Quarter 4 Linear Topic: Graph of Linear Inequality Time 2 days

Inequality in Frame
Two Variables :

                   
     
Stage 1
     

Content Standard: Performance Standard:

The learner demonstrates The learner creates own solutions/questions

understanding of the key concepts involving linear inequality in two variables
on linear inequality in two variables

Essential Undersatnding(s): Essential Question(s):

* Daily tasks involving graph of linear * How is a graph of linear inequality

inequality drawn?
* The learner will know: * The learner will be able to:
algebraic notations of real life graph a linear
situations that depict linear inequality
inequality.

Stage 2
             

Product or Performance Task: Evidence at the level of Evidence at the level of

understanding
Problems formulated are:
1. Real life related,
2. Involve graph of linear inequality,
and
3. Solve using variety of strategies.
performance:
The learner should be able to Assessment of problems formulated
demonstrate understanding by based on the following criteria:
covering four (4) facets of * real life related problems.
understanding: * problems involve integers linear
inequality in two variables
Explaining the steps in plotting the * problems are solved using variety
graph of linear inequality. of strategies.
Criteria:
Clear
Coherent
Justified

Interpreting inequality symbols so

that graphs of linear inequality are
graphed.

Criteria:
Appropriate
Practical
Meaningful
 Applying skills in graphing
inequalitities to different situations.

Manifesting Self-knowledge on
inequality notations and graphing,
and, how one can give his best to a
problem he himself created.

Stage 3
(Teaching/Learning Sequence)

Explore

Preliminary Activity: Work in triads. Answer in __ seconds.

[Choose which drill suits your class. Items maybe intermixed with other drills]

Drill A
Which is greater ?
1.) 4 or -4
2.) 0 or -1
3.) -8 or -9
Give two integers
4.) greater than -1.
5.)less than 1

Drill B
Fill in the ⃝ with >,<,≤ or ≥ to compare the following pair of numbers:
1.) -12 ⃝ 12
2.) 33.32 ⃝ 33.31
3.) ⅓ ⃝ ⅛
4.) -⅚ ⃝ -⅝
5.) √ 9 ⃝ -4

Drill C
Which value listed below does not belong to the statements that follow?
x={-10,-9,-8,-7,-6,-5,-4,-3,-2,-1,0,1,2,3,4, 5,6,7,8,9,10}
1.) x>-10
2.) x<10
3.) x≥-8
4.) x≤-1
5.) -3≤ x <9

Drill D
Which value listed below does not belong to the statements that follow?
x={-10,-9,-8,-7,-6,-5,-4,-3,-2,-1,0,1,2,3,4, 5,6,7,8,9,10}
1.) x>-10 where
2.) x<10 where
3.) x≥-8
4.) x≤-1 where x∈ N
5.) -3≤ x <9

Drill E
Tell if you agree or disagree with the following mathematical statements:
1.) 0 > -5
2.) -8 ≤ -7
3.) 5⅟2 x > 5⅟4
4.) -4 > -4⅟2
5.) 0 ≤ x

Drill F
Sketch the graph in a number line.
1.) x > -1
2.) x ≤ -2⅟2
3.) x < -3.3
4.) x < √ 5
5.) -3⅔ x ≤ 4

Drill G
Sketch the graph in a Cartesian plane.
1.) x > -1
2.) x ≤ -2⅟2
3.) x < -3.3
4.) x < √ 3
5.) -3⅔ x ≤ 4

Firm-Up

 Answer and check the drill.

 Discuss and process the preliminary activity. Stress on how inequality symbols limits the
probable values of x.
o Provide incidental teaching if necessary.
 Synthesize the notations used and their corresponding meanings.
 Suggested format in synthesizing:

Symbol Meaning Graph

     
 See notes on the attachment

 Follow-up Activity:
o With the same triad, graph y = 2x + 2
Deepen

 Distribute a copy of the instruction on how to graph a linear inequality [see attachment].
Discuss the steps shown stressing the following points:
o Verify if (0,0) test is reliable in determining the region of solution by plugging ordered
pairs to the inequality.
o Investigate why the line is broken and what argument will make it solid.

 Work with a group of four members.

1. Rico is making a window frame that is a square at the bottom with an isosceles triangle on top.
The perimeter of the window must be no more than 15 dm. What are some possible

dimensions of the window? x y

x

y y
Let x = the length of one of the two congruent sides of the isosceles triangle
y
y = the length of each side of the square;

2. The Perimeter of the window frame in terms of x and y is

P= x+ y

3. Write an inequality for the perimeter of the frame. (It must be not more than 15 dm.

4. Solve the inequality for y:

y = __________

5. Graphing is one way of finding the solution of an inequality. Graph the boundary lines using the slope-
intercept method.

y-intercept (b) = ___ slope (m) = ___

Remember that the graph of a linear inequality in two variables is half-plane. The boundary line of the
half-plane is dashed if the inequality is < or >, and solid if the inequality is ≤ or ≥.

a) Is the boundary line solid or dashed? Why?

b) Can we consider all the points in the xy-plane? Why?
c) Into how many regions does the boundary line divide the first quadrant?

6. Place the points A, B, C and D whose coordinates appear on the table below on its respective region.
 Substitute the coordinates of each point in the inequality and complete the table.

Point 2x + 3y ≤ 15; Is the inequality true?

A (1, 4)
B (2, 3)
C (3, 4)
D (4, 3)

7. In your graph, shade the region containing the point(s) that makes the inequality true. Does the
boundary line contain points that are solutions of the linear inequality? Explain.

TRANSFER:

Graph each of the following on the Cartesian plane.

1. x < 3

2. y > 3

3. 2x +3y < 6
4. x – 3y + 3 > 5

5. 2x ≤ y + 3

1. y > 3
2. 2x +3y < 6
3. x – 3y + 3 > 5
4. 2x ≤ y + 3
ATTACHMENT

[http://www.algebra-class.com/graphing-inequalities.html]