LA CONSOLACION COLLEGE

Liloan, Cebu

LEARNING GUIDE IN MATHEMATICS 8

Subtopics
1. Polynomial Expressions
2. Operations Involving Polynomial Expressions
Learning Guide Topic: 3. Product of a monomial and a binomial Duration:
No. 1 Special Product 4. Square of a Binomial 13 meetings
5. Cube of a Binomial
6. Cube of multinomial
7. Product of Sum and Difference of Two Like Terms
Learning Experiences Learning
Learning Objectives Evaluation Remarks
Introduction Interaction Integration Extension
During and after each
discussion at least 85% Let’s Review! Let’s Dig Deeper! Let’s Connect Oral In a ¼ sheet of
of the grade 8 students Recitation paper, let the
are expected to: The teacher will post Let the students give their The teacher will ask students
examples of own examples of the students to answer The teacher answer the
Day 1: Polynomial polynomial polynomial expressions the following guide will let the Enrichment
Expression: expressions and non- and write it on the board. questions: student activity on page
Revisited polynomial answer the 7 to be passed
expressions on the Guide Questions: 1. Is there a need to problems/ before the first
a. recall the concept of board. 1. How sure are you that study polynomials? exercises in period in the
polynomial your given example is a 2. What is its significant pages 5 & 6 of morning.
expressions by Guide Questions: polynomial expression? to your : their text book.
giving their own 1. How do you Validate.  society? One student
definitions of the consider the  family? per problem.
following: examples on the The teacher will let other  self?
a.1. polynomials board? Justify. students to find and 3. What does it
a.2. numerical 2. What do you still identify the following: tells/teaches you
coefficients remember about a. name of the polynomial impliedly as
a.3. leading polynomial b. terms of the polynomial  student?
coefficients expressions? c. the coefficients of the  son/daughter?
a.4. variables 3. Which of the polynomial  citizen?
b. classify the given following d. degree of the  servant of God?
 polynomials examples are polynomial
according to: polynomial
b.1. number of expressions and
terms which are not?
b.2. degree Justify.
c. simplify polynomials 4. What are the
by combining like concepts you find
terms difficulty in
d. solve problems understanding?
involving geometry Why?
using the concept of 5. Can you represent
polynomials the given
e. Explain the polynomial
importance of expressions using
polynomial the algebraic
expressions by citing tiles?
concrete examples
Day 2: Operations The Algebraic Tiles Let’s Work by two! What’s the Difference One Word No Assignment
involving Polynomial Summary will be given to
expressions: Addition The teacher will The teacher will give a The teacher will let the the students.
and Subtraction post two sets of situation. Let the students students answer the Let the
polynomial solve the problem by twos. following questions: student look
a. add & subtract given expressions in a form 1. In what instances for a word that
polynomials of algebraic tiles. The principal of Liloan you are different from best
b. follow steps in Let the students Community College is others? summarizes
adding & subtracting translate the algebraic looking for someone who 2. Is there really a the lesson &
polynomials tiles to mathematical can help him in finding the difference between share it to the
c. share their own way representation. right equation to find the us? If there is none, class
of adding & perimeter of their school. what is it? Share. If
subtracting Guide Questions: As shown below. Can you there are, what are
polynomials 1. What are help the principal with his they? Share?
d. show the process of algebraic tiles? problem? 3. Have you felt that
adding & subtracting 2. How can you you’re different from
polynomials translate algebraic the other? How?
tiles to Share.
mathematical
representation?
 After then, let the
students add/subtract
the given polynomial
using the algebraic
tiles and/or the
mathematical phrase.

Guide Questions:
1. What do you
notice with the
answers of the
algebraic tiles and
the mathematical Guide Questions:
phrases? 1. What are the steps
2. What are the you did to solve the
difficulties do you problem?
encounter with the 2. What are the problems
activity? you encounter in
solving the problem?
3. How did you react with
the difficulties you
encounter with your
partner?
4. Are you satisfied with
your answer?

Day 3: Quiz

a. recall the concept of Let the students After the allotted time, the teacher will give a 20-item Checking of No assignment
 polynomials review/scan their test for 45 minutes only. their answers will be given.
b. select appropriate notes for 5 minutes will be
operation in solving only. The teacher will followed.
the word-problems remind the students
on polynomials the value of honesty.
c. share the difficulties
in solving word
problems on
polynomials
Day 4:
Division of Polynomials Let’s Step Forward! Board work How are we divided? Muddiest No Assignment
by a monomial Point will be given to
The teacher will post The teacher will give new The teacher will let the the students.
a. divide given sets of polynomials sets of polynomials to be volunteers to answer the Let the
polynomials by and a monomial. The divided by monomials. following questions: students
another monomials teacher will let After each, the teacher will complete the
b. follow steps and volunteers to add and give additional info about 1. How does division sentence in a
rules in dividing subtract the given dividing polynomials by make us united? ¼ sheet of
polynomials by a polynomials on the monomials with the 2. How & when can you paper.
monomial board and explain concept of quotient rule for say that the work is
c. recall the concept of then his/her work. exponents. being divided I don’t
quotient rule for After then, the accordingly? understand
exponents in diving teacher will ask a Guide Questions: the process of
polynomials by volunteer to have it dividing
monomials divide. 1. What rule in quotient polynomials
d. show the process of rule for exponents is with
multiplying Guide Questions: being presented in the monomials
polynomials 1. You can now add given? Justify. because
e. share the and subtract 2. Is it necessary to know ___________
connections of polynomials, can these rules? Why? ___________
division on you divide ___________
polynomials by polynomials? ___________
monomials in real life How? Share. __________.
experiences 2. How is it differ
from the division
process we used
to do?
 3. What are your
techniques for
easy division?
Share
Day 5: Dividing
Polynomials with other Three-Minute Pause Check Analysis One Sentence Let the students
Polynomials The teacher will ask the Summary. study for a long
The teacher will post The teacher will present a students the following quiz next
two sets of real-life problem that can questions: In a one fourth meeting.
a. demonstrate the polynomials. The be used by solving dividing 1. As a student of LCC- sheet of
process of solving teacher will let the two polynomials. L how important it is paper. Let the
polynomials with students find ways to to follow rules? students
other polynomials divide the given 2. What rule/s do you answer the
b. appreciate the polynomials for three Guide Questions: mostly violate? question.
importance of minutes only. 1. Can you solve the Why?
dividing polynomials problem with the lesson 3. What are the 1. In one
with other Guide Questions: that we have today? consequences if you complete
polynomials 1. Can we do How? will not follow rules? sentence,
c. follow the rules in division with the 2. What do we have to 4. What will be your summarize
diving polynomials two polynomials consider in solving plan of actions that the lesson
with other given same as problems? you understand the of the day.
polynomials dividing 3. How do you find ways importance of
polynomials by to solve the problem following rules or
monomials? and overcome its steps in whatever
Justify. difficulty? you do?
2. How is it differ with
the previous
topic?
3. What the steps to
follow?

Day 6: Quiz
Let the students For 45 minutes, the students answer the 5 item quiz Ask the Let the students
a. recall the steps and review their notes for independently. After the allotted time, checking of learners the read pages 32
 rules in adding, 5 minutes only. After answers will follow. following – 39 of their
subtracting and then, let them prepare questions, reference book.
dividing polynomials 1 whole sheet of
b. choose appropriate paper. 1. How do you
operation to solve find the
real-life word quiz?
problem in algebraic 2. What are
form your
c. show honesty in difficulties
answering the quiz in
answering
the quiz?
Day 7: Special Product Groupings Math Starter!
(Monomial and Let the students
Binomial) The class will be Let a answer the
divided into five The teacher will call the number of the member to volunteer from problem in a ¼
a. define special groups. Each group answer the question and/or do the operation. each group to sheet of paper.
products in their own will be given a answer the The assignment
words numbered ¼ index Guide Questions: question. must be
b. integrate the rules card where they will 1. What makes special products special? submitted
of exponents in write their names 2. How does it differ in some of the products of the 1. We are before the first
multiplying randomly. Each polynomials? special period in the
monomials with student must know 3. What are the special products? product of morning.
binomials with the their assigned God, how
other discipline number. Each group can we Find the area of
c. solve problems will merit 3 points for The teacher will post a set of monomial and a give the rectangular
involving the product every correct and right binomial. justice of lot with the
of a monomial and a answer and will have being dimensions of
binomial demerit of 2 points for Guide Questions: special (2xyz)meters
every misbehavior or 1. What will be your steps in multiplying monomial by product of and (2xy –
unanswered question. a binomial? God? 4z)meters
2. What property of multiplication is being applied in
The teacher will the process?
call the number of the
member who will
answer the questions
 Guide Questions:
1. What makes us
special?
2. How special are
you as
a. Child of God?
b. Son/daughter
to your parents
c. a student?
Day 8: Special Product Let’s Review! Math Starter! Let the students
(Product of Sum and Let a answer the
Difference of two same With the same volunteer from problem in a ¼
terms) groupings, the teacher The teacher will post sets of binomials with the sum each group to sheet of paper.
will let the students to and difference of two same terms and then call the answer the The assignment
a. find the special be with their groups. number of the member to answer the question and/or question. must be
product of sum and The teacher will ask do the operation submitted
difference of two some students to How can you before the first
terms review the things that Guide Questions: relate the period in the
b. solve problem transpired in last 1. What do you notice with the given? product of morning.
involving Difference meeting’s discussion. 2. What kind of special product do you think will be sum and
of two same terms discussed with those given? Why? difference of
Guide Questions: 3. What property of multiplication is applied in finding two same Find the area of
1. What are the the product of the sum and difference of two same terms in your the rectangular
concepts that you terms? life as lot with the
find difficult? 4. What do you notice with the product of the given? a. student? dimensions of
Why? 5. Do you see a pattern? What it is? b. Son/daug (2x + 3y)meters
2. What will be your hter of and (2x - 3y)
action to address God? meters
the gap? c. child of
your
parents?
d. member
of the
society?
Day 9: Special Product Let’s Review! Math Reinforcer! Let the students
(Square of a binomial) With the same answer the
groupings, the teacher The teacher will post sets of 2-binomials wit exactly Let a problem in a ¼
a. find the special will let the students to same terms and then call the number of the member volunteer from sheet of paper.
product of square of be with their groups. to answer the question and/or do the operation each group to The assignment
a binomial The teacher will ask answer the must be
b. solve problem some students to Guide Questions: question. submitted
involving Square of review the things that 1. What do you notice with the given? before the first
a binomial transpired in last 2. What kind of special product do you think will be What will your period in the
meeting’s discussion. discussed with those given? Why? steps in morning.
Guide Questions: 3. What property of multiplication is applied in attaining your
3. What are the finding the product of the square of a binomial? goals in life
concepts that you 4. What do you notice with the product of the given? just like the Find the area of
find difficult? 5. How does this differ to the previous kind of square of the the square lot
Why? special product? Why? binomial that with the side of
4. What will be your 6. Do you see a pattern? What it is? State. has shortcut to (4y + 5x)
action to address find its meters
the gap? product?
Day 10: Special Let’s Review! Math Starter!
Product (Cube of a With the same Let the students
binomial) groupings, the teacher Let a answer the
will let the students to The teacher will post sets of 3-binomials with exactly volunteer from problem in a ¼
a. find the special be with their groups. same terms and then call the number of the member each group to sheet of paper.
product of cube of a The teacher will ask to answer the question and/or do the operation answer the The assignment
binomial some students to question. must be
b. solve problem review the things that Guide Questions: submitted
involving Cube of a transpired in last 1. What do you notice with the given? In what before the first
binomial meeting’s discussion. 2. What kind of special product do you think will be branch of period in the
discussed with those given? Why? mathematics morning.
Guide Questions: 3. What property of multiplication is applied in can we
1. What are the finding the product of cube of a binomial? applied the Find the volume
concepts that you 4. What do you notice with the product of the given? concept of of the cube with
find difficult? 5. How does this differ to the previous kind of Cube of the the side of (4y +
Why? special product? Why? binomial? 5x) meters
2. What will be your 6. Do you see a pattern? What it is? State. Justify.
action to address
the gap?
Day 11: Special Let’s Review! Math Challenger!
Product (Square of a Let a 1. Let the
trinomial) With the same The teacher will post sets of 2-trinomials with exactly volunteer from students
 groupings, the teacher same terms and then call the number of the member each group to answer the
a. find the special will let the students to to answer the question and/or do the operation answer the problem in a
product of square of be with their groups. question. ¼ sheet of
the square of the The teacher will ask Guide Questions: paper. The
trinomial some students to 1. What do you notice with the given? Are there assignment
b. solve problem review the things that 2. What kind of special product do you think will be shortcuts in must be
involving Square of transpired in last discussed with those given? Why? life just like the submitted
a trinomial meeting’s discussion. 3. What property of multiplication is applied in study of before the
finding the product of Square of a trinomial ? special first period
Guide Questions: 4. What do you notice with the product of the given? products? in the
1. What are the 5. How does this differ to the previous kind of morning.
concepts that you special product? Why?
find difficult? 6. Do you see a pattern? What it is? State.
Why? Find the area of
2. What will be your the square lot
action to address with the side of
the gap? (4y + 5x + 3z)
meters

2. Remind the
students to
bring any
coloring
materials for
next meeting’s
activity.

Days 11 - 12: Sum it UP Sum & Draw Me Up!

The teacher will go around the class to see to it that The students Let the students
a. summarize the Let the students be each member of the group is going their task. After will share their review their
lesson into one with their group. Each the allotted time if unfinished, the students will be outputs and lesson for the
 meaningful word group will be provided given enough time on the following day to finish the the teacher next meeting’s
b. justify the validity of with a cartolina. The output. The output must be submitted. will give activity.
the word chosen by teacher will give the follow-up
sharing to the class instructions and the questions on
c. express their rubrics for their the sharing of
feelings, ideas and outputs. the
opinions on the representative
lessons discussed .
Day 13. Amazing Race! No assignment
The students will be The teacher will give the questions to each The teacher will be given.
a. recall the concepts group according to representative according to level of difficulty. will ask the
discussed their column for this students the
b. how cooperation game. The game is following
among group divided into three questions:
members categories, namely; 1. What are
c. solve mathematical Easy, Moderate and the
problems accurately Difficult Each group concepts
and as fast they can must decide for that you find
themselves who will difficult?
be their representative Why?
to answer to 2. How do you
questions and/or find the
solve problems. activity?
Each team will be
provided with a
whiteboard marker
and a space in the
whiteboard to write
his/her answer. The
first group who will get
the correct answer will
have the perfect score
for that item.
LA CONSOLACION COLLEGE
Liloan, Cebu

LEARNING GUIDE IN MATHEMATICS 8

 Subtopics
1. Common Monomial Factors
2. Factors of Difference of Two Squares
Learning Guide Topic: Duration:
3. Factors of the Perfect Square Trinomials
No. 2 Factoring 11 meetings
4. Factors of the Sum and difference of two cubes
5. Factoring by Groupings
6. Factors of Quadratic Trinomial
Learning Experiences Learning
Learning Objectives Evaluation Remarks
Introduction Interaction Integration Extension
During and after
each discussion at Let’s Review! Let’s Dig Deeper! Let’s Connect Oral
least 85% of the Recitation Let the students
grade 8 students are The teacher will let The teacher will discuss The teacher will connect read and study
expected to: the students recall the factoring with the use of the concept of factoring in advance
concepts that had non-abstract given. to other discipline and to Let the some pages 43 – 49
Day 1: Introduction been discussed in the real life situation. students to of their work
to Factoring previous years that share their text.
a. define and can be related to the insight on the
give examples lesson. connection of
of the following factoring in
a1. factoring Guide Questions: real life.
a2. Factors 1. What are
a3. prime factoring?
numbers Factors?
a4. prime 2. What do you call
factors a number having
b. relate factoring only 1 and itself?
in real life 3. What do you call
situations a expression that
c. solve problems has no other
involving basic factors except
factoring itself and 1?
Day 2 : Factoring
algebraic The teacher will post The teacher will have the Guide Questions: In a ¼ sheet Let the students
expressions with expressions having deepening of discussion of paper, let answer the
common monomial common monomial on the lesson. The 1. We are living in the students activity on
factors factors. students are expected to diverse society, summarize the pages 47 – 48
participate in the lesson. where we differ in lesson in one of their
a. factor Guide Questions: The teacher will ask each other. But in sentence only. textbook.
polynomials with 1. What do you questions for the students spite of our individual
common notice with the to answer. difference, there are Vocabulary and
monomial given things that we are Concepts
factors correctly expressions? common of. What do I. 1 – 3
and rightly 2. How are you going you think is common
b. follow steps in to factor these between you and Practice and
factoring expressions? your Application
polynomials with 3. What will be your a. classmates?
common steps to get the b. schoolmates? I. All odd
monomial factor factors? c. co-citizen? numbers
c. solve problems 4. How are you going d. siblings? II. All odd
involving to determine that e. friends? numbers
factoring such steps will be f. enemies? VII. 40 – 45
polynomials with used in these 2. How does those
common expressions in commonality affect
monomial getting the you as
factors factors? a. student?
b. classmate?
c. friend?
d. son/daughter?
e. citizen of the
Philippines?

Day 3 : Factors of
Difference of Two The teacher will post The teacher will have the Guide Questions: Oral Let the students
Squares expressions with deepening of discussion Participation answer the
Factors of Difference on the lesson. The 1. We differ from each activity on
a. factor of Two Squares students are expected to other because we pages 55 – 56
polynomials participate in the lesson. come from different of their
ofDifference of Guide Questions: The teacher will ask culture, religion, textbook.
 Two Squares 1. What do you questions for the students society and the like.
correctly and notice with the to answer. How do you react on Vocabulary and
rightly given these differences? Concepts
b. follow steps in expressions? 2. What are the I. 1 – 5
factoring 2. How these advantages and
polynomials of expressions are disadvantages of our Practice and
Difference of different from the individual difference? Application
Two Squares previous
c. solve problems expressions we I. All odd
involving discussed? numbers
factoring 3. How are you II. All odd
polynomials with going to factor numbers
Difference of these III. 16, 19, 20
Two Squares expressions? V. 36 – 39
4. What will be your
steps to get the
factors?
5. How are you
going to
determine that
such steps will be
used in these
expressions in
getting the
factors?

Day 4 : Factors of
the Perfect Square The teacher will post The teacher will have the Guide Questions: Oral Let the students
Trinomials expressions with deepening of discussion Participation answer the
Factors of the Perfect on the lesson. The 1. It is said, “No one is activity on
a. factor Square Trinomials students are expected to perfect”. Do you pages 65 – 67
polynomials of participate in the lesson. believe in these of their
the Perfect Guide Questions: The teacher will ask saying? Justify. textbook.
 Square 1. What do you questions for the students 2. Do you consider
Trinomials notice with the to answer. yourself perfect? Vocabulary and
correctly and given Why? Why not? Concepts
rightly expressions? 3. In spite of our I. 1 – 3
b. follow steps in 2. How these imperfections, have
factoring expressions are we stop doing good Practice and
polynomials of dissimilar from the because we can still Application
Perfect Square previous make sins/mistakes
Trinomials expressions we that makes up our I. All even
c. solve problems discussed? imperfections. numbers
involving 3. How are you going II. All even
factoring to factor these numbers
polynomials with expressions? III. 18 – 20
Perfect Square 4. What will be your V. 34 – 37
Trinomials steps to get the
factors?
5. How are you going
to determine that
such steps will be
used in these
expressions in
getting the factors?

Day 5: Short Quiz

No assignment
a. recall the concept Let the students After the allotted time, the Checking of their will be given.
of factoring review/scan their teacher will give a 20-item answers will be followed.
b. select notes for 5 minutes test for 45 minutes only.
appropriate only. The teacher will
factoring remind the students
 technique in the value of honesty.
solving factoring
related problems
c. share difficulties
encounter in
solving the
factoring related
problems
d. give ideas how to
cope up with the
problems
Day 6 - 7: Factors
of the Sum and The teacher will post The teacher will have the Guide Questions: Oral Let the students
difference of two expressions with Sum deepening of discussion Participation answer the
cubes and difference of two on the lesson. The 1. In our lives, we activity on
cubes students are expected to sometimes pages 60 – 61
participate in the lesson. experience adds and of their textbook
a. factor Guide Questions: The teacher will ask subtracts. At what
polynomials of 1. What do you questions for the students times, do you Vocabulary &
the Sum and notice with the to answer. experience adds and Concepts
difference of two given downs (subtracts) in I. 1 -5
cubes expressions? your life?
b. follow steps in 2. How these 2. How do you react on Practice and
factoring expressions are those experiences? Application
polynomials of dissimilar from the 3. What does it give to I. 1 - 9
Sum and previous you? II. All odd
difference of two expressions we e numbers
cubes discussed? III. 22 – 84
c. solve problems 3. How are you
involving going to factor
factoring these
polynomials with expressions?
Sum and 4. What will be your
difference of two steps to get the
cubes factors?
5. How are you
going to
 determine that
such steps will be
used in these
expressions in
getting the
factors?
Day 8 - 10: The teacher will post The teacher will have the
Factoring Quadratic expressions in the deepening of discussion Guide Questions: Board work No Assignment
Trinomial form Ax2 + Bx + C in on the lesson. The Oral shall be given.
Case 1 then by Case students are expected to 1. How important it is to Participation
2 participate in the lesson. study factoring
a. Factor The teacher will ask quadratic trinomial?
polynomials of a Guide Questions: questions for the students 2. Does it have any use
quadratic 1. What do you to answer. in our day-to-day
trinomial of notice with the living? Why? How?
*Case 1: (Ax2 + given When?
Bx + C where A expressions? 3. What does it teaches
= 1) 2. How these you as an individual.
* Case 2: (Ax2 + expressions are Share.
Bx + C where A dissimilar from the
≠ 1) previous
follow steps in expressions we
factoring discussed?
polynomials in 3. Why does it called
*Case 1: (Ax2 + quadratic
Bx + C where A trinomial? Justify.
= 1) 4. What do you
* Case 2: (Ax2 + notice with given
Bx + C where A expressions
≠ 1) especially in the
b. solve problems coefficient A?
involving 5. How are you
polynomials with going to factor
factoring these
quadratic expressions?
trinomial 6. What will be your
steps to get the
 factors?
7. How are you
going to
determine that
such steps will be
used in these
expressions in
getting the
factors?
Day 11: Long Quiz
No assignment
a. recall the concept Let the students After the allotted time, the Checking of their will be given.
of factoring review/scan their teacher will give a 20-item answers will be followed.
b. select appropriate notes for 5 minutes test for 45 minutes only.
factoring only. The teacher will
technique in remind the students
solving factoring the value of honesty.
related problems
c. share difficulties
encounter in
solving the
factoring related
problems
d. give ideas how to
cope up with the
problems

Day 12: Review on No assignment

Special Products Let the students be The teacher will be the math quiz bee master. will be given
in their group (Animal
group). Each team
a. recall and refresh must decide of who
the concepts of will play in each
special products category namely,
b. solve problems easy (3 pts for 15
involving special seconds to answer),
products moderate (5 pts for 30
(combined) seconds to answer)
and difficult (10 pts for
3 minutes to answer).
The group who will
gain the highest score
wins the game.
Day 13: Review on No assignment
factoring Let the students be The teacher will be the math quiz bee master. will be given
in their group (Animal
group). Each team
a. recall and refresh must decide of who
the concepts of will play in each
factoring category namely,
b. solve problems easy (3 pts for 15
involving seconds to answer),
factoring moderate (5 pts for 30
(combined) seconds to answer)
and difficult (10 pts for
3 minutes to answer).
The group who will
gain the highest score
wins the game.

LA CONSOLACION COLLEGE
Liloan, Cebu

LEARNING GUIDE IN MATHEMATICS 8

Learning Guide Topic: Subtopics Duration:

 1. Reviewing Fractions
Rational Algebraic 2. Simplifying Rational Expressions
No. 3 14 meetings
Expressions 3. Operations on Rational Expressions
4. Complex Fraction
Learning Experiences Learning
Learning Objectives Evaluation Remarks
Introduction Interaction Integration Extension
During and after
each discussion at Let’s Review! Let’s Dig Deeper! The teacher will ask the Oral No assignment
least 85% of the students of the following Recitation will be given
grade 8 students are The teacher will let The teacher will discuss questions:
expected to: the students recall the factoring with the use of
concepts that had non-abstract given. 1. In fraction, show how Let the some
Days 1 – 2 : been discussed in the do you spend your students to
Introduction to previous years that Guide Questions: day to day routine share their
Arithmetic can be related to the 1. What are the steps in when there is no insight on the
Fractions lesson. a. adding class in connection of
b. subtracting a. studying your rational
a. review basic Guide Questions: c. dividing lesson? expressions in
concepts and 1. What is a fraction? d. multiplying fractions? b. doing household real life.
skills of fractions 2. Is it a algebraic 2. What should you chores?
b. manipulate expression? remember in c. watching
simple fractions Explain. a. adding movies?
by showing the 3. Why does it is b. subtracting d. playing your
steps called a fraction? c. dividing favorite game
c. relate the Justify? d. multiplying fractions? e. sleeping?
concept of 4. When does a 3. Why does in dividing, f. praying?
fractions in real fraction becomes division by zero is a 2. Why do you spend
life situations undefined? restriction? Justify. too much in doing it?
3. Why do you spend
too little to it?
4. Do you think you
utilize the day
properly and
efficiently? Justify.
Day 3: Let’s do the Recap! Let us move Forward! Let the students
Simplifying Rational Let’s Connect answer the
Expressions The teacher will let The teacher will have a Oral activity on
 the students give their short discussion and The teacher will connect Participation pages 97 – 99
a. define and understanding in the lecture on the concept of the concept of factoring & Board work of their textbook
illustrate rational concept of fractions. fractions then relate it to to other discipline and to
expressions rational expressions. real life situation. Vocabulary and
b. simplify rational Guide Questions: Concepts
expressions 1. What do you still Guide Questions: Guide Questions: 1–6
c. solve problem remember about 1. You have now the idea 1. We are special
involving the concept of of what a fraction is. product of God Practice and
simplification of fractions? What do you call a because one of the application
rational 2. What are the fraction that having a factors that we are I. 1 – 20
expressions concepts that numerator and created in His image II. 47 and 51
confuse you? denominator which is a and likeness, what is III. 56, 58
Share. polynomial? Justify. that other factor that
2. How can you make the make us special that
given rational He only given to us?
expressions simple? Justify.
3. What do you need to 2. How do you utilize
consider about the signs such gift of capability
associated with any of thinking and
fractions? Why? reasoning?
4. What does it mean to
simplify rational
expressions?
5. When can you say that
you’ve obtained the
simplified form of a
given rational
expression?

Day 4: Operations Let the students

on Rational Let’s Explore! Lecture/discussion Interconnected PAPET answer the
Expressions Concepts Oral activity on
The students now The teacher will have a Participation pages 106 –
(Multiplication)
know how to multiply short discussion on the Let the students answer Board Work 107 of their
fractions. The teacher steps, techniques, the following questions: textbook
a. multiply rational will post rational concepts and skills 1. Do you think you are
expressions by expressions for them needed in multiplying ready with the new Vocabulary and
following the to multiply. rational expressions. concept? Concepts
steps 2. What are the 1,3, & 5
b. solve problems Guide Questions: perquisites to learn
involving 1. What are the steps the new concept Practice and
multiplication of you do to come up easily? Application
rational with the desired 3. Have you learned I. 1 – 10
expressions result? those perquisites? II. 36
2. What are your Justify.
difficulties in 4. What should you do
performing the to address those gaps
operation? Share. in learning? How?
3. Does the concept When?
on multiplying
arithmetic fractions
help you to attain
the goal? Justify.

Day 5: Operations Let the students

on Rational Let’s Explore! Lecture/discussion Learning from the Past PAPET answer the
Expressions Oral activity on
The students now The teacher will have a Let the students answer Participation pages 106 –
(Division)
know how to divide short discussion on the the following questions: Board Work 108 of their
a. divide rational fractions. The teacher steps, techniques, textbook
expressions by will post rational concepts and skills 1. Many are the lesson
following the expressions for them needed in dividing rational we learn from the Vocabulary and
steps to divide. expressions. past, what are the Concepts
b. solve problems lesson of life that you 2, 4 & 6
involving division learn? Share.
of rational 2. How are these
expressions Guide Questions: lessons of the past Practice and
1. Have you learn help us to improve Application
something on the ourselves? III. 41
last day lesson? 3. If you have learned IV. 45 – 50
What is it? those lessons from V. 75
2. Does it help you to the past what can you VI. 86 – 87
 finish the task fast say now to yourself? VII. 92
and precisely? Do you improve or VIII. 100
Share. not? Why?
3. What are the steps
you do to come up
with the desired
result?
4. What are your
difficulties in
performing the
operation? Share.
5. Does the concept
on dividing
arithmetic fractions
help you to attain
the goal? Justify.
Day 6: Operations Let the students
on Rational Let’s Explore! Lecture/discussion Improving Study PAPET answer the
Expressions Habits Oral activity on
The students now The teacher will have a Participation pages 117 –
(Addition)
know how to add short discussion on the Let the students answer Board Work 119 of their
a. add rational fractions. The teacher steps, techniques, the following questions: textbook
expressions by will post rational concepts and skills
following the expressions for them needed in adding rational 1. How often do you Vocabulary and
steps to add. expressions. give time to study Concepts
b. solve problems your lessons? 1, 3 & 5
involving adding Guide Questions: 2. How does it add ups
rational 1. Have you to your academic Practice and
expression mastered the performance and Application
strategy? How? achievement? I. 1, 5 , 11 &
2. Does it help you to 3. What are your 13
finish the task fast strategies? Share. II. 21, 22, 24
and precisely? III.43 & 47
Share.
3. What are the steps
you do to come up Writing
with the desired 1–5
 result?
4. What are your
difficulties in
performing the
operation? Share.
5. Does the concept
on adding
arithmetic fractions
help you to attain
the goal? Justify.
Day 7: Operations
on Rational Let’s Explore! Lecture/discussion Prioritizing Things PAPET Let the students
Expressions Oral answer the
The students now The teacher will have a Let the students answer Participation activity on
(Subtraction)
know how to subtract short discussion on the the following questions: Board Work pages 117 –
a. subtract fractions. The teacher steps, techniques, 119 of their
will post rational concepts and skills needed 1. What are you textbook
expressions by
expressions for them in subtracting rational priorities in life?
following the to add. expressions. Share. Vocabulary and
steps 2. How do you Concepts
Guide Questions: determine your 2&4
b. solve problems 1. What are the steps priorities?
involving rational you do to come up 3. Why do we need to
expressions with the desired prioritize things Practice and
result? accordingly? Application
2. What are your 4. What will happen if
difficulties in we don’t prioritize I. 2 – 4, 6 – 9,
performing the things? 12, 14 & 15
operation? Share.
3. Does the concept II. 23 & 25
on subtracting
arithmetic fractions
help you to attain
the goal? Justify.
Day 8 – 10 Long
Quiz and Checking No assignment
Let the students After the allotted time, the Checking of their PAPET will be given.
 review/scan their teacher will give a 15-item answers will be followed. Journal Entry
a. recall the concept notes for 5 minutes test for 55 minutes only.
of arithmetic only. The teacher will
fractions and remind the students
algebraic fractions the value of honesty.
b. perform
appropriately the
steps in
operations
involving fraction
c. share difficulties
encounter in
solving problems
involving fractions
d. give ideas how to
cope up with the
problems

Day 11 – 12:
Complex Fractions The teacher will post Lecture/discussion Dealing with PAPET Let the students
a complex fraction. Difficulties Oral answer the
a. simplify complex The teacher then ask The teacher will have a Participation activity on page
fractions the students the short discussion on the Let the students answer Board Work 124 of their
b. apply the steps following guide steps, techniques, the following questions: textbook
and properties to questions: concepts and skills needed
simply fraction in simplifying complex 1. How often do you Vocabulary and
Guide Questions: fractions. encounter difficulties Concepts
1. What do you notice in life? 1–8
with the given 2. How do you deal Practice and
algebraic with it? Application
expression? 3. What are your I. 1
2. What do you think means to cope-up II. 6 – 10
is the name of that with it?
fraction? Justify?
Day 13 – 14 Long
Quiz and Checking No assignment
Let the students After the allotted time, the Checking of their PAPET will be given.
a. recall the review/scan their teacher will give a 15-item answers will be followed. Journal Entry
concept of notes for 5 minutes test for 55 minutes only.
complex fractions only. The teacher will
b. perform remind the students
appropriately the the value of honesty.
steps in
operations
involving
complex fraction
to be simplified
c. share difficulties
encounter in
solving problems
involving
fractions
d. give ideas how to
cope up with the
problems

LA CONSOLACION COLLEGE
Liloan, Cebu

LEARNING GUIDE IN MATHEMATICS 8

Learning Guide Topic: Subtopics Duration:

 1. Reviewing Concepts Related to Integral Exponents
Algebraic Expressions with
No. 4 2. Zero Exponents 7 meetings
Integral Exponents
3. Negative Exponents
Learning Experiences Learning
Learning Objectives Evaluation Remarks
Introduction Interaction Integration Extension
During and after
each discussion at Let’s Review! Let’s Dig Deeper! The teacher will ask the Oral Let the students
least 85% of the students of the following Recitation study in
grade 8 students are The teacher will let The teacher will discuss questions. Let them Board work advance the
expected to: the students recall the integral exponents with the share their ideas. Sharing concept of
concepts that had use of non-abstract given negative and
Days 1 – 3 : been discussed in the followed with algebraic Following Rules and zero exponents
Reviewing Concepts previous years that integral exponents. Regulations
Related to Integral can be related to the
Exponents lesson by giving an Guide Questions: 1. What are rules and
expression 1. How do you simplify regulations for you?
(exponential). and/or operate Share.
a. review the expressions with 2. How often do you
concepts and Guide Questions: positive integral follow and/or violate
skills related to 1. What do you call exponents? Show. rules regulations?
positive integral the expression 2. Are there 3. Why do you violate
exponents presented? rules/laws/principles to them? Reason out.
b. apply the laws of Justify. be followed? What are 4. What do you get in
exponents in 2. How does it differ they? Cite and Explain. obeying/disobeying
simplifying from the other 3. What are the common rules and
expressions expressions? errors that students regulations?
involving positive 3. What are the commit in dealing with
exponents names of the part exponents? Prove.
c. solve real-life of an exponential
problems equation? Share.
involving positive Define.
exponents
d. value the
importance of
the concept
exponents by
giving concrete
 examples
Days 4 – 5
Zero and Negative Let’s Discover Short Discussion The teacher will ask the Oral Let the students
Exponents students of the following Recitation study the
The teacher will post The teacher will discuss questions. Let them Board work concepts of
1. define and non-algebraic the concept of zero and share their ideas. Sharing exponents for a
interpret zero exponentials with zero negative exponents. short quiz on
and negative and negative The Truth behind next meeting.
exponents exponents. Let the Being Humble Three items
2. evaluate students discover how only.
algebraic to get the answer with 1. How can you relate
expressions the aid of their negative exponents
involving integral calculator. in real life?
exponents 2. Can you cite a
3. simplify Guide Questions: biblical passage that
algebraic 1. What do you shows the concept
expressions observed with the of negative
involving integral given expressions? exponents impliedly?
exponents 2. How are you going Share.
4. share the to solve such 3. What does it mean
connection of expressions? raising oneself into
the concept of 3. What are the the exponent of zero
zero and conditions to will give a result of
negative follow? Justify. 1?
exponents 4. What morale these
exponents tell us?
Share.

Day 6
Short Quiz Let the students
a. recall the Let the students After the allotted time, the Checking of their PAPET be ready for a
concept of review/scan their teacher will give a 3-item answers will be followed. game/activity
exponents notes for 5 minutes test for 30 minutes only. for the next
b. apply the only. The teacher will meeting
rules/laws/ remind the students
 principles of the value of honesty.
exponents in
simplifying
exponential
expressions
combined
c. share difficulties
encounter in
solving problems
involving
exponents
d. give ideas how to
cope up with the
problems
Day 7
Game: Charade Let the students group themselves according to their classroom cleaners. Each team has to Let the students
choose 5 representatives to act-out in a non-verbal communication the bring a map of
1. act out the terms/principles/concepts discussed for the second grading period. Each team is given only 5 Asia
terminologies minutes to finish the game. The Team who will earn the most number of points will win the
discussed for the game.
second period
using non-verbal
communication
using only body
movements and
facial
expressions
2. appreciate
mathematics
through a game
LA CONSOLACION COLLEGE
Liloan, Cebu

LEARNING GUIDE IN MATHEMATICS 8

Learning Guide Topic: Subtopics Duration:

No. 5 Relations and Functions: 1. The Rectangular Coordinate System 3 meetings
 An Introduction
Learning Experiences Learning
Learning Objectives Evaluation Remarks
Introduction Interaction Integration Extension
During and after
each discussion at Map it out! Let’s Explore! The teacher will ask the Oral Let the students
least 85% of the students of the following Recitation bring at least
grade 8 students are Let the students put The teacher will let the questions. Let them Board work two graphing
expected to: themselves in the students think of what share their ideas. Sharing papers.
situation: mathematical concept can
Days 1: Introduction be applied in the situation. Tracing Our Location
to the Cartesian You are invited by a
Plane close friend of yours Guide Questions: 1. In life, we sometimes
a. describe the who lives abroad to 1. What do you observed lost our path towards
rectangular have a vocation at his with map? righteousness. Living
coordinate mansion to be 2. Does the map divided according to God’s
system reunited. You are into parts? How many? will. How are you
b. define and given with the location Justify. able to know that you
illustrate the of the place by means 3. What do you call the lost your way? That
coordinate axes of latitude and idea of describing point you are turning away
and its uses longitude. (location) on the plane from God?
c. plot positions on in mathematics? Share
the coordinate The teacher will now 4. Who introduced such
plane using give the location. The idea?
coordinate plane students will locate 5. What are the elements
d. importance of the the place using their of a rectangular
coordinate map of Asia. coordinate plane?
system by giving Share.
concrete example Guide Questions: 6. How do you plot points
1. Are you able to (locations) on the
locate the place? coordinate plane?
How? Show.
2. What helps you to
locate the place?
3. What do you think
are the important
imaginary lines
that are in the
map? Justify.

LA CONSOLACION COLLEGE
Liloan, Cebu

LEARNING GUIDE IN MATHEMATICS 8

 Topic: Subtopics
Learning Guide 1. Relation Duration:
No. 6 Relations and Functions 2. Function 11 meetings

Learning Experiences Learning

Learning Objectives Evaluation Remarks
Introduction Interaction Integration Extension
During and after
each discussion at Let’s get started! Pair it up! The teacher will ask the Let the students Let the students
least 85% of the students of the following illustrate in a research the
grade 8 students are Let the students The teacher will post questions. Let them creative way following ways
expected to: define in their own elements in pairs. The share their ideas. the relation to illustrate a
words the following students have to between the set relation and
Day 1: Introduction terminologies determine the correct Relations reconnected of letters in the give one
to Relation a. relation pairing and give the alphabet and example each.
b. correspond detailed description paired 1. Each of us has the set of
a. define and c. domain elements relations to the numbers in a a. Relation
illustrate a d. range things that surround cellular phone described by
relation in their Guide Questions: us. How is your keypad. a Table
own 1. What do you observe relation with your b. Relation
interpretation Guide Question: with pairings? a. self? Expressed in
b. relate relations in 1. A relation involves 2. How can you consider b. parents? Arrow
real-life situation the association of it? Justify. c. friends/enemies? Diagram
by giving an individual or 3. What do you think is d. society? c. Relation as
examples where object with the domain and the e. environment? an Equation
relations are another individual range of the relation? f. Triune God? or Formula
manifested or object, what are Justify. d. Relation
the relations that 2. How do you described
you know that do strengthen and/or Graphically
exist in individuals build the connection
and in objects? that you have with it?

Day 2: Continuation Checking of Let the students, The teacher will ask the Let the students Let the student
Assignment volunteers, share their students of the following answer the study in
assignment in the board in questions. Let them activity in a advance the
a. illustrate a Let the students a form of short lecture share their ideas. graphing paper concept of
relations using exchange their Functions
tables, arrow assignments in a Guide Questions: Given the
 diagram, clockwise manner. 1. How does one way of Relations tested domain { -2, -1,
equation/formula, illustrating relations differ 1. You are able to share 0, 1, 2},
graph Guide Question: from the other? Share. the relations you have determine the
b. appreciate the 1. There are many 2. Among all the ways of with yourself, with set of all
importance of the ways to illustrate a illustrating a relation your parents, possible
concept relations relation among presented what is the friends/enemies and ordered pair,
in their life giving given sets of most convenient way to the like in the and the range.
examples individuals and of use? Why? previous lesson, what Show your
objects, can you are the challenges complete
share one? that you encounter solution.
that tested your
relations with them? y  3x  2
Share.
2. How are you able to
cope up with it? What
are your means and
ways?
Day 3: Introduction The teacher will ask the Let the students Let the students
to Functions Let the students The teacher will post students of the following identify those study in
identify how are the some set of relations on questions. Let them which are advance the
a. define and given set of relations the board. share their ideas. functions and concept on
illustrate differ from the those which are
functions previous sets of Guide Questions: Body System Function mere relations a. independent
b. determine if the relations presented in 1. Out from the given sets from the real- and dependent
given relation is a the previous of relations which are 1. Each system in our life variables
function using a discussions. functions and which are body has its own relationships
table of ordered mere relations? Justify. functions to play for then justify. b. domain and
pairs, graphs and A = { (1,2), (3,4), (5,6) 2. Can you illustrate the us to live normally. range of a
equations (7, 8), …} functions using the How do you take 1. The rule function
c. relate functions in B = { -8, 7), (-3, 7), ways in illustrating a good care of your which
real-life by giving (2,7), (7,7),} relation? Show. body to maintain the assigns to
concrete C = { (1,1), (2, 4), correct functioning of each person
examples (3,9), (4, 16), your system? the name of
…} 2. What system of your his or her
D = { …, (-2,4), (-1, 1), body you ignore uncle.
(0,0), (1,1), (2,4)} most? Explain. 2. The rule
E = { (a, 1), (b, 2), 3. What will happen if which
 (c, 3), (d, 4), one system will fail to assigns a
(e, 5) do its function? chemical
Justify. element to its
Guide Questions: chemical
1. What do you notice symbol
with the given set of 3. The rule
relations? Share which
2. How are you going assigns to
to consider it? each cellular
Justify. phone unit
3. When can you say and its
that a given set of phone
relation is a function number.
and not just a mere 4. The rule
relation? Share. which
assigns to
religion to its
founder
5. The rule
which
assigns to
each word
and its
meaning

Day 4: Continuation The teacher will ask the Let the students Let the students
Let’s do the recap! Let’s dig deeper! students of the following determine bring their e-
questions. Let them which of the Math 8 book.
a. differentiate Using the examples used share their ideas. following for the next
between Let the students in the previous lesson let variables are lesson
dependent and recapitulate the the students identify the Independence VS independent
independent lessons that had concepts which are Dependence and dependent.
variables transpired on the missing in the study of Then justify.
b. define and previous discussion. functions. 1. When can you say 1.
describe the that your dis tan ce
speed 
domain and independent or time
range of a Guide Questions: Guide Questions: dependent in your 2. Side of the
function 1. Without looking 1. What do you think is life as a polygon and
c. appreciate the your notes, what the independent 2. What do you think its
importance of are the concepts variable from the given are the advantages correspondi
one’s functions in that you still sets of functions? The and disadvantages ng number
real-life by giving remember? dependent variable? of being too much of the
concrete Share. Justify. independence and diagonals
examples 2. Do we now know 2. What is the domain and dependence? 3. The effect of
the needed range in each function? sunlight to
concepts that we 3. What is the notation of the growth
should learn a function? What do of the plant.
about functions? you understand about 4. The fire
If yes, how sure it? Share. started
are you? Justify. If 4. Who do you think is because
not, why? What that mathematician who someone
do you think are conventionalized the did not turn
we missing? function notation? off the
Share. computer
The teacher will give a 5. The
short discussion. colonization
of the
Spaniards
in the
Philippines
brings forth
the birth of
Christianity.
Day 5 - 6: Let the students
Application (short study
quiz) Let the students After the allotted time, the teacher will give a 25-item test for 50 minutes Operations with
review/scan their only. functions
a. apply the concept notes for 5 minutes
of relations and only. The teacher will Checking of their answers will be followed.
functions in remind the students
 solving the value of honesty.
mathematical and
real-life problems
b. express their idea
of the importance
of studying the
concept of
functions and
relations
Day 7: Operations Let the students Let the students
with Functions The teacher will post The teacher will have a The teacher will ask the work in pair. Let bring their e-
(Addition and two sets of different short discussion on the students of the following them get the Math 8 for the
subtraction) functions. content. questions. Let them sum and next meeting.
share their ideas. difference of
a. determine the Guide Questions: the given
sum and 1. All of us have role function
difference of two 1. Can we do (functions) to play in showing a
functions and operations with this life. We are complete
determine the two functions? given tasks to solution.
domain of the How? accomplish. How can
resulting relation 2. Does it follow the a task be 2x  5
f ( x) 
b. follow steps in same process of accomplished in 3
adding and adding and short period of time?  4x  7
g ( x) 
subtracting two subtracting in a 2. Have you 3
different conventional way? experienced helping 1. ( f  g )( x)
functions Explain. others in doing 2. ( g  f )( x)
3. What are the steps things he/she has to 3. ( f  g )( x)
we need to accomplish without
consider? being ask or paid
back? Share.
Day 8: Operations Let the students Let the students
with Functions The teacher will post The teacher will have a The teacher will ask the work in pair. Let bring their e-
(Multiplication and two sets of different short discussion on the students of the following them get the Math 8 for the
Division) functions. content. questions. Let them sum and next meeting.
share their ideas. difference of
a. determine the Guide Questions: the given
product and 1. For helping without function
 quotient of two 1. How can we being paid or without showing a
functions and multiply and divide any mental complete
determine the two functions? reservation, what solution.
domain of the 2. Does it follow the does it give you?
resulting relation same process of What does the Bible f ( z )  4 z  16
b. follow steps in multiplying and tells about it? Share? g ( z )  4
multiplying and dividing in a 2. What do you feel 1. ( f  g )( z )
dividing two conventional way? inside after you did  f 
different Explain. such good act? 2.  g (z )
 
functions 3. What are the steps Share. g
we need to 3.  f (z )
 
consider?
Day 9: Composite Let the students Let the students
Function The teacher will post The teacher will have a The teacher will ask the work in pair. Let bring their e-
two sets of different short discussion on the students of the following them get the Math 8 for the
a. determine the functions. content. questions. Let them sum and next meeting
composite of two share their ideas. difference of and a Graphing
functions and Guide Questions: the given paper.
determine the 1. From doing such act, function
domain of the 1. How these what do you think will showing a
resulting relation composite happen next? Justify. complete
b. follow steps in functions differ solution.
adding and from the previous
subtracting two lesson? Share. r ( m)  2 x  1
different 2. What do you think j (m)  x  20
functions does it mean when 1. (r  j )(m)
we say composite 2. ( j  r )(m)
of functions? 3. ( r  r )(m)
3. What are the steps 4. ( j  j )( m)
we need to
consider?
Day 5 - 6: Let the students
Application (short bring their e-
quiz) Let the students After the allotted time, the teacher will give a 25-item test for 50 minutes Math 8 for the
review/scan their only. next meeting
a. apply the concept notes for 5 minutes and a Graphing
 of the operations only. The teacher will Checking of their answers will be followed. paper.
of functions given remind the students
two functions the value of honesty.

LA CONSOLACION COLLEGE
Liloan, Cebu

LEARNING GUIDE IN MATHEMATICS 8

Learning Guide Topic: Subtopics Duration:

No. 7 1. Linear Functions 5 meetings
Graphs of Functions 2. Identity Functions
 3. Constant Functions
4. Quadratic Functions
Learning Experiences Learning
Learning Objectives Evaluation Remarks
Introduction Interaction Integration Extension
During and after
each discussion at Let’s get started! Graphing it out. The teacher will ask the The teacher will Let the students
least 85% of the students of the following let the students bring the
grade 8 students are The teacher will let Let the students think of questions. Let them graph a function following
expected to: the post a simple what will be the task. After share their ideas. on a graphing materials.
function in an figuring out, the teacher paper.
Day 1: Introduction equation form and an will be having a short Figuring out ones 1. At least 5
to Graphs of improvised graphing discussion. Life’s Graph graphing
Functions board. papers
Let the students Guide Questions: 1. Are you a function? 2. Pencils
a. follow steps in answer the following 2. What is your 3. Eraser
graphing guide questions. 1. How can we graph a function, in your life? 4. Ruler
functions function? 3. Can you graph
b. graph functions 2. What are the necessary function in a
given an equation Guide Question: steps that we will graphing paper?
with the use of 1. For the previous undertake? to How?
table of values meetings we had consider? 4. What do you think
discussed about 3. Can you graph it now? does the lesson for
relations and today is trying to tell
functions. We had you as
the operations of a. student?
functions and the b. child?
like, do you think c. citizen?
are we trough with d. Faithful?
the functions in
particular? Why?
2. What do you think
are we going to do
with the given
function that is
posted on the
board and the
graphing board?
 Who has the idea?
Share?
Day 2 -3 The teacher will ask the Let the students Let the students
Let’s Graphed The Difference students of the following graphs the prepare for a
a. graph the four Functionally! questions. Let them following short quiz next
kinds of functions The teacher will have a share their ideas. functions in the meeting to
(selected) Let the students graph short discussion about the graph papers bring the
b. determine the the following functions concept. Let the students Individual Differences. individually. following
properties of individually using the answer the following
each functions graphing paper found questions 1. Just like the four 1. At least 2
c. relate one’s life to in the evaluation part. selected functions a. f ( x)  2 x  4 graphing
one of the Guide Questions: that have different b. f ( x)  x papers
functions graphs, what do you c. f ( x)  2 2. Pencils
graphed 1. What do you notice with think it trying to tell d. f ( x)  2 x 2  4 3. Eraser
the four functions with us? 4. Ruler
regards to its 2. How do deal with the
a. equation? differences that you
b. graph? have with the other
c. table of values? individual?
2. What do you think is 3. What kind of function
the name of the are you?
function? Justify.
Day 4 – 5
Application (short Let the students After the allotted time, the teacher will give a 14-item test for 50 minutes Let the students
quiz) review/scan their only. study in
notes for 5 minutes advance
a. apply the concept only. The teacher will Checking of their answers will be followed. Chapter 4 of
of graphing remind the students their E-math 8
functions the value of honesty. worktext.
LA CONSOLACION COLLEGE
Liloan, Cebu

LEARNING GUIDE IN MATHEMATICS 8

Subtopics
Learning Guide Topic: Duration:
1. Graphing Linear Equations
No. 8 Linear Equation 10 meetings
2. Writing Equations of Line
 Learning Experiences Learning
Learning Objectives Evaluation Remarks
Introduction Interaction Integration Extension
During and after The teacher will ask the Let the students Let the students
each discussion at Let’s do the Recap! The teacher will let a students of the following graph the answer the
least 85% of the student to graph the linear questions. Let them following in the following real-
grade 8 students are The teacher will post equation in the improvised share their ideas. graphing paper. life problems
expected to a linear equation on graphing board one by found in their E-
the board and will let one. The LINE of life. a. 4 x  y  1 Math 8 worktext
Days 1 – 5: the students answer b. 2 x  3 y  6 book on page
Graphing Linear the following Guide a. 4 x  3 y  12 1. What can you say c. m  2 ; 259
Equations Questions: 2 about the relationship (3,2)
b. y  x  6
3 (slope) that you have 3
d. m   ;
a. define and Guide Questions: with 2
describes a linear 1. What is an Then, the teacher will have a. yourself? (0,7)
function using its equation? a linear a short discussion about b. parents? e. m  3 ; b  2
points, equation equation? the concept. Let the c. community? f. m  2 ;
and graph 2. How can you students answer the d. God? a4
b. find the domain graph an equation following questions as the Share. g. a  2 ; b  3
and range of a given a discussion goes. 2. What instances that
linear function a. linear make it negative
c. find the slope of a equation? and Guide Questions: slope? Positive slope?
line given two b. 2 points in the 1. What do you observe 3. At what instances we
points, a table of line? with the graphs of the intercept with the live
values or list of 3. Can you two linear equations? of the other people
ordered pairs, its determine a linear 2. What does the line around us?
equation and equation given a means? 4. Is it necessary to be
graph graph? What is its 3. Why the other graph intercepted and to
d. define and graph? does points upward to intercept others live?
illustrates the 4. What is its domain the right while the Why? Share.
meaning of slope and range? other does points
of a line Justify. upward to the left?
e. write the linear 5. What is the What does it means
equation in the standard dorm of for each graph?
form and vice linear equation? 4. How can you
versa. determine if it points
Ax  By  C in the upward to the left or to
form y  mx  b the right?
f. graph a linear 5. How can we find the
equation given slope of the line?
(a) any two What does it mean?
points; 6. Where does the graph
(b) the x  and of the equation usually
y pass through? Justify.
intercepts; 7. What do you call the
(c) the slope and point where the line
a point on the passes through the
line x  and y  axis?
g. relate the 8. Can you now graph
concept of using only the slope
graphing linear the line and a point or
equation in real- the intercepts and a
life by giving point?
concrete and 9. What is the connection
meaningful between the intercepts
example. and the slope of the
Linear Equation?
Day 6-10: Writing Let’s Work The teacher will ask the Let the students Let the students
Linear Equation Backward The teacher will post two students of the following find the linear prepare for a
points (coordinates), a questions. Let them equation of the short quiz next
Let the student slope and the intercepts share their ideas. following. meeting to
a. find the equation answer the problem bring the
of a line given below Then, the teacher will have Working Backward. a. m  2 ; (3,2) following
(a) two points; a short discussion about 3
b. m   ;
(b) the slope “Mang Pilo, who is a the concept. Let the 1. In your life, what are 2 1. At least 2
and balut vendor, once students answer the the things that you do (0,7) graphing
a point; had a special offer to following questions as the backwardly? c. m  3; b  2 papers
(c) the slope and his costumers. If you discussion goes. 2. How and why do you d. m  2 ; 2. Pencils
its intercept buy one half of his do it? a4 3. Eraser
b. solve problems balut, one balut will Guide Questions: 3. Can we work on the e. a  2; b  3 4. Ruler
involving linear be given for free. The 1. Can we find the things we had done f. a2
functions first buyer came and equation of the line if before good or bad g. b3
c. relate once life bought half of his given backwardly?
using the linear balut, so he received a. two points?
function by one more. The b. a slope and a
giving concrete second costumer point?
examples bought half of what c. a slope and an
was left after the first intercept?
buyer, and one balut d. the x  and y 
is given to him for intercepts
free. And finally, when e. the x  intercept
the third costumer f. the y  intercept
came to buy one-half 2. What will be the
of the remaining, formula in finding the
nothing is left. What equation of the line?
was the original
number of balut Mang
Pilo had in his
basket?

Guide Questions
1. How do you find
the problem?
2. How did you find
the answer?
3. How does it relate
to our next topic?

Then, The teacher will

be posting two sets of
ordered pairs on the
board Let the students
answer the following
Guide Questions

Guide Questions:
1. Previously, we
had discussed
how to graph a
linear equation, by
finding the point/s
of the line, the
 slope and the
intercepts. Now,
how can we find
the Linear
equation if we are
only given a
point/s on the line,
the slope, or/and
the intercepts?

LA CONSOLACION COLLEGE
Liloan, Cebu

LEARNING GUIDE IN MATHEMATICS 8

Learning Guide Topic: Subtopics Duration:

No. 9 Systems of Linear Equation 1. The System of Linear Equation and its solution 15 meetings
2. Solving Linear System by Graphing
3. Solving Linear System by Elimination
 4. Solving Linear System by Substitution
Learning Experiences Learning
Learning Objectives Evaluation Remarks
Introduction Interaction Integration Extension
During and after Let the student The teacher will post three The teacher will ask the I. Use the methods of Let the
each discussion at answer the problem sets of 2 linear equations students of the following solving systems of students
least 85% of the below on the board. questions. Let them linear equations and answer
grade 8 students are share their ideas. determine whether it the
expected to “Mang Tinong has an 1. x  y  4 Consistent or following
animal farm. He 2x  y  5 Equality? Inconsistent System real-life
Days 1 – 15: raises 54 chickens 2. y  2 x  3 and Independent or problems
and pigs. The total y  2x  3 1. Does the word Independent Equation found in
1. define and number of the feet of 3. 3x  6 y  12 equality exist in real their E-
describes the two animals is 6 x  12 y  24 life? Share. Justify. 1. x y  2 Math 8
systems of linear 168. How many are Prove. x y 6 worktext
equations using chickens and how Then, the teacher will have 2. Do men and women 2. y  2x  1 book on
practical many are pigs?” a short discussion about created and treated 3x  2 y  9 page 313
situations and the concept. Let the equally? In what 3. 4x  y  9
mathematical Guide Questions: students answer the sense? Justify? x  3y  5
expressions. 1. How do you find following questions as the 3. Are we all equal? In 4. Fund Raising: The
2. identify which the problem? discussion goes. what sense? Justify. LCC-L Mathzards
given systems of 2. How does it relate 4. Is there any Club plans to sell
linear equations to our next topic? Guide Questions: disadvantage if all of memo pads and
have graphs that 3. What are things 1. What do you think is us are equal? In ball pens at their
are parallel, that you need to the solution set of what instance? presentation to
intersect and consider/ each pair of linear Share. Justify. raise money for
coincide. prerequisites in function presented? Prove. their outreach
3. graph systems of answering the 2. How do you find it? program. They
linear equations. problem? 3. What are the different plan to sell a total
4. solve systems of 4. How did you find ways in solving system of 1200 items,
linear equations the answer? of linear equations? and they need to
by 5. What are the 4. Can you differentiate make P10950.00
(a) graphing; ways to solve the their differences? their to have sufficient
(b) elimination; problems limits? money for the
(c) substitution. 6. What do you call 5. What do you think is program. How
the two the most convenient many memo pads
equations? way of finding the and ball pens do
7. How do you call solution set? they need to sell if
 the answer of the the cost of a memo
problem? pad is P10.00
each and the cost
of a ball pen is
P 7.00 each?
Let x  the
number of memo
pad and y  the
number of ball
pens.

References : Orence. Orlando A., et al. e-Math 8 (K to 12). Rex Book Store, Inc. 2013

Orines, Fernando B., et al. Next Century Mathematics 8. Phoenix Publishing House, Inc. 2012

Reyes, A. O. Math Power (Intermediate Algebra). The Library Publishing House, Inc. 2010

LA CONSOLACION COLLEGE
Liloan, Cebu

LEARNING GUIDE IN MATHEMATICS 8

Learning Guide Topic: Subtopic Duration:

 No. 10 Systems of Linear Equation 1. Solving System of Linear Equation by Elimination 1 meeting
Learning Experiences Learning
Learning Objectives Evaluation Remarks
Introduction Interaction Integration Extension
During and after The teacher will ask The teacher will post three The teacher will ask the Let the
each discussion at some students to give sets of system of linear students of the following Board work students
least 85% of the a recap on the things equations on the board. questions. Let them study in
grade 8 students are that had transpired on share their ideas. Let some students advance
expected to the last discussion. 1. 
 x + 2y = 8
2x - 4y = 16 solve the following the
2. 
 x + 3y = 7
2x + y = 15
1. In your life, what the system of linear application
Guide Questions: x  3 y  6
3. 2 x  2 y  16
 things you’ve equations by of systems
1. use elimination 1. In your own words, eliminated in your elimination. of linear
method to solve what does Note: Examples can be system? Why? equation.
any given system substitution means changed. Justify.
x  y  2
of linear equation mathematically? 2. What does the effect 1.  
6 x  6 y  12

in two variables Share. Then, the teacher will have of eliminating that 2. 
2 x  3 y  7
3 x  y  5

2. follow steps in 2. In your own words, a short discussion about something in your 3. 
7 x  3 y  8
 4 x  y  6
solving system of what are the steps the concept. Let the system?
linear equation by to follow in solving students answer the 3. Is there really a
elimination systems of linear following questions as the need for us to
properly and equations by discussion goes. eliminate something
correctly substitution? in our life? What?
3. give implied Guide Questions: Why? When? How?
meaning of the 1. What do you mean by 4. What do you think
concept of elimination we should to
elimination in the mathematically? consider first in
real-life situation 2. What are the steps in eliminating
by giving solving the given something in our
concrete system of liner system?
examples equation?
3. What do you think
should be eliminated
first, is it the x or the
y ? Justify.
References : Orence. Orlando A., et al. e-Math 8 (K to 12). Rex Book Store, Inc. 2013

Orines, Fernando B., et al. Next Century Mathematics 8. Phoenix Publishing House, Inc. 2012

Reyes, A. O. Math Power (Intermediate Algebra). The Library Publishing House, Inc. 2010

Prepared by:

MR. ROBERT P. MONTE

Teacher