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THIRD TERM
WEEKLY LESSON NOTES
WEEK 5
Week Ending: 28-07-2023 DAY: Subject: Mathematics
Duration: 60MINS Strand: Number

Class: B8 Class Size: Sub Strand: Linear Inequalities

Content Standard: Indicator: Lesson:
B8.2.3.1 Demonstrate an understanding B8.2.3.1.1 Translate word problems into linear
of linear inequalities of the form x + a ≥ b inequalities in one variable and vice versa 1 of 2
Performance Indicator: Core Competencies:
Learners can translate word problems into linear inequalities Communication and Collaboration (CC)
in one variable Critical Thinking and Problem solving (CP)
References: Mathematics Curriculum Pg. 120

Phase/Duration Learners Activities Resources

PHASE 1: Revise with learners on the previous lesson.
STARTER
Discuss the importance of understanding and solving inequalities in
various real-life scenarios.

Share performance indicators with learners and introduce the

lesson.
PHASE 2: NEW Review the concept of linear equations and inequalities from Counters,
LEARNING previous lessons. bundle and
loose straws
Introduce the concept of linear inequalities and their representation base ten cut
square, Bundle
on a number line.
of sticks
Remind learners of the symbols used in linear inequalities, such as <
(less than), > (greater than), ≤ (less than or equal to), and ≥ (greater
than or equal to).

Provide a few word problems to the class and discuss strategies for
translating them into linear inequalities.

Model the process of identifying key information, variables, and the

inequality symbol in each word problem.

Example 1;
A store sells T-shirts for ₵10 each. Write a linear inequality to represent the
number of T-shirts you can buy with ₵50 or less.

Solution:
Let's represent the number of T-shirts as 'x'.
The cost of each T-shirt is ₵10.
The total amount spent on T-shirts can be calculated by multiplying the number of
T-shirts (x) by the cost of each T-shirt (₵10).

Linear Inequality: 10x ≤ 50

 Example 2: Translating Linear Inequality into Word Problem
Linear Inequality: 3y > 15

Solution:
Let's represent the unknown quantity as 'y'.
The inequality states that three times the value of 'y' is greater than 15.

Word Problem: Three times a number is greater than 15.

Write the corresponding linear inequality on the board and explain

how it represents the given situation.

Have the learners practice translating word problems into linear

inequalities individually or in pairs.

Present learners with linear inequalities in one variable and ask them
to convert them into word problems.

Discuss the steps involved in this process, such as identifying the

variable, determining the inequality symbol, and writing a description
of the situation based on the inequality.

Allow learners to work individually or in pairs to practice translating

linear inequalities into word problems using worksheets or
handouts.

Discuss the concepts of shading, open and closed circles, and

graphing linear inequalities on a number line or coordinate plane.

Provide a few examples and demonstrate how to solve and graph

linear inequalities.

Assessment
1. Convert the linear inequality 3x + 5 < 10 into a word problem.
2. Solve the linear inequality 2y - 3 ≥ 7 and write the solution set.
3. Translate the following word problem into a linear inequality:
"The temperature is at least 20 degrees Celsius."
4. Translate the word problem "You must be at least 13 years old
to ride the roller coaster" into a linear inequality.
5. Convert the linear inequality -4z + 6 > 10 into a word problem.
6. Solve the linear inequality 5x - 2 ≤ 18 and write the solution set.
PHASE 3: Use peer discussion and effective questioning to find out from
REFLECTION learners what they have learnt during the lesson.

Take feedback from learners and summarize the lesson.

Week Ending: 28-07-2023 DAY: Subject: Mathematics
Duration: 60MINS Strand: Number

Class: B8 Class Size: Sub Strand: Linear Inequalities

Content Standard: Lesson:
Indicator:
B8.2.3.1 Demonstrate an understanding
B8.2.3.1.2 Solve simple linear inequalities
of linear inequalities of the form x + a ≥ b 1 of 2
Core Competencies:
Performance Indicator:
Communication and Collaboration (CC)
Learners can solve simple linear inequalities Critical Thinking and Problem solving (CP)
References: Mathematics Curriculum Pg. 121

Phase/Duration Learners Activities Resources

PHASE 1: Revise with learners on the previous lesson.
STARTER
Share performance indicators with learners and introduce the
lesson.
PHASE 2: NEW Recap the concept of linear inequalities and their symbols (<, >, ≤, Counters,
LEARNING ≥). bundle and
loose straws
Discuss the difference between solving an equation and solving an base ten cut
square, Bundle
inequality.
of sticks
Remind learners of the importance of representing solutions on a
number line.

Start with an example of a simple linear inequality, such as

2x + 3 > 7.

Explain the steps to solve the inequality:

a) Treat the inequality sign as an equal sign and solve the
equation.
b) Represent the solution on a number line using an open circle
for < or > and a closed circle for ≤ or ≥.
c) Shade the region to the left (for < or ≤) or to the right (for
> or ≥) of the solution point on the number line.

Solve a few more examples together as a class, guiding learners

through the steps.

Example 1: Solve the linear inequality: 3x + 5 > 10

Solution:
Subtract 5 from both sides of the inequality:
3x > 10 - 5
3x > 5

Divide both sides by 3 (remember to flip the inequality symbol when dividing by a
negative number):
x > 5/3
 The solution to the inequality is x > 5/3.

Example 2: Solve the linear inequality: 2y - 3 ≤ 7

Solution:
Add 3 to both sides of the inequality:
2y ≤ 7 + 3
2y ≤ 10

Divide both sides by 2:

y ≤ 10/2
y≤5

The solution to the inequality is y ≤ 5.

Example 3: Solve the linear inequality: -4z + 6 ≥ 10

Solution:
Subtract 6 from both sides of the inequality:
-4z ≥ 10 - 6
-4z ≥ 4

Divide both sides by -4 (remember to flip the inequality symbol when dividing by a
negative number):
z ≤ 4/(-4)
z ≤ -1

The solution to the inequality is z ≤ -1.

Provide worksheets with linear inequalities for learners to solve

individually or in pairs.

Demonstrate the process by using an example and discuss the

difference between an open circle and a closed circle.

Allow learners to practice graphing the solutions of linear

inequalities on graph paper or using graphing software if available.

Assessment
a. Solve the linear inequality: 2x - 4 < 10.
b. Find the solution set for the linear inequality: 3y + 7 ≥ 22.
c. Solve the linear inequality: -5z + 2 > -8.
d. Determine the solution to the linear inequality: 4x + 3 ≤ 15.
e. Find the solution set for the linear inequality: 2m - 5 ≥ 7.
f. Solve the linear inequality: 3y + 2 < -4.
g. Determine the solution to the linear inequality: -2z + 6 > 10.
h. Find the solution set for the linear inequality: 5x - 3 ≤ 12.
i. Solve the linear inequality: 2m + 5 ≥ 17.
j. Determine the solution to the linear inequality: -3y - 2 > -8.
PHASE 3: Use peer discussion and effective questioning to find out from
REFLECTION learners what they have learnt during the lesson.

Take feedback from learners and summarize the lesson.