Grade

School QUINAPONDAN NATIONAL HIGH SCHOOL Level

8
Date & Time of Learning
Execution
Feb. 13, 2023 RUBY (7:30-8:30) SAPPHIRE (10:45-11:45) Area
MATHEMATICS
Teacher JEROME L. CAMPO Quarter 3
Content Standards: The learner demonstrates understanding of key concepts of axiomatic structure of
geometry and triangle congruence.
Performance Standards: The learner 1. is able to formulate an organized plan to handle a reallife situation.
2. is able to communicate mathematical thinking with coherence and clarity in formulating, investigating,
analyzing, and solving real-life problems involving congruent triangles using appropriate and accurate
representations.. (M8GEIIIa-1)

Learning Competencies/ Objectives

a. Describes a mathematical system;
b. Enumerate the parts of a mathematical system.
c. Link the concepts of undefined and defined terms in real-life decision making.

I - SUBJECT MATTER
Topic: MATHEMATICAL SYSTEM
Sub-Topic: defined and undefined terms
Materials: chalk, board, powerpoint.
References: https://www.youtube.com/watch?v=IskSuV8dvlY

II - PROCEDURE
A. ACTIVITY (Preliminaries)
“FACT OR BLUFF”
Identify the following statements if it is fact or bluff.
1. The filipinos are hospitable.
2. Trees consumed carbon dioxide to produce oxygen.
3. Angles that measures beyond 90 degrees are acute angles.
4. Mt. Everest is the highest mountain in the world.
5. November 5 is the town fiesta in Quinapondan.
6. San Juanico bridge is the longest bridge in the Philippines.
7. Lupang Hinirang is the national anthem of the Philippines.
8. Guitar is a wind instrument.
9. Philippines is an Asian country.
10. Christmas Season is celebrating every February of the year.

III - Lesson Proper

1. Teaching / Modeling

Mathematical System
Consists of some undefined terms (primitive terms) and a list of statements, called axioms or
postulates, concerning the undefined terms. One obtains a mathematical theory by proving new
statements, called theorems, using only the axioms (postulates), logic system, and previous
theorems.

UNDEFINED TERMS DEFINED TERMS

-are terms that are left undefined in the -are terms defined from undefined
system. Instead of providing adefinition terms or defined terms.
for them, we resort to a description,
illustration, or demonstration.
 THEOREMS
AXIOMS/ POSTULATES -are statements proved to be true using
-statements that are considered true postulates, definition, or other
without proof or validation established theorems, and logic.

EXAMPLE

DEFINED TERMS
UNDEFINED TERMS
 ANGLE
 POINT  PARALLEL LINES
 LINE  CIRCLE
 PLANE

THEOREMS
AXIOMS/ POSTULATES VERTICAL ANGLE THEOREM: vertical
angles are equal in measures.
THROUGH ANY TWO POINTS THERE IS
EXACTLY ONE LINE.
“Corollary and Lemma”

A. ANALYSIS
1. What do you think is the difference between defined and undefined terms?
2. How about the axioms and theorems?
C. ABSTRACTION
Mathematical System
Consists of some undefined terms (primitive terms) and a list of statements, called axioms
or postulates, concerning the undefined terms. One obtains a mathematical theory by proving new
statements, called theorems, using only the axioms (postulates), logic system, and previous
theorems.

D. APPLICATION
Group activity. (LIST-ME)
List the following words to their respective mathematical system.

UNDEFINED TERMS DEFINED TERMS

POINT PLANE
CIRCLES PARALLEL LINES
LINE ANGLE
IV. ASSESSMENT (Enumerate Me!)
A. Enumerate the axioms and theorems you know in math.

 Things which are equal to the same thing are also equal to one another.
 If equals be added to equals, the wholes are equal.
 If equals be subtracted from equals, the remainders are equal.
 Things which coincide with one another are equal to one another.
 The whole is greater than the part.
 Pythagoras Theorem.
 Midpoint Theorem.
 Remainder Theorem.
 Fundamental Theorem of Arithmetic.
 Angle Bisector Theorem.
AXIOMS / POSTULATES THEOREMS

V - ASSIGNMENT
Tell whether each of the following represents the idea of: POINT, LINE or PLANE.
1. The monitor of screen.
2. Tip of the pen.
3. One piece of broom stick
4. Ruler
5. The star in the sky.
6. Tabletop
7. Notebook
8. Salt
9. Strings
10. Edge of the door.

Prepared by:

JEROME L. CAMPO
Teacher I
Checked by:

ALMA P. PROMEDA
Dept. Head Science & Math
 Grade
School QUINAPONDAN NATIONAL HIGH SCHOOL Level
8
Date & Time of Nov. 21, 2022 (RUBY 7:30-8;30) (SAPPHIRE Learning
MATHEMATICS
Execution 10:45-11:45) Area
Teacher JEROME L. CAMPO Quarter 3
Content Standards: The learner demonstrates key concepts of linear inequalities in two variables, system of
linear inequalities in two variables and linear functions.
Performance Standards: The learner is able to formulate and solve accurately real-life problems involving
linear inequalities in two variables, systems of linear inequalities in two variables, and linear functions.
Learning Competencies/ Objectives
a. illustrates a relation and a function. (M8ALIIc-1)
b. Develop the value of helping others.
c. Solve a system of linear inequalities in two variables graphically.

II - SUBJECT MATTER
Topic: Representations of Functions and Relations
Materials: tables, chalk, paper and pen
References: https://www.youtube.com/watch?v=C5xcpNGeKCQ
Teacher’s Guide pages 155-182
II - PROCEDURE
A. ACTIVITY
Where do I belong???
Description: This activity will enable you to write ordered pairs. Out of this activity, you can describe
the relation of the products to its respective places.

Directions: Group the following peripherals in such a way that they are from the same classification
of the computer
Headset Printer Input Device Output Device

Microphone Scanner
Drawing
Monitor
Tablet
 How many peripherals are there in each
Keyboard Speaker
column?
Toucscreen
Mouse
Monitor  How did you classify the peripherals?
III - Lesson Proper
From the previous activity, form some ordered pairs using the format:
( peripherals, classification of a device )
a. Column 1: __________
b. Column 2: __________
 Based on the coordinates you have formulated, is there a repetition of the first
coordinates?
 How about the second coordinates?
Try to present the ordered pairs formed in table form
Peripherals Classification

Now, try to make a mapping diagram to show the relation.

B. ANALYSIS
 What can you say about the diagram you have formed?
 What elements belong to the first set? To the second set?
 Is there a repetition of the first coordinates? How about the second coordinates?

A. What can you say about relation?

B. Can you determine whether a relation is a function or a mere relation? How?
C. What will be your reference that a relation is a function?
D. Give real-life examples/ situations that can describe a function.

C. ABSTRACTION
The relations you have formed in the previous activities are all examples of a FUNCTION,
as they are many-to-one correspondence. If the relation shows one-to-one correspondence it is also
a function, but if the relation is one-to-many correspondence, then it is not a function.
Aside from these three methods, function can also be represented by picture or graph, by equation
and by rule.
A relation is any set of ordered pairs. The set of all the first coordinates is called the domain
of the relation. The set of all the second coordinates is called the range.
A function is a relation in which
1. for each first coordinate, there is exactly one second coordinate, or:
2. for every first element x, there corresponds a unique element y.

Note: Every function is a relation, but some relations are not functions.
A function can be represented by using a table, or a set of ordered pairs of numbers, by
mapping, by picture or graph, by equation and by rule or correspondence expressed in words.
When pictures and arrows are used in representing a function, the function may be called mapping.
The kinds of pairing or matching are : one-to-one correspondence, many-to-one
correspondence and one-to-many correspondence.

Note: A one-to-one correspondence and a many-to-one correspondence are called

functions while the one-to-many correspondence is not.

D. APPLICATION
Situation: Suppose Tenten is working in Gen. Trias Dairy Raisers Multi-Purpose
Cooperative at Santiago, Gen. Trias, Cavite and he earns ₱43 per hour.
Questions:
a. How much will Tenten earn if he works for
4 hours a day?
5 hours a day?
6 hours a day?
7 hours a day?
8 hours a day?
b. Is his earnings related to the number of hours of work? How?
Tenten’s earnings can be represented by some other way like graph, equation or rule.
IV. ASSESSMENT
Direction: State whether the given set of ordered pairs is a function or NOT. Give the reason for your
answer.
1. ( 1 ,2 ), ( 2, 3 ), ( 3 , 4 ), ( 4, 5 )
2. ( -1, 6 ), ( -2, 7 ), ( -3, 8 ), ( -4, 9 )
3. ( 1, 2 ), ( 0, 8 ), ( 1, 3 ), ( 2 , 7 )
4. ( -3, 8 ), ( -1, 8 ), ( 3, 8 ), ( 7, 8 )
5. ( 5, 4 ), ( 5, 8 ), ( 7, 2 ), ( 7, 3 )

V - ASSIGNMENT
Give a real life situation that can be an example of function. Select any of the methods to represent it. sell at
least two of each kind of pizza, and you want to sell at least Php 200 worth of pizza. Write a system of linear
inequalities to model the situation.

Prepared by:

JEROME L. CAMPO
Teacher I
Checked by:

ALMA P. PROMEDA
Dept. Head Science & Math