ARIS

NATIONAL
Grade and Section
School HIGH 8 Hope
SCHOOL

DET SHIELLA
AILE Teacher MAE A. Learning Area Mathematics
D TABLATE
LES
SON
PLA
N
MWF
Teaching Day and Time Second Quarter
Quarter
10:00 AM -
11:00 AM
I. OBJECTIVES

The learners demonstrates key concepts of linear inequalities in two variables, systems
A. Content of linear inequalities in two variables and linear function.
Standards

The learner is able to formulate and solve accurately real-life problems involving linear
B. Performance inequalities in two variables, and linear function.
Standards

Determines dependent and independent variables.

C. Learning
[M8AL-IId-1]
Competency

At the end of one hour discussion, the Grade 8 students should be able to achieved at
least 75% proficiency level of:

1. Define dependent and independent variables;

2. Defferrentiate dependent variable from independent variable;

D. Learning
Objectives
KBI/Valuing: To develop the critical thinking, cooperation,determination and patience
of the students.

II.
CONTENT/TOP Dependent and Independent Variables
IC
III. Learning
Resources

A. References

1. Teachers
Mathematics Teacher’s Guide 8, pp.
Guide Pages

2. Learners
Material Pages

3. Textbook
Pages

4. Additional
Materials from
Learning Laptop, Instructional Materials, worksheets,
Resource (LR)
Portal

www. Scribd.com. operations of integers

B. Other
Learning
Resources
E-Math 1: Elementary Algebra

IV. Procedures Teacher’s Activity Student’s Activity

• Greetings

“Good morning ma’am”

“Good morning class!”

“We are doing good ma’am”.

“How are you today?”

“Yes, ma’am”

“Did you have a good night's

sleep last night?”

“Well that's good to hear!

Getting enough sleep makes
your mind more productive”

• Prayer

“Please stand up for a

prayer, Allison kindly lead
the prayer.”

Allison: “Let us all bow our head and feel the presence of
the Lord.

Lord, Heavenly Father, we thank you for the life; for

giving us another day to see the beauty of the word and
for giving us another day to repent our sins. We ask for
your forgiveness for all the sins we've done, Oh Lord.

We seek your guidance as we commence our class

today. May our minds be receptive to learning so that we
may fully understand our discussion.

“Amen”
 “Before you take your seats,
kindly pick up the small
pieces of papers and candy
Preliminary
wrappers under your chairs
Activities
and arrange your chairs
properly.”

• Addressing student’s special

needs:

“Can everybody hear my

voice clearly? If anyone is
not comfortable with their
seats you can transfer to
another chair and for those
who wants to pee, you can
pee first before we can
formally start our class
discussion.”

• Checking of Attendance:

“Class monitor, who is

Class Monitor: “No one is absent ma’am.”
absent today?”

“Very good”

• Classroom Rules:

“Okay so before we formally

start our discussion, let’s Students: “Classroom Rules:
 recall first our classroom 1. Listen carefully.
rules. What are those?”
2. Do not be late. 15 minutes late is considered as absent.

3. Raise your hand if you have concerns, questions and if

you want to answer.

• Checking / Passing of
Assignment
None, ma'am.

“Last meeting,did I gave

you an assignment? ”
• Review

“What was our topic last

meeting?”

“Yes, Kelly”

Kelly: “Last meeting Ma’am,we discussed about on how

to verify if a relation is a function.”

Denise: “There are two ways to verify if a relation is a

function. First, is to make coordinates table. Second, is to
check if there is a repeated value of x coordinate.”
“Good job, Kelly.

So, how can we say if a

relation is a function,
 Denise?”

Sam: Then, the relation is not a function, ma'am.

“Very good, Denise. So,

what if there is a repeated
value of x coordinate?

Yes, Sam your raising your

hand.”

“Very good, Sam! And if

there is no repeated value of
x coordinate, then the
relation is a function.

• Drill

“Last meeting I told you to

write your name in a ⅛
crosswise and roll it, now
 pass it in the front. I will
randomly select one piece of
paper at a time, and “Yes, ma’am”
whoever's name is on it will
choose one cup from the
table. Each cup contains a
challenge. Are you ready?
(Jasmine picks the 1st cup and reads the challenge)

Determine the x and y coordinate in the given ordered

pair:
A. Reviewing
“Okay, let’s start.” (1,2), (3,5), (2,2), (-3,-2)
previous lesson
and/or presenting
X Y
the new lesson.
(ELICIT) 1 2
"Hmmmm, who would be
3 5
our first contender? Oh! It's
you Jasmine. 2 2

Write your answer on the -3 -2

board, Jasmine.

“Very good, Jasmine.

Next one to accept our

challenge is Lesly”

Lesly: write the relation word using your hips.

(Everyone was excited and laugh as Lesly start moving

her hips)

(Elmo picks the 3rd cup)

Elmo: determine the x and y coordinate in the ordered

pair;

(5,1), (5,4), (1,5), (2,6)

X Y

“Nice one Lesly!” 5 1

The next one would be, 5 4

Elmo!
1 5

2 6

George: Given the data set in no. 1 verify if the given

relation is a function. Ma'am, since there is no
repeated value of x the relation of the given ordered
set is a function.
 (Paul picks the 9th cup)

Paul: there's nothing inside ma'am.

Thank you,Elmo

The next to accept our (Nina picks 6th cup)

challege is George
Nina: write the function word using your hips

(Celine picks the 8th cup)

"Next is Paul
Celine: Ma'am,it's empty

(Jeffrey picks 9th cup)

Jeffrey: Yes! There's also nothing inside ma'am.

"The luck is with Paul.
(Ed picks the 4th cup)
Next, is Nina
Ed: given the set in no. 2 verify if the given relation is a
function.

Nice one, Nina! "Since the number 5 in the x coordinate repeats then
the relation is not a function.
Next, would be Celine!
Robin: There's nothing inside ma'am.”

Well, then the luck is also

with you!

Next one would be Jeffrrey

Oh, an empty cup Robin: Whatever it is ma'am, I'm ready.

consequetively. I hope the
next cup contains a (Robin check what's inside the cup)
challenge in it. The next one
Robin: it's an empty cup, ma'am!
to choose a cup is Ed. Ed,
kindly pick 1 cup out of our
two remaining cups.

Very good, Ed.

Well, the last cup goes to

Robin. Robin, are you
ready?

“Well, it's empty so, you may

now take your seat Robin.

Students: “None, ma’am.”

“Very good students! I'm
glad that you still remember
our topic last meeting.
“Now, is there any question
related to our previous
lesson?”
• Motivation

“Before we formally start

our lesson, I will group you
into two groups. Okay, count
from 1 to two and the count
will start in you, Jenny. After
counting go to your Yes, ma'am.
respective areas. This area
will be the group 1 and this
area will be the group 2. Yes, we are!
Kindly form a circle after
your group members are
complete. We will be playing
Find My Pair. I have 20
variables here and you only
have to match it with it's
pair. Am I understood?

Are you ready? (Students proceed and form a circle within their group)

1. Contestants or groups
take turns in doing the
different challenges.
2. You are only given one Students: “Yes ma’am!”
minute to do every
challenge.
 3. One group will be
eliminated in every
level.
4. The last group to win
the last challenge Students: “Yes ma’am!”
becomes the Minute to
Win It Classroom
Champion!

I will give a pack of chips

and 50 points for
participation as a reward for
the winner. Am I understoo

Students: “Yes. Ma’am!”

B. Establishing a
purpose for the
lesson.
(ENGAGE)
“For the third challenged, Answers:
the group 1 was eliminated.
So, the Group 3 is the
champion! Kindly give
group 3 a Spartan clap.”
 “Okay, for the special
challenge of the champion,
you are going to arrange the
word from lowest to highest
number of your answers. Am
I understood?

“Okay, let’s start.”

Group 4: “Yes, ma’am.”

“Now, Demi what is the
word formed?”

“Very good! so what are the

operations of integers?”
C. Presenting
examples/instanc
es of the new “Yes, Gerald”
lesson.
Demi: “Operations of Integers ma’am.”

(Students raise a hand)

“Wow! Excellent Gerald!”

And the positive and
negative numbers are Gerald: “The operations of integers are addition.
subtraction, multiplication and division, ma’am.”
called?”

“Yes, Mark Lester”

(Students raise a hand)

“Very good Lester!” Mark Lester: “It is called Integers ma’am.”

“Now let me introduce to

you what an integer is.
Kindly read everyone.”

Students: “An integer is a number with no decimal or

fractional part and it includes negative and positive
numbers including zero. A few examples of integers are:
-12, -5, 0, 1, 5, 8, 100, 3, 043….”
“Thank you”
 “Integers are a whole
number. Now let us identify
whether these numbers can
be considered as an integer
or not.

1. 14
2. -85 Students:
3. 12/18
4. 0.34 1. Integer
5. 3/10 2. Integer
6. -7 3. Not an integer
4. Not an integer
5. Not an integer
6. Integer

“Very good! so, why is it

numbers 0.34, 3/10, 12/18
are not an integers? Who can
tell me? Anyone from the
class?”

“Yes, Shiella.”

Shiella: “They are not considered as integers because

they are not a whole numbers and it is in the form of
decimal and fractional part.”

Students: 1 2 3 (2x)

Wow! (3x)
“Excellent Shiella! Kindly
give Shiella a wow clap.”

(Students raise a hand)

“Again, what are the
 operations on integers?”

Lester: “Ma’am the operations on integers are addition,

subtraction, multiplication and division.”

“Yes, Lester?”

“Exactly Lester! So, the

fundamental operations on (Students raise a hand)
integers are addition,
subtraction, multiplication
and division. Now, let’s
explore first the addition of
integers.”

D. Discussing
Inice: “11, ma’am”
new concepts and
practicing new “Okay, what is the answer
skills #1. when we add 6 and 5?”
(EXPLORE)

“Yes, Inice”

“Very good! so here are the

concepts and rules on
addition of integers.”

ADDITION OF
INTEGERS

Rule 1: When the integers

have like

signs, add the numbers and

copy the common sign.

Example:

5+5=10
 (-4) + (-3) = -7

(-11) + (-12) = -23

52 + 40 = 92 Students: “Rule No. 2, kindly read everyone.”

Rule 2: When the integers have unlike signs, subtract the

numbers and use the sign of the number with the greater
“Rule No. 2, kindly read absolute value.”
everyone.”

“Example: 8 + (-5) = 3

10 + -12 = -2”

“Okay let’s try, together with

your seatmates on your seats.
Let’s answer this riddle.
Answer:

145 Y

63 O
What goes up but never
-55 U
comes back down?
120 R

1. 78 + (-15) (O) -28 A

2. -65 + -20 (G)
-85 G
3. 47 + 98 (Y)
4. (-75) + 20 (U) 23 E
5. 38 + (-15) (E)
6. (-10) + (-18) (A)
7. 25 + 95 (R)

“Who can tell me the

answer?”
(Student raise a hand)
 Lester: “Your Age, ma’am.”

“Yes, Lester”

“Very good! Lester, with that

you and your partner will
earn 10 points for today’s
participation.”
 “Now, let’s proceed to the
subtraction of integers.”

“If we subtract 15 – 8, what

is the answer?”

“Yes, Inice”

(Students raised a hand)

“Yes! Now, kindly read the

rules on subtraction of
Inice: “7 ma’am.”
integers.”

Students: “To subtract two integers, add the opposite or

additive inverse of the subtrahend to the minuend. That
is a and b are any two integers, then a – b = a + (-b) ,
then follow the rules for addition.

“For example:
 -5

- (-2)

-5 (Keep the first integer

the same)

+ ( Change the
subtraction sign to

addition)

-5

+ 2 (Change the sign of

the Roy: “-3 ma’am”

Second integer)

“Okay, Roy what is the

answer?”

“Yes! Okay, again together

with your seatmates on your
seats. Let’s try to answer this
riddle.

Answers:
“I am an odd number. Take
away a letter and I become “ -105 (S)
even. What number am I?”
82 (E)
1. Subtract (-50) from 24.
(V) 74 (V)
2. 37 less than (-18)
-55 (E)
(E)
3. -93 subtracted by 12. 96 (N)
(S)
4. Subtract (-31) from 65.
(N)
5. 0 - (-82)
(E)
 “Okay, what is the answer?”

(Students raise a hand)

“Yes, Diana.”

“Very good Diana, kindly

give Diana and her partner a
Diana: “Seven, ma’am.”
‘Very good clap.”

E. Discussing
new concepts and
practicing new
skills #2.
“Any questions regarding
with subtraction of Students: 1 2 3 (2x)
integers?”
Very Good! (3x)

“Now, I want you to get a

piece of paper and write a
question on it based from
Student: “None, ma’am”
our lesson today. Crumple
the paper and layer it to the
crumpled papers from your
classmates until it forms a
ball. This game is to play
catch or pass the ball. When
the music stops, whoever
catches the ball will answer
the question written on the
first layer of the ball.
Understood?”

“Okay, let’s start.”

(The music stop)

 “Okay, Limuel kindly read
and answer the question
written on the paper.”
(Students are passing the ball)

“Very good, Limuel! Let’s

continue.”

(The music stop)

Limuel: “What is 18 + (-38)?

The answer is -20.”

“Okay, Dianne, kindly read

and answer the question
written.”

(Students are passing the ball)

“Very good Dianne! Okay,

for the last question.”
Dianne: “What is -89 – (54)?

The answer is -143.”

(The music stop)

(Students are passing the ball)

“Okay, Mary kindly read
and answer the question
written on the crumpled
paper.”

Mary: “Is 0.5666 an integer or not? Why? The answer is

not, because it is a decimal number and not a whole
number.”

“Excellent Mary! Kindly

give everyone an Aling
Dionesia Clap”.

Students: 1, 2, 3 (2x)
Bery good! (3x)
 “Yes ma’am”

“So as we are done with our

group activity, I have here a
worksheets and I want you
to answer this. I will only
give 5 minutes. Finish or not,
F. Developing you have to submit or else I
Mastery (Leads will not accept that.
to Formative Understood?”
Assessment).
(EXPLAIN)

“Times Up! Submit your

papers.”
 (Students submit their paper)

“Again what is an integer?

“Yes, Lester”

“Exactly! How do you know (Students raise a hand)

if a number is an integer or
not?”

Lester: “An integer is a number with no decimal or

fractional part and it includes negative and positive
“Yes, Shiella” numbers including zero.”
 (Students raise a hand)

“Correct! Okay, if we add

unlike signs integers, what
will be the sign of the Shiella: “If it is a positive or negative numbers excluding
answer?” decimals and fractions.”

“Yes, April”

(Students raise a hand)

April: “When the integers have unlike signs, subtract the

numbers and use the sign of the number with the greater
“Excellent April, how about absolute value.”
if we subtract like signs of
an integers what will be the
difference?”

“Yes, Kenneth” (Students raise a hand)

G. Making
generalization
and abstraction
about the lesson.
(ELABORATE)
Kenneth: “To subtract two integers whether it is like or
unlike signs, add the opposite or additive inverse of the
subtrahend to the minuend then follow the rules for
addition.”
 Wow! What a brilliant
answer Kenneth!

“How are you going to apply

addition and subtraction of
integers to real life (Students raise a hand)
situations?”

Lester: “We can apply it when buying and selling.”

“Yes, Lester”

(Students raise a hand)

“Very good! okay, another?”

Roy: “We can also apply it in our everyday lives like

“Yes Roy” spending our money and the loss or credits.”

“Wow great thoughts. I am

impressed with all of you.”
 “For further understanding
about addition and
subtraction of integers, let
us apply what we have
learned today in real life
situation. Tell me if it is
positive or negative. Am I
“Yes ma’am”
clear?”

Answers:
H. Finding
practical 1. Above sea level 1. Positive
applications of 2. Negative
2. Loss
concepts and 3. Negative
3. Broken hearted
skills in daily 4. Positive
4. Win
living. 5. Positive
5. Earning Money
6. Owing money 6. Negative

“Excellent! Everyone kindly

give yourselves a round of
applause for today’s new
learnings.”

(Students clap their hands)

 “Alright! Since you
understand clearly our
discussion, let’s have a quiz.
Get ½ sheet of paper. I will
only give 5 minutes for you
to answer. Finish or not
finish I will collect your
papers.”

• Quiz

DIRECTION: Add and

subtract the following
expressions.

I. Evaluating
learning.
(EVALUATION) 1. (-2) + 4 6. (-15)
-4

2. 75 + (-8) 7. (-11) -
8

3. (-6) - (-3) 8. (-5) +

5

4. (-23) + 31 9. 44 +
(-5)

5. (-78) + 0 10. 88 -
(-112)

“Time is up, kindly pass

(Students submit their papers)
your papers in front.”
 “So before we end our class,
kindly copy your
assignment. Pass it next
meeting.”

• Assignment

Direction: In your Math

notebook, research and
study about multiplication
and division of integers.
J. Additional
Activities for
application or
remediation.
“Is there any questions
regarding on your
assignment?”

“If none, that’s all for today. Students: “None ma’am”

Goodbye class!”

Students: “Goodbye ma’am! Thankyou.”

The students are able to meet the standard percentage of learning, no need to continue
V. REMARKS the discussion next meeting since it is finish by the time given and successful, no need to
rediscuss the lesson.
VI.
MALES FEMALES
REFLECTION

A. No. Of
learners who
earned 75% on 15
the formative 15
assessment.

B. No. Of
learners who
require additional 0
activities for 0
remediation.

C. Did the
remedial lesson
worked? No. Of
learners who have
15 15
caught up with
the lesson.

D. No. Of
learners who
continue to
require 0 0
remediation.

E. Which of my
teaching Using my instructional materials and doing more activity or games as well to catch the
strategies worked attention and focus of my students.
well? Why did
this work?

F. What
difficulties did I
encounter which
my principal or
supervisor can Pupil’s behavior and attitudes during discussion.
help me solve?
G. What
innovation or
localized
materials did I
I used engaging and interactive instructional materials so that my students will enjoy
use/discover while learning.
which I wish to
share teachers?

Prepared by:

VANESSA MARIE A. ALUMBRO

SHIELLA MAE TABLATE

GERALD BOHOL

Checked by:

Dr. MABEL A. DONAIRE

Course Instructor