NOTRE CHRISTI ACADEMY OF THE PHILIPPINES, INC.

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Where your future begins!

SUBJECT: Mathematics GRADE

LEVEL: 8
UNIT TOPIC: Linear Equations and Inequalities QUARTER: III
TEACHER: Abemelech M. Del Rosario
I. DESIRED RESULT/OUTCOME

TOPIC/ CONTENT PERFORMANC LEARNING COMPETENCIES ASSESSMENTS ACTIVITIES RESOURC INSTIUTIONAL

QUARTER STANDARD E STANDARD ES CORE VALUES
Linear The learners By the end of ACQUISITION
Equations demonstrate the quarter, the The learner… A1. Face-to-face: A1. Face-to face: A1. Recognize how
System of knowledge learners are • Definition of terms • Try It • mathematics,
Linear and able to … A1 • Vocabulary & Textbook like linear
Equations understanding define and determine the A1. Online Class: Concept equations, plays
of... 1. solve linear slope and intercepts of a line. • Definition of terms a role in national
Linear equations and A1. Online Class: progress.
Inequalities 1. linear linear • Try It
equations inequalities • Vocabulary & Patience and
System of in one in one variable. Concept persistence
Linear variable. 2. graph linear when solving
Inequalities 2. systems of inequalities in A2. A2-A3. Face-to- A2-A3. Face-to A2-A3. complex
linear one find the equation of a line face: face: • problems or
equations variable. given: • Definition of terms • Try It Textbook systems of
in two 3. graph linear a. two points, • Group discussion • Vocabulary & • equations.
variables equations in b. the slope and a point, Concept GeoGebra
and their two c. the slope and y-intercept, A2-A3. Online • Match graphs to
graphs. variables. and Class: verbal
3. linear 4. solve a d. the x– and y– intercepts • Definition of terms descriptions
inequalities in system • Pair discussion
one variable of linear A3. using GeoGebra A2-A3. Online
and their equations sketch the graph (straight line) Class:
graphs. graphically and of a linear equation given: • Try It
4. systems of algebraically. a. any two points on the line, • Vocabulary &
linear 5. use linear b. the x– and y– intercepts, Concept
equations inequalities in and
in two two variables c. the slope and a point on the
variables. in line
the solution of A4. A4-A5. Face-to- A4-A5. Face-to A4-A5.
problems. solve linear equations in one face: face: •
variable. • Mechanical solving • Try It Textbook
and graphing • Practice & • Web
• Error analysis Application links

A5.
graph on a number line the A4-A5. Online A4-A5. Online
solution of linear equation in Class: Class:
one variable. • Mechanical solving • Try It
and graphing • Practice &
• Error analysis Application

A6. A6-A7. Face-to- A6-A7. Face-to A6-A7.

define and illustrate a system face: face: •
of linear equations in two • Mechanical solving • Try It Textbook
variables. and graphing • Vocabulary & • Web
• Error analysis Concept links
A7. • Group discussion • Practice &
solve a system of linear Application
equations (with integer A6-A7. Online
solutions) by graphing. Class:
classify the types of systems • Mechanical solving A6-A7. Online
of linear equations based on and graphing Class:
the number of solutions. (interactive) • Try It
• Error analysis • Vocabulary &
Concept
• Practice &
Application

A8. A8-A9. Face-to- A8-A9. Face-to A8-A9.

solve linear inequalities in one face: face: •
variable. • Mechanical solving • Try It Textbook
and graphing • Practice & • Web
A9. • Error analysis Application links
graph on a number line the • Group discussion
solution of linear inequalities
in one variable. A8-A9. Online A8-A9. Online
Class: Class:
• Mechanical solving • Try It
and graphing • Practice &
(interactive) Application
• Error analysis
MAKE–M EANING
The learner… B1-B2. Face-to- B1-B2. Face-to B1-B2. Social
B1 face: face: • Responsibility-
explains and shows how the • Problem Solving • Practice & Textbook Learners
equation and graph of a line using CER Application • CER interpret
are related, using different • Error Analysis • Enrichment Template systems of
forms of information such as • Reflection equations as
points, slope, and intercepts to B1-B2. Online models for
describe and represent real- Class: B1-B2. Online solving national
life situations. • Problem Solving Class: problems that
using CER • Practice & require fairness
B2 • Error Analysis Application and efficiency.
explain how linear equations in (interactive) • Enrichment
one variable can represent • Reflection
and solve real-life situations,
and interpret the meaning of
the solution in the context of
the problem.
B3 B3-B4. Face-to- B3-B4. Face-to B3-B4.
explains and interprets the face: face: •
relationship between two • Problem Solving • Practice & Textbook
linear equations and their • Error Analysis Application
points of intersection to • Enrichment
understand how algebraic B3-B4. Online • Reflection
solutions represent real-life Class: B3-B4. Online
situations involving systems of • Problem Solving Class:
linear equations in two • Error Analysis • Practice &
variables. (interactive) Application
• Enrichment
B4 • Reflection
interprets and analyzes real-
life situations that can be
represented by systems of
linear equations and
inequalities in two variables,
explaining how the
relationships between
variables help in making
logical and informed decisions.
TRANSFER
The learner… T1-T2. T1-T2. T1-T2. Peaceful
T1 1. Mini Task 1. Creation of real life 1. Web/ Problem
Apply principles of solving 2. Performance Task situations using Online Solving-
linear equations and linear equations and Learners apply
 inequalities in one variable to inequalities. references logical,
make logical decisions and 2. Reflection systematic
find unknown quantities in approaches to
real-life situations such as resolve real-life
budgeting, distance-rate-time conflicts or
problems, and resource community
allocation. issues.

T2
Interpret and represent linear
inequalities in one variable
through graphs to model and
analyze practical situations
involving limitations, ranges,
or conditions (e.g., age limits,
budgets, or time constraints).

TABLE OF UNIT POWER AND SUPPORTING COMPETENCIES

CONTENT STANDARD:
The learner demonstrates an understanding of key concepts of the axiomatic structure of geometry and triangle congruence.

PERFORMANCE STANDARD:
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.

(R) needed for (E) needed (A) needed (L) needed POWER
next unit or for real life for by other OR
grade achievement subjects SUPPORTIN
COMPETENCIES G
or admissions
or job tests

A1 The learner… ✔ ✖ ✖ ✖
define and determine the slope and intercepts of a line. Supporting
A2 find the equation of a line given: ✖ ✖ ✖ ✔
a. two points c. the slope and y-intercept, and Supporting
b. the slope and a point d. the x– and y– intercepts
A3 sketch the graph (straight line) of a linear equation given: ✖ ✖ ✖ ✔
a. any two points on the line c. the slope and a point on the line Supporting
b. the x– and y– intercepts
A4 solve linear equations in one variable. ✔ ✔ ✖ ✖ Supporting

A5 graph on a number line the solution of linear equation in one ✔ ✖ ✖ ✖ Supporting

variable.
A6 define and illustrate a system of linear equations in two variables. ✔ ✖ ✖ ✖ Supporting

A7 solve a system of linear equations (with integer solutions) by ✔ ✔ ✖ ✖ Supporting

graphing.
classify the types of systems of linear equations based on the
number of solutions.
A8 solve linear inequalities in one variable. ✔ ✖ ✖ ✖ Supporting

A9 graph on a number line the solution of linear inequalities in one ✔ ✖ ✖ ✖ Supporting

variable.

B1 explains and shows how the equation and graph of a line are related, ✖ ✔ ✖ ✔
using different forms of information such as points, slope, and Supporting
intercepts to describe and represent real-life situations.

B2 explain how linear equations in one variable can represent and solve ✖ ✔ ✖ ✔
real-life situations, and interpret the meaning of the solution in the Supporting
context of the problem.
B3 explains and interprets the relationship between two linear equations ✖ ✔ ✖ ✔
and their points of intersection to understand how algebraic solutions Supporting
represent real-life situations involving systems of linear equations in
two variables.
B4 interprets and analyzes real-life situations that can be represented by ✖ ✔ ✖ ✔
systems of linear equations and inequalities in two variables, Supporting
explaining how the relationships between variables help in making
logical and informed decisions.
T1 Apply principles of solving linear equations and inequalities in one ✔ ✔ ✔ ✔
variable to make logical decisions and find unknown quantities in Power
real-life situations such as budgeting, distance-rate-time problems,
and resource allocation.
T2 Interpret and represent linear inequalities in one variable through ✔ ✔ ✔ ✔
graphs to model and analyze practical situations involving Power
limitations, ranges, or conditions (e.g., age limits, budgets, or time
constraints).
II. ASSESSMENT EVIDENCES

A. GUIDED GENERALIZATION FOR MAKE-MEANING

Essential Question Situation 1 Situation 2 Situation 3

How can we A clothing store offers ₱100 discount A jeepney fare costs ₱14 for the first 4 km and A café sells coffee for ₱80 and sandwiches for
represent and solve coupons. A shirt costs ₱450 each. If you ₱2 for every additional km. Another jeepney ₱60. You can spend at most ₱500. How many
real-life situations have ₱1,250, how many shirts can you charges ₱10 for the first 2 km and ₱3 for of each item can you buy?
buy if you use the coupon every additional km. For what distance do
using equations and
both jeepneys charge the same amount?
inequalities to make
CLAIM: CLAIM: CLAIM:
sound and fair How many shirts can you buy with At what distance will both jeepneys have the What combinations of coffee and sandwiches
decisions? ₱1,250 if each cost ₱450 and you use a same fare? can you buy if your total budget is at most
₱100 discount coupon? Both fares are equal at 6 km. ₱500?
You can buy 3 shirts. You can buy any combination (x, y) (x, y) (x,
y) that satisfies 80x+60y≤50080,
(0 coffee, 0–8 sandwiches) (4 coffees, 0–3
sandwiches)
(1 coffee, 0–7 sandwiches) (6 coffees, 0
sandwiches)
(2 coffees, 0–5 sandwiches) (5 coffees, 0–1
sandwich)
(3 coffees, 0–4 sandwiches)
EVIDENCE: EVIDENCE: EVIDENCE:
How can you support your answer? How can you support your answer? How can you support your answer?
Let x be the number of shirts. Let x = distance (km). Let x = number of coffee,
Total cost = 450x – 100 = 1250 : x = 3. Jeepney A: y = 14 + 2(x − 4) y = number of sandwiches.
You can buy 3 shirts. Jeepney B: y = 10 + 3(x − 2) 80x + 60y ≤ 500.
Set equal: 14 + 2x − 8 = 10 + 3x – 6 Possible solutions include (x=2, y=4), (x=3,
x=2+4 y=3), etc. Graphing this inequality shows all
x = 6 km. valid combinations under the line.
Both fares are equal at 6 km.
REASON: REASON: REASON:
State your reason to support your State your reason to support your answer. State your reason to support your answer.
answer. By representing both pricing schemes as By expressing spending limits as inequalities
By representing the situation using a linear equations and finding their intersection,
and graphing them, we can visualize all
linear equation in one variable, we can we can identify the point where both jeepneys possible combinations that satisfy the
determine unknown quantities directly charge the same fare. condition.
and verify if the value satisfies the
equation.
Common idea in the reason :
Linear equations and inequalities can model real-world problems to find unknowns and possible solutions.

Enduring Understanding :
 Students will understand that linear equations, inequalities, and systems of equations allow us to represent, interpret, and solve real-life
situations involving constant rates, constraints, and relationships between quantities. By analyzing their graphs and solutions, we make
informed decisions in practical contexts.

B. HOLISTIC RUBRIC FOR CLAIM-EVIDENCE-REASONING ACTIVITY

SCORE DESCRIPTION
4 In addition to Level 3 response, student’s reasoning shows in-depth inference that goes beyond other compelling evidences related to the text.
3 Claim is correct. Cited evidences from article support claim. Reasoning is logical and connected to the evidence.
2 Claim is partially correct. Some of cited evidences do not support the claim. Reasoning is partially not logical and not connected to the evidence.
1 Claim is incorrect. Some of cited evidences do not support the claim. Reasoning is incomplete.
0 No claim, evidence or reasoning is found in the answer.

C. SCAFFOLD TO TRANSFER

Modeling Guided Practice Independent Practice Performance Task

Scaffold 1 Scaffold 2 Scaffold 3 Scaffold 4
The teacher… The teacher… Mini Task: The local government of Bustos is launching its annual
1. Teacher shows how to find 1. Provides structured “Kabuhayan Fair”, an event that supports small
slope exercises You have ₱1,000 to buy two entrepreneurs by providing spaces for local food and craft
from two points. with prompts. types of snacks: juice drinks and stalls. Many start-ups have struggled to find the right
2. Demonstrate how to write 2. Gives immediate feedback sandwiches. balance between pricing, production, and profits.
an and A juice drink costs ₱20 each, and
equation in slope-intercept scaffolds misconceptions. a sandwich costs ₱40 each. As part of the event, the Municipal Trade and Business
form. 3. Encourages students to Instruct the students to show all Office has invited entrepreneurs to design a mini food cart
3. Show how inequalities are explain reasoning. possible combinations of juice business plan that uses mathematical modeling to predict
graphed on a number line. drinks and sandwiches they can sales, manage expenses, and determine fair yet profitable
4. Illustrate system of The Student… buy without exceeding their pricing.
equations 1. Solves problems in pairs budget and represent it
and explain point of or mathematically and graphically. You are one of the entrepreneurs who must prepare a
intersection. small groups. presentation that justifies your pricing strategy, production
2. Applies teacher’s modeled Output: plan, and expected profit, all supported by linear equations,
The student… steps with assistance. 1. A graph of the inequality on inequalities, and graphs. Your goal is to convince the
1. Observes and takes notes. 3. Participates in discussion paper evaluators that your plan is both realistic and
2. Asks questions for and or graphing tool. mathematically sound.
clarification. peer correction. 2. A short written explanation (3–
3. Identifies connections 5
between The students will answer sentences).
equations and real-life “Vocabulary & Concept and
examples. Practice & Application
” on every end of the lesson.
The students will answer “Tri
It” after every discussion.
RUBRICS FOR GUIDED TRANSFER

CRITERIA EXCELLENCE (10) PROFFICIENCY (9) PROGRESSING (8) BEGINNING (7)

Mathematical Demonstrates a deep Demonstrates a general Demonstrates partial understanding Equations and graphs are
Understanding understanding of linear equations understanding of linear of linear equations and inequalities. incomplete and do not represent
and Accuracy and inequalities. All equations, equations and inequalities; all Equations, tables, and graphs have the problem correctly.
tables, and graphs are accurate equations, tables, and graphs some errors that affects the accuracy
and consistent. are correct and consistent. of the solution.
Representatio The graph is complete, accurate, The graph is complete with Graph shows effort but some Graph is incomplete and lacks
n and and well-labeled, shaded region clear labels and correct inaccuracies or missing labels make clear representation of the
Graphing correctly shows all possible shading and errors on plotting interpretation difficult. equation and inequality.
solutions and points are plotted the points.
precisely.
Application Applies the concepts of linear Applies the concepts of linear Applies some concepts of linear No application of concepts of
and Reasoning equations and inequalities equations and inequalities equations and inequalities. linear equations and inequalities
effectively to the real-life budget appropriately and explanations Explanation shows partial connection and lacks clear connection to
scenario. Explanations are logical are clear and connected to the to the real-life situation. real-life context.
and insightful. task.

D. PERFORMANCE TASK

PERFORMANCE STANDARD
By the end of the quarter, the learners are able to …
1. solve linear equations and linear inequalities in one variable. 4. solve a system of linear equations graphically and algebraically.
2. graph linear inequalities in one variable. 5. use linear inequalities in two variables in the solution of problems.
3. graph linear equations in two variables.
TRANSFER GOAL
The local government of Bustos is launching its annual “Kabuhayan Fair”, an event that supports small entrepreneurs by providing spaces for local food and craft
stalls. Many start-ups have struggled to find the right balance between pricing, production, and profits. As part of the event, the Municipal Trade and Business
Office has invited entrepreneurs to design a mini food cart business plan that uses mathematical modeling to predict sales, manage expenses, and determine
fair yet profitable pricing. You are one of the entrepreneurs who must prepare a presentation that justifies your pricing strategy, production plan, and expected
profit, all supported by linear equations, inequalities, and graphs. Your goal is to convince the evaluators that your plan is both realistic and mathematically
sound. You are given a starting capital of ₱20,000. You need to produce and sell one or two types of food products
PERFORMANCE TASK:
An exhibition event will be held in The World Trade Center, Manila showcasing different architectural and structural creations of the 21st century. Last year was
not a successful one for your Construction company because most of your products are similar on both design and concept to the other competitors. To avoid
this, your company assigned your team to research for a more abstract approach on structures using different properties of triangles. You need to prove their
congruences using different theorems and postulates to convince your clients that your designs are more sturdy and rigid. The President of your Company and
all the Department Managers will review your work based on your use of properties and theorems, sequence analysis and overall presentation. Your work will be
evaluated based on mathematical accuracy, application of linear equations and inequalities, graphical representation, reasoning and decision making.
GOAL To design and justify a food cart business plan that demonstrates how linear equations, inequalities, and systems of equations can be applied to
determine costs, pricing, production limits, and profit.
 ROLE A small business entrepreneur.
AUDIENCE The Municipal Trade and Business Officers, Municipal Mayor and potential investors.
SITUATION You are given a starting capital of ₱20,000. You need to produce and sell one or two types of food products (milk tea, burgers, takoyaki, etc.).
PRODUCT You will submit the following:
1. Problem statement and objectives 3. Graphs of your equations and inequalities 5. Decision analysis (best
combination for max. profit)
2. Linear models (equations, inequalities, and systems) 4. Computations and interpretations
STANDARD Your work will be evaluated based on mathematical accuracy, application of linear equations and inequalities, graphical representation, reasoning
S and decision making.
Note: This PT is done individually

Rubrics for Performance Task

CRITERIA EXCELLENCE (10) PROFFICIENCY (9) PROGRESSING (8) BEGINNING (7)
Mathematical All mathematical equations and Equations and inequalities are Most equations and inequalities are Equations and reasoning need
Accuracy inequalities are accurate, accurate and applied appropriately correct, but some computations and significant improvement to
appropriate, and well-structured. to the given situation with clear applications need refinement and match the context. Some
Solutions are complete, clearly reasoning. clearer application to the context. concepts are present but need
explained, and logically justified Solutions are clear and relevant to more accuracy and logical
within the business context. the business analysis. connection to the business
situation.

Application of Demonstrates a deep grasp of Shows solid understanding of Displays partial understanding of Demonstrates limited
Linear how linear equations and linear and inequalities linear and inequalities. awareness of linear and
Equations inequalities describe relationships relationships and interprets results Interpretations are present but not inequality relationships with
and between cost, production, and clearly. It accurately interprets fully explained or connected. no explanation and
Inequalities profit. Accurately interprets all results and connects them to connection to real life
results in context. decisions. situations.

Graphical Graphs are precise, neat, digitally Graphs are accurate and clear, Graphs are included but need Graphs are incomplete and
Representati enhanced, and visually with correct labels and readable improvement in accuracy and inaccurate and do not clearly
on compelling. All elements (labels, scales. They support labeling. represent the relationships of
intercepts, region) are correct and understanding of the linear linear equation and inequality.
support mathematical analysis. equation and inequality
relationships.

Reasoning Provides logical, well-supported Presents reasonable and logically Decisions are generally logical but Decisions are unclear and not
and Decision decisions with justifications supported decisions with need stronger mathematical fully supported by
Making grounded in mathematical appropriate computations. justification and explanation. mathematical analysis.
reasoning. Provides insightful,
data-driven decisions supported
by mathematical reasoning.
Business choices (pricing,
 production, profit) are realistic
and well-justified.

E. PERFORMANCE TASK WITH 21st CENTURY SKILLS

21st CENTURY SKILLS PERFORMANCE TASK INSTRUCTIONS

CRITICAL THINKING AND PROBLEM-SOLVING Identify the main challenges your food cart might face in pricing, production, and profit. Use linear
Teacher poses a problem and asks students to solve it equations and inequalities to represent and solve these challenges.
or research for answers.
COMMUNICATION Prepare a short pitch to explain your mathematical models and how they support your business
Teacher raises an issue or topic and students express decisions to potential investors.
their ideas with varied media.
COLLABORATION Work with your groupmates to assign roles (data analyst, designer, presenter, researcher). Ensure all
Teacher provides a task and students work in teams members contribute equally to the proposal and presentation.
where members have different roles and tasks.
CREATIVITY Design an attractive and original food cart concept that will appeal to the local market while showing
Teacher presents a challenge and students design a your mathematical analysis clearly through visuals and graphs.
solution or an innovation.
CROSS-CULTURAL UNDERSTANDING Consider cultural preferences, food trends, and community values when selecting your product and
Teacher shows examples from several countries and pricing strategy.
asks students to describe how they would interact with
people from different cultures in relation to the problem.
COMPUTER/ICT Use technology tools (e.g., spreadsheet, graphing software, Canva, or GeoGebra) to create graphs,
Teacher shows digital resources and asks students to tables, and visualizations of your equations and inequalities.
use them to solve problems or create a project.
CAREER LIFELONG LEARNING Reflect on how this activity helps you develop real-world skills in entrepreneurship, planning, and
Teacher poses a reflection question on how students financial management.
can personally continue to learn about the issue.

III. CALENDAR OF ACTIVITIES

Month of October 2025

Monday Tuesday Wednesday Thursday Friday Saturday
20 21 22 23 24 25
 (Monday Schedule)
Slope of a Line
(Additional Lesson)

Remarks: Remarks Remarks: Remarks: Remarks: Remarks:

Monday Tuesday Wednesday Thursday Friday Saturday

27 28 29 30 31
SEMESTRAL BREAK
Remarks: Remarks: Remarks: Remarks: Remarks: Remarks:

Month of November 2025

Monday Tuesday Wednesday Thursday Friday Saturday
1
All Saints’
Day
Remarks:
Monday Tuesday Wednesday Thursday Friday Saturday
3 4 5 6 7 8
Introduction of Lesson 3.3: Linear Lesson 3.4: Graphing Quiz No. 1 Homeroom Guidance,
Performance Task Equations in Two Variables, Linear Equations, pp. 427- Pointers: Lesson 3.3-3.4, Club Time, Bible Time,
pp. 417-426 440 pp. 417-426 Remediation Time,
Lesson 3.3: Linear Library Time
Equations in Two
Variables, pp. 417-426
Remarks: Remarks: Remarks: Remarks: Remarks: Remarks:
Class Picture Taking Class Picture Taking Class Picture Taking 4th Quarter Nationwide Class Picture Taking
Earthquake Drill

Monday Tuesday Wednesday Thursday Friday Saturday

10 11 12 13 14 15
Lesson 3.4: Graphing Homeroom Guidance,
Administration of Third Long Test
Linear Equations, pp. 427- Club Time, Bible Time,
440 Remediation Time,
Day 1: Math, MAPEH, Comp. Day 2: Eng. AP, TLE Day 3: Sci. Fil. EsP Library Time
Remarks: Remarks: Remarks: Remarks: Remarks: Remarks:

Monday Tuesday Wednesday Thursday Friday Saturday

17 18 19 20 21 22
Rechecking of test papers Lesson 3.5: Writing Lesson 3.5: Writing Lesson 3.6: System of Homeroom Guidance,
Equations of Lines, pp. 441- Equations of Lines, pp. Linear Equations and Club Time, Bible Time,
Lesson 3.4: Graphing 456 441-456 Their Solutions, pp. 457- Remediation Time,
Linear Equations, pp. 427- 488 Library Time
440
Remarks: Remarks: Remarks: Remarks: Remarks: Remarks:
Monday Tuesday Wednesday Thursday Friday Saturday
24 25 26 27 28 29
Quiz No. 2 Lesson 3.6: System of Lesson 3.6: System of Lesson 3.7: Solving Homeroom Guidance,
Pointers: Lesson 3.5, Linear Equations and Their Linear Equations and Their System of Linear Club Time, Bible Time,
pp. 441-456 Solutions, pp. 457-488 Solutions, pp. 457-488 Inequalities, pp. 489-504 Remediation Time,
Library Time
Remarks: Remarks: Remarks: Remarks: Remarks: Remarks:

Month of December 2025

Monday Tuesday Wednesday Thursday Friday Saturday
1 2 3 4 5 6
Lesson 3.7: Solving System Lesson 3.7: Solving System Project-Making Homeroom Guidance,
Quiz No. 3 of Linear Inequalities, pp. of Linear Inequalities, pp. Club Time, Bible Time,
Pointers: Lesson 3.6-3.7, 489-504 489-504 Remediation Time,
pp. 457-504 Library Time
Remarks: Remarks: Remarks: Remarks: Remarks:
Monday Tuesday Wednesday Thursday Friday Saturday
8 9 10 11 12 13
Administration of Third Quarter Test Homeroom Guidance,
Immaculate Concepcion
Club Time, Bible Time,
(No Classes)
Day 1: Math, MAPEH, Comp. Day 2: Eng. AP, TLE Day 3: Sci. Fil. EsP Remediation Time,
Library Time
Remarks: Remarks: Remarks: Remarks: Remarks: Remarks:
3rd Quarter Reflection
time