GRADE 8 School Grade Level 8

DAILY LESSON LOG Learning MATHEMATICS

Teacher
Area
Day 1- 4
Teaching Dates and Time Quarter SECOND

Session 1 Session 2 Session 3 Session 4

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 variables,
Standards and linear functions.

3. Learning Illustrates linear inequalities Differentiate linear Graph linear Inequalities in Graph linear Inequalities in
Competencies / in two variables inequalities in two variables two variables two variables
Objectives (MBAL-IIa-1) from linear equations in two (MBAL-IIa-3) (MBAL-IIa-3)
variables.
a. Identify linear inequality (MBAL-IIa-2) a. Determine the solution a. Determine the solution
from linear equation. set of a linear inequality set of a linear inequality
b. Translate verbal phrases a. Identify the solution of a in two variables.
in two variables.
to mathematical linear equation or b. Draw the graph of the
b. Draw the graph of the
inequality. inequality in two solution set of linear
c. Appreciate the concept of variables. solution set of linear
inequalities in two inequalities in two
linear inequality in b. Determine whether a
variables. variables.
two variables. point is a solution of a
linear inequality or not. c. Appreciate the concept of c. Appreciate the concept of
c. Appreciate the concept of graphing of linear graphing of linear
linear inequality in inequalities in two inequalities in two
two variables. variables and apply in a variables and apply in a
real life situation. real life situation.

II. CONTENT Linear Inequalities In Two Linear Inequalities In Two Linear Inequalities In Two Linear Inequalities In Two
 Variables Variables Variables Variables
III. LEARNING
RESOURCES
A. References
1. Teacher’s pages 200-203 pages 200-203 pages 204- 206 pages 204- 206
Guide

2. Learner’s pages 220-222 pages 220-222 pages 222 – 225 pages 222 – 225
Materials
3. Textbook Next Century Mathematics: Next Century Mathematics: Next Century Mathematics: Next Century Mathematics:
Intermediate Algebra, pages Intermediate Algebra, pages Intermediate Algebra, pages Intermediate Algebra, pages
83 - 84 83 - 84 83 - 84 83 - 84
Bernabe, Julieta G, et al.,
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/. http://lrmds.deped.gov.ph/.
Materials from
Learning
Resource (LR)
portal
B. Other Learning Grade 8 LCTG by Dep Ed Grade 8 LCTG by Dep Ed Grade 8 LCTG by Dep Ed Grade 8 LCTG by Dep Ed
Resources Cavite Mathematics 2016 Cavite Mathematics 2016 Cavite Mathematics 2016 Cavite Mathematics 2016
Laptop, LCD Laptop, LCD Laptop, LCD, Graph Board, Laptop, LCD ,Graph Board,
Graphing paper, Ruler and Graphing paper, Ruler and
Pencil Pencil

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

B. Establishing a Can we use “less’ and The solution of a linear What differences are there How can we identify the line
 purpose for the “more” in mathematics? equation is the set points of the graph and the
between the graph of a
lesson How can you translate these which lie on the line. solution sets of the graph?
linear equation and the
words in mathematical
graph of a linear inequality?
sentence?
C. Presenting examples/ The words used in the The points (2, 7), (0, 3) and Let us now try to replace “=” Graph the linear inequality
instances of the activity are some of the (-1, 1) are the points on the to ≥, so it becomes y ≥ 2x + x – 2y < 4
lesson “Inequalities” that we use in line y = 2x + 3 and the 3. We can notice that the to find the boundary line.
a real life situation. Let us solutions to the given points on the line are still Now to decide on the
study more examples and equation. To determine if it part of the solution therefore appropriate half plane, we
see its translation in is true, substitute the we will still use a solid line. need a test point not on the
mathematical sentence. coordinates in the equation. line. As long as the mine
Points (-6, -2), (-3, 3), (-2,
does not pass through the
0), (1, 7), and (-5, -4) are
y = 2x + 3: origin, we can always use
(2, 7) also solutions to the (0,0) as a test point. It
x = 2 and y = 7 inequality y ≥ 2x + 3. provides the easiest
Observe the example below: computation.
7 = 2(2) + 3 Here letting x=0 and y=0,
7=4+3 we
7=7 True have

y=2x+3;(-1,1) x – 2y < 4
0-2-0 < 4
x=-1 and y=1 0 < 4 True
1=2(-1)+3
The underlined words in the 1=(-2)+3 We proceed to shade the
example above are just few 1=1 True half plane including the
of the examples of origin(the test point), as
inequalities that are evident y =2x + 3: (0,3) shown
in a real life situation. These x=0 and y=3
words can be expressed The graph of the inequality y
using mathematical symbol. 3=2(0)+3 ≥ 2x + 3 is half of the plane. x – 2y < 4
3=0+3 It means that all the points
3=3 True on the left side of the line is
part of the solution and as
Likewise, in determining if a well as the points on the
 point is a solution to the line.
linear inequality in two
variables, substitute the
coordinates to the inequality
and apply the Law of
Trichotomy.
A linear inequality in two
variables is simply a linear Example: Determine if the
equation but instead of points (5, 8), (0, 0), and
having an equal sign (=) it (10, 10) are solutions to the Note: the boundary line is dashed
will be replaced by an linear inequality to indicate that any point on the
inequality sign. 2x + 5y > 10. line itself is not a solution.
Let us now try to replace “=”
2x + 5y ≥ 10;(5,0) to ≥, so it becomes y ≥ 2x +
x = 5 and y = 0 3. We can notice that the
points on the line are still
2(5) + 5(0) ≥ 10 part of the solution therefore
10 + 0 ≥ 10 we will still use a solid line.
10 ≥ 10 False Points (-6, -2), (-3, 3), (-2,
0), (1, 7), and (-5, -4) are
Thus, (0, 0) is a solution to also solutions to the
2x + 5y > 10 inequality y ≥ 2x + 3.
----------------------------- Observe the example below

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 1. What can you say about For the given example y ≥ For the given example
concepts and following inequality the solution of a 2x + 3 x -2y < 4
practicing new skills symbols are appropriate linear equation? 1. What can you observe 1. What can you observe
#1 to use in each example? 2. When can you say that a about the points about the points
2. What are the different point is a solution to 2. Identify the 5 points from 2. Identify the 5 points from
inequality symbols? a linear inequality in two the left side of the the left side of the
3. How does a linear variables? line, are they also line, are they also
inequality differ from 3. How can you solve if a solutions to the inequality? solutions to the inequality?
linear equation? point is a solution to a 3. Take a point on the right 3. Take a point on the right
4. What are the other linear equation or side of the line, is it side of the line, is it
translations for each inequality in two part of the solution? part of the solution?
inequality symbols aside variables? 4. What can you conclude? 4. What can you conclude?
from the listed in
above example?
E. Discussing new Tell whether a given Fill in the blanks then state Graph the following linear Graph the following linear
concepts and mathematical sentence is a whether each given ordered inequalities in two variables. inequalities in two variables.
practicing new skills linear inequality or not. If it pair is a solution of the The points on the line are The points on the line are
#2 is, encircle the inequality already given. In (a) check already given. In (a) check
inequality.
symbol used. the line that you are going to the line that you are going to
1. 2x – 3y > 5 1. x + 2y ≤ 8; (6,1)
x = ___ and y = ___ use; in (b) using the origin use; in (b) using the origin
2. x + 4y = 6
(0, 0) tell whether it is a (0, 0) tell whether it is a
3. a +8 < 6b
solution or not; and in (c)
4. 100 ≥ s + 2r ___ + 2 (___) ≤ 8 solution or not; and in (c)
5. 5( x + 5) ≠ 14p shade the half plane of the
 6 + ___ ≤ 8 solution. shade the half plane of the
___ ≤ 8 solution.
________
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 Connect the following Graph the following linear Graph the following linear
(Leads to Formative verbal sentences to coordinates to the linear inequalities in two variables. inequalities in two variables.
Assessment 3) mathematical inequalities. inequality that makes them 1. 4x – 3y < 12 1. x – y > 0
1. Five is less than thrice a a solution. Show your 2. x – 2y ≥ 4 2. x ≤ -3
number b added to c 2. solution. 3. x + 4y < 4 3. x + 2y < 6
Twenty-four added by a 1. (8,2) • 4. y > 2x – 6 4. x< 2y -3
certain number y is 2. (-1, 2) • • 2x – y > 5 5. y ≤ ½ x – 3 5. 2x +4 ≥ y
not less than a number z. 3. (0, 5) •
3. Twice a number w is 4. (0,0) • • x + 2y ≤ 1
greater than or equal to 5. (2, 5) •
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 Determine 2 solution for What values of x will make
applications of situation illustrates an each of the following linear the following inequalities
concepts and skills in inequality or not. If yes, then inequalities. Show your true? Sketch the graph of
daily living. write the inequality model. solution. each inequlaity.
1. 5x + 2y < 17 ; x = 3 1. 2x – 5< 1
1 A kilo of grapes (g) in 2. 3x - 8y ≤ 12 ;x=0 2. 3x – 1 ≤ x + 9
more expensive than a 3. - 10x - 2y > 7 ; x = -2 3. 4x – 8 ≥ 0
kilo of oranges (o) 4. x + 5y ≥ 20 ; y = -1 4. (3x-1)/2 ≥ (2-x)/3
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  The solution of a The steps in graphing a The steps in graphing a
generalizations and variables is a mathematical linear equation is the linear inequality in two linear inequality in two
abstractions about expression similar to linear set of points which variables are as follows: variables are as follows:
the lesson equation that makes use of lies on the line. 1. Get the corresponding 1. Get the corresponding
inequality symbols such as  A solution of a linear equation by replacing equation by replacing
>, <, ≥, ≤, and ≠ instead of inequality in two the inequality sign with an the inequality sign with an
variables is an equality sign. equality sign.
=.
ordered pair (x, y) 2. Graph the equation using 2. Graph the equation using
which makes the broken line if the broken line if the
equation or inequality inequality is > or <. inequality is > or <.
true. However, if it is ≥ or ≤, However, if it is ≥ or ≤,
then use a solid line. 3. then use a solid line. 3.
Use the origin as a Use the origin as a
test point to determine the test point to determine
shaded region. If the the shaded region. If
origin is a solution to the the origin is a solution to
equation then shade the the equation then
half plane where the
origin lies; shade the half plane
where the origin lies;
I. Evaluating learning Rewrite the following Which of the following From the graphs below, Graph each of the
situations in to a linear points is a solution to the identify the graph that will inequalities on separate
inequality model. following equations/ satisfy each inequality. Write coordinate planes.
1. The sum of a fifty peso inequalities? Encircle your the letter of the correct 1. 5x + y ≤ -1
bill (f) and a hundred answer/s. answer. 2. x + 4y ≥ 6
peso bill (h) is not more 1. 3x + y > - 6 1. y > x + 2 3. x ≥ 4
than five hundred pesos. (3, 6) (4, 11) (2, 7) 2. x + 3y < 6 4. y <-2
2. Martha bought 3 boxes of 2. y > 5x + 2 3. 4x – 2y ≥ 8
buko pie (p) and 2 (2, -11) (-3, -8) (-5, 6) 4. x – y ≥ 3
boxes of buko tart (t) in a 3. -3x + 6y ≥ 10 5. y < -2/3x + 2
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 Graph the inequality 3/2𝑥
for application or and write at least 3 satisfies the inequality between the graph of −1/4 𝑦 ≤ 1
remediation. situations where in linear 3/2 x - 1/4y ≤ 1 ? 4x – 3y = 12, 4x – 3y > 12
inequality is being used. a. . (0, -5) b. (3, -5) and 4x – 3y < 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?
7.
Prepared by: Noted by:

JULIETA M. MATENCIO _______________________