WEEKLY LEARNING PLAN

in MATHEMATICS 8

DATE: JULY 30, 31

DURATION: 3 HOURS
CONTENT: PATTERNS AND ALGEBRA
CHAPTER 2: RATIONAL ALGEBRAIC EXPRESSIONS

I. CONTENT STANDARD:

The learner demonstrates understanding of key concepts and principles of rational algebraic expressions.

II. PERFORMANCE STANDARD:

The learner is able to formulate real-life problems involving rational algebraic expressions and solves these with utmost accuracy using a variety of
strategies.

III. LEARNING COMPETENCIES:

a. The learner illustrates rational algebraic expressions.

b. The learner simplifies rational algebraic expressions.
c. The learner performs operations on rational algebraic expressions.
d. The learner solves problems involving rational algebraic expressions.
(POWER COMPETENCY)

IV. LEARNING TARGET:

a. I can illustrate rational algebraic expressions.
b. I can simplify rational algebraic expressions.
c. I can perform operations on rational algebraic expressions.
d. I can solve problems involving rational algebraic expressions.

V.
ENDURING UNDERSTANDING ESSENTIAL QUESTIONS
 Students will understand that rate-related problems can be How can rate-related problems be modelled?
modelled using rational algebraic expressions.

VI.
Presentation of the Lesson Activities
1. Explore Recall: The students already learned how to multiply and divide rational algebraic expressions from the previous week. Now
this week, they will start applying the addition and subtraction operations in order to solve problems involving Rational
Algebraic Expressions.

Day 1
Activity 1: Explain My Worth
Students will be given a chance to analyze how the ff. expressions arrived on the given answers
and explain the pattern of adding and subtracting rational expressions with common denominator.

1.

2.

3.

4.
2. Firm-up Day 1

Activity 2: Follow the Pattern Discussion

In adding or subtracting similar rational expressions,
add or subtract the numerators and write it in the
numerator of the result over the common denominator. In
symbols,

Board work
3. Deepen Day 1
Activity 3: Discussion

Explain to the students the process of adding and subtracting dissimilar rational algebraic
expressions by changing the rational expressions into similar expressions using the least common
denominator or LCD and proceed as adding similar fractions.

Illustrative Example:

4. Transfer Day 2
Activity 4: Operate Me

Solve the ff. rational expressions using the operations.

Find the Product. Find the Quotient.

1. 2.

Find the Sum & Difference.

1. 4.

Simplify each rational expressions.

 1.

2.

Problem Solving:
Two vehicles travelled (x + 4) kilometres. Vehicle A travelled for (x2 – 16) hours while the vehicle

B travelled for hours. (a) What is the difference distance between Vehicle A and B? (b) What is
the Speed of Vehicle A? Vehicle B?

VII. TEACHING STRATEGIES

 Board Work
 Discussion
 Exercise Problems
 Problem Solving
 Demonstration

VIII. EVALUATION
 Formative Assessment
  Performance-based Assessment
 Summative Assessment

Prepared by:

Lovely Maiden A. Campos

Math 8 – Teacher

Checked by:

Engr. Eva M. Olofernes

Basic Education Principal

WEEKLY LEARNING PLAN

in MATHEMATICS 8

DATE: AUGUST 6-10

DURATION: 4 HOURS
CONTENT: PATTERNS AND ALGEBRA
CHAPTER 3: RELATIONS AND FUNCTIONS

I. CONTENT STANDARD:

The learner demonstrates understanding of key concepts of linear functions.

II. PERFORMANCE STANDARD:

The learner is able to formulate real-life problems involving linear functions and solve these with utmost accuracy using variety of strategies.

III. LEARNING COMPETENCIES:

1. The learner describes and illustrates the Rectangular Coordinate System and its uses.
2. The learner describes and plot positions on the coordinate plane using the coordinate axes.
3. The learner defines relation and function.
4. The learner illustrates a relation and function.
5. The learner determines if a given relation is a function using ordered pairs, graph and equations.
6. The learner differentiates between dependent and independent variables.
7. The learner describes the domain and range of a function.
8. The learner defines linear function.
9. The learner describes a linear function using its points, equation and graph.
10. The learner identifies the domain and range of a linear function.
11. The learner illustrates the meaning of the slope of a line.
12. The learner finds the slope of a line given two points, equation and graph.
13. The learner determines whether a function is linear given the table.
14. The learner writes the linear equation Ax + By = C in the form y = mx + b and vice versa.
15. The learner graph a linear equation given (a) any two points, (b) the x-intercept and y-intercept, (c) the slope and a point on the line, (d) the slope
and y-intercept. (POWER COMPETENCY)
16. The learner describes the graph of a linear equation in terms of its intercepts and slope.
17. The learner finds the equation of a line given (a) two points; (b) the slope and a point; (c) the slope and its intercepts; and
18. The learner solves real-life problems involving linear functions and patterns.

IV. LEARNING TARGETS

1. I can describe and illustrate the Rectangular Coordinate System and its uses.
2. I can describe and plot positions on the coordinate plane using the coordinate axes.
3. I can define relation and function.
4. I can illustrate a relation and function.
5. I can determine if a given relation is a function using ordered pairs, graph and equations.
6. I can differentiate between dependent and independent variables.
7. I can describe the domain and range of a function.
 8. I can define linear function.
9. I can describe a linear function using its points, equation and graph.
10. I can identify the domain and range of a linear function.
11. I can illustrate the meaning of the slope of a line.
12. I can find the slope of a line given two points, equation and graph.
13. I can determine whether a function is linear given the table.
14. I can write the linear equation Ax + By = C in the form y = mx + b and vice versa.
15. I can graph a linear equation given (a) any two points, (b) the x-intercept and y-intercept, (c) the slope and a point on the line, (d) the slope and y-
intercept. (POWER COMPETENCY)
16. I can describe the graph of a linear equation in terms of its intercepts and slope.
17. I can find the equation of a line given (a) two points; (b) the slope and a point; (c) the slope and its intercepts; and
18. I can solve real-life problems involving linear functions and patterns.

V.
ENDURING UNDERSTANDING ESSENTIAL QUESTIONS

How can the value of a quantity given the rate of change be predicted?
Students will understand that problems involving constant rate
of change can be solved using linear function.

VI.
PRESENTATION OF THE ACTIVITIES
LESSON

1. Explore DAY 1

(Discuss the Rectangular Coordinate System connecting with the concepts of sets. Start the discussion
with the founder of the Cartesian Plane, Rene Descartes followed by the different parts of Cartesian
plane such as axes,, quadrants, origin, points, and abscissa, and ordinate.)

Activity 1: LOCATE YOUR CLASSMATE!

Description: This activity will enable you to locate the seat of your classmate in your classroom using ordered
pairs. This can be done by groups of five members each.
Direction: Locate your seat and the seats of group mates in the classroom. Complete the table below:

Name Location

Process Question: How do you locate the seat of your classmate in the classroom?
DAY 2

Activity 2: Object’s Position

 Process Question: How can the Rectangular Coordinate System be used in real life?

2. Firm-up DAY 2
Activity 3: Plot The Points
3. Deepen DAY 3
Activity 4: Locate My Place
Activity 5: Draw, Plot & Label
4. Transfer DAY 4
Activity 6: CoordinART Making
 VII. TEACHING STRATEGIES
 Discussion
 Board Work
 Exercise Problems
 Illustration
 Demonstration
 Group Activity

VIII. EVALUATION
 Formative Assessment
 Performance-based Assessment
 Summative Assessment

Prepared by:

Lovely Maiden A. Campos

Math 8 – Teacher

Checked by:

Engr. Eva M. Olofernes

Basic Education Principal

WEEKLY LEARNING PLAN

in MATHEMATICS 8
DATE: AUGUST 13-17
DURATION: 4 HOURS
CONTENT: PATTERNS AND ALGEBRA
CHAPTER 3: RELATIONS AND FUNCTIONS

I. CONTENT STANDARD:

The learner demonstrates understanding of key concepts of linear functions.

II. PERFORMANCE STANDARD:

The learner is able to formulate real-life problems involving linear functions and solve these with utmost accuracy using variety of strategies.

III. LEARNING COMPETENCIES:

1. The learner describes and illustrates the Rectangular Coordinate System and its uses.
2. The learner describes and plot positions on the coordinate plane using the coordinate axes.
3. The learner defines relation and function.
4. The learner illustrates a relation and function.
5. The learner determines if a given relation is a function using ordered pairs, graph and equations.
6. The learner differentiates between dependent and independent variables.
7. The learner describes the domain and range of a function.
8. The learner defines linear function.
9. The learner describes a linear function using its points, equation and graph.
10. The learner identifies the domain and range of a linear function.
11. The learner illustrates the meaning of the slope of a line.
12. The learner finds the slope of a line given two points, equation and graph.
13. The learner determines whether a function is linear given the table.
14. The learner writes the linear equation Ax + By = C in the form y = mx + b and vice versa.
15. The learner graph a linear equation given (a) any two points, (b) the x-intercept and y-intercept, (c) the slope and a point on the line, (d) the slope and y-
intercept. (POWER COMPETENCY)
16. The learner describes the graph of a linear equation in terms of its intercepts and slope.
17. The learner finds the equation of a line given (a) two points; (b) the slope and a point; (c) the slope and its intercepts; and
18. The learner solves real-life problems involving linear functions and patterns.
 IV. LEARNING TARGETS

1. I can describe and illustrate the Rectangular Coordinate System and its uses.
2. I can describe and plot positions on the coordinate plane using the coordinate axes.
3. I can define relation and function.
4. I can illustrate a relation and function.
5. I can determine if a given relation is a function using ordered pairs, graph and equations.
6. I can differentiate between dependent and independent variables.
7. I can describe the domain and range of a function.
8. I can define linear function.
9. I can describe a linear function using its points, equation and graph.
10. I can identify the domain and range of a linear function.
11. I can illustrate the meaning of the slope of a line.
12. I can find the slope of a line given two points, equation and graph.
13. I can determine whether a function is linear given the table.
14. I can write the linear equation Ax + By = C in the form y = mx + b and vice versa.
15. I can graph a linear equation given (a) any two points, (b) the x-intercept and y-intercept, (c) the slope and a point on the line, (d) the slope and y-
intercept. (POWER COMPETENCY)
16. I can describe the graph of a linear equation in terms of its intercepts and slope.
17. I can find the equation of a line given (a) two points; (b) the slope and a point; (c) the slope and its intercepts; and
18. I can solve real-life problems involving linear functions and patterns.

V.
ENDURING UNDERSTANDING ESSENTIAL QUESTIONS

How can the value of a quantity given the rate of change be predicted?
Students will understand that problems involving constant rate of
change can be solved using linear function.

VI.
PRESENTATION OF THE LESSON ACTIVITIES

1. Explore DAY 1
Activity 1: Representing a Relation
2. Firm-up DAY 2
Activity 2: Make Your Own Relation

3. Deepen DAY 3
Activity 3: Discussion
4. Transfer DAY 4
Activity 4: Illustrate
VII. TEACHING STRATEGIES
 Discussion
 Board Work
 Exercise Problems
 Illustration
 Demonstration
  Group Activity

VIII. EVALUATION
 Formative Assessment
 Performance-based Assessment
 Summative Assessment

Prepared by:

Lovely Maiden A. Campos

Math 8 – Teacher

Checked by:

Engr. Eva M. Olofernes

Basic Education Principal