REPUBLIC OF THE PHILIPPINES

DEPARTMENT OF EDUCATION
NATIONAL CAPITAL REGION

MELCs
Definitive Budget of Work
(DBOW)

MATHEMATICS
 MELCs DEFINITIVE BUDGET OF WORK (DBOW) IN MATHEMATICS 1 TO 10 FOR SY 2021-2022
This Definitive Budget of Work in Mathematics for Grades 1 to 10 is based on the Most Essential Learning Competencies (MELCs)
in Mathematics which were sub-tasked to ensure the full coverage of the MELCs given the number of school days in the school
calendar in this time of pandemic. This aims to serve as a guide to Mathematics teachers in the National Capital Region on the
topics they need to teach in order to meet the standards of the curriculum.

Features/Elements

The MELCs Definitive Budget of Work (DBOW) in Mathematics has the following components:

A QUARTER 1
B Content Standard:
C Performance Standard:
D E MELC G Number of H Remarks
# days
taught
1 E
F Day 1:
Day 2:
Day 3:
Day 4:

A: is the quarter covered by the DBOW on the particular grade level in Mathematics
B: lists down the content standard/s for the particular math domain
C: lists down the performance standard/s for the particular math domain
D: is the continuous numbering of MELCs in the grade level. In this way, it would be easier to identify any MELC in any grade level.
It can be noted that there are 544 MELCs in Mathematics from Grades 1 to 10 which is breakdown as follows:
Grade 1 – 38 Grade 3 – 56 Grade 5 – 75 Grade 7 – 53 Grade 9 – 46
Grade 2 – 54 Grade 4 – 67 Grade 6 – 62 Grade 8 – 52 Grade 10 – 41
E: is the list of MELCs in the identified quarter. Note that those in bold font are the original MELCs issued by the central office.
F: is the unpacked/sub-tasked MELCs broken down into smaller learning competency (LC) distributed to the number of days
indicated in the time allotment of MELCs. However, most of the time, the DBOW writers veered away from the time allotment
since the issued MELCs of the Central Office contains 9 weeks per quarter in Mathematics, but the school calendar only has 8
weeks per quarter. There are also instances that the MELC cannot be unpacked since the MELC is already too specific.
G: shows the number of days the specified MELCs should be taught.
H: contains the remarks indicating the prerequisite skills that needed to be taught prior to the teaching of the specified MELC. It
also contains tips and advice on how to better foster among learners the mastery of the indicated MELC.

Prerequisite competencies that were indicated in column H came from the quarterly MELCs audit conducted by the Curriculum
and Learning Management Division (CLMD) of DepEd-NCR during the SY 2020-2021. The MELCs audit showed competencies that
were not covered by teachers in the said school year. This is to address learning gaps that might occur since the mathematics
curriculum is in a spiral progression.

How to Use this MELCs DBOW in Mathematics

This MELCs DBOW in Mathematics is a guide for teachers that they can use as a reference in crafting their learning plan as
well as the Weekly Home Learning Plan for learners.

Math teachers should:

 be aware of the features/elements of this DBOW as discussed in the previous section.
 look for the grade level being handled and the quarter at the time of teaching.
 identify the MELC that needs to be taught for the quarter.
 be conscious of the prerequisite competency/ies indicated in column H that they need to discuss prior to the teaching of
the current competency. It is recommended that the discussion and exercises for the prerequisite competency be given
during Saturdays as a remediation activity addressing the learning gap.
 consider the tips or advice also placed under column H in order to enhance the mastery of the competencies.
 examine and implement the LC per day in order to fully cover the MELC.
 design lessons using the DBOW considering the number of days the MELC must be taught.
 deliver the LCs as specified in the DBOW using varied platforms considering the learning modality of the learner.

Note that the DBOW only covers instructional time – the time devoted for teaching. The DBOW does not include the time for
orientations, formative and summative assessments, remediation, and other teaching and learning activities to give way for the
academic freedom of teachers. According to the school calendar, there are around 52 days every quarter and yet the maximum
number of instructional days that can be seen in this DBOW is only 40 days. This means that the teacher has at least 12 days to
devote for more opportunities for exercises through the formative assessment, orientation, conduct of summative assessments,
intervention activities, etc.

To illustrate this, Day 1 (September 13, first day of classes) doesn’t mean to be the Day 1 of instruction here in DBOW since we
all know that orientation is usually conducted during the first day of class. Hence, Day 1 of instruction might fall on Day 2 or
even Day 3 of the school year depending on the class schedule of the learner and the strategy of the teacher.
 MELCs DEFINITIVE BUDGET OF WORK (DBOW) IN MATHEMATICS 1 TO 10 FOR SY 2021-2022
TECHNICAL WORKING GROUP

This MELCs Definitive Budget of Work in Mathematics for Grades 1 to 10 has been made possible because of the following people:

Grade Level Role Name Position School SDO

Team Leader Jennifer B. Mondoy Math EPS Caloocan City
G1 Writer Ma. Cristina Frondozo MT 1 Potrero ES 1 Malabon City
Writer Ma. Cristina E. Dullas MT 1 Bgumbayan Elementary School Navotas City
Team Leader Emelita Bautista Math EPS Muntinlupa City
G2 Writer Vanessa A. Pasion T3 La Huerta Elementary School Paranaque
Writer Sherly A. Alday T3 Isaac Lopez Integrated School Mandaluyong City
Team Leader Emma Cunanan Math EPS Paranaque City
G3 Writer Judy Anne C. Santiago MT 1 Bangkulasi Elem School Navotas City
Writer Belen R. Dizor MT 1 San Juan ES San Juan
Team Leader Joel Feliciano Math EPS Quezon City
G4 Writer Wilma L. Garcia T3 EMS Signal Village ES Taguig City and Pateros
Writer Sharon M. Sergio MT 1 Don Carlos Village ES Pasay
Remylinda Soriano Math EPS Manila City
Team Leaders
Rogelio Junio Math EPS Pasay City
G5 Writer Samuel Z. Sison T3 Placido del Mundo ES Quezon City
Writer Allan G. Salonatin MT 1 Caybiga ES Caloocan
Teresita Tagulao Math EPS Pasig City
Team Leaders
Mirasol Rongavilla Math EPS Taguig City and Pateros
G6 Writer Nely D. Baylon MT II Beata ES Manila
Writer Eliza Junio MT I Caniogan ES Pasig
Gina Aguitez Math EPS Las Pinas City
Team Leaders
Evelyn Callada Math EPS Malabon City
G7 Writer Lovely Rose D. Bamba T3 Bagumbong HS Caloocan
Writer Bielynda C. Daelo MT 1 Jesus Dela Peña NHS Marikina City
Michael Lee Math EPS Makati City
Team Leaders
Helen Acedo Math EPS San Juan City
G8
Writer Gabriel T. Vargas II MT 1 Tinajeros NHS Malabon City
Writer Dianne V. Pellazar T1 Veinte Reales National HS Valenzuela
Grade Level Role Name Position School SDO
Restituto Rodella Math EPS Mandaluyong City
Team Leaders
Dominador Villafria Math EPS Marikina City
G9 Writer Krystelle R. Dumlao T3 Muntinlupa National High School TA Muntinlupa
Writer Marvin Ocampo T1 Gen. Pio del Pilar NHS Makati
Alberto Tiangco Math EPS Navotas City
Team Leaders
Marilyn Soriano Math EPS Valenzuela City
G10 Writer Diana Grace B. Aniban MT I Manila Science HS Manila
Writer Helen M. Tan MT1 Las Pinas East National High School Las Pinas
Over-all Focal Person Bernadeth C. Daran Math EPS Regional Office, DepEd-NCR
Learning Area: MATHEMATICS Grade Level: 8

QUARTER 1
Content Standard: 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.
# MELC Number of days taught Remarks
1 factors completely different types of polynomials 6 days Prior to teaching this competency, give
(polynomials with common monomial factor, inputs and exercises first on:
difference of two squares, sum, and difference of a. illustrates the different properties
two cubes, perfect square trinomials, and of operations on the set of
general trinomials). (M8AL-Ia-b-1) integers.
b. uses models and algebraic
Day 1: Factors polynomials whose terms have
methods to find the: (a) product of
common monomial factors
two binomial (b) product of the
Day 2: Factors binomials that are difference of two sum and difference of two terms;
squares (c) square of a binomial; (d) cube
of a binomial;(e) product of a
Day 3: Factors binomials which are sums and binomial and a trinomial.
differences of two cubes
A. Identify the properties illustrated
Day 4: Factors perfect square trinomials
in the following operation on
Day 5: Factors general trinomials where a = 1 integers. (G7, Q1)
B. Determine the product of the
Day 6: Factors general trinomials where a >1
following polynomials (G7, Q2)
2 solves problems involving factors of polynomials. 1 day Prior to teaching this competency, give
(M8AL-Ib-2) inputs and exercises first on:
 Solve problems involving algebraic
Day 7: Solves problems involving factors of expressions
polynomials  Solve the following problems involving
algebraic expressions. (G7, Q2)
3 illustrates rational algebraic expressions. (M8AL-Ic-1) 1 day
Day 8: Defines and illustrates rational algebraic
expressions
# MELC Number of days taught Remarks
4 simplifies rational algebraic expressions. (M8AL-Ic-2) 3 days Prior to teaching this competency, give
inputs and exercises first on:
a. performs operations on rational
numbers
b. adds and subtracts polynomials
c. derives the laws of exponent
d. multiplies and divides polynomials

A. Perform the indicated operations

on rational numbers. (G7, Q1)
B. Simplify the following
expressions using laws of
exponents. (G7, Q2)
C. Perform the indicated operations
on polynomials. (G7, Q2)
Day 9: Simplifies Rational Algebraic Expressions Teachers may opt to conduct a review on
(with simplifying fractions prior to Day 9.
common monomial factors)
Day 10: Simplifies Rational Algebraic Expressions (with
expressions factorable by difference of two squares
and sum and difference of two cubes)
Day 11: Simplifies Rational Algebraic Expressions (with
perfect squares trinomials and general trinomials)
5 performs operations on rational algebraic expressions. 3 days Prior to teaching this competency, give
(M8AL-Ic-d-1) inputs and exercises first on:
a. illustrates the different properties
Day 12: Multiplies and divides rational algebraic
of operations on the set of
expressions
integers.
Day 13: Adds and subtracts rational algebraic b. Performs operations on rational
expressions with like denominators numbers
Day 14: Adds and subtracts rational algebraic A. Illustrates the different properties
expressions with unlike denominators of operations on the set of
integers.
B. Perform the indicated operations
on rational numbers. (G7, Q1)
6 solves problems involving rational algebraic 2 days Prior to teaching this competency,
expressions. (M8AL-Id-2) give inputs and exercises first on:
Day 15: Solves ratio, proportion and number
problems performs operations on rational numbers
involving rational algebraic expressions Perform the indicated operations on
Day 16: Solves motion and work problems involving rational numbers. (G7, Q1)
rational algebraic expressions
# MELC Number of days taught Remarks
7 illustrates the rectangular coordinate system and its 1 day
uses. (M8AL-Ie-1)
Day 17: Defines and illustrates terms related to
rectangular coordinate system and their uses
8 illustrates linear equations in two variables. (M8AL-Ie-3) 1 day Prior to teaching this competency, give
inputs and exercises first on:
Day 18: Defines and illustrates linear equations in Differentiates algebraic expressions,
two variables equations, and inequalities.
Classify the following algebraic
expressions
as equations or inequalities. (G7, Q2)
9 Illustrates and finds the slope of a line given two 3 days
points, equation, and graph.
Day 19: Illustrates and finds the slope of a line given
two points
Day 20: Illustrates and finds the slope of a line given its
equation
Day 21: Illustrates and finds the slope of a line given its
graph
10 writes the linear equation ax + by = c in the form y 2 days
= mx
+ b and vice versa. (M8AL-If-1)
Day 22: Writes the linear equations ax + by = c in
the form y = mx + b
Day 23: Writes the linear equations y = mx + b in
the form ax + by = c
11 graphs a linear equation given (a) any two points; 3 days
(b)
the x– and y– intercepts; (c) the slope and a
point on the line. (M8AL-If-2)
Day 24: Graphs a linear equation given any two
points
Day 25: Graphs a linear equation given the x- and y
- intercepts
Day 26: Graphs a linear equation given the slope
and
a point on the line
12 describes the graph of a linear equation in terms 3 days
of its intercepts and slope. (M8AL-If-3)
Day 27: Describes the graph of a linear equation in
the
form x = a or y = b in terms of its intercepts and
slope
# MELC Number of days taught Remarks
Day 28: Describes the graph of a linear equation in
the form y = mx + b where m > 0 in terms of its
intercepts
and slope
Day 29: Describes the graph of a linear equation in
the
form y = mx + b where m < 0 in terms of its
intercepts and slope
13 finds the equation of a line given (a) two points; (b) 3 days
the
slope and a point; (c) the slope and its intercepts.
(M8AL-Ig-1)
Day 30: Finds the equation of a line given two
points
Day 31: Finds the equation of a line given the slope
and
a point
Day 32: Finds the equation of a line given the slope Include in the discussion finding the
and its intercepts equation of a line given the x - and
y - intercepts
14 solves problems involving linear equations in two 1 day Prior to teaching this competency, give
variables. (M8AL-Ig-2) inputs and exercises first on:
a. Finds the solution of linear equation
or inequality in one variable.
b. solves problems involving equations
Day 33: Solves problems involving linear equations and inequalities in one variable.
in two variables
A. Determine the solution of the linear
equation or inequality in one variable.
B. Solves problems involving equations
and inequalities in one variable.
15 illustrates a system of linear equations in two variables. 3 days Prior to teaching this competency, give
Week 8 M8AL-Ih-1 inputs and exercises first on:
16 graphs a system of linear equations in two Solves linear equation or inequality in one
variables. (M8AL-Ih-2) variable involving absolute value by: (a)
Day 34: Defines, illustrates, and graphs inconsistent graphing; and (b) algebraic methods
system of linear equations in two variables Determine the solution of the following
Day 35: Defines, illustrates, and graphs dependent linear equation or inequality in one
system of linear equations in two variables variable involving absolute value using
Day 36: Defines, illustrates, and graphs the indicated method (a. graphing, b.
independent algebraic method). (G7, Q2)
system of linear equations in two variables
# MELC Number of days taught Remarks
17 categorizes when a given system of linear 1 day
equations in two variables has graphs that are
parallel, intersecting,
and coinciding. (M8AL-Ih-3)
Day 37: Categorizes when a given system of linear
equations in two variables has graphs that are
parallel, intersecting, and coinciding.
18 solves problems involving systems of linear 3 days Prior to teaching this competency, give
equations in two variables by (a) graphing; (b) inputs and exercises first on:
substitution; (c) elimination. a. solves problems involving
conversion of units of
measurement.
Day 38: Solves problems involving systems of linear b. Finds the solution of linear
equations in two variables by graphing equation or inequality in one
variable.
c. Solves linear equation or inequality
Day 39: Solves problems involving systems of linear in one variable involving absolute
equations in two variables by substitution value by: (a) graphing; and (b)
Day 40: Solves problems involving systems of linear algebraic methods
equations in two variables by elimination d. Solves problems involving
equations and inequalities in one
variable.

A. Solve problems involving

conversion of units of
measurement. (G7, Q2)
B. Determine the solution of the
following linear equation or
inequality in one variable. (G7, Q2)
C. Determine the solution of the
following linear equation or
inequality in one variable involving
absolute value using the indicated
method (a. graphing, b. algebraic
method). (G7, Q2)
D. Solve the following
problems(involving linear equation
or
inequality in one variable). (G7, Q2)
QUARTER 2
Content Standard: The learner demonstrates key concepts of linear inequalities in two variables, systems of linear inequalities in
two variables and linear functions.
Performance Standard: The learner is able to formulate and solve accurately real-life problems involving linear inequalities in two
variables, systems of linear inequalities in two variables, and linear functions.
# MELC Number of days taught Remarks
19 differentiates linear inequalities in two variables from 1 day Prior to teaching this competency, give
linear equations in two variables. (M8AL-IIa-2) inputs and exercises first on:
Illustrates linear equations and inequality in
one variable.
Day 1: Differentiates linear inequalities in two variables
Classify the following expressions as
from linear equations in two variables
linear equation or linear inequality in one
variable
(G7, Q2)
20 Illustrates and graphs linear inequalities in two 2 days
variables.
Day 2: Determines algebraically whether an
ordered pair is a solution of a linear inequality in
two variables
Day 3: Graphs linear inequalities in two variables
21 solves problems involving linear inequalities in two 2 days Prior to teaching this competency, give
variables. (M8AL-IIa-4) inputs and exercises first on:
a. Finds the solution of linear
equation or inequality in one
Day 4: Translates verbal statements to linear variable.
inequalities in two variables b. Solves problems involving
equations and inequalities in one
variable.
Day 5: Solves problems involving linear inequalities
in two variables A. Determine the solution of the
following linear equation or
inequality in one variable. (G7, Q2)
B. Solve the following problems
(involving linear equation or
inequality in one variable). (G7,
Q2)
22 solves problems involving systems of linear inequalities 3 days
in two variables. (M8AL-IIb-2)
Day 6: Determines algebraically whether an ordered
pair is a solution of a system of linear inequalities
Day 7: Graphs system of linear inequalities in two
variables
# MELC Number of days taught Remarks
Day 8: Solves problems involving systems of linear
inequalities in two variables
23 illustrates a relation and a function. (M8AL-IIc-1) 1 day
Day 9: Defines and illustrates relations and
functions
24 verifies if a given relation is a function. (M8AL-IIc- 2 days
2)
Day 10: Determines whether a given relation is
function given its: (a) set of ordered pairs or (b)
table of values
Day 11: Determines whether a given relation is
function
given its: (c) graph or (d) rule/ set notation
25 determines dependent and independent variables. 1 day
(M8AL-IIc-3)
Day 12: Defines, illustrates, and identifies
dependent
and independent variables from a given situation or
function notation
26 finds the domain and range of a function. (M8AL- 4 days
IId-1)
Day 13: Determines the domain and range of a
function given its set of ordered pairs
Day 14: Determines the domain and range of a
function given its table of values
Day 15: Determines the domain and range of a
function given its graph
Day 16: Determines the domain and range of a
function given its rule/ set notation
27 graphs and illustrates a linear function and its (a) 4 days
domain; (b) range; (c) table of values; (d)
intercepts; and (e) slope.
Day 17: Graphs and illustrates a linear function
given its
domain and range
Day 18: Graphs and illustrates a linear function
given its
table of values
Day 19: Graphs and illustrates a linear function given
 its intercepts
Day 20: Graphs and illustrates a linear function
given its
slope
28 solves problems involving linear functions. (M8AL-IIe- 1 day
2)
Day 21: Solves problems involving linear functions
Content Standard: The learner demonstrates understanding of key concepts of logic and reasoning.
Performance Standard: The learner is able to communicate mathematical thinking with coherence and clarity in formulating and
analyzing arguments.
# MELC Number of days taught Remarks
29 determines the relationship between the hypothesis 1 day
and the conclusion of an if-then statement. (M8GE-
IIf- 1)
Day 22: Determines the hypothesis and conclusion
of an if – then statement
30 transforms a statement into an equivalent if-then 1 day
statement. (M8GE-IIf-2)
Day 23: Transforms a statement into an equivalent
if- then statement
31 determines the inverse, converse, and 3 days
contrapositive of an if-then statement. (M8GE-
IIg-1)
Day 24: Determines the inverse of an if – then
statement
Day 25: Determines the converse of an if – then
statement
Day 26: Determines the contrapositive of an if –
then statement
32 illustrates the equivalences of: (a) the statement and 2 days
its
contrapositive; and (b) the converse and inverse of
a statement. (M8GE-IIg-2)
Day 29: Illustrates the equivalences of a statement
and its contrapositive
Day 30: Illustrates the equivalences of the converse After Day 30, give culminating exercises
and inverse of a statement covering equivalent statements.
33 uses inductive or deductive reasoning in an 2 days
argument. (M8GE-IIh-1)
Day 31: Uses inductive reasoning in an argument
Day 32: Uses deductive reasoning in an argument
34 writes a proof (both direct and indirect). (M8GE-IIi-j-1) 6 days
Day 33: Defines and illustrates important postulates
and properties in writing proofs
Day 34: Defines and illustrates important theorems
in
writing proofs
Day 35: Constructs a flowchart in writing direct
proofs
Day 36: Writes a direct proof (paragraph form)
 # MELC Number of days taught Remarks
Day 37: Constructs a two – column proof
Day 38: Writes an indirect proof

QUARTER 3
Content Standard: The learner demonstrates understanding of key concepts of axiomatic structure of geometry and triangle
congruence.
Performance Standard: 1. The learner is able to formulate an organized plan to handle a real-life situation.
2. The learner is able to communicate mathematical thinking with coherence and clarity in formulating, investigating,
analyzing,
and solving real-life problems involving congruent triangles using appropriate and accurate representations.
# MELC Number of days taught Remarks
35 describes a mathematical system. (M8GE-IIIa-1) 2 days
Day 1: Defines and illustrates a mathematical
system
Day 2: Discusses parts of mathematical system
36 illustrates the need for an axiomatic structure of a 5 days
mathematical system in general, and in Geometry
in
particular: (a) defined terms; (b) undefined terms;
(c) postulates; and (d) theorems. (M8GE-IIIa-c-1)
Day 3: Illustrates the need for an axiomatic structure
of a mathematical system in general
Day 4: Illustrates the need for an axiomatic structure
of
a mathematical system in general, and in
Geometry in particular: (a) defined terms
Day 5: Illustrates the need for an axiomatic structure
of
a mathematical system in general, and in
Geometry in particular: (b) undefined terms
Day 6: Illustrates the need for an axiomatic structure
of a mathematical system in general, and in
Geometry
in particular: (c) postulates
Day 7: Illustrates the need for an axiomatic structure
of a mathematical system in general, and in
Geometry
in particular: (d) theorems
37 illustrates triangle congruence. (M8GE-IIId-1) 2 days
Day 8: Establishes the properties of congruence
and identifies the corresponding parts of congruent
figures
Day 9: Illustrates triangle congruence
# MELC Number of days taught Remarks
38 illustrates the SAS, ASA and SSS congruence 4 days
postulates. (M8GE-IIId-e-1)
Day 10: Illustrates the SAS congruence postulates
Day 11: Illustrates the ASA congruence postulates
Day 12: Illustrates the SSS congruence postulates
Day 13: Illustrates the SAA congruence theorem
39 solves corresponding parts of congruent triangles 5 days
(M8GE-IIIf-1)
Day 14: Illustrates CPCTC
Day 15: Identifies congruent parts when triangles are
reflected, translated or rotated
Day 16: Applies CPCTC in identifying the
congruent parts of two congruent triangles
Day 17: Solves corresponding parts of congruent Provide exercises involving problems on
triangles lengths and angles using algebraic
Day 18: Solves problems involving corresponding parts methods.
of congruent triangles
40 proves two triangles are congruent. (M8GE-IIIg-1) 10 days Prior to teaching this competency,
Day 19: Proves triangle congruence using give inputs and exercises first on:
SAS Postulate  derives relationships of geometric
Day 20: Proves triangle congruence using figures using measurements and
ASA Postulate by inductive reasoning:
Day 21: Proves triangle congruence using SSS supplementary angles,
Postulate complementary angles, congruent
Day 22: Proves triangle congruence using angles, vertical angles, adjacent
SAA Theorem angles, linear pairs, perpendicular
Day 23: Uses the conditions of triangle congruence lines, and parallel lines.
in  Give examples of congruent
an isosceles triangle angles, vertical lines, and
Day 24: Proves theorems on isosceles triangle adjacent angles (G7, Q3)
Day 25: Proves theorems on right triangle: (a) Leg-
Leg
Congruence
Day 26: Proves theorems on right triangle:
(b) Hypotenuse-Leg Congruence
Day 27: Proves theorems on right triangle: (c) Leg-
Angle Congruence
Day 28: Proves theorems on right triangle:
(d) Hypotenuse-Angle Congruence
 # MELC Number of days taught Remarks
41 proves statements on triangle congruence. (M8GE- 1 day
IIIh-1)
Day 29: Proves statements on triangle congruence
involving all postulates and theorems on triangles.
42 applies triangle congruence to construct 6 days
perpendicular lines and angle bisectors. (M8GE-IIIi-j-
1)
Day 30: Illustrates (a) bisector, (b) midpoint, (c)
perpendicular lines, and (d) angle bisector
Day 31: Constructs (a) perpendicular bisector
Day 32: Constructs (b) angle bisector
Day 33: Applies triangle congruence to
construct perpendicular lines and angle
bisectors
Day 34: Solves problems involving perpendicular
bisector and angle bisector algebraically with one
unknown
Day 35: Solves problems involving perpendicular
bisector and angle bisector algebraically with two
unknowns

QUARTER 4
Content Standard: The learner demonstrates understanding of key concepts of inequalities in a triangle, and parallel and
perpendicular lines.
Performance Standard: The learner is able to communicate mathematical thinking with coherence and clarity in formulating,
investigating, analyzing, and solving real-life problems involving triangle inequalities, and parallelism and perpendicularity of
lines
using appropriate and accurate representations.
# MELC Number of days taught Remarks
43 illustrates theorems on triangle inequalities 4 days Prior to teaching this competency,
(Exterior specifically Day 3, give inputs and
Angle Inequality Theorem, Triangle Inequality exercises first on:
Theorem, Hinge Theorem). (M8GE-IVa-1)  derives inductively the relationship
Day 1: Defines and illustrates Triangle Inequality of exterior and interior angles of a
theorem in one Triangle: (a) Side-Angle Inequality convex polygon
Theorem; and (b) Angle-Side Inequality Theorem  Give examples on the relationship of
Day 2: Define and illustrate Triangle Inequality theorem exterior and interior angles of a
triangle.
(G7, Q3)
# MELC Number of days taught Remarks
Day 3: Defines and illustrates Exterior Angle Inequality
Theorem
Day 4: Defines and illustrates Hinge Theorem and
its
converse
44 applies theorems on triangle inequalities. (M8GE-IVb-1 6 days
Day 5: Applies Triangle Inequality Theorem in One
Triangle to: (a) arrange the sides of a triangle in
longest to shortest order and vice versa; (b)
arrange
the angles of a triangle in largest to smallest and
vice versa;
Day 6: Applies Triangle Inequality Theorem in One Include problems that will require the use
Triangle to: (c) find the range of the missing side of algebra.
of a triangle.
Day 7: Applies Exterior Angle Inequality Theorem
to solve algebraically the measures of the
angles of a
triangle with one unknown
Day 8: Applies Exterior Angle Inequality Theorem
to solve algebraically the measures of the
angles of a
triangle with two or more unknowns
Day 9: Applies Hinge Theorem and Its Converse
to: (a) compare sides and angles of two triangles;
(b) solve algebraically the missing measure of a
triangle with
one unknown.
Day 10: Applies Hinge Theorem and Its Converse
to solve algebraically the missing measures of a
triangle
with two unknowns.
45 proves inequalities in a triangle. (M8GE-IVc-1) 1 day
Day 11: Proves inequalities in a triangle using two-
column proof
46 proves properties of parallel lines cut by a transversal. 3 days Prior to teaching this
(M8GE-IVd-1) competency, specifically Day 15,
Day 12: Illustrates properties of parallel lines cut by a give inputs and exercises first
transversal on:
Day 13: Proves properties of parallel lines cut derives relationships among angles
by a transversal formed by parallel lines cut by a
Day 14: Solves problems involving parallel lines cut transversal using measurement and by
by a transversal inductive reasoning. (G7, Q3)
# MELC Number of days taught Remarks
47 determines the conditions under which lines and 3 days
segments are parallel or perpendicular. (M8GE-IVe-1)
Day 15: Determines the conditions under which
lines
and segments are parallel or perpendicular.
Day 16: Identifies parallel and perpendicular lines in
a transversal
Day 17: Solves problems involving parallel and
perpendicular lines
Content Standard: The learner demonstrates understanding of key concepts of probability.
Performance Standard: The learner is able to formulate and solve practical problems involving probability of simple events.
48 illustrates an experiment, outcome, sample space 1 day
and
event. (M8GE-IVf-1)
Day 18: Illustrates and describes an experiment,
outcome, sample space and event
49 counts the number of occurrences of an outcome 6 days
in an experiment: (a) table; (b) tree diagram;
(c)
systematic listing; and (d) fundamental counting
principle. (M8GE-IVf-g-1)
Day 19: Illustrates the different methods used in
counting the number of occurrences of an outcome
in an experiment
Day 20: Counts the number of occurrences of
an outcome in an experiment: (a) table
Day 21: Counts the number of occurrences of an
outcome in an experiment: (b) tree diagram
Day 22: Counts the number of occurrences of
an outcome in an experiment: (c) systematic
listing
Day 23: Counts the number of occurrences of an
outcome in an experiment: (d) fundamental
counting
principle with repetition
Day 24: Counts the number of occurrences of an
outcome in an experiment: (d) fundamental
counting
principle without repetition
50 finds the probability of a simple event. (M8GE-IVh-1) 2 days
Day 25: Demonstrates the properties of the
probability of a simple event.
Day 26: Finds the probability of a simple event.
# MELC Number of days taught Remarks
51 illustrates an experimental probability and a 5 days
theoretical probability. (M8GE-IVi-1)
Day 27: Illustrates an experimental probability
Day 28: Illustrates a theoretical probability
Day 29: Differentiates experimental probability to
theoretical probability
Day 30: Solves problems involving experimental
probability
Day 31: Solves problems involving theoretical
probability
52 solves problems involving probabilities of simple 5 days
events. (M8GE-IVi-j-1)
Day 32: Solves problems involving probabilities of
simple events: spinner
Day 33: Solves problems involving probabilities of
simple events: tossing coin
Day 34: Solves problems involving probabilities of
simple events: rolling dice
Day 35: Solves problems involving probabilities of
simple events: drawing cards
Day 36: Solves problems involving probabilities of
simple events in real-life situations