ST VINCENT FERRER SEMINARY

JUNIOR HIGH SCHOOL

#104 Seminario St. Jaro, Iloilo City

GRADE 8 LEARNING MODULE - MATHEMATICS

SECOND QUARTER

Quarter No. 1 SYSTEMS OF LINEAR EQUATIONS and INEQUALITIES Time frame: 28 days

Big Idea:
Content The learner demonstrates understanding of key concepts of
Standard: linear inequalities in two variables, systems of linear inequalities
in two variables and linear functions. Linear Function

The learner is able to formulate and solve accurately real-life

Big Idea:
Performance problems involving linear inequalities in two variables, systems
Standard: of linear inequalities in two variables, and linear functions.
Solve

Students will understand that systems of linear equations and inequalities are of immense
Essential
importance in mathematics and their application to areas of physical sciences, economics,
Understanding:
engineering, computer science, and many more.
Essential
Why are systems of linear equations and inequalities important?
Question:
Students will be able to independently use their learning to appropriately choose the
methods to be used in different applications of systems of linear equations and inequalities
Transfer Goal:
either in mathematics or in real-life.

GOAL: Your goal is to organize and convert a class record into an electronic spreadsheet
and explain the details of the computation using the features of any Microsoft Office Excel
program.
ROLES: You are a model classroom teacher assigned to explain how you computerized the
grades of your students.
AUDIENCE: Teachers willing and eager to computerize their own class record.
Transfer Task:
SITUATION: you need to present a converted class record into an electronic spreadsheet.
Explain how linear equations and inequalities are used in the computation.
PRODUCT: An electronic spreadsheet version of a class record.
STANDARDS: electronic spreadsheet is informative and logical; and convenient to the
teachers.

Learning The Learner…

Competencies:
1. illustrates a system of linear equations in two variables.
2. graphs a system of linear equations in two variables.
3. categorizes when a given system of linear equations in two variables has graphs
that are parallel, intersecting, and coinciding.
4. solves a system of linear equations in two variables by (a) graphing; (b)
substitution; (c) elimination.
5. solves problems involving systems of linear equations in two variables.
6. illustrates linear inequalities in two variables.
7. differentiates linear inequalities in two variables from linear equations in two
variables.
8. graphs linear inequalities in two variables.

Grade 8-Mathematics
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 9. solves problems involving linear inequalities in two variables.
10. solves a system of linear inequalities in two variables.
11. solves problems involving systems of linear inequalities in two variables.
12. illustrates a relation and a function.
13. verifies if a given relation is a function.
14. determines dependent and independent variables.
15. finds the domain and range of a function.
16. illustrates a linear function.
17. graphs a linear function’s (a) domain; (b) range; (c) table of values; (d) intercepts;
and (e) slope.
18. solves problems involving linear functions.

ASSESSMENT EVIDENCES
Product/ Performance Evidence at the level of understanding Evidence at the level of performance
Task The learner should be able to demonstrate Assessment of the application of linear
understanding of the key concepts of sets equations in real-life situation is based
(mentioned in the and real numbers using the six facets of on the following suggested criteria:
Leaning Plan) understanding:
Learner can model the real-life
Evaluated based on the Explaining Empathy situations involving linear function
following Analytic Rubric Interpreting Self- through graphing, writing the equation
knowledge and interpreting the data.
Applying
Perspective

ANALYTIC RUBRIC
Excellent Satisfactory Needs Improvement
Criteria Total Rating
4 3 2
Thorough,
coherent and Substantial and
completely generally accurate. Inaccurate and
Electronic
accurate, including Minor inaccuracies do numerous errors
Spreadsheet
the facts, concepts, not affect the over-all detract from the result.
mechanics, and results.
computation.
Oral Report Exceptionally clear Generally clear and Lacks clarity and
and easy to follow. able to follow. difficult to follow.

LEARNING PLAN

I. ACQUISITION Lesson No. 1 SPECIAL PRODUCTS

A zoo is being renovated to make it more animal friendly. Originally, the area for zebras, deer, and other 4-
legged animals was divided into square pens. The new plan calls for each pen to be 8m longer and 1 m wider.
a. What are the new dimensions of each pen?
b. Write an expression that shows the area of each new pen.
c. If the side of the old pen was 15 m, what will be the area of each new pen?

Written Test: Administer a Pre-test to your students to know how they will connect their previous
knowledge regarding multiplying polynomials and find special products to factor polynomials. Type of test would
be Mutiple-Choice and Problem Solving with a total of 20 number of items.
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 Math Quiz Bee: “How Much Do You Know?”
Mechanics:
1. Students will be grouped by 2s.
2. Each group will be provided a flash card where they will write their answers.
3. The teacher will present the problem in oral and visual form.
4. There will be three categories: Easy, Average, and Difficult. With 5 questions each and a corresponding
score of 1, 3, and 5 respectively.
5. Time allotted for each category is 15, 30 and 60 seconds for Easy, Average and Difficult round
respectively.
6. The questions to be included would cover their knowledge regarding multiplying polynomials and
finding special products.
7. The group with the highest score will be given incentives by the teacher.

INVESTIGATE: “What Is Wrong?”

NEWS FLASH!

It has recently been discovered that

1=2
Here’s the proof:
Let x= y
Process Questions:
By multiplication, x ∙ x=x ∙ y
2
Thus, x =xy 1. Are you convinced by the proof?
2 2 2
By subtraction x − y =xy − y 2. Can 1 really be equal to 2?
By factoring, ( x + y ) ( x − y )= y (x− y) 3. Where does the fallacy lie?
By division, x + y= y
Thus, y + y= y
since x= y
Finally, 2 y= y
By division, 2=1

Lesson 1.1 Common Monomial Factoring

Activity 1.1: Factoring Using Algebra Tiles

What are the possible dimensions of a rectangle whose area is 12 sq. units?
l=4
l=6
w=2 w=3

l=12
w=1

What are the possible dimensions of a rectangle whose areas are?

2
a. x −4 x ? b. x 2+ 6 x+ 8?

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 This will lead to the discussion of common monomial factoring and factoring by grouping

Comprehension Check: Let students answer exercises pp. 12-15 of their textbook.

Special Cases of Factoring

Activity 1.1: Cutting Up Squares for a 2−b2

Let the learners answer the activity on page 18 of their textbook.

This will lead to the discussion of the factoring a difference of two squares.

Reflection Entry no. 1

Have you watched the movie “A Perfect Life”? Do you think there is such a thing as a perfect life or
a perfect person?
Written Exercises: Let the students answer pp. 28-31

Performance Task No. 1:

Work in groups. The students have a week to finished the task.

Lesson 1.3 Factoring General Trinomials

Factoring trinomials of the Form x 2+ Bx +C

Activity 1.1: Factoring Using Algebra Tiles

Materials: a set of algebra tiles

Task: Factor:
1. x 2+ 4 x +3
2. x 2−3 x+ 2
What to do:
a. Represent each term with algebra tiles.
b. Arrange the tiles to form a rectangle. Then identify the dimensions of the rectangle. These are the
factors of the trinomial.

This will lead to the discussion of Factoring trinomials of the Form x 2+ Bx +C

Activity 1.2: Why was the Pail Pale?

Refer to E-MATH page 99

Factoring Trinomials of the Form Ax2 + Bx+C

And factoring Trinomials of the Form Ax2 + Bx+C

Written Exercises: Answer Exercises pp. 44-46

Worksheet No. 1: let them answer the worksheet “FACTOGON”

Reflection Entry No. 2

Suppose your seatmates forgot their algebra tiles. Would you share your algebra tiles with them

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 without expecting any favor in return? Benevolence means giving to others’ needs without personal
reward as your motive. Have you helped anyone lately without expecting anything in return? What
prompted you to do it?

Applications of Special Products and Factoring

Pose this problem on the board.

In a basketball league of x teams in which every team plays every other team twice, the total number of
games played is x 2−x .

a. How many teams are there in a league that plays a total of 72 games?
b. If there were 6 teams in the league, how many games in all would be played?

Present more examples on pp.49-50

Present the diagram for Laws of Exponents, Special products and Factoring (refer to E-Math p. 112)

Written Exercises: Let the learners answer the problem solving on pages 52-55 of their textbook.

Lesson No. 2 RATIONAL EXPRESSIONS

Lesson 2.1 Defining and Simplifying Rational Expressions

Number of Words per Page

For a certain word processor, the number of words (w) that can be typed on a piece of paper is given by the
formula
8 000
w= where x is the font size used.
x

How many words can be typed on a page using font 12? Font 10?

This will lead to the discussion of rational expressions.

Discuss examples on page 64 of their textbook.

Let the students answer worksheet No. 1 and 2 on pp. 70-71.

Reflection Entry No. 3

To be a rational person means to think clearly and have sound judgment. Rational people do not
allow emotionalism and bias to cloud their decisions and actions. Instead, they consider the facts
objectively and do what is best for all concerned.
Describe someone you know who is a rational thinker. What are the benefits of rational thinking?
Cite some examples of irrational behavior. What makes some people behave irrationally?

Written Exercises: Let the learners answer the exercises on pages 68-70
Performance Task No. 2: Let the students perform the task “TESSELLATION”

Lesson 4.2 Multiplying and Dividing Rational Expressions

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 Multiplying Rational Expressions

Pose this problem to the board:

Baldo picked mangoes from the tree. He gave ½ of them to his mother, ¼ of the remainder to his sister, 3/5
of those left to his friend, and had 6 left in the end. How many mangoes did he picked from the tree?

Solicit their answer and let them explain how they get the answer.
This will lead to the discussion of multiplying rational expressions.

Dividing Rational Expressions

How wide is the rectangle?

Materials: algebra tiles

Directions:
1. Model the polynomial x 2+ 5 x +6 . This represents the area.
2. Arrange the tiles to form a rectangle.
3. What is the length of the rectangle? What is its width?

Let the learners answer Try This on page 79 of their textbook.

Give more examples in multiplying and dividing rational expressions and correct the
misconceptions of the learners.

Reflection Entry No. 4

Operations with rational numbers is consistently one of the least mastered topics in mathematics.
Students have a hard time adding, subtracting, multiplying, and dividing fractions. What does it take to
master this topic?

Illustrate and discuss examples on pages 75-76 of the textbook.

Let the learners answer Try This on page 79 of their textbook.

Written Exercises: Let the learners answer pp. 80-83

Adding and Subtracting Rational Expressions

“What’s sauce for the goose is sauce for the gander”

Let the learners answer the explore part on page 84 of their textbook.

This will serve as a review in adding and subtracting fractions.

Give examples on how to add and subtract fractions but this time, it is rational expressions.

Let the learners answer Try This on pages 106 and 107.

Adding and Subtracting Rational Expressions with Unlike Denominators

“What does the expression “chicken feed” mean”

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 Let the learners answer the “What does the expression “chicken feed” mean” on page 87 of
their textbook.

Discuss and summarize the steps on how to add and subtract rational expressions with unlike
denominator.

Illustrate on how to simplify complex fractions by giving examples.

Reflection Entry No. 5

What qualities of the pound-per-pound boxing king Manny Pacquiao make him a great champion? He puts
in 100% effort and focus, work hard, stays humble, and keeps his faith. What can you learn from his
example?

Written Exercises: Let the learners answer exercises on page 94-97 of their textbook.

Simplifying Complex Fractions

Pose this problem on the board.
Carlo has a pie. He shares half of it with Anne. Anne shares half of her pie with Boboy. Boboy shares
half of his pie with me. what part of the whole pie.

This will lead to the discussion of Simplifying Complex Fraction.

Give written exercises on pp.94-95

MATH BINGO

Lesson 2.4 Rational Equations

Solving Rational Equations

Photography
1 1 1
The focal length f of a lens in close-up photography is given by the formula = + where d1 is
f d 1 d2
the distance from the object to the lens and d2 is the distance from the lens to the image.

Suppose a lens has a focal length of 36 millimeters. How far must the object from the lens be if the
distance from the lens to the image is 90 mm?

Review the Polya’s step in problem solving. Guide the learners in solving the given problem.

Summarize the steps in solving a rational equation.

Discuss the examples on pages 120-121 of the textbook.

Reflection Entry No. 6

What is your most favorite photograph? What is the story behind the photo? Thanks to the wonder
of technology, cameras allow us to capture and preserve a moment in our life. Thus, you get to see your
first smile of the first steps you took as a toddler. But life is not still like a photograph. Like time, it keeps
moving forward. That is why we need to make the most of each day that we live. Watch the beautiful movie
“Dead Poets Society and discuss what “carpe diem” means.

Discuss how to solve problems involving rational equations. Use examples in the textbook on pages
122-126.

Written Exercises: Let the learners answer exercises on pages 107-114 of their textbook.

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 Lesson 2.6 Integral Exponents
TOWER OF HANOI

The objective of the puzzle is to move the entire stack to another

rod, obeying the following simple rules:

1. Only one disk can be moved at a time.

2. Each move consists of taking the upper disk from one of
the stacks and placing it on top of another stack i.e. a disk
can only be moved if it is the uppermost disk on a stack.
3. No disk may be placed on top of a smaller disk.

Lead the students to the formulation of formula in finding the

number of moves with respect to the number of discs.

Explanation: With three disks, the puzzle can be solved in seven moves. The minimum number of moves required
to solve a Tower of Hanoi puzzle is 2n - 1, where n is the number of disks.

Let the students answer Exercises: pp. 123-126 and perform Performance Task: p. 127

Give LONG QUIZ

II. MEANING MAKING LESSON NO. 3 LINEAR EQUATIONS

Lesson 3.1 Rectangular Coordinate System

Cartesian Coordinate System

Locate the Seat
The seat plan of Grade 8 prepared by Ms. Terco, the mathematics teacher, is shown below.
GAIL MARK JAMES DAVE

EIGER DANIEL JEROME KYLE

GIAN FELIX LOUIE BRYAN

EDMARL ALVIN DOMINC CARL

TREVOR WADE NICK PAUL

Fill in the missing.

GAIL MARK JAMES DAVE

(1,1) (1,4)
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 Plotting a Point
Practice the students on how to plot points in the Cartesian plane.

Mathematical Challenge: let the students answer p.143

Reflection Entry No.7
Sometimes the same thing that makes one person bitter makes another better. Rene
Descartes, being sickly, could have resigned himself to a less remarkable, even miserable life.
Instead, he used those times in his sick bed to reflect on life and mathematical relationships,
thereby, making some of the most profound discoveries in mathematics.
Reflect on your life. Is there a “liability” in your life that you could turn into an asset? What is
it?

Lesson 3.2 Graphs of Linear Equations in Two Variables

Electronic Weighing Scales

Fruits, vegetables, fish, poultry, and meat are weighed electronically in supermarkets.
Suppose a kilo of fish costs Php 150. How much will you pay for ¼ kg of fish? ½ kg? ¾ kg? 2 kg?
Is it possible to buy 1.35 kg of fish? How much will it cost?

This will lead to the discussion of a linear equation in two variables.

Illustrate on how to graph a linear equations in two variables using table of values and using the
intercept method.
Discuss the examples on pages 172-177 of their textbook.

Practice the students in graphing linear equations in two variables using graphing paper.

Reflection Entry No. 8

Many things in life operate like a linear equation in two variables where certain inputs
result in particular outputs. By investing in friendships, we reap happiness. By working hard, we
reap success. Can you cite other examples in life that appear to be linearly related?
Written Exercises: Let the learners answer exercises on pages 153-157 of the textbook.

Lesson 3.3 Slope of a Line

The World’s Slowest Fish

A sea horse moves around the ocean at just 15 meters per hour. At this rate, how far will the sea
horse be able to travel in 2 hours? 3 hours? 4 hours? 5 hours?

SLOPE STORY:

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 When you are walking in a straight path, you require no extra force for you to reach destination.
Unlike when you are climbing up the hill wherein there is a great that you need to exert to reach the
top. And once you are going down from top there is what you called a negative gravitational pull
because the gravity itself is the one pulling you downward. However, when you are trying to climb a
straight wall, what have you experienced? Very hard right? And sometimes it would be impossible
without a harness that will support us.

Process Questions:
1. What difference have you noticed from the situations given?
2. What concepts do you think are involved in the different situations?
3. What conclusion could you make based on the story?

This will lead to the discussion of the slope.

Discuss the examples on how to find the slope of a line given two points on the line. Use the
examples on page 205-206 of their textbook.

Discuss on how to graph a line using the slope and a point on the line.
Use examples on page 209 for the discussion of the slope-intercept form of an equation of a line.
Reflection Entry No. 8
Have you noticed how the computer and television have taken our time away from doing
physical exercise every day? Consider this:
We squander Health in search of Wealth
We Toil, we Sweat, we Save
Then squander our Wealth in search of Health
And only find the Grave.

Reflection Entry No. 9

There is a strong positive relationship between the strength of a nation and a people’s
attitude towards it. As Salvador H. Laurel puts it, “A nation is only a strong as its people’s pride in
their country.”
What other situations in real life have strong positive relationships.

Let the learners answer the exercises on pages 210-214 of their textbook.
Lesson 3.4 The Equation of a Line

Depreciation of Value
Refer to the explore part on page 170 of their textbook.

This will lead to the discussion of the equation of a line given a point and the slope.

Discuss the examples on pages 215-217 of their textbook.

Discuss on how to obtain the equation of a line, given two points.

Discuss the examples on pages 218-220 of their textbook.

Give examples the application of linear functions in real life situation

 Can you express this relation as a mapping?
 What type of relation is shown by the mapping?

Game: “Tic-Tac-Toe”

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 1 2 3

4 5 6

7 8 9
Mechanics:
Two individuals or groups of individuals will complete. The objective is to get three straight
squares horizontally, vertically, or diagonally. To get a square, one must answer the corresponding
questions correctly, and the square will be marked X. if the opposing team gets a square, that
square will be marked O. he first turn will be determined by tossing a coin. The two opponents take
turns in dropping a square. Each question will have to be answered in 10 seconds or less.

Questions:
1. What is the slope of the function f ( x )=x −4 ?
2. If y=−4 x−2 and y=0, what is x?
3. If (4,y) is in graph of y=3 x−2 , find y.
4. What is the y-intercept of 5 x−2 y=10?
5. What is the x-intercept of 2 x+5 y =10?
6. If P ( k )=8 k−600 , and k =300 , what is P(300)?
7. If (x,6) is in the graph of y=x −7, find x.
8. Describe the trend of 4 x−7 y=28.
9. Describe the direction of the graph of y=−3 x +1. …add parallel questions if needed.

III. TRANSFER PERFORMANCE TASK

You are a school manager and one of your tasks is to make a projection of the school’s annual
enrollment for the next few years. You will come up with a written report of the annual enrollment in your
school for the past 8 years. You will present the projection to the school owner and officials 5 days from
today. Your written report will be evaluated based on the availability of the data, visual appeal of graph,
accuracy of equation of trend line, reasonableness of prediction.

END

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