Math Grade 8 Q2 PDF

ACKNOWLEDGMENT
With deep appreciation and gratitude for the expertise and collaborative
efforts of various individuals as members of the Development Team on the writing,
editing, validating, and printing of the Contextualized Prototype Daily Lesson Plans
in Mathematics 8 (Second Quarter).
WRITERS
Flocerpida B. Barias Regine B. Bueno Rowena B. Benoyo

Romer B. Brofas Vicky B. Bermillo Raquel B. De Mesa
Ruben B. Boncocan Jr. Efleda C. Dolz Rigor B. Bueno I
Hilda J. Carlet Sylvia B. Sariola Maria Elvira R. Estevez
EDITORS
Marjorie J. Bueno Desiree B. Canicula

Dioleta B. Borais
VALIDATORS
Aladino B. Bonavente Nerissa A. Mortega

Clemencia G. Borais Efleda C. Dolz
Dioleta B. Borais
DEMONSTRATION TEACHERS
Nelly N. Nocillado Senen C. Dolz, Jr. Jennifer B. Binasa

Nancy A. Montealagre Nerissa A. Mortega Marilou B. Borja
Elsa B. Arevalo Owen B. Corral Analyn B. Lovendino
Rigor B. Bueno I John Mark M. Bernarte Mary Ann B. Boncodin
Ma. Concepcion M. Bonganay Rowena B. Benoyo Flocerpida B. Barias
LAY-OUT ARTIST
Marisol B. Boseo Ruel Brondo

Cristita L. Beguiras Nora B. Corañez
DIOLETA B. BORAIS
Education Program Supervisor, Mathematics
MARVIN C. CLARINA
Chief, Curriculum Implementation Division
BERNIE C. DESPABILADERO
Asst. Schools Division Superintendent
MARIANO B. DE GUZMAN
OIC, Schools Division Superintendent
Table of Contents
ACKNOWLEDGMENT .................................................................................................. ii
Illustrates linear inequality in two variables (M8AL-IIa-1) ........................................... 1
Differentiates linear inequalities in two variables from linear equations in two
variables (M8AL-IIa-2) ....................................................................................... 6
Graphs linear inequalities in two variables (M8AL-IIa-3) ............................................. 9
Solves problems involving linear inequalities in two variables (M8AL-IIa-4) ............. 12
Solves a system of linear inequalities in two variables (M8AL-IIb-1).......................... 15
Solves problems involving systems of linear inequalities in two variables (M8AL-IIb-2)
...................................................................................................................................... 25
Illustrates a relation and a function (M8AL-IIc-1) ........................................................ 35
Verifies if a given relation is a function (M8AL-IIc-2)................................................... 39
Determines dependent and independent variables (M8AL-IIc-3) ............................... 44
Finds the domain and range of a function (M8AL-IId-1) ............................................. 51
Illustrates a linear function (M8AL-IId-2) ..................................................................... 63
Graphs a linear functions: (M8AL-IId-e-1) ................................................................... 67
a) domain
b) range
c) table of values
d) intercepts
e) slope
Solves problems involving linear functions (M8AL-IIe-2) ............................................ 80
Determines the relationship between the hypothesis and the conclusion of an
if-then statement (M8GE-IIf-1) ......................................................................... 86
Transforms a statement into an equivalent if-then statement (M8GE-IIf-2) ............... 94
Determines the inverse, converse, and contrapositive of an if-then statement
(M8GE-IIg-1) .................................................................................................. 101
Illustrates the equivalences of: (M8GE-IIg-2) ............................................................ 108
a) the statement and its contrapositive, and
b) the converse and inverse of a statement
Uses inductive and deductive reasoning in an argument (M8GE-IIh-1) ................... 115
Writes a proof (both direct and indirect) (M8GE-IIi-j-1) ............................................. 129
Pre-Test and Post -Test
(M8AL-IIa-1) Day 1: Illustrates Linear Inequality in Two Variables
School: Grade Level: 8

Teacher: Learning Area: MATHEMATICS
Time and Quarter:
SECOND-Wk 1 Day 1
Date:
I. OBJECTIVES:
A. Content Standards: The learner demonstrates understanding of key concepts
of linear inequalities in two variables.
B. Performance The learner is able to formulate and solve accurately real-
Standards: life problems involving linear inequalities in two variables.
C. Learning Competency: The learner illustrates linear inequalities in two variables.
LC Code:
M8AL-IIa-1
II. CONTENT: Illustrating Linear Inequalities in Two Variables.
III. LEARNING
RESOURCES:
A. References
1. Teacher’s Guide pp. 239-240
Pages
2. Learner’s Guide pp. 216-217
Pages
3. Textbook Pages
4. Additional Material
from Learning
Resource Material
B. Other Learning
Resources
IV. PROCEDURES: Advanced Learners Advanced Learners
A. Motivation/ Activity 1 Activity 1
Preliminary Activity:
“When Does Less “What Is My Symbol?”
Become More?”
Direction: Write the symbol of the
Direction: Answer orally. following phrases.
Supply each phrase with
what you think the most 1) is greater than
appropriate word. 2) is less than
Explain your answer 3) is greater than or equal to
4) is less than or equal to
briefly.
5) is not equal to
1) Less money, more Questions:

__________
a) How did you come up with
2) More profit, less
your answer?
___________
b) Is it easy or difficult to write
3) More smile, less
the symbol? why?
___________
4) Less make-up,
more _________
1
5) More peaceful, less
_________
Questions:
a) How did you come
up with your
answer?
b) When do we use
the word “less”?
How about
“more”?
c) When does less
really become
more?
d) How do you
differentiate the
meaning of “less”
and “less than”?
e) How do you
differentiate the
meaning of “more”
and “more than”?
f) How are these
terms used in
mathematics?
B. Presentation of the
Lesson
1. Problem Opener/ Activity 2
Group Activity
“Translate Me!”
 Direction: Translate the following mathematical

sentences or statements to mathematical symbols.
1) 𝑥 is greater than five. 1) 𝑥 is less than two.

2) Four times a number 2) Three times a number 𝑥 is
𝑥 is greater than or greater than or equal to
equal to thirty. nine.
3) The sum of 𝑥 and 𝑦 3) The difference of 𝑥 and 𝑦 is
is less than twelve. greater than seven.
4) The difference of 𝑥 4) The sum of 𝑥 and 𝑦 is less
and 𝑦 is less than or than or equal to four.
equal to five.
𝑥>5
𝑥<2
4𝑥 ≥ 30 3𝑥 ≥ 9
𝑥 + 𝑦 < 12 𝑥−𝑦>7
𝑥−𝑦≤5
𝑥+𝑦≤4
2
2. Processing the Questions:
answer a) Describe the translated mathematical statements/
sentences?
b) What do you call the first two mathematical
statements? How about the last two mathematical
statements?
c) Which of the mathematical statements show linear
inequality in one variable? How about linear inequality
in two variables?
d) Give the form of linear inequality in two variables.
(The teacher will emphasize the meaning and form of linear

inequality in two variables.)
A linear inequality in two variables is an inequality that can

be written in one of the following forms:
𝐴𝑥 + 𝐵𝑦 < 𝐶 𝐴𝑥 + 𝐵𝑦 ≤ 𝐶
𝐴𝑥 + 𝐵𝑦 > 𝐶 𝐴𝑥 + 𝐵𝑦 ≥ 𝐶
e) Give at least two examples of linear inequality in two

variables.
Example #1: 4𝑥 − 𝑦 > 5
Example #2: 𝑥 + 3𝑦 ≤ 9
3. Reinforcing of the Illustrate linear Illustrate linear inequality in

skills inequality in two two variables in the following
variables in the situations,
following situations.
A. Eric bought two ballpens
A. Sylvia bought two and three pencils. The total
blouses and a pair amount he paid for the
of pants. The total items is not more than Php
amount she paid 25. Let b represents for
for the items is not ballpen and p for pencil.
more than Php 890.
Let 𝑏 represents for B. The daily school allowance
blouse and 𝑝 for a of Jingrick (J) is more than
the daily allowance of
pair of pants.
Andrew (A). Show the
inequality model.
B. The daily school
allowance of Jj (J)
is less than the
daily school
allowance of Lek
(L). Show the
inequality model.
3
4. Summarizing the How do you illustrate/ write linear inequalities in two
Lesson variables?
Illustrate linear Match column A with column B

C. Assessment: inequality in two to illustrate the linear inequality
variables in the in two variables. Write the letter
following situations. only.
1) The value of one
Philippine peso (p) Column A Column B
is less than the
1) The value of one a) 𝑔 ≥ 2𝑏
value of one US Philippine peso (p)
dollar (d). is less than the b) 𝑔 ≥ 𝑏
2) According to the value of one US
dollar (d). c) 𝑓 > 𝑐
PSA, there are 2) According to the
more female (f) PSA, there are
d) 𝑏 + 𝑠 ≤ 1800
Filipinos than male more female (f)
Filipinos than male
(m) Filipinos. (m) Filipinos. e) 𝑝 < 𝑑
3) The number of 3) The number of girls
(g) in the band is f) 𝑏 + 𝑠 ≥ 1800
girls (g) in the not less than twice
band is not less the number of boys g) 𝑓 > 𝑚
than twice the (b)
4) The expenses for h) 𝑏 − 𝑠 ≤ 1800
number of boys (b) food (f) is greater
4) The expenses for than the expenses
food (f) is greater for clothing (c).
5) Amparo bought at
than the expenses most Php 1800 for
for clothing (c). bags (b) and shoes
(s).
5) Amparo bought at
most Php 1800 for
bags (b) and
shoes (s).
D. Agreement/ Illustrate the linear inequality in two variables.

Assignment: 1) The total amount Eduardo paid for 2 kilos of beef (b)
and 3 kilos of fish (f) is less than Php 700.
2) Mrs. Cruz gave the cashier 500-peso bill for 3 adult’s
tickets and 5 children’s tickets that costs more than Php
400.
V. REMARKS:
VI. REFLECTION:
A. No. of learners who
earned 80% in the
evaluation
B. No. of learners who
require additional
activities for
remediation who
scored below 80%
C. Did the remedial
lesson work? No. of
learners who caught
up with the lesson
4
D. No. of learners who
continue to require
remediation.
E. Which of my teaching
strategies worked
well? Why did these
work?
F. What difficulties did I
encounter which my
principal or supervisor
can help me solve?
G. What innovation or
localized materials did
I use/discover which I
wish to share with
other teachers?
5
(M8AL – 11a - 2) Day 2 - Differentiates Linear Inequalities in Two
Variables from Linear Equations in Two Variables
Time and Quarter:
SECOND Wk 1 Day 2
Date:
I. OBJECTIVES:
A. Content Standards: The learner demonstrates understanding of key
concepts of linear inequalities in two variables.
B. Performance Standards: The learner is able to formulate and solve accurately real
–life problems involving linear inequalities in two
variables.
C. Learning Competency: The learner differentiates linear inequalities in two
LC Code: variables from linear equations in two variables.
M8AL-IIa-2
II. CONTENT: Differentiating Linear Inequalities in Two Variables from
Linear Equations in Two Variables.
III. LEARNING
RESOURCES:
C. References
Pages
Pages
7. Textbook Pages
from Learning
Resource Material
D. Other Learning
Resources
B. Motivation/
Preliminary Activity: Activity 1
“Where Do I Belong?”
Direction: Post the rectangular strips randomly on the

board, then let the students group them in either “Team
Equal” or “Team Unequal”.
𝑦 = 2𝑥 + 1 3𝑥 + 4𝑦 < 15
3𝑥 + 4𝑦 = 15
𝑦 > 2𝑥 + 1 10 − 5𝑦 = 7𝑥
𝑦 = 6𝑥 + 12 9𝑦 − 8 < 4𝑥
𝑦 ≤ 6𝑥 + 12
10 − 5𝑦 ≥ 7𝑥 9𝑦 − 8 = 4𝑥
6
Lesson
5. Problem Opener/ Group
Activity Activity 2
“Express Yourself”
Direction: Shown below are two sets of mathematical

statements. Use these to answer the questions that
follow.
𝑦 = 2𝑥 + 1 𝑦 > 2𝑥 + 1
3𝑥 + 4𝑦 = 15 10 − 5𝑦 = 7𝑥 3𝑥 + 4𝑦 < 15 10 − 5𝑦 ≥ 7𝑥
𝑦 = 6𝑥 + 12 9𝑦 − 8 = 4𝑥 𝑦 ≤ 6𝑥 + 12 9𝑦 − 8 < 4𝑥
6. Processing the answer 1. How do you describe the mathematical

statements in each set?
2. What do you call the left member and the right
member of each mathematical statement?
3. How do you differentiate 2𝑥 + 1 from 𝑦 = 2𝑥 +
1 ? How about 9𝑦 − 8 and 9𝑦 − 8 = 4𝑥?
4. How would you differentiate mathematical
expressions from mathematical equations?
5. How do you differentiate 𝑦 = 2𝑥 + 1 from 𝑦 >
2𝑥 + 1 ?
6. How would you differentiate mathematical
equations from mathematical inequalities?
Let the students give at least three examples of

mathematical equations and inequalities in two
variables.
7. Reinforcing of the skills Activity 3
“That’s Me!”
Tell which of the following is a linear equation or

linear inequality in two variables. Explain your answer.
a. The difference between the weight of Diana
(D) and Princess (P) is 26 kg.
b. The price of a motorcycle (m) less Php 36 000
is less than or equal to the price of a bicycle
(b).
c. Seven times the number of male teacher (m)
is the number of female teachers (f).
d. The expenses for food (f) is greater than the
expenses for clothing (c).
e. The total amount Jose paid for two kilos of
chicken (c) and 3 kilos of pork (p) is Php 850.
7
8. Summarizing the How do you differentiate linear inequalities in two
Lesson variables from linear equations in two variables?
(The teacher can use a game to answer the assessment

C. Assessment: part.)
Tell which of the following mathematical statements
shows a linear equation or a linear inequality in two
variables.
1. 3𝑥 − 𝑦 ≥ 12 1. 𝑥 − 𝑦 > 6
2. 19 = 𝑥 + 𝑦 2. 𝑥 = 𝑦 + 3
2 1
3. 𝑦 = 𝑥 3. 𝑦 = 𝑥
5 2
4. 𝑥 < 2𝑦 + 5 4. 𝑥 ≥ 5 − 2𝑦
5. 7(𝑥 + 3) ≥ 2𝑦 5. 2(𝑥 + 1) ≥ 𝑦
6. 𝑥−𝑦=4 6. 𝑥−𝑦=8
7. 2𝑥 > 𝑦 − 4 7. 2𝑥 < 𝑦 − 3
1 1 1 1 1 1
8. 𝑥 + 𝑦= 8. 𝑥 + 𝑦=
4 5 2 2 3 4
9. 𝑦 ≤ 2𝑥 − 3 9. 𝑦 ≤ 3𝑥 − 2
10. 2(𝑥 + 1) = 5𝑦 10. 2(𝑥 − 1) = 3𝑦
E. Agreement/ Answer Activity 4 “What Am I?” on p. 219 of LM

Assignment:
V. REMARKS:
VI. REFLECTION:
earned 80% in the
evaluation
require additional
activities for remediation
who scored below 80%
C. Did the remedial lesson
work? No. of learners
who caught up with the
lesson
continue to require
remediation.
strategies worked well?
Why did these work?
encounter which my
can help me solve?
localized materials did I
use/discover which I wish
to share with other
teachers?
8
(M8AL – 11a - 3) Day 3 - Graphs Linear Inequalities in Two
Variables
Time and Quarter:
SECOND Wk 1 Day 3
Date:
I. OBJECTIVES: The learner demonstrates understanding of key concepts

A. Content Standards: The learner is able to formulate and solve accurately real –
life problems involving linear inequalities in two variables.
B. Performance The learner graphs linear inequalities in two variables.
Standards: M8AL-IIa-3
C. Learning Competency: Graphing Linear Inequalities in Two Variables.
LC Code:
II. CONTENT:
III. LEARNING
RESOURCES:
A. References pp. 243-247
Pages
2. Learner’s Guide
Pages
3. Textbook Pages
from Learning
Resource Material
B. Other Learning
Resources
A. Motivation/ Activity 1
Preliminary Activity:
“Graph it. A Recall”
Given: 𝑦 = 𝑥+2
 What is the slope(m)?

 What is the y-intercept (b) ?
 Show the graph of 𝑦 = 𝑥 + 2 using the slope-intercept
method.
Lesson
Group Activity
“Infinite Points…”
Direction: Below is the graph of linear equation 𝑦 = 𝑥 + 2.
Use the graph to answer the following questions.
9
𝑦
𝑦 = 𝑥+2

answer 1. How would you describe the line in relation to the plane
where does it lies?
2. Name 4 points on the line 𝑦 = 𝑥 + 2 . What can you say
about the coordinates of these points?
3. Name 4 points not on the line 𝑦 = 𝑥 + 2. What can you
say about the coordinates of these points?
4. What mathematical statement would describe all the
points on the left side of the line 𝑦 = 𝑥 + 2?
How about all points on the right side of the line
𝑦 = 𝑥 + 2?
5. What conclusion can you make about the coordinates of
points on the line and those which are not on the line?
(The teacher will emphasize the steps on how to graph linear
inequality in two variables.)
Step 1: Replace the inequality symbol with an equal sign.

The resulting equation becomes the plane divider.
Step 2: Graph the resulting equation with a solid line if the

original inequality contains ≤ or ≥. The solid line
indicates that all points on the line are part of the
solution of the inequality. If the inequality contains
< or > symbol, use a dash or a broken line. The
dash or broken line indicates that the coordinates
of all points on the line are not part of the solution
set of the inequality.
Step 3: Choose a test point preferably (0,0) and test

whether the ordered pair will satisfy the inequality
or not. If the ordered pair satisfies the inequality,
shade the region that includes the test point. If not,
shade the region that does not include the test
point.
(The teacher will discuss examples in graphing linear

inequality in two variables)
10
Example 1: Example 1:
Graph 𝑥 + 𝑦 > 6 Graph 𝑥 + 𝑦 > 3
Example 2: Example 2:
Graph 𝑦 ≤ 𝑥 − 5 Graph 𝑦 ≤ 𝑥 − 2
2. Reinforcing of the Graph each of the following Graph each of the following
skills inequalities. Use a graphing inequalities. Use a graphing
paper. paper.
1. 𝑥 + 2𝑦 < 4 1. 𝑥 − 𝑦 ≤ 2
2. 𝑦 ≥ 4𝑥 − 1 2. 𝑦 > 𝑥 − 3
3. Summarizing the How do you graph linear inequality in two variables?
Lesson
Graph the following linear Graph the following linear

C. Assessment: inequalities in two variables. inequalities in two variables.
A. 𝑥 + 3𝑦 < 6 A. 𝑥 + 𝑦 < 4
B. 𝑦 > 𝑥 − 2 B. 𝑦 ≥ 𝑥 − 3
4. Agreement/ Answer Activity 10 “Color Me!” on pp. 228-229 of LM

Assignment:
V. REMARKS:
VI. REFLECTION:
earned 80% in the
evaluation
require additional
activities for
remediation who
scored below 80%
C. Did the remedial
lesson work? No. of
learners who caught
up with the lesson
continue to require
remediation.
strategies worked
well? Why did these
work?
encounter which my
can help me solve?
wish to share with
other teachers?
11
(M8AL – 11a - 4) Day 4 - Solves Problems involving Linear
Inequalities in Two Variables

Time and Quarter:
SECOND Wk 1 Day 4
Date:
I. OBJECTIVES:
A. Content Standards: The learner demonstrates understanding of key concepts
B. Performance The learner is able to formulate and solve accurately real –
Standards: life problems involving linear inequalities in two variables.
C. Learning Competency: The learner solves problems involving linear inequalities in
LC Code: two variables.
M8AL-IIa-4
II. CONTENT: Solving Problems Involving Linear Inequalities in Two
Vvariables.
III. LEARNING
RESOURCES:
B. References
Pages
Pages
3. Textbook Pages
from Learning
Resource Material
5. Other Learning
Resources
IV. PROCEDURES: Advance Learners Advance Learners
C. Motivation/
Preliminary Activity: Activity 1
“Come and Test Me!”
Direction: State whether the given ordered pair is a solution

of the linear inequality in two variables. Justify your answer.
1. 𝑥 + 𝑦 > 10 ; (7,2) 1. 𝑥 + 𝑦 >5 ; (3,4)

2. 𝑥 − 𝑦 ≤ 5 ; (8,10) 2. 𝑥 − 𝑦 ≤ 2 ; (10,9)
3. 𝑦 < 𝑥 + 2 ; (−3, −1) 3. 𝑦 < 𝑥 + 1 ; (2,3)
Lesson
Group Activity
“Make it Real!”
Direction: Read each problem and answer the following
questions.
12
Problem #1: The difference between Jj’s height and
Jingrick’s height is not more than 1.5 ft.
Problem #2: The total amount Jurene paid for 5 kilos of
rice and 2 kilos of fish is less than Php 600.
6. Processing the 1. Consider problem #1 and answer the following questions.

answer a) What mathematical statement represents the
difference in the height’s of Jj and Jingrick? Define
the variables used.
b) Based on the mathematical statement you have
given, who is taller? Why?
c) Suppose Jj’s height 5 ft and 3 in, what could be the
height of Jingrick in inches? Explain your answer.
2. Consider problem #2 and answer the following questions.
a) What mathematical statement represents the total
amount Jurene paid? Define the variables.
b) Suppose a kilo of rice costs Php 35, what could be
the greatest cost of a kilo of fish to the nearest
pesos?
c) Suppose Jurene paid more than Php 600 and each
kilo of rice costs Php 34, what could be the least
amount she will pay for 2 kilos of fish to the nearest
pesos?
7. Reinforcing of the Mrs. Roxas gave Mrs. Roxas gave the cashier
skills the cashier Php 500- Php 300-peso bill for 3 adult’s
peso bill for 3 adult’s tickets (A) and 4 children’s
tickets (A) and 5 tickets (C) that cost more than
children’s tickets (C) Php 250. Suppose an adult
that cost more than Php ticket costs Php 50, which could
400. Suppose an adult be the cost of a children’s ticket?
ticket costs Php 75, a) Php 20
which could be the cost b) Php 25
of a children’s ticket? c) Php 30
a) Php 60 d) Php 40
b) Php 45
c) Php 35
d) Php 30
8. Summarizing the How do you solve problems involving linear inequality in

Lesson two variables?
Solve the following problems.

C. Assessment: 1. The length of a rectangle is 14 m. What are the possible
width that will give a perimeter less than 40 m?
2. Jude is 5 years older than Golda. The sum of their ages
is less than 35. Calculate their ages.
9. Agreement/ Answer 4 and 5 under Activity 15 on p. 236 of LM

Assignment:
V. REMARKS:
VI. REFLECTION:
13
earned 80% in the
evaluation
require additional
activities for
remediation who
scored below 80%
C. Did the remedial
lesson work? No. of
learners who caught
up with the lesson
continue to require
remediation.
strategies worked
well? Why did these
work?
encounter which my
can help me solve?
wish to share with
other teachers?
(M8AL-IIb-1) Day 1: Graphs Systems of Linear Inequalities in Two

Variables
14
Time and Quarter:
SECOND, Wk 2 Day 1
Date:
I. OBJECTIVES:
A. Content Standards: The learner demonstrates key concepts of systems of
linear inequalities in two variables.
B. Performance The learner is able to formulate and solve accurately real-
Standards: life problems involving systems of linear inequalities in two
variables.
C. Learning Competency: The learner graphs system of linear inequalities in two
LC Code: variables.
(M8AL-IIb-1)
II. CONTENT: Graphing System of Linear Inequalities in Two Variables
III. LEARNING
RESOURCES:
E. References
9. Teacher’s Guide
316-318
Pages
292-294
Pages
11. Textbook Pages
12. Additional
Material from
Learning Resource
Material
F. Other Learning
Resources
IV. PROCEDURES: Advance Learners Average Learners
D. Motivation/
Preliminary Activity: Some of the following are examples of linear inequalities
in two variables. Answer the trivia below by choosing the
letter that corresponds to the linear inequalities.
G. 3x + y ≥ 10 K. 4x + 7y =18
E. 5x – y > 12 A. 5x + 3y = 20
A. 2x + 3y ≤ 15 A. x + 2y ≤ 7
H. 3x – 4y ≤ 8 A. 2x + 5y ≥ 10
TRIVIA:
It is a material used in producing the Bicol’s native
products like bags, lanterns and furnitures.
_____ _____ _____ ______ _____
Lesson
15
10. Problem Opener:
 If 4x + 7y =18 and 5x + 3y = 20 are paired we call
them as system of linear equation.
 If we pair 3x + y ≥ 10 and 2x + 3y ≤ 15, what do we
call them?
11. Group Activity
The class will be divided into 5 groups to perform an
activity. (Please see the attached activity sheet).
12. Processing the  How did you graph each pair of linear equations
answer and linear inequalities?
 What do you call a pair of linear equation in two
variables? What do you call a pair of linear
inequality in two variables?
 How would you describe the graph of system of
linear equations and systems of linear inequalities?
 How would you differentiate the graphs of system of
linear equations and inequalities in two variables?
 Based from the graphs, what can you say about the
solutions of the systems of linear equations and
inequalities?
 What kind of graph does a system of linear
inequalities have?
 How many solution does each system have?
Note:
 A system of linear inequalities consists of two or
more linear inequalities.
 The graph of system of linear inequalities is a
double shaded region.
13. Reinforcing of the Graph the following systems of linear inequalities. (Verify
skills students’ answer using any Math Applications e.g. GEO
GEBRA or GRAPES675_en)
1. 5x + y > 3 2. y > 2x + 7
y≤x–4 2x – y < 12
14. Summarizing the  What is a system of linear inequalities in two variables?
Lesson  How will you describe each inequality in a system?
 What kind of graph does a system of linear inequality
have?
 How is the system of linear inequalities in two variables
used in solving real-life problems and in making
decisions?
Draw the graphs of the following systems of linear
C. Assessment: inequalities: (Activity sheet will be provided)
1. x + y ≥ 2
x–y≤2
16
F. Agreement/ Draw the graphs that are being illustrated in the problem
Assignment: below:
Mrs. Burgos wants to buy at least 30 kilos of pork and beef

for her restaurant business but has to spend no more than
Php 12,000. A kilo of pork costs Php 180 and a kilo of beef
costs Php 220.
a. What mathematical statements represent the given
situation?
b. Draw and describe the graphs of the mathematical
statements.
V. REMARKS:
VI. REFLECTION:

earned 80% in the
evaluation
require additional
activities for
remediation who
scored below 80%
C. Did the remedial
lesson work? No. of
learners who caught
up with the lesson
continue to require
remediation.
strategies worked
well? Why did these
work?
encounter which my
can help me solve?
wish to share with
other teachers?
17
Day 1: Graphing Systems of Linear Inequalities in Two Variables
ACTIVITY SHEET (Group Activity)
NAME:________________________________________________ Score: __________

GRADE AND SECTION:__________________________DATE:____________________
Directions:
 Draw the graph of each pair of linear equation and inequality in two variables
on a separate Cartesian Plane.
 Be able to explain your work by answering the questions below.
Group 1:
A. x + y = 8 B. x + y ≥ 7
x + y = -3 3x – y ≤ 9
Group 2:
A. 3x – y = 7 B. y > 2x -9
x + 3y = -4 y < 4x + 1
Group 3:
A. 3x + y = -2 B. x + y < 12
x + 2y = -4 y ≤ -3x + 5
Group 4:
A. 6x + 2y = -4 B. 2x + 2y < 24
2x + 4y = -8 2y ≤ -6x + 10
Group 5:
A. 2x + 2y = 16 B. 2x + 2y ≥ 14
2x + 2y = -6 6x – 2y ≤ 18
 How did you graph each pair of linear equation and linear inequality?
 What do you call a pair of linear inequality in two variables?
 How would you describe the graph of system of linear equations and systems
of linear inequalities?
 Compare the graphs of systems of linear equations from system of linear
inequality. What statements can you make?
18
Week 2/Day 1: Graphing Systems of Linear Inequalities in Two Variables
ACTIVITY SHEET (Assessment)
NAME:______________________ GRADE AND SECTION:__________DATE:_____________

Score: _________________ Parent’s Signature: ______________________
Graph the system of Linear Inequalities.
QUADRATIC X- Y-
𝒙+𝒚≥𝟐 INEQUALITIES INTERCEPT INTERCEPT
𝒙+𝒚 ≥ 𝟐
𝒙−𝒚≤𝟐
𝒙−𝒚 ≤ 𝟐
19
(M8AL-IIb-1) Day 2: Solves a Systems of Linear Inequalities in
Two Variables Graphically
Time and Quarter:
SECOND, Wk 2 Day 2
Date:
I. OBJECTIVES:
A. Content Standards: The learner demonstrates key concepts of systems of linear
inequalities in two variables.
B. Performance The learner is able to formulate and solve accurately real-life
Standards: problems involving systems of linear inequalities in two
variables.
C. Learning The learner solves system of linear inequalities in two
Competency: variables graphically.
LC Code: (M8AL-IIb-1)
II. CONTENT: Solving System of Linear Inequalities in Two Variables
III. LEARNING
RESOURCES:
I. References
316-318
Pages
293-301
Pages
15. Textbook Pages
16. Additional
Material from
Learning Resource
Material
J. Other Learning
Resources
IV. PROCEDURES:
F. Motivation/
Preliminary
Activity:  Which of the following is a graph of system of linear
inequalities in two variables?
a. c.
b. d.
20
 What is a system of linear inequalities in two
variables?
 How can you graph a system of linear inequalities in
two variables?
 What kind of graph does a system of linear
inequalities have?
Lesson
15. Problem Opener:
Consider the graph above,

 In which part of the graph can you find the solutions
of the system?
 Give at least 3 ordered pairs that satisfy the system.
16. Group Activity The class will be divided into 4 groups and be able to
solve system of linear inequalities in two variables
graphically.
Directions:
 Solve the system of linear inequalities in two
variables.
 Be able to explain your work in class by answering
questions below.
21
Learning Group 1:
x+y≥7
3x – y ≤ 10
Learning Group 2:
2x – y ≥ -2
y <x + 4
Learning Group 3:
x + y < 12
y ≤ -3x + 5
Learning Group 4:
y>x+2
y < -x + 3
(students may use GEO GEBRA or GRAPES675_en apps)
Questions:
 How did you graph the system of linear inequality?
 Select any three points in the region where the
graphs of the two linear inequalities meet. What
statement can you make?
 How many solutions do a system of linear inequality
have?
 How do you describe the graph of each system of
linear inequality?
17. Processing the  Describe the graph of each system of linear
answer inequality.
 How did you graph the system of linear inequality?
 Select any three points in the region where the
graphs of the two linear inequalities meet. What
statement can you make?
 How many solutions do a system of linear inequality
have?
 How do you describe the graphical solution of the
system of linear inequalities?
 How is the graphical solution of a system of linear
inequalities determined?
Note:
How to solve a system of linear inequalities in two variables
graphically:
 Draw the graph of each inequality on the same
coordinate plane. Shade the appropriate half-
plane. Recall that if all points on the line are
included in the solution, it is a closed half-plane,
and the line is solid. On the other hand, if the
points on the line are not part of the solution of
the inequality, it is open half-plane and the line is
broken.
22
 The region where shaded areas overlap is the
graphical solution to the system. If the graphs do
not overlap, then the system has no solution.
18. Reinforcing of Solve the system of linear inequalities graphically. Find

the skills three points that satisfy both inequality. (verify students’
answer using GEO GEBRA or GRAPES675_en apps)
y > 2x + 7
2x – y < 12
19. Summarizing the  How do you determine the graphical solution of the
Lesson system of linear inequalities in two variable?
 How did you know that the ordered pairs are solutions of
the system of inequalities?
 When can you say that a system of linear inequalities has
a solution? no solution?
 How is the graphical solution of the system of linear
inequalities in two variables used in solving real-life
problems and in making decisions?
Solve the system of linear inequalities graphically. Find

C. Assessment: three points that satisfy both inequality.
x + y <4
y>x+3
G. Agreement/ (Answer activity 3 on Math 8 Learner’s Module page 295)
Assignment:
Determine if each ordered pair is a solution to the system of
linear inequality:
2x + 5y < 10
x – 4y ≥ -8 .
1. (3, 5) 6. (2, 15)

2. (-2, -10)7. (-6, 10)
3. (5, -12) 8. (-12, 1)
4. (-6, -8) 9. (0, 2)
5. (0, 0) 10. (5, 0)
V. REMARKS:
VI. REFLECTION:
earned 80% in the
evaluation
require additional
activities for
remediation who
scored below 80%
C. Did the remedial
lesson work? No. of
learners who caught
up with the lesson
23
continue to require
remediation.
strategies worked
well? Why did these
work?
encounter which my
principal or
supervisor can help
me solve?
localized materials
did I use/discover
which I wish to share
with other teachers?
24
(M8AL-IIb-2) Day 3: Solves Problems Involving Systems of Linear
Inequalities in Two Variables
Time and Quarter:
SECOND, Wk 2 Day 3
Date:
I. OBJECTIVES:

variables.
C. Learning
The learner solves problems involving system of linear
Competency:
(M8AL-IIb-2)
LC Code:
II. CONTENT: Solving Problems Involving System of Linear Inequalities in
Two Variables
III. LEARNING
RESOURCES:
K. References
320-323
Pages
293-301
Pages
19. Textbook Pages
20. Additional
Material from
Learning Resource
Material
L. Other Learning Intermediate Algebra Textbook for Second Year pp 34-43
Resources
IV. PROCEDURES:
G. Motivation/
Preliminary “Do I Belong Here?”
Activity:
Determine if each ordered pair is a solution to the system of
linear inequality. (Use GEOGEBRA or GRAPES675_en apps
to show the graph)
2x + 5y < 10
x – 4y ≥ -8
25
1. (3, 5) 6. (2, 15)
2. (-2, -10) 7. (-6, 10)
3. (5, -12) 8. (-12, 1)
4. (-6, -8) 9. (0, 2)
5. (0, 0) 10. (5, 0)
 How did you determine if the given ordered pair is a

solution of the system?
 Are the given ordered pairs all solutions of the
system?
Lesson
20. Problem  How do you determine the solution set of a system of
Opener: linear inequalities in two variables from its graph?
21. Group Activity

“ Am I In That Region”
The class will be divided into 4. Each group should be able

to solve system of linear inequalities in two variables
graphically.
Directions:
 Solve the system of linear inequalities in two
variables.
 Find three points that satisfy both inequalities.
 Plot the points to show that they belong to the
solution of the system.
 Be able to explain your work in class by answering
the questions below.
Learning Group 1:
x+y≤5
x-y≥1
Learning Group 2:
2x + y ≥ 4
y <-2x - 2
Learning Group 3:
x + y > -1
y ≤ -2x - 3
Learning Group 4:
y ≤- x - 1
y < -2x + 2
26
Answer the following:
 How did you determine the graphical solution of the
system of linear inequalities in two variables?
 Give at least the three points that are solutions of the
system.
 How did you know that the ordered pairs are
solutions of the system of inequalities?
22. Processing the  How did you determine the graphical solution of the
answer system of linear inequalities in two variables?
 Can you give at least three points that are solutions
of the system?
 How did you know that the ordered pairs are
solutions of the system of inequalities?
 On what part of the graph can you find these
solutions?
 Is there any system which has no solution? What is
it?
 When can you say that a system has no solution?
 Do you think it is easy to determine the solution set
of a system of linear inequalities by graphing?
 In what instance do you find it difficult to determine
the solution set of a system of linear inequalities from
its graph?
23. Reinforcing of Find three points that are solutions of the system. (show the
the skills graph using GEOGEBRA or GRAPES675_en apps)
1.
2.
27
24. Summarizing the  How do you determine the graphical solution of the
Lesson system of linear inequalities in two variables?
 How did you know that the ordered pairs are solutions of
the system of inequalities?
 How would you know if the solutions you found from the
graphs of linear inequalities are true?
Solve the following systems of linear inequalities graphically.
C. Assessment: Find three points that satisfy both inequality. (Activity sheet
will be provided)
2. x + y ≤ 2
2x + y ≥ 1
3. x =0
y >-2x + 2
H. Agreement/
Assignment: What are the steps in solving word problems?
V. REMARKS:
VI. REFLECTION:
earned 80% in the
evaluation
require additional
activities for
remediation who
scored below 80%
C. Did the remedial
lesson work? No. of
learners who caught
up with the lesson
continue to require
remediation.
strategies worked
well? Why did these
work?
encounter which my
can help me solve?
wish to share with
other teachers?
28
Day 3: Solving Problems Involving Systems of Linear Inequalities in Two Variables
ACTIVITY SHEET(Assessment)
NAME:________________________ GRADE AND SECTION:__________DATE:____________

Score: ______________________ Parent’s Signature: ______________________
Solve the following systems of Linear Inequalities graphically.

1. x + y ≤ 2
2x + y ≥ 1
2. x =0
y >-2x + 2
29
(M8AL-IIb-2) Day 4: Solves Word Problems Involving Systems of
Linear Inequalities in Two Variables
Time and Quarter:
SECOND, Wk 2 Day 4
Date:
I. OBJECTIVES:

variables.
C. Learning The learner solves word problems involving system of linear

Competency: inequalities in two variables.
LC Code: (M8AL-IIb-2)
II. CONTENT: Solving Problems Involving System of Linear Inequalities in
Two Variables
III. LEARNING
RESOURCES:
M. References
316-318
Pages
293-301
Pages
23. Textbook Pages
24. Additional
Material from
Learning Resource
Material
N. Other Learning
Resources
IV. PROCEDURES:
H. Motivation/
Preliminary Activity: “What Should I Do?”
Students are asked to take a gallery walk on the

examples in steps solving problems in systems of linear
inequalities. (10 minutes)
Problem:
Buencamino Family will have their simple lunch at Mayon

Skyline Hotel. They want grilled tilapia and steamed shrimps.
Romano finds out that shrimps cost Php 400 per kilogram and
tilapia costs Php 150 per kilogram. How many kilograms of
each can be bought if the total cost is not to exceed Php 700?
30
Solutions:
Station 1:
Understand the problem. Identify what is given and

what is unknown. Choose a variable to represent the
unknown numbers.
Let x = the number of kilograms of shrimps

y = the number of kilograms of tilapia
Station 2:
Write an equation to represent the relationships

among the given and the unknown.
400x + 150y ≤ 700

x ≥ 0
y ≥ 0
Station 3:
Solve the system of linear inequalities by graphing.
Station 4:
Check the answer by substituting the solution to the

original inequality.
x= 1 , y = 1
400x + 150y ≤ 700
400(1) + 150(1) ≤ 700
400 + 150 ≤ 700
550 ≤ 700 TRUE
31
Lesson
25. Problem  How is the system of linear inequalities in two
Opener: variables used in solving real-life problems and in
making life decisions?
26. Group Activity  From your gallery walk activity, what are the steps in
solving problems on systems of linear inequalities in
two variables?
 Can you solve problems on systems of linear
inequalities in two variables?
The students will be grouped into 4 and they will

solve the given problem by following the steps and
answer the questions. Let them present their output to
the class. (15 minutes)
Groups 1 & 3:
Mrs. Burgos wants to buy at least 30 kilos of pork and beef

for her restaurant business but has to spend no more than
Php 12,000. A kilo of pork costs Php 180 and a kilo of beef
costs Php 220.
Questions:
situation?
statements.
c. How will you determine the amount of pork and beef that
Mrs. Burgos needs to buy?
d. Give four possible amounts of pork and beef that Mrs.
Burgos needs to buy. Justify your answer.
e. Mrs. Burgos observed that every week, the number of
people coming to her restaurant is increasing. She
decided to buy more pork and beef to meet the demands
of her customers. If you were Mrs. Burgos, will you do the
same? Why?
Groups 2 & 4:
Jane is buying squid balls and noodles for her friends.

Each cup of noodles costs Php 15 while each stick of
squid balls costs Php 10. She only has Php 70 but needs
to buy at least 3 sticks of squid balls.
a. Write a system of linear inequalities to model the given

situation.
b. Solve the system graphically.
c. Find at least 3 possible numbers of sticks of squid balls
and cups of noodles that Jane can buy.
32
27. Processing the  How did you solve the problem? Did the steps in
answer solving problems help you a lot?
 What mathematical statements represent the given
situation?
 What inequality symbols did you use?
 How did you determine the answer to the problem?
 What are the possible answers in the problem?
28. Reinforcing of Get four sets of ordered pairs from your answers and
the skills check if they satisfy the systems of linear inequality.
29. Summarizing the  What mathematical statements represent the given

Lesson situation?
 What inequality symbol did you use?
 How did you determine the answer to the problem?
 What are the possible answers in the problem?
 Did the graphical solution of the system of linear
inequalities in two variables help in solving real-life
problems and in making decisions?
C. Assessment: Solve:
Mr. Agoncillo has savings account in two banks. The

combined amount of these savings is at least Php 150,000.
One bank gives an interest of 4% while the other bank gives
6%. In a year, Mr. Agoncillo receives at most Php12,000.

situation?
statements.
c. How will you determine the amount of savings in each
bank account?
d. Give four possible amounts of savings in both accounts.
e. If you were Mr. Agoncillo, in what bank account would
you place greater amount of money? Why?
I. Agreement/ Answer activity 9 on pages 302-303 Math 8 LM

Assignment:
V. REMARKS:
VI. REFLECTION:
earned 80% in the
evaluation
require additional
activities for
remediation who
scored below 80%
C. Did the remedial
lesson work? No. of
learners who caught
up with the lesson
33
continue to require
remediation.
strategies worked
well? Why did these
work?
encounter which my
principal or
supervisor can help
me solve?
localized materials
did I use/discover
34
(M8AL-IIc-1) DAY 1 - Illustrates a Relation and a Function
Time and Quarter: SECOND Wk 3 Day 1
Date:
A. Content The learner demonstrates understanding of key concepts of

Standards: linear functions.
B. Performance The learner is able to formulate real-life problems involving
C. Learning The learner illustrates a relation and function.
Competency:
LC Code: (M8AL-IIc-1 )
II. CONTENT: Illustrating a relation and a function
III. LEARNING
RESOURCES:
O. References
25. Teacher’s
155-166
Guide Pages
26. Learner’s
138-149
Guide Pages
27. Textbook
Pages
28. Additional
Material from
Learning
Resource
Material
P. Other
Learning
Resources
I. Motivation/ Determine the points in the plane and write it in a set. The first
Preliminary one is done for you.
Activity
Point A = (4, 2) Point C = _____ Point E = ____

Point B = ____ Point D = _____ Point F = _____
B. Presentation of
the Lesson
35
30. Problem 1. How do you make a set of ordered pairs?
Opener: 2. How is a relation represented?
3. How is a function represented?
2. Group Activity REPRESENTING A RELATION AND FUNCTION
Description: Given a diagram, you will be able to learn how to

make a set of ordered pairs.
Directions: Describe the mapping diagram below by writing the

set of ordered pairs. The first two coordinates are done for you.
narra
tulip Flower
orchid
mahogany
rose tree
apricot
aa
apricot
Set of ordered
a pairs:
{(narra, tree), (tulip, flower), ( ____, _____), (______, _______),
(_____, ______), (______, ______)}
3. Processing the
answer 1. How do you write the set of ordered pairs?
2. How many elements are there in the set of ordered pairs
you have made?
3. What elements belong to the first set? What do you call
this set of first coordinates? How about the second set of
coordinates?
4. Does the set of ordered pairs represent a relation? Why?
5. How is a relation represented?
6. Does the set of ordered pairs represent a function?
Why?
7. How do you illustrate a relation and a function?
Aside from ordered pairs, a relation may be represented in four

other ways: (1) table, (2) mapping diagram, (3) graph, and (4)
rule.
(Note: the teacher may give his/her own example.)
4. Reinforcing of the A. Consider the set of ordered pairs.:

skills {(0, 6), (1, 5), (2, 4), (3, 3), (4, 2), (5, 1), (6, 0)}
1. Make a table.
36
2. Draw the mapping diagram.
3. Draw its graph.
4. Generate the rule.
B. Given the figures below:

5. Determine the domain and the range.
6. What type of correspondence is shown by each figure?
7. Which figure shows a function?
Fig. 1
-5
0 -1
1 8
2 9
10
Fig. 2
Fig. 3
5. Summarizing the 1. What is a relation? What is a function?

Lesson 2. How do we illustrate a relation and a function?
37
C. Assessment: **Consider the set of ordered pairs.
1. Set A: {(0,2), (0,4), (0,6),(0,8), (0,10)}

a. Domain: ______________________________
b. Range : ______________________________
c. Correspondence : _______________________
2. Set B: {(-5,-2), (-2,-2), (1,0), (4,2), (7,2)}

a. Domain: ______________________________
b. Range : ______________________________
c. Correspondence : _______________________
3. Set C: {(0,2), (-1,3), (-2,4), (-3,5), (4,1), (5,1)}

a. Domain: ______________________________
b. Range: ______________________________
c. Correspondence: _______________________
4. Which set/sets of ordered pairs is/are functions?

J. Agreement/ 1. Does one-to-one correspondence between elements
Assignment: always guarantee a function? How about many-to-one?
Justify your answer.
2. Does one-to-many correspondence between elements
always guarantee a function? Justify your answer.
V. REMARKS:
VI. REFLECTION:

earned 80% in the
evaluation
require additional
activities for
remediation who
scored below 80%
C. Did the remedial
lesson work? No. of
learners who caught
up with the lesson
continue to require
remediation.
strategies worked
well? Why did these
work?
encounter which my
can help me solve?
wish to share with
other teachers?
38
(M8AL-IIc-2) DAY 2 - Verifies if a Given Relation is a Function

Time and Quarter: SECOND, Wk 3 Day 2
Date:
I. OBJECTIVES:
C. Learning The learner verifies if a given relation is a function.
Competency: (M8AL-IIc-2 )
LC Code:
II. CONTENT: Verifying if a Given Relation is a Function
III. LEARNING
RESOURCES:
Q. References
29. Teacher’s
167-172
Guide Pages
30. Learner’s
150-155
Guide Pages
31. Textbook
Pages
32. Additional
Material from
Learning
Resource
Material
R. Other
Learning
Resources
J. Motivation/ Directions: Determine whether each set of ordered pairs is a

Preliminary function or not. Plot each set of points on the Cartesian plane.
Activity Draw some vertical lines in the graph.
1. {(4, 0), (4, 1), (4, 2)}

2. {(0, -2), (1, 1), (3, 7), (2, 4)}
3. {(-2, 2), (-1, 1), (0, 0), (1, 1)}
Note! If every vertical line intersects the graph no more than

once, the graph represents a function.
B. Presentation of
the Lesson
39
31. Problem 1. Do you agree that all functions are relations but some
Opener: relations are not functions?
2. Among the types of correspondence, which ones are
functions? Why?
3. In what other forms/ways can we verify if a given relation
is function or not?
2.Group Activity VERIFY ME!
Directions: Group the class into four. Determine if the following
represents a function or not.
1. A B 1.
ID No. Student
-5
-2
-1
0
001
0 Rey
1
025
6 Nad
2
154
Faye
2. {(0, 2), (0, 4), (0, 6), (0, 0)}

2.{(-5, -2),(-2, -2), (1, 0),(4, 2)}
3.
x -1 0 1 2 3 3.
y 3 6 9 12 15 x 5 5 5 5 5
y -5 0 5 10 15
3.Processing the 1. What type of correspondence does the mapping show?
answer Explain.
2. What is the domain of the set of ordered pairs? How
about the range?
3. What type of correspondence is shown in the set of
ordered pairs? Explain.
4. What type of correspondence is shown by the table?
Explain.
5. Which of them is a function?
40
4.Reinforcing of the ***Consider the following graphs.
skills
 Which graph is a function? Which line fails the Vertical

Line Test? Explain.
Note! A relation may also be represented by an equation in two

variables or the so-called rule.
Consider the example below:

 The rule 3x +y = 4 represents a relation.
 If we substitute the value of x = -2 in the equation, then
the value of y would be:
3x + y = 4
3(-2) + y = 4 Substituting x by -2
-6 + y = 4 Simplification
-6 + y + 6 = 4 + 6 Addition Property of Equality
y = 10
 Similarly, if x = -1, then y = 7, and so on. Thus, we can

have a set of ordered pairs:
{. . . , (-2, 10), (-1, 7), (0, 4), (1, 1), (2, -2), . . . }.
 Besides, a rule is a function if y can be expressed in

terms of x, and there is only one value of y for one
value of x.
5.Summarizing the 1. When can you say that a given relation is a function?
Lesson 2. How do we verify if a given relation is a function?
Directions:
C. Assessment: Verify if the following relations are functions or not.
1. {(3, 3), (0, 0), (-3, 3)}
2.
3.
41
4. 2x + y = -7
5.
K. Agreement/ Determine whether each rule below represents a function or not.

Assignment: 1. x + y2 = 10
2. x = y4
3. y = x2
4. x2 - y2 = 16
5. y = √ 4 + 1
V. REMARKS:
VI. REFLECTION:
A. No. of learners
who earned 80%
in the evaluation
B. No. of learners
who require
additional
activities for
remediation who
scored below
80%
C. Did the remedial
lesson work? No.
of learners who
caught up with
the lesson
D. No. of learners
who continue to
require
remediation.
E. Which of my
teaching
42
strategies worked
well? Why did
these work?
F. What difficulties
did I encounter
which my
principal or
supervisor can
help me solve?
G. What innovation
or localized
materials did I
use/discover
which I wish to
share with other
teachers?
43
(M8AL-IIc-3) DAY 3 - Determines Dependent and Independent
Variables
Date:

C. Learning The learner determines dependent and independent variables.
Competency: (M8AL-IIc-3)
LC Code:
II. CONTENT: Determining Dependent and Independent Variables
III. LEARNING
RESOURCES:
A. References
1. Teacher’s
172-174
Guide Pages
2. Learner’s
155-156
Guide Pages
3. Textbook
Pages
4. Additional
Material from
Learning
Resource
Material
B. Other
Learning
Resources
A. Motivation/ I FEEL YOU
Preliminary
Activity Directions: Using your placards, raise the sad face if the
second situation is affected by the first situation and raise the
smiling face if NOT.
a. 1. Nathan is active in class.

2. He got an excellent grade.
b. 1. Sofia loved dancing.
2. She voted for the SK election.
c. 1. I woke up late.
2. I did not attend the flag ceremony.
d. 1. She fell in love with her best friend.
2. She won in the lottery.
e. 1. My classmate is sick.
2. He is absent today.
44
What can you say about the given situations?
When can you say that a certain event is independent or
dependent on the other event?
B. Presentation of
the Lesson
32. Problem MINDS ON!
Opener:
Description: Variables may be dependent or independent.
Dependent variable depends on the independent variable while
the independent variable controls the dependent variable.
Directions: Classify the variables as independent or
dependent.
1. time and salary

Independent variable: ______________
Dependent variable: _______________
2. the number of hours boiling and the number of ounces of

water in the pot
3. the distance covered and the volume of gasoline

4. the number of hours studied to grade on test

5. height of a plant to the number of months grown

 How do you differentiate the dependent from the

independent variable?
33. Group FILL ME!

Activity
Directions: Group the class into four. Each group will be given a
statement to be completed.
Fill in the blanks with the appropriate words from the box.
independent
dependent
controls
depends
45
Group 1:
I consider time as a/an _____________ variable because it
__________ the salary.
Group 2:
I consider salary as a/an ________________ variable
because it _________________ on the number of hours.
Group 3:
I consider the number of hours boiling as a/an ______________
variable because it ________________ controls the number of
ounces of water in the pot.
Group 4:
I consider the number of ounces of water in the pot as a/an
_______________ variable because it _______________ on
the number of hours boiling.
3. Processing the 5. What can you say about the given quantities?
answer 6. Which of them are dependent variables? Why?
7. Which of them are independent variables? Why?
4. Reinforcing of the Consider the rule y = -2x +4,
skills if x = 3, then the value of the function would be -2.
Solution:
y = -2x + 4 Rule/Function
y = -2(3) + 4 Substituting x by 3
y = -6 + 4 Simplification
y = -2 Simplification
a. What is the value of y if x = -3?

b. Which is the independent variable? Why?
c. Which is the dependent variable? Why?
5. Summarizing the How do you determine the dependent and the independent
Lesson variable?
C. Assessment: Directions: A. Classify the variables as independent or

dependent.
1. the number of days since your last hair cut and the
length of your hair
Independent variable : ______________
Dependent variable : _______________
2. the cost to rent a car and the length of time it is rented

Independent variable : ______________
Dependent variable : _______________
K. Evaluate each function for the given value of the

independent variable.
46
3. y = -3x + 4 , x = -4
4. -2x + y = 3 , x= 5
5. y = 6x – 2 , x =3
5. Agreement/ Consider the rule y = 3x -2.

Assignment:  If x = -2, what is the value of the function?
V. REMARKS:
VI. REFLECTION:

earned 80% in the
evaluation
require additional
activities for
remediation who
scored below 80%
C. Did the remedial
lesson work? No. of
learners who caught
up with the lesson
continue to require
remediation.
strategies worked
well? Why did these
work?
encounter which my
can help me solve?
wish to share with
other teachers?
47
(M8AL-IIc-3) DAY 4 - Determines Dependent and Independent
Variables
Date:

C. Learning The learner determines dependent and independent variables.
Competency: (M8AL-IIc-3)
LC Code:
II. CONTENT: Determining Dependent and Independent Variables.
III. LEARNING
RESOURCES:
A. References
1. Teacher’s
172-174
Guide Pages
2. Learner’s
155-157
Guide Pages
3. Textbook
Pages
4. Additional
Material from
Learning
Resource
Material
B. Other
Learning
Resources
A .Motivation/ Consider the rule y = 3x -2.
Preliminary  If x = -2, what is the value of the function?
Activity  What is the value of y if x = -1?
B. Presentation of
the Lesson
34. Problem Identify the independent and dependent variable in
Opener: the given situation.
A laundry shop charges Php.55.00 per load in a washing

machine.
Note:
The cost to use a washing machine depends on the number
of time it is loaded.
 Which is the dependent variable? [ cost ]

Which is the independent variable? [ time ]
48
35. Group AM I RELATED?
Activity Directions: Group the class into 4. Each group will think of two
quantities related to each other. Identify the
independent and dependent variables. Give two
examples.
Group 1:_________________ and ______________________

:_________________ and ______________________
Group 2:_________________ and ______________________

:_________________ and ______________________
Group 3:________________ and ______________________

:_________________and ______________________
Group 4:________________ and ______________________

:_________________and ______________________
*** Presentation of output follows.
3. Processing the 8. What pair of quantities did you choose? Why?

answer 9. Which of them are dependent variables? Why?
10. Which of them are independent variables? Why?
11. Can we see/ experience them in real life?
4. Reinforcing of the Given the equation y = 5x -1, complete the table below. The first
skills one is done for you.
x -2 -1 0 1 2
y -11
Solution:
y = 5x -1
y = 5(-2) – 1
y = -10 – 1
y = -11
1. What is the value of y if x= -1? , if x= 0?, if x= 1?, and if

x= 2?
2. Which is the dependent variable? Why?
3. Which is the independent variable? Why?
5. Summarizing the How do you determine the dependent and the independent
Lesson variable?
C. Assessment: Consider the situation below:

Pedro has a summer job from which he earns Php.75 per
hour. His weekly pay is given by the formula
y = 75x ,
where x is the number of hours worked.
49
Given the table of possible values for x and y.
x 1 2 3 4 5
y 75 150 ? ? ?
a. What is the value of y if x = 3?, if x= 4?, if x= 5?
In the equation y = 75x,

b. which is called the dependent variable?
c. which is called the independent variable?
d. Is y a function of x? Justify your answer.
L. Agreement/ Determine the dependent and independent variable of the

Assignment: following situations.
1. The overtime pay and the number of overtime hour
2. Bus fares and the distance travelled
V. REMARKS:
VI. REFLECTION:

earned 80% in the
evaluation
require additional
activities for
remediation who
scored below 80%
C. Did the remedial
lesson work? No. of
learners who caught
up with the lesson
continue to require
remediation.
strategies worked
well? Why did these
work?
encounter which my
can help me solve?
wish to share with
other teachers?
50
(M8AL-IId-1) Day 1 - Finds the Range and Domain of the Function
School Grade Level GRADE 8

Teacher Learning Area MATHEMATICS
Time & Date Quarter SECOND Wk 4 Day 1
I. OBJECTIVES
A. Content Standard The learner demonstrates key concepts of relations and
functions.
Standard relations and functions.
C. Learning The learner finds the range and domain of a function
Competencies/ (a) presented in a graph; and
Objectives (b) presented in a table of values, in mapping diagram, and
in set of ordered pairs.
(M8AL-IId-1)
II. CONTENT Finding the Range and Domain of a Function
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide 175-176
pages
2. Learner’s Materials 144-159
pages
3. Textbook pages
4. Additional Materials
from Learning
Resource (LR) portal
B. Other Learning
Resources
IV. PROCEDURE ADVANCE LEARNERS AVERAGE
LEARNERS
A. Preliminary Activities/ 1. Activity: My OOTD
Motivation Match a dress and a pair of shoes you feel great
posing for an OOTD selfie. Draw a line to match your
choice. (For the boys, ask if what matching outfits would
look nice on their sisters or mothers or female friends.)
51
Questions:
a) How do you match the outfit?
b) Does a dress match to one or more shoes?
c) What type of correspondence is the mapping made
from the matching of the outfits?
d) Do the pairings represent a relation or a function?
e) If the mapping made is not a function, ask:
Can you make a mapping of matched outfits that
represent a function? Illustrate.
2. Review: (You may use flashcards.)

Identify if the following represent a function or not.
a) b)
c) x 1 2 2 3 3 d) x 1 2 3 4 5
y 0 2 -2 4 -4 y 2 4 6 8 10
e) 1 0 f) 1 -1
2 2 2
3 4 3 -3
g) {(1,2), (2,4), (3,6), (4,8)} h) {(1,2), (2,4), (3,9)}
B. Presentation of the Given the graph:
52
Lesson
1. Problem Opener
Questions: Questions:
1. Is the given graph a 1. Is the given graph a
function or not? function or not?
2. How do you know that 2. How do you know that
the graph represents a the graph represents a
function? function?
3. From the graph, 3. From the graph,
complete the table: complete the table:
x -6 -3 0 3 6 x -6 -3 0 3 6
y y
4. Make a mapping 4. Make a mapping

diagram out from the diagram out from the
table above. table above.
5. Give the set of ordered 5. Give the set of ordered
pairs of the data from pairs of the data from
the table. the table.
6. Is (1.5, 1.5), an element 6. From the graph, if the
of the set of ordered abscissa is 1.5, what is
pairs of the function? its corresponding
7. Is (9, -1), an element of ordinate?
the set of ordered pairs 7. If the graph is
of the function? extended upward,
8. What else could be the what will be the
other ordered pairs of ordinate of the
the function? abscissa 9?
9. What then is the 8. Are there some more
domain of the function? ordered pairs that can
What is the range of the be made from the
function? graph? Give some of
these.
9. What then is the range
of the function? What
53
is the domain of the
function?
Solution:
From the graph, the arrow heads indicate that the graph
of the function extends in both directions, thus the domain
(D) of the function is the set of real numbers; similarly, the
range ( R) of the function is the set of real numbers. In
symbols,
𝐷 = {𝑥|𝑥 ∈ ℜ} ; 𝑅 = {𝑦|𝑦 ∈ ℜ}
2. Group Activity Group 1: Find the domain Group 1: Find the domain
and range of the and range of the
function presented function presented by
by the graph: the graph:
Group 2: Find the domain Group 2: Find the domain

by the table of the table of values:
values: x -2 -1 0 1 2
x 10 20 30 40 50 y 5 10 15 20 25
y 5 5 5 5 5
Group 3: Find the domain
Group 3: Find the domain and range of the
and range of the function presented by
function presented the mapping diagram:
by the mapping
diagram:
5 10
5 -5 10 20
10 -10 15 30
15 -15
Group 4: Find the domain Group 4: Find the domain

by the set of ordered the set of ordered
pairs: pairs:
1 1 1 1 {(4, 2), (5, 2), (6, 2), (7, 2)}
{(4, ) , (5, ) , (6, ) , (7, )}
4 5 6 7
Ask a representative of
Ask a representative of the group to present
the group to present
54
and explain their and explain their
work. work.
3. Processing the Answer Questions:
1. What are the things that you consider to find the domain
and range of the function?
2. How do you write the domain and range of the function?
4. Reinforcing the Skills Find the domain and Find the domain and range
range of the following: of the following:
1. 1.
2. 2.
x 1 2 3 4 5 x 1 2 3 4 5
y -2 -4 -6 -8 -10 y 2 4 6 8 1
0
3.
3.
3 9
1 1
6 36
2 4
9 81
3 9
4. {(4, −4), (5, −5), (6, −6)}

5. 4. {(2, 4), (3, 5), (4, 6), (5, 7)}
5.
5. Summarizing the How do you find the domain of the function presented
Lesson in a graph? presented in a table of values? presented in
mapping diagram? presented in a set of ordered pairs?
C. Assessment Find the domain and Find the domain and

range of the following: range of the following:
55
1. 1.
2. 2.
x 1 2 3 4 5 x -2 1 0 1 2
y 1 4 9 16 25 y 4 1 0 1 4
3. 3.
-1 -10 1 10
0 0 2 20
1 10 3 30
4. {(−2,4), (0,0), (2, 4)} 4. {(1,1), (2,4), (3,9)}

5. 5.
D. Assignment Perform Activity 10 (Graph Analysis) on page 160 of the

Math 8 Learner’s Module.
V. REMARKS
VI. REFLECTION
VII. OTHERS
earned 80% on the
formative assessment
require additional
activities for
remediation.
C. Did the remedial
lessons work? No. of
learners who have
caught up with the
lesson.
continue to require
remediation.
strategies worked
well? Why did it work?
56
encounter which my
can help me solve?
localized material/s
did I use/discover
57
(M8AL-IId-1) Day 2 - Finds the Range and Domain of the
Function

Teacher Learning MATHEMATICS
Area
Time & Date Quarter SECOND Wk 4
Day 2
VIII. OBJECTIVES
D. Content Standard The learner demonstrates key concepts of relations and
functions.
E. Performance Standard The learner is able to formulate real-life problems involving
relations and functions.
F. Learning The learner finds the range and domain of a function
Competencies/ presented as a rule or equation.
Objectives (M8AL-IId-1)
IX. CONTENT Domain and Range of a Function Presented as a Rule or
Equation
X. LEARNING
RESOURCES
A. References
pages
pages
3. Textbook pages
from Learning
5. Other Learning
Resources
IV. PROCEDURE ADVANCE LEARNERS AVERAGE LEARNERS
A. Preliminary Activities/ Activity:
Motivation LET’S DO THE MATH FUNCTION DANCE
Let the students perform the steps of the math dance
by following the 8 figures below: (You may play a
background music with 8-count step or beat.)
1. 2. 3. 4.
5. 6. 7. 8.
Steps: 1-2-1-2
58
1-3-1-3
1-2-3-4
4-3-2-1
4-5-4-5
6-7-6-7
1-2-3-4
5-6-7-8
Reflections:
f) How do you find the math function dance?
g) Were you able to follow the dance steps?
h) What must you do to be able to perform the math
function dance? (State the importance in following
the rules, as springboard to the lesson in finding
the domain and range of a function presented as a
rule or equation.)
Review Questions:
a) Do the dance figures show graphs that represent
functions?
b) Which step is a function? Which is NOT a
function?
c) When can you say that a graph shows a function
or not a function?
Lesson
1. Problem Opener Consider the graphs below. Determine the domain of the
function. Answer the questions that follow:
1
Graph 1: 𝑓(𝑥) =
𝑥
Graph 2: 𝑓(𝑥) = √𝑥
59
Graph 3: 𝑓(𝑥) = 𝑥 2
2. Processing the Questions: Questions:

Answers 10. In Graph 1, does the 1. If Graph 1 is extended
curved line touches the to both ends, do you
y-axis? Why or why think it will touch the y-
not? axis? Why or why not?
11. In Graph 1, the function 2. In Graph 1, the function
1 1
is given by 𝑓(𝑥) = . is given by 𝑓(𝑥) = .
𝑥 𝑥
What do you think will What do you think will
happen to the value of happen to the value of
the function if 𝑥 = 0 ? the function if 𝑥 = 0 ?
How does this value Does this value affect
affect the domain of the the domain of the
function? function?
12. In Graph 2, the function 3. In Graph 2, the function
is given by 𝑓(𝑥) = √𝑥 . is given by 𝑓(𝑥) = √𝑥 .
What do you think will What do you think will
happen to the value of happen to the value of
the function if 𝑥 < 0 or the function if 𝑥 is a
negative? Does this negative number? Will
value help in it have a defined
determining the domain domain?
of the function? 4. In Graph 3, the function
is given by 𝑓(𝑥) = 𝑥 2 .
60
13. In Graph 3, the function Can you have all real
is given by (𝑥) = 𝑥 2 . Is numbers for the value
there a value of 𝑥 that of 𝑥 and make the
will make the function function defined?
undefined? If there is, 5. What then are the
what value? things to consider in
14. What then are the getting the domain of a
things to consider in function?
getting the domain of a 6. What is the domain of
function? Graph 1? Graph 2?
15. What is the domain of Graph 3?
Graph 1? Graph 2?
Graph 3?
3. Reinforcing the Problem: Problem:

Skills Find the domain of the Find the domain of the
functions given by the functions given by the
following equations. following equations.
1. 𝑓(𝑥) = 2𝑥 1. 𝑓(𝑥) = 2𝑥
2. 𝑓(𝑥) = −𝑥 2
2. 𝑓(𝑥) = −𝑥 2
3. 𝑓(𝑥) = √𝑥 − 1
𝑥+1 3. 𝑓(𝑥) = √𝑥 − 1
4. 𝑓(𝑥) =
𝑥
√𝑥
5. 𝑓(𝑥) =
𝑥
4. Summarizing the How do you find the domain and range of the function
Lesson presented in a rule or equation?
C. Assessment Find the domain and range Find the domain and range
of the following: of the following:
1. 𝑓(𝑥) = 3𝑥 + 4 1. 𝑓(𝑥) = 3𝑥
2. 𝑓(𝑥) = −5𝑥 2. 𝑓(𝑥) = √2𝑥
3. 𝑓(𝑥) = 𝑥 2 + 𝑥 3. 𝑓(𝑥) =
𝑥
𝑥−1
4. 𝑓(𝑥) = √𝑥 + 𝑥
𝑥2
5. 𝑓(𝑥) =
𝑥+1
D. Assignment Find the domain and range of the following:

1. 𝑓(𝑥) = 𝑥 + 1
2. 𝑓(𝑥) = 𝑥 − 5
3. 𝑓(𝑥) = 2𝑥 2
4. 𝑓(𝑥) = 𝑥 √𝑥
𝑥+4
5. 𝑓(𝑥) =
𝑥+2
6. REMARKS
7. REFLECTION
61
8. OTHERS
H. No. of learners who
earned 80% on the
I. No. of learners who
require additional
activities for
remediation.
J. Did the remedial
learners who have
caught up with the
lesson.
K. No. of learners who
continue to require
remediation.
L. Which of my teaching
Why did it work?
M. What difficulties did I
encounter which my
can help me solve?
N. What innovation or
localized material/s did I
use/discover which I
wish to share with other
teachers?
62
(M8AL-IId-2) Day 3 - Illustrates a Linear Function

Day 3
I. OBJECTIVES
A. Content Standard The learner demonstrates key concepts of relations and
functions.
Standard relations and functions.
C. Learning The learner illustrates linear functions.
Competencies/ (M8AL-IId-2)
Objectives
II. CONTENT Illustrating Linear Functions
III. LEARNING
RESOURCES
A. References
pages
pages
3. Textbook pages
4. Additional
Materials from
Learning Resource
(LR) portal
B. Other Learning
Resources
5. PROCEDURE ADVANCE LEARNERS AVERAGE LEARNERS
A. Preliminary Activities/ Activity: Activity:
Motivation TRANSLATE ME PAIR ME
Give the correct algebraic Match the mathematical
translation of the following statements in Column A to
mathematical statements: their correct algebraic
translation in Column B.
1. Thrice a number 𝑥 is six.
__________________ Column A Column B
2. A number 𝑥 increased by 1. Thrice a
five gives eight. number 𝑥 is 𝑥+5 =8
__________________ six.
3. The product of two 2. A 2𝑛 = 30
consecutive integers is number 𝑥
equal to thirty. increased 𝑛(𝑛 + 1)
__________________ by five = 30
gives eight.
3. The
Review: Evaluating product of 3𝑥 = 6
Algebraic two
Expressions consecutive
integers is 3+𝑥 =6
63
Evaluate the following equal to
algebraic expressions given thirty.
the set of values for 𝑥 and 𝑦.
1. 2𝑥𝑦 when 𝑥 = 2 Review: Evaluating
𝑦=1 Algebraic
2. 2𝑥 − 3𝑦 when 𝑥 = −1 Expressions
𝑦=2 Evaluate the following
𝑥+3 algebraic expressions given
3. when 𝑥 = 12
𝑦 the set of values for 𝑥 and 𝑦.
𝑦=5 1. 𝑥𝑦 when 𝑥 = 2
𝑦=1
2. 2𝑥 − 𝑦 when 𝑥 = −1
𝑦=2
B. Presentation of the Define: Linear Function

Lesson 𝑓(𝑥) = 𝑚𝑥 + 𝑏
where:
𝑚 = slope
𝑏 = y-intercept
1. Group Activity Determine the values of the functions in no.1 (Group 1)

and no.2 (Group 2) at the given values of 𝑥 in the table
below. Complete the table. Ask a representative to present
the work of the group.
Group 1
𝑥 −4 −2 0 2 4
𝑓(𝑥) = 2𝑥 + 1
Group 2
𝑥 −4 −2 0 2 4
𝑓(𝑥) = −𝑥
2. Processing the Questions: Questions:

Answer 1. What is the value of the 1. What is the value of the
function when 𝑥 = −4? function when 𝑥 = −4?
when 𝑥 = −2? when 𝑥 = when 𝑥 = −2? when 𝑥 =
0? when 𝑥 = 2? and 0? when 𝑥 = 2? and
when 𝑥 = 4? when 𝑥 = 4?
2. How did you determine 2. What happens when the
the values of the value of 𝑥 of the function
function given the is lesser than −4? greater
values of 𝑥? than 4?
3. Does the value of the 3. In each of the functions,
function increas as 𝑥 what have you observed
increases? Have you when the value of 𝑥
observed a pattern? If increases? decreases? Is
yes, state so. the function increasing or
4. If the ordered pair can decreasing?
be given in the form 4. If the ordered pair can be
(𝑥, 𝑓(𝑥)), what could be given in the form
the other ordered pairs (𝑥, 𝑓(𝑥)), what are the
that you can give to ordered pairs that you
describe the function?
64
can give out from the
table?
3. Reinforcing the Skills Complete the table.

The values of Ordered
Function
𝑓(−2) 𝑓(0) 𝑓(1) Pairs
1. 𝑓(𝑥) = 3𝑥
2. 𝑓(𝑥) = 𝑥 + 5
3. 𝑓(𝑥) = −4𝑥
4. 𝑓(𝑥) = −2𝑥 + 3
5. 𝑓(𝑥) = 7 − 𝑥
4. Summarizing the How do you illustrate linear functions?
Lesson
C. Assessment A. Illustrate the meaning of A. Illustrate the meaning of
the linear functions by the linear functions by
completing the table. completing the table.
1. 𝑓(𝑥) = 2𝑥 + 5 1. 𝑓(𝑥) = 𝑥 + 7
𝑥 -3 -1 0 1 3 𝑥 -3 -1 0 1 3
𝑓(𝑥) 𝑓(𝑥)
2. 𝑓(𝑥) = −6𝑥 2. 𝑓(𝑥) = −5𝑥
𝑥 -2 -1 0 1 2 𝑥 -2 -1 0 1 2
𝑓(𝑥) 𝑓(𝑥)
D. Assignment Perform Activity 8 What Are The First Differences On Y-
Values? Answer the questions that follow.
(Reference: LM pages 177-178)
6. REMARKS
7. REFLECTION
8. OTHERS
earned 80% on the
formative
assessment
E. No. of learners who
require additional
activities for
remediation.
F. Did the remedial
lessons work? No.
of learners who
have caught up with
the lesson.
G. No. of learners who
continue to require
remediation.
H. Which of my
teaching strategies
worked well? Why
did it work?
I. What difficulties did
I encounter which
65
my principal or
supervisor can help
me solve?
J. What innovation or
did I use/discover
which I wish to
share with other
teachers?
66
(M8AL-IId-e-1) Day 4 - Graphs Linear Functions

Time & Date Quarter SECOND Wk4
Day 4
I. OBJECTIVES
A. Content Standard The learner demonstrates key concepts of relations
and functions.
B. Performance Standard The learner is able to formulate real-life problems
involving relations and functions.
C. Learning Competencies/ The learner graphs linear functions:
Objectives (a) domain
(b) range
(M8AL-IId-e-1)
II. CONTENT Graphing Linear Functions
III. LEARNING
RESOURCES
A. References
pages
pages
3. Textbook pages
from Learning
Resource (LR)
portal
B. Other Learning
Resources
LEARNERS
A. Preliminary Activities/ Activity: Activity:
Motivation I CAN RELATE! I CAN RELATE!
Write the linear function Select from the
described by each of the choices of
situations below: functions below the
Situation Function correct linear
1. You have function that
Php 5 and describes each of
saves Php 3 the situations and
each day for write on the
the entire appropriate
school days column:
of the week. 𝑓(𝑥) = 25𝑥 + 20
2. You 𝑓(𝑥) = 20𝑥 + 25
entered an 𝑓(𝑥) = 2𝑥
amusement 𝑓(𝑥) = −2𝑥
park and 𝑓(𝑥) = 3𝑥 + 5
pay Php 20
at the Situation Function
entrance
67
and Php 25 1. You have
for each Php 5 and
ride. saves Php 3
3. You each day for
drained the the entire
sink of water school days
at the rate of of the week.
2 cm per 2. You
minute. entered an
amusement
park and
pay Php 20
at the
entrance
and Php 25
for each
ride.
3. You
drained the
sink of water
at the rate of
2 cm per
minute.
Review: Domain and Range
From the activity, complete the table by
providing the domain and range of each situation
described by the function.
Situation Function Domain Range
1. You have Php 5 and
saves Php 3 each day for
the entire school days of
the week.
2. You entered an
amusement park and pay
Php 20 at the entrance
and Php 25 for each ride.
3. You drained the sink of
water at the rate of 2 cm
per minute.
B. Presentation of the Consider the graph of the function 𝑓 defined by
Lesson 𝑓(𝑥) = 2𝑥 + 1 below. Study the graph.
Questions: Questions:
1. What do the arrow heads of 1. What do the
the graph indicate? arrow heads of
68
2. Does the graph extend to the graph
the left and right without indicate?
bound? 2. Does the graph
3. What is its domain? extend to the
4. Does the graph extend left without
upward and downward bound? What
without bound? about to the
5. What then is the range of right side?
the given function? 3. What then is its
domain?
4. Does the graph
extend upward
without bound?
What about
downward?
5. What then is
the range of the
given function?
1. Problem opener Problem:
In a computer shop, the owner charges use of the
computer Php 10 and an additional of Php 5 per
hour of using the internet. The charge, 𝑓(𝑥),
described by the linear function 𝑓(𝑥) = 5𝑥 + 10,
where 𝑥 is the number of hours used.
Required:
Graph the linear function described by the
situation above.

Answer 1. What are the possible values of 𝑥? Can there be
negative 𝑥 values? Why do you say so?
2. Are you obliged to pay upon logging in? Can
you use the internet for as long as you want?
3. What does this imply? What then is the domain
of the function?
4. Is it possible to have a negative value for 𝑦 (or
𝑓(𝑥))? Why do you say so?
5. What happens when you stay long using the
internet? How will you illustrate this situation in
the graph?
6. What then is the range of the function?
3. Reinforcing the From the activity, graph each of the linear

Skills functions considering the domain and range.
Situation Function Domain Range
You have Php ( )
𝑓 𝑥 = 3𝑥 + 5 1, 2, 3, 8, 11,
{ }
5 and saves 4, 5 { 14, 17,}
Php 3 each 20
day for the
entire school
days of the
week.
69
2. You entered 𝑓(𝑥) = 25𝑥 + 20 {𝑥|𝑥 ≥ 0} {𝑦|𝑦 ≥ 0}
an amusement
park and pay
Php 20 at the
entrance and
Php 25 for
each ride.
3. You drained 𝑓(𝑥) = −2𝑥 {𝑥|𝑥 ≥ 0} {𝑦|𝑦 ≥ 0}
the sink of
water at the
rate of 2 cm
per minute.
4. Summarizing the How do you graph linear functions using domain and
Lesson range?
C. Assessment Graph the following Graph the following
linear functions: linear functions:
1. 𝑓(𝑥) = 𝑥 − 5 1. 𝑓(𝑥) = 𝑥 + 5
2. 𝑓(𝑥) = 4𝑥 + 3 2. 𝑓(𝑥) = 4𝑥
3. 𝑓(𝑥) = −2𝑥 + 8
D. Assignment Graph the linear function 𝑓(𝑥) = −2𝑥 + 1.
V. REMARKS
VI. REFLECTION
VII. OTHERS
earned 80% on the
require additional
activities for
remediation.
C. Did the remedial
learners who have
caught up with the
lesson.
continue to require
remediation.
strategies worked
encounter which my
can help me solve?
did I use/discover
70
(M8AL-IIe-1) Day 1 – Graph Linear Functions Using Table of
Values

Teacher Learning Area MATHEMATI
CS
Time & Date Quarter SECOND
Wk5 Day 1
XI. OBJECTIVES
G. Content Standard The learner demonstrates understanding of the
key concepts of linear function.
H. Performance Standard The learner is able to formulate real-life problems
involving linear functions and solve these
problems accurately using a variety of strategies.
I. Learning The learner graphs linear functions using table of
Competencies/ values.
Objectives ( M8AL-IId-e-1 )
XII. CONTENT Graphing Linear Functions Using Table of Values
XIII. LEARNING
RESOURCES
C. References
pages
6. Learner’s Materials 172 – 177
pages
7. Textbook pages
from Learning
D. Other Learning Improvised graphing paper (cartolina/ illustration
Resources board)
Colored pentel pen, meter stick, worksheet
XIV. PROCEDURE Advanced Learners Average Learners
A. Preliminary Activities/ How many points do you What is the least
Motivation need to draw a line? number of posts do
you need to hold a
string?
B. Presentation of the What is the value of f(x) = 3x- 4 when x = 2?
Lesson
1. Problem Opener Is the point ( -1, - 7 ) on the graph of f(x) = 3x – 4
?
71
2. Group Activity Each group should have Cartesian plane and
colored pentel pen.
Group 1. Answer number 1
Using your Cartesian plane, plot the points and
connect.
3. Processing the Answer What is the graph of a linear function?

How did you prepare the table of values?
What are the steps in constructing the graph of
linear function using table of values.
Answer the question in the problem opener.
Is the point (- 1, - 7 ) contains in the graph of
f(x) = 3x -4?
4. Reinforcing the Skills See worksheet (M8AL-IId-e-1 Day 1)
5.Summarizing the How do you graph linear function using table of
Lesson values?
C. Assessment Prepare a table of Complete the table of
values and graph the values below then
linear function graph the linear function
f(x) = 5 – 2x f(x) = 3x + 1
x -2 0 2
f(x)
D. Assignment Prepare the table of values then graph the
following linear functions.
1. f(x) = x – 4
2. f(x) = ½ x + 1
72
XV. REMARKS
XVI. REFLECTION
XVII. OTHERS
O. No. of learners who
earned 80% on the
P. No. of learners who
require additional
activities for
remediation.
Q. Did the remedial lessons
who have caught up with
the lesson.
R. No. of learners who
continue to require
remediation.
S. Which of my teaching
Why did it work?
T. What difficulties did I
encounter which my
can help me solve?
U. What innovation or
teachers?
Worksheet M8AL-IId-e-1 Day 1

STRAIGHT LINE AHEAD!
Graphing Linear functions using table of values.
NAME: __________________________Yr. & Sec. : ______________Score: _______
Graph the following linear functions by completing the table of values. Show your
solutions.
1. f(x) = x + 5
x -1 0 1 2
f(x)
SOLUTIONS:
73
2. f(x) = 7 – x
x 2 4 6 8
f(x)
SOLUTIONS:
74
(M8AL- IId-e-1) Day 2 - Graph linear functions using the
intercepts and the slope.

I. OBJECTIVES
A. Content The learner demonstrates understanding of the key
Standard concepts of linear function.

Standard linear functions and solve these problems accurately using
a variety of strategies.
C. Learning The learner graphs linear functions using the intercepts
Competencies/ and the slope.
Objectives ( M8AL-IId-e-1 )
II. CONTENT Graphing Linear Functions Using Intercepts and the Slope
III. LEARNING
RESOURCES
A. References
1. Teacher’s
Guide pages
2. Learner’s pp. 188 -190
Materials
pages
3. Textbook
pages
4. Additional
Materials from
Learning
Resource (LR)
portal
B. Other Learning Improvised graphing paper (cartolina/illustration board)
Resources Colored pentel pen, meter stick
IV. PROCEDU Advanced Learners Average
RE Learners
A. Preliminary Which of the following given information about the line are
Activities/ needed to draw its graph?
Motivation a. the x and y intercepts
b. the slope only
c. an intercept and its slope
B. Presentation of In the given graph below, identify the following:

the a. x – intercept
Lesson b. y – intercept
c. slope
75
4
-4 -2 0 2 4
-2
-4
5. Problem What are the intercepts and the slope of a line described
Opener by the function f(x) = x + 2 ?
6. Group Activity Each group should have a Cartesian plane and colored
pentel pen.
Group 1.
Graph the linear function using the given
information below.
a.) a = 2, b = 4
Group 2.
Graph the linear function described by f(x) = 2x + 4
using its x and y – intercept.
Group 3.
Graph the linear equation whose x-intercept is 3 and
with slope 2.
Group 4.
Graph the linear function with slope -4 and with y –
intercept 2.
Group 5.
Graph the linear function given that m = 2 and b = 5.
7. Processing the 1. What information about the linear function did you
Answer use to find its graph?
2. How did you graph the linear function when its
intercepts are given?
3. How did you graph a linear function when the slope
and an intercept are given?
8. Reinforcing the Find the graph of each linear function using the
Skills information below. (TRIAD)
1. a = 1, b = 2
76
2. m = 3, b = -3
3
3. m = , b = 1
4
5.Summarizing How do you graph linear functions when the given are
the a) the intercepts?
Lesson b) the slope and an intercept?
C. Assessment 1. Graph the linear function that Graph each linear
crosses the y-axis at -2 and with slope function using the
1. data below.
2. Draw the graph of the linear 1. a = -5, b =
function described by -2
f(x) = 3x – 6 using its intercepts. 3
2. m = − , b
4
=5
D. Assignment Draw the graph of the linear function using the conditions
given.
2
1. The slope is and crosses the x-intercept at -3.
5
2. The linear function has the equation f(x) = 5x – 2.
Use its x and y-intercepts to draw the graph.
V. REMARKS
VI. REFLECTI
ON
VII. OTHERS
A. No. of learners
who earned
80% on the
formative
assessment
B. No. of learners
who require
additional
activities for
remediation.
C. Did the
remedial
lessons work?
No. of learners
who have
caught up with
the lesson.
D. No. of learners
who continue
to require
remediation.
E. Which of my
teaching
strategies
worked well?
Why did it
work?
77
F. What
difficulties did I
encounter
which my
principal or
supervisor can
help me solve?
G. What
innovation or
localized
material/s did I
use/discover
which I wish to
share with
other
teachers?
78
Worksheet M8AL-IId-e-1 day 1
STRAIGHT LINE AHEAD!

Graphing Linear functions using table of values.
NAME: __________________________________Yr. & Sec.: ______________Score: _______
Graph the following linear functions by completing the table. Show your solutions.
3. F(x) = x + 5
x -1 0 1 2
F(x)
SOLUTIONS:
4. F(x) = 7 – x
x 2 4 6 8
F(x)
SOLUTIONS:
79
(M8AL- IId-e-2) Day 3 - Solve problems involving linear
functions
School Grade GRADE 8

Level
Area
Day 3
I. OBJECTIVES
A. Content Standard The learner demonstrates understanding of the key concepts
of linear function.
Standard linear functions and solve these problems accurately using a
variety of strategies.
C. Learning The learner solves word problems involving linear functions. (
Competencies/ M8AL-IId-e-2 )
Objectives
II. CONTENT Word Problems Involving Linear Functions
III. LEARNING
RESOURCES
A. References
pages
2. Learner’s 197- 200
Materials pages
3. Textbook pages
4. Additional
Materials from LR
portal
B. Other Learning Improvised graphing paper (cartolina/illustration board)
Resources Colored pentel pen, meter stick
IV. PROCEDURE Advance Learners Average Learners
A. Preliminary Every time you ride any public vehicle, how will you know the
Activities/ fare from the time you ride in it until you reach a destination?
Motivation
B. Presentation of the Today we are going to study some real-life problems that
Lesson involve linear function.
What life situation can you tell that need your knowledge
about linear function?
1. Group Activity By group, perform the activity for 7-10 minutes.
80
9. Processing the 4. What are the given?
Answer 5. Which variable is independent? dependent?
6. What will you prepare to show the possible pattern
that will help you solve the problem?
7. How will you write the linear equation that
describes the given conditions stated in the
problem?
8. If Emman rides a taxi from his workplace to the post
office with an approximate distance of 600 meters,
how much will he pay?
9. If Emman pays Php 68, how many kilometers did
he travel? How about Php 75? Php 89? Php 92.50?
5.Summarizing the How did you solve the problems involving linear function?
Lesson
C. Assessment From the given problems below, select one and solve.
D. Assignment 1. Answer Act 22, page 200.
Bring colored paper and art materials in preparing leaflets.

V. REMARKS 2.
VI. REFLECTION
A. OTHERS
1. No. of learners who
earned 80% on the
require additional
activities for
remediation.
3. Did the remedial
learners who have
81
caught up with the
lesson.
continue to require
remediation.
5. Which of my teaching
strategies worked
6. What difficulties did I
encounter which my
can help me solve?
7. What innovation or
localized material/s did
wish to share with
other teachers?
82
(M8AL- IId-e-2) Day 4 – Solves problems involving
linear functions

I. OBJECTIVES
A. Content Standard The learner demonstrates understanding of
the key concepts of linear function.
B. Performance Standard The learner is able to formulate real-life
problems involving linear functions and solve
these problems accurately using a variety of
strategies.
C. Learning Competencies/ The learner should be able to solve linear
Objectives functions involving linear functions.
( M8AL-IId-e-2 )
III. CONTENT Solving Word Problems Involving Linear
Function
(Transfer Task)
IV. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages 214 - 216
2. Learner’s Materials 197 - 202
pages
3. Textbook pages
from Learning Resource
(LR) portal
B. Other Learning Resources Colored paper, art materials
IV. PROCEDURE Advance Learners Average
Learners
A. Preliminary Activities/ How do you feel while solving real-life problems
Motivation about linear functions?
B. Presentation of the What steps do you follow to solve real-life
Lesson problems involving linear functions?
1. Problem Consider the given situation below. Read, understand and

Opener / perform the given tasks.
Activity
83
10. Processing 10. What are the given?
the Answer 11. Which variable is independent? dependent?
12. What will you prepare to show the possible pattern that
will help you solve the problem?
13. How will you write the linear equation that describes
the given conditions stated in the problem?
14. Graph the linear equation.
11. Reinforcing
the Skills
V. REMARK
S
VI. REFLECT
ION
VII. OTHERS
A. No. of learners who earned
80% on the formative
assessment
B. No. of learners who require
additional activities for
remediation.
C. Did the remedial lessons
work? No. of learners who
have caught up with the
lesson.
D. No. of learners who continue
to require remediation.
84
strategies worked well? Why
did it work?
encounter which my
principal or supervisor can
help me solve?
G. What innovation or localized
material/s did I use/discover
which I wish to share with
other teachers?
85
(M8GE-IIf-1) Day 1: Determines the Relationship between the
Hypothesis and the Conclusion of an If-Then
Statement
SCHOOL GRADE LEVEL 8

TEACHER LEARNING AREA Mathematics
DATE OF 2nd Wk 6 Day
QUARTER
TEACHING 1
I. OBJECTIVES
A. Content The learner demonstrates understanding of key concepts of logic
Standard and reasoning.
B. Performance The learner is able to communicate mathematical thinking with
Standard coherence and clarity in formulating and analyzing arguments.
C. Learning The learner determines the relationship between the hypothesis
Competencies and the conclusion of an if-then statement.
/
LC Code LC CODE: M8GE-IIf-1
II. CONTENT If-Then Statements (Conditional Statements)
III. LEARNING
RESOURCES
A. References
1. Teacher’s
Pages 350 – 354
Guide Pages
2. Learner’s
Material Pages
Pages 321 – 324
3. Textbook
Pages
4. Additional
Materials from
Learning Resource
(LR) Portal
B. Other De Leon, Dilao, Bernabe, “Geometry (Textbook)”, JTW
Learning Resource Corporation, 2009 pp. 59-61
IV. PROCEDURE Advanced Learner Average Learner
A. Motivation DESCRIPTION. Many statements that we encounter are
logically constructed but NOT VALID or acceptable. This activity
deals with determining which statement is valid or not.
DIRECTION. Tell whether the second statement is a valid
consequence of the first statement or not.
1. If students are good in mathematics, then they are smart.

Enchong is smart, then he is good in mathematics.
2. If it rains, then the sports fest will be cancelled.
It rains therefore the sports fest is cancelled.
3. If the lines are parallel, then they do not intersect.
Line x and line y do not intersect; therefore they are parallel.
4. If two angles are right angles, then they are congruent.
∠A and ∠B are congruent, then they are right angles.
5. If a pair of angles is vertical, then they are congruent.
∠C and ∠D are vertical angles, therefore they are congruent.
QUESTION: Were you able to answer each statement
correctly?
86
B. Presentation
Advanced Learner Average Learner
of the Lesson
1. Opener What you did was to identify conditional statements. Not all
conditional statements are valid. Study the sample below.
Conditional
Hypothesis Conclusion
Statement
If you study well,
then you will get
then you will get If you study well
good grades
good grades.
*In a conditional statement, the clause that starts with the “if” is
called the hypothesis and the clause that starts with the “then” is
called the conclusion.
*The conditional statement is valid because the hypothesis and
the conclusion are both valid.
2. Activity YOU COMPLETE ME!

(The teacher divides the class into five (5) groups. Each group is
given the following incomplete statements below. The task of
each group is to complete the statement.
1. If a student seldom goes to 1. If a student seldom goes to
class, class, then_______________.
then________________.
2.If_____________________, 2. If a triangle has three (3)

then the teacher is always equal sides, then __________.
energetic in teaching the
class. 3. If_____________________,
then the angle is obtuse.
3. If a triangle has three (3)
equal sides, then _________.
4.If_____________________,
5. If a polygon is a square,
then __________________.
3. Processing Processing Questions:

the Answer 1. Were you able to complete the if-then statements (conditional
statements)?
2. How did you complete each statement?
3. Which part is the hypothesis? Which part is the conclusion?
4. What do you think will happen to the if-then statement if the
hypothesis is not valid? If the conclusion is not valid?
5. What do you think will happen if you reverse the position of the
hypothesis and the conclusion? (The if-clause becomes the
then-clause and vice versa)
6. Is the new (reversed) conditional statement still valid? Why?
87
4. Reinforcing DIRECTION. Provide a valid hypothesis and conclusion to
the Skills complete the conditional statement and rewrite the reverse
conditional statement.
1. If you are eighteen (18) 1. If you are eighteen (18)
years old, then ___________. years old, then ____________.
2. If ____________________, 2. If ____________________,
then the student passed the then the number is prime.
subject.
3. If there are three (3) interior
3. If two segments have the angles in a polygon, then
same measure, then ______________________.
____________________.
4. If ____________________,
then the number is prime.

angles in a polygon, then
______________________.
5.Summarizing QUESTIONS:
the Lesson 1. What is an if-then statement? What are its parts?
2. When can you say that an if-then statement is valid?
C. Assessment DIRECTION. Complete the following if-then statements and

identify the hypothesis and the conclusion.
1. If the body lacks in vitamin A, then ____________________.
2. If there is less communication in a relationship, then

________________________.
3. If two lines are parallel, then ________________________.
4. If _______________________, then x is an even number.
5. If _______________________, then the angle is acute.
D. Assignment Answer Activity 2 (6-10) on page 322 of your Learner’s Module.
Remarks:
A. Number of
Learners who
earned 80% in the
formative
assessment.
88
B. Number of
Learners who
require additional
activities for
remediation.
C. Number of
Learners who
caught up with the
lesson.
D. Number of
learners who
continue to require
remediation.
E. Which of my
teaching
strategies
worked well?
Why did it
work?
did I encounter
which my
principal or
supervisor can
help me solve?
G. What innovation
or localized
material/s did I
use/discover
which I wish to
share with other
teachers?
89
(M8GE-IIf-1) Day 1: Determines the Relationship between the
Hypothesis and the Conclusion of an If-Then
Statement

QUARTER
TEACHING 1
I. OBJECTIVES
A. Content The learner demonstrates understanding of key concepts of logic
Standard and reasoning.
/
LC Code LC CODE: M8GE-IIf-1
II. CONTENT If-Then Statements (Conditional Statements)
III. LEARNING
RESOURCES
A. References
1. Teacher’s
Pages 350 – 354
Guide Pages
2. Learner’s
Material Pages
Pages 321 – 324
3. Textbook
Pages
4. Additional
Materials from
Learning Resource
(LR) Portal
B. Other De Leon, Dilao, Bernabe, “Geometry (Textbook)”, JTW
Learning Resource Corporation, 2009 pp. 59-61
IV. PROCEDURE Advanced Learner Average Learner
A. Motivation DESCRIPTION. Many statements that we encounter are
logically constructed but NOT VALID or acceptable. This activity
deals with determining which statement is valid or not.
DIRECTION. Tell whether the second statement is a valid
consequence of the first statement or not.
1. If students are good in mathematics, then they are smart.

Enchong is smart, then he is good in mathematics.
2. If it rains, then the sports fest will be cancelled.
It rains therefore the sports fest is cancelled.
3. If the lines are parallel, then they do not intersect.
Line x and line y do not intersect; therefore they are parallel.
4. If two angles are right angles, then they are congruent.
∠A and ∠B are congruent, then they are right angles.
5. If a pair of angles is vertical, then they are congruent.
∠C and ∠D are vertical angles, therefore they are congruent.
QUESTION: Were you able to answer each statement
correctly?
90
B. Presentation
of the Lesson
1. Opener What you did was to identify conditional statements. Not all
conditional statements are valid. Study the sample below.
Conditional
Hypothesis Conclusion
Statement
If you study well,
then you will get
then you will get If you study well
good grades
good grades.
*In a conditional statement, the clause that starts with the “if” is
called the hypothesis and the clause that starts with the “then” is
called the conclusion.
*The conditional statement is valid because the hypothesis and
the conclusion are both valid.
2. Activity YOU COMPLETE ME!

(The teacher divides the class into five (5) groups. Each group is
given the following incomplete statements below. The task of
each group is to complete the statement.
1. If a student seldom goes to 1. If a student seldom goes to
class, class, then_______________.
then________________.
2.If_____________________, 2. If a triangle has three (3)

then the teacher is always equal sides, then __________.
energetic in teaching the
class. 3. If_____________________,
3. If a triangle has three (3)
equal sides, then _________.
4.If_____________________,
5. If a polygon is a square,
then __________________.

the Answer 1. Were you able to complete the if-then statements (conditional
statements)?
2. How did you complete each statement?
3. Which part is the hypothesis? Which part is the conclusion?
4. What do you think will happen to the if-then statement if the
hypothesis is not valid? If the conclusion is not valid?
5. What do you think will happen if you reverse the position of the
hypothesis and the conclusion? (The if-clause becomes the
then-clause and vice versa)
6. Is the new (reversed) conditional statement still valid? Why?
91
4. Reinforcing DIRECTION. Provide a valid hypothesis and conclusion to
the Skills complete the conditional statement and rewrite the reverse
conditional statement.
1. If you are eighteen (18) 1. If you are eighteen (18)
years old, then ___________. years old, then ____________.
2. If ____________________, 2. If ____________________,
then the student passed the then the number is prime.
subject.
3. If two segments have the angles in a polygon, then
same measure, then ______________________.
____________________.
4. If ____________________,
then the number is prime.

angles in a polygon, then
______________________.
5.Summarizing QUESTIONS:
the Lesson 1. What is an if-then statement? What are its parts?
C. Assessment DIRECTION. Complete the following if-then statements and

1. If the body lacks in vitamin A, then ____________________.
2. If there is less communication in a relationship, then

________________________.
3. If two lines are parallel, then ________________________.
4. If _______________________, then x is an even number.
5. If _______________________, then the angle is acute.
D. Assignment Answer Activity 2 (6-10) on page 322 of your Learner’s Module.
Remarks:
A. Number of
Learners who
earned 80% in the
formative
assessment.
92
B. Number of
Learners who
require additional
activities for
remediation.
C. Number of
Learners who
caught up with the
lesson.
D. Number of
learners who
continue to require
remediation.
H. Which of my
teaching
strategies
worked well?
Why did it
work?
I. What difficulties
did I encounter
which my
principal or
supervisor can
help me solve?
J. What innovation
or localized
material/s did I
use/discover
which I wish to
share with other
teachers?
93
(M8GE-IIf-2) Day 3: Transforms a Statement into an Equivalent
If-Then Statement

2nd Wk 6
DATE OF TEACHING QUARTER
Day 3
I. OBJECTIVES
Standard logic and reasoning.
B. Performance The learner is able to communicate mathematical thinking
Standard with coherence and clarity in formulating and analyzing
arguments.
C. Learning The learner transforms a statement into an equivalent if- then
Competencies statement.
/
LC Code M8GE-IIf-2
II. CONTENT Transforming a Statement into an If-Then Statement
III. LEARNING
RESOURCES
A. References
1. Teacher’s
Guide Pages 350 – 354
Pages
2. Learner’s
Material
Pages Pages 321 – 324
3. Textbook
Pages
4. Additional
Materials from
Learning Resource
(LR) Portal
B. Other Learning De Leon, Dilao, Bernabe, “Geometry (Textbook)”, JTW
Resource Corporation, 2009 pp. 59-61
“Geometry”, Mathematics Textbook of Third Year High
School, Reprint Edition 1988, pp. 34 – 37.
IV. PROCEDURE
A. Preliminary You have learned about if-then/conditional statements. Now
Activities let us have a simple review:
Questions:
1. What are the parts of an if-then statement?
B. Presentation
of the Lesson
1. Opener General statements do not usually have a subordinate

clause that starts with “if”. Examples of which are the
following:
Good citizens do not litter the streets.

All squares are rectangles.
94
Study the following methods below on how the two
sentences above were converted into an if-then statement.
General Statement If-Then Statement
1. Good citizens do not litter 1. If you do not litter the

the streets. streets, then you are a
good citizen.
2. All squares are 2. If a polygon is a square,
rectangles. then it is a rectangle.
Consider the statements below:
1. National Disaster Risk Reduction Council volunteers are

busy during calamities.
2. Parallel lines are non-intersecting lines.
What part of the conditional statement is underlined? How

about the one in bold letters? How will you transform the
sentence into an if-then statement? What are the if-then
statements?
2. Activity Activity: MAKE ME COMPLETE!

(The teacher divides the class into five groups and each group
will be given a sentence.)
DIRECTION. Underline the part of the sentence which

represent the hypothesis and encircle the part which
represent the conclusion. Write the sentence as an if-then
statement/ conditional statement.
GROUP 1
Sentence: Cigarette smoking is dangerous to your health.
If-then form:
_______________________________________.
GROUP 2
Sentence: It is more fun in the Philippines.
If-then form:
______________________________________.
GROUP 3
Sentence: A segment has exactly one midpoint.
If-then form: _____________________________________.
GROUP 4
Sentence: Angles in a linear pair are supplementary.
If-then form:
_______________________________________.
GROUP 5
Sentence: Vertical angles are congruent.
If-then form: _____________________________________.
95
the Answer
1. What are the hypotheses? How about the conclusions?
2. How did you translate the hypotheses? How about the
conclusions?
3. Were you able to translate all the sentences into an if-then
statement/conditional statement?
4. How did you translate them into an if-then statement/
conditional statement?
4. Reinforcing Transformers!
the Skills Use the same groupings. Let them transform the following
statements into if-then form. A representative will present the
output to the class.
1. Careful drivers avoid 1. Careful drivers avoid
overspeeding. overspeeding.
2. The picnic will be 2. An acute angle is an angle

cancelled in the event of with a measure that is greater
rain. than 0 but less than 90.
3. An acute angle is an 3. An equation is a

angle with a measure that mathematical sentence with an
is greater than 0 but less equal sign.
than 90.
4. A prime number has 1

and itself as factors.
5. An equation is a
mathematical sentence
with an equal sign.
5. Summarizing How do you distinguish the hypothesis from the conclusion

the Lesson when the statement is a general sentence or not an if-then
statement?
How do you transform a statement into its equivalent if-then

statement?
C. Assessment DIRECTION. Transform each statement to if-then form, then

96
1. Good citizens obey rules 1. Good citizens obey rules and
and regulations. regulations.
2. Filipinos are God-fearing 2. Opposite sides of a rectangle
people. are parallel.
3. The sum of the measures 3. A triangle is a polygon with
of complementary angles is three sides.
90°.
4. Opposite sides of a
rectangle are parallel.
5. A triangle is a polygon
with three sides.
D. Assignment Perform Exercise 1 on page 324 (6-10)
Remarks:
A. Number of Learners
who earned 80% in the
formative assessment.
B. Number of Learners
who require additional
activities for
remediation.
C. Number of Learners
who caught up with the
lesson.
D. Number of learners
who continue to
require remediation.
97
(M8GE-IIf-2) Day 4: Transforms a Statement into an Equivalent
If-Then Statement (Performance Task)

QUARTER
TEACHING 4
I. OBJECTIVES
Standard logic and reasoning.
/
LC Code M8GE-IIf-2
Transforming a Statement into an If-Then Statement
II. CONTENT
(Performance Task)
III. LEARNING
RESOURCES
A. References
1. Teacher’s
Pages 350 – 354
Guide Pages
2. Learner’s
Material Pages
Pages 321 – 324
3. Textbook
Pages
4. Additional
Materials from
Learning Resource
(LR) Portal
B. Other Learning
Resource
IV. PROCEDURE
A. Preliminary
Activity DIRECTION. Transform the following statements into if-then
statements.
1. She is the tallest among the girls so she is always last in line
during the flag ceremony.
2. Mount Mayon is in Albay.
3. An even number is divisible by 2.
4. An isosceles triangle has two congruent sides.
5. The graph of a linear equation is a line.
B. Presentation
of the Lesson
1. Problem How will you transform a statement about a real life situation
Opener into an if-then statement?
98
2. Group GOAL: To conduct a debate in class that uses if-then
Activity statements.
Suggested Topics for Debate:

1. When bullying happens, what would you do? Support the
victim or understand the bully?
2. Is the number one (1) a prime number or not?
3. In real life, do parallel lines intersect or not?
ROLE: Debater / Audience
AUDIENCE: Teacher and the other students.
SITUATION: The teacher divides the class into three groups –

the two groups are the opposing debaters and the last group is
the audience. The topic for debate is set and agreed upon prior
to the debate proper. Each debating group will prepare 3
speeches – Introduction, Rebuttal, Conclusion.
Introduction – the debater must cite the reasons why he/she

chooses the side. (composed of 7-10 sentences)
Rebuttal – asking questions or giving of situations that disprove
the statements of the other debating team in the introduction. (3-
5 sentences)
Conclusion – encourages the audience to choose their side as
the winning side. (3-5 sentences)
(NOTE: The students assigned as debaters must use “if-then

statements” in their speeches.)
PERFORMANCE: Debate
STANDARD:
R
A
Outstanding Satisfactory Developing Beginning T
CRITERIA
(4) (3) (2) (1) I
N
G
Reasons
Reasons
Reasons and and
and Minimal
explanations explanations
Content are detailed
explanations
are not
reasons and
are detailed explanations
and clear. detailed and
but not clear.
not clear
The speaker
The speaker
The speaker is not fluent The speaker
is fluent but
is fluent and and the has shown
the ideas are
Delivery ideas are
not
ideas are minimal
conveyed not confidence
conveyed
clearly. conveyed in speaking.
clearly
clearly
The
The The
audience
Impact to The audience audience audience
cannot
can relate can relate cannot
the and react to but with
relate and
relate and
shows
Audience the speech. minimal
confused
has no
reaction. reaction.
reactions.
OVER-ALL RATING
99
Remarks:
A. Number of
Learners who
earned 80% in the
formative
assessment.
B. Number of
Learners who
require additional
activities for
remediation.
C. Number of
Learners who caught
up with the lesson.
D. Number of
learners who
continue to require
remediation.
100
(M8GE-IIg-1) Day 1 Determines the inverse, converse and
contrapositive of the given if-then statement

Area
Day 1
I. OBJECTIVES
A. Content The learner demonstrates understanding of key
Standard concepts of axiomatic developments of Geometry.
B. Performance The learner is able to communicate mathematical
Standard thinking with coherence and clarity in formulating,
investigating, analyzing and solving problems.
C. Learning The learner determines/ writes the inverse, converse
Competencies/ and contrapositive of an if-then statement (M8GE-
Objectives IIg-1)
II. CONTENT If-then (Conditional) Statements
III. LEARNING Visual aids, chalkboard,chalk
RESOURCES
A. References
pages
2. Learner’s 324-327
Materials pages
3. Textbook pages
4. Additional
Materials from
Learning
Resource (LR)
portal
B. Other Learning Grade 8 e-Math,pp. 309-313
Resources
LEARNERS
A. Preliminary ACTIVITY 1
Activities/ Convert each statement to if- then form, and then
Motivation identify the hypothesis and the conclusion.
1. All gamers play Mobile Legends.
2. Famous people have Facebook accounts.
3. Filipinos are hospitable.
4. A quadrilateral has four sides.
5. Parallel lines are coplanar lines that do not
intersect.
Lesson
12. Problem Opener Consider your answers in Activity 1. These if-then

statements are also called conditional statements.
101
A conditional statement, however, has three other
related statements, namely: the converse, the
inverse and the contrapositive.
13. Group Activity ACTIVITY 2
(By group) Study the table below. Discuss with your
group how the converse, inverse and contrapositive
of a given statement are written. (Let each group
write down their observations on a sheet of paper
and ask a member per group to present it in class)
Statement If-then Converse Inverse Contrapositive

(Conditional)
A square is If a If a If a If a
a quadrilateral quadrilater quadrilateral quadrilateral
rectangle. is a square, al is a is not a is not a
then it is a rectangle, square, then rectangle,
rectangle. then it is a it is not a then it is not
square. rectangle. a square.
14. Processing the  In ACTIVITY 2, the students’ observations

Answer are expected to answer the following
questions:
 What happens to the hypothesis and

conclusion in the converse?
 How about in the inverse statement,
are the hypothesis and conclusion
being interchanged? If not, how does
the inverse statement differ from the
conditional statement?
 Compare and contrast the converse
and contrapositive statement.
 Conditional statements are in the form “If p,
then q”, wherein p represents the
hypothesis and q represents the conclusion.
Fill in the blanks with correct notations to
complete the table.
Statement If p, then q
Converse
Inverse
Contrapositive
15. Reinforcing the Write the converse, inverse and Write the
Skills contrapositive of each of the converse,
following conditional statements. inverse and
1. If it is a warm-blooded contrapositi
animal, then it is a mammal. ve of each
of the
102
2. If you obey rules and following
regulations, then you are a conditional
good citizen. statements.
1. If it is
3. If a quadrilateral is a
a
rectangle, then its opposite
chick
sides are parallel.
en,
then
it is a
bird.
2. If you
study
hard,
then
you
will
gradu
ate.
3. If the
lines
are
perpe
ndicul
ar,
then
they
inters
ect.
5.Summarizing the How do you write the converse, inverse and the
Lesson contrapositive of the given statement?
C. Assessment Write the converse, Write the converse,

inverse and inverse and
contrapositive of each of contrapositive of
the following conditional each of the
statements. following
1. If he speaks in Bicol, conditional
then he is from statements.
Region V. 1. If you are
2. If a triangle is healthy, then
scalene, then it has you are
no congruent sides. happy.
2. If a number is
even, then it
is divisible by
2.
103
D. Agreement/ Give your own conclusion to the given if-then
Assignment statement and write its converse, inverse and
Values Integration contrapositive statement.
“If I do my best in my studies,
___________________.”
V. REMARKS
VII. REFLECTIO
N
VIII. OTHERS
A. No. of learners
who earned 80%
on the formative
assessment
B. No. of learners
who require
additional
activities for
remediation.
C. Did the remedial
lessons work?
No. of learners
who have caught
up with the
lesson.
D. No. of learners
who continue to
require
remediation.
E. Which of my
teaching
strategies
worked well?
Why did it work?
did I encounter
which my
principal or
supervisor can
help me solve?
G. What innovation
or localized
material/s did I
use/discover
which I wish to
share with other
teachers?
104
(M8GE-IIg-1) Day2- Determines the inverse, converse and
contrapositive of an if-then statement

Day 2
I. OBJECTIVES
A. Content The learner demonstrates understanding of key
Standard concepts of axiomatic developments of Geometry.

C. Learning The learner determines/ writes the inverse, converse
Competencies/ and contrapositive of an if-then statement
Objectives
II. CONTENT If-then (Conditional) Statements (Performance Task)
III. LEARNING Visual aids, chalkboard, chalk
RESOURCES
A. References
1. Teacher’s 350-357
Guide pages
2. Learner’s 324-327
Materials pages
3. Textbook pages
4. Additional
Materials from
Learning
Resource (LR)
portal
B. Other Learning Grade 8 e-Math,pp. 309-313
Resources
IV. PROCEDURE A. Reviewing previous lessons
Recall on how to write the converse, inverse
and contrapositive od an if-then statement.
B. Establishing the purpose for the lesson
Students will be given a practical task which will
demonstrate their understanding of conditional
statement.
C. Evaluating Learning
The performance task will follow the GRASPS
model.
(By Group) AVERAGE
ADVANCE LEARNER
LEARNER
105
PRODUCT/PERFORMANCE PRODUCT/PERFO
(Second Quarter) RMANCE
G- To create an advocacy (Second Quarter)
advertisement presentation using G- To make an
conditional statements (converse, environmental
inverse and contrapositive). slogan using the
R- Member of the creative team conditional
A- Teacher, Classmates and Peers statements
S- To help raise awareness about (converse, inverse
an important issue in our society, and contrapositive).
you are required to present in class R- Writer
an advocacy advertisement. Your A- Teacher
advertisement presentation will be S- To help raise
graded according to the following awareness about
criteria: Accuracy, Concept, environmental
Creativity and Presentation, issues, you are
Cooperation, Time Frame required to make a
Performance: Make an advocacy slogan about saving
advertisement presentation the environment.
Your output will be
graded according to
the following criteria:
Accuracy,
Relevance and
Creativity
Performance: Make
an environmental
slogan
RUBRIC (ADVANCE LEARNER)
CRITERIA 3 2 1
Accuracy The conditional The conditional The conditional
40% statements are statements are statements are
used correctly used with not used at all or
without minimal are used but
mistakes. mistakes. with many
mistakes.
Concept The advocacy The advocacy The advocacy

20% chosen is chosen is chosen is not
relevant and the relevant but the that relevant and
concept of concept of the concept of
presentation is presentation is presentation is
original. not original. not original.
Creativity and The The The
Presentation advertisement is advertisement is advertisement is
20% effectively effectively not effective and
written, creative written, creative not well
and is well but is not well presented.
presented. presented.
Cooperation The presentation The presentation The presentation
10% shows maximum shows enough shows very
participation participation minimal
from the from the participation
members of the members of the from the
group. group. members of the
group.
Within Time The The The
Frame advertisement is advertisement is advertisement is
(1-3minutes) presented within presented presented
10 % the time frame. slightly outside significantly
the time frame. outside the time
frame.
106
RUBRIC (AVERAGE LEARNER)
CRITERIA 3 2 1
Accuracy Conditional Conditional Conditional
50% statements are statements are statements are
used in the used in the not used in the
slogan correctly. slogan but with slogan or are
minimal used but with
mistakes. significant
number of
mistakes.
Relevance The slogan is The slogan is The slogan is
30% very relevant to slightly relevant not relevant to
the topic given. to the topic the topic given.
given.
Creativity The slogan is The slogan is The slogan is
20% effectively original but is not not creative and
written, creative effective and original
and original. creative.
107
(M8GE-IIg-2) Day 3- Illustrates the equivalences of (a) the
statement and the contrapositive (b) the converse and the
inverse of a statement

Day 3
I. OBJECTIVES
A. Content Standard The learner demonstrates understanding of key
concepts of axiomatic developments of Geometry.
C. Learning Determines whether a given conditional statement
Competencies/ is true or false.
Objectives
II. CONTENT LOGIC EQUIVALENCES
RESOURCES
A. References
pages
pages
3. Textbook pages
from Learning
B. Other Learning
Resources
LEARNERS
A. Preliminary Activities/ Consider this statement:
Motivation
Friends like each other.
 Convert the given statement to if-then form
and write its converse, inverse and
contrapositive.
Lesson
16. Problem Opener  Is the statement true?
 How do you know whether a given
statement is true or false?
108
17. Group Activity (Divide the class into two groups. Let them debate
on the veracity of the given statement. Assign the
first group to the affirmative side and the second
group to the negative side. The two groups will be
given time to speak and cite their reasons
alternately)
AFFIRMATIVE SIDE : FRIENDS LIKE EACH
OTHER
NEGATIVE SIDE: FRIENDS DO NOT
NECESSARILY LIKE EACH OTHER
18. Processing the  In the debate done, how did the negative
Answer side disprove the original statement? Cite
the proofs used by the negative side to
prove that the given statement is false.
 What do you call an evidence that
disproves a given statement?
 Consider the converse, the inverse, and the
contrapositive of the give statement. Are
they necessarily true? If not, cite a counter
example for each to prove your claim.
19. Reinforcing the Skills Write the converse, inverse Write the
and contrapositive of each of converse,
the following conditional inverse and
statement and determine contrapositive
whether each statement of each of the
(including the original following
statement) is true of false. If conditional
it is false, give counter statement and
examples. determine
4. If you are in Albay, then whether each
you are in Bicol. statement
5. If a number is odd, then (including the
original
it is prime.
statement) is
6. If two angles are true of false. If
congruent, then they it is false, give
are vertical. counter
examples.
1. If it is an
apple,
then it is
a fruit.
2. If a
polygon
is a
quadrilat
eral,
then it is
109
a
rectangl
e.
5.Summarizing the How do you we determine whether a given

Lesson conditional statement is true or false?
C. Assessment Write the converse, inverse and contrapositive

of the given conditional statement and
determine whether each statement (including
the original statement) is true of false. If it is
false, give counter examples.
If two angles are If a number is a
supplementary, then they form multiple of 3,
a linear pair then it is
divisible by 6.
D. Agreement/ Consider this famous quotation. Is this statement
Assignment true or false? Elaborate to prove your point.
Values Integration
“Mother knows best”
V. REMARKS
VI. REFLECTION
VII. OTHERS
earned 80% on the
formative
assessment
require additional
activities for
remediation.
C. Did the remedial
learners who have
caught up with the
lesson.
continue to require
remediation.
strategies worked
encounter which my
can help me solve?
wish to share with
other teachers?
110
(M8GE-IIg-2) Day 4- Illustrates the equivalences of (a) the statement and
the contrapositive (b) the converse and the inverse of a statement

I. OBJECTIVES
concepts of axiomatic developments of
Geometry.
C. Learning The learner is able to :
Competencies/ 1. Illustrates the equivalences of (a) the
Objectives statement and the contrapositive (b) the
converse and the inverse of a statement,
2. Writes a given statement in biconditional
form.
II. CONTENT LOGIC EQUIVALENCES

RESOURCES
A. References
pages
pages
3. Textbook pages
4. Additional
Materials from
Learning Resource
(LR) portal
B. Other Learning
Resources
LEARNERS
A. Preliminary Activities/ Determine whether each statement is true or
Motivation false. If false, cite a counter example.
1. If he can sing, then he likes music.
2. If he likes music, then he can sing.
3. If he cannot sing, then he does not like
music.
4. If he does not like music, then he cannot
sing.
Lesson
111
20. Problem Opener  Consider the conditional statement in #1.
What is the hypothesis? What is the
conclusion?
 Notice that #’s 2, 3 and 4 are the converse,
inverse and contrapositive of the first
statement respectively. What do you
observe about their truth value?
21. Group Activity (Divide the class into four groups. Each group will
be assigned to one of the given statements)
Group1: If it is an even number, then it is divisible
by 2.
Group 2: If an angle is obtuse, then it measures
100˚.
Group 3: If a polygon is a square, then it is a
quadrilateral.
Group 4: If the angles are complementary, then
the sum of their measures is 90˚.
 Discuss with your group your assigned
conditional statement. Analyze the
truthfulness of the following:
 Hypothesis and
conclusion
 The statement
 The converse, the
inverse and the
contrapositive of
the given
statement
 Then, fill in the table with correct truth
values (“T “for true or” F “for false). Ask a
member per group to explain your
inputs.
~𝒒 → ~𝒑
𝒑→𝒒 𝒒→𝒑 ~𝒑 → ~𝒒
p q (Contra-
(Statement) (Converse) (Inverse) positive)
Group T T
1
Group T F
2
Group F T
3
Group F F
4
112
22. Processing the  Study the table you have completed. In
Answer what part does ‘′𝑝 → 𝑞′ become false?
 What can you say about the truth values
in the original statement and its
contrapositive? How about the converse
and the inverse of the statement?
 If the statement and its contrapositive
have the same truth value, how do you
describe them as pair?
 How about the converse and the inverse?
Are they also logically equivalent?
 Consider the first statement :
‘If it is an even number, then it is divisible
by 2.’
 Notice that in the table, the
statement and its converse are
both true. If a conditional
statement and its converse are
both true, you can combine them
to form one BICONDITIONAL
STATEMENT.
A biconditional statement uses the
phrase ‘if and only if’. In
symbol,𝒑 ↔ 𝒒, where ′ ↔ ′ is the
biconditional operation.
Example: Write the biconditional

statement of the statement ‘If it is an even
number, then it is divisible by 2.’
Answer: A number is even if and
only if it is divisible by 2.
23. Reinforcing the A. Determine whether each statement is true or

Skills false. If the statement is false, change the
underlined word to make it true.
1. If a conditional statement is false, its contrapositive
is true.
2. If the converse of a statement is true, then its inverse
is true.
3. If the hypothesis is true and the conclusion is false,
the conditional statement is true.
B. Write each of the following statements in
biconditonal form.
1. If a person is literate, then he can read and write.
2. If today is Saturday, then tomorrow is Sunday.
3. If 3x=6 , then x=2.
4. If a triangle is scalene, then it has no sides
congruent.
5. If a quadrilateral is a trapezoid, then it has exactly
one pair of parallel sides.
113
5.Summarizing the 1. How do we describe the pairs of
Lesson conditional statements with the same truth
value?
2. What is a biconditional statement?
3. How do we write a statement to
biconditional form?
C. Assessment Write each of the following statements in

biconditonal form.
1. Herbivores are animals that only eat
plants.
2. A rhombus is a quadrilateral with four
congruent sides.
3. Collinear points are points lying on the
same line.
D. Agreement/ Reflect!
Assignment How important is it to analyze the truthfulness of
Values Integration information we get before spreading them? (Write
your explanation on a ½ sheet of paper to be
submitted next meeting.)
V. REMARKS
VI. REFLECTION
VII. OTHERS
earned 80% on the
require additional
activities for
remediation.
C. Did the remedial
learners who have
caught up with the
lesson.
continue to require
remediation.
Why did it work?
encounter which my
can help me solve?
teachers?
114
(M8GE – 11h - 1) DAY 1 Uses Inductive Reasoning

Time & SECOND Wk 8
Quarter
Date Day 1
I. OBJECTIVES
concepts of using inductive and deductive reasoning in
an argument.
B. Performance The learner is able to formulate real-life problems
Standard involving inductive and deductive reasoning and solve
these problems accurately using a variety of strategies.
C. Learning
The learner uses inductive reasoning in an argument
Competencies/
(M8GE – 11h – 1 )
Objectives
II. CONTENT Using Inductive or Deductive Reasoning in an
Argument.
III. LEARNING
RESOURCES
A. References
pages
2. Learner’s Materials 329 - 331
pages
3. Textbook pages
4. Additional Geometry (Mathematics Textbook for Third Year High
Materials from School) pp. 2-6
Learning Resource E-Math (Worktext in Mathematics) pp. 360
(LR) portal Grade 8 Mathematics (Patterns and Practicalities) pp.
299-272
B. Other Learning
Resources
A. Preliminary Activities/ “ WHY OH WHY”
Motivation Select a partner answer each item.
1. Look carefully at the figures, what is next?
________
2. Study the pattern. Draw the next figure.
__________
3. My mathematics teacher is strict.
My previous mathematics teacher was strict.
Tita’s mathematics teacher is strict too.
Tita’s previous mathematics teacher was also strict.
What can you say about mathematics teachers?
115
4. 1 x 10 = 10
2 x 10 = 20
3 x 10 = 30
5 x 10 = 50
24 x 10 = 240
2345 x 10 = ________
5. Every time Jackie visits her doctor, she receives

excellent services. With this she believes that
_________.
 How did you arrive at your answer?
B. Presentation of the Draw a conclusion from each given situation.

Lesson 1. Maria performed an experiment. She took takes a
1. Problem Opener/ piece of salt, turns it over a burning candle, and observes
Group Activity that it burns with a yellow flame. She does this with many
other pieces of salt, finding they all burn with a yellow
flame. Maria can therefore conclude that
______________________________.
2. Jose always comes to school late. His class starts at
8:00 am. Every day he wakes up at 6:45 a.m. and leaves
the house at 7:35 a.m. but still he comes in late for some
traffic issues. The following day, he wakes up 6:00 a.m.
and leaves the house at 6:55 a.m. and is in school at 7:30
a.m. He does this for several days and gets the same
result. What can he conclude?
3. A child’s teacher in pre-school was a female. In his

grades 1 and 2, his teachers were both female. The child
may say that _________________.
4. 5, 10, 15, 20. The next number is

__________________.
5. Points X, Y and Z are on line m. The three points are

collinear. Therefore, _________________.
2. Processing the  How did you find the conclusions?

Answer  What did you consider in making the
conclusions?
3. Reinforcing the Use inductive reasoning to make the conclusion for each
Skills statement.
1. 1, 4, 9, 16, 25. The next number is ____.
2. ∠ 3 𝑎𝑛𝑑 ∠ 4 are supplementary. The two angles have

a common side. Therefore, ________.
3. Line x and line y lie on the same plane. The two lines
do not intersect each other at any point. Therefore,
__________.
4. 𝑚∠ 𝑀 𝑎𝑛𝑑 ∠ 𝐸 = 90.
116
∠ 𝑀 𝑎𝑛𝑑 ∠ 𝐸 are right angles. Therefore , ___________.
5. How many dots are there in the 5th figure?

Fig. 1 Fig. 2 Fig. 3
4.Summarizing the How do you use inductive reasoning in an argument?

Lesson
C. Assessment Draw conclusions for the following statements using
inductive reasoning.
1. 44 x 5 = 55 x 4
77 x 3 = 33 x 7
22 x 9 = 99 x 2
66 x 8 = 88 x 6
______ = _______
______ = _______
2. Tilapia and Bangus are fish and they can swim.

Tuna and Salmon are fish and they can swim.
Sharks are fish and they can swim.
3. 1,3,5,7,9, ____, _____
4. 3 + 5 = 8
1 + 9 = 10
7 + 11 = 18
5. The chair in the living room is red. The chair in the

dining room is red. The chair in the bedroom is red.
D. Assignment Use the hundred board chart below to answer the questions
that follow.
1 2 3 4 5 6 7 8 9 10
11 12 13 14 15 16 17 18 19 20
21 22 23 24 25 26 27 28 29 30
31 32 33 34 35 36 37 38 39 40
41 42 43 44 45 46 47 48 49 50
51 52 53 54 55 56 57 58 59 60
61 62 63 64 65 66 67 68 69 70
71 72 73 74 75 76 77 78 79 80
81 82 83 84 85 86 87 88 89 90
91 92 93 94 95 96 97 98 99 100
117
1. Select any 2 x 2 array of numbers from the grid. What can
you say about the sum of the numbers on the diagonals?



you say about the relationships of the number in the center to
the sum of the numbers in the diagonals?

you say about the sums of the numbers from the opposite
corners?
V. REMARKS
VI. REFLECTION
VII. OTHERS
A. No. of learners
who earned 80%
on the formative
assessment
B. No. of learners
who require
additional activities
for remediation.
C. Did the remedial
lessons work? No.
of learners who
have caught up
with the lesson.
D. No. of learners
who continue to
require
remediation.
E. Which of my
teaching strategies
worked well? Why
did it work?
did I encounter
which my principal
or supervisor can
help me solve?
localized
material/s did I
use/discover
which I wish to
share with other
teachers?
118
(M8GE – 11h - 1) DAY 2 – Uses Deductive Reasoning
Grade
School GRADE 8
Level
Learning
Teacher MATHEMATICS
Area
Time &
Quarter SECOND Wk 8 Day 2
Date
I. OBJECTIVES
A. Content Standard The learner demonstrates understanding of key concepts
of using inductive and deductive reasoning in an
argument.
Standard inductive and deductive reasoning and solve these
problems accurately using a variety of strategies.
C. Learning
The learner uses deductive reasoning.
Competencies/
(M8GE – 11h – 1)
Objectives
II. CONTENT Using deductive reasoning in an argument.
III. LEARNING
RESOURCES
A. References
pages
2. Learner’s 329 - 331
Materials pages
3. Textbook pages
4. Additional Geometry (Mathematics Textbook for Third Year High
Materials from School) pp. 2-6
Learning Resource E-Math (Worktext in Mathematics) pp. 364-365
(LR) portal Math Builders pp. 269 – 272
Grade 8 Mathematics (Patterns and Practicalities) pp. 299-
272
B. Other Learning
Resources
A. Preliminary Activities/
Motivation “Complete Me”
Complete the table below by making conclusions for each
statement.
 How did you find the activity?

 Were you able to draw the correct conclusions?
How?
119
STATEMENT CONCLUSION
1. Filipinos are hospitable.
Bonifacio is a Filipino.
2. If points are collinear,
then they lie on the same
plane.
Points R, M and N are
collinear.
3. A quadrilateral is a
polygon with four sides. A
parallelogram is a
quadrilateral.
4. Smoking can cause
cancer. Tomas smokes.
5. An angle is acute if its
measure is between 0°
and 90°. Angle B is acute.
B. Presentation of the Supply the conclusion for the given hypothesis.
Lesson
1. Problem Opener/ 1. If ∆𝐵𝑂𝑆 is isosceles, then 1. If ∠ 𝐵 is a right angle,
Group Activity ______. then ______.
2. If 𝑃𝑀 bisects ∠ 𝐴𝑃𝑂, 2. If 𝑚∠ 3 + ∠ 4 = 180 ,
then _______. then ______.
3. If 𝑃 ⊥ 𝐵𝐶 , then _____. 3. If ∠ 𝐵 ≅ ∠ 𝐸 are
4. If 𝑚∠ 3 + ∠ 5 = 180 , complementary, then ____.
then ______. 4. If ∠ 1 ≅ ∠ 2 , then ____.
5. If ∠ 𝐴 𝑎𝑛𝑑 ∠ 𝑋 form a 5. If 𝐴𝐵 = 𝐶𝐸 , then _____.
linear pair, then ______.
2. Processing the  How did you find the conclusions?

Answer  What did you consider in making the conclusions?
3. Reinforcing the Use deductive reasoning to draw conclusion for each

Skills statement.
1. If two lines are parallel, 1. If two numbers are odd,
then they do not intersect. then their sum is even.
Line p is parallel to line j. The numbers 3 and 5
Therefore, __________. are odd numbers.
2. If there is lightning, then it Therefore, __________.
is not safe to go outside the
house. 2. If you want good health,
then you should get 8 hours
Juan sees lightning from the of sleep each day.
rice field. Aaron wants good
Therefore, __________. health.
Therefore, __________.
3. If an angle is obtuse,
then it is not acute. 3. Right angles are
∠ 𝑋𝑌𝑍 is not obtuse. congruent.
Therefore, _____________. ∠ 1 𝑎𝑛𝑑 ∠ 2 are right
angles.
4. If three points are on the Therefore, __________.
same line, then they are
collinear.
120
Points X, Y, and Z are on 4. If you quit smoking, then
line m. you save your lungs.
Therefore, ___________. Karl quit smoking.
Therefore, ___________.
5. If a figure is a rectangle,
then it has two pairs of 5. If you go to school, then
parallel sides. you will learn.
ABCD is a rectangle. If you learn your lessons,
Therefore, __________. then you will pass.
Therefore, ___________.
4.Summarizing the How do you use deductive reasoning in an argument?

Lesson
C. Assessment Make conclusions for each statement using deductive
reasoning.
1. If a park is a national park, then it is interesting. Luneta
is a national park. Therefore, ________________.
2. If two supplementary angles have common sides,
then they are adjacent angles. If the sum of two adjacent
angles is 180°, then the angles are supplementary.
Therefore, _________________________.
3. If two lines are parallel, then they belong to one plane.
If lines belong to one plane, then the lines are coplanar.
Therefore, ______________________.
D. Agreement/ Use deductive reasoning in making conclusion for each
Assignment given statement.
1. If an angle is acute, then its measure is greater than
0° but less than 90°.
∠ 𝐴𝐵𝐶 is an acute angle.
Therefore, _______________________.
2. If a quadrilateral is a trapezoid, then it has exactly

one pair of parallel sides.
Quadrilateral ABCD is a trapezoid.
Therefore, _________________________.
3. If two angles are congruent, then their measures are

equal.
∠ 𝐴 𝑎𝑛𝑑 ∠ 𝐵 are congruent.
Therefore, _______________________.
V. REMARKS
VI. REFLECTION
VII. OTHERS
A. No. of learners
who earned 80%
on the formative
assessment
B. No. of learners
who require
additional activities
for remediation.
121
C. Did the remedial
lessons work? No.
of learners who
have caught up
with the lesson.
D. No. of learners
who continue to
require
remediation.
E. Which of my
teaching strategies
worked well? Why
did it work?
did I encounter
which my principal
or supervisor can
help me solve?
localized
material/s did I
use/discover which
I wish to share with
other teachers?
122
(M8GE – 11h - 1) DAY 3 - Uses Inductive and Deductive
Reasoning in an Argument

SECOND Wk 8
Time & Date Quarter
Day 3
I. OBJECTIVES
A. Content Standard The learner demonstrates understanding of key concepts
of using inductive and deductive reasoning in an
argument.
B. Performance The learner is able to formulate real-life problems
Standard involving inductive and deductive reasoning and solve
these problems accurately using a variety of strategies.
C. Learning The learner uses inductive and deductive reasoning in an
Competencies/ argument.
Objectives (M8GE – 11h – 1)
II.CONTENT Using inductive or deductive reasoning in an argument.
III.LEARNING
RESOURCES
A. References
pages
2. Learner’s 329 - 331
Materials pages
3. Textbook pages
4. Additional E-Math (Worktext in Mathematics) pp. 360,364-365
Materials from Math Builders pp. 269 – 272
Learning Grade 8 Mathematics (Patterns and Practicalities) pp. 299-
Resource (LR) 272
portal
B. Other Learning
Resources
A. Preliminary Activities/ Complete the diagram by listing down the differences of
Motivation inductive reasoning and deductive reasoning.
INDUCTIVE vs DEDUCTIVE
B. Presentation of the Draw a conclusion from each given situation and identify
Lesson the kind of reasoning used.
1. Problem Opener
1. 5, 10, 15, 20. The next number is __________.
2. Coplanar points are points on the plane. X, Y, Z are
coplanar. Therefore, __________________.
123
3. A regular polygon is equilateral. BELEN is a regular
pentagon. Therefore, __________________________.
4. A child’s teacher in pre – school was a female. In his
grades 1 and 2, his teachers were both female. The child
may say that _____________________.
5. Filipinos are peace – loving people. Julia is a Filipino.
Therefore, _______________________.
2. Processing the  How will you describe each statement?

Answer  How did you draw the conclusion for each?
 Were you able to tell the type of reasoning used?
How?
3. Reinforcing the Answer the following using Answer the following
Skills deductive or inductive using deductive or
reasoning. inductive reasoning.
1. Complete the table 1.
using the patterns
observed.
2 3 4 5 6 7
Figurate 1s
n r t t t t
Number t
d d h h h h
Triangular 1 3 6 10
2. “Dylan says Daphne
lies; Daphne says Daniel
Square 1 4 9 16
lies; Daniel says Dylan
and Daphne lie.”
Pentagonal 1 5 12 22  If Dylan is telling
the truth, then
Hexagonal 1 6 15 Daphne is lying.
What can you
conclude about
Heptagonal 1 7
Daniel’s
statement?
Octagonal 1
 Who is telling the
truth? Who is
2. Draw a Venn diagram to lying?
illustrate the conclusion of the
statement; “ If an animal is a
fish, then it has gills. A turtle
does not have gills.”
4.Summarizing the  How do you differentiate inductive reasoning from
Lesson deductive reasoning?
 When do we use inductive reasoning or deductive
reasoning in an argument?
C. Assessment Draw a conclusion for each statement and tell what type
of reasoning is used.
1. 𝑚 ∠ 𝐴 = 96 .
𝑚 ∠ 𝐵 = 84.
𝑚 ∠ 𝐴 + 𝑚 ∠ 𝐵 = 180.
124
Therefore , ________________.
2. The cost of goods was 86 pesos. The cost of labor to

manufacture the item was 150 pesos. The sales price of
the item was 395 pesos. Therefore, ________________.
3. If you are resting, then you are relaxed.
If you are relaxed, then blood pressure is relatively low.
Therefore, ____________________.
4. If two planes intersect, then they intersect in a line.

If two lines are parallel, then they intersect.
Therefore, ________________________.
D. Agreement/ Using the pictures write a statement that shows inductive

Assignment and deductive reasoning.
V. REMARKS
VI. REFLECTION
VII. OTHERS
A. No. of learners who earned 80% on the
B. No. of learners who require additional
activities for remediation.
C. Did the remedial lessons work? No. of
learners who have caught up with the lesson.
D. No. of learners who continue to require
remediation.
E. Which of my teaching strategies worked well?
Why did it work?
F. What difficulties did I encounter which my
principal or supervisor can help me solve?
G. What innovation or localized material/s did I
use/discover which I wish to share with other
teachers?
125
(M8GE – 11h - 1) DAY 4 - Uses Inductive and Deductive
Reasoning in an Argument

Learning
Teacher MATHEMATICS
Area
Time &
Quarter SECOND Wk 8 Day 4
Date
XVIII. OBJECTIVES
J. Content Standard The learner demonstrates understanding of key
concepts of using inductive and deductive reasoning
in an argument.
K. Performance The learner is able to formulate real-life problems
Standard involving inductive and deductive reasoning and
solve these problems accurately using a variety of
strategies.
L. Learning The learner uses inductive and deductive reasoning
Competencies/ in an argument.
Objectives (M8GE – 11h – 1)
XIX. CONTENT Using Inductive or Deductive Reasoning in an Argument.
( ACTIVITY )
XX. LEARNING
RESOURCES
E. References
pages
10. Learner’s 329 - 331
Materials pages
11. Textbook pages
12. Additional
Materials from
Learning
Resource (LR)
portal
F. Other Learning
Resources
XXI. PROCEDURE
Perform the activity. See attached activity sheet.
XXII. REMARKS
XXIII. REFLECTION
XXIV. OTHERS
W. No. of learners who
earned 80% on the
formative
assessment
X. No. of learners who
require additional
activities for
remediation.
Y. Did the remedial
lessons work? No.
126
of learners who
have caught up
with the lesson.
Z. No. of learners who
continue to require
remediation.
AA.Which of my
teaching strategies
worked well? Why
did it work?
BB.What difficulties did
I encounter which
my principal or
supervisor can
help me solve?
CC. What
innovation or
did I use/discover
which I wish to
share with other
teachers?
127
(M8GE – 11h - 1) DAY 4
Uses Inductive and Deductive Reasoning in an Argument
ACTIVITY SHEET
Direction: Draw the conclusion for each statement and tell what type of reasoning
is used. Write your answer on the space provided.
STATEMENT CONCLUSION TYPE OF

REASONING
1. 1 and 3 are odd numbers and the sum
of 1 and 3 is an even number. Therefore,
5 and 7 are odd numbers and the sum
of 5 and 7 is an even number.
81 and 27 are odd numbers and the
sum of 81 and 27 is an even number.
2. 9 x 6 = 54
99 x 66 = 6534 Therefore, 99 999
999 x 666 = 6658 334 x 66 666 =
9999 x 6666 = 66 653 334
3. Capable students have at least
average intelligence. Therefore,
Students of average intelligence can
do Algebra.
4. Nelson told Ben if he will get a perfect
score in a test, he will treat him. Nelson Therefore,
got a perfect score in a test.
5. A hen lays eggs; it has feathers.
A duck lays eggs; it has feathers. Therefore,
A pigeon lays eggs; it has feathers.
6. If a student understands Geometry,
then he is intelligent. Therefore,
If a student is intelligent, then he can
study to be an Engineer.
7. If two numbers are odd, the sum is
even. Therefore,
5 and 7 are odd numbers.
8. If 𝑚∠A = 45, then ∠A is acute.
If 𝑚∠B = 90, then ∠B is not acute. Therefore,
If 𝑚∠C = 125, then ∠C is not acute.
9. If there is lightning, then it is not safe
to go outside the house. Therefore,
Juan sees lightning from the rice field.
10. If an animal is a fish, then it has Therefore,
gills.
A turtle does not have gills.
128
(M8GE-IIi-j-1) Day 1 - Writes a Proof

Day 1
XXV. OBJECTIVES
M. Content Standard The learner demonstrates understanding of
key concepts of logic and reasoning.
N. Performance Standard The learner is able to communicate
mathematical thinking with coherence and
clarity in formulating and analyzing
arguments.
O. Learning Competencies/ The learner writes a proof
Objectives (M8GE-IIi-j-1)
XXVI. CONTENT Writing Proofs
XXVII. LEARNING RESOURCES
G. References
13. Teacher’s Guide pages 361-367
14. Learner’s Materials pages 333-337
15. Textbook pages
16. Additional Materials from
Learning Resource (LR)
portal
H. Other Learning Resources National Training of Trainers on Critical
Content in Mathematics 8 Material
XXVIII. PROCEDURE Advance Learners Average
Learners
A. Preliminary Activities/ Recall on definitions, postulate and
Motivation properties
 Midpoint
 Complementary Angles
 Perpendicular Lines
 Congruent Angles
 Congruent Segments
 Segment Addition Postulate
 Angle Addition Postulate
 Like Division Theorem
Properties of Equality
 Addition Property
 Subtraction Property
 Multiplication Property
 Division Property
 Substitution Property
 Distributive Property
 Reflexive Property
 Symmetric Property
129
 Transitive Property
Properties of Congruence
Lesson
24. Problem Opener How will you know that a suspect of a crime
is guilty or not guilty?
25. Group Activity Gallery Walk:
The class will be divided into 3 groups. Each
group will discover the differences of the
forms of writing proofs
130
26. Processing the Answer  In a proof, which serve as the
hypothesis? conclusion?
 Why is the figure important in a
proof?
 How do you prove a theorem using
an informal proof?
 What are the steps in proving
theorems using the formal or two-
column form?
 How do you present a proof using the
flow chart form?
27. Reinforcing the Skills Given: 𝐴𝐵 = 𝐶𝐷
Prove: 𝐴𝐶 = 𝐵𝐷
Statement Reason
1. AB = CD Given
2. AC = AB + BC Segment Addition
Postulate
3. BD = BC + CD Segment Addition
Postulate
4. AB + BC = CD Addition Property of
+ BC Equality
5. AC = BD Substitution Property
5.Summarizing the 1. What is a proof?

Lesson
131
2. What are the different forms of
writing a proof?
3. What are the steps in writing a proof?
I. Assessment Use the two-column proof.

Given: ND  EL
O is the midpoint of NE
A is the midpoint of DL
Prove: NO  AL
Statement Reason
1. ND  EL
1. ____________
O is the midpoint of
NE
A is the midpoint of
DL
2. ̅̅̅̅ ̅̅̅̅
NO ≅ OE 2. _____________
̅̅̅̅
DA ≅ ̅̅̅̅
AL
3. ____________ 3. Definition of
____________ Congruent
Segments
4. DE = DE 4.
______________
5. ND + DE = EL + 5.
DE ______________
6. _____________ 6. Segment
Addition Postulate
̅̅̅̅̅ ≅ DL
7. NE ̅̅̅̅ 7.
_______________
̅̅̅̅
8. NO ≅ AL̅̅̅̅ Like Division
Theorem/
Like Division of
Congruent
Segments are
congruent
J. Assignment Walking down a hallway at the mall, you
notice the music store is halfway between
the food court and the shoe store. The shoe
store is halfway between the music store and
the bookstore. Prove that the distance
between the entrances of the food court and
music store is the same as the distance
132
between the entrances of the shoe store and
bookstore.
XXIX. REMARKS
XXX. REFLECTION
XXXI. OTHERS
DD. No. of learners who
earned 80% on the formative
assessment
EE.No. of learners who require
remediation.
FF. Did the remedial lessons
work? No. of learners who
have caught up with the
lesson.
GG. No. of learners who
continue to require
remediation.
HH. Which of my teaching
II. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
JJ. What innovation or localized
material/s did I use/discover
which I wish to share with
other teachers?
Possible Answer to the Reinforcing of Skills
Statement Reasons
1. AB = CD Given
2. AC = AB + BC Segment Addition Postulate
3. BD = BC + CD Segment Addition Postulate
4. AB + BC = CD + BC Addition Property of Equality
5. AC = BD Substitution Property
Possible Answer to the Assessment
Statement Reason
1. ND  EL
1.Given
O is the midpoint of NE
A is the midpoint of DL
2. ̅̅̅̅
NO ≅ ̅̅̅̅
OE 2. Definition of Midpoint
̅̅̅̅
DA ≅ ̅̅̅̅
AL
133
3. NO = EL 3.Definition of Congruent Segments
4. DE = DE 4. Reflexive Property of Equality
5. ND + DE = EL + DE 5. Addition Property of Equality
6. NE = DL 6. Segment Addition Postulate
̅̅̅̅̅ ≅ DL
7. NE ̅̅̅̅ 7.Definition of Congruent Segments
̅̅̅̅
8. NO ≅ AL ̅̅̅̅ 8. Like Division Theorem/
Like Division of Congruent Segments are
congruent
Possible Answer to the Assignment
Let:
F - Food court
M - Music store
S - Shoe store
B - Book store
• • • •
F M S B
Statement Reasons
1. FM = MS Definition of Midpoint
2. MS = SB Definition of Midpoint
3. FM = SB Transitive Property of Equality
134

Day 2
XXXII. OBJECTIVES
P. Content Standard The learner demonstrates understanding of
Q. Performance Standard The learner is able to communicate
clarity in formulating and analyzing arguments.
R. Learning Competencies/ The learner writes a two-column proof
Objectives (M8GE-IIi-j-1)
XXXIII. CONTENT Writing Proofs (Two-Column Proof)
XXXIV. LEARNING RESOURCES
K. References
17. Teacher’s Guide pages
18. Learner’s Materials pages
19. Textbook pages Geometry III (Textbook for Third Year) pages
59-61
Learning Resource (LR) portal
L. Other Learning Resources
XXXV. PROCEDURE Advance Learners Average
Learners
A. Preliminary Activities/ Recall on definitions
Motivation  Congruent Angles
 Congruent Segments
Recall on Properties of Equality

 Addition Property
 Multiplication Property
 Substitution Property
 Distributive Property
Lesson
28. Problem Opener What property of equality is used to justify each
statement?
1. If 5x = 125, then x = 25
2. If 10 = AB, then AB = 10
3. If a = 35 and m∠M = a, then m∠M = 35
135
29. Presentation of the Lesson The teacher will present illustrative examples in
writing a proof using the two column form.
Example #1
𝑥−20
Given: = 10
5
Prove: x = 70
Statement Reason
𝑥−20 Given
1. = 10
5
2. x – 20 = 50 Multiplication Property of
Equality
3. x = 70 Addition Property of Equality
Example # 2
Prove that if ̅̅̅̅
𝐴𝐵 ≅ ̅̅̅̅
𝐶𝐷 and ̅̅̅̅
𝐶𝐷 ≅ ̅̅̅̅
𝐸𝐹 , then ̅̅̅̅
𝐴𝐵
̅̅̅̅
≅ 𝐸𝐹
Statement Reason
̅̅̅̅ ≅ 𝐶𝐷
1. 𝐴𝐵 ̅̅̅̅ and Given
̅̅̅̅ ≅ 𝐸𝐹
𝐶𝐷 ̅̅̅̅
2. AB = CD and Definition of congruent
CD = EF segments
3. AB = EF Transitive property of equality
̅̅̅̅ ≅ 𝐸𝐹
4. 𝐴𝐵 ̅̅̅̅ Definition of congruent
segments
30. Processing the Answer  What are the steps in proving theorems using
the two-column form?
 In example #1, what is the hypothesis?
conclusion?
 What did you multiply to each side of the
equation?
 How did you arrive at the conclusion x = 70?
 In example #2, what is the hypothesis?
conclusion?
 When do you say that two segments are
congruent?
 How did you prove that ̅̅̅̅
𝐴𝐵 ≅ ̅̅̅̅
𝐸𝐹 ?
31. Reinforcing the Skills Complete the two-column proof for each of the
following.
(WORK BY TRIAD)
1. Given: 2x + 1 = 17
Prove: x = 9
Statement Reason
1. 2x - 1 = 17 1. _____________
2. _____________ 2. Addition Property of Equality
136
3. x = 9 3. _______________
2. Given: ∠A is an angle
Prove: ∠A ≅ ∠A
Statement Reason
1. ∠A is an angle 1. _______________
2. m∠A = m∠A 2. _______________
3. A ≅ A 3. _______________
3. Given: ∠A ≅ ∠B and ∠B ≅ ∠C
Prove : ∠A ≅ ∠C
Statement Reason
1. _______________ 1. Given
2. m∠A = m∠B 2. _______________
m∠B = m∠C
3. ______________ 3. Transitive property of equality

4. ∠A ≅ ∠C 4. __________________

Lesson 5. What are the steps in writing a proof using the
two-column proof?
C. Assessment Make a proof using the two-column form.
Given: ∠1 and ∠2 are right angles

Prove: ∠1 ≅ ∠2
Statement Reason
1.
2.
3.
4.
D. Assignment Make a proof using the two-column form.
Given: ∠A ≅ ∠B
Prove: ∠B ≅ ∠A
137
XXXVI. REMARKS
XXXVII. REFLECTION
XXXVIII. OTHERS
KK.No. of learners who earned 80%
on the formative assessment
LL. No. of learners who require
remediation.
MM. Did the remedial lessons
work? No. of learners who have
caught up with the lesson.
NN. No. of learners who
continue to require remediation.
OO. Which of my teaching
PP.What difficulties did I encounter
which my principal or supervisor
can help me solve?
QQ. What innovation or
use/discover which I wish to
share with other teachers?
Answer to Reinforcing the Skills

1. Given: 2x + 1 = 17
Prove: x = 9
Statement Reason
1. 2x - 1 = 17 1. Given
2. 2x = 18 2. Addition Property of Equality
3. x = 9 3. Multiplication Property of Equality
2. Given: ∠A is an angle
Prove: ∠A ≅ ∠A
Statement Reason
1. ∠A is an angle 1. Given
2. m∠A = m∠A 2. Reflexive Property of Equality
3. A ≅ A 3. Definition of Congruent Angles
3. Given: ∠A ≅ ∠B and ∠B ≅ ∠C
Prove : ∠A ≅ ∠C
138
Statement Reason
1. ∠A ≅ ∠B and 1. Given
∠B ≅ ∠C
2. m∠A = m∠B 2. Definition of Congruent Angles
m∠B = m∠C
3. m ∠A = m ∠C 3. Transitive Property of Equality

4. ∠A ≅ ∠C 4. Definition of Congruent Angles
Answer to the Assessment
Given: ∠1 and ∠2 are right angles

Prove: ∠1 ≅ ∠2
Statement Reason
1. ∠1 and ∠2 are right angles Given
2. m∠1 = 90o , m∠2 = 90o Definition of right angles
3. m∠1 = m∠2 Substitution Property
4. ∠1 ≅ ∠2 Definition of congruent angles
Answer to the Assignment
Given: ∠A ≅ ∠B
Prove: ∠B ≅ ∠A
Statement Reason
1. ∠A ≅ ∠B Given
2. m∠A = m∠B Definition of congruent angles
3. m∠B= m∠A Symmetric property of equality
4. ∠B ≅ ∠A Definition of congruent angles
139

Day 3
I. OBJECTIVES
A. Content Standard The learner demonstrates understanding of
B. Performance Standard The learner is able to communicate
clarity in formulating and analyzing
arguments.
C. Learning Competencies/ The learner writes a proof
Objectives M8GE-IIi-j-1
II.CONTENT Writing proofs
III.LEARNING RESOURCES
A. References
1. Teacher’s Guide pages 496-497
2. Learner’s Materials pages 464
3. Textbook pages Geometry III (Textbook for Third Year)
pages 73-77
Mathematics for the 21st Century Learner
page 270
Learning Resource (LR)
portal
B. Other Learning Resources
Learners
A. Preliminary Activities/ Recall on definitions and postulate
Motivation  Parallel Lines
 Transversal
 Congruent Angles
 Supplementary Angles
 Vertical Angles Theorem
 Linear Pair Postulate
 Corresponding Angles Postulate
Lesson
1. Problem Opener When do you say that two lines cut by a
transversal are parallel?
2. Presentation of the Lesson The teacher will present illustrative
examples in writing a proof using the two
column form.
Example #1
Given: 𝑎 ∥ 𝑏, transversal l cuts lines a and b
Prove: ∠1 ≅ ∠4
140
Statement Reason
1. 𝑎 ∥ 𝑏 Given
2. ∠1 ≅ ∠2 Vertical Angle
Theorem
3. ∠2 ≅ ∠4 Corresponding
Angles Postulate
4. ∠1 ≅ ∠4 Transitive Property
Example # 2
Given: 𝑎 ∥ 𝑏, transversal l cuts lines a and b
Prove: ∠2 and ∠3 are supplementary
Statement Reason
1. 𝑎 ∥ 𝑏 Given
2. ∠1 and ∠2 are Linear Pair Postulate

supplementary
3. m∠1 + m∠2 = Definition of

180 supplementary
angles
4. ∠1 ≅ ∠3 Corresponding
angles postulate
5. m∠1 = m∠3 Definition of

congruent angles
6. m∠2 + m∠3 = Substitution
180
141
7. ∠2 and ∠3 are Definition of
supplementary supplementary angles
3. Processing the Answer  What are the steps in proving

theorems using the two-column
form?
 In example #1, what is the
 How will you relate ∠1 to ∠2?
 How about ∠2 to ∠4?
 What postulate and property of
congruence did you apply to arrive at
the conclusion?
 In example #2, what is the
 When do you say that two angles
form a linear pair?
 What can you say with the angles
that forms a linear pair?
 Why did you say that ∠1 ≅ ∠3 ?
 If the two angles are congruent, what
can you say with their measures?
 What property did you apply so that
m∠2 + m∠3 = 180?
 How will you conclude that ∠2 and
∠3 are really supplementary?
4. Reinforcing the Skills Complete the table for each two – column
proof to prove the conclusion.
1. Given: 𝑎 ∥ 𝑏, transversal l cuts lines
a and b
Prove: ∠2 ≅ ∠3
Statement Reason
1. 𝑎 ∥ 𝑏 1.
_________________
__
2. ∠1 ≅ ∠2 2.
_________________
__
142
3. ∠1 ≅ ∠3 3.
_________________
__
4. ∠2 ≅ ∠3 4.
_________________
__
2. Given: 𝑎 ∥ 𝑏, transversal l cuts lines

a and b
Prove: ∠1 and ∠4 are
supplementary
Statement Reason
1.
1. 𝑎 ∥ 𝑏 _________________
2. ∠1 and ∠2 are 2.
supplementary _________________
_
3. Definition of
supplementary
3.____________ angles
4. 4. Corresponding
____________________ angles postulate
5.
5. m∠2 = m∠4 _________________
6. m∠1 + m∠4 = 6.
180 _________________
7. 7.
____________________ _________________
_____ __
Lesson 7. What are the steps in writing a proof
using the two-column proof?
C. Assessment Complete the table to make a proof.
Given: ∠2 and ∠3 are

supplementary
Prove: 𝑗 ∥ 𝑘
143
Statement Reason
1. ∠2 and ∠3 are
supplementary 1. Given
2. m∠2 + m∠3 = 180 2. _______________

3. ∠1 and ∠2 form a linear
pair 3. _______________
4. ___________________ 4. Linear Pair Postulate
5. __________________ 5. ________________
6. m∠2 + m∠3 = m∠1 + m∠2 6. ________________
7. ___________________ 7. _______________
8. ∠3 ≅ ∠1 8. _______________
9. j ǀǀ k 9. _______________
D. Assignment Make a proof using the two-column form.
Given: Line t intersects l1 and l2 such that ∠1

≅ ∠2
Prove: l1 ǀǀ l2
D. REMARKS
VI. REFLECTION
VII. OTHERS
A. No. of learners who earned 80%
on the formative assessment
B. No. of learners who require
remediation.
C. Did the remedial lessons work?
No. of learners who have caught
up with the lesson.
D. No. of learners who continue to
require remediation.
E. Which of my teaching strategies
worked well?
F. What difficulties did I encounter
which my principal or supervisor
can help me solve?
G. What innovation or localized
material/s did I use/discover which
I wish to share with other
teachers?
Answer to the Reinforcing the Skills
1. Given: 𝑎 ∥ 𝑏, transversal l cuts lines a and b

Prove: ∠2 ≅ ∠3
144
Statement Reason
1. 𝑎 ∥ 𝑏 1. Given
2. ∠1 ≅ ∠2 2. Vertical Angle Theorem
3. ∠1 ≅ ∠3 3. Corresponding Angles Postulate
4. ∠2 ≅ ∠3 4. Transitive Property
2. Given: a ǀ ǀ b, transversal l cuts lines a and b

Prove: ∠1 and ∠4 are supplementary
Statement Reason
1. 𝑎 ∥ 𝑏 1. Given
2. ∠1 and ∠2 are supplementary 2. Linear Pair Postulate
3.m∠1 + m∠2 = 180 3. Definition of supplementary angles
4. ∠2 ≅ ∠4 4. Corresponding angles postulate
5. m∠2 = m∠4 5. Definition of congruent angles
6. m∠1 + m∠4 = 180 6. Substitution
7. ∠1 and ∠4 are supplementary 7. Definition of supplementary angles
Answer to the Assessment
Given: ∠2 and ∠3 are supplementary

Prove: 𝑗 ∥ 𝑘
Statement Reason
1. ∠2 and ∠3 are supplementary 1. Given
2. m∠2 + m∠3 = 180 2. Definition of supplementary angles
3. ∠1 and ∠2 form a linear pair 3. Definition of Linear pair
4. ∠1 and ∠2 are supplementary 4. Linear Pair Postulate
5. m∠1 + m∠2 = 180 5. Definition of supplementary angles
6. m∠2 + m∠3 = m∠1 + m∠2 6. Transitive Property of Equality
7. m∠3 = m∠1 7. Addition Property of Equality
8. ∠3 ≅ ∠1 8. Definition of congruent angles
9. 𝑗 ∥ 𝑘 9. Converse of Corresponding Angles
Postulate
Answer to the Assignment
Given: Line t intersects 𝑙1 and 𝑙2 such that ∠1 ≅ ∠2

Prove: 𝑙1 ∥ 𝑙2
Statement Reason
1. ∠1 ≅ ∠2 1. Given
2. ∠1 ≅ m∠3 2. Vertical Angles Theorem
3. ∠3 ≅ ∠2 3. Transitive property of congruence
4. 𝑙1 ∥ 𝑙2 4. Converse of Alternate Interior Theorem
145
School Grade Level Grade 8
Teacher Learning Mathematics

Area
Time & Date Quarter Second Wk 9
Day 4
I. OBJECTIVES

concepts of axiomatic development of geometry.
B. Performance Standard The learner is able to communicate mathematical
thinking with coherence and clarity in formulating,
investigating, analyzing and solving rea- life problems.
C. Learning
Competencies/Objectives The learner writes a proof indirectly. (M8GE- lli-j-1)
II CONTENT Writing Proof (Indirect Proof)
III. LEARNING RESOURCES

A. References
1. Teacher’s Guide pages 365- 366
3. Textbook pages


A. Preliminary Activity Give a statement that contradicts each of the
statements below and give a supporting statement
why so:
1. A square is a rectangle.
2. If x2 = 9, then x cannot be 2.
B. Presentation of the Lesson  Give your opinion about this statement.
“If you listen and give time to Mathematics, then it
is an easy subject.”
(Some students are expected to be giving reasons
which would oppose the said statement with the
notion that Math is a very difficult subject, or agree for
those who appreciate it).
Let us classify your opinions.
 How are we going to classify your statements?
146
(expect to classify them as to opinions that AGREE
and DISAGREE in consideration to the given
statement)
 Which opinions agree to the statement

“If you listen and give time to Mathematics, then it
is an easy subject.”?
Which opinions disagree?

Today, we will study how to prove a conclusion
through a contradiction and it is called INDIRECT
PROOF.
Let us consider these negative opinions such as:

Mathematics is not an easy subject because. . .
1. it involves a lot of numbers.
2. it involves computations.
3. it involves fractions.
4. it involves problem solving.
5. you really have to listen to the teacher to
understand it because it is hard to understand.
6. it needs a lot of time for it to be understood.
Therefore, you will understand Math if you listen to

the teacher and give time to it. Then, Mathematics is
an easy subject because it only requires listening and
time to study it.
 In the statement, “If you listen and give time

for Mathematics, then it is an easy
subject.” which is the conclusion?
 What can you say to the opinions/statements

listed 1-6?
 Are they statements agreeing or contradicting

to the said conclusion?
 How did it end? Have we come to agree that

Mathematics is an easy subject?
 Is the given conclusion proven true?
 Then, what will you simply do to understand

Mathematics easily?
C. Reinforcing the Skill  Let us try another example, make an indirect

proof to prove that the given conclusion below
is true:
“If I am not late, then I came before 12:30.”
147
Opposition:
Assume:
1. I come not before 12:30. - contradiction to the
conclusion.
2. Then classes are going on.
3. Since no classes are going on yet, then I am
not late.
Therefore, I came before 12:30.
 Remember:
- the first statement in the proof must be a
contradiction to the conclusion given
- followed by statements showing what happens if that
contradiction is to be considered
- then try to contradict the statement/s that support
the first contradiction to lead to the being true of the
given conclusion to be proved.
D. Summarizing the Lesson  Now, what is your idea about INDIRECT
PROOF?
(It is proving a conclusion through contradiction.)
 How is indirect proof made?
E. Assessment Make an indirect proof to the conclusion by answering

the ff. questions:
Conclusion to prove:
“ If ∆𝐵𝑂𝑌 is isosceles, then the measure of each

base angle cannot be 90°.”
1. How will you state the contradiction
statement?
2. What happens next if you consider that
contradiction?
3. What theorem on triangles is violated by that
contradiction?
4. Are you convinced by the given conclusion?
F. Assignment Give the contradiction statements of the ff.
conclusions:
1. If the quadrilateral is a rhombus, then the four

sides are equal.
2. If an angle is acute, its measure cannot be 90.
V. REMARKS
VI. REFLECTION
VII. OTHERS
148
earned 80% on the
require additional
activities for
remediation.
C. Did the remedial lessons
who have caught up with
the lesson.
continue to require
remediation.
Why did it work?
encounter which my
can help me solve?
teachers?
149
(M8GE- lli-j-1) Day 1 - Writes a proof indirectly
School Grade Level Grade 8
Teacher Learning Mathematics

Area
Time & Date Quarter Second Wk 10
Day 1
I. OBJECTIVES

concepts of axiomatic development of geometry.
thinking with coherence and clarity in formulating,
investigating, analyzing and solving real- life problems.
C. Learning
Competencies/Objectives The learner writes a proof indirectly. (M8GE- lli-j-1)
I. CONTENT Indirect Proof
II. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages 365- 366
3. Textbook pages

III. PROCEDURE Advance Learners Average Learners

A. Recall What is indirect proof?
How is indirect proof done?
B. Presentation of the Lesson Let us prove altogether this conclusion indirectly;

If ∠𝟏 = ∠𝟐 , then ray AT is an angle bisector.
M
Given: 𝑚∠2 = 35 , 𝑚∠𝑀𝐴𝐻 = 70
T
1
A 2
H
 Give the contradiction to the given conclusion
 What will be the resulting statement to your
given contradiction?
 Based from the given measures, how is ∠2
compared to ∠𝑀𝐴𝐻 ?
 What can you say about the measure of ∠1
compared to ∠2?
150
 Therefore what can you say about ray AT?
C. Reinforcing the Skill Working by pair.
Fill in the blanks to indirectly prove the given

conclusion below and answer the questions that follow:
“If parallelogram MATH is a rhombus, then all sides

are equal.”
M A
H T
Contradiction:
1. ____ all sides of MATH are equal.
2. MA is not equal to its opposite side ____.
____ is not equal to its opposite side MH.
3. But _____ is a parallelogram.
4. If MA= 8, then ____ = 8.
If MH= 8, then AT= _____.
Then, if MATH is a _______, all sides are

________.
 What is the stated contradiction to the

conclusion, “All sides are equal?
 What supports to the contradiction?
 Which statement contradicts the inequality of
the sides thus returns to the concept that sides
must be equal?
 Then, is the given conclusion proven true?
D. Summarizing the Lesson Based from the given activity, how can you make a
convenient indirect proof?
E. Assessment A. Identify the conclusion of the contradiction and

support statements below:
1. A square is not a rectangle.

2. It has no two pairs of congruent sides though angles
are right.
3. A square has four congruent sides.
4. Then there can be two pairs of congruent sides.
5. Therefore, a square is a rectangle.
151
B. In form of a paragraph, make an indirect proof
about the conclusion: “ If I got good grades,
then I studied hard.”
F. Assignment Performance Task (Individual Work) # 1
Choose any two of the ff. conclusions and prove each

indirectly.
.
Consider neatness and accuracy of work as criteria in
the rating of the output.
List of conclusions:
1. If two angles form a linear pair, then they may
not be supplementary.
2. If pair of angles are complementary, then one
cannot be 105˚.
3. If two angles are vertical and complementary,
then one angle can measure 50˚.
V. REMARKS
VI. REFLECTION
VII. OTHERS
earned 80% on the
require additional
activities for
remediation.
C. Did the remedial
learners who have
caught up with the
lesson.
continue to require
remediation.
Why did it work?
encounter which my
can help me solve?
teachers?
152

Day 2
I. OBJECTIVES
concepts of logic and reasoning.
thinking with coherence and clarity in formulating
and analyzing arguments.
C. Learning The learner writes a proof
Competencies/ (M8GE-IIi-j-1)
Objectives
II.CONTENT Writing Proofs (Indirect Proof)
III.LEARNING RESOURCES
A. References
pages
pages
3. Textbook pages
4. Additional
Materials from
Learning Resource
(LR) portal
B. Other Learning National Training of Trainers on Critical Content
Resources in Mathematics 8 Material
Learners
A. Preliminary Activities/ Recall on the following definitions and postulates
Motivation  Collinear Points
 Linear Pairs
 Supplementary Angles
 Angle Bisector
 Right Angles
 Obtuse Angles
 Law of Excluded Middle
 Angle Measurement Postulate
 Assumption Postulate
 Contradiction Postulate
 Elimination Postulate
Lesson
1. Problem Opener What is the difference between direct proof and

indirect proof?
153
2. Presentation of the The teacher will present indirect proof and the
Lesson steps of proving theorems using indirect proof.
Indirect Proof
In an indirect proof, you start by making the

temporary assumption that the desired
conclusion is false. By then showing that this
assumption leads to a logical impossibility, you
prove the original statement true by contradiction.
How to Write an Indirect Proof

1. Identify the statement you want to prove.
Assume temporarily that this statement is
false by assuming that its opposite is true.
2. Reason logically until you reach a
contradiction.
3. Point out that the desired conclusion must
be true because the contradiction proves
the temporary assumption false.
The teacher will present illustrative example:

Given:
Points D,G and E are collinear with G between
D and E
Point F is on DE
Prove: m∠DGC ≠ 180
Proof:
Assume that m∠ DGC = 180. It is given that

points D, G and E are collinear with G between D
and E. Hence, ∠DGC and ∠FGE form a linear
pair, then they are supplementary. If follows that
∠DGF and ∠FGE are supplementary.
By definition of supplementary angles,
m∠DGF + m∠FGE = 180.
By substitution, 180 + m∠FGE = 180. Solving the

equation, we have m∠FGE = 0.
By the Angle Measurement Postulate, an angle
measures between 0 and 180. But since m∠FGE
= 0, this means that there is no angle formed. This
implies that F is on segment DE. This contradicts
the given that F is not on segment DE. Therefore,
the assumption is false. So m∠DGC ≠ 180.
3. Reinforcing the Skills In ABE , if  A is a right angle, then  B cannot

be obtuse.
Prove it using the indirect proof by completing

table.
154
Given:
ABE
∠A is a right angle
Prove: ∠B cannot be obtuse
Statements Reasons
1. ∠B is obtuse
2. m∠B > 90
3. ABE
4. m∠A = 90
5. m∠A + m∠B + m∠C = 180
6. m∠A + m∠B = 90 + 90
7. m∠A + m∠B = 180
8. ∠B cannot be obtuse
4.Summarizing the 8. What is an indirect proof?
Lesson 9. How do you prove theorems using an
indirect proof?
10. What are the steps in writing a proof using
the indirect proof?
V. Assessment Prove by group:
𝑆𝑄 bisects PSR
Given: ⃗⃗⃗⃗⃗
PQS is not congruent to
RQS
Prove: PS is not congruent to RS
Statements Reasons
1. ⃗⃗⃗⃗⃗
𝐸𝐺 bisects ∠𝐷𝐸𝐹
2. Assume m∠𝐷𝐸𝐺 ≠
𝑚∠𝐺𝐸𝐹 is true
3. ⃗⃗⃗⃗⃗
𝐸𝐺 does not bisects
∠𝐷𝐸𝐹
4. m∠𝐷𝐸𝐺 ≠ 𝑚∠𝐺𝐸𝐹 is
false
5. m∠𝐷𝐸𝐺 = 𝑚∠𝐺𝐸𝐹
VI. Assignment Write an indirect proof that an odd number is not

divisible by 4.
5. REMARKS
155
VI. REFLECTION
VII. OTHERS

earned 80% on the
require additional
activities for
remediation.
C. Did the remedial
learners who have
caught up with the
lesson.
continue to require
remediation.
Why did it work?
encounter which my
can help me solve?
teachers?
Possible Answer to the Reinforcing the Skills
156
Statements Reasons
1. ∠B is obtuse Law of Excluded Middle
2. m∠B > 90 Definition of Obtuse Angles
3. ABE Given
4. m∠A = 90 Definition of right angle

5. m∠A + m∠B + m∠A = 180 The sum of the interior angles
of a triangle is 180o.
6. m∠A + m∠B = 90 + 90 Addition Property of
Inequality
7. m∠A + m∠B = 180 Addition
8. ∠B cannot be obtuse Contradiction Postulate
Possible Answer to the Assessment

Statements Reasons
⃗⃗⃗⃗⃗ bisects ∠𝐷𝐸𝐹
1. 𝐸𝐺 Given
2. Assume m∠𝐷𝐸𝐺 ≠ 𝑚∠𝐺𝐸𝐹 Assumption Postulate
is true
⃗⃗⃗⃗⃗ does not bisects ∠𝐷𝐸𝐹
3. 𝐸𝐺 The definition of angle
bisector says the two parts
are congruent. Since they are
not congruent, the angle
cannot be bisected.
4. m∠𝐷𝐸𝐺 ≠ 𝑚∠𝐺𝐸𝐹 is false Contradiction Postulate
5. m∠𝐷𝐸𝐺 = 𝑚∠𝐺𝐸𝐹 Elimination Postulate
Possible Answer to the Assignment

Given: A number is odd.
Prove: The number is not divisible by 4.
Proof: Suppose a number is divisible by 4.

The number can be represented by 4𝑛, where
𝑛 is an integer. 4𝑛 can be written as 2(2𝑛) or
2𝑘 where 𝑘 = 2𝑛 and 𝑘 is an integer. 2𝑘 is an
even number, for any 𝑘. Thus, the number is
even which is a contradiction of the given.
Therefore, if a number is odd, then it is not
divisible by 4.
157
(Performance Task)
GRADE
SCHOOL 8
LEVEL
LEARNING
TEACHER Mathematics
AREA
Second
DATE OF TEACHING QUARTER
Wk 10 Day 3
I. OBJECTIVES
A. Content The learner demonstrates understanding of key concepts
Standard of logic and reasoning.
B. Performance The learner is able to communicate mathematical thinking
Standard with coherence and clarity in formulating and analyzing
arguments.
C. Learning The learner should be able to write a proof
Competencies (M8GE-IIi-j-1)
/LC Code
II. CONTENT Writing Proofs (Performance Task)
III. LEARNING
RESOURCES
A. References
Pages
2. Learner’s
339-341
Material Pages
3. Textbook Pages
4. Additional
Materials from (LR) Portal
B. Other Learning
Resource
IV. PROCEDURE
A. Preliminary
Activity
B. Presentation
of the Lesson
1. Problem What is a mathematical investigation?

Opener How do you make a mathematical investigation of
mathematical concept?
(The teacher may present examples of mathematical
investigation)
158
2.
2. Group Activity GOAL: To make a mathematical investigation on a
certain mathematics concept.
ROLE: Mathematical investigator
AUDIENCE: Teacher and the other students who will
act as head writer, writers and editor-in-chief of the
magazine.
SITUATION: Math Magazine will release its November

issue with the theme “MATH INVESTIGATES”
As one of the investigators you were tasked to make a
mathematical investigation on a certain mathematics
concept. The written output of your investigation will be
submitted to the head writer, writers and editor-in-chief
of the magazine for evaluation.
PERFORMANCE: Mathematical Investigation

STANDARD:
R
A
Outstan- Satisfac- Develop-
Beginning T
CRITERIA ding tory ing
(1) I
(4) (3) (2)
N
G
The Explanatio Explanatio Explanatio

explanatio n is n is vague n is vague
n is in- comprehe but the but the
depth and nsive. The use of use of
comprehe use of appropriat appropriat
nsive. The appropriat e and e and
use of e and sufficient sufficient
appropriat sufficient statement statement
Mathematical
Reasoning
e and statement s is s is NOT
sufficient s is evident in evident in
statement evident in the the
s is the process of process of
extremely process of proving. proving.
evident in proving.
the
process of
proving.
Acceptabl Acceptabl Acceptabl Statement
e e e s are NOT
statement statement statement logical
s are s are s are and there
logical logical logical but are major
and there and there there are errors in
are no are no minor the
errors in errors in errors in process of
Coherence
the the the proving.
process of process of process of
proving. proving. proving.
The
procedure
s were
strictly
utilized.
The The Some All parts
proving proving parts in of the
process process is proving proving
and clearly process process
acceptabl written are are
Clarity
e which somehow vaguely
statement facilitates unclearly written
s are a written which do
clearly straightfor which do not
written ward not facilitate a
159
which understan facilitate a straightfor
facilitates ding. straightfor ward
a ward understan
straightfor understan ding.
ward ding.
understan
ding
A valid A valid A valid An invalid
and and and and
acceptabl acceptabl acceptabl unaccepta
e e e ble
conclusio conclusio conclusio conclusio
n was n was n was n was
derived derived derived derived
from the from the from the from the
result of result of result of result of
proving the the the
thus, was proving proving proving
able to thus, was but was thus,
Conclusion give able to moderatel moderatel
enlighten give y able to y unable
ment to enlighten give to give
others ment to enlighten enlighten
and others. ment to ment to
create an others. others.
innovative
statement/
formula
for future
use in
Mathemati
cs.
OVER-ALL
RATING
Remarks:
A. Number of
Learners who
earned 80% in
the formative
assessment.
B. Number of
Learners who
require
additional
activities for
remediation.
C. Number of
Learners who
caught up with
the lesson.
D. Number of
learners who
continue to
require
remediation.
160
Second Pre/Post test
(Mathematics 8)
Direction: Understand each question/problem properly, then select the best answer
from the given choices by writing only the letter corresponding to it.
1. Which of the following expressions illustrate linear inequalities in 2 variables?

a. px2 b. p = x2 c. p > x2 d. p < x
2. Equal sign is for equations while ______ is for inequalities.
a. equal sign b. radical sign
c. inequality symbol d. operation symbols
3. Which of the following statements best describe the step to be done to finish the graph
of
y < 3x – 1 below? 2
a. Draw a broken line passing through the 2 given points.
b. Shade the region containing the origin starting from the broken line. -2 1
c. From the broken line, shade the region where ( 3 , 1 ) is found.
d. Using a crayon shade on either side of the line.
4. Chef Angel wrote a ≤ b + 1 for a desert where “a” represent milliliter of water and -7
“b” represent drops of honey. While making a desert, her assistant put 10 drops
of honey. About how many milliliters of water should she use?
a. 20 b. 15 c. 13 d. 9
5. Which of the system below represents system of linear inequalities in two variables?
a. x = y b. a + 1 > b c. k > p - 1 d. 10 > h
y > x b> a p = 10 h ≤ 20
6. In the sentences, ( x – y ) > 4 and (y x>+ xy ) < 1 , the point ofyintersection
> x of the line y > x
boundaries
will be ____?
a. ( 0 , 0 ) b. ( - 1 , - 2 ) c. ( 4 , 1 ) d. ( 2.5 , -
1.5 )
7. Which is not a solution of the system y – 2 ≤ x , y ≥ x - 2 ?
a. ( 3 , 5 ) b. ( - 2 , 0 ) c. ( - 1 , 5 ) d. ( 0 , 1 )
8. Which of the following is a graph of a system of linear inequalities in two variables?
a. b.
c. d.
9. Mr. Mat Hematics said “Relations are not all functions.” What is meant by this?
a. Relations that does not show a one-to-one or a many-to-one correspondences
are
161
not functions.
b. Functionality of relations depends on two persons.
c. Functions are all relations.
d. Some relations are broken.
For numbers 10-11:

A group of campers want to eat chicken and fish for lunch. They found out
that chicken sells at Php 180 per kilogram and fish sells Php 120 per kilogram. If
they have to spend no more than Php 500, how many kilograms of each should
they buy?
10. This problem can be solved using the concept of _____.
a. rational algebraic expression b. linear inequality
c. linear equation d. factoring
11. How many linear inequalities should be formed to find the possible solutions to this
problem?
a. 1 b. 2 c. 3 d. 4
12. Which diagram illustrates a function?
a. { ( 0 , 1 ) , ( 2 , 3 ) , ( 0 , 4 ) , ( 2 , 5 ) } b. m -3 -2 -1 0 -1 2
n 0 1 1 2 3 4
c. d.
0 -1 4 1
1 5 2
2 -2 6 3
3 7 4
8
13. Mang Passer noticed that his abdomen gets bigger when he eats. What is the
dependent
variable in this situation?
a. abdomen’s circumference b. amount of food
c. weight of the person d. waistline
14. What are the different ways of showing the connection of the dependent and
independent
variables?
i. by table ii. by arrow diagram iii. by ordered pairs iv. by graphing
a. all of the above b. i and ii c. ii and iii d. i , ii , and
iii
15. The rule of the relation expresses that “ x is the same as the value of y decreased by
nine. “
Jophiel followed this and found out that x is 10 when y is 19. Which variable then is
independent?
a. x b. y c. 10 d. 19
16. The set of numbers that is used to replace the independent variable of a function is
called
______.
a. range of the function b. number of function
c. domain of the function d. values of the function
17. Mrs. Algorithm, a nurse in a certain hospital, was instructed to monitor every hour the
temperature of a dengue patient. Which information will determine the domain of the
variable in this situation?
a. age of the patient b. time in hours
c. frequency of fever d. thermometer readings
162
18. The table of values below illustrates a function. What are the next two numbers that
will
complete it?
a -2 -1 0 1 2 3 4
b 8 2 0 2 8
a. 16 , 20 b. 18 , 24 c. 20 , 32 d. 18 , 32
19. Which of the presentations below illustrates a linear function?
m 1 2 3 4 5 i. ii. v -2 -1 0 1 2
n 1 1.5 2 2.5 3 w -7 -4 -1 2 5
iii. { ( - 5 , 25 ) , ( - 4 , 16 ) , ( - 3 , 9 ) , ( - 2 , 4 ) , ( 1 , 1 ) }
a. i and ii b. ii and iii c. i and iii d. all of it
20. What is the graph of a linear function?

a. curve b. line c. linear d. loop
21. Miloy is a carpentry student. He wants to draw a straight guide for the saw as he cuts
through the plywood. What is the least number of points he can consider to draw the
guide?
a. 4 b. 3 c. 2 d. 1
22. Which of these pair of points are in the graph of y = - 2x + 7?
a. ( 0 , 7 ) and ( - 5 , 4 ) b. ( - 8 , - 1 ) and ( 4 , 2 )
c. ( 1 , 9 ) and ( 7 , - 7 ) d. ( - 2 , 3 ) and ( 5 , - 3 )
23. Which relation below is a function?
a. The rule which assign to each cellular phone unit its phone number.
b. The rule which assign to each barangay a barangay captain.
c. The rule which assign to each person the name of his or her uncle.
d. The rule which assign to a class of students their teacher.
24. Which set of ordered pairs belong to the function, “the abscissa is twice half the
ordinate”?
a. { ( 1 , 2 ) , ( 2 , 4 ) , ( 3 , 6 ) , ( 4 , 8 ) , … }
b. { ( 2 , 1 ) , ( 4 , 2 ) , ( 6 , 3 ) , ( 8 , 4 ) , … }
c. { ( -1 , -1 ) , ( -2 , -2 ) , ( 3 , -3 ) , ( 4 , -4 ) , … }
d. { ( -1 , -1 ) , ( -2 , -2 ) , ( 3 , 3 ) , ( 4 , 4 ) , … }
25. Let f(x) = 4x – 3 . Find f ( ½ ).
a. – 1 b. – 5 c. 5 d. 11
26. In the statement, “If two lines intersect, then they intersect at exactly one point.”,
which is
the hypothesis?
a. the lines will intersect at one point. b. the lines intersect at exactly one point
c. two lines do not intersect d. two lines intersect
27. What could be the conclusion that will make this “if-then” statement true?
“ If 5x + 7 = 0 , then ______. “
a. x = - 1 b. x = - 35 c. x = - 1.4 d. x = - 5
28. Which is the appropriate “if-then” statement for “ A quadrilateral is a polygon.” ?
a. If it is a figure, then it is a quadrilateral polygon.
b. If a figure is a quadrilateral, then it is a polygon
c. If a polygon is quadrilateral, then it is a figure.
d. If a figure is a polygon, then it is a quadrilateral.
29. If a number is prime, then it has more than two factors. This statement is ____.
a. true b. false c. maybe true d. maybe
false
163
30. To write the converse of a conditional statement, simply _________.
a. remove the if and then words
b. negate the hypothesis and the conclusion
c. interchange the hypothesis and conclusion
d. get its inverse then interchange its hypothesis and conclusion
31. Which is the inverse of the statement, “If m∠A < 90, then ∠A is an acute angle.”?
a. If m∠A is not less than 90, then ∠A is an acute angle.
b. If m∠A is not less than 90, then ∠A is not an acute angle.
c. If ∠A is not an acute angle, then m∠A < 90.
d. If ∠A is an acute angle, then m∠A < 90.
32. The contrapositive of a statement is, “If you do not live in Tabaco City, then you do not
live
in Panal.” What is its if-then/conditional statement?
a. If you do not live in Panal, then you live in the other barangay.
b. If you do not live in Panal, then you do not live in Tabaco City.
c. If you live in Panal, then you live in Tabaco City.
d. If you live in Tabaco City, then you live in Panal.
33. What is a biconditional statement?

a. A statement formed by joining the conditional statement and its inverse.
b. A statement formed by joining the conditional statement and its contrapositive.
c. A statement formed by joining the inverse and converse of a conditional
statement
which are both true.
d. A statement formed by joining the conditional statement and its converse which
are
both true.
34. Which of these does not illustrate equivalent statements?
i. conditional statement and its contrapositive are both true.
ii. converse and inverse of the conditional statement are both false.
iii. contrapositive and the inverse are both true.
a. iii b. ii and iii c. i and iii d. i and ii
35. What reasoning was used when a conclusion was given from a series of observation?
a. analogy b. deduction c. induction d. intuition
36. This type of reasoning starts with a big idea then followed by series of smaller ideas to
support its truthfulness. Which type of reasoning is it?
a. analogy b. deduction c. induction d. intuition
37. Moana lives quite far from school. One day she woke up at 5:30 AM and arrived in
school
5 minutes late. The following day she woke up at 5:20 AM and arrived late again. On
the
third day she woke up at 5:00 AM and was able to attend the flag ceremony. So, she
decided to woke up not later than 5:00 AM. What reasoning did she apply?
a. a. analogy b. deduction c. induction d. intuition
38. Find the next two numbers in the sequence; 13 , 23 , 35 , 44 , ___ , ____ , … .
a. 52 , 65 b. 53 , 64 c. 54 , 63 d. 55 , 61
39. Which of these diagrams is logical?
a. b.
insects dogs
mosquitoes
animals
164
animals feeds
c. d.
animals x = 10/2
people x=5
plants 2x = 10
40. What are included in the two-column proof?

a. reasons and alibis b. statements and reasons
c. statements and proof d. alibis and proof
41. Which are useful in proving mathematical statements deductively?
i. theorems ii. postulates iii. definitions iv. properties
a. i and ii b. ii and iii c. ii , iii , and iv d. all of it
42. It is a statement accepted to be true without proof. What is it?
a. theorem b. corollary c. conjecture d.
postulate
43. Consider the following statements:
Statement 1: If the measure of an angle is greater than 90, then it is an obtuse
angle.
Statement 2: The measure of angle TRY is 125.
What could be the next statement?
a. The measure of ∠YES is 130. b. The measure of ∠TRY > 90.
c. ∠TRY is an obtuse angle. d. ∠TRY is not a right angle.
For numbers 44 – 47 please refer to the figure and the table of proof.
Given: m∠RNB = m∠UNE R
Prove: m∠1 = m∠3 1 U
N 2
B
3
E
Proof:
Statement Reason
1. m∠RNB = m∠UNE 1. ?
2. ? 2. Angle Addition Postulate
3. m∠UNE = m∠2 + m∠3 3. ?
4. m∠1 + m∠2 = m∠2 + m∠3 4. Substitution Property
5. ? 5. Identity Property
6. m∠1 = m∠3 6. ?
44. What is the reason for the first statement?

a. Congruent angles b. Identity Property c. Reflexive Property d. Given
45. What should be the second statement?
a. m∠1 + m∠2 b. m∠RNB = m∠1 + m∠2
c. m∠RNE = m∠1 + m∠2 + m∠3 d. m∠UNE = m∠2 + m∠3
46. What is the statement number 5?
a. m∠1 = m∠3 b. m∠2 = m∠3 c. m∠2 = m∠2 d. m∠1 <
m∠3
47. Which statement can be removed?
165
a. # 5 b. # 3 c. # 1 d. # 4
48. Which show the detailed flow of ideas in proving the statement below?
Given: 25a2 – 20ab + 4b2 Prove: 25a2 – 20ab + 4b2 is a PST
a.
25a2 – 20ab + 4b2 25a2 – 20ab + 4b2
Given is a PST
b.
- 20ab is twice the
25a2 – 20ab + 4b2 25a2 – 20ab + 4b2
square roots of
Given is a PST
25a2 and 4b2
c.
25a2 is a perfect
square
25a2 – 20ab + 4b2 4b2 is a perfect 25a2 – 20ab + 4b2

Given square follows the form
x2 + 2xy + y2
– 20ab is twice the
product of the square
roots of the 1st and 25a2 – 20ab + 4b2
3rd terms is a PST
d.
25a2 – 20ab + 4b2 25a2 – 20ab + 4b2
25a2 – 20ab + 4b2
Given is a PST
follows the form
x2 + 2xy + y2
49. The flow of ideas following the law of syllogism is similar to which property?
a. Distributive Property of Addition b. Transitive Property of Equality
c. Identity Property for Equality d. Substitution Property of Equality
𝒙−𝟑
50. Which is the graph of y = ?
𝟐
a. b.
2
1
-1 -1
-1 5
1 5
-1
c. d.
1 1
-5 1 -5 3
-2
-4
166
Second Quarterly Pre/Post Test
Answer Key
1 d 11 a 21 c 31 b 41 c
2 c 12 c 22 d 32 c 42 d
3 c 13 a 23 b 33 d 43 c
4 d 14 a 24 d 34 a 44 b
5 b 15 b 25 a 35 c 45 d
6 d 16 c 26 d 36 b 46 b
7 c 17 b 27 c 37 c 47 c
8 d 18 d 28 b 38 c 48 a
9 b 19 a 29 b 39 a 49 c
10 a 20 b 30 c 40 b 50 a
167
Mathematics 8
Second Rating Quarterly Examination
Table of Specifications
COGNITIVE PROCESS DIMENSIONS
Understanding
Remembering
Evaluating
Analyzing
Applying
No. of No. of
Creating
Competencies %
Days Items
1. Illustrates linear inequalities in two variables 1 2.5 1 1

2. Differentiates linear inequalities in two variables from
1 2.5 1 1
linear equations in two variables
3. Graphs linear inequalities in two variables 1 2.5 1 1
4. Solves problems involving linear inequalities in two
1 2.5 1 1
variables
5. Solves a system of linear inequalities in two variables 2 5 3 1 1 1
6. Solves problems involving systems of linear inequalities in
2 5 3 1 1 1
two variables
7. Illustrates a relation and a function 1 2.5 1 1
8. Verifies if a given relation is a function 1 2.5 1 1
9. Determines dependent and independent variables 2 5 3 1 1 1
10. Find the range and domain of a function 2 5 3 1 1 1
11. Illustrates a linear function 1 2.5 1 1
12. Graphs a linear function 3 7.5 4 1 1 1 1
13. Solves problems involving linear functions 2 5 3 1 1 1
14. Determines the relationship between the hypothesis and
2 5 2 1 1
the conclusion of an if-then statement
168
15. Transform an statement in to an equivalent if- then
2 5 2 1 1
statement
16. Determines the inverse, converse, and contrapositive of an
2 5 3 1 1 1
if-then statement
17. Illustrates the equivalences of the conditional statement
and its contrapositive and the
5 2 2
equivalences of the inverse and converse of the
conditional statement
18. Uses inductive and deductive reasoning in an argument 4 10 5 2 1 1 1
19. Writes a proof (direct/indirect) 8 20 10 3 2 2 1 1 1
Total 40 100 50 15 10 10 5 5 5
169

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ACKNOWLEDGMENT

Flocerpida B. Barias Regine B. Bueno Rowena B. Benoyo

Marjorie J. Bueno Desiree B. Canicula

Aladino B. Bonavente Nerissa A. Mortega

Nelly N. Nocillado Senen C. Dolz, Jr. Jennifer B. Binasa

Marisol B. Boseo Ruel Brondo

School: Grade Level: 8

1) Less money, more Questions:

 Direction: Translate the following mathematical

1) 𝑥 is greater than five. 1) 𝑥 is less than two.

(The teacher will emphasize the meaning and form of linear

A linear inequality in two variables is an inequality that can

e) Give at least two examples of linear inequality in two

Example #1: 4𝑥 − 𝑦 > 5

3. Reinforcing of the Illustrate linear Illustrate linear inequality in

Illustrate linear Match column A with column B

D. Agreement/ Illustrate the linear inequality in two variables.

Direction: Post the rectangular strips randomly on the

Direction: Shown below are two sets of mathematical

6. Processing the answer 1. How do you describe the mathematical

Let the students give at least three examples of

Tell which of the following is a linear equation or

(The teacher can use a game to answer the assessment

E. Agreement/ Answer Activity 4 “What Am I?” on p. 219 of LM

I. OBJECTIVES: The learner demonstrates understanding of key concepts

 What is the slope(m)?

9. Processing the Questions:

Step 1: Replace the inequality symbol with an equal sign.

Step 2: Graph the resulting equation with a solid line if the

Step 3: Choose a test point preferably (0,0) and test

(The teacher will discuss examples in graphing linear

Graph the following linear Graph the following linear

4. Agreement/ Answer Activity 10 “Color Me!” on pp. 228-229 of LM

School: Grade Level: 8

“Come and Test Me!”

Direction: State whether the given ordered pair is a solution

1. 𝑥 + 𝑦 > 10 ; (7,2) 1. 𝑥 + 𝑦 >5 ; (3,4)

6. Processing the 1. Consider problem #1 and answer the following questions.

8. Summarizing the How do you solve problems involving linear inequality in

Solve the following problems.

9. Agreement/ Answer 4 and 5 under Activity 15 on p. 236 of LM

(M8AL-IIb-1) Day 1: Graphs Systems of Linear Inequalities in Two

_____ _____ _____ ______ _____

Mrs. Burgos wants to buy at least 30 kilos of pork and beef

A. No. of learners who

NAME:________________________________________________ Score: __________

NAME:______________________ GRADE AND SECTION:__________DATE:_____________

Graph the system of Linear Inequalities.

Consider the graph above,

(students may use GEO GEBRA or GRAPES675_en apps)

18. Reinforcing of Solve the system of linear inequalities graphically. Find

Solve the system of linear inequalities graphically. Find

1. (3, 5) 6. (2, 15)

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

 How did you determine if the given ordered pair is a

21. Group Activity

The class will be divided into 4. Each group should be able

NAME:________________________ GRADE AND SECTION:__________DATE:____________

Solve the following systems of Linear Inequalities graphically.

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

C. Learning The learner solves word problems involving system of linear

Students are asked to take a gallery walk on the

Buencamino Family will have their simple lunch at Mayon

___ _ _ _

NAME:______________________________________ Score:

NAME:________ GRADE AND SECTION:DATE:_

NAME:__________ GRADE AND SECTION:DATE:

Point A = (4, 2) Point C = _ Point E =

Group 1:_ and ______

Group 2:_ and ______

Group 3: and ______

Group 4: and ______