Sie sind auf Seite 1von 33

# SAINT AUGUSTINE INSTITUTE

## Giga q uit, Surig ao d e l No rte , Philip p ine s 840 9

D i o c e s a n C a t h o l ic H ig h S c h o o l

## TEACHER ACTIVITY SHEET

Type of Activity:
√ Concept
Name: Notes Laboratory
____________________ ___ Report Date: ___________________
Theme Writing Informal
Year & Section:______________ Subject: _________________
Skills/ Exercise/Drills Drawing/ Art Formal Others

Activity No: 4(1st Quarter) Activity Title: Product of Two or More Polynomials

Learning Targets: the learners should be able to multiply two or more polynomials, and to know
what is FOIL.

## Reference Title: E-Math 8

Author: Orlando A. Oronce Page Numbers: 20-27

## Values/ Attitudes: _______________________________________________________________________________

Concept Notes:
Distributive Property;
(x + 2)(x + 3) = x(x + 3) + 2(x + 3)
= (x)(x) + (x)(3) + (2)(x) + (2)(3)
= x 2 + 3x + 2x + 6
= x 2+ 5 x +6
FOIL Method
F O I L
2
(x + 3)(x + 5) = x + 5 x +3 x + 15

Learning Activity:
Use Distributive Property and FOIL method to solve the following equation.
1. (x + 4)(x – 5)
2. (3x + 5)(5x – 3)
3. (x + 3)(y + 5)
4. (4 x 2+ 1¿( x2 +7)
SAINT AUGUSTINE INSTITUTE
Giga q uit, Surig ao d e l No rte , Philip p ine s 840 9

D i o c e s a n C a t h o l ic H ig h S c h o o l

## TEACHER ACTIVITY SHEET

Name: ____________________ ___ Date: ___________________
Year & Section:______________ Subject: _________________
Type of Activity:
√ Concept Notes Laboratory Report Theme Writing Informal

## Skills/ Exercise/Drills Drawing/ Art Formal Others

Activity No: 5 (1st Quarter) Activity Title: Division by Monomials and Quotient with a Monomial
Divisor
Learning Targets: the learners should be able to divide polynomials by monomials

## Reference Title: E-Math 8

Author: Orlando A. Oronce Page Numbers: 28-41

## Values/ Attitudes: _______________________________________________________________________________

Concept Notes:
QUOTIENT rule for Exponents
For every positive integer m and n, and x ≠ 0;
xm m−n xm 1
n = x when m > n; n = n −m when m < n
x x x

xm
= x 0 or 1 when m = n.
xn
Quotient with a Monomial Divisor
1. To divide a monomial by a monomial, use the Commutative and Associative Properties to
rearrange factors. Simplify using the quotient Rule for Exponents.
2. To divide a polynomial by a monomial, divide each term of the polynomial by the monomial.
Simplify using the quotient rule for exponents. In symbols, when a,b and c are real numbers
and c is not equal to 0, then
a+b a b
= +
c c c
Learning Activity:
Apply the Quotient Rule for Exponents.
x6
1. x2
a5
2. a7
m5
3. m5
−84
4. 84
154
5. 32

Simplify each;
−24 x 8
6.
4 x4
−35 a5 b5
7.
−7 a2 b3
8 pqr
8.
−8 p 2 q 3 r
40 x 4 +45 x 6 +25 x 8
9.
5 x2
−35 a7 b6−28 a6 b5 +14 a5 b 4
10.
−7 a4 b5

## SAINT AUGUSTINE INSTITUTE

Giga q uit, Surig ao d e l No rte , Philip p ine s 840 9

D i o c e s a n C a t h o l ic H ig h S c h o o l

## TEACHER ACTIVITY SHEET

Name: ____________________ ___ Date: ___________________
Year & Section:______________ Subject: _________________
Type of Activity:
√ Concept Notes Laboratory Report Theme Writing Informal

## Activity No: 6 (1st Quarter) Activity Title: Special Products

Learning Targets: the learners should be able to use models and algebraic methods to find the
a. Square of a binomial;
b. Square of a trinomial; and
c. Cube of a binomial

## Reference Title: E-Math 8

Author: Orlando A. Oronce Page Numbers: 44-55

## Values/ Attitudes: _______________________________________________________________________________

Concept Notes:
The SQUARE of a BINOMIAL is the square of the first term plus (or minus) twice the product of the
two terms plus the square of the last term.
Ex: ( x + y )2 =x2 +2 xy + y 2 PERFECT SQUARE TRINOMIAL
( x− y )2=x 2−2 xy+ y 2
CUBE of a BINOMIAL PATTERN
For all numbers x and y,
( x + y )3 =x3 +3 x 2 y +3 x y 2+ y3
( x− y )3=x 3−3 x 2 y +3 x y 2− y 3
Learning Activity:
Find the square of each binomial.
1. ( 4 x+ 3 y )2
2
1
2. ( x +6 y 2)
3
Find the product
3. (3 x+ 5)3
4. (5 x 2+3 y )3

## SAINT AUGUSTINE INSTITUTE

Giga q uit, Surig ao d e l No rte , Philip p ine s 840 9

D i o c e s a n C a t h o l ic H ig h S c h o o l

## TEACHER ACTIVITY SHEET

Name: ____________________ ___ Date: ___________________
Year & Section:______________ Subject: _________________
Type of Activity:
√ Concept Notes Laboratory Report Theme Writing Informal

## Activity No: 7 (1st Quarter) Activity Title: Factoring Polynomials

Learning Targets: the learners should be able to factor completely polynomials with common
Monomial factor.

## Reference Title: E-Math 8

Author: Orlando A. Oronce Page Numbers: 58 - 66

## Values/ Attitudes: _______________________________________________________________________________

Concept Notes:
FACTORING and GCF
Factoring is finding two or more factors of a number or polynomial.
The Greatest Common Factor (GCF) of two or more monomial is the common factor having the
greatest numerical factor and with variables having the least degree. Thus, the term ax n is the GCF
of a polynomial if
1. a is the greatest integer that divides each of the coefficients of the polynomials, and
2. n is the smallest exponent of x in all the terms of the polynomial.
Rewriting a polynomial as a product of polynomials of smaller degree is called FACTORING A
POLYNOMIAL.

## STANDARD FORM FACTORED FORM

x 2+ 2 = x(x + 2)
4 x2 +6 x = 2x(2x + 3)
3 x 2+ 6 x = 3x(x + 2)
Learning Activity:
Find the greatest common factor of each pair of monomials.
1. 12a and 36ab
2. 6a and 20a 2 b
Factor completely.
3. 5x + 10
4. 25 x 2 y 3 −55 x y 3

## SAINT AUGUSTINE INSTITUTE

Giga q uit, Surig ao d e l No rte , Philip p ine s 840 9

D i o c e s a n C a t h o l ic H ig h S c h o o l

## TEACHER ACTIVITY SHEET

Name: ____________________ ___ Date: ___________________
Year & Section:______________ Subject: _________________
Type of Activity:
√ Concept Notes Laboratory Report Theme Writing Informal

## Activity No: 8 (1st Quarter) Activity Title: Difference of Two Square

Learning Targets: the learners should be able to factor completely the difference of two squares; and
Solve problems involving factors of polynomials

## Reference Title: E-Math 8

Author: Orlando A. Oronce Page Numbers: 68-75

## Values/ Attitudes: _______________________________________________________________________________

Concept Notes:
Difference of Two Squares
If x and y are real numbers, variables, or algebraic expressions, then
x 2− y 2=( x + y ) ( x− y ) .
In words; The difference of the squares of two terms is the product of the sum and difference of
those terms.
Original Polynomial Written
as a Difference of Two Factored Form
Squares
x 2−9=x 2−32 (x + 3) (x – 3)

x 2− y 2
(x + y) (x - y)
2 2
4 x −81= ( 2 x ) −9 2
(2x + 9) (2x – 9)

(x + y) (x - y)
x 2− y 2
25 - 49 x 6=52 −(7 x 3)2 (5 + 7 x 3) (5 - 7 x 3 )

x 2− y 2 (x + y) (x - y)
Learning Activity:
Factor Each Completely.
1. 9a 2−49
2. 64 x 2 - 25 y 4
3. 28 x 3−7 x
4. 128 - 200m 4

## SAINT AUGUSTINE INSTITUTE

Giga q uit, Surig ao d e l No rte , Philip p ine s 840 9

D i o c e s a n C a t h o l ic H ig h S c h o o l

## TEACHER ACTIVITY SHEET

Name: ____________________ ___ Date: ___________________
Year & Section:______________ Subject: _________________
Type of Activity:
√ Concept Notes Laboratory Report Theme Writing Informal

## Skills/ Exercise/Drills Drawing/ Art Formal Others

Activity No: 1 (1st Quarter) Activity Title: Sum and Difference of Two Cubes
Learning Targets: the learners should be able to factor completely the sum and differences of two
cubes and solve problems involving factors of polynomials.

## Reference Title: E-Math 8

Author: Orlando A. Oronce Page Number:82-87

## Values/ Attitudes: _______________________________________________________________________________

Concept Notes:
RULE:
Factoring Perfect Square Trinomials
x 2+ 2 xy + y 2=(x + y)2

Trinomial form

## x 2−2 xy+ y 2=( x− y)2

Learning Activity
Factor each Completely.
1. x 2+ 18 x +81
2. 9 x 2+ 42 x+ 49
3. x 2−24 x +144
4. 16 a2 −40 a+25

## SAINT AUGUSTINE INSTITUTE

Giga q uit, Surig ao d e l No rte , Philip p ine s 840 9

D i o c e s a n C a t h o l ic H ig h S c h o o l

## TEACHER ACTIVITY SHEET

Name: ____________________ ___ Date: ___________________
Year & Section:______________ Subject: _________________
Type of Activity:
√ Concept Notes Laboratory Report Theme Writing Informal

## Activity Title: Factoring Quadratic Trinomial ( x + bx + c)

2
Activity No: 2 (1st Quarter)
Learning Targets: the learners should be able to factor completely quadratic trinomials of the form
x 2 + bx + c and solve problems involving factors of polynomials.

## Reference Title: E-Math 8

Author: Orlando A. Oronce Page Numbers: 90-97

## Values/ Attitudes: _______________________________________________________________________________

Concept Notes:
Factoring x2 + bx + c, c is positive:
1. List all pairs of integers whose product is c.
2. Choose a pair, m and n, whose sum is b, that is, m + n = b.
3. The factorization of x 2+ bx+ c is
x 2+ bx+ c=( x+ m )( x +n )
4. If there are no such integers m and n such that m + n = b, the trinomial
cannot be factored and is called prime.

Learning Activity:
Factor each completely,
1. x 2+ 12 x +27
2. x 2−13 x+ 36
3. x 2−13 x−48
4. x 2−11 x+ 18

## SAINT AUGUSTINE INSTITUTE

Giga q uit, Surig ao d e l No rte , Philip p ine s 840 9

D i o c e s a n C a t h o l ic H ig h S c h o o l

## TEACHER ACTIVITY SHEET

Name: ____________________ ___ Date: ___________________
Year & Section:______________ Subject: _________________
Type of Activity:
√ Concept Notes Laboratory Report Theme Writing Informal

## Activity Title: Factoring Trinomial (a x + bx + c)

2
Activity No: 1 (1st Quarter)
Learning Targets: the learners should be able to factor general completely quadratic trinomials, and
Solve problems involving factors of polynomials.

## Reference Title: E-Math 8

Author: Orlando A. Oronce Page Numbers: 100-112

## Values/ Attitudes: _______________________________________________________________________________

Concept Notes:
Points to Remember in Factoring ax 2 +bx +c
1. If the terms of a trinomial do not have a common factor, then the terms of a binomial factor
cannot have a common factor.
2. If the constant term of a trinomial is:
a. Positive, the constant terms of the binomials have the same signs as the coefficient of x in
the trinomial.
b. Negative, the constant terms of the binomials have the opposite signs.
Learning Activity:
Factor each completely
1. 2 x2 −11 x+15

2. 5 x 2+21 x +4

## SAINT AUGUSTINE INSTITUTE

Giga q uit, Surig ao d e l No rte , Philip p ine s 840 9

D i o c e s a n C a t h o l ic H ig h S c h o o l

## TEACHER ACTIVITY SHEET

Name: ____________________ ___ Date: ___________________
Year & Section:______________ Subject: _________________
Type of Activity:
√ Concept Notes Laboratory Report Theme Writing Informal

## Activity No:2 (1st Quarter) Activity Title: Rational Expression

Learning Targets: the learners should be able to illustrate rational algebraic expressions and find
Every value of the variables in that makes a rational expression undefined.

## Reference Title: E-Math 8

Author: Orlando A. Oronce Page Numbers: 117-121

## Values/ Attitudes: _______________________________________________________________________________

Concept Notes:
Rational Expression – A rational expression in one variable is an expression that can be
P
written in the form where P and Q are polynomials in one variable and Q ≠ 0.
Q
4 4x x2 +2 x−35
Ex: x−2 , , and
x2 −9 3x+4

Learning Activity:
Evaluate each rational expression using the indicated values for the variables.
x2 −5
1. x−1 a. when x=2 , b. when x=-1

c−4
2. 2 d+3 a. when c=4 and d=2 , b. when c=10 and d= 6

g+6
3. 2h−3 a. when g=-2 and h=2 , b. when g=4 and h=-1
Find every value of the variable that makes each expression undefined.
3 x2
4. x+3

2
5. (x +3)¿ ¿

## SAINT AUGUSTINE INSTITUTE

Giga q uit, Surig ao d e l No rte , Philip p ine s 840 9

D i o c e s a n C a t h o l ic H ig h S c h o o l

## TEACHER ACTIVITY SHEET

Name: ____________________ ___ Date: ___________________
Year & Section:______________ Subject: _________________
Type of Activity:
√ Concept Notes Laboratory Report Theme Writing Informal

## Activity No: 5 (1st Quarter) Activity Title: Simplifying Rational Expressions

Learning Targets: the learners should be able to simplify rational expression.
Reference Title: E-Math 8
Author: Orlando A. Oronce Page Numbers: 122-128

## Values/ Attitudes: _______________________________________________________________________________

Concept Notes:
Property of Equivalent Fractions
ac a
If a, b, and c are nonzero real numbers, then =
bc b
Simplifying Rational Expressions
1. Factor the numerator and denominator.
2. Write a product of two rational expressions, one factor containing the GCF of the numerator
and denominator, and the other containing the remaining factors.
3. Rewrite the factor containing the GCF as 1.
4. Multiply the remaining factors by 1.
Learning Activity:
Simplify each rational expression.
15
1. 45

60 x y 3
2.
25 xy

3 a+6
3.
a2 +2 a

2 x 2+ 10
4.
2 x 2 +7 x+5

## SAINT AUGUSTINE INSTITUTE

Giga q uit, Surig ao d e l No rte , Philip p ine s 840 9

D i o c e s a n C a t h o l ic H ig h S c h o o l

## TEACHER ACTIVITY SHEET

Name: ____________________ ___ Date: ___________________
Year & Section:______________ Subject: _________________
Type of Activity:
√ Concept Notes Laboratory Report Theme Writing Informal

## Activity No: 1 (1st Quarter) Activity Title: Polynomial

Learning Targets: The learners should be able to know how to use algebra tiles to represent
Algebraic expressions and define what is polynomial.
Reference Title: E-Math 8
Author: Marilyn O. Mendoza Page Numbers: 2-3

## Values/ Attitudes: _______________________________________________________________________________

Concept Notes:
Let

+
+ Represent 1 represent x

− Represent -1 − represent -x

+
Represent x 2
− represent −x 2

Example:
1) 2x
Use Algebra Tiles

+ +
2) -2x + 3
Use Algebra tiles

− −
+ + +
Polynomial- is an algebraic expression that represents a sum of one or more terms containing whole
number exponents on the variables.
Learning Activity:
Model each expression with algebra tiles.
1. 5x + 4
2. x -10
3. 5 x 2+6 x +3
4. 2 x2 −2
5. 8x +9

## SAINT AUGUSTINE INSTITUTE

Giga q uit, Surig ao d e l No rte , Philip p ine s 840 9

D i o c e s a n C a t h o l ic H ig h S c h o o l

## TEACHER ACTIVITY SHEET

Name: ____________________ ___ Date: ___________________
Year & Section:______________ Subject: _________________
Type of Activity:
√ Concept Notes Laboratory Report Theme Writing Informal

## Skills/ Exercise/Drills Drawing/ Art Formal Others

Activity No: 2 (1st Quarter) Activity Title: Monomial, Binomial, and Trinomial and the
Degree of Polynomial
Learning Targets: The learners should be able to classify the monomial, binomial and trinomial and
Solve and find the degree of polynomials.
Reference Title: E-Math 8
Author: Marilyn O. Mendoza Page Numbers: 4-5

## Values/ Attitudes: _______________________________________________________________________________

Concept Notes:
Monomial- a polynomial with one term
Binomial – a polynomial with two terms
Trinomial – a polynomial with three terms
Degree of a Monomial – is the total number of times its variables occur as factors
Degree of a Polynomial – is the greatest of the degrees of its term

Learning Activity:
Give the name for each polynomial and identify its terms and coefficients.
1. 7 x 2 y 3
2. x 2−4
3. -6
3 bc
4. 8 a +
3
5. 6 x 3−7 x +5
6. x 2+ 8 y 2−x+ y

## SAINT AUGUSTINE INSTITUTE

Giga q uit, Surig ao d e l No rte , Philip p ine s 840 9

D i o c e s a n C a t h o l ic H ig h S c h o o l

## TEACHER ACTIVITY SHEET

Name: ____________________ ___ Date: ___________________
Year & Section:______________ Subject: _________________
Type of Activity:
√ Concept Notes Laboratory Report Theme Writing Informal

## Skills/ Exercise/Drills Drawing/ Art Formal Others

Activity No: 3 (1st Quarter) Activity Title: Descending and Ascending Order and Product
With Monomial
Learning Targets: The learners should be able to, differentiate the descending order and ascending
Order, know how to arrange the equation into descending order or into
Ascending order and multiply polynomials by monomials.
Reference Title: E-Math 8
Author: Marilyn O. Mendoza Page Numbers: 6-13
Values/ Attitudes: ______________________________________________________________________________

Concept Notes:
The conventional way of writing a polynomial in one variable is to write the terms in order of
descending (or decreasing) degrees. When a polynomial is written with decreasing exponents, the
coefficient of the first term is called the leading coefficient.
In some instances, it is convenient to write the polynomial in ascending ( or increasing) order.
Laws of Exponents:
1. Product Rule for Exponents-( x ¿¿ m) ¿ ¿)= x m+ n
2. Power Rule for Exponents - ( x ¿¿ m)n ¿ = x mn
3. Power of a Product Rule- ( xy )m=x m y m
Commutative Property of Multiplication- a x b = b x a
Associative Property of Multiplication- (a x b) x c = a x (b x c)
Distributive Property of Multiplication – a(b + c) = ab + ac

Learning Activity:
Write each polynomial in descending and ascending orders.
1. 5 x 5+ 4 x 3 +3 x+10
2. −2 x−3 x5 +7 x 3
Simplify each:
3. a 5 x a4 x a
4. ( a 6 b 4 ) (a2 b3)

## SAINT AUGUSTINE INSTITUTE

Giga q uit, Surig ao d e l No rte , Philip p ine s 840 9

D i o c e s a n C a t h o l ic H ig h S c h o o l

## TEACHER ACTIVITY SHEET

Name: ____________________ ___ Date: ___________________
Year & Section:______________ Subject: _________________
Type of Activity:
√ Concept Notes Laboratory Report Theme Writing Informal

## Skills/ Exercise/Drills Drawing/ Art Formal Others

Activity No: 1 ( 2nd Quarter ) Activity Title: Sum and Difference of Two Cubes

Learning Targets: The student should be able to factor completely the sums and differences of two cubes.
Reference Title: E-Math 8
Author: Orlando A. Oronce Page Numbers: 77-80

## Values/ Attitudes: ________________________________________________________________________

Concept Notes:
Sum and Difference of two cubes
Let x and y be real numbers, variables, or algebraic expressions.
Factoring Sum of Two Cubes x 3+ y 3=( x + y ) ( x 2−xy + y2 )
Factoring Difference of Two Cubes x 3− y 3=(x− y )¿ )
Formula of the Sum and Difference of two cubes.
For the Sum
F 3+ L3 =( F+ L ) (F 2−FL+ L2 )
For the Difference
F 3−L3=( F−L ) ( F2 + FL+ L2)
Learning Activity:
Factor each completely
1. a 3+27=¿
2. 64 c3 −d 3=¿
3. m 3−64=¿
4. x 3 a−27 y 6 b =¿

## SAINT AUGUSTINE INSTITUTE

Giga q uit, Surig ao d e l No rte , Philip p ine s 840 9

D i o c e s a n C a t h o l ic H ig h S c h o o l

## TEACHER ACTIVITY SHEET

Name: ____________________ ___ Date: ___________________
Year & Section:______________ Subject: _________________
Type of Activity:
√ Concept Notes Laboratory Report Theme Writing Informal

## Skills/ Exercise/Drills Drawing/ Art Formal Others

Activity No: 2 ( 2nd Quarter ) Activity Title: Factoring Perfect Square Trinomials.

Learning Targets: The student should be able to Factor completely perfect square trinomials.
Reference Title: E-Math 8
Author: Orlando A. Oronce Page Numbers: 82-86

## Values/ Attitudes: alertness to solve

Concept Notes:
Factoring Perfect Square Trinomials
x 2+ 2 xy + y 2=( x + y)2

## x 2−2 xy+ y 2=( x− y)2

Learning Activity:
1. x 2+ 18 x +81=¿
2. 9 x 2+ 42 x+ 49=¿
3. x 2−24 x +144=¿
4. 16 a2 −40 a+25=¿

## SAINT AUGUSTINE INSTITUTE

Giga q uit, Surig ao d e l No rte , Philip p ine s 840 9

D i o c e s a n C a t h o l ic H ig h S c h o o l

## TEACHER ACTIVITY SHEET

Name: ____________________ ___ Date: ___________________
Year & Section:______________ Subject: _________________
Type of Activity:
√ Concept Notes Laboratory Report Theme Writing Informal

## Activity No: 3 ( 2nd Quarter ) Activity Title: Factoring Quadratic Trinomials

Learning Targets: The student should be able to Factor completely quadratic trinomials of the form x 2+ bx+ c .

## Reference Title: E-Math 8

Author: Orlando A. Oronce Page Numbers: 90 – 96

## Values/ Attitudes: alertness to solve

Concept Notes:
Factoring x + bx+ c , c is Positive
2

## 1. List all pairs of integers whose product is c.

2. Choose a pair, m and n, whose sum is b, that is, m + n = b
3. The factorization of x 2+ bx+ c is
x 2+ bx+ c=( x+ m )( x +n )
4. If there are no such integers m and n such that m + n = b, the trinomial cannot
be factored and is called prime.
Learning Activity:
Factor each completely:
2
1. x + 12 x +27=¿
2. x 2−13 x+ 36=¿
3. x 2−13 x−48 =
4. x 2−11 x+ 18=¿

## TEACHER ACTIVITY SHEET

Name: ____________________ ___ Date: ___________________
Year & Section:______________ Subject: _________________
Type of Activity:
√ Concept Notes Laboratory Report Theme Writing Informal

## Activity No: 4 ( 2nd Quarter ) Activity Title: Factoring Trinomials ax 2 +bx +c

Learning Targets: The student should be able to Factor completely general quadratic trinomials.
Reference Title: E-Math 8
Author: Orlando A. Oronce Page Numbers: 100-108

## Values/ Attitudes: Self- confidence

Concept Notes:
Points to Remember in Factoring ax 2 +bx +c
1. If the terms of a trinomial do not have a common factor, then the terms of a
binomial factor cannot have a common factor.
2. If the constant term of a trinomial is:
a. Positive, the constant terms of the binomials have the same signs as the
coefficient of x in the trinomial.
b. Negative, the constant terms of the binomials have the opposite signs.
Learning Activity:
Factor each completely:
1. 2 x2 −11 x+15=¿
2. 5 x 2+21 x +4=¿

## TEACHER ACTIVITY SHEET

Name: ____________________ ___ Date: ___________________
Year & Section:______________ Subject: _________________
Type of Activity:
√ Concept Notes Laboratory Report Theme Writing Informal

## Activity No: 5 ( 2nd Quarter ) Activity Title: Rational Expressions

Learning Targets: The student should be able to illustrate rational algebraic expressions and
Find every value of the variables in that makes a rational expression undefined.

## Reference Title: E-Math 8

Author: Orlando A. Oronce Page Numbers: 116 – 120
Values/ Attitudes: Self- confidence

Concept Notes:
Rational Expression
A rational expression in one variable is an expression that can be written
P
in the form Q where P∧Q
Are polynomials in one variable and Q ≠ 0.
Some Rational Expressions Are:
4 4x x2 +2 x−35
, , and
x−2 x2 −9 3x+4
Learning Activity:
x2 −5
Evaluate the Expression x−1
when
1. x=2
2. x = -15
3. x = 10
4. x =-20
5. x = 13

## TEACHER ACTIVITY SHEET

Name: ____________________ ___ Date: ___________________
Year & Section:______________ Subject: _________________
Type of Activity:
√ Concept Notes Laboratory Report Theme Writing Informal

## Learning Targets: The student should be able to simplify rational expressions

Reference Title: E-Math 8
Author: Orlando A. Oronce Page Numbers: 122-127

## Values/ Attitudes: Alertness to solve

Concept Notes:
Property of Equivalent Fractions
ac a
If a, b, and c are nonzero real numbers, then bc = b .
Simplifying Rational Expressions
1. Factor the numerator and denominator.
2. Write a product of two rational expressions, one factor containing the GCF of the numerator and
denominator, and the other containing the remaining factors.
3. Rewrite the factor containing the GCF as 1.
4. Multiply the remaining factors by 1.

Learning Activity:
Simplify each rational expression.
15
1. 45
60 x y 3
2.
25
3 a+6
3. 2
a +2 a
2 x 2+ 10
4.
2 x 2 +7 x+5

## TEACHER ACTIVITY SHEET

Name: ____________________ ___ Date: ___________________
Year & Section:______________ Subject: _________________
Type of Activity:
√ Concept Notes Laboratory Report Theme Writing Informal

## Skills/ Exercise/Drills Drawing/ Art Formal Others

Activity No: 7 ( 2nd Quarter ) Activity Title: Multiplying and Dividing Rational Expressions

Learning Targets: The student should be able to multiply and divide rational expressions.
Reference Title: E-Math 8
Author: Orlando A. Oronce Page Numbers: 130-136

## Values/ Attitudes: Alertness to solve

Concept Notes:
Multiplication of Rational Expressions
P R PR
. = ,where P, Q, R, and S are polynomials in one variable and Q ≠ 0, R ≠ 0, and S ≠ 0.
Q S QS
Multiplying Rational Expressions
1. Write each numerator and denominator in factored form.
2. Divide out any numerator factor with any matching denominator factor.
3. Multiply the numerators and also the denominators.
4. Simplify, if possible.

## Division of Rational Expressions

P R P S
÷ = . where P, Q, R, and S are polynomials in one variable and Q ≠ 0, R ≠ 0, and S ≠ 0.
Q S Q R
Dividing Rational Expressions

1. Write the equivalent multiplication statement using the reciprocal of the divisor.
2. Factor the numerator and denominator.
3. Divide out any numerator factor with any matching denominator factor.
4. Multiply the numerator and denominators.
5. Simplify, if possible
Learning Activity:
Multiply and divide the following and simplify:
7 x5
1. 4 .
x 21

## TEACHER ACTIVITY SHEET

Name: ____________________ ___ Date: ___________________
Year & Section:______________ Subject: _________________
Type of Activity:
√ Concept Notes Laboratory Report Theme Writing Informal

## Skills/ Exercise/Drills Drawing/ Art Formal Others

Activity No: 8 ( 2nd Quarter ) Activity Title: Adding and subtracting Rational Expressions

Learning Targets: The student should be able to add and subtract rational expressions.
Reference Title: E-Math 8
Author: Orlando A. Oronce Page Numbers: 142 -148

Concept Notes:
A
∧B
If C
are any two rational expressions , then
C
A +B
∧A
A B C B A−B
+ = − = , where C ≠ 0
C C C C C
Adding or Subtracting Rational Expressions with Like Denominator
1. Add (or subtract) the numerator
2. Retain the common denominator
3. Simplify the result
Adding or Subtracting Rational Expressions with Different Denominator
1. Find the least common denominator ( LCD)
2. Write the equivalent expression of each rational expression.
3. Add or subtract the numerators and keep the LCD.
4. Simplify the result, if possible.
Least Common Denominator (LCD)
The least common denominator (LCD) of a set of fractions is the least number that can be divided by the
denominator of each fraction exactly.
Finding the LCD
1. List the different denominators that appear in the rational expression.
2. Factor each denominator completely.
3. For each unique factor, compare the number of times it appears in each factorization. Write a factored
form that includes each factor the greatest number of times it appears in the denominator
factorizations.

3x 4
1. +
5y 5y
9 m−4 3 m+8
2. +
8 8
a a
3. −
a+ 4 a+ 4
4 x2 49
4. −
2 x−7 2 x−7
b2 +8 b−6 5b +4
5. 2
− 2
4 b −8 b 4 b −8 b

## SAINT AUGUSTINE INSTITUTE

Giga q uit, Surig ao d e l No rte , Philip p ine s 840 9

D i o c e s a n C a t h o l ic H ig h S c h o o l

## TEACHER ACTIVITY SHEET

Name: ____________________ ___ Date: ___________________
Year & Section:______________ Subject: _________________
Type of Activity:
√ Concept Notes Laboratory Report Theme Writing Informal

## Skills/ Exercise/Drills Drawing/ Art Formal Others

Activity No: 1 ( 3rd Quarter ) Activity Title: Rectangular Coordinate System

Learning Targets: The student should be able to illustrate the rectangular coordinate system and its uses and plot
points on the coordinate system.

## Reference Title: E-Math 8

Author: Orlando A. Oronce Page Numbers: 184-191

## Values/ Attitudes: alertness to solve

Concept Notes:
Plotting a Point
To graph or plot a point given its coordinates:
1. Begin at the origin (0,0), move to the right or left along the x-axis using the number indicated by the
absolute value of the first coordinate.
2. From that position on the x-axis, move up or down using the number indicated by the absolute value
of the second coordinate.
3. Draw a dot to represent the point described by the coordinates.
To determine the quadrant for a given ordered pair, consider the signs of the coordinates:
( + , + ) means the point is in the first quadrant.
( - , + ) means the point is in the second quadrant.
( - , - ) means the point is in the third quadrant.
( + , - ) means the point is in the fourth quadrant.
Identifying the Coordinates of a Point
To determine the coordinates of a given point in the rectangular system:
1. Draw a vertical line passing through the point and the x-axis. The number associated to the point
on the x-axis is the first coordinate.
2. Draw a horizontal line passing through the point and the y-axis. The number associated to the
point on the y-axis is the second coordinate.
Learning Activity:
Plot the following points on the coordinate plane at the right
1. A ( 6 , 4 )
2. B ( 3 , -3 )
3. C ( -10 , -3 )
4. D (3 , 0 )
5. E ( -2 , 3 )
6. F ( 4 , -5 )
7. G ( 2 , 4 )
8. H ( 0 , 0 )
9. I ( -5 , 3 )
10. J ( -8 , -8 )

## SAINT AUGUSTINE INSTITUTE

Giga q uit, Surig ao d e l No rte , Philip p ine s 840 9

D i o c e s a n C a t h o l ic H ig h S c h o o l

## TEACHER ACTIVITY SHEET

Name: ____________________ ___ Date: ___________________
Year & Section:______________ Subject: _________________
Type of Activity:
√ Concept Notes Laboratory Report Theme Writing Informal

## Skills/ Exercise/Drills Drawing/ Art Formal Others

Activity No: 2 ( 3rd Quarter ) Activity Title: Linear Equations in Two Variables

Learning Targets: The student should be able to illustrate linear equations in two variables, determine if an ordered
pair is a solution of a given linear equation: and solve problems involving linear equations in two variables.

## Reference Title: E-Math 8

Author: Orlando A. Oronce Page Numbers: 184-191

## Values/ Attitudes: appreciate the problem

Concept Notes:
A linear equation in two variables is an equation that can be written in the standard form Ax + By = C.
Solution of a linear equations are ordered pairs that make the equation true.
To find a solution to any linear equation in two variables, select a particular value for x and substitute it for x
in the equation, then solve the resulting equation for y. it is also possible to first select a value for y and
substitute it for y in the equation and then solve the resulting equation for x.

Learning Activity:
1. Determine if the given ordered pair is a solution of x + 4y = 7.
a. ( 3 , 1 )
b. ( -1 , 2 )
c. ( 2 , -1 )
2. Find three solutions of 2x + y = 10.

## SAINT AUGUSTINE INSTITUTE

Giga q uit, Surig a o d e l No rte , Philip p ine s 840 9

D i o c e s a n C a t h o l ic H ig h S c h o o l

## TEACHER ACTIVITY SHEET

Name: ____________________ ___ Date: ___________________
Year & Section:______________ Subject: _________________
Type of Activity:
√ Concept Notes Laboratory Report Theme Writing Informal

## Skills/ Exercise/Drills Drawing/ Art Formal Others

Activity No: 3 ( 3rd Quarter ) Activity Title: Relation and Function

Learning Targets: The student should be able to illustrate a relation and function, verify is a given relation is a
function and find the domain and range of a function.

## Reference Title: E-Math 8

Author: Orlando A. Oronce Page Numbers: 202 - 211

## Values/ Attitudes: alertness to solve

Concept Notes:
A relation is a set of ordered pairs. The domain of a relation is the set of fist coordinates. The range is
the set of second coordinates.
A function is a relation in which each element of the domain corresponds to exactly one element of
the range.
The members of the domain can be called inputs and the members of the range can be called outputs when
a function is compared to a number – processing machine.
Characteristics of a Function
1. Each element in domain X must be matched with exactly one element in range Y.
2. Some elements in Y may not be matched with any element in X.
3. Two or more elements in X may be matched with the same element in Y.
Learning Activity:
Represent the rule “ Subtract three to each x-coordinate” with a table of values, a set of ordered pairs, an
equation, and graph.

## SAINT AUGUSTINE INSTITUTE

Giga q uit, Surig a o d e l No rte , Philip p ine s 840 9

D i o c e s a n C a t h o l ic H ig h S c h o o l

## TEACHER ACTIVITY SHEET

Name: ____________________ ___ Date: ___________________
Year & Section:______________ Subject: _________________
Type of Activity:
√ Concept Notes Laboratory Report Theme Writing Informal

## Skills/ Exercise/Drills Drawing/ Art Formal Others

Activity No: 4 ( 3rd Quarter ) Activity Title: Graphing Linear Equations

Learning Targets: The student should be able to illustrate a linear function, solve problems involving linear functions,
illustrate the slope of a line.

## Reference Title: E-Math 8

Author: Orlando A. Oronce Page Numbers: 238 - 245

## Values/ Attitudes: alertness to solve

Concept Notes:
Linear Function
A linear function is a function that can be written in the form f(x) = ax + b, where a and b are real numbers with a and
f(x) are not both equal to zero.
The slope m of a line is the ratio of the change in the y-coordinates to the corresponding change in the x-coordinates.
Determining Slope
If the coordinates of two points on a line are ( x 1 , y 1 ¿ and ( x 2 , y 2 ¿ , the slope m can be found as follows:
y 2− y 1
m= , where x 1 ≠ x 2
x 2−x 1
y 2 is read y sub 1 the number 1is called a subscript
Learning Activity:
Find the slope of the line containing each pair of points.
1. ( -3 , 3 ) and ( 2 , -2 )
2. ( -2 , 6 ) and ( -2 , 2 )
4
3. ( 2 , 1 ) , ( n , 5 ); m=
7
1
4. ( -5 , n ) , ( 5 , 1 ) ; m=
2

## SAINT AUGUSTINE INSTITUTE

Giga q uit, Surig a o d e l No rte , Philip p ine s 840 9

D i o c e s a n C a t h o l ic H ig h S c h o o l

## TEACHER ACTIVITY SHEET

Name: ____________________ ___ Date: ___________________
Year & Section:______________ Subject: _________________
Type of Activity:
√ Concept Notes Laboratory Report Theme Writing Informal

## Skills/ Exercise/Drills Drawing/ Art Formal Others

Activity No: 2 ( 3rd Quarter ) Activity Title: Intercepts of a Line

Learning Targets: The student should be able to illustrate a linear function, solve problems involving linear functions,
illustrate the slope of a line.

## Reference Title: E-Math 8

Author: Orlando A. Oronce Page Numbers: 250 -258

## Values/ Attitudes: appreciation

Concept Notes:
Consider the line given by Ax + By = C:
1. The x – intercept of the line is the value of x when y=0. To find the x-intercept, let y=0 and solve x in Ax = C.
2. The y-intercept of the line is the value of y when x=0. To find the y- intercept, let x = 0 and solve for y in By =
C.
Definition
X-intercept: the point where the graph intersects the x-axis.
Y-intercept: the point where the graph intersects the y-axis.
RULES
Intercepts for m of y =mx
If an equation is given in the form y=mx, where m is a real number other than 0, then the x - and y-
intercepts are at the origin ( 0, 0 ).
The y – intercept of y ‘= mx + b
If an equation is in the form y = mx + b, where m and b are real numbers, then the y-intercept is ( 0, b)
Intercepts for x = c and y = c
1. The graph of an equation in the form x = c, where c is a nonzero real number constant has no y-
intercept and the x-intercept is ( c, 0 ).
2. The graph of an equation in the form y = c, where c is nonzero real number constant has n x –
intercept and the y-intercept is ( 0, c ).
Learning Activity:
Find the x- and y-intercepts of each equation.
1. 2x – 3y = 6
1
2. Y = x
2
3. Y= 3x + 4
4. Y = -2

## SAINT AUGUSTINE INSTITUTE

Giga q uit, Surig a o d e l No rte , Philip p ine s 840 9

D i o c e s a n C a t h o l ic H ig h S c h o o l

## TEACHER ACTIVITY SHEET

Name: ____________________ ___ Date: ___________________
Year & Section:______________ Subject: _________________
Type of Activity:
√ Concept Notes Laboratory Report Theme Writing Informal

## Skills/ Exercise/Drills Drawing/ Art Formal Others

Activity No: 3 ( 3rd Quarter) Activity Title: System of Linear Equations and their Solution
Learning Targets: The student should be able to illustrate a system of linear equation in two variables and determine
if an ordered pair is a solution to the system of equation.

## Reference Title: E-Math 8

Author: Orlando A. Oronce Page Numbers: 292-296

## Values/ Attitudes: alertness to solve

Concept Notes:
A System of linear equations is a set of two or more linear equations that have variables in common.
A pair of equations of the form,
a 1 x+ b1 y=c 1 and ( a 1 , b1 not both0 ¿
a 2 x+ b2 y=c 2 and ( a 2 , b2 not both 0¿

Solution of a system is an ordered set of numbers that makes all equations in the system true.
Checking Solutions to a system of Linear Equations
To verify or check solutions to a system of linear equations.
1. Replace each variable in each equation with its corresponding value and
2. Verify if each equation is true.

Learning Activity:
1. Form a system of linear equations that describes the problem below.
The difference of two numbers is 4. Thrice the first plus twice the second number is 28.
2. Determine whether ( 3, 4) is a solution of the system of equation 5x – 2y = 7 and 4x + y = 16.
3. Determine whether each ordered pair is a solution to the system of linear equations
2x + 5y = 20
3x – 4y = 7

## SAINT AUGUSTINE INSTITUTE

Giga q uit, Surig a o d e l No rte , Philip p ine s 840 9

D i o c e s a n C a t h o l ic H ig h S c h o o l

## TEACHER ACTIVITY SHEET

Name: ____________________ ___ Date: ___________________
Year & Section:______________ Subject: _________________
Type of Activity:
√ Concept Notes Laboratory Report Theme Writing Informal

## Skills/ Exercise/Drills Drawing/ Art Formal Others

Activity No: 2 ( 4th Quarter) Activity Title: Solving Linear System by Graphing
Learning Targets: The student should be able to graph a system of linear equations in two variables and categorize
when a given system of linear equations kin two variables has graph that are parallel, intersecting and coinciding.

## Reference Title: E-Math 8

Author: Orlando A. Oronce Page Numbers: 300-308

## Values/ Attitudes: appreciation

Concept Notes:
Consistent: A system of linear equations that has at least one solution.
Inconsistent: A system of linear equations that does not have a solution.
Dependent: A system that has an infinite number of solutions.
Independent: A system that has exactly one solution.
Classifying Systems of Linear equations
To classify a system of linear equations, write the equations in slope-intercept form and compare their
slopes and y-intercepts.
1. If their slopes are different, then the system is consistent with independent equations and has a single
solution.
2. If their slopes are equal and the y-intercepts are also equal, then the system is consistent with
dependent equations and has an infinite number of solutions.
3. If their slopes are equal with different y-intercepts, then the system is inconsistent and has no solution
or
Any system of linear equations in standard form
a 1 x+ b1 y=c 1 (a 1 , b1, not both 0 )
a 2 x+ b2 y=c 2 ( a 2 , b2, not both 0 ) has
a1 b1
1. A single solution when ≠ ,
a2 b2
a1 b1 c1
2. An infinite number of solutions when = = ,∧¿
a2 b2 c2
a 1 b 1 c1
3. No solution when = ≠
a 2 b 2 c2
Learning Activity:
Consider the system: 3x + y = 2 and 3x + y = 5
a. Is the system consistent or inconsistent?
b. Are the equations dependent or independent?
c. How many solutions does the system have?
Classify the system as consistent and independent, inconsistent and independent, or consistent and
dependent.
a. x - 3y = 8 and 2x – 6y = 5
b. 2x = 8 - 2y and 5x = 20 – 5
c. 3x + 4y = 7 and 2x = 3y = 5

## SAINT AUGUSTINE INSTITUTE

Giga q uit, Surig a o d e l No rte , Philip p ine s 840 9

D i o c e s a n C a t h o l ic H ig h S c h o o l

## TEACHER ACTIVITY SHEET

Name: ____________________ ___ Date: ___________________
Year & Section:______________ Subject: _________________
Type of Activity:
√ Concept Notes Laboratory Report Theme Writing Informal

## Skills/ Exercise/Drills Drawing/ Art Formal Others

Activity No: 2 ( 3rd Quarter) Activity Title: Solving Linear System by Substitution
Learning Targets: The student should be able to solve a system of linear equations in two variable by substitution
method and solve problem involving systems of linear equations in two variables.

## Reference Title: E-Math 8

Author: Orlando A. Oronce Page Numbers313 -320

## Values/ Attitudes: confident to solve

Concept Notes:
The Substitution Method
1. Solve for either variable in one of the equations. If one of the variables in an equation has coefficient 1 or -1,
choose that equation, since the substitution method is usually easier this way.
2. 2. Substitute for that variable in the other equation. The result is an equation wit, if h one variable.
3. Solve the equation in Step 2 . ( if the result is a false statement, then we have a system with no solution.
However, if the result is a true statement, we either have a system with infinitely many solutions or one with
exactly one solution.)
4. Substitute the result in step 3 into the equation in step 1 to find the value of the other variable.
5. Check the values in each of the original equations. The, write the solution set.

Learning Activity:
1. Solve x + y = 10 and 5x + 4y = 47 using the substitution method.
2. Solve 5x – 2y = 19 and 7x + 3y = 15 using the substitution method
3. Solve for the following by the substitution method.
a. 2x – y = 4 and 10x – 5y = 3
b. 4x – 3y = 5 and 8x = 2 (3y + 5 )

## SAINT AUGUSTINE INSTITUTE

Giga q uit, Surig ao d e l No rte , Philip p ine s 840 9

D io c e s a n C a th o l ic H ig h S c h o o l

## TEACHER ACTIVITY SHEET

Name: ____________________ ___ Date: ___________________
Year & Section:______________ Subject: _________________
Type of Activity:
√ Concept Notes Laboratory Report Theme Writing Informal

## Skills/ Exercise/Drills Drawing/ Art Formal Others

Activity No: 4 ( 4th Quarter) Activity Title: Solving Linear System by Elimination

Learning Targets: The student should be able to solve a system of linear equations in two variable by elimination
method and solve problem involving systems of linear equations in two variables.
Reference Title: E-Math 8
Author: Orlando A. Oronce Page Numbers313 -320

## Values/ Attitudes: confident to solve

Concept Notes:
The Elimination Method
1. Write both equations in the standard form : ax + by = c.
2. Multiply one or both equations by appropriate numbers so that the sum of the coefficients of either or y is zero.
3. Add the new equations to eliminate a variable. The sum should be an equation with only one variable.
4. Solve the equivalent system by adding the two equations.
5. Substitute the result in step 4 into either of the Given equations and solve for the other variable.
6. Check the solution in both equations. Then, write the solution set.

Learning Activity:
1. Solve the following linear system by elimination.
a. 2x + 3y = 23 and 5x – 3y = 5
b. 4x – 3y = -4 and 3x + 2y = 14
c. 4x – 12y = 6 and x = 3y + 4

## SAINT AUGUSTINE INSTITUTE

Giga q uit, Surig ao d e l No rte , Philip p ine s 840 9

D io c e s a n C a th o l ic H ig h S c h o o l

## TEACHER ACTIVITY SHEET

Name: ____________________ ___ Date: ___________________
Year & Section:______________ Subject: _________________
Type of Activity:
√ Concept Notes Laboratory Report Theme Writing Informal

## Skills/ Exercise/Drills Drawing/ Art Formal Others

Activity No: 4 ( 3rd Quarter) Activity Title: Solving Systems of Linear Inequalities
Learning Targets: The student should be able to illustrate linear inequalities in two variables

## Reference Title: E-Math 8

Author: Orlando A. Oronce Page Numbers:340 - 348

## Values/ Attitudes: confident to solve

Concept Notes:
A linear inequality in x and y can be written in one of the following forms:
Ax + By ˃ C, Ax + By <C, Ax + By ≥ C, or Ax + By ≤ C
Where A, B, and C are real numbers and A and B are both not equal to 0.

Learning activity:
Determine whether each ordered pair is a solution of 4x + 5y ≤ 7.
1. ( -3 , 2 )
2. ( 1 , 2 )
3. ( 3, 2 )
Determine whether the ordered pair is a solution of the given system of of linear inequalities.
x + 3y ≥ 11 and 3x – y < 3

a. ( 2 , 4 )
b. ( 1 , -4 )

## SAINT AUGUSTINE INSTITUTE

Giga q uit, Surig ao d e l No rte , Philip p ine s 840 9

D io c e s a n C a th o l ic H ig h S c h o o l

## TEACHER ACTIVITY SHEET

Name: ____________________ ___ Date: ___________________
Year & Section:______________ Subject: _________________
Type of Activity:
√ Concept Notes Laboratory Report Theme Writing Informal

## Activity No: 1 ( 4th Quarter) Activity Title: Writing a Proof

Learning Targets: The student should be able to illustrate the triangle inequality, the Hinge theorem and apply
theorems in triangle inequalities and prove inequalities in a triangle.

## Reference Title: E-Math 8

Author: Orlando A. Oronce Page Numbers: 451-461

## Values/ Attitudes: confident to solve

Concept Notes:
The Triangle Inequality Theorem
In a triangle, the sum of the lengths of any two sides is greater than the length of the third side.
Unequal Sides Theorem
If one side of a triangle is longer than the second, then the angle opposite the longer side is larger than the angle
opposite the second side.
Unequal Angles Theorem
If one angle of a triangle is larger than the second angle, then the side opposite the larger angle is longer than the side
opposite the second angle.
The Hinge Theorem
If two sides of one triangle are congruent to two sides of another triangle, but the included angle of the first triangle is
larger than the included angle of the second, then the third side of the first triangle is longer than the third side of the
second triangle.

Learning Activity:
1. Can a triangle be constructed with sides of lengths 6cm, 7cm and 14cm?
2. In ∆ SET, SE=16, ET = 20, and ST = x. What is the range of possible values for ST?
3. Arrange the angles in descending order (or decreasing size).
4. Arrange the sides in descending order (or decreasing length) ∆ SPC if m∠S = 100 and m∠C=30.