School: AURELIO ARAGO Grade GRADE 8
Grade 9 MEMORIAL NATIONAL Level:
K to 12 HIGH SCHOOL
DETAILED LESSON EVELYN P. AGUILAR Learning MATHEMATIC
Teacher Area: S8
PLAN
Teaching MARCH 10, 2026 Quarter: 4TH
Dates and 7:30−8:30am QUARTER
Time:
I. Objective
Content The learner demonstrated knowledge and understanding of
Standards measures of variability for ungrouped data.
Performance By the end of the quarter, the learners are able to calculate
Standards measures of variability for ungrouped data.
Learning The learners investigate different measures of variability for
Competencies ungrouped data.
and Objectives [Link] the range as a measures of variability.
[Link] the range of a given ungrouped data set accurately.
[Link] the impact of outliers on the range of a data set.
II. Content CALCULATING THE RANGE OF UNGROUPED DATA
Valuing:
Unity
Cooperation
Strategies:
Discovery Learning
Cooperative Learning
Appreciation
Integration:
III. Learning
Resources
(References)
1. Teacher’s Lesson Exemplar for Mathematics 8 Quarter 4 Lesson 2.(p.1-5)
Guide Pages
2. Learner’s Mathematics 8 MODULES
Materials Pages
3. Textbook
Pages
4. Additional Visual aids, chalk, chalk board, laptop
Materials from
Learning
Resources (LR)
Portal
IV. Procedures
A. Review PRELIMINARY ACTIVITIES
Previous Prayer
Lessons Before anything else, let’s ask God’s guidance first before we start our session this
morning. Let us bow our heads and feel the presence of our dear Lord.
Greetings
Good morning, class!
Classroom Cleanliness and Orderliness
Before you take your seats, kindly arrange your chairs properly and pick up some
litters around you.
Checking of Attendance
Now, let me check the attendance. Is everybody present today?
Very good! It seems like everybody is eager to learn today.
Classroom Reminders
So, before we proceed to our first activity this morning, let me give you these
reminders.
o Stay on your designated seats.
o Be responsible for your words and actions.
o Raise your hand if you want to speak.
o Listen attentively if someone is speaking.
o Participate actively in every activity.
Are these reminders clear to you, class?
Are you now ready to learn?
ACTIVITY 1: FIND MY ROOTS!
DIRECTION: Find the following square roots. Answer the questions
that follow.
1. √16= 6. −√289=
2. −√25= 7. √0.16=
3. √49= 8. ±√36=
4. −√64= 9. √16/25=
5. √121= 10. ±√169/256=
Questions:
a. How did you find each square root?
b. How many square roots does a number have? Explain your
answer?
c. Does a negative number have a square root? Why?
d. Describe the following numbers: √8, −√40, √60, and −√90.
Are the numbers rational or irrational? Explain your answer.
How do you describe rational numbers? How about numbers
that are irrational”
B. Establishing ACTIVITY 2
purpose for the Direction: Solve each of the following questions in as many ways
Lesson as you can. Answer the questions that follow.
1. x+7=12 6. −5x=35
2. t−4=10 7. 3h−2=16
3. 3+5=−3 8. −7x=−28
4. x−10=−2 9. 3(x+7)=24
5. 2s=16 10. 2(3k−1)=28
Questions:
a. How did you solve each question?
b. What mathematics concept or principles did you apply to come
up with the solution of each question? Explain how you applied
these.
c. Compare the solutions you got with those of your classmates.
Did you arrive at the same answers? If not, why?
d. Which equations did you find difficult to solve? Why?
C .Presenting ACTIVITY 3
examples Use the quadratic equations below to answer the questions that
/instances of follow. t2−64=0 2s2−98=
the new lessons x =36
2
0 Questions:
1. How did you determine the
solutions of each question?
2. How many solutions does each equation have? Explain your
answer.
3. What can you say about each quadratic equation based on the
solutions obtained?
D. Discussing FREE DISCUSSION
new concepts
and practicing
new skills #1.
Quadratic equations that can be written in the form x2=k can
be solved by applying the following properties:
1. If k>0, then x2=k has two real solutions or roots: x=±√k.
2. If k=0, then x2=k has one real solution or root: x=0
3. If k<0, then x2=k has no real solutions or roots.
E. Discussing Example 1: Find the solutions of the equation x2−16=0 by
new concepts & extracting square roots.
practicing new Write the equation in the form x 2=k.
skills #2 x2−16=0 x2−16+16=0+16
x 2=16
Since 16 is greater than 0, then the first property above
can be applied to find the values of x that will make
the equation x −16=0 true.
2
X2=16 x=±√16
x=±4
To check, substitute these values in the original equation.
For x=4: For x=−4:
X −16=0
2
x 2−16=0
4 −16=0
2
(−4) 2−16=0
16−16=0 16−16=0
0=0 0=0
Both values of x satisfy the given equation. So the
equation x2−16=0 is true when x=4 or when x=−4.
Answer: The equation x2−16=0 has two solutions: x=4 or x=−4.
Example 2: Solve the equation t2=0.
Since t2 equals 0, then the equation has only one
solution.
That is, t=0
[Link] PAIR SHARE
Mastery(Leads Think about this!
to Formative Find the solutions of the equation
Assessment 3) 1.)(x−4)2−25=0
2.)3r2=18
3.)s2−7=0
4.) 2s2=50
5.)(s−4)2−81=0
Questions:
[Link] did you find the roots of each equations?
2. Which equations did you find difficult to solve by extracting
square roots?Why?
[Link] When you encounter different problems in life,what is your
Practical solutions?
Applications of How can you apply different solutions to solve problems?
concepts and
skills in daily
living
H. Making REMEMBER THE FACTS
Generalizations
How can you solve quadratic equations by extracting the
& Abstractions
about the square roots?
lessons
[Link] DIRECTIONS: Extract Me!
Learning Solve the following quadratic equations by extracting square roots.
1.4x2−225=0
2.3h2−147=0
3.(x−4)2=169
4.(k+7)2=289
5.(2s−1)2=225
J. Additional DIRECTION: Solve the following quadratic equations by
activities for extracting square roots.
application or [Link] says that the solution of her quadratic equations w 2=49
remediation and w2+49=0 are the same. Do you agree with Sheryl? Justify your
answer.
V. Remarks
VI. Reflection
Prepared by:
Checked by: EVELYN P. AGUILAR
RONNIE R. ABERTE Mathematics Teacher
TIII/TEACHER IN CHARGE