Junior High School Department

SY 2020 - 2021
Mathematics 8
FOURTH QUARTER

COURSE DESCRIPTION
Mathematics 8 continues to prepare for the mathematics foundation necessary for the success in understanding the application and
use of Algebra and Geometry in real-life situations. This course focuses of the following domains: solving problems in linear equation
in one and two variables, factoring polynomials, rational expressions, graphing of lines, system of linear equations in two variables,
linear functions, linear inequalities in one and two variables and basic concepts in geometry such as undefined terms, kinds of angles
and angle pairs.

Performance Task

Content Standards: The learner demonstrates understanding of key concepts of linear functions.

Performance Standards: The learner is able to formulate real-life problems involving linear functions, and solve these problems
accurately using a variety of strategies.

21st Century Skills: Creativity and Innovation, Critical Thinking, Communication

In this performance task, you will synthesize the concepts of functions (particularly linear functions). You are a citizen who wants to
buy a dream gadget and you are given daily allowance. You need to come up with a graphic organizer containing the table, graph,
sentences and mappings of the problem. This will be presented to your future self and other people you trust. The submission of the
output must in PDF format.

RUBRIC:

Outstanding Satisfactory Developing Beginning

CRITERIA
4 3 2 1
Math Concepts Shows complete Shows substantial Shows some Shows very limited
understanding of the understanding of the understanding of the understanding of the
mathematical concepts used mathematical concepts mathematical concepts underlying concepts
to solve the problem. used to solve the needed to solve the needed to solve the
problem problem. problems or is not
written.

Mathematical Reasoning Explanation shows thorough Explanation shows Explanation shows gaps Explanation shows gaps
reasoning and insightful substantial reasoning. in reasoning. in reasoning.
justifications.

Accuracy All calculations are correct All calculations are Most of the calculations The calculations show
and shown in detail. correct. are correct. There are significant errors.
some minor errors.

Presentation All the required elements are All the required elements Some of the required All the required
included in the written are included in the elements are missing. elements are missing.
report. written report.
The report makes the The report brings
The content is easy to The content is easy to reader think of minor confusion and a lot of
understand. understand. questions. questions.

It includes illustrations
showing the procedures for
better instruction.
Sample Template
 Junior High School Department
Mathematics 8
Fourth Quarter, SY 2020-2021
CALENDAR

Week No. Lesson No./ Topic Learning Competencies Learning Targets

The learner…
1 Solving System of Linear illustrates a system of I can give an example of a system of linear
April 5-9 Equations in Two Variables linear equations in two equations in two variables.
variables.
I can find the solution of the system of
graphs a system of linear linear equation in two variables using:
equations in two -Graphing method.
variables. -Elimination method.
-Substitution method.
solves problems involving
systems of linear I can solve problems involving systems of
equations in two linear equations.
variables by (a) graphing;
(b) substitution; (c)
elimination.
2 Linear Inequalities in Two differentiates linear I can differentiate linear inequalities in
April 12-17 Variables inequalities in two two variables from linear equations in two
variables from linear variables.
equations in two
variables. I can determine when to use dashed line
or solid line.
illustrates and graphs
linear inequalities in two I can graph linear inequalities in two
variables. variables.

solves problems involving I can solve problems involving system of

linear inequalities in two linear inequalities in two variables.
variables.
I can solve problems involving system of
solves problems involving linear inequalities in two variables.
systems of linear
inequalities in two
variables.
3 Functions and Relations Illustrates a relation and a I can define concepts related to function
Mar. 8-12 A. Concepts of function. and relation.
Relations and Verifies if a given relation
Function is a function. I can give examples of function and
B. Ways of describing Finds the domain and relation.
Relations and range of a function.
Function determines dependent I can identify whether the given relation is
C. Domain and Range and independent a function.
of a Function variables.
D. Linear Functions graphs and illustrates a I can determine dependent and
linear function and its (a) independent variables on a given relation.
domain; (b) range; (c) I can find the domain and range of a given
table of values; (d) relation or function.
intercepts; and (e) slope.
Solve problems involving I can define the domain and range of
linear functions. linear functions

I can illustrate linear functions by:

a. Domain and range
b. Tables of values
 c. Intercepts
d. Slope
I can solve problems involving linear
functions.
4 Geometry Represents point, line I can give examples of things that
May 3-8 A. The Undefined Terms and plane using concrete represent point, line and plane.
B. Kinds of Angles and pictorial models
Illustrates subsets of a I can illustrate subsets of a line.
line.
I can classify different kinds of angles.
Classifies the different
kinds of angles.
5 C. Angle Pairs Derives relationships of I can identify different angle pairs such as
May 10-15 1. Adjacent Angles geometric figures using adjacent angles, complementary angles,
2. Complementary Angles measurements and by supplementary angles, vertical angles and
3. Supplementary Angles inductive reasoning; angle pair.
4. Vertical Angles supplementary angles,
5. Linear Pair complementary angles, I can determine the relationships of
congruent angles, vertical different angle pairs using measurements
angles, adjacent angles, and by inductive reasoning.
linear pairs,
perpendicular lines, and
parallel lines.
May 17-22 Performance Task and 4th Quarterly Examination

Prepared by:

Mr. Jude Anthony Roberto and Miss Joanabelle Zita

Grade 8 Mathematics Teachers
 CN: _______ DATE: ______________________________
NAME: _______________________________ GRADE & SECTION: ___________________

Guide to Learning Packets

Mathematics 8
Fourth Quarter, SY 2020 -2021

Week 1: Solving System of Linear Equations in Two Variables

Learning Competencies:
The learner:
-illustrates a system of linear equations in two variables.
-graphs a system of linear equations in two variables.
-solves problems involving systems of linear equations in two variables by (a) graphing; (b) substitution; (c) elimination.

Essential Question:
How can we apply the concept of systems of linear equations in two variables in dealing with real-life problems?

Learning Target Learning Activities

The students can: Engage
Give an example of a • Students answer Worksheet 1 for an overview of solving systems of linear
system of linear equations equations in two variables.
in two variables.
Explore
Find the solution of the • Students read and study pages 165-170, 174-187 of their textbook.
system of linear equation • Students watch and study a teacher-made video which can be accessible in MS
in two variables using: Teams.
-Graphing method. Explain
-Elimination method. • Students ponder on the guide questions which will be further discussed on the
-Substitution method. synchronous session.
Extend
Solve problems involving • Students answer on page 188-192 (Roman Numerals II nos. 15, 16, 20, IV
systems of linear 32,33,35, VI 58,59,63, VII 71-73) of their textbook.
equations. • Students answer Worksheet 2 for further deepening and mastery.
Evaluate
• Students answer the summative quiz.

Prepared by:

Mr. Jude Anthony Roberto & Miss Joanabelle Zita

Grade 8 Mathematics Teachers
Benedicite!

We’ve reached the last quarter of this school year! In this quarter, we will primarily discuss solving systems of
linear equations, linear inequalities, functions and relations, basic concepts in geometry and angle pairs. The
competencies that you are expected to develop will be used in dealing with complex problems especially most of
real-life situations. Most of our activities will still be from the E-Math 8 with some additional and more challenging
examples from us.

GENERAL DIRECTIONS:
1. Read and study the contents of this learning packet.
2. Answer all the worksheets indicated in this learning packet.
3. Answer keys are provided in this packet; however, it is suggested that you must finish first one worksheet
before proceeding to the next worksheet. The purpose of which is for you to review your answers against the
answer keys. This is to ensure that you can achieve our learning targets. Remember, DON’T SKIP.
4. Follow the schedule of the submission of worksheets. Make sure that all submitted worksheets are complete
and accomplished with corresponding scores. Record only your initial scores in the formative assessment table
below.
5. Regarding the summative assessment, your scores will be shown to you upon submission of the succeeding
learning packet.

CN. ____ Name: ____________________ Grade & Section: ________________________

Formative Assessments Score Summative Assessment Score
Worksheet 1 /11 Quiz 1
Page 188-192(E-Math 8) /12
Worksheet 2 /14
/14

Before we dive in to our first lesson, let us refresh our knowledge and skills in simplifying rational expressions.

WORKSHEET 1

A. Complete each table

𝑥 𝑦 =𝑥−3 𝑥 𝑦 = 2𝑥 − 5
𝑦 =𝑥−3 𝑦 = 2𝑥 − 5
−2 −5 = −2 − 3 −2 −9 = 2(−2) − 3
−1 𝑦 = −5 −1 = −4 − 5
𝑦 = −9
0 0
1 1
2 2
3 3

B. Observe the two tables, the ordered pair are the solutions to the given equations. Each of the two equations has
infinite solutions. Are there any ordered pair common to both equations? _________________

Recall that the graph of a linear equation in two variables is a straight line and each point on the line satisfies the
equation. Thus, each point on the line is a solution to the equation. In this lesson, we focus our discussion on systems of
equations and various methods of determining the solution to this system of equations.

Solving System of Linear Equations in Two Variables

Read pages 165 to 170 of your E-Math 8.

 For further understanding, watch and study the video which will be posted in your class team.

To further sharpen your skills and knowledge in solving systems of linear equations, let us answer page 188-
192 (Roman Numerals II nos. 15, 16, 20, IV 32,33,35, VI 58,59,63, VII 71-73) of your E-Math 8. SHOW YOUR
COMPLETE SOLUTIONS on a clean sheet of paper. Attach your solutions to this learning packet for
submission.

THINK ABOUT IT…

Answer the following questions:

1. Suppose that two linear equations are graphed on the same coordinate axes. What would the graph look
like if the system has infinitely many solutions? Has a single solution? Has no solution?
2. What will happen when you solve a system of linear equations in two variables that has no solution using
either elimination or substitution?
3. What will happen when you solve a system of linear equation in two variables that has infinite solution
using either elimination or substitution?
Note: The answers to those questions will be further discussed in this week’s synchronous session.

Further Examples

Example 1 Solve the system by graphing

3𝑥 + 2𝑦 = 12 (2, 3)
{ 𝑥 − 2𝑦 = −4
𝑥 − 2𝑦 = −4

Solution:
Find the 𝑥 − intercept by setting 𝑦 = 0 and find 𝑦 −intercept by setting
𝑥 = 0. Thus:
3𝑥 + 2𝑦 = 12 𝑥 − 2𝑦 = −4
𝑥 − intercept (4, 0) 𝑥 − intercept (−4, 0) 3𝑥 + 2𝑦 = 12
Figure 1
𝑦 − intercept (0, 6) 𝑦 − intercept (0, 2)

Plot the points and trace the lines. The graphs are shown in Figure 1. Each equation has infinite number of
solutions (ordered pairs) corresponding to points on the line. The two lines intersect at (2, 3), the only point
contained in both lines. Thus, (2, 3) is the only ordered pair satisfying both equations.

Check:
3𝑥 + 2𝑦 = 12 𝑥 − 2𝑦 = −4
? ?
3(2) + 2(3) = 12 2 − 2(3) = − 4
? ?
6 + 6 = 12 2−6 =−4
✓ ✓
12 = 12 −4 = − 4

Thus, the solution set is {(2, 3)}.

Example 2. Solve the system by elimination
2𝑥 + 3𝑦 = −8 𝐸𝑞. 1
{
3𝑥 − 4𝑦 = 5 𝐸𝑞. 2

Solution:
Both equations are in standard form.

Suppose we want to eliminate 𝑥. The coefficient of 𝑥 in eq (1) is 2 and the coefficient of 𝑥 in eq (2) is 3. The LCM
of 2 and 3 is 6. Thus, to make the coefficient 𝑥 equal to 6, we multiply Eq (1) by 3 and Eq (2) by 2 to make the
coefficients of 𝑥 in both equations numerically equal.

6𝑥 + 9𝑦 = −24 Multiply both sides of (Eq. 1) by 3

6𝑥 − 8𝑦 = 10 Multiply both sides of (Eq. 2) by 2
Subtract the two obtained equations.

6𝑥 + 9𝑦 = −24
− 6𝑥 − 8𝑦 = 10
17𝑦 = −34

Solving the obtained equation gives 𝑦 = −2

To find 𝑥, we substitute 𝑦 = −2 in either Eq (1) or Eq (2)

Substituting to Eq. (2) gives
3𝑥 − 4𝑦 = 5
3𝑥 − 4(−2) = 5
3𝑥 + 8 = 5
3𝑥 = −3
𝑥 = −1
The solution set is {(−1, −2)}. Checking is left as your exercise.

Example 3 Solve the system using substitution method.

4𝑥 + 𝑦 = −2 𝐸𝑞. 1
3𝑥 − 2𝑦 = 15 𝐸𝑞. 2
Solution:
Solve equations in one variable in terms of the other. Using Eq. 1, solve for 𝑦 in terms of 𝑥.
4𝑥 + 𝑦 = −2
𝑦 = −4𝑥 − 2 Eq. 3

Substitute (−4𝑥 − 2) for 𝑦 in Eq. ( 2 ) to obtain an equation in 𝑥

3𝑥 − 2𝒚 = 15
3𝑥 − 2(−𝟒𝒙 − 𝟐) = 15 Eq. 4

Solve for 𝑥 in Eq. 4.

3𝑥 − 2(−4𝑥 − 2) = 15
3𝑥 + 8𝑥 + 4 = 11
𝑥=1
Solve for the other variable, 𝑦. Substitute the value of 𝑥 in Eq. 3.
𝑦 = −4𝑥 − 2
𝑦 = −4(1) − 2
𝑦 = −6

Check the solution (1, −6) to both equations, Eq. 1 and Eq. 2.
4𝑥 + 𝑦 = −2 3𝑥 − 2𝑦 = 15
? ?
4(1) + (−6) =− 2 3(1) − 2(−6) = 15
✓ ✓
−2 =− 2 15 = 15
 The solution set is {(𝟏, −𝟔)}
Example 4 The total price for 4 wintermelon milk teas and 3 taro milk teas with brown sugar is Php 480 and
the total price for 3 wintermelon milk teas and 2 taro milk teas with brown sugar is Php 340. What
is the price of each?
Solution:
The price of each kind of milk tea is asked in the problem.
Let 𝑥= price of each wintermelon milk tea
𝑦= price of each taro milk tea with brown sugar
From the given information in the problem, we can write the following equations:
4𝑥 + 3𝑦 = 480
3𝑥 + 2𝑦 = 340
To solve this system, we multiply the first equation be 2 and the second equation by −3 and then add. Hence,
2(4𝑥 + 3𝑦) = 2(480)
−3(3𝑥 + 2𝑦) = −3(340)

8𝑥 + 6𝑦 = 960
−9𝑥 − 6y = −1020
−𝑥 = −60
𝑥 = 60

Substituting 60 for 𝑥 in equation 2 gives,

3𝑥 + 2𝑦 = 340
3(60) + 2𝑦 = 340
2𝑦 = 160
𝑦 = 80

Each wintermelon milk tea costs Php 60 each and each taro milk tea with brown sugar costs Php 80.

Checking will be left as your exercise.

 WORKSHEET 2
A. Solve each system of linear equations using any method. Show your complete solutions.

𝑥 + 2𝑦 = 6 −2𝑥 + 𝑦 = 2
1. { 2. {
−2𝑥 + 3𝑦 = −5 𝑥 − 4𝑦 = 6

𝑥+𝑦 =1 2𝑥 − 3𝑦 = 4
3. { 4. {
3𝑥 + 2𝑦 = 6 4𝑥 + 6𝑦 = 8

3𝑥 + 4𝑦 = −4 6𝑥 − 3𝑦 = 5
5. { 6. {
2𝑥 − 5𝑦 = 5 −2𝑥 + 𝑦 = 4

2𝑥 + 7𝑦 = −6 3𝑥 − 𝑦 = 13
7. { 8. {
−4𝑥 + 5𝑦 = 12 4𝑥 − 5𝑦 = 10

B. Solve the following problems. Show your complete solution. (2pts each)

9. The sum of the digits of a two-digit number is 8. If the digits are reversed, the new number is 36 more than the
original number. Find the original number.

10. A minor basketball league 120 fans and draws in Php5,850 in revenue from ticket sales. A child's ticket costs Php40
and an adult's ticket is Php70. How many of each type of ticket were sold?

11. The cost of admission to a circus was Php1,620 for 12 children and 3 adults of the first group. For the second group,
the admission was Php1220 for 8 children and 3 adults. How much was the admission for each child and adult?
 SUMMATIVE TEST

A. Solve each system of linear equations using any method. Show your complete solutions.

3𝑥 + 𝑦 = 7 𝑥 + 2𝑦 = 4
1. { 2. {
𝑥 + 2𝑦 = −6 3𝑥 − 𝑦 = 5

𝑦 = −2𝑥 + 4 𝑥+𝑦 =7
3. { 4. {
2 = 𝑥 − 3𝑦 2𝑥 − 3𝑦 = 4

6𝑥 − 3𝑦 = 11 3𝑥 + 𝑦 = 1
5. { 6. {
4𝑥 + 5𝑦 = −9 4𝑥 + 3𝑦 = −7

𝑦 = 2𝑥 − 30 2𝑥 + 3𝑦 = 35
7. { 8. {
2𝑥 − 5𝑦 = −1 𝑥−𝑦 =0

B. Solve the following problems. Show your complete solution. (2pts each)

9. The sum of the digits of a two−digit number is 9. When the digits are reversed, the number is decreased by 45. Find
the number.

10. A certain two-digit number is equal to 9 times the sum of the digits. If 63 were subtracted from the number, the
digits would be reversed. Find the number.

11. A batch of 256 consists of students who either have blue or yellow shirts. If there are seven more than thrice the
number of people with blue shirts than there are people with yellow shirts, how many of the students have blue shirts?
 Oronce, O. and Mendoza, M. (2019). E-Math 8. Manila: Rex Book Store, Inc.

ANSWER KEY

WORKSHEET 1
A.
𝑥 𝑦=𝑥−3 𝑥 𝑦 = 2𝑥 − 5
−2 −5 −2 −9
−1 -4 −1 -7
0 -3 0 -5
1 -2 1 -3
2 -1 2 -1
3 0 3 1

B.
Their common ordered pair is (2, −1).

PAGE 188-192 Practice and Application

15. {(𝑥, 𝑦)|𝑦 = 3𝑥 − 4} 32. (8,2) 58. (2,8) 71. They need to sell 75 t-shirts and 25 caps.
2 34
16. ( , − ) 33. (4,1) 59. (−4,0) 72. Php80000 is invested at 5% interest and Php 120000 is invested
3 3

20. (0,4) 35. (5,7) 60. (3,7) at 8% interest.

73. 375L of 10% acid solution and 125L of 30% acid solution are
mixed to make 500L of 15% acid solution.
WORKSHEET 2
1. (4,1) 6. No solution or 
2. (−2, −2) 7. (−3,0)
3. (4, −3) 8. (6,5)
4. (2,0) 9. The original number is 26.
5. (0, −1) 10. 85 child tickets and 35 adult tickets were sold.
11. How much was the admission for each child and adult? Admission for each
child costs Php 100 while admission for each adult costs Php 140.