JUNIOR HIGH SCHOOL DEPARTMENT

FLEXIBLE LEARNING SYLLABUS

SCHOOL YEAR 2021-2022

F.L.S. IN MATHEMATICS 8
VISION
SRCBAI envisions itself to be a pro-active and purposeful school community that promotes a culture of participation and a sense of ownership. It encourages collaboration and
shared responsibility in an affirming and positive learning environment, transforming persons into globally competitive citizens, who are multi-literate, self-directed, multi-skilled,
resilient, and have a high emotional quotient.

MISSION
SRCBAI, in a dynamic and engaged partnership with the Department of Education (DepEd) and the Technical Education and Skills Development Authority (TESDA), empowers
every individual to be life-long learners equipped with the 21st century skills and adequately prepared for diverse life experiences and real-time situations in the local, national, and
global environment.
COURSE CODE: M8
SUBJECT: MATHEMATICS 8
COURSE DESCRIPTION: This course is designed to provide students with the continued opportunity to develop an understanding of algebraic concepts, leading to
taking Algebra I in high school. Emphasis is placed on operations with rational numbers, solving algebraic equations, and understanding
linear, exponential, and quadratic relationships through tables, graphs, and equations. Within the designation of the Massachusetts Curriculum
Frameworks and the Common Core State Standards, the course will also address focal points in expressions and equations, functions,
geometry, and statistics and probability, with the application of these skills and concepts in a problem-solving context.
TEACHER: MR. AARON A. ZUELA
CREDIT: 5 UNITS
NO. OF SESSION: 50 Sessions Per Grading Period/ 5 Hours In A Week
PRE-REQUISITE: MATHEMATICS 7

Page 1
 Materials Books, Laptop, Modules, Online/Virtual Platforms, E-class record, video presentation
Grading System CORE SUBJECT
Written Works (Challenge) 50%
Performance Task (Enrichment Activities) 50%
TOTAL 100%

Numerical Rating Remarks NLPA – No Longer Participating in Class Activities

100-98% With Highest honors (Dropped/Failed)
97-95% With High Honors TI – Transferred In
94-90% With Honors TO – Transferred Out
89-75% Passed DO – Drop-Out
75 below Failed
Class Rules 1. Submit modules (Challenge/Enrichment) on time, with the correct and complete answer for each given activity.
2. Contact teachers regulary
 You may send messages through chats or text messages;
 Attend Virtual Class regularly;
 You may contact them using a videocall, an audio call or a phone call if needed;
 Attend limited face to face meeting.
3. Answer and submit your SWWA every grading period.
Consultation Online / Virtual or a face to face consultation
Monday - Friday
8 a.m. to 5 p.m. (except holidays)

FIRST QUARTER
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 : 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.
GRAMMAR : Use appropriate punctuation marks and capitalization to convey meaning
TOPIC : Algebra - Algebraic Expression, Linear equation in two variable
COURSE OBJECTIVES : At the end of the module, the learner is expected to:
1. Factor completely different types of polynomials (polynomials with common monomial factor, difference of two squares and sum
and difference of two cubes, perfect square trinomials and general trinomials

Page 2
 2. Illustrate rational algebraic expressions.
3. Simplify rational algebraic expressions.
4. Performs operations on rational algebraic expressions.
5. Solve problems involving rational algebraic expressions.
6. Illustrate linear equations in two variables.
7. Illustrate and finds the slope of a line given two points, equation, and graph.
8. Write the linear equation ax+by=c in the form y=mx+b and vice versa.
9. Graph a linear equation given:
(a) Any two points
(b) The x – and y – intercepts
(c) The slope and a point on the line.

REFERENCES : Department of Education. CURRICULUM IMPLEMENTATION AND LEARNING MANAGEMENT MATRIX K to 12

Department of Education (2016). K to 12 Curriculum Guide MATHEMATICS (Grade 1 to Grade 10). Pasig City.
Arnold V. Garces and Criselle Espanola-Robles . Simplified Mathematics 8 .: St. Augustine Publication, Inc
https://www.math.fsu.edu/~wooland/hm2ed/Part1Module3/Part1Module3.pdf
https://www.depednegor.net/uploads/8/3/5/2/8352879/math_learniners_module.pdf
https://www.mathplanet.com/education/algebra-2/rational-expressions/operate-on-rational-expressions
https://www.mathsisfun.com/algebra/rational-expression-operations.html
Total Weeks: 10
Name of Course MATHEMATICS 8 – Patterns and Algebra
5 Hrs./Session = 1 week
Unit of Competency
Teaching and Learning Activities No. of Session/No. of Weeks
Elements
Patterns and Algebra  Factoring 12 sessions
6 weeks
 Rational algebraic expression
12 sessions
 Fundamental operation on rational algebraic expression
2 weeks
 Problem Solving involving rational algebraic expression
 Cartesian coordinate system
14 sessions
 Slope of a line
2 weeks
 Rewriting equation
 Graph of linear equation 13 sessions
2 weeks
5 sessions
FIRST QUARTER REVIEW AND SUMMATIVE ASSESSMENT
1 Week

Page 3
Time-Table Content/Topics Methods/Teaching and Learner’s Output Assessment of
Learning Competencies Learning Activities Learning/Assessment Tool
 Factoring  Module  Factoring  Answering sheet from the
1. Factor completely different types of  Online Class Polynmial modules
Session 1-10 polynomials (polynomials with common Discussion/Follow-up (Challenge/Enrichment
(First week monomial factor, difference of two  Oral-Recitation activity)
to second squares and sum and difference of two  Collaboration  Paper and pencil test
week ) cubes, perfect square trinomials and  Brainstorming - Multiple choice
general trinomials.  Direct Instruction - Identification
- Computation
 Rational algebraic  Module  Evaluating rational  Answering sheet from the
Expression  Online Class expression modules
2. Illustrate rational algebraic expressions.  Fundamental operation on Discussion/Follow-up  Perform operation (Challenge/Enrichment
Session 11-
20
3. Simplify rational algebraic expressions. Rational algebraic  Oral-Recitation on ratoional activity)
4. Performs operations on rational algebraic Expression  Collaboration algebraic  Paper and pencil test
(Third week
to fourth
expressions.  Problem Solving  Brainstorming expression. - Multiple choice
Solve problems involving rational involving rational  Direct Instruction - Identification
week)
algebraic expressions. algebraic expression - Computation
- Problem solving;
-
 Module  Drawing a  Answering sheet from
5. Illustrate linear equations in two
 Online Class Cartesian plane the modules
Session 21- variables.
 Cartesian coordinate Discussion/Follow-up  Rewriting equation (Challenge/Enrichme
34 6. Illustrate and finds the slope of a line
given two points, equation, and graph.
system  Oral-Recitation  Finding the slope nt activity)
(Fifth week
 Equation  Collaboration of a line  Paper and pencil test
to seventh 7. Write the linear equation ax+by=c in the
 Rewriting equation  Brainstorming  Plotting of points in the
week) form y=mx+b and vice versa.
 Slope of a line  Direct Instruction Cartesian plane
 computation
Session 35-  Graph of linear equation  Module  Graphing linear  Answering sheet from the
47 Linear  Online Class equation. modules
8. Graph a linear equation given: (Challenge/Enrichment
(Eighth Discussion/Follow-up
(a) Any two points
week to  Oral-Recitation activity)
(b) The x – and y – intercepts
ninth week)  Collaboration  Paper and pencil test
(c) The slope and a point on the line
 Brainstorming -graphing
 Direct Instruction

Page 4
Sessions 48-  (Review)  Answering of  TOS (table of specification)
51 (Tenth Summative  Preparing of test questions
week) Written Work for the Q1 Summative
Assessment Written Work Assessment

SECOND QUARTER

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 : 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.
GRAMMAR : Use appropriate punctuation marks and capitalization to convey meaning
TOPIC : Linear Equation, Triangle Congruence
COURSE OBJECTIVES : At the end of the module, the learner is expected to:
1. Find the equation of the line given
(a) The slope and y-intercepts.
(b) The slope and a point
(c) Two points
2. Illustrate the system of linear equations in two variables.
3. Graph the system of linear equations in two variables
4. Categorize when a given system of linear equations in two variables has graphs that are parallel, intersecting, and coinciding.
5. Solve problems involving systems of linear equations in two variables by:
a. Graphing
b. Substitution
c. Elimination
6. Differentiate linear inequalities in two variables from linear equation in two variables.
7. Illustrate the graph of linear inequalities in two variables.
8. Solve problems involving linear inequalities in two variables.
9. Illustrate a relation and a function.
10. Verify if a given relation is a function.
11. Determine dependent and independent variables.
12. Find the domain and range of a function.
13. Graph and illustrate a linear function and its

Page 5
 (a) domain
(b) range
(c) table of values
14. Determine the relationship between the hypothesis and the conclusion of an if-then statement.
15. Transform a statement into an equivalent if-then statement.
REFERENCES : Department of Education. CURRICULUM IMPLEMENTATION AND LEARNING MANAGEMENT MATRIX K to 12
Department of Education (2016). K to 12 Curriculum Guide MATHEMATICS (Grade 1 to Grade 10). Pasig City.
Arnold V. Garces and Criselle Espanola-Robles. Simplified Mathematics 8: St. Augustine Publication, Inc
https://www.math.fsu.edu/~wooland/hm2ed/Part1Module3/Part1Module3.pdf
https://www.depednegor.net/uploads/8/3/5/2/8352879/math_learniners_module.pdf
https://www.mathplanet.com/education/algebra-2/rational-expressions/operate-on-rational-expressions
https://www.mathsisfun.com/algebra/rational-expression-operations.html
Total Weeks: 10
Name of Course MATHEMATICS 8 – Patterns and Algebra, Geometry
5 Hrs./Session = 1 week
Unit of Competency
Teaching and Learning Activities No. of Session/No. of Weeks
Elements
Patterns and Algebra  Writing linear equation 12 sessions
 System of linear equation 2 weeks
 Solving system of linear equation 12 sessions
 Linear inequalities in two variable 2 weeks
Geometry  Relation and function 5 sessions
 Dependent and dependent variable 1 weeks
 Reasons and Proofs 12 sessions
2 weeks
5 sessions
SECOND QUARTER REVIEW AND SUMMATIVE ASSESSMENT
1 Week
Time-Table Content/Topics Methods/Teaching and Learner’s Output Assessment of
Learning Competencies Learning Activities Learning/Assessment Tool
 Writing equation of a  Module  Answering sheet from
line  Online Class  Fomulating equation the modules
9. Find the equation of the line given Discussion/Follow-up of a line. (Challenge/Enrichment
Session 52-
63
(a) The slope and y-intercepts.  Oral-Recitation activity)
(b) The slope and a point  Collaboration  Paper and pencil test
(11-12 week )
(c) Two points  Brainstorming - Computation
 Direct Instruction - Multiple choice
- Poroblem Solving

Page 6
 10. Illustrate the system of linear  System of linear  Module  Graphing linear  Answering sheet from
equations in two variables. equation  Online Class equation the modules
11. Categorize when a given system of  Graph of the system Discussion/Follow-up  Sketching Graphs (Challenge/Enrichment
Session 64- linear equations in two variables has of linear equation  Oral-Recitation activity)
75 graphs that are parallel, intersecting,  Collaboration  Paper and pencil test
(13-14 week) and coinciding.  Brainstorming - Multiple Choice
12. Graph the system of linear equations  Direct Instruction - Identification
in two variables - Graphiing

13. Solve problems involving systems of  Module  Sketch the graph of  Answering sheet from
linear equations in two variables by:  Online Class linear inequality the modules
a. Graphing Discussion/Follow-up  Solving problems (Challenge/Enrichment
b. Substitution
 Solving linear  Oral-Recitation involving systems of activity)
c. Elimination
equation  Collaboration linear equations  Paper and pencil test
Session 76- 14. Differentiate linear inequalities in two
 Linear inequalities  Brainstorming  Problem solving
81 variables from linear equation in two
 Solving linear  Direct Instruction  identification
(15-17) variables.
inequation
15. Illustrate the graph of linear
inequalities in two variables. 
16. Solve problems involving linear
inequalities in two variables.

17. Illustrate a relation and a function.  Relation and  Module  Illustrating relation  Answering sheet from
18. Verify if a given relation is a function. Function  Online Class and function the modules
19. Determine dependent and independent  Dependent and Discussion/Follow-up  Graphing linear (Challenge/Enrichment
variables. independent  Oral-Recitation function activity)
20. Find the domain and range of a variable  Collaboration  Translation of  Paper and pencil test
Session 81- function.  Linear function  Brainstorming statements (if-then - Graphing
94 21. Graph and illustrate a linear function  If-then statement  Direct Instruction statements) - Identification
(18-19th and its - Analyzing statements(if-
week) (a) domain then statements)
(b) range
(c) table of values
22. Determine the relationship between
the hypothesis and the conclusion of
an if-then statement.
23. Transform a statement into an
equivalent if-then statement.
Page 7
Sessions 95-  (Review)  Answering of  TOS (table of
100 (20th Summative Written specification)
week) Work Assessment  Preparing of test
questions for the Q2
Summative Written
Work Assessment
THIRD QUARTER

CONTENT STANDARD : Demonstrates understanding of key concepts of axiomatic structure of geometry and triangle congruence.
PERFORMANCE STANDARD : Is able to formulate an organized plan to handle a real-life situation. s 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.
GRAMMAR : Use appropriate punctuation marks and capitalization to convey meaning
TOPIC : Geometry
COURSE OBJECTIVES : At the end of the module, the learner is expected to:
1. Determine the inverse, converse, and contrapositive of an if-then statement.
2. Illustrate the equivalences of; The statement and its contrapositive; and The converse and inverse of a statement.
3. Determine the relationship between the hypothesis and the conclusion of an if-then statement.
4. Transform a statement into an equivalent if-then statement.
5. Describe a mathematical system.
6. Illustrate the need for an axiomatic structure of a mathematical system in general, and in Geometry in particular: (a) defined terms,
(b) undefined terms, (c)postulates; and (d) theorems
7. Illustrate the properties of equality.
8. Illustrate triangle congruence
9. Illustrate the SAS, ASA and SSS congruence postulates.
10. Solve corresponding parts of congruent triangles.
11. Prove two triangles are congruent.
12. Prove statements on triangle congruence
13.
REFERENCES : Department of Education. CURRICULUM IMPLEMENTATION AND LEARNING MANAGEMENT MATRIX K to 12
Department of Education (2016). K to 12 Curriculum Guide MATHEMATICS (Grade 1 to Grade 10). Pasig City.
Arnold V. Garces and Criselle Espanola-Robles . Simplified Mathematics 8 .: St. Augustine Publication, Inc
https://www.math.fsu.edu/~wooland/hm2ed/Part1Module3/Part1Module3.pdf
https://www.depednegor.net/uploads/8/3/5/2/8352879/math_learniners_module.pdf
https://www.mathplanet.com/education/algebra-2/rational-expressions/operate-on-rational-expressions
https://www.mathsisfun.com/algebra/rational-expression-operations.html
Page 8
 Total Weeks: 10
Name of Course MATHEMATICS 8 –Geometry
5 Hrs./Session = 1 week
Unit of Competency
Teaching and Learning Activities No. of Session/No. of Weeks
Elements
Geometry  Proofs and Reasons
 Conditional statements 12 sessions
 Hypothesis and conclusion 2 weeks
 If-then statements
 Mathematical system 12 sessions
 Properties of equality 2 weeks
 Traiangle Congruence postulates
5 sessions
 SAS, ASA and SSS postulate
1 weeks
 Solving corresponding parts of congruent triangles
 Proving triangle Congruence 12 sessions
 Proving statements on triangle Congruence 2 weeks
5 sessions
THIRD QUARTER REVIEW AND SUMMATIVE ASSESSMENT
1 Week
Time-Table Content/Topics Methods/Teaching and Learner’s Output Assessment of
Learning Competencies Learning Activities Learning/Assessment Tool
24. Determine the inverse, converse, and  Proofs and Reasons  Module  Proving  Answering sheet from
contrapositive of an if-then statement.  Conditional statements  Online Class  Determine the the modules
25. Illustrate the equivalences of; The  Hypothesis and Discussion/Follow-up hypothesis and (Challenge/Enrichment
Session 101-
statement and its contrapositive; and conclusion  Oral-Recitation conclusion of a given activity)
110
The converse and inverse of a  If-then statements  Collaboration if-then statements.  Paper and pencil test
statement.  Brainstorming - Identification
(21 week to
th

26. Determine the relationship between  Direct Instruction - Proving

22 week )
th

the hypothesis and the conclusion of

an if-then statement.
27. Transform a statement into an
equivalent if-then statement.
28. Describe a mathematical system.  Mathematical system  Module  Identify the property  Answering sheet from
Session 111-
29. Illustrate the need for an axiomatic  Theorems and  Online Class of equality. the modules
130
structure of a mathematical system in Postulates Discussion/Follow-up  State the postulate or (Challenge/Enrichment
(23 Week to
rd

general, and in Geometry in  Properties of equality  Oral-Recitation teorems illustrated by activity)

26 Week))
th
particular: (a) defined terms, (b)  Collaboration the given diagram  Paper and pencil test
Page 9
 undefined terms, (c)postulates; and  Brainstorming - Identification
(d) theorems  Direct Instruction - Multiple choice
30. Illustrate the properties of equality.
 Traiangle Congruence  Module  Write the six  Answering sheet from
postulates  Online Class corresponding parts the modules
 SAS, ASA and SSS Discussion/Follow-up of two congruent (Challenge/Enrichment
31. Illustrate triangle congruence
Session 131- 32. Illustrate the SAS, ASA and SSS postulate  Oral-Recitation triangles. activity)
137(27  Solving corresponding  Collaboration  Determine what  Paper and pencil test
th
congruence postulates.
Week) parts of congruent  Brainstorming postulate proves that  Identification
triangles  Direct Instruction the triangles are 
congruent.
 Proving triangle  Module  Solve for the parts of  Answering sheet from
Session 137- 33. Solve corresponding parts of Congruence  Online Class the triangle using their the modules
145 28th -29 th congruent triangles.  Proving statements Discussion/Follow-up corresponding parts (Challenge/Enrichment
Week) 34. Prove two triangles are congruent. on triangle  Oral-Recitation  Prove statements on activity)
35. Prove statements on triangle Congruence  Collaboration triangle congruence  Paper and pencil test
congruence  Brainstorming -Provinog

 (Review)  Answering of  TOS

Session 146- Summative Written  Preparing of test
150(30th
Work Assessment questions for the Q3
Week) Summative Written
Work Assessment

FOURTH QUARTER

CONTENT STANDARD : demonstrates understanding of key concepts of axiomatic structure of geometry and triangle congruence. demonstrates understanding of key
concepts of probability.
PERFORMANCE STANDARD : Is able to formulate an organized plan to handle a real-life situation. s 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. is able to formulate and solve practical problems involving probability of simple events.
GRAMMAR : Use appropriate punctuation marks and capitalization to convey meaning
TOPIC : Geometry, probability
COURSE OBJECTIVES : At the end of the module, the learner is expected to:
1. Define perpendicular line and angle bisector.
2. Apply the concept of triangle congruence to construct a perpendicular line and angle bisector.

Page 10
 3. Perform the activity correctly.
4. Illustrate different theorems on triangle inequalities.
5. Apply concepts of different theorems on triangle inequalities.
6. Recall the properties of inequality.
7. Prove inequalities of a triangle.
8. Illustrate different postulates and theorems under parallel lines cut by transversal
9. Prove the properties of parallel lines cut a transversal.
REFERENCES : Department of Education. CURRICULUM IMPLEMENTATION AND LEARNING MANAGEMENT MATRIX K to 12
Department of Education (2016). K to 12 Curriculum Guide MATHEMATICS (Grade 1 to Grade 10). Pasig City.
Arnold V. Garces and Criselle Espanola-Robles . Simplified Mathematics 8 .: St. Augustine Publication, Inc
https://www.math.fsu.edu/~wooland/hm2ed/Part1Module3/Part1Module3.pdf
https://www.depednegor.net/uploads/8/3/5/2/8352879/math_learniners_module.pdf
https://www.mathplanet.com/education/algebra-2/rational-expressions/operate-on-rational-expressions
https://www.mathsisfun.com/algebra/rational-expression-operations.html
Total Weeks: 10
Name of Course MATHEMATICS 8 – Geometrty, Statistics and Probability
5 Hrs./Session = 1 week
Unit of Competency
Teaching and Learning Activities No. of Session/No. of Weeks
Elements
Geometry  Triangle Congruence
 Exterior Angle Inequality Theorem 25 sessions
 Triangle Inequality Theorem 5 weeks
 Hinge Teorem
Statistics and Probability  Proving
 Parallel lines 20 sessions
 Perpendicular lines 4 weeks
 Probability
5 sessions
FOURTH QUARTER REVIEW AND SUMMATIVE ASSESSMENT
1 Week
Time-Table Content/Topics Methods/Teaching and Learner’s Output Assessment of
Learning Competencies Learning Activities Learning/Assessment Tool
36. Apply triangle congruence to  Triangle Congruence  Module  Triangle  Answering sheet from
Session 151- construct perpendicular lines and  ASA, SAS and SSS  Online Class construction. the modules
175 angle bisector. Congruence Discussion/Follow-up  Identify which from (Challenge/Enrichment
(31 week to
st 37. Illustrate theorems on triangle  Exterior Angle  Oral-Recitation the given set of sides activity)
35 week )
th inequalities (Exterior Angle Inequality Theorem  Collaboration can form a triangle  Paper and pencil test
Inequality Theorem, Triangle  Brainstorming  Drawing

Page 11
 Inequality Theorem, and Hinge  Triangle Inequality  Direct Instruction
Theorem). Theorem
 Hinge Theorem
38. Proves inequalities in a triangle.  Proving  Module  Complete the Proving  Answering sheet from
39. Proves properties of parallel lines cut  Parallel lines  Online Class statements. the modules
a transversal.  Perpendicular lines Discussion/Follow-up  Determine whether (Challenge/Enrichment
40. Determine the conditions under  Probability  Oral-Recitation each pair of lines is activity)
which lines and segments are parallel  Collaboration parallel or  Proving
Session 176- or perpendicular.  Brainstorming perpendicular  Multiple choice
195 41. Illustrate an experiment, outcome,  Direct Instruction  Fill in the blanks
(36 Week to
th
sample space and event.  Problem solving :
39 Week))
th 42. Count the number of occurrences of probability
an outcome in an experiment:
(a) table;
(b) tree diagram;
(c) systematic listing; and
(d) fundamental counting principle.
 (Review)  Answering of  TOS (table of
Session 196- Summative Written specification)
200(40 th
Work Assessment  Preparing of test
Week) questions for the Q4
Summative Written
Work Assessment

Prepared by: Checked and approved by:

AARON A. ZUELA LAURA T. FLORES
JHS Teacher– Mathematics Principal

Page 12