ST VINCENT FERRER SEMINARY

JUNIOR HIGH SCHOOL

#104 Seminario St. Jaro, Iloilo City

GRADE 8 LEARNING MODULE - MATHEMATICS

FIRST QUARTER

Quarter No. 1 LINEAR FUNCTIONS Time frame: 28 days

Big Idea:
The learner demonstrates understanding of key concepts
Content of factors of polynomials, rational algebraic expressions, linear
Standard: equations and inequalities in two variables, systems of linear
Linear Function
equations and inequalities in two variables and linear functions.

The learner is able to formulate real-life problems

Big Idea:
involving factors of polynomials, rational algebraic expressions,
linear equations and inequalities in two variables, systems of
Performance
linear equations and inequalities in two variables and linear
Standard:
functions, and solve these problems accurately using a variety of Solve
strategies.

Essential
There are problems in life that can be solved and represented by linear function.
Understanding:
Essential
Why is linear function useful in our daily life?
Question:
Students on their own will be able to model and solve real life problems involving
Transfer Goal:
two variables to make report.
You are a school manager and one of your tasks is to make a projection of the
school’s annual enrollment for the next few years. You will come up with a written
report of the annual enrollment in your school for the past 8 years. You will present the
projection to the school owner and officials 5 days from today. Your written report will
be evaluated based on the availability of the data, visual appeal of graph, accuracy of
Transfer Task:
equation of trend line, reasonableness of prediction.

Legend:
G- Goal R – Role A – Audience
S – Situation P - Product S – Standards
Learning The Learner…
Competencies:
1. factors completely different types of polynomials (polynomials with common
monomial factor, difference of two squares, sum and difference of two cubes,
perfect square trinomials, and general trinomials).
2. solves problems involving factors of polynomials.
3. illustrates rational algebraic expressions.
4. simplifies rational algebraic expressions.
5. performs operations on rational algebraic expressions.
6. solves problems involving rational algebraic expressions.
7. illustrates the rectangular coordinate system and its uses.
8. illustrates linear equations in two variables.

Grade 8-Mathematics
Prepared by: Joemar Steve B. Pano Page 1
 9. illustrates the slope of a line.
10. finds the slope of a line given two points, equation, and graph.
11. writes the linear equation ax +by =c in the form y=mx+b and vice versa.
12. graphs a linear equation given (a) any two points; (b) the x – and y– intercepts; (c)
the slope and a point on the line.
13. describes the graph of a linear equation in terms of its intercepts and slope.
14. finds the equation of a line given (a) two points; (b) the slope and a point; (c) the
slope and its intercepts.
15. solves problems involving linear equations in two variables.

ASSESSMENT EVIDENCES
Product/ Performance Evidence at the level of understanding Evidence at the level of performance
Task The learner should be able to demonstrate Assessment of the application of linear
understanding of the key concepts of sets equations in real-life situation is based
(mentioned in the and real numbers using the six facets of on the following suggested criteria:
Leaning Plan) understanding:
Learner can model the real-life
Evaluated based on the Explaining Empathy situations involving linear function
following Analytic Rubric Interpreting Self- through graphing, writing the equation
knowledge and interpreting the data.
Applying
Perspective

ANALYTIC RUBRIC
Great Planner! Tentative Planner! Just Guessing!
CRITERIA Percentage
3 2 1
8 years or more 6-7 years Has 4-5 years only
AVAILABILITY OF
10%
DATA

Points are plotted Points are plotted Messy, points not

VISUAL APPEAL accurately; graph is accurately; lacks labels. plotted accurately, lacks
OF GRAPH neat and labels, if any. 30%
completely labeled.

Trend line is well Trend line is not Incorrect equation

ACCURACY OF drawn, equation is properly drawn,
40%
EQUATION OF correct. equation is correct.
TREND LINE

REASONABLENESS Very reasonable, Somewhat reasonable, Not reasonable,

OF PREDICTION derived from a derived from a less obtained from incorrect
20%
correct equation than accurate trend equation.
line

LEARNING PLAN

Grade 8-Mathematics
Prepared by: Joemar Steve B. Pano Page 2
 I. ACQUISITION Lesson No. 1 SPECIAL PRODUCTS AND FACTORING

REVIEW

Written Test: Administer a Pre-test to your students to know how they will connect their previous
knowledge regarding multiplying polynomials and find special products to factor polynomials. Type of test would
be Mutiple-Choice and Problem Solving with a total of 20 number of items.

Math Quiz Bee: “How Much Do You Know?”

Mechanics:
1. Students will be grouped by 2s.
2. Each group will be provided a flash card where they will write their answers.
3. The teacher will present the problem in oral and visual form.
4. There will be three categories: Easy, Average, and Difficult. With 5 questions each and a corresponding
score of 1, 3, and 5 respectively.
5. Time allotted for each category is 15, 30 and 60 seconds for Easy, Average and Difficult round
respectively.
6. The questions to be included would cover their knowledge regarding multiplying polynomials and
finding special products.
7. The group with the highest score will be given incentives by the teacher.

INVESTIGATE: “What Is Wrong?”

NEWS FLASH!
It has recently been discovered that
1=2
Here’s the proof:
Let x= y
Process Questions:
By multiplication, x ∙ x=x ∙ y
2
Thus, x =xy 1. Are you convinced by the proof?
2 2 2
By subtraction x − y =xy − y 2. Can 1 really be equal to 2?
By factoring, ( x + y ) ( x − y )= y (x− y) 3. Where does the fallacy lie?
By division, x + y= y
Thus, y + y= y
since x= y
Finally, 2 y= y
By division, 2=1

Lesson 1.1 Common Monomial Factoring

Activity 1.1: Factoring Using Algebra Tiles

Grade 8-Mathematics
Prepared by: Joemar Steve B. Pano Page 3
 What are the possible dimensions of a rectangle whose area is 12 sq. units?
l=4
l=6
w=2 w=3

l=12
w=1

What are the possible dimensions of a rectangle whose areas are?

2
a. x −4 x ? b. x 2+ 6 x+ 8?

This will lead to the discussion of common monomial factoring and factoring by grouping

Comprehension Check: Let students answer exercises pp. 12-15 of their textbook.

Special Cases of Factoring

Activity 1.1: Cutting Up Squares for a 2−b2

Let the learners answer the activity on page 18 of their textbook.

This will lead to the discussion of the factoring a difference of two squares.

Reflection Entry no. 1

Have you watched the movie “A Perfect Life”? Do you think there is such a thing as a perfect life or
a perfect person?
Written Exercises: Let the students answer pp. 28-31

Performance Task No. 1:

Work in groups. The students have a week to finished the task.

Lesson 1.3 Factoring General Trinomials

Factoring trinomials of the Form x 2+ Bx +C

Activity 1.1: Factoring Using Algebra Tiles

Materials: a set of algebra tiles

Task: Factor:
1. x 2+ 4 x +3
2. x 2−3 x+ 2
What to do:
a. Represent each term with algebra tiles.
b. Arrange the tiles to form a rectangle. Then identify the dimensions of the rectangle. These are the
factors of the trinomial.

This will lead to the discussion of Factoring trinomials of the Form x 2+ Bx +C

Activity 1.2: Why was the Pail Pale?

Refer to E-MATH page 99

Grade 8-Mathematics
Prepared by: Joemar Steve B. Pano Page 4
 Factoring Trinomials of the Form Ax2 + Bx+C

And factoring Trinomials of the Form Ax2 + Bx+C

Written Exercises: Answer Exercises pp. 44-46

Worksheet No. 1: let them answer the worksheet “FACTOGON”

Reflection Entry No. 2

Suppose your seatmates forgot their algebra tiles. Would you share your algebra tiles with them
without expecting any favor in return? Benevolence means giving to others’ needs without personal
reward as your motive. Have you helped anyone lately without expecting anything in return? What
prompted you to do it?

Applications of Special Products and Factoring

Pose this problem on the board.

In a basketball league of x teams in which every team plays every other team twice, the total number of
games played is x 2−x .

a. How many teams are there in a league that plays a total of 72 games?
b. If there were 6 teams in the league, how many games in all would be played?

Present more examples on pp.49-50

Present the diagram for Laws of Exponents, Special products and Factoring (refer to E-Math p. 112)

Written Exercises: Let the learners answer the problem solving on pages 52-55 of their textbook.

Lesson No. 2 RATIONAL EXPRESSIONS

Lesson 2.1 Defining and Simplifying Rational Expressions

Number of Words per Page

For a certain word processor, the number of words (w) that can be typed on a piece of paper is given by the
formula
8 000
w= where x is the font size used.
x

How many words can be typed on a page using font 12? Font 10?

This will lead to the discussion of rational expressions.

Discuss examples on page 64 of their textbook.

Let the students answer worksheet No. 1 and 2 on pp. 70-71.

Reflection Entry No. 3

Grade 8-Mathematics
Prepared by: Joemar Steve B. Pano Page 5
 To be a rational person means to think clearly and have sound judgment. Rational people do not
allow emotionalism and bias to cloud their decisions and actions. Instead, they consider the facts
objectively and do what is best for all concerned.
Describe someone you know who is a rational thinker. What are the benefits of rational thinking?
Cite some examples of irrational behavior. What makes some people behave irrationally?

Written Exercises: Let the learners answer the exercises on pages 68-70
Performance Task No. 2: Let the students perform the task “TESSELLATION”

Lesson 4.2 Multiplying and Dividing Rational Expressions

Multiplying Rational Expressions

Pose this problem to the board:

Baldo picked mangoes from the tree. He gave ½ of them to his mother, ¼ of the remainder to his sister, 3/5
of those left to his friend, and had 6 left in the end. How many mangoes did he picked from the tree?

Solicit their answer and let them explain how they get the answer.
This will lead to the discussion of multiplying rational expressions.

Dividing Rational Expressions

How wide is the rectangle?

Materials: algebra tiles

Directions:
1. Model the polynomial x 2+ 5 x +6 . This represents the area.
2. Arrange the tiles to form a rectangle.
3. What is the length of the rectangle? What is its width?

Let the learners answer Try This on page 79 of their textbook.

Give more examples in multiplying and dividing rational expressions and correct the
misconceptions of the learners.

Reflection Entry No. 4

Operations with rational numbers is consistently one of the least mastered topics in mathematics.
Students have a hard time adding, subtracting, multiplying, and dividing fractions. What does it take to
master this topic?

Illustrate and discuss examples on pages 75-76 of the textbook.

Let the learners answer Try This on page 79 of their textbook.

Written Exercises: Let the learners answer pp. 80-83

Adding and Subtracting Rational Expressions

“What’s sauce for the goose is sauce for the gander”

Let the learners answer the explore part on page 84 of their textbook.

Grade 8-Mathematics
Prepared by: Joemar Steve B. Pano Page 6
 This will serve as a review in adding and subtracting fractions.

Give examples on how to add and subtract fractions but this time, it is rational expressions.

Let the learners answer Try This on pages 106 and 107.

Adding and Subtracting Rational Expressions with Unlike Denominators

“What does the expression “chicken feed” mean”

Let the learners answer the “What does the expression “chicken feed” mean” on page 87 of
their textbook.

Discuss and summarize the steps on how to add and subtract rational expressions with unlike
denominator.

Illustrate on how to simplify complex fractions by giving examples.

Reflection Entry No. 5

What qualities of the pound-per-pound boxing king Manny Pacquiao make him a great champion? He puts
in 100% effort and focus, work hard, stays humble, and keeps his faith. What can you learn from his
example?

Written Exercises: Let the learners answer exercises on page 94-97 of their textbook.

Simplifying Complex Fractions

Pose this problem on the board.
Carlo has a pie. He shares half of it with Anne. Anne shares half of her pie with Boboy. Boboy shares
half of his pie with me. what part of the whole pie.

This will lead to the discussion of Simplifying Complex Fraction.

Give written exercises on pp.94-95

MATH BINGO

Lesson 2.4 Rational Equations

Solving Rational Equations

Photography
1 1 1
The focal length f of a lens in close-up photography is given by the formula = + where d1 is
f d 1 d2
the distance from the object to the lens and d2 is the distance from the lens to the image.

Suppose a lens has a focal length of 36 millimeters. How far must the object from the lens be if the
distance from the lens to the image is 90 mm?

Review the Polya’s step in problem solving. Guide the learners in solving the given problem.

Summarize the steps in solving a rational equation.

Discuss the examples on pages 120-121 of the textbook.
Grade 8-Mathematics
Prepared by: Joemar Steve B. Pano Page 7
 Reflection Entry No. 6
What is your most favorite photograph? What is the story behind the photo? Thanks to the wonder
of technology, cameras allow us to capture and preserve a moment in our life. Thus, you get to see your
first smile of the first steps you took as a toddler. But life is not still like a photograph. Like time, it keeps
moving forward. That is why we need to make the most of each day that we live. Watch the beautiful movie
“Dead Poets Society and discuss what “carpe diem” means.

Discuss how to solve problems involving rational equations. Use examples in the textbook on pages
122-126.

Written Exercises: Let the learners answer exercises on pages 107-114 of their textbook.

Lesson 2.6 Integral Exponents

TOWER OF HANOI

The objective of the puzzle is to move the entire stack to another rod, obeying the following simple rules:

1. Only one disk can be moved at a time.

2. Each move consists of taking the upper disk from one of the stacks and placing it on top of another
stack i.e. a disk can only be moved if it is the uppermost disk on a stack.
3. No disk may be placed on top of a smaller disk.

Lead the students to the formulation of formula in finding

the number of moves with respect to the number of discs.

Explanation: With three disks, the puzzle can be solved in seven moves. The minimum number of moves required
to solve a Tower of Hanoi puzzle is 2n - 1, where n is the number of disks.

Let the students answer Exercises: pp. 123-126 and perform Performance Task: p. 127

Give LONG QUIZ

II. MEANING MAKING LESSON NO. 3 LINEAR EQUATIONS

Lesson 3.1 Rectangular Coordinate System

Cartesian Coordinate System

Locate the Seat
The seat plan of Grade 8 prepared by Ms. Terco, the mathematics teacher, is shown below.
GAIL MARK JAMES DAVE

EIGER DANIEL JEROME KYLE

Grade 8-Mathematics
Prepared by: Joemar Steve B. Pano Page 8
GIAN FELIX LOUIE BRYAN
 Fill in the missing.

GAIL MARK JAMES DAVE

(1,1) (1,4)

EIGER DANIEL JEROME KYLE

GIAN FELIX LOUIE BRYAN

(3,3)

EDMARL ALVIN DOMINIC CARL

TREVOR WADE NICK PAUL

(5,4)

Plotting a Point
Practice the students on how to plot points in the Cartesian plane.

Mathematical Challenge: let the students answer p.143

Reflection Entry No.7
Sometimes the same thing that makes one person bitter makes another better. Rene Descartes,
being sickly, could have resigned himself to a less remarkable, even miserable life. Instead, he used those
times in his sick bed to reflect on life and mathematical relationships, thereby, making some of the most
profound discoveries in mathematics.
Reflect on your life. Is there a “liability” in your life that you could turn into an asset? What is it?

Lesson 3.2 Graphs of Linear Equations in Two Variables

Electronic Weighing Scales

Fruits, vegetables, fish, poultry, and meat are weighed electronically in supermarkets. Suppose a
kilo of fish costs Php 150. How much will you pay for ¼ kg of fish? ½ kg? ¾ kg? 2 kg?
Is it possible to buy 1.35 kg of fish? How much will it cost?

This will lead to the discussion of a linear equation in two variables.

Illustrate on how to graph a linear equations in two variables using table of values and using the
intercept method.
Discuss the examples on pages 172-177 of their textbook.

Practice the students in graphing linear equations in two variables using graphing paper.
Grade 8-Mathematics
Prepared by: Joemar Steve B. Pano Page 9
 Reflection Entry No. 8
Many things in life operate like a linear equation in two variables where certain inputs result in
particular outputs. By investing in friendships, we reap happiness. By working hard, we reap success. Can
you cite other examples in life that appear to be linearly related?
Written Exercises: Let the learners answer exercises on pages 153-157 of the textbook.

Lesson 3.3 Slope of a Line

The World’s Slowest Fish

A sea horse moves around the ocean at just 15 meters per hour. At this rate, how far will the sea horse be
able to travel in 2 hours? 3 hours? 4 hours? 5 hours?

SLOPE STORY:
When you are walking in a straight path, you require no extra force for you to reach destination. Unlike
when you are climbing up the hill wherein there is a great that you need to exert to reach the top. And once
you are going down from top there is what you called a negative gravitational pull because the gravity itself
is the one pulling you downward. However, when you are trying to climb a straight wall, what have you
experienced? Very hard right? And sometimes it would be impossible without a harness that will support
us.

Process Questions:
1. What difference have you noticed from the situations given?
2. What concepts do you think are involved in the different situations?
3. What conclusion could you make based on the story?

This will lead to the discussion of the slope.

Discuss the examples on how to find the slope of a line given two points on the line. Use the
examples on page 205-206 of their textbook.

Discuss on how to graph a line using the slope and a point on the line.
Use examples on page 209 for the discussion of the slope-intercept form of an equation of a line.

Reflection Entry No. 8

Have you noticed how the computer and television have taken our time away from doing physical
exercise every day? Consider this:
We squander Health in search of Wealth
We Toil, we Sweat, we Save
Then squander our Wealth in search of Health
And only find the Grave.
Reflection Entry No. 9
There is a strong positive relationship between the strength of a nation and a people’s attitude
towards it. As Salvador H. Laurel puts it, “A nation is only a strong as its people’s pride in their country.”
What other situations in real life have strong positive relationships.

Let the learners answer the exercises on pages 210-214 of their textbook.
Lesson 3.4 The Equation of a Line

Depreciation of Value
Refer to the explore part on page 170 of their textbook.

This will lead to the discussion of the equation of a line given a point and the slope.
Grade 8-Mathematics
Prepared by: Joemar Steve B. Pano Page 10
 Discuss the examples on pages 215-217 of their textbook.

Discuss on how to obtain the equation of a line, given two points.

Discuss the examples on pages 218-220 of their textbook.

Give examples the application of linear functions in real life situation

 Can you express this relation as a mapping?
 What type of relation is shown by the mapping?

Game: “Tic-Tac-Toe”

Mechanics:
Two individuals or groups of individuals will complete. The 1 2 3
objective is to get three straight squares horizontally, vertically, or
diagonally. To get a square, one must answer the corresponding questions 4 5 6
correctly, and the square will be marked X. if the opposing team gets a
square, that square will be marked O. he first turn will be determined by 7 8 9
tossing a coin. The two opponents take turns in dropping a square. Each
question will have to be answered in 10 seconds or less.

Questions:
1. What is the slope of the function f ( x )=x −4 ?
2. If y=−4 x−2 and y=0, what is x?
3. If (4,y) is in graph of y=3 x−2 , find y.
4. What is the y-intercept of 5 x−2 y=10?
5. What is the x-intercept of 2 x+5 y =10?
6. If P ( k )=8 k−600 , and k =300 , what is P(300)?
7. If (x,6) is in the graph of y=x −7, find x.
8. Describe the trend of 4 x−7 y=28 .
9. Describe the direction of the graph of y=−3 x +1. …add parallel questions if needed.

III. TRANSFER PERFORMANCE TASK

You are a school manager and one of your tasks is to make a projection of the school’s annual enrollment
for the next few years. You will come up with a written report of the annual enrollment in your school for the past
8 years. You will present the projection to the school owner and officials 5 days from today. Your written report
will be evaluated based on the availability of the data, visual appeal of graph, accuracy of equation of trend line,
reasonableness of prediction.
END

Grade 8-Mathematics
Prepared by: Joemar Steve B. Pano Page 11