School: BOLBOK INTEGRATED NHS Grade Level: 8

GRADES 1 to Teacher: DAHLIA L. CONTAOI Learning Area: MATHEMATICS

1 12 October 7 - 11,2024 (Week 2)
DAILY LESSON 6:10 – 6:45 -Hyacinth
LOG 6:45-7:20 Everlasting
7:20 – 7:55 Stargazer
Teaching Dates and 9:25 – 10:00 Rose
Time: 10:00 – 10:35 Orchid Quarter: FIRST
DAY 1 (Monday) DAY 2 (Tuesday) DAY 3 (Wednesday) DAY 4 (Thursday) DAY 5 (Friday)
Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures shall be
I. OBJECTIVES followed and if needed, additional lessons, expercises and remedial activities be done for developing content knowledge and competencies:
these are using Formative Assessment strategies, valuing objectives support the learning of content and competencies and enable children to
find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.
A. Content
The learner demonstrates understanding of key concepts of factors of linear inequalities in two variables, systems of linear inequalities in two
Standards:
variables and linear functions.
B. Performance
The learner is able to formulate and solve accurately real-life problems involving linear inequalities in two variables, and linear functions.
Standards:
C. Learning Illustrates linear Differentiate linear Graph linear Inequalities Graph linear Inequalities Solves problems involving
Competencies/O inequalities in two inequalities in two in two variables in two variables linear inequalities in two
bjectives: variables variables from linear (MBAL-IIa-3) (MBAL-IIa-3) variables (M88AL-IIa-4)
(MBAL-IIa-1) equations in two variables. a. Translate verbal
(MBAL-IIa-2) statement to mathematical
statement b. Solve problems
involving linear inequalities
in two variables c.
Appreciate solving problems
involving linear inequalities
in two variables

Linear Inequalities In Linear Inequalities In Graph of the Linear Graph of the Linear
II. CONTENT Two Variables Two Variables Inequalities In Two Inequalities In Two
Solve problems involving
linear inequalities
Variables Variables
III. LEARNING Materials to be used vary in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there
RESOURCES is a mix of concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References
1. Teacher’s pages 200-203 pages 200-203 pages 204- 206 pages 204- 206 pages 200-203
Guide Pages
1. Learner’s pages 220-222 pages 220-222 pages 222 – 225 pages 222 – 225 pages 220-222
Materials
Pages

2. Textbook Next Century Next Century Mathematics: Next Century Next Century Next Century Mathematics:
Pages Mathematics: Intermediate Algebra, Mathematics: Mathematics: Intermediate Algebra, pages
Intermediate Algebra, pages 83 - 84 Intermediate Algebra, Intermediate Algebra, 83 - 84
pages 83 - 84 pages 83 - 84 pages 83 - 84 Bernabe, Julieta G, et al.,
Bernabe, Julieta G, et al., Intermediate Algebra, pages
 Intermediate Algebra, 38-39
pages 38-39 Herrera Lucia D, et al
Herrera Lucia D, et al Elementary Algebra Il, pages
Elementary Algebra Il, 411 – 413
pages 411 – 413
3. Additional
Materials from
Learning
Resource (LR)
portal

A. 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 Grade 8 LCTG by Dep Ed
Resources Cavite Mathematics 2016 Cavite Mathematics 2016 Cavite Mathematics 2016 Cavite Mathematics 2016 Cavite Mathematics 2016
Laptop, LCD Laptop, LCD Laptop, LCD, Graph Laptop, LCD ,Graph Laptop, LCD
Board, Graphing paper, Board, Graphing paper,
Ruler and Pencil Ruler and Pencil

IV. PROCEDURE
S
A. Reviewing LESS WORDS, MORE Which of the following In an Entrepreneurship Checking of assignment:
Previous Lesson POINTS points is a solution to the class, Joanna will receive Explain the difference
or Presenting Fill in the appropriate following linear 3 points for every graham between the graph of
the New Lesson words that will make each inequalities? Explain your balls that she can sell and 4x – 3y = 12, 4x – 3y >
statement true. Each answer. 2 points for every yema 12 and 4x – 3y < 12.
group should defend their 1. 2x – y > - 3 candy that she can sell.
answer to become (3, 6) (4, 11) (2, Identify five combinations Direction: Match these
acceptable. The group, 7) of graham balls and yema mathematical terms
who can get the most 2. y ≥ -6x + 1 candies that she can sell to its correct
number of points, will win (2, -11) (-3, -8) (-5, to earn exactly 30 points. corresponding
the game. 6) Write your answer in the phrases by listing
3. 5x + y > 10 table then graph it. Did the words to its
(0, -3) (3, -5) (4, you form a line? corresponding
8) symbols.
4. y ≤ x - 9
(2, -5) (9, -3) (12,
3)
5. y < 5x -3
(3, 5) (2, 7) (3, 0 )

B. Establishing a Can we use “less’ and The solution of a linear What differences are 1. How can we
How do we solve
Purpose for the “more” in mathematics? equation is the set points there between the graph identify the line of
problems? Are there
Lesson How can you translate which lie on the line. of a linear equation and the graph and the
steps to follow in
these words in the graph of a linear solution sets of
solving?
mathematical sentence? inequality? the graph?
C. Presenting Presenting examples/ The words used in the The points (2, 7), (0, 3) Let us now try to replace Show problem and let the
Examples/Instan instances of the lesson activity are some of the and (-1, 1) are the points “=” to ≥, so it becomes y student answer the
ces of the “Inequalities” that we use on the line y = 2x + 3 and ≥ 2x + 3. We can notice questions.
Lesson in a real life situation. Let the solutions to the given that the points on the line What mathematical
 us study more examples equation. To determine if are still part of the statement
and see its translation in it is true, substitute the solution therefore we will represents the
mathematical sentence. coordinates in the still use a solid line. Points problem? Supposed
equation. (-6, -2), (-3, 3), (-2, 0), (1, that a pack of
7), and (-5, -4) are also smoked fish costs
solutions to the inequality 200 Php, what could
The underlined words in Likewise, in determining if y ≥ 2x + 3. Observe the be the greatest cost
the example above are a point is a solution to the example below: of Achara to the
just few of the examples of linear inequality in two nearest Peso?
inequalities that are variables, substitute the The graph of the Students read the scenario
evident in a real life coordinates to the inequality y ≥ 2x + 3 is and answer the
situation. These words can inequality and apply the half of the plane. It means questions.
be expressed using Law of Trichotomy. that all the points on the 1. What problem has
mathematical symbol. left side of the line is part recently affected the
Example: Determine if the of the solution and as well neighborhood, and who
points (5, 8), (0, 0), and as the points on the line. are most affected by it?
A linear inequality in two (10, 10) are solutions to 2. Who took the initiative
variables is simply a linear the linear inequality Let us now try to replace to address the health
equation but instead of 2x + 5y > 10. “=” to ≥, so it becomes y issue in the
having an equal sign (=) it ≥ 2x + 3. We can notice neighborhood?
will be replaced by an that the points on the line 3. What did Nic and the
inequality sign. are still part of the others propose to help
solution therefore we will improve the situation?
still use a solid line. Points 4. How would the
(-6, -2), (-3, 3), (-2, 0), (1, mathematical expression
7), and (-5, -4) are also ❑
4 x +20 y >100 square
solutions to the inequality meters be used in
y ≥ 2x + 3. Observe the planning the new
example. center?
5. What do you call
❑
4 x +20 y >100 our
previous topics?
6. How will you find it the
solution of the given
inequality?
Reading and Health
Education
D. Discussing New See ppt. See ppt See ppt See ppt 7. What problem has
Concepts and recently affected the
Practicing New neighborhood, and who
Skills #1 are most affected by it?
8. Who took the initiative
to address the health
issue in the
neighborhood?
9. What did Nic and the
others propose to help
improve the situation?
 10. How would the
mathematical expression
❑
4 x +20 y >100 square
meters be used in
planning the new
center?
11. What do you call
❑
4 x +20 y >100 our
previous topics?
12. How will you find it the
solution of the given
inequality?
Reading and Health
Education
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 whether each given inequalities in two inequalities in two
Practicing New a linear inequality or not. ordered pair is a solution variables. The points on variables. The points on
Skills #2 If it is, encircle the of the inequality. the line are already given. the line are already given.
inequality symbol used. 1. x + 2y ≤ 8; (6,1) In (a) check the line that In (a) check the line that
1. 2x – 3y > 5 x = ___ and y = ___ you are going to use; in you are going to use; in
2. x + 4y = 6 (b) using the origin (0, 0) (b) using the origin (0, 0)
3. a +8 < 6b ___ + 2 (___) ≤ 8 tell whether it is a tell whether it is a
How do you solve problems
4. 100 ≥ s + 2r 6 + ___ ≤ 8 solution or not; and in (c) solution or not; and in (c)
involving linear inequalities
5. 5( x + 5) ≠ 14p ___ ≤ 8 shade the half plane of shade the half plane of
in two variables?
________ the solution. the solution.
Thus, __________
_______________
____________

F. Developing Translate the following Connect the following Graph the following linear Graph the following linear
Mastery verbal sentences to coordinates to the linear inequalities in two inequalities in two
(Leads to mathematical inequalities. inequality that makes variables. variables.
Formative them a solution. Show 1. 4x – 3y < 12 1. x – y > 0 Activity B: PERFECT MATCH
Assessment 3) your solution. 2. x – 2y ≥ 4 2. x ≤ -3 Directions: Match the
1. (8,2) • 3. x + 4y < 4 3. x + 2y < 6 statements in column A to
2. (-1, 2) • • 2x – y > 4. y > 2x – 6 4. x< 2y -3 its mathematical translation
5 5. y ≤ ½ x – 3 5. 2x +4 ≥ y in column B. Write your
3. (0, 5) • answer on a separate sheet
4. (0,0) • • x + 2y ≤ of paper.
1
5. (2, 5) •

G. Finding Practical Classify whether the Determine 2 solution for What values of x will Directions: Read the
Applications of situation illustrates an each of the following linear make the following situation below. Fill in the
Concepts and inequality or not. If yes, inequalities. Show your inequalities true? Sketch blanks with the correct
 Skills in Daily then write the inequality solution. the graph of each answer then answer the
Living model. 1. 5x + 2y < 17 ;x=3 inequlaity. questions that follow. Some
2. 3x - 8y ≤ 12 ;x=0 1. 2x – 5< 1 answers are given as your
3. - 10x - 2y > 7 ; x = -2 2. 3x – 1 ≤ x + 9 guide to accomplish the
4. x + 5y ≥ 20 ; y = -1 3. 4x – 8 ≥ 0 activity. Do this on a
5. 3x +2y < 21 ;y=4 4. (3x-1)/2 ≥ (2-x)/3 separate sheet of paper. If
the difference of Anna and
Ben’s test scores is less than
5, what is the greatest
possible score that Anna can
obtain?”
H. Making See ppt. See ppt. See ppt. See ppt. Steps in Solving Problems
Generalizations Involving Linear Inequalities
and Abstractions in Two Variables Step 1:
about the Identify the words needed to
Lesson be represented with
variables/symbols. Step 2:
Translate the statement into
mathematical expression.
Step 3: Identify what is
asked in the problem then
solve.
I. Evaluating Rewrite the following Which of the following From the graphs below, Graph each of the
Learning 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. coordinate planes.
inequalities? Encircle your Write the letter of the
answer/s. correct answer.

J. Additional
Activities for
Application or
Remediation
IV. REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works? What
else needs to be done to help the students learn?
VI. REFLECTION
Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant
questions.
Hyacinth _________________ Hyacinth _________________ Hyacinth _________________ Hyacinth _________________ Hyacinth _________________
Rose _____________________ Rose _____________________ Rose _____________________ Rose _____________________ Rose _____________________
A. No. of learners who Stargazer Stargazer _________________ Stargazer ________________ Stargazer ________________ Stargazer _________________
earned 80% in the _________________ Orchid ____________________ Orchid ___________________ Orchid ___________________ Orchid ____________________
evaluation Orchid ___________________ Everlasting Everlasting Everlasting Everlasting _________________
Everlasting ________________ _______________ _______________
________________
B. No. of learners who Hyacinth _________________ Hyacinth _________________ Hyacinth _________________ Hyacinth _________________ Hyacinth _________________
require additional Rose _____________________ Rose _____________________ Rose _____________________ Rose _____________________ Rose _____________________
activities for Stargazer Stargazer _________________ Stargazer ________________ Stargazer ________________ Stargazer _________________
remediation _________________ Orchid ____________________ Orchid ___________________ Orchid ___________________ Orchid ____________________
Orchid ___________________ Everlasting Everlasting Everlasting Everlasting _________________
 Everlasting ________________ _______________ _______________
________________
Hyacinth _________________ Hyacinth _________________ Hyacinth _________________ Hyacinth _________________ Hyacinth _________________
C. Did the remedial Rose _____________________ Rose _____________________ Rose _____________________ Rose _____________________ Rose _____________________
lessons work? No. Stargazer Stargazer _________________ Stargazer ________________ Stargazer ________________ Stargazer _________________
of learners who _________________ Orchid ____________________ Orchid ___________________ Orchid ___________________ Orchid ____________________
have caught up Orchid ___________________ Everlasting Everlasting Everlasting Everlasting _________________
with the lesson Everlasting ________________ _______________ _______________
________________
Hyacinth _________________ Hyacinth _________________ Hyacinth _________________ Hyacinth _________________ Hyacinth _________________
Rose _____________________ Rose _____________________ Rose _____________________ Rose _____________________ Rose _____________________
D. No. of learners who Stargazer Stargazer _________________ Stargazer ________________ Stargazer ________________ Stargazer _________________
continue to require _________________ Orchid ____________________ Orchid ___________________ Orchid ___________________ Orchid ____________________
remediation Orchid ___________________ Everlasting Everlasting Everlasting Everlasting _________________
Everlasting ________________ _______________ _______________
________________
E. Which of my
teaching strategies
work well? Why did
these work?
F. What difficulties did
I encounter which
my principal or
supervisor can help
me solve?
G. What innovations or
localized materials
did I used/discover
which I wish to
share with other
teachers?

Prepared by: Checked by:

DAHLIA L. CONTAOI GLORIA T. BATHAN

Teacher III Head Teacher III, Mathematics