Diocesan Schools of Urdaneta

ST. PHILOMENA’S ACADEMY

Pozorrubio, Pangasinan

Junior High School Department

LEARNING PLAN
SECOND QUARTER
S.Y. 2023-2024

Subject: MATHEMATICS Grade Level: 8

Topic: Solving Systems of Linear Inequalities (Weeks 1-2) Quarter: 2(November-January)

Unit Content:
Standard The learner demonstrates key concepts of linear inequalities in two variables, systems of linear
inequalities in two variables and linear functions.
Performance:
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 PLAN

EXPLORE

Activity 1:

END OF EXPLORE:

Now you are done differentiating an expression and an equation.

By doing the next activity you will identify real-life situations
related to inequalities.
 FIRM-UP (ACQUISITION)
LC1. Illustrate linear
inequalities in two Activity 2: FILL IN THE BLANKS
variables Direction: Fill in the blank/s to make each statement true.
1. The graph of a linear inequality in two variables includes a region known as
a/an _________.
2. For a linear inequality involving the symbols < or > in two variables, the
Learning Target: _______ is dashed.
I can illustrate linear 3. A ________ consists of two or more inequalities considered simultaneously.
inequalities in two 4. A ________ of a system of inequalities is a pair of numbers that satisfies each
variables inequality of the system.
5. The symbol ≥ means _________ or _________.

LC2. Differentiate linear Activity 4: SORTING

inequalities in two Direction: Shown below are sets of mathematical statements. Sort the
variables from linear mathematical statement inside the box by writing it in its proper row as shown in
equations in two the table.
variables.

Learning Target:
I can differentiate linear
inequalities in two
variables from linear
equations in two
variables.

PROCESS QUESTIONS:

1. Which mathematical are linear inequalities in two variables? Linear equation in

two variables?
__________________________________________________________________

2. How did you identify linear inequalities in two variables and linear equations in
two variables?
__________________________________________________________________

3. In what way does y ≤ 7x + 21 differ from y = 7x + 21? How about 3y – 7 < 5x

and 3y – 7 = 5x?
__________________________________________________________________

4. How do you differentiate linear inequalities in two variables from linear

equations in two variables?
__________________________________________________________________

END OF FIRM-UP:

Now that you have a deeper understanding of the topic,

you are ready to do the tasks in the next section.
 MAKE MEANING (DEEPEN)
LC 3. Graph linear
inequalities in two Activity 8: GRAPHING Soaring
variables Direction: Graph the solution of each of the following systems.

Learning Target:
I can graph linear
inequalities in two
variables

Activity 9: GRAPHING
Direction: Graph each system of linear inequalities

1. x + y ≥ -2 2. y < 3x 3. x ≥ -y + 3

4. y > -6 5. x ≥ -2

END OF DEEPEN:

Now that you have a deeper understanding of the topic,

you are ready to do the tasks in the next section.

LEARNING
TRANSFER
COMPETENCY
LC4. solves problems
involving linear Activity: Problem Solving
inequalities and system Direction: Answer the following problems.
of linear inequalities in
two variables Problem 1:
In a basketball game, 2 points are given for a field goal and 1 point for a
Learning Target: free throw. Suppose a player has scored at least 5 points in every game and has a
I can solves problems season high score of at most 20 points in one game, how many field goals and
involving linear free throws could have been made by the player in any one game?
inequalities and system
of linear inequalities in
two variables
Problem 2:
A radio station plans to give away tickets to a play for seats that cost
P450.00 and P900.00. They want to give away at least 20 tickets with a total cost
of not more than P12,600.00. Give possible combinations of the number of tickets
that can give away.

PROCESS QUESTIONS:

1. What have you learned about the activity?

__________________________________________________________________

2. How did the task help you see the real world use of the topic?
__________________________________________________________________

3. What new realizations do you have about the topic?

4. What new connections have you made for yourself?

END OF TRANSFER:
 Diocesan Schools of Urdaneta
ST. PHILOMENA’S ACADEMY
Pozorrubio, Pangasinan

Junior High School Department

LEARNING PLAN
SECOND QUARTER
S.Y. 2023-2024

Subject: MATHEMATICS Grade Level: 8

Topic: Relation and Function (Week 3-5) Quarter: 2

Unit Content:
Standard The learner demonstrates key concepts of linear inequalities in two variables, systems of linear
inequalities in two variables and linear functions.
Performance:
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 PLAN

EXPLORE

Activity1

There are many real-life situations where the value of one variable depends on
the value of another variable. One situation is shown below.

A supermarket holds a closing-out sale. All merchandise are sold at 30%

discount. For the convenience of the shoppers, the marketing supervisor considers a
table of marked prices (Phpx) and their corresponding selling prices (Phpy). A
portion of the table is given and he needs your help to complete it.

Marked Price (Phpx) 50 100 150 200 250 300 350

Selling Price (Phpy)

1. Complete the given table.

2. Represent each pair of value of x and y in the table as an ordered pair.
__________________________________________________________________

3. Use the ordered pairs in Item number 2 and plot them on the coordinate plane.

4. Connect the points. What do you notice?

5. Suggest an equation relating x and y. ______________________________
 FIRM-UP (ACQUISITION)
LC1. Illustrates a
relation and a function Activity 3: CLASSIFYING
Direction: Classify each correspondence as a function or a relation that is not a
function.

Learning Target:
I can illustrate a
relation and a function

LC2. Verifies if a Activity 4: IDENTIFICATION

given relation is a A. Direction: Determine whether or not each relation is a function.
function

Learning Target:
I can verify if a given
relation is a function
B. Direction: State whether or not each relation is a function.
 MAKE MEANING (DEEPEN)
LC 3. Finds the
domain and range of a Activity 6: CAN YOU TELL?
function Direction: Find the domain and the range of the following functions.

Learning Target:
I can find the domain
and range of a
function

END OF DEEPEN:

LEARNING
TRANSFER
COMPETENCY
LC4. solves problems
involving linear Activity 10: Problem Solving
functions Direction: Answer the following problems.

Learning Target: Problem 1:

I can solve problems 1. Complete the table below. Consider f is a linear function. Values of x and f(x) are
involving linear given in the table below.
functions

Problem 2:
A family of linear functions is given by f(x) = mx + (3 – 2m)

a. Graph f for m = 0, 1, 2, -3, and -5

b. What do all graphs in part a) have in common?
c. Justify your answer to part b) analytically.
d. Write the equation of the family of functions whose graphs pass by the same
point (-2, -4).
Activity 11: PERFORMANCE TASK

You are a newly hired computer programmer of your company. Your company
is presently encountering problems in terms of salary payment because the company
has no computerized program to determine the salary of each employee for every
pay period. Computation of deductions like taxes, SSS payment, PAG-IBIG,
absences and leave as well as overtime pay and incentives are not regularly reflected
in the record. You are hired by the company to fix this problem. You are expected to
create a program considering the following factors: basic salary, tardiness, absences,
overtime, incentives, etc. The program, must be appropriate to the needs and present
situation of the company, formulas must be correct and accurate, and easy to use.
Prepare an audio recording to explain how the program works.

Rubric of the Performance Task

Components 1 2 3 4
Beginning Developing Satisfactory Excellent
Use of Correct Explanation Explanation Explanation Explanation
concepts shows shows limited shows shows
minimal understanding substantial extensive
understanding of the understandin understanding
of the underlying g of the of the
underlying concepts used underlying underlying
concepts used to process concepts used concepts used
to process data to process to process
data data data
Appropriatenes Three or One or two Details of the Details of the
s more parts part is program are program are
are not missing updated with updated with
existing in the the present the present
company needs of the needs of the
company company and
provision for
future
possible
deductions or
incentives
Accuracy Most of the There are two All All
computations or three computations computations
are wrong which are are correct are correct.
inconsistent Icons appear
if data is not
appropriate
Usability Only experts Program is Program can Program can
and the hard to be operated be operated by
person who operate. It by an an ordinary
created the requires long ordinary employee.
program can term employee Formulae and
operate orientation cells are
before using protected so
it that results
can’t be
manipulated
easily. May
required basic
knowledge on
programming?
 Diocesan Schools of Urdaneta
ST. PHILOMENA’S ACADEMY
Pozorrubio, Pangasinan

Junior High School Department

LEARNING PLAN
SECOND QUARTER
S.Y. 2023-2024

Subject: MATHEMATICS Grade Level: 8

Topic: Logical Reasoning (Week 6) Quarter: 2

Unit Content:
Standard The learner demonstrates understanding of key concepts of logic and reasoning.
Performance:
The learner is able to communicate mathematical thinking with coherence and clarity in
formulating and analyzing arguments.

LEARNING PLAN

EXPLORE

Activity 1: Anticipation Reaction Guide

Direction: Respond to each statement twice: once before the lesson and
again after the lesson.

Write A if you agree with the statement.

Write B if you disagree with the statement.
 FIRM-UP (ACQUISITION)
LC1. Determines the
relationship between the Activity 2: MATCHING TYPE
hypothesis and the conclusion Direction: Draw a line to match each input with its corresponding output.
of an if-then statement

Learning Target:
I can determine the
relationship between the
hypothesis and the conclusion
of an if-then statement

PROCESS QUESTIONS:
1. How did you connect the input to the output?
____________________________________________________________

2. Does the output really match the input?

____________________________________________________________

3. How do the phrases in the input and output differ?

Activity 2: IDENTIFICATION (p.231) E-Math

A. Direction: Write the hypothesis and the conclusion of each conditional.
a. If 4x -1 = 7, then x = 2
b. 2m = 10 implies m = 5
c. I can’t drive if I’m tired
d. I will pass the subject only if I will pass the final exam.

Hypothesis Conclusion
a
b
c
d

B. Direction: Underline the hypothesis once and the conclusion twice.

(Soaring)
1. If today is Monday, then tomorrow is Tuesday.
2. If a truck weighs 2 tons, then it weighs 4000 pounds.
3. If you mix yellow and blue paints, then you have green paint.
4. If the province is Bohol, then its capital is Tagbilaran City.
5. If today is October 1, then yesterday was September 30.

C. Direction: Identify the hypothesis and conclusion of each of the

following statements.

1. If two lines from right angles, then the lines are perpendicular.
Hypothesis: _______________________________
Conclusion: _______________________________
 2. If x + 20 = 32, then x = 12.
Hypothesis: _______________________________
Conclusion: _______________________________

3. If you are a third-year high school student, then you are a junior high
school student.
Hypothesis: _______________________________
Conclusion: _______________________________

4. If an angle measures 20°, then it is acute.

Hypothesis: _______________________________
Conclusion: _______________________________

5. If a figure is a square, then it is quadrilateral.

Hypothesis: _______________________________
Conclusion: _______________________________

MAKE MEANING (DEEPEN)

LC. 2 transforms a statement
into an equivalent if-then Activity: Complete Me!
statement Direction: Convert each conditional statement into if-then form.

1. All square are rectangle.

Learning Target: If _________________, then ____________________
I can transform a statement
into an equivalent if-then 2. A polygon with nine sides is a nonagon.
statement If _________________, then ____________________

3. Collinear points lie on the same line.

If _________________, then ____________________

4. Come here and you will get a reward.

If _________________, then ____________________

5. Equilateral triangles are equiangular.

If _________________, then ____________________

GUIDE QUESTIONS:
1. How did you identify the hypothesis and the conclusion of the given
statements?
____________________________________________________________
2. Does identifying the hypothesis and conclusion will help you in
converting the statement to if-then form? Why?
 LEARNING COMPETENCY TRANSFER
LC 3. Appreciate the
importance of a good if-then Activity : Anticipation Reaction Guide
statement in real-life Direction: Respond to each statement twice: once before the lesson and
arguments. again after the lesson.

Learning Target: Write A if you agree with the statement.

I can appreciate the importance Write B if you disagree with the statement.
of a good if-then statement in
real-life arguments
 Diocesan Schools of Urdaneta
ST. PHILOMENA’S ACADEMY
Pozorrubio, Pangasinan

Junior High School Department

LEARNING PLAN
SECOND QUARTER
S.Y. 2023-2024

Subject: MATHEMATICS Grade Level: 8

Topic: Conditional Statements and Their Converses (Week 7-8) Quarter: 2

Unit Content:
Standard The learner demonstrates understanding of key concepts of logic and reasoning.
Performance:
The learner is able to communicate mathematical thinking with coherence and clarity in
formulating and analyzing arguments.

LEARNING PLAN

EXPLORE

Activity : Anticipation Reaction Guide

Direction: Respond to each statement twice: once before the lesson and
again after the lesson.

Write A if you agree with the statement.

Write B if you disagree with the statement.
 FIRM-UP (ACQUISITION)
LC1. Illustrates equivalences
of: (a) the statement and its Activity 1: Multiple Choice
contrapositive; and (b) the Direction: Choose the letter of the correct answer.
converse and inverse of a
statement 1. What do you call the statements having the same corresponding truth
values?
a. congruent c. equivalent
Learning Target: b. equal d. similar
I can illustrate equivalences of:
(a) the statement and its 2. Which of the following is equivalent to an if-then statement?
contrapositive; and (b) the a. contrapositive c. hypothesis
converse and inverse of a b. converse d. inverse
statement
3. Which of the following is equivalent to an inverse of an if-then
statement?
a. conclusion c. converse
b. contrapositive d. hypothesis

4. What should be the truth value of an if-then statement if its equivalent

statement is true?
a. true c. sometimes true
b. false d. necessarily true

For items 5-6 consider the statement if the house is clean,

then my mother is happy” and refer to the truth table provided.

Activity: Fill in the blank

Direction: Fill in each blank to complete each statement below.

To write the converse of a given conditional statement, __________ the

hypothesis and conclusion. The inverse and contrapositive are formed using
__________ of the hypothesis and the conclusion.

If a given statement is true, the ___________ and ___________ are not

necessarily true. However, the ___________ of a true conditional is always
_________, and the _______________ of a false conditional is always
____________. If the original statement and its converse are both true then
the statement is _______________.

Statements with the ____________ truth values are said to be logically

equivalent. Hence, a conditional and its ________ are logically equivalent
so as its ___________ and _____________.
 Activity: Completing the table

A. Direction: Consider the if-then statement: “ If it rained last night, then

the road is wet”; and its implications. Complete the table of truth values that
is shown below.

GUIDE QUESTIONS:
1. How did you determine the truth values of the hypothesis and
conclusion?
____________________________________________________________

2. How did you come up with the truth values for the decisions?
____________________________________________________________
B. Directions: Consider the same if-then statement used in Activity A, its
converse and its implications. Fill in the table below with the missing truth
values. If-then statement (if p, then q): if it rained last night, then the road
is wet. Converse (if q, then p): If the road is wet, then it rained last night

GUIDE QUESTIONS:
1. Do you remember any relationship of the truth values of the if-then
statement and its converse? State briefly.?
____________________________________________________________

2. How did you determine the truth values of the hypothesis and
conclusion?
____________________________________________________________

3. How did you come up with the truth values for the decisions?
____________________________________________________________

LEARNING COMPETENCY MAKE MEANING (DEEPEN)

LC2. Determines the inverse, Activity: Judge Us!
converse, and contrapositive of
an if-then statement Direction: Determine the following statement if it is converse, inverse or
contrapositive of the given conditional (if-then) statement.
Learning Target:
I can determine the inverse, Conditional statement: If it is a right angle, then its measure is 90 degrees.
converse, and contrapositive of
an if-then statement 1. If the measure of the angle is 90 degrees, then it is a right angle.
2. If the measure of the angle is not 90 degrees, then it is not a right angle.
3. If the angle is not a right angle, then its measure is not a 90 degrees.

Conditional statement: If you do your homework, then you will pass in

Mathematics.

4. If you do not pass in Mathematics, then you do not do your homework..

5. If you passed in Mathematics, then you did your homework.
6. If you do not do your homework, then you will not pass in Mathematics.

Activity: What Am I?
Direction: Identify if the following statements are the converse, inverse or
contrapositive of the conditional statement. Check the column of your
answer.
 Activity : Anticipation Reaction Guide
Direction: Respond to each statement twice: once before the lesson and
again after the lesson.

Write A if you agree with the statement.

Write B if you disagree with the statement.

PROCESS QUESTIONS:
1. Are your new answers different from your previous answers? Discuss.
__________________________________________________________
2. How did you score?
__________________________________________________________
3. Can you now say that you are knowledgeable on logic and reasoning?
Why?
__________________________________________________________

LEARNING COMPETENCY TRANSFER

LC3. Relate the inverse,
converse and contrapositive of
conditional (if-then) statements Direction: Write a conditional statement about the situation below and state
to real-life situations. its converse, inverse, and contrapositive.

“Some students are faced with problems in life such as failing

Learning Target: grades and difficulties in meeting deadline.”
I can relate the inverse,
converse and contrapositive of
conditional (if-then) statements
to real-life situations.
 Diocesan Schools of Urdaneta
ST. PHILOMENA’S ACADEMY
Pozorrubio, Pangasinan

Junior High School Department

LEARNING PLAN
SECOND QUARTER
S.Y. 2023-2024

Subject: MATHEMATICS Grade Level: 8

Topic: Patterns and Inductive Reasoning (Week 9) Quarter: 2

Unit Content:
Standard The learner demonstrates understanding of key concepts of logic and reasoning.
Performance:
The learner is able to communicate mathematical thinking with coherence and clarity in
formulating and analyzing arguments.

LEARNING PLAN

EXPLORE

Activity : Anticipation Reaction Guide

Direction: Respond to each statement twice: once before the lesson and
again after the lesson.

Write A if you agree with the statement.

Write B if you disagree with the statement.
 FIRM-UP (ACQUISITION)
LC1. Differentiate the
inductive and deducting Activity: IDENTIFICATION
reasoning
Direction: Identify the type of reasoning used in each of the following
situations. Write IR if the statement is inductive reasoning and DR if it is
Learning Target: deductive reasoning.
I can differentiate the inductive
and deducting reasoning

LEARNING COMPETENCY MAKE MEANING (DEEPEN)

LC2. Use deductive or
deductive reasoning in an Activity: Let’s Write! s
argument

Learning Target: 1. Write an entry in your notebook describing how much you have learned
I can use deductive or about inductive and deductive reasoning, and how these can be applied to
deductive reasoning in an real-life situation.
argument
LEARNING COMPETENCY TRANSFER
LC3. Writes a proof (both
direct and indirect)
Activity: PERFORMANCE TASK

Direction: Given the proposition “If you will follow the health protocols
Learning Target:
during COVID-19 pandemic, then you will be safe from getting infected
I can write a proof (both direct
with the virus.” Do you agree with the statement? Justify your answer by
and indirect)
citing your proofs.

Prepared by:

ANGELICA B. NACIS
Subject Teacher

Checked by:

ANGELEE MAE E. VALENCIA

Regstrar

Counterchecked by:

ARMANDO C. ESPIRITU
Asst. Principal

Certified Correct/Approved by:

MAYFLOR O CAYETANO, EdD

Principal