School BANSARVIL NATIONAL HIGH SCHOOL Grade Level 8

Teacher APRILYN B. TURAN Learning Area MATH

Teaching
Dates and AUGUST 3, 2018 Quarter FIRST
Time 7:15-8:15, 9:20-10:20, 12:30-1:30, & 2:30-3:30

I. OBJECTIVES

The learner demonstrates understanding of key

1. Content Standards
2. Performance Standards
concepts of factors of polynomials, rational
algebraic expressions, linear equations and
inequalities in two variables and linear functions.
The learner is able to formulate real-life problems
involving factors of polynomials, rational algebraic
expressions, linear equations and inequalities in
two variables, systems of linear equations and
inequalities in two variables and linear functions,
and solve these problems accurately using a
variety of strategies.

The learner illustrates the rectangular coordinate

3. Learning Competencies / system and its uses.
Objectives (M8AL-Ie-1)

a. Describe and illustrate rectangular

coordinate system.
b. Give the coordinates of a point on the plane
and plot points on the Cartesian plane.
c. Appreciate the concept of rectangular
coordinate system in real-life situation.

II. CONTENT Rectangular Coordinate System and its Uses

III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages 138 – 154
2. Learner’s Materials pages 119 - 136
3. Textbook pages Crisostomo, R. et.al.
Our World of Math 8, pages 93 – 99
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources Laptop, Projector, visual aids, Grade 8 LCTG by
DepEd Cavite Mathematics, 2016
IV. PROCEDURES
Introductory Activity Preliminaries

Can you cross your arms? What happened

when you cross your arms horizontally and
vertically? How do you describe your arms?
 Given the following grid, can you complete its
label to illustrate the parts and terms involve in
Rectangular Coordinate System? (Answers are
being jot down on the board.)

Motivation Developmental Activity:

1. What do you call the two intersecting number

lines? the point of intersection?

2. Into how many parts or regions is the plane

divided? How do we call these regions?

3. How can you describe a quadrant? How are you

going to label/name these quadrants?

4. How do you describe now a Cartesian plane?

How about a point in the Cartesian plane?

5. How is a point plotted in the plane?

6. Are the coordinates

( 0, 2 ) and ( 2, 0 ) the same? Why?

7. Can you plot these points in the plane?

8. How do we call now the first component of an

ordered pair? How about the second
component?

Referring to the
illustration above,
 in what quadrant will you locate the following
points?
1. P ( 3, 4 )
2. R ( -2, -6)
3. A ( 1, -5 )
4. Y ( -4, 3 )
5. S ( 0, 5 )

Activity Group the class into 5. Present five Cartesian

planes. In each plane, give the coordinates of
each point and arrange the letters to form the
magic word. From the magic word, create an
acrostic or use in a sentence and whoever
finished the work first will get a prize.
 Determine the quadrant where the following
points are located.

1. M ( -4, 5 )
2. L ( -3, 1 )
3. N ( -3, -6 )
4. K ( -4, -1 )
5. R ( -2, -5 )
6. J ( 5, -1 )
7. S ( 5, 3 )
8. A ( 3, -2 )
9. T ( 7, -2 )
10. F ( 2, -4 )
Analysis Analysis:
How do you describe the Cartesian
Coordinate System?
State the steps in plotting of points.

Is it possible that when you plot points, you

became creative and you are ready for future
orientation on how to use resources wisely?

Abstraction/Generalization The rectangular coordinate system is a two-

dimensional system consists of two number
lines drawn perpendicular to each other on a
plane. Another name for this system is the
Cartesian Coordinate System, attributed to the
 French mathematician and philosopher Rene
Descartes ( 1576-1650).
The horizontal line is the x-axis and the
vertical line is the y-axis. The point of
intersection of the two coordinate axes is called
the origin whose coordinates are ( 0, 0 ). The x
and y axes divide the plane into 4 quadrants
named in counterclockwise direction starting at
the upper right. They are Quadrant I, Quadrant
II, Quadrant III and Quadrant IV.
Each point in the plane corresponds to
exactly one ordered pair ( x, y ), where x is the
abscissa, which is the directed distance of the
point from the y- axis, while y is the ordinate,
which is the directed distance of the point from
the x – axis.
Any point in Quadrant I is to the right of the
y-axis and above the x-axis, hence the
coordinates are both positive, ( +, + ). Any
point in Quadrant II is to the left of the y-axis
and above the x-axis, the coordinates are ( -,
+ ). Any point in Quadrant III is to the left of
yaxis and below the x-axis, the coordinates are
( -, - ). Lastly, any point in Quadrant IV, is to the
right of y-axis and below the x-axis, the
coordinates are ( +, - ). Any point on the x- axis
or on the y-axis is not in any of the quadrants.
The origin, usually named by the letter O, has
coordinates ( 0, 0 ).

Application PLOTTING OF POINTS IN CARTESIAN

PLANE

Plot and label the following points. Then

connect each of them consecutively to form a
figure.

Points
A(-7,7) F(7,3)
K(-5,-9)
B(-5,9) G(7,-3
L(-7,-7)
C(0,9 H(7,-7)
M(-7,-3)
D(5,9 I(5,-9
N(-7,3)
E(7,7 J(0,-9)

Assessment In Santiago, General Trias, Cavite, the Gen. Trias

Dairy Raisers Multi-Purpose Cooperative was
located where dairy products are being made.
These are kesong puti, fresh carabao’s milk,choco
milk, strawberry milk, and pastillas de leche. These
products are arranged in freezer with their own
designation so that the seller will be able to locate
 the products easily. Using the figure that follows,
the seller can determine the location of each dairy
product. Can you also determine the location of the
dairy products?

Assignment Plot the following sets of points. Connect the

points and determine the geometric figure formed.
1.
2. P ( -2, 3 ), Q ( 8, 3 ),
3. R ( 6, -2 ) S ( -4, -2 )
4. F ( -4, 4 ), O ( 4, 4 ),
5. U ( 4, -4 ), R ( -4, -4 )
6. S ( -3, 2 ), C ( 0, 3 ),
7. O ( 3, 2 ), R ( 3, -2 ),
E ( -3, -2 ).
V. REMARKS
VI. REFLECTION
1. No.of learners who earned 80% on
the formative assessment
2. No.of learners who require additional
activities for remediation.
3. Did the remedial lessons work? No.of
learners who have caught up with the
lesson.
4. No.of learners who continue to require
remediation
5. Which of my teaching strategies
worked well? Why did these work?
6. What difficulties did I encounter which
my principal or supervisor can help
me solve?
7. What innovation or localized materials
did I use/discover which I wish to
share with other teachers?

Prepared by: Noted by:

APRILYN B. TURAN LEONILO B. GORECHO

Teacher I Secondary School Principal 1