Republic of the Philippines

DEPARTMENT OF EDUCATION
Region XI
Division of Davao Oriental

SAN ANTONIO NATIONAL HIGH SCHOOL

San Antonio Cateel, Davao Oriental

LESSON PLAN
in

MATHEMATICS 8
Prepared by:

MR. RANIE G. MANLIGOY

Secondary School Teacher - I
Mathematics Teacher

Submitted to:

MR. RAMON A. TABUNON

Secondary School Head Teacher - III

1
 Date: _________________________

I. Objectives
1. Find the product of binomials of the form (a+b)2 or (a+b) (a+b).
2. Find the product of binomials of the form (a-b)2 or (a-b) (a-b).

II. Subject Matter

Topic: Square of a binomial
Skill: Finding the product of a square of a binomial

III. Methodology
A. Pre-Lesson Activities Remember: For any real number x, and for all whole
numbers m and n, x  x = x m n m+n

Exploratory: Let the students answer the given problem. Example: (r )(r )(r ) = r 3 5 2 3+5+2

1. (x3) (x4) =

2. (x8)3
10
=r
5 3
3. (3x ) Remember : For any real number x and y, and
n n n
for whole number n, (x y) = x y
B. Motivation Example:(4 r2 s3 t4)3 = 64 r6 s9 t12
Ask the students if they can solve the following Remember: For any real number x, and
mentally. How did they solve each? for whole numbers m and n, (x ) = x m n mn
5 3 3 5 3
Example: (3x ) = 3 (x )
1. (25) (25) 2. (12) (12) = 27x 15

a. What have you observed on the numbers?

b. Can you write the expression in exponential form? In binomial?
c. How to solve the product?

C. Lesson Presentation
Let the students observe the solution of solving the square of a binomial using FOIL method.

1. (a+b)2 = ( a + b ) ( a + b ) 2. (a - b)2 = ( a - b ) ( a - b )

= a2 + ab + ab + b2 = a2 - ab-ab + b2
= a2 + 2ab + b2 = a2 - 2ab + b2
a. What can you say about the given example. Can you solve it without using the FOIL method.
How? Give the rule generated from the pattern.
SQUARE OF A BINOMIAL

The square of a binomial is equal to the square of the first term, plus or minus twice the
product of the two terms, plus the square of the last term.
That is:
1. ( a + b )2 = a2 + 2 ( ab) + b2

First term = (1st term) 2 + 2 (1st term 2nd term) + ( 2nd term) 2
Second term

= a2 + 2ab + b2

2. ( a – b )2 = a2 – 2 ( ab) + b2

= a2 – 2 ab + b2

When you square a binomial the product is a perfect square trinomial.

D. Group work
2
 In a group, the students will answer the following and discuss. After, the representative will report to the
class. (The group will answer the number that corresponds to their group number.)
1. ( m + 8 )2 = m2 + 16m + 64 2. ( t – 9 ) 2 = t2 – 18t + 81 3. ( 4x + 1 )2 = 16x2 + 8x + 1

4. ( 7a + b2 )2 = 49a2 + 14ab2 + b4 5. ( 2m2 + 3n)2 = 4m4 + 12m2n + 9n2

E. Generalization
Ask the students what is the general rule for squaring the binomial.
IV. Evaluation
Find the square of a binomial.
1. ( x + 7) 2 = x2 + 14x + 49 2. ( 3m - 2)2 = 9m2 - 12m + 4
V. Assignment/Reinforcement
Answer the following.
Teacher’s note:
1.

2. A square has a side of 2x - 6 units.

What expression represents the area of the
square? What is the area of a square?

I. Objective Date: _________________________

1. Find the product of binomials of the form (a+b) (a-b).
3
II. Subject Matter
Topic: Product of the sum and the difference of two terms
Skill: Finding the product of binomials

III. Methodology
A. Pre - Lesson Presentation
Check the assignment. Let the students answer the problems on the board and ask students if there
are some clarifications/questions.

B. Motivation
Ask the students if they can solve the following mentally. How did they solve each?
1. (25) (15) 2. (12) (8)
a. What have you observed on the numbers?
b. Can you write the expression in binomial?
c. How to solve the product?

C. Lesson Presentation
Let the students observe the solution of solving the square of a binomial using FOIL method.

1. (a+b)(a-b)= ( a + b ) ( a - b ) 2. (3 - c)(3+c) = ( 3 - c ) ( 3 + c )

= a2 - ab + ab - b2 = 9 + 3c - 3c + b2
= a 2 - b2 = a 2 - b2
a. What can you say about the given example. Can you solve it without using the FOIL method.
How? Give the rule generated from the pattern.

Product of ( a + b ) and ( a – b )
The product of the sum and the difference of two terms is equal to the
square of the first term minus the square of the second term. That is,
( a + b) ( a – b ) = a2 – b2
The product is called the difference between two squares.

D. Drill
Let the students answer the following orally.
1. ( 3x + 4y) ( 3x – 4y ) = 9x2 – 16 y2 2. ( 5 + 8a2 )( 5 – 8 a2 ) = 25 – 64 a4
3. ( x + 2) ( x - 2) = x2 - 4 4. ( 3m + 4 ) ( 3m – 4 ) = 9m2 - 16
5. (a2 + 7) ( a2 – 7 ) = a4 - 49 6. (2r3 + s) (2r3 – s) = 4r6 - s2

IV. Evaluation Teacher’s note:

Find the product of the following.
1. ( –5t + s) ( –5t – s) 2. (6st - 4c)(6st + 4c)

V. Assignment/Reinforcement
Answer the following.
1.
2. A rectangle has a side of (2x - 6) and (2x +6)units. What expression represents the area of
the square? What is the area of a square if x=2?

I. Objective Date: _________________________

4
 1. Find the cube of binomials of the form (a+b) and (a-b).
II. Subject Matter
Topic: Cube of a binomial
Skill: Finding the cube of binomials
III. Methodology
A. Pre - Lesson Presentation
Check the assignment. Let the students answer the problems on the board and ask students if there are some
clarifications/questions.
B. Motivation
A small cube is placed center inside the box. The edge of it measures a and the distance of its edge from the
edge of the big cube is b.

1. How are you going to represent the area of a cube?

2. What is the area of a cube?
3. How are you going to operate the cube of a binomial?

b
C. Lesson Presentation
To find the cube of a binomial of the form (x + y)3:
a. Find the cube of each term to get the first and the last terms. (x)3, (y)3
b. The second term is three times the product of the square of the first term and the second term. 3(x)2(y)
c. The third term is three times the product of the first term and the square of the second term. 3(x)(y)2
Hence, (x + y)3 = x3 + 3x2y + 3xy2 + y3

To find the cube of a binomial of the form (x – y)3:

a. Find the cube of each term to get the first and the last terms.
(x)3, (-y)3
b. The second term is three times the product of the square of the first term and the second term. 3(x)2(-y)
c. The third term is three times the product of the first term and the square of the second term. 3(x)(-y)2
Hence, (x – y)3 = x3 – 3x2y + 3xy2 – y3

D. Group activity
In a group composed of five members, find the cube of the following. Choose only 1 item to be answered by group.
1. (3x + 4)3 2. (-2a + e)3 3. (4t - 2s)3
Teacher’s note:

E. Generalization
Let the students recite the steps of solving for the
cube of the binomial.
IV. Evaluation
Find the cube of the binomial.
1. (3x - 2t)3
V. Assignment/Reinforcement
1. Solve for the product of the binomial (3sd + 4r)3 and (2abc - 3c).
2. Solve for the product of (a + b + c)3 and (r - t + m)2 using long method. Observe the pattern.
** Assign reporters for the next session. Let the student write the solution on the visual aid.
** Ask the students to bring short sized-bond paper and scissors the next meeting.

I. Objective Date: _________________________

5
 1. Find the square of a trinomial.

II. Subject Matter

Topic: Square of a trinomial
Skill: Finding the product of trinomial

III. Methodology
A. Pre - Lesson Presentation
Check assignment number 1 by letting the assigned student/s to post and discuss the answers to the class.

B. Motivation
Administer the paper folding and cutting activity on page 13-14 of the LM.

C. Lesson Presentation
The square of a trinomial, consists of:
a. the sum of the squares of the first, second and last terms;
b. twice the product of the first and the second terms;
c. twice the product of the first and the last terms; and
d. twice the product of the second and the last terms.
Example: (x + y + z)2 = x2 + y2 + z2 + 2xy + 2yz + 2xz

D. Activity Trio
Each trio will be given 1 problem to be solved. Afterwards, they will write their solution on the board
and discuss to the whole class.

Directions: Square the following trinomials using the pattern you have learned.
1. (r – t + n)2 4. (15a – 4n – 6)2 7. (e + 2a + q)2 9. (4a + 4b + 4c)2
2 2 2 2
2. (m + a – y) (m + a – y) 5. (9a + 4b – 3c ) 8. (2s + o – 4n)2 10. (5a2 – 3b + 1) 2
2 2 4 3 2
3. (2i + 3a – 5n) 6. (3x + 4y -6)

E. Generalization
Ask the students to state, in their own words, the steps in finding the square of a trinomial.

IV. Evaluation
Find the square of a trinomial (2x - 3y5 + 6a2). Write the step-by-step procedures.

V. Assignment/Reinforcement
Tell the students to have review of the past topics and be ready for a summative quiz on special products. Give
students some problems to be answered to reinforce learning.
Directions: Find the product. Write the steps in solving.
1. (zx + 2y3)2 2. (4c2 - 2s)3 3. (4x2y4z - 2s3t4u5)(4x2y4z + 2s3t4u5) 4. (5qr - 2a + b2)2

Date: _________________________

6
 SUMMATIVE TEST

I. Objectives
1. Find the product of binomials of the form (a+b)2 or (a+b) (a+b).
2. Find the product of binomials of the form (a-b)2 or (a-b) (a-b).
3. Find the product of binomials of the form (a+b) (a-b).
4. Find the square of a trinomial.

II. Subject Matter

Topic: Special Products
Skill: Finding the product of polynomials with special cases

III. Methodology
Paper and Pen Test

IV. Evaluation
Write only the letter of the correct answer.
1. Which of the following is correct?
a. The square of a binomial is a binomial.
b. The product of the sum and difference of two terms is the difference of two squares.
c. (a - 3)3 = a3 - 33 or a3 - 27
d. Squaring (a + b + c) will give you a product of four terms.
2. What is the middle term of squaring (4x - 2y2)?
a. 8xy2 b. -8xy2 c. -16xy2 d. -16x2y
3. The square of a trinomial consists of the following EXCEPT:
a. the sum of the cube of the first, second and last terms
b. twice the product of the first and the second terms
c. twice the product of the first and the last terms
d. twice the product of the second and the last terms
4. Given the expression (a-3t4)3, what is the last term?
a. 9t12 b. -9t64 c. -27t12 d. -27t64
5. What is the result of twice the product of the first term and second term in the expression (2x - 3y - 2z) 2 ?
a. -6xy b. -6x2y2 c. -4x2z2 d. 6x2y2
Find the product. Show your solution. (1 point every step)
6. (3x2 + 2y5)2 11. (8def +6gh)(8def-6gh)
7. (3cd+4)2 12. (9bc - 4a + 10d5)2
2 5 2
8. (5y -3x ) 13. (8a5+5b3-7d)2
4 2 2
9. (7c -2d )
10. (4a2-2b3)(4a2+2b3)

V. Assignment/Reinforcement
Study the quiz for an individual questioning as an oral recitation for the next day.

Teacher’s note:

Date: _________________________
7
I. Objective
1. Factor the expression using the Greatest Common Factor (GCF).
II. Subject Matter
Topic: Factoring by GCF
Skill: Finding the GCF
III. Methodology
A. Pre - Lesson Presentation
Let the students recall on finding the GCF using either Factor Tree, long method or listing.
1. 20, 15 2. 4x, 16x2 3. 28a2, 16b2
B. Motivation
Ask a student about his/her personal life, ask him/her what is/are their common denominator/s with his/her friend,
mother, father, brother or relatives. Relate the concept of GCF in real life to Mathematics.
C. Lesson Presentation
Present the steps on factoring using the GCF. After which, give the students the expression and ask them to factor
the expression following the steps. Let one student at a time stand and follow every step.

Steps:
1. Find the First Factor
a. Get the GCF of the numerical coefficients.
b. Select the variables common to all terms with the least exponent.
Note:The GCF will serve as the first factor.
2. Get the Second Factor
a. Divide each term of the given expression by the first factor.

Examples:
1. 12x3y5 - 20x5y2z 2. x6y5 - 4y4z + 8x2y9z3 + axy2

D. Pass it on!
The class will be divided into 6 groups. Each group will be given a piece of bond paper. Six expressions will be
written individually in the activity sheet. Each activity sheet will be given to every group and only given 1 minute to
answer the question. Afterwards, The sheet will be rotated until such time that all the six expressions have been
factored by each group.
1. 12x4y3 - 28x3y5 3. 6m + 8mn 5. 27d2e7 - 9d5e2f6
2 4 6 3 4 4
2. 13n - 39mn 4. 2mn +6m n -10m 6. x6y5 + y4z5

E. Generalization
1. How to find the first factor? Teacher’s note:
2. How to find the second factor?
IV. Evaluation
Answer the the expression (15xy2z6 - 24x6z4 + 18y5z3)
V. Assignment/Reinforcement
Let the students do Activity 3 on page 29 of the book.

8
Date: _________________________
I. Objective
1. Find the factor of a binomial which is a difference of two squares.
II. Subject Matter
Topic: Factor of the difference of two squares
Skill: Factoring a binomial
III. Methodology
A. Pre-Lesson Presentation
Check the assignment. Ask the students if they have difficulty of answering the assignment. If so, clarify things.
B. Motivation
Based on the assignment, give emphasis on the concept that “Factoring is the Reverse of Multiplication”. Let them
see the instances and complete the expression that follow.
1. (a + b) (a - b) = a2 - b2 a2 - b2 = (a + b)(a - b)
2. (3 - c)(3 + c) = _____ ____ = (3 - c)(3 + c)
C. Lesson Presentation
Generate ideas based on the motivation. Ask students:
1. How do you call the product of the sum and difference of two terms?
2. Do you notice some patterns/rules in factoring for the difference of two squares? How?

Steps:
1. Investigate whether the expression is a difference of two squares.(If so, there are two factors).
2. Find the first factor
a.Find the square root of each term.
b. Copy the sign.
3. Find the second factor
a. Copy the first factor except the sign of the second term.
b. The sign of the second term is the inverse of the first factor.

D. Expression Relay
Tell whether the expression is a difference of two squares or not. If the expression is a difference of two squares,
show the class a happy face, otherwise, a sad face. (There are 5 students in each group to relay the expression).
1. 100 - b2 3. a2b2 - 8 5. 4ac2 - 16 7. a2 - b64 9. 81 - 64b18
3 4 16 30 4 2 6
2. a - 64 4. b - s f 6. 200b - 16 8. x y - 49 10. d9 - 4
After the relay, each group will factor the assigned expression.
Teacher’s note:
E. Generalization
1. How to identify that the expression is a difference of two squares?
2. How to factor such expression?
IV. Evaluation
Factor the expression (100a2b6c8 - 4d10e14).
V. Assignment/Reinforcement.
1. The area of a garden is x2- 4. What are the dimensions of the garden?
Illustrate your answer.
2. The product of (a+b)(a+b) = ______________. Give one example of finding
the square of a binomial and give the product.

9
 Date: _________________________

I. Objective
1. Find the factor of the perfect square trinomial.
II. Subject Matter
Topic: Factor of Perfect Square Trinomial
Skill: Finding the factor, Identifying perfect square trinomial expressions
III. Methodology
A. Pre - Lesson Presentation
Check the assignment number 1. Ask students on queries or clarifications.
B. Motivation
Based on assignment number two, tell the students that if they are going to reverse the answer and the expression
given, they are engaging in factoring perfect square trinomial. Now, ask them the properties/characteristics of the
perfect square trinomial based on their answer on assignment number 2.
C. Lesson Presentation
Factor the expression (x2 + 4x + 4).
Steps:
1. Investigate whether the first term and last term are perfect, that is,
a) First and last term are perfect squares
b) The second term is twice the product of the factor of first and last term.
2. If the first condition is met, find the factor
a) Find the factor of the first term
b) Find the factor of the second term
c) The sign of the second term of the factor is the sign of the middle term of the given expression
d) Square the factor.

D. Am I Perfect?
Tell whether the trinomial is perfect or not. If it is perfect, then find its factor. ( This is semi - quiz bee type of
administering, students, in a group of three, are to raise papers after answering).
1. x2 + 8x + 16 4. x2 + 3x + 2 7. a2 - 5a - 14
2 2
2. b + 16x + 64 5. x -13x + 10 8. 16s6 - 32s3 + 16
9 2 4 2 2
3. g + 4ag + 4a 6. d -20cd + 100c 9. 49 + 42 h4 + 9h8

E. Generalization
1. In general, can you apply the pattern of solving perfect square trinomials to those which are not perfect?
Illustrate/prove your answer.
Teacher’s note:
IV. Evaluation
Factor the expression t4 -18t2 + 81.
V. Assignment/Reinforcement
Factor x2 + 3x + 2.
a. Is the expression a perfect square trinomial?
b. Can you apply your skill in solving perfect square trinomial
to this type of trinomial? How?
c. Show your solution.

10
 Date: _________________________
I. Objective
1. Factor a trinomial that is not perfect square.
II. Subject Matter
Topic: Factoring a trinomial
Skill: Finding the factor of a trinomial.
III. Methodology
A. Pre - Lesson Presentation
Follow-up the assignment. Investigate whether the students had solved the given problem and find out how did
they solve it.
B. Motivation
Inculcate to the minds of students that the next topic on factoring is just a matter of simple factoring and addition.
Give them activities on factoring and adding.
Example:
x2 = x x -14 = 7 -2 7 + (-2) = 5
y4 = y2 y2 = -7 2 -7 + 2 = -5
= 14 -1 14 + (-1) = 13
= -14 1 -14 + 1 = -13

C. Lesson Presentation
Example: How are you going to factor x2 - 5x - 14?
7 -2 5
-7 2 -5
x 2 - 5x - 14 14 -1 13
-14 1 -13
x x

Since the sum of the factors of -14 which are -7 and 2 is equal to 5 and the factors of x 2 are x and x, then
x times -5 = -5x which is the middle term of the trinomial, we can have the factor of the trinomial as:
(x - 7)(x + 2).

D. Give me a perfect pair.

Given the trinomial, the students will give the two factors (pair) for first and last terms.
1. x2 + 3x + 2 3. a4 - a2 -12
2
2. x -11x + 10 4. t6 + 13t3 - 14
E. Generalization
What is the most important thing to consider in factoring a not perfect square trinomial?
IV. Evaluation Teacher’s note:
Find the factor of g2 - 18g - 40
V. Assignment/Reinforcement
Factor the trinomial 2x2 - 6x + 8.
a. How did you factor?
b. Show your solution.

Date: _________________________

11
I. Objectives
1. Factor a quadratic trinomial.
2. Apply the concept of GCF in factoring quadratic trinomial.
II. Subject Matter
Topic: Factoring quadratic trinomial
Skills: Factoring quadratic trinomial and applying factoring skills using GCF
III. Methodology
A. Pre - Lesson Presentation
Ask students if they had answered the assignment. If so, how did they arrive at the answer? Base the presentation
of the topic on the way they answer the assignment.
B. Motivation
For students to be ready, ask them to orally state the product of the following:
1. 4x2 (10) 3. 5x2 (10) 5. 2c2 (27)
2 4
2. 5x (-4) 4. 7x (6)
C. Lesson Presentation
Factor the trinomial 4x2 + 13x + 10 following the steps below:
Steps:
1. Multiply the first and last terms. 4x2 (10) = 40x2
2. Factor the product such that the sum of the factors 40x2 10x 4x = 14x
8x 5x = 13x
is equal to the middle term of the trinomial.
2. Replace the second term of the trinomial with the
4x2 + 8x + 5x + 10
factors derived in number 2.
3. Group the expression by two terms such that each
(4x2 + 8x) +( 5x + 10)
term in the grouping has a common factor.
4. Find the GCF of each grouping. 4x(x + 2) +5( x + 2)
5. Combine similar factors and write the other factor.
(4x+5) ( x + 2)

D. Factor me, if you can!

The class will be divided into 5 groups. Each group will solve one expression assigned to them and later will
discuss the result in class.
1. 5x2 + 8x - 4 2. 4x2 + 13x + 10 3. 6x2 -8x + 2
E. Generalization Teacher’s note:
Let the students state in their own words the steps in factoring
quadratic trinomial.
IV. Evaluation
Find the factor of the quadratic trinomial 4x2 - 13x + 10.

V. Assignment/Reinforcement
Factor the following: (Assign students to report to the class their
answers on assigned number).
1. 5x2 + 46x - 40 3. 2y2 + 21y + 27
2
2. 6a - 3a - 18 4. 7w2 - 43w + 6

Date: _________________________
12
I. Objective
Find the factor of the sum and difference of two cubes.
II. Subject Matter
Topic: Factoring the sum and difference of two cubes
Skill: Factoring
III. Methodology
A. Pre - Lesson Presentation
Let the students report the assigned task in the previous meeting.
B. Motivation
Let the students answer the following:
6 3 9 3 6 12
1. 2. 3. 4.
C. Lesson Presentation
Do activity 8 “ Road Map to Factor” on page 35 of the book.
C. Find the first factor, I will be a partner!
This is a pair activity in which the first person will find the first factor and the second will generate the second
factor out of the first factor.
1. x3 - 27 2. a6 - 8b9 3. 64z3 - 8 4. 125x12 - 27p3
D. Generalization
1. What is the operation used in the first factor of the sum of two cubes?
How about difference of two cubes?
2. Differentiate the second factors of the sum and difference of two cubes
in terms of signs used?
IV. Evaluation
Factor the expression x3y6 - 8z15
V. Assignment
Let the students study the lessons previously discussed for a long quiz the next meeting.

Teacher’s note:

13
 Date: _________________________

SUMMATIVE QUIZ
I. Objective
1. Apply all the skills and techniques in factoring polynomials.

II. Subject Matter

Topic: Factoring Polynomials
Skill: Applying all the skills and techniques in factoring

III. Methodology
Paper and pen test, oral recitation/reporting
IV. Evaluation
Part I - Choose the letter of the correct answer.
1. Which of the following is the common factor of the expression 4x2y4z3 - 28 xz5 + x2y7z9?
a. 4x2y4z3 b. 4xyz c. xz3 d. 4xz3
2. Which of the following is part of process of factoring 2k2 - 11k + 12?
a. 2k2 2k k b. 12 6 2 c. 2k2 12 = 24 k2 d. (2k2+12) - 11k
3. The expression (x+1) (x-1) is a factor of what kind of polynomial?
a. Sum of two cubes b. Difference of two squares c. Perfect square trinomial d. Quadratic trinomial
4. What is the factor of the expression p2 -5p - 6?
a. (p-3)2 b. (p - 3) (p - 2) c. ( p - 3) (p +2) d. (p - 6) (p + 1)
5. 16 d2 - 24d + 9 = (4d _ __ ) 2. What expression will make a statement true?
a. 9 b. -9 c. 3 d. -3
Part II - Factor the expressions below. Show your solution. (3 points each)
1. p2 + 5p + 6
2. n2 - 25
3. n2 - 8n - 48
4. 6z2 - 5z - 6
5. p2 - 4p - 5
V. Assignment
Have an advance study on the next lessons.

Teacher’s note:

14
 Date: _________________________

I. Objectives
1. Define rational algebraic expression.
2. Identify rational algebraic expression from not rational algebraic expression.
II. Subject Matter
Topic: Rational Algebraic Expression: An Introduction
Skills: Defining and identifying
III. Methodology
A. Pre - Lesson Presentation
Ask the students on how to express the mathematical figures to verbal phrase.

= () x y x/y x y

x+y x-y x2 x3 (x+y)2

B. Motivation
Let the students answer activity 1 on page 66.
C. Lesson Presentation
Ask the students to do activity 7 “Classify me”.
After doing the activity 7, ask students on the definition of rational algebraic expression. After gathering their
answers, let them read “ Remember” on page 71 to refer the correctness of their answers.
D. Give me!
Students will formulate an algebraic expression and others will tell whether it is rational or not.
E. Generalization
1. When does the algebraic expression become rational?
2. What makes an algebraic expression not rational?
IV. Evaluation
Identify the expression whether it is rational algebraic expression or not.
1. 2. 2 3. 2 2 4. 5.
2

V. Assignment
Write down 5 examples of rational algebraic expressions.

Teacher’s note:

Date: _________________________

15
I. Objective
1. Simplify expressions having zero and negative exponents.
RECALL
II. Subject Matter LAWS OF EXPONENTS
Topic: Simplifying Expressions having zero and negative exponents I- Product of powers
For any real number x, and any
Skill: Simplifying positive integers a and b:
xa xb = xa + b
III. Methodology
A. Pre - Lesson Presentation II. Power of a Power
Do the recall on “Laws of Exponents”. For any real number x, and any
positive integers a and b:
(xa)b = xab
B. Motivation III. Power of a product
Tell the students that any number raised to zero is equal to 1. Therefore, 1 billion For any real numbers x and y,
raised to zero is equal to 1. and any positive integer a:
(xy)a = xa ya
C. Lesson Presentation IV. Power of a Quotient
For all integers a and b, and
Supply the knowledge of students by assisting them to organize their any nonzero number x.
knowledge. Give more examples for practice. The following expressions
Will serve as a drill practice. a

1. (15)0 2. x (y)0 3. (x+y)0 4. x-1 5. -xy-5 Case I b =

xa - b a>b
a
Case II
=
b
6. y -1 7. b-1 (x0 - y2) 8. ax0 + b0y b-a a<b
a (x2 - y2)0
-2

D. Generalization
1. What concept did you get in simplifying expressions with zero and negative
exponents?
2. Do activity 11 on page 74 in order to validate the learning of students.

IV. Evaluation

Ask the students to answer Exercises on page 73 of the Learner’s Material (LM).

V. Assignment

Let them do the Activity 13 on page 75 and Exercises on page 76 of LM.

Teacher’s note:

Date: _________________________
16
I. Objective

1. Solve work problems.

II. Subject Matter

Topic: Solving work problems

Skills: Solving

III. Methodology

A. Pre-lesson Presentation

. multiplication of fraction.
Recall on . . .
1. 3 1 2. 3 4 3. 1 3 4. 1 1 4 =
5 5 3 x x-3 3x x 10

B. Motivation

1. If Maria can run 200 meters in 10 minutes, how many minutes will it take her to run 400 meters?

How about 800 meters?

2. Nena can type 20 words in a minute. How many words can she type in 20 minutes?

(Let the students analyze the problem and ask them to solve. Let them explain how did they arrive at a

solution.)

C. Lesson Presentation

After the activity, ask the students to investigate the given examples on page 81 and 82 of the LM. Ask

them to apply the process of solving work problems.

D. Trio Activity

Do activity 19 on page 82 and 83 of the LM.

17
 E. Generalization

 What equation .is derived to solve

= for work problem? . =
Rate of work time worked work done , in symbols [ r t w ]

IV. Evaluation
1. Angelo can complete his school project in x hours. What part of the job can be completed by Angelo
after 3 hours?
2. If Maribel (Angelo's groupmate in number 1), can do the project in three hours, what expression
represents the rate of Angelo and Maribel working together?
Teacher’s note:
V. Assignment/ Transfer
Do activity 20 on page 84 of the LM. Be guided with the criteria.

Date: _________________________
I. Objective

1. Multiply rational algebraic expressions.

II. Subject Matter

A. Topic : Multiplying rational algebraic expressions

B. Skill : Multiplying

III. Methodology

A. Pre-lesson Presentation

. multiplying fractions.
Recall on
. .
1. 1 4 2. 8 33 3. 1 2

2 3 11 40 6 9

B. Motivation

Ask the students how to solve the following.

18
 2

1. x 2. x 3. (x + 3) (x - 3)
2

x x x-3

C. Lesson Presentation

Let the students investigate the process of multiplying rational algebraic expressions shown on the

illustrative examples on page 88-89 of the LM.

D. Group work
G.1. _3m – 6 _  _m + 3__ G.2. _ x – 5 _  __x – 2__
m2 – 9 m2 – 2m 2
x – 7x + 10 3

G.3. _x2 – y2_  __x__ G.4. _ b2 + 20 b + 99  ____b + 7___

y x–y b+9 b 2 + 12b + 11

G.5. _x2 – 16_  _x + 4_ G.5. _ b + a  _a2 – b2_

8x x–4 b–a 2a
E. Generalization
 How are you going to get the product of the rational algebraic expression?
- The product of two rational algebraic expressions is the product of the numerators divided by the
product of the denominators. In symbols,
a c ac . , bd = 0
b d bd=

IV. Evaluation
Answer Exercises # 1 and 2 on page 89 of the LM.
V. Assignment Teacher’s note:
Answer Exercises # 3-5 on page 89 of the LM.

Date: _________________________

I. Objective
1. Divide rational algebraic expressions.

II. Subject Matter

Topic: Dividing rational algebraic expressions
Skill: Dividing

III. Methodology
19
 A. Pre-lesson Presentation

Recall on dividing fractions.

: : :
1. 1 3 2. 8 40 3. 1 2

2 4 11 33 6 9

B. Motivation
Solve and tell what have you observed?

1. 1 3 : 2. 1 4
.
2 4 2 3

C. Lesson Presentation

Let the students investigate the process of dividing rational algebraic expressions shown on the

illustrative examples on page 91 of the LM.

D. Activity Trio
1. 3 ÷ _2_ 2. _ 3s ÷ __6s2___ 3. _k2 – k – 6 _ ÷ _k2 + 2k – 3 _
p p s+2 2s2 + 4s k2 + k – 12 k2 + 3k – 4

E. Generalization

Ask the students how to divide the rational algebraic expression. They should arrive at a conclusion:
- The product of two rational algebraic expressions is the product of the numerators divided by the
product of the denominators. In symbols,
a ÷ c a d ac . , b, c , d = 0
b d b =c bc =
IV. Evaluation

Do exercises #s 1 & 4 on page 92.

V. Assignment

Do exercises #s 2, 3, 5 and Activity 8 on page 92. Teacher’s note:

20
 Date: _________________________

I. Objectives

1. Add similar rational algebraic expressions.

2. Subtract similar rational algebraic expressions.

II. Subject matter

Topic: Adding and subtracting similar rational algebraic expressions

Skills: Adding and Subtracting

III. Methodology

A. Pre-lesson Presentation

Review on adding and subtracting similar fractions.

- -
2. 1 4+ 2. 8 3 + 3. 1 2 4. 14 5

2 2 11 11 6 6 9 9

B. Motivation
2 2 2 2

1. 2x - 3x 2. x - 2x + x 3. x -4 - (x - 2)

C. Lesson Presentation

Let the students investigate the process of adding similar rational algebraic expressions shown on the

21
 illustrative examples on page 94 of the LM.

D. Mathinik Duo

Do the exercises #s 2 and 4 on page 94.

E. Generalization

How did you add similar rational algebraic expressions? How about subtracting?
In adding or subtracting similar rational expressions, add or subtract the numerators and write the
answer in the numerator of the result over the common denominator. In symbols,
a c a+c
b b+ b =
,b=0
IV. Evaluation
Do exercises on page 94 numbers 1, 3 and 5.

V. Assignment
Add or subtract the following.
1. 15 3 2. 2x2 - 2x + 3 -x2 + 3x - 2
+
a-3 a-3 x+4 x+4

Teacher’s note:

Date: _________________________
I. Objectives
1. Find the LCD of the rational algebraic expressions.
2. Add dissimilar rational algebraic expressions.
3. Subtract dissimilar rational algebraic expressions.

II. Subject Matter

A. Topic: Adding and subtracting dissimilar rational algebraic expressions
B. Skills: Finding, Adding, Subtracting

III. Methodology
A. Pre-lesson Presentation
Recall on adding/subtracting dissimilar fractions
1. 1 1 2. 3 - 2 3. x 3
+ +
2 3 4 5 3 4

B. Motivation
What is the difference between adding similar and dissimilar rational algebraic expressions?
22
 1. 3 4 2. 3 4
+ +
x x x y

C. Lesson Presentation

Let the students investigate the process of adding similar rational algebraic expressions shown on the

illustrative examples on pages 95 - 96 of the LM. Guide the students in their investigation.

D. Group work

In a group composed of 5 members, do exercises numbers 1, 2 and 4 on page 97 of the LM.

E. Generalization

Do activity 12 on page 97 by writing each step on how to add/subtract similar and dissimilar rational

algebraic expression.

IV. Evaluation

Do exercises numbers 3 and 5 on page 97.

V. Assignment

Operate.

+3y - -
1. 4x 2. 5x 4x 3. x+2 x-2
2 2

x - 4 x-2 x -2x+1 x+1 x-2 x+2

Teacher’s note:

Date: _________________________
I. Objectives
1. Simplify complex rational algebraic expressions.
2. Use the KSA in adding/subtracting dissimilar algebraic expressions.

II. Subject Matter

Topic: Simplifying complex rational algebraic expressions
23
 Skills: Simplifying and applying

III. Methodology
A. Pre-lesson Presentation
Recall on solving complex fractions.
1 4
+
2 3
3 -2
4 3

B. Motivation
Ask the students on what skills do they need to possess in order to solve complex rational algebraic
expressions.

C. Lesson Presentation
Present the example and let the students tell/analyze the steps.

b 2b
+
b-1 b-2
2b 2-
b-2 b-3

D. Group work
Group the class into 6 and let them answer the exercises #s 2, 3 and 5 on page 101. The group will
answer and discuss to the class the assigned number to them..

E. Generalization
Answer activity 16 on page 103 by writing the steps on simplifying rational algebraic expressions.

IV. Evaluation
Answer the exercises # 1 on page 101 of the LM.

V. Assignment
Answer exercises # 5 on page 101 of the LM.
Teacher’s note:

Date: _________________________

SUMMATIVE QUIZ
I. Objective
1. Define rational algebraic expression.
2. Identify rational algebraic expression from not rational algebraic expression.
3. Simplify expressions having zero and negative exponents.
24
 4. Solve work problems.

5. Multiply rational algebraic expressions.

6. Divide rational algebraic expressions.

7. Add similar rational algebraic expressions.

8. Subtract similar rational algebraic expressions.

9. Find the LCD of the rational algebraic expressions.
10. Add dissimilar rational algebraic expressions.
11. Subtract dissimilar rational algebraic expressions.
12. Simplify complex rational algebraic expressions.
13. Use the KSA in adding/subtracting dissimilar algebraic expressions.

II. Subject Matters

* Rational Algebraic Expressions
* Simplifying expressions with zero and negative exponents
* Solving work probems
* Multiplying, dividing, adding, and subtracting rational algebraic expressions
* Simplifying complex rational algebraic expressions

III. Methodology
Conduct a quiz.
Answer as indicated.
1. Which of the numbers is not in the domain of the rational expression 5 - 4x ?
x- 3
a. 3 b. – 3 c. – 5 d. 4
2. Which of the following is not a rational expression?
a. 4 + 7x2 b. 5 c. 6x d. 3x
2/3
2x - 9 3x 3x
3. Which of the following expressions is in lowest terms?
a. x b. 10x c. 3x - 15 d. 2x + 4
5x2 15y 4 8
4. What is the simplest form of the expression 4 (a+2b)2
4 ( a+2b)
a. 2 b. a + 2b c. a – 2b d. 1
5. Give the GCF of _2x – 4y _ .
x – 2y

6. Express #5in simplest form.

a. 1 b. 2 c. x – 2 d. 2 – y

7. Factor the numerator of rational expression _18a2 + 27a + 10_.

3a + 2
8. Simplify the rational expression in #7.
a. a2 – 5 b. a(a – 5) c. 6a + 5 d. 6a + 2

9. Find the product of 2a2d  9b2c .

25
 3bc 16ad2

10. Multiply 4a + 8 and _a – 5 .

a2 – 25 5a + 10

a. __5___ b. _a – 5_ c. __4___ d. _a – 4_
5a + 25 a + 5 5a + 25 a+5

11. Find the measure of the area of the rectangle in simplest form.

2x + 4
x

__x3 – 4x___
x2 + 4x + 4

12. Divide: __y_ _ ÷ __y__ .

y+3 y+5

a. _y + 5_ b. _y – 5_ c. _y + 3_ d. _y – 3_
y+3 y+5 y–3 y+5

13. Find the quotient: (3m)2 ÷ 6m3 .

(2p)3 16p2

14. Divide x – y ÷ ____x + y_ _ .

x2 – y2 x2 + 2xy + y2

15. Simplify
b 2b
+
b-1 b-2
2b 2-
b-2 b-3

For numbers 16 - 17, operate as indicated.

16. 17.
+3y - Teacher’s note:
4x 5x 4x
2 2

x - 4 x-2 x -2x+1 x+1

Date: _________________________

26
I. Objectives
1. Define Cartesian plane.
2. Plot the points on the Cartesian plane.
3. Name the plotted points on Cartesian plane.

II. Subject Matter

Topic: Cartesian Plane
Skills: Defining, plotting and naming

III. Methodology
A. Pre-lesson Presentation
Review on union and intersection of sets and Cartesian product.

B. Motivation
Tell the students a story about the origin of Cartesian plane.

C. Lesson Presentation
Let the students study the discussion presented on page 122 and 123 of the LM. After, ask the
students if they have some queries.

D. Do it pair.
Let them answer Activity 7 and 8 on pages 126-128 of the LM.

E. Generalization
1. What is a Cartesian plane?
2. How do you name a point?
3. What is the rotation of the quadrants?
4. In each quadrant, tell the sign of the elements of ordered pair.
IV. Evaluation
A. Do exercise 4 on page 130 of the LM.
B. In what quadrant can you locate the following:
1. (5, 3) 2. (-4, -3) 3. (-8, 1) 4. (5, -6)

V. Assignment/Transfer
A. Do exercise 5 on page 131 of the LM.
B. Do activity 13 on page 135 of the book.
Teacher’s note:

Date: _________________________

27
 I. Objectives
1. Define relation.
2. Represent relations.

II. Subject Matter

Topic: Relation and their Representation
Skills: Defining and representing

III. Methodology
A. Pre-lesson Presentation

B. Motivation
Brainstorm students on their understanding on relation.

C. Lesson Presentation
i. Based on the motivation, let the students define relation.
ii. Present and let the students answer orally exercises 1-5 on pages 142-143.
iii. Tell the students that there are ways to represent relation (pages 143-144). Ask them what they
know.

D. Hi 5!
In a group with 5 members, make 1 representation each of function and relation.

E. Generalization
1. What is relation?
2. What are the different ways to represent relation?

IV. Evaluation
Represent through table, mappng diagram and graph the set of ordered pairs: (0 , 0) , (1, -1) , (1, 1) ,
(4, -2) , and (4, 2)

V. Assignment
Ask the students to plot the points on the graph board. Let them connect the points.
1. (-2, 0) , (-1, 2) , (0, 0) , (1,1) , (1,3) , (2, -2)
2. (-2,3) , (-1, 2) , (0, -1) , (-1, 0) , ((-2, -1)
3. (-2, 0) , (0, -2) , (2, 0) , (0, 2)
Teacher’s note:

Date: _________________________
28
I. Objective
1. Determine the domain and range of the function.

II. Subject Matter

Topic: Domain and range of a relation
Skills: Determining

III. Methodology
A. Pre-lesson Presentation
Check the assignment and let the students post their answers on the board.

B. Motivation
Based on the assignment, ask the students that when they are going to extend the graph, what are the
elements of x? How about the elements of y?

C. Lesson Presentation
Present the discussion and illustrative example on domain and range of a relation on pages 145-146.

D. Group work
In a group with 5 members, answer exercise 10 on page 147.

E. Generalization
1. What is the domain of the relation?
2. What is the range of the relation?

IV. Evaluation
Answer exercise 7 and 9 on page 146 of the LM.

V. Assignment
Answer exercise 8 on page 146 of the LM.
Teacher’s note:

Date: _________________________

29
 I. Objectives
1. Define function.
2. Determine whether the given relation is a function or not.

II. Subject Matter

Topic: Function or not?
Skills: Defining and determining

III. Methodology
A. Pre-lesson Presentation
Check the assignment.

B. Motivation
What have you observed on the given mapping diagram in the assignment? (Drive them to reach the
correspondene of each element).

C. Lesson Presentation
i. Present the discussion on 3 types of correspondence on page 147-148.
ii. Present the discussion on function on page 149.

D. Group work
Divide the class into 3 groups. Let them do exercise 11 on page 150 by answering the exercise 7, 8
and 10 only. Allot 1 exercise for each group.

E. Generalization
1. What is a function?
2. When can you say that a given relation is a function?

IV. Evaluation
Let the students do exercise 9 by determining whether the following is a function or not.

V. Assignment
Let the students do activity 5 on page 150 of the LM.

Teacher’s note:

Date: _________________________

I. Objectives
30
 1. Determine whether the graph is a function or not.
2. Tell whether the rule is a function or not.

II. Subject Matter

Topic: Function or not?
Skills: Determining and telling

III. Methodology
A. Pre-lesson Presentation
Checking of the assignment.

B. Motivation
From the graphs drawn based on the assignment, draw vertical lines all over the graphs. What have
you observed?

C. Lesson Presentation
i. Present the definition and function of the vertical line test.
ii. Present the discussion on how to determine whether the rule is a function or not on page 152-153
of the LM.

D. Am I function or not?
Do exercise 13 #s 1-5 on page 154. Explain why or why not you think it is a function.

E. Generalization
1. When can you say that a graph is a function or not?
2. When is the rule become a function and not?

IV. Evaluation
Do exercise 12 on page 151 and exercise 13 #s 6-10 on page 154 of the LM.

V. Assignment
Study the discussion on domain and range of a function on pages 158-161. Answer exercise 14 and 15.
Assign students to report the answers to the class.
Teacher’s note:

Date: _________________________

I. Objectives
31
 1. Find the domain and range of the function.

II. Subject Matter

Topic: Domain and range of function
Skill: Finding

III. Methodology
A. Pre-lesson Presentation
Recall on the definition of domain and range of relation.

B. Motivation
Draw a slant line in a Cartesian plane. Determine the domain and range of the graph. What have you
observed?

C. Lesson Presentation
Checking of the assignment by discussion.

D. Group work
In a trio, answer activity 12 - B on page 164.

E. Generalization
Answer activity 13 on page 165 of the LM.

IV. Evaluation
Do activity 12 - A on page 164.

V. Assignment
Do activity 12 - C on page 164-165.

Teacher’s note:

Date: _________________________

I. Objectives
1. Define linear function.
2. Identify linear function and not linear function.
32
II. Subject Matter
Topic: Linear Function
Skills: Defining and identifying

III. Methodology
A. Pre-lesson Presentation
Let the students answer activity 1 on page 168 as a recall on translations of verbal phrases to
mathematical phrases.

B. Motivation
Let the students give equations and write them on the board.

C. Lesson Presentation
Let the student read the definition of linear function on page 172. After, ask them to identify the
equations they wrote on the board, whether those equations are linear function or not.

D. Group work
Divide the class intto 5 groups. Each group should give 5 examples of linear equations of the form
y = mx+b and 5 examples of the form Ax + By = C. Ask them to report their output in class and let
the class check their works.

E. Generalization
1. What is a linear function?
2. What are the two forms of linear equation?

IV. Evaluation
Write F if the equation is a linear function, otherwise, write NF.
1. y = 3x - 4 2. x2 + y = 3 3. y = -4x 4. 2y = -6x +5 5. 5y-6x-4 = 0

V. Assignment
Do exercise 1 on page 173 of the LM.
Teacher’s note:

Date: _________________________

I. Objectives
1. Rewrite equation of the form y = mx+b to Ax + By = C and vice versa.
2. Identify the slope and y-intercept.
33
 II. Subject Matter
Topic: Rewriting equation in the standard or slope - intercept form.
Skills: Rewriting and identifying

III. Methodology
A. Pre-lesson Presentation
Let the studnts give equations of the form y = mx + b and Ax + By = C.

B. Motivation
Present one example (2x + y = 4) of rewriting the equation of the form Ax + By = C, rewrite it to y =
mx + b and rewrite again to its original form to show that the two equations are just the same.

C. Lesson Presentation
Let the students study the illustrative examples 1 and 2 on page 182. Let them compare the solution
on the board. Identify the slope and y-intercept
Example 1: 3x - 5y = 10

Example 2: 4x + 3y = 4
5 6 7

Example 3: y = 2 x - 4
3
D. Dual work
Let the students rewrite the equation in general or slope-intercept form. Determine the slope and y-
intercept.
1. y = -3x - 5
4
2. x + 4y = 6
3
E. Generalization
1. Write the steps on rewriting linear equations to the two forms.
2. How to determine the slope and y-intercept?

IV. Evaluation
Determine the slope and y-intercept of the given equations.
1. 4x + 3y = 5 2. y = -3 x + 6
5 7 Teacher’s note:

V. Assignment
Do exercises 4 and 5 on page 183.

Date: _________________________
I. Objectives
1. Define slope.
2. Find the slope of the line given two points.
3. Find the slope of the line given the graph.
34
II. Subject Matter
Topic: Finding the slope of a line
Skills: Defining and finding

III. Methodology
A. Pre-lesson Presentation
Ask the students how to find the m given the equation of a line?

B. Motivation
Show a graph of a volcano. Ask the students the following questions.

* What did you see? Can you form a line

* Form a line.
* Emphasize the points on a line.
* Name the points.
* What do you call the steepness of the line?

C. Lesson Presentation
* Drive the students to define slope. Let them read aloud the definition of slope on page 183.
* Given the graph of a volcano, pick 2 points that lie on the same line and find the slope folowing
the formula m = y2 - y1
x2 - x 1
* What if the given is the graph? We can immediately find the slope by using m = rise
run

D. Drill/Boardwork

Let the students answer the following on the board and on their seats by finding the slope of the line
using two point and m= rise over run.

1. 2.

3. 4.

35
 E. Generalization
1. How did you find the slope of the line given
a. two points
b. Graphs

IV. Evaluation
1. Find the slope of the line given (3, -2) and (-4, 2).
2. Find the slope of the line.

V. Assignment
Do exercise 7 on page 186.

Teacher’s note:

Date: _________________________
I. Objectives
1. Graph linear equations given two points, slope and y-intercept, and slope and one point.
2. Graph linear equations given the graphical equation of the line using slope intercept form and x- and
y- intercepts.

36
II. Subject Matter
Topic: Graphs of linear equation
Skill: Graphing

III. Methodology
A. Pre-lesson Presentation
Let the students name the points of the graph and find the slope.

B. Motivation
Plot the points on the Cartesian plane. (0, 0) , (0, 2) , (3, 0) , ( 4, 5 )

C. Lesson Presentation
1. How are you going to graph if you are given:
a) Two points (4, 3) , ( (-2, 1)
b) Slope and y-intercept (m = 4, b = 3) , ( m = -1/2 , b = -4)
c) Slope and one point ( m = -3/4 , b = -2) , (m = 1 , b = 3)
2. Show the students how to graph the given examples above.
3. How are you going to graph if you are given the equation?
a) Using slope - intercept form ( y = 1/3 x + 2 ; y = -3x - 4 )
b) Using x- and y- intercept, let x and y equal to zero. ( -2x + 3y = 12 ; 4x - 2y = -8 )
4. Define what is x- and y- intercept.

D. Group work
Graph the assigned problem to you.
Gr. 1 and 5 Gr. 2 and 4 Gr. 3
1. m = 1/4 , b = 3 1. (3, 2) , (-5, 4) 1. m= -3/4 , (-2, -1)
2. y = -4x - 1 2. 3x - 2y = 6 2. -4x + 5y = -20
E. Generalization
1. What are the ways to graph the linear equations? Write the steps on how to do each.
Teacher’s note:
IV. Evaluation
Graph the given equations
1. Y = 1/3 x + 4 2. -3x -24 = 12
2.
V. Assignment
Answer exercises 8, 9, 10 and 11 on pages 187-190.
Date: _________________________
I. Objectives
1. Find the equation of a line using slope-intercept form, point slope form and 2-point form.
2. Identify what form to use to find the equation of a line.

II. Subject Matter

37
 Topic: Finding the equation of a line
Skills: Finding and identifying

III. Methodology
A. Pre-lesson Presentation
Let the students answer activity 13 question # 3 on page 192.

B. Motivation
1. What is the standard form of linear equations?
2. What do you need in order to form equations of the form y = mx + b?

C. Lesson presentation
1. Slope- intercept form
a) y = mx + b --- given are slope and y-intercept
Examples: m= 3 , b = -3 ; m = -3/4 , b = 4/3
2. Point - slope form
a) y- y1 = m ( x - x1)
Examples: m = 3 , (5, 4) ; m = 1/3 , (6 , -6)

3. 2- point form
a) y - y1 = y2-y1 ( x - x1)
x2- x1

D. Seatwork Duo
Find the equation of the line given the following.
1. m = 5 , b = 2/3
2. (-5, 4) , (5, -2)

E. Generalization
1. What are the ways of writing linear equations?
2. When are you going to use each form?

IV. Evaluation
Identify what method are you going to use when you are given the following.
1. m = 4/3 , (3 , -5) 2. (5, 6) , (-6, -5) 3. m = 3 , b = 4 4. m=3/4 , (-6, -2)
V. Assignment Teacher’s note:
Answer exercises 12 and 13 on pages 194-195.

Date: _________________________

SUMMATIVE QUIZ

I. Objectives
1. Define linear function.
2. Identify linear function and not linear function.
38
 3. Identify the slope and y - intercept.
4. Rewrite equations to the forms Ax + By = C and y = mx + b.
5. Define slope.
6. Find the slope of a line.
7. Graph linear equations.
8. Find the equation f a line.

II. Subject Matters

Topics: Linear function/equation, Rewriting equation in standard or slope intercept form, Finding
the slope of a line, Graphs of linear equations and Finding the equation of a line.

III. Methodology
The teacher will give a written quiz.

IV. Evaluation
A. Directions: Choose the letter of the correct answer. Write only the letter.

1. Which of the following is not a definition of a linear function?

A. The graph is a line.
B. It can be written as y = mx + b.
C. The highest degree of the equation is 1.
D. The exponent of x is 2 and the exponent of y = 1.
2. How are you going to define slope? Which of the following is not one of the definitions?
A. It is the change in vertical divided by the change in horizontal axis.
B. It is the steepness of the line.
C. It is the run over rise.
D. It can be solved using m = y2- y1
x2 - x1
3. Which of the equations is in slope- intercept form form?
A. 2x + y = -4 b. y = 3x - 4 c. -4x = 2y + 3 d. 3y = x
4. Which of the equations is in general form?
A. 2x + y = -4 b. y = 3x - 4 c. -4x = 2y + 3 d. 3y = x
5. Which of the following is not a linear function?
A. y = 3x +4 b. 3y = -2x c. 2y - 3 = 0 d. x2 -y = 0
6. What is the slope of the equation y = -3/4 x + 1/2?
A. -3/4 b. 1/4 c. 1/2 d. 0
7. What is the y- intercept of the equation y = -3/4 x + 1/2?
A. -3/4 b. 1/4 c. 1/2 d. 0
8. What is the slope of the vertical line graph?
A. + b. - c. 0 d. Undefined
9. What is the slope of the horizontal line graph?
A. + b. - c. 0 d. Undefined
10. If you are given one point, say, (-3, 1), and a slope m = -5 ; what method are you going to use in
order to find the equation of a line?
A. Slope- intercept form c. 2- point form
B. Point- slope form d. Any of these forms

II. A. Rewrite the following in the form y = mx + b

1. 2x + 3y = -4
2. -3x - 2y -5 = 0
39
 B. Rewrite the following in general form Ax + By = C
3. y = -4x + 5
4. y = -1/3 x - 2/5

C. Graph the following

5. m = -3/5 , b = -4
6. y = 2/3 x - 2
7. 2x + 4y = -8

D. Find the equation of a line

8. m = 3/4 , b = 2/3
9. m = -3/4 , (-2, 3)
10. (4, -2) , (-6, -4)

Teacher’s note:

Date: _________________________

I. Objectives
1. Define linear inequality.
2. Determine whether the given is an inequality or not.

II. Subject Matter

Topic: Linear inequality in two variables
40
 Skills: Defining and determining

III. Methodology
A. Pre-lesson Presentation
Let the students identify/name the following.
a. 2x + 3 expression
b. 2x + 3y = 5 equation
c. 2x + 3y < 5 inequality

B. Motivation
Ask the students if they know how to use <, >, < , > . Ask them to give inequalities.

C. Lesson Presentation
Let the student read aloud the definition of a linear inequality on page 222. After which, let the
students decide whether the following is a linear inequality in two variables or not.
1. -x + 3y > 5 4. x+ 3y < 4 - 2y
2. -5x < -4 5. 5 > -4
3. 5 < -y
D. Boardwork
Let the students give linear inequalities in two variables that is applied to real life situations.

E. Generalization
1. What is a linear inequality in two variables?
2. When can you say that the given is not a linear inequality?

IV. Evaluation
Answer Activity 7 on page 225

V. Assignment
Answer activity 4 on page 219.

Teacher’s note:

Date: _________________________

I. Objectives
1. Graph system of linear inequality in two variables.
2. Locate the plane where the solution of the system belongs.

II. Subject Matter

Topic: Graphs of linear inequalities in two variables
41
 Skills: Graphing and locating

III. Methodology
A. Pre-lesson Presentation
Let the students graph the equation 2x + 3y = 6.

B. Motivation
Tell the students to graph linear inequality is just like graphing linear equation, the only difference is
that the solutions f inequality is a set.

C. Lesson Presentation
Graph the following.
1. -2x + y < 2
2. 3x + 6y > 12

D. Group work
Divide the class into 5, each group will answer the number that corresponds to their group number
of activity 11 on page 230.

E. Generalization
1. How to graph linear inequality in two variables?
2. How to locate the solution of the inequality?

IV. Evaluation
Answer activity 10 on page 228.

V. Assignment
Answer activity 9 on page 226.
Teacher’s note:

Date: _________________________

I. Objectives
1. Determine whether the system of linear equation is consistent and dependent, consistent and
independent or inconsistent.
2. Graph the equations.

II. Subject Matter

Topic: Kinds of linear equations in 2 variables
42
 Skills: Determining and graphing

III. Methodology
A. Pre-lesson Presentation
1. What is a linear equation?
2. How are you going to graph linear equation?

B. Motivation
Let the students see graphs having intersecting lines, parallel lines and overlapping lines.

C. Lesson Presentation
Let the students study the concepts on page 256 and study the examples on page 257. Ak the
students their queries on the lesson and clarify things that are not clear to them.

D. Group work
Divide the class into 5, each group will answer the number that corresponds to their group number
of activity 3 on page 258.

E. Generalization
1. When do graphs intersect? Become parallel? Overlap?

IV. Evaluation
Answer #s 6 - 10 of activity 3 on page 258.

V. Assignment
Answer activity 5 on page 260.
Teacher’s note:

Date: _________________________
I. Objective
1. Find the solution of system of linear equation graphically.

II. Subject Matter

Topic: Finding the solution of system of linear equations graphically
Skill: finding

III. Methodology
A. Pre-lesson Presentation
43
 Checking of the assignment.

B. Leson Presentation
Let the students study the concepts on pages 272 and 273 including the examples.

C. Group work
Solve the following graphically.

Gr. 1 Gr. 2 Gr. 3

3x+ y = 3 4x - 2y = 8 2x - 2y = -2
x - 2y = 6 3x + 5y = -15 -3x - 3y = 3

Gr. 4 Gr. 5
4x - 2y = 6 -2x + y = -6
-x + 2y = -4 -4x - y = 8

D. Generalization
1. How did you find the solution of linear equation in two variables using graph?
2. Is graphing effective in finding solution of linear equation? Why or why not?

IV. Evaluation
Find the solutions of the system of linear equations graphically.
1. 5x - 6y = -30
-4x + 3y = 12

V. Assignment
Study substitution method on page 274-275.
Teacher’s note:

Date: _________________________
I. Objective
1. Find the solution of a system of linear equation by substitution.

II. Subject Matter

Topic: Finding the solution of a system of linear equation by substitution
Skill: Finding

III. Methodology
A. Pre-lesson Presentation
44
 Write the equation in the form y = mx + b
1. 2x + y = 5 2. 3x - y = 4

B. Motivation
What is the value of x in the equation x= y + 2 when y = 3.

C. Lesson Presentation
Let the students ask questions on their queries/clarifications on the topic they studied.
Present another example of substitution method.
3x + y = 2
9x + 2y = 7

Present another example: Mr. Perez invested Php20,000 part of his earnings in a small business at
5% and the remaining amount at 7%. On these investments, he gets Php1,160 a year. How much did he
invest at each rate?
Let x = the amount invested at 5%
y = the amount invested at 7%
x + y = 20,000 Eq. 1
0.05x + 0.07y = 1,160 Eq.2
Solve the system of equations yourself.
x = 12 000 y = 8 000
How much was invested at 5%?
How much was invested at 7%?

D. Group work
Divide the class into 5, each group will answer the number that corresponds to their group number
of activity 7 on page 280.

E. Generalization
1. What are the steps in substitution method of solving system of linear equations?

IV. Evaluation Teacher’s note:

Answer # 7 and 8 of activity 7 on page 280.

V. Assignment
Answer #s 9 and 10 of activity 7 on page 280.

Date: _________________________
I. Objective
1. Find the solution of a system of linear equation by elimination.

II. Subject Matter

Topic: Finding the solution of a system of linear equations by elimination.
Skill: Finding

III. Methodology
A. Pre-lesson Presentation
45
 Checking of assignment

B. Motivation
* What operation are you going to use to make the variable x equal to zero?
1. 2x + 3y = 8 2. -5x - 2y = -2
2x - 4y = -6 5x + 5y = 5
* What operation are you going to use to make the variable y equal to 0?
3. 3x - y = 7 4. -4x + 3y = -5
-2x + y = -4 5x + 3y = 4
* What are you going to do to eliminate x?
5. 6x - 3y = 7
-2x + 2y = -4
* What variable are you going to eliminate? How are you going to eliminate it?
6. 2x + 4y = 6
-3x - 3y = 3

C. Lesson Presentation
Ask the students what have they understood about the word elimination?
Answer the 6 equations posted on the board by letting the students answer in a step by step manner.

D. Group work
Divide the class into 5 groups.
Find the solution of the system of linear equations by elimination.
Gr. 1 Gr. 2 Gr. 3
2x + 3y = 7 2x + y = 7 x + 3y = 5
3x - 5y = 1 -2x + 3y = 5 4x + 2y = 7

Gr. 4 Gr. 5
3x - 2y = -4 7x - 2y = 4
2x - y = -12 5x + y = 15
E. Generalization Teacher’s note:
How did you solve system of linear equation by elimination?

IV. Evaluation
Find the solution by elimination. 5x + 2y = 6 and -2x + y = -6

V. Assignment
Answer activity 9 #s 6-10 on page 281.
Date: _________________________
I. Objectives
1. Define linear inequality.
2. Determine whether the given is an inequality or not.
3. Graph system of linear inequality in two variables.
4. Locate the plane where the solution of the system belongs.
5. Determine whether the system of linear equation is consistent and dependent,
consistent and independent or inconsistent.
6. Graph the equations.
7. Find the solution of system of linear equation graphically.
8. Find the solution of a system of linear equation by substitution.
46
 9. Find the solution of a system of linear equation by elimination.

II. Subject Matters

*Linear inequality in two variables
* Graphs of linear inequalities in two variables
* Kinds of system of linear equation
* Finding the solution of system of linear equation graphically
* Finding the solution of system of linear equation by substitution
* Finding the solution of system of linear equation by elimination

III. Methodology
Paper-pencil test

IV. Evaluation
I. Multiple Choice: Choose the letter of the correct answer.

1.Which ordered pair is the solution to the following system of equations?

2x – y = 10
x+y=2
a. (4, -2 ) b. ( 4, 2 ) c. ( 2, -4 ) d. ( -4, 2 )
2. At what point do the graphs of the equations 2x + y = 8 and x – y = 4 intersect?
a. ( 0, 4 ) b. ( 4, 0 ) c. ( -4, 0 ) d. ( 5, -2 )
3.What is the solution for y in the following system of equations:
4x +3y=-6 and 3x-2y =4
a. -2 b. 2 c. 4/2 d. 7/3

II. For nos. 4 – 10 use any method to solve the following systems:
4. 2x + y = 10 5. 2x + 3y = - 6 6. 2x = 5y + 8
3x – y = 15 5x + 2y = 7 3x + 2y = 31

7. 3y = 2x – 6 8. 2x + 3y = 17 9. 0.4a + 1.5b = -1
x+y=8 3x – 2y = -0.5 1.2a – b = 8

10. 2/3 x + y = 1
-x + 2y = 5

III. Write a system of equations in two variables for each problem. Then solve the
problem.

11. Find two numbers whose sum is 53 and whose difference is 15.
12. The sum of two positive integers is 51. The larger integer is 3 more than twice the smaller
integer. Find the integers.

13. Graph : x + y = 10
x–y=2

IV. Fill the blanks with the correct word or group of words that will make the statement true.

47
 14. The graphs of a system of equations with no solutions are __________________.
15. A consistent system of linear equations has ______________ solution.
16. A system of linear equations in two variables which has an infinite number if solutions is
called a/ an ________________ system.
17. The slope of parallel lines are _______________.
18. The graphs of a dependent system are ____________________ lines.

19. Which of the following inequalities describe the graph below?

a. 5x + 2y > 1
b. 5x + 2y < 1
c. 5x + 2y > 1
d. 5x + 2y < 1

20. Which of the following systems of inequalities describe the solution set in the graph
below?
a. x + y > 2
2x – y < 3
b. x + y < 2
2x – y < 3
c. x + y > 2
2x – y > 3
d. x + y < 2
2x – y > 3

Teacher’s note:

Date: _________________________
I. Objective
1. Formulate if-then statement from a given statement.
2. Determine the hypothesis and conclusion of a statement.

II. Subject Matter

Topic: If-then Statements
Skill: Formulatig and determining

III. Methodology
A. Pre-lesson Presentation
48
 Checking of attendance

B. Motivation
Give an example on the if-then statement and ask them some of the examples in their dialects.
E. Lesson Presentation
- From the given statements of the students, choose 5 statements and let them translate each to
English.
- Ask them what had they noticed on their given statement.
- Ask them what term refers to if - statement and to the then - statement.
- Introduce the p q concepts
- Tell them “What if you are given the statement I love Mathematics, can you form an if-then
statement?.
F. Group work
Divide the class into 5. In a group, do the activity on page 323. The group will answer the number
that corresponds to their group number.
E. Generalization
How are you going to formulate if-then statements?
How to identify the if-statement? and the then-statement?
IV. Evaluation
Identify the p and q of the statement. Afterwards, formulate the if-then statement.
1. Mathematics is simple.
2. I love reading.
V. Assignment
Do Exercise 1 on page 324 of the LM.

Teacher’s note:

Date: _________________________
I. Objective
1. Identify the p and q of the statement.
2. Formulate the converse, inverse and contrapositive statements.
II. Subject Matter
Topic: Converse, Inverse and Contrapositive of If-then statements
Skill: Formulating and identifying

III. Methodology
A. Pre-lesson Presentation
49
 Checking of assignment

B. Motivation
Based on the assignment number 1, ask the students what will happen if the p and q will be
interchanged. Cite an example “Gwapo ako agaw gwapa yang uyab ko”. “Gwapa yang uyab ko kay
gwapo ako”.

C. Lesson Presentation
 Ask the students:
- Based on the given statement, what did you notice?
- How are you going to have q p statement?
- How about number 2 in the assignment?
 Present the Converse, Inverse and contrapositive concepts.

D. Group work
In a group, make your own statement. Afterwards, formulate if-then, converse, inverse and
contrapositive statements.
E. Generalization
How to form converse, inverse and contrapositive statements?

IV. Evaluation
Do Exercise 2 on page 326 of the LM.

V. Assignment

Tell something about your feelings on the Mathematics subject. Write it in the four types of statements.

Teacher’s note:

Date: _________________________
I. Objective
1. Determine inductive and deductive reasoning.
2. Formulate inductive and deductive statements.

II. Subject Matter

Topic: If-then Statements
Skill: Determining and formulating

III. Methodology
A. Pre-lesson Presentation
50
 Checking of attendance

B. Motivation
Present Activity 1 on page 329 of the LM.
C. Lesson Presentation
- Present the concepts of inductive and deductive reasoning.

D. Group work
Formulate 2 statements per reasoning. Present it to the class and explain why each belongs to that
reasoning.
E. Generalization
Do exercise 3 individually and ask why did he/she said so.
IV. Evaluation
Do activity 2 on page 330 of the LM.

V. Assignment
Formulate an inductive and deductive reasoning on “Why do you think you will pass the subject?”

Teacher’s note:

Date: _________________________
I. Objective
1. Use the properties of equality and congruence in writing proofs..

II. Subject Matter

Topic: Properties of equality and congruence
Skill: Formulating and determining

III. Methodology
A. Pre-lesson Presentation
Checking of attendance

51
 B. Motivation
1. 1 + 2 = 2 + 1
2. X + Y = Y + X
3. S = S
C. Lesson Presentation
- Present the different properties of equality and congruence.
- Present the two kinds of writing proofs.

D. Group work
Complete the table of Exercise 2 under two column form on page 335 of LM. After, write a
paragraph and flow chart form of the direct proof.

E. Generalization
How to write proofs?

IV. Evaluation
Identify what kind of property is shown.
1. AB = BA
2. If X = Y and Y= Z, then X=Z
3. 4(3x +y) = 12x + 4y
4. a + b = c + a
5. AB = BC, then BC=AB

V. Assignment
Research examples of indirect proof.

Teacher’s note:

Date: _________________________
I. Objective
1. Use the SAS Congruence Postulate to prove that the two triangles are congruent.

II. Subject Matter

Topic: SAS Congruence Postulate
Skill: Using

III. Methodology
A. Pre-lesson Presentation
Checking of attendance

B. Motivation
52
 Get a piece of paper. Form two congruent triangles. Name the triangles RGM and LUV as shown to
you by your teacher.
C. Lesson Presentation
- Let the students compare the following:
1. <R and < L 2. RG and LU 3. RM and LV
- Present the concept of included angle.
- Let the students identify whether <R and <L are included angles.
- Present SAS Congruence postulate concept
D. Group work
Divide the class into 5. Each group will have 1 problem. Do exercise 3 on page 355 of the LM.
Make a proof to prove that the two triangles are congruent using SAS congruence postulate.
E. Generalization
When can you say that the two triangles are congruent by SAS congruence postulate?
IV. Evaluation
Mark the missing congruent part to prove that the two triangles are congruent using SAS congruence
postuate.
1.

2.

V. Assignment Teacher’s note:

What is an included side? Give an example of it.

Date: _________________________
I. Objective
1. Use the ASA Congruence Postulate to prove that the two triangles are congruent.

II. Subject Matter

Topic: ASA Congruence Postulate
Skill: Using

III. Methodology
A. Pre-lesson Presentation
Checking of assignment

B. Motivation
Get a piece of paper. Form two congruent triangles. Name the triangles RGM and LUV as shown to
53
 you by your teacher.
C. Lesson Presentation
- Let the students compare the following:
2. <R and < L 2. RG and LU 3. <G and <U
- Present the concept of included side.
- Let the students identify whether RG and LU are included angles.
- Present ASA Congruence postulate concept
D. Group work
Divide the class into 3. Each group will have 1 problem. Do exercise 4 on page 357 of the LM.
Make a proof to prove that the two triangles are congruent using ASA congruence postulate.
E. Generalization
When can you say that the two triangles are congruent by ASA congruence postulate?
IV. Evaluation
Mark the missing congruent part to prove that the two triangles are congruent using SAS congruence
postuate.
1.

2.

V. Assignment Teacher’s note:

When can you say that the two triangles are congruent by SSS
Congruence Postulate?

Date: _________________________
I. Objective
1. Use the SSS Congruence Postulate and AAS Congruence Theorem to prove that the two triangles are
congruent.

II. Subject Matter

Topic: SSS Congruence Postulate and AAS Congruence Theorem
Skill: Using

III. Methodology
A. Pre-lesson Presentation
Checking of assignment

B. Motivation
Get a piece of paper. Form two congruent triangles. Name the triangles CBN and GMA as shown to
54
 you by your teacher.
C. Lesson Presentation
- Let the students compare the following:
3. <C and <G 2. BN and MA 3. <N and <A
- Present the concept of excluded side.
- Let the students identify whether BN and MA are included sides.
- Present AAS Congruence Theorem concept
D. Group work
Divide the class into 4. Each group will have 1 problem. Do exercise 6 on page 360-361 of the LM.
Make a proof to prove that the two triangles are congruent using AAS congruence theorem
E. Generalization
When can you say that the two triangles are congruent by AAS congruence postulate?
IV. Evaluation
Mark the missing congruent part to prove that the two triangles are congruent using AAS congruence
theorem.
1.

2.

V. Assignment Teacher’s note:

1. What are the parts of a right triangle?
2. When can you say that the triangle is right?
3. Draw a right triangle and identify the parts.

Date: _________________________
I. Objective
1. Use the SSS Congruence Postulate and AAS Congruence Theorem to prove that the two triangles are
congruent.

II. Subject Matter

Topic: SSS Congruence Postulate and AAS Congruence Theorem
Skill: Using

III. Methodology
A. Pre-lesson Presentation
Checking of assignment

B. Motivation
Get a piece of paper. Form two congruent triangles. Name the triangles CBN and GMA as shown to
you by your teacher.
55
 C. Lesson Presentation
- Let the students compare the following:
1. <C and <G 2. BN and MA 3. <N and <A
- Present the concept of excluded side.
- Let the students identify whether BN and MA are included sides.
- Present AAS Congruence Theorem concept
D. Group work
Divide the class into 4. Each group will have 1 problem. Do exercise 6 on page 360-361 of the LM.
Make a proof to prove that the two triangles are congruent using AAS congruence theorem
E. Generalization
When can you say that the two triangles are congruent by AAS congruence postulate?
IV. Evaluation
Determine what right triangle congruence theorem could be used to prove that the two triangles
congruent.
1. 3.

2.

V. Assignment Teacher’s note:

1. Suppose you divide your rectangular photo into two congruent
parts forming two right triangles. Write a proof using the
HyA, HyL, LL and LA Congruence Theorem with your given
congruent parts. Date: _________________________

I. Objectives
1. Identify the different properties, axioms, theorems, postulates and definitions related to triangles.

II. Subject Matter

Topic: Properties, Axioms, Theorems, Postulates and Definitions related to triangles
Skills: Identifying

III. Methodology
A. Pre-lesson Presentation
Checking of attendance

B. Lesson Presentation
Present the different concepts wih regards to the topic, posted on pages 384-389.

C. Drills
Ask questions about the concepts presented and let them identify the given problem.
56
IV. Evaluation
Answer the following:
1. What is the relationship of vertical angles?
2. If the two angles are linear pair, what can you say about their angles?
3. If the sum of the two angles is 180, what do you call those angles?
4. The sum of the measures of complementary angles is equal to _____________.
5. What property is illustrated by the statement p = p?

V. Assignment
Bring with you protractor for the next day.
Identify the parts of the protractor.

Teacher’s note:

Date: _________________________

I. Objectives
1. Use protractor to find the measurement of the angles of a triangle.
II. Subject Matter
Topic: Using the protractor
Skills: Using

III. Methodology
A. Pre-lesson Presentation
Checking of attendance

B. Motivation
- How do you know that the angle formed is 300 or 450?

C. Lesson Presentation
- Ask the students what are the parts of the protractor.
57
 - Let them measure the triangle.
- Ask them to form a triangle having 30-60-90 degree angles.

D. Group work
In a group with 5 members, let them cut a big triangle and measure the angles formed. In a piece of
paper also, ask them to draw a triangle with 35-45-100 degree angles. Ask them to present their work to
class and demostrate how to measure the angles using the protractor.

E. Generalization
What do you think is the benefit of finding the measurement of angles? What is the importance of a
protractor?

IV. Evaluation
Form a 45-45-90 degree angle triangle.

V. Assignment
Form an angle with 3600, 4000, 5400 Teacher’s note:
and 10800

Date: _________________________

I. Objectives

II. Subject Matter

Topic:
Skills:

III. Methodology
B. Pre-lesson Presentation

B. Motivation

C. Lesson Presentation

D. Group work

58
 E. Generalization

IV. Evaluation

V. Assignment
Teacher’s note:

59
 Date: _________________________

I. Objectives

II. Subject Matter

Topic:
Skills:

III. Methodology
C. Pre-lesson Presentation

B. Motivation

C. Lesson Presentation

D. Group work

E. Generalization Teacher’s note:

IV. Evaluation

V. Assignment
60
Answer activity 5 on page 260.

61