HOLY CROSS OF STA. MARIA, INC.

POBLACION STA. MARIA, 8011 DAVAO OCCIDENTAL

Government Recognition #12, Series of 1974

CURRICULUM MAP
MATHEMATICS 8

CORE The learner demonstrates understanding and appreciation of key concepts and principles of mathematics as applied-using appropriate technology- in problem solving, critical
LEARNING thinking , communicating, reasoning, making connections, representations, and decisions in real life.
AREA
STANDARD
KEY At the end of grade 10, the learner demonstrates understanding and appreciation of key concepts and skills involving numbers and number sense (sets and real numbers);
STAGE measurement (conversion of units); patterns and algebra (linear equations and inequalities in one and two variables, linear functions, systems of linear equations, and
STANDARD inequalities in two variables, exponents and radicals, quadratic equations, inequalities, functions, polynomials, and polynomial equations and functions); geometry (polygons,
axiomatic structure of geometry , triangle congruence, inequality and similarity, and basic trigonometry); statistics and probability (measures of central tendency, variability
and position; combinatorics and probability) as applied-using appropriate technology – in critical thinking, problem solving, communicating, reasoning, making connections,
representations, and decisions in real life.
GRADE The learner demonstrates understanding of key concepts and principles of patterns and algebra (factors of polynomials, rational algebraic expressions, linear equations and
LEVEL inequalities in two variables, systems of linear equations and inequalities in two variables); geometry (axiomatic structure of geometry, triangle congruence, inequalities in a
STANDARD triangle, and parallel and perpendicular lines); and statistics and probability (probability of simple events) as applied – using appropriate technology – in critical thinking,
problem solving, reasoning, communicating, making connections, representations, and decisions in life.
UNIT
NUMBER Third (3)

UNIT Geometry
TITLE
CONTENT STANDARD PERFORMANCE STANDARD

The learner demonstrates understanding of key concepts of axiomatic structure of geometry and The learner is able to:
triangle congruence.  formulate an organized plan to handle a real-life situation.
 communicate mathematical thinking with coherence and clarity in
formulating, investigating, analyzing, and solving real-life problems
involving congruent triangles using appropriate and accurate
representations.
 CONTENT MOST ESSENTIAL LEARNING STRATEGIES AND VALUES EVALUATION AND REFERENCE AND
COMPETENCIES ACTIVITIES INTEGRATION ASSESSMENT MATERIALS
MINIMUM KUD
CLASSIFICATION
 Laptop
CHAPTER 7: The learners are expected  Ability to Formative Worksheet:  Learning Kit
to: STRATEGIES: produce relevant  Teaching Guide
TRIANGLE  Discussion and high quality  Identification  Worksheets/
CONGRUENCE define and illustrate the idea Knowing (Learning Kits) outputs  Comprehension Questionnaires
of congruence in real life.  Discovery Learning  Interactive Check  Textbook in
Week 1  Self-directed communication  Communicating Mathematics
Lesson: Learning  Creativity Ideas and Life
state and apply the properties Understanding Applications 8
Congruence of congruence: ACTIVITIES: Second Edition
 Exploratory
- Reflexive Property Activity (Let’s Play
- SymmetricProperty Jigsaw!)
- Transitive Property  Skill Builder
 Week 2 STRATEGIES:  Perseverance Formative Worksheet:  Textbook in
Lesson: Use inductive skills to prove Knowing  Discussion Mathematics 8
Triangle congruence between  Self-Directed  Patience  Identification  Teaching Guide
Congruence triangles. Learning  Comprehension
 Laptop
 Complementary  Optimistic Check
Videos from  Mathematical  Learning Kit
Apply deductive skills to Understanding YouTube Reasoning  Worksheets/
show congruence between Questionnaires
triangles:  YouTube
 - SSS Congruence
- SAS Congruence ACTIVITIES:
- ASA Congruence
- SAA Congruence.  Exploratory
Activity (Sticks and
Factor general trinomials Understanding Angles)
using algebra tiles.  Skill Builder
Week 3 STRATEGIES:  Optimistic Formative Worksheets:
 Discussion  Textbook in
 Patience  True or False
Lesson: Prove congruence properties Doing (Learning Kit) Mathematics 8
in an isosceles triangle.  Self-Directed  Perseverance  Multiple Choice  Teaching Guide
Isosceles and Learning
 Accurate  Problem Solving  Laptop
Equilateral Prove inequality properties in Doing  Complementary
Triangles and an isosceles triangle. Videos from  Learning Kit
Triangle YouTube  Worksheets/
Inequalities Use the conditions of triangle Doing Questionnaires
congruence to prove: ACTIVITIES:
- Congruent segments  YouTube
- Congruent angles  Exploratory
Activity (The
Solve routine and nonroutine Understanding Isosceles Triangle)
problems.  Skill Builder

Week 4 STRATEGIES:  Creativity Summative Assessment:  Textbook in

Apply deductive skills to Understanding  Discussion Mathematics 8
 Patience  Chapter Quiz
Lesson: show congruence between (Learning Kit)  Teaching Guide
right triangles:  Self-Directed  Perseverance
 Laptop
Right Triangle Learning
Congruence - LL Congruence  Complementary  Learning Kit
- LA Congruence Videos from  Worksheets/
- HA Congruence YouTube Questionnaires
- HL Congruence.
ACTIVITIES:  YouTube
Solve routine and nonroutine Understanding
problems.  Exploratory
Activity (How
Wide is that River?)
 Skill Builder
Activity
Performance Congruent Triangles Project
Task:

What To Do:

The Model or Design

1. Construct a real-life model or a work of art that makes use of congruent triangles. It may be a model of a tower, boat, or a bridge, a home décor or Christmas
lantern, or a computer generated graphic design. Use your imagination!
2. If you choose to make a real-life model, you may create it using toothpicks, popsicle sticks, cards, legos, etc.

Understanding of Triangle Congruency

3. Illustrate your understanding of congruent triangles by marking all congruent triangles in your model or design for identification. They should be color coded to
showcase one congruency criterion using that one color. For example, all triangles that are congruent by SSS postulate could be colored red, those that are
congruent by HL Theorem could be colored blue etc.
4. Fill-in the attached table. If possible, label the angle and the side measures on the model. If not, sketch the model and label the angles and side measures on the
sketch.

Reflection

5. Reflect on the applications of congruent triangles in real life.

a. Where do you see examples of congruent triangles in real life? Show photos of at least five examples. The photo shown above is the Louvre Museum in
Paris, France.
b. Why do you think congruent triangles are popularly used in architecture?
c. What insights did you gain about geometry and triangle congruence, in particular, as you worked on this project?
 CRITERION COLOR OF TRIANGLES USED IN MODEL EXPLANATION
SSS
ASA
SAS
SAA
HL
LL

ASPECT OF THE PROJECT EXPERT (3 POINTS) DEVELOPING (2 POINTS) NOVICE (1 POINT)

Model or Design Model or design is Model or design is interesting and The model or design makes use of
creative/imaginative, aesthetically makes use of many congruent triangles. several congruent triangles.
pleasing, and made up mainly of
congruent triangles.
Understanding of Triangle Congruency Shows very good understanding of Shows a good understanding of triangle Model or figure has no labels or has
triangle congruence; table is filled up; congruence; table is filled up; labels incomplete labels. Table may be
and labels and explanations are and explanations may have a couple of incomplete or has several errors.
accurate. errors.
Reflection Presents interesting insights on the Presents some insights on the Very limited insights on the
application of triangle congruence in application of triangle congruence in applications of triangle congruence in
real life, with at least 5 photos of real- real life, with at least 5 photos of real- real life; may or may have 5 photos.
life examples. life examples.
 HOLY CROSS OF STA. MARIA, INC.
POBLACION STA. MARIA, 8011 DAVAO OCCIDENTAL
Government Recognition #12, Series of 1974

CURRICULUM MAP
MATHEMATICS 8

CORE The learner demonstrates understanding and appreciation of key concepts and principles of mathematics as applied-using appropriate technology- in problem solving, critical
LEARNING thinking , communicating, reasoning, making connections, representations, and decisions in real life.
AREA
STANDARD
KEY At the end of grade 10, the learner demonstrates understanding and appreciation of key concepts and skills involving numbers and number sense (sets and real numbers);
STAGE measurement (conversion of units); patterns and algebra (linear equations and inequalities in one and two variables, linear functions, systems of linear equations, and
STANDARD inequalities in two variables, exponents and radicals, quadratic equations, inequalities, functions, polynomials, and polynomial equations and functions); geometry (polygons,
axiomatic structure of geometry , triangle congruence, inequality and similarity, and basic trigonometry); statistics and probability (measures of central tendency, variability
and position; combinatorics and probability) as applied-using appropriate technology – in critical thinking, problem solving, communicating, reasoning, making connections,
representations, and decisions in real life.
GRADE The learner demonstrates understanding of key concepts and principles of patterns and algebra (factors of polynomials, rational algebraic expressions, linear equations and
LEVEL inequalities in two variables, systems of linear equations and inequalities in two variables); geometry (axiomatic structure of geometry, triangle congruence, inequalities in a
STANDARD triangle, and parallel and perpendicular lines); and statistics and probability (probability of simple events) as applied – using appropriate technology – in critical thinking,
problem solving, reasoning, communicating, making connections, representations, and decisions in life.
UNIT
NUMBER Fourth(4)

UNIT Statistics and Probability

TITLE
CONTENT STANDARD PERFORMANCE STANDARD
The learner …. The learner…
demonstrates understanding of key concepts of probability.  life problems involving triangle inequalities, and parallelism and
perpendicularity of lines using appropriate and accurate
representations.
  is able to formulate and solve practical problems involving
probability of simple events.
 Accurate
CHAPTER 9 The learners are  Patience Formative Worksheets:  Laptop
expected to: STRATEGIES:  Perseverance  Learning Kit
 Discussion (LK)  Identification
 Problem Solving  Teaching Guide
PROBABILITY Define an experiment, Knowing  Self-directed
Learning  Worksheets/
outcome, sample space,
Questionnaires
and event.
 Textbook in
Week 1 Mathematics 8
List all the possible
outcomes in an Knowing ACTIVITIES:
experiments.  Exploratory
Lesson: Activity (The
Concept of Chance)

Experiments and
Sample Space
  Skill Builder

Week 2 STRATEGIES:  Teaching Guide

Lesson: Define event and the Knowing  Self-Directed  Patience Formative Assessment  Laptop
probability of an event. Learning  Open-minded  Multiple Choice  Learning Kit
 Discussion (LK)  Accurate  Communicating
 Worksheets/
Understanding Measure chance using Understanding  Complementary  Perseverance  Mathematical Questionnaires
probability. Videos form Reasoning
Probability  Textbook in
YouTube Mathematics 8
Find the probability of Understanding
events.
ACTIVITY:

 Exploratory
Activity (Who
Serves First?)
 Skill Builder
 DIY Math
STRATEGIES:  Patience Summative Assessment:  Textbook in
Differentiate between an Knowing  Discussion Mathematics 8
 experimental probability (Learning Kit)  Perseverance  True or False  Teaching Guide
and a theoretical  Self-Directed  Multiple Choice  Laptop
Week 3  Accuracy
probability. Learning  Learning Kit
Lesson:  Worksheets/
Use a tree diagram and ACTIVITIES:
fundamental principle of Understanding Questionnaires
counting in finding the  Exploratory
Theoretical and  YouTube
sample space of an Activity (Coin
Experimental experiment. Flipping, Rolling of
Probabilities a Die)
Solve simple probability Understanding  Skill Builder
problems.  DIY Math

Performance THE MATH CLUB HAS PREPARED 2 GAMES

Task
Game 1 : Match the Balls Game
Box A has balls: 1 blue, 1 white
Box B has 3 balls: 1 blue, 1 white, 1 red
How to Play
Draw a ball from each box without looking. If the two balls match (meaning, same color), you win a prize.
Q1: What is the theoretical probability of winning a prize at a single try?_______
Show your work. Here are the results for the first 24 games.
Win Lose
(match) (no match)
7 17
Q2: Is the result in this table the same as the theoretical probability? Explain any differences.

Game 2: Spin That Wheel

The spinner has 10 equal sections
 How to Play
Spin the spinner. If the spinner lands on a jackpot section, the player wins a prize.
Q3: What is your chance of winning in this game?
Q4: Do you have a better chance of winning in this game or in the Match the Balls Game? Explain your reasoning.

Rubric:
Criteria 3 points 2 points 1 point
Following Instructions The student was able to follow the The student was able to follow some The student failed to follow the
instructions well. of the instructions. instructions.
Accuracy All the answers were accurate. Some answers were accurate. Most answers were incorrect.
Mastery of Content The student was able to explain his or The student was able to explain his or The student was able to explain his or
her answers showing commendable her answers showing commendable her answers showing commendable
mastery of the lesson. mastery of the lesson. mastery of the lesson.

PREPARED BY: GLEMAE R. RAMOS

Mathematics Teacher