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QUARTER I

Subject: MATH Grade Level: 8

Date:
Week : 7 Day 4
__________________
The learner demonstrates understanding of key concepts
of factors of polynomials, rational algebraic
Content Standard expressions, linear equations and inequalities in two
variables, systems of linear equations and inequalities in
two variables and linear functions.
The learner is able to formulate real-life problems
involving factors of polynomials, rational algebraic
expressions, linear equations and inequalities in two
Performance Standard
variables, systems of linear equations and inequalities in
two variables and linear functions, and solve these
problems accurately using a variety of strategies.
Competency 15. Solve problems involving linear
Competency equations in two variables. (M8AL-Ig-2)

I. OBJECTIVES
Knowledge Identifies the steps in solving linear equation in two
variables involving word problems.
Skills Solves problems involving linear equations in two
variables.
Attitude Appreciate the importance of linear equations in real
life problems.
II. CONTENT Solving Linear Equations Two Variables

III. LEARNING RESOURCES

A. References
1. Teacher’s Guide Teacher’s Guide (TG) in Mathematics 8, pp. 100-102
Pages
2. Learner’s Learner’s Module (LM)in Math
Materials Pages
3. Textbook Pages
4. Additional Elementary Algebra 2000, Julita G. Bernabe
Materials
5. Learning Resources
(LR) portal
B. Other Learning
Resources

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IV. PROCEDURES
A. Reviewing or Activity
presenting the new (Note to the Teacher)
lesson 1. The teacher present the problem to class by writing it
on the board and let them read and analyze in a few
minutes.
(Joe has 4 less than 7 times as many shirts as Mark.
Together, Joe and Mark have 140 shirts. How many
shirts does Joe have? How many shirts does Mark
have?)
Expected answer: Joe has 122 shirts and Mark has 18
shirts.
2. Allow them to brainstorm/share their ideas with their
classmates about the given problem.
3. Teacher discusses and identifies the steps in solving
word problem first.
4. The learners must keenly observe the discussion of the
teacher.
B. Establishing a Motive Question:
purpose for the lesson
1. Are there steps in solving word problems?
2. Based on the given problem, what is being asked?
Expected answer: Number of shirts of Joe and Mark
have.
3. What are those steps? (Please see attach in the
discussion)
4. Based on the given problem writing on the board,
what is being asked?
Expected answer: Number of shirts of Joe and Mark
have.
5. What is the given?
Expected answer:
Joe has 4 less than 7 times as many shirts as Mark:

Together, Joe and Mark have 140 shirts:

5. How did you solve the problem?

Note to the teacher (Refer to the attachment discussion

the steps in solving Linear Equation involving word
problems). Let the teacher drives the lesson on this part.
C. Presenting examples ACTIVITY1. Solving Problem
of the new lesson
1. One number is 6 less than times another number and
their sum is 62. Find the numbers.

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Solutions:
Let x = one number
y = other number
x = 3y – 6 one number

x + y = 62 The sum of the two numbers

Substitute x = 3y – 6 into x + y = 62;

3y – 6 + y = 62
4y = 62 + 6
4y = 68
y = 17
Substitute y = 17 into x = 3y – 6;
x = [ 3(17) – 6]
x = (51 – 6)
x = 45

Therefore, the number are 17 and 45

Age Problem
2. Carmen is 12 years older than David. Five years ago
the sum of their ages was 28. How old are they now?

Solutions: Using table.

Age Now - 5 Five years ago is – 5

Carmen x + 12 in the change
David X column.

Age Now -5
Carmen x + 12 x + 12 - 5
David X x–5

Age Now -5
Carmen x + 12 x+7
David X x–5

David + Carmen = 28 The sum of their age

(x – 5) + ( x + 7) = 28

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2x + 2 = 28
2x = 28 – 2
2x = 26
x = 13
Age Now
Carmen 13 + 12 = 25
David 13

Expected answer: Carmen is 25 and David is 13

D. Discussing new The sum of two numbers is 14 and their difference is 2.
concepts and Find the numbers.
practicing new skills Answer: First number is 6
#1 Second number is 8.

E. Discussing new ACTIVITY 2.

concepts and 1. If the numerator of a fraction is increased by 2 and
practicing new skills the denominator by 1, it becomes 1. In case, the
#2 numerator is decreased by 4 and the denominator by 2,
it becomes 1/2. Find the fraction.
7
Answer: (8)
2. A park charges ₽10 for adults and ₽5 for kids. How
many adults’ tickets and kids tickets were sold, if a total
of 548 tickets were sold for a total of ₽3750?
Answer: (the number of adults tickets
sold is 202 and kid’s ticket is 346.

F. Developing Mastery ACTIVITY 3.

(Note to the teacher, This activity will be is done by
pair

Lester is older than John by 7 years. 15 years back

John's age was 3/4 of Lester's age. Find their
present ages?
Answer: (John age is 36 and Lester age is 43.)
G. Finding practical In a basketball game, the number of points scored by
applications of the Miners was equal to 20 less than twice their
concepts and skills in opponent’s score. The total number of points scored
daily living was 127. What was the total score?
Answer: Opponents score is 49; Miners score
is 78
H. Making Guide Questions for Generalization:
Generalizations and

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abstractions about 1. What are the steps in solving linear equation involving
the lesson word problems? (Refer to attachment discussion)

2. How did you solve linear equation in two variables

word problems? (Elimination or Substitution methods)

I. Evaluating learning Solve the problems involving linear equations into

variables.
1. Pat is 20 years older than his son James. In two years
Pat will be twice as old as James. How old are they now?
Answer: James is 18 and Pat is 38
2. Mike is 4 years older than Ron. In two years, the sum
of their ages will be 84. How old are they now?
Answer: Ron is 38 and Mike is 42
3. A number is 12 more than the other. Find the
numbers if their sum is 48.
Answer: 18 and 30
J. Additional Divide 36 into two parts in such a way that 1/5 of one
Activities for part is equal to 1/7 of the other.
application or Answer: 15 and 21
remediation
V. REMARKS

VI. REFLECTION
A. No. of learners who A. ____No. Of learners who earned 80% in the
earned 80% in the evaluation.
evaluation
B. No. of learners who B. ____No. Of learners who require additional activities
require additional for remediation.
activities for remediation
C. Did the remedial C. Did the remedial lessons work? ____No. of Learners
lessons work? No. of who have caught up the lesson.
learners who have
caught up the lesson
D. No. of learners who D. ____No. of learners who continue to require
continue to require remediation
remediation
E. Which of my teaching Stragegies used that work well:
strategies worked well? ___Group collaboration
Why did these work? ___Games
___Powerpoint Presentation
___Answering preliminary activities/exercises

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___Discussion
___Case Method
___Think-Pair-Share(TPS)
___Rereading of Paragraphs/Poems/Stories
___Differentiated Instruction
___Role Playing/Drama
___Discovery Method
___Lecture Method
Why?
___Complete Ims
___Availability of Materials
___Pupil’s eagerness to learn
___Group member’s Cooperation in doing their tasks
F. What difficulties did I ___Bullying among pupils
encounter which my ___Pupil’s behavior/attitude
principal and supervisor ___Colorful Ims
help me solve? ___Unavailale Technology
Equipment (AVR/LCD)
___Science/Computer/Internet Lab
___Additional Clerical works
___Reading Readiness
G. What innovation or
localized I used/discover
which I wish to share
with other teacher?

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ATTACHMENT
Session: ( 2 day)

Content: Linear Equations in Two Variables

DISCUSSIONS:
Linear Equations in Two Variables

Linear equations in two variables If a, b, and r are real numbers

(and if a and b are not both equal to 0) then ax+by = r is called a linear
equation in two variables. (The “two variables” are the x and the y.) The
numbers a and b are called the coefficients of the equation ax+by = r. The
number r is called the constant of the equation ax + by = r.

1. Substitution method

In this method, we will solve one of the equations for one of the variables
which will be in terms of other variable and substitute this into the other
equation. This will result in one equation with one variable that we can
solve. Once this is solved we substitute this value back into one of the
equations to find the value of the remaining variable.

2. Elimination method

In this method, we multiply one or both of the equations by appropriate

numbers (i.e. multiply every term in the equation by the number) so that
one of the variables will have the same coefficient as in other equation
with opposite signs. Then, the next step is to add the two equations
together. Since one of the variables is having the same coefficient with
opposite sign it will be eliminated when we will add the two equations.
The result will be a single equation in one variable that we can solve for
one of the variables. Once this is done substitute this answer back into
one of the original equations to get a value of another variable.

Steps in solving word problems:

1. Read the problem carefully to determine what the problem is saying

and what it is asking for. Read it as many times as necessary to
understand it.
2. Read the problem again and write down details.
i. Make diagrams, charts or drawings to help visualize the
problem.
ii. Assign a letter to represent the unknown quantity (or one of the
unknowns if there is more than one) and write down the letter
and what it represents. Example: Let x = cost per unit

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iii. Determine what units the solution should have and write this
down.
iv. If there is more than one unknown quantity to find, establish and
write down the relationships among the unknowns.
If there is no such relationship, assign other letter(s) to
represent the other unknown(s). Remember that to find a
unique solution you must be able to write down as many
equations as you have letters representing unknowns.
v. If there are several known quantities given in the problem, it
may be helpful to write them down in tabular form.
vi. Key words – to determine what unknown quantity you are asked
to find, look for key words such as how many, how much, what
is, find, how long.
vii. Associated words – find the word or words associated with the
key words.
Examples: (Key words are underlined, associated words are in
italics)
 How many papers did he sell?
 How much money was left?
 What are the lengths of the two bars?
 Find the dimensions of the rectangle.
 How long will it take for John to save $200?
 Determine the percentage increase in the price per unit.
viii. For complicated problems, it may help to write down in your
own words what question is being asked.

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SUPPLEMENTARY ACTIVITIES

Note: The activities included here will be used only when needed.

DIRECTION: Solve the following problems.

1. A is now 34 years old, and B is 4 years old. In how many years will A be twice as old
as B?

2. A man’s age is 36 and that of his daughter is 3 years. In how many years will the man
be 4 times as old as his daughter?

3. The length of the rectangle exceeds its breadth by 3 cm. If the length and breadth are each
increased by 2 cm, then the area of new rectangle will be 70 sq. cm more than that of the given
rectangle. Find the length and breadth of the given rectangle.

4. The cost of a pencil is 25 cents more than the cost of a eraser. If the cost of 8 pencils and 10
erasers is $12.80, find the cost of each.

5. The age of the older of two boys is twice that of the younger; 5 years ago it was three
times that of the younger. Find the age of each.

6. A pitcher is 30 years old, and a vase is 22 years old. How many years ago was the pitcher
twice as old as the vase?

7. Marge is twice as old as Consuelo. The sum of their ages seven years ago was 13. How
old are they now?

8. The sum of Jason and Mandy’s age is 35. Ten years ago Jason was double Mandy’s age.
How old are they now?

9. A silver coin is 28 years older than a bronze coin. In 6 years, the silver coin will be twice
as old as the bronze coin. Find the present age of each coin.
10. A class of 42 students, the number of boys is 2/5 of the girls. Find the number of boys
and girls in the class.

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REFERENCES

A. DepEd INSTRUCTIONAL MATERIALS: Mathematics Learners Module 8

B. BOOKS AND OTHER REFERENCES

Elementary Algebra 2000, Julita G. Bernabe

C. INTERNET SOURCES:

www.google.ph.com

https://resources.saylor.org/wwwresources/archived/site/wp-content/uploads/2012/07/1.9-
Age-Practice.pdf

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