DAILY LEARNING MAP

Mathematics 8
A.Y. 2024-2025
The learner demonstrates an understanding of key concepts of factors of polynomials, rational algebraic expressions, linear equations, and inequalities in
Content Standard two variables, systems of linear equations and inequalities in two variables and linear functions, logic and reasoning, the axiomatic structure of geometry
and triangle congruence, inequalities in a triangle, parallel and perpendicular lines, and probability.
The learner can formulate real-life problems involving factors of polynomials, rational algebraic expressions, linear equations and inequalities in two
variables, systems of linear equations and inequalities in two variables, and linear functions, and solve these problems accurately using various strategies.
Performance Standard
The learner can communicate mathematical thinking with coherence and clarity in formulating, investigating, analyzing, and solving real-life problems
involving congruent triangles using appropriate and accurate representations.
Dates: October 14-18 Quarter and Week No.: Quarter 2 Week 10 Teacher: Jenrick Kyle P. Badua
Days 1st Meeting 2nd Meeting 3rd Meeting 4th meeting 5th meeting
At the end of the lesson, the students can: At the end of the lesson, the students can: ASSESSMENT FOR
a. describe the rectangular coordinate system; a. explain the rules of equality; LEARNING
b. plot points in a rectangular coordinate system; b. use equality rules to solve for the missing values of the
Learning Outcomes
and linear equation; and
c. decide the hotspot of tree planting using the c. recite a reflection on finding missing values.
rectangular coordinate system.
Topic/s Rectangular Coordinate System Solving Linear Equations in two variables
De Gracia, M. M. B., Firmalino, S. B. F., Alvarez, J. P. Fabricente, C. I. P., LPT, & Santos, T. C., LPT (2023).
D., Bayani, S. G., Jimenez, E. P., & Gureng, P. T. Ultimate Learning Guide to Mathematics (2023rd ed., pp. 94-
Resources
(2022). Realistic Math: Basic, Beyond, Breakthroughs 98). Ultimate Learning Series.
Grade 8 (pp. 46-52). Phoenix Publishing House, Inc.
 Lecture-Discussion  Lecture-Discussion
Teaching strategies  Discovery Learning  Discovery Learning
 Inquiry-based Learning  Inquiry-based Learning
Review Review
Activity 1: Number Elimination Activity 1: Plotting Points
Procedure Instructions: Motivation
1. Count numbers starting from 1 Activity 2: Missing Value
2. Whoever said the same numbers together, will 1. Form 4 groups. Label them 1-4.
 be eliminated. 2. Find the missing value of the equation
3. Whoever said the last number will be 3. Use the number of students in your group to represent
eliminated the missing number in the equation.
4. After 10 seconds without any number, anyone
who has not said a number will be eliminated. Lesson proper
5. The last one or two remaining will be the Guide questions
winners. 1. How can we say that two things are equal?
Motivation 2. If we do something to the right, why would we do
Activity 2: Cross Sniper similar things to the left?
1. Group the students based on each column of 3. If we add something, how can we reverse that
the class. addition?
2. Show the students the game board and let them 4. If we divide something, how can we reverse that
describe what they see. division?
3. Give each group a set of colored pens (Red, 5. Why would reversing the equation find us the missing
Blue, Yellow). value?
4. Play the game by placing black circle marks on 6. Introduce the Addition Property of Equality
the x and y axes. The students will take turns 7. Introduce the Division Property of Equality
using colored pens to mark and "attack" either 8. Where would the point be if we are given x=7 when
you or the other groups. the equation is y= 5x+1
5. Take turns: Each student from the group will 9. Where would the point be if we are given y=4 when
place their mark one at a time. the equation is y=3x-8?
6. After 15 rounds, with a 5-second interval 10. How would you graph be given x= -5 to 5 with an
between each, the group with the most colored equation, y=6x+5?
marks on the board wins.

Lesson proper
Guide questions
1. How do you describe the board?
2. How do you attack the black marks or other
players?
3. If the center is (0,0), how can you describe the
winner's points with this condition (horizontal,
vertical)?
 4. Where do you place your point if the black
marks are placed in the (horizontal 5, vertical
8)?
5. Introduce the Cartesian Plane.
6. Introduce the x and y axis
7. Introduce point plotting.
8. Let the students plot the point of a linear
equation using a table
R- Responsible Filipino Citizens with Environmental Life-Long Learners
Valuing Consciousness
Let the students retrace their steps from what they can
Present a picture of a top-down view of a decimated remember.
forest, and let the students decide where to start the 1. Describe yourself as a toddler
tree-planting activity. Let them describe it using the 2. Enumerate what values you have and state why they
Rectangular Coordinate System are important.
3. Enumerate the missing values your future self would
appreciate and state your reason.
Assessment/ Plot the points Plot and connect the points
Application 1. (6,4) x= -y+4
2. (-4,9) X 0 1 2 3 4 5
3. (-10, -5) Y
4. (5, -9)
5. x= y+5 when x= 1
Assignment Create a box by plotting points on a cartesian plane. Plot the points
Minimum of 4 points with labels. y= 4x
X 0 1 2 3
Y
Remarks
NOTE:
Prepared by: Noted by:
JENRICK KYLE P. BADUA CRISANTO S. MAGAOAY, Ph.D.
Teacher Principal