binomial obtained in a square
Step2. sampaguita
(The teacher will garden whose
discuss examples in area is (x2 + 18x
factoring a perfect + 81) square
square trinomial). units. Find an
Reinforcing the Skills Example1: Factor n2 algebraic
+ 16n + 64 expression for the
Example2:Factor x2 side of the square
+ 14x + 49 sampaguita
Example3:Factor 1 – garden.
12m + 36m2
B. Factor the
A. A surveyor’s map following perfect
shows a plan for a square trinomials:
square sampaguita 1) c2 + 4c + 4
garden whose area 2) b2 – 18b + 81
is (x2 + 20x + 100) 3) 36 + 12k + k2
square units. Find an 4) 16 – 40n +
algebraic expression 25n2
for the side of the 5) c4 + 6c2 + 9
square sampaguita How do you factor
garden. perfect square
trinomial?

Compare each pair of

trinomial. Determine
whether each
B. Factor the trinomial is a perfect
Summarizing the lesson following perfect square and write
square trinomials: letter on the blank. If
1) b2 + 4b + 4 it is perfect square,
2) a2 – 22a +121 then find the factors.
C. Assessment 3) 100 + 20e + The letters will spell
e2 out the name of one
4) 25d2 + 20d + of the indigenous
4 games which is
played on a solid

23
 5) 9x2y2 – 6xy + wooden block with
1 two rows of seven
circular holes at both
How do you factor ends called “heads”.
perfect square ___1. S: a2 + 2a + 1
trinomial? Y: a2 - 2x - 1

Compare each pair ___2. L: a2 + 2a - 1

of trinomial. U: a2 – 2a + 1
Determine whether
each trinomial is a ___3. N: b2 – 8b +
perfect square and 16
write letter on the V: b2 – 8b +
blank. If it is perfect 12
square, then find the
factors. The letters ___4. I: -9 + 6b + b2
will spell out the G: 9 + 6b + b2
name of one of the
indigenous games ___5. K: x2 – 10x +
which is played on a 25
solid wooden block A: x2 – 10x –
with two rows of 25
seven circular holes
at both ends called ___6. A: 16r2 + 8r +
“heads”. 1
T: 16r2 + 8r –
1
___1. S: x2 + 2x + 1
Y: x2 + 2x + 2 Answer problems
under Exercises on
___2. L: m2 + 5m + 6 page 38 on Grade 8
U: m2 + 4m + 4 Math Learner’s
Module.
___3. N: a – 22a +
2

121
V: a2 – 3a + 9

D. Agreement/Assignment ___4. I: 100 + 50e +

e2
G: 100 + 20e +
e2

___5. K: b2 – 6b + 9
A: b2 – 6b – 9

___6. A: 25d2 + 20d +

4
T: 25d2 + 20d –
4

Answer problems
under Exercises on
page 38 on Grade 8
Math Learner’s
Module.

24
 V. REMARKS

VI. REFLECTION

VII.OTHERS

A. No. of learners who earned

80% on the formative
assessment

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 it work?
F. What difficulties did I
encounter which my principal
or supervisor can help me
solve?
G. What innovation or localized
material/s did I use/discover
which I wish to share with
other teachers?

25
 (M8AL–Ia–b–1) Day 5: Factors Different Types of
Polynomials – General Trinomials in the Form 𝑥 2 + 𝑏𝑥 + 𝑐
School Grade Level 8
Teacher Learning Area MATHEMATICS
Time & Date Quarter I

I. OBJECTIVES
A. Content Standard The learner demonstrates understanding of key
concepts of factors of polynomials.
B. Performance The learner is able to formulate real-life problems
Standard involving factors of polynomials and solve these
problems accurately using a variety of strategies.
C. Competencies/ Factors Completely Different Types of Polynomials
Objectives (polynomials with common monomial factor,
difference of two squares, sum and difference of two
cubes, perfect square trinomials, and general
trinomials)
M8AL-Ia-b-1
Specific Objectives
Day 5- The learner factors general trinomials with
leading coefficient of 1 or in the form 𝑥 2 + 𝑏𝑥 + 𝑐.
II. CONTENT Factoring General Trinomials in the Form 𝑥 2 + 𝑏𝑥 + 𝑐

III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide 41-43
Pages
2. Learner’s Materials 39-44
pages
3. Textbook pages
B. Additional Materials
from Learning
Resource (LR)
portal
C. Other Learning E-Math pp. 90-99
Resources Math Builders pp. 38-42
IV. PROCEDURE Advance Learners Average Learners

26
 Activity 1: Sum and Product of Two Numbers
A. Preliminary Activity/
Motivation Note: The activity is to be performed by pair following
the PAL (Peers Across Learning) Approach.
*The seating arrangement follows the PAL
(Peers Across Learning) Approach wherein the
students are paired (one Good, and the other, the
Better Learner) and collaboratively work together on
drills/exercises. The Better Learner helps the Good
Learner in performing the task and prepare him/her in
independent practice. The Good Learner is
encouraged to discuss their work in recitations with
the aid of the Better Learner. Incentives will be given
to the Better Learner if he/she successfully made the
Good Learner improved in his/her performance.

(The teacher will give the trivia question and let the
students answer it by considering the questions
below. Unlock the codes that correspond to each
number, i.e. a1 stands for the answer in item a with
the lower number, a2 for the same item with the
higher number, and so on)

Trivia Question:
What are the three important words in road signs
that literally means to take caution in crossing a
street or a railroad and to make sure that no car or
train is coming?
1
2
1. What two numbers will give you
A
a sum of 10 and a product of 16?
2. The sum of two numbers is 7
and their product is 10. What are B
the numbers?
3. The sum and product of two
integers are -9 and 18 respectively. C
What are the two integers?
4.What two integers will give you a
D
sum of 2 and a product of -24?

27
 5. The sum of two integers is -2
and the product is -15. What are E
the integers?
Answer:
CODES
d1 e1 d2 c2
-6 K
-5 T
-4 S
b2 d2 d2 c1 -3 P
2 N
3 E
5 L
b2 a2 d1 e1 e2 a1 6 O
8 I

To take precaution and abiding by the road

signs are very important to avoid accidents, physical
injuries or deaths. Students must develop sense of
obedience and discipline as they will be future road
users.

What is the product of What is the product

𝑥 + 1 and 𝑥 + 2 ? of 𝑥 + 1 and 𝑥 + 2 ?

By FOIL Method, By FOIL Method,

(𝑥 + 1)(𝑥 + 2) (𝑥 + 1)(𝑥 + 2)
= 𝑥(𝑥) + 𝑥(2) + 1(𝑥) + 1(2) = 𝑥(𝑥) + 𝑥(2) + 1(𝑥)
= 𝑥 2 + 3𝑥 + 2 + 1(2)
F O I
The product of the L
binomials is a trinomial that = 𝑥 2 + 3𝑥 + 2
comes in the form 𝑥 2 + 𝑏𝑥 + 𝑎=1
𝑐, the leading coefficient a 2
𝑎𝑥 + 𝑏𝑥 + 𝑐 𝑏=3
is 1 while b is the sum of 𝑐=2
the factors of the product c.
The product of the
binomials is a trinomial
that comes in the form
𝑥 2 + 𝑏𝑥 + 𝑐, the
Ask: How were you able to leading coefficient a is
get the middle term of 1 while b is the sum of
the product of the two the factors of the
binomials? product c.

To factor a trinomial, To factor a

such as 𝑥 2 + 3𝑥 + 2, is to trinomial, such as 𝑥 2 +
think FOIL in the reverse 3𝑥 + 2, is to think FOIL
process. in the reverse process.

Ask: How then do we factor Ask: How then do we

a trinomial with a factor a trinomial with
leading coefficient of 1 a leading coefficient of
or a trinomial in the 1 or a trinomial in the
form 𝑥 2 + 𝑏𝑥 + 𝑐 ? form 𝑥 2 + 𝑏𝑥 + 𝑐 ?

28
Presentation of the Lesson (The teacher gives the following problems to be
solved by the students.)
1. Problem Opener 1. Factor 𝑥 2 + 10𝑥 + 16.
Step 1 Step 2 Step 3
Sum of
Factors
Trinomial b c the Factors of the
of c
Fators of Trinomial
(m,n)
c
1, 16 17
10 16 2, 8 10
4, 4 8

2. Factor 𝑥 2 − 9𝑥 + 18.
Step 1 Step 2 Step 3
Sum of
Factors
Trinomial b c the Factors of the
of c
Factors Trinomial
(m, n)
of c
1, 18 19
2, 9 11
3, 6 9
18

2. Activity Activity 2: My Sum, Your Product, We Pair to Factor

Note: This activity is to be performed by pair following

the PAL Approach.

Instructions: Complete the table by finding the

integers, m and n, with the given sum and product.
Find the trinomial and the factors of the trinomial.

Pro-
Sum,
Trinomial duct, Sum Product Factors
b c
5 4
10 24
12 32
-14 45
-11 28

Guide Questions: Guide Questions:

3. Processing the Answers 1. In 𝑥 2 + 10𝑥 + 16 1. In 𝑥 2 + 10𝑥 + 16
= (𝑥 + 𝑚)(𝑥 + 𝑛), what = (𝑥 + 𝑚)(𝑥 + 𝑛),
does the trinomial tells you what are the signs of
about the signs of m and n? m and n?
2. In 𝑥 2 − 9𝑥 + 18 2. Why is it positive (or
negative)?

29
 = (𝑥 + 𝑚)(𝑥 + 𝑛), what In 𝑥 2 − 9𝑥 + 18
does the trinomial tells you = (𝑥 + 𝑚)(𝑥 + 𝑛),
about the signs of m and n? what are the signs of
3. How would you relate the m and n?
values of m and n with the 3. How would you
values of b and c in 𝑥 2 + relate the values of m
𝑏𝑥 + 𝑐 ? and n with the values
4. How would you relate the of b and c in 𝑥 2 + 𝑏𝑥 +
values of m and n in 𝑐?
factoring trinomials to its 4. How would you
form 𝑥 2 + 𝑏𝑥 + 𝑐 ? relate the values of m
and n in factoring
trinomials to its form
𝑥 2 + 𝑏𝑥 + 𝑐 ?
4. Reinforcing the A. Factor each completely A. Factor each
Skills if possible. completely if possible.
1. 𝑥 2 + 12𝑥 + 35 1. 𝑥 2 + 2𝑥 + 1
2. 𝑥 2 + 15𝑥 + 56 2. 𝑥 2 + 5𝑥 + 6
3. 𝑥 2 − 11𝑥 − 36 3. 𝑥 2 + 7𝑥 + 12
4. 𝑥 2 + 15𝑥 + 56 4. 𝑥 2 − 5𝑥 + 6
5. 𝑥 2 − 11𝑥 − 36 5. 𝑥 2 − 3𝑥 + 10

B. Find all possible values B. Which of the

of k for which the given following gives the
trinomial can be factored. correct factors of 𝑥 2 −
1. 𝑥 2 + 𝑘𝑥 + 21 10𝑥 + 25? Explain.
2. 𝑥 2 − 𝑘𝑥 + 36 1. (𝑥 − 5)(𝑥 − 5)
3. 𝑥 2 − 𝑘𝑥 − 48 2. (𝑥 + 5)(𝑥 − 5)

5. Summarizing the How do you factor a trinomial in the form 𝑥 2 + 𝑏𝑥 + 𝑐

Lesson ?
Steps in factoring trinomial in the form 𝑥 2 + 𝑏𝑥 + 𝑐 :
1. List all pairs of integers whose product is c.
2. Choose a pair, m and n, whose sum is b.
3. The factors of 𝑥 2 + 𝑏𝑥 + 𝑐 = (𝑥 + 𝑚)(𝑥 + 𝑛) .
If there is no such pair of integers, m and n,
such that +𝑛 = 𝑏 , the trinomial cannot be factored
and is therefore called prime.
C. Assessment A. Factor the following A. Factor the following
trinomials: trinomials:
1. 𝑥 2 + 16𝑥 + 63 1. 𝑥 2 + 11𝑥 + 24
2. 𝑥 2 − 19𝑥 + 88 2. 𝑥 2 − 11𝑥 + 28
2
3. 𝑥 + 9𝑥 − 36 3. 𝑥 2 + 3𝑥 − 15
D. Agreement/Assignment Worksheet 1.e Worksheet 1.e
(see attached) (see attached)
V. REMARKS

VI. REFLECTION

VII. OTHERS

30
A. No. of learners who
earned 80% on the
formative assessment
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 it work?
F. What difficulties did I
encounter which my
principal or supervisor
can help me solve?
G. What innovation or
localized material/s
did I use/discover
which I wish to share
with other teachers?

31
 WORKSHEET 1.e.1 Score:
FACTORING TRINOMIAL IN THE FORM 𝑥 2 + 𝑏𝑥 + 𝑐

Name: _____________________________________________________
Section: ___________________________________ Date: ___________

Learning Competency : The learner factors completely different types of

polynomials. M8AL-Ia-b-1
Specific Objective: To factor trinomials in the form 𝑥 2 + 𝑏𝑥 + 𝑐.
A. Complete the table by finding the integers with the given sum and product. Find
the trinomial.
Factors
Trinomial Sum, Sum Product
Product, (𝑥 + 𝑚)(𝑥 + 𝑛)
2 c (𝑚 + 𝑛 ) = 𝑏
𝑥 + 𝑏𝑥 + 𝑐 B 𝑚𝑛 = 𝑐

1. 5 6
2. 13 12

3. −3 −28
4. 8 −33
5. −8 15

B. Complete the table and find the factors of each trinomial. No. 1 is done for you.

1. 𝑥 2 + 5𝑥 + 4 3. 𝑥 2 + 8𝑥 + 12 5. 𝑥 2 − 9𝑥 + 20

Factors 𝑥 4 Factors Factors

𝑥 𝑥2 4𝑥 𝑥2 𝑥2

1 𝑥 4
12 20

32
 2. 𝑥 2 − 𝑥 − 1 4. 𝑥 2 + 7𝑥 − 18 6. 𝑥 2 − 2𝑥 − 8

Factors Factors Factors

𝑥2 𝑥2 𝑥2

−1 −18 −8

Parent’s Signature Over Printed Name: __________________________________

Date Signed: ___________
(M8AL–Ia–b–1) Day 6: Factors Different Types of Polynomials –
General Trinomials in the Form 𝑎𝑥 2 + 𝑏𝑥 + 𝑐

School Grade Level 8

Teacher Learning Area MATHEMATICS

Time & Date Quarter I

I. OBJECTIVES

A. Content Standard The learner demonstrates understanding of key

concepts of factors of polynomials.

B. Performance Standard The learner is able to formulate real-life problems

involving factors of polynomials and solve these
problems accurately using a variety of strategies.

C.Learning Factors Completely Different Types of Polynomials

Competencies/Objectives (polynomials with common monomial factor,
difference of two squares, sum and difference of two
cubes, perfect square trinomials, and general
trinomials)
M8AL-Ia-b-1

Specific Objectives Day 6- The learner factors general trinomials with

leading coefficient of NOT 1 or in the form 𝑎𝑥 2 +
𝑏𝑥 + 𝑐

II. CONTENT Factoring Trinomials in the Form 𝑎𝑥 2 + 𝑏𝑥 + 𝑐

III.LEARNING
RESOURCES
A. References

1. Teacher’s Guide 44-46

pages
2. Learner’s Materials 42-44
pages

33
3. Textbook pages

4. Additional Materials
from Learning
Resource (LR) portal

B. Other Learning E-Math pp. 100-115

Resources Math Builders pp. 43-47

IV. PROCEDURE Advance Learners Average Learners

A. Preliminary Puzzle: Magic Squares Puzzle: Magic

Activity/Motivation Squares
(Note: This activity can be
performed by pair following (Note: This activity can
the PAL Approach.) be performed by pair
following the PAL
Instructions: Think of two Approach.)
numbers whose products of
each will give the number Instructions: Think of
on top and across. two numbers whose
products of each will
give the number on
top and across.
Example:
Example:
2 4 8
2 4 8

2 4 8
2 4 8
2
2
4
4
2 4 8
2 4 8
1 2 2
1 2 2
2 2 4
2 2 4

34
 Other possible
Other possible answers: answers:

2 4 8
2 4 8
-1 -2 2
-1 -2 2
-2 -2 4
-2 -2 4

2 4 8
2 4 8
1 1 1
1 1 1
2 4 8
2 4 8

Recall: Factoring
Recall: Factoring Trinomials Trinomials in the form
in the form x 2 + bx + c x 2 + bx + c

Factor the following

Factor the following trinomials:
trinomials:
1. 𝑥 2 + 3𝑥 + 2
1. 𝑥 2 + 5𝑥 + 6
2. 𝑥 2 + 𝑥 − 12
2. 𝑥 2 + 2𝑥 − 15

3. 𝑥 2 − 10𝑥 − 21
Verify your answer
Verify your answer using
using the FOIL Method
the FOIL Method.

35
E. Presentation of the Problem: Find the factors of Problem: Find the
Lesson the trinomial, 2𝑥 2 + 9𝑥 + 4 . factors of the trinomial,
1. Problem Opener 2𝑥 2 + 9𝑥 + 4 .
Method 1:Factoring 𝑎𝑥 2 +
𝑏𝑥 + 𝑐 using Trial and Error Method 1:Factoring
𝑎𝑥 2 + 𝑏𝑥 + 𝑐 using
1. Think of two factors of Trial and Error
𝑎𝑥 2 and write as the first
terms of the factors of 1. List down the
the trinomial. factors of
Example: 𝑎𝑥 2 and 𝑐.
2𝑥 2 + 9𝑥 + 4
Factors Factors
= (2𝑥+ )(𝑥+ ) of 2𝑥 2 of 4

2. Think of the factors of 𝑐 2𝑥 and 𝑥 1 and 4

that when FOIL Method
is done, the sum of 2 and 2
Outer and the Inner
products will give the 2. List down all the
middle term, 𝑏𝑥 of the possible combinations
trinomial. of binomial factors.

Possible factors of 𝑐: (2𝑥 + 1)(𝑥 + 4)

1 and 4
2 and 2 (2𝑥 + 4)(𝑥 + 1)

Example: (2𝑥 + 2)(𝑥 + 2)

 For 1 and 4: 3. Test which factors,

2𝑥 2 + 9𝑥 + 4 when outer and inner
= (2𝑥 + 1)(𝑥 + 4) products are added,
satisfy the middle
term,
Outer product: 2𝑥 ∙ 4 = 8𝑥
Sum of the
Inner product: 1 ∙ 𝑥 = 1𝑥 Factors
Outer
Product
Inner
Product
Outer and
Inner
Products

Sum: 9𝑥

Therefore, the factors are

2𝑥 + 1 and 𝑥 + 4 . Therefore, the factors
are 2𝑥 + 1 and 𝑥 + 4
 For 4 and 1 .
2𝑥 2 + 9𝑥 + 4
= (2𝑥 + 4)(𝑥 + 1)

Outer product: 2𝑥 ∙ 1 = 2𝑥

Inner product: 4 ∙ 𝑥 = 4𝑥

36
Sum: 6𝑥

Therefore, the factors are

NOT 2𝑥 + 4 and 𝑥 + 1 .

 For 2 and 2
2𝑥 2 + 9𝑥 + 4
= (2𝑥 + 2)(𝑥 + 2)

Outer product: 2𝑥 ∙ 2 = 4𝑥

Inner product: 2 ∙ 𝑥 = 2𝑥

Sum: 6𝑥

Therefore, the factors are

NOT 2𝑥 + 2 and 𝑥 + 2 .

Method 2: Tic-Tac-Toe
Method 2:
Factoring
Tic-Tac-Toe Factoring
Tic-Tac-Toe
Tic-Tac-Toe Factoring is
Factoring is another
another method on how to
method on how to find
find the factors of general
the factors of general
trinomials in the form 𝑎𝑥 2 +
trinomials in the form
𝑏𝑥 + 𝑐. This method uses a
𝑎𝑥 2 + 𝑏𝑥 + 𝑐. This
3x3 grid for products and
method uses a 3x3
common factors in which
grid for products and
these numbers are
common factors in
arranged so that they give
which these numbers
the product on top and
are arranged so that
across.
they give the product
on top and across.

Illustrative Example 1: Illustrative Example 1:

Find the factors of Find the factors of

2𝑥 2 + 9𝑥 + 4 . 2𝑥 2 + 9𝑥 + 4 .
1. Write the 𝑎, 𝑐 and the 1. Write the 𝑎, 𝑐 and
product of 𝑎 and 𝑐, 𝑎𝑐 the product of 𝑎
on the top of the first, and 𝑐, 𝑎𝑐 on the
second and third top of the first,
columns respectively as second and third
shown: columns
respectively as
2𝑥 2 + 9𝑥 + 4 shown:

𝒂𝑥 2 + 𝒃𝑥 + 𝒄

37
 2𝑥 2 + 9𝑥 + 4
𝒂 𝒄 𝒂𝒄
2 4 8 𝒂𝑥 2 + 𝒃𝑥 + 𝒄

𝒂 𝒄 𝒂𝒄
2 4 8

2. Think of two numbers 2. Think of two

(such as 1 and 8) whose numbers (such as
factors of each on the 1 and 8) whose
grid will give the product factors of each on
on top and across. the grid will give
the product on top
and across.

3. Find the factors of the 3. Find the factors of

trinomial by getting the the trinomial by
numbers diagonally as getting the numbers
the coefficients of the diagonally as the
factors in the form 𝑥 + 𝑏 coefficients of the
factors in the form
2 4 8 𝑥+𝑏 .

1𝒙 1 1 2 4 8
𝒙
Processing the 2 4 8
1𝒙 1 1
Answers 𝒙
2𝑥 + 1 𝑥+4 2 4 8

2𝑥 + 1 𝑥+4

38
 Therefore, the Therefore, the
factors are 2𝑥 + 1 and factors
𝑥+4 . are 2𝑥 + 1 and 𝑥 +
4.
Guide Questions:
Guide Questions:
1. What are the values of a,
b, and c in 2𝑥 2 + 9𝑥 + 1. Is the Trial and
4? Error Method
2. What can you say about related to the Tic-
the value of a? Tac-Toe
3. What is the product of a
Factoring? What
Activity and c?
4. What are the possible concept
factors of ac? applications do
5. Which from the factors of they have in
ac will give the sum that common?
is equal to b?
2. Which is more
convenient to use?
Why?
Exercises:
Exercises:
Find the factors of the
following trinomials: Find the factors of the
following trinomials:
1. 2𝑥 2 + 11𝑥 + 5
2. 3𝑥 2 + 4𝑥 − 15 1. 2𝑥 2 + 7𝑥 + 5
3. 5𝑥 2 − 2𝑥 − 3 2. 3𝑥 2 + 4𝑥 − 4
3. 5𝑥 2 − 8𝑥 − 4

Integration: The Factors of Climate Change

Instructions: Find the factors of the following trinomial

to know some facts of Climate Change and to know
how you can be an agent of control.

Materials: cardboard (front cover bears the

questions, the inside reveals the answers)

Trivia Question:

How much has our planet Find the factors

warmed already, on average? of 6𝑥 2 − 11𝑥 − 2

0.5° 1.0° 2.0°

(6𝑥 + 1) (6𝑥 + 1)(𝑥 − 2) (6𝑥 − 2)(𝑥 + 2)

(𝑥 + 2) You got it right! No, not the right

answer. Try
No, not According to the again.
the right BBC in 2015:

39
 answer. “Figures from
Try again. January to
September are
already 1.02°C
above the average
between 1850 and
1900. If
temperatures remain
as predicted, 2015
will be the first year
to breach this key
threshold. The world
would then be half
way towards 2°C,
the gateway to
dangerous warming.

Trivia Question: Find the factors

of 3𝑥 2 − 18𝑥
How much more acidic are
our oceans today? −15.

26% more acidic 11% more no change

acidic
(3𝑥 − 3)(𝑥 − 5) (3𝑥 − 2)
(3𝑥 + 3)
Correct! (𝑥 + 5)
(𝑥 − 5)
This speed of No, not the right
ocean No, not the answer. Try
acidification is right answer. again.
also the fastest
recorded in the Try again.
past 65 million
years! According
to the United
Nations IPCC
report:” Ocean
acidification is
quantified by
decreases in pH.
The pH of ocean
surface water has
decreased by 0.1
since the
beginning of the
industrial era

40
(high confidence),
corresponding to
a 26% increase in
hydrogen ion
concentration.

Trivia Question:

What is a “safe” level Find the factors of

of greenhouse gas
concentration in our air? 8𝑥 2 − 10𝑥 − 3 .

100 parts 450 parts 350 parts per million

per million per million
(4𝑥 + 1)(2𝑥 − 3)
(4𝑥 + 1)(2𝑥 (4𝑥
+ 3) − 1)(2𝑥 Yes! Right again!
+ 3) A stable level of 350
No, not the
right answer. No, not parts per million in our
Try again. the right air is expected to lead
answer. to around 1.5°C of
Try again. warming. But we have
already broken past
400 parts per million as
of 2016, and we are
still rising. At 450 parts
per million, scientists
expect a 2- in 3-
chance or more of
warming by 2°C. To
bring this back down to
a safe level, we need
to plant trees to absorb
carbon dioxide from the
air, and cut down our
emissions to zero so
we stop pumping more
into the air. The good
news? We have lots of
solutions to do just this.
The bad news? Not
enough of us are
convinced we need to
change.

41
Trivia Question:

We released 49 billion tonnes Find the

of greenhouse gases in 2010. factors of
What level do we need to 8𝑥 2 + 6𝑥 − 5 .
stabilize at for a safe climate?

Zero 10 billion 25 billion

tonnes a year tonnes a year
(4𝑥 + 5)(2𝑥
− 1) (4𝑥 − 5) (4𝑥 − 5)(2𝑥
+ 5)
Excellent! (2𝑥 − 5)
No, not the
In our past, No, not the right right answer.
we’ve already answer. Try Try again.
pumped in again.
around 2,000
billion tonnes of
greenhouse
gases into the
atmosphere.
This means
we’ve locked in
a certain
amount of
warming. To
avoid the most
dangerous
futures, we
need to stop
releasing more
greenhouse
gases. Many
countries are
working actively
to reduce their
emission over
time to zero,
from the

42
 growing use of
electric cars
(United States),
encouraging
citizens to eat
50% less meat
(China) and
intensive
adoption of
wind and solar
power
(Germany,
Portugal,
Denmark).

Reflective Questions:
1. What are the practices that you do which
contribute to climate change?
2. Why must you avoid doing these practices?
3. In what ways can you do to help solve or
control climate change?
5. Summarizing the How do you factor general trinomials in the form
lesson 𝑎𝑥 2 + 𝑏𝑥 + 𝑐 where 𝑎 ≠ 1 ?

C. Assessment Factor the following Factor the following

trinomials: trinomials:
1. 5𝑥 2 + 14𝑥 + 8 1. 5𝑥 2 + 13𝑥 + 8
2. 7𝑥 2 + 18𝑥 − 9
2. 9𝑥 2 + 24𝑥 − 9
3. 3𝑥 2 − 7𝑥 − 10
3. 3𝑥 2 + 13𝑥 − 10
D. Agreement/ Worksheet 1.e.2 Worksheet 1.e.2 (see
Assignment attached)
(see attached)

V. REMARKS

VI. REFLECTION

VII. OTHERS

A. No. of learners who

earned 80% on the
formative assessment
B. No. of learners who
require additional
activities for
remediation.
C. Did the remedial
lessons work? No. of

43
 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 it work?
F. What difficulties did I
encounter which my
principal or supervisor
can help me solve?
G. What innovation or
localized material/s did I
use/discover which I
wish to share with other
teachers?

44
 WORKSHEET 1.e.2
Score:
FACTORING TRINOMIAL IN THE FORM 𝑎𝑥 2 + 𝑏𝑥 + 𝑐
Name:_____________________________________________________
Section: _____________________________________ Date: _________

Learning Competency : The learner factors completely different types of

polynomials.
M8AL-Ia-b-1
Method
Specific Factoring 𝑎𝑥 2 +
1:Objective: To𝑏𝑥factor
+ 𝑐 using Trial in
trinomials and
theError
form 𝑎𝑥 2 + 𝑏𝑥 + 𝑐.
Factor the following trinomials:
1. 2𝑥 2 + 5𝑥 + 2 3. 6𝑥 2 + 13𝑥 + 6 5. 25𝑥 2 + 65𝑥 + 1

2. 3𝑥 2 + 7𝑥 − 6 4. 15𝑥 2 + 2𝑥 − 1 6. 30𝑥 2 − 11𝑥 − 7

Method 2: Tic-Tac-Toe Factoring

Factor the following trinomials:
7. 3𝑥 2 + 11𝑥 + 6 10. 6𝑥 2 + 19𝑥 + 15 13. 5𝑥 2 − 12𝑥 + 7

Answer: _____________ Answer: _____________ Answer: ____________

8. 5𝑥 2 + 17𝑥 − 12 11. 15𝑥 2 − 17𝑥 − 4 14. 4𝑥 2 − 6𝑥 + 2

Answer: _____________ Answer: _____________ Answer: ____________

9. 2𝑥 2 + 5𝑥 − 25 12. 8𝑥 2 + 10𝑥 − 25 15. 35𝑥 2 + 11𝑥 − 6

45
 Answer: _____________ Answer: _____________ Answer: _____________

Parent’s Signature Over Printed Name: __________________________________

Date Signed: __________

(M8AL–Ia–b–1) Day 7: Factors Different Types of Polynomials –

Polynomials in the Form 𝑎𝑥 2 + 𝑏𝑥 + 𝑐

School Grade Level 8

Teacher Learning Mathematics

Area
Time & Date Quarter First

I. OBJECTIVES

A. Content Standard The learner demonstrates understanding of the

key concepts of factors of polynomials.

B. Performance Standard The learner is able to formulate real-life problems

involving factors of polynomials.

C. Learning Competencies / Factors Completely Different Types of

Objectives Polynomials (polynomials with common
monomial factor, difference of two squares, sum
and difference of two cubes, perfect square
trinomials, and general trinomials)
M8AL-Ia-b-1

Day 7- The learner factors polynomials in the

form ax2+bx+c.
II. CONTENT Factoring Polynomials

III. LEARNING
RESOURCES
A. References

1. Teacher’s Guide pages pp. 38-40

2. Learner’s Materials pp. 39-41

pages
3. Textbook pages

4. Additional Materials from

Learning Resource
(LR) portal

46
 B. Other Learning Jisela N. Ulpina, Factoring by Grouping, Math
Resources Builders, Jo-Es Publishing House, Inc., 2014, pp.
47-51.

Average
IV. PROCEDURE Advance Learners
Learners
A. Preliminary Activity Fill in the blanks to complete Fill in the
correctly the ideas being blanks to
conveyed. complete
correctly the
24 = (___)(___) → ___+ ideas being
___ = 11. conveyed.

30 = (___)(___) → ___+ 12 =
___ = 17. (___)(___) →
___+ ___ = 8
39 = (___)(___) → ___ +
___ = 16. 20 =
(___)(___) →
___+ ___ = 9

How did you find the answers? How did you

find the
answers?
List down the integral factors of
B. Presentation of the 42 then select those when What are the
Lesson added give the following totals. integral factors
Problem Opener / a. 13 g. 17 of 10 that
Group Activity b. – 13 h. – 17 when added
c. 1 i. 23 give;
d. -1 j. - 23 a. – 7 ?
e. 11 k. 19 b. 5 ?
f. – 11 l. -19 What are the
integral factors
of – 8 that
when added
give;
a. – 7 ?
b. 2 ?

Based on the answers, how For the

Processing the answer
many possible choices were expression b2
there for integral factors of 42? – 7b + 10,
which of these
In the expression,

47
 m2 – 11m - 42, which of the can replace –
factors of - 42 should be chosen 7b ?
to replace a. ( - 5b – 2b
(– 11m)? )
Which is equivalent to b. ( - 2b + 5b )
m2 – 11m – 42? c. ( 5b + 2b )
a. m2 + ( - 3m + 14m) d. ( - 5b + 2b )
- 42
b. m2 + ( 3m – 14m) Explain why
- 42 you chose that
answer?
In m2 + ( 3m – 14m) - 42, which
two terms can you grouped? What is now
What is the GCF in each group? the result if
What is the common binomial – 7b is
factor from each group? replaced by
( – 5b – 2b )?
So, what are the factors of m 2 –
11m - 42? When the
grouping
What method of factoring was symbols were
used? removed,
which terms
can be newly
grouped?

Which of these
two shows a
correct re-
grouping of
terms? Why?
a. (b2 - 5b) +
(– 2b + 10)
b. (b2 - 2b) +
(– 5b + 10)

If choice “a”
and choice “b”
are both
written in
factored form,
what will be
the result?
Are the result
the same or
not? Why?
What method
of factoring
Reinforcing the skills was used?
Factor these trinomials.
1. 6x2 + x – 2

48
 2. 4a2 - 21a + 20 Factor the
3. 15k2 -19k – 8 following
4. 3w2 + 10w – 8 trinomials.
1. b2 – 3b – 28
Summarizing the 2. 2p2 - 17p + 21
How do you factor a trinomial? 3. 3w2 + 10w – 8
lesson 4. 4a2 - 21a + 20
How do you
C. Assessment factor a
Factor the following trinomials.
1. 12x2 + 2x – 2 trinomial?
2. 6a2 – 19a + 15 Factor the
3. 20k2 – 27k – 8 following
D. Agreement/Assignment trinomials.
1. 3m2 + m – 4
2. 2y2 – 9y + 5
Factor the following 3. 12x2 + 2x – 2
polynomials.
1. 2𝑥 2 + 9𝑥 − 5 Factor the
2. 4𝑎2 + 12𝑎 + 9 following
3. 6ℎ2 − ℎ − 2 polynomials.
1. 2𝑥 2 + 9𝑥 −
5
2. 4𝑎2 + 12𝑎 +
9
3. 6ℎ2 − ℎ − 2

V. REMARKS Indicate special cases including but not limited to

continuation of lesson plan to the following day in
case of re-teaching or lack of time, transfer of
lesson to the following day, in cases of class
suspension, etc.

VI. REFLECTION Reflect on your teaching and assess yourself as

a teacher. Think about your student’s/pupil’s
progress. What works? What else needs to be
done to help the students learn? Identify what
help your instructional supervisors can provide
for you, so when you meet them, you can ask
them relevant questions. Indicate below
whichever is/are appropriate.

VII. OTHERS
A. No. of learners who
earned 80% on the
formative assessment

B. No. of learners who

require additional activities
for remediation.

C. Did the remedial lessons

work? No. of learners who

49
 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 it work?

F. What difficulties did I

encounter which my
principal or supervisor can
help me solve?
G. What innovation or
localized material/s did I
use/discover which I wish
to share with other
teachers?

50
 (M8AL–Ia–b–1) Day 8: Factors Different Types of
Polynomials – Polynomials by Grouping

School Grade Level 8

Teacher Learning Mathematics
Area
Time & Date Quarter First

I. OBJECTIVES

A. Content Standard The learner demonstrates understanding

of the key concepts of factors of
polynomials.

B. Performance Standard The learner is able to formulate real-life

problems involving factors of polynomials.

C. Learning Competencies / Factors Completely Different Types of

Objectives Polynomials (polynomials with common
monomial factor, difference of two
squares, sum and difference of two
cubes, perfect square trinomials, and
general trinomials)
M8AL-Ia-b-1

Day 8-The learner factors polynomials by

grouping.

II. CONTENT Factoring by Grouping

III. LEARNING RESOURCES

A. References

1. Teacher’s Guide pages pp. 38-40

2. Learner’s Materials pages pp. 39-41

3. Textbook pages

4. Additional Materials from Learning

Resource (LR) portal

51
B. Other Learning Resources Jisela N. Ulpina, Factoring by Grouping,
Math Builders, Jo-Es Publishing House,
Inc., 2014, pp. 47-51.

IV. PROCEDURE Advance Learners Average Learners

A. Preliminary Activity Mr. Simple owns a The teacher
rectangular lot with shows the
an area of x2 – x – illustration for the
12 square meters. rectangular lot.
He wants to sell it.
But the buyer wants
to know the cost and Ask:
its dimensions. The 1. What is the
seller said x = 15 value of x2 – x –
and the product of its 12 if x = 15.
dimensions 2. What are the
increased by two is factors of the
the price in peso per trinomial?
square meter. If you 3. How can the
are the buyer, what price be
will you do to know obtained?
its dimensions and
cost?

What previous skills What previous

were applied to find skills were applied
the answers? to find the
answers?
Find the GCF:
1. x(x + 1) + 2(x Find the GCF:
+ 1) 1. x(5b) +
2. y(y – 2) + 3(y 2(5b)
– 2) 2. y(2 - a) + (-
3. m(k – 7) + 3)(2 - a)
(– 4)(k – 7) 3. m(k – 7) +
B. Presentation of the Lesson (– 4)(k – 7)

If the GCF is If the GCF is

factored out, what is factored out, what
the result? is the result?
B.1. Problem Opener/Activity

What is the product What is the

of the two factors? product of the two
B.2. Processing the answer factors?

If the polynomial is If the polynomial is

3xy – 4y + 6x – 2, ac – bc + ad - bd,
what can be done to what can be done
find its factors? to find its factors?
In grouping the
terms, what

52
 In grouping the property is
terms, what property applied?
is applied?
Which terms can
Which terms can be be grouped?
grouped?
In how many ways
In how many ways can you group the
can you group the terms?
terms?
What must be
What must be considered in
considered in grouping the
grouping the terms? terms?

What is the common What is the

factor in each common factor in
group? each group?

What are the final What are the final

factors of 3xy – 4y + factors of ac – bc
6x – 2? + ad - bd?

Reinforcing the skill Try this!

Try this!
1. ac - ad + bc –
1. m3y3 – 7m2y + bd
5my2 – 35
2. 2x3 – 2x2 + x -
2. 14a – 7a – 4ab -
2
1
2b + 2ac + c
3. – 4m2 + 4mn +
3. a2 – b2 – c2 + 2bc mn – n2

4. 4. Similar situation
4. Mr. Al Gebra yet, replace the
grouped his students polynomial with;
15ac – 20ad – 3bc
into 7 with 5
+ 4bd where a =
members each. He
4, b = 2, c = 10,
told his students to and d = 1.
make a rectangular
traffic sign for the
school, like No
Parking, This Way,
and No Jaywalking
and also signs like
Practice Segregation
and Throw Your
Trash Properly. He
gave them the size

53
 in this form: 4x3 +
11x2 – 10 x – 3

where x = 5 inches.
What do you think
are the dimensions
of the sign board?
How did you find it? How is factoring
by grouping
How is factoring by performed?
Summarizing the lesson
grouping performed?
C. Assessment Factor the
Factor the following
following by
by grouping.
grouping.
1. 15ac – 20ad - 3bc + 4bd
1. 2ac - 2a + bc – b
2. x + x – 7x + 20
3 2
2. 2x3 + x2 – 4x – 2

Captain Marvel
D.Agreement/Assignment Captain Marvel took took a piece of a
a piece of a metal metal bar with this
bar with this inscriptions:
inscriptions: “Breaking this
“Breaking this piece piece require the
require the factors of factors of this:
this: 15ac – 20ad - 3bc
15ac – 20ad - 3bc + + 4bd.”
4bd.” Are you as
Are you as powerful powerful as
as him? him?

V. REMARKS

VI. REFLECTION

VII. OTHERS
A. No. of learners who earned 80%
on the formative assessment
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 it work?

54
F. What difficulties did I encounter
which my principal or supervisor
can help me solve?
G. What innovation or localized
material/s did I use/discover which
I wish to share with other
teachers?

(M8AL–Ib–2) Day 1: Solves Problems Involving Factors of

Polynomials
School Grade 8
Level
Learning
Teacher MATHEMATICS
Area
Time & Date Quarter I

I. OBJECTIVES
A. Content Standard The learner demonstrates understanding of
key concepts of factors of polynomials.
B. Performance Standard The learner is able to formulate real-life
problems involving factors of polynomials
and solve these problems accurately using
a variety of strategies.
C. Learning Competencies / The learner solves problems involving
Objectives factors of polynomials.
M8AL-Ib-2
Day 1
II.CONTENT Solving Problems involving Factors of
Polynomials
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages 49-52
2. Learner’s Materials pages 49-50
3.Textbook pages
4. Additional Materials from
Learning Resource (LR) portal
C. Other Learning Resources Math Builders, Jisela N. Ulpina and Lydia
T. Tizon, Jo-Es Publishing House, Inc.
pages 55-58
IV. PROCEDURE Advance Learners Average Learners
A. Preliminary Activity (The teacher will (The teacher will ask
ask the students to the students to
remember the remember the
different types of different types of
factoring). factoring).

Supply the missing Supply the missing

term to make the term to make the
statement true. statement true.

55
 Write the letter that Write the letter that
corresponds to the corresponds to the
missing term on the missing term on the
blank provided to blank provided to
spell out the bell spell out the bell
tower in Tabaco tower in Tabaco
City. What is it? City. What is it?
___1. 2x2 + 8 = 2( x2 + _ ) A: - 4 ___1. 2y2+4 = 2( y2 + _ ) A: - 2

___2. x2 - __ = (x+3)(x – 3) B: 4 ___2. __ - 16 = (y+4)(y-4) B: 2

___3. y2+16y+64 = (y + __)2 C: - x ___3. m2+10m+25 = (m+_)2 C: - 5

E: y2
___4. _+27 = (x+3)(x2-3x+9) E: 9 ___4. n3+__ = (n+1)(n2-n+1) F: 1
L: 5
___5. y2+5y+6 = (y+ _ ) (y+3) F: x3 ___5. s2-4s+3 = (s-1)(s - _) Y: 6
L: 8 R: 3
___6. 2x2 _ - 6 = (2x–3)(x+2) Y: x ___6. 2x2+7x+_ =(2x+3)(x+2)
R: 2

B. Presentation of the Lesson

A gardener is
Problem Opener / The area of a
planning to make a
Group Activity rectangular garden
rectangular garden
of “ARTAMISA” is
of “ARTAMISA” with
140m2. If its length
an area of 80m2.
is 4m more than its
She has 36m of
width, find the
fencing to put
dimensions.
around the
perimeter of the
garden. What
should the
dimensions of the
Processing the Answer
garden be? QUESTIONS:
1. What information
QUESTIONS: is given?
1. What information 2. What are you
is given? asked to find?
2. What are you 3. What
asked to find? mathematical idea is
3. What important in this
mathematical idea is problem?
important in this 4. Draw a diagram
problem? to represent garden
4. Draw a diagram of “ARTAMISA”.
to represent garden Label the
of “ARTAMISA”. dimensions in terms
Label the of one variable.
dimensions in terms 5. What equation
of one variable. could you use to
5. What equation solve this problem?
could you use to 6. Solve the
solve this problem? equation and check
6. Solve the the answer. How do
equation and check you check if your
the answer. How do answer is correct or
you check if your not?
answer is correct or 7. If the solution set
not? includes a negative

56
 7. If the solution set number, what does
includes a negative it mean?
number, what does
Reinforcing the Skills it mean? Discuss the steps
in solving real-life
Discuss the steps problems.
in solving real-life
problems. Solve the following
problems.
Solve the following 1. The sum of two
problems. numbers is 10 and
1. The sum of two their product is 16.
numbers is 20 and What are the two
their product is 75. numbers?
What are the two 2. The length of a
numbers? rectangular piece of
2. The length of a cloth to be placed in
rectangular piece of the rattan table is
cloth to be placed in 2m more than its
the rattan table is width. If the area of
Summarizing the 3m more than its the cloth is 120m2,
lesson width. If the area of find the width.
the cloth is 130m2,
find the width. How do you solve
problems involving
C. Assessment How do you solve factors of
problems involving polynomials?
factors of
polynomials? Solve the following
problems.
Solve the following 1. The product of
problems. two consecutive
1. The product of integers is 110.
two consecutive What are the two
integers is 156. integers?
What are the two 2. Jj is 3 times as
integers? old as Jingrick. Five
2. Jj is 3 times as years from now, the
old as Jingrick. Five sum of their ages is
D. Agreement/Assignment years from now, the 22. How old are they
sum of their ages is now?
42. How old are
they now?
Solve the following
problems.
Solve the following 1. Find two
problems. consecutive
1. Find two even
consecutive integers
even whose
integers product is
whose 48.
product is 2. If x2 – y2 = 8
120. and x – y =
4, find the

57
 2. If a2 – b2 = 8 value of (x +
and a – b = y) 2.
2, find the
value of ( a +
b ) 2.
V. REMARKS

VI. REFLECTION

VII. OTHERS
A. No. of learners who earned 80%
on the formative assessment
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 it work?
F. What difficulties did I encounter
which my principal or
supervisor can help me solve?
G. What innovation or localized
material/s did I use/discover
which I wish to share with other
teachers?

58
 (M8AL–Ib–2) Day 2: Solves Problems Involving Factors of
Polynomials
* Performance Task *
School Grade 8
Level
Learning
Teacher Area MATHEMATICS

Time & Date Quarter

I

I. OBJECTIVES
A. Content Standard The learner demonstrates understanding of key
concepts of factors of polynomials.

B. Performance The learner is able to formulate real-life problems

Standard involving factors of polynomials and solve these
problems accurately using a variety of strategies.

C. Learning
The learner solves problems involving factors of
Competencies/
polynomials.M8AL-Ib-2
Objectives
Day 2: Performance Task
II. CONTENT Applying the concepts of factoring
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide 53
pages
2.Learner’s Materials 53-54
pages
3. Textbook pages
4. Additional Materials
from Learning
Resource (LR)
portal
B. Other Learning
Resources
IV. Procedure A. Reviewing previous lessons
As Grade 8 students, they need to apply the
learning to real-life situations.
B. Establishing the purpose for the lesson
The grade 8 students will be given a practical task
which will demonstrate their understanding in
factoring.
C. Evaluating learning
The performance task for 100 points will follow the
GRASPS Model

59
 Advance Learners Average Learners

Product/Performance #1 Product/Performance
(First Quarter) #1
(First Quarter)
G – To design and create the
best packaging box. G – To design and
create cylindrical
R – Member of a designing container for trash.
team.
R – Member of
A – Chief executive Officer of school’s
the dairy company environmental
Head of the RER advocacy.
packaging department
A – Teacher/Adviser
S – The RER packaging
company is in search for the S –In response to the
best packaging for a new school’s
dairy product that they will environmental
introduce in the market. You advocacy, you are
are a member of the design required to make
department of RER cylindrical containers
packaging company. Your for your trash. This is
company is tapped to create in support of the
the best packaging box that “BRING MY TRASH
will contain two identical HOME” project of your
cylindrical containers with the school. You will
box’s volume set at 100 in2. present your output to
The box has an open top. your teacher and it will
The cover will be just be graded according
designed in reference to the to the following
box’s dimensions. You are to criteria: explanation of
present the design proposal the proposal,
for the box and cylinder to the accuracy of
Chief Executive Officer of the computations,
dairy company and head of utilization of the
RER Packaging Department. resources, and
The design proposal is appropriateness of the
evaluated according to the models.
following: Explanation of the
Proposal, Accuracy of
computations, Utilization of
the Resources, and
Appropriateness of the
models.

Performance – Design and Performance – Design

create the best packaging box and create cylindrical
that will contain two identical container for trash.
cylindrical containers with the
box’s volume set at 1000 in3.
The box has an open top.

60
Standard (for Advance and Average Learners)
R
A
Satisfact
CRITE Outstanding Developing Beginning T
ory
RIA 4 2 1 I
3
N
G
Explan Explanation Explanati Explanations Explanation
ation of s and ons and and s and
the presentatio presentat presentation presentatio
Propos n of the ion of the of the layout is n of the
al layout is layout is a little difficult layout is a
(20%) detailed clear. to understand little difficult
and clear. but includes to
critical understand
components. and is
missing
several
component
s.
Accura The The The The
cy of computatio computat computations computatio
Compu ns done are ions done are ns done are
tations accurate done are errorneous errorneous
(30%) and show accurate and show and do not
understandi and some of the show wise
ng of the show a concepts of use of
concepts of wise use special special
special of the products and products
products concepts factoring. and
and of special factoring.
factoring. products
There is an and
explanation factoring.
for every
computatio
n made.
Utilizati Resources Resourc Resources are Resources
on of are es are utilized but are not
Resour efficiently fully with a lot of utilized
ces utilized with utilized excess. properly.
(20%) less than with less
10% than 10%
excess. - 25%
excess.
Approp The models The The diagrams The
riatene are well- models and models diagrams
ss of crafted and are well- are less useful and models
the useful for crafted in are not
Model understandi and understanding useful in
(30%) ng the useful for the design understandi
design understa proposal. ng the
proposal. nding the design
They design proposal.
showcase proposal.
the desired They
product and showcas
are e the
artistically desired
done. product.
OVERALL
RATING

61
 (M8AL-1C-1) – Illustrates Rational Algebraic Expressions

School Grade Level 8

Teacher Learning MATHEMATICS

Area
Time & Date Quarter 1

I. OBJECTIVES

A. Content Standard Demonstrates understanding of key concepts

of rational algebraic expressions.

B. Performance Standard The learner is able to formulate real-life

problems involving rational algebraic
expressions and solve these problems
accurately using a variety of strategies.

C. Learning Illustrates rational algebraic expressions.

Competencies/Objectives M8AL-1C-1
LC code
II. CONTENT Rational Algebraic Expressions

III. LEARNING
RESOURCES
A. References

1. Teacher’s Guide pages pp. 76-77

2. Learner’s Materials pages pp. 66-67

3. Textbook pages

4. Additional Materials from

Learning Resource (LR)
portal
B. Other Learning Resources Jisela N. Ulpina and Lydia T. Tizon Math
Builders pp. 65-70
Orlando A. Orence and Marilyn O. Mendoza E-
MATH pp. 116-122

IV. PROCEDURE Advance Learners Average Learners

A. Preliminary Activity (The activity can be (The activity can be

done by group as a posted on the board
game (flash cards), or can be answered
individually, or the as a group.)
teacher can post the
activity on the board)

62
Translate the following Match column A with
verbal phrases to column B by
mathematical phrases. translating the verbal
phrases to
1. the quotient of three mathematical
and a number x phrases. Write the
2. a number y divided letter of the correct
by y-2 answer on the space
3. the ratio of 6 and x-y provided.
4. the product of two
and m² divided by 10m COLUMN A:
5. 7 out of 21
6. the cube root of a ____1. the ratio of 3
number x divided by -3 and a number x
7. the square of a ____2. a number y
number m divided 5 divide by the
8. thrice the difference difference of a
of a number x and 1 number x and 2
divided by a number y ____3. 6 divided by
9. twice a number x the product of x and
divided by the ratio of 1 y
and x ____4. the ratio of
10. the ratio of thrice twice the square of m
the square of a number and 10 time the
x and number y divided number m
by a number z ____5. seven out of
twenty-one
____6. the ratio of
- How did you translate
the cube root of a
each phrase? number x and -3
____7. the square of
- What can you say
a number m divided
about each
5
mathematical phrase?
____8. thrice the
- What do you call each difference of x and 1
divided by y
phrase?
____9. 2 time a
number x divided by
the ratio of 1 and a
number x
____10. the ratio of 3
times the square of x
and y divided by z.

COLUMN B
7 6
a. g.
21 xy
3
√X 2m²
b. h.
−3 10m
3 m²
c. i.
X 5

63
 3x²
2X y
d. 1 j.
z
X
y 3(x−1)
e. k.
x−2 y
f. x – 2
- How did you match
the verbal phrases
and mathematical
phrases?

- What do you call

each phrase?

Let the students

B. Presentation of the Let the students describe the
Lesson describe the following following expressions
-Problem expressions by by answering the
Opener/Group Activity answering the succeeding
succeeding questions. questions.
3y 4(x−y) 10a a a 3x
4x 2−z −2y−3 5b −2+b 4y
4x x³y x+2
2x+y 3y−x 3x−3
2x 2x³y²
y−5 z+2
-Processing the a. In what form does
Answer each expression a. In what form the
written? does each
b. What do you call the expression written?
expression on the b. What do you call
numerator and on the the expression on
denominator? the numerator and
c. If P is the numerator on the denominator?
and Q is the c. If P is the
denominator, what is numerator and Q is
the form of the the denominator,
expression in symbols? what is the form of
d. What do you call the the expression in
P
expression in form? symbols?
Q
e. Using your answer d. What do you call
P
on the second the expression in
Q
question, can zero be a form?
value of Q? Why/Why e. Using your answer
not? on the second
f. What are the question, can zero
possible values of the be a value of Q?
variable/s in the Why/Why not?
denominator that will f. What are the
make each expression possible values of
undefined? the variable/s in the
denominator that will

64
 make each
expression
undefined?
-Reinforcing the
Skills Tell whether each Tell whether each
algebraic expression
algebraic expression is
is rational algebraic
rational algebraic
expression or not
expression or not
rational algebraic
rational algebraic expression.
expression. 2x
______1.
5x
x+2y 3−x
______1. ______2.
4y 4y
1
______3.
x2 − y−1 2
______2. ______4. -4ab
5
2x
5
______3. 4ab ______5.
2+x
3x2 −x+1
2x ______6.
5
x−1
______4. √4x
x+2 ______7.
2
3x2+x 6(x2 − y)−1
______5. ______8.
2 3(x2 −y )
1
26a ______9. 4y 2
______6. ______10. 6x – 3
b

6a
______7.
5b

______8. √x + 2
1
4y2
x
______9. 5
2

6(x2 −y)−1
______10. [ ]
3(x2 −y )

- How do you illustrate

-Summarizing the - How do you
rational algebraic
lesson illustrate rational
expression?
algebraic
expression?

C. Assessment Complete the graphic – Complete the graphic

organizer. Write the – organizer. Write
differences between the differences
rational algebraic between rational
expressions and non- algebraic
rational algebraic expressions and
expressions. (See non-rational
attached sheet.)

65
 Determine if the algebraic
algebraic expression is expressions.
rational algebraic
expression or not. (See attached
Write RAE if it is sheet.)
rational and NRAE if it Determine if the
is not. algebraic expression
6 is rational algebraic
_____ 1.
3y expression or not.
Write RAE if it is
y−2 −5y
_____ 2. rational and NRAE if
y²−1
it is not.
1
_____ 3. x 4 x
_____1.
2y
2+ n
_____ 4.
0
_____6. x −10
n+7
_____ 5. 5
7−n _____2.
6
b
_____ 6. 1
x²−x _____7.
m²−5
1
_____ 7. _____3. m + n
x− √9

_____ 8. 3y n+2 _____8.

4ab−1
2cn

_____ 9.√2y − x √4
_____4.
x²
4
______ 10. √ 20a+10b
y _____9.
6c

3x+2
_____5.
√x
_____10. 3√bc

Supply an expression Supply an

expression to make
to make the following
D.Agreement/Assignment the following
expressions rational
expressions rational
algebraic expression.
algebraic expression.
? x−y
1. 1.
x−1 ?

n? x?
2. x+1 2. 2y− ?
? ?

3x? ?−5x2
? ab + ?
3. 2− ? 3. 2− ?
x−? 5b−c

66
V. REMARKS

VI. REFLECTION

VII. OTHERS

A. No. of learners who earned

80% on the formative
assessment
B. No. of learners who require
additional activities for
remediation.
C. 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 it work?
F. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
G. What innovation or
localized material/s did I
use/discover which I wish
to share with other
teachers?

67
 ACTIVITY SHEET

RATIONAL ALGEBRAIC EXPRESSION

Complete the graphic – organizer. Write the differences between rational algebraic
expressions and non-rational algebraic expressions.

RAE
NRAE

DIFFERENCES

68
 (M8AL-1C-2) – Simplifies Rational Algebraic Expressions
DAY 1

School Grade Level 8

Teacher Learning MATHEMATICS

Area
Time & Date Quarter 1

I. OBJECTIVES

A. Content Standard Demonstrates understanding of key concepts

of rational algebraic expressions.

B. Performance Standard The learner is able to formulate real-life

problems involving rational algebraic
expressions and solve these problems
accurately using a variety of strategies.

C. Learning Simplifies rational algebraic expressions.

Competencies/Objectives M8AL-1C-2

II. CONTENT Rational Algebraic Expressions

III.LEARNING RESOURCES

A. References

1.Teacher’s Guide pages pp. 87 - 88

2.Learner’s Materials pages pp. 78 - 79

3.Textbook pages

4. Additional Materials from

Learning Resource (LR) portal
B.Other Learning Resources Jisela N. Ulpida and Lydia T. Tizon Math
Builders pp. 70 - 74
Orlando A. Oronce and Marilyn O. Mendoza
E-MATH pp. 123 - 127

IV.PROCEDURE Advance Learners Average Learners

A. Preliminary Activity (The activity can be (The activity can be

done by group, done by group,
individually or the individually or the
teacher can post the teacher can post
activity on the board.) the activity on the
board.)
Instructions:
Instructions:
Simplify the following
fractions. Choose your Simplify the
answer from the following fractions.

69
 choices and write the Choose your
letter corresponding to answer from the
the number in the box choices and write
below. the letter
corresponding to
the number in the
box below.

Answer: MOUNT Answer: MOUNT

MAYON
MAYON

(See attached sheet.) (See attached

sheet.)
- How did you simplify
the fractions? - How did you
simplify the
- What mathematical fractions?
concepts were used to
express each fraction - What
mathematical
to its simplest form?
concepts were
used to express
each fraction to its
simplest form?

B. Presentation of the Lesson Simplify the given the Simplify the given
-Problem Opener/Group following expressions. the following
Activity 15a2 b ? expressions.
1. =
15ab ?
15a2 b ?
x2 −25 ? 1. =
15ab ?
2. =
4x+20 ?
x2 −25 ?
y2 +6xy+9x² ? 2. =
4x+20 ?
3. =
y2 −9x² ?
y2 +6xy+9x² ?
3. =
y2 −9x² ?

a.What are the a. What are the

-Processing the Answer
numerator and numerator and
denominator of the denominator of the
given expressions? given expressions?

b. Factor the b. Factor the

numerator and the numerator and the
denominator of each denominator of
expression. each expression.

c. What can you say c. What can you

about the factors in the say about the
factors in the

70
 numerator and numerator and
denominator? denominator?

d. If you are to divide d. If you are to

out the common divide out the
factors in the common factors in
numerator and the numerator and
denominator, what can denominator, what
you say about the can you say about
remaining the remaining
expressions? expressions?
-Reinforcing the Skills 1. Simplify the 1. Simplify the
following rational following rational
expressions. Choose expressions.
your answer from the Choose your
choices and write the answer from the
letter corresponding to choices and write
the number in the box the letter
below. corresponding to
Answer:DIOPHANTUS the number in the
box below. Answer:
(See attached sheet.) DIOPHANTUS

(See attached
sheet.)
 2. Amado plans
 2. Amado
to cook chicken – pork
plans to cook
adobo following his
chicken – pork
mother’s recipe but he
adobo following his
has a limited budget. If
mother’s recipe but
you are to help
he has a limited
Amado, how can he
budget. If you are to
cook using the same
help Amado, how
recipe with a lesser
can he cook using
budget?
the same recipe
with a lesser
MILAGROS’ RECIPE
1 budget?
kl chicken
2
1
kl pork MILAGROS’
2
1
kl carrots RECIPE
4
1
1 kl chicken
kl potato 2
4
1
small can mushrooms kl pork
2
soy sauce 1
kl carrots
4
vinegar 1
black pepper kl potato
4
oil small can
all-purpose cream mushrooms

71
 sugar soy sauce
vinegar
AMADOS’ RECIPE: black pepper
oil
all-purpose cream
sugar

How do you simplify AMADOS’ RECIPE:

-Summarizing the lesson
rational algebraic
expressions? How do you
simplify rational
In each loop write the algebraic
steps in simplifying expressions?
rational algebraic
expressions. You can Number the
delete or add loops if following
necessary. statements to show
the steps in
(See attached sheet.) simplifying rational
algebraic
expression.

___ Divide both the

numerator and
denominator by
their greatest
common factor.

___ Multiply the

remaining factors
and their product is
the rational
expression in the
simplest form.

___ Factor both

numerator and
denominator.

Simplify the following Simplify the

C. Assessment
rational algebraic following rational
expressions. algebraic
expressions.
2𝑥+4
1. 2𝑥−16 3𝑥
1. 6𝑥²
𝑥 3 −64
2. 𝑥 2−16 7𝑎+7𝑏
2. 𝑎 2 −𝑏²
3𝑥+6
3.
𝑥 2 +7𝑥+10 9𝑥 2 −9
3. 𝑥−1

72
 𝑦 2 −2𝑦−3 5𝑥 2 −20
4. 4.
𝑦 2 −9 6𝑥+12

𝑥 2 −5𝑥−14 𝑏2 −8𝑏+16
5. 5.
𝑥 2 +4𝑥+4 𝑏 2 −16

Simplify the following Simplify the

D. Agreement/Assignment
rational algebraic following rational
expressions. Show algebraic
your complete solution. expressions. Show
your complete
𝑥 2 −9
1. 𝑥 2−7𝑥+12 solution.

9𝑎+5 −21𝑎²𝑏²
2. 1.
3𝑎 2 +8𝑎+5 28𝑎³𝑏³

3𝑏2 −14𝑏−24 𝑚 2 +6𝑚+5

3. 2.
12−2𝑏 𝑚 2 −𝑚−2

𝑑2 −𝑒² 3𝑥 2 −12
4. 7𝑑+7𝑒 3.
2𝑥+8

5𝑠 2 +17𝑠−12 𝑥 2 −5𝑥+4
5. 4.
12−17𝑠−5𝑠² 𝑥 2−1

𝑥 2 −25
5. 4𝑥+20

V.REMARKS

VI.REFLECTION

VII.OTHERS
A. No. of learners who earned
80% on the formative
assessment
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 it work?
F.What difficulties did I
encounter which my principal
or supervisor can help me
solve?
G.What innovation or localized
material/s did I use/discover
which I wish to share with
other teachers?

73
 ACTIVITY SHEET (Advance Learners)

Simplifying Rational Algebraic Expressions

INSTRUCTION: Simplify the following fractions. Choose your answer from the
choices and write the letter corresponding to the number in the box below.

“What is the famous mountain in Albay that is behind the myth of Daragang
Magayon?”

3 −2 10 −5 24
1.) 2.) 3.) 4.) 5.)
15 2 −15 −13 32

56 63 121 −55 72
6.) 7.) 8.) 9.) 10)
84 −9 132 11 −54

−2 3 −4 11 -1
3 4 3 12
N
A U M O

7 2 1 5 -5
3 5 13
O M
T Y N

___ ___ ___ ___ ___ ___ ___ ___ ___ ___

9 8 5 2 6 10 3 1 7 4

74
 ACTIVITY SHEET (Average Learners)

Simplifying Rational Algebraic Expressions

INSTRUCTION: Simplify the following fractions. Choose your answer from the
choices and write the letter corresponding to the number in the box below.

“What is the famous mountain in Albay that is behind the myth of Daragang
Magayon?”
2 −3 10 −5 12
1.) 2.) 3.) 4.) 5.)
4 3 50 −6 −6

−7 36 −12 −15 16
6.) 7.) 8.) 9.) 10)
21 24 −12 −20 4

-1 1 4 5 −1
6 3

N
O N A
M

1 3 3 1
5 4 2 2
−2

M U O T
Y

___ ___ ___ ___ ___ ___ ___ ___ ___ ___

4 2 9 8 1 3 10 5 7 6

75
 ACTIVITY SHEET

INSTRUCTION: Simplify the following rational expressions. Choose your answer

from the choices and write the letter corresponding to the number
in the box below to answer the trivia.

3𝑥+9 𝑥 2 −64 5𝑥−10 𝑥+2 𝑥 2 −9

1. ) 2.) 3.) 4.) 5.)
𝑥 2 +6𝑥+9 𝑥 2 +16𝑥+64 2𝑥−4 𝑥 2 −4 𝑥+3

𝑥 2 −2𝑥−35 𝑥 2 −1 𝑥−7 4𝑥 2 −25 𝑥 3 +8

6.) 7.) 8.) 9.) 10)
2𝑥−14 𝑥 2 +2𝑥+1 2𝑥−14 2𝑥 2 +7𝑥+5 𝑥 2 +4𝑥+4

“WHO IS THE FATHER OF ALGEBRA?”

N S P U

x−1 1 5 1
x+1 2 2 2

B I T O

x+4 3 𝑥 2 −2x+4 x−8

5 x+3 x+2 x+8

H A P D

x+5 2x−5 3 x-3

2 x+1 4

5 1 2 3 6 9 7 10 4 8

76
SUMMARIZING THE LESSON: In each loop, be able to write the steps in simplifying
rational algebraic expressions. You can either delete or add loops if necessary.

77
 (M8AL-1C-2) – Simplifies Rational Algebraic Expressions
DAY 2

School Grade Level 8

Teacher Learning Area MATHEMATICS

Time & Date Quarter 1

I.OBJECTIVES

A. Content Standard Demonstrates understanding of key

concepts of rational algebraic
expressions.

B.Performance Standard The learner is able to formulate real-life

problems involving rational algebraic
expressions and solve these problems
accurately using a variety of strategies.

C. Learning Simplifies rational algebraic expressions.

Competencies/Objectives M8AL-1C-2

II.CONTENT Simplifying Rational Algebraic

Expressions

III.LEARNING RESOURCES

A. References

1.Teacher’s Guide pages pp. 87 - 88

2.Learner’s Materials pages pp. 78 - 79

3.Textbook pages

4. Additional Materials from

Learning Resource (LR) portal
B.Other Learning Resources Jisela N. Ulpina and Lydia T. TizonMath
Builders pp. 70 - 74
Orlando A. Oronce and Marilyn O.
Mendoza E-MATH pp. 123 - 127

IV.PROCEDURE Advance Learners Average Learners

A. Preliminary Activity “SIMPLY YOU “ “SIMPLY YOU “

Choose randomly 5 Choose randomly

girls and 5 boys to 5 girls and 5 boys
perform the activity. to perform the
Randomly selected activity.
student/s will pick a Randomly
piece of paper (half selected

78
 heart shape) student/s will pick
containing an a piece of
expression. Then, paper(half heart
they have to face shape)
each other to find containing an
their match. To expression. Then,
check if they have they have to face
the correct pair, one each other to find
of them should be their match. To
the simplest form of check if they have
the other. Lastly, to the correct pair,
complete the activity, one of them
the pair must form a should be the
heart with their simplest form of
pieces. the other. Lastly,
to complete the
(See attached activity, the pair
sheet.) must form a heart
- How did you find with their pieces.
the activity? (See attached
- What did you do to sheet.)
find your match? - How did you find
the activity?
- What did you do
to find your
match?

B. Presentation of the Lesson Fill in the box that Fill in the box that
-Problem Opener/Group contains the correct contains the
Activity answer by simplifying correct answer by
the expressions simplifying the
below. Find the expressions
answer of each below. Find the
expression in the answer of each
hub. Each answer expression in the
contains a direction. hub. Each answer
The correct direction contains a
will lead you to the direction. The
treasure. correct direction
will lead you to
(See attached
the treasure.
sheet.)
(See attached
sheet.)

79
-Processing the Answer - How did you find - How did you find
the activity? the activity?
- How did you get the - How did you get
correct path to the the correct path
treasure? to the treasure?
- How did you - How did you
simplify the given simplify the given
expressions? expressions?

 Rommel,
 Rommel, Salve, Alan and
Reinforcing the Skills
Salve, Alan and Linda are going to
Linda are going to Kawa-Kawa Hills
Kawa-Kawa Hills as as their annual
their annual practice practice during
during Holy Week. Holy Week.
They are planning to They are planning
have a picnic after to have a picnic
finishing the Way of
after finishing the
the Cross. If each of
them will bring a Way of the Cross.
certain menu, how If each of them
can they lessen the will bring a certain
weight of their menu, how can
baggages for them they lessen the
to reach the top in a weight of their
shorter time?
baggages for
them to reach the
ALAN – 2 liters top in a shorter
water, “adobo sa time?
asin”, maja blanca,
ALAN – 2 liters
oranges, fried
water, “adobo sa
galunggong, puto
asin”, maja
bigas
blanca, oranges,
ROMMEL – 1 tray of fried galunggong,
rice, laing, “arroyo”, puto bigas
banana, 1.5 royal,
ROMMEL – 1 tray
bihon guisado
of rice, laing,
SALVE - utensils, “arroyo”, banana,
pinangat, 1 liter of 1.5 royal, bihon
water, boiled saba, guisado
fried tilapia
SALVE -
LINDA – pork adobo, utensils,
utensils, 1.5 coke, pinangat, 1 liter of
dalandan, pancit water, boiled
bato guisado saba, fried tilapia

80
 LINDA – pork
adobo, utensils,
1.5 coke,
dalandan, pancit
bato guisado

- How do you simplify - How do you

-Summarizing the simplify rational
rational algebraic
lesson algebraic
expressions?
expressions?
- When can you tell
that an expression is - When can you
in its simplest form? tell that an
expression is in
its simplest form?

Simplify the following Simplify the

C. Assessment rational algebraic following rational
expressions by algebraic
completing each expressions by
solution. completing each
4𝑥+8
solution.
1.
𝑥 2 +4𝑥+4
𝑑 2 −𝑒²
1.
4(𝑥+_____ ) 7𝑑+7𝑒
=
(𝑥+2)( _____)
(𝑑+𝑒)(____)
=
7(____)
=
𝑥+2
𝑑−𝑒
=
𝑦 2 +6𝑥𝑦+9𝑥² 7
2.
𝑦 2 −9𝑥²
𝑎2 −6𝑎+9
2.
𝑎2 −9
(𝑦+ __)(__+3𝑥)
=
(𝑦+3𝑥)(𝑦− ___) (𝑎−3)(___)
=
(𝑎−3)(___)
𝑦+ ___
=
_____−3𝑥 𝑎−3
=
𝑎+3
𝑥 3 −64
3.
𝑥 2 −16 −10𝑚²𝑛²
3.
25𝑚³𝑛³
( 𝑥−4)(__+__+16)
=
(𝑥+4)(_____)
=
−2•__•𝑚•__•𝑛•𝑛
𝑥 2 +___+16
= 5•__•𝑚•𝑚•𝑚• • •𝑛
𝑥+
−2
5𝑥 2 −20 =
4. 𝑚𝑛
2𝑥−4
4𝑥−24
___(𝑥 2 −4) 4.
= 𝑥 2 −36
2( _____)
4( ____)
5( )( ) =
(____)(𝑥−6)
=
2( )

81
 5(𝑥+2) 4
= =
2 𝑥+6

𝑏𝑐 2 +𝑐+𝑏2 𝑐+𝑏 3𝑥+6

5. 5.
2𝑐+2𝑏 𝑥 2 +7𝑥+10

(_____)+(𝑏2 𝑐+ ___) 3( ___ )

= =
2𝑐+2𝑏 (____)(𝑥+2)

𝑐(____)+𝑏(____) 3
= =
2(____) 𝑥+5

(𝑐+𝑏)(𝑏+1)
=
2(____)

=
2

D.Agreement/Assignment Supply the missing Supply the

terms to make the missing terms to
rational algebraic make the rational
expressions in its algebraic
simplest form. expressions in its
simplest form.
𝑐 2 +6𝑐+8
1. =?
𝑐+4 5𝑎5 ?
1. =
10𝑎³ 2
𝑥 2 −9 𝑥−3
2. =
𝑥 2 −7𝑥+12 ? 120𝑏²𝑐² 4𝑐
2. =
90𝑏4 𝑐 ?
𝑎3 +2𝑎2 +𝑎
3.
3𝑎2 +6𝑎+3 (3𝑎+2)(𝑎+1)
3.
3𝑎2 +5𝑎+2
𝑎( ? )( ? )
=
( ? )( ? )

V.REMARKS

VI.REFLECTION bn

VII.OTHERS
A. No. of learners who earned
80% on the formative
assessment
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
it work?

82
F. What difficulties did I encounter
which my principal or supervisor
can help me solve?
G. What innovation or localized
material/s did I use/discover
which I wish to share with other
teachers?

83
 ACTIVITY SHEET(Advance Learners)

“ SIMPLY YOU “

Instructions: Choose randomly 5 girls and 5 boys to perform the activity. Randomly
selected students will pick a piece of paper containing an expression. After all the
students were able to get their piece, they have to face each other to find their match.
To check if they have the correct pair, one of them should be the simplest form of the
other. Lastly to complete the activity, the pair must form a heart with their pieces.

84
 ACTIVITY SHEET(Average Learners)

“ SIMPLY YOU “

Instructions: Choose randomly 5 girls and 5 boys to perform the activity. Randomly
selected students will pick a piece of paper containing an expression. After all the
students were able to get their piece, they have to face each other to find their match.
To check if they have the correct pair, one of them should be the simplest form of the
other. Lastly to complete the activity, the pair must form a heart with their pieces.

85
 ACTIVITY SHEET
Simplifying Rational Expressions

INSTRUCTION: Fill the box that contains the correct answer by simplifying the
expressions below. Find the answer of each expression in the hub. Each answer
contains a direction. The correct direction will lead you to the treasure.
GIVEN:
7x−7y 4a 𝑥 2 −2𝑥−3 𝑥 2 +𝑥−2 3x−3y
1. ) 2. ) 3.) 4.) 5.)
7x+7y 18b 𝑥 2 −9 𝑥 2 +2𝑥−3 6(x−y)

THE HUB

𝑥−𝑦 x+3 9b x+1

2
x+y x+1 2a x+3

(3 steps to
(2 steps to the (3 steps up) (3 steps to the (3 steps down)
the left)
right) right)

x+2 2a x+y x+y 1

x+3 9b x−y x+y 2

(1 step down; 1 (3 steps to (2 steps to left) (2 steps to left) (4 steps to

to right) left) right)

86
 (M8AL-1C-d-1) – PERFORMS OPERATIONS ON
RATIONAL ALGEBRAIC EXPRESSIONS
DAY 1: Finds the Product of Rational Algebraic Expressions

School Grade Level 8

Teacher Learning MATHEMATICS

Area
Time & Date Quarter 1

I.OBJECTIVES

A. Content Standard Demonstrates understanding of key concepts

of rational algebraic expressions.

B. Performance Standard The learner is able to formulate real-life

problems involving rational algebraic
expressions and solve this problems
accurately using a variety of strategies.

C. Learning Multiplying Rational Algebraic Expression.

Competencies/Objectives M8AL-1C-d-1

II.CONTENT Rational Algebraic Expressions

III.LEARNING RESOURCES

A. References

1. Teacher’s Guide pages pp. 96 - 97

2. Learner’s Materials pages pp. 88 – 89

3. Textbook pages
4. Additional Materials from
Learning Resource (LR)
portal

B. Other Learning Resources Jisela N. Ulpina and Lydia T. Tizon Math

Builders pp. 84 - 87
Orlando A. Oronce and Marilyn O. Mendoza
E-MATH pp. 130 – 136

IV.PROCEDURE Advance Learners Average Learners

87
A. Preliminary Activity Multiply the following Multiply the
fractions to unlock the following fractions to
hints needed in order unlock the hints
to unravel the mystery needed in order to
word that is described unravel the mystery
by the hints reflected word that is
by the pictures on the described by the
first table. To fully hints reflected by
accomplish the the pictures on the
mission, answer the first table. To fully
last question that accomplish the
corresponds to the mission, answer the
second set of pictures. last question that
corresponds to the
"What region in the second set of
Philippines that lies at pictures.
the southeastern end
of Luzon Island that "What region in the
consists of 6 provinces Philippines that lies
depicted on the at the southeastern
pictures above?" end of Luzon Island
that consists of 6
ANSWER: provinces depicted
BICOLANDIA on the pictures
above?"
(See attached sheet.)

- How did you find the ANSWER:

BICOLANDIA
activity?
(See attached
- How did you find the sheet.)
product of the given - How did you find
fractions? the activity?

- How did you find

the product of the
given fractions?
Using the rules in
B. Presentation of the Using the rules in
multiplying fractions,
Lesson multiplying fractions,
-Problem find the product of
find the product of the
Opener/Group Activity the following rational
following rational
algebraic
algebraic expressions.
expressions.
cd m2 n²
1. • 1.
2a
•
4a
mn c² 5b 7b

x2 −4 2x2 +x−1 4a2 5b2 +b

2. • 2. •
x2 −1 x+2 5b 12ab−1

88
 x2 +3x+2 x+3 x2 −y² 2x+2y
3. • 3. •
x−1 x2 +5x+6 x−y 4x−4y

- What are the - What are the

-Processing the Answer multiplicands? multiplicands?
Multipliers? Multipliers?

- What are the common - What are the

factors in the common factors in
multiplicands and the multiplicands
multipliers? and multipliers?

- What is the simplified - What is the

form of the given simplified form of
expressions? the given
expressions?
- Find the product of
the given expressions. - Find the product of
the given
- How did you find the
expressions.
product of each
expression? - How did you find
the product of each
expression?
Multiply the following
Multiply the
-Reinforcing the Skills rational algebraic following rational
expressions by algebraic
completing the table. expressions by
(See attached sheet.) completing the
table. (See attached
sheet.)
How do you find the
product of rational How do you find the
-Summarizing the algebraic expressions? product of rational
lesson algebraic
Make a conceptual expressions?
map on the steps in
multiplying rational Make a conceptual
algebraic expressions. map on the steps in
Write the procedure multiplying rational
and other important algebraic
concepts in every step. expressions. Write
the procedure and
other important
concepts in every
step.

89
 STEP 1
STEP 1
STEP 2
STEP 2
STEP 3
STEP 3
STEP 4
STEP 4
FINAL STEP

FINAL STEP

Multiply the following

Multiply the
rational algebraic
following rational
expressions.
algebraic
C. Assessment 5y+30 4xy² expressions.
1. •
2xy−6 y+6
a2 −b² a
5m2 −125 m³
1. •
a 3b−3a
2. •
m2 −5m m+5
3a2 20b
a2 −9
2. •
a 4b4 9a
3. •
a2 −3a a2 +9a+18
x+2 3x
3. •
x2 x2 −4
Maria plans to cover
her rectangular table to Maria plans to cover
prepare for her friends her square table to
E. Agreement/Assignment
visit. If her table has a prepare for her
4x² friends visit. If her
length of and a
3x+3 table has a side
x2 −1 3x
width of , what measuring , what
8x 7
should be the should be the
dimension of the cloth dimension of the
she needs to buy? cloth she needs to
buy?

V.REMARKS

VI.REFLECTION

VII.OTHERS

A. No. of learners who earned

80% on the formative
assessment

90
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 it work?
F. What difficulties did I
encounter which my principal
or supervisor can help me
solve?
G. What innovation or localized
material/s did I use/discover
which I wish to share with
other teachers?

91
 ACTIVITY SHEET (Advance Learners)

INSTRUCTION: Multiply the following fractions to unlock the hints needed in

order for you to unravel the mystery word that is associated with the pictures on the
corresponding boxes heading you to the completion of this mission.

3 1 −5 4 −3 2 7 1
1.) ∙2 2.) ∙3 3.) ∙ −4 4.) −6 ∙ 5.) ∙5
4 6 3 3 3
3 15 −4 3 1 −6 10 1 3
6.) ∙ 7.) ∙ 8.) 3
4 ∙ -2 9.) ∙ −3 10.) ∙
−5 2 −5 2 5 3 −5

-5
8

-2

___ ___ ___ ___ ___ ___ ___ ___ ___ ___
1 2 3 4 5 6 7 8 9 10

92
 ACTIVITY SHEET (Average Learners)

INSTRUCTION: Multiply the following fractions to unlock the hints needed in order for
you to unravel the mystery word that is associated with the pictures on the
corresponding boxes heading you to the completion of this mission.

1 2 6 −2 3 3 1 1 2
1. ∙3 2.) ∙ −1 3.) ∙2 4.) ∙ 5.) ∙5
3 5 3 4 3 5
−4 2 −3 3 4 −1 1 6 5
6.) ∙2 7.) ∙ 8.) ∙9 9.) ∙3 10.) ∙ 12
5 −5 7 8 2 7

25

___ ___ ___ ___ ___ ___ ___ ___ ___ ___
1 2 3 4 5 6 7 8 9 10

93
 ACTIVITY SHEET ( Advance Learner)

Multiply the following rational algebraic expressions by completing the

table below.

Rational Product in
In Factored Common Remaining Simplest
Algebraic
Form Factors Factors Form
Expression
3𝑚+12 4𝑛+20
1. • 2𝑚+8
2𝑛+5

𝑏2 +3𝑏−10 𝑏−2
2. •
𝑏2 −4𝑏+4 𝑏+5

12𝑥 2 𝑥 2 −𝑥−2
3. 6𝑥−12• 4𝑥

ACTIVITY SHEET (Average Learner)

Multiply the following rational algebraic expressions by completing the

table below.

Product
Rational in
In Factored Common Remaining
Algebraic Simplest
Form Factors Factors
Expression Form
2𝑥+8 30
1. •3𝑥+9
10

𝑥+3 3𝑥−18
2. • 3𝑥+9
4

7𝑥 2 6
3. •𝑥²
3

94
(M8AL- lc - d – 1) PERFORMS OPERATIONS ON RATIONAL
ALGEBRAIC OPERATIONS
Day 2- Finding the Quotient of Rational Algebraic Expressions

School Grade Level Grade 8

Teacher Learning Area Mathematics

Time & Date Quarter I

I. OBJECTIVES

1. Content Standard The learner demonstrates understanding of key

concepts of rational algebraic expressions.

2. Performance Standard The learner Is able to formulate real-life

problems involving rational algebraic
expressions, and solve these problems
accurately using a variety of strategies.

3. Learning The learner performs operations on rational

Competencies/Objectives algebraic expressions.
LC Code: (M8AL- lc - d – 1)

I. CONTENT Finding the quotient of rational algebraic

expressions

II. LEARNING RESOURCES

A. References

1. Teacher’s Guide pages

2. Learner’s Materials pages pp. 91 - 92

3. Textbook pages

4. Additional Materials from

Learning Resource (LR)
portal
B. Other Learning Resources 1. Gr. 8 Math Patterns and Practicalities
pp.97 – 103
2. Spiral Math 8 pp. 42- 45

III. PROCEDURE Advance Learners Average Learners

A. Preliminary Activity The teacher will let the students perform the
activity.

Find the quotient of the following fractions:

1 3 5 9 9 3
1.) ÷ 2.) ÷ 3.) ÷
2 4 2 4 2 4

10 5 1 1
4.) ÷ 5.) ÷
16 4 3 5

95
B. Presentation of the Lesson - How do you divide fractions? State the
-Activity rules.

Let the students work by pair and use the rules

in dividing fractions to find the quotient of the
given rational algebraic expressions:
12𝑚 2 𝑛 2 24𝑚 5 8𝑥 2 2𝑥
1.) ÷ 1.) ÷
5𝑚𝑛 25𝑛 2 4𝑦 𝑦2

𝑥 2 −1 15𝑥 3𝑚 6𝑚 2
2.) 𝑦 2−2𝑦+4 ÷ 2.) 12𝑛3 ÷
3𝑥+3 8𝑛

Let the students present their output.

-Processing the
answer/analysis - What are the dividends? divisors?
- What are the common factors of the
dividends and divisors?
- What is the simplified form of the given
expressions?
- Find the quotient of the given expressions.
- How did you find the quotient of each
expression?
- What did you consider to arrive at the
simplest quotient?

Reinforcing the Skills Find the quotient of the ff. rational algebraic
expressions:
6𝑎𝑏2 9𝑎2 𝑏2 6𝑎𝑏2 9𝑎2 𝑏2
1.) ÷ 1.) ÷
4𝑐𝑑 8𝑑𝑐 2 4𝑐𝑑 8𝑑𝑐 2

2𝑥 2 + 𝑥−6 𝑥 2 −2𝑥− 8 𝑎−1 2𝑎−2

2.) ÷ 2.) ÷
2𝑥 2 +7𝑥+5 2𝑥 2 3𝑥−20 𝑎+2 𝑎+2

Summarizing - How do you find the quotient of rational

algebraic expressions?

Find the simplest quotients of Divide the given

C.Assessment
the ff. rational algebraic rational algebraic
expressions expressions and
give the simplest
quotient:
𝑎 𝑎𝑏 𝑎 𝑎𝑏
1.) 2𝑏 ÷ 1.) 2𝑏 ÷ 6
6
𝑎 2 −1 7𝑎+7 5 35
2.) ÷ 2.) 7𝑏 ÷ 28𝑏2
162 4𝑎 2

3−4𝑦 3 3𝑥 9
3.) ÷ 3.) 10 ÷
6 4𝑦−3 10
𝑥 2 −𝑥− 6 𝑥 2 −9 2𝑥+6 3𝑥+9
4.) 𝑥 2−2𝑥−8 ÷ 4.) ÷
𝑥 2 −7𝑥+12 4 39

96
D. Agreement/Assignment Performance Task:
ACTIVITY # ____
(Integration of financial DIVIDING RATIONAL ALGEBRAIC
literacy) EXPRESSIONS
Instructions:
1. Divide the following rational algebraic
expressions.
2. Write in the box below the letter that
corresponds to
the solution of the problem.
3. Then, complete the statement below with
the word formed in the boxes.
“ In times of crisis, prices of commodities rise,
so we should spend ___________ to lessen
our financial deficiency.”

17 3𝑥 15 45
÷ P ÷
3𝑥−5𝑦 3𝑥−5𝑦 4𝑥 2 28𝑥
L
𝑥 2 +4𝑥+3 𝑥+3 5𝑥−10 𝑥+7
÷ W ÷ I
𝑥 2 −𝑥− 20 𝑥+4 𝑥 2 −4 𝑥+2

5 10 𝑥 2 +4𝑥 3
÷ E ÷
𝑥 𝑥 𝑥 2 −2𝑥−8 𝑥−2
H
𝑥−6 2𝑥−12 𝑥+3 𝑥 2−9
÷ Y ÷ 𝑥 2−25
𝑥−2 5𝑥 𝑥−5
S

𝑥+1 5 𝑥+5 1 7 5𝑥
𝑥−5 𝑥+7 𝑥−3 2 3𝑥 2(𝑥 − 2)

V. REMARKS

VI.REFLECTION

VII.OTHERS

A. No. of learners who

earned 80% on the
formative assessment
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.

97
D. No. of learners who
continue to require
remediation.
E. Which of my teaching
strategies worked well?
Why did it work?
F. What difficulties did I
encounter which my
principal or supervisor
can help me solve?
G. What innovation or
localized material/s did I
use/discover which I wish
to share with other
teachers?

98
 (M8AL- lc - d – 1) PERFORMS OPERATIONS ON RATIONAL
ALGEBRAIC EXPRESSIONS
Day 3- Finds the Sum and Difference of Similar Rational
Algebraic Expressions

School Grade Level Grade 8

Teacher Learning Area Mathematics

Time & Date Quarter I

I. OBJECTIVES

A. Content Standard The learner demonstrates understanding of key

concepts of rational algebraic expressions.

B. Performance Standard The le arner is able to formulate real-life problems

involving rational algebraic expressions and solve
these problems accurately using a variety of
strategies.

C. Learning The learner performs operations on rational algebraic

Competencies/Objectives expressions. (M8AL- lc - d – 1)
Day 3- Finds the Sum and Difference of Similar
Rational Algebraic Expressions

II. CONTENT Finding the sum and difference of similar rational

algebraic expressions

III.LEARNING
RESOURCES
A. References

1. Teacher’s Guide
pages
2. Learner’s Materials pp. 95 – 104
pages
3.Textbook pages

4. Additional Materials
from Learning Resource
(LR) portal
B. Other Learning 1. Gr 8 Mathematics Patterns and Practicalities
Resources pp.104 – 107

2. Spiral Math 8 pp. 46 - 50

IV. PROCEDURE Advance Learners Average Learners

A. Preliminary Activity Let the students find the simplest sum/difference of

the ff. fractions:
3 2 5 6 3 2 3 2
1.) + 2.)4 + 1 1.) + 2.) −
7 7 9 9 7 7 7 7

99
 5 9 2 3
3.) + 4.) +
4 4 5 5
5 3 1 1 7 2
3.) − 4.) − 3 5.) −
8 8 2 2 6 6
- What kind of fractions are given?
- How do you find the sum/difference of similar
fractions?

This time we will be adding/subtracting similar rational

B. Presentation of the
algebraic expressions. Remember, rational algebraic
Lesson
-Opener expressions are also fractions but this time they
contain variables.

Work in tandem. Classify the following rational

-Group Activity algebraic expressions as to similar or dissimilar pairs
and find the sum/difference of the similar pairs
applying the process used in adding/subtracting
similar fractions:
5 3 1 1 𝑥 𝑥 2𝑛 3𝑛
1. ) ; 2. ) ; 3. ) ; 4.) 2 ; 2
2𝑥 2𝑥 𝑟 𝑤 2 10 𝑚 𝑚

𝑚+4 𝑚−1 12𝑥 8 9 7

5. ) ; 6.) ; 7.) ;
5 5 3𝑥−2 3𝑥−2 𝑥3 𝑥

9𝑥 5𝑥 𝑠 𝑡 5𝑦+5 3𝑦−3
8.) ; 9.) ; 10. ) ;
𝑥2 𝑥2 𝑚 𝑚 𝑦+1 𝑦+1

- Which of the given pairs of rational algebraic

Processing the answer expressions above have the same denominators?
/Analysis - What do you call these expressions?
- How did you find the sum / difference of similar
rational algebraic expressions?
- What is done to the common denominators?
- Is there a need to simplify your answer?
How? When? (A discussion when factoring is
applicable must be done.)

Now, try to find the simplest sum or difference

Reinforcing the Skills of the ff. similar rational algebraic expressions:
5𝑎𝑏 4𝑎𝑏 𝑚2 3𝑚2
1) + 1) +
18𝑎4 𝑏 18𝑎4 𝑏 4 4

6𝑎 3𝑎 2𝑥 2𝑥
2) − 2) −
12 12 3𝑥 3𝑥

2𝑥+1 𝑥2 3𝑎 𝑎
3) + 3) +
𝑥+1 𝑥+1 2 2

2 8 3 7
4) − 4) −
3𝑎+3𝑏 3𝑎+3𝑏 5𝑎 5𝑎

𝑥2 𝑦2 𝑎 3𝑎
5) − 5) −
𝑥 2 −𝑦 2 𝑥 2 −𝑦 2 𝑎+5 𝑎+5

100
Summarizing How do you find the sum/difference of similar rational
algebraic expressions?

C. Assessment: Find the simplest sum/ difference of the given similar

rational algebraic expressions:

3𝑎 5𝑎 9𝑟 4𝑟
1) + 1) +
8 8 13 13

𝑥+1 𝑥+1 8𝑥 4𝑥 3𝑥
2) + 2 2) + +
𝑥 2 +2𝑥+1 𝑥 +2𝑥+1 3𝑥 3𝑥 3𝑥

𝑎 𝑏 2 16
3) + 3) +
15𝑦 15𝑦 2𝑚 2𝑚

2𝑎+6𝑏 4𝑎+12𝑏 1 4
4) + 4) +
𝑎+3𝑏 𝑎+3𝑏 𝑎−𝑏 𝑎−𝑏

D.Agreement/Assignment Solve the problem and express your answer in

simplest form:
Interdisciplinary Kinetic energy(Ek) is the energy in motion. The work
integration of an external force is equal to the change in kinetic
4𝑎
energy: W = Ek2 – Ek1. What is W when Ek1= and
(Science) 𝑎+4
12𝑎
Ek2= ?
𝑎+4

V. REMARKS

VI. REFLECTION

VII. OTHERS

A. No. of learners who

earned 80% on the
formative assessment
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 it work?
F. What difficulties did I
encounter which my
principal or supervisor
can help me solve?

101
 G. What innovation or
localized material/s did I
use/discover which I wish
to share with other
teachers?

102
 (M8AL- lc - d – 1) PERFORMS OPERATIONS ON RATIONAL
ALGEBRAIC EXPRESSIONS

Day 4- Finds the Sum of Dissimilar Rational Algebraic Expressions

School Grade Level Grade 8

Teacher Learning Mathematics

Area
Time & Date Quarter I

I. OBJECTIVES

A. Content Standard The learner demonstrates understanding of

key of rational algebraic expressions.

B. Performance Standard The learner is able to formulate real-life

problems involving rational algebraic
expressions, and solve these problems
accurately using a variety of strategies.

C.Learning The learner performs operations on rational

Competencies/Objectives algebraic expressions (M8AL- lc - d – 1)
Day 4- Finds the Sum of Dissimilar Rational
Algebraic Expressions

II. CONTENT Finding the sum of dissimilar rational

algebraic expressions

III. LEARNING RESOURCES

A. References

1. Teacher’s Guide pages

2. Learner’s Materials pages pp.95-104

3. Textbook pages

4. Additional Materials from

Learning
Resource (LR) portal
B. Other Learning Resources 1. Gr 8 Mathematics Patterns and
Practicalities, pp.104 – 107
2. Spiral Math 8 pp. 46 - 50

IV. PROCEDURE Advance Learners Average Learners

A. Preliminary Activity Let the students convert the ff. fractions to

similar and find
the sum:
2 1 2 1 3 12 12
1.) + 2.) + + 3.) +
3 2 5 15 10 6 8

103
 5 12 6 8 20
4.) + 5.) + +
12 16 8 6 12

- What can you say about the fractions

given?
- What kind of fractions are they?
- Can you add or subtract fractions if the
denominators are not the same?
- What should you do first to the
denominators to make them similar
fractions? How?
- How are dissimilar fractions added?

Laiza added two rational algebraic

expressions and her solution is presented
below.
4𝑥+3 3𝑥−4 4𝑥+3+3𝑥−4 7𝑥+1
+ = =
2 3 2+3 5
Is there something wrong in her solution?
Let’s try to find out later.

In today’s meeting, we will be discussing how

dissimilar rational algebraic expressions are
added.

A. Presentation of the Make a boy-girl tandem. The girl will find the
Lesson LCD of the rational expressions. The boy will
Opener: make them similar. They will help each other
in finding the simplest possible sum. They will
be given an individual score. Remember,
whoever commits a mistake, a point will be
deducted from his/her score.

1 1 7𝑎 2𝑎
Activity: 1.) + 1.) +
𝑟 𝑤 6 5

5𝑎 3𝑎 𝑥 𝑥
2. ) + 2.) +
8 6 2 10

5𝑎 8 8𝑥 4𝑥 3𝑥
3.) + 3. ) + +
𝑎2 −9 4𝑎−12 3𝑥 12𝑥 4𝑥

𝑎 𝑏 25 16
4.) + 4.) +
15𝑥 5𝑦 𝑚 3𝑛

6 4 1 4
5) + 5.) +
𝑎+3𝑏 𝑎−3𝑏 𝑎+𝑏 𝑎−𝑏

- What is the LCD of each problem?

-Processing the answer - What is the equivalent similar rational
/Analysis algebraic
expression using the LCD?

104
 - After making the rational expressions
similar, what is done to the numerators?
- How did you determine the denominator
of the sum obtained?
- Is there a need to simplify the final answer?
When? How?
(The teacher has to discuss the applicable
type of factoring when needed.)

Identify the LCD, and give the sum of the ff.

-Reinforcing the Skills
rational algebraic expressions:

5 3 𝑥 𝑦
1.) + 1.) +
2 𝑦 2 4

𝑎 3𝑎 2 2
2.) + 2.) +
𝑎+5 2𝑎+10 𝑎 𝑎+4

𝑛 2𝑛 1 1
3.) + 3.) +
3𝑛−6 𝑛−2 𝑧+3 𝑧−3

1 1 4 2
4) + 4.) +
𝑛2 −6𝑛+8 𝑛2 +𝑛−6 𝑡 𝑟

Real life application/ Let the students show their answers on the
Interdisciplinary integration board and explain how they arrive at it.

- Can you compare adding dissimilar rational

algebraic expression to the scientific
explanation, why oil cannot be mixed with
water?

- Can dissimilar rational algebraic

expressions be added?

- How are dissimilar rational algebraic

-Summarizing expressions added?
C.Evaluation
Find the simplest sum of the ff. rational
algebraic expressions:

5 2 3 1
1.) + 1.) +
18𝑎4 𝑏 27𝑎3 𝑏2 𝑐 𝑥 2

𝑥+8 3𝑥−2 2𝑥 3
2.) + 2 2.) +
𝑥 2 −4𝑥+4 𝑥 −4 𝑥 2 −9 𝑥−3

D. Agreement/Assignment
Analyze the situation, and answer the given
questions. Write your answer on a one half
sheet of paper to be submitted tomorrow.

Situation:

105
 Anchie is asked to buy a bag of milk worth
3𝑥−4 4𝑥+3
Php and instant coffee at Php .
3 2
According to him, he has to pay the cashier
7𝑥+1
the amount of Php because;
5

4𝑥+3 3𝑥−4 4𝑥+3+3𝑥−4 7𝑥+1

+ = =
2 3 2+3 5

1. Is the total amount to be given by

Anchie to the cashier correct?
2.If not, what part in his computation
made his solution
wrong?
3. Give the correct solution so that Anchie
will give the cashier the exact and
correct amount.
4. What important lesson in life did you
learn from the given situation?

V. REMARKS
VI. REFLECTION
VII. OTHERS
A. No. of learners who earned
80% on the formative
assessment
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 it work?
F. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
G. What innovation or localized
material/s did I
use/discover which I wish to
share with other
teachers?

106
(M8AL- lc - d – 1) PERFORMS OPERATIONS ON RATIONAL
ALGEBRAIC OPERATIONS

Day 5-Finding the difference of dissimilar Rational Algebraic

Expressions
School Grade Level Grade 8

Teacher Learning Mathematics

Area
Time & Date Quarter I

I. OBJECTIVES

A. Content Standard The learner demonstrates understanding of

key of rational algebraic expressions.

B. Performance Standard The learner is able to formulate real-life

problems involving rational algebraic
expressions, and solve these problems
accurately using a variety of strategies.

C. Learning The learner performs operations on rational

Competencies/Objectives algebraic expressions (M8AL- lc - d – 1)

II. CONTENT Finding the difference of dissimilar rational

algebraic expressions
Day 5-Finding the difference of dissimilar
Rational Algebraic Expressions

III. LEARNING RESOURCES

A. References
1. Teacher’s Guide pages

2. Learner’s Materials pages pp.95-104

3. Textbook pages

4. Additional Materials from

Learning Resource (LR) portal
B. Other Learning Resources 1. Gr 8 Mathematics Patterns and
Practicalities pp.104 – 107
2. Spiral Math 8 pp. 46 – 50

IV. PROCEDURE Advance Learners Average

Learners

A. Motivation/Recall Convert the ff. fractions to similar and find

the sum/difference:
2 1 2 1 3 12 12
1.) − 2.) − − 3.) −
3 2 5 15 10 6 8

107
 5 12 6 8 20
4.) − 5.) − −
12 16 8 6 12

- What can you say about the fractions

given?
- What kind of fractions are they?
- Can you subtract fractions if the
denominators are not the same?
- What should you do first to the
denominators to make them similar
fractions? How?
- How are dissimilar fractions subtracted?
- How do you apply your knowledge in
subtracting fraction to rational algebraic
expression?

B. Presentation of the Lesson In today’s meeting, we will be discussing

how dissimilar rational algebraic
expressions are subtracted.
Make a boy-girl tandem. The girl will find
the LCD of the rational expressions. The
boy will make them similar. They will help
each other in finding the simplest possible
difference. Each one will be given an
individual score. Remember, whoever
commits a mistake, a point will be deducted
from his/her score:

-Activity 1 1 7𝑎 2𝑎
1.) − 1.) −
𝑟 𝑤 6 5

5𝑎 3𝑎 𝑥 𝑥
2. ) − 2.) −
8 6 2 10

5𝑎 8 8𝑥 4𝑥 3𝑥
3.) − 3. ) − −
𝑎2 −9 4𝑎−12 3𝑥 12𝑥 4𝑥

𝑎 𝑏 25 16
4.) − 4.) −
15𝑥 5𝑦 𝑚 3𝑛

6 4 1 4
5) − 5.) −
𝑎+3𝑏 𝑎−3𝑏 𝑎+𝑏 𝑎−𝑏

-Processing/Analysis
- Is each LCD obtained correct?
- Were you able to convert each to correct
similar rational expressions?
- What did you use to make the
denominators similar?
- After making the rational expressions
similar, what is done to the numerators?
- How did you determine the denominator
of the difference obtained?
- Is there a need to simplify the final answer?

108
 When? How? (The teacher has to discuss
the applicable type of factoring when
needed.)

Identify the LCD, and give the difference of

Reinforcing the Skills
the ff. rational algebraic expressions:

5 3 𝑥 𝑦
1.) − 1.) −
2 𝑦 2 4

𝑎 3𝑎 2 2
2.) − 2.) −
𝑎+5 2𝑎+10 𝑎 𝑎+4

𝑛 2𝑛 1 1
3.) − 3.) −
3𝑛−6 𝑛−2 𝑧+3 𝑧−3

1 1 4 2
4) − 2 4.) −
𝑛2 −6𝑛+8 𝑛 +𝑛−6 𝑡 𝑟

- Show your answers on the board and

-Summarizing explain how you arrive at it.
- How do you find the difference of
dissimilar rational algebraic expression?
C.Assessment
Find the simplest difference of the ff.
rational algebraic expressions:

5 2 3 1
1.) − 1.) −
18𝑎4 𝑏 27𝑎3 𝑏2 𝑐 𝑥 2

𝑥+8 3𝑥−2 2𝑥 3
2.) − 2 2.) −
𝑥 2 −4𝑥+4 𝑥 −4 𝑥 2 −9 𝑥−3

D. Agreement/Assignment Analyze the situation, and answer the

given questions. Write your answer on a
one half sheet of paper to be submitted
tomorrow.

Situation:
𝑥 2 −4
Obet bought a cellphone worth Php
3𝑥
4𝑥 2 −16
for he has Php with him. According
2𝑥
to him, the cashier has to give him a
5(𝑥 2 −4)
change in the amount of Php
3𝑥
4𝑥 2 −16 𝑥 2 −4 5(𝑥 2 −4)
because; − =
2𝑥 3𝑥 3𝑥
1. Is Obet’s estimated change correct?
2. If not, give the supposed change he has
to receive.
3. What can you say about Obet?
4. Are you like Obet? Why?

109
V. REMARKS
VI. REFLECTION
VII. OTHERS
A. No. of learners who earned 80%
on the formative assessment
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 it work?
F. What difficulties did I encounter
which my principal or
supervisor can help me solve?
G. What innovation or localized
material/s did I use/discover
which I wish to share with other
teachers?

110
(M8AL- lc - d – 2) PERFORMS OPERATIONS ON RATIONAL
ALGEBRAIC EXPRESSIONS

Day 6- Solving problems involving Rational Algebraic Expressions

School Grade Level Grade 8

Teacher Learning Mathematics

Area
Time & Date Quarter I

I. OBJECTIVES

A. Content Standard The learner demonstrates understanding of

key concepts of rational algebraic
expressions.

B. Performance Standard The learner is able to formulate real-life

problems involving rational algebraic
expressions and solve these problems
accurately using a variety of strategies.

C. Learning The learner performs operations on rational

Competencies/Objectives algebraic expressions (M8AL- lc - d – 2)
Write the LC code for each
Day 6- Solving problems involving rational
algebraic expressions

II. CONTENT Solving problems involving rational

algebraic expressions
III. LEARNING RESOURCES

A. References

1. Teacher’s Guide pages pp. 110- 113

2. Learner’s Materials pages pp.103- 107

3. Textbook pages

4. Additional Materials from

Learning Resource (LR) portal
B. Other Learning Resources E- Math pp.160- 163
Intermediate Algebra pp. 95- 96

IV. PROCEDURE Advance Learners Average Learners

A. Preliminary Perform the indicated operation of each

given rational algebraic expressions:
8 11 3 2 2 4
1) + 1) + 2) −
𝑎+4 𝑎+4 𝑎 𝑎 𝑥−3 𝑥−3

4𝑥 1 1 1
2) − 3) + 2
4𝑥−1 4𝑥−1 𝑎+5 𝑎 −25

111
 5 3𝑥+1 9 9 𝑚2 −9
3) + − 4) .
𝑥+2 𝑥−2 9𝑥 2 −4 𝑚−3 12

3 (𝑥−𝑦)2 4𝑦 2 16𝑦
4) . 5) ÷
𝑥−𝑦 6 13 39

𝑦+7 7+𝑦
5) ÷
𝑦−7 𝑦 2 −49

- How do you add, subtract, multiply or

divide rational algebraic expressions?

B.Presentation of the Lesson In today’s lesson, we will be solving

problems involving rational algebraic
Opener expressions. So you need to enhance your
reading comprehension so that you can
interpret the word problems accurately.

Activity - Work with a seatmate. (The teacher will

see to it that every pair is composed of both
advanced and average learners). Analyze,
solve and interpret accurately the given
word problem.
Problem:
1. Find the sum of the reciprocals of two
consecutive integers if the smaller
integer is x+1.
2. Two vehicles travelled (x+4)
kilometers. The first vehicle travelled
for (𝑥 2 -16) hours while the second
2
travelled for hours.
𝑥−4

- What are the given?

Processing the -Represent the given into mathematical
answer/analysis expression?
- What is required /unknown in the
problem?
-What rational algebraic expression
represents the problem?
- What operation is involve in solving the
problem?
- What is the answer in each problem?
- How do you solve the problem?

Reinforcing the Skills Try solving this problem:

Luz takes 6 minutes typing a 2-
paragraphed letter while Liza takes it for 4x
minutes and Lita for x minutes. Show the
simplest combination of each of the
individual part of the work. -

112
 Summarizing How do you solve problems involving
rational algebraic expressions?

C. Assessment Solve the following problems:

1. Panchio and Bruce were asked to fill the
tank with water. Panchio can fill the tank in
x minutes alone, while Bruce is slower by
two minutes compared to Panchio.
a. What part of the job can Panchio finish
in 1 minute?
b. What part of the job can Bruce finish in 1
minute?
c. Panchio and Bruce can finish filling the
tank together within y minutes. How will you
represent algebraically in simplest form, the
job done by the two if they work together?

D. Agreement/Assignment 2. Find the product of twice a number y and

its reciprocal.

Create your own word problems using

rational algebraic expressions and provide
your expected solution. Write it on a sheet
of colored paper. Consider these criteria:
1. Relevance to the topic - 30 %
2. Accuracy of solution - 20%
3. Art and beauty of work – 15%
4. Application to real life situation – 30%
5. Punctuality in submission - 5%

V. REMARKS

VI. REFLECTION

VII. OTHERS

A. No. of learners who earned

80% on the formative assessment

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 it
work?

113
F. What difficulties did I encounter
which my principal or supervisor
can help me solve?

G. What innovation or localized

material/s did I use/discover which
I wish to share with other
teachers?

114
 (M8AL- lc - d – 2) Performs Operations on Rational Algebraic
Expressions
(Performance Task)

School Grade Level Grade 8

Teacher Learning Mathematics

Area
Time & Date Quarter I

I. OBJECTIVES

A. Content Standard The learner demonstrates understanding of key

concepts of rational algebraic expressions.

B. Performance Standard The learner is able to formulate real-life

problems involving rational algebraic
expressions and solve these problems
accurately using a variety of strategies.

C. Learning The learner performs operations on rational

Competencies/Objectives algebraic expressions (M8AL- lc - d – 2)
Write the LC code for each

II. CONTENT Operations on Rational Algebraic Expressions

(Performance Task)

III. LEARNING RESOURCES

A. References

1. Teacher’s Guide pages

2. Learner’s Materials pages

3. Textbook pages

4. Additional Materials from

Learning Resource
(LR) portal
B. Other Learning Resources Intermediate Algebra pp. 81-96

IV. PROCEDURE Advance Learners Average Learners

A. Reviewing previous lessons

As Grade 8 students they need to
apply the learning to real life situations.
B. Establishing the purpose for the lesson. The
grade 8 students will be given a practical
task which will demonstrate their
understanding in Rational Algebraic
Expressions.
C. Evaluating learning

115
 The performance task for 100 points will
follow the GRASPS model/

Product /Performance # 2
(First Quarter)

G- To prepare a manpower plan to be

presented
to the newlywed couple.

R- As a foreman to prepare a manpower plan.

A – newlywed couple

S - A newly-wed couple plans to construct a

house. The couple has already a house plan
from their friend engineer. The plan of the
house is illustrated below:

As a foreman of the project, you are task

to prepare a manpower plan to be presented to
the couple. Inside the plan is how many
workers are needed to complete the project,
daily wage of the workers, how many days can
they finish the project and how much can be
spend for the entire job. The man power plan
will be based on reasoning, accuracy,
presentation, practicality and efficiency.

P- prepare a manpower plan to be presented to

the newly-wed couple.

S – (standard)

116
V. REMARKS
VI. REFLECTION
VII. OTHERS
A. No. of learners who earned
80% on the formative
assessment
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 it work?
F. What difficulties did I
encounter which my principal
or supervisor can help me
solve?
G. What innovation or localized
material/s did I use/discover
which I wish to share with
other teachers?

117
 (M8AL-ie – 1) ILLUSTRATES THE RECTANGULAR
COORDINATE SYSTEM

School Grade Level 8

Teacher Learning Area Mathematics

Time & Date Quarter I

I. OBJECTIVES

A. Content Standard The learner demonstrates understanding of the key

concepts of the rectangular coordinate system.

B. Performance The learner is able to formulate real-life problems

Standard involving the rectangular coordinate system.

C. Learning The learner illustrates the rectangular coordinate

Competencies/ system and its uses. ( M8 – ie- 1 )
Objectives
II. CONTENT The Rectangular Coordinate System

III. LEARNING
RESOURCES
A. References

1. Teacher’s Guide pp. 141 – 152

pages
2. Learner’s pp. 119 – 136
Materials pages
3. Textbook pages

4. Additional
Materials from
Learning Resource
(LR) portal
B. Other Learning Worksheets, graphing board/ improvised graphing
Resources board OHP

Advance Learners Average Learners

IV. PROCEDURE
A. Preliminary Activity The teacher shows The teacher shows
Motivation pictures of the Philippine pictures of the
map, camera focus, and Philippine map,
globe emphasizing the camera focus, and
grid used to locate target globe emphasizing the
or positions. Ask the grid used to locate
students to name each target or positions. Ask
and its use. the students to name
each and its use.

118
 What did you notice What did you notice
about the pictures? What about the pictures?
is common to all? What is common to
all?

How is the eye of a How is the eye of a

B. Presentation of the
Lesson typhoon determined? typhoon determined?

Problem Opener Each group is given a Each group is given a

task to do. task to do.

Group activity
Group 1 : Bowowow! Group 1 : Bowowow!
( Refer to LM p.119-120 : ( Refer to LM p.119-
Activity 2 ) 120 : Activity 2 )

Group 2 : Product set or Group 2 : Product set

Cartesian product Find or Cartesian product
(A x B) Given : Find (A x B) Given :
A = { 1,3,5} and A = { 1,3,5} and
B = { 4,6} B = { 4,6}

Group 3 Fill me up ! Group 3 Fill me up !

Given a blank seat plan, Given a blank seat
the group will fill it out plan, the group will fill
based on their actual it out based on their
seating arrangements. actual seating
arrangements.
Group 4: Map Alright!
On a blank ¼ manila Group 4: Map Alright!
paper, make a simple On a blank ¼ manila
map of your school. Use paper, make a simple
the stage as your starting map of your school.
point. Include in your map Use the stage as your
the following: starting point. Include
in your map the
 Principal’s office following:
 Faculty room  Principal’s
 Canteen office
 Library  Faculty room
 Classrooms of  Canteen
grade 8  Library
 CR’s  Classrooms of
grade 8
 CR’s
Group presentation for 1-
2 mins each. Group presentation for
1-2 mins each.

119
Processing the answers What is a rectangular What is a rectangular
coordinate system? coordinate system?

What are the different What are the different

parts of the rectangular parts of the
coordinate system? rectangular coordinate
system?
How are points plotted on
the Cartesian plane? How are points plotted
on the Cartesian
How can the Rectangular plane?
Coordinate System be
used in real life? How can the
Rectangular
Going back to the Coordinate System be
question, give your used in real life?
answer. How is the eye of
a typhoon determined? Going back to the
question, give your
answer. How is the
eye of a typhoon
determined?

Let the students do

Reinforcing the skills Activity 7 (PARTS OF
Let the students do
Activity 7 (PARTS OF THE BUILDING) in the
THE BUILDING) in the Learner’s module on
Learner’s module on pages 126 - 127.
pages 126 - 127.

How do you illustrate

Summarizing the lesson Rectangular Coordinate How do you illustrate
System? Rectangular
Coordinate System?
C. Assessment Using your graphing
Using your graphing
paper, illustrate the
rectangular coordinate paper, illustrate the
system and plot the rectangular coordinate
system and plot the
following points.
following points.
a.( 4, 7 )
A,( 3, 6 )
b.( -1, 3 )
b.( -5, 2 )
c.( 5, -2 )
c.( 4, -4 )
d.( -2 , -1 )
d.( -3, -3 )
e.( 0, -8 )
e.( -6, 0 )

120
 2.Give the uses of the 2.Give the uses of the
rectangular coordinate rectangular coordinate
system in real – life system in real – life
situations. situations.

Answer Exercise 3 on Answer Exercise 3 on

D. Assignment/ Agreement
page 129 of the LM. page 129 of the LM.

V. REMARKS

VI. REFLECTION

VII. OTHERS

A. No. of learners who

earned 80% on the
formative assessment
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 it work?
F. What difficulties did I
encounter which my
principal or supervisor
can help me solve?
G. What innovation or
localized material/s did
I use/discover which I
wish to share with
other teachers?

121
 (M8AL-ie – 1) ILLUSTRATES THE RECTANGULAR
COORDINATE SYSTEM
PERFORMANCE TASK

School Grade Level 8

Teacher Learning Area Mathematics

Time & Date Quarter I

I. OBJECTIVES

A. Content Standard The learner demonstrates understanding of the

key concepts of the rectangular coordinate
system.

B. Performance The learner is able to formulate real-life problems

Standard involving the rectangular coordinate system.

C. Learning The learner illustrates the rectangular coordinate

Competencies/Object system and its uses.( M8 – ie- 1 )
ives
II. CONTENT The Rectangular Coordinate System

III. LEARNING
RESOURCES
A. References

1. Teacher’s Guide pp. 141 – 152

pages
2. Learner’s Materials pp. 119 – 136
pages
3. Textbook pages

4. Additional Materials
from Learning
Resource (LR) portal
B. Other Learning Graphing paper, ruler, pencil and ballpen,
Resources coloring materials

Advance Learners Average Learners

IV.PROCEDURE
A. Preliminary Activity/ Give names of Give names of
Motivation constellations of stars. constellations of stars.

B. Presentation of the How will you use the How will you use the
Lesson rectangular coordinate rectangular coordinate
1. Problem Opener system to show how system to show how
artistic you are? artistic you are?

122
 2. Group activity Goal: To make a Goal: To make a
coordinArt using coordinArt using
graphing paper, ruler, graphing paper, ruler,
pencil and coloring pencil and coloring
materials. materials.

Role: Artist Role: Artist

Audience: Teacher and Audience: Teacher

Students and Students

Situation: The artists Situation: The artists

are task to make are task to make
his/her own coordinArt his/her own coordinArt
following the criteria: following the criteria:
Accuracy of Plot, Accuracy of Plot,
Originality, Neatness Originality, Neatness
and Attractiveness. and Attractiveness.

Performance: Performance:
CoordinArt Making CoordinArt Making
using graphing paper, using graphing paper,
ruler, pencil and ruler, pencil and
coloring materials. coloring materials.

Standard: Refer to Standard: Refer to

rubric on LM pages rubric on LM pages
135-136 135-136

V.REMARKS

VI.REFLECTION

VII.OTHERS

A. No. of learners who

earned 80% on the
formative assessment

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.

123
E. Which of my teaching
strategies worked well?
Why did it work?

F. What difficulties did I

encounter which my
principal or supervisor
can help me solve?

G. What innovation or
localized material/s did I
use/discover which I
wish to share with other
teachers?

124
 (M8AL-ie-3) ILLUSTRATES LINEAR EQUATION IN TWO
VARIABLES

School Grade Level 8

Teacher Learning Mathematics

Area

Time & Date Quarter I

I. OBJECTIVES

A. Content Standard The learner demonstrates understanding

of the key concepts of linear equation in
two variables.

B. Performance Standard The learner is able to formulate real-life

problems involving linear equations in two
variables.

C. Learning The learner illustrates linear equations in

Competencies/Objectives two variables. ( M8AL-ie-3)

II. CONTENT Linear Equation in Two Variables

III. LEARNING RESOURCES

A. References

1. Teacher’s Guide pages 196-197

2. Learner’s Materials pages 181 – 182

3. Textbook pages 21st Century Mathematics pp.172-180

(Lucy O. Sia, et al.)

4. Additional Materials from

Learning Resource (LR) portal
B. Other Learning Resources Worksheets, Prepared Illustrations, visual
aids

Advance Learners Average Learners

IV. PROCEDURE
A. Preliminary Activity In what places do you In what places do
Motivation see this traffic signs? you see this
traffic signs?

Pls. Fall in Line.

B. Presentation of the Lesson Pls. Fall in Line.

125
 Problem Opener Based from your Based from your
observation in school observation in
during flag ceremony, school during flag
what geometric figure ceremony, what
is formed by the geometric figure
students? is formed by the
students?
In our classroom what
other objects illustrate In our classroom
a line? Can we what other
represent them with an objects illustrate a
equation? line? Can we
represent them
with an equation?
How will you present How will you
Group activity the data using the present the data
situation below? using the
Luisa’s list when she situation below?
bought rice for her Luisa’s list when
family. she bought rice
for her family.
1 kg = Php 40.00

2 kgs = Php 80.00 1 kg = Php 40.00

3kgs = Php 120.00 2 kgs = Php

80.00
4kgs = Php 160.00
3kgs =
5kgs = Php 200.00 Php120.00

4kgs =
Php160.00
(Group the students
with 8-10 members.) 5kgs =
Php200.00
For group 1
(Group the
(Table of values.-use students with 8-
exercise 2, LM p.180) 10 members.)

For group 1
For group 2 ( Table of values.-
use exercise 2,
( Set of ordered pairs
LM p. 180)
– make an activity
card))

For group 3 For group 2

126
 (Graphs - use the ( Set of ordered
graphs on exercise 6 pairs – make an
on page 184-185 of activity card)
LM )
For group 3
For group 4
(Graphs - use
(Equations – Use the graphs on
exercise 1 page 173 of exercise 6 on
LM ) page 184-185 of
LM )
Group presentations
For group 4
(2-3 minutes each)
( Equations – Use
exercise 1 page
173 of LM )

Group
presentations

(2-3 minutes
each)

Processing the answers What is a linear What is a linear

equation in two equation in two
variables? variables?

In what different ways In what different

can you describe a ways can you
linear equation in two describe a linear
variables? equation in two
variables?
How will you illustrate
a linear equation in How will you
two variables given: illustrate a linear
equation in two
a.graph? variables given:
b.table of values? a.graph?
c.set of ordered pairs? b.table of values?
d.equation? c.set of ordered
pairs?

d.equation?

Reinforcing the skills. The teacher asks

The teacher asks the
the class using
class using the
the prepared
prepared exercises to
exercises to

127
 illustrate if the given is illustrate if the
a linear equation in given is a linear
two variables. equation in two
variables.
(Attached exercises
M8AL-ie-3) (Attached
exercises M8AL-
ie-3)

Summarizing the lesson How do you illustrate How do you

linear equation in two illustrate linear
variables? equation in two
variables?

Illustrate linear Illustrate linear

C. Assessment equation in two
equation in two
variables. variables.

(By pair – use grid (By pair – use

grid paper)
paper)

Give your own Give your own

example of linear example of linear
equation in two equation in two
variables using:
variables using:

a. table of values actable of values

b. set of ordered pairs b. set of ordered

pairs
c. graph
c. graph
d. equation
d. equation

D. ASSIGNMENT/AGREEMENT Show your

Show your
proof/solution in each proof/solution in
example why it is said each example
to be a linear equation why it is said to
in two variables. be a linear
equation in two
Answer Exercise 2 on variables.
page 180 of your LM. Answer exercise
2 on page 180 of
your LM.

V. REMARKS

VI. REFLECTION

128
VII. OTHERS

A. No. of learners who earned

80% on the formative
assessment
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 it work?
F. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
G. What innovation or localized
material/s did I use/discover
which I wish to share with
other teachers?

129
 Linear Equation in Two Variables

Name : __________________________ Grade & Section : ___________

Be My Friend: Know me well, is that OK?

A. Determine whether each set of ordered pairs describes a linear function in two
variables. Show your solutions.

1. { (1,2) , ( 2,3), ( 3,4), ( 4, 5), ( 5,6), (6,7), (7,8 ) }

2. { (-4, 16) , ( -3, 9 ) , ( -2, 4 ), ( -1, 1 ), ( 0, 0 ), ( 1 , 1 ) }

B. Which of the following table of values is a linear equation?

1. 1.
x 0 1 2 3 X -2 -1 0 1

y -2 -4 -6 -8 y 3 6 9 12

C. Identify which of the graphs below is a graph of a linear function or not.

1. 2.

D. Which of the following equations is a linear function or not?

1. f(x) = 4x – 9

2. x + 8y = 10

130
 (M8AL-Ie-4) ILLUSTRATES THE SLOPE OF A LINE BASED
FROM THE GRAPH

School Grade Level GRADE 8

Teacher Learning Area MATHEMATICS

Time & Date Quarter I

I. OBJECTIVES

A. Content Standard The learner demonstrates understanding of key

concepts of linear equations in two variables.

B. Performance The learner is able to formulate real-life problems

Standard involving linear equations in two variables and
solve these problems accurately using a variety of
strategies.
C. Learning
Competencies/ The learner illustrates the slope of a line based
Objectives from the graph.

(M8AL-Ie-4)
II. CONTENT Slope of a Line

III.LEARNING RESOURCES

A. References

1. Teacher’s Guide 169-172

pages

2. Learner 183-186
’s Materials pages

3. Textbook pages E-Math pp. 425-431

Mathematics for the 21st Century Learners Grade
8 pp. 141-148
4. Additional Materials
from Learning Resource
(LR) portal

B. Other Learning
Resources

131
IV. PROCEDURE Advance Learners Average Learners

A. Preliminary Activities/ The teacher will post The teacher will

Motivation pictures of the following: post pictures of the
following:
1. Mount Mayon
1. Mount Mayon
2. A ladder/ Ramp
2. A ladder/
3. Kawa-kawa Hill Ramp
stairways
3. Kawa-kawa Hill
 What do the pictures stairways
have in common?
 What do the
 What do these pictures have
pictures depict? in common?
 Which of these will  What do these
you find easy to pictures
climb? Difficult to depict?
climb? Why?
 Which of these
will you find
easy to climb?
Difficult to
climb? Why?

The teacher will present two The teacher will

B. Presentation of the
Lesson different hills present two
different hills
Which of these hills is
Problem Opener steeper? Why? Which of these hills
is steeper? Why?

Note: The teacher will write Note: The teacher

responses of students will write responses
relative to slope like climb, of students relative
“tarik”, ‘tukadon”, etc. to slope like climb,
“tarik”, ‘tukadon”,
(The teacher will introduce etc.
the rise and run.)
(The teacher will
How can we relate all these introduce the rise
observations with lines? and run.)

How can we relate

all these

132
 Activity: How Steep Am I? observations with
lines?
The class will be divided
into 4 groups. Activity: How
Group Activity Steep Am I?
Tasks:
The class will be
1. Given two points on the divided into 4
graph of linear equation, groups.
find the value of rise and
run. Tasks:

2. Describe the value of the 1. Given two points

ratio of the rise and run in on the graph of
relation to the graph. linear equation, find
the value of rise
GROUP: and run.

2. Describe the
value of the ratio of
the rise and run in
relation to the
graph.

GROUP:

 What is rise? How do

we find the rise?

133
  What is run? How do we
find the run?
Processing the Answer  What is rise?
 What is a slope of a How do we find
line? the rise?

 How do we illustrate the  What is run?

slope of a line given its How do we find
graph? the run?

 Compare the slope of  What is a slope

graphs #1 and #2 in of a line?
relation to their graphs?
 How do we
 Compare the slope of illustrate the
graph #3 and #4 in slope of a line
relation to their graphs? given its graph?

 Why is the slope in #3  Compare the

zero? slope of graphs
#1 and #2 in
 Why is the slope of #4 relation to their
undefined? graphs?

 Will you arrive at the  Compare the

same value of slope if slope of graph
you use different two #3 and #4 in
points? Justify your relation to their
answer. graphs?

 From the problem,  Why is the slope

which of the two hills is in #3 zero?
steeper? Why?
 Why is the slope
of #4 undefined?

 Will you arrive at

the same value
of slope if you
use different two
points? Justify
your answer.

 From the
problem, which
of the two hills is
steeper? Why?

Answer Worksheet #9A

(See Attached Worksheet)

134
 1. What is a slope of a
Reinforcing the Skills line? Answer Worksheet
#9A (See Attached
2. How do we illustrate Worksheet)
the slope of a line
Summarizing the lesson given the graph? 1. What is slope of
a line?
Answer Worksheet B on 2. How do we
illustrating the slope of a illustrate the
slope of a line
line given the graph.(See
given the graph?
attached worksheet)
C. Assessment Answer Worksheet
B on illustrating the
slope of a line given
Answer Exercise 6 numbers the graph. (See
attached
1-5 on LM pages 184-185
worksheet)

Answer Exercise 6
D. Agreement
numbers 1-5 on LM
/Assignment pages 184-185
V. REMARKS

VI.REFLECTION

VII.OTHERS

No. of learners who earned

80% on the formative
assessment
No. of learners who require
additional activities for
remediation.
Did the remedial lessons
work? No. of learners who
have caught up with the
lesson.
No. of learners who continue
to require remediation.
Which of my teaching
strategies worked well? Why
did it work?
What difficulties did I
encounter which my
principal or supervisor can
help me solve?
What innovation or localized
material/s did I use/discover
which I wish to share D. with
other teachers?

135
 Worksheet 9A

Name: _________________________ Grade and Section: _________

SLOPE OF A LINE

Direction: Illustrate the slope of each line by tracing the rise and run. Write the values
on the space provided.

136
 WORKSHEET 9B

Name: _________________________ Grade and Section: _________

SLOPE OF A LINE

Illustrate the slope of each line by tracing the rise and run. Write the values on the
space provided.

Rise: ________ Rise: ________

Run: ________ Run: ________
Slope: _______ Slope: _______

Rise: ________ Rise: ________

Run: ________ Run: ________
Slope: _______ Slope: _______

Rise: ________

Run: ________

Slope: _______

137
(M8AL-Ie-5) FINDS THE SLOPE OF A LINE GIVEN TWO POINTS
School Grade Level GRADE 8

Teacher Learning Area MATHEMATICS

Time & Date Quarter I

I. OBJECTIVES

A. Content Standard The learner demonstrates understanding of key

concepts linear equations in two variables.

B. Performance The learner is able to formulate real-life

Standard problems involving linear equations in two
variables and solve these problems accurately
using a variety of strategies.

C. Learning
Competencies/Object The learner finds the slope of a line given two
ives points. (M8AL-Ie-5)

II. CONTENT Slope of a Line

III. LEARNING
RESOURCES
A. References

1. Teacher’s Guide pages 198-200

2. Learner’s Materials pages 183-186

3. Textbook pages E-Math I pp. 427-430

Mathematics for the 21st Century Learners Grade
8 pp. 145-148
4. Additional Materials
from Learning Resource
(LR) portal
B. Other Learning
Resources
IV. PROCEDURE Advance Learners Average Learners

A. Preliminary Recall: FACT or Recall: FACT or

Activities/Motivation BLUFF? BLUFF?

1. The slope refers to 1. The slope refers to

the steepness of the the steepness of the
line. line.

138
 2. In m = rise / run, the 2. In m = rise / run, the
rise refers to the rise refers to the
horizontal distance. horizontal distance.

3. A line with a slope of 3. A line with a slope of

zero is a vertical line. zero is a vertical line.

4. If the line rises from 4. If the line rises from

right to left, then its right to left, then its
slope is positive. slope is positive.

5. The slope of the 5. The slope of the

given line is -5. given line is -5.

How can we find the How can we find the

slope of the line? slope

Find the slope of the Find the slope of the

B. Presentation of the
Lesson line that contains the line that contains the
1. Problem Opener points (12,-8) and (-3, points (12,-8) and (-3,
22). 22).

Divide the class into Divide the class into

2. Group Activity four (4) groups. Each four (4) groups. Each
group will be given a group will be given a
graph of a line and graph of a line and
(Refer to Exercise 6 numbers
must be able to find its must be able to find its
1, 2, 3 and 5 of LM Grade 8
slope. Let one slope. Let one
pages 184-185)
representative from representative from
each group present each group present
their output. their output.

Tasks: Tasks:

a. Find the slope of a. Find the slope of

the given line using the given line using
the formula m = the formula m =
rise/run rise/run

139
 b. Identify the b. Identify the
coordinates of the coordinates of the
two indicated two indicated
points and mark points and mark
them as Point 1 them as Point 1
and Point 2. and Point 2.

c. Get the ratio of the c. Get the ratio of the

difference of the Ys difference of the
and Xs. Ys and Xs.

 How did you find the  How did you find

slope of the given the slope of the
line? given line?
3. Processing the  What did you  What did you
Answer observe with the observe with the
ratio of the difference ratio of the
of Ys and Xs to the difference of Ys
slope of the line? and Xs to the slope
of the line?
 How will compare
the slope of the lines  How will compare
in #1 and #2? How the slope of the
about slope of the lines in #1 and #2?
lines in #3 and #5? How about slope of
the lines in #3 and
 If we interchange #4?
Point 1 and Point 2,
will you get the same  If we interchange
value of the slope? Point 1 and Point
Justify your answer. 2, will you get the
same value of the
 What do you need slope? Justify your
to consider in answer.
finding the slope of
a line correctly  What do you need
given two points? to consider in
finding the slope of
 What is the slope a line correctly
of the line that given two points?
contains the points
(12,-8) and (-3,  What is the slope
22)? of the line that
contains the points
(12,-8) and (-3,
22)?

140
4. Reinforcing the Skills Answer Worksheet Answer Worksheet
10A.1 10A.2

(Integration of Local (Integration of Local

Food) Food)

5. Summarizing How do you find the How do you find the

the lesson slope of the line given slope of the line given
two points? two points?

Find the slope of the Find the slope of the

C. Assessment
line passing through line passing through
the given points. the given points.

1. (3, 2) and (5, 8) 1. (3, 3) and (5, 9)

2. (-1, 0) and (2, -9) 2. (-1, 0) and (2, -9)

3. (-15, 3) and the 3. (2,5) and (-2, -5)

point of origin
4. (-10, 7) and (6, 7)
4. (-4, 5) and (-4, ½ )
5. (-12, -3) and the
5. ( 2, ¾ ) and ( 4, ¼ ) point of origin

D. Agreement Solve the following. Solve.

/Assignment
1. Find the value of k Determine the value of
that will make the k that will make the
slope of the line equal slope of the line
to -3, and passing through the two given
through the points (k, - points (4, k) and (3, 2)
6) and (-2, -12). and whose slope is 7.

2. Determine k if m = 4
and containing the
points (k + 3, 5) and
(1, k –2).

V. REMARKS

VI. REFLECTION

VII. OTHERS

A. No. of learners who

earned 80% on the
formative assessment
B. No. of learners who
require additional
activities for remediation.
C. Did the remedial lessons
work? No. of learners

141
 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 it work?
F. What difficulties did I
encounter which my
principal or supervisor
can help me solve?
G. What innovation or
localized material/s did I
use/discover which I
wish to share with other
teachers?

142
 Worksheet 10A.1

TRIVIA QUESTION:

What is the English Term for SANTOL (Sandoricum koetjape)?

Directions: To find out the answer, find the slope of the line passing through the given
points. Write letter that corresponds to each item.

1. (3, 2) and (5, 8)

2. (-1, 0) and (2, -9)

3. (-15, 3) and the point of origin

4. (-4, 5) and (-4, ½ )

5. ( 2, ¾ ) and ( 4, ¼ )

6. (-12, -7) and (-6, -13)

____ ____ ____ ____ ____ ____ FRUIT

1 2 3 4 5 6

O R E N C T A O T
undefined
-1/4 1/4 -5 -1 3 0 -3 -1/5

143
 Worksheet 10A.2

TRIVIA QUESTION:

What is the English Term for SANTOL (Sandoricum koetjape)?

Directions: To find out the answer, find the slope of the line passing through the given
points. Write letter that corresponds to each item.

1. (1,2) and (8, 9)

2. (0, -9) and (4, -9)

3. (6, 0) and (0, -18)

4. (6,2) and (6,-5)

5. (-1, -14) and ( 2, 1)

____ ____ ____ ____ ____ ____ FRUIT

1 2 3 4 2 5

R E N C T A O T
undefined
3/2 -3 5 1 -5 0 3

144
 (M8AL-Ie-5) FINDS THE SLOPE OF A LINE GIVEN THE
EQUATION AND GRAPH
School Grade Level GRADE 8

Teacher Learning Area MATHEMATICS

Time & Date Quarter I

I. OBJECTIVES

A. Content The learner demonstrates understanding of key concepts

Standard of linear equations in two variables.

B. Performance The learner is able to formulate real-life problems involving

Standard linear equations in two variables and solve these problems
accurately using a variety of strategies.

C. Learning
Competencies/ The learner finds the slope of a line given the equation and
Objectives graph. (M8AL-Ie-5)

II. CONTENT Slope of a Line

III. LEARNING
RESOURCES
A. References

1. Teacher’s Guide 169-172

pages
2. Learner’s 183-186
Materials pages
3. Textbook pages E-Math pp. 425-431
Mathematics for the 21st Century Learners Grade 8 pp. 141-
148
4. Additional
Materials from
Learning
Resource (LR)
portal
B. B. Other Learning
Resources
IV. PROCEDURE Advance Learners Average Learners

A. Preliminary Review on the standard forms of Review on the

Activities/ linear equation and slope of a standard forms of
Motivation line. linear equation and
slope of a line.

145
 Which of the following is written Which of the following
in a standard form? is written in a standard
form?
1. x + y = -3
1. x + y = -3
2. 2x – 8y = 1
2. 2x – 8y = 1
3. y = 5x – 2
3. y = 5x – 2

B. Presentation of The teacher will present the The teacher will

the Lesson slope – intercept form of a linear present the slope –
equation: y = mx + b intercept form of a
linear equation: y = mx
where m is the slope and b is
+b
the y- intercept.
where m is the slope
and b is the y-
intercept.
Problem Opener Is the slope of 2y = 4x - 5 the
Is the slope of 2y = 4x -
same as y = 2x – 3 ? Justify
5 the same as y = 2x –
your answer
3 ? Justify your
answer.
6
Group Activity Divide the class into 4
Divide the class into 4 groups.
groups.
Group 1:
Group 1:
Given: y = 3x - 2
Given: y = 3x - 2
A. Complete the table of values.
A. Complete the table
x 1 2 of values.

y x 1 2

B. Find the slope using the two y

point from the table of values.
B. Find the slope using
Group 2: the two point from the
table of values.
Given: y = -x + 2
Group 2:
A. Complete the table of values.
Given: y = -x + 2
x 1 2

B. Find the slope using the two

point from the table of values.

146
 Group 3: A. Complete the table
of values.
Find the slope:
x 1 2

B. Find the slope using

the two point from the
table of values.

Group 3:

Find the slope:

Group 4:

Find the slope.

Group 4:

Find the slope.

 For group 1 and 2, what are  For group 1 and 2,

3. Processing
the given? what are the
the Answer
given?
 How do you complete the
table of values?  How do you
complete the table
 What are the corresponding of values?
points based from the table
of values?  What are the
corresponding

147
  What are the slopes? points based from
the table of
 How do you find the slope values?
given two points?
 What are the
 How will you compare the slopes?
slope of the line from the
equation y = mx + b?  How do you find
the slope given
 For group 1 and 2, what are two points?
the slopes of the linear
equations?  How will you
compare the slope
 How do you find the slope of the line from the
of the graphs? equation y = mx +
b?
 How will you describe the
graphs in relation to the  For group 1 and 2,
value of the slope? what are the
slopes of the linear
 Is the slope of 2y = 4x - 5
equations?
the same as y = 2x – 3 ?
Justify your answer  How do you find
the slope of the
graphs?

 How will you

describe the
graphs in relation
to the value of the
slope?

 Is the slope of 2y =
4x - 5 the same as
y = 2x – 3 ? Justify
your answer
Reinforcing the Skills Find the slope of the following Find the slope of the
linear equations. following linear
equations.
A.
A.
1. y = 9x – 2
1. y = 9x – 2
2. y = -x + 1
2. y = -x + 1
3. 3y = x -10
3. 3y = x -10
4. – y = 5x + 13
4. – y = 5x + 13
5. y = 15

148
 B. 5. y = 15

1. B.

1.

2.

2.

Summarizing the  How do you find the slope  How do you find
lesson of a line given its equation the slope of a line
written in slope – intercept given its equation
form? written in slope –
intercept form?
 How do you find the slope
of a line given the graph?  How do you find
the slope of a line
given the graph?

C. Assessment Find the slope of each line. Find the slope of each
line.
1. y = 2x - 9

2. y = -x – 1 1. y = 2x - 9

3. – y = 2x - 3 2. y = -x – 1

3. – y = 2x - 3
4. 7y = 5x -6

5. y = -1/3x + 2/3 4. 7y = 5x -6

6. – 8y = 10 + 4x 5. y = -1/3x + 2/3

7. y = 12 6. – 8y = 10 + 4x

7. y = 12

149
 8. 8.

9. 9.

10. 10.

D. Agreement/ Find the slope of each linear Find the slope of each
Assignment equation. linear equation.

1. 2y = -4x + 7 1. 3y = 6x – 7

2. 5x – 3(x – 2y) = -3x + 1 2. x + 3y + 8 = -2x + 4

3.2y – 4x – 5 = -2(x+2y) +9 3. 5x – 3(x – 2y) = -3x

+1

V. REMARKS

VI. REFLECTION

150
VII. OTHERS

A. No. of learners
who earned 80%
on the formative
assessment
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 it work?
F. What difficulties
did I encounter
which my
principal or
supervisor can
help me solve?
G. What innovation
or localized
material/s did I
use/discover
which I wish to
share with other
teachers?

151
 (M8AL-If-1) WRITES THE LINEAR EQUATION ax + by = c
IN THE FORM y = mx + b

School Grade Level GRADE 8

Teacher Learning Area MATHEMATICS

Time & Date Quarter I

I. OBJECTIVES
A. Content Standard The learner demonstrates understanding of key
concepts of linear equations in two variables.
B. Performance Standard The learner is able to formulate real-life
problems involving linear equations in two
variables and solve these problems accurately
using a variety of strategies.
C. Learning
Competencies/Objectives The learner writes the linear equation ax + by =
c in the form y = mx + b (M8AL-If-1)
II. CONTENT Forms of Linear Equation in Two Variables
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide pages TG pp. 197-198
2. Learner’s Materials pages LM pp. 181-183
3. Textbook pages E-Math I pp. 458
Mathematics for the 21st Century Learners
Grade 8 pp. 146-148
4. Additional Materials from
Learning Resource (LR)
portal
B. Other Learning
Resources
IV. PROCEDURE Advance Learners Average Learners

A. Preliminary Recall: Mental Math Recall: Mental Math

Activities/Motivation
Solve for x. Solve for x.

1. x – 4 = 2 1. x – 4 = 2

2. x + 3 = 8 2. x + 3 = 8

3. 5x = -15 3. 5x = -15

4. 1/3x = 7 4. 1/3x = 7

5. 2x – 9 = 3 5. 2x – 9 = 3

B. Presentation of the  How did you solve  How did you solve
Lesson each equation? each equation?

152
  What property of  What property of
equality did you equality did you
apply in #1 and #2? apply in #1 and #2?
#3 and #4? How #3 and #4? How
about in #5? about in #5?

Problem Opener What is 2x – y = - 5 in What is 2x – y = - 5 in

slope intercept form y = slope intercept form y
mx + b? = mx + b?

Group Activity Gallery Walk: Gallery Walk:

The class will be divided The class will be

into 4 groups and will do divided into 4 groups
a gallery walk to and will do a gallery
discover the steps in walk to discover the
transforming standard steps in transforming
‘
form of linear equation standard form of
into slope-intercept linear equation into
form. slope-intercept form.

A. 7x + y = 9 A. 7x + y = 9
7x + (-7x) + y = 9 + (- 7x + (-7x) + y = 9 +
7x) y = -7x + 9 (-7x) y = -7x + 9

B. 6x + 3y = -3 B. 6x + 3y = -3
6x + (-6x) + 4y = -3 + 6x + (-6x) + 4y = -3
(-6x) 3y = -6x - 3 + (-6x) 3y = -6x - 3
1/3(3y) = (-6x – 3) 1/3(3y) = (-6x – 3)
(1/3) y = -2x – 1 (1/3) y = -2x – 1

C. 3x – 5y = 10 C. 3x – 5y = 10
3x + (-3x) – 5y = 10 + 3x + (-3x) – 5y = 10
(-3x) -5y = -3x + 10 + (-3x) -5y = -3x + 10
-1/5(-5y) = (-3x + -1/5(-5y) = (-3x +
10)(-1/5) y = 3/5x – 2 10)(-1/5) y = 3/5x – 2

D. ½ x + 3/5y = 3 D. ½ x + 3/5y = 3
½ x + (- ½ x) + 3/5y = ½ x + (- ½ x) + 3/5y
3 + ( - ½ x) 3/5y = - ½ x = 3 + ( - ½ x)
+3 3/5y = - ½ x + 3
5/3(3/5y) = (- ½ x + 5/3(3/5y) = (- ½ x +
3)(5/3) y = -5/6x + 5 3)(5/3) y = -5/6x + 5

Processing the Answer  In A, what property  In A, what property

of equality is applied of equality is
to rewrite the applied to rewrite
equation into slope- the equation into
intercept form? slope- intercept
form?
 In B, C and D, what
are the steps and

153
 properties used to  In B, C and D,
transform each what are the steps
equation into y = mx and properties
+ b? used to transform
each equation into
 When do you say y = mx + b?
that the given
equation in standard  When do you say
form is already that the given
rewritten in the equation in
slope-intercept standard form is
form? already rewritten in
the slope-intercept
 What is 2x – y = - 5 form?
in slope intercept
form y = mx + b?  What is 2x – y = -
5 in slope intercept
form y = mx + b?
Refer to Worksheet 11A Refer to Worksheet
Reinforcing the Skills
11A
Rally Coach: Students
are paired together. Rally Coach:
Students take turns Students are paired
solving one of their together. Students
problems, so their take turns solving
partner coach can listen one of their
to their thinking and problems, so their
processing. The partner coach can
students switch roles listen to their thinking
when the answer is and processing. The
correct. students switch roles
when the answer is
correct.

Summarizing the lesson  How do you

 How do you write
write linear
linear equations in
equations in
standard form into
standard form
slope – intercept
into slope –
form?
intercept
form?

Rewrite the following Rewrite the following

C. Assessment equations into slope – equations into slope –
intercept form y = mx+b. intercept form y =
mx+b.
1. 2x + y = 7
1. x + y = 2

154
 2. x + 3y = -9 2. 3x + y = 1

3. x + 2y = 4 3. 2x – 3y = -6

4. 5x – 3y = 6 4. 4x – 2y = 5

5. 2/5x + 2/3y = 5 5. 3x + 1/2y = 4

D. Agreement Write the equations Write the equations

/Assignment in the slope – intercept in the slope –
form. intercept form.
1. x/3 – y/4 = ½ 1. x/3 – y/4 = ½
2. 5(x-y) = 3x +4 5(x-y) = 3x +4

V. REMARKS

VI. REFLECTION

VII. OTHERS

A. No. of learners who earned

80% on the formative
assessment
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 it work?
F. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
G. What innovation or
localized material/s did I
use/discover which I wish
to share with other
teachers?

155
 Worksheet 11A

Rewriting Linear Equations in Standard Form ax + by = c into

Slope-Intercept Form y = mx + b

(RALLY COACH)

Student A: x+y=-3 Student B check and initial: __________

Student B: 5x + y = 6 Student A check and initial: __________

Student A: 6x – 3y = 7 Student B check and initial: __________

Student B: 5x – 15y = - 4 Student A check and initial: __________

Student A: 3x + 5y = 9 Student B check and initial: __________

Student B: 4x + 7y = 2 Student A check and initial: __________

Student A: 2x + ½ y = 1 Student B check and initial: __________

Student B: 2/5 x + 3y = 2 Student B check and initial: __________

156
(M8AL-If-1) WRITES THE LINEAR EQUATION y = mx + b IN
THE FORM ax + by = c

School Grade Level GRADE 8

Teacher Learning Area MATHEMATICS

Time & Date Quarter I

I. OBJECTIVES
A. Content Standard The learner demonstrates understanding of
key concepts of linear equations in two
variables.
B. Performance Standard The learner is able to formulate real-life
problems involving linear equations in two
variables and solve these problems accurately
using a variety of strategies.
C. Learning
Competencies/Objectives The learner writes the linear equation y = mx +
Write the LC code for each b in the form ax + by = c. (M8AL-If-1)
II. CONTENT Writing the linear equation y = mx + b in the
form ax + by = c
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide pages pp. 197-198
2. Learner’s Materials pages pp. 181-183
3. Textbook pages E-Math I pp. 458
Mathematics for the 21st Century Learners
Grade 8 pp. 146-148
4. Additional Materials from
Learning Resource (LR)
portal
B. Other Learning Resources
IV. PROCEDURE Advance Learners Average Learners

A. Preliminary Review: Review:

Activities/Motivation
Rewrite the following Rewrite the
linear equation into slope following linear
– intercept form equation into slope
– intercept form
Y=mx + b
Y=mx + b
 4x + y = 9
1. 4x + y = 9
 9x – 3y = 2
2. 9x – 3y = 2

157
B. Presentation of the Lesson What is the standard What is the
form of y = 3x – 12? standard form of
Problem Opener y = 3x – 12?
The class will be divided
into 4 groups. Each The class will be
Group Activity group will be given a divided into 4
linear equation in slope- groups. Each
intercept and should be group will be given
able to rewrite them into a linear equation in
standard form by slope-intercept and
showing the process and should be able to
indicating the properties rewrite them into
of equality applied. standard form by
showing the
I. y = -9x + 2 process and
II. y= 6x – 3 indicating the
properties of
III. y = 5/6x + 11 equality applied.

IV. y = 2/3x – 1/6 I. y = -9x + 2

II. y= 6x – 3

III. y = 5/6x + 11

IV. y = 2/3x – 1/6

Processing the Answer  What are the steps  What are the
and properties used steps and
to transform each properties
equation in standard used to
form ax + by = c ? transform each
equation in
 When do you say standard form
that the given ax + by = c ?
equation in slope –
intercept form is  When do you
already rewritten in say that the
the standard form? given equation
in slope –
 Is -6x + y = -3 the intercept form
same as 6x – y = 3? is already
Why? rewritten in the
standard form?
 What is the standard
form of y = 3x – 12?  Is -6x + y = -3
the same as 6x
– y = 3? Why?

158
  What is the
standard form
of y = 3x –
12?

Reinforcing the Skills Answer Worksheet Answer Worksheet

11B.1 (By Pair) 11B.2 (By Pair)
(Integration of Financial
Literacy)

3. Summarizing the lesson How do you rewrite How do you

linear equation in the rewrite linear
form y = mx+b into equation in the
standard form ax + by = form y = mx+b into
c standard form ax
+ by = c

Rewrite the following Rewrite the

C. Assessment
equations in standard following equations
form ax + by = c in standard form
ax + by = c
1. y = - x – 3
1. y = - x + 6
2. y = -2x + 1
2. y = -5x + 3
3. y = 7x – 6
3. y = 4x – 10
4. y = ½ x + 9
4. y = 2/3x + 1
5. y = ¾ x – 5/8
5. y = 5/2x + 3/2

Write the following Write the following

D. Agreement equations into
equations into standard
/Assignment standard form.
form.

1. y + 2 = -3(x + 5) 1. y = 2/3x + 5/9

2. y = ax + b/c 2. y = -2(x – 7)

V. REMARKS

VI. REFLECTION

159
 VII. OTHERS

A. No. of learners who earned

80% on the formative
assessment
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 it work?
F. What difficulties did I
encounter which my principal
or supervisor can help me
solve?
G. What innovation or localized
material/s did I use/discover
which I wish to share with
other teachers?

160
 Worksheet # 11B.1

The Secret of a Millionaire

DIRECTIONS: Answer each item by writing each linear equation in the form ax+by =
c. Decode what value should be developed as the first step to become a millionaire!

Look for the correct form of the given linear equation inside the box and write it in the
box at the right with its corresponding letter.

Start Y = -3x-6
here

Y= x - 4

Y= 6 – 3x

Y=4+x

Y= 5x + 7

Y = -3x- 2

Y = 2/3x+ 1/3

Y = 5/4x + 3/8

Y = 2x + 1/2

R Y A L F U I T G

x–y= 4x-2y = 5x – y = 3x + y = 3x+y = - 3x + y = 2x +3y 10x – 8y = x–y=

-1 -7 -2 6 6 =1 -3 -4

161
 Worksheet # 11B.2

The Secret of a Millionaire

DIRECTIONS: Answer each item by writing each linear equation in the form ax+by =
c. Decode what value should be developed as the first step to become a millionaire!

Look for the correct form of the given linear equation inside the box and write it in the
box at the right with its corresponding letter.

Start
here Y = -2x +8

Y= x - 4

Y= 6 – 3x

Y=9+x

Y= 5x + 7

Y = -3x- 2

Y = 2x -1

Y = x-5

Y = 2x + 1/2

R Y A L F U I T G

x–y=4 4x-2y = - 5x – y = -7 3x + y = - 2x+y = 8 3x + y = 2x – y = x–y=5 x–y=-

1 2 6 1 9

162
(M8AL-if-3) DESCRIBES THE GRAPH OF A LINEAR EQUATION
IN TERMS OF ITS INTERCEPTS AND SLOPE

School Grade 8

Teacher Learning Area Mathematics

Time & Date Quarter I

I. OBJECTIVES

A. Content Standards The learner demonstrates

understanding of key concepts of linear
equations in two variables.

B. Performance Standards The learner is able to formulate real-life

problems involving linear equations in
two variables and solve these problems
accurately using a variety of strategies.

C. Learning The learner describes the graph of a

Competencies/Objectives linear equation in terms of its intercepts
and slope. (M8AL-If-3)

II. CONTENT Linear Equations in Two Variables

III. Learning Resources

A. References

1. Teacher’s Guide pages 199-200

2. Learner’s Material pages 184-185

3. Textbooks pages

4. Additional materials from

Learning Resource (LR) portal

B. Other Learning Resources

IV. PROCEDURE Advance Learners Average Learners

A. Preliminary Activity/Motivation (Use meta strips (Use meta strips

written the terms: written the terms:
slope, x-intercept, slope, x-intercept,
y-intercept, rise, y-intercept, rise,
run) run)

163
 Tell something you Tell something you
know about these know about these
terms. terms.

B. Presentation of the lesson What information What information

Problem Opener about the linear about the linear
equation will you equation will you
need to describe need to describe
its graph? its graph?

Group Activity In the following In the following

equations, give the equations, give the
value og value of

a. Slope a. Slope
b. Y-intercept b. Y-intercept
c. Rise c. Rise
d. Run d. Run

Group 1
y = 3x + 2 Group 1
y= 3x + 2
Group 2
y = 5x – 3 Group 2
y = 5x – 3
Group 3
y= -x + 4 Group 3
y = -x + 4
Group 4
y = -2x -5 Group 4
Y `= -2x -5

Graph each Graph each

equation using the equation using the
graphing board. graphing board.

Describe your Describe your

output to the class. output to the class.

Processing the answers What terms What terms related

related to linear to linear equation
equation did you did you use to
use to describe its describe its graph?
graph?
In what direction
In what direction will you move if the
will you move if rise is positive?
the rise is Negative?

164
 positive? In what direction
Negative? will you move if the
run is positive?
In what direction negative?
will you move if
the run is positive? How did you
negative? describe the graph
of the linear
How did you equation in terms
describe the graph of its y-intercept
of a linear and its slope?
equation in terms
of its y-intercept
and its slope?

Reinforcing the skills Write the Write the

exercises on a exercises on a
flashcard and let flashcard and let
the students the students
answer them answer them
orally. orally.

Give the value of Give the value of

the slope and y- the slope and tell
intercept, then the trend of the
graph. graph.

 y = 3x + 7  y = 3x + 7
 y=½x+4  y=½x+4
 m = -5, b = 7  m = 2/5, b = 3
 m = 4/7, b = -  m = 4, b = -4
2
Summarizing the lessons How will you How will you
describe the graph describe the graph
of a linear of a linear
equation in terms equation in terms
of its y-intercept of its y-intercept
and slope? and slope?

C. Assessment Describe the Determine the

graph of the linear slope of each line
equation given the and describe the
following trend of its graph.
information. Use
graphing paper.  y = 3x - 5
 X+y=9
 y = 3x - 6  4x + y = -2
 X+y=9  X=6
 m = 5/2, b  Y=1
=1

165
D. Assignment / Agreement Answer Exercise Answer Exercise
10 on page 189 of 10 on page 189 of
you LM. you LM.

V. REMARKS

VI. REFLECTION

VI. OTHERS

A. No. of learners who earned 80% on

the formative assessment
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 it work?
F. What difficulties did I encounter
which my principal or supervisor
can help me solve?

166
(M8AL-if-2) Graphs a linear equation given any two points, the x
and y-intercepts
(Subtask 1)

School Grade
8
Teacher Learning
Area Mathematics
Time & Date Quarter
First

I. OBJECTIVES
A. Content Standards The learner demonstrates
understanding of key concepts linear
equations in two variables.
B. Performance Standards The learner is able to formulate real-life
problems involving linear equations in
two variables and solve these problems
accurately using a variety of strategies.
C. Learning Competencies/Objectives The learner graphs a linear equation
Write the LC code for each. given any two points, the x and y-
intercept (M8AL-If-2)
II. CONTENT Linear Equations in Two Variables
III. Learning Resources
A. References
1. Teacher’s Guide pages
2. Learner’s Materia pagesl pp. 184 – 185
3. Textbooks pages
4. Additional materials from
Learning Resource (LR) portal
B. Other Learning Resources
IV. PROCEDURE Advance Learners Average Learners

A. Preliminary Activity /Motivation How many points How many points

do we need to do we need to
draw a line? draw a line?

B. Presentation of the lesson What information What information

about the linear about the linear
Problem Opener equation will you equation will you
need to describe need to describe
its graph? its graph?

Group Activity In the following In the following

equations, give the equations, give the

167
 a. Y-intercept Y-intercept
b. X-intercept x-intercept

Group 1
Group 1
y = 3x + 2
y= 3x + 2

Group 2
Group 2
y = 5x – 3
y = 5x – 3

Group 3
Group 3
y = -x + 4
y = -x + 4

Group 4
Group 4
y = -2x -5
y = -2x -5

Graph each
Graph each
equation using the
equation using the
graphing board.
graphing board.
Explain your
Explain your
output to the class.
output to the class.

Processing the answers What terms related What terms related

to linear equation to linear equation
did you use to did you use to
describe its graph? describe its graph?

How did you How did you

graph a linear graph a linear
equation given any equation given any
two points? Given two points? Given
the intercepts? the intercepts?

Reinforcing the skills Graph the Graph the

following using the following using the
given information. given information.

a.( 2, -3) a.( 2, -3)

( -5, 8) ( -5, 8)
c.( 0,-4), ( 6,0 ) c.( 0,-4), ( 6,0 )
d.a = 7, b = 9 d.a = 7, b = 9
e. a = 9, b = 11 e. a = 9, b = 11

Summarizing the lessons How will you graph How will you graph
a linear equation a linear equation
given any two given any two

168
 points? The points? The
intercepts? intercepts?

C. Assessment Graph the linear Graph the linear

equation given the equation given the
following following
information. Use information. Use
graphing paper. graphing paper.

 (3,-5), (-5, 0)  (3,-5), (-5, 0)

 (7, 10),(1,4)  (7, 10),(1,4)
 A=5, b= 8  A=5, b= 8
D. Assignment / Agreement Answer Exercise Answer Exercise
10 on page 189 of 10 on page 189 of
you LM. you LM.

V. REMARKS

VI. REFLECTION

VII. OTHERS

A. No. of learners who earned 80% on

the formative assessment
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 it work?
F. What difficulties did I encounter
which my principal or supervisor can
help me solve?

169
(M8AL-if-2) Graphs a linear equation given the slope and a point
on the line

(Subtask 2)
School Grade 8
Teacher Learning Mathematics
Area
Time & Date Quarter First

I. OBJECTIVES
A. Content Standards The learner demonstrates understanding
of key concepts linear equations in two
variables.
B. Performance Standards The learner is able to formulate real-life
problems involving linear equations in two
variables and solve these problems
accurately using a variety of strategies.
C. Learning The learner describes the graph of a
Competencies/Objectives linear equation in terms of its intercepts
and slope. (M8AL-If-3)
II. CONTENT Linear Equations in Two Variables
III. Learning Resources
A. References
1. Teacher’s Guide pages
2. Learner’s Material pages pp. 184 – 185
3. Textbooks pages
4. Additional materials from
Learning Resource (LR) portal
B. Other Learning Resources
IV. PROCEDURE Advance Learners Average Learners
A. Preliminary Activity (Use meta strips (Use meta strips
written the terms: written the terms:
1. Motivation slope, x-intercept, y- slope, x-intercept,
intercept, rise, run) y-intercept, rise,
run)
Tell something you
know about these Tell something you
terms. know about these
terms.

2. Presentation of the lesson What information What information

about the linear about the linear
Problem Opener equation will you equation will you
need to describe its need to describe
graph? its graph?

170
 Group Activity In the following In the following
equations, give the equations, give the
value of value of

a. Slope a. Slope
b. A point b. A point

Group 1 Group 1
y = 3x + 2 y = 3x + 2

Group 2 Group 2
y = 5x – 3 y = 5x – 3

Group 3 Group 3
y= -x + 4 y = -x + 4

Group 4 Group 4
y = -2x -5 y = -2x -5

Graph each equation Graph each

using the graphing equation using the
board. graphing board.
Explain your output Explain your
to the class. output to the class.

Processing the answers What information What information

about the linear about the linear
function were given function were
to draw its graph? given to draw its
graph?
Which of the given is
plotted first? Which of the given
is plotted first?
Using the slope how
will you determine Using the slope
the second point? how will you
determine the
How did you graph second point?
the linear equation
given the slope and How did you graph
a point on the line? the linear equation
given the slope
and a point on the
line?

Reinforcing the skills Give the value of the Give the value of
slope and identify a the slope and
point on the line, identify a point on
then graph.

171
 Y = 3x + 7 the line, then
graph.
F(x) = ½ x + 4
Y = 3x + 7
m = -5, ( 7, 3 )
F(x) = ½ x + 4
m = 4/7, ( 1, - 1)
m = -5, ( 3,7)

m = 4/7, ( 4, 9)
Summarizing the lessons How will you graph a How will you graph
linear equation given a linear equation
its slope and a point given its slope and
on the line? a point on the
line?

C. Assessment Describe the graph Describe the

of the linear equation graph of the linear
given the following equation given the
information. Use following
graphing paper. information. Use
graphing paper.
y = 3x - 6
y = 3x - 6
X+y=9
m = 5/2, ( 4, -7)
m = 5/2, ( 4, -7)

D. Assignment / Agreement Answer Exercise 10 Answer Exercise

on page 189 of you 10 on page 189 of
LM. you LM.

V. REMARKS

VI. REFLECTION

VII. OTHERS

A. No. of learners who earned 80%

on the formative assessment
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.

172
D. No. of learners who continue to
require remediation.
E. Which of my teaching strategies
worked well? Why did it work?
F. What difficulties did I encounter
which my principal or supervisor
can help me solve?

173
 (M8AL-1g-1) FINDS THE EQUATION OF A LINE
Day 1: Given Two Points
School: Grade Level: 8
Teacher: Learning Area: MATHEMATICS
Time and Quarter: I
Date:

I. OBJECTIVES:
A. Content Standards: The learner demonstrates understanding of key
concepts of linear equations in two variables.
B. Performance The learners shall be able to formulate real-life problems
Standards: involving linear equations in two variables.
C. Learning At the end of the lesson, the students should be able to
Competency: find the equation of a line given two points.
LC Code: (M8AL-Ig-1 )
II. CONTENT: PATTERNS AND ALGEBRA (Relations and Functions-
Finding the Equation of a Line Given Two Points)
III. LEARNING
RESOURCES:
A. References
1. Teacher’s
209-210
Guide Pages
2. Learner’s Guide
194-195
Pages
3. Textbook
Pages
4. Additional
Material from
Elementary Algebra pp. 167-169
Learning
Resource
Material
B. Other Learning Heath Algebra 1 an Integrated Approach (Larson,
Resources Kanold, Stiff) pp. 249-251
IV. PROCEDURES: Advance Learners Average Learners
A. Motivation/ Which of the following is the Which of the following is
Preliminary slope-intercept form of the the slope-intercept form of
Activity: given equation below? the given equation below?
Choose the letter of the Choose the letter of the
answer that gives you the answer that gives you the
name of one of the products name of one of the
in Bicol Region made out of products in Bicol Region
Karagumoy. Write your made out of Karagumoy.
answer on the space Write your answer on the
provided. space provided.

1. -5y + 2x = 10 1. x + 2y = 18
2. 3x+y = 5 2. 3x + y = 7
3. 2x + 3y – 7 =0 3. 2x + 2y = 4
4. -2x -2y + 3 = 0 4. -5x + y = 10
5. 6y = -4x +10 5. -x -y = -9

174
 A. y = -3x +5 A. y = -3x +7
G. y = -2/3x + 5/3 G. y = -x + 9
N. y = - 2/3x + 7/3 N. y=-x+2
I. y = -x + 3/2 I. y = 5x+ 10
E. y = 2x + 3 E. y = 2x + 3
B. y = 2/5x -2 B. y = -1/2x + 9

____ ___ ___ ____ ___ ____ ___ ___ ____ ___
1 2 3 4 5 1 2 3 4 5

Answer: BANIG Answer: BANIG

 Banig- Handwoven Banig- Handwoven mats,
mats, especially for especially for sleeping and
sleeping and especially from Samar in
especially from the Philippines
Samar in the
Philippines

What do we need in order What do we need in

to find the equation of a order to find the equation
line? of a line?
B. Presentation of the
Lesson
Problem Opener: Find the equation of a line Find the equation of a line
passing through the points passing through the points
(-3,3) and (6,0). (-3,3) and (6,0).

How can we find the How can we find the

equation of a line given any equation of a line given
two points? any two points?

The class will be grouped The class will be grouped

Group Activity into 4. Let them find the into 4. Let them find the
equation of a line given two equation of a line given
points by following the two points by following the
procedures given to them procedures given to them
written on an activity card. written on an activity card.

(Please see attached sheet (Please see attached

for the activity card) sheet for the activity card)

175
 The students will present The students will present
their findings to the class their findings to the class
and be able to discuss the and be able to discuss the
steps in finding the equation steps in finding the
of a line given two points. equation of a line given
two points.
**(Teacher may give
different sets of two points **(Teacher may give
per group) different sets of two points
per group)

Processing the  How did you find the  How did you find the
answer activity? activity?
 What is the value of m?  What is the value of
 How did you find the y- m?
intercept?  How did you find the
 What value do you y-intercept?
need to find the value  What value do you
of y-intercept? need to find the value
 What is the obtained of y-intercept?
value for slope and y-  What is the obtained
intercept? value for slope and y-
 What is the equation of intercept?
the line?  What is the equation
 How did you find the of the line?
equation of a line given  How did you find the
two points? equation of a line
given two points?
( The teacher may also give
a direct instruction to ( The teacher may also
introduce the Two-Point give a direct instruction to
Form of the Equation of the introduce the Two-Point
line.) Form of the Equation of
the line.)
Find the equation of the line Find the equation of the
Reinforcing the passing through the given line passing through the
skills points: given points:
1. (3,-1) and (7,-5) 1. (1,3) and (-2,5)
2. (0, ½ ) and (1, ½) 2. (3,4) and (0,-2)
3. (7/2 , 1) and (-1/2 , 3. (6,0) and (2,3)
2) 4. (2,5) and (0,-2)
4. (-8, 5) and (-9,11) 5. (1,-3) and (-1,3)
5. (8,4) and (6,10)

How do you find the How do you find the

Summarizing equation of a line given any equation of a line given
the Lesson two points? any two points?

C. Assessment: 1. Find the equation of a 1. Find the equation of a

line that passes through the line that passes through
points (-3,2) and (5,-2). the points (1,-1) and (2,3).

2. A store at a market sold

4180 pairs of abaca slippers

176
 in 2015 and 5710 pairs in 2. Which line passes
2018. Write an equation through the points (3,4)
that gives the number, y, of and (8,-1)?
pairs or abaca slippers sold a. y = -x + 7
in the store shown in terms b. y = -x -1
of the year, x. (let x = 0 c. y = x + 7
corresponds to 2010.) d. y = x - 1

C. Agreement/ Find the equation for the Find the equation for the
Assignment: line line
passing through each pair passing through each pair
of points: of points:
a. U(‐3,4) and V(‐2,6) a) P(2,3) and
b. Q(5,6)
b) A(4,-1) and
2. Find the equation of B(0,5)
the line
2. Find the equation of
the line

V. REMARKS:

VI. REFLECTION:

A. No. of learners who

earned 80% in the
evaluation
B. No. of learners who
require additional
activities for
remediation who
scored below 80%
C. Did the remedial
lesson work? No. of
learners who caught
up with the lesson
D. No. of learners who
continue to require
remediation.
E. Which of my
teaching strategies

177
 worked well? Why
did these work?
F. What difficulties did I
encounter which my
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?

178
 (M8AL-1g-1) FINDS THE EQUATION OF A LINE
Day 1: given two points

ACTIVITY CARD:

DLP 1: Finding the Equation of a Line Given Two Points

ACTIVITY CARD: (Motivation)

FOR ADVANCE LEARNERS
Find the equation of a line of the form y=mx + b that passes through the following
pairs of points:

GROUP 1: (-8, 5) and (-9,11)

GROUP 2: (0, ½ ) and (1, ½)

GROUP 3: (7/2, 1) and (-1/2, 2)

GROUP 4: (-1,10) and (0,15)

Procedures:
1. Find the slope of the line using the given two points;
2. Find the y-intercept by substituting the value of m and one of the points on
y=mx + b form;
3. Write the equation of the line by substituting the value of m and b to y=mx + b
form.

FOR AVERAGE LEARNERS

Find the equation of a line of the form y=mx + b that passes through the following
pairs of points:

GROUP 1: (3, 4) and (4,7)

GROUP 2: (8, 4 ) and (6, 10) GROUP 3: (3 ,-1) and (7, -5)

GROUP 4: (-8,5) and (-9,11)

Procedures:
1. Find the slope of the line using the given two points;
2. Find the y-intercept by substituting the value of m and one of the points on
y=mx + b form;
3. Write the equation of the line by substituting the value of m and b to y=mx + b
form.

179
 (M8AL-1g-1) FINDS THE EQUATION OF A LINE
Day 2 Given The Slope and a Point
School: Grade Level: 8
Teacher: Learning Area: MATHEMATICS
Time Quarter: I
and
Date:

I. OBJECTIVES:
A. Content Standards: The learner demonstrates understanding of key
concepts of linear equations.
B. Performance The learners shall be able to formulate real-life
Standards problems involving linear equations.
C. Learning At the end of the lesson, the students should be able
Competency: to find the equation of a line given the slope and a
point.
LC Code: (M8AL-Ig-1 )
II. CONTENT: PATTERNS AND ALGEBRA (Relations and
Functions- Finding the Equation of a Line Given the
Slope and a Point)
III. LEARNING
RESOURCES:
A. References
1. Teacher’s Guide
208-209
Pages
2.Learner’s Guide
193-194
Pages
3.Textbook Pages
4.Additional Material
Elementary Algebra pp. 167-169
from Learning
Resource Material
B. Other Learning Heath Algebra 1 an Integrated Approach (Larson,
Resources Kanold, Stiff) pp. 242-244
IV. PROCEDURES: Advance Learners Average Learners
A. Motivation/ Game: Don’t let me fall! Game: Don’t let me
Preliminary Activity: Required materials: fall!
 Cabbage Ball with Required materials:
equations  Cabbage Ball with
 Five groups/teams equations
Mechanics:  Five groups/teams
 A jack- em - poy will be Mechanics:
done to know what  A jack- em - poy will
group will be the first be done to know
one to throw the ball. what group will be
 The cabbage will be the first one to
thrown to the opposing throw the ball.
team.  The cabbage will
 The opposing team be thrown to the
should catch the opposing team.
cabbage ball because if  The opposing team
they fail a deduction of should catch the
cabbage ball

180
 1 point will be given to because if they fail
them. a deduction of 1
 As soon as they catch point will be given
the cabbage ball, it will to them.
be unwrapped and an  As soon as they
equation will be catch the cabbage
revealed for them to ball, it will be
identify the slope and unwrapped and an
y-intercept. equation will be
 Two points will be revealed for them
awarded to the team to identify the
who got the correct slope and y-
answer. intercept.
 The cabbage ball will  Two points will be
be thrown continuously awarded to the
until it will be team who got the
unwrapped completely. correct answer.
 The team who got the  The cabbage ball
highest point as high as will be thrown
6 will be the winner and continuously until it
will receive an award. will be unwrapped
completely.
1. 2x+ 5y = 10  The team who got
2. 3x-6y = 7 the highest point
3. 2x + 3y – 7 =0 as high as 6 will be
the winner and will
How did you find the value receive an award.
of m and b?
To what form of equation 1. 2x+ y = 9
did you change the given? 2. x + 2y = 4
3. x + y – 7 =0

How did you find the

value of m and b?
To what form of
equation did you
change the given?

B. Presentation of the
Lesson
Problem Opener: Between 2000 and 2010, Between 2000 and
Wayne’s savings has 2010, Wayne’s savings
increased Php15 thousand has increased Php15
per year. In 2005 Wayne thousand per year. In
had saved Php34 2005 Wayne had saved
thousands. Find an equation Php34 thousands. Find
that gives Wayne’s savings, an equation that gives
y (in thousands) in terms of Wayne’s savings, y (in
the year, t. Let t= 0 thousands) in terms of
corresponds to 2000. the year, t. Let t= 0
corresponds to 2000.

181
 Expected answer: Expected answer:

Because the amount of Because the amount of

savings has changed at a savings has changed
constant rate each year, the at a constant rate each
problem can be represented year, the problem can
in linear equation using the be represented in
form y=mt +b. the constant linear equation using
rate is Php15 thousands the form y=mt +b. the
savings per year, so the constant rate is Php15
slope is Php15 (in thousands savings per
thousand) and an ordered year, so the slope is
pair of (5,340) that Php15 (in thousand)
represents a point on the and an ordered pair of
line (i.e. the difference (5,340) that represents
between the year and the a point on the line (i.e.
amount of savings) the difference between
the year and the
Sol. 1: find the y-intercept amount of savings)
by substituting t = 15 and
(5,340) Sol. 1: find the y-
y = mt + b intercept by
340 = (15)(5) +b substituting t = 15 and
340 = 75 + b (5,340)
265 = b y = mt + b
340 = (15)(5) +b
Sol.2: substitute the value 340 = 75 + b
of m and b to y = mt + b 265 = b
y = mt + b
y = 15t + 265 Sol.2: substitute the
value of m and b to y =
mt + b
y = mt + b
y = 15t + 265

Group Activity How do we find the How do we find the

equation of a line given the equation of a line given
Slope and a Point? the Slope and a Point?

The class will be divided The class will be

into 4 groups. They should divided into 4 groups.
be able to perform the They should be able to
activity on the derivation of find the equation of the
Point-slope form. (Math 8 line given the slope
LM; activity 15 page 193) and a point by
following the
Directions: procedures below:
This activity will enable you
to generate point-slope form Group: 1. Write an
of the equation of a line. equation of a line that
Shown below is a line that passes through the
contains the points (x1, y1) point (3,2) with a slope
and (x, y).Note that the (x1, of 1.
y1) is a fixed point on the

182
line while (x, y) is any point Group 2: Write an
contained on the line. equation of a line that
passes through the
point (1,4) with a slope
of 4.

Group 3: Write an
equation of a line that
passes through the
point (0,4) with a slope
of 2.

Group 4Write an
equation of a line that
Directions: passes through the
Give what are asked: point (-3,6) with a
1. Recall the formula slope of 2.
for slope given two
points.
2. How do you Procedures:
compute the slope 1. Identify the
of this line? given.
3. What formula did 2. Find the value of
you use? b
4. Solve for the point- (y intercept)
slope form of a line 3. Write the
by completing the equation of the
following: line by
substituting the
𝑦−
m= slope and the
𝑥–
obtained value
y- = m(x - ) of the y-
intercept into y
5. Find the equation of = mx + b.
a line of the form
y=mx +b whose (The students will
slope is -5 and present their findings
passes through the to the class and be
point (-3,9). able to discuss on how
they obtain the point-
(The teacher may give slope form of equation.
varied problems to every Students should be
group on finding the able to give the steps in
equation of a line given writing the equation
slope and a point.) given a point and the
slope.)
(The students will present
their findings to the class
and be able to discuss on
how they obtain the point-
slope form of equation.
Students should be able to
give the steps in writing the

183
 equation given a point and  How did you find
the slope) the activity?
Processing the  What are the given
answer data?
 How did you find the  What formula did
activity? you use in finding
 What is the formula in the value of b?
finding the slope of a  What is now the
line given two points? value of and b?
 How did you find the  What is the
slope of the line? equation of the line
 What is the point-slope in the form of y
form of equation? mx + b?
 What is the equation of
the line given the slope Find the equation of
and a point using the the line given the slope
Reinforcing the point -slope form? and a point:
skills
1. Write an equation of 1.m = 4 and (-2,5)
the line that passes 2.Write the slope-
through the point (4,-2) intercept form of
with slope 1/3. the equation of the
line that has a
2.Write the slope- slope of -3 and
intercept form of the passing through
equation of the line that the point (3,1).
has a slope of -3 and
passing through the How do you find the
point (3,1). equation of a line given
Summarizing the the slope and a point?
lesson
How do you find the
equation of a line given the
slope and a point?

D. Assessment 1. Find the equation of a 1. Find the equation of

line that passes through the a line that passes
points (-3,2) with a slope of through the points (1,-
-3. 1) and has a slope of
3.
2. A store at a market sold
4180 pairs of abaca slippers 2. Write the equation of
in 2015 and 5710 pairs in the line that passes
2018. Write an equation through the point (8,-2)
that gives the number, y, of and has a slope of ½.
pairs or abaca slippers sold
in the store shown in terms
of the year, x. (let x = 0
corresponds to 2010.)
D. Agreement/ Find the equation of a line Find the equation of a
Assignment: of the form y=mx +b whose line of the form y=mx
slope is -5 and passes +b whose slope is 5
through the point (-3,9). and passes through
the point (3,9).

184
V. REMARKS:

VI. REFLECTION:

A. No. of learners who

earned 80% in the
evaluation
B. No. of learners who
require additional
activities for
remediation who
scored below 80%
C. Did the remedial
lesson work?
No. of learners who
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 my
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?

185
 (M8AL-Ig-1) FINDS THE EQUATION OF A LINE
Day 3: Given the slope and its intercept

School: Grade Level: 8

Teacher: Learning Area: MATHEMATICS
Time and Quarter: I
Date:

I. OBJECTIVES:
A. Content Standards: The learner demonstrates understanding of key
concepts of linear equations in two variables.
B. Performance Standards: The learners shall be able to formulate real-life
problems involving linear equations in two
variables.
C. Learning Competencies: At the end of the lesson, the students should be
able to find the equation of a line given the slope
and its intercept. (M8AL-Ig-1 )
II. CONTENT: PATTERNS AND ALGEBRA (Relations and
Functions- Finding the Equation of a Line Given
the Slope and y-Intercept)
III. LEARNING
RESOURCES:
A. References
1.Teacher’s Guide Pages 207-208
2.Learner’s Guide Pages 192-193
3. Textbook Pages
4. Additional Material
Elementary Algebra pp. 167-169
from Learning
Resource Material
B. Other Learning Heath Algebra 1 an Integrated Approach (Larson,
Resources Kanold, Stiff) pp. 249-251
IV. PROCEDURES: Advance Learners Average Learners
A. Preliminary Activity/ ***WHAT AM I? ***WHAT AM I?
Motivation
(NOTE! Answer this by NOTE! Answer this
performing the given task. by performing the
Please refer to the activity given task. Please
sheets on the last page of refer to the activity
this DLP.) sheets on the last
page of this DLP.)

B. Presentation of the Find the equation of a line Find the equation of

Lesson with slope 2/3 and y- a line with slope 4
Problem Opener intercept -2. and y-intercept 3.
Activity The class will be grouped The class will be
into 5. Each group will be grouped into 3. Each
given an activity card. group will be given
Find the equation of the an activity card.
line given the slope and y- Find the equation of
intercept. the line given the

186
 Group 1. m = 2/3; b = -6 slope and y-
Group 2. m = -7 ; b = 5 intercept.
Group 3. m = -3/4; b = -2/5
Group 4. m = 5 ; b = -9 Group 1. m = 4; b =
Group 5. m = ½ ; b = 10 3
Group 2. m = -5 ; b
**A representative of the = 2/5
group will present their Group 3. m = -2/3; b
output and should be able =5
to discuss the steps in
finding the equation of the **A representative of
line given the slope and y- the group will
intercept. present their output
and should be able
Processing the 1. How did you find the to discuss the steps
Answers activity? in finding the
2. What is the slope (m) equation of the line
and y-intercept (b)? given the slope and
3. What did you do to the y-intercept.
given values of m and
b to find the equation of 1. How did you
the line? find the
4. What do you call the activity?
form of the linear 2. What is the
equation y = mx + b? slope(m) and
5. How do we write the y-intercept (b)?
equation of the line that 3. What did you
you obtained? do to the given
values of m
and b to find
the equation of
the line?
4. What do you
call the form of
the linear
equation y =
mx + b?
5. What is the
equation of the
line that you
obtained?

Reinforcing the Skills Find the equation of the Find the equation of
line given the values of m the line given the
and b. values of m and b.
1. m = 1/3; b = -8 1. m = 3; b = -9
2. m = -8 ; b = -3/4 2. m = 5 ; b = 4
3. m = -4; b = -2/3 3. m = 2; b = -5
4. m = -7/2 ; b = 7 4. m = 2/3 ; b = 3
5. m = 5/4 ; b = -11 5. m = 1/4; b = -2

Summarizing the How do you find the How do you find the
Lesson equation of a line given the equation of a line
slope and y-intercept? given the slope and
y-intercept?

187
C. Assessment 1. Find the equation of the 1. Find the equation
line whose slope is -7 and of the line whose
whose y-intercept is -2/3? slope is 3 and
whose y-intercept is
2. Mr. Castro charges a flat -2.
fee of Php1500 plus
Php200 per hour to rent a 2. What is the
boat for Island Hopping. equation of the line
a. Find the equation for the whose slope is -1
cost, y, of renting a boat for and the y-intercept is
x hours. 3?
b. Use the equation to find a. y = -x -3
the cost of renting the boat b. y = -x + 3
for 8 hours. c. y = x - 3
d. y = x + 3
D. Agreement/Assignment: Find the equation of the Find the equation of
line: the line:
c. The slope is 3/2, the y- a. The slope is 2, the
intercept is 3 y-intercept is 2
d. The slope is -1/4, the b. The slope is -2,
y-intercept is -5 the y-intercept is 0
V. REMARKS:

VI. REFLECTION:

A. No. of learners who

earned 80% in the
evaluation
B. No. of learners who
require additional activities
for remediation who
scored below 80%
C. Did the remedial lesson
work?
No. of learners who
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 my
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?

188
 ACTIVITY SHEETS: MOTIVATION ( for Advanced Learners )

Determine the slope and y-intercept of the given equations on the left. Match your
answers to the letters of the choices on the right. Write your answer on the space
provided to answer the question.

1. -6y + 2x = 12 P m = -1 ; b = 1/2
2. 10x + y = 5 O m = -2/3 ; b = 2
3. 2x + 3y – 6 =0 E m = -2 ; b = 6
4. -4x -4y + 2 = 0 L m = -10 ; b = 5
5. 3y = -6x +18 S m = 1/3 ; b = -2

M m = 2/3 ; b = -2

QUESTION: What do you call the number that describes both the direction and
steepness of the line? Decode and describe the word form
_____ _____ _____ ______ _____
1 2 3 4 5

_________________________________________________________________________________
____

ACTIVITY SHEETS: MOTIVATION ( for Average Learners )

Determine the slope and y-intercept of the given equations on the left. Match your
answers to the letters of the choices on the right. Write your answer on the space
provided to answer the question.

1. x + 3y = 18 P m= 4; b=8
2. 3x + y = 5 O m = 1; b = -2
3. -2x + 2y + 4= 0 E m = 3; b = 3
4. -4x + y = 8 L m = -3; b = 5
5. 3x -y = -3 S m = -1; b = 6
M m = 3 ; b = -5

QUESTION: What do you call the number that describes both the direction and
steepness of the line? Decode and describe the word form.

____ _____ _____ ____ ____

1 2 3 4 5

189
 (M8AL-Ig-2) SOLVES PROBLEMS INVOLVING LINEAR
EQUATIONS IN TWO VARIABLES
Day 1

School: Grade Level: 8

Teacher: Learning Area: MATHEMATICS
Time and Quarter: I
Date:

I. OBJECTIVES:
A. Content Standards: The learner demonstrates understanding of key concepts
of linear equations in two variables.
B. Performance The learners shall be able to formulate real-life problems
Standards: involving linear equations in two variables.
C. Learning At the end of the lesson, the students should be able to:
Competencies: solve problems involving linear equations in two
variables. (M8AL-Ig-2 )
II. CONTENT: PATTERNS AND ALGEBRA (Relations and Functions-
Solving Problems Involving Linear Equations in Two
Variables)
III. LEARNING
RESOURCES:
A. References
1.Teacher’s Guide
297-298
Pages
2.Learner’s Guide
268-269
Pages
3.Textbook Pages
4.Additional Material
Elementary Algebra pp. 162-165
from Learning
Resource Material
B. Other Learning Heath Algebra 1 an Integrated Approach (Larson, Kanold,
Resources Stiff) pp. 277-289)
IV. PROCEDURE Advance Learners Average Learners

A. Preliminary Many of the problems

Many of the problems that are
Activity/ that are encountered in
encountered in daily life
Motivation daily life involve linear
involve linear relations.
relations.
How are you going to deal with
How are you going to
these problems?
deal with these
problems?
*An accounting firm has 18
employees. How many female
*An accounting firm has
employees are there, if the
18 employees. How
number of male employees is
many female employees
given.
are there, if the number
of male employees is
**Can you show the relation-
given.
ship between the number of
males and the number of
**Can you show the
females through a table?
relation- ship between
the perimeter of a

190
 **What equation are you going square and its side
to use to complete the table? through a table?

** If there are 8 males in the **What equation are you

company, how many females going to use to complete
are there? the table?

Note: ** If the length of the

*Let x represents the male side of a square is 10,
y represents the female what is its perimeter?
*Use : y = 18 - x
Note:
*Let x represents the
side
y represents the
perimeter
*Use: y = 4x

B. Presentation of Sassy has a job at Php850 a Felix puts Php12.50

the Lesson week. Make a table for Sassy’s every week in the school
wages for 8 weeks, and write savings bank. Make a
Problem an equation for finding her table for 6 weeks, and
Opener wage given the number of write an equation
weeks she works. showing his savings for
6weeks.

Activity The class will be grouped into The class will be

4. Let them solve the problem grouped into 4. Let them
following the procedures given solve the problem
to them written on an activity following the procedures
card. given to them written on
ACTIVITY CARD: an activity card.
A water tank holds 72 liters of water . If the faucet is ACTIVITY CARD:
opened to allow water to run out at 6 liters per
minute, within how many minutes will the tank be Jackie sells barong Tagalog sets in the Filipiniana
emptied? section of a boutique. She is paid a basic weekly
salary of Php1,500 plus Php 45 for every barong
set she sells. What is her weekly salary if she was
Procedures: able to sell 15 sets of barong?

1. Identify what is given and what is Procedures:

unknown.
Choose a variable to represent the 1. Identify what is given and what
unknown numbers. is unknown.
Choose a variable to represent
2. Write an equation to represent the
the unknown numbers.
relationships among the given and the 2. Write an equation to represent
unknowns. the relationships among the
3. Solve the equation for the unknown given and the unknowns.
and use the solution to find the 3. Solve the equation for the
unknown and use the solution
quantities being asked.
to find the quantities being
4. Check by going back to the original asked.
statement. 4. Check by going back to the
original statement.

**Presentation of the output by **Presentation of the

groups. output by groups.

Processing the 1. How did you find the 1. How did you find
Answers activity? the activity?
2. What does your
variable represent?

191
 3. How did you find your 2. What does your
equation? variable
4. What is your equation? represent?
5. What is the obtained 3. How did you find
value for the equation? your equation?
4. What is your
equation?
5. What is the
obtained value
for the equation?

Reinforcing Solve the problem below. Solve the problem

the Skills below.
** Jade is 18 years old and her
brother, Ace is 6 years old. In **Both Angel’s mother
how many years will Jade be and father gave her
twice as old as Ace? money to spend on a
field trip to Naga City.
a. Make a table showing The total amount was
the relation between Php300.00. If each of
the ages of Jade and them gave her the
Ace. money in Php20 peso
bill, how much did each
b. How old was Ace when parent give Angel?
Jade was only 15?
a. What values of x
and y make the
questions true?
(You can make a
table like this:)
X(20peso bill) 1 2 3 4 5 6…
Y(20peso bill) 14 13 12 11

b. Complete the
table. If x is
5(20peso bill),
how much will y
be?
c. Can x be equal
to 15? Why?
Can x be 0?
Why?

Summarizing How do you solve problems How do you solve

the Lesson involving linear equations in problems involving linear
two variables? equations in two
variables?

C. Assessment Solve the problem below. Solve the problem

below.
** As a salesclerk at a clothing
store of LCC, Tabaco City,
Marlon receives a monthly

192
 base pay of Php3,800 plus a **A car travels
5% commission on the amount approximately 11km for
that he sells. 1 litre of gasoline.

a. How will you represent a. How far can the car

Marlon’s total monthly travel on:
pay in terms of the i. 2 litres?
amount of clothes he ii. 3 litres?
sells? iii. 4 litres ?
b. If Marlon sold Php6,500
worth of clothes, what b. Give the sentence
is his total monthly that shows the
pay? relation of distance
travelled in
kilometres with the
amount of gasoline
in litres.
B. Agreement/Assig Solve: Solve:
nment **Bob is traveling home at a ** A laptop repairman
constant speed. After one-half charges a service fee of
hour, he is 77.5 miles from Php200 plus Php 150 for
home and after one hour, he is every hour of work.
55 miles from home.
a. What is the equation a. What is the
that gives the distance equation for the
from home, y (in miles), cost y for x hours
in terms of the time x of work?
(in hours)?
b. How long will it take b. How much will
Bob to get home? the repairman
charge if he
works for 4
hours? 6 hours?
V. REMARKS: Indicate special cases including but not limited to
continuation of lesson plan to the following day in case of
re-teaching or lack of time, transfer of lesson to the
following day, in cases of class suspension, etc.
VI. REFLECTION: Reflect on your teaching and assess yourself as a
teacher. Think about your students/pupil progress. What
works? What else needs to be done to help the students
learn? Identify what help your instructional supervisors
can provide for you, so when you meet them, you can ask
them relevant questions. Indicate below whichever is/are
appropriate.
A. No. of learners
who earned 80% in
the evaluation
B. No. of learners
who require
additional activities
for remediation
who scored below
80%

193
C. Did the remedial
lesson work?
No. of learners
who 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
my 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?

194
 (M8AL-1g-2) Solving Problems Involving Linear Equations
in Two Variables
Day 2 Performance Task
School: Grade Level: 8
Teacher: Learning Area: MATHEMATICS
Time and Quarter: I
Date:

I. OBJECTIVES:
A. Content Standards: The learner demonstrates understanding of key
concepts of linear equations in two variables.
B. Performance Standards: The learners shall be able to formulate real-life
problems involving linear equations in two variables.
C. Learning At the end of the lesson, the students should be able
Competencies: to:
a. solve problems involving linear equations in
LC Code: two variables through performing a task
b. give the importance of linear equations in two
variables in real life problems/situations.
(M8AL-Ig-2)
II. CONTENT: PATTERNS AND ALGEBRA (Solving Problems in
Linear Equations in Two Variable- Performance
Task)
III. LEARNING
RESOURCES:
A.References
1.Teacher’s Guide
287-289
Pages
2.Learner’s Guide
202
Pages
3.Textbook Pages
4.Additional Material
from Learning Intermediate Algebra pages 7-11
Resource Material
B.Other Learning
Resources
IV. PROCEDURES: Advance Learners Average Learners

195
A. Presentation of the A. Reviewing previous A. Reviewing
Lesson lessons previous lessons
As Grade 8 students As Grade 8
they need to apply students they
the learning to real need to apply the
life situations. learning to real
B. Establishing the life situations.
purpose for the B. Establishing the
lesson. The grade 8 purpose for the
students will be lesson. The
given a practical task grade 8 students
which will will be given a
demonstrate their practical task
understanding in which will
Rational Algebraic demonstrate
Expressions. their
C. Evaluating learning understanding in
The performance Rational
task for 100 points Algebraic
will follow the Expressions.
GRASPS model. C. Evaluating
learning
The performance
task for 100
points will follow
the GRASPS
model/

CREATIVE LEAFLET ON ELECTRICAL CONSUMPTION

GOAL How will you make a How will you make

creative leaflet illustrating a creative leaflet
that electricity bill is a illustrating that
function of its power electricity bill is a
consumption? function of its
power
consumption?

ROLE  To formulate real-life  To formulate real-life

problems involving problems involving
linear functions and linear functions and
solve these with utmost solve these with
accuracy using a variety utmost accuracy
of strategies. using a variety of
strategies.
Audience Student 1: You are the Student 1: You are the
SSG President SSG
President

196
 Students, teachers and Students, teachers
other school personnel and other school
personnel

Situation You are the SSG President You are the SSG
of San Lorenzo National President of San
High School. Every month, Lorenzo National High
you conduct information School. Every month,
drive on the different issues you conduct
concerning your school. information drive on
For the next month, your the different issues
focus is on electricity concerning your
consumption. school. For the next
You are tasked to month, your focus is
prepare a leaflet design on electricity
which will clearly explain consumption.
about electricity bill and its You are tasked to
consumption. You are to prepare a leaflet
include recommendations to design which will
save electricity. You are clearly explain about
expected to orally present electricity bill and its
your design to the other consumption. You are
officials in your school. to include
recommendations to
save electricity. You
are
expected to orally
present your design to
the other officials in
your school.

 PERFORMANCE/  Creative leaflet

PRODUCT illustrating that electricity
bill is a function of its
power consumption.

 STANDARD FOR
GRADING/ • Creative leaflet
CRITERIA illustrating that
electricity bill is a
function of its power
consumption.

197
VI. REFLECTION:

A. No. of learners who

earned 80% in the
evaluation
B. No. of learners who
require additional
activities for remediation
who scored below 80%
C. Did the remedial lesson
work?
No. of learners who
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 my
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?

198
 (M8AL-1g-2) Solving Problems Involving Linear Equations in
Two Variables
Day 2 Performance Task
RUBRIC: LEAFLET DESIGN

CRITERIA Exemplary Satisfactory Developing Beginning

4 3 2 1
Use of The The The The
mathematica mathematical mathematical mathematical mathematic
l concepts concepts concepts used concepts used al concepts
and used are are correct and are correct but used are
accuracy correct and the the wrong and
the computations computations the
computations are accurate. are inaccurate. computation
are accurate. s are
Brief inaccurate.
explanation is
provided.
Organization The ideas and The ideas and The ideas and The ideas
facts are facts are facts are orderly and facts
complete, complete and presented. are not well
orderly orderly presented.
presented, presented.
and well
prepared.
Quality of The The The The
presentation presentation presentation presentation presentation
uses uses uses some does not
appropriate appropriate visual designs include any
and creative visual designs. which are visual
visual inappropriate. design/s.
designs.
Practicality The The Some The
of recommendati recommendatio recommendatio recommend
recommenda ons are ns are sensible ns are sensible ations are
tions sensible, and doable. and doable. insensible.
doable and
new to the
community.

199
 (M8AL-1H-1) ILLUSTRATING A SYSTEM OF
LINEAR EQUATIONS IN TWO VARIABLES
Day 1
School: Grade Level: 8
Teacher: Learning Area: MATHEMATICS
Time and Quarter: I
Date:

I. OBJECTIVES:
A. Content Standards: The learner demonstrates understanding of key
concepts of systems of linear equations in two
variables.
B. Performance Standards: The learners shall be able to formulate real-life
problems involving systems of linear equations in
two variables.
C. Learning Competency: At the end of the lesson, the students should be able
to illustrates a system of linear equations in two
LC Code: variables.
(M8AL-Ih-1)
II. CONTENT: PATTERNS AND ALGEBRA (Systems of Linear
Equations)
III. LEARNING
RESOURCES:
A.References
1.Teacher’s Guide Pages 287-289
2.Learner’s Guide Pages 253-256
3.Textbook Pages
4.Additional Material from
Learning Resource Intermediate Algebra pages 7-10
Material
B. Other Learning Heath Algebra 1 an Integrated Approach (Larson,
Resources Kanold, Stiff) pp.362-363
IV. PROCEDURES: Advance Learners Average Learners
A. Motivation/ Preliminary Draw the graph of Draw the graph of
Activity: 1. 2x-3y = 6 1. y = 2x + 3
2. y = 5x -1 2. 3x – y = 2

 How did you graph each  How did you graph

linear equation in two each linear equation
variables? in two variables?
 How do you describe  How do you describe
the graphs of linear the graphs of linear
equations in two equations in two
variables? variables?
B. Presentation of the
Lesson
Problem Opener: What is a systems of linear What is a systems of
equation in two variables? linear equation in two
How will you illustrate variables?
systems of linear equation How will you illustrate
in two variables in an systems of linear
equation? In a graph? equation in two

200
 variables in an
equation? In a graph?

Group Activity: The class will be divided The class will be

into 3 and be able to divided into 3 and be
perform this activity. Each able to perform this
group will be given a pair activity. Each group
of linear equations for will be given a pair of
them to graph on one linear equations for
Cartesian Plane. them to graph on one
Cartesian Plane.
Directions:
 Draw the graph of Directions:
each pair of linear  Draw the graph
equations using the of each pair of
same Cartesian linear equations
Plane. using the same
 Be able to explain Cartesian
your work by Plane.
answering  Be able to
questions below. explain your
work by
1. 3x + y = 5 answering
2x + y = 9 questions
below.
2. 3x – y = 4
y = 3x + 2 1. 3x + y = 5
2x + y = 9
3. x + 3y = 6
2x + 6y = 12 2. 3x – y = 4
y = 3x + 2

3. x + 3y = 6
2x + 6y = 12

Processing the a. How did you graph each a. How did you graph
answer pair of linear equations? each pair of linear
b. How would you describe equations?
the graphs of 3x + y = 5 b. How would you
and describe the graphs
2x + y = 9? of 3x + y = 5 and 2x
How about 3x – y = 4 + y = 9?
and y = 3x + 2? How about 3x – y =
x + 3y = 6 and 4
2x + 6y = 12? and y = 3x + 2?
x + 3y = 6 and
c. Which pair of equations 2x + 6y = 12?
has graphs that are
intersecting? c. Which pair of
How many points of equations has
intersection do the graphs that are
graphs have? intersecting?
How many points of
intersection do the

201
d. What are the graphs have?
coordinates of their
point(s) of intersection? d. What are the
coordinates of their
e. Which pair of equations point(s) of
has graphs that are not intersection?
intersecting? Why?
f. How do you describe e. Which pair of
these equations? equations has
graphs that are not
g. How many solutions intersecting? Why?
does each pair of f. How do you
equations have? describe
these equations?
g.1) 3x + y = 5 and
2x + y = 9 g. How many solutions
g.2) 3x – y = 4 and does each pair of
y = 3x + 2 equations have?
g.3) x + 3y = 6 and
2x + 6y = 12 g.1) 3x + y = 5 and
2x + y = 9
h. What is the slope and g.2) 3x – y = 4 and
the y-intercept of each y = 3x + 2
line in the given pair of g.3) x + 3y = 6 and
equations? 2x + 6y = 12

h.1) 3x + y = 5; h. What is the slope

2x + y = 9 and the y-intercept
h.2) 3x – y = 4; of each line in the
y = 3x + 2; given pair of
h.3) x + 3y = 6 equations?
2x + 6y = 12
h.1) 3x + y = 5;
i. How would you 2x + y = 9
compare the slopes of h.2) 3x – y = 4;
the lines defined by the y = 3x + 2;
linear equations in h.3) x + 3y = 6
each system? How 2x + 6y = 12
about their y-
intercepts? i. How would you
compare the slopes
j. What statements can of the lines defined
you make about the by the linear
solution of the system equations in each
in relation to the slopes system? How
of the lines? about their y-
How about the intercepts?
y-intercepts of the
lines? j. What statements
can you make
k. How is the system of about the solution
linear equations in two of the system in
variables used in relation to the
solving real-life slopes of the lines?
How about the

202
 problems and in making y-intercepts of the
decisions? lines?

Note: k. How is the system

 Each pair of linear of linear equations
equations forms a in two variables
system of used in solving real-
equations. life problems and in
making decisions?
 The point of
intersection of the Note:
graphs of two linear  Each pair of
equations is the linear equations
solution of the forms a system
system. of equations.

 The point of
intersection of
the graphs of
two linear
equations is the
solution of the
system

Reinforcement of Give the system of linear Give the system of

the skills: equations in two variables linear equations in two
that is being illustrated in variables that is being
each item. illustrated in each
1. A total of Php 12000 is item.
invested in two funds 1. A total of Php 9000
paying 5% and 7 ½ % is invested in two
annual interest. The funds paying 5%
combined annual and 6% annual
interest is Php 850. interest. The
combined annual
Answer: interest is Php 510.
x + y = 12000
0.05x +0.075 = 850 Answer:
x + y = 9000
2. A restaurant owner 0.05x +0.06 = 510
would like to make a
model which he can use 2. A restaurant
as a guide in writing a owner would like to
system of equations. He make a model which
will use the system of he can use as a
equations in guide in writing a
determining the number system of
of kilograms of pork and equations. He will
beef that he needs to use the system of
purchase daily given a equations in
certain amount of determining the
money (C), the cost (A) number of kilograms
of a kilo of pork, the cost of pork and beef
(B) of a kilo of beef, and that he needs to

203
 the total weight of meat purchase daily given
(D). Which of the a certain amount of
following models should money (C), the cost
he make and follow? (A) of a kilo of pork,
a. Ax – By = C the cost (B) of a kilo
x+y=D of beef, and the total
b. Ax + By = C weight of meat (D).
Which of the
x+y=D
following models
c. Ax + By = C should he make and
x–y=D follow?
d. Ax – By = C a. Ax – By = C
x–y=D x+y=D
b. Ax + By = C
Answer: B x+y=D
c. Ax + By = C
x–y=D
d. Ax – By = C
x–y=D

Answer: B

 What is a system of  What is a system of

Summarizing the linear equations in
linear equations in two
lesson: two variables?
variables?
 How will you describe  How will you
each equation in a describe each
system? equation in a
 What kind of graph does system?
a system have?  What kind of graph
 How is the system of does a system
linear equations in two have?
variables used in  How is the system
solving real-life of linear equations
problems and in in two variables
making decisions? used in solving
real-life problems
and in making
decisions?

C.Assessment: 1. Which of the following is 1. Which of the

a system of linear following is a
equations in two variables? system of linear
equations in two
a. 2x – 7y = 8 variables?

b. x + 9y = 2 a. 2x – 7y = 8
2x – 3y > 12
b. x + 9y = 2
c. 3x + 5y = -2 2x – 3y > 12
x – 4y = 9
c. 3x + 5y = -2
x – 4y = 9

204
 d. 4x + 1 = 8 d. 4x + 1 = 8
3y – 7 = 11 3y – 7 = 11

2. You are a store 2. Jose wanted to

manager of a Handicraft construct a
Store. One Saturday rectangular sweet
evening you are going potato garden
over the sales receipts for such that its
the past week. They show perimeter is 28 m
that 220 pairs of Abaca and its length is 6
Slippers were sold. Style times its width.
A sells for Php 65 and What system of
style B sells for Php linear equations
82.50. The total receipts represents the
for the two types were given situation?
Php15,560. What system
of linear equation
represents the sales for
that week.
Agreement/ What are the different What are the different
Assignment: kinds of systems of linear kinds of systems of
equations in two variables? linear equations in two
variables?
V. REMARKS:

VI. REFLECTION:

A. No. of learners who

earned 80% in the
evaluation
B. No. of learners who
require additional
activities for remediation
who scored below 80%
C. Did the remedial lesson
work?
No. of learners who
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 my
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?

205
 (M8AL-1h-1) Illustrating a System of Linear Equations in
Two Variables
Day 2
School: Grade Level: 8
Teacher: Learning MATHEMATICS
Area:
Time and Quarter: I
Date:

I. OBJECTIVES:
A. Content Standards: The learner demonstrates understanding of key
concepts of systems of linear equations in two
variables.
B. Performance The learners shall be able to formulate real-life
Standards: problems involving systems of linear equations in two
variables.
C. Learning At the end of the lesson, the students should be able
Competencies: to:
a. give the different kinds of systems of linear
equations in two variables;
b. determine the systems of linear equations in
two variables given the equation and the
LC Code: graph.
(M8AL-Ih-1)
II. CONTENT: PATTERNS AND ALGEBRA (Systems of Linear
Equations)
III. LEARNING
RESOURCES:
A.References
1.Teacher’s Guide Pages 287-289
2.Learner’s Guide Pages 256-260
3.Textbook Pages
4.Additional Material from
Learning Resource Intermediate Algebra pages 7-11
Material
B.Other Learning
Resources
IV. PROCEDURES: Advance Learners Average Learners
A. Motivation/ Preliminary What is a system of linear What is a system of
Activity: equations in two variables? linear equations in two
variables?
What can you say about the
equation and the graph of a What can you say
system of linear equation? about the equation and
the graph of a system
of linear equation?

B. Presentation of the
Lesson
Problem Opener  What are the different  What are the
kinds of systems of linear different kinds of
systems of linear

206
 equations in two equations in two
variables? variables?
 What kind of systems of  What kind of
linear equations in two systems of linear
variables given the equations in two
equations and graph? variables given the
equations and
graph?

Group Activity The class will be grouped The class will be

into 3. They should be able grouped into 3. They
to perform an activity that should be able to
will give them the perform an activity that
characteristics of each kind will give them the
of systems of linear characteristics of each
equations. They will be kind of systems of
given an activity card. linear equations. They
will be given an activity
Directions: card.
 Graph the given
system of linear Directions:
equations in two  Graph the
variables. given system of
 Discuss your output linear equations
by answering the in two
questions below. variables.
 Discuss your
Group 1: output by
3x + 2y = 12 answering the
6x + 4y = -3 questions
below.
Group 2:
3x + 2y = 10 Group 1:
3x – 2y = -4 -x + y = 4
3x + y = 16
Group 3:
6x – 2y = 8 Group 2:
y = 3x -4 2x - y = 4
2x – y = -2
Questions:
 How many point of Group 3:
intersection does it x+y=3
have? 2x + 2y = 6
 If the number of
point of intersection Questions:
is the number of  How many
solution, how many point of
solution does a intersection
system have? does it have?
 What kind of graph  If the number of
does it have? point of
 What can you say intersection is
about the slope and the number of
solution, how

207
 y intercept in each many solution
equation? does a system
have?
 What kind of
graph does it
have?
 What can you
say about the
slope and y
intercept in
each equation?

Processing the 1. What can you say 1. What can you

answer about the graph? say about the
2. How many point/s of graph?
intersection does/do 2. How many
the two equations point/s of
have? intersection
3. If the solution of a does/do the two
system of linear equations
equations in two have?
variables is the 3. If the solution of
number of a system of
intersections, how linear equations
many solutions do in two variables
each system have? is the number
4. What is the of intersections,
relationship of the how many
slope of each solutions do
equation in a system each system
related to the have?
number of 4. What is the
solutions? relationship of
5. What is the the slope of
relationship of the y each equation
intercept of each in a system
equation in a system related to the
related to the number of
number of solutions?
solutions? 5. What is the
6. What kind of graph relationship of
does each system the y intercept
have? of each
equation in a
Note: system related
(The teacher gives a direct to the number
instruction on the different of solutions?
kinds of Systems of Linear 6. What kind of
Equations in two variables. graph does
See Mathematics Learners each system
Module pages 256-257) have?

208
 Note:
(The teacher gives a
direct instruction on the
different kinds of
Systems of Linear
Equations in two
variables. See
Mathematics Learners
Module pages 256-
257)

Reinforcement of Based from the activity, Based from the

the Skill students should be able activity, students
determine the kind of should be able
system of linear equation in determine the kind of
two variables they worked system of linear
on. equation in two
variables they worked
Determine whether each on.
system of linear equations
is consistent and
dependent, consistent and Determine whether
independent, or inconsistent each system of linear
equations is consistent
1. 2x – y = 7 and dependent,
3x – y = 5 consistent and
2. 2x + y = -3 independent, or
2x + y = 6 inconsistent
3. x – 2y = 9 1. x – 2y = 9
2x – 4y = 18 x + 3y = 14
4. 8x + 2y = 7 2. 6x – 2y = 8
y = -4y + 1 y = 3x – 4
5. -3x + y = 10 3. x + 3y = 8
4x + y = 7 x – 3y = 8
4. 2y = 6x –
3y = 9x + 1
5. 3x + 5y = 15
4x – 7y = 10

Summarizing  What are the different  What are the

kinds of systems of linear different kinds of
equations in two systems of linear
variables? equations in two
 How were you able to variables?
identify systems of  How were you able
equations that are to identify systems
consistent-dependent, of equations that
consistent-independent are consistent-
and inconsistent? dependent,
 When can you say that a consistent-
system of linear independent and
equations is consistent inconsistent?
and dependent?  When can you say
Consistent and that a system of

209
 independent? linear equations is
Inconsistent? consistent and
dependent?
Consistent and
independent?
Inconsistent?
C. Assessment: Tell whether each system of Tell whether each
linear equations is system of linear
consistent and dependent, equations is consistent
consistent and independent, and dependent,
or inconsistent consistent and
independent, or
1. 4x – 3y = 11 inconsistent
8x + 6y = -2
2. 3x + 2y = 12 1. x + y = 9
6x + 4y = -3 x-y= 5
3. 2x – 3y = 6 2. x + y = -1
6x – 9y = 2 2x + y = -3
4. x + 3(1-y) = 0 3. x + 3y = 9
3y – 2(6-x)=1 2x – y = 4
5. 2x + 2y = 2 4. 2x + y = -5
2x + 3y = -2 2x + 3y=10
5. 2x + 2y = 2
x+3=1

D.Agreement/Assignment: Mrs. Diaz takes care of 8 Mario helps sell 20

girls, all attending classes at tickets to AngUliran”, a
a nearby school. To teach fund raising activity for
them how to budget their the benefit of indigent
money, she gives them their students. Tickets are of
allowances amounting to two kinds, 200- peso
Php 300 per week. Younger tickets and 100-peso
ones get Php 30 a week, tickets. He has Php
while the older ones get 2500 from the sale of
Php 50 a week. How many all the tickets, but has
of the girls get the weekly forgotten how many of
allowance of Php 30? each kind he has sold.
What is the system of linear Help him out.
equation that will represent What is the system of
**** Integration of the problem? What kind of linear equation that will
Financial Literacy system is it? represent the problem?
What kind of system is
it?
V. REMARKS:

VI. REFLECTION:

A. No. of learners who

earned 80% in the
evaluation
B. No. of learners who
require additional
activities for

210
 remediation who scored
below 80%
C. Did the remedial lesson
work?
No. of learners who
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 my
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?

211
 (M8AL-Ih-2) Graphs a System of Linear Equations in Two
Variables)
Day 1
School: Grade Level: 8
Teacher: Learning Area: MATHEMATICS
Time and Quarter: I
Date:

I. OBJECTIVES:
A. Content Standards: The learner demonstrates understanding of
key concepts of linear equations..
B. Performance Standards: The learners shall be able to formulate real-
life problems involving linear equations.
C. Learning Competencies: At the end of the lesson, the learner
graphs a system of linear equations in two
variables.
(M8AL-Ih-2 )
II. CONTENT: PATTERNS AND ALGEBRA (Relations and
Functions- Graphing a System of Linear
Equations in Two Variables)
III. LEARNING RESOURCES:
A. References
1. Teacher’s Guide Pages 286-289
2. Learner’s Guide Pages 260-261
3. Textbook Pages
4. Additional Material from Mathematics II pp. 125-127
Learning Resource Material Intermediate Algebra, pages 22-23

B. Other Learning Resources Heath ALGEBRA 1 An Integrated Approach

by Larson, Kanold, Stiff pp. 346-349
IV. PROCEDURE Advance Learners Average
Learners

A. Preliminary Activity/ The solution of a The solution of a

Motivation system of linear system of linear
equations in two equations in two
variables can be variables can be
determined algebraically determined
or graphically. algebraically or
In this lesson, we will graphically.
focus on graphing a In this lesson,
system of linear we will focus on
equations in two graphing a
variables. system of linear
equations in two
variables.
From your previous
lesson, when do you say From your
that a system has only previous lesson,
one solution? when do you say
that a system

212
 How about if there is no has only one
solution? solution?
When can you say
that there are infinitely How about if
many solutions? there is no
solution?
When do you
say that there are
infinitely many
solutions?
B. Presentation of the Lesson Advance Learners Average
Learners
Problem Opener Solve the system of Solve the
linear equations system of linear
graphically. equations
graphically.
ʃ2x + 3y = 12
ʃ4x - 3y = 6 ʃ2x - y = 2
ʃ3x + y = 3
***(The teacher may use
any method of graphing ***(The teacher
suited to his/her may use any
students.) method of
graphing suited
to his/her
students.)

Group Activity **DESCRIBE MY **DESCRIBE MY

SOLUTIONS** SOLUTIONS**
(The class will be (The class will be
grouped into 4) grouped into 4)
Graph each of the Graph each
following systems of of the following
linear equations in two systems of linear
variables on the equations in two
Cartesian Coordinate variables on the
plane. Describe the Cartesian
solution set of each Coordinate
system based on the plane. Describe
graph drawn. the solution set
of each system
1. 3x – y = 7 based on the
x + 3y = -4 graph drawn.

2. x + 6y = 9 1. x + y = 8
2x + 6y = 18 x + y = -3

2. x – 2y = 9
3. x – 2y = 12 x + 3y = 14
6x + 3y = -9
3. 2x – y = 7
4. 3x + y = -2 3x - y = 5
x + 2y = -4
4. 2x + y = -3
2x + y = 6

213
Processing the answers a. How did you find the
activity? a. How did you
b. How did you graph find the
each system of linear activity?
equations in two b. How did you
variables? graph each
c. How does the graph system of
of each system look linear
like? equations in
d. Which system of two
linear equations has variables?
only one solution? c. How does
Why? How about the the graph of
system of linear each system
equations with no look like?
solution? Infinite d. Which
number of solutions? system of
Explain your answer. linear
equations
has only one
solution?
Why? How
about the
system of
linear
equations
with no
solution?
Infinite
number of
solutions?
Explain your
answer.

***Boardwork***

Reinforcing the skills ***Boardwork*** *** Consider this

system:

*** Consider this system: x + 3y = 8

x – 3y = 8
2x + 3y = 14
x + 4y = 12 How do you
graph a system
of linear
Summarizing the How do you graph a equations in two
Lesson system of linear variables?
equations in two
variables?

214
C. Assessment ** Graph each of the ** Graph each of
following systems of the following
linear equations in two systems of linear
variables on the equations in two
Cartesian Coordinate variables on the
plane. Describe the Cartesian
solution set of each Coordinate
system based on the plane. Describe
graph drawn. the solution set
of each system
a. x – 2y = -1 based on the
2x + 3y = 12 graph drawn.
a.3x + 2y = -10
b. 2x + 7y = 3 x + 4y = 0
3x – 5y = 51 b. x + 2y = 4
9x + 2y = -12
c. 5m + 2n = 9
6m – 4n = -10 c. 3x – 4y = -9
2x + y = 5
D. Agreement/Assignment: Graph each of the Graph each of
following systems of the following
linear equations in two systems of linear
variables on the equations in two
Cartesian Coordinate variables on the
plane. Describe the Cartesian
solution set of each Coordinate
system based on the plane. Describe
graph drawn. the solution set
of each system
a. 4x – 2y = 8 based on the
-3x + 6y = 3 graph drawn.
a.x + y = -2
b. 2x + y = 4 2x – 3y = -9
4x + 3y = 9
b. 3x – y = 5
-x + 2y = 0
V. REMARKS:

VI. REFLECTION:

A. No. of learners who earned

80% in the evaluation

B. No. of learners who require

additional activities for
remediation who scored below
80%
C. Did the remedial lesson work?
No. of learners who caught up
with the lesson
D. No. of learners who continue to
require remediation.

215
E. Which of my teaching strategies
worked well? Why did these
work?
F. What difficulties did I encounter
which my 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?

216
M8AL-Ih-2 Graphs a System of Linear Equations in Two Variables
Day 2
School: Grade Level: 8
Teacher: Learning Area: MATHEMATICS
Time and Quarter: I
Date:

I. OBJECTIVES:
A. Content Standards: The learner demonstrates understanding of
key concepts of linear equations..
B. Performance Standards: The learners shall be able to formulate real-
life problems involving linear equations.
C. Learning Competencies: At the end of the lesson, the learner graphs a
system of linear equations in two
variables.(M8AL-Ih-2 )
II. CONTENT: PATTERNS AND ALGEBRA (Relations and
Functions- Graphing a System of Linear
Equations in Two Variables)
III. LEARNING RESOURCES:
A. References
1. Teacher’s Guide Pages 286-289
2. Learner’s Guide Pages 260-261
3. Textbook Pages
4. Additional Material from
Learning Resource Material Intermediate Algebra,Textbook for Second
Year,
pages 12-13

B. Other Learning Resources Heath ALGEBRA 1 An Integrated Approach

by Larson, Kanold, Stiff pp. 346-349

IV. PROCEDURE Advance Learners Average Learners

A.. Preliminary Activity/ Yesterday, we started Yesterday, we

Motivation finding the solution of a started finding the
system of linear solution of a
equations in two system of linear
variables by graphing equations in two
the equations on the variables by
same set of axes. graphing the
equations on the
From your previous same set of axes.
lesson, when do you
say that a system has From your
only one solution? previous lesson,
How about if there when do you say
is no solution? that a system has
When do you say only one solution?
that there are infinitely How about if
many solutions? there is no
solution?

217
 Today, I will be giving When do you
more exercises to say that there are
achieve mastery of the infinitely many
lesson. solutions?

Today, I will be
giving more
exercises to
achieve mastery of
the lesson.

B. Presentation of the Lesson Advance Learners Average Learners

***Consider the given Find the solution of
Problem Opener system of linear the system of
equations in two linear equations
variables. Solve the by graphing.
system of linear
equations graphically. ʃx + y = -2
ʃ2x - 3y = 3
ʃ3x + 2y = 4
ʃ-x + 3y = -5
(Hint: Change the
(Hint: Change the equations to the
equations to the slope- slope-intercept
intercept form) form)

Group Activity **CAN YOU STILL **CAN YOU STILL

DESCRIBE MY DESCRIBE MY
SOLUTIONS?** SOLUTIONS?**
(The class will be (The class will be
grouped into 4). grouped into 4).
Graph each of the Graph each of
following systems of the following
linear equations in two systems of linear
variables on the equations in two
Cartesian Coordinate variables on the
plane. Describe the Cartesian
solution set of each Coordinate plane.
system based on the Describe the
graph drawn. solution set of each
system based on
a. 3x + y = 5 the graph drawn.
5x – y = 3
b. .2x - y = -6 a. x - y = 0
2y - x = 0 x = -2

b. x + y = 8
c. x + 2y = 3 x - y = -4
3x + 2y = 5
c. x+y=2
d. 3x + 2y = 2 y- x=0
2x + 3y = -2
d. x + y = 4
2x - y = 8

218
Processing the a. How did you find a. How did you
answers the activity? find the
activity?
b. How did you graph
each system of b. How did you
linear equations in graph each
two variables? system of
c. How does the linear
graph of each equations in
system look like? two variables?
d. Which system of c. How does the
linear equations graph of each
has only one system look
solution? Why? like?
How about the d. Which system
system of linear of linear
equations with no equations has
solution? Infinite only one
number of solution? Why?
solutions? Explain How about the
your answer. system of
linear
equations with
no solution?
Infinite number
of solutions?
Explain your
answer.

Reinforcing the skills ***Boardwork*** ***Boardwork***

*** Consider this *** Consider this

system: system:

3x + 2y = 5 3x - 5y = 1
2x + 3y = 0 x – 2y = 1

1. How does the 1. How does

graph of the given the graph of
system look like? the given
2. What is the solution system look
of the system? like?
2. What is the
solution of
the system?

Summarizing the How do you graph a How do you graph

Lesson system of linear a system of linear
equations in two equations in two
variables? variables?

219
C. Assessment ** Graph each of the ** Graph each of
following systems of the following
linear equations in two systems of linear
variables on the equations in two
Cartesian Coordinate variables on the
plane. Describe the Cartesian
solution set of each Coordinate plane.
system based on the Describe the
graph drawn. solution set of each
system based on
the graph drawn.
a. 2x – y = 2 a. y = -x + 3
4x + 3y = 24 y= x+1

b. 3x + 6y = 15 b. 2x + y = 6
-2x + 3y = -3 -2x + y = 2

c. y = 2x -4 c. 4x + 4y = -12
y = - ½ x +1 x + y = -3
D. Agreement/Assignment: How will you How will you
categorize the graphs of categorize the
the systems of linear graphs of the
equations in two systems of linear
variables? equations in two
variables?
V. REMARKS:

VI. REFLECTION:

220
A. No. of learners who earned
80% in the evaluation
B. No. of learners who require
additional activities for
remediation who scored below
80%
C. Did the remedial lesson work?
No. of learners who 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 my 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?

221
 (M8AL-Ih-3) Categorizes when a given System of Linear
Equations in Two Variables has Graphs that are Parallel,
Intersecting, and Coinciding)

School: Grade Level: 8

Teacher: Learning Area: MATHEMATICS
Time and Quarter: I
Date:

I. OBJECTIVES:
A. Content Standards: The learner demonstrates understanding of key
concepts of linear equations..
B. Performance Standards: The learners shall be able to formulate real-life
problems involving linear equations.
C. Learning Competencies: At the end of the lesson, the students should be
able to:
categorize when a system of linear equations in
two variables has graphs that are parallel,
intersecting, and coinciding.
(M8AL-Ih-3 )
II. CONTENT: PATTERNS AND ALGEBRA (Relations and
Functions- Categorizing when a given System of
Linear Equations in Two Variables has Graphs
that are Parallel, Intersecting, and Coinciding)
III. LEARNING
RESOURCES:
A. References
1. Teacher’s Guide
289-294
Pages
2. Learner’s Guide
254-259
Pages
3. Textbook Pages
4. Additional Material Mathematics II Textbook, page 127
from Learning Intermediate Algebra, pp. 18-19
Resource Material
B. Other Learning PRENTICE HALL Mathematics, Explorations and
Resources Applications `pp. 340-341
IV. Procedure: Advance Learners Average Learners
A. Preliminary Activity/ In your previous In your previous lesson,
Motivation lesson, you learned you learned how to
how to graph linear graph linear equations
equations in two in two variables, right?
variables, right?
Suppose you draw the
Suppose you draw graphs of two linear
the graphs of two linear equations in the same
equations in the same coordinate plane. How
coordinate plane. How would the graphs of
would the graphs of these equations look
these equations look like?
like?

222
B. Presentation of the
Lesson
Problem Opener Consider the given Consider the given
system of linear system of linear
equation in two equation in two
variables. variables.

ʃx + y = 6 ʃx + y = 8
ʃ 2x – 3y = 2 ʃx – y =2

a. Graph the given a. Graph the

system of linear given
equations in two system of
variables. linear
b. What kind of equations in
graph do you two
have? variables.
c. How will you b. What kind of
describe the graph do
graph according you have?
to the number of c. How will you
solutions? describe the
graph
according to
the number
of solutions?

Group Activity **MEET ME AT THIS **MEET ME AT THIS

POINT IF POSSIBLE** POINT IF POSSIBLE**
(The class will be (The class will be
grouped into 3.) grouped into 3.)
Draw the graph of Draw the graph of
each pair of linear each pair of linear
equations below using equations below using
the same Cartesian the same Cartesian
plane. plane.

1. ʃ3x + y = 5 and 1. ʃx + y = 3 and

ʃ2x + y = 9 ʃ2x + y = 5

2. ʃ3x - y = 4 and 2. ʃy = 4x - 6 and

ʃy = 3x + 2 ʃ4x – y = 3

3. ʃ2x + 3y = 12 3. ʃ x + 3y = 6 and
and ʃ2x + 6y = 12
ʃ6x + 9y = 36

a. How did you find a. How did you find

1. Processing the the activity? the activity?
Answers b. How did you graph b. How did you
each pair of linear graph each pair
equations in two of linear
variables? equations in two
c. How would you variables?
describe the

223
 graphs of 3x + y= 5 c. How would you
and 2x + y = 9? describe the
d. How about 3x-y = 4 graphs of x + y=
and y = 3x + 2? 3 and 2x + y =
2x + 3y = 12 and 5?
6x + 9y = 36? d. How about
e. Which pair of y=4x-6 and 4x-
equations has y= 3? x+3y =6
graphs that are and 2x + 6y =
intersecting? How 12?
many points of e. Which pair of
intersection do the equations has
graphs have? graphs that are
What are the intersecting?
coordinates of their How many
point(s) of points of
intersection? intersection do
f. Which pair of the graphs
equations has have? What are
graphs that are not the coordinates
intersecting? Why? of their point(s)
How do you of intersection?
describe these f. Which pair of
equations? equations has
g. Each pair of linear graphs that are
equations forms a not intersecting?
system of Why? How do
equations. The you describe
point of these
intersection of the equations?
graphs of two g. Each pair of
linear equations is linear equations
the solution of the forms a system
system. How many of equations.
solutions does The point of
each pair of intersection of
equations have? the graphs of
two linear
1. 3x + y = 5 and equations is the
2x + y = 9 solution of the
2. 3x - y = 4 and system. How
y = 3x + 2 many solutions
3. 2x + 3y = 12 does each pair
and 6x + 9y = of equations
36 have?

1. x + y = 3 and
2x + y = 5
2. y = 4x-6 and
4x –y = 3
3. x + 3y = 6
and 2x + 6y =
12 g.

224
 h. What are the slope h. What are the slope
and the y-intercept and the y-intercept
of each line in the of each line in the
given pair of given pair of
equations? equations?

1. 3x + y =5; m= b= 1. x + y =3; m= b=
2x + y =9; m= b= 2x + y =5; m= b=

2. 3x-y=4; m= b= 2. y=4x-6; m= b=
y=3x +2; m= b= 4x –y=3; m= b=

3. 2x+3y=12; m= b= 3. x+3y=6; m= b=
6x+9y =36; m= b= 2x+6y =12; m= b=

i. How would you i. How would you

compare the slopes compare the
of the lines defined slopes of the lines
by the linear defined by the
equations in each linear equations in
system? each system?

Reinforcing the How about their y- How about their y-

skills intercepts? intercepts?

What statements can What statements can

you make about the you make about the
solution of the system solution of the system
in relation to the slopes in relation to the slopes
of the line? How about of the line? How about
the y-intercepts of the the y-intercepts of the
lines? lines?

Generalization *** Determine whether *** Determine whether

each system of linear each system of linear
equations is consistent equations is consistent
and dependent, and dependent,
consistent independent consistent independent
or inconsistent:. or inconsistent:.

a. x- 2y = 9 a. 2x- y = 7
2x- 4y = 18 3x- y = 5

b. x- 2y = 9 b. 2x+y = -3
x + 3y = 14 2x+y = 6

1. How were you able 1. How were you able

to identify systems of to identify systems of
equations that are equations that are
consistent – consistent –
dependent, dependent,
consistent- consistent-

225
 independent, and independent, and
inconsistent? inconsistent?

2. When do you 2. When do you

categorize that a categorize that a
given system of given system of
linear equations in linear equations in
two variables has two variables has
graphs that are graphs that are
parallel, intersecting parallel, intersecting
and coinciding? and coinciding?

C. Assessment: ** Determine whether ** Determine whether

each system of linear each system of linear
equations is consistent equations is consistent
and dependent, and dependent,
consistent and consistent and
independent or independent or
inconsistent:. inconsistent:.

a. x+ 3y = 8 a. 8x + 2y = 7
x - 3y = 8 y = -4x + 1

b. 2y = 6x - 5 b. -3x + y = 10
3y = 9x + 1 4x + y = 7

c. 3x + 5y = 15 c. 6x - 2y = 8
4x – 7y = 10 y = 3x - 4
D. Agreement/Assignment: a. Give 3 examples of ***Give 2 examples of
systems of linear systems of linear
equations for each equations for each
category: consistent category: consistent
and dependent, and dependent,
consistent and consistent and
independent, and independent, and
inconsistent. inconsistent.

b.What category will be

shown by the graph of
the solution of this
problem: “Find two
numbers whose sum is
6 and difference is 4?
V. REMARKS:

VI. REFLECTION:

A. No. of learners who

earned 80% in the
evaluation

226
B. No. of learners who
require additional
activities for remediation
who scored below 80%
C. Did the remedial lesson
work?
No. of learners who
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 my
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?

227
 (M8AL-Ii-j-1) SOLVES A SYSTEM OF LINEAR
EQUATIONS IN TWO VARIABLES
Day 1: Graphing
School Grade Level 8

Teacher Learning Area Mathematics

Time and Date Quarter First

I. OBJECTIVES

A. Content Standard The learner demonstrates understanding of key

concepts systems of linear equations in two
variables.

B. Performance The learner is able to formulate real-life problems

Standard involving systems of linear equations, and solve
these problems accurately using a variety of
strategies.

C. Learning The learner solves a system of linear equations

Competencies/Object in two variables.
ives  Using Graphing Method
(M8AL-Ii-j-1)

II. CONTENT System of Linear Equations in Two Variables

(Graphing Method)

III.LEARNING RESOURCES

A. References

1. Teacher’s Guide 286-289

pages
2. Learner’s Materials 253-287
pages
3.Textbook pages Intermediate Algebra, pages 7-20

4. Additional Materials Moving Ahead with Mathematics II. 1999. pp. 55-
from Learning 63
Resource (LR) portal NFE Accreditation and Equivalency Learning
Material. Equation (Part 2). 2011. pp. 4-19
BEAM II – Module 2: Solution Set of the Systems
of Linear Equations
DLM 2 – Unit 1: Systems of Linear Equations and
Inequalities

B.Other Learning Rulers, Graphing Papers and Coloring Materials

Resources

IV.PROCEDURE Advance Learners Average Learners

A. Preliminary “Slap the board game” Have a student recall

Activities/Motivation The students categorize the different types of

228
 the different types of system of linear
system of linear equations in two
equations in two variables.
variables.
B. Presentation of the How do you find the How do you find the
Lesson solution to a system of solution to a system
Problem linear equations in two of linear equations in
Opener variables using graphing two variables using
method? graphing method?

Group Activity Divide the class into 3 Divide the class into
groups. Let each group 3 groups. Let each
sketch the graph of the group sketch the
following system of linear graph of the following
equations on a manila system of linear
paper: equations on a
Group 1 manila paper:
2x – y = 2 Group 1
3x + y = 3 x+y=6
Group 2 x - y = -4
2x + 3y = 12 Group 2
4x – 3y = 6 x-y=0
Group 3 x=2
2x + 3y = 2 Group 3
2x + 6y = 3 x=y
x + 3y = 6

Processing the Answer  What materials did  What materials

you use in did you use in
graphing? graphing?
 What  What
lesson/concept did lesson/concept
you apply in did you apply in
graphing? graphing?
 How did you graph  How did you
each pair of linear graph each pair
equations? of linear
 What is the point of equations?
intersection of the  What is the point
line graphs? of intersection of
 How can you say the line graphs?
that the points of  How can you say
intersection of the that the points of
lines are the intersection of
solution/s of the the lines are the
system of solution/s of the
equations? system of
 What type of system equations?
of linear equations is  What type of
illustrated by each system of linear
pair of equations by equations is
group? illustrated by

229
  How do you check if each pair of
your answer/graph equations by
is correct? group?
 How do you
check if your
answer/graph is
correct?
Reinforcing the Skills Graph each pair of linear Graph each pair of
equations and find its linear equations and
solution. (By pair) find its solution. (By
pair)
1. 3x + y = 5
5x – y = 3 1. x + y = 8
2. 2x – y = -6 x – y = -4
2y – x = 0 2. x – y = 0
3. x + 2y = 3 x = -2
3x + 2y = 5 3. x + y = 2
y–x=0
Summarizing the Lesson How do you solve How do you solve
system of linear system of linear
equations in two equations in two
variables by graphing? variables by
graphing?

C. Assessment Solve the following Solve the following

system of linear system system of
equations by graphing. linear equations by
Use a graphing paper. graphing. Use a
graphing paper.
1. 3x + 2y = 2
2x + 3y = -2 1. 3x + 2y = 2
2. 3x – 5y = 1 2x + 3y= -2
x – 2y = 1 2. 3x – 5y = 1
3. x + y = 4 x – 2y = 1
2x – y = 8 3. x + y = 4
4. 3x + 2y = 5 2x – y = 8
2x + 3y = 0 4. 3x + 2y = 5
5. 2x + y = 5 2x + 3y = 0
3x – y = 9 5. 2x + y = 5
3x – y = 9

D. Assignment Answer this problem: Answer this problem:

Say we have two graphs Say we have two

representing the sales of graphs representing
motorcycle and sales of the sales of
cars at Honda motorcycle and sales
Corporation and the of cars at Honda
graphs meet at Corporation and the
𝑃ℎ𝑝 1, 005,000.00 on the graphs meet at

230
 year 2018, what 𝑃ℎ𝑝 1, 005,000.00 on
conclusion shall be the year 2018, what
drawn from this? conclusion shall be
drawn from this?

V.REMARKS

VI. REFLECTION

VII.OTHERS

A. No. of learners who

earned 80% on the
formative assessment
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 it work?
F. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
G. What innovation or
localized material/s did I
use/discover which I wish
to share with other
teachers?

231
 (M8AL-Ii-j-1) Solves a System of Linear Equations in Two
Variables
Day 2: Graphing

School Grade Level 8

Teacher Learning Mathematics

Area
Time and Date Quarter First

I. I. OBJECTIVES

A. Content Standard The learner demonstrates understanding of

key concepts of systems of linear equations
in two variables.

B. Performance Standard The learner is able to formulate real-life

problems involving systems of linear
equations in two variables, and solve these
problems accurately using a variety of
strategies.

C. Learning The learner solves a system of linear

Competencies/Objectives equations in two variables using Graphing
Method (M8AL-Ii-j-1)

II. CONTENT System of Linear Equations in Two

Variables (Graphing Method)

III. LEARNING RESOURCES

A. References

1. Teacher’s Guide pages 286-289

2. Learner’s Materials 253-287

pages
3. Textbook pages Intermediate Algebra, pages 7-20

4. Additional Materials Moving Ahead with Mathematics II. 1999.

from Learning Resource pp. 55-63
(LR) portal NFE Accreditation and Equivalency
Learning Material. Equation (Part 2). 2011.
pp. 4-19
BEAM II – Module 2: Solution Set of the
Systems of Linear Equations
DLM 2 – Unit 1: Systems of Linear
Equations and Inequalities

B. Other Learning Rulers, Graphing Papers and Coloring

Resources Materials

IV. PROCEDURE Advance Learners Average Learners

232
A. Preliminary “Cabbage ball “Cabbage ball
Activities/Motivation activity” Question activity” Question
about system of about system of
linear equations in linear equations in
two variables are two variables are
written on the leaves written on the
of the cabbage to be leaves of the
answered by the cabbage to be
students who catches answered by the
the cabbage ball. students who
catches the
cabbage ball.

B. Presentation of the Answer this problem: Answer this

Lesson problem:
Problem Opener Say we have two
graphs representing Say we have two
the sales of graphs
motorcycle and sales representing the
of cars at Honda sales of motorcycle
Corporation and the and sales of cars at
graphs meet at Honda Corporation
Php 1, 005,000.00 on and the graphs
the year 2018, what meet at
conclusion can be Php 1, 005,000.00
drawn from this? on the year 2018,
what conclusion
can be drawn from
this?

Group Activity Divide the students Divide the students

into 2 groups. Draw into 2 groups. Draw
the graph of each the graph of each
equation in the equation in the
system in one system in one
coordinate plane. coordinate plane.

Group 1 Group 1
y=x+7 3x + 8y = 12
y = -2x + 1 8x – 5y = 12
Group 2 Group 2
y = 3x – 2 x–y=6
8x + 7y = 15 2x + 7y = -6

A representative of A representative of
each group will each group will
present the output. present the output.

Processing the Answer  How do you  How do you

describe the describe the
graph of each graph of each

233
 system of system of
equations? equations?
 Are the graphs  Are the graphs
intersecting intersecting
lines? If yes, lines? If yes,
what are the what are the
coordinates of coordinates of
the point of the point of
intersection of intersection of
these lines? these lines?
 What do the  What do the
coordinates of coordinates of
the point of the point of
intersection of intersection of
the lines mean? the lines
 How will you mean?
check if the point  How will you
of intersection of check if the
the two linear point of
equations is a intersection of
solution or not? the two linear
equations is a
solution or
not?
Reinforcing the Skills Solve the following Solve the following
linear equations by linear equations by
graphing. graphing.

1. 1.
x+y=3 2x + y = 7
3x – y = 1 -x + y = 1

2. 2. x + y = 10
2x – y = 4 4x+2y= 26
x–y=6

Summarizing the Lesson How do you solve How do you solve

system of linear system of linear
equations by equations by
graphing? graphing?

C. Assessment Determine whether Determine whether

the ordered the ordered
pair/coordinate is a pair/coordinate is a
solution of the given solution of the
system of linear given system of
equations. Write YES linear equations.

234
 if it is and NO if it’s Write YES if it is
not. and NO if it’s not.

1. (-3, 4) 1. (0, 2)
x+y=1 x+y=2
x–y=1
2x + y = -2 2. (1, 2)
x+y=3
2. (3, 10) 3x – y = 1
x + y = 13 3. (3, 2)
y = 2x + 4 2x – y = 4
3. (1, 5) x – 2y = 3
3x + 2 = y 4. (7, 2)
x – y = -4 x+y=9
4. (4, 2) x–y=5
x+y=6
5. (6, -1)
x–y=2 x+y=5
5. (5, 2) x–y=7
2x – 3y= 4
x+y=7
D. Assignment Solve by graphing. Solve by graphing.

1. 3x + 8y = 12 1. 3x + 8y = 12
8x – 5y = 12 8x – 5y = 12
2. y = x + 7 2. y = x + 7
y = -2x + 1 y = -2x + 1
1.

V. REMARKS

VI. REFLECTION

VII. OTHERS
A. No. of learners who earned
80% on the formative
assessment
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 it work?

235
F. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
G. What innovation or localized
material/s did I use/discover
which I wish to share with
other teachers?

236
 (M8AL-Ii-j-1) Solves a System of Linear Equations in Two
Variable
Day 3: Substitution
School Grade Level 8

Teacher Learning Area Mathematics

Time and Date Quarter First

I. OBJECTIVES

A. Content Standard The learner demonstrates understanding of key

concepts of factors of polynomials, rational
algebraic expressions, linear equations and
inequalities in two variables, systems of linear
equations and inequalities in two variables and
linear functions.

B. Performance Standard The learner is able to formulate real-life

problems involving factors of polynomials,
rational algebraic expressions, linear equations
and inequalities in two variables, systems of
linear equations and inequalities in two
variables and linear functions, and solve these
problems accurately using a variety of
strategies.

C. Learning The learner solves a system of linear equations

Competencies/ in two variables.
Objectives  Using Substitution Method (M8AL-Ii-j-1)

II. CONTENT System of Linear Equations in Two Variables

(Substitution Method)
III. LEARNING RESOURCES

A. References

1. Teacher’s Guide pages

2. Learner’s Materials pages Pages 253-287

3. Textbook pages Intermediate Algebra, pages 7-20

4. Additional Materials from Moving Ahead with Mathematics II. 1999. pp.
Learning Resource (LR) 55-63
portal NFE Accreditation and Equivalency Learning
Material. Equation (Part 2). 2011. pp. 4-19
BEAM II – Module 2: Solution Set of the
Systems of Linear Equations
DLM 2 – Unit 1: Systems of Linear Equations
and Inequalities

237
B. Other Learning Visuals
Resources

IV. PROCEDURE Advance Learners Average Learners

A. Preliminary Ask the question: Recall on the solution

Activities/Motivation When can we say of a system of linear
that a given ordered equations in two
pair is a solution to variables using
the system of linear graphical method.
equation in two
variables?
B. Presentation of the How can Shane find How can Shane find
Lesson the solution of a the solution of a system
Problem Opener system of linear of linear equations
equations (SLE’s) in (SLE’s) in two variables
two variables without without using the
using the graphical graphical method?
method?
Group Activity Group the students Group the students into
into 2 and give them 2 and give them strips
strips of paper. Each of paper. Each paper
paper has a written has a written procedure
procedure of a of a system of linear
system of linear equation using
equation using substitution method.
substitution method. They need to arrange
They need to arrange the procedures in a
the procedures in a logical order or manner.
logical order or The first group to finish
manner. The first and arrange correctly
group to finish and the procedures will be
arrange correctly the the winner.
procedures will be the
winner. (Please see the
procedures on page
(Please see the 274 of the Math 8 LM)
procedures on page
274 of the Math 8 LM)
Processing the Answer How will you describe How will you describe
the graphs of the the graphs of the linear
linear equations equations
x+2y = 3 x+2y=3
y = x + 3? y=x+3?
What do you think is What do you think is
the solution to that the solution to that
system? system?

 Solve one of the  Solve one of the

equations for equations for either
either x or y. In x or y. In the given

238
 the given system, we already
system, we have y=x+3.
already have  Substitute the
y=x+3. expression (Step
 Substitute the 1) into the other
expression (Step equation.
1) into the other We have
equation. x+2(x+3)=3.
We have  Solve the resulting
x+2(x+3)=3. equation in one
 Solve the variable.
resulting
equation in one x+2x+6=3
variable.

x+2x+6=3 3x+6=3

x=-1
3x+6=3
 Find the value of
x=-1 the other variable
by substituting the
 Find the value of solution found in
the other Step 3 into any
variable by equation.
substituting the
solution found in
Step 3 into any
equation. y=x+3
y=x+3
y= -1+3
y= -1+3
y=2
y=2
 What is now the  What is now the
solution of the solution of the
system? system?

Reinforcing the Skills Determine the Determine the resulting

resulting equation if equation if one variable
one variable is solved is solved in terms of the
in terms of the other, other, and substitute
and substitute this this variable in the
variable in the other other equation. Then
equation. Then solve solve the system, and
the system, and answer the questions
answer the questions that follow.
that follow.
1. 3x+2y=11
1. 3x+2y=11 y=4x
y=4x 2. 5x+3y=3
2. 5x+3y=3 y=8-4x
y=8-4x

239
 3. 4x-3y=11  How did you use
8x+6y=-2 substitution
method in finding
 How did you use the solution set of
substitution each system of
method in finding linear equations?
the solution set of  How did you check
each system of the solution set that
linear equations? you got?
 How did you check
the solution set
that you got?
Summarizing the Lesson 1. To what real-life 1. How can a system of
situation can you linear equations be
relate the system of solved using
linear equations? substitution method?

2. How can a system 2. Will there be a

of linear equations be difference in the
solved using solution if an SLE is
substitution method? solved using graphical
and substitution
3. Will there be a method? Why?
difference in the
solution if an SLE is 3. When do you use
solved using substitution method in
graphical and solving system of linear
substitution method? equations?
Why?

4. When do you use

substitution method in
solving system of
linear equations?

C. Assessment Solve each system of Solve each system of

linear equation using linear equation using
substitution method. substitution method.

1. x+y=14 1. x+y=14
y=x+4 y=x+4
2. y=x-7 2. y=x-7
x+y=15 x+y=15

3. y=x-10 3. y=x-10
x+2y=4 x+2y=4
4. y=2x 4. y=2x
3y+2x=48 3y+2x=48
5. y=3x 5. y=3x
3x-y=4 3x-y=4

240
 D. Assignment By inspection, decide By inspection, decide
whether or not the whether or not the
given ordered pair is given ordered pair is
the solution of the the solution of the given
given system using system using
substitution method. substitution method.

1. (2, -5) 1. (4, -3)

3x+y=1 x-4=0
2x+3y=-11 y+3=0
2. (2, 0) 2. (4, 4)
3x+5y=6 x+y=8
4x+2y=5
x-y=4

V. REMARKS

VI. REFLECTION

VII. OTHERS

A. No. of learners who

earned 80% on the
formative assessment
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 it work?
F. What difficulties did I
encounter which my
principal or supervisor
can help me solve?
G. What innovation or
localized material/s did I
use/discover which I wish
to share with other
teachers?

241
(M8AL-Ii-j-1) Solves a System of Linear Equations in Two Variable

Day 4: Substitution

School Grade Level 8

Teacher Learning Mathematics

Area
Time and Date Quarter First

I. OBJECTIVES

A. Content Standard The learner demonstrates understanding of

key concepts of factors of polynomials,
rational algebraic expressions, linear
equations and inequalities in two variables,
systems of linear equations and inequalities
in two variables and linear functions.

B. Performance Standard The learner is able to formulate real-life

problems involving factors of polynomials,
rational algebraic expressions, linear
equations and inequalities in two variables,
systems of linear equations and inequalities
in two variables and linear functions, and
solve these problems accurately using a
variety of strategies.

C. Learning The learner solves a system of linear

Competencies/Objectives equations in two variables.
Write the LC code for  Using Substitution Method
each (M8AL-Ii-j-1)
II. CONTENT System of Linear Equations in Two Variables
(Substitution Method)

III. LEARNING RESOURCES

A. References

1. Teacher’s Guide pages

2. Learner’s Materials pages Pages 253-287

3. Textbook pages Intermediate Algebra, pages 7-20

4. Additional Materials from Moving Ahead with Mathematics II. 1999. pp.
Learning Resource (LR) 55-63
portal NFE Accreditation and Equivalency Learning
Material. Equation (Part 2). 2011. pp. 4-19
BEAM II – Module 2: Solution Set of the
Systems of Linear Equations

242
 DLM 2 – Unit 1: Systems of Linear Equations
and Inequalities

B. Other Learning Resources Visuals and worksheets

IV. PROCEDURE Advance Learners Average Learners

A. Preliminary What do you still What do you still

Activities/Motivation remember about remember about
Substitution Method? Substitution
Who can give one Method?
system of linear Who can give one
equation in two system of linear
variables and solve it equation in two
using the substitution variables and solve
method? it using the
substitution
method?

B. Presentation of the We will have an activity We will have an

Lesson related to solving activity related to
Problem Opener systems of linear solving systems of
equations algebraically linear equations
using the Substitution algebraically using
Method. The same the Substitution
procedures will be Method. The same
followed. procedures will be
followed.

Individual Activity Solve each system of Solve each system

linear equation using of linear equation
substitution method? using substitution
1. x+y=10 method?
y=x-5 1. 2x+y=-3
2. y=-x+9 y=-x-1
x-y=5 2. y=4x-2
x+y=3

Processing the Answer  What can you say  What can you
about the resulting say about the
equations obtained resulting
in the given equations
systems? obtained in the
 What do you think given systems?
is the solution of  What do you
the first system? think is the
Second system? solution of the
 How will you check first system?
if your answer is Second
correct? system?
 Is there a shortcut  How will you
in solving systems check if your
of linear equations answer is
correct?

243
 using substitution  Is there a
method? shortcut in
 Will there be a solving
difference in the systems of
solution if an SLE linear
is solved using equations
graphical and using
substitution substitution
method? Why? method?
 Which method is  Will there be a
easier? Graphing difference in
or substitution? the solution if
an SLE is
solved using
graphical and
substitution
method? Why?
 Which method
is easier?
Graphing or
substitution?

Summarizing the Lesson  How do you solve  How do you

systems of linear solve systems
equations using of linear
substitution equations
method? using
 How does substitution
substitution method?
method differ from  How does
graphing method? substitution
method differ
from graphing
method?
C. Assessment Diagram Puzzle Diagram Puzzle

Solve the following Solve the following

systems of linear systems of linear
equations using equations using
substitution method. substitution
method.
(Refer to the copy of
the diagram puzzle (Refer to the copy
attached to this lesson of the diagram
plan.) puzzle attached to
this lesson plan.)

244
 D. Assignment Answer Activity 6: Take Answer Activity 6:
My Place! On page Take My Place! On
279 of the LM. page 279 of the LM.

V. REMARKS

VI. REFLECTION

VII. OTHERS

A. No. of learners who earned

80% on the formative
assessment
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 it work?
F. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
G. What innovation or localized
material/s did I use/discover
which I wish to share with
other teachers?

(M8AL-Ii-j-1) Solves a System of Linear Equations in Two Variable

Day 5: Elimination
School Grade Level 8

Teacher Learning Mathematics

Area
Time and Date Quarter First

I. OBJECTIVES

A. Content Standard The learner demonstrates understanding of

key concepts of factors of polynomials,

245
 rational algebraic expressions, linear
equations and inequalities in two variables,
systems of linear equations and inequalities
in two variables and linear functions.

B. Performance Standard The learner is able to formulate real-life

problems involving factors of polynomials,
rational algebraic expressions, linear
equations and inequalities in two variables,
systems of linear equations and inequalities
in two variables and linear functions, and
solve these problems accurately using a
variety of strategies.

C. Learning The learner solves a system of linear

Competencies/Objectives equations in two variables.
Write the LC code for  Using Elimination Method
each (M8AL-Ii-j-1)
II. CONTENT System of Linear Equations in Two Variables
(Elimination Method)

III. LEARNING RESOURCES

A. References

1. Teacher’s Guide pages

2. Learner’s Materials Pages 253-287

pages
3. Textbook pages Intermediate Algebra, pages 7-20

4. Additional Materials Moving Ahead with Mathematics II. 1999. pp.

from Learning Resource 55-63
(LR) portal NFE Accreditation and Equivalency Learning
Material. Equation (Part 2). 2011. pp. 4-19
BEAM II – Module 2: Solution Set of the
Systems of Linear Equations
DLM 2 – Unit 1: Systems of Linear Equations
and Inequalities

B. Other Learning Visuals

Resources
IV. PROCEDURE Advance Learners Average Learners

A. Preliminary Recall on the solution of Recall on the

Activities/Motivation a system of linear solution of a
equations in two system of linear
variables using equations in two
substitution method by variables using
checking the activity substitution
yesterday, the Diagram method by
Puzzle and Activity 6. checking the
activity yesterday,
the Diagram

246
 Puzzle and
Activity 6.

B. Presentation of the How can Carlo find the How can Carlo
Lesson solution of a system of find the solution of
Opener linear equations (SLE’s) a system of linear
without using the equations (SLE’s)
substitution and without using the
graphing method? substitution and
graphing method?

Group Activity What do you think is the What do you think

solution to the system is the solution to
x+2y=3 the system
-x+y=3 using a x+2y=3
different algebraic -x+y=3 using a
method? different algebraic
 What will happen if method?
the two equations of  What will
the system are happen if the
added? two equations
 How many variables of the system
will there be? are added?
 What is the resulting  How many
equation? variables will
there be?
 What is the
resulting
equation?
Processing the Solve the resulting Solve the resulting
Answer equation in one variable. equation in one
variable.
3y=3 y=1
3y=3 y=1
Find the value of the
other variable by Find the value of
substituting the value of the other variable
the first variable. by substituting the
value of the first
x+2y=3 variable.

x+2y=3
x+2(1)=3

x+2(1)=3
x=1

 What is now the x=1

solution of the
system?

247
 Give another system to  What is now
be solved and have the the solution of
students follow the the system?
procedures in solving
Give another
linear equations using
system to be
elimination method on
solved and have
page 275 of the LM.
the students follow
the procedures in
solving linear
equations using
elimination
method on page
275 of the LM.

Reinforcing the Skills Use the system of linear Use the system of
equations linear equations
3x-5y=8 3x-5y=8
2x+7y=6 to answer the 2x+7y=6 to
following questions: answer the
1. How would you following
describe each questions:
equation in the 1. How would you
system? describe each
2. How will you solve equation in the
the given system of system?
equations? 2. How will you
3. Which algebraic solve the given
method of solving system of
system of linear equations?
equations do you 3. Which
think is more algebraic
convenient to use in method of
finding its solution solving system
set? Why? of linear
4. What is the solution equations do
set of the given you think is
system of more
equations? Explain convenient to
how you arrived at use in finding
your answer. its solution set?
5. When is the Why?
elimination method 4. What is the
in solving systems solution set of
of linear equations the given
convenient to use? system of
6. Give two examples equations?
of systems of linear Explain how
equations in two you arrived at
variables that are your answer.
easy to solve by 5. When is the
elimination. Solve elimination
each system. method in

248
 solving
systems of
linear
equations
convenient to
use?
6. Give two
examples of
systems of
linear
equations in
two variables
that are easy to
solve by
elimination.
Solve each
system.
Summarizing the Lesson  How do you solve  How do you
systems of linear solve
equations using systems of
elimination method? linear
 When do you use equations
elimination method using
in solving system of elimination
linear equations? method?
 How does  When do you
elimination differ use
from substitution elimination
method? method in
solving
system of
linear
equations?
 How does
elimination
differ from
substitution
method?

249
 C. Assessment Solve each system Solve each
using elimination system using
method. elimination
method.
1. 3x+y=8
3x-2y=2 1. x+y=8
2. 3x+5y=-21 x-y=2
2x-5y=20 2. x+y=2
3. 5x+2y=4 2x-y=4
4x-3y=17 3. x+y=6
4. 3x+2y=2 2x-3y=2
2x+3y=-2
5. 2x-y=5 4. 3x+y=8
4x+y=4 3x-2y=2
5. 3x+5y=-21
2x-5y=20

D. Assignment In what real-life In what real-life

situation/s can you situation/s can you
relate solving system of relate solving
linear equations using system of linear
elimination method? equations using
elimination
method?

V. REMARKS

VI. REFLECTION

VII. OTHERS
A. No. of learners who earned
80% on the formative
assessment
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 it work?
F. What difficulties did I
encounter which my

250
 principal or supervisor can
help me solve?
G. What innovation or localized
material/s did I use/discover
which I wish to share with
other teachers?

251
 DIAGRAM PUZZLE

 Solve each system of equations by substitution.

 Connect the x-value of the answer to the y-value of the answer.
(The first item was already solved for you)

1. x+y=13 (3, 10) 7. m=p+7 13. x-y=-24 19. 3a-2b=-25

y=2x+4 3m-5p=25 x+8y=3 a+2b=5
2. x+y=14 8. m=2n-12 14. x-2y=8 20. x+y=1
y=x+4 5m+6n=100 2x+y=-9 y-x=11
3. y=x-7 9. 10r-7t=0 15. 2a+5b=-4 21. 2x-3y=0
x+y=15 t=24-2r -3a+b=-11 3x-4y=3
4. y=x-10 10.q=-3r 16. 2a-b=3 22. x-y=30
x+2y=4 5r+q=14 -a+b=4 3x+y=6
5. y=2x 11. x-y=2 17. 3b-2a=11 23. 2x+y=14
3y+2x=48 x+y=14 a+b=17 x-y=1
6. x=y+8 12. x-y=2 18. 4a+b=-1 24. x-4y=-1
4x+2y=2 x+y=16 6a+2b=-12 x+3y=-36

● -12
● 5 ●
-5

● 12 ● -6

● 6 ● -2

● -8

● 4 ● 8 ● 3

● -11

● 11 ● 10
● -10
● 7

● 21

● 9 ●
-21

Can you find a square? An octagon? A parallelogram? A right triangle? An obtuse

triangle?

252
(M8AL-Ii-j-1) Solves a System of Linear Equations in Two Variable

Day 6: Elimination

School Grade Level 8

Teacher Learning Mathematics

Area
Time and Date Quarter I

I. OBJECTIVES

A. Content Standard The learner demonstrates understanding of

key concepts of factors of polynomials,
rational algebraic expressions, linear
equations and inequalities in two variables,
systems of linear equations and inequalities
in two variables and linear functions.

B. Performance Standard The learner is able to formulate real-life

problems involving factors of polynomials,
rational algebraic expressions, linear
equations and inequalities in two variables,
systems of linear equations and inequalities
in two variables and linear functions, and
solve these problems accurately using a
variety of strategies.

C. Learning Competencies/ The learner solves a system of linear

Objectives equations in two variables.
 Using Elimination Method
Write the LC code for (M8AL-Ii-j-1)
each
II. CONTENT System of Linear Equations in Two Variables
(Elimination Method)

III. LEARNING RESOURCES

A. References

1. Teacher’s Guide pages

2. Learner’s Materials Pages 253-287

pages
3. Textbook pages Intermediate Algebra, pages 7-20

4. Additional Materials from Moving Ahead with Mathematics II. 1999. pp.
Learning Resource (LR) 55-63
portal NFE Accreditation and Equivalency Learning
Material. Equation (Part 2). 2011. pp. 4-19
BEAM II – Module 2: Solution Set of the
Systems of Linear Equations

253
 DLM 2 – Unit 1: Systems of Linear Equations
and Inequalities

B. Other Learning Visuals

Resources
IV. PROCEDURE Advance Learners Average Learners

A. Preliminary  Sharing of the real-  Sharing of the

Activities/Motivation life situation/s real-life
involving the use situation/s
of elimination involving the
method. use of
 Have a student elimination
recall the method.
procedures of  Have a student
solving linear recall the
equations using procedures of
elimination solving linear
method. equations
using
elimination
method.
B. Presentation of the How do we solve How do we solve
Lesson system of linear system of linear
Problem Opener equation using equation using
elimination method if elimination method
the systems at first, do if the systems at
not have additive first, do not have
inverses? additive inverses?

Group Activity Divide the class into Divide the class

two. Let them answer into two. Let them
Activity 8: Eliminate answer Activity 8:
Me! on page 280 of the Eliminate Me! on
LM. One group will page 280 of the
have to work on LM. One group will
eliminating x and the have to work on
other one for y. eliminating x and
the other one for y.
They have to
determine the They have to
number/s that must be determine the
multiplied to one or number/s that must
both equations in each be multiplied to one
system to eliminate or both equations
one of the variables by in each system to
adding the resulting eliminate one of the
variables by adding
equations.
the resulting
equations.

254
Processing the Answer  What are the  What are the
resulting equations resulting
of the system? equations of
 What do you have the system?
to do to eliminate  What do you
one variable? have to do to
 What is the next eliminate one
step after variable?
eliminating one  What is the
variable? next step after
 Is there a method eliminating one
previously learned variable?
which can be  Is there a
used? What is it method
and how is it previously
used? learned which
 How do you check can be used?
if the solution What is it and
solved is correct? how is it used?
 How do you
check if the
solution solved
is correct?
Reinforcing the Skills Answer Activity 9: Answer Activity 9:
Eliminate Then Solve! Eliminate Then
on page 281 of the LM. Solve! on page 281
of the LM.
Solve each system of
linear equations by the Solve each system
elimination method, of linear equations
then check your by the elimination
answers. Answer the method, then check
questions that follow. your answers.
Answer the
questions that
follow.

Summarizing the  How can a system  How can a

Lesson of linear equations system of linear
be solved using equations be
elimination solved using
method? elimination
 Will there be a method?
difference in the  Will there be a
solution if an SLE difference in the
is solved using solution if an
graphical, SLE is solved
substitution, and using graphical,
elimination substitution, and
method? Why? elimination
method? Why?

255
 C. Assessment Solve each system of Solve each system
linear equations by of linear equations
elimination method. by elimination
method.
1. -2x+y=0
x-3y=0 1. x+2y=4
2. x-2y=1 x+y=2
x+y=2 2. x-4y=1
3. 2x-y=5 x+y=-4
x+y=4 3. x+y=7
4. 2x-3y=-11 x-y=-3
x-y=-4 4. x-2y=3
5. 2(x-y)=14 2x-3y=4
x+2y=-2 5. 2x+y=7
x-3y=5

D. Assignment Solve each system of Solve each system

linear equations using of linear equations
any of the 3 methods using any of the 3
i.e. Graphing, methods i.e.
Substitution or Graphing,
Elimination Method. Substitution or
Elimination
1. 2x+3y=6 Method.
4x+6y=12
2. x+3y=-1 1. x-2y=10
4x+y=7 x+y=4
2. 5x-2y=7
x+y=7

V. REMARKS

VI. REFLECTION

VII. OTHERS
A. No. of learners who earned
80% on the formative
assessment
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 it work?

256
F. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
G. What innovation or localized
material/s did I use/discover
which I wish to share with
other teachers?

257
 (M8AL-Ij-2) SOLVES PROBLEMS INVOLVING SYSTEMS OF
LINEAR EQUATIONS IN TWO VARIABLES
Day 1: BY GRAPHING

SCHOOL GRADE LEVEL

TEACHER LEARNING AREA

DATE OF
QUARTER
TEACHING

I. OBJECTIVES

A. Content Standard The learner demonstrates understanding of key concepts of

systems of linear equations in two variables.

B. Performance The learner is able to formulate real – life problems involving

systems of linear equations in two variables and solve these
Standard problems accurately using a variety of strategies.

C. Learning The learner solves problems involving systems of linear

equations in two variables using graphs.
Competencies / LC
LC CODE: M8AL-Ij-2
Code

II. CONTENT Solving Problems Involving Systems of Linear Equations in Two

Variables by Graphing

III. LEARNING

RESOURCES

A. References

1. Teacher’s Guide
Pages 297 – 298
Pages

2. Learner’s

Material Pages Pages 268 – 273

3. Textbook Pages

4. Additional Materials
from Learning Resource
(LR) Portal

B. Other Learning Intermediate Algebra by Dilao, Ed.D. and Bernabe

Resource Pages 22 – 29 (Old Textbook SEC Curriculum)

IV. PROCEDURE

258
A. Preliminary DIRECTION. Draw the graph of each equation in the system

Activities / Motivation Equation 1: y = x + 7

Equation 2: y = -2x + 1

B. Presentation of the Advanced Learner Average Learner

Lesson

1. Problem “Suppose for a given distance, “Suppose for a given distance,

a tricycle driver charges every a tricycle driver charges every
Opener passenger Php 10.00 while a passenger Php 10.00 while a
jeepney driver charges Php jeepney driver charges Php
12.00. 12.00.
2. Group Activity
Instructions: Instructions:

1. Make a table representing 1. Make a table representing

the amount to be collected by the amount to be collected by
the tricycle and the jeepney the tricycle and the jeepney
drivers per passenger. drivers per passenger.

2. How did you determine the 2. How did you determine the
amount collected by the amount collected by the tricycle
tricycle and jeepney drivers and jeepney drivers from their
from their passengers? passengers?

DIRECTION. Solve the DIRECTION. Solve the problem

problem below. below.

“In 3 round trips the tricycle and “In 3 round trips the tricycle and
jeepney drivers had a total of jeepney drivers had a total of 68
68 passengers with a total fare passengers with a total fare of
of Php 780. What are the Php 780. What are the number
number of passengers for the of passengers for the tricycle
tricycle and jeepney?” and jeepney?”

3. Processing the Questions: Questions:

Answer 1. What data are given in the 1. What is asked?

problem?
2. What are the given?
2. What representations will
you use for the given data? 3. How do you solve the
problem through graphing?
3. What equations are formed
to solve the problem? 4. How did you determine the
number of passengers each
4. How do you solve the driver had?
problem through graphing?

259
 5. What do the graphs tell you? 5. How will you verify your
answer?
6. How did you determine the
number of passengers each
driver had?

7. How will you verify your

answer?

DIRECTION. Solve the DIRECTION. Solve the problem

4. Reinforcing the below by graphing.
problem below by graphing.
Skills

“Mr. Ocampo invested Php “Mr. Ocampo invested Php

20,000, part of the amount at 20,000, part of the amount at
5% annual interest rate and the 5% annual interest rate and the
remaining amount at 7% remaining amount at 7% annual
annual interest rate. At the end interest rate. At the end of the
of the year, he earned Php year, he earned Php 1,160.
1,160. How much did he invest How much did he invest at each
at each rate?” rate?”

5. Summarizing 1. How do you solve problems

1. How do you solve problems
involving systems of linear involving systems of linear
the Lesson
equations in two variables by equations in two variables by
graphing? graphing?

 To solve problems  To solve problems

involving systems of involving systems of
linear equations by linear equations by
graphing: graphing:
S1: Know what is S1: Know what is asked
asked in the problem. in the problem.
S2: Represent the S2: Represent the
unknown. unknown.
S3: Formulate an S3: Formulate an
equation that will solve equation that will solve
the unknown. the unknown.
S4: Solve for the S4: Solve for the
answer. answer.
S5: Verify if the S5: Verify if the
answers are correct. answers are correct.

C. Assessment DIRECTIONS. Solve the DIRECTIONS. Solve the

following word problems by following word problems by
graphing. graphing.

1. The sum of two integers is 1. The sum of two integers is

51. The larger integer is 3 more 51. The larger integer is 3 more
than twice the smaller integer.
Find the integers.

260
 than twice the smaller integer. 2. In 3 years, Alex will be 3
Find the integers. times as old as his sister Precy.
A year ago, Alex was 7 times as
2. In 3 years, Alex will be 3 old as Precy. How old are they
times as old as his sister Precy. now?
A year ago, Alex was 7 times
as old as Precy. How old are 3. From his daily allowance,
they now? Eric has saved 74 coins made
up of denominations of one
3. From his daily allowance, peso and five pesos. How many
Eric has saved 74 coins made of each kind has he if the coins
up of denominations of one amount to Php 170?
peso and five pesos. How
many of each kind has he if the
coins amount to Php 170?

Solve these:
D. Assignment Solve these:
“If the larger of two numbers
is subtracted from 6 times the “If the larger of two numbers
smaller, the result is 20. If twice is subtracted from 6 times the
the larger number is added to 4 smaller, the result is 20. If twice
times the smaller, the result is the larger number is added to 4
56. Find the numbers. times the smaller, the result is
56. Find the numbers.

Remarks:

A. Number of Learners who

earned 80% in the
formative assessment.

B. Number of Learners who

require additional activities
for remediation.

C. Number of Learners who

caught up with the lesson.

D. Number of learners who

continue to require
remediation.

261
 (M8AL-Ij-2) SOLVES PROBLEMS INVOLVING SYSTEMS OF
LINEAR EQUATIONS IN TWO VARIABLES
Day 2: BY SUBSTITUTION
SCHOOL GRADE LEVEL

TEACHER LEARNING AREA

DATE OF
QUARTER
TEACHING

I. OBJECTIVES

A. Content Standard The learner demonstrates understanding of key concepts of

systems of linear equations in two variables.

B. Performance The learner is able to formulate real – life problems involving

systems of linear equations in two variables and solve these
Standard problems accurately using a variety of strategies.

C. Learning The learner solves problems involving systems of linear

equations in two variables using the substitution method.
Competencies / LC
LC CODE: M8AL-Ij-2
Code

II. CONTENT Solving Problems Involving Systems of Linear Equations in

Two Variables by Substitution

III. LEARNING

RESOURCES

A. References

1. Teacher’s Guide
Pages 303 – 304 and Page 314
Pages

2. Learner’s

Material Pages Pages 274 and Page 285

3. Textbook Pages

4. Additional Materials
from Learning Resource
(LR) Portal

B. Other Learning Intermediate Algebra by Dilao, Ed.D. and Bernabe

Resource Pages 23 – 29 (Old Textbook SEC Curriculum)

IV. PROCEDURE

262
A. Preliminary Recall:

Activities / Motivation 1. How do you solve a system of linear equations in two

variables by substitution?

Advanced Learner Average Learner

B. Presentation of the

Lesson

1. Problem Opener DIRECTION: Solve the DIRECTION: Solve the

problem below by answering problem below by answering
the questions that follow. the questions that follow.

“Two cars travel toward “Two cars travel toward

each other from points 500 each other from points 500
kilometers apart. The two kilometers apart. The two
cars meet in 4 hours. One car cars meet in 4 hours. One car
travels 15 kilometers per hour travels 15 kilometers per hour
faster than the other.” faster than the other.”

1. Can the problem be solved 1. Can the problem be solved

using the substitution using the substitution
method? method?

2. What is the average speed 2. What is the average speed

of each car? of each car?

DIRECTION. Solve the DIRECTION. Solve the

2. Group Activity
problem below. problem below.

“From a common starting “From a common starting

position, Willy and Jessica position, Willy and Jessica
ride their bikes in opposite ride their bikes in opposite
directions. Willy rides 2km per directions. Willy rides 2km per
hour faster than Jessica. In 3 hour faster than Jessica. In 3
hours, the two are 60km hours, the two are 60km
apart. Find the average speed apart. Find the average speed
of each one. “ of each one. “

3. Processing the
1. What data are given in the 1. What data are given in the
Answer problem? problem?

2. What representations will 2. What representations will

you use for the given data? you use for the given data?

3. What equations are formed 3. What equations are formed

to solve the problem? to solve the problem?

4. How do you solve the 4. How do you solve the

problem? problem?

263
 5. How will you verify your 5. How will you verify your
answer? answer?

6. Car / motorcycle accidents

happen because of
carelessness in driving. If you
yourself is driving any vehicle,
how are you going to help
lessen accidents in the road?

7. What possible measures

can you suggest to address
road safety issues?

DIRECTION. Solve the DIRECTION. Solve the

4. Reinforcing the problem below by problem below by
substitution. substitution.
Skills
“A man left an amount of Php “A man left an amount of Php
525,000 to be divided among 525,000 to be divided among
his widow, two sons and one his widow, two sons and one
daughter. Each son was to daughter. Each son was to
receive twice the amount the receive twice the amount the
daughter would receive, and daughter would receive, and
the widow was to have eight the widow was to have eight
times the amount each son times the amount each son
would receive. How much would receive. How much
was the widow’s share?” was the widow’s share?”

5. Summarizing the 1. How do you solve problems 1. How do you solve problems
Lesson involving systems of linear involving systems of linear
equations in two variables by equations in two variables by
substitution? substitution?

 To solve problems  To solve problems

involving systems of involving systems of
linear equations by linear equations by
graphing: graphing:
S1: Know what is S1: Know what is
asked in the problem. asked in the problem.
S2: Represent the S2: Represent the
unknown. unknown.
S3: Formulate an S3: Formulate an
equation that will equation that will
solve the unknown. solve the unknown.
S4: Solve for the S4: Solve for the
answer. answer.
S5: Verify if the S5: Verify if the
answers are correct. answers are correct.
C. Assessment DIRECTIONS. Solve the DIRECTIONS. Solve the
following problems by following problems by
substitution. substitution.

264
 1. The sum of the measures 1. The sum of the measures
of two angles is 180°. Three of two angles is 180°. Three
times the measure of one times the measure of one
angle is 24 less than the angle is 24 less than the
measure of the other angle. measure of the other angle.
What is the measure of each What is the measure of each
angle? angle?

2. Myra can weed a garden in 2. Myra can weed a garden in

3 hours. Ana can do it in 4 3 hours. Ana can do it in 4
hours. How long will it take hours. How long will it take
them to weed the garden if them to weed the garden if
they work together? they work together?

Solve these: Solve these:

D. Assignment
“A merchant has twice as “A merchant has twice as
much money invested at 12% much money invested at 12%
annual interest rate as he has annual interest rate as he has
at 10%. After a year, he at 10%. After a year, he
earned Php 84,000 from his earned Php 84,000 from his
investments. How much has investments. How much has
he invested at each rate?” he invested at each rate?”
Explain how investment can Explain how investment can
help people in the future.” help people in the future.”
Remarks:

A. Number of Learners who

earned 80% in the
formative assessment.

B. Number of Learners who

require additional activities
for remediation.

C. Number of Learners who

caught up with the lesson.

D. Number of learners who

continue to require
remediation

265
 (M8AL-Ij-2) SOLVES PROBLEMS INVOLVING SYSTEMS OF
LINEAR EQUATIONS IN TWO VARIABLES

Day 3: BY ELIMINATION

SCHOOL GRADE LEVEL

TEACHER LEARNING AREA

DATE OF
QUARTER
TEACHING

I. OBJECTIVES
A. Content Standard The learner demonstrates understanding of key
concepts of systems of linear equations in two
variables.
B. Performance The learner is able to formulate real – life problems
Standard involving systems of linear equations in two
variables and solve these problems accurately
using a variety of strategies.
C. Learning The learner solves problems involving systems of
Competencies / LC linear equations in two variables using the
Code elimination method.
LC CODE: M8AL-Ij-2
II. CONTENT Solving Problems Involving Systems of Linear
Equations in Two Variables by Elimination
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
Pages 305 – 306 and Pages 313 – 314
Pages
2. Learner’s
Material Pages Pages 276 – 277 and Pages 285 – 286
3. Textbook Pages
4. Additional
Materials from
Learning
Resource (LR)
Portal

B. Other Learning Intermediate Algebra by Dilao, Ed.D. and Bernabe

Resource Pages 28 – 29 (Old Textbook SEC Curriculum)

266
IV. PROCEDURE

A. Preliminary Activities “Rigor went to market. In the market, he found out

/ Motivation the following:
1. The price of a kilo of commercial rice ( r ) is twice
the price of NFA rice (n).
2. A price of a bundle of malunggay leaves (m) is
thrice the price of a bundle of pechay (p).
3. The price of a kilo of bangus (b) and two kilos of
tilapia (t) is equal to the price of three kilos of
sapsap (s).
*Can you help Rigor translate the statements
above into mathematical symbols?
B. Presentation of the Advanced Learner Average Learner
Lesson

Problem Opener DIRECTION: Read and DIRECTION: Solve

understand the problem the following situation
below and answer the below by answering
questions that follow. the questions.

“A computer shop hires 12 “A computer shop

technicians and 3 hires 12 technicians
supervisors for total daily and 3 supervisors for
wages of Php 7,020. If one total daily wages of
of the technicians is Php 7,020. If one of
promoted to a supervisor, the technicians is
the total daily wages promoted to a
becomes Php 7,110. supervisor, the total
daily wages becomes
Questions: Php 7,110. What are
1. Can the problem be the daily wages of the
solved using the skill on technician and the
supervisor?”
solving systems of linear
equation by elimination? Questions:
2. In the given situation, 1. What was asked?
what do you think is the
daily wage of each 2. How will you
technician and supervisor? represent the
unknown?

3. What equation will

you use to solve the
unknown?

267
 4. What is your
answer? (computation
must be shown)

5. How will you verify

your answer?

Group Activity The class will be divided The class will be

into five groups. Let the divided into five
students solve the groups. Let the
students solve the
problem below by applying
the skill on solving problem below by
systems of linear applying the skill on
equations in two variables solving systems of
linear equations in two
through the use of the
elimination method. variables through the
use of the elimination
“A 50-kg mixture of Php 23 method.
per kg third class rice and
Php 30 per kg first class “A 50-kg mixture of
rice cost Php 27.20 per kg. Php 23 per kg third
How many kilograms of class rice and Php 30
per kg first class rice
third class rice and first
class rice does the mixture cost Php 27.20 per kg.
contain?” How many kilograms
of third class rice and
first class rice does the
mixture contain?”

Processing the Answer Processing Questions: Processing Questions:

(Values- Integration 1. What data are given in 1. What data are given
Skills) the problem? in the problem?
2. What representations 2. What
will you use for the given representations will
data? you use for the given
3. What equations are data?
formed to solve the 3. What equations are
problem? formed to solve the
4. How do you solve the problem?
problem? 4. How do you solve
5. How will you verify your the problem?
answer? 5. How will you verify
6. The problem above your answer?
happens because there is
a crisis in rice production.
How will you address this
problem to the authorities?
7. Given the opportunity,

268
 what possible solution can
you suggest for the
farmers in our country?
DIRECTION. Solve
Reinforcing the Skills DIRECTION. Solve the
the problem below by
problem below by
elimination.
( elimination.
“The school canteen
“The school canteen sells
sells chicken and egg
chicken and egg
sandwiches. It
sandwiches. It generates a
generates a revenue
revenue of Php 2 for every
of Php 2 for every
chicken sandwich sold and
chicken sandwich sold
Php 1.25 for every egg
and Php 1.25 for every
sandwich sold. Yesterday,
egg sandwich sold.
the canteen sold all 420
Yesterday, the
sandwiches that the staff
canteen sold all 420
prepared and generated a
sandwiches that the
revenue of Php 615. How
staff prepared and
many sandwiches of each
generated a revenue
kind was the canteen able
of Php 615. How many
to sell?”
sandwiches of each
kind was the canteen
able to sell?”
Summarizing the Questions: Questions:
Lesson
1. How do you solve 1. How do you solve
problems involving problems involving
systems of linear systems of linear
equations in two variables equations in two
by elimination? variables by
elimination?
 To solve problems
involving systems of  To solve problems
linear equations by involving systems
graphing: of linear equations
S1: Know what is by graphing:
asked in the problem. S1: Know what is
S2: Represent the asked in the
unknown. problem.
S3: Formulate an S2: Represent the
equation that will solve unknown.
the unknown. S3: Formulate an
S4: Solve for the equation that will
answer. solve the unknown.
S5: Verify if the S4: Solve for the
answers are correct. answer.

269
 S5: Verify if the
answers are correct.

DIRECTIONS. Solve the DIRECTIONS. Solve

C. Assessment following problems below the following
by elimination. problems below by
elimination.
1. Mr. Salonga has two
investments. His total 1. Mr. Salonga has
investment is Php two investments. His
400,000. Annually, he total investment is Php
receives 3% interest on 400,000. Annually, he
one investment and 7% receives 3% interest
interest on the other. The on one investment and
total interest that Mr. 7% interest on the
Salonga receives in a year other. The total
is Php 16,000. How much interest that Mr.
money does Mr. Salonga Salonga receives in a
have in each investment? year is Php 16,000.
How much money
2. Nora works at a does Mr. Salonga
pharmaceutical company have in each
as a chemist. To meet the investment?
client’s demands, she was
told to prepare 100 liters of 2. Nora works at a
25% alcohol solution. She pharmaceutical
has on hand a 15% company as a
alcohol solution and a chemist. To meet the
40% alcohol solution client’s demands, she
which she thought of was told to prepare
mixing. How many liters of 100 liters of 25%
each solution will be alcohol solution. She
required to make the has on hand a 15%
mixture? alcohol solution and a
40% alcohol solution
which she thought of
mixing. How many
liters of each solution
will be required to
make the mixture?

D. Assignment Solve these: Solve these:

“Which of the following “Which of the

is more economical when following is more
renting a vehicle? Justify economical when
your answer. renting a vehicle?
Justify your answer.

270
 A. LG’s rent a car: Php A. LG’s rent a car:
1,500 per day plus Php 35 Php 1,500 per day
per kilometer travelled. plus Php 35 per
kilometer travelled.
B. Rent and drive: Php
2,000 per day plus Php 25 B. Rent and drive:
per kilometer travelled.” Php 2,000 per day
plus Php 25 per
kilometer travelled.”

Remarks:

A. Number of Learners
who earned 80% in the _____ _____
formative assessment.

B. Number of Learners
who require additional _____ _____
activities for remediation.

C. Number of Learners
_____ _____
who caught up with the
lesson.

D. Number of learners _____ _____

who continue to require
remediation

271
 PRE – TEST
First Quarter

Multiple Choices: Write the letter of the correct answer on your answer sheet.

1. What is the greatest common monomial factor of 9𝑥 3 + 18𝑥 2 − 27𝑥 ?

A. 3 B. 9𝑥 C. 3𝑥 2 D. 9𝑥 3

2. In factoring the expression 81𝑚² − 4𝑛2 , what is the first step?

A. multiply 81𝑚2 and 4𝑛2 C. get the cube roots of 81𝑚2 and 4𝑛2
2 2
B. add 81𝑚 and 4𝑛 D. find the square roots of 81𝑚2 and 4𝑛2

3. If the given expression is a sum of two cubes (𝑎3 + 𝑏 3 ), the binomial factor is
(𝑎 + 𝑏). Is it correct?
A. Yes, the binomial factor is correct C. No, it should be (𝑎 − 𝑏)2
B. No, it should be (𝑎 − 𝑏) D. cannot be determined

4. Find the factors of 𝑚² − 6𝑚𝑛 + 9𝑛2 .

A. (𝑚 − 3𝑛)2 B. (2𝑚 − 3𝑛)2 C. (𝑚 − 3𝑛)(𝑚 + 3𝑛) D. (2𝑚 + 3)(𝑚 + 𝑛)

5. Which of the following gives a product of 𝑥 2 + 5𝑥 + 4 ?

A. (𝑥 + 5)(𝑥 − 1) B. (𝑥 + 2)(𝑥 + 2) C. (𝑥 + 1)(𝑥 + 4) D. (𝑥 + 2)3

6. Which of the following are the factors of 𝑛² − 9𝑛 + 8?

A. (𝑛 + 1)(𝑛 + 8) B. (𝑛 + 1)(𝑛 − 8) C. (𝑛 − 1)(𝑛 + 8) D. (𝑛 − 1)(𝑛 − 8)

7. One of the factors of 64𝑚4 − 100𝑛4 is (8𝑚2 + 10𝑛2 ) . What is the other factor?
A. 8𝑚2 + 𝑛2 B. 𝑚2 − 10𝑛2 C. 8𝑚2 − 10𝑛2 D. 8𝑚 + 10𝑛

8. Find the missing terms: 𝑥 3 − 27𝑦 3 = (𝑥 − ____ )(𝑥 2 + ___ + 9𝑦 2 ).

A. 3 , 9x B. 3y , 3xy C. 9 , 9x D. 9 , 27x

9. The area of a square is 𝑎² + 12𝑎𝑏 + 36𝑏 2 square units. Which expression

represents the length of the side?
A. (𝑎 − 6) units B. (𝑎 + 6) units C. (𝑎 + 6𝑏) units D. (𝑎 − 6𝑏) units

10. Factor completely: 𝑎3 𝑏 2 − 𝑏 3 + 8𝑎3 − 8𝑏

A. (𝑎3 − 𝑏)(𝑏 2 + 8) C. (𝑎3 − 𝑏)(𝑏 − 8)
2 2
B. (𝑎 + 2𝑏) D. (𝑎3 − 8𝑏)(𝑏 3 + 8𝑏)

11. Which of the following DOES NOT belong to the group?

3 11 −5𝑥 𝑥 2 𝑦 𝑦 8 1
A. , B. , C. , D. ,
7 7 2 2 −10 −4 𝑥 6

𝑝
12. What do you call the ratio of two polynomials , where p and q are elements of
𝑞
real numbers and 𝑞 ≠ 0 ?

A. rational algebraic expressions C. polynomials

B. functions D. relations

4𝑎+8𝑏
13. Simplify .
12

272
 𝑎+2𝑏 2𝑎+𝑏 4𝑎+𝑏 𝑎−2𝑏
A. B. C. D.
3 4 3 4

𝑥−𝑦
14. What is the simplest form of ?
𝑦−𝑥
A. 1 B. -1 C. x – y D. y – x
5𝑎 4
15. What is the product of and ?
8 3𝑎2
5 5 5𝑎
A. B. C. D. undefined
6 6𝑎 6

𝑎2 +2𝑎𝑏+𝑏2
16. What is the quotient of ( )?
𝑎2 − 𝑏2
𝑎−𝑏 𝑎²−𝑏 𝑎+𝑏 𝑎−𝑏
A. B. C. D.
𝑎+𝑏 𝑎+𝑏 𝑎−𝑏 𝑎2 +𝑏

6 4
17. What is the sum of these two rational algebraic expressions( + )?
𝑎−5 𝑎−5
10 −10 2 4
A. B. C. D.
𝑎−5 𝑎−5 𝑎−5 𝑎−5

𝑎 𝑎+2
18. What is the least common denominator of the expression and ?
𝑎2 − 𝑏2 𝑎−𝑏

A. 𝑎 + 𝑏 B. 𝑎 − 𝑏 C. 𝑎2 − 𝑏 2 D. 2𝑎𝑏

𝑚0
19. Louie answered 1 when asked to simplify . Is he correct?
𝑛0
A. No, the answer must be 0.
𝑚
B. No, the answer must be
𝑝
C. Yes, because any expression raised to 0 is equal to 1.
D. It cannot be determined.

20. Annabelle was tasked to rewrite 𝑎−2 𝑏 −4 with positive exponents. What must be
her answer?
1 1
1
A. 𝑎2 𝑏 4 B. 𝑎 2 𝑏 4 C. 2𝑎4𝑏 D.
𝑎2 𝑏4

21. What do you call the point where the horizontal and vertical axes meet?
A. x- axis B. y- axis C. origin D.
quadrants

22. It is defined by the equations 𝑦 = 𝑚𝑥 + 𝑏 or 𝐴𝑥 + 𝐵𝑦 = 𝐶 and its graph is a

straight line.
A. Absolute Value C. Quadratic Equation
B. Linear Equation D. Polynomial Equation

23. What is the slope of a linear equation whose graph is a horizontal line?
A. zero B. one C. undefined D. one-half

24. Which is the slope formula?

𝑦 −𝑦 𝑦 −𝑦 𝑥2 −𝑥1 𝑥−𝑦
A. 𝑚 = 2 1 B. 𝑚 = 1 2 C. 𝑚 = D. 𝑚 =
𝑥2 −𝑥1 𝑥1 −𝑥2 𝑦2 −𝑦1 𝑦−𝑥

25. What is the value of the slope if the trend of the graph is a vertical line?
A. positive B. negative C. undefined D. zero

26. How will you describe the trend of the graph if the value of the slope is positive?

273
 A. horizontal line C. increasing from left to right
B. vertical line D. decreasing from left to right
27. In the equation 𝑦 = 𝑚𝑥 + 𝑏, what do you call 𝑏?
A. point B. slope C. x-intercept D. y-intercept

28. Given 𝑦 = 𝑥 + 6, Eric answered 𝑥 + 𝑦 = 6 when asked to rewrite it to 𝐴𝑥 + 𝐵𝑦 =

𝐶 form. Is she correct?
A. Yes, the answer is correct.
B. No, because it should be 𝑥 + 𝑦 = −6
C. No, because it should be 𝑥 − 𝑦 = −6
D. Cannot be determined

29. Which of the following shows the correct graph of two points (2, 1) and (-1, -3)?
A. C.

B. D.

30. Which of the following is the two- point form of the equation of a line?
𝑦 −𝑦
A. 𝑦 = 𝑚𝑥 + 𝑏 C. 𝑦 − 𝑦1 = 2 1 (𝑥 − 𝑥1 )
𝑥2 −𝑥1
𝑥 𝑦
B. 𝑦 − 𝑦1 = 𝑚 (𝑥 − 𝑥1 ) D. + =1
𝑎 𝑏

𝑥 𝑦
31. What do you call the formula of linear equation given by + = 1?
𝑎 𝑏
A. slope- intercept form C. two- point form
B. point- slope form D. two- intercepts form

32. Which equation of a line passes through the points (3, 4) and (8, -1)?
A. 𝑦 = −𝑥 − 7 B. 𝑦 = −𝑥 + 7 C. 𝑦 = 𝑥 − 1 D. 𝑦 = −𝑥 + 1

33. Jenny was asked to find the equation given the slope m= 11 containing the point
(3, -7).
Which step is correctly done?
A. 𝑦 − (−7) = 11(𝑥 − 3) C. 𝑦— 7 = −11(𝑥 + 3)
B. 𝑦— 7 = 11(𝑥 − 3) D. 𝑦— 7 = 11(𝑥 − (−3))

34. What is the equation of the line given the slope (m) = -5 and y- intercept (b) = 4?
A. 𝑦 = −5𝑥 + 4 C. 𝑦 = 5𝑥 − 4
B. 𝑦 = 4𝑥 − 5 D. 𝑦 = 4𝑥 + 5

35. What are the x and the y intercept of the graph shown on the right?
A. (1, 0) (0, 2) C. (0, 0) (1, 0)
B. (0, 2) (0, 1) D. (2, 0) (0, 1)

274
36. Ella solved the slope between two points (1,3) 𝑎𝑛𝑑 (3,9) as 3. Is she correct?
A. No, because it should be 6. C. Yes she is correct.
1
B. No, because it should be D. It can’t be determined.
3

37. Which of the following is a system of linear equation in two variables?

𝑥 − 11𝑦 < 3 3𝑥 + 12𝑦 = 4 𝑥+𝑦=1 𝑥 + 12𝑦 ≥ 16
A.{ B. { C. { D. {
2𝑥 − 4𝑦 ≤ 1 𝑥 − 4𝑦 = 9 2𝑥 − 4𝑦 > 0 8𝑥 − 𝑦 < 21

38. How do you call a system of linear equation in two variables having no solution?
A. System of inconsistent equations
B. System of consistent equations
C. System of consistent and independent equations
D. System of consistent and dependent equations

39. How many solutions do systems of equations has/have if their graphs coincide?
A. no solution B. infinite/many C. exactly one D. two
solutions

𝑥−𝑦=3
40. Which of the following is the graph of the system { ?
2𝑥 − 2𝑦 = 6
A. C.

B. D.

41. How will you describe the graph of consistent and independent system of linear
equations?
A. coinciding lines B. half- planes C. intersecting lines D. parallel lines

42. In the graph of a consistent and independent system of linear equations, where
can you find the solution?
A. At the intersection point. C. At a random point on each line.
B. At the slope of each line. D. It can’t be determined.
2𝑥 − 𝑦 = 1
43. Jerry draws the graph of the following systems of linear equation: { .
2𝑥 + 𝑦 = 3
What are the coordinates of the solution?
A. (1, 1) B. (0, 3) C. (2, 1) D. (5, 8)

275
 𝑥−𝑦=1
44. What is the value of 𝒙 in the system { ?
2𝑥 + 𝑦 = 8
A. 9 B. -2 C. -3 D. 3
𝑥 + 𝑦 = 20
45. What will be the value of 𝒚 in the system { ?
𝑥 − 𝑦 = −4
A. 12 B. -12 C. 8 D. -6

𝑦=𝑥−1
46. What is the solution of the system { ?
𝑥 + 3𝑦 = 5
A. x = -2 and y = -1 C. x = -1 and y = 0
B. x = 0 and y = 2 D. x = 2 and y = 1

𝑥 + 2𝑦 = 4
47. What is the solution of the system { ?
𝑥 − 3𝑦 = −1
A. x = 5 and y = 7 C. x = 0 and y = 7
B. x = 3 and y = - 2 D. x = 2 and y = 1

48. Mother is three times as old as her son. Ten years from now, Mother will be two
times as old as her son. How old are they now?
A. Mother – 21 years old ; Son – 7 years old
B. Mother – 27 years old ; Son – 9 years old
C. Mother – 30 years old ; Son – 10 years old
D. Mother – 36 years old ; Son – 12 years old

49. Two cars travel toward each other from points 500 kilometers apart. The two
cars meet in 4 hours. What is the average speed of the faster car if one travels 15
kilometers per hour faster than the other?
A. 55 kph B. 60 kph C. 65 kph D. 70 kph

50. The sum of the measures of two angles is 180°. Three times the measure of one
angle is 24 less than the measure of the other angle. What is the measure of smaller
angle?
A. 21° B. 29° C. 31° D. 39°

276
 POST – TEST
First Quarter

Multiple Choices: Write the letter of the correct answer on your answer sheet.

1. What is the greatest common monomial factor of 9𝑥 3 + 18𝑥 2 − 27𝑥 ?

A. 3 B. 9𝑥 C. 3𝑥 2 D. 9𝑥 3

2. In factoring the expression 81𝑚² − 4𝑛2 , what is the first step?

A. multiply 81𝑚2 and 4𝑛2 C. get the cube roots of 81𝑚2 and 4𝑛2
2 2
B. add 81𝑚 and 4𝑛 D. find the square roots of 81𝑚2 and 4𝑛2

3. If the given expression is a sum of two cubes (𝑎3 + 𝑏 3 ), the binomial factor is
(𝑎 + 𝑏). Is it correct?
A. Yes, the binomial factor is correct C. No, it should be (𝑎 − 𝑏)2
B. No, it should be (𝑎 − 𝑏) D. cannot be determined

4. Find the factors of 𝑚² − 6𝑚𝑛 + 9𝑛2 .

A. (𝑚 − 3𝑛)2 B. (2𝑚 − 3𝑛)2 C. (𝑚 − 3𝑛)(𝑚 + 3𝑛) D. (2𝑚 + 3)(𝑚 + 𝑛)

5. Which of the following gives a product of 𝑥 2 + 5𝑥 + 4 ?

A. (𝑥 + 5)(𝑥 − 1) B. (𝑥 + 2)(𝑥 + 2) C. (𝑥 + 1)(𝑥 + 4) D. (𝑥 + 2)3

6. Which of the following are the factors of 𝑛² − 5𝑛 + 6?

A. (𝑛 + 2)(𝑛 + 3) C. (𝑛 − 2)(𝑛 + 3)
B. (𝑛 + 2)(𝑛 − 3) D. (𝑛 − 2)(𝑛 − 3)

7. One of the factors of 64𝑚4 − 100𝑛4 is (8𝑚2 + 10𝑛2 ) . What is the other factor?
A. 8𝑚2 + 𝑛2 B. 𝑚2 − 10𝑛2 C. 8𝑚2 − 10𝑛2 D. 8𝑚 + 10𝑛

8. Find the missing terms: 𝑥 3 − 27𝑦 3 = (𝑥 − ____ )(𝑥 2 + ___ + 9𝑦 2 ).

A. 3 , 9x B. 3y , 3xy C. 9 , 9x D. 9 , 27x

9. The area of a square is 𝑎² + 12𝑎𝑏 + 36𝑏 2 square units. Which expression

represents the length of the side?
A. (𝑎 − 6) units B. (𝑎 + 6) units C. (𝑎 + 6𝑏) units D. (𝑎 − 6𝑏) units

10. Factor completely: 𝑎3 𝑏 2 − 𝑏 3 + 8𝑎3 − 8𝑏

A. (𝑎3 − 𝑏)(𝑏 2 + 8) B. (𝑎2 + 2𝑏)2 C. (𝑎3 − 𝑏)(𝑏 − 8) D. (𝑎3 − 8𝑏)(𝑏 3 +
8𝑏)
11. Which of the following DOES NOT belong to the group?
3 11 −5𝑥 𝑥 2 𝑦 𝑦 8 1
A. , B. , C. , D. ,
7 7 2 2 −10 −4 𝑥 6

𝑝
12. What do you call the ratio of two polynomials , where p and q are elements of
𝑞
real numbers and 𝑞 ≠ 0 ?
A. rational algebraic expressions C. polynomials
B. functions D. relations

4𝑎+8𝑏
13. Simplify .
12
𝑎+2𝑏 2𝑎+𝑏 4𝑎+𝑏 𝑎−2𝑏
A. B. C. D.
3 4 3 4

277
 𝑥−𝑦
14. What is the simplest form of ?
𝑦−𝑥
A. 1 B. -1 C. x – y D. y – x
5𝑎 4
15. What is the product of and ?
8 3𝑎2
5 5 5𝑎
A. B. C. D. undefined
6 6𝑎 6

𝑎2 +2𝑎𝑏+𝑏2
16. What is the quotient of ( )?
𝑎2 − 𝑏2
𝑎−𝑏 𝑎²−𝑏 𝑎+𝑏 𝑎−𝑏
A. B. C. D.
𝑎+𝑏 𝑎+𝑏 𝑎−𝑏 𝑎2 +𝑏

6 4
17. What is the sum of these two rational algebraic expressions( + )?
𝑎−5 𝑎−5
10 −10 2 4
A. B. C. D.
𝑎−5 𝑎−5 𝑎−5 𝑎−5

𝑥 𝑥+2
18. What is the least common denominator of the expression and ?
𝑥 2 − 𝑦2 𝑥−𝑦

A. 𝑥 + 𝑦 B. 𝑥 − 𝑦 C. 𝑥 2 − 𝑦 D. 2𝑥𝑦

𝑚0
19. Louie answered 1 when asked to simplify . Is he correct?
𝑛0
A. No, the answer must be 0.
𝑚
B. No, the answer must be
𝑝
C. Yes, because any expression raised to 0 is equal to 1.
D. It cannot be determined.

20. Annabelle was tasked to rewrite 𝑎−2 𝑏 −4 with positive exponents. What must be
her answer?
1 1
1
A. 𝑎2 𝑏 4 B. 𝑎 2 𝑏 4 C. 2𝑎4𝑏 D.
𝑎2 𝑏4

21. What do you call the point where the horizontal and vertical axes meet?
A. x- axis B. y- axis C. origin D.
quadrants

22. It is defined by the equations 𝑦 = 𝑚𝑥 + 𝑏 or 𝐴𝑥 + 𝐵𝑦 = 𝐶 and its graph is a

straight line.
A. Absolute Value C. Quadratic Equation
B. Linear Equation D. Polynomial Equation

23. What is the slope of a linear equation whose graph is a horizontal line?
A. zero B. one C. undefined D. one-half

24. Which is the slope formula?

𝑦 −𝑦 𝑦 −𝑦 𝑥2 −𝑥1 𝑥−𝑦
A. 𝑚 = 2 1 B. 𝑚 = 1 2 C. 𝑚 = D. 𝑚 =
𝑥2 −𝑥1 𝑥1 −𝑥2 𝑦2 −𝑦1 𝑦−𝑥

25. What is the value of the slope if the trend of the graph is a vertical line?
A. positive B. negative C. undefined D. zero

26. How will you describe the trend of the graph if the value of the slope is positive?
A. horizontal line C. increasing from left to right
B. vertical line D. decreasing from left to right

278
27. In the equation 𝑦 = 𝑚𝑥 + 𝑏, what do you call 𝑏?
A. point B. slope C. x-intercept D. y-
intercept
28. Given 𝑦 = 𝑥 + 6, Eric answered 𝑥 + 𝑦 = 6 when asked to rewrite it to 𝐴𝑥 + 𝐵𝑦 =
𝐶 form. Is she correct?
A. Yes, the answer is correct. C. No, because it should be 𝑥 −
𝑦 = −6.
B. No, because it should be 𝑥 + 𝑦 = −6. D. Cannot be determined
29. Which of the following shows the correct graph of two points (2, 1) and (-1, -3)?
A. C.

B. D.

30. Which of the following is the two- point form of the equation of a line?
𝑦 −𝑦
A. 𝑦 = 𝑚𝑥 + 𝑏 C. 𝑦 − 𝑦1 = 2 1 (𝑥 − 𝑥1 )
𝑥2 −𝑥1
𝑥 𝑦
B. 𝑦 − 𝑦1 = 𝑚 (𝑥 − 𝑥1 ) D. + =1
𝑎 𝑏
𝑥 𝑦
31. What do you call the formula of linear equation given by + = 1?
𝑎 𝑏
A. slope- intercept form C. two- point form
B. point- slope form D. two- intercepts form
32. Which equation of a line passes through the points (0, -1) and (1, 0)?
A. 𝑦 = −𝑥 − 7 B. 𝑦 = −𝑥 + 7 C. 𝑦 = 𝑥 − 1 D. 𝑦 =
−𝑥 + 1

33. Jenny was asked to find the equation given the slope m= 11 containing the point
(3, -7).
Which step is correctly done?
A. 𝑦 − (−7) = 11(𝑥 − 3) C. 𝑦— 7 = −11(𝑥 + 3)
B. 𝑦— 7 = 11(𝑥 − 3) D. 𝑦— 7 = 11(𝑥 − (−3))

34. What is the equation of the line given the slope (m) = -5 and y- intercept (b) = 4?
A. 𝑦 = −5𝑥 + 4 C. 𝑦 = 5𝑥 − 4
B. 𝑦 = 4𝑥 − 5 D. 𝑦 = 4𝑥 + 5
35. What are the x and the y intercept of the graph shown on the
right?
A. (1, 0) (0, 2) C. (0, 0) (1, 0)

B. (0, 2) (0, 1) D. (2, 0) (0, 1)

36. Ella solved the slope between two points (1,3) 𝑎𝑛𝑑 (3,9) as 3. Is she correct?
A. No, because it should be 6. C. Yes she is correct.
1
B. No, because it should be D. It can’t be determined.
3

279
37. Which of the following is a system of linear equation in two variables?
𝑥 − 11𝑦 < 3 3𝑥 + 12𝑦 = 4 𝑥+𝑦=1
A.{ B. { C. { D.
2𝑥 − 4𝑦 ≤ 1 𝑥 − 4𝑦 = 9 2𝑥 − 4𝑦 > 0
𝑥 + 12𝑦 ≥ 16
{
8𝑥 − 𝑦 < 21

38. How do you call a system of linear equation in two variables having no solution?
A. System of inconsistent equations
B. System of consistent equations
C. System of consistent and independent equations
D. System of consistent and dependent equations

39. How many solutions do systems of equations has/have if their graphs coincide?
A. no solution B. infinite/many C. exactly one D. two
solutions

𝑥−𝑦=3
40. Which of the following is the graph of the system { ?
2𝑥 − 2𝑦 = 6
A. C.

B. D.

41. How will you describe the graph of consistent and independent system of linear
equations?
A. coinciding lines B. half- planes C. intersecting lines D. parallel
lines

42. In the graph of a consistent and independent system of linear equations, where
can you find the solution?
A. At the intersection point. C. At a random point on each
line.
B. At the slope of each line. D. It can’t be determined.
2𝑥 − 𝑦 = 1
43. Jerry draws the graph of the following systems of linear equation: { .
2𝑥 + 𝑦 = 3
What are the coordinates of the solution?
A. (1, 1) B. (0, 3) C. (2, 1) D. (5, 8)

𝑥−𝑦=1
44. What is the value of 𝒙 in the system { ?
2𝑥 + 𝑦 = 8

280
 A. 9 B. -2 C. -3 D. 3

𝑥 + 𝑦 = 20
45. What will be the value of 𝒚 in the system { ?
𝑥 − 𝑦 = −4
A. 12 B. -12 C. 8 D. -6

𝑦=𝑥−1
46. What is the solution of the system { ?
𝑥 + 3𝑦 = 5
A. x = -2 and y = -1 C. x = -1 and y = 0
B. x = 0 and y = 2 D. x = 2 and y = 1

𝑥 + 2𝑦 = 4
47. What is the solution of the system { ?
𝑥 − 3𝑦 = −1
A. x = 5 and y = 7 C. x = 0 and y = 7
B. x = 3 and y = - 2 D. x = 2 and y = 1

48. Mother is three times as old as her son. Ten years from now, Mother will be two
times as old as her son. How old are they now?
A. Mother – 21 years old ; Son – 7 years old
B. Mother – 27 years old ; Son – 9 years old
C. Mother – 30 years old ; Son – 10 years old
D. Mother – 36 years old ; Son – 12 years old

49. Two cars travel toward each other from points 500 kilometers apart. The two
cars meet in 4 hours. What is the average speed of the faster car if one travels 15
kilometers per hour faster than the other?
A. 55 kph B. 60 kph C. 65 kph D. 70 kph

50. The sum of the measures of two angles is 180°. Three times the measure of one
angle is 24 less than the measure of the other angle. What is the measure of smaller
angle?
A. 21° B. 29° C. 31° D. 39°

281
iii