CURRICULUM MAP

MATHEMATICS 8
CORE LEARNING AREA STANDARDS: The learner demonstrates understanding and appreciation of key concepts and principles of mathematics as applied – using appropriate
technology – in problem solving, critical thinking, communicating, reasoning, making connections, representations, and decisions in real life.

GRADE 8 LEVEL STANDARD: The learner demonstrates understanding of key concepts and principles of patterns and algebra (factors of polynomials, rational algebraic
expressions, linear equations and inequalities in two variables); geometry (axiomatic structure of geometry, triangle congruence, inequalities in
a triangle, and parallel and perpendicular lines); and statistics and probability (probability of simple events) as applied – using appropriate
technology – in critical thinking, problem solving, reasoning, communicating, making connections, representations, and decisions in real life.
QUARTER: FIRST QUARTER
UNIT NUMBER: 1
UNIT TITLE: SOME BASIC TOPIC IN ALGEBRA
NUMBER OF MEETINGS: 13 meetings
CONTENTS STANDARDS: PERFORMACE STANDARDS:
The learner demonstrates understanding of key concepts of sets and the real The learner is able to formulate challenging situations involving sets and real numbers
number system, rectangular coordinate system and its uses, relations and and solve these in a variety of strategies, rectangular coordinate system and its uses,
functions, function notation and algebra functions. relations and functions, function notation and algebra of functions.
Real – life Context:
The learners develop endurance and withstand every trial in life.

CONTENT/RESOURCES CORE UNDERSTANDING SKILLS ASSESSMENT ACTIVITIES/STRATEGIES VALUES/SUBJECT

CORE QUESTION
Patterns and Algebra Core Questions:
Students will keep
considering the following
A. Some Basic Topics in questions:
Algebra
CQ1. Why is life full of
- challenges?
Review of Sets
The learner should be able to…
A1. describe well-defines sets,
subsets, universal sets, and the
null set and cardinality of sets.
A2. illustrate union and
intersection of sets and the
difference of two sets.
INTEGRATATION
Preassessment A1-A3. Group activity: show or The learner
present a graphic organizer becomes a
A1-A9. A paper and pen test good showing the different ways of responsible and
for 15-20 minutes will be describing a set. work out solutions
administered to assess learners' to problems.
acquired prior knowledge and skills
regarding the topic. A4. Mastery Learning:
Paper and Pen
- CQ2. Have you ever run Warm-up Practice and the
The Rectangular Coordinate away from a problem? A3. use Venn diagrams to Power Plus activity
System Why? represent sets, subsets, and set Formative Assessment
operation. A1-A9. Answer: A5. Group activity
- CQ3. As a student, how M8AL-la-En
Relations and Functions can you help in a. Warm-up Practices A4-A9. Journals
conserving the renewable A4. plot ordered pairs on a
- and nonrenewable rectangular coordinate system. b. PowerPlus
Function notation and sources of energy?
Algebra of Functions A5. illustrate a relation and a c. Take the Challenge
function.
d. Chapter Review
A6. verify if a given relation is a
Core Understandings function. e. Moving Towards International
Students will understand M8AL-la-(1e-1,2c-1)
that… Math Contest
A7. identify a function through its · Sets
CU1. Trials in life make a domain and range. · Venn Diagrams
person stronger. "Things · Set Operation
that were hard to bear A8. used vertical line test in · The rectangular coordinate system
are sweet to remember." examining if a given relation is a · Relation and function
-Seneca function or not. · Evaluate function, composite
function using f(x) notation.
CU2. There are many A9. evaluate a function, a
alternatives in solving a composite function using f(x) A1-A9. Show the truth and falsity of
problem. notation. a condition stated. (formative)
M8AL-lb-2d-1
CU3. There are many A9. Exlplain the concept of sets and
ways in valuing and real number system and how do
conserving renewable they differ and relate with each
and nonrenewable other by doing what? What is the
sources of energy. task?

A1-A9. Tell a story about your

experience of losing your way in a
certain place and how you found
your way back.
A1-A9. Make a map directing your
house to your school. What do you
mean?

A1-A9. Compare and contrast the

difference between relation and
function through what's the task?

A1-A9. Imagine you are a problem

solver, what problem can you
consider the easiest? most difficult?
why?

Summative Assessment
A1-A9. A written test will be
administered to assess the learners'
knowledge, skills and uderstanding.

A1-A9. Recognize the value of

renewable sources of energy
through a reflection paper using the
concept of sets.
QUARTER: FRST QUARTER
UNIT NUMBER: 2
UNIT TITLE: EXTENDING SPECIAL PRODUCTS AND FACTORING
NUMBER OF MEETINGS: 27 meetings
CONTENTS STANDARDS: PERFORMACE STANDARDS:
The learner demonstrates understanding of key concepts of products of two linear The learner is able to face challenging situations involving products of two linear algebraic
algebraic equations, the concept of identity, special products, factoring, method of equations, the concept of identity, special products, factoring, method of detached
detaches coefficients, synthetic division, polynomial equations, and word problems coefficients and word problems leading to products and factoring.
leading to products and factoring Real – life Context:
The learners make accurate decisions in life.

CONTENT/RESOURCES CORE UNDERSTANDING SKILLS ASSESSMENT ACTIVITIES/STRATEGIES VALUES/SUBJECT

CORE QUESTION INTEGRATATION

Patterns and Algebra
B. Extending Special Products
and Factoring
-Expansion of the Products of
Two linear algebraic
expressions
-The concept of Identity
-Special Products of Algebraic
Expressions
Core Questions: The learner should be able to… Preassessment B1-B2. Group Activity The learner
becomes more
Students will keep B1. expand the product of two B1-B10. A paper and pen test good B3. Journals responsible and
considering the binomials using DPM. for 15-20 minutes will be can follow proper
following questions: administered to assess learners' B4-B7. Group Activity: directions to avoid
B2. learn the meaning of identity acquired prior knowledge and skills Paper folding activity getting lost in a
regarding the topic. new place.
CQ1. How does problem B3. differentiate equation and
nurture as an individual? identities. B1-B10. Mastery
M8AL-lc-En Learning:
CQ2. Why should we
give importance to B4. multiply binomials using FOIL Paper and Pen
following proper method. Formative Assessment
directions in everything
we do? B5. know the formulas for special B1-B10. Answer: Warm-up Practice and
product the Power Plus activity
a. Warm-up Practices
B6. factor out GCF.
b. PowerPlus
Core Understandings B7. factor polynomials by grouping.

-Factoring by Grouping
- Complex Fractions and
Combined Operations with
Rational Expressions
-Equations Involving Rational
Expressions
-Solving Polynomial Equations
by Factoring
-Word Problems leading to
Products and Factoring
Students will c. Take the Challenge
understand that… M8AL-ld-1a-b-1
d. Chapter Review
CU1. One must be B8. multiply and divide polynomials by
prudent in every detached coefficient. e. Moving Towards International
decision he or she use factors to solve quadratic
makes in life. In life, expressions. Math Contest
there is no retake like in ·Products of two binomials
making movies; B9. M8AL-le-En ·Equation and Identities
·Special Products
B10. solve word problems using ·Factoring
CU2. To avoid losing factoring that involve real-life ·Multiplying and dividing polynomials
one's way in a new situations. by detached coefficient.
place, a person must M8AL-lf-1b-2 ·Problem Solving
follow the proper
directions in getting B1-B10. Make a list of points to
there. remember when a person is in a new
place and all alone.
B1-B10. Interpret "United we stand,
divided we fall."
B1-B10. Show the different methods
in solving special products. What is
the skill to developed here?
B1-B10. Evaluate the different
methods of factoring. Which is the
easiest way? most difficult?
B1-B10. Make a new list of points to
remember when a person is in new
place all alone. what for? what skill?
Summative Assessment
B1-B10. A written test will be
administered to assess the learners'
knowledge, skills, and understanding.

B1-B10. Compare and contrast the

different ways of solving special
products and factoring. What is the
task?
CORE LEARNING AREA STANDARDS:
GRADE 8 LEVEL STANDARD:
QUARTER:
UNIT NUMBER:
UNIT TITLE:
NUMBER OF MEETINGS:
CONTENTS STANDARDS:
The learner demonstrates understanding of key concepts of rational algebraic
expressions.
CONTENT/RESOURCES
Patterns and Algebra
C. Systems of Linear Equations
and Inequalities
- Simplifying Rational
Expressions
-Multiplying and Dividing
Rational Expressions
-Adding and Subtracting
Rational Expressions
The learner demonstrates understanding and appreciation of key concepts and principles of mathematics as applied – using appropriate
technology – in problem solving, critical thinking, communicating, reasoning, making connections, representations, and decisions in real life.
The learner demonstrates understanding of key concepts and principles of patterns and algebra (factors of polynomials, rational algebraic
expressions, linear equations and inequalities in two variables); geometry (axiomatic structure of geometry, triangle congruence, inequalities in
a triangle, and parallel and perpendicular lines); and statistics and probability (probability of simple events) as applied – using appropriate
technology – in critical thinking, problem solving, reasoning, communicating, making connections, representations, and decisions in real life.
SECOND QUARTER
3
INTRODUCTION TO RATIONAL EXPRESSIONS
14 meetings
PERFORMACE STANDARDS:
The learner is able to formulate challenging situations involving rational algebraic
expressions.
Real-life Context
The learners realize that every one of them is unique.
CORE UNDERSTANDING SKILLS ASSESSMENT ACTIVITIES/STRATEGIES VALUES/SUBJECT
CORE QUESTION INTEGRATATION
Core Questions: The learner should be able to… Preassessment C1-C2. Group Activity The learner
becomes contented
Students will keep C1. illustrate rational algebraic C1-C7. A paper and pen test good C3, C5 & C7. Journal with who he or she
considering the following expressions. for 15-20 minutes will be is; never envy.
questions: administered to assess learners' C1-C7. Mastery Learning:
C2. simplify rational expressions. acquired prior knowledge and
CQ1. Do you agree with skills regarding the topic. Paper and Pen
cloning? Why? Why not? C3. multiply and divide rational
expressions.
CQ2.Why do we need to M8AL-lla-1c-2 Warm-up Practice and
love ourselves first before the Power Plus activity
others? C4. add and subtract rational Formative Assessment
expressions. C1-C7. Answer:
C5. simplify complex fractions. a. Warm-up Practices
M8AL-llb-1c-d-1
b. Power Plus
-Adding and Subtracting
Rational Expressions with
Different Denominators
-Complex Fractions and
Combined Operations with
Rational Expressions
-Equations Involving Rational
Expressions
-Applications of Rational
Expressions and Equations
Core Understandings C6. solve rational equations.
c. Take the Challenge
Students will understand C7. solve problems involving rational
that… expressions. d. Chapter Review
e. Moving Towards International
CU1. Every one of us is M8AL-llc-1d-2
unique. Math Contest
·Simplifying Rational Expressions
CU2. A person should ·Multiplying and Dividing Rational
accept his individuality. Expression
Envy is not good. ·Adding and Subtracting Rational
Expressions
·Simplifying Complex Fractions
·Simplifying Rational Equations
·Solve word problems involving
rational expressions
C1-C7. Make a "looking-glass self"
paper.
C1-C7. Interpret "All for one, one
for all."- Alexandre Dumas, The
Three Musketeers.
C1-C7. Conduct a survey among
your neighbors regarding their
stand on cloning of human beings
C1-C7. Analyze how unique every
individual is.
Summative Assessment
C1-C7. A written test will be
administered to assess the
learners' knowledge, skills, and
understanding.
C1-C7. Describe a rational
expression by giving example. Be
able to distinguish between a
rational and a rational expression.
QUARTER: SECOND QUARTER
UNIT NUMBER: 4
UNIT TITLE: SYSTEMS OF LINEAR EQUATIONS AND INEQUALITIES
NUMBER OF MEETINGS: 16 meetings
CONTENTS STANDARDS: PERFORMACE STANDARDS:
The learner demonstrates understanding of key concepts of system of linear The learner is able to formulate challenging situations involving system of linear
equations and inequalites. equations and inequalities.

Real – life Context:

The learners make a self – reflection and meditation in times of trouble.

CONTENT/ RESOURCES CORE UNDERSTANDING
CORE QUESTIONS
Patterns and Algebra Core Questions:
D. System of Linear Equations Students will keep
and Inequalities considering the following
questions:
- Graphs of Straight
Lines CQ1. Are you easily worried
even over a petty problem?
- Equations of Straight Why or why not?
Lines
Core Understandings
- Graphs of Inequalities
in the Plane Students will understand
that…
- Graphical solution of CU1. A person should self-
system of Linear reflect and meditate when
Equations something is distressing hem/
her for sanity and peace of
- Solution by mind.
Substitution Method
SKILLS
The learner should be able to
… meditate
D1. Illustrate linear equations
in two variables.
D2. Illustrate the slope of the
line.
D3. graph linear equations
D4 find the equation of a line.
D5. Graphical solution in
solving systems of linear
equations.
M8AL-IId-(1e-3, 1e-4, 1f-1)
ASSESSMENT ACTIVITIES/ STRATEGIES VALUES/ SUBJECT
INTEGRATION
Preassessment D1 – D2. Group Activity The learner learns to
D1 – D9. A paper and pen test D1 – D9. Mastery Learning:
good for 15-20 minutes will
be administered to assess Paper and Pen
learners acquired prior Warm-up Practice
knowledge and skills and the Power Plus
regarding the topic. activity
D1 – D9. Group Activity
Formative Assessment
D1 – D9. Answer:
a. Warm – Up Practices
b. Power Plus
c. Take the Challenge
d. Chapter Review
e. Moving Towards
International Math Contest
- Solution by D6. Use solution by
Elimination Method elimination and substitution  Illustrating linear
method. equations in two
- Word Problems D7. Solve word problems. variables.
Leading to Systems of  Slope of a line
Equations D8. Observe Cramer’s Rule.  Graphing systems of
linear equations
- Determinants and D9. Solve systems of linear  Solutions by elimination
Cramer’s Rule inequalities. and substitution method
 Word problems
- Solving Systems of M8AL-IIe-(2a-2, 3, 2b-1)  Cramer’s Rule
Linear Inequalities  Systems of linear
inequalities

D1 – D9. Explain why is “m” a

symbol for slope?

D1 – D9. Interpret the English

proverb “Worrying is like
sitting in a rocking chair. It
gives you something to do
but it doesn’t get you
anywhere.

D1 – D9. Interview a store

owner on how they project
their sales for a month.

D1 – D9. Reflect on how you

cope to every problem
coming on your way.

Summative Assessment

D1 – D9. A written test will be

administered to assess the
learner’s knowledge, skills
and understanding.
 D1- D9. Solve real life
problems using linear
equation and inequality

D1 – D9. Compare and

contrast the linear equation
and the linear inequality.

QUARTER: SECOND QUARTER

UNIT NUMBER: 5
UNIT TITLE: EXPLORING EXPONENTS AND RADICALS
NUMBER OF MEETINGS: 16 meetings
CONTENTS STANDARDS: PERFORMACE STANDARDS:
The learner demonstrates understanding of key concepts of exponents and radicals The learner is able to formulate challenging situations involving exponents and radicals

Real – life Context:

The learners work out solutions to problems.

CONTENT/ RESOURCES CORE UNDERSTANDING
CORE QUESTIONS
Core Questions:
E. Exploring Exponent and
Radicals Students will keep
considering the following
- General Rule of questions:
Exponents
CQ1. How did you cope up to
- Simplification of problems you encountered
Square Roots with?
- Multiplication and CQ2. Do you believe that
Division of Square every problem has a solution?
Roots
Core Understandings
SKILLS
The learner should be able to
… responsible and work out
E1. Simplify square roots
E2. Multiply and divide
square roots.
E3. Add and subtract square
roots
M8AL-llf-En
E4 simplify equations with
radical expressions
ASSESSMENT
Preassessment
E1 – E9. A paper and pen test
good for 15-20 minutes will
be administered to assess
learners acquired prior
knowledge and skills
regarding the topic.
Formative Assessment
E1 – E9. Answer:
ACTIVITIES/ STRATEGIES VALUES/ SUBJECT
INTEGRATION
D1 – D2. Group Activity The learner becomes
D1 – D9. Mastery Learning: solutions to every
problems.
Paper and Pen
Warm-up Practice
and the Power Plus
activity
D1 – D9. Journals
- Addition and
Subtraction of Square Students will understand
Roots that…
- Equations with CU1. Adversity makes a
Radical Expressions person stronger. “Things that
were hard to bear are sweet
- The Pythagorean to remember.”
Theorem
CU2. There are many sound
and probable solutions to
every problem
E5. Apply the Pythagorean a. Warm – Up Practices
theorem b. Power Plus
c. Take the Challenge
M8AL-llg-En d. Chapter Review
e. Moving Towards
International Math Contest
 Simplifying square roots
 Operations of square
roots
 Simplifying equations
with radical expressions
 Applying Pythagorean
theorem
E1 – E5. Explain the
relationship of exponents to
radicals
E1 – E5. Create a list of rules
in life whenever you have a
problem
E1 – E5. Compare and
contrast exponents from
radicals
E1 – E5. Write a short essay
on the passage “Life is like a
sailing. You can use any wind
to go in any direction.”
Summative Assessment
E1 – E5. A written test will be
administered to assess the

CORE LEARNING AREA STANDARDS:
GRADE 8 LEVEL STANDARD:
QUARTER:
UNIT NUMBER:
UNIT TITLE:
NUMBER OF MEETINGS:
CONTENTS STANDARDS:
The learner demonstrates understanding of key concepts of logic reasoning.
CONTENT/ RESOURCES
GEOMETRY
F. Thinking Logically and
Proving
- Patterns and
inductive Reasoning
learner’s knowledge, skills
and understanding.
E1 – E5. Interview an
engineer on how they design
houses with many stairs. Ask
further how they compute for
the steepness of those stairs.
The learner demonstrates understanding and appreciation of key concepts and principles of mathematics as applied – using appropriate
technology – in problem solving, critical thinking, communicating, reasoning, making connections, representations, and decisions in real life.
The learner demonstrates understanding of key concepts and principles of patterns and algebra (factors of polynomials, rational algebraic
expressions, linear equations and inequalities in two variables); geometry (axiomatic structure of geometry, triangle congruence, inequalities in
a triangle, and parallel and perpendicular lines); and statistics and probability (probability of simple events) as applied – using appropriate
technology – in critical thinking, problem solving, reasoning, communicating, making connections, representations, and decisions in real life.
THIRD QUARTER
6
THINKING LOGICALLY AND PROVING
17 meetings
PERFORMACE STANDARDS:
The learner is able to communicate mathematical thinking coherence and clarity in
formulating and analyzing arguments.
Real – life Context:
The learners think logically in life.
CORE UNDERSTANDING SKILLS ASSESSMENT ACTIVITIES/ STRATEGIES VALUES/ SUBJECT
CORE QUESTIONS INTEGRATION
Core Questions: The learner should be able to Preassessment F1 – F4. Group Activity The learners avoids
… jumping into conclusions or
Students will keep E1 – E9. A paper and pen test F1 – F4. Journals making decisions without
considering the following F1. Determine the good for 15-20 minutes will verifying things out.
questions: relationship between be administered to assess F1 – F4. Mastery Learning:
hypothesis and the learners acquired prior
- Developing Geometry CQ1. Is being logical rational? conclusion of an if-then knowledge and skills Paper and Pen
Using Deductive statement regarding the topic. Warm-up Practice
Reasoning CQ2. What happens when and the Power Plus
one engages in prejudging F2. Determine the inverse, activity
- Conditional other people? converse and contrapositive
Statements and their of an if then statement.
Converses M8GE-IIIa – (2f-1, 2f-2,2g-1) Formative Assessment

- Introduction to Proof Core Understandings
- Introduction to Students will understand
Flowchart Proof and that…
writing proofs
CU1. Thinking logically is
- Preparing for two important in life
column proofs
CU2. Prejudging can add
another problem to the
present problem.
F3. Use inductive or
deductive reasoning in an
argument.
F4. Write a proof (both direct
and indirect)
M8GE-IIIb – (2h-1, 2i-2,2j-1)
F1. Determining the
relationships between
hypothesis and the
conclusions of an if-then
statement
F2. Determining the inverse,
converse and contrapositive
of an if-then statement
F3. Using inductive or
deductive reasoning in an
argument

F4. Writing a proof (both

direct and indirect)

F1 – F4. Answer:

a. Warm – Up Practices
b. Power Plus
c. Take the Challenge
d. Chapter Review
e. Moving Towards
International Math Contest

F1 – F4. Explain the

importance of thinking
logically in everything we do.
 F1-F4. Compare and contrast
inductive reasoning from
deductive reasoning.

Summative Assessment

E1 – E5. A written test will be

administered to assess the
learner’s knowledge, skills
and understanding.

E1 – E5. Interview the

guidance counselor of the
school regarding on how to
come up with the pieces of
advice he gives to his clients
problems and concerns.

QUARTER: THIRD QUARTER

UNIT NUMBER: 7
UNIT TITLE: RELATIONSHIPS WITH TRIANGLE
NUMBER OF MEETINGS: 18 meetings
CONTENTS STANDARDS: PERFORMACE STANDARDS:
The learner demonstrates understanding of key concepts of system of triangle The learner is able to communicate mathematical thinking with coherence and clarity in
congruence. formulating, investigating, analyzing and solving real – life problems involving
appropriate and accurate representations.
Real – life Context:
The learners accept that no two individual are exactly alike.

CONTENT/ RESOURCES CORE UNDERSTANDING SKILLS ASSESSMENT ACTIVITIES/ STRATEGIES VALUES/ SUBJECT
CORE QUESTIONS INTEGRATION
GEOMETRY Core Questions: The learner should be able to Preassessment G1 – G6. Group Activity The learners becomes
G. Relationships with … contented with who they
Triangles G1 – G6. Journals are.
 Students will keep G1. Illustrate triangle A1. A paper and pen test
- Correspondences and considering the following congruence. good for 15-20 minutes will G1 – G6. Mastery Learning:
Congruent Triangles questions: be administered to assess
G2. Illustrate SAS, ASA, and learners acquired prior Paper and Pen
- Proving Triangles CQ1. Have you ever met two SSS congruence postulates knowledge and skills Warm-up Practice
Congruent persons who are exactly regarding the topic. and the Power Plus
alike? G3. Solve corresponding parts activity
- Congruence Proof of congruent triangles
CQ2. What does contentment
- Proving Triangles bring into or life? G4. Prove statements on
Congruent by AAS triangle congruence Formative Assessment
M8GE-IIIc 3d-1
- Overlapping G1. Illustrating triangle
Congruent Triangles Core Understandings G5. Applied triangle congruence
congruence to construct
Students will understand perpendicular lines and angle G2. Illustrating congruence
that… bisectors. postulates

CU1. There are no two G6. Illustrate and apply G3. Solving corresponding
persons exactly alike even theorems on triangle parts of congruent triangle
twins. inequalities for proving
M8GE-IIId 3i-j-1 G4. Proving statements on
CU2. Self- acceptance is a triangle congruence
must for everyone.
G5. Applying triangle
congruence to construct
perpendicular lines and angle
bisectors.

G6. Illustrating and applying

theorems on triangle
inequalities for proving.

G1 – G6. Answer:

a. Warm – Up Practices
b. Power Plus
c. Take the Challenge
d. Chapter Review
e. Moving Towards
International Math Contest

G1 – G6. Make a reflective

essay on this line “Nothing
can bring you peace but
yourself.”

G1 – G6. Explain the

difference between triangle
correspondence and
congruence.

Summative Assessment

G1 – G6. A written test will be

administered to assess the
learner’s knowledge, skills
and understanding.

G1 – G6. Create a problem on

triangle congruence. Justify
through giving proofs.

G1 -G6. Compare and

contrast the different triangle
congruence. Give an example
for each.
CORE LEARNING AREA STANDARDS: The learner demonstrates understanding and appreciation of key concepts and principles of mathematics as applied – using appropriate
technology – in problem solving, critical thinking, communicating, reasoning, making connections, representations, and decisions in real life.

GRADE 8 LEVEL STANDARD: The learner demonstrates understanding of key concepts and principles of patterns and algebra (factors of polynomials, rational algebraic
expressions, linear equations and inequalities in two variables); geometry (axiomatic structure of geometry, triangle congruence, inequalities in
a triangle, and parallel and perpendicular lines); and statistics and probability (probability of simple events) as applied – using appropriate
technology – in critical thinking, problem solving, reasoning, communicating, making connections, representations, and decisions in real life.
QUARTER: FOURTH QUARTER
UNIT NUMBER: 8
UNIT TITLE: UNDERSTANDING PARALLEL LINES AND QUADRILATERALS
NUMBER OF MEETINGS: 16 meetings
CONTENTS STANDARDS: PERFORMACE STANDARDS:
The learner demonstrates understanding of key concepts of quadrilaterals, parallel The learner is able to communicate mathematical thinking with quadrilaterals,
and perpendicular lines. parallelism and perpendicularity of lines using appropriate and accurate
representations.

Real – life Context:

The learners learn to accept that life has ups and downs.

CONTENT/ RESOURCES CORE UNDERSTANDING SKILLS ASSESSMENT ACTIVITIES/ STRATEGIES VALUES/ SUBJECT
CORE QUESTIONS INTEGRATION
GEOMETRY Core Questions: The learner should be able to Preassessment H1 – H3. Group Activity The learners accepts that
H. Understanding Parallel … life has many sides.
Lines and Quadrilaterals Students will keep H1 – H3. A paper and pen test H1 – H3. Do Think Pair
considering the following H1. Prove properties of good for 15-20 minutes will
- Introduction to questions: parallel lines cut by a be administered to assess H1 – H3. Mastery Learning:
Indirect Proof transversal. learners acquired prior
CQ1. In which side of life are knowledge and skills Paper and Pen
- Parallel Lines and you in now, the darker, the H2. Determine conditions regarding the topic. Warm-up Practice
Transversals brighter or in between. under which lines and and the Power Plus
segments are parallel or activity
- Transversals and CQ2. Do you believe in perpendicular.
Corresponding Angles stability? Why? Why not?
H3. Identify a quadrilateral Formative Assessment
- Proving Lines Parallel and its type.
M8GE-IIIe-En
- Polygons Core Understandings
- Introduction to Students will understand
Quadrilaterals that…
CU1. Life has many sides: the
darker, the brighter and the
in between.
CU2. No life is stable. We
must guard it once in a while.
H1. Proving properties of
parallel lines
H2. Determining conditions
for segments and lines to be
parallel or perpendicular.
H3. Identifying quadrilateral
and its type.
H1 – H3. Answer:
a. Warm – Up Practices
b. Power Plus
c. Take the Challenge
d. Chapter Review
e. Moving Towards
International Math Contest
H1 – H3. Explain that being
tactful is better than being
tactless even what you are
saying is true.
H1 – H3. Create a mini-
scenario play showing
different sides of life and how
to cope with these. This
activity will be by group.
H1 – H3. Imagine you are a
polygon, what kind are you?
H1 – H3. Write an essay that
answer the question “Do you
believe that some things are
not meant to be?”
 Summative Assessment

H1 – H3. A written test will be

administered to assess the
learner’s knowledge, skills
and understanding.

H1 – H3. Illustrate the

different polygons according
to sides.

QUARTER: FOURTH QUARTER

UNIT NUMBER: 9
UNIT TITLE: FURTHER DATA DESCRIPTION
NUMBER OF MEETINGS: 21 meetings
CONTENTS STANDARDS: PERFORMACE STANDARDS:
The learner demonstrates understanding of key concepts of system of measure of The learner is able to communicate mathematical thinking with measures of statistics
statistics.
Real – life Context:
The learners understand that a person has many priorities in life.

CONTENT/ RESOURCES CORE UNDERSTANDING
CORE QUESTIONS
STATISTICS Core Questions:
I. Further Data Description
Students will keep
- The Summation considering the following
Symbol questions:
- Organization of Data CQ1. Are you selfish or
selfless? Why?
SKILLS
The learner should be able to
… that a person has priorities
I1. Use the summation
notation in application.
I2. Apply data organization
concepts.
ASSESSMENT
Preassessment
I1 – I6. A paper and pen test
good for 15-20 minutes will
be administered to assess
learners acquired prior
knowledge and skills
regarding the topic.
ACTIVITIES/ STRATEGIES VALUES/ SUBJECT
INTEGRATION
I1 – I6. Group Activity The learner understands
I1 – I6. Journals in life.
I1 – I6. Mastery Learning:
Paper and Pen
- Measures of Central
Tendency
Core Understandings
- Summing a Data
Students will understand
- Measures of Variation that…
- Introduction to CU1. A person can have many
Quadrilaterals priorities in life. Do not
expect that all of his or her
time will always be given to
one thing/ person solely.
I3. Find and interpret
measures of central tendency
M8SP-Iva-3f-1
I4. Find an interpret measures
of location.
I5. Construct and interpret
box and whisker plot.
I6. Find and interpret
measures of variation.
M8SP-IVb-3g-1
Formative Assessment Warm-up Practice
and the Power Plus
I1. Using summation notation activity
I2. Applying data organization
concepts
I3. Finding the measures of
central tendency
I4. Finding the measures of
location
I5. Constructing box and
whisker plot.
I6. Finding measures of
variation.
I1 – I6. Answer:
a. Warm – Up Practices
b. Power Plus
c. Take the Challenge
d. Chapter Review
e. Moving Towards
International Math Contest
I1 – I6. Explain the history of
the summation symbol and
its uses.
I1 – I6. Compare and contrast
the three measures of
tendency. Give examples for
each.
I1 – I6. Interview a statistician
regarding the importance and
uses of measures of variation.

I1 – I6. Evaluate one

important experience from
the past. Make a reflection
paper on how selfish or
selfless you are that time. Cite
the lesson you have learned
from that experience.

Summative Assessment

I1 – I6. A written test will be

administered to assess the
learner’s knowledge, skills
and understanding.

I1 – I6. Illustrate the

application of the measures
of location in real life
situation.

I1 – I6. Create a Box and

Whisker Plot problem with
solution.
QUARTER:
UNIT NUMBER:
UNIT TITLE:
NUMBER OF MEETINGS:
CONTENTS STANDARDS:
The learner demonstrates understanding of key concepts of probability.
CONTENT/ RESOURCES
PROBABILITY
J. Beginning Probability
- Introductory
Counting Techniques
- Introduction to
Combinations
- Definition and use of
Probability
FOURTH QUARTER
10
BEGINNING PROBABILITY
12 meetings
CORE UNDERSTANDING
CORE QUESTIONS
Core Questions:
Students will keep
considering the following
questions:
CQ1. How do you know a
problem is really a problem?
CQ2. Are you in favor doing
the worst means to resolve a
problem?
CQ3. Whom do you talk to
when you have a problem?
Why?
Core Understandings
Students will understand
that…
PERFORMACE STANDARDS:
The learner is able to formulate and solve practical problems involving probability of
simple events.
Real – life Context:
The learners learn how to be flexible in every problem encountered in life.
SKILLS ASSESSMENT ACTIVITIES/ STRATEGIES VALUES/ SUBJECT
INTEGRATION
The learner should be able to Preassessment J1 – J3. Group Activity The learner becomes
… responsible and ready
J1 – J3. A paper and pen test J1 – J3. Do Think - Pair when encountering
good for 15-20 minutes will problems in life.
J1. Illustrate experiment, be administered to assess I1 – I6. Mastery Learning:
outcome, sample space and learners acquired prior
event. knowledge and skills Paper and Pen
regarding the topic. Warm-up Practice
J2. Count the number of and the Power Plus
occurrences of outcome in an activity
experiment using table, tree Formative Assessment
diagram, systematic listing
and fundamental principle of J1. Illustrating experiment,
counting. outcome, sample space and
event
M8SP-IVc-d-(4f-g-1)
J2. Counting the number of
occurrences of outcome in
J3. Define and use probability experiment
M8SP-IVe-(4h-1, 4i-j-1)
J3. Finding the probability of
simple event.
CU1. There are unexpected
problems that may come
their way.
CU2. There are various
options in solving a problem
CU3. Being ready and strong
when encountering problems
can help a person to carry on
with his/ her life.
J3. Illustrating experimental
probability and theoretical
probability
J1 – J3. Solving problems
involving probabilities of
simple events.
J1 – J3. Answer:
a. Warm – Up Practices
b. Power Plus
c. Take the Challenge
d. Chapter Review
e. Moving Towards
International Math Contest
J1 – J3. Use a deck of playing
cards
J1 – J3. Recognize the
probability in making
decisions in life through a
reflective essay.
Summative Assessment
J1 – J3. A written test will be
administered to assess the
learner’s knowledge, skills
and understanding.
J1 – J3. Interview teachers in
your school on the probability
that they may change their
career paths from teaching to
other fields/ of work.