Unit learning plan

Mathematics 8

Unit topic: System of Linear Equations and Inequalities

Quarter: 4

Explore

Learning competency Firm-up

Lc1 Illustrate a system of Activity 1: Modified True or False (MODULE 9)

linear equation in two Direction: Write YES if the statement is true and if not, change
variables the underlined word, phrase, expression or equation to make the
statement correct. Write your answer on the space provided.

_______ 1. The equation 5x + 2y = 7 describes a linear function.

_______ 2. The slope-intercept form of 2x – y = 3 is y = 2x + 3.
Learning targets: _______ 3. If the slope is positive, then the graph is increasing
from left to right.
I can Illustrate a system of
_______ 4. The equation of the line whose slope 3 and y-intercept
linear equation in two
1 is y = 3x + 1.
variables.
_______ 5. Ordered pair (0, 2) lies in the linear equation 2x – y =
2.

Lc2 Determine if an Activity 2: What’s the Concept? (MODULE 9)

ordered pair is a solution
to the system of equation. Direction: The table below shows the examples and non-
 examples of system of linear equations of two variables. Analyze
each set of equations and answer the following questions. Write
your answer on the space provided.

Learning targets: Equations

𝑥−
I can determine if an

𝑦=
ordered pair is a solution

𝑦 =𝑥−
to the system of equation. Examples of
system of linear 1

{𝑦=𝑥+7𝑥+
equations in two 1 3𝑥 − 2𝑦 = 0

𝑦 = −𝑥 + 4 2𝑦 = 5
variables. { {

𝑦 = 3𝑥 − 2
𝑥2 + 𝑦 =
𝑥=1
𝑥2 − 𝑦 = 5 { 𝑥 − 𝑦 >
NON examples of 5
system of linear {𝑦 = 𝑥 − 4
equations in two
𝑦 + 2𝑥 = 4 𝑦 = 𝑥 +
{ 1
variables.
4

Probing questions:
1. What do you observe about the examples of
system of linear equations in two variables?
____________________________________________________
_
2. What do you observe about the non -
examples of system of linear equations in two
variables?
____________________________________________________
_
3. In your own understanding in the activity,
what do you mean by system of linear
equations in two variables?
____________________________________________________
_
4. Give an example of system of linear
equations in two variables.
_____________________________________________

Lc3 Demonstrate linear Activity 3: Let’s Do This! (MODULE 9)

inequalities in two
variables from linear On a separated sheet of paper, answer Page 171 Practice and
equations in two variables Application, Test II(1-5).

Learning targets:
I can demonstrate linear
inequalities in two
variables from linear
equations in two variables

Lc4 Graphs linear Activity 4: Oh! My Face Masks! (MODULE 9)

inequalities in two
variables. Direction: Read the problem carefully. Illustrate the system of
linear equations and determine if an ordered pair is a solution
of a system. Write your answer on the box provided.
1. You bought 12 packs of face masks. Some packs
Learning targets: contain 5 pieces and some have 3 pieces. There are
40 face masks altogether. a. Illustrate the system
I can graphs linear of linear equations,
inequalities in two
variables.

b. determine if ordered pairs (5, 7) and (2, 10) are

solutions of the system.

Lc5. Graph a system of Activity 1: Draw Me! (MODULE 9)

linear equations in two
variables Direction: Draw the graph of each of the following linear
equations in a Cartesian coordinate plane below.
1. y = x + 3 3.y=x-2

Learning targets:
I can graph a system of
linear equations in two
variables

2. 2x – 2y = 4 4. 3x – y = 2
Lc6 Categorize when a Activity 2: Meet Me Up! (MODULE 9)
given system of linear
equations in two variables Direction: Use the graphs of linear equations in the previous
has graphs that are activity. Group and meet the graph with respect to
parallel, intersecting, and their axes. Describe and determine the point of
coinciding. intersection in the new formed graphs. The first item
is done for you. Write your answer on the space
Learning targets:
provided.
I can categorize when a

�=� +3
given system of linear
equations in two variables 1. {�=� −2
has graphs that are � �
� �
parallel, intersecting, and
coinciding. The graphs
are
parallel.
and there is
no point of
intersection.

3 x− y=2
2. {
y=x−2

y =x−2
3. {
2 x−2 y=4

Question:
1. When two linear equations are graphed on the same
coordinate plane, what graphs are formed?
 _______________________________________________________
____

LC7 Solve a system of Activity 3: Let’s Write It (MODULE 9)

linear equations in two
variables by a) graphing, On a separated sheet of paper, answer Page 188 Practice and
b) substitution, c) Application, Test I(1-5), and test II (13-17).
elimination.

Learning targets:
I can solve a system of
linear equations in two
variables by a) graphing,
b) substitution, c)
elimination.

LC 8 Solve problems Activity 4: Graph Me! (MODULE 9)

involving system of linear
equations in two Direction: Graph the given system of linear equations in two
variables. variables using four (4) methods. Describe the
graphs formed and determine the point/s of
Learning targets: intersection. Write your answer on the space
I can solve problems provided.
involving system of linear
equations in two variables.
{ y=2 x−6
y=x−2

1. Graph using two points

 3. Graph using x and y – intercepts

3. Graph using slope and y – intercept

 4 . Graph using slope and a point

LC9 Illustrate linear Activity 1: Happy or Sad? (MODULE 10)

inequalities in two
variables Direction: Draw a happy face if each item illustrates a system of
linear equations in two variables and sad face if not on
Learning targets: the space provided.
I can illustrate linear
inequalities in two
variables
_______1. { x−
2
y=5
y =x +4

_______2. {x− y=1

y=x +7
_______3. The graphs are intersecting lines.
_______
4.

_______ 5.
 Questions:
1. How did you know that a set of linear equations is a system
of linear equations in two variables?
___________________________________________________________
________________
2. How did you know that a graph is a system of linear
equations in two variables?

__________________________________________________________________
_________

LC10 Differentiate linear Activity 2: Fill Me In! (MODULE 10)

inequalities in two
variables from linear Direction: Complete the table and answer the following questions
equations in two variables. below. Give your observations about the slopes, y–
intercepts, graphs and number of solutions of
Learning targets:
systems of linear equations in two variables by filling
I can differentiate linear in the table. Item 1 is done for you.
inequalities in two
variables from linear
Remember that the point of intersection of the graphs of
equations in two variables.
two linear equations is the solution of the system.

Numbe
System of Slope (m)
r of
Linear and y- Graph
Solutio
Equations intercept (b)
ns
Equation
1
m =1, b
= -4

𝑥−𝑦=4 2
Equation

m =1, b = 2
𝑦=𝑥+2
1. {

Observation No
Write in s: solution
y=mx+b • Slopes

𝑦=𝑥−4
form are
equal Observation:

𝑦=𝑥+2
{ • y-  The graphs are
intercept parallel.
s are not
equal
2. { y=−2
2 x− y=4
x+ 1

3. { y=−2
y=2 x+ 1
x+ 1

4. {2 x− y =4
x−2 y =8

Questions:
1. Which pair of equations has graphs that are intersecting?
How many points of intersection do the graphs have?
___________________________________________________________
_______
2. Which pair of equations has graphs that are not
intersecting? How do you describe these equations?
___________________________________________________________
_______
 3. How would you compare slopes of the lines in each
system? How about their y-intercepts?
____________________________________________________________
____
4. What is your observation about the solution of the
system in relation to the slopes and y-intercepts?
____________________________________________________________
____

LC11 Graphing linear Activity 3: Identify Me! (MODULE 10)

inequalities in two
variables Direction: Identify the kinds of system of linear equations in two
variables whether consistent and dependent,
consistent and independent, or inconsistent and
determine the number of solutions. Write your answer
Learning targets: inside the box.
I can Graph linear
inequalities in two Kind of system No. of solutions
variables.
1.

2.

3.

4. { y=2 x−6
y=x−2

5. {42x−2
x− y=4
y =8

LC12 solve a system of Activity 1: OBJECTS’ POSITION(MODULE 10)

linear inequality in two
SCAFFOLD 1
variables
 Description: This activity will enable you to remember how to
Learning targets: plot points in a
Cartesian coordinate plane and to give the
I can solve a system of
coordinates of the point.
linear inequality in two
Directions: Describe the location of each point below by
variables
completing the following
table. One example is done for you.

Object Coordinates Quadrant/Axis

Example: ball (4,2) First
1. Spoon
2. Television
set
3. Laptop
4. Bag
5. Pillow
6. Camera
7. Table
QUESTIONS:
1. How do you locate the objects in the Cartesian plane?
____________________________________________________________
___________________________________________________________
2. Have you had an experience where a rectangular
coordinate system is applied? If yes, cite it.
____________________________________________________________
___________________________________________________________
3. How can the Rectangular Coordinate System be used in
real life?
____________________________________________________________
___________________________________________________________

LC13 Illustrate a relation ACTIVITY 2. SMASH IT! (MODULE 10)

and a function (SCAFFOLD 2)
Description: This activity will enable you to write ordered pairs.
Out of this activity,
Learning targets: you can describe the relation of an object to its
I can illustrate a relation common name.
and a function Directions: Group the following objects in such a way that they
have common
properties /characteristics.

Fork liquid eraser Grater

Pencil Knife iPod
Laptop ball pen Pot
digital camera Tablet cellphone
 Spoon Notebook Paper
Kitchen Utensils School Supplies Gadgets

Form some ordered pairs using the format:

(Object, Common Name)

a. Column
1:____________________________________________
b. Column
2:____________________________________________
c. Column
3:____________________________________________

QUESTIONS:
1. How many objects can be found in each column?
_____________________________________________________
___
_____________________________________________________
___
2. How did you classify the objects?
_____________________________________________________
_____________________________________________________
______
3. Based on the ordered pair you have formulated, is
there a repetition of the first element? What about
the second element?
_____________________________________________________
_____________________________________________________
______

Learning competency Deepen

Lc14 Verify if a given Activity 3: Me and You (MODULE 10)

relation is a function SCAFFOLD 3
Learning targets:
SITUATION: Suppose that your father is an engineer of a private
I can verify if a given company. He earns Php 100 per hour and he works 7
relation is a function days in a week.

Description: Given a diagram and table, you will be able to learn

 how to make a set of ordered pairs.

Direction: Describe the different ways in representing a

relation, and then write the set of ordered pairs
formed below. Solve the income of your father.

Fill in the blank with your answer.

A.

Number
of hours
2 4 5 7 9 11
worked/
day

Income 200

B.

C.
 D. (2,___),(4,___),(5,___),(7,___),(9,___),(11,___), (12,___)

QUESTIONS:
1. Describe the different ways you represented a relation.
________________________________________________________
_______________________________________________________
2. How do you find the elements of the second set?
________________________________________________________
_______________________________________________________
3. How did you make a set of ordered pair?
________________________________________________________
_______________________________________________________
4. Based on your answer, is the income related to the
number of work hours? Why?
________________________________________________________
________________________________________________________

LC15 Determine Activity 4: Let’s Solve it! (MODULE 10)

dependent and
independent variables On a separated sheet of paper, answer Page 216 Practice and
Application, Test I(1-5), and test II (16-20).

Learning targets:
I can determine dependent
and independent variables

LC16 Find the domain and Activity 5 Show Me(MODULE 10)

range of a function Directions: Answer the following activity.
Express each relation as a table, as a graph, and as a
mapping diagram.
Learning targets:
I can find the domain and 1. The relation represents the number of cracker boxes sold
range of a function and the money earned.

{(1,5),(2,10),(3,15),(4,20),(5,25)}

a. Table

b. Graph
 c. Mapping Diagram

State the domain and range of the function.

2. 3. 4.

Domain: Domain:
Domain:
Range: Range: Range:

Learning competency Transfer

LC17 Solve real – life Transfer Goal: The learners on their own and in the long run will
problems involving system be able to apply the concepts of system of Linear Equations and
of Linear Equations and Inequalities to model various real-life situations and solve related
Inequalities. problems.
Performance Task

DIFFERENTIATED SUMMATIVE ASSESSMENT TASK

Goal Your team’s task is to represent and
solve real-life problems involving
system of Linear Equations and
Inequalities.
Role Your team is a group of marketing agents who
want to convince clienteles to buy calculator.
Learning Targets:
I can solve real – life Audience The target audience are the teacher-
clients whose present lessons are the
problems involving system
system of Linear Equations and
of Linear Equations and
Inequalities.
Inequalities.
Situation The team is challenged by the teacher-
 clients to present a solution to problems
involving system of Linear Equations
and Inequalities thorough the use of
calculator. To impress and convince the
clients, the team will present how to
solve the system of Linear Equations
and Inequalities to determined using
the calculator.
Product/ The team needs to present a convincing
Performance solution to a
problem involving system of Linear
Equations and Inequalities. The
presentation must be done using
calculators as
visual aids.

Standard Your product will be assessed based on

the following criteria:
1. Clarity
2. Content
3. Mathematical Concepts
4. Accuracy

Rubric

Description Sco
Criteria
4 3 2 1 re
Clarity Presentat Present Presentat Presentati
ion is ation is ion is on is
clear and clear. unclear. vague.
justified.
Content Data is Data is Data is Data is
organize organiz organize shallow
d, ed and d but not and not
complete complet complete complete.
and e. .
detailed.
Mathema Thorough Underst Partial Lack of
tical ly anding understa understan
Concepts understa is nding is ding is
nding is demons demonstr demonstra
demonstr trated. ated. ted.
ated.
Accuracy Computa Comput Computa Computati
tions are ations tions ons are
logical, are commit not
orderly, orderly minor complete
complete and errors. and in
and correct. order.
concise.
Values Integration:
1. Discipline
 2. Perseverance
3. Respect
4. Integrity
Camaraderie

Prepared by: Checked by:

Raymart U. De Guzman Leonida R.
Licuben
subject teacher principal