MATH GRADE 8

Second Quarter
2014 2015

LESSON PLAN



Ms. Cheryl B. Cister
Subject Teacher



August 18, 2014

I. Objectives

At the end of the session the students should be
able to:
A. define and describe the Rectangular
Coordinate System;
B. determine quadrants of coordinate system;
C. specify points in the coordinate plane;
D. state the quadrant in which a point is located;
E. and participate during discussion.

II. Subject Matter
A. Topic: Rectangular Coordinate System
B. Teaching Strategy: Discussion, Review
C. Materials: Cartesian Plane, Coloured Chalk,
Traditional Visual Aids, Graphing Papers

III. Strategies
A. Daily Routine
B. Preparation
Recall Number Line
C. Presentation
Cartesian Coordinate System:
-This coordinate plane is attributed to Rene
Descartes, the Father of Modern Mathematics,
who bridge the gap between Algebra and
Geometry.
-It consists of two number lines which are
perpendicular to each other. One is vertical or
what we called the y-axis and the other is
horizontal which is the x-axis. The two axes
intersect at a point (0,0) called the origin.



















Processing Questions:
1. What is the dimension of a rectangular
coordinate system? How many number lines it
consists?
2. What are the coordinates of each quadrant?
3. What do we call to the point of intersection of
two number lines?
4. What is the other name of x-axis? y-axis?
5. Who discovered Cartesian coordinate system?

D. Exercises
1. Write the coordinates of each point on this
graph.











2. Plot the following points in the Cartesian plane.
Connect all points from first to end and state what
you have drawn. (20 points)
a. (1, 0) i. (10, 0)
b. (-1, 1) j. (6, 1)
c. (-5, -1) k. (2, -1)
d. (-7, 1) l. (1, 0)
e. (-10, 0) m. (2, -12)
f. (-6, 6) n. (1, -13)
g. (0, 8) o. (0, -13)
h. (7, 6) p. (-1, -12)

IV. Assignment
Prepare for Summative Test No. 1
(Rectangular Coordinate System)






x-axis
abscissa
ordinate
August 18, 2014

I. Objectives

At the end of the session the students should be
able to:
A. define and describe the Rectangular
Coordinate System;
B. determine quadrants of coordinate
system;
C. specify points in the coordinate plane;
D. state the quadrant in which a point is
located;
E. and participate during discussion.

II. Subject Matter
A. Topic: Rectangular Coordinate System
B. Teaching Strategy: Inductive Approach
C. Materials: ICT (YouTube Video, Microsoft Excel,
PowerPoint Presentation, Math On-line Game)

III. Strategies
A. Daily Routine
B. Preparation
Recall Number Line
C. Presentation

In Geometry, line consists of at least two points.
Cartesian Coordinate System:
-This coordinate plane is attributed to Rene
Descartes, the Father of Modern Mathematics,
who bridge the gap between Algebra and
Geometry.




















Let students watch the video
https://www.youtube.com/watch?v=uxvs0yhOts0

Processing Questions:
1. What is the dimension of a rectangular
coordinate system? How many number lines it
consists?
2. What are the coordinates of each quadrant?
3. What do we call to the point of intersection of
two number lines?
4. What is the other name of x-axis? y-axis?
5. Who discovered Cartesian coordinate system?

D. Application 1

Suppose Mara and Clara belongs to a class with
the following seating arrangement.

C1 C2 C3 C4 C5 C6
R5
R4
R3 Mara
R2 Clara
R1


Teacher's
Table

Processing Questions:
1. Using ordered pairs, how do we describe Maras
seat? How about Claras seat?
2. Using ordered pairs, how do we locate the seat
of any classmate of Mara and Clara?
3. Can we make a set of ordered pairs? If yes,
state so.

E. Exercises

1. State the quadrant of the following points
a. (0, -5) e. (5, 4) i. (0.5, 0.75)
b. (-6, -3) f. (11, 0) j. (5, 8)
c. (7, -1) g. (-4, 9) k. (-5, 8)
d. (8, -2) h. (4, 5.5) l. (-0.5, -4.5)






2. State the coordinates of each point and the
quadrant it lies:
















3. Plotting points.
(By group)

Online-game:
http://www.mathsisfun.com/data/click-
coordinate.html

F. Application 2

Application using excel
http://designtaxi.com/news/357670/Japanese-
Artist-Creates-Beautiful-Paintings-Using-
Microsoft-Excel/

https://www.google.com.ph/search?q=microsoft+
excel+pixel+art&sa=X&tbm=isch&tbo=u&source=
univ&ei=4YsJUsmVLaiuiQfusYD4DQ&ved=0CC0Qs
AQ&biw=1024&bih=648

http://www.labnol.org/software/spreadsheet-art-
painting-with-excel/6074/


Excel: Letters (x-coordinate); Numbers (y-coordinate)







Directions: Highlight red the following:
1. A1 down to A19
2. B1 and B19
3. C1 and C19
4. D1 down to D7
5. D15 down to D19
6. E6, E7, E13, E14
7. F4, F5, F12
8. G2, G3, G13, G14
9. H1, H2, H8, H9, H15 down to H19
10. I1, I7, I11, I12, I19
11. J1, J5, J6, J12, J13, J19
12. K1, K3, K4, K14, K15, K19
13. L1, L2, L16, L17, L19
14. M1, M18, M19





















IV. Assignment

Make an art using Microsoft Excel.
Review for Summative Test No. 1
(Rectangular Coordinate System)





August 19, 2014

I. Objectives

At the end of the session, the students
should be able to:
A. specify points in the coordinate plane;
B. state the quadrant in which a point is
located;
C. answer the given summative test #1.

II. Subject Matter
A. Topic: Rectangular Coordinate System
B. Teaching Strategy: Summative Test
C. Materials: Worksheets

III. Strategies
A. Daily Routine
B. Preparation
C. Presentation

Summative Test #1

A. Name the parts of the Cartesian Coordinate
System














B. To what quadrant the following points lie?
1. (3, 0)
2. (-13, 16)
3. (5, -7)
4. (0, -15)
5. (17, 19)
6. (-23, -20)
7. (-9, 11)





C. Each of the ff. are the coordinates of 3 vertices
of a rectangle. Graph, and then find its fourth
vertex. (3 points each)

1. (3, 1) , (3, -3), (-5, -3)
2. (-3, 4), (5, 4), (5, -3)
3. (2, -2), (-2, -2), (-2, -5)

D. Use the graph to answer the following
questions (3 points each)















Case 1:
Susan indicated that A has coordinates (2, 4).
1. Do you agree with Susan? Yes or No?
2. What quadrant does point A lies?
3. If your answer is No, what is should be the
coordinates of A? Leave this question if your
answer is Yes.

Case 2: Angelo insisted that B has coordinates
(4, 0) while D has coordinates (0, -4).
4. Is he correct? Yes or No?
5. What quadrant does point B lies?
6. What quadrant does point D lies?

Case 3:
7. Which point lies on the negative y-axis?
8. What point is closer to point B?
9. How far is point E from point F?



August 20, 2014

I. Objectives

At the end of the session, the students
should be able to:
A. define relation;
B. represent relations in different ways;
C. and participate during discussion.

II. Subject Matter
A. Topic: Representation of Relations
B. Teaching Strategy: Inductive Approach
C. Materials: Diagrams, Tables, Traditional Visuals

III. Strategies
A. Daily Routine
B. Preparation
C. Presentation

A relation is any set of ordered pairs.

Representations of Relations
Aside from ordered pairs, a relation may be
represented in four other ways: (1) table, (2)
mapping diagram, (3) graph, and (4) rule.

Table
The table describes clearly the behavior of the
value of y as the value of x changes. Tables can be
generated based on the graph. Below is an
example of a table of values presented
horizontally. At the right is also a table of values
that is presented vertically.


















Mapping Diagram

Subsequently, a relation can be described by using
a diagram as shown at the right. In this example, -
2 is mapped to -4, -1 to -2, 0 to 0, 1 to 2, and 2 to
4.






Graph

At the right is an example of a graphical
representation of a relation. It illustrates the
relationship of the values of x and y.












Rule

Notice that the value of y is twice the value of x. In
other words, this can be described by the
equation y = 2x, where x is an integer from -2 to 2.

Using sets:
Ordered Pairs: {(-2,-4), (-1,-2), (0,0), (1,2), (2,4)}

Note that:

{1, 2, 3, 4, 5} is not a relation because it is not a
set of ordered pairs.

{(1, 5), (2, 4), (-1, 8), (0, 10)} is a relation because
it is a set of ordered pairs.


The rule x + y = 7 represents a relation because
this can be written in a set of ordered pairs {..., (0,
7), (1, 6), (2, 5), (3, 4), (4, 3), ...}

If the ordered pairs are plotted in the Cartesian
plane, then a graph can be drawn to describe the
relation. The graph also illustrates a relation.

D. Exercises
1. Given the graph, complete the set of ordered
pairs and the table of values; draw the mapping
diagram; and generate the rule.














2. Given the mapping diagram below, make a
table; write a set of ordered pairs; and draw its
graph.

Set of ordered pairs:
{(__, __), (__, __), (__, __), (__, __), (__, __)}

















Questions:

1. How did you write the set of ordered pairs?
2. How did you make the table?
3. How did you graph?
4. Did you encounter any difficulty in making
table, set of ordered pairs, and the graph? Why?
5. Can you generate a rule? Explain your answer.

IV. Assignment

Study domain and range.
Watch and write a reaction paper with this video.
http://www.youtube.com/watch?v=OxZ0JL4Bjzk .









August 21, 2014
No classes due to Ninoy Aquino Day













August 22, 2014

I. Objectives

At the end of the session, the students
should be able to:
A. identify sets of relation,
B. determine domain and range;
C. participate during discussion.

II. Subject Matter
A. Topic: Relations (Domain and Range)
B. Teaching Strategy:
C. Materials: Graph, Diagram, Tables, Traditional
Visuals

III. Strategies
A. Daily Routine
B. Preparation
Suppose you are working in a fast food company.
You earn Php 40 per hour. Your earnings are
related to the number of hours of work.

Questions:
1. How much will you earn if you work 4 hours a
day? How about 5 hours? 6 hours? 7 hours? Or 8
hours?
2. Express each in an ordered pair.
3. Based on your answer in item 2, what is the
domain? What is the range?

C. Presentation

A relation is any set of ordered pairs. The set of all
first coordinates is called the domain of the
relation. The set of all second coordinates is called
the range of the relation

D. Exercises

A. Determine the domain and the range of the relation
given the set of ordered pairs.

1. {(0, 2), (1, 3), (2, 4), (3, 5), (4, 6)}
2. {(0, 2), (0, 4), (0, 6), (0, 8), (0, 10)}
3. {(-5, -2), (-2, -2), (1, 0), (4, 2), (7, 2)}
4. {(0, 2), (-1, 3), (-2, 4), (-3, 5), (-4, 6)}
5. {(0, -2), (1, -3), (2, -4), (3, -5), (4, -6)}









B. Determine the domain and the range of each
mapping diagram.












C. Determine the domain and the range of the
table of values.











D. Determine the domain and the range of the
relation illustrated by each graph below.

















August 25, 2014
No classes (National Heroes Day)


August 26, 2014

I. Objectives

At the end of the session, the students
should be able to:
A. state how to determine domain and
range;
B. identify sets of relation, domain and
range;
C. and participate during discussion.

II. Subject Matter
A. Topic: Relations and Functions
B. Teaching Strategy:
C. Materials:

III. Strategies
A. Daily Routine
B. Preparation
Recall: Domain and Range

C. Presentation
A function is a special type of relation. It is a
relation in which every element in the domain is
mapped to exactly one element in the range.
Furthermore, a set of ordered pairs is a function if
no two ordered pairs have equal abscissas.

D. Exercises

IV. Assignment








































































August 26, 2014

I. Objectives

At the end of the session, the students
should be able to:
A. identify sets of relation,
B. determine domain and range;
C. participate during discussion.

II. Subject Matter
A. Topic: Relations (Domain and Range)
B. Teaching Strategy:
C. Materials: Graph, Diagram, Tables, Traditional
Visuals

III. Strategies
A. Daily Routine
B. Preparation
C. Presentation
D. Exercises

IV. Assignment