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DLP-8 (Week 1 DAY 3)

This document contains a lesson plan on graphing linear inequalities in two variables for an 8th grade math class. The lesson plan outlines objectives, content, procedures, and activities for teaching students to determine the solution set of linear inequalities in two variables and draw their graphs. Key steps include replacing the equal sign with less than, greater than, or equal to signs, using solid or broken lines for the graph depending on the inequality sign, and shading the appropriate half-plane of solutions.

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JESSA CANOPIN
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25 views

DLP-8 (Week 1 DAY 3)

This document contains a lesson plan on graphing linear inequalities in two variables for an 8th grade math class. The lesson plan outlines objectives, content, procedures, and activities for teaching students to determine the solution set of linear inequalities in two variables and draw their graphs. Key steps include replacing the equal sign with less than, greater than, or equal to signs, using solid or broken lines for the graph depending on the inequality sign, and shading the appropriate half-plane of solutions.

Uploaded by

JESSA CANOPIN
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
You are on page 1/ 4

Republic of the Philippines

DEPARTMENT OF EDUCATION
Region III
SCHOOLS DIVISION OF AURORA
District of Maria Aurora West
DIANAWAN NATIONAL HIGH SCHOOL
Dianawan, Maria Aurora, Aurora
_______________________________________________________________________________________________

QUARTER II
Subject: MATH Grade Level: 8
Date: November 8, 2023
The learner demonstrates understanding of
key concepts of factors of linear inequalities in
Content Standard
two variables, systems of linear inequalities in
two variables and linear functions.
The learner is able to formulate and solve
accurately real-life problems involving linear
Performance Standard
inequalities in two variables, and linear
functions.
Graph linear Inequalities in two variables
Competency
(MBAL-IIa-3)
I. OBJECTIVES
Knowledge Determine the solution set of a linear
inequality in two variables.

SkillDraw the graph of the solution set of linear


inequalities in two variables.
Attitude Appreciate the concept of graphing of linear
inequalities in two variables and apply in a
real life situation.
Graphing linear Inequalities in two
II. CONTENT
variables

III. LEARNING RESOURCES

A. References
1. Teacher’s Guide Pages pages 204- 206
2. Learner’s Materials Pages pages 222 – 225
IV. PROCEDURES

Teacher’s Activity Students’ Activity


A. Reviewing or presenting the new lesson
In an Entrepreneurship class, Joanna will
receive 3 points for every graham balls that she
can sell and 2 points for every yema candy that
she can sell. Identify five combinations of
graham balls and yema candies that she can
sell to earn exactly 30 points. Write your answer
in the table then graph it. Did you form a line?

B. Establishing a purpose for the lesson The students states the differences they saw in the
What differences are there between the graph.
graph of a linear equation and the graph of a
linear inequality?
C. Presenting examples of the new lesson
Let us now try to replace “=” to ≥, so it becomes
y ≥ 2x + 3. We can notice that the points on the
line are still part of the solution therefore we will
still use a solid line. Points (-6, -2), (-3, 3), (-2,
0), (1, 7), and (-5, -4) are also solutions to the
inequality y ≥ 2x + 3. Observe the example
below:
The graph of the inequality y ≥ 2x + 3 is half of
the plane. It means that all the points on the left
side of the line is part of the solution and as well
as the points on the line.
Let us now try to replace “=” to ≥, so it becomes
y ≥ 2x + 3. We can notice that the points on the
line are still part of the solution therefore we will
still use a solid line. Points (-6, -2), (-3, 3), (-2,
0), (1, 7), and (-5, -4) are also solutions to the
inequality y ≥ 2x + 3. Observe the example
below

D. Discussing new concepts and practicing new


skills #1
For the given example y ≥ 2x + 3
1. What can you observe about the points
2. Identify the 5 points from the left side of the
line, are they also solutions to the inequality?
3. Take a point on the right side of the line, is it
part of the solution?
4. What can you conclude?
E. Discussing new concepts and practicing new
skills #2
Graph the following linear inequalities in two
variables. The points on the line are already
given. In (a) check the line that you are going to
use; in (b) using the origin (0, 0) tell whether it
is a solution or not; and in (c) shade the half
plane of the solution.
1.

2.

F. Developing Mastery The students graphs the linear inequalities in a


Graph the following linear inequalities in two graphing paper.
variables.
1. 4x – 3y < 12
2. x – 2y ≥ 4
3. x + 4y < 4
4. y > 2x – 6
5. y ≤ ½ x – 3
G. Finding practical applications of concepts and
skills in daily living
H. Making Generalizations and abstractions The steps in graphing a linear inequality in two
about the lesson variables are as follows:
What is the steps in graphing linear inequality in two 1. Get the corresponding equation by
variables? replacing the inequality sign with an equality
sign.
2. Graph the equation using 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
From the graphs below, identify the graph that
will satisfy each inequality. Write the letter of the
correct answer.
1. y > x + 2
2. x + 3y < 6
3. 4x – 2y ≥ 8
4. x – y ≥ 3
5. y < -2/3x + 2
J. Additional Activities for application or
remediation
Explain the difference between the graph of
4x – 3y = 12, 4x – 3y > 12 and 4x – 3y < 12.

Prepared by:

JESSA C. BALMORES
Teacher I
Checked and Reviewed by:

VILMA L. EUGENIO
School Principal I

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