GRADE 8 School JOSE NATIVIDAD JR.

INTEGRATED SCHOOL Grade Level 7

DAILY LESSON LOG Teacher AIRESHANE S. PARCON Learning Area MATHEMATICS
SEPTEMBER 30, 2024 – OCTOBER 4,
Teaching Dates and Time 2024 Quarter SECOND / W1
2:10-2:55 PM

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
1. Content The learner demonstrates understanding of key concepts of factors of linear inequalities in two variables, systems of
Standards 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, and
Standards linear functions.
3. Learning Illustrates linear inequalities Differentiate linear Graph linear Inequalities Graph linear Catch-up Friday
Competencie in two variables inequalities in two in two variables Inequalities in two
s/ (MBAL-IIa-1) variables from linear (MBAL-IIa-3) variables
Objectives equations in two (MBAL-IIa-3)
a. Identify linear inequality variables. a. Determine the
from linear equation. (MBAL-IIa-2) solution a. Determine the
b. Translate verbal phrases set of a linear solution
to mathematical a. Identify the solution of inequality set of a linear
inequality. a in two variables. inequality
c. Appreciate the concept of linear equation or b. Draw the graph of the in two variables.
linear inequality in inequality in two solution set of linear b. Draw the graph of
two variables. variables. inequalities in two the
b. Determine whether a variables. solution set of
point is a solution of a c. Appreciate the linear
linear inequality or not. concept of inequalities in two
c. Appreciate the concept graphing of linear variables.
of linear inequality in inequalities in two c. Appreciate the
two variables. variables and apply in concept of
a graphing of linear
 real life situation. inequalities in two
variables and apply
in a
real life situation.
II. CONTENT Linear Inequalities In Two Linear Inequalities In Linear Inequalities In Linear Inequalities In Catch-up Friday
Variables Two Variables Two Variables Two Variables
III. LEARNING
RESOURCES
A. References Catch-up Friday

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

IV. PROCEDURES
A. Reviewing Which of the following In an Entrepreneurship Checking of Catch-up Friday
previous lesson points is a solution to the class, Joanna will assignment:
or presenting following linear receive 3 points for
the new lesson inequalities? Explain your every graham balls that Explain the difference
answer. she can sell and 2 between the graph of
1. 2x – y > - 3 points for every yema 4x – 3y = 12, 4x – 3y
(3, 6) (4, 11) (2, candy that she can sell. > 12 and 4x – 3y < 12.
7) Identify five
2. y ≥ -6x + 1 combinations of graham Answer:
(2, -11) (-3, -8) (-5, balls and yema candies a. 4x -3y = 12
6) that she can sell to earn 0 = 12 False
3. 5x + y > 10 exactly 30 points. Write The line of the graph
(0, -3) (3, -5) (4, your answer in the table is a solid line. All the
8) then graph it. Did you points on the line are
4. y ≤ x - 9 form a line? the solutions of the
(2, -5) (9, -3) (12, equation
3)
5. y < 5x -3 4x – 3y >12
(3, 5) (2, 7) (3, 0 ) 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 How can we identify Catch-up Friday
purpose for the “more” in mathematics? equation is the set points there between the graph the line of the graph
lesson How can you translate which lie on the line. of a linear equation and and the solution sets
these words in the graph of a linear of the graph?
mathematical sentence? inequality?
C. Presenting The words used in the The points (2, 7), (0, 3) Let us now try to replace Graph the linear
examples/ activity are some of the and (-1, 1) are the points “=” to ≥, so it becomes y inequality
instances of the “Inequalities” that we use in on the line y = 2x + 3 and ≥ 2x + 3. We can notice x – 2y <
lesson a real life situation. Let us the solutions to the given that the points on the 4
study more examples and equation. To determine if line are still part of the to find the boundary
see its translation in it is true, substitute the solution therefore we will line. Now to decide on
mathematical sentence. coordinates in the still use a solid line. the appropriate half
equation. Points (-6, -2), (-3, 3), (- plane, we need a test
2, 0), (1, 7), and (-5, -4) point not on the line.
y = 2x + 3: are also solutions to the As long as the mine
(2, 7) inequality y ≥ 2x + 3. does not pass through
x = 2 and y = 7 Observe the example the origin, we can
 below: always use (0,0) as a
7 = 2(2) + 3 test point. It provides
7=4+3 the easiest
7=7 True computation.
Here letting x=0 and
y=2x+3;(-1,1) y=0, we
have
x=-1 and y=1
1=2(-1)+3 x – 2y < 4
1=(-2)+3 0-2-0 < 4
1=1 True 0 < 4 True

The underlined words in the y =2x + 3: (0,3) We proceed to shade

example above are just few x=0 and y=3 the half plane
of the examples of The graph of the including the
inequalities that are evident 3=2(0)+3 inequality y ≥ 2x + 3 is origin(the test point),
in a real life situation. These 3=0+3 half of the plane. It as shown
words can be expressed 3=3 True means that all the points
using mathematical symbol. on the left side of the
Likewise, in determining if line is part of the x – 2y < 4
a point is a solution to the solution and as well as
linear inequality in two the points on the line.
variables, substitute the
coordinates to the
inequality and apply the
A linear inequality in two Law of Trichotomy.
variables is simply a linear
equation but instead of Example: Determine if the
having an equal sign (=) it points (5, 8), (0, 0), and
will be replaced by an (10, 10) are solutions to
inequality sign. the linear inequality
2x + 5y > 10.
Let us now try to replace
2x + 5y ≥ 10;(5,0) Note: the boundary line is
“=” to ≥, so it becomes y
x = 5 and y = 0 dashed to indicate that
 ≥ 2x + 3. We can notice any point on the line itself
2(5) + 5(0) ≥ 10 that the points on the is not a solution.
10 + 0 ≥ 10 line are still part of the
10 ≥ 10 False solution therefore we will
still use a solid line.
Thus, (0, 0) is a solution Points (-6, -2), (-3, 3), (-
to 2x + 5y > 10 2, 0), (1, 7), and (-5, -4)
----------------------------- are also solutions to the
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 For the given example y For the given example Catch-up Friday
concepts and following inequality about ≥ 2x + 3 x -2y < 4
practicing new symbols are appropriate the solution of a 1. What can you 1. What can you
skills #1 to use in each example? linear equation? observe about the points observe
 2. What are the different 2. When can you say that 2. Identify the 5 points about the points
inequality symbols? a from the left side of the 2. Identify the 5 points
3. How does a linear point is a solution to line, are they also from
inequality differ from a linear inequality in solutions to the the left side of the
linear equation? two inequality? line, are they also
4. What are the other variables? 3. Take a point on the solutions to the
translations for each 3. How can you solve if a right side of the line, is it inequality?
inequality symbols aside point is a solution to a part of the solution? 3. Take a point on the
from the listed in linear equation or 4. What can you right
above example? inequality in two conclude? side of the line, is it
variables? part of the solution?
4. What can you
conclude?

E. Discussing new Tell whether a given Fill in the blanks then Graph the following Graph the following
concepts and mathematical sentence is a state whether each given linear inequalities in two linear inequalities in
practicing new linear inequality or not. If it ordered pair is a solution variables. The points on two variables. The
skills #2 is, encircle the inequality of the inequality. the line are already points on the line are
symbol used. 1. x + 2y ≤ 8; (6,1) given. In (a) check the already given. In (a)
1. 2x – 3y > 5 x = ___ and y = ___ line that you are going to check the line that you
2. x + 4y = 6 use; in (b) using the are going to use; in
3. a +8 < 6b ___ + 2 (___) ≤ 8 origin (0, 0) tell whether (b) using the origin
4. 100 ≥ s + 2r 6 + ___ ≤ 8 it is a solution or not; (0, 0) tell whether it is
5. 5( x + 5) ≠ 14p ___ ≤ 8 and in (c) shade the half a solution or not; and
________ plane of the solution. in (c) shade the half
Thus, __________ plane of the solution.
_______________
 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 Translate the following Connect the following Graph the following Graph the following
mastery verbal sentences to coordinates to the linear linear inequalities in two linear inequalities in
(Leads to mathematical inequalities. inequality that makes variables. two variables.
Formative 1. Five is less than thrice a them a solution. Show 1. 4x – 3y < 12 1. x – y > 0
Assessment 3) number b added to c 2. your solution. 2. x – 2y ≥ 4 2. x ≤ -3
Twenty-four added by a 1. (8,2) • 3. x + 4y < 4 3. x + 2y < 6
certain number y is 2. (-1, 2) • • 2x – y > 4. y > 2x – 6 4. x< 2y -3
not less than a number z. 5 5. y ≤ ½ x – 3 5. 2x +4 ≥ y
3. Twice a number w is 3. (0, 5) •
greater than or equal to 4. (0,0) • • x + 2y ≤
a number z. 1
 4. A certain number g 5. (2, 5) •
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 Classify whether the Determine 2 solution for What values of x will Catch-up Friday
practical situation illustrates an each of the following make the following
applications of inequality or not. If yes, linear inequalities. Show inequalities true?
concepts and then write the inequality your solution. Sketch the graph of
skills in daily model. 1. 5x + 2y < 17 ; x = 3 each inequlaity.
living. 2. 3x - 8y ≤ 12 ;x=0 1. 2x – 5< 1
1 A kilo of grapes (g) in 3. - 10x - 2y > 7 ; x = -2 2. 3x – 1 ≤ x + 9
more expensive than a 4. x + 5y ≥ 20 ; y = -1 3. 4x – 8 ≥ 0
kilo of oranges (o) 5. 3x +2y < 21 ;y=4 4. (3x-1)/2 ≥ (2-x)/3
2.The number of males (m)
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 Catch-up Friday
generalizations variables is a mathematical linear equation is linear inequality in two a linear inequality in
and expression similar to linear the set of points variables are as follows: two variables are as
abstractions equation that makes use of which lies on the 1. Get the follows:
about the inequality symbols such as line. corresponding 1. Get the
lesson >, <, ≥, ≤, and ≠ instead of  A solution of a equation by replacing corresponding
=. linear inequality in the inequality sign equation by replacing
two variables is an with an the inequality sign
ordered pair (x, y) equality sign. with an equality sign.
which makes the 2. Graph the equation 2. Graph the equation
equation or using using broken line if
inequality true. broken line if the the
inequality is > or <. inequality is > or <.
However, if it is ≥ or ≤, However, if it is ≥ or ≤,
then use a solid line. then use a solid
3. line. 3. Use the origin
Use the origin as a as a
test point to test point to
determine the determine the shaded
shaded region. If the region. If
origin is a solution to the origin is a
the solution to the
equation then shade equation then
the
half plane where the shade the half
origin lies; plane where the origin
lies;
I. Evaluating Rewrite the following Which of the following From the graphs below, Graph each of the Catch-up Friday
learning situations in to a linear points is a solution to the identify the graph that inequalities on
inequality model. following equations/ will satisfy each separate coordinate
1. The sum of a fifty peso inequalities? Encircle inequality. Write the planes.
bill (f) and a hundred your answer/s. letter of the correct 1. 5x + y ≤ -1
 peso bill (h) is not more 1. 3x + y > - 6 answer. 2. x + 4y ≥ 6
than five hundred pesos. (3, 6) (4, 11) (2, 7) 1. y > x + 2 3. x ≥ 4
2. Martha bought 3 boxes of 2. y > 5x + 2 2. x + 3y < 6 4. y <-2
buko pie (p) and 2 (2, -11) (-3, -8) (-5, 6) 3. 4x – 2y ≥ 8
boxes of buko tart (t) in a 3. -3x + 6y ≥ 10 4. x – y ≥ 3
store in Tagaytay. (0, -3) (3, -5) (4, 8) 5. y < -2/3x + 2
She paid greater than 4. y ≤ 2x - 5
500 pesos. (2, -5) (9, -3) (12,
3. Michael’s average grade 3)
in Math (m) and 5. 2y < 5x + 3
English (e) should be at (3, 5) (2, 7) (3, 0)
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.
 3/2𝑥 −1/4 𝑦 ≤ 1
J. Additional 1. Look around the school 1. a. Which ordered pair Explain the difference Graph the inequality Catch-up Friday
activities for and write at least 3 satisfies the between the graph of
application or situations where in linear inequality 4x – 3y = 12, 4x – 3y >
remediation. inequality is being used. 3/2 x - 1/4y ≤ 1 ? 12 and 4x – 3y < 12.
Take a picture of it and a. . (0, -5) b. (3, -5)
write the situation below. c. (0, 1) d. (6, 0)
2. Solve the following
inequality if x = 2 and b. Graph x + y = 6 in a
y = 3: Cartesian plane
a. 2x + 3y = 7 Identify 5 points
b. 5x – 3y > 8 which
are solution of the
 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?

Prepared by: Checked by: Approved by:

AIRESHANE S. PARCON MINCHEL S. VILLANUEVA ALLAN S. TUANTE

Math Teacher Master Teacher I Principal I