LEARNING AREA: MATHEMATICS DESIGNER’S NAME: JAN GERRICK A.

LOPEZ
GRADE LEVEL : GRADE 7 QUARTER : Quarter 1 – Unit 2

STAGE 1 – DESIRED RESULTS

UNIT TITLE : Patterns and Algebra: Linear Equations in Two Variables

ESTABLISHED GOALS:
Content Standards:
The learner demonstrates understanding of key concepts of factors of polynomials, rational algebraic expressions,
linear equations and inequalities in two variables, systems of linear equations and inequalities in two variables and
linear functions.

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

TRANSFER GOALS (Enduring Understanding): MAKE-MEANING GOALS (Essential

Students will understand that…
 the key concepts of the Cartesian coordinate
system can be utilized in plotting positions of
objects and organize data represented as bar
and line graphs; and
 the key concepts of the linear equation in two
variables can be used to identify trends and
predict possibilities from situations involving
two factors.
Questions):
Students will keep considering the following
questions:
 How can positions of objects be organized
and measured in reference to each other?
 How can charts and graphs be interpreted?
 How can we predict possible trends and
possibilities from situations involving two
factors?

ACQUISITION GOALS (Knowledge): SKILLS & VALUES:

Students will know… Students will be able to…
 the Cartesian coordinate system;  name, locate, and plot points;
 ordered pairs;  illustrate linear equations in two variables;
 linear equations in two variables;  determine the slope of the line;
 slope of a line;  graph linear equations in two variables;
 x- and y- intercepts;  graph systems of linear equations in two
 systems of linear equations in two variables; variables; and
 solve systems of linear equations in two
variables

Students will value…

 discernment;
 growth in Christian faith, knowledge, and
virtue;
 community and service; and
 service and nationalism

STAGE 2 – ASSESSMENT EVIDENCE

PRODUCT/PERFORMANCE TASK (GRASPS): OTHER EVIDENCE:

G: The goal is to formulate and solve real-life Seatworks

problems involving linear equations in two variables. Assignments
Written Works
R: Each home group will act as a group of flight Long Tests
planners.
1. Flight Coordinator – will oversee the task and
explain the flight plan to the pilot.
2. Aeronautical Engineer 1 – will check the
condition of the airplane. He must determine
when the plane should land for refuelling.
3. Aeronautical Engineer 2 – will solve for the
linear equations that will instruct the plane to
the desired direction.
 4. Geographical Expert – will check whether the
plane is safe to land at the selected points. He
will also check for hazards such as terrorism
and crime rate.

A: The teacher will act as the pilot that will follow the
flight plan. He will check whether the flight plan is
correct and safe.

S: Each group is tasked to create a flight plan for a

certain pilot. The flight is from Manila to London.
The airplane needs to land every 3000 miles to refuel.
The group is to locate the places where the plane
should land.

S: Each group should submit a map with the flight

plan. Coordinates and linear equations should be able
to direct the pilot to safety.

S: Each group will be graded based on the following:

1. Accuracy of Content
2. Creativity
3. Relevance
4. Impact

STAGE 3 – LEARNING PLAN

Topic: The Rectangular Coordinate System
Learning Competencies:

M8AL-Ie-1 - illustrates the rectangular coordinate system and its uses;

Day 1: The Rectangular Coordinate System

Uniform Teaching Procedures:

1. Prayer
2. Checking of Attendance
3. Math Challenge

What: At the end of the lesson, the students should be able to:
1. name, locate, and plot points; and
2. explain the relevance of plotting locations

Hook: Country-Finding Game

1. The teacher will present a world map on the screen. (Prior to the lesson, the students are asked to
prepare their own copies of world maps.)
2. Students will try to determine the country being located by each of the following coordinates:
a. 60 o N, 75o E
b. 24 o N, 105 o W
c. 15 o S, 15 o E
d. 23 o N, 80 o E
e. 75 o N, 45 o W
f. 0 o , 30 o N
g. 60 o W, 30 o S
h. 60 o W, 105 o N
i. 140 o E, 30 o S
j. 120 o E, 15 o N

Explore: Discussion:
1. The teacher will ask the following questions:
a. Imagine a plane like a bond paper without anything on it but a point. How do you determine the
location of this point?
b. How do you determine the upper, lower, left and right part of the plane or paper?
2. The teacher will share how Rene Descartes discovered the Rectangular Coordinate System.
3. The teacher will show a sample of the Rectangular Coordinate System (seat plan) and ask students to
describe the Rectangular Coordinate System.
4. The class will discuss the following terms:
a. x- and y- axes
b. origin
c. quadrants
d. ordered pair
e. x-coordinate or abscissa
f. y-coordinate or ordinate
5. The teacher will model (with think aloud) how to name the following points.

6. The teacher will model (using think aloud) how to plot the following points.
a. (3, 7)
b. (-2, 8)
c. (-7, -10)
d. (4, -8)
e. (1/2, -3/4)
7. The teacher will use Cooperative Learning Groups (CLGs) by 4
a. The students will go to their Home Groups (via breakout rooms) and take note of the exercises
assigned to them:
Student 1: Determine the quadrant of each of the following points:
1. (4, 100)
2. (125, -299)
3. (1/4, 34)
4. (1,000,000, -1)
5. (35, 3.5)
Student 2: Determine the quadrant of each of the following points:
1. (-6, -43)
2. (-100, 35)
3. (-2/3, 23)
4. (-1,000,000, -2)
5. (-23, -2.3)
Student 3: Determine the quadrant of each of the following points:
1. (6, 0)
2. (0, -4)
3. (0, 1,000)
4. (-78, 0)
5. (0,0)
Student 4: Determine the quadrant of each of the following situations:
1. Positive Abscissa, Negative Ordinate
2. Negative Abscissa, Negative Ordinate
3. Positive Abscissa, Positive Ordinate
4. Negative Abscissa, Positive Ordinate
5. Positive Abscissa, Zero Ordinate
b. The students will go to their Expert Groups (via breakout rooms) and discuss how to answer the
 exercises assigned to them. The teacher will enter each breakout room to monitor.
c. After 5-10 minutes, the students will go back to their Home Groups and discuss the solutions to
their seatworks. Each member will be a teacher of the group. Teacher will monitor and provide
intervention whenever necessary.
Rethink:
1. The teacher will ask the following questions:
a. Why do maps and globes have longitudes and latitudes?
b. What can happen if maps and globes do not have these lines?
2. The students will share their answers via LMS blog.

Evaluate: Formative Assessment (via Quizizz):

1. The teacher will ask the students to go to quizizz.com and provide game code.
2. The students will take the self-paced quiz:
A. Determine the location of the following places.

1. St. Andrew’s Cathedral

2. St. Andrew’s School
3. St. Paul’s College
4. Courtyard
5. Ka Nel’s Bakeshop
B. What is in the following coordinates?
1. (7, 7)
2. (5, 6)
3. (1, 3)
4. (9, 8)
A. (8, 5)

Tailor
1. The teacher will present the results of the Quizizz assessment and provide feedback for items with
many incorrect answers.
2. If at least 40% of students are unable to grasp the lesson, the teacher will ask students to go to
https://www.mathplayground.com/rescue_mission_junior.html and play the game.

Organize
1. The teacher will ask students to explain how to name, locate, and plot points.
2. The teacher will ask students about the importance of naming, locating, and plotting points.
3. The teacher will ask students on the importance of discerning directions and paths in real life.
Prayer

Topic: Linear Equations in Two Variables

Learning Competencies:

M8AL-Ie-3 - illustrates linear equations in two variables

- Illustrates and finds the slope of a line given two points, equation, and graph
M8AL-If-1 - writes the linear equation ax +by =c in the form y=mx+b and vice versa
M8AL-If-2 - graphs a linear equation given (a) any two points; (b) the x– and y– intercepts; (c) the slope and a point on
the line
M8AL-If-3 - describes the graph of a linear equation in terms of its intercepts and slope
M8AL-Ig-1 - finds the equation of a line given (a) two points; (b) the slope and a point; (c) the slope and its intercepts
M8AL-Ig-2 - solves problems involving linear equations in two variables

Day 2 to 3: Linear Equations in Two Variables

Uniform Teaching Procedures:

1. Prayer
2. Checking of Attendance
3. Math Challenge
4. Drill (Solving Linear Equations in One Variable)

What: At the end of the lesson, the students should be able to:
1. illustrate what linear equations in two variables are;
2. find the slope of a line given two points, equation, and graph; and
3. explain how linear equations can be used in real life.

Hook: Balut Demand

1. The teacher will pose the problem:
Raul is a balut vendor. Recently, economic crisis has caused the price of balut to increase. He buys 20
pcs of balut each day at Php 12.00 each. Raul tried to determine the most economical price to sell his
balut to identify which price produces the most profits. He tried to sell balut at a different price each
day to test its effect on the number of baluts he can sell.
PRICE PCS SOLD
Php 10 15
Php 15 14
Php 20 13
Php 25 12

Explore: Discussion:
1. The teacher will ask the following questions:
a. Why do you think is it important for Raul to solve this problem?
b. Why would you like to help Raul?
c. What have we learned previously that can be used to help Raul?
d. How can we use this to help Raul?
e. Can we organize the data in a way to visually see his observations? (exp.ans. : graph the data
using the rectangular coordinate system)
f. What can you observe about the trend? (exp.ans: downwards)
g. Why do you think does this happen?
h. What happens when the price is reduced/increased by Php 5?
i. At what price will nobody buy? At what price would he be able to sell all?
j. At what price do you think should Raul sell his balut? Why do you think so?

2. The teacher will use Claim-Reason-Evidence to elicit Generalization.

a. The teacher will pose the problem:
Sam tested two wheel sizes for his robot. He programmed the robot to move forward for five
seconds and used the robot’s data log to measure the distance travelled by the robot using each
wheel size. Which wheel size do you think is better?
 Data Log
22
20
18
16
14
Distance (cm)

12
10
8
6
4
2
0
0 1 2 3 4 5
Time (sec)

Small Wheel Medium Wheel

b. Below is the record of USD prices in PHP recorded every five days from June 10 to 25. Use
GeoGebra to create a representation. What is the best line to represent the trend of the price of
USD?
DATE USD price
June 10 Php 53.02
June 15 Php 53.40
June 20 Php 54.28
June 25 Php 54.90

c. The teacher will ask the following questions:

1. What is common between Raul’s balut problem, Sam’s robot wheels, and the price of USD?
2. What evidences could support your answer?
3. How can rate of change be represented mathematically? How can the rate of change be
determined?

3. The teacher will then ask students to go to GeoGebra and input and observe y=x .
4. The teacher will then ask students to identify the relationship of m and b to the graph of y=mx+b
using Cooperative Learning Groups by 4. The students will go to their respective Expert Groups.
a. Student 1: All students numbered 1 will try to observe the effects of b by graphing the following
using GeoGebra:
 y=x +1
 y=x +3
 y=x +7
b. Student 2: All students numbered 2 will try to observe the effects of b by graphing the following
using GeoGebra:
 y=x −1
 y=x −3
 y=x −7
c. Student 3: All students numbered 3 will try to observe the effects of m by graphing the following
using GeoGebra:
2
 y= x
3
1
 y= x
2
3
 y= x
2
d. Student 4: All students numbered 4 will try to observe the effects of m by graphing the following
using GeoGebra:
 y=−x
−1
 y= x
2
 −3
 y= x
2
5. After 5 to 10 minutes, the students will go back to their Home Groups to answer the following
questions. Each student becomes a teacher of their Home Group.
a. If a linear equation is in the form y=mx+b , what does the slope m do?
b. If a linear equation is in the form y=mx+b , what does the y-intercept b do?
c. How does the knowledge of ordered pairs work in linear equations in two variables?
6. The teacher will visit each group to monitor and provide intervention whenever necessary.

7. The teacher will ask students to form pairs.

8. The teacher will ask each pair to determine the slope from each example.

Temperature
6
2
-2 0 1 2 3 4 5 6 7 8 9 10
-6
-10
-14
-18
-22
-26
-30
-34
-38

Temperature (Celsius)
a.
b. Line passess through (6, 2) and (8, 4)
c. −4 x+ y=5
9. Each pair will exchange solutions with another pair for validation.

Rethink:
The teacher will ask the following questions:
1. What is an equation?
2. How are men like equations?

Evaluate: Quiz 1

Subject Mathematics
Area
Grade Grade 8
Level
Requisite Ordered Pairs, Cartesian Coordinate System, Slope of a Line, Linear Equations in Two
Content Variables
Knowledge
Cognitive Evaluate
Skill
Targeted
Knowledge Metacognitive
Dimension
Context Personal
Targeted
Title Choosing Stair Case
Item 1. You are in the ground floor of the school and your classroom is at the 2nd floor. The
vertical distance between the ground floor and the 2nd floor is 12 feet. There are two
staircases that lead to the second floor. They have the same number of steps.

Which of the two staircases would be easier to climb?

STAIRCASE A:

3 feet

STAIRCASE B:

6 feet

A. Since the slope of Staircase 1 is 3, it is easier A. 2 points - The slope is

to climb as you rise faster here than the other correct, but the concept of
staircase. steepness is disregarded.

B. Since the slope of Staircase 1 is 1/3, it is easier B. 1 point – The slope is

to climb as you rise more slowly than the other incorrect.
staircase.

C. Since the slope of Staircase 2 is 2, it is easier C. 4 points – The slope is

to climb as you rise more slowly than the other correct and the concept of
staircase. steepness is considered.

D. Since the slope of Staircase 2 is ½, it is easier D. 1 point – The slope is

to climb as you rise more slowly than the other incorrect.
staircase.

E. I have a better answer. E. 4 points if connected to

 option C.
Title Altitude
Item 2. An airplane’s altitude was recorded every ten minutes for 100 minutes from take-off.
At which time did the airplane get the slowest altitude change?

12
11
10
9
8
Altitude (1,000 feet)

7
6
5 Altitude Change
4
3
2
1
0
0 10 20 30 40 50 60 70 80 90 100
Time (minutes)

4 points – At 70 to 100 minutes, the airplane’s change of altitude was 0 feet/minute. Since
there was NO change in altitude, the altitude change was slowest at this point.

2 points – At 0 to 30 minutes, the airplane’s change of altitude was 6 feet/30 minutes or 1

feet/5 minutes or 0.2 feet/minute.

2 points – At 30 to 70 minutes, the airplane’s change of altitude was 4 feet/40 minutes or 1

feet/10 minutes or 0.1 feet/minute.

1 point – Other answers

0 point – No answer.

Tailor: If students get a score below 5/8, the teacher will provide after class remediation.

Organize: 5 Key Points

1. The teacher will ask students to write five things they have learned for the day in their LMS blog.

Prayer