ELIZABETH SETON SCHOOL

LAS PINAS CAMPUS

ACADEMIC YEAR 2019 – 2020

LEARNING PLAN

Subject: Math Term: Second

Grade: 8 Week: 7
Subject
Ms. Jennelyn B. Bacolod / Ms. Hazel S. Soriano Inclusive Dates: January 6 – 10, 2020
Teacher/s:

Mathematical concepts serve as tools to perform tasks.

Key
Mathematical rules such as laws and theorems simplify ways of doing mathematical tasks.
Understanding:
Mathematical operations are universal.
DATE DAY 1 DAY 2 DAY 3 DAY 4
January 6 – 10, 8 CV 8 DDN 8 DOR 8 SAR 8 CV 8 DDN 8 DOR 8 SAR 8 CV 8 DDN 8 DOR 8 SAR 8 CV 8 DDN 8 DOR 8 SAR
2020 Jan. 7 Jan. 7 Jan.7 Jan 8 Jan. 8 Jan.8 Jan.8 Jan. 9 Jan. 10 Jan.9 Jan. 9 Jan. 10 Jan. 13 Jan.10 Jan 13 Jan 13
KEY Linear Functions and Linear Equations Slope and Intercepts of Linear Equations in
Relations Functions (LF)
CONCEPTS in Two Variables (LE2V) Two Variables LE2V
Learning Objectives: Learning Objectives: Learning Objectives: Learning Objectives:
At the end of the learning session, the At the end of the learning session, the At the end of the learning session, the At the end of the learning session, the
Relations and learners are expected to learners are expected to learners are expected to learners are expected to
Functions; 1. differentiate a relation from a 1. define and describe a linear function 1. change linear function notation into 1. define and illustrate the meaning of
Linear function. using its points, equation and graph. linear equation in slope-intercept form. slope of a line.
Functions; and 2. determine if a relation or function 2. differentiate between dependent and 2. define & represent linear equations in 2. describe the slope of a line, an equation
Linear or not using a table of ordered pairs, independent variables. two variables (LE2V) in standard & other and its graph
Equations in graphs and equations. 3. find the domain and range of a linear forms. 3. find the slope of a line given two points,
Two Variables 3. identify the domain and range in a function. 3. change LE2V in Standard Form (SF) a table of values or list of ordered pairs, its
function 4. determine the slope and y-intercept of to Slope – Intercept Form (SIF) and equation and graph.
4. realize the importance collaboration the line. other forms. 4. differentiate a slope from the intercepts &
or cooperation when working with a 5. (valuing) practice the value of respect 4. (Valuing) understand the importance describe the graph of LE2V in terms of its
group (Valuing) and care for the environment of confidence in accomplishing a difficult slope and intercepts.
5. cite better ways to help in the 6.(Application) represent important task. 5. find the intercepts of LE2V given its
reduction of daily waste information as a linear function. 5. (Application) understand the equation and graph.
6. (Application) represent real life importance of caring and initiative to 6. (Valuing) Practice the value of respect
situations into varied mathematical help conserve water. and responsibility when working with a
forms. 6.(application) represent given data partner or group.
about water using varied mathematical 7. (Application) represent a situation using
representations. a linear equation in two variables.

Learning Strategies: Learning Strategies: Learning Strategies: Learning Strategies:

A. Creating Environment for Learning A. Creating Environment for Learning A. Creating Environment for Learning
A. Creating Environment for 1. Prayer (Rosary) 1. Prayer (Rosary) 1. Prayer (Rosary)
Learning 2. Greetings 2. Greetings 2. Greetings
1. Prayer (Rosary) 3. Checking of Attendance, Learning 3. Checking of Attendance, Learning 3. Checking of Attendance, Learning Space
2. Greetings Space Space 4. Reading and Pre-assessment of
3. Checking of Attendance, Learning 4. Pro-Math 4. Reading and Pre-assessment of Objective Chart and Learning Targets (to
Space 5. Reading and Pre-assessment of Objective Chart and Learning Targets be given to the students every start of the
4. Pro-Math Objective Chart and Learning Targets (to (to be given to the students every start lesson)
5. Reading and Pre-assessment of be given to the students every start of the of the lesson)
Objective Chart and Learning Targets lesson)
(to be given to the students every start
of the lesson)

B. Establishing Prior Knowledge B. Establishing Prior Knowledge B. Establishing Prior Knowledge

B. Establishing Prior Knowledge Review: Who knows..I Know (2 – 3 min.) Review: Draw Lots (2 – 3 min.) Review: Draw Lots (2 – 3 min.)
Review: Who knows..I Know (1 – 2 The assigned leaders of the class lead the The assigned leaders of the class lead The assigned leaders of the class lead the
min.)The assigned leaders of the class in their review of important the class in their review of important class in their review of important vocabulary
class lead the class in their review of vocabulary words. vocabulary words. words.
important vocabulary words.
C. Developing the Concept Problem Posing (2 – 3 min.) Think-Pair Share (2 – 3 min.)
Whole Class Discussion (2 – 3 min.) Situational Analysis (2 – 3 min.) The learners analyze a problem about The learners are presented with linear
The learners observe a set of ordered The learners are given the meaning of running faucet and represent the relation functions. They work in pairs to write them
pairs. They may compare the Function. Then they are presented with in varied forms. in LE2V SIF then identify the slope and y-
abscissas and ordinates, find a pattern relations presented in mapping and Guide Questions: intercept and select its corresponding
and determine a rule. ordered pair/ table. They are to determine 1. Is this a function? Why? graph. Then an online app that shows how
Guide Questions: it is a function or not. They need to justify 2. What correspondence exists between the slope and y-intercept affects the graph
1. What pattern do you observe? their answer. the domain and range? of a linear function or LE2V in SIF to clarify
2. What is the connection between the Guide Questions: 3. What kind of graph does it represent? and confirm the answers.
x and y coordinates? 1. What is a function? What do you 4. What is a linear function? Guide Questions:
3. What rule or equation can be understand about the meaning 5. How can you tell if one is linear or 1. What does a slope do in a linear function
formed? presented? not? and its line?
2. How can the correspondence between 2. How does the change of slope affects
Think – Pair – Share (3 – 4 min.) the domain and range help you decide if C. Developing the Concept the line?
Each pair will use the succeeding set its function or not? Whole Class Discussion (2 – 3 min.) 3. How does the y-intercept affect the line?
of ordered pairs to observe and find 3. What kind of correspondence must The learners identify properties of linear 4. Why is it important to know these
connection between the coordinates exist to show it’s a function? Why? function by describing its notation, properties?
and find a rule. 4. Are all functions relations? Are all correspondence, slope and intercept 5. How do you graph the line using the
Guide Questions: relations function? Why? and graph. Then compare and contrast slope and y-intercept?
1. What is a relation? What is a LF and LE2V.
domain? Range? D. Fostering Mastery Guide Questions: C. Developing the Concept
2. How do you represent relations? Think-Pair - Share (2 – 3 min.) 1. How can you tell is a function is linear Dyad Activity: Pairs Work (2 – 3 min.)
3. What correspondence exists After knowing if a relation is function, the or not? The learners are presented sets of graph
between the domain and range? learners are presented data in ordered 2. How is LF similar or different from and tables of LF. They need to determine
pair, table and grph. Then they are to LE2V? the slopes and y-intercepts.
C. Developing the Concept determine if it’s a function or not. They are 3. What properties do these have?
Whole Class Discussion (2 – 3 min.) to find ways and share to the class. 4. What is s slope? How does it affect Guide Questions:
Guide Questions: graph of LF?
The class observes the mapping 1. How can you tell if a relation is function 5. What is y-intercept? How does it 1. What steps are taken to sketch the graph
diagrams presented and determine if the data is in ordered pair or table form? affect the line? of LE2V SIF?
which of them is a function or not. 2. Is there another way to tell? How? 6. What is this form called? 2. What questions do you need to clarify?
Guide Questions: 3. What if its in graphical form? How can 7. is there another form for LE2V? 3. What is the trend of the line if eth slope is
1. What is a function? you tell? positive? Negative?
2. When does a relation becomes a 4. Is there an easier way? How? D. Fostering Mastery 4. How do you sketch the slope of the line?
function? Dyad Activity: Boards Up (2 – 3 min.)
3. Which correspondence describes a E. Integrating / Making Connections Partners work together in identifying if D. Fostering Mastery
function? Why? ECQ/ MS: Collaboration the given functions are linear or not. Dyad Activity: Pairs Work. (2 – 3 min.)
4. Which coordinates may be repeated Subject Integration: Environment: PHL Then learners are asked to justify their Partners work together in graphing the line
if it’s a function? Why? waste production answer. using the slope and y-intercept form. Then
Guide Questions: Guide Questions: they are tasked to find the slope given two
D. Fostering Mastery 1. How well did you work with your 1. Is this linear or not? Why? points on the line and only the line.
Think-Pair- Share (2 – 3 min.) partner? 2. If its linear what is the slope and y-
The learners are given graphs to 2. What do you think contributes to a intercept? Guide Questions:
analyze and find ways to determine if successful partnership? 3. What is standard form and how is it 1. What is the slope and y-intercept form of
it’s a function or not. 3. What can you do to help reduce waste different from slope-intercept form? the line?
production on our school and community? 4. How do you change one form to 2. How do you graph it?
Guide Questions: another? 3. How do you describe the trend of the
1. Which graph show repeated values F. Synthesizing Learned Concept line?
of x? Is it a function or not? Boys Vs. Girls (2 – 3 min.) E. Integrating / Making Connections 4. What is the slope of the line on the
2. How do you know if a graph is a The leaders lead their co-learners to ECQ/ MS: Collaboration graph?
function? answers the given question. They are to Subject Integration: Environment: Water 5. What is the slope given two points on the
3. How do you know if the ordered draw a class number; the boy & girls conservation line?
pairs are not given? competes to answer fast and correct. Guide Questions:
1. How well did you work with your E. Integrating / Making Connections
E. Integrating / Making Connections Guide Questions: partner? ECQ/ MS: Collaboration
(2 – 3 min.) 1. What correspondence describes a 2. What do you think contributes to a Subject Integration: Environment: Amount
ECQ/ MS: Collaboration / Cooperation function? successful partnership? of Waste produced by the PHL each day;
Subject Integration: Waste Reduction 2. Which coordinates repeat if it’s a 3. What can you do to help conserve Guide Questions:
Guide Questions: function? water? 1. How well did you work with your partner?
1. How well did you work with your 3. Which correspondence is not a 2. What do you think contributes to a
partner? What important value is function? F. Synthesizing Learned Concept successful partnership?
developed as work together? 4. What do you use to tell if a graph is Boys Vs. Girls (2 – 3 min.) 3. What can you do to help reduce waste
2. Based on the facts given, how can function or not? The leaders lead their co-learners to production?
you help reduce your own waste daily? 5. Which coordinates should not repeat answers the given question. They are to
when it’s a function? draw a class number; the boy & girls F. Synthesizing Learned Concept
F. Synthesizing Learned Concept competes to answer fast and correct. Recap: Who knows … I know (2 – 3
Recap: Who knows … I know (2 – 3 G. Thinking Ahead min.)
min.) Guide Questions: The assigned leaders of the class lead the
The assigned leaders of the class lead Remind the Leaders for the next meeting 1. What correspondence describes a class in their recap of important concepts
the class in their recap of important linear function? learned
concepts learned 2. Which coordinates repeat if it’s a
function? G. Thinking Ahead
G. Thinking Ahead 3. Which correspondence is not a The assigned leaders of the class lead the
function? class in discussing the assignment or
 The assigned leaders of the class lead Assessment: 4. Which word refers to the inclination or important reminders / deadlines for the
the class in discussing the assignment Dyad Activity: Boards Up (2 – 3 min.) steepness of a line? week. (1 – 2 min.)
or important reminders / deadlines for Partners work together in identifying if the 5. Which refers to the point where the
the week. 2 – 3 min.) given data is function or not. Then line meets the y-axis?
learners are asked to justify their answer. Assessment:
Assessment: Guide Questions: G. Thinking Ahead
1. Is this function or not? Why? Dyad Activity: Pairs Work
Dyad Activities: Board’s Up! Remind the Leaders for the next
meeting

Assessment:

Dyad Activity: Boards Up

Nd
LEARNING RESOURCES: Print Sources Electronic Sources Learning Materials
www.mathworksheets4kids.com
Textbook: E-Math 8 math board, marker, timer
www.mathisfun.com PPT
Algebra pizzas

Prepared by: Checked by:

____________________ ______________________
Ms. Jennelyn B. Bacolod Mr. Iean F. Castellano
Date: __________ Date: __________

LOOKING BACK MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

COMPOSTELA VALLEY NO MEETING

DAVAO DEL NORTE NO MEETING

NO MEETING
DAVAO ORIENTAL

NO MEETING
SARANGANI