REPUBLIC OF THE PHILIPPINES

DIVISION OF MASBATE
INSTITUTE OF THE ORIENT, INC.
Avenido Street, Poblacion, Placer, Masbate
Academic Year 2024-2025

LEARNING PLAN

EXPLORE
TOPIC: Unit Introduction and Overview:

Patterns and
Algebra

CONTENT
STANDARD:
The learner
demonstrates
understanding 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 This unit is about patterns and algebra. It includes factoring different types of
STANDARD: polynomials (polynomial with common monomial factor, difference of two squares, sum
The learner and difference of two cubes, perfect square trinomials and general trinomials), rational
formulate real-life algebraic expressions, rectangular coordinate system, slope of a line, writing the equations
problems of lines, systems of linear equations and their solutions.
involving factors In this unit, the learners will discover how important it is to utilize essential
of polynomials, mathematical skills to be able to understand questions that arise in various real-life
rational algebraic situations that we encounter every day and use these skills wisely to be able to come up
expressions, linear with the desired output.
equations and
inequalities in two In this unit, the students will learn to:
variables, systems 1. illustrates the different types of polynomials (polynomial with common monomial
of linear equations factor, difference of two squares, sum and difference of two cubes, perfect square
and inequalities in trinomials, and general trinomials)
two variables and 2. factors completely the different types of polynomials (polynomial with common
linear functions, monomial factor, difference of two squares, sum and difference of two cubes,
and solve these perfect square trinomials, and general trinomials)
problems 3. solve problems involving factors of polynomials
accurately using a 4. demonstrates understanding of factoring polynomials and apply the concept to a
variety of real-world problem
strategies. 5. illustrates rational algebraic expressions
6. performs operations on rational algebraic expressions
7. solves problem involving rational algebraic expressions
8. illustrates the rectangular coordinate system and its uses
9. show the slope of a line given two points, equation and graph
10. writes the linear equation ax+by=c in the form of y=mx+b and vice versa
11. graphs a linear equation given (a) any two points; (b) the x and y- intercepts; (c)
the slope and a point on the line
12. finds the equation of the line given (a) two points; (b) the slope and a point; (c) the
slope and its intercepts
13. illustrates a system of linear equations in two variables
 14. describe and categorize the graphs of a system of linear equations in two variable

Essential Question:

As the students go through all the activities of this unit, they need to think of this essential
question: how can unknown quantities in geometric problems be solved? How can rate-
related problems be solved? How can the rectangular coordinate system be used in real
life? How can problems regarding trends and options be properly solved?

HOOK ACTIVITY:
Let the students start exploring this unit by letting them do the activity below:

A.
Have you ever looked around and recognized different patterns? Have you asked
yourself what the world’s environment would look like if there were no patterns? Why do
you think there are patterns around us?

B. .
Given a rectangle with an area of 18sq. units, what are other dimensions that you can
think aside from what is shown below? Write in the box provided as many answers as you
can think of.

1. What do you consider in looking for the other dimensions?

2. Suppose, one side is increased by an unknown quantity; example, x, how would
you represent the new dimensions?
3. How can unknown quantities in geometric problems be solved?
C.
Take a close look at this picture. Describe what you see.

PROCESS QUESTIONS:

1. What will happen if one of them will not do his job?

2. What will happen when there are more people working together? Will they
 finish the job earlier or later?
3. How can rate-related problems be solved?

Map of Conceptual Change Activity for Students’ Prior/New Knowledge:

PRE-ASSESSMENT

Let’s find out how much you already know about this unit. Choose the letter that you
think correctly answers the question. Take note of the items that you were not able to
correctly answers and look for the right answer as you go through this lesson.

1. Which of the following factors gives a product of x 2+5x+4?

a. (x+1)(x+4) b. (x+2)(x+2) c. (x+5)(x-1)
2
2. How is x −36 be expressed as a product of factors?
a. (x+6)(x-6) b. (x+6)(x+6) c. (x-9)(x-4)
3. How many tiles of 1 meter by 1 meter would be needed to cover the floor?
a. 58 pcs. b. 116 pcs. c. 204 pcs.
4. Which of the following gives the product 3 x 2-5x-2?
a. (3x+1)(x-2) b. (3x-1)(x+2) c. (3x+2)(x-1)
5. The area of a square is defined by 25 a 2+20a+4 sq. cm. which of the following
represent the length of each side?
a. (5a+4)(5a+4)cm b. 5a cm c. (5a+2)(5a+2)cm
6. The following are rational numbers except ______.
a. -14 b. 36 c. √ 10
7. A water tank has two outlet pipes. When the first pipe is left open, it takes 4 hrs to
drain the tank while if only the second pipe is open, it takes 6 hours to drain. How
long should it take to drain the tank if both pipes are left open simultaneously?
a. 3 hrs. b. 1.5 hrs. c. 2.4 hrs.
−6 x
8. What are the solutions of the equation = ?
x+7 2
a. (3,4) b. -3 c. -3,4
9. What is rectangular coordinate system?
a. It is used for naming point in a plane.
b. It is a plane used for graphing linear functions.
c. It is a two-dimensional plane which is divided by the axes into four regions called
quadrants.
10. Find the equation of the line with slope -2 and passing through (5,4).
a. y=2x+1 b. y=-2x=1 c. y=2x+14
11. Each point on a Cartesian plane is assigned a pair of coordinates called ___.
a. ordered pair b. domain c. ordinate
2
x −1
12. What rational algebraic expressions is the same as ?
x−1
a. x+1 b. x-1 c. 1
13. What is the value of a non-zero polynomial raised to 0?
a. constant b. one c. undefined
x−2 x +2
14. Perform the indicated operation: − .
3 2
x+5 −x−10 x+1
a. b. c.
6 6 6
15. Determine the slope of the line 3x+y=7.
a. 3 b. -3 c. 1/3

LEARNING
COMPETENCY
(as stated in FIRM-UP (ACQUISITION
Curriculum Map)
LC1 (A1)
Illustrates the Activity A1.1: MESSAGE FROM THE KING
different types of (PRODUCT-FACTOR ASSOCIATION)
polynomials
(polynomial with Description: This activity will give you an idea on how factors are associated with
common products. You will match the products in column A with the factors in column B to
monomial factor, decode the secret message.
difference of two
squares, sum and COLUMN A COLUMN B
difference of two
cubes, perfect 1. 4x(3x-5) A. 6 x 2 y 2 +3 x y 2 −3 x y 2
square trinomials, 2. 3x y 2(2x+y-1) F. x 3-27
and general 3. (x + y )(x− y ) G.4 x 2-9
trinomials). 4. .(2x-3)(2x+3) R. 4 x 2+12x+9
5. (x + y )2 E. 6 x 2+x-2
Learning
Target(s): 6. (2 x+ 3)2 T. ac-ad+bc-b
1. I can 7. (x−5 y )2 S. mr-nr+ms-ns
identify the 8. (x +4 )(x−3) C. x 2− y 2
five types 9. (2 x−1)(3 x +2) I. x 2−x−10
of 10. . (x+2)(2x-5) O. x 2−10 xy +25 y 2
polynomial 11. (x-3)( x 2+3x+9) N. x 2+x-12
s 12. (a+b)(c-d) M. x 3 +27
2. I can 13. (m-n)(r+s) L. x 2+ 2 xy + y 2
master the 14. (x−5 y )(x+ 5 y) U. 12 x2 -20
prerequisite
15. (3 x +4)(3 x−4) P. 9 x 2-16
skills such
16. (3 x−4)2 V. 9 x 2-24x+1
as
operations 17. (x+3)( x 2+3x+9) H. x 3 +27
on integers,
laws of
exponents,
special FA C T O R I N G I S T H E
products, 12 2 3 14 8 7 11 9 4 11 15 14 13 10
and basic
geometry R E V E R S E O F
formulae. 7 10 17 10 7 15 10 8 12
Success Criteria:
1. I can M U L T I P L I C A T I O N
identify the 6 1 5 14 11 16 5 11 3 2 14 11 8 9
different
types of
polynomial Activity A1.2: IDENTIFY ME!
s
2. I can After the discussion, the students will answer this activity.
master the
prerequisite Instructions: Identify the following polynomials. Write A before the number if it can be
skills such solve using polynomial with common monomial factor, B using difference of two squares,
as C using difference of two cubes, D using perfect square trinomials, and E for general
operations trinomials.
on integers,
laws of A 1. 3x+7xy
exponents, B 2. x 2−m4
special B 3. 25 x 8−100
products, E 4. x 2+7x+10
and basic D 5. x 2+10x+25
geometry C 6. x 3+27
formulae C 7. 8 y 9- 64
A 8. 36a-81b
B 9. 36 m4 −81 n6
D10. x 2+12x+36

LC2 (A2)
Factors completely
the different types ACTIVITY A2.1: FIND THE MISSING!
of polynomials
(polynomials with Instructions: Supply the missing term to make a true statement.
common 1.3xy−6 x 2 +9 x y 2 = 3x(___-___+____)
monomial factor,
2. 16 x 2−169= ( __+13)(___-___)
difference of two
3. 25 b 8−400 = (5_+20)(__-___)
squares, sum and
difference of two 4. x 2+16x+64= (x+8)(__+___)
cubes, perfect 5.a 2+10a+25= ________
square trinomials, 6. d 3-125=(d-5)(___+10d+___)
and general 7. 8 y 9- 216= (_-6)(___+___+ 36)
trinomials). 8. 36a-81b= 9(___-___)
Learning Target(s) 9. 36 m4 −81 n6= (___+___)(___-___)
1. I can find 10. x 2+11x+24.= (x+___)(____+8)
the
Greatest
common
factor,
square root ACTIVITY 2.2: FACTOR ME!
and cube
root of a Instructions: Factor the following polynomials.
number.
2. I can factor 1. x 2-4x-4
completely 2. x 2+5x+25
different
3. 9 x 2-81
types of
4. 16 xy −18xyz
polynomial
5. x 3- 125
s.
Success Criteria: 6. x 2+ 3x-28
1. I can factor 7. ax +bx +cx
completely 8. a 2+ 4a-32
different 9. b 3+1000
types of 10. m2+ 10m+21
polynomial
s.

LC5( A3)
Illustrates rational ACTIVITY 3.1: IS IT OR IS IT NOT?
algebraic
expressions DESCRIPTION: Determine whether the expression is a rational expression or not. If it is,
Learning write their expression under Rational Expressions; otherwise, write under Not rational
Target(s): Expressions.
1. I can
describe
and
illustrate
algebraic
expressions
.
2. I can
interpret
zero and
negative
exponents.
3. I can
evaluate
algebraic
expressions
involving
integral
exponents.
4. I can
simplify
rational
algebraic
expressions

Success Criteria: ACTIVITY 3.2: MY VALUE

1. I can
describe Find the value of each expression below by evaluation.
and MY Value of a Value of b My solution My value
illustrate EXPRESSION
algebraic 2 3 Example: 31
expressions 2 3 2
a + b = 2 +3
3
 . = 4+27
2. I can 2
a +b
3
=31
interpret 3 4
zero and
negative 2 4
exponents.
3. I can -2 2 Example: 27
evaluate a
−2
4
algebraic −3
a
−2
(−2)
−2
b
expressions −3 =
b 3−3
involving 3
integral 3
= 2
exponents. −2
4. I can 27
=
simplify 4
rational 3 2
algebraic
−1 0
expressions a b 2 3

ACTIVITY 3.3: WHO IS RIGHT?

3
n
Allan and Gina were asked to simplify −4 . Their solutions are shown below together
n
with their explanation.
Allan’s solution Gina’s solution
3 3
n n
= 3 −4
n −¿ ¿ n = 3 +4
= n
7
n
3
3 n
4
7
−4 = 1 =n
−4
n =n
n −4 1
n
Quotient law was used in my solution. I expressed the exponent of the
denominator as positive integer, then
followed the rules in dividing
polynomials.
LC8 (A4)
Illustrates the
rectangular Who do you think is right? Write your explanation on a sheet of paper.
coordinate system
and its uses. ACTIVITY 4.1 : IRF WORKSHEET
Description: Below is the IRF WORKSHEET in which will give your present knowledge
Learning target(s): about the concept.
Directions: Write in the second column your initial answers to the questions provided in
1. I can define the first column.
the
rectangular QUESTIONS INITIAL REVISED FINAL ANSWER
coordinate ANSWER ANSWER
system and 1. What is a
other rectangular
related coordinate
terms. system?
2. I can plot 2. What are the
the points different
on a types of
coordinate rectangular
plane. system?
3. I can give 3. How are
the points
coordinate plotted on
of a given the
point on a Cartesian
coordinate plane?
plane. 4. How can the
rectangular
coordinate
Success Criteria: system be
1. I can used in real
define the life?
 rectangular
coordinate
system and ACTIVITY 4.2: HUMAN RECTANGULAR COORDINATE SYSTEM
other
related Descriptions: This activity is a game which will enable you to learn the rectangular
terms. coordinate system.
2. I can plot Directions: Form two lines. Fifteen of you will form a horizontal line (x-axis) and 14 for
the points the vertical line (y-axis). These lines should intersect at the middle. Others may stay at any
on a quadrant separated by the lines. You may sit down and will only stand when the
coordinate coordinates of the point, the axis or the quadrant you belong is called.
plane.
3. I can give
the Questions:
coordinate 1. What is the rectangular coordinate system composed of?
of a given 2. Where do you see the origin?
point on a 3. What are the signs of the coordinates of the points in each quadrant?
coordinate a. Quadrant I
plane. b. Quadrant II
c. Quadrant III
d. Quadrant IV

ACTIVITY 4.3: OBJECTS’ POSITION

Description: This activity will give you the coordinates of the point where the object is
located.
Directions: Describe the location of each point below by completing the following table.
An example is done
for you.

Objects Coordinates Quadrants/ axis

Example : ball (4,2) I
1. Spoon
2. Television set
3. Laptop
4. Bag
5. Pillow
6. Camera
7. Table

ACTIVITY 4.4: WHAT ARE MY POINTS?

Write the coordinates of each point. Identify the quadrants or axis where each point lies.
Complete the table below.

Coordinates Quadrants / axis

 1. B (__,___)
2. C (___,___)
3. F (___,___)
4. G (___,___)
5. H (___,___)
6. L (___,___)
7. K (___,___)

ACTIVITY 4.5: PLOT ME!

Draw a cartesian plane. Plot and label the following points.
1. C (0, 4)
2. A (3, -2)
3. R (-5, 3)
4. T (0, 7)
5. E (-3, 6)
6. S (4, 0)
7. I (2,-6)
8. A (-1,1)
9. N (4,-1)
10. E (1, 0)

LC10 (A5)
writes the linear
equation ax+by=c ACTIVITY 5.1: REWRITE ME!
in the form of
y=mx+b and vice Rewrite the following equations in the form Ax+By=C.
versa 1.y=-x+4
2.y=-2x+6
Learning 3.y=5x+5
Target(s): 4.y=3x-8
1. I can 5.y=1/2x
rewrite the 6.y=1/2x+3
linear 7.y=2/3x-3
equation 8.y=2x+1/4
ax+by=c in 9.y=5x+3
the form of 10.y=4x+8
y=mx+b.
2. I can ACITIVITY 5.2: CAN YOU REWRITE ME?
rewrite the
linear Rewrite the following equations in the form y=mx+b.
equation 1. 2x+y=9
y=mx+b in 2. X+2y=4
the form of 3. 3x-y=2
ax+by=c. 4. 5x+2y=7
5. -3x+3y-1=0
6. 5x-7y=2
 7. 3x+1/2y=4
8. 2x-3y=1
9. 5x+2y-5=0
10. 3x-5y=3

LC13 (A6)
Illustrates systems ACTIVITY 6.1: DESCRIBE ME!
of linear equations
in two variables. Directions: Draw the graph of each of the following linear equations in a Cartesian
coordinate plane. Answer the questions that follow.

1.y=2x+3

2.3x-y=2

3.y=5x-1
 4.2x-3y=6

ACTIVITY 6.2: MEET ME AT THIS POINT IF POSSIBLE

Directions: Draw the graph of each pair of linear equations below using the same
Cartesian plane, then answer the questions that follow.

\
1. 3x+y=5 and 2x+y=9

2. 3x-y=4 and y=3x+2

3. X+3y=6 and 2x+6y=12

Questions:

1. How did you graph each pair of linear equations?

2. How would you describe the graphs of 3x+y=5 and 2x+y=9
3. Which pair of equations has graph that are intersecting
How many points of intersection do the graphs have?
4. Which pair of equations has graph that are not intersecting?
5. Each pair of linear equations forms a system of equations. The point of
intersection of the graphs of two linear equation is the solution of the system.
How many solutions does each pair of equation have?
a. 3x+y=5 and 2x+y=9
b. 3x-y=4 and y=3x+2
c. X+3y=6 and 2x+6y=12
6. What is the slope and y-intercept of each line in the given pair of equations?
a. 3x+y=5 slope= y-intercept=
2x+y=9 slope= y-intercept=
b. 3x-y=4 slope= y-intercept=
Y=3x+2 slope= y-intercept=
c. X+3y=6 slope y-intercept
7. How would you compare the slopes of a line defined by linear equations in
each system?
How about their y-intercepts?
8. What statements can you make about the solution of the system in relation to
the slopes of the lines?
How about the y-intercepts of the lines?
9. How is the system of linear equations in two variables used in solving real-life
problems and in making decisions?
 ACTIVITY 6.3: CONSISTENT OR INCONSISTENT?
Directions:: Determine whether each system of linear equations is consistent and
dependent, consistent and independent, or inconsistent. Then answer the wuestions that
follow?
1. 2x-y=7
3x-y=5
2. 2x+y=-3
2x+y=6
3. X-2y=9
2x-4y=18
4. 8x+2y= 7
Y=-4y+1
5. -3x+y=10
4x+y=7

LEARNING DEEPEN (MAKE MEANING)

COMPETENCY
LC2 (M1) ACTIVITY M1.1 : SPOTTING ERRORS
solve problems Description: This activity will check how well you can associate the product with its
involving factors factors.
of polynomials Instructions: Read the given article/problem. Then answer the questions that follow.
Learning Target(s) ARTICLE/PROBLEM:
1. I can solve Your classmate asserted that x 2−4 x−12∧12 x−4 x −x2 has the same factors.
problems QUESTION:
involving Is your classmate correct? Prove by showing your solution.
factors of CLAIM: _____________________________________________________
polynomial EVIDENCE:__________________________________________________
s.. REASONING:_________________________________________________
Success Criteria:
1. I can
analyze the ACTIVITY M1.2: SKILL BOOSTER
problems Instructions: Solve the following problems.
of factoring
polynomial 1. The area of a parallelogram is 15 x 2+31x+10 square inches. Its base is 3x+5.
s. Find its height.
2. I can show 2. A rectangular garden has an area presented by 15 x 2-4x-4 square meters and a
the length represent by 5x+2 meters. Find a binomial that represents the width.
solutions in 3. The length of a rectangle is 2 inches longer than thrice its width. The area of
solving the rectangle is 33 square inches. Find its dimension.
factoring of 4. Can the difference of two squares be applicable to 3 x 2-12x? if yes, how? If no,
polynomial why?
LC6(M2) ACTIVITY M2.1 : MULTIPLYING RATIONAL EXPRESSIONS
Perform operations Find the product of the following rational expressions.
on rational 2 2 2
10uv 6 x y
algebraic 1. 2 · 2 2
expressions. 3 xy 5 u v
2 2 2
Learning Target(s) a −b a
2. ·
2ab a−b
2 2
1. I can x −3 x x −4
multiply 3. 2 · 2
x +3 x−10 x −x−6
rational
algebraic ACTIVITY M2.2: HOW DID I DO IT?
expressions Based on what you’ve done in the previous activity, make a step by step guide when
2. . I can multiplying rational algebraic expressions. Write the procedure or important concepts in
divide every step.
rational
algebraic
expressions
3. I can add
and
subtract
 rational
algebraic STEP 1
expressions

Success Criteria:
STEP 2
1. I can
multiply
rational
algebraic STEP 3
expressions
2. . I can
divide ACTIVITY M2.3: DIVIDING RATIONAL ALGEBRAIC EXPRESSIONS
rational Find the quotient of the following rational algebraic expressions.
3 2 2
algebraic 81 xz 27 x z
expressions
1. ÷
36 y 12 xy
3. I can add 2 a+2 b 4
and 2. 2 ÷
a + ab a
subtract 2
16 x −9
2
16 x +24 x +9
rational 3. 2 ÷ 2
6−5 x−4 x 4 x +11 x +6
algebraic
expressions
ACTIVITY M2.4: CHAIN REACTION
Use the chain reaction chart to sequence your steps in dividing rational algebraic
expressions. Write the process or mathematical concepts used in each step in the chamber.
Add another chamber if necessary.

Chamber 1 Chamber 2 Chamber 3

ACTIVITY M2.5:
ADDING AND SUBTRACTING SIMILAR RATIONAL EXPRESSIONS
Find the sum/difference of the following rational algebraic expressions.
6 4
1. a−5 + a−5
2 2
x +3 x−2 x −2 x + 4
2. 2 + 2
x −4 x −4
7 5
3. 4 x−1 − 4 x−1
2
x +3 x +2 3 x+ 3
4. 2 - 2
x −2 x +1 x −2 x +1

ACTIVITY M2.6:
ADDING AND SUBTRACTING DISSIMILAR RATIONAL EXPRESSIONS
Find the sum/difference of the rational algebraic expressions below.
3 4
1. x+1 + x
x+ 8
2. 2
x −4 x +4
2x 3
3. 2 - x−3
x −9
3 2
4. 2 - 2
x −x−2 x −5 x +6

ACTIVITY M2.7: THIS IS HOW I DID IT

 Write every step in writing or subtracting rational algebraic expressions in the boxes
below. Add or erase a box if necessary.

LC9 (M3)
Show the slope of
a line given two
points, equations
and graph.

Learning target(s):
ACTIVITY M3.1: FIND MY SLOPE!
1. I can show Find the slope of each line below.
the slope of
a line using
graph.
2. I can find
the slope
given two
points.
3. I can get
the slope of
a line using
equation.

SUCCESS
CRITERIA:
1. I can the
slope of a
line using
graph.
2. I can find
the slope
given two
points.
3. I can get
the slope of
a line using
equation.

ACTIVITY 3.2 : MY EQUATION, MY SLOPE!

Determine the slope of each line, if any. Identify which of the lines is vertical or
horizontal.
1. F(x)=2x+5
2. F(x)= -3x+7
 3. F(x)= x+6
4. F(x)= 1/4x-8
5. F(x)= x-9
6. 2x-y= 5
7. 7x-3y-10=0
8. 2x+4y-8=0
9. X=8
10. 2y+1=0

ACTIVITY 3.3: WHAT’S MY SLOPE?

Find the slope of a line given two points.
1. (8,1), )(2,2)
2. (-3,0)(-4,1)
3. (4, 7), (3, -6)
4. (3,1), (5, 0)
5. (6,0), (4, -2)
6. (9,3), (6, 5)
7. (-3, -1),( 7, -5)
8. (-1,1),(0, 7)
9. (2,-1),(6, 7)

ACTIVITY 3.4 : STEEP UP!

Description : This activity will enable you to use the concept of slope in real life. This can
LC11(M4) be done by groups of 5 memebers.
graphs a linear Directions: Find any inclined object or location that you could see in your school and
equation given then determine its steepness

(a) any two points Questions :

(b) the x and y 1. How did you finf the steepness of the inclined object?
2. Have you ever encountered any difficulty in determining the steepness of the
intercepts
object? Explain your answer.
(c) the slope and a
point on the line ACTIVITY 4.1: GRAPH ME!.
Description: This activity will enable you to graph linear equations using two points,
Learning using the x and y intercepts, using the slope and the y-intercepts, and using the slope and
Target(s): a point.
1. I can graph Directions: Form 3 groups and each group will graph linear equations using assigned
linear methods.
equations
using any For Group 1:
two points. Graph each linear equation that passes through the given pair of points.
2. I can graph 1. (1,2) and (3,4)
linear 2. (5,6) and (0,11)
equations 3. (-2, -5) and (1,-3)
using the x 4. (-1,-5) and (3,1)
and y- For Group 2:
intercepts. Graph each linear equation whose x- intercept (a) and y-intercept (b) are givem below.
3. I can graph 1.a=2 and b=1
linear 2.a=4 and b= -1
equations 3.a=-2 and b= -7
using the 4.a=1/2 and b= -2
slope and a For Group 3:
point on the Graph the following equations given slope m and a point.
line. 1.m= 3 and (0,6)
2.m= -2 and (2,4)
Success Criteria: 3.m=1/2 and (0,4)
1. I can graph 4.m=3/2 and (2, -3)
linear
equations ACTIVITY 4.2: WRITE THE STEPS
using any Description: This activity will enable you to summarize the methods of graphing a linear
of the three equation.
methods. Directions: Fill in the diagram below by writing the steops in graphing a linear equation
using 3 different methods.
 using
two
points
LC12 (M5)
Finds the equation using
x- and
of a line given (a) y-
interc
any two points; (b) epts

the slope and a using

slope
point; (c) the slope and
one
and its intercepts. point

Learning
Targets(s): ACTIVITY 5.1 : FIND MY EQUATION!
1. I can find
the Description: This is a group activity that will enable you to find the equations of a line
equation of using two points, the slope and a point, and the slope and its intercepts.
the line Directions: Form 3 groups and each group will find the equation of a line using the
using two- assigned methods.
point form.
2. I can find For Group 1:
the Find the equation of the line of the form y=mx+b that passes through the following pairs
equation of of points.
the line 1. (3,4) and (4,7)
using 2. (8,4) and (6,10)
point-slope 3. (3, -1) and (7,-5)
form. 4. (-8, 5) and (-9, 11)
3. I can find 5. (-1, 10) and (0, 15)
the
equation of For Group 2:
the line Find the equation of the line of the form y=mx+b given the slope and a point.
using the 1.m=2; (0,4)
slope- 2.m=1(5,-2)
intercept 3.m= -5(-3, 9)
form. 4.m=-7(4,-1)
5.m= -1(7,2)
LC13 (M6) For Group 3:
describe and Find the equation of the line of the form y=mx+b given the slope (m) and y-intercept (b).
categorize the 1.m=3;b=-5
graphs of a system 2.m=4;b=6
of a linear 3.m=3;b= -1
equations in two 4.m=2;b= -5
variables 5.m=7;b= -1
Learning target(s): ACTIVITY 6.1: DESCRIBE MY SOLUTIONS!
1. I can Directions: Graph each of the following systems of linear equations in two variables on
describe the cartesian coordinate plane. Describe the solution set of each system based on the graph
and drawn.
categorize 1.x+y=8
the graphs
of a system x+y=-3
of a linear
equations 2.3x-y=7
in two X+3y=4
variables. 3.x+6y=9
2x+6y=18
4.x-2y=12
6x+3y=-9
5.3x+y=-2
X+2y=-4
ACTIVITY 6.2: HOW DO I LOOK?
Directions : Determine the solution set of the system of linear equations as shown by the
following graphs.

ACTIVITY 6.3 : HOW WELL I UNDERSTOOD

Directions: Answer thr following.
1. How do you describe a system of linear equations in two variables?
2. Give atleast two examples of systems of linear equations in two variables.
3. When is a system of linear equations in two ssvariables used?
4. How do you graph systems of linear equations in two variables?
5. How do you describe the graphs of systems of linear equations in two variables?
 6. How do you describe systems of linear equations that are consistent and
dependent? Consistent and independent? Inconsistent?
7. Study the situation below.
Jose wanted to construct a rectangular garden such that its perimeter is 28m and its
length is 6 times its width.
a. What system of linear equations represents the given situation?
b. Suppose the system of linear equations is graphed. How would the graphs look
like?
c. Is the system consistent and dependent, consistent and independent, or
inconsistent? Why?

POST-TEST
. Choose the letter that you think correctly answers the question. .
1. Which of the following factors gives a product of x 2+5x+4?
a. (x+1)(x+4) b. (x+2)(x+2) c. (x+5)(x-1)
2. Which of the following factors gives a product of x 2+5x+4?
a. (x+1)(x+4) b. (x+2)(x+2) c. (x+5)(x-1)
2
3. How is x −36 be expressed as a product of factors?
b. (x+6)(x-6) b. (x+6)(x+6) c. (x-9)(x-4)
4. How many tiles of 1 meter by 1 meter would be needed to cover the floor?
b. 58 pcs. b. 116 pcs. c. 204 pcs.
5. Which of the following gives the product 3 x 2-5x-2?
b. (3x+1)(x-2) b. (3x-1)(x+2) c. (3x+2)(x-1)
6. The area of a square is defined by 25 a 2+20a+4 sq. cm. which of the following
represent the length of each side?
b. (5a+4)(5a+4)cm b. 5a cm c. (5a+2)(5a+2)cm
7. The following are rational numbers except ______.
b. -14 b. 36 c. √ 10
8. A water tank has two outlet pipes. When the first pipe is left open, it takes 4 hrs to
drain the tank while if only the second pipe is open, it takes 6 hours to drain. How
long should it take to drain the tank if both pipes are left open simultaneously?
b. 3 hrs. b. 1.5 hrs. c. 2.4 hrs.
−6 x
9. What are the solutions of the equation = ?
x+7 2
b. (3,4) b. -3 c. -3,4
9. What is rectangular coordinate system?
a. It is used for naming point in a plane.
b. It is a plane used for graphing linear functions.
c. It is a two-dimensional plane which is divided by the axes into four regions called
quadrants.
10. Find the equation of the line with slope -2 and passing through (5,4).
a. y=2x+1 b. y=-2x=1 c. y=2x+14
11. Each point on a Cartesian plane is assigned a pair of coordinates called ___.
a. ordered pair b. domain c. ordinate
2
x −1
12. What rational algebraic expressions is the same as ?
x−1
a. x+1 b. x-1 c. 1
13. What is the value of a non-zero polynomial raised to 0?
a. constant b. one c. undefined
x−2 x +2
14. Perform the indicated operation: − .
3 2
x+5 −x−10 x+1
a. b. c.
6 6 6
15. Determine the slope of the line 3x+y=7.
a. 3 b. -3 c. 1/3

TRANSFER
PERFORMANCE PERFORMANCE TASK:
STANDARD: GRASPS
The learner Goal:
formulates real-life Your goal is to apply your knowledge of factoring polynomials to solve a real-life
problems problem related to optimizing resources in a community garden. You will need to
involving factors maximize the garden's productivity while minimizing waste, using mathematical strategies
of polynomials, to find the most efficient solution.
rational algebraic
Role:
expressions, linear You are a community garden planner tasked with designing garden plots that maximize
equations and planting efficiency. Your job is to ensure that each plot is used optimally, with minimal
inequalities in two unused space.
variables, systems
of linear equations Audience:
and inequalities in Your plan will be presented to the local community board and the garden members, who
will implement your design based on the results of your calculations.
two variables and
linear functions,
Situation:
and solve these The community garden has a limited amount of space, and you need to design the plots in
problems such a way that the area of each plot is maximized. However, the total area of the garden
accurately using a is fixed, and there are specific shapes and dimensions required for different types of
variety of plants. You must factor polynomials to determine the dimensions that will yield the
strategies. maximum area for planting while adhering to the given constraints.

Product/Performance:
You will create a detailed garden plan that includes:
 Factored polynomial equations representing the dimensions of each plot.
 A layout of the garden showing how the plots will be arranged.
 A written explanation of how you used factoring to determine the most efficient
design, including any challenges you faced and how you overcame them.

Standards for Success:

Your work will be evaluated based on:
 Accuracy: Correctly factored polynomials and accurate mathematical calculations.
 Efficiency: The garden plan maximizes the use of space with minimal waste.
 Clarity: The garden layout and explanations are clear and easy to understand.
 Innovation: Creative approaches to solving the problem and overcoming
constraints.

21ST CENTURY SKILLS

 Critical Thinking: Analyzing the problem, applying mathematical principles, and
evaluating different solutions.
 Creativity: Designing an innovative garden layout that optimizes space and
resources.
 Collaboration: Working with community members to gather input and present
your findings.
 Communication: Clearly explaining your mathematical process and reasoning in
both written and visual formats.

ANALYTIC RUBRIC
CRITERIA 4 - ADVANCED 3 - PROFICIENT 2 - DEVELOPING 1 - BEGINNING
ACCURACY All polynomials Most Some Many errors in
are correctly polynomials are polynomials are factoring
factored and correctly factored polynomials,
applied factored with correctly, but leading to
accurately to minor errors in there are incorrect
solve the application. significant errors solutions.
problem. in application.
EFFICIENCY The garden plan The plan uses The plan uses The plan is
optimally uses space efficiently, space somewhat inefficient with
space with with minor areas efficiently, but significant
minimal waste. of waste. there is notable wasted space.
waste.
CLARITY Explanations and Explanations and Explanations and Explanations and
layout are clear, layout are layout are layout are
well-organized, mostly clear somewhat confusing and
and easy to with minor unclear, making poorly
understand. issues in it difficult to organized.
organization. understand the
plan.
INNOVATION The solution is The solution is The solution The solution
highly creative creative and shows some lacks creativity
and shows a shows a good creativity but and a clear
deep understanding lacks depth in understanding
understanding of the problem understanding of the problem
of the problem constraints. problem constraints.
constraints. constraints.

VALUES INTEGRATION AND REFLECTION

Activity Title: “Reflecting on Responsibility: Applying Math for Community and
Environmental Stewardship.”

VALUES INTEGRATION
 Responsibility: Understand the importance of using mathematical knowledge to
make decisions that benefit the community. By factoring polynomials to maximize
garden space, students take responsibility for efficient resource use and
sustainability.

 Community Engagement: Recognize the value of collaboration and contributing to

a community project. Students must consider the needs of the garden members and
work together to create a solution that serves everyone’s best interests.

 Environmental Stewardship: Promote the value of caring for the environment by

optimizing the use of natural resources (land, water, etc.). This task encourages
students to think about how mathematical decisions impact the environment and
the well-being of the community.

REFLECTION

 Mathematical Reflection: How did the process of factoring polynomials help you
in solving the problem? Were there any challenges in applying your mathematical
knowledge to a real-world situation?

 Values Reflection: How did your work on this task influence your understanding
of community responsibility and environmental stewardship? What values did you
find most important in completing this project?

 Personal Reflection: How did this task challenge you to think creatively and
critically? What did you learn about working collaboratively and communicating
your ideas effectively?

INSTRUCTION: Write a final reflection piece, summarizing their experience in integrating

these values into their work. They should consider how these values will influence their
approach to future challenges, both in academics and in life. This reflection will be an
essential part of their overall assessment, as it demonstrates their ability to connect
mathematical learning with personal growth and ethical considerations.