4 Grade 8 LP

LESSON PLAN IN MATHEMATICS 8
1|Page Learning Materials in Grade8 Mathematics

DepEd-Division of Rizal
I. OBJECTIVES:
1. Factor a polynomial with common monomial factor
II. SUBJECT MATTER:

Topic: Factoring
Sub-topic: 1.1Factoring polynomials with common monomial factors
References:Grade 8 Mathematics Learner’s Module, pp 30-32;
PASMEP, PP 216-224; Mathematics Distance Learning
Module, Unit III-pp 37-39; Mathematics III by Oronce, pp117-
123.
Materials:Cartolina, Pentel pen, Activity Sheets
III. LESSON PROPER:

Priming: Let students work in pairs. Give them exercises on division of
monomials by monomials and division of polynomial by a monomial. Have them recall
concepts that involve division of polynomials e.g. the rule on Quotient of powers, the
divisor and quotient are the factors of the polynomial and the greatest monomial factor of
a polynomial is the GCF of the term. Then, have the students do Activity 4: FINDING
COMMON that could be found in Grade 8 Mathematics Learner’s Module, pp30.
1. Activity
Activity 1:
EXAMINE ME!
Directions: Examine the following and tell whether or not there is a
monomial factor which is common to every term. If there is any, give the
greatest common monomial factor.
________1. 2x2 – 24x _____6. 2a + 4b – 8c
________2. 12a2 – 6 _____7. x3 + 2x2 + 3x
________3. b3 + 8 _____8. a2 + 10ab + 25b2
2
________4. 13y + 26y _____9. 4x3y2 – 8x2y + 16xy – 12xy2
________5. 5x2 – 25y2 _____10. 6a2b + 3ab3 – 20c
Activity 2: COMPLETE ME!

Directions: Complete the following factorization.
1. 5x + 5 = 5(______) 6. 28xy – 16y = 4y(_______)
2. 18a– 3 = 3(______) 7. 8a + 4a – 3a
2 3 4
=
2a2(_______)
3. y + 5y = y(______) 8. x2y – xy2 – xy = xy(______)
4. 6a – 24b = 6(______)
2 2 2
9. a + ____ = a(a + 6)
5. 15x + 25y= 5(______) 10. ab3 + ____ = ab(b2 + a2)
Activity 3: CORRECT ME!

Directions: Write CORRECT if the polynomial is equivalent to its factors and
if it’s not, supply the correct factors.
______1. 1. 3x + 9 = 3(x + 3)
______2. 12ab+ 27a= 3a(4b + 9)
______3. 6y + 8y2= 3y(2 + 3y)
______4. 18a – 9b= 9(2a – b)
______5. 9a6 + 12a4 – 6a2 = 6a2(3a4 + 2a2 – 1)
______6. y3 + 2y2 + 3y = y(y2 + 2y + 1)
______7. 18m – 9n = 9(2m – n )
______8. ab3 – a3b = ab(b + a)(b – a)
______9. 10x2 + 15x – 20 = 5(2x2 + 3x – 4)
______10. 56a3b4c7 – 91a2b2c5 + 84 abc3=7abc3(8a2b3c4 – 13abc2 + 12)
2. Analysis
 How do you find the activity?
 How do we factor a polynomial with a common monomial factor?
3. Abstraction
DON’T FORGET!
To factor a polynomial with common monomial factor:

1. Find the common monomial factor;
2. Divide each of the terms by the common factor to get the
other factors of the polynomial.
4. Application
Activity 4: Factor Me! (LM 15)
Factor each of the following completely.
1. 4x + 28 6. 8a2 + 4a3 – 6a5
2. 16x + 28y 7. x2y – xy2
3. 5y – 9y2 8. 13m2n3 + 26m2n2
4. 18ab2 – 24a2b 9. 3x3y + 9xy2 + 36xy
5. 6x + 3y 10. 12ax + 20bx + 32cx

IV. EVALUATION:
Factor each of the following completely.
1. 6x + 42 6. 8x2 + 4x3 – 6x4
2. 15x + 55y 7. 10x2y – 30xy2
3. 7y – 11y2 8. 15a5b + 30a4b2 – 45a3b3
4. 16ab2 – 48a2b 9. 6x2b + 3xb3 – 20b4
5. 12x + 4y 10. 63x2y4 + 115x3y3 – 92x5y4
Index of Mastery
No. of Items / Score % AT
Section
Students 10-9 8-7 6-5 4-3 2-1 0
V. CLOSURE:

I. OBJECTIVE:
Factor difference of two squares
II. SUBJECT MATTER:
Topic: Factoring
Sub-topic:1.2Factoring Difference of Two Squares
Mathematics Distance Learning
Module, Unit III-pp39. Mathematics III by Oronce, pp.124-126.
Materials:cartolina, pentel pen, activity sheets
III. LESSON PROPER:

Priming:
For the students to recall (x + y)(x – y) = x2 – y2 or the product of the sum and
difference of two terms is equal to the difference of their squares, with their shoulder
partners, let them answer the following:
Directions: Find the indicated product of the expressions then answer the questions that
follow:
1. ( x + 5)(x – 5) 6. (a – b)(a + b)
2. (y + 4)(y – 4) 7. (x –y)(x + y)
3. (a + 8)(a – 8) 8. (2x + 5)(2x – 5)
4. (9 + x)(9 – x) 9. (5a + 3)(5a – 3)
5. (11 – y)(11 + y) 10. (8x – 9)(8x + 9)
Questions: 1. How many terms do the product contain?

2. Compare the product and its factors. What is the relationship between
the factors
and the terms of their product?
3. Do you see any pattern in the product?
4. How did this pattern help you in finding the product?

4. Activity
Activity 1: Am I a DoTS ?
Directions: Tell whether each of the following binomials is the difference of
the squares.
________1. x2 – 25 _____6. x2 – 81y2
________2. y2 – 5 _____7. 2x2 – 16
________3. y – 64
2
_____8. x4 – y2
________4. a3 + 3 _____9. a2 – 9b2
________5. 64x – 1
2
_____10. 4x2 + 25
Activity 2: GALLERY WALK

Directions: For you to have a better understanding about this lesson, with your group,
you will be given time to walk around in every station of the classroom. Then observe
how the expressions below are factored and how each term relates with each other.
CASE 1: CASE 3:
x2 – y2 = (x + y)(x – y) a2b4 – 81 = (ab2 – 9)(ab2 + 9)
CASE 2: CASE 4:
4x2 – 36 = (2x + 6)(2x – 6) 16a6 – 25b2 = (4a3 – 5b)(4a3 +5b)
CASE 5:
9 4 1 2 6 3 1 3 1
x – 25y z = (4x2 + 5yz3)(4x2 – 5yz3)
16
Questions:
1. What is the first term of each polynomial?
2. What is the last term of each polynomial?
3. What is the middle sign of each polynomial?
4. How was the polynomial factored?
5. What pattern is seen in the factors of the difference of two squares?
6. Can all expressions be factored using the difference of two squares? Why or
why not?
7. When can you factor expressions using difference of two squares?

2.Analysis
 How do we factor a binomial which is a difference of two squares?
3. Abstraction
REMEMBER.
A binomial which is difference of two squares can easily be

factored. This can be done by reversing the relation on special
products, (x + y)(x – y) = x2 – y2 .Hence,
x2 – y2 = (x + y)(x – y)
4.Application
Activity 3: GROUP WORK
Directions: Factor each of the following completely.
1. x2 – 64 6. 1 – 64y2
2. y – 121
2
7. 36 – 4a2
3. 16 – x2
8. 81x4 – 64y6
4. 81 – a2 9. x8 – y8
5. 25x – 4
2
10. 5x4 – 5
IV. EVALUATION:
1. x2 – 49 6. 81t4 – 16s8
2. y – 144
2
7. 49a b – 9c2
2 2
3. 1 – y 2
8. 2a3 – 8a
4. 64 – 4x2 9. m4 –n4
5. 16x – 25y
2 2
10. 5x y – 45y4
4 2

Index of Mastery
Section
Students 10-9 8-7 6-5 4-3 2-1 0
V. CLOSURE:
There is little difference in people, but that

little difference makes a big difference. The
little difference is attitude. The big
difference is whether it is positive or
negative.
W. Clement Stone

I. OBJECTIVE:
Factor sum or difference of two cubes
II. SUBJECT MATTER:
Topic: Factoring
Sub-topic :1.3Factoring sum or difference of two cubes
Mathematics III by Oronce, pp 127-130.
Materials :Cartolina, Pentel pen, Activity Sheets
III. LESSON PROPER:
PRIMING:
You have learned from the previous lesson how factoring the difference of two
squares is done and what expression is considered as the difference of two squares. Are
you now ready to find the factors of the sum or difference of two cubes? To answer this
question, find the indicated product and observe what pattern is evident.
a. (a + b)(a2 – ab + b2)
b. (a – b)(a2 + ab + b2)
Questions: 1. What are the resulting product?

2. How are the terms of the products related to the terms of the factors?
3. What if the process was reversed and you were asked to find the factors
of the product? How are you going to get the factor?
4. Do you see any pattern?
1. Activity
Activity 1: ROAD TO FACTOR (Grade 8 LM, pp.35)
2.Analysis
 How do we factor the sum or difference of two cubes?

3. Abstraction
DON’T FORGET!
To factor the sum of two cubes:

1. Get the sum of the cube roots of the first and second terms,
this is the binomial factor.
2. To get the trinomial factor, square the first term of the
binomial factor minus the product of the cube root of the two
terms and square the last term.
To factor the difference of two cubes:

1. Get the difference of the cube roots of the first and second
terms, this is the binomial factor.
2. To get the trinomial factor, square the first term of the
binomial factor plus the product of the cube root of the two
terms and square the last term.
4. Application
1. x3 – y3 6. 125q3 + 27t3
2. m – n
3 3 3
7. 27k + 1
3. 8a – b
3 3
8. 27 – 8y3
4. g – 27h
3 3
9. a12 + b12
5. d3 + h3 10. x4 + xy3
IV. EVALUATION:
Directions: Factor each of the followingcompletely.
1. x3 + 8
2. 1 + b3
3. a3 – 64
4. 27 – 8x3
5. 64x3 + 27y6
10 | P a g e Learning Materials in Grade8 Mathematics

Index of Mastery
Section
Students 5 4 3 2 1 0
V. CLOSURE:
But it is impossible to divide a cube into two cubes,

or a fourth power into fourth powers,
or generally any power beyond the square into like
powers;
of this I have found a remarkable demonstration.
This margin is too narrow to contain it.
- Pierre de Fermat

I. OBJECTIVE:
Factor perfect square trinomials
II. SUBJECT MATTER:

Topic: Factoring
Sub-topic: 1.4Factoring perfect square trinomials
References:Grade 8 mathematics Learner’s Module, pp 36-37;
Module, Unit III-pp 40-41; Mathematics III by Oronce, pp130-
132
Materials: Cartolina, Pentel pen, Activity Sheets
III. LESSON PROPER:
1. Activity
Activity 1
Group the students into 5 groups. Each group will have a different
set of exercises similar to the ones given here to get varied
comparisons of the terms.
Let the students expand the following binomials. Tell them to put
the parts of the given product in appropriate columns.
Directions: Expand each of the following using the rule.
Product First Term Middle Last Term
Term
1. (x+2)2
2. (x – 5)2
3. (x – 3y)2
4. (2x – 3y)2
5. (4x + 3y)2
Questions:
1. Examine all the first and last terms of the product. What kind of
numbers are they?
2. Look at the middle terms.

i. What is the smallest factor other than 1 common to all of
these middle terms?
ii. How about the other factors? How are they related to the
first and last terms of the products?
3. Therefore, how will you describe the terms of a perfect square
trinomial?
Activity 2
Directions: Decide whether each polynomial is a perfect square.
Factor, if it is a perfect square and write not a perfect square if it is not.
1. x2 + 10x + 25 6. a2b2 – 12ab + 36
2. x2 + 2x + 1 7. m4 – 14m2 + 49
3. x2 – 6x – 9 8. a2b2 – 12ab + 36
4. x2 – 5x + 25 9. 25x2 + 30xy + 9y2
5. x6 + 10x3 + 100 10. (x + 2)2 – 6(x + 2) + 9
Questions:
 How many terms do the factors of a perfect square trinomial
contain?
 Compare the perfect square trinomial(product) with its factors.
What is the relationship between the factors and the terms of their
product?
 Do you see any pattern?
 How did this pattern help you in factoring a perfect square
trinomial?
2. Analysis
 How do we factor a perfect square trinomial?

3. Abstraction
REMEMBER.
A perfect square trinomial is the result of squaring a binomial. A

perfect square trinomial has first and last terms which are perfect squares
and a middle term which is twice the product of the square root of the first
and last terms.
To factor perfect square trinomials:
1. Get the square root of the first and last terms.
2. List down the square root as sum/difference of two terms as the
case may be.
You can use the following relationships to factor perfect square

trinomials:
(First term)2 + 2(First term)(Last term) + (Last term)2 = (First term + Last term)2
(First term)2– 2(First term)(Last term) + (Last term)2 = (First term – Last term)2
Remember to factor out first the greatest common monomial factor
before factoring the perfect square trinomial.
4. Application
1. x2 +12x + 36 6. 25x2 + 10x + 1
2. x2 – 18x + 81 7. 16 – 40n + 25n2
2
3. x +22x + 121 8. 25x2 – 60xy+ 36y2
4. 64 +16a + a2 9. x3 +2x4 + x5
5. 1 + 8x + 16x2
10. 36x – 48x + 49a2
4 3

IV. EVALUATION:
1. x2 – 4x + 4
2. x2 +20x + 100
3. 9 – 30x + 25x2
4. 64 + 16x + x2
5. 3x8 + 48x5 + 192x2
Index of Mastery
Section
V. CLOSURE:

I. OBJECTIVE:
Factor general trinomials
II. SUBJECT MATTER:
Topic: Factoring
Sub-topic: 1.5Factoring General trinomials
PASMEP, PP 178-183; Mathematics III by Oronce, pp133-148
Materials: cartolina, pentel pen, activity sheets
III. LESSON PROPER:
5. Activity
COMPLETE THE TABLE
Directions: Complete the table by finding the integers with the sum
and product.
Sum Product Sum Product
Example 8 15 3+5=8 3 · 5 = 15
1. 9 8
2. 10 21
3. 20 36
4. –11 24
5. –6 8
6. –3 –10
7. 15 –6
8. –10 –24
9. 6 –40
10. 7 –18

Activity 2: GALLERY WALK

Directions: For you to have a better understanding about this lesson, with your group,
you will be given time to walk around in every station of the classroom. Then observe
how the expressions below are factored.
CASE 1: Factoring Quadratic Trinomials of the x2 + bx + c where c is positive
i. Factor x2 + 7x + 12.
Solution:
a. List the pairs of the positive factors of 12 since the coefficient of the linear
term is positive.
Factors of 12 Sum of the Factors
1 12 13
2 6 8
3 4 7
b. Find the factors of 12 whose sum is 7 : 3 and 4.

c.  x2 + 7x + 12 = (x + 3)( x + 4)
ii. Factor y2 –11y + 24.

Solution:
d. List the pairs of the negative factors of 24 since the coefficient of the linear
term is negative.
Factors of 24 Sum of the Factors
–1 –24 –25
–2 –12 –14
–3 –8 –11
–4 –6 –10
e. Find the factors of 24 whose sum is –11 :–3 and –8.

f.  y2 –11y + 24 = (y –3)( y – 8)

CASE 2: Factoring Quadratic Trinomials of the x2 + bx + c where c is negative
i. Factor x2 + x – 20.
Solution:
a. List the pairs of the positive factors of –20.
Factors of –20 Sum of the Factors
1 –20 –19
– 1 20 19
2 –10 –8
–2 10 8
4 –5 –1
–4 5 1
b. Find the pair of factors with sum 1 : –4 and 5.
c.  x2 + x – 20 = (x + 5)( x – 4)
ii. Factor b2 –19b – 20.
Solution:
a. The factoring pattern is (b + ?)(b – ?)
b. Find the pair of factors of –20 with sum –19: –20 and 1.
c.  b2 –19b – 20 = (b +1)( b – 20)

CASE 3: Factoring General Quadratic Trinomials
Solution: By trial and error
i. Factor 6x2 –17x – 14.

Solution:
d. Since the trinomial has a negative constant term, then the factors of –14
will be one positive and one negative.
e. List down the factors of 6x2 and –14.
Factors of 6x2 Factors of –14
6x, x 1, –4 –1, 14
2x, 3x 2, –7 –2, 7
Possible Factors Linear Term
(6x + 1)(x – 14) (–84 + 1)x = –84x
(6x – 14)(x + 1) (6 – 14)x = –8x
(6x – 1)(x + 14) (84 – 1)x = 83x
(6x + 14)(x – 1) (–6 + 14)x = 8x
(2x + 2)(3x – 7) (– 14 + 6)x = –8x
(2x – 7)(3x + 2) (4 – 21)x = –17x
(2x – 2)(3x + 7) (14 – 6)x = 8x
(2x + 7)(x – 2) (–4 + 7)x = 3x
f. Test the possibilities to see which produces the correct linear term. Since
(2x – 7)(3x + 2) gives the correct linear term,
 6x2 –17x – 14 = (2x – 7)(3x + 2).
ii. Factor 2x2 – 11x + 12.
Solution: Using AC method
a. Multiply the first and last terms
(2x2)(12) = 24x2
b. Find the factors of 24x2 whose sum is –11x.
(–3x)(–8x) = –11x
c. Rewrite the trinomial as four – term expressions by replacing the middle
term by sum factor.
2x2 – 3x – 8x + 12
d. Group the terms with a common factor.
(2x2 –8x) + (–3x + 12)
e. Factor the groups using greatest common monomial factor.
2x(x – 4) – 3(x – 4)
f. Factor out the common binomial and write the remaining factor as
sum or difference of binomial.
(x – 4)(2x – 3)
2x2 – 11x + 12 = (x – 4)(2x – 3).

2. Analysis
 How do we factor quadratic trinomials of the form x2 + bx + c where c
is positive?
 How do we factor quadratic trinomials of the form x2 + bx + c where c
is negative?
 How do we factor general quadratic trinomials of the form ax2 + bx + c
where the value of a is a number other than 1?
3. Abstraction
DON’T FORGET!
IRREDUCIBLE POLYNOMIAL – a polynomial that cannot be expressed as a

product of polynomials of lower degree.
PRIME POLYNOMIAL – an irreducible polynomial with integral coefficient whose
greatest monomial factor is 1.
To factor quadratic trinomials whose quadratic term coefficient is 1:
1. List all factors whose products equal the constant term.
2. Get the pair of factors in the list whose sum equals the coefficient of the
linear term or the x-term.
To factor trinomials of the form ax2 + bx + c, where a and b are the numerical
coefficients of the variables and c is a constant term, you may use:
a. Trial and error b. AC method
6. Application
1. x2 +9x + 8 6. x2 + x – 6
2. x2 – 5x + 6 7. x2 – 6x – 7
2
3. x +9x + 20 8. x2 – 8x – 20
4. a2 – 14a + 24 9. 8x2 +34x+ 21
5. 12 + 7x + x 2
10. 5x2 – 6x – 2

IV. EVALUATION:
1. x2 – 9x +14
2. x2 +5x + 4
3. a2 – 5a – 24
4. 3x2 + 7x + 2
5. 2x2 – 15x + 7
Index of Mastery
Section
V. CLOSURE:
Math is a game played according to a certain simple rules with

meaningless marks on paper
- David Hilbert

I. OBJECTIVES:
1. To apply knowledge in factoring polynomials
2. To solve word problems involving factoring.
II. SUBJECT MATTER:
Topic: Factoring
Sub-topic: 1.6 Solving problem involving factors of polynomials
References: PASMEP; pp 200-204
Materials: 12cm by 16 cm rectangular pieces of cartolina, ruler,pair of
scissors, manila
paper, pentel pen, Worksheet A and Worksheet B
III. LESSON PROPER:
PRIMING: REVIEW
Have a review on how to find the volume of a rectangular solid, e.g. a shoe box.
1. Activity
Activity 1: Group work
Form groups of 5 and give each group a piece of cartolina, and let them do the
following:
Using the rectangular sheet,
 measure the length and width in centimetres.
 measure and cut out a 2cm by 2cm square on each corner
 fold up the sides to have an open box.
 determine the volume of the box.
Ask a representative from the groups to write or give the answer/explain how
the answer was obtained.
Activity 2: Solve the Problem in Pairs
Ask students to work in pairs to solve this problem.
A rectangular piece of tin is twice as long as it is wide. Squares of side 2cm
are cut out of each corner and the ends are turned up to make a box whose
volume is 192 cm3. What are the dimensions of the piece of tin?

2. Analysis
 What strategy/ies did you use in solving the problem?
 Explain how the answer was obtained.
3. Abstraction
DON’T FORGET!
Steps in solving problems by Polya

3. Understand the problem.
4. Develop a plan.
5. Solve the problem.
Look back (Check).
4. Application
Activity 3: Worksheet A
Worksheet A
A. For more able classes
Solve the following problems:
1. The Santoses are remodelling their square living room by tearing down one
wall and extending the room by 3 meters. The room will be rectangular with a
floor area of 180m2. What are the current dimensions of the living room?
2. A rectangular swimming pool with dimensions 11 m and 8 m is built in a
rectangular backyard. The area of the backyard is 460 m2. If the strip of yard
surrounding the pool is of uniform width, how wide is the strip?
3. A cement walk of constant width is built around a 10m by 20m rectangular
pool. The total area of the walk and the pool is 504 m2. Find the width of the
walk.
B. For less able classes
1. The width of a rectangular card is 2 cm less than the length. The area is 35
cm2. Find the length and width.
2. A flower bed is to be 3m longer than it is wide. The flower bed will have an
area of 70 m2. What will its dimensions be?
3. If the side of a square are lengthened by 5 cm, the area becomes 64 cm2.
Find the length of a side of the original square.

IV. EVALUATION:
Worksheet B
Directions: Solve the following problems
1. A decoratorplans to place a rug in a 9m by 12m room so that a uniform strip of
flooring around the rug will remain uncovered. How wide will this strip be if the
area of the rug is to be half the area of the room?
2. A box has a square bottom and top and is 5 cm high. Find its volume if its total
surface area is 192 cm2.
The length of a rectangle is 9 cm more than its width. The area of the rectangle is
90cm2. Find the dimensions of the rectangle.
Suggestion: 5 items, insert rubrics if needed
Index of Mastery
Section
V. CLOSURE:
“Within the problem lies the solution”
- Milton Katselas

The Daranak Bridge in Tanay, Rizal is composed of metal members,

strategically and equally placed to hold the weight and stabilize the whole bridge.
Thus, to be able to put up this architectural design, mathematical skills in
solving the exact distance and location of each structural member are necessary.
3𝑤𝑙 𝑤𝑙2
Rational algebraic expressions such as and , where w is width and l is
8 8
length are considered in the construction of this bridge.

In this unit, you will learn to simplify and perform operations on rational
algebraic expressions. Each lesson has been provided with examples. The
solution to each example is explained in detail so as to give you a deeper
understanding of each lesson.

I. OBJECTIVES:
1. Define and illustrate rational algebraic expressions.
II. SUBJECT MATTER:
Topic: Rational Algebraic Expressions
Sub-topic: 2.1 Identifying Rational Algebraic Expressions
References: Grade 8 mathematics Learner’s Module, pp 66-71;
Module, Unit IV-pp 1-2; Mathematics III by Oronce, pp173.
Materials: Cartolina, Pentel pen, Activity Sheets
III. LESSON PROPER:

1. Activity
Activity 1: MATCH IT TO ME (G8 LM, Activity 1 pp.66-67)
There are verbal phrases below. Look for the mathematical
expression in the figures that corresponds to each verbal phrase.
1. The ratio of a number x and four added to two
2. The product of the square root of three and the number y
3. The square of a added to twice the a
4. The sum of b and two less than the square of b
5. The product of p and q divided by three
6. One-third of the square of c
7. Ten times a number y increased by six
8. The cube of the number z decreased by nine
9. The cube root of nine less than a number w
10. A number h raised to the fourth power

𝒙 𝒑𝒒 𝟐 𝟐
+𝟐 − 𝒂𝟐 + 𝟐𝒂
𝟒 𝟑 𝒙 𝒙𝟐
𝒃 𝟐 √𝟑𝒚
(𝒃+𝟐)
√𝟑𝒚 𝒚
𝟏 𝟑 𝒙𝟐 −𝟏
𝟗− 𝒃𝟐 − (𝒃 + 𝟐)
𝒘𝟐 𝒄𝟐 𝒙𝟐 −𝟐𝒙+𝟏
𝟑 𝟏𝟎
𝒘 − √𝟗 𝟏𝟎𝒙 + 𝟔 +𝟒 𝒛𝟑 − 𝟗 𝒉𝟒
𝒚
𝒄𝟐 𝟐 𝟏
𝟑 𝒛𝟑 𝒏𝟑
Questions:
1. What did you feel while translating verbal phrases to mathematical
expressions?
2. What must be considered in translating verbal phrases to
mathematical phrases?
3. Will you consider these mathematical phrases as polynomial? Why
or why not?
4. How will you describe a polynomial?

Activity 2: MATCH IT TO ME – REVISITED (G8 LM, Activity 4 pp.68)

Polynomials Non-polynomials
P R
Questions:
1. What are the polynomials in the activity “Match It to Me?” List these
polynomials under set P.
2. Describe these polynomials.
3. In the activity, which are not polynomials? List these non-
polynomials under set R.
4. How do these non-polynomials differ from the polynomials?
5. Describe these non-polynomials.
Activity 3: COMPARE AND CONTRAST (G8 LM, Activity 5 pp.69)

Use your answers in the activity “Match It to Me – Revisited” to
complete the graphic organizer. Compare and contrast. Write the
similarities and differences between polynomials and non-polynomials in
the first activity.

POLYNOMIALS POLYNOMIALS
How Alike?
How Different?
In terms of……
2. Analysis
Activity 1
1. What did you feel while translating verbal phrases to mathematical
expressions?
2. What must be considered in translating verbal phrases to
mathematical phrases?
3. Will you consider these mathematical phrases as polynomial? Why
or why not?
4. How will you describe a polynomial?
Activity 2
1. What are the polynomials in the activity “Match It to Me?” List these
polynomials under set P.
2. Describe these polynomials.
3. In the activity, which are not polynomials? List these non-
polynomials under set R.
4. How do these non-polynomials differ from the polynomials?
5. Describe these non-polynomials.

Activity 3:
In the activity “Match It to Me”, the non-polynomials are called
rational algebraic expressions. Your observations regarding the
difference between polynomials and non-polynomials in activities 2 and
3 are the descriptions of rational expressions. Now, can you define
rational algebraic expressions?
3. Abstraction
DON’T FORGET!
A rational algebraic expression is a ratio of two polynomials

𝑃
provided that the denominator is not equal to zero. In symbols, 𝑄,
where P and Q are polynomials and Q ≠ 0.
4.Application
Activity 4: CLASSIFY ME (G8 LM, Activity 7 pp.70)
𝑚+2
0
𝑦+2
𝑦−2
𝑎
𝑦2 − 𝑥9
𝑘
1−𝑚
3𝑘 2 − 6𝑘
𝑚3
1
𝑐 𝑎6
𝑐4
𝑎−2 𝑚−𝑚

Rational Algebraic Expressions Not Rational Algebraic Expressions
Questions:
1. How many expressions did you place in the column of rational
algebraic expressions?
2. How many expressions did you place under the column of not
rational algebraic expression column?
3. How did you differentiate a rational algebraic expression from a not
rational algebraic expression?
4. Were you able to place each expression in its appropriate column?
5. What difficulty did you encounter in classifying the expressions?
IV. EVALUATION:
Ask students to give 5 examples of rational algebraic expressions.
1.
2.
3.
4.
5.
Index of Mastery
Section
V. CLOSURE
Life is 10% what happens to you and 90% how you react to it.

I. OBJECTIVES:
Simplify rational algebraic expressions.
II. SUBJECT MATTER:
Topic: Rational Algebraic Expressions
Sub-topic: 2.2 Simplifying of Rational Algebraic Expressions
Mathematics III by Oronce- pp176-178
Materials:Activity Sheets
III. LESSON PROPER:
7. Activity
Activity 1: CONNECT TO MY EQUIVALENT (Grade 8 Learner’s
Module, Activity 16 pp 77)
Match column A to its equivalent simplest fraction in column B.

A B
5 1
20 3
8 1
12 4
4 3
8 4
5 1
15 2
6 2
8 3
Questions:
1. How did you find the activity?
2. How did you find the equivalent fractions in column A?
3. Do you think you can apply the same concept in simplifying a rational
algebraic expression?

Activity 2: MATCH IT DOWN (Grade 8 Learner’s Module, Activity 17 pp 79)

Match each rational algebraic expression to its equivalent simplified
expression from choices A to E. Write the rational expression in the appropriate
column. If the equivalent is not among the choices, write it in column F.
𝑎
A. -1 B. 1 C. a + 5 D. 3a E. 3
a 2  6a  5 2a 3  2a 2  a 3a 2  6a a 1
a 1 3a  6a  3
2
a2 1 a
(3a  2)( a  1) 3a  27a
3
a  125
3
a 8
3a  5a  2
2
(a  3)(a  3) a  25
2
a 8
18a 2  3a 3a  1 3a  1 a 2  10a  25
 1  6a 1  3a 1  3a a5
A B C D E F
Questions:
1. What is the first step in simplifying rational algebraic expressions?
2. What happens to the common factors in the numerator and the
denominator?
8. Analysis
Activity 1
2. How did you find the equivalent fractions in column A?
3. Do you think you can apply the same concept in simplifying a
rational algebraic expression?
Activity 2
1. What is the first step in simplifying rational algebraic expressions?
2. What happens to the common factors in the numerator and the
denominator?
3. Abstraction
DON’T FORGET!
Rational expression is in the lowest terms if the numerator and

denominators have no common factor other that 1 or –1.
Steps in simplifying rational algebraic expression:
a. Factor the numerator.
b. Factor the denominator.
c. Remove factors of 1.
Note: If you don’t see any common factors, look for opposites.
4. Application
IV. EVALUATION:
A. Simplify.
4x  8
6.
2 x
x y
7.
y2  x2
8. m  16
2
4m
9. 3x  7 x2  6
2
9 x
10. x  7 x  122
2
12  7 x  x
Index of Mastery
Section
V. CLOSURE:
“Order and simplification are the first steps towards mastery of a subject”
― Thomas Mann
I. OBJECTIVE:
Multiply rational algebraic expressions.

II. SUBJECT MATTER:
Topic: Operations on Rational Algebraic Expressions
Sub-topic: 2.3.1Multiplications on Rational Algebraic Expressions
References: Math 8 LM pp.87-90, Math 8 TG pp 96-98, e-math
pp.190-193
Materials: Cartolina/ powerpoint presentation, chalk and board
III. LESSON PROPER:
1. Priming
DRILL/ REVIEW/MOTIVATION:
ANTICIPATE ME!
There are sets of rational algebraic expressions in the table below. Check the
column Agree if the entry in column I is equivalent to the entry in column II and
check the column Disagree if the entries in the two columns are not equivalent.
2. Activity

Find the product of the following algebraic expressions.
x2 2
1. •
6 x3
4a 2 35b 4
2. •
5b 6a3
3x + 12 64x
3. •
8 5x + 20
x2 - 4 8x 2 - 48x
4. 2 • 2
x x - 4x - 12
x+2 x2 + x - 6
5. •
x 2 + 4x + 3 2x 2 + 5x + 2
3. Analysis
Questions:
1. What are the mathematical conceptsapplied in multiplying rational
expressions?
2. Give the steps in multiplying rational expressions.
3. How do you avoid common errors in rational algebraic expressions?
3. Abstraction
To Multiply Two Rational Expressions

a c
If and are rational expressions, then
b d
a c a • c ac
• = = wherein a,b,c and d are real nos. and
b d b • d bd
d ≠0.
4. Application

In three groups, one picture for each group will be given. Find the area
of the plane figures below.
IV. EVALUATION:
Multiply each. Express each product in simplest form.
(a - 1)2 6
1. •
30 a -1
2
4a - 1 2a + 1
2. 2 •
4a + 4a + 1 1 - 2a
c 2 + 6c + 8 c +5
3. • 2
c+4 c + 7c + 10
2
8 - 2x - x 1 - 9x 2
4. •
3x 2 - 7x + 2 3x 2 + 13 x + 4
y 2 + 2yz - 8z 2 3 y - 6z
5. •
y 2 - 4yz + 4z 2 y + 4z
Index of Mastery
Section
I. OBJECTIVE:
Divide rational algebraic expressions.
II. SUBJECT MATTER:

Sub-topic:2.3.2Division on Rational Algebraic Expressions
References: Math 8 LM pp. 91-92, Math 8 TG pp 99-100, e-math pp.103-
105
Materials:Cartolina/ powerpoint presentation, chalk and board
III. LESSON PROPER:
1. PRIMING:
Perform the operation on the following expressions. Express your answer in the
simplest form.
3a5 1 1
1. 3. (−12xyz 4 ) ÷ (−4xyz 3 ) 5. ÷4
9a3 2
10 5
2. 45xy 4 ÷ 9x 4. ÷4
16
2. Activity
Apply the rules in dividing rational expressions in the following expressions.
6 7
1. ÷ 12x
6x
a5
2. ÷ 4a2
4
x2 −16 x−4
3. ÷
x2 +2x x2 −4
x2 −5x+6 x2 −2x
4. ÷
y2 y
2
a −a 4b+4 2
5. (a2 −1)( b+4 ÷ b+4)
3. Analysis
Questions:
1. Give the mathematical concepts in mathematics that have been applied in
dividing rational expressions.
2. State the step that has been added to multiplication of rational expression
to divide rational expressions.

3. In what part of the solution that common error in dividing rational

expressions may commit?
4. In dividing fractions, you must first know how to multiply fractions. Explain
why.
5. When solving division problem:
𝐀 𝐂
÷
𝐁 𝐃
where A, B, C, and D are polynomials, we say that B≠0 and D≠0, and then
include the additional restriction C≠0. Explain why the additional restriction
C≠0 is included?
3. Abstraction
To Divide Two Rational Expressions
1. Write the equivalent multiplication statement using the

reciprocal of the divisor.
2. Factor the numerator and denominator.
3. Divide out any numerator factor with any matching
denominator factor.
4. Multiply the numerators and denominators.
5. Simplify, if possible.
4. Application
MISSING DIMENSION

Find the missing length of each figures.

x2 −100 2x+20
1. The area of TaytayTiangge is while the length is , find the
8 20
height of the rectangle.
21 x2
2. The base of the triangle is 3x−21
and the area is 35
. Find the height of the
triangle.
1. How did you find the missing dimension in the figure?

2. Enumerate the steps in solving problems.
IV. EVALUATION:
Find each quotient. Simplify the result.
4g2 8g a2 +a−12 3−a
1. ÷ 12gh 4. a2 +3a−4 ÷ 1−a
6h2
4m−2n 2m−n 2c2 +7c−15 c4 +c3 −20c2

2. ÷ 5. ÷
8 12 27−18c 6c3 −96c
8r+8s r2 −s2
3. ÷
r2 8r
Index of Mastery


Section
V. CLOSURE:
“Art is the expression of the conviction that we can have a rational
relationship with the world and each other. It isn’t the faith or hope that we
can, it is the demonstration that we can.
- Edward Bond
I. OBJECTIVE:
Add and subtract similar rational algebraic expressions.
II. SUBJECT MATTER:

Sub-topic:2.3.3 Addition and Subtraction of Similar Rational Algebraic
Expressions
References: Math 8 LM pp. 93-97, Math 8 TG pp 101-102, e-math
pp.106-107
Materials: Cartolina/ powerpoint presentation, chalk and board
III. LESSON PROPER:
1. Priming
DRILL/ REVIEW/MOTIVATION: (flashcards)
Perform the operation on the following fraction.
1 3 10 5
1. +2 4. 13 − 13
2
5 9 5 1
2. +4 5. 4 − 4
4
9 3
3. +5
5
2. Activity
x2 −2x−7 3x+1
Illustrative Example 1: Add and
x2 −9 x2 −9
x2 −2x−7 3x+1 x2 −2x+3x−7+1

+ x2 −9 =
x2 −9 x2 −9
x2 +x−6
= x2 −9
(x+3)(x−2)
= (x+3)(x−3)
x−2
= x+3
−10−6x−5x2 x2 +5x−20
Illustrative Example 2: Subtract from
3x2 +x−2 3x2 +x−2
x2 +5x−20 −10−6x−5x2 x2 +5𝑥 2 −20−(−10−6𝑥−5𝑥 2 )

− =
3x2 +x−2 3x2 +x−2 3x2 +x−2
x2 +5𝑥−20+10+6𝑥+5𝑥 2
=
3x2 +x−2
x2 +5𝑥2 +5𝑥+6𝑥−20+10
= 3x2 +x−2
6x2 +11x−10
= 3x2 +x−2
(3x−2)(2x+5)
= (3x−2)(x+1)
2x+5
= x+1
Perform the indicated operation, according to the given examples above.

Express your answer in the simplest form.
6 4 x2 +3x+2 3x+3
1. + 4. +
a−5 a−5 x2 −2x+1 x2 −2x+1
x2 +3x−2 x2 −2x+4 x−2 x−2
2. + 5. x−1 + x−1
x2 −4 x2 −4
7 5
3. − 4x−1
4x−1
3. Analysis
Questions:
1. Explain the rules in adding similar rational expressions.
4. Abstraction
In adding or subtracting similar rational expressions, add or

subtract the numerators and write the answer in the
numerator of the result over the common denominator. In
symbols,
a c a+c a c a−c
+b= , b ≠ 0 and −b= ,b ≠ 0
b b b b
5.Application
A. Lola Nidora wants to fence her mansion, if the length and width
9x2 25
measures and respectively, how long of fencing materials is
3x−5 3x−5
needed for the mansion?

2(𝑥 + 2)
B. Find the perimeter of the hexagon if one side measures
5

IV. EVALUATION:
Perform the indicated operation.
3a a+9 7m 6m
1. + 4. 2y+5 − 2y+5
2 2
2a+6 3a−9 4a−3b 2a+8b
2. + 5. −
4 4 a+b a+b
2a 3a
3. + x+5
x+5
Index of Mastery
Section
V. CLOSURE:
Don’t let your emotions ruin your life. Think Rationally!!!
I. OBJECTIVE:
Add and subtract dissimilar rational algebraic expressions.
II. SUBJECT MATTER:


Sub-topic: 2.3.4 Addition and Subtraction of Dissimilar Rational
Algebraic Expressions
References:
Materials:
III. LESSON PROPER:
1. Priming
Find the LCD in each group of expressions if they were used as
denominators of rational expressions.
a. 4, 18 d. 3x − 15, 4x − 20
b. x 2 yz 3 , x 4 y 2 z, xyz 5 e. 2x 2 + 11x + 5, 2x 2 + 7x + 3
c. 36a3 , 24a2
2. Activity
Perform the indicated operation. Express your answer in simplest form.
3 4 3 2
1. +x 4. x2 −x−2 − x2 −5x+6
x+1
x+8 3x−2 x+2 x+2
2. + x2 −4 5. −
x2 −4x+4 x 2
2x 3
3. − x−3
x2 −9
3. Analysis
Now that you have learned adding and subtracting rational algebraic
expressions, you are now able to fill the graphic organizer below. Write
each step in adding or subtracting rational algebraic in each box below.

Question:
Which do you think is more preferable: using the expanded form of an
LCD, or using its factored form? Explain your answer.
4. Abstraction
Adding or Subtracting Dissimilar Rational Expressions

1. Find the least common denominator (LCD).
2. Write the equivalent expression of each rational expression.
3. Add or subtract the numerators and keep the LCD.
4. Simplify the result, if possible.
5. Application
Find the perimeter of the figure.
𝑥+9
𝑥 2
2
2x
+4
3
3(𝑥 + 1)
2

IV. EVALUATION:
Perform the indicated operation and simplify.
a 6 b+3 1
1. + 6−a 4. b2 −9 − b−3
a−6
4 5 j−7 2j+5
2. +d+1 5. j+6 − j2 +8j+12
d2
k−6 4−k
3. +
5 6
Index of Mastery
Section
V. CLOSURE:
“To want to tackle everything rationally is irrational.”
― IlyasKassam, Reminiscence of the Present: Spiritual Encounters of the
Analytically Insane

I. OBJECTIVE:
Solve problems involving rational algebraic expressions.
II. SUBJECT MATTER:
Topic: Application of Rational Algebraic Expressions
Sub-topic: 2.4Problems Involving Rational Algebraic Expressions
References: Math 8 LM pp.
Materials: cartolina/powerpoint presentation; chalk and board
III. LESSON PROPER:
1. Priming
2. Activity
Read the problms below and answer the questions that follow.
1. Two vehicles travelled (x + 4) kilometers. The first vehicle travelled for
2
(x 2 − 16) hours while the second travelled for (x−4) hours.
a. Complete the table below.

Vehicles Distance Time Speed
Vehicle A
Vehicle B
b. How did you compute the speed of the two vehicles?
2. Pancho and Bruce were asked to fill the tank with water. Pancho can fill
the tank in x minutes alone, while Bruce is slower by two minutes
compared to Pancho.
a. What part of the job can Pancho finish in one minute?
b. What part of the job can Bruce finish in one minute?
c. Pancho 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 worked together?

3. Analysis
State all the concepts and principles needed/applied in solving
problems involving operations on rational algebraic expressions.
4. Abstraction
To solve problems involving rational expressions:

1. Analyze the problem
2. Represent the unknown
3. Form the equation
4. Solve the equation
5. Answer the problem
4. Application
PRESENTATION
Present and discuss to the class the process of answering the questions
below. Your output will be graded according to reasoning, accuracy, and
presentation.
Alex can pour concrete on a walkway in x hours alone while Andy Can pur
concrete on the same walkway in two more hours than Alex.
a. How fast can they pour concrete on the walkway if they work
together?
b. If Emman can pour concrete on the same walkway in one hour
less than Andy, who must work together to finish the job with the
least time?

IV. EVALUATION:
Solve:
25
1. If a number is added to its reciprocal the sum is . Find the number.
12
2. An express train travels 150km in the same time that freight travels 100
km. If the express train goes 20 km per hour faster than the freight train,
find the rate of each.
3. Alden can paint a room in 5 ½ hours. His girlfriend Maine can do the same
job in 7 ½ hours. How long will it take them to paint the room together?
Index of Mastery
Section
V. CLOSURE:

I.OBJECTIVE:
Illustrate the rectangular coordinate system and its uses.
II.SUBJECT MATTER:
Topic: Rectangular Coordinate System
Subtopic: 3.1Plotting of Points
References: Math 8 LM pp.119
Materials: Graphing board/ chalk and board
III.LESSON PROPER:
1.Priming
BOWOWOW!!
Description: This game is in the form of a game which will help you
recall the concept of number line.
Directions: Do as directed.
1. Group yourselves into 9 0r 11 members.
2. Form a line facing your classmates.
3. Assign integers which are arranged from least to greates
to each group member from left to right.
4. Assign zero to the group member at the middle.
5. Recite the number assigned to you.
6. Bow as you recite and when the last member is done
reciting, all of you bow together and say bowowow!
7. When the assigned number was called say bowowow!
Questions: 1. What is the number line composed of?
III. What integers can be seen on the left side of zero? What about on the
right side of zero?
IV. Can you draw a number line?
2. Activity
Human Rectangular Coordinate System
Description: This activity is a game which will enable you to learn
the Rectangular Coordinate System.
Directions: Form two lines, 15 of you will form a horizontal line (x-
axis) and 14 for the vertical line (y-axis). These lines
should intersect at the middle. Others may stay at any

quadrant separated by the lines. You may sit down
and will only stand when the coordinates of the point,
the axis or the quadrant you belong to is called.
3. Analysis
1. What is the Rectangular Coordinate System composed of?
2. Where do you see the origin?
3. What are the signs of coordinates of the points in each quadrant?
a. Quadrant I
b. Quadrant II
c. Quadrant III
d. Quadrant IV
4. Abstraction
REMEMBER
The Cartesian plane is composed of two perpendicular number lines that meet at the
point of origin (0, 0) and divide the plane into four regions called quadrants. It is
composed of infinitely many points. Each point in the coordinate system is defined by an
ordered pair of the form (x, y), where x and y €R. The first coordinate of a point is called
the x-coordinate or abscissa and the second coordinate is called the y-coordinate or
ordinate. We call (x, y) an ordered pair because it is different from (y, x). The horizontal
and vertical lines, typically called the x-axis and the y-axis, respectively, intersect at the
point of origin whose coordinates are (0, 0). The signs of the first and second
coordinates of a point vary in the four quadrants as indicated below.
Quadrant I x > 0, or x is positive y > 0, or y is positive or (+, +);
Quadrant II x < 0, or x is negative y > 0, or y is positive or (−, +);
Quadrant III x < 0, or x is negative y < 0, or y is negative or (−, −);
Quadrant IV x > 0, or x is positive y < 0, or y is negative or (+, −).
There are also points which lie in the x- and y-axes. The points which lie in the x-axis
have coordinates (x, 0) and the points which lie in the y-axis have coordinates (0, y),
where x and y are real numbers.

4.Application
Object’s Position
Description: This activity will enable you to give the coordinates of the point
where the object is located.
Directions: Describe the location of each point below by completing the following
table. An example is done for you.
Objects Coordinates Quadrant/Axis
1. Spoon
2. Television Set
3. Laptop
4. Bag
5. Pillow
6. Camera
7. Table
Ex. ball (4,2) I

IV. EVALUATION:
Indicate the name of each point in the Cartesian plane. Name each
point writing the letter beside it. The coordinates are provided in the
box below. An example is done for you.
Index of Mastery
Section
Students 10 9 8 7 6 5 4 3 2 1 0
V. CLOSURE:
Draw a Cartesian plane. Plot and label the following points.
1. C(0,4)
2. A(3,-2)
3. R(-5,3)
4. T(0,7)
5. E(-3,6)
I. OBJECTIVE:
Illustrate linear equations in two variables.
Illustrate the slope of a line.
II. SUBJECT MATTER:
Topic: Linear Functions
Subtopic: 3.2-3.3Linear Equations in Two Variables
References: Math 8 LM pp.173-183
Materials: cartolina, chalk and board, charts
III. LESSON PROPER:
1. Priming
EVALUATE ME!
Evaluate the following algebraic expressions.
1. 2xy when x=2 and y=1
2. 𝑥 2 − 4𝑦 when x=-1 and y=0
3. 𝑥 2 + 𝑦 when x=-5 and y=7
4. √3𝑥 + 2𝑦 when x=3 and y=-4
x+4 1
5. (8𝑦) when x=2 and y=2
x2 −30
2. Activity
Determine whether each is a linear function or not. Check Yes if it is a linear
function and No if it is not. Write the degree of the function. For linear functions,
identify the slope m and the y-intercept b.

3.Analysis
 How would linear equations in two variables be identified?
 What have you realized? State your realization by completing the
statement below.
The function is linear if first differences on x-coordinates are _______and the first
differences on y-coordinates are _______. However, the function is not linear if
the first differences on x-coordinates are equal and the first differences on y-
coordinates are ___________.
 From a given equation, how can you identify the slope(m) and y-
intercept(b)?

4. Abstraction
REMEMBER
A linear equation is an equation in two variables which can be written in two forms:
Standard Form: Ax + By = C, where A, B, and C∈ℜ , A and B not both 0;and
Slope-Intercept Form: y = mx + b, where m is the slope and b is the y-intercept,
m and b∈ℜ .
SLOPE OF A LINE
A line can be described by its steepness or slope. The slope m of a
line can be computed by finding the quotient of the rise and the run. That
is,
𝑟𝑖𝑠𝑒
m = 𝑟𝑢𝑛
The rise refers to the vertical change or change in y-coordinate while the run is the
horizontal change or change in x-coordinate.
That is,
𝑟𝑖𝑠𝑒 𝑣𝑒𝑟𝑡𝑖𝑐𝑎𝑙 𝑐ℎ𝑎𝑛𝑔𝑒 𝑐ℎ𝑎𝑛𝑔𝑒 𝑖𝑛 𝑦−𝑐𝑜𝑜𝑟𝑑𝑖𝑛𝑎𝑡𝑒

m= = =
𝑟𝑢𝑛 ℎ𝑜𝑟𝑖𝑧𝑜𝑛𝑡𝑎𝑙 𝑐ℎ𝑎𝑛𝑔𝑒 𝑐ℎ𝑎𝑛𝑔𝑒 𝑖𝑛 𝑥−𝑐𝑜𝑜𝑟𝑑𝑖𝑛𝑎𝑡𝑒
5.Application
REFIGURE THIS!
Rewrite the following equations in the form 𝐴𝑥 + 𝐵𝑦 = 𝐶
1. y = −x + 4
2. y = −2x + 6
3. y = 5x + 7
4. y = 3x − 8
1
5. y = x
2

IV. EVALUATION:
TRANSFORMATION
Rewrite the following equations in the form 𝑦 = 𝑚𝑥 + 𝑏 and identify the values
of m and b.
1. 2x − y = 14
2. 5𝑥 + 3𝑦 = 8
3. 𝑥 + 3𝑦 = −6
4. 5𝑥 − 8𝑦 = −10
5. −5𝑥 + 3𝑦 − 4 = 0
Index of Mastery
Section
CLOSURE:

I. OBJECTIVE:
Find the slope of a line given two points and graph.
II. SUBJECT MATTER:
Subtopic: 3.4 Slope of a Linear Function
References: Math 8 LM pp 184-186; Global Mathematics pp.157-163
Materials: graphing board/powerpoint presentation, chalk and board
III. LESSON PROPER:
1. Priming
You’re a Plotter
Plot each pair of points.
1. A(10,1) and F(8,-4)
2. B(8.-3) and G(0,0)
3. C(-1,-1) and H(0,-6)
4. D(-5,9) and I(0,13)
5. E(10,-12) and J(-3,-9)
2. Activity
SlopeMan
Find the slope of each line below.

3. Analysis
 How did you find the slope of the line?
 What is the trend of the graph? Is it increasing? Or decreasing?
 What is the slope of each increasing graph? What are the signs of
the slopes?
 What is the slope of the decreasing graph? What is the sign of the
slope?
 Do the graphs represent linear functions? Why or why not?
 What is the slope of the horizontal line? How about the vertical
line?

4. Abstraction
REMEMBER
The slope m of the line passing through two points P1(x1, y1) and P2(x2, y2) is given by
𝑦 −𝑦 𝑦 −𝑦
m = 𝑥2 −𝑥1or m =𝑥1 −𝑥2 , where x1 ≠x2.
2 1 1 2
Note that:
A basic property of a line, other than vertical line, is that its slope is constant.
The slope of the horizontal line is zero while that of the vertical line is undefined. A
vertical line does not represent a linear function.
The value of the slope m tells the trend of the graph.
• If m is positive, then the graph is increasing from left to right.
• If m is negative, then the graph is decreasing from left to right.
• If m is zero, then the graph is a horizontal line.
•If m is undefined, then the graph is a vertical line.
5.Application
Determine the slope of each table of values and pair of points.
1. X -5 1 7 13
Y 0 3 6 9
2.
X -8 -1 6 13
Y -1 9 19 29
4. (3, -10) and (8, -20)

5. (2, -12) and (-6, 16)
6. (10, -5) and (12, -7)

IV. EVALUATION:
Find the slope of the following table of values and pair of points,
determine which of the following line is vertical or horizontal.
1. 2.
X -2 0 2 4 X -5 1 7 13
Y 0 4 6 8 Y 1 3 7 11
3. (2, 10) and (8, 40)

6. ( 10, -5) and (12, -7)
7. (-9, -6) and (-3, -3)
Index of Mastery
Section
V. CLOSURE:
Assignment:
Plot the following pair points in a Cartesian plane and find its slope.
1. (1, -3) and (3, -1)
2. (0, 6) and (0, -4)
3. (-9, 3) and (9, 3)
4. (10, -5) and (12, -7)
5. (-8, -1) and (-1, 9)

I. OBJECTIVE:
Find the slope of a line given an equation.
II. SUBJECT MATTER:
Subtopic: 3.4 Slope of a Linear Function
References: Math 8 LM pp. 183-184
Materials: Cartolina, powerpoint presentation, chalk and board
III. LESSON PROPER:
1. Priming
REWRITE
Rewrite the following equations into slope-intercept form.
1.−5𝑥 + 𝑦 − 4
3
2. 2 𝑥 + 𝑦 = 6
3. 3𝑥 + 2𝑦 = 6
4. 12𝑥 − 4𝑦 = 9
5. 8𝑥 − 12𝑦 − 5 = 0
2. Activity
SLOPE Me Whip
Determine the slope of each line, if any. Identify which of the lines is vertical
or horizontal.
1. 𝑓(𝑥) = 2𝑥 − 5 6. 2𝑥 − 𝑦 = 5
2. 𝑓(𝑥) = −3𝑥 + 7 7. 7𝑥 − 3𝑦 − 10 = 0
1 1
3. 𝑓(𝑥) = −3𝑥 + 7 8. 𝑥 + 4𝑦 −8 = 0
2
1
4. 𝑓(𝑥) = 𝑥 − 8 9. 𝑥 = 8
4
2 1
5. 𝑓(𝑥) = 3 𝑥 − 2 10. 2𝑦 + 1 = 10
3. Analysis
 How does a slope can be found given an equation?
 In what form of equation is easy to find the slope? Explain.
4. Abstraction
REMEMBER
The slope of the function fdefined by f(x) = mx + b is the value
of m.
5.Application
FIND THE OBJECT
Directions: In groups of 5 members, find any inclined object or location

that you could see inside the school and then determine its steepness.
Questions: 1. How did you find the steepness of the inclined object?
2. Have you encountered any difficulty in determining the
steepness of the object? Explain your answer.
IV. EVALUATION:
Determine the slope of the following equations and tell whether the function is
increasing or decreasing.
1. 𝑓(𝑥) = 2𝑥 + 3
𝑥 3
2. 𝑦 = 5 + 5
3. 𝑥 − 8𝑦 = 16
4. 12𝑥 + 5𝑦 = −60
5. 3𝑥 − 9𝑦 = −10

Index of Mastery
Section
V. CLOSURE:

I. OBJECTIVE:
Graph a linear equation given any two points.
II. SUBJECT MATTER:
Topic: Graphs of Linear Equation
Sub-topic: 3.6 Graphing linear equation given any two points.
References: 1. Dugopolski, Mark (2006). Algebra for College Students 4th
Edition p. 147. Quezon, City Philippines. McGraw-Hill
International Edition
2. Orines, Fernando B. (2007) Intermediate Algebra p. 5.
Quezon, City. Phoenix Corporation
3. Stewart James (2012). Algebra &Trigonometry Philippine
Edition 2nd Edition p.158. Congage Learning
Materials: Graphing board/papers, bond papers, markers, colored pens
III. LESSON PROPER:

1. ACTIVITY:
Priming:
A Star is Born!
On a piece of bond paper;
1
1. Draw horizontal lines with equal spaces (1 2 𝑖𝑛𝑐ℎ𝑒𝑠)
2. Draw vertical lines with equal spacing

3. Locate the center of the bond paper and mark a dot on it.
Activity 1: Using your figure, draw dots following the distance written below:
A. 5 points above the center of bond paper
B. 3 points on the right of the center
C. 2 points below the center
D. 3 points on the left of the center
E. 3 points above the point on letter B going 3 to the right
F. 3 points above the point of letter A going 3 to the left
G. 6 points below point B going 2 to the right of point C
H. 6 points below point D going 2 to the left
Questions:
1. How did you feel after doing the activity?
2. How many points have you drawn?
3. Connect point A to H passing through D
Connect point H to F passing through C & B
Connect point F to E
Connect point E to G passing through D & C
Connect point G to A passing through B
4. How many lines did you have?
5. What have you formed?
Activity 2:
Daniel jogs 3 meters everyday around Simona Subdivision to maintain his
good condition.
1. Graph a = 3d. Let a represent the number of meters jogged and d as
the number of days jogging.
2. Make a table that will show the number of days Daniel jogs.
3. Draw a Cartesian plane and plot your table.
4. Select 5 values for d and complete your table.
5. Connect your ordered pairs using a line.

2. ANALYSIS:
1. How did you feel after the activity?
2. What are the different concepts and skills you used in answering the
activity?
3. Using the numbers on your table, can you make an equation out of
them?
4. What kind of equation have you formed?
3. ABSTRACTION:
Points to Ponder!
Two points determine a line; 2 points are enough to draw
the graph of a linear equation. You may also use other
points to extend your graph. You may assign any two
values for the first coordinate and solve for the other.

4. APPLICATION:
Suppose Daniel wanted to jog 83 meters, how many days would it take
him to do so?
IV. EVALUATION:
Graph each of the following coordinates.
1. (-3, 0), (0, -3)
2. (2, 5), (5, -2)
3. (-7, -7), (0, 0)
4. (6, -3), (-3, 6)
5. (2, 7), (1, -2)
Index of Mastery
Section
V. CLOSURE:
To achieve your goal, you must believe you can.
graceldanak
I. OBJECTIVE: Graph a linear equation given the x & y-intercepts.

II. SUBJECT MATTER:
Sub-topic: 3.7 Graphing linear equation using the x & y-intercepts
Edition p. 149-151. Quezon, City Philippines. McGraw-Hill
2. Orines, Fernando B. (2007) Intermediate Algebra p. 5-6.
Quezon, City. Phoenix
4. Grade 8 Math Learners’ Module pp 187-189
5. Orines, Fernando B. (2008) Advanced Algebra, Trigonometry &
Statistics pp. 109-110
Materials: graphing board/paper, markers, cartolina, & colored paper
III. LESSON PROPER:

1. ACTIVITY:
Priming:
What pops up into your mind when you see the following words?
Intercepted pass through tangent
Intercepts touches
Activity 1:
Sketch the graph of the equation 2x -3y-12=0 using the x & y-intercepts.
Questions:
1. How did you graph the equation?
2. How did you apply the concept of the x & y-intercepts?
3. How did you find the x-intercept? The y-intercept?
4. What can you conclude about the intercepts?
Activity 2:
A store manager at SM Taytay is ordering shirts at Php 120 each and
jackets at Php 150 each. The total cost of the order must be Php 3000. Write an

equation for the total cost and graph it.

2. ANALYSIS:
1. How did you feel after answering the activity?
2. How many t-shirts can she order? How about the jackets?
3. If no t-shirt will be ordered, how many jackets could be ordered?
4. If no jacket will be ordered, how many t-shirts could be ordered?
5. Make a table of values.
6. Sketch the graph.
3. ABSTRACTION:
Points to Ponder!
x-intercept is the abscissa of the point of intersection of the graph of a
linear equation and the x-axis having the coordinates (a, 0) while the y-intercept
is the ordinate of the point of intersection of the graph and the y-axis having (0, b)
as coordinates. Therefore, if we have the x & y-intercepts, we have already 2
points which are enough to graph a linear equation.
4. APPLICATION:
Determine the x and y-intercepts of the following equations.
1. 3x – 2y = 6
2. 12x +15y = 30
3. x + y = 4
4. x-y = 12

IV. EVALUATION:
Graph the following equations using the x & y-intercepts.
1. 2y = 3x -6
2. 4x + 5y = 10
3. 2x + 2y = 8
4. 3x – 3y = 36
Index of Mastery

Section
V. CLOSURE:
You can only pass the road of your life once. Be wise enough to make the most
of it.
graceldanak

I. OBJECTIVE: Graph a linear equation given the slope and a point on the line.
II. SUBJECT MATTER:
Sub-topic: 3.8 Graphing linear equation given the slope and a point on the
line.
Edition p. 161-164. Quezon, City Philippines. McGraw-Hill
2. Grade 8 Math Learners’ Module pp 189
Stattistics pp. 103-104, 117
Materials: graphing board/paper, markers, cartolina, & colored
paper/pens
III. LESSON PROPER:
1. Activity
Activity 1: Graph a linear equation which passes through (-1, -1) and has a
slope of 2.

Questions:
1. In what quadrant can (-1,-1) be found?
2. How did you use the slope in plotting the other point on the Cartesian plane?
How did you apply it?
3. What did you do with number 2?
4. How did you determine the number of movements along the x-axis?
Activity 2:
Taytay is known as the “Garment Capital of the Philippines. In the year 2000, it
was estimated that the average sale of garments amounted to Php 26 billion and it 2004,
it reached Php 34 billion.
Questions:
1. Find the rate of change in sales of garments within 4 years.
2. Predict the slope in 2008, 2012 & 2016.
3. Sketch the graph of sales. Use the answer in number 2 in sketching the graph
starting with the sale in the year 2000.
2. Analysis
1. How did you feel after the activity?
2. What are the different concepts and skills you used in answering the activity?
3. Going back to activity no. 1, are the given data sufficient enough to sketch the
graph of the equation?
4. How about in activity no. 2, were the sales for two years sufficient enough to
sketch its graph?
5. Is the sale for the year 2000, together with the rate of change in sales for 4
years adequate in drawing the graph of the equation?

3. Abstraction
Points to Ponder!
Another method of graphing linear equation is using the slope and a
point on the line. Simply plot the given point on the Cartesian plane and
identify another point using the given slope.
If the rise is less than zero (or negative) moves downward from
the first point to look for the second point, then, if the run is less than zero (or
negative) we move to the left from the point obtained from the rise. In
addition, a negative rational number , is the same as or but not .
4. Application
In the last election year 2004, there were an estimated 320,544 registered voters
in Taytay. In the last 2010 election, the rate of change in the number of registered voters
1
is .
6
a. predict the number of registered voters in 2010
b. sketch the graph of the given in terms of the numbers of registered voters.
c. using your graph, predict how many will vote in the next 2016 election.
d. use the slope in predicting how many will vote in 2016.
IV. EVALUATION:
Graph the linear equations given the point on the line and its slope.
1. (-4, 0), m = 5
2. (-2,-5), m = 1/2
2
3. (3, 4), m = − 3
4. (-4,-4), m = -2
5. (1,-1), m = -4

Index of Mastery
Section
V. CLOSURE:
Always think of your positive thoughts, for your positive thoughts will raise you
up.
graceldanak

I. OBJECTIVE:
Describe the graph of a linear equation in terms of its intercepts.
II. SUBJECT MATTER:
Sub-topic: 3.9 Description of the graphs of a linear equation in terms of its
intercepts.
2. Grade 8 Math Learners’ Module pp 185, 191-192
Stattistics pp. 103,111
Materials: graphing board/papers, cartolina, makers, colored pens
III. LESSON PROPER:
1. Activity
Activity 1:
MY STORY!
This will enable you to analyze and

interpret graphs of linear function and
connect this to real life.

You live in Simona Subdivision which is near a cliff. Your place is somewhat far
from the market giving reasons for many households to have different kinds of stores;
sari-sari store, variety store and the likes. Using the graph above, create your own story
making use of the different stores near your place.
Questions:
1. What kind of equation is symbolized by the graph?
2. What can say about your values on the horizontal axis?
3. How will you described your values on your vertical axis?
4. Is there any difference with your values on horizontal and vertical lines?
5. Differentiate your values from each other.
6. Describe each value you have on the vertical & horizontal axis?
Activity 2:
Find the slope of each line below.

2. Analysis:
1. How did you find the slope of the lines?
2. How will you describe the trend of the graph? Is it increasing? Or decreasing?
3. What is the slope of each increasing graph? What are the signs of the slopes?
4. What is the slope of the decreasing graph? What is the sign of the slope?
5. Do the graphs represent linear functions? Explain your answer.
6. What is the slope of the horizontal line? How about the vertical line?
3. Abstraction:
Points to Ponder!
One of the basic properties of a line, except vertical line, is that its
slope is constant. The slope of a horizontal line is zero, while that of the
vertical line is undefined. A vertical line does not represent a linear function.
The value of the slope tells the trend of the graph.
∙ if m is positive, then the graph is increasing from left to right.
∙ If m is negative, then the graph is decreasing from left to right.
∙ if m is zero, then the graph is a horizontal line.
∙ If m is undefined, then the graph is a vertical line.
Points to Ponder!

4. Application:
Without graphing, find the slope and describe the graph of the following”
1. (4, 6), (3, 4)
2. (-4, 2), (-5, 4)
3. (3, 2), (-2, -1)
4. (-2, 3), (4, -1)
5. (0, 2), (3, -2)
IV. EVALUATION:
Complete the boxes below in such a way that m and b are slope and y-
intercept of the equation, respectively. You are allowed to write the numbers 1 to
10 once only.-PAIR-SHARE
a15
Index of Mastery
Section
V. CLOSURE:
Erase negative thoughts in your mind, because these thoughts will bring you
down. Always think of the positive ones.
graceld

I. OBJECTIVE:
Describe the graph of a linear equation in terms of its slope and intercepts.
II. SUBJECT MATTER:
Sub-topic: 3.9 Description of the graph in terms of its slope and
intercepts.
2. Orines, Fernando B. (2007) Intermediate Algebra p. 5-6,
Quezon, City. Phoenix
4. Grade 8 Math Learners’ Module pp 185, 191-192
Statistics pp. 103, 111
Materials: graphing board/paper, markers, cartolina, & colored paper
III. LESSON PROPER:
1. Activity
Activity 1:
DESCRIBE ME!
Given the graph at the right, find the following:

1. x-intercept
2. y-intercept
3. rise
4. run
5. slope
6. trend

Complete the table below:

x
y
Questions:
1. How did you identify the x-intercept and the y-intercept?
2. In your own words, define x-intercept and y-intercept.
3. How did you find the rise and the run?
4. How did you find the slope?
5. Is the graph increasing or decreasing from left to right? Justify your answer.
6. Have you observed a pattern?
7. What happens to the value of y as the value of x increases?
8. How can the value of a quantity given the rate of change be predicted?
Activity 2:
Identify the x & y-intercepts of each equation, and then graph each using the
intercepts. Solve for the slope of each.
1. 7x+2y=14
2
2. y = x+2
3
2. Analysis:
1. How did you solve for the x-intercept? for the y-intercept?
2. Did you apply other method aside from the ones given to you already?
3. What have you noticed with the signs of the intercepts in number 1?
4. How will you describe its graph?
5. How about the signs of the intercepts in number 2?
6. What can you conclude about the intercepts with regards to the graph of the
linear equation?

3. Abstraction:
Points to Ponder!
If the intercepts of a linear equation have the same signs, the slope is
negative, more so, the graph is decreasing from left to right.
If the intercepts have unlike signs, the slope of a linear function is
positive, more so, the graph is increasing from left to right.
4. Application:
Identify the x & y-intercepts of the following linear equations and use them to
graph the equation. 8
1. y = 3x + 5
2. y + 5 = 2( -x-1) 6
2
3. y + 6 = 3(x – 2) 4
4. 3x + 2y = -2
2
5. 3(x – 4) = y + 5
-10 -5 5 10
-2
-4
IV. EVALUATION:
Using the above equations in the previous activity, describe the graphs in
terms of their slopes and intercepts.
Index of Mastery
Section
V. CLOSURE:
If you're feeling down, forget your negative ideas; replace them with positive
ideas so that you can continue living your life to the fullest.
graceldanak
I. OBJECTIVE: Find the equation of a line given two points.

II. SUBJECT MATTER:
Topic: Equation of a Line
Sub-topic: 3.10 Two-Point Form of the Equation of a Line.
Stattistics pp. 137-139
Materials: LCD projector, Cartolina, markers
III. LESSON PROPER:
1. Activity
Activity 1:
Write an equation of the linear equation that passes through the points
(5, -4), (-3, 0)
Questions:
1. Are the given points enough to determine the equation of the line?
2. What are the different mathematical skills and concepts you applied in
solving for the equation of the line?
3. In what form have you written the equation of the line?
Activity 2:
In Taytay, there are several woodcraft makers who manufactured doors
out of Narra Tree. Rhon’s Sash factory, located in Taytay has an estimated sale
of Php 12 million in 2003 and Php 18 million in 2006.
a. Estimate the average sales of Rhon’s Sash factory in 2009, 2012, and
2015.
b. Determine the linear equation that best models Rhon’s Sash factory
earnings in a year.
c. Make a table of Rhon’s Sash factory’s earnings from 2003 to 2015.

2. Analysis:
1. How did you feel after answering the activity?
2. Are the given data sufficient enough in determining the equation of the
linear equation?
3. How did you arrive at your answer?
4. Aside from the ones you used in solving for the equation, can you cite
other methods of finding the equation of the line?
1. What can you conclude about two points found on the graph of a linear
equation?
3. Abstraction:
Points to Ponder!
Two points determine a line; therefore two points on the graph of
a linear equation are enough to determine the equation of its line. Two-
Point form can be used to determine the equation of the line given 2
points.
TWO-POINT FORM:
4. Application:
Determine the equation of the line that passes through the given
1. (-3, 1), (2, -2)

2. (1, 2), (3, 1)
3. (-2, 4), (0, -3)
4. (0, 1), (1, 0)
5. (0, -1), (-1, 0)

IV. EVALUATION:
Symon is working at Tolentino's marketing in barangay San Juan, Taytay,
Rizal, which sells different sewing machines. He earns Php 150.00 for every
sewing machine he sells. Aside from it, he receives a monthly salary of Php
5,000.00.
a. What equation would best model Symon’s earnings?
b. What is his commission if he sells 15 sewing machines?
c. To have a commission of Php 1350.00, how many sewing machines
should he sells?
d. How many sewing machines should he sells in a month to earn
Php 15, 000.00?
Index of Mastery
Section
V. CLOSURE:
Targeting a point in your life plus your positive attitude equals a life full of
happiness

I. OBJECTIVE:
Find the equation of a line given its slope and a point.
II. SUBJECT MATTER:
Sub-topic: 3.11 Point-Slope Form of the Equation of a Line.
Edition p. 171, 177-179. Quezon, City Philippines. McGraw-Hill
Statistics pp. 120-121, 137
Materials: LCD projector, Cartolina, marker
III. LESSON PROPER:
1. Activity
Activity 1:
Determine an equation of the linear equation whose graph passes through
the points
(-1, 2) and has a slope of 2.
Questions:
1. Identify the given.
2. What is symbolized by (-1, 2)?
3. Where can you find it?
4. How will you use the given numbers in finding the equation of a line?
5. Do you know of a formula which could help you answer the activity?
Activity 2:
Many Taytayeňos are suffering from high blood pressure so, the June V.
Zapanta Emergency Hospital see to it t
87 | P a g e Learning Materials in Grade8

Mathematics
That all Taytayeňos are all well-informed of the normal systolic blood pressure
(NSBP). An adult, 24 years of age is told to have a normal NSBP of 121, and the
1
rate of change to keep it maintained is .
3
a. Express the given situation in a linear equation.

b. What is the estimated NSBP of adults ages 27, 30, 33, 36, 39 and 42?
c. Make a table of values for a (in ages) and d (in NSBP)
d. What is the relation of age to the normal systolic blood pressure of an adult?
2. Analysis:
1. From the preceding activities, what are the given data that you used in finding the
equation? Are they useful enough?
2. What is the relevance of knowing the rate of change of one variable to the other?
3. Did you apply any formula in writing the equation?
4. What can you conclude if a point is given as well as the rate of change in terms of
writing an equation of the line?
3. Abstraction:
Points to Ponder!
POINT-SLOPE FORM:
The equation of a line through (x, y) with the slope m in point-
slope is , where is the slope, and

4.Application:
Find the equation of a line in each of the following cases.

1
1. line a goes through (-1,-5) and has slope - .
2
2
2. line b goes through (-2, 3) and has slope of
3
3. line c goes through (-3, -1) and has slope of 6
4. line d goes through (2, -3) and has slope of 2
5. Line e goes through (3, 5) and has slope of -6
IV. EVALUATION:
The equation that expresses Fahrenheit temperature F in terms of Celsius
temperature C is linear. Waters freezes at 0ºC or 32ºF with a constant
9
rate of change equal to . Write an equation that shows the relation of Fahrenheit to
5
Celsius.
Index of Mastery
Section
V. CLOSURE:
There will be some point in your life where the slopes of your achievements are at their
peaks. Grab the opportunity when these times come, you will never regret it.

I. OBJECTIVE:
Find the equation of a line given its slope and its intercepts.
II. SUBJECT MATTER:
Sub-topic: 3.12 Slope-Intercept Form of the Equation of a Line.
Edition p. 173-174. Quezon, City Philippines. McGraw-
Statistics pp. 119
Materials: LCD projector, Cartolina, markers
III. LESSON PROPER:
1. Activity
Activity 1:
Write the slope-intercept form of the equation of the equation of a line shown in the
figure.
Questions:
1. Locate the given points.
2. Give their coordinates.
3. What is the y-intercept of the given figure?
4. How many movements have you made before you reach the second point?
5. What have you found in number 3?

6. What can you say about your answer in number 3 and your answer in number 4?
Activity 2:
Complete the table below by providing what is being asked
Equation of the line Slope y-intercepts

a. y = 2x
b. y = 2x + 4
c. y = 2x -5
d. y = x + 5
e. y = -2x + 4
Questions:
1. What is the slope of each line?
2. What is the y-intercept of each line?
3. What can you say about the values of m and b in the equation y = mx + b
and the slope and the y-intercept of each line?
4. Consider the equation y = 7x + 1. Without plotting points and computing for m,
what would you expect the slope to be? How about the y-intercept? Check your
answer by graphing. Are your expectations about the slope and the y-intercept of
the line correct?
2. Analysis:
1. What are the given data provided by the given activities?
2. Were you able to make use of the given in determining the equation of
a line as required from the problem.

3. What can you conclude about determining the equation of a line given
some properties on it?

3. Abstraction:
Points to Ponder!
SLOPE-INTERCEPT FORM:
The equation of a line its slope and y-intercept is
,
where the slope and y-intercept is b.
4. Application:
Find the equation of the line whose slope is 3 and y-intercept is -5.
IV. EVALUATION:
Find the equation of a line given the following conditions.
1. m = -2 b = -3/4
2. m = ¾ b=2
3. m = -6 b=½
4. m = 5 b = 1/5
5. m = 6 b = -1/3
Index of Mastery
Section
V. CLOSURE:
If at the first point of your life, you nearly succeed, try another point in time, locate
your positive slopes and connect these points for you to be contented.

I.OBJECTIVE
Solves problems involving linear equations in two variables.
II.SUBJECT MATTER:
Topic: Problems Involving Linear Equations

Sub – Topic: 3.13 Word Problems Involving Linear Equations
References: Mathematics Learners Module pp. 197 - 199
Materials: Learners’ Module, chart
III.Lesson Proper:
1. Activity
Dhang often rides a taxi from one place to another. The standard fare in riding a
taxi is Php 40 as a flag down rate plus Php 5.50 for every 200 meters or a
fraction of it.
Distance
(in meters) 0 200 400 600 800 1000
x
Amount
(in Php)
y
2. Analysis
1. What is the dependent variable?
2. What is the independent variable?
3. Based on the completed table, would the relation represent a line?
4. What is the y – intercept?
5. What is the slope?
6. Write the linear equations.

3. Abstraction
To solve word problems involving linear equations:

1. Write the given information.
2. Identify which variable is independent/dependent.
3. Complete the table
4. Identify the slope and y – intercept and write the equation of
the line.
4. Application
Solve the following. Show your solutions and graphs.
1. A rent a car company charges Php 1,500.00 per day plus Php 15.00
per kilometer. Find the cost of renting a car for a 2 day trip of 750
kilometers.
2. SM Taytay parking charges Php 30.00 for the first hour and Php 5.00
for each additional hour. What is the cost of parking for 12 hours?
3. A laborers’ wage varies directly as the number of days he works. If he
earns Php 1,750.00 for 5 days, how much will the labors earns in 12
days?
4. The speed of a free falling body is directly proportional to the time
elapsed. After 3 seconds, the speed is 29.4m/sec. Find the speed
after 7 seconds?
5. At constant speed, the distance traveled by a car is directly
proportional to the length of time travels. If the car travels 120 km in 1
½ hours, how far will it travel in 4 ½ hours?

IV.EVALUATION:
Ana earns Php 500.00 a week in a RTW store. In addition, she earns Php 20.00
for each item over 30 that she sells.
1. Write an equation for the weekly wage (W) of Ana for n items she sells.
2. If Ana sells 25 items a week, how much would her weekly pay?
3. How about if she sells 55 items a week?
4. If you were Ana, what could you say about the wage scheme?
5. Would you appreciate it? Explain.
Index of Mastery

Section
V. CLOSURE:
Problem – solving becomes a very important part of our makeup as we grow into
maturity or move up the corporate ladder.
Zig Ziglar

I. OBJECTIVE
Illustrate a system of linear equations in two variables.
II. SUBJECT MATTER:

Topic: System of Linear Equations
Sub – Topic: 3.14 Kinds of System of Linear Equations
References: Mathematics learners module pp. 256 - 258
III. Lesson Proper:
Drill:
Change the following equations to the form y = mx + b.
a. 2x – y = 6
b. x–y=4
c. 4x – 8y = 12
d. 2x + y = 2
e. 3x + y = 2
1. Activity
Consider these sets of equations. Get the slope and the y – intercepts of each.
Set A Set B Set C
𝑥 + 𝑦 = 10 𝑥 + 𝑦 = 10 𝑥+𝑦 =6
{ { {
2𝑥 − 𝑦 = 5 2𝑥 + 2𝑦 = 8 𝑥− 𝑦=2
2𝑥 + 2𝑦 = 10 𝑦 = 2𝑥 + 5 𝑦 = 2𝑥 + 5
{ { {
6𝑥 + 6𝑦 = −5 3𝑥 − 2𝑦 = −5 3𝑥 − 2𝑦 = −5
2. Analysis
a. Which set of equations has the same slope and the same y – intercept?
b. Study the equations in Set B and in Set C. What is observed about their slopes
and y – intercepts?
c. Give the characteristics of each set.

3. Abstraction
To determine the type of system of linear equations, change each

equation to the form y = mx + b, then identify the slope and the y –
intercept.
 An independent system consists of two linear equations with

different slopes and different y – intercepts.
 An inconsistent system consists of two linear equations with
the same slope but different y - intercepts.
 A dependent system consists of two linear equations with
the same slope and the same y – intercept.
4. Application
Identify the system by inspection.
2𝑥 + 4𝑦 = 5
1. {
𝑥 − 2𝑦 = 2
𝑥 + 2𝑦 = −3
2. {
2𝑥 + 4𝑦 = 4
𝑥+𝑦=5
3. {
2𝑥 + 2𝑦 = 10
12𝑥 + 4𝑦 = −8
4. {
3𝑥 + 𝑦 = 6
4𝑥 − 𝑦 = 5
5. {
2𝑥 + 𝑦 = 1
IV. EVALUATION:
Determine the type of system in each pair of equations.
2𝑥 − 𝑦 = 1
1. {
3𝑥 + 𝑦 = −11
5𝑥 + 2𝑦 = 7
2. {
3𝑥 − 𝑦 = 3
𝑥 − 𝑦 = −4
3. {
3𝑥 + 2𝑦 = 12
7𝑥 − 3𝑦 = −6
4. {
3𝑥 − 𝑦 = −6
3𝑥 + 2𝑦 = 7
5. {
3𝑥 + 2𝑦 = 5

Index of Mastery

V. Section
CLOSURE:
What is character but the determination of incident? What is incident but the
illustration of character?
Henry James

I. OBJECTIVE
To graphs a system of linear equations in two variables..
II. SUBJECT MATTER:

Sub – Topic: 3.15Graph of Linear Equations
References: Intermediate Algebra pp. 5 - 7
Materials: Learners’ Module, charts
III. Lesson Proper:

Drill
Determine the quadrant in which each point is located.
1. (1 , -3 )
2. ( 0, 4 )
3. ( 5 , -9 )
4. ( 7 , 0 )
5. ( -2 , 4 )
1. Activity
Example 1.
Solve the system of equations by graphing.
𝑥+𝑦 = 3
𝑥 − 2𝑦 = −6
Solution:
Get the x – and y – intercepts of each equation.
 x+y=3
if x = 0 if y = 0
0+y=3 x+0=3
y =3 x=3
(0 , 3) (3 , 0)
 x – 2y = - 6
if x = 0 if y = 0
0 – 2y = -6 x – 2(0) = -6
y=3 x = -6
(0 , 3) (-6 , 0)
Plot and draw the lines of each equation in the same coordinate plane.

2. Analysis
 How did graph each system of linear equations in two variables?
 How does the graph of each system look like?
 Which system of linear equations has only one solution? Why?
How about the system of linear equations with no solution? Infinite number of
solutions? Explain your answer.
3. Abstraction
To find the solution of a system graphically:
 Get the x – and y – intercepts of each equation.

 Plot and draw the graphs of each equation in the same
coordinate plane .
 Find the solution to the system as follows;
a. If the graphs are parallel, the system has no solution
b. If the graphs coincide, the system has an infinite set of
solutions.
c. If the graphs intersect, the coordinate of the point of
intersection form the solution of the system.
 Check the solution in both of the original equations of the
system

4. Application
Solve the solution by graphing.
𝑥+𝑦 =0 3𝑥 + 𝑦 = 5
1. { 2. {
𝑥−𝑦 = 4 2𝑥 − 𝑦 = 3
IV. EVALUATION:
Solve each of the following systems by graphing.
𝑥+𝑦 =4
6. {
𝑥− 𝑦=2
𝑥+𝑦 =3
7. {
𝑥 + 𝑦 = −2
𝑥+𝑦 =7
8. {
𝑥− 𝑦=5
2𝑥 − 𝑦 = 4
9. {
2𝑥 − 𝑦 = −2
2𝑥 + 2𝑦 = 6
10. {
2𝑥 − 2𝑦 = −4
Index of Mastery

V. Section
CLOSURE:
Life is not a problem to be solved, but a reality to be experienced.
Saren Kierkegaard

I. OBJECTIVE
Categorizes when a given system of linear equations in two variables has graphs that
are parallel, intersecting and coinciding..
II. SUBJECT MATTER:

Sub – Topic: 3.16 Kinds of System of Linear Equations
III. Lesson Proper:

1. Activity
Example 1.
For the equation x + y = 3, complete the table.
x -2 -1 0 1 3
y 5 2
(ask the students to graph the results obtained)
Example 2.
Draw the graph of x + y = 5 and x – y = 5, using the table of values below.
x+y=5
x 2 0 4
y
x – y = -1
x 1 -1 -3
y
Example 3
Draw the graph of x + y = 2 and x + y = -1, using the table of values
below.
x+y=2
x -1 0 3
y

x+y=-1
x -2 0 1
y
2. Analysis
1. What are the main step in determining the kind of system shown by
graphing
2. What kind of graph is formed by a dependent system? An inconsistent system? An
independent system?
3. Abstraction
1. Plot the points for each equation from the table of values.
2. Draw the lines containing the ordered pairs for each
equation in the same coordinate plane.
3. Determine the lines formed.
a. For a dependent system, the lines coincide.
b. For a consistent system, the lines intersect.
c. For an inconsistent system, the lines are parallel.
4. Application
Graph and tell whether the system is consistent, inconsistent or dependent.
2𝑥 + 𝑦 = 1
1. {
𝑥 + 2𝑦 = 8
2𝑥 − 3𝑦 = 6
2. {
6𝑥 − 9𝑦 = −18
4𝑥 + 2𝑦 = 2
3. {
2𝑥 + 4𝑦 = 16
IV. EVALUATION:
Graph and tell whether the system is consistent, inconsistent or dependent
𝑥 − 2𝑦 = 4
1. {
−3𝑥 + 𝑦 = −2
𝑥+𝑦=3
2. {
2𝑥 + 2𝑦 = 6
3𝑥 + 𝑦 = 1
3.{
2𝑥 − 𝑦 = 4

Index of Mastery

Section
V. CLOSURE:
Never categorize yourself, society does that to you, don’t do it to yourself.
Jason Priestly

I. OBJECTIVE
Solves a system of linear equations in two variables by graphing.
II. SUBJECT MATTER:

Sub – Topic: 3.17Graph of Linear Equations
References: Active Mathematics pp. 10- 12
Materials: Learners’ Module, charts, graphing paper
III. Lesson Proper:

Drill
Give the x – and y – intercepts of the following equations.
1. 2x + 3y = 6
2. 4x + y = 8
3. 3x + 2y = 7
4. 2x – 3y = 4
1. Activity
Solve the system of equations graphically.
2𝑥 + 𝑦 = 8
{
𝑥+𝑦 =5
Solution:
Get the x – and y – intercepts of each equation.
 2x + y = 8
If x = 0 if y = 0
2(0) + y = 8 2x + 0 = 8
0+y=8 2x = 8
y=8 x=4
(0,8) (4,0)
 x+y=5
if x = 0 if y = 0
0+y=5 x+0=5
y=5 x=5
(0,5) (5,0)
Plot and draw the lines of each equations in the same coordinate plane.

2. Analysis
What are the main steps in the graphical solution of a system?.
3. Abstraction
To find the solution of a system graphically:
 Get the x – and y – intercepts of each equation.

 Plot and draw the graphs of each equation in the same
coordinate plane .
 Find the point of intersection between the two graphs
 Get the coordinate of the point between the two graphs.
 Check the solution in both of the original equations of the
system
4. Application
Solve the solution by graphing.
𝑥− 𝑦=2 𝑥+𝑦 =4
1. { 2. {
𝑥+𝑦 = 6 3𝑥 + 𝑦 = 2

IV. EVALUATION:
Find the solution of the following system of equations by graphing..
3𝑥 − 𝑦 = 3
1. {
𝑥+ 𝑦=2
3𝑥 + 2𝑦 = 12
2. {
7𝑥 − 2𝑦 = 8
Index of Mastery

V. Section
CLOSURE:
Every dance is a kind of fever chart, a graph of the heart.
Martha Graham

I. OBJECTIVE
Find the solution of a system of linear equations in two variables by substitution.
II. SUBJECT MATTER:

Sub – Topic: 3.18 Solving System of Equations by Substitution
III. Lesson Proper:

Drill
Solve the value of y given the value of x.
6. x + y = 7, when x = -7
7. 3x + 2y = 8, when x = 2
8. x + y = -2, when x = -4
9. 2x + y = 5, when x = -1
10. 3x + 2y = -9, when x = 5
1. Activity
Example 1.
Solve the system.
2𝑥 + 𝑦 = 7 (1)
{
𝑥=3 (2)
Solution: Check:
2x + y = 7 2x + y = 7
2(3) + y = 7 2(3) + 1 = 7
6+y=7 6+1=7
y=7–6 7=7
y=1
Example 2.
Solve the system.
2𝑥 + 𝑦 = 8 (1)
{
2𝑥 − 3𝑦 = 4 (2)
Solution:
2x + y = 8 (1)

y = 8 – 2x (3)
2x – 3(8 -2x) = 4
2x – 24 + 6x = 4 + 24
8x = 28
28
x= 8
𝟕
x=𝟐
y = 8 – 2x (3)
7
y = 8 – 2( 2 )
y=8–7
y=1
2. Analysis
a. What is the second equation in Example 1?
b. What is done with the first equation to get the value of one of the variable?
3. Abstraction
To solve a system of linear equation in two variables by

substitution:
 Find the value of either unknown in terms of the other.

 Substitute the expression obtained in the other equation.
 Solve that equation.
 Find the corresponding value of the other variable.
 Check the solution in both of the original equations.
4. Application
Solve the system by substitution.
𝑥+𝑦 =8 3𝑥 + 𝑦 = 2
1. { 2. {
𝑦 =𝑥+6 9𝑥 + 2𝑦 = 7

IV. EVALUATION:
SUBSTITUTE THEN SOLVE!
Directions: Determine the resulting equation if one variable is solved in terms of the other
variable in one equation, and substitute this variable in the other equation.
𝑦 = 2𝑥
1{
4𝑥 + 3𝑦 = 20
4𝑥 + 𝑦 = 6
2{
𝑥 − 2𝑦 = 15
𝑦 = 2𝑥 + 5
3. {
3𝑥 − 2𝑦 = −5
2𝑥 + 𝑦 = 10
4. {
4𝑥 + 2𝑦 = 5
3𝑥 + 2𝑦 = 6
5. {
3𝑥 − 3𝑦 = −4
Index of Mastery

V. Section
CLOSURE:
There’s no substitute for hardwork.
Thomas A. Edison

I. OBJECTIVE
Find the solution of systems of linear equations in two variables by elimination by
addition or subtraction.
II. SUBJECT MATTER:

Sub – Topic: 3.19Solving System of Equations by Elimination by Addition or
Subtraction
III. Lesson Proper:

Drill
Perform the indicated operations.
a. 2x – 4x d. 2y + (-5y)
b. 7y – 5y e. 3x + (-3x)
c. 5x – 5x
1. Activity
Example 1.
Use elimination to solve the system.
3𝑥 + 3𝑦 = 15 (1)
{
2𝑥 − 𝑦 = 4 (2)
Solution:
3(2x – y = 4) (2) multiply the second equation by 3.
6x – 3y = 12 simplyfy
3x + 3y = 15 (1) Add the result to the first equation to eliminate y
6x – 3y = 12 (2)
9x = 27
x=3
3(3) + 3y = 15
9 + 3y = 15
3y = 6
y=2
Example 2.
Solve the system.
𝑥+𝑦 =6 (1)
{
2𝑥 + 3𝑦 = 14 (2)

Solution:
3( x + y = 6) (1) Multiply equation 1 by 3
3x + 3y = 18 Simplify
3x + 3y = 18 Subtract equation 2 from the result to eliminate y
2x + 3y = 14
x=4 value of x
4+y=6 Substitute 4 for x in the first equation
y=2
2. Analysis
a. What is done to one of the equations in the given system?
b. What is done to eliminate the variable x or y?
c. What is noted about the signs and the numerical coefficients of the eliminated
variable?
d. How is the value of the other variable found?
e. How can the solution be checked?
f. What are the steps in finding the solution using elimination by
addition/subtraction?
3. Abstraction
To find the solution of a system of equations using elimination by

addition/subtraction:
 Multiply one of the equations by an appropriate number to

obtain x or y terms that are opposite.
 Add the result to the other equation and simplify.
 Solve for the value of the other variable.
 Write the solution as (x,y) and
 Check the solution in both equations
4. Application
Solve the system by elimination.
2𝑥 + 3𝑦 = 9 3𝑥 + 𝑦 = 13
1. { 2. {
3𝑥 − 𝑦 = 8 2𝑥 + 3𝑦 = 20

IV. EVALUATION:
ELIMINATE THEN SOLVE!

Directions: Solve each system of linear equations by the elimination method, then check
your answer
5𝑥 + 2𝑦 = −4
1. {
2𝑥 + 𝑦 = −1
3𝑥 + 𝑦 = 13
2.{ 2𝑥 + 3𝑦 = 19
4𝑥 + 6𝑦 = 0
3. {
3𝑥 − 2𝑦 = −13
3𝑥 − 2𝑦 = −9
4. {
𝑦 + 2𝑥 = 1
4𝑥 − 𝑦 = 10
5. {
2𝑥 + 3𝑦 = −2
Index of Mastery

V. Section
CLOSURE:
Besides the noble art of getting things done, there is the noble art of leaving
things undone. The wisdom of life consists of in the elimination of non-essentials.
Len Yutang



Unit II – LINEAR FUNCTIONS
PerformanceStandard: The learner is able to formulate real – and solve

accurately real-life problems involving linear inequalities in two variables ,systems
of linear inequalities in two variables ,and linear functions
ContentStandard: The learner demonstrates understanding of the key concepts

of linear inequalities in two variables, systems of linear inequalities in two
variables and linear functions.
Learning Competencies:
Lesson 1 – Illustrates linear inequalities in two variables

 1.1 Differentiate linear inequalities in two variables from linear equations in
two variables
 1.2 Graphs linear inequalities in two variables
 1.3 Solves problems involving linear inequalities in two variables
 1.4 Solves system of linear inequalities in two variables
 1.5 Illustrate a relation and a function
 1.6 Verifies if a given relation is a function
 1.7 Determines dependent and independent variables
 1.8 Finds the domain and range of a function
 1.9 Illustrate a linear function
 1.10 Graphs linear function’s (a) domain ,(b) range, (c) table of
values,(intercepts) ,and (e) slope
 1.11 Solve problems involving linear functions
 1.12 Determine the relationship between the hypothesis and the conclusion
of an if-then statement

 1.13 Transform a statement into an equivalent if-then statement

 1.14 Determines the inverse, converse ,and contra positive of an if-then
statement
 1.15 Illustrates the equivalence of (a) the statement and its contra positive,
and (b) the converse and inverse of a statement.
 1.16 Uses inductive or deductive reasoning in an argument.
 1.17 Writes a proof (both direct and indirect).

I.OBJECTIVE:
Illustrate linear inequalities in two variables.
II. SUBJECT MATTER:
Sub-topic: 4.1 Linear Inequalities in two variables
References: w.w.wbistack.com,TG pp12-16 , E-Math Orlando A.Oroncep
Materials: meta cards, flash cards, bell, drill boards,chart with prepared activity
Strategies:Discovery approach, discussion, practice and consolidation
III PROCEDURE:
Motivation
A. Determine whether the picture shows equality or inequality.
Explain why or why not.

B.Translate the following word sentences into mathematical statements.

1. Three times a number X diminished by 8 times a number Yis equal to 16
2. Four times a number Yadded to one half of the number x is 20.
3. Twelve times a number X divided by a number Y is equal to 3
4. A number X increased by 10 times a number y equals 25
5. Five multiplied by a number x increased by a number y equals 40
6. A number x divided by 4 times a number y is less than 12
7. The quotient of x by 3 decreased by twice a number y is greater than or equal to 12
8. Cheering squad should compose of at least 20 members (m).
9. CAYSMNHS canteen consumes at most 20 kilos of sugar (s) a week
10. The product of 4 times a number x decreased by twice a number y is less than or equal to 18.
1. ACTIVITY
MATH n’ MATCH
Based on the result above, select the target of Cupid to regroup the mathematical statements
according to its group use the right and left column to regroup the mathematicalstatements

3 x – 8 y = 16 5x + y = 40
12𝑥
=3
𝑦
4x - 2y ≤ 18
1 x+10y = 25
𝑥 + 4𝑦 = 20
2
𝑥 𝑥
− 2𝑦 > 12 < 12
3 4𝑦
m ≥ 20 s ≤ 20
2. . ANALYSIS
Guide Questions
1. How do you describe the mathematical sentences in each set?
2. What do you call the left member and the right of each mathematical statement?
3. How do you differentiate 3x - 8y from 3x - 8y =16 ? How about 4x-2y and
4x - 2y ≤18 ?
4. How would you differentiate mathematical expressions from mathematical equations?
5. Give at least three examples of mathematical expressions and mathematical equations.
6. Compare the two sets of mathematical statements. What statements can you make?
7. Which of the given sets is the set of mathematical equations? How about the set of
inequalities?

8. How do you differentiate mathematical equations from inequalities?

9. Give at least three examples of mathematical equations and inequalities.
Another Example: Give the mathematical statements

1. In the recent Municipal Meet in Taytay male athletes are greater than female athletes.
2. According to Miss AmihanFenis she needs students to participate in the wellness
competition in the Division level the number of students is greater than 20 but less than 30
Let x be the number of students.
3. We should drink at least 8 glasses (g) of water a day .
3. ABSTRACTION
How can we translate mathematical statements into linear

inequalities?
a. replace the unknown by any variable

b. affix the inequalities symbol
>- is greater than
<- is less than
≥- is greater than or equal to , at least
≤- is less than or equal to , at most
4. APPLICATION
TRIVIA
What do you call the tiny particles that can be combined in different ways to form
bigger particles such as proton and neutron

Use the decoder to answer the riddle.
K :At least 6 students are needed to form a committee.
R. Gabriel must get at least 5 correct answers (a) to pass the quiz
U: To avail the scholarship in DOST ,a student must have a grade of at least 85
A: Approximately the number of students inside the room is greater than 60 but less
than 70
Q: The number of members in choir competition is less than 70 but greater than 60 .
S: According to the NSO ,there are more female (f) Filipinos than male (m) Filipinos
DECODER
70> 𝑥 > 60 x ≥ 85 60< 𝑥 < 70 a≥5 X≥6 f> m
IVCLOSURE
“ T h e w o r st for m of
i n eq u a l i t y is to tr y
to ma k e u n eq u a l
t h i n g s eq u a l “
“Aristotle's axiom “
Index of Mastery
Section

I.Objectives:
1.Differentiate linear equations and inequalities in twovariables
2.Draw a graph of linear equations and inequalities in two
variables.
II. Subject Matter:
Topic : Linear Functions
Sub-topic: 4.2 Differentiate linear equations and inequalities in two
variables
References: Worktxt in Math pp.27-33,Math II pp 23-24
Intermediate Algebra by Antonio Coronel
Materials: graphing board, meta cards, marker,bell,chart
with prepared activity
Strategies: Group activity, discussion
III PROCEDURE:
Review/Drill:
Classify the given mathematical statement below according
to its model
Linear Equalities Linear Inequalities

Y = 4x+1
3x – 4y < 12 2x +y > 6
3x – y > 9 2x + 3y < 6 3x – y = 9
2x + 3y = 6 2x + y = 6 3x – 4y = 12 Y>4x +1
1. ACTIVITY
Group Activity
1. Group the students into four.

2. Ask them to arrange the jigsaw puzzle inside the envelope. Groups 1 and 3 will form
the same picture while 2 and 4 havealso the same.
3. Instruct students to paste the cut jigsaw puzzle on the cartolina
4. Once they are already finished students will claptheir handsand say the “Ground is
Shaking”.
Picture 1 Picture 2

2. ANALYSIS
Guide Questions :
1. What familiar figuredid you form in the puzzles?

2. How do you differentiate the first picture from the 2nd picture?
3. What can you say about the red colors near at the dashed lines and blue colors
near at the solid lines?
4. If we are going to draw horizontal and vertical lines to make a cartesian planeon
thefigure, what mathematical statement is being used considering the shadows
red& blue colors?
5. How do you describethe first picture? Thesecond picture?
6. When do we say that graph is a linear inequality in two variables? Linear
equation in two variables?
Another example:
1.Graph the linear equation y = 2x + 3using any method.
Guide Questions :
1.Describe the graph of linear equation inequalities.

2.What is the slope of equation y = 2x+3
3.How about the y-intercept & x-intercept
4.What have you noticed on the slope obtained from the graph against
the numericalcoefficient of x in the
equation .

2. Graph the linear inequality y ≤ 2𝑥 + 3
Suppose we to draw the graph of y ≤ 2𝑥 + 3first , replace the inequality

symbol, that y = 2x +3 and then draw the graph of this equation .
Y≤2x+3
x 0 -3/2
y 3 0
Y =2x+3
Choose a test point on the plane and on the line
Substitute the coordinates into inequality
Test Point:
Use: (2,5)Use : ( 1,3 )
Y ≤ 𝟐𝒙 + 𝟑 Y ≤ 𝟐𝒙 + 𝟑
5 ≤ 𝟐(𝟐) + 𝟑3 ≤2( 1 ) + 3
5≤ 𝟒 + 𝟑3≤ 2+3
5≤7True 3≤ 5 True
Does the test point satisfy the given inequality?

Graph the inequality 2x-3y< 6
2x-3y < 6 x 0 3
2x-3y = 6 y -2 0
Test Point
( 2,3 )2x-3y < 6
2(2) -3(3) < 6
4–9<6
– 5 <6 True
( -3 , -1) 2x-3y < 6
2(-3) – 3(-1) < 6
-6 +3 < 6
-3 <6 True
Does the test point satisfy the given inequality?
3. ABSTRACTION
To graph an equation in two variables with a solid line using any of the four different
methods:
1. Using two points
2. Using x-and y-intercept
3. Using slope and y-intercept
4. Using slope and one point.
5.
To graph an inequality in two variables, the following steps could be followed.
1. Replace the inequality symbol with an equal sign. The resulting

equation becomes the plane divider.
2. Graph the resulting equation with a solid line if the original inequality
contains≤ or ≥ symbol. The solid line indicates that all points on the line
are part of the solution of the inequality. If the inequality contains
< or > symbol, use a dash or a broken line. The dash or the broken line
indicates that all coordinates of all points on the line are not part of the
solution set of the inequality.

4. APPLICATION
Graph each inequality on a coordinate plane
1 . -3x + 4y ≥ 12
2 . 2x- 3y < 6
3 . 2y – 5x ≥ 𝟎
4 . y < 3x – 6
5 . 2x + y >8
IV ASSIGNMENT
Graph each inequality on a coordinate plane
1 . 3x – y > 9
2 . 2x + 3y < 6
3 . 2x + y < 8
4 .x + 4y ≤ 6
5 . 2x – 5y ≥ 1
VI CLOSURE
The teacher will ask students
to give their idea regarding
The picture “Inequality
Income “

Index of Mastery
Section

I Objectives:
1.Draw the graph of linear inequalities in two variables.
2.Given the graph determine whetherthe givencoordinates
of points on the graph satisfy the inequality or not .
II Subject Matter:
Sub- topic: 4.3 Graphing linear inequalities in two
variables
References: L.P. in Math pp.199-208,Math II pp 25-30
Materials: graphing board, meta cards, marker, bell, chart
Strategies: Group activity, discussion, guided discovery, practice
and consolidation
III PROCEDURE
Review/Drill:
A. Write the following word sentences into mathematical statements
And graph the mathematical statements.
1 .The abscissa of a point is equal or greater than 4 more than the
ordinate.
2 . The sum of twice the ordinate and the abscissa of a point is less
than 3.
3 . Twice the abscissa of a point decreased by thrice the ordinate is
less than or equal to 7.
4 . Thrice the abscissa of a point decreased by the ordinate is
at least 7.
5 . Twice the ordinate increased by the abscissa is at most 5.

ACTIVITY“MAKES ME GLAD”
Determine whether each given picture in column B is a solution to the picture in
column A .Justify or support your answer.
Column A Column B
Picture A Picture B

Guide Questions:
1. How did you determine if the given picture in column B is a solution with the
Picture in column A.
2. What did you do in justifying your answer?
Another example. Tell whether the given coordinates of points on the graph
Satisfy the inequality or not .Justify your answer.
1. y =≤ 2𝑥 + 3 2. 2x-3y < 6
a. (-2,4 ) b. (-3,4) c. ( -4,4) d.(3,2) a. (2,-1) b. (4,-5) c. (4,-4) d.(-2,-1)
ANALYSIS
Guide Questions:
1.How did you determine if the given ordered pair is a solution of the
inequality?
2. What did you do in justifying your answer?
3. ABSTRACTION
To draw the graph of linear inequality

1.Replace the inequality symbol by an equality symbol and
draw the graph.
2.If the inequality symbol used is either <or > ,the line is

drawn as broken line to indicate that the line is not a part of
the region being considered.
3. Use any point as a test point. Substitute x and y in the
inequality .If a true statement results, shade the region
containing the test point .If a false statement results ,shade
the region not containing the test point.
4. APPLICATION
1. x – y > 3 4. x - y ≥ -3
2. 2x + y < 8 5. 3x + 4y > 12
3. x+y> 5
IV ASSIGNMENT
Write an inequality for each graph. Give at least 2 solutions that satisfy the
Inequality.
1. 2.

3.4.
5.
Index of Mastery
Section

I Objective:
Solve problems involving linear inequalities in two variables
II Subject Matter:
Sub- topic: 4.4 Application of Systems of Linear Inequalities in Two
Variables
References: L.P. in Math pp.226 -231 ,Math II pp 31-38
Materials: graphing board, meta cards, marker, bell, chart
Strategies: Group activity, discussion, guided discovery, practice
and consolidation
III Procedure :
Review/Drill
Write a linear inequality whose graph is described by the shaded
region
1. 2.
3. 4.

Observe the given example:

Paula one of the students in CAYSMNHS has Php 500 in a savings account at the
beginning of the summer.She wants to have at least Php 200 in the account by the end of
the summer. She withdraws Php 25 each week for food , clothes ,and movie tickets.
- Write an inequality that represents Paula’s situation
- How many weeks can Paula withdraw money from her account?
Justify your answer .
Step I Highlight the important information in this problem.
Step II Identify your variable.What don’t you know? The question verifies that you don’t
know how many weeks .
Let w = number of weeks
Step III Write your inequality
500 – 25w ≥ 200
Step IVSolve the inequality
500 – 25w ≥ 200
500 – 500 – 25w≥ 200 – 500 Subtract 500 from both sides
−25𝑤 −300
≥ Divided by -25
−25 −25
w ≤ 12
The number of weeks that Paula can withdraw money from her account
12 or less.
Step VJustify
500 -25w ≥ 200
500 – 25(12)≥200
500 - 300≥ 200
200≥ 200
2. Blue Cab Taxi charges a Php 1.75 rate in addition to Php 0.65 per mile .Trisha
Has no more Php 10 to spend on a ride .

3. At Binangonan Gymnasium contains 500 seats. For a certain show, the

managementwants to sell two types of tickets worth Php 100 and Php 200
respectively. At least 200 Php 100 tickets and 100 Php 200 tickets have to
be sold and the management wants to take in at least Php60,000.Find the
system of inequalities that describes all the possibilities .
2. ANALYSIS
- What are the steps in solving the problem involving inequalities?
- How do we solve problems involving linear inequalities ?
3.ABSTRACTION
Steps in solving problems involving inequalities

1.Read and analyze the problem carefully .
2.Represent the unknown by the variables x and y .
3.Tabulate the data and conditions given.
4.Form the needed equations and inequalities.
4. APPLICATION
Solve the following problem.
1.Sarah is selling bracelets and earrings to make more money for summer vacation. The
bracelets costs Php 80 and earrings cost Php 120.She needs to make at least Php
1000.How many bracelets and earrings could Sarah sell?

I. OBJECTIVES
1. Demonstrate understanding of the basic concepts of system of linear inequalities
in two variables.
2. Draw the graph of systems of linear inequalities in two variables.
II. SUBJECT MATTER

A. Topic: Linear Inequalities in Two Variables
B. Subtopic: 4.5 Solves a system of linear inequalities in two
variables
C. References: 1. Worktext in Mathematics, Intermediate Algebra
(B.E.C Based) pp. 31-34
2. Exploring Mathematics by Mendoza and Oronce
pp. 375-383
3. Kuta Software-Infinite Algebra 2
4. Active Math (Elementary Algebra) by: Custodio and
Derradapp.331-334
5. http://www.algebra-class.com/graphing-systems-
ofinequalities.html#sthash.H4ZM201p.dpuf
D. Materials: Drill boards, Strips of Cartolina, DLP, Power point presentation,
Task cards, graphing paper, ruler, pencil, colored chalk or
crayons,
III. PROCEDURE
1. PRIMING
Naalalamo pa ba!?
Write the possible solution set of the following inequalities. (Using Drill Boards)
1.𝑦 > 4 𝑦 = {5, 6, 7, … } 4. 𝑦 ≥ −3 𝑦 = {−3, −2, −1, … }
2.𝑥 ≤ −2 𝑥 = {−2, −3, −4, … } 5. 𝑦 ≤ 7 𝑦 = {7, 6, 5, … }
3. 5 < 𝑦 𝑦 = {6, 7, 8, … }

A. Activity
“Weh!, Di nga!?”
Group the students into five. Each group will be given a task card. As the group presenter
presents their answer the rest of the group will say “Weh!, Di nga?! Then the presenter
explains why they come up with their answers.
Group 1:Which of the graphs best suits the inequality y > 1?
Solution: As the inequality of the line is >, use dashed line to represent y = 1. The origin
(0, 0) is not a solution and it lies below the line.The solution of the inequality is the other
half of the plane, which does not include the origin (0,0).Therefore, Graph 2 best suits the
inequality y > 1.

Group 2:Which of the graphs best suits the inequality y < 1?
Solution: Graph the corresponding equation y = 1 with dashed line. [Since the inequality is
<.] The point (0, 0) is a solution to the inequality and it lies below the line. The graph of y <
1 is the half plane below the graph of y= 1.Therefore, Graph 2 best suits the inequality y <
1.
Group 3: Which of the following is a linear inequality with two variables?
a. 2x + 6y = 0 c. 8𝑥 + 1 ≤ 6
b. x+6=0 d. 6𝑥 + 2𝑦 ≥ 6
Solution: A linear inequality in two variables will contain only two variables and an
inequality symbol like ≠, ≤, <, ≥ or >. Among the choices, 6x + 2y ≥ 6 is a linear inequality in
two variables x and y.

Group 4: Choose the ordered pair that is not the solution of the inequality whose graph is
shown.
a. (2, -4) c. (4, -4)

b. (4, -2) d. (-2, 2)
Solution:
The y-intercept of the line is - 4 and the slope is 1. The equation of the line in slope-
intercept form is y = x - 4.[Substitute m = 1 and b = - 4 in the equation y = mx + b.] As the
boundary line is a dashed line and the region below the line is shaded, the inequality
should be y < x - 4. The ordered pair (- 2, 2) is not a solution for the inequality of the graph
shown.
Group 5: Identify the inequality which has the ordered pair

(2, - 3) as a solution.
a. 5x + 3y ≤ 0 c. 5x - 3y ≤ 0
b. 5x - 3y < 0 d. 5x + 3y ≥ 0

Solution:
5𝑥 + 3𝑦 ≤ 0 5𝑥 − 3𝑦 ≤ 0
5(2) + 3(− 3) ≤ 0 5(2) − 3(− 3) ≤ 0
[Replace x with 2 and y with - 3.] [Replace x with 2 and y with - 3.]
1 ≤ 0, which is false. 19 ≤ 0, which is false.

5x - 3y ≤ 0 5x + 3y ≥ 0
5(2) - 3(- 3) ≤0 5(2) + 3(- 3) ≥ 0
19 ≤ 0, which is false. 1 ≥ 0, which is true.
So, (2, - 3) is a solution of 5x + 3y ≥ 0.
(Prior to activity, discuss first the RUBRIC)

5 3 1
PARTICIPATION 100% 75% - 99% 75% below
BEHAVIOR Behave Minimal Noise Noisy
TIME First to finish Second to finish Last to finish
CLEANLINESS No Erasure With minimal erasure More erasures
CORRECTNESS All correct With 2 – 3 mistakes 4 or more mistakes

CREATIVITY IN
Excellent Good Fair
VISUALS
Student is able to
Student Student is at ease
demonstrate basic
demonstrates full with content but has
PRESENTATION concepts but is
knowledge of some difficulty with
uncomfortable with
content. the content.
the content.
Highest possible score – 35 points
B. Analysis
 What have you noticed about the graph?

 Where can we locate the point that will satisfy inequalities?
 When do we use dashed line? Solid line?

 How did you find the activity? What did you feel while doing such?
 Is there a shortest/easiest way on how to determine the possible solutions set?
 Report your answers in front of the class.
C. Abstraction
REMEMBER
Steps for Graphing Inequalities
FOR INEQUALITIES:
< or > dashed line
> or < solid line
If y <or y , shade the region BELOW the line

If y >or y , shade the region ABOVE the line
If x <or x , shade the region LEFT to the line
If x >or x , shade the region RIGHT to the line
1. Write the inequality as an equation. Put in slope-intercept form and

graph the line, dashed or solid.
2. Test a point, not on the line to see if it makes a true statement. If (0, 0)
is not on the line, use it. It is the easiest point to test.
3. If a true statement results, shade the half-plane containing this test
point.
4. If a false statement results, shade the half-plane not containing this
test point.
5. Pick any point in the commonly shaded area or the area where the
shading overlaps and check it in all inequalities.

D. Application “It’s your turn!”

(Each group will be given a task card Use the above Rubric)
Skecth the solution to each system of inequalities.
Group 1.𝑦 > 4𝑥 − 3 Group 3.𝑦 ≥ 𝑥 − 3
𝑦 ≥ −2𝑥 + 3 𝑦 ≥ −𝑥 − 1
Group 2.𝑦 ≥ −5𝑥 + 3 Group 4.4𝑥 − 3𝑦 < 9
𝑦 > −2 𝑥 + 3𝑦 > 6
Group 5.𝑥 + 𝑦 ≥ 2
4𝑥 + 𝑦 ≥ −1
IV. EVALUATION
“Sketch me if you can”

Sketch the solution to each system of inequalities on your graphing paper. Use pencil, ruler,
crayons or colored pen.
1. 4𝑥 + 3𝑦 > −6 3. 3𝑥 + 𝑦 ≥ −3
𝑥 − 3𝑦 ≤ −9 𝑥 + 2𝑦 ≤ 4
2. 𝑥 + 𝑦 ≥
𝑥+𝑦 ≤3
INDEX OF MASTERY
No. of ITEM/SCORE % of ACTION
SECTION STUDENTS 5 4 3 2 1 0 MASTERY TAKEN
Re-teach
ACTION TAKEN Proceed (75% - 100%) Enrich (51%-74%)
(0% - 50%)
V. CLOSURE
“The mind defines, decides, doubts and divides only the heart
trulybinds.”
-Rasheed Ugunlaru

I. OBJECTIVES
1. Demonstrate understanding of the basic concepts of system of linear
inequalities in two variables.
2. Draw the graph of systems of linear inequalities in two variables.
II. SUBJECT MATTER

Subtopic: 5.1 Relations and Functions.
References: 1. Worktext in Mathematics, Intermediate Algebra
(B.E.C Based) pp. 31-34
pp. 375-383
Derradapp.331-334
5. http://www.algebra-class.com/graphing-systems-
ofinequalities.html#sthash.H4ZM201p.dpuf
D. Materials: Drill boards, Strips of Cartolina, DLP, Power point presentation,
Task cards, graphing paper, ruler, pencil, colored chalk or
crayons,
III. PROCEDURE
2. PRIMING
Naalala mo pa ba!?
Write the possible solution set of the following inequalities. (Using Drill Boards)
1.𝑦 > 4 𝑦 = {5, 6, 7, … } 4. 𝑦 ≥ −3 𝑦 = {−3, −2, −1, … }
2.𝑥 ≤ −2 𝑥 = {−2, −3, −4, … } 5. 𝑦 ≤ 7 𝑦 = {7, 6, 5, … }
3. 5 < 𝑦 𝑦 = {6, 7, 8, … }

1. Activity
“Weh!, Di nga!?”
Group the students in to five. Each group will be given a task card. As the group presenter
presents their answer the rest of the group will say “Weh!, Di nga?! Then the presenter
explains why they come up with their answers.
Group 1:Which of the graphs best suits the inequality y > 1?
Solution: As the inequality of the line is >, use dashed line to represent y = 1. The origin
(0, 0) is not a solution and it lies below the line.The solution of the inequality is the other
half of the plane, which does not include the origin (0,0).Therefore, Graph 2 best suits the
inequality y > 1.

Group 2:Which of the graphs best suits the inequality y < 1?
Solution: Graph the corresponding equation y = 1 with dashed line. [Since the inequality is
<.] The point (0, 0) is a solution to the inequality and it lies below the line. The graph of y <
1 is the half plane below the graph of y= 1.Therefore, Graph 2 best suits the inequality y <
1.
Group 3: Which of the following is a linear inequality with two variables?
c. 2x + 6y = 0 c. 8𝑥 + 1 ≤ 6
d. x+6=0 d. 6𝑥 + 2𝑦 ≥ 6
Solution: A linear inequality in two variables will contain only two variables and an
inequality symbol like ≠, ≤, <, ≥ or >. Among the choices, 6x + 2y ≥ 6 is a linear inequality in
two variables x and y.

Group 4: Choose the ordered pair that is not the solution of the inequality whose graph is
shown.
c. (2, -4) c. (4, -4)

d. (4, -2) d. (-2, 2)
Solution:
The y-intercept of the line is - 4 and the slope is 1. The equation of the line in slope-
intercept form is y = x - 4.[Substitute m = 1 and b = - 4 in the equation y = mx + b.] As the
boundary line is a dashed line and the region below the line is shaded, the inequality
should be y < x - 4. The ordered pair (- 2, 2) is not a solution for the inequality of the graph
shown.
Group 5: Identify the inequality which has the ordered pair

(2, - 3) as a solution.
c. 5x + 3y ≤ 0 c. 5x - 3y ≤ 0
d. 5x - 3y < 0 d. 5x + 3y ≥ 0

Solution:
5𝑥 + 3𝑦 ≤ 0 5𝑥 − 3𝑦 ≤ 0
5(2) + 3(− 3) ≤ 0 5(2) − 3(− 3) ≤ 0
1 ≤ 0, which is false. 19 ≤ 0, which is false.

5x - 3y ≤ 0 5x + 3y ≥ 0
5(2) - 3(- 3) ≤0 5(2) + 3(- 3) ≥ 0
19 ≤ 0, which is false. 1 ≥ 0, which is true.
So, (2, - 3) is a solution of 5x + 3y ≥ 0.
5 3 1

CREATIVITY IN
Excellent Good Fair
VISUALS
Student is able to
demonstrate basic
uncomfortable with
the content.
2. Analysis
 What have you noticed about the graph?
 Where can we locate the point that will satisfy inequalities?
 When do we use dashed line? Solid line?
 How did you find the activity? What did you feel while doing such?
 Is there a shortest/easiest way on how to determine the possible solutions set?
 Report your answers in front of the class.

C. Abstraction
REMEMBER
Steps for Graphing Inequalities
FOR INEQUALITIES:
< or > dashed line
> or < solid line
If y < or y  , shade the region BELOW the line

If y > or y  , shade the region ABOVE the line
If x < or x  , shade the region LEFT to the line
If x > or x  , shade the region RIGHT to the line
6. Write the inequality as an equation. Put in slope-intercept form and

graph the line, dashed or solid.
7. Test a point, not on the line to see if it makes a true statement. If (0, 0)
is not on the line, use it. It is the easiest point to test.
8. If a true statement results, shade the half-plane containing this test
point.
9. If a false statement results, shade the half-plane not containing this
test point.
10. Pick any point in the commonly shaded area or the area where the
shading overlaps and check it in all inequalities.
3. Application
“It’s your turn!”

(Each group will be given a task card Use the above Rubric)
Skecth the solution to each system of inequalities.

Group 1.𝑦 > 4𝑥 − 3 Group 3.𝑦 ≥ 𝑥 − 3
𝑦 ≥ −2𝑥 + 3 𝑦 ≥ −𝑥 − 1
Group 2.𝑦 ≥ −5𝑥 + 3 Group 4.4𝑥 − 3𝑦 < 9
𝑦 > −2 𝑥 + 3𝑦 > 6
Group 5.𝑥 + 𝑦 ≥ 2
4𝑥 + 𝑦 ≥ −1
IV. EVALUATION
“Sketch me if you can”

Sketch the solution to each system of inequalities on your graphing paper. Use pencil, ruler,
crayons or colored pen.
3. 4𝑥 + 3𝑦 > −6 3. 3𝑥 + 𝑦 ≥ −3
𝑥 − 3𝑦 ≤ −9 𝑥 + 2𝑦 ≤ 4
4. 𝑥 + 𝑦 ≥ −3
𝑥+𝑦 ≤3
INDEX OF MASTERY
Re-teach
(0% - 50%)
V. CLOSURE
“It is better to fail in originality than to succeed in imitation.”

― Herman Melville

I. OBJECTIVES
1. Define relation and function
2. lllustrates a relation and a function.
3. Verifies if a given relation is a function.
II. SUBJECT MATTER

D. Topic: Linear Functions
E. Subtopic: 5.1 Relations and Functions.
F. References: 1. Worktext in Mathematics, Intermediate Algebra
(B.E.C Based)pp. 31-34
pp. 375-383
Derradapp.331-334
5. Math Builders by: Razon and Ulpina pp. 8-20
6. www.mathxtc.com
7. www.ststephens.wa.edu.au
D. Materials: Drill boards, Strips of Cartolina, Power point presentation,
Task cards
III. PROCEDURE
3. PRIMING
A. Activity
“Count me in!”
Description: This activity will enable you to write ordered pairs. Out of this activity, you can
describe the relation of an object to its common name.
Directions: Group the following objects in such a way they have common

properties/ characteristics.
Fork Liquid eraser grater

Pencil knife iPod
Laptop ballpen Pot
Digital camera Tablet Cellphone
Ladle notebook Paper
Kitchen Utensils School Supplies Gadgets
Form some ordered pairs using the format:

(Object, common name)
e. Column 1:________________________________________
f. Column 2:________________________________________
g. Column 3:________________________________________
Questions:
1. How many objects can be found in each column?
2. How did you classify the objects?
3. Based on the coordinates you have formulated, is there a repetition of the first coordinates?
What about the second coordinates?

“Oops.., be careful!?”
Have students come up to the front of the class. Choose males and females to pair up. Have
one male choose to be with two females and watch the reaction of the class.
By using students, you are modeling ordered pairs. To find out if the ordered pairs are a function,
you must link a male to a female. If the male is "cheating" on his woman...this situation is not
functioning properly in this relationship. Hence the pair cannot function. Not a function.
B. Analysis
 How did you find the activity?

 What observation can you make on Activity?
 How do you describe function? Relation?
C. Abstraction
REMEMBER
Relation is a correspondence between two sets (called the
domain and the range) such that to each element of the domain,
there is assigned one or more elements of the range. The set of all
the first coordinates is called the domainof the relation. The set of
all the second coordinates is called the range of the relation.
Function is a relation for which no two ordered pairs have the
same first element.
One-to-one correspondence and many-to-one
correspondence are called functions while one-to-many
correspondence is not.

How to determine whether a Relation is a Function?

Now at this point, we come to know that a function is a special type of a relation. At a
first chance, function looks like a relation. It is also a set of ordered pairs like (a,b) type and
as similar to relation, function has its domain and co-domain.
But we can easily differentiate a function and relation with the help of each x values
or their input values. We know that in function every x value has one and only one y value
and if any one element is missing to map from domain to co-domain then it’s not a function.
In short, “ a relation is a function, in which no two ordered pairs have

the same first coordinate or element but two ordered pairs can have the same
second element”. All functions are relation but all relation are not function
Example:
Identify each if the given relations is a function or not and provide the reasons.
(a) {(1,2), (2,4), (5,9), (4,3)}
(b) {(0,1), (1,1), (2,3), (4,2)}
(c) {(1,2), (2,3), (3,4), (4,5)}
(d) {(1,1), (2,1), (3,5)}
Solution:
(a) {(1,2), (2,4), (5,9), (4,3)} is a function because no ordered pairs have the same
first element.
(b) {(0,1), (1,1), (1,3), (4,2)} is not a function since second and third ordered pairs
have the same first coordinate 1.
(c) {(1,2), (2,3), (3,4), (4,5)} is a function since none ordered pairs have the same
first element.

(d) {(1,1), (2,1), (3,5)} is a function since none ordered pairs have the same first
element. Here ordered pairs first (1,1) and second (2,1) have the same second element 1,
but it is a function because it’s important that these ordered pairs have different first
elements i.e. 1 and 2.
The vertical line test is one way to determine whether a relation is a function or not
when given a graph. No two points of the graph of a relation must be contained on the
same vertical line, for it to be classified as a function.
Vertical
Line
Test
Function Not a Function

D. Application
Directions:Determine which of the following relations is a function. Write F if it is a function
and NF if not. If it is a function identify its domain and range.
1. {(−𝟐, 𝟖), (−𝟏, 𝟔), (𝟎, 𝟒), (𝟏, 𝟐), (𝟐, 𝟎)}
2.
2
1
5
-3
8

x -5 -3 -1 1 3
3. y -2 0 2 4 6
4. {(𝟏, 𝟏), (𝟐, 𝟐), (𝟑, 𝟑), (𝟒, 𝟒), (𝟓, 𝟓)}
5.
IV. EVALUATION
“Real na Real!”
A. Determine whether the relation is a function or not.
Domain Correspondence Range
1. Students Birth Date Days of the year
Answer:_______________________________________
People in
Skin Complexion Set of colors
2. Taytay
Answer:_______________________________________
Student Grade in Math Positive integers
3.
Answer:_______________________________________
Set of
Double each number Set of integers
4. integers
Answer:_______________________________________
Set of
Square root of the number Set of real numbers
5. integers
Answer:_______________________________________

INDEX OF MASTERY
Re-teach
(0% - 50%)
B. Suppose you are working at “TaytayTiannge”. You earn Php 150 per day. Your
earnings are related to the number of days of work.
Questions:
1. How much will you earn if you work 3 days? 5 days? 1 week? 1 month?
2. Express each as an ordered pair.
3. Based on your answer in no.2, what is the domain? What is the range?
V. CLOSURE
“A problem is a chance for you to do your best.”

-Duke Ellington

.
I.OBJECTIVES
4. Define dependent and independent variables.
5. Differentiate dependent and independent variables.
6. Identify independent and dependent variables in the real world.
II. SUBJECT MATTER
G. Topic: Linear Functions
H. Subtopic: 5.3 Determines dependent and independent variables
I. References: 1. Mathematics Learner’s Modulep. 114, 156
2. Atlantic Union Conference Teacher Bulletin
3. www.teacherbulletin.org
4. http://digitalcommons.pace.edu/middle_math
D. Materials: Drill boards, Strips of Cartolina, DLP, Power point
presentation, Task cards, graphing paper, ruler, pencil, colored chalk
or crayons
III. PROCEDURE
1. Activity
“Makinig,Tumingin.., at ikaw ay may Matutuklasan”
 The students will listen to a song entitled “Kapaligiran” popularized by: Asin.
 What can you say about the song that you have heard?
 What will happen to our environment if we continue such actions towards
surroundings?
Students will be shown a clip from the reality TV show “Eat Bulaga (Bulaga pa more,
Dabarkads pa more).” They will watch the performance and see the scores and
commentary of the judges after the performance.
After the clip, students will be asked, “Based on the judges’ comments and your prior
knowledge, what factors do you think influenced the performer’s score?” [e.g., what

variables does the score depend on? What factors will cause the score to increase?
Decrease?] (other
shows which illustrate cause-effect can be substituted. It will show students that
independent and dependent variables can be found in the world around us.
Activity
“Judge Me Not”
Examine the following.
2 1.
+ _______ = __?___
2.
2 +___8___ = __10___
3.
In every example,
we changed one
number…
2 +4.__29___ = __31___
… and its affected
the answer
2 + 5.
___50____ = __52___
Therefore, the answer depended on the number

we changed!
2. Analysis
What can you say about the first strip of paper? On the second? On the third?
On the fourth?
 What if, we replace x or any letter to the on the number that we changed?
What will happen to the equation problem?
 What do you call to that letter? What do you call to the number that cannot
change?

3. Abstraction
DON’T FORGET!
A variable is… something that can be changed.
In our math problems, the numbers we changed were called

variables.
2 +___8___ = __10___
A constant is… something that does not change.

In our math problems, the number we decided not to change
could be called a constant.
In our math problems we used independent and

dependent variables too!
Independent variable
(The number we changed)
Constant 2 +___8___ = __10___
(It stayed the same)
Dependent variable
(The number that depended

on the independent variable)
Example:
Identify the independent and dependent variablesin the situation.
1. A painter must measure a room before deciding how much paint to buy.
The amount of paint dependson the measurement of a room.

Dependent: amount of paint
Independent: measurement of the room
2. The height of a candle decrease d centimeters for every hour it burns.
The height of a candle depends on the number of hours it burns.

Dependent: height of candle

Independent: time
3. A veterinarian must weight an animal before determining the amount of medication.
The amount of medication depends on the weight of an animal.

Dependent: amount of medication
Independent: weight of animal
Helpful Hint
There are several different ways to describe the variables of a function.
Independent Dependent
Variable Variable
x-values y-values
Domain Range
Input Output
x f(x)
4. Application
My Real World
Group Activity
A. Make a list of movies or songs which illustrate a cause-effect relationship
between two or more variables. Explain the relationships.
B. Analyze the following picture and summarize its message. Using the picture
as a model, create your own picture using different independent and dependent variables.


5 3 1

CREATIVITY IN
Excellent Good Fair
VISUALS
Student is able to
demonstrate basic
uncomfortable with
the content.
IV. EVALUATION
A. Identify the independent and dependent variablesin the situation.
1. Computer Shop charges P15 per hour to rent a Computer.
2. AlingNena buys k kilos of Pork at P260 per Kilo.
3. As the number of cigarettes a person smokes increases, his or her chance
of developing cancer increases.
4. As the number of stressful events in a teen’s life increases, his or her
chance of developing depression increases.
5. As the number of weekly hours a student spends participating in
Extracurricular activities increases, his or her chance of dropping out of high
school decreases.
B. Complete ONE of the following creative assignments, which you will present to the class. This
creative assignment must refer to your independent variables and it must explain or show how each
of these variables is related to high school dropout rates, in general terms.
a. Write a song or jingle

b. Create a poster or display

c. Deliver a news story as if you are a newscaster on TV

d. Make a graph/diagram/chart
Teach a lesson as if you are a teacher and your classmates are your students
INDEX OF MASTERY
Re-teach
(0% - 50%)
V. CLOSURE
“The mind defines, decides, doubts and divides

– only the heart truly binds.”
-RasheedUgunlaru

I. OBJECTIVES:
1. Find the domain and range of a function.
II. SUBJECT MATTER:
Topic: Relations and Functions
Sub-topic: 5.4Finding the Domain and the Range
References :Grade 8 mathematics Learner’s Module, pp158-165;
E-Math 8 by Oronce and Mendoza- pp198-200
Materials: Activity Sheets, colored chalk, graphing paper
III. LESSON PROPER:
1. Priming:“TEXT TWIST”
The class will be divided into five groups. The teacher will flash a
jumbled letters on the screen. The group will rearrange the jumbled letters and
write their answer in their drill board. They will be given 15 seconds for each
jumbled letters. The group will gain one point for every correct answer. The group
score will be the score of every individual member.
1. ANGER
2. MINADO
3. LATINOSER
4. SUNCTIONF
5. RETREAG HTNA
6. SSEL HTNA
7. LEAQU
8. LEAUV
9. EEDDFINNU
10. EARL BMUENR
2. Activity 1:“REVISITING DOMAIN AND RANGE”
Identify the domain and range in the given set of ordered pairs.
Let P = {(Manel, a), (Cristy, b), (Cora, c)}

Domain of P:
Range of P:

Let A = {(0, 1), (1, 2), (2, 5), (3, 8)}

Domain of A:
Range of A:
Let X = {(-2, x), (-1, y), (0, z), (1, v), (2, w)}
Domain of X:
Range of X:
Let K = {(Bibingka, Tea), (Suman, Tea), (Kutsinta, Tea),

(Maha, Tea)}
Domain of K:
Range of K:
Let H = {(Taytay, Builders),(Morong, Achievers), (Teresa, Miners),

(Binangonan, Cagers), (Angono, Giants)}
Domain of H:
Range of H:
Activity 2 “DO YOU KNOW THAT?”

(Individual Work and Guided Discovery)
ℎ(𝑥)
In the rational function f(x) = 𝑔(𝑥) , there are steps in finding the domain
and range.
𝑥+3
Determine the domain and range of y = 𝑥−2 , Class let’s do it altogether by
following the steps.
Step 1: To find the domain, look for the values of x where x – 2 = 0. Thus, x
= 2. Do not include x = 2, this will make f(x) undefined.

Step 2: To find the range, solve for x in terms of y. Apply your skills in
algebraic manipulation, then find the restrictions on y, if the values of y will make
the denominator equal to zero, do not include.
𝑥+3
y= 𝑥−2
y (x – 2) = x + 3 By cross multiplication
xy – 2y = x + 3
xy – x = 2y + 3
𝑥 (𝑦−1) 2𝑦+3
= Dividing both sides by y - 1
𝑦−1 𝑦−1
2𝑦+3
X= The rational expression is defined
𝑦−1
for y ≠ 1.
3. Analysis
4. How did you find the activity 1 and 2?
5. What did you feel while doing such?
6. How did you come up with your answer in activity 1?
(Refer to activity 2 for the next questions)
7. Were you able to follow the step 1? Step 2?
8. What is the value of x in step 1 that will make f(x) undefined? Are you going
to include this value?
9. What are the domain of the given function?
10. Finding the range, you have to solve x in terms of y, what is x?
11. What is the value of y that will make the denominator zero? Are you going
to include this value?
12. What are the range of the given function?
13. What difficulty have you encountered answering the problem?
14. Can you now find for the domain and range of the function
ℎ(𝑥)
f(x) = 𝑔(𝑥)

4. ABSTRACTION
Finding the domin and range of a function.
Activity No. 3
Complete the chart below
3-2-1
CHART
3 THINGS 2 1 QUESTION
YOU FOUND INTERESTING YOU STILL
OUT THINGS HAVE
5. Application
Given the domain for x = {-2, -1, 0, 1, 2}, determine five ordered pairs and the
range of each given function.
1. y = x + 5
2. y = 3x + 2
3. x + y = -2
2𝑥−7
4. y = 2𝑥
2𝑥−7
5. y = 2+𝑥

IV. EVALUATION
Determine the domain and range of the given function
Functions Domain Range

1. y = 4x -1 ________ ________
2. y = 5x +2 ________ ________
3. y = -3x + 1 ________ ________
2𝑥
4. y = ________ ________
5
3
5. y = 𝑥+5 ________ ________
Index of Mastery
Section
V. Students 5 4 3 2 1 0
CLOSURE:
“Occurrences in this domain are beyond the reach of exact prediction because of the
variety of factors in operation, not because of any lack of order in nature.”
Albert Einstein

I. OBJECTIVES:
1. Define linear functionof the formf(x) = mx + b.
2. Illustrate linear function of the formf(x) = mx + b.
3. Identify the slope mand y-intercept bin the given linear function.
II. SUBJECT MATTER:

Sub-topic:5.5 Linear Functionof the form f(x) = mx + b.
References:Grade 8 mathematics Learner’s Module, pp172-180;
E-Math 8 by Oronce and mendoza- pp198-200
Materials:Cellphone, Activity Sheets, Computer unit, LCD projector.
III. LESSON PROPER:

11. Priming
Direction: Give the function of the person/persons shown in the picture
below.

1.Activity 1:“May Nagtext”

Each group will be given 5 functions. The group should have one unit of cell
phone to be used. They need to send the answer “YES or NO” through text
messaging to the teacher and the first to send the correct answer will gain points.
1. Is the function f defined by f(x) = 3x + 5 a linear function?

2. Is the function f defined by f(x) = -x + 1 a linear function?
3. Is the function f defined by f(x) = x3 + 5 a linear function?
4. Is the function f define by f(x) = x2 + 4x + 4 a linear function?
5. Is the function f define by f(x) = 5x - 5 a linear function?
2.Analysis
17. What is the highest degree of exponent in function 1?2? 3? 4? and 5?
18. Which of the five are linear functions? Which are not?
19. How did you identify if the given function is Linear or not?
20. If each function is in the form f(x) = mx + b? Identifym in each function? How
aboutb in each function?
21. What is the interesting part in the activity?
22. What difficulty have you encountered?
23. Can you identify/illustrate now a linear function?
24. What is a linear function?
In the functionf(x) = mx + b,mandb are real numbers. It’s graph is a line with slope m
and y-interceptb. The degree of the function is 1If m ≠ 0.
Activity 2: “COMPLETE ME”

Determine whether each is a linear function or not. Check Yes if it is a linear function
and No if is not. Write the degree of the function. For linear functions, identify the slope m
and y-interceptb.

Function Degree Yes No m b
1. f(x) = 5x + 1
2. f(x) = -6x – 7
3. f(x) = 3x
4. f(x) = 2x -4
5. f(x) = 5x – 3
3. Abstraction
DON’T FORGET!
A linear function is defined by f(x) = mx + b, where mandb

are real numbers. It’s graph is a line with slope m and
y-interceptb. If m ≠ 0, then the degree of the function is 1.
4. Application
The class will be divided into 5 groups, each group will create their own linear
function and will complete the table below.
1.
2.
3.
4.
5.

IV. EVALUATION:
1. f(x) = 2(x – 3)
2. f(x) = - (x + 5)
3. f(x) = -4x2
4. f(x) = 10x + 7
5. f(x) = 3x2 – 5x + 1
Index of Mastery
Section
V. Students 5 4 3 2 1 0
CLOSURE:
Read Aesop’s fable in front of the class entitled “THE CROW AND THE PITCHER”.
Let them reflect on how the fable is related to linear function.
The Crow and the Pitcher
A Crow, half-dead with thirst, came upon a Pitcher which had

once been full of water; but when the Crow put its beak into the
mouth of the Pitcher he found that only very little water was left
in it, and that he could not reach far enough down to get at it.
He tried, and he tried, but at last had to give up in despair.
Then a thought came to him, and he took a pebble and dropped it
into the Pitcher. Then he took another pebble and dropped it into
the Pitcher. Then he took another pebble and dropped that into
the Pitcher. At last, at last, he saw the water mount up near
him, and after casting in a few more pebbles he was able to quench
his thirst and save his life.
Little by little does the trick.

I. OBJECTIVES:
1. Draw the graph of linear function given the table of values for x and y.
2. Describe the graph ofa linear function.
II. SUBJECT MATTER:
Sub-topic:5.6.1 Graph of linear function given the table of values.
Materials:Activity Sheets
III. LESSON PROPER:
Priming: “ Where am I?”
Directions: Ask the students to describe their locations inside the classroom,
what row? What column?, ask also if they can identify the quadrant, above or
below the x-axis, to the left or to the right of y-axis.
1.Activity 1:“Find Me, Locate Me and Describe Me”
Find me: Complete the table of values by finding the value of the function at x.
f(x) = 2x -1
x -1 0 1 2
f(x)
Remember
The function notation y = f(x) tells you that y is a function of x, so we can also
write y = 2x -1 which yields that f(x) represent the range or y-coordinate of the
given function.
Locate me: Plot the domain and the range from the given table of values on
Cartesian coordinate plane, then connect the points with a line.
f(x) = 2x -1
x -1 0 1 2
f(x) -3 -1 1 3
Describe Me: Describe the graph of the function.

The graph of the given function is a straight line.
2.Analysis
1.How did you find the activity?
2.What did you feel while doing such?
3.How did you find for the value of the function at x?
4.If x on the table of values represents the domain of the function, what f(x) represents?
5.Is f(x) = y or y = f(x)?justify your answer.
6.After completing the table of values what did you do next?
7.How are you going to describe the graph of the function?
8.What is the interesting part in the activity?
9.What difficulty have you encountered?
10.Can you graph a linear function given the domain and the range?
3. Abstraction
DON’T FORGET!
To graph a linear function with a given domain and range:

- Complete the table of values by finding the value of the
function at x.
- Plot the domain and the range from the given table of
values on Cartesian coordinate plane and connect the
points with a line.
- Describe the graph.

4. Application
Given the functions below, evaluate the following: f(-2), f(-1), f(0), f(1), f(2).
Complete the table of values for each function below. Graph it in Cartesian coordinate
plane.
1. f(x) = x + 5
x -2 -1 0 1 2
y
IV.EVALUATION
Given the functions below, evaluate the following: f(-1), f(0), f(1), f(2), f(3).
Complete the table of values for each function below. Graph it in Cartesian coordinate
plane.
f(x) = -x + 5( for 5 points)
x -1 0 1 2 3
y
Index of Mastery
Section
V. Students 5 4 3 2 1 0
CLOSURE:
To graph a linear function we need to complete first the table of values and to do
that, we have to substitute x to f(x), this is so essential. In life we need also to substitute or
place ourselves in the shoes of others for us to realize this quotation:
“I LEARNED TO GIVE NOT BECAUSE I HAVE MUCH, BUT BECAUSE I KNOW
EXACTLY HOW IT FEELS TO HAVE NOTHING”

I. OBJECTIVES:
1. Draw the graph of a linear function given the x- and y- intercepts.
II. SUBJECT MATTER:
Sub-topic: 5.6.2 Graph of a linear function given the intercepts.
References: Grade 8 mathematics Learner’s Module, pp174-186;
III. LESSON PROPER:
Priming:“KNOW THEM”group activity
Choose the best answer from the box below.
(0, b) Intercepts
(a, 0) x-intercept
y-intercept
1. Are points where the graph of the function cuts each axis
2. It represents the x- intercept.
3. Is the abscissa of the coordinates of the point in which the graph intersect the
x – axis.
4. It represents the y- intercept.
5. Is the ordinate of the coordinates of the point in which the graph intersect the
x – axis.
Draw or give the illustration of each of the term, group presenter will explain
the work of the group.

Activity: “Walk my Talk” Individual Task

Follow my instructions and do what is asked
1. Draw a Cartesian coordinate plane.
2. Plot the x- intercept 4 or (4, 0)
3. Plot the y- intercept 6 or (0,6)
4. Draw a line through this points.
2. Analysis
25. How did you find the activity 1 and 2?
27. How did you come up with your answer in activity 1? Activity2?
28. What happen after connecting the points?
29. How are you going to describe the graph of the function?
30. What is the interesting part in the activity?
31. What difficulty have you encountered?
32. Can you graph a linear function given the x- and y- intercepts?
3. Abstraction
DON’T FORGET!
To graph a linear function given the x- and y- intercepts:

- Plot the x- intercept.
- Plot the y- intercept.
- Draw a line through this point.
4. Application
The class will be divided into 5 groups, each group should create 5 problems
involving

graph of a linear function given the x- and y- intercepts. After 2 minutes the 5
groups will exchange their work to answer the problem made by the other group.
After 5 minutes, the group leader will present it in the class in 2 minutes.
IV. EVALUATION
Graph each linear function whose x- intercept a and y- intercept b
are given below.
5. a = 2 and b = 1
6. a = 4 and b = -1
7. a = -2 and b = -7
1
8. a = -4 and b = - 2
1
9. a = 2 and b = -2
Index of Mastery
Section
V. Students 5 4 3 2 1 0
CLOSURE:

I. OBJECTIVES:
1. Draw the graph of a linear function given the slope and y- intercept,
slope and one point.
II. SUBJECT MATTER:
Sub-topic: 5.6.3 Graph of a linear function given the slope and y- intercept, slope
and one point.
References: Grade 8 mathematics Learner’s Module, pp174-186;
III. LESSON PROPER:
Priming: Let students work in pairs. Give them exercises on identifying slope and y-
intercept from the given equation. Have them recall concepts that involve slope and y-
intercept from the given equation.
1. Activity 1:“Think, pair, share”

Two students will work in pair, each should create their own linear equation show
it to his/her partner, and then they will be asked to identify the slope and the y-
intercept from the given function/equation.
Activity 2: “Follow the Steps”
Male students will do letter A while female students will do letter B following the
steps on how to graph a linear function given the slope and y-intercept, the slope
and one point.
A. Graph the function f(x) = 2x + 1
Steps
 Identify the slope and the y-intercept.
 Plot the point the y-intercept (0, 1).
 The slope of the line is 2. Count one unit to the right and 2 units
upward to locate a second point on the line (note that the slope of a
𝑟𝑖𝑠𝑒
line is the ratio of .)
𝑟𝑢𝑛
 Draw a line through two points.

3
B. Graph the line passing through (2, 4) with a slope of 4 .
Steps
 Locate the point (2, 4).
 Count 4 units to the right and 3 units upward to determine the second
point which is (6, 7).
 Draw a line through the points.
2.Analysis
1.How did you find the activity 1 and 2?
3.How did you come up with your answer in activity 1? Activity2?
4.How did you plot the y-intercept? The point? And the slope?
5.How is A differ from B in activity 2?
6.What happen after connecting the points?
7.How are you going to describe the graph of the function?
8.What is the interesting part in the activity?
9.What difficulty have you encountered?
10.Can you graph a linear function given the slope and y- intercepts? One point and a
slope?
3. Abstraction
DON’T FORGET!
To graph a linear function given the slope and y- intercept:

Identify the slope and the y-intercept.
 Plot the y-intercept to determine the first point.
 From the given slope of the line. Count unit to the right
units upward/downward to locate a second point (note
𝑟𝑖𝑠𝑒
that the slope of a line is the ratio of 𝑟𝑢𝑛 .)

To graph a linear function given the slope and one point:
181 | P a g e  Locate the given point.Learning Materials in Grade8 Mathematics
 DepEd-Divisiontoof Rizal
Count units to the right and units upward/downward
determine the second point base from the given slope
𝑟𝑖𝑠𝑒
(𝑟𝑢𝑛 ).
DON’T FORGET!
To graph a linear function given the slope and y- intercept:

Identify the slope and the y-intercept.
 Plot the y-intercept to determine the first point.
 From the given slope of the line. Count unit to the right
units upward/downward to locate a second point (note
𝑟𝑖𝑠𝑒
that the slope of a line is the ratio of 𝑟𝑢𝑛 .)
4. Application
Graph each linear function whose slope m and y- intercept b are given
To graph a linear function given the slope and one point:
below.
 Locate the given point.
10. m = 2 andCount
b = 3 units to the right and units upward/downward to
11. m = -2 anddetermine
b=4 the second point base from the given slope
𝑟𝑖𝑠𝑒
2 ( ).
12. m = 3 and 𝑟𝑢𝑛
b=1
3
13. m = 4 and b = 6
14. m = 3 and b = -2
IV. EVALUATION:
Draw the graph of the linear function given the slope and a point.
1. a slope of 2 passing through (3, 6)
2. a slope of -3 passing through (4, 2)
3
3. a slope 4 passing through (8, 2)
Draw the graph of the following function.

1. f(x) = 3x + 7
3
2. f(x) = 2 𝑥 - 4

Index of Mastery
Section
V. CLOSURE:
Tell in front of the class “THE STORY OF THE DEAF FROG CLIMBING THE
TREE”. Let them reflect on how the fable is related to the lesson.

I. OBJECTIVES:
1. To apply knowledge in linear function.
2. To solve problems involving linear function.
II. SUBJECT MATTER:
Sub-topic:5.7 Solves problems involving linear functions.
E-Math 8 by Oronce and mendoza- pp198-200
Materials:Activity Sheets, colored chalk, graphing paper
III. LESSON PROPER:
1. Priming:“SHOW ME WHAT YOU’VE GOT”
Each group will be given 5 questions. The group should have one mini
white board/drill board and white board marker or chalk to be used. Once they
hear the word “GO“ They need to write the answer within 15 seconds in a mini
white board/drill board. The group who will get the correct answer will gain point.
The group score will be the individual score of each member.
12. In the function f(x) = -2x + 5, what is the slope?

13. What is the y-intercept in the function f(x) = 4x + 7
14. Translate, four added to a number gives ten.
15. What is f(x) = x + 5, if x=3
16. Given the slope (m) is 10 and the y-intercept (b) is 30, write the function
f(x).
2. Activity 1:“RIDING A JEEPNEY”
Let students work in group. This activity will enable them to solve real-life problems
involving linear functions.Consider the situation below and answer the questions
that follows.
Allan often rides a jeepney from one place to another. The standard fare in
riding a jeepney is Php 8 as a flag-down rate plus Php 2 for every 200 meters or
a fraction of it.

Complete the table below

Distance
(in meters) 0 300 600 900 1200 1500
x
Amount
(in Php)
y
3. Analysis
1.How did you find the activity 1 and 2?
3. How did you come up with your answer in activity 1? Activity2? (refer to activity
2 for the next questions)
6. Based on the completed table, would a relation represent a line?
7. What is the y-intercept? Explain your answer.
8. What is the slope? Explain your answer
9. What linear function represents the situation?
10. What will be Allan’s fare for 300m? 600m? 900m? 1200m? and 1500m?
11. What difficulty have you encountered answering the problem?

4. ABSTRACTION
How to solve problems involving linear function.
Activity No.2
Complete the chart below
3-2-1
CHART
3 THINGS 2 1 QUESTION
YOU FOUND INTERESTING YOU STILL
OUT THINGS HAVE
5. Application
Consider the situation below and answer the questions that follows. (15 points)

Aling Lourdes can produce 25 sumans in 2 hours, if initially before the

production, there are 10 sumans already, complete the table below showing the total
number of sumans after every 2 hours.
Time
(in hours) 0 2 4 6 8 10
x
Quantity
(suman)
y

3. Based on the completed table, would a relation represent a line?
4. What is the y-intercept? Explain your answer.
5. What is the slope? Explain your answer
6. What linear function represents the situation?
7. What is the total number of suman in 2 hrs?
IV. EVALUATION:
Solve the given problem. Answer the questions that follows.

A pay phone service charges Php 5 for the first three minutes and Php 1 for every
minute additional or a fraction thereof,
1. What is slope in the given problem?
2. What is the y-intercept?
3. Formulate the linear function that best describe the problem.

5. How much will a caller have to pay if his call lasts for eight minutes?
Index of Mastery
Section
V. Students 5 4 3 2 1 0
CLOSURE:
“Never bring the problem solving stage into the decision making stage.
Otherwise, you surrender yourself to the problem rather than the solution.”
Robert H. Schuller

I. OBJECTIVE:
1. Determine the relationship between the hypothesis and conclusion of an if-then
statement.
II. SUBJECT MATTER:
Topic: Linear Inequalities in Two Variables
Sub-topic: 6.1Relationship between the hypothesis and conclusion of an if-then
statement.
References: Geometry pp. 59 (Soledad Jose-DilaoEd.D, Julietta G. Bernabe)
Geometry
Mathematics 8 Learner’s Module pp 322-324
Materials:Visual Aids, Manila paper/cartolina, Activity sheets
III. LESSON PROPER:
Priming:
What is common between the following pair of words?
(Let the student(s) explain the relation between the given words).
a. air and human
b. appliances and electricity
c. gas and car
d. sugar and coffee
e. man and woman
1.Activity
One Saturday night your mother asks you the question:
If it rains tomorrow what do you plan to do? (Answer the question in this format)
“If it rains tomorrow, then ______________.
2.Analysis
1. What have you observe about all the answers given?
2. At what word does the first phrase start? the second phrase?
3. What is the relationship of the first phrase that starts with “if” with the
phrase that starts with “then”?
3. Abstraction
DON’T FORGET!
All of the statements given are called conditional

statements. Conditional statements are made up of two parts. The
part following ‘if” is the hypothesis and the part following the “then”
is the conclusion.

.
4.Application
Determine the hypothesis and the conclusion in each statement.
1. If a number is even, then it is divisible by two.
2. If you are a good citizen, then you obey rules and regulations.
3. If two lines intersect, then they have a common point.
4. If two angles are vertical angles, then they are congruent.
5. If two angles are complementary angles, then the sum of their measures is
900.
IV. EVALUATION:
1. If a quadrilateral is a rectangle, then it has two pairs of parallel sides.
2. If two angles are congruent, then they have the same measure.
3. If a polygon has three sides, then it is a triangle.
4. If the measure of the angle is 900, then it is a right angle.
5. If El Niño would prolong, then we might face water crisis.
Index of Mastery
Section
V. Students 5 4 3 2 1 0
CLOSURE:
Construct five if-then statement regarding risk reduction in your home or in
the community and underline the hypothesis and encircle the conclusion.

I. OBJECTIVE:
1. Transform a statement into an equivalent if-then statement.
II. SUBJECT MATTER:
Sub-topic: 6.2 Transform a statement into an equivalent if-then statement.
References: Geometry pp. 59 (Soledad Jose-DilaoEd.D, Julietta G.Bernabe)
Materials: Visual Aids, Manila paper/cartolina, Activity sheets
III. LESSON PROPER:
Priming:
When do you usually use the word “if” and the word “if then”?
1. Activity
Transform the following statement to if-then statement.
b. A prime number has only two factors.

c. An acute angle measures between 00 – 900.
d. Rizaleños are polite.
e. Students who are good in math are smart.
f. Vertical angles are congruent.
2. Analysis
a. What part of the statement is the hypothesis? the conclusion?
b. How do you distinguish hypothesis and conclusion in a statement?
c. How do you transform a statement in an if-then form?
3. Abstraction
DON’T FORGET!
To transform a statement into if-then statement
determine the hypothesis and the conclusion in the given
statement. Then follow the format “if” followed by the
hypothesis and “ then” followed by the conclusion”..

4. Application
Rewrite the following statement in if-then form
a. All students like geometry.

b. People from Rizal are smart.
c. The angles in a triangle add up to 1800.
d. A diligent worker is a good employee.
e. Liza goes to school every weekdays
IV. EVALUATION:
Rewrite the following statement in if-then form
1. All baseball players wear hats.

2. I'll learn how to drive when I am 16 years old.
3. If you do your homework, then you can watch TV.
4. Alternate interior angles are congruent if lines are parallel.
5. All kids like ice cream.
Index of Mastery

Section
V. CLOSURE:
Construct five statements and transform it in an if-then statement regarding
risk reduction in your home or in the community and underline the hypothesis and encircle
the conclusion

I. OBJECTIVE:
1.Determine the inverse, converse and the contrapositive of an if-then statement.
II. SUBJECT MATTER:

Sub-topic: 6.3 Inverse, converse and the contrapositive of an if-then statement.
References: Geometry pp. 59 (Soledad Jose-DilaoEd.D, Julietta G.Bernabe)

III. LESSON PROPER:
Priming:
Arrange the letters accordingly to form a word.
a. Eersniv – meaning reciprocal, opposite
b. Ersevcon – to talk formally to someone
c. Traopisivenoct – a proposition by contradiction
1.Activity
Study the table below:
Statement Equivalent Statement

If it is blue, then it is the If it is not blue, then it is not
sky. the sky.
If it is blue, then it is the If it is the sky, then it is
sky. blue.
If it is blue, then it is the sky If it is not the sky, then it is
not blue

2.Analysis
1. In the statement what is the hypothesis? the conclusion?
2. If “p” represents the hypothesis and “q” represents the conclusion, what
happens with “p” and “q” in the converse, inverse, and in the contrapositive?
3. Abstraction
DON’T FORGET!
Conditional Statement- a statement that can be written in the form
“if p then q.”
Hypothesis- the part “p” of a conditional statement following the

word if.
Conclusion-
. the part “q” of a conditional statement following the
word then.
Converse- the statement formed by exchanging the hypothesis

and conclusion.
Inverse- the statement formed by negating the hypothesis and

conclusion.
Contrapositive- the statement formed by both exchanging and

negating the hypothesis and conclusion.
Statement If p, then q.
Converse If q, then p.
Inverse If not p, then not q.
Contrapositive If not q, then not p.

4.Application
Determine which is the converse, inverse and the contrapositive of the given
statement.
Statement: If a triangle is a right triangle, then it has a ninety
degree angle.
__________ If a triangle has a ninety degree angle, then it is a right
triangle.
__________ If a triangle is not a right triangle, then it does not have
a ninety degree angle.
__________ If a triangle does not have a ninety degree angle, then
It is not a right triangle.
Statement: If two segments are congruent, then they have the
same length.
__________ If two segments do not have the same length, then
they are not congruent.
__________ If two segments are not congruent, then they have the
same length
__________ If two segments have the same length, then they are
congruent.
Statement: If you will not do your homework, then you will fail
Geometry.
__________ If you don’t fail Geometry, then do your assignment.

__________ If you fail Geometry, then do not do your assignment
__________ If you will do your homework, then you will not fail
Geometry.
IV. EVALUATION:
Identify if the second statement is the inverse, converse or
contrapositive of the first statement.

(statement) 1. If two angles are congruent, then theyhave the same measure.
__________. If two angles are not congruent, then they do not have the same
measure.
(statement) 2.If a quadrilateral is a rectangle, then it has two pairs ofparallel
sides.
__________. If a quadrilateral has two pairs of parallel sides,
(statement) 3.If it rains, then school will be cancelled.
___________ If it does not rain, then the school will not be cancelled.
(statement) 4. If you lift weights, then you are strong.
__________ If you are strong then you lift weights.
(statement) 5. If a fruit is yellow, then it is banana.
___________ If it is not a banana, then it is not yellow.
Index of Mastery

Section

V. CLOSURE:
Write the inverse, converse and contrapositive of the given statement.
1. If a triangle is a right triangle, then it has one right angle.

2. If it is Saturday, then it is weekend.
3. If Taytay is the garments capital of the Philippines, then it has a lot of garments
manufacturer.

I. OBJECTIVE:
Illustratethe equivalences of the statement; its inverse, converse and
contrapositive
II. SUBJECT MATTER:
Sub-topic: 6.4Equivalences of the statement; its inverse, converse and
Contrapositive.
References:Geometry pp. 59 (Soledad Jose-DilaoEd.D, Julietta G.Bernabe)
III. LESSON PROPER:
Priming
Transform this sentence without changing its sense or meaning.
“Cainta is one of the municipalities in Rizal.”
1.Activity
Write the converse, inverse and contrapositive of the given
statement below.
1. If it is heavy, then I am strong
2. Some Bananas are yellow.
3. If cats like fish, dogs like beef.
2.Analysis
How do you distinguish statements which are converse, inverse and
contrapositive of a certain statement?
3.Abstraction
DON’T FORGET!
Equivalent Statements are statements that are written differently,

But hold the same logical equivalence.
“If p the q” has three equivalent statements.
. Statement If p, then q.
Converse If q, then p.
Inverse If not p, then not q.
Contrapositive If not q, then not p.

4.Application
Determine the equivalent statement (inverse, converse, and contrapositive) of
the given statement.
1. The car is red and the pole is blue.
2. Peter does have A and Mary does not have C
3. If Mar wins then, Grace loses.
IV. EVALUATION:
Complete the table below.
Statement Converse Inverse Contrapositive

A quadrilateral is
a rectangle if has
two pairs of
parallel sides.
Alternate interior
angles are
congruent
If the rain will not

fall during rainy
season, then we
might experience
EL Ñino.
A triangle is a
polygon with
three sides.
Philippines is
located in south
eastern part of
Asia

Index of Mastery
Section
V. CLOSURE:
“Do unto others what you want others do unto you”

I. OBJECTIVE:
1.Use deductive reasoning in an argument
II. SUBJECT MATTER:
Sub-topic: 6.5 Deductive Reasoning
References: Mathematics 8 Learner’s Module 329-331
Mathematics for the New Millennium (Geometry

III. LESSON PROPER:
Priming
All students deserve a quality education
Juan is a student.
Therefore, (base from the statement above make a conclusion)
1.Activity
Make a conclusion in each number.
1. Filipinos are hospitable.
Bonifacio is a Filipino
Therefore ____________.
2. Smoking can cause cancer.
Pedro smokes.
Therefore ____________.
3. An angle measures between 00 – 900is an acute angle.
Angle A measures 450.
Therefore _______________.
2.Analysis
1. What have you noticed about the questions given?
2. Was this pattern helping you to arrive at your answer?
3. What do you call the last statement or answer in each question?

3. Abstraction
DON’T FORGET!
Deductive Reasoning uses basic and/orgeneral statements
to arrive at a conclusion.
4. Application
Draw a conclusion from each situation given.
1. Filipinos are peace loving people.

Vince is a Filipino.
________________.
2. A quadrilateral has four sides.
A square has four sides.
________________.
3. Red cars go fast.
Jenny’s car is red.
________________.
4. Every human being has rights.
John is a human being,
________________.
5. All men are mortal.

Socrates is a man.
_______________
IV. EVALUATION:
Draw a conclusion from each situation given
1. Pedro will play basketball if Juan plays.

Juan will not play.
___________________.
2. All students go to school.
You are a student.
___________________.

3. A dose of daily exercise makes a healthy lifestyle

Tino always exercise.
___________________.
4. All squares are rectangles.
All rectangles have four sides.
____________________.
5. All dogs are mammals.
Renz is a dog.
_________________.
Index of Mastery

Section
V. CLOSURE:
All Mathematics teachers are patient.
I am a mathematics teacher.
Therefore, I am patient

I. OBJECTIVE:
1.Use inductive reasoning in an argument
II. SUBJECT MATTER:

Sub-topic: 6.5 Inductive Reasoning
References: Mathematics 8 Learner’s Module 329-331
Mathematics for the New Millennium (Geometry

III. LESSON PROPER:
Priming:
What do you call the process by which an idea is derive from specific
to general? (example how do build a building?)
1.Activity
Answer the following:
a. What is the 4th figure?
b. What is the next direction of the arrow?
c. What is the next number?

1, 3, 9, 27,
d. My mathematics teacher is smart.
My previous mathematics teacher was smart.
Juan’s mathematics teacher is smart too.
Juan’s previous mathematics teacher was also smart
What can you say about mathematics teachers?

2.Analysis
5. What have you noticed about the questions given?
6. Was this pattern helping you to arrive at your answer?
7. What do you call the last statement or answer in each question?
3. Abstraction
DON’T FORGET!
Inductive reasoning is observing patterns to make generalization.
4. Application
Draw a conclusion from each situation given.
1. 5, 25, 125. The next number is ____.

2. 400, 200, 100, 50. What is the next number?
3. My father has curly hair.
My brother has curly hair. What can you say
about people related to me?
4. Earth travel about the sun in elliptical orbits
Mars travel about the sun in elliptical orbits
Jupiter travel about the sun in elliptical orbits
What can you say about all the planets?
5. Rufus came back from the beach with sunburns
Rose came back from the beach with sunburns.
What can you say about the weather on the beach?
IV. EVALUATION:
Draw the conclusion from each given situation.
1. A child’s teacher in pre-school was a female.In his grades 1 and 2, his

teachers were both female.What can you say about his teachers?
2. 60, 30, 15. What is the next number?

3. What is the next figure?
4. 1, 5, 17, 53, 161. What is the next number?

5. -5, 3, -2, 1, -1, 0. What is the next number?
Index of Mastery

Section
V. CLOSURE:
Find the next two terms of the sequence.
1. 1, 5, 14, 30, 55, __, __
1 2 1 4
2. , , , ,___, ___
8 7 2 5

I. OBJECTIVE:
Write a proof
II. SUBJECT MATTER:
Sub-topic: 6.6 Direct Proof
References: Geometry (Joselito Pascual)
Mathematics 8 Learner’s Module
Mathematics for the New Millennium (Geometry)
Materials: Visual Aids, Manila paper/ cartolina, Activity sheets
III. LESSON PROPER:
Priming:
Detective Conan is famous at finding the right one who committed the
crime in the movie series “Detective Conan”. How does he do it?
1.Activity
Activity 1
Identify the properties of equality and congruence shown below.
1. If a = b and c = d, then a + c = b + d
2. If a = b, then “a” can be replaced anytime by “b”
3. a (b + c) = ab + ac
4. b = b
5. If a = b then ac = bc
6. If a = b, then b = a
7. If a = b and c = d, then a – c = b –d
8. If a = b and b = c, then a = c
9. If a = b and c ≠ o, then a/c = b/c
10. AB = AB

Activity 2
Supply the missing statement/reason.

B
B
Given: ABD with BD bisecting AC

AD = 6
Prove: DC = 6
A D C
B B B
Statement Reason
1. BD bisects AC, AD = 6 1.
2. 2. Segment bisector
intersects segment at its
midpoint.
3. AD  AD 3.
4. 4.Congruent segment are
segment with the same
measure.
5. DC = 6 5.
2.Analysis
a. What are the different properties of equality?
b. Why is it necessary for us to discuss the properties of equality in
the topic about proving?
c. What is a proof?
d. In how many ways can a proof be written?
e. What is direct proof?

3. Abstraction
DON’T FORGET!
A proof is a logical argument in which statement is supported

/justified by given information, definition, axioms, postulates,
theorems and previously proven statements.Proof can be written in
several ways.
 Paragraph Form
 Two- column Form
 Flow Chart Form
Direct proof is a method of proving where it directly aims to

prove a certain statement.
4.Application
Proof can be written in several ways.
Given: ABC is an isosceles triangle with vertex A A
 Paragraph Form
Prove: 1 and
 Two- 2 Form
column are congruent.
 Flow Chart Form
Direct proof is a method of proving where it directly

B 1 aims to 2 C
prove a certain statement.
Statement Reason

IV. EVALUATION:
Given: line a is parallel to line b

Line c intersects line b at O
2  3 a 2
Prove: 2  1 2
b 3
Index of Mastery

Section
V. CLOSURE:
People believe only when they see things by their naked eye.
But there are lots of things that we believe even without seeing them.
That is what we call FAITH.

I. OBJECTIVE:
Write a proof
II. SUBJECT MATTER:

Sub-topic: 6.6 Indirect Proof
References: Geometry (JoselitoPascual)
MathBits Notebook (Geo-CCSSMath)
Mathematics 8 Learner’s Module
Mathematics for the New Millennium (Geometry)
III. LESSON PROPER:
Priming:
Examine the statement below, state the real meaning of the statement and
identify how it is being constructed to convey the information.
f. Cxian is not ugly
g. Dogs are men’s enemy.
h. Men are very weak
1.Activity
Complete the two column form proof below.
Given: ABC is an isosceles triangle with vertex A
Prove: 1 ≠ 3 C
1 2
A B

Statement Reason
1. Assume 1 = 3 1.Assumption leading to
contradiction
2. ABC is an isosceles 2.
triangle with vertex A
3. AB  AC 3.
4. 4..If two sides of a triangle
are congruent, then the
angles opposite these sides
are also congruent.
5. 1 ≠ 3 5. Contradicts steps 2 and 4
3.Analysis
1. What is indirect proof?
2. Determine the steps in making indirect proof

4.Abstraction
DON’T FORGET!
An indirect proof is a method of reasoning usually
written in paragraph form. The opposite of the statement to be
proven is assumed true until assumption leads to
contradiction.
Steps in making indirect Proof
1. Assume that the opposite of what you are trying to prove is
true
2. From this assumption, see what conclusions can be drawn.
These conclusions must be base upon the assumption and
the use of valid statements.
3. Search for conclusion that is false because it contradicts
given or known information. Oftentimes you will be
contradicting a piece of given information.
4. Since assumption leads to a false conclusion, the
assumption must be false.
5. If assumption (which is opposite of what you are trying to
prove) is false, then you will know that what you are trying to
prove must be true.

4.Application
Given: AB II CD cut by a transversal.
A Y B
Prove: 1 ≠ 2 1 2
3
C X D
(You may use two-column, paragraph form or flow chart form)

IV. EVALUATION:
Given: OB Bisects AOC andOB is in the interior of AOC
Prove: AOC ≠ AOB
B
A
C
O
Index of Mastery

Section
V. CLOSURE:
People believe only when they see things by their naked eye.
But there are a lot of things that we believe even without seeing them.
That is what we call FAITH.



I. OBJECTIVE:
1. Describe a point, line, and plane
2. Identify real objects that represent points, lines, and planes
3. Name and describe models of points, lines and planes
II. SUBJECT MATTER:

Topic: Geometry
Sub-topic:7.1Defined/Undefined Terms
References:MSA Geometry by. Alferez et. al. p.1-4; Grade 8 Learning Material in
Mathematics p. 1-3, www.google.com (images)
Materials:Visual aids
III. LESSON PROPER:
PRIMING:
DRILL Look around the room. Identify objects, shapes, or anything that may represent a point, a
line or a plane. (Ask students to name as many and as quickly.)
REVIEW
1. What terms or concepts in geometry have you learned from grade school?
2. List them on the board.
MOTIVATION You must already be familiar with the geometric terms: points, lines and planes.
These terms are accepted as intuitive ideas and are not defined. They are simply described. (Ask
students to describe points, lines and planes from the things they identified in the room. List them
separately on the board.)
1. Activity
Taytay is the "Woodworks and Garments Capital Of the Philippines"
1. Points, lines and planes are the basic terms in geometry.

2. Illustrate the idea of a point, a line, a line segment, a ray and a plane.
3. Discuss the relationships among these ideas: collinear, coplanar, intersection and union.

2. Analysis
1. What are points, lines and planes? Why are they undefined?
2. Illustrate the notation used to denote each idea - point, line, line segment, ray and plane.
3. State the relationships among these ideas: collinear, coplanar, intersection and union.
3. Abstraction
DON’T FORGET!
A location in space is called a point.

A path that extends indefinitely in opposite directions is called a
line.
That which has no thickness but has length and width which could
extend indefinitely in all directions is called a plane.
Space is the set of all points.
Collinear points are points that are all on one line.
Coplanar points are points that lie on the same plane.
The intersection of geometric figures is the set of all points that are
common to the figures involved.
4. Application
1. Group the students into four.
2. Each group gets five objects from their things and let another group identify whether the object
represents a point, a line or a plane.)
IV. EVALUATION:
Identify the following:
1. a flat surface having length and width but no thickness
2. a location in space
3. a path extending indefinitely in opposite directions
4. the intersection of two planes
5. the intersection of a line segment and a ray
V. CLOSURE:
“You can’t criticize Geometry. It’s never wrong.” –Paul Rand

I. OBJECTIVE:
4. Differentiate between a postulate and a theorem; and
5. Use properties in algebra and properties of congruence in proofs
II. SUBJECT MATTER:

Topic: Geometry
Sub-topic:7.2Secondary Parts of a Triangle
References:Geometry by Salita C. Benes p. 27-33
Materials:visual aids
III. LESSON PROPER:
PRIMING:
REVIEW What property of real numbers and property of equality is used in the following:
1. 3 (2x-3) = 6x - 9
2. If 5 = y, then y = 5.
3. AB  AB
4. If A  B, B  C , thenA  C
5. (3x + 4y) + 5z = 3x + (4y + 5z)
6. 5x  4y = 20xy
MOTIVATION In solving problems and proving theorems in geometry, students should have a good
grasp of the principles of geometry together with the definitions and postulates. These are
necessary to successfully support the statements of a proof.
1. Activity
Present an example of a proof.
Given: m MOP = M NOQ
Prove: m 1 = m 3

Proof:
Statements
1. m MOP =m NOQ
2. m MOP =m 1 + m 2 Reasons
m NOQ =m 2 + m 3 1. Given
2. Angle Addition Postulate
3. m 1 + m 2 =m 2 + m 3
4. m 2 =m 2
5. m 1 =m 3 3. Substitution property
4. Reflexive property
(Note: study other examples in the textbooks) 5. Subtraction property of
equality
2. Analysis
1. Why do you have to study proof in geometry?
2. What are the main parts of a proof?
3. What are used to support every statement in a proof?
4. Name some of these properties and principles.
3. Abstraction
DON’T FORGET!
Postulate is a statement that is accepted without proof.

Theorem is a statement that is proved through deductive reasoning
using definitions, postulates, and undefined terms.
In proving theorems, the properties of algebra and geometry are the
basis for reasoning. The steps to follow are:
1. Read the problem or theorem carefully and with
understanding. The hypothesis is labeled as Given and the
conclusion as Prove.
2. Draw the figure and label the parents carefully.
3. Proceed with the main parts of the proof which consists of
the stamen and the reason.
4. Application
Given. In the figure, A, B, C, and
D are collinear points and AD = M N
CB.
Prove AC = DB.
A C D B

Proof:
Statements Reasons
1. A, B, C, and D are collinear 1.
points
2. AC + CD = AD 2.
CD + DB = CB
3. AD = CB 3.
4. AC + CD = CD + DB 4.
5. AC = DB 5.
IV. EVALUATION:
Complete the proof.
Given: CD  MN
Prove: MN  CD
Statements Reasons
1. CD  MN 1.
2. CD  MN 2.
3. MN  CD 3.
4. MN  CD 4.
Index of Mastery
Section
V. Students 5 4 3 2 1 0
ASSIGNMENT:
1. Write the given and provide the statements that you could use to prove the theorem. Draw
the figure and prove the theorem.
a. If an angle is a right angle, then its measure is 90.
b. If two angles are vertical, then they are congruent.

I. OBJECTIVE:
1.Define congruent triangles; and
2.Write the corresponding parts of a pair of triangles that are congruent.
II. SUBJECT MATTER:
Topic: Geometry
Sub-topic: 7.3Congruent Triangles
References:Geometry by Salita C. Benes p. 35-38
Materials: triangle, cut-outs, straightedge
III. LESSON PROPER:
PRIMING:
REVIEW What are the principal parts of a triangle?
MOTIVATIONWhat can you say about two segments or two angles with equal measures?
1. Activity
The idea of triangle congruence is based on the idea of pairing. Consider the two triangles
below. If your rice cake is cut like this
B E
A C D F
Then ΔABC is made to fit into ΔDEF, a one-to-one correspondence between their parts is
clearly established. The symbol  is used to denote pairing.
Vertices Sides Angles
AD AB  DE AD
BE BC  EF CF
CF AC  DF BE
For ΔABC and ΔDEF to be congruent, the corresponding angles and the corresponding
sides must be congruent.

To explain further, ΔPQS  ΔRQS

Q
If and only if PQ  RQ , QS  QS , PS  RS ,
QPS  QRS PQS  RQS and
PSQ  RSQ .
P S R
2. Analysis
If you see that there is a one-to-one correspondence between the sides and between the
angles of two triangles, how then are congruent triangles defined?
3. Abstraction
DON’T FORGET!
Two triangles are congruent if and only if their vertices can be

paired so that their corresponding sides are congruent and their
corresponding angles are also congruent.
4. Application
ΔPOQ  ΔSOR. Write the part corresponding to:

a. PO
b. R P Q
c. OR
d. POQ O
e. RS
R S

IV. EVALUATION:
1. ΔCAE  ΔCBD C
2. ΔABD  ΔBAE
D E
A B
Index of Mastery
Section
V.
ASSIGNMENT:
Write the corresponding congruent parts of the following pairs of congruent triangles.

I. OBJECTIVES
1. Illustrates the SSS Congruence Postulate.
2. Give additional corresponding parts needed to make the triangle
congruent by SSS postulate.
II. SUBJECT MATTER

Topic: Triangle Congruence Postulate
Subtopic: 7.3.1SSS Congruence Postulate
References: Geometry by Adison – Wesley, pages 153 - 158
Geometry III by Jose-Dilao, page 95
Internet
Materials: straw, BBQ sticks, ruler and protractor
III. PROCEDURE
Priming
Measure Me! Name me!
Measure each sides of each triangle and identify the kind of
triangle according to side.
1. Activity
Connect & Measure!
Prepare 3 straws of different lengths, 8 centimeters, 11 centimeters and 5
centimeters. Connect the tips to form a triangle. Measure the angles formed

using a protractor. Make another triangle using BBQ sticks with the same length as
of the straw. Join the endpoints of the sticks just the first triangle and measure the
angles formed.
2.Analysis
1. What can you say about the measures of the angles of the two triangles
formed?
2. Can we say that the two triangles are congruent? Explain your answer.
3. By which part of the triangles are first measured congruent?
4. Do we need all six corresponding parts to prove that two triangles are
congruent?
3.Abstraction
REMEMBER!
The SSS Congruence Postulate
If the three sides of one triangle are congruent to the three
sides of another triangle, then the triangles are congruent.
4. Application
Draw Me!
If EZ  BP , ES  BJ , CS  PJ , then ESC  BJP .
Draw the triangles and mark the congruent parts that illustrate the SSS Congruence
Postulate.

Snack Time!
Ester wants to have an extra income this coming summer. She will
sell her own version of tuna empanada. How can Ester be sure that she
will earn money in selling empanada?
IV. EVALUATION
Indicate the additional corresponding parts needed to make the triangles
congruent by SSS Congruence Postulate. State the congruence statement.
O U
1.
J Y L V
2. I N
K D

3.
4.
5.
INDEX OF MASTERY
SECTION
STUDENTS 5 4 3 2 1 0 MASTERY TAKEN
Re-teach
(0% - 50%)
V. CLOSURE
“ When troubles come always bear in mind that God is on our side. He
never leave us nor forsake us. “
MLT

I. OBJECTIVES
1. Illustrates the ASACongruence Postulate.
2. Give additional corresponding parts needed to make the triangle
congruent by ASA postulate.
II. SUBJECT MATTER

Subtopic: 7.3.2ASA Congruence Postulate
References: 1.Module 7, pp. 19 - 22
2.Geometry by Jose-Dilao, pp. 93 -100
3. Internet
Materials: straw, BBQ sticks, ruler and protractor
III. PROCEDURE
Priming
Middle Side!
Given SON , answer the following questions :
S
What is the included side between S and O ?
What is the included side between O and N ?
What Is the included side between S and N ?

1. Activity
Discovering Congruent Triangles LAB
Question: What do we need to know to prove triangles congruent?
Materials needed: straws, protractor or ruler, paper, and construction paper,
Set up: Measure 2 angles of 800, 2 angles of 600,

P Cut straws into the following lengths: and 2 angles 400 on the corners of 3
roced 2 straws 8 centimeters in length different colored pieces of construction
ure: 2 straws 11 centimeters in length paper, cut them out, and label them.
Follow 2 straws 5 centimeters in length
the
instru
ctions
below and draw conclusions.
1. On a piece of paper, take one of the straws, and place two of

the cut-out angles on each end as shown. Repeat the process
for the 2nd triangle.
2. Using a ruler, draw a segment along each of the angle. The

two segments should intersect forming the last angle. Repeat
the process for the 2nd triangle.
3. Measure the 3rd angle and the lengths of the 2 sides in each
triangle.
2.Analysis
1. What is the measure of the 3rd angle for each triangle?

2. What are the measures of the remaining 2 sides for each triangle
3. Are the triangles congruent? Why?
4. Repeat process for other sets of angle measures and side measures.
How do your results compare?

3.Abstraction
REMEMBER
The ASA Congruence Postulate
If two angles and the included side of a triangle are congruent to
the corresponding parts of another triangle, then the two triangles
are congruent.
.
4.Application
More Triangles!
If A  E , JA  ME , J  M , then JAY  MEL .
Draw the triangles and mark the congruent parts that illustrate the ASA Congruence
Postulate.
Go Fly A kite!
Show how ASA congruence postulate works in the situation below. Assume that
you are one of the contestants.
Situation:
In the upcoming town festival in Cainta, there will be a contest on kite flying. As a
contestant, you are to submit the design of your kite and an instruction guide on how to
make and fly kite. You will also submit the mechanics on how you came up with your
design.

IV. EVALUATION
Indicate the additional corresponding parts needed to make the triangles
congruent by ASA Congruence Postulate.
1. O U
J Y L V
2.
I N
K D
3. Can we use ASA congruence to prove that thw two triangles are congruent? If
yes, mark the corresponding congruent parts. If no, mark the additional congruent parts
needed.

INDEX OF MASTERY
SECTION
Re-teach
(0% - 50%)
V. CLOSURE
Obeying God sometimes seems like the hardest side

to take. But in the long run, every angle of our lifestyle
sustain real peace and genuine joy.
mlt

I. OBJECTIVES
1. Illustrates the SAS Congruence Postulate.
2. Complete the congruence statement using SAS Postulate.
II. SUBJECT MATTER

Subtopic: 7.3.3 SAS Congruence Postulate
References: 1. Module 7, pages 16 - 18
2. Internet
Materials: straw, protractor and ruler, paper and construction
paper
III. PROCEDURE
Priming
Between You & Me…
Given SON , answer the following questions :
N
What is the included angle between SN and SO ?
What is the included angle between OS and ON ?
What is the included angle between NS and NO ?

1. Activity
Discovering Congruent Triangles LAB
Question: What do we need to know to prove triangles congruent?
Materials needed: straws, protractor or ruler, paper, and construction paper,
Set up: Measure 2 angles of 800, 2 angles of 600,

Cut straws into the following lengths: and 2 angles 400 on the corners of 3
2 straws 8 centimeters in length different colored pieces of construction
2 straws 11 centimeters in length paper, cut them out, and label them.
2 straws 5 centimeters in length
Procedure: Follow the instructions below and draw conclusions.
1. Take 2 of the straws, place them on a piece of paper, and form a 60 0

angle between them (use the angle cut-out).
2. Take the 2 straws of the same length from the other set of straws
and also form a 600 angle between them.
3. Draw a line to represent the 3rd side. Repeat the process for
the 2nd triangle.
4. Measure the length of the 3rd side and the two remaining
angles for each triangle.
2.Analysis
1. What is the length of the 3rd side for each triangle?
2. What are the measures of the remaining angles?
3. Are the two triangles congruent? Why?
4. Use any two straws and any angle of your choice.
Do you get the same result?
Will you always get the same result?

3.Abstraction
REMEMBER
The SAS Congruence Postulate
If two sides and an included angle of a triangle are congruent to
the corresponding parts of another triangle, then the two triangles
are congruent.
4.Application
Complete Me!
Given LET  WIN , mark the congruent parts to illustrate SAS Congruence
Postulate.
E I
L T W N
Slice and Share…

Help Sally to share the pizza with her 16 friends equally. Explain
how Sally use the SAS congruence postulate in slicing.

IV. EVALUATION
Complete the congruence statement using the SAS Postulate.
1. BIG   ____
I A
B G F T
2. DIN   ____
D
I
T
S
3. PAT   ____ A
P T S
4. Given: BEC  DOT

BE  ____
E  ____
BC  ____

INDEX OF MASTERY
Re-teach
(0% - 50%)
V. CLOSURE
Don't come to an angle of conclusion before listening to

both sides.
Thales

I. OBJECTIVE
Illustrate triangle congruence by AAS Congruence
II. SUBJECT MATTER

Topic: Geometry
Sub-Topic: 7.3.4 AAS Congruence Theorem
Reference: Worktext
Materials: cartolina
III. LESSON PROPER

1. Priming
Draw two triangles on the board and label two angles and a non-included side
congruent. Ask the students if they know of a postulate that works to show the two
triangles are congruent. Then, show the students how they can get the third angle in
each triangle since the angles of a triangle add up to 180 degrees. Next, explain to
the students how the triangles are congruent by Side-Angle-Side Congruence. This
will lead into a formal introduction of the Angle-Angle-Side (AAS) Congruence
Theorem
2. Analysis
Guided Questions:
1.) What can you say about the two triangles?
2.) What is the measure of the third side?
3.) Is the two triangle congruent? Why?
4.) Prove that two triangles are congruent.
3. Abstraction
If two angles and a nonincluded side of one triangle are congruent to two angles and a
nonincluded side of another triangle, then the two triangles are congruent
4. Application
Explain the following application of AAS: by Group

1.) Determination of lead in petrol
2.) Qualitative and Quantitative analysis
3.) Determination of metallic elements in biological system
4.) Determination of Ca, Mg, Na, K in serum

IV. EVALUATION
1.)
2.)
X T
Given: X  LT , Y  U
YZ  UV
Prove: :XYZ TUV

Y Z U V
Proof:
Statements Reasons
1. YZ  UV
2. X  T
3. Y  U
4. : XYZ TUV

3.) Given : B is the midpoint of CD

A and E are right angles D
Prove: ADB ECB

B
A E
C
Proof:
Statements Reasons
1. B is the midpoint
of CD
2. BD  BC
3. A and E are right
angles
4. A  E
5. ADB and ECB
are vertical angles
6. ADB  ECB
7. ∆ADB  ∆ECB
V.CLOSURE
Without GEOMETRY life is pointless.

I. OBJECTIVE
Illustrate triangle congruence by LL Congruence Theorem
II. SUBJECT MATTER

Topic: Right Triangle Congruence
Sub-Topic: 7.4.1 LL Congruence Theorem
Reference: Worktext, Gemetry,
Materials: ruler
III. LESSON PROPER

Priming
From the given figure

a=?4 c=?5
b=?3
1.) What is the sum of the squares of a and b?

2.) What is the square root of the sum of a and b.
3.) What is the Square of side c
4.) What can you say about the value of side a and b compare to side c?
5.) How many legs or side in a right triangle?
6.) How is the square of the same side a and b related to the square of side c?
1.Activity
Draw me!
● Draw a two triangles with a condition of:
If the length of the shorter legs of the two triangles is 5 cm and the other leg is 12 cm.
A D
B C E F
Compare the two right triangles by completing the statement below
1.) ABC and DEF are ___________

2.) AB and DE are _______________
3.) ______________ are congruent
4.) ABC DEF by _____________ Theorem

2.Analysis
Guide Questions:
●What kind of triangle is ABC and DEF?
●How did you know that the figure is a right triangle?
●Compare the shorter side of the first triangle to the second
●How about the side BC and side EF?
● What can you say about the two triangles?
●What theorem satisfies the condition and illustration of the figure?
3. Abstraction
State the Leg-Leg Theorem by fill in the blank

If the two ___________ of one ___________ are____________ to the
________legs of another ____________.
4. Application
Province of Rizal has a project of Ecosystem located going to C6. This project aims to
conserve and preserve the natural resources to have a green province. Trees are very
important to us, it can save our lives. But there are some trees needs our help by supporting
its trunks using a wire to support it to be able to stakes in the ground as shown below
A D
C
Suppose C is the midpoint of AD. Name the theorem or postulate you could use to show
that ABC DCB. Explain your reasoning.

IV. EVALUATION
B D
Given: BD  CD
C is the midpoint of EF
Prove: : BEC DF
Proof: C F
Statements Reasons
5. 1.
6. 2.
7. 3.
8. 4.
9. 5.
10. 6.
V. CLOSURE
“ Congruence between what you say and what you do is te key to authentic
happiness”.
Paul TP Wong

I.OBJECTIVE
Illustrate triangle congruence by LA Congruence Theorem
II .SUBJECT MATTER
Topic: Geometry
Sub-Topic: 7.4.2 LA Congruence Theorem
Reference: Worktext
Materials: cartolina
III.LESSON PROPER
Priming
A. Determine if each pair of right triangles is congruent by LL, HyL and HyA
Congruence Theorem
a.)
b.)
c.)
d.)
B. Observe
Consider the right triangle DAV and RCH below. Write your observations in terms of:
D R

A V C H
MY OBSERVATION CHART
1. Leg of DAV compare to leg RCH
2. Angle A and angle C
3. DA and RC
4. Angle D and angle R
2. Analysis
Guided Questions:
5.) What can you say about the two triangles?
6.) What is the measure of angle A and angle C?
7.) Is the two triangle congruent? Why?
8.) Prove that two triangles are congruent.
3. Abstraction
L-AA Theorem ( The Leg- Acute angle Theorem)
If a _____ and an _______ angle of one right ________ are____________to the

corresponding ________ and on _______ angle of another, then the two ________ are
____________.
4. Application
Construct/ make a triangle showing LA Congruence Theorem using recyclable materials
IV. EVALUATION
Prove tht ARC SHC by completing the table
A R
Given: AR I FH
C is the midpoint of RC C
1 2

H S
Statements Reasons
1.AR is perpendicular to FH 1.
2. 2. Definition of I
3. ARC and SHC are right triangles 3.
4. 4.Given
5. 5.Definition of midpoint
6.angle and angle 2 are vertical angles 6
7 7vertical angles
8. ARC AND CHS 8
V.CLOSURE
MATHEMATICS is not about numbers, equations, computations or algorithms:

It is about UNDERSTANDING.
William Paul thurston

I.OBJECTIVE
Illustrate triangle congruence by HyL Congruence Theorem
II.SUBJECT MATTER
Topic: Right Triangle Congruence
Sub-Topic: 7.4.3 HyL Congruence Theorem
Reference: Worktext
Materials: cartolina, ruler, scissors
III.PROCEDURE
1.Activity
A. TRUE OR FALSE
Directions: Identify the following statement whether it is True or False.
1.) All right triangles have two legs.
2.) The legs of a right triangle meet at a right angle
3.) A triangle with a right angle is called a right triangle.
4.) The side opposite the right angle is called legs.
5.) The two other sides that intersect at the vertex of the right angle are called hypotenuse.
B. Construct Me!
Directions:
● Construct a right triangle such that one of its leg is 8 cm long and its hypotenuse is 10 cm.
long
● Cut out your triangle and compare it with your classmates
● Students seated on the odd column will name their triangle as QRS and students
seated on the even column will name the triangle as XYZ
● Form a triangle using the 2 right triangle
Complete the table to define the characteristics of the two right triangles.
Characteristics/ Comparison QRS / sides/ angles XYZ / sides/ angles
Hypotenuse
One leg
Transitive Property
Definition of right triangle
Definition of perpendicular
2.Analysis
Guided Questions:
 What will be the size of the other side to make it a right triangle?
 What seems to be true about the triangles?

 What can you say about the hypotenuse of your cut out triangle compare to your
classmates?
 How about the other leg?
 Can you identify the theorem to be used in our activity about right triangle?
 What kind of triangle formed when you connect the 2 right triangles?
 What are some characteristics/ properties you can say about the triangle?
 How about the side that is being coincide when we formed the triangle? What property is
being used?
 Is the two triangle a right triangle? Explain, and name the two right triangle.
 Can we say that QRS is congruent to XYZ?
3. Abstraction
3-2-1 Chart: Complete the chart below
4. Application
Directions
Hamba is one of the products of Taytay Rizal, what do you think can we formed if we
will draw a diagonal line on the center of the Hamba?
IV. EVALUATION
Directions: In which of the following figures could we use the
Hypotenuse- Leg Theorem to show that the triangles are
congruent?
a.) B.)
c.) D.)

2.) Prove that IGH HGF by completing the tableI

Given: IJ FH
FJ is I IH F J
G
H
Statements Reasons
1.FJ is Iof IH 1.
2. 2. Definition of I
3. IGH and HGF are right triangles 3.
4.IG HG 4.
5. 5.HL Theorem
V.CLOSURE
Explain: Love your neighbour as you love yourself.

I. OBJECTIVE/S:
Give additional congruent statement to make the statement true by HyA Congruent
Theorem.
II. SUBJECT MATTER
TOPIC: Triangle Congruence
SUB-TOPIC: 7.4.4 HyA Congruence Theorem
REFERENCES: Module 7, pp. 24 – 27

MSA Geometry by: M. S. Alferez, pp. 142 -145
Internet
MATERIALS: Colored paper, scissor, cartolina and pentelpen
STRATEGIES: Cooperative Learning
PRIMING:
KEEP RIGHT B M
Recall the parts of right triangle with your group mates.
1. Get a rectangular sheet of paper

2. Divide the rectangle diagonally as shown
3. What kind of triangles are formed? I G
Explain your answer.
4. Discuss with your group and illustrate the sides and angles of a right triangles using
your cut outs.
a. What do you call the side opposite the right angle?
b. What do you call the perpendicular sides?
c. How many acute angles are there in a right triangle?
III. PROCEDURES:

Examine and Analyze.
Given: ABC & EDC , study the following markings and

answer the questions that follows:
D
A. ACTIVITY B C
1. What do you know about the two triangles?

2. Which parts of the triangles are given congruent?
3. Are the two triangles congruent?
4. Are the information enough to prove that the two
triangles are congruent?
1. How would you prove that the two triangles are

congruent?
2. What congruence postulate proves that the two
B. ANALYSIS
triangles are congruent? Write the congruence
statements.
3. What kind of triangles did you prove congruent?
HyA( Hypotenuse – Acute Angle ) Congruence Theorem
If the hypotenuse and an acute angle of one right triangle

are congruent to the corresponding hypotenuse and acute
angle of another right triangle, then the triangles are
congruent.
Consider right STU and XYZ with right angles at T and
Y, respectively, such that S  X and SU  XZ .
C. ABSTRACTION S x
T U Y Z
Since all right angles are congruent, then T  Y .

Thus, by SAA Congruence Postulate, we have
STU  XYZ.

Give additional congruent parts to make the statement

TRUE by HyA Congruence Theorem.
1. SVM  JFW
S
F V
W J M
__________________________
2. IEG  IEK
G
D.APPLICATION
_________________________
3. DCB  ZYX Y
D
X
B
C Z
_________________________
4. MSN  QRT

S R
M Q
N T
__________________________
5. ABC  ADC
B
D
__________________________
PROFICIENCY LEVEL
Mastery Level
Instructional Decision
IV. CLOSURE State if the triangles are congruent or not. Justify your
answer.
D I
H N

I. OBJECTIVES
1. Illustrate isosceles triangle theorem and its converse.
2. Find the missing parts of isosceles triangle to illustrate isosceles triangle
theorem and its converse.
II. SUBJECT MATTER

Topic: Triangle Congruence
Subtopic: 7.4.5 Isosceles Triangle Theorem
References: MSA Geometry by M. S. Alferez, pp. 159 – 161
Geometry III by Bernabe, pp. 101 – 103 Internet
Materials: ruler, protractor, pencil, bond paper
III. PROCEDURE
Priming
Sketch Me!
Construct a triangle with two sides measures 10 inches and third side
measure 8 inches.
a. What kind of triangle is formed? Explain you answer?
b. What do you call the congruent sides of the triangle?
c. What do you call the remaining side?
d. What do you call the included angle of the congruent side of the triangles?
e. What do you call the angles opposite the congruent sides of the triangle
1. Activit
Follow the Leader…
Materials: Prepare a ruler, a protractor, a pencil, and a bond paper.
Procedure:
a. Draw an 8 inches segment
b. Name it BC
c. Using your protractor, draw angle B equal to 500
d. From vertex B, draw BL measuring 8 inches long
e. Draw LC
f. What figure is formed?
g. Use protractor to find the measure of L and C

Meryenda Time!
A triangular “bibingka” from Cainta is an isosceles triangle whose
base is 8 inches with the base angles measures 400. Use ruler to find the measures of
its legs.
2.Analysis
 What kind of triangle is formed in the activities?

 What can you say about the measure two legs of the triangle?
 What do you observe about the angle opposite to the legs of the triangle?
 What statement can you deduce in the activities?
3.Abstraction
REMEMBER
Isosceles Triangle Theorem ( ITT )
If two sides of a triangle are congruent, the angles opposite
these congruent sides are also congruent.
Converse of the Isosceles Triangle ( CITT )
If two angles of a triangle are congruent, then the sides
opposite these angles are also congruent.

3. Application
Isosceles Man
Directions: Solve for x and find the missing sides/ angles to illustrate the
Isosceles Triangle Theorem and its converse.
1. Find the measures of AB and AC
6x - 8 4x + 2
B C
2. Find  B
(3x)0
(2x + 8)0 C

IV. EVALUATION
Directions: Answer each of the following problem.
1. Find x and the measures of 1 and BD , if AD  2 X  20 and BC  x  20
A B
500
1
D C A
2. Find the measure of x and y
480
y
x
750
INDEX OF MASTERY
Re-teach
(0% - 50%)
V. CLOSURE

I. OBJECTIVE
Solve corresponding parts of congruent triangles.
II. SUBJECT MATTER

Subtopic: 7.5 Solving Corresponding Parts of
Congruent Triangles
References: 1. MSA Goemetry by M. S. Alferez, pp. 152 - 155
2. Internet
Materials: manila paper, marker
III. PROCEDURE
Priming
True or False???
If KEM  ACS , tell whether the statement is TRUE or FALSE, write your
answer on the space before the letter.

K A
E M C S
_____a. K  C _____ d. M  S
_____b. KM  AS _____e. EK  CA
_____c. EM  CA
1.Activity
Examine and Analyze…
Each group will examine and analyze the following problem.
Find the indicated sides or angles of the following pairs of congruent triangles.

a. Given: ABC  DEF

State the six congruent parts.
Find: ED, AC and EF
B E
6
8
C D
A 5 F
b. Given: HIJ  KLM

State the six congruent parts.
Find: x, H , M & L
I K (6x – 4)0
(5x + 8)0 M
H
J L
2.Analysis
 What can you say about the activity?
 What difficulties did you encountered in answering the activity?
 What Triangle Congruence Postulate illustrated in the pairs of congruent triangles?
 How did you solve the missing parts of the triangles?
3.Abstraction
REMEMBER
To solve corresponding parts of congruent triangles,
apply the Corresponding Parts of Congruent Triangles are
Congruent ( CPCTC ).

4.Application
Find me!
a. Given: ABC  XYC
Find: AC
16 B
A
6x + 14
Y X
3x + 13
b. Given: ADC  EBC
Find: CBE and ADC
C (6x – 8)0
D
B (2x +12)0
A
(3x – 3)0

IV. EVALUATION
Solve for x and find the missing parts of the triangles.
1. Given ABC  EFD, find AC , EF and B
B 5x - 3
D E
4x + 1
A C (12x – 3)0
3x + 7 F
2. Given : IJK  NOP

If O  6 x, IK  2, NP  x  5 and NO  2 x  3, find J and IJ .
INDEX OF MASTERY
Re-teach
(0% - 50%)
V. CLOSURE

I. OBJECTIVE
Prove that two triangles are congruent.
II. SUBJECT MATTER

Topic: Triangle Congruence
Subtopic: 7.6 Prove that two triangles are congruent.
References: 1.Mathematics LM - G10 by M. Callanta, et. al., p. 94
2. College Algebra by Gordon Fuller pp. 153- 156
3. Exploring Mathematics by. Orlando A. Oronce and
Marilyn O. Mendoza, pp. 38-39
Materials: chart, manila paper
III. PROCEDURE
PRIMING
I therefore conclude….
Supply the appropriate conclusion for the given hypothesis.
a. If Kit did not study for the test,

__________________________________
b. If its rain in Cainta,
__________________________________
c. If PM bi sec t APO ,
__________________________________
d. If BP  BC ,
__________________________________
e. If A and B are vertical angles,
__________________________________
1.Activity
Let’s Do It!
Let each group analyze the figures and follow the given direction.
Directions:
A. List all the congruent parts.
B. Write a congruence statement.
C. State the Triangle Congruence Postulate used.

Fig. 1
B E
O L
Prove BEL  LOB
Fig. 2 D B
R D
Prove DSB  TSR
Fig. 3
D X
Y
Prove DZX  YXZ Z
2..Analysis
 How did you prove that each pairs of triangles are congruent?
 How will you justify the congruence statement presented?
 How do you derive the statement and the reasons?
 What are the postulates that can be apply to prove that two triangles are
congruent?
 In what form that a proof can be presented clearly and organize?

3.Abstraction
REMEMBER
Apply the different Triangle Congruence postulates/theorems to
prove two triangles are congruent.
SSS Postulates LL Theorems
SAS Postulates LA Theorems
ASA Postulates HyA Theorems
SAA Postulates HyL Theorems
4.Application
Prove It…Complete It!

Write the statement and reasons in the two-column proof.
a. M A
R E
Prove MRA  EAR
Statements Reasons
1. MR  AE Given
2. _________ Given
3. AR  AR _______
4. MRA  EAR _______

b.
P A
R E
Prove AKP  RKE
Statement Reasons
1. A  R _______
2. ________ Given
3. PKA  EKR _______
4. AKP  RKE _______
IV. EVALUATION
Prove two triangles are congruent.
P R
S
Prove PQR  PSR
Statement Reasons

INDEX OF MASTERY
SECTION
Re-teach
(0% - 50%)
V. CLOSURE
A certain harmony should be kept between actions and ideas if

we want to fully develop the effects they can produce.
François de La Rochefoucauld
I. OBJECTIVE:
Prove statements on triangle congruence using two columns.

II. SUBJECT MATTER:
Topic: CONGRUENT TRIANGLES
Sub-topic: 7.7 Proving congruent triangles
References: Math Power (Geometry)
Materials: decorated rugs, cut-out triangles
Duration: 4 sessions
III. LESSON PROPER:

1. Activity:
- Let the students look at the design of the rug that is made in Taytay.
-What are the pairs of congruent figures?
- Copy two or three pairs of congruent figures. Label the vertices of each figure.
- What special properties do the corresponding angles and sides have?
-Let the students draw at least four triangles on the board
2. Analysis
- Name the two triangles.

- Let them identify the corresponding angles and
corresponding sides.
- What is the purpose of the markings in each triangle?

- Define congruent? What is the other term for congruent?
- What is the difference between congruent, equal and
similar?
- Let them show an example of congruent, equal and similar.
- How can we say that Triangle ABC is congruent with
Triangle DEF?
- If Angle A is equal to 55 degrees what do you think is the
value of angle D? Explain why.
Construct two triangles, ABC and A' B' C' and show that
they are similar.
Draw segments AB  5cm and A' B'  2cm .
Draw any angle at A and a congruent angle at A’.
Draw any angle at B and a congruent angle at B’.
Label the points where these lines intersect C and C’.
Measure the following side lengths, ratios, and angle
measures:
AB
AB = ________ A' B' = ___________ = ________
A' B '
AC
AC =________ A'C' =________ ___ = ________
A'C '
BC
BC = ________ B'C' = ___________ = ________
B 'C '
.
3. Abstraction
DON’T FORGET!
Two triangles are congruent if corresponding

angles and corresponding sides are congruent.
4. Application
Complete the proof of the following:

D

A S
Given:DN is a median of Δ DAS
DN⊥ AS
Prove: DA = DS
Statements Reasons
1. DN is a median of ∆DAS 1. Given

2. AN ≅ SN 2. ________________
3. DN ⊥ AS 3. ________________
4. DNA and DNS are 4. ________________
Right s
5. ________________ 5. Any two right s are
Congruent.
6. DN ≅ DN 6. _______________
7. ∆DNA ≅ ∆DNS 7. _______________
8. ________________ 8. CPCTC
9. DA = DS 9. _______________
E
Given: 2≅ 4 J
1
3≅ 1 2
Prove: ET ≅ SJ 4
3
S
T
StatementsReasons
1. 2≅ 4 1. Given
2. 3≅ 1 2. ______________
3. ______________ 3. Reflexive Property
4. ∆JET ≅ ∆TSJ 4. ASA Postulate
5. ET ≅ SJ 5. ______________
IV. EVALUATION:
P L
1
4
Given: PL ≅ AG and 1≅ 3
2
Prove: PG ǁ LA 3
G A
Statements Reasons

1. PL ≅ AG 1. ______________
2. ______________ 2. Given
3. PA ≅ PA 3. ______________
4. ∆PLA ≅ ∆AGP 4. SAS Postulate
5. 2≅ 4 5.______________
6. PG ǁ LA 6. ______________
Index of Mastery
Section
V. Students 5 4 3 2 1 0
CLOSURE:
Prove it to yourself that you can solve it….
I. OBJECTIVE:

Applies triangle congruence to construct perpendicular lines

II. SUBJECT MATTER:
Sub-topic: 7.8.1 Proving congruent triangles using perpendicular lines
References: Math Power (Geometry)
Materials: cut-out different polygons
III. LESSON PROPER:
1. Activity
Suppose that the two sticks intersect in such a way the two angles forming a linear
pair are congruent.
Let 1 and 2 be such pair.
Then m 1+m 2 = 180.
Questions:
1. What is the measure of 1 and 2?
2. What do you observe with the two lines?
3. How can you define perpendicular lines?
P
2. Analysis
Given : A line segment RS
To construct : The perpendicular bisector of RS
R S
Step 1
With a straightedge, draw any segment RS.
Step 2
With R as center and radius of about more than ½ RS, draw a circle.
Q
Step 3
Using the same radius, draw a circle with S as center.
The two circles intersect in two points, P and Q
Step 4

Draw a line joining P and Q. This is the required perpendicular bisector.
Questions:
1. What do you observe with the line that you construct?
2. How many angles formed?
3. What are the measures of the angles?
4. What statement can you form?
3. Abstraction
DON’T FORGET!
If the angles in a linear pair have the same measure, then each of
them is a right angle.
Lines which form angles in a linear pair having the same measures
are called perpendicular lines
4. Application
Given: 1≅ 2
5≅ 6
Prove: LA ⊥ PN
Statements Reasons
1. _______________ 1. Given
2. 5≅ 6 2. _______________
3. PN ≅ PN 3. Reflexive Property
4. PLN ≅ PAN 4. _______________
5. PA ≅ PL 5. CPCTC
6. _______________ 6. Reflexive Property
7. PEA ≅ PEL 7. SAS Postulate
8. 3≅ 4 8. _______________
9. LA ⊥ PN 9. IF two line form≅ adjacent angles,
the lines are perpendicular

IV. EVALUATION:
Given: ES ≅ EV E A
AE ⊥ SV
Prove: SEA = VEA V
Statements Reasons
1. ES ≅ EV 1. ________________
2. AE ⊥ SV 2. Given
3. ________________ 3. Definition of Perpendicularity
4. AES ≅ AEV 4. ________________
5. ________________ 5. Reflexive Property
6. SEA = VEA 6. ________________
Index of Mastery
Section
V. Students 5 4 3 2 1 0
CLOSURE:
Those who can’t stand perpendicular shouldn’t blame those who are on the
horizontal position.
I. OBJECTIVE:

Apply triangle congruence to construct angle bisectors.
II. SUBJECT MATTER:
Sub-topic: 7.8.2 Proving congruent triangles using angle bisector
References :Math Power (Geometry)
Materials: straws, protractor, ruler, and construction paper or cardstock
III. LESSON PROPER:

1. Activity
Materials needed: straws, protractor, ruler, and construction paper or cardstock
Groups: small groups from 2 to 4 students
Have students cut straws into the following lengths:
1. Have students put the 3 straws of different lengths together to form a triangle as
shown.
11 cm
5 cm
8 cm
cm
2. Form another triangle with the other set of straws.
11 cm
5 cm
8 cm
cm
Measure the angles of both triangles using a protractor.
Questions:

1. What are the measures of the 3 angles in the first triangle?
2. What are the measures of the 3 angles in the second triangle?
3. What is the relationship between the angles of each triangle?
4. Are the triangles congruent?
5. Can the straws be rearranged to form a triangle with different angles?
1. Take 2 of the straws, place them on a piece of paper, and form a 60 degree angle
between them.
11 cm
60°
5 cm
2. Take the 2 straws of the same length and also form a 60 degree angle between them.
11 cm
60°
5 cm
3. Draw a line to represent the 3rd side. Repeat the process for the 2nd triangle.

11 cm 11 cm
60° 60°
5 cm 5 cm
Measure the length of the 3rd side and the two remaining angles for each triangle.
Questions:
1. What is the length of the 3rd side?
2. What are the measures of the remaining angles?
4. Use any two straws and any angle of your choice. Do you get the same result?
Will you always get the same result?
2. Analysis
1. Measure three angles measuring 80, 60, and 40 degrees on the corners of 2 pieces of
construction paper or cardstock, cut them out, and label them.
80°
40° 60°
2. On a piece of paper, take one of the straws, and place two of the cut-out angles on each
end as shown. Repeat the process for the 2nd triangle.

60° 40° 60° 40°
11 cm 11 cm
3. Using a ruler, draw a segment along each of the angle. The two segments should
intersect forming the last angle. Repeat the process for the 2 nd triangle.
60° 40° 60° 40°
11 cm 11 cm
4. Measure the 3rd angle and the lengths of the 2 sides in each triangle.
Questions:
2. What are the measures of the remaining 2 sides for each triangle?
4. What if you used the 5cm straw? The 8cm straw? A straw with a different length?
Use two of the angles used in the example above.

Use one of the straws and place one of the angles alongside it as shown. Draw a long
segment like the dashed one in the drawing. Repeat the process for the 2 nd triangle.
40° 40°
8 cm 8 cm

Place the second angle along this segment so that when a 2 nd segment is drawn, it will
connect with the end of the straw.
80° 40° 80° 40°
8 cm 8 cm
Measure the 3rd angle and the two remaining sides.

Questions:
2. What are the measures of the remaining 2 sides for each triangle?
3. Abstraction
DON’T FORGET!
Since corresponding parts of congruent triangles are congruent, the

converse of the Isosceles Triangle Theorem is also true. If two angles of
a triangle are congruent, then the sides opposite those angles are
congruent.
4. Application
1. Place two of the straws together forming an angle of any degree for one triangle, and
repeat the process for the 2nd triangle.

8 cm
8 cm
11 cm 11 cm
2. Use one of the pre-cut angles and place alongside the longer of the sides but not as the
included angle.
8 cm
8 cm
40°
40°
11 cm 11 cm
3. Draw a segment to connect the 3rd side to the other two sides.
8 cm
8 cm
40° 40°
11 cm 11 cm
4. Swing the 8cm straw so that it hits the 3rd side at a different spot in the 2nd triangle as in
the first.
Measure the 3rd side and the remaining 2 angles in each triangle.
Questions
1. What is the measure of the 3rd side for each triangle?
2. What are the measures of the remaining 2 angles for each triangle?
4. Do you think that you would get different results if you used a different
angle?

Place the 3 angles so that they can form a triangle without measuring the sides initially.
Draw segments connecting the angles. Repeat the process for the second triangle.
80° 40° 80° 40°
60° 60°
Measure the 3 sides for each triangle.

Questions
1. What are the measures of the 3 sides for each triangle?
4. Draw two triangles for each part, and using the correct marks, show which sides and
angles are congruent. Match the correct shortcut for each set of triangles fromthe following
choices, and tell whether or not the shortcut is valid for proving trianglescongruent.
SSS, SAS, AAS, AAA, ASA, SSA
S means that the corresponding sides of the triangles are congruent.
A means that the corresponding angles of the triangles are congruent.
IV. EVALUATION: P
Given: PM is an altitude of PRO
R ≅ O, PM bisects RO at M
Prove: RPM ≅ OPM
R O
M
Statements Reasons
1. PM is an altitude of PRO 1. _________________
2. PM⊥RO 2. __________________
3. __________________ 3. Definition of perpendicularity

4. PMR≅ PMO 4. __________________

5. R≅ O 5. __________________
6. PM bisects RO at M 6. Given
7. RM ≅ OM 7. __________________
8. RPM ≅ OPM 8. __________________
9. RPM≅ OPM 9. __________________
Index of Mastery
Section
V. Students 5 4 3 2 1 0
CLOSURE:
Determination, Patience and Hardship congruence to Success...


I. OBJECTIVE: Illustrate the Triangle Inequality Theorem 1 ( Ss Aa)
II. SUBJECT MATTER:

Topic: Theorems on Triangle Inequalities in One Triangle
Sub-topic: 8.1.1Triangle Inequality Theorem 1 (Ss Aa)
References: Mathematics Learner’s Module 8, E – Math: Geometry by
Oronce pp.379-389
Materials: Protractor, manila paper, and ruler
III. LESSON PROPER:
1. Activity 1
Draw four different scalene triangles. Label each as ∆SCL and number them 1 – 4.
Copy and complete the table below
Triangle SC SL CL m m m
1
2
3
4
1. In your table, put a square around the measure of the longest side of each
triangle and another square around the angle that lies opposite the longest side.
2. Next, put a circle around the measure of the shortest side of each triangle and
another circle around the angle that lies opposite it.
3. What have you observed about the measure of the longest side and the angle
opposite it?
4. What have you observed about the measure of the shortest side and the
angle opposite it?
Activity 2
Directions: Work in pairs then do the following:
1. Replicate the activity table on a piece of manila paper
2. Using a protractor, measure the angles opposite the sides with
given lengths. Indicate the measure in your table.
3. Discover the relationship that exists between the lengths of the
sides of a triangle and the angles opposite them. Write them on the
manila paper.

W R
3.5 5
I N Y T
4.5 6
10
N 5 E
Measures of Angles Opposite

Triangle Length of Sides
the Sides
WN 3.5 m‫ﮮ‬I
∆WIN
NI 4.5 m‫ﮮ‬W
RT 5 m‫ﮮ‬Y
∆TRY
TY 6 m‫ﮮ‬R
NE 5 m‫ﮮ‬M
∆NEW
ME 10 m‫ﮮ‬N
Is there a relationship between the length of a side of a triangle

and the measure of the angle opposite it?
□ Yes, there is □ No, there isn’t
What is the relationship between the sides of a triangle and the

angles opposite them?
2. Analysis
Questions:
1. What is the relationship between the longest side of a
triangle and the measure of the angle opposite it?
2. What is the relationship between the shortest side of a

triangle and the measure of the angle opposite it?
3. Without using a protractor, can you determine the measure

4.
of the third angles of the triangles in this activity? Explain how
3. Abstraction
Triangle Inequality Theorem 1 (Ss Aa)
If one side of a triangle is longer than a second side,

then the angle opposite the first side is larger than the angle
opposite the second side.
5. Application
Directions: Study the different triangles below then answer the given
question to complete the table.
What is the largest and smallest angle in each triangle?
12
P E K S
11 13 5 13 24
19
T I 12 D U 18 N
Triangle Largest Angle Smallest Angle

1 ∆PET
2 ∆KID
3 ∆SUN
IV. EVALUATION:
A. Name the smallest angle and the largest angle of the following triangles.


Triangle Largest Angle Smallest Angle

1. DET
2. SAM
3. GEL
4. MAR
5. JPG
B. Using triangles in Test A, list down the sides and angles in order from the least to
the greatest measure.

1. DET 2. SAM 3. GEL 4. MAR 5. JPG

Sides
Angles
Index of Mastery
Section
Students 10 9 8 7 6 5 4 3 2 1 0
V. CLOSURE:
Direction: Use the Triangle Inequality Theorem 1 to answer the problem below.
Your parents support you in your studies. One day, they find out that your topic in
Grade 8 Mathematics is on Inequalities in Triangles. To assist you, they attach a triangular
dart board on the wall with lengths of the sides given.
They say they will grant you three (3) wishes if you can hit with an arrow the corner
with the smallest region and two wishes if you can hit the corner with the largest region.
Questions:
●Which region should you hit
M
soyour parents will grant you 16 14
three wishes?
O A
●Which region should you hit
so your parents will grant you
two wishes?

I. OBJECTIVE: State and illustrate the Triangle Inequality Theorem 2( Aa  Ss)
II. SUBJECT MATTER:

Sub-topic: 8.1.2Triangle Inequality Theorem 2 (Aa  Ss)
References: Mathematics Learner’s Module 8, E – Math: Geometry
Materials: manila paper, and ruler
III. LESSON PROPER:
PRIMING:
Maricar buys a triangular scarf with angle measures as in the figure

shown. She wishes to put a lace around the edges. Which edge requires the longest
length of lace?
1. Activity

2. Using a ruler, measure the sides opposite the angles with given
sizes. Indicate the lengths (in mm) on your table.
3. Develop the relationship of angles of a triangle and the lengths of
the sizes opposite them by answering the questions below on a
piece of manila paper

L Q
540 810
360 900 380 610

Y F T U
O
480
G 1030 290 M
Lengths of Sides Opposite

Triangle Measures of the Angles
the Angles
m‫ﮮ‬L FY
ΔLYF m‫ﮮ‬Y LF
m‫ﮮ‬F LY
m‫ﮮ‬Q TU
ΔQUT m‫ﮮ‬U QT
m‫ﮮ‬T QU
m‫ﮮ‬O MG
ΔOMG m‫ﮮ‬M GO
m‫ﮮ‬G MO
Is there a relationship between the size of an angle and the

length of the side opposite it?
□ Yes, there is □ No, there isn’t
Is there a relationship between the angles of a triangle and the

sides opposite them?
2. Analysis
Questions:
1. What is the relationship between the largest angle of a
triangle and the side opposite it?
3. What is the relationship between the smallest angle of a

triangle and the side opposite it?

3. Without using a ruler, can you determine the measure
of the third side of the triangles in this activity? Explain how
4. Write your findings by completing the phrase below:

● When one angle of a triangle is larger than a second angle,
the side opposite the _______________________
3. Abstraction
Triangle Inequality Theorem 2 (Aa  Ss)
If one angle of a triangle is larger than a second angle,

then the side opposite the first angle is longer than the side
opposite the second angle.
4. Application
Directions: Use the given triangle to complete each table below.
T
L
380 5 50
610 640 420 1000

O Y U V
A. Name the biggest angle and the smallest angle of the

following triangles above.
No Triangle Biggest Angle Smallest Angle
1 ΔTOY
2 ΔLUV

B. Name the longest side and the shortest side of the

following triangles above.
No Triangle Longest Side Shortest Side

1 ΔTOY
2 ΔLUV
IV. EVALUATION:
A. Name the shortest side and the longest side of the following triangle.
Triangle Longest Side Shortest Side

1. TOP
2. MAN
3. CRY
4. SET
5. HAT

Index of Mastery
Section
Students 10 9 8 7 6 5 4 3 2 1 0
V. CLOSURE:
Answer the questions in the table below
How do you know that a certain side is the

Kind of Triangle
longest side?
Acute Δ
Right Δ
Obtuse Δ

I.OBJECTIVE: Illustrate the Triangle Inequality Theorem 3

(S1+S2>S3)
II. SUBJECT MATTER:

Sub-topic: 8.1.3 Triangle Inequality Theorem 3 (S1 + S2 > S3)
Oronce
Materials: Plastic straws, scissors, Manila paper, and ruler
III. LESSON PROPER:
PRIMING:
SET 1
Two sets of straws were given to Norman by his
classmate to make a triangle for their project. The 1st
set consists of lengths 5cm, 8cm, and 10cm. The 2nd
set consist of lengths 2cm, 3cm, and 12cm.
Which of the 2 sets of straws can form a triangle?
Justify your answer SET 2
1. Activity
1. Cut pieces of straws with the indicated measures in centimeters.

There are three pieces in each set.
2. Replicate the table in this activity on a piece of Manila paper.
3. With each set of straws, try to form triangle ABC
4. Write your findings on your table and your responses to the ponder
questions on a piece of Manila paper.
b c
C B
A

Do the Compare the sum

straws of the lengths of
Sets of Straws Compare (b + c) Compare (a + c)
form a shorter straws (a
Pieces and a and b
triangle or + b) with that of
not? the longest c
a b c Yes No a+b <,>,= c b+c <,>,= a a+c <,>,= b
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Write your observations in a piece of paper
2. Analysis
Questions:
1. What pattern did you observe when you compared the sum of the
lengths of the two shorter straws with the length of the longest
straw? Write your findings by completing the phrases below:
● If the sum of the lengths of the two shorter straws is equal to

the length of the longest straw _________________
● If the sum of the lengths of the two shorter straws is less than
the length of the longest straw _________________
● If the sum of the lengths of the two shorter straws is greater

than the length of the longest straw _____________
2. What pattern did you observe with the sets of straws that form and
do not form a triangle? Complete the phrases below to explain your
findings:
● When the straws form a triangle, the sum of the lengths of
any two straws ___________________
● When the straws do not form a triangle, the sum of the

lengths of any two straws ___________________

3. Abstraction
Triangle Inequality Theorem 3 (S1 + S2 > S3)

The sum of the lengths of any two sides of a triangle
is greater than the length of the third side.
3. Application
Directions: Check whether it is possible to form a triangle with lengths 8, 10, and 14
by accomplishing the table below.
Is the
Simplified Can a triangle be
Hints In Symbols simplified
Form formed? Justify
form true?
1 Is the sum of 8 and
10 greater than 14?
14 greater than 10?
14 greater than 8?
Which question should be enough to find out if a triangle can be formed?
IV. EVALUATION:
Directions: Check whether it is possible to form a triangle with lengths 7, 10,
and 13 by accomplishing the table below.
Is the Can a triangle
Simplified
Hints In Symbols simplified be formed?
Form
form true? Justify
10 greater than 13?
13 greater than 10?
13 greater than 7?
Which question should be enough to find out if a triangle can be formed?

Index of Mastery
Section
Students 12 11 10 9 8 7 6 5 4 3 2 1 0
V. CLOSURE:
Use the Triangle Inequality Theorem 3 (S1 + S2 > S3) to solve the given
problem below:
The distance Marlon walks from home to school is 110 meters and 70 meters when
he goes to church from home. Elena estimates that the distance Marlon walks when he
goes directly to church, coming from school is 170 meters. Margot’s estimation is 200
meters.
Which estimation is feasible? Justify your answer
School
Church
110 m 70 m
Home

I.OBJECTIVE:
Illustrate the Exterior Angle Inequality Theorem
II. SUBJECT MATTER:
Sub-topic: 8.1.4Exterior Angle Inequality Theorem
References:Geometry Metric Edition by Downs and Moise p. 217
Geometry by Joselito M. Pascual p. 154
Geometry Integration, Applications, Connections Teacher’s
Wraparound www.math.washington.edu-king/coursedir/m44a00/syl/
www.onlinemathlearning.com/exterior-angle-theorem.html
www.regentsprep.org/Regents/math/geometry/GP5/LExtAng.htm
http://www.math-
worksheet.org/phocadownload/congruent%20triangles-Edition p. 267
exterior-angle-theorem-easy.pdf
Materials: chalkboard, visual aids, ruler, protractor

III. LESSON PROPER:
PRIMING:
DRILL/REVIEW
1. What is an interior angle of a triangle? Exterior angle? Remote interior angle?
2. Define linear pair, supplementary angles.
3. What is the total measure of the angles of a triangle?
4. How many exterior angles do a triangle has?
1. Activity
.1. Draw a triangle and name it ΔABC.
2. Extend side AC of the triangle and name a point D on the line.
3. Name the interior angles of the triangle, the exterior angle, and the remote
interior angles.

2. Analysis
Let ABC be a triangle and let D be a point on line AC so that A is between C and D.
Thus angle BAD is an exterior angle of the triangle at A.
C A D
1. What is the total measure of ∠A, ∠B, and ∠C?
2. How are ∠BAC and ∠BAD related?
3. Use the angle sum theorem and supplementary angles to write an equation
relating the measures of ∠B, ∠C, and ∠BAD.
4. What inequality relates these angles? ∠C ____ ∠BAD, ∠B _____∠BAD
3. Abstraction
Exterior Angle Inequality Theorem states that in a triangle,

an exterior angle is supplementary to the adjacent interior
angle and is greater than either of the remote interior angles.
4.Application
Use the figure only to explain notation and complete each statement on the basis of
the exterior angle theorem.

1. If x = 40 and y=40, then w > _________.

2. If x = 72 and y = 73, then w = ________.
3. If y = 54 and z = 68, then w = __________.
4. If w = 112, then x < ________.
5. If w = 150, then z = _________.
6. If x = 25 and z = 90, then w _________.
7. If z = 90, then x _______ and y ________.
IV. EVALUATION:
A. Direction: Write inequalities observable in the figures below.

B. Use >, < or = to compare the measure of angles.
m  REF m  RIF
m  FNE m  FEI
m  FNE m  FEN
m  FER m  FEN
m  FEN m  FND
Index of Mastery
Section
Students 10 9 8 7 6 5 4 3 2 1 0

I.OBJECTIVE:
Illustrate the Hinge Theorem or SAS Inequality Theorem
II. SUBJECT MATTER:
Topic: Theorems on Triangle Inequalities in Two Triangles
Sub-topic: 8.2.1 Hinge Theorem or SAS Inequality Theorem
References: Geometry Metric Edition by Downs and Moise p. 232
Geometry by Joselito M. Pascual p. 162-163
Geometry Integration, Applications, Connections Teacher’s
Wraparound Edition p. 273
www.ceemrr.com/Geometry1/HingeTheorem/HingeTheorem.htmlhttp://
www.math.washington.edu/~king/coursedir/m444a00/syl/class/wk5/ins
cribedan%20g/
Materials: chalkboard, visual aids, ruler, protractor, ball-bearing compass, rubber
bands
III. LESSON PROPER:
1. Activity
1. Place a rubber band over the tips of ball-bearing compass. Imagine that the
sides of the compass and the rubber band form a triangle which we call
ΔPRT.
2. Measure ∠𝑅 and 𝑃𝑇.
3. Spread the compass arms farther apart to form a different triangle, ΔP’R’T’.
4. Measure ∠R’ and P’T’.
2. Analysis
1. Compare m ∠R to m ∠R’ and PT to P’T’.
2. Change the position of the compass arms again. Make a conjecture about
how m∠𝑅 and 𝑃𝑇 will change. Check your conjecture.
3. Suppose AB = DE and BC = EF in ΔABC and ΔDEF. If m ∠B > m ∠E, how
are AC and DF related?

3. Abstraction
Hinge Theorem or SAS Inequality states that if two sides of one
triangle are congruent to two sides of another triangle, and the
included angle in the first triangle is greater than the included
angle in the second, then the third side of the first triangle is
longer than the third side of the second.
4. Application
1. Jan and Jon are hikers. They start at the visitor center and walk in
opposite directions for 2 miles. Then Jan turns to her right at an angle
of 20° and Jon turns to his right at an angle of 30°. They each continue
hiking for another mile and a half when both stop to rest. Who is farther
from the visitor center?
2. Draw an isosceles triangle with legs 5 cm long and an included angle
of 50°. Then draw another isosceles triangle with legs 5 cm long and
an included angle of 75°. Measure the third side of the two triangles.
Which triangle has the longer side?
3. What theorem does this demonstrate?
4. What is a hinge? Explain why the SAS inequality is called the Hinge
Theorem.
IV. EVALUATION:
A. Use the symbol >, < or = to complete the statements about the figure below.

Statements
1.If SA  AM and m2 = m3,then SE ____ ME.
2.If SA  AM and m3 < m1,then ME ____ SE.
B. Make necessary markings on the illustration based on the given.
GIVEN FACTS FOR MARKINGS CONCLUSION
1 SQ=AR SU=AE m  S> m  A
2 SU=AE UQ=ER m  U> m  E
Index of Mastery
Section
Students 6 5 4 3 2 1 0

V. CLOSURE:
Use the SAS inequality or Hinge Theorem to complete the following. Write >,
<, or = in the space provided.
4. WX _____ ST

I. OBJECTIVE:
Illustrate the Converse of Hinge theorem or SSS triangle inequality theorem
II. SUBJECT MATTER:

Sub-topic: 8.2.2Converse of Hinge Theorem or SSS Inequality Theorem
References:http://web.wapak.org/hs/2Math/Rostorfer/Adv%20Geo/1-14-10-
Section%205.6.pdf
http://www.apsva.us/cms/lib2/va01000586/centricity/domain/2574/geom6.
5. Pdf
Materials:chalkboard, visual aids, ruler, protractor, ball-bearing compass, rubber
bands
III. LESSON PROPER:

1. Activity
1.Place a rubber band over the tips of ball-bearing compass. Imagine that
the sides of the compass and the rubber band form a triangle which we
call ΔEAB.
2. Measure ∠𝐴 and 𝐸𝐵.
3. Spread the compass arms farther apart to form a different triangle,
ΔJMD.
4. Measure ∠𝑀 and 𝑀𝐷.
2. Analysis
1. Compare m∠A to m∠M and EB to MD.
2. Change the position of the compass arms again. Make a conjecture about how
m∠𝐴 and 𝐸𝐵 will change. Check your conjecture.
3. Suppose ST = BN and TI = NH in ΔSTI and ΔBNH. If SI < BH, how are m∠𝑇
and m∠𝑁 related?
3. Abstraction
SSS Inequality Theorem or Converse of Hinge Theorem

If two sides of one triangle are congruent to two sides of another
triangle, and the third side of the first is longer than the third side
of the second, then the included angle of the first
triangle is larger than the included angle of the second.

3. Application
Draw two triangles with sides that measures 7 cm and name it as ∆ABC and
∆DEF. If the third side of ∆ABC is 12 cm and ∆DEF is 10 cm, measure the included
angle of the two triangles and compare the angle of the triangle.
IV. EVALUATION:
C. Use the symbol >, < or = to complete the statements about the figure below.
Statements
1.If SE  ME and AS  AM,then m5 ____ m6
2.If ME  SE and AM  AS,then m6 ____ m5
D. Make necessary markings on the illustration based on the given.

GIVEN FACTS FOR MARKINGS CONCLUSION
1 SQ=AR SU=AE UQ>ER
2 UQ=ER SQ=AR SU=AE
Index of Mastery
Section
Students 6 5 4 3 2 1 0
V. CLOSURE:
“The worst form of inequality is to try to make unequal things equal. -

Aristotle”

I.OBJECTIVE:
Apply theorems on triangle inequalities.
II. SUBJECT MATTER:
Sub-topic: 8.3 Application of Theorems onTriangle Inequalities
References :http://www.mathworksheetsland.com/6/1grade6-30.pdf
Materials:
III. LESSON PROPER:
1. Activity
Rapid City, Casper, and Cheyenne represent the vertices (the corners) of a triangle.
The distance between Rapid City and Cheyenne is approximately 295 miles and the
distance between Rapid City and Casper is approximately 260 miles. What is the
possible distance between Casper and Cheyenne?
2. Analysis
1. How can we solve the given?
2. What is the theorem to be used to be applied in the problem?
3. Abstraction
Theorems can be used to solve problems that involve triangle

inequality. First, analyse what theorems is suitable to the given
problem before applying it. It is better to make an image of the
problem before applying the applicable triangle inequality
theorem.
4. Application
Matthew has three different squares. He arranges the squares toform a
triangle as shown. Based onthe information, list the squares inorder from the
one with the smallest perimeter to the one with the largest perimeter.
IV. EVALUATION:
Solve the following.

1. In G10 Math class, Mrs.Genovaasks her students to create a triangular frame

project made of banana que sticks. If the measures of the angles are as follows:
m  E=2x +7, m  N=5x +6, m  O=2x-1, arrange the sides of the frame in
decreasing order.
2. Samara Janleen was tasked by her teacher in Math to draw a triangle wherein
the lengths of the two sides are 10 inches and 7 inches. What are the possible
lengths for the third side of the triangle? How many possible integer lengths have
the third side?
Index of Mastery
Section
Students 10 9 8 7 6 5 4 3 2 1 0
V. CLOSURE:
Solve byapplying theorems on triangle inequalities.
The distance between Antipolo and San Mateo is 187 kilometers and the
distance between Antipolo andCainta is 97 kilometers.Cainta, San Mateo,and
Antipoloform a triangle on amap. What must the distance betweenSan Mateo and
Cainta be greater than?

I. OBJECTIVE:
Prove Triangle Inequality Theorem 1 (Ss  Aa)
II. SUBJECT MATTER:
Topic: Proving Inequalities in a Triangle

Sub-topic: 8.4.1 Triangle Inequality Theorem 1 (Ss  Aa)
References: Math Power in Geometry, A. O. Reyes pages 420-428 and E-Math
Orlando Oronce and Marilyn Mendoza pages 358- 363
Materials: Paper cut triangles, chalk and board
III. LESSON PROPER:
PRIMING:
Is it possible for a triangle to have sides with the indicated lengths?
a. 7cm, 7cm, 10cm?
b. 17cm, 12cm, 5cm?
c. 7cm, 6cm, 1cm?
d. 4cm, 6cm, 2cm?
e. 11cm, 8cm, 4cm?
1. Activity
State the smallest and largest angles of the given triangles.
1. ABC with AB= 3, BC= 4, and AC= 5
2. DEF with DE= 9, EF= 12 and DF= 16
3. GHI with GH= 14, HI= 20 and GI= 12
4. JKL with JK= 8, KL= 12 and perimeter= 36
5. MNO with MN= 4, NO= 9 and perimeter= 50
2. Analysis
Questions:
a. What have you notice on the measurement of the three sides of the triangle? What kind
of triangle is being formed?
b. Compare the measurement of a side to the sum of the other two sides? What have you
notice?
What can you say about the relationship of a side to the other two sides?
3. Abstraction
Triangle Inequality Theorem 1 (Ss  Aa)
If one side of a triangle is longer than a second side, then the angle
opposite the longer side is larger than the angle opposite the
second side.

3. Application
Given: BET ; BT>BE
Prove: m/ E>m/ T
Proof:
Statements Reasons
1.Draw ES such that BE=BS
2. BE=BS
3. / 1 = / 2
4. m/ 1 = m/ 2
5. m/ E = m/ 2 + m/ 3
6. m/ E > m/ 2
7. m/ E > m/ 1
8. m/ 1 > m/ T
9. m/ E > m/ T
IV. EVALUATION:
Write the reasons to complete each proof.
Given: FC+CL
Prove: AG+GF>LA
Proof:
Statements Reasons
1. FC = CL
2. FA = FC +
CA
3. AG + GF >
FA
4. AG + GF >
FC + CA
5. AG + GF >
CL + CA
6. CL + CA >
LA
7. AG + GF >
LA

Index of Mastery
Section
Students 7 6 5 4 3 2 1 0
V. CLOSURE:
Write the complete proof of this triangle.
U Given: UPS
Prove: PS-UP<US
S P

I. OBJECTIVE:
Prove Triangle Inequality Theorem 2 (Aa  Ss)
II. SUBJECT MATTER:
Topic: ProvingInequalities in a Triangle

Sub-topic :8.4.2 ProvingInequalities in a Triangleby Triangle Inequality Theorem 2 (Aa
 Ss)
References: Math Power in Geometry, A. O. Reyes pages 420-428 and E-Math
Orlando Oronce and Marilyn Mendoza pages 358- 363
Materials: chalk and board
III. LESSON PROPER:
PRIMING:
You are given an 18- centimeter piece of wire. You want to form a triangle such that the length of
each side is a whole number of centimeters.
1. Name three ways to form an isosceles triangle.
2. Name a way to form an obtuse scalene triangle.
3. Name a way to form an acute scalene triangle.
4. Name two combinations that will not produce triangles.
1. Activity
Name the angles in ascending order.
2. Analysis
Questions:
1. What is the relationship of the shortest side to the angle opposite it?
2. What is the relationship of the longest side to the angle opposite it?

3. Abstraction
Triangle Inequality Theorem 2 (Aa  Ss)
If one angle of a triangle is larger than the measure of the second

angle, then the side opposite the larger angle is longer than the side
opposite the second angle.
4. Application
Given: HIT; HT > HI
Prove: m/ I > m/ T
Proof:
Statements Reasons
1. Draw IS such that HI = HS
2. HI = HS
3. / 1 = / 2
4. m/ 1 = m/ 2
5. m / I = m/ 2 + m/ 3
6. m / I > m / 2
7. m / I > m / 1
8. m / 1 > m / T
9. m / I > m / T
IV. EVALUATION:
Write a complete proof.
1. Given: TONE is a parallelogram.
m/ NOT < m/ OTE
Prove : TN < OE

Index of Mastery
Section
V. CLOSURE:
Supply the reasons to complete the proof.
1. Given: BE = CE, CU > BU
Prove: m/ CEU > m/ BEU
Proof:
Statements: Reasons
1. BE = CE ___________
2. EU = EU ___________
3. CU > BU ___________
4. m/ CEU > m/ BEU ___________

I. OBJECTIVE
Prove Triangle Inequality Theorem3 (S1 +S2>S3)
II. SUBJECT MATTER
Topic:ProvingInequalities in a Triangle
Sub-topic: 8.4.3 Triangle Inequality Theorem 3 (S1 +S2>S3)
References:Math Power in Geometry, A. O. Reyes pages 420-428,
E-Math by OrlandoOronce and Marilyn Mendoza pages 358- 363
Materials: chalk and board
III. LESSON PROPER
A. Priming
Students need straws, scissors and a ruler.

a. Cut the straws into the following lengths. ( 1 in., 2 in., 2 in., 3 in., 3 in., 4 in., 5 in., 6 in.,)
b. For each activity below, choose the three straws indicated in the table. With the straws
touching at the ends, try to make a triangle.
c. Record the results in the second column. (Note: straws must touch only at the ends to make
a triangle.)
Length of Straws Triangle? Compare. Use <,> or =.
a b c (Yes or No) a + b__ c b + c ___ a a +c __ b
1in., 2in., 3in.
3 in., 3 in., 6 in.
3 in., 6 in., 1 in.
2 in., 3 in., 4 in.
2 in., 2 in., 3 in.
5 in., 2 in., 3 in.
3 in., 4 in., 5 in.
1 in., 2 in., 5 in.

d. Complete the last three columns of the table. Discuss the results with your group.
e. Complete the following statement. Use less than, greater than or the same as. The sum of
the lengths of any two sides of a triangle must be _____________ the length of the third
side.
B. Activity
Tell whether a triangle can be constructed with segments having these lengths. If
Yes draw the triangle.

1. 6, 8, 13
2. 9,11, 15
3. 8, 10, 20
4. 1, 4, 6
5. 13, 10, 5
C. Analysis
Questions:
1. Is there a relationship between the length of a side of a triangle and the measure of the
angle opposite it?
2. What is the relationship between the longest side of a triangle and the measure of the angle
opposite it?
3. What is the relationship between the shortest side of a triangle and the measure of the angle
opposite it?
D. Abstraction
REMEMBER
Triangle Inequality Theorem 3 (S1 +S2>S3)
In a triangle, the sum of the lengths of any two sides is greater than
the length of the third side.
E. Application
1. Given B
(i) BC + AC = AB
(ii) BC + AB = AC C
(iii) AB + AC = BC A

If BC is the longest side (i) and (ii) are trivially true.

1. Extend BA to D so AD = AC
2. Connect D and C
3. ADC is isosceles (2 congruent sides)
Show DB>BC
4. m/ D = m/ 1 (Base angles)
5. m/ BCD = m/ 1 + m/ 2 ( Angle Addition)
6. m/ BCD> m/ 1
7. m/ BCD > m/ D
8. DB > BC
9. DB=DA + AB
10. DA + AB > BC
11. AC + AB > BC
12. AB + AC > BC
Proof:
Statements Reasons
IV. EVALUATION
Write the reasons to complete each proof.
Given : G is the interior of FLA
Prove: AG + FG + LG > ½ (FL + LA + AF)

Proof :
Statements
1. G is the interior of FLA
2. FG + LG > FL
3. AG + LG > LA
4. AG + FG > AF
5. 2AG + 2FG + 2LG > FL + LA + AF
6. AG + FG + LG > ½ ( FL + LA + AF )
Reasons
1. ____________
2. ____________
3. ____________
4. ____________
5. ____________
6. ____________
Index of Mastery
Section
Students 6 5 4 3 2 1 0
V. CLOSURE

I.OBJECTIVE:
Prove Exterior Angle Inequality Theorem
II. SUBJECT MATTER:
Sub-topic: 8.4.4 Proving the Exterior Angle Inequality Theorem
References: Grade 8 Teachers’ Guide and Learners’ Material pp.380-381
Materials:
III. LESSON PROPER
Priming:
Direction: Name the exterior angle/s of the triangles shown in the
figure.
1.
1.
2.
3.
4.
5.
RDN
RSI
SDN
INE
1. Activity
Given: LOV with exterior angle  LVE
Prove:  LVE >  OLV

Proof:
Let us prove that  LVE >  OLV by constructing the following:
1. Midpoint S on RO such that LS  VS
2. OR through S such that OS  SR
2.Analysis
Statements Reasons
1.
LS  VS ; RS  OS
2.What statement exist between

 3 and  4?
3. Basing on statements 1 and 2,
describe two triangles from the
illustration:

4.Basing on statement 3,
 OLV  _______
5.Basing on the illustration,
Angle Addition Postulate
 LVE  _______
6. Basing on statement 5,
 LVE>  1
7. Using statement 4 in statement 6, Substitution Property
3. Abstraction
Exterior Angle Inequality Theorem

The measure of an exterior angle of a triangle is greater than
the measure of either remote interior angle.
4. Application
Given  HOE is an exterior angle of EOP.
Prove that  HOE >  OEP.
IV. EVALUATION:
Given  GME is an exterior angle of GMA.
Prove that  GME >  MGA.

Index of Mastery
Section
V. Students 5 4 3 2 1 0
CLOSURE:
Given  1 is an exterior angle of ODG.
Prove that m  1 > m  4.

I.OBJECTIVE:
Prove Hinge Theorem or SAS Inequality Theorem
II. SUBJECT MATTER:
Sub-topic: 8.4.5 Hinge Theorem or SAS Inequality Theorem
Oronce
Materials: manila paper
III. LESSON PROPER:

PRIMING:
Which of the following paths to the church is the shortest if you are coming from the
school? Justify your answer?
1. Activity
Activity 1.Direction: Work in pairs then do the following
2. Study the faces of the clock shown at different hours one
afternoon and complete your copy of the activity table.
3. Write also your answers to the ponder questions on a piece of
Manila paper.
4. Compute for the measure of the angle formed by the hands of
the clock given that one revolution for each hand is equivalent to
3600

Clock A Clock B Clock C Clock D
Measure of angle Distance between

Time
Clock formed by the hour the tips of the hour
(Exact PM
Face hand and minute hand and minute
Hours)
hand hand (in mm)
A
B
C
D
1. How do you describe the lengths of the hour hands of the

clock faces using a relation symbol?
2. How do you describe the lengths of the minute hands of the

clock faces using a relation symbol?
3. The angles formed by the hands of the clock can be called

as _____________.
2. Analysis
1. In the activity, what do you observe about the measures of
the angles formed by the hands of the clock at different

hours?
2. What affects the measure of the distance between the tips of

the hands of the clock? Explain
3. Your findings describe the Hinge Theorem. How will you

state this theorem if you consider the clock hands of two
faces (say Clock Faces A and B) as sides of two triangles
and the angles they make as the included angles?
3. Abstraction
Hinge Theorem or SAS Inequality Theorem
If two sides of one triangle are congruent to two sides
of another triangle, but the included angle of the first triangle is
greater than the included angle of the second, then the third side of
the first triangle is longer than the third side of the second.
4. Application
Given: AB is congruent to AD, and

m ‫ﮮ‬1 > m ‫ﮮ‬2
Prove: BC > CD
Proof:
Statement Reasons
1. AB is 1.
congruent to AD
2. AC is 2.
congruent to AC
3. m ‫ﮮ‬1 > m ‫ﮮ‬2 3.
4. Then, BC > 4.
CD

IV. EVALUATION:
Direction: Using Hinge Theorem, write an if-then statement about the

appropriate sides and angles of ΔCAT and ΔDOG.
1. Is the name Hinge for this theorem suitable? Explain

2. Hinge theorem characterizes many objects around us. Give
examples of these.
Directions: Use the Hinge Theorem to write an if-then statement for the given triangles
below.
1. Given: ΔMEL and ΔNQR with EM congruent to QN, EL congruent to

QR, and m‫ﮮ‬E is greater than m‫ﮮ‬Q
Prove: ML > NR
Proof:
Statement Reasons
1. EM is congruent to QN 1.
2. EL is congruent to QR 2.
3. m ‫ﮮ‬E > m ‫ﮮ‬Q 3.
4. Then, ML > NR 4. O
2. Given: ΔPOT and ΔPET with PO congruent to PE,

and m‫ﮮ‬1 is greater than m‫ﮮ‬2 P T
1

Prove: OT>TE
Proof:
Statement Reasons
1. PO is congruent to PE 1.
2. PT is congruent to PT 2.
3. m ‫ﮮ‬1 > m ‫ﮮ‬2 3.
4. Then, OT > ET 4.
Index of Mastery
Section
Students 8 7 6 5 4 3 2 1 0
V. CLOSURE:
Given: □JULY is a parallelogram

m‫ﮮ‬J is congruent to m‫ﮮ‬U
Prove: UY > JL J U
Y L

Proof:
Statement Reasons
1. □JULY is a parallelogram 1.
2. JY congruent to UL 2.
3. JU is congruent to JU 3.
4. m‫ﮮ‬J > m‫ﮮ‬U 4.
5. UY > JL 5.

I.OBJECTIVE:
Prove Converse of Hinge Theorem or SSS Inequality Theorem
II. SUBJECT MATTER:
Sub-topic:8.4.6 Converse of Hinge Theorem or SSS Inequality Theorem
References:Mathematics Learner’s Module 8, E – Math: Geometry
Materials:Protractor, manila paper, ruler
III. LESSON PROPER:
PRIMING:
Hinges in Tools and Devices
Hinges are used to fasten two things together and allow
adjustment, rotation, twisting, or pivoting. Choose at least one of the following
hinged devices and explain how it works.
1. Activity
Directions: Work in pairs. Study the house models below and complete your copy
of the activity table. Write your answers on a piece of manila paper. Note
that the scale used in this drawing is 1 cm = 1 m

Roof Lengths at Roof Lengths at Lengths of Roof

House Roof Angle
the Right (in cm) the Left (in cm) Base (in cm)
A ML MN LN ‫ﮮ‬LMN
B QP QR PR ‫ﮮ‬PQR
Write your observations on the following:
● The lengths of the roofs at the left part of both houses _____
● The lengths of the roofs at the rigth part of both houses _____
● The lengths of the roof bases of both houses _____
● The roof angles of both houses _____
● What influences the measures of the roof angles of both houses?
Justify
2. Analysis:
Questions:
1. Your findings on the above activity describe the Converse of
Hinge Theorem, how will you state this theorem if you consider the
two corresponding roof lengths as two sides of two triangles, the
roof bases as their third sides, and the roof angles as included
angles?
2. With both houses having equal roof lengths, what conclusion
can you make about their roof cost?
3. How will you describe the 3rd side and its opposite angle of
the first triangle with that of the 3rd side and its opposite angle of

the second triangle?
The situation presented above suggest the theorem below:
Converse of Hinge Theorem or SSS Inequality Theorem

If two sides of one triangle are congruent to two sides of
another triangle, but the third side of the first triangle is
longer than the third side of the second, then the included
angle of the first triangle is larger than the included angle of
the second.
Direction: Use the Converse Hinge Theorem to prove the

given below.
Given: ∆ABC and ∆DEF with AC congruent to DF
AB congruent to DE, and BC > EF
Prove: m‫ﮮ‬A > m‫ﮮ‬D
C F
4. Application
A B D E
Proof:

Statement Reasons
1. AC is congruent to DF, 1.
AB is
congruent to DE, and BC >
EF
2. m‫ﮮ‬A < m‫ﮮ‬D or m‫ﮮ‬A = 2.
m‫ﮮ‬D
or m‫ﮮ‬A > m‫ﮮ‬D
3. If m‫ﮮ‬A<m‫ﮮ‬D, then BC 3.
<EF
4. Thus, m‫ﮮ‬A is not <m‫ﮮ‬D 4.
5. If m‫ﮮ‬A = m‫ﮮ‬D, then 5.
∆ABC is
congruent to ∆DEF
6. Then BC = EF 6.
7. Thus, m‫ﮮ‬A ≠ m‫ﮮ‬D 7.
Therefore, m‫ﮮ‬A > m‫ﮮ‬D 8.
Given: OD is a median of ∆BON; BO > ON

B
D O
N
Directions: Use the symbol < , > or = to complete the
IV.EVALUATION: statements about the figure shown. Justify your answer.

C
A 1 4 B
2 3
Statements Justification
1. If AC is congruent to AD and
m‫ﮮ‬1 = BD
m‫ﮮ‬2, then BC
2. If BC is congruent to BD and
AC > AD, m‫ﮮ‬3
then m‫ﮮ‬4
3. If AD is congruent to AC and
m‫ﮮ‬2 < BC
m‫ﮮ‬1, then BD
4.If BD is congruent to BC and
AD> AC, m‫ﮮ‬4
then m‫ﮮ‬3
Index of Mastery
Section
Students 8 7 6 5 4 3 2 1 0

V. CLOSURE:
Direction: Use the Converse Hinge Theorem to prove the
given below.
Given: ∆ART with L the midpoint of TR; RS is congruent

to NT and LS > LN
Prove: AT > AR T L R
N S
Proof:
Statement Reasons
1. L the midpoint of TR 1.
2. LT is congruent to LR 2.
3. RS is congruent to NT 3.
4. LS > LN 4.
5.m‫ﮮ‬R > m‫ﮮ‬T 5.
6. AT > AR 6

I. OBJECTIVE:
Define and illustrate parallel and perpendicular lines
II. SUBJECT MATTER:

TOPIC: Properties of Parallel Lines Cut By a Transversal
SUBTOPIC: 8.5.1Parallel and Perpendicular Lines
REFERENCE :http://www.baraboo.k12.wi.us/faculty/dbeth/newsfile1692_1.pdf
http://www.homeschoolmath.net/teaching/g/parallel_and_perpendicular
III. LESSON PROPER:
1. ACTIVITY
Draw a rectangular Prism
A rectangular prism can be drawn using parallel lines and parallel planes.
Step 1. Draw two parallel planes to

represent the top and bottom of the
prism.
Step 2. Draw the edges. Make any

hidden edges of the prism dashed.
Step 3. Label the vertices. D A
C B
H E
G F
2. ANALYSIS
1. Identify the parallel planes in the figure above.

2. Name the planes that intersect plane ABC and name their intersections.
̅̅̅̅ .
3. Identify all segments parallel to 𝐵𝐹

3. ABSTRACTION
The following diagram shows the locations of the houses of three friends.
Jowel’s House Jhed’s House
PASAKALYE STREET
Jopet’s House
It can be seen that Jowel’s and Jopet's houses are situated in parallel streets, while Jhed's
house is on a street which is perpendicular to both these streets. This illustrates how the
relationship of two lines to a third line can lead to the relationshipbetween the two lines.
1. In a plane if two lines are perpendicular to the same line, then they are parallel to
each other.
2. If two lines are parallel to the same line, then they are parallel to each other.
Definition:
Parallel line. Lines are parallel if they are always the same distance apart
(called "equidistant"), and will never meet.
(They also point in the same direction).
Perpendicular Line. Two lines are Perpendicular if they meet at a right angle (90°).
4. APPLICATION
Refer to the photograph of the New Municipal Building of Taytay

1. Describe a pair of parallel lines found on the New Municipal Building of Taytay.
2. Find an example of parallel planes.
3. Locate a pair of perpendicular lines.
IV. EVALUATION
Concept Check:
1. Draw a solid figure with parallel planes. Describe which parts of the figure are
parallel.
2. Describe a real – life situation in which parallel lines seem to intersect.
V. ASSIGNMENT
How are parallel lines and planes used in architecture?

Include the following in your answer.
1. A description of where you might expect to find examples of parallel lines and
parallel planes; and
2. An example of perpendicular lines and non – parallel planes.

I. OBJECTIVES:
Determine the relationship between pairs of angles formed by parallel lines cut by a
transversal.
II. SUBJECT MATTER:

SUBTOPIC: 8.5.2 Angles Formed by Parallel Lines and Transversal
REFERENCE: Mathematics Learner’s Module for Grade 8, pp. 451 – 453
III. LESSON PROPER:
Priming
Nene likes to practice for gymnastic

competition on the balance beam at
the park. She knows she will be
scored on the angles of her legs and
arms while balancing on the beam.
What do you notice about some of

the angles, shapes, and lines she
has formed?
1. ACTIVITY
Two parallel lines (lines l and m) cut by a transversal (line n) form eight angles. Measure
the eight angles using your protractor and list all inferences or observations in the activity.
m ∠1=_____ 1 2
l 3 4
m ∠2=_____ 3 4
m ∠3=_____ 5 6
m ∠4=_____ m
7 8

m ∠5=_____
m ∠6=_____ n
m ∠7=_____
m ∠8=_____
Observations:
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
___________________________________________________
2. ANALYSIS
Guide Questions:
1. What pairs of angles are formed when two lines are cut by a transversal?
2. What pairs of angles have equal measures? What pairs of angles are
supplementary?
3. Can the measures of any pair of angles guarantee the parallelism of lines?
4. How can the key concepts of parallel lines facilitate solving real – life problems using
deductive reasoning
3. ABSTRACTION
Angle Pairs Formed By Parallel Lines Cut By A Transversal
When two parallel lines are given in a figure, there are two main areas: the interior and
the exterior.
Exterior
Interior
Exterior
When two parallel lines are cut by a third line, the third line is called the transversal. In
the example below, eight angles are formed 1 2when parallel lines l and m are cut by a
transversal line, n.
3 4
l 3 4
m 5 6
7 8
n
There are several special pairs of angles formed from this figure.
a. The angles formed by the transversal with the two other lines are called:

 exterior angles (∠1, ∠2, ∠7, and ∠8)
 interior angles (∠3, ∠4, ∠5, and ∠6)
b. The pairs of angles formed by the transversal with the other two lines are called:
 corresponding angle (∠1 and ∠5, ∠2 and ∠6, ∠3 and ∠7, ∠4 and ∠8)
 alternate interior angles (∠3 and ∠6, ∠4 and ∠5)
 alternate exterior angles (∠1 and ∠8, ∠2 and ∠7)
 interior angles on the same side of the transversal (∠3 and ∠5, ∠4 and ∠6)
 exterior angles on the same side of the transversal (∠1 and ∠7, ∠2 and ∠8)
4. APPLICATION
Write a story about Jhed’s walk

home from school. BAHAY
Y PALENGKE
Be sure to use mathematical SIMBAHAN
language. Point out buildings that are on
blocks with corresponding angles,
alternate interior angles, and alternate
exterior angles. SM TAYTAY
TELAHAN
PUREGOLD GAWAAN NG HAMBA
MUNISIPYO PAARALAN
Scoring Guide for Story Writing

Points Description
5 Writes a clearly stated main idea, topic and presents supporting details in
logical order. The story is written with correct use of conventions (grammar,
punctuation, capitalization, and spelling)
4 Writes a clearly stated main idea, topic and presents supporting details in
logical order. The details may not be as complete as it could be. The story is
written with generally correct use of conventions.
3 Writes clearly stated main idea, topic but presents some unrelated details.
There are few errors in the use of conventions.
2 Writes a main idea, topic, but not clearly stated. Details may not be
presented in a logical order, or some of the information may not be accurate.
The story may include some errors in the use of conventions.
1 No accurate understanding of topic/subject.

IV. EVALUATION
Study the figure and answer the following questions as accurately as you can. The figure
below shows j││t with a as transversal.
1 2 t
3 4
5 6
j
7 8
Name:
1. 2 pairs of corresponding angles
2. 2 pairs of alternate interior angles
3. 2 pairs of alternate exterior angles
4. 2 pairs of interior angles on the same side of the transversal
5. 2 pairs of exterior angles on the same side of the transversal
No. of Students Items/Scores % AT
10 9 8 7 6 5 4 3 2 1 0
V. ASSIGNMENT
Find each measure given that m∠6 = 67O
6 = 67O
8
7 9
10
8
11
12 13
m ∠7=_____
m ∠8=_____
m ∠9=_____
m ∠10=_____
m ∠11=_____ m ∠13=_____ m ∠14=____

I. OBJECTIVES:
 Recognize angle conditions that occur with parallel lines.
 Prove that two lines are parallel based on given angle relationship.
II. SUBJECT MATTER:

SUBTOPIC: 8.6. Proving Lines Parallel
REFERENCE:Mathematics Learner’s Module, pp. 473
III. LESSON PROPER:
Priming
Have you ever been in a tall building and looked down at a parking lot? The
parking lot is full of line segments that appear to be parallel. The workers who paint
these lines must be certain that they are parallel.
Question: How do you know that the sides of the parking space are
parallel?
1.ACTIVITY
You are working in a furniture shop as a designer. One day, your immediate
supervisor asked you to make a design of a wooden shoe rack for a new client, who is well-
known artist in the film industry. In as much as you don’t want to disappoint your boss, you
immediately think of the design and try to research on the different designs available in the
internet.

Below is your design.
2.ANALYSIS
1. Based on your design, how will you ensure that the compartments of the shoe rack are
parallel? Describe the different ways to ensure that the compartments are parallel.
2. Why is there a need to ensure a parallelism on the compartments?
What would happen if the compartments are not parallel?
3. How should the sides be positioned in relation to the base of the shoe rack? Does
positioning of the sides in relation to the base matter?
3.ABSTRACTION
Theorems Examples
1. If two lines in a plane If ∠1 ≅∠5 ,∠2 ≅∠6 , ∠3

are cut by a transversal ≅∠7 ,or∠4 ≅∠8 , then
so that corresponding m││n.
angles are congruent,
then the lines are
parallel.
Abbreviation
If corr. ∠’s are ││ then l
lines are ││.
m 1 2
2. If two lines in a plane If ∠1 ≅∠8 or if ∠2 ≅∠7, 3 4
are cut by a transversal then m││n.
so that a pair of
alternate exterior angle
is congruent, then the
lines are parallel.

Abbreviation n 5 6
If alt.ext∠’s are≅ then 7 8
lines are ││.
3. If two lines in a plane If m∠3 + m∠5 = 180 or

are cut by a transversal m∠4 + m∠6 = 180, then
so that a pair of m││n.
consecutive interior
angles is
supplementary, then
the lines are parallel.
Abbreviation
If cons. int.∠’saresuppl.,
then lines are ││.
4. If two lines in a plane If ∠3 ≅∠6 or if ∠4 ≅∠5,

are cut by a transversal then m││n.
so that a pair of
alternate interior angles
is congruent, then the
lines are parallel.
Abbreviation
If alt.int∠’s are≅ then
lines are ││.
5. In a plane, if two lines If l⏊m, and l⏊n, then l

are perpendicular to the m││n.
same line, then they are m
parallel.
Abbreviation
If 2 lines are ⏊ to the
same line, then lines n
are ││.

4.APPLICATION
IDENTIFY PARALLEL LINES.

̅̅̅̅ bisects ∠ABH. Determines which lines, if any, are parallel.
In the figure, 𝐵𝐺
A B
45O
D 65O F
70O
G H
 The sum of the angle measures in a triangle must be 180, so m∠BDF = 180 – (45 +
65) or 70.
 Since ∠BDF and ∠BGH have the same measure, they are congruent.
 ⃡ .
⃡ ││𝐺𝐻
Congruent corresponding angles indicates parallel lines. So, 𝐷𝐹
 ∠ABD ≅∠DBF, because 𝐵𝐺 ̅̅̅̅ bisects ∠ABH. So, m∠ABD = 45.
 ∠ABD and ∠BDF are alternate interior angles, but they have different measures so
they are not congruent.
 Thus, ⃡𝐴𝐵 is not parallel to ⃡𝐷𝐹 or ⃡𝐺𝐻
IV. EVALUATION
Prove Lines Parallel. s l
Given: r ││s
∠5 ≅∠6 4 m
Prove: l ││m r 5 6
7

Proof:
Statements Reasons
1. r ││s, ∠5 ≅∠6 1.
2. 2. Consecutive Interior Angle Theorem
3. m∠4 + m∠5 = 180 3.
4. 4. Definition of Congruent Angles
5. m∠4 + m∠6 = 180 5.
6. 6. Definition of Supplementary angles
7. l ││m 7.
No. of Students Items/Scores % AT

10 9 8 7 6 5 4 3 2 1 0
V. ASSIGNMENT
The Hubbles Telescope gathers parallel light rays and directs them to a central focal
point. Use a protractor to measure several of the angles shown in the diagram. Are the lines
parallel? Explain how you know?

I.OBJECTIVES:
 Verify sets of sufficient conditions which guarantee that a quadrilateral is a
parallelogram;
 Apply the conditions to prove that a quadrilateral is a parallelogram.
II.SUBJECT MATTER:
TOPIC:Properties of Parallel Lines Cut By a Transversal
SUBTOPIC:8.7 Proving Quadrilaterals are Parallelograms
REFERENCE:
 Mathematics Learner’s Module, pp. 460 -461
 Worktext in Mathematics Geometry by de Leon et.al, pp. 163 - 166
 http://www.mathplanet.com/education/geometry/quadrilaterals/properties-
of-parallelograms
VI. LESSON PROPER:
Review: Properties of Parallelograms
There are six important properties of

parallelograms to know:
1. Opposite sides are congruent (AB = DC).

2. Opposite angels are congruent (D = B). A B
3. Consecutive angles are supplementary
(A + D = 180°).
4. If one angle is right, then all angles are
right.
5. The diagonals of a parallelogram bisect D C
each other.
6. Each diagonal of a parallelogram
separates it into two congruent triangles.
1.ACTIVITY
Place a check mark in the boxes below if the quadrilateral listed along the top
row has the properties listed in the left column.

Parallelogram
Rectangle
Rhombus
Square
Properties
Opposite sides are congruent.

Opposite angles are congruent.
Sum of the measures of the consecutive angles is 180O.
Diagonals are congruent.
Diagonals are perpendicular.
Diagonal bisect each other.
2.ANALYSIS
Guide Questions:
5. What properties are common to rectangles, rhombi, and squares?

6. What makes parallelograms special in relation to other quadrilaterals?
7. Are the properties of parallelograms helpful in establishing parallelism and
perpendicularity of lines?
3.ABSTRACTION
Key points
1. A quadrilateral is a parallelogram if its opposite sides are congruent
R O Given: ROME is a quadrilateral

3 1 Prove: ROME is a parallelogram
̅̅̅̅̅ ≅ ̅̅̅̅̅
Plan: 𝑅𝑂 𝐸𝑀 , ̅̅̅̅̅ ̅̅̅̅̅
𝑅𝐸 ≅ 𝑂𝑀
4
2
E M
STATEMENTS REASONS

̅̅̅̅̅ ≅ ̅̅̅̅̅
1. 𝑅𝑂 𝐸𝑀 , ̅̅̅̅̅ ̅̅̅̅̅
𝑅𝐸 ≅ 𝑂𝑀 1. Given
2. ̅̅̅̅̅
𝑅𝑀 ≅ ̅̅̅̅̅
𝑅𝑀 2. Reflexive Property
3. ∆REM ≅ ∆ROM 3. SSS Postulate
4. ∠1 ≅ ∠2 ;∠3 ≅ ∠4 4. CPCTC
5. ̅̅̅̅̅
𝑅𝑂 ││ ̅̅̅̅̅ 𝑅𝐸 ││ ̅̅̅̅̅
𝐸𝑀 , ̅̅̅̅̅ 𝑂𝑀 5. If two lines are cut by a
transversal such that alternate
interior angles are congruent,
then the lines are parallel.
6. ROME is a parallelogram 6. If two sides of a quadrilateral are
parallel and congruent, then the
quadrilateral is parallelogram.
2. A quadrilateral is a parallelogram if a pair of opposite sides are parallel and

congruent.
K I
1 Given: KITE is a quadrilateral
2
̅̅̅̅
𝐾𝐼 ││ ̅̅̅̅
𝑇𝐸 and ̅̅̅̅
𝐾𝐸 ││ ̅̅̅
𝑇𝐼
Prove: KITE is a parallelogram
4
3
E T
STATEMENTS REASONS
̅̅̅ ≅ 𝑇𝐸
1. 𝐾𝐼 ̅̅̅̅
1. Given
2. ̅̅̅̅
𝐾𝐼 ││ ̅̅̅̅
𝑇𝐸 2. Given
3. ∠1 ≅ ∠3 3. If two parallel lines are cut by a
transversal, then the alternate

interior angles are congruent.
4. ̅̅̅
𝐸𝐼 ≅ ̅̅̅
𝐸𝐼 4. Reflexive Property
5. ∆KIE ≅ ∆TIE 5. SAS Postulate
6. ∠2 ≅ ∠4 6. CPCTC
7. ̅̅̅̅ ̅̅̅
𝐾𝐸 ││ 𝑇𝐼 7. If two lines are cut by a
8. KITE is a parallelogram 8. Definition of parallelogram.
3. A quadrilateral is a parallelogram if its diagonal bisect each other.
J O
Given: JOEL is a quadrilateral
4
W ̅̅̅̅̅
𝐽𝑊 ≅ ̅̅̅̅̅
𝐿𝑊 , ̅̅̅̅̅̅
𝐸𝑊 ≅ 𝑂𝑊
1 2
Prove: JOEL is a quadrilateral is a
5 parallelogram
E L
STATEMENTS REASONS
1. JOEL is a quadrilateral
1. Given
̅̅̅̅̅ ≅ 𝐿𝑊
𝐽𝑊 ̅̅̅̅̅ , 𝐸𝑊
̅̅̅̅̅̅ ≅ 𝑂𝑊
2. Vertical angles are congruent

2. ∠1 ≅ ∠2
3. ∆JWE ≅ ∆OWL 3. SAS Postulate
4. ∠4 ≅ ∠5 4. CPCTC
̅̅̅̅
̅̅̅ ││ 𝑂𝐿
5. 𝐽𝐸 5. If two lines are cut by a

6. JOEL is a parallelogram 6. If two sides of a quadrilateral are
parallel and congruent, then the
quadrilateral is a parallelogram.
4. APPLICATION
What value of x will make each quadrilateral a parallelogram?
1.
(3x – 70)O Solution:
(2x + 5)O
2.
(5x + 2)O Solution:
(3x + 14)O
VII. EVALUATION
Supply the missing statements or reasons to prove that if the opposite sides of a
quadrilateral are congruent, then the quadrilateral is a parallelogram.
B E
2 Given:BEAR is a quadrilateral.
𝐵𝐸 ≅ ̅̅̅̅
̅̅̅̅ ̅̅̅̅ ≅ ̅̅̅̅
𝑅𝐴 and𝐵𝑅 𝐸𝐴
1 Prove: BEAR is a parallelogram.

R A
Statements Reasons
1. 1. Given
2. 2. Given
3. Draw ̅̅̅̅
𝑅𝐸 3.

̅̅̅̅ ≅ ̅̅̅̅
4.𝑅𝐸 𝑅𝐸 4.
5.∆BER ≅ ∆EAR 5.
6. 6. CPCT
7. 7. If two lines are cut by a transversal such
8. BEAR is a parallelogram that the alternate interior angles are
congruent, then the lines are parallel.
VIII. ASSIGNMENT
Challenge:
Solve: Gabby needs to replace a panel on her garage door. He found a rectangular sheet of
wood of the right size. He made a design by locating the midpoints of each side of the sheet
and connecting the points. Explain why XYZW is a parallelogram. If the length is twice the
width and the perimeter of the wood is 4.8 m, find the length of the following: ̅̅̅̅̅
𝐴𝑊 , ̅̅̅̅ ̅̅̅̅ ,
̅̅̅̅̅,𝐷𝐶
𝐵𝐶 ,𝑊𝑋
̅̅̅̅ .
and𝑍𝑋
A Z D
W Y
B X C

I. OBJECTIVE/S:
Tabulate data based on simple probability.
1. Define experiment, outcome, sample space and event.
2. List all the outcomes in a sample space.
II. SUBJECT MATTER
TOPIC: Probability
SUB-TOPIC: 9.1. Basic Concepts of Probability
REFERENCE Teaching Guide in Math Elem. Level by Marilyn U. Balagtas, et. al., pp.364-371
Lesson Plan in Math IV by Cynthia G. Arabit, et. al., pp.302-305
www.google.com
MATERIALS: Manila paper, pen, coins, dice
STRATEGIES Exposition, discussion, problem solving
PRIMING:
List the elements of each set.
1. {a/a is an even number between 3 and 11}
2. {b/b is a course offered at the University of Rizal System}
3. {c/c is a tourist spot in Rizal}
4. {d/d is an occupation of a Rizaleno}
5. {e/e is a native delicacy of Cainta}
III. PROCEDURES:
A. ACTIVITY
Scenario A.
At 5:30 AM, what kind of a vehicle do you think would pass along
Manila East Road infront of PuregoldTaytay? (A car, A delivery truck, A
bus, A tricycle, A motorcycle, an E bike)

Scenario B.
In a family outing:
1. Will a homemade ice cream melt if it is not eaten quickly? (Sure to
happen, May happen, Cannot happen)
2. Will the pandan-lemon grass juice served on a table get warm if no
one drinks it after sometime?
(Sure to happen, May happen, Cannot happen)
There are life situations wherein we make predictions of what was to

come. We may have bases for these predictions but they are not
expressed in more accurate terms. Certain information about the
experiments done led us to think that one outcome was more likely to
happen than another; although the information did not tell us exactly what
the chances were that our prediction would come true but we felt they
were enough to convince us to choose it over the other or others.
A coin is tossed once
1. How many possible outcomes are there?

2. What are these outcomes?
3. How many of these outcomes consist of a tail facing up?
4. Would you have the same answer in the case of a head? Explain
When a coin is tossed, getting a head is an event. The said event consist
of the outcome “head.”
Consider this example:

1. If you toss 2 coins, what is the chance that a head or a tail will
come out?

Do the activity by group to find the answer. Follow the following steps.
A. Toss the coins at least 6 times.
B. Make a table and record the result.
C. Record the event on how many times a head or a tail came out.
Let the students compare their works with the prepared table.
2nd Coin
H T
H (H,H) (H,T)
T (T,H) (T,T)
1st Coin
B. ANALYSIS
Answer the following questions:
 What kind of an activity was done?
 How many times did you toss the coins to find the correct
results?
 What do you call the activity in finding out the correct results?
 How many possible results were expected from this activity?
 What do you call these results?
 How many possible results will there be to get a combination of
head and a tail?
 What is the chance that a head and a tail will come out?
The event of having a combination of a head and a tail when a coin is
tossed is called probability.
The probability of a head and a tail to come out when 2 coins are
tossed is ¼.
C. ABSTRACTION
KEYPOINT:
Probability is the measure of the chance of an event taking

place.
An experiment is an activity by which an observation or
measurement is obtained.
An outcome is a result of an activity or experiment.
A sample space (S) is the set of all possible outcomes of an
experiment.
An event (E) is a set of outcomes or any subset of a sample
space.
D.APPLICATION

A. List the sample space of the following experiments.
1. Rolling a die. S={1,2,3,4,5,6} thus, n(S)=6
2. Choosing a letter from the word RIZALENO.
S={R,I,Z,A,L,E,N,O} Thus, n(S)=8
3. Throwing a coin and a die together.
4. S={H1,H2,H3,H4,H5,H6,T1,T2,T3,T4,T5,T6}, thus, n(S)=12
5. Tossing 3 different coins together. S={ (H,H,H), (H,H,T), (H,T,H),
(H,T,T), (T,H,H), (T,H,T), (T,T,H), (T,T,T) } , thus n(S)=8
. Two dice are tossed. Complete the sample space in tabular form.
E. EVALUATION
Second Die
First Die
1 2 3 4 5 6
1 (1,1 (1,2 (1, (1,4) (1,5 (1,6)
) ) 3) )
2
3
4
5
6
PROFICIENCY LEVEL 5 4 3 2 1 0 Instructional

Decision
IV. CLOSURE
“All life is an experiment. The more experiments you make the better.”
- Ralph Waldo Emerson

I. OBJECTIVE:
Count the number of occurrence of an outcome in an experiment .
- using a table
- using a tree diagram
- using a systematic listing
-using the fundamental counting principle
II. SUBJECT MATTER:

Topic: Probability
Sub-topic: 9.2 Organizing Outcomes of an Event and the Fundamental
Counting Principle
References: Elem. Statistics with Computer Applications by Priscilla S.
Altares,et. al., pp. 146-148
e-math by Orlando A. Oronce and Marilyn O. Mendoza pp.439-
441
www.google.com
Materials: Worksheets, pen, cartolina
Strategies: Group work, discussion
IIIIII. PROCEDURE:
1. Priming
QUICK AND EASY: Answer the following as quickly as you can.

1. Five multiplied by 7.
2. 6 x 5
3. 1/6 x 1/5
4. 1/5 x 1/7
5. 2/3 x ¾
2.Activty
Assume that you are to watch a ballgame at Ynares Center

which has 4 gates (North-N, South-S, East-E, West-W). In how
many ways can you enter and leave the sports center?

Give each group a worksheet.
WORKSHEET A
Complete the list below:
NN,NE,N__,N__
EE, E__,E__,ES
WW, __ , __, WS
__, SN, __, SW
WORKSHEET B
E X I T G A T E
ENTRANCE GATE N E W S
N NN NS
E EE EW
W WE WS
S SN SW
WORKSHEET C
Complete the tree diagram below:
ENTRANCE EXIT WAYS OF DOING

GATE GATE THE ACTIVITY
N NN
E NE
N W NW
S NS
N EN
E ___
E W EW
S ___
START
N WN
E ___
W W ___
S ___
N NN
E NE
S W NW
S NS

WORKSHEET D
Supply the missing number.
Number of gates to enter the sports center n1 = ____; and
using the same for leaving; n2= ___ thus, n1 x n2 = ____
different ways.
3. Analysis
Based on the activity, in how many ways can we count the

number of occurrences of an outcome in an experiment? What
are they?
Do we arrive at the same answer?
The group assigned to worksheet D performed the fundamental

counting principle. Describe how it is applied to get the total
number of ways two or more separate task can happen.
4. Abstraction
REMEMBER:
The number of occurrences of an outcome in an
experiment can be counted using any of the following:
a. Table
b. Tree diagram
c. Systematic listing
d. Fundamental counting principle
The fundamental counting principle states that we can
find the total number of ways that two or more
separate tasks can happen by multiplying the number
of ways each task can happen separately.
4.Application
Determine the total possible outcomes of the following using

all the methods.
Café Caudal serves two desserts, cake and a pie. They also
serve three beverages, coffee, tea or juice. Suppose you
choose one dessert and one beverage.

1. Nicole is a disc jockey. She chooses different types of

recorded songs for each hour of her 3-hour program. The
possible choices are listed below.
FIRST HOUR SECOND HOUR THIRD HOUR

Rock Instrumental Ballad
Pop Opera Jazz
2. Notebooks come in 3 colors: blue, yellow, orange. They

come in 2 types: spiral and composition.
3. Basketball uniform in white, red, yellow, or green in sizes

small, medium, or large.

IV. EVALUATION
Clocks come in two styles: wall or desk. They come in 5

colors: black, white, gold, silver, red. Determine the total
possible outcomes using all the methods.
Proficiency 5 4 3 2 1 0 Instructional
Level Decision
V. CLOSURE

I. OBJECTIVE:
Find the probability of simple event.
II. SUBJECT MATTER:
TOPIC: Probability
SUB-TOPIC: 9.3 Probability of Simple event
REFERENCE e-math by Orlando A. Oronce and Marilyn O. Mendoza pp.439-441
www. Algebra-class.com
www.google.com
MATERIALS: Cartolina, pen, die, deck of cards
STRATEGIES: Exposition, discussion, dyad
III. PROCEDURES:
PRIMING:
Ask the students to identify the following from the given problem below (refer to no.1)
a. Experiment
b. Sample space (S)
c. Event (E)
A. ACTIVITY
Consider the following examples:

1. A fair die is rolled. What is the probability of getting a number equal
to 3?
Experiment: Rolling a die

Sample space: S={1,2,3,4,5,6}
N(S)=6
Event: Number equal to 3
E={3}
n(E)=1
P(E) = n(E) = 1 =0.166… = 16.7%
n(S) 6
2. Consider the experiment of drawing a card at random from an

ordinary deck of 52 cards.

A. Let the sample space be S={heart, spade, diamond, club}

The event of drawing a diamond E = {diamond} is a subset of the sample
space and considered as a simple event. P(E)= 1/4
B. A card is drawn at random from a deck of cards. Find the

probability of getting the 3 of diamond.
Let E be the event "getting the 3 of diamond". An examination of

the sample space shows that there is one "3 of diamond" so that
n(E) = 1 and n(S) = 52. Hence the probability of event E
occurring is given by P(E) = 1 / 52
BOUNDARIES ON PROBABILITY
If all outcomes are favorable for a certain event, its probability is 1.
For example, the probability of rolling a 6 or lower on one die is = 1.
If none of the possible outcomes are favorable for a certain event ,

or a favorable outcome is impossible, the probability is 0 . For example,
the probability of rolling a 7 on one die is = 0.
B. ANALYSIS:
In a probability, when is an event considered simple?

C. ABSTRACTION:
A simple event is an event that consists of exactly one
outcome or we can say that, a simple event is the event of a
single outcome. A probability value is assigned to each simple
event using either relative frequency or personal probabilities.
The notation P(E) is used to denote the probability of the event E
to occur.
Each probability of simple events must be lying between 0
and 1.
The sum of the probabilities for all simple events in S equal to 1.
D.APPLICATION:
Look for a partner and answer the following .

1. The spinner may stop on any one of the eight numbered sectors
of the circle. (Assume that the spinner will not stop on the line
between two sectors). Find P(2)
P(2) = 1/8
2. 2 out of the 14 balloons in a bunch are blue. What is the
probability that a randomly selected balloon will be blue? Express
your answer in fraction or whole number.

P(E) = 2/14 = 1/7
3. You pick a number card at random from 1 to 9 .

What is P(6)? Write your answer in decimal form.
P(6) = 1/9 = 0.11
4. You pick a marble at random with 3 red, 4 green, 2 violet and 1

orange. What is P(red) in % ?
P(red) = 3/10 = 30%

5. Rebecca is the costume manager of the Regional Pilot School for
the Arts. She has 16 different hats, including 2 “salakot”. What
is the probability that a randomly selected hat from her inventory
will be a “salakot”?

P(salakot) = 2/16 =1/8

E. EVALUATION
1. Pick a card at random from the given.
What is P(orange)? Express your answer in fraction or .

whole number
P(orange) = 1/4
2-5

Proficiency level 5 4 3 2 1 0 Instructional

Decision
IV. CLOSURE “Live simply that others may simply live.”

- Elizabeth Seton
In character, in manners, in style, in all things
the supreme excellence is simplicity.
- Henry Wadsworth Longfellow

I. OBJECTIVE/S:
1. Define experimental probability.
2. Distinguish experimental probability from theoretical probability
II. SUBJECT MATTER:
TOPIC: Probability
SUB-TOPIC: 9.4 Experimental Probability versus Theoretical Probability
REFERENCE Teaching Guide in Math Elem. Level by Marilyn U. Balagtas, et. al.,
pp.368-374
Lesson Plan in Math IV by Cynthia G. Arabit, et. al., pp.302-305
www.google.com
MATERIALS: Coin, Dice, activity sheets, cartolina, pen
STRATEGIES: Discussion, group activity
PRIMING:
QUICK AND EASY: Answer the following as quickly as you can.
1. Express as a ratio: the number of boys to the total number of students in
Grade 7-Camia.
2. Aldub bought 5 different styles of dress out of 10 choices in fractional form.
3. Express your answer in number 2 in simplest form.
4. Change your answer in number 3 in decimal form.
5. Express your answer in number 4 to percent
III. PROCEDURES:
A. ACTIVITY
EXPLORING PROBABILITY
1. If a coin is tossed 10 times, how many times do you

think would it land with the tail facing up? Head facing
up? What then is the theoretical probability of a tail? A
head?

2. Now toss a coin 10 times and record in the table below

the outcome of each toss.
1 2 3 4 5 6 7 8 9 10 Total Total/10
H
T
A. What is the total number of tosses that resulted in a

head?
B. What is the ratio of the number of tosses that resulted
in a head to the total number of tosses?
This is the experimental probability of getting a head if the same

coin is tossed.
3. A coin is tossed and a six-sided die is rolled. Find the
probability of getting a head on the coin and a 6 on the
die.
THEORETICAL PROBABILITY: Let’s find the probability of each

independent event.
P(heads) = 1 there is only 1 head on a coin
2 there are 2 total outcomes (head or tail)
P(6) = 1 there is only 1 six on a die
6 there are 6 total outcomes on a die (1,2,3,4,5,6)
Thus, P(head and a 6) = 1 x 1 = 1 or 8.3%

2 6 12
B. ANALYSIS
Ask students to compare the results they obtained.
Did the experimental probabilities tally with the theoretical

probabilities? Explain.
C.
ABSTRACTIO
N
A theoretical probability is the likelihood a particular event will

occur. It is calculated using math formulas.
An experimental probability is the likelihood a particular event will

occur based on the results obtained by actually running an
experiment or by collecting data.
D.APPLICATI
ON
Fill in the blanks.
1. Andrea spun a spinner 80 times obtaining the color
yellow 24 times. Based on this experiment, the
probability that the color yellow will be spun is ___
Out of ___ or ___ / ____ , or ____ %
2. Nicole tossed a dart 40 times and hit the bull’s eye twice.
Based on these numbers, the probability of her hitting the
Bull’s eye is ___ out of ___, or ___/___, or ___ %
s
3. Alden rolled a number cube 25 times and recorded the

following results:
3,1,5,2,4,1,6,2,3,4,6,2,4,5,3,2,1,4,2,5,2,4,2,3,6.
Organize the data by completing the table below.
1 2 3 4 5 6
Frequency (f)
Experimental
Probability P(n)

4. There are 16 tables set up for a banquet, of which 8 have

yellow tablecloths.
What is the probability that a randomly selected table will

have a yellow tablecloth?
Simplify your answer and write it as a fraction or whole

number.
P(yellow) =8/16 =1/2
5. There are 12 pieces of fruit in a basket, including 2

pineapples from Bugarin farm. What is the probability
that a randomly selected piece of fruit will be a
pineapple?
P(pineapple) = 2/12 = 1/6
E. EVALUATION
Answer the following.
1. Of the 10 tourist who witnessed the Higantes Festival in

Angono, two have blonde hair. What is the probability that a
randomly selected person to be interviewed will have a
blonde hair?

P(blonde)= 2/10 =1/5

2. From the list of the tourist guide the following tourist spots
in Rizal are included: Wawa Dam, Avilon zoo, Toothbrush
Island, Daranak Falls, Windmills. What is the probability in
percent that a randomly selected tourist spot will be the
famous Toothbrush Island?
P(Toothbtush Island) = 1/5 = 20%
3. Two dice are rolled, find the probability that the sum is equal
to 5.
P(E) =4 / 36 = 1 / 9

Proficiency 5 4 3 2 1 0 Instructional
level Decision
IV. CLOSURE
“It is important to always be testing and continue to run

experiments even if you’re not getting the results you’re hoping
for.” – JOE WELLER

I. OBJECTIVE:
Solve problems involving probabilities of simple events.
II. SUBJECT MATTER
TOPIC: Probability
SUB-TOPIC: 9.5 Problems Involving Probabilities of Simple Events
REFERENCE Lesson Plan in Math IV by Cynthia G. Arabit, et. al., p.304
Elem. Statistics with Computer Applications by Priscilla S.
Altares, et. al., pp. 169-170
www. Algebra-class.com
MATERIALS: Worksheet, manila paper, pen
STRATEGIES: Exposition, Group work
III. PROCEDURES:
PRIMING:
QUICK & EASY:
A. Answer the following questions as quickly as you can.
1. 4 out of 8 slices of “bibingka” eaten by the visitors in fractional form.
2. Express your answer in number 1 in simplest form.
3. Change your answer in number 2 in decimal form.
4. Express your answer in number 3 to per cent
A. ACTIVITY
Consider these examples.
1. If Junjun grabs one sock from a drawer containing 3 white

socks, 2 green socks, 4 black, 1 pink and 2 yellow socks, what
is the probability that he will grab a white sock?

Favorable outcomes: 3 ( 3 white socks)

Possible outcomes: 12 ( 3 white socks + 2 green socks + 4 black
socks + 1 pink socks + 2 yellow socks)
Thus, the probability that he will grab a white sock is 3 /12 = ¼
Though probabilities are calculated as fractions, they can be

converted to decimals or percents.
2. A jar contains 3 red marbles, 7 green marbles and 10 white
marbles. If a marble is drawn from the jar at random, what is
the probability that this marble is white?
We first construct a table of frequencies that gives the

marbles color distributions as follows :
COLOR FREQUENCY
red 3

green 7
white 10
n(E) Frequency for white color
________________________________________________
P(E) =
n(S) Total frequencies in the above table
= 10 / 20 = 1 / 2
3. What is the probability of getting a sum 9 from two throws

of a dice?
In two throws of a die, n(S) = 6 x 6 = 36

Let E = event of getting a sum = {3,6}, (4,5), (5,4), (6,3)}
Therefore P(E) = n(E) = 4 = 1
n(S) 36 9
B. ANALYSIS
How do we solve for the probability of simple events?
C. ABSTRACTION
The probability of an event taking place is
P(E) = n(E)
n(S)

where: P(E) = probability of an event taking place
n(E) = number of outcomes or sample points
in the event
n(S) = total number of sample points in the
sample space
D.APPLICATION
Ask each group to get problem/s written in work sheet.
Solve the following problems.

1. Tickets numbered 1 to 20 are mixed up and then a ticket is
drawn at random. What is the probability that the ticket drawn
has a number which is a multiple of 3 or 5?
Here, S = {1, 2, 3, 4, ...., 19, 20}.
Let E = event of getting a multiple of 3 or 5 = {3, 6, 9, 12, 15, 18, 5,
10, 20}.
P(E) = n(E) = 9
n(S) 20
2. The blood group of 200 people is distributed as follows: 50

have type A blood, 65 have B blood type, 70 have O blood
type and 15 have type AB blood. If a person from this group is
selected at random, what is the probability that this person
has O blood type? Express your answer in decimal form.
 We construct a table of frequencies for the blood groups as

follows :
GROUP FREQUENCY
A 50

B 65
O 70
AB 15
n(E) Frequency for O blood
________________________________________________
P(E) =
n(S) Total frequencies
= 70 / 200 = 0.35
3. A card is drawn at random from a deck of cards. Find the

probability of getting a queen.
 Let E be the event "getting a Queen". An examination of

the sample space shows that there are 4 "Queens" so that n
(E) = 4 and n(S) = 52. Hence the probability of event E
occurring is given by
P(E) = 4 / 52 = 1 / 13
4. A tray contains the following variety of native delicacies:

3 sapin sapin, 5 maja, 2 ube, 7 galapong, , 8 hibok hibok
What is P (maja)? Simplify your answer and write it in

decimal form.

P(maja) = 5/25 = 1/5 =.20
5. From the poultry farm, the following assorted eggs were

bought and placed in 1 basket: 25 pieces salted eggs, 20
pieces “ balot”, 5 pieces “ penoy.” What is P (“penoy”) in
percent?
P(“penoy”) = 5/50 = 1/10 = 10%
E. EVALUATION
Solve the following problems.

1. A tray of cake samples contains a variety of flavors:
8 vanilla 8 butter 6 lemon
4 chocolate 1 strawberry
What is P (lemon) in fractional form? Simplify your answer
P(lemon) = 6/27 = 2/9

2. Rogelio is organizing his CD collection. He has 21 rock

CDs and 30 other CDs.
If Wendell randomly selects one of his CDs, what is the

probability that it will be a rock CD?

number.
7
P(rock) =
17
3. Lola Nidora is planting a medicinal garden, so goes to the

garden center to buy plants. 8 of the plants are oregano
plants, and 12 of the plants are plants of other types.
What is the probability that one plant randomly selected
from the garden center will be an oregano plant?

number.
oregano 8 8 2
P(oregano) = = = =
oregano + other 8 + 12 20 5
2
P(oregano) = 5
PROFICIENCY 5 4 3 2 1 0 Instructional
LEVEL decision
IV. CLOSURE
“The important thing is to never stop questioning.”
- ALBERT EINSTEIN








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LESSON PLAN IN MATHEMATICS 8

1|Page Learning Materials in Grade8 Mathematics

II. SUBJECT MATTER:

III. LESSON PROPER:

Activity 2: COMPLETE ME!

Activity 3: CORRECT ME!

To factor a polynomial with common monomial factor:

3|Page Learning Materials in Grade8 Mathematics

4|Page Learning Materials in Grade8 Mathematics

III. LESSON PROPER:

Questions: 1. How many terms do the product contain?

5|Page Learning Materials in Grade8 Mathematics

Activity 2: GALLERY WALK

x2 – y2 = (x + y)(x – y) a2b4 – 81 = (ab2 – 9)(ab2 + 9)

4x2 – 36 = (2x + 6)(2x – 6) 16a6 – 25b2 = (4a3 – 5b)(4a3 +5b)

6|Page Learning Materials in Grade8 Mathematics

A binomial which is difference of two squares can easily be

7|Page Learning Materials in Grade8 Mathematics

There is little difference in people, but that

8|Page Learning Materials in Grade8 Mathematics

Questions: 1. What are the resulting product?

Activity 1: ROAD TO FACTOR (Grade 8 LM, pp.35)

9|Page Learning Materials in Grade8 Mathematics

To factor the sum of two cubes:

To factor the difference of two cubes:

10 | P a g e Learning Materials in Grade8 Mathematics

But it is impossible to divide a cube into two cubes,

11 | P a g e Learning Materials in Grade8 Mathematics

II. SUBJECT MATTER:

III. LESSON PROPER:

2. Look at the middle terms.

13 | P a g e Learning Materials in Grade8 Mathematics

A perfect square trinomial is the result of squaring a binomial. A

You can use the following relationships to factor perfect square

14 | P a g e Learning Materials in Grade8 Mathematics

15 | P a g e Learning Materials in Grade8 Mathematics

16 | P a g e Learning Materials in Grade8 Mathematics

Activity 2: GALLERY WALK

CASE 1: Factoring Quadratic Trinomials of the x2 + bx + c where c is positive

b. Find the factors of 12 whose sum is 7 : 3 and 4.

ii. Factor y2 –11y + 24.

e. Find the factors of 24 whose sum is –11 :–3 and –8.

17 | P a g e Learning Materials in Grade8 Mathematics

CASE 2: Factoring Quadratic Trinomials of the x2 + bx + c where c is negative

18 | P a g e Learning Materials in Grade8 Mathematics

CASE 3: Factoring General Quadratic Trinomials

Solution: By trial and error

i. Factor 6x2 –17x – 14.

19 | P a g e Learning Materials in Grade8 Mathematics

IRREDUCIBLE POLYNOMIAL – a polynomial that cannot be expressed as a

20 | P a g e Learning Materials in Grade8 Mathematics

Math is a game played according to a certain simple rules with

21 | P a g e Learning Materials in Grade8 Mathematics

22 | P a g e Learning Materials in Grade8 Mathematics

Steps in solving problems by Polya

Look back (Check).

23 | P a g e Learning Materials in Grade8 Mathematics

24 | P a g e Learning Materials in Grade8 Mathematics

The Daranak Bridge in Tanay, Rizal is composed of metal members,

length are considered in the construction of this bridge.

25 | P a g e Learning Materials in Grade8 Mathematics

Materials: Cartolina, Pentel pen, Activity Sheets

III. LESSON PROPER: