Central Mindanao University- 8

School Grade Level

Laboratory High School
GRADE 8 Marianeña P. Rama, Kylah S. Arcayan, MATHEMATICS
DAILY LESSON LOG Teachers Learning Area
Jorbelyn M. Lo & Justin Kimberly Repita
Teaching Dates and Time Day 1-3 Quarter SECOND

Day 1 Day 2 Day 3

I. OBJECTIVES
1. Content Standards The learner demonstrates understanding of key concepts of factors of linear inequalities in two variables, systems
of linear inequalities in two variables and linear functions.

2. Performance The learner is able to formulate and solve accurately real-life problems involving linear inequalities in two
Standards variables, and linear functions.
3. Learning Illustrates linear inequalities in two Differentiate linear inequalities in Graph linear Inequalities in two variables
Competencies variables two variables from linear equations (MBAL-IIa-3)
/Objectives (MBAL-IIa-1) in two variables.
(MBAL-IIa-2) a. Determine the solution
a. Knowledge: a. Identify linear inequality set of a linear inequality
from linear equation. a. Identify the solution of a in two variables.
b. Skills: b. Translate verbal phrases linear equation or b. Draw the graph of the
to mathematical inequality in two solution set of linear
c. Attitude: inequality. variables. inequalities in two
c. Appreciate the concept of b. Determine whether a variables.
linear inequality in point is a solution of a c. Appreciate the concept of
two variables. linear inequality or not. graphing of linear
c. Appreciate the concept of linear inequalities in two
inequality in variables and apply in a
two variables. real life situation.
II. CONTENT Linear Inequalities In Two Linear Inequalities In Two Linear Inequalities In Two Variables
Variables Variables
III. LEARNING
RESOURCES
A. References
1. Teacher’s pages 200-203 pages 200-203 pages 204- 206
Guide Pages

2. Learner’s pages 220-222 pages 220-222 pages 222 – 225

Materials
Pages
3. Textbook Next Century Mathematics: Next Century Mathematics: Next Century Mathematics: Intermediate
Pages Intermediate Algebra, pages 83 - 84 Intermediate Algebra, pages 83 - Algebra, pages 83 - 84
Bernabe, Julieta G, et al., 84
Intermediate Algebra, pages 38-39
Herrera Lucia D, et al Elementary
Algebra Il, pages 411 – 413
4. Additional http://lrmds.deped.gov.ph/. http://lrmds.deped.gov.ph/. http://lrmds.deped.gov.ph/.
Materials from - Pictures - Pictures
Learning - Pictures - Manila Paper - Manila Paper
Resource (LR) - Manila Paper - Chalkboard - Chalkboard
portal - Chalkboard - Chalk - Chalk
- Chalk
B. Other Learning Grade 8 LCTG Grade 8 LCTG Grade 8 LCTG
Resources Mathematics 2016 Mathematics 2016 Mathematics 2016
Laptop, LCD Laptop, LCD Laptop, LCD, Graph Board, Graphing
paper, Ruler and Pencil

IV. PROCEDURES
A. Reviewing previous ACTIVITY: LESS WORDS, MORE Which of the following points is a In an Entrepreneurship class, Joanna will
lesson or presenting POINTS solution to the following linear receive 3 points for every graham balls
the new lesson inequalities? Explain your answer. that she can sell and 2 points for every
Fill in the appropriate words that will 1. 2x – y > - 3 yema candy that she can sell. Identify
make each statement true. Each group (3, 6) (4, 11) (2, 7) five combinations of graham balls and
should defend their answer to become
2. y ≥ -6x + 1 yema candies that she can sell to earn
acceptable. The group, who can get the
most number of points, will win the (2, -11) (-3, -8) (-5, 6) exactly 30 points. Write your answer in
game. 3. 5x + y > 10 the table then graph it. Did you form a
(0, -3) (3, -5) (4, 8) line?
4. y ≤ x - 9
(2, -5) (9, -3) (12, 3)
5. y < 5x -3
(3, 5) (2, 7) (3, 0 )

B. Establishing a Motive Questions: The solution of a linear equation is

Motive Questions:
purpose for the Can we use “less’ and “more” in the set points which lie on the line.
What differences are there between the
lesson mathematics? How can you translate
graph of a linear equation and the graph
these words in mathematical
of a linear inequality?
sentence?
C. Presenting examples/ The words used in the activity are The points (2, 7), (0, 3) and (-1, 1) Let us now try to replace “=” to ≥, so it
instances of the some of the “Inequalities” that we are the points on the line y = 2x + 3 becomes y ≥ 2x + 3. We can notice that
lesson use in a real life situation. Let us and the solutions to the given the points on the line are still part of the
study more examples and see its equation. To determine if it is true, solution therefore we will still use a solid
translation in mathematical substitute the coordinates in the line. Points (-6, -2), (-3, 3), (-2, 0), (1, 7),
sentence. equation. and (-5, -4) are also solutions to the
inequality y ≥ 2x + 3. Observe the
y = 2x + 3: example below:
(2, 7)
x = 2 and y = 7

7 = 2(2) + 3
7=4+3
7=7 True

y=2x+3;(-1,1)

x=-1 and y=1

1=2(-1)+3
The underlined words in the example 1=(-2)+3
above are just few of the examples 1=1 True
of inequalities that are evident in a The graph of the inequality y ≥ 2x + 3 is
real life situation. These words can y =2x + 3: (0,3) half of the plane. It means that all the
be expressed using mathematical x=0 and y=3 points on the left side of the line is part of
symbol. the solution and as well as the points on
3=2(0)+3 the line.
3=0+3
3=3 True

Likewise, in determining if a point

is a solution to the linear inequality
A linear inequality in two variables is in two variables, substitute the
simply a linear equation but instead coordinates to the inequality and
of having an equal sign (=) it will be apply the Law of Trichotomy.
replaced by an inequality sign.
Example: Determine if the points
(5, 8), (0, 0), and
(10, 10) are solutions to the linear Let us now try to replace “=” to ≥, so it
inequality becomes y ≥ 2x + 3. We can notice that
2x + 5y > 10. the points on the line are still part of the
solution therefore we will still use a solid
2x + 5y ≥ 10;(5,0) line. Points (-6, -2), (-3, 3), (-2, 0), (1, 7),
x = 5 and y = 0 and (-5, -4) are also solutions to the
inequality y ≥ 2x + 3. Observe the
2(5) + 5(0) ≥ 10 example below
10 + 0 ≥ 10
10 ≥ 10 False

Thus, (0, 0) is a solution to 2x + 5y

> 10
-----------------------------

2x + 5y ≥ 10;(0,0)
x = 0 and y = 0

2(0) + 5(0) ≥ 10
0 + 0 ≥ 10
0 ≥ 10 False

Thus, (0, 0) is not a solution to 2x +

5y > 10
--------------------------------
2x + 5y ≥ 10;(-2,3)
x = -2 and y = 3

2(-2) + 5(3) ≥ 10
(-4) + 15 ≥ 10
11 ≥ 10 True
 Thus, (5, 0) is a solution to 2x + 5y
> 10

D. Discussing new 1. Why do you think the following 1. What can you say about For the given example y ≥ 2x + 3
concepts and inequality symbols are appropriate the solution of a 1. What can you observe about the
practicing new skills to use in each example? linear equation? points
#1 2. What are the different 2. When can you say that a 2. Identify the 5 points from the left side
inequality symbols? point is a solution to of the
3. How does a linear a linear inequality in two line, are they also solutions to the
inequality differ from variables? inequality?
linear equation? 3. How can you solve if a 3. Take a point on the right side of the
4. What are the other point is a solution to a line, is it
translations for each linear equation or part of the solution?
inequality symbols aside inequality in two 4. What can you conclude?
from the listed in variables?
above example?
E. Discussing new Tell whether a given mathematical Fill in the blanks then state whether Graph the following linear inequalities in
concepts and sentence is a linear inequality or not. each given ordered pair is a two variables. The points on the line are
practicing new skills If it is, encircle the inequality symbol solution of the inequality. already given. In (a) check the line that
#2 used. 1. x + 2y ≤ 8; (6,1) you are going to use; in (b) using the
1. 2x – 3y > 5 x = ___ and y = ___ origin (0, 0) tell whether it is a solution or
2. x + 4y = 6 not; and in (c) shade the half plane of the
3. a +8 < 6b ___ + 2 (___) ≤ 8 solution.
4. 100 ≥ s + 2r 6 + ___ ≤ 8
5. 5( x + 5) ≠ 14p ___ ≤ 8
________
Thus, __________
_______________
• identify x and y
• substitute the values
of x and y
• simplify
• True or False
• Write your conclusion
2. x - ≥ -2: (-6, -8)
x + ___ and y = ___

___ - ( ___)≥-2
-6 + ___≥-2
___≥-2
___________
Thus, _______
____________

3. 2x – y 7: (3, -1)
x = ___ and y = ____
2(___)- ___< 7
___ + ___< 7
___< 7
____________
Thus, _______
____________

4. 3x – y > 6;(0,0)
x = ___ and y = ____

3(___) + ___>6
____ + ___>6
___
__________
Thus, ______
___________

5. x + y ≤ 8; (5,4)
x = ___ and y = ___
___ +___ ≤ 8
___ ≤ 8
__________
 Thus, _____
__________

F. Developing mastery Translate the following verbal Connect the following coordinates Graph the following linear inequalities in
(Leads to Formative sentences to mathematical to the linear inequality that makes two variables.
Assessment 3) inequalities. them a solution. Show your 1. 4x – 3y < 12
1. Five is less than thrice a solution. 2. x – 2y ≥ 4
number b added to c 2. 1. (8,2) • 3. x + 4y < 4
Twenty-four added by a 2. (-1, 2) • • 2x – y > 5 4. y > 2x – 6
certain number y is 3. (0, 5) • 5. y ≤ ½ x – 3
not less than a number z. 4. (0,0) • • x + 2y ≤ 1
3. Twice a number w is 5. (2, 5) •
greater than or equal to
a number z.
4. A certain number g
 subtracted from 12 is less
than or equal to four
times a number h.
5. A certain number r is not
equal to twice a
number u added by 8.

G. Finding practical Classify whether the situation Determine 2 solution for each of
applications of illustrates an inequality or not. If yes, the following linear inequalities.
concepts and skills in then write the inequality model. Show your solution.
daily living. 1. 5x + 2y < 17 ; x = 3
1 A kilo of grapes (g) in 2. 3x - 8y ≤ 12 ;x=0
more expensive than a 3. - 10x - 2y > 7 ; x = -2
kilo of oranges (o) 4. x + 5y ≥ 20 ; y = -1
2.The number of males (m) 5. 3x +2y < 21 ;y=4
less the number of
females (f) in the
classroom is 8.
3. The municipality of Tanza
(t) has less
population than the
municipality of Silang (s).
4. Trece Martires City
Gynasium (m) can
accommodate at most
5000 people.

5. The minimum wage (w) of the

employees in
EPZA is 315 Php per day
H. Making A linear inequality in two variables is • The solution of a linear The steps in graphing a linear inequality
generalizations and a mathematical expression similar to equation is the set of points in two variables are as follows:
abstractions about linear equation that makes use of which lies on the line. 1. Get the corresponding
the lesson inequality symbols such as >, <, ≥, ≤, • A solution of a linear equation by replacing
and ≠ instead of =. inequality in two variables is the inequality sign with an
an ordered pair (x, y) which equality sign.
makes the equation or 2. Graph the equation using
inequality true. broken line if the
inequality is > or <.
However, if it is ≥ or ≤,
then use a solid line. 3.
Use the origin as a
test point to determine the
shaded region. If the
origin is a solution to the
equation then shade the
half plane where the
origin lies;
I. Evaluating learning Rewrite the following situations in to Which of the following points is a From the graphs below, identify the graph
a linear inequality model. solution to the following equations/ that will satisfy each inequality. Write the
1. The sum of a fifty peso inequalities? Encircle your letter of the correct answer.
bill (f) and a hundred answer/s. 1. y > x + 2
peso bill (h) is not more 1. 3x + y > - 6 2. x + 3y < 6
than five hundred pesos. (3, 6) (4, 11) (2, 7) 3. 4x – 2y ≥ 8
2. Martha bought 3 boxes of 2. y > 5x + 2 4. x – y ≥ 3
buko pie (p) and 2 (2, -11) (-3, -8) (-5, 6) 5. y < -2/3x + 2
boxes of buko tart (t) in a 3. -3x + 6y ≥ 10
store in Tagaytay. (0, -3) (3, -5) (4, 8)
She paid greater than 4. y ≤ 2x - 5
500 pesos. (2, -5) (9, -3) (12, 3)
3. Michael’s average grade 5. 2y < 5x + 3
in Math (m) and (3, 5) (2, 7) (3, 0)
English (e) should be at
least 78 for him to
pass.
4. The cost of two blouses
(b) and three pants
(p) is less than 1000 Php.
5. In a river resort in Indang,
Cavite the entrance
fee for 1 adult (a) and 1
kid (k) is less than
250 Php.
 J. Additional activities 1. Look around the school 1. a. Which ordered pair Explain the difference between the graph
for application or and write at least 3 satisfies the inequality of
remediation. situations where in linear 3/2 x - 1/4y ≤ 1 ? 4x – 3y = 12, 4x – 3y > 12 and 4x – 3y <
inequality is being used. a. . (0, -5) b. (3, -5) 12.
Take a picture of it and c. (0, 1) d. (6, 0)
write the situation below.
2. Solve the following b. Graph x + y = 6 in a
inequality if x = 2 and Cartesian plane
y = 3: Identify 5 points which
a. 2x + 3y = 7 are solution of the
b. 5x – 3y > 8 inequality x + y > 6,
then plot them on the
same plane. Make a
conjecture about it.
2. Study how to graph linear
inequality in two
variables. Write the step
by step process on your
notebook.

V. REMARKS

VI. REFLECTION
1. No.of learners who
earned 80% on the
formative assessment
2. No.of learners who
require additional
activities for
remediation.
3. Did the remedial
lessons work? No.of
learners who have
caught up with the
lesson.
4. No.of learners who
continue to require
remediation
5. Which of my teaching
strategies worked
well? Why did these
work?
6. What difficulties did I
encounter which my
principal or supervisor
can help me solve?