PASCUAL RIVERA PIMENTEL MEMORIAL ACADEMY
SANTA CRUZ, ILOCOS SUR
CURRICULUM MAP
SUBJECT AREA: MATHEMATICS VIII
CONTENT
Patterns and Algebra
QUARTER: 2nd QUARTER
CORE UNDERSTANDING
AND CORE QUESTION
The students will be able
to independently use their
learning to deal with dailylife situations or problems
that can be solve using the
concepts
of
linear
inequalities
in
two
variables, systems of linear
inequalities
in
two
variables
and
linear
functions with ease and
confidence.
Students will keep
considering the following
questions;
a.) How
can
linear
inequalities in two
variables be used to
model
real-life
scenarios?
b.) Why
are
graphs
necessary in analyzing
inequalities?
c.) When two inequalities
form a system, what
does it mean when
WRITTER: MRS. NELIA FEMINA C. AGAN, MAME
COMPETENCIES
ASSESSMENTS
ACTIVITIES
21. Illustrates
linear
inequalities in two
variables. M8AL-IIa-1
22. Differentiate
linear
inequalities in two
variables from linear
equation
in
two
variables. M8AL-IIa-2
23. Graphs
linear
inequalities in two
variables. M8AL-IIa-3
24. Solve
problems
involving
linear
inequalities in two
variables. M8AL-IIa-4
25. Solves a system of
linear inequalities in
two variables. M8ALIIb-1
26. Solves
problem
involving systems of
linear inequalities in
two variables M8AL-IIb2
Project making:
The students shall
be able to formulate reallife problems involving
systems
of
linear
inequalities
of
two
variables, and linear
functions by planning a
“WHAT’S MY PRICE” deal
as marketing strategy for
a mall-wide sale with
complete solution using
the concept of linear
equations.
The students shall
be able to formulate reallife problems logic and
reasoning by POWER
POINT PRESENTATION on
ways to reduce monthly
electric consumption.
Formative:
- The
students
should be able to
demonstrate
understanding of systems
Guided discovery learning
through games;
- The Special Ones
- Clear them Out
- In the Bin
Purple math short quiz
VALUES INTEGRATION
The students will reflect
on the following:
a.) “Problems in life can
also be treated with
many
possible
solutions.”
b.) “In the end nothing
Students will show they
matters but LOVE.”
have
achieved
goals
through;
- Responses to math
exercises.
- Seatworks
and
homeworks using
written
math
exercises.
- Submitted written
solutions to math
challenge
problems.
- Results of quizzes
and unit test.
Geometry
their graphs intersect?
How about when their
graphs
do
not
intersect?
d.) What scenarios in real
life include systems of
linear inequalities in
two variables?
e.) What is the importance
of knowing how to
represent
data
in
different forms such as
mapping, table of
values, and graphs?
f.) When a relation a
function?
g.) How can function
notation be a tool in
expressing
information?
h.) Why are functions
necessary in solving
problems in real- life?
The
students
will
demonstrate
understanding of key
concepts of logic and
reasoning with ease and
confidence.
Students will keep
considering the following
questions;
i.) How is reasoning used
in Geometry?
27. Illustrates a relation
and a function. M8ALIIc-1
28. Verifies if a given
relation is a function.
M8AL-IIc-2
29. Determine dependent
and
independent
variables. M8AL-IIc-3
30. Finds the domain and
range of a function.
M8AL-IId-1
31. Illustrates a linear
function. M8AL-IId-2
32. Graphs
a
linear
function’s (a) domain,
(b) range, (c) table of
values (d) intercept, and
(e) slope. M8AL-IId-e-1
33. Solves
problems
involving
linear
functions. M8AL-IIe-2
34. Determines
the
relationship between
the hypothesis and the
conclusion of an if-then
statement. M8GE-IIf-1
35. Transforms
a
statement into an
equivalent
if-then
statement. M8GE-IIf-2
36. Determines
the
inverse, converse and
contrapositive of an if-
of linear inequalities,
linear function and logic
and reasoning using the
six
facets
of
understanding;
a) Explain systems of
linear
inequalities,
linear function and
logic and reasoning.
b) Interpret the types of
systems of linear
inequalities,
linear
function and logic and
reasoning.
c) Apply techniques in
solving systems of
linear
inequalities,
linear function and
logic and reasoning.
d) Develop skills in
solving
problems
involving systems of
linear
inequalities,
linear function and
logic and reasoning.
e) Show empathy by
describing the feeling
of individuals whose
underlying situation
fits the characteristics
in solving systems of
linear
inequalities,
linear function and
logic and reasoning.
c.) In the family, there are
things that are favored
by everyone and there
are also things that
some favor which
others disfavor. How do
you deal with things
that you favor but other
disfavor?
d.) Each of us has a unique
role or function to
perform. As a student,
what is your function or
role in your school?
How do you perform it?
e.) Intercept
may
be
likened to challenging
blocks that eventually
will lead us to bright
horizons. Keep moving.
f.) How do you assist the
lowperforming
students in your group?
g.) “If you want to achieve
good results and realize
your dreams, then you
have to study and work
hard.”
j.) How do conjectures
affect me?
k.) How do I formulate my
reasons?
then statement. M8GE- f) Manifesting
selfIIg-1
knowledge
by
37. Illustrates
the
assessing
one’s
equivalence of (a) the
difficulties in solving
statements and its
problems.
contrapositive, (b) the Summative:
converse and inverse of
- Administer
Unit
a statement. M8GE-IIgTest in solving
2
problems involving
38. Uses inductive or
systems of linear
deductive reasoning in
inequalities, linear
an argument. M8GE-IIhfunction and logic
1
and reasoning.
39. Writes a proof (both
- Administer
direct and indirect).
Quarterly Test.
M8GE-IIi-j-1
h.) How do you train and
practice your mind in
logical thinking and
reasoning?
i.) Cite an instance in your
life when you proved
that something is wrong
critically and logically.
j.) “In facing all the
challenges in life, one
must persevere and be
patient at all times.”