Q33_WS_Mathematics 8_Lesson 8_Week 8.pdf
- 1. PILOT IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM Learning Activity Sheet for Mathematics 8 Quarter 3 Lesson 8
- 2. Learning Activity Sheet for Mathematics Grade 8 Quarter 3: Lesson 8 (Week 8) SY 2024-2025 This material is intended exclusively for the use of teachers participating in the pilot implementation of the MATATAG K to 10 Curriculum during the School Year 2024-2025. It aims to assist in delivering the curriculum content, standards, and lesson competencies. Any unauthorized reproduction, distribution, modification, or utilization of this material beyond the designated scope is strictly prohibited and may result in appropriate legal actions and disciplinary measures. Borrowed content included in this material are owned by their respective copyright holders. Every effort has been made to locate and obtain permission to use these materials from their respective copyright owners. The publisher and development team do not represent nor claim ownership over them. Every care has been taken to ensure the accuracy of the information provided in this material. For inquiries or feedback, please write or call the Office of the Director of the Bureau of Learning Resources via telephone numbers (02) 8634-1072 and 8631-6922 or by email at blr.od@deped.gov.ph. Development Team Writer: • Yahweh M. Pasahol (Pedro Guevara Memorial National High School) Validator: • Ysmael V. Caballas (Philippine Normal University – South Luzon) Management Team Philippine Normal University Research Institute for Teacher Quality SiMERR National Research Centre
- 3. PILOT IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM Mathematics 8 Quarter 3 1 LEARNING ACTIVITY SHEET Learning Area: Mathematics Quarter: 3 Lesson No.: 8 Date: Lesson Title/ Topic: Review on solving linear inequalities in one variable Name: Grade & Section: I. Activity No. 1: Perfectly Matched! (8minutes) II. Objective(s): To recall solving linear inequalities in one variable. III. Materials Needed: Activity sheet, pen IV. Instructions: Identify the kind of system of linear equation based on the given graphs. There are 8 inequalities in Column 1 from A to H. Identify the corresponding value of x in Column 2 and its graph in Column 3. Write the letter that perfectly matches the given inequality in Column 1. An example is given for you. V. Synthesis: 1. Were you able to recall your lessons about solving of linear inequalities in one variable? ______________________________________________________________________________________ ______________________________________________________________________________________ 2. How did you find the activity? Can you share and describe your experience? ______________________________________________________________________________________ ______________________________________________________________________________________
- 4. PILOT IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM Mathematics 8 Quarter 3 2 LEARNING ACTIVITY SHEET Learning Area: Mathematics Quarter: 3 Lesson No.: 8 Date: Lesson Title/ Topic: Solving linear inequalities in two variables. Name: Grade & Section: I. Activity No. 2: (15 minutes) II. Objective(s): At the end of the lesson, the students are able to: a. translate real-life situations into linear inequalities; and b. identify ordered pairs that are solution to the inequality. III. Materials Needed: activity sheet, pen IV. Instructions: A. Translate the following into linear inequalities in two variables. 1. Anne went to a bookstore to buy 5 notebooks and 3 pad papers. She spent at least Php 250. 2. A jeepney and a bus have a maximum capacity of 75 passengers. 3. The sum of two numbers x and y is less than 12. 4. Two-thirds of x increased by 9 is at most twice y. 5. Twice the number of female students is at least the number of male students diminished by 4. 6. The monthly expenses of a family on food and transportation is not to exceed by Php 30,000.00. 7. Thrice the length of a side of a rectangle is greater than it width. 8. y reduced from six times a number x is less than 6. 9. Paula bought 3 kilos of pork and 2 kilos of chicken and paid not more than Php 1200. 10.The combined savings of Olivia and Ella in a bank is greater than Php 30000. B. Tell whether each ordered pair is a solution of the given inequality. Write YES if is a solution and NO if it is not a solution. 1) x – y < 8; (2, 3) 4) x + y ≤ 4; (-2, 2) 2) 3x + 2y > 4; (-2, 6) 5) x ≥ -6 + 5y; (6, 2) 3) 4x – y > 4; (2, 7) V. Synthesis:
- 5. PILOT IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM Mathematics 8 Quarter 3 3 1. How did you translate the given sentences into linear inequalities in two variables? _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ 2. What made you decide that the ordered pair is a solution to the given inequality? _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ 3. How did you find the activity? Can you share and describe your experience? _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________
- 6. PILOT IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM Mathematics 8 Quarter 3 4 LEARNING ACTIVITY SHEET Learning Area: Mathematics Quarter: 3 Lesson No.: 8 Date: Lesson Title/ Topic: Solving linear inequalities in two variables. Name: Grade & Section: I. Activity No. 3: (10 minutes) II. Objective(s): At the end of the lesson, the students are able to: a. solve linear inequalities in two variables by graphing; and b. identify points that are solution to the given linear inequality. III. Materials Needed: activity sheet, pen IV. Instructions: Graph each inequality. 1. x + y < 7 2. 4x – 2y ≥ - 4 3. -x + 5y ≤ -10 4. 2x – y > 2
- 7. PILOT IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM Mathematics 8 Quarter 3 5 5. -x > 5 6. – y ≤ -2 Questions: 1. Which linear inequalities used broken line as the boundary line? _____________________________________________________________________________________ 2. Which linear inequalities used solid line as the boundary line? _____________________________________________________________________________________ 3. Which linear inequalities included the origin as part of the solution set? _____________________________________________________________________________________ V. Synthesis: 1. When can a point be a solution to a given linear inequality based on the graph? _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ 2. Which part of the plotting activity is challenging to you? _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ 3. How did you find the activity? Can you share and describe your experience? _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________
- 8. PILOT IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM Mathematics 8 Quarter 3 6 LEARNING ACTIVITY SHEET Learning Area: Mathematics Quarter: 3 Lesson No.: 8 Date: Lesson Title/ Topic: Solving word problems involving linear inequalities in two variables. Name: Grade & Section: I. Activity No. 4: (15 minutes) II. Objective(s): At the end of the lesson, the students are able to: a. translate real-life problems into linear inequalities in two variables; and b. solve problems involving linear inequalities in two variables. III. Materials Needed: activity sheet, pen IV. Instructions: Solve the following problems 1. The total amount of Php 1 coins and Php 5 coins in Dylan’s purse is Php 20. Give two possible number of coins of each kind in her purse. 2. Thrice a number is less than another number. Find two possible combinations of those numbers. 3. Julie plans to spend no more than Php1400 for a pair of pants and a blouse. Suppose that the price of a pair of pants is Php 100 less than twice the price of a blouse. What is the greatest amount that she can spend for the blouse? 4. The sum of Philip and his brother’s age is less than 15. Give two possible ages of Philip and his brother.
- 9. PILOT IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM Mathematics 8 Quarter 3 7 5. Helen was asked to buy tilapia and pork meat for their lunch. A kilo of tilapia is Php 150 while pork meat costs Php 250 a kilo. She was given Php 800. How many kilograms of each can she buy with her budget? V. Synthesis: 1. How were you able to form the needed linear inequality for each word problem? _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ 2. Which part of the plotting activity is challenging to you? _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ 3. How did you find the activity? Can you share and describe your experience? _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________