Lesson Number:

Grade Level/Section: Grade 8 Quarter: Second

Learning Area: Patterns and Algebra Day: First-Second Day
Date:

I. OBJECTIVES
A. Content Standards :
The learner demonstrates understanding the key concepts of rectangular coordinates system.

B. Performance Standards:
The learner is able to formulate real-life problems about rectangular coordinates system.

C. Learning Competencies:
Specific Objectives:
At the end of the lesson, the learner should be able to:
a. Describe the Cartesian Coordinate Plane (x-axis, y-axis, quadrant, and origin)
b. Give a point on a coordinate plane give its coordinates.
c. Given a pair of coordinates, plot the point.
d. Given the coordinates of a point, determine the quadrant where it is located.

II. CONTENT (Subject Matter)

Rectangular Coordinate System

III. LEARNING RESOURCES

A. References
1. Pattern and Practicalities pp. 157-163
2. 21st Century Mathematics
3. Next Century Mathematics

IV. PROCEDURES
A. Reviewing previous lesson or presenting the new lesson.
The seat plan of Section 1-A prepared by Mr. Santos, the adviser, is shown below.
Gail Ryan Sophia Danielle Cathy John Carl Paula
Ariel Shaila Connie Aicas Denisse Jobelle Carla
Rose Faye Ayie Aaron Jerome Kirsten Alice
Cedrick Johanna Edward Ruben Aida Veilant Brian
Gerald Gertrude Xavier Ben Nina Mae Jacob

Teacher’s Table

Mr. Cruz, a mathematics teacher, followed the same arrangement with some modification.
He wrote a pair of numbers against each student’s name in the seat plan. Some of the number
pairs are shown in the seat plan below.

Gail Ryan Sophia Danielle Cathy John Carl Paula

(6, 5)
Ariel Shaila Connie Aicas Denisse Jobelle Carla
(1, 4)
Rose Faye Ayie Aaron Jerome Kirsten Alice
(4, 3)
Cedrick Johanna Edward Ruben Aida Veilant Brian
(2, 2)
Gerald Gertrude Xavier Ben Nina Mae Jacob
(7, 1)

Teacher’s Table
Questions?
1. Can you see any pattern in the number pairs written against each student’s name
Done by Mr. Cruz? Describe the pattern?
2. Using the pattern in number 1, complete the seat plan for Mr. Cruz.
3. Did Mr. Cruz use the pairs of numbers (2, 3) and (3, 2) to refer to the same seat?
If not who occupied the seat numbered (2, 3) and (3, 2)?
B. Establishing a purpose of the lesson.
An axis is a line of reference
Mr. Cruz made use of the idea of the x-y plane or used to help locate a point in the
coordinate plane.
the Cartesian plane (in honor of Rene Descartes)
to remember the names of his students.
The x-y plane or the Cartesian plane is made up of two
perpendicular number lines, one is horizontal
and the other one is vertical, whose point of inter-
section is called the origin. The area on the x and y axes
to the right and above the origin is considered
the positive direction, while the area on the x and y axes
to the left and below the origin is considered
the negative direction. The horizontal line is called the x-axis,
and the vertical line is called the y-axis. The origin is a point of reference
The two axes divide the plane into four quadrants with coordinates (0, 0). It helps
locate a point in the coordinate
that are numbered in a counterclockwise direction,
plane. Coordinates are pair of
as shown in the given figure. numbers that locate a point in
The axes themselves are not part of any quadrant. the coordinate plane.

Every point in the plane can be described in terms of an ordered pair (x, y). The absolute value of x
Indicates its distance from the y-axis, while the absolute value of y indicates the distance from the
x-axis. The value of x and y are also known as the coordinates of the point. The coordinate of the origin
are (0, 0). For the point (2, 3), 2 is the x-coordinate and 3 is the y-coordinate.
(2, 3)
x-coordinate or
abscissa y-coordinate or
ordinate

To locate the point (-3, 2):

- -3 tells how far to move along the x-axis,
So count 2 steps in the negative x-direction.
- The second number in the pair, 2 tells how
far to move in the y-direction, so count 2 steps
in the positive y-direction.

C. Presenting examples/instances of the lesson.

1. Plot the following points: A(2, -1) and B (-3, 4)

Solution:
To locate point A, move 2 units to the right of the origin
and 1 unit down. To locate point B, move 3 units to the
left of the origin and 4 units up.

2. Plot the points C (5, 3) and D (-2, -4).

D. Discussing new concepts and practicing new skills.

1. Find the coordinates of the following points.

a. Point A ____________
b. Point B ____________
c. Point C ____________
d. Point D ____________
e. Point E ____________

E. Developing mastery.
Tell what quadrant in which each of the following points are located.
1. A (6, 4) 6. F (4, -5)
2. B (3, -3) 7. G (2, 4)
3. C (-10, -3) 8. H (0,0)
4. D (3, 0) 9. I (51, 0)
1
5. E (-2, 3) 10. J (2 , 2)
 F. Practical Application of concepts and skills in daily living.
1) The ice cream store wants to locate their new shop halfway between Riverside and Fairview.
Riverside is located at (2, 4) on the grid shown below. Greenville is located at (12, 4).
Where should the shop be located?

G. Generalizations and abstractions about the lesson.

A system for graphing number pairs is called the rectangular coordinate system, or the Cartesian
coordinate system. It is named after Rene Descartes.

To build this system, begin with a number line and then draw another number line perpendicular
to the first, so that their 0 points coincide.

The horizontal line is called the x-axis and the vertical line is called the y-axis. Together they are called
the coordinate axes. The point of intersection of the coordinate axes is called the origin.

The axes divide the coordinate plane into four quadrants, labeled counterclockwise I, II, III, and IV.

The positive value on the y-axis are above the origin and the negative values are below the origin. The
positive values on the x-axis are to the right of the origin and to the left are the negative values.

H. Evaluating learning.
A. Complete each sentence with the correct word or phrase.
1. The point with coordinates (-5, 3) can be graphed on the ____________ coordinate system.
2. The coordinate of the origin is ___________________.
3. The vertical axis of the Cartesian plane is also called the _____________________.
4. The pair of numbers (2, 4) is a/an _______________________ pair.
5. In the ordered pair (7, -8), the -8 is called the _________________________.
6. The x-coordinate is also called the ____________________________.
7. The four regions formed by the coordinate axes are called the _____________________.
8. The intersection of the coordinate axes is called the ___________________________.
9. To plot the point with coordinates (4, -6), start at the _____________ and move 4 units to
the ______________and then move 6 units ___________________.
1 1
10. To plot the point with coordinates (− 2 , 3), start at the ___________ and move 2 unit to the
____________ and then move 3 units _____________________.
B. Plot and label the given points on the coordinate plane.
1. A ( 2, 1)
2. B (-4, 0)
1
3. C (2, − 2)
4. D ( 0, -2)
5. E (-3, -5)

I. Additional activities for application or remediation.

A. Find the coordinates of each point on the graph of the circle.
1. Point A ___________
2. Point B ___________
3. Point C ___________
4. Point D ___________
5. Point E ___________
6. Point F ___________
B. Indicate which quadrant contains the given
point.
7. G (-6, 4) ______________
8. H (-1, -1) _______________
9. I (2, 8) _______________
10. J (-6, 0) _____________

V. REMARKS
VI. REFLECTION
A. No. of learners who earned 60% in the evaluation
Number of learners
who got a score
A. 8 and above
B. 7 and below

B. No. of learners who needs additional activities for remediation those who scored below 80%

C. Did the remedial lesson work?

No. of learners who caught up with the lesson, after remediation/ re teaching.
Number of student who scored 8 and above.

D. No. of learners who continue to need remediation.

Number of learners who scored 7 and below.

E. Which of my teaching strategies worked well? Why did these work?

Pointers why it worked “well”.