Name: VINLUAN EDJOHN PAUL VINO 22-0309 MATHEMATICS

LAST First Middle Student No. Section/Major

Subject Area: MATHEMATICS Grade GRADE-8

Level:

Direction: Craft an outcome-based curriculum plan imbued with the 21st Century learning outcomes. Use the template below.

Learning Outcome Topic Time Teaching and Learning Assessment Task References/Materials
Allotment Activities

A. Learning Skills
 Students will analyze polynomial expressions Factors completely 1 hour Use interactive Polynomial Factorization Mastery 1. Elementary Algebra I. 2000. pp.
whiteboards, polynomial Factorize each polynomial expression 200-211
to identify patterns and recognize the
appropriate factorization technique needed for
different types of tiles, or online
using the appropriate technique 2. Moving Ahead With Mathematics
Polynomial Expressions:
each type of polynomial. polynomials simulations to 3
12 x −27 y
3
II. 1999. pp. 194-209
demonstrate factorization 3. NFE Accreditation and
2 2
16 a −25 b Equivalency Learning Material.
techniques. Allow 2
9 x −4 Special Products and Factoring.
students to manipulate 2001. pp. 11-18
polynomial expressions 4. BEAM I – Module 16: Factoring
and observe how each
technique affects the
factors.
 Through guided practice and independent Solves problems 1 hour Divide students into Solving Problems Involving Factors of 1. Elementary Algebra I. 2000. pp.
small groups and assign Polynomials. 212-216*
exploration, students will develop strategies to
systematically factorize polynomials,
involving factors of each group polynomial
Factorization Skills:
Factorize the following polynomials
 addressing both straightforward and intricate problems to solve
polynomials.
problem scenarios. collaboratively.
Encourage discussion on
the choice of
factorization technique,
justification of methods
used, and verification of
solutions.
 Students will demonstrate the ability to Illustrates rational 1 hour Begin with a lecture or
presentation explaining
illustrate rational algebraic expressions,
including simplifying, graphing, and analyzing
algebraic what rational algebraic
their characteristics, to effectively expressions. expressions are and their
communicate mathematical concepts and relevance in
solve problems. mathematics. Use
examples to illustrate
different types of rational
expressions (e.g.,
fractions with polynomial
numerators and
denominators).
 Students will demonstrate proficiency in Simplifies rational 1 hour Provide examples of
rational expressions and
simplifying rational algebraic expressions
through systematic application of factorization,
algebraic guide students through
common denominator methods, and expressions. the steps of
simplification, such as
appropriate algebraic operations, ensuring
accuracy and clarity in their solutions. factoring numerators and
denominators, canceling
common factors, and
ensuring the expression
is in its simplest form.
completely
2
2 x +7 x +3
2
3 x −12 x +15
3 2
4 x −8 x +16
Illustrating Rational Algebraic 1. Elementary Algebra I. 2000. pp.
Expressions 78-79*
2. EASE II – Module 1: Rational
Solve the Problem:
Algebraic Expressions
A wire of length L is bent into the
shape of a rectangle. If the length of
one side of the rectangle is x and the
width is y, express the area A of the
rectangle as a rational algebraic
expression in terms of x and y.
Note:Write your solutions neatly and
clearly, showing all steps of
factorization and problem-solving
processes.
Simplifying Rational Algebraic 1. Elementary Algebra I. 2000. p.
Expressions 80*
Problem: 2. NFE Accreditation and
Express the total resistance R of
resistors connected in series as
Equivalency Learning Material.
Understanding Rational
R=R1R2/R1+R2.If R1=2x and R2=3x,
Expressions Part 1. 2001. pp. 4-9,
simplify the expression for R in terms
of X. 22-24
Note: Partial credit may be awarded
for showing correct steps towards
solutions, even if the final answer is
incorrect, to encourage students to
demonstrate their understanding of

 Students will demonstrate proficiency in Performs 1 hour Introduce students to the
process of graphing
performing operations on rational algebraic
expressions, including addition, subtraction,
operations on rational functions using
multiplication, division, and simplification, rational algebraic key features such as
asymptotes, intercepts,
applying appropriate algebraic techniques with expressions.
accuracy and clarity. and points of
discontinuity. Use
graphing calculators or
software for interactive
demonstrations.
simplifying rational algebraic
expressions and their applications.
Performing Operations on Rational 1. Elementary Algebra I. 2000. p.
Algebraic Expressions 81*
2. NFE Accreditation and
Solve the following problem:
Problem 1: A cylindrical tank has a
Equivalency Learning Material.
Understanding Rational
volume given by V=πr2h, where r is
Expressions Part 1. 2001. pp. 10-
the radius and h is the height. If the
tank's height is h and the radius is r+2, 13, 16- 19, 27-30, 33-37
express the tank's volume in terms of
r.
Problem 2: Express the average
speed of a car traveling a distance d
with varying speeds V1 and V2 over
two different segments as a rational
algebraic expression.

Note: Partial credit may be awarded

for showing correct steps towards
solutions, even if the final answer is
incorrect, to encourage students to
demonstrate their understanding of
performing operations on rational
algebraic expressions and their
applications.

B. Literacy Skills
 Analyze and interpret linear inequalities in two Illustrates linear 1 hour Use online interactive Illustrates Linear Inequalities Moving Ahead With Mathematics II.
tools or graphing in Two Variables 1999. pp. 66-69*
variables.
 Illustrate and graphically represent linear
inequalities in two calculators that allow
inequalities on a coordinate plane. variables. students to input linear
Task: Provide a scenario or context
where a linear inequality needs to be
 Formulate and solve problems involving linear inequalities and visually illustrated graphically. For example:
inequalities in real-world contexts. explore how changing
 Justify their solutions and interpretations using coefficients or constants "Graph the inequality y>2x−1y > 2x -
mathematical reasoning and appropriate affects the graph. 1y>2x−1 and shade the region that
satisfies the inequality."
vocabulary.
 Interpret and analyze linear inequalities in two Graphs linear Give students a Graphs Linear Inequalities in Two 1. Moving Ahead With Mathematics
1 hour worksheet with several Variables II. 1999. p. 70* 2. BEAM II –
variables.
 Graph linear inequalities accurately on a
inequalities in two linear inequalities. Ask Module 3: Systems of Linear
coordinate plane. variables. them to graph each
Task: Present several linear
inequalities and ask the student to
Inequalities 3. DLM 1 – Unit 6:
inequality and identify the Linear Equations and Inequalities
 Identify and describe regions represented by graph them on a coordinate plane. in Two Variables
linear inequalities on graphs. feasible region by Example:
 Formulate and solve problems involving shading the correct side
systems of linear inequalities. of the boundary line. "Graph the inequality 3y≤6x+123 on
the coordinate plane."
 Justify their solutions using mathematical
language and logical reasoning.

 Interpret and analyze real-world problems
involving linear inequalities in two variables.
 Formulate algebraic equations from verbal
descriptions of inequalities.
 Solve systems of linear inequalities
algebraically and graphically.
 Interpret the solutions in the context of the
problem.
 Communicate their problem-solving process
and solutions effectively using mathematical
language and reasoning.
 Critique and evaluate the reasonableness of
solutions obtained.
1 hour
Solves problems
involving linear
inequalities in two
variables.
Provide worksheets with
word problems involving
linear inequalities. Ask
students to identify the
inequalities, graph them,
and determine the
feasible region.
Solves Problems Involving Linear 1.BEAM II – Module 4: Systems of
Inequalities in Two Variables
Linear Inequalities
2.. DLM 1 – Unit 6: Linear
Task: Pose word problems that involve
setting up and solving linear
Equations and Inequalities in Two
Variables
inequalities. Example:
"A company produces two types of
products, A and B. Product A requires
3 hours of assembly time and 2 hours
of finishing time, while product B
requires 2 hours of assembly time and
4 hours of finishing time. The company
has at most 240 hours of assembly
time and 160 hours of finishing time
available. Write a system of
inequalities to represent this situation."

1 hour
Solves a system of
 Interpret and analyze systems of linear
inequalities in two variables.
linear inequalities
Provide groups of
students with a set of
linear inequalities. Ask
them to solve the system
Solves a System of Linear Inequalities Moving Ahead With Mathematics II.
in Two Variables
1999. p. 70*
Task: Provide a system of linear
  Formulate systems of linear inequalities in two variables collaboratively, using
from real-world scenarios. both graphical and inequalities and ask students to find
algebraic methods. Each the feasible region. Example:
 Solve systems of linear inequalities
algebraically and graphically. group presents their
"Solve the system of inequalities:
 Identify and describe the feasible region solution approach to the {2x+y≤10x+3y≥6x≥0, y≥0)
represented by the solution set of the class.
system.
 Justify their solutions using mathematical
language and logical reasoning.
 - Communicate their understanding
effectively through written explanations,
graphical representations, and verbal
presentations.
 Interpret and analyze real-world problems that Solves problems 1 hour Organize a math fair Solves Problems Involving Systems of 1. Moving Ahead With Mathematics
where students Linear Inequalities in Two Variables II. 1999. p. 71* 2. NFE
involve systems of linear inequalities in two
variables.
involving systems showcase their projects Accreditation and Equivalency
 Formulate systems of linear inequalities from of linear on solving systems of
Task: Present a practical problem that
requires solving a system of
Learning Material. Inequalities.
linear inequalities. Invite 2001. pp. 24-28
verbal descriptions and geometric scenarios. inequalities in two inequalities and interpreting the
 Solve systems of linear inequalities peers and teachers to solution. Example:
variables. ask questions about their
algebraically and graphically to find feasible
regions. approach, solution, and "A farmer can plant up to 200 acres of
real-world application. wheat and barley combined. Each
 Interpret the solutions within the context of the acre of wheat yields a profit of $300,
problem, including identifying feasible and and each acre of barley yields a profit
infeasible regions. of $200. The farmer requires at least
 Justify their solutions using mathematical 100 acres of barley. Write a system of
inequalities to maximize the farmer's
language, logical reasoning, and graphical profit."
representations.

C. Life Skills
 Differentiate between relations and functions, Illustrates a 1 hour Use graphing calculators Illustrates a Relation and a Function 1. Moving Ahead With Mathematics
understanding their fundamental or software to plot II. 1999. pp. 13-18* 2. Advanced
characteristics and properties.
relation and a relations and functions. Task: Provide examples of relations Algebra, Trigonometry and
 Illustrate relations and functions graphically, function. Ask students to analyze Statistics IV. 2003.
using appropriate tools such as coordinate the graphs and describe and ask students to identify which
planes and graphs. the characteristics that ones are functions and which are not.
Example:
 Analyze and interpret real-world scenarios to distinguish a relation
identify whether they represent relations or from a function. "For each of the following relations,
functions. determine if it is a function: {(1,2),(3,4),
 Formulate and solve problems involving (1,3),(2,5)}
relations and functions in various contexts.

 Understand and define the concept of a Verifies if a given 1 hour Provide students with Verifies if a Given Relation is a 1. Moving Ahead With Mathematics
various relations (tables, Function II. 1999. pp. 15-16* 2. Advanced
function and its distinguishing features.
relation is a graphs, equations) and Algebra, Trigonometry and
 Analyze and assess whether a given relation is
a function or not, based on its domain and the
function. ask them to determine if
Task: Given a set of ordered pairs, ask
students to check if it represents a
Statistics IV. 2003. p. 6, 9* 3. NFE
each represents a Accreditation and Equivalency
uniqueness of its outputs (range). function. Example: Learning Material. Relations and
function. Discuss criteria
 Apply different methods, including mapping Functions. 2002. pp. 19- 23
such as vertical line test "Given the relation {(1,2),(3,4),
diagrams, tables, and graphs, to verify if a and uniqueness of (5,6),verify if it is a function."
relation represents a function. outputs.
 Justify their conclusions using mathematical
reasoning and logical arguments.

 Identify and define dependent and Determines 1 hour Conduct a simulation Determines Dependent and Moving Ahead With Mathematics II.
where students role-play Independent Variables 1999. p. 13*
independent variables in various contexts.
 Analyze relationships between variables to
dependent and scenarios (e.g., weather
determine which is dependent and which is independent patterns, consumer
Task: Present equations or scenarios
and ask students to identify the
independent. variables. behavior) and determine dependent and independent variables.
 Formulate hypotheses and predictions based which variables influence Example:
on their understanding of dependent and others. Discuss their
independent variables. findings and conclusions "In the equation y=3x+4y = 3x +
as a class. 4y=3x+4, which variable is dependent
 Design experiments or investigations that and which is independent?"
clearly distinguish between dependent and
independent variables.
 Define and understand the concepts of domain Finds the domain 1 hour Conduct a simulation Finds the Domain and Range of a 1. Moving Ahead With Mathematics
where students role-play Function II. 1999. p. 20* 2. NFE
and range of a function.
 Interpret and relate the domain and range of a
and range of a scenarios (e.g., weather Accreditation and Equivalency
Domain: Determine the domain of the
function to real-world contexts, including function patterns, consumer function f(x).
Learning Material. Relations and
behavior) and determine Functions. 2002. pp. 23- 32
practical scenarios and applications.
 Justify their findings using mathematical which variables influence "Find the domain of the function
others. Discuss their f(x)=1/x-2.
reasoning and logical arguments.
 Communicate their understanding effectively findings and conclusions
Range: Determine the range of the
through written explanations, graphical as a class. function f(x).
representations, and verbal presentations.
"Find the range of the function
f(x)=1/x-2.

Domain: Determine the domain of the

function g(x).

"Find the domain of the function g(x)=

√ 4− x 2

Range: Determine the range of the

function g(x).

"Find the range of the function g(x)=√

4− x 2

 Define and understand the concept of a linear
function and its characteristics, including slope
and y-intercept.
 Graphically represent linear functions on a
coordinate plane.
 Interpret and analyze the meaning of slope
and y-intercept in the context of real-world
Illustrates a linear 1 hour Provide students with Illustrates a Linear Function 1.Advanced Algebra, Trigonometry
linear functions and ask and Statistics IV. 2003. pp. 30-31*
function them to graph each one Task: Sketch the graph of the linear 2. Advanced Algebra, Trigonometry
function f(x)=2x−3 on a coordinate and Statistics IV. 2009. pp. 30-31*
on a coordinate plane. plane.
Discuss how the slope 3. BEAM I – Module 1: Rectangular
Coordinate System
and y-intercept affect the Instructions: Draw the x-axis and y- 4. DLM 4 – Module 1: Linear
graph. axis. Plot at least three points for the Functions 5. EASE IV – Module 1:
 scenarios.
 Formulate linear functions from verbal
descriptions, tables of values, or graphical
representations.
 Apply linear functions to model and solve
practical problems in everyday life situations,
such as budgeting, growth projections, or rate
calculations.
 Communicate their understanding effectively
through written explanations, graphical
representations, and verbal presentations.
Linear Functions
linear function and connect them with
a straight line.
Task: Given a verbal description of a
linear relationship, write the
corresponding linear function and
graph it.
Instructions: For example, "The cost of
renting a car is $30 plus $0.25 per mile
driven." Write the function C(x) for the
total cost after x miles, and sketch its
graph.